ENGLISH HOME LANGUAGE Curriculum and Assessment Policy Statement Foundation Phase Grades R-3 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement Grades R-3 English home language ENGLISH HOME LANGUAGE GRADES R-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0400-8 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works ENGLISH HOME LANGUAGE GRADES R-3 CAPS AGRICULTURAL MANAGEMENT PRACTICES GRADES 10-12 CAPS FOREWORD by thE ministER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). the Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. in 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document. From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. the National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. the National Curriculum Statement Grades R-12 accordingly replaces the subject statements, Learning Programme Guidelines and subject Assessment Guidelines with the (a) Curriculum and Assessment Policy statements (CAPs) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION ENGLISH HOME LANGUAGE GRADES R-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS.. 3 1.1 Background .....................................................................................................................................................3 1.2 Overview ......................................................................................................................................................3 1.3 General aims of the South African curriculum.............................................................................................4 1.4 Time allocation ................................................................................................................................................6 1.4.1 Foundation Phase...................................................................................................................................6 1.4.2 Intermediate Phase.................................................................................................................................6 1.4.3 Senior Phase...........................................................................................................................................7 1.4.4 Grades 10-12 ..........................................................................................................................................7 Section 2: INTRODUCING THE LANGUAGES.....................................................................................8 2.1 Home Language Grades R-3 introduction ....................................................................................................8 2.2 An integrated approach..................................................................................................................................8 2.3 Time allocation ..............................................................................................................................................10 2.4 Assessment...................................................................................................................................................10 2.5 Listening and speaking ................................................................................................................................10 2.6 Reading and writing focus time...................................................................................................................11 2.7 Writing............................................................................................................................................................18 2.8 Grade R ..........................................................................................................................................................20 Section 3: Content and Teaching Plans for Language Skills ..................................... 22 3.1 Grade R Home language: English ...............................................................................................................31 3.2 Grade 1 Home language: English................................................................................................................53 3.3 Grade 2 Home language: English................................................................................................................80 3.4 Grade 3 Home language: English..............................................................................................................105 Glossary............................................................................................................................................131 ENGLISH HOME LANGUAGE GRADES R-3 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 3 sECTION 1 INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for ENGLISH HOME LANGUAGE gradeS R-3 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; ENGLISH HOME LANGUAGE GRADES R-3 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; ENGLISH HOME LANGUAGE GRADES R-3 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). ENGLISH HOME LANGUAGE GRADES R-3 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 ENGLISH HOME LANGUAGE GRADES R-3 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. ENGLISH HOME LANGUAGE GRADES R-3 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2 NTRODUCING THE LANGUAGES 2.1 Home Language Grades R-3 introduction In the Foundation Phase, the skills in the Home Language curriculum are: Listening and speaking Thinking and Reasoning and Language Structure and Use which are integrated into all four language skills (listening, speaking, reading and writing) Reading and phonics Writing and handwriting The content (knowledge, concepts and skills) contained in the National Curriculum Statement (NCS) has been organised in the Curriculum and Assessment Policy Statement (CAPS), per term, using these headings. This CAPS provides teachers with: • an introduction containing guidelines on how to use the Foundation Phase document • content, concepts and skills to be taught per term • guidelines for time allocation • requirements for the Formal Assessment Activities and suggestions for informal assessment • lists of recommended resources per grade. 2.2 AN INTEGRATED APPROACH The Languages programme is integrated into all other subject areas. Language is used across the curriculum in all oral work, reading and writing. Many of the Listening and Speaking Language skills will be developed within Mathematics and Life Skills, which is made up of many subjects such as Creative Arts and Beginning Knowledge including Personal and Social Well-being, Natural Sciences and Technology and the Social Sciences. Themes and topics can be selected from these subject areas to provide contexts for the teaching of language skills. 2.3 TIME ALLOCATION The following time allocations for languages come into effect in 2012. For Language in the Foundation Phase time will be determined by the language context of the school. Schools can choose whether to give relatively more or less time to the Home and First Additional Languages depending on the needs of their learners. The minimum time for the Home Language and First Additional Languages is provided in brackets in the table below. Home Language First Additional Language Grade R 10 hours Grade 1 8 (7) hours 3 (2) hours Grade 2 8 (7) hours 3 (2) hours Grade 3 8 (7) hours 4 (3) hours ENGLISH HOME LANGUAGE GRADES R-3 CAPS 9 The Department does not prescribe how to break down the minimum time into the different components although the following suggestions are made for each grade. GRADE 1 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 3 days 45 minutes Reading & Phonics Phonics: 15 minutes per day for 5 days (1 hour 15 minutes) Shared Reading: 15 minutes per day for 3 days (45 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes) 4 hours 30minutes Handwriting 15 minutes per day for 4 days 1 hour Writing 15 minutes per day for 3 days 45 minutes Total per week 7 hours GRADE 2 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 3 days 45 minutes Reading & phonics Phonics: 15 minutes per day for 5 days (1 hour) Shared Reading: 20 minutes per day for 3 days (1 hour) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hours 30 minutes) 4 hours 30 minutes Handwriting 15 minutes per day for 3 days 45 minutes Writing 15 minutes per day for 4 days 1 hour Total per week 7 hours GRADE 3 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 3 days 45 minutes Reading & Phonics Phonics 15 minutes per day for 4 days (1 hour) Shared Reading 20 minutes per day for 3 days (1 hour) Group Reading 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hours 30 minutes) 4 hours 30 minutes Handwriting 15 minutes per day for 3 days 45 minutes Writing 20 minutes per day for 3 days 1 hour Total per week 7 hours The Department does not prescribe how to break down the maximum time into the different components although the following suggestions are made for each grade. GRADE 1 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 4 days 1 hour Reading & Phonics Phonics: 15 minutes per day for 5 days (1 hour 15 minutes) Shared Reading/Shared Writing: 15 minutes per day for 5 days (1 hour 15 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes) 5 hours Handwriting 15 minutes per day for 4 days 1 hour Writing 20 minutes per day for 3 days 1 hour Total per week 8 hours ENGLISH HOME LANGUAGE GRADES R-3 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 4 days 1 hour Reading & phonics Phonics: 15 minutes per day for 5 days (1 hour 15 minutes) Shared Reading/Shared Writing: 15 minutes per day for 5 days (1 hour 15 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes) 5 hours Handwriting 15 minutes per day for 4 days 1 hour Writing 20 minutes per day for 3 days 1 hour Total per week 8 hours GRADE 3 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 4 days 1 hour Reading & phonics Phonics: 15 minutes per day for 5 days (1 hour 15 minutes) Shared Reading/Shared Writing: 15 minutes per day for 5 days (1 hour 15 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes) 5 hours Handwriting 15 minutes per day for 4 days 1 hour Writing 20 minutes per day for 3 days 1 hour Total per week 8 hours 2.4 ASSESSMENT The CAPS document provides the requirements for each Formal Assessment Activity. GRADE SUBJECT TERM 1 TERM 2 TERM 3 TERM 4 TOTAL 1 Home Language 1 2 2 2 7 2 Home Language 1 2 2 2 7 3 Home Language 1 3 3 2 9 In Term 1 there is only one Formal Assessment Task (made up of a number of parts dealing with different aspects of Language) in Grades 1-3. Schools are encouraged to conduct a baseline assessment in the first term. In addition, suggestions are given for informal assessment that will inform daily teaching and learning but will not be formally recorded. 2.5 LISTENING AND SPEAKING Children are constantly developing their listening and speaking skills not only in each of the components of Language but also during other subjects. Because listening and speaking are crucial to all learning, it is important that these skills are effectively developed early in a child’s academic life. Hence, in the Foundation Phase, there is time specifically dedicated to the development of these two important skills. The time allocation for Listening and Speaking provides for (1) the time spent at the beginning of the day and (2) focussed listening and speaking activities. ENGLISH HOME LANGUAGE GRADES R-3 CAPS 11 2.5.1 Oral work at the beginning of the day Each morning should begin with a brief whole class oral activity with children. Use this time to: • Talk about the day, date, the weather chart, children who have birthdays and any special events for the day. • Check attendance: take a roll call to identify children present / absent • Hear a few children share their news, ‘show and tell’ about a picture or object, talk about the diary, sports, concerts, topical events and story-telling. Try to listen to every child’s news at least once every two weeks. 2.5.2 Focussed activities Specific attention should be given to listening and speaking skills throughout the Foundation Phase. The time allocated to Oral includes Listening and Speaking Activities that target specific skills at least twice a week. The CAPS document thus provides (1) daily/weekly listening and speaking skills and (2) a list of other essential listening and speaking skills. This division helps teachers to plan their teaching so that their focussed listening and speaking lessons concentrate on developing 2 - 3 specific skills at a time. These focussed activities should be integrated with Drama which is part of Creative Arts in Life Skills. 2.6 READING AND WRITING FOCUS TIME In Grades 1-3, Reading and Writing take place in Reading and Writing Focus Time. It is here, through clear, focussed lessons that children will be taught to be effective readers and writers. Time every day must be set aside for focussed lessons covering reading (Shared Reading, Group Guided Reading, Paired and Independent Reading, Phonics) and writing (Shared Writing, Group Writing and Individual Writing, grammar and spelling activities). During this time the teacher does group guided reading with two groups while other children are busy with consolidation activities such as written comprehension, phonics, spelling, grammar and writing. Paired / independent reading can also take place at the same time. The Curriculum and Assessment Policy Statement (CAPS) for the Foundation Phase divides the requirements for Reading into: • Shared Reading (including Shared Writing) • Group Guided Reading • Paired / Independent Reading • Phonics (including Phonemic Awareness) 2.6.1 Shared Reading Shared Reading (and/or Shared Writing) usually happens in the first 15 minutes of the Reading and Writing Focus Time. The teacher works with the whole class. Shared Reading will happen on two to four days a week using a single, enlarged text for the whole class such as Big Books, posters and pictures or a text on an overhead transparency or individual fiction and non-fiction texts for each child. Although there will normally be only one text used per week, the texts selected for each grade should increase in length and complexity across the year and across the grades. Children will be introduced to a range of stories, poems, rhymes and plays as well as information and graphical texts. ENGLISH HOME LANGUAGE GRADES R-3 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Each Shared Reading session will have a learning focus from the following: concepts of print, text features, phonics, language patterns, word identification strategies and comprehension at a range of levels (e.g. literal, reorganization, inferential, evaluation and appreciation questions). The first session focuses on the enjoyment and first ‘look’ at the text, with the children giving a personal response to the text. In the next session the same text is used and the focus shifts to more involvement in the reading with the teacher using the discussions that take place to develop vocabulary, comprehension, decoding skills and text structures (grammar, punctuation etc). On the third, and possibly the fourth day, children read the text themselves and engage in oral, practical and written activities based on the text. Some texts might only be used over a day or two, especially in Grade 2 and Grade 3. 2.6.2 Shared Writing Where possible, the Shared Reading text should inform the Shared Writing where the teacher models how to write a text. Children engage in the composition of the text while the teacher takes on the role of facilitator and scribe. The Shared Reading text can be consulted to provide examples of language patterns, spelling choices or other text features useful in the preparation of new texts. This modelling of the writing process helps to prepare children for their own writing tasks. Shared Reading and Shared Writing should take place in Grades 1-3. 2.6.3 Group, Guided Reading This is an ability-group reading teaching strategy where all the members in the group read the same text under the direction of the teacher and should take place every day. Guided reading involves the teacher in a session with a group of between 6 and 10 children. The teacher plans the lessons to include a range of word-attack strategies that children will learn to apply when meeting challenges in texts. The ‘text talk’ between teacher and children (and children with each other) is central to this approach. During this time the teacher should not be interrupted by other children who are doing independent activities. Each group session should be between 10 and 15 minutes long with two groups reading with the teacher every day (approximately half an hour per day in total). 2.6.4 Forming ability groups Texts are selected according to the group’s instructional reading level. The easiest way of establishing this level and dividing children into groups is through observation of the readers as they read a text. Here is a list of observable behaviour that will help in grouping children for Guided Reading sessions. • The text must be read with ease but still have a few challenges for the reader either at a decoding or at the comprehension level. The reader should recognise and quickly decode 90% - 95% of the words. They should all finish reading the selection within a minute of each other. • They will read fluently and with appropriate expression • They will be interested in the text • They will not need to finger-point while reading • They will read silently ENGLISH HOME LANGUAGE GRADES R-3 CAPS 13 Steps in a Group Guided Reading Lesson I. Select an appropriate text: Graded readers will mostly be used for group reading. They should be at a lower level than the texts used for Shared Reading. Read through the text beforehand and note any features of structure, vocabulary or syntax that may be challenging for the children. These may provide the teacher with a teaching focus. II. Introduction: Introduce the type of book or chapter for the session and introduce the topic. Assist the children to make connections with the topic and their own life experiences. Keep this ‘talk’ focused and just enough for the children to read successfully (2 - 3 minutes). III. Picture Talk or Browsing: With very young children briefly talk through the illustrations of the book or the chapter pointing out significant details and raising questions about what might be happening at this point in the text. With older children teach them to browse through the text paying attention to captions, chapter headings and any other organisational features such as table of contents and/or sub-headings within the text. Where new or difficult words appear in the text, the teacher introduces these words in the ‘text talk’, prior to the children reading the text themselves. This should last for 2 - 3 minutes. IV. First Reading: Children read the text individually. The very early readers can read aloud or ‘whisper read’ the text, while more experienced readers read silently until the teacher asks them to read out loud. The teacher observes the children’s reading behaviours and may select an additional teaching focus based on these observations. The teacher moves from child to child and listens to each read a small section of the text aloud. The teacher prompts the children at this stage by saying, e.g.: • What do you expect to read in this book? • Does that make sense to you? • Well done! You corrected yourself. That makes sense. • What would sound right in this sentence? • Look at the illustration. • It could be but look at the first letter again. V. Discussion: If children raised questions in the picture talk stage, return to these questions and discuss the answers. The discussion could also include a focus on phonics, comprehension or on an aspect of grammar. Discuss the text bearing in mind the range of questions that should be integrated into the discussion to develop comprehension. ENGLISH HOME LANGUAGE GRADES R-3 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) VI. Second and subsequent readings: On subsequent days children re-read the text either in pairs or alone. The prime focus here is to develop fluency and provide opportunities to use the text to develop vocabulary, grammar and deeper comprehension of the text. Vary the manner in which this is done, e.g., reading parts of a character or taking turns to read a page or paragraph. Older, more experienced readers may select a particular passage to work on in this time. Paired and Independent Reading Paired and Independent Reading provides children with reading practice and encourages reading for enjoyment. Children can reread their class or group readers, or they can read simple ‘fun’ books or supplementary readers. The text should be at a lower level than that used for Shared and Group Guided Reading. Paired reading can take place at any time, anywhere, as a class reading activity. Children can sit in pairs inside or outside of the classroom to read together or take turns to read or two children who have completed their tasks can read together while other children complete their work. If children read books on their own they also develop fluency, provided that the books are easy enough for the children to read without help. Short, simple books with predictable text and colourful illustrations are ideal. Some teachers like to give children individual reading to do at home. This home reading should consist of re-reading the group reading book or reading simple, ‘fun’ books. This extra reading practice, done on a regular basis every day, plays an important role in learning to read. The five components of teaching reading Most reading experts agree that there are five main components to the teaching of reading: • Phonemic awareness • Word recognition (sight words and phonics) • Comprehension • Vocabulary • Fluency Each of these components needs to be taught explicitly and practised on a daily basis. Phonemic awareness Phonemic awareness is recognising that speech consists of a sequence of sounds and being able to recognise these individual sounds, how they make words and how these words can make sentences. Developing this awareness should begin early in Grade 1. A sequence for the teaching of phonemic awareness could be: • Activities that focus on rhyme (e.g. What rhymes with cow?) • Activities that focus on syllable units (e.g. Clap for your name, e.g. Pau - la) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 15 • Activities that focus on onset (the part before the vowel) and rime (the vowel(s) + the consonant(s) that follow) (e.g. St + and, br + own). • Activities that focus on phonemes: Put these sounds together: /st/-/o/-/p/ • Matching activities: Do these start the same? Sandwich/sandbag • Isolation activities: What do you hear at the beginning of black? • Substitution activities: What word would you have if you replaced /st/ in stool with /f/? • Blending activities: Which word would you have if you put these sounds together: - /str/ā/n/ (blending phonemes) - /str/ain/ (blending onset and rime) - /mu/mmy/ (blending syllables) • Segmentation activities: Say the parts you hear in this word: - Stable: /stā-/ble/ (separating syllables) - Dog: /d/-/o/-/g/ (separating phonemes) • Deletion activities - Say stirfry without the stir (syllable deletion) - Say friend without the /fr/ (onset deletion) - Say Pete without the /p/ (phoneme deletion) Useful activities to develop basic skills such as listening include listening games, nursery rhymes, rhyming games and games using alliteration (words that begin with the same sound). Phonics Phonics refers to the sounds in words and the symbols (letters of the alphabet) used to represent them. It is an important tool in both reading and writing. There are a range of phonic programmes available. Schools may select the programme that will support explicit and systematic teaching of phonics through the school. Schools should remain loyal to their chosen programme. The suggested sequence of introducing the phonic elements in the CAPS document is a guide. Where phonic programmes have different sequences, follow these instead. However, the pacing of introducing the phonic elements should be similar to the pacing in the CAPS document. Phonics and handwriting should be linked as the teaching of the letter sound and how to write it go together. Teach the more frequently used sounds first in Grade 1. Also bear in mind letter formation so that, for example, one might choose to teach the letter c before a and the letter l before h and b. The CAPS document paces the introduction of phonics so that 1-2 new sounds are introduced each week during the first two terms so that at least eight sounds are taught by the end of the first term and the remainder by the end of the second term. Some consonant and vowel ENGLISH HOME LANGUAGE GRADES R-3 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) combinations can be introduced in the second half of Grade 1. At the same time continue practice in building and breaking down words. In Grade 2 and Grade 3 more consonant and vowel combinations are taught, increasing in complexity over the year and across the two grades. The teaching of phonics is not an isolated activity and should be linked to the Shared Reading programme. As children are learning the sound symbol system of the language taught, they should be encouraged to use ‘invented spelling’ until such time that they learn conventional spellings. Children who use ‘invented spelling’ become better spellers than those who do not. Strive for the children to write with phonemic accuracy where each sound in a word is represented in writing such as ‘becors’ or ‘stashun’. Spelling is closely linked to phonics and the spelling programme should be informed by the phonics taught during that week. Whilst the teaching of spelling will be informal during Grades 1 and 2, in Grade 3 a more formal spelling programme should be implemented with periodic, informal spelling tests and dictations. However, correct spelling needs to be evident in children’s written work and not only in spelling tests and dictations. Word Recognition Sight words (or ‘look and say’ words) involve the child recognising an individual word ‘on sight’ through the use of continued repetition of a word. Words that appear frequently in text (high frequency words) can be learnt in this way. English, unlike many languages, contains a large percentage of irregular words,that is, words that are not spelt as they sound so there is a strong argument for teaching sight words in English. Use the Shared Reading and Group Guided Reading lessons to model the following five finger strategy where each finger represents a strategy the reader can use to systematically figure out how to read an unknown word and its meaning: • The thumb: Leave the word out and read to the end of the sentence. • The first finger: Look at the picture • The second finger: Look at the word and to see if any parts of the word are known. • The third finger: Sound the word out • The fourth finger: Ask for help in reading the word or understanding its meaning Start teaching children this process when they meet unknown words. Comprehension: During the reading lessons the teacher has many opportunities to engage children in a range of levels of thinking and questioning. Here are a few ways of starting questions that will help to develop both lower and higher order comprehension skills. Literal comprehension • Identify…. (e.g. Identify the main character in the story.) • Point out… (e.g. Point out the car the robber was driving.) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 17 • Read/quote the line that… (e.g. Read the line that tells you the grandmother was unhappy.) • Describe… (e.g. Describe the villain of the story.) • Find… (e.g. Find the name of the book she was reading.) • Show … (e.g. Show me the part of the story you liked best.) • Locate … (e.g. Locate the place the family was driving to in the story.) • State… (e.g. State the name of the little black dog that ran away.) Reorganisation • Compare…. (e.g. Compare the two sisters. What was different?) • List …. (e.g. List the places the grandfather visited.) • Contrast… (e.g. Contrast the place where they were living with their new home.) • Divide….into…. (e.g. Divide the different animals in the story into two groups, those that were kind to the girl and those that tried to eat her.) • Classify… (e.g. Classify the animals in the story.) • Summarise… (e.g. Summarise the story in not more than four sentences.) • How is….different to… (e.g. How is the hero different from the villain?) Inferential • Pretend… (e.g. Pretend you were the hero. What would you have done?) • Suppose… (e.g. Suppose the zookeeper had left the cage door open. What would have happened?) • Could…. (e.g. Could the man have reached the other side of the river a different way?) • What are the implications … (e.g. What happened because of that decision?) • What might have happened if…. (e.g. What might have happened if his father had gone to see his uncle?) • What consequences…. (e.g. What were the consequences of her actions?) Evaluation • Should… (e.g. Should her grandmother have told her the story?) • In your opinion… (e.g. In your opinion was the boy right to behave that way?) • Do you agree… (e.g. Do you agree that leaving home was the best choice?) • Would you have… (e.g. Would you have done the same thing if you were in that position? ENGLISH HOME LANGUAGE GRADES R-3 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Is it right that… (e.g. Is it right that his uncle threw him out of the house because he stole some bread?) • What best describes… (e.g. What best describes the main character in the story?) Appreciation • What did you think when… (e.g. What did you think would happen when the lion opened his mouth?) • Is this word/phrase effective for… (e.g. Is this word a good word to describe the villain?) • Do you know anyone like… (e.g. Do you know anyone who behaves like his sister?) • Why did you like/dislike… (e.g. Why did you dislike her uncle?) Work also on meta-cognitive skills to teach children to monitor themselves when reading, both in the area of word recognition and comprehension. Children should be taught to ask: ‘Does it sound right?’, ‘Does it look right?’ and ‘Does it make sense?’ Model the process in Shared Reading and apply it in Guided Reading with support. Reading fluency Fluency in reading involves: • Accuracy in decoding: being able to accurately identify the majority of words • The rate or speed of reading: immediately recognising words or being able to get the words off the page quickly and effortlessly • Reading smoothly with appropriate phrasing and expression • Comprehension Fluency levels can be improved by teaching specific reading skills for decoding and word recognition, by selecting simpler texts, by providing more interesting texts, by rereading books and by increasing the volume of texts read. “Read alouds” by the teacher A final and vital component of a balanced reading programme is the reading aloud (story-time) by the teacher. This develops a whole range of language skills (including those of reading) in a meaningful context and is at the heart of a balanced programme for literacy. Through “read alouds” teachers can create in children a love of reading and a passion for stories. More information on all aspects of the teaching of reading can be found in the Department of Basic Education’s handbook, Teaching Reading in the Early Grades. (2008). 2.7 WRITING Children begin Grade 1 by ‘writing’ using pictures but as they master the skills of letter formation they can start to copy individual words, captions and full sentences which they can then illustrate. By the middle of Grade 1 children should be able to write their own captions for their pictures and construct at least one sentence. Give support by providing sentence starters or frames, e.g., ‘I want…’. Give each child an A5 book to use as a personal dictionary. Provide cloze procedure exercises in which children complete a sentence by adding a word and simple questions that children can answer with Yes/No or a single word. ENGLISH HOME LANGUAGE GRADES R-3 CAPS 19 The Shared Writing activities model the writing process so that children understand how individual letters form a word, how separate words form a sentence, the importance of spaces between words and the use of punctuation. Through Shared Writing children develop an extended vocabulary and come to understand how sentences can be enriched by the use of interesting adjectives and adverbs. As children become more skilled in writing their own sentences, introduce the concept of paragraphs. The CAPS uses the process approach to writing. The process involves children in drafting, writing, editing and presenting text for others to read. Foundation Phase children will not rewrite their work, but rather edit by drawing a line through unwanted words and adding text where necessary. Handwriting The CAPS document makes provision for the systematic teaching of the skills of handwriting, in short periods in the various grade levels, for approximately 15 minutes per day. Pre-writing programme Before starting to teach formal handwriting in Grade 1, children should follow a pre-writing programme to develop visual discrimination, gross and fine motor and hand-eye coordination, body image etc. They need to be taught the correct pencil grip, how to form the letters, the starting point, size, shape, and direction of movement. Later guide children to position and space letters on and between the lines. The correct sitting position is also important. Young children often have difficulty in copying from the board as their eyes need time to refocus from the board to the page in front of them and their short-term visual memory may not be well developed. It helps to give children in Grades 1-3 writing strips containing a row of letters for the children to copy during Handwriting. Transition to a joined script or cursive writing By the end of Grade 1 children should be able to form all the lower and upper case letters correctly and fluently and copy sentences correctly from the board or from sentence strips. In Grade 2 children develop greater speed in writing print script and it is in this grade that most schools will begin teaching a joined script or cursive writing. Whilst the choice in regard to the handwriting script remains with a school/province children should be taught to write a form of joined script or cursive writing by the end of Grade 3. Most children make the transition to this script during the first half of Grade 3. Materials In Grade 1 children begin by writing on blank paper using wax crayons. In time they progress to writing on 17mm lines using pencils for formal handwriting lessons, although many schools prefer to continue using blank jotters for other written work even in Grade 2. By Grade 3 children make the transition to using 8.5mm lined books. The exact time for these transitions will depend on the level of the children and the school’s policy. Barriers to learning The Language periods should provide opportunities to support children with barriers to learning, enrichment for those who are doing well, assessment activities and time to write. Written work must be marked and overseen by the teacher so that progress of each individual child can be tracked, monitored and can be used to inform the next steps to be taken in the learning pathway. Read aloud to the children daily to ensure vocabulary growth and development. ENGLISH HOME LANGUAGE GRADES R-3 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.8 GRADE R The Grade R organisation of language learning is based on principles of integration and play-based learning. The teacher should be pro-active, a mediator rather than a facilitator. A mediator makes the most of incidental learning opportunities that arise spontaneously through a range of child-centred activities, such as free-play in the fantasy corner or block construction site, and teacher-directed activities such as a story ‘ring’ or other ‘rings’. Issues relating to language as well as social, emotional and other forms of development such as fine and gross motor present themselves naturally in the routines and activities of a quality Grade R daily schedule. All these settings could provide opportunities for a teacher to purposely intervene and ‘mediate’ incidental learning that promotes emergent literacy. A traditional, formal classroom-based learning programme that is tightly structured and ‘basics bound’ should be avoided as it does not optimise literacy acquisition for the Grade R child. Grade R should not be a ‘watered down’ Grade One. It has its own unique characteristics based on how children in this age group make sense of their world and acquire the knowledge, skills, values and attitudes that will allow them to maximise the opportunities afforded in the formal learning years. Focus on informal and spontaneous learning in various ‘rings’ during the day. Also develop a daily programme that allows optimal time for free play and is coupled with an acute awareness on the part of the teacher of what could be called ‘teachable moments’, moments that arise in many instances out of the children’s own interests and creativity. The entire school day should be viewed as possibilities for enhancing literacy learning; either because of the direct intervention of the teacher, through planned mediated moments, including teacher-guided activities or because of the numerous incidental learning opportunities that occur during the day and enable the teacher to promote learning though utilising the ‘teachable moment’. Such moments most frequently occur during routine periods and, of course, free play. From a literacy perspective, teachable moments will afford the teacher the opportunity to ask, for example, open￾ended questions or to offer an alternative suggestion to the child and so instil in the child the desire to further his/her own learning. It becomes a question of the teacher knowing when to intervene in the learning process and when to stand back and allow the child the opportunity of providing his/her own solution to the problem at hand. In the Grade R year the time table is called the daily programme and it comprises three main components, namely teacher-guided activities, routines and child-initiated activities or free play. Specific teacher-guided literacy learning opportunities are offered during the morning language ring (for example, theme/topic discussion/language ring; daily weather discussions; telling ‘news’; show and tell rings and story time). Depending on the choice of focus (i.e. the teacher must have a clear idea of what learning s/he wants to promote) creative art activities, perceptual rings, movement, music and dramatisation rings can have a very specific literacy focus especially in refining the perceptual-motor concepts and skills which underpin formal reading. Routines provide excellent opportunities for incidentally promoting various literacy skills. For example, instead of letting the children stand in a queue and wait to go to the bathroom, the teacher can use this time to promote phonemic awareness. All children whose names begin with the letter/sound ‘S’ go to the bathroom, now children whose names begin with the letter/sound ‘N’ etc. The other children could be playing word games such as ‘I spy with my little eye’ or having vocabulary reinforced, for example, what rhymes with dog; what do you think dogs like to eat? Snack time and tidy up time provide similar learning opportunities as the teacher encourages the children to play fun sound and word games. During free-play the teacher can promote literacy in two ways. Firstly, through the structuring of the free play area. The teacher provides choices based on the types of learning opportunities she/he would like to promote. Outdoor free play such as climbing on a wooden climbing frame or riding on the cycle track might promote spatial awareness ENGLISH HOME LANGUAGE GRADES R-3 CAPS 21 behaviours such as crossing the midline (one of the important perceptual-motor behaviours for acquiring both reading and writing skills) and encourage letter/word recognition by providing opportunities for children to ‘read’ road signs. Indoor free play activities should provide similar literacy learning opportunities. A memory game encourages visual memory and a fantasy corner promotes speaking and listening opportunities. The second way of promoting literacy during free play is through purposeful intervention. This can be done through, for example, the asking of thoughtful questions which extend thinking and enlarge vocabulary. By making helpful suggestions and inviting a child to think about alternative answers and ways of problem solving, a teacher can encourage a child to think more deeply about an issue and find good reasons for the choices they make. In this way not only literacy but holistic development is addressed. In a balanced, flexible language rich daily programme, literacy learning opportunities are offered throughout the day. At the same time, important principles underpinning early learning are reinforced, namely, that young children learn best through movement (kinaesthetically) and then through interacting with concrete materials (three dimensional learning) before engaging with table top and paper and pencil activities (two dimensional representational activities). Assessment practices in Grade R should be informal and children should not be subjected to a ‘test ’ situation. For this reason Assessment Activities have not been included in the Grade R Curriculum and Assessment Policy Document (CAPS). Each activity used for assessment should be carefully planned so that it integrates a variety of skills. In Grade R most of the assessment takes place through observation with the teacher recording the results of the assessment using a checklist. Thus, as the year progresses a full picture of each child complete with challenges and strengths is gradually built. This allows for challenges to be addressed and strengths to be maximised. ENGLISH HOME LANGUAGE GRADES R-3 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) sECTION 3 Content and Teaching Plans for Language Skills DAILY PROGRAMME: GRADE R 36 MIN 50 MIN 30 MIN 10 MIN 20 MIN 60 MIN 30 MIN 10 MIN 30 MIN FREE PLAY OUTSIDE and TIDY UP TOILET ROUTINE Lang, Math, LS, TOILET ROUTINE Lang, Math, LS, REFRESHMENTS Lang, Math, LS ART ACTIVITY (every day: 1 MAIN + 2/3 supporting activities FREE PLAY INSIDE TIDY UP INSIDE Water play SAND PLAY ROLE PLAY BALLS SWINGS WHEEL TOYS EDUCATIONAL TOYS JUNGLE GYM TYRES H. MOVEMENT GAMES FANTASY PLAY ROLE PLAY CONSTRUCTION￾PLAY BLOCKS EDUCATIONAL TOYS PERCEPTUAL - GAMES PUZZLES BOOK CORNER QUIET TIME Language Mathematics Life Skills LIFE SKILLS • ACTIVITIES DESIGNED FROM CAPS (LIFE SKILLS) • HUMAN MOVEMENT ACTIVITIES • SONGS AND MUSIC • POEMS AND RHYMES • THEME DISCUSSION • BIRTHDAYS • ROUTINES • FREE PLAY LANGUAGE • ACTIVITIES DESIGNED FROM CAPS (HOME LANGUAGE) • STORIES • DRAMATISATION • BOOKS/PICTURES • PICTURE READING • PICTURE -DISCUSSIONS • PERCEPTUAL ACTIVITIES • PARENT POSTER • PARENT LETTER • NEWS • POEMS/RHYMES • MUSIC/SONGS/RHYMES • TAPES • THEME DISCUSSIONS • HUMAN MOVEMENT ACTIVITIES • ROUTINES • FREE PLAY GREETING BIRTHDAYS REGISTER NEWS WEATHER CHART TEACHER Lang GUIDED Math ACTIVITY LS ARRIVAL AND FREE PLAY TEACHER Lang GUIDED Maths ACTIVITY LS TEACHER Lang GUIDED Math ACTIVITY LS STORY Every day REST/QUIET TIME and DEPARTURE MATHEMATICS • ACTIVITIES DESIGNED FROM CAPS (MATH) • SONGS AND MUSIC ACTIVITIES • PERCEPTUAL ACTIVITIES • COUNTING RHYMES • THEME DISCUSSIONS • SCIENCE EXPERIMENTS • FREE PLAY • ROUTINES ENGLISH HOME LANGUAGE GRADES R-3 CAPS 23 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE HOME LANGUAGE GRADES R-3 G EAKIN PS AND G LISTENIN GRADE R GRADE 1 GRADE 2 GRADE 3 • Listens to stories and acts these out • Listens and responds to simple questions • Listens to and repeats rhythmic patterns, and copies correctly • Listens to and recalls simple word sequences in order (e.g. big, beg, bag) • Names and points to parts of the body • Sings simple songs and does action rhymes • Talks about pictures in posters, theme charts, books etc • Matches and sorts things according to shape, colour etc • Participates in discussions and asks questions • Listens to stories and expresses feelings about the story • Listens to instructions and announcements and responds appropriately • Listens without interrupting, taking turns to speak and asking questions for clarification • Listens, enjoys and responds to picture and word puzzles, riddles and jokes • Talks about personal experiences and feelings • Tells a familiar story which has a beginning, middle and end • Answers closed and open-ended questions • Role plays different situations • Participates in class discussions • Uses terms such as sentence, capital letter, full stop • Listens to stories and poems and answers higher-order questions • Listens to a complex sequence of instructions and responds appropriately • Listens without interrupting showing respect for the speaker, asking questions and commenting on what was heard • Talks about personal experiences and more general news • Tells a story that has a beginning, middle and end • Expresses feelings about a story or poem and gives reasons • Answers open-ended questions and justifies answer • Makes up own rhymes • Role plays different situations • Participates in discussions, and reports back on the group’s work • Uses terms such as noun, adjective, verb, pronoun, preposition, comma, question mark, paragraph • Listens for the main idea and for detail in stories and answers open-ended questions • Listens to a story and works out cause and effect • Expresses feelings about a text and gives reasons • Listens to a complex sequence of instructions and responds appropriately • Engages in conversation as a social skill, accepting and respecting the way others speak • Makes an oral presentation (e.g. tells personal news, describes something experienced, recounts an event) • Tells a short story with a simple plot and different characters • Uses language imaginatively (e.g. tells jokes and riddles) • Interviews people for a particular purpose • Uses terms such as subject, verb, object, question, statement, command, synonym, antonym, exclamation mark ENGLISH HOME LANGUAGE GRADES R-3 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) O VERVIEW OF THE LAN GUA G E SKILLS TO B E TAU GHT IN THE HOME LAN GUA G E GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 SC HONI P • Identifies rhyming words in well known rhymes and songs such as Humpty Dumpty • Begins to recognise that words are made up of sounds, e.g. the beginning letter(s) of their names • Segments oral sentences into individual words • Divides multisyllabic words into syllables • Recognises aurally and visually some initial consonants and vowels especially at the beginning of a word • Identifies letter-sound relationships of all single letters • Builds words using sounds learnt (e.g. words with. -at, -et, -it, -ot, -ut, -ag, e.g. -ig, -og, -ug, -an, -en, -in, -un, -am) • Uses consonant blends to build up and break down words (r and l blends ) • Recognises common consonant digraphs at the beginning and end of a word, e.g. sh, ch and th • Recognises plurals (‘s’ and ‘es’) and word endings ( ‘ing’ and ‘ed’) aurally • Groups common words into sound families • Consolidates Grade 1 phonics • Revises common consonant digraphs (sh, ch, th) at the beginning and end of words • Recognises ‘wh’ at the beginning of a word • Uses initial and final consonant blends to build up and break down words, , e.g. bl-a-ck, bri-ng, sa-ng 3-letter consonant blends at the beginning of words, e.g. str-ip, str-ap • Recognises vowel digraphs, e.g. ‘oo’ as in moon, ‘ee’ as in tree, ‘oa’; ‘ea’ short ‘oo’ as in book, ‘ai’ as in ‘rain’ • Recognises ‘silent e’/split digraph in words, for xample. tape • Recognises at least 5 new vowel digraphs, e.g. ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in shirt, ‘or’ as in short, ‘ur’ as in church etc. • Recognises common double consonants such as ll,at the end of words • Recognises and uses suffixes such as -ly, -ies • Spells words correctly using their phonic knowledge • Builds words using the phonic sounds taught during the year. • Consolidates Grade 1&2 phonics • Recognises consonant digraphs at the beginning and end of words (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words • Recognises ‘silent e’ or split digraphs in words (e.g. same, bite, note) • Recognises vowels such as -ere, -air, -are • Recognises and uses spelling patterns (e.g. -igh (high), -ough (tough), -eigh (neigh), -augh (caught) • Recognises and uses rhyming words (e.g. blow, flow, glow) • Recognises that some sounds can be represented by a number of different spelling choices, e.g. ow (cow) ou (found), aw (draw), au (autumn); tie, high, sky; few, blue • Recognises digraphs making /f/, e.g. ‘ph’ as in elephant) • Recognises silent letters in words, i.e. ‘k’, ‘l’, ‘b’ ‘w’ • Recognises hard and soft sounds of ‘c’ and ‘g’ • Recognises and uses synonyms and antonyms • Recognises and uses prefixes such as un-, re-) and suffixes such as -ful, -ness) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 25 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE HOME LANGUAGE GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 (contd) S C HONI P • Uses words that are pronounced and spelt the same but have different meanings (homophones) • Uses words that sound the same but are spelt differently • Builds 3, 4 and 5-letter words • Sorts letters and words into alphabetical order • Spells words correctly using their phonic knowledge ENGLISH HOME LANGUAGE GRADES R-3 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) O VERVIEW OF THE LAN GUA G E SKILLS TO B E TAU GHT IN THE HOME LAN GUA G E GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 G IN WIE V AND G READIN Emergent Reading Skills • Recognises and points out common objects in pictures • Arranges a set of pictures in such a way that they form a story • Interprets pictures , e.g. makes up own story and ‘reads’ the pictures • Acts out parts of a story, song or rhyme • Holds the book the right way up and turns pages correctly • Pretends to read and adopts a ‘reading voice’ • Recognises own name and names of some other children in the class • Begins to ‘read’ high frequency words seen in the classroom and at school, e.g. door, cupboard) Shared Reading as a class with teacher • ‘Reads’ enlarged texts such as poems, Big Books. posters • Makes links to own experience when reading with the teacher • Describes characters in stories and gives opinions • Predicts what will happen in a story through the pictures • Answers questions based on the story read • Draws pictures capturing main idea of the stories Emergent Reading Skills • Develops book handling skills (holding the book and turning pages correctly) • Interprets pictures to make up own story i.e. ‘reads’ the pictures • Reads logos, labels and other words from environmental print • Recognises own name and names of peers • Reads labels and captions in the classroom • Develops basic concepts of print including • *Concept of a book • *Concept of words and letters • *Directionality - Start reading at front, end at back; read from left to right and top to bottom of a page Shared Reading as a class with teacher • Reads Big Books or other enlarged texts • Uses pictures and the book cover to predict what the story is about • Discusses the story, identifying the main idea and characters • Sequences the events in the story • Recognises cause and effect in a story, e.g. The girl got into trouble because she broke a window Shared Reading as a class with teacher • Reads Big Books or other enlarged texts (e.g. fiction and non-fiction books, poems and songs) • Uses visual cues i.e. pictures and the cover of a book to predict what the story is about • Identifies key details in what was read • Expresses whether a story was liked and is able to justify the response, e.g. ‘I didn’t enjoy the story because…’ • Answers higher order questions based on the text read, e.g. ‘In your opinion…’ • Discusses different cultures represented in stories • Interprets pictures and other print media, e.g. photographs, calendars, advertisements; newspaper and magazine pictures, posters Shared Reading as a class with teacher • Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, plays, dialogues and electronic texts (computer texts) • Reads book and discusses the main idea, the characters, the ‘problem’ in the story, the plot and the values in the text • Answers a range of higher order questions based on the passage read • Reads different poems on a topic • Uses visual cues to talk about a graphical text, e.g. advertisements, pictures, graphs, charts and maps • Finds and uses sources of information, e.g. community members, library books • Uses table of contents, index and page numbers to find information • Uses key words and headings to find information in non-fiction texts • Uses a dictionary to find new vocabulary and their meanings ENGLISH HOME LANGUAGE GRADES R-3 CAPS 27 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE HOME LANGUAGE GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 G IN WIE V AND G READIN Emergent Reading Skills • Recognises and points out common objects in pictures • Arranges a set of pictures in such a way that they form a story • Interprets pictures , e.g. makes up own story and ‘reads’ the pictures • Acts out parts of a story, song or rhyme • Holds the book the right way up and turns pages correctly • Pretends to read and adopts a ‘reading voice’ • Recognises own name and names of some other children in the class • Begins to ‘read’ high frequency words seen in the classroom and at school, e.g. door, cupboard) Shared Reading as a class with teacher • ‘Reads’ enlarged texts such as poems, Big Books. posters • Makes links to own experience when reading with the teacher • Describes characters in stories and gives opinions • Predicts what will happen in a story through the pictures • Answers questions based on the story read • Draws pictures capturing main idea of the stories Emergent Reading Skills • Develops book handling skills (holding the book and turning pages correctly) • Interprets pictures to make up own story i.e. ‘reads’ the pictures • Reads logos, labels and other words from environmental print • Recognises own name and names of peers • Reads labels and captions in the classroom • Develops basic concepts of print including • *Concept of a book • *Concept of words and letters • *Directionality - Start reading at front, end at back; read from left to right and top to bottom of a page Shared Reading as a class with teacher • Reads Big Books or other enlarged texts • Uses pictures and the book cover to predict what the story is about • Discusses the story, identifying the main idea and characters • Sequences the events in the story • Recognises cause and effect in a story, e.g. The girl got into trouble because she broke a window Shared Reading as a class with teacher • Reads Big Books or other enlarged texts (e.g. fiction and non-fiction books, poems and songs) • Uses visual cues i.e. pictures and the cover of a book to predict what the story is about • Identifies key details in what was read • Expresses whether a story was liked and is able to justify the response, e.g. ‘I didn’t enjoy the story because…’ • Answers higher order questions based on the text read, e.g. ‘In your opinion…’ • Discusses different cultures represented in stories • Interprets pictures and other print media, e.g. photographs, calendars, advertisements; newspaper and magazine pictures, posters Shared Reading as a class with teacher • Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, plays, dialogues and electronic texts (computer texts) • Reads book and discusses the main idea, the characters, the ‘problem’ in the story, the plot and the values in the text • Answers a range of higher order questions based on the passage read • Reads different poems on a topic • Uses visual cues to talk about a graphical text, e.g. advertisements, pictures, graphs, charts and maps • Finds and uses sources of information, e.g. community members, library books • Uses table of contents, index and page numbers to find information • Uses key words and headings to find information in non-fiction texts • Uses a dictionary to find new vocabulary and their meanings OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE HOME LANGUAGE GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 • Gives an opinion on what was read • Answers open-ended questions based on the passage read • Interprets information from posters, pictures and simple tables, e.g. a. calendar ENGLISH HOME LANGUAGE GRADES R-3 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) O VERVIEW OF THE LAN GUA G E SKILLS TO B E TAU GHT IN THE HOME LAN GUA G E GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 G (contd) IN WIE V AND G READIN Independent Reading • Reads picture books Group guided reading • Reads aloud from own book in a guided reading group with teacher i.e. the whole group reads the same story • Uses phonics, context clues, structural analysis and sight words when reading • Reads with increasing fluency and expression • Monitors self when reading, both in the area of word recognition and comprehension. • Shows an understanding of punctuation when reading aloud Paired/Independent Reading • Reads own writing, starting to correct errors • Reads independently books read in Shared Reading sessions, simple picture story books and books from the classroom reading corner. Group guided reading • Reads silently and aloud from fiction and non-fiction books at own level in a guided reading group with teacher, i.e. whole group reads same text • Uses sight words, phonics, contextual and structural analysis, and comprehension skills to make meaning • Reads with increasing fluency and speed using correct pronunciation • Uses self-correcting strategies when reading • Monitors themselves when reading, both in the area of word recognition and comprehension Paired/Independent Reading • Reads own and others writing • Reads aloud to a partner • Reads independently simple fiction and non-fiction books, poetry cards, comics • Plays reading games and completes crosswords Group guided reading • Reads both silently and out loud from own book in a guided reading group with the teacher i.e. whole group reads the same text • Uses phonics, contextual and structural analysis, when reading unfamiliar words • Uses self-correcting strategies when reading • Monitors self when reading, both in the area of word recognition and comprehension • Uses diagrams and illustrations in text to increase understanding • Reads with increasing fluency, speed and expression Paired/Independent Reading • Reads own and others writing • Reads aloud to a partner • Reads independently simple fiction and non-fiction books and books from different cultures, books read in Shared Reading sessions, magazines and comics ENGLISH HOME LANGUAGE GRADES R-3 CAPS 29 O VERVIEW OF THE LAN GUA G E SKILLS TO B E TAU GHT IN THE HOME LAN GUA G E GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 G RITIN W HAND • Develops small muscle skills through finger play, e.g. play dough, screwing nuts onto bolts • Develops fine motor control using scissors to cut out bold outlined pictures, shapes etc • Develops eye-hand co-ordination by playing eg catching and throwing, drawing and painting • Traces simple outlines of pictures, patterns and letters in own name where the correct starting point and direction arrows are included on all letters • Forms letters using finger painting, paint brushes, wax crayons etc starting at the right point and following the correct direction • Copies patterns, words and letters (using the correct starting point and direction when forming letters) • Uses a range of writing tools, e.g. paintbrushes, wax crayons • Practises holding and manipulating crayon and pencil • Develops directionality: left to right; and top to bottom • Develops hand-eye co-ordination by drawing patterns and tracing • Copies and writes own name, short words and sentences • Begins to write using drawings and copies letters, numbers, words and simple sentences • Forms lower and upper case letters correctly and fluently • Forms numerals correctly • Copies and writes short sentences correctly with correct spacing • Holds pencil and crayon correctly Maintenance of the print script • Uses handwriting tools effectively, e.g. pencil, eraser, ruler • Aligns writing on 17 mm ruled lines • Forms upper and lower case letters correctly • Writes words with correct spacing between letters and words • Writes in print script all capitals and lower case letters • Copies and writes one paragraph of between 3 - 4 lines from a printed text • Copies and writes different formats of writing (short invitations such as birthday invitations; messages; lists etc • Uses print script in all forms of written recording Transition to a joined script or cursive writing • Copies and writes writing patterns in the joined script or cursive writing • Copies and writes all lower case letters and commonly used capital letters in the joined script or cursive writing • Copies, writes and reads short words in joined script or cursive writing • Copies and writes short sentences in joined script or cursive writing. Transition to a joined script or cursive writing • Uses handwriting tools effectively, e.g. pencil, eraser, ruler • Writes a sentence legibly and correctly in both the print script and the joined script or cursive writing • Forms all lower and upper-case letters in joined script or cursive writing • Writes short words in the joined script or cursive writing • Transcribes words and sentences correctly in the joined script or cursive writing • Makes transition to the joined script or cursive writing in all written recording (i.e. the date, own name; and own written texts) • Copies written text from the board, textbooks, work cards etc. correctly • Writes neatly and legibly with confidence and speed in a joined script or cursive writing • Experiments with using a pen for writing ENGLISH HOME LANGUAGE GRADES R-3 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) O VERVIEW OF THE LAN GUA G E SKILLS TO B E TAU GHT IN THE HOME LAN GUA G E GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 G RITIN W • Draws or paints pictures to convey a message • Copies known letters in own name to represent writing • ‘Writes’ from left to right and top to bottom • Contributes ideas for a class news book by means of drawings • Makes an attempt to write letters using squiggles, scribbles etc • Talks to own writing, e.g. ‘reads’ what squiggles ‘say’ • Makes own books and contributes to class book collection • Draws pictures to convey a message, e.g. draws about a personal experience • Contributes ideas for and helps to revise a class/group story (Shared Writing). • Copies one sentence of news from the board/chart correctly • Writes a message on a card such as a get well card • Writes and illustrates a caption or short sentence on a topic, e.g. to contribute to a book for the reading corner • Writes at least three sentences of own news or creative story using capital letters and full stops • Writes sentences using words containing the phonic sounds and common sight words already taught • With help uses nouns and pronouns (I, you, she, he, it etc) correctly in writing • Begins to use present and past tense correctly in writing • Forms the plurals of familiar words • Spells common words correctly • Uses prepositions correctly • Organises information into a simple graphic form (chart or timeline) • Builds own word bank and personal dictionary • Contributes ideas and words for a class story (Shared Writing) • Writes a simple poem • Writes an expressive text such as a birthday card or letter • Writes at least two paragraphs (ten sentences) on personal experiences or events such as a family celebration • Drafts, writes and ‘publishes’ own story of at least two paragraphs for others to read • Uses informational structures when writing, e.g. writes recipes • Organises information in a chart or table • Writes and illustrates sentences (4 - 6 sentences) on a topic to contribute to a book for the reading corner • Uses the writing process (drafting, writing and editing) • Uses correct punctuation (full stops, commas, question marks and exclamation marks) • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly • Uses prepositions, nouns, verbs and pronouns correctly • Builds own word bank and personal dictionary • Uses a dictionary • Contributes ideas, words and sentences for a class story (Shared Writing) • Uses pre-writing strategies to gather information and plan writing • Writes a selection of short texts for different purposes, e.g. writes recounts, dialogues • Writes about personal experiences in different forms, e.g. writes a short newspaper article • Drafts, writes, edits and ‘publishes’ own story of at least two paragraphs (at least 12 sentences) for others to read • Writes and illustrates six to eight sentences on a topic to contribute to a book for the class library • Uses informational structures when writing, e.g. experiments, recipes • Keeps a diary for one week • Writes a simple book review • Sequences information and puts it under headings • Summarises and records information, e.g. using mind maps • Uses punctuation correctly, e.g. capital letters, full stops, commas, question marks, exclamation marks, inverted commas, apostrophes in contractions) • Uses conjunctions to form compound sentences • Uses phonics knowledge and spelling rules to write more difficult words • Uses a dictionary ENGLISH HOME LANGUAGE GRADES R-3 CAPS 31 3.1 GRADE R GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM SUGGESTED CONTACT TIME PER WEEK : 10 hours SUGGESTED CONTACT TIME PER DAY : 2 hours Integrated in Daily Programme TERM 1 LISTENING AND SPEAKING (ORAL) CONTENT/CONCEPTS/SKILLS Daily activities in all areas of Language and other subjects. The following activities could be introduced during any or all of the Grade R rings (circles): music, movement, science, language, news, show and tell, story as well as creative activities. In Grade R perceptual work is extremely important because it underpins and prepares the foundations for future learning. Make sure sufficient time is spent building these perceptual skills daily and throughout the course of the school year. • Listens attentively to simple questions and announcements and responds appropriately • Listens to simple instructions and acts on them • Listens to and repeats rhythmic patterns, e.g. clap, clap-clap, clap, and copies correctly • Listens without interrupting • Listens to short stories with enjoyment and joins in choruses at the appropriate time • Sings simple songs and does actions (with help), e.g. ‘This is the way I wash my hands, wash my hands, wash my hands…’ (Do the same with ‘comb my hair….’, ‘brush my teeth…..’) • Recites simple rhymes and does actions (with help) • Listens to and recalls simple word sequences, in order, such as big, beg, bag. Start with three words and build up to four or more so that memory of what the ears have heard is developed • Develops skills to select and identify a specific sound when a background noise is present or music is playing, e.g. select the teacher’s voice from noises or sounds in the background • Talks about pictures in posters, theme charts, books etc. related to a minimum of five themes per term • Tells stories and retells stories of others in own words Uses language to develop concepts in all subjects • Develops language to develop concepts: shape, colour, age, time and sequence Uses language to think and reason: • Identifies and describes similarities and differences • Matches things that go together, and compares things that are different • Classifies familiar items such as puts all toys in box, books on shelves, crayons in tins, sorts according to colour etc. • Identifies parts from the whole such as names and points to parts of the body Uses language to investigate and explore • Asks questions • Gives explanations • Solves and completes at least five or more piece jig-saw puzzles ENGLISH HOME LANGUAGE GRADES R-3 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Processes information: • Picks out selected information from a description Uses visual and pictorial cues to make meaning • Recognises and points out common objects in pictures • Participates in activities to perceive objects in the foreground and the background and to separate them meaningfully such as finds an image in a busy or detailed picture • Plays games such as ‘Where is it?’ finding an object hidden in a classroom among other items • Distinguishes between the shape of different letters and words through activities such as sorting identical objects, viewing sequence of nearly identical pictures, picking out the one that is different and explaining why it is different • Arranges a set of three pictures in such a way that they form a story and a logical sequence of events when verbalised and relates the story created • Remembers what the eyes have seen in a memory game. For example: put different objects on the table, children look at these, teacher covers objects and children have to recall what they saw on the table. • Completes a puzzle or picture ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Listens attentively to simple questions and announcements and responds appropriately • Sings and recites simple songs and rhymes • Listens to short stories with enjoyment and joins in choruses at the appropriate time • Tells stories and retells stories of others in own words • Develops language to develop concepts for shape, colour, age • Identifies and describes similarities and differences • Identifies parts from the whole such as names and points to parts of the body • Uses language to give explanations • Solves and completes at least five or more piece jig-saw puzzles • Recognises and points out common objects in pictures Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 33 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 EMERGENT READING CONTENT/CONCEPTS/SKILLS Reading Emergent reading skills • Develops correct eye movements such as following a swinging ball moved from left to right. • Participates in directionality activities such as moving the body left to right and top to bottom • Distinguishes between the shapes of different letters and words such sorting objects that are the same, sequencing of pictures, picking out the picture that is different • Uses sequencing skills to order three pictures and relate the story created • Uses memory skills to recall items seen such as letters, shapes or concrete objects • Completes a visual picture such as building puzzles, completing pictures • Holds the book the right way up and turns pages correctly • Uses pictures to predict what the story is about: ‘reads’ pictures and captions showing an understanding that pictures and words are related but different • Makes up own story by ‘reading’ the pictures • Pretends to read and adopts a ‘reading voice’ • Recognises own name and names of at least five other children in the class • Matches words to words on objects and named items such as name cards on tables, door, window Begins to make meaning of written text • Understands that print communicates meaning: a word can represent one’s own name • Recognises own name and names of at least five other children in the class • Understands that written words refer to spoken words • ‘Reads’ high frequency words: own name, common brand names such as SPAR, Coke, and television programme titles etc. Shared Reading Activities of 15 minutes two or three times a week using enlarged texts such as Big Books, posters of songs and rhymes. Teacher models process with the whole class during discussion or language rings over a minimum of two sessions in the Language Focus Time. Use at least five Big Books per term. • ‘Reads’ enlarged texts such as poems, big books and posters as a whole class with the teacher (Shared Reading) • Discusses and describes characters in stories • Draws pictures capturing main idea of the stories, songs or rhymes • Sequences pictures in a story • Responds to stories through movement and drama activities or rings Independent Reading • ‘Reads’ independently books for pleasure in the library or classroom reading corner Phonological/ Phonemic Awareness Daily 15 minute activities ENGLISH HOME LANGUAGE GRADES R-3 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Many of the sound activities listed below can be introduced during routines and rings • Distinguishes aurally between different sounds especially at the beginning of own name • Identifies a sound that does not belong in a sequence: ‘Which sound does not belong - b, b, k, b; d, d, d, t ?’ • Identifies whether two given sounds are the same or different: /p/, /p/ [same]; /p/, /d/ [different] • Can identify that oral sentences are made up of individual words: clap on each word in a sentence where all words have only one syllable [Ben is good] Relates sounds to letters and words • Begins to recognise that words are made up of sounds: gives the beginning sound of own name ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Distinguishes aurally between different letter sounds especially at the beginning of own name • Identifies a sound that does not belong in a sequence: ‘Which sound does not belong - b, b, k, b; d, d, d, t? Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 35 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 EMERGENT WRITING CONTENT/CONCEPTS/SKILLS Emergent Handwriting: Daily activities in all areas of Language and other subjects Creative art activities and music rings are ideal opportunities for the development of fine motor skills • Develops fine-motor skills for strengthening hands: rolls plasticine, models with play dough, screws nuts onto bolts, plays the piano in the air, etc. • Develops fine-motor control to strengthen fingers: plays finger rhymes with finger actions or rolls small paper balls between fingers, etc. • Develops fine-motor control: uses scissors to cut fringes on paper mats etc. • Develops eye-hand co-ordination: plays catch with bean bags, balls, paper balls, draws with crayons or paints informally during outdoor play etc. • Develops directionality: moves parts of the body to the left or right, up or down etc. • Crosses the midline: takes the right hand across the midline to touch the left shoulder etc. • Forms letters in various ways using the whole body: by using own body to make the letter ‘l’ • Traces simple outlines of pictures and patterns • Copies patterns onto pegboards • Uses a range of writing tools: paint brushes, wax crayons etc. during free indoor play or creative art activities • ‘Writes’ in sand trays Emergent Writing: • Draws or paints pictures to convey messages during creative art activities such as about a personal experience • Understands that writing and drawing are different: pretend writing represented using squiggles • ‘Reads’ own writing: ‘reads’ what squiggles ‘say’ • Role-plays writing in play situations: takes a telephone message, writes a traffic fine etc. • Copies known letters in own name to represent writing: copies own name • ‘Writes’ from left to right and top to bottom • Contributes ideas for a class news book by means of drawings Works with words • Groups words: those that start with same initial sound such as ‘Charmaine’ and ‘Shireen; or same letter such as ‘Mpho’ and ‘Michael’) • Identifies name in print ENGLISH HOME LANGUAGE GRADES R-3 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Draws or paints pictures to convey messages during creative art activities such as about a personal experience • Forms letters in various ways using the whole body: by using own body to make the letter ‘l’ • ‘Writes’ in sand trays • Understands that writing and drawing are different: pretend writing represented using squiggles • ‘Reads’ own writing: ‘reads’ what squiggles ‘say’ • Uses a range of writing tools: paint brushes, wax crayons etc. during free indoor play or creative art activities Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 37 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 LISTENING AND SPEAKING (ORAL) CONTENT/CONCEPTS/SKILLS Daily activities in all areas of Language and other subjects The following activities could be introduced during any or all of the Grade R rings (circles): music, movement, science, language, news, show and tell, story as well as creative activities • Listens to two or three part instructions, announcements and responds appropriately (e.g. ‘Collect the crayons and put them on the shelf.’) • Listens without interrupting, taking turns to speak • Listens to stories and acts these out • Tells stories and retells the stories of other children in own words • Sings songs, recites rhymes and performs actions with the whole class • Recites poems and rhymes and adds actions to them in a group • Sequences pictures of a story • Participates in discussions and asks questions • Talks about pictures in posters, theme charts, books etc. related to a minimum of five themes per term • Listens to and recalls in order simple word sequences such as big, beg, bag. Start with three words, build up to four or more Uses language to develop concepts • Uses language to develop concepts in all subject areas such as quantity, direction, time, sequence, colour, age Uses language to think and reason • Identifies and describes similarities and differences • Matches things that go together, and compares things that are different • Classifies things according to colour, shape or size • Identifies parts from the whole. For example names parts of the body such as elbow, wrist, knee etc. Uses language to investigate and explore • Asks questions and asks for explanations • Gives explanations and asks for clarification • Solves and completes ten or more piece jig-saw puzzles Processes information: • Picks out selected information from a description Uses visual and pictorial cues to make meaning • Looks carefully at pictures and talks about common experiences • Finds specified images in a busy or detailed picture • Plays games such as ‘Search!’ finding an object hidden in a classroom among other items • Distinguishes between the shape of different letters and words. For example, sorts identical objects, views a sequence of nearly identical pictures and picks out the one that is different and explains why it is different • Orders a sequence of pictures and relates the story created ENGLISH HOME LANGUAGE GRADES R-3 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Listens without interrupting, taking turns to speak • Sings songs, recites rhymes and performs actions with the whole class • Recites poems and rhymes and adds actions to them in a group • Tells stories and retells the stories of other children in own words • Uses language to develop concepts in all subject areas such as quantity, direction, time, sequence, colour, age • Participates in discussions and asks questions • Finds specified images in a busy or detailed picture • Identifies and describes similarities and differences • Looks carefully at pictures and talks about common experiences Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 39 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 EMERGENT READING CONTENT/CONCEPTS/SKILLS Reading Emergent reading • Develops correct eye movement such as following a ball moved from left to right • Develops directionality such as moving blocks from left to right and top to bottom • Holds the book the right way up and turns pages correctly when ‘reading’ • Uses pictures to predict what the story is about. For example, ‘reads’ picture and caption books showing an understanding that pictures and words are related, but different. Points to words when ‘reading’ • Interprets pictures to make up own story: ‘reads’ the pictures • Pretends to read and adopts a ‘reading voice’ • Understands that print communicates meaning. Knows words can represent own name, names of people, places and things • Recognises own name and names of five other children in the class • ‘Reads‘ theme related flashcards and captions in a group with the teacher • Understands that written words refer to spoken words such as daily news written down by the teacher as the child speaks • ‘Reads’ high frequency words: peer names, calendar and weather words • Uses pictures to ‘read’ simple phrase or caption books. The dog - a page with a picture of a dog) • Acts out parts of a story, song or rhyme • Listens to and discusses stories and other texts read or told aloud. Recalls details and states main idea • Talks about texts such as stories using terms such as ‘beginning’, ‘middle’, ‘end’, ‘sound’, ‘word’, ‘letter’, ‘rhyme’ Shared Reading Activities of 15 minutes two or three times a week using enlarged texts such as Big Books, posters etc. Teacher models the process with the whole class during for example a discussion or language ring over a minimum of two sessions in the Language Focus Time. Use at least five Big Books per term. • Reads’ enlarged texts such as poems, big books, posters and electronic texts (computer texts) as a whole class with the teacher (Shared Reading) • Discusses and describes characters in stories • Draws pictures capturing the main idea of stories, songs or rhymes • Arranges a set of pictures in such a way that they form a story and then ’reads’ the story • Responds to stories through movement and drama activities or rings (e.g. ‘The Three Little Pigs’) • Predicts what will happen next in the story using familiar texts and picture cues • Responds to stories through creative art: paints a picture of the story Independent Reading • ‘Reads’ independently books for pleasure in the library or classroom reading corner Phonological/Phonemic Awareness Daily 15 minute activities ENGLISH HOME LANGUAGE GRADES R-3 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Many of the sound activities listed below could be introduced during routines and rings • Distinguishes aurally between different sounds especially at the beginning of words • Listens for the odd word in a sequence where all words begin with the same sound. For example, ring, rose, round, pose) or identifies whether two given sounds are the same or different . /c/, /c/ [same] or /c/, /g/ [different] • Divides multisyllabic words into syllables: uses clapping or drum beats on each syllable in the word ‘ba-na-na’ or identifies the number of syllables (claps) in the names of the children in the class: ‘Lu-ne-tta’ has three claps, ‘Rose’ one clap • Identifies rhyming words in well known rhymes and songs. For example, Humpty Dumpty sat on a wall - Humpty Dumpty had a great fall • Anticipates rhyming words in new songs and rhymes and completes the line or sentence • Recognises initial spoken sounds especially at the beginning of own name Relates sounds to letters and words • Understands that words consist of more than one sound. For example, sat - s-a-t done aurally • Can recognise sounds at the beginning of some words such as friends’ names ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Understands that print communicates meaning: words can represent own name, names of people, places and things • Holds the book the right way up and turns pages correctly when ‘reading’ • ‘Reads’ enlarged texts such as poems, big books, posters and electronic texts (computer texts) as a whole class with the teacher (Shared Reading) • Discusses and describes characters in stories • Distinguishes aurally between different sounds especially at the beginning of words Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 41 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 EMERGENT WRITING CONTENT/CONCEPTS/SKILLS Handwriting Daily activities in all areas of Language and other subjects Creative art activities and music rings are ideal opportunities for the development of fine motor skills • Develops fine motor skills for strengthening hand muscles: rolls plasticine, models with play dough, plays a trumpet in the air, threads lacing cards, beads etc. • Develops fine-motor control by playing more finger rhymes with finger actions • Develops fine-motor control using scissors to cut out bold outlined pictures, shapes etc • Develops eye-hand co-ordination: plays catch with bean bags, large or tennis balls, paper balls; creates drawings and makes more complex patterns with crayons • Develops large muscle control: works in pairs or on own to form letters with their bodies • Begins to form letters using finger painting, paint brushes, wax crayons • Traces simple outlines of pictures, patterns and own names where the correct starting point and writing direction are indicated on letters • Copies patterns onto pegboards and copies patterns, words and letters onto paper • Uses a range of writing tools: paint brushes, wax crayons etc. • Holds crayons correctly using an acceptable pencil grip • ‘Writes’ using a correct sitting position Emergent Writing: • Draws pictures to convey a message such as own ‘news’ • Understands that writing and drawing are different and begins to copy letters and numerals from the classroom environment in own writing attempts: pretend writing using a mixture of copied letters and squiggles • ‘Reads’ what letters and squiggles ‘say’ • Role plays writing in play situations: makes greeting cards, writes letters etc. • Begins to ‘write’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page • Spontaneously copies print from the environment such as labels on common household products when playing Works with words • Groups words that share the same initial sound or letter • Identifies a letter or a space between words in print: own names or familiar words or in a book • Contributes sentences to a class piece of writing: child dictates as the teacher writes ENGLISH HOME LANGUAGE GRADES R-3 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Draws pictures to convey a message such as own ‘news’ • Develops large muscle control: work in pairs or on own to form letters with their bodies • Begins to form letters using finger painting, paint brushes, wax crayons • Understands that writing and drawing are different and begins to copy letters and numerals from the classroom environment in own writing attempts: pretend writing using a mixture of copied letters and squiggles • ‘Reads’ what letters and squiggles ‘say’ • Begins to ‘write’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 43 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 LISTENING AND SPEAKING (ORAL) CONTENT/CONCEPTS/SKILLS Daily activities in all areas of Language and other subjects. The following activities could be introduced during any or all of the Grade R rings (circles): music, movement, science, language, news, show and tell, story as well as creative activities • Listens attentively to questions and gives answers • Listens to announcements and responds appropriately • Listens to a complex string of instructions and acts on them • Listens without interrupting, showing respect for the speaker and takes turns to speak • Tells stories and retells other children’s stories in own words • Sings songs and rhymes and performs actions on own • Recites poems and rhymes and adds actions to them with growing confidence • Listens to longer stories and shows understanding by answering questions related to the story • Sequences pictures of a story • Listens to and recalls in order simple word sequences. For example, rat, mat, cat, sat. Start with three words and build up to four or more • Talks about pictures in posters, theme charts, books etc. related to a minimum of five themes per term Uses language to develop concepts • Uses language to develop concepts in all subjects. For example, Mathematics: quantity, size, time, shape, age, direction and colour during ring time or informally during free play Uses language to think and reason • Identifies and describes similarities and differences • Matches things that go together and compares things that are different • Classifies things according to own criteria • Identifies parts from the whole (e.g. parts that make up a picture) Uses language to investigate and explore • Asks questions and looks to books for explanations • Gives explanations and offers solutions • Completes between ten and twenty piece jig-saw puzzles Processes information: • Picks out selected information from a description Uses visual and pictorial cues to make meaning • Understands that pictures and photographs convey meaning about events, people, places and things and talks about these • Looks carefully at pictures and talks about common experiences • Isolates images from the foreground and background in pictures and simple designs • Finds object hidden in a classroom among other items and guides peers to items using simple directions • Distinguishes between the shape of different letters and words (e.g. ‘c’ and ‘a’) • Sequences pictures and relates the story created ENGLISH HOME LANGUAGE GRADES R-3 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Listens attentively to questions and gives answers • Listens without interrupting, showing respect for the speaker and takes turns to speak • Sings songs and rhymes and performs actions on own • Tells stories and retells other children’s stories in own words • Uses language to develop concepts in all subjects (e.g. Mathematics - quantity, size, time, shape, age, direction and colour) • Matches things that go together, and compares things that are different • Understands that pictures and photographs convey meaning about events, people, places and things and talks about these • Looks carefully at pictures and talks about common experiences Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 45 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 EMERGENT READING CONTENT/CONCEPTS/SKILLS Reading: Emergent reading skills • Develops eye movements. For example, follows a pencil moved from left to right • Develops directionality: ‘reads’ a series of pictures or arrows from left to right and top to bottom • Can match words to objects: matches labels to labelled items on an interest table • Uses pictures to understand simple phrases and sentences in a book. For example, a picture of a dog and a sentence that reads ‘Look at the dog.’ • Holds the book the right way up and turns pages correctly • Interprets pictures to make up own story, that is, ‘reads’ the pictures • Distinguishes pictures from print: points to a word and asks what the word is • Pretends to ‘read’ and adopts a ‘reading’ voice • ‘Reads’ high frequency words in the community: road signs, shop names • Begins to recognise high frequency words used in the classroom: weather words, days of the week, peers’ names, months of the year • ‘Reads’ picture books with three or four predictable sentences. For example, It is a dog. Look at the dog. It is a big dog. • Acts out a story, song or rhyme • Recalls details and states main idea from a story read by the teacher • Draws pictures of stories, songs or rhymes • Discusses book handling and care • Listens to, and discusses, stories and other texts read aloud • Uses words like ‘sound’, ‘word’, ‘letter’, ‘rhyme’, ‘beginning’, ‘middle’, ‘end’ when talking about text Shared Reading Activities of 15 minutes two or three times a week using enlarged texts such as Big Books, posters etc. Teacher models the process with the whole class during for example a discussion or language ring over a minimum of two sessions in the Language Focus Time. Use a minimum of five Big Books per term. • ‘Reads’ big books or other enlarged texts as a whole class with the teacher • ‘Reads’ class or group generated texts. For example, sentences written by the teacher while the children are watching, talking and dictating • Makes links to own experience when reading with the teacher, viewing television or pictures • Describes the characteristics of characters in stories or television and gives opinions • Identifies the sequence of events in simple stories • Uses cover of book and illustrations throughout the text to predict storyline • Joins in the shared reading of texts with increasing confidence and enjoyment • Answers a range of questions based on the story read ENGLISH HOME LANGUAGE GRADES R-3 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Independent Reading • ‘Reads’ books independently for pleasure in the library or classroom reading corner, turning the pages correctly, showing respect for books Phonological/Phonemic Awareness Daily 15 minute activities Many of the sound activities listed below could be introduced during routines and rings • Segments oral sentences into individual words using words of one syllable first (e.g. Sam - is - a - boy ) • Divides multisyllabic words into syllables: uses claps or drumbeats on each syllable in words and names such as ‘cup￾board’, ‘Jacqueline’. Children then count the syllables • Identifies rhyming words in well known rhymes and songs and in sequences of rhyming words such as Incey Wincey Spider… • Substitutes rhyming words in common songs and rhymes. For example, Humpty Dumpty sat on a ball. Humpty Dumpty said “Oh! I’ll fall”. • Recognises and names some letters of the alphabet especially own name. For example, My name, Diane, begins with a letter d Relates sounds to letters and words • Recognises aurally and visually some initial consonants and vowels especially at the beginning of common words. For example, in Helen’s name she tells the teacher as she points to the ‘h’ that it says /h/ • Understands that words consist of more than one sound. For example, ‘hand’ has four sounds h-a-n-d • Recognises sounds at the beginning of some words: friends’ names or names of animals ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Uses pictures to understand simple phrases and sentences in a book. For example, a picture of a dog and a sentence that reads ‘Look at the dog.’ • Can match words to objects: matches labels to labelled items on an interest table • Holds the book the right way up and turns pages correctly • Interprets pictures to make up own story, that is, ‘reads’ the pictures • ‘Reads’ class or group generated texts. For example, sentences written by the teacher while the children are watching and talking and dictating • Describes the characteristics of characters in stories or television and gives opinions • ‘Reads’ high frequency words in the community: road signs, shop names • Recognises aurally and visually some initial consonants and vowels especially at the beginning of common words. For example, in Helen’s name she tells the teacher as she points to the ‘h’ that it says /h/ • Recognises and names some letters of the alphabet especially own name Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 47 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 EMERGENT WRITING CONTENT/CONCEPTS/SKILLS Emergent Handwriting: Daily activities in all areas of Language and other subjects Creative art activities and music rings are ideal opportunities for the development of fine motor skills • Develops fine motor skills for strengthening hand muscles: forms letters with play dough, threads lacing cards, beads • Develops fine-motor control by playing more finger rhymes with finger actions • Develops fine-motor control using scissors to cut out bold outlined pictures, shapes etc • Develops eye-hand co-ordination: plays catch with bean bags, large or tennis balls, paper balls etc., creates drawings, makes more complex patterns with crayons • Develops large muscle control: works in pairs or on own to form letters with their bodies • Begins to form letters: uses finger painting, paint brushes, wax crayons, pegboards or elastic boards • Traces simple outlines of pictures, patterns and own names where the correct starting point and writing direction are indicated on letters • Copies patterns onto pegboards and words and letters onto paper • Holds crayons using an acceptable pencil grip and writes using a good writing position Emergent Writing: • Draws pictures to convey a message about a personal experience and uses this as a starting point for writing. With help adds a word or phrase to a drawing • Understands that writing and drawing are different and begins to copy letters and numerals from the classroom environment in own writing attempts: pretend writing using a mixture of copied letters and squiggles • Role plays writing in play situations. For example, ‘writes’ lists • Begins to ‘write’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page • Copies print from the environment when playing. For example, labels from advertisements • Contributes ideas for a class news book • Uses writing tools with greater confidence and ease: crayons and pencils Works with words • Groups pictures of rhyming words, e.g. ‘bat’, ‘cat’, ‘hat’ • Identifies a letter or a space between words in print, e.g. their names or familiar words or in a book • Contributes sentences to a class piece of writing: child dictates as the teacher writes • Uses terms like ‘beginning’, ‘middle’, ‘end’, ‘sound’, ‘word’, ‘letter’ when talking about texts ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Draws pictures to convey a message about a personal experience and uses this as a starting point for writing. With help adds a word or phrase to a drawing • Understands that writing and drawing are different and begins to copy letters and numerals from the classroom environment in own writing attempts; pretend writing using a mixture of copied letters and squiggles • Role plays writing in play situations. For example, ‘writes’ lists • Begins to ‘write’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 LISTENING AND SPEAKING (ORAL) CONTENT/CONCEPTS/SKILLS Daily activities in all areas of Language and other subjects The following activities could be introduced during any or all of the Grade R rings (circles): music, movement, science, language, news, show and tell, story as well as creative activities • Listens attentively to questions and gives answers • Listens to announcements and responds appropriately • Passes on messages • Listens to complex string of instructions and acts on them • Listens without interrupting, showing respect for the speaker and takes turns to speak • Listens to longer stories and shows understanding by answering questions related to the story • Tells stories and retells other children’s stories in own words • Sings songs and rhymes and performs actions on own with confidence • Recites poems and rhymes and adds actions to them with confidence • Sequences pictures of a story • Participates in discussions and asks questions • Listens to and recalls simple word sequences such as ‘spark’, ‘bark’, ‘cart’, ‘start’. Start with three words and build up to four or more • Talks about pictures in posters, theme charts, books related to a minimum of five themes per term Uses language to develop concepts • Uses language to develop concepts in all subjects such as quantity, size, shape, direction, colour, speed, time, age and sequence Uses language to think and reason • Identifies and describes similarities and differences • Matches things that go together, and compares things that are different • Classifies things according to own criteria and more complex criteria such as textures • Identifies parts from the whole in a 2-Dimensional format and constructs in 3-Dimensional format. Copies a picture or a pattern from a card [2-D] using blocks or plastic shapes [3-D] Uses language to investigate and explore • Asks questions and looks to books, television, computers for explanations • Listens to problems and offers solutions • Completes 20 piece or more jig-saw puzzles Processes information: • Picks out selected information from an oral description. For example, listens for the starting time of an event from an announcement ENGLISH HOME LANGUAGE GRADES R-3 CAPS 49 Uses visual and pictorial cues to make meaning • Understands that pictures and photographs convey meaning about events, people, places and things and talks about these • Uses pictures to predict content of stories • Identifies the foreground and background in pictures as separate elements • Plays direction games with teacher and friends. Example: ‘snakes and ladders’ board game • Distinguishes between the shapes of different letters and words: sorts plastic letters into groups of the same letter • Matches pictures and words using puzzles ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Listens without interrupting, showing respect for the speaker and takes turns to speak • Sings songs and rhymes and performs actions on own with confidence • Tells stories and retells other children’s stories in own words • Identifies and describes similarities and differences • Matches things that go together, and compares things that are different • Looks carefully at pictures and talks about common experiences • Uses language to develop concepts in all subjects: quantity, size, shape, direction, colour, speed, time, age and sequence Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 EMERGENT READING CONTENT/CONCEPTS/SKILLS Reading Emergent reading skills • Matches words to pictures in print such as word-picture puzzles • Interprets pictures to construct ideas. For example, makes up own story and ‘reads’ the pictures • Distinguishes pictures from print. For example, points to a word and asks for it to be read • ‘Reads’ personal texts such as sentences written by the teacher • Begins to ‘read’ high frequency words seen in the classroom and at school: door, cupboard etc. • ‘Reads’ picture books of increasing complexity • Acts out a story, song or rhyme • Recalls details and states main idea • Draws pictures of stories, songs or rhymes • Discusses book handling and care Shared Reading Activities of 15 minutes two or three times a week using enlarged texts such as Big Books, posters etc. (a minimum of five Big Books per term ) • Reads big books or other enlarged texts as a whole class with the teacher • ‘Reads’ class generated texts such as sentences scribed by the teacher, in a group with the teacher • Points at words rather than pictures when ‘reading’ • Makes links to own experience when reading with the teacher, viewing television or pictures • Describes the characteristics of characters in stories or television and gives opinions • Identifies the sequence of events in simple stories • Uses cover of book and illustrations throughout the text to predict storyline • Joins in the shared reading of texts with increasing confidence and enjoyment • Answers a range of questions based on the story read Independent Reading • ‘Reads’ books independently for pleasure in the library or classroom reading corner, turning the pages correctly, showing respect for books Phonological/Phonemic Awareness Daily 15 minute activities ENGLISH HOME LANGUAGE GRADES R-3 CAPS 51 Many of the sound activities listed below could be introduced during routines rings • Segments oral sentences into individual words. For example, claps on each word in a sentence using words of one syllable first -‘It is time for lunch’. • Divides multisyllabic words into syllables: crocodile - croc-o-dile • Identifies rhyming words in well known rhymes and songs and in sequences of rhyming words • Recognises aurally and visually some initial consonants and vowels especially at the beginning of common words • Recognises and names some letters of the alphabet such as letters in own name • Relates sounds to letters and words and understands that words consist of more than one sound: duck is d-u-ck - done aurally • Recognises sounds at the beginning of some words • Begins to recognise that words are made up of sounds such as the beginning letter/s of their names ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Interprets pictures to construct ideas: makes up own story and ‘reads’ the pictures • Reads big books or other enlarged texts as a whole class with the teacher • Recognises aurally and visually some initial consonants and vowels especially at the beginning of common words • Recognises and names some letters of the alphabet such as letters in own name Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 EMERGENT WRITING CONTENT/CONCEPTS/SKILLS Emergent Handwriting Daily activities in all areas of Language and other subjects Creative art activities and music rings are ideal opportunities for the development of fine motor skills • Develops fine motor skills for strengthening hand muscles • Plays finger rhymes with finger actions • Uses scissors to cut out bold outlined pictures, shapes etc. • Plays catch with bean bags, large or tennis balls, paper balls etc. as well as through creating drawings, making more complex patterns with crayons • Form letters with their bodies in pairs or on their own • Forms letters using finger paint, paint brushes, wax crayons • Traces simple outlines of pictures, patterns and own names where the correct starting point and writing direction are indicated on letters • Copies patterns, words and letters • Uses a range of writing tools such as paint brushes, wax crayons • Forms letters with a variety of writing tools such as crayons, pencils, chalk • Holds crayons correctly showing preference for a particular hand to be used: left/right hand dominance • Forms some lower case letters correctly, that is, starts and ends in the correct place Emergent Writing: • Draws pictures to convey a message about a personal experience and uses this as a starting point for writing: with help adds a word, phrase or sentence • Copies letters and numerals from the classroom environment when ‘writing’ • ‘Reads’ own and others ‘writing’ • ‘Writes’ and asks others to give meaning to what has been written • Role plays ‘writing’ in play situations. For example, ‘writes’ lists • ‘Writes’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page • Copies print from the environment when playing such as labels from advertisements • Makes attempts at familiar forms of writing, using known letters. For example, ‘writes’ a letter home • Contributes ideas for a class news book • Uses writing tools with increased confidence and ease Works with words • Groups pictures of rhyming words such as ‘can’, ‘fan’, ‘pan’ • Copies short sentences and words written by the teacher • Identifies a letter or a space between words in print such as their names or familiar words or in a book • Contributes sentences to a class piece of writing: child dictates as the teacher writes • Uses terms like ‘beginning’, ‘middle’, ‘end’, ‘sound’, ‘word’, ‘letter’, ‘rhyme’ ENGLISH HOME LANGUAGE GRADES R-3 CAPS 53 ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Draws pictures to convey a message about a personal experience and uses this as a starting point for writing. With help adds a word, phrase or sentence • ‘Writes’ and asks others to give meaning to what has been written • ‘Reads’ own and others’ ‘writing’ • Copies letters and numerals from the classroom environment when ‘writing’ • Makes attempts at familiar forms of writing, using known letters. For example, ‘writes’ a letter home Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Pictures and posters • Colour charts • Number charts • Games • Objects related to the themes and topics • Story board pieces • Pictures to sequence • Jig-saw puzzles (at least 20 pieces) • Toys such as blocks, construction toys, cars, dolls, puppets, masks etc. • Sand tray and water play items • Plastic bottles, jars, boxes etc. • CDs or tapes with stories (read or told), poems, rhymes and songs, CD player or tape recorder, television and video tapes/ DVDs • Musical/ percussion instruments, e.g. a drum, bells, sticks etc. READING AND PHONICS • Pictures and posters • Alphabet charts • Big books - some produced in Shared writing sessions • Enlarged texts such as poems, songs, rhymes etc. • Story books and picture books • Logos and relevant examples of environmental print • Newspapers and magazines • Flash card labels for classroom items and displays • Name cards for children • Pointers for both teacher and groups of children to use when reading enlarged texts, wall stories, displays • Fantasy corner • Theme table • Daily helpers’ chart • Birthday and weather chart WRITING AND HANDWRITING • Apparatus such as balls of various sizes, hoops, bean bags, pegboards and pegs, beads and laces, lacing cards and laces, nuts and bolts, clothes pegs • Materials such as scissors, plasticine or play dough, paint, paint brushes, wax crayons, chalk and slates or white boards and markers • Newsprint • Writing strips or charts where letters of the alphabet are written in print script with correct starting points and writing direction indicated • Blank paper in various sizes (A3, A4, A5) • Sand tray ENGLISH HOME LANGUAGE GRADES R-3 CAPS 55 3.2 GRADE 1 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting • Talks about personal experiences: tells news, describes weather news, other topical events etc. • Sings songs and does the actions Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to simple instructions (classroom routines) and responds appropriately • Listens to stories, rhymes, poems and songs with interest and acts out part of the story, song or rhyme • Answers questions such as questions related to personal details etc. Weeks 6 - 10 • Sequences pictures of a story communicating through retelling the sequence of ideas • Talks about pictures in posters, theme charts, books etc. • Participates in discussions, taking turns to speak and respecting others in the group • Describes objects in terms of colour, size, shape, quantity using correct vocabulary ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Answers questions such as questions related to personal details etc. • Sings songs and does the actions • Participates in discussions, taking turns to speak and respecting others in the group Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences such as tells news, describes weather news, other topical events etc • Listens to stories, rhymes, poems and songs with interest and acts out part of the story, song or rhyme • Sequences pictures of a story communicating through retelling the sequence of ideas • Describes objects in terms of colour, size, shape, quantity using correct vocabulary ENGLISH HOME LANGUAGE GRADES R-3 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonemic Awareness/ Phonic Activities of 15 minutes: Begin phonemic awareness activities, teach 1-2 new letters every week and introduce word building using sounds learnt • Distinguishes aurally between different initial sounds of words • Participates in whole class phonemic awareness oral activities: blending sounds [c-a-t into cat]; segmenting words [cat into c-a-t]; consonant and vowel substitution word play [ replace the ‘h’ in hat with ‘b’ to make bat] • Identifies letter-sound relationships of some single letters. For example, l, o, h, m, a, b, t, c. There should be 2 vowels and at least 6 consonants • Recognises and names some letters of the alphabet: 2 vowels and at least 6 consonants • Begins to build up short words using sounds learnt such as c-a-t - cat • Begins to use blending to make words. For example, ‘at’ c-at, m-at, identifying the rhymes Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Emergent reading skills (taught in Shared and Group Guided Reading lessons) • Holds the book the right way up and turns pages correctly • Uses pictures to predict what the story is about: reads picture books • Interprets pictures to make up own story, that is, ‘reads’ the pictures • Collects and reads logos and other words from environmental print • Recognises own name and names of at least ten peers • Reads labels and captions in the classroom • Discusses book handling and care • Listens to and discusses stories and other texts read aloud • Develops basic concepts of print including: • Concept of book - cover, front, back, title • Concept of text - word, same words, letter, names of letters, one-to-one correspondence • Directionality: starts reading at front, ends at back; reads from left to right and top to bottom of a page, first, last, middle words or letters or position on a page • Punctuation: capital letter, lowercase letter, full stop, comma, question mark Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Each session will have a learning focus from the following: concepts of print, text features, phonics, language patterns, word identification strategies and comprehension at a range of levels using literal, reorganization, inferential, evaluation and appreciation questions. ENGLISH HOME LANGUAGE GRADES R-3 CAPS 57 • Reads as a whole class with the teacher enlarged texts such as poems, posters, big books and class stories developed in shared writing sessions Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. The teacher works with same-ability groups of children, matching children to texts at the instructional level (word recognition between 90 - 95% accuracy). Graded reading schemes will mostly be used. • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Begins to build a sight vocabulary from the incidental reading programme, graded reader series and high frequency word lists ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Distinguishes aurally between different initial sounds of words • Participates in whole class phonemic awareness activities: blending sounds (c-a-t into cat) ; segmenting words (cat into c-a-t); consonant and vowel substitution word play (replace the ‘h’ in hat with ‘b’ to make bat) • Recognises and names some letters of the alphabet (2 vowels and at least 6 consonants) • Begins to build up short words using sounds learnt(e.g. c-a-t - cat) • Begins to use blending to make words such as ‘at’ c-at, m-at, identifying the rhymes Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Identifies letter-sound relationships of some single letters, for example, l, o, h, m, a, b, t, c. There should be 2 vowels and at least 6 consonants • Begins to build up short words using sounds learnt (e.g. c-a-t - cat) Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Emergent reading skills to be taught in Shared and Guided Reading lessons. • Holds the book the right way up and turns pages correctly • Interprets pictures to make up own story, that is, ‘reads’ the pictures • Collects and reads logos and other words from environmental print • Recognises own name and names of some peers • Reads labels and captions in the classroom • Discusses book handling and care • Develops basic concepts of print including: • Concept of book: cover, front, back, title • Concept of text: word, some words, letter, names of some letters, one-to-one correspondence • Directionality: starts reading at front, ends at back, reads from left to right and top to bottom of a page, first, last, middle words or letters or position on a page • Punctuation: capital letter, lowercase letter, full stop, comma, question mark Shared Reading • Reads enlarged texts such as poems, big books, posters and electronic texts as a whole class with teacher ENGLISH HOME LANGUAGE GRADES R-3 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with teacher, that is, whole group works on the same story Formal Assessment Activity 1: Reading (oral and/ or practical) Emergent reading skills. • Uses pictures to predict what the story is about. For example, reads picture books • Listens to and discusses stories and other texts read aloud Shared Reading • Reads as a whole class with teacher enlarged texts such as poems, posters, big books and class stories developed in shared writing sessions Group Guided Reading • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story ENGLISH HOME LANGUAGE GRADES R-3 CAPS 59 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons four times a week of 15 minutes Activities to strengthen fine muscles and develop fine and gross motor skills and eye-hand co-ordination • Draws with wax crayons • Practises holding and manipulating crayon and pencil • Develops directionality: left to right and top to bottom, draws straight lines, joins dots, clockwise and anti clockwise formations • Makes plasticine or play dough models of letters and objects • Develops hand-eye co-ordination through painting, paper tearing, cutting and tracing activities • Draws patterns: up and down movements (zig-zags), circle patterns, vertical and horizontal patterns • Traces over, copies and writes own name from template where the correct starting point and writing direction of individual letters are indicated Development of letter formation in formal handwriting lessons Align the order of teaching of the lower case letters to the phonics programme. Model correct letter formation and directionality. Children practise 2 letters per week, copying from writing strips. Check that children use the correct pencil grip. Use blank paper or unlined A4 jotters for written recording. Align the order of teaching the lower case letters to the phonics programme. Where possible, introduce the tracing and copying of the entire alphabet from the very beginning of the year, using alphabet strips where the correct starting points and writing direction are indicated. • Forms lower case letters correctly (2 vowels and at least 6 consonants, e.g. l, o, h, m, a, b, t, c) • Copies and writes own name, short words and sentences from labels, posters, chalkboard etc. • Begins to express written recording with drawings, letters, numbers, words and simple sentences Shared, Group and Independent Writing Whole class / small group / individual writing sessions three times a week for 15 minutes building on and linking to the Shared Reading, discussions and personal experiences • Draws pictures to convey a message. For example, about a personal experience • Writes a caption for a drawing or picture • Writes words using letter sounds learnt • Copies one sentence of news from the board/chart correctly • Contributes ideas in Shared Writing for a class story recorded by the teacher on charts to create new texts for reading and display in the classroom reading corner ENGLISH HOME LANGUAGE GRADES R-3 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Draws with wax crayons • Develops directionality: left to right and top to bottom, draws straight lines, join dots, clockwise and anti clockwise formations • Traces over, copies and writes own name from template where the correct starting points and writing direction are indicated • Copies and writes own name, short words and sentences from labels, posters, chalkboard etc. • Begins to express written recording with drawings, letters, numbers, words and simple sentences Formal Assessment Activity 1: Handwriting • Practises holding and manipulating crayon and pencil • Draws patterns: up and down movements [zig-zags], circle patterns, vertical and horizontal patterns • Forms lower case letters correctly: 2 vowels and at least 6 consonants - l, o, h, m, a, b, t, c • Copies and writes own name, short words and sentences from labels, poster, chalkboard etc. Suggestions for Informal Assessment Activities Writing • Draws pictures to convey a message. For example, about a personal experience • Writes a caption for a drawing or picture • Writes words using letter sounds learnt • Copies one sentence of news from the board/chart correctly • Contributes ideas in Shared Writing for a class story recorded by the teacher on charts to create new texts for reading and display in the classroom reading corner Formal Assessment Activity 1: Writing • Draws pictures to convey a message. For example, about a personal experience • Writes a caption for a drawing or picture • Copies one sentence of news from the board/chart correctly ENGLISH HOME LANGUAGE GRADES R-3 CAPS 61 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting, taking turns to speak in whole class and group sessions • Talks about personal experiences. For example, tells news using correct sequence • Joins in the choruses of songs, stories, rhymes • Says poems and rhymes and does the actions • Identifies part from the whole such as parts of a bicycle, plant Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to instructions (group and daily routines) and responds appropriately • Passes on messages • Listens to stories with interest, drawing a picture to show understanding • Answers closed and open-ended questions Weeks 6 - 10 • Describes objects in terms of age, direction, sequence using correct vocabulary • Listens to stories and identifies the main idea • Sequences pictures of a story • Participates in classroom discussions • Asks questions related to stories told and read • Understands and uses appropriate language of different subjects ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens without interrupting, taking turns to speak in whole class and group sessions • Talks about personal experiences. For example, tells news using correct sequence • Joins in the choruses of songs, stories, rhymes • Listens to instructions (group and daily routines) and responds appropriately • Participates in classroom discussions • Asks questions related to stories told and read • Understands and uses appropriate language of different subjects Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences. For example, tells news using correct sequence ENGLISH HOME LANGUAGE GRADES R-3 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Listens to stories with interest, drawing a picture to show understanding • Answers closed and open-ended questions Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Describes objects in terms of age, direction, sequence using correct vocabulary • Listens to stories and identifies the main idea • Sequences pictures of a story ENGLISH HOME LANGUAGE GRADES R-3 CAPS 63 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonemic Awareness/ Phonic Activities of 15 minutes Teach the remainder of the single letters (3 vowels and 13 consonants) by the end of the term, continue with phonemic awareness and word building activities • Distinguishes aurally between different beginning and end sounds of words • Identifies letter-sound relationships of most single letters • Participates in whole class phonemic awareness activities: blending sounds [h-op into hop]; segmenting words [hop into h-o-p]; consonant and vowel substitution word play [replace the ‘h’ in hop with ‘m’ to make mop] • Builds words using sounds learnt ( -at, -et, -it, -ot, -ut, -ag, -eg, -ig, -og, -ug, -an, -en, -in, -un -am - at least two word families per week) • Builds up and breaks down simple words beginning with a single consonant into onset (the initial sound) and rime (the last part of the syllable), e.g. h-en, p-en; t-in, p-in, identifying the rhymes • Groups common words into sound families, e.g. hot, hop, hob • Reads phonic words in sentences and other texts Daily Reading Activities: Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. When reading, model the use of phonic decoding skills and other strategies that include context clues and structural analysis. Refer to the Five Finger Strategy. Start teaching children this process when they meet unknown words. • Reads big books or other enlarged texts as a whole class with teacher • Uses pictures to predict what the story is about • Interprets pictures to make up own story, that is, ‘reads’ the pictures • Uses clues and pictures in the text for understanding • Discusses the story, identifying the main idea in the text, the main characters etc. • Answers a wide variety of types of questions based on the texts read including higher order type questions • Discusses the use of capital letters and full stops Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. The teacher works with same-ability groups of children, matching children to texts at the instructional level. Graded reading schemes will mostly be used. Teach children to monitor themselves when reading, both in the area of word recognition and comprehension. (Children are taught to ask: ‘Does it sound right?’, ‘Does it look right?’ and ‘Does it make sense?’) Model the process in Shared Reading and apply it in Guided Reading with support. • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story ENGLISH HOME LANGUAGE GRADES R-3 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Uses phonics, context clues and sight words when reading • Begins to monitor self when reading, both in the area of word recognition and comprehension • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists Paired/Independent Reading (twice a week in Language focus time) Introduce Paired/Independent reading. Select texts that are at the independent reading level of the child (simpler than those used in Shared Reading with more than 95% word recognition accuracy when reading the text) • Reads to a partner from prepared or known texts to develop fluency • Rereads familiar texts such as those read in Shared Reading sessions ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Identifies letter-sound relationships of all single sounds • Participates in whole class phonemic awareness activities: blending sounds [h-op into hop]; segmenting words [hop into h-o-p]; consonant and vowel substitution word play [ replace the ‘h’ in hop by ‘m’ to make mop] • Builds words using sounds learnt (e.g. -at, -et, -it, -ot, -ut, -ag, e.g. -ig, -og, -ug, -an, -en, -in,-un, -am - at least two word families per week) • Builds up and breaks down simple words beginning with a single consonant into onset (the initial sound) and rime (the last part of the syllable) , e.g. h-en, p-en; t-in, p-in, identifying the rhymes • Groups common words into sound families such as hot, hop, hob • Reads phonic words in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Distinguishes aurally between different beginning and end sounds of words • Identifies letter-sound relationships of most single letters • Builds words using sounds learnt (e.g. -at, -et, -it, -ot, -ut, -ag, e.g., -ig, -og, -ug, -an, -en, -in, -un, -am - at least two word families per week) Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Identifies letter-sound relationships of most single letters • Builds words using sounds learnt (e.g. -at, -et, -it, -ot, -ut, -ag, e.g. -ig, -og, -ug, -an, -en, -in, -un, -am - at least two word families per week • Groups common words into sound families (e.g. hot, hop, hob) Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Shared Reading • Reads with the whole class big books or other enlarged texts • Uses clues and pictures in the text for understanding • Discusses the story, identifying the main idea in the text, the main characters etc. • Answers a wide variety of types of questions based on the texts read including higher order type questions • Discusses the use of capital letters and full stops ENGLISH HOME LANGUAGE GRADES R-3 CAPS 65 Group Guided Reading: • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Begins to monitor self when reading, both word recognition and comprehension Paired/Independent Reading • Reads to a partner from prepared or known texts to develop fluency • Rereads familiar texts such as those read in Shared Reading sessions Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads with the whole class big books or other enlarged texts • Uses pictures to predict what the story is about • Uses clues and pictures in the text for understanding • Discusses the story, identifying the main idea in the text, the main characters etc. Group Guided Reading • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Uses phonics, context clues and sight words when reading Formal Assessment Activity 2: Reading (oral and/ or practical) Shared Reading • Reads with the whole class big books or other enlarged texts • Interprets pictures to make up own story, that is, ‘reads’ the pictures • Uses clues and pictures in the text for understanding • Answers a wide variety of types of questions based on the texts read including higher order type questions Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with teacher, that is, whole group works on the same story • Uses phonics, context clues and sight words when reading ENGLISH HOME LANGUAGE GRADES R-3 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal lessons four times a week of 15 minutes Development of letter formation in formal handwriting lessons Align the order of teaching of the lower case letters to the phonics programme. Model correct letter formation and directionality. Child practises 2 letters per week, copying from writing strips so that, by the end of the term at least 20 lower case letters have been taught. Demonstrate the correct spacing of letters in a word and words in a sentence. Towards the end of the term introduce the formation of frequently used capital letters (A, C, H, I, T, W). Use blank paper or A4 unlined / 17 mm lined jotters for written recording. • Holds pencil and crayon correctly • Forms at least 20 lower case letters correctly according to size and position, that is, starts and ends in the correct place • Forms some frequently used capital letters correctly (e.g. A, C, H, I, T, W) • Writes words with correct spacing • Writes and copies short, simple sentences from writing strip, chalkboard In addition, continue activities that strengthen fine muscles and develop fine and gross motor skills and eye-hand co-ordination. Ensure that children use the correct sitting position when they write. Shared, Group and Independent Writing Whole class / small group / individual writing sessions three times a week for 15 minutes building on and linking to the Shared Reading, discussions and personal experiences. Provide sentence starters and other support so that children can begin writing their own news etc. Introduce the use of a personal dictionary. • Draws pictures to convey a message, adding a label or caption. For example, about a personal experience • Writes words using sounds learnt • Writes one sentence of own news or shared writing • Compiles a list of words according to instructions such as food • Contributes ideas for a class story (Shared Writing) • Writes and illustrates a caption or short sentence on a topic to contribute to a book for the reading corner • Begins to build own word bank and personal dictionary using initial letter of words such as ant, book, cat • Writes sentences using words containing the phonic sounds already taught ENGLISH HOME LANGUAGE GRADES R-3 CAPS 67 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Holds pencil and crayon correctly • Forms some frequently used capital letters correctly (e.g. A, C, H, I, T, W) • Writes words with correct spacing • Writes and copies short, simple sentences from writing strip, chalkboard Formal Assessment Activity 1: Handwriting • Holds pencil and crayon correctly • Forms at least 20 lower case letters correctly according to size and position, that is, starts and ends in the correct place Formal Assessment Activity 2: Handwriting • Forms at least 20 lower case letters correctly according to size and position i.e. starts and ends in the correct place • Forms some frequently used capital letters correctly (e.g. A, C, H, I, T, W) • Writes words with correct spacing Suggestions for Informal Assessment Activities : Writing • Writes sentences using words containing the phonic sounds already taught • Writes one sentence of own news or shared writing • Compiles a list of words according to instructions such as food • Contributes ideas for a class story (Shared Writing) • Begins to build own word bank and personal dictionary using initial letter of words (e.g. ant, book, cat) Formal Assessment Activity 1: Writing • Draws pictures to convey a message, adding a label or caption, e.g. about a personal experience • Writes sentences using words containing the phonic sounds already taught • Contributes ideas for a class story (Shared Writing). Formal Assessment Activity 2: Writing • Draws pictures to convey a message, adding a label or caption, e.g. about a personal experience • Writes one sentence of own news or shared writing • Compiles a list of words according to instructions such as a list of words related to transport ENGLISH HOME LANGUAGE GRADES R-3 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of language and other subjects • Listens to instructions and announcements and responds appropriately • Listens without interrupting showing respect for the speaker • Talks about personal experiences such as tells news using the correct sequence • Says poems and rhymes and does the actions • Understands and uses appropriate language of different subjects Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to a story with interest and enjoyment, drawing a picture and writing a caption about it • Sequences pictures of a story and matches captions with the pictures • Role plays different situations, using appropriate language • Participates in discussions, asking and answering questions Weeks 6 - 10 • Listens for the detail in stories and answers open-ended questions • Identifies similarities and differences using correct vocabulary • Uses an ever-increasing vocabulary when speaking ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/ or practical) • Listens without interrupting, showing respect for the speaker • Says poems and rhymes and does the actions • Listens to a story with interest and enjoyment, drawing a picture and writing a caption about it • Role plays different situations, using appropriate language • Participates in discussions, asking and answering questions Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences such as tells news using the correct sequence • Says poems and rhymes and does the actions • Sequences pictures of a story and matches captions with the pictures Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Listens to instructions and announcements and responds appropriately • Talks about personal experiences such as tells news using the correct sequence • Listens for the detail in stories and answers open-ended questions ENGLISH HOME LANGUAGE GRADES R-3 CAPS 69 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes: Revise the single letters and introduce common consonant blends and consonant digraphs. Continue word building activities. • Identifies letter-sound relationships of all single letters • Revises word families using short vowel sounds learnt • Builds 3-letter words using all single letters • Uses consonant blends to build up and break down words (e.g. r and l blends- bl-ack, fl-op, sl-ip etc.) • Recognises common consonant digraphs (sh, ch and th) at the beginning of a word (e.g. sh-ip, ch-ip, th-ink) • Groups common words into sound families • Reads phonic words in sentences and other texts Daily Reading Activities: Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Demonstrate the Five Finger Strategy in Shared Reading and encourage children to use it in Guided and Independent Reading. • Reads big books or other enlarged texts as a whole class with teacher • Identifies the sequence of events and the setting of the story • Uses cover of book to predict ending and storyline • Recognises cause and effect in a story (e.g. The boy fell off his bike because he rode too quickly down the steep hill.) • Answers higher order questions based on the passage read (e.g. “Do you think…?” “Why did…?” ) • Gives an opinion on what was read • Interprets information from posters, pictures and simple tables (e.g. calendar) Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Uses phonics, context clues, and structural analysis and sight words when reading • Monitors self when reading, both in the area of word recognition and comprehension • Reads with increasing fluency and expression • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists Paired/Independent Reading (three times a week) • Reads aloud to a partner • Reads own and others writing • Reads books read in Shared Reading sessions and books from the classroom reading corner ENGLISH HOME LANGUAGE GRADES R-3 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Identifies letter-sound relationships of all single letters • Uses consonant blends to build up and break down words (r and l blends, e.g. bl-ack, fl-op, sl-ip etc.) • Recognises common consonant digraphs (sh, ch and th) at the beginning of a word (e.g. sh-ip, ch-ip, th-ink) • Reads phonic words in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Identifies letter-sound relationships of all single letters • Revises word families using short vowel sounds learnt (e.g. bus, mum, run, hip, hop etc.) • Builds 3-letter words using all single letters • Uses consonant blends to build up and break down words (e.g. r blends - cr-ack, dr-op, tr-ip etc. ) Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Builds 3-letter words using all single letters • Uses consonant blends to build up and break down words (e.g. l blends - bl-ack, fl-op, sl-ip) • Recognises common consonant digraphs (sh, ch and th) at the beginning of a word (e.g. sh-ip, ch-ip, th-ink) • Groups common words into sound families Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Shared Reading • Reads big books or other enlarged texts as a whole class with teacher • Answers higher order questions based on the passage read (e.g. “Do you think…?” “Why did…?” ) • Gives an opinion on what was read • Recognises cause and effect in a story (e.g. The boy fell off his bike because he rode too quickly down the steep hill) Group Guided Reading • Monitors self when reading, both word recognition and comprehension. Paired/Independent reading • Reads books read in Shared Reading sessions and books from the classroom reading corner Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads big books or other enlarged texts as a whole class with teacher • Identifies the sequence of events and the setting of the story • Uses cover of book to predict ending and storyline Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with teacher i.e. whole group works on the same story • Uses phonics, context clues, and structural analysis and sight words when reading ENGLISH HOME LANGUAGE GRADES R-3 CAPS 71 Formal Assessment Activity 2: Reading (oral and/ or practical) Shared Reading • Reads big books or other enlarged texts as a whole class with teacher • Identifies the sequence of events and the setting of the story • Answers higher order questions based on the passage read (e.g. “Do you think…?” “Why did…?” ) • Interprets information from posters, pictures and simple tables such as calendar Group Guided Reading • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Reads with increasing fluency and expression Paired/Independent reading • Reads aloud to a partner ENGLISH HOME LANGUAGE GRADES R-3 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons four times a week of 15 minutes Revise the formation of lower case letters and continue to teach the capital letters and the numerals. Demonstrate the correct spacing of letters in a word and words in a sentence. • Holds pencil and crayon correctly • Forms lower case letters correctly according to size and position, that is, starts and ends in the correct place automatically • Forms frequently used upper case letters correctly (e.g. B, D, E, F, G, L, M, N, O, P, R, S, and Y) • Forms numerals correctly • Copies and writes words with correct spacing • Copies and writes short sentences correctly Shared, Group and Independent Writing: Whole class / small group / individual writing sessions three times a week for 15 minutes building on and linking to the Shared Reading, discussions and personal experiences. Demonstrate the writing process (drafting, editing, writing and publishing) during Shared Writing. Model the use of correct punctuation and writing in the past tense. Provide additional support to those children who still cannot write a sentence of own news. • Writes a message on a card such as a get well card • Writes words to form a sentence using sounds learnt and common sight words • Writes at least two sentences of own news or shared writing using the past tense • Begins to use capital letters and full stops, including capital letters for names • With help uses nouns and pronouns (I, you, she, he, it ) correctly in writing • Contributes ideas and words for a class story in Shared Writing sessions • Writes and illustrates a short sentence on a topic to contribute to a book for the reading corner • Builds own word bank and personal dictionary using initial letter of word such as cat, dog, eat ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Holds pencil and crayon correctly Formal Assessment Activity 1: Handwriting • Forms lower case letters correctly according to size and position, that is, starts and ends in the correct place automatically • Forms numerals correctly • Copies and writes words with correct spacing ENGLISH HOME LANGUAGE GRADES R-3 CAPS 73 Formal Assessment Activity 2: Handwriting • Forms frequently used upper case letters correctly • Copies and writes short sentences correctly Suggestions for Informal Assessment Activities : Writing: • Writes words to form a sentence using sounds learnt and common sight words • Begins to use capital letters and full stops, including capital letters for names • Builds own word bank and personal dictionary using initial letter of word such as cat, dog, eat Formal Assessment Activity 1: Writing • Writes words to form a sentence using sounds learnt and common sight words • With help uses nouns and pronouns (I, you, she, he, it ) correctly in writing • Contributes ideas and words for a class story in Shared Writing Session Formal Assessment Activity 2: Writing • Writes a message on a card such as a get well card • Writes at least two sentences of own news or shared writing using the past tense • Begins to use capital letters and full stops, including capital letters for names • With help uses nouns and pronouns (I, you, she, he, it ) correctly in writing ENGLISH HOME LANGUAGE GRADES R-3 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 50 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of language and other subjects • Listens without interrupting, taking turns to speak and asking questions for clarification. • Talks about personal experiences and feelings such as tells news • Listens to stories and expresses feelings about the story • Uses terms such as sentence, capital letter, full stop Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens, enjoys and responds to picture and word puzzles, riddles and jokes, using language imaginatively • Participates in discussions, reporting back on behalf of the group • Uses simple strategies for finding information. For example, carries out a survey on how children come to school • Classifies information. For example, by using loose pictures Weeks 6 - 10 • Listens to instructions and announcements and responds appropriately • Tells a familiar story which has a beginning, middle and end, varying tone and volume of voice • Answers closed and open-ended questions ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens without interrupting, taking turns to speak and asking questions for clarification • Listens to stories and expresses feelings about the story • Uses terms such as sentence, capital letter, full stop • Participates in discussions, reporting back on behalf of the group Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences and feelings (e.g. tells news) • Listens to instructions and announcements and responds appropriately • Tells a familiar story which has a beginning, middle and end, varying tone and volume of voice • Answers closed and open-ended questions ENGLISH HOME LANGUAGE GRADES R-3 CAPS 75 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes Introduce new consonant blends. Continue word building and aural recognition activities. • Revises common consonant digraphs (sh, ch and th) at the beginning of a word. For example, sh-ip, ch-ip, th-in • Recognises common consonant digraphs (sh, ch and th) at the end of a word. For example, fi-sh, mu-ch, wi-th • Uses consonant blends to build up and break down words. For example, sp-o-t, fr-o-g, dr-i-nk, st-i-ck • Builds words using sounds learnt • Groups common words into sound families • Recognises plurals ( ‘s’ and ‘es’) • Reads phonic words in sentences and other texts • Learns to spell ten words a week taken from phonics lessons Daily Reading Activities: Group Guided Reading (two groups per day) and two to three Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. • Reads as a whole class with teacher big books or other enlarged texts • Uses book cover to predict what the book is about • Identifies the initial problem in a story that sets the story in motion. In the story of the Three Bears the problem is the morning porridge is too hot and the bears leave their house and go for a walk • Uses clues and pictures in the book for understanding • Identifies the sequence of events in what was read • Recognises cause and effect in a story. The girl got into trouble because she broke a window • Answers open-ended questions based on the passage read • Interprets information from posters Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Uses phonics, context clues, structural analysis and sight words when reading • Reads with increasing fluency and expression • Monitors self when reading, both word recognition and comprehension • Shows an understanding of punctuation when reading aloud • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists ENGLISH HOME LANGUAGE GRADES R-3 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Paired/Independent Reading (three times a week) Use books from Shared Reading sessions, simple picture story books and books from the reading corner as well as own writing. • Reads own writing, starting to correct errors • Reads books read in Shared Reading sessions and books from the classroom reading corner ASSESSMENT Suggestions for Formal Assessment Activities : Phonics: (oral and/or practical) • Recognises plurals (e.g. ‘s’ and ‘es’) • Revises common consonant digraphs (sh, ch and th) at the beginning of a word ( sh-ip, ch-ip, th-in) • Reads phonic words in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises common consonant digraphs (sh, ch and th) at the end of a word ( fi-sh, mu-ch, wi-th) • Uses consonant blends to build up and break down words (sp-o-t, fr-o-g, dr-i-nk, st-i-ck) • Builds words using sounds learnt • Groups common words into sound families Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Shared Reading • Uses book cover to predict what the book is about • Identifies the initial problem in a story that sets the story in motion • Uses clues and pictures in the book for understanding • Interprets information from posters Group Guided Reading • Uses phonics, context clues, structural analysis and sight words when reading • Monitors self when reading, both word recognition and comprehension • Shows an understanding of punctuation when reading aloud Paired/Independent reading • Reads own writing, starting to correct errors Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads big books or other enlarged texts as a whole class with teacher • Identifies the sequence of events in what was read • Recognises cause and effect in a story. The girl got into trouble because she broke a window • Answers open-ended questions based on the passage read Group Guided Reading • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Uses phonics, context clues, structural analysis and sight words when reading • Reads with increasing fluency and expression Paired/Independent reading • Reads books read in Shared Reading sessions and books from the classroom reading corner ENGLISH HOME LANGUAGE GRADES R-3 CAPS 77 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal lessons four times a week of 15 minutes Revise the formation of lower and upper case letters. Continue to teach the correct spacing of letters in a word and words in a sentence as children copy words and sentences from the chalkboard and from sentence strips. • Holds pencil and crayon correctly • Forms lower and upper case letters correctly and fluently according to size and position, that is, starts and ends in the correct place • Copies and writes words with correct spacing • Copies and writes a sentence correctly Shared, Group and Independent Writing Whole class / small group / individual writing sessions three times a week for 15 minutes building on and linking to the Shared Reading, discussions and personal experiences. Use the Shared Writing activities to also model the use of correct punctuation, spelling and grammar (tenses, plurals, prepositions). • Contributes ideas for and helps to revise a class/group story (Shared Writing) • Discusses with classmates ideas for writing • Writes at least three sentences of own news or creative story using sounds learnt and common sight words, capital letters and full stops • Writes and illustrates sentences on a topic to contribute to a book for the reading corner • Spells common words correctly • Begins to use present and past tense correctly in writing • Forms the plurals of familiar words by adding ‘s’ or ‘es’ • Uses prepositions correctly • Builds own word bank and personal dictionary using initial letter of word. For example, far, good, hat • Organises information into a simple graphic form such as chart or timeline, e.g. uses a chart to record the results of a survey on how children come to school ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Holds pencil and crayon correctly • Forms lower and upper case letters correctly and fluently according to size and position, that is, starts and ends in the correct place • Copies and writes a sentence correctly ENGLISH HOME LANGUAGE GRADES R-3 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Formal Assessment Activity 1: Handwriting • Forms lower and upper case letters correctly and fluently according to size and position, that is, starts and ends in the correct place • Copies and writes words with correct spacing • Copies and writes a sentence correctly Suggestions for Informal Assessment Activities : Writing • Contributes ideas for and helps to revise a class/group story (Shared Writing) • Discusses with classmates ideas for writing • Builds own word bank and personal dictionary using initial letter of word. For example, far, good, hat Formal Assessment Activity 1: Writing • Writes at least three sentences of own news or creative story using sounds learnt and common sight words, capital letters and full stops • Spells common words correctly • Begins to use present and past tense correctly in writing • Forms the plurals of familiar words by adding ‘s’ or ‘es’ • Uses prepositions correctly • Organises information into a simple graphic form using a chart or timeline, e.g., uses a chart to record the results of a survey on how children come to school ENGLISH HOME LANGUAGE GRADES R-3 CAPS 79 RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Pictures and posters • Objects related to the themes and topics, puppets, masks etc. • Story board pieces, jig-saws, tangrams and matching puzzles • Pictures to sequence • Improvised costumes for role-play • Musical instruments (tambourine, percussion sets etc.) • CD s or tapes with stories (read or told), poems, rhymes and songs, CD player or tape recorder, television and video tapes/ DVDs • Storybooks and oral stories • Poems, songs and rhymes READING AND PHONICS • Pictures and posters • Phonic wall charts • Logos and relevant examples of environmental print such as shopping bags, brand names on packaging etc. • Graded reading scheme/s • Big books - some produced in Shared Writing sessions • Nursery rhymes, poems and songs • Other enlarged texts such as poems, songs, rhymes etc. • Story books and picture books for the reading corner • Short ‘fun’ books with 1-2 sentences on a page for the reading corner • Flash card labels for classroom items, displays and for sight words • Name cards for children • Pointers to use when reading enlarged texts, wall stories, displays WRITING AND HANDWRITING • Apparatus and materials for hand-eye co-ordination activities: balls of various sizes, hoops, bean bags, scissors, plasticine or play dough, pegboards and pegs, beads and laces, lacing cards and laces, nuts and bolts, clothes pegs, sand tray) • Writing materials, e.g., pencils, coloured pencils, wax crayons, paint, paintbrushes, blank paper in various sizes (A3, A4, A5), ruler, eraser, blank jotters, 17mm lined jotters • Writing and sentence strips or charts (desk sized) indicating starting points and correct direction of movement when writing letters • Flipchart paper and thick Koki pens • Personal dictionaries ENGLISH HOME LANGUAGE GRADES R-3 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.3 GRADE 2 GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting, showing respect for the speaker • Takes turns to speak • Talks about personal experiences. For example, tells personal news • Uses correct words for the context such as an invitation • Suggests solutions to a problem especially during Mathematics Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to a story with enjoyment and answers questions related to the story • Repeats a sequence of events in the story correctly • Listens to instructions containing at least two parts and responds appropriately Weeks 6 - 10 • Tells a story that has a beginning, middle and end • Participates in discussions, asking and answering questions and suggesting ideas ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Repeats a sequence of events in the story correctly • Participates in discussions, asking and answering questions and suggesting ideas Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences. For example, tells personal news • Listens to instructions containing at least two parts and responds appropriately • Listens to a story with enjoyment and answers questions related to the story • Tells a story that has a beginning, middle and end ENGLISH HOME LANGUAGE GRADES R-3 CAPS 81 GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes: Revise the single letters and consonant digraphs taught in Grade 1. Introduce common vowel digraphs. Simultaneously work on word building and aural recognition activities. Use opportunities to revise the phonics being taught in other Language activities, for example in Shared Reading and Shared Writing. • Identifies letter-sound relationships of all single letters • Revises word families with short vowel sounds: -at ,-ag, -am, -it, etc. • Revises common consonant digraphs: sh, ch, th • Recognises ‘wh’ at the beginning of a word such as wh-en, wh-y, wh-at, etc. • Uses initial and final consonant blends to build up and break down words such as bl-a-ck, bri-ng, sa-ng • Revises common consonant digraphs (sh, ch, th) at the end of words such as fi-sh, ri-ch, clo-th • Recognises vowel digraphs such as ‘oo’ as in moon and ‘ee’ as in tree • Recognises rhyming words such as rack, sack, back, lack, pack • Builds 3 and 4-letter words using the single letters and digraphs taught this term • Reads words from phonics lessons in sentences and other texts • Learns to spell ten words a week taken from phonics lessons Daily Reading Activities Group guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Each session will have a learning focus from the following: concepts of print, text features, phonics, language patterns, word identification strategies and comprehension at a range of levels (e.g. literal, reorganisation, inferential, evaluation and appreciation). Model the use of phonic decoding skills when reading and other strategies that include context clues and structural analysis. Model the five finger strategy where each finger represents a strategy the reader can use to systematically figure out how to read an unknown word and its meaning. • Reads simple instructions in the classroom • Interprets pictures and other print media such as a photograph or an advertisement, to make up own story. ‘Reads’ the photograph or advertisement • Reads books as a whole class with teacher (shared reading) and describes the main ideas • Uses visual cues to predict what the story is about: the cover of the book, illustrations in the book • Expresses a personal response to a text read • Identifies key details in what was read such as the sequence of events • Answers higher order questions before, during and after reading a shared text: . “What would happen if…” ENGLISH HOME LANGUAGE GRADES R-3 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. The teacher works with same-ability groups of children, matching children to texts at the instructional level (word recognition between 90 - 95% accuracy). Graded reading schemes will mostly be used. • Reads both silently and aloud at own level in a Guided Reading group with teacher, that is, whole group reads same story based on the instructional reading level of the group • Uses pictures in text for understanding • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Shows an understanding of punctuation (full stops, commas, question marks and exclamation marks) when reading aloud • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists Paired/Independent Reading (three times a week) Introduce Paired/Independent reading. Select texts that are known or are at the independent reading level of the child (simpler than those used in shared reading with more than 95% word recognition accuracy when reading the text) • Reads independently: picture books, poetry cards, story books from the library or classroom reading corner ASSESSMENT Suggestions for Informal Assessment Activities : Phonics (oral and/or practical) • Revises word families with short vowel sounds: -at, -ag, -am, -it etc. • Recognises rhyming words: rack, sack, back, lack, pack • Builds 3 and 4-letter words using the single letters and digraphs taught this term • Reads words from phonics lessons in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Identifies letter-sound relationships of all single letters • Revises common consonant digraphs (sh, ch, th) • Recognises ‘wh’ at the beginning of a word such as wh-en, wh-y, wh-at etc. • Uses initial and final consonant blends to build up and break down words such as bl-a-ck, bri-ng, sa-ng • Revises common consonant digraphs (sh, ch, th) at the end of words such as fi-sh, ri-ch, clo-th • Recognises vowel digraphs such as ‘oo’ as in moon and ‘ee’ as in tree Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Shared Reading • Reads simple instructions in the classroom • Interprets pictures and other print media such as a photograph or an advertisement, to make up own story. ‘Reads’ the photograph or advertisement • Reads books as a whole class with teacher (shared reading) and describes the main ideas • Uses visual cues i.e. the cover of a book to predict what the story is about, expressing a personal response • Identifies key details in what was read such as the sequence of events • Answers higher order questions before, during and after reading a shared text: “What would happen if…” ENGLISH HOME LANGUAGE GRADES R-3 CAPS 83 Group Guided Reading • Reads both silently and aloud at own level in a Guided Reading group with teacher, that is, whole group reads same story based on the instructional reading level of the group • Uses pictures in text for understanding • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Shows an understanding of punctuation (full stops, commas, question marks and exclamation marks) when reading aloud Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Interprets pictures and other print media such as a photograph or an advertisement, to make up own story. ‘Reads’ the photograph or advertisement • Reads books as a whole class with teacher (shared reading) and describes the main ideas • Uses visual cues i.e. the cover of a book to predict what the story is about, expressing a personal response • Identifies key details in what was read such as the sequence of events Group Guided Reading • Reads aloud at own level in a Guided Reading group with teacher, that is, the whole group reads same story based on the instructional reading level of the group • Uses sight words, phonics, contextual and structural analysis decoding skills when reading ENGLISH HOME LANGUAGE GRADES R-3 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 WRITING SUGGESTED CONTACT TIME Minimum Time:1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal lessons three times a week of 15 minutes Revise the formation of lower and upper case letters, the correct spacing of letters in a word and words in a sentence. Children copy words and sentences from the chalkboard and from sentence strips. • Holds pencil and positions writing materials (book/page) correctly • Forms 26 lower and upper case letters correctly: directionality, formation and spacing within lines • Writes words with correct spacing between letters and words • Copies and writes two or more sentences legibly and correctly • Writes and uses punctuation marks (full stops, question marks, commas, exclamation marks) Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes building on and linking to the Shared Reading. Use the Shared Writing activities to also model the use of correct punctuation and spelling. Use sentence starters to assist children to write their own sentences. Introduce personal dictionaries. • Draws pictures to convey a message such as about a personal experience • Contributes ideas and words for a class story (Shared Writing) • Writes a list using a comma to separate the items such as tasks for the day • Writes at least three sentences of own news or creative story using sounds learned and common sight words, capital letters and full stops • Writes and illustrates sentences (2 - 4 sentences) on a topic to contribute to a book for the classroom reading corner • Builds own word bank and personal dictionary using initial letter of word to develop dictionary skills such as car, door ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Holds pencil and positions writing materials (book/page) correctly • Forms 26 lower and upper case letters correctly: directionality, formation and spacing within lines • Writes and uses punctuation marks: full stops, question marks, commas, exclamation marks • Writes words with correct spacing between letters and words Formal Assessment Activity 1: Handwriting • Forms 26 lower and upper case letters correctly - directionality, formation and spacing within lines • Copies and writes two or more sentences legibly and correctly ENGLISH HOME LANGUAGE GRADES R-3 CAPS 85 Suggestions for Informal Assessment Activities : Writing • Writes a list using a comma to separate the items such as tasks for the day • Builds own word bank and personal dictionary using initial letter of word to develop dictionary skills ; identifies correct page for noting words such as car, door Formal Assessment Activity 1: Writing • Draws pictures to convey a message, e.g., about a personal experience • Writes at least three sentences of own news or creative story using sounds learned and common sight words, capital letters and full stops • Contributes ideas and words for a class story (Shared Writing) ENGLISH HOME LANGUAGE GRADES R-3 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting showing respect for the speaker • Takes turns to talk, showing sensitivity to others and giving positive feedback • Talks about personal experiences. For example, tells news without repetition • Understands and uses appropriate language of different subjects such as language specific to Mathematics • Suggests solutions to a problem especially during Mathematics Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to stories for a longer period with enjoyment • Expresses feelings about a story or poem • Identifies similarities and differences • Compares and classifies things explaining classification such as animals with 4 legs and those with 2 legs Weeks 6 - 10 • Listens to more complex instructions and responds appropriately • Listens to stories and poems and identifies the main idea, details and sequence of events • Answers closed and open-ended questions and gives reasons for answers • Responds to riddles and jokes • Makes up own rhymes using imaginative language • Participates in discussions and asks questions for clarity ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) • Listens without interrupting, showing respect for the speaker • Takes turns to talk, showing sensitivity to others and giving positive feedback • Identifies similarities and differences • Compares and classifies things explaining classification (e.g. animals with 4 legs and those with 2 legs) Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences. For example, tells news without repetition • Listens to stories for a longer period with enjoyment • Expresses feelings about a story or poem Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Listens to stories and poems and identifies the main idea, details and sequence of events • Answers closed and open-ended questions and gives reasons for answers • Participates in discussions and asks questions for clarity ENGLISH HOME LANGUAGE GRADES R-3 CAPS 87 GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes Introduce 3 new vowel digraphs, silent ‘e’ and 3-letter consonant blends. Continue word building and aural recognition activities. Ensure that children understand the words they are sounding and can use them to form meaningful sentences. • Recognises 3-letter consonant blends at the beginning of words. For example str-ip, str-ap • Recognises 3-letter consonant blends at the end of words For example. ca-tch, fe-tch, i-tch • Recognises at least 3 new vowel digraphs For example ‘oa’ as in boat, ‘ea’ as in eat, short ‘oo’ as in book, ‘ai’ as in ‘rain’ • Recognises ‘silent e’/split digraph in words For example tape, time, note • Builds 3, 4 and 5-letter words using the consonant blends, vowel digraphs taught this term. • Reads words from phonics lessons in sentences and other texts • Learns to spell ten words a week taken from phonics lessons Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Model the use of phonic decoding skills and other strategies that include context clues and structural analysis. • Uses visual cues to identify the purpose of advertisements and the intended audience • Reads book as a whole class with teacher (shared reading) and discusses cause-effect relations • Identifies key details in what was read such as main characters and setting • Reads well-known nursery rhymes, poems and songs as a whole class with teacher (shared reading) and discusses the different formats • Answers higher order questions based on the text read. “How is the lion’s behaviour different from that of the mouse?” • Gives an opinion on what was read Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. Teach children to monitor themselves when reading, both in the area of word recognition and comprehension. (Children taught to ask: ‘Does it sound right?’, ‘Does it look right?’ and ‘Does it make sense?’) Model the process in Shared Reading and apply it in Guided Reading with support. • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Begins to monitor self when reading, both recognition and comprehension • Reads with increasing fluency and expression ENGLISH HOME LANGUAGE GRADES R-3 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists Paired/Independent Reading Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. • Reads aloud to a partner • Reads own and others’ writing • Reads independently texts such as comics and simple fiction books ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Reads words from phonics lessons in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises 3-letter consonant blends at the beginning of words. For example . str-ip, str-ap) • Recognises 3-letter consonant blends at the end of words. For example ca-tch, fe-tch, i-tch) • Builds 3, 4 and 5-letter words using the consonant blends, vowel digraphs taught this term Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Recognises at least 3 new vowel digraphs. For example ‘oa’ as in boat, ‘ea’ as in eat, short ‘oo’ as in book, ‘ai’ as in ‘rain’ • Recognises ‘silent e’/split digraph in words . For example tape, time, note • Builds 3, 4 and 5-letter words using the consonant blends, vowel digraphs taught this term Suggestions for Informal Assessment Activities : Reading: (oral and/or practical) Shared Reading • Uses visual cues to identify the purpose of advertisements and the intended audience • Answers higher order questions based on the text read. “How is the lion’s behaviour different from that of the mouse?” Group Guided Reading • Reads with increasing fluency and expression • Begins to monitor self when reading, both word recognition and comprehension Paired/Independent Reading • Reads own and others’ writing • Reads independently texts such as comics and simple fiction books Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads book as a whole class with teacher (shared reading) and discusses cause effect relations • Identifies key details in what was read such as main characters and setting Group Guided Reading • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Reads with increasing fluency and expression ENGLISH HOME LANGUAGE GRADES R-3 CAPS 89 Paired/Independent Reading • Reads independently texts such as comics and simple fiction books Formal Assessment Activity 2: Reading (oral and/ or practical) Shared Reading • Uses visual cues to identify the purpose of advertisements and the intended audience • Reads book as a whole class with teacher (shared reading) and discusses cause effect relations • Answers higher order questions based on the text read. “How is the lion’s behaviour different from that of the mouse?” • Gives an opinion on what was read Group Guided Reading • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Uses sight words, phonics, contextual and structural analysis decoding skills when reading Paired/Independent Reading • Reads aloud to a partner ENGLISH HOME LANGUAGE GRADES R-3 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal lessons three times a week of 15 minutes Children use print script to copy and write longer and more varied pieces of writing neatly and correctly from a printed text. • Writes in print script all capitals and lower case letters confidently and accurately • Uses appropriate spacing between words in a sentence. • Aligns writing properly on 17 mm ruled lines • Copies and writes one paragraph of between 3 - 4 lines from a printed text (a story, a poem etc) • Copies and writes different formats of writing (short invitations such as birthday; messages; lists etc) • Draws patterns in preparation for a joined script or cursive writing • Uses handwriting tools effectively: pencil, eraser, ruler Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the use of correct punctuation and spelling. Provide a writing frame to assist children to write their own stories. • Participates in a discussion to choose a topic to write about • Writes an expressive text such as a thank you card or letter using a given format • Writes own story of at least one paragraph (at least five sentences) using a writing frame • Writes one paragraph (at least five sentences) on personal experiences or events such as daily news • Writes and illustrates sentences (4 - 6 sentences) on a topic to contribute to a book for the reading corner • Uses the writing process (drafting, writing and editing) • Uses capital letters (at the beginning of a sentence and for proper names) and correct punctuation (full stops, commas, question marks, exclamation marks) • Begins to spell common words correctly • Uses present and past tenses correctly • Uses prepositions correctly • Reads own writing to a partner • Builds own word bank and personal dictionary using initial letter of word to develop dictionary skills such as far, granny, home ENGLISH HOME LANGUAGE GRADES R-3 CAPS 91 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Uses appropriate spacing between words in a sentence • Aligns writing properly on 17 mm ruled lines • Uses handwriting tools effectively: pencil, eraser, ruler Formal Assessment Activity 1: Handwriting • Writes in print script all capitals and lower case letters confidently and accurately • Copies and writes different formats of writing such as short birthday invitations, messages, lists etc. Formal Assessment Activity 2: Handwriting • Writes in print script all capitals and lower case letters confidently and accurately • Copies and writes one paragraph of between 3 - 4 lines from a printed text such as a story, a poem etc. Suggestions for Informal Assessment Activities : Writing: • Builds own word bank and personal dictionary using initial letter of word to develop dictionary skills such as far, granny, home • Begins to spell common words correctly Formal Assessment Activity 1: Writing • Writes an expressive text such as a thank you card or letter • Participates in a discussion to choose a topic to write about • Writes own story of at least one paragraph (at least 5 sentences) using a writing frame • Uses capital letters (at the beginning of a sentence and for proper names) and correct punctuation (full stops, commas, question marks, exclamation marks) Formal Assessment Activity 2: Writing • Writes own story of at least one paragraph (at least five sentences) using a writing frame • Writes one paragraph (at least five sentences) on personal experiences or events such as daily news • Uses the writing process (drafting, writing, editing and publishing) • Begins to spell common words correctly • Uses present and past tenses correctly • Reads own writing to a partner ENGLISH HOME LANGUAGE GRADES R-3 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting, showing respect for the speaker and asking questions for clarification • Talks about personal experiences and more general news, e.g., tells news • Uses an ever-increasing vocabulary when speaking • Participates in discussions, asking and answering questions • Suggests solutions to a problem especially during Mathematics Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to a sequence of instructions and responds appropriately • Listens to stories and predicts the ending, or makes up own ending for the story • Tells simple stories varying tone and volume of voice Weeks 6 - 10 • Listens for the detail in stories and answers open-ended questions. For example, works out cause and effect • Role plays different situations, e.g., takes on the role of news presenter • Uses appropriate language with different people such as interviews different people • Tells jokes and riddles using language imaginatively ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens without interrupting showing respect for the speaker and asking questions for clarification • Talks about personal experiences and more general news. For example, tells news • Uses appropriate language with different people such as interviews different people • Tells jokes and riddles using language imaginatively Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences and more general news. For example, tells news • Uses an ever-increasing vocabulary when speaking • Listens to stories and predicts the ending, or makes up own ending for the story • Tells simple stories varying tone and volume of voice Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Participates in discussions, asking and answering questions • Listens to a sequence of instructions and responds appropriately • Listens for the detail in stories and answers open-ended questions. For example, works out cause and effect • Role plays different situations, e.g., takes on the role of news presenter ENGLISH HOME LANGUAGE GRADES R-3 CAPS 93 GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes: Use consonant blends and digraphs to build up and break down words. Continue aural recognition activities (building up and breaking down words aurally and not visually) as this is an aid to spelling. • Identifies letter-sound relationships of all single letters • Uses consonant blends to build up and break down words • Aurally revises plurals (‘s’ and ‘es’), ‘ing’ and ‘ed’ at the end of words • Revises common consonant digraphs (sh, ch, th) at the end of words (e.g. ca-sh, su-ch, mo-th) • Recognises common double consonants such as ll, ss and zz) at the end of words such as do-ll, fu-ss, buzz • Recognises the first sound (onset) and the last syllable (rime) in more complex patterns such as. dr-eam, cr-eam, scr-eam, str-eam • Recognises vowel digraphs and diphthongs such as ‘oy’, ‘oi’, ‘ay’, ‘ai’ • Builds words using the consonant and vowel digraphs, consonant blends and double consonants taught this year • Groups common words into sound families such as ‘oy’, ‘oi’; ‘ay’, ‘ai’ • Reads words from phonics lessons in sentences and other texts • Learns to spell ten words a week taken from phonics lessons and sight words Daily Reading Activities: Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week. • Reads book as a whole class with teacher, identifying the sequence of events and the setting • Uses the cover of a book for prediction • Answers higher order questions based on the text read (“What would have happened if…?”) • Gives an opinion on what was read • Identifies some synonyms and antonyms • Interprets information from simple tables such as calendar Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Monitors self when reading, both word recognition and comprehension. • Reads with increasing fluency and expression • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high￾frequency word lists ENGLISH HOME LANGUAGE GRADES R-3 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Paired/Independent reading Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. • Reads aloud to a partner • Reads own and others’ writing • Reads independently: short fiction books and poems • Plays reading games and completes crosswords to reinforce reading and vocabulary skills such as bingo, track games ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Identifies letter-sound relationships of all single letters • Builds words using the consonant and vowel digraphs, consonant blends and double consonants taught this year • Aurally revises plurals (‘s’ and ‘es’), ‘ing’ and ‘ed’ at the end of words • Reads words from phonics lessons in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Uses consonant blends to build up and break down words • Revises common consonant digraphs (sh, ch, th) at the end of words such as. ca-sh, su-ch, mo-th • Recognises common double consonants such as ll, ss and zz at the end of words. For example do-ll, fu-ss, buzz • Builds words using the consonant and vowel digraphs, consonant blends and double consonants taught this term • Groups common words into sound families. For example ‘oy’, ‘oi’, ‘ay’, ‘ai’ Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Recognises the first sound (onset) and the last syllable (rime) in more complex patterns. For example dr-eam, cr-eam, scr-eam, str-eam • Recognises vowel digraphs and diphthongs For example ‘oy’, ‘oi’, ‘ay’, ‘ai’ • Builds words using the consonant and vowel digraphs, consonant blends and double consonants taught this year • Groups common words into sound families such as. ‘oy’, ‘oi’, ‘ay’, ‘ai’ Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Shared Reading • Answers higher order questions based on the text read. For example “What would have happened if…?” • Monitors self when reading, both word recognition and comprehension • Identifies some synonyms and antonyms Group Guided Reading • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Reads with increasing fluency and expression ENGLISH HOME LANGUAGE GRADES R-3 CAPS 95 Paired/Independent reading • Reads aloud to a partner • Reads own and others’ writing Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads book as a whole class with teacher, identifying the sequence of events and the setting • Uses the cover of a book for prediction • Gives an opinion on what was read Group Guided Reading: • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Uses sight words, phonics, contextual and structural analysis decoding skills when reading Formal Assessment Activity 2: Reading (oral and/ or practical) Shared Reading • Reads book as a whole class with teacher, identifying the sequence of events and the setting • Answers higher order questions based on the passage read. For example “What would have happened if…?” • Interprets information from simple tables such as calendar Group Guided Reading • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Reads with increasing fluency and expression Paired/Independent reading • Reads independently: short fiction books and poems ENGLISH HOME LANGUAGE GRADES R-3 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal lessons three times a week of 15 minutes Children continue to use print script in written recording but begin to learn a type of joined print script. The type of joined script or cursive writing will be informed by the school’s handwriting policy/Provincial Policy Maintenance of the print script • Uses handwriting tools effectively: pencil, eraser, ruler • Forms upper and lower case letters correctly and with greater speed and accuracy • Maintains uniformity and alignment: size of lower case and upper case letters in a word • Uses print script in all forms of written recording Transition to a joined script or cursive writing • Copies and writes writing patterns in joined script or cursive writing • Copies and writes at least two letters of joined script or cursive writing per week (size and uniformity) • Copies and writes short words in joined script or cursive writing: 2 and 3 letter words such as an; am; at; it; in; on; of; he; we; us; be; so; see; can; our • Recognises and reads short words written in the joined script or cursive writing Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the writing process (drafting, writing and publishing). Provide a writing frame to assist children to write their own stories. • Participates in a discussion to choose a topic to write about • Writes an expressive text such as get well card, post card etc. • Drafts, writes and publishes own story of at least six sentences • Writes 1-2 paragraphs (at least eight sentences) on personal experiences or events • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly • Identifies and uses nouns and verbs correctly • Identifies and uses pronouns correctly • Reads and discusses own writing with a partner • Builds own word bank and personal dictionary ENGLISH HOME LANGUAGE GRADES R-3 CAPS 97 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Uses handwriting tools effectively: pencil, eraser, ruler Formal Assessment Activity 1: Handwriting Maintenance of the print script • Forms upper and lower case letters correctly and with greater speed and accuracy Transition to a joined script or cursive writing • Copies and writes writing patterns in joined script or cursive writing • Copies and writes at least two letters of joined script or cursive writing per week (size and uniformity) Formal Assessment Activity 2: Handwriting Transition to a joined script or cursive writing • Copies and writes at least two letters of joined script or cursive writing per week (size and uniformity) • Copies and writes short words in joined script or cursive writing: 2 and 3 letter words such as an; am; at; it; in; on; of; he; we; us; be; so; see; can; our • Recognises and reads short words written in the joined script or cursive writing Suggestions for Informal Assessment Activities : Writing: • Builds own word bank and personal dictionary • Identifies and uses nouns and verbs correctly Formal Assessment Activity 1: Writing • Writes an expressive text such as get well card, post card etc. • Writes 1-2 paragraphs (at least eight sentences) on personal experiences or events • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly Formal Assessment Activity 2: Writing • Participates in a discussion to choose a topic to write about • Drafts, writes and publishes own story of at least six sentences and adds a suitable title • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Identifies and uses pronouns correctly • Reads and discusses own writing with a partne ENGLISH HOME LANGUAGE GRADES R-3 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting, asking questions for clarification and commenting on what was heard • Talks about personal experiences and more general news. For example, tells news using descriptive language • Uses terms such as noun, adjective, verb, pronoun, preposition, comma, question mark, paragraph when talking about own writing • Understands and uses appropriate language of different subjects • Suggests solutions to a problem especially during Mathematics Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to a complex sequence of instructions and responds appropriately • Participates in discussions, suggesting topics for discussion and asking questions for information and reporting back on the group’s work • Participates in playing word games such as I spy… • Tells jokes and riddles using appropriate volume and intonation Weeks 6 - 10 • Listens and responds to a speaker the child cannot see • Listens for the detail in stories and answers higher-order questions, e.g., “Do you think he was right to…?” • Answers open-ended questions and justifies answer, e.g., “Why do you say that?” • Expresses feelings about a text and gives reasons, e.g., “It made me angry because…” ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens without interrupting, asking questions for clarification and commenting on what was heard • Uses terms such as noun, adjective, verb, pronoun, preposition, comma, question mark, paragraph when talking about own writing • Suggests solutions to a problem especially during Mathematics • Participates in playing word games such as I spy… • Tells jokes and riddles using appropriate volume and intonation • Answers open-ended questions and justifies answer, e.g., “Why do you say that?” Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences and more general news. For example, tells news using descriptive language • Listens to a complex sequence of instructions and responds appropriately • Participates in discussions, suggesting topics for discussion and asking questions for information and reporting back on the group’s work • Listens for the detail in stories and answers higher-order questions, e.g., “Do you think he was right to…?” • Expresses feelings about a text and gives reasons, e.g., “It made me angry because…” ENGLISH HOME LANGUAGE GRADES R-3 CAPS 99 GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes Introduce new vowel digraphs, diphthongs and blends. Ensure that children understand the words they are sounding and can use them to form meaningful sentences. Guide children to use their phonic knowledge to spell unfamiliar words. • Recognises at least 5 new vowel digraphs (e.g. ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in shirt, ‘or’ as in short, ‘ur’ as in church etc.) • Recognises vowel digraphs and diphthongs (e.g. ‘oa’, ‘oe’, ’ow’ as in ‘cow’ and ‘ow’ as in ‘show’) • Recognises and uses suffixes (e.g. -ly, -ies) • Revises ‘silent e’/ split digraph in words (e.g. cake, time, hope) • Builds words using the phonic sounds taught during the year • Builds sentences using phonics vocabulary • Reads words from phonics lessons in sentences and other texts • Learns to spell ten words a week taken from phonics lessons and sight words • Writes two short sentences dictated by teacher Daily Reading Activities Guided Reading (two groups per day) and two to three Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week. • Reads poems and songs as a whole class with teacher (Shared Reading) and discusses the different formats and the poet’s choice of words • Reads fiction and non-fiction books as a whole class with teacher • Answers higher order questions based on the text read, e.g., “In your opinion…” • Expresses whether a story was liked and is able to justify the response, e.g., “I didn’t enjoy the story because…” • Expresses a personal response to print media images such as newspaper and magazine pictures, posters, advertisements, e.g., “I preferred that magazine picture because this advert made me…” • Recognises apostrophes in contractions showing both possession and contractions such as John’s car, don’t Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads silently and aloud from fiction and non-fiction books at own level in a guided reading group with teacher, that is, whole group reads same text • Uses sight words, phonics, contextual and structural analysis decoding skills and comprehension skills to make meaning • Reads with increasing fluency and speed using correct pronunciation ENGLISH HOME LANGUAGE GRADES R-3 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud • Monitors self when reading, both word recognition and comprehension • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists Paired/Independent reading: Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. • Reads own and others’ writing • Reads aloud to a partner • Reads independently at a more complex level for enjoyment or information from a variety of available texts: comics, simple fiction and non-fiction books • Plays reading games such as reading dominoes, and completes crosswords to reinforce reading and vocabulary skills ASSESSMENT Suggestions for Formal Assessment Activities : Phonics: (oral and/or practical) • Recognises and uses suffixes such as -ly, -ies • Revises ‘silent e’/ split digraph in words such as cake, time, hope • Builds sentences using phonics vocabulary • Reads words from phonics lessons in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises at least 5 new vowel digraphs. For example ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in shirt, ‘or’ as in short, ‘ur’ as in church etc. • Recognises vowel digraphs and diphthongs. For example ‘oa’, ‘oe’, ’ow’ as in ‘cow’ and ‘ow’ as in ‘show’) • Builds words using the phonic sounds taught during the year Suggestions for Informal Assessment Activities : Reading: (oral and/or practical) Shared Reading • Answers higher order questions based on the text read, e.g., “In your opinion…?” • Expresses whether a story was liked and is able to justify the response, e.g., “I didn’t enjoy the story because…” Group Guided Reading: • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud • Monitors self when reading, both word recognition and comprehension. Paired/Independent reading • Reads own and others’ writing • Reads aloud to a partner ENGLISH HOME LANGUAGE GRADES R-3 CAPS 101 Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads fiction and non-fiction books as a whole class with teacher • Answers higher order questions based on the text read, e.g., “In your opinion…?” • Expresses a personal response to print media images such as newspaper and magazine pictures, posters, advertisements, e.g., “I preferred that magazine picture because this advert made me…” Group Guided Reading • Reads silently and aloud from fiction and non-fiction books at own level in a guided reading group with teacher, that is, whole group reads same text • Uses sight words, phonics, contextual and structural analysis decoding skills and comprehension skills to make meaning • Reads with increasing fluency and speed using correct pronunciation Paired/Independent reading • Reads independently at a more complex level for enjoyment or information from a variety of available texts: comics, simple fiction and non-fiction books ENGLISH HOME LANGUAGE GRADES R-3 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons three times a week of 15 minutes Children continue to use print script in written recording but begin to learn a type of joined print script. The type of joined script or cursive writing will be informed by the school’s handwriting policy/Provincial Policy Maintenance of the print script • Uses handwriting tools effectively: pencil, eraser, ruler • Maintains the use of print script for written recording Transition to a joined script or cursive writing • Copies and writes at least two letters of joined script or cursive writing per week, completing all letters by the end of the term • Copies and writes short words in joined script or cursive writing • Copies and writes commonly used capital letters in joined script or cursive writing (e.g. A, E, H, I, M, O, S, T, W, Y.) • Copies and writes short sentences in joined script or cursive writing Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes building on and linking to the Shared Reading. Use the Shared Writing activities to also model the use of correct punctuation, spelling and grammar (tenses, plurals, prepositions). Provide a frame to assist children to write a recipe and a framework to organise information into a chart or table. Model how to use a simple dictionary, explaining alphabetical order. • Participates in a discussion and contributes ideas • Experiments with words: writes a simple poem or song • Writes at least two paragraphs (ten sentences) on personal experiences or events such as a family celebration • Drafts, writes and publishes own story of at least two paragraphs, using language such as ‘once upon a time’ and ‘in the end’ • Organizes information in a chart or table • Uses informational structures when writing such as writes recipes • Sequences text by using words like ‘first’, ‘next’ and ‘finally’ • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly • Builds own word bank and personal dictionary • Uses a dictionary to check on meanings and spellings of words ENGLISH HOME LANGUAGE GRADES R-3 CAPS 103 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting Maintenance of the print script • Uses handwriting tools effectively: pencil, eraser, ruler • Maintains the use of print script for written recording Formal Assessment Activity 1: Handwriting Transition to a joined script or cursive writing • Copies and writes at least two letters of joined script or cursive writing per week, completing all letters by the end of the term • Copies and writes short words in joined script or cursive writing • Copies and writes commonly used capital letters in joined script or cursive writing . A, E, H, I, M, O, S, T, W, Y • Copies and writes short sentences in joined script or cursive writing Suggestions for Informal Assessment Activities : Writing: • Experiments with words: writes a simple poem or song • Drafts, writes and publishes own story of at least two paragraphs, using language such as ‘once upon a time’ and ‘in the end’ • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly • Builds own word bank and personal dictionary Formal Assessment Activity 1: Writing • Writes at least two paragraphs (ten sentences) on personal experiences or events such as a family celebration • Organizes information in a chart or table • Uses informational structures when writing such as writes recipes • Sequences text by using words like ‘first’, ‘next’ and ‘finally’ • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly ENGLISH HOME LANGUAGE GRADES R-3 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Pictures and posters • Objects related to the themes and topics, puppets, masks etc • Story board pieces and jig-saw puzzles • Pictures to sequence • Improvised costumes for role-play and other oral activities • Musical instruments (tambourine; percussion sets etc) • CDs or tapes with stories, poems, rhymes and songs, CD player or tape recorder, television and video tapes/DVDs • Storybooks and oral stories READING AND PHONICS • Pictures and posters • Phonic wall charts • Graded reading scheme/s • Big books - some produced in Shared writing sessions • Other enlarged texts such as poems, songs, rhymes etc. • Story books, non-fiction books and picture books for the classroom reading corner • Stories developed during shared writing sessions • Nursery rhymes, poems and songs • Short ‘fun’ books with 1-2 sentences on a page for the classroom reading corner • Flash card labels for classroom items, displays and for sight words • Name cards for children • Pointers to use when reading enlarged texts, wall stories, displays • Picture and word puzzles and games • Newspapers and magazines WRITING AND HANDWRITING • Writing materials such as pencils, coloured pencils, wax crayons, blank paper in various sizes (A3, A4, A5), ruler, eraser, 17mm / 8.5mm lined jotters, blank jotters • Writing and sentence strips or desk sized charts for print script, joined script and/or cursive writing • Flipchart paper and thick Koki pens • Personal dictionaries • Simple children’s dictionaries ENGLISH HOME LANGUAGE GRADES R-3 CAPS 105 3.4 GRADE 3 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Talks about personal experiences. For example, tells news expressing feelings and opinions • Listens without interrupting, showing respect for the speaker and taking turns to speak • Uses appropriate language when speaking to friends and adults, recognising the way the class uses slang. For example, telling parents how the ball came to break the window and then telling friends about the same incident Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to a complex sequence of instructions (at least 4) and responds appropriately • Listens for the main idea and for detail in stories and answers higher-order questions, e.g., “Do you think the title is the best one for this story? Why?” • Asks questions for clarification and comments on what was heard, e.g., “Did that really happen? Then what did you do?” • Expresses feelings about a text and gives reasons, e.g., “I really feel that the author could have given a happier ending to the story. The dolphin tried so hard to escape.” Weeks 6 - 10 • Participates in discussions, asking questions and showing sensitivity to the feelings of others • Answers questions and gives reasons for the answers, e.g., “Yes. I think the title tells the reader what the story is about.” ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens without interrupting, showing respect for the speaker and taking turns to speak • Expresses feelings about a text and gives reasons, e.g., “I really feel that the author could have given a happier ending to the story. The dolphin tried so hard to escape.” • Participates in discussions, asking questions and showing sensitivity to the feelings of others Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences. For example, tells news expressing feelings and opinions • Listens to a complex sequence of instructions (at least 4) and responds appropriately • Listens for the main idea and for detail in stories and answers higher-order questions, e.g., “Do you think the title is the best one for this story? Why?” ENGLISH HOME LANGUAGE GRADES R-3 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Phonic Activities three times a week for 15 minutes Revise the single sounds and the consonant and vowel digraphs taught in Grade 2. Discuss the role of letters of the alphabet in different words drawing attention to the different sounds the same letter or letters represent. For example ‘a’ as in ‘apple’ and ‘a’ as in ‘zebra’; ‘g’ as in ‘gate’ and ‘g’ as in ‘giant’. Simultaneously work on word building and aural recognition activities. Use opportunities to revise the phonics being used in other language activities. For example, in Shared Reading and Shared Writing. Use the Phonics to inform the spelling programme for the year. • Identifies letter-sound and letter-name relationships of all single letters • Recognises consonant digraphs (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words ( sh-irt, ch-irp, th-ink, wh-en, wi-sh, ri-ch, bo-th) • Recognises vowel digraphs taught in Grade 2 such as ‘oo’, ‘ee’, ‘ea’, ‘ai’, ‘oa’, ‘ay’ • Recognises that some sounds are represented by a number of different spelling choices (play, pain, plate; feet, read, key; boat, blow, note; tiger, like, sigh, fly) • Recognises ‘silent e’ or split digraphs in words such as same, bite, note • Recognises and uses rhyming words such as blow, flow, and glow • Builds 3, 4 and 5-letter words using the consonant and vowel digraphs taught this term • Sorts letters and words into alphabetical order • Spells words correctly using phonic knowledge • Learns to spell ten words a week taken from phonics lessons and sight words • Writes three short sentences dictated by teacher Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Each session will have a learning focus from the following: concepts of print, text features, phonics, language patterns, word identification strategies and comprehension at a range of levels - literal, reorganisation, inferential, evaluation and appreciation questions. Model the five finger strategy where each finger represents a strategy the reader can use to systematically figure out how to read an unknown word and its meaning: children check by asking whether the word they ‘solve’ sounds right, looks right and makes sense. Start teaching children this process when they meet unknown words. • Uses visual cues to talk about a graphical text, e.g., looks at a photograph, and discusses what it is about, where it was taken, etc. • Reads enlarged texts such as poems, big books, posters and electronic texts as a whole class with the teacher (shared reading) • Reads book as a whole class with the teacher (shared reading) and describes the main idea and the main characters ENGLISH HOME LANGUAGE GRADES R-3 CAPS 107 • Reads instructions in the classroom • Reads different poems around a topic and discusses these (both form and meanings) • Answers higher order questions before, during and after reading a shared text, e.g., “What do you think will happen next? Why do you say this?” • Recognises inverted commas to show direct speech in written stories • Recognises apostrophes in contractions showing both possession and contractions such as Sipho’s book, can’t Group Guided Reading: The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. Teacher works with same-ability groups of children, matching children to texts at the instructional level (word recognition between 90 - 95% accuracy). Graded reading schemes will mostly be used. • Reads both silently and out loud from own book in a guided reading group with the teacher, that is, whole group reads the same story on the instructional reading level of the group • Uses phonics, contextual and structural analysis decoding skills when reading both silently and aloud • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud • Monitors self when reading, both word recognition and comprehension • Shows an understanding of punctuation (full stops, question marks, exclamation marks, inverted commas) when reading aloud Paired/Independent reading (three times a week) Introduce Paired/Independent reading. Select texts that are known or are at the independent reading level of the child (simpler than those used in shared reading with more than 95% word recognition accuracy when reading the text) • Reads independently: picture books and simple story books • Plays reading games and completes crosswords to reinforce reading and vocabulary skills such as Snap, Memory ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Recognises that some sounds are represented by a number of different spelling choices (play, pain, plate; feet, read, key; boat, blow, note; tiger, like, sigh, fly) • Recognises and uses rhyming words such as blow, flow, and glow • Builds 3, 4 and 5-letter words using the consonant and vowel digraphs taught this term Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Identifies letter-sound and letter-name relationships of all single letters • Recognises consonant digraphs (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words (sh-irt, ch-irp, th-ink, wh-en, wi-sh, ri-ch, bo-th) • Recognises vowel digraphs taught in Grade 2 such as ‘oo’, ‘ee’, ‘ea’, ‘ai’, ‘oa’, ‘ay’ • Recognises ‘silent e’ or split digraphs in words such as same, bite, note Suggestions for Informal Assessment Activities : Reading: (oral and/or practical and/or written) Shared Reading • Reads enlarged texts such as poems, big books, posters and electronic texts as a whole class with the teacher (shared reading) • Reads instructions in the classroom ENGLISH HOME LANGUAGE GRADES R-3 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Group Guided Reading: • Reads both silently and aloud at own level in a Guided Reading group with the teacher, that is, the whole group reads same story based on the instructional reading level of the group • Uses phonics, contextual and structural analysis decoding skills when reading • Shows an understanding of punctuation (full stops, question marks, exclamation marks, inverted commas) when reading aloud • Monitors self when reading, both word recognition and comprehension Formal Assessment Activity 1: Reading (oral and/ or practical and/or written) Shared Reading • Uses visual cues to talk about a graphical text such as a photograph and discusses what it is about, where it was taken, etc. • Reads book as a whole class with the teacher (shared reading) and describes the main idea and the main characters • Answers higher order questions before, during and after reading a shared text, e.g., “What do you think will happen next? Why do you say this?” Group Guided Reading: • Reads aloud at own level in a Guided Reading group with the teacher, that is, the whole group reads same story based on the instructional reading level of the group • Uses phonics, contextual and structural analysis decoding skills when reading ENGLISH HOME LANGUAGE GRADES R-3 CAPS 109 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting: Formal Lessons three times a week of 15 minutes Children may still be using print script in written recording until the end of the second term although handwriting lessons will focus on practising the individual letters and joins needed for the joined script or cursive writing. The type of joined script or cursive writing will be informed by the school’s handwriting policy/Provincial Policy • Forms all lower and upper-case letters in joined script or cursive writing and begins to join various letters and to form words in the selected joined script or cursive writing • Uses handwriting tools effectively: pencil, eraser, ruler • Writes short words in the joined script or cursive writing • Spaces words correctly in lines • Writes a sentence legibly and correctly in both the print script and the joined script or cursive writing Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the use of correct punctuation, spelling and grammar (tenses, plurals). Provide a writing frame to assist children to write a story or a description and guide them through the steps of the writing process. Children start their personal dictionaries. • Draws pictures and writes sentences to show understanding of a story • Writes instructions, e.g., to a friend • Contributes ideas, words and sentences for a class story (shared writing) • Uses a picture to choose a topic to write about • Talks to a partner to begin planning writing • Asks questions to help define the writing task • Writes at least one paragraph of eight sentences such as own news, creative story, description of an incident/experiment • Writes and illustrates sentences (six to eight sentences) on a topic to contribute to a book for the class library • Writes words to form a sentence using capital letters, full stops, question marks, commas, exclamation marks and inverted commas • Uses phonic knowledge and spelling rules to write unfamiliar words • Uses present, past and future tense correctly • Uses subject-verb agreement correctly, e.g., I want / She wants … • Builds own word bank and personal dictionary using initial letter of words such as apple, book, cat, etc. ENGLISH HOME LANGUAGE GRADES R-3 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Uses handwriting tools effectively: pencil, eraser, ruler • Spaces words correctly in lines Formal Assessment Activity 1: Handwriting • Forms all lower and upper-case letters in joined script or cursive writing and begins to join various letters and to form words in the selected joined script or cursive writing • Writes short words in the joined script or cursive writing • Writes a sentence legibly and correctly in both the print script and the joined script or cursive writing Suggestions for Informal Assessment Activities : Writing • Draws pictures and writes sentences to show understanding of a story • Writes instructions, e.g., to a friend • Contributes ideas, words and sentences for a class story (shared writing) • Uses subject-verb agreement correctly, e.g., I want / She wants • Builds own word bank and personal dictionary using initial sound of words such as apple, book, cat, etc. Formal Assessment Activity 1: Writing • Writes at least one paragraph of eight sentences on own news, creative story, description of an incident/experiment etc. • Writes words to form a sentence using capital letters, full stops, question marks, commas, exclamation marks and inverted commas • Uses phonic knowledge and spelling rules to write unfamiliar words • Uses present, past and future tense correctly ENGLISH HOME LANGUAGE GRADES R-3 CAPS 111 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens and responds to radio or intercom announcements and instructions • Talks about personal experiences such as tells news expressing feelings and opinions • Listens to stories, poems and songs and expresses feelings about the story, poem or song, giving reasons • With support, predicts what will happen in a story, e.g., “Look at the title and the cover of the book. What do you think is going to happen?” • Works out cause and effect in a story using connecting words such as ‘because’, e.g., ‘“The children fell off the bridge because…” • Uses language to investigate and explore such as suggesting alternatives, e.g., ‘I think it could…’, ‘If…then…’ • Asks questions to clarify, plan and get information on an activity • Analyses, compares and contrasts information such as the eating habits of a child and a monkey • Understands and uses appropriate language of different subjects such as Life Skills • Suggests solutions to a problem, specifically word problems in Mathematics Twice weekly focussed listening and speaking activities Weeks 1-3 • Listens to more complex instructions (at least 5) and responds appropriately • Makes an oral presentation. For example, ‘Show and Tell’ - describes and compares an object Weeks 4 - 6 • Listens to stories, read by the teacher or over the radio, for a longer period with interest • Tells a short story with a simple plot and different characters Weeks 7 - 10 • Participates in group and class discussions, suggests topics and contributes ideas • Talks about a general news event, expressing feelings and opinions • Listens to, and composes, riddles and jokes ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens and responds to radio or intercom announcements and instructions • Talks about a general news event, expressing feelings and opinions • Listens to, and composes, riddles and jokes • Uses language to investigate and explore. Suggests alternatives such as ‘I think it could…’, ‘If…then…’ • Asks questions to clarify, plan and get information on an activity ENGLISH HOME LANGUAGE GRADES R-3 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Analyses, compares and contrasts information such as the eating habits of a child and a monkey • Understands and uses appropriate language of different subjects such as Life Skills • Suggests solutions to a problem, specifically word problems in Mathematics Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Listens to more complex instructions (at least 5) and responds appropriately • Makes an oral presentation. For example, ‘Show and Tell’ - describes and compares an object Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Listens to stories, read by the teacher or over the radio, for a longer period with interest • Tells a short story with a simple plot and different characters Formal Assessment Activity 3 : Listening and Speaking (oral and/ or practical) • Participates in group and class discussions, suggests topics and contributes ideas • Listens to stories, poems and songs and expresses feelings about the story, poem or song, giving reasons • With support, predicts what will happen in a story, e.g., “Look at the title and the cover of the book. What do you think is going to happen?” • Works out cause and effect in a story using connecting words such as ‘because’, e.g., “The children fell off the bridge because…” ENGLISH HOME LANGUAGE GRADES R-3 CAPS 113 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Phonic Activities three times a week for 15 minutes: Introduce new vowel blends and guide children to recognise that a particular sound can be represented by different combinations of letters. This has important implications for spelling. Ensure that children understand the words they are sounding and can use them to form meaningful sentences. Use the Phonics to inform the spelling programme. • Recognises that some sounds can be represented by a number of different spelling choices such as • ow (cow) ou (found) • aw (draw), au (autumn) • tie, high, sky • few, blue) • Recognises digraphs making /f/ (e.g. ‘ph’ as in elephant, ‘gh’ as in laugh) • Recognises that the same spelling can represent different sounds, e.g. ‘bread’, ‘read’ • Uses words in written sentences that are pronounced the same way, but have different meanings. For example ‘read’ and ‘reed’ - I like to read books. I saw a bird on a reed. • Builds words using the phonic skills taught this year • Spells words correctly using phonic knowledge in informal tests, in dictation and in all written work Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Include graphical and non-fiction texts during this term. • Reads enlarged texts such as poems, big books, posters and electronic texts as a whole class with the teacher (shared reading) • Uses visual cues to identify the purpose of advertisements and the intended audience • Reads book as a whole class with the teacher (shared reading) and discusses the sequence of events, setting and cause￾effect relations • Uses the information from a graphical text, e.g., takes part in a walk around the school by following the directions on a map • Finds and uses sources of information such as community members, library books • Uses table of contents, index and page numbers to find information • Uses key words and headings to find information in non-fiction texts • Answers a range of higher order questions based on the passage read, e.g., “How would you describe the behaviour of the troll?” ENGLISH HOME LANGUAGE GRADES R-3 114 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. Teach children to monitor self when reading, both in the area of word recognition and comprehension. (Children are taught to ask: ‘Does it sound right?’, ‘Does it look right?’ and ‘Does it make sense?’) Model the process in Shared Reading and apply it in Guided Reading with support. • Reads both silently and out loud from own book in a guided reading group with the teacher, that is, the whole group reads the same story at the instructional level of the group • Uses phonics, context clues and structural analysis decoding skills when reading unfamiliar words • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud • Monitors self when reading, both word recognition and comprehension • Uses diagrams and illustrations in text to increase understanding • Reads with increasing fluency and expression Paired/Independent Reading Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. • Reads aloud to a partner • Reads own and others’ writing • Reads independently books read in Shared Reading sessions, simple story books and books from the reading corner as well as any other texts, such as readers read in the previous year or at the beginning of this year, at the independent reading level of the children ASSESSMENT Suggestions for Informal Assessment Activities : Phonics (oral and/or practical) • Builds words using the phonic skills taught this year Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises that some sounds can be represented by a number of different spelling choices • ow (cow) ou (found) • aw (draw), au (autumn) Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Recognises that some sounds can be represented by a number of different spelling choices • tie, high, sky • few, blue Formal Assessment Activity 3: Phonics (oral and/ or practical and/or written) • Recognises digraphs making /f/ such as ‘ph’ as in elephant, ‘gh’ as in laugh • Recognises that the same spelling can represent different sounds such as ‘bread’, ‘read’ • Uses words in written sentences that are pronounced the same way, but have different meanings (‘read’ and ‘reed’ - I like to read books. I saw a bird on a reed.) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 115 Suggestions for Informal Assessment Activities : Reading: (oral and/or practical and/or written) Shared Reading • Answers a range of higher order questions based on the passage read, e.g., “How would you describe the behaviour of the troll?” Group Guided Reading: • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud • Monitors self when reading, both in the area of word recognition and comprehension Paired/Independent Reading • Reads aloud to a partner • Reads own and others’ writing • Reads independently books read in Shared Reading sessions, picture story books and books from the reading corner as well as any other texts, such as readers read in the previous year or at the beginning of this year, at the independent reading level of the children Formal Assessment Activity 1: Reading (oral and/ or practical and/or written) Shared Reading • Reads enlarged texts such as poems, big books, posters and electronic texts as a whole class with teacher (shared reading) • Uses visual cues to identify the purpose of advertisements and the intended audience Group Guided Reading: • Reads both silently and out loud from own book in a guided reading group with teacher, that is, whole group reads the same story at the instructional level of the group • Uses phonics, context clues and structural analysis decoding skills when reading unfamiliar words • Reads with increasing fluency and expression Formal Assessment Activity 2: Reading (oral and/ or practical and/or written) Shared Reading • Reads book as a whole class with teacher (shared reading) and discusses sequence of events, setting and cause effect relations • Answers a range of higher order questions based on the passage read, e.g., “How would you describe the behaviour of the troll?” Paired/Independent Reading • Reads independently books read in Shared Reading sessions, simple story books and books from the reading corner as well as any other texts, such as readers read in the previous year or at the beginning of this year, at the independent reading level of the children Formal Assessment Activity 3: Reading (oral and/ or practical and/or written) Shared Reading • Uses the information from a graphical text, e.g., takes part in a walk around the school by following the directions on a map • Finds and uses sources of information such as community members, library books • Uses table of contents, index and page numbers to find information • Uses key words and headings to find information in non-fiction texts Group Guided Reading: • Reads both silently and out loud from own book in a guided reading group with teacher, that is, whole group reads the same story at the instructional level of the group • Uses phonics, context clues and structural analysis decoding skills when reading unfamiliar words • Uses diagrams and illustrations in text to increase understanding ENGLISH HOME LANGUAGE GRADES R-3 116 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons three times a week of 15 minutes Children make the transition from using print script in written recording to a joined script or cursive writing by the end of this term. Handwriting lessons will focus on practising the individual lower case and capital letters and the joins needed for the new script. Children must be able to transcribe from print script (e.g. in a book) into the joined script or cursive writing. • Uses handwriting tools effectively: pencil, eraser, ruler • Transcribes words and sentences correctly in the joined script or cursive writing • Forms all upper and lower case letters correctly and automatically in the joined script or cursive writing • Uses correct letter formation in all written work • Copies words correctly from a variety of sources, that is, board, strips, work cards etc. and writes with increased speed in the joined script or cursive writing • Makes transition to the joined script or cursive writing in all written recording, that is, the date, own name, and own written texts Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the use of correct punctuation, grammar and spelling. Provide a writing frame to assist children to write their own stories. • Participates in a discussion to choose a topic to write about • Writes at least two paragraphs (ten or more sentences) on personal experiences such as daily news or a school event • Writes own story or a familiar story or another creative text of at least ten sentences • Keeps a diary for one week, noting the weather and one other piece of information • Writes a simple book review • Writes and illustrates a story to contribute to a book for the class library • Uses correct grammar so that others can read and understand what has been written • Uses punctuation correctly: capital letters, full stops, commas, question marks, exclamation marks and inverted commas • Identifies and uses nouns, adjectives, verbs and adverbs correctly • Uses phonics knowledge and spelling rules to write unfamiliar words • Uses more complex tenses such as present and past progressive. For example, He is reading a book. They were watching TV last night. • Reads and edits own writing by correcting spelling, punctuation, etc. • Reads own writing to a friend or a group • Builds own word bank and personal dictionary using initial letter of words such as gate, happy, ink ENGLISH HOME LANGUAGE GRADES R-3 CAPS 117 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Uses handwriting tools effectively: pencil, eraser, ruler Formal Assessment Activity 1: Handwriting • Forms all upper and lower case letters correctly and automatically in the joined script or cursive writing • Transcribes words and sentences correctly in the joined script or cursive writing Formal Assessment Activity 2: Handwriting • Forms all upper and lower case letters correctly and automatically in the joined script or cursive writing • Makes transition to the joined script or cursive writing in all written recording, that is, the date, own name and own written texts Formal Assessment Activity 3: Handwriting • Copies words correctly from a variety of sources, that is, board, strips, work cards etc. and writes with increased speed in the joined script or cursive writing • Uses correct letter formation in all written work Suggestions for Informal Assessment Activities : Writing: • Uses more complex tenses such as present and past progressive. For example, He is reading a book. They were watching TV last night. • Reads own writing to a friend or a group • Builds own word bank and personal dictionary using initial letter of words such as gate, happy, ink Formal Assessment Activity 1: Writing • Writes a simple book review • Writes at least two paragraphs (ten or more sentences) on personal experiences such as daily news or a school event • Uses correct grammar so that others can read and understand what has been written • Uses phonics knowledge and spelling rules to write unfamiliar words • Uses punctuation correctly; capital letters, full stops, commas, question marks, exclamation marks and inverted commas Formal Assessment Activity 2: Writing • Keeps a diary for one week, noting the weather and one other piece of information • Identifies and uses nouns, adjectives, verbs and adverbs correctly Formal Assessment Activity 3: Writing • Participates in a discussion to choose a topic to write about • Writes own story or a familiar story or another creative text of at least ten sentences • Reads and edits own writing by correcting spelling, punctuation, etc. ENGLISH HOME LANGUAGE GRADES R-3 118 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Makes an oral presentation: tells news or talks about an experience logically and in sequence • Uses an ever-increasing vocabulary when speaking • Suggests solutions to a problem, specifically word problems in Mathematics Twice weekly focussed listening and speaking activities Weeks 1-3 • Interviews people for a particular purpose such as to find out about a person’s work • Listens to a story and works out cause and effect in the story Weeks 4 - 6 • Participates in discussions, giving useful feedback to others • Puts events in order of logical sequence Weeks 7 - 10 • Listens for the detail in stories and other oral texts and answers open-ended questions, e.g., “What will you do when you grow up?” • Tells a story with a beginning, middle and end ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Uses an ever-increasing vocabulary when speaking • Suggests solutions to a problem, specifically word problems in Mathematics Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Interviews people for a particular purpose such as to find out about a person’s work • Listens to a story and works out cause and effect in the story Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Participates in discussions, giving useful feedback to others • Puts events in order of logical sequence Formal Assessment Activity 3: Listening and Speaking (oral and/ or practical) • Listens for the detail in stories and other oral texts and answers open-ended questions, e.g., “What will you do when you grow up?” • Tells a story with a beginning, middle and end • Makes an oral presentation such as tells news or talks about an experience logically and in sequence ENGLISH HOME LANGUAGE GRADES R-3 CAPS 119 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Phonic Activities three times a week for 15 minutes: Continue to use the phonics to inform the spelling programme for the term. • Recognises all vowel and consonant blends learnt so far • Recognises silent letters in words, that is, ‘k’ as in know, ‘l’ as in half, ‘b’ as in comb, ‘w’ as in write, ‘h’ as in hour • Uses words that are pronounced and spelt the same but have different meanings such as fly : to fly in an aeroplane or a fly that is an insect • Uses words that sound the same but are spelt differently such as ‘pair’ and ‘pear’, ‘hair’ and ‘hare’ • Uses both the letter sound as well as the letter name to spell words • Builds words using the phonic skills taught this year • Spells words correctly using phonic knowledge in informal tests, in dictation and in all written work Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week. Introduce different genre such as plays and different types of poems. • Reads enlarged texts such as poems, big books of stories, plays, posters and electronic texts as a whole class with teacher (shared reading) • Reads a range of different types of poems around a topic and discusses these (both form and meanings, word selection) • Interprets information from graphical texts such as advertisements, pictures, graphs, charts • Reads book as a whole class with teacher (shared reading) and discusses main idea, characters and plot • Expresses whether a story was liked and is able to justify answer, e.g., “I loved this story because it reminded me of…” • Answers a range of higher order questions based on the text read, e.g., “Should her grandmother have told her that…?” • Uses a dictionary to find new vocabulary and their meanings Group Guided Reading: The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads both silently and out loud from own book in a guided reading group with the teacher, that is, the whole group reads the same story at the instructional level of the group • Reads different genres such as play scripts • Uses a range of self-correcting methods when reading: re-reading, reading on, pausing • Reads with increasing fluency and expression, pronouncing words correctly and accurately • Uses phonics, contextual or structural analysis decoding skills when reading unfamiliar words • Monitors self when reading, both word recognition and comprehension ENGLISH HOME LANGUAGE GRADES R-3 120 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Paired/Independent Reading: Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. • Reads aloud to a partner • Reads own and others’ writing • Reads independently books read in Shared Reading sessions, story books and books from the reading corner and any other texts, such as readers read earlier in the year, at the independent reading level of the children • Finds information independently or in pairs from level-appropriate non-fiction texts ASSESSMENT Suggestions for Informal Assessment Activities : Phonics (oral and/or practical) • Uses both the letter sound as well as the letter name to spell words • Builds words using the phonic skills taught this year Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises all vowel and consonant blends learnt so far Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Recognises silent letters in words, that is, ‘k’ as in know, ‘l’ as in half, ‘b’ as in comb, ‘w’ as in write, ‘h’ as in hour Formal Assessment Activity 3: Phonics (oral and/ or practical and/or written) • Uses words that are pronounced and spelt the same but have different meanings such as fly : to fly in an aeroplane or a fly that is an insect • Uses words that sound the same but are spelt differently such as ‘pair’ and ‘pear’, ‘hair’ and ‘hare’ Suggestions for Informal Assessment Activities : Reading: (oral and/or practical and/or written) Shared Reading • Answers a range of higher order questions based on the text read, e.g., “Should her grandmother have told her that…?” Group Guided Reading: • Reads different genres such as play scripts • Monitors self when reading, both in the area of word recognition and comprehension Paired/Independent Reading • Reads aloud to a partner • Reads own and others’ writing Formal Assessment Activity 1: Reading (oral and/ or practical and/or written) Shared Reading • Reads book as a whole class with the teacher (shared reading) and discusses main idea, characters and plot • Expresses whether a story was liked and is able to justify answer, e.g., “I loved this story because it reminded me of…” ENGLISH HOME LANGUAGE GRADES R-3 CAPS 121 Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with the teacher, that is, the whole group reads the same story at the instructional level of the group • Uses phonics, contextual or structural analysis decoding skills when reading unfamiliar words Formal Assessment Activity 2: Reading (oral and/ or practical and/or written) Shared Reading • Interprets information from graphical texts: advertisements, pictures, graphs, charts Paired/Independent Reading • Reads independently books read in Shared Reading sessions, story books and books from the reading corner and any other texts, such as readers read earlier in the year, at the independent reading level of the children Formal Assessment Activity 3: Reading (oral and/ or practical and/or written) Shared Reading • Reads enlarged texts such as poems, big books of stories, plays, posters and electronic texts as a whole class with teacher (shared reading) • Reads a range of different types of poems around a topic and discusses these (both form and meanings, word selection) Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with teacher, that is, the whole group reads the same story at the instructional level of the group • Uses a range of self-correcting methods when reading: re-reading, reading on, pausing • Reads with increasing fluency and expression, pronouncing words correctly and accurately ENGLISH HOME LANGUAGE GRADES R-3 122 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons three times a week of 15 minutes Children made the transition from using print script in written recording to a joined script or cursive writing by the end of the second term. Handwriting lessons will focus on practising the individual lower case and capital letters and the joins needed for the new script. Children must be able to transcribe from print script, e.g., in a book, into the joined script or cursive writing. • Copies written text from the board, textbooks, work cards, correctly, paying attention to correct letter formation and spacing in the joined script or cursive writing • Writes with increasing speed Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes. Provide a writing frame to assist children to write personal texts such as a letter. Use Shared Writing activities to model the correct use of punctuation, grammar and parts of speech. Use Shared Reading activities to teach grammar, different sentence types and punctuation. • Writes personal texts in different forms: a diary entry, a letter to a relative, description • Drafts, writes, edits and publishes own story of at least two paragraphs (ten or more sentences), with a title • Writes and illustrates sentences on a topic to contribute to a book for the class library • Summarises and records information using mind maps, tables, notices, diagrams or charts • Uses different sentence types when writing such as statements, questions, commands • Uses punctuation correctly: capital letters, full stops, commas, question marks, exclamation marks and inverted commas • Identifies and uses nouns, pronouns, adjectives, verbs, adverbs and prepositions correctly • Joins sentences using conjunctions such as ‘and’, ‘but’ • Uses a variety of vocabulary to make the writing more interesting • Uses phonics knowledge and spelling rules to write unfamiliar words • Reads own writing to the class • Builds own word bank and personal dictionary ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing in the joined script or cursive writing Formal Assessment Activity 1: Handwriting • Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing in the joined script or cursive writing ENGLISH HOME LANGUAGE GRADES R-3 CAPS 123 Formal Assessment Activity 2: Handwriting • Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing in the joined script or cursive writing Formal Assessment Activity 3: Handwriting • Writes with increasing speed Suggestions for Informal Assessment Activities : Writing • Reads own writing to the class • Builds own word bank and personal dictionary Formal Assessment Activity 1: Writing • Writes personal texts in different forms: a diary entry, a letter to a relative, description • Uses a variety of vocabulary to make the writing more interesting • Uses different sentence types when writing such as statements, questions, commands, etc. Formal Assessment Activity 2: Writing • Drafts, writes, edits and presents own story of at least two paragraphs of ten or more sentences, with a title • Uses punctuation correctly: capital letters, full stops, commas, question marks, exclamation marks and inverted commas • Uses phonics knowledge and spelling rules to write unfamiliar words Formal Assessment Activity 3: Writing • Summarises and records information using mind maps, tables, notices, diagrams or charts • Identifies and uses nouns, pronouns, adjectives, verbs, adverbs and prepositions correctly • Joins sentences using conjunctions such as ‘and’, ‘but’ ENGLISH HOME LANGUAGE GRADES R-3 124 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Uses terms such as subject, verb, object, question, statement, command, synonym, antonym, exclamation mark when discussing texts • Understands and uses appropriate language of different subjects Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Engages in conversation as a social skill, accepting and respecting the way others speak • Uses language imaginatively: tells jokes and riddles using appropriate volume and intonation • Listens for the detail in stories and answers open-ended questions, e.g., “Do you think it is right that you have to wear school uniform?” • Tells a story using descriptive language, different gestures and facial expressions Weeks 6 - 10 • Listens to a story and works out cause and effect in response to questions such as “What would have happened if the dog had not been found?” • Plans and makes an oral presentation: tells personal news, describes something experienced, recounts an event etc. using a visual aid • Expresses feelings and opinions about a text and gives reasons, e.g., “This book is boring because it has no pictures and many long words!” • Discusses solutions to a problem using higher order thinking skills, e.g., “If your father can’t collect you this afternoon you could…” ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Uses terms such as subject, verb, object, question, statement, command, synonym, antonym, exclamation mark when discussing texts • Expresses feelings and opinions about a text and gives reasons, e.g., “This book is boring because it has no pictures and many long words!” • Discusses solutions to a problem using higher order thinking skills, e.g., “If your father can’t collect you this afternoon you could…” Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Tells a story using descriptive language, different gestures and facial expressions • Listens for the detail in stories and answers open-ended questions, e.g., “Do you think it is right that you have to wear school uniform?” • Uses language imaginatively: tells jokes and riddles using appropriate volume and intonation • Plans and makes an oral presentation: tells personal news, describes something experienced, recounts an event etc. using a visual aid ENGLISH HOME LANGUAGE GRADES R-3 CAPS 125 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Phonic Activities three times a week for 15 minutes Revise the phonics taught so far and introduce more complex combinations. Link to the spelling programme for each week. • Recognises and uses all phonics learnt so far • Recognises hard and soft sounds of ‘c’ and ‘g’ such as ‘c’ as in city; ‘g’ as in giant • Recognises vowels such as -ere in ‘here’, -air as in ‘hair’, -are as in ‘square’ • Recognises and uses spelling patterns such as -igh [high], -ough [tough], -eigh [neigh], -augh [caught] • Recognises and uses synonyms: happy is the same as glad and antonyms: good is the opposite of bad • Recognises and uses prefixes such as un-, re- and suffixes such as -ful, -ness • Breaks down multi-syllabic words into separate syllables: re-mem-ber • Builds words using the phonic skills taught this year • Spells words correctly using their phonic knowledge in informal tests, in dictation and in all written work Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week. Include fiction, non-fiction, newspaper articles, dialogues and graphical texts. • Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, dialogues and electronic texts as a whole class with the teacher (shared reading) • Reads written texts as a whole class with the teacher (shared reading) and discusses characters, the ‘problem’ in the story, the plot and the values in the text • Uses visual cues to read graphical texts and starts to analyse text for attitudes and assumptions, e.g., “Who is this advertisement meant to appeal to? Why do you think this?” • Answers a range of higher order questions based on the passage read, e.g., “Suppose the shop owner left the door open when he went home that night. What might have happened?” • Uses a dictionary to find new vocabulary and their meanings Group Guided Reading: The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads both silently and out loud from own book in a guided reading group with the teacher; whole group reads the same story at the instructional level of the group • Reads with increasing fluency, speed and expression • Uses phonics, contextual and structural analysis decoding skills and comprehension skills to make meaning ENGLISH HOME LANGUAGE GRADES R-3 126 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Monitors self when reading, both in the area of word recognition and comprehension • Uses self-correcting strategies when reading: reading, pausing, practising a word before saying it aloud • Plays word games that draw on reading and vocabulary knowledge and skills Paired/Independent Reading Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. Use texts that are known or are at the independent reading level of the child. • Reads own and others’ writing • Reads aloud to a partner • Reads independently at a more complex level for enjoyment or information from a variety of available texts: magazines and comics, simple fiction and non-fiction books and books from different cultures, books read in Shared Reading sessions ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Recognises and uses all phonics learnt so far • Recognises hard and soft sounds of ‘c’ and ‘g’ such as ‘c’ as in city; ‘g’ as in giant • Recognises vowels such - as ‘ere’ in ‘here’, -air as in ‘hair’, -are as in ‘square’ • Breaks down multi-syllabic words into separate syllables such as re-mem-ber • Builds words using the phonic skills taught this year Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises and uses all phonics learnt so far • Recognises and uses spelling patterns such as -igh (high), -ough (tough), -eigh (neigh), -augh (caught) • Recognises and uses synonyms such as happy is the same as glad and antonyms: good is the opposite of bad • Recognises and uses prefixes such as un-, re- and suffixes such as -ful, -ness Suggestions for Informal Assessment Activities : Reading (oral and/or practical and/or written) Shared Reading • Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, dialogues and electronic texts (computer texts) as a whole class with the teacher (shared reading) Group Guided Reading • Plays word games that draw on reading and vocabulary knowledge and skills Paired/Independent reading • Reads own and others’ writing • Reads aloud to a partner Formal Assessment Activity 1: Reading (oral and/ or practical and/or written) Shared Reading • Reads written texts as a whole class with the teacher (shared reading) and discusses characters, the ‘problem’ in the story, the plot and the values in the text ENGLISH HOME LANGUAGE GRADES R-3 CAPS 127 • Uses visual cues to read graphical texts and starts to analyse text for attitudes and assumptions, e.g., “Who is this advertisement meant to appeal to? Why do you think this? • Answers a range of higher order questions based on the passage read, e.g., “Suppose the shop owner left the door open when he went home that night. What might have happened?” Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with the teacher, that is, the whole group reads the same story at the instructional level of the group • Reads with increasing fluency, speed and expression • Uses phonics, contextual and structural analysis decoding skills and comprehension skills to make meaning • Monitors self when reading, both word recognition and comprehension • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud Paired/Independent reading • Reads independently at a more complex level for enjoyment or information from a variety of available texts: magazines and comics, simple fiction and non-fiction books and books from different cultures, books read in Shared Reading sessions ENGLISH HOME LANGUAGE GRADES R-3 128 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons three times a week of 15 minutes Focus on activities that increase the writing speed whilst maintaining neatness and legibility. Include activities that require children to transpose from print to the joined script or cursive writing. • Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing • Uses the joined script or cursive writing for all written recording • Experiments with using a pen for writing • Writes neatly and legibly with confidence and speed in a joined script or cursive writing Shared, Group and Independent Writing: Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the use of correct punctuation, spelling and grammar (e.g. use of conjunctions, apostrophes). Provide writing frames to assist children to write a dialogue and a newspaper article. Guide them through the steps of the writing process. • Uses pre-writing strategies to gather information and plan writing: talks to a partner, creates a mind map, a planning frame • Writes a selection of short texts for different purposes such as recounts, dialogues • Writes about personal experiences in different forms such as a short newspaper article • Drafts, writes, edits and publishes own story of at least two paragraphs (at least 12 sentences) • Uses informational structures when writing such as experiments, recipes • Sequences information and puts it under headings • Uses apostrophes in contractions such as can’t, Mary’s • Uses punctuation correctly: capital letters, full stops, commas, question marks, exclamation marks, inverted commas • Uses conjunctions to form compound sentences • Uses phonics knowledge and spelling rules to write more difficult words • Builds own word bank and personal dictionary • Uses a dictionary to find new vocabulary and check spelling • Discusses own and others’ writing to get and give feedback • Makes own books and contributes to class book collection ENGLISH HOME LANGUAGE GRADES R-3 CAPS 129 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing • Experiments with using a pen for writing Formal Assessment Activity 1: Handwriting • Uses the joined script or cursive writing for all written recording • Writes neatly and legibly with confidence and speed in a joined script or cursive writing Suggestions for Informal Assessment Activities : Writing • Uses pre-writing strategies to gather information and plan writing: talks to a partner, creates a mind map, a planning frame • Uses apostrophes in contractions such as can’t, Mary’s • Uses conjunctions to form compound sentences • Discusses own and others’ writing to get and give feedback Formal Assessment Activity 1: Writing • Writes a selection of short texts for different purposes such as recounts, dialogues • Writes about personal experiences in different forms such as a short newspaper article • Drafts, writes, edits and presents own story of at least two paragraphs(at least 12 sentences) • Uses informational structures when writing such as experiments, recipes • Sequences information and puts it under headings • Uses punctuation correctly: capital letters, full stops, commas, question marks, exclamation marks, inverted commas • Uses phonics knowledge and spelling rules to write more difficult words ENGLISH HOME LANGUAGE GRADES R-3 130 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Pictures and posters • Objects related to the themes and topics, puppets, masks etc • Story board pieces • Sequence pictures • Improvised costumes for role-play and other oral activities • CDs or tapes with stories, poems, rhymes and songs, CD player or tape recorder, television and video tapes/DVDs • Storybooks READING AND PHONICS • Pictures and posters • Phonic wall charts • Graded reading scheme/s which include a variety of genres (plays, non-fiction, poetry etc.) • Big books - some produced in Shared Writing sessions • Enlarged texts such as poems, songs, rhymes, stories etc. • Story books and picture books for the class library • Short ‘fun’ books with 1-2 sentences on a page • Grade appropriate non-fiction texts on a range of topics • Flash card labels for classroom items and displays, high frequency words etc. • Pointers to use when reading enlarged texts, wall stories, displays • Picture and word puzzles and games • Newspapers and magazines • Wall charts showing simple maps, flow diagrams WRITING AND HANDWRITING • Writing materials (e.g. pencils, coloured pencils, wax crayons, blank paper in various sizes (A3, A4, A5), ruler, eraser, 8.5mm lined jotters and exercise books • Writing and sentence strips in joined script or cursive writing indicating starting points and writing direction • Flipchart paper and thick Koki pens • Personal dictionaries • Simple grade appropriate dictionaries ENGLISH HOME LANGUAGE GRADES R-3 CAPS 131 Glossary This is an alphabetical list of key terms used in the Foundation Phase Home Language CAPS document. antonym - a word that means the opposite of another word assessment - a continuous planned process of gathering information, formally or informally, on child performance assessment activity - an activity used to assess learners consisting of a number of sub-activities or parts aurally - by means of listening/hearing baseline assessment - initial assessment used to find out what children already know browse - to look through a book without a particular purpose, just reading the interesting parts caption - words printed or written below a picture explaining what it is about closed questions - questions that require a specific answer. For example ‘Do you like coffee?’ The answer must be ‘yes’ or ‘no’. ‘How old are you?’ The answer will be, e.g. ‘Ten’. continuous assessment - ongoing assessment that forms part of teaching and supports learners’ literacy development by providing ongoing feedback cursive writing - handwriting that is carried out in a running hand, so that the letters are formed quickly without the lifting of the pen or pencil. blends, blending - an aspect of phonics in which children learn how to put together two or three letters to make a sound. For example ‘spl’ in ‘split’. cloze procedure - a technique in which words are deleted from a passage (e.g. every fifth word). The reader has to use context clues to fill in the blanks. Cloze activities can be used to test comprehension and language mastery level crossing the midline - actions which involve crossing over an invisible line running from head to toe down the middle of one’s body, e.g., touching one’s opposite elbow or putting one foot over the other. Some experts believe that the kind of co-ordination needed to do these activities is in important in early literacy. They believe that doing activities that involve crossing the midline, provides an important foundation for literacy. decoding - the ability to translate a word from print to speech, usually by using knowledge of sound-letter relationships; also the act of deciphering a new word by sounding it out emergent literacy - refers to children’s growing knowledge of the printed word. Children see print and begin to understand its purpose. They learn about books and stories by being read to by adults or older children. They may begin to try and write their names using their own ideas about spelling (invented spelling or emergent spelling) and they may begin to pretend to read books. These behaviours all point to their growing literacy knowledge - emergent literacy fine motor skills - the coordination of small muscle movements, often involving the fingers and eyes, e.g., threading a needle or using scissors to cut something out. Writing involves the use of fine motor skills. ENGLISH HOME LANGUAGE GRADES R-3 132 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) fantasy corner - a corner of the classroom where children can engage in imaginative play, e.g., dressing up in different clothes, acting out different roles free play - a time that allows children to choose where and how they will play and what they will play with graded reading series - a series of readers divided in levels (e.g. Grade 1 - Level 1, 2 and 3). The levels go from easiest (simple vocabulary, short sentences, short text) to more difficult. Each level has a number of readers in it. The teacher assesses a learner and gets him/her started at the correct level. The learner reads several books at that level until he/she can read fluently at that level. The learner then moves up a level. graphic text - a text where information is presented visually. For example diagrams, graphs etc. guided reading - a group reading session where children are all of the same instructional level and the teacher scaffolds learning so that children increasingly take control guided writing - involves individuals or small groups of children writing a range of text types after the teacher has provided mini-lessons on aspects of writing such as format, punctuation, grammar or spelling higher-order questions - questions that require children to bring together information from different parts of a text (i.e. synthesise), to infer (i.e. read between the lines), to evaluate what happens (i.e. give an opinion) and/or to appreciate a text (e.g. say whether one liked or disliked it and why) high frequency words - a small group of common words (300 - 500) that appear often in English print. For example, ‘the’, ‘a’, ‘and’, ‘to’, ‘said’, ‘in’, ‘he’. The Dolch Word list and the Fry Word list are lists of high frequency words found in primary school texts. incidental learning - learning that happens without deliberate teaching independent reading level - the level at which a reader can read text with 95% accuracy (i.e. no more than one error per 20 words read). Independent reading level is fairly easy text for the reader. instructional reading level - the level at which a reader can read text with 90% accuracy (i.e. no more than one error per 10 words read). Instructional reading level is challenging but manageable. Texts at this level are used in Guided Reading invented spelling - an attempt to spell a word based on the learner’s current knowledge of letter-sound relationships. For example, kt for cat). jigsaw puzzle - a picture cut up into many pieces that one tries to fit together joined script - a style of handwriting in which most letters in words are joined together to allow one to write quickly kinaesthetic - kinaesthetic learning is learning which takes place through physical activity, i.e. learning by doing lower-order questions - questions which require children to remember facts, e.g. Who were the main characters in the story? What was the main character’s name? Where did she go to school? meta-cognition - a learner’s awareness of his/her own thinking processes; the development of reading and writing strategies depends on meta-cognition onset - the part of a syllable before the first vowel (e.g. m -ap) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 133 open-ended questions - questions that can be answered in different ways; the learner has to answer the questions in his or her own words. For example, Why do you think the boy ran away? What do you think he should have done? perceptual - perceptual learning is learning through the senses such as sight and hearing; perceptual skills involve using sight (visual skills) and hearing (auditory skills) perceptual motor - perceptual motor skills involving co-ordinating sight and hearing with bodily action. For example e handwriting involves co-ordinating one’s sight and the movement of one’s hands. Visual-motor difficulties can lead to poor handwriting and copying skills and poor memory of what was written, due to the extreme effort needed to write the information down. phoneme - the separate sounds in a language (e.g. ‘t’, ‘th’, ‘k’, ‘sh’, ‘ai/ay’ are all phonemes in English). The word ‘meat’ has three phonemes. These are ‘m’, ‘ea’ and t’. phonemic awareness - the ability to distinguish between the separate sounds of the language phonics - the relationship between the sounds of a language and their spelling. Phonics is used in both reading and writing. phonological awareness - the ability to pay attention to the sounds of a language as distinct from its meaning picture talk - talking about the pictures or illustrations in a book to make sense of them. For example ‘What are Kagiso and her grandfather doing?’ ‘Yes, they’re bending down looking at something. What is it?’ plasticine - a soft, clay-like substance used by young children to make small models, shapes, etc. publish - when learners publish their work, they make it public by sharing it, e.g. by handing it in to the teacher, putting it on the class wall or notice board, or including it in a class anthology. reading behaviours - exactly what readers do when they read in order to decode and make sense of text rhyme - words or lines in a poem that end in the same sound including a vowel. For example the words ‘sad’, ‘mad’, ‘bad’, ‘glad’ all rhyme. rime - the part of the syllable from the first vowel onwards (e.g. m-ap). It has the potential to rhyme. shared reading - an activity in which children share the reading of an enlarged text with the teacher. This is a lesson with the whole class. The text used is aimed at the top group in the class. Some children will be at a listening level, others will be beginning to engage in the reading and more will be engaging fully. The same text is used over several days. Each day a new focus is selected by the teacher. The text is used to introduce text features, phonics, grammar and reading skills in context. sight words - words that readers recognise automatically (on sight). There is no need to decode these words. In early reading sight words are usually frequently occurring or ‘high frequency’ words such as ‘he’, ‘she’, ‘like’ and ‘were’. story board - a series (or sequence) of pictures illustrating a story spatial awareness - an awareness of objects in space around us, and awareness of our own body’s position in space. With regard to literacy, this involves such things as directionality - left/right orientation; reading print from left to right and top to bottom; forming the shapes of letters ENGLISH HOME LANGUAGE GRADES R-3 134 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) strategy - strategies are ways that learners engage in thinking about reading, writing and oral language in order to enhance learning and comprehension. Examples of reading comprehension strategies are prediction, making connections, visualising, etc. structural analysis - this involves analysing the parts of words such as prefixes and suffixesto recognise and understand a word that is unfamiliar in print synonym - a word with the same meaning as another word syntax - the way words are arranged to form sentences or phrases, or the rules of grammar which control this tangram - a Chinese puzzle consisting of a square divided into seven pieces that must be arranged to match particular designs teachable moment - a time at which a child is likely to be particularly interested and able to learn something, e.g., the time when a child receives birthday cards is one where a parent or teacher could help him/her to notice the words and see that they say ‘Happy birthday!’ text talk - talking about a text to make sense of it, e.g., ‘Why do you think the boy left home?’ ‘I think he wanted a better life.’ ‘Why do you think that?’ ‘Because he didn’t have money for shoes.’ ‘What do you think is going to happen to him?’ etc. tone - the way your voice sounds which shows how you are feeling word attack skills - include phonics, structural analysis, and context clues or contextual analysis, used by a reader, separately or in conjunction with each other to decode words not known on sight word bank - a list of words that a learner knows or is in the process of learning; a personal dictionary (or vocabulary book) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 135 ENGLISH HOME LANGUAGE GRADES R-3 136 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     Afrikaans HUIS Taa l Kurrikulum- en assesseringsbeleidsverklaring Grondslagfase Graad R-3 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING graad R-3 afrikaans HUIStaal AFRIKAANS HUISTAAL GRAAD R-3 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0401-5 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works AFRIKAANS HUISTAAL GRAAD R-3 KABV FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document. From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines with the (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION AFRIKAANS HUISTAAL GRAAD R-3 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS HUISTAAL GRAAD R-3 KABV 1 INHOUD AFDELING 1: INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING ..... 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10-12............................................................................................................................................ 7 AFDELING 2: INLEIDING TOT TALE ....................................................................................................... 8 2.1 Inleiding............................................................................................................................................................ 8 2.2 ‘n Geïntegreerde benadering ......................................................................................................................... 8 2.3 Tydstoekenning............................................................................................................................................... 8 2.4 Assessering................................................................................................................................................... 11 2.5 Luister en praat ............................................................................................................................................. 11 2.6 Lees- en skryffokustyd ................................................................................................................................. 12 2.7 Skryf ............................................................................................................................................................... 19 2.7.1 Handskrif............................................................................................................................................... 19 AFDELING 3: VOORGESTELDE ONDERRIGPLANNE......................................................................... 21 3.1 Graad R .......................................................................................................................................................... 21 3.2 Graad 1........................................................................................................................................................... 54 3.3 Graad 2........................................................................................................................................................... 78 3.4 Graad 3......................................................................................................................................................... 102 WOORDELYS ........................................................................................................................................ 127 AFRIKAANS HUISTAAL GRAAD R-3 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS HUISTAAL GRAAD R-3 KABV 3 AFDELING 1: INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die National Curriculum Statement Grades R-12 (NCS) bepaal beleid oor kurrikulum en assessering in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. ’n Enkele samevattende Kurrikulum- en Assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die National Curriculum Statement Grades R-12 (January 2012) verteenwoordig ’n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende: (i) die Kurrikulum - en Assesseringsbeleidsverklarings vir elke goedgekeurde skoolvak; (ii) die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; en (iii) die beleidsdokument, National Protocol for Assessment Grades R-12 (January 2012). (b) Die National Curriculum Statement Grades R-12 (January 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) die Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 van 31 Mei 2002; en (ii) die National Curriculum Statement Grades 10-12, Government Gazettes, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word toenemend deur die National Curriculum Statement Grades R-12 (January 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea- / Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleid, National Policy on assessment and qualifications for schools in the General Education and Training Band, afgekondig in die Government Notice No. 124 in die Government Gazette No. 29626 van 12 Februarie 2007; (iii) die beleid, National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), afgekondig in Government Gazette No. 27819 van 20 Julie 2005; AFRIKAANS HUISTAAL GRAAD R-3 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleid, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, gepubliseer in die Government Gazette, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleid, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; en (v) die beleid, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), afgekondig in die Government Notice No. 1267 in die Government Gazette No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12 en die afdelings oor die Kurrikulum- en Assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat word, bevat die norme en standaarde van die National Curriculum Statement Grades R-12. Dit sal in terme van afdeling 6A van die South African Schools Act, 1996 (Act No. 84 of 1996), die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die National Curriculum Statement Grades R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die National Curriculum Statement Grades R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van ’n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers ’n voldoende profiel van ’n leerder se vermoëns te verskaf. (c) Die National Curriculum Statement Grades R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig ’n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en niekritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; AFRIKAANS HUISTAAL GRAAD R-3 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die National Curriculum Statement Grades R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die National Curriculum Statement Grades R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van ’n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld is ’n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort ’n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die struikelblokke in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Guidelines for Inclusive Teaching and Learning (2010). AFRIKAANS HUISTAAL GRAAD R-3 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD R (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 7/8 7/8 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede: • Aanvangskennis • Skeppende Kunste • Liggaamsopvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) Totaal 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. ’n Maksimum tyd van 8 uur en ’n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word ’n minimum tyd van 2 uur en ’n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word ’n maksimum van 8 uur en ’n minimum van 7 uur vir Huistaal toegeken. ’n Minimum van 3 uur en ’n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede: • Skeppende Kunste • Liggaamsopvoeding • Persoonlike en Sosiale Welsyn 4 1,5 1 1,5 Totaal 27,5 AFRIKAANS HUISTAAL GRAAD R-3 KABV 7 1.4.3 Senior Fase (a) Onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese en Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 Totaal 27,5 1.4.4 Graad 10-12 (a) Onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4.5 Eerste Addisionele Taal 4.5 Wiskunde 4.5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Annexure B, Tables B1-B8) van die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, onderhewig aan die bepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) Totaal 27,5 Die tydstoekenning per week mag net vir die minimum vereiste vakke in die National Curriculum Statement Grades R-12 (NCS) soos hierbo uiteengesit, gebruik word. Dit mag nie vir enige addisionele vakke wat tot die vakkeuselys gevoeg is, gebruik word nie. As ’n leerder enige addisionele vakke wil aanbied, moet ekstra tyd toegeken word vir die onderrig van hierdie vakke. AFRIKAANS HUISTAAL GRAAD R-3 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: INLEIDING TOT TALE 2.1 Inleiding In die Grondslagfase is die belangrikste vaardighede in die kurrikulum vir Huistaal die volgende: Luister en praat Dink en Redeneer en Taalstruktuur en -gebruik is in al vier die taalvaardighede (luister, praat, lees en skryfwerk) geïntegreer. Lees en klanke Skryf en handskrif Die inhoud (kennis, begrippe en vaardighede) van die Nasionale Kurrikulumverklaring (NKV) is in die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (KABV) per kwartaal herrangskik onder bogenoemde opskrifte. Die KABV voorsien aan onderwysers die volgende: • 'n inleiding wat riglyne bevat oor die gebruik van die Grondslagfase-dokument; • inhoud, begrippe en vaardighede wat aangeleer moet word per kwartaal; • riglyne ten opsigte van tydstoekenning; • vereistes vir formele assesseringsaktiwiteite en voorstelle vir informele assessering; en • lyste van voorgestelde hulpmiddels per graad. 2.2 'n Geïntegreerde benadering Die Tale-program is met al die ander vakke geïntegreer. Taal word oor die kurrikulum heen in alle mondelinge, lees- en skryfwerk gebruik. Baie van die luister- en praatvaardighede sal ontwikkel word in Wiskunde, en Lewensvaardighede wat uit verskillende vakke saamgestel is, soos Skeppende Kuns, Aanvangskennis, Persoonlike en Sosiale Welstand insluit, Natuurwetenskap, Tegnologie en Sosiale Wetenskap. Temas en onderwerpe kan uit hierdie vakgebiede gekies word om kontekste vir die onderrig van taalvaardighede te bied. 2.3 Tydstoekenning Die volgende tydstoekenning vir Tale tree in 2012 in werking. Die tydstoekenning vir Tale in die Grondslagfase sal deur die taalkonteks van die skool bepaal word. Skole kan self besluit om meer of minder tyd aan Huistaal en Eerste Addisionele Taal te bestee volgens die behoeftes van hulle leerders. Die minimum tyd vir die Huistaal en Eerste Addisionele Taal word in die onderstaande tabel tussen hakies aangedui. Huistaal Eerste Addisionele Taal Graad R 10 uur Graad 1 8 (7) uur 3 (2) uur Graad 2 8 (7) uur 3 (2) uur Graad 3 8 (7) uur 4 (3) uur Die Departement is nie voorskriftelik t.o.v. die manier waarop skole die minimum tyd vir die verskillende grade in die verskillende komponente aanwend nie, maar stel die volgende indeling per graad voor. AFRIKAANS HUISTAAL GRAAD R-3 KABV 9 GRAAD 1 HUISTAAL Totaal per week Luister en praat 15 minute per dag vir 3 dae 45 minute Lees en klanke Klanke: 15 minute per dag vir 5 dae (1 uur 15 minute) Gedeelde lees: 15 minute per dag vir 3 dae (45 minute) Groepbegeleide lees: 30 minute per dag (2 groepe elk vir 15 minute) vir 5 dae (2 uur 30 minute) 4 uur 30 minute Handskrif 15 minute per dag vir 4 dae 1 uur Skryf 15 minute per dag vir 3 dae 45 minute Totaal per week 7 uur GRAAD 2 HUISTAAL Totaal per week Luister en praat 15 minute per dag vir 3 dae 45 minute Lees en klanke Klanke: 15 minute per dag vir 5 dae (1 uur 15 minute) Gedeelde lees: 15 minute per dag vir 3 dae (45 minute) Groepbegeleide lees: 30 minute per dag (2 groepe elk vir 15 minute) vir 5 dae (2 uur 30 minute) 4 uur 30 minute Handskrif 15 minute per dag vir 3 dae 45 minute Skryf 15 minute per dag vir 4 dae 1 uur Totaal per week 7 uur GRAAD 3 HUISTAAL Totaal per week Luister en praat 15 minute per dag vir 3 dae 45 minute Lees en klanke Klanke: 15 minute per dag vir 4 dae (60 minute) Gedeelde lees: 20 minute per dag vir 3 dae (1 uur) Groepbegeleide lees: 30 minute per dag (2 groepe elk vir 15 minute) vir 5 dae (2 uur 30 minute) 4 uur 30 minute Handskrif 15 minute per dag vir 3 dae 45 minute Skryf 20 minute per dag vir 3 dae 1 uur Totaal per week 7 uur Die Departement is nie voorskriftelik t.o.v. die manier waarop skole die maksimum tyd vir die verskillende grade in die verskillende komponente aanwend nie, maar stel die volgende indeling per graad voor. AFRIKAANS HUISTAAL GRAAD R-3 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1 HUISTAAL Totaal per week Luister en praat 15 minute per dag vir 4 dae 1 uur Lees en klanke Klanke: 15 minute per dag vir 5 dae (1 uur 15 minute) Gedeelde lees / skryf: 15 minute per dag vir 5 dae (1 uur 15 minute) Groepbegeleide lees: 30 minute per dag (2 groepe elk vir 15 minute) vir 5 dae (2 uur 30 minute) 5 uur Handskrif 15 minute per dag vir 4 dae 1 uur Skryf 20 minute per dag vir 3 dae 1 uur Totaal per week 8 uur GRAAD 2 HUISTAAL Totaal per week Luister en praat 15 minute per dag vir 4 dae 1 uur Lees en klanke Klanke: 15 minute per dag vir 5 dae (1 uur 15 minute) Gedeelde lees / skryf: 15 minute per dag vir 5 dae (1 uur 15 minute) Groepbegeleide lees: 30 minute per dag (2 groepe elk vir 15 minute) vir 5 dae (2 uur 30 minute) 5 uur Handskrif 15 minute per dag vir 4 dae 1 uur Skryf 20 minute per dag vir 3 dae 1 uur Totaal per week 8 uur GRAAD 3 HUISTAAL Totaal per week Luister en praat 15 minute per dag vir 4 dae 1 uur Lees en klanke Klanke: 15 minute per dag vir 5 dae (1 uur 15 minute) Gedeelde lees / skryf: 15 minute per dag vir 5 dae (1 uur 15 minute) Groepbegeleide lees: 30 minute per dag (2 groepe elk vir 15 minute) vir 5 dae (2 uur 30 minute) 5 uur Handskrif 15 minute per dag vir 4 dae 1 uur Skryfwerk 20 minute per dag vir 3 dae 1 uur Totaal per week 8 uur AFRIKAANS HUISTAAL GRAAD R-3 KABV 11 2.4 Assessering Die KABV vereis die volgende aantal formele assesseringsaktiwiteite: GRAAD VAK KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 TOTAAL 1 Huistaal 1 2 2 2 7 2 Huistaal 1 2 2 2 7 3 Huistaal 1 3 3 2 9 In die eerste kwartaal is daar slegs een formele assesseringsaktiwiteit (bestaande uit ‘n aantal afdelings wat verskillende aspekte van taal dek) vir Graad 1 - 3. Skole word aangemoedig om in Graad 1 ‘n grondlynassessering in die eerste kwartaal te doen. Voorstelle word gemaak vir informele assessering, wat daaglikse leer en onderrig versterk, maar wat nie formele rapportering / verslaghouding vereis nie. 2.5 Luister en praat Leerders se luister- en praatvaardighede ontwikkel nie net in taalkomponente nie, maar deurlopend ook in ander vakke. Omdat luister en praat essensieel is vir alle leer, is dit belangrik om hierdie vaardighede so vroeg as moontlik in die leerder se akademiese lewe te ontwikkel. Daarom word daar in die Grondslagfase spesifiek tyd afgestaan om hierdie twee belangrike vaardighede te ontwikkel. Die tydstoekenning vir Luister en praat bepaal (1) die tydsduur aan die begin van elke dag en (2) gefokusde luister￾en praataktiwiteite. 2.5.1 Mondelinge werk aan die begin van die dag Elke oggend behoort met 'n kort, klassikale mondelinge aktiwiteit te begin. Gebruik hierdie tyd om: • oor die dag te praat, die weerkaart te bespreek, leerders wat verjaar geluk te wens en enige spesiale gebeurtenisse vir die dag te bespreek; • die register na te gaan en leerders wat teenwoordig / afwesig is, te identifiseer; en • te luister na 'n paar leerders se nuus, 'n prent of voorwerp te “wys en vertel”, te gesels oor die dagboek, sport, konserte, aktuele gebeurtenisse en stories te vertel. Probeer om ten minste een keer elke twee weke na elke leerder se nuus te luister. 2.5.2 Gefokusde aktiwiteite Besondere aandag behoort in die Grondslagfase aan luister- en praatvaardighede geskenk te word. Die tyd wat aan mondeling toegestaan word, sluit luister- en praataktiwiteite in wat spesifieke vaardighede ten minste twee maal per week teiken. Die KABV bepaal dus (1) daaglikse / weeklikse luister- en praatvaardighede en (2) 'n lys ander belangrike luister- en praatvaardighede. Dié verdeling help onderwysers om onderrigtyd so te beplan dat die luister￾en praatlesse telkens op die ontwikkeling van 2 - 3 spesifieke vaardighede konsentreer. Hierdie gefokusde aktiwiteite behoort by Drama, wat deel vorm van Skeppende Kuns in Lewensvaardigheid, geïntegreer te word. AFRIKAANS HUISTAAL GRAAD R-3 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.6. Lees- en skryffokustyd In Graad 1 - 3 vind Lees en skryf plaas in die lees- en skryffokustyd. Dit is hier, aan die hand van duidelik gefokusde lesse, waar leerders onderrig word om effektiewe lesers en skrywers te word. Daar moet daagliks tyd opsygesit word vir bepaalde lesse wat lees (gedeelde lees, groepbegeleide lees, lees in pare, selfstandige lees, klanke) en skryf (gedeelde skryf, skryf in groepe, selfstandige skryf, taal- en spellingaktiwiteite) dek. Gedurende hierdie tye doen die onderwyser begeleide lees met twee groepe terwyl die ander leerders inskerpingsaktiwiteite doen soos skriftelike begripswerk, klanke, spelling, taal en skryf. Lees in pare / selfstandige leeswerk kan tegelykertyd plaasvind. Die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (KABV) vir die Grondslagfase verdeel die vereistes vir lees in die volgende: • Gedeelde lees (insluitend gedeelde skryf) • Groepbegeleide lees • Lees in pare / selfstandige lees • Klanke (insluitend fonologiese / fonemiese bewustheid) 2.6.1 Gedeelde lees Gedeelde lees (en / of gedeelde skryf) vind gewoonlik plaas tydens die eerste 15 minute van die lees- en skryffokustyd. Die onderwyser werk met die hele klas (klassikaal). Gedeelde lees vind twee tot vier dae 'n week plaas aan die hand van vergrote tekste soos Grootboeke, plakkate en prente, of 'n teks wat op 'n transparant en oorhoofse projektor gewys word, of leerders kan individuele fiksie- en niefiksietekste gebruik. Hoewel daar gewoonlik slegs een teks per week gebruik word, sal die geselekteerde tekste vir elke graad toeneem in lengte en moeilikheidsgraad namate die jaar vorder en ook oor die grade heen. Leerders word bekendgestel aan 'n reeks stories, gediggies, rympies en toneelstukke, sowel as inligtings- en grafiese tekste. Elke gedeelde leessessie sal 'n leerfokus uit die volgende bevat: gedrukte tekskonsepte, tekskenmerke, klanke, taalpatrone, woordidentifiseringstrategieë en 'n verskeidenheid begripsvlakke (soos letterlik, herorganisasie, gevolgtrekking, evaluering en waardering). Die eerste sessie fokus op genot en 'n eerste “kyk” na die teks, terwyl die leerders 'n persoonlike reaksie toon op die teks. In die volgende sessie word dieselfde teks gebruik, maar die fokus verskuif na groter leesbetrokkenheid saam met die onderwyser en die besprekings wat plaasvind, bevorder woordeskat, begrip, dekoderingsvaardighede en teksstrukture (taal, leestekens, ens.). Op die derde en moontlik die vierde dag, lees die leerders die teks selfstandig en doen mondelinge, praktiese en skriftelike aktiwiteite na aanleiding van die teks. Sommige tekste kan 'n dag of twee gebruik word, veral in Graad 2 en Graad 3. 2.6.2 Gedeelde skryf Waar moontlik, behoort die gedeelde leesteks gedeelde skryf te ondersteun wanneer die onderwyser demonstreer hoe om 'n teks te skryf. Die leerders neem deel aan die samestelling van die teks terwyl die onderwyser die rol as fasiliteerder of sekretaris aanneem. Die gedeelde leesteks kan geraadpleeg word vir voorbeelde van taalpatrone, spelwyses of ander tekseienskappe wat behulpsaam kan wees in die voorbereiding van nuwe tekste. Hierdie demonstrasie van die skryfproses help om leerders voor te berei om self te skryf. Gedeelde lees en gedeelde skryfwerk behoort in Graad 1 tot 3 plaas te vind. AFRIKAANS HUISTAAL GRAAD R-3 KABV 13 2.6.3 Groepbegeleide lees Dit is 'n daaglikse groepleesstrategie waartydens al die groeplede dieselfde teks onder begeleiding van die onderwyser lees. Die groep bestaan uit die onderwyser saam met 'n groep van 6 tot 10 leerders. Die onderwyser beplan die lesse en sluit 'n verskeidenheid woordherkenningsvaardighede in wat die leerders sal help wanneer hulle onbekende woorde in tekste teëkom. Dit is belangrik dat die leerders met die onderwyser en met mekaar oor die teks praat tydens hierdie benadering. Die onderwyser behoort nie tydens die groepleessessies deur leerders wat besig is met onafhanklike aktiwiteite onderbreek te word nie. Elke groepsessie behoort tussen 10 en 15 minute per groep te duur. Twee groepe lees daagliks vir die onderwyser, d.w.s. die twee groepe se leestyd saam is omtrent 30 minute per dag. Vorming van leesgroepe Die teks word geselekteer volgens die groep se onderrigleesvlak. Die maklikste manier om hierdie leesvlak te bepaal, is om die leerders in groepe te verdeel en hulle waar te neem terwyl 'n teks gelees word. Die volgende tekens van leesgedrag sal behulpsaam wees om leerders te groepeer vir begeleide leessessies: • Die teks moet met gemak gelees word, maar tog vir die leser uitdagings bied op dekoderings- of begripsvlak. Die leser behoort tussen 90% en 95% van die woorde te herken. Leerders behoort die gegewe teks binne 'n minuut van mekaar klaar te lees. • Hulle lees vlot en met gepaste uitdrukking. • Hulle toon belangstelling in die teks. • Hulle het nie nodig om te “vinger-lees” nie. • Hulle kan stillees. Stappe vir 'n groepbegeleide leesles (i) Kies 'n toepaslike teks: Gegradeerde leesboeke sal gewoonlik gebruik word vir groeplees. Dié leesboeke behoort op 'n laer vlak te wees as die tekste wat vir gedeelde lees gebruik word. Lees die teks vooraf en bepaal enige eienskappe met betrekking tot struktuur, woordeskat of sinsbou wat vir die leerders 'n uitdaging kan bied. Dit kan die onderwyser 'n aanduiding gee waarop om te fokus tydens onderrig. (ii) Inleiding: Stel die soort boek of hoofstuk en onderwerp vir die sessie bekend. Help die leerders om die onderwerp met eie lewenservaringe te verbind. Hou die gesprek gefokus en gee net genoeg inligting sodat die leerders die teks suksesvol kan lees (2 - 3 minute). (iii) Praat oor die prent of vlugtige lees: Jong leerders praat kortliks oor die prente / illustrasies in die boek of hoofstuk en wys belangrike besonderhede uit. Stel vrae oor die moontlike verloop van die storie. Leer ouer leerders hoe om die teks vlugtig te lees en skenk aandag aan byskrifte, hoofstukke se opskrifte en ander tekskenmerke soos die inhoudsopgawe en / of subopskrifte in die teks. Die onderwyser bespreek nuwe of moeilike woorde tydens praat oor die teks en voordat die leerders die teks self lees. Dit behoort 2 - 3 minute te duur. AFRIKAANS HUISTAAL GRAAD R-3 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) Eerste lees: Leerders lees die teks individueel. Baie jong lesers kan die teks hardop lees of “fluisterlees”, terwyl meer ervare lesers stil lees totdat die onderwyser hulle vra om hardop te lees. Die onderwyser neem die leesgedrag waar en selekteer dan 'n addisionele onderigfokus, gegrond op hierdie waarnemings. Die onderwyser beweeg van leerder tot leerder en luister na 'n kort teksgedeelte wat die leerder hardop lees. Die onderwyser moedig die leerders aan deur byvoorbeeld die volgende te sê: • Wat verwag jy om in hierdie boek te lees? • Maak dit vir jou sin? • Baie goed! Jy het jouself gekorrigeer. Dit maak sin. • Wat sal in hierdie sin reg klink? • Kyk na die illustrasie. • Dit kan wees, maar kyk weer na die eerste letter. (v) Bespreking: Bespreek die antwoorde op vrae wat tydens die prent- of illustrasiebespreking voorgekom het. Die bespreking kan 'n klankfokus, begrip- of taalaspek insluit. Die reeks vrae behoort in die teksbespreking geïntegreer te word om begrip te ontwikkel. (vi) Tweede en daaropvolgende leessessies: Op daaropvolgende dae kan die leerders die teks in pare of alleen herlees. Die hoofdoel is om leesvlotheid te ontwikkel en geleenthede te skep om die teks te gebruik vir die ontwikkeling van woordeskat, taal en beter begrip van die teks. Varieer die manier waarop dit gedoen word deur byvoorbeeld die dele wat betrekking het op 'n karakter te lees, of beurte te neem om 'n bladsy of paragraaf te lees. Ouer, meer ervare lesers kan 'n spesifieke gedeelte kies om gedurende hierdie tyd aan te werk. Lees in pare en selfstandige lees Lees in pare en selfstandige lees gee die leerders die geleentheid om hulle leesvaardighede in te oefen en moedig leesgenot aan. Leerders kan hulle klas- of groepleesboeke herlees, of eenvoudige “pretboeke” of aanvullende leesboeke lees, hoewel die teks op 'n laer vlak moet wees as dié wat tydens gedeelde en begeleide leesgroepsessies gebruik is. Die leerders kan enige tyd, enige plek, in pare lees of dit kan 'n klassikale leesaktiwiteit wees. Leerders kan in pare binne of buite die klaskamer sit om saam te lees of beurte te neem om te lees, of twee leerders wat byvoorbeeld hulle werk voltooi het, kan saam gaan lees terwyl die ander leerders besig is om ander werk te doen. Skep geleenthede waar leerders boeke op hul eie lees sodat leesvlotheid kan ontwikkel, mits die boeke maklik genoeg is vir die leerders om sonder hulp te lees. Kort, eenvoudige boeke met voorspelbare teks en kleurvolle illustrasies is ideaal. Sommige onderwysers hou daarvan om die leerders tuisleeswerk te gee. Vir hierdie doel word die herlees van groepleesboeke of eenvoudige “pretboeke” aanbeveel. Hierdie ekstra leesoefening, wat op 'n gereelde daaglikse grondslag plaasvind, speel 'n belangrike rol tydens leer om te lees. AFRIKAANS HUISTAAL GRAAD R-3 KABV 15 Die vyf komponente van leesonderrig Die meeste leeskenners stem saam dat daar vyf hoofkomponente by leesonderrig is, naamlik: • fonemiese bewustheid; • woordherkenning (sigwoorde en klanke); • begrip; • woordeskat; en • vlotheid. Elk van hierdie komponente moet daagliks spesifiek onderrig en ingeoefen word. Fonemiese bewustheid Fonemiese bewustheid is die herkenning dat spraak uit 'n reeks klanke bestaan, die herkenning van individuele klanke, asook die manier waarop klanke woorde en woorde sinne vorm. Hierdie bewusmakingsproses begin reeds vroeg in Graad 1. 'n Moontlike volgorde vir die aanleer van fonemiese bewustheid: • aktiwiteite wat op rym fokus (bv. Wat rym met kat?) • aktiwiteite wat op lettergrepe fokus (bv. Klap jou naam - Su-san) • aktiwiteite wat op die enkelbeginkonsonante fokus (die deel voor die vokaal) en die rym (die vokaal + die daaropvolgende konsonant(e) (bv. k+at en m+at) • aktiwiteite wat op die foneem (spraakklank) fokus (bv. Sit die klanke bymekaar: / st / - / o / - / p) • Pasaktiwiteite: Het hiedie woorde dieselfde beginklanke? (bv. tafel/tande) • Isoleringsaktiwiteite (analise): Wat hoor jy aan die begin van die woord swart? • Plaasvervangingsaktiwiteite: Watter woord vorm jy as jy die /st/ vervang met /f/ in die woord stoel? • Samevoegingsaktiwiteite: Watter woord vorm jy as jy hierdie klanke saamvoeg? - /br/ä/n/ (samevoeging van foneme) - /br/ein/ (samevoeging van beginklank en rym) - /ma/mmie/ (samevoeging van lettergrepe) • Analiseringsaktiwiteite: Sê die dele wat jy in die woord hoor: - Stadig: /sta/dig/ (skei die lettergrepe) - Kat: /k/-/a/-/t/ (skei die klanke) AFRIKAANS HUISTAAL GRAAD R-3 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Weglatingsaktiwiteite: - Sê handsak sonder die hand (lettergreepweglating) - Sê vriend sonder die / vr / (weglating van beginklank) - Sê skiet sonder die / t / (klankweglating). Sinvolle aktiwiteite om basiese vaardighede soos luister te ontwikkel, sluit in luisterspeletjies, kleuterrympies, rymspeletjies en alliterasiespeletjies (woorde wat met dieselfde klank begin). Klanke Klanke verwys na die klanke in woorde en die simbole (letters van die alfabet) wat die klanke verteenwoordig. Dit is 'n belangrike begrip in beide lees en skryf. Daar is 'n reeks klankprogramme beskikbaar. Skole kan 'n program selekteer wat die breedvoerige en sistematiese onderrig van klanke ondersteun. Skole behoort te hou by die gekose program. Die voorgestelde volgorde van klanke in die klankprogram van die KABV dien slegs as 'n riglyn. Indien 'n klankprogram afwyk van dié voorgestelde volgorde, kan dit eerder gevolg word. Die tempo vir die aanleer van klanke volgens 'n klankprogram moet egter soortgelyk wees aan die tempo wat in die KABV voorgeskryf word. Klanke en handskrif behoort bymekaar aan te sluit omdat die aanleer van die klank en die vorming van die letter hand aan hand gaan. Die letters wat die meeste gebruik word, moet in Graad 1 aangeleer word. Daar mag dalk besluit word om die letter c voor die letter a aan te leer, en die letter l voor h en b as gevolg van die vorm van die letters. Die klankprogram in die KABV is so ontwerp dat daar 1 - 2 nuwe klanke per week bekendgestel word tydens die eerste twee kwartale. Teen die einde van die eerste kwartaal behoort die leerder ten minste agt klanke te ken en die res van die klanke teen die einde van die tweede kwartaal. Die dubbelklanke word in die tweede helfte van Graad 1 bekendgestel, soos wat die leerder se klankvaardighede ontwikkel. Hou terselfdertyd vol met woordbou en die verdeling van woorde in klanke. In Graad 2 en Graad 3 word klanke met twee vokale, tweeklanke, begin- en eindklanke en spelreëls aangeleer. Daar moet meer konsonant- en vokaalkombinasies aangeleer word wat toeneem in moeilikheidsgraad gedurende die jaar en oor die grade heen. Hou in gedagte dat die aanleer van die klanke nie in isolasie moet plaasvind nie, maar dit behoort te skakel met die gedeelde leesprogram. Omdat leerders die klanksimboolsisteem aanleer van die taal wat onderrig word, moet hulle aangemoedig word om hulle eie manier van spelling te ontdek totdat hulle die konvensionele spelling aanleer. Leerders wat hulle eie spelling “ontdek”, ontwikkel tot beter spellers as dié wat dit nie self “ontdek” nie. Streef daarna dat leerders fonemies meer akkuraat spel (waar elke klank in die woord verteenwoordig word deur die geskrewe vorm van die woord (bv. tanne, baje). Spelling hou verband met klanke en die spelprogram moet deur die klanke van die week versterk word. Die onderrig van spelling in Graad 1 en 2 is meer informeel van aard, maar in Graad 3 behoort 'n meer formele spelprogram geïmplementeer te word, met periodieke, informele speltoetse en diktee. Korrekte spelling moet ook in die leerder se skriftelike werk sigbaar wees en nie net in toetse en diktee nie. AFRIKAANS HUISTAAL GRAAD R-3 KABV 17 Woordherkenning By sigwoorde (of “kyk-en-sê”-woorde) herken die leerder individuele woorde “op sig” omdat die woord herhaaldelik voorkom en gebruik word. Woorde wat gereeld in tekste voorkom (hoëfrekwensie woorde), kan op hierdie manier aangeleer word. Gebruik gedeelde en groepbegeleide lees om die vyf-vinger-strategie te demonstreer, waar elke vinger 'n spesifieke strategie voorstel wat die leerder kan gebruik om sistematies onbekende woorde te lees en die betekenis daarvan te ontsyfer. • Die duim: Laat die woord uit en lees tot aan die einde van die sin. • Die wysvinger: Kyk na die prent. • Die middelvinger: Kyk na die woord om enige bekende dele van die woord te herken. • Die ringvinger: Klank die woord. • Die pinkie: Vra hulp om die woord te lees of vra die woord se betekenis. Moedig leerders aan om hierdie proses te gebruik wanneer hulle onbekende woorde teëkom. Begrip Die onderwyser het baie geleenthede om die leerders te betrek by verskillende denkvlakke en vraagstelling tydens leeslesse. Hieronder volg 'n paar maniere om vrae te stel wat laer- en hoër-orde-begripsvaardighede sal ontwikkel. Letterlike begrip • Identifiseer ... (bv. Identifiseer die hoofkarakter in die storie.) • Wys uit ... (bv. Wys na die motor wat die rower bestuur het.) • Lees / haal die reël aan wat ... (bv. Lees die reël wat aandui dat die ouma ongelukkig was.) • Beskryf ... (bv. Beskryf die skelm van die storie.) • Vind ... (bv. Vind die naam van die boek wat sy gelees het.) • Wys ... (bv. Wys my die deel van die storie waarvan jy die meeste gehou het.) • Stel vas ... (bv. Stel vas waarheen die familie gery het.) • Vermeld ... (bv. Wat is die naam van die hondjie wat weggeraak het?) Herorganisasie o Vergelyk ... (bv. Vergelyk die twee susters. Wat is die verskil?) o Lys ... (bv. Lys die plekke wat die oupa besoek het.) AFRIKAANS HUISTAAL GRAAD R-3 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) o Kontrasteer ... (bv. Kontrasteer die ou huis met die nuwe huis.) o Verdeel ... in ... (bv. Verdeel die verskillende diere in die storie in twee groepe, dié wat vriendelik was teenoor die meisie en dié wat haar wou eet.) o Klassifiseer ... (bv. Klassifiseer die diere in die storie.) o Som op ... (bv. Som die storie in vier sinne op.) o Hoe verskil ... (bv. Hoe verskil die held van die skurk?) Gevolgtrekking o Verbeel ... (bv. Verbeel jou jy was die held. Wat sou jy gedoen het?) o Veronderstel ... (bv. Veronderstel die leeutemmer het die hok oopgelaat. Wat sou gebeur het?) o Kon ... (bv. Kon die man die rivier op enige ander manier oorgesteek het?) o Gevolge ... (bv. Wat is die gevolge van daardie besluit?) o Wat sou gebeur het as ... (bv. Wat sou gebeur het as die man die leeu gevang het?) Evaluering o Moes ... (bv. Moes die ouma die storie vertel het?) o Na jou mening ... (bv. Na jou mening, was die seun reg om so op te tree?) o Stem jy saam ... (bv. Stem jy saam dat dit die beste was om weg te hardloop?) o Wat sou jy ... (bv. Wat sou jy gedoen as jy in daardie posisie was?) o Is dit reg dat ... (bv. Is dit reg dat die oom hom uit die huis gejaag het omdat hy brood gesteel het?) o Watter beskrywing is die beste ... (bv. Watter beskrywing van die hoofkarakter is die beste?) Waardering o Hou jy van ... (bv. Hou jy van die storie wat ons gelees het?) o Is dit 'n goeie woord / frase ... (bv. Is dit 'n goeie woord om die skelm te beskryf?) o Ken jy enigiemand ... (bv. Ken jy enigiemand wat soos sy suster optree?) o Hoekom het jy daarvan gehou / nie gehou nie ... (bv. Hoekom hou jy nie van die beer nie?) Moedig leerders aan om meta-kognitiewe vaardighede te gebruik sodat leerders hulleself kan monitor in beide woordherkenning- en begripsvaardighede terwyl hulle lees. Leerders word geleer om hulself te vra: “Klink dit reg?”, “Lyk dit reg?” en “Maak dit sin?” Demonstreer die proses in gedeelde lees en pas dit toe tydens begeleide lees in groepe, met hulp van die onderwyser. AFRIKAANS HUISTAAL GRAAD R-3 KABV 19 Leesvlotheid Leesvlotheid behels: • akkuraatheid tydens dekodering - om daartoe in staat te wees om die meeste woorde te identifiseer; • leesspoed - onmiddellike en moeitelose herkenning van woorde; • frasering - lees vlot met toepaslike frasering en uitdrukking; en • begrip. Leesvlotheid kan verbeter deur spesifieke leesvaardighede aan te leer vir woordherkenning en dekodering deur tekste te selekteer wat makliker en interessanter is, tekste wat reeds gelees is te herlees, en 'n groter hoeveelheid leesstof te lees. Hardoplees / Voorlees 'n Finale en belangrike komponent van 'n gebalanseerde leesprogram is die onderwyser se voorleestyd (storietyd). 'n Hele reeks taalvaardighede (insluitend lees) word ontwikkel in 'n sinvolle konteks en is die kern van 'n gebalanseerde geletterdheidsprogram. 'n Liefde vir lees en 'n passie vir stories word bevorder wanneer die onderwyser stories aan die leerders voorlees. Meer inligting aangaande alle aspekte wat betrekking het op die onderrig van lees kan in die Departement van Basiese Onderwys se handboek, Teaching Reading in the Early Grades (2008), gevind word. 2.7 Skryf Leerders begin in Graad 1 “skryf” deur prente te gebruik, maar soos wat die vaardighede van lettervorming bemeester word, begin hulle om individuele woorde, byskrifte en volsinne te skryf wat geïllustreer kan word. Teen die middel van Graad 1 behoort leerders hul eie byskrifte vir hulle prente te kan skryf en ten minste een eie sin te kan saamstel. Die onderwyser voorsien hulp in die vorm van aanvangsinne of skryframe, bv. “Ek hou van ...”. Omdat spelling gewoonlik problematies is, word daar aan elke leerder 'n A5-boek gegee wat gebruik word as 'n persoonlike woordeboek. Voorsien sluitingstegniekoefeninge waar leerders 'n sin voltooi deur die ontbrekende woorde in te vul en eenvoudige vrae wat leerders met 'n eenvoudige Ja / Nee of 'n enkele woord kan beantwoord. Die gedeelde skryfaktiwiteite demonstreer die skryfproses sodat leerders kan verstaan hoe afsonderlike letters 'n woord vorm, hoe woorde sinne vorm, die belangrikheid van spasiëring en die korrekte gebruik van leestekens. Leerders ontwikkel 'n uitgebreide woordeskat en leer hoe sinne deur byvoeglike naamwoorde en bywoorde verryk kan word. Soos leerders meer ervare raak in die skryf van hulle eie sinne, kan hulle aan paragrawe bekendgestel word. Die skryfproses word in die KABV beskryf. Dit behels die skryf van 'n konsepweergawe, die skryf van die teks, redigering en aanbieding (die lees van die teks deur ander). Die Grondslagfase-leerder sal nie sy / haar werk oorskryf nie, maar dit eerder redigeer deur 'n lyn te trek deur ongewenste woorde en byvoeging van teks waar nodig. 2.7.1 Handskrif Die KABV maak voorsiening vir die sistematiese aanleer van handskrifvaardighede tydens kort periodes in die verskillende grade, ongeveer 15 minute per dag en afhangende van die graad. AFRIKAANS HUISTAAL GRAAD R-3 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Pre-/voorbereidende skryfprogram Voordat 'n formele handskrifprogram in Graad 1 gevolg kan word, moet leerders eers 'n pre-skryfprogram volg om vaardighede in visuele diskriminasie, groot- en fynmotoriese en hand-oog-koördinasie, liggaamsbeeld, lateraliteit en voorgrond- en agtergrondpersepsie te ontwikkel. Hulle moet die korrekte potloodgreep aanleer en lettervorming (beginpunt, grootte, vorm, rigting) oefen. Later word die leerders gelei om die letters op en tussen die lyne te posisioneer en te plaas. Die korrekte sithouding is ook belangrik. Jong leerders vind dit dikwels moeilik om van die skryfbord af te transkribeer omdat hulle ogies tyd nodig het om te herfokus van die bord af na die papier wat voor hulle lê en omdat die korttermyn visuele geheue nog nie voldoende ontwikkel is nie. Daarom help dit leerders om in Graad 1 - 3 skrifstroke met 'n ry letters te hê waarvan hulle tydens handskriflesse kan naskryf. Oorbrugging na lopende skrif of skrif met verbindings Teen die einde van Graad 1 moet leerders daartoe in staat wees om al die klein- en hoofletters asook sinne korrek en vlot van die skryfbord of skrifstroke af te skryf. In Graad 2 ontwikkel leerders groter spoed in drukskrif en dit is in hierdie graad waar die meeste skole lopende skrif of skrif met verbindings vir die leerders leer. Die keuse aangaande die handskrif word deur die skool / provinsie bepaal, maar leerders moet toegerus word om 'n lopende skrif of skrif met verbindings teen die einde van Graad 3 te kan skryf. Hierdie oorbrugging vind by die meeste leerders tydens die eerste helfte van Graad 3 plaas. Materiale In Graad 1 begin leerders met vetkryte op blanko papier skryf. Mettertyd vorder hulle na 17 mm liniëring en gebruik potlode vir formele handskriflesse, alhoewel baie skole verkies om steeds blanko boeke vir ander skriftelike werk te gebruik - selfs in Graad 2. In Graad 3 moet leerders 8.5 mm liniëring gebruik. Die stadium wanneer hierdie oorgang plaasvind, sal afhang van die leerder se vlak en die skoolbeleid. Leerders met leerprobleme Die taalperiode behoort ook geleenthede te bied om leerders met leerprobleme te ondersteun, verrykingsaktiwiteite te skep vir die leerders wat goed presteer, tyd in te ruim vir assesseringsaktiwiteite en ook om skriftelike werk te doen. Die onderwyser moet alle voltooide skriftelike werk nasien sodat elke leerder se vordering gevolg en gemonitor kan word om op opvolgstrategieë te besluit. Die onderwyser moet daagliks tekste hardop aan leerders voorlees om hulle woordeskat uit te brei en te ontwikkel. AFRIKAANS HUISTAAL GRAAD R-3 KABV 21 3. VOORGESTELDE Onderrigplanne 3.1 Graad R Die organisasie van taal en leer in Graad R berus op die beginsel van integrasie en spel. Die onderwyser moet proaktief optree en eerder 'n tussenganger as 'n fasiliteerder wees. Die onderwyser benut veral insidentele leergeleenthede wat spontaan voorkom tydens 'n reeks leerdergesentreerde aktiwiteite soos vryspel in die fantasiehoekies en aktiewe blokspel. Dit vind ook plaas gedurende onderwysergerigte aktiwiteite soos die storiekring of ander kringe. Taalkwessies wat verband hou met sosiale, emosionele en ander vorme van ontwikkeling, soos fyn- en grootmotoriese vaardighede, kom spontaan voor in die roetines en aktiwiteite van 'n kwaliteit Graad R-program. Dit voorsien geleenthede vir die onderwyser om doelgerig tussenbeide te tree en insidentele leer wat lei tot ontluikende geletterdheid aan te moedig. 'n Tradisionele, formele, klaskamergerigte leerprogram met hegte strukture moet ten alle koste vermy word omdat dit nie optimale geleenthede skep vir die aanleer van geletterdheid by die Graad R-leerder nie. Graad R is nie 'n “afgewaterde” Graad 1 nie. Dit het unieke eienskappe wat gegrond is op die manier waarop leerders van hierdie ouderdomsgroep betekenis gee aan hulle eie leefwêreld en waarop hulle kennis, vaardighede, waardes en houdings bekom wat hulle toelaat om tydens die formele leerjare maksimaal te ontwikkel. Fokus op informele en spontane leer in die verskillende “kringe” gedurende die dag. Ontwikkel ook 'n daaglikse program wat voorsiening maak vir optimale tyd vir vryspel en wat die onderwyser aanmoedig om geleenthede te benut wat voortspruit uit leerders se belangstelling en kreatiwiteit. Die hele skooldag moet gesien word as geleenthede om geletterdheid te versterk wanneer die onderwyser direk ingryp deur middel van beplande “oomblikke” wat onderwysgerigte aktiwiteite insluit. Verskeie insidentele leergeleenthede ontstaan gedurende die dag en stel die onderwyser in staat om leer te bevorder deur hierdie “oomblikke” te gebruik. Dit kom ook die meeste voor tydens roetine periodes en vryspel. Vanuit 'n geletterdheidsoogpunt sal die “onderrigmomente” aan die onderwyser geleentheid bied om, byvoorbeeld, oopeindevrae te vra of om alternatiewe voorstelle vir die kind te bied om sodoende die begeerte aan te wakker om sy eie leer te bevorder. Dit word 'n kwessie waar die onderwyser moet weet wanneer om by die leerproses in te gryp en wanneer om terug te staan en die kind die geleentheid te bied om sy eie probleme op te los. In die Graad R-jaar word die rooster 'n dagprogram genoem. Dit bestaan uit drie hoofkomponente, naamlik onderwysergerigte aktiwiteite, roetines en leerdergesentreerde aktiwiteite of vryspel. Spesifieke onderwysgerigte geletterdheidsgeleenthede word aangebied gedurende die oggend se “taalkring” (byvoorbeeld tema / onderwerpsbespreking / taalkring, daaglikse weerbespreking, vertel van “nuus”, “wys en vertel” kringe en storietyd. Die onderwyser kies 'n geletterdheidsfokus (d.w.s. die onderwyser moet 'n duidelike idee hê van die tipe leer wat hy of sy wil bevorder) uit skeppende kunsaktiwiteite, perseptuele kringe, beweging, musiek en dramatiseringskringe. Dit dra by tot die ontwikkeling van perseptuele begrippe en vaardighede wat formele lees bevorder. Roetines bied uitstekende geleenthede vir die insidentele bevordering van verskeie geletterdheidsvaardighede. Byvoorbeeld, in plaas daarvan om die leerders doelloos in 'n ry te laat staan en wag om badkamer toe te gaan, kan die onderwyser hierdie tyd gebruik om die leer van klanke te bevorder. Al die leerders wie se name met die letter / klank “S” begin, kan badkamer toe gaan, en daarna die leerders wie se name met die letter / klank “N” begin, ens. Die ander leerders kan woordspeletjies speel soos “Ek sien met my kleine ogies ...” of speletjies om hulle woordeskat uit te brei (bv. Wat rym met kat? Wat dink julle eet katte?). Snoeptyd en opruimtyd bied soortgelyke leergeleenthede wanneer die onderwyser die leerders aanmoedig om prettige klank- en woordspeletjies te speel. AFRIKAANS HUISTAAL GRAAD R-3 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Gedurende vryspel kan die onderwyser geletterdheid op twee maniere bevorder. Eerstens deur die strukturering van die vryspel-area. Die onderwyser bied geleenthede wat gegrond is op die soort leergeleentheid wat hy of sy graag wil bevorder. Buite-vryspel soos om op 'n houtklimraam te speel of om op 'n fietsbaan te ry, bied geleenthede vir die bevordering van ruimtelike oriëntering soos die kruising van die middellyn (een van die belangrike perseptueel-motoriese vaardighede wat benodig word vir beide lees- en skryfvaardighede). Dit moedig ook letter￾en woordherkenning aan waar die leerders die geleentheid kry om padtekens te “lees” en hulle blootgestel word aan gedrukte media uit die omgewing. Vrye binnespelaktiwiteite behoort dieselfde geletterdheidsleergeleenthede te skep. 'n Geheuespeletjie bevorder visuele geheue en die fantasiehoekie bevorder luister- en praatgeleenthede. 'n Tweede manier waarop geletterdheid gedurende vryspel bevorder kan word, is deur die doelgerigte ingryping van die onderwyser. Dit kan gedoen word deur weldeurdagte vrae te vra wat denke en woordeskat uitbrei. Deur die kind te help dink aan alternatiewe maniere om probleme op te los, kan die onderwyser die kind aanmoedig om dieper te dink en 'n goeie rede te vind vir die keuses wat hulle gemaak het. Sodoende word nie net geletterdheid nie, maar ook die algehele (holistiese) ontwikkeling van die kind aangespreek. In 'n gebalanseerde, buigbare, taalryke daaglikse program word geletterdheidsleergeleenthede regdeur die dag aangebied. Terselfdertyd word belangrike beginsels wat die vroeë leer versterk, ingeskerp. Jong kinders leer die beste deur beweging (kinesteties) en dan deur interaksie met konkrete materiaal (driedimensionele leer) voordat die oorgang na papier- en potloodaktiwiteite (tweedimensionele aktiwiteite) plaasvind. Assessering in Graad R is informeel van aard en leerders moet nie blootgestel word aan 'n “toets”-situasie nie. Daarom is daar nie assesseringsaktiwiteite in die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (KABV) vir Graad R ingesluit nie. Elke aktiwiteit wat vir assessering gebruik word, is versigtig beplan sodat 'n verskeidenheid vaardighede geïntegreer word. Assessering in Graad R vind meestal plaas deur middel van waarneming, waartydens die onderwyser die bevindinge van die assessering op 'n kontrolelys afmerk en aanteken. Sodoende word 'n volledige prentjie van elke leerder se sterk punte en struikelblokke geleidelik gedurende die jaar gevorm. Dit bied geleentheid om hindernisse aan te spreek en sterk punte te bevorder. AFRIKAANS HUISTAAL GRAAD R-3 KABV 23 DAAGLIKSE PROGRAM ±36 MIN ±50 MIN ±30 MIN ±10 MIN ±20 MIN ±60 MIN ±10 MIN ±30 MIN ±30 MIN Groettyd Verjaarsdae Register Nuus Weerkaart HUISTAAL • Ontwikkel aktiwiteite vir Afrikaans • Stories • Dramatisering • Grootboeke / prente • Lees van prente • Bespreking van prente • Perseptuele aktiwiteite • Nuus • Gedigte / ryme • Musiek / liedjies / rympies • Musiek / storie / dvd’s • Temabesprekings • Bewegingsaktiwiteite • Roetines • Vryspel LEWENSVAARDIGHEDE Ontwikkel aktiwiteite vir Lewensvaardighede • Bewegingsaktiwiteite • Liedjies en musiek • Gedigte en ryme • Temabesprekings • Verjaarsdae • Roetines • Vryspel WISKUNDE • Ontwikkel aktiwiteite vir Wiskunde • Liedjies en musiek aktiwiteite • Perseptuele aktiwiteite • Telrympies • Temabesprekings • Wetenskap eksperimente • Roetines • Vryspel Aankoms en vryspel Rus- / stiltyd Afskeid Taal Wiskunde Lewensvaardighede TOILETROETINE Taal , Wiskunde, LV ONDERWYSER- Huistaal BEGELEIDE Wiskunde AKTIWITEITE Lewensvaar- digheid ONDERWYSER- Huistaal BEGELEIDE Wiskunde AKTIWITEITE Lewensvaar- digheid TOILETROETINE Taal, Wiskunde, LV ONDERWYSER- Huistaal BEGELEIDE Wiskunde AKTIWITEITE Lewensvaar- digheid SNOEPTYD Taal, Wiskunde, LV Daaglikse storie Skeppende aktiwiteite (Daagliks: 1 hoofaktiwiteit + 2 / 3 ander aktiwiteite) Vryspel binne Vryspel buite en opruim • Fantasiespel • Rolspel • Konstruksiespel • Blokspel • Opvoedkundige spel • Perseptuele speletjies • Legkaarte • Leeshoekie • Water- en sandspel • Rolspel • Balspel • Swaaie • Speelgoed met wiele • Opvoedkundige speelgoed • Klimapparaat • Buitebande • Bewegings-aktiwiteite AFRIKAANS HUISTAAL GRAAD R-3 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN HUIS TAAL GRAAD R - 3 T ER EN PRAA T LUIS GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 • Luister na stories en dramatiseer dit • Luister na en reageer op eenvoudige vrae • Luister na en herhaal ritmiese patrone korrek • Luister na en herroep eenvoudige woordvolgorde (bv. bed, bad, bid) • Benoem en wys na dele van die liggaam • Sing eenvoudige liedjies en neem deel aan aksierympies • Praat oor prente in plakkate, temakaarte, boeke, ens. • Pas en sorteer volgens vorm, kleur, ens. • Neem deel aan besprekings en stel vrae • Luister na stories en spreek ‘n mening daaroor uit • Luister na instruksies en aankondigings en reageer toepaslik • Luister sonder om die spreker te onderbreek, neem beurte om te praat en stel vrae ter verduideliking • Luister na, geniet en reageer op prent￾en woordraaisels, raaisels en grappies • Praat oor persoonlike ervarings en gevoelens • Vertel ‘n bekende storie met ‘n begin, middel en einde • Beantwoord oop en geslote vrae • Rolspeel verskillende situasies • Neem deel aan klasbesprekings • Gebruik terminologie bv. sin, hoofletter, punt • Luister na stories en gedigte en beantwoord hoër-orde-denkvrae • Luister na 'n stel ingewikkelder instruksies en reageer gepas • Luister sonder onderbreking na die spreker, toon respek vir die spreker, stel vrae en lewer kommentaar op dit wat gehoor is • Praat oor persoonlike ervarings en meer bekende nuus • Vertel 'n storie met 'n begin, 'n middel en 'n einde • Gee uitdrukking aan gevoelens oor 'n storie of gedig en verstrek redes • Beantwoord oopeindevrae en regverdig antwoorde • Skep eie rympies • Rolspeel verskillende situasies • Neem aan besprekings deel en doen verslag oor die groep se werk • Gebruik terminologie (bv. selfstandige naamwoord, byvoeglike naamwoord, werkwoord, voornaamwoord, voorsetsel, komma, vraagteken, paragraaf) • Luister vir die hoofgedagte en besonderhede in stories en beantwoord oopeindevrae • Luister na 'n storie en bepaal die verband tussen oorsaak en gevolg • Gee uitdrukking aan gevoelens oor 'n teks en verskaf redes • Luister na 'n ingewikkelde reeks instruksies en reageer toepaslik • Neem deel aan ‘n gesprek as ‘n sosiale vaardigheid, aanvaar en respekteer die manier waarop ander praat • Lewer ‘n mondelinge aanbieding (bv. vertel persoonlike nuus, beskryf ‘n voorwerp / ervaring, herroep ‘n gebeurtenis) • Vertel 'n kort storie met 'n eenvoudige storielyn en verskillende karakters • Gebruik interessante taal (bv. vertel grappies en raaisels) • Voer onderhoude vir 'n spesifieke doel • Gebruik terminologie bv. onderwerp, werkwoord, voorwerp, vraag, stelling, bevel, sinoniem, antoniem (teenoorgesteldes), uitroepteken AFRIKAANS HUISTAAL GRAAD R-3 KABV 25 OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN HUISTAAL GRAAD R - 3 KLANKE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 • Identifiseer rymwoorde in bekende rympies en liedjies (bv. Jan Viljoen) • Herken dat woorde uit klanke bestaan (bv. die beginklank/e van hul eie name) • Verdeel mondelinge sinne in woorde • Verdeel meerlettergrepige woorde in lettergrepe • Herken, ouditief en visueel, aanvangskonsonante en -vokale, veral aan die begin van 'n woord • Identifiseer die letter-klank-verhouding van alle enkelklanke in woorde • Herken en gebruik dubbelklanke: aa, oo, ee, uu • Herken en gebruik klankgroepe wat uit twee vokale bestaan (ie, ou, eu, ei, oe, ui) • Herken meervoude (-s, -e) ouditief • Groepeer woorde in klankfamilies • Konsolideer Graad 1 klanke • Hersien letter-klank-verhoudings van alle enkelklanke • Herken klanke wat uit twee vokale bestaan bv. ie - vier, oe - boek, ou - koud, ui - tuin, eu - seun, ei - klein • Herken tweeklanke bv. aai - braai, ooi - rooi, oei - roei, eeu - sneeu • Herken beginklanke bv. bl- blaar, br- broer, gl- gly, gr- gryp, st- staan, sl- slang, sm- smaak, sn- snaaks, sk￾skaam, sp- spek • Herken beginklanke bv. ge- gesig, be￾begin, ver- vergeet, pl- plan, vl- vlag, kl- klas, fl- fles, pr- pret, vr- vrag, kr- krap, tr- trap, dr- druk, fr- fris, tw￾twee, sw- swart, kw- kwaad • Spel woorde korrek deur kennis van klanke te gebruik • Bou woorde met kennis van klanke wat gedurende die jaar onderrig is • Konsolideer Graad 1 en 2 klanke • Herken woorde wat met spr-, skr- en str- begin • Herken dat 'n enkelvokaal óf kort óf lank uitgespreek kan word (bv. bom / bome) • Gebruik enkel- en dubbelkonsonante en -vokale korrek (bv. droom / drome; kop / koppe) • Herken en gebruik spelpatrone (bv. -er in agter; -el in ketel aan die einde van 'n woord) • Herken en gebruik spelpatrone (bv. tussen r en m, l en m is nooit 'n vokaal nie, bv. warm, skelm) • Gebruik die slotklanke -t en -d korrek (bv. brood, geld, ruit, maat) • Herken en gebruik die verkleinings￾uitgang -jie by woorde wat op -t of -d eindig kry -(bv. matjie, hondjie) • Herken en gebruik die verkleiningsuitgange -tjie, -jie, en -pie by dubbelklank-woorde bv. haantjie, bootjie, boompie (Uitsonderings: hasie, rosie, plasie) • Herken en gebruik die verkleinings￾uitgange -ie, -tjie en -jie by woorde wat uit klanke met twee vokale bestaan bv. kousie, deurtjie, liedjie • Herken en gebruik die verkleinings￾uitgang -tjie by tweeklankwoorde bv. vlooitjie, koeitjie, meeutjie • Herken en gebruik spelpatrone (g en k kom nie langs mekaar voor nie bv. sing, blink) • Herken en gebruik woorde wat op -like eindig bv. lelike AFRIKAANS HUISTAAL GRAAD R-3 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KLANKE OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN HUISTAAL GRAAD R - 3 GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 • Herken en gebruik meervoude van klanke wat uit twee vokale bestaan en tweeklanke kry -e (bv. deur - deure, vlooi - vlooie • Herken dat dieselfde klank op verskillende maniere gespel kan word (bv. hart / hard; lei / ly) (homofone) • Vaslegging van woorde wat op -ige eindig bv. rustige • Verkleinwoorde van eenlettergrepige woorde wat op -ng eindig, kry -etjie bv. dingetjie • Verkleinwoorde van meerlettergrepige woorde kry -kie bv. garinkie (Onthou dat g en k nie langs mekaar hoort nie) • Vaslegging van -ê-, -ô- woorde bv. pêrel, môre • Lettergreepverdeling van kappiewoorde: woorde word altyd na die ê / ô afgebreek bv. mô-re • Vaslegging van deeltekenwoorde bv. reën • Lettergreepverdeling van deeltekenwoorde: woorde word voor die -ë- afgebreek bv. spa-si-ëer • Spel woorde korrek deur klankkennis te gebruik in informele toetse, diktee en in alle geskrewe woorde • Plaas letters en woorde in alfabetiese volgorde • Herken en gebruik sinonieme en antonieme AFRIKAANS HUISTAAL GRAAD R-3 KABV 27 OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN HUIS TAAL GRAAD R - 3 LEES EN KYK GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 • Herken en wys na bekende voorwerpe in prente • Rangskik 'n reeks prente om 'n storie te vorm • Interpreteer prente (bv. maak 'n eie storie op deur die prente te “lees”) • Dramatiseer dele van 'n storie, liedjie of rympie • Hou die boek korrek vas en blaai korrek • Rolspeel om te lees en neem ‘n “leesstem” aan • Herken eie naam en die name van sommige maatjies in die klas • “Lees” hoëfrekwensie woorde wat in die klaskamer en skool gebruik word (bv. deur, kas) Gedeelde lees in klasverband saam met die onderwyser • “Lees” vergrote teks bv. gedigte, Grootboeke, plakkate • Verbind eie ervarings aan die teks wat deur die onderwyser gelees word • Beskryf karakters in stories en spreek 'n mening uit • Voorspel die verloop van die storie na aanleiding van prente • Beantwoord vrae wat op die gelese teks gebaseer is • Teken prente om die hoofgedagte van die storie weer te gee • Selfstandige lees • “Lees” prenteboeke • Ontwikkel vaardighede om ‘n boek te hanteer (hou die boek vas en blaai korrek) • Interpreteer prente om ‘n eie storie te skep, d.w.s. “lees” prente • Lees handelsmerke, etikette en ander woorde van gedrukte media uit die omgewing • Herken eie naam en die name van maats • Lees etikette en byskrifte by klasvoorwerpe • Ontwikkel basiese begrippe van gedrukte media soos: • Boekkonsep • Konsep van woorde en letters • Rigting - lees van voor na agter, links na regs en van bo na onder op 'n bladsy Gedeelde lees in klasverband saam met die onderwyser • Lees Grootboeke en ander vergrote tekste • Gebruik die prente en die boekomslag om die storie in die boek te voorspel • Bespreek die storie, identifiseer die hoofgedagte en karakters • Rangskik gebeure in die storie in ‘n logiese volgorde • Herken oorsaak en gevolg in ‘n storie (bv.: Die kind was in die moeilikheid omdat hy die venster gebreek het.) • Lug ‘n mening oor wat gelees is en beantwoord vrae gebaseer op die teks • Beantwoord oopeindevrae gebaseer op die gelese teks • Interpreteer inligting van plakkate, prente en eenvoudige tabelle soos ‘n almanak • Lees Grootboeke en ander vergrote tekste (bv. fiksie en niefiksie, gedigte en liedjies) • Gebruik visuele leidrade soos in prente en boekomslae om die verloop van die storie te voorspel • Identifiseer kernbesonderhede in die teks • Sê of ‘n storie byval vind en kan eie respons regverdig (bv.: “Ek het nie van die storie gehou nie, want …”) • Beantwoord hoër-orde-denkvrae oor die teks wat gelees is (bv.: “Volgens jou mening …”) • Bespreek die verskillende kulture wat in die stories verteenwoordig word • Interpreteer prente en ander gedrukte media (bv. foto’s, almanakke, advertensies, prente, tydskrif- en koerantillustrasies, plakkate) Groepbegeleide lees • Lees stil en hardop uit fiksie en niefiksie op eie leesvlak in 'n begeleide leesgroep, d.w.s. die hele groep lees dieselfde teks saam met die onderwyser • Gebruik sigwoorde, kennis van klanke, konteks en struktuuranalise en begripsvaardighede om betekenis te skep • Lees met toenemende vlotheid, spoed en korrekte uitspraak • Gebruik selfkorrigeringstrategieë tydens lees • Leerders begin tydens lees hulle eie woordherkennings- en begripsvaardighede monitor • Lees Grootboeke en ander vergrote tekste soos fiksie en niefiksie, koerantberigte, toneelstukke, dialoë en ander tekste • Lees ‘n boek en bespreek die hoofgedagte, karakters, die ‘probleem’ in die storie, die storielyn / intrige en die waardes in die teks • Beantwoord 'n verskeidenheid hoër-orde￾denkvrae gebaseer op die leesstuk • Lees verskillende gedigte oor ‘n onderwerp • Gebruik visuele leidrade om oor ‘n grafiese teks te praat (advertensies, prente, grafieke, diagramme, kaarte) • Vind en gebruik inligtingsbronne (bv. gemeenskapslede, biblioteekboeke) • Gebruik inhoudsopgawes, indekse en bladsynommers om inligting te vind • Gebruik sleutelwoorde en opskrifte om inligting in niefiksietekste te vind • Gebruik ‘n woordeboek om nuwe woorde se betekenisse te vind Groepbegeleide lees • Lees stil en hardop tydens begeleide lees, d.w.s. die hele groep lees dieselfde teks saam met die onderwyser • Gebruik kennis van klanke, kontekstuele leidrade en strukturele analise tydens die lees van onbekende woorde • Pas selfkorrigeringstrategieë toe tydens lees (bv. herlees, pouseer, oefen 'n woord voordat dit hardop gesê word) • Leerders monitor hulleself tydens lees met betrekking tot woordherkennings- en begripsvaardighede • Gebruik diagramme en illustrasies vir toenemende begrip • Lees met toenemende vlotheid, spoed en uitdrukking AFRIKAANS HUISTAAL GRAAD R-3 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) LEES EN KYK OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN HUISTAAL GRAAD R - 3 GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 Groepbegeleide lees • Lees hardop uit eie boek tydens groepbegeleide lees saam met die onderwyser, d.w.s. die hele groep werk met dieselfde teks / storie • Gebruik kennis van klanke, kontekstuele leidrade, struktuuranalise en sigwoorde tydens lees • Lees toenemend vlot en ekspressief • Leerders begin tydens lees hulle eie woordherkennings- en begripsvaardighede monitor • Toon begrip vir punktuasie tydens hardoplees Lees in pare / Selfstandige lees • Lees eie skryfwerk en begin foute regmaak • Lees selfstandig boeke wat tydens gedeelde lees gelees is, eenvoudige prentverhale en ander boeke wat in die leeshoekie is. Lees in pare / Selfstandige lees • Lees eie en andere se skryfwerk • Lees hardop vir 'n maat • Lees selfstandig eenvoudige fiksie en niefiksie, gedigte en prentverhale • Speel leesspeletjies en voltooi blokkiesraaisels Lees in pare / Selfstandige lees • Lees eie en ander se skryfwerk • Lees hardop vir 'n maat • Lees selfstandig eenvoudige fiksie en niefiksie, boeke uit verskillende kulture, boeke gebruik tydens gedeelde lees, tydskrifte en prentverhale AFRIKAANS HUISTAAL GRAAD R-3 KABV 29 OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN HUIS TAAL GRAAD R - 3 F HANDSKRI GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 • Ontwikkel fynmotoriese vaardighede deur vingerspel (bv. rol klei, inskroef van skroewe, klein papierballetjies tussen die vingers rol) • Ontwikkel fynmotoriese beheer deur duidelik omlynde prente, vorms, ens., uit te knip • Ontwikkel hand-oog-koördinasie deur spel bv. gooi en vang, teken en verf • Trek die buitelyne na van eenvoudige prente, patrone en letters van eie naam waar die korrekte beginpunt en rigting aangedui word op al die letters deur middel van pyltjies • Vorm letters deur middel van vingerverf, verfkwaste, vetkryte, ens., en begin op die korrekte plek en volg die regte rigting • Trek patrone, woorde en letters na (begin op die korrekte plek en volg die regte rigting by die vorming van die letters) • Gebruik 'n verskeidenheid skryfgereedskap (bv. verfkwaste, vetkryte) • Oefen die korrekte potloodgreep en manipulering van potlood / kryt • Toon bewustheid van rigting: skryf van links na regs en bo na onder • Ontwikkel hand-oog-koördinasie deur middel van natrekaktiwiteite • Skryf na en skryf eie naam, kort woorde en sinne • Begin eie skryfwerk met tekeninge, en naskryf van letters, syfers, woorde en eenvoudige sinne • Vorm klein- en hoofletters korrek en vloeiend • Vorm syfers korrek • Skryf na en skryf kort sinne met korrekte spasiëring • Hou die potlood en kryt korrek vas Behou die gebruik van drukskrif • Gebruik skryfgereedskap soos potlood, uitveër, liniaal doeltreffend • Vorm letters en sinne korrek in 17 mm liniëring • Vorm klein- en hoofletters korrek • Skryf woorde met die korrekte spasiëring tussen letters en woorde • Skryf klein- en hoofletters in drukskrif • Skryf na en skryf een paragraaf (3 - 4 reëls) vanaf 'n gedrukte teks • Skryf na en skryf verskillende formate van skryfwerk (kort uitnodigings bv. verjaarsdag, boodskappe, lyste) • Gebruik drukskrif in alle geskrewe werk Oorgang lopende skrif of skrif met verbindingslyne • Natrek en skryf van skryfpatrone in lopende skrif of skrif met verbindingslyne • Naskryf en skryf van al die kleinletters en bekende hoofletters in lopende skrif of skrif met verbindingslyne • Naskryf, skryf en lees van kort woorde in lopende skrif of skrif met verbindingslyne • Naskryf en skryf van kort sinne in lopende skrif of skrif met verbindingslyne Oorgang na lopende skrif of skrif met verbindingslyne • Hanteer skryfgereedskap doeltreffend (bv. potlood, uitveër, liniaal) • Skryf 'n sin leesbaar en korrek in beide drukskrif en lopende skrif of skrif met verbindingslyne • Vorm klein- en hoofletters in lopende skrif of skrif met verbindingslyne • Skryf kort, eenvoudige woorde in lopende skrif of skrif met verbindingslyne • Transkribeer woorde en sinne korrek in lopende skrif of skrif met verbindingslyne • Gebruik lopende skrif of skrif met verbindingslyne in alle geskrewe werk (bv. die datum, eie naam, alle skriftelike werk) • Skryf geskrewe teks korrek van die skryfbord, werkkaarte, handskrifkaarte, ens. na • Skryf netjies en leesbaar met selfvertroue en spoed in lopende skrif of skrif met verbindingslyne • Eksperimenteer met 'n pen vir skryfdoeleindes AFRIKAANS HUISTAAL GRAAD R-3 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN HUIS TAAL GRAAD R - 3 F SKRY GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 • Teken of verf prente om ‘n boodskap oor te dra • Skryf bekende letters in eie naam na ,om skryfwerk te verteenwoordig • “Skryf” van links na regs en van bo na onder • Dra idees by vir die klasnuus deur middel van tekeninge • Probeer letters skryf deur te krabbel • “Praat” met eie skryfwerk deur krabbels te lees • Maak eie boeke en dra by tot klas se leeshoekie • Teken prente om ‘n boodskap oor te dra (bv. oor ‘n persoonlike ervaring) • Dra idees by tot die skryf van ‘n klas- / groepstorie en help om die storie te hersien (gedeelde skryf) • Skryf een sin oor nuus korrek van die bord / kaart af • Skryf ‘n boodskap op ‘n kaartjie (bv. verjaardagkaartjies) • Skryf en illustreer ‘n opskrif of kort sin oor ‘n onderwerp (bv. om ‘n bydrae te maak tot die leeshoekie) • Skryf ten minste drie sinne oor eie nuus of ‘n kreatiewe storie en gebruik hoofletters en punte • Skryf sinne met aangeleerde klanke en bekende sigwoorde alreeds onderrig • Gebruik selfstandige naamwoorde en persoonlike voornaamwoorde (ek, jy, hy, sy, ens.) korrek in skryfwerk, met hulp • Begin om die teenwoordige en verlede tyd korrek in skryfwerk te gebruik • Vorm meervoude van bekende woorde • Spel bekende woorde korrek • Gebruik voorsetsels korrek • Organiseer inligting in ‘n eenvoudige grafiese vorm (bv. ‘n tydlyn of grafiek / tabel) • Skep eie woordbank en 'n persoonlike woordeboek • Dra idees en woorde by tot die skryf van ‘n klasstorie by (gedeelde skryf) • Skryf 'n eenvoudige gedig • Skryf 'n ekspressiewe / gevoelvolle teks (bv. 'n verjaardagkaartjie of brief) • Skryf minstens twee paragrawe (tien sinne) oor persoonlike ervarings of gebeure (bv. 'n familiefees) • Beplan, skryf en ‘publiseer’ eie storie van minstens twee paragrawe vir ander om te lees • Gebruik informatiewe tekste (bv. resepte) vir skryf • Organiseer inligting in 'n diagram of tabel • Skryf en illustreer sinne (4 - 6 sinne) oor 'n onderwerp om 'n bydrae te maak tot die leeshoekie • Gebruik die skryfproses (beplanning, skryf en redigering) • Gebruik korrekte punktuasie (punte, kommas, vraagtekens en uitroeptekens) • Spel bekende woorde korrek en poog om onbekende woorde korrek te spel deur kennis van klanke te gebruik • Gebruik teenwoordige, toekomende en verlede tyd korrek • Gebruik voorsetsels, selfstandige naamwoorde, werkwoorde en voornaamwoorde korrek • Skep eie woordbank en 'n persoonlike woordeboek • Gebruik 'n woordeboek • Dra idees, woorde en sinne by tot die skryf van ‘n klasstorie (gedeelde skryf) • Gebruik pre-skryfstrategieë om skryfstukke te beplan en inligting in te samel • Skryf 'n verskeidenheid kort tekste vir verskillende doeleindes (bv. vertellinge, dialoë) • Skryf oor 'n persoonlike ervaring in verskillende formate (bv. 'n kort nuusberig) • Beplan, redigeer en bied eie storie aan van ten minste twee paragrawe (ten minste 12 sinne) vir ander om te lees • Skryf en illustreer ses tot agt sinne oor ‘n onderwerp om 'n bydrae te maak tot die klasbiblioteek • Skryf informatiewe tekste (bv. resepte, eksperimente) • Hou ‘n dagboek van een week • Skryf ‘n eenvoudige boekresensie • Rangskik inligting in die korrekte volgorde en voorsien dit van opskrifte • Maak opsommings en hou verslag van inligting (soos met behulp van kopkaarte) • Gebruik leestekens korrek (bv. hoofletters, punte, kommas, vraagtekens, uitroeptekens, aanhalingstekens, afkappingsteken) • Gebruik voegwoorde om saamgestelde sinne te vorm • Gebruik woordboutegnieke, kennis van klanke en spelreëls om onbekende, moeiliker woorde te skryf • Gebruik ‘n woordeboek AFRIKAANS HUISTAAL GRAAD R-3 KABV 31 GRAAD R HUISTAAL AFRIKAANS VEREISTES PER KWARTAAL VOORGESTELDE KONTAKTYD PER WEEK: 10 uur VOORGESTELDE KONTAKTYD PER DAG: 2 uur Geïntegreer in die daaglikse program KWARTAAL 1 LUISTER EN PRAAT (MONDELING) INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse aktiwiteite in alle komponente van Taal en ander vakke. Die volgende aktiwiteite kan tydens enige of al die Gr. R-kringe bekendgestel word: musiek, beweging, wetenskap, taal, nuus, wys en vertel, storietyd asook skeppende aktiwiteite. Perseptuele werk is van die uiterste belang in Gr. R omdat dit die grondslag lê en die leerder voorberei vir toekomstige leer. Maak seker dat daagliks en gedurende die skooljaar genoegsame tyd aan hierdie perseptuele vaardighede bestee word. • Luister aandagtig na eenvoudige vrae en aankondigings en reageer gepas. • Luister na eenvoudige instruksies / opdragte en voer dit uit. • Luister na en herhaal ritmiese patrone soos klap, klap-klap, klap en herhaal die patroon korrek. • Luister sonder om te onderbreek. • Luister met genot na kort stories en neem deel aan refreine op die gepaste tye. • Sing eenvoudige liedjies en voer bewegings uit, byvoorbeeld: “Dit is hoe ek my hande was, hande was ...”. Doen dieselfde met “hare kam ...”, ”tande borsel ...” • Dra gediggies / rympies voor en voer die bewegings uit met hulp van die onderwyser. • Luister na en herhaal eenvoudige woorde soos bed, bad, bid - begin met drie woorde en vermeerder na vier of meer sodat luistergeheue kan ontwikkel. • Ontwikkel vaardighede om 'n spesifieke geluid te identifiseer uit 'n raserige agtergrond of wanneer musiek speel. Byvoorbeeld, herken die onderwyser se stem tussen ander geluide. • Praat oor prente in plakkate, temakaarte, boeke, ens. (Ten minste 5 temas per kwartaal.) • Vertel stories en vertel stories oor in eie woorde. Gebruik taal om konsepte in al die vakke te ontwikkel. • Gebruik taal om begrippe te ontwikkel, soos vorm, kleur, ouderdom, tyd, volgorde. Gebruik taal om te dink en te redeneer. • Identifiseer en beskryf ooreenkomste en verskille. • Pas dele wat bymekaar hoort bymekaar en vergelyk verskille. • Klassifiseer bekende items wat bymekaar hoort. Byvoorbeeld, plaas al die speelgoed in die houer, boeke op die rak, kryte in die blikke, sorteer volgens kleur. • Identifiseer dele van 'n geheel, soos wys na en benoem liggaamsdele. Gebruik taal om te ondersoek en te ontdek. • Vra vrae. • Gee verduidelikings. • Bou vyf-stuk (of meer) legkaarte. AFRIKAANS HUISTAAL GRAAD R-3 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Verwerk inligting. • Identifiseer geselekteerde inligting uit 'n beskrywing. Gebruik visuele leidrade om betekenis te skep. • Herken en identifiseer bekende voorwerpe in prente. • Neem deel aan aktiwiteite om voorwerpe of 'n figuur in 'n prent in met 'n ‘besige’ agtergrond te identifiseer. • Speel speletjies soos: “Waar is dit?” Vind 'n voorwerp wat in die klaskamer weggesteek is tussen ander voorwerpe. • Onderskei tussen die vorm van die verskillende letters en woorde, soos sorteer voorwerpe wat identies is, plaas amper identiese prente in 'n logiese volgorde, kies die een wat verskillend is en verduidelik die rede vir die verskil. • Rangskik 'n stel van drie prente in 'n logiese volgorde om 'n storie te vorm en vertel die storie wat geskep is. • Onthou wat in 'n geheuespeletjie gesien is. Byvoorbeeld, plaas verskillende voorwerpe op die tafel. Die onderwyser bedek dit of neem dit weg en die leerder moet onthou wat op die tafel was. • Bou 'n legkaart of prent. ASSESSERING Voorstelle vir assessering Informeel Mondeling en / of prakties Waarneming • Luister aandagtig na eenvoudige vrae en aankondigings en reageer gepas. • Sing liedjies en dra gediggies / rympies voor. • Luister met genot na kort stories en neem deel aan refreine op die gepaste tyd. • Vertel stories en vertel stories oor in eie woorde. • Gebruik taal om begrippe te ontwikkel soos vir vorm, kleur en ouderdom. • Identifiseer en beskryf ooreenkomste en verskille. • Identifiseer dele van 'n geheel, soos wys na en benoem liggaamsdele. • Gebruik taal om verduidelikings te gee. • Bou en voltooi vyf-stuk- (of meer) legkaarte. • Herken en identifiseer bekende voorwerpe in prente. Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 KABV 33 GRAAD R: KWARTAAL 1 ONTLUIKENDE LEES NHOUD / BEGRIPPE / VAARDIGHEDE Lees Ontluikende Lees • Ontwikkel korrekte oogbewegings, soos volg 'n bewegende bal van links na regs. (Skroef 'n klein hakie in 'n bal en heg 'n toutjie aan die hakie). • Neem deel aan aktiwiteite wat rigting bevorder, soos beweeg die liggaam links en regs; op en af. • Onderskei tussen die vorms van die verskillende letters en woorde, soos sorteer voorwerpe wat dieselfde is, plaas prente in volgorde en kies die een wat verskil. • Plaas drie tot vier prente in 'n logiese volgorde en vertel die storie wat geskep is. • Ontwikkel geheuevaardighede deur dit wat gesien is te herroep, soos letters, vorms of konkrete voorwerpe. • Voltooi 'n visuele prent soos bou van legkaarte, voltooi prente. • Hou die boek met die regte kant na bo en blaai op die korrekte manier. • Gebruik prente om die storie te voorspel, soos “lees” prenteboeke en boeke met byskrifte en toon begrip dat prente en woorde verwant is, maar tog verskil. • Skep eie storie deur prente te “lees”. • Rolspeel lees en neem 'n “leesstem” aan. • Herken eie naam en die name van ten minste 5 ander maats in die klas. • Pas woorde by die woorde op voorwerpe en op tematafels, soos naamkaartjies op tafels, deur, venster. Skep betekenis uit geskrewe teks • Verstaan dat skrif betekenis het: 'n woord kan sy of haar naam voorstel. • Herken eie naam en ten minste vyf ander maats se name in die klas. • Verstaan dat geskrewe woorde na gesproke woorde verwys. • “Lees” hoëfrekwensie woorde: eie naam, gedrukte teks uit die omgewing soos STOP, SPAR, Coke, televisieprogramme se titels, ens. Gedeelde lees Aktiwiteite van 15 minute, twee tot drie maal per week deur vergrote teks soos Grootboeke, plakkate van liedjies en rympies te gebruik. Die onderwyser demonstreer die proses met die hele klas tydens besprekings of taalkringe oor 'n minimum van twee sessies in die taalfokustyd. Gebruik ten minste vyf Grootboeke per kwartaal. • “Lees” vergrote tekste soos gedigte, Grootboeke en plakkate in klasverband saam met die onderwyser (gedeelde lees). • Bespreek en beskryf die karakters in die stories. • Teken prente om die hoofgedagte van die storie, liedjie of rympie weer te gee. • Plaas die prente van die storie in die korrekte volgorde. • Reageer op die stories deur middel van bewegings en drama-aktiwiteite of kringe. Selfstandige Lees • “Lees” selfstandig en vir genot boeke uit die klasbiblioteek / leeshoekie. AFRIKAANS HUISTAAL GRAAD R-3 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Selfstandige Lees • “Lees” selfstandig en vir genot boeke uit die klasbiblioteek / leeshoekie. Fonologiese / Fonemiese bewustheid Daaglikse aktiwiteite van 15 minute elk Baie van die onderstaande klankaktiwiteite kan tydens roetines asook tydens kringaktiwiteite bekendgestel word. • Herken beginklanke op gehoor veral waarmee eie naam begin. • Identifiseer die klank wat nie in die volgorde hoort nie: Watter klank hoort nie - b, b, k, b; d, d, d, t? • Identifiseer of twee gegewe klanke dieselfde is of verskil: p / , / p / [dieselfde]; / p / , / d / [verskillend]. • Herken dat 'n mondelinge sin uit verskillende woorde bestaan: klap op elke woord in 'n sin waar al die woorde slegs een lettergreep het. [Ben is sterk.] Herken die verwantskap tussen klanke en woorde • Herken dat woorde uit klanke bestaan: Ken die beginklank van eie naam. ASSESSERING Voorstelle vir assessering Informeel Mondeling en / of prakties Waarneming • Onderskei op gehoor tussen verskillende letterklanke, veral waarmee eie naam begin • Identifiseer die klank wat nie in die volgorde hoort nie: Watter klank hoort nie - b, b, k, b; d, d, d, t? Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 KABV 35 GRAAD R: KWARTAAL 1 ONTLUIKENDE SKRYF INHOUD / BEGRIPPE / VAARDIGHEDE Ontluikende Handskrif Daaglikse aktiwiteite in alle komponente van Taal en ander vakke Skeppende kunsaktiwiteite en musiekkringe is ideale geleenthede vir die ontwikkeling van fynmotoriese vaardighede. • Ontwikkel fynmotoriese vaardighede om handspiere te versterk: rol klei, modelleer met speeldeeg, draai skroewe in, speel￾speel klavier in die lug, ens. • Ontwikkel fynmotoriese beheer om vingers te versterk: speel vingerrympies met vingeraksies of rol klein papierballetjies tussen vingers. • Ontwikkel fynmotoriese beheer: sny papiermatte in fraiings, ens. • Ontwikkel hand-oog-koördinasie:gooi en vang boontjiesakke, balle, papierballe; teken met kryte; verf informeel tydens buitespel, ens. • Ontwikkeling van rigting: dele van die liggaam aan die linker- en regterkant, onder- of bokant. • Kruis die middellyn: neem die regterhand om aan die linkerskouer te raak. • Ontwikkel grootmotoriese beheer deur letters met die liggaam te vorm: gebruik die liggaam om die letter “l” te maak. • Trek die buitelyne van eenvoudige prente en patrone na. • Herhaal patrone op pennetjiesborde • Gebruik 'n verskeidenheid skryfgereedskap: verfkwaste en kryte tydens binne-vryspel of skeppende kunsaktiwiteite • “Skryf” in sandskinkborde Ontluikende Skryf • Teken of verf prente om boodskappe oor te dra tydens skeppende kunsaktiwiteite soos 'n persoonlike ervaring. • Toon begrip dat teken en skryf verskillende aksies is: rolspeel skryf deur te krabbel. • Probeer eie skryfwerk “lees”: “lees” wat krabbels beteken • Rolspeel skryf in speelsituasies: skryf van 'n telefoonboodskap, inkopielys, 'n verkeersboete. • Skryf bekende letters in eie naam na: herskryf eie naam. • “Skryf”van links na regs en van bo na onder. • Dra idees by vir die klas se nuus, in die vorm van tekeninge. Werk met woorde • Groepeer woorde: woorde wat met dieselfde beginklank begin - Charmaine en Shireen of woorde wat met dieselfde letter begin - Bennie en Babsie. • Herken eie naam in drukskrif. AFRIKAANS HUISTAAL GRAAD R-3 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir assessering: Informeel Mondeling en / of prakties Waarneming • Teken of verf prente om 'n boodskap oor te dra tydens skeppende kunsaktiwiteite soos 'n persoonlike ervaring. • Ontwikkel grootmotoriese beheer deur letters met die liggaam te vorm: gebruik die liggaam om die letter “l” te vorm. • “Skryf” in sandskinkborde. • Toon begrip dat teken en skryf verskillende aksies is: rolspeel skryf deur te krabbel. • Probeer eie skryfwerk “lees”. Byvoorbeeld, “lees” wat die krabbel beteken. • Gebruik 'n verskeidenheid skryfgereedskap soos verfkwaste en kryte tydens binne-vryspel of skeppende kunsaktiwiteite. Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 KABV 37 GRAAD R: KWARTAAL 2 LUISTER EN PRAAT (MONDELING) INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse aktiwiteite in alle komponente van Taal en ander vakke Die volgende aktiwiteite kan bekendgestel word tydens alle Graad R-kringe: musiek, beweging, wetenskap, taal, nuus, wys en vertel, asook skeppende aktiwiteite. • Luister na twee of drie instruksies of aankondigings en kan hulle uitvoer. Byvoorbeeld: “Maak die kryte bymekaar en sit dit op die rak.” • Neem beurte om te praat en te luister sonder onderbreking. • Luister na stories en dramatiseer dit. • Vertel stories en vertel ander maats se stories in eie woorde oor. • Sing liedjies en rympies en voer die bewegings saam met die klas uit. • Dra gediggies en rympies voor en sit bewegings by in ‘n groep. • Rangskik prente van 'n storie in volgorde. • Neem deel aan besprekings en vra vrae. • Praat oor prente in plakkate, temakaarte, boeke, ens., wat verwant is aan 'n minimum van vyf temas per kwartaal. • Luister na en herhaal eenvoudige woorde soos kat , kas, kan. Begin met drie woorde en vermeerder na vier of meer. Gebruik taal om konsepte in vakke te ontwikkel. • Gebruik taal om begrippe te ontwikkel in ander vakgebiede, soos hoeveelheid, rigting, tyd volgorde, kleur, ouderdom. Gebruik taal om te dink en te redeneer • Identifiseer en beskryf ooreenkomste en verskille. • Pas dele wat bymekaar hoort bymekaar en vergelyk verskille. • Klassifiseer dinge volgens kleur, vorm en grootte. • Identifiseer dele van 'n geheel. Byvoorbeeld, benoem dele van die liggaam soos elmboog, gewrig, knie, ens. Gebruik taal om te ondersoek en te ontdek. • Vra vrae en soek antwoorde. • Gee verduidelikings en vra vrae ter verduideliking. • Bou en voltooi 'n tien-stuk (of meer) legkaart. Verwerk inligting. • Identifiseer geselekteerde inligting uit 'n beskrywing. Gebruik visuele leidrade om betekenis te skep. • Kyk sorgvuldig na prente en praat oor bekende ervarings. • Vind spesifieke beelde in 'n “besige” prent of in 'n prent met baie besonderhede. • Speel speletjies soos: “Waar is dit?” - Vind 'n voorwerp wat in die klaskamer weggesteek is tussen ander voorwerpe. • Onderskei tussen die vorm van verskillende letters en woorde. Byvoorbeeld, sorteer eenderse voorwerpe; rangskik byna eenderse prente en identifiseer die een wat nie pas nie en verduidelik die verskil. • Rangskik prente in die korrekte volgorde en vertel die storie. AFRIKAANS HUISTAAL GRAAD R-3 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir assessering Informeel Mondeling en / of prakties Waarneming • Neem beurte om te praat en te luister sonder onderbreking. • Sing liedjies en rympies en voer die bewegings saam met die klas uit. • Dra gediggies en rympies voor en sit bewegings by in 'n groep. • Vertel stories en vertel ander maats se stories in eie woorde oor. • Gebruik taal om begrippe te ontwikkel in ander vakgebiede, soos hoeveelheid, rigting, tyd, volgorde, kleur, ouderdom. • Neem deel aan besprekings en vra vrae. • Vind spesifieke beelde in 'n “besige” prent of in 'n prent met baie besonderhede. • Identifiseer en beskryf ooreenkomste en verskille. • Bestudeer prente sorgvuldig en gesels oor bekende ervarings. Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 KABV 39 GRAAD R: KWARTAAL 2 ONTLUIKENDE LEES INHOUD / BEGRIPPE / VAARDIGHEDE Lees Ontluikende Lees • Ontwikkel korrekte oogbeweging, soos volg ’n bal wat van links na regs beweeg word. • Ontwikkel rigting, soos skuif blokkies van links na regs en bo na onder. • Hou die boek met die regte kant na bo en blaai op die korrekte manier tydens “lees”. • Gebruik prente om 'n storie te voorspel. Byvoorbeeld, “lees” prenteboeke en toon begrip dat prente en woorde verwant is, maar tog verskil. Wys na woorde terwyl “gelees” word. • Interpreteer prente om 'n eie storie te skep: “lees” die prente. • Rolspeel lees en neem 'n “leesstem” aan. • Verstaan dat gedrukte teks betekenis oordra. Weet woorde kan eie naam, name van mense, plekke en voorwerpe verteenwoordig. • Herken eie naam en die name van vyf maats in die klas. • “Lees” flitskaarte en byskrifte oor 'n tema in 'n groep saam met die onderwyser. • Verstaan dat geskrewe woorde na gesproke woorde verwys, soos die onderwyser skryf die leerder se daaglikse nuus neer soos hy of sy praat. • “Lees” hoëfrekwensie woorde wat in die klaskamer gebruik word; weerkaart, kalender, dae van die week. • Gebruik prente om eenvoudige byskrifte of frases te “lees”,bv. die hond ( bladsy met 'n prent van 'n hond). • Dramatiseer dele van stories, liedjies of rympies. • Luister na en bespreek stories en ander gedrukte media wat hardop voorgelees word. Herroep besonderhede en die hoofgedagte. • Praat oor tekste soos stories en gebruik begrippe soos “begin”, “middel” “einde” “klank”, “woord”, “letter”, “rym”. Gedeelde Lees Aktiwiteite van 15 minute, twee tot drie maal per week, deur vergrote teks soos Grootboeke, plakkate van liedjies en rympies te gebruik. Die onderwyser demonstreer die proses met die hele klas tydens besprekings of taalkringe gedurende 'n minimum van twee sessies in die taalfokustyd. Gebruik ten minste vyf Grootboeke per kwartaal. • Lees vergrote teks soos gedigte, Grootboeke, plakkate en elektroniese teks in klasverband saam met die onderwyser. • Bespreek en beskryf die karakters in die stories. • Teken prente om die hoofgedagte van die storie, liedjie of rympie te bepaal. • Plaas 'n reeks prente in die korrekte volgorde om 'n storie te skep en “lees” dan die storie. • Reageer op stories, soos “Die Drie Varkies”, deur middel van kuns, beweging en drama-aktiwiteite of kringe. • Voorspel die verloop van 'n storie na aanleiding van bekende tekste en prente. • Reageer op stories deur middel van skeppende kuns: verf 'n prent van die storie. Selfstandige Lees • “Lees” selfstandig boeke uit die leeshoekie / klasbiblioteek vir genot. AFRIKAANS HUISTAAL GRAAD R-3 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Fonologiese / Fonemiese bewustheid Daaglikse aktiwiteite van 15 minute elk Baie van die onderstaande klankaktiwiteite kan bekendgestel word tydens roetines asook tydens kring-aktiwiteite. • Onderskei op gehoor tussen verskillende klanke veral aan die begin van woorde. • Luister na die woord in 'n reeks wat nie pas nie en 'n reeks waar al die woorde met dieselfde klank begin, soos ring, roos, rond, kort en identifiseer of die twee gegewe klanke verskil of ooreenkom. • Verdeel meerlettergrepige woorde in lettergrepe: hand- / vingerklappe of dromslae op elke lettergreep in die woord pie￾sang of in die name van klasmaats: Sa-rie het twee klappe, Ben het een klap. • Identifiseer rymwoorde in bekende rympies en liedjies: “Jan Viljoen woon in 'n skoen”. • Identifiseer en vervang rymwoorde in nuwe rympies of liedjies en voltooi die reël of sin. • Herken beginklanke in gesproke woorde, veral aan die begin van eie name. Herken die verwantskap tussen klanke en woorde • Herken dat woorde uit verskillende klanke bestaan, byvoorbeeld kat - k-a-t. • Herken sommige beginklanke in sommige woorde, soos maats se name. ASSESSERING Voorstelle vir assessering Informeel Mondeling en / of prakties Waarneming • Verstaan dat gedrukte teks betekenis oordra: woorde kan eie naam, name van mense, plekke en voorwerpe verteenwoordig. • Hou die boek met die regte kant na bo en blaai op die korrekte manier tydens “lees”. • Lees vergrote teks soos gedigte, Grootboeke, plakkate en elektroniese teks (rekenaartekste) in klasverband saam met die onderwyser (gedeelde lees). • Bespreek en beskryf die karakters in die stories. • Onderskei op gehoor tussen verskillende klanke, veral aan die begin van woorde. Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 KABV 41 GRAAD R: KWARTAAL 2 ONTLUIKENDE SKRYF INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Daaglikse aktiwiteite in alle komponente van taal en ander leerprogramme Skeppende kunsaktiwiteite en musiekkringe is ideale geleenthede vir die ontwikkeling van fynmotoriese vaardighede. • Ontwikkel fynmotoriese vaardighede om handspiere te versterk: rol klei, modelleer met speeldeeg, skroef skroewe in, speel-speel trompet in die lug, ryg veterkaarte, doen kralewerk, ens. • Ontwikkel fynmotoriese beheer deur meer vingerrympies met vingeraksies te speel. • Ontwikkel fynmotoriese vaardighede: gebruik skêre vir uitknip van duidelik omlynde prente, vorms, ens. • Ontwikkel hand-oog-koördinasie: gooi en vang boontjiesakke, klein / groot tennisballe, papierballe, ens., teken prente en maak ingewikkelder patrone met kryte. • Ontwikkel grootmotoriese beheer: werk in pare of individueel om letters met die liggaam te vorm. • Begin om letters te vorm deur middel van vingerverf, verfkwaste, vetkryte, ens. • Trek die buitelyne van eenvoudige prente, patrone en eie name waar die korrekte beginpunt en skryfrigting op die letters aangebring is, na. • Trek patrone op 'n pennetjiesbord, woorde en letters op papier na. • Gebruik 'n verskeidenheid skryfgereedskap: 'n potlood, skêr, verfkwaste en kryte. • Hou kryte korrek vas en gebruik 'n aanvaarbare potloodgreep. • Neem die korrekte sithouding in tydens “skryf’”. Ontluikende Skryf • Skep tekeninge om 'n boodskap oor te dra, soos eie “nuus”. • Toon begrip dat skryf en teken verskillende aksies is en begin om letters en syfers in die klaskamer na te maak in eie skryfpogings: rolspeel skryf deur verskillende letters en krabbels te gebruik. • “Lees” wat letters en krabbels “sê”. • Rolspeel skryf in speelsituasies: “skryf” groetekaartjies, briewe. • Begin om te “skryf” en neem konvensies van skryfrigting waar: “skryf” van links na regs en van bo na onder op 'n bladsy. • Herskryf teks vanuit die omgewing, soos etikette op bekende huishoudelike produkte, in speelsituasies. Werk met woorde • Groepeer woorde wat met dieselfde beginklank of letter begin • Identifiseer 'n letter of spasie tussen woorde in gedrukte media: eie naam, bekende woorde of in 'n boek. • Dra sinne by tot 'n klasskryfstuk: leerder dikteer terwyl die onderwyser dit neerskryf. ASSESSERING Voorstelle vir assessering Informeel Mondeling en / of prakties Waarneming • Skep tekeninge om 'n boodskap oor te dra, soos eie “nuus”. • Ontwikkel grootmotoriese beheer: werk in pare of individueel om letters met die liggaam te vorm. • Begin om letters te vorm deur middel van vingerverf, verfkwaste, vetkryte, ens. • Toon begrip dat teken en skryf verskillende aksies is en begin om letters en syfers in die klaskamer na te maak in eie skryfpogings: rolspeel skryf deur verskillende letters en krabbels te gebruik. • Lees wat letters en krabbels “sê”. • Begin skryf en neem konvensies van skryfrigting waar: “skryf” van links na regs en van bo na onder op 'n bladsy. Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 3 LUISTER EN PRAAT (MONDELING) INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse aktiwiteite in alle komponente van Taal en ander vakke Die volgende aktiwiteite kan bekendgestel word tydens alle Graad R-kringe: musiek, beweging, wetenskap, taal, nuus, wys en vertel asook skeppende aktiwiteite. • Luister aandagtig na vrae en gee antwoorde. • Luister na aankondigings en reageer gepas. • Luister na 'n komplekse reeks instruksies en reageer daarop. • Luister sonder onderbreking, toon respek vir die spreker en neem beurte om te praat. • Vertel stories en vertel maats se stories in eie woorde oor. • Sing liedjies en rympies en voer die bewegings uit op hulle eie. • Dra gediggies en rympies voor en voer die bewegings met groeiende selfvertroue uit. • Luister na langer stories en toon begrip deur vrae te beantwoord wat betrekking het op die storie. • Rangskik prente van 'n storie. • Luister na en herhaal eenvoudige woorde. Byvoorbeeld: vis, van, vet - begin met drie woorde en vermeerder na vier of meer. • Praat oor prente in plakkate, temakaarte, boeke, ens. wat verband hou met 'n minimum van vyf temas per kwartaal. Gebruik taal om begrippe te ontwikkel. • Gebruik taal om begrippe in ander vakgebiede te ontwikkel. Byvoorbeeld, wiskundige taal soos hoeveelheid, grootte, tyd, vorm, ouderdom en kleur, tydens 'n kringaktiwiteit of vryspel. Gebruik taal om te dink en te redeneer. • Identifiseer en bespreek ooreenkomste en verskille. • Pas dele wat bymekaar hoort en vergelyk verskille. • Klassifiseer dinge volgens eie kriteria. • Identifiseer dele van ’n geheel soos dele van 'n prent. Gebruik taal om te ondersoek en te ontdek. • Stel vrae en soek die antwoorde in 'n boek / teks. • Gee verduidelikings en bied oplossings. • Bou en voltooi 'n 10 tot 20-stuk legkaart. Verwerk inligting • Identifiseer geselekteerde inligting uit 'n beskrywing. Gebruik visuele leidrade om betekenis te skep. • Verstaan dat prente en foto’s betekenis weergee oor gebeure, plekke en dinge en praat daaroor. • Kyk sorgvuldig na prente en praat oor bekende ervarings. • Kan beelde in prente en eenvoudige ontwerpe in die voorgrond en agtergrond onderskei. • Vind ‘n voorwerp wat in die klaskamer is tussen ander voorwerpe versteek is en lei maats om die items te vind deur middel van eenvoudige aanwysings. • Onderskei tussen die vorm van verskillende letters soos / c / en / a / en die vorm van verskillende woorde. • Rangskik prente en vertel die storie wat geskep is. AFRIKAANS HUISTAAL GRAAD R-3 KABV 43 ASSESSERING Voorstelle vir assessering Informeel Mondeling en / of prakties Waarneming • Luister aandagtig na vrae en gee antwoorde. • Luister sonder onderbreking, toon respek vir die spreker en neem beurte om te praat. • Sing liedjies en rympies en voer die bewegings uit. • Vertel stories en vertel maats se stories in eie woorde oor. • Gebruik taal om begrippe te ontwikkel in ander vakgebiede soos wiskundige taal - hoeveelheid, grootte, tyd, vorm, ouderdom en kleur. • Pas dele wat bymekaar hoort en vergelyk verskille. • Verstaan dat prente en foto’s betekenis weergee oor gebeure, plekke en dinge en kan daaroor praat. • Kyk sorgvuldig na prente en praat oor bekende ervarings. Gebruik kontrolelyste en ‘n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 3 ONTLUIKENDE LEES NHOUD / BEGRIPPE / VAARDIGHEDE Lees Ontluikende Lees • Ontwikkel oogbewegings. Byvoorbeeld, volg 'n potlood wat van links na regs beweeg. • Ontwikkel rigting; “lees” 'n reeks prente of pyltjies van links na regs en bo na onder. • Pas woorde by voorwerpe: pas woorde by die geëtiketteerde items op die tematafel. • Gebruik prente om eenvoudige sinsdele en sinne in 'n boek te verstaan. Byvoorbeeld, 'n prent van 'n hond en 'n sin wat lees: Kyk na die hond. • Hou die boek met die regte kant na bo en blaai op die korrekte manier. • Interpreteer prente om 'n eie storie op te maak, d.w.s. “lees” die prente. • Onderskei tussen prente en teks: wys na 'n woord en vra die betekenis daarvan. • Rolspeel lees en neem 'n “leesstem” aan. • “Lees” hoëfrekwensie woorde vanuit die omgewing: padtekens, winkelname. • Herken hoëfrekwensie woorde wat in die klaskamer gebruik word: weerkaart, dae van die week, maande van die jaar, maats se name. • “Lees” prenteboeke met drie of vier voorspelbare sinstrukture. Byvoorbeeld, 'n prent van 'n hond en 'n sin wat lui: Dit is 'n hond. Kyk na die hond. Dit is ’n groot hond. • Dramatiseer 'n storie, liedjie of rympie. • Herroep besonderhede en sê wat die hoofgedagte van 'n storie is wat deur die onderwyser voorgelees word. • Teken prente van die stories, rympies of liedjies. • Bespreek die hantering en versorging van boeke. • Luister na en bespreek die storie / teks wat voorgelees is. • Gebruik woorde soos klank, woord, letter, rym, begin, middel, einde, ens. wanneer oor die teks gepraat word. Gedeelde Lees Aktiwiteite van 15 minute, twee tot drie maal per week deur vergrote teks soos Grootboeke, plakkate van liedjies en rympies te gebruik. Die onderwyser demonstreer die proses met die hele klas tydens besprekings of taalkringe gedurende 'n minimum van twee sessies in die taalfokustyd. Gebruik ten minste vyf Grootboeke per kwartaal. • “Lees” vergrote teks soos Grootboeke en ander tekste in klasverband saam met die onderwyser. • “Lees” tekste wat in die klas of groep ontwikkel is. Byvoorbeeld, sinne geskryf deur die onderwyser terwyl leerder kyk, praat en dikteer. • Verbind eie ervarings met die teks wat deur die onderwyser gelees word of wanneer na prente / televisie gekyk word. • Beskryf karaktereienskappe van karakters in stories / televisie en spreek 'n mening uit. • Identifiseer die volgorde van gebeure in eenvoudige stories. • Gebruik 'n boekomslag en illustrasies om die storielyn te voorspel. • Neem met toenemende selfvertroue en genot deel aan gedeelde lees van tekste. • Beantwoord 'n verskeidenheid vrae wat gebaseer is op die storie wat gelees word. Selfstandige Lees • “Lees” selfstandig boeke uit die leeshoekie of biblioteek, blaai bladsye korrek en toon respek vir boeke. AFRIKAANS HUISTAAL GRAAD R-3 KABV 45 Fonologiese / Fonemiese bewustheid Daaglikse aktiwiteite van 15 minute elk Baie van die onderstaande klankaktiwiteite kan bekendgestel word tydens roetines asook tydens kring-aktiwiteite. • Verdeel mondelinge sinne in individuele woorde deur eenlettergrepige woorde te gebruik soos Jan - is - 'n - seun • Verdeel meerlettergrepige woorde in lettergrepe: klap die lettergrepe in woorde en name soos kos-kas, Pe-tro-nel-la. Leerders tel die lettergrepe. • Identifiseer rymwoorde in bekende liedjies en rympies in volgorde, soos een, twee, drie, vier, vyf. Vingertjies staan styf ... • Vervang rymwoorde in bekende rympies / liedjies. Byvoorbeeld, Hompie Kedompie sit op die wal. Hompie Kedompie sê: “O! Ek gaan val.” • Herken en benoem sommige letters van die alfabet. Byvoorbeeld, letters in eie naam “My naam is Piet. Piet begin met 'n p.” Herken die verwantskap tussen klanke en woorde • Herken visueel en ouditief sommige van die beginkonsonante en -vokale veral aan die begin van bekende woorde. Byvoorbeeld: Helen wys na haar naam en sê die beginklank is ‘n h. • Verstaan dat woorde uit meer as een klank bestaan. Byvoorbeeld, kas het drie klanke: k-a-s. • Herken beginklanke in woorde, soos die letters aan die begin van eie naam en maats se name. ASSESSERING Voorstelle vir assessering Informeel Mondeling en / of prakties Waarneming • Gebruik prente om eenvoudige sinsnedes en sinne in boeke / tekste te verstaan. Byvoorbeeld, 'n prent van 'n hond en 'n sin wat lui: “Dit is 'n hond. Kyk na die hond. Dit is ’n groot hond.” • Pas woorde by voorwerpe: pas woorde by die geëtiketteerde items op die tematafel. • Hou die boek met die regte kant na bo en blaai op die korrekte manier. • Gebruik prente om 'n eie storie op te maak, d.w.s. “lees” die prente. • “Lees” tekste wat in die klas of groep ontwikkel is. Byvoorbeeld, sinne wat deur die onderwyser neergeskryf is terwyl die leerders kyk, praat en dikteer. • Beskryf karaktereienskappe van karakters in stories / televisie en spreek 'n mening uit. • “Lees” hoëfrekwensie woorde in die gemeenskap: padtekens, bekende winkelname. • Herken visueel en ouditief sommige van die beginkonsonante en -vokale veral aan die begin van bekende woorde. Byvoorbeeld, Helen wys na haar naam en sê die beginklank is 'n h. • Herken en benoem sommige letters van die alfabet, veral eie naam. Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 3 ONTLUIKENDE SKRYF INHOUD / BEGRIPPE / VAARDIGHEDE Ontluikende Handskrif Daaglikse aktiwiteite in alle komponente van Taal en ander vakke Skeppende kunsaktiwiteite en musiekkringe is ideale geleenthede vir die ontwikkeling van fynmotoriese vaardighede • Ontwikkel fynmotoriese vaardighede om handspiere te versterk: vorm letters met speeldeeg of klei, ryg veterkaarte,doen kralewerk. • Ontwikkel fynmotoriese beheer deur meer vingerrympies met vingeraksies te speel. • Ontwikkel fynmotoriese vaardighede deur duidelik omlynde prente, vorms, ens., met 'n skêr uit te knip. • Ontwikkel hand-oog-koördinasie: gooi en vang boontjiesakke, groot balle, tennisballe, papierballe; maak tekeninge en meer ingewikkelde patrone met kryte. • Ontwikkel grootmotoriese beheer: werk in pare of individueel om letters met die liggaam te vorm. • Begin om letters te vorm: gebruik vingerverf, verfkwaste, vetkryte, pennetjiesbord of rekborde. • Trek die buitelyne van eenvoudige prente, patrone en eie name na; let op die korrekte manier waarop die letter gevorm word - begin op die regte plek en volg die korrekte rigting om die letter te vorm. • Skryf patrone op 'n pennetjiesbord na en trek woorde en letters op papier na. • Hou kryte in 'n aanvaarbare potloodgreep vas en neem 'n korrekte sithouding in tydens skryf. Ontluikende Skryf • Teken prente om 'n boodskap oor 'n persoonlike ervaring oor te dra en gebruik dit as 'n beginpunt vir skryfwerk. 'n Woord of frase kan met hulp by 'n tekening gevoeg word. • Toon begrip dat teken en skryf verskillende aksies is en begin om letters en nommers vanuit die klaskameromgewing na te trek in eie skryfpogings: rolspeel skryf deur letters te skryf en krabbels te maak. • Rolspeel “skryf “in speelsituasies. Byvoorbeeld, “skryf” lyste. • Begin “skryf” en neem konvensies van skryfrigting waar: “skryf” van links na regs en van bo na onder op 'n bladsy. • Trek tydens speel teks na wat in die omgewing voorkom. Byvoorbeeld op etikette en advertensies. • Dra idees by tot die klas se nuusboek. • Manipuleer skryfgereedskap met toenemende vertroue en gemak: kryte en potlode. Werk met woorde • Groepeer woorde wat tot dieselfde woordfamilies behoort, soos mat kat vat. • Identifiseer ‘n letter of spasie tussen woorde. Byvoorbeeld: eie naam of bekende woorde in ‘n boek. • Dra sinne by tot 'n klasskryfstuk: die leerder dikteer en die onderwyser skryf neer. • Gebruik begrippe soos begin, middel, einde klank, woord en letter wanneer oor tekste gepraat word. ASSESSERING Voorstelle vir assessering Informeel Mondeling en / of prakties Waarneming • Skep tekeninge om 'n boodskap oor 'n persoonlike ervaring oor te dra en gebruik dit as 'n beginpunt vir skryfwerk. Kan met hulp 'n woord of frase byvoeg. • Toon begrip dat teken en skryf verskillende aksies is en begin om letters en syfers vanuit die klaskameromgewing in eie skryfpogings na te maak: rolspeel skryf deur letters te skryf en krabbels te maak. • Rolspeel “skryf” in speelsituasies. Byvoorbeeld, “skryf” lyste. • Begin “skryf” en neem konvensies van skryfrigting waar: “skryf” van links na regs en van bo na onder op 'n bladsy. Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 KABV 47 GRAAD R: KWARTAAL 4 LUISTER EN PRAAT (MONDELING) INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse aktiwiteite in alle komponente van Taal en ander vakke Die volgende aktiwiteite kan bekendgestel word tydens alle Graad R-kringe: musiek, beweging, wetenskap, taal, nuus, wys en vertel, asook skeppende aktiwiteite. • Luister aandagtig na vrae en gee antwoorde. • Luister na aankondigings en reageer gepas. • Dra boodskappe korrek oor. • Luister na 'n komplekse reeks instruksies en reageer daarop. • Luister sonder onderbreking, toon respek vir die spreker en neem beurte om te praat. • Luister na langer stories en toon begrip deur vrae wat betrekking het op die storie te beantwoord. • Vertel eie stories en vertel ander se stories in eie woorde oor. • Sing liedjies en rympies en voer die bewegings met selfvertroue uit. • Dra gedigte en ryme voor en voer bewegings met selfvertroue uit. • Rangskik prente van 'n storie in volgorde. • Neem deel aan besprekings en vra vrae. • Luister na en herhaal eenvoudige woorde in volgorde, soos tas, tel, tyd. Begin met drie woorde en vermeerder na vier of meer. • Praat oor prente in plakkate, temakaarte, boeke, ens., verwant aan 'n minimum van 5 temas per kwartaal. Gebruik taal om begrippe te ontwikkel • Gebruik taal om begrippe te ontwikkel in ander vakgebiede soos hoeveelheid, grootte, vorm, rigting, kleur, spoed, tyd, ouderdom en volgorde. Gebruik taal om te dink en te redeneer • Identifiseer en beskryf ooreenkomste en verskille. • Pas dele wat bymekaar hoort bymekaar en vergelyk verskille. • Klassifiseer dinge volgens eie kriteria en meer gevorderde kriteria, soos teksture. • Identifiseer dele van 'n geheel in 2-dimensionele formaat en konstrueer (bou) na 3-dimensionele. formaat. Gebruik 'n prent of patroon vanaf 'n kaart (2-D) om 'n konstruksie met boublokke of plastiese vorms te bou (3-D). Gebruik taal om te ondersoek en te ontdek • Stel vrae en kyk na boeke, die televisie en op rekenaars vir verduidelikings. • Gee verduidelikings en bied oplossings. • Bou 'n 20-stuk (of meer) legkaart. Verwerk inligting • Identifiseer geselekteerde inligting uit ’n mondelinge beskrywing. Byvoorbeeld, luister na ’n aankondiging om die aanvangstyd van die funksie te bepaal. Gebruik visuele leidrade om betekenis te skep • Verstaan dat prente en foto’s betekenis van gebeure, plekke en dinge oordra en praat daaroor. • Gebruik prente om die inhoud van stories te voorspel. • Identifiseer beelde / voorwerpe as afsonderlike elemente in die voorgrond en agtergrond van prente. • Speel rigtingspeletjies met die onderwyser en maats, byvoorbeeld bordspel, “slangetjies en leertjies”. • Onderskei tussen die verskillende vorms van letters en woorde: sorteer plastiese letters in groepe van dieselfde letter. • Pas prente en woorde bymekaar. AFRIKAANS HUISTAAL GRAAD R-3 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir assessering Informeel Mondeling en / of prakties Waarneming • Luister sonder onderbreking, toon respek vir die spreker en neem beurte om te praat. • Sing liedjies en rympies en voer die bewegings met selfvertroue uit. • Vertel eie stories en vertel ander se stories in eie woorde oor. • Identifiseer en beskryf ooreenkomste en verskille. • Pas dele wat bymekaar hoort bymekaar en vergelyk verskille. • Kyk sorgvuldig na prente en praat oor bekende gebeure. • Gebruik taal om begrippe te ontwikkel in ander vakgebiede: hoeveelheid, grootte, vorm, rigting, kleur, spoed, tyd, ouderdom en volgorde. Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 KABV 49 GRAAD R: KWARTAAL 4 ONTLUIKENDE LEES INHOUD / BEGRIPPE / VAARDIGHEDE Lees Ontluikende lees • Pas woorde by prente in gedrukte media, soos prent- en woordraaisels. • Interpreteer prente om idees te vorm. Byvoorbeeld, vertel 'n eie storie en “lees” die prente. • Onderskei prente van gedrukte teks. Byvoorbeeld, wys na 'n woord en vra dat dit gelees word. • “Lees” persoonlike teks soos sinne wat deur die onderwyser neergeskryf is. • Begin om hoëfrekwensie woorde in die klas en skool te lees soos deur, venster, kas. • “Lees” meer ingewikkelde prenteboeke. • Dramatiseer 'n storie, liedjie of rympie. • Herroep besonderhede en gee hoofgedagte weer. • Teken prente oor die storie, rympie of liedjie. • Bespreek die hantering en versorging van boeke. Gedeelde lees Aktiwiteite van 15 minute, twee tot drie maal per week deur vergrote teks soos Grootboeke, plakkate van liedjies en rympies te gebruik. Gebruik ten minste vyf Grootboeke per kwartaal. • Lees Grootboeke en ander vergrote teks in klasverband saam met die onderwyser. • “Lees” tekste wat in die klas ontwikkel en deur die onderwyser neergeskryf is tydens 'n groepaktiwiteit. • Wys na woorde i.p.v. prente tydens “lees”. • Verbind eie ervarings aan die teks tydens lees saam met die onderwyser, of tydens kyk na televisie of prente. • Beskryf karaktereienskappe van karakters in stories / televisieprogramme en lug eie menings. • Identifiseer die volgorde van gebeure in eenvoudige stories. • Gebruik 'n boekomslag en illustrasies om die storielyn te voorspel. • Neem met toenemende selfvertroue en genot deel aan gedeelde lees van tekste. • Beantwoord 'n verskeidenheid vrae oor die storie wat gelees is. Selfstandige lees • “Lees” selfstandig boeke vir genot uit die leeshoekie / klasbiblioteek, blaai korrek en toon respek vir boeke. Fonologiese / Fonemiese bewustheid Daaglikse aktiwiteite van 15 minute elk Baie van die onderstaande klankaktiwiteite kan bekendgestel word tydens roetines asook tydens kringaktiwiteite • Verdeel mondelinge sinne in individuele woorde. Byvoorbeeld, klap op woorde wat uit een lettergreep bestaan soos: San - sit - op - 'n - stoel. • Verdeel meerlettergrepige woorde in lettergrepe: krokodil - kro-ko-dil. • Identifiseer rymwoorde in bekende rympies en liedjies in volgorde van die rymwoorde. • Herken visueel en ouditief sekere beginkonsonante en -vokale veral aan die begin van bekende woorde. • Herken en benoem sommige letters van die alfabet, soos letters in eie naam. • Verbind klanke met letters en woorde en verstaan dat woorde uit meer as een klank bestaan: kat is k-a-t - doen mondelings. • Herken klanke aan die begin van sommige woorde. • Herken dat woorde uit klanke bestaan, soos die beginletters van eie name. AFRIKAANS HUISTAAL GRAAD R-3 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir assessering Informeel Mondeling en / of prakties Waarneming • Interpreteer prente om idees te vorm: vertel 'n eie storie, “lees” die prente. • Lees Grootboeke en ander vergrote teks saam met die onderwyser in klasverband. • Herken beginkonsonante en -vokale visueel en ouditief, veral aan die begin van bekende woorde. • Herken en benoem sommige letters van die alfabet, soos letters in eie naam. Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 KABV 51 GRAAD R: KWARTAAL 4 ONTLUIKENDE SKRYF INHOUD / BEGRIPPE / VAARDIGHEDE Ontluikende handskrif Daaglikse aktiwiteite in alle komponente van Taal en ander vakke Skeppende kunsaktiwiteite en musiekkringe is ideale geleenthede vir die ontwikkeling van fynmotoriese vaardighede • Ontwikkel fynmotoriese vaardighede om handspiere te versterk. • Speel vingerspeletjies met vingeraksies. • Gebruik ‘n skêr om duidelik omlynde prente, vorms ens., uit te knip. • Gooi en vang boontjiesakke, klein / groot tennisballe, papierballe, ens., teken prente en maak ingewikkelder patrone met kryte. • Vorm letters met liggame op hulle eie of in pare. • Vorm letters deur vingerverf, verfkwaste, vetkryte, ens., te gebruik. • Trek buitelyne van prente, eie name en patrone na en dui die korrekte beginpunt en skryfrigting aan. • Skryf patrone en letters na. • Gebruik ‘n verskeidenheid skryfgereedskap soos kryte, potlode, bordkryt. • Vorm letters met ‘n verskeidenheid skryfgereedskap soos kryte, potlode en bordkryt. • Hou die kryt korrek vas en toon aan watter hand dominant is: links / regs dominansie. • Vorm sommige kleinletters korrek, d.w.s. begin en eindig op die korrekte plekke. Ontluikende Skryf • Teken prente om 'n boodskap oor 'n persoonlike ervaring oor te dra en gebruik dit as 'n beginpunt vir skryf; kan ’n woord of frase met hulp byvoeg. • Trek letters en syfers uit die klaskameromgewing na. • “Lees” eie en ander se skryfwerk. • “Skryf” en vra ander om 'n mening te lug oor dit wat geskryf is. • Rolspeel “skryf” in speelsituasies. Byvoorbeeld, “skryf” lyste. • Begin “skryf” en neem konvensies van skryfrigting waar: “skryf” van links na regs en van bo na onder op 'n bladsy. • Boots tydens spel teks vanuit die omgewing na ,soos etikette van advertensies. • Probeer skryf deur bekende letters te gebruik. Byvoorbeeld, “skryf “ 'n brief huis toe. • Dra idees by tot die klas se nuusboek. • Gebruik skryfgereedskap met toenemende vertroue en gemak. Werk met woorde • Groepeer prente van rymwoorde soos kan, pan, man. • Herskryf kort sinne en woorde wat deur die onderwyser geskryf is. • Identifiseer ‘n letter of spasie in gedrukte media, soos eie naam of bekende woorde in ‘n boek. • Dra sinne by tot 'n klasskryfstuk: die onderwyser skryf neer wat die leerder dikteer. • Praat oor begrippe soos begin, middel, einde , klank, woord, letter, rym. AFRIKAANS HUISTAAL GRAAD R-3 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir assessering: Informele Mondeling en / of prakties Waarneming • Teken prente om 'n boodskap oor 'n persoonlike ervaring oor te dra en gebruik dit as 'n beginpunt vir skryfwerk. Kan met hulp ’n woord of frase byvoeg. • “Skryf en vra ander om 'n mening uit te spreek oor dit wat geskryf is. • “Lees” ander se “skryfwerk”. • “Skryf” letters en getalle wat in die klaskameromgewing voorkom, tydens “skryf” neer. • Probeer om bekende formate van skryf te gebruik. Byvoorbeeld, “skryf” ’n brief huis toe. Gebruik kontrolelyste en 'n holistiese rubriek vir Taalassessering. AFRIKAANS HUISTAAL GRAAD R-3 KABV 53 VOORGESTELDE TEKSTE / HULPMIDDELS VIR DIE JAAR LUISTER EN PRAAT • Prente en plakkate • Kleurkaarte • Getalkaarte • Speletjies • Voorwerpe wat van toepassing is op die temas • Storiebordstukke • Legkaarte (ten minste 20 stukke) • Prente vir volgorde • Speelgoed soos blokke, konstruksiespeelgoed, karretjies, poppe, handpoppe, maskers, ens. • Sandskinkbord en waterspelitems • Plastiekbottels, houers, kartondose, ens. • CD’s of bande met stories (wat gelees of vertel word), gedigte, rympies en liedjies, CD-speler / bandspeler, televisie en video’s / DVD’s • Musiek- / slaginstrumente soos ‘n drom, klokkies, stokkies, ens. LEES EN KLANKE • Prente en plakkate • Alfabetkaarte • Grootboeke - sommige kan ook tydens gedeelde skryfsessies gemaak word • Vergrote tekste soos gedigte, liedjies, rympies, ens. • Storieboeke en prenteboeke • Handelsmerke en ander voorbeelde van media uit die omgewing • Koerante en tydskrifte • Flitskaarte / etikette vir klaskameritems en uitstallings • Naamkaarte van leerders • Wysers vir gebruik tydens die lees van vergrote tekste, muurstories, uitstallings • Fantasiehoekie • Tematafel • Daaglikse pligtekaart • Verjaarsdag- en weerkaart SKRYF EN HANDSKRIF • Apparaat soos verskillende grootte balle, hoepels, boontjiesakke, pennetjiesborde en pennetjies, krale en veters, rygkaarte en veters, skroewe en boute, klerepennetjies • Materiaal soos skêre, speelklei, verf, verfkwaste, vetkryte, bordkryt en skryfbordjies / witbordjies en witbordpenne • Koerantpapier • Skrifkaarte waar letters van die alfabet in kleinletters en drukskrif aangebring is en wat die beginpunt en skryfrigting aandui • Blanko papier in verskeie groottes (A3, A4, A5) • Sandskinkbord AFRIKAANS HUISTAAL GRAAD R-3 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2 Graad 1 GRAAD 1 HUISTAAL AFRIKAANS VEREISTES PER KWARTAAL KWARTAAL 1 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / Weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Luister sonder om die spreker te onderbreek. • Deel persoonlike ervarings: vertel nuus, beskryf die weer, relevante gebeure, ens. • Sing liedjies en voer die bewegings uit. Tweeweeklikse aktiwiteite wat fokus op luister- en praataktiwiteite Week 1 - 5 • Luister na eenvoudige instruksies (klaskamerroetines) en reageer gepas. • Luister met belangstelling na stories, rympies, gedigte en liedjies wat deur die onderwyser vertel word en voer gedeeltes van die storie, liedjie of rympie op. • Beantwoord vrae soos vrae oor persoonlike besonderhede, ens. Week 6 - 10 • Plaas prente in 'n logiese volgorde en kommunikeer deur die idees in volgorde oor te vertel. • Bespreek prente op plakkate, temakaarte, in boeke, ens. • Neem aan besprekings deel, neem beurte om te praat en respekteer die ander lede van die groep. • Beskryf voorwerpe na gelang van kleur, grootte, vorm en hoeveelheid deur die korrekte woordeskat te gebruik. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en Praat (mondeling en / of prakties) • Beantwoord vrae, soos vrae oor persoonlike besonderhede, ens. • Sing liedjies en voer die bewegings uit. • Neem aan besprekings deel, neem beurte om te praat en respekteer die ander lede van die groep. Formele assesseringsaktiwiteit 1 Luister en Praat (mondeling en / of prakties) • Praat oor persoonlike ervarings soos vertel nuus, beskryf die weer, relevante gebeure, ens. • Luister na stories, rympies, gedigte en liedjies en voer gedeeltes van die storie, liedjie of rympie op. • Plaas prente in logiese volgorde en kommunikeer deur die idees in volgorde oor te vertel. • Beskryf voorwerpe na gelang van kleur, grootte, vorm, hoeveelheid en gebruik korrekte woordeskat. AFRIKAANS HUISTAAL GRAAD R-3 KABV 55 GRAAD 1: KWARTAAL 1 LEES EN KLANK VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse fonemiese / fonologiese bewustheidsaktiwiteite van 15 minute elk Begin met fonemiese bewustheidsaktiwiteite, onderrig 1 - 2 nuwe letters elke week en stel woordbou-aktiwiteite bekend deur klanke wat reeds aangeleer is, te gebruik. • Onderskei ouditief tussen die verskillende beginklanke van woorde. • Neem as ‘n klas deel aan fonemiese bewustheidsaktiwiteite: samevloeiing van klanke [k-a-t na kat]; verdeling van woorde in klankgrepe [kat na k-a-t], woordspeletjie waar konsonante en vokale vervang word [vervang die k in kat met ‘n m om mat te vorm]. • Identifiseer die letter-klank-verhouding van sommige enkelletters, byvoorbeeld, l, o, h, m, a, b, t. Daar moet ten minste 2 vokale en 6 konsonante wees. • Herken en benoem sommige letters van die alfabet: 2 vokale en ten minste 6 konsonante. • Vorm kort woorde met die klanke wat alreeds geleer is byvoorbeeld m-a-t - mat. • Begin die saamvloei van klanke te gebruik om woorde te vorm. Byvoorbeeld, at- k-at, m-at en identifiseer rym. Daaglikse leesaktiwiteite: Groepbegeleide Lees (twee groepe per dag) en 2 - 3 gedeelde leessessies per week. Ontluikende leesvaardighede (word aangeleer in gedeelde en begeleide leeslesse) • Hou die boek korrek vas en blaai korrek. • Voorspel die verloop van die storie na aanleiding van prente; lees prenteboeke. • Interpreteer prente om 'n eie storie te skep, “lees” prente. • Versamel en lees handelsmerke en ander woorde / gedrukte teks in die omgewing. • Herken eie naam en die name van ten minste 10 maats. • Lees etikette en byskrifte by voorwerpe in die klaskamer. • Bespreek die korrekte hantering en versorging van boeke. • Luister na en bespreek die storie / teks wat voorgelees is. • Ontwikkel basiese begrippe van gedrukte media soos: - Boekkonsep: Omslag, voorblad, agterblad, titel - Tekskonsep: woord, woordherhaling, letter, lettername, een-tot-een-korrespondensie - Rigting: Lees van voor na agter, lees van links na regs en 'n bladsy van bo na onder; lees eerste, laaste en middelste woorde of letters op 'n bladsy. - Leestekens: Hoofletter, kleinletter, punt, komma, vraagteken Gedeelde lees Twee tot drie klaslesse per week van 15 minute elk. Behandel ten minste een nuwe teks per week. Die onderwyser demonstreer die proses met die hele klas. Elke sessie het die volgende leerfokuspunte: gedrukte tekskonsepte, tekskenmerke, klanke, taalpatrone, woordidentifiseringstrategieë en begrip op 'n verskeidenheid vlakke deur letterlike, herorganiserings-, afleidings-, evaluerings- en waarderingsvrae te vra. • Lees klassikaal saam met die onderwyser, vergrote tekste soos gedigte, plakkate, Grootboeke, en klasstories wat tydens gedeelde skryfwerk ontwikkel is. AFRIKAANS HUISTAAL GRAAD R-3 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Groepbegeleide lees Die onderwyser werk met twee leesgroepe per dag en spandeer 15 minute aan elke groep. Elke groep lees twee maal per week saam met / vir die onderwyser. Die onderwyser werk met groepe leerders wat op dieselfde leesvlak is deur die teks volgens die leerders se leesvlak aan te pas (woordherkenning is tussen 90% en 95% akkuraat). Gegradeerde leesreekse sal gewoonlik gebruik word. • Lees hardop uit eie boek in leesgroepe saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Begin om 'n sigwoordeskat op te bou uit insidentele lees, gegradeerde leesreekse en hoëfrekwensie woordelyste. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties) • Identifiseer ouditief verskillende beginklanke van woorde. • Neem as ‘n klas deel aan fonemiese bewustheidsaktiwiteite: samevloeiing van klanke [k-a-t na kat], verdeling van woorde in klankgrepe [kat na k-a-t], woordspeletjie waar konsonante en vokale vervang word [vervang die k in kat met ‘n m om mat te vorm]. • Herken en benoem sommige letters van die alfabet: 2 vokale en ten minste 6 konsonante. • Vorm kort woorde met die klanke wat alreeds geleer is soos m-a-t - mat. • Begin die saamvloei van klanke te gebruik om woorde te vorm. Byvoorbeeld, ‘at” k-at, m-at. Identifiseer of dit rym. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of skriftelik) • Identifiseer die letter-klank-verhouding van sommige enkelklanke, byvoorbeeld, l, o, h, m, a, b, t. Daar moet ten minste 2 vokale en 6 konsonante wees. • Vorm kort woorde met die aangeleerde klanke soos m-a-t - mat. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / of prakties) Ontluikende leesvaardighede wat in gedeelde en begeleide leeslesse onderrig moet word • Hou die boek korrek vas en blaai korrek. • Interpreteer prente om ‘n eie storie te skep, d.w.s. “lees” prente. • Versamel en lees handelsmerke en ander woorde / gedrukte teks in die omgewing. • Herken eie naam en die name van sommige maats. • Lees etikette en byskrifte by voorwerpe in die klaskamer. • Bespreek die korrekte hantering en versorging van boeke. • Ontwikkel basiese begrippe van gedrukte media soos: - Boekkonsep: Omslag, voorblad, agterblad, titel - Tekskonsep: Woord, woordherhaling, letter, lettername, een-tot-een-korrespondensie - Rigting: Lees van voor na agter, lees van links na regs en bo na onder in die bladsy; lees eerste, laaste of middelste woorde of letters op 'n bladsy. - Leestekens: Hoofletter, kleinletter, punt, komma, vraagteken AFRIKAANS HUISTAAL GRAAD R-3 KABV 57 Gedeelde lees • Lees vergrote tekste soos gedigte, Grootboeke, plakkate en elektroniese teks in klasverband saam met die onderwyser. Groepbegeleide lees • Stillees en hardoplees uit eie boek in begeleide leesgroep saam met die onderwyser, d.w.s. die hele groep werk met dieselfde storie. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties) Ontluikende leesvaardighede • Voorspel die verloop van die storie na aanleiding van prente. Byvoorbeeld, lees prenteboeke. • Luister na en bespreek die storie / teks wat voorgelees is. Gedeelde lees • Lees klassikaal saam met die onderwyser: vergrote tekste soos gedigte, plakkate, Grootboeke en klasstories wat tydens gedeelde skryf ontwikkel is. Groepbegeleide lees • Lees hardop uit eie boek in begeleide leesgroep saam met die onderwyser, d.w.s. die hele groep werk met dieselfde teks / storie. AFRIKAANS HUISTAAL GRAAD R-3 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 1 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, vier maal per week Aktiwiteite om die fynmotoriese spiere te versterk, fyn- en grootmotoriese vaardighede en hand-oog-koördinasie te ontwikkel • Teken met vetkryte. • Oefen om die potlood en kryt korrek te hanteer. • Ontwikkel rigtingbewustheid: Skryf links na regs en bo na onder, trek reguit lyne, verbind kolletjies, kloksgewyse en anti￾kloksgewyse bewegings. • Gebruik klei en plastisien (boetseerklei) om letters en voorwerpe te bou. • Ontwikkel hand-oog-koördinasie deur middel van verf, papiere skeur / knip en natrekaktiwiteite. • Teken patrone: neerhale en ophale (sig-sag), sirkelpatrone, vertikale en horisontale patrone. • Trek na, skryf na en skryf eie naam deur middel van ‘n sjabloon (formaat) waarop die korrekte beginpunt en skryfrigting van individuele letters aangedui word. Ontwikkeling van lettervorming in formele handskriflesse Die volgorde van onderrig van die kleinletters moet aansluit by die klankprogram. Demonstreer die korrekte lettervorming en rigting. Leerders oefen 2 letters per week vanaf handskrifstroke. Maak seker leerders oefen die korrekte potloodgreep. Gebruik blanko papier of ongelinieerde A4-oefenboeke vir alle skriftelike werk. Begin waar moontlik om die natrek en naskryf van die al die letters van die alfabet reeds van die begin van die jaar bekend te stel deur middel van stroke waarop die korrekte beginpunt en skryfrigting aangedui word. • Vorm korrekte kleinletters: ten minste 2 vokale en 6 konsonante soos l, o, h, m, a, b, t. • Skryf na en skryf eie naam, kort woorde en sinne van etikette, plakkate, die skryfbord, ens. • Begin om eie skryfwerk te doen deur middel van tekeninge, lettervorming, getalle, woorde en eenvoudige sinne. Gedeelde, Groep- en Selfstandige Skryf Klas- / kleingroep- / individuele skryfsessies van 15 minute elk drie maal per week, wat by die gedeelde lees, besprekings en persoonlike ervarings aansluit en daarop voortbou • Teken prente om 'n boodskap oor te dra, byvoorbeeld, oor 'n persoonlike ervaring. • Skryf eenvoudige byskrifte vir ‘n tekening / prent. • Gebruik woorde en letterklanke wat reeds aangeleer is. • Skryf ‘n sin of nuus korrek van die bord / kaart af. • Dra tydens gedeelde skryf idees by tot die skryf van ‘n klasstorie wat deur die onderwyser op plakkate neergeskryf word vir die ontwikkeling van nuwe teks en uitstalling in die leeshoekie. AFRIKAANS HUISTAAL GRAAD R-3 KABV 59 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Handskrif • Teken met vetkryte. • Ontwikkel rigtingsbewustheid: Skryf links na regs en bo na onder, trek reguit lyne, verbind kolletjies, kloksgewyse en anti￾kloksgewyse bewegings. • Trek na, skryf na en skryf eie naam deur middel van ‘n sjabloon (formaat) waarop die korrekte beginpunt en skryfrigting van individuele letters aangedui word. • Skryf na en skryf eie naam, kort woorde en sinne vanaf etikette, plakkate, die skryfbord, ens. • Begin om eie skryfwerk te doen deur middel van tekeninge, lettervorming, getalle, woorde en eenvoudige sinne. Formele Assesseringsaktiwiteit 1 Handskrif • Oefen om die potlood en kryt korrek te hanteer. • Teken patrone: neerhale en ophale, en sig-sag-, sirkel-, guirlande-, arkade, vertikale en horisontale patrone. • Korrekte vorming van kleinletters: ten minste 2 vokale en 6 konsonante - l, o, m, a, b, t. • Skryf na en skryf eie naam, kort woorde en sinne van die skryfbord, plakkate, skryfbord, ens. Voorstelle vir informele assesseringsaktiwiteite Skryf • Teken prente om 'n boodskap oor te dra, byvoorbeeld, 'n persoonlike ervaring. • Skryf eenvoudige byskrifte vir ‘n tekening of prent. • Gebruik woorde waarvan die letterklanke reeds aangeleer is. • Skryf ‘n sin of nuus korrek van die bord / kaart af. • Dra idees by tot die skryf van ‘n klasstorie wat deur die onderwyser neergeskryf word op plakkate vir uitstalling in die leeshoekie. Formele assesseringsaktiwiteit 1 Skryf • Teken prente om 'n boodskap oor te dra, byvoorbeeld, 'n persoonlike ervaring. • Skryf eenvoudige byskrifte / onderskrifte vir tekeninge / prente. • Skryf een sin of nuus korrek van die bord / kaart af. AFRIKAANS HUISTAAL GRAAD R-3 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 2 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / Weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Luister sonder om die spreker te onderbreek en neem beurte om te praat in klassikale en groepsituasies. • Praat oor persoonlike ervarings. Byvoorbeeld, vertel nuus in die korrekte volgorde. • Doen mee aan refreine van liedjies, stories en rympies. • Dra gediggies en rympies voor en voer die bewegings uit. • Identifiseer en herken dele van ‘n geheel soos dele van ‘n fiets of plant. Tweeweeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 - 5 • Luister na eenvoudige instruksies (groep- en daaglikse roetine) en reageer gepas. • Dra boodskappe oor. • Luister met genot na stories en teken ‘n prent om begrip te toon. • Beantwoord oop en geslote vrae oor die storie. Week 6 - 10 • Beskryf voorwerpe in terme van ouderdom, rigting, volgorde deur die korrekte woordeskat te gebruik. • Luister na stories en identifiseer die hoofgedagte in stories. • Plaas prente van ‘n storie in logiese volgorde. • Neem deel aan klasbesprekings. • Vra vrae wat met die vertelde of geleesde storie verband hou. • Verstaan en gebruik gepaste woordeskat van die onderskeie vakke. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) • Luister sonder om die spreker te onderbreek en neem beurte om te praat in klassikale en groepsituasies. • Praat oor persoonlike ervaringe. Byvoorbeeld, vertel nuus in die korrekte volgorde. • Doen mee aan refreine van liedjies, stories en rympies. • Luister na instruksies (groep- en daaglikse roetine) en reageer gepas. • Neem deel aan klasbesprekings. • Vra vrae wat met die vertelde-geleesde storie verband hou. • Verstaan en gebruik gepaste woordeskat van die onderskeie vakke. Formele assesseringsaktiwiteit 1 Luister en praat (mondeling en / of prakties) • Praat oor persoonlike ervaringe, byvoorbeeld, vertel nuus in die korrekte volgorde. • Luister met belangstelling na stories en teken 'n prent om begrip te toon. • Beantwoord oop en geslote vrae oor die storie. Formele assesseringsaktiwiteit 2 Luister en praat (mondeling en / of prakties) • Beskryf voorwerpe in terme van ouderdom, rigting en volgorde deur die korrekte woordeskat te gebruik. • Luister na stories en identifiseer die hoofgedagte in stories. • Plaas prente van ‘n storie in logiese volgorde. AFRIKAANS HUISTAAL GRAAD R-3 KABV 61 GRAAD 1: KWARTAAL 2 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse fonemiese / klankbewustheidsaktiwiteite van 15 minute elk Onderrig die res van die enkelkonsonante (13) en vokale (3) teen die einde van die kwartaal. Gaan voort met fonemiese bewustheid en woordbou-aktiwiteite. • Onderskei op gehoor tussen verskillende aanvangs- en eindklanke van woorde. • Identifiseer letter-klank-verhouding van die meeste enkelklanke. • Neem in klasverband deel aan fonemiese bewustheidsaktiwiteite: saamvloei van klanke [k-op na kop], verdeling van woorde in klankgrepe [kop na k-o-p], woordspeletjie waar konsonante en vokale vervang word [vervang die k in kop met ‘n s om sop te vorm]. • Bou woorde uit aangeleerde klanke (-ad, -at, -ak, -ed, -et, ek, -ot, -op, -ok, -ut, -ug, -uk, -it, -ik, • -is); minstens twee woordfamilies per week. • Bou eenvoudige woorde wat met ‘n enkelkonsonant begin en breek dit op in die beginklank en die rymklank (laaste deel van die lettergreep), soos h-en, p-en, v-in, s-in en identifiseer die rymklank. • Groepeer woorde in klankfamilies, soos kat, mat, gat, vat. • Lees woorde in sinne en ander tekste deur klankkennis te gebruik. Daaglikse leesaktiwiteite Groepbegeleide lees (twee groepe per dag) en 2 - 3 gedeelde leessessies per week. Gedeelde lees Twee tot drie klaslesse per week van 15 minute elk. Behandel ten minste een nuwe teks per week. Die onderwyser demonstreer die proses met die hele klas. Demonstreer die gebruik van fonetiese dekoderingsvaardighede tydens lees en ander strategieë soos kontekstuele leidrade en strukturele analise. Verwys na die vyf-vinger-strategie. Begin om die proses vir die leerders aan te leer wanneer hulle onbekende woorde teëkom. • Lees Grootboeke en ander vergrote tekste in klasverband saam met die onderwyser. • Voorspel die verloop van die storie na aanleiding van prente. • Interpreteer illustrasies / prente om 'n eie storie te skep, “lees” prente. • Gebruik leidrade en prente in die teks vir begrip. • Bespreek die storie, identifiseer die hoofgedagte, hoofkarakters, ens., in die teks. • Beantwoord 'n wye verskeidenheid vrae wat betrekking het op die teks wat gelees is, insluitend hoër-orde-denkvrae. • Bespreek die gebruik van hoofletters en punte. Groepbegeleide lees Die onderwyser werk met twee leesgroepe per dag en spandeer 15 minute aan elke groep. Elke groep lees twee maal per week saam met / vir die onderwyser. Die onderwyser werk met groepe leerders van dieselfde leesvlakke deur die teks by die onderrigvlak van die leerder te pas. Klasleesboek / Gegradeerde leesreekse sal gewoonlik gebruik word. Leer vaardighede aan sodat leerders hulleself kan korrigeer tydens lees in beide woordherkennings- en begripsvaardighede. (Leerders word geleer om te vra: “Klink dit reg?” “Lyk dit reg?” “Maak dit sin?”) Gebruik die proses in gedeelde lees en pas dit toe in begeleide lees in groepe, met hulp van die onderwyser. AFRIKAANS HUISTAAL GRAAD R-3 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Lees hardop uit gekose boek / leeskaart tydens groepbegeleide lees saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Gebruik klankkennis, sigwoorde en kontekstuele leidrade tydens lees. • Leerders begin om hulleself tydens lees te monitor in beide woordherkennings- en begripsvaardighede. • Bou steeds aan 'n sigwoordeskat wat verkry word uit insidentele lees, gegradeerde leesreekse en hoëfrekwensie woordelyste. Lees in pare / Selfstandige lees (Twee maal per week in taalfokustyd). Inleiding tot lees in pare / selfstandige lees. Selekteer bekende tekste of volgens die leerder se individuele leesvlak (makliker as die wat in gedeelde lees gebruik word met meer as 95% woordherkenningsakkuraatheid wanneer die teks gelees word). • Lees hardop vir 'n maat uit 'n voorbereide / bekende teks om leesvlotheid te ontwikkel. • Herlees bekende tekste soos dié wat in die gedeelde leessessies gelees is. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties) • Identifiseer letter-klank-verhouding van die meeste enkelklanke • Neem in klasverband deel aan fonemiese bewustheidsaktiwiteite: saamvloei van klanke [k-op na kop], verdeling van woorde in klankgrepe [kop na k-o-p], woordspeletjie waar konsonante en vokale vervang word [vervang die k in kop met ‘n s om sop te vorm]. • Bou woorde van aangeleerde klanke (-ad, -at, -ak, -ed, -et, ek, -ot, -op, -ok, -ut, -ug, -uk, -it, -ik, -is); minstens twee woordfamilies per week. • Bou eenvoudige woorde wat met ‘n enkelkonsonant begin en breek dit op in die beginklank en die rym. (laaste deel van die lettergreep) soos h-en, p-en; v-in, s-in en identifiseer die rym. • Groepeer woorde in klankfamilies soos kat, mat, gat, vat. • Lees woorde in sinne en ander teks deur klankkennis te gebruik. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of geskrewe) • Onderskei op gehoor tussen verskillende aanvangs- en eindklanke van woorde. • Identifiseer letter-klank-verhouding van die meeste enkelklanke. • Bou woorde van aangeleerde klanke (-ad, -at, -ak, -ed, -et, ek, -ot, -op, -ok, -ut, -ug, -uk, -it, -ik, -is); minstens twee woordfamilies per week. Formele Assesseringsaktiwiteit 2 Klanke (mondeling en / of prakties en / of geskrewe) • Identifiseer letter-klank-verhouding van die meeste enkelklanke wat aangeleer is. • Bou woorde van aangeleerde klanke (-ad, -at, -ak, -ed, -et, ek, -ot, -op, -ok, -ut, -ug, -uk, -it, -ik, -is); minstens twee woordfamilies per week. • Groepeer woorde in klankfamilies soos kat, mat, gat, vat. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / of prakties) Gedeelde lees • Lees Grootboeke en ander vergrote tekste in klasverband saam met die onderwyser. • Gebruik leidrade en prente in die teks vir begrip. • Bespreek die storie, identifiseer die hoofgedagte, hoofkarakters, ens., in die teks. • Beantwoord 'n wye verskeidenheid vrae wat betrekking het op die teks wat gelees is insluitend hoër-orde-denkvrae. • Bespreek die gebruik van hoofletters en punte. AFRIKAANS HUISTAAL GRAAD R-3 KABV 63 Groepbegeleide lees • Lees hardop uit gekose boek / leeskaarte tydens groepbegeleide lees saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Leerders begin om hulleself tydens lees te monitor wat betref beide woordherkennings- en begripsvaardighede. Lees in pare / Selfstandige lees • Lees hardop vir 'n maat uit 'n voorbereide / bekende teks om vlotheid te ontwikkel. • Herlees bekende tekste soos dié wat in die gedeelde leessessies / leeskaarte gelees is. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties) Gedeelde lees • Lees Grootboeke en ander vergrote tekste in klasverband saam met die onderwyser. • Voorspel die verloop van die storie na aanleiding van prente. • Gebruik leidrade en prente in die teks vir begrip. • Bespreek die storie, identifiseer die hoofgedagte, hoofkarakters, ens., in die teks. Groepbegeleide lees • Lees hardop uit eie boek in leesgroepe saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Gebruik klankkennis, sigwoorde en kontekstuele leidrade tydens lees. Formele Assesseringsaktiwiteit 2 Lees (mondeling en / of prakties) Gedeelde lees • Lees Grootboeke en ander vergrote tekste in klasverband saam met die onderwyser. • Interpreteer prente om ‘n eie storie te skep, “lees” prente. • Gebruik leidrade en prente in die teks vir begrip. • Beantwoord 'n wye verskeidenheid vrae wat betrekking het op die teks wat gelees is insluitend hoër-orde-denkvrae. Groepbegeleide lees • Lees stil en hardop uit eie boek in geleide leesgroepe saam met die onderwyser, d.w.s. die hele groep werk met dieselfde storie. • Gebruik klankkennis, sigwoorde en kontekstuele leidrade tydens lees. AFRIKAANS HUISTAAL GRAAD R-3 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 2 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, vier maal per week Ontwikkeling van lettervorming tydens formele handskriflesse. Die aanleer van die kleinletters moet aansluit by die klankprogram. Demonstreer die korrekte lettervorming en rigting. Leerders oefen 2 letters per week vanaf handskrifstroke sodat daar teen die einde van die kwartaal ten minste 20 kleinletters aangeleer is. Demonstreer korrekte spasiëring van letters in 'n woord en woorde in 'n sin. Teen die einde van die kwartaal word die hoofletters wat gereeld gebruik word, bekend gestel soos A, C, H, I, T, W. Gebruik blanko (ongelinieerde) A4 / 17 mm gelinieerde boeke vir alle skriftelike werk. • Hou potlood en kryt korrek vas. • Vorm ten minste 20 kleinletters korrek volgens grootte en posisie, d.w.s. begin en eindig op die korrekte plekke. • Vorm sommige hoofletters wat gereeld gebruik word korrek, soos A, C, H, I, T, W. • Skryf woorde met korrekte spasiëring. • Skryf na en skryf kort, eenvoudige sinne vanaf handskrifstroke, skryfbord. Gaan voort met aktiwiteite wat die fynmotoriese spiere versterk, fyn- en grootmotoriese vaardighede en hand-oog￾koördinasie ontwikkel. Verseker dat leerders die korrekte postuur en sithouding inneem terwyl hulle skryf. Gedeelde,Groep en Selfstandige skryf Klassikale / kleingroeplesse / individuele skryfsessies van 15 minute elk, drie maal per week, wat by die gedeelde lees, besprekings en persoonlike ervarings aansluit. Voorsien aanvangsinne en ander ondersteuningsmeganismes sodat leerders hulle eie nuus kan begin skryf. Stel die gebruik van 'n persoonlike woordeboek bekend. • Teken prente om 'n boodskap oor te dra en voeg 'n etiket of eenvoudige byskrifte / onderskrifte by, byvoorbeeld, oor persoonlike ervaringe. • Skryf woorde met die aangeleerde klanke. • Skryf een eie nuussin of skryf dit gedurende gedeelde skryfwerk. • Stel ‘n lys woorde saam volgens instruksies, soos ‘n lys voedselsoorte. • Dra idees by tot die skryf van ‘n klasstorie (gedeelde skryf). • Skryf ‘n byskrif of kort sin en illustreer dit oor ‘n onderwerp om ‘n bydrae te lewer vir ‘n leeshoekie. • Skep ‘n eie woordbank en persoonlike woordeboek deur die beginletter van woorde te gebruik soos aap, bos, dam. • Gebruik klankkennis om sinne te skryf. AFRIKAANS HUISTAAL GRAAD R-3 KABV 65 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Handskrif • Hou potlood en kryt korrek vas. • Vorm sommige hoofletters wat gereeld gebruik word, korrek soos A, C, H, I, T, W. • Skryf woorde met korrekte spasiëring. • Skryf na en skryf kort, eenvoudige sinne vanaf handskrifstroke, skryfbord. Formele assesseringsaktiwiteit 1 Handskrif • Hou potlood en kryt korrek vas. • Vorm ten minste 20 kleinletters korrek volgens grootte en posisie, d.w.s. begin en eindig op die korrekte plekke. Formele assesseringsaktiwiteit 2 Handskrif • Vorm ten minste 20 kleinletters korrek volgens grootte en posisie, d.w.s. begin en eindig op die korrekte plekke. • Vorm sommige hoofletters wat gereeld gebruik word korrek, soos A, C, H, I, T, W. • Skryf woorde met korrekte spasiëring. Voorstelle vir informele assesseringsaktiwiteite: Skryf • Gebruik klankkennis om sinne te skryf. • Skryf een eie nuussin / gedeelde skryfwerk. • Stel ‘n lys woorde saam volgens instruksies, soos ‘n lys voedselsoorte. • Dra idees by tot die skryf van ‘n klasstorie (gedeelde skryf). • Skep ‘n eie woordbank en persoonlike woordeboek deur die beginletter van woorde te gebruik soos aap, bos, dam. Formele assesseringsaktiwiteit 1 Skryf • Teken prente om 'n boodskap oor te dra en voeg 'n etiket of eenvoudige byskrifte by, byvoorbeeld oor persoonlike ervarings. • Gebruik klankkennis om sinne te skryf. • Dra idees by tot die skryf van ‘n klasstorie (gedeelde skryf). Formele assesseringsaktiwiteit 2 Skryf • Teken prente om 'n boodskap oor te dra en voeg 'n etiket of eenvoudige byskrifte by, byvoorbeeld persoonlike ervaringe. • Skryf een eie nuussin of skryf dit in gedeelde skryfwerk. • Stel ‘n lys woorde saam volgens instruksies, soos ‘n lys woorde oor vervoer. AFRIKAANS HUISTAAL GRAAD R-3 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 3 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / Weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Luister na instruksies en aankondigings en reageer gepas. • Luister sonder om die spreker te onderbreek en toon respek vir die spreker. • Praat oor persoonlike ervarings, byvoorbeeld, vertel nuus in die korrekte volgorde. • Dra gediggies en rympies voor en voer die bewegings uit. • Verstaan en gebruik gepaste woordeskat van die onderskeie vakke. Tweeweeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 - 5 • Luister met belangstelling en genot na 'n storie, teken 'n prent en skryf 'n onderskrif. • Plaas prente in 'n logiese volgorde en pas die byskrifte by die prente. • Rolspeel verskillende situasies en gebruik gepaste woordeskat. • Neem deel aan besprekings, vra en beantwoord vrae. Week 6 - 10 • Luister na besonderhede in stories en beantwoord oopeindevrae daaroor. • Identifiseer verskille en ooreenkomste deur gebruik te maak van die korrekte woordeskat. • Gebruik en brei woordeskat uit wanneer gepraat word. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) • Luister sonder onderbreking en toon respek vir die spreker. • Dra gediggies en rympies voor en voer die bewegings uit. • Luister met belangstelling en genot na stories, teken ‘n prent en skryf ‘n paar woorde daaroor. • Rolspeel verskillende situasies en gebruik gepaste woordeskat. • Neem deel aan besprekings, vra en beantwoord vrae. Formele assesseringsaktiwiteit 1 Luister en Praat (mondeling en / of prakties) • Praat oor persoonlike ervarings, soos vertel nuus in die korrekte volgorde. • Dra gediggies en rympies voor en voer die bewegings uit. • Plaas prente in logiese volgorde en pas die byskrifte by die prente. Formele assesseringsaktiwiteit 2 Luister en praat (mondeling en / of prakties) • Luister na instruksies en aankondigings en reageer gepas. • Praat oor persoonlike ervarings, soos vertel nuus in die korrekte volgorde. • Luister na besonderhede in stories en beantwoord vrae daaroor. AFRIKAANS HUISTAAL GRAAD R-3 KABV 67 GRAAD 1: KWARTAAL 3 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse klankaktiwiteite van 15 minute elk Hersien die enkelklanke en stel dubbelklanke bekend. Gaan voort met woordbou-aktiwiteite • Identifiseer letter-klank-verhouding van alle enkelklanke in woorde. • Hersien woorde in klankfamilies van kort vokale wat aangeleer is. • Bou drieletterwoorde met enkelkonsonante en kort vokale. • Voeg konsonante saam om woorde te bou, byvoorbeeld sl-ag, st-op, bl-es, ens. • Herken en gebruik dubbelklanke soos aa - kaas, oo - loop, ee - beer, uu - vuur. • Groepeer woorde in klankfamilies. • Lees die aangeleerde woorde in sinne en ander tekste. Daaglikse leesaktiwiteite Groepbegeleide lees (twee groepe per dag) en 2 - 3 gedeelde leessessies per week. Gedeelde lees In klasverband aktiwiteite van 15 minute elk, twee tot drie per week. Behandel ten minste een nuwe teks per week. Die onderwyser demonstreer die proses met die hele klas. Demonstreer ook die vyf-vinger-strategie tydens gedeelde lees en moedig leerders aan om hierdie proses te gebruik tydens groep- en selfstandige lees. • Lees Grootboeke en ander vergrote tekste in klasverband saam met die onderwyser. • Bespreek logiese volgorde en agtergrond van die storie. • Gebruik die boekomslag om die einde van 'n storie en storielyn te voorspel. • Herken die verwantskap tussen oorsaak en gevolg in ‘n storie soos: Die seun het van sy fiets afgeval omdat hy te vinnig gery het. • Beantwoord hoër-orde-denkvrae vrae gegrond op die teks wat gelees is, soos “Wat dink jy …?”, “Waarom het jy …?” • Gee eie opinie oor wat gelees is. • Interpreteer inligting wat in plakkate, prente en eenvoudige tabelle (soos ‘n almanak) voorkom. Groepbegeleide lees Die onderwyser werk met twee leesgroepe per dag en spandeer 15 minute aan elke groep. Elke groep lees twee maal per week saam met / vir die onderwyser. • Lees hardop uit eie boek tydens groepbegeleide lees saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Gebruik klankkennis, sigwoorde, kontekstuele leidrade en struktureel-analitiese dekoderingsvaardighede tydens leessessie. • Leerders begin hulself tydens lees te monitor wat betref beide woordherkennings- en begripsvaardighede. • Lees met toenemende vlotheid en uitdrukking (lees met gevoel). • Bou steeds aan ‘n sigwoordeskat wat verkry word uit insidentele lees, gegradeerde leesreekse en hoëfrekwensie woordelyste. Lees in pare / Selfstandige lees (drie maal per week) • Lees hardop vir 'n maat. • Lees eie en ander se skryfwerk. • Lees boeke wat tydens gedeelde leessessies gelees is en ander boeke in die leeshoekie. AFRIKAANS HUISTAAL GRAAD R-3 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties) • Identifiseer letter-klank-verhouding van alle enkelklanke. • Voeg konsonante saam om woorde te bou, byvoorbeeld sl-ag, st-op, bl-es, ens. • Herken en gebruik dubbelklanke soos aa - kaas, oo - loop, ee - beer, uu - vuur. • Vorm woorde met klanke wat aangeleer is. • Lees die aangeleerde woorde in sinne en ander tekste. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of geskrewe) • Identifiseer letter-klank-verhouding van alle enkelklanke in woorde. • Hersien woorde in klankfamilies van kort vokale wat aangeleer is soos bus, kat, ses, pot, lys, in. • Bou drieletterwoorde met alle aangeleerde klanke. • Voeg konsonante saam om woorde te bou, byvoorbeeld sl-ag, st-op, bl-es, ens. Formele assesseringsaktiwiteit 2 Klanke (mondeling en / of prakties en / of geskrewe) • Vorm drieletterwoorde met aangeleerde klanke. • Voeg konsonante saam om woorde te bou, byvoorbeeld sl-ag, st-op, bl-es, ens. • Herken en gebruik dubbelklanke soos aa - kaas, oo - loop, ee - beer, uu - vuur. • Groepeer woorde in klankfamilies. Voorstelle vir informele assesseringsaktiwiteite: Lees (mondeling en / of prakties) Gedeelde lees • Lees Grootboeke en ander vergrote tekste in klasverband saam met die onderwyser. • Beantwoord hoër-orde-denkvrae vrae wat op die teks gegrond is soos “Dink jy ...?”, “Hoekom ...?” • Gee eie opinie oor dit wat gelees is. • Herken die verwantskap tussen oorsaak en gevolg in ‘n storie. Byvoorbeeld: Die seun het van sy fiets afgeval omdat hy te vinnig gery het. Groepbegeleide lees • Leerders begin om tydens lees hulleself te monitor tydens wat betref woordherkennings- en begripsvaardighede. Lees in pare / Selfstandige lees • Lees selfstandig boeke wat tydens gedeelde leessessies gelees is en ook ander boeke in die leeshoekie. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties) Gedeelde lees • Lees Grootboeke en ander vergrote tekste in klasverband saam met die onderwyser. • Identifiseer logiese volgorde en agtergrond van storie. • Gebruik die boekomslag om die einde van die storie en storielyn in die boek te voorspel. AFRIKAANS HUISTAAL GRAAD R-3 KABV 69 Groepbegeleide lees • Lees hardop uit eie boek in groepbegeleide leessessie saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Gebruik klankkennis, sigwoorde, kontekstuele leidrade en struktureel-analitiese dekoderingsvaardighede tydens lees. Formele assesseringsaktiwiteit 2 Lees (mondeling en / of prakties) Gedeelde lees • Lees Grootboeke en ander vergrote tekste in klasverband saam met die onderwyser. • Identifiseer die logiese volgorde en agtergrond van die storie. • Beantwoord vrae wat op die teks gegrond is soos “Dink jy ...?”, “Hoekom ...?” • Interpreteer inligting wat in eenvoudige tabelle, prente en grafiese beelde (soos ‘n almanak) voorkom. Groepbegeleide lees • Lees hardop uit eie boek in groepbegeleide leessessies saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Lees met toenemende vlotheid en uitdrukking (lees met gevoel). Lees in pare / Selfstandige lees • Lees hardop vir 'n maat. AFRIKAANS HUISTAAL GRAAD R-3 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 3 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, vier maal per week Hersien die vorming van kleinletters en gaan voort om die hoofletters en getalvorming aan te leer. Demonstreer die korrekte spasiëring van letters in 'n woord en van woorde in 'n sin. • Hou potlood en kryt korrek vas. • Vorm kleinletters korrek wat grootte en posisie betref, d.w.s. begin en eindig op die regte plekke. • Vorm hoofletters wat dikwels gebruik word korrek, soos B, D, E, F, G, L, M, N, O, P, R, S, Y • Vorm syfers korrek. • Skryf na en skryf woorde met korrekte spasiëring. • Skryf na en skryf korrekte kort sinne. Gedeelde, Groep- en Selfstandige skryf Klassikale / kleingroeplesse / individuele skryfsessies van 15 minute elk, drie maal per week, wat by die gedeelde lees, besprekings en persoonlike ervaringe aansluit. Voorsien aanvangsinne en ander ondersteuningsmeganismes sodat leerders hulle eie nuus kan begin skryf. Stel die gebruik van 'n persoonlike woordeboek bekend. • Skryf 'n boodskap in 'n kaartjie soos verjaardagkaartjies. • Skryf ‘n sin met aangeleerde klanke, asook bekende sigwoorde. • Skryf ten minste twee eie sinne - nuus / gedeelde skryf en gebruik die verlede tyd. • Gebruik hoofletters en punte insluitend hoofletters in eiename. • Gebruik selfstandige naamwoorde en persoonlike voornaamwoorde soos ek, jy, hy, sy, my korrek in skryfwerk, met hulp van die onderwyser. • Dra idees en woorde vir ‘n klasstorie by in gedeelde skryfsessies. • Skryf en illustreer ‘n kort sin oor ‘n onderwerp om ‘n bydrae te lewer vir die leeshoekie. • Skep ‘n woordbank en persoonlike woordeboek deur die beginletter van woorde te gebruik soos dam, elf, fiets AFRIKAANS HUISTAAL GRAAD R-3 KABV 71 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Handskrif • Hou potlood en kryt korrek vas. Formele Assesseringsaktiwiteit 1 Handskrif • Vorm kleinletters korrek wat grootte en posisie betref, d.w.s. begin en eindig op die regte plekke. • Vorm syfers korrek. • Skryf na en skryf woorde met korrekte spasiëring. Formele assesseringsaktiwiteit 2 Handskrif • Vorm hoofletters wat dikwels gebruik word korrek. • Skryf kort sinne na en skryf kort sinne korrek. Voorstelle vir informele assesseringsaktiwiteite Skryf • Skryf woorde om 'n sin te vorm met aangeleerde klanke, asook met bekende sigwoorde. • Gebruik hoofletters en punte, insluitend hoofletters in eiename. • Skep ‘n woordbank en persoonlike woordeboek deur die beginletter van woorde te gebruik, soos dam, elf, fiets. Formele assesseringsaktiwiteit 1 Skryf • Skryf woorde om 'n sin te vorm met aangeleerde klanke, asook bekende sigwoorde. • Gebruik selfstandige naamwoorde en persoonlike voornaamwoorde soos ek, jy, hy, sy, my korrek in skryfwerk. • Dra idees en woorde by vir ‘n klasstorie gedurende gedeelde leessessie. Formele assesseringsaktiwiteit 2 Skryf • Skryf 'n boodskap in 'n kaartjie, soos verjaardagkaartjie. • Skryf ten minste twee eie sinne met nuus of skryf gedurende gedeelde skryf en gebruik die verlede tyd. • Gebruik hoofletters en punte, insluitend hoofletters in eiename. • Gebruik selfstandige naamwoorde en persoonlike voornaamwoorde soos ek, jy, hy, sy, my, in skryfwerk, met hulp van die onderwyser. AFRIKAANS HUISTAAL GRAAD R-3 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 4 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Luister sonder om die spreker te onderbreek en neem beurte om te praat deur respek te toon vir die spreker en vrae te stel ter verduideliking. • Praat oor persoonlike ervaringe en gevoelens, byvoorbeeld, deur nuus te vertel. • Luister na stories en lug 'n mening daaroor. • Gebruik terminologie soos sin, hoofletter en punt. Tweeweeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 - 5 • Luister na, geniet en reageer op prent- en woordraaisels, raaisels en grappies en gebruik verbeeldingryke taal. • Neem deel aan groepbespreking en gee terugvoering namens die groep. • Gebruik eenvoudige strategieë om inligting te vind, byvoorbeeld, deur ‘n opname te maak van die manier waarop leerders by die skool kom. • Klassifiseer inligting, byvoorbeeld, deur individuele prente te gebruik. Week 6 - 10 • Luister na instruksies en aankondigings en reageer gepas. • Vertel ‘n bekende storie met ‘n begin, middel en einde en wissel stemtoon en -volume. • Beantwoord geslote en oopeindevrae. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en Praat (mondeling en / of prakties) • Luister sonder om die spreker te onderbreek en neem beurte om te praat deur respek te toon vir die spreker en vrae te stel ter verduideliking. • Luister na stories en lug 'n mening daaroor. • Gebruik terminologie soos sin, hoofletter en punt. • Neem deel aan groepbespreking en gee terugvoering namens die groep. Formele Assesseringsaktiwiteit 1 Luister en Praat (mondeling en / of prakties) • Praat oor persoonlike ervaringe en gevoelens (bv. vertel nuus). • Luister na instruksies en aankondigings en reageer gepas. • Vertel 'n bekende storie met ‘n begin, middel en einde en wissel stemtoon en -volume. • Beantwoord geslote en oopeindevrae. AFRIKAANS HUISTAAL GRAAD R-3 KABV 73 GRAAD 1: KWARTAAL 4 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse klankaktiwiteite van 15 minute elk Stel nuwe klanke bekend. Gaan voort met woordbou- en klankherkenningsvaardighede • Hersien alle enkel- en dubbelklanke wat reeds onderrig is. • Herken en gebruik klanke wat uit twee vokale bestaan, soos ie - mier, ou - kous, eu - seun, ei - seil, oe - koek, ui - huis. • Vorm woorde met aangeleerde klanke. • Groepeer bekende woorde in klankfamilies. • Herken meervoude (-s, -e). • Lees die aangeleerde woorde in sinne en ander tekste. • Leer om tien woorde per week te spel, uit klanklesse. Daaglikse leesaktiwiteite Groepbegeleide Lees (twee groepe per dag) en 2 - 3 gedeelde leessessies per week. Gedeelde lees Doen in klasverband aktiwiteite van 15 minute elk, twee tot drie keer per week. Behandel ten minste een nuwe teks per week. Die onderwyser demonstreer die proses met die hele klas. • Lees Grootboeke en ander vergrote teks in klasverband saam met die onderwyser. • Gebruik die boekomslag om die storie in die boek te voorspel. • Identifiseer die aanvanklike gebeurtenis / probleem wat aanleiding tot die verloop van die storie gee. In Die Drie Beertjies was die pap te warm en die bere het hulle huisie verlaat en gaan stap. • Gebruik leidrade en prente in die boek vir begrip. • Bespreek die logiese volgorde van gebeure wat in die storie gelees is. • Herken oorsaak en gevolg in die storie. Die meisie was in die moeilikheid omdat sy die venster gebreek het. • Beantwoord oopeindevrae gegrond op die teks wat gelees is. • Interpreteer inligting op plakkate. Groepbegeleide Lees Die onderwyser werk met twee leesgroepe per dag en spandeer 15 minute aan elke groep. Elke groep lees twee maal per week saam met / vir die onderwyser. • Lees hardop uit eie boek tydens groepbegeleide lees saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Gebruik klankkennis, kontekstuele leidrade, strukturele analise en sigwoorde tydens lees. • Lees met toenemende vlotheid en uitdrukking (lees met gevoel). • Leerders begin om hulleself tydens lees te monitor wat betref beide woordherkennings- en begripsvaardighede. • Toon begrip vir leestekens tydens hardoplees. • Bou steeds aan ‘n sigwoordeskat wat verkry word uit insidentele lees, die gegradeerde leesreeks en hoëfrekwensie woordelyste. Lees in pare / Selfstandige lees (drie maal per week) Selekteer tekste wat tydens gedeelde lees gelees is, eenvoudige prenteboeke en boeke uit die leeshoekie asook eie skryfwerk. • Lees eie skryfwerk en begin foute regmaak. • Lees boeke wat tydens gedeelde leessessies gelees is en ander boeke in die leeshoekie. AFRIKAANS HUISTAAL GRAAD R-3 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties) • Herken meervoude (-s, -e). • Herkenning en toepassing van klanke wat uit twee vokale bestaan soos ie - mier, ou - kous, eu - seun, ei - seil, oe - koek, ui - huis. • Lees die aangeleerde woorde in sinne en ander tekste. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of geskrewe) • Herkenning en toepassing van klanke wat uit twee vokale bestaan soos ie - mier, ou - kous, eu - seun, ei - seil, oe - koek, ui - huis. • Vorm woorde met aangeleerde klanke. • Groepeer bekende woorde in klankfamilies. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / of prakties) Gedeelde lees • Gebruik die boekomslag om die storie in die boek te voorspel. • Identifiseer die aanvanklike gebeurtenis / probleem wat aanleiding tot die verloop van die storie gee. Die meisie was in die moeilikheid omdat sy die venster gebreek het. • Gebruik leidrade en prente in die boek vir begrip. • Interpreteer inligting op plakkate. Groepbegeleide lees • Gebruik klankkennis, kontekstuele leidrade, strukturele analise en sigwoorde tydens lees. • Leerders begin om hulleself tydens lees te monitor wat betref woordherkennings- en begripsvaardighede. • Toon begrip vir leestekens tydens hardoplees. Lees in pare / Selfstandige lees • Lees eie skryfwerk en begin foute regmaak. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties) Gedeelde lees • Lees Grootboeke en ander vergrote teks in klasverband saam met die onderwyser. • Identifiseer die logiese volgorde van gebeure. • Herken oorsaak en gevolg in die storie. • Beantwoord vrae oor die teks. Groepbegeleide lees • Lees hardop uit eie boek tydens groepbegeleide lees saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Gebruik klankkennis, kontekstuele leidrade, strukturele analise en sigwoorde tydens lees. • Lees met toenemende vlotheid en uitdrukking (lees met gevoel). Lees in pare / Selfstandige lees • Lees boeke wat tydens gedeelde leessessies gelees is en ook ander boeke in die leeshoekie. AFRIKAANS HUISTAAL GRAAD R-3 KABV 75 GRAAD 1: KWARTAAL 4 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, vier maal per week Hersien die vorming van kleinletters en hoofletters. Gaan voort om korrekte spasiëring van letters in 'n woord en van woorde in 'n sin in te oefen tydens transkripsie van woorde en sinne vanaf die skryfbord en handskrifkaarte. • Hou potlood en kryt korrek vas. • Vorm klein- en hoofletters korrek en vloeiend wat grootte en posisie betref, d.w.s. begin en eindig op die regte plekke. • Skryf na en skryf woorde met korrekte spasiëring. • Skryf na en skryf korrekte kort sinne. Gedeelde,Groep- en Selfstandige Skryf Klassikale / kleingroeplesse / individuele skryfsessies van 15 minute elk, drie maal per week, wat by die gedeelde lees, besprekings en persoonlike ervarings aansluit. Gebruik die gedeelde skryfaktiwiteite om die gebruik van korrekte leestekens, spelling en taalstrukture (soos tye, meervoude, voorsetsels) te demonstreer. • Dra idees by en hersien 'n klas- / groepstorie (gedeelde skryf). • Bespreek idees vir skryfwerk met klasmaats. • Skryf ten minste drie sinne of eie nuus of skeppende storie en gebruik aangeleerde klankkennis, bekende sigwoorde, hoofletters en punte. • Skryf en illustreer sinne oor ‘n onderwerp om ‘n bydrae te maak tot die leeshoekie. • Spel bekende woorde korrek. • Gebruik teenwoordige en verlede tyd korrek met hulp van die onderwyser. • Vorm meervoude van bekende woorde met -s en -e aan die einde van die woord. • Gebruik voorsetsels korrek. • Skep ‘n woordbank en persoonlike woordeboek deur die beginletter van woorde te gebruik soos gil, hen, ink. • Organiseer inligting in eenvoudige grafiese vorme soos ‘n kaart of tydlyn om, byvoorbeeld, die resultate van ‘n opname oor hoeveel kinders skool toe kom, neer te skryf. AFRIKAANS HUISTAAL GRAAD R-3 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Handskrif • Hou potlood en kryt korrek vas. • Vorm klein- en hoofletters korrek en vloeiend wat grootte en posisie betref, d.w.s. begin en eindig op die regte plekke. • Skryf na en skryf ‘n sin korrek van die skryfbord / sinstrook neer. Formele assesseringsaktiwiteit 1 Handskrif • Vorm klein- en hoofletters korrek en vloeiend wat grootte en posisie betref, d.w.s. begin en eindig op die regte plekke. • Skryf na en skryf woorde met korrekte spasiëring. • Skryf na en skryf sinne korrek van die skryfbord / sinstrook af. Voorstelle vir informele assesseringsaktiwiteite Skryf • Dra idees by en hersien 'n klas- / groepstorie (gedeelde skryf). • Bespreek idees vir skryfwerk met klasmaats. • Skep ‘n woordbank en persoonlike woordeboek deur die beginletter van woorde te gebruik soos gil, hen, ink. Formele assesseringsaktiwiteit 1 Skryf • Skryf ten minste drie sinne of eie nuus of kreatiewe storie en gebruik aangeleerde klankkennis, bekende sigwoorde, hoofletters en punte. • Spel bekende woorde korrek. • Gebruik teenwoordige en verlede tyd skriftelik korrek. • Vorm meervoude van bekende woorde met -s, -e aan die einde van die woord. • Gebruik voorsetsels korrek. • Organiseer inligting in eenvoudige grafiese vorme, soos ‘n kaart of tydlyn om, byvoorbeeld, die resultate van ‘n opname oor hoeveel kinders skool toe kom, neer te skryf. AFRIKAANS HUISTAAL GRAAD R-3 KABV 77 VOORGESTELDE TEKSTE / LEERMATERIAAL VIR DIE JAAR LUISTER EN PRAAT • Prente en plakkate • Werklike voorwerpe wat van toepassing is op die temas, soos handpoppe, maskers, ens. • Storiebordstukke, legkaarte, tangramme met bypassende legkaarte • Prente vir volgorde • Fantasieklere vir rolspel • Musiekinstrumente (tamboeryn, slaginstrumente, ens.) • CD’s of bande met stories (wat gelees of vertel word), gedigte, rympies en liedjies, CD-speler / bandspeler, televisie en video’s / DVD’s • Storieboeke en mondelinge stories • Gedigte, liedjies en rympies LEES EN KLANKE • Prente en plakkate • Muurklankkaarte • Handelsmerke en ander voorbeelde van media uit die omgewing (inkopiesakke, handelsname op produkte, ens.) • Gegradeerde leesreekse • Grootboeke - mag dalk tydens gedeelde skryf gemaak word • Kleuterrympies, gediggies en liedjies • Ander vergrote teks soos gediggies, rympies en liedjies • Storieboeke en prenteboeke vir die leeshoekie • Kort pretboeke met 1 - 2 sinne op 'n bladsy vir die leeshoekie • Flitskaarte vir klaskameritems, sigwoorde en uitstallings • Naamkaarte van leerders • Wysers vir gebruik tydens die lees van vergrote tekste, muurstories, uitstallings SKRYFWERK EN HANDSKRIF • Apparaat en materiaal vir hand-oog-koördinasie-aktiwiteite (soos balle in verskeie groottes, hoepels, boontjiesakke, skêre, speelklei, pennetjiesbord en pennetjies, krale en veters, rygkaarte en veters, skroewe en boute, wasgoedpennetjies, sandskinkbord) • Skryfgereedskap soos potlode, kleurkryte, vetkryte, verf, verfkwaste, blanko papier in verskeie groottes (A3, A4, A5), liniaal, uitveër, blanko boeke, 17 mm gelinieerde boeke • Skryf- en sinstroke wat die beginpunt en rigting aandui • Groot papier en dik merkpenne • Persoonlike woordeboeke AFRIKAANS HUISTAAL GRAAD R-3 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.3 Graad 2 GRAAD 2 HUISTAAL AFRIKAANS VEREISTES PER KWARTAAL KWARTAAL 1 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / Weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Luister sonder om die spreker te onderbreek en toon respek vir die spreker. • Neem beurte om te praat. • Praat oor persoonlike ervaringe, byvoorbeeld, vertel persoonlike nuus. • Gebruik die korrekte woorde in konteks soos 'n uitnodiging. • Stel oplossings voor vir 'n probleem, veral tydens Wiskunde. Tweeweeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 - 5 • Luister vir genot na 'n storie en beantwoord vrae wat daarmee verband hou. • Herhaal 'n opeenvolging van gebeure in 'n storie korrek. • Luister na instruksies wat ten minste twee dele bevat en reageer gepas. Week 6 - 10 • Vertel 'n storie met 'n begin, 'n middel en 'n einde. • Neem deel aan bespreking, vra en beantwoord vrae en stel idees voor. ASSESSERING Voorstelle vir informele assessering Luister en Praat (mondeling en / of prakties) • Herhaal 'n opeenvolging van gebeure in die storie korrek. • Neem aan besprekings deel, vra en beantwoord vrae en stel idees voor. Formele Assesseringsaktiwiteit 1 Luister en praat (mondeling en / of prakties) • Praat oor persoonlike ervaringe, byvoorbeeld, vertel persoonlike nuus. • Luister na instruksies wat ten minste twee dele bevat en reageer gepas. • Luister vir genot na 'n storie en beantwoord vrae wat daarmee verband hou. • Vertel 'n storie met 'n begin, 'n middel en 'n einde. AFRIKAANS HUISTAAL GRAAD R-3 KABV 79 GRAAD 2: KWARTAAL 1 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse klankaktiwiteite van 15 minute elk Hersien die enkelklanke en dubbelklanke wat in Graad 1 onderrig word. Stel dubbelklanke bekend en doen woordbou￾en ouditiewe klankherkenningsaktiwiteite. Gebruik geleenthede om hersiening te doen van klanke wat onderrig was tydens ander taalaktiwiteite, byvoorbeeld in gedeelde lees en gedeelde skryf. • Onderskei tussen n soos in 'n man en n soos in nag. • Hersien en identifiseer die letter-klank-verhoudings van alle enkelklanke. • Hersien die dubbelklanke, soos aa - vaar, ee - meer, oo - toon, uu - vuur. • Hersien en identifiseer vokaalklanke wat uit twee letters bestaan, soos ie - vier, oe - boek, ou - koud, ui - tuin, eu - seun, ei - klein. • Herken rymwoorde, soos gee, nee, skree. • Skryf en klank woorde met aangeleerde klanke. • Herken woordfamilies en rymwoorde. • Spel bekende woorde korrek. • Gebruik kennis van klanke om onbekende woorde te spel. • Bou woorde en sinne met kennis van klank. • Gebruik klanke uit klanklesse om woorde in sinne en ander tekste te lees. • Leer om 10 woorde per week uit klanklesse te spel. Daaglikse leesaktiwiteite Groepbegleide lees (twee groepe per dag) en 2 - 3 gedeelde leessessies per week Gedeelde lees Twee tot drie klaslesse per week van 15 minute elk. Behandel ten minste een nuwe teks per week wat die onderwyser saam met die hele klas demonstreer. Elke sessie het 'n leerfokuspunt uit die volgende: gedrukte tekskonsep, tekskenmerke, klanke, taalpatrone, woordidentifiseringstrategieë en begrip op 'n verskeidenheid vlakke soos letterlike, herorganiserings-, afleidings-, evaluerings- en waarderingsvrae. Demonstreer die gebruik van fonetiese dekoderingsvaardighede en ander strategieë soos kontekstuele leidrade en strukturele analise tydens lees. Demonstreer ook die vyf-vinger-strategie waar elke vinger 'n strategie voorstel wat die leser kan gebruik om sistematies onbekende woorde en die woordbetekenis te ontsyfer. • Lees eenvoudige instruksies in die klaskamer. • Interpreteer prente of ander visuele media, soos 'n foto of 'n advertensie om eie stories op te maak, “lees” die foto of advertensie. • Lees boeke in klasverband saam met die onderwyser (gedeelde lees) en beskryf die hoofgedagtes. • Gebruik visuele leidrade om te voorspel waaroor 'n storie handel: 'n boekomslag, illustrasies in die boek. • Gee 'n persoonlike opinie oor die teks wat gelees is. • Identifiseer kernbesonderhede en die volgorde van gebeure in die teks wat gelees is. • Beantwoord hoër-orde-denkvrae voor, gedurende en nadat die teks in gedeelde lees gelees is: “Wat sal gebeur as …” AFRIKAANS HUISTAAL GRAAD R-3 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Groepbegeleide lees Die onderwyser werk met twee leesgroepe per dag en spandeer 15 minute aan elke groep. Elke groep lees twee maal per week saam met die onderwyser. Die onderwyser werk met groepe leerders wat op dieselfde leesvlak is deur die teks by die leerder se leesvlak aan te pas (woordherkenning is tussen 90% en 95% akkuraat). Gegradeerde leesreekse sal gewoonlik gebruik word. • Lees stil en hardop in leesgroepe saam met die onderwyser, d.w.s. die hele groep werk met dieselfde teks / storie wat op die groep se leesvlak is. • Gebruik prente in die teks om te verstaan. • Gebruik sigwoorde, klanke, kontekstuele en strukturele analitiese dekoderingsvaardighede tydens lees. • Toon begrip van leestekens soos punt, komma, vraagteken en uitroepteken tydens hardoplees. • Bou 'n sigwoordeskat op uit die insidentele lees, die gegradeerde leesreekse en hoëfrekwensie woordelyste. Lees in pare / Selfstandige lees (drie keer per week) Bekendstelling van paar / selfstandige lees. Selekteer bekende tekste of tekste wat op die leerder se selfstandige leesvlak is (eenvoudiger as die tekste wat tydens gedeelde lees gebruik word en met meer as 95% akkuraatheid t.o.v. woordherkenning). • Lees selfstandig: prenteboeke, gediggies, storieboeke uit die biblioteek of uit die klas se leeshoekie. AFRIKAANS HUISTAAL GRAAD R-3 KABV 81 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties) • Hersien woordfamilies met kort vokaalklanke. • Herken rymwoorde: gee, nee, skree. • Bou 3- en 4-letterwoorde en gebruik enkelletters en dubbelletters / dubbelklanke wat reeds onderrig is. • Gebruik klanke uit klanklesse om woorde in sinne en ander tekste te lees. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of skriftelik) • Identifiseer letter-klank-verhoudings van alle enkelklanke. • Herken rymwoorde soos gee, nee, skree. • Bou woorde en sinne met klankkennis. • Doen woordbou-aktiwiteite en verdeel woorde in klank- of lettergrepe. Voorstelle vir informele assesseringsaktiwiteite: Lees (mondeling en / of prakties) Gedeelde lees • Lees eenvoudige instruksies in die klaskamer. • Interpreteer prente of ander visuele media, soos foto’s of advertensies om eie stories op te maak, d.w.s. “lees” die foto / advertensie. • Lees boeke in klasverband saam met die onderwyser (gedeelde lees) en beskryf die hoofgedagtes. • Voorspel na aanleiding van die boekomslag waaroor die storie handel en gee 'n persoonlike mening daaroor. • Identifiseer kernbesonderhede en die volgorde van gebeure in teks wat gelees is. • Beantwoord hoër-orde-denkvrae voor, gedurende en nadat die teks tydens gedeelde lees gelees is: “Wat sal gebeur as ...?” Groepbegeleide lees • Lees stil en hardop in leesgroepe saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie wat op die groep leerders se leesvlak is. • Gebruik prente in die teks om te verstaan wat hy of sy lees, • Gebruik sigwoorde, klanke, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens lees. • Toon begrip van leestekens soos punt, komma, vraagteken en uitroepteken wanneer hy of sy hardoplees. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties) Gedeelde lees • Interpreteer prente of ander gedrukte media soos foto’s of advertensie om eie storie op te maak. “Lees” die foto of advertensie. • Lees boeke in klasverband saam met die onderwyser (gedeelde lees) en beskryf die hoofgedagtes. • Voorspel na aanleiding van die boekomslag waaroor die storie handel en gee 'n persoonlike mening daaroor. • Identifiseer kernbesonderhede en die volgorde van gebeure in teks wat gelees is. Groepbegeleide lees • Lees hardop in leesgroepe saam met die onderwyser, d.w.s. die hele groep werk met dieselfde teks / storie wat op die groep leerders se leesvlak is. • Gebruik sigwoorde, klanke, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens lees. AFRIKAANS HUISTAAL GRAAD R-3 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2: KWARTAAL 1 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, drie maal per week Hersien die vorming van kleinletters en hoofletters. Demonstreer die korrekte spasiëring van letters in 'n woord en van woorde in 'n sin. Leerders skryf woorde en sinne van die skryfbord en sinskaarte af. • Oefen korrekte potloodgreep en plasing van boek / bladsy. • Skryf al 26 klein- en hoofletters korrek met betrekking tot vorming, spasiëring en rigting binne die lyne. • Skryf letters en woorde met die korrekte spasiëring. • Skryf na en skryf twee of meer sinne wat deur die onderwyser gedemonstreer is. • Skryf en gebruik leestekens soos 'n punt, vraagteken, komma, uitroepteken. Gedeelde, Groep- en Selfstandige skryf Twee tot drie klas- / kleingroepslesse van 20 minute elk wat by gedeelde lees aansluit en daarop voortbou. Demonstreer die korrekte gebruik van leestekens en spelling tydens gedeelde skryf. Gee voorbeelde van die begin van sinne aan leerders wat nog nie hul eie sinne kan skryf nie. Stel die gebruik van 'n persoonlike woordeboek bekend. • Teken prente om 'n boodskap oor te dra, soos persoonlike ervarings. • Gee idees en woorde vir 'n klasstorie (gedeelde skryf). • Skryf 'n lys en gebruik 'n komma om items te skei soos take van die dag. • Skryf minstens drie sinne oor eie nuus of 'n skeppende storie en gebruik die aangeleerde klanke, bekende sigwoorde, hoofletters en punte. • Skryf en illustreer 2 tot 4 sinne oor 'n onderwerp om 'n bydrae te maak tot die leeshoekie. • Skep eie woordbank en persoonlike woordeboek volgens die beginletters van woorde om woordeboekvaardighede te ontwikkel. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Handskrif • Korrekte potloodgreep en plasing van boek / bladsy. • Skryf al 26 klein- en hoofletters korrek met betrekking tot vorming, spasiëring en rigting (in lyne). • Skryf en gebruik leestekens soos 'n punt, vraagteken, komma, uitroepteken. • Skryf letters en woorde met die korrekte spasiëring. Formele assesseringsaktiwiteit 1 Handskrif • Skryf al 26 klein- en hoofletters korrek met betrekking tot vorming, spasiëring en rigting. • Skryf na en skryf twee of meer sinne netjies en leesbaar neer. Voorstelle vir informele assesseringsaktiwiteite Skryf • Skryf 'n lys en gebruik 'n komma om die items te skei, soos take van die dag. • Skep eie woordbank en persoonlike woordeboek volgens die beginletters van woorde om sodoende woordeboekvaardighede te ontwikkel. Formele assesseringsaktiwiteit 1 Skryf • Teken prente om 'n boodskap oor te dra oor persoonlike ervaring. • Skryf minstens drie sinne oor eie nuus of skeppende storie en gebruik die aangeleerde klanke, bekende sigwoorde, hoofletters en punte. • Gee idees en woorde vir 'n klasstorie (gedeelde skryf). AFRIKAANS HUISTAAL GRAAD R-3 KABV 83 GRAAD 2: KWARTAAL 2 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / Weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Luister en toon respek vir die spreker sonder om hom / haar te onderbreek. • Neem beurte om te praat, toon sensitiwiteit aan ander en gee positiewe terugvoering. • Praat oor persoonlike ervaringe. Byvoorbeeld, vertel nuus sonder herhaling. • Verstaan en gebruik die gepaste woordeskat van die onderskeie vakke, soos wiskundige taal. • Stel oplossings voor vir 'n probleem, veral tydens Wiskunde. Twee weeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 - 5 • Luister met genot vir 'n langer tydperk na 'n storie. • Druk gevoelens uit oor 'n storie of gedig. • Identifiseer ooreenkomste en verskille. • Vergelyk en klassifiseer dinge en verduidelik die klassifikasie, soos voertuie met 4 wiele en voertuie met 2 wiele. Week 6 - 10 • Luister na 'n stel ingewikkelder instruksies en reageer gepas. • Luister na stories en gedigte en identifiseer die hoofgedagte, besonderhede en logiese volgorde van gebeure. • Beantwoord oop en geslote vrae en verskaf redes vir die antwoorde. • Reageer gepas op raaisels en grappe. • Skep eie rympies en gebruik verbeeldingryke taal. • Neem deel aan besprekings en stel vrae om duidelikheid te kry. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) • Luister en toon respek vir die spreker sonder om hom / haar te onderbreek. • Neem beurte om te praat, toon sensitiwiteit teenoor ander en gee positiewe terugvoering. • Identifiseer ooreenkomste en verskille. • Vergelyk en klassifiseer dinge en verduidelik die klassifikasie, soos voertuie met 4 wiele en voertuie met 2 wiele. Formele assesseringsaktiwiteit 1 Luister en Praat (mondeling en / of prakties) • Praat oor persoonlike ervaringe, byvoorbeeld, vertel nuus sonder herhaling. • Luister met genot vir 'n langer tydperk na 'n storie. • Druk gevoelens uit oor 'n storie of gedig. Formele assesseringsaktiwiteit 2 Luister en Praat (mondeling en / of prakties) • Luister na stories en gedigte en identifiseer die hoofgedagte, besonderhede en logiese volgorde van gebeure. • Beantwoord oop en geslote vrae en verskaf redes vir die antwoorde. • Neem aan besprekings deel en stel vrae om duidelikheid te kry. AFRIKAANS HUISTAAL GRAAD R-3 84 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2: KWARTAAL 2 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse klankaktiwiteite van 15 minute elk Aanleer van nuwe klanke. Gaan voort met woordbou-aktiwiteite en ouditiewe herkenningsaktiwiteite. • Hersien en identifiseer die letter-klank-verhouding van alle enkelklanke. • Hersien woordfamilies met kort vokaalklanke wat uit twee letters bestaan eu, ei, ui, oe, ie. • Hersien tweeklanke soos oei, eeu, aai, ooi. • Herken rymwoorde soos koei, roei, groei, gloei, raai, waai, laai, gooi, rooi, looi. • Herken klanke aan die begin van woorde soos br- soos broek, bl- soos blik. • Vorm woorde met nuwe klanke wat aangeleer is. • Bou woorde met klankkennis. • Doen woordbou-aktiwiteite en verdeel woorde in klank- of / en lettergrepe. • Lees die aangeleerde woorde in sinne en ander tekste. • Leer om ten minste 10 woorde uit die klanklesse te spel. Daaglikse leesaktiwiteite Groepbegeleide Lees (twee groepe per dag) en 2 - 3 gedeelde leessessies per week. Gedeelde lees Twee tot drie klaslesse per week van 15 minute elk. Behandel ten minste een nuwe teks per week wat die onderwyser met die hele klas demonstreer. Demonstreer die gebruik van klankdekodering en ander strategieë soos kontekstuele leidrade en strukturele analise tydens lees. • Gebruik visuele leidrade om die betekenis van advertensies te verstaan en die gehoor / teikengroep te bepaal. • Lees boeke in klasverband saam met die onderwyser (gedeelde lees) en bespreek die verwantskap tussen oorsaak en gevolg. • Identifiseer die besonderhede in die teks van die hoofkarakters en agtergrond. • Lees bekende rympies, gedigte en liedjies in klasverband saam met die onderwyser (gedeelde lees) en bespreek die verskillende formate. • Beantwoord hoër-orde-denkvrae wat op die teks gegrond is. Byvoorbeeld: “Hoe verskil die leeu se gedrag van die muis s’n?” • Gee eie opinie oor wat gelees is. Groepbegeleide lees Die onderwyser werk met twee leesgroepe per dag en spandeer 15 minute aan elke groep. Elke groep lees twee maal per week saam met / vir die onderwyser. Leerders word geleer om hulself tydens lees te monitor wat betref beide woordherkennings- en begripsvaardighede. (Leerders word geleer om te vra: “Klink dit reg? Lyk dit reg? Maak dit sin?”) Demonstreer die proses tydens gedeelde lees en pas dit toe tydens groepbegeleide lees met hulp van die onderwyser. • Lees hardop in leesgroepe saam met die onderwyser, d.w.s. die hele groep werk met dieselfde storie. • Gebruik sigwoorde, klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens lees. • Leerders begin om hulleself tydens lees te monitor wat betref woordherkennings- en begripsvaardighede. • Lees met toenemende vlotheid en gevoel. • Bou 'n sigwoordeskat op uit insidentele lees, gegradeerde leesreekse en hoëfrekwensie woordelyste. Lees in pare / Selfstandige lees Daaglikse leesaktiwiteite vir 20 minute terwyl sommige groepe besig is met groeplees. • Lees hardop vir 'n maat. • Lees eie en andere se skryfstukke. • Lees self tekste, soos strokiesprente en eenvoudige fiksie. AFRIKAANS HUISTAAL GRAAD R-3 KABV 85 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke: (mondeling en / of prakties) • Lees aangeleerde woorde van klanklesse en ander tekste. Formele assesseringsaktiwiteit 1 Klanke: (mondeling en / of prakties en / of skriftelik) • Herken drieletterkombinasies aan die begin van woorde soos spr, skr. • Hersien en identifiseer vokaalklanke wat uit twee letters bestaan soos eu, ei, ou. • Herken klanke aan die begin van woorde, soos br- soos broek, bl- soos blik. • Herken woorde met beginklanke, soos gl- in gly, glas, gleuf. Formele assesseringsaktiwiteit 2 Klanke (mondeling en / of prakties en / of skriftelik) • Hersien woordfamilies met kort vokaalklanke soos rot, tot, pot, mot. • Hersien tweeklanke soos oei, eeu, aai, ooi. • Herken rymwoorde soos koei, bloei, groei, roei. • Vorm nuwe woorde met klanke wat aangeleer is. • Lees die aangeleerde woorde in sinne en ander tekste. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / of prakties) Gedeelde lees • Gebruik visuele leidrade om die doel van advertensies te lees en die gehoor / teikengroep te bepaal. • Beantwoord hoër-orde-denkvrae wat op die teks gegrond is. Byvoorbeeld: “Hoe verskil die leeu se gedrag van die muis s’n?” Groepbegeleide lees • Lees met toenemende vlotheid en gevoel. • Leerders begin om hulleself te monitor tydens lees in beide woordherkennings- en begripsvaardighede. Lees in pare / Selfstandige lees • Lees eie en andere se skryfstukke. • Lees self tekste soos strokiesprente en eenvoudige fiksie. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties) Gedeelde lees • Lees boeke in klasverband saam met die onderwyser (gedeelde lees) en bespreek die verwantskap tussen oorsaak en gevolg. • Identifiseer die besonderhede in die teks soos hoofkarakters en agtergrond. Groepbegeleide lees • Gebruik sigwoorde, klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens lees. • Lees met toenemende vlotheid en gevoel. Lees in pare / Selfstandige lees • Lees self tekste soos strokiesprente en eenvoudige fiksie. AFRIKAANS HUISTAAL GRAAD R-3 86 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Formele assesseringsaktiwiteit 2 Lees (mondeling en / of prakties) Gedeelde lees • Gebruik visuele leidrade om die doel van advertensies te lees en die gehoor / teikengroep te bepaal. • Lees boeke in klasverband saam met die onderwyser (gedeelde lees) en bespreek die verwantskap tussen oorsaak en gevolg. • Beantwoord hoër-orde-denkvrae wat op die teks gegrond is. Byvoorbeeld: “Hoe verskil die leeu se gedrag van die muis s’n?” • Gee eie opinie oor wat gelees is. Groepbegeleide lees • Lees hardop in leesgroepe saam met die onderwyser, d.w.s. die hele groep werk met dieselfde storie. • Gebruik sigwoorde, klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens lees. Lees in pare / Selfstandige lees • Lees hardop vir 'n maat. AFRIKAANS HUISTAAL GRAAD R-3 KABV 87 GRAAD 2: KWARTAAL 2 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, drie maal per week Leerders gebruik drukskrif vir transkripsie en skryf langer en 'n groter verskeidenheid skryfstukke netjies en korrek oor. • Skryf klein- en hoofletters korrek en met selfvertroue in drukskrif. • Gebruik korrekte spasiëring tussen woorde in 'n sin. • Vorm letters en sinne korrek in 17 mm liniëring. • Skryf na en skryf een paragraaf (3 - 4 reëls) vanaf 'n gedrukte teks soos 'n storie, gedig, ens. • Skryf na en skryf verskillende skryfstukke in verskillende formate, soos kort uitnodigings vir 'n verjaarsdag, boodskappe, lyste. • Berei patrone voor vir lopende skrif / skrif met verbindings. • Gebruik skryfgereedskap doeltreffend: potlood, uitveër en liniaal. Gedeelde, Groep- en Selfstandige skryf Twee tot drie klas- / kleingroeplesse van 20 minute elk per week. Gebruik gedeelde skryfaktiwiteite om die korrekte gebruik van leestekens en spelling te demonstreer. Voorsien skryframe aan leerders om hulle eie stories te skryf. • Neem deel aan besprekings om 'n onderwerp te kies om oor te skryf. • Skryf eenvoudige ekspressiewe tekste soos 'n bedankingskaartjie, 'n brief volgens die korrekte formaat. • Skryf ‘n eie storie van minstens een paragraaf (ten minste vyf sinne) met behulp van ‘n skryfraam. • Skryf een paragraaf (ten minste vyf sinne) oor persoonlike ervaringe of gebeure soos daaglikse nuus. • Skryf en illustreer sinne (4 - 6) oor 'n onderwerp om 'n bydrae te maak tot die leeshoekie. • Gebruik die skryfproses (beplanning, skryf en redigeer). • Gebruik hoofletters (aan die begin van ‘n sin en vir eiename) en korrekte leestekens soos punte, kommas, vraagtekens, uitroeptekens. • Spel bekende woorde korrek. • Gebruik teenwoordige en verlede tyd korrek. • Gebruik voorsetsels korrek. • Lees eie skryfstuk hardop vir 'n maat. • Skep eie woordbank en persoonlike woordeboek volgens die beginletters van woorde om. woordeboekvaardighede te ontwikkel soos fiets, geld, huis. AFRIKAANS HUISTAAL GRAAD R-3 88 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Handskrif • Spasieer woorde korrek in 'n sin. • Vorm letters en sinne korrek in 17 mm liniëring. • Gebruik skryfgereedskap doeltreffend: potlood, uitveër en liniaal. Formele assesseringsaktiwiteit 1 Handskrif • Skryf klein- en hoofletters korrek en met selfvertroue in drukskrif. • Skryf na en skryf verskillende skryfstukke, soos kort uitnodigings vir 'n verjaarsdag, boodskappe, lyste. Formele assesseringsaktiwiteit 2 Handskrif • Skryf klein- en hoofletters korrek en met selfvertroue in drukskrif. • Herskryf en skryf een paragraaf ( 3 - 4 reëls) vanaf 'n gedrukte teks soos 'n storie, gedig, ens. Voorstelle vir informele assesseringsaktiwiteite Skryf • Skep eie woordbank en persoonlike woordeboek volgens die beginletters van woorde om woordeboekvaardighede te ontwikkel soos fiets, geld, huis. • Spel bekende woorde korrek. Formele assesseringsaktiwiteit 1 Skryf • Skryf eenvoudige betekenisvolle tekste soos 'n bedankingskaartjie of 'n brief. • Neem deel aan besprekings om ‘n onderwerp te kies om oor te skryf. • Skryf ‘n eie storie van minstens een paragraaf (ten minste 5 sinne) en gebruik ‘n skryfraam. • Gebruik hoofletters (aan die begin van 'n sin en vir eiename) en korrekte leestekens soos punte, kommas, vraagtekens, uitroeptekens. Formele assesseringsaktiwiteit 2 Skryf • Skryf 'n eie storie van minstens een paragraaf (ten minste 5 sinne) en gebruik 'n skryfraam. • Skryf een paragraaf (ten minste 5 sinne) oor persoonlike ervarings of gebeure soos daaglikse nuus. • Gebruik die skryfproses (beplanning, skryf, redigering en aanbieding). • Spel bekende woorde korrek. • Gebruik teenwoordige en verlede tyd korrek. • Lees eie skryfstuk hardop vir 'n maat. AFRIKAANS HUISTAAL GRAAD R-3 KABV 89 GRAAD 2: KWARTAAL 3 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / Weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Luister sonder om die spreker te onderbreek, toon respek vir die spreker en vra vrae om duidelikheid te kry. • Praat oor persoonlike ervarings en meer bekende nuus, soos vertel nuus. • Gebruik interessante woorde en beskrywings wanneer hy of sy praat. • Neem deel aan besprekings, stel en beantwoord vrae. • Stel oplossings voor vir probleme, veral tydens Wiskunde. Tweeweeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 - 5 • Luister na 'n opeenvolging van instruksies en reageer gepas daarop. • Luister na stories en voorspel die slot of gee eie slot vir die storie. • Vertel eenvoudige stories met wisselende stemtoon en volume. Week 6 - 10 • Luister na besonderhede in stories en beantwoord oopeindevrae. Byvoorbeeld, die verwantskap tussen oorsaak en gevolg. • Rolspeel verskillende situasies, byvoorbeeld as nuusleser. • Praat op gepaste wyse met verskillende mense. Byvoorbeeld, voer onderhoude met verskillende mense. • Vertel grappe en raaisels en gebruik verbeeldingryke taal. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en Praat (mondeling en / of prakties) • Luister sonder om die spreker te onderbreek, toon respek vir die spreker en stel vrae om duidelikheid te kry. • Praat oor persoonlike ervarings en meer bekende nuus. Byvoorbeeld, vertel die nuus.. • Praat op gepaste wyse met verskillende mense. Byvoorbeeld, voer onderhoude met verskillende mense. • Vertel grappe en raaisels en gebruik verbeeldingryke taal. Formele assesseringsaktiwiteit 1 Luister en Praat (mondeling en / of prakties) • Praat oor persoonlike ervaringe en meer bekende nuus. Byvoorbeeld, vertel die nuus. • Gebruik interessante woorde en beskrywings tydens praat. • Luister na stories en voorspel die slot of gee eie slot vir die storie. • Vertel eenvoudige stories met wisselende stemtoon en volume. Formele assesseringsaktiwiteit 2 Luister en Praat (mondeling en / of prakties) • Neem aan besprekings deel, vra en beantwoord vrae. • Luister na ‘n opeenvolging van instruksies en reageer gepas daarop. • Luister na besonderhede in stories en beantwoord oopeindevrae. Byvoorbeeld, die verwantskap tussen oorsaak en gevolg. • Rolspeel verskillende situasies, byvoorbeeld, die rol as nuusleser. AFRIKAANS HUISTAAL GRAAD R-3 90 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2: KWARTAAL 3 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse klankaktiwiteite van 15 minute elk Aanleer van nuwe klanke. Gaan voort met woordbou-aktiwiteite en ouditiewe herkenningsaktiwiteite. Visuele en ouditiewe analise en sintese van woorde. • Herken en gebruik beginklanke soos st-, sl-, sw-, sm-, sn-, sk-, sp-; pl-, vl-, kl-, fl-; pr-, vr-, kr-, tr-, dr-, fr-; tw-, sw-, sw- • Onderrig drieletterkombinasies soos spr- spreek, spraak, spreeu, sprong spruit; str- straat, streef, straf, steek; skr- skryf, skroom, skrop, skrams. • Gebruik letterkombinasies vir woordbou-aktiwiteite soos bo genoem. • Vorm woorde met nuwe klanke wat aangeleer is. • Herken woordfamilies en rymwoorde. • Groepeer bekende woorde in klankfamilies. • Spel bekende woorde korrek. Byvoorbeeld, ons hoor gi maar ons skryf ge in geskryf; hoor bi maar ons skryf be in begin; hoor vir maar ons skryf ver in vergeet. • Gebruik kennis van klanke om onbekende woorde te spel. • Bou woorde met klankkennis. • Doen woordbou-aktiwiteite en verdeel die woord in klank- en lettergrepe. • Lees die aangeleerde woorde in sinne en ander tekste. • Klank ten minste 10 woorde per week (klanklesse en sigwoorde). Daaglikse leesaktiwiteite: Groepbegeleide lees (twee groepe per dag) en 2 - 3 gedeelde leessessies per week. Gedeelde lees Twee tot drie klaslesse per week van 15 minute elk en gebruik ten minste een nuwe teks per week. • Die hele groep lees dieselfde storie en identifiseer die volgorde van gebeure en die agtergrond. • Gebruik die boekomslag om die storie te voorspel. • Beantwoord hoër-orde-denkvrae oor die teks wat gelees is soos: “Wat sou gebeur het as ...?” • Lug eie mening oor die gelese gedeelte. • Identifiseer sommige sinonieme en teenoorgesteldes (antonieme). • Interpreteer inligting van eenvoudige tabelle soos 'n almanak. Groepbegeleide lees Die onderwyser werk met twee leesgroepe per dag en spandeer 15 minute aan elke groep. Elke groep lees twee maal per week saam met die onderwyser. • Lees hardop in leesgroepe saam met die onderwyser, d.w.s. die hele groep werk met dieselfde storie. • Gebruik sigwoorde, klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens lees. • Leerders monitor hulleself in beide woordherkennings- en begripsvaardighede tydens lees.. • Lees met toenemende vlotheid en uitdrukking (lees met gevoel). • Bou 'n sigwoordeskat op uit insidentele lees, die gegradeerde leesreeks en hoëfrekwensie woordelyste. Lees in pare / Selfstandige lees Daaglikse leesaktiwiteite vir 20 minute terwyl sommige groepe besig is met Groepbegeleide lees saam met onderwyser • Lees hardop vir 'n maat. • Lees eie en andere se skryfstukke. • Lees selfstandig, gebruik kort fiksie-tekse en gedigte. • Speel leesspeletjies soos Bingo en bordspeletjies en voltooi blokkiesraaisels om lees- en woordeskatvaardighede in te skerp. AFRIKAANS HUISTAAL GRAAD R-3 KABV 91 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties) • Identifiseer die letter-klank-verhouding van alle enkelklanke. • Herken en gebruik beginklanke soos ge- gesig, be- begin, ver- vergeet, pl- plan, vl- vlag, kl- klas, fl- fles, pr- pret, vr￾vrag, kr- krap, tr- trap, dr- druk, fr- fris, tw- twee, sw- swart, kw-kwaad. • Doen woordbou-aktiwiteite en verdeel woorde in klank- en lettergrepe. • Lees die aangeleerde woorde in sinne en ander tekste. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of geskrewe) • Gebruik letterkombinasies vir woordbou-aktiwiteite. • Identifiseer die letter-klank-verhouding van alle enkelklanke. • Herken en gebruik beginklanke wat aangeleer is. • Doen woordbou-aktiwiteite met nuut aangeleerde klanke. • Lees die aangeleerde woorde in sinne en ander tekste. • Groepeer bekende woorde in klankfamilies. Formele assesseringsaktiwiteit 2 Klanke (mondeling en / of prakties en / of geskrewe) • Herken tweeletterkombinasies aan die begin en einde van woorde soos pr-, vr-, tr-, dr-, fr-, en tw-, sw-, kw-. • Herken en gebruik aangeleerde beginklanke. • Bou woorde met klankkennis, d.w.s. alle klanke wat hierdie jaar aangeleer is. • Groepeer bekende woorde in klankfamilies. Voorstelle vir informele assesseringsaktiwiteite: Lees (mondeling en / of prakties) Gedeelde lees • Beantwoord hoër-orde-denkvrae oor die teks wat gelees is, soos: “Wat sou gebeur het as ...?” • Leerders monitor hulself tydens lees wat betref beide woordherkenning en begripsvaardighede. • Identifiseer sommige sinonieme en teenoorgesteldes (antonieme). Groepbegeleide Lees • Lees hardop in leesgroepe saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Gebruik sigwoorde, klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens lees. • Lees met toenemende vlotheid en uitdrukking (lees met gevoel). Lees in pare / Selfstandige lees • Lees hardop vir 'n maat op eie vlak. • Lees eie en ander se skryfstukke. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties) Gedeelde lees • Die hele groep lees dieselfde storie en identifiseer die volgorde van gebeure en die agtergrond. • Gebruik die boekomslag om die storie te voorspel. • Spreek ‘n mening uit oor die gelese gedeelte. AFRIKAANS HUISTAAL GRAAD R-3 92 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Groepbegeleide lees • Lees hardop in leesgroepe saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Gebruik sigwoorde, klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens lees. Formele assesseringsaktiwiteit 2 Lees (mondeling en / of prakties) Gedeelde lees • Die hele groep lees dieselfde storie en identifiseer die volgorde van gebeure en die agtergrond. • Beantwoord hoër-orde-denkvrae oor die teks wat gelees is, soos: “Wat sou gebeur het as ...?” • Interpreteer inligting van eenvoudige tabelle, soos 'n almanak. Groepbegeleide lees • Lees hardop in leesgroepe saam met die onderwyser, d.w.s. die hele groep lees dieselfde storie. • Lees met toenemende vlotheid en uitdrukking (lees met gevoel). Lees in pare / Selfstandige lees • Lees selfstandig kort fiksie-tekste en gedigte. AFRIKAANS HUISTAAL GRAAD R-3 KABV 93 GRAAD 2: KWARTAAL 3 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, drie maal per week Leerders gaan voort om drukskrif in geskrewe werk te gebruik, maar doen voorbereidende oefeninge vir lopende skrif. Die lopende skrif / skrif met verbindings wat gebruik word, word deur die skool / provinsie se handskrifbeleid bepaal. Drukskrif word behou • Gebruik skryfgereedskap soos potlood, uitveër en liniaal doeltreffend. • Vorm klein- en hoofletters korrek, vinniger en met meer akkuraatheid. • Behou eenvormigheid met grootte van hoof- en kleinletters in 'n woord. • Alle skryfwerk word in drukskrif gedoen. Oorgang na lopende skrif / skrif met verbindings • Naskryf en inoefening van voorbereidende patrone vir lopende skrif / skrif met verbindings. • Naskryf en skryf van minstens twee letters in lopende skrif / skrif met verbindings per week (let op na grootte en eenvormigheid). • Naskryf en skryf van kort woorde in lopende skrif / skrif met verbindings: 2- en 3-letterwoorde soos is, in, ek, die, kat. • Herkenning en lees van kort woorde in lopende skrif / skrif met verbindings. Gedeelde, Groep- en Selfstandige skryf Twee tot drie klassikale kleingroeplesse van 20 minute elk wat by die gedeelde lees aansluit en daarop voortbou. Demonstreer die skryfproses (beplanning, redigering, skryf en aanbieding) deur gebruik te maak van gedeelde skryfaktiwiteite. Voorsien skryframe aan leerders om hul eie stories te skryf. • Neem deel aan besprekings om 'n onderwerp te kies om oor te skryf. • Skryf 'n eenvoudige betekenisvolle teks soos 'n beterskapkaartjie, poskaart, ens. • Beplan, skryf en bied eie storie van minstens ses sinne aan. • Skryf 1 - 2 paragrawe (minstens agt sinne) oor persoonlike ervarings of gebeure. • Gebruik korrekte leestekens (punt, komma, vraagteken en uitroepteken) sodat ander kan lees wat geskryf is. • Spel bekende woorde korrek en gebruik klankkennis om onbekende woorde te probeer spel. • Gebruik teenwoordige, verlede en toekomende tyd korrek. • Identifiseer en gebruik selfstandige naamwoorde en werkwoorde korrek. • Identifiseer en gebruik voornaamwoorde korrek. • Lees en bespreek eie skryfstuk met 'n maat. • Skep eie woordbank en persoonlike woordeboek. AFRIKAANS HUISTAAL GRAAD R-3 94 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Handskrif • Gebruik skryfgereedskap soos potlood, uitveër en liniaal doeltreffend. Formele assesseringsaktiwiteit 1 Handskrif Behou drukskrif • Vorm klein- en hoofletters korrek, vinniger en met meer akkuraatheid. Oorgang na lopende skrif / skrif met verbindings • Naskryf en inoefening van voorbereidende patrone vir lopende skrif / skrif met verbindings. • Naskryf en skryf van ten minste twee letters in lopende skrif / skrif met verbindings per week (let op grootte en eenvormigheid). Formele assesseringsaktiwiteit 2 Handskrif Oorgang na lopende skrif / skrif met verbindings • Naskryf en skryf van ten minste twee letters in lopende skrif / skrif met verbindings per week (let op grootte en eenvormigheid). • Naskryf van 2- en 3-letterwoorde (soos is, in, ek, die, kat) in lopende skrif / skrif met verbindings. • Herkenning en lees van kort woorde in lopende skrif / skrif met verbindings. Voorstelle vir informele assesseringsaktiwiteite Skryf • Skep eie woordbank en persoonlike woordeboek. • Identifiseer en gebruik selfstandige naamwoorde en werkwoorde korrek. Formele assesseringsaktiwiteit 1 Skryf • Skryf 'n eenvoudige betekenisvolle teks soos 'n beterskapkaartjie, poskaart, ens. • Skryf 1 - 2 paragrawe (minstens agt sinne) oor persoonlike ervarings of gebeure. • Spel bekende woorde korrek en gebruik klankkennis om onbekende woorde te probeer spel. • Gebruik teenwoordige, verlede en toekomende tyd korrek. Formele assesseringsaktiwiteit 2 Skryf • Neem deel aan besprekings om 'n onderwerp te kies om oor te skryf. • Beplan, skryf en bied eie storie van minstens ses sinne aan en gee 'n toepaslike titel. • Gebruik korrekte leestekens (punt, komma, vraagteken, uitroepteken) sodat ander kan lees wat geskryf is. • Identifiseer en gebruik voornaamwoorde korrek. • Lees en bespreek eie skryfwerk met 'n maat. AFRIKAANS HUISTAAL GRAAD R-3 KABV 95 GRAAD 2: KWARTAAL 4 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / Weeklikse aktiwiteite in alle komponente van Tale en ander vakke • Luister sonder om die spreker te onderbreek, vra vrae vir duidelikheid en lewer kommentaar op dit waarna geluister was. • Praat oor persoonlike ervarings en bekende nuus, byvoorbeeld, vertel nuus in beskrywende taal. • Gebruik selfstandige naamwoord, byvoeglike naamwoord, werkwoord, voornaamwoord, voorsetsel, komma, vraagteken, paragraaf wanneer oor eie skryfwerk gepraat word. • Verstaan en gebruik gepaste woordeskat van die onderskeie vakke. • Stel oplossings voor vir probleme, veral tydens Wiskunde. Tweeweeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 - 5 • Luister na 'n ingewikkelde opeenvolging van instruksies en reageer gepas daarop. • Neem deel aan besprekings, stel onderwerpe vir 'n bespreking voor, stel vrae om inligting te vind en doen verslag oor die groep se werk. • Neem deel aan woordspeletjies, byvoorbeeld: “Ek sien met my kleine ogies ...” • Vertel grappe en raaisels met die gepaste stemtoon en volume. Weeks 6 - 10 • Luister en reageer op 'n spreker wat die leerder nie kan sien nie. • Luister na die besonderhede van stories en beantwoord hoër-orde-denkvrae. Byvoorbeeld: “Dink jy hy was reg om ...? • Beantwoord oopeindevrae en regverdig die antwoorde. Byvoorbeeld: “Hoekom sê jy so?” • Druk gevoelens uit oor 'n teks en verstrek redes. Byvoorbeeld: “Dit het my kwaad gemaak want ...” ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en Praat (mondeling en / of prakties) • Luister sonder om die spreker te onderbreek, vra vrae vir duidelikheid en lewer kommentaar op dit waarna geluister was. • Gebruik selfstandige naamwoord, byvoeglike naamwoord, werkwoord, voornaamwoord, voorsetsel, komma, vraagteken en paragraaf wanneer daar oor eie skryfwerk gepraat word. • Stel oplossings voor vir probleme, veral tydens Wiskunde. • Neem deel aan woordspeletjies, byvoorbeeld: “Ek sien met my kleine ogies …” • Vertel grappe en raaisels met die gepaste stemtoon en volume. • Beantwoord oopeindevrae en regverdig die antwoorde. Byvoorbeeld: “Hoekom sê jy so?” Formele assesseringsaktiwiteit 1 Luister en Praat (mondeling en / of prakties) • Praat oor persoonlike ervarings en meer bekende nuus. Byvoorbeeld, vertel nuus in beskrywende taal. • Luister na 'n ingewikkelde opeenvolging van instruksies en reageer gepas daarop. • Neem deel aan besprekings, stel onderwerpe vir 'n bespreking voor, stel vrae om inligting te bekom en doen verslag oor die groep se werk. • Luister na die besonderhede van stories en beantwoord hoër-orde-denkvrae. Byvoorbeeld: “Dink jy hy was reg om ...?” • Druk gevoelens uit oor 'n teks en verstrek redes. Byvoorbeeld: “Dit het my kwaad gemaak want ...” AFRIKAANS HUISTAAL GRAAD R-3 96 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2: KWARTAAL 4 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse klankaktiwiteite van 15 minute elk Aanleer van nuwe klanke. Maak seker leerders verstaan die woorde en kan hulle in sinvolle sinne gebruik. Lei leerders om die aangeleerde klankkennis te gebruik om onbekende woorde te spel. • Herken en gebruik tweeletterkombinasies van konsonante aan die einde van woorde soos -rs - kers, -lg - volg, -ng - kring, rm - warm, -lm - kalm, -el - ketel, -er - beker, lk - dalk, rg - berg, rk - vurk, mp - stamp, ng - ring, nk - drink.. • Herken en gebruik drieletterkombinasies van konsonante aan die einde van woorde soos sto-rms, opwaa-rts. • Herken en gebruik agtervoegsels soos -lik in sieklik, -ies in kalfies. • Gebruik die d wat klink soos 'n t soos in brood(t). • Gebruik aangeleerde klanke om woorde te bou. • Vorm en klank woorde op vlak van eie klankkennis. • Bou sinne met klankkennis onderrig gedurende die jaar. • Lees die aangeleerde woorde in sinne en ander tekste. • Leer om ten minste 10 woorde (klankwoorde en sigwoorde) per week te spel. • Skryf twee kort sinne wat die onderwyser dikteer. Daaglikse leesaktiwiteite: Groepbegeleide lees (twee groepe per dag) en twee tot drie gedeelde leessessies per week. Gedeelde lees Twee tot drie klaslesse per week van 15 minute elk waar ten minste een nuwe teks per week gebruik word. • Lees gedigte en liedjies in klasvrband saam met die onderwyser (gedeelde lees) en bespreek die verskillende formate en die digter se woordkeuse. • Lees fiksie en niefiksie in klasverband saam met die onderwyser. • Beantwoord hoër-orde-denkvrae oor die teks wat gelees is. Byvoorbeeld: “Wat dink jy ...?” • Sê of hy of sy van die storie hou en kan eie antwoord regverdig. Byvoorbeeld: ‘Ek het nie van die storie gehou nie omdat ...” • Gee uitdrukking aan 'n persoonlike reaksie op gedrukte media soos koerante en tydskrifprente, plakkate, advertensies. Byvoorbeeld: “Ek verkies hierdie tydskrifadvertensie omdat ...” Groepbegeleide lees Die onderwyser werk met twee leesgroepe per dag en spandeer 15 minute aan elke groep. Elke groep lees twee maal per week saam met die onderwyser. • Stillees en hardoplees fiksie en niefiksie op eie leesvlak tydens groepbegeleide lees saam met die onderwyser, d.w.s. die hele groep werk met dieselfde teks. • Gebruik sigwoorde, klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede en begripsvaardighede om betekenis te skep. • Lees met toenemende vlotheid, spoed en korrekte uitspraak. • Pas selfkorrigeringstrategieë toe wanneer hy of sy lees: herlees, pouseer en oefen 'n woord voordat dit hardop gesê word. • Leerders monitor hulleself tydens lees wat betref beide woordherkennings- en begripsvaardighede. • Hou vol met die opbou van sigwoordeskat van insidentele leeslesse, gegradeerde leesreekse en hoëfrekwensie woordelyste. AFRIKAANS HUISTAAL GRAAD R-3 KABV 97 Lees in pare / Selfstandige lees Daaglikse leesaktiwiteite vir 20 minute terwyl sommige groepe besig is met groepbegeleide lees saam met onderwyser. • Lees eie en andere se skryfstukke. • Lees hardop vir 'n maat. • Lees selfstandig op 'n ingewikkelder vlak vir genot of om inligting te vind uit 'n verskeidenheid beskikbare tekste, soos strokiesprente en eenvoudige fiksie en niefiksie. • Speel leesspeletjies, soos lees-dominoes en voltooi eenvoudige blokkiesraaisels om woordeskat en leesvaardighede in te skerp. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties) • Herken en gebruik drieletterkombinasies van konsonante aan die begin van woorde soos spr- spraak, str- straat, skr￾skree. • Herken en gebruik tweeletterkombinasies van konsonante aan die einde van woorde soos -rs - kers, -lg -volg, -ng - kring, rm - warm, -lm - kalm, -el - ketel, -er - beker, lk - dalk, rg - berg, rk - vurk, mp - stamp, ng - ring, nk - drink. • Herken en gebruik drieletterkombinasies van konsonante aan die einde van woorde soos sto-rms, opwaa-rts. • Lees die aangeleerde woorde in sinne en ander tekste. • Herken en gebruik agtervoegsels soos -lik in sieklik, -ies in kalfies. • Bou sinne met klankkennis onderrig gedurende die jaar. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of geskrewe)) • Herken en gebruik drieletterkombinasies van konsonante aan die begin van woorde soos spr- spraak, str- straat, skr￾skree. • Herken en gebruik tweeletterkombinasies van konsonante aan die einde van woorde soos -rs - kers, -lg -volg, -ng - kring, rm - warm, -lm - kalm, -el - ketel, -er - beker, lk - dalk, rg - berg, rk - vurk, mp - stamp, ng - ring, nk - drink. • Herken en gebruik drieletterkombinasies van konsonante aan die einde van woorde soos sto-rms, opwaa-rts. • Herken en gebruik agtervoegsels soos -lik in sieklik, -ies in kalfies. • Bou sinne met klankkennis onderrig gedurende die jaar. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / of prakties) Gedeelde lees • Beantwoord hoër-orde-denkvrae oor die teks wat gelees is. Byvoorbeeld: “Wat dink jy ...?” • Sê of hy of sy van 'n storie hou en kan die antwoord regverdig. Byvoorbeeld: “Ek het nie van die storie gehou nie omdat ...” Groepbegeleide Lees • Pas selfkorrigeringstrategieë toe wanneer hy of sy lees: herlees, pouseer, en oefen 'n woord voordat dit hardop gesê word. • Leerders monitor hulleself tydens lees in beide woordherkennings- en begripsvaardighede. Lees in pare / Selfstandige lees • Lees eie en ander se skryfstukke. • Lees hardop vir 'n maat. AFRIKAANS HUISTAAL GRAAD R-3 98 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties) Gedeelde lees • Lees fiksie en niefiksie in klasverband saam met die onderwyser. • Beantwoord hoër-orde-denkvrae oor die teks wat gelees is. Byvoorbeeld: “Wat dink jy ...?” • Gee uitdrukking aan 'n persoonlike reaksie op gedrukte media soos koerante, tydskrifte, prente, plakkate, advertensies. Byvoorbeeld: “Ek verkies hierdie tydskrifadvertensie omdat ...” Groepbegeleide lees • Lees stil en hardop in leesgroepe uit fiksie en niefiksie op die leerder se eie vlak en onder begeleiding van onderwyser, d.w.s. die hele groep werk met dieselfde teks. • Gebruik sigwoorde, klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede en begripsvaardighede om betekenis te skep. • Lees met toenemende vlotheid, spoed en korrekte uitspraak. Lees in pare / Selfstandige lees • Lees selfstandig op 'n ingewikkelder vlak vir genot of om inligting te vind uit 'n verskeidenheid beskikbare tekste, soos strokiesprente en eenvoudige fiksie en niefiksie. AFRIKAANS HUISTAAL GRAAD R-3 KABV 99 GRAAD 2: KWARTAAL 4 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, drie maal per week Leerders gebruik drukskrif in geskrewe werk, maar begin lopende skrif / skrif met verbindings aan te leer. Die lopende skrif / skrif met verbindings word deur die skool / provinsie se handskrifbeleid bepaal. Behou gebruik van drukskrif • Gebruik skryfgereedskap soos potlood, uitveër en liniaal doeltreffend. • Behou die gebruik van drukskrif vir skriftelike werk. Oorgang na lopende skrif / skrif met verbindings • Naskryf en skryf van ten minste twee letters in lopende skrif / skrif met verbindings per week. • Naskryf en skryf van kort woorde in lopende skrif / skrif met verbindings. • Naskryf en skryf van hoëfrekwensie hoofletters in lopende skrif / skrif met verbindings soos H, T, M, B, D, G, K, N, P, A, E, O. • Naskryf en skryf van kort sinne in lopende skrif / skrif met verbindings. Gedeelde Groep en Selfstandige Skryf Klassikale / kleingroeplesse van 20 minute elk wat by die gedeelde lees aansluit en daarop voortbou. Demonstreer die korrekte gebruik van leestekens, spelling en taalstrukture (skryf in die verlede tyd, meervoude, voorsetsels). Voorsien skryframe aan leerders om 'n resep te skryf en 'n raamwerk om inligting te organiseer op 'n diagram / tabel. Demonstreer die gebruik van 'n woordeboek; verduidelik alfabetiese volgorde. • Neem deel aan 'n bespreking deel en dra idees by. • Eksperimenteer met woorde om 'n eenvoudige gedig of liedjie te skryf. • Skryf minstens twee paragrawe (minstens tien sinne) oor persoonlike ervarings of gebeure. Byvoorbeeld, 'n familiefeesviering. • Beplan, skryf en bied eie storie van minstens twee paragrawe aan en gebruik woorde soos “eendag” en “uiteindelik”. • Organiseer inligting in 'n diagram of tabel. • Gebruik informele strukture vir skryf, soos skryf resepte. • Plaas gebeure in teks in volgorde met behulp van woorde soos eers, toe, daarna en uiteindelik. • Gebruik leestekens korrek (hoofletters, kommas, vraagtekens, uitroeptekens) sodat ander kan lees wat geskryf is. • Klank / spel bekende woorde korrek en probeer om onbekende woorde met behulp van klankkennis te spel. • Gebruik teenwoordige, verlede en toekomende tyd korrek. • Skep eie woordbank en persoonlike woordeboek. • Raadpleeg 'n woordeboek om die betekenis en spelling van woorde na te gaan. AFRIKAANS HUISTAAL GRAAD R-3 100 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Handskrif Behou die gebruik van drukskrif • Gebruik skryfgereedskap soos potlood, uitveër en liniaal doeltreffend. • Behou die gebruik van drukskrif vir skriftelike werk. Formele assesseringsaktiwiteit 1 Handskrif Oorgang na lopende skrif / skrif met verbindings • Naskryf en skryf van ten minste twee letters in lopende skrif / skrif met verbindings per week. • Naskryf en skryf van kort woorde in lopende skrif / skrif met verbindings. • Naskryf en skryf van hoëfrekwensie hoofletters in lopende skrif / skrif met verbindings soos H, T, M, B, D, G, K, N, P, A, E, O. • Naskryf en skryf van kort sinne in lopende skrif / skrif met verbindings. Voorstelle vir informele assesseringsaktiwiteite Skryf • Eksperimenteer met woorde: skryf 'n eenvoudige gedig of liedjie. • Beplan, skryf en bied eie storie van minstens twee paragrawe aan en gebruik woorde soos eendag en uiteindelik. • Gebruik leestekens korrek (hoofletters, kommas, vraagtekens en uitroeptekens) sodat ander kan lees wat geskryf is. • Klank / spel bekende woorde korrek, en probeer om onbekende woorde met behulp van klankkennis te spel. • Gebruik teenwoordige, verlede en toekomende tyd korrek. • Skep eie woordbank en persoonlike woordeboek. Formele assesseringsaktiwiteit 1 Skryf • Skryf minstens twee paragrawe (minstens tien sinne) oor persoonlike ervaringe of gebeure, byvoorbeeld familiefeesviering. • Organiseer inligting in 'n diagram of tabel. • Gebruik informele strukture vir skryf soos skryf resepte. • Plaas gebeure in teks in volgorde met behulp van woorde, soos eers, toe, daarna en uiteindelik. • Spel bekende woorde korrek en probeer om onbekende woorde met behulp van klankkennis te spel. • Gebruik teenwoordige, verlede en toekomende tyd korrek. AFRIKAANS HUISTAAL GRAAD R-3 KABV 101 VOORGESTELDE TEKSTE / HULPMIDDELS VIR DIE JAAR LUISTER EN PRAAT • Prente en plakkate • Werklike voorwerpe wat van toepassing is op die temas soos handpoppe, maskers, ens. • Storiebordstukke en legkaarte • Prente vir volgorde • Fantasieklere vir rolspel en ander mondelinge aktiwiteite • Musiekinstrumente (tamboeryne, slaginstrumente, ens.) • CD’s of bande met stories (wat gelees of vertel word), gedigte, rympies en liedjies, CD-speler / bandspeler, televisie en video’s / DVD’s • Storieboeke en mondelinge stories LEES EN KLANKE • Prente en plakkate • Muurklankkaarte • Gegradeerde leesreekse • Grootboeke - mag dalk tydens gedeelde skryf gemaak word • Vergrote tekste - soos gediggies / rympies / liedjies • Storieboeke, niefiksie en prenteboeke vir die leeshoekie • Stories wat tydens gedeelde skryf ontwikkel is • Kleuterrympies, gedigte en liedjies • Kort pretboeke met 1 - 2 sinne op 'n bladsy vir die leeshoekie • Flitskaarte vir klaskameritems, uitstallings en sigwoorde • Naamkaarte van leerders • Wysers vir gebruik tydens die lees van vergrote tekste, muurstories, uitstallings • Prent- en woordraaisels en speletjies • Koerante en tydskrifte SKRYFWERK EN HANDSKRIF • Skryfgereedskap soos potlode, kleurkryte, vetkryte, verf, verfkwaste, blanko papier in verskeie groottes (A3, A4, A5), liniaal, uitveër, 17 mm / 8.5 mm boeke, blanko boeke • Skryf- en sinstroke of skrifkaarte vir drukskrif enlopende skrif / skrif met verbindings • Groot papier en dik merkpenne • Persoonlike woordeboeke • Eenvoudige kinderwoordeboeke AFRIKAANS HUISTAAL GRAAD R-3 102 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.4 Graad 3 GRAAD 3 HUISTAAL AFRIKAANS VEREISTES PER KWARTAAL KWARTAAL 1 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daagliks / Weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Praat oor persoonlike ervaringe. Byvoorbeeld, vertel nuus en gee uitdrukking aan gevoelens en lug eie mening. • Luister sonder om die spreker te onderbreek, toon respek vir die spreker en neem beurte om te praat. • Gebruik gepaste taal tydens gesprekke met vriende en volwassenes, en herken die manier waarop klasmaats sleng / informele taal gebruik. Byvoorbeeld, vertel ouers hoe die bal die venster gebreek het. Tweeweeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 - 5 • Luister na 'n ingewikkelde reeks instruksies (ten minste 4) en reageer gepas. • Luister na stories, identifiseer die hoofgedagte en besonderhede en beantwoord hoër-orde-denkvrae. Byvoorbeeld: “Dink jy hierdie is die beste titel vir die storie? Hoekom?” • Stel vrae om duidelikheid te verkry en lewer kommentaar op dit wat gehoor is. Byvoorbeeld: “Het dit regtig gebeur? Wat het jy toe gedoen?” • Druk gevoelens uit oor ‘n teks en verskaf redes. Byvoorbeeld: “Ek dink die skrywer kon die storie ‘n gelukkiger einde gegee het. Die dolfyn het so hard probeer om te ontsnap.” Week 6 - 10 • Neem deel aan besprekings, stel vrae en toon sensitiwiteit vir ander se gevoelens. • Beantwoord vrae en verskaf redes vir die antwoord. Byvoorbeeld: “Ja. Ek dink die titel vertel die leser waaroor die storie gaan.” ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en praat (mondeling en / of prakties) • Luister sonder om die spreker te onderbreek, toon respek vir die spreker en neem beurte om te praat. • Druk gevoelens uit oor 'n teks en verskaf rede. Byvoorbeeld: “Ek dink die skrywer kon die storie 'n gelukkiger einde gegee het. Die dolfyn het so hard probeer om te ontsnap.” • Neem deel aan besprekings, stel vrae en toon sensitiwiteit vir ander se gevoelens. Formele assesseringsaktiwiteit 1 Luister en praat (mondeling en / of prakties) • Praat oor persoonlike ervaringe. Byvoorbeeld, vertel nuus en gee uitdrukking aan gevoelens en lug eie mening. • Luister na ‘n ingewikkelde reeks instruksies (ten minste 4) en reageer gepas. • Luister na stories, identifiseer die hoofgedagte en besonderhede en beantwoord hoër-orde-denkvrae. Byvoorbeeld: “Dink jy dit is die beste titel vir die storie? Hoekom?” AFRIKAANS HUISTAAL GRAAD R-3 KABV 103 GRAAD 3: KWARTAAL 1 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Klankaktiwiteite van 15 minute elk, drie maal per week Hersien die enkelklanke, dubbelklanke en tweeletterkombinasies en die klanke wat in Graad 2 onderrig is. Stel nuwe klanke bekend en doen woordbou- en ouditiewe klankherkenningsaktiwiteite. Gebruik geleenthede om die aangeleerde klankkennis in te skerp tydens ander taalaktiwiteite, byvoorbeeld, in gedeelde lees en skryf. Die klankkennis word gebruik om die spelprogram van die jaar te versterk. • Identifiseer die letter-klank-verhouding van alle enkelklanke. • Hersien dubbelklanke: aa, ee, oo, uu. • Hersien klanke wat uit twee vokale bestaan: ie, oe ou, ui, eu, ei. • Hersien tweeklanke wat uit drie letters bestaan: ooi, aai, oei, eeu. • Herken en gebruik beginklanke van woorde: spr- in sproet, skr- in skroef, str- in straat. • Gebruik die -t en -d slotklank korrek soos brood, geld, ruit, maat. • Verdeel woorde in lettergrepe, soos blaar - bla-re; katte - kat-te; hande - han-de. • Skryf die dae van die week en maande van die jaar korrek. • Herken en gebruik rymwoorde soos blaas, raas en haas. • Vorm woorde met aangeleerde klankkennis. • Spel woorde korrek deur klankkennis te gebruik. • Sorteer letters en woorde in alfabetiese volgorde. • Leer tien woorde 'n week uit die klanklesse en sigwoorde. • Skryf drie kort sinne wat deur die onderwyser gedikteer word. Daaglikse leesaktiwiteite Groepbegeleide lees (twee groepe) per dag en 2 - 3 gedeelde leessessies per week Gedeelde lees Twee tot drie klassikale lesse per week van 15 minute elk. Behandel ten minste een nuwe teks per week. Die onderwyser demonstreer die proses met die hele klas. Elke sessie het 'n leerfokuspunt uit die volgende: gedrukte tekskonsep, tekskenmerke, klanke, taalpatrone, woordidentifiseringstrategieë en begrip op ‘n verskeidenheid vlakke soos letterlike, herorganiserings-, afleidings-, evaluerings- en waarderingsvrae. Demonstreer ook die vyf-vinger-strategie waar elke vinger ‘n strategie voorstel wat die leser kan gebruik om sistematies onbekende woorde en die woordbetekenis te ontsyfer. Leerders kontroleer hulself en vra of die woord wat hulle “gevind” het, reg klink, reg lyk en sin maak. Moedig leerders aan om met hierdie proses te eksperimenteer wanneer hulle onbekende woorde teëkom. AFRIKAANS HUISTAAL GRAAD R-3 104 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Gebruik visuele leidrade om oor ‘n grafiese teks te praat. Byvoorbeeld, kyk na ‘n foto en bespreek waaroor dit gaan, waar dit afgeneem is, ens. • Lees vergrote teks soos gedigte, Grootboeke, plakkate en elektroniese teks in klasverband saam met die onderwyser (gedeelde lees). • Lees 'n boek in klasverband saam met die onderwyser (gedeelde lees) en beskryf die hoofgedagte en hoofkarakters. • Lees instruksies in die klaskamer. • Lees verskillende gedigte oor ‘n onderwerp en bespreek dit (beide formaat en betekenis). • Beantwoord hoër-orde-denkvrae, wat op die teks gegrond is, voor, gedurende en nadat die teks gelees is. Byvoorbeeld: “Wat dink jy gaan volgende gebeur? Hoekom sê jy so?” • Herken die gebruik van aanhalingstekens in skriftelike stories. Groepbegeleide lees Groeplees saam met die onderwyser - twee maal per week vir elke groep - 15 minute per groep. Die onderwyser werk met groepe leerders wat op dieselfde leesvlak is deur die teks by die leerder se leesvlak aan te pas (woordherkenning is tussen 90% en 95% akkuraat). Klasleesboeke / Gegradeerde leesreekse sal gewoonlik gebruik word. • Lees stil en hardop in leesgroepe saam met die onderwyser, dit wil sê, die hele groep werk met dieselfde teks / storie wat op die groep se leesvlak is. • Gebruik klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens beide stillees en hardoplees. • Pas selfkorrigeringstrategieë toe tydens lees: herlees, pouseer, en oefen 'n woord voordat dit hardop gesê word. • Monitor tydens lees eie woordherkennings- en begripsvaardighede. • Toon begrip vir leestekens soos punte, vraagtekens, uitroeptekens en aanhalingstekens tydens hardoplees. Lees in pare / Selfstandige lees (drie maal per week) Toepassing van Selfstandige lees / Lees in pare. Selekteer bekende tekste of tekste wat op die leerder se selfstandige leesvlak is (eenvoudiger as die teks wat tydens gedeelde lees gebruik word en met meer as 95% woordherkenningsakkuraatheid wanneer die teks gelees word). • Lees tekste op hul eie: prenteboeke en eenvoudige storieboeke. • Speel leesspeletjies en voltooi blokkiesraaisels om lees- en woordeskatvaardighede in te skerp (bv. “Snap”, geheuespeletjies). ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties) • Vorm woorde met die aangeleerde klankkennis. • Spel woorde korrek deur fonemiese kennis te gebruik. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of skriftelike) • Gebruik die -t en -d slotklank korrek soos brood, geld, ruit, maat. • Verdeel woorde in lettergrepe soos blaar - bla-re; katte - kat-te; hande - han-de. • Skryf die dae van die week en maande van die jaar korrek. • Sorteer letters en woorde in alfabetiese volgorde. • Skryf die dae van die week en maande van die jaar korrek. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / of prakties en / of skriftelike) Gedeelde lees • Lees vergrote teks soos gedigte, Grootboeke, plakkate en elektroniese teks in klasverband saam met die onderwyser (gedeelde lees). • Lees instruksies in die klaskamer. AFRIKAANS HUISTAAL GRAAD R-3 KABV 105 Groepbegeleide lees • Lees stil en hardop in leesgroepe saam met die onderwyser, dit wil sê die hele groep werk met dieselfde teks / storie wat op die groep leerders se leesvlak is. • Gebruik klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens hadoplees. • Toon begrip vir leestekens soos punte, vraagtekens, uitroeptekens, aanhalingstekens tydens hardoplees. • Korrigeer hulself tydens lees wat betref beide woordherkennings- en begripsvaardighede. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties en / of skriftelike) Gedeelde lees • Gebruik visuele leidrade om oor 'n grafiese teks te praat. Byvoorbeeld, kyk na 'n foto en bespreek waaroor dit gaan, waar dit afgeneem is, ens. • Lees 'n boek in klasverband saam met die onderwyser (gedeelde lees) en beskryf die hoofgedagte en hoofkarakters. • Beantwoord hoër-orde-denkvrae, wat op die teks gegrond is, voor, gedurende en nadat die teks gelees is. Byvoorbeeld: “Wat dink jy gaan volgende gebeur? Hoekom sê jy so?” Groepbegeleide lees • Lees hardop in leesgroepe saam met die onderwyser, dit wil sê die hele groep werk met dieselfde teks / storie wat op die groep se leesvlak is. • Gebruik klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens lees. AFRIKAANS HUISTAAL GRAAD R-3 106 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 1 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, drie maal per week Leerders mag steeds drukskrif in skriftelike werk gebruik tot aan die einde van die tweede kwartaal. Handskriflesse fokus egter op die vorming en inoefening van letters en woorde in lopende skrif. Die lopende skrif / skrif met verbindings word deur die skool / provinsie se handskrifbeleid bepaal. • Vorm alle kleinletters en hoofletters en skryf woorde in die geselekteerde lopende skrif / skrif met verbindings. • Hanteer skryfgereedskap doeltreffend: potlood, uitveër, liniaal. • Skryf eenvoudige woorde in lopende skrif / skrif met verbindings. • Spasieer woorde korrek in lyne. • Skryf 'n sin leesbaar en korrek in beide drukskrif en lopende skrif / skrif met verbindings. Gedeelde, Groep en Selfstandige skryf Klassikale / kleingroeplesse twee tot drie maal per week van 20 minute elk. Demonstreer die korrekte gebruik van leestekens, spelling en taalstrukture (skryf in verskillende tydsvorme, meervoude). Voorsien skryframe aan leerders om 'n storie of beskrywing te skryf en verskaf leiding t.o.v. die skryfproses. Leerders maak gebruik van hulle persoonlike woordeboeke. • Teken prente en skryf sinne om begrip van 'n storie te toon. • Skryf instruksies, byvoorbeeld, aan 'n vriend. • Gee idees, woorde en sinne vir ‘n klasstorie (gedeelde skryf). • Gebruik prente om ‘n onderwerp vir skriftelike werk te kies. • Beplan die skryfproses saam met ‘n maat. • Stel vrae om die skryftaak te definieer. • Skryf ten minste een paragraaf van agt sinne soos eie nuus, kreatiewe storie, beskrywing van ‘n gebeurlikheid / eksperiment. • Skryf en illustreer ses tot agt sinne oor ‘n onderwerp om ‘n bydrae te maak tot die klasbiblioteek. • Skryf woorde om ‘n sin te vorm en gebruik hoofletters, punte, vraagtekens, kommas, uitroeptekens en aanhalingstekens. • Gebruik woordboutegnieke, klankkennis en spelreëls om onbekende woorde te skryf. • Gebruik die teenwoordige, verlede en toekomende tyd korrek. • Skep eie woordbank en persoonlike woordeboek deur die eerste letter van die woord te gebruik soos appel, boek, dam, ens. AFRIKAANS HUISTAAL GRAAD R-3 KABV 107 ASSESSERING Voorstelle vir informele assesseringaktiwiteite Handskrif • Hanteer skryfgereedskap doeltreffend: potlood, uitveër, liniaal. • Spasieer woorde korrek in lyne. Formele assesseringsaktiwiteit 1 Handskrif • Vorm alle kleinletters en hoofletters en skryf woorde in lopende skrif / skrif met verbindings. • Skryf eenvoudige woorde in lopende skrif / skrif met verbindings. • Skryf 'n sin leesbaar en korrek in drukskrif enlopende skrif / skrif met verbindings. Voorstelle vir informele assesseringsaktiwiteite: Skryf • Teken prente en skryf sinne om begrip van 'n storie te toon. • Skryf instruksies, byvoorbeeld, aan 'n vriend. • Gee idees, woorde en sinne vir ‘n klasstorie (gedeelde skryf). • Skep eie woordbank en persoonlike woordeboek deur die eerste letter van die woord te gebruik soos appel, boek, dam, ens. Formele Assesseringsaktiwiteit 1 Skryf • Skryf ten minste een paragraaf van agt sinne soos eie nuus, kreatiewe storie, beskrywing van 'n gebeurlikheid / eksperiment. • Skryf woorde om ‘n sin te vorm en gebruik hoofletters, punte, vraagtekens, kommas, uitroeptekens en aanhalingstekens. • Gebruik woordboutegnieke, klankkennis en spelreëls om onbekende woorde te skryf. • Gebruik teenwoordige, verlede en toekomende tyd korrek. AFRIKAANS HUISTAAL GRAAD R-3 108 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 2 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / Weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Luister na en reageer op aankondigings oor die interkom of radio. • Praat oor persoonlike ervaringe soos om nuus te vertel, uitdrukking aan gevoelens te gee en eie mening te lug. • Luister na stories, gedigte en liedjies en lug 'n mening daaroor met redes. • Voorspel die verloop van die storie met ondersteuning. Byvoorbeeld: “Kyk na die titel en die boekomslag. Wat dink jy gaan gebeur?” • Herken en identifiseer die verwantskap tussen oorsaak en gevolg in stories, liedjies en gedigte en gebruik voegwoorde soos “want”. Byvoorbeeld: “Die muis hardloop weg want ...” • Gebruik taal om ondersoek in te stel en alternatiewe voor te stel. Byvoorbeeld: “Ek dink dit kan …” , “As … dan …” • Stel vrae om duidelikheid oor 'n aktiwiteit te kry, beplanning te doen en inligting te verkry. • Analiseer, vergelyk en kontrasteer inligting soos die eetgewoontes van 'n kind en 'n apie. • Verstaan en gebruik toepaslike taal van verskillende vakke, soos Lewensvaardighede. • Stel oplossings voor vir 'n probleem, veral woordprobleme tydens Wiskunde. Tweeweeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 – 3 • Luister na 'n ingewikkelde reeks instruksies (ten minste 5) en reageer gepas. • Doen 'n mondelinge aanbieding, byvoorbeeld, “wys en vertel” – beskryf en vergelyk 'n voorwerp. Week 4 – 6 • Luister aandagtig na stories oor die radio, of wat deur die onderwyser voorgelees word. • Vertel 'n kort storie met 'n eenvoudige storielyn en verskillende karakters. Week 7 – 10 • Neem deel aan groeps- en klasbesprekings, stel onderwerpe en idees voor vir besprekings. • Praat oor bekende nuus / nuusgebeure, lug 'n mening en druk gevoelens uit. • Verstaan, reageer op en stel eie raaisels en grappe op. AFRIKAANS HUISTAAL GRAAD R-3 KABV 109 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en Praat (mondeling en / of prakties) • Luister na en reageer op aankondigings oor die interkom of radio. • Praat oor bekende nuus / nuusgebeure, lug 'n mening en druk gevoelens uit. • Verstaan, reageer op en stel eie raaisels en grappe op. • Gebruik taal om ondersoek in te stel en alternatiewe voor te stel. Byvoorbeeld: “Ek dink dit kan …”, “As … dan …” • Stel vrae om duidelikheid oor 'n aktiwiteit te kry, beplanning te doen en inligting te kry. • Analiseer, vergelyk en kontrasteer inligting soos die eetgewoontes van 'n kind en 'n apie. • Verstaan en gebruik toepaslike taal van verskillende vakke, soos Lewensvaardighede. • Stel oplossings voor vir 'n probleem, veral woordprobleme tydens Wiskunde. Formele assesseringsaktiwiteit 1 Luister en Praat (mondeling en / of prakties) • Luister na 'n ingewikkelde reeks instruksies (ten minste 5) en reageer gepas. • Doen 'n mondelinge aanbieding. Byvoorbeeld, “wys en vertel” – beskryf en vergelyk 'n voorwerp. Formele assesseringsaktiwiteit 2 Luister en Praat (mondeling en / of prakties) • Luister aandagtig na stories oor die radio, of wat deur die onderwyser voorgelees word. • Vertel 'n kort storie met 'n eenvoudige storielyn en verskillende karakters. Formele assesseringsaktiwiteit 3 Luister en Praat (mondeling en / of prakties) • Neem deel aan groeps- en klasbesprekings, stel onderwerpe en idees voor vir besprekings. • Praat oor bekende nuus / nuusgebeure, lug 'n mening en druk gevoelens uit. • Voorspel die verloop van die storie met ondersteuning. Byvoorbeeld: “Kyk na die titel en die boekomslag. Wat dink jy gaan gebeur?” • Herken en identifiseer die verwantskap tussen oorsaak en gevolg in stories, liedjies en gedigte en gebruik voegwoorde soos “want”. Byvoorbeeld: “Die muis hardloop weg want ...” AFRIKAANS HUISTAAL GRAAD R-3 110 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 2 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Klankaktiwiteite van 15 minute elk, drie maal per week Stel nuwe klanke en spelreëls aan die leerders bekend. Lei leerders om die aangeleerde klankkennis te gebruik om onbekende woorde te spel. Maak seker dat leerders die woorde verstaan en in sinvolle sinne kan gebruik. Die klankkennis word gebruik om die spelprogram van die jaar te versterk. • Hersien klanke wat reeds onderrig is. • Herken woorde wat op -er eindig soos agter; -el soos ketel aan die einde van 'n woord. • Herken woorde wat op -lm eindig soos warm, skelm. • Herken woorde wat op -ng, en -nk eindig soos sing, drink. • Herken woorde wat op -like en -ige eindig soos heerlike, besige. • Verdeel woorde in lettergrepe, soos blaar - bla-re; katte - kat-te; hande - han-de. • Doen woordbou-aktiwiteite deur die klanke te gebruik wat onderrig is. • Spel woorde korrek deur klankkennis te gebruik in informele toetse, diktee en in alle skriftelike werk. Daaglikse leesaktiwiteite Groepbegeleide lees (twee groepe) per dag en 2 - 3 gedeelde leessessies per week. Gedeelde lees Twee tot drie klassikale lesse per week van 15 minute elk. Behandel ten minste een nuwe teks per week wat die onderwyser met die hele klas demonstreer. Sluit grafiese en niefiksie tekste hierdie kwartaal in. • Lees vergrote teks soos gedigte, Grootboeke, plakkate en elektroniese teks in klasverband saam met die onderwyser (gedeelde lees). • Gebruik visuele leidrade om oor die doel van advertensies te praat en om die gehoor / teikengroep vir wie dit bedoel is, te bepaal. • Lees 'n boek in klasverband saam met die onderwyser (gedeelde lees) en beskryf die volgorde van gebeure, agtergrond en die verwantskap tussen oorsaak en gevolg. • Gebruik inligting van grafiese tekste. Byvoorbeeld, loop om die skool deur die aanwysings op 'n kaart te volg. • Vind en gebruik inligtingsbronne soos gemeenskapslede, biblioteekboeke. • Gebruik die inhoudsopgawe, indeks en bladsynommers om inligting te vind. • Gebruik sleutelwoorde en opskrifte om inligting uit niefiksie tekste te kry. • Beantwoord ‘n verskeidenheid hoër-orde-denkvrae wat op die teks gegrond is. Byvoorbeeld: “Hoe sou jy die leeu se gedrag beskryf?” Groepbegeleide lees Die onderwyser werk daagliks met twee groepe, spandeer 15 minute met elke groep. Onderrig leerders om hulleself te korrigeer tydens lees in beide woordherkennings- en begripsvaardighede. (Leerders word geleer om te vra: “Klink dit reg?”, “Lyk dit reg?” en “Maak dit sin?”) Demonstreer die proses tydens gedeelde lees en pas dit toe tydens begeleide lees met ondersteuning. • Lees stil en hardop uit ‘n eie boek tydens groepbegeleide lees saam met die onderwyser, dit wil sê, die hele groep werk met dieselfde storie volgens die groep se leesvlak. • Gebruik klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens die lees van onbekende woorde. • Pas selfkorrigeringstrategieë toe wanneer hy of sy lees: herlees, pouseer, en oefen 'n woord voordat dit hardop gesê word. • Leerders monitor hulself tydens lees in terme van woordherkenning en begripsvaardighede. • Gebruik diagramme en prente uit die teks om begrip te bevorder. • Lees met toenemende vlotheid en uitdrukking. AFRIKAANS HUISTAAL GRAAD R-3 KABV 111 Lees in pare / Selfstandige lees Daaglikse leesaktiwiteite vir 20 minute terwyl sommige groepe begeleide lees saam met die onderwyser doen. • Lees hardop voor vir 'n maat. • Lees eie en ander se skriftelike werk. • Lees self boeke wat tydens gedeelde lees gelees is, eenvoudige prenteboeke en ander boeke in die leeshoekie. Lees enige ander teks soos leesboeke wat die vorige jaar of aan die begin van die jaar gelees is en wat volgens leerders se leesvlak is. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Klanke (mondeling en / of prakties) • Doen woordbou-aktiwiteite deur die klanke te gebruik wat onderrig is. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of skriftelik) • Gebruik aangeleerde spelreëls om woorde korrek te spel. • Gebruik klankkennis om woorde te bou. • Herken en gebruik woorde wat op -er eindig soos agter; -el soos ketel aan die einde van 'n woord. • Herken en gebruik woorde wat op -lm eindig soos warm, skelm. • Spel woorde korrek deur klankkennis te gebruik in informele toetse, diktee en in alle skriftelike werk. Formele assesseringsaktiwiteit 2 Klanke (mondeling en / of prakties en / of skriftelik) • Gebruik aangeleerde spelreëls om woorde korrek te spel. • Gebruik klankkennis om woorde te bou. • Herken en gebruik woorde wat op -ng en -nk eindig soos sing, drink. • Herken en gebruik woorde wat op -like en -ige eindig soos heerlike, besige. • Spel woorde korrek deur klankkennis te gebruik in informele toetse, diktee en in alle skriftelike werk. Formele assesseringsaktiwiteit 3 Klanke (mondeling en / of prakties en / of skriftelik) • Gebruik aangeleerde spelreëls om woorde korrek te spel. • Gebruik klankkennis om woorde te bou. • Verdeel woorde in lettergrepe soos blaar - bla-re; katte - kat-te; hande - han-de. • Spel woorde korrek deur klankkennis te gebruik in informele toetse, diktee en in alle skriftelike werk. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / of prakties en / of skriftelik) Gedeelde lees • Beantwoord 'n verskeidenheid hoër-orde-denkvrae wat op die teks gegrond is. Byvoorbeeld: “Hoe sou jy die leeu se gedrag beskryf?” Groepbegeleide lees • Pas selfkorrigeringstrategieë toe wanneer hy of sy lees: herlees, pouseer, en oefen 'n woord voordat dit hardop gesê word. • Leerders monitor hulself tydens lees in terme van woordherkenning en begripsvaardighede. Lees in pare / Selfstandige Lees • Lees hardop vir 'n maat. • Lees eie en ander se skriftelike werk. • Lees self boeke wat tydens gedeelde lees gelees is, of eenvoudige prenteboeke en ander boeke in die leeshoekie. Lees enige ander teks soos leesboeke wat die vorige jaar of aan die begin van die jaar gelees is en wat volgens leerders se leesvlak is. AFRIKAANS HUISTAAL GRAAD R-3 112 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties en / of skriftelik) Gedeelde lees • Lees vergrote teks soos gedigte, Grootboeke, plakkate en elektroniese teks in klasverband saam met die onderwyser (gedeelde lees). • Gebruik visuele leidrade om oor die doel van advertensies te praat en om die gehoor / teikengroep vir wie dit bedoel is, te bepaal. Groepbegeleide lees • Lees stil en hardop uit 'n eie boek tydens groepbegeleide lees saam met die onderwyser, dit wil sê, die hele groep werk met dieselfde storie volgens die groep se leesvlak. • Gebruik klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens die lees van onbekende woorde. • Lees met toenemende vlotheid en uitdrukking. Formele assesseringsaktiwiteit 2 Lees (mondeling en / of prakties en / of skriftelik) Gedeelde lees • Lees 'n boek in klasverband saam met die onderwyser en beskryf die volgorde van gebeure, agtergrond en die verwantskap tussen oorsaak en gevolg. • Beantwoord 'n verskeidenheid hoër-orde-denkvrae wat op die teks gegrond is. Byvoorbeeld: “Hoe sou jy die leeu se gedrag beskryf?” Lees in pare / Selfstandige lees • Lees boeke self wat tydens gedeelde lees gelees is, of eenvoudige prenteboeke en ander boeke in die leeshoekie. Lees enige ander teks, soos leesboeke wat die vorige jaar of aan die begin van die jaar gelees is en volgens leerders se leesvlak. Formele assesseringsaktiwiteit 3 Lees (mondeling en / of prakties en / of skriftelik) Gedeelde lees • Gebruik inligting uit grafiese tekste. Byvoorbeeld, loop om die skool deur die aanwysings op 'n kaart te volg. • Vind en gebruik inligtingsbronne, soos gemeenskapslede, biblioteekboeke. • Gebruik die inhoudsopgawe, indeks en bladsynommers om inligting te vind. • Gebruik sleutelwoorde en opskrifte om inligting uit niefiksie tekste te kry. Groepbegeleide lees • Lees stil en hardop uit 'n eie boek tydens groepbegeleide lees saam met die onderwyser, dit wil sê, die hele groep werk met dieselfde storie volgens die groep se leesvlak. • Gebruik klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede tydens die lees van onbekende woorde. • Gebruik diagramme en prente uit die teks om begrip te bevorder. AFRIKAANS HUISTAAL GRAAD R-3 KABV 113 GRAAD 3: KWARTAAL 2 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, drie maal per week Leerders maak nou die oorgang vanaf drukskrif na lopende skrif / skrif met verbindings teen die einde van die kwartaal. Handskriflesse fokus op die inoefening van kleinletters en hoofletters en die verbindings wat vir die nuwe skrif benodig word. Leerders moet daartoe in staat wees om 'n transkripsie vanaf drukskrif (bv. in 'n boek) na die lopende skrif / skrif met verbindings te doen. • Hanteer skryfgereedskap doeltreffend: potlood, uitveër, liniaal. • Transkribeer woorde en sinne korrek in die lopende skrif / skrif met verbindings. • Vorm kleinletters en hoofletters korrek en sonder huiwering in lopende skrif / skrif met verbindings. • Vorm letters in alle skriftelike werk korrek. • Skryf woorde korrek na vanaf 'n verskeidenheid bronne, dit wil sê, skryfbord, werkkaarte, handskrifkaarte, ens., met toenemende spoed in lopende skrif / skrif met verbindings. • Gebruik lopende skrif / skrif met verbindings in alle skriftelike werk, dit wil sê, datum, eie naam en eie skriftelike werk. Gedeelde , Groep en Selfstandige skryf Klassikale / kleingroeplesse 20 minute elk, twee tot drie maal per week. Gebruik die gedeelde skryfaktiwiteite om korrekte leestekens, taal en spelling te demonstreer. Voorsien skryframe aan leerders om hul eie stories te skryf. • Neem deel aan 'n bespreking om ’n onderwerp te kies om oor te skryf. • Skryf ten minste twee paragrawe (tien of meer sinne) oor persoonlike ervarings, soos daaglikse nuus of skoolgebeure. • Hou ‘n dagboek van een week waarin die weer en ander inligting vervat is. • Skryf ‘n eenvoudige boekresensie. • Skryf en illustreer sinne oor ‘n onderwerp om ‘n bydrae te maak tot die leeshoekie. • Gebruik korrekte taal sodat ander die skriftelike werk kan lees en verstaan. • Gebruik leestekens korrek: hoofletters, punte, vraagtekens, kommas, uitroeptekens en aanhalingstekens. • Identifiseer en gebruik selfstandige naamwoorde, byvoeglike naamwoorde, werkwoorde en bywoorde korrek. • Gebruik klankkennis en spelreëls om onbekende woorde te skryf. • Gebruik teenwoordige en verlede tyd korrek, byvoorbeeld: Hy lees sy boek. Hulle het gister gesing. • Lees en redigeer eie skryfstukke deur spelling, leestekens, ens., te korrigeer. • Lees eie en ander se skryfstukke voor aan ‘n maat of groep. • Skep eie woordbank en persoonlike woordeboek deur die eerste letter van die woord te gebruik soos eend, fles, groot, ens. AFRIKAANS HUISTAAL GRAAD R-3 114 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Handskrif • Hanteer skryfgereedskap doeltreffend: potlood, uitveër, liniaal. Formele assesseringsaktiwiteit 1 Handskrif • Vorm kleinletters en hoofletters korrek en sonder huiwering in lopende skrif / skrif met verbindings. • Transkribeer woorde en sinne korrek in die lopende skrif / skrif met verbindings. Formele assesseringsaktiwiteit 2 Handskrif • Vorm kleinletters en hoofletters korrek en sonder huiwering in lopende skrif / skrif met verbindings. • Gebruik lopende skrif / skrif met verbindings in alle skriftelike werk, dit wil sê, datum, eie naam en eie skriftelike werk. Formele assesseringsaktiwiteit 3 Handskrif • Skryf woorde korrek na van 'n verskeidenheid bronne, dit wil sê, skryfbord, werkkaarte, handskrifkaarte, ens., met toenemende spoed in lopende skrif / skrif met verbindings. • Korrekte vorming van letters in alle skriftelike werk. Voorstelle vir informele assesseringsaktiwiteite Skryf • Gebruik teenwoordige en verlede tyd korrek, byvoorbeeld: Hy lees sy boek. Hulle het gister gesing. • Lees eie en ander se skryfstukke voor aan ‘n maat of groep. • Bou eie woordbank en persoonlike woordeboek op deur die eerste letter van die woord te gebruik soos eend, fles, groot, ens. Formele assesseringsaktiwiteit 1 Skryf • Skryf 'n eenvoudige boekresensie. • Skryf ten minste twee paragrawe (tien of meer sinne) oor persoonlike ervarings soos daaglikse nuus of skoolgebeure. • Gebruik korrekte taal sodat ander die skriftelike werk kan lees en verstaan. • Gebruik klankkennis en spelreëls om onbekende woorde te skryf. • Gebruik leestekens korrek: hoofletters, punte, vraagtekens, kommas, uitroeptekens en aanhalingstekens. Formele assesseringsaktiwiteit 2 Skryf • Hou 'n dagboek van een week waarin die weer en ander inligting vervat is. • Identifiseer en gebruik selfstandige naamwoorde, byvoeglike naamwoorde, werkwoorde en bywoorde. Formele assesseringsaktiwiteit 3 Skryf • Neem deel aan 'n bespreking om 'n onderwerp te kies om oor te skryf. • Skryf eie of bekende storie of ander kreatiewe teks van ten minste tien sinne. • • Lees en redigeer eie skryfstukke deur spelling, leestekens, ens., te korrigeer. AFRIKAANS HUISTAAL GRAAD R-3 KABV 115 GRAAD 3: KWARTAAL 3 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / Weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Doen 'n mondelinge aanbieding: vertel nuus of praat oor 'n ervaring in logiese volgorde. • Gebruik toenemend interessante woorde en beskrywings in mondelinge taal. • Stel oplossings vir probleme voor, veral woordprobleme in Wiskunde. Tweeweeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 - 3 • Voer onderhoude met mense volgens 'n bepaalde doel, soos om meer uit te vind oor die persoon se werk. • Luister na ‘n storie en identifiseer die verwantskap tussen oorsaak en gevolg in die storie. Week 4 - 6 • Neem deel aan besprekings en gee sinvolle terugvoering. • Gee die logiese volgorde van gebeure. Week 7 - 10 • Luister vir besonderhede in stories en ander mondelinge tekste en beantwoord oopeindevrae. Byvoorbeeld: “Wat gaan jy doen as jy groot is?” • Vertel ‘n storie met ‘n begin, middel en einde. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en Praat (mondeling en / of prakties) • Gebruik interessante woorde en beskrywings in mondelinge taal. • Stel oplossings vir probleme voor, veral woordprobleme in Wiskunde. Formele assesseringsaktiwiteit 1 Luister en Praat (mondeling en / of prakties) • Voer onderhoude met mense volgens 'n bepaalde doel soos om meer uit te vind oor die persoon se werk. • Luister na ‘n storie en identifiseer die verwantskap tussen oorsaak en gevolg in die storie. Formele assesseringsaktiwiteit 2 Luister en Praat (mondeling en / of prakties) • Neem deel aan besprekings en gee sinvolle terugvoering. • Kan die logiese volgorde van gebeure weergee. Formele assesseringsaktiwiteit 3 Luister en Praat (mondeling en / of prakties) • Luister vir besonderhede in stories en ander mondelinge tekste, en beantwoord oopeindevrae. Byvoorbeeld: “Wat gaan jy doen as jy groot is?” • Vertel ‘n storie met ‘n begin, middel en einde. • Doen ‘n mondelinge aanbieding: vertel nuus of praat oor ‘n ervaring in logiese volgorde. AFRIKAANS HUISTAAL GRAAD R-3 116 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 3 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Klankaktiwiteite van 15 minute elk, drie maal per week Stel nuwe klanke en spelreëls aan die leerders bekend. Gaan voort met woordbou-aktiwiteite. • Herken alle klankkombinasies wat alreeds aangeleer is. • Herken en gebruik meervoude by woorde wat uit lang vokale bestaan soos boom - bome. • Herken en gebruik meervoude van eenlettergrepige woorde wat verdubbeling van die slotmedeklinker neem soos potte, koppe, visse. • Herken en gebruik verkleinwoorde van eenlettergrepige woorde wat op -ng eindig en -etjie as verkleiningsvorm kry soos dingetjie. • Herken en gebruik verkleinwoorde van meerlettergrepige woorde wat op -ng eindig soos garinkie. • Herken en gebruik verkleiningsvorme met -ie, -tjie, -pie, -jie soos muisie, deurtjie, soompie, matjie. • Herken verkleinwoorde waarin die slotkonsonant verdubbel soos bussie, kassie, takkie. • Verdeel woorde in lettergrepe soos blaar - bla-re; katte - kat-te; hande - han-de. • Doen woordbou-aktiwiteite deur die klanke te gebruik wat onderrig is. • Gebruik klanke en lettername om woorde korrek te spel en gebruik klankkennis en spelreëls by die skryf van informele toetse, diktee en alle skriftelike werk. • Gebruik klankkennis om woorde korrek te spel. • Spel woorde korrek deur klankkennis te gebruik in informele toetse, diktee en in alle skriftelike woorde. Daaglikse leesaktiwiteite: Groepbegeleide lees (twee groepe) per dag en 2 - 3 gedeelde leessessies per week. Gedeelde lees Twee tot drie klassikale lesse per week van 15 minute elk. Behandel ten minste een nuwe teks per week. Stel verskillende genres bekend soos toneelstukke en verskillende tipes gedigte. • Lees vergrote teks soos gedigte, Grootboeke, plakkate en elektroniese teks in klasverband saam met die onderwyser (gedeelde lees). • Lees 'n verskeidenheid gedigte oor 'n onderwerp en bespreek die gedig (vorm, betekenis en woordkeuse). • Interpreteer inligting van grafiese tekste soos advertensies, illustrasies, plakkate, grafieke, kaarte. • Lees 'n boek in klasverband saam met die onderwyser (gedeelde lees) en bespreek die hoofgedagte, karakters en storielyn. • Sê of hy of sy van die storie hou en kan die antwoord regverdig. Byvoorbeeld: “Ek het van die storie gehou omdat ...” • Beantwoord 'n verskeidenheid hoër-orde-denkvrae wat gegrond is op die leesstuk. Byvoorbeeld: “Moes die kind se ouma haar vertel het dat ...?” • Gebruik ‘n woordeboek vir nuwe woordeskat en woordbetekenisse. AFRIKAANS HUISTAAL GRAAD R-3 KABV 117 Groepbegeleide Lees Die onderwyser werk daagliks met twee groepe en spandeer 15 minute met elke groep. Elke groep werk twee maal per week saam met die onderwyser. • Lees stil en hardop uit 'n eie boek tydens groepbegeleide lees saam met die onderwyser, dit wil sê, die hele groep werk met dieselfde storie volgens die groep se leesvlak. • Lees verskillende genres, soos toneelstukkies. • Pas selfkorrigeringstrategieë toe wanneer hy of sy lees: herlees, aanlees, pouseer. • Lees met toenemende vlotheid, uitdrukking en korrekte uitspraak. • Gebruik klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede om onbekende woorde te lees. • Leerders monitor hulself in terme van woordherkenning en begripsvaardighede tydens lees. Lees in pare / Selfstandige lees Daaglikse leesaktiwiteite 20 minute lank, terwyl sommige groepe groepbegeleide lees saam met die onderwyser doen. • Lees hardop vir 'n maat. • Lees eie en ander se skriftelike werk. • Lees self boeke wat tydens gedeelde lees gelees is, storieboeke en ander tekste wat volgens die leerder se leesvlak in die leeshoekie gekies word. Lees enige ander teks, soos leesboeke, wat die vorige jaar of aan die begin van die jaar gelees is, volgens die leerder se leesvlak. • Vind inligting onafhanklik of in pare uit gepaste niefiksie tekste. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Klanke (mondeling en / of prakties) • Gebruik beide klanke en lettername om woorde te spel. • Doen woordbou-aktiwiteite deur die klanke te gebruik, wat onderrig is. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of skriftelik) • Herken en gebruik meervoude van klanke wat uit twee vokale bestaan (bv. mier - miere; boek - boeke) en tweeklanke (bv. deur - deure, vlooi - vlooie). • Herken en gebruik meervoude by woorde wat uit lang vokale bestaan, soos boom - bome. • Herken en gebruik meervoude van eenlettergrepige woorde wat 'n verdubbeling van die slotmedeklinker neem soos potte, koppe, visse. Formele Assesseringsaktiwiteit 2 Klanke (mondeling en / of prakties en of skriftelik) • Herken en gebruik verkleinwoorde van eenlettergrepige woorde wat op -ng eindig en -etjie as verkleiningsvorm kry soos dingetjie. • Herken en gebruik verkleinwoorde van meerlettergrepige woorde wat op -ng eindig soos garinkie. • Herken en gebruik verkleiningsvorme met -ie, -tjie, -pie, -jie soos muisie, deurtjie, soompie, matjie. Formele assesseringsaktiwiteit 3 Klanke (mondeling en / of prakties en / of skriftelik) • Herken verkleinwoorde waarin die slotkonsonant verdubbel soos bussie, kassie, takkie. • Verdeel woorde in lettergrepe soos blaar - bla-re; katte - kat-te; hande - han-de. Voorstelle vir informele assesseringsaktiwiteite: Lees (mondeling en / of prakties en / of skriftelik) Gedeelde lees • Beantwoord 'n verskeidenheid hoër-orde-denkvrae wat gegrond is op die leesstuk. Byvoorbeeld: “Moes die kind se ouma haar vertel het dat ...?” AFRIKAANS HUISTAAL GRAAD R-3 118 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Groepbegeleide lees • Lees verskillende genres, soos toneelstukke. • Leerders monitor hulself in terme van woordherkenning en begripsvaardighede tydens lees. Lees in pare / Selfstandige lees • Lees hardop vir 'n maat. • Lees eie en ander se skriftelike werk. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties en / of skriftelik) Gedeelde lees • Lees 'n boek in klasverband saam met die onderwyser (gedeelde lees) en bespreek die hoofgedagte, karakters en storielyn. • Sê of hy of sy van die storie hou en kan die antwoord regverdig. Byvoorbeeld: “Ek het van die storie gehou omdat ...” Groepbegeleide lees • Lees stil en hardop uit 'n eie boek tydens groepbegeleide lees saam met die onderwyser, dit wil sê, die hele groep werk met dieselfde storie volgens die groep se leesvlak. • Gebruik klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede om onbekende woorde te lees. Formele assesseringsaktiwiteit 2 Lees (mondeling en / of prakties en / of skriftelik) Gedeelde lees • Interpreteer inligting van grafiese tekste soos advertensies, illustrasies, plakkate, grafieke, kaarte. Lees in pare / Selfstandige lees • Lees self boeke wat tydens gedeelde lees gelees is, storieboeke en ander tekste uit die leeshoekie, volgens die leerder se leesvlak. Lees enige ander teks, soos leesboeke, wat die vorige jaar of aan die begin van die jaar gelees is, volgens die leerder se leesvlak. Formele Assesseringsaktiwiteit 3 Lees (mondeling en / of prakties en / of skriftelik) Gedeelde lees • Lees vergrote teks soos gedigte, Grootboeke, plakkate en elektroniese teks as 'n klas saam met die onderwyser (gedeelde lees). • Lees 'n verskeidenheid gedigte oor 'n onderwerp en bespreek die gedig soos vorm, betekenis en woordkeuse. Groepbegeleide lees • Oefen stillees en hardoplees uit 'n eie boek tydens groepbegeleide lees saam met die onderwyser, dit wil sê, die hele groep werk met dieselfde storie volgens die groep se leesvlak. • Pas selfkorrigeringstrategieë toe wanneer hy of sy lees: herlees, aanlees, pouseer. • Lees met toenemende vlotheid, uitdrukking en korrekte uitspraak. AFRIKAANS HUISTAAL GRAAD R-3 KABV 119 GRAAD 3: KWARTAAL 3 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, drie maal per week: Leerders maak nou die oorgang vanaf drukskrif na lopende skrif / skrif met verbindings teen die einde van die tweede kwartaal. Handskriflesse fokus op die inoefening van kleinletters en hoofletters in lopende skrif / skrif met verbinding. Leerders moet daartoe in staat wees om 'n transkripsie vanaf drukskrif (soos in 'n boek) na die lopende skrif / skrif met verbindings te doen. • Skryf skriftelike teks korrek van die skryfbord, handboeke, werkkaarte, ens., af en skenk aandag aan die korrekte lettervorming en spasiëring in lopende skrif / skrif met verbindings. • Skryf met toenemende spoed. Gedeelde, Groep en Selfstandige skryf Klassikale / kleingroeplesse twee tot drie maal per week vir 20 minute. Voorsien 'n skryfraam om leerders te help om persoonlike tekste te skryf soos 'n brief. Demonstreer die korrekte gebruik van leestekens, spelling en taalstrukture tydens gedeelde skryfaktiwiteite. Gebruik gedeelde leesaktiwiteite om taalstrukture, sinstrukture en leestekens aan te leer. • Skryf persoonlike tekste in verskillende vorme: 'n dagboekinskrywing, 'n brief aan 'n familielid, 'n beskrywing. • Beplan, skryf, redigeer en bied eie storie van ten minste twee paragrawe aan (tien of meer sinne) en voorsien die skryfstuk van ‘n opskrif. • Skryf en illustreer sinne oor ‘n onderwerp om ‘n bydrae te maak tot ‘n boek in die klaskamerbiblioteek. • Som op en hou verslag van inligting deur middel van kopkaarte, tabelle, kennisgewings, diagramme of kaarte. • Gebruik verskillende sinstrukture soos stelsinne, vraagsinne, bevelsinne. • Gebruik leestekens korrek: hoofletters, punte, vraagtekens, kommas, uitroeptekens en aanhalingstekens. • Identifiseer en gebruik selfstandige naamwoorde, voornaamwoorde, byvoeglike naamwoorde, werkwoorde, bywoorde en voorsetsels korrek. • Voeg sinne saam deur voegwoorde te gebruik, soos en, maar, want. • Gebruik ‘n verskeidenheid woordeskat om skriftelike werk interessanter te maak. • Gebruik klankkennis en spelreëls om onbekende woorde te skryf. • Lees eie skryfstukke aan die klas voor. • Gebruik ‘n woordeboek vir nuwe woordeskat en woordbetekenisse. AFRIKAANS HUISTAAL GRAAD R-3 120 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Handskrif • Skryf skriftelike teks korrek van die skryfbord, handboeke, werkkaarte, ens., af en skenk aandag aan korrekte lettervorming en spasiëring in lopende skrif / skrif met verbindings. Formele assesseringsaktiwiteit 1 Handskrif • Skryf skriftelike teks korrek van die skryfbord, handboeke, werkkaarte, ens., af en skenk aandag aan korrekte lettervorming en spasiëring in lopende skrif / skrif met verbindings. Formele assesseringsaktiwiteit 2 Handskrif • Skryf skriftelike teks korrek van die skryfbord, handboeke, werkkaarte, ens., af en skenk aandag aan korrekte lettervorming en spasiëring in lopende skrif / skrif met verbindings. Formele assesseringsaktiwiteit 3 Handskrif • Skryf met toenemende spoed. Voorstelle vir informele assesseringsaktiwiteite Skryf • Lees eie skryfstukke aan die klas voor. • Skep ‘n eie woordbank en persoonlike woordeboek. Formele assesseringsaktiwiteit 1 Skryf • Skryf persoonlike tekste in verskillende vorme: 'n dagboekinskrywing, 'n brief aan 'n familielid, 'n beskrywing. • Gebruik ‘n verskeidenheid woordeskat om die skriftelike werk interessanter te maak. • Gebruik verskillende sinstrukture soos stelsinne, vraagsinne, bevelsinne. Formele assesseringsaktiwiteit 2 Skryf • Beplan, skryf, redigeer en bied eie storie aan van ten minste twee paragrawe, of tien of meer sinne en voorsien die skryfstuk van 'n opskrif. • Gebruik leestekens korrek: hoofletters, punte, vraagtekens, kommas, uitroeptekens en aanhalingstekens. • Gebruik klankkennis en spelreëls om onbekende woorde te skryf. Formele assesseringsaktiwiteit 3 Skryf • Som op en hou verslag van inligting deur middel van kopkaarte, tabelle, kennisgewings, diagramme of kaarte. • Identifiseer en gebruik selfstandige naamwoorde, voornaamwoorde, byvoeglike naamwoorde, werkwoorde, bywoorde en voorsetsels korrek. • Voeg sinne saam deur voegwoorde te gebruik, soos en, maar, want. AFRIKAANS HUISTAAL GRAAD R-3 KABV 121 GRAAD 3: KWARTAAL 4 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Daaglikse / Weeklikse aktiwiteite in alle komponente van Taal en ander vakke • Gebruik terminologie soos onderwerp, werkwoord, voorwerp, vraag, stelling, bevel, sinoniem, antoniem (teenoorgesteldes), uitroepteken, tydens teksbesprekings. • Verstaan en gebruik gepaste taal van verskillende vakke. Tweeweeklikse aktiwiteite wat gefokus is op luister- en praataktiwiteite Week 1 - 5 • Neem aan 'n gesprek deel as 'n sosiale vaardigheid en respekteer die manier waarop ander praat. • Gebruik verbeeldingryke taal: vertel grappe en raaisels en gebruik toepaslike stemvolume en intonasie. • Luister vir besonderhede in stories en beantwoord oopeindevrae. Byvoorbeeld: “Dink jy dit is nodig om skool toe te kom?” • Vertel ‘n storie deur gebruik te maak van beskrywende taal, handgebare en gesigsuitdrukkings. Week 6 - 10 • Luister na 'n storie en identifiseer die verwantskap tussen oorsaak en gevolg in die storie in reaksie op vrae soos: “Wat sou gebeur het as die sleutel nie gevind was nie?” • Beplan en doen ‘n mondelinge aanbieding: vertel persoonlike nuus, beskryf ‘n ervaring, vertel ‘n gebeurtenis oor, ens., en gebruik ‘n visuele hulpmiddel. • Druk gevoelens uit en lug ‘n mening oor ‘n teks en verskaf redes. Byvoorbeeld: “Hierdie boek is vervelig want dit het geen prente nie en die woorde is moeilik!” • Bespreek oplossings vir ‘n probleem en gebruik hoër-orde-denkvaardighede. Byvoorbeeld: “As Pappa jou nie vanmiddag kan kom haal nie, kan jy ...” ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en Praat (mondeling en / of prakties) • Gebruik terminologie soos onderwerp, werkwoord, voorwerp, vraag, stelling, bevel, sinoniem, antoniem (teenoorgesteldes), en uitroepteken tydens teksbesprekings. • Druk gevoelens uit en lug ‘n mening oor ‘n teks en verskaf redes. Byvoorbeeld: “Hierdie boek is vervelig want dit het geen prente nie en die woorde is moeilik!” • Bespreek oplossings vir ‘n probleem en gebruik hoër-orde-denkvaardighede. Byvoorbeeld: “As Pappa jou nie vanmiddag kan kom haal nie, kan jy ...” Formele assesseringsaktiwiteit 1 Luister en Praat (mondeling en / of prakties) • Vertel 'n storie deur gebruik te maak van beskrywende taal, handgebare en gesigsuitdrukkings. • Gebruik verbeeldingryke taal: vertel grappe en raaisels en gebruik toepaslike stemvolume en intonasie. • Gebruik verbeeldingryke taal tydens mondelinge werk (soos vertel grappe / raaisels) en gebruik toepaslike stemvolume en intonasie. • Beplan en doen ‘n mondelinge aanbieding: vertel persoonlike nuus, beskryf ‘n ervaring, vertel ‘n gebeurtenis oor, ens., en gebruik ‘n visuele hulpmiddel. AFRIKAANS HUISTAAL GRAAD R-3 122 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 4 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 4 uur 30 minute per week Maksimum tyd: 5 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Klankaktiwiteite van 15 minute elk, drie maal per week Hersien die klanke en spelreëls wat alreeds onderrig is en stel die nuwe klankbegrippe bekend. Gaan voort met woordbou-aktiwiteite en spelprogram. • Herken en gebruik klanke en spelreëls om woorde korrek te spel. • Verdeel woorde in oop en geslote lettergrepe. • Herken en gebruik eenvoudige deeltekenwoorde, byvoorbeeld, seël, hoë (ook die woorde wat nie 'n deelteken kry nie soos: dae, vlae). • Herken en gebruik eenvoudige kappiewoorde, byvoorbeeld, sê, pêrel (ook die woorde wat nie 'n kappie of deelteken kry nie soos ster, werf). • Herken dat dieselfde klank op verskillende maniere gespel kan word, soos hart / hard; lei / ly. • Spel woorde korrek deur klankkennis te gebruik in informele toetse, diktee en in alle skriftelike woorde. Daaglikse leesaktiwiteite: Groepbegeleide lees (twee groepe per dag) en 2 - 3 gedeelde leessessies per week. Gedeelde lees Twee tot drie klassikale lesse per week van 15 minute elk waar ten minste een nuwe teks per week behandel word. Tekste sluit in fiksie, niefiksie, koerantartikels, dialoë en grafiese tekste. • Lees vergrote teks soos fiksie- en niefiksie Grootboeke, koerantartikels, dialoë en elektroniese teks in klasverband saam met die onderwyser (gedeelde lees). • Lees 'n skriftelike teks in klasverband saam met die onderwyser en beskryf die karakters, storielyn en waardes in die teks. • Sê of hy of sy van die storie hou en kan die antwoord regverdig. • Gebruik visuele leidrade om 'n grafiese teks te lees en te analiseer vir houdings en aannames. Byvoorbeeld: “Op wie is die advertensie gerig? Hoekom sê jy so?” • Beantwoord 'n verskeidenheid hoër-orde-denkvrae wat gegrond is op die leesstuk. Byvoorbeeld: “Wat sou gebeur het as die winkeleienaar die winkel se deur oopgelaat het toe hy huis toe gegaan het?” • Gebruik ‘n woordeboek vir nuwe woordeskat en woordbetekenisse. Groepbegeleide lees Die onderwyser werk daagliks met twee groepe en spandeer 15 minute met elke groep. Elke groep werk twee maal per week saam met die onderwyser. • Lees stil en hardop uit 'n eie boek tydens groepbegeleide lees saam met die onderwyser, dit wil sê, die hele groep werk met dieselfde storie wat op die groep se leesvlak is. • Lees met toenemende vlotheid, spoed en uitdrukking (lees met gevoel). • Gebruik klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede en begripsvaardighede om betekenis te skep. • Leerders monitor hulself in terme van woordherkenning en begripsvaardighede tydens lees. • Pas selfkorrigeringstrategieë toe wanneer hy of sy lees: herlees, pouseer, en oefen 'n woord voordat dit hardop gesê word. • Speel woordspeletjies om lees- en woordeskatvaardighede in te oefen. Lees in pare / Selfstandige lees Daaglikse leesaktiwiteite van 20 minute elk terwyl sommige groepe groepbegeleide lees saam met die onderwyser doen.Gebruik bekende tekste of tekste wat op die leerder se individuele leesvlak is. • Lees eie en ander se skriftelike werk. • Lees hardop vir 'n maat. • Lees selfstandig op ‘n meer komplekse vlak vir genot en inligting uit ‘n verskeidenheid beskikbare tekste, soos tydskrifte, strokiesprente, fiksie en niefiksie, boeke uit verskillende kulture, asook boeke wat tydens gedeelde lees gebruik is. AFRIKAANS HUISTAAL GRAAD R-3 KABV 123 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Klanke (mondeling en / of prakties) • Spel woorde korrek in informele toetse, diktee en in alle skriftelike woorde deur klankkennis te gebruik. Formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of skriftelik) • Herken en gebruik eenvoudige deeltekenwoorde, byvoorbeeld, seël, hoë (ook die woorde wat nie 'n deelteken kry nie soos dae, vlae). • Herken en gebruik eenvoudige kappiewoorde, byvoorbeeld, sê, pêrel (ook die woorde wat nie 'n kappie of deelteken kry nie soos ster, werf). • Herken dat dieselfde klank op verskillende maniere gespel kan word soos hart / hard; lei / ly. • Spel woorde korrek deur klankkennis te gebruik in informele toetse, diktee en in alle skriftelike woorde. Voorstelle vir informele assesseringsaktiwiteite: Lees (mondeling en / of prakties en / of skriftelik) Gedeelde lees • Lees vergrote teks soos fiksie- en niefiksie, Grootboeke, koerantartikels, dialoë en elektroniese teks in klasverband saam met die onderwyser (gedeelde lees). Groepbegeleide lees • Speel woordspeletjies om lees- en woordeskatvaardighede in te oefen. Lees in pare / Selfstandige lees • Lees eie en ander se skriftelike werk. • Lees hardop vir 'n maat. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties en / of skriftelik) Gedeelde lees • Lees 'n skriftelike teks in klasverband saam met die onderwyser en beskryf die karakters, storielyn en waardes in die teks. • Gebruik visuele leidrade om 'n grafiese teks te lees en analiseer vir houdings en aannames. Byvoorbeeld: “Op wie is die advertensie gerig? Hoekom sê jy so?” • Beantwoord 'n verskeidenheid hoër-orde-denkvrae wat gegrond is op die leesstuk. Byvoorbeeld: “Wat sou gebeur het as die winkeleienaar die winkel se deur oopgelaat het toe hy huis toe gegaan het?” Groepbegeleide lees • Lees stil en hardop uit 'n eie boek tydens groepbegeleide lees saam met die onderwyser, dit wil sê, die hele groep werk met dieselfde storie wat op die groep se leesvlak is. • Lees met toenemende vlotheid, spoed en uitdrukking (lees met gevoel). • Gebruik klankkennis, kontekstuele en struktureel-analitiese dekoderingsvaardighede en begripsvaardighede om betekenis te skep. • Leerders monitor hulself in terme van woordherkenning en begripsvaardighede tydens lees. • Pas selfkorrigeringstrategieë toe wanneer hy of sy lees: herlees, pouseer, en oefen 'n woord voordat dit hardop gesê word. Lees in pare / Selfstandige lees • Lees selfstandig op 'n meer komplekse vlak vir genot en inligting uit 'n verskeidenheid beskikbare tekste soos tydskrifte, strokiesprente, fiksie en niefiksie, boeke uit verskillende kulture asook boeke wat tydens gedeelde lees gebruik is. AFRIKAANS HUISTAAL GRAAD R-3 124 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 4 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur 45 minute per week Maksimum tyd: 2 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Handskrif Formele lesse van 15 minute elk, drie maal per week Fokus op aktiwiteite om toenemende skryfspoed en netheid / leesbaarheid te bevorder. Sluit aktiwiteite in waar skriftelike werk vanaf drukskrif nalopende skrif / skrif met verbindings gedoen word. • Skryf skriftelike teks korrek van die skryfbord, handboeke, werkkaarte, ens., af en skenk aandag aan die korrekte lettervorming en spasiëring in lopende skrif / skrif met verbindings. • Gebruik lopende skrif / skrif met verbindings in alle skriftelike werk. • Eksperimenteer met pen vir skrifdoeleindes. • Skryf netjies, leesbaar en met selfvertroue in lopende skrif / skrif met verbindings. Gedeelde, Groep- en Selfstandige skryf Klassikale / kleingroeplesse van 20 minute elk twee tot drie maal per week. Gebruik die gedeelde skryfaktiwiteite om die korrekte gebruik van leestekens, spelling en taalstrukture (soos voorsetsels, voegwoorde) te demonstreer. Voorsien skryframe aan leerders om dialoë en 'n nuusberig te skryf. Lei die leerders deur die stappe van die skryfproses. • Gebruik pre-skryfstrategieë om inligting in te samel en skryfstukke te beplan: praat met 'n maat, teken 'n kopkaart, beplan 'n raamwerk vir skryf. • Skryf 'n verskeidenheid kort tekste vir verskillende doeleindes, soos vertellings, dialoë, • Skryf oor 'n persoonlike ervaring in verskillende vorme, soos 'n kort nuusberig. • Beplan, skryf, redigeer en bied eie storie van ten minste twee paragrawe aan (ten minste 12 sinne). • Skryf informatiewe tekste soos resepte, eksperimente. • Gee inligting in die korrekte volgorde weer en gee dit ‘n opskrif (titel). • Gebruik leestekens korrek: hoofletters, punte, vraagtekens, kommas, uitroeptekens, aanhalingstekens. • Gebruik voegwoorde om saamgestelde sinne te vorm. • Gebruik woordboutegnieke, klankkennis en spelreëls om moeilike woorde te skryf. • Skep ‘n woordbank en persoonlike woordeboek. • Gebruik ‘n woordeboek om nuwe woordeskat te vind en spelling na te gaan. • Bespreek eie en ander se skryfstukke om terugvoering te gee en te ontvang. • Skep eie boeke om ‘n bydrae tot die klaskamerbiblioteek te maak. AFRIKAANS HUISTAAL GRAAD R-3 KABV 125 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Skryf / handskrif • Skryf skriftelike teks korrek van die skryfbord, handboeke, werkkaarte, ens., af en skenk aandag aan die korrekte lettervorming en spasiëring in lopende skrif / skrif met verbindings. • Eksperimenteer met pen vir skrifdoeleindes. Formele assesseringsaktiwiteit 1 Handskrif • Gebruik lopende skrif / skrif met verbindings in alle skriftelike werk. • Skryf netjies, leesbaar en met selfvertroue in lopende skrif / skrif met verbindings. Voorstelle vir informele assesseringsaktiwiteite: Skryf • Gebruik pre-skryfstrategieë om inligting in te samel en skryfstukke te beplan: praat met 'n maat, teken 'n kopkaart, beplan 'n raamwerk vir skryf. • Gebruik voegwoorde om saamgestelde sinne te vorm. • Bespreek eie en ander se skryfstukke om terugvoering te gee en te ontvang. • Gebruik leestekens korrek: hoofletters, punte, vraagtekens, kommas, uitroeptekens en aanhalingstekens. Formele assesseringsaktiwiteit 1 Skryf • Skryf 'n verskeidenheid kort tekste vir verskillende doeleindes, soos vertellinge, dialoë. • Skryf oor 'n persoonlike ervaring in verskillende vorme soos 'n kort nuusberig. • Beplan, skryf, redigeer en bied eie storie van ten minste twee paragrawe aan (ten minste 12 sinne). • Skryf informatiewe tekste soos resepte, eksperimente. • Gee die inligting in die korrekte volgorde weer en gee dit ‘n opskrif (titel). • Gebruik leestekens korrek: hoofletters, punte, vraagtekens, kommas, uitroeptekens en aanhalingstekens. • Gebruik woordboutegnieke, klankkennis en spelreëls om moeilike woorde te skryf. AFRIKAANS HUISTAAL GRAAD R-3 126 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) VOORGESTELDE TEKSTE / HULPMIDDELS VIR DIE JAAR LUISTER EN PRAAT • Prente en plakkate • Werklike voorwerpe wat van toepassing is op die temas ,soos handpoppe, maskers, ens. • Storiebordstukke • Prente vir volgorde • Fantasieklere vir rolspel en ander mondelinge aktiwiteite • CD’s of bande met stories (wat gelees of vertel word), gedigte, rympies en liedjies, CD-speler / bandspeler, televisie en video’s / DVD’s • Storieboeke LEES EN KLANKE • Prente en plakkate • Muurklankkaarte • Gegradeerde leesreekse wat ‘n verskeidenheid genres insluit (toneelstukke, niefiksie, gedigte, ens.) • Grootboeke - mag tydens gedeelde skryfsessies gemaak word • Vergrote tekste soos gediggies, rympies, liedjies, stories • Storieboeke en prenteboeke vir die klaskamerbiblioteek • Kort pretboeke met 1 - 2 sinne op 'n bladsy vir die leeshoekie • Niefiksie-tekste wat op die graad van toepassing is • Flitskaarte vir klaskameritems, uitstallings en sigwoorde • Wysers vir gebruik tydens die lees van vergrote tekste, muurstories, uitstallings • Prent- en woordraaisels en -speletjies • Koerante en tydskrifte • Muurkaarte met eenvoudige kaarte, vloeidiagramme SKRYF EN HANDSKRIF • Skryfgereedskap soos potlode, kleurkryte, vetkryte, blanko papier in verskeie groottes (A3, A4, A5), liniaal, uitveër, 8.5 mm liniëring boeke. • Skryf- en sinstroke in lopende skrif / skrif met verbindings en dui die beginpunte en rigting van skryf aan. • Blaaibord en dik merkpenne • Persoonlike woordeboeke • Eenvoudige woordeboeke wat op die graad van toepassing is AFRIKAANS HUISTAAL GRAAD R-3 KABV 127 WOORDELYS antoniem - ‘n woord wat die teenoorgestelde beteken, byvoorbeeld groot en klein assessering - ‘n deurlopende en beplande proses van inligting versamel,oor leerderprestasie, formeel en informeel, op verskillende maniere assesseringsaktiwiteit - ‘n aktiwiteit wat gebruik word om leerders te assesseer, bestaande uit ‘n aantal klein aktiwiteite / sub-aktiwiteite enkelbeginkonsonant - die deel van die lettergreep voor die eerste vokaal (bv. m - at) dekodering - die vermoë om ‘n woord van teks na spraak te vertaal deur letter-klank-verwantskap; die verdeling van ‘n woord in klank- en lettergrepe deurlopende assessering - ‘n assesseringsmodel wat die integrering van assessering in onderrig en in die ontwikkeling van leerders deur middel van deurlopende terugvoering aanmoedig fantasiehoekie - ‘n hoekie in die klaskamer waar die leerders aan denkbeeldige spel kan deelneem, bv. verskillende soorte klere kan aantrek en rolspeel fonemies - die onderskeid tussen die aparte klanke van ‘n taal (bv. “t”, “k”) fonemiese bewustheid - die vermoë om te onderskei tussen die aparte klanke van die taal, bv. “bed” en “bad”, “bod” en “bid” fonologiese bewustheid - die vermoë om bewus te wees van klanke en klankveranderinge van ‘n taal fynmotories - koördinasie van kleinspierbewegings, bv. waar die vingers en oë saamwerk, soos om ‘n skêr te gebruik om iets uit te knip. Fynmotoriese vaardighede word gebruik by die skryfproses gedeelde lees - ‘n aktiwiteit waar leerders en onderwysers die lees van vergrote teks met mekaar deel. Dit is ‘n les vir die hele klas. Sekere leerders sal slegs op luistervlak funksioneer, ander sal poog om te lees en die res sal ten volle deelneem. Dieselfde teks word oor die bestek van ‘n paar dae gebruik. Die onderwyser selekteer elke dag ‘n nuwe fokuspunt. Die teks word gebruik om klanke, taal en leesvaardighede in konteks aan te bied gegradeerde leesreeks - leesboeke met grammatika en woordeskat op verskillende vlakke, byvoorbeeld Graad 1 - vlak 1, 2, 3, 4. Die vlakke gaan van maklik (eenvoudige woordeskat, kort teks) na moeilik. Elke vlak het ‘n aantal leesboeke. Die leerder begin, met hulp van die onderwyser, op die korrekte vlak, lees verskeie boeke op daardie vlak tot hy vlot kan lees en beweeg dan na ‘n volgende vlak geletterdhede - verskillende soorte geletterdheid: lees en skryf; kulturele geletterdheid (begrip van die kulturele, sosiale en ideologiese waardes wat ons lees van tekste vorm); kritiese geletterdheid (die vermoë om krities op die boodskap in tekste te reageer); visuele geletterdheid (die lees / skryf van beelde, tekens, prente, ens); mediageletterdheid (die lees van koerante, tydskrifte, TV en film as kulturele boodskappe) geletterdheid - die vermoë om te lees en geskrewe inligting te gebruik en om vir verskillende doeleindes te skryf. Dit is deel van die vermoë om sin van ‘n mens se wêreld te maak AFRIKAANS HUISTAAL GRAAD R-3 128 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) geslote prosedures - ‘n tegniek waar woorde van ‘n teksgedeelte uitgelaat word, bv. elke vyfde woord. Die leerders moet wenke volg om die openinge te vul. Dit word gebruik om begrip te toets en die taal te bemeester grafiese teks - teks waar inligting visueel deur middel van diagramme en grafieke aangebied word groepbegeleide lees - ‘n groepleessessie waar alle leerders op dieselfde vlak funksioneer en die onderwyser leerders op so ‘n manier ondersteun dat hulle met toenemende selfvertroue kan lees groepbegeleide skryf - skryf van ‘n wye reeks tekste, individueel of in klein groepies, nadat die onderwyser aspekte van skryf ( bv. formaat, punktuasie, taal, spel) verduidelik het grondlynassessering - aanvanklike assessering wat gebruik word om uit te vind wat leerders reeds weet Grootboeke - ‘n groot storieboek met prente en teks wat tydens gedeelde en groepbegeleide lees gebruik word. Hierdie Grootboeke is kommersieel verkrygbaar of dit kan deur die onderwyser en / of leerders self geskryf word hoëfrekwensie woorde - ‘n groep bekende woorde wat gereeld in die Afrikaanse gedrukte media voorkom hoër-orde-denkvrae - vrae wat vereis dat die leerders inligting van verskillende dele van ‘n teks bymekaarbring (lees tussen die reëls), evalueer wat gebeur (lug ‘n mening) en waardering kan uitspreek (sê hoekom hy of sy daarvan gehou het en hoekom) holistiese rubriek vir assessering - ‘n rubriek wat al die vaardighede en verskillende soorte kennis in aktiwiteite integreer en nie op elkeen afsonderlik fokus nie kinesteties - leer wat plaasvind deur fisiese aktiwiteite (bv. leer deur te doen) klankbewustheid - die vermoë om tussen die afsonderlike klanke van ‘n taal te onderskei klanke / fonetiek - die verhouding tussen klanke en spelling in ‘n taal. Dit help met woordherkenning wanneer daar gelees word en help leerders om te spel klankkombinasies - saamvloei van klanke in ‘n woord of gedeelte van ‘n woord klanke - die verhouding tussen klanke en spelling. Klanke word in lees en in skryf gebruik kontekts - die konteks waarin ‘n teks geskep en ontvang word, verwys na die breë en onmiddellike situasie waarin dit bestaan en wat daarin oorgedra word kruising van die middellyn - aksies wat uitgevoer word om ‘n denkbeeldige lyn (wat van kop tot toon in die middel van die liggaam strek) te kruis, byvoorbeeld om die teenoorgestelde elmboog te raak laer-orde-denkvrae - vrae wat van leerders vereis om feite te onthou. Byvoorbeeld: “Wie was die hoofkarakters in die verhaal?” / “Wat was die hoofkarakter se naam?” leesgewoonte - dit wat leerders doen wanneer hulle lees om sin te maak van die teks legkaart - ‘n kaart bestaande uit inmekaarpassende stukkies wat saamgevoeg moet word AFRIKAANS HUISTAAL GRAAD R-3 KABV 129 lopende skrif - ‘n vloeiende skrif waar letters vinnig gevorm word sonder om die pen of potlood te lig. ‘n Ander lopende skrif is waar letters met verbindings gevorm word, maar die pen of potlood word in die proses opgelig meta-kognitief - ‘n leerder se bewustheid van sy / haar eie denkproses onderskrif - wat onder ‘n foto,plakkaat of prent geskryf word ontluikende / vormende geletterdheid - verwys na die kind se groeiende kennis van die gedrukte woord. Kinders sien die gedrukte teks in die omgewing en begin die doel daarvan verstaan. Wanneer stories aan hulle gelees en vertel word, leer hulle hoe stories werk en wat boeke is. Selfs voordat hulle skool toe gaan, weet hulle dikwels reeds baie. Hulle mag hulle eie idees van letters en spelling gebruik (vormende spelling). Hulle kan maak of hulle ‘n boek of boeke lees (vormende lees). Dit is die begin van leerders se geletterdheid oopeindevrae - vrae waarop die leerders verskillende response kan gee ouditief - wat op die klank gerig is, luister / hoor perseptueel-motories - perseptueel-motoriese vaardighede koördineer sig en gehoor deur middel van liggaamlike aksies plastisien - boetseerklei in alle kleure (speelklei) publiseer - ‘n geskrif laat druk ruimtelike oriëntering - bewuswording van voorwerpe in die ruimte rondom ons asook bewuswording van ons eie liggaamsposisie in die ruimte sigwoorde - woorde wat leerders outomaties (op sig) kan herken. Dit is nie nodig om hierdie woorde te ontleed (op te breek) nie. Sigwoorde kom heel dikwels voor in vroeë lees of hoëfrekwensie woorde (bv. hy, sy) sinoniem - ‘n woord wat min of meer dieselfde as ‘n ander woord beteken (bv. “mooi” en “pragtig”) sintaksis - leer van sinsbou sluitingstegniek - ‘n tegniek waar woorde van ‘n teksgedeelte uitgelaat word, bv. elke vyfde woord. Die leerders moet wenke volg om die openinge te vul. Dit word gebruik om begrip te toets en die taal te bemeester stemtoon - gebruik van stem om gevoel uit te druk storiebord - ‘n reeks prente wat ‘n storie illustreer strategie - manier waarop leerders besig is om te dink oor lees,skryf en mondelinge taal sodat leer en begrip bevorder kan word. Voorbeelde van begripstrategieë is voorspelling en visualisering strutureel-analities - ontleding van dele van ‘n woord (voorvoegsel en agtervoegsels) om ‘n onbekende woord te verstaan tangram - ‘n Chinese legkaart wat uit sewe stukke bestaan en ‘n vierkant vorm van enige geskrewe, gesproke of visuele vorm van kommunikasie wat die doelbewuste gebruik van taal behels teks - enige geskrewe, gesproke of visuele vorm van kommunikasie vryspel - wanneer leerlinge toegelaat word om te kies waar, hoe en waarmee hulle wil speel woordbank - ‘n lys woorde wat die leerder ken of nuwe woorde wat in die proses geleer word / ‘n persoonlike woordeboek AFRIKAANS HUISTAAL GRAAD R-3 130 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     ENGLISH HOME LANGUAGE Curriculum and Assessment Policy Statement Foundation Phase Grades R-3 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement Grades R-3 English home language ENGLISH HOME LANGUAGE GRADES R-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0400-8 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works ENGLISH HOME LANGUAGE GRADES R-3 CAPS AGRICULTURAL MANAGEMENT PRACTICES GRADES 10-12 CAPS FOREWORD by thE ministER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). the Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. in 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document. From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. the National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. the National Curriculum Statement Grades R-12 accordingly replaces the subject statements, Learning Programme Guidelines and subject Assessment Guidelines with the (a) Curriculum and Assessment Policy statements (CAPs) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION ENGLISH HOME LANGUAGE GRADES R-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS.. 3 1.1 Background .....................................................................................................................................................3 1.2 Overview ......................................................................................................................................................3 1.3 General aims of the South African curriculum.............................................................................................4 1.4 Time allocation ................................................................................................................................................6 1.4.1 Foundation Phase...................................................................................................................................6 1.4.2 Intermediate Phase.................................................................................................................................6 1.4.3 Senior Phase...........................................................................................................................................7 1.4.4 Grades 10-12 ..........................................................................................................................................7 Section 2: INTRODUCING THE LANGUAGES.....................................................................................8 2.1 Home Language Grades R-3 introduction ....................................................................................................8 2.2 An integrated approach..................................................................................................................................8 2.3 Time allocation ..............................................................................................................................................10 2.4 Assessment...................................................................................................................................................10 2.5 Listening and speaking ................................................................................................................................10 2.6 Reading and writing focus time...................................................................................................................11 2.7 Writing............................................................................................................................................................18 2.8 Grade R ..........................................................................................................................................................20 Section 3: Content and Teaching Plans for Language Skills ..................................... 22 3.1 Grade R Home language: English ...............................................................................................................31 3.2 Grade 1 Home language: English................................................................................................................53 3.3 Grade 2 Home language: English................................................................................................................80 3.4 Grade 3 Home language: English..............................................................................................................105 Glossary............................................................................................................................................131 ENGLISH HOME LANGUAGE GRADES R-3 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 3 sECTION 1 INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for ENGLISH HOME LANGUAGE gradeS R-3 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; ENGLISH HOME LANGUAGE GRADES R-3 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; ENGLISH HOME LANGUAGE GRADES R-3 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). ENGLISH HOME LANGUAGE GRADES R-3 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 ENGLISH HOME LANGUAGE GRADES R-3 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. ENGLISH HOME LANGUAGE GRADES R-3 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2 NTRODUCING THE LANGUAGES 2.1 Home Language Grades R-3 introduction In the Foundation Phase, the skills in the Home Language curriculum are: Listening and speaking Thinking and Reasoning and Language Structure and Use which are integrated into all four language skills (listening, speaking, reading and writing) Reading and phonics Writing and handwriting The content (knowledge, concepts and skills) contained in the National Curriculum Statement (NCS) has been organised in the Curriculum and Assessment Policy Statement (CAPS), per term, using these headings. This CAPS provides teachers with: • an introduction containing guidelines on how to use the Foundation Phase document • content, concepts and skills to be taught per term • guidelines for time allocation • requirements for the Formal Assessment Activities and suggestions for informal assessment • lists of recommended resources per grade. 2.2 AN INTEGRATED APPROACH The Languages programme is integrated into all other subject areas. Language is used across the curriculum in all oral work, reading and writing. Many of the Listening and Speaking Language skills will be developed within Mathematics and Life Skills, which is made up of many subjects such as Creative Arts and Beginning Knowledge including Personal and Social Well-being, Natural Sciences and Technology and the Social Sciences. Themes and topics can be selected from these subject areas to provide contexts for the teaching of language skills. 2.3 TIME ALLOCATION The following time allocations for languages come into effect in 2012. For Language in the Foundation Phase time will be determined by the language context of the school. Schools can choose whether to give relatively more or less time to the Home and First Additional Languages depending on the needs of their learners. The minimum time for the Home Language and First Additional Languages is provided in brackets in the table below. Home Language First Additional Language Grade R 10 hours Grade 1 8 (7) hours 3 (2) hours Grade 2 8 (7) hours 3 (2) hours Grade 3 8 (7) hours 4 (3) hours ENGLISH HOME LANGUAGE GRADES R-3 CAPS 9 The Department does not prescribe how to break down the minimum time into the different components although the following suggestions are made for each grade. GRADE 1 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 3 days 45 minutes Reading & Phonics Phonics: 15 minutes per day for 5 days (1 hour 15 minutes) Shared Reading: 15 minutes per day for 3 days (45 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes) 4 hours 30minutes Handwriting 15 minutes per day for 4 days 1 hour Writing 15 minutes per day for 3 days 45 minutes Total per week 7 hours GRADE 2 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 3 days 45 minutes Reading & phonics Phonics: 15 minutes per day for 5 days (1 hour) Shared Reading: 20 minutes per day for 3 days (1 hour) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hours 30 minutes) 4 hours 30 minutes Handwriting 15 minutes per day for 3 days 45 minutes Writing 15 minutes per day for 4 days 1 hour Total per week 7 hours GRADE 3 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 3 days 45 minutes Reading & Phonics Phonics 15 minutes per day for 4 days (1 hour) Shared Reading 20 minutes per day for 3 days (1 hour) Group Reading 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hours 30 minutes) 4 hours 30 minutes Handwriting 15 minutes per day for 3 days 45 minutes Writing 20 minutes per day for 3 days 1 hour Total per week 7 hours The Department does not prescribe how to break down the maximum time into the different components although the following suggestions are made for each grade. GRADE 1 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 4 days 1 hour Reading & Phonics Phonics: 15 minutes per day for 5 days (1 hour 15 minutes) Shared Reading/Shared Writing: 15 minutes per day for 5 days (1 hour 15 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes) 5 hours Handwriting 15 minutes per day for 4 days 1 hour Writing 20 minutes per day for 3 days 1 hour Total per week 8 hours ENGLISH HOME LANGUAGE GRADES R-3 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 4 days 1 hour Reading & phonics Phonics: 15 minutes per day for 5 days (1 hour 15 minutes) Shared Reading/Shared Writing: 15 minutes per day for 5 days (1 hour 15 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes) 5 hours Handwriting 15 minutes per day for 4 days 1 hour Writing 20 minutes per day for 3 days 1 hour Total per week 8 hours GRADE 3 HOME LANGUAGE Total per week Listening & speaking 15 minutes per day for 4 days 1 hour Reading & phonics Phonics: 15 minutes per day for 5 days (1 hour 15 minutes) Shared Reading/Shared Writing: 15 minutes per day for 5 days (1 hour 15 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes) 5 hours Handwriting 15 minutes per day for 4 days 1 hour Writing 20 minutes per day for 3 days 1 hour Total per week 8 hours 2.4 ASSESSMENT The CAPS document provides the requirements for each Formal Assessment Activity. GRADE SUBJECT TERM 1 TERM 2 TERM 3 TERM 4 TOTAL 1 Home Language 1 2 2 2 7 2 Home Language 1 2 2 2 7 3 Home Language 1 3 3 2 9 In Term 1 there is only one Formal Assessment Task (made up of a number of parts dealing with different aspects of Language) in Grades 1-3. Schools are encouraged to conduct a baseline assessment in the first term. In addition, suggestions are given for informal assessment that will inform daily teaching and learning but will not be formally recorded. 2.5 LISTENING AND SPEAKING Children are constantly developing their listening and speaking skills not only in each of the components of Language but also during other subjects. Because listening and speaking are crucial to all learning, it is important that these skills are effectively developed early in a child’s academic life. Hence, in the Foundation Phase, there is time specifically dedicated to the development of these two important skills. The time allocation for Listening and Speaking provides for (1) the time spent at the beginning of the day and (2) focussed listening and speaking activities. ENGLISH HOME LANGUAGE GRADES R-3 CAPS 11 2.5.1 Oral work at the beginning of the day Each morning should begin with a brief whole class oral activity with children. Use this time to: • Talk about the day, date, the weather chart, children who have birthdays and any special events for the day. • Check attendance: take a roll call to identify children present / absent • Hear a few children share their news, ‘show and tell’ about a picture or object, talk about the diary, sports, concerts, topical events and story-telling. Try to listen to every child’s news at least once every two weeks. 2.5.2 Focussed activities Specific attention should be given to listening and speaking skills throughout the Foundation Phase. The time allocated to Oral includes Listening and Speaking Activities that target specific skills at least twice a week. The CAPS document thus provides (1) daily/weekly listening and speaking skills and (2) a list of other essential listening and speaking skills. This division helps teachers to plan their teaching so that their focussed listening and speaking lessons concentrate on developing 2 - 3 specific skills at a time. These focussed activities should be integrated with Drama which is part of Creative Arts in Life Skills. 2.6 READING AND WRITING FOCUS TIME In Grades 1-3, Reading and Writing take place in Reading and Writing Focus Time. It is here, through clear, focussed lessons that children will be taught to be effective readers and writers. Time every day must be set aside for focussed lessons covering reading (Shared Reading, Group Guided Reading, Paired and Independent Reading, Phonics) and writing (Shared Writing, Group Writing and Individual Writing, grammar and spelling activities). During this time the teacher does group guided reading with two groups while other children are busy with consolidation activities such as written comprehension, phonics, spelling, grammar and writing. Paired / independent reading can also take place at the same time. The Curriculum and Assessment Policy Statement (CAPS) for the Foundation Phase divides the requirements for Reading into: • Shared Reading (including Shared Writing) • Group Guided Reading • Paired / Independent Reading • Phonics (including Phonemic Awareness) 2.6.1 Shared Reading Shared Reading (and/or Shared Writing) usually happens in the first 15 minutes of the Reading and Writing Focus Time. The teacher works with the whole class. Shared Reading will happen on two to four days a week using a single, enlarged text for the whole class such as Big Books, posters and pictures or a text on an overhead transparency or individual fiction and non-fiction texts for each child. Although there will normally be only one text used per week, the texts selected for each grade should increase in length and complexity across the year and across the grades. Children will be introduced to a range of stories, poems, rhymes and plays as well as information and graphical texts. ENGLISH HOME LANGUAGE GRADES R-3 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Each Shared Reading session will have a learning focus from the following: concepts of print, text features, phonics, language patterns, word identification strategies and comprehension at a range of levels (e.g. literal, reorganization, inferential, evaluation and appreciation questions). The first session focuses on the enjoyment and first ‘look’ at the text, with the children giving a personal response to the text. In the next session the same text is used and the focus shifts to more involvement in the reading with the teacher using the discussions that take place to develop vocabulary, comprehension, decoding skills and text structures (grammar, punctuation etc). On the third, and possibly the fourth day, children read the text themselves and engage in oral, practical and written activities based on the text. Some texts might only be used over a day or two, especially in Grade 2 and Grade 3. 2.6.2 Shared Writing Where possible, the Shared Reading text should inform the Shared Writing where the teacher models how to write a text. Children engage in the composition of the text while the teacher takes on the role of facilitator and scribe. The Shared Reading text can be consulted to provide examples of language patterns, spelling choices or other text features useful in the preparation of new texts. This modelling of the writing process helps to prepare children for their own writing tasks. Shared Reading and Shared Writing should take place in Grades 1-3. 2.6.3 Group, Guided Reading This is an ability-group reading teaching strategy where all the members in the group read the same text under the direction of the teacher and should take place every day. Guided reading involves the teacher in a session with a group of between 6 and 10 children. The teacher plans the lessons to include a range of word-attack strategies that children will learn to apply when meeting challenges in texts. The ‘text talk’ between teacher and children (and children with each other) is central to this approach. During this time the teacher should not be interrupted by other children who are doing independent activities. Each group session should be between 10 and 15 minutes long with two groups reading with the teacher every day (approximately half an hour per day in total). 2.6.4 Forming ability groups Texts are selected according to the group’s instructional reading level. The easiest way of establishing this level and dividing children into groups is through observation of the readers as they read a text. Here is a list of observable behaviour that will help in grouping children for Guided Reading sessions. • The text must be read with ease but still have a few challenges for the reader either at a decoding or at the comprehension level. The reader should recognise and quickly decode 90% - 95% of the words. They should all finish reading the selection within a minute of each other. • They will read fluently and with appropriate expression • They will be interested in the text • They will not need to finger-point while reading • They will read silently ENGLISH HOME LANGUAGE GRADES R-3 CAPS 13 Steps in a Group Guided Reading Lesson I. Select an appropriate text: Graded readers will mostly be used for group reading. They should be at a lower level than the texts used for Shared Reading. Read through the text beforehand and note any features of structure, vocabulary or syntax that may be challenging for the children. These may provide the teacher with a teaching focus. II. Introduction: Introduce the type of book or chapter for the session and introduce the topic. Assist the children to make connections with the topic and their own life experiences. Keep this ‘talk’ focused and just enough for the children to read successfully (2 - 3 minutes). III. Picture Talk or Browsing: With very young children briefly talk through the illustrations of the book or the chapter pointing out significant details and raising questions about what might be happening at this point in the text. With older children teach them to browse through the text paying attention to captions, chapter headings and any other organisational features such as table of contents and/or sub-headings within the text. Where new or difficult words appear in the text, the teacher introduces these words in the ‘text talk’, prior to the children reading the text themselves. This should last for 2 - 3 minutes. IV. First Reading: Children read the text individually. The very early readers can read aloud or ‘whisper read’ the text, while more experienced readers read silently until the teacher asks them to read out loud. The teacher observes the children’s reading behaviours and may select an additional teaching focus based on these observations. The teacher moves from child to child and listens to each read a small section of the text aloud. The teacher prompts the children at this stage by saying, e.g.: • What do you expect to read in this book? • Does that make sense to you? • Well done! You corrected yourself. That makes sense. • What would sound right in this sentence? • Look at the illustration. • It could be but look at the first letter again. V. Discussion: If children raised questions in the picture talk stage, return to these questions and discuss the answers. The discussion could also include a focus on phonics, comprehension or on an aspect of grammar. Discuss the text bearing in mind the range of questions that should be integrated into the discussion to develop comprehension. ENGLISH HOME LANGUAGE GRADES R-3 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) VI. Second and subsequent readings: On subsequent days children re-read the text either in pairs or alone. The prime focus here is to develop fluency and provide opportunities to use the text to develop vocabulary, grammar and deeper comprehension of the text. Vary the manner in which this is done, e.g., reading parts of a character or taking turns to read a page or paragraph. Older, more experienced readers may select a particular passage to work on in this time. Paired and Independent Reading Paired and Independent Reading provides children with reading practice and encourages reading for enjoyment. Children can reread their class or group readers, or they can read simple ‘fun’ books or supplementary readers. The text should be at a lower level than that used for Shared and Group Guided Reading. Paired reading can take place at any time, anywhere, as a class reading activity. Children can sit in pairs inside or outside of the classroom to read together or take turns to read or two children who have completed their tasks can read together while other children complete their work. If children read books on their own they also develop fluency, provided that the books are easy enough for the children to read without help. Short, simple books with predictable text and colourful illustrations are ideal. Some teachers like to give children individual reading to do at home. This home reading should consist of re-reading the group reading book or reading simple, ‘fun’ books. This extra reading practice, done on a regular basis every day, plays an important role in learning to read. The five components of teaching reading Most reading experts agree that there are five main components to the teaching of reading: • Phonemic awareness • Word recognition (sight words and phonics) • Comprehension • Vocabulary • Fluency Each of these components needs to be taught explicitly and practised on a daily basis. Phonemic awareness Phonemic awareness is recognising that speech consists of a sequence of sounds and being able to recognise these individual sounds, how they make words and how these words can make sentences. Developing this awareness should begin early in Grade 1. A sequence for the teaching of phonemic awareness could be: • Activities that focus on rhyme (e.g. What rhymes with cow?) • Activities that focus on syllable units (e.g. Clap for your name, e.g. Pau - la) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 15 • Activities that focus on onset (the part before the vowel) and rime (the vowel(s) + the consonant(s) that follow) (e.g. St + and, br + own). • Activities that focus on phonemes: Put these sounds together: /st/-/o/-/p/ • Matching activities: Do these start the same? Sandwich/sandbag • Isolation activities: What do you hear at the beginning of black? • Substitution activities: What word would you have if you replaced /st/ in stool with /f/? • Blending activities: Which word would you have if you put these sounds together: - /str/ā/n/ (blending phonemes) - /str/ain/ (blending onset and rime) - /mu/mmy/ (blending syllables) • Segmentation activities: Say the parts you hear in this word: - Stable: /stā-/ble/ (separating syllables) - Dog: /d/-/o/-/g/ (separating phonemes) • Deletion activities - Say stirfry without the stir (syllable deletion) - Say friend without the /fr/ (onset deletion) - Say Pete without the /p/ (phoneme deletion) Useful activities to develop basic skills such as listening include listening games, nursery rhymes, rhyming games and games using alliteration (words that begin with the same sound). Phonics Phonics refers to the sounds in words and the symbols (letters of the alphabet) used to represent them. It is an important tool in both reading and writing. There are a range of phonic programmes available. Schools may select the programme that will support explicit and systematic teaching of phonics through the school. Schools should remain loyal to their chosen programme. The suggested sequence of introducing the phonic elements in the CAPS document is a guide. Where phonic programmes have different sequences, follow these instead. However, the pacing of introducing the phonic elements should be similar to the pacing in the CAPS document. Phonics and handwriting should be linked as the teaching of the letter sound and how to write it go together. Teach the more frequently used sounds first in Grade 1. Also bear in mind letter formation so that, for example, one might choose to teach the letter c before a and the letter l before h and b. The CAPS document paces the introduction of phonics so that 1-2 new sounds are introduced each week during the first two terms so that at least eight sounds are taught by the end of the first term and the remainder by the end of the second term. Some consonant and vowel ENGLISH HOME LANGUAGE GRADES R-3 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) combinations can be introduced in the second half of Grade 1. At the same time continue practice in building and breaking down words. In Grade 2 and Grade 3 more consonant and vowel combinations are taught, increasing in complexity over the year and across the two grades. The teaching of phonics is not an isolated activity and should be linked to the Shared Reading programme. As children are learning the sound symbol system of the language taught, they should be encouraged to use ‘invented spelling’ until such time that they learn conventional spellings. Children who use ‘invented spelling’ become better spellers than those who do not. Strive for the children to write with phonemic accuracy where each sound in a word is represented in writing such as ‘becors’ or ‘stashun’. Spelling is closely linked to phonics and the spelling programme should be informed by the phonics taught during that week. Whilst the teaching of spelling will be informal during Grades 1 and 2, in Grade 3 a more formal spelling programme should be implemented with periodic, informal spelling tests and dictations. However, correct spelling needs to be evident in children’s written work and not only in spelling tests and dictations. Word Recognition Sight words (or ‘look and say’ words) involve the child recognising an individual word ‘on sight’ through the use of continued repetition of a word. Words that appear frequently in text (high frequency words) can be learnt in this way. English, unlike many languages, contains a large percentage of irregular words,that is, words that are not spelt as they sound so there is a strong argument for teaching sight words in English. Use the Shared Reading and Group Guided Reading lessons to model the following five finger strategy where each finger represents a strategy the reader can use to systematically figure out how to read an unknown word and its meaning: • The thumb: Leave the word out and read to the end of the sentence. • The first finger: Look at the picture • The second finger: Look at the word and to see if any parts of the word are known. • The third finger: Sound the word out • The fourth finger: Ask for help in reading the word or understanding its meaning Start teaching children this process when they meet unknown words. Comprehension: During the reading lessons the teacher has many opportunities to engage children in a range of levels of thinking and questioning. Here are a few ways of starting questions that will help to develop both lower and higher order comprehension skills. Literal comprehension • Identify…. (e.g. Identify the main character in the story.) • Point out… (e.g. Point out the car the robber was driving.) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 17 • Read/quote the line that… (e.g. Read the line that tells you the grandmother was unhappy.) • Describe… (e.g. Describe the villain of the story.) • Find… (e.g. Find the name of the book she was reading.) • Show … (e.g. Show me the part of the story you liked best.) • Locate … (e.g. Locate the place the family was driving to in the story.) • State… (e.g. State the name of the little black dog that ran away.) Reorganisation • Compare…. (e.g. Compare the two sisters. What was different?) • List …. (e.g. List the places the grandfather visited.) • Contrast… (e.g. Contrast the place where they were living with their new home.) • Divide….into…. (e.g. Divide the different animals in the story into two groups, those that were kind to the girl and those that tried to eat her.) • Classify… (e.g. Classify the animals in the story.) • Summarise… (e.g. Summarise the story in not more than four sentences.) • How is….different to… (e.g. How is the hero different from the villain?) Inferential • Pretend… (e.g. Pretend you were the hero. What would you have done?) • Suppose… (e.g. Suppose the zookeeper had left the cage door open. What would have happened?) • Could…. (e.g. Could the man have reached the other side of the river a different way?) • What are the implications … (e.g. What happened because of that decision?) • What might have happened if…. (e.g. What might have happened if his father had gone to see his uncle?) • What consequences…. (e.g. What were the consequences of her actions?) Evaluation • Should… (e.g. Should her grandmother have told her the story?) • In your opinion… (e.g. In your opinion was the boy right to behave that way?) • Do you agree… (e.g. Do you agree that leaving home was the best choice?) • Would you have… (e.g. Would you have done the same thing if you were in that position? ENGLISH HOME LANGUAGE GRADES R-3 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Is it right that… (e.g. Is it right that his uncle threw him out of the house because he stole some bread?) • What best describes… (e.g. What best describes the main character in the story?) Appreciation • What did you think when… (e.g. What did you think would happen when the lion opened his mouth?) • Is this word/phrase effective for… (e.g. Is this word a good word to describe the villain?) • Do you know anyone like… (e.g. Do you know anyone who behaves like his sister?) • Why did you like/dislike… (e.g. Why did you dislike her uncle?) Work also on meta-cognitive skills to teach children to monitor themselves when reading, both in the area of word recognition and comprehension. Children should be taught to ask: ‘Does it sound right?’, ‘Does it look right?’ and ‘Does it make sense?’ Model the process in Shared Reading and apply it in Guided Reading with support. Reading fluency Fluency in reading involves: • Accuracy in decoding: being able to accurately identify the majority of words • The rate or speed of reading: immediately recognising words or being able to get the words off the page quickly and effortlessly • Reading smoothly with appropriate phrasing and expression • Comprehension Fluency levels can be improved by teaching specific reading skills for decoding and word recognition, by selecting simpler texts, by providing more interesting texts, by rereading books and by increasing the volume of texts read. “Read alouds” by the teacher A final and vital component of a balanced reading programme is the reading aloud (story-time) by the teacher. This develops a whole range of language skills (including those of reading) in a meaningful context and is at the heart of a balanced programme for literacy. Through “read alouds” teachers can create in children a love of reading and a passion for stories. More information on all aspects of the teaching of reading can be found in the Department of Basic Education’s handbook, Teaching Reading in the Early Grades. (2008). 2.7 WRITING Children begin Grade 1 by ‘writing’ using pictures but as they master the skills of letter formation they can start to copy individual words, captions and full sentences which they can then illustrate. By the middle of Grade 1 children should be able to write their own captions for their pictures and construct at least one sentence. Give support by providing sentence starters or frames, e.g., ‘I want…’. Give each child an A5 book to use as a personal dictionary. Provide cloze procedure exercises in which children complete a sentence by adding a word and simple questions that children can answer with Yes/No or a single word. ENGLISH HOME LANGUAGE GRADES R-3 CAPS 19 The Shared Writing activities model the writing process so that children understand how individual letters form a word, how separate words form a sentence, the importance of spaces between words and the use of punctuation. Through Shared Writing children develop an extended vocabulary and come to understand how sentences can be enriched by the use of interesting adjectives and adverbs. As children become more skilled in writing their own sentences, introduce the concept of paragraphs. The CAPS uses the process approach to writing. The process involves children in drafting, writing, editing and presenting text for others to read. Foundation Phase children will not rewrite their work, but rather edit by drawing a line through unwanted words and adding text where necessary. Handwriting The CAPS document makes provision for the systematic teaching of the skills of handwriting, in short periods in the various grade levels, for approximately 15 minutes per day. Pre-writing programme Before starting to teach formal handwriting in Grade 1, children should follow a pre-writing programme to develop visual discrimination, gross and fine motor and hand-eye coordination, body image etc. They need to be taught the correct pencil grip, how to form the letters, the starting point, size, shape, and direction of movement. Later guide children to position and space letters on and between the lines. The correct sitting position is also important. Young children often have difficulty in copying from the board as their eyes need time to refocus from the board to the page in front of them and their short-term visual memory may not be well developed. It helps to give children in Grades 1-3 writing strips containing a row of letters for the children to copy during Handwriting. Transition to a joined script or cursive writing By the end of Grade 1 children should be able to form all the lower and upper case letters correctly and fluently and copy sentences correctly from the board or from sentence strips. In Grade 2 children develop greater speed in writing print script and it is in this grade that most schools will begin teaching a joined script or cursive writing. Whilst the choice in regard to the handwriting script remains with a school/province children should be taught to write a form of joined script or cursive writing by the end of Grade 3. Most children make the transition to this script during the first half of Grade 3. Materials In Grade 1 children begin by writing on blank paper using wax crayons. In time they progress to writing on 17mm lines using pencils for formal handwriting lessons, although many schools prefer to continue using blank jotters for other written work even in Grade 2. By Grade 3 children make the transition to using 8.5mm lined books. The exact time for these transitions will depend on the level of the children and the school’s policy. Barriers to learning The Language periods should provide opportunities to support children with barriers to learning, enrichment for those who are doing well, assessment activities and time to write. Written work must be marked and overseen by the teacher so that progress of each individual child can be tracked, monitored and can be used to inform the next steps to be taken in the learning pathway. Read aloud to the children daily to ensure vocabulary growth and development. ENGLISH HOME LANGUAGE GRADES R-3 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.8 GRADE R The Grade R organisation of language learning is based on principles of integration and play-based learning. The teacher should be pro-active, a mediator rather than a facilitator. A mediator makes the most of incidental learning opportunities that arise spontaneously through a range of child-centred activities, such as free-play in the fantasy corner or block construction site, and teacher-directed activities such as a story ‘ring’ or other ‘rings’. Issues relating to language as well as social, emotional and other forms of development such as fine and gross motor present themselves naturally in the routines and activities of a quality Grade R daily schedule. All these settings could provide opportunities for a teacher to purposely intervene and ‘mediate’ incidental learning that promotes emergent literacy. A traditional, formal classroom-based learning programme that is tightly structured and ‘basics bound’ should be avoided as it does not optimise literacy acquisition for the Grade R child. Grade R should not be a ‘watered down’ Grade One. It has its own unique characteristics based on how children in this age group make sense of their world and acquire the knowledge, skills, values and attitudes that will allow them to maximise the opportunities afforded in the formal learning years. Focus on informal and spontaneous learning in various ‘rings’ during the day. Also develop a daily programme that allows optimal time for free play and is coupled with an acute awareness on the part of the teacher of what could be called ‘teachable moments’, moments that arise in many instances out of the children’s own interests and creativity. The entire school day should be viewed as possibilities for enhancing literacy learning; either because of the direct intervention of the teacher, through planned mediated moments, including teacher-guided activities or because of the numerous incidental learning opportunities that occur during the day and enable the teacher to promote learning though utilising the ‘teachable moment’. Such moments most frequently occur during routine periods and, of course, free play. From a literacy perspective, teachable moments will afford the teacher the opportunity to ask, for example, open￾ended questions or to offer an alternative suggestion to the child and so instil in the child the desire to further his/her own learning. It becomes a question of the teacher knowing when to intervene in the learning process and when to stand back and allow the child the opportunity of providing his/her own solution to the problem at hand. In the Grade R year the time table is called the daily programme and it comprises three main components, namely teacher-guided activities, routines and child-initiated activities or free play. Specific teacher-guided literacy learning opportunities are offered during the morning language ring (for example, theme/topic discussion/language ring; daily weather discussions; telling ‘news’; show and tell rings and story time). Depending on the choice of focus (i.e. the teacher must have a clear idea of what learning s/he wants to promote) creative art activities, perceptual rings, movement, music and dramatisation rings can have a very specific literacy focus especially in refining the perceptual-motor concepts and skills which underpin formal reading. Routines provide excellent opportunities for incidentally promoting various literacy skills. For example, instead of letting the children stand in a queue and wait to go to the bathroom, the teacher can use this time to promote phonemic awareness. All children whose names begin with the letter/sound ‘S’ go to the bathroom, now children whose names begin with the letter/sound ‘N’ etc. The other children could be playing word games such as ‘I spy with my little eye’ or having vocabulary reinforced, for example, what rhymes with dog; what do you think dogs like to eat? Snack time and tidy up time provide similar learning opportunities as the teacher encourages the children to play fun sound and word games. During free-play the teacher can promote literacy in two ways. Firstly, through the structuring of the free play area. The teacher provides choices based on the types of learning opportunities she/he would like to promote. Outdoor free play such as climbing on a wooden climbing frame or riding on the cycle track might promote spatial awareness ENGLISH HOME LANGUAGE GRADES R-3 CAPS 21 behaviours such as crossing the midline (one of the important perceptual-motor behaviours for acquiring both reading and writing skills) and encourage letter/word recognition by providing opportunities for children to ‘read’ road signs. Indoor free play activities should provide similar literacy learning opportunities. A memory game encourages visual memory and a fantasy corner promotes speaking and listening opportunities. The second way of promoting literacy during free play is through purposeful intervention. This can be done through, for example, the asking of thoughtful questions which extend thinking and enlarge vocabulary. By making helpful suggestions and inviting a child to think about alternative answers and ways of problem solving, a teacher can encourage a child to think more deeply about an issue and find good reasons for the choices they make. In this way not only literacy but holistic development is addressed. In a balanced, flexible language rich daily programme, literacy learning opportunities are offered throughout the day. At the same time, important principles underpinning early learning are reinforced, namely, that young children learn best through movement (kinaesthetically) and then through interacting with concrete materials (three dimensional learning) before engaging with table top and paper and pencil activities (two dimensional representational activities). Assessment practices in Grade R should be informal and children should not be subjected to a ‘test ’ situation. For this reason Assessment Activities have not been included in the Grade R Curriculum and Assessment Policy Document (CAPS). Each activity used for assessment should be carefully planned so that it integrates a variety of skills. In Grade R most of the assessment takes place through observation with the teacher recording the results of the assessment using a checklist. Thus, as the year progresses a full picture of each child complete with challenges and strengths is gradually built. This allows for challenges to be addressed and strengths to be maximised. ENGLISH HOME LANGUAGE GRADES R-3 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) sECTION 3 Content and Teaching Plans for Language Skills DAILY PROGRAMME: GRADE R 36 MIN 50 MIN 30 MIN 10 MIN 20 MIN 60 MIN 30 MIN 10 MIN 30 MIN FREE PLAY OUTSIDE and TIDY UP TOILET ROUTINE Lang, Math, LS, TOILET ROUTINE Lang, Math, LS, REFRESHMENTS Lang, Math, LS ART ACTIVITY (every day: 1 MAIN + 2/3 supporting activities FREE PLAY INSIDE TIDY UP INSIDE Water play SAND PLAY ROLE PLAY BALLS SWINGS WHEEL TOYS EDUCATIONAL TOYS JUNGLE GYM TYRES H. MOVEMENT GAMES FANTASY PLAY ROLE PLAY CONSTRUCTION￾PLAY BLOCKS EDUCATIONAL TOYS PERCEPTUAL - GAMES PUZZLES BOOK CORNER QUIET TIME Language Mathematics Life Skills LIFE SKILLS • ACTIVITIES DESIGNED FROM CAPS (LIFE SKILLS) • HUMAN MOVEMENT ACTIVITIES • SONGS AND MUSIC • POEMS AND RHYMES • THEME DISCUSSION • BIRTHDAYS • ROUTINES • FREE PLAY LANGUAGE • ACTIVITIES DESIGNED FROM CAPS (HOME LANGUAGE) • STORIES • DRAMATISATION • BOOKS/PICTURES • PICTURE READING • PICTURE -DISCUSSIONS • PERCEPTUAL ACTIVITIES • PARENT POSTER • PARENT LETTER • NEWS • POEMS/RHYMES • MUSIC/SONGS/RHYMES • TAPES • THEME DISCUSSIONS • HUMAN MOVEMENT ACTIVITIES • ROUTINES • FREE PLAY GREETING BIRTHDAYS REGISTER NEWS WEATHER CHART TEACHER Lang GUIDED Math ACTIVITY LS ARRIVAL AND FREE PLAY TEACHER Lang GUIDED Maths ACTIVITY LS TEACHER Lang GUIDED Math ACTIVITY LS STORY Every day REST/QUIET TIME and DEPARTURE MATHEMATICS • ACTIVITIES DESIGNED FROM CAPS (MATH) • SONGS AND MUSIC ACTIVITIES • PERCEPTUAL ACTIVITIES • COUNTING RHYMES • THEME DISCUSSIONS • SCIENCE EXPERIMENTS • FREE PLAY • ROUTINES ENGLISH HOME LANGUAGE GRADES R-3 CAPS 23 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE HOME LANGUAGE GRADES R-3 G EAKIN PS AND G LISTENIN GRADE R GRADE 1 GRADE 2 GRADE 3 • Listens to stories and acts these out • Listens and responds to simple questions • Listens to and repeats rhythmic patterns, and copies correctly • Listens to and recalls simple word sequences in order (e.g. big, beg, bag) • Names and points to parts of the body • Sings simple songs and does action rhymes • Talks about pictures in posters, theme charts, books etc • Matches and sorts things according to shape, colour etc • Participates in discussions and asks questions • Listens to stories and expresses feelings about the story • Listens to instructions and announcements and responds appropriately • Listens without interrupting, taking turns to speak and asking questions for clarification • Listens, enjoys and responds to picture and word puzzles, riddles and jokes • Talks about personal experiences and feelings • Tells a familiar story which has a beginning, middle and end • Answers closed and open-ended questions • Role plays different situations • Participates in class discussions • Uses terms such as sentence, capital letter, full stop • Listens to stories and poems and answers higher-order questions • Listens to a complex sequence of instructions and responds appropriately • Listens without interrupting showing respect for the speaker, asking questions and commenting on what was heard • Talks about personal experiences and more general news • Tells a story that has a beginning, middle and end • Expresses feelings about a story or poem and gives reasons • Answers open-ended questions and justifies answer • Makes up own rhymes • Role plays different situations • Participates in discussions, and reports back on the group’s work • Uses terms such as noun, adjective, verb, pronoun, preposition, comma, question mark, paragraph • Listens for the main idea and for detail in stories and answers open-ended questions • Listens to a story and works out cause and effect • Expresses feelings about a text and gives reasons • Listens to a complex sequence of instructions and responds appropriately • Engages in conversation as a social skill, accepting and respecting the way others speak • Makes an oral presentation (e.g. tells personal news, describes something experienced, recounts an event) • Tells a short story with a simple plot and different characters • Uses language imaginatively (e.g. tells jokes and riddles) • Interviews people for a particular purpose • Uses terms such as subject, verb, object, question, statement, command, synonym, antonym, exclamation mark ENGLISH HOME LANGUAGE GRADES R-3 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) O VERVIEW OF THE LAN GUA G E SKILLS TO B E TAU GHT IN THE HOME LAN GUA G E GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 SC HONI P • Identifies rhyming words in well known rhymes and songs such as Humpty Dumpty • Begins to recognise that words are made up of sounds, e.g. the beginning letter(s) of their names • Segments oral sentences into individual words • Divides multisyllabic words into syllables • Recognises aurally and visually some initial consonants and vowels especially at the beginning of a word • Identifies letter-sound relationships of all single letters • Builds words using sounds learnt (e.g. words with. -at, -et, -it, -ot, -ut, -ag, e.g. -ig, -og, -ug, -an, -en, -in, -un, -am) • Uses consonant blends to build up and break down words (r and l blends ) • Recognises common consonant digraphs at the beginning and end of a word, e.g. sh, ch and th • Recognises plurals (‘s’ and ‘es’) and word endings ( ‘ing’ and ‘ed’) aurally • Groups common words into sound families • Consolidates Grade 1 phonics • Revises common consonant digraphs (sh, ch, th) at the beginning and end of words • Recognises ‘wh’ at the beginning of a word • Uses initial and final consonant blends to build up and break down words, , e.g. bl-a-ck, bri-ng, sa-ng 3-letter consonant blends at the beginning of words, e.g. str-ip, str-ap • Recognises vowel digraphs, e.g. ‘oo’ as in moon, ‘ee’ as in tree, ‘oa’; ‘ea’ short ‘oo’ as in book, ‘ai’ as in ‘rain’ • Recognises ‘silent e’/split digraph in words, for xample. tape • Recognises at least 5 new vowel digraphs, e.g. ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in shirt, ‘or’ as in short, ‘ur’ as in church etc. • Recognises common double consonants such as ll,at the end of words • Recognises and uses suffixes such as -ly, -ies • Spells words correctly using their phonic knowledge • Builds words using the phonic sounds taught during the year. • Consolidates Grade 1&2 phonics • Recognises consonant digraphs at the beginning and end of words (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words • Recognises ‘silent e’ or split digraphs in words (e.g. same, bite, note) • Recognises vowels such as -ere, -air, -are • Recognises and uses spelling patterns (e.g. -igh (high), -ough (tough), -eigh (neigh), -augh (caught) • Recognises and uses rhyming words (e.g. blow, flow, glow) • Recognises that some sounds can be represented by a number of different spelling choices, e.g. ow (cow) ou (found), aw (draw), au (autumn); tie, high, sky; few, blue • Recognises digraphs making /f/, e.g. ‘ph’ as in elephant) • Recognises silent letters in words, i.e. ‘k’, ‘l’, ‘b’ ‘w’ • Recognises hard and soft sounds of ‘c’ and ‘g’ • Recognises and uses synonyms and antonyms • Recognises and uses prefixes such as un-, re-) and suffixes such as -ful, -ness) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 25 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE HOME LANGUAGE GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 (contd) S C HONI P • Uses words that are pronounced and spelt the same but have different meanings (homophones) • Uses words that sound the same but are spelt differently • Builds 3, 4 and 5-letter words • Sorts letters and words into alphabetical order • Spells words correctly using their phonic knowledge ENGLISH HOME LANGUAGE GRADES R-3 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) O VERVIEW OF THE LAN GUA G E SKILLS TO B E TAU GHT IN THE HOME LAN GUA G E GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 G IN WIE V AND G READIN Emergent Reading Skills • Recognises and points out common objects in pictures • Arranges a set of pictures in such a way that they form a story • Interprets pictures , e.g. makes up own story and ‘reads’ the pictures • Acts out parts of a story, song or rhyme • Holds the book the right way up and turns pages correctly • Pretends to read and adopts a ‘reading voice’ • Recognises own name and names of some other children in the class • Begins to ‘read’ high frequency words seen in the classroom and at school, e.g. door, cupboard) Shared Reading as a class with teacher • ‘Reads’ enlarged texts such as poems, Big Books. posters • Makes links to own experience when reading with the teacher • Describes characters in stories and gives opinions • Predicts what will happen in a story through the pictures • Answers questions based on the story read • Draws pictures capturing main idea of the stories Emergent Reading Skills • Develops book handling skills (holding the book and turning pages correctly) • Interprets pictures to make up own story i.e. ‘reads’ the pictures • Reads logos, labels and other words from environmental print • Recognises own name and names of peers • Reads labels and captions in the classroom • Develops basic concepts of print including • *Concept of a book • *Concept of words and letters • *Directionality - Start reading at front, end at back; read from left to right and top to bottom of a page Shared Reading as a class with teacher • Reads Big Books or other enlarged texts • Uses pictures and the book cover to predict what the story is about • Discusses the story, identifying the main idea and characters • Sequences the events in the story • Recognises cause and effect in a story, e.g. The girl got into trouble because she broke a window Shared Reading as a class with teacher • Reads Big Books or other enlarged texts (e.g. fiction and non-fiction books, poems and songs) • Uses visual cues i.e. pictures and the cover of a book to predict what the story is about • Identifies key details in what was read • Expresses whether a story was liked and is able to justify the response, e.g. ‘I didn’t enjoy the story because…’ • Answers higher order questions based on the text read, e.g. ‘In your opinion…’ • Discusses different cultures represented in stories • Interprets pictures and other print media, e.g. photographs, calendars, advertisements; newspaper and magazine pictures, posters Shared Reading as a class with teacher • Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, plays, dialogues and electronic texts (computer texts) • Reads book and discusses the main idea, the characters, the ‘problem’ in the story, the plot and the values in the text • Answers a range of higher order questions based on the passage read • Reads different poems on a topic • Uses visual cues to talk about a graphical text, e.g. advertisements, pictures, graphs, charts and maps • Finds and uses sources of information, e.g. community members, library books • Uses table of contents, index and page numbers to find information • Uses key words and headings to find information in non-fiction texts • Uses a dictionary to find new vocabulary and their meanings ENGLISH HOME LANGUAGE GRADES R-3 CAPS 27 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE HOME LANGUAGE GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 G IN WIE V AND G READIN Emergent Reading Skills • Recognises and points out common objects in pictures • Arranges a set of pictures in such a way that they form a story • Interprets pictures , e.g. makes up own story and ‘reads’ the pictures • Acts out parts of a story, song or rhyme • Holds the book the right way up and turns pages correctly • Pretends to read and adopts a ‘reading voice’ • Recognises own name and names of some other children in the class • Begins to ‘read’ high frequency words seen in the classroom and at school, e.g. door, cupboard) Shared Reading as a class with teacher • ‘Reads’ enlarged texts such as poems, Big Books. posters • Makes links to own experience when reading with the teacher • Describes characters in stories and gives opinions • Predicts what will happen in a story through the pictures • Answers questions based on the story read • Draws pictures capturing main idea of the stories Emergent Reading Skills • Develops book handling skills (holding the book and turning pages correctly) • Interprets pictures to make up own story i.e. ‘reads’ the pictures • Reads logos, labels and other words from environmental print • Recognises own name and names of peers • Reads labels and captions in the classroom • Develops basic concepts of print including • *Concept of a book • *Concept of words and letters • *Directionality - Start reading at front, end at back; read from left to right and top to bottom of a page Shared Reading as a class with teacher • Reads Big Books or other enlarged texts • Uses pictures and the book cover to predict what the story is about • Discusses the story, identifying the main idea and characters • Sequences the events in the story • Recognises cause and effect in a story, e.g. The girl got into trouble because she broke a window Shared Reading as a class with teacher • Reads Big Books or other enlarged texts (e.g. fiction and non-fiction books, poems and songs) • Uses visual cues i.e. pictures and the cover of a book to predict what the story is about • Identifies key details in what was read • Expresses whether a story was liked and is able to justify the response, e.g. ‘I didn’t enjoy the story because…’ • Answers higher order questions based on the text read, e.g. ‘In your opinion…’ • Discusses different cultures represented in stories • Interprets pictures and other print media, e.g. photographs, calendars, advertisements; newspaper and magazine pictures, posters Shared Reading as a class with teacher • Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, plays, dialogues and electronic texts (computer texts) • Reads book and discusses the main idea, the characters, the ‘problem’ in the story, the plot and the values in the text • Answers a range of higher order questions based on the passage read • Reads different poems on a topic • Uses visual cues to talk about a graphical text, e.g. advertisements, pictures, graphs, charts and maps • Finds and uses sources of information, e.g. community members, library books • Uses table of contents, index and page numbers to find information • Uses key words and headings to find information in non-fiction texts • Uses a dictionary to find new vocabulary and their meanings OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE HOME LANGUAGE GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 • Gives an opinion on what was read • Answers open-ended questions based on the passage read • Interprets information from posters, pictures and simple tables, e.g. a. calendar ENGLISH HOME LANGUAGE GRADES R-3 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) O VERVIEW OF THE LAN GUA G E SKILLS TO B E TAU GHT IN THE HOME LAN GUA G E GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 G (contd) IN WIE V AND G READIN Independent Reading • Reads picture books Group guided reading • Reads aloud from own book in a guided reading group with teacher i.e. the whole group reads the same story • Uses phonics, context clues, structural analysis and sight words when reading • Reads with increasing fluency and expression • Monitors self when reading, both in the area of word recognition and comprehension. • Shows an understanding of punctuation when reading aloud Paired/Independent Reading • Reads own writing, starting to correct errors • Reads independently books read in Shared Reading sessions, simple picture story books and books from the classroom reading corner. Group guided reading • Reads silently and aloud from fiction and non-fiction books at own level in a guided reading group with teacher, i.e. whole group reads same text • Uses sight words, phonics, contextual and structural analysis, and comprehension skills to make meaning • Reads with increasing fluency and speed using correct pronunciation • Uses self-correcting strategies when reading • Monitors themselves when reading, both in the area of word recognition and comprehension Paired/Independent Reading • Reads own and others writing • Reads aloud to a partner • Reads independently simple fiction and non-fiction books, poetry cards, comics • Plays reading games and completes crosswords Group guided reading • Reads both silently and out loud from own book in a guided reading group with the teacher i.e. whole group reads the same text • Uses phonics, contextual and structural analysis, when reading unfamiliar words • Uses self-correcting strategies when reading • Monitors self when reading, both in the area of word recognition and comprehension • Uses diagrams and illustrations in text to increase understanding • Reads with increasing fluency, speed and expression Paired/Independent Reading • Reads own and others writing • Reads aloud to a partner • Reads independently simple fiction and non-fiction books and books from different cultures, books read in Shared Reading sessions, magazines and comics ENGLISH HOME LANGUAGE GRADES R-3 CAPS 29 O VERVIEW OF THE LAN GUA G E SKILLS TO B E TAU GHT IN THE HOME LAN GUA G E GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 G RITIN W HAND • Develops small muscle skills through finger play, e.g. play dough, screwing nuts onto bolts • Develops fine motor control using scissors to cut out bold outlined pictures, shapes etc • Develops eye-hand co-ordination by playing eg catching and throwing, drawing and painting • Traces simple outlines of pictures, patterns and letters in own name where the correct starting point and direction arrows are included on all letters • Forms letters using finger painting, paint brushes, wax crayons etc starting at the right point and following the correct direction • Copies patterns, words and letters (using the correct starting point and direction when forming letters) • Uses a range of writing tools, e.g. paintbrushes, wax crayons • Practises holding and manipulating crayon and pencil • Develops directionality: left to right; and top to bottom • Develops hand-eye co-ordination by drawing patterns and tracing • Copies and writes own name, short words and sentences • Begins to write using drawings and copies letters, numbers, words and simple sentences • Forms lower and upper case letters correctly and fluently • Forms numerals correctly • Copies and writes short sentences correctly with correct spacing • Holds pencil and crayon correctly Maintenance of the print script • Uses handwriting tools effectively, e.g. pencil, eraser, ruler • Aligns writing on 17 mm ruled lines • Forms upper and lower case letters correctly • Writes words with correct spacing between letters and words • Writes in print script all capitals and lower case letters • Copies and writes one paragraph of between 3 - 4 lines from a printed text • Copies and writes different formats of writing (short invitations such as birthday invitations; messages; lists etc • Uses print script in all forms of written recording Transition to a joined script or cursive writing • Copies and writes writing patterns in the joined script or cursive writing • Copies and writes all lower case letters and commonly used capital letters in the joined script or cursive writing • Copies, writes and reads short words in joined script or cursive writing • Copies and writes short sentences in joined script or cursive writing. Transition to a joined script or cursive writing • Uses handwriting tools effectively, e.g. pencil, eraser, ruler • Writes a sentence legibly and correctly in both the print script and the joined script or cursive writing • Forms all lower and upper-case letters in joined script or cursive writing • Writes short words in the joined script or cursive writing • Transcribes words and sentences correctly in the joined script or cursive writing • Makes transition to the joined script or cursive writing in all written recording (i.e. the date, own name; and own written texts) • Copies written text from the board, textbooks, work cards etc. correctly • Writes neatly and legibly with confidence and speed in a joined script or cursive writing • Experiments with using a pen for writing ENGLISH HOME LANGUAGE GRADES R-3 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) O VERVIEW OF THE LAN GUA G E SKILLS TO B E TAU GHT IN THE HOME LAN GUA G E GRADES R-3 GRADE R GRADE 1 GRADE 2 GRADE 3 G RITIN W • Draws or paints pictures to convey a message • Copies known letters in own name to represent writing • ‘Writes’ from left to right and top to bottom • Contributes ideas for a class news book by means of drawings • Makes an attempt to write letters using squiggles, scribbles etc • Talks to own writing, e.g. ‘reads’ what squiggles ‘say’ • Makes own books and contributes to class book collection • Draws pictures to convey a message, e.g. draws about a personal experience • Contributes ideas for and helps to revise a class/group story (Shared Writing). • Copies one sentence of news from the board/chart correctly • Writes a message on a card such as a get well card • Writes and illustrates a caption or short sentence on a topic, e.g. to contribute to a book for the reading corner • Writes at least three sentences of own news or creative story using capital letters and full stops • Writes sentences using words containing the phonic sounds and common sight words already taught • With help uses nouns and pronouns (I, you, she, he, it etc) correctly in writing • Begins to use present and past tense correctly in writing • Forms the plurals of familiar words • Spells common words correctly • Uses prepositions correctly • Organises information into a simple graphic form (chart or timeline) • Builds own word bank and personal dictionary • Contributes ideas and words for a class story (Shared Writing) • Writes a simple poem • Writes an expressive text such as a birthday card or letter • Writes at least two paragraphs (ten sentences) on personal experiences or events such as a family celebration • Drafts, writes and ‘publishes’ own story of at least two paragraphs for others to read • Uses informational structures when writing, e.g. writes recipes • Organises information in a chart or table • Writes and illustrates sentences (4 - 6 sentences) on a topic to contribute to a book for the reading corner • Uses the writing process (drafting, writing and editing) • Uses correct punctuation (full stops, commas, question marks and exclamation marks) • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly • Uses prepositions, nouns, verbs and pronouns correctly • Builds own word bank and personal dictionary • Uses a dictionary • Contributes ideas, words and sentences for a class story (Shared Writing) • Uses pre-writing strategies to gather information and plan writing • Writes a selection of short texts for different purposes, e.g. writes recounts, dialogues • Writes about personal experiences in different forms, e.g. writes a short newspaper article • Drafts, writes, edits and ‘publishes’ own story of at least two paragraphs (at least 12 sentences) for others to read • Writes and illustrates six to eight sentences on a topic to contribute to a book for the class library • Uses informational structures when writing, e.g. experiments, recipes • Keeps a diary for one week • Writes a simple book review • Sequences information and puts it under headings • Summarises and records information, e.g. using mind maps • Uses punctuation correctly, e.g. capital letters, full stops, commas, question marks, exclamation marks, inverted commas, apostrophes in contractions) • Uses conjunctions to form compound sentences • Uses phonics knowledge and spelling rules to write more difficult words • Uses a dictionary ENGLISH HOME LANGUAGE GRADES R-3 CAPS 31 3.1 GRADE R GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM SUGGESTED CONTACT TIME PER WEEK : 10 hours SUGGESTED CONTACT TIME PER DAY : 2 hours Integrated in Daily Programme TERM 1 LISTENING AND SPEAKING (ORAL) CONTENT/CONCEPTS/SKILLS Daily activities in all areas of Language and other subjects. The following activities could be introduced during any or all of the Grade R rings (circles): music, movement, science, language, news, show and tell, story as well as creative activities. In Grade R perceptual work is extremely important because it underpins and prepares the foundations for future learning. Make sure sufficient time is spent building these perceptual skills daily and throughout the course of the school year. • Listens attentively to simple questions and announcements and responds appropriately • Listens to simple instructions and acts on them • Listens to and repeats rhythmic patterns, e.g. clap, clap-clap, clap, and copies correctly • Listens without interrupting • Listens to short stories with enjoyment and joins in choruses at the appropriate time • Sings simple songs and does actions (with help), e.g. ‘This is the way I wash my hands, wash my hands, wash my hands…’ (Do the same with ‘comb my hair….’, ‘brush my teeth…..’) • Recites simple rhymes and does actions (with help) • Listens to and recalls simple word sequences, in order, such as big, beg, bag. Start with three words and build up to four or more so that memory of what the ears have heard is developed • Develops skills to select and identify a specific sound when a background noise is present or music is playing, e.g. select the teacher’s voice from noises or sounds in the background • Talks about pictures in posters, theme charts, books etc. related to a minimum of five themes per term • Tells stories and retells stories of others in own words Uses language to develop concepts in all subjects • Develops language to develop concepts: shape, colour, age, time and sequence Uses language to think and reason: • Identifies and describes similarities and differences • Matches things that go together, and compares things that are different • Classifies familiar items such as puts all toys in box, books on shelves, crayons in tins, sorts according to colour etc. • Identifies parts from the whole such as names and points to parts of the body Uses language to investigate and explore • Asks questions • Gives explanations • Solves and completes at least five or more piece jig-saw puzzles ENGLISH HOME LANGUAGE GRADES R-3 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Processes information: • Picks out selected information from a description Uses visual and pictorial cues to make meaning • Recognises and points out common objects in pictures • Participates in activities to perceive objects in the foreground and the background and to separate them meaningfully such as finds an image in a busy or detailed picture • Plays games such as ‘Where is it?’ finding an object hidden in a classroom among other items • Distinguishes between the shape of different letters and words through activities such as sorting identical objects, viewing sequence of nearly identical pictures, picking out the one that is different and explaining why it is different • Arranges a set of three pictures in such a way that they form a story and a logical sequence of events when verbalised and relates the story created • Remembers what the eyes have seen in a memory game. For example: put different objects on the table, children look at these, teacher covers objects and children have to recall what they saw on the table. • Completes a puzzle or picture ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Listens attentively to simple questions and announcements and responds appropriately • Sings and recites simple songs and rhymes • Listens to short stories with enjoyment and joins in choruses at the appropriate time • Tells stories and retells stories of others in own words • Develops language to develop concepts for shape, colour, age • Identifies and describes similarities and differences • Identifies parts from the whole such as names and points to parts of the body • Uses language to give explanations • Solves and completes at least five or more piece jig-saw puzzles • Recognises and points out common objects in pictures Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 33 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 EMERGENT READING CONTENT/CONCEPTS/SKILLS Reading Emergent reading skills • Develops correct eye movements such as following a swinging ball moved from left to right. • Participates in directionality activities such as moving the body left to right and top to bottom • Distinguishes between the shapes of different letters and words such sorting objects that are the same, sequencing of pictures, picking out the picture that is different • Uses sequencing skills to order three pictures and relate the story created • Uses memory skills to recall items seen such as letters, shapes or concrete objects • Completes a visual picture such as building puzzles, completing pictures • Holds the book the right way up and turns pages correctly • Uses pictures to predict what the story is about: ‘reads’ pictures and captions showing an understanding that pictures and words are related but different • Makes up own story by ‘reading’ the pictures • Pretends to read and adopts a ‘reading voice’ • Recognises own name and names of at least five other children in the class • Matches words to words on objects and named items such as name cards on tables, door, window Begins to make meaning of written text • Understands that print communicates meaning: a word can represent one’s own name • Recognises own name and names of at least five other children in the class • Understands that written words refer to spoken words • ‘Reads’ high frequency words: own name, common brand names such as SPAR, Coke, and television programme titles etc. Shared Reading Activities of 15 minutes two or three times a week using enlarged texts such as Big Books, posters of songs and rhymes. Teacher models process with the whole class during discussion or language rings over a minimum of two sessions in the Language Focus Time. Use at least five Big Books per term. • ‘Reads’ enlarged texts such as poems, big books and posters as a whole class with the teacher (Shared Reading) • Discusses and describes characters in stories • Draws pictures capturing main idea of the stories, songs or rhymes • Sequences pictures in a story • Responds to stories through movement and drama activities or rings Independent Reading • ‘Reads’ independently books for pleasure in the library or classroom reading corner Phonological/ Phonemic Awareness Daily 15 minute activities ENGLISH HOME LANGUAGE GRADES R-3 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Many of the sound activities listed below can be introduced during routines and rings • Distinguishes aurally between different sounds especially at the beginning of own name • Identifies a sound that does not belong in a sequence: ‘Which sound does not belong - b, b, k, b; d, d, d, t ?’ • Identifies whether two given sounds are the same or different: /p/, /p/ [same]; /p/, /d/ [different] • Can identify that oral sentences are made up of individual words: clap on each word in a sentence where all words have only one syllable [Ben is good] Relates sounds to letters and words • Begins to recognise that words are made up of sounds: gives the beginning sound of own name ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Distinguishes aurally between different letter sounds especially at the beginning of own name • Identifies a sound that does not belong in a sequence: ‘Which sound does not belong - b, b, k, b; d, d, d, t? Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 35 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 EMERGENT WRITING CONTENT/CONCEPTS/SKILLS Emergent Handwriting: Daily activities in all areas of Language and other subjects Creative art activities and music rings are ideal opportunities for the development of fine motor skills • Develops fine-motor skills for strengthening hands: rolls plasticine, models with play dough, screws nuts onto bolts, plays the piano in the air, etc. • Develops fine-motor control to strengthen fingers: plays finger rhymes with finger actions or rolls small paper balls between fingers, etc. • Develops fine-motor control: uses scissors to cut fringes on paper mats etc. • Develops eye-hand co-ordination: plays catch with bean bags, balls, paper balls, draws with crayons or paints informally during outdoor play etc. • Develops directionality: moves parts of the body to the left or right, up or down etc. • Crosses the midline: takes the right hand across the midline to touch the left shoulder etc. • Forms letters in various ways using the whole body: by using own body to make the letter ‘l’ • Traces simple outlines of pictures and patterns • Copies patterns onto pegboards • Uses a range of writing tools: paint brushes, wax crayons etc. during free indoor play or creative art activities • ‘Writes’ in sand trays Emergent Writing: • Draws or paints pictures to convey messages during creative art activities such as about a personal experience • Understands that writing and drawing are different: pretend writing represented using squiggles • ‘Reads’ own writing: ‘reads’ what squiggles ‘say’ • Role-plays writing in play situations: takes a telephone message, writes a traffic fine etc. • Copies known letters in own name to represent writing: copies own name • ‘Writes’ from left to right and top to bottom • Contributes ideas for a class news book by means of drawings Works with words • Groups words: those that start with same initial sound such as ‘Charmaine’ and ‘Shireen; or same letter such as ‘Mpho’ and ‘Michael’) • Identifies name in print ENGLISH HOME LANGUAGE GRADES R-3 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Draws or paints pictures to convey messages during creative art activities such as about a personal experience • Forms letters in various ways using the whole body: by using own body to make the letter ‘l’ • ‘Writes’ in sand trays • Understands that writing and drawing are different: pretend writing represented using squiggles • ‘Reads’ own writing: ‘reads’ what squiggles ‘say’ • Uses a range of writing tools: paint brushes, wax crayons etc. during free indoor play or creative art activities Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 37 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 LISTENING AND SPEAKING (ORAL) CONTENT/CONCEPTS/SKILLS Daily activities in all areas of Language and other subjects The following activities could be introduced during any or all of the Grade R rings (circles): music, movement, science, language, news, show and tell, story as well as creative activities • Listens to two or three part instructions, announcements and responds appropriately (e.g. ‘Collect the crayons and put them on the shelf.’) • Listens without interrupting, taking turns to speak • Listens to stories and acts these out • Tells stories and retells the stories of other children in own words • Sings songs, recites rhymes and performs actions with the whole class • Recites poems and rhymes and adds actions to them in a group • Sequences pictures of a story • Participates in discussions and asks questions • Talks about pictures in posters, theme charts, books etc. related to a minimum of five themes per term • Listens to and recalls in order simple word sequences such as big, beg, bag. Start with three words, build up to four or more Uses language to develop concepts • Uses language to develop concepts in all subject areas such as quantity, direction, time, sequence, colour, age Uses language to think and reason • Identifies and describes similarities and differences • Matches things that go together, and compares things that are different • Classifies things according to colour, shape or size • Identifies parts from the whole. For example names parts of the body such as elbow, wrist, knee etc. Uses language to investigate and explore • Asks questions and asks for explanations • Gives explanations and asks for clarification • Solves and completes ten or more piece jig-saw puzzles Processes information: • Picks out selected information from a description Uses visual and pictorial cues to make meaning • Looks carefully at pictures and talks about common experiences • Finds specified images in a busy or detailed picture • Plays games such as ‘Search!’ finding an object hidden in a classroom among other items • Distinguishes between the shape of different letters and words. For example, sorts identical objects, views a sequence of nearly identical pictures and picks out the one that is different and explains why it is different • Orders a sequence of pictures and relates the story created ENGLISH HOME LANGUAGE GRADES R-3 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Listens without interrupting, taking turns to speak • Sings songs, recites rhymes and performs actions with the whole class • Recites poems and rhymes and adds actions to them in a group • Tells stories and retells the stories of other children in own words • Uses language to develop concepts in all subject areas such as quantity, direction, time, sequence, colour, age • Participates in discussions and asks questions • Finds specified images in a busy or detailed picture • Identifies and describes similarities and differences • Looks carefully at pictures and talks about common experiences Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 39 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 EMERGENT READING CONTENT/CONCEPTS/SKILLS Reading Emergent reading • Develops correct eye movement such as following a ball moved from left to right • Develops directionality such as moving blocks from left to right and top to bottom • Holds the book the right way up and turns pages correctly when ‘reading’ • Uses pictures to predict what the story is about. For example, ‘reads’ picture and caption books showing an understanding that pictures and words are related, but different. Points to words when ‘reading’ • Interprets pictures to make up own story: ‘reads’ the pictures • Pretends to read and adopts a ‘reading voice’ • Understands that print communicates meaning. Knows words can represent own name, names of people, places and things • Recognises own name and names of five other children in the class • ‘Reads‘ theme related flashcards and captions in a group with the teacher • Understands that written words refer to spoken words such as daily news written down by the teacher as the child speaks • ‘Reads’ high frequency words: peer names, calendar and weather words • Uses pictures to ‘read’ simple phrase or caption books. The dog - a page with a picture of a dog) • Acts out parts of a story, song or rhyme • Listens to and discusses stories and other texts read or told aloud. Recalls details and states main idea • Talks about texts such as stories using terms such as ‘beginning’, ‘middle’, ‘end’, ‘sound’, ‘word’, ‘letter’, ‘rhyme’ Shared Reading Activities of 15 minutes two or three times a week using enlarged texts such as Big Books, posters etc. Teacher models the process with the whole class during for example a discussion or language ring over a minimum of two sessions in the Language Focus Time. Use at least five Big Books per term. • Reads’ enlarged texts such as poems, big books, posters and electronic texts (computer texts) as a whole class with the teacher (Shared Reading) • Discusses and describes characters in stories • Draws pictures capturing the main idea of stories, songs or rhymes • Arranges a set of pictures in such a way that they form a story and then ’reads’ the story • Responds to stories through movement and drama activities or rings (e.g. ‘The Three Little Pigs’) • Predicts what will happen next in the story using familiar texts and picture cues • Responds to stories through creative art: paints a picture of the story Independent Reading • ‘Reads’ independently books for pleasure in the library or classroom reading corner Phonological/Phonemic Awareness Daily 15 minute activities ENGLISH HOME LANGUAGE GRADES R-3 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Many of the sound activities listed below could be introduced during routines and rings • Distinguishes aurally between different sounds especially at the beginning of words • Listens for the odd word in a sequence where all words begin with the same sound. For example, ring, rose, round, pose) or identifies whether two given sounds are the same or different . /c/, /c/ [same] or /c/, /g/ [different] • Divides multisyllabic words into syllables: uses clapping or drum beats on each syllable in the word ‘ba-na-na’ or identifies the number of syllables (claps) in the names of the children in the class: ‘Lu-ne-tta’ has three claps, ‘Rose’ one clap • Identifies rhyming words in well known rhymes and songs. For example, Humpty Dumpty sat on a wall - Humpty Dumpty had a great fall • Anticipates rhyming words in new songs and rhymes and completes the line or sentence • Recognises initial spoken sounds especially at the beginning of own name Relates sounds to letters and words • Understands that words consist of more than one sound. For example, sat - s-a-t done aurally • Can recognise sounds at the beginning of some words such as friends’ names ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Understands that print communicates meaning: words can represent own name, names of people, places and things • Holds the book the right way up and turns pages correctly when ‘reading’ • ‘Reads’ enlarged texts such as poems, big books, posters and electronic texts (computer texts) as a whole class with the teacher (Shared Reading) • Discusses and describes characters in stories • Distinguishes aurally between different sounds especially at the beginning of words Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 41 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 EMERGENT WRITING CONTENT/CONCEPTS/SKILLS Handwriting Daily activities in all areas of Language and other subjects Creative art activities and music rings are ideal opportunities for the development of fine motor skills • Develops fine motor skills for strengthening hand muscles: rolls plasticine, models with play dough, plays a trumpet in the air, threads lacing cards, beads etc. • Develops fine-motor control by playing more finger rhymes with finger actions • Develops fine-motor control using scissors to cut out bold outlined pictures, shapes etc • Develops eye-hand co-ordination: plays catch with bean bags, large or tennis balls, paper balls; creates drawings and makes more complex patterns with crayons • Develops large muscle control: works in pairs or on own to form letters with their bodies • Begins to form letters using finger painting, paint brushes, wax crayons • Traces simple outlines of pictures, patterns and own names where the correct starting point and writing direction are indicated on letters • Copies patterns onto pegboards and copies patterns, words and letters onto paper • Uses a range of writing tools: paint brushes, wax crayons etc. • Holds crayons correctly using an acceptable pencil grip • ‘Writes’ using a correct sitting position Emergent Writing: • Draws pictures to convey a message such as own ‘news’ • Understands that writing and drawing are different and begins to copy letters and numerals from the classroom environment in own writing attempts: pretend writing using a mixture of copied letters and squiggles • ‘Reads’ what letters and squiggles ‘say’ • Role plays writing in play situations: makes greeting cards, writes letters etc. • Begins to ‘write’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page • Spontaneously copies print from the environment such as labels on common household products when playing Works with words • Groups words that share the same initial sound or letter • Identifies a letter or a space between words in print: own names or familiar words or in a book • Contributes sentences to a class piece of writing: child dictates as the teacher writes ENGLISH HOME LANGUAGE GRADES R-3 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Draws pictures to convey a message such as own ‘news’ • Develops large muscle control: work in pairs or on own to form letters with their bodies • Begins to form letters using finger painting, paint brushes, wax crayons • Understands that writing and drawing are different and begins to copy letters and numerals from the classroom environment in own writing attempts: pretend writing using a mixture of copied letters and squiggles • ‘Reads’ what letters and squiggles ‘say’ • Begins to ‘write’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 43 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 LISTENING AND SPEAKING (ORAL) CONTENT/CONCEPTS/SKILLS Daily activities in all areas of Language and other subjects. The following activities could be introduced during any or all of the Grade R rings (circles): music, movement, science, language, news, show and tell, story as well as creative activities • Listens attentively to questions and gives answers • Listens to announcements and responds appropriately • Listens to a complex string of instructions and acts on them • Listens without interrupting, showing respect for the speaker and takes turns to speak • Tells stories and retells other children’s stories in own words • Sings songs and rhymes and performs actions on own • Recites poems and rhymes and adds actions to them with growing confidence • Listens to longer stories and shows understanding by answering questions related to the story • Sequences pictures of a story • Listens to and recalls in order simple word sequences. For example, rat, mat, cat, sat. Start with three words and build up to four or more • Talks about pictures in posters, theme charts, books etc. related to a minimum of five themes per term Uses language to develop concepts • Uses language to develop concepts in all subjects. For example, Mathematics: quantity, size, time, shape, age, direction and colour during ring time or informally during free play Uses language to think and reason • Identifies and describes similarities and differences • Matches things that go together and compares things that are different • Classifies things according to own criteria • Identifies parts from the whole (e.g. parts that make up a picture) Uses language to investigate and explore • Asks questions and looks to books for explanations • Gives explanations and offers solutions • Completes between ten and twenty piece jig-saw puzzles Processes information: • Picks out selected information from a description Uses visual and pictorial cues to make meaning • Understands that pictures and photographs convey meaning about events, people, places and things and talks about these • Looks carefully at pictures and talks about common experiences • Isolates images from the foreground and background in pictures and simple designs • Finds object hidden in a classroom among other items and guides peers to items using simple directions • Distinguishes between the shape of different letters and words (e.g. ‘c’ and ‘a’) • Sequences pictures and relates the story created ENGLISH HOME LANGUAGE GRADES R-3 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Listens attentively to questions and gives answers • Listens without interrupting, showing respect for the speaker and takes turns to speak • Sings songs and rhymes and performs actions on own • Tells stories and retells other children’s stories in own words • Uses language to develop concepts in all subjects (e.g. Mathematics - quantity, size, time, shape, age, direction and colour) • Matches things that go together, and compares things that are different • Understands that pictures and photographs convey meaning about events, people, places and things and talks about these • Looks carefully at pictures and talks about common experiences Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 45 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 EMERGENT READING CONTENT/CONCEPTS/SKILLS Reading: Emergent reading skills • Develops eye movements. For example, follows a pencil moved from left to right • Develops directionality: ‘reads’ a series of pictures or arrows from left to right and top to bottom • Can match words to objects: matches labels to labelled items on an interest table • Uses pictures to understand simple phrases and sentences in a book. For example, a picture of a dog and a sentence that reads ‘Look at the dog.’ • Holds the book the right way up and turns pages correctly • Interprets pictures to make up own story, that is, ‘reads’ the pictures • Distinguishes pictures from print: points to a word and asks what the word is • Pretends to ‘read’ and adopts a ‘reading’ voice • ‘Reads’ high frequency words in the community: road signs, shop names • Begins to recognise high frequency words used in the classroom: weather words, days of the week, peers’ names, months of the year • ‘Reads’ picture books with three or four predictable sentences. For example, It is a dog. Look at the dog. It is a big dog. • Acts out a story, song or rhyme • Recalls details and states main idea from a story read by the teacher • Draws pictures of stories, songs or rhymes • Discusses book handling and care • Listens to, and discusses, stories and other texts read aloud • Uses words like ‘sound’, ‘word’, ‘letter’, ‘rhyme’, ‘beginning’, ‘middle’, ‘end’ when talking about text Shared Reading Activities of 15 minutes two or three times a week using enlarged texts such as Big Books, posters etc. Teacher models the process with the whole class during for example a discussion or language ring over a minimum of two sessions in the Language Focus Time. Use a minimum of five Big Books per term. • ‘Reads’ big books or other enlarged texts as a whole class with the teacher • ‘Reads’ class or group generated texts. For example, sentences written by the teacher while the children are watching, talking and dictating • Makes links to own experience when reading with the teacher, viewing television or pictures • Describes the characteristics of characters in stories or television and gives opinions • Identifies the sequence of events in simple stories • Uses cover of book and illustrations throughout the text to predict storyline • Joins in the shared reading of texts with increasing confidence and enjoyment • Answers a range of questions based on the story read ENGLISH HOME LANGUAGE GRADES R-3 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Independent Reading • ‘Reads’ books independently for pleasure in the library or classroom reading corner, turning the pages correctly, showing respect for books Phonological/Phonemic Awareness Daily 15 minute activities Many of the sound activities listed below could be introduced during routines and rings • Segments oral sentences into individual words using words of one syllable first (e.g. Sam - is - a - boy ) • Divides multisyllabic words into syllables: uses claps or drumbeats on each syllable in words and names such as ‘cup￾board’, ‘Jacqueline’. Children then count the syllables • Identifies rhyming words in well known rhymes and songs and in sequences of rhyming words such as Incey Wincey Spider… • Substitutes rhyming words in common songs and rhymes. For example, Humpty Dumpty sat on a ball. Humpty Dumpty said “Oh! I’ll fall”. • Recognises and names some letters of the alphabet especially own name. For example, My name, Diane, begins with a letter d Relates sounds to letters and words • Recognises aurally and visually some initial consonants and vowels especially at the beginning of common words. For example, in Helen’s name she tells the teacher as she points to the ‘h’ that it says /h/ • Understands that words consist of more than one sound. For example, ‘hand’ has four sounds h-a-n-d • Recognises sounds at the beginning of some words: friends’ names or names of animals ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Uses pictures to understand simple phrases and sentences in a book. For example, a picture of a dog and a sentence that reads ‘Look at the dog.’ • Can match words to objects: matches labels to labelled items on an interest table • Holds the book the right way up and turns pages correctly • Interprets pictures to make up own story, that is, ‘reads’ the pictures • ‘Reads’ class or group generated texts. For example, sentences written by the teacher while the children are watching and talking and dictating • Describes the characteristics of characters in stories or television and gives opinions • ‘Reads’ high frequency words in the community: road signs, shop names • Recognises aurally and visually some initial consonants and vowels especially at the beginning of common words. For example, in Helen’s name she tells the teacher as she points to the ‘h’ that it says /h/ • Recognises and names some letters of the alphabet especially own name Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 CAPS 47 GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 EMERGENT WRITING CONTENT/CONCEPTS/SKILLS Emergent Handwriting: Daily activities in all areas of Language and other subjects Creative art activities and music rings are ideal opportunities for the development of fine motor skills • Develops fine motor skills for strengthening hand muscles: forms letters with play dough, threads lacing cards, beads • Develops fine-motor control by playing more finger rhymes with finger actions • Develops fine-motor control using scissors to cut out bold outlined pictures, shapes etc • Develops eye-hand co-ordination: plays catch with bean bags, large or tennis balls, paper balls etc., creates drawings, makes more complex patterns with crayons • Develops large muscle control: works in pairs or on own to form letters with their bodies • Begins to form letters: uses finger painting, paint brushes, wax crayons, pegboards or elastic boards • Traces simple outlines of pictures, patterns and own names where the correct starting point and writing direction are indicated on letters • Copies patterns onto pegboards and words and letters onto paper • Holds crayons using an acceptable pencil grip and writes using a good writing position Emergent Writing: • Draws pictures to convey a message about a personal experience and uses this as a starting point for writing. With help adds a word or phrase to a drawing • Understands that writing and drawing are different and begins to copy letters and numerals from the classroom environment in own writing attempts: pretend writing using a mixture of copied letters and squiggles • Role plays writing in play situations. For example, ‘writes’ lists • Begins to ‘write’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page • Copies print from the environment when playing. For example, labels from advertisements • Contributes ideas for a class news book • Uses writing tools with greater confidence and ease: crayons and pencils Works with words • Groups pictures of rhyming words, e.g. ‘bat’, ‘cat’, ‘hat’ • Identifies a letter or a space between words in print, e.g. their names or familiar words or in a book • Contributes sentences to a class piece of writing: child dictates as the teacher writes • Uses terms like ‘beginning’, ‘middle’, ‘end’, ‘sound’, ‘word’, ‘letter’ when talking about texts ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Draws pictures to convey a message about a personal experience and uses this as a starting point for writing. With help adds a word or phrase to a drawing • Understands that writing and drawing are different and begins to copy letters and numerals from the classroom environment in own writing attempts; pretend writing using a mixture of copied letters and squiggles • Role plays writing in play situations. For example, ‘writes’ lists • Begins to ‘write’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 LISTENING AND SPEAKING (ORAL) CONTENT/CONCEPTS/SKILLS Daily activities in all areas of Language and other subjects The following activities could be introduced during any or all of the Grade R rings (circles): music, movement, science, language, news, show and tell, story as well as creative activities • Listens attentively to questions and gives answers • Listens to announcements and responds appropriately • Passes on messages • Listens to complex string of instructions and acts on them • Listens without interrupting, showing respect for the speaker and takes turns to speak • Listens to longer stories and shows understanding by answering questions related to the story • Tells stories and retells other children’s stories in own words • Sings songs and rhymes and performs actions on own with confidence • Recites poems and rhymes and adds actions to them with confidence • Sequences pictures of a story • Participates in discussions and asks questions • Listens to and recalls simple word sequences such as ‘spark’, ‘bark’, ‘cart’, ‘start’. Start with three words and build up to four or more • Talks about pictures in posters, theme charts, books related to a minimum of five themes per term Uses language to develop concepts • Uses language to develop concepts in all subjects such as quantity, size, shape, direction, colour, speed, time, age and sequence Uses language to think and reason • Identifies and describes similarities and differences • Matches things that go together, and compares things that are different • Classifies things according to own criteria and more complex criteria such as textures • Identifies parts from the whole in a 2-Dimensional format and constructs in 3-Dimensional format. Copies a picture or a pattern from a card [2-D] using blocks or plastic shapes [3-D] Uses language to investigate and explore • Asks questions and looks to books, television, computers for explanations • Listens to problems and offers solutions • Completes 20 piece or more jig-saw puzzles Processes information: • Picks out selected information from an oral description. For example, listens for the starting time of an event from an announcement ENGLISH HOME LANGUAGE GRADES R-3 CAPS 49 Uses visual and pictorial cues to make meaning • Understands that pictures and photographs convey meaning about events, people, places and things and talks about these • Uses pictures to predict content of stories • Identifies the foreground and background in pictures as separate elements • Plays direction games with teacher and friends. Example: ‘snakes and ladders’ board game • Distinguishes between the shapes of different letters and words: sorts plastic letters into groups of the same letter • Matches pictures and words using puzzles ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Listens without interrupting, showing respect for the speaker and takes turns to speak • Sings songs and rhymes and performs actions on own with confidence • Tells stories and retells other children’s stories in own words • Identifies and describes similarities and differences • Matches things that go together, and compares things that are different • Looks carefully at pictures and talks about common experiences • Uses language to develop concepts in all subjects: quantity, size, shape, direction, colour, speed, time, age and sequence Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 EMERGENT READING CONTENT/CONCEPTS/SKILLS Reading Emergent reading skills • Matches words to pictures in print such as word-picture puzzles • Interprets pictures to construct ideas. For example, makes up own story and ‘reads’ the pictures • Distinguishes pictures from print. For example, points to a word and asks for it to be read • ‘Reads’ personal texts such as sentences written by the teacher • Begins to ‘read’ high frequency words seen in the classroom and at school: door, cupboard etc. • ‘Reads’ picture books of increasing complexity • Acts out a story, song or rhyme • Recalls details and states main idea • Draws pictures of stories, songs or rhymes • Discusses book handling and care Shared Reading Activities of 15 minutes two or three times a week using enlarged texts such as Big Books, posters etc. (a minimum of five Big Books per term ) • Reads big books or other enlarged texts as a whole class with the teacher • ‘Reads’ class generated texts such as sentences scribed by the teacher, in a group with the teacher • Points at words rather than pictures when ‘reading’ • Makes links to own experience when reading with the teacher, viewing television or pictures • Describes the characteristics of characters in stories or television and gives opinions • Identifies the sequence of events in simple stories • Uses cover of book and illustrations throughout the text to predict storyline • Joins in the shared reading of texts with increasing confidence and enjoyment • Answers a range of questions based on the story read Independent Reading • ‘Reads’ books independently for pleasure in the library or classroom reading corner, turning the pages correctly, showing respect for books Phonological/Phonemic Awareness Daily 15 minute activities ENGLISH HOME LANGUAGE GRADES R-3 CAPS 51 Many of the sound activities listed below could be introduced during routines rings • Segments oral sentences into individual words. For example, claps on each word in a sentence using words of one syllable first -‘It is time for lunch’. • Divides multisyllabic words into syllables: crocodile - croc-o-dile • Identifies rhyming words in well known rhymes and songs and in sequences of rhyming words • Recognises aurally and visually some initial consonants and vowels especially at the beginning of common words • Recognises and names some letters of the alphabet such as letters in own name • Relates sounds to letters and words and understands that words consist of more than one sound: duck is d-u-ck - done aurally • Recognises sounds at the beginning of some words • Begins to recognise that words are made up of sounds such as the beginning letter/s of their names ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Interprets pictures to construct ideas: makes up own story and ‘reads’ the pictures • Reads big books or other enlarged texts as a whole class with the teacher • Recognises aurally and visually some initial consonants and vowels especially at the beginning of common words • Recognises and names some letters of the alphabet such as letters in own name Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE R HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 EMERGENT WRITING CONTENT/CONCEPTS/SKILLS Emergent Handwriting Daily activities in all areas of Language and other subjects Creative art activities and music rings are ideal opportunities for the development of fine motor skills • Develops fine motor skills for strengthening hand muscles • Plays finger rhymes with finger actions • Uses scissors to cut out bold outlined pictures, shapes etc. • Plays catch with bean bags, large or tennis balls, paper balls etc. as well as through creating drawings, making more complex patterns with crayons • Form letters with their bodies in pairs or on their own • Forms letters using finger paint, paint brushes, wax crayons • Traces simple outlines of pictures, patterns and own names where the correct starting point and writing direction are indicated on letters • Copies patterns, words and letters • Uses a range of writing tools such as paint brushes, wax crayons • Forms letters with a variety of writing tools such as crayons, pencils, chalk • Holds crayons correctly showing preference for a particular hand to be used: left/right hand dominance • Forms some lower case letters correctly, that is, starts and ends in the correct place Emergent Writing: • Draws pictures to convey a message about a personal experience and uses this as a starting point for writing: with help adds a word, phrase or sentence • Copies letters and numerals from the classroom environment when ‘writing’ • ‘Reads’ own and others ‘writing’ • ‘Writes’ and asks others to give meaning to what has been written • Role plays ‘writing’ in play situations. For example, ‘writes’ lists • ‘Writes’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page • Copies print from the environment when playing such as labels from advertisements • Makes attempts at familiar forms of writing, using known letters. For example, ‘writes’ a letter home • Contributes ideas for a class news book • Uses writing tools with increased confidence and ease Works with words • Groups pictures of rhyming words such as ‘can’, ‘fan’, ‘pan’ • Copies short sentences and words written by the teacher • Identifies a letter or a space between words in print such as their names or familiar words or in a book • Contributes sentences to a class piece of writing: child dictates as the teacher writes • Uses terms like ‘beginning’, ‘middle’, ‘end’, ‘sound’, ‘word’, ‘letter’, ‘rhyme’ ENGLISH HOME LANGUAGE GRADES R-3 CAPS 53 ASSESSMENT Suggestions for Assessment: Informal Oral and / or practical Observation • Draws pictures to convey a message about a personal experience and uses this as a starting point for writing. With help adds a word, phrase or sentence • ‘Writes’ and asks others to give meaning to what has been written • ‘Reads’ own and others’ ‘writing’ • Copies letters and numerals from the classroom environment when ‘writing’ • Makes attempts at familiar forms of writing, using known letters. For example, ‘writes’ a letter home Use checklists and a holistic rubric for Language assessment ENGLISH HOME LANGUAGE GRADES R-3 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Pictures and posters • Colour charts • Number charts • Games • Objects related to the themes and topics • Story board pieces • Pictures to sequence • Jig-saw puzzles (at least 20 pieces) • Toys such as blocks, construction toys, cars, dolls, puppets, masks etc. • Sand tray and water play items • Plastic bottles, jars, boxes etc. • CDs or tapes with stories (read or told), poems, rhymes and songs, CD player or tape recorder, television and video tapes/ DVDs • Musical/ percussion instruments, e.g. a drum, bells, sticks etc. READING AND PHONICS • Pictures and posters • Alphabet charts • Big books - some produced in Shared writing sessions • Enlarged texts such as poems, songs, rhymes etc. • Story books and picture books • Logos and relevant examples of environmental print • Newspapers and magazines • Flash card labels for classroom items and displays • Name cards for children • Pointers for both teacher and groups of children to use when reading enlarged texts, wall stories, displays • Fantasy corner • Theme table • Daily helpers’ chart • Birthday and weather chart WRITING AND HANDWRITING • Apparatus such as balls of various sizes, hoops, bean bags, pegboards and pegs, beads and laces, lacing cards and laces, nuts and bolts, clothes pegs • Materials such as scissors, plasticine or play dough, paint, paint brushes, wax crayons, chalk and slates or white boards and markers • Newsprint • Writing strips or charts where letters of the alphabet are written in print script with correct starting points and writing direction indicated • Blank paper in various sizes (A3, A4, A5) • Sand tray ENGLISH HOME LANGUAGE GRADES R-3 CAPS 55 3.2 GRADE 1 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting • Talks about personal experiences: tells news, describes weather news, other topical events etc. • Sings songs and does the actions Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to simple instructions (classroom routines) and responds appropriately • Listens to stories, rhymes, poems and songs with interest and acts out part of the story, song or rhyme • Answers questions such as questions related to personal details etc. Weeks 6 - 10 • Sequences pictures of a story communicating through retelling the sequence of ideas • Talks about pictures in posters, theme charts, books etc. • Participates in discussions, taking turns to speak and respecting others in the group • Describes objects in terms of colour, size, shape, quantity using correct vocabulary ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Answers questions such as questions related to personal details etc. • Sings songs and does the actions • Participates in discussions, taking turns to speak and respecting others in the group Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences such as tells news, describes weather news, other topical events etc • Listens to stories, rhymes, poems and songs with interest and acts out part of the story, song or rhyme • Sequences pictures of a story communicating through retelling the sequence of ideas • Describes objects in terms of colour, size, shape, quantity using correct vocabulary ENGLISH HOME LANGUAGE GRADES R-3 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonemic Awareness/ Phonic Activities of 15 minutes: Begin phonemic awareness activities, teach 1-2 new letters every week and introduce word building using sounds learnt • Distinguishes aurally between different initial sounds of words • Participates in whole class phonemic awareness oral activities: blending sounds [c-a-t into cat]; segmenting words [cat into c-a-t]; consonant and vowel substitution word play [ replace the ‘h’ in hat with ‘b’ to make bat] • Identifies letter-sound relationships of some single letters. For example, l, o, h, m, a, b, t, c. There should be 2 vowels and at least 6 consonants • Recognises and names some letters of the alphabet: 2 vowels and at least 6 consonants • Begins to build up short words using sounds learnt such as c-a-t - cat • Begins to use blending to make words. For example, ‘at’ c-at, m-at, identifying the rhymes Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Emergent reading skills (taught in Shared and Group Guided Reading lessons) • Holds the book the right way up and turns pages correctly • Uses pictures to predict what the story is about: reads picture books • Interprets pictures to make up own story, that is, ‘reads’ the pictures • Collects and reads logos and other words from environmental print • Recognises own name and names of at least ten peers • Reads labels and captions in the classroom • Discusses book handling and care • Listens to and discusses stories and other texts read aloud • Develops basic concepts of print including: • Concept of book - cover, front, back, title • Concept of text - word, same words, letter, names of letters, one-to-one correspondence • Directionality: starts reading at front, ends at back; reads from left to right and top to bottom of a page, first, last, middle words or letters or position on a page • Punctuation: capital letter, lowercase letter, full stop, comma, question mark Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Each session will have a learning focus from the following: concepts of print, text features, phonics, language patterns, word identification strategies and comprehension at a range of levels using literal, reorganization, inferential, evaluation and appreciation questions. ENGLISH HOME LANGUAGE GRADES R-3 CAPS 57 • Reads as a whole class with the teacher enlarged texts such as poems, posters, big books and class stories developed in shared writing sessions Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. The teacher works with same-ability groups of children, matching children to texts at the instructional level (word recognition between 90 - 95% accuracy). Graded reading schemes will mostly be used. • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Begins to build a sight vocabulary from the incidental reading programme, graded reader series and high frequency word lists ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Distinguishes aurally between different initial sounds of words • Participates in whole class phonemic awareness activities: blending sounds (c-a-t into cat) ; segmenting words (cat into c-a-t); consonant and vowel substitution word play (replace the ‘h’ in hat with ‘b’ to make bat) • Recognises and names some letters of the alphabet (2 vowels and at least 6 consonants) • Begins to build up short words using sounds learnt(e.g. c-a-t - cat) • Begins to use blending to make words such as ‘at’ c-at, m-at, identifying the rhymes Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Identifies letter-sound relationships of some single letters, for example, l, o, h, m, a, b, t, c. There should be 2 vowels and at least 6 consonants • Begins to build up short words using sounds learnt (e.g. c-a-t - cat) Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Emergent reading skills to be taught in Shared and Guided Reading lessons. • Holds the book the right way up and turns pages correctly • Interprets pictures to make up own story, that is, ‘reads’ the pictures • Collects and reads logos and other words from environmental print • Recognises own name and names of some peers • Reads labels and captions in the classroom • Discusses book handling and care • Develops basic concepts of print including: • Concept of book: cover, front, back, title • Concept of text: word, some words, letter, names of some letters, one-to-one correspondence • Directionality: starts reading at front, ends at back, reads from left to right and top to bottom of a page, first, last, middle words or letters or position on a page • Punctuation: capital letter, lowercase letter, full stop, comma, question mark Shared Reading • Reads enlarged texts such as poems, big books, posters and electronic texts as a whole class with teacher ENGLISH HOME LANGUAGE GRADES R-3 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with teacher, that is, whole group works on the same story Formal Assessment Activity 1: Reading (oral and/ or practical) Emergent reading skills. • Uses pictures to predict what the story is about. For example, reads picture books • Listens to and discusses stories and other texts read aloud Shared Reading • Reads as a whole class with teacher enlarged texts such as poems, posters, big books and class stories developed in shared writing sessions Group Guided Reading • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story ENGLISH HOME LANGUAGE GRADES R-3 CAPS 59 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons four times a week of 15 minutes Activities to strengthen fine muscles and develop fine and gross motor skills and eye-hand co-ordination • Draws with wax crayons • Practises holding and manipulating crayon and pencil • Develops directionality: left to right and top to bottom, draws straight lines, joins dots, clockwise and anti clockwise formations • Makes plasticine or play dough models of letters and objects • Develops hand-eye co-ordination through painting, paper tearing, cutting and tracing activities • Draws patterns: up and down movements (zig-zags), circle patterns, vertical and horizontal patterns • Traces over, copies and writes own name from template where the correct starting point and writing direction of individual letters are indicated Development of letter formation in formal handwriting lessons Align the order of teaching of the lower case letters to the phonics programme. Model correct letter formation and directionality. Children practise 2 letters per week, copying from writing strips. Check that children use the correct pencil grip. Use blank paper or unlined A4 jotters for written recording. Align the order of teaching the lower case letters to the phonics programme. Where possible, introduce the tracing and copying of the entire alphabet from the very beginning of the year, using alphabet strips where the correct starting points and writing direction are indicated. • Forms lower case letters correctly (2 vowels and at least 6 consonants, e.g. l, o, h, m, a, b, t, c) • Copies and writes own name, short words and sentences from labels, posters, chalkboard etc. • Begins to express written recording with drawings, letters, numbers, words and simple sentences Shared, Group and Independent Writing Whole class / small group / individual writing sessions three times a week for 15 minutes building on and linking to the Shared Reading, discussions and personal experiences • Draws pictures to convey a message. For example, about a personal experience • Writes a caption for a drawing or picture • Writes words using letter sounds learnt • Copies one sentence of news from the board/chart correctly • Contributes ideas in Shared Writing for a class story recorded by the teacher on charts to create new texts for reading and display in the classroom reading corner ENGLISH HOME LANGUAGE GRADES R-3 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Draws with wax crayons • Develops directionality: left to right and top to bottom, draws straight lines, join dots, clockwise and anti clockwise formations • Traces over, copies and writes own name from template where the correct starting points and writing direction are indicated • Copies and writes own name, short words and sentences from labels, posters, chalkboard etc. • Begins to express written recording with drawings, letters, numbers, words and simple sentences Formal Assessment Activity 1: Handwriting • Practises holding and manipulating crayon and pencil • Draws patterns: up and down movements [zig-zags], circle patterns, vertical and horizontal patterns • Forms lower case letters correctly: 2 vowels and at least 6 consonants - l, o, h, m, a, b, t, c • Copies and writes own name, short words and sentences from labels, poster, chalkboard etc. Suggestions for Informal Assessment Activities Writing • Draws pictures to convey a message. For example, about a personal experience • Writes a caption for a drawing or picture • Writes words using letter sounds learnt • Copies one sentence of news from the board/chart correctly • Contributes ideas in Shared Writing for a class story recorded by the teacher on charts to create new texts for reading and display in the classroom reading corner Formal Assessment Activity 1: Writing • Draws pictures to convey a message. For example, about a personal experience • Writes a caption for a drawing or picture • Copies one sentence of news from the board/chart correctly ENGLISH HOME LANGUAGE GRADES R-3 CAPS 61 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting, taking turns to speak in whole class and group sessions • Talks about personal experiences. For example, tells news using correct sequence • Joins in the choruses of songs, stories, rhymes • Says poems and rhymes and does the actions • Identifies part from the whole such as parts of a bicycle, plant Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to instructions (group and daily routines) and responds appropriately • Passes on messages • Listens to stories with interest, drawing a picture to show understanding • Answers closed and open-ended questions Weeks 6 - 10 • Describes objects in terms of age, direction, sequence using correct vocabulary • Listens to stories and identifies the main idea • Sequences pictures of a story • Participates in classroom discussions • Asks questions related to stories told and read • Understands and uses appropriate language of different subjects ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens without interrupting, taking turns to speak in whole class and group sessions • Talks about personal experiences. For example, tells news using correct sequence • Joins in the choruses of songs, stories, rhymes • Listens to instructions (group and daily routines) and responds appropriately • Participates in classroom discussions • Asks questions related to stories told and read • Understands and uses appropriate language of different subjects Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences. For example, tells news using correct sequence ENGLISH HOME LANGUAGE GRADES R-3 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Listens to stories with interest, drawing a picture to show understanding • Answers closed and open-ended questions Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Describes objects in terms of age, direction, sequence using correct vocabulary • Listens to stories and identifies the main idea • Sequences pictures of a story ENGLISH HOME LANGUAGE GRADES R-3 CAPS 63 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonemic Awareness/ Phonic Activities of 15 minutes Teach the remainder of the single letters (3 vowels and 13 consonants) by the end of the term, continue with phonemic awareness and word building activities • Distinguishes aurally between different beginning and end sounds of words • Identifies letter-sound relationships of most single letters • Participates in whole class phonemic awareness activities: blending sounds [h-op into hop]; segmenting words [hop into h-o-p]; consonant and vowel substitution word play [replace the ‘h’ in hop with ‘m’ to make mop] • Builds words using sounds learnt ( -at, -et, -it, -ot, -ut, -ag, -eg, -ig, -og, -ug, -an, -en, -in, -un -am - at least two word families per week) • Builds up and breaks down simple words beginning with a single consonant into onset (the initial sound) and rime (the last part of the syllable), e.g. h-en, p-en; t-in, p-in, identifying the rhymes • Groups common words into sound families, e.g. hot, hop, hob • Reads phonic words in sentences and other texts Daily Reading Activities: Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. When reading, model the use of phonic decoding skills and other strategies that include context clues and structural analysis. Refer to the Five Finger Strategy. Start teaching children this process when they meet unknown words. • Reads big books or other enlarged texts as a whole class with teacher • Uses pictures to predict what the story is about • Interprets pictures to make up own story, that is, ‘reads’ the pictures • Uses clues and pictures in the text for understanding • Discusses the story, identifying the main idea in the text, the main characters etc. • Answers a wide variety of types of questions based on the texts read including higher order type questions • Discusses the use of capital letters and full stops Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. The teacher works with same-ability groups of children, matching children to texts at the instructional level. Graded reading schemes will mostly be used. Teach children to monitor themselves when reading, both in the area of word recognition and comprehension. (Children are taught to ask: ‘Does it sound right?’, ‘Does it look right?’ and ‘Does it make sense?’) Model the process in Shared Reading and apply it in Guided Reading with support. • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story ENGLISH HOME LANGUAGE GRADES R-3 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Uses phonics, context clues and sight words when reading • Begins to monitor self when reading, both in the area of word recognition and comprehension • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists Paired/Independent Reading (twice a week in Language focus time) Introduce Paired/Independent reading. Select texts that are at the independent reading level of the child (simpler than those used in Shared Reading with more than 95% word recognition accuracy when reading the text) • Reads to a partner from prepared or known texts to develop fluency • Rereads familiar texts such as those read in Shared Reading sessions ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Identifies letter-sound relationships of all single sounds • Participates in whole class phonemic awareness activities: blending sounds [h-op into hop]; segmenting words [hop into h-o-p]; consonant and vowel substitution word play [ replace the ‘h’ in hop by ‘m’ to make mop] • Builds words using sounds learnt (e.g. -at, -et, -it, -ot, -ut, -ag, e.g. -ig, -og, -ug, -an, -en, -in,-un, -am - at least two word families per week) • Builds up and breaks down simple words beginning with a single consonant into onset (the initial sound) and rime (the last part of the syllable) , e.g. h-en, p-en; t-in, p-in, identifying the rhymes • Groups common words into sound families such as hot, hop, hob • Reads phonic words in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Distinguishes aurally between different beginning and end sounds of words • Identifies letter-sound relationships of most single letters • Builds words using sounds learnt (e.g. -at, -et, -it, -ot, -ut, -ag, e.g., -ig, -og, -ug, -an, -en, -in, -un, -am - at least two word families per week) Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Identifies letter-sound relationships of most single letters • Builds words using sounds learnt (e.g. -at, -et, -it, -ot, -ut, -ag, e.g. -ig, -og, -ug, -an, -en, -in, -un, -am - at least two word families per week • Groups common words into sound families (e.g. hot, hop, hob) Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Shared Reading • Reads with the whole class big books or other enlarged texts • Uses clues and pictures in the text for understanding • Discusses the story, identifying the main idea in the text, the main characters etc. • Answers a wide variety of types of questions based on the texts read including higher order type questions • Discusses the use of capital letters and full stops ENGLISH HOME LANGUAGE GRADES R-3 CAPS 65 Group Guided Reading: • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Begins to monitor self when reading, both word recognition and comprehension Paired/Independent Reading • Reads to a partner from prepared or known texts to develop fluency • Rereads familiar texts such as those read in Shared Reading sessions Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads with the whole class big books or other enlarged texts • Uses pictures to predict what the story is about • Uses clues and pictures in the text for understanding • Discusses the story, identifying the main idea in the text, the main characters etc. Group Guided Reading • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Uses phonics, context clues and sight words when reading Formal Assessment Activity 2: Reading (oral and/ or practical) Shared Reading • Reads with the whole class big books or other enlarged texts • Interprets pictures to make up own story, that is, ‘reads’ the pictures • Uses clues and pictures in the text for understanding • Answers a wide variety of types of questions based on the texts read including higher order type questions Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with teacher, that is, whole group works on the same story • Uses phonics, context clues and sight words when reading ENGLISH HOME LANGUAGE GRADES R-3 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal lessons four times a week of 15 minutes Development of letter formation in formal handwriting lessons Align the order of teaching of the lower case letters to the phonics programme. Model correct letter formation and directionality. Child practises 2 letters per week, copying from writing strips so that, by the end of the term at least 20 lower case letters have been taught. Demonstrate the correct spacing of letters in a word and words in a sentence. Towards the end of the term introduce the formation of frequently used capital letters (A, C, H, I, T, W). Use blank paper or A4 unlined / 17 mm lined jotters for written recording. • Holds pencil and crayon correctly • Forms at least 20 lower case letters correctly according to size and position, that is, starts and ends in the correct place • Forms some frequently used capital letters correctly (e.g. A, C, H, I, T, W) • Writes words with correct spacing • Writes and copies short, simple sentences from writing strip, chalkboard In addition, continue activities that strengthen fine muscles and develop fine and gross motor skills and eye-hand co-ordination. Ensure that children use the correct sitting position when they write. Shared, Group and Independent Writing Whole class / small group / individual writing sessions three times a week for 15 minutes building on and linking to the Shared Reading, discussions and personal experiences. Provide sentence starters and other support so that children can begin writing their own news etc. Introduce the use of a personal dictionary. • Draws pictures to convey a message, adding a label or caption. For example, about a personal experience • Writes words using sounds learnt • Writes one sentence of own news or shared writing • Compiles a list of words according to instructions such as food • Contributes ideas for a class story (Shared Writing) • Writes and illustrates a caption or short sentence on a topic to contribute to a book for the reading corner • Begins to build own word bank and personal dictionary using initial letter of words such as ant, book, cat • Writes sentences using words containing the phonic sounds already taught ENGLISH HOME LANGUAGE GRADES R-3 CAPS 67 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Holds pencil and crayon correctly • Forms some frequently used capital letters correctly (e.g. A, C, H, I, T, W) • Writes words with correct spacing • Writes and copies short, simple sentences from writing strip, chalkboard Formal Assessment Activity 1: Handwriting • Holds pencil and crayon correctly • Forms at least 20 lower case letters correctly according to size and position, that is, starts and ends in the correct place Formal Assessment Activity 2: Handwriting • Forms at least 20 lower case letters correctly according to size and position i.e. starts and ends in the correct place • Forms some frequently used capital letters correctly (e.g. A, C, H, I, T, W) • Writes words with correct spacing Suggestions for Informal Assessment Activities : Writing • Writes sentences using words containing the phonic sounds already taught • Writes one sentence of own news or shared writing • Compiles a list of words according to instructions such as food • Contributes ideas for a class story (Shared Writing) • Begins to build own word bank and personal dictionary using initial letter of words (e.g. ant, book, cat) Formal Assessment Activity 1: Writing • Draws pictures to convey a message, adding a label or caption, e.g. about a personal experience • Writes sentences using words containing the phonic sounds already taught • Contributes ideas for a class story (Shared Writing). Formal Assessment Activity 2: Writing • Draws pictures to convey a message, adding a label or caption, e.g. about a personal experience • Writes one sentence of own news or shared writing • Compiles a list of words according to instructions such as a list of words related to transport ENGLISH HOME LANGUAGE GRADES R-3 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of language and other subjects • Listens to instructions and announcements and responds appropriately • Listens without interrupting showing respect for the speaker • Talks about personal experiences such as tells news using the correct sequence • Says poems and rhymes and does the actions • Understands and uses appropriate language of different subjects Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to a story with interest and enjoyment, drawing a picture and writing a caption about it • Sequences pictures of a story and matches captions with the pictures • Role plays different situations, using appropriate language • Participates in discussions, asking and answering questions Weeks 6 - 10 • Listens for the detail in stories and answers open-ended questions • Identifies similarities and differences using correct vocabulary • Uses an ever-increasing vocabulary when speaking ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/ or practical) • Listens without interrupting, showing respect for the speaker • Says poems and rhymes and does the actions • Listens to a story with interest and enjoyment, drawing a picture and writing a caption about it • Role plays different situations, using appropriate language • Participates in discussions, asking and answering questions Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences such as tells news using the correct sequence • Says poems and rhymes and does the actions • Sequences pictures of a story and matches captions with the pictures Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Listens to instructions and announcements and responds appropriately • Talks about personal experiences such as tells news using the correct sequence • Listens for the detail in stories and answers open-ended questions ENGLISH HOME LANGUAGE GRADES R-3 CAPS 69 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes: Revise the single letters and introduce common consonant blends and consonant digraphs. Continue word building activities. • Identifies letter-sound relationships of all single letters • Revises word families using short vowel sounds learnt • Builds 3-letter words using all single letters • Uses consonant blends to build up and break down words (e.g. r and l blends- bl-ack, fl-op, sl-ip etc.) • Recognises common consonant digraphs (sh, ch and th) at the beginning of a word (e.g. sh-ip, ch-ip, th-ink) • Groups common words into sound families • Reads phonic words in sentences and other texts Daily Reading Activities: Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Demonstrate the Five Finger Strategy in Shared Reading and encourage children to use it in Guided and Independent Reading. • Reads big books or other enlarged texts as a whole class with teacher • Identifies the sequence of events and the setting of the story • Uses cover of book to predict ending and storyline • Recognises cause and effect in a story (e.g. The boy fell off his bike because he rode too quickly down the steep hill.) • Answers higher order questions based on the passage read (e.g. “Do you think…?” “Why did…?” ) • Gives an opinion on what was read • Interprets information from posters, pictures and simple tables (e.g. calendar) Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Uses phonics, context clues, and structural analysis and sight words when reading • Monitors self when reading, both in the area of word recognition and comprehension • Reads with increasing fluency and expression • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists Paired/Independent Reading (three times a week) • Reads aloud to a partner • Reads own and others writing • Reads books read in Shared Reading sessions and books from the classroom reading corner ENGLISH HOME LANGUAGE GRADES R-3 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Identifies letter-sound relationships of all single letters • Uses consonant blends to build up and break down words (r and l blends, e.g. bl-ack, fl-op, sl-ip etc.) • Recognises common consonant digraphs (sh, ch and th) at the beginning of a word (e.g. sh-ip, ch-ip, th-ink) • Reads phonic words in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Identifies letter-sound relationships of all single letters • Revises word families using short vowel sounds learnt (e.g. bus, mum, run, hip, hop etc.) • Builds 3-letter words using all single letters • Uses consonant blends to build up and break down words (e.g. r blends - cr-ack, dr-op, tr-ip etc. ) Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Builds 3-letter words using all single letters • Uses consonant blends to build up and break down words (e.g. l blends - bl-ack, fl-op, sl-ip) • Recognises common consonant digraphs (sh, ch and th) at the beginning of a word (e.g. sh-ip, ch-ip, th-ink) • Groups common words into sound families Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Shared Reading • Reads big books or other enlarged texts as a whole class with teacher • Answers higher order questions based on the passage read (e.g. “Do you think…?” “Why did…?” ) • Gives an opinion on what was read • Recognises cause and effect in a story (e.g. The boy fell off his bike because he rode too quickly down the steep hill) Group Guided Reading • Monitors self when reading, both word recognition and comprehension. Paired/Independent reading • Reads books read in Shared Reading sessions and books from the classroom reading corner Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads big books or other enlarged texts as a whole class with teacher • Identifies the sequence of events and the setting of the story • Uses cover of book to predict ending and storyline Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with teacher i.e. whole group works on the same story • Uses phonics, context clues, and structural analysis and sight words when reading ENGLISH HOME LANGUAGE GRADES R-3 CAPS 71 Formal Assessment Activity 2: Reading (oral and/ or practical) Shared Reading • Reads big books or other enlarged texts as a whole class with teacher • Identifies the sequence of events and the setting of the story • Answers higher order questions based on the passage read (e.g. “Do you think…?” “Why did…?” ) • Interprets information from posters, pictures and simple tables such as calendar Group Guided Reading • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Reads with increasing fluency and expression Paired/Independent reading • Reads aloud to a partner ENGLISH HOME LANGUAGE GRADES R-3 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons four times a week of 15 minutes Revise the formation of lower case letters and continue to teach the capital letters and the numerals. Demonstrate the correct spacing of letters in a word and words in a sentence. • Holds pencil and crayon correctly • Forms lower case letters correctly according to size and position, that is, starts and ends in the correct place automatically • Forms frequently used upper case letters correctly (e.g. B, D, E, F, G, L, M, N, O, P, R, S, and Y) • Forms numerals correctly • Copies and writes words with correct spacing • Copies and writes short sentences correctly Shared, Group and Independent Writing: Whole class / small group / individual writing sessions three times a week for 15 minutes building on and linking to the Shared Reading, discussions and personal experiences. Demonstrate the writing process (drafting, editing, writing and publishing) during Shared Writing. Model the use of correct punctuation and writing in the past tense. Provide additional support to those children who still cannot write a sentence of own news. • Writes a message on a card such as a get well card • Writes words to form a sentence using sounds learnt and common sight words • Writes at least two sentences of own news or shared writing using the past tense • Begins to use capital letters and full stops, including capital letters for names • With help uses nouns and pronouns (I, you, she, he, it ) correctly in writing • Contributes ideas and words for a class story in Shared Writing sessions • Writes and illustrates a short sentence on a topic to contribute to a book for the reading corner • Builds own word bank and personal dictionary using initial letter of word such as cat, dog, eat ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Holds pencil and crayon correctly Formal Assessment Activity 1: Handwriting • Forms lower case letters correctly according to size and position, that is, starts and ends in the correct place automatically • Forms numerals correctly • Copies and writes words with correct spacing ENGLISH HOME LANGUAGE GRADES R-3 CAPS 73 Formal Assessment Activity 2: Handwriting • Forms frequently used upper case letters correctly • Copies and writes short sentences correctly Suggestions for Informal Assessment Activities : Writing: • Writes words to form a sentence using sounds learnt and common sight words • Begins to use capital letters and full stops, including capital letters for names • Builds own word bank and personal dictionary using initial letter of word such as cat, dog, eat Formal Assessment Activity 1: Writing • Writes words to form a sentence using sounds learnt and common sight words • With help uses nouns and pronouns (I, you, she, he, it ) correctly in writing • Contributes ideas and words for a class story in Shared Writing Session Formal Assessment Activity 2: Writing • Writes a message on a card such as a get well card • Writes at least two sentences of own news or shared writing using the past tense • Begins to use capital letters and full stops, including capital letters for names • With help uses nouns and pronouns (I, you, she, he, it ) correctly in writing ENGLISH HOME LANGUAGE GRADES R-3 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 50 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of language and other subjects • Listens without interrupting, taking turns to speak and asking questions for clarification. • Talks about personal experiences and feelings such as tells news • Listens to stories and expresses feelings about the story • Uses terms such as sentence, capital letter, full stop Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens, enjoys and responds to picture and word puzzles, riddles and jokes, using language imaginatively • Participates in discussions, reporting back on behalf of the group • Uses simple strategies for finding information. For example, carries out a survey on how children come to school • Classifies information. For example, by using loose pictures Weeks 6 - 10 • Listens to instructions and announcements and responds appropriately • Tells a familiar story which has a beginning, middle and end, varying tone and volume of voice • Answers closed and open-ended questions ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens without interrupting, taking turns to speak and asking questions for clarification • Listens to stories and expresses feelings about the story • Uses terms such as sentence, capital letter, full stop • Participates in discussions, reporting back on behalf of the group Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences and feelings (e.g. tells news) • Listens to instructions and announcements and responds appropriately • Tells a familiar story which has a beginning, middle and end, varying tone and volume of voice • Answers closed and open-ended questions ENGLISH HOME LANGUAGE GRADES R-3 CAPS 75 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes Introduce new consonant blends. Continue word building and aural recognition activities. • Revises common consonant digraphs (sh, ch and th) at the beginning of a word. For example, sh-ip, ch-ip, th-in • Recognises common consonant digraphs (sh, ch and th) at the end of a word. For example, fi-sh, mu-ch, wi-th • Uses consonant blends to build up and break down words. For example, sp-o-t, fr-o-g, dr-i-nk, st-i-ck • Builds words using sounds learnt • Groups common words into sound families • Recognises plurals ( ‘s’ and ‘es’) • Reads phonic words in sentences and other texts • Learns to spell ten words a week taken from phonics lessons Daily Reading Activities: Group Guided Reading (two groups per day) and two to three Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. • Reads as a whole class with teacher big books or other enlarged texts • Uses book cover to predict what the book is about • Identifies the initial problem in a story that sets the story in motion. In the story of the Three Bears the problem is the morning porridge is too hot and the bears leave their house and go for a walk • Uses clues and pictures in the book for understanding • Identifies the sequence of events in what was read • Recognises cause and effect in a story. The girl got into trouble because she broke a window • Answers open-ended questions based on the passage read • Interprets information from posters Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Uses phonics, context clues, structural analysis and sight words when reading • Reads with increasing fluency and expression • Monitors self when reading, both word recognition and comprehension • Shows an understanding of punctuation when reading aloud • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists ENGLISH HOME LANGUAGE GRADES R-3 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Paired/Independent Reading (three times a week) Use books from Shared Reading sessions, simple picture story books and books from the reading corner as well as own writing. • Reads own writing, starting to correct errors • Reads books read in Shared Reading sessions and books from the classroom reading corner ASSESSMENT Suggestions for Formal Assessment Activities : Phonics: (oral and/or practical) • Recognises plurals (e.g. ‘s’ and ‘es’) • Revises common consonant digraphs (sh, ch and th) at the beginning of a word ( sh-ip, ch-ip, th-in) • Reads phonic words in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises common consonant digraphs (sh, ch and th) at the end of a word ( fi-sh, mu-ch, wi-th) • Uses consonant blends to build up and break down words (sp-o-t, fr-o-g, dr-i-nk, st-i-ck) • Builds words using sounds learnt • Groups common words into sound families Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Shared Reading • Uses book cover to predict what the book is about • Identifies the initial problem in a story that sets the story in motion • Uses clues and pictures in the book for understanding • Interprets information from posters Group Guided Reading • Uses phonics, context clues, structural analysis and sight words when reading • Monitors self when reading, both word recognition and comprehension • Shows an understanding of punctuation when reading aloud Paired/Independent reading • Reads own writing, starting to correct errors Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads big books or other enlarged texts as a whole class with teacher • Identifies the sequence of events in what was read • Recognises cause and effect in a story. The girl got into trouble because she broke a window • Answers open-ended questions based on the passage read Group Guided Reading • Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story • Uses phonics, context clues, structural analysis and sight words when reading • Reads with increasing fluency and expression Paired/Independent reading • Reads books read in Shared Reading sessions and books from the classroom reading corner ENGLISH HOME LANGUAGE GRADES R-3 CAPS 77 GRADE 1 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal lessons four times a week of 15 minutes Revise the formation of lower and upper case letters. Continue to teach the correct spacing of letters in a word and words in a sentence as children copy words and sentences from the chalkboard and from sentence strips. • Holds pencil and crayon correctly • Forms lower and upper case letters correctly and fluently according to size and position, that is, starts and ends in the correct place • Copies and writes words with correct spacing • Copies and writes a sentence correctly Shared, Group and Independent Writing Whole class / small group / individual writing sessions three times a week for 15 minutes building on and linking to the Shared Reading, discussions and personal experiences. Use the Shared Writing activities to also model the use of correct punctuation, spelling and grammar (tenses, plurals, prepositions). • Contributes ideas for and helps to revise a class/group story (Shared Writing) • Discusses with classmates ideas for writing • Writes at least three sentences of own news or creative story using sounds learnt and common sight words, capital letters and full stops • Writes and illustrates sentences on a topic to contribute to a book for the reading corner • Spells common words correctly • Begins to use present and past tense correctly in writing • Forms the plurals of familiar words by adding ‘s’ or ‘es’ • Uses prepositions correctly • Builds own word bank and personal dictionary using initial letter of word. For example, far, good, hat • Organises information into a simple graphic form such as chart or timeline, e.g. uses a chart to record the results of a survey on how children come to school ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Holds pencil and crayon correctly • Forms lower and upper case letters correctly and fluently according to size and position, that is, starts and ends in the correct place • Copies and writes a sentence correctly ENGLISH HOME LANGUAGE GRADES R-3 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Formal Assessment Activity 1: Handwriting • Forms lower and upper case letters correctly and fluently according to size and position, that is, starts and ends in the correct place • Copies and writes words with correct spacing • Copies and writes a sentence correctly Suggestions for Informal Assessment Activities : Writing • Contributes ideas for and helps to revise a class/group story (Shared Writing) • Discusses with classmates ideas for writing • Builds own word bank and personal dictionary using initial letter of word. For example, far, good, hat Formal Assessment Activity 1: Writing • Writes at least three sentences of own news or creative story using sounds learnt and common sight words, capital letters and full stops • Spells common words correctly • Begins to use present and past tense correctly in writing • Forms the plurals of familiar words by adding ‘s’ or ‘es’ • Uses prepositions correctly • Organises information into a simple graphic form using a chart or timeline, e.g., uses a chart to record the results of a survey on how children come to school ENGLISH HOME LANGUAGE GRADES R-3 CAPS 79 RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Pictures and posters • Objects related to the themes and topics, puppets, masks etc. • Story board pieces, jig-saws, tangrams and matching puzzles • Pictures to sequence • Improvised costumes for role-play • Musical instruments (tambourine, percussion sets etc.) • CD s or tapes with stories (read or told), poems, rhymes and songs, CD player or tape recorder, television and video tapes/ DVDs • Storybooks and oral stories • Poems, songs and rhymes READING AND PHONICS • Pictures and posters • Phonic wall charts • Logos and relevant examples of environmental print such as shopping bags, brand names on packaging etc. • Graded reading scheme/s • Big books - some produced in Shared Writing sessions • Nursery rhymes, poems and songs • Other enlarged texts such as poems, songs, rhymes etc. • Story books and picture books for the reading corner • Short ‘fun’ books with 1-2 sentences on a page for the reading corner • Flash card labels for classroom items, displays and for sight words • Name cards for children • Pointers to use when reading enlarged texts, wall stories, displays WRITING AND HANDWRITING • Apparatus and materials for hand-eye co-ordination activities: balls of various sizes, hoops, bean bags, scissors, plasticine or play dough, pegboards and pegs, beads and laces, lacing cards and laces, nuts and bolts, clothes pegs, sand tray) • Writing materials, e.g., pencils, coloured pencils, wax crayons, paint, paintbrushes, blank paper in various sizes (A3, A4, A5), ruler, eraser, blank jotters, 17mm lined jotters • Writing and sentence strips or charts (desk sized) indicating starting points and correct direction of movement when writing letters • Flipchart paper and thick Koki pens • Personal dictionaries ENGLISH HOME LANGUAGE GRADES R-3 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.3 GRADE 2 GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting, showing respect for the speaker • Takes turns to speak • Talks about personal experiences. For example, tells personal news • Uses correct words for the context such as an invitation • Suggests solutions to a problem especially during Mathematics Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to a story with enjoyment and answers questions related to the story • Repeats a sequence of events in the story correctly • Listens to instructions containing at least two parts and responds appropriately Weeks 6 - 10 • Tells a story that has a beginning, middle and end • Participates in discussions, asking and answering questions and suggesting ideas ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Repeats a sequence of events in the story correctly • Participates in discussions, asking and answering questions and suggesting ideas Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences. For example, tells personal news • Listens to instructions containing at least two parts and responds appropriately • Listens to a story with enjoyment and answers questions related to the story • Tells a story that has a beginning, middle and end ENGLISH HOME LANGUAGE GRADES R-3 CAPS 81 GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes: Revise the single letters and consonant digraphs taught in Grade 1. Introduce common vowel digraphs. Simultaneously work on word building and aural recognition activities. Use opportunities to revise the phonics being taught in other Language activities, for example in Shared Reading and Shared Writing. • Identifies letter-sound relationships of all single letters • Revises word families with short vowel sounds: -at ,-ag, -am, -it, etc. • Revises common consonant digraphs: sh, ch, th • Recognises ‘wh’ at the beginning of a word such as wh-en, wh-y, wh-at, etc. • Uses initial and final consonant blends to build up and break down words such as bl-a-ck, bri-ng, sa-ng • Revises common consonant digraphs (sh, ch, th) at the end of words such as fi-sh, ri-ch, clo-th • Recognises vowel digraphs such as ‘oo’ as in moon and ‘ee’ as in tree • Recognises rhyming words such as rack, sack, back, lack, pack • Builds 3 and 4-letter words using the single letters and digraphs taught this term • Reads words from phonics lessons in sentences and other texts • Learns to spell ten words a week taken from phonics lessons Daily Reading Activities Group guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Each session will have a learning focus from the following: concepts of print, text features, phonics, language patterns, word identification strategies and comprehension at a range of levels (e.g. literal, reorganisation, inferential, evaluation and appreciation). Model the use of phonic decoding skills when reading and other strategies that include context clues and structural analysis. Model the five finger strategy where each finger represents a strategy the reader can use to systematically figure out how to read an unknown word and its meaning. • Reads simple instructions in the classroom • Interprets pictures and other print media such as a photograph or an advertisement, to make up own story. ‘Reads’ the photograph or advertisement • Reads books as a whole class with teacher (shared reading) and describes the main ideas • Uses visual cues to predict what the story is about: the cover of the book, illustrations in the book • Expresses a personal response to a text read • Identifies key details in what was read such as the sequence of events • Answers higher order questions before, during and after reading a shared text: . “What would happen if…” ENGLISH HOME LANGUAGE GRADES R-3 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. The teacher works with same-ability groups of children, matching children to texts at the instructional level (word recognition between 90 - 95% accuracy). Graded reading schemes will mostly be used. • Reads both silently and aloud at own level in a Guided Reading group with teacher, that is, whole group reads same story based on the instructional reading level of the group • Uses pictures in text for understanding • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Shows an understanding of punctuation (full stops, commas, question marks and exclamation marks) when reading aloud • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists Paired/Independent Reading (three times a week) Introduce Paired/Independent reading. Select texts that are known or are at the independent reading level of the child (simpler than those used in shared reading with more than 95% word recognition accuracy when reading the text) • Reads independently: picture books, poetry cards, story books from the library or classroom reading corner ASSESSMENT Suggestions for Informal Assessment Activities : Phonics (oral and/or practical) • Revises word families with short vowel sounds: -at, -ag, -am, -it etc. • Recognises rhyming words: rack, sack, back, lack, pack • Builds 3 and 4-letter words using the single letters and digraphs taught this term • Reads words from phonics lessons in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Identifies letter-sound relationships of all single letters • Revises common consonant digraphs (sh, ch, th) • Recognises ‘wh’ at the beginning of a word such as wh-en, wh-y, wh-at etc. • Uses initial and final consonant blends to build up and break down words such as bl-a-ck, bri-ng, sa-ng • Revises common consonant digraphs (sh, ch, th) at the end of words such as fi-sh, ri-ch, clo-th • Recognises vowel digraphs such as ‘oo’ as in moon and ‘ee’ as in tree Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Shared Reading • Reads simple instructions in the classroom • Interprets pictures and other print media such as a photograph or an advertisement, to make up own story. ‘Reads’ the photograph or advertisement • Reads books as a whole class with teacher (shared reading) and describes the main ideas • Uses visual cues i.e. the cover of a book to predict what the story is about, expressing a personal response • Identifies key details in what was read such as the sequence of events • Answers higher order questions before, during and after reading a shared text: “What would happen if…” ENGLISH HOME LANGUAGE GRADES R-3 CAPS 83 Group Guided Reading • Reads both silently and aloud at own level in a Guided Reading group with teacher, that is, whole group reads same story based on the instructional reading level of the group • Uses pictures in text for understanding • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Shows an understanding of punctuation (full stops, commas, question marks and exclamation marks) when reading aloud Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Interprets pictures and other print media such as a photograph or an advertisement, to make up own story. ‘Reads’ the photograph or advertisement • Reads books as a whole class with teacher (shared reading) and describes the main ideas • Uses visual cues i.e. the cover of a book to predict what the story is about, expressing a personal response • Identifies key details in what was read such as the sequence of events Group Guided Reading • Reads aloud at own level in a Guided Reading group with teacher, that is, the whole group reads same story based on the instructional reading level of the group • Uses sight words, phonics, contextual and structural analysis decoding skills when reading ENGLISH HOME LANGUAGE GRADES R-3 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 WRITING SUGGESTED CONTACT TIME Minimum Time:1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal lessons three times a week of 15 minutes Revise the formation of lower and upper case letters, the correct spacing of letters in a word and words in a sentence. Children copy words and sentences from the chalkboard and from sentence strips. • Holds pencil and positions writing materials (book/page) correctly • Forms 26 lower and upper case letters correctly: directionality, formation and spacing within lines • Writes words with correct spacing between letters and words • Copies and writes two or more sentences legibly and correctly • Writes and uses punctuation marks (full stops, question marks, commas, exclamation marks) Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes building on and linking to the Shared Reading. Use the Shared Writing activities to also model the use of correct punctuation and spelling. Use sentence starters to assist children to write their own sentences. Introduce personal dictionaries. • Draws pictures to convey a message such as about a personal experience • Contributes ideas and words for a class story (Shared Writing) • Writes a list using a comma to separate the items such as tasks for the day • Writes at least three sentences of own news or creative story using sounds learned and common sight words, capital letters and full stops • Writes and illustrates sentences (2 - 4 sentences) on a topic to contribute to a book for the classroom reading corner • Builds own word bank and personal dictionary using initial letter of word to develop dictionary skills such as car, door ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Holds pencil and positions writing materials (book/page) correctly • Forms 26 lower and upper case letters correctly: directionality, formation and spacing within lines • Writes and uses punctuation marks: full stops, question marks, commas, exclamation marks • Writes words with correct spacing between letters and words Formal Assessment Activity 1: Handwriting • Forms 26 lower and upper case letters correctly - directionality, formation and spacing within lines • Copies and writes two or more sentences legibly and correctly ENGLISH HOME LANGUAGE GRADES R-3 CAPS 85 Suggestions for Informal Assessment Activities : Writing • Writes a list using a comma to separate the items such as tasks for the day • Builds own word bank and personal dictionary using initial letter of word to develop dictionary skills ; identifies correct page for noting words such as car, door Formal Assessment Activity 1: Writing • Draws pictures to convey a message, e.g., about a personal experience • Writes at least three sentences of own news or creative story using sounds learned and common sight words, capital letters and full stops • Contributes ideas and words for a class story (Shared Writing) ENGLISH HOME LANGUAGE GRADES R-3 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting showing respect for the speaker • Takes turns to talk, showing sensitivity to others and giving positive feedback • Talks about personal experiences. For example, tells news without repetition • Understands and uses appropriate language of different subjects such as language specific to Mathematics • Suggests solutions to a problem especially during Mathematics Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to stories for a longer period with enjoyment • Expresses feelings about a story or poem • Identifies similarities and differences • Compares and classifies things explaining classification such as animals with 4 legs and those with 2 legs Weeks 6 - 10 • Listens to more complex instructions and responds appropriately • Listens to stories and poems and identifies the main idea, details and sequence of events • Answers closed and open-ended questions and gives reasons for answers • Responds to riddles and jokes • Makes up own rhymes using imaginative language • Participates in discussions and asks questions for clarity ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) • Listens without interrupting, showing respect for the speaker • Takes turns to talk, showing sensitivity to others and giving positive feedback • Identifies similarities and differences • Compares and classifies things explaining classification (e.g. animals with 4 legs and those with 2 legs) Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences. For example, tells news without repetition • Listens to stories for a longer period with enjoyment • Expresses feelings about a story or poem Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Listens to stories and poems and identifies the main idea, details and sequence of events • Answers closed and open-ended questions and gives reasons for answers • Participates in discussions and asks questions for clarity ENGLISH HOME LANGUAGE GRADES R-3 CAPS 87 GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes Introduce 3 new vowel digraphs, silent ‘e’ and 3-letter consonant blends. Continue word building and aural recognition activities. Ensure that children understand the words they are sounding and can use them to form meaningful sentences. • Recognises 3-letter consonant blends at the beginning of words. For example str-ip, str-ap • Recognises 3-letter consonant blends at the end of words For example. ca-tch, fe-tch, i-tch • Recognises at least 3 new vowel digraphs For example ‘oa’ as in boat, ‘ea’ as in eat, short ‘oo’ as in book, ‘ai’ as in ‘rain’ • Recognises ‘silent e’/split digraph in words For example tape, time, note • Builds 3, 4 and 5-letter words using the consonant blends, vowel digraphs taught this term. • Reads words from phonics lessons in sentences and other texts • Learns to spell ten words a week taken from phonics lessons Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Model the use of phonic decoding skills and other strategies that include context clues and structural analysis. • Uses visual cues to identify the purpose of advertisements and the intended audience • Reads book as a whole class with teacher (shared reading) and discusses cause-effect relations • Identifies key details in what was read such as main characters and setting • Reads well-known nursery rhymes, poems and songs as a whole class with teacher (shared reading) and discusses the different formats • Answers higher order questions based on the text read. “How is the lion’s behaviour different from that of the mouse?” • Gives an opinion on what was read Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. Teach children to monitor themselves when reading, both in the area of word recognition and comprehension. (Children taught to ask: ‘Does it sound right?’, ‘Does it look right?’ and ‘Does it make sense?’) Model the process in Shared Reading and apply it in Guided Reading with support. • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Begins to monitor self when reading, both recognition and comprehension • Reads with increasing fluency and expression ENGLISH HOME LANGUAGE GRADES R-3 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists Paired/Independent Reading Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. • Reads aloud to a partner • Reads own and others’ writing • Reads independently texts such as comics and simple fiction books ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Reads words from phonics lessons in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises 3-letter consonant blends at the beginning of words. For example . str-ip, str-ap) • Recognises 3-letter consonant blends at the end of words. For example ca-tch, fe-tch, i-tch) • Builds 3, 4 and 5-letter words using the consonant blends, vowel digraphs taught this term Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Recognises at least 3 new vowel digraphs. For example ‘oa’ as in boat, ‘ea’ as in eat, short ‘oo’ as in book, ‘ai’ as in ‘rain’ • Recognises ‘silent e’/split digraph in words . For example tape, time, note • Builds 3, 4 and 5-letter words using the consonant blends, vowel digraphs taught this term Suggestions for Informal Assessment Activities : Reading: (oral and/or practical) Shared Reading • Uses visual cues to identify the purpose of advertisements and the intended audience • Answers higher order questions based on the text read. “How is the lion’s behaviour different from that of the mouse?” Group Guided Reading • Reads with increasing fluency and expression • Begins to monitor self when reading, both word recognition and comprehension Paired/Independent Reading • Reads own and others’ writing • Reads independently texts such as comics and simple fiction books Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads book as a whole class with teacher (shared reading) and discusses cause effect relations • Identifies key details in what was read such as main characters and setting Group Guided Reading • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Reads with increasing fluency and expression ENGLISH HOME LANGUAGE GRADES R-3 CAPS 89 Paired/Independent Reading • Reads independently texts such as comics and simple fiction books Formal Assessment Activity 2: Reading (oral and/ or practical) Shared Reading • Uses visual cues to identify the purpose of advertisements and the intended audience • Reads book as a whole class with teacher (shared reading) and discusses cause effect relations • Answers higher order questions based on the text read. “How is the lion’s behaviour different from that of the mouse?” • Gives an opinion on what was read Group Guided Reading • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Uses sight words, phonics, contextual and structural analysis decoding skills when reading Paired/Independent Reading • Reads aloud to a partner ENGLISH HOME LANGUAGE GRADES R-3 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal lessons three times a week of 15 minutes Children use print script to copy and write longer and more varied pieces of writing neatly and correctly from a printed text. • Writes in print script all capitals and lower case letters confidently and accurately • Uses appropriate spacing between words in a sentence. • Aligns writing properly on 17 mm ruled lines • Copies and writes one paragraph of between 3 - 4 lines from a printed text (a story, a poem etc) • Copies and writes different formats of writing (short invitations such as birthday; messages; lists etc) • Draws patterns in preparation for a joined script or cursive writing • Uses handwriting tools effectively: pencil, eraser, ruler Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the use of correct punctuation and spelling. Provide a writing frame to assist children to write their own stories. • Participates in a discussion to choose a topic to write about • Writes an expressive text such as a thank you card or letter using a given format • Writes own story of at least one paragraph (at least five sentences) using a writing frame • Writes one paragraph (at least five sentences) on personal experiences or events such as daily news • Writes and illustrates sentences (4 - 6 sentences) on a topic to contribute to a book for the reading corner • Uses the writing process (drafting, writing and editing) • Uses capital letters (at the beginning of a sentence and for proper names) and correct punctuation (full stops, commas, question marks, exclamation marks) • Begins to spell common words correctly • Uses present and past tenses correctly • Uses prepositions correctly • Reads own writing to a partner • Builds own word bank and personal dictionary using initial letter of word to develop dictionary skills such as far, granny, home ENGLISH HOME LANGUAGE GRADES R-3 CAPS 91 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Uses appropriate spacing between words in a sentence • Aligns writing properly on 17 mm ruled lines • Uses handwriting tools effectively: pencil, eraser, ruler Formal Assessment Activity 1: Handwriting • Writes in print script all capitals and lower case letters confidently and accurately • Copies and writes different formats of writing such as short birthday invitations, messages, lists etc. Formal Assessment Activity 2: Handwriting • Writes in print script all capitals and lower case letters confidently and accurately • Copies and writes one paragraph of between 3 - 4 lines from a printed text such as a story, a poem etc. Suggestions for Informal Assessment Activities : Writing: • Builds own word bank and personal dictionary using initial letter of word to develop dictionary skills such as far, granny, home • Begins to spell common words correctly Formal Assessment Activity 1: Writing • Writes an expressive text such as a thank you card or letter • Participates in a discussion to choose a topic to write about • Writes own story of at least one paragraph (at least 5 sentences) using a writing frame • Uses capital letters (at the beginning of a sentence and for proper names) and correct punctuation (full stops, commas, question marks, exclamation marks) Formal Assessment Activity 2: Writing • Writes own story of at least one paragraph (at least five sentences) using a writing frame • Writes one paragraph (at least five sentences) on personal experiences or events such as daily news • Uses the writing process (drafting, writing, editing and publishing) • Begins to spell common words correctly • Uses present and past tenses correctly • Reads own writing to a partner ENGLISH HOME LANGUAGE GRADES R-3 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting, showing respect for the speaker and asking questions for clarification • Talks about personal experiences and more general news, e.g., tells news • Uses an ever-increasing vocabulary when speaking • Participates in discussions, asking and answering questions • Suggests solutions to a problem especially during Mathematics Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to a sequence of instructions and responds appropriately • Listens to stories and predicts the ending, or makes up own ending for the story • Tells simple stories varying tone and volume of voice Weeks 6 - 10 • Listens for the detail in stories and answers open-ended questions. For example, works out cause and effect • Role plays different situations, e.g., takes on the role of news presenter • Uses appropriate language with different people such as interviews different people • Tells jokes and riddles using language imaginatively ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens without interrupting showing respect for the speaker and asking questions for clarification • Talks about personal experiences and more general news. For example, tells news • Uses appropriate language with different people such as interviews different people • Tells jokes and riddles using language imaginatively Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences and more general news. For example, tells news • Uses an ever-increasing vocabulary when speaking • Listens to stories and predicts the ending, or makes up own ending for the story • Tells simple stories varying tone and volume of voice Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Participates in discussions, asking and answering questions • Listens to a sequence of instructions and responds appropriately • Listens for the detail in stories and answers open-ended questions. For example, works out cause and effect • Role plays different situations, e.g., takes on the role of news presenter ENGLISH HOME LANGUAGE GRADES R-3 CAPS 93 GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes: Use consonant blends and digraphs to build up and break down words. Continue aural recognition activities (building up and breaking down words aurally and not visually) as this is an aid to spelling. • Identifies letter-sound relationships of all single letters • Uses consonant blends to build up and break down words • Aurally revises plurals (‘s’ and ‘es’), ‘ing’ and ‘ed’ at the end of words • Revises common consonant digraphs (sh, ch, th) at the end of words (e.g. ca-sh, su-ch, mo-th) • Recognises common double consonants such as ll, ss and zz) at the end of words such as do-ll, fu-ss, buzz • Recognises the first sound (onset) and the last syllable (rime) in more complex patterns such as. dr-eam, cr-eam, scr-eam, str-eam • Recognises vowel digraphs and diphthongs such as ‘oy’, ‘oi’, ‘ay’, ‘ai’ • Builds words using the consonant and vowel digraphs, consonant blends and double consonants taught this year • Groups common words into sound families such as ‘oy’, ‘oi’; ‘ay’, ‘ai’ • Reads words from phonics lessons in sentences and other texts • Learns to spell ten words a week taken from phonics lessons and sight words Daily Reading Activities: Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week. • Reads book as a whole class with teacher, identifying the sequence of events and the setting • Uses the cover of a book for prediction • Answers higher order questions based on the text read (“What would have happened if…?”) • Gives an opinion on what was read • Identifies some synonyms and antonyms • Interprets information from simple tables such as calendar Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Monitors self when reading, both word recognition and comprehension. • Reads with increasing fluency and expression • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high￾frequency word lists ENGLISH HOME LANGUAGE GRADES R-3 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Paired/Independent reading Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. • Reads aloud to a partner • Reads own and others’ writing • Reads independently: short fiction books and poems • Plays reading games and completes crosswords to reinforce reading and vocabulary skills such as bingo, track games ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Identifies letter-sound relationships of all single letters • Builds words using the consonant and vowel digraphs, consonant blends and double consonants taught this year • Aurally revises plurals (‘s’ and ‘es’), ‘ing’ and ‘ed’ at the end of words • Reads words from phonics lessons in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Uses consonant blends to build up and break down words • Revises common consonant digraphs (sh, ch, th) at the end of words such as. ca-sh, su-ch, mo-th • Recognises common double consonants such as ll, ss and zz at the end of words. For example do-ll, fu-ss, buzz • Builds words using the consonant and vowel digraphs, consonant blends and double consonants taught this term • Groups common words into sound families. For example ‘oy’, ‘oi’, ‘ay’, ‘ai’ Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Recognises the first sound (onset) and the last syllable (rime) in more complex patterns. For example dr-eam, cr-eam, scr-eam, str-eam • Recognises vowel digraphs and diphthongs For example ‘oy’, ‘oi’, ‘ay’, ‘ai’ • Builds words using the consonant and vowel digraphs, consonant blends and double consonants taught this year • Groups common words into sound families such as. ‘oy’, ‘oi’, ‘ay’, ‘ai’ Suggestions for Informal Assessment Activities : Reading (oral and/or practical) Shared Reading • Answers higher order questions based on the text read. For example “What would have happened if…?” • Monitors self when reading, both word recognition and comprehension • Identifies some synonyms and antonyms Group Guided Reading • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Uses sight words, phonics, contextual and structural analysis decoding skills when reading • Reads with increasing fluency and expression ENGLISH HOME LANGUAGE GRADES R-3 CAPS 95 Paired/Independent reading • Reads aloud to a partner • Reads own and others’ writing Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads book as a whole class with teacher, identifying the sequence of events and the setting • Uses the cover of a book for prediction • Gives an opinion on what was read Group Guided Reading: • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Uses sight words, phonics, contextual and structural analysis decoding skills when reading Formal Assessment Activity 2: Reading (oral and/ or practical) Shared Reading • Reads book as a whole class with teacher, identifying the sequence of events and the setting • Answers higher order questions based on the passage read. For example “What would have happened if…?” • Interprets information from simple tables such as calendar Group Guided Reading • Reads aloud from book at own level in a guided reading group with teacher, that is, whole group reads same story • Reads with increasing fluency and expression Paired/Independent reading • Reads independently: short fiction books and poems ENGLISH HOME LANGUAGE GRADES R-3 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal lessons three times a week of 15 minutes Children continue to use print script in written recording but begin to learn a type of joined print script. The type of joined script or cursive writing will be informed by the school’s handwriting policy/Provincial Policy Maintenance of the print script • Uses handwriting tools effectively: pencil, eraser, ruler • Forms upper and lower case letters correctly and with greater speed and accuracy • Maintains uniformity and alignment: size of lower case and upper case letters in a word • Uses print script in all forms of written recording Transition to a joined script or cursive writing • Copies and writes writing patterns in joined script or cursive writing • Copies and writes at least two letters of joined script or cursive writing per week (size and uniformity) • Copies and writes short words in joined script or cursive writing: 2 and 3 letter words such as an; am; at; it; in; on; of; he; we; us; be; so; see; can; our • Recognises and reads short words written in the joined script or cursive writing Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the writing process (drafting, writing and publishing). Provide a writing frame to assist children to write their own stories. • Participates in a discussion to choose a topic to write about • Writes an expressive text such as get well card, post card etc. • Drafts, writes and publishes own story of at least six sentences • Writes 1-2 paragraphs (at least eight sentences) on personal experiences or events • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly • Identifies and uses nouns and verbs correctly • Identifies and uses pronouns correctly • Reads and discusses own writing with a partner • Builds own word bank and personal dictionary ENGLISH HOME LANGUAGE GRADES R-3 CAPS 97 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Uses handwriting tools effectively: pencil, eraser, ruler Formal Assessment Activity 1: Handwriting Maintenance of the print script • Forms upper and lower case letters correctly and with greater speed and accuracy Transition to a joined script or cursive writing • Copies and writes writing patterns in joined script or cursive writing • Copies and writes at least two letters of joined script or cursive writing per week (size and uniformity) Formal Assessment Activity 2: Handwriting Transition to a joined script or cursive writing • Copies and writes at least two letters of joined script or cursive writing per week (size and uniformity) • Copies and writes short words in joined script or cursive writing: 2 and 3 letter words such as an; am; at; it; in; on; of; he; we; us; be; so; see; can; our • Recognises and reads short words written in the joined script or cursive writing Suggestions for Informal Assessment Activities : Writing: • Builds own word bank and personal dictionary • Identifies and uses nouns and verbs correctly Formal Assessment Activity 1: Writing • Writes an expressive text such as get well card, post card etc. • Writes 1-2 paragraphs (at least eight sentences) on personal experiences or events • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly Formal Assessment Activity 2: Writing • Participates in a discussion to choose a topic to write about • Drafts, writes and publishes own story of at least six sentences and adds a suitable title • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Identifies and uses pronouns correctly • Reads and discusses own writing with a partne ENGLISH HOME LANGUAGE GRADES R-3 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens without interrupting, asking questions for clarification and commenting on what was heard • Talks about personal experiences and more general news. For example, tells news using descriptive language • Uses terms such as noun, adjective, verb, pronoun, preposition, comma, question mark, paragraph when talking about own writing • Understands and uses appropriate language of different subjects • Suggests solutions to a problem especially during Mathematics Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to a complex sequence of instructions and responds appropriately • Participates in discussions, suggesting topics for discussion and asking questions for information and reporting back on the group’s work • Participates in playing word games such as I spy… • Tells jokes and riddles using appropriate volume and intonation Weeks 6 - 10 • Listens and responds to a speaker the child cannot see • Listens for the detail in stories and answers higher-order questions, e.g., “Do you think he was right to…?” • Answers open-ended questions and justifies answer, e.g., “Why do you say that?” • Expresses feelings about a text and gives reasons, e.g., “It made me angry because…” ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens without interrupting, asking questions for clarification and commenting on what was heard • Uses terms such as noun, adjective, verb, pronoun, preposition, comma, question mark, paragraph when talking about own writing • Suggests solutions to a problem especially during Mathematics • Participates in playing word games such as I spy… • Tells jokes and riddles using appropriate volume and intonation • Answers open-ended questions and justifies answer, e.g., “Why do you say that?” Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences and more general news. For example, tells news using descriptive language • Listens to a complex sequence of instructions and responds appropriately • Participates in discussions, suggesting topics for discussion and asking questions for information and reporting back on the group’s work • Listens for the detail in stories and answers higher-order questions, e.g., “Do you think he was right to…?” • Expresses feelings about a text and gives reasons, e.g., “It made me angry because…” ENGLISH HOME LANGUAGE GRADES R-3 CAPS 99 GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Daily Phonic Activities of 15 minutes Introduce new vowel digraphs, diphthongs and blends. Ensure that children understand the words they are sounding and can use them to form meaningful sentences. Guide children to use their phonic knowledge to spell unfamiliar words. • Recognises at least 5 new vowel digraphs (e.g. ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in shirt, ‘or’ as in short, ‘ur’ as in church etc.) • Recognises vowel digraphs and diphthongs (e.g. ‘oa’, ‘oe’, ’ow’ as in ‘cow’ and ‘ow’ as in ‘show’) • Recognises and uses suffixes (e.g. -ly, -ies) • Revises ‘silent e’/ split digraph in words (e.g. cake, time, hope) • Builds words using the phonic sounds taught during the year • Builds sentences using phonics vocabulary • Reads words from phonics lessons in sentences and other texts • Learns to spell ten words a week taken from phonics lessons and sight words • Writes two short sentences dictated by teacher Daily Reading Activities Guided Reading (two groups per day) and two to three Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week. • Reads poems and songs as a whole class with teacher (Shared Reading) and discusses the different formats and the poet’s choice of words • Reads fiction and non-fiction books as a whole class with teacher • Answers higher order questions based on the text read, e.g., “In your opinion…” • Expresses whether a story was liked and is able to justify the response, e.g., “I didn’t enjoy the story because…” • Expresses a personal response to print media images such as newspaper and magazine pictures, posters, advertisements, e.g., “I preferred that magazine picture because this advert made me…” • Recognises apostrophes in contractions showing both possession and contractions such as John’s car, don’t Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads silently and aloud from fiction and non-fiction books at own level in a guided reading group with teacher, that is, whole group reads same text • Uses sight words, phonics, contextual and structural analysis decoding skills and comprehension skills to make meaning • Reads with increasing fluency and speed using correct pronunciation ENGLISH HOME LANGUAGE GRADES R-3 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud • Monitors self when reading, both word recognition and comprehension • Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists Paired/Independent reading: Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. • Reads own and others’ writing • Reads aloud to a partner • Reads independently at a more complex level for enjoyment or information from a variety of available texts: comics, simple fiction and non-fiction books • Plays reading games such as reading dominoes, and completes crosswords to reinforce reading and vocabulary skills ASSESSMENT Suggestions for Formal Assessment Activities : Phonics: (oral and/or practical) • Recognises and uses suffixes such as -ly, -ies • Revises ‘silent e’/ split digraph in words such as cake, time, hope • Builds sentences using phonics vocabulary • Reads words from phonics lessons in sentences and other texts Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises at least 5 new vowel digraphs. For example ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in shirt, ‘or’ as in short, ‘ur’ as in church etc. • Recognises vowel digraphs and diphthongs. For example ‘oa’, ‘oe’, ’ow’ as in ‘cow’ and ‘ow’ as in ‘show’) • Builds words using the phonic sounds taught during the year Suggestions for Informal Assessment Activities : Reading: (oral and/or practical) Shared Reading • Answers higher order questions based on the text read, e.g., “In your opinion…?” • Expresses whether a story was liked and is able to justify the response, e.g., “I didn’t enjoy the story because…” Group Guided Reading: • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud • Monitors self when reading, both word recognition and comprehension. Paired/Independent reading • Reads own and others’ writing • Reads aloud to a partner ENGLISH HOME LANGUAGE GRADES R-3 CAPS 101 Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Reads fiction and non-fiction books as a whole class with teacher • Answers higher order questions based on the text read, e.g., “In your opinion…?” • Expresses a personal response to print media images such as newspaper and magazine pictures, posters, advertisements, e.g., “I preferred that magazine picture because this advert made me…” Group Guided Reading • Reads silently and aloud from fiction and non-fiction books at own level in a guided reading group with teacher, that is, whole group reads same text • Uses sight words, phonics, contextual and structural analysis decoding skills and comprehension skills to make meaning • Reads with increasing fluency and speed using correct pronunciation Paired/Independent reading • Reads independently at a more complex level for enjoyment or information from a variety of available texts: comics, simple fiction and non-fiction books ENGLISH HOME LANGUAGE GRADES R-3 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons three times a week of 15 minutes Children continue to use print script in written recording but begin to learn a type of joined print script. The type of joined script or cursive writing will be informed by the school’s handwriting policy/Provincial Policy Maintenance of the print script • Uses handwriting tools effectively: pencil, eraser, ruler • Maintains the use of print script for written recording Transition to a joined script or cursive writing • Copies and writes at least two letters of joined script or cursive writing per week, completing all letters by the end of the term • Copies and writes short words in joined script or cursive writing • Copies and writes commonly used capital letters in joined script or cursive writing (e.g. A, E, H, I, M, O, S, T, W, Y.) • Copies and writes short sentences in joined script or cursive writing Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes building on and linking to the Shared Reading. Use the Shared Writing activities to also model the use of correct punctuation, spelling and grammar (tenses, plurals, prepositions). Provide a frame to assist children to write a recipe and a framework to organise information into a chart or table. Model how to use a simple dictionary, explaining alphabetical order. • Participates in a discussion and contributes ideas • Experiments with words: writes a simple poem or song • Writes at least two paragraphs (ten sentences) on personal experiences or events such as a family celebration • Drafts, writes and publishes own story of at least two paragraphs, using language such as ‘once upon a time’ and ‘in the end’ • Organizes information in a chart or table • Uses informational structures when writing such as writes recipes • Sequences text by using words like ‘first’, ‘next’ and ‘finally’ • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly • Builds own word bank and personal dictionary • Uses a dictionary to check on meanings and spellings of words ENGLISH HOME LANGUAGE GRADES R-3 CAPS 103 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting Maintenance of the print script • Uses handwriting tools effectively: pencil, eraser, ruler • Maintains the use of print script for written recording Formal Assessment Activity 1: Handwriting Transition to a joined script or cursive writing • Copies and writes at least two letters of joined script or cursive writing per week, completing all letters by the end of the term • Copies and writes short words in joined script or cursive writing • Copies and writes commonly used capital letters in joined script or cursive writing . A, E, H, I, M, O, S, T, W, Y • Copies and writes short sentences in joined script or cursive writing Suggestions for Informal Assessment Activities : Writing: • Experiments with words: writes a simple poem or song • Drafts, writes and publishes own story of at least two paragraphs, using language such as ‘once upon a time’ and ‘in the end’ • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly • Builds own word bank and personal dictionary Formal Assessment Activity 1: Writing • Writes at least two paragraphs (ten sentences) on personal experiences or events such as a family celebration • Organizes information in a chart or table • Uses informational structures when writing such as writes recipes • Sequences text by using words like ‘first’, ‘next’ and ‘finally’ • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly ENGLISH HOME LANGUAGE GRADES R-3 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Pictures and posters • Objects related to the themes and topics, puppets, masks etc • Story board pieces and jig-saw puzzles • Pictures to sequence • Improvised costumes for role-play and other oral activities • Musical instruments (tambourine; percussion sets etc) • CDs or tapes with stories, poems, rhymes and songs, CD player or tape recorder, television and video tapes/DVDs • Storybooks and oral stories READING AND PHONICS • Pictures and posters • Phonic wall charts • Graded reading scheme/s • Big books - some produced in Shared writing sessions • Other enlarged texts such as poems, songs, rhymes etc. • Story books, non-fiction books and picture books for the classroom reading corner • Stories developed during shared writing sessions • Nursery rhymes, poems and songs • Short ‘fun’ books with 1-2 sentences on a page for the classroom reading corner • Flash card labels for classroom items, displays and for sight words • Name cards for children • Pointers to use when reading enlarged texts, wall stories, displays • Picture and word puzzles and games • Newspapers and magazines WRITING AND HANDWRITING • Writing materials such as pencils, coloured pencils, wax crayons, blank paper in various sizes (A3, A4, A5), ruler, eraser, 17mm / 8.5mm lined jotters, blank jotters • Writing and sentence strips or desk sized charts for print script, joined script and/or cursive writing • Flipchart paper and thick Koki pens • Personal dictionaries • Simple children’s dictionaries ENGLISH HOME LANGUAGE GRADES R-3 CAPS 105 3.4 GRADE 3 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Talks about personal experiences. For example, tells news expressing feelings and opinions • Listens without interrupting, showing respect for the speaker and taking turns to speak • Uses appropriate language when speaking to friends and adults, recognising the way the class uses slang. For example, telling parents how the ball came to break the window and then telling friends about the same incident Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Listens to a complex sequence of instructions (at least 4) and responds appropriately • Listens for the main idea and for detail in stories and answers higher-order questions, e.g., “Do you think the title is the best one for this story? Why?” • Asks questions for clarification and comments on what was heard, e.g., “Did that really happen? Then what did you do?” • Expresses feelings about a text and gives reasons, e.g., “I really feel that the author could have given a happier ending to the story. The dolphin tried so hard to escape.” Weeks 6 - 10 • Participates in discussions, asking questions and showing sensitivity to the feelings of others • Answers questions and gives reasons for the answers, e.g., “Yes. I think the title tells the reader what the story is about.” ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens without interrupting, showing respect for the speaker and taking turns to speak • Expresses feelings about a text and gives reasons, e.g., “I really feel that the author could have given a happier ending to the story. The dolphin tried so hard to escape.” • Participates in discussions, asking questions and showing sensitivity to the feelings of others Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Talks about personal experiences. For example, tells news expressing feelings and opinions • Listens to a complex sequence of instructions (at least 4) and responds appropriately • Listens for the main idea and for detail in stories and answers higher-order questions, e.g., “Do you think the title is the best one for this story? Why?” ENGLISH HOME LANGUAGE GRADES R-3 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Phonic Activities three times a week for 15 minutes Revise the single sounds and the consonant and vowel digraphs taught in Grade 2. Discuss the role of letters of the alphabet in different words drawing attention to the different sounds the same letter or letters represent. For example ‘a’ as in ‘apple’ and ‘a’ as in ‘zebra’; ‘g’ as in ‘gate’ and ‘g’ as in ‘giant’. Simultaneously work on word building and aural recognition activities. Use opportunities to revise the phonics being used in other language activities. For example, in Shared Reading and Shared Writing. Use the Phonics to inform the spelling programme for the year. • Identifies letter-sound and letter-name relationships of all single letters • Recognises consonant digraphs (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words ( sh-irt, ch-irp, th-ink, wh-en, wi-sh, ri-ch, bo-th) • Recognises vowel digraphs taught in Grade 2 such as ‘oo’, ‘ee’, ‘ea’, ‘ai’, ‘oa’, ‘ay’ • Recognises that some sounds are represented by a number of different spelling choices (play, pain, plate; feet, read, key; boat, blow, note; tiger, like, sigh, fly) • Recognises ‘silent e’ or split digraphs in words such as same, bite, note • Recognises and uses rhyming words such as blow, flow, and glow • Builds 3, 4 and 5-letter words using the consonant and vowel digraphs taught this term • Sorts letters and words into alphabetical order • Spells words correctly using phonic knowledge • Learns to spell ten words a week taken from phonics lessons and sight words • Writes three short sentences dictated by teacher Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Each session will have a learning focus from the following: concepts of print, text features, phonics, language patterns, word identification strategies and comprehension at a range of levels - literal, reorganisation, inferential, evaluation and appreciation questions. Model the five finger strategy where each finger represents a strategy the reader can use to systematically figure out how to read an unknown word and its meaning: children check by asking whether the word they ‘solve’ sounds right, looks right and makes sense. Start teaching children this process when they meet unknown words. • Uses visual cues to talk about a graphical text, e.g., looks at a photograph, and discusses what it is about, where it was taken, etc. • Reads enlarged texts such as poems, big books, posters and electronic texts as a whole class with the teacher (shared reading) • Reads book as a whole class with the teacher (shared reading) and describes the main idea and the main characters ENGLISH HOME LANGUAGE GRADES R-3 CAPS 107 • Reads instructions in the classroom • Reads different poems around a topic and discusses these (both form and meanings) • Answers higher order questions before, during and after reading a shared text, e.g., “What do you think will happen next? Why do you say this?” • Recognises inverted commas to show direct speech in written stories • Recognises apostrophes in contractions showing both possession and contractions such as Sipho’s book, can’t Group Guided Reading: The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. Teacher works with same-ability groups of children, matching children to texts at the instructional level (word recognition between 90 - 95% accuracy). Graded reading schemes will mostly be used. • Reads both silently and out loud from own book in a guided reading group with the teacher, that is, whole group reads the same story on the instructional reading level of the group • Uses phonics, contextual and structural analysis decoding skills when reading both silently and aloud • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud • Monitors self when reading, both word recognition and comprehension • Shows an understanding of punctuation (full stops, question marks, exclamation marks, inverted commas) when reading aloud Paired/Independent reading (three times a week) Introduce Paired/Independent reading. Select texts that are known or are at the independent reading level of the child (simpler than those used in shared reading with more than 95% word recognition accuracy when reading the text) • Reads independently: picture books and simple story books • Plays reading games and completes crosswords to reinforce reading and vocabulary skills such as Snap, Memory ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Recognises that some sounds are represented by a number of different spelling choices (play, pain, plate; feet, read, key; boat, blow, note; tiger, like, sigh, fly) • Recognises and uses rhyming words such as blow, flow, and glow • Builds 3, 4 and 5-letter words using the consonant and vowel digraphs taught this term Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Identifies letter-sound and letter-name relationships of all single letters • Recognises consonant digraphs (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words (sh-irt, ch-irp, th-ink, wh-en, wi-sh, ri-ch, bo-th) • Recognises vowel digraphs taught in Grade 2 such as ‘oo’, ‘ee’, ‘ea’, ‘ai’, ‘oa’, ‘ay’ • Recognises ‘silent e’ or split digraphs in words such as same, bite, note Suggestions for Informal Assessment Activities : Reading: (oral and/or practical and/or written) Shared Reading • Reads enlarged texts such as poems, big books, posters and electronic texts as a whole class with the teacher (shared reading) • Reads instructions in the classroom ENGLISH HOME LANGUAGE GRADES R-3 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Group Guided Reading: • Reads both silently and aloud at own level in a Guided Reading group with the teacher, that is, the whole group reads same story based on the instructional reading level of the group • Uses phonics, contextual and structural analysis decoding skills when reading • Shows an understanding of punctuation (full stops, question marks, exclamation marks, inverted commas) when reading aloud • Monitors self when reading, both word recognition and comprehension Formal Assessment Activity 1: Reading (oral and/ or practical and/or written) Shared Reading • Uses visual cues to talk about a graphical text such as a photograph and discusses what it is about, where it was taken, etc. • Reads book as a whole class with the teacher (shared reading) and describes the main idea and the main characters • Answers higher order questions before, during and after reading a shared text, e.g., “What do you think will happen next? Why do you say this?” Group Guided Reading: • Reads aloud at own level in a Guided Reading group with the teacher, that is, the whole group reads same story based on the instructional reading level of the group • Uses phonics, contextual and structural analysis decoding skills when reading ENGLISH HOME LANGUAGE GRADES R-3 CAPS 109 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting: Formal Lessons three times a week of 15 minutes Children may still be using print script in written recording until the end of the second term although handwriting lessons will focus on practising the individual letters and joins needed for the joined script or cursive writing. The type of joined script or cursive writing will be informed by the school’s handwriting policy/Provincial Policy • Forms all lower and upper-case letters in joined script or cursive writing and begins to join various letters and to form words in the selected joined script or cursive writing • Uses handwriting tools effectively: pencil, eraser, ruler • Writes short words in the joined script or cursive writing • Spaces words correctly in lines • Writes a sentence legibly and correctly in both the print script and the joined script or cursive writing Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the use of correct punctuation, spelling and grammar (tenses, plurals). Provide a writing frame to assist children to write a story or a description and guide them through the steps of the writing process. Children start their personal dictionaries. • Draws pictures and writes sentences to show understanding of a story • Writes instructions, e.g., to a friend • Contributes ideas, words and sentences for a class story (shared writing) • Uses a picture to choose a topic to write about • Talks to a partner to begin planning writing • Asks questions to help define the writing task • Writes at least one paragraph of eight sentences such as own news, creative story, description of an incident/experiment • Writes and illustrates sentences (six to eight sentences) on a topic to contribute to a book for the class library • Writes words to form a sentence using capital letters, full stops, question marks, commas, exclamation marks and inverted commas • Uses phonic knowledge and spelling rules to write unfamiliar words • Uses present, past and future tense correctly • Uses subject-verb agreement correctly, e.g., I want / She wants … • Builds own word bank and personal dictionary using initial letter of words such as apple, book, cat, etc. ENGLISH HOME LANGUAGE GRADES R-3 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Uses handwriting tools effectively: pencil, eraser, ruler • Spaces words correctly in lines Formal Assessment Activity 1: Handwriting • Forms all lower and upper-case letters in joined script or cursive writing and begins to join various letters and to form words in the selected joined script or cursive writing • Writes short words in the joined script or cursive writing • Writes a sentence legibly and correctly in both the print script and the joined script or cursive writing Suggestions for Informal Assessment Activities : Writing • Draws pictures and writes sentences to show understanding of a story • Writes instructions, e.g., to a friend • Contributes ideas, words and sentences for a class story (shared writing) • Uses subject-verb agreement correctly, e.g., I want / She wants • Builds own word bank and personal dictionary using initial sound of words such as apple, book, cat, etc. Formal Assessment Activity 1: Writing • Writes at least one paragraph of eight sentences on own news, creative story, description of an incident/experiment etc. • Writes words to form a sentence using capital letters, full stops, question marks, commas, exclamation marks and inverted commas • Uses phonic knowledge and spelling rules to write unfamiliar words • Uses present, past and future tense correctly ENGLISH HOME LANGUAGE GRADES R-3 CAPS 111 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Listens and responds to radio or intercom announcements and instructions • Talks about personal experiences such as tells news expressing feelings and opinions • Listens to stories, poems and songs and expresses feelings about the story, poem or song, giving reasons • With support, predicts what will happen in a story, e.g., “Look at the title and the cover of the book. What do you think is going to happen?” • Works out cause and effect in a story using connecting words such as ‘because’, e.g., ‘“The children fell off the bridge because…” • Uses language to investigate and explore such as suggesting alternatives, e.g., ‘I think it could…’, ‘If…then…’ • Asks questions to clarify, plan and get information on an activity • Analyses, compares and contrasts information such as the eating habits of a child and a monkey • Understands and uses appropriate language of different subjects such as Life Skills • Suggests solutions to a problem, specifically word problems in Mathematics Twice weekly focussed listening and speaking activities Weeks 1-3 • Listens to more complex instructions (at least 5) and responds appropriately • Makes an oral presentation. For example, ‘Show and Tell’ - describes and compares an object Weeks 4 - 6 • Listens to stories, read by the teacher or over the radio, for a longer period with interest • Tells a short story with a simple plot and different characters Weeks 7 - 10 • Participates in group and class discussions, suggests topics and contributes ideas • Talks about a general news event, expressing feelings and opinions • Listens to, and composes, riddles and jokes ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Listens and responds to radio or intercom announcements and instructions • Talks about a general news event, expressing feelings and opinions • Listens to, and composes, riddles and jokes • Uses language to investigate and explore. Suggests alternatives such as ‘I think it could…’, ‘If…then…’ • Asks questions to clarify, plan and get information on an activity ENGLISH HOME LANGUAGE GRADES R-3 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Analyses, compares and contrasts information such as the eating habits of a child and a monkey • Understands and uses appropriate language of different subjects such as Life Skills • Suggests solutions to a problem, specifically word problems in Mathematics Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Listens to more complex instructions (at least 5) and responds appropriately • Makes an oral presentation. For example, ‘Show and Tell’ - describes and compares an object Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Listens to stories, read by the teacher or over the radio, for a longer period with interest • Tells a short story with a simple plot and different characters Formal Assessment Activity 3 : Listening and Speaking (oral and/ or practical) • Participates in group and class discussions, suggests topics and contributes ideas • Listens to stories, poems and songs and expresses feelings about the story, poem or song, giving reasons • With support, predicts what will happen in a story, e.g., “Look at the title and the cover of the book. What do you think is going to happen?” • Works out cause and effect in a story using connecting words such as ‘because’, e.g., “The children fell off the bridge because…” ENGLISH HOME LANGUAGE GRADES R-3 CAPS 113 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Phonic Activities three times a week for 15 minutes: Introduce new vowel blends and guide children to recognise that a particular sound can be represented by different combinations of letters. This has important implications for spelling. Ensure that children understand the words they are sounding and can use them to form meaningful sentences. Use the Phonics to inform the spelling programme. • Recognises that some sounds can be represented by a number of different spelling choices such as • ow (cow) ou (found) • aw (draw), au (autumn) • tie, high, sky • few, blue) • Recognises digraphs making /f/ (e.g. ‘ph’ as in elephant, ‘gh’ as in laugh) • Recognises that the same spelling can represent different sounds, e.g. ‘bread’, ‘read’ • Uses words in written sentences that are pronounced the same way, but have different meanings. For example ‘read’ and ‘reed’ - I like to read books. I saw a bird on a reed. • Builds words using the phonic skills taught this year • Spells words correctly using phonic knowledge in informal tests, in dictation and in all written work Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week; a teacher-modelled process with the whole class. Include graphical and non-fiction texts during this term. • Reads enlarged texts such as poems, big books, posters and electronic texts as a whole class with the teacher (shared reading) • Uses visual cues to identify the purpose of advertisements and the intended audience • Reads book as a whole class with the teacher (shared reading) and discusses the sequence of events, setting and cause￾effect relations • Uses the information from a graphical text, e.g., takes part in a walk around the school by following the directions on a map • Finds and uses sources of information such as community members, library books • Uses table of contents, index and page numbers to find information • Uses key words and headings to find information in non-fiction texts • Answers a range of higher order questions based on the passage read, e.g., “How would you describe the behaviour of the troll?” ENGLISH HOME LANGUAGE GRADES R-3 114 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Group Guided Reading The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. Teach children to monitor self when reading, both in the area of word recognition and comprehension. (Children are taught to ask: ‘Does it sound right?’, ‘Does it look right?’ and ‘Does it make sense?’) Model the process in Shared Reading and apply it in Guided Reading with support. • Reads both silently and out loud from own book in a guided reading group with the teacher, that is, the whole group reads the same story at the instructional level of the group • Uses phonics, context clues and structural analysis decoding skills when reading unfamiliar words • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud • Monitors self when reading, both word recognition and comprehension • Uses diagrams and illustrations in text to increase understanding • Reads with increasing fluency and expression Paired/Independent Reading Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. • Reads aloud to a partner • Reads own and others’ writing • Reads independently books read in Shared Reading sessions, simple story books and books from the reading corner as well as any other texts, such as readers read in the previous year or at the beginning of this year, at the independent reading level of the children ASSESSMENT Suggestions for Informal Assessment Activities : Phonics (oral and/or practical) • Builds words using the phonic skills taught this year Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises that some sounds can be represented by a number of different spelling choices • ow (cow) ou (found) • aw (draw), au (autumn) Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Recognises that some sounds can be represented by a number of different spelling choices • tie, high, sky • few, blue Formal Assessment Activity 3: Phonics (oral and/ or practical and/or written) • Recognises digraphs making /f/ such as ‘ph’ as in elephant, ‘gh’ as in laugh • Recognises that the same spelling can represent different sounds such as ‘bread’, ‘read’ • Uses words in written sentences that are pronounced the same way, but have different meanings (‘read’ and ‘reed’ - I like to read books. I saw a bird on a reed.) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 115 Suggestions for Informal Assessment Activities : Reading: (oral and/or practical and/or written) Shared Reading • Answers a range of higher order questions based on the passage read, e.g., “How would you describe the behaviour of the troll?” Group Guided Reading: • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud • Monitors self when reading, both in the area of word recognition and comprehension Paired/Independent Reading • Reads aloud to a partner • Reads own and others’ writing • Reads independently books read in Shared Reading sessions, picture story books and books from the reading corner as well as any other texts, such as readers read in the previous year or at the beginning of this year, at the independent reading level of the children Formal Assessment Activity 1: Reading (oral and/ or practical and/or written) Shared Reading • Reads enlarged texts such as poems, big books, posters and electronic texts as a whole class with teacher (shared reading) • Uses visual cues to identify the purpose of advertisements and the intended audience Group Guided Reading: • Reads both silently and out loud from own book in a guided reading group with teacher, that is, whole group reads the same story at the instructional level of the group • Uses phonics, context clues and structural analysis decoding skills when reading unfamiliar words • Reads with increasing fluency and expression Formal Assessment Activity 2: Reading (oral and/ or practical and/or written) Shared Reading • Reads book as a whole class with teacher (shared reading) and discusses sequence of events, setting and cause effect relations • Answers a range of higher order questions based on the passage read, e.g., “How would you describe the behaviour of the troll?” Paired/Independent Reading • Reads independently books read in Shared Reading sessions, simple story books and books from the reading corner as well as any other texts, such as readers read in the previous year or at the beginning of this year, at the independent reading level of the children Formal Assessment Activity 3: Reading (oral and/ or practical and/or written) Shared Reading • Uses the information from a graphical text, e.g., takes part in a walk around the school by following the directions on a map • Finds and uses sources of information such as community members, library books • Uses table of contents, index and page numbers to find information • Uses key words and headings to find information in non-fiction texts Group Guided Reading: • Reads both silently and out loud from own book in a guided reading group with teacher, that is, whole group reads the same story at the instructional level of the group • Uses phonics, context clues and structural analysis decoding skills when reading unfamiliar words • Uses diagrams and illustrations in text to increase understanding ENGLISH HOME LANGUAGE GRADES R-3 116 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 2 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons three times a week of 15 minutes Children make the transition from using print script in written recording to a joined script or cursive writing by the end of this term. Handwriting lessons will focus on practising the individual lower case and capital letters and the joins needed for the new script. Children must be able to transcribe from print script (e.g. in a book) into the joined script or cursive writing. • Uses handwriting tools effectively: pencil, eraser, ruler • Transcribes words and sentences correctly in the joined script or cursive writing • Forms all upper and lower case letters correctly and automatically in the joined script or cursive writing • Uses correct letter formation in all written work • Copies words correctly from a variety of sources, that is, board, strips, work cards etc. and writes with increased speed in the joined script or cursive writing • Makes transition to the joined script or cursive writing in all written recording, that is, the date, own name, and own written texts Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the use of correct punctuation, grammar and spelling. Provide a writing frame to assist children to write their own stories. • Participates in a discussion to choose a topic to write about • Writes at least two paragraphs (ten or more sentences) on personal experiences such as daily news or a school event • Writes own story or a familiar story or another creative text of at least ten sentences • Keeps a diary for one week, noting the weather and one other piece of information • Writes a simple book review • Writes and illustrates a story to contribute to a book for the class library • Uses correct grammar so that others can read and understand what has been written • Uses punctuation correctly: capital letters, full stops, commas, question marks, exclamation marks and inverted commas • Identifies and uses nouns, adjectives, verbs and adverbs correctly • Uses phonics knowledge and spelling rules to write unfamiliar words • Uses more complex tenses such as present and past progressive. For example, He is reading a book. They were watching TV last night. • Reads and edits own writing by correcting spelling, punctuation, etc. • Reads own writing to a friend or a group • Builds own word bank and personal dictionary using initial letter of words such as gate, happy, ink ENGLISH HOME LANGUAGE GRADES R-3 CAPS 117 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Uses handwriting tools effectively: pencil, eraser, ruler Formal Assessment Activity 1: Handwriting • Forms all upper and lower case letters correctly and automatically in the joined script or cursive writing • Transcribes words and sentences correctly in the joined script or cursive writing Formal Assessment Activity 2: Handwriting • Forms all upper and lower case letters correctly and automatically in the joined script or cursive writing • Makes transition to the joined script or cursive writing in all written recording, that is, the date, own name and own written texts Formal Assessment Activity 3: Handwriting • Copies words correctly from a variety of sources, that is, board, strips, work cards etc. and writes with increased speed in the joined script or cursive writing • Uses correct letter formation in all written work Suggestions for Informal Assessment Activities : Writing: • Uses more complex tenses such as present and past progressive. For example, He is reading a book. They were watching TV last night. • Reads own writing to a friend or a group • Builds own word bank and personal dictionary using initial letter of words such as gate, happy, ink Formal Assessment Activity 1: Writing • Writes a simple book review • Writes at least two paragraphs (ten or more sentences) on personal experiences such as daily news or a school event • Uses correct grammar so that others can read and understand what has been written • Uses phonics knowledge and spelling rules to write unfamiliar words • Uses punctuation correctly; capital letters, full stops, commas, question marks, exclamation marks and inverted commas Formal Assessment Activity 2: Writing • Keeps a diary for one week, noting the weather and one other piece of information • Identifies and uses nouns, adjectives, verbs and adverbs correctly Formal Assessment Activity 3: Writing • Participates in a discussion to choose a topic to write about • Writes own story or a familiar story or another creative text of at least ten sentences • Reads and edits own writing by correcting spelling, punctuation, etc. ENGLISH HOME LANGUAGE GRADES R-3 118 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Makes an oral presentation: tells news or talks about an experience logically and in sequence • Uses an ever-increasing vocabulary when speaking • Suggests solutions to a problem, specifically word problems in Mathematics Twice weekly focussed listening and speaking activities Weeks 1-3 • Interviews people for a particular purpose such as to find out about a person’s work • Listens to a story and works out cause and effect in the story Weeks 4 - 6 • Participates in discussions, giving useful feedback to others • Puts events in order of logical sequence Weeks 7 - 10 • Listens for the detail in stories and other oral texts and answers open-ended questions, e.g., “What will you do when you grow up?” • Tells a story with a beginning, middle and end ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Uses an ever-increasing vocabulary when speaking • Suggests solutions to a problem, specifically word problems in Mathematics Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Interviews people for a particular purpose such as to find out about a person’s work • Listens to a story and works out cause and effect in the story Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Participates in discussions, giving useful feedback to others • Puts events in order of logical sequence Formal Assessment Activity 3: Listening and Speaking (oral and/ or practical) • Listens for the detail in stories and other oral texts and answers open-ended questions, e.g., “What will you do when you grow up?” • Tells a story with a beginning, middle and end • Makes an oral presentation such as tells news or talks about an experience logically and in sequence ENGLISH HOME LANGUAGE GRADES R-3 CAPS 119 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Phonic Activities three times a week for 15 minutes: Continue to use the phonics to inform the spelling programme for the term. • Recognises all vowel and consonant blends learnt so far • Recognises silent letters in words, that is, ‘k’ as in know, ‘l’ as in half, ‘b’ as in comb, ‘w’ as in write, ‘h’ as in hour • Uses words that are pronounced and spelt the same but have different meanings such as fly : to fly in an aeroplane or a fly that is an insect • Uses words that sound the same but are spelt differently such as ‘pair’ and ‘pear’, ‘hair’ and ‘hare’ • Uses both the letter sound as well as the letter name to spell words • Builds words using the phonic skills taught this year • Spells words correctly using phonic knowledge in informal tests, in dictation and in all written work Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week. Introduce different genre such as plays and different types of poems. • Reads enlarged texts such as poems, big books of stories, plays, posters and electronic texts as a whole class with teacher (shared reading) • Reads a range of different types of poems around a topic and discusses these (both form and meanings, word selection) • Interprets information from graphical texts such as advertisements, pictures, graphs, charts • Reads book as a whole class with teacher (shared reading) and discusses main idea, characters and plot • Expresses whether a story was liked and is able to justify answer, e.g., “I loved this story because it reminded me of…” • Answers a range of higher order questions based on the text read, e.g., “Should her grandmother have told her that…?” • Uses a dictionary to find new vocabulary and their meanings Group Guided Reading: The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads both silently and out loud from own book in a guided reading group with the teacher, that is, the whole group reads the same story at the instructional level of the group • Reads different genres such as play scripts • Uses a range of self-correcting methods when reading: re-reading, reading on, pausing • Reads with increasing fluency and expression, pronouncing words correctly and accurately • Uses phonics, contextual or structural analysis decoding skills when reading unfamiliar words • Monitors self when reading, both word recognition and comprehension ENGLISH HOME LANGUAGE GRADES R-3 120 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Paired/Independent Reading: Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. • Reads aloud to a partner • Reads own and others’ writing • Reads independently books read in Shared Reading sessions, story books and books from the reading corner and any other texts, such as readers read earlier in the year, at the independent reading level of the children • Finds information independently or in pairs from level-appropriate non-fiction texts ASSESSMENT Suggestions for Informal Assessment Activities : Phonics (oral and/or practical) • Uses both the letter sound as well as the letter name to spell words • Builds words using the phonic skills taught this year Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises all vowel and consonant blends learnt so far Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Recognises silent letters in words, that is, ‘k’ as in know, ‘l’ as in half, ‘b’ as in comb, ‘w’ as in write, ‘h’ as in hour Formal Assessment Activity 3: Phonics (oral and/ or practical and/or written) • Uses words that are pronounced and spelt the same but have different meanings such as fly : to fly in an aeroplane or a fly that is an insect • Uses words that sound the same but are spelt differently such as ‘pair’ and ‘pear’, ‘hair’ and ‘hare’ Suggestions for Informal Assessment Activities : Reading: (oral and/or practical and/or written) Shared Reading • Answers a range of higher order questions based on the text read, e.g., “Should her grandmother have told her that…?” Group Guided Reading: • Reads different genres such as play scripts • Monitors self when reading, both in the area of word recognition and comprehension Paired/Independent Reading • Reads aloud to a partner • Reads own and others’ writing Formal Assessment Activity 1: Reading (oral and/ or practical and/or written) Shared Reading • Reads book as a whole class with the teacher (shared reading) and discusses main idea, characters and plot • Expresses whether a story was liked and is able to justify answer, e.g., “I loved this story because it reminded me of…” ENGLISH HOME LANGUAGE GRADES R-3 CAPS 121 Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with the teacher, that is, the whole group reads the same story at the instructional level of the group • Uses phonics, contextual or structural analysis decoding skills when reading unfamiliar words Formal Assessment Activity 2: Reading (oral and/ or practical and/or written) Shared Reading • Interprets information from graphical texts: advertisements, pictures, graphs, charts Paired/Independent Reading • Reads independently books read in Shared Reading sessions, story books and books from the reading corner and any other texts, such as readers read earlier in the year, at the independent reading level of the children Formal Assessment Activity 3: Reading (oral and/ or practical and/or written) Shared Reading • Reads enlarged texts such as poems, big books of stories, plays, posters and electronic texts as a whole class with teacher (shared reading) • Reads a range of different types of poems around a topic and discusses these (both form and meanings, word selection) Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with teacher, that is, the whole group reads the same story at the instructional level of the group • Uses a range of self-correcting methods when reading: re-reading, reading on, pausing • Reads with increasing fluency and expression, pronouncing words correctly and accurately ENGLISH HOME LANGUAGE GRADES R-3 122 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 3 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons three times a week of 15 minutes Children made the transition from using print script in written recording to a joined script or cursive writing by the end of the second term. Handwriting lessons will focus on practising the individual lower case and capital letters and the joins needed for the new script. Children must be able to transcribe from print script, e.g., in a book, into the joined script or cursive writing. • Copies written text from the board, textbooks, work cards, correctly, paying attention to correct letter formation and spacing in the joined script or cursive writing • Writes with increasing speed Shared, Group and Independent Writing Whole class / small group lessons two to three times a week for 20 minutes. Provide a writing frame to assist children to write personal texts such as a letter. Use Shared Writing activities to model the correct use of punctuation, grammar and parts of speech. Use Shared Reading activities to teach grammar, different sentence types and punctuation. • Writes personal texts in different forms: a diary entry, a letter to a relative, description • Drafts, writes, edits and publishes own story of at least two paragraphs (ten or more sentences), with a title • Writes and illustrates sentences on a topic to contribute to a book for the class library • Summarises and records information using mind maps, tables, notices, diagrams or charts • Uses different sentence types when writing such as statements, questions, commands • Uses punctuation correctly: capital letters, full stops, commas, question marks, exclamation marks and inverted commas • Identifies and uses nouns, pronouns, adjectives, verbs, adverbs and prepositions correctly • Joins sentences using conjunctions such as ‘and’, ‘but’ • Uses a variety of vocabulary to make the writing more interesting • Uses phonics knowledge and spelling rules to write unfamiliar words • Reads own writing to the class • Builds own word bank and personal dictionary ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing in the joined script or cursive writing Formal Assessment Activity 1: Handwriting • Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing in the joined script or cursive writing ENGLISH HOME LANGUAGE GRADES R-3 CAPS 123 Formal Assessment Activity 2: Handwriting • Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing in the joined script or cursive writing Formal Assessment Activity 3: Handwriting • Writes with increasing speed Suggestions for Informal Assessment Activities : Writing • Reads own writing to the class • Builds own word bank and personal dictionary Formal Assessment Activity 1: Writing • Writes personal texts in different forms: a diary entry, a letter to a relative, description • Uses a variety of vocabulary to make the writing more interesting • Uses different sentence types when writing such as statements, questions, commands, etc. Formal Assessment Activity 2: Writing • Drafts, writes, edits and presents own story of at least two paragraphs of ten or more sentences, with a title • Uses punctuation correctly: capital letters, full stops, commas, question marks, exclamation marks and inverted commas • Uses phonics knowledge and spelling rules to write unfamiliar words Formal Assessment Activity 3: Writing • Summarises and records information using mind maps, tables, notices, diagrams or charts • Identifies and uses nouns, pronouns, adjectives, verbs, adverbs and prepositions correctly • Joins sentences using conjunctions such as ‘and’, ‘but’ ENGLISH HOME LANGUAGE GRADES R-3 124 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum Time: 45 minutes per week Maximum Time: 1 hour per week CONTENT/CONCEPTS/SKILLS Daily / Weekly activities in all areas of Language and other subjects • Uses terms such as subject, verb, object, question, statement, command, synonym, antonym, exclamation mark when discussing texts • Understands and uses appropriate language of different subjects Twice weekly focussed listening and speaking activities Weeks 1 - 5 • Engages in conversation as a social skill, accepting and respecting the way others speak • Uses language imaginatively: tells jokes and riddles using appropriate volume and intonation • Listens for the detail in stories and answers open-ended questions, e.g., “Do you think it is right that you have to wear school uniform?” • Tells a story using descriptive language, different gestures and facial expressions Weeks 6 - 10 • Listens to a story and works out cause and effect in response to questions such as “What would have happened if the dog had not been found?” • Plans and makes an oral presentation: tells personal news, describes something experienced, recounts an event etc. using a visual aid • Expresses feelings and opinions about a text and gives reasons, e.g., “This book is boring because it has no pictures and many long words!” • Discusses solutions to a problem using higher order thinking skills, e.g., “If your father can’t collect you this afternoon you could…” ASSESSMENT Suggestions for Informal Assessment Activities : Listening and Speaking: (oral and/or practical) • Uses terms such as subject, verb, object, question, statement, command, synonym, antonym, exclamation mark when discussing texts • Expresses feelings and opinions about a text and gives reasons, e.g., “This book is boring because it has no pictures and many long words!” • Discusses solutions to a problem using higher order thinking skills, e.g., “If your father can’t collect you this afternoon you could…” Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Tells a story using descriptive language, different gestures and facial expressions • Listens for the detail in stories and answers open-ended questions, e.g., “Do you think it is right that you have to wear school uniform?” • Uses language imaginatively: tells jokes and riddles using appropriate volume and intonation • Plans and makes an oral presentation: tells personal news, describes something experienced, recounts an event etc. using a visual aid ENGLISH HOME LANGUAGE GRADES R-3 CAPS 125 GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 READING AND PHONICS SUGGESTED CONTACT TIME Minimum Time: 4 hours 30 minutes per week Maximum Time: 5 hours per week CONTENT/CONCEPTS/SKILLS Phonic Activities three times a week for 15 minutes Revise the phonics taught so far and introduce more complex combinations. Link to the spelling programme for each week. • Recognises and uses all phonics learnt so far • Recognises hard and soft sounds of ‘c’ and ‘g’ such as ‘c’ as in city; ‘g’ as in giant • Recognises vowels such as -ere in ‘here’, -air as in ‘hair’, -are as in ‘square’ • Recognises and uses spelling patterns such as -igh [high], -ough [tough], -eigh [neigh], -augh [caught] • Recognises and uses synonyms: happy is the same as glad and antonyms: good is the opposite of bad • Recognises and uses prefixes such as un-, re- and suffixes such as -ful, -ness • Breaks down multi-syllabic words into separate syllables: re-mem-ber • Builds words using the phonic skills taught this year • Spells words correctly using their phonic knowledge in informal tests, in dictation and in all written work Daily Reading Activities Group Guided Reading (two groups per day) and 2 - 3 Shared Reading sessions per week. Shared Reading Whole class lessons 2 - 3 times weekly for 15 minutes using at least one text per week. Include fiction, non-fiction, newspaper articles, dialogues and graphical texts. • Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, dialogues and electronic texts as a whole class with the teacher (shared reading) • Reads written texts as a whole class with the teacher (shared reading) and discusses characters, the ‘problem’ in the story, the plot and the values in the text • Uses visual cues to read graphical texts and starts to analyse text for attitudes and assumptions, e.g., “Who is this advertisement meant to appeal to? Why do you think this?” • Answers a range of higher order questions based on the passage read, e.g., “Suppose the shop owner left the door open when he went home that night. What might have happened?” • Uses a dictionary to find new vocabulary and their meanings Group Guided Reading: The teacher works with two groups each day, spending 15 minutes with each group. Each group works with the teacher twice a week. • Reads both silently and out loud from own book in a guided reading group with the teacher; whole group reads the same story at the instructional level of the group • Reads with increasing fluency, speed and expression • Uses phonics, contextual and structural analysis decoding skills and comprehension skills to make meaning ENGLISH HOME LANGUAGE GRADES R-3 126 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Monitors self when reading, both in the area of word recognition and comprehension • Uses self-correcting strategies when reading: reading, pausing, practising a word before saying it aloud • Plays word games that draw on reading and vocabulary knowledge and skills Paired/Independent Reading Daily reading related activities for 20 minutes while some groups are doing guided reading with the teacher. Use texts that are known or are at the independent reading level of the child. • Reads own and others’ writing • Reads aloud to a partner • Reads independently at a more complex level for enjoyment or information from a variety of available texts: magazines and comics, simple fiction and non-fiction books and books from different cultures, books read in Shared Reading sessions ASSESSMENT Suggestions for Informal Assessment Activities : Phonics: (oral and/or practical) • Recognises and uses all phonics learnt so far • Recognises hard and soft sounds of ‘c’ and ‘g’ such as ‘c’ as in city; ‘g’ as in giant • Recognises vowels such - as ‘ere’ in ‘here’, -air as in ‘hair’, -are as in ‘square’ • Breaks down multi-syllabic words into separate syllables such as re-mem-ber • Builds words using the phonic skills taught this year Formal Assessment Activity 1: Phonics (oral and/ or practical and/or written) • Recognises and uses all phonics learnt so far • Recognises and uses spelling patterns such as -igh (high), -ough (tough), -eigh (neigh), -augh (caught) • Recognises and uses synonyms such as happy is the same as glad and antonyms: good is the opposite of bad • Recognises and uses prefixes such as un-, re- and suffixes such as -ful, -ness Suggestions for Informal Assessment Activities : Reading (oral and/or practical and/or written) Shared Reading • Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, dialogues and electronic texts (computer texts) as a whole class with the teacher (shared reading) Group Guided Reading • Plays word games that draw on reading and vocabulary knowledge and skills Paired/Independent reading • Reads own and others’ writing • Reads aloud to a partner Formal Assessment Activity 1: Reading (oral and/ or practical and/or written) Shared Reading • Reads written texts as a whole class with the teacher (shared reading) and discusses characters, the ‘problem’ in the story, the plot and the values in the text ENGLISH HOME LANGUAGE GRADES R-3 CAPS 127 • Uses visual cues to read graphical texts and starts to analyse text for attitudes and assumptions, e.g., “Who is this advertisement meant to appeal to? Why do you think this? • Answers a range of higher order questions based on the passage read, e.g., “Suppose the shop owner left the door open when he went home that night. What might have happened?” Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with the teacher, that is, the whole group reads the same story at the instructional level of the group • Reads with increasing fluency, speed and expression • Uses phonics, contextual and structural analysis decoding skills and comprehension skills to make meaning • Monitors self when reading, both word recognition and comprehension • Uses self-correcting strategies when reading: re-reading, pausing, practising a word before saying it aloud Paired/Independent reading • Reads independently at a more complex level for enjoyment or information from a variety of available texts: magazines and comics, simple fiction and non-fiction books and books from different cultures, books read in Shared Reading sessions ENGLISH HOME LANGUAGE GRADES R-3 128 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 HOME LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 4 WRITING SUGGESTED CONTACT TIME Minimum Time: 1 hour 45 minutes per week Maximum Time: 2 hours per week CONTENT/CONCEPTS/SKILLS Handwriting Formal Lessons three times a week of 15 minutes Focus on activities that increase the writing speed whilst maintaining neatness and legibility. Include activities that require children to transpose from print to the joined script or cursive writing. • Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing • Uses the joined script or cursive writing for all written recording • Experiments with using a pen for writing • Writes neatly and legibly with confidence and speed in a joined script or cursive writing Shared, Group and Independent Writing: Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the use of correct punctuation, spelling and grammar (e.g. use of conjunctions, apostrophes). Provide writing frames to assist children to write a dialogue and a newspaper article. Guide them through the steps of the writing process. • Uses pre-writing strategies to gather information and plan writing: talks to a partner, creates a mind map, a planning frame • Writes a selection of short texts for different purposes such as recounts, dialogues • Writes about personal experiences in different forms such as a short newspaper article • Drafts, writes, edits and publishes own story of at least two paragraphs (at least 12 sentences) • Uses informational structures when writing such as experiments, recipes • Sequences information and puts it under headings • Uses apostrophes in contractions such as can’t, Mary’s • Uses punctuation correctly: capital letters, full stops, commas, question marks, exclamation marks, inverted commas • Uses conjunctions to form compound sentences • Uses phonics knowledge and spelling rules to write more difficult words • Builds own word bank and personal dictionary • Uses a dictionary to find new vocabulary and check spelling • Discusses own and others’ writing to get and give feedback • Makes own books and contributes to class book collection ENGLISH HOME LANGUAGE GRADES R-3 CAPS 129 ASSESSMENT Suggestions for Informal Assessment Activities : Handwriting • Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing • Experiments with using a pen for writing Formal Assessment Activity 1: Handwriting • Uses the joined script or cursive writing for all written recording • Writes neatly and legibly with confidence and speed in a joined script or cursive writing Suggestions for Informal Assessment Activities : Writing • Uses pre-writing strategies to gather information and plan writing: talks to a partner, creates a mind map, a planning frame • Uses apostrophes in contractions such as can’t, Mary’s • Uses conjunctions to form compound sentences • Discusses own and others’ writing to get and give feedback Formal Assessment Activity 1: Writing • Writes a selection of short texts for different purposes such as recounts, dialogues • Writes about personal experiences in different forms such as a short newspaper article • Drafts, writes, edits and presents own story of at least two paragraphs(at least 12 sentences) • Uses informational structures when writing such as experiments, recipes • Sequences information and puts it under headings • Uses punctuation correctly: capital letters, full stops, commas, question marks, exclamation marks, inverted commas • Uses phonics knowledge and spelling rules to write more difficult words ENGLISH HOME LANGUAGE GRADES R-3 130 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Pictures and posters • Objects related to the themes and topics, puppets, masks etc • Story board pieces • Sequence pictures • Improvised costumes for role-play and other oral activities • CDs or tapes with stories, poems, rhymes and songs, CD player or tape recorder, television and video tapes/DVDs • Storybooks READING AND PHONICS • Pictures and posters • Phonic wall charts • Graded reading scheme/s which include a variety of genres (plays, non-fiction, poetry etc.) • Big books - some produced in Shared Writing sessions • Enlarged texts such as poems, songs, rhymes, stories etc. • Story books and picture books for the class library • Short ‘fun’ books with 1-2 sentences on a page • Grade appropriate non-fiction texts on a range of topics • Flash card labels for classroom items and displays, high frequency words etc. • Pointers to use when reading enlarged texts, wall stories, displays • Picture and word puzzles and games • Newspapers and magazines • Wall charts showing simple maps, flow diagrams WRITING AND HANDWRITING • Writing materials (e.g. pencils, coloured pencils, wax crayons, blank paper in various sizes (A3, A4, A5), ruler, eraser, 8.5mm lined jotters and exercise books • Writing and sentence strips in joined script or cursive writing indicating starting points and writing direction • Flipchart paper and thick Koki pens • Personal dictionaries • Simple grade appropriate dictionaries ENGLISH HOME LANGUAGE GRADES R-3 CAPS 131 Glossary This is an alphabetical list of key terms used in the Foundation Phase Home Language CAPS document. antonym - a word that means the opposite of another word assessment - a continuous planned process of gathering information, formally or informally, on child performance assessment activity - an activity used to assess learners consisting of a number of sub-activities or parts aurally - by means of listening/hearing baseline assessment - initial assessment used to find out what children already know browse - to look through a book without a particular purpose, just reading the interesting parts caption - words printed or written below a picture explaining what it is about closed questions - questions that require a specific answer. For example ‘Do you like coffee?’ The answer must be ‘yes’ or ‘no’. ‘How old are you?’ The answer will be, e.g. ‘Ten’. continuous assessment - ongoing assessment that forms part of teaching and supports learners’ literacy development by providing ongoing feedback cursive writing - handwriting that is carried out in a running hand, so that the letters are formed quickly without the lifting of the pen or pencil. blends, blending - an aspect of phonics in which children learn how to put together two or three letters to make a sound. For example ‘spl’ in ‘split’. cloze procedure - a technique in which words are deleted from a passage (e.g. every fifth word). The reader has to use context clues to fill in the blanks. Cloze activities can be used to test comprehension and language mastery level crossing the midline - actions which involve crossing over an invisible line running from head to toe down the middle of one’s body, e.g., touching one’s opposite elbow or putting one foot over the other. Some experts believe that the kind of co-ordination needed to do these activities is in important in early literacy. They believe that doing activities that involve crossing the midline, provides an important foundation for literacy. decoding - the ability to translate a word from print to speech, usually by using knowledge of sound-letter relationships; also the act of deciphering a new word by sounding it out emergent literacy - refers to children’s growing knowledge of the printed word. Children see print and begin to understand its purpose. They learn about books and stories by being read to by adults or older children. They may begin to try and write their names using their own ideas about spelling (invented spelling or emergent spelling) and they may begin to pretend to read books. These behaviours all point to their growing literacy knowledge - emergent literacy fine motor skills - the coordination of small muscle movements, often involving the fingers and eyes, e.g., threading a needle or using scissors to cut something out. Writing involves the use of fine motor skills. ENGLISH HOME LANGUAGE GRADES R-3 132 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) fantasy corner - a corner of the classroom where children can engage in imaginative play, e.g., dressing up in different clothes, acting out different roles free play - a time that allows children to choose where and how they will play and what they will play with graded reading series - a series of readers divided in levels (e.g. Grade 1 - Level 1, 2 and 3). The levels go from easiest (simple vocabulary, short sentences, short text) to more difficult. Each level has a number of readers in it. The teacher assesses a learner and gets him/her started at the correct level. The learner reads several books at that level until he/she can read fluently at that level. The learner then moves up a level. graphic text - a text where information is presented visually. For example diagrams, graphs etc. guided reading - a group reading session where children are all of the same instructional level and the teacher scaffolds learning so that children increasingly take control guided writing - involves individuals or small groups of children writing a range of text types after the teacher has provided mini-lessons on aspects of writing such as format, punctuation, grammar or spelling higher-order questions - questions that require children to bring together information from different parts of a text (i.e. synthesise), to infer (i.e. read between the lines), to evaluate what happens (i.e. give an opinion) and/or to appreciate a text (e.g. say whether one liked or disliked it and why) high frequency words - a small group of common words (300 - 500) that appear often in English print. For example, ‘the’, ‘a’, ‘and’, ‘to’, ‘said’, ‘in’, ‘he’. The Dolch Word list and the Fry Word list are lists of high frequency words found in primary school texts. incidental learning - learning that happens without deliberate teaching independent reading level - the level at which a reader can read text with 95% accuracy (i.e. no more than one error per 20 words read). Independent reading level is fairly easy text for the reader. instructional reading level - the level at which a reader can read text with 90% accuracy (i.e. no more than one error per 10 words read). Instructional reading level is challenging but manageable. Texts at this level are used in Guided Reading invented spelling - an attempt to spell a word based on the learner’s current knowledge of letter-sound relationships. For example, kt for cat). jigsaw puzzle - a picture cut up into many pieces that one tries to fit together joined script - a style of handwriting in which most letters in words are joined together to allow one to write quickly kinaesthetic - kinaesthetic learning is learning which takes place through physical activity, i.e. learning by doing lower-order questions - questions which require children to remember facts, e.g. Who were the main characters in the story? What was the main character’s name? Where did she go to school? meta-cognition - a learner’s awareness of his/her own thinking processes; the development of reading and writing strategies depends on meta-cognition onset - the part of a syllable before the first vowel (e.g. m -ap) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 133 open-ended questions - questions that can be answered in different ways; the learner has to answer the questions in his or her own words. For example, Why do you think the boy ran away? What do you think he should have done? perceptual - perceptual learning is learning through the senses such as sight and hearing; perceptual skills involve using sight (visual skills) and hearing (auditory skills) perceptual motor - perceptual motor skills involving co-ordinating sight and hearing with bodily action. For example e handwriting involves co-ordinating one’s sight and the movement of one’s hands. Visual-motor difficulties can lead to poor handwriting and copying skills and poor memory of what was written, due to the extreme effort needed to write the information down. phoneme - the separate sounds in a language (e.g. ‘t’, ‘th’, ‘k’, ‘sh’, ‘ai/ay’ are all phonemes in English). The word ‘meat’ has three phonemes. These are ‘m’, ‘ea’ and t’. phonemic awareness - the ability to distinguish between the separate sounds of the language phonics - the relationship between the sounds of a language and their spelling. Phonics is used in both reading and writing. phonological awareness - the ability to pay attention to the sounds of a language as distinct from its meaning picture talk - talking about the pictures or illustrations in a book to make sense of them. For example ‘What are Kagiso and her grandfather doing?’ ‘Yes, they’re bending down looking at something. What is it?’ plasticine - a soft, clay-like substance used by young children to make small models, shapes, etc. publish - when learners publish their work, they make it public by sharing it, e.g. by handing it in to the teacher, putting it on the class wall or notice board, or including it in a class anthology. reading behaviours - exactly what readers do when they read in order to decode and make sense of text rhyme - words or lines in a poem that end in the same sound including a vowel. For example the words ‘sad’, ‘mad’, ‘bad’, ‘glad’ all rhyme. rime - the part of the syllable from the first vowel onwards (e.g. m-ap). It has the potential to rhyme. shared reading - an activity in which children share the reading of an enlarged text with the teacher. This is a lesson with the whole class. The text used is aimed at the top group in the class. Some children will be at a listening level, others will be beginning to engage in the reading and more will be engaging fully. The same text is used over several days. Each day a new focus is selected by the teacher. The text is used to introduce text features, phonics, grammar and reading skills in context. sight words - words that readers recognise automatically (on sight). There is no need to decode these words. In early reading sight words are usually frequently occurring or ‘high frequency’ words such as ‘he’, ‘she’, ‘like’ and ‘were’. story board - a series (or sequence) of pictures illustrating a story spatial awareness - an awareness of objects in space around us, and awareness of our own body’s position in space. With regard to literacy, this involves such things as directionality - left/right orientation; reading print from left to right and top to bottom; forming the shapes of letters ENGLISH HOME LANGUAGE GRADES R-3 134 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) strategy - strategies are ways that learners engage in thinking about reading, writing and oral language in order to enhance learning and comprehension. Examples of reading comprehension strategies are prediction, making connections, visualising, etc. structural analysis - this involves analysing the parts of words such as prefixes and suffixesto recognise and understand a word that is unfamiliar in print synonym - a word with the same meaning as another word syntax - the way words are arranged to form sentences or phrases, or the rules of grammar which control this tangram - a Chinese puzzle consisting of a square divided into seven pieces that must be arranged to match particular designs teachable moment - a time at which a child is likely to be particularly interested and able to learn something, e.g., the time when a child receives birthday cards is one where a parent or teacher could help him/her to notice the words and see that they say ‘Happy birthday!’ text talk - talking about a text to make sense of it, e.g., ‘Why do you think the boy left home?’ ‘I think he wanted a better life.’ ‘Why do you think that?’ ‘Because he didn’t have money for shoes.’ ‘What do you think is going to happen to him?’ etc. tone - the way your voice sounds which shows how you are feeling word attack skills - include phonics, structural analysis, and context clues or contextual analysis, used by a reader, separately or in conjunction with each other to decode words not known on sight word bank - a list of words that a learner knows or is in the process of learning; a personal dictionary (or vocabulary book) ENGLISH HOME LANGUAGE GRADES R-3 CAPS 135 ENGLISH HOME LANGUAGE GRADES R-3 136 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     AFRIKAANS FIRST ADDITIONAL LANGUAGE Curriculum and Assessment Policy Statement Foundation Phase Grades 1-3 National Curriculum Statement (NCS) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING graad 1-3 afrikaans EERSTE ADDISIONELE TAAL AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0412-1 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document. From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines with the (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 1 INHOUD AFDELING 1: NASIONALE KURRIKULUM- EN ASSESSERINGS-BELEIDSVERKLARING ................ 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10-12............................................................................................................................................ 7 AFDELING 2: INLEIDING TOT TALE ....................................................................................................... 8 2.1 Inleiding............................................................................................................................................................ 8 2.2 Toegevoegde tweetaligheid............................................................................................................................ 8 2.3 Verskillende taalleerkontekste....................................................................................................................... 9 2.4 Tydstoekenning............................................................................................................................................... 9 2.5 Assessering................................................................................................................................................... 10 2.6 Bekendstelling van die Eerste Addisionele Taal ........................................................................................ 10 2.7 Luister en Praat............................................................................................................................................. 10 2.8 Lees en skryf ................................................................................................................................................. 12 2.8.1 Blootstelling aan die gedrukte media in die omgewing ......................................................................... 12 2.8.2 Gedeelde lees....................................................................................................................................... 12 2.8.3 Groepbegeleide lees............................................................................................................................. 13 2.8.4 Lees in pare en selfstandige lees.......................................................................................................... 15 2.8.5 Klanke ................................................................................................................................................... 15 2.8.6 Woordherkenning.................................................................................................................................. 16 2.8.7 Begrip.................................................................................................................................................... 16 2.8.8 Skryfwerk .............................................................................................................................................. 17 2.8.9 Taalstruktuur en -gebruik....................................................................................................................... 18 AFDELING 3: OORSIG VAN DIE TAALVAARDIGHEDE EN ONDERRIGPLANNE............................... 18 AFDELING 4: TEKSSOORTE WAT IN DIE GRONDSLAGFASE GEDEK WORD................................. 92 WOORDELYS .......................................................................................................................................... 95 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 3 AFDELING 1: INLEIDING TOT DIE KURRIKULUM- EN ASSESSER￾INGSBELEIDSVERKLARING 1.1 Agtergrond Die National Curriculum Statement Grades R-12 (NCS) bepaal beleid oor kurrikulum en assessering in die skoolsek￾tor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. ’n Enkele samevattende Kurrikulum- en Assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die National Curriculum Statement Grades R-12 (January 2012) verteenwoordig ’n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende: (i) die Kurrikulum - en Assesseringsbeleidsverklarings vir elke goedgekeurde skoolvak; (ii) die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; en (iii) die beleidsdokument, National Protocol for Assessment Grades R-12 (January 2012). (b) Die National Curriculum Statement Grades R-12 (January 2012) vervang die huidige twee Nasionale Kurriku￾lumverklarings, naamlik: (i) die Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 van 31 Mei 2002; en (ii) die National Curriculum Statement Grades 10-12, Government Gazettes, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleids￾dokumente bestaan, word toenemend deur die National Curriculum Statement Grades R-12 (January 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea- / Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleid, National Policy on assessment and qualifications for schools in the General Education and Training Band, afgekondig in die Government Notice No. 124 in die Government Gazette No. 29626 van 12 Februarie 2007; (iii) die beleid, National Senior Certificate: A qualification at Level 4 on the National Qualifications Frame￾work (NQF), afgekondig in Government Gazette No. 27819 van 20 Julie 2005; AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleid, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, gepubliseer in die Government Gazette, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleid, Na￾tional policy pertaining to the programme and promotion requirements of the National Curriculum State￾ment Grades R-12; en (v) die beleid, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), afgekondig in die Government Notice No. 1267 in die Government Gazette No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12 en die afdelings oor die Kurrikulum- en Assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat word, bevat die norme en standaarde van die National Curriculum Statement Grades R-12. Dit sal in terme van afdeling 6A van die South African Schools Act, 1996 (Act No. 84 of 1996), die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die National Curriculum Statement Grades R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die National Curriculum Statement Grades R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van ’n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers ’n voldoende profiel van ’n leerder se vermoëns te verskaf. (c) Die National Curriculum Statement Grades R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat ge￾lyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig ’n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en niekritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en prak￾tyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die National Curriculum Statement Grades R-12 is veral sensitief vir kwes￾sies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met interna￾sionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die National Curriculum Statement Grades R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van ’n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld is ’n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort ’n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die struikelblokke in die klaskamer aan te spreek, behoort onderwysers verskeie kur￾rikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Guidelines for Inclusive Teaching and Learning (2010). AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD R (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 7/8 7/8 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede: • Aanvangskennis • Skeppende Kunste • Liggaamsopvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) Totaal 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. ’n Maksimum tyd van 8 uur en ’n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word ’n minimum tyd van 2 uur en ’n maksi￾mum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word ’n maksimum van 8 uur en ’n minimum van 7 uur vir Huistaal toegeken. ’n Minimum van 3 uur en ’n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede: • Skeppende Kunste • Liggaamsopvoeding • Persoonlike en Sosiale Welsyn 4 1,5 1 1,5 Totaal 27,5 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 7 1.4.3 Senior Fase (a) Onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese en Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 Totaal 27,5 1.4.4 Graad 10-12 (a) Onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4.5 Eerste Addisionele Taal 4.5 Wiskunde 4.5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Annexure B, Tables B1-B8) van die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, on￾derhewig aan die bepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) Totaal 27,5 Die tydstoekenning per week mag net vir die minimum vereiste vakke in die National Curriculum Statement Grades R-12 (NCS) soos hierbo uiteengesit, gebruik word. Dit mag nie vir enige addisionele vakke wat tot die vakkeuselys gevoeg is, gebruik word nie. As ’n leerder enige addisionele vakke wil aanbied, moet ekstra tyd toegeken word vir die onderrig van hierdie vakke. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: INLEIDING TOT TALE 2.1 Inleiding In die Grondslagfase is die belangrikste vaardighede in die kurrikulum vir Eerste Addisionele Taal die volgende: Luister en praat Dink en Redeneer en Taalstruktuur en -gebruik is in al vier die taalvaardighede (luister, praat, lees en skryfwerk) geïntegreer. Lees en klanke Skryf en handskrif Die inhoud (kennis, begrippe en vaardighede) van die Nasionale Kurrikulumverklaring (NKV) is in die Kurrikulum￾en Assesseringsbeleidsverklaring (KAByvoorbeeld) per kwartaal herrangskik onder bogenoemde opskrifte. Die KAByvoorbeeld voorsien aan onderwysers die volgende: • ‘n inleiding wat riglyne bevat oor die gebruik van die Grondslagfase-dokument; • inhoud, begrippe en vaardighede wat aangeleer moet word per kwartaal; • riglyne ten opsigte van tydstoekenning; • vereistes vir formele assesseringsaktiwiteite en voorstelle vir informele assessering; en • lyste van voorgestelde hulpmiddels per graad. 2.2 Toegevoegde tweetaligheid Leerders wat skool toe kom, ken hul huistaal. Hulle kan dit vlot praat en ken reeds duisende woorde. Mondelinge taal vorm dus die basis vir die aanleer van lees- en skryfvaardighede in Graad 1; daarom is dit makliker om in die huistaal te leer lees en skryf. Wanneer kinders ‘n addisionele taal in Graad 1 aanleer, moet dit op ‘n sterk mondelinge grondslag gebou word. Hulle behoort baie en eenvoudige Afrikaans te hoor wat in konteks verstaan kan word. Deur na die onderwyser te luister terwyl hy of sy stories uit groot, geïllustreerde boeke voorlees, is 'n goeie manier om die taal in konteks te hoor, aangesien dit die leerder se ontluikende geletterdheid ondersteun. Soos wat die kind se begrip verbeter, moet daar talle geleenthede geskep word waar hulle die taal op eenvoudige maniere kan praat. Dit dien weer as grondslag vir die aanleer van lees en skryf in Graad 2 en 3. Kinders kan baie geletterdheidsvaardighede van die huistaal af oordra. As leerders se skryfvaardighede goed in die huistaal aangeleer is, kan hulle hierdie vaardighede by die skryf van Afrikaans gebruik. Indien klanke goed in die huistaal aangeleer is, hoef die letter-klank-verhouding nie weer in Afrikaans herhaal te word nie. Hulle kan die aangeleerde klankkennis in Afrikaans toepas, en dan hoef slegs die klanke wat van die huistaal verskil, aangeleer te word. Die Eerste Addisionele Taal van die KAByvoorbeeld benut die leerders se geletterdheidsvaardighede wat in die huistaal opgebou is. Aktiwiteite soos groepbegeleide lees wat in Graad 1 Huistaal aangebied word, word in Eerste Addisionele Taal, Graad 2 bekendgestel. Dit staan as “toegevoegde tweetaligheid” bekend - om 'n sterk geletterdheidsgrondslag in Huistaal te lê en dan die Eerste Addisionele Taal daarop te bou. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 9 2.3 Verskillende taalleerkontekste Daar is baie kinders wat in Afrikaans of Engels onderrig word, maar dit is nie hul huistaal nie, en heelwat tyd moet dus aan die aanleer van die taal bestee word. 2.4 Tydstoekenning Die volgende tydstoekenning sal in 2012 in werking tree. Die tyd wat aan taal in die Grondslagfase toegesê word, word deur die taalkonteks van die skool bepaal. Die hoeveelheid tyd wat elke skool aan Huistaal en Eerste Addisionele Taal wil bestee, sal deur die leerders se behoeftes bepaal word. Die minimum tyd vir Huistaal en Eerste Addisionele Taal word in hakies in die onderstaande tabel aangedui: Huistaal Eerste Addisionele Taal Graad 1 8 (7) ure 3 (2) ure Graad 2 8 (7) ure 3 (2) ure Graad 3 8 (7) ure 4 (3) ure Die Departement van Basiese Onderwys is nie voorskriftelik met betrekking tot die verdeling van die tyd in die verskillende komponente nie, hoewel die volgende voorstelle vir elke graad gemaak word: Indien die maksimum tyd aan Eerste Addisionele Taal toegestaan word: EERSTE ADDISIONELE TAAL GRAAD 1 GRAAD 2 GRAAD 3 Luister en praat 1 uur 30 minute 1 uur 1 uur Lees en klanke 1 uur 15 minute 1 uur 30 minute 1 uur 30 minute Skryfwerk 15 minute 30 minute 1 uur Taalstruktuur 30 minute 3 ure per week 3 ure per week 4 ure per week Indien die minimum tyd aan Eerste Addisionele Taal toegestaan word: EERSTE ADDISIONELE TAAL GRAAD 1 GRAAD 2 GRAAD 3 Luister en praat 1 uur 30 minute 45 minute 1 uur Lees en klanke 30 minute 45 minute 1 uur Skryfwerk 30 minute 30 minute Taalstruktuur 30 minute 2 ure per week 2 ure per week 3 ure per week AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.5 Assessering Die KAByvoorbeeld voorsien die volgende voorstelle vir elk van hierdie formele assesseringstake: GRAAD VAK KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 TOTAAL 1 EAT 1 1 1 1 4 2 EAT 1 1 2 1 5 3 EAT 1 2 2 1 6 In die eerste kwartaal is daar slegs een formele assesseringstaak vir Graad 1 - 3 sodat onderwysers die geleentheid het om ‘n grondlynassessering aan die begin van die kwartaal met hulle leerders te doen. Daar word ook voorstelle gemaak vir informele assessering wat daaglikse leer en onderrig versterk, maar waarvan daar nie formeel verslag gehou hoef te word nie. 2.6 Bekendstelling van die Eerste Addisionele Taal Wanneer die onderwyser die Eerste Addisionele Taal aan die leerders in Graad 1 bekendstel, moet die idee van ‘n “addisionele taal” op ‘n eenvoudige manier by die leerders tuisgebring word. ‘n Goeie manier is om dit te doen deur middel van ‘n handpop met ‘n naam in die Eerste Addisionele Taal, byvoorbeeld Hansie Handpop. Tydens die eerste les stel die onderwyser die handpop aan die leerders voor en vertel dat Hansie nie hulle huistaal kan praat nie. Hy kan net Afrikaans praat, en hulle sal in Afrikaans met hom moet praat. Hansie word dus ‘n permanente karakter in die Eerste Addisionele Taal-klas. Die onderwyser kan miskien ‘n tweede handpop (byvoorbeeld Hester Handpop) gebruik om interaksies in die addisionele taal te demonstreer (byvoorbeeld maniere waarop gegroet word). 2.7 Luister en Praat Die aanleer van ‘n addisionele taal toon baie ooreenkomste met die aanleer van ‘n huistaal, behalwe dat dit heelwat later in die kind se lewe gebeur. In die eerste jaar van hul lewe hoor kinders baie eenvoudige taal in konteks, wat hulle in staat stel om die taalstruktuur en woordeskat in hul huistaal in te neem. Na omtrent ‘n jaar begin kinders hul huistaal praat, hoewel hulle nog nie in volsinne kan praat nie. Hulle gebruik een of twee woorde vir verskillende doeleindes en betekenisse. Hulle kan meer komplekse taal verstaan as wat hulle kan praat. Dit is belangrik dat onderwysers dit in gedagte hou wanneer kinders ‘n addisionele taal leer. In Graad 1 moet die leerders aan baie taal in die vorm van stories en instruksies in die klaskamer blootgestel word. ‘n Uitstekende manier waarop kinders ‘n addisionele taal kan bemeester, is om na stories te luister wat aan hulle vertel word. Die onderwyser moet • stories met ‘n eenvoudige en herhalende struktuur kies wat taal en woordeskat betref (byvoorbeeld Die Drie Varkies); • die taal eenvoudig hou en stadig maar natuurlik praat; • gebare, prente en werklike voorwerpe gebruik om begrip vir die storie te ondersteun; • die storie ‘n paar keer vertel en die leerders geleidelik al hoe meer betrek, byvoorbeeld deur aan refreine deel te neem, soos: Die wolf blaas en hy raas en hy blaas die varkie se huis om. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 11 ‘n Ander manier om leerders aan die addisionele taal bekend te stel, is deur stories of niefiksie-tekste aan hulle voor te lees. Die onderwyser gebruik ‘n Grootboek met prente en vergrote teks wat al die leerders kan sien terwyl hy of sy lees. Dit staan as “gedeelde lees” bekend. Die voordeel van gedeelde lees is dat dit nie net ‘n uitstekende luisteraktiwiteit is nie, maar dit ontwikkel ook die leerder se ontluikende geletterdheid. Kinders leer so die konsepte van die gedrukte media (byvoorbeeld, ons lees van voor na agter in ‘n boek, van links na regs en van bo na onder op ‘n bladsy), en hulle begin die woorde in die addisionele taal herken (byvoorbeeld hy, sy). Die begrip van gedeelde lees behoort aan die leerders bekend te wees, aangesien hulle dit reeds in Huistaal-lesse doen. Nog ‘n uitstekende manier om kinders aan ‘n addisionele taal bloot te stel, is deur middel van eenvoudige instruksies waarop die leerders fisies reageer. Die onderwyser sê byvoorbeeld: “Kom hier, Kerneels”, met ‘n toepaslike gebaar waarop Kerneels dan moet reageer. Hierdie metode, bekend as die Totale Fisieke Reaksie, het die voordeel dat die onderwyser onmiddellik kan sien of Kerneels verstaan of nie, en kan dan gepaste terugvoering gee, byvoorbeeld: “Mooi so, Kerneels", of sy kan die instruksie stadig herhaal met groter klem op die gebaar. Klaskamertaal (byvoorbeeld: “Kom vorentoe en kom sit op die mat”) bied baie geleenthede om die Totale Fisieke Reaksie bekend te stel. Aksierympies kombineer taal met fisieke reaksie wat begrip en memorisering van die taal bevorder. Die voordeel van bogenoemde drie metodes (luister na stories, gedeelde lees en totale fisieke reaksie) is dat die klem vir die aanleer van ‘n taal op luisterbegrip val. Dit neem die druk van die leerders af om te praat, verminder angstigheid en bied die geleentheid om op die begrip van die taal te fokus. Om egter die taal ten volle te bemeester, moet leerders ook die geleentheid gebied word om die taal te praat. Aanvanklik sal die leerders se gesproke taal op ingeoefende taalvorme berus, byvoorbeeld gememoriseerde liedjies, aksierympies en gediggies of ingedrilde taalkonstruksies soos “Goeiemôre, hoe gaan dit?” en “Dit gaan goed, hoe gaan dit met jou?” Soos wat die leerders se begrip vir die taal geleidelik toeneem, moet hulle meer praat - aanvanklik een of twee woorde, byvoorbeeld: In reaksie op die onderwyser se vraag: “Het jy die storie geniet?” kan die leerder “Ja” of “Nee” antwoord. Aan die begin word die leerder se ontluikende gesproke taal opgebou (dit wil sê deur die onderwyser gedemonstreer en ondersteun). Die leerders kan, byvoorbeeld die storie wat vertel of gelees is, dramatiseer en van die dialoog herhaal. Leerders kan die storie met die onderwyser se hulp oorvertel. Die onderwyser moet leerders geleenthede bied om in Afrikaans te praat. Elke kind vorder teen sy eie tempo en dit is die onderwyser se taak om op die individu se vlak geleentheid te bied om in Afrikaans te praat (byvoorbeeld die vrae wat gestel word). Soos wat die leerders deur die verskillende grade vorder, moet die onderwyser van die leerder verwag om meer te praat. Namate die leerders in Afrikaans vorder, moet hulle aan ‘n verskeidenheid tekste blootgestel word. In Graad 1 sal hulle baie blootstelling aan stories kry en sal hulle die struktuur en eienskappe van narratiewe tekste ontdek (dit wil sê, karakters word bekendgestel, die agtergrond word beskryf, ‘n probleem word opgelos, die storie word gewoonlik in die verlede tyd vertel). In Graad 2 word mondelinge oorvertellings in Eerste Addisionele Taal bekendgestel (byvoorbeeld: “Gister het ons dorp toe gegaan. Ons het eers by die supermark gaan kos koop. Daarna het ons biblioteek toe gegaan”, ensovoorts) en in Graad 3 word geskrewe vertellinge ingesluit. Die oorvertellings is belangrik omdat dit die oorbrugging vanaf mondeling na geskrewe taal is. Ons gebruik dikwels mondelinge vertellinge (byvoorbeeld om aan mense te vertel wat ons gedoen het), maar ons skryf dit ook neer. In Graad 3 word leerders mondeling aan tekste (soos instruksies vir resepte en feitelike oorvertellings, byvoorbeeld: Olifante is groot diere. Hulle woon in troppe, ensovoorts) bekendgestel. Voorbeelde van hierdie tekstipes word in Afdeling 4 aan die einde van hierdie dokument, asook ‘n beskrywing van hul strukture en eienskappe, ingesluit. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Daaglikse en weeklikse / tweeweeklikse gefokusde luister- / praataktiwiteite wat rondom temas gebou word ‘n Groot deel van die tyd moet in Graad 1 aan luister en praat toegewy word. Dit word in Graad 2 en 3 verminder wanneer meer lees- en skryfwerk in Eerste Addisionele Taal ingebring word. Gefokusde aandag moet in die Grondslagfase aan luister en praat gegee word. In Eerste Addisionele Taal word luister en praat soos volg georganiseer: • ‘n Lys van aktiwiteite wat daagliks oor ‘n week gedek moet word. Die keuse en aantal aktiwiteite wat daagliks gedek word, sal deur die onderwyser en die minimum of maksimum tyd wat hy of sy vir Eerste Addisionele Taal beskikbaar het, bepaal word. • ‘n Gefokusde aktiwiteit, byvoorbeeld “Luister na stories wat gelees of vertel word” wat een of twee keer per week onderrig word, afhangend van die graad en die hoeveelheid tyd wat beskikbaar is. Hierdie aktiwiteite word rondom temas georganiseer. Daar word aanbeveel dat onderwysers vier temas per kwartaal kies, miskien minder waar die minimum tyd vir Eerste Addisionele Taal gebruik word. Die onderwyser moet temas kies wat hulle tot die aanleer van ‘n addisionele taal leen. Die temas moet aan die leerders bekend wees, verkieslik temas wat reeds in Huistaal gebruik is en wat baie geleentheid bied om die taal in konteks te leer. (Voorsien byvoorbeeld geleenthede vir demonstrasie en gebruik voorwerpe wat reeds in die klas is.) Sommige temas word as voorbeelde gegee, maar dit is slegs voorstelle en MOET NIE as voorskriftelik beskou word nie. Die rede vir die gebruik van temas, is om herhaling van woordeskat en taalstrukture in betekenisvolle konteks te plaas, byvoorbeeld woorde wat met die liggaam verband hou (gesig, oë, ore, neus, mond, arms, bene, voete) en die posisie van die liggaamsdele (Wys na jou …; Dit is my …; Hier is my …) moet herhaaldelik in konteks gehoor word en dan moet leerders die geleentheid kry om die woordeskat te gebruik. Soos wat die leerders na Graad 2 en 3 vorder, moet hulle ook die geleentheid kry om die woorde te lees en te skryf. Leerders sal die woorde en strukture onthou en gebruik indien dit gereeld herhaal word. 2.8 Lees en skryf Om die bogenoemde redes word daar baie klem gelê op die ontwikkeling van mondelinge taal in Graad 1, wanneer leerders in hul huistaal leer lees en skryf. In Graad 2 en 3 moet daar egter ook op die ontwikkeling van die Eerste Addisionele Taal gefokus word. Lees- en skryfwerk dra by tot die leerders se taalontwikkeling in Afrikaans. Leerders word meer aan hul addisionele taal blootgestel deur te lees. Navorsing toon dat daar ‘n duidelike verband tussen die hoeveelheid leesaktiwiteite is wat ‘n kind doen en hul woordeskatontwikkeling. Skryfwerk is belangrik omdat dit die kind dwing om oor taalstrukture en spelling na te dink. Dit moedig leerders aan om die taal te verwerk, bespoedig taalverwerwing en verbeter akkuraatheid, daarom word daar meer tyd aan lees- en skryfaktiwiteite in Eerste Addisionele Taal vir Graad 2 en 3 gewy. Die aktiwiteite vir lees en skryf is soos volg: 2.8.1 Blootstelling aan gedrukte media in die omgewing Vanaf hul vroegste jare word Suid-Afrikaanse kinders aan ‘n groot hoeveelheid media in die omgewing blootgestel, byvoorbeeld tekens (padtekens, winkeltekens, ens.) en verpakking. Onderwysers kan dit as die beginpunt vir leerders se ontluikende geletterdheid in hul addisionele taal gebruik. Hy of sy kan byvoorbeeld bekende verpakkings AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 13 of advertensies klas toe bring en vasstel of die leerders die handelsname kan herken. Vanaf die derde kwartaal van Graad 1, wanneer leerders reeds ‘n mate van geletterdheid in hul huistaal verwerf het, kan die onderwyser sekere voorwerpe in die klas in die leerders se huistaal en in Afrikaans etiketteer. Hierdie aktiwiteite ondersteun terloopse leer; hulle is nie gefokusde geletterdheidsaktiwiteite nie en daar behoort nie baie tyd daaraan bestee te word nie. 2.8.2 Gedeelde lees Gedeelde lees is ‘n belangrike aktiwiteit vir taal- en geletterdheidsontwikkeling in die Grondslagfase. Die doel van gedeelde lees in Graad 1 is om die leerders in ‘n betekenisvolle, ondersteunende konteks aan hul addisionele taal bloot te stel. Dit ontwikkel die leerders se ontluikende geletterdheid in hul addisionele taal. Hulle ontwikkel die begrip van gedrukte teks en begin ‘n paar woorde in Afrikaans herken. Op hierdie vlak moet die onderwyser die volgende doen: • Kies ‘n eenvoudige, vergrote teks (byvoorbeeld ‘n Grootboek) met beperkte teks en heelwat goeie illustrasies. Die storie moet ‘n duidelike, eenvoudige struktuur hê, byvoorbeeld Die Drie Varkies. Verkieslik moet die taal herhalend en voorspelbaar wees (byvoorbeeld “Waar is Snip? Hy is in die huis. Waar is Snip? Hy is in die tuin”, ensovoorts.) Namate die jaar vorder, behoort die vlak van die tekste moeiliker te word. • Praat met die leerders oor die prente sodat hulle die woordeskat kan verstaan. Vra vrae in die huistaal. Help hulle om die verband tussen die storie en hul eie lewens te sien. • Lees die teks ‘n paar keer deur en gebruik die vinger of ‘n wyser sodat die leerders die teks kan volg. • Vra vrae oor die teks. • Betrek die leerders geleidelik by die “lees” van die storie. Namate die leerders na Graad 2 en 3 vorder, behoort die teks ook meer gevorderd te raak. Die onderwyser demonstreer hoe om vloeiend te lees en gebruik die teks om woordeskat op te bou, begrip te bevorder, woorde te ontsyfer, en teksstrukture, taalstrukture en leestekens te verstaan. 2.8.3 Groepbegeleide lees In Graad 2 begin leerders met ‘n nuwe aktiwiteit in hul addisionele taal: groepbegeleide lees. Hulle behoort egter met hierdie aktiwiteit bekend te wees, omdat hulle dit reeds van die begin van Graad 1 af in Huistaal doen. Die onderwyser moet ‘n gegradeerde leesreeks hê wat volgens moeilikheidsgraad gegradeer is. Leerders word volgens vermoë in groepe van 6 - 10 geplaas en gebruik dan ‘n leesboek wat vir die groep se leesvlak geskik is. Die onderwyser werk vir 15 minute een maal per week met elke groep, terwyl die ander groepe met selfstandige lees, lees in pare, of aktiwiteite wat met die teks verband hou, besig is, byvoorbeeld eenvoudige skryfaktiwiteite soos om sinne te voltooi of sinne in die korrekte volgorde te plaas. Die doel van groepbegeleide lees is dat die onderwyser die geleentheid het om individuele aandag aan leerders te gee om hulle begrip en woordherkenningsvaardighede in die addisionele taal te ontwikkel. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Samestelling van groepe volgens vermoë Voordat leerders gegroepeer kan word, moet hulle eers waargeneem word terwyl hulle uit die leesboeke lees. Kies ‘n boek wat u dink die leerder kan lees, maar wat nie te maklik is nie - daar moet steeds ‘n paar uitdagings wees. As die leerder die teks vlot en met toepaslike uitdrukking kan lees, is die teks op sy / haar leesvlak. Indien die leerder met die teks sukkel, moet ‘n makliker teks gekies word totdat die korrekte vlak gevind is. Wanneer al die leerders geassesseer is, kan hulle volgens vermoë gegroepeer word. Stappe vir ‘n groepbegeleide leesles I Kies ‘n toepaslike teks Gewoonlik word gegradeerde leesboeke vir groepbegeleide lees gebruik. Hierdie tekste behoort op ‘n laer vlak as die gedeelde leestekste te wees. Lees vooraf deur die teks en maak ‘n nota van enige woordeskat of taalstrukture wat vir die leerders ‘n uitdaging mag wees. Dit bied vir die onderwyser ’n leerfokuspunt. II Inleiding Stel die tipe boek (byvoorbeeld fiksie of niefiksie) en die onderwerp bekend. Help die leerders om die verband tussen die onderwerp en hul eie lewenservaringe te sien. Hou hierdie praatjie gefokus en net lank genoeg sodat die leerders suksesvol kan lees (2 - 3 minute). III Praat oor die prente Gebruik die prente om die onderwerp aan die leerders bekend te stel en om oor nuwe woordeskat te praat. Hou dit weereens ‘n gefokusde en kort aktiwiteit (2 - 3 minute). IV Eerste lees Die leerders lees die teks individueel. Die onderwyser neem die leesgedrag waar en mag dalk ‘n addisionele leerfokus kies wat op hierdie waarnemings gegrond is. Die onderwyser beweeg van leerder tot leerder en luister na ‘n kort gedeelte wat elkeen hardop lees. Die onderwyser spoor die leerder op hierdie stadium aan deur byvoorbeeld te sê: • Wat verwag jy om in hierdie boek te lees? • Maak dit vir jou sin? • Mooi so! Jy het jouself gekorrigeer. Dit maak sin. • Wat sal reg klink in hierdie sin? • Kyk na die prent. • Dit kan wees, maar kyk weer na die eerste letter. Aanvanklik sal die onderwyser moontlik die vrae in die leerder se huistaal moet vra. Begin egter die vrae so gou moontlik in Afrikaans te vra. Die leerders behoort met hierdie vrae bekend te wees, omdat hulle hierdie aktiwiteit reeds sedert die begin van Graad 1 in hul huistaal doen. V Begrip Vra vrae oor die teks om begrip te toets. VI Tweede en daaropvolgende leessessies Tydens daaropvolgende dae herlees die leerders die teks in pare of alleen. Die primêre fokus is om vlotheid te ontwikkel en die geleentheid te bied om die teks ter uitbreiding van woordeskat en dieper begrip te gebruik. Herhaalde lees ondersteun die ontwikkeling van vlotheid in die addisionele taal. Onderwysers mag dalk nie vertroud wees met die gebruik van groepbegeleide lees nie, veral in die Eerste Addisionele Taal-klas, daarom kan hierdie metode geleidelik bekend gestel word. Sodra die metode met selfvertroue in Huistaal gebruik word, kan dit tydens Eerste Addisionele Taal aangewend word. Intussen kan onderwysers klaslees met die hele klas doen waar al die leerders dieselfde teks het en die leerders beurte neem om te lees. Onderwysers moet egter steeds individuele leesgedrag waarneem en die leerders help om begrip en woordherkennings-vaardighede te ontwikkel. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 15 Daar is ook nie net soveel tyd vir groepbegeleide lees in Eerste Addisionele Taal beskikbaar as in Huistaal nie. Onderwysers wat die maksimum tyd vir Eerste Addisionele Taal volg, sal een maal per week vir 15 minute met elke kleingroep kan werk. Diegene wat egter die minimum tyd vir Eerste Addisionele Taal volg, sal dit nie kan doen nie en sal klasleeswerk in plaas van groepbegeleide lees moet doen. 2.8.4 Lees in pare en selfstandige lees Lees in pare en selfstandige lees is ‘n manier waarop leerders aangemoedig word om vir genot te lees en die kans kry om lees in te oefen. Tydens lees in pare lees twee leerders saam en maak beurte om te lees. Leerders gebruik hierdie tyd om twee dinge te doen: 1) Hulle herlees die leesboek wat tydens groepbegeleide lees gelees is, totdat dit vlot gelees kan word; 2) Hulle kies boeke uit die leeshoekie / klaskamerbiblioteek om vir genot te lees. Die teks is op ‘n laer vlak as dié wat vir gedeelde en groepbegeleide lees gebruik word. Wanneer geleenthede vir leerders geskep word om op hul eie te lees, leer hulle vlot lees, mits die teks maklik genoeg is om sonder hulp te kan lees. Kort, eenvoudige boeke met voorspelbare teks en kleurvolle illustrasies is ideaal. Sommige onderwysers hou daarvan om vir die leerders leeshuiswerk te gee - die herlees van die groep se leesboek, of die lees van eenvoudige prentboeke. Hierdie aanvullende leesoefening speel ‘n belangrike rol wanneer iemand leer lees, indien dit op ‘n gereelde basis plaasvind. 2.8.5 Klanke Die eerste stadium waarop geleer word om geskrewe woorde op te deel, vind mondeling plaas. Hier leer die leerders om die verskillende klanke van die taal te isoleer (fonemiese bewustheid). Die leerder moet die verwantskap herken tussen die klank en die letter wat die klank verteenwoordig, byvoorbeeld / b /, / o /, / k / of / oe /, waarna die letters saamgevoeg word om woorde te vorm, byvoorbeeld “bok”, “boek” (klanke). Die leerder moet die woorde verstaan (begrip) en gereeld in gedrukte media daarmee in aanraking kom sodat hy of sy die woord onmiddellik sal herken. Laastens moet die leerder die woorde vinnig en met begrip in sinne kan lees (vlotheid). Hierdie leesproses vind nie stap vir stap plaas nie. Kinders herken en verstaan byvoorbeeld woorde uit die omgewing en gedeelde lees, vanaf ‘n jong ouderdom. Dit is egter steeds belangrik dat ‘n sistematiese klankeprogram in die huistaal gebruik word om te leer lees, saam met lees, skryf en na stories luister. Wanneer leerders in ‘n addisionele taal leer lees en skryf, kan hulle reeds woorde in die huistaal analiseer. Hulle verstaan reeds die konsep van gedrukte media en het ‘n beduidende hoeveelheid voorafgaande kennis van die verwantskap (verhouding) tussen klank en spelling. Tydens die klankelesse in Eerste Addisionele Taal moet die leerders oefen om hierdie kennis toe te pas en die woorde in Afrikaans te dekodeer (byvoorbeeld die samevoeging van verskillende klanke om woorde te vorm). Leerders moet ook leer waar die klank-spelling-verhouding tussen die huistaal en die addisionele taal verskil. Die oe-klank in Afrikaans verteenwoordig byvoorbeeld ‘n ander klank in Engels, byvoorbeeld: Afrikaans: koek, Engels: goes. In Graad 1 is dit belangrik dat leerders ‘n sterk mondelinge grondslag in hul addisionele taal ontwikkel. Indien dit nie gebeur nie, sal hulle nie die dekodering in Graad 2 verstaan nie en gevolglik geen of gebrekkige begrip hê van wat hulle lees (barking at print). Dit sal tot die leerders se voordeel wees as hulle leer om die verskillende klanke in Afrikaans in Graad 1 te identifiseer (fonemiese / klankbewustheid). Dit word gedoen deur middel van liedjies en rympies wat hulle help om klanke te isoleer (byvoorbeeld: Jan Viljoen woon in ‘n skoen). Die onderwyser moet besef dat dit sy of haar rol is om mettertyd die verwantskap tussen klank-spelling-bewustheid in die addisionele taal op te bou, en nie op volkome akkuraatheid aan te dring nie. Die leer van klanke behoort regdeur die Grondslagfase aan die hand van kort, gereelde aktiwiteite plaas te vind. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Daaglikse / Weeklikse klanke-aktiwiteite Klanke behoort regdeur die Grondslagfase spesifieke aandag te geniet. ‘n Program word in die kurrikulum vir Eerste Addisionele Taal voorsien. In Graad 1 is die klem op die ontwikkeling van fonemiese / klankbewustheid. In Graad 2 en 3 bou die program voort op dit wat die leerders reeds in Huistaal gedoen het. Omdat die tyd vir die aanleer van klanke beperk is, word onderwysers aangemoedig om klanke by luister-, praat- en gedeelde leesaktiwiteite te integreer. 2.8.6 Woordherkenning Sigwoorde word geleer wanneer leerders die woorde herhaaldelik sien. Woorde wat gereeld in teks voorkom (hoëfrekwensie woorde) word ook so aangeleer. Hoe meer die leerders in hul addisionele taal lees, hoe meer sigwoorde word aangeleer. 2.8.7 Begrip Leerders is dikwels wel daartoe in staat om die woorde te dekodeer of te analiseer, maar hulle verstaan nie wat hulle lees nie. Dit lei tot die term “barking at print” wat deur sommige mense gebruik word. Die hoofrede waarom leerders nie verstaan wat hulle lees nie, is omdat hulle taalvaardighede swak ontwikkel is. Die nodige woordeskat en taal ontbreek om sin te maak uit dit wat gelees word. Daarom moet die leerders soveel moontlik aan Afrikaans op die regte vlak blootgestel word om woordeskat en taal te bevorder. Strategieë soos om, byvoorbeeld, ‘n “woordmuur” in die klaskamer op te bou, of om die leerders aan te moedig om persoonlike woordeboeke (woordeskatboeke) aan te hou, kan suksesvol gebruik word. ‘n Ander belangrike manier om die leerders se leesbegrip te ontwikkel, is om vrae te vra wat die leerders in staat stel om interaksie met die teks te hê. Die onderwyser begin met eenvoudige vrae, byvoorbeeld: “Wie het die pap geëet?”, “Wat het Gouelokkies geëet?” en “Waar het Gouelokkies geslaap?” Soos wat die leerders aan die vrae gewoond raak en die nodige taal ontwikkel om dit te beantwoord, kan meer komplekse vrae gevra word. Wanneer leerders in Graad 3 kom, behoort hulle hoekom-vrae, soos “Hoekom het Gouelokkies nie Pappa Beer se pap geëet nie?”, te kan beantwoord. Verdere inligting oor gedeelde lees, groepbegeleide lees, lees in pare en selfstandige lees, klanke, woordherkenning en begrip, kan in die Departement van Basiese Onderwys se handboek Teaching Reading in the Early Grades (2008) op www. education.gov.za verkry word. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 17 2.8.8 Skryfwerk Leerders leer die vaardighede ten opsigte van lettervorming en skryf in hul huistaal aan. Hierdie kennis kan vanaf die derde kwartaal van Graad 1 in Eerste Addisionele Taal toegepas word. Die skryfaktiwiteite in Graad 1 is eenvoudig omdat die leerders nog in hul huistaal op skryfwerk fokus. In Graad 2 word daar in Eerste Addisionele Taal meer klem op skryfwerk geplaas. Skryfwerk word met behulp van die onderwyser se leiding gedoen. Leerders skryf, byvoorbeeld, sinne met behulp van ‘n sinsraam, soos Ek hou van ______ / Ek hou nie van ______ nie. In Graad 3 word die skryfwerk meer uitdagend. Daar word van leerders verwag om ‘n eenvoudige stel reëls en ‘n persoonlike oorvertelling neer te skryf. Hulle skryf ook, met hulp van die onderwyser, ‘n eenvoudige storie tydens gedeelde skryfwerk. Baie van die skryfvaardighede word van die huistaal af oorgedra. Leerders leer byvoorbeeld hoe om ‘n teks, soos ‘n persoonlike oorvertelling, eers in hul huistaal te skryf voordat hulle hierdie kennis na die addisionele taal oordra. Net so leer die leerders om hul skryfwerk in die huistaal en later in die addisionele taal te beplan, te skryf en te hersien. 2.8.9 Taalstruktuur en -gebruik Die grondslag vir die ontwikkeling van taalvaardighede (luister, praat, lees en skryf) is kennis van die woordeskat en taalstruktuur van die addisionele taal. In Graad 1 is die woordeskat en taal wat aangeleer word terloops, met ander woorde deur middel van blootstelling aan die gesproke taal. In Graad 2 en 3 word woordeskat en taal ook deur die lees van Afrikaans aangeleer. In Graad 3 is daar spesifieke aktiwiteite wat op Taalstruktuur fokus. Woordeskatteikens word vir elke graad gestel en ‘n lys hoëfrekwensie woorde in Afrikaans word in Afdeling 3 van hierdie dokument voorsien. Onderwysers kan die volgende strategieë gebruik om leerders se woordeskat te ontwikkel: • Woordmure en etikette / kaartjies in die klaskamer • Woordeskatspeletjies, byvoorbeeld woordvasvrae • Selfstandige lees • Persoonlike woordeboeke / woordeskatboeke • Geïllustreerde kinderwoordeboeke (een- en tweetalig) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 3: OORSIG VAN DIE TAAL VAARDIGHEDE EN ONDERRIGPLANNE OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3 LUISTER EN PRAAT GRAAD 1 GRAAD 2 GRAAD 3 • Bou ‘n mondelinge woordeskat op deur gebruik te maak van temas wat deur die onderwyser gekies is, byvoorbeeld: Dinge wat ek kan doen; Die weer. • Bou verbandhoudende woordeskat op met betrekking tot vorms, grootte en rigting. • Reageer gepas op twee of meer eenvoudige mondelinge instruksies, byvoorbeeld: Plaas die rooi balle in die sak. • Reageer op groetvorme en rig ook eenvoudige versoeke, byvoorbeeld: Mag ek die klaskamer verlaat? • Memoriseer en dra aksierympies voor, asook eenvoudige gediggies en liedjies. • Speel eenvoudige taalspeletjes. • Luister na kort, eenvoudige stories wat vertel of voorgelees word en voer besprekings oor die prente. • Dramatiseer eenvoudige stories deur gedeeltes van die tekste te gebruik. • Reageer op eenvoudige vrae oor ‘n storie en gee kort antwoorde. • Identifiseer ‘n persoon, dier of voorwerp uit ‘n eenvoudige mondelinge beskrywing, byvoorbeeld om die beskrywing by die prent te pas. • Luister en reageer op eenvoudige vrae soos: Wat? Hoeveel? Wat is jou naam? • Gebruik kort frases om jouself op eenvoudige maniere uit te druk, byvoorbeeld: My naam is … • Gaan voort deur ‘n mondelinge woordeskat op te bou deur gebruik te maak van temas wat deur die onderwyser gekies is, byvoorbeeld: Gevoelens, Seisoene. • Bou verbandhoudende woordeskat op met betrekking tot tyd en volgorde. • Volg kort opmekaarvolgende instruksies, byvoorbeeld: Trek ‘n sirkel. Kleur dit rooi in. • Gee eenvoudige instruksies. • Verstaan deur te reageer op eenvoudige vrae soos: Watter? Wie se? Wie se boek is dit? • Vra eenvoudige formulerende vrae: Wat is jou naam? • Maak eenvoudige stellings en rig duidelike versoeke, byvoorbeeld: Mag ek uitgaan, asseblief? Ek voel siek. • Identifiseer ‘n voorwerp deur ‘n eenvoudige mondelinge beskrywing te gee. • Praat oor iets in ‘n prent. • Luister na stories en vertel hulle oor. • Beantwoord eenvoudige vrae oor die storie, byvoorbeeld: Wie het die pap geëet? • Dramatiseer eenvoudige stories deur gedeeltes van die tekste te gebruik. • Vertel die storie oor met die hulp van die onderwyser. • Vertel kort, eenvoudige, opeenvolgende gebeure of ondervindings oor. • Memoriseer en dra aksierympies, gediggies en liedjies voor. • Speel eenvoudige taalspeletjies. • Gaan voort deur ‘n mondelinge woordeskat op te bou deur gebruik te maak van temas wat deur die onderwyser gekies is, byvoorbeeld: Vind uit … • Bou verbandhoudende woordeskat op met betrekking tot vergelykings en beskrywings. • Luister na instruksies en reageer gepas. • Reageer op en stel versoeke • Praat oor ‘n prent of ’n foto. • Vra vir duidelikheid, byvoorbeeld: Ek verstaan nie. Herhaal dit asseblief. • Vertel gebeure in die regte volgorde oor. • Luister na stories en persoonlike vertellings en beantwoord begripsvrae. • Voorspel wat volgende gaan gebeur in ‘n storie of in ‘n persoonlike oorvertelling. • Druk gevoelens oor ‘n storie uit. • Vertel die storie oor. • Luister na niefiksie-tekste (feitelike oorvertellings, prosedures of ’n inligtingsverslag) en beantwoord dan begripsvrae. • Gee, met hulp van die onderwyser, ‘n eenvoudige opsomming van niefiksie-tekste. • Neem aan ‘n kort gesprek oor ‘n bekende onderwerp deel. • Verstaan en reageer op vrae soos Wanneer? Wie? Waarom het die huis omgeval? • Dra ‘n gediggie of rympie voor. Sing ‘n liedjie (met meegaande aksies). • Speel taalspeletjies. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 19 OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3 KLANKE GRAAD 1 GRAAD 2 GRAAD 3 • Ontwikkel klankbewustheid in die Eerste Addisionele Taal deur middel van rympies en liedjies, byvoorbeeld: San sit op die mat. Sy speel gou met die kat. • Identifiseer sommige rymwoorde. • Herken beginklanke in bekende woorde, byvoorbeeld k in kat. • Kan mondelinge sinne in woorde verdeel. Klap en sê die woorde. • Verdeel meerlettergrepige woorde in lettergrepe. Klap en sê die woorde. • Onderskei tussen die aanvangsklank en die res van die lettergreep in eenvoudige woorde soos k-at, m-at, l-at. • Herken meervoude mondeling (s en e). Fonemiese bewustheid • Onderskei mondeling tussen klanke wat dikwels verwarrend kan wees, byvoorbeeld: mier, muur Klanke • Identifiseer letter-klank￾verhoudings van alle enkelklanke - begin met dié wat dieselfde in die huistaal en die addisionele taal is. • Identifiseer letter-klank￾verhoudings wat verskil van dié in die huistaal. • Bou en breek woorde op met 3-letterklanke, byvoorbeeld: k-a-t, k-at, kat; p-e-n, p-en, pen. • Herken algemene eindklanke in byvoorbeeld meervoude en verkleiningsuitgange. • Groepeer algemene woorde in woordgroepe, byvoorbeeld kos, los, pos, kat, mat, lat. • Herken algemene konsonant￾tweeklanke aan die begin en einde van woorde, byvoorbeeld dr-om, dr-oom, t-a-nd, n-aa-ld. • Bou en breek woorde op wat begin met algemene konsonant￾tweeklanke, soos st-aan, kr-o-m. • Herken 3 vokaal-tweeklanke soos in b-oo-t, l-ee-r, m-uu-r. • Identifiseer letter-klank￾verhoudings van alle enkelklanke in die huistaal en die addisionele taal en is ook bewus van enige verskille. • Herken konsonanttweeklanke aan die begin en einde van woorde, byvoorbeeld st-, dr-, sm-, -d, -ld, -rg. • Herken ten minste 10 diftonge, byvoorbeeld: eeu, aai, ooi, oei. • Herken klanke wat uit twee vokale bestaan, byvoorbeeld: ei, eu, ou. • Herken die e wat soos ‘n i klink, soos in water, later. • Herken die d wat soos t (brood, bed) klink. • Bou en breek woorde op deur gebruik te maak van konsonanttweeklanke, byvoorbeeld dr-i-nk. • Herken bekende rymwoorde, byvoorbeeld kom, som, dom. • Herken meer komplekse woordgroepe, byvoorbeeld spr-ing, spr-eek. • Herken en gebruik agtervoegsels. • Bou woorde met reeds aangeleerde klanke en klank hulle. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3 LEES EN KYK GRAAD 1 GRAAD 2 GRAAD 3 Omgewingsgedrukte media • Lees eenvoudige etikette (Eerste Addisionele en Huistaal) uit jou onmiddellike omgewing, byvoorbeeld deur, venster, kas, skryfbord, ens. Ontluikende / Vormende lees • Kennis en vaardighede wat in die huistaal opgedoen is, word nou op die addisionele taal oorgedra, byvoorbeeld soos die hantering van boeke en basiese beginsels van skryf (links na regs, bo na onder). • Herken ‘n paar hoëfrekwensie sigwoorde (is, was, sy, hy). Gedeelde lees as ‘n klas saam met die onderwyser • Luister na eenvoudige, Grootboek niefiksie-tekste of stories. Die onderwyser maak van Grootboeke of prente gebruik. • Praat oor die illustrasies in die Grootboek of in die prente. Die huistaal kan gebruik word waar nodig. • Leer sekere mondelinge woordeskat uit die prente in Eerste Addisionele Taal. • Beantwoord eenvoudige mondelinge vrae oor die storie. • Na herhaalde voorlesings kan leerders saam lees waar moontlik. • Deur blootstelling aan tekste, kan die leerder ‘n hoëfrekwensie sigwoordeskat ontwikkel (die, en, hy, sy, ons, julle, hulle, kan). • Dramatiseer die storie. Gedeelde lees • Lees ‘n kort geskrewe teks saam met die onderwyser (fiksie of niefiksie) deur van Grootboeke en vergrote tekste gebruik te maak. Gebruik die prente om woordeskat uit te brei en die titel om voorspellings te doen. Beantwoord kort mondelinge vrae oor die teks. • Kry betekenis uit ‘n kort geskrewe teks met prente, deur die prente in logiese volgorde te rangskik of om onderskrifte by prente te pas. • Verbind eie ervarings aan die teks wat deur die onderwyser gelees word. • Vertel ‘n gedeelte van die storie oor of maak ‘n opsomming van ‘n niefiksie-teks (2 - 3 sinne) met hulp van die onderwyser. Groepbegeleide lees • Lees hardop uit eie boek gedurende groepbegeleide lees saam met die onderwyser (die groep lees dieselfde teks). • Gebruik die leesstrategieë wat in die huistaal aangeleer is om betekenis uit ‘n teks te kry. Leerders begin hulself moniteer betreffende klanke, kontekstuele leidrade, struktuuranalise en sigwoorde. • Gebruik diagramme en illustrasies om die teks te verstaan. • Lees toenemend vlot en ekspressief. • Toon begrip vir punktuasie tydens hardoplees. Omgewingsgedrukte media • Lees eenvoudige plakkate of opskrifte van plakkate in die omgewing. Gedeelde lees • Lees fiksie- en niefiksie-tekste saam met die onderwyser. Gebruik die illustrasies om woordeskatontwikkeling te ondersteun. • Beantwoord eenvoudige vrae wat die begrip van die teks ondersteun. • Vertel oor en rangskik gebeure in die storie in ‘n logiese volgorde. • Gee ‘n opsomming oor ‘n niefiksie￾teks, byvoorbeeld: ‘n feitelike vertelling. Groepbegeleide lees • Lees stil asook hardop tydens begeleide lees, d.w.s die hele groep lees dieselfde teks saam met die onderwyser. • Gebruik die leesstrategieë wat in die huistaal aangeleer is om betekenis uit ‘n teks te kry. Leerders begin hulself moniteer betreffende klanke, kontekstuele leidrade, struktuuranalise en sigwoorde. • Gebruik diagramme en illustrasies vir toenemende begrip. • Lees hardop met toenemende vlotheid, spoed en uitdrukking. • Toon begrip vir punktuasie tydens hardoplees deur die stemtoon voortdurend te verander sodat dit die teks kan pas. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 21 OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3 • Teken prente om die hoofgedagte van die storie weer te gee. • Gaan voort om ‘n sigwoordeskat op te bou. Lees in pare / Selfstandige lees • Lees eie skryfwerk en dié van ander. • Lees selfstandig boeke wat tydens gedeelde lees gelees is, eenvoudige prentverhale en ander boeke wat in die leeshoekie voorkom. • Gebruik geïllustreerde woordeboeke vir jong leerders om die betekenis van onbekende woorde na te slaan. • Gebruik selfkorrigeringstrategieë tydens lees. Lees in pare / Selfstandige lees • Lees eie skryfwerk en die van ander. • Lees hardop vir ‘n maat. • Lees selfstandig eenvoudige fiksie en niefiksie, boeke uit verskillende kulture, boeke wat tydens gedeelde lees gebruik is, tydskrifte en prentverhale. • Gebruik geïllustreerde woordeboeke vir jong leerders om die betekenis van onbekende woorde na te slaan. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3 SKRYF GRAAD 1 GRAAD 2 GRAAD 3 • Maak gebruik van skryfvaardighede wat reeds in die huistaal aangeleer is. • Teken, met hulp van die onderwyser, prente en skryf gepaste byskrifte. Lees die byskrifte. • Skryf eenvoudige lyste, byvoorbeeld ‘n inkopielys. • Gebruik skryfvaardighede wat reeds in die huistaal aangeleer is. • Skryf lyste met opskrifte • Kies ‘n onderskrif en skryf dit oor by ‘n prent waarby dit die beste pas. • Skryf, met hulp, ‘n onderskrif vir ‘n prent, byvoorbeeld Die rooi motor is groot. Lees wat geskryf is. • Voltooi sinne deur die gepaste, ontbrekende woord in te vul. • Skryf sinne deur ‘n skryfraam te gebruik, byvoorbeeld: Ek hou van … Ek hou nie van … nie. • Skryf sinne deur gebruik te maak van letters en eenvoudige sigwoorde wat reeds aangeleer is. • Skryf bekende woorde en sinne neer wat deur die onderwyser gedikteer word. • Orden sinne om 'n paragraaf te vorm. Skryf dit oor. • Skryf ‘n paragraaf van omtrent 3 sinne oor ‘n bekende onderwerp. • Skryf kort, eenvoudige tekste wat reeds in die huistaal aangeleer is, byvoorbeeld ‘n boodskap op ‘n beterskapkaartjie. • Gebruik vaardighede wat in die huistaal aangeleer is om inligting in ‘n eenvoudige grafiekvorm, byvoorbeeld ‘n tabel of ‘n tydlyn, te organiseer. • Gebruik, met hulp, selfstandige naamwoorde en voornaamwoorde op die korrekte wyse. • Gebruik skryfvaardighede wat reeds in die huistaal aangeleer is. • Skryf meer komplekse lyste met opskrifte, byvoorbeeld: insekte: miere, bye, skoenlappers. • Skryf sinne wat deur die onderwyser dikteer word. • Skryf eenvoudige tekste soos uitnodigings of verjaardagkaarte. • Skryf, met hulp, ‘n persoonlike vertelling van jou ervarings deur van ‘n raamwerk gebruik te maak (Gister het ek … en toe … Daarna … Uiteindelik het ...) • Skryf, met hulp, ‘n lys met instruksies, byvoorbeeld ’n resep. • Skryf saam met die onderwyser ‘n eenvoudige storie op die skryfbord en leerders skryf dit oor (gedeelde skryf). • Organiseer inligting in ‘n tabel of op ‘n staafgrafiek. • Skryf sinne oor ‘n bekende onderwerp (6 - 8 sinne, een of twee paragrawe). • Gebruik die skryfproses (beplan, skryf, redigeer, bied aan). • Gebruik leestekens korrek (byvoorbeeld hoofletters, punte, kommas, vraagtekens, uitroeptekens, aanhalingstekens, afkappingstekens). • Spel algemene woorde korrek, en probeer onbekende woorde reg spel deur bestaande klankkennis te gebruik. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 23 OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3 • Skryf, met hulp, eenvoudige voorbeelde van die teenwoordige en verlede tyd. • Vorm met die onderwyser se hulp meervoude van bekende selfstandige naamwoorde. • Spel algemene woorde korrek deur van ‘n kinderwoordeboek gebruik te maak. • Gebruik hoofletters en punte wat reeds in die huistaal geleer is. • Skep eie woordbank en persoonlike woordeboek. • Gebruik die teenwoordige, toekomende en verlede tyd met toenemende akkuraatheid. • Gebruik voorsetsels, selfstandige naamwoorde, werkwoorde en voornaamwoorde met toenemende akkuraatheid. • Skep eie woordbank en persoonlike woordeboek. • Gebruik een- en tweetalige kinderwoordeboeke. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TAALSTRUKTUUR EN -GEBRUIK GRAAD 1 GRAAD 2 GRAAD 3 • Toon begrip en die vermoë om taalstrukture binne die konteks van betekenisvolle gesproke taal te ontwikkel. • Verstaan ontkenningsvorme, byvoorbeeld: Moenie hardloop nie. • Verstaan en gebruik sinne in die teenwoordige tyd, byvoorbeeld: Sy hou van skool. • Verstaan vraagsinne, byvoorbeeld: Wat? Hoe? Hoeveel? • Verstaan en gebruik persoonlike voornaamwoorde (ek, jy, ons, hulle). • Verstaan en gebruik modale hulpwerkwoorde (mag, kan), byvoorbeeld: Ek kan spring. Mag ek die kamer verlaat? • Verstaan en gebruik sinne in die negatiewe vorme, byvoorbeeld: Sy lees nie. Sy kan nie spring nie. • Herken en gebruik meervoudsvorme van selfstandige naamwoorde, byvoorbeeld: boek / boeke. • Verstaan en gebruik besitlike voornaamwoorde, byvoorbeeld: myne, syne, hare. • Verstaan en gebruik voorsetsels, byvoorbeeld: op, in, uit, langs. • Verstaan en gebruik byvoeglike naamwoorde byvoorbeeld: gelukkig, hartseer, en bywoorde, byvoorbeeld: vinnig, stadig. • Verstaan en gebruik 700 - 1 000 woorde aan die einde van Graad 1. • Toon begrip en die vermoë om taalstrukture binne die konteks van betekenisvolle gesproke en geskrewe taal, te ontwikkel. • Gebruik sommige grammatikale vorme waaraan die leerders in Graad 1 blootgestel was byvoorbeeld die teenwoordige tyd, modale werkwoorde, negatiewe vorme, meervoude, voornaamwoorde, voorsetsels, byvoeglike naamwoorde en werkwoorde. • Verstaan en gebruik die verlede tyd, byvoorbeeld: Ek het my gesig gewas. • Verstaan en gebruik tydlyne, byvoorbeeld: Eers … en toe … (volgende). Daarna … • Verstaan en gebruik vraagsinne, byvoorbeeld: Wanneer het jy …? • Verstaan en gebruik voornaamwoorde, byvoorbeeld: my, haar, hy. • Begryp en gebruik ‘n groter verskeidenheid byvoeglike naamwoorde en werkwoorde. • Begin gebruik die koppelwerkwood is, byvoorbeeld: Sy is gelukkig. • Verstaan en gebruik 1 000 - 2 000 woorde aan die einde van Graad 2. • Toon begrip en die vermoë om taalstrukture binne die konteks van betekenisvolle, gesproke en geskrewe taal te ontwikkel. • Gebruik die teenwoordige tyd, verlede tyd en die toekomstige tyd. • Verstaan en gebruik selfstandige naamwoorde, soos boeke, suiker, sand. • Gebruik die lidwoorde ’n en die saam met die selfstandige naamwoord. • Gebruik besitlike voornaamwoorde, byvoorbeeld: Die man was sy gesig. • Verstaan en gebruik trappe van vergelyking, byvoorbeeld: vinnig, vinniger, die vinnigste. • Verstaan en gebruik aanwysende voornaamwoorde, byvoorbeeld: hierdie, daardie, die, dit. • Gebruik ‘n verskeidenheid vraagsinne, byvoorbeeld: Watter? Waarom? • Verstaan en gebruik 1 500 - 2 500 woorde aan die einde van Graad 3. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 25 3.1 Graad 1 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1 VEREISTES PER KWARTAAL KWARTAAL 1 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD 1 uur 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Week 1 - 5 Onderwysers behoort twee temas te kies wat hulle in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwiteite te dek. Let daarop dat die voorgestelde temas / onderwerpe slegs voorstelle is. Onderwysers kan hul eie geskikte temas kies. Dit sal van die konteks en die beskikbare hulpmiddels afhang. Hulle moet seker maak dat hulle die nodige Grootboeke, plakkate, rympies, liedjies, speletjies en regte voorwerpe beskikbaar het vir die tema wat hulle gekies het. Indien moontlik, probeer al die aktiwiteite meer as een keer dek. Onderwysers moet ook die leerders assesseer deur van die aanbevole informele assesseringsaktiwiteite vir week 1 - 5 gebruik te maak. Week 6 - 10 Onderwysers moet twee nuwe temas kies wat voortbou op die werk wat in die eerste vyf weke gedoen is. Die temas behoort hulle geleentheid te gee om nuwe woordeskat bekend te stel en dit wat reeds onderrig is, te konsolideer, asook om eenvoudige basiese taalstrukture voortdurend te herhaal as hy of sy met die leerders in die Eerste Addisionele Taal kommunikeer. Onderwysers moet al die aktiwiteite meer as een keer probeer gebruik. Hulle behoort ook die leerders te assesseer deur van die aanbevole informele assesseringsaktiwiteite vir Week 6 - 10 gebruik te maak. Die formele assesseringsaktiwiteit word aan die einde van die kwartaal gedoen. Daaglikse aktiwiteite (1 uur per week) Een of meer van die volgende aktiwiteite moet elke dag gedoen word: • Begin ‘n mondelinge woordeskat (luister en praat) ontwikkel deur van temas, byvoorbeeld: My klere, gebruik te maak. • Reageer op eenvoudige groetvorme deur frases te gebruik, byvoorbeeld: Goeie môre. Hoe gaan dit? Dit gaan goed met my. • Rig eenvoudige versoeke, byvoorbeeld: Mag ek asseblief toilet toe gaan? • Wys na voorwerpe in die klaskamer of op prente in opdrag van die onderwyser se instruksies, byvoorbeeld: Wys vir my die meisie wat ‘n rooi rok aanhet. • Benoem sommige voorwerpe in die klaskamer na aanleiding van die onderwyser se vrae, byvoorbeeld: Wat is dit? ’n Hoed. • Reageer op eenvoudige mondelinge instruksies, byvoorbeeld: Trek jou trui uit. • Reageer op eenvoudige vrae, byvoorbeeld: Watter kleur is die trui? Rooi. • Verstaan en gebruik eenvoudige taalstrukture in konteks, soos die meervoudsvorm van naamwoorde wat getel kan word, byvoorbeeld: Een sokkie, twee sokkies. • Sing eenvoudige liedjies en voer die aksies uit, byvoorbeeld: Dit is hoe ek my trui aantrek, trui aantrek, trui aantrek … • Neem aan aksieliedjies en rympies deel en voer bewegings uit, byvoorbeeld: Hier is Oupa se bril, Hier is Oupa se hoed. • Speel taalspeletjies. Die onderwyser steek ‘n hoed in die klaskamer weg en vra dan vrae soos: Waar is die hoed? Is dit onder die bank? Is dit in die kas? AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Aktiwiteite wat op luister en praat gefokus is (15 minute twee maal per week) Luister na stories wat vertel of gelees word. Die onderwyser moet twee maal per week ‘n storie lees of vertel. Stories wat vertel word, kan met behulp van gebare en ander toneelrekwisiete, byvoorbeeld maskers, gedramatiseer word. ’n Grootboek of geïllustreerde plakkaat (waar al die leerders die prent kan sien) word gebruik vir stories wat gelees word. • Luister met genot na kort fiksie- en niefiksie-tekste wat uit ‘n Grootboek of ‘n geïllustreerde plakkaat vertel of gelees word, en neem deel aan refreine op gepaste tye, byvoorbeeld: Jan Viljoen woon in ’n skoen. • Verstaan en reageer op eenvoudige vrae, byvoorbeeld: Watter kleur is die skoen? en instruksies, byvoorbeeld: Wys my Jan Viljoen se skoen. • Noem van die dinge in ‘n prent as reaksie op die onderwyser se vrae, byvoorbeeld: Wie is dit? Dit is Jan Viljoen. Die ontwikkeling van begrippe, woordeskat en taalstrukture Deur aan die bostaande aktiwiteite deel te neem, word … • mondelinge woordeskat (insluitend begripswoordeskat, byvoorbeeld kleure, blou, rooi, groen) voortdurend opgebou; en • die begrip en vermoë om eenvoudige taalstrukture te gebruik (byvoorbeeld bevele, soos Trek jou trui uit, besitlike voornaamwoorde soos my trui en die meervoudsvorm van naamwoorde wat getel kan word, soos een sokkie, twee sokkies) ontwikkel. Assessering Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) Week 1 - 5 • Reageer op eenvoudige mondelinge instruksies. • Wys na voorwerpe in die klaskamer, of op prente in opdrag van die onderwyser se instruksies. Week 6 - 10 • Noem sommige voorwerpe in ‘n prent of in die klaskamer. • Reageer op eenvoudige vrae. Voorgestelde formele assesseringsaktiwiteit 1 Luister en praat (mondeling en / of prakties) • Reageer op eenvoudige vrae. • Demonstreer begrip van basiese woordeskat deur na sommige voorwerpe in die klaskamer, of op ‘n prent in opdrag van die onderwyser te wys, byvoorbeeld: Wys vir my die rooi / geel / blou / groen trui / sokkies / hemp. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 27 GRAAD 1: KWARTAAL 1 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 30 minute Maksimum tyd: 1 uur 15 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Klanke / klankbewustheidsaktiwiteite (1 - 5 minute per aktiwiteit) Hierdie aktiwiteit moet baie vlugtig gedoen word en met luister en praat en gedeelde leesaktiwiteite geïntegreer word. • Breek mondelinge sinne in woorde op deur op elke woord te klap, byvoorbeeld sinne uit die storie. • Identifiseer met behulp van die onderwyser woorde wat in stories, liedjies en rympies rym, byvoorbeeld: My twee ogies kan sien. My twee handjies kan dien. • Identifiseer verskillende beginklanke in woorde, byvoorbeeld: h in hoed, s in sak. Ontluikende / Vormende lees (5 - 10 minute een of twee keer per kwartaal) Daar moet ‘n permanente uitstalling in die klaskamer van plakkate en ander verpakkingsmedia wees wat in die mark en omgewing beskikbaar is. Indien daar op uitstappies gegaan word, moet die onderwyser die leerders van gedrukte teks uit die omgewing bewus maak. • Herken algemene woorde uit die alledaagse omgewing, byvoorbeeld oop / toe, in / uit. • Ontwikkel ontluikende lees, byvoorbeeld die konsep van teks deur die gedeelde leesaktiwiteite. Gedeelde lees (minimum 30 minute en maksimum 1 uur en 15 minute per week) As die onderwyser die maksimum tyd vir Eerste Addisionele Taal gebruik, moet sy / hy ‘n groot boek of plakkaat (of enige ander vorm van vergrote teks) elke week bekendstel en elke dag die aktiwiteit doen. As die onderwyser die minimum tyd vir Eerste Addisionele Taal gebruik, moet sy / hy dieselfde teks oor 2 tot 3 weke versprei en die aktiwiteit een of twee maal per week doen. Die onderwyser lees die teks vir die hele klas, wys na die woorde en bespreek die prente en die storielyn. Sy lees dit weer gedurende die week en moedig die leerders aan om mee te doen. Die teks word gebruik om nuwe woordeskat bekend te stel. • Luister na, volg die storie of niefiksie-teks en kyk saam met die onderwyser na die prente. • Praat oor die prente en gebruik die huistaal waar nodig. • Identifiseer voorwerpe in die storie. (Wys vir my die ou man. Wys na die hond.) • Beantwoord eenvoudige vrae met behulp van die prente. (Waar is die hoed?) • Leer mondelinge woordeskat aan, byvoorbeeld hoed, oud, man, wind. • Na herhaalde lees, neem op gepaste tye aan refreine deel, byvoorbeeld: Sjj, sjj waai die wind. • Dramatiseer die stories deur gedeeltes van die teks te gebruik. • Teken ‘n prent wat die hoofgedagte van die storie weergee. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Assessering Voorstelle vir informele assesseringsaktiwiteite Fonologiese en fonemiese bewustheid (mondeling en / of prakties) • Begin verskillende beginklanke in woorde identifiseer. • Identifiseer woorde wat in stories, liedjies en rympies rym. Lees (mondeling en / of prakties) • Identifiseer sommige mense, diere en voorwerpe in die illustrasies wat in die Grootboek (of enige ander vergrote teks) voorkom. • Beantwoord eenvoudige vrae oor die storie of niefiksie-teks. • Teken ‘n prent wat die hoofgedagte van die storie of niefiksie-teks weergee. Formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties) • Beantwoord eenvoudige vrae oor die storie of niefiksie-teks. • Demonstreer - in opdrag van die onderwyser - begrip van die woordeskat in die storie deur na die voorwerpe in prente te wys, byvoorbeeld: Wys vir my die ou man se hoed / stok / jas. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 29 GRAAD 1: KWARTAAL 1 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: Geen Maksimum tyd: 15 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Gedeelde skryf (maksimum tyd - een maal per week) Die onderwyser moet bystand verleen met vroeë skryfaktiwiteite in die Eerste Addisionele Taal. • Skryf, met behulp van die onderwyser, ‘n onderskrif vir sy of haar tekening, en lees terug wat geskryf is. Assessering Voorstel vir informele assesseringsaktiwiteite Skrif (Geskrewe) • Skryf ‘n onderskrif vir sy of haar tekening en lees terug wat geskryf is. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 2 LUISTER EN PRAAT(MONDELING) VOORGESTELDE KONTAKTYD 1 uur 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Week 1 - 5 Onderwysers moet twee temas kies wat hulle in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwiteite te dek. Let daarop dat die voorgestelde temas / onderwerpe slegs voorstelle is. Onderwysers kan hul eie temas kies. Dit sal van die konteks en die beskikbare hulpmiddels afhang. Hulle moet seker maak dat hulle die nodige Grootboeke / plakkate, rympies, liedjies, speletjies en voorwerpe beskikbaar het vir die tema wat hulle gekies het. Indien moontlik probeer al die aktiwiteite meer as een keer dek. Onderwysers moet die leerders assesseer deur van die aanbevole informele assesseringsaktiwiteite vir week 1 - 5 gebruik te maak. Week 6 - 10 Onderwysers moet twee nuwe temas kies wat voortbou op die werk wat in die eerste vyf weke gedoen is. Die temas behoort hulle geleentheid te gee om nuwe woordeskat bekend te stel en dit wat reeds onderrig is, te konsolideer, asook om eenvoudige basiese taalstrukture voortdurend te herhaal as hy of sy met die leerders in die Eerste Addisionele Taal kommunikeer. Onderwysers moet al die aktiwiteite meer as een keer probeer doen. Hulle behoort ook die leerders te assesseer deur van die aanbevole informele assesseringaktiwiteite vir Week 6 - 10 gebruik te maak. Die formele assesseringsaktiwiteit word aan die einde van die kwartaal gedoen. Daaglikse aktiwiteite (1 uur per week) Een of meer van die volgende aktiwiteite moet elke dag gedoen word, afhangend van die tyd wat beskikbaar is: • Begin mondelinge woordeskat (luister en praat) ontwikkel deur van temas, byvoorbeeld Voedsel, gebruik te maak. • Reageer op eenvoudige groetvorme deur frases te gebruik, byvoorbeeld: Goeie môre. Hoe gaan dit? Dit gaan goed met my. • Rig eenvoudige versoeke, byvoorbeeld: Mag ek asseblief ‘n appel kry? • Wys na voorwerpe in die klaskamer of op prente, in opdrag van die onderwyser se instruksies, byvoorbeeld: Wys vir my die appel / piesang / lemoen. • Benoem sommige voorwerpe in die klaskamer na aanleiding van die onderwyser se vrae, byvoorbeeld: Wat is dit? ’n Appel. • Reageer op eenvoudige, mondelinge instruksies, byvoorbeeld: Neem die appel. Sit dit op die tafel. • Reageer op eenvoudige vrae, byvoorbeeld: Hoeveel lemoene is daar? Twee. • Begin eenvoudige taalstrukture in konteks verstaan, soos die gebruik van die teenwoordige tyd, byvoorbeeld: Ek hou van appels. Ek hou nie van lemoene nie. • Sing eenvoudige liedjies en voer die aksies uit, byvoorbeeld: Dis hoe ek my appel eet, appel eet, appel eet … • Neem aan aksieliedjies en rympies deel en voer bewegings uit, byvoorbeeld: Stop, sê die rooi lig ... • Speel taalspeletjies, byvoorbeeld: Raai, Raai. Een leerling tel ‘n kaartjie op en die ander moet raai watter soort kos op die prentjie is. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 31 Aktiwiteite wat op luister en praat gefokus is (15 minute twee maal per week) Luister na stories wat vertel of gelees word. Die onderwyser moet twee maal per week ‘n storie lees of vertel. Stories wat vertel word, kan met behulp van gebare en ander toneelrekwisiete, byvoorbeeld maskers, gedramatiseer word. ’n Grootboek of geïllustreerde plakkaat (waarop al die leerders die prent kan sien) word gebruik vir stories wat gelees word. • Luister met genot na kort fiksie- en niefiksie-tekste wat uit ‘n Grootboek of ‘n geïllustreerde plakkaat vertel of gelees word, byvoorbeeld: Die honger ruspe, en neem op gepaste tye aan refreine deel. • Verstaan en reageer op eenvoudige vrae, byvoorbeeld: Hoeveel aarbeie is daar? en instruksies, byvoorbeeld: Wys vir my die aarbeie. • Noem van die dinge in ‘n prent as reaksie op die onderwyser se vrae, byvoorbeeld: Wat is dit? Dit is ‘n aarbei. Die ontwikkeling van begrippe, woordeskat en taalstrukture Deur aan die bostaande aktiwiteite deel te neem, word … • mondelinge woordeskat (insluitend begripswoordeskat soos volgorde - dae van die week) voortdurend aangeleer; en • die begrip van en vermoë om eenvoudige taalstrukture in konteks van die gesproke taal te gebruik, byvoorbeeld teenwoordige tyd - Ek hou van appels, asook die negatiewe vorm - Ek hou nie van piesangs nie, aangeleer. Assessering Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) week 1 - 5 • Noem voorwerpe in ‘n prent of die klaskamer wat op die tema betrekking het. • Reageer op eenvoudige vrae. week 6 - 10 • Reageer op eenvoudige vrae. • Gebruik kort frases om hom- / haarself uit te druk, byvoorbeeld: Ek hou van appels. Ek hou nie van piesangs nie. Voorgestelde formele assesseringsaktiwiteit 2 Luister en praat (mondeling en / of prakties) • Reageer op eenvoudige vrae. • Gebruik kort frases om hom- / haarself uit te druk, byvoorbeeld: Ek hou van appels. Ek hou nie van pere nie. • Demonstreer, in opdrag van die onderwyser, begrip van basiese mondelinge woordeskat deur na sommige voorwerpe in die klaskamer of op ‘n prent te wys, byvoorbeeld: Wys vir my die appel / peer / lemoen. Teken drie lemoene / vyf piesangs. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 2 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 30 minute Maksimum tyd: 1 uur 15 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Klanke en fonemiese bewustheid (1 - 5 minute per aktiwiteit) Hierdie aktiwiteit moet baie vlugtig gedoen word en met luister en praat, en gedeelde leesaktiwiteite geïntegreer word. • Breek sinne in woorde op deur op elke woord te klap, byvoorbeeld sinne uit die storie. • Klap op die lettergrepe van bekende woorde, byvoorbeeld: skoen - lap - per. • Identifiseer, met hulp van die onderwyser, woorde wat in stories, liedjies en rympies rym, byvoorbeeld luister en fluister. • Identifiseer verskillende beginklanke in woorde, byvoorbeeld: p in piesang, l in lemoen. Ontluikende / Vormende lees (5 - 10 minute een of twee keer per kwartaal) Daar moet ‘n permanente uitstalling in die klaskamer van plakkate en ander verpakkingsmedia wees wat in die mark en die omgewing beskikbaar is. Indien daar op uitstappies gegaan word, moet die onderwyser die leerders van gedrukte teks uit die omgewing bewus maak. • Herken algemene woorde uit die alledaagse omgewing, byvoorbeeld SPAR, Cell C. • Ontwikkel ontluikende lees, byvoorbeeld die konsep van teks deur die gedeelde leesaktiwiteit. Gedeelde lees (minimum 30 minute en maksimum 1 uur en 15 minute per week) As die onderwyser die maksimum tyd vir Eerste Addisionele Taal gebruik, moet hy of sy elke week ‘n Grootboek of plakkaat (of enige ander vorm van vergrote teks) bekend stel en die aktiwiteit elke dag doen. As die onderwyser die minimum tyd vir Eerste Addisionele Taal gebruik, moet sy of hy dieselfde teks oor 2 of 3 weke versprei en die aktiwiteit een of twee maal per week doen. Die onderwyser lees die teks vir die hele klas, wys na die woorde en bespreek die prente en storielyn. Lees dit weer gedurende die week en moedig die leerders aan om mee te doen. Die teks word gebruik om nuwe woordeskat bekend te stel. • Luister na, volg die storie of niefiksie-teks en kyk saam met die onderwyser na die prente. • Praat oor die prente en gebruik die huistaal indien dit nodig is. • Identifiseer voorwerpe in die storie, byvoorbeeld: Wys vir my die jellie. Wys na die roomys. • Beantwoord eenvoudige vrae met behulp van die prente, byvoorbeeld: Waar is die koek? • Leer mondelinge woordeskat aan, byvoorbeeld: jellie, roomys, koek. • Na herhaalde lees, neem op gepaste tye aan refreine deel. • Dramatiseer die storie deur gedeeltes van die teks te gebruik. • Teken ‘n prent wat die hoofgedagte van die storie weergee. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 33 Assessering Voorstelle vir informele assesseringsaktiwiteite Fonologiese en fonemiese bewustheid (mondeling en / of prakties) • Begin verskillende beginklanke in woorde identifiseer. • Klap op die lettergrepe in bekende woorde. Lees (mondeling en / of prakties) • Identifiseer sommige mense, diere en voorwerpe in die illustrasies wat in die Grootboek voorkom. • Beantwoord eenvoudige vrae oor die storie of niefiksie-teks. • Teken ‘n prent wat die hoofgedagte van die storie of niefiksie-teks weergee. Voorgestelde formele assesseringsaktiwiteit 2 Lees (mondeling en / of prakties) • Klap op die lettergrepe van bekende woorde. • Beantwoord eenvoudige vrae oor die storie of niefiksie-teks; en • Demonstreer - in opdrag van die onderwyser - dat die woordeskat in die storie verstaan word deur na die voorwerpe op prente te wys, byvoorbeeld: Wys vir my die jellie / koek / beskuit. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 2 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: Geen Maksimum tyd: 15 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Gedeelde skryf (maksimum tyd: een maal per week) Die onderwyser moet in die Eerste Addisionele Taal bystand verleen met vroeë skryfaktiwiteite. • Skryf, met hulp van die onderwyser, ‘n onderskrif vir sy of haar tekening en lees terug wat geskryf is. Assessering Voorstel vir informele assesseringsaktiwiteite Skryf (geskrewe) • Skryf ‘n onderskrif vir sy of haar tekening en lees terug wat geskryf is. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 35 GRAAD 1: KWARTAAL 3 LUISTER EN PRAAT(MONDELING) VOORGESTELDE KONTAKTYD 1 uur 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Week 1 - 5 Onderwysers moet twee temas kies wat hulle in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwiteite te dek. Let daarop dat die voorgestelde temas / onderwerpe slegs voorstelle is. Onderwysers kan hulle eie geskikte temas kies. Dit sal van die konteks en die beskikbare hulpbronne afhang. Hulle moet seker maak dat hulle die nodige Grootboeke, plakkate, rympies, liedjies, speletjies en regte voorwerpe beskikbaar het vir die tema wat hulle gekies het. Indien moontlik, probeer al die aktiwiteite meer as een keer dek. Onderwysers moet ook die leerders assesseer deur van die aanbevole informele assesseringsaktiwiteite vir week 1 - 5 gebruik te maak. Week 6 - 10 Onderwysers moet twee nuwe temas kies wat voortbou op die werk wat in die eerste vyf weke gedoen is. Die temas behoort hulle geleentheid te gee om nuwe woordeskat bekend te stel en dit wat reeds onderrig is, te konsolideer, asook om eenvoudige basiese taalstrukture voortdurend te herhaal as hy of sy met die leerders in die Eerste Addisionele Taal kommunikeer. Onderwysers moet al die aktiwiteite meer as een keer probeer gebruik. Hulle behoort ook die leerders te assesseer deur van die aanbevole informele assesseringsaktiwiteite vir week 6 - 10 gebruik te maak. Die formele assesseringsaktiwiteit word aan die einde van die kwartaal gedoen. Daaglikse aktiwiteite (1 uur per week) Verskeie van die volgende aktiwiteite moet elke dag gedoen word, afhangend van die tyd wat beskikbaar is: • Begin ‘n mondelinge woordeskat (luister en praat) ontwikkel deur van temas, byvoorbeeld Diere, gebruik te maak. • Reageer op eenvoudige groetvorme deur frases te gebruik, byvoorbeeld: Totsiens. Sien jou môre. • Rig eenvoudige versoeke, byvoorbeeld: Mag ek asseblief ‘n potlood kry? • Wys na voorwerpe in die klaskamer of op prente in opdrag van die onderwyser, byvoorbeeld: Wys vir my die koei. • Noem sommige voorwerpe in die klaskamer na aanleiding van die onderwyser se vrae, byvoorbeeld: Wat is dit? ‘n Skaap. • Reageer op eenvoudige mondelinge instruksies, byvoorbeeld: Teken ’n kat. • Reageer op eenvoudige vrae, byvoorbeeld: Watter kleur is die kat? Swart. • Begin eenvoudige taalstrukture in konteks verstaan, soos die gebruik van ‘n paar byvoeglike naamwoorde, byvoorbeeld: Die koei is groot. Die kat is klein. • Identifiseer ‘n persoon / dier / voorwerp deur middel van ‘n eenvoudige mondelinge beskrywing, byvoorbeeld: Ek is ‘n klein diertjie. Ek het vier pote en ‘n stert. Ek sê miaau, miaau, miaau. Watter dier is ek? • Sing eenvoudige liedjies en voer die aksies uit, byvoorbeeld: Oompie Klaas het ’n plaas. • Neem aan aksieliedjies en rympies deel en voer bewegings uit, byvoorbeeld: Eendjies, eendjies stap in ‘n ry ... • Speel taalspeletjies, byvoorbeeld: Raai, Raai: Een leerling maak ‘n geluid en die ander moet in die Eerste Addisionele Taal raai watter soort dier dit is. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Aktiwiteite wat op luister en praat gefokus is (15 minute twee maal per week) Luister na stories wat vertel of gelees word Die onderwyser moet twee maal per week ‘n storie lees of vertel. Stories wat vertel word, kan met behulp van gebare en ander toneelrekwisiete, byvoorbeeld maskers, gedramatiseer word. ‘n Grootboek of geïllustreerde plakkaat (waar al die leerders die prente kan sien) word gebruik vir stories wat gelees word. • Luister met genot na kort fiksie- en niefiksie-tekste wat uit ‘n Grootboek of ‘n geïllustreerde plakkaat vertel of gelees word, en neem op gepaste tye aan refreine deel, byvoorbeeld in Die Drie Varkies. • Verstaan en reageer op instruksies, byvoorbeeld: Wys vir my die varkie. Hoeveel varkies is daar? • Beantwoord eenvoudige ja- / nee-vrae, of vrae met kort antwoorde oor die storie, byvoorbeeld: Hoeveel varkies is in die storie? Drie. • Noem van die dinge in ‘n prent na aanleiding van die onderwyser se vrae, byvoorbeeld: Wat is dit? Dit is ‘n varkie. Die ontwikkeling van begrippe, woordeskat en taalstrukture Deur aan die bostaande aktiwiteite deel te neem, word … • mondelinge woordeskat (insluitend begripswoordeskat, byvoorbeeld getal en grootte) voortdurend uitgebrei; en • begrip en vermoë om eenvoudige taalstrukture in konteks van die gesproke taal te gebruik (byvoorbeeld byvoeglike naamwoorde, soos groot / klein, voorsetsels soos in / op, bywoorde soos vinnig / stadig), ontwikkel. Assessering Voorstelle vir informele assesseringsaktiwiteite Luister en praat (Mondeling en / of prakties) week 1 - 5 • Noem sommige voorwerpe in ‘n prent of in die klaskamer wat met die tema verband hou. • Reageer op eenvoudige vrae, byvoorbeeld: Watter kleur is die koei? week 6 - 10 • Gebruik kort frases om hom- of haarself uit te druk, byvoorbeeld: Die koei is bruin. • Identifiseer ‘n persoon / dier / voorwerp deur middel van ‘n eenvoudige, mondelinge beskrywing, byvoorbeeld: Ek is ‘n groot dier. Ek gee vir jou melk. Ek sê moe, moe, moe. Watter dier is ek? Voorgestelde formele assesseringsaktiwiteit 3 Luister en praat (mondeling en / of prakties) • Reageer op eenvoudige vrae, byvoorbeeld: Hoeveel varkies is daar in die prent? • Identifiseer ‘n persoon / dier / voorwerp deur middel van ‘n eenvoudige, mondelinge beskrywing, byvoorbeeld: Ek is ‘n groot dier. Ek gee vir jou melk. Ek sê moe, moe, moe. Watter dier is ek? • Demonstreer begrip van basiese mondelinge woordeskat deur na voorwerpe in die klaskamer of in ‘n prent te wys, of om ‘n prent in opdrag van die onderwyser te teken, byvoorbeeld: Wys vir my die koei / hond / kat / bok. Teken twee katte. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 37 GRAAD 1: KWARTAAL 3 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 30 minute Maksimum tyd: 1 uur 15 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Klanke en fonemiese bewustheid (1 - 5 minute per aktiwiteit) Hierdie aktiwiteit moet baie vlugtig gedoen word en met luister en praat en gedeelde leesaktiwiteite geïntegreer word. • Klap op die lettergrepe van bekende woorde, byvoorbeeld: o-li-fant, don-kie. • Identifiseer, met die onderwyser se hulp, woorde in stories, liedjies en rympies wat rym, byvoorbeeld: Jan bad die kat dat die water spat. • Identifiseer verskillende beginklanke in woorde, byvoorbeeld b in bok, d in donkie. • Herken meervoude wat op s en e eindig deur na voorbeelde te luister. Ontluikende / Vormende lees (5 - 10 minute, een of twee keer per kwartaal) Daar moet ‘n permanente uitstalling in die klaskamer van plakkate en ander verpakkingsmedia wees wat in die mark en die omgewing beskikbaar is. Indien daar op uitstappies gegaan word, moet die onderwyser die leerders van gedrukte teks uit die omgewing bewus maak. • Herken algemene woorde uit die omgewing, byvoorbeeld padtekens, winkelname en handelsname soos Toyota, BMW, Joko, Omo, Tastic, Nando’s. • Ontwikkel ontluikende geletterdheid, byvoorbeeld die konsep van tekste deur die gedeelde leesaktiwiteite. Gedeelde lees (minimum 25 - 30 minute per week, maksimum 1 uur en 15 minute per week) As die onderwyser die maksimum tyd vir Eerste Addisionele Taal gebruik moet hy of sy elke week ‘n Grootboek of plakkaat (of enige ander vorm van vergrote teks) bekend stel en die aktiwiteit elke dag doen. As die onderwyser die minimum tyd vir Eerste Addisionele Taal gebruik, moet sy / hy dieselfde teks oor 2 of 3 weke versprei en die aktiwiteit een of twee maal per week doen. Die onderwyser lees die teks vir die hele klas, wys na die woorde en bespreek die prente en storielyn. Sy lees dit weer gedurende die week en moedig die leerders aan om mee te doen. Die teks word gebruik om nuwe woordeskat bekend te stel. • Luister na die storie, volg die storie of niefiksie-teks en kyk na die prente saam met die onderwyser. • Praat oor die prente en gebruik die huistaal waar nodig. • Identifiseer voorwerpe in die storie, byvoorbeeld: Wys vir my die haas. Wys na die haas. • Beantwoord eenvoudige vrae met behulp van die prente, byvoorbeeld: Het die haas lang of kort ore? • Leer mondelinge woordeskat aan, byvoorbeeld: dier, haas, stert, ore. • Ná herhaalde lees, neem op gepaste tye aan refreine deel. • Dramatiseer die storie deur van die teks te gebruik. • Teken ‘n prent wat die hoofgedagte van die storie weergee. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Assessering Voorstelle vir informele assesseringsaktiwiteite Fonologiese en fonemiese bewustheid (mondeling en / of prakties) • Klap op die lettergrepe van bekende woorde. • Herken meervoude (s en e) op gehoor, byvoorbeeld: hond - honde, donkie - donkies. Lees (mondeling en / of prakties) • Identifiseer enkele mense, diere en voorwerpe in die illustrasies in die groot boek (of enige vorm van vergrote teks). • Beantwoord eenvoudige vrae oor die storie deur kort antwoorde te verskaf. • Teken ‘n prent wat die hoofgedagte van die storie of niefiksie-teks weergee. Voorgestelde formele assesseringsaktiwiteit 3 Lees (mondeling en / of prakties) • Herken meervoude (s en e) op gehoor, byvoorbeeld hond - honde, donkie - donkies. • Beantwoord eenvoudige vrae oor die storie deur kort antwoorde te verskaf. • Demonstreer - in opdrag van die onderwyser - dat woordeskat in die storie verstaan word deur na die voorwerpe in prente te wys, byvoorbeeld: Wys vir my die haas / bok / olifant. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 39 GRAAD 1: KWARTAAL 3 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: Geen Maksimum tyd: 15 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Gedeelde skryf (maksimum tyd - een maal per week) Die onderwyser moet in Eerste Addisionele Taal bystand verleen met vroeë skryfaktiwiteite. • Skryf, met hulp van die onderwyser, ‘n onderskrif vir sy of haar tekening en lees terug wat geskryf is. • Skryf, met hulp van die onderwyser, ‘n eenvoudige lysie woorde met ‘n opskrif, byvoorbeeld: Diere: hond, kat, koei / Vrugte: appel, peer, piesang. Assessering Voorstelle vir informele assesseringsaktiwiteite Skryf (Geskrewe) • Skryf ‘n onderskrif vir sy / haar tekening en lees terug wat geskryf is. • Skryf ‘n eenvoudige lys woorde met ’n opskrif. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 4 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD 1 uur 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Week 1 - 5 Onderwysers moet twee temas kies wat hulle in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwiteite te dek. Neem kennis dat die voorgestelde temas / onderwerpe slegs voorstelle is. Onderwysers kan hul eie geskikte temas kies. Dit sal van die konteks en die beskikbare hulpmiddels afhang. Hulle moet seker maak dat hulle die nodige Grootboeke, plakkate, rympies, liedjies, speletjies en voorwerpe beskikbaar het vir die tema wat hulle gekies het. Indien moontlik, probeer al die aktiwiteite meer as een keer dek. Onderwysers moet die leerders ook assesseer deur van die aanbevole informele assesseringsaktiwiteite vir Week 1 - 5 gebruik te maak. Week 6 - 10 Onderwysers moet twee nuwe temas kies wat voortbou op die werk wat in die eerste vyf weke gedoen is. Die temas moet die onderwyser die geleentheid gee om nuwe woordeskat bekend te stel, en dit wat reeds onderrig is, te konsolideer. Dit behoort die onderwyser toe te laat om eenvoudige, basiese taalstrukture voortdurend weer te herhaal as hy of sy met die leerders in die Eerste Addisionele Taal kommunikeer. Onderwysers moet al die aktiwiteite meer as een keer probeer dek. Hulle moet die leerders ook assesseer deur van die aanbevole informele assesseringsaktiwiteite vir week 6 - 10 gebruik te maak. Die formele assesseringsaktiwiteit moet aan die einde van die kwartaal gedoen word. Daaglikse aktiwiteite (1 uur per week) Verskeie van die volgende aktiwiteite moet elke dag gedoen word, afhangend van die tyd wat beskikbaar is: • Begin ‘n mondelinge woordeskat (luister en praat) ontwikkel deur gebruik te maak van temas, byvoorbeeld: Dinge wat gedoen kan word. • Reageer op eenvoudige groetvorme deur frases te gebruik, byvoorbeeld: Totsiens. Sien jou later. • Rig eenvoudige versoeke, byvoorbeeld: Mag ek asseblief ‘n glas water kry? • Wys in opdrag van die onderwyser na voorwerpe in die klaskamer of op prente, byvoorbeeld: Wys vir my die voëltjie. • Benoem na aanleiding van die onderwyser se vrae enkele voorwerpe in die klaskamer, byvoorbeeld: Wat is dit? ‘n Voëltjie. • Reageer op eenvoudige mondelinge instruksies, byvoorbeeld: Teken ‘n prentjie van ‘n voëltjie. Teken die liggaam. Teken die vlerke. Teken twee bene. Teken die kop. Teken die oë. Teken die bek. • Reageer op eenvoudige vrae van die onderwyser, byvoorbeeld: Kan jy spring? Wys vir my. Kan jy huppel? Wys vir my. • Begin eenvoudige taalstrukture in konteks verstaan, soos die gebruik van die woord kan, byvoorbeeld: Ek kan spring / huppel / hardloop. Ek kan my tone raak. • Identifiseer ‘n persoon, dier of voorwerp deur middel van ‘n eenvoudige, mondelinge beskrywing, byvoorbeeld: Ek het twee vlerke en ‘n bek. Ek kan vlieg. Wat is ek? • Sing eenvoudige liedjies en voer die aksies uit, byvoorbeeld: Ek kan vlieg. • Neem aan aksieliedjies en rympies deel en voer bewegings uit, byvoorbeeld: Ek kan my tande borsel. • Speel taalspeletjies, byvoorbeeld ’n kettingspeletjie. Een leerling begin deur te sê: Ek kan vlieg. Wat kan jy doen? Die volgende leerling moet antwoord, en dan vir die volgende leerling vra: Wat kan jy doen? AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 41 Aktiwiteite wat op luister en praat gefokus is (15 minute twee maal per week) Luister na stories wat vertel of gelees word. Die onderwyser moet twee maal per week ‘n storie lees of vertel. Stories wat vertel word, kan gedramatiseer word met gebare en ander toneelrekwisiete, byvoorbeeld maskers. ‘n Grootboek of geïllustreerde plakkaat (waar al die leerders die prent kan sien) word gebruik vir stories wat gelees word. • Luister na kort fiksie- en niefiksie-tekste wat uit ‘n Grootboek of ‘n geïllustreerde plakkaat vertel of gelees word en neem op gepaste tye aan refreine deel. • Verstaan en reageer op instruksies, byvoorbeeld: Wys vir my die skoenlapper. • Beantwoord eenvoudige vrae oor ‘n storie deur kort antwoorde te verskaf, byvoorbeeld: Kan ‘n vlermuis vlieg? Wanneer vlieg ‘n vlermuis? • Noem van die dinge in ‘n prent as reaksie op die onderwyser se vrae, byvoorbeeld: Wat is dit? Dis ‘n vlermuis. Die ontwikkeling van begrippe, woordeskat en taalstrukture Deur aan die bostaande aktiwiteite deel te neem, word … • mondelinge woordeskat, insluitend begripswoordeskat soos vermoë (vlermuise kan vlieg), voortdurend uitgebrei; en • die begrip en vermoë ontwikkel om eenvoudige taalstrukture in konteks van die gesproke taal te gebruik, byvoorbeeld die gebruik van die woord kan, bywoorde soos: Ek hardloop vinnig, en negatiewe vorme soos: Ek kan nie vlieg nie. Assessering Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties ) week 1 - 5 • Reageer op eenvoudige vrae, byvoorbeeld: Kan jy jou naam skryf? Wys vir my. • Druk hom- of haarself op eenvoudige wyse uit, byvoorbeeld: Ek kan spring. week 6 - 10 • Druk hom- of haarself op ‘n eenvoudige wyse deur middel van kort sinne uit, byvoorbeeld: Ek kan huppel. • Identifiseer ‘n persoon, dier of voorwerp deur middel van ‘n eenvoudige, mondelinge beskrywing, byvoorbeeld: Ek is ‘n klein diertjie. Ek is swart. Ek drink bloed. Ek kan vlieg. Ek vlieg in die nag. Wat is ek? Voorgestelde formele assesseringsaktiwiteit 4 Luister en praat (mondeling en / of prakties) • Reageer op eenvoudige vrae, byvoorbeeld: Kan jy tot 10 tel? Wys vir my. • Druk hom- of haarself op ‘n eenvoudige wyse uit, byvoorbeeld: Ek kan my naam skryf. • Demonstreer begrip van basiese mondelinge woordeskat deur in opdrag van die onderwyser na sommige voorwerpe in die klaskamer of op ‘n prent te wys, of om ‘n prent te teken, byvoorbeeld: spring / hop / huppel / raak jou tone / loop stadig / loop vinnig. • Verstaan ten minste 700 woorde (in konteks gebruik ) waar die minimum tyd vir Eerste Addisionele Taal toegeken word, en ten minste 1 000 woorde waar die maksimum tyd vir Eerste Addisionele Taal toegeken word. Gebruik die woordelys in Afdeling 3. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 4 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 30 minute Maksimum tyd: 1 uur 15 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Klanke en fonemiese bewustheid (1 - 5 minute per aktiwiteit) Hierdie aktiwiteit moet baie vlugtig gedoen word en met luister en praat, en gedeelde leesaktiwiteite geïntegreer word. • Klap op die lettergrepe van bekende woorde, byvoorbeeld: o-li-fant, don-kie. • Identifiseer, met hulp van die onderwyser, woorde in stories, liedjies en rympies wat rym, byvoorbeeld: spring, kring, hop, skop. • Identifiseer verskillende beginklanke in woorde, byvoorbeeld l in loop, g in gaap. • Herken meervoude (s en e) op gehoor, byvoorbeeld: tou - toue, voël - voëls. Ontluikende / Vormende lees (5 - 10 minute een of twee keer per kwartaal) Daar moet ‘n permanente uitstalling in die klaskamer van plakkate en ander verpakkingsmedia wees wat in die mark en die omgewing beskikbaar is. Indien daar op uitstappies gegaan word, moet die onderwyser die leerders van gedrukte teks uit die omgewing bewus maak. • Herken algemene woorde uit die alledaagse omgewing, byvoorbeeld padtekens, winkelname en handelsname soos Toyota, Jeep, BMW, Joko, Omo, Tastic, Nando’s. • Ontwikkel ontluikende geletterdheid, byvoorbeeld die konsep van teks, deur gedeelde leesaktiwiteite. Gedeelde lees (minimum 25 - 30 minute, en maksimum 1 uur 15 minute per week) As die onderwyser die maksimum tyd vir Eerste Addisionele Taal gebruik, moet hy of sy elke week ‘n Grootboek of plakkaat (of enige ander vorm van vergrote teks) bekend stel en die aktiwiteit elke dag doen. As die onderwyser die minimum tyd vir Eerste Addisionele Taal gebruik, moet hy of sy dieselfde teks oor twee of drie weke versprei en die aktiwiteit een of twee maal per week doen. Die onderwyser lees die teks vir die hele klas, wys na die woorde en bespreek die prente en storielyn. Hy of sy lees dit weer gedurende die week en moedig die leerders aan om mee te doen. Die teks word gebruik om nuwe woordeskat bekend te stel. • Luister na die storie of niefiksie-teks, volg die onderwyser en kyk na die prente. • Praat oor die prente en gebruik die huistaal waar nodig. • Identifiseer voorwerpe in die storie, byvoorbeeld: Wys vir my die voël. Wys na die voël. • Beantwoord eenvoudige vrae met behulp van die prente, byvoorbeeld: Kan ‘n voël vlieg? Hoeveel vlerke het ‘n voël? • Leer mondelinge woordeskat aan, byvoorbeeld: kan, vlieg, lug, voël, skoenlapper. • Ná herhaalde lees, neem op gepaste tye aan refreine deel. • Dramatiseer die storie deur van die teks te gebruik. • Teken ‘n prent wat die hoofgedagte van die storie of niefiksie-teks weergee. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 43 Assessering Voorstelle vir informele assesseringsaktiwiteite Fonologiese en fonemiese bewustheid (mondeling en / of prakties) • Klap op die lettergrepe van bekende woorde, byvoorbeeld: skoen-lap-per. • Herken meervoude (e en s) op gehoor, byvoorbeeld: hond - honde, donkie - donkies. Lees (mondeling en / of prakties ) • Identifiseer mense, diere en voorwerpe in die illustrasies in die Grootboek (of in enige vorm van vergrote teks). • Beantwoord sommige eenvoudige vrae oor die storie of niefiksie-teks deur kort antwoorde te verskaf. • Teken ‘n prent wat die hoofgedagte van die storie of niefiksie-teks weergee. Voorgestelde formele assesseringsaktiwiteit 4 Lees (mondeling en / of prakties) • Herken meervoude (e en s) op gehoor, byvoorbeeld: hond - honde, donkie - donkies. • Beantwoord eenvoudige vrae oor die storie deur kort antwoorde te verskaf. • Demonstreer - in opdrag van die onderwyser - dat woordeskat in die storie verstaan word, deur na die voorwerpe in prente te wys, byvoorbeeld: Wys vir my die skoenlapper, ensovoorts. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1: KWARTAAL 4 SKRYF VOORGESTELDE KONTAKTYD Minimum tyd: Geen Maksimum tyd: 15 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Gedeelde skryf (maksimum tyd - een maal per week) Die onderwyser moet in die Eerste Addisionele Taal bystand verleen met vroeë skryfaktiwiteite. • Skryf, met hulp van die onderwyser, ‘n onderskrif vir sy of haar tekening en lees wat geskryf is. • Skryf, met hulp van die onderwyser, ‘n eenvoudige lysie woorde met ’n opskrif, byvoorbeeld: Dinge wat kan vlieg: voëls, vlermuise, skoenlappers, bye, ensovoorts. Assessering Voorstelle vir informele assesseringsaktiwiteite Skryf (geskrewe) • Skryf ‘n onderskrif vir sy of haar tekening en lees terug wat geskryf is. • Skryf ‘n eenvoudige lys woorde met ’n opskrif. VOORGESTELDE TEKSTE / LEERMATERIAAL VIR DIE JAAR LUISTER EN PRAAT • Storieboeke (Grootboeke) en mondelinge stories • Niefiksie (Grootboeke) • Prente en plakkate ter ondersteuning van die onderrig van stories en woordeskat • Kleur- en getallekaarte • Liedjies, aksierympies en gediggies • Werklike voorwerpe wat op die temas en onderwerpe van toepassing is • Rekwisiete vir toneel- en rolspel van die stories, soos byvoorbeeld maskers, fantasieklere, voorwerpe • CD’s , DVD’s en televisieprogramme • ‘n Handpop om die Eerste Addisionele Taal bekend te stel LEES EN KLANKE • Prente en plakkate • Handelsmerke en relevante voorbeelde van teks uit die omgewing, byvoorbeeld inkopiesakke, handelsname op verpakkings • Grootboeke (ten minste 2 verskillende stories of niefiksie-tekste per kwartaal) • Vergrote teks, byvoorbeeld rympies en liedjies • Flitskaarte vir klaskameritems en uitstallings • Wysers vir gebruik tydens die lees van vergrote tekste, muurstories en uitstallings SKRYF EN HANDSKRIF • Skryfmateriaal, byvoorbeeld potlode, inkleurkryt, vetkryte, blanko papier in verskillende groottes (A3, A4, A5), blanko boeke • Blaaiborde en dik koki-penne AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 45 3.2 Graad 2 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 2 KWARTAAL 1 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD 2 uur 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Week 1 - 5 Onderwysers moet twee temas kies wat hulle in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwiteite te dek. Neem kennis dat die voorgestelde temas / onderwerpe slegs voorstelle is. Onderwysers kan hul eie temas kies. Dit sal van die konteks en beskikbare hulpmiddels afhang. Hulle moet seker maak dat hulle die nodige Grootboeke, plakkate, rympies, liedjies, speletjies en voorwerpe beskikbaar het vir die tema wat hulle gekies het. Onderwysers moet gedurende die beskikbare tyd soveel moontlik aktiwiteite probeer dek. Hulle moet ‘n nuwe aktiwiteit bekendstel, die leerders moet daarna luister en dit oorvertel. Die onderwyser demonstreer deur self te vertel, byvoorbeeld wat hy of sy oor die naweek gedoen het. So moedig hy of sy die leerders aan om hul eie vertelling te lewer. Die onderwyser voorsien die leerders van woorde wat struktuur aan hul vertelling kan gee, byvoorbeeld: Verlede naweek het ek … toe het ek … daarna het ek …. Help leerders ook om die eenvoudige verlede tyd te gebruik. Leerders oefen dus regdeur die jaar die vaardigheid om te luister en dan vertelling te lewer. Dit gee leerders die geleentheid om die verlede tyd en skakelwoorde (eerste, toe, dan) in die regte konteks te gebruik. Vir verdere riglyne, verwys ook na Afdeling 4 aan die einde van hierdie dokument. Die onderwyser maak gebruik van die informele assesseringsaktiwiteite wat in week 1 - 5 voorgestel word om leerders te assesseer. Week 6 - 10 Onderwysers kies nou twee nuwe temas wat hulle sal toelaat om voort te bou op dit wat hulle die eerste vyf weke gedoen het. Nuwe woordeskat kan nou weer bekendgestel word, en aangeleerde woordeskat kan vasgelê word. Die temas moet onderwysers deurgaans toelaat om eenvoudige, basiese, taalstrukture te herhaal, terwyl daar met die leerders in die Addisionele Taal gekommunikeer word. As dit moontlik is, moet onderwysers seker maak dat al die aktiwiteite meer as een keer gedek word. Leerders moet geassesseer word deur gebruik te maak van die informele assesseringsaktiwiteite wat vir week 6 - 10 voorgestel word. ‘n Formele assesseringsaktiwiteit moet aan die einde van die kwartaal gedoen word. Daaglikse aktiwiteite (30 minute per week) Die aktiwiteite varieer in lengte. Die onderwyser kan een langer aktiwiteit, of twee of drie korter aktiwiteite per week doen. • Ontwikkel ‘n mondelinge (luister en praat) woordeskat deur van onderwerpe en temas, byvoorbeeld: Gevoelens, gebruik te maak. • Volg ‘n kort reeks instruksies, byvoorbeeld: Teken ‘n gelukkige gesig. Teken nou ‘n hartseer gesig. • Gee eenvoudige instruksies, byvoorbeeld: Teken ‘n gelukkige gesig. • Verstaan en reageer op eenvoudige vrae, byvoorbeeld: Wie? Wie s’n? Wie se boek is dit? Watter storie wil jy hoor? • Maak eenvoudige versoeke en bewerings, byvoorbeeld: Ek is dors. Kan ek ‘n glas water kry? • Identifiseer ‘n voorwerp deur ‘n eenvoudige, mondelinge beskrywing, byvoorbeeld: Die meisie is hartseer. Sy huil. Leerders pas die beskrywing by die regte prent. • Praat oor ‘n voorwerp in ‘n prent en reageer op die onderwyser se instruksies, byvoorbeeld: Wat sien jy? Vertel vir my meer van wat jy sien. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Luister na ‘n eenvoudige oorvertelling, byvoorbeeld na die onderwyser wat vertel wat hy of sy die vorige naweek gedoen het. • Vertel, met die hulp van die onderwyser, wat hy of sy byvoorbeeld die vorige naweek gedoen het. • Memoriseer en dra eenvoudige gediggies, aksierympies en liedjies voor, byvoorbeeld: Ek kan sien met my twee kleine ogies … • Speel taalspeletjies, byvoorbeeld deur te raai hoe iemand voel en van gepaste uitdrukkings en gebare gebruik te maak. Fokus op luister- en praataktiwiteite (minimum 15 minute een maal per week, maksimum 15 minute twee maal per week). Luister na stories wat vertel of gelees word (gedeelde lees). Afhangend van die klasrooster, kan die onderwyser een of twee maal per week ‘n storie lees of vertel (of ‘n reeks gebeure weergee). Stories wat vertel word, kan deur gebare en met behulp van ander toneelbenodighede, byvoorbeeld maskers, gedramatiseer word. ‘n Grootboek of ‘n geïllustreerde plakkaat (waarop al die leerders die prent kan sien) word gebruik vir stories wat gelees word. • Luister vir genot na kort stories en neem op gepaste tye aan refreine deel; gee terugvoering oor niefiksie-tekste wat uit Grootboeke of geïllustreerde plakkate vertel word. • Verstaan en reageer op instruksies. Maak gebruik van stories en tekste wat voorgelees word. • Beantwoord eenvoudige ja- / nee-vrae oor ’n storie. • Die onderwyser stel vrae en leerders identifiseer die voorwerpe in prente, byvoorbeeld: Wat is dit hierdie? Dit is ‘n vis. • Dramatiseer dele van die storie deur van die teks gebruik te maak. Ontwikkeling van begrippe, woordeskat en taalstrukture Deur aan die bostaande aktiwiteite deel te neem, word … • woordeskat, asook begripswoordeskat, byvoorbeeld die uitdrukking van gevoelens, uitgebrei; en • begrip ontwikkel vir die gebruik van eenvoudige skakelwoorde by die verlede tyd, byvoorbeeld: Eers het ek … toe het ek … daarna het ek… ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) Week 1 - 5 • Identifiseer ‘n prentjie uit ‘n eenvoudige beskrywing, byvoorbeeld: Die seun is gelukkig, hy glimlag. • Luister na ‘n eenvoudige vertelling en beantwoord maklike vrae daaroor, byvoorbeeld: Wat het Mandla eerste gedoen? Wat het hy daarna gedoen? Week 6 - 10 • Volg ‘n reeks instruksies, byvoorbeeld: Teken ‘n glimlaggende gesig. Teken dan ‘n hartseer gesig. • Gee ‘n eenvoudige mondelinge vertelling, byvoorbeeld: Ek het Sondag 8-uur opgestaan. Toe was ek my en trek aan. Daarna het ek kerk toe gegaan. Voorgestelde formele assesseringsaktiwiteit 1 Luister en praat (mondeling en / of prakties) • Luister na ‘n eenvoudige vertelling en beantwoord eenvoudige vrae daaroor, byvoorbeeld: Wat het die ou dame eerste gedoen? Wat het sy volgende gedoen? • Demonstreer begrip van sekere basiese woordeskat deur na die mense in die prent te wys, of voer aksies uit op grond van die onderwyser se versoek, byvoorbeeld: Gee voor dat jy baie hartseer / gelukkig / kwaad / moeg, ensovoorts, is. Wys in die prent na die hartseer / gelukkige / woedende / moeë meisie, ensovoorts. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 47 GRAAD 2: KWARTAAL 1 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Klanke en fonemiese bewustheid (15 minute per week) Onderwysers hersien die enkelklanke deur te begin met die letter-klank-verhouding wat met die huistaal ooreenstem. Bou kort, bekende woorde deur klanke te gebruik wat die leerders reeds in die huistaal ken. Stel leerders geleidelik bekend aan klank-spel-verhoudings wat in die Huistaal en die Eerste Addisionele Taal verskil. Hierdie aktiwiteite behoort 5 - 10 minute te duur en kan ook met die luister-, praat- en leesaktiwiteite geïntegreer word. • Onderskei tussen verskillende klanke, byvoorbeeld e en a wat dikwels verwar word. • Identifiseer letter-klank-verhoudings van die meeste enkelkonsonante en kort vokale, byvoorbeeld a, b, d, e, f, g, h, i, j, k, l, m, n ,o, p, r, s, t, u, v, w, y. • Bou en breek 3-letterwoorde op wat uit bekende klanke bestaan, byvoorbeeld: kat, k-at, k-a-t, pen, p-en, p-e-n. Gedeelde lees (vorm deel van luister en praat) Gedeelde lees is ‘n lees- en luisteraktiwiteit. Dit sluit ook praat in, aangesien leerders met hul onderwyser oor die teks gesels. In Graad 2 is gedeelde lees deel van luister en praat. Groepbegeleide lees (minimum 30 min en maksimum 1 uur 15 minute per week) Groepbegeleide lees word in hierdie kwartaal bekend gestel. Onderwysers wat gebruik maak van die maksimum tydstoekenning vir Eerste Addisionele Taal, moet hul klas in vyf groepe verdeel, elke groep op dieselfde leesvlak. Werk slegs met een groep vir 15 minute per dag. Terwyl die onderwyser besig is met een groep, hou ander groepe hulle met lees in pare besig. Hulle lees eenvoudige tekste en doen aktiwiteite wat op die teks betrekking het. Maak gebruik van boeke wat eenvoudige strukture, woordeskat en prente het om die inhoud en begrip te ondersteun. Leerders het alreeds in Graad 1 in hul huistaal met begeleide lees kennis gemaak, dus is hulle bekend met hierdie benadering. Onderwysers wat van die minimum tyd vir Eerste Addisionele Taal gebruik maak waar daar net 30 minute beskikbaar is, kan twee maal per week klasbegeleide (almal) lees doen. • Lees hardop tydens groepbegeleide lees uit hul eie boek saam met die onderwyser. Tydens groepbegeleide lees, lees al die leerders dieselfde fiksie- of niefiksie-teks saam met die onderwyser. • Maak gebruik van dieselfde leestegnieke wat in Huistaal aangeleer is, om sin te maak sodat leerders hulself moniteer wanneer daar gelees word (klanke, kontekstuele leidrade, struktuuranalise, sigwoorde). • Lees met toenemende vlotheid en uitdrukking. • Toon begrip vir leestekens tydens hardoplees. • Bou ‘n sigwoordeskat op tydens groepbegeleide, gedeelde en selfstandige lees. Selfstandige lees (gedurende leerders se vrye tyd by die skool en tuis) Leerders moet aangemoedig word om selfstandig te lees in die Eerste Addisionele Taal-periode (byvoorbeeld wanneer hulle voor ander leerders hul skriftelike werk voltooi het) en by die huis (vir huiswerk). Dit is belangrik dat leerders elke geleentheid in die klas gebruik om hul lees te ontwikkel. • Lees hul eie en ander se skryfwerk. • Lees selfstandig (op hul eie) boeke met eenvoudige onderskrifte, prentstorieboeke wat tydens gedeelde lees gelees is, en ander boeke wat in die leeshoekie voorkom. • Maak gebruik van prentwoordeboeke om die betekenis van onbekende woorde na te slaan. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Assessering Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties) • Bou en breek 3-letterwoorde op met die nuwe klanke wat aangeleer is, byvoorbeeld: p-en - pen. Voorgestelde formele assesseringsaktiwiteit Klanke Identifiseer die letter-klank-verhouding van die meeste enkelkonsonante en vokale, byvoorbeeld a, b, d, e, f, g, h, i, j, k, l, m, n ,o, p, r, s, t, u, v, w, y. Voorstelle vir informele assesseringsaktiwiteite Lees • Lees met toenemende spoed en uitdrukking. • Toon begrip vir leestekens tydens hardoplees. Voorgestelde formele assesseringsaktiwiteit 1 Lees Lees ‘n kort teks saam met die onderwyser en volg die onderwyser se oog-en vinger-bewegings (1 - 2 sinne per bladsy). AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 49 GRAAD 2: KWARTAAL 1 SKRYF VOORGESTELDE KONTAKTYD 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Skryfaktiwiteite (twee maal per week) • Maak gebruik van handskrifvaardighede wat in Huistaal aangeleer is. • Maak lyste met opskrifte. • Kies en kopieer ‘n byskrif wat by die prent sal pas. • Leerders kan, met hulp, ‘n onderskrif vir die prent skryf. • Voltooi sinne deur ontbrekende woorde in te vul. Assessering : Voorstelle vir informele assesseringsaktiwiteite Skryf (geskrewe) Week 1 - 5 • Leerders kan, met hulp, ‘n onderskrif vir die prent skryf. Week 6 - 10 • Voltooi drie sinne deur die ontbrekende woorde in te vul. Voorgestelde formele assesseringsaktiwiteit 1 Skryf (geskrewe) • Voltooi drie sinne deur die ontbrekende woorde in te vul. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2: KWARTAAL 2 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Week 1 - 5 Onderwysers behoort twee temas te kies wat hulle in staat sal stel om woordeskat uit te brei, en al die onderstaande aktiwiteite te dek. Let daarop dat die voorgestelde temas / onderwerpe slegs voorstelle is. Onderwysers kan hulle eie temas kies. Dit sal van die konteks en die beskikbare hulpmiddels afhang. Onderwysers moet seker maak dat hulle die nodige Grootboeke, plakkate, rympies, liedjies, speletjies en voorwerpe beskikbaar het vir die tema wat hulle gekies het. Onderwysers moet gedurende die beskikbare tyd soveel moontlik aktiwiteite probeer dek. Om leerders te assesseer, moet onderwysers van die informele assesseringsaktiwiteite gebruik maak wat in week 1 - 5 voorgestel is. Week 6 - 10 Onderwysers kies twee nuwe temas wat hulle sal toelaat om voort te bou op dit wat hulle die eerste vyf weke gedoen het. Nuwe woordeskat kan nou weer bekendgestel word en aangeleerde woordeskat moet vasgelê word. Die temas moet onderwysers deurgaans toelaat om eenvoudige, basiese, taalstrukture te herhaal, terwyl daar in die addisionele taal met die leerders gekommunikeer word. Indien dit moontlik is, moet onderwysers seker maak dat al die aktiwiteite meer as een keer gedek word. Leerders moet geassesseer word deur van die informele assesseringsaktiwiteite gebruik te maak wat vir week 6 - 10 voorgestel word. ‘n Formele assesseringsaktiwiteit moet aan die einde van die kwartaal gedoen word. Daaglikse aktiwiteite (30 minute per week) Die aktiwiteite wissel in lengte. Die onderwyser kan een langer aktiwiteit, of twee of drie korter aktiwiteite per week doen. • Brei woordeskat uit deur van ‘n onderwerp, soos Die weer, gebruik te maak. • Volg ‘n kort reeks instruksies, byvoorbeeld: Staan op. Gaan deur toe en maak dit oop. • Gee eenvoudige instruksies, byvoorbeeld: Maak die deur toe. • Verstaan en reageer op eenvoudige vrae soos: Wie? Wie s’n? Wie se sambreel is dit? • Maak eenvoudige bewerings en rig eenvoudige versoeke, byvoorbeeld: Dit is koud. Kan ek ‘n trui kry? • Gee ‘n beskrywing en kies die toepaslike prent vir die beskrywing, byvoorbeeld: ‘n Lekker warm dag in die park. • Praat oor ‘n voorwerp in ‘n prent en reageer op die onderwyser se instruksies, byvoorbeeld: Wat sien jy? Vertel vir my meer van wat jy sien. • Luister na ‘n eenvoudige vertelling, byvoorbeeld na die onderwyser wat vertel van haar ervaring op ‘n warm dag by die swembad. • Die onderwyser help leerders om ‘n eenvoudige mondelinge vertelling te gee oor, byvoorbeeld ‘n reis wat hulle meegemaak het. • Memoriseer eenvoudige gediggies, aksierympies en liedjies, en dra dit voor, byvoorbeeld: Ek hoor donderweer, ek hoor donderweer. • Speel taalspeletjies, byvoorbeeld: Leerders werk in groepe. Hulle moet klere benoem wat ons op ‘n warm / koue dag dra. Die groep wat die meeste kledingstukke kan benoem, is die wenners. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 51 Fokus op luister- en praataktiwiteite (minimum 15 minute een maal per week, maksimum 15 minute twee maal per week) Luister na stories wat vertel of gelees word (gedeelde lees). Afhangend van die klasrooster kan die onderwyser een of twee maal per week ‘n storie lees of vertel (of ‘n reeks gebeure weergee). Stories wat vertel word, kan deur middel van gebare en ander toneelbenodighede, byvoorbeeld maskers, gedramatiseer word. ‘n Grootboek of geïllustreerde plakkaat (waarop al die leerders die prent kan sien) word gebruik vir stories wat gelees word. • Luister met genot na kort stories en neem op gepaste tye aan refreine deel, byvoorbeeld: Die drie varkies. • Verstaan en reageer op instruksies. Maak van stories en tekste gebruik wat reeds voorgelees is, byvoorbeeld: Hoeveel varkies is daar? Kom ons tel hulle. Waarvan was die drie huisies gebou? • Beantwoord eenvoudige ja- / nee-vrae, of vrae met kort antwoorde oor die storie, byvoorbeeld: Was die huis van strooi sterk genoeg? In watter huis sou jy wou bly? • Die onderwyser stel vrae en die leerders identifiseer die voorwerpe op die prente, byvoorbeeld: Wat is hierdie? Is dit die huis van stokke / strooi? • Dramatiseer dele van die storie. • Die leerder vertel, met hulp van die onderwyser, die storie. Ontwikkeling van begrippe, woordeskat en taalstrukture Deur aan die bostaande aktiwiteite deel te neem, word … • woordeskat, asook begripswoordeskat, uitgebrei, byvoorbeeld: Die weer; en • begrip vir eenvoudige taalstrukture bevorder, soos die gebruik van die werkwoord, byvoorbeeld: Dit is koud, en byvoeglike naamwoorde, byvoorbeeld: winderige, bewolkte, reënerige, sonnige, ensovoorts. Assessering Voorstelle vir informele assesseringskaktiwiteite Luister en praat (mondeling en / of prakties) Week 1 - 5 • Identifiseer ‘n prent deur ‘n eenvoudige mondelinge beskrywing daarvan te gee, byvoorbeeld: Dit reën. • Luister na ‘n eenvoudige vertelling en beantwoord vrae daaroor, byvoorbeeld: Wat het Jannie eerste gedoen? Wat het hy daarna gedoen? Week 6 - 10 • Beantwoord eenvoudige vrae, byvoorbeeld: Hoe lyk die weer vandag? • Gee ‘n eenvoudige, mondelinge vertelling, byvoorbeeld: Sondae staan ek 8 uur op. Ek was myself. Daarna trek ek my klere aan en gaan dan kerk toe. Voorgestelde formele assesseringsaktiwiteit 2 Luister en praat (mondeling en / of prakties) • Luister na ‘n eenvoudige vertelling en beantwoord eenvoudige vrae, byvoorbeeld: Hoe laat het Jannie wakker geword? Hoe was die weer? Wat het hy eerste gedoen? Wat het hy volgende gedoen? Wat het hy laaste gedoen? • Toon begrip van basiese woordeskat deur na voorwerpe in die klaskamer of in prente te verwys (noem die voorwerpe), of leerders kan op instruksies van die onderwyser reageer, byvoorbeeld: Wys my die sambreel. Watter kleur is dit? ensovoorts. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2: KWARTAAL 2 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute Maksimum tyd: 1 uur 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Klanke en fonemiese bewustheid (15 minute per week) Hierdie aktiwiteit moet kort wees (5 - 10 minute) en moet oor die week versprei word. Dit kan ook by luister-, praat￾en leesaktiwiteite geïntegreer word. • Identifiseer die letter-klank-verhouding van die meeste enkelkonsonate en kort vokale. • Herken die -jie- en -tjie-uitgange aan die einde van woorde, soos in mandjie. • Verdeel eenvoudige 3-letterwoorde wat met ‘n enkelkonsonant begin, gevolg deur ‘n kort vokaal en ‘n eindkonsonant in individule klanke, byvoorbeeld: k-a-t, p-e-n; p-o-t. • Onderskei tussen kort en lang vokale, soos in poot / pot, boot / bot. Gedeelde lees (vorm deel van luister en praat) Gedeelde lees is beide ’n lees- en luisteraktiwiteit. Dit sluit ook praat in, aangesien leerders met hul onderwyser oor die teks gesels. In Graad 2 is gedeelde lees deel van luister en praat. Groepbegeleide lees (minimum 30 minute en maksimum 1 uur 15 minute per week) Onderwysers wat van die maksimum tydstoewysing vir Eerste Addisionele Taal gebruik maak, moet hul klas in vyf groepe verdeel, elke groep op dieselfde leesvlak. Werk vir 15 minute slegs met een groep. Terwyl die onderwyser met een groep besig is, hou die ander groepe hulle met lees in pare besig. Hulle lees eenvoudige tekste en doen aktiwiteite wat op die teks betrekking het. Maak gebruik van boeke wat eenvoudige strukture, woordeskat en prente het om die inhoud en begrip te ondersteun. Onderwysers wat van die minimum tyd vir Eerste Addisionele Taal gebruik maak, waar daar net 30 minute beskikbaar is, kan twee maal per week klasbegeleide (almal) lees doen. • Lees uit eie boek hardop tydens groepbegeleide lees saam met die onderwyser. Tydens klasbegeleide lees, lees die leerders saam met die onderwyser dieselfde teks of niefiksie-teks. • Maak gebruik van dieselfde leestegnieke wat in Huistaal aangeleer is, om sin te maak en moniteer self wanneer daar gelees word (klanke, kontekstuele leidrade, struktuuranalise, sigwoorde). • Lees met toenemende vlotheid en uitdrukking. • Toon tydens hardoplees begrip vir leestekens. • Bou ‘n sigwoordeskat op uit die groepbegeleide, gedeelde en selfstandige lees. Selfstandige lees (gedurende leerders se vrye tyd by die skool en tuis) Leerders moet aangemoedig word om in hul vrye tyd selfstandig te lees, byvoorbeeld tuis of wanneer hulle voor ander leerders hul skriftelike werk voltooi het. Dit is belangrik dat leerders elke geleentheid in die klas benut om hul lees te ontwikkel. • Lees hul eie en ander se skryfwerk. • Lees selfstandig boeke met eenvoudige onderskrifte, prentstorieboeke wat tydens gedeelde lees gelees is, en ander boeke wat in die leeshoekie voorkom. • Maak gebruik van prentwoordeboeke om die betekenis van onbekende woorde na te slaan. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 53 Assessering Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties) • Onderskei tussen kort en lang vokale, byvoorbeeld: poot / pot, bot / boot. Voorgestelde formele assesseringsaktiwiteit 2 Klanke (mondeling en / of prakties en / of geskrewe) • Identifiseer die letter-klank-verhouding van die meeste enkelkonsonante en kort vokale. • Verdeel eenvoudige woorde met enkelaanvangskonsonante en kort vokale in die eerste klank en die tweede deel van die lettergreep, soos in k-at, m-at, v-at, w-at. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling of prakties) • Lees hardop uit eie leesboeke in groepbegeleide lees. Die hele groep lees dieselfde storie. Voorgestelde formele assesseringsaktiwiteit 2 Lees (mondeling en / of prakties en / of geskrewe) • Lees Grootboeke of ander vergrote tekste (met illustrasies) saam met die onderwyser, volg die onderwyser se oog- en vingerbewegings. • Toon begrip vir ‘n eenvoudige storie deur prente te orden, ‘n sin of onderskrif by ‘n prent te pas en vrae te beantwoord. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2: KWARTAAL 2 SKRYF VOORGESTELDE KONTAKTYD 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Skryfaktiwiteite (twee maal per week) Onderwysers moet uit die volgende kies: Hulle moet soveel aktiwiteite moontlik probeer kies vir die beskikbare tyd. • Maak gebruik van handskifvaardighede wat in Huistaal onderrig is. • Kies en kopieer ‘n byskrif wat by die prent sal pas. • Leerders kan met hulp ‘n onderskrif vir die prent skryf. • Voltooi sinne deur die ontbrekende woorde in te vul. • Skryf sinne deur van klanke en eenvoudige sigwoorde gebruik te maak wat reeds onderrig is. • Maak gebruik van leestekens wat reeds in Huistaal onderrig is (punte, hoofletters). • Bou eie woordbank en woordeboek op. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Skryf (geskrewe) Week 1 - 5 • Voltooi drie sinne deur die ontbrekende woorde in te vul. Week 6 - 10 • Maak sinne met woorde wat die klanke en sigwoorde bevat wat reeds geleer is. • Gebruik leestekens wat reeds in Huistaal geleer is (hoofletters en punte). Voorgestelde formele assesseringsaktiwiteit 2 Skryf (geskrewe) • Maak sinne met woorde wat die klanke en sigwoorde bevat wat reeds geleer is. • Gebruik leestekens wat reeds in Huistaal geleer is (hoofletters en punte). AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 55 GRAAD 2: KWARTAAL 3 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Week 1 - 5 Onderwysers behoort twee temas te kies wat hulle in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwiteite te dek. Let daarop dat die voorgestelde temas / onderwerpe slegs voorstelle is. Onderwysers kan hul eie temas kies. Dit sal van die konteks en beskikbare hulpmiddels afhang. Hulle moet seker maak dat hulle die nodige Grootboeke / plakkate, rympies, liedjies, speletjies en voorwerpe beskikbaar het vir die tema wat hulle gekies het. Onderwysers moet probeer om soveel moontlik aktiwiteite gedurende die beskikbare tyd te dek (meer as een keer). Leerders moet geassesseer word deur van die eerste formele assesseringsaktiwiteit gebruik te maak wat vir week 1 - 5 aanbeveel is. Week 6 - 10 Onderwysers kies twee nuwe temas wat hulle sal toelaat om voort te bou op dit wat hulle die eerste vyf weke gedoen het. Nuwe woordeskat kan nou weer ingevoer word, en aangeleerde woordeskat moet vasgelê word. Die temas moet onderwysers deurgaans toelaat om eenvoudige, basiese taalstrukture in te skerp, terwyl daar met die leerders in die addisionele taal gekommunikeer word. Onderwysers moet seker maak dat al die aktiwiteite, indien moontlik, meer as eenkeer gedek word. Leerders moet geassesseer word deur gebruik te maak van die tweede formele assesseringsaktiwiteite teen die einde van die kwartaal. Daaglikse aktiwiteite (30 minute per week) Onderwysers kan een lang aktiwiteit, of twee of drie kortes doen. • Gaan voort om ‘n mondelinge (luister en praat) woordeskat te ontwikkel deur van onderwerpe en temas, byvoorbeeld Sport, gebruik te maak. • Volg ‘n kort reeks instruksies, byvoorbeeld: Neem die kryt en skryf jou naam op die bord. Gebruik nou die uitveër om die bord skoon te maak. • Gee eenvoudige instruksies, byvoorbeeld: Skop die bal. • Verstaan en reageer op eenvoudige vrae, byvoorbeeld: Wie? Wie s’n? Van watter sportsoorte hou jy baie? Rugby, sokker, krieket? • Maak eenvoudige versoeke en beweringe, byvoorbeeld: Kan ek buitetoe gaan, ek wil speel, asseblief? • Gee ‘n beskrywing en kies die toepaslike prent vir die beskrywing, byvoorbeeld: Die seun skop die bal. • Praat oor ‘n voorwerp in ‘n prent en reageer op die onderwyser se instruksies, byvoorbeeld: Wat sien jy? Vertel vir my meer van wat jy sien. • Luister na ‘n eenvoudige vertelling, byvoorbeeld na die onderwyser wat van ‘n sokkerwedstryd vertel. • Onderwyser help leerders wanneer hulle van ‘n wedstryd vertel waarna hulle gekyk het. • Memoriseer eenvoudige gediggies, aksiesrympies en liedjies, en dra dit voor, byvoorbeeld: Die wiele van die bus draai om en om … • Speel taalspeletjies buite die klaskamer, byvoorbeeld: Simon sê: Stap vinnig / stadig, kyk links / regs / voor jou / agter jou. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Fokus op luister en praataktiwiteite (minimum 15 minute een maal per week, maksimum 15 minute twee maal per week). Luister na stories wat vertel of gelees word (gedeelde lees). Afhangend van die klasrooster kan die onderwyser een of twee maal per week ‘n storie lees of vertel (of ‘n reeks gebeure weergee). Stories wat vertel word, kan deur gebare en met behulp van ander toneelbenodighede, byvoorbeeld maskers, gedramatiseer word. ‘n Grootboek of geïllustreerde plakkaat (waarop al die leerders die prent kan sien) word gebruik vir stories wat gelees word. • Luister vir genot na kort stories en neem op gepaste tye aan refreine deel; gee terugvoering oor niefiksie-tekste wat uit Grootboeke of geïllustreerde plakkate vertel word. • Verstaan en reageer op instruksies, byvoorbeeld: Wys vir my die krieketblad. Tel die spelers. Wie is die paaltjiewagter? • Beantwoord eenvoudige ja- / nee-vrae, of vrae met kort antwoorde oor die storie, byvoorbeeld: Wie het die doel aangeteken? • Benoem van die voorwerpe in die prent en reageer op vrae wat die onderwyser stel, byvoorbeeld: Wat is dit? Die doelhok. • Dramatiseer dele van die storie deur van die teks te gebruik. • Die onderwyser help leerders om die storie oor te vertel, of om ‘n opsomming van die inhoud te gee. Ontwikkeling van begrippe, woordeskat en taalstrukture Deur aan die bostaande aktiwiteite deel te neem, word … • woordeskat, asook begripswoordeskat, byvoorbeeld: rigting - links / regs uitgebrei; en • die gebruik van eenvoudige taalstrukture, byvoorbeeld die teenwoordige tyd (Hy skop die bal), asook bywoorde, byvoorbeeld vinnig, stadig, begryp en ontwikkel. Assessering Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) Week 1 - 5 • Beantwoord eenvoudige vrae oor die storie / teks. • Vertel die storie oor / gee ‘n mondelinge opsomming van die teks (3 - 4 sinne). Week 6 - 10 • Beantwoord eenvoudige vrae, byvoorbeeld: Van watter sportsoort hou jy die meeste? • Identifiseer drie prente deur middel van eenvoudige mondelinge beskrywings, byvoorbeeld: Die man speel sokker. Die man speel krieket. Die man speel tennis. Voorgestelde formele assesseringsaktiwiteit 3 Luister en praat (mondeling en / of prakties) • Luister na ‘n kort vertelling en beantwoord eenvoudige vrae, byvoorbeeld: Watter span het die eerste doel aangeteken? Watter span het die tweede / derde doel aangeteken? Watter span het gewen? • Verstaan basiese woordeskat deur na voorwerpe in die klaskamer, of in prente te wys. Reageer op die onderwyser se instruksies en voer die aksies uit, byvoorbeeld: Wys vir my die tennisraket / krieketbal / sokkerbal. Voorgestelde formele assesseringsaktiwiteit 4 Luister en praat (mondeling en / of prakties) • Luister na ‘n kort vertelling oor iets wat, byvoorbeeld, tydens ‘n sokkerwedstryd gebeur het. • Verstaan basiese woordeskat deur na voorwerpe in die klaskamer te wys, of prente te wys. Reageer op die onderwyser se instruksies en voer die aksies uit, byvoorbeeld: Wys na die kaptein van die span. Wys na die doelwagter. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 57 GRAAD 2: KWARTAAL 3 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Klanke en fonemiese bewustheid (15 minute per week) Gaan voort om die aanvangsklanke aan te leer. Stel eers die tweeletterkombinasies aan die begin van woorde bekend. Gebruik woorde wat die leerders reeds ken en gebruik die woorde in eenvoudige sinne. Hierdie aktiwiteit duur ongeveer 5 - 10 minute en word oor die week versprei. Dit kan ook met luister-, praat- en leesaktiwiteite geïntegreer word. • Doen woordbou-aktiwiteite en verdeel eenvoudige woorde met enkelbeginklanke en kort vokale, byvoorbeeld: k-a-t, m-a-t. • Groepeer woorde met kort vokale, byvoorbeeld: kat, mat, vat, wat. • Groepeer woorde met lang vokale, byvoorbeeld: kaas, raas, baas, Klaas. • Herken die -jie- en -tjie-uitgange aan die einde van woorde, byvoorbeeld: mandjie, katjie. • Herken tweeletterkombinasies aan die begin van woorde, byvoorbeeld: gr-oen, bl-om. Gedeelde lees (vorm deel van luister en praat) Gedeelde lees is ‘n lees- en luisteraktiwiteit. Dit sluit ook praat in, aangesien leerders met hul onderwyser oor die teks gesels. In Graad 2 is gedeelde lees deel van luister en praat. Groepbegeleide lees (minimum 30 minute en maksimum 1 uur 15 minute per week) Onderwysers wat van die maksimum tydstoekenning vir Eerste Addisionele Taal gebruik maak, moet hul klas in vyf groepe verdeel, elke groep op dieselfde leesvlak. Werk vir 15 minute per dag slegs met een groep. Terwyl die onderwyser met een groep besig is, hou die ander groepe hulle met lees in pare besig. Hulle lees eenvoudige tekste en doen aktiwiteite wat op die teks betrekking het. Maak gebruik van boeke wat eenvoudige strukture, woordeskat en prente bevat om die inhoud en begrip te ondersteun. Onderwysers wat van die minimum tyd vir Eerste Addisionele Taal gebruik maak, waar daar net 30 minute beskikbaar is, kan twee maal per week klasbegeleide (almal) lees doen. • Leerders lees saam met die onderwyser hardop uit hul eie boeke tydens groepbegeleide lees. Leerders lees dieselfde teks of niefiksie-teks saam met die onderwyser deur tydens klasbegeleide lees. • Maak van dieselfde leestegnieke gebruik wat in Huistaal aangeleer is, sodat leerders hulself kan moniteer wanneer daar gelees word (klanke, kontekstuele leidrade, struktuuranalise, sigwoorde). • Lees met toenemende vlotheid en uitdrukking. • Toon begrip vir leestekens tydens hardoplees. • Bou ‘n sigwoordeskat op uit die groepbegeleide, gedeelde en selfstandige lees. Selfstandige lees (gedurende leerders se vrye tyd by die skool en tuis) Leerders moet aangemoedig word om in hul vrye tyd selfstandig te lees, byvoorbeeld tuis of wanneer hulle voor ander leerders hul skriftelike werk voltooi het. Dit is belangrik dat leerders elke geleentheid in die klas benut om hul lees te ontwikkel. • Lees hul eie en ander se skryfwerk. • Lees selfstandig eie boeke met eenvoudige onderskrifte, prentstorieboeke wat tydens gedeelde lees gelees is, en ander boeke wat in die leeshoekie voorkom. • Maak gebruik van prentwoordeboeke om die betekenis van onbekende woorde na te slaan. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Assessering Voorgestelde formele assesseringsaktiwiteit 3 Klanke (mondeling en / of prakties en /of geskrewe) • Bou en verdeel eenvoudige woorde met enkelaanvangskonsonante en kort vokale, byvoorbeeld: k-a-t, m-a-t, v-a-t, w-a-t. • Groepeer woorde in woordfamilies, byvoorbeeld: kat, mat, vat, wat. • Herken die -jie- en -tjie-uitgange aan die einde van woorde, byvoorbeeld: handjie, matjie. Lees (mondeling en / of prakties) • Neem saam met die onderwyser aan groepbegeleide lees deel. Almal lees dieselfde storie uit hulle eie boeke. • Gebruik prente om ‘n kort storie te verstaan. Rangskik die prente in die regte volgorde, pas ‘n sin (onderskrif) by ‘n prent en teken ‘n prent om ‘n sin te illustreer. Voorgestelde formele assesseringsaktiwiteit 4 Klanke (mondeling en / of prakties en / of geskrewe ) • Herken tweekonsonantkombinasies aan die begin van woorde, byvoorbeeld: gr-oen, bl-om. Lees (mondeling en / of prakties) • Lees ‘n kort gedeelte saam met die onderwyser en beantwoord kort, mondelinge vrae oor die storie. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 59 GRAAD 2: KWARTAAL 3 SKRYF VOORGESTELDE KONTAKTYD 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Skryfaktiwiteite (twee maal per week) Onderwysers moet uit die volgende kies. Hulle moet probeer om soveel aktiwiteite moontlik vir die beskikbare tyd te kies. • Maak gebruik van handskrifvaardighede wat reeds in Huistaal onderrig is. • Skryf ‘n onderskrif vir ‘n prent. • Voltooi sinne deur ontbrekende woorde in te vul. • Skryf sinne en maak gebruik van klanke en sigwoorde wat reeds onderrig is. • Skryf sinne deur sinsrame te gebruik, byvoorbeeld: Ek hou van … Ek hou nie van … nie. • Leerders skryf bekende woorde en sinne wat deur die onderwyser gedikteer word. • Skryf kort, eenvoudige tekste wat reeds in Huistaal onderrig is, byvoorbeeld: beterskapskaartjies. • Gebruik selfstandige naamwoorde en voornaamwoorde, byvoorbeeld: ek, jy, hy, sy in skryfwerk. • Spel woorde korrek uit bestaande kennis, byvoorbeeld: motor, speel, gaan, of deur klankkennis te gebruik, byvoorbeeld: net, pet, vet. • Gebruik ‘n kinderwoordeboek, indien nodig. • Gebruik leestekens wat reeds in Huistaal onderrig is. • Bou eie woordbank en persoonlike woordeboek. Assessering Voorgestelde formele assesseringsaktiwiteit 3 Skryf (geskrewe) • Skryf ‘n onderskrif vir ‘n prent, byvoorbeeld: Die koei vreet gras. • Skryf sinne deur sinsrame te gebruik, byvoorbeeld: Ek hou van … Ek hou nie van …. Voorgestelde formele assesseringsaktiwiteit 4 Skryf (geskrewe) • Skryf sinne met die korrekte leestekens tydens diktee. • Skryf en illustreer ‘n beterskapskaartjie. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2: KWARTAAL 4 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Week 1 - 5 Onderwysers behoort twee temas te kies wat hulle in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwiteite te dek. Let daarop dat die voorgestelde temas / onderwerpe slegs voorstelle is. Onderwysers kan hulle eie temas kies. Dit sal van die konteks en beskikbare hulpmiddels afhang. Hulle moet seker maak dat hulle die nodige Grootboeke, plakkate, rympies, liedjies, speletjies en voorwerpe beskikbaar het vir die tema wat hulle gekies het. Die onderwyser maak van die informele assesseringaktiwiteite gebruik wat vir week 1 - 5 voorgestel is om leerders te assesseer. Week 6 - 10 Die onderwyser kies twee nuwe temas wat hulle sal toelaat om voort te bou op dit wat hulle die eerste vyf weke gedoen het. Nuwe woordeskat kan nou weer ingevoer word, en aangeleerde woordeskat moet vasgelê word. Die temas moet onderwysers deurgaans in staat stel om eenvoudige, basiese taalstrukture in te skerp, terwyl daar met die leerders in die addisionele taal kommunikeer word. Onderwysers moet seker maak dat al die aktiwiteite, indien moontlik, meer as een keer gedek word. Leerders moet geassesseer word deur van die informele assesseringsaktiwiteite gebruik te maak wat vir week 6 - 10 voorgestel word. ‘n Formele assesseringsaktiwiteit moet aan die einde van die kwartaal gedoen word Daaglikse aktiwiteite ( 30 minute per week) Die aktiwiteite kan in lengte varieer. Onderwysers kan een langer aktiwiteit, of twee of drie kortes per week doen. • Ontwikkel ‘n woordeskat met onderwerpe en temas, soos Seisoene. • Volg ‘n kort reeks instruksies, byvoorbeeld: Kom sit hier voor in die klaskamer. • Gee eenvoudige instruksies, byvoorbeeld: Klap jou hande. • Verstaan en reageer op eenvoudige vrae, byvoorbeeld: Watter …? • Rig eenvoudige versoeke, byvoorbeeld: Mag ek my boeke wegpak? • Identifiseer ‘n voorwerp deur eenvoudige, mondelinge beskrywing, byvoorbeeld: Dis somer. Die son skyn. Daar is bloeisels aan die bome. Die kinders dra kort broeke en sandale. Kies die toepaslike prent vir die beskrywing. • Praat oor voorwerpe in ‘n prent en reageer op die onderwyser se instruksies, byvoorbeeld: Wat sien jy? Vertel vir my meer van wat jy sien. • Luister na ‘n eenvoudige vertelling, byvoorbeeld na die onderwyser wat van haar inkopietog vertel. • Lewer, met hulp van die onderwyser, ‘n kort vertelling oor iets wat hy of sy gedoen het. • Memoriseer eenvoudige gediggies, aksierympies en liedjies, en dra dit voor, byvoorbeeld: Vader Jakob ... • Speel taalspeletjies, byvoorbeeld: My klein ogies sien iets wat met ‘n … begin. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 61 Fokus op luister- en praataktiwiteite (minimum 15 minute, een maal per week, maksimum 15 minute, twee maal per week). Luister na stories wat vertel of gelees word (gedeelde lees). Afhangend van die klasrooster kan die onderwyser een of twee maal per week ‘n storie lees of vertel (of ‘n reeks gebeure weergee). Stories wat vertel word, kan deur gebare en met behulp van ander toneelbenodighede, byvoorbeeld maskers, gedramatiseer word. ‘n Grootboek of geïllustreerde plakkaat (waarop al die leerders die prent kan sien) word gebruik vir stories wat gelees word. • Luister vir genot na kort stories en neem op gepaste tye aan refreine deel; gee terugvoering oor niefiksie-tekste, byvoorbeeld Winter, wat uit Grootboeke of geïllustreerde plakkate vertel word. • Verstaan en reageer op instruksies, byvoorbeeld: Wys vir my die bome. Is daar enige blare aan die bome? Watter tyd van die jaar is dit? • Beantwoord eenvoudige vrae met kort antwoorde, byvoorbeeld: Wat gebeur met die bome in die winter? • Benoem van die voorwerpe in die prent en reageer op die onderwyser se vrae, byvoorbeeld: Wat is dit hierdie? Dit is sneeu. • Dramatiseer dele van die storie deur van die teks te gebruik. • Die onderwyser help leerders om die storie oor te vertel, of ‘n kort opsomming te maak. Ontwikkeling van begrippe, woordeskat en taalstrukture Deur aan die bostaande aktiwiteite deel te neem, word … • woordeskat, asook begripswoordeskat, byvoorbeeld deur ‘n tema soos Veranderinge in seisoene, uitgebrei; en • eenvoudige taalstrukture verstaan en in die konteks van betekenisvolle gesproke taal gebruik, byvoorbeeld werkwoorde (Die wind waai, Dit is somer); byvoeglike naamwoorde (koel, warm) en bywoorde (sag). Assessering Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) Week 1 - 5 • Antwoord eenvoudige vrae oor ‘n storie of teks. • Leerders vertel die storie oor, of hulle maak ‘n kort opsomming (3 - 4 sinne). Week 6 - 10 • Beantwoord eenvoudige vrae, byvoorbeeld: Van watter seisoen hou jy die meeste? • Identifiseer drie prente en gee ‘n eenvoudige mondelinge beskrywing, byvoorbeeld: Dis somer. Die son skyn. Daar is bloeisels aan die bome. Die kinders dra kort broeke en sandale. / Dit is winter. Daar is nie blare aan die bome nie. / Dit is lente. Die voëltjie bou sy nessie. Voorgestelde formele assesseringsaktiwiteit 5 Luister en praat (mondeling en / of prakties) • Luister na ‘n eenvoudige vertelling, byvoorbeeld: My somervakansie, en beantwoord eenvoudige vrae, byvoorbeeld: Waarheen het Tandi vir haar somervakansie gegaan? Wat het sy gedoen toe hulle daar aankom? Wat het sy volgende gedoen? • Gebruik ‘n skryfraam en gee ‘n eenvoudige vertelling van 3 - 4 sinne. • Verstaan basiese woordeskat deur na voorwerpe in die klaskamer of in prente te wys. Reageer op die onderwyser se instruksies en voer die aksies uit, byvoorbeeld: Wys vir my die tennisraket / krieketbal / sokkerbal, ensovoorts. • Verstaan ten minste 500 woorde indien die minimum tyd vir Eerste Addisionele Taal gebruik word, en ongeveer 1 000 woorde indien die maksimum tyd vir Eerste Addisionele Taal gebruik word (gebruik die woordelys in Afdeling 3 as riglyn). AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2: KWARTAAL 4 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 45 minute per week Maksimum tyd: 1 uur per week INHOUD / BEGRIPPE / VAARDIGHEDE Klanke en fonemiese bewustheid (15 minute per week) Onderwysers stel leerders bloot aan algemene konsonantkombinasies en vokaalverbindinge in hoëfrekwensie woorde, of woorde wat reeds aan die leerders bekend is. Maak seker dat leerders die betekenis verstaan as nuwe woorde bekendgestel word. Gebruik die woorde in sinne. Hierdie aktiwiteit duur ongeveer 5 - 10 minute wat oor die week versprei word. Dit kan ook met luister-, praat- en leesaktiwiteite geïntegreer word. • Groepeer woorde in woordfamilies, byvoorbeeld: a - lat, mat, dat, vat e - mes, ses, les, nes i - mik, tik, stik, hik o - stok, rok, lok, bok u - bus, lus, mus • Doen woordbou-aktiwiteite met aangeleerde klanke. • Herken woorde met lang vokale, byvoorbeeld: aa - aap, ee - een, oo - oog, uu - uur. • Onderskei tussen klanke wat maklik verwar word, byvoorbeeld: i en u. Gedeelde lees (vorm deel van luister en praat) Gedeelde lees is ‘n lees- en luisteraktiwiteit. Dit sluit ook praat in aangesien leerders met hul onderwyser oor die teks gesels. In Graad 2 is gedeelde lees deel van luister en praat. Groepbegeleide lees (minimum 30 minute en maksimum 1 uur 15 minute per week) Onderwysers wat van die maksimum tydstoekenning vir Eerste Addisionele Taal gebruik maak, moet hul klas in vyf groepe verdeel, elke groep op dieselfde leesvlak. Werk vir 15 minute per dag slegs met een groep. Terwyl die onderwyser met een groep besig is, hou die ander groepe hulle met lees in pare besig. Hulle lees eenvoudige tekste en doen aktiwiteite wat op die teks betrekking het. Maak gebruik van boeke wat eenvoudige strukture, woordeskat en prente bevat om die inhoud en begrip te ondersteun. Onderwysers wat van die minimum tyd vir Eerste Addisionele Taal gebruik maak, waar daar net 30 minute beskikbaar is, kan twee maal per week klasbegeleide lees doen. • Leerders lees in groepbegeleide lees hardop uit hul eie leesboeke saam met die onderwyser. Tydens klasbegeleide lees, lees leerders dieselfde teks of niefiksie-teks saam met die onderwyser. • Maak gebruik van dieselfde leestegnieke wat in Huistaal aangeleer is sodat leerders hulself moniteer wanneer daar gelees word (klanke, sigwoorde, kontekstuele leidrade, struktuuranalise). • Lees met toenemende vlotheid en uitdrukking. • Toon begrip vir leestekens tydens hardoplees. • Bou ‘n sigwoordeskat uit die groepbegeleide, gedeelde en selfstandige lees op. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 63 Selfstandige lees (gedurende leerders se vrye tyd by die skool en tuis) Leerders moet aangemoedig word om in hul vrye tyd selfstandig te lees, byvoorbeeld tuis of wanneer hulle voor ander leerders hul skriftelike werk voltooi het. Dit is belangrik dat leerders elke geleentheid in die klas benut om hul lees te ontwikkel. • Lees hul eie en ander se skryfwerk. • Lees selfstandig (op hul eie) boeke wat in die geleide lees gelees is, boeke met eenvoudige onderskrifte en prentstorieboeke wat in die leeshoekie voorkom. • Maak van een- en tweetalige prentwoordeboeke gebruik om die betekenis van onbekende woorde na te slaan. Assessering Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties en / of geskrewe) • Groepeer woorde in woordfamilies, byvoorbeeld: a - lat, mat, dat, vat e - mes, ses, les, nes i - mik, tik, stik, hik o - stok, rok, lok, bok u - bus, lus, mus • Bou en vorm eenvoudige woorde met tweekonsonantverbindings, byvoorbeeld: plat, klip, klap, prop, drup, klep. • Herken woorde met lang vokale, byvoorbeeld: die oo in groot en boot; die ee in speel en keel. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / of prakties) • Vertel, met hulp van die onderwyser, ‘n deel van die storie in 2 - 3 sinne. Voorgestelde formele assesseringsaktiwiteit 5 Lees (mondeling en / of prakties) • Gebruik prente om die storie te verstaan. Rangskik die prente in die korrekte volgorde, gee ‘n onderskrif by die prent en teken ‘n prent om die sin te illustreer. • Lees uit ‘n Grootboek of enige ander vergrote teks ‘n kort leesstuk saam met die onderwyser, lees die titel en voorspel waaroor die teks handel. Beantwoord mondelinge kortvrae oor die storie. • Lees saam met die onderwyser in ‘n begeleide groep hardop uit eie leesboek. Die hele groep lees dieselfde storie. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2: KWARTAAL 4 SKRYF VOORGESTELDE KONTAKTYD 30 minute per week INHOUD / BEGRIPPE / VAARDIGHEDE Skryfaktiwiteite (twee of drie maal per week) Onderwysers moet soveel moontlike aktiwiteite vir die beskikbare tyd kies. • Maak gebruik van handskrifvaardighede wat reeds in Huistaal aangeleer is. • Skryf sinne en maak gebruik van klanke en sigwoorde wat reeds onderrig is. • Skryf bekende woorde en sinne wat deur die onderwyser gedikteer word. • Orden sinne in die regte volgorde, en skryf dit neer om ‘n paragraaf te vorm. • Skryf ‘n paragraaf van ten minste drie sinne oor ‘n bekende onderwerp. • Organiseer inligting in ‘n eenvoudige, grafiese voorstelling, byvoorbeeld ‘n tabel of ‘n tydlyn. • Gebruik selfstandige en voornaamwoorde in skryfwerk. • Maak gebruik van die teenwoordige en verlede tyd in skryfwerk. • Gebruik meervoude van bekende woorde. • Spel woorde korrek uit die kop uit, byvoorbeeld: vriende, baie, groot, of deur klankkennis te gebruik, byvoorbeeld: kaas, plaas, raas. • Gebruik ’n kinderwoordeboek indien nodig. • Gebruik leestekens wat reeds in Huistaal onderrig is. • Leerders bou hul eie woordbank en persoonlike woordeboek op. Assessering Voorstelle vir informele assesseringsaktiwiteite Skryf (geskrewe) • Skryf vyf sinne met korrekte leestekens wat deur die onderwyser gedikteer word. • Orden sinne in die regte volgorde en skryf dit neer om ‘n paragraaf te vorm. Voorgestelde formele assesseringsaktiwiteit 5 Skryf (geskrewe) • Skryf ‘n paragraaf van ten minste drie sinne oor ‘n bekende onderwerp. • Organiseer inligting in ‘n eenvoudige grafiese voorstelling, byvoorbeeld ‘n tabel of ‘n tydlyn. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 65 VOORGESTELDE TEKSTE / LEERMATERIAAL VIR DIE JAAR LUISTER EN PRAAT • Prente • Plakkate • Werklike voorwerpe wat op die temas van toepassing is • Rekwisiete vir toneel- en rolspel van die stories, byvoorbeeld maskers, fantasieklere, voorwerpe • Prente vir volgorde • CD-speler / bandspeler, CD’s of kassette met stories, gedigte, rympies, liedjies • CD’s, DVD’s en televisieprogramme • Storieboeke / Mondelinge stories • Gedigte, liedjies en rympies • Taalspeletjies (mondeling) LEES EN KLANKE • Prente en plakkate • Grootboeke (gekoop of tuisgemaak) • Aanbevole leesreekse (7 - 10 stories) • Vergrote teks (gediggies, rympie en liedjies) • Prenteboeke met onderskrifte • Fantasieklere vir rolspel en dramatisering • Flitskaarte vir die klaskameritems, uitstallings en sigwoorde • Alfabetkaarte • Wysers vir gebruik tydens die lees van vergrote tekste, muurstories en uitstallings • Kinderwoordeboeke (een- en tweetalig) SKRYF EN HANDSKRIF • Skryfmateriaal, byvoorbeeld potlode, inkleurkryt, vetkryte, blanko papier in verskillende groottes (A3, A4, A5), blanko boeke • Blaaiborde en dik koki-penne AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.3 Graad 3 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 3 VEREISTES PER KWARTAAL KWARTAAL 1 LUISTER EN PRAAT (MONDELING) VOOFGESTELDE KONTAKTYD 1 uur per week INHOUD / KONSEPTE / VAARDIGHEDE Week 1 - 5 Onderwysers kies twee temas wat hulle in staat sal stel om woordeskat uit te brei en in te skerp, asook om die aktiwiteite wat hieronder gelys is, te dek. Let daarop dat die voorgestelde temas slegs voorstelle is. Onderwysers kan hul eie temas kies, afhangend van die inhoud en beskikbare hulpmiddels. Hulle moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Onderwysers moet soveel moontlike aktiwiteite gedurende die beskikbare tyd dek. Om leerders te assesseer, maak onderwysers van die informele assesseringsaktiwiteite gebruik, wat in week 1 - 5 voorgestel is. Week 6 - 10 Onderwysers kies twee nuwe temas wat hulle in staat sal stel om voort te bou op dit wat hulle die eerste vyf weke gedoen het. Die temas moet deurgaans die onderwyser in staat stel om eenvoudige, basiese taalstrukture te vestig, terwyl daar met die leerders in die Eerste Addisionele Taal gekommunikeer word. Indien dit moontlik is, moet die onderwyser seker maak dat al die aktiwiteite meer as een keer gedek word. Leerders word geassesseer deur van die informele assesseringsaktiwiteite gebruik te maak wat vir week 6 - 10 voorgestel is. ‘n Formele assesseringsaktiwiteit moet aan die einde van die kwartaal gedoen word. Daaglikse aktiwiteite (30 minute per week) Die lengte van die aktiwiteite kan varieer. Die onderwyser kan een lang aktiwiteit, of twee of drie kortes per week doen. • Ontwikkel mondelinge (luister en praat) woordeskat deur van onderwerpe en temas soos Wilde diere gebruik te maak. • Volg instruksies, byvoorbeeld: Haal jul skryfboeke en potlode uit. Skryf die datum aan die regterkant van die bladsy. • Gee eenvoudige instruksies, byvoorbeeld: Hou my hand vas. • Verstaan en reageer op eenvoudige vrae, byvoorbeeld: Wanneer? Wie? Waar? Waar het jy ‘n sebra gesien? Wanneer het jy dit gesien? • Stel vrae om duidelikheid te kry, byvoorbeeld: Ek verstaan nie. Herhaal dit asseblief. • Stel versoeke en reageer daarop, byvoorbeeld: Mag ek asseblief die woordeboek gebruik? • Neem aan ‘n kort gesprek oor ‘n bekende onderwerp deel, byvoorbeeld: Die weer, My gesin. • Identifiseer ‘n voorwerp deur ‘n eenvoudige mondelinge beskrywing, byvoorbeeld: Ek is ‘n baie groot dier. Ek is vaal. My vel is skurf. Ek het skerp tande en ‘n lang slurp. Wat is ek? • Praat oor ‘n voorwerp op prente of foto’s en reageer op die onderwyser se instruksies, byvoorbeeld: Wat sien jy op die foto? Vertel vir my meer van wat jy sien. • Luister na ‘n eenvoudige vertelling, byvoorbeeld na die onderwyser wat van ‘n besoek aan die dieretuin vertel. • Onderwyser help leerders om vertelling te lewer, byvoorbeeld wanneer die leerder vertel van iets wat hy / sy gedoen het. • Verstaan en gebruik taalstrukture in konteks, byvoorbeeld: Ek het ‘n kameelperd gesien. • Memoriseer en dra eenvoudige gediggies, aksierympies en liedjies voor. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 67 • Speel taalspeletjies, byvoorbeeld: Raai wie is ek … Gefokusde luister en praataktiwiteite (30 minute per week) Luister na stories en lees dit voor (gedeelde lees) Die onderwyser lees twee maal per week ‘n storie (of ‘n reeks gebeure) voor. Stories wat gelees word, kan deur gebare en toneelbenodighede gedramatiseer word om die betekenis van die storie duidelik verstaanbaar te maak. Die stories moet uit Grootboeke of illustrasies op plakkate gelees word, sodat al die leerders die prente kan sien. • Luister na kort stories, persoonlike vertellings of niefiksie-tekste, byvoorbeeld: feitelike vertellings, instruksies, inligtingsverslae wat vertel of uit Grootboeke of geïllustreerde muurkaarte vir leerders voorgelees word om te geniet. • Luister na persoonlike vertellings en stories, byvoorbeeld: Hoe kameelperd sy lang nek gekry het en beantwoord begripsvrae, soos: Hoe het kameelperd sy lang nek gekry? • Voorspel wat volgende gaan gebeur, byvoorbeeld: Wat dink jy gaan nou met die kameelperd gebeur? • Druk gevoelens oor die storie uit: Het jy van die storie gehou? Hoekom? Hoekom nie? • Vertel die storie oor • Luister na niefiksie-tektse soos feitelike weergawe of inligtingsverslag oor olifante en beantwoord begripsvrae, soos Wat eet 'n olifant? Waarvoor word die slurp gebruik? Ontwikkeling van konsepte, woordeskat en taalstrukture Om aan bogenoemde aktiwiteite deel te neem, word … • woordeskat en kontekstuele woordeskat uitgebrei, byvoorbeeld: diere - fisiese voorkoms, habitat, ensovoorts; en • die gebruik van eenvoudige taalstrukture in die konteks van gesproke taal verstaan en ontwikkel, byvoorbeeld selfstandige naamwoorde, lidwoorde (‘n en die), en die teenwoordige en verlede tyd. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) Week 1 - 5 • Verstaan ‘n verskeidenheid vraagvorme, byvoorbeeld: Waar? Wanneer? en Hoekom? • Identifiseer ‘n voorwerp na aanleiding van ‘n eenvoudige beskrywing, byvoorbeeld: Ek is ‘n lang dier. Ek het ‘n lang nek. Ek eet blare. Wie is ek? Week 6 - 10 • Vertel 'n storie mondelings oor • Neem deel aan 'n bespreking oor 'n bekende onderwerp Voorgestelde formele assesseringsaktiwiteit 1 Luister en praat (mondeling en / of prakties) • Luister na niefiksie-tekste, byvoorbeeld feitelike gebeure of feitelike vertellings, en beantwoord begripsvrae mondeling. • Maak ‘n opsomming van 3 tot 4 sinne van ‘n niefiksie-teks. • Toon begrip van woordeskat deur na voorwerpe in die klas of op prente te wys, en reageer op vrae / instruksies van die onderwyser, byvoorbeeld: Wat is dit? Wys na die olifant se slurp. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 1 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur per week Maksimum tyd: 1 uur 30 minute per week INHOUD / KONSEPTE / VAARDIGHEDE Klanke (15 minute per week) Hersien enkelklanke en sommige tweeklanke deur gebruik te maak van hoëfrekwensie woorde wat die leerder reeds ken. Verseker dat leerders die betekenis van nuwe woorde ken en dit in ‘n sin kan toepas. Leerders gebruik luisteraktiwiteite om die begin- en eindklanke van woorde wat hulle reeds in die Eerste Addisionele Taal ken, te identifiseer. Daar kan een klankkombinasie per week uit die voorbeelde aangeleer word. Hierdie aktiwiteite duur ongeveer 5 - 10 minute en word oor die week versprei. Dit kan ook met luister-, praat- en leesaktiwiteite geïntegreer word. Week 1 - 5 • Identifiseer die letter-klank-verhouding van alle enkelklanke en herken uitspraakverskille tussen die huistaal en die addisionele taal. • Herken tweekonsonantkombinasies, byvoorbeeld: sk-, br-, fr-, pl- aan die begin van woorde - sk- ip , br-ug, fr-is, pl-uk. • Bou en klank drie- tot vierletterwoorde met klanke wat reeds bemeester is. Week 6 - 10 • Herken tweekonsonantkombinasies, byvoorbeeld: -lf, -nt, -rk, -rs aan die einde van woorde - wo-lf, se-nt, vu-rk, ke-rs. • Herken tweevokaalklanke, byvoorbeeld: oe (boek); ie (dier). • Bou en klank drie- tot vierletterwoorde met klanke wat reeds bemeester is. Gedeelde lees (vorm deel van luister en praat) Gedeelde lees is ‘n lees- en luisteraktiwiteit. Dit sluit ook praat in aangesien leerders met hul onderwyser oor die teks gesels. Gedeelde lees word in Graad 3 voortgesit, maar vorm deel van luister en praat. • Lees saam met die onderwyser ‘n kort storie uit ‘n Grootboek en gebruik die titel om te voorspel wat in die storie gaan gebeur. • Beantwoord vrae oor die storie, byvoorbeeld: Wat het die seun by die skool gedoen? • Elke leerder beskryf hoe die storie hom / haar laat voel. Groepbegeleide lees (minimum 45 minute maksimum 1 uur 15 minute per week) Onderwysers wat van die maksimum tydstoekenning vir Eerste Addisionele Taal gebruik maak, moet hul klas in vyf groepe verdeel, elke groep op dieselfde leesvlak. Leerders behoort gegradeerde leesreekse te gebruik en daar moet seker gemaak word dat elke groep tekste het wat op die voorgestelde vlak is, byvoorbeeld woordherkenning tussen 90% en 95%. Werk vir 15 minute per dag slegs met een groep. Terwyl die onderwyser met een groep besig is, hou die ander groepe hulle met lees in pare of selfstandige lees besig, of hulle doen aktiwiteite wat op die teks betrekking het. Onderwysers wat van die minimum tydstoekenning vir Eerste Addisionele Taal gebruik maak, kan 3 maal per week klasbegeleide lees doen. • Lees saam met die onderwyser stories - die hele groep lees dieselfde storie. • Maak van dieselfde leestegnieke gebruik wat in Huistaal aangeleer is (klanke, kontekstuele leidrade, struktuuranalise, sigwoorde). AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 69 • Lees hardop met toenemende vlotheid en uitdrukking. • Toon begrip vir leestekens (punte, kommas, vraagtekens, uitroeptekens en aanhalingstekens) tydens hardoplees. • Gaan voort om sigwoordeskat op te bou deur groepbegeleide, gedeelde en selfstandige lees. Selfstandige lees (gedurende leerders se vrye tyd by die skool en tuis) Leerders moet aangemoedig word om selfstandig te lees in hul Eerste Addisionele Taal-periode, byvoorbeeld wanneer hulle voor ander leerders hul skriftelike werk voltooi het en by die huis (vir huiswerk). Dit is belangrik dat leerders elke geleentheid in die klas gebruik om hul lees te ontwikkel. • Lees eie en ander se skryfwerk. • Lees boeke wat tydens groepbegeleide leessessies gelees is, en boeke met eenvoudige onderskrifte en prentstorieboeke in die leeshoekie. • Lees bekende gedigte en rympies. • Maak van een- en tweetalige kinderprentwoordeboeke gebruik om die betekenis van onbekende woorde na te slaan. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties en / of geskrewe) • Bou en klank kort (drieletter- en vierletter-) woorde deur die aangeleerde klanke te gebruik Voorgestelde formele assesseringsaktiwiteit 1 Klanke (mondeling en / of prakties en / of geskrewe) • Identifiseer die letter-klank-verhouding van alle enkelklanke en herken uitspraakverskille tussen die huistaal en eerste addisionele taal. • Herken tweekonsonantkombinasies, byvoorbeeld: sk- , br- ,fr- , pl- aan die begin van woorde - sk- ip , br-ug, fr-is, pl-uk. • Herken tweekonsonantkombinasies, byvoorbeeld: -lf, - nt, -rk, -rs aan die einde van woorde - wo-lf, se-nt, vu-rk, ke-rs. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / of prakties) Gedeelde lees • Lees saam met die onderwyser ‘n kort storie uit ‘n Grootboek of ‘n ander teks en gebruik die titel om te voorspel wat in die storie gaan gebeur. • Beantwoord vrae oor ‘n storie, byvoorbeeld: Wat het die seun by die skool gedoen? Groepbegeleide lees • Toon begrip en vlotheid wanneer die leerder op sy leesvlak, saam met die onderwyser lees. Selfstandige lees • Toon begrip en vlotheid wanneer leerder selfstandig lees. Voorgestelde formele assesseringsaktiwiteit 1 Lees (mondeling en / of prakties) Gedeelde lees • Vertel ‘n storie, of som ‘n niefiksie-teks op. Groepbegeleide lees • Lees in groepe saam met die onderwyser. • Gebruik sigwoorde, klanke en begripsvaardighede om die teks te verstaan. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 1 SKRYF TAALSTRUKTUUR VOORGESTELDE KONTAKTYD Skryf Minimum tyd: 30 minute per week Maksimum tyd: 1 uur per week Taalstruktuur: 30 minute per week INHOUD / KONSEPTE / VAARDIGHEDE Skryfaktiwiteite (minimum 30 minute per week, maksimum 1 uur per week) Een of twee skryfaktiwiteite as maksimum tyd gebruik word, en een aktiwiteit wanneer minimum tyd gebruik word. • Maak gebruik van handskrifvaardighede wat reeds in Huistaal aangeleer is. • Maak langer en moeiliker lyste met opskrifte, byvoorbeeld: Wilde diere: olifante, kameelperde, leeus, sebras. • Skryf eenvoudige tekste, byvoorbeeld ‘n verjaardagkaartjie. • Skryf, met hulp, ‘n eenvoudige stel instruksies, byvoorbeeld ‘n resep. • Skryf ‘n paragraaf van 4 - 6 sinne oor ‘n bekende onderwerp. • Gebruik die skryfproses (beplan, skryf, redigeer en bied aan). • Gebruik leestekens wat reeds in Huistaal aangeleer is. • Spel algemene woorde korrek en probeer onbekende woorde gebruik deur van klankkennis gebruik te maak. • Bou eie woordbank en persoonlike woordeboek op. • Gebruik een- en tweetalige kinderwoordeboeke. Taalstruktuuraktiwiteite (30 minute per week) Gedurende hierdie aktiwiteite sal leerders op Taalstruktuur fokus. Taal moet in ‘n betekenisvolle konteks onderrig word. • Verstaan en gebruik die teenwoordige tyd. • Verstaan en gebruik werkwoordtye en besitlike voornaamwoorde. • Hersien Taalstruktuure wat informeel in Graad 1 - 2 gebruik is. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Skryfwerk (geskrewe) • Skryf, met hulp van die onderwyser, eenvoudige instruksies. Voorgestelde formele assesseringsaktiwiteit 1 Skryfwerk (geskrewe) • Skryf ‘n paragraaf van ongeveer 4 - 6 sinne oor ‘n bekende onderwerp. Voorstelle vir informele assesseringsaktiwiteite Taalstruktuur (geskrewe) • Skryf betekenisvolle onderskrifte vir prente deur van ‘n skryfraam gebruik te maak, byvoorbeeld: Daar is …. • Skryf sinne deur van besitlike voornaamwoorde gebruik te maak. Voorgestelde formele assesseringsaktiwiteit 1 Skryfwerk (geskrewe) • Skryf betekenisvolle sinne in die teenwoordige tyd. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 71 GRAAD 3: KWARTAAL 2 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD 1 uur per week INHOUD / KONSEPTE / VAARDIGHEDE Week 1 - 5 Onderwysers kies twee temas wat hulle in staat sal stel om woordeskat uit te brei en in te skerp, asook om die aktiwiteite wat onder gelys, te dek. Let daarop dat die voorgestelde temas slegs voorstelle is. Onderwysers kan hul eie temas kies, afhangend van inhoud en beskikbare hulpmiddels. Hulle moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Onderwysers moet soveel moontlik aktiwiteite gedurende die beskikbare tyd dek. Om leerders te assesseer, maak die onderwyser van die informele assesseringsaktiwiteite gebruik wat vir week 1 - 5 voorgestel is. Week 6 - 10 Onderwysers kies twee nuwe temas wat hulle in staat sal stel om voort te bou op dit wat hulle die eerste vyf weke gedoen het. Die temas kan nou weer herhaal word en aangeleerde woordeskat moet ingeskerp word. Die temas moet die onderwyser deurgaans in staat stel om eenvoudige, basiese taalstrukture te gebruik, terwyl daar met die leerders in Eerste Addisionele Taal gekommunikeer word. Onderwysers moet seker maak dat al die aktiwiteite, indien moontlik, meer as een keer gedek word. Leerders moet geassesseer word deur van die informele assesseringsaktiwiteite gebruik te maak wat vir week 6 - 10 voorgestel is. ‘n Formele assesseringsaktiwiteit moet aan die einde van die kwartaal gedoen word. Daaglikse aktiwiteite (30 minute per week) Die aktiwiteite varieer in lengte. Die onderwyser kan een maal per week een lang aktiwiteit, of twee of drie kortes doen. • Ontwikkel woordeskat deur van onderwerpe en temas, soos Dinge wat groei, gebruik te maak. • Volg instruksies, byvoorbeeld: Plaas grond in die pot. Plaas die saad in die grond. Maak die saad met ‘n bietjie grond toe. Gooi water op die saad. • Gee eenvoudige instruksies, byvoorbeeld: Maak die saad met water nat. • Verstaan en reageer op eenvoudige vrae soos: Wanneer? Waarom? Wat? Wat dink jy sal die saad word wanneer dit groei? • Stel vrae om duidelikheid te kry, byvoorbeeld: Ek verstaan nie. Herhaal dit asseblief. • Stel versoeke en reageer daarop, byvoorbeeld: Mag ek asseblief die woordeboek gebruik? • Neem aan ‘n kort gesprek oor ‘n bekende onderwerp deel, byvoorbeeld: My vriende en wat ons graag doen. • Identifiseer ‘n voorwerp deur eenvoudige mondelinge beskrywing, byvoorbeeld: Ek is klein en hard. As jy my in die grond sit en water gee, groei ek. Wat is ek? • Praat oor ‘n voorwerp op prente of in foto’s en reageer op die onderwyser se instruksies, byvoorbeeld: Wat sien jy op die foto? Vertel vir my meer van wat jy sien. • Luister na ‘n eenvoudige vertelling, byvoorbeeld die onderwyser wat vertel hoe ‘n plant groei: Ek plaas grond in die pot. Dan plant ek die saad in die grond. Daarna maak ek dit nat. Nou neem ek waar hoe my plant groei. • Lewer ‘n eenvoudige vertelling, byvoorbeeld die leerder vertel hoe hy / sy saad geplant het. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Verstaan en gebruik taalstrukture in konteks, byvoorbeeld die verlede tyd: Ek het saad geplant, en voorsetsels: Ek plant die saad in die grond. • Memoriseer en dra eenvoudige gediggies, aksierympies en liedjies voor. • Speel taalspeletjies, byvoorbeeld: Ek sien iets wat met … begin. Gefokusde luister- en praataktiwiteite (30 minute per week) Luister na stories en lees dit voor (gedeelde lees). Onderwyser lees twee maal per week ‘n storie of ‘n reeks gebeure voor. Stories kan deur gebare en toneelbenodighede gedramatiseer word om die betekenis van die storie duidelik verstaanbaar te maak. Die stories moet uit Grootboeke of illustrasies op plakkate gelees word, sodat al die leerders die prente kan sien. • Luister na kort stories, persoonlike verslae of niefiksie-boeke, byvoorbeeld feitelike verslae, instruksies, inligtingsverslae wat vir genot uit Grootboeke of geïllustreerde muurkaarte voorgelees word. • Luister na stories en persoonlike verslae en beantwoord begripsvrae. • Voorspel wat volgende in die storie gaan gebeur, byvoorbeeld: Wat dink jy gaan nou gebeur? • Druk gevoelens oor die storie uit: Het jy van die storie gehou? Hoekom? Hoekom nie? • Vertel die storie oor • Luister na niefiksie-tekste soos 'n feitelike weergawe of inligtingsverslag en beantwoord begripsvrae, soos Wat het 'n plant nodig om te groei? Ontwikkeling van konsepte, woordeskat en taalstrukture Om aan bogenoemde aktiwiteite deel te neem, word … • kontekstuele woordeskat wat byvoorbeeld in ‘n tema soos Lewensiklusse voorkom, uitgebrei; en • die gebruik van eenvoudige taalstrukture in die konteks van gesproke taal ontwikkel, byvoorbeeld ten opsigte van selfstandige naamwoorde, lidwoorde (‘n en die) en voorsetsels (Die mot verander in ‘n papie). ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) Week 1 - 5 • Praat oor ‘n prent of foto. • Neem aan kort gesprekke oor ‘n bekende onderwerp deel. Week 6 - 10 • Luister na ‘n eenvoudige mondelinge vertelling. • Gee ‘n eenvoudige mondelinge vertelling. Voorgestelde formele assesseringsaktiwiteit 1 Luister en praat (mondeling en / of prakties) • Luister na ‘n niefiksie-teks en beantwoord begripsvrae mondeling. • Verstaan woordeskat deur na voorwerpe in die klas of in prente te wys en reageer op vrae / instruksies van die onderwyser, byvoorbeeld: Wat is hierdie? Wys na die wortels van die plant. Voorgestelde formele assesseringsaktiwiteit 2 Luister en praat (mondeling en / of prakties) • Luister na ‘n storie en vertel dit oor. • Verstaan woordeskat deur na voorwerpe in die klas of in prente te wys en reageer op vrae / instruksies van die onderwyser, byvoorbeeld: Wat is hierdie? Wys na die wortels van die plant. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 73 GRAAD 3: KWARTAAL 2 LEES EN KLANKE VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur per week Maksimum tyd: 1 uur 30 minute per week INHOUD / KONSEPTE / VAARDIGHEDE Klanke (15 minute per week) Hersien enkelklanke en sommige tweeklanke deur van hoëfrekwensie woorde wat die leerder reeds ken, gebruik te maak. Verseker dat leerders die betekenis van nuwe woorde ken en dit in ‘n sin kan toepas. Leerders gebruik luisteraktiwiteite om die begin- en eindklanke van woorde in Eerste Addisionele Taal wat hulle reeds ken, te identifiseer. Daar kan uit die voorbeelde een klankkombinasie per week aangeleer word. Hierdie aktiwiteite duur ongeveer 5 - 10 minute en is oor die week versprei. Dit kan ook met luister-, praat- en leesaktiwiteite geïntegreer word. Week 1 - 5 • Herken ten minste drie nuwe tweevokaalkombinasies, byvoorbeeld: eu in neus. • Bou en klank woorde met klanke wat reeds aangeleer is. Week 6 - 10 • Herken tweekonsonantkombinasies soos die volgende: -lf, - nt, -rk, -rs aan die einde van woorde - wo-lf, se-nt, vu-rk, ke-rs. • Herken rymklanke, byvoorbeeld: bly, gly, ry, vy, sy. • Bou en klank woorde met klanke wat reeds aangeleer is. Gedeelde lees (vorm deel van luister en praat) Gedeelde lees is ‘n lees- en luisteraktiwiteit. Dit sluit ook praat in aangesien leerders met hul onderwyser oor die teks gesels. Gedeelde lees gaan voort in Graad 3, maar is deel van luister en praat. • Lees ‘n kort storie (Grootboek) saam met die onderwyser en gebruik die titel om te voorspel wat in die storie gaan gebeur. • Beantwoord vrae oor die storie, byvoorbeeld: Wat het die seun by die skool gedoen? • Elke leerder beskryf hoe die storie hom / haar laat voel. Groepbegeleide lees (minimum 45 minute, maksimum 1 uur 15 minute per week) Onderwysers wat van die maksimum tydstoekenning vir Eerste Addisionele Taal gebruik maak, moet hul klas in vyf groepe verdeel, elke groep op dieselfde leesvlak. Leerders behoort gegradeerde leesreekse te gebruik, en maak seker dat elke groep tekste het wat op die voorgestelde vlak is (woordherkenning tussen 90% - 95% ). Werk vir 15 minute per dag slegs met een groep. Terwyl die onderwyser met een groep besig is, hou ander groepe hulle met lees in pare of selfstandige lees besig of doen aktiwiteite wat op die teks betrekking het. Onderwysers wat gebruik maak van die minimum tydstoekenning vir Eerste Addisionele Taal kan drie maal per week klasbegeleide lees doen. • Lees saam met die onderwyser stories - die hele groep lees dieselfde storie. • Maak van dieselfde leestegnieke gebruik wat in Huistaal aangeleer is (klanke, kontekstuele leidrade, struktuuranalise, sigwoorde). • Lees hardop met toenemende vlotheid en uitdrukking. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Toon begrip vir leestekens tydens hardoplees. • Gaan voort om sigwoordeskat op te bou deur groepbegeleide, gedeelde en selfstandige lees. Selfstandige lees (gedurende leerders se vrye tyd by die skool en tuis) Leerders moet aangemoedig word om selfstandig te lees in hul Eerste Addisionele Taal-periode, byvoorbeeld wanneer hulle voor ander leerders hul skriftelike werk voltooi het, of wanneer die onderwyser groepbegeleide lees doen, asook by die huis (vir huiswerk). Dit is belangrik dat leerders elke geleentheid in die klas sal gebruik om hul lees te ontwikkel. • Lees eie en ander se skryfwerk. • Lees bekende gedigte en rympies. • Lees boeke wat tydens groepbegeleide leessessies gelees is, en boeke met eenvoudige onderskrifte en prentstorieboeke in die leeshoekie. • Maak van een- en tweetalige kinderprentwoordeboeke gebruik om die betekenis van onbekende woorde na te slaan. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties en / of geskrewe) • Onderskei tussen die lang vokaalklanke, soos: boot, muur, kaas, lees; en kort vokaalklanke soos: kas, bos, les. Voorgestelde formele assesseringaktiwiteit 2 Klanke (mondeling en / of prakties en / of geskrewe) • Herken vokaalklanke wat uit twee letters bestaan, soos in moet, deur; en in diftonge soos ou, ei, ui. Voorgestelde formele assesseringaktiwiteit 3 Klanke (mondeling en / of prakties en / of geskrewe) • Herken tweekonsonantkombinasies aan die begin van woorde, soos: fles, krap, pluk, pruim. • Bou en klank woorde wat geleer is. Voorstelle vir informele assesseringaktiwiteite Lees (mondeling en / of prakties) Gedeelde lees • Beantwoord kort mondelinge vrae oor die teks. • Vertel dele van die storie oor, met die onderwyser se hulp. Groepbegeleide lees • Toon begrip en vlotheid tydens lees wanneer saam met die onderwyser gelees word. Voorgestelde formele assesseringsaktiwiteite Lees (mondeling en / of prakties) Gedeelde lees • Beantwoord vrae oor die storie of niefiksie-teks, byvoorbeeld: Wat is die eerste ding wat met die boontjiesaad gebeur het? Groepbegleide lees • Toon begrip en vlotheid wanneer saam met die onderwyser gelees word. Lees in pare / Selfstandige lees • Toon begrip en vlotheid wanneer daar selfstandig gelees word. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 75 GRAAD 3: KWARTAAL 2 SKRYF TAALSTRUKTUUR VOORGESTELDE KONTAKTYD Skryf Minimum tyd: 30 minute per week Maksimum tyd: 1 uur per week Taalstruktuur: 30 minute per week INHOUD / KONSEPTE / VAARDIGHEDE Skryfaktiwiteite (minimum 30 minute, maksimum 1 uur per week) Een of twee skryfaktiwiteite wanneer maksimum tyd gebruik word en een aktiwiteit wanneer minimum tyd gebruik word. • Maak gebruik van handskrifvaardighede wat reeds in Huistaal aangeleer is. • Maak langer en moeiliker lyste met opskrifte, byvoorbeeld: Dinge wat plante nodig het: water, grond, lug, sonlig. • Skryf, met hulp, ‘n eenvoudige stel instruksies, byvoorbeeld: Hoe groei ‘n plant? • Organiseer inligting met behulp van ‘n diagram, tabel of staafgrafiek, byvoorbeeld die lewensiklus van ‘n plant. • Skryf ‘n paragraaf van 4 - 6 sinne oor ‘n bekende onderwerp. • Gebruik die skryfproses (beplan, skryf, redigeer en bied aan). • Gebruik leestekens (punte, kommas, vraagtekens, uitroeptekens en aanhalingstekens) wat reeds in Huistaal aangeleer is. • Spel algemene woorde korrek en probeer onbekende woorde gebruik deur van klankkennis gebruik te maak. • Bou eie woordbank en persoonlike woordeboek op. • Gebruik een- en tweetalige kinderwoordeboeke. Taalstruktuuraktiwiteite (30 minute per week) Gedurende hierdie aktiwiteite sal leerders begin om op taalstruktuur te fokus. Taalstruktuur moet in ‘n betekenisvolle konteks onderrig word. • Hersien selfstandige naamwoorde. • Hersien taalstrukture wat informeel in Graad 1 - 2 gebruik is. ASSESSERING Voorstel vir informele assesseringsaktiwiteite Skryfwerk (geskrewe) • Organiseer inligting op ‘n diagram, tabel of grafiek. Voorgestelde formele assesseringsaktiwiteit 2 Skryfwerk (geskrewe) • Skryf ‘n paragraaf van 6 - 8 sinne oor ‘n bekende onderwerp. Voorgestelde formele assesseringsaktiwiteit 3 Skryfwerk (geskrewe) • Skryf, met hulp van die onderwyser, eenvoudige instruksies: Hoe om saad te plant. Voorstel vir informele assesseringsaktiwiteit Taalstruktuur (geskrewe) • Skryf betekenisvolle sinne deur van selfstandige naamwoorde gebruik te maak. Voorgestelde formele assesseringsaktiwiteit 2 Taalstruktuur (geskrewe) • Voltooi sinne deur voorsetsels in te vul. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 3 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD 1 uur per week INHOUD / KONSEPTE / VAARDIGHEDE Week 1 - 5 Onderwysers kies twee temas wat hulle in staat sal stel om woordeskat uit te brei en in te skerp, asook om die aktiwiteite hieronder gelys, te dek. Let daarop dat die voorgestelde temas slegs voorstelle is. Onderwysers kan hul eie temas kies, afhangend van inhoud en beskikbare hulpmiddels. Hulle moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Onderwysers moet soveel moontlike aktiwiteite gedurende die beskikbare tyd probeer dek. Om leerders te assesseer, maak die onderwyser van die informele assesseringsaktiwiteite gebruik wat vir week 1 - 5 voorgestel is. Week 6 - 10 Onderwysers kies twee nuwe temas wat hulle in staat sal stel om voort te bou op dit wat hulle die eerste vyf weke gedoen het. Die temas moet deurgaans die onderwyser in staat stel om eenvoudige, basiese taalstrukture te vestig, terwyl daar met die leerders in Eerste Addisionele Taal gekommunikeer word. Indien dit moontlik is, moet die onderwyser seker maak dat al die aktiwiteite meer as een keer gedek word. Leerders word geassesseer deur van die informele assesseringsaktiwiteite gebruik te maak wat vir week 6 - 10 voorgestel is. ‘n Formele assesseringsaktiwiteit moet aan die einde van die kwartaal gedoen word. Daaglikse aktiwiteite (30 minute per week) • Ontwikkel ‘n mondelinge (luister en praat) woordeskat deur van onderwerpe en temas, soos Ons maak dinge, gebruik te maak. • Volg instruksies, byvoorbeeld: Jy het papier, ‘n skêr, inkleurpotlode en wol nodig om ‘n masker te maak. Teken eers die gesig. Dan … • Gee eenvoudige instruksies, byvoorbeeld: Kleur die masker geel in. • Verstaan en reageer op eenvoudige vrae, byvoorbeeld: Wanneer? Waarom? Hoe? Hoe maak jy ‘n masker? • Stel vrae om duidelikheid te kry, byvoorbeeld: Ek verstaan nie. Herhaal dit asseblief. • Stel versoeke en reageer daarop, byvoorbeeld: Mag ek asseblief die woordeboek gebruik? • Neem aan ‘n kort gesprek oor ‘n bekende onderwerp deel, byvoorbeeld: Wat gebeur in ons gemeenskap? • Identifiseer ‘n voorwerp deur ‘n eenvoudige mondelinge beskrywing, byvoorbeeld: Plaas prente in die korrekte volgorde van hoe jy ‘n masker maak. • Praat oor ‘n voorwerp op prente of in foto’s en reageer op die onderwyser se instruksies, byvoorbeeld: Wat sien jy op die foto? Vertel vir my meer van wat jy sien. • Luister na ‘n eenvoudige vertelling, byvoorbeeld die onderwyser wat vertel hoe hy of sy ‘n masker maak: Ek teken eers die gesig. Dan teken ek die oë, neus en ‘n mond. • Die onderwyser help leerders om te vertel, byvoorbeeld vertel hoe hy of sy ‘n masker gemaak het. • Verstaan en gebruik taalstrukture in konteks, byvoorbeeld beskrywende voornaamwoorde. • Memoriseer en dra eenvoudige gediggies, aksierympies en liedjies voor. • Speel taalspeletjies, byvoorbeeld: Ek sien iets wat met … begin. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 77 Gefokusde luister- en praataktiwiteite (30 minute per week) Luister na stories en lees dit voor (gedeelde lees). Onderwysers lees twee maal per week ‘n storie voor, of ‘n reeks gebeure kan weergegee word. Stories kan deur gebare en toneelbenodighede gedramatiseer word om die betekenis van die storie duidelik verstaanbaar te maak. Die stories moet uit Grootboeke of illustrasies op plakkate gelees word, sodat al die leerders die prente kan sien. • Luister vir genot na kort stories, persoonlike vertellings of niefiksie-tekste, byvoorbeeld feitelike vertellings, instruksies, stories uit Grootboeke of geïllustreerde muurkaarte of prente. • Luister na stories en persoonlike vertellings en beantwoord begripsvrae. • Voorspel wat volgende in die storie of persoonlike vertellings gaan gebeur, byvoorbeeld: Wat dink jy gaan nou gebeur? • Vertel die storie oor. • Luister na niefiksie soos ‘n prosedureteks, byvoorbeeld hoe om ‘n masker te maak, en beantwoord begripsvrae, byvoorbeeld: Wat het jy nodig om ‘n masker te maak? • Druk gevoelens oor die storie uit: Het jy van die storie gehou? Hoekom? Hoekom nie? • Die onderwyser help leerders om ‘n opsomming van ‘n niefiksie-teks te maak. Ontwikkeling van konsepte, woordeskat Om aan bogenoemde aktiwiteite deel te neem, word … • mondelinge en kontekstuele woordeskat oor ‘n tema, soos Lewensiklusse uitgebrei; en • die gebruik van eenvoudige taalstrukture in die konteks van gesproke taal ontwikkel en uitgebrei deur, byvoorbeeld selfstandige naamwoorde, lidwoorde, voorsetsels en beskrywende voornaamwoorde. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) Week 1 - 5 • Gee en volg instruksies. Week 6 - 10 • Luister na kort, mondelinge vertellings. • Lewer ‘n kort, mondelinge vertelling. Voorgestelde formele assesseringsaktiwiteit 4 Luister en praat (mondeling en / of prakties) • Luister na ‘n storie en beantwoord vrae mondeling. • Vertel ‘n storie oor. • Verstaan mondelinge woordeskat deur na voorwerpe in die klaskamer of in prente te wys en reageer op vrae van die onderwyser. Voorgestelde formele assesseringsaktiwiteit 5 Luister en praat (mondeling en / of prakties) • Gee ‘n mondelinge vertelling oor onlangse gebeure. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 3 LEES EN KLANKE VOORGESTELDE KONTAKTYD 1 uur 30 minute per week INHOUD / KONSEPTE / VAARDIGHEDE Die onderwyser stel nuwe tweevokaalklankgroepe en konsonantverbindings bekend en gebruik hoëfrekwensie woorde, of woorde wat die leerders reeds ken. Verseker dat leerders die nuwe woorde se betekenis verstaan en dit in ‘n sin kan gebruik. Doen luisteraktiwiteite wat die spelling- / klankverskil tussen Huistaal en Eerste Addisionele Taal duidelik maak. Hierdie aktiwiteite moet kort wees (5 - 10 minute) en oor die week versprei word. Dit kan ook met luister-, praat- en leesaktiwiteite geïntegreer word. Week 1 - 5 • Onderskei tussen verskillende mondelinge vokaalklanke, byvoorbeeld die e in berge. • Herken ten minste vyf tweevokaalkombinasies, byvoorbeeld, loer, dier, deur. • Bou en klank woorde met klanke wat die leerders reeds ken. Week 6 - 10 • Herken driekonsonantkombinasies aan die begin van ‘n woord, soos: strand, straat, straf, streel. • Herken dubbelkonsonantkombinasies, byvoorbeeld: somme, potte, balle. • Bou en klank woorde met klanke wat die leerders reeds ken. Gedeelde lees (vorm deel van luister en praat) Gedeelde lees is ‘n lees- en luisteraktiwiteit. Dit sluit ook praat in aangesien leerders met hul onderwyser oor die teks gesels. Gedeelde lees word in Graad 3 voortgesit, maar vorm deel van luister en praat. • Lees ‘n kort geskrewe teks uit ‘n Grootboek of enige ander vergrote teks saam met die onderwyser. Gebruik die titel om te voorspel waaroor die storie handel. • Beantwoord vrae oor die storie, byvoorbeeld: Kon mense die vriendelike spokie sien? • Leerders beskryf hoe die storie hulle laat voel. Groepbegeleide lees (minimum 45 minute, maksimum 1 uur 15 minute per week) Onderwysers wat van die maksimum tydstoekenning vir Eerste Addisionele Taal gebruik maak, moet hul klas in vyf groepe verdeel, elke groep op dieselfde leesvlak. Leerders behoort gegradeerde leesreekse te gebruik, en maak seker dat elke groep tekste het wat op die voorgestelde vlak is (woordherkenning tussen 90% en 95% ). Werk vir 15 minute per dag slegs met een groep. Terwyl die onderwyser met een groep besig is, hou ander groepe hulle met lees in pare of selfstandige lees besig of doen aktiwiteite wat op die teks betrekking het. Onderwysers wat gebruik maak van die minimum tydstoekenning vir Eerste Addisionele Taal kan drie maal per week klasbegeleide lees doen. • Lees hardop uit eie boek tydens groepbegeleide leessessies saam met die onderwyser - die hele groep lees dieselfde storie of niefiksie-teks. • Maak van dieselfde leestegnieke gebruik wat in Huistaal aangeleer is (klanke, kontekstuele leidrade, struktuuranalise, sigwoorde). • Lees hardop met toenemende vlotheid en uitdrukking. • Toon begrip vir leestekens tydens hardoplees. • Gaan voort om sigwoordeskat op te bou deur groepbegeleide, gedeelde en selfstandige lees. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 79 Selfstandige lees (gedurende leerders se vrye tyd by die skool en tuis) Leerders moet aangemoedig word om selfstandig te lees in hul Eerste Addisionele Taal-periode, byvoorbeeld wanneer hulle voor ander leerders hul skriftelike werk voltooi het, of wanneer die onderwyser groepbegeleide lees doen, asook by die huis (vir huiswerk). Dit is belangrik dat leerders elke geleentheid in die klas gebruik om hul lees te ontwikkel. • Lees eie en ander se skryfwerk. • Lees selfstandig boeke wat tydens groepbegeleide leessessies gelees is, en boeke met eenvoudige onderskrifte en prentstorieboeke in die leeshoekie. • Lees bekende gedigte en rympies. • Maak van een- en tweetalige kinderprentwoordeboeke gebruik om die betekenis van onbekende woorde na te slaan. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en /of prakties en /of geskrewe) • Herken verskille tussen klank-spelling-verhouding in die huistaal en die eerste addisionele taal, soos die wa- in water in Afrikaans en Engels. Formele assesseringsaktiwiteit 4 Klanke (mondeling en /of prakties en /of geskrewe) • Onderskei tussen verskillende klanke op gehoor. Formele assesseringsaktiwiteit 5 Klanke (mondeling en /of prakties en /of geskrewe) • Herken driekonsonantkombinasies aan die begin van ‘n woord, byvoorbeeld: strand, straat, straf, streel. • Herken dubbelkonsonantkombinasies, byvoorbeeld: motte, kanne, balle. • Bou en klank woorde met klanke wat die leerders reeds ken. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / of prakties) Gedeelde lees • Beantwoord kort mondelinge vrae oor die teks. • Vertel die storie oor met hulp van die onderwyser. Groepbegeleide lees • Demonstreer begrip en vlotheid op eie leesvlak saam met die onderwyser. Formele assesseringsaktiwiteite 4 en 5 Lees (mondeling en / of prakties) Gedeelde lees • Beantwoord vrae oor die storie of die niefiksie-teks, byvoorbeeld: Kon mense die vriendelike spokie sien? Waarom kon mense nie die vriendelike spokie sien nie? Groepbegeleide lees • Demonstreer begrip en vlotheid op eie leesvlak saam met die onderwyser. Lees in pare / Selfstandige lees • Demonstreer begrip en vlotheid op eie leesvlak saam met die onderwyser. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 3 SKRYFWERK TAALSTRUKTUUR VOORGESTELDE KONTAKTYD Skryfwerk Minimum tyd: 30 minute per week Maksimum tyd: 1 uur per week Taalstruktuur: 30 minute per week INHOUD / KONSEPTE / VAARDIGHEDE Skryfaktiwiteite (minimum 30 minute, maksimum 1 uur per week) Een of twee hoof-skryfaktiwiteite per week as maksimum tyd gebruik word en ten minste een aktiwiteit per week as minimum tyd gebruik word • Maak gebruik van handskrifvaardighede wat reeds in Huistaal aangeleer is. • Maak langer en moeiliker lyste met opskrifte, byvoorbeeld: Dinge wat jy nodig het om ‘n masker te maak. • Skryf ‘n paragraaf van 4 - 6 sinne oor ‘n bekende onderwerp. • Organiseer inligting op ‘n tabel of staafgrafiek, byvoorbeeld: Proses om ‘n masker te maak. • Skryf, met hulp van die onderwyser, ‘n persoonlike vertelling van ervaringe, byvoorbeeld: Gister het ek ‘n masker gemaak. Ek het eers … toe het ek … Die volgende stap was om … en ek het dit afgerond deur … • Gebruik die skryfproses (beplan, skryf, redigeer, bied aan). • Gebruik leestekens wat reeds in Huistaal aangeleer is (punte, kommas vraagtekens, uitroeptekens en aanhalingstekens). • Spel algemene woorde korrek en probeer onbekende woorde gebruik deur van klankkennis gebruik te maak. • Gebruik die verlede tyd toenemend vlot en akkuraat • Bou eie woordbank en persoonlike woordeboek op. • Gebruik een- en tweetalige kinderwoordeboeke. Taalstruktuursaktiwiteite (30 minute per week) In hierdie aktiwiteite begin leerders om op taal in konteks te fokus; daarom moet taal binne ‘n betekenisvolle konteks onderrig word. • Verstaan en gebruik die verlede tyd, byvoorbeeld: Ek het gister ‘n masker gemaak. • Verstaan en gebruik selfstandige naamwoorde (herhaling). • Verstaan en gebruik die lidwoorde ‘n en die saam met selfstandige naamwoorde, byvoorbeeld: ‘n huis / die huis; water / die water. • Hersien van die taalstrukture wat in Graad 1 en 2 gedoen is. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 81 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Skryfwerk (geskrewe) • Organiseer inligting op ‘n tabel of ‘n staafgrafiek, byvoorbeeld: Hoe om ‘n masker te maak. Voorgestelde formele assesseringsaktiwiteit 4 Skryfwerk (geskrewe) • Skryf ‘n paragraaf van 4 - 6 sinne oor ‘n bekende onderwerp. Voorgestelde formele assesseringsaktiwiteit 5 • Skryf ‘n persoonlike vertelling. Voorstelle vir informele assesseringsaktiwiteite Taalstruktuur (geskrewe) • Skryf betekenisvolle sinne deur selfstandige naamwoorde korrek saam met die lidwoorde ‘n en die te gebruik. Voorgestelde formele assesseringsaktiwiteit 4 Taalstruktuur (geskrewe) • Voltooi sinne deur die verlede tyd te gebruik. Voorgestelde formele assesseringsaktiwiteit 5 Taalstruktuur (geskrewe) • Skryf betekenisvolle sinne korrek in die verlede tyd. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 4 LUISTER EN PRAAT (MONDELING) VOORGESTELDE KONTAKTYD 1 uur per week INHOUD / KONSEPTE / VAARDIGHEDE Week 1 - 5 Onderwysers kies twee temas wat hulle in staat sal stel om woordeskat uit te brei en in te skerp, asook om die aktiwiteite hieronder gelys, te dek. Let daarop dat die voorgestelde temas slegs voorstelle is. Onderwysers kan hul eie temas kies, afhangende van inhoud en beskikbare hulpmiddels. Hulle moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Onderwysers moet soveel moontlik aktiwiteite gedurende die beskikbare tyd probeer dek. Om leerders te assesseer, maak die onderwyser van die informele assesseringsaktiwiteite gebruik wat vir week 1 - 5 voorgestel is. Week 6 - 10 Onderwysers kies twee nuwe temas wat hulle in staat sal stel om voort te bou op dit wat hulle tydens die eerste vyf weke gedoen het. Die temas moet deurgaans die onderwyser in staat stel om eenvoudige, basiese taalstrukture te vestig, terwyl daar met die leerders in Eerste Addisionele Taal gekommunikeer word. Indien dit moontlik is, moet die onderwyser seker maak dat al die aktiwiteite meer as een keer gedek word. Leerders word geassesseer deur van die informele assesseringsaktiwiteite gebruik te maak wat vir week 6 - 10 voorgestel is. ‘n Formele assesseringsaktiwiteit moet aan die einde van die kwartaal gedoen word. Daaglikse aktiwiteite (30 minute per week) • Ontwikkel ‘n mondelinge (luister en praat) woordeskat deur van onderwerpe en temas soos Vervoer gebruik te maak. • Gee en volg instruksies. • Verstaan en reageer op eenvoudige vrae, byvoorbeeld: Wanneer? Waarom? Hoe? Hoe kom jy soggens by die skool? • Stel vrae om duidelikheid te kry, byvoorbeeld: Wat beteken vervoer? • Rig versoeke en reageer daarop, byvoorbeeld: Mag ek asseblief die woordeboek gebruik? • Neem aan ‘n kort gesprek oor ‘n bekende onderwerp deel, byvoorbeeld: Wat gebeur in die bus op pad skool toe? • Identifiseer ‘n voorwerp van ’n eenvoudige mondelinge beskrywing, byvoorbeeld: Dit is ‘n voertuig. Dit is baie groot en lank. Dit vervoer leerders van hul huise af skool toe. Wat is dit? • Praat oor ‘n voorwerp op prente of in foto’s en reageer op die onderwyser se instruksies, byvoorbeeld: Vertel vir my wat jy alles in die prent sien. • Luister na ‘n eenvoudige vertelling, byvoorbeeld die onderwyser wat vertel hoe hy soggens sukkel om sy motor aan die gang te kry. • Verstaan en gebruik taalstrukture in konteks. • Memoriseer en dra eenvoudige gediggies, aksierympies en liedjies voor, byvoorbeeld: Die wiele van die bus gaan om en om … • Speel taalspeletjies, byvoorbeeld ‘n kettingspeletjie: die onderwyser sê ‘n klank en wys na ‘n leerder wat aan ‘n woord moet dink wat met daardie klank begin. Die leerder sê ‘n woord en wys na ‘n ander leerder en sê ‘n klank, ens. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 83 Gefokusde luister en praat (30 minute per week) Luister na stories wat vertel en gelees word (gedeelde lees) Die onderwyser lees twee maal per week ‘n storie of ‘n reeks gebeure voor. Stories kan deur gebare en toneelbenodighede gedramatiseer word om die betekenis van die storie duidelik verstaanbaar te maak. Die stories moet uit Grootboeke of illustrasies op plakkate gelees word, sodat al die leerders die prente kan sien. • Luister vir genot na kort stories, persoonlike vertellings of niefiksie-boeke, byvoorbeeld feitelike vertellings, instruksies, of luister na stories wat uit Grootboeke of geïllustreerde muurkaarte voorgelees word. • Luister na stories en persoonlike vertellings en beantwoord begripsvrae. • Voorspel wat volgende in die storie gaan gebeur, byvoorbeeld: Wat dink jy gaan nou gebeur? • Druk gevoelens oor die storie uit: Het jy van die storie gehou? Hoekom? Hoekom nie? • Vertel die storie oor met die hulp van die onderwyser. • Luister na ‘n niefiksie-teks, byvoorbeeld Vervoer, en beantwoord begripsvrae, byvoorbeeld: Kan jy drie verskillende vervoermiddels opnoem? • Die onderwyser help leerders om ‘n eenvoudige opsomming van ‘n niefiksie-teks te maak. Ontwikkeling van konsepte, woordeskat en taalstrukture Om aan bogenoemde aktiwiteite deel te neem, word … • kontekstuele woordeskat wat, byvoorbeeld in ‘n tema soos Lewensiklusse voorkom, uitgebrei; en • die gebruik van eenvoudige taalstrukture in die konteks van gesproke taal ontwikkel, byvoorbeeld ten opsigte van die teenwoordige en die verlede tyd, selfstandige naamwoorde: karre / vervoer, lidwoorde (‘n en die) en voorsetsels (Ons ry met die bus skool toe); trappe van vergelyking: vinnig, vinniger, die vinnigste. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Luister en praat (mondeling en / of prakties) Week 1 - 5 • Praat oor ‘n prent of foto. • Neem aan kort gesprekke oor ‘n bekende onderwerp deel. Week 6 - 10 • Luister na ‘n storie en beantwoord begripsvrae mondeling. • Vertel die storie oor. Voorgestelde formele assesseringsaktiwiteit 6 Luister en praat (mondeling en / of prakties) • Luister na ‘n niefiksie-teks en beantwoord begripsvrae mondeling. • Gee ‘n eenvoudige opsomming van die teks. • Demonstreer begrip van die woordeskat deur na voorwerpe in die klas of in prente te wys en reageer op vrae / instruksies van die onderwyser, byvoorbeeld: Wat is hierdie? Wys na die trein. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 84 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 4 KLANKE EN LEES VOORGESTELDE KONTAKTYD Minimum tyd: 1 uur per week Maksimum tyd: 1 uur 30 minute per week INHOUD / KONSEPTE / VAARDIGHEDE Klanke (15 minute per week) Die onderwyser stel nuwe tweevokaalkombinasies en moeiliker woordgroepe bekend. Verseker dat leerders die nuwe woorde se betekenis verstaan deur dit in ‘n sin te gebruik. Die gedeelde leestekste word gebruik om verskillende agtervoegsels te identifiseer. Hierdie aktiwiteite moet kort wees (5 - 10 minute) en word oor die week versprei. Dit kan ook met die luister-, praat- en leesaktiwiteite geïntegreer word. Week 1 - 5 • Herken ten minste vyf vokaalkombinasies. • Herken die beginklanke in moeiliker woordpatrone. • Bou en klank woorde met klanke wat die leerders reeds ken. Week 6 - 10 • Herken moeiliker woordpatrone, byvoorbeeld: varing, heining. • Herken en gebruik voegsels, byvoorbeeld: gedoen; hoeke; boekie. • Bou en klank woorde met klanke wat die leerders reeds ken. Gedeelde lees (vorm deel van luister en praat) Gedeelde lees is ‘n lees- en luisteraktiwiteit. Dit sluit ook praat in, aangesien leerders met hul onderwyser oor die teks gesels. Gedeelde lees word in Graad 3 voortgesit, maar vorm deel van luister en praat. • Lees ‘n kort geskrewe teks uit ‘n Grootboek of enige ander vergrote teks saam met die onderwyser. Gebruik die titel om te voorspel waaroor die storie handel. • Beantwoord vrae oor die storie. • Leerders beskryf hoe die storie hulle laat voel. Groepbegeleide lees (minimum 45 minute, maksimum 1 uur 15 minute per week) Onderwysers wat van die maksimum tydstoekenning vir Eerste Addisionele Taal gebruik maak, moet hul klas in vyf groepe verdeel, elke groep op dieselfde leesvlak. Leerders behoort gegradeerde leesreekse te gebruik, en maak seker dat elke groep tekste het wat op die voorgestelde vlak is (woordherkenning tussen 90% en 95%). Werk vir 15 minute per dag slegs met een groep. Terwyl die onderwyser met een groep besig is, hou ander groepe hulle met lees in pare of selfstandige lees besig of doen aktiwiteite wat op die teks betrekking het. Onderwysers wat gebruik maak van die minimum tydtoewysing vir Eerste Addisionele Taal, kan 3 maal per week klasbegeleide lees doen. • Lees hardop uit eie boek in ‘n geleide groep saam met die onderwyser - die hele groep lees dieselfde storie, of niefiksie￾teks saam met die onderwyser. • Maak van dieselfde leestegnieke gebruik wat in Huistaal aangeleer is (klanke, kontekstuele leidrade, struktuuranalise, sigwoorde). • Lees hardop met toenemende vlotheid en uitdrukking. • Toon begrip vir leestekens tydens hardoplees. • Gaan voort om ’n sigwoordeskat op te bou deur groepbegeleide, gedeelde en selfstandige lees. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 85 Selfstandige lees (gedurende leerders se vrye tyd by die skool en tuis) Leerders moet aangemoedig word om selfstandig te lees in hul Eerste Addisionele Taal-periode, byvoorbeeld wanneer hulle voor ander leerders hul skriftelike werk voltooi het, of wanneer die onderwyser groepbegeleide lees doen, asook by die huis (vir huiswerk). Dit is belangrik dat leerders elke geleentheid in die klas gebruik om hul lees te ontwikkel. • Lees eie en ander se skryfwerk. • Lees bekende gedigte en rympies. • Lees boeke wat tydens groepbegeleide leessessies gelees is, en boeke met eenvoudige onderskrifte en prentstorieboeke, in die leeshoekie. • Maak van een- en tweetalige kinderprentwoordeboeke gebruik om die betekenis van onbekende woorde na te slaan. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Klanke (mondeling en / of prakties en / of geskrewe) • Herken die eerste klank en laaste deel van die lettergreep in meer komplekse patrone, byvoorbeeld: dr-oom, str-oom. • Herken meer komplekse woordgroepe, byvoorbeeld: pr-uim, br-uin. Voorgestelde formele assesseringsaktiwiteit 6 Klanke (mondeling en / of prakties en / of geskrewe) • Herken tweeklanke in woorde, byvoorbeeld: laai, rooi, koei, leeu). • Herken agtervoegsels, byvoorbeeld -er in mooier, -ste in mooiste. • Doen woordbou-aktiwiteite met die aangeleerde klanke. Voorstelle vir informele assesseringsaktiwiteite Lees (mondeling en / prakties) Gedeelde lees • Beantwoord kort, mondelinge vrae oor die teks. • Vertel, met hulp van die onderwyser, gedeeltes van die storie oor. Groepbegeleide lees • Demonstreer begrip en vlotheid wanneer daar op eie leesvlak saam met die onderwyser gelees word. Voorgestelde formele assesseringsaktiwiteit 6 Lees (mondeling en / of prakties) Gedeelde lees • Beantwoord kort vrae oor die storie en niefiksie-teks, byvoorbeeld: Watter voertuig is die vinnigste, ‘n trein of ‘n vliegtuig? Groepbegeleide lees • Demonstreer begrip en vlotheid wanneer daar op eie leesvlak saam met die onderwyser gelees word. Lees in pare / Selfstandige lees • Demonstreer begrip en vlotheid wanneer daar selfstandig gelees word. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 86 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 3: KWARTAAL 4 SKRYFWERK TAALSTRUKTUUR VOORGESTELDE KONTAKTYD Skryfwerk: Minimum tyd: 30 minute per week Maksimum tyd: 1 uur per week Taalstruktuur: 30 minute per week INHOUD / KONSEPTE / VAARDIGHEDE Skryfaktiwiteite (30 minute per week) Een of twee hoof-aktiwiteite per week as die maksimum tyd gebruik word, en een aktiwiteit per week as die minimum tyd gebruik word. Die onderwyser sal die nuwe tekstipe moet bekendstel - om stories te skryf. Die leerders sal baie leiding nodig hê en die onderwyser sal moet begin deur die storie saam met die klas te skryf. Die onderwyser begin deur ‘n eenvoudige, bekende storie vir die klas te vertel. Dan vra die onderwyser wie die karakters is, waar die storie plaasvind en watter gebeure plaasvind. Die onderwyser vra in watter tyd (die teenwoordige of verlede tyd) die storie afspeel. Die onderwysers vra dan dat die leerders hul eie karakters vir ‘n storie kies, asook waar die storie gaan afspeel en in watter tyd die storie vertel gaan word. Die leerders ontwikkel dan die storie met die onderwyser se hulp en die onderwyser skryf die storie op die bord. Verskillende leerders word gevra om die storie hardop voor te lees en die leerders skryf dan die storie in hul boeke. • Gebruik handskrifvaardighede wat reeds in Huistaal aangeleer is. • Skryf moeiliker lyste met opskrifte neer, byvoorbeeld: Verskillende vervoermiddels: fiets, motor, trein, motorfiets, taxi, bus, boot, vliegtuig. • Skryf ‘n paragraaf van 6 - 8 sinne oor ‘n bekende onderwerp. • Organiseer inligting op ‘n tabel of staafgrafiek, byvoorbeeld ‘n staafgrafiek nadat ‘n ondersoek gedoen is na verskillende vervoermiddels wat gebruik word om leerders skool toe te vervoer. • Skryf ‘n persoonlike vertelling, byvoorbeeld: Verlede naweek het ek … Eers het ek … • Skryf, met hulp van die onderwyser, ’n storie. • Gebruik die skryfproses (beplan, skryf, redigeer, bied aan). • Gebruik leestekens wat reeds in Huistaal aangeleer is (punte, kommas vraagtekens, uitroeptekens en aanhalingstekens). • Spel algemene woorde korrek en probeer onbekende woorde gebruik deur van klankkennis gebruik te maak. • Gebruik die verlede tyd vlot en akkuraat. • Bou eie woordbank en persoonlike woordeboek op. • Gebruik een- en tweetalige kinderwoordeboeke. Taalstruktuuraktiwiteite (30 minute per week) In hierdie aktiwiteite begin leerders op taal in konteks te fokus; daarom moet taal binne ‘n betekenisvolle konteks plaasvind. • Verstaan en gebruik die toekomende tyd, byvoorbeeld: Ek sal môre dorp toe gaan. • Verstaan en gebruik byvoeglike naamwoorde (trappe van vergelyking), byvoorbeeld: ‘n Motor is vinniger as ‘n fiets. ‘n Vliegtuig is die vinnigste. • Hersien die taalstrukture wat in Graad 1 en 2 gedoen is. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 87 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite Skryfwerk (geskrewe) • Skryf ‘n eenvoudige storie met die onderwyser se hulp. • Gebruik die skryfproses (beplan, skryf, redigeer, bied aan). Voorgestelde formele assesseringsaktiwiteit 6 Skryfwerk (geskrewe) • Skryf ‘n paragraaf van 4 - 6 sinne oor ‘n bekende onderwerp. Voorstelle vir informele assesseringsaktiwiteite Taalstruktuur (geskrewe) • Voltooi sinne deur van byvoeglike naamwoorde (trappe van vergelyking) gebruik te maak. Voorgestelde formele assesseringsaktiwiteit 6 Taalstruktuur (geskrewe) • Skryf betekenisvolle sinne deur van byvoeglike naamwoorde (trappe van vergelyking) gebruik te maak. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 88 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) VOORGESTELDE TEKSTE / HULPMIDDELS VIR DIE JAAR LUISTER EN PRAAT • Prente en plakkate • Werklike voorwerpe wat van toepassing is op die temas, byvoorbeeld handpoppe, maskers, ensovoorts • Prente vir volgorde • Fantasieklere vir rolspel en ander mondelinge aktiwiteite • CD’s of kassette met stories (wat gelees of vertel word), gedigte, rympies en liedjies, CD-speler / kassetspeler, televisie en video’s / DVD’s • Storieboeke en mondelinge stories • Taalspeletjies (mondeling) LEES EN KLANKE • Prente en plakkate • Grootboeke - fiksie en niefiksie • Aanbevole leeskema (ten minste 10 stories / boeke per kwartaal) • Kort pretboeke met 1 - 2 sinne op ‘n bladsy vir die leeshoekie • Flitskaarte vir klaskameritems, uitstallings en sigwoorde • Eenvoudige een- en tweetalige kinderwoordeboeke SKRYFWERK EN HANDSKRIF • Toerusting vir praktiese aktiwiteite, byvoorbeeld balle, hoepels, skêre, speelklei • Skryfapparaat, byvoorbeeld potlode, kleurkryt, vetkryt, verf, verfkwaste, blanko papier in verskeie groottes (A3, A4, A5), liniaal, uitveër, blanko boeke, 17mm- / 8.5mm-boeke, blanko boeke • Groot papier en dik merkpenne • Eenvoudige een- en tweetalige kinderwoordeboeke AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 89 HOËFREKWENSIE WOORDE Die onderstaande is woorde wat gereeld in Afrikaanse tekste en storieboeke verskyn. Die lys word ingesluit om aan onderwysers ‘n idee te gee van die kernwoordeskat wat leerders in Eerste Addisionele Taal behoort te bemeester. Hierdie woordeskat word opgebou deur na Afrikaans te luister en dit te lees, asook deur Afrikaans te praat en te skryf. Die woorde moenie buite konteks onderrig word nie. Die woorde wat leerders in hul Eerste Addisionele Taal aanleer, sal nie presies dieselfde wees as die onderstaande woorde nie. Die woorde wat aangeleer word, sal afhang van die temas wat die onderwyser gebruik en die boeke wat hy of sy vir die leerders lees. Omdat dit die eerste addisionele taal is, word die woorde aangeleer deur middel van luister en lees in die teenwoordige tyd. Hierdie lyste word slegs as riglyn ingesluit. Onderwysers moet self rekord hou van die woorde wat die leerders hoor en kan lees. Sodra die leerders in hul eerste addisionele taal kan lees, kan ‘n Afrikaanse woordmuur in die klaskamer aangebring word en kan die leerders aangemoedig word om ‘n eenvoudige kinderwoordeboek te gebruik. Sodra die leerders kan skryf, word hulle gelei om nuwe woorde in ‘n persoonlike woordeboek (of woordeskatboek) te skryf. Die onderwyser kan gereelde woordeskat- en speltoetse doen. Eerste 100 hoëfrekwensie woorde 1. is 21. kan 41. nog 61. ma 81. jou 2. sit 22. al 42. maar 61. pa 82. nou 3. en 23. met 43. daar 62. na 83. sou 4. 'n 24. kom 44. aan 63. so 84. hou 5. die 25. om 45. haar 64. te 85. gou 6. in 26. my 46. gaan 65. nie 86. uit 7. ons 27. wat 47. laat 67. sien 87. huis 8. tot 28. kon 48. maak 68. wie 88. want 9. van 29. op 49. staan 69. tog 89. waar 10. vir 30. kyk 50. soos 70. toe 90. jaar 11. as 31. het 51. ook 71. doen 91. klein 12. sê 32. sy 52. oom 72. hoe 92. man 13. net 33. jy 53. loop 73. moet 93. kry 14. dan 34. hy 54. voor 74. goed 94. dat 15. was 35. by 55. oor 75. roep 95. gee 16. wil 36. bly 56. groot 76. voel 96. saam 17. dit 37. hom 57. wees 77. doen 97. eers 18. ek 38. af 58. weer 78. hoe 98. baie 19. sal 39. of 59. weet 79. moet 99. nee 20. dis 40. se 60. ja 80. goed 100. hier AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 90 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Volgende 100 hoëfrekwensie woorde 1. iets 21. eet 41. gemaak 61. daarom 81. almal 2. eie 22. weg 42. gesê 62. hoop 82. aand 3. vrou 23. neem 43. gekom 63. gehad 83. land 4. blou 24. hul 44. gesien 64. hand 84. dood 5. soek 25. grond 45. gebruik 65. altyd 85. kind 6. nooit 26. graag 46. gedoen 66. drie 86. word 7. mooi 27. brief 47. verkoop 67. mens 87. tyd 8. hulle 28. breek 48. plaas 68. werk 88. sommer 9. julle 29. eerste 49. plan 69. self 89. lekker 10. wou 30. stil 50. miskien 70. niks 90. ander 11. word 31. slaap 51. waarom 71. help 91. onder 12. klaar 32. sodat 52. val 72. dink 92. alles 13. daardie 33. omdat 53. môre 73. lank 93. vertel 14. hierdie 34. reg 54. praat 74. lang 94. verder 15. hê 35. mag 55. vra 75. bring 95. sonder 16. lyk 36. wees 56. trek 76. ding 96. amper 17. lê 37. gewees 57. saak 77. darem 97. sny 18. dag 38. geval 58. wag 78. hele 98. alleen 19. dra 39. gekry 59. haal 79. elke 99. een 20. teen 40. genoeg 60. gegee 80. skryf 100. oë AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 91 Laaste 100 hoëfrekwensie woorde 1. steek 1. kinders 1. vyf 1. laaste 1. kop 2. speel 2. minder 2. moes 2. sent 2. rok 3. lees 3. kamer 3. meer 3. begin 3. gehoor 4. buite 4. agter 4. deur 4. altwee 4. geneem 5. glo 5. waarin 5. hier 5. boer 5. gegaan 6. stuur 6. waarvan 6. klein 6. seun 6. stem 7. rooi 7. daarvan 7. gee 7. naam 7. binne 8. draai 8. oomblik 8. geen 8. skool 8. mense 9. goeie 9. vandag 9. weg 9. keer 9. woord 10. spring 10. elkeen 10. neem 10. paar 10. geld 11. verstaan 11. daarop 11. laat 11. leer 11. maand 12. vergeet 12. bang 12. waar 12. uur 12. antwoord 13. betaal 13. gang 13. groot 13. deel 13. moenie 14. besluit 14. jong 14. staan 14. week 14. bietjie 15. terug 15. langs 15. klaar 15. raad 15. wêreld 16. beter 16. dankie 16. kry 16. ken 16. nuwe 17. tussen 17. kort 17. want 17. stap 17. gebeur 18. watter 18. hart 18. werk 18. plek 18. mekaar 19. later 19. geen 19. eers 19. wal 19. groter 20. gister 20. mos 20. beste 20. sak 20. groei Bronne geraadpleeg: Aucamp G. 1932. Woordeskat en woordherhaling. Grové M.C., Hauptfleisch H.M.A.M. 1988. Remediërende Onderwys in die Primêre Skool. Pretoria: HAUM AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 92 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: TEKSSOORTE WAT IN DIE GRONDSLAGFASE GEDEK WORD In die Grondslagfase sal leerders na die volgende tekssoorte luister: • Persoonlike en feitlike vertellings / oorvertellings / mededelings • Prosedures (instruksies) • Niefiksie • Verhale / stories In Graad 3 word van hulle verwag om eenvoudige, mondelinge vertellinge te doen en instruksies te gee. Wanneer hulle in die addisionele taal begin lees en skryf, sal leerders eenvoudige stories, oorvertellings, prosedures en niefiksie lees. In Graad 3 behoort hulle in staat te wees om ‘n eenvoudige vertelling, prosedure en storie met die hulp van die onderwyser te skryf. Hier volg voorbeelde van tekssoorte wat in die Grondslagfase gebruik kan word: PERSOONLIKE (OOR-)VERTELLING Voorbeeld Struktuur en eienskappe Ons skool se “Readathon” Verlede week het ons ‘n leesfees in ons skoolsaal gehou. Die Graad R-leerders het eers liedjies in Setswana en Afrikaans gesing. Almal het hande geklap. Daarna het die Graad 1 - leerders ‘n storie in Setswana gelees. Almal het weer hande geklap Toe het die Graad 2-leerders ‘n opvoering gehou. Dit was baie snaaks. Almal het gelag. Laastens het die Graad 3-leerders stories in Setswana en Afrikaans gelees. Almal het weer hande geklap. Die skoolhoof het pryse oorhandig. Almal het hande geklap. Ons het sap gedrink en beskuitjies geëet. Dit was die beste deel. 1. Opskrif 2. Oriëntasie: vertel • Wat het gebeur? • Wanneer het dit gebeur? • Wie was betrokke? 3. Reeks gebeure Vertel gebeure oor in logiese volgorde. Tydlyn eers, daarna, toe, laastens Verlede tyd gelees, het geklap, was, het gelag, 4. Persoonlike opmerkings Sluit die gebeure af. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 93 FEITELIKE (OOR-)VERTELLING Voorbeeld Struktuur en eienskappe Plant ‘n boontjie Op 3 September het ons klas ‘n boontjie geplant. Ons het dit dopgehou soos dit gegroei het. Eers het ons vyf bone in glase geplant, sodat ons kon sien hoe dit groei. Ons het grond in die glase gegooi en dit natgemaak. Elke groep het na ‘n boontjie omgesien. Na ‘n week het ons die wortels gesien. Na twee weke was daar meer wortels. Ons het ook ‘n stingel bo die grond sien groei. Na drie weke het die stingel groen blare aangehad. Op 26 September het ons die boontjieplant in ‘n pot gesit. Na agt weke was die plant 20 cm lank. Dit het 10 blare gehad. Op 5 November het ons die boontjieplante na die skooltuin verskuif. Daar was baie blommetjies aan die plante. Toe die blommetjies verdwyn, was daar boontjies aan die plante. Die boontjies het groter en groter geword. Ons kan die bone weer plant om nuwe plante te kry. 1. Opskrif 2. Oriëntasie Beantwoord vrae: Wie? Wat? Wanneer? 3. Reeks gebeure Vertel gebeure in logiese volgorde. Tydlyn eers, na Presiese tyd 5 November Terme wortel, stingel, blare 4. Resultaat Sluit die gebeure af. PROSEDURES (INSTRUKSIES) Voorbeeld Struktuur en eienskappe Hoe om ‘n grondboontijebotter-toebroodjie te maak. Jy benodig: • 2 snye brood • grondboontjiebotter • margarien of botter • ‘n mes • ‘n bord Metode 1. Smeer margarien of botter op elke sny brood. 2. Smeer grondboontjiebotter op een sny. 3. Plaas die twee snye brood opmekaar. 4. Sny toebroodjie in die helfte. 5. Eet jou toebroodjie! 1. Opskrif Beskryf die doel van die instruksies. 2. Benodighede Benoem die benodighede. Aanwysers kan gebruik word. 3. Metode Elke instruksie begin op ‘n nuwe lyn en is genommer. Opdragte Smeer, plaas, sny, eet Presiese instruksies Plaas die snye opmekaar. Sny in die helfte. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 94 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) INLIGTINGSVERTELLING Voorbeeld Struktuur en eienskappe Slange Slange is reptiele. Alle slange het skubbe. Reptiele kan nie hul liggaamstemperatuur beheer nie. Hulle liggame neem dieselfde temperatuur aan as hul omgewing. Hulle word koudbloedige diere genoem, maar nadat hulle ‘n rukkie in die son was, raak hul liggame warm. Alle reptiele lê eiers. Soorte slange Ons kry pofadders en luislange. Pofadders is geel of bruin met ‘n swart V-lyn-patroon. Hulle raak ongeveer ‘n meter lank. Luislange is langer as pofadders. Hulle is roomkleurig met ‘n bruin patroon. Hulle raak ongeveer 5 m lank. Pofadders vreet hoofsaaklik rotte en muise. Hulle vergiftig die diere. Luislange vreet groter diere soos dassies, hase en bokkies. Hulle draai hul lywe styf om hul prooi en druk hulle so dood. 1. Opskrif 2. Algemene stelling Gewoonlik ‘n definisie Onderwerp is geklassifiseer Slange word geklassifiseer as reptiele. Terme reptiele, slange 3. Feite Groepeer in paragrawe, byvoorbeeld Hoe lyk slange en wat vreet hulle? Teenwoordige tyd: is, vreet, verstrengel, vergiftig Sinne begin gewoonlik met onderwerpe: Pofadders ... Luislange ... STORIE Voorbeeld Struktuur en eienskappe Hoe olifant sy slurp gekry het Lank, lank gelede het olifante geen slurpe gehad nie. Eendag wou ‘n baba-olifant in die Limpoporivier gaan swem. Sy ma het gesê: “Jy mag nie rivier toe gaan nie. Daar is krokodille wat jou kan opvreet.” Die olifantkalfie wou nie luister nie. Hy het rivier toe gegaan en op die wal van die rivier gestaan. “Ek wil net water drink,” het hy vir homself gesê. Hy het sy mond in die water gesit en 'n krokodil het sy neus gegryp. “Oeeeeee!” het hy skielik geskree en probeer om los te kom. Hoe meer hy getrek het, hoe langer het sy neus geword. Uiteindelik het die krokodil hom laat los. Die kalfie het huis toe gehardloop. Sy ma was baie verras om haar kind se lang slurp te sien. Sy het gou agtergekom dat hy baie dinge met daardie slurpie kon doen. Van daardie dag af het olifante slurpe gehad. 1. Titel 2. Oriëntasie Stel karakters voor. 3. Gebeure wat tot komplikasies lei Verlede tyd gehad, gesê, gegaan, gestaan, getrek Tydsaanwysings lank, lank gelede, eendag Dialoog “Jy mag nie …” Taalstruktuur om impak op leser te maak: Oeeeeee 4. Oplossing en slot AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 95 WOORDELYS antoniem - ‘n woord wat die teenoorgestelde beteken, byvoorbeeld groot en klein assessering - ‘n deurlopende en beplande proses van inligting versamel,oor leerderprestasie, formeel en informeel, op verskillende maniere assesseringsaktiwiteit - ‘n aktiwiteit wat gebruik word om leerders te assesseer, bestaande uit ‘n aantal klein aktiwiteite / sub-aktiwiteite enkelbeginkonsonant - die deel van die lettergreep voor die eerste vokaal (byvoorbeeld m - at) dekodering - die vermoë om ‘n woord van teks na spraak te vertaal deur letter-klank-verwantskap; die verdeling van ‘n woord in klank- en lettergrepe deurlopende assessering - ‘n assesseringsmodel wat die integrering van assessering in onderrig en in die ontwikkeling van leerders deur middel van deurlopende terugvoering aanmoedig fantasiehoekie - ‘n hoekie in die klaskamer waar die leerders aan denkbeeldige spel kan deelneem, byvoorbeeld verskillende soorte klere kan aantrek en rolspeel fonemies - die onderskeid tussen die aparte klanke van ‘n taal (byvoorbeeld “t”, “k”) fonemiese bewustheid - die vermoë om te onderskei tussen die aparte klanke van die taal, byvoorbeeld “bed” en “bad”, “bod” en “bid” fonologiese bewustheid - die vermoë om bewus te wees van klanke en klankveranderinge van ‘n taal fynmotories - koördinasie van kleinspierbewegings, byvoorbeeld waar die vingers en oë saamwerk, soos om ‘n skêr te gebruik om iets uit te knip. Fynmotoriese vaardighede word gebruik by die skryfproses gedeelde lees - ‘n aktiwiteit waar leerders en onderwysers die lees van vergrote teks met mekaar deel. Dit is ‘n les vir die hele klas. Sekere leerders sal slegs op luistervlak funksioneer, ander sal poog om te lees en die res sal ten volle deelneem. Dieselfde teks word oor die bestek van ‘n paar dae gebruik. Die onderwyser selekteer elke dag ‘n nuwe fokuspunt. Die teks word gebruik om klanke, taal en leesvaardighede in konteks aan te bied gegradeerde leesreeks - leesboeke met grammatika en woordeskat op verskillende vlakke, byvoorbeeld Graad 1 - vlak 1, 2, 3, 4. Die vlakke gaan van maklik (eenvoudige woordeskat, kort teks) na moeilik. Elke vlak het ‘n aantal leesboeke. Die leerder begin, met hulp van die onderwyser, op die korrekte vlak, lees verskeie boeke op daardie vlak tot hy vlot kan lees en beweeg dan na ‘n volgende vlak geletterdhede - verskillende soorte geletterdheid: lees en skryf; kulturele geletterdheid (begrip van die kulturele, sosiale en ideologiese waardes wat ons lees van tekste vorm); kritiese geletterdheid (die vermoë om krities op die boodskap in tekste te reageer); visuele geletterdheid (die lees / skryf van beelde, tekens, prente, ens); mediageletterdheid (die lees van koerante, tydskrifte, TV en film as kulturele boodskappe) geletterdheid - die vermoë om te lees en geskrewe inligting te gebruik en om vir verskillende doeleindes te skryf. Dit is deel van die vermoë om sin van ‘n mens se wêreld te maak AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 96 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) geslote prosedures - ‘n tegniek waar woorde van ‘n teksgedeelte uitgelaat word, byvoorbeeld elke vyfde woord. Die leerders moet wenke volg om die openinge te vul. Dit word gebruik om begrip te toets en die taal te bemeester grafiese teks - teks waar inligting visueel deur middel van diagramme en grafieke aangebied word groepbegeleide lees - ‘n groepleessessie waar alle leerders op dieselfde vlak funksioneer en die onderwyser leerders op so ‘n manier ondersteun dat hulle met toenemende selfvertroue kan lees groepbegeleide skryf - skryf van ‘n wye reeks tekste, individueel of in klein groepies, nadat die onderwyser aspekte van skryf ( byvoorbeeld formaat, punktuasie, taal, spel) verduidelik het grondlynassessering - aanvanklike assessering wat gebruik word om uit te vind wat leerders reeds weet Grootboeke - ‘n groot storieboek met prente en teks wat tydens gedeelde en groepbegeleide lees gebruik word. Hierdie Grootboeke is kommersieel verkrygbaar of dit kan deur die onderwyser en / of leerders self geskryf word hoëfrekwensie woorde - ‘n groep bekende woorde wat gereeld in die Afrikaanse gedrukte media voorkom hoër-orde-denkvrae - vrae wat vereis dat die leerders inligting van verskillende dele van ‘n teks bymekaarbring (lees tussen die reëls), evalueer wat gebeur (lug ‘n mening) en waardering kan uitspreek (sê hoekom hy of sy daarvan gehou het en hoekom) holistiese rubriek vir assessering - ‘n rubriek wat al die vaardighede en verskillende soorte kennis in aktiwiteite integreer en nie op elkeen afsonderlik fokus nie kinesteties - leer wat plaasvind deur fisiese aktiwiteite (byvoorbeeld leer deur te doen) klankbewustheid - die vermoë om tussen die afsonderlike klanke van ‘n taal te onderskei klanke / fonetiek - die verhouding tussen klanke en spelling in ‘n taal. Dit help met woordherkenning wanneer daar gelees word en help leerders om te spel klankkombinasies - saamvloei van klanke in ‘n woord of gedeelte van ‘n woord klanke - die verhouding tussen klanke en spelling. Klanke word in lees en in skryf gebruik kontekts - die konteks waarin ‘n teks geskep en ontvang word, verwys na die breë en onmiddellike situasie waarin dit bestaan en wat daarin oorgedra word kruising van die middellyn - aksies wat uitgevoer word om ‘n denkbeeldige lyn (wat van kop tot toon in die middel van die liggaam strek) te kruis, byvoorbeeld om die teenoorgestelde elmboog te raak laer-orde-denkvrae - vrae wat van leerders vereis om feite te onthou. Byvoorbeeld: “Wie was die hoofkarakters in die verhaal?” / “Wat was die hoofkarakter se naam?” leesgewoonte - dit wat leerders doen wanneer hulle lees om sin te maak van die teks legkaart - ‘n kaart bestaande uit inmekaarpassende stukkies wat saamgevoeg moet word AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 97 lopende skrif - ‘n vloeiende skrif waar letters vinnig gevorm word sonder om die pen of potlood te lig. ‘n Ander lopende skrif is waar letters met verbindings gevorm word, maar die pen of potlood word in die proses opgelig meta-kognitief - ‘n leerder se bewustheid van sy / haar eie denkproses onderskrif - wat onder ‘n foto,plakkaat of prent geskryf word ontluikende / vormende geletterdheid - verwys na die kind se groeiende kennis van die gedrukte woord. Kinders sien die gedrukte teks in die omgewing en begin die doel daarvan verstaan. Wanneer stories aan hulle gelees en vertel word, leer hulle hoe stories werk en wat boeke is. Selfs voordat hulle skool toe gaan, weet hulle dikwels reeds baie. Hulle mag hulle eie idees van letters en spelling gebruik (vormende spelling). Hulle kan maak of hulle ‘n boek of boeke lees (vormende lees). Dit is die begin van leerders se geletterdheid oopeindevrae - vrae waarop die leerders verskillende response kan gee ouditief - wat op die klank gerig is, luister / hoor perseptueel-motories - perseptueel-motoriese vaardighede koördineer sig en gehoor deur middel van liggaamlike aksies plastisien - boetseerklei in alle kleure (speelklei) publiseer - ‘n geskrif laat druk ruimtelike oriëntering - bewuswording van voorwerpe in die ruimte rondom ons asook bewuswording van ons eie liggaamsposisie in die ruimte sigwoorde - woorde wat leerders outomaties (op sig) kan herken. Dit is nie nodig om hierdie woorde te ontleed (op te breek) nie. Sigwoorde kom heel dikwels voor in vroeë lees of hoëfrekwensie woorde (byvoorbeeld hy, sy) sinoniem - ‘n woord wat min of meer dieselfde as ‘n ander woord beteken (byvoorbeeld “mooi” en “pragtig”) sintaksis - leer van sinsbou sluitingstegniek - ‘n tegniek waar woorde van ‘n teksgedeelte uitgelaat word, byvoorbeeld elke vyfde woord. Die leerders moet wenke volg om die openinge te vul. Dit word gebruik om begrip te toets en die taal te bemeester stemtoon - gebruik van stem om gevoel uit te druk storiebord - ‘n reeks prente wat ‘n storie illustreer strategie - manier waarop leerders besig is om te dink oor lees,skryf en mondelinge taal sodat leer en begrip bevorder kan word. Voorbeelde van begripstrategieë is voorspelling en visualisering strutureel-analities - ontleding van dele van ‘n woord (voorvoegsel en agtervoegsels) om ‘n onbekende woord te verstaan tangram - ‘n Chinese legkaart wat uit sewe stukke bestaan en ‘n vierkant vorm van enige geskrewe, gesproke of visuele vorm van kommunikasie wat die doelbewuste gebruik van taal behels teks - enige geskrewe, gesproke of visuele vorm van kommunikasie AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 98 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) vryspel - wanneer leerlinge toegelaat word om te kies waar, hoe en waarmee hulle wil speel woordbank - ‘n lys woorde wat die leerder ken of nuwe woorde wat in die proses geleer word / ‘n persoonlike woordeboek AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 KABV 99 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3 100 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     ENGLISH FIRST ADDITIONAL LANGUAGE Foundation Phase Grades 1-3 Curriculum and Assessment Policy Statement National Curriculum Statement (NCS) CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 1-3 ENGLISH FIRST ADDITIONAL LANGUAGE ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0411-4 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document. From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines with the (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS.. 3 1.1 Background .....................................................................................................................................................3 1.2 Overview ..........................................................................................................................................................3 1.3 General aims of the South African curriculum.............................................................................................4 1.4 Time allocation ................................................................................................................................................6 1.4.1 Foundation Phase...................................................................................................................................6 1.4.2 Intermediate Phase.................................................................................................................................6 1.4.3 Senior Phase...........................................................................................................................................7 1.4.4 Grades 10–12 .........................................................................................................................................7 SECTION 2: INTRODUCTION...................................................................................................................8 2.1 Introduction .....................................................................................................................................................8 2.2 Additive Bilingualism......................................................................................................................................8 2.3 Different Language Learning Contexts.........................................................................................................8 2.4 Time Allocation................................................................................................................................................8 2.5 Assessment...................................................................................................................................................10 2.6 Introducing the First Additive Language ....................................................................................................10 2.7 Listening and Speaking................................................................................................................................10 2.8 Reading and Writing .....................................................................................................................................12 2.8.1 Exposure to environmental print ...........................................................................................................12 2.8.2 Shared reading......................................................................................................................................13 2.8.3 Group guided reading ...........................................................................................................................13 2.8.4 Paired and independent reading...........................................................................................................15 2.8.5 Phonics .................................................................................................................................................15 2.8.6 Word recognition...................................................................................................................................16 2.8.7 Comprehension.....................................................................................................................................16 2.8.8 Writing...................................................................................................................................................16 2.8.9 Language structure and use .................................................................................................................17 SECTION 3: OVERVIEW OF THE LANGUAGE SKILLS AND TEACHING PLANS.............................. 18 SECTION 4: TEXT TYPES COVERED IN FOUNDATION PHASE......................................................... 90 Glossary..............................................................................................................................................93 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 3 sECTION 1 INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for ENGLISH FIRST ADITIONAL LANGUAGE gradeS 1-3 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2 2.1 INTRODUCTION In the Foundation Phase, the main skills in the First Additional Language curriculum are: Listening and speaking Thinking and Reasoning and Language Structure and Use, which are integrated into all 4 languages skills (listening, speaking, reading and writing) Reading and phonics Writing and handwriting The content (knowledge, concepts and skills) contained in the National Curriculum Statement (NCS) has been organised in the Curriculum and Assessment Policy Statement (CAPS), per term, using these headings. The Foundation Phase section of the CAPS provides teachers with: • an Introduction containing guidelines on how to use the Foundation Phase document • content, concepts and skills to be taught per term • guidelines for time allocation • requirements for the Formal Assessment Activities and suggestions for informal assessment • lists of recommended resources per grade 2.2 ADDITIVE BILINGUALISM Children come to school knowing their home language. They can speak it fluently, and already know several thousand words. Learning to read and write in Grade 1 builds on this foundation of oral language. Therefore, it is easier to learn to read and write in your home language. When children start to learn an additional language in Grade 1, they need to build a strong oral foundation. They need to hear lots of simple, spoken English which they can understand from the context. Listening to the teacher read stories from large illustrated books (Big Books) is a good way of doing this as it also supports children’s emergent literacy development. As children’s understanding grows, they need plenty of opportunities to speak the language in simple ways. This provides the foundation for learning to read and write in Grades 2 and 3. In South Africa, many children start using their additional language, English, as the Language of Learning and Teaching (LoLT) in Grade 4. This means that they must reach a high level of competence in English by the end of Grade 3, and they need to be able to read and write well in English. For these reasons, their progress in literacy must be accelerated in Grades 2 and 3. Fortunately, children can transfer many literacy skills from their home language. For example, if learners are taught handwriting well in their home language, they can use this skill when writing in English. If they learn phonics in their home language, they do not need to learn sound-spelling relationships all over again in English. They only need to apply their knowledge in English and learn those sound-spelling relationships that are different in English. The First Additional Language CAPS take advantage of learners’ literacy skills in their home language. For example, activities such as Guided reading that are introduced in the Home Language CAPS in Grade 1 are introduced in the ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 9 First Additional Language CAPS in Grade 2. This is what is called ‘additive bilingualism’ – developing a strong literacy foundation in the Home Language and building First Additional Language literacy onto this. 2.3 DIFFERENT LANGUAGE LEARNING CONTEXTS In schools where children will use their additional language, English, as the LoLT from Grade 4, it is important that a substantial amount of time is devoted to learning English in the Foundation Phase. However, in schools with the same LoLT throughout the grades, this is not the case. In these schools, many children who are learning English or Afrikaans as a Home Language do not speak these languages as their mother tongue, and as much time as possible should be devoted to this task. 2.4 TIME ALLOCATION The following time allocations for languages come into effect in 2012. For Language in the Foundation Phase time will be determined by the language context of the school. Schools can choose whether to give relatively more or less time to the Home and First Additional Languages depending on the needs of their learners. The minimum time for the Home Language and First Additional Languages is provided in brackets in the table below. Home Language First Additional Language Grade 1 8 (7) hours 3 (2) hours Grade 2 8 (7) hours 3 (2) hours Grade 3 8 (7) hours 4 (3) hours The Department of Basic Education does not prescribe how to break down the time into the different components although the following suggestions are made for each grade: Where maximum time is given to the First Additional Language FIRST ADDITIONAL LANGUAGE GRADE 1 GRADE 2 GRADE 3 Listening & speaking 1 hour 30 minutes 1 hour 1 hour Reading & Phonics 1 hour 15 minutes 1 hour 30 minutes 1 hour 30 minutes Writing 15 minutes 30 minutes 1 hour Language Use 30 minutes 3 hours per week 3 hours per week 4 hours per week Where minimum time is given to the First Additional Language FIRST ADDITIONAL LANGUAGE GRADE 1 GRADE 2 GRADE 3 Listening & speaking 1 hour 30 minutes 45 minutes 1 hour Reading & Phonics 30 minutes 45 minutes 1 hour Writing 30 minutes 30 minutes Language Use 30 minutes 2 hours per week 2 hours per week 3 hours per week ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.5 ASSESSMENT The CAPS document provides suggestions for each of the Formal Assessment Activities in the Foundation Phase Languages. Each activity is made up of a number of parts dealing with different aspects of Language. GRADE SUBJECT TERM 1 TERM 2 TERM 3 TERM 4 TOTAL 1 First Additional Language 1 1 1 1 4 2 First Additional Language 1 1 2 1 5 3 First Additional Language 1 2 2 1 6 In Term 1 there is only one Formal Assessment Activity in Grades 1 – 3. In addition, suggestions are given for informal assessment that will inform daily teaching and learning but will not be formally recorded. 2.6 INTRODUCING THE FIRST ADDITIONAL LANGUAGE When the teacher introduces the First Additional Language in Grade 1, she needs a simple way to get the idea of an ‘additional language’ across to her young learners. A good way of doing so is by means of a puppet, which can be given a name in the additional language, for example, Peter the Puppet. In the first lesson, the teacher introduces the puppet and tells the learners that Peter can’t speak their home language; he can only speak English, so they will have to speak English to Peter. Peter will then become a permanent feature of the First Additional Language class. The teacher could introduce a second puppet (e.g. Pam the Puppet) in order to demonstrate interactions in the additional language (e.g. greetings). 2.7 LISTENING AND SPEAKING Learning an additional language is much like learning a home language except that it happens later in children’s lives. In the first year of their lives, children hear huge amounts of simple language in context, which enables them to gradually absorb the grammar and vocabulary of their home language. After a year or so, children start speaking their home language but not in full sentences. They begin by producing one or two words, which they use to express a range of meanings and purposes. They can understand much more complex language than they can express. It is important for teachers to keep this in mind when children are learning an additional language. In Grades 1, learners need to be exposed to lots of oral language in the form of stories and classroom instructions. Listening to stories being told is an excellent way for children to acquire their additional language. The teacher needs to: • choose a story with a simple, repetitive structure, which allows for vocabulary and grammar to be recycled (e.g. The Three Little Pigs) • keep her language very simple, speaking slowly but naturally • use gestures, pictures and real objects to support understanding of the story • tell the story several times, gradually involving the children more and more, for example by joining in the refrains (e.g. He huffs and he puffs and he blows the house down) Another way of exposing children to the additional language is through listening to stories (or non-fiction texts) read by the teacher. The teacher reads from a Big Book, a large illustrated book with enlarged print that all the learners can see as she reads. This is called ‘Shared Reading’. One of the advantages of Shared Reading is that as well as being an excellent listening activity, it also develops learners’ emergent literacy. Children learn, for example, concepts of ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 11 print (e.g. that we start reading at the front of a book and end at the back; and that we read from left to right and top to bottom of a page), and they begin to recognise a few written words in the additional language (e.g. he, she). Learners should be familiar with the activity of Shared Reading since they will also be doing it in their Home Language lessons. Another excellent way of exposing children to the additional language is by giving simple instructions that they respond to physically; for example, the teacher says, ‘Come here, Thabo,’ with an accompanying gesture, and he responds. This method, known as Total Physical Response, has the advantage that the teacher can see immediately whether Thabo understands or not and she can provide feedback – either ‘Well done, Thabo,’ or she can repeat the instruction more slowly with the gesture emphasized more strongly. Classroom language (e.g. Come to the front of the class and sit on the mat) provides many opportunities for natural ways of introducing Total Physical Response. Action rhymes, too, are an excellent way of combining language with physical activity in a way that supports both understanding and memory of the language. The advantage of the three methods described above (listening to stories, Shared Reading and Total Physical Response) is that they all focus on learning language through listening comprehension. This takes the pressure off young learners having to speak, reduces anxiety and allows them to focus on understanding the language. However, in order to become competent users of the language, learners also have to practise speaking. Initially, learners’ spoken language will be formulaic – memorised songs, action rhymes and poems, and some formulaic language learned as chunks, for example, ‘Good morning, how are you?’ ‘I’m fine, how are you?’ But gradually, as children begin to understand the additional language, they need to start talking, initially with one or two word utterances. For example, in response to the teacher’s question, ‘Did you like the story,’ a learner answers ‘Yes’ or ‘No.’ At first, learners’ emergent spoken language needs to be scaffolded (i.e. modelled and supported). For example, learners can begin by acting out stories the teacher has told or read to them, speaking some of the dialogue. With the teacher’s help, the children can retell the story. The teacher needs to make sure that all the children get opportunities to speak in English. Because children will progress at a different pace, the teacher needs to tailor speaking opportunities (e.g. the questions she asks) to the level of the individual child. As the children move through the grades, the teacher should expect children to speak more and their utterances should become longer. As children make progress with learning English, they also need to be introduced to more text types. In Grade1, they will have lots of exposure to stories and will begin to recognise the structure and features of narrative text (i.e. characters are introduced, the setting is described, a problem arises and it is resolved; a narrative is usually told in the past tense). In the Grade 2 First Additional Language CAPS, oral recounts are introduced (e.g. Yesterday, we went to town. First, we went to the supermarket to buy food. Then we went to the library, etc.), and in Grade 3, written recounts are included. The recount is an important text type because it provides a bridge between spoken and written language. We often use oral recounts (e.g. telling people about what we have done), but we also write them down. In Grade 3, learners are also introduced orally to procedural text (i.e. instructions such as recipes) and information reports (e.g. Elephants are large animals. They live in herds, etc.). Examples of these text types are provided in Section 4 at the end of this document, together with a description of their structure and features. Daily and once/twice weekly focused listening/speaking activities built around themes A substantial amount of time needs to be devoted to Listening and Speaking in Grade 1. This is reduced in Grades 2 and 3 when more reading and writing is introduced in the First Additional Language. Focused attention needs to be given to Listening and Speaking throughout the Foundation Phase. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) In the First Additional Language CAPS, Listening and Speaking are organised as follows: • a list of activities to be covered on a daily basis over the period of a week. The selection and number of activities to be covered each day will depend on the teacher and the time she has available; this will vary according to whether she is using the minimum or maximum time for First Additional Language. • a focused activity, ‘listening to stories told and read’, which is taught once or twice a week, depending on the Grade and the amount of time available. These activities are organised around themes. It is recommended that the teacher select four themes per term, possibly less where the minimum time is used for the First Additional Language. The teacher needs to select themes that lend themselves to teaching an additional language. The themes should be very familiar to learners, preferably already taught in the Home Language, and offer lots of opportunities for teaching language in context (e.g. they need to provide opportunities for demonstration and use of things that are physically present in the classroom). Some themes are given as examples, but these are merely suggestions; they are not to be seen as prescriptions. The reason for using themes is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. For example, words related to the body (face, eyes, ears, nose, mouth, arms, legs, feet) and the structures in which they are situated (Point to your _____./This is my _____./These are my _____.) first of all need to be heard repeatedly in context; learners then need opportunities to use them. As learners move into Grades 2 and 3, they will also need opportunities to read and write them. Only if vocabulary and structures are constantly recycled, will learners be able to remember and use them. 2.8 READING AND WRITING For the reasons given above, there is a strong focus on developing oral language in Grades R and 1, when children will be learning to read and write in their Home Language. However, in Grades 2 and 3 focus should be given to developing literacy in the First Additional Language. This is very important for children who will be using English as the LoLT in Grade 4. They will need to be able to read and write in their other subjects, and use English textbooks in the Intermediate Phase. This will require high levels of literacy, and especially a wide vocabulary, in English. Reading and writing also contribute to learners’ language development in English. Reading gives learners more exposure to their additional language. We know from research that children’s vocabulary development is heavily dependent on the amount of reading they do. Writing is important because it forces learners to think about grammar and spelling. This encourages learners to process the language, speeds up language acquisition and increases accuracy. Thus more time is devoted to reading and writing activities in the First Additional Language CAPS for Grades 2 and 3. The activities for Reading and Writing are as follows: 2.8.1 Exposure to environmental print From their earliest years, South African children are exposed to a great deal of environmental print in English, for example in signage (traffic signs, shop signs, etc.) and packaging. Teachers can use this as a starting point for children’s emergent literacy in their additional language, for example, by bringing familiar packages or advertisements to class and seeing if the learners can recognise brand names. From the 3rd term of Grade 1, when learners have established some literacy in their Home Language, the teacher can start labelling objects in the classroom in both the Home Language and English. These activities support incidental learning; they are not focused literacy activities and should not be given too much time. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 13 2.8.2 Shared Reading Shared Reading is introduced in Grade R and continues throughout the Foundation Phase. This activity is an important focus for language and literacy development. The purpose of Shared Reading in Grade 1 is to give learners exposure to their additional language in a meaningful, supportive context. It also develops learners’ emergent literacy in their additional language. They develop concepts of print and start to recognise a few written words in English. At this level, the teacher should: • Choose a very simple enlarged text (e.g. a Big Book) with a limited amount of text and plenty of good illustrations. The story should have a clear, simple structure (e.g. The Three Little Pigs). It is helpful if the language is repetitive and predictive (e.g. Where’s Spot? He’s in the kitchen. Where’s Spot? He’s in the garden. etc.) The texts should very gradually increase in complexity as the year progresses. • Talk about the pictures with the learners so that they understand the vocabulary. Ask questions in their home language. Help them to link the story to their lives. • Read the text several times using her finger or a ‘pointer’ to enable learners to follow her progress through the text • Ask questions about the story • Gradually involve learners in ‘reading’ the story As learners move into Grades 2 and 3 the texts should become more challenging. The teacher models fluent reading and uses the text to develop vocabulary, comprehension, decoding skills, understanding of text structure, grammar and punctuation. 2.8.3 Group Guided Reading In Grade 2, learners begin a new activity in their additional language: Group Guided Reading. However, they will be familiar with the activity since they will have been doing it in their home language from the beginning of Grade 1. For this activity, the teacher needs a set of readers graded according to level of difficulty. The teacher should organise the learners in ability groups of 6 –10 children and then should select a reader appropriate for their level. The teacher works with each group once a week for 15 minutes while the other groups are involved in Paired or Independent Reading or doing activities related to the text, for example, simple writing activities such as completing sentences or putting sentences in the right order. The purpose of Guided Reading is for the teacher to give learners individual attention in order to develop their comprehension and word attack skills in their additional language. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Instructions for forming ability groups In order to group learners, you will need to observe them reading from your class readers. Choose a reader which you think the child will be able to read, but not one that it is too easy – there should be a few challenges for the reader. If the child is able to read it fluently, with appropriate expression, then this text is at his/her reading level. If the child struggles, choose an easier one until you find the right level. Once you have assessed all the learners, you can group them according to ability. Steps in a Group Guided Reading Lesson I. Select an appropriate text: Graded readers will mostly be used for group reading. They should be at a lower level than the texts used for Shared Reading. Read through the text beforehand and note any vocabulary or grammar that may be challenging for the children. These may provide the teacher with a teaching focus. II. Introduction: Introduce the type of book (e.g. fiction or non-fiction) and the topic. Help the children to link the topic to their own life experiences. Keep this ‘talk’ focused and just enough for the children to read successfully (2–3 minutes). III. Talk about the pictures Use the pictures to introduce the learners to the topic and talk about any new vocabulary. Again, try to keep this focused and brief. (2–3 minutes) IV. First Reading: Children read the text individually. The teacher observes the children’s reading behaviours and may select an additional teaching focus based on these observations.The teacher moves from child to child and hears each read a small section of the text aloud. The teacher prompts the children at this stage by saying for example: • What do you expect to read in this book? • Does that make sense to you? • Well done! You corrected yourself. That makes sense. • What would sound right in this sentence? • Look at the illustration. • It could be but look at the first letter again. Initially you will probably have to ask these questions in the learners’ home language. However, as soon as possible start asking the questions in English. The learners should be very familiar with the questions since they have been doing this activity in their home language since the beginning of Grade 1. V. Comprehension Ask the learners questions about the text to ensure comprehension. VI. Second and subsequent readings On subsequent days children re-read the text either in pairs or alone. The prime focus here is to develop fluency and provide opportunities to use the text for the development of vocabulary, grammar and deeper comprehension of the text. Repeated reading supports the development of fluency in the additional language. Teachers may be unfamiliar with using Guided Reading especially in the First Additional Language class. Therefore, they can introduce the method gradually. Once they become confident about using it in the Home Language, they can then start using it in First Additional Language. In the meantime, teachers can do whole class reading where all the learners have a copy of the same text and each child takes a turn to read. Teachers should still observe individual children’s reading behaviour and help them to develop comprehension and word attack skills. Also there is not as much time for Guided Reading in the First Additional Language CAPS as there is in the Home Language CAPS. Teachers who are using the maximum time for First Additional Language will be able to work with ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 15 each small group once a week for 15 minutes. However, those who are using the minimum time for First Additional Language will not be able to do so. They will have to do whole class reading instead of Guided Reading. 2.8.4 Paired and Independent Reading Paired and Independent Reading provides a way of giving children reading practice and encouraging reading for enjoyment. In paired reading, two children read together or take turns to read. Learners should use this time to do two things: 1) re-read the reader from the Group Guided Reading Session until they can read it fluently 2) read for pleasure from books in the reading corner/class library. The text should be at a lower level than that used for Shared and Group Guided Reading. Providing opportunities for children to read books on their own also develops fluency, provided that the books are easy enough for the children to read without help. Short, simple books with predictable text and colourful illustrations are ideal. Some teachers like to give children individual reading to do at home – to reread the group reading book or read simple, ‘fun’ books. This extra reading practice, done on a regular basis every day, plays an important role in learning to read. 2.8.5 Phonics The first stage of learning to decode written language is oral – learning to isolate the different sounds of the language (phonemic awareness). The learner then has to relate the sounds to the letters that represent them (e.g ‘t’, ‘o’, ‘p’ or ‘sh’) and then blend letters together to form words (e.g. ‘top’, ‘shop’) (phonics). The learner has to understand the words (comprehension) and encounter them so often in print that he/she recognises them automatically (automaticity). Finally, the learner has to be able to read the words in sentences quickly with comprehension (fluency). However, these elements of learning to read do not happen in a step by step sequence. For example, children learn to recognise and understand whole words from environmental print and Shared Reading when they are still very young. Nevertheless, a systematic phonics programme is important in learning to read in one’s home language, alongside reading, writing, and listening to stories being read. When children begin to read and write in their additional language, they already know how to decode in their home language. They already understand concepts of print and have considerable prior knowledge of sound-spelling relationships. What they need in their First Additional Language phonics class is practice in applying this knowledge to learning to decode text in English (e.g. blending known sounds to make words). Children also need to learn where sound-spelling relationships are different in their home and additional languages. For example, ‘th’ in English represents two different sounds, which are different to the sound which ‘th’ represents in African languages (e.g. thank, that, thatha). English vowels are particularly challenging for African language speakers, and this is made more difficult by the variety of ways in which these vowels are spelt (e.g. see, sea, key, me). It is important that in Grade and 1, children develop a strong oral foundation in their additional language. Otherwise, they will not understand the words they are decoding in English in Grade 2 and the work they do in phonics will simply become ‘barking at print’. Children will also benefit from learning to identify the sounds of English (phonemic awareness) in Grade 1. This is best achieved through songs and rhymes which help them to isolate the sounds (e.g. I’m going to the zoo, zoo, zoo; You can come too, too, too). It is important for the teacher to keep in mind that her role is to build awareness over time of sound-spelling relationships in the additional language, not to drill for complete accuracy. Phonics should take the form of short, regular activities throughout the Foundation Phase. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Daily/weekly phonics activities Specific attention should be given to phonics throughout the Foundation Phase. A programme is provided in the First Additional Language CAPS. In Grade 1, the focus is on developing phonemic awareness. In Grades 2 and 3, a phonics programme is provided which builds on what learners have already done in their home language. Since there is a limited time available for teaching phonics, teachers are encouraged to integrate phonics teaching into Listening, Speaking and Shared Reading activities. 2.8.6 Word recognition English has a large number of words that are not spelt as they sound (e.g. one, two). It is therefore very difficult, and sometimes impossible, to decode them phonetically. Children learn to recognise sight words (or ‘look and say’ words) by seeing them repeatedly. Words that appear frequently in texts (high frequency words) can be learned in this way. The more children read in their additional language, the more sight words they will acquire. 2.8.7 Comprehension Children are often able to decode in their additional language, but are unable to understand what they read. This results in what some people call ‘barking at print’. The main reason that children are unable to comprehend text is that their language skills are weak. They lack sufficient vocabulary and grammar to make sense of what they read. Therefore, the teacher must build their vocabulary and grammar by exposing them to plenty of English at the right level. Strategies such as building a ‘word wall’ in the classroom and encouraging learners to keep personal dictionaries (or vocabulary books) are also helpful. Getting children to read more in their additional language is perhaps the best way of improving their vocabulary. However, this strategy will only work if the texts are at a suitable level for independent reading. Another important way of developing children’s reading comprehension is by asking questions that enable learners to engage with the text. The teacher should begin with simple questions, e.g. ‘Who ….?’ (e.g. Who ate the porridge?) ‘What ….?’ (e.g. What did Goldilocks eat?) and ‘Where ….?’ (e.g. Where did Goldilocks go to sleep?) Gradually, as learners get used to question forms and develop the language necessary to answer them, more complex questions can be asked. By the time learners are in Grade 3, they should be able to answer ‘Why …?’ questions (e.g. ‘Why didn’t Goldilocks eat Daddy Bear’s porridge?). For further information on how to teach Shared Reading, Guided Reading, Paired and Independent Reading, Phonics, word recognition and comprehension, refer to the Department of Basic Education’s handbook, ‘Teaching Reading in the Early Grades’ (2008), which can be downloaded from www.education.gov.za 2.8.8 Writing Children learn the skills of letter formation and handwriting in their Home Language. They can apply this knowledge when they begin to write in their First Additional Language in the third term of Grade 1. The writing activities in Grade 1 are very simple since learners need to focus on writing in their Home Language. In Grade 2, writing in the First Additional Language receives more focus. Writing is guided; for example, learners write using sentence frames such as ‘I like _______./I don’t like ______.’ In Grade 3, writing becomes more challenging. With support, learners are expected to write a simple set of instructions and a personal recount. Together with the teacher (Shared Writing), they write a simple story. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 17 Many writing skills are transferred from the Home Language. For example, children learn how to write a text such as a recount first in their Home Language, and they draw on this knowledge when, at a later stage, they learn to write a recount in their First Additional Language. Similarly, children learn how to draft, write, edit and publish their work (the writing process) in their Home Language, and they then apply these skills when writing in the First Additional Language. 2.8.9 Language structure and use A good knowledge of vocabulary and grammar provides the foundation for skills development (listening, speaking, reading and writing) in the First Additional Language. In Grade 1, vocabulary and grammar are learned incidentally through exposure to the spoken language. In Grades 2 and 3, learners also acquire vocabulary and grammar through reading English. In Grade 3, there are specific activities focused on Language Use. Vocabulary targets are set for each grade and a list of high frequency words in English is provided in Section 3 of this document. It is essential for learners to reach these targets if they are going to be capable of using English as the LoLT in Grade 4. Teachers need strategies for developing learners’ vocabulary, for example: • word walls and labels in the classroom • vocabulary games , e.g. word quizzes • independent reading • keeping personal dictionaries (vocabulary books) • using children’s illustrated dictionaries (both monolingual and bilingual) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTI O N 3 OVERVIEW OF THE LANGUAGE SKILLS AND TEACHING PLANS OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE FIRST ADDITIONAL LANGUAGE (FAL) GRADES 1–3 LISTENING AND SPEAKING GRADE 1 GRADE 2 GRADE 3 Builds an oral vocabulary using topics chosen by the teacher (e.g. Things I can do, The Weather) • Builds some conceptual vocabulary (e.g. shapes, size, direction) • Responds physically to two simple oral instructions (e.g. Put the blue balls in the bag. Now put the red balls in the bag.) • Responds to greetings and farewells, and makes simple requests using formulaic phrases (e.g. May I go to the toilet?) • Memorises and performs action rhymes, simple poems and songs • Plays simple language games • Understands short, simple stories told and read; talks about the pictures • Acts out simple stories using some of the dialogue • Responds to simple, literal questions about a story with short answers • Identifies a person, animal or object from a simple, oral description (e.g. matching a description to a picture) • Understands and responds to simple questions such as ‘What …?’ ‘How many …?’ (e.g. What is your name?) • Expresses self in simple ways by using short phrases (e.g. ‘My name is ___.’) • Continues to build an oral vocabulary using topics chosen by the teacher (e.g. the Seasons, Feelings) • Builds some conceptual vocabulary (e.g. time, sequence) • Follows a short sequence of instructions (e.g. Draw a circle. Colour it red.) • Gives simple instructions • Understands and responds to simple questions such as ‘Which …?’ ‘Whose …?’ (e.g. Whose book is this?) • Asks simple formulaic questions (e.g. What is your name?) • Makes simple requests, and statements (e.g. Can I go out, please? I feel sick.) • Identifies an object from a simple, oral description • Talks about objects in a picture • Listens to stories and recounts • Answers simple, literal questions about the story (e.g. Who ate the porridge?) • Acts out the story using some of the dialogue • With help from the teacher retells the story • Recounts a short sequence of simple experiences or events • Memorises and performs simple poems, action rhymes and songs • Plays language games • Continues to build an oral vocabulary using topics chosen by the teacher (e.g. Finding out) • Builds some conceptual vocabulary (e.g. comparing, describing) • Follows and gives instructions • Responds to and makes requests • Talks about a picture or photograph • Asks for clarification (e.g. I don’t understand, please say that again.) • Gives a simple oral recount (recalls experiences in the right sequence) • Listens to stories and personal recounts and answers comprehension questions • Predicts what will happen next in a story or personal recount • Expresses feelings about a story • Retells the story • Listens to a non-fiction text (factual recount, procedure or information report) and answers comprehension questions • With the teacher’s help, gives a simple summary of the non-fiction text • Participates in a short conversation on a familiar topic • Understands and responds to questions such as ‘When …?’ and ‘Why …?’ (e.g. ‘Why did the house fall down?) • Performs a rhyme, poem or song • Plays language games ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 19 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE FIRST ADDITIONAL LANGUAGE (FAL) GRADES 1–3 GRADE 1 GRADE 2 GRADE 3 PHONICS • Develops phonemic awareness in the FAL through rhymes and songs (e.g. ‘The cat in a hat, His name is Pat’) • Identifies some rhyming words • Recognises initial sounds in familiar words (e.g. ‘p’ in ‘Pat’) • Segments oral sentences into individual words by clapping on each word • Claps out the syllables in familiar words • Distinguishes the first sound (onset) from the remaining part of a syllable (rime) in simple words (e.g. c-at, m-at, f-at) • Recognises plurals (‘s’ and ‘es’) aurally • Phonemic awareness • Distinguishes aurally between sounds that are often confused (e.g. ‘a’ and ‘e’, ‘ee’ and ‘i’) • Phonics • Identifies letter-sound relationships of single letters starting with those that are the same in the HL and FAL • Identifies letter-sound relationships that are different from those in the HL • Builds up and breaks down 3-letter words using sounds learnt. (e.g. p-e-n, p-en, pen) • Recognises common endings in words (e.g. ‘ed’, ‘ ing’, ‘y’ and ‘s’) • Groups common words into word families (e.g. bin, pin, tin) • Recognises common consonant digraphs such as sh, ch and th at the beginning and end of words • Builds up and breaks down simple words beginning with some common consonant blends (e.g. fl-at, sl-ip, cl-ap, pl-um; br-im, cr-op, dr-ip, gr-ab, tr-ip) • Recognises at least 3 vowel digraphs (e.g. ‘oo’ as in boot, ‘ee’ as in feet) • Identifies letter-sound relationships of all single letters in HL and FAL and is aware of any differences • Recognises consonant digraphs (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words • Recognises at least 10 vowel digraphs (e.g. ‘oa’ as in boat, ‘ar’ as in far, ‘er’ as in her, ‘ir’ as in bird, ‘or’ as in short, ‘ur’ as in hurt) • Recognises silent ‘e’ in words (e.g. cake, time) • Uses consonant blends to build up and break down words (e.g. ri-ng, i-nk,) • Recognises known rhyming words, (e.g. fly, sky,) • Distinguishes between long and short vowel sounds e.g. (‘boot’ and ‘book’) • Distinguishes between onset and rime in more complex syllables (e.g. ‘dr-eam’, ‘scr-eam’) • Recognises more complex word families (e.g. ‘catch’, ‘match’) • Recognises and uses some suffixes (e.g. ‘-es’, ‘-ies’, ‘-ly’, ‘-ing’, ‘-ed’) • Builds and sounds out words using sounds learnt ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE FIRST ADDITIONAL LANGUAGE (FAL) GRADES 1–3 GRADE 1 GRADE 2 GRADE 3 READING AND VIEWING Environmental print • Begins to read some simple labels in the FAL (and HL) of objects in the classroom and wider environment (e.g. way in/out, open), Emergent reading • transfers some of the knowledge and skills acquired in the HL to reading in the FAL such as book handling skills, basic concepts of print (e.g. concepts of words and letters, we read from left to right and top to bottom of a page) • Recognises a few high frequency sight words (e.g. the, and, you, he, she, we, they, can) Shared Reading as a class with the teacher • Listens to a very simple story or non-fiction text read by the teacher from an enlarged text such as a Big Book or illustrated poster • Talks about illustrations in the Big Book or poster using HL where necessary • Learns some oral vocabulary in the FAL from the pictures • Answers some simple oral questions about the story • After repeated readings joins in where appropriate • Through exposure to print, starts to develop a sight vocabulary of a few high frequency words (e.g. the, and, you, he, she, we, they, can) • Acts out the story • Draws pictures capturing main idea of story or non￾fiction text Shared Reading • Reads a short written fiction or non-fiction text (a Big Book or other enlarged text) with the teacher, using the pictures to develop vocabulary, the title for prediction and answering short, oral questions about the text • Makes sense of a short written text with pictures (e.g. by sequencing pictures or matching a caption/ sentence to a picture) • Relates a text that is read to own experience • Retells part of a story or summarises a non-fiction text with help from the teacher (2–3 sentences) Group Guided Reading • Reads aloud from own book in a guided reading group with the teacher i.e. whole group reads the same story • Uses the reading strategies taught in the HL to make sense of text and monitor self when reading (phonics, context clues, structural analysis, sight words) • Uses diagrams and illustrations in text to aid understanding • Reads with increasing fluency and expression • Shows an understanding of punctuation when reading aloud • Continues to build a sight vocabulary (e.g. have, some, when, them, very) Paired/Independent Reading • Reads own writing and others’ writing • Reads independently books read in Guided Reading sessions and simple caption books and picture story books in the FAL from the classroom reading corner • Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words Environmental print Reads simple posters or headings of posters in the environment Shared Reading • Reads fiction and non-fiction texts with the teacher, using the illustrations to support vocabulary development • Answers literal and very simple inferential questions that support comprehension of the text • Retells a story or recount, identifying the sequence of events • Summarises a non-fiction text (e.g. information report) Group Guided Reading • Reads both silently and out loud from own book in a guided reading group with the teacher i.e. whole group reads the same text • Uses the reading strategies taught in the HL to make sense of text and monitor self when reading (phonics, context clues, structural analysis, sight words) • Uses diagrams and illustrations in text to increase understanding • Reads aloud, with increasing speed and fluency, using correct pronunciation and stress • Demonstrates an understanding of punctuation for direct speech, by varying voice pitch when reading aloud • Uses some self-correcting strategies Paired/Independent Reading • Reads own and others’ writing • Reads aloud to a partner • Reads independently simple fiction and non-fiction books, books read in Guided Reading sessions, and children’s magazines and comics • Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 21 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE FIRST ADDITIONAL LANGUAGE (FAL) GRADES 1–3 GRADE 2 GRADE 3 WRITING • Uses handwriting skills already taught in HL. • Draws and lables pictures with the help of teacher. Reads back what is written. • Writes simple lists (e.g. shopping lists) • Uses handwriting skills taught in HL • Writes lists with headings • Chooses and copies a caption which accurately describes a picture • With help, writes a caption for a picture, (e.g. The red car is big.) Reads back what is written. • Completes sentences by filling in missing words. • Writes sentences using a frame (e.g. I like ____. I do not like _____.) • Writes sentences using words containing the phonic sounds and common sight words already taught • Writes familiar words and sentences from dictation • Puts jumbled sentences in the right order to make a paragraph and copies it. • Writes a paragraph of at least 3 sentences on a familiar topic • Writes some short, simple texts already taught in HL e.g. a message on a get well card • Using skills taught in HL, organises information into a simple graphic form (, chart or time line) • With help, uses some nouns and pronouns (I, you, he, she, it, etc.) correctly in writing • With help begins to use simple present, present progressive and past tenses correctly in writing • With help forms the plurals of familiar words • With help, spells common words correctly. Uses a children’s dictionary where necessary • Uses punctuation already taught in HL (capital letters and full stops) • Builds own word bank and personal dictionary • Uses handwriting skills taught in HL • Writes more complex lists with headings (e.g. Insects: ants, bees, butterflies) • Writes sentences from dictation • Writes a simple text (e.g. a birthday card) • With guidance, writes a personal recount of experiences using a frame (e.g. ‘Yesterday I…, Then …, After that…, Finally…’) • With guidance, writes a simple set of instructions (e.g. recipe) • Together with the teacher, writes a simple story and copies it (shared writing) • Organises information in a chart, table or bar graph • Writes sentences on a familiar topic (at least 6-8 sentences, one or two paragraphs) • Uses the writing process (drafting, writing, editing and publishing) • Uses punctuation already taught in HL (full stops, commas, question marks, exclamation marks and inverted commas) and apostrophes in contractions (e.g. can’t, don’t) • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses with increasing accuracy • Uses prepositions, nouns, verbs and pronouns with increasing accuracy • Builds own word bank and personal dictionary • Uses children’s dictionaries (monolingual and bilingual) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) OVERVIEW OF LANGUAGE STRUCTURES TO BE TAUGHT IN THE FIRST ADDITIONAL LANGUAGE (FAL) GRADES 1–3 GRADE 1 GRADE 2 GRADE 3 LANGUAGE STRUCTURE AND USE (TO BE LEARNED IN CONTEXT) • Begins to develop understanding and ability to use language structures in the context of meaningful spoken language • Understands some imperatives (e.g. Don’t run) • Understands and begins to use some sentences in the simple present tense (e.g. She likes school.) and present progressive tense (e.g. He is reading.) • Understands some question forms (e.g. ‘What…?’ ‘Who …?’ ‘How many/much/old …?’) • Understands and begins to use personal pronouns (e.g. I, you, we, they) • Understands and begins to use the modals ‘can’ and ‘may’ (e.g. I can skip.) • Understands and begins to use some sentences in the negative form (e.g. She is not reading. I cannot skip.) • Recognises and begins to use some plural forms of countable nouns (e.g. book/ books) • Understands and begins to use some possessive pronouns (e.g. my, his, her) • Understands and begins to use a few prepositions (e.g. on, in) • Understands and begins to use a few adjectives (e.g. happy, sad) and adverbs (e.g. slowly, quickly) • Understands 700–1,000 words in context by the end of Grade 1 • Begins to develop understanding and ability to use language structures in the context of meaningful spoken and written language • Begins to use some of the grammatical forms he/she was exposed to in Grade 1 (simple present and present progressive tenses, modals ‘can’ and ‘may’, negative and plural forms, pronouns, prepositions, adjectives and adverbs) • Understands and begins to use the simple past tense (e.g. I washed my face.) • Understands and begins to use some irregular past tense forms (e.g. went) • Understands and begins to use time connectors (e.g. First, next, then) • Understands and begins to use question forms (e.g. ‘When did you …?) • Understands and begins to use some pronouns (e.g. me, him, her) • Understands and begins to use a greater range of adjectives and adverbs • Understands and begins to use the verb ‘to be’ (e.g. She is happy.) • Understands 1,000–2,000 words in context by the end of Grade 2 • Develops understanding and ability to use language structures in the context of meaningful spoken and written language. • Understands and uses the simple present, present progressive, simple past and future tenses • Understands and uses countable (e.g. book) and uncountable nouns (e.g. chalk) • Understands and uses the articles ‘a’ and ‘the’ with nouns • Understands and uses the possessive form of nouns (e.g. Thandi’s face) • Understands and uses ‘There is/ are’ (e.g. There is a book on the table) • Understands and uses comparative adjectives (e.g. fast, faster, fastest) • Understands and uses demonstrative pronouns: this, that, those, these • Understands and uses a variety of question forms (e.g. ‘Which…?’, ‘Why…?’) • Understands 1,500–2,500 words in context by the end of Grade 3 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 23 GRADE 1 FIRST ADDITIONAL LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers should select two themes that will enable them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/posters, rhymes, songs, games and real objects for the theme they have chosen. They should try to cover all the activities, more than once if possible. They should assess their learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers should select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow the teacher to introduce new vocabulary and consolidate vocabulary already taught. They should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the First Additional Language. Teachers should try to cover all the activities, more than once if possible. They should assess their learners using the Informal Assessment Activities recommended for Weeks 6–10. The teachers should carry out the Formal Assessment Activity at the end of term. Daily activities (1 hour per week) One or more of the following activities every day: • Begins to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘My Clothes’ • Responds to simple greetings and farewells, using phrases, for example, ‘Good morning.’ ‘How are you?’ ‘ I’m fine’. • Makes simple requests, for example, ‘May I go to the toilet?’ • Points to objects in the classroom or in a picture in response to teacher’s instructions, for example, ‘Show me the girl in the red dress.’ • Names some objects in a picture or in the classroom in response to teacher’s questions, for example, ‘What is that? A hat.’ • Responds physically to simple oral instructions, for example, ‘Take off your jersey.’ • Responds to simple questions, for example, ‘What colour is the jersey? Red.’ • Understands and begins to use some simple language structures in context, for example, plural forms of countable nouns such as ‘one sock, two socks’ • Sings simple songs and does actions with guidance, for example, ‘This is the way I put on my shirt, put on my shirt, put on my shirt.’ • Joins in action rhymes and songs, doing the actions, for example, ‘Here are Gogo’s glasses, Here is Gogo’s hat’ • Plays language games, for example, Hunt the Hat – Teacher hides the hat in the classroom and then asks questions using plenty of actions. Where is the hat? Is it under the desk? Is it in the cupboard? etc. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Focussed listening and speaking activities (15 minutes x 2 per week) Listens to stories told and read Twice a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures • Listens to short stories or non-fiction texts told or read from a Big Book or illustrated poster, for example, The Old Man and his Hat with enjoyment and joins in choruses at the appropriate time • Understands and responds to simple questions, for example, ‘What colour is the hat?’ and instructions, for example, ‘Show me the old man’s hat.’ • Names some of the things in the picture in response to questions from the teacher, for example, ‘Who is this?’ ‘The old man’. Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, colour – blue, red, green • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, imperatives such as ‘Take off your jersey’; present progressive tense such as ‘I am wearing a jersey’; possessive pronouns such as ‘my jersey’; plural forms of countable nouns such as ‘sock/socks’ ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Responds physically to simple oral instructions • Points to objects in the classroom or in a picture in response to teacher’s instructions Weeks 6–10 • Names some objects in a picture or in the classroom • Responds to simple questions Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Responds to simple questions • Demonstrates understanding of some basic oral vocabulary by pointing to objects in the classroom or a picture in response to instructions from the teacher, for example, ‘Show me the red/yellow/blue/green jersey/socks/shirt’ etc. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 25 TERM 1 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 30 minutes Maximum time: 1 hour 15 minutes per week CONTENT/CONCEPTS/SKILLS Phonological and Phonemic Awareness (1–5 minutes per activity) These activities should be very brief and integrated into Listening and Speaking or Shared Reading activities. • Segments oral sentences into individual words by clapping on each word, for example, sentences from the story • With the teacher’s help, identifies some rhyming words in stories, songs and rhymes, for example, The cat in a hat • Begins to identify different initial sounds in words, for example, ‘h’ in hat, ‘b’ in bag Emergent Literacy (5–10 minutes once or twice a term) The teacher brings packaging, posters, etc. into the classroom so that there is environmental print on permanent display. When going on school outings, she points out environmental print to learners. • Recognises some common words in our everyday environment (e.g. WAY IN/OUT, OPEN) • Develops emergent literacy, for example, concepts of print through the Shared Reading activity Shared Reading (minimum 30 minutes and maximum 1 hour 15 minutes per week) If the teacher is using the maximum time for First Additional Language, she introduces a new Big Book (or poster or other form of enlarged text) each week and does the activity every day. If she is using the minimum time for First Additional Language, she uses the same text over 2 or 3 weeks and does the activity once or twice a week. The teacher reads the text to the class, pointing to the words and discussing the pictures and story line. She re-reads it during the week, encouraging the learners to join in. The text is used to introduce new vocabulary. • Listens to the story or non-fiction text while following the teacher and looking at the pictures • Talks about the pictures using home language where necessary • Identifies objects in the pictures, for example, ‘Show me the old man.’ ‘Point to the dog.’ • Answers some simple questions with the support of the pictures, for example, ‘Where is the hat?’ • Learns some oral vocabulary, for example, hat, old, man, dog, wind, etc. • After repeated readings, joins in choruses where appropriate, for example, ‘Whoosh, whoosh goes the wind!’ • Acts out the story using some of the dialogue • Draws a picture capturing the main idea of the story ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical) • Begins to identify different initial sounds in words • Identifies some rhyming words in stories, songs and rhymes Reading: (oral and/or practical) • Identifies some people, animals and objects in the illustrations in the Big Book (or other form of enlarged illustrated text) • Answers some simple oral questions about the story or non-fiction text • Draws a picture capturing the main idea of the story or non-fiction text ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Formal Assessment Activity 1: Reading (oral and/ or practical) • Answers some simple oral questions about the story or non-fiction text • Demonstrates understanding of vocabulary in the story by pointing to objects in the pictures in response to instructions from the teacher, for example, Show me the old man, the old man’s hat/stick/coat, etc. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 27 TERM 1 WRITING SUGGESTED CONTACT TIME Minimum time: none Maximum time: 15 minutes per week CONTENT/CONCEPTS/SKILLS Shared writing (maximum time – once a week) Early writing in the First Additional Language should be supported by the teacher • With the help of the teacher writes a caption for his/her drawing and reads back what is written ASSESSMENT Suggestions for Informal Assessment Activities: Writing: (written) • Copies a caption for a picture he/she has drawn and reads back what is written ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that will allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/ posters, rhymes, songs, games and real objects for the theme they have chosen. Teachers should try to cover all the activities, more than once if possible. They should assess the learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to introduce new vocabulary and consolidate vocabulary already taught. The themes should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the First Additional Language. Teachers should make sure that they cover all the activities, more than once if possible. They should assess the learners using the Informal Assessment Activities recommended for Weeks 6–10. The teachers should carry out the Formal Assessment Activity at the end of term. Daily activities (1 hour per week) One or more of the following activities every day depending on the time available: • Begins to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Food’ • Responds to simple greetings and farewells, using phrases, for example, Good morning. How are you? I’m fine. • Makes simple requests, for example, Can I have an apple, please? • Points to objects in the classroom or in a picture in response to teacher’s instructions, for example, ‘Show me the apple/ banana/orange.’ etc. • Names some objects in a picture or in the classroom in response to teacher’s questions, for example, ‘What is that? An apple.’ • Responds physically to simple oral instructions, for example, ‘Take the apple. Put it on the table.’ • Responds to simple questions, for example, ‘How many oranges are there?’ ‘Two.’ • Understands and begins to use some simple language structures in context, for example, simple present tense such as ‘I like apples.’ ‘I do not like bananas.’ • Sings simple songs and does actions, for example, I like to eat, eat, eat, eat. I like to eat apples and bananas. • Joins in action rhymes and songs, doing the actions, for example, Jelly on the plate • Plays language games, for example, Guessing Game – one person picks up a picture card, others must guess what food is pictured on the card, for example, ‘Is it an apple?’ Focussed listening and speaking activities (15 minutes x 2 per week) Listens to stories told and read Twice a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures • Listens with enjoyment to short stories or non-fiction texts told or read from Big Books or illustrated posters and joins in choruses at the appropriate times. For example, The Very Hungry Caterpillar by Eric Carle • Understands and responds to simple questions and instructions, for example, ‘Show me the strawberries. How many strawberries are there?’ • Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this?’ ‘ A strawberry.’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 29 Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, sequence – days of the week • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, simple present tense – ‘I like apples’; negative forms - ‘I do not like bananas’ ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Names some objects related to the theme in a picture or in the classroom • Responds to simple questions Weeks 6–10 • Responds to simple questions • Expresses self in simple ways by using short phrases and vocabulary taught during the term, for example, ‘I like apples. I do not like bananas.’ Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Demonstrates understanding of some oral vocabulary taught during this term by responding to an instruction such as , ‘Draw three oranges/five bananas etc.’ • Responds to simple questions (e.g. How many apples are there?) with short answers • Expresses self in simple ways by using short phrases, for example, ‘I do not like bananas.’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 30 minutes per week Maximum time: 1 hour 15 minutes per week CONTENT/CONCEPTS/SKILLS Phonological and Phonemic Awareness (1–5 minutes per activity) These activities should be very brief and integrated into Listening and Speaking or Shared Reading activities • Segments oral sentences into individual words by clapping on each word, for example, sentences from the story • Claps out the syllables in familiar words, for example, ba-na-na • With the teacher’s help, identifies some rhyming words in stories, songs and rhymes, for example, ‘eat’ and ‘feet’ • Begins to identify different initial sounds in words, for example, ‘b’ in banana, ‘o’ in orange Emergent Literacy (5–10 minutes once or twice a term) The teacher brings packaging, posters, etc. into the classroom so that there is environmental print on permanent display. When going on school outings, she points out environmental print to learners. • Recognises some common words in our everyday environment, for example, STOP, SCHOOL • Develops emergent literacy such as concepts of print) through the Shared Reading activity Shared Reading (minimum 25–30 minutes per week, maximum 1 hour 15 minutes per week) Where teachers are using maximum time for the First Additional Language, they introduce a new Big Book or other form of enlarged text each week and do the activity every day. Where teachers are using the minimum time for First Additional Language, they use the same book over 2 or 3 weeks and do the activity once or twice a week. They read the book to the class, pointing to the words and discussing the pictures and story line. Teachers re-read the text during the week, encouraging the learners to join in. The text is used to introduce new vocabulary. • Listens to the story or non-fiction text while following the teacher and looking at the pictures • Talks about the pictures using home language where necessary • Identifies objects in the pictures (e.g. Show me the jelly. Point to ice-cream.) • Answers some simple questions with the support of the pictures, for example, ‘Where is the cake?’ • Learns some oral vocabulary, for example, jelly, ice-cream, cake • After repeated readings, joins in choruses where appropriate • Acts out the story using some of the dialogue • Draws a picture capturing the main idea of the story ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical) • Begins to identify different initial sounds in words • Claps out the syllables in familiar words Reading: (oral and/or practical) • Identifies some people, animals and objects in the illustrations in the Big Book • Answers some simple oral questions about the story or non-fiction text • Draws a picture capturing the main idea of the story or non-fiction text ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 31 Formal Assessment Activity 2: Reading (oral and/ or practical) • Claps out the syllables in familiar words • Answers some simple oral questions about the story or non-fiction text • Demonstrates understanding of vocabulary in the story by pointing to objects in the pictures in response to instructions from the teacher, for example, ‘Show me the jelly/cake/biscuits, etc.’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 WRITING SUGGESTED CONTACT TIME Minimum time: none Maximum time: 15 minutes per week CONTENT/CONCEPTS/SKILLS Shared writing (maximum time – once a week) Early writing in the First Additional Language needs to be supported by the teacher • With the help of the teacher writes a caption for his/her drawing and reads back what is written ASSESSMENT Suggestions for Informal Assessment Activities: Writing: (written) • Copies a caption for a picture he/she has drawn and reads back what is written ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 33 TERM 3 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that will allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/ posters, rhymes, songs, games and real objects for the theme they have chosen. Teachers should try to cover all the activities, more than once if possible. They should assess the learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to introduce new vocabulary and consolidate vocabulary already taught. The themes should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the First Additional Language. Teachers should make sure that they cover all the activities, more than once if possible. They should assess the learners using the Informal Assessment Activities recommended for Weeks 6–10. The teachers should carry out the Formal Assessment Activity at the end of term. Daily activities (1 hour per week) Several of the following activities every day depending on the time available: • Begins to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Animals’ • Responds to simple greetings and farewells, using phrases, for example, ‘Good bye. See you tomorrow.’ • Makes simple requests, for example, ‘Can I have a pencil, please?’ • Points to objects in the classroom or in a picture in response to teacher’s instructions, for example, ‘Show me the cow.’ • Names some objects in a picture or in the classroom in response to teacher’s questions, for example, ‘What is that?’ ‘A sheep.’ • Responds physically to simple oral instructions, for example, ‘Draw a picture of a cat.’ • Responds to simple questions asked by the teacher, for example, ‘What colour is the cat?’ ‘Black’. • Understands and begins to use some simple language structures in context, for example, begins to use a few adjectives such as ‘The cow is big. The cat is small’. • Identifies a person, animal or object from a simple oral description, for example, ‘I am a small animal. I have four legs and a tail. I say miaow, miaow, miaow. Who am I?’ • Sings simple songs and does actions, for example, Old Macdonald had a farm • Joins in action rhymes and songs, doing the actions, for example, Five little ducks • Plays language games, for example, Guessing game – one learner makes an animal sound, the others must guess in the First Additional Language which animal they are ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Focussed listening and speaking activities (15 minutes x 2 per week) Listens to stories told and read Twice a week the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures • Listens to short stories or non–fiction texts told or read from a Big Book or illustrated poster, for example, Three Billy Goats Gruff, with enjoyment and joins in choruses at the appropriate time • Understands and responds to instructions, for example, ‘Show me the goat. How many goats are there?’ • Answers simple literal questions about a story with short answers, for example, ‘How many goats are there in the story?’ ‘Three.’ • Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this? A goat.’ Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, number, size • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, understands and begins to use a few adjectives such as ‘big, small, little’; prepositions such as ‘in, on’; and adverbs such as ‘quickly, slowly’ ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Names some objects related to the theme in a picture or in the classroom • Responds to simple questions, for example, ‘What colour is the cow?’ Weeks 6–10 • Expresses self in simple ways by using short phrases, for example, ‘The cow is brown.’ • Identifies a person, animal or object from a simple oral description, for example, ‘I am a big animal. I give you milk. I go moo, moo, moo. Who am I?’ Suggested Formal Assessment Activity 3: Listening and Speaking (oral and/ or practical) • Responds to simple questions, for example, ‘How many goats are in the picture?’ • Identifies a person, animal or object from a simple oral description, for example, ‘I am a big animal. I give you milk. I go moo, moo, moo. Who am I?’ • Demonstrates understanding of some basic oral vocabulary by pointing to objects in the classroom (or a picture or drawing) in response to instructions from the teacher, for example, ‘Point to the cow/dog/cat/goat, etc.’ ‘Draw two cats, etc.’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 35 TERM 3 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 30 minutes per week Maximum time: 1 hour 15 minutes per week CONTENT/CONCEPTS/SKILLS Phonological and Phonemic Awareness (1–5 minutes per activity) These activities should be very brief and integrated into Listening and Speaking activities and Shared Reading. • Claps out the syllables in familiar words, for example, an-i-mal, don-key • With the teacher’s help, identifies some rhyming words in stories, songs and rhymes, for example, a fat cat wearing a hat • Begins to identify different initial sounds in words, for example, ‘g’ in goat, ‘d’ in dog and donkey • Recognises plurals (‘s’ and ‘es’) aurally Emergent literacy (5–10 minutes once or twice a term) The teacher brings packaging, posters, etc. into the classroom so that there is environmental print on permanent display. When going on school outings, the teacher points out environmental print to learners. • Recognises some common words in our everyday environment, for example, street signs, shops signs, brand names such as Toyota, Jeep, BMW, Joko, Omo, Tastic, Nando’s • Develops emergent literacy (e.g. concepts of print) through the Shared Reading activity Shared Reading (minimum 25–30 minutes per week, maximum 1 hour 15 minutes per week) Where the teacher is using the maximum time for First Additional Language, she introduces a new Big Book or other form of enlarged text each week and does the activity every day. Where the teacher is using the minimum time for First Additional Language she uses the same book over 2 or 3 weeks and does the activity once or twice a week. She reads the text to the class, pointing to the words and discussing the pictures and story line. She re-reads it during the week, encouraging the learners to join in. The text is used to introduce new vocabulary. • Listens to the story or non-fiction text while following the teacher and looking at the pictures • Talks about the pictures using home language where necessary • Identifies objects in the pictures, for example, ‘Show me the hare.’ ‘Point to hare.’ • Answers some simple questions with the support of the pictures, for example, ‘Has the hare got long ears or short ears? • Learns some oral vocabulary, for example, animal, hare, ears, tail • After repeated readings, joins in choruses where appropriate • Acts out the story using some of the dialogue • Draws a picture capturing the main idea of the story ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical) • Claps out the syllables in familiar words • Recognises plurals (‘s’ and ‘es’) aurally, for example, dog/dogs, cat/cats, cow/cows, goat/goats, horse/horses Reading: (oral and/or practical) • Identifies some people, animals and objects in the illustrations in the Big Book or other form of enlarged illustrated text • Answers simple literal questions about a story with short answers • Draws a picture capturing the main idea of the story or non-fiction text ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Suggested Formal Assessment Activity 3: Reading (oral and/ or practical) • Recognises plurals (‘s’ and ‘es’) aurally, for example, dog/dogs, cat/cats, cow/cows, goat/goats, horse/horses • Answers simple literal questions about a story with short answers • Demonstrates understanding of vocabulary in the story by pointing to objects in the pictures in response to instructions from the teacher, for example, ‘Show me the hare, buck, elephant, etc.’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 37 TERM 3 WRITING SUGGESTED CONTACT TIME Minimum time: none Maximum time: 15 minutes per week CONTENT/CONCEPTS/SKILLS Shared writing (maximum time – once a week) Early writing in the First Additional Language should be supported by the teacher • With the help of the teacher writes a caption for his/her drawing and reads back what is written • With the help of the teacher writes simple lists with headings, for example, Animals: dog, cat, cow, etc; Fruit: apple, banana, etc. ASSESSMENT Suggestions for Informal Assessment Activities: Writing: (written) • Copies a caption for a picture he/she has drawn and reads back what is written • Writes a simple list with a heading ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that will allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/ posters, rhymes, songs, games and real objects for the theme they have chosen. Teachers should try to cover all the activities, more than once if possible. They should assess the learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to introduce new vocabulary and consolidate vocabulary already taught. The themes should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the First Additional Language. Teachers should make sure that they cover all the activities, more than once if possible. They should assess the learners using the Informal Assessment Activities recommended for Weeks 6–10. The teachers should carry out the Formal Assessment Activity at the end of term. Daily activities (1 hour per week) Several of the following activities every day depending on the time available: • Begins to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Things I can do’ • Responds to simple greetings and farewells, using phrases, for example, Good bye. See you later.’ • Makes simple requests, for example, ‘May I have a glass of water?’ • Points to objects in the classroom or in a picture in response to teacher’s instructions, for example, ‘Show me the bird.’ • Names some objects in a picture or in the classroom in response to teacher’s questions, for example, ‘What is that? A bird.’ • Responds physically to simple oral instructions, for example, ‘Draw a picture of a bird. Draw the body. Draw the wings. Draw two legs. Draw the head. Draw the eyes. Draw the beak.’ • Responds to simple questions asked by the teacher, for example, ‘Can you jump?’ ‘Show me.’ ‘Can you skip?’ ‘Show me.’ • Understands and begins to use some simple language structures in context, for example, the modal ‘can’: I can jump/ skip/run etc. I can touch my toes. • Identifies a person, animal or object from a simple oral description, for example, ‘I have two legs, wings and a beak. I can fly. Who am I?’ • Sings simple songs and does actions, for example, ‘I can fly! • Joins in action rhymes and songs, doing the actions, for example, ‘I can clean my teeth’ • Plays language games, for example, Chain game – one learner begins by saying, ‘I can jump. What can you do?’, the next learner must answer and then ask the next learner ‘What can you do?’ and so on around the class ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 39 Focussed listening and speaking activities (15 minutes x 2 per week) Listens to stories told and read Twice a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. • Listens to short stories or non-fiction texts told or read from a Big Book or illustrated poster, for example, Animals that can fly with enjoyment and joins in choruses at the appropriate time • Understands and responds to instructions, for example, ‘Show me the butterfly.’ • Answers simple literal questions about a story with short answers, for example, ‘Can a bat fly?’ ‘When does a bat fly?’ • Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this?’ ‘ A bat.’ Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, ability – Bats can fly • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, understands and begins to use the modal ‘can’; adverbs: I can run quickly; some negative forms: I cannot fly ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Responds to simple questions, for example, ‘Can you write your name? Show me.’ • Expresses self in simple ways, for example, ‘I can jump.’ Weeks 6–10 • Expresses self in simple ways by using short phrases, for example, ‘I can skip.’ • Identifies a person, animal or object from a simple oral description, for example, ‘I am a small animal. I am black. I drink blood. I can fly. I fly at night. Who am I?’ Suggested Formal Assessment Activity 4: Listening and Speaking (oral and/ or practical) • Responds to simple questions, for example, ‘Can you count up to 10? Show me.’ • Expresses self in simple ways, for example, ‘I can write my name.’ • Demonstrates understanding of some basic oral vocabulary by pointing to objects in the classroom/a picture or doing actions in response to instructions from the teacher, for example, ‘Jump/hop/skip/touch your toes, etc.’ ‘ Walk quickly/ slowly etc.’ • Understands at least 700 words in context in situations where minimum time is given to the First Additional Language and at least 1,000 words where maximum time is given to the First Additional Language (use the word list in Section 3 of this document for guidance) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 30 minutes per week Maximum time: 1 hour 15 minutes per week CONTENT/CONCEPTS/SKILLS Phonological and Phonemic Awareness (1–5 minutes per activity) The activities should be very brief and integrated into Listening and Speaking activities and Shared Reading. • Claps out the syllables in familiar words, for example, an-i-mal, don-key • With the teacher’s help, identifies some rhyming words in stories, songs and rhymes, for example, fly, sky, high, why • Begins to identify different initial sounds in words, for example, ‘j’ in jump, ‘r’ in run, ‘w’ in walk • Recognises plurals (‘s’ and ‘es’) aurally, for example, bird/birds, bat/bats Emergent literacy (5–10 minutes once or twice a term) The teacher brings packaging, posters, etc. into the classroom so that there is environmental print on permanent display. When going on school outings, the teacher points out environmental print to learners. • Recognises some common words in our everyday environment, for example, street signs, shop signs, brand names in magazines such as BP, JET, ABSA, Cell C, Vodacom, Tastic, Chicken Licken • Develops emergent literacy such as concepts of print through the Shared Reading activity Shared Reading (minimum 25–30 minutes, maximum 1 hour 15 minutes per week) Where the teacher is using maximum time for First Additional Language, she introduces a new Big Book or illustrated poster, each week and does the activity every day. Where the teacher is using minimum time for the First Additional Language, she uses the same book/poster over 2 or 3 weeks and does the activity once or twice a week. She reads the book to the class, pointing to the words and discussing the pictures and story line. She re￾reads it during the week, encouraging the learners to join in. The story or non-fiction text is used to introduce new vocabulary. • Listens to the story or non-fiction text while following the teacher and looking at the pictures • Talks about the pictures using home language where necessary • Identifies objects in the pictures, for example, ‘Show me the bird. Point to the bird.’ • Answers some simple questions with the support of the pictures, for example, ‘Can a bird fly? How many wings has a bird got? • Learns some oral vocabulary, for example, can, fly, sky, bird, bat, butterfly • After repeated readings, joins in choruses where appropriate • Acts out the story using some of the dialogue • Draws a picture capturing the main idea of the story or non-fiction text ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical) • Claps out the syllables in familiar words, for example, butt-er-fly • Recognises plurals (‘s’ and ‘es’) aurally, for example, bird/birds, bat/bats, bee/bees ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 41 Suggested Formal Assessment Activity 4: Reading (oral and/ or practical) • Recognises plurals (‘s’ and ‘es’) aurally, for example, dog/dogs, cat/cats, cow/cows, goat/goats • Answers simple literal questions about a story or non-fiction text with short answers • Demonstrates understanding of vocabulary in the story by pointing to objects in the pictures in response to instructions from the teacher, for example, ‘Show me the butterfly, etc.’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 WRITING SUGGESTED CONTACT TIME Minimum time: none Maximum time: 15 minutes per week CONTENT/CONCEPTS/SKILLS Shared Writing (maximum time – once a week) Early writing in the First Additional Language should be supported by the teacher. • With the help of the teacher writes a caption for his/her drawing and reads back what is written • With the help of the teacher writes simple lists with headings, for example, Things that can fly: bird, bat, butterfly, bee, etc. ASSESSMENT Suggestions for Informal Assessment Activities: Writing: (written) • Copies a caption for a picture he/she has drawn and reads back what is written • Writes a simple list with a heading RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Storybooks (Big Books) and oral stories • Non-fiction Big Books • Posters and pictures to support the teaching of stories and vocabulary • Colour charts and number charts • Songs, action rhymes and poems • Objects related to the themes and topics • Props to act out the stories and for role play, for example, masks, dressing up clothes, objects • CDs, DVDs and television programmes • A puppet to introduce the First Additional Language READING AND PHONICS • Pictures and posters • Logos and relevant examples of environmental print, for example, shopping bags; brand names on packaging etc. • Big books (at least 2 different stories or non-fiction texts per term) • Other enlarged texts, for example, songs, rhymes etc. • Flash card labels for classroom items and displays • Pointers to use when reading enlarged texts, wall stories, displays WRITING AND HANDWRITING • Writing materials (e.g. pencils, coloured pencils, wax crayons, blank paper in various sizes (A3, A4, A5), blank jotters) • Flipchart paper and thick Koki pens ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 43 GRADE 2 FIRST ADDITIONAL LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum time: 45 minutes Maximum time: 1 hour per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that will allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/ posters, rhymes, songs, games and real objects for the theme they have chosen. Teachers should try to cover as many of the activities as possible in the time available. They should introduce a new activity – listening to and giving a recount. The teacher should model this by first giving a recount herself, (e.g. of what she did over the weekend). She should then support the learners to give their own recount. She should provide some structuring words to help the learners, for example, ‘Last weekend I … then I ….next I … After that I ….’ She should also help them with the simple past tense. The learners will practise listening to and giving recounts throughout the year. This will give them an opportunity to use the past tense and time connectors (first, next, then) in context. For further guidance see Section 4 at the end of this document. The teacher should assess the learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to introduce new vocabulary and consolidate vocabulary already taught. The themes should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the First Additional Language. Teachers should make sure that they cover all the activities, more than once if possible. They should assess the learners using the Informal Assessment Activities recommended for Weeks 6–10. The teachers should carry out the Formal Assessment Activity at the end of term. Daily activities (30 minutes per week) The activities vary in length. The teacher could do one longer activity or two or three short ones per week. • Continues to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Feelings’ • Follows a short sequence of instructions, for example, ‘Draw a happy face. Now draw a sad face.’ • Gives simple instructions, for example, ‘Draw a happy face.’ • Understands and responds to simple questions such as ‘Which …?’ ‘Whose …?’ (Whose book is this? Which story do you want?) • Makes simple requests and statements, for example, ‘I feel thirsty. May I have a glass of water?’ • Identifies an object from a simple oral description, for example, ‘The girl is sad. She is crying.’ Learners must match this description with the correct picture. • Talks about objects in a picture in response to teacher’s instructions, for example, ‘What can you see in the picture?’ ‘Tell me what you can see in the picture.’ • Listens to a simple recount, for example, the teacher telling what she did last weekend • With help from the teacher, gives a simple recount, for example, tells what he/she did last weekend • Memorises and performs simple poems, actions rhymes and songs, for example, If you’re happy and you know it, clap your hands! • Plays language games, for example, guesses how someone is feeling from their expression and gestures ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Focussed listening and speaking activities (minimum 15 minutes x 1 per week, maximum 15 minutes x 2 per week) Listens to stories told and read (Shared Reading) Once or twice a week, depending on the time available, the teacher tells or reads a story (or a recount of events). Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. • Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster, for example, The Happy Duck with enjoyment and joins in choruses at the appropriate time • Understands and responds to instructions, for example, ‘Show me the Happy Duck swimming in the dam.’ • Answers simple literal questions about a story with short answers, for example, ‘Where does the Happy Duck swim? What does the Happy Duck like to eat?’ • Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this?’ ‘A fish.’ • Acts out the story, using some of the dialogue Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, expressing feelings • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, understands and begins to use the past tense such as ‘I visited’; time connectors such as ‘first’, ‘next’, ‘then’ ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Identifies a picture from a simple oral description, for example, ‘The boy is happy, he is smiling.’ • Listens to a simple recount and answers simple questions about it, for example, ‘What did Mandla do first? What did he do next? etc.’ Weeks 6–10 • Follows a sequence of instructions, for example, ‘Draw a happy face. Now draw a sad face. Lastly, draw an angry face.’ • Gives a simple oral recount: On Sunday, I got up at 8 o’clock. I washed. Next I put on my clothes. Then I went to church. Suggested Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Listens to a simple recount and answers simple questions about it, for example, ‘What did the old woman do first? What did she do next? etc.’ • Demonstrates understanding of some basic oral vocabulary by pointing to people in a picture or doing actions in response to instructions from the teacher, for example, Pretend to be sad/happy/angry/tired, etc. Point to the picture of the sad/ happy/angry/tired girl etc. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 45 TERM 1 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 45 minutes per week Maximum time: 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Phonemic awareness and phonics (15 minutes per week) Teachers revise the single letter sounds, beginning with the letter-sound relationships that are the same in the Home Language and which are important in English. They build short, familiar words using the sounds learners already know in their Home Language. They gradually introduce sound-spelling relationships that are different in Home and Additional Languages (e.g. icici/cat in isiXhosa and English). These activities should be short (5–10 minutes); they can also be integrated in the Listening and Speaking and Reading activities. • Distinguishes aurally between sounds that are often confused (e.g. ‘a’ and ‘e’, ‘ b’ and ‘p’) • Identifies letter-sound relationships of most single letters (e.g. a, b, c, d, e, f, g, h, i, l, m, n, o, p, r, s, t, v, w, y) • Builds up and breaks down 3-letter words using sounds learnt. (e.g. p-e-n, p-en, pen; t-e-n, t-en, ten) Shared Reading (time has been allocated under Listening and Speaking) Shared Reading is both a reading and a listening activity; it also involves speaking because learners talk about the text with their teacher. In Grade 2, Shared Reading will continue, but as part of Listening and Speaking. Group Guided Reading (minimum 30 minutes and maximum 1 hour 15 minutes per week) Teachers should introduce Group Guided Reading this term. Teachers using the maximum time for First Additional Language should divide their class into 5 same-ability reading groups and work with one group each day for 15 minutes. While the teacher is working with this group the other groups will read around the group or do paired reading, using simple familiar texts or activities related to the text. The books should be very simple with repetition of structures and vocabulary and pictures to support the text. Learners have done Guided Reading in their Home Language from the beginning of Grade 1, so they should be familiar with the approach. Teachers using the minimum time for First Additional Language where there is only 30 minutes available should do a whole class guided reading activity twice a week. • Reads aloud from own book in a guided reading group with the teacher. The whole group reads the same story or non￾fiction text with the teacher • Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, structural analysis, sight words) • Reads with increasing fluency and expression • Shows an understanding of punctuation when reading aloud • Begins to build a sight vocabulary from the guided, shared and independent reading Independent reading (in learners’ free time at school and at home) Learners should be encouraged do independent reading in their First Additional Language when they have spare time in class (e.g. when they have finished an activity ahead of time) and at home (e.g. for homework). It is important that every opportunity in class is used to develop their reading. • Reads own and others’ writing • Reads independently books read in Guided Reading sessions and simple caption books and picture story books in the First Additional Language from the classroom reading corner • Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Informal Assessment Activities: Phonics: (oral and/or practical) • Builds up and breaks down 3-letter words using sounds learnt. (e.g. p-e-n, p-en, pen; t-e-n, t-en, ten) Suggested Formal Assessment Activity: Phonics: (oral and/or practical and/or written) • Identifies letter-sound relationships of most single letters (e.g. a, b, c, d, e, f, g, h, i, l, m, n, o, p, r, s, t, v, w, y) Suggestions for Informal Assessment Activity: Reading: (oral and/or practical) • Reads with increasing fluency and expression • Shows an understanding of punctuation when reading aloud Suggested Formal Assessment Activity 1: Reading (oral and/ or practical) • Reads a short written text (1– 2 sentences per page) with the teacher, following the teacher’s pointer ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 47 TERM 1 WRITING SUGGESTED CONTACT TIME 30 minutes per week CONTENT/CONCEPTS/SKILLS Writing Activities (Twice a week) • Uses handwriting skills taught in Home Language • Writes lists with headings • Chooses and copies a caption to match a picture • With help writes a caption for a picture • Completes sentences by filling in missing words ASSESSMENT Suggestions for Informal Assessment Activities: Writing: (written) Weeks 1–5 • With help writes a caption for a picture Weeks 6–10 • Completes 3 sentences by filling in the missing words Suggested Formal Assessment Activity 1: Writing: (written) • Completes 3 sentences by filling in the missing words ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum time: 45 minutes per week Maximum time: 1 hour per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that will allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/ posters, rhymes, songs, games and real objects for the theme they have chosen. Teachers should try to cover all the activities, more than once if possible. They should assess the learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to introduce new vocabulary and consolidate vocabulary already taught. The themes should allow teachers to constantly recycle simple, basic language structures as they communicate with the learners in the First Additional Language. Teachers should make sure that they cover all the activities, more than once if possible. They should assess the learners using the Informal Assessment Activities recommended for Weeks 6–10. The teachers should carry out the Formal Assessment Activity at the end of term. Daily activities (30 minutes per week) The activities vary in length. The teacher could do one longer activity or two or three short ones per week. • Continues to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘The Weather’ • Follows a short sequence of instructions, for example, ‘Stand up. Walk to the door and open it.’ • Gives simple instructions, for example, ‘Open the door.’ ‘Close the door.’ • Understands and responds to simple questions such as ‘Which …?’ ‘Whose …?’ (Whose umbrella is this?) • Makes simple requests and statements, for example, ‘It is cold. Can I have a jersey?’ • Identifies an object from a simple oral description, for example, ‘It is cloudy.’ Learners must match this description with the correct picture.) • Talks about objects in a picture in response to teacher’s instructions, for example, ‘What can you see in the picture? Tell me what you can see in the picture.’ • Listens to a simple recount, for example, the teacher telling about a trip to the swimming pool on a hot day. • With help from the teacher, gives a simple recount, for example, tells about a trip he/she went on. • Memorises and performs simple poems, actions rhymes and songs, for example, I hear thunder, I hear thunder • Plays language games, for example, learners work in teams – they must think of the names of clothes you wear on a hot day/cold day. The team with the most words wins. Focussed listening and speaking activities (Minimum 15 minutes x 1per week; maximum 15 minutes x 2 per week) Listens to stories told and read (Shared Reading) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 49 Once or twice a week, depending on the time available, the teacher tells or reads a story (or a recount of events). Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. • Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster, for example The Happy Raindrops, with enjoyment and joins in choruses at the appropriate time • Understands and responds to instructions, for example, ‘Show me the cloud. Show me the sky. Count the raindrops. How many are there?’ • Answers simple literal questions about a story with short answers, for example, ‘How did the raindrops know a storm was coming?’ • Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this?’ ‘A raindrop.’ • Acts out the story using some of the dialogue • With help from the teacher, retells the story Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, weather • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, understands and begins to use the verb to be: ‘It is cold’; a greater range of adjectives: windy, cloudy, rainy, warm, sunny) ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Identifies a picture from a simple oral description, for example, ‘It is raining.’ • Listens to a simple recount and answers questions about it, for example, ‘What did Mandla do first? What did he do next? etc.’ Weeks 6–10 • Answers some simple questions, for example, ‘What is the weather like today?’ • Gives a simple oral recount, for example, ‘On Sunday, I got up at 8 o’clock. I washed. Next I put on my clothes. Then I went to church.’ Suggested Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Listens to a simple recount and answers simple questions about it, for example, ‘What time did Sipho wake up? What was the weather like? What did he do first? What did he do next? What did he do last?’ • Demonstrates understanding of some basic oral vocabulary by pointing to objects in the classroom or in a picture or doing actions in response to instructions from the teacher, for example, ‘Show me the umbrella. What colour is the umbrella? etc.’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 45 minutes Maximum time: 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Phonemic awareness and phonics (15 minutes per week) These activities should be short (5–10 minutes) and spaced out over the week. They can also be integrated with Listening and Speaking, and Reading activities. • Identifies letter-sound relationships of all single letters • Recognises common endings in words ( e.g. ‘ed’, ‘ ing’, ‘y’ and ‘ s’) • Builds up and breaks down simple words beginning with a single consonant into onset and rime (e.g. f-at, p-in, r-ed) and into individual sounds (e.g. f-a-t, p-i-n, r-e-d) • Distinguishes aurally between long and short vowel sounds, (e.g. ‘not’ and ‘note’, ‘hat’ and ‘hate’) Shared Reading (time has been allocated under Listening and Speaking) Shared Reading is both a reading and a listening activity; it also involves speaking because learners talk about the text with their teacher. In Grade 2, Shared Reading will continue, but as part of Listening and Speaking. Group Guided Reading (Minimum 30 minutes and maximum 1 hour 15 minutes per week) Teachers who are using the maximum time for First Additional Language should divide their class into 5 same￾ability reading groups and work with one group each day for 15 minutes. While the teacher is working with this group the other groups will read around the group or do paired reading, using simple familiar texts or do activities related to the reading text. The books should be very simple with repetition of structures and vocabulary and pictures to support the text. Teachers who are using the minimum time for the First Additional Language where there is only 30 minutes available, should do a whole class guided reading activity twice a week. • Reads aloud from own book in a guided reading group with the teacher. The whole group reads the same story or non￾fiction text with the teacher • Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, structural analysis, sight words) • Reads with increasing fluency and expression • Shows an understanding of punctuation when reading aloud • Continues to build a sight vocabulary from the guided, shared and independent reading Independent reading (in learners’ free time at school and at home) Learners should be encouraged do independent reading in their First Additional Language when they have spare time in class, for example, when they have finished an activity ahead of time and at home for homework. It is important that every opportunity in class is used to develop their reading. • Reads own and others’ writing • Reads independently books read in Guided Reading sessions and simple caption books and picture story books in the First Additional Language from the classroom reading corner • Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 51 ASSESSMENT Suggestions for Informal Assessment Activities: Phonics: (oral and/or practical) • Distinguishes aurally between long and short vowel sounds, (e.g. ‘not’ and ‘note’, ‘hat’ and ‘hate’) Suggested Formal Assessment Activity 2: Phonics (oral and/ or practical and/or written) • Identifies letter-sound relationships of all single letters • Builds up and breaks down simple words beginning with a single consonant into onset and rime (e.g. f-at, p-in, r-ed) and into individual sounds (e.g. f-a-t, p-i-n, r-e-d) Suggestions for Informal Assessment Activity: Reading: (oral and/or practical) • Reads aloud from own book in a guided reading group with the teacher i.e. whole group reads the same story Suggested Formal Assessment Activity 2: Reading (oral and/ or practical and/or written) • Reads Big Books or other enlarged texts with the teacher, following the teacher’s pointer, using the illustrations to aid understanding • Shows understanding of a short written story, for example, matches a caption/sentence to a picture or answers questions ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 WRITING SUGGESTED CONTACT TIME 30 minutes per week CONTENT/CONCEPTS/SKILLS Writing Activities (2 or 3 times a week) Teachers should choose from the following; they should try to cover as many of these activities as possible in the time available: • Uses handwriting skills taught in Home Language • Chooses and copies a caption to match a picture • With help writes a caption for a picture • Completes sentences by filling in missing words • Write sentences using words containing the phonic sounds and common sight words already taught • Uses punctuation already taught in the Home Language (capital letters and full stops) • Builds own word bank and personal dictionary ASSESSMENT Suggestions for Informal Assessment Activity: Writing: (written) Weeks 1–5 • Completes 3 sentences by filling in the missing words Weeks 6–10 • Writes sentences using words containing the phonic sounds and common sight words already taught • Uses punctuation already taught in the Home Language (capital letters and full stops) Suggested Formal Assessment Activity 2 Writing: (written) • Writes sentences using words containing the phonic sounds and common sight words already taught • Uses punctuation already taught in the Home Language (capital letters and full stops) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 53 TERM 3 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum time: 45 minutes per week Maximum time: 1 hour per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/posters, rhymes, songs, games and objects for the theme they have chosen. Teachers should try to cover all the activities, more than once if possible. They should assess the learners using the first Formal Assessment Activity recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to introduce new vocabulary and consolidate vocabulary already taught. The themes should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the First Additional Language. Teachers should try to cover all the activities, more than once if possible. They should assess the learners using the second Formal Assessment Activity at the end of term. Daily activities (30 minutes per week) The activities vary in length. The teacher could do one longer activity or two or three short ones. • Continues to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Sports’ • Follows a short sequence of instructions, for example, ‘Take the chalk and write your name on the board. Now take the duster and clean the board.’ • Gives simple instructions, for example, ‘Kick the ball.’ • Understands and responds to simple questions such as ‘Which …?’ ‘Whose …?’ (Which sport do you like? Soccer) • Makes simple requests and statements, for example, ‘Can I go outside and play, please?’ • Identifies an object from a simple oral description, for example, ‘The boy is kicking the ball.’ Learners must match this description with the correct picture.) • Talks about objects in a picture in response to teacher’s instructions, for example, ‘What can you see in the picture? Tell me what you can see in the picture.’ • Listens to a simple recount, for example, the teacher telling about a soccer match • With help from the teacher, gives a simple recount, for example, tells about a match he/she watched • Memorises and performs simple poems, actions rhymes and songs, for example, She’ll be coming round the mountain when she comes • Plays language games outside the classroom, for example, ‘Simon Says: Simon says walk quickly. Simon says walk slowly. Walk quickly! Simon says look left. Look right! etc.’ Focussed listening and speaking activities (Minimum 15 minutes x 1per week, maximum 15 minutes x 2 per week) Listens to stories told and read (Shared Reading) Once or twice a week, depending on the time available, the teacher tells or reads a story (or a recount of events). Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster (e.g. Soccer) with enjoyment and joins in choruses at the appropriate time • Understands and responds to instructions, for example, ‘Show me the pitch. Show me the goal. Show me the goalkeeper. Count the players. How many are there?’ • Answers simple literal questions about the text with short answers, for example, ‘Who scored the goal?’ • Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this?’ ‘The goal.’ • If it is a story, acts it out using some of the dialogue • With help from the teacher, retells the story or gives a simple summary of the text Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, direction – left/right • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, present progressive tense: ‘He is kicking the ball’; a greater range of adverbs: ‘quickly’, ‘slowly’ ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Answers simple literal questions about a story/text • Retells the story/summarises the text orally (three or four sentences) Weeks 6–10 • Answers some simple questions, for example, ‘What sport do you like best?’ • Identifies 3 pictures from simple oral descriptions, for example, The man is playing soccer/The man is playing tennis/The man is playing cricket Suggested Formal Assessment Activity 3: Listening and Speaking (oral and/ or practical) • Listens to a simple recount and answers simple questions about it, for example, ‘Which team scored the first goal? Which team scored the second goal? Which team scored the third goal? Which team won?’ • Demonstrates understanding of some basic oral vocabulary by pointing to objects in the classroom or in a picture or doing actions in response to instructions from the teacher, for example, ‘Show me tennis racket/cricket bat/soccer ball, etc.’ Suggested Formal Assessment Activity 4: Listening and Speaking (oral and/ or practical) • Gives a simple oral recount, for example, a report of what happened in a football match • Demonstrates understanding of some basic oral vocabulary by pointing to objects in the classroom or in a picture or doing actions in response to instructions from the teacher, for example, ‘Show me the captain of the team.’ ‘Point to the goalkeeper.’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 55 TERM 3 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 45 minutes per week Maximum time: 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Phonemic awareness and phonics (15 minutes per week) Teachers continue building short, familiar words. They introduce some common digraphs, firstly at the beginning and then at the end of words. They should try to use words that learners already know and use the words in simple sentences. These activities should be short (5–10 minutes) and spaced out over the week. They can also be integrated with Listening and Speaking, and Reading activities. • Builds up and breaks down simple words beginning with a single consonant into onset and rime (e.g. p-ig, h-en) • Groups common words into word families (e.g. bin, pin, tin) • Recognises common endings in words ‘ing’ and ‘ed’ • Recognises common consonant digraphs (e.g. sh, ch, th) at the beginning and end of words Shared Reading (time has been allocated under Listening and Speaking) Shared Reading is both a reading and a listening activity; it also involves speaking because learners talk about the text with their teacher. In Grade 2, Shared Reading will continue, but as part of Listening and Speaking Group Guided Reading (Minimum 30 minutes and maximum 1 hour 15 minutes per week) Teachers who are using the maximum time for First Additional Language should divide their class into 5 same￾ability reading groups and work with one group each day for 15 minutes. While the teacher is working with this group the other groups will read around the group or do paired reading, using simple familiar texts and/or do activities related to the reading text. The books should be very simple with repetition of structures and vocabulary and pictures to support the text. Teachers who are using the minimum time for the First Additional Language where there is only 30 minutes available, should do a whole class guided reading activity twice a week. • Reads aloud from own book in a guided reading group with the teacher. This means the whole group reads the same story or non-fiction text with the teacher • Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, structural analysis, sight words) • Reads with increasing fluency and expression • Shows an understanding of punctuation when reading aloud • Continues to build a sight vocabulary from the guided, shared and independent reading Independent reading (in learners’ free time at school and at home) Learners should be encouraged do independent reading in their First Additional Language when they have spare time in class (i.e. when they have finished an activity ahead of time) and at home (e.g. for homework). It is important that every opportunity in class is used to develop their reading. • Reads own and others’ writing • Reads independently books read in Guided Reading sessions and simple caption books and picture story books in the First Additional Language from the classroom reading corner • Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggested Formal Assessment Activity 3: Phonics: (oral and/or practical and/or written) • Builds up and breaks down simple words beginning with a single consonant into onset and rime (e.g. p-ig, h-en) • Groups common words into word families (e.g. bin, pin, tin) • Recognises common endings in words ‘ing’ and ‘ed’ Reading (oral and/ or practical) • Reads aloud from own book in a guided reading group with the teacher. The whole group reads the same story • Shows understanding of a short written story, for example, sequences pictures, matches captions/sentences to pictures) Suggested Formal Assessment Activity 4: Phonics: (oral and/or practical and/or written) • Recognises common consonant digraphs (e.g. sh, ch, th) at the beginning and end of words Reading (oral and/ or practical) • Reads a short written text with the teacher and answers short, oral questions about the story ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 57 TERM 3 WRITING SUGGESTED CONTACT TIME 30 minutes per week CONTENT/CONCEPTS/SKILLS Writing Activities (2 or 3 times a week) The teacher should try to cover as many as possible of the following in the time available: • Uses handwriting skills taught in Home Language • Writes a caption for a picture • Completes sentences by filling in missing words • Writes sentences using words containing the phonic sounds and common sight words already taught • Writes sentences using a frame, for example, I like _________. I do not like ________. • Writes familiar words and sentences from dictation • Writes some short, simple texts already taught in the Home Language, for example, a message on a get well card • Uses some nouns and pronouns (I, you, he, she, it, etc.) in writing • Spells words correctly from memory, for example, went, play, car, or using phonic knowledge, for example, net, pet, lip, sip ,tip • Uses a children’s dictionary where necessary • Uses punctuation already taught in the Home Language (capital letters and full stops) • Builds own word bank and personal dictionary ASSESSMENT Suggested Formal Assessment Activity 3: Writing: (written) • Writes a caption for a picture, for example, The cow is eating grass. • Writes a sentence using a frame, for example, I like ________. I do not like _______. Suggested Formal Assessment Activity 4: Writing: (written) • Writes a sentence from dictation; punctuates the sentence • Writes and illustrates a get well card TERM 4 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME Minimum time: 45 minutes per week Maximum time: 1 hour per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that will allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/ posters, rhymes, songs, games and real objects for the theme they have chosen. They should try to cover all the activities, more than once if possible. The teacher should assess the learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to introduce new vocabulary and consolidate vocabulary already taught. The themes should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the First Additional Language. Teachers should try to cover all the activities, more than once if possible. Teachers should assess the learners using the Informal Assessment Activities recommended for Weeks 6–10. They should carry out the Formal Assessment Activity at the end of term. Daily activities (30 minutes per week) The activities vary in length. The teacher could do one longer activity or two or three short activities. • Continues to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Seasons’ • Follows a short sequence of instructions, for example, ‘Come and sit at the front of the classroom’. • Gives simple instructions, for example, ‘Clap your hands.’ • Understands and responds to simple questions such as ‘Which …?’ ‘Whose …?’ ( Which season do you like best? Summer.) • Makes simple requests and statements, for example, ‘Can I pack up my books?’ • Identifies an object from a simple oral description, for example, ‘It is summer. The sun is shining. The flowers are in bloom. The children are wearing shorts and sandals.’ Learners must match this description with the correct picture. • Talks about objects in a picture in response to teacher’s instructions (What can you see in the picture? Tell me what you can see in the picture.) • Listens to a simple recount, for example, the teacher telling about what she did on a shopping trip • With help from the teacher, gives a simple recount, for example, learners tell the teacher about something they did • Memorises and performs simple poems, actions rhymes and songs, for example, The summer sun is shining • Plays language games, for example, I spy with my little eye something beginning with …... Focussed listening and speaking activities (Minimum 15 minutes x 1, maximum 15 minutes x 2 per week) Listens to stories told and read (Shared Reading) Once or twice a week, depending on the time available, the teacher tells or reads a story (or a recount of events). Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. • Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster, for example Winter, with enjoyment and joins in choruses at the appropriate time • Understands and responds to instructions, for example, ‘Show me the trees. Have they got any leaves? What time of year is it?’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 59 • Answers simple literal questions about the text with short answers, for example, ‘What happens to the trees in winter?’ • Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this?’ ‘Snow.’ • If it is a story, acts it out using some of the dialogue • With help from the teacher, retells the story or gives a simple summary of the text Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, change/cycles – the seasons • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, understands and begins to use the verb to be: It is summer; a greater range of adjectives: cool, dry and adverbs: softly ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Answers simple literal questions about a story/text • Retells the story/summarises the text orally (three or four sentences) Weeks 6–10 • Answers some simple questions, for example, ‘What season do you like best?’ • Identifies three pictures from simple oral descriptions, for example, ‘It is summer. The sun is shining. /It is winter. There are no leaves on the trees. /It is spring. The bird is making its nest.’ Suggested Formal Assessment Activity 5: Listening and Speaking (oral and/ or practical) • Listens to a simple recount, for example My summer holidays, and answers simple questions about it such as Where did Thandi go for her summer holidays? What did she do when she got there? What did she do next? etc. • Using a frame, gives a simple recount in 3 or 4 sentences • Demonstrates understanding of some basic oral vocabulary by pointing to objects in the classroom or in a picture or doing actions in response to instructions from the teacher, for example, ‘Show me a tennis racket/cricket bat/soccer ball, etc.’ • Understands at least 500 words if minimum time for First Additional Language is being used, and up to 1,000 words where the maximum time for First Additional Language is being used (use the word list in Section 3 for guidance) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 45 minutes per week Maximum time: 1 hour per week CONTENT/CONCEPTS/SKILLS Phonemic awareness and phonics (15 minutes per week) Teachers introduce some common consonant blends and vowel digraphs, using words that learners already know or high frequency words. When introducing a new word they should make sure learners understand the meaning and use it in a sentence. These activities should be short (5–10 minutes) and spaced out over the week. They can also be integrated with Listening and Speaking, and Reading activities. • Groups common words into word families (e.g. hug, mug, jug; bag, rag, wag; hip, tip, rip) • Builds up and breaks down simple words beginning with some common consonant blends (e.g. fl-at, sl-ip, cl-ap, pl-um; br-im, cr-op, dr-ip, gr-ab, tr-ip) • Recognises vowel digraphs (e.g. oo as in boot, ee as in feet) • Distinguishes aurally between sounds that are often confused (e.g. ‘i’ and ‘e’) Shared Reading (time has been allocated under Listening and Speaking) Shared reading is both a reading and a listening activity; it also involves speaking because learners talk about the text with their teacher. In Grade 2, Shared Reading will continue, but as part of Listening and Speaking. Group Guided Reading (minimum 30 minutes and maximum 1 hour 15 minutes per week) Teachers who are using the maximum time for First Additional Language should divide their class into 5 same￾ability reading groups and work with one group each day for 15 minutes. While the teacher is working with this group the other groups will read around the group or do paired reading using simple familiar texts or do activities related to the reading text. The books should be very simple with repetition of structures and vocabulary and pictures to support the text. Teachers who are using the minimum time for the First Additional Language where there is only 30 minutes available, should do a whole class guided reading activity twice a week. • Reads aloud from own book in a guided reading group with the teacher. This means the whole group reads the same story or non-fiction text with the teacher • Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, structural analysis, sight words) • Reads with increasing fluency and expression • Shows an understanding of punctuation when reading aloud • Continues to build a sight vocabulary from the guided, shared and independent reading Independent reading (in learners’ free time at school and at home) Learners should be encouraged do independent reading in their First Additional Language when they have spare time in class, for example, when they have finished an activity ahead of time and at home for homework. It is important that every opportunity in class is used to develop their reading. • Reads own and others’ writing • Reads independently books read in Guided Reading sessions and simple caption books and picture story books in the First Additional Language from the classroom reading corner • Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 61 ASSESSMENT Suggestions for Formal Assessment Activities: Phonics: (oral and/or practical and/or written) • Groups common words into word families (e.g. hug, mug, jug; bag, rag, wag; hip, tip, rip) • Builds up and breaks down simple words beginning with some common consonant blends (e.g. fl-at, sl-ip, cl-ap, pl-um; br-im, cr-op, dr-ip, gr-ab, tr-ip) • Recognises vowel digraphs (e.g. oo as in boot, ee as in feet) Suggestions for Informal Assessment Activities: Reading: (oral and/or practical) • Retells part of a story with help from the teacher (2–3 sentences) Suggested Formal Assessment Activity 5: Reading (oral and/ or practical) • Makes sense of a short written story with pictures, for example, by sequencing pictures or matching a caption/sentence to a picture • Reads a short written text (a Big Book or other enlarged text) with the teacher, using the title for prediction and answering short, oral questions about the story • Reads aloud from own book in a guided reading group with the teacher. The whole group reads the same story ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 WRITING SUGGESTED CONTACT TIME 30 minutes per week CONTENT/CONCEPTS/SKILLS Writing Activities (2 or 3 times a week) The teacher should try to cover as many as possible of the following in the time available: • Uses handwriting skills taught in Home Language • Writes sentences using words containing the phonic sounds and common sight words already taught • Writes familiar words and sentences from dictation • Puts jumbled sentences in the right order to make a paragraph and copies it • Writes a paragraph of at least 3 sentences on a familiar topic • Using skills taught in Home Language, organises information in a simple graphic form (e.g. chart or time line) • Uses some nouns and pronouns (I, you, he, she, it, etc.) when writing • Uses simple present, present progressive and past tenses when writing • Uses plurals of some familiar words when writing • Spells words correctly from memory, for example, went, play, car, or using phonic knowledge, for example, net, pet, lip, sip ,tip • Uses a children’s dictionary where necessary • Uses punctuation already taught in the Home Language (capital letters and full stops) • Builds own word bank and personal dictionary ASSESSMENT Suggested Informal Assessment Activity: Writing: (written) • Writes five sentences from dictation and punctuates them correctly • Puts jumbled sentences in the right order to make a paragraph and copies it Suggested Formal Assessment Activity 5: Writing: (written) • Writes a paragraph of at least three sentences on a familiar topic • Organises information in a simple graphic form, for example, chart or time line ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 63 RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Pictures and posters • Objects related to the themes and topics, puppets, masks etc. • Pictures to sequence • Improvised costumes for role-play and acting out the stories • Compact discs or audio tapes with stories (read or told), poems, rhymes and songs, CD player or tape recorder, television and video tapes/DVDs • Storybooks and oral stories • Poems, songs and rhymes • Language games (oral) READING AND PHONICS • Pictures and posters • Big Books – both fiction and non-fiction • Recommended reading scheme (7 – 10 stories) • Other enlarged texts (poems, songs, rhymes etc.) • Picture books with captions (caption books) • Short ‘fun’ books with 1 – 2 sentences on a page for the reading corner • Flash card labels for classroom items, displays and for sight words • Alphabet charts • Pointers to use when reading enlarged texts, wall stories, displays • Children’s picture dictionaries (monolingual and bilingual) WRITING AND HANDWRITING • Writing materials such as pencils, coloured pencils, wax crayons, blank paper in various sizes (A3, A4, A5), ruler, eraser, blank jotters) • Flipchart paper and thick Koki pens ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 FIRST ADDITIONAL LANGUAGE ENGLISH REQUIREMENTS PER TERM TERM 1 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME 1 hour per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that will allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/ posters, rhymes, songs, games and real objects for the theme they have chosen. They should try to cover as many activities as possible in the time available. The teacher should assess the learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow the teacher to recycle simple, basic language structures and vocabulary as she communicates with the learners in the First Additional Language. Teachers should make sure that they cover all the activities, more than once if possible. They should assess the learners using the Informal Assessment Activities recommended for Weeks 6–10. The teachers should carry out the Formal Assessment Activity at the end of term. Daily activities (30 minutes per week) The activities vary in length. The teacher could do one longer activity or two or three short ones per week. • Continues to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Wild Animals’ • Follows instructions, for example, ‘Take out your exercise books and pencils. Write the date in the top right hand corner.’ • Gives simple instructions, for example, ‘Hold my hand.’ • Understands and responds to simple questions such as ‘When …?’ ‘Why …?’ ‘Where’? (Where did you see a zebra? When did you see it? In the bush. Last year.) • Asks for clarification, for example, ‘I don’t understand. Please say that again.’ • Responds to and makes requests, for example, ‘Can I use the dictionary, please?’ • Participates in a short conversation on a familiar topic, for example, the weather, my family • Identifies an object from a simple oral description, for example, ‘I am a very big animal. I am grey. My skin is rough. I have sharp tusks and a long trunk. Who am I?’ • Talks about objects in a picture or photograph in response to teacher’s instructions, for example, ‘What can you see in the photo? Tell me what you can see in the photo.’ • Listens to a simple recount, for example, the teacher telling about a trip to the zoo • With help from the teacher, gives a simple recount, for example, learner tells the teacher about something he/she did • Understands and uses language structures in context, for example, past tense “I saw a giraffe.’ • Memorises and performs simple poems, action rhymes and songs, for example, The animals went in two by two • Plays language games, for example, Guess who I am …... ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 65 Focussed listening and speaking activities (30 minutes per week) Listens to stories told and read (Shared Reading) Twice a week, the teacher tells or reads a story (or a recount of events). Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. • Listens to short stories, personal recounts or non-fiction texts (for example, factual recounts, instructions, information reports) told or read from a Big Book or illustrated poster for enjoyment • Listens to stories, for example How the Giraffe got its Long Neck, and personal recounts and answers comprehension questions such as ‘How did the giraffe get its long neck?’ • Predicts what will happen next in a story or personal recount (What do you think will happen to the Giraffe now?) • Expresses feelings about the story (Did you like the story? Why/Why not?) • Retells the story • Listens to a non-fiction text such as a factual recount or information report on elephants and answers comprehension questions, for example, What does an elephant eat? What does it use its trunk for? • With the teacher’s help, gives a simple summary of the non-fiction text Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, animals – physical appearance, habitat, etc. • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, countable and uncountable nouns such as ‘elephants’/’water’; articles ‘a’ and ‘the’; the simple present tense ‘My skin is rough’; past tense “I saw a giraffe’.) ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Understands and responds to simple questions such as ‘When ….?’ ‘Why ….? • Identifies an object from a simple oral description, for example, ‘I am a very big animal. I have a very long neck. I can eat the leaves at the tops of trees. Who am I?’ Weeks 6–10 • Retells a story orally • Participates in a conversation on a familiar topic Suggested Formal Assessment Activity 1: Listening and Speaking (oral and/ or practical) • Listens to a non-fiction text such as a factual recount or information report and answers comprehension questions orally • Gives a simple oral summary of 3 or 4 sentences of a non-fiction text • Demonstrates understanding of oral vocabulary by pointing to objects in the classroom or in a picture in response to questions/instructions from the teacher, for example, ‘What’s that?’ ‘Point to the elephant’s tusks’. TERM 1 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 1 hour Maximum time: 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Phonics (15 minutes per week) The teacher revises single letters and some common consonant digraphs, using words that learners already know or high frequency words. When introducing a new word, she makes sure learners understand the meaning and use it in a sentence. She provides aural activities that require learners to identify the sounds of First Additional Language words they know. These activities should be short (5–10 minutes) and spaced out over the week. They can also be integrated with Listening and Speaking, and Reading activities. Weeks 1 – 5 • Identifies letter-sound relationships of all single letters, recognising differences in pronunciation between Home and First Additional Language. • Recognises consonant digraphs (‘sh’, ‘ch’, ‘th’, ‘wh’) at the beginning of a word (e.g. sh-ip, ch-ip, th-in, wh-en) • Distinguishes between different vowel sounds aurally (e.g. the ‘u’ in put and ‘u’ in bus make different sounds.) • Builds and sounds out short (3 and 4-letter) words using sounds learnt. Weeks 6 – 10 • Recognises consonant digraphs (‘sh’, ‘ch’, ‘th’) at the end of a word (e.g. fi-sh, ri-ch, wi-th) • Recognises vowel diagraphs (e.g. ‘oo’ as in boot, ‘oa’ as in boat) • Builds and sounds out short (3 and 4-letter) words using sounds learnt Shared Reading (time has been allocated under Listening and Speaking) Shared reading is both a reading and a listening activity; it also involves speaking because learners talk about the text with their teacher. In Grade 3, Shared Reading will continue, but as part of Listening and Speaking • Reads a short written text (a Big Book or other enlarged text) with the teacher, using the title for prediction • Answers literal questions about a story, for example, ‘What did the boy do at school?’ • Describes how a story made him/her feel, code switching if necessary Group Guided Reading (Minimum 45 minutes, maximum 1 hour 15 minutes per week) Where teachers are using maximum time for the First Additional Language, they should divide their class into 5 same-ability reading groups. They should use graded reading schemes and make sure each group is working with texts at the instructional level (word recognition between 90%–95% accuracy). The teacher should work with one group each day for 15 minutes. While she is working with this group, the other learners will do paired reading or independent reading or activities related to the reading text. Where teachers are using minimum time for the First Additional Language, they should do whole class guided reading three times a week. • Reads aloud from own book in a guided reading group with the teacher. This means the whole group reads the same story or non-fiction text with the teacher • Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, structural analysis, sight words) • Reads with increasing fluency and expression • Shows an understanding of punctuation when reading aloud • Continues to build a sight vocabulary from the guided, shared and independent reading ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 67 Independent reading (in learners’ free time at school and at home) Learners should be encouraged do independent reading in their First Additional Language when they have spare time in class, for example, if the teacher is working with the Guided Reading group, or when they have finished an activity ahead of time. It is important that every opportunity in class is used to develop their reading. Learners should also be encouraged to read at home for homework. • Reads own and others’ writing • Reads independently books read in Guided Reading sessions and simple caption books and picture story books in the First Additional Language from the classroom reading corner • Reads familiar poems and rhymes • Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words ASSESSMENT Suggestions for Informal Assessment Activities: Phonics: (oral and/or practical and/or written) • Builds and sounds out short (3 and 4-letter) words using sounds learnt. Suggested Formal Assessment Activity 1: Phonics: (oral and/or practical and/or written) • Identifies letter-sound relationships of all single letters, recognising differences in pronunciation between Home and First Additional Language • Recognises consonant digraphs (‘sh’, ‘ch’, ‘th’, ‘wh’) at the beginning of a word (e.g. sh-ip, ch-ip, th-in, wh-en) • Recognises consonant digraphs (‘sh’, ‘ch’, ‘th’) at the end of a word (e.g. fi-sh, ri-ch, wi-th) Suggestions for Informal Assessment Activities: Reading: (oral and/or practical) Shared Reading • Reads a short story (a Big Book or other enlarged text) with the teacher, using the title for prediction • Answers literal questions about a story, for example, ‘What happened when the giraffe began to drink?’ Group Guided Reading • Demonstrates comprehension and fluency when reading at own level with the teacher Independent Reading • Demonstrates comprehension and fluency when reading independently Suggested Formal Assessment Activity 1: Reading (oral and/ or practical) Shared Reading • Retells a story or summarises a non-fiction text Group Guided Reading • Reads stories in a guided reading group at own level with teacher. The whole group reads same story • Uses sight words, phonics and comprehension skills to make meaning ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 1 WRITING LANGUAGE USE SUGGESTED CONTACT TIME Writing: Minimum time: 30 minutes per week Maximum time: 1 hour per week Language use: 30 minutes per week CONTENT/CONCEPTS/SKILLS Writing Activities (minimum 30 minutes, maximum 1 hour per week) One or two main writing activities where maximum time is being used and one activity where minimum time is being used • Uses handwriting skills taught in Home Language • Writes increasingly complex lists with headings, for example, Wild Animals: elephants, giraffes, lions, zebras • Writes a simple text, for example, a birthday card • With guidance, writes a simple set of instructions, for example, a recipe • Writes a paragraph of 4–6 sentences on a familiar topic • Uses the writing process (drafting, writing, editing and publishing) • Uses punctuation already taught in Home Language (full stops, commas, question marks, exclamation marks and inverted commas) • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Builds own word bank and personal dictionary • Uses children’s dictionaries (monolingual and bilingual) Language Use Activities (30 minutes per week) In these activities learners will begin to focus on grammar in use. Grammar should be taught in a meaningful context. • Understands and uses the simple present tense • Understands and uses ‘There is/are’ For example, There is a book on the table. • Understands and uses the possessive form of nouns, for example, the book’s cover • Revises some of the grammar covered informally in Grades R to 2 ASSESSMENT Suggestions for Informal Assessment Activities: Writing: (written) • With support, writes a simple set of instructions Suggested Formal Assessment Activity 1 Writing: (written) • Writes a paragraph of 4–6 sentences on a familiar topic Suggestions for Informal Assessment Activities: Language Use: (written) • Writes meaningful captions for pictures using the frame: There is ________. There are ________. • Writes meaningful sentences using the possessive form of nouns with some accuracy Suggested Formal Assessment Activity 1 Writing: (written) • Writes meaningful sentences in the simple present tense with some accuracy ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 69 TERM 2 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME 1 hour per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/posters, rhymes, songs, games and real objects for the theme they have chosen. Teachers should try to cover as many activities as possible in the time available. They should assess the learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to introduce new vocabulary and consolidate vocabulary already taught. The themes should also allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the First Additional Language. Teachers should try to cover as many activities as possible in the time available. They should assess the learners using the Informal Assessment Activities recommended for Weeks 6–10. They should carry out the Formal Assessment Activities. Daily activities (30 minutes per week) The activities vary in length. The teacher could do one longer activity or two or three short ones per week. • Continues to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Growing Things’ • Follows instructions, for example, ‘Put some soil in the pot almost to the top. Then put the seed in. Then cover the seed with a bit of soil. Lastly, water the seed.’ • Gives simple instructions, for example, ‘Now water the seed.’ • Understands and responds to simple questions such as ‘When …?’ ‘Why …?’ ‘What …?’ , for example, ‘What do you think the seed will grow into?’ • Asks for clarification, for example, I don’t understand. Please explain it again. • Responds to and makes requests, for example, ‘Can I use the dictionary, please?’ • Participates in a short conversation on a familiar topic, for example, their friends and what they are doing • Identifies an object from a simple oral description, for example, ‘I am small and hard. If you give me soil and water, I grow into a plant. What am I?’ • Talks about objects in a picture or photograph in response to teacher’s instructions, for example, ‘What can you see in the photo? Tell me what you can see in the photo.’ • Listens to a simple recount, for example, the teacher tells about growing a plant. ‘First I put some soil in a pot almost to the top. Then I put the seed in the pot and covered it with soil. After that I watered the seed. Then I watched the plant grow.’ • Gives a simple oral recount, for example, tells about planting a seed and growing a plant • Understands and uses language structures in context, for example, past tense: I watered the seed; prepositions: I put the seed in a pot • Memorises and performs simple poems, action rhymes and songs, for example, ‘We are going to plant a bean in our little garden green.’ • Plays language games, for example, I spy with my little eye …... ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Focussed listening and speaking (30 minutes per week) Listens to stories told and read (Shared Reading) Twice a week, depending on the time available, the teacher tells or reads a story (or a recount of events). Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. • Listens to short stories, personal recounts or non-fiction texts, for example, factual recounts, instructions, information reports, told or read from a Big Book or illustrated poster for enjoyment • Listens to stories (e.g. The Enormous Turnip) and personal recounts and answers comprehension questions, for example, ‘How did they pull the turnip out of the ground?’ • Predicts what will happen next in a story or personal recount (What do you think will happen next?) • Expresses feelings about the story (Did you like the story? Why/Why not?) • Retells the story • Listens to a non-fiction text such as a factual recount or information report, for example Growing Plants, and answers comprehension questions, for example, ‘What do you need to grow a plant?’ • With the teacher’s help, gives a simple summary of the non-fiction text Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, describing processes – life cycle • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, countable and uncountable nouns such as ‘seed’/’water’; articles ‘a’ and ‘the’; prepositions such as in a pot ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Talks about a picture or photograph • Participates in a short conversation on a familiar topic Weeks 6–10 • Listens to a simple oral recount • Gives a simple oral recount Suggested Formal Assessment Activity 2: Listening and Speaking (oral and/ or practical) • Listens to a non-fiction text and answers comprehension questions orally • Demonstrates understanding of oral vocabulary by pointing to objects in the classroom or in a picture in response to questions/instructions from the teacher, for example, ‘What’s that?’ ‘Point to the roots.’ Suggested Formal Assessment Activity 3: Listening and Speaking (oral and/or practical) • Listens to a story and retells it • Demonstrates understanding of oral vocabulary by pointing to objects in the classroom or in a picture in response to questions/instructions from the teacher, for example, ‘What’s that?’ ‘Point to the roots.’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 71 TERM 2 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 1 hour per week Maximum time: 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Phonics (15 minutes per week) The teacher Introduces common vowel digraphs, consonant blends and the silent ‘e’, using words that learners already know or high frequency words. When introducing a new word, the teacher makes sure learners understand the meaning and can use it in a sentence. She provides aural activities that require learners to recognise words that rhyme. These activities should be short (5–10 minutes) and spaced out over the week. They can also be integrated with Listening and Speaking, and Reading activities. Weeks 1 – 5 • Recognises at least three new vowel digraphs (e.g. ‘ea’ as in eat, ‘oa’ as in boat, short ‘oo’ as in book etc.) • Recognises silent ‘e’ in words (e.g. cake, time, hope, note) • Builds and sounds out words using sounds learnt Weeks 6 – 10 • Uses consonant blends to build up and break down words (e.g. ri-ng, i-nk, bla-ck, ch-op, cl-ap) • Recognises known rhyming words (e.g. fly, sky, dry, cry, try) • Distinguishes between long and short vowel sounds orally as in ‘boot’ and ‘book’, ‘fool’ and ‘full’, ‘kite’ and ‘kit’ • Builds and sounds out words using sounds learnt Shared Reading (Time has been allocated under Listening and Speaking) Shared reading is both a reading and a listening activity; it also involves speaking because learners talk about the text with their teacher. In Grade 3, Shared Reading will continue, but as part of Listening and Speaking • Reads a short written text (a Big Book or other enlarged text) with the teacher, using the title for prediction • Answers literal questions about a story, for example, ‘Who grew the enormous turnip?’ • Describes how a story made him/her feel, code switching if necessary Group Guided Reading (Minimum 45 minutes, maximum 1 hour 15 minutes per week) Where teachers are using maximum time for the First Additional Language, they should divide their class into 5 same-ability reading groups. They should use graded reading schemes and make sure each group is working with texts at the instructional level (word recognition between 90%–95% accuracy). The teacher should work with one group each day for 15 minutes. While she is working with this group, the other learners will do paired reading or independent reading or do activities related to the reading text. Where teachers are using minimum time for the First Additional Language, they should do whole class guided reading three times a week. • Reads aloud from own book in a guided reading group with the teacher. This means the whole group reads the same story or non-fiction text with the teacher • Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, structural analysis, sight words) • Reads with increasing fluency and expression • Shows an understanding of punctuation when reading aloud • Continues to build a sight vocabulary from the guided, shared and independent reading ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Independent reading (in learners’ free time at school and at home) Learners should be encouraged do independent reading in their First Additional Language when they have spare time in class, for example, if the teacher is working with the Guided Reading group, or when they have finished an activity ahead of time. It is important that every opportunity in class is used to develop their reading. Learners should also be encouraged to read at home for homework. • Reads own and others’ writing • Reads independently books read in Guided Reading sessions and simple caption books and picture story books in the First Additional Language from the classroom reading corner • Reads familiar poems and rhymes • Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words ASSESSMENT Suggestions for Informal Assessment Activities: Phonics: (oral and/or practical and/or written) • Distinguishes between long and short vowel sounds orally as in ‘boot’ and ‘book’, ‘fool’ and ‘full’, ‘kite’ and ‘kit’ Suggested Formal Assessment Activity 2: Phonics: (oral and/or practical and/or written) • Recognises at least three new vowel digraphs (e.g. ‘ea’ as in eat, ‘oa’ as in boat, short ‘oo’ as in book etc.) • Recognises silent ‘e’ in words (e.g. cake, time, hope, note) Suggested Formal Assessment Activity 3: Phonics: (oral and/or practical and/or written) • Uses consonant blends to build up and break down words (e.g. ri-ng, i-nk, bla-ck, ch-op, cl-ap) • Builds and sounds out words using sounds learnt Suggestions for Informal Assessment Activities: Reading: (oral and/or practical) Shared reading • Answers short oral questions about the text • Retells part of the story with the help of the teacher Group Guided Reading • Demonstrates comprehension and fluency when reading at own level with the teacher Suggested Formal Assessment Activity Reading (oral and/ or practical) Shared Reading • Answers literal questions about a story or non-fiction text, for example, ‘What is the first thing that happens to the bean seed when it grows?’ Group Guided Reading • Demonstrates comprehension and fluency when reading at own level with the teacher Paired/Independent reading • Demonstrates comprehension and fluency when reading independently ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 73 TERM 2 WRITING LANGUAGE USE SUGGESTED CONTACT TIME Writing: Minimum time: 30 minutes per week Maximum time: 1 hour per week Language use: 30 minutes per week CONTENT/CONCEPTS/SKILLS Writing Activities (Minimum 30 minutes, maximum 1 hour per week) One or two main writing activities where maximum time is being used and one activity where minimum time is being used • Uses handwriting skills taught in Home Language • Writes increasingly complex lists with headings, for example, Things plants need: water, soil, air, sunlight • With guidance, writes a simple set of instructions, for example, how to grow a plant • Writes a paragraph of 4–6 sentences on a familiar topic • Organises information in a chart, table or bar graph, for example, the life cycle of a plant • Uses the writing process (drafting, writing, editing and publishing) • Uses punctuation already taught in Home Language (full stops, commas, question marks, exclamation marks and inverted commas) • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Builds own word bank and personal dictionary • Uses children’s dictionaries (monolingual and bilingual) Language Use Activities (30 minutes per week) In these activities learners will begin to focus on grammar in use. Grammar should be taught in a meaningful context. • Understands and uses the present progressive, for example, ‘We are planting a seed’ • Countable and uncountable nouns, for example, bottles/water • Revises some of the grammar covered informally in Grades R to 2 ASSESSMENT Suggestions for Informal Assessment Activities: Writing: (written) • Organises information in a chart, table or bar graph Suggested Formal Assessment Activity 2 Writing: (written) • Writes a paragraph of 6–8 sentences on a familiar topic Suggested Formal Assessment Activity 3 • With support, writes a simple set of instructions, for example, a recipe Suggestions for Informal Assessment Activities: ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Language Use: (written) • Writes meaningful sentences using countable and uncountable nouns with some accuracy Suggested Formal Assessment Activity 2 Language Use: (written) • Completes sentences using the present progressive tense Suggested Formal Assessment Activity 3 Language Use: (written) • Writes meaningful sentences in the present progressive tense with some accuracy ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 75 TERM 3 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME 1 hour per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that will allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/ posters, rhymes, songs, games and real objects for the theme they have chosen. They should try to cover as many activities as possible in the time available. Teachers should assess the learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to introduce new vocabulary and consolidate vocabulary already taught. The themes should also allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the First Additional Language. Teachers should try to cover as many activities as possible in the time available. They should assess learners using the Informal Assessment Activities recommended for Weeks 6–10. They should carry out the Formal Assessment Activities. Daily activities (30 minutes per week) • Continues to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Making Things’ • Follows instructions, for example, ‘You will need some paper, koki pens, a pair of scissors and some string to tie the mask on. First draw the shape of your face. Next …. etc.’ • Gives simple instructions, for example, ‘Colour it yellow.’ • Understands and responds to simple questions such as ‘When …?’ ‘Why …?’ ‘How …?’ (e.g. ‘How do you make a scary mask?’) • Asks for clarification, for example, ‘I don’t understand. Can you help me, please?’ • Responds to and makes requests, for example, ‘Can I use the dictionary, please?’ • Participates in a short conversation on a familiar topic, for example, what is going on in the community • Identifies an object from a simple oral description, for example, puts pictures in the right order after listening to instructions on how to make a mask • Talks about objects in a picture or photograph in response to teacher’s instructions, for example, ‘What can you see in the photo? Tell me what you can see in the photo.’ • Listens to a simple recount, for example, the teacher tells how she made the scary mask: ‘First I drew the shape of my face. Then I drew eyes, nose and a mouth etc.’ • Gives a simple oral recount, for example, tells about making a mask • Understands and uses language structures in context, for example, demonstrative pronouns: ‘Please give me that.’ • Memorises and performs simple poems, action rhymes and songs, for example, ‘There’s a ghost in our house!’ • Plays language games, for example, I spy with my little eye …... ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Focussed listening and speaking (30 minutes per week) Listens to stories told and read (Shared Reading) Twice a week, the teacher tells or reads a story (or a recount of events). Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. • Listens to short stories, personal recounts or non-fiction texts (e.g. factual recounts, instructions, information reports) told or read from a Big Book or illustrated poster for enjoyment • Listens to stories (e.g. The Friendly Ghost) and personal recounts and answers comprehension questions, for example, ‘Could people see the friendly ghost?’ • Predicts what will happen next in a story or personal recount (What do you think will happen next?) • Expresses feelings about the story (Did you like the story? Why/Why not?) • Retells the story • Listens to a non-fiction text such as a procedural text, for example, how to make a mask and answers comprehension questions (What do you need to make a mask?) • With the teacher’s help, gives a simple summary of the non-fiction text Development of concepts and vocabulary Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, describing processes; making things • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, past tense; countable and uncountable nouns: ‘masks’/’paper’; articles: ‘a’ and ‘the’; prepositions: in/on; demonstrative pronouns: ‘Please give me that’ ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Follows and gives instructions Weeks 6–10 • Listens to a short oral recount • Gives a short oral recount Suggested Formal Assessment Activity 4: Listening and Speaking (oral and/ or practical) • Listens to a story and answers comprehension questions orally • Retells the story • Demonstrates understanding of oral vocabulary by pointing to objects in the classroom or in a picture in response to questions/instructions from the teacher, for example, ‘What’s that?’ ‘Point to the ghost.’ Suggested Formal Assessment Activity 5: Listening and Speaking (oral and/or practical) • Gives an oral recount of a recent experience ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 77 TERM 3 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 1 hour per week Maximum time: 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Phonics (15 minutes per week) The teacher Introduces new vowel digraphs and consonant blends, using words that learners already know or high frequency words. When introducing a new word, she makes sure learners understand the meaning and can use it in a sentence. She provides aural activities that require learners to recognise differences between sound/spelling relationships in home and additional language. These activities should be short (5–10 minutes) and spaced out over the week. They can also be integrated with Listening and Speaking, and Reading activities. Weeks 1 – 5 • Distinguishes between different vowel sounds aurally (e.g. ‘bird’ and ‘bed’; ‘ship’ and ‘sheep’) • Recognises some differences between sound/spelling relationships in home and additional language (e.g. ‘thatha’ and ‘thin’) • Recognises at least five new vowel digraphs (e.g. ‘ai’ as in pain, ‘ay’ as in pay, ‘oi’ as in coin, ‘oy’ as in toy, ‘ou’ as in round) • Builds and sounds out words using sounds learnt Weeks 6 – 10 • Distinguishes between different vowel sounds aurally (e.g. ‘bad’ and ‘bed’; ‘ship’ and ‘chip’) • Recognises some differences between sound/spelling relationships in home and additional language (e.g. ‘cat’ and ‘icici’) • Recognises three-letter consonant blends at the beginning and end of words (e.g. str-, scr-, -tch, -nch) • Recognises consonant digraphs in a word (e.g. ‘ph’, ‘ll’, ‘ss’, ‘ff’) • Builds and sounds out words using sounds learnt Shared Reading (Time has been allocated under Listening and Speaking) Shared Reading is both a reading and a listening activity; it also involves speaking because learners talk about the text with their teacher. In Grade 3, Shared Reading will continue, but as part of Listening and Speaking • Reads a short written text (a Big Book or other enlarged text) with the teacher, using the title for prediction • Answers literal questions about a story, for example, ‘Could people see the friendly ghost?’ • Describes how a story made him/her feel, code switching if necessary Group Guided Reading (Minimum 45 minutes, maximum 1 hour 15 minutes) Where teachers are using maximum time for the First Additional Language, they should divide their class into 5 same-ability reading groups. They should use graded reading schemes and make sure each group is working with texts at the instructional level (word recognition between 90%–95% accuracy). The teacher should work with one group each day for 15 minutes. While she is working with this group, the other learners will do paired reading or independent reading or activities related to the reading text. Where teachers are using minimum time for the First Additional Language, they should do whole class guided reading three times a week. • Reads aloud from own book in a guided reading group with the teacher. This means the whole group reads the same story or non-fiction text with the teacher ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, structural analysis, sight words) • Reads with increasing fluency and expression • Shows an understanding of punctuation when reading aloud • Continues to build a sight vocabulary from the guided, shared and independent reading Independent reading (in learners’ free time at school and at home) Learners should be encouraged do independent reading in their First Additional Language when they have spare time in class, for example, if the teacher is working with the Guided Reading group, or when they have finished an activity ahead of time. It is important that every opportunity in class is used to develop their reading. Learners should also be encouraged to read at home for homework. • Reads own and others’ writing • Reads independently books read in Guided Reading sessions and simple caption books and picture story books in the First Additional Language from the classroom reading corner • Reads familiar poems and rhymes • Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words ASSESSMENT Suggestions for Informal Assessment Activities: Phonics: (oral and/or practical and/or written) • Recognises some differences between sound/spelling relationships in home and additional language, for example, ‘thatha and ‘that’ Formal Assessment Activity 4: Phonics: (oral and/or practical and/or written) • Distinguishes between different vowel sounds aurally, for example, ‘bird’ and ‘bed’; ‘ship’ and ‘sheep’ • Recognises at least five new vowel digraphs, for example, ‘ai’ as in pain, ‘ay’ as in pay, ‘oi’ as in coin, ‘oy’ as in toy, ‘ou’ as in round Formal Assessment Activity 5: Phonics: (oral and/or practical and/or written) • Recognises three-letter consonant blends at the beginning and end of words (e.g. str-, scr-, -tch, -nch) • Recognises consonant digraphs in a word (e.g. ‘ph’, ‘ll’, ‘ss’, ‘ff’) • Builds and sounds out words using sounds learnt Suggestions for Informal Assessment Activities: Reading: (oral and/or practical) Shared reading • Answers short oral questions about the text • Retells part of the story with the help of the teacher Group Guided Reading • Demonstrates comprehension and fluency when reading at own level with the teacher Suggested Formal Assessment Activities 4 and 5 Reading (oral and/ or practical) Shared Reading • Answers literal questions about a story or non-fiction text, for example, ‘Could people see the Friendly Ghost?’ ‘Why couldn’t they see the Friendly Ghost?’ Group Guided Reading • Demonstrates comprehension and fluency when reading at own level with the teacher Paired/Independent reading • Demonstrates comprehension and fluency when reading independently ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 79 TERM 3 WRITING LANGUAGE USE SUGGESTED CONTACT TIME Writing: Minimum time: 30 minutes per week Maximum time: 1 hour per week Language Use: 30 minutes per week CONTENT/CONCEPTS/SKILLS Writing Activities (minimum 30 minutes, maximum 1 hour per week) One or two main writing activities a week where maximum time is being used and at least one activity per week where minimum time is being used • Uses handwriting skills taught in Home Language • Writes increasingly complex lists with headings, for example, Things you need to make a mask: paper, koki pens, scissors, string • Writes a paragraph of 4–6 sentences on a familiar topic • Organises information in a chart, table or bar graph, for example, story board of making a mask • With guidance, writes a personal recount of experiences, for example, ‘Yesterday I made a mask. First I ….. Then I ….. Next I ….. Finally I …….’ • Uses the writing process (drafting, writing and editing) • Uses punctuation already taught in Home Language (full stops, commas, question marks, exclamation marks and inverted commas) • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses past tense with increasing accuracy • Builds own word bank and personal dictionary • Uses children’s dictionaries (monolingual and bilingual) Language Use Activities (30 minutes per week) In these activities learners will begin to focus on grammar in use. Grammar should be taught in a meaningful context. • Understands and uses the past tense, for example, ‘Yesterday I made a mask.’ • Understands and uses countable and uncountable nouns (revision) • Understands and uses the articles ‘a’ and ‘the’ with nouns, for example, a bottle/the bottle, water/the water • Revises some of the grammar covered informally in Grades R to 2 ASSESSMENT Suggestions for Informal Assessment Activities: Writing: (written) • Organises information in a chart, table or bar graph, for example, story board of making a mask Suggested Formal Assessment Activity 4 Writing: (written) • Writes a paragraph of 4–6 sentences on a familiar topic ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Suggested Formal Assessment Activity 5 • Writes a personal recount Suggestions for Informal Assessment Activities: Language Use: (written) • Writes meaningful sentences using countable and uncountable nouns with ‘a’ and ‘the’ with some accuracy Suggested Formal Assessment Activity 4 Language Use: (written) • Completes sentences using the past tense Suggested Formal Assessment Activity 5 Language Use: (written) • Writes meaningful sentences in the past tense with some accuracy ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 81 TERM 4 LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME 1 hour per week CONTENT/CONCEPTS/SKILLS Weeks 1–5 Teachers select two themes that allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/posters, rhymes, songs, games and real objects for the theme they have chosen. Teachers should try to cover as many activities as possible in the time available. They should assess the learners using the Informal Assessment Activities recommended for Weeks 1–5. Weeks 6–10 Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to introduce new vocabulary and consolidate vocabulary already taught. The themes should also allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the First Additional Language. Teachers should try to cover as many activities as possible in the time available. They should assess learners using the Informal Assessment Activities recommended for Weeks 6–10. They should carry out the Formal Assessment Activity at the end of term. Daily activities (30 minutes per week) The activities vary in length. The teacher could do one longer activity or two or three short activities per week. • Continues to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Transport’ • Follows and gives instructions • Understands and responds to simple questions such as ‘When …?’ ‘Why …?’ ‘How …?’ (‘How do you travel to school?’) • Asks for clarification, for example, ‘What does ‘transport’ mean?’ • Responds to and makes requests, for example, ‘Can I borrow a ruler`, please?’ • Participates in a short conversation on a familiar topic, for example, their journey to school • Identifies an object from a simple oral description, for example, ‘It is a vehicle. It is very big and long. It transports things from the factory to the supermarket. What is it?’ • Talks about objects in a picture or photograph in response to teacher’s instructions, for example, ‘Can you see the train in the photo? Show me the train.’ • Listens to and gives a simple oral recount, for example, my journey to school this morning • Understands and uses language structures in context • Memorises and performs simple poems, action rhymes and songs, for example, The wheels on the bus go round and round • Plays language games, for example, Chain game - teacher says a sound and points to a learner who must think of a word beginning with that sound; learner says a word, and then points to another learner and says a sound, and so on Focussed listening and speaking (30 minutes per week) Listens to stories told and read (Shared Reading) Twice a week, the teacher tells or reads a story (or a recount of events). Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Listens to short stories, personal recounts or non-fiction texts, for example, factual recounts, instructions, information reports told or read from a Big Book or illustrated poster for enjoyment • Listens to stories (e.g. Thomas the Tank Engine) and personal recounts and answers comprehension questions, for example, ‘Why was Thomas unhappy?’ • Predicts what will happen next in a story or personal recount (What do you think will happen next?) • Expresses feelings about the story (Did you like the story? Why/Why not?) • Retells the story • Listens to a non-fiction text (e.g. Transport) and answers comprehension questions, for example, ‘Can you name three different kinds of transport?’ • With the teacher’s help, gives a simple summary of the non-fiction text Development of concepts, vocabulary and language structures Through taking part in the above activities: • continues to build oral vocabulary, including conceptual vocabulary, for example, comparing • begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, present and past tenses; countable and uncountable nouns: ‘cars’/’transport’; articles: ‘a’ and ‘the’; prepositions: ‘in’/’on’; comparative adjectives: fast, faster, fastest ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical) Weeks 1–5 • Talks about a picture or photograph • Participates in a short conversation on a familiar topic Weeks 6–10 • Listens to a story and answers comprehension questions orally • Retells the story Suggested Formal Assessment Activity 6: Listening and Speaking (oral and/ or practical) • Listens to a non-fiction text and answers comprehension questions orally • Gives a very simple summary of text • Demonstrates understanding of oral vocabulary by pointing to objects in the classroom or in a picture in response to questions/instructions from the teacher (e.g. What’s that? Point to the train.) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 83 TERM 4 READING AND PHONICS SUGGESTED CONTACT TIME Minimum time: 1 hour per week Maximum time: 1 hour 30 minutes per week CONTENT/CONCEPTS/SKILLS Phonics (15 minutes per week) The teacher introduces new vowel digraphs and more complex word families. When introducing a new word she makes sure learners understand the meaning and uses it in a sentence. The Shared Reading texts are used to identify different suffixes. These activities should be short (5–10 minutes) and spaced out over the week. They can also be integrated with Listening and Speaking, and Reading activities. Weeks 1–5 • Recognises at least five new vowel digraphs (e.g. ‘ar’ as in far, ‘er’ as in her, ‘ir’ as in bird, ‘or’ as in short, ‘ur’ as in hurt) • Recognises the first sound (onset) and the last syllable (rime) in more complex patterns (e.g. ‘dr-eam’, ‘cr-eam’, ‘scr-eam’, ‘str-eam’) • Builds and sounds out words using sounds learnt Weeks 6–10 • Recognises more complex word families (e.g. ‘hatch’, ‘match’, ‘patch’, ‘catch’, ‘snatch) • Recognises and uses some suffixes (e.g. ‘-es’, ‘-ies’, ‘-ly’, ‘-ing’, ‘-ed’) • Builds and sounds out words using sounds learnt Shared Reading (Time has been allocated under Listening and Speaking) Shared reading is both a reading and a listening activity; it also involves speaking because learners talk about the text with their teacher. In Grade 3, Shared Reading will continue, but as part of Listening and Speaking • Reads a short written text (a Big Book or other enlarged text) with the teacher, using the title for prediction • Answers literal questions about a story, for example, ‘What colour was Tommy the Tank Engine?’ • Describes how a story made them feel, code switching if necessary Group Guided Reading (Minimum 45 minutes, maximum 1 hour 15 minutes per week) Where teachers are using maximum time for the First Additional Language, they should divide their class into 5 same-ability reading groups. They should use graded reading schemes and make sure each group is working with texts at the instructional level (word recognition between 90%–95% accuracy). The teacher should work with one group each day for 15 minutes. While she is working with this group, the other learners will do paired reading or independent reading or activities related to the reading text. Where teachers are using minimum time for the First Additional Language, they should do whole class guided reading three times a week. • Reads aloud from own book in a guided reading group with the teacher, that is, the whole group reads the same story or non-fiction text with the teacher • Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, structural analysis, sight words) • Reads with increasing fluency and expression • Shows an understanding of punctuation when reading aloud • Continues to build a sight vocabulary from the guided, shared and independent reading ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Independent reading (in learners’ free time at school and at home) Learners should be encouraged do independent reading in their First Additional Language when they have spare time in class, for example, if the teacher is working with the Guided Reading group, or when they have finished an activity ahead of time. It is important that every opportunity in class is used to develop their reading. Learners should also be encouraged to read at home for homework. • Reads own and others’ writing • Reads independently books read in Guided Reading sessions and simple caption books and picture story books in the First Additional Language from the classroom reading corner • Reads familiar poems and rhymes • Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words ASSESSMENT Suggestions for Informal Assessment Activities: Phonics: (oral and/or practical and/or written) • Recognises the first sound (onset) and the last syllable (rime) in more complex patterns (e.g. ‘dr-eam’, ‘cr-eam’, ‘scr-eam’, ‘str-eam’) • Recognises more complex word families (e.g. ‘hatch’, ‘match’, ‘patch’, ‘catch’, ‘snatch) Suggested Formal Assessment Activity 6: Phonics: (oral and/or practical and/or written) • Recognises at least five new vowel digraphs (e.g. ‘ar’ as in far, ‘er’ as in her, ‘ir’ as in bird, ‘or’ as in short, ‘ur’ as in hurt) • Recognises and uses some suffixes (e.g. ‘-es’, ‘-ies’, ‘-ly’, ‘-ing’, ‘-ed’) • Builds and sounds out words using sounds learnt Suggestions for Informal Assessment Activities: Reading: (oral and/or practical) Shared reading • Answers short oral questions about the text • Retells part of the story with the help of the teacher Group Guided Reading • Demonstrates comprehension and fluency when reading at own level with the teacher Suggested Formal Assessment Activity 6 Reading (oral and/ or practical) Shared Reading • Answers literal questions about a story or non-fiction text, for example, ‘Which goes faster, an aeroplane or a train?’ Group Guided Reading • Demonstrates comprehension and fluency when reading at own level with the teacher Paired/Independent reading • Demonstrates comprehension and fluency when reading independently ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 85 TERM 4 WRITING LANGUAGE USE SUGGESTED CONTACT TIME Writing: Minimum time: 30 minutes per week Maximum time: 1 hour per week Language Use: 30 minutes per week CONTENT/CONCEPTS/SKILLS Writing Activities (30 minutes per week) One or two main writing activities per week where maximum time is being used and one activity where minimum time is being used The teacher will need to introduce the new text type – writing a story. The learners will need lots of support and the teacher should begin by writing a story together with the class. First, the teacher tells a simple story the learners already know. Then the teacher asks the learners who the characters are, where the story takes place and what happens. She asks them what tense is used to tell a story. Then she asks the class to think of characters for their own story, to decide where it takes place and what happens. The learners then create the story together with the teacher, who writes it on the chalkboard. When the teacher has finished, she asks different learners to read the story aloud. They can then copy it into their exercise books. • Uses handwriting skills taught in Home Language • Writes increasingly complex lists with headings, for example, Different kinds of transport: bicycle, car, train, motor cycle, taxi, bus, ship, plane • Writes a paragraph of 6–8 sentences on a familiar topic • Organises information in a chart, table or bar graph, for example, bar graph after doing a survey of types of transport used to get to school • Writes a personal recount of experiences, for example, ‘Last weekend I …. First I ….. etc.’ • Together with the teacher, writes a simple story and copies it (Shared Writing) • Uses the writing process (drafting, writing, editing and publishing) • Uses punctuation already taught in Home Language (full stops, commas, question marks, exclamation marks and inverted commas) • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses past tense with increasing accuracy • Builds own word bank and personal dictionary • Uses children’s dictionaries (monolingual and bilingual) Language Use Activities (30 minutes per week) In these activities learners will begin to focus on grammar in use. Grammar should be taught in a meaningful context. • Understands and uses the future tense, for example, I will go to town tomorrow • Understands and uses comparative adjectives, for example, A car is faster than a bicycle. An aeroplane is the fastest. • Revises some of the grammar covered informally in Grades R to 2 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ASSESSMENT Suggestions for Informal Assessment Activities: Writing: (written) • Writes a simple story with the support of the teacher • Uses the writing process (drafting, writing, editing and publishing) Suggested Formal Assessment Activity 6 Writing: (written) • Writes a paragraph of 4–6 sentences on a familiar topic Suggestions for Informal Assessment Activities: Language Use: (written) • Completes sentences using comparative adjectives Suggested Formal Assessment Activity 6 Language Use: (written) • Writes meaningful sentences using comparative adjectives RECOMMENDED TEXTS/RESOURCES FOR THE YEAR LISTENING AND SPEAKING • Pictures and posters • Real objects related to the themes and topics, puppets, masks etc. • Pictures to sequence • Improvised costumes for role-play and acting out the stories • Compact discs or audio tapes with stories (read or told), poems, rhymes and songs, CD player or tape recorder, television and video tapes/DVDs • Storybooks and oral stories • Poems, songs and rhymes • Language games (oral) READING AND PHONICS • Pictures and posters • Big Books – fiction and non-fiction • Recommended reading scheme (minimum 10 stories/books per term) • Other enlarged texts , e.g. poems, songs, rhymes (home-made or commercially produced) • Short ‘fun’ books with 1 – 2 sentences on a page for the reading corner • Flash card labels for classroom items, displays and for sight words • Alphabet charts • Pointers to use when reading enlarged texts, wall stories, displays • Children’s picture dictionaries (monolingual and bilingual) WRITING AND HANDWRITING • Writing materials such as pencils, coloured pencils, wax crayons, blank paper in various sizes (A3, A4, A5), ruler, eraser, blank jotters) • Flipchart paper and thick Koki pens • Children’s picture dictionaries (monolingual and bilingual) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 87 HIGH FREQUENCY WORDS Below is a list of the 100 most common words found in English children’s story books. Some of the words reflect the kind of topics found in children’s books (e.g. ‘magic’, ‘giant’). The research which produced this list was done in Britain so words such as ‘mum’ appear, whereas in South Africa some people would say ‘mom’. Because stories are told in the past tense, verbs often appear in the past tense. The list is included to give teachers some idea of core vocabulary that learners should acquire in their additional language. They will acquire these words through listening to and reading English, and they will make them part of their active vocabulary by speaking and writing them. The words should not be taught out of context. The words that children learn in their First Additional Language classes will not be exactly the same as those in the list below. The words they learn will depend on the themes the teacher uses and the books she reads with the children. Because an additional language is learned through listening as well as reading, we would expect to see more use of the present tense. 100 most frequent words 1. the 21. that 41. not 61. look 81. put 2. and 22. with 42. then 62. don’t 82. could 3. a 23. all 43. were 63. come 83. house 4. to 24. we 44. go 64. will 84. old 5. said 25. can 45. little 65. into 85. too 6. in 26. are 46. as 66. back 86. by 7. he 27. up 47. mum 67. from 87. day 8. I 28. had 48. one 68. children 88. made 9. of 29. my 49. one 69. him 89. time 10. it 30. her 50. them 70. Mr 90. I’m 11. was 31. what 51. do 71. get 91. if 12. you 32. there 52. me 72. just 92. help 13. they 33. out 53. down 73. now 93. Mrs 14. on 34. this 54. dad 74. came 94. called 15. she 35. have 55. big 75. oh 95. here 16. is 36. went 56. when 76. about 96. off 17. for 37. be 57. it’s 77. got 97. asks 18. at 38. like 58. see 78. their 98. saw 19. his 39. some 59. looked 79. people 99. make 20. but 40. so 60. very 80. your 100. and On the following page are the next most frequent words up to the most common 300 words. If you would like to see more common words you can consult the following website: www.essex.ac.uk/psychology/cpwd These lists are included only as a guide. Teachers themselves need to keep a record of the words that their learners hear and read. Once learners are able to read in their additional language, the teacher can start an English Word Wall ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) in the classroom, and she can encourage learners to use simple children’s dictionaries. Once learners can write, the teacher can encourage them to write new words they encounter in a personal dictionary (or vocabulary book). She can give learners regular vocabulary and spelling quizzes. Next 100 most common words 101. water 121. bear 141. find 161. these 181. live 102. away 122. can’t 142. more 162. began 182. say 103. good 123. again 143. I’ll 163. boy 183. soon 104. want 124. cat 144. round 164. animals 184. night 105. over 125. long 145. tree 165. never 185. narrator 106. how 126. things 146. magic 166. next 186. small 107. did 127. new 147. shouted 167. first 187. car 108. man 128. after 148. us 168. work 188. couldn’t 109. going 129. wanted 149. other 169. lots 189. three 110. where 130. eat 150. food 170. need 190. head 111. would 131. everyone 151. fox 171. that’s 191. king 112. or 132. our 152. through 172. baby 192. town 113. took 133. two 153. way 173. fish 193. I’ve 114. school 134. has 154. been 174. gave 194. around 115. think 135. yes 155. stop 175. mouse 195. every 116. home 136. play 156. must 176. something 196. garden 117. who 137. take 157. red 177. bed 197. fast 118. didn’t 138. thought 158. door 178. may 198. only 119. ran 139. dog 159. right 179. still 199. many 120. know 140. well 160. sea 180. found 200. laughed ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 89 Next 100 most common words 201. let’s 221. fun 241. any 261. better 281. lived 202. much 222. place 242. under 262. hot 282. birds 203. suddenly 223. mother 243. hat 263. sun 283. duck 204. told 224. sat 244. snow 264. across 284. horse 205. another 225. boat 245. air 265. gone 285. rabbit 206. great 226. window 246. trees 266. hard 286. white 207. why 227. sleep 247. bad 267. floppy 287. coming 208. cried 228. feet 248. tea 268. really 288. he’s 209. keep 229. morning 249. top 269. wind 289. river 210. room 230. queen 250. eyes 270. wish 290. liked 211. last 231. each 251. fell 271. eggs 291. giant 212. jumped 232. book 252. friends 272. once 292. looks 213. because 233. its 253. box 273. please 293. use 214. even 234. green 254. dark 274. thing 294. along 215. am 235. different 255. granddad 275. stopped 295. plants 216. before 236. let 256. there’s 276. ever 296. dragon 217. gran 237. girl 257. looking 277. miss 297. pulled 218. clothes 238. which 258. end 278. most 298. we’re 219. tell 239. inside 259. than 279. cold 299. fly 220. key 240. run 260. best 280. park 300. grow Source of data: Masterson, J., Stuart, K., Dixon, M. & Lovejoy, S. (2003). Children’s printed word database: Economic and Social Research Council (UK) funded project. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4 TEXT TYPES COVERED IN FOUNDATION PHASE In the Foundation Phase, learners will listen to the following text types: • personal and factual recounts • procedures (instructions) • information reports • narratives (stories) In Grade 3, they will also be expected to give simple oral recounts and instructions. As they start to read and write in their additional language, learners will read simple narratives, recounts, procedures and information reports. In Grade 3, they will also write a simple recount, procedure and narrative with the support of the teacher. In a First Additional Language, it is not advisable to introduce the past tense at the beginning of Grade 1, so stories can be told in the present tense at that stage Below are examples of the text types used in the Foundation Phase. PERSONAL RECOUNT Example Structure and features Our school readathon Last week we had a Readathon at our school. It was in the school hall. First the Grade Rs sang songs in Setswana and English. Everyone clapped. Then some Grade 1 learners read a story in Setswana. Everyone clapped again. Next some Grade 2 learners acted a play in Setswana. It was funny. Everyone laughed. Last some Grade 3 learners read stories in Setswana and English. Everyone clapped. Then the principal gave prizes. Everyone clapped again. Last of all we had juice and biscuits. That was the best! 1. Heading 2. Orientation: tells us - what happened - when it happened - who was involved 3. Series of events in the order that they happened Time connectives first, then, next, last Past tense had, was, sang, clapped 4. Personal comment concludes the text ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 91 FACTUAL RECOUNT Example Structure and features Growing a bean plant Our class planted beans on 3 September. We watched them grow. First we planted 5 beans. We planted each bean in a glass so we could watch it grow. We covered each bean in soil and watered it. Our group looked after one bean. After a week, we saw a little root. After 2 weeks, the root was bigger. We also saw a little shoot. After 3 weeks, the shoot grew above the soil. It had green leaves. On 26 September we put the bean plant in a pot. After 8 weeks, the plant was 20 cm tall. It had 10 leaves. On 5 November, we planted our bean in the school garden. It got lots of flowers. The flowers died and we saw little bean pods. The bean pods got bigger and bigger. There were beans inside. We could plant these beans and grow a new plant. 1. Heading 2. Orientation answers the questions: Who? What? When? 3. Series of events In the order that they happened Time connectives First, after Exact details of time On 5 November Technical terms root, shoot, pod 4. Result concludes the text PROCEDURE (INSTRUCTIONS) Example Structure and features How to make a peanut butter sandwich You will need: - 2 slices of bread - some peanut butter - some margarine or butter - a knife - a plate Method 1. Spread some margarine or butter on each slice of bread. 2. Spread some peanut butter on one slice. 3. Put the two slices of bread together. 4. Press them together gently. 5. Cut the sandwich in half. 6. Eat your sandwich! 1. Heading Describes the goal of the instructions 2. Materials Describes the items needed. Bullets can be used. 3. Method Each instruction starts on a new line and is numbered. Commands Spread, put, press, cut, eat (Most sentences start with a verb) Exact instructions Press them together gently ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) INFORMATION REPORT Example Structure and features Snakes Snakes are reptiles. All reptiles have scales on their skin. Reptiles cannot control their body temperature. Their bodies are the same temperature as the place around them. They are called cold-blooded, but after a reptile has been in the sun for a while, its body becomes warm. All reptiles lay eggs. Kinds of snakes Two kinds of snakes are puff adders and pythons. Puff adders are yellow or brown with a black, v-shaped pattern. They can be a metre long. Pythons are bigger than puff adders. They are creamy brown with a brown pattern. They can be 5 metres long. Puff adders eat mainly rats and mice. They poison these animals with their venom. Pythons eat bigger animals such as dassies, rabbits and small buck. They strangle these animals. 1. Heading 2. General statement Usually a definition Topic is classified Snakes are classified as reptiles Technical terms reptile, temperature Things are described in general reptiles, snakes 3. Facts grouped in paragraphs , e.g. what they look like, what they eat Simple present tense are, eat, poison, strangle Sentences often start with topic words Pythons …. Puff adders … NARRATIVE (STORY) Example Structure and features How the elephant got its trunk Long, long ago elephants didn’t have trunks. One day, a baby elephant wanted to go for a swim in the Limpopo River. But his mother said, ‘You are not to go to the river. There are crocodiles – they will eat you!’ However, the elephant calf didn’t listen. He went down to the river and stood on the bank. ‘I will just have a drink,’ he said to himself. He put his mouth in the water, and WHOOSH a crocodile grabbed his nose. ‘OW!’ cried the calf, and he pulled and pulled. The more he pulled, the longer his nose got until he had a TRUNK! The crocodile eventually let go and the calf ran home to his mother. She was very surprised to see her calf’s trunk. However, she soon realised he could do all sorts of things with it. It was very useful. And ever since then elephants have had trunks. 1. Title 2. Orientation Introduces characters and setting 3. Events leading to a complication Simple past tense Wanted, said, went, stood, grabbed Connectives that signal time Long, long, ago; one day, eventually Dialogue “You are not to go …” Language used to create impact on reader He pulled and pulled; WHOOSH! 4. Resolution and ending ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 93 GLOSSARY action rhymes – rhymes that are accompanied by actions (e.g. I touch my head, I touch my toes, I touch my knees, I touch my nose) additive bilingualism – when a person learns a language (or languages) in addition to his or her home language. The person builds on what he or she already knows in the home language (e.g. how to read and write). The additional language builds on the home language; it does not replace it. automaticity – the ability to recognise words instantly without having to sound them out or think about them baseline assessment – initial assessment used to find out what learners already know blend – to put together two or three phonemes (individual sounds) to say a word or part of a word (e.g. ‘s’ + ‘p’ + ‘r’ = ‘spr’ in ‘spread’) caption – words printed or written below a picture explaining what it shows concepts of print – understanding the functions of print , e.g. that print carries a message, that words are made up of letters, that we read from left to right and top to bottom. contraction – a shorter form of a word showing how we say the word (e.g. ‘don’t’ is a contraction of ‘do not’) decoding – the reader’s ability to apply his or her knowledge of letter-sound relationships to correctly pronounce written words digraph – two letters used to refer to a single sound. In English there are consonant digraphs (e.g. ‘th’, ‘sh’) and vowel digraphs (e.g. ‘ee’, ‘ea’) emergent literacy – refers to a child’s growing knowledge of the printed word. Children see print in the environment and begin to understand its purpose. They may have stories told or read to them; they learn what books are and how stories work. So even before they come to school they know a lot about literacy. They may try to write their names using their own ideas about letters and spelling (i.e. emergent spelling), and they may pretend to read a book (i.e. reading-like behaviour). This is the beginning of children’s literacy. environmental print – print that is all around us, e.g. street signs, traffic signs, shop signs, labels on packaging fluency – the ability to read a text quickly and accurately with expression that reflects understanding formulaic language – language which is learned in chunks or wholes (e.g. greetings). When we begin to learn a language, much of what we learn is formulaic. Gradually, we begin to make sense of the patterns and rules of the language, and we become able to express our own ideas in very simple ways. graded readers – books which are written at different levels. The grammar, vocabulary and sentence length starts out very simple and gets progressively more difficult. The level of the book needs to be matched to the child’s reading level. guided reading – a classroom activity in which learners are taught in groups according to their reading ability. The teacher develops learners’ comprehension and fluency and teaches reading strategies. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) high frequency words – common words that appear often in print, e.g. ‘the’, ‘a’, ‘and’, ‘to’, ‘said’, ‘in’, ‘he’. incidental learning – learning that happens without deliberate teaching independent level text – relatively easy text for the reader, with no more than approximately 1 in 20 words difficult for the reader (95% success) independent reading – reading done in or outside the classroom, where the child has some choice of text and the pace of reading is not directly controlled by the teacher to infer – to use the information in the text to work out something that is not directly stated in the text (i.e. to read between the lines) inference – something that the reader thinks is true based on what he or she has worked out from the information in the text inferential – an ‘inferential question’ is one which asks learners to infer meaning from the text (e.g. ‘How do you think the little boy felt?’) information report – the purpose of an information report is to describe the way things are (e.g. Healthy Foods). An information report is written in the simple present tense. instructional level text – challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader (90% success) literal – the literal meaning of a text is exactly what is stated in the text. A ‘literal question’ is one which asks learners to get information directly stated in the text (e.g. What colour was the little boy’s jersey?) monitor – to observe carefully, evaluate and give feedback narrative – the purpose of narrative is to entertain. A narrative is told in the past tense. First the setting is described and the characters are introduced. Then there are events leading to a complication followed by a resolution. Time connectives are used, e.g. ‘Early that morning’, ‘later on’, ‘once’. onset – the part of the syllable before the first vowel (e.g. c-at) paired reading – paired learners take turns reading aloud to each other phonemic awareness – the ability to hear, identify and manipulate the individual sounds of a language (e.g. in English to identify the same sound in ‘bad’, ‘sad’, ‘glad’ and ‘mad’, and to distinguish between the sounds in ‘bed’, ‘bad’, ‘bud’ and ‘bird’). phonics – phonics instruction teaches children the relationship between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. It teaches children to use these relationships to read and write words. phonological awareness – the ability to understand how the sound system works, e.g. to identify sounds, syllables, rhymes, onsets and rimes. procedural text (instructions) – the purpose of a procedural text (or procedure) is to tell people how to do something. Often the equipment needed is listed and then the instructions are given in sequence using imperatives ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 CAPS 95 and sequencing words, for example, First boil the water. Then add salt, etc. publish – one of the stages in the writing process (draft, write, edit, publish). When learners publish their writing, they present it to an audience, e.g. read it aloud or display it on the class wall or publish it in a class ‘book’. to recount – to tell about past events in a sequence (e.g. to say or write about what one did last weekend) a recount – The purpose of a recount is to tell a sequence of events (e.g. a child telling what happened at the weekend in the class ‘news time’). A recount uses the past tense and words like ‘first’, ‘then’ and ‘next’. refrain – the chorus of a song, rhyme or poem rhyme – words or lines of poetry that end with the same sound including a vowel (e.g. sad, mad, glad, bad) rime – the part of the syllable from the first vowel onwards (e.g. c-at). It has the potential to rhyme. shared reading – an activity in which children share the reading of an enlarged text with the teacher. This is a lesson with the whole class. The text used is aimed at the top group in the class. Some children will be at a listening level, others will be beginning to engage in the reading and more will be engaging fully. The same text is used over several days. Each day a new focus is selected by the teacher. The text is used to introduce text features, phonics, grammar and reading skills in context. sight words – words that readers recognise automatically (on sight). They do not need to decode them phonically or think about them. In the early stages of reading, sight words are usually high frequency words such as ‘he’, ‘she’, ‘they’, ‘a’, ‘the’, ‘are’, ‘were’, ‘my’, etc. story board – a series (or sequence) of pictures illustrating a story or procedure (e.g. how to make a mask) strategy – strategies are ways of learning. There a number of strategies learners can use if they cannot read a word. For example, they can look for clues in the pictures, they can sound out the word or they can break it down into syllables. structural analysis – this involves analysing words (e.g. prefixes and suffixes) to recognise and understand a word that is unfamiliar in print text types – texts with different purposes, structures and features. Text types taught in the Foundation Phase are recounts, instructions (procedural text), stories (narrative) and information reports. total physical response – a method of language teaching in which the teacher gives instructions, the learner responds physically, and the teacher provides feedback. utterance – a spoken word, phrase or sentence that has meaning in itself (e.g. Hello/Well done/I like spinach.) word bank – a store or file of new words word attack skills – these are strategies that learners use when they cannot read an unfamiliar word ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) AFRIKAANS SECOND ADDITIONAL LANGUAGE Curriculum and Assessment Policy Statement GRONDSLAGFASE GRAAD 1 – 3 National Curriculum Statement (NCS) Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2016 Department of Basic Education DRAFT COPY KABV 3 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 INHOUD AFDELING 1: INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 4 1.1 Agtergrond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.2 Oorsig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.4 TYDSTOEKENNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1.4.1 Grondslagfase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1.4.2 Intermediêre Fase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1.4.3 Senior Fase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1.4.4 Graad 10-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 AFDELING 2 Die TWEEDE ADDISIONELE TAAL IN DIE GRONDSLAGFASE 9 2.1 TALE IN DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING . . . . . . . . . . . . . . . . . 9 2.1.1 Taalvlakke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2.1.2 Doelwitte vir die aanleer van die Tweede Addisionele Taal . . . . . . . . . . . . . . . . . . . . . . 10 2.1.3 Onderrig in die Tweede Addisionele Taal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 2.1.4 Die taalvaardighede vir die Tweede Addisionele Taal . . . . . . . . . . . . . . . . . . . . . . . . .13 2.1.5 Tipes Geletterdheid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.1.6 Taalstruktuur en Gebruik . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.1.7 Onderwerpe en temas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 2.1.8 Pedagiek en Metodiek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 2.1.9 KLASKAMERBESTUUR EN HULPMIDDELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 2.2 ASSESSERING IN DIE TWEEDE ADDISIONELE TAAL . . . . . . . . . . . . . . . . . . . . . . . . . . .19 2.3 TYDSTOEKENNING EN DIE ROOSTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.4 PROMOSIE EN PROGRESSIE IN DIE GRAAD 1-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 2.5 OPTEKENING EN RAPPORTERING: GRAAD 1 – 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.6 LEER- EN ONDERRIGONDERSTEUNINGSMATERIAAL . . . . . . . . . . . . . . . . . . . . . . . . . .19 AFDELING 3: OORSIG VAN DIE TAALVAARDIGHEDE WAT AANGELEER MOET WORD IN DIE TWEEDE ADDISIONELE TAAL (TAT) GRAAD 1 – 3 21 3.1 GRAAD 1 TWEEDE ADDISIONELE TAAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 3.2 GRAAD 2 TWEEDE ADDISIONELE TAAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 3.3 GRAAD 3 TWEEDE ADDISIONELE TAAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 WOORDELYS 62 4 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. ‘n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is ‘n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 7 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en KABV 5 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid￾Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers n voldoende profiel van ‘n leerder se vermoëns te verskaf. (c) Die Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig ‘n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en niekritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die National Curriculum Statement Grades R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en 6 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die National Curriculum Statement Grades R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld is n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort ‘n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Diesleuteltotdiegoeiebestuurvaninklusiwiteitisdieversekeringdatstruikelblokkegeïdentifiseerenaangespreekword deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). KABV 7 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 1.4 TYDSTOEKENNING 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 Huistaal 10 8/7 8/7 8/7 Eerste Addisionele Taal N/A 3/2 3/2 3/4 Tweede Addisionele Taal N/A 1 1 1 Wiskunde 7 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 24 24 26 (b) Die onderrigtyd vir Graad R is 23 uur, vir Graad 1-2 is dit 24 uur en vir Graad 3 is dit 26 uur. (c) Die onderrigtyd vir Huistaal in Graad Ris 10 uur. ‘n Maksimum tyd van 8 uur en ‘n minimum tyd van 7 uur word aan Huistaal vir Graad 1-3 toegeken. Vir Eerste Addisionele Taal in Graad 1-3 word ‘n maksimum tyd van 3 uur en ‘n minimum tyd van 2 uur toegeken, en in Graad 3 word ‘n maksimum tyd van 4 uur en ‘n minimum tyd van 3 uur toegeken. Vir Tweede Addisionele Taal in Graad 1-3 word 1 uur toegeken. (d) Die onderrigtyd vir Wiskunde in Graad 1-3 is 7 uur. Vir Lewensvaardighede in Graad R-2 is dit 6 uur; en vir Lewensvaardighede in Graad 3 is dit 7 uur. 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK URE Huistaal 6 Eerste Addisionele Taal 5 Tweede Addisionele Taal 2 Wiskunde 6 Natuurwetenskappe en Tegnologie 3.5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1.5) (1) (1.5) TOTAAL 29.5 8 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 1.4.3 Senior Fase a) Onjderrigtyd in die Senior Fase is soos volgl: VAK URE Huistaal 5 Eerste Addisionele Taal 4 Tweede Addisionele Taal 2 Wiskunde 4.5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 29.5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK Time allocation per week (hours) Huistaal 4.5 Eerste Addisionele Taal 4.5 Tweede Addisionele Taal 2 Wiskunde 4.5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3x4h) TOTAAL 29.5 Die toegekende 29,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke bykomend tot die lys van minimum vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. KABV 9 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 AFDELING 2 Die Tweede Addisionele Taal in die Grondslagfase. 2.1 TALE IN DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING Taal is ’n instrument vir denke en kommunikasie. Dit is ook ‘n kulturele en estetiese middel wat mense deel om beter sin te maak van die wêreld waarin hulle leef. Die doeltreffende gebruik van taal stel leerders in staat om kennis te verwerf, hulle identiteit, gevoelens en idees uit te druk, in interaksie te tree met ander en om hul eie leefwêrelde te bestuur. Dit voorsien leerders ook van ’n ryk, kragtige en diepgewortelde stel beelde en idees wat hulle kan gebruik om hulle wêreld te verander en te verbeter. Deur taal word uitdrukking gegee aan kulturele diversiteit en word sosiale verhoudings opgebou en uitgeleef. Juis deur taal word hierdie verhoudings aangepas, verbreed en verfyn. 2.1.1 Taalvlakke Taalonderrig in die Intermediêre Fase sluit al die amptelike tale in Suid-Afrika in, naamlik Afrikaans, Engels, isiNdebele, isiXhosa, isiZulu, Sesotho, Sepedi (Sesotho sa Leboa), Setswana, siSwati, Tshivenda en Xitliedjie ‘n – asook Gebaretaal en Nie-Amptelike Tale. Hierdie tale kan op verskillende vlakke aangebied word. Ook nie-amptelike tale soos Arabies, Frans, Duits, Gujarati, Joods, Hindi, Italiaans, Latyn, MOderne Grieks, Portugees, Spaans, Tamil, Telugu en Urdu. Taalleer in Graad 4 – 9 sluit alle amptelike tale van Suid-Afrika in. Al die amptelike tale kan op Huis-, Eerste Addisionele￾of Tweede Addisionele Taalvlak aangebied word. Nie-amptelike tale kan aangebied word op ten minste Tweede Addisionele Taalvlak. Huistaal is die taal wat leerders eerste aanleer, terwyl Eerste Addisionele Taal die taal is wat bykomend tot die Huistaal geleer word. Die Tweede Addisionele Taal is ‘n bykomende taal wat ‘n leerder kan aanleer, wat breër kommunikasie en multilingualisme bevorder soos in die Grondwet en die Taal in die Opvoedingsbeleid (Language in Education Policy (LiEP) beliggaam. Die taal mag in die gemeenskap of kultuur gebruik word en nasiebou en interkulturele begrip versterk. Baie Suid-Afrikaanse skole bied twee tale op huistaalvlak aan, maar dit kan gebeur dat hierdie tale nie die huistaal van sommige of al die ingeskrewe leerders is nie. Dit beteken dat die name Huistaal en Eerste Addisionele Taal verwys na die vaardigheidsvlak waarop die tale aangebied word en nie na die moedertaal (Huistaal) of verworwe taal (soos in die addisionele tale) nie. Vir die doel van hierdie beleidsdokument verwys Huistaal dus na die onderrigvlak waarop dit aangebied word en nie na die taal op sigself nie. Huistaalvlak maak voorsiening vir taalvaardighede wat basiese interpersoonlike kommunikasievaardighede en kognitiewe akademiese vaardighede reflekteer. Klem word geplaas op die onderrig van luister, praat, lees en skryfvaardighede op hierdie taalvlak. Hierdie vlak voorsien ook die leerders van ‘n ‘n literêre, estetiese en kreatiewe vermoë wat hulle sal voorsien van die vermoë om te skep, verbeel en hul te bemagtig om die wêreld waarin hulle woon te verstaan. Die klem en punte toegeken is egter groter op Lees en Skryf van Graad 7 en verder as praat en luister omdat die eise op leerders se Geletterdheid vermeerder wanneer hulle voorberei vir verder en hoër opvoeding en die wêreld van werk. Die Eerste Addisionele Taal-vlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Die kurrikulum in die eerste skooljare het ten doel om die leerder se vermoë om die taal te praat en te verstaan, te ontwikkel – basiese interpersoonlike kommunikasievaardighede. In Graad 2 en 3 begin leerders om geletterdheid te ontwikkel op grond van hulle mondelinge taalverwerwing. Hulle gebruik ook geletterdheidsvaardighede wat hulle alreeds in die Huistaal geleer het. 10 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 In die Intermediêre en Senior Fase hou die leerders aan om hul luister, praat, lees en skryfvaardighede te versterk. Op hierdie stadium leer die meeste van hulle deur die medium van die Eerste Addisionele Taal, Engels, en behoort meer blootstelling daaraan te kry. Groter klem word geplaas op denke en beredenering. Dit stel die leerders in staat om hul kognitiewe en akademiese vaardighede te ontwikkel, wat hulle nodig het om vakke soos Wetenskap en Engels te studeer. Hulle gaan ook in groter diepte om met literêre tekste en begin om estetiese en kreatiewe vermoëns in hul Addisionele taal te ontwikkel. Teen die tyd dat leerders in die Senior Fase kom, behoort hulle redelik bedrewe in hul Eerste Addisionele Taal te wees ten opsigte van sowel interpersoonlike as kognitiewe akademiese vaardighede. In werklikheid kan baie leerders in hierdie stadium egter steeds nie goed in hul addisionele taal kommunikeer nie. Die uitdaging in die Intermediêre Fase is dus om hierdie leerders te ondersteun en om terselfdertyd ‘n kurrikulum te voorsien wat leerders in staat stel om aan die vereiste standaard van die daaropvolgende grade te voldoen. Hierdie standaarde moet sodanig wees dat leerders hul addisionele taal op ‘n hoë vlak kan gebruik om hulle voor te berei vir verdere of hoër onderwys of vir die wêreld van werk. Die Eerste Addisionele Taal-vlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Dit fokus op die blootstelling aan Tweede Addisionele Taal is op die ontwikkelende leerder se vermoë om die taal te verstaan en te praat - basiese interpersoonlik kommunikasie vaardighede. In Graad 4 - 6 begin leerders om hul mondeling en geletterdheidsvaardighede te ontwikkel. Hulle gebruik ook geletterdheidsvaardighede wat hulle alreeds in die Huistaal en Eerste Addisionele Taal geleer het. In Graad 7-9, sal die leerders aanhou hul Luister en Praatvaardighede te ontwikkel sowel as hul Lees- en Skryfvaardighede. Teen die tyd dat leerders in Graad 7 kom, behoort hulle te probeer om in hul Tweede Addisionele Taal te kommunikeer op beide interpersoonlike en sosiale vlakke. Die realiteit is egter dat baie leerders in hierdie stadium steeds nie in hul Addisionele taal kan kommunikeer nie. Die uitdaging in Graad 4-6, is daarom om ondersteuning te voorsien vir hierdie leerders terwyl die kurrikulum terselfdertyd die leerder bemagtig om die standaarde te bereik wat in die volgende graad verwag word. 2.1.2 Doelwitte vir die aanleer van die Tweede Addisionele Taal 2.1.2.1 Algemene doelwitte Bevordering van veeltaligheid Die Suid Afrikaanse Grondwet sowel as doe Taal in Onderwysbeleid bevorder veeltaligheid. Veeltaligheid is ‘n belangrike instrument vir sosiale samehorigheid, asook vir individuele en sosiale ontwikkeling. Suid-Afrika is ‘n veeltalige land met elf amptelike tale. Dit is daarom belangrik dat kinders so vroeg as moontlik ‘n addisionele taal aanleer. Daar is ook kognitiewe voordele. Navorsing het getoon dat die brein meer ontvanklik gemaak word indien ‘n addisionele taal aangeleer word. Die aanleer van ‘n addisionele taal is meer effektief indien kinders reeds oor ‘n vaste grondslag in hul moedertaal beskik, want die moedertaal vorm die basis vir die aanleer van ander tale in ‘n veeltalige omgewing. Wanneer kinders begin om ‘n addisionele taal in Graad 1 aan te leer, hetsy op Eerste Addisionele ( EAT) of Tweede Addisionele ( TAT) vlak, moet ‘n goeie mondelinge grondslag gelê word. Voorts moet hulle aan die geskrewe teks in die taal blootgestel word. Hulle moet na baie en eenvoudige taal luister wat hulle binne die konteks kan verstaan. ʼn Uitstekende metode is om na die onderwyser(es) te luister terwyl hy/sy voorlees uit groot gedrukte boeke met gekleurde prente en illustrasies (“tell and read stories”). Dit voorsien ‘n betekenisvolle konteks waarbinne woordeskat ontwikkel kan word en dra by tot die ontwikkeling van die kind se ontluikende geletterdheidsontwikkeling. Namate die kind se begrip toeneem, moet daar voldoende geleenthede geskep word om na die taal te luister en om die taal te praat op ʼn eenvoudige wyse. Geleenthede vir interaksie en werklike situasies moet geskep word, byvoorbeeld in die KABV 11 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 vroeë stadiums kan eenvoudige opdragte uitgevoer word in die teikentaal. Dit is belangrik om in gedagte te hou dat, indien kinders in hulle Huistaal kan lees en skryf, hulle die volgende kennis en geletterdheidsvaardighede in lees en skryf kan oordra na hulle Eerste en Tweede Addisionele tale: • Fonologiese bewuswording - die vermoë om lettergrepe en klanke op te breek en saam te voeg. • Ortografiese bewuswording - om te verstaan dat simbole op papier klanke verteenwoordig. • Alfabetiese bewuswording - om te verstaan dat letters klanke verteenwoordig en dat letters saamgevoeg word om woorde en sinne te vorm. • Om te verstaan dat die geskrewe woord betekenis bevat en dat, deur te lees, betekenis verkry word uit die woorde. • Begrippe soos dat ons van links na regs lees. • Gewoontes en gesindhede t.o.v. lees en skryf. Indien leerders met selfvertroue kan lees en skryf in hul Huistaal, kan hulle hierdie vaardighede oordra wanneer hulle lees en skryf in die Eerste Addisionele Taal en die Tweede Addisionele Taal (TAT). • Kennis van die inhoud. Inhoud wat bemeester word in een taal word oorgedra na ‘n ander taal. Indien ‘n tema behandel word in die Huistaal, voorsien dit die grondslag vir geletterdheidsontwikkeling in hulle EAT en TAT. In die geval van die Eerste Addisionele Taal behoort kinders met vertroue te kan lees en skryf in die teikentaal aan die einde van Graad 3, veral as dit die taal van onderrig en leer in Graad 4 is. In die geval van TAT, waar minder tyd beskikbaar is, sal die hoofklem val op mondelinge kommunikasie. Indien eenvoudige storieboeke gelees word in die EAT en TAT, sal kinders blootgestel word aan die teikentaal met gepaardgaande uitbreiding van hul woordeskat. Hulle kan ook die nuut aangeleerde skryfvaardighede gebruik om hul mondelinge ontwikkeling uit te brei (byvoorbeeld om woorde neer te skryf in hul eie woordelys - ‘n goeie strategie vir die ontwikkeling van woordeskat). Sosiale Samehorigheid (Kohesie) Die denke agter die bekendstelling van ‘n Tweede Addisionele Taal is om sosiale samehorigheid, diversiteit en inklusiwiteit (taal, kultuur, ras) in die klaskamer en skool te bevorder. Die aanleer van tale ontwikkel begrip en waardering vir uiteenlopende kulture. Die aanleer van ‘n nuwe taal behoort kulturele praktyke, gebruike en gewoontes in te sluit, byvoorbeeld wanneer iemand afkyk grond toe wanneer met ‘n ouer persoon gepraat word of die klap van hande wanneer dankie gesê word, ens. Skole moet verseker dat die taal wat op die tweede addisionele vlak aangebied word, een van die nege amptelike Afrikatale is. Die keuse van die taal word bepaal deur konsultasie met die skool se Beheerliggaam. Die hoofdoel van die TAT-Kurrikulum is om die gebruik van inheemse Afrikatale te bevorder en om die nie-sprekers van die taal te ondersteun om ‘n nuwe taal aan te leer, ten minste op TAT-vlak in Graad 1. Navorsing het getoon dat waar skole se onderrigtaal Afrikaans of Engels is, talle Afrikataalsprekers nie hierdie dominante tale gebruik in interaksie met hulle maats of onderwysers nie. Die TAT sal aan alle leerders die geleentheid bied om hulself uit te druk in ander tale bo en behalwe in Afrikaans en Engels. Onderwysers sal aangemoedig word om ander tale buiten Afrikaans en Engels te bevorder en om verskeidenheid en meertaligheid te akkomodeer. 12 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 2.1.2.2 Spesifieke doelwitte Die aanleer van ‘n Tweede Addisionele Taal behoort die leerders in staat te stel om: • die taalvaardighede wat benodig word om op ‘n gepaste vlak in die teikentaal te komunikeer, op ‘n basiese vlak te bemeester; • die taal luister, praat, lees / kyk en skryf met groeiende vertroue en genot. Hierdie vaardighede en houdings vorm die basis vir lewenslange leer; • hulself uit te druk, mondeling en skriftelik en om gemaklik in die taal te voel; • taal en hul verbeelding te gebruik om meer oor hulself en die verskillende kulture en die wêreld rondom hulle te leer. Dit sal hulle bemagtig om hul ervarings en bevindings van die wêreld rondom hulle mondelings en skriftelik uit te druk; • taal te bekom en te gebruik om in verskillende kontekste te kommunikeer. Inligtingsgeletterdheid is ‘n sleutelvaardigheid in ‘inligtingera” en vorm die basis vir lewenslange leer; • taal as ‘n middel vir uitdrukking oor bekende onderwerpe te gebruik; vir interaksie met ‘n verskeidenheid van bekende tekste; en vir lees vir genot, basies inligting en kommunikasie. 2.1.3 Onderrig in die Tweede Addisionele Taal Om ‘n Tweede Addisionele Taal effektief aan te leer, het ‘n mens so veel as moontlik blootstelling daaran nodig om aan taalvermoë en gespreksvaardigheid te bou. Onderwysers behoort daarom seker te maak dat die leerders daarna luister en dit lees in die tyd wat daarvoor toegeken is. Die leerders het nodig om na die Addisionele Taal te luister vir inligting en begrip (bv. ‘n dialoog) asook vir genot (bv. ‘n liedjie). Meer belangrik is dat hulle geleenthede nodig het om in die Addisionele Taal te lees en kyk vir inligting (bv. hoe om ‘n toebroodjie te maak) en genot (bv. ‘n eenvoudige storie). Navorsing het gewys dat die beste manier om ‘n groot woordeskat te ontwikkel is deur gepaste tekste te lees. Dit is belangrik dat mondeling, geskrewe en visuele tekste op die regte vlak vir die leerders moet wees. As tekset te moeilik is, mag dit hulle afskrik en hulle sal ontmoedig word om lees en nie enigiets leer nie. As dit te maklik is, sal daar weinig uitdaging wees en min leer sal plaasvind. ‘n Belangrike rol van die taalonderwyser is om die vlak van die teks by die leerders te pas. Regdeur die Intermediêre Fase behoort leerders na tekste te luister en tekste te lees wat in lyn is met hul ontwikkelende taalvaardighede. Leerders moet die doel verstaan waarom hulle praat. Regdeur die Intermediêre Fase behoort leerders mondeling oefeninge te doen wat in lyn is met hul ontwikkelende taalvaardighede. Dit is nodig dat leerders gereelde en tydige terugvoering kry oor hul mondeling vaardighede, sodat hulle weet waar en hoe om te verbeter. ‘n Belangrike rol van ‘n taalonderwyser is om leerders te voorsien van goeie terugvoering, wat die kern is van goeie assessering. In Graad 4 – 6, is dit belangrik dat: • daar ‘n sterk fokus op Luister en Praat is; • daar voortdurend ondersteuning is vir die ontwikkeling van woordeskat, sin- en paragraaf konstruksie, en taalstrukture en -konvensies in konteks; en • leerders met ‘n verskeidenheid van tekste, insluitend visuele teks werk. Die tekste moet in moeilikheidgraad verhoog soos hulle van graad tot graad beweeg. KABV 13 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 2.1.4 Die taalvaardighede vir die Tweede Addisionele Taal Die Tweede Addisionele Taal (TAT) sal onderrig word in Graad 1 tot 3 in al die 11 amptelike tale. Die fokus van die TAT Kurrikulum is op die ontwikkeling van mondelinge kommunikasie-vaardighede. Die TAT Kurrikulum sal die volgende hoofvaardighede dek, naamlik: • Luister en praat: mondelinge kommunikasie en vaardighede in taalontwikkeling • Ontluikende geletterdheidsvaardighede (fonologiese bewustheid, fonemiese bewustheid, ontluikende lees en skryf) Dink, redeneer en taalstruktuurvaardighede sal geïntegreer word met luister, praat en ontluikende geletterdheidsvaardighede. Die klem van die TAT val op mondelinge taalonderrig en die ontwikkeling van basiese interpersoonlike kommunikasievaardighede. Die fokus is op luister- en praatvaardighede wat groet, reaksie op opdragte en versoeke insluit. Hier word gebruik gemaak van formele taaluitdrukkings, asook deelname aan eenvoudige dialoë. Die onderwyser wat met die TAT in Graad 1 begin, moet die idee van ‘n addisionele taal op eenvoudige wyse aan die jong leerders oordra. ʼn Goeie manier is om van ʼn handpop gebruik te maak. Die pop kry dan ʼn naam in die addisionele taal, byvoorbeeld Anna die handpop. Die onderwyser stel die handpop voor gedurende die eerste les en meld dat Anna glad nie Setswana of Engels kan praat nie; net Afrikaans. Die kinders mag dus net Afrikaans praat met Anna. Anna word ‘n permanente deel van die TAT-klas. ‘n Tweede handpop kan ook bekend gestel word, byvoorbeeld Pieter die handpop, om verskillende interaksies te illustreer, byvoorbeeld om die kinders te leer groet. Wanneer tale mondelings aangeleer word, moet daar baie herhaling wees om memorisering aan te help. Aksie-liedjies, gediggies, Herhaalde Storievertelling en Gedeelde Lees moet daarom die hoofaktiwiteite in die TAT-Kurrikulum wees. Kinders kan ook formele taal aangeleer word, byvoorbeeld die wyse waarop daar gegroet word. ‘n Ander metode wat suksesvol toegepas kan word is die Totale Fisiese Reaksie (TFR), ‘n vorm van nie-verbale kommunikasie. Kinders reageer op opdragte en bevele op ‘n prettige wyse deur speletjies soos “Simon sê”. Aksieliedjies en gediggies is ook vorms van TFR. Samespraak (koorspraak) van kernwoorde en kort gedeeltes uit stories (vertel en gelees), liedjies en gediggies moet deel vorm van die alledaagse aktiwiteite in die klaskamer. Kernwoordeskat en frases uit verhale, liedjies en rympies kan daagliks in die klaskamer gebruik word as deel van ‘n geïntegreerde roetine om sodoende geleenthede te skep om die woorde te gebruik en hulle eie te maak. ‘Woordmure’ (“word walls”) kan geskep word om die onderwyser en leerders te herinner aan watter woorde reeds aangeleer is. Wanneer leerders in hul eie taal kan skryf, kan hierdie woorde in hul eie persoonlike woordeboekies/woordelyste geskryf word en in woordspeletjies en vasvrae ingesluit word. Sodra kinders in hulle huistaal kan lees en skryf (aan die einde van graad 1), kan hulle die kennis gebruik as ʼn hulpmiddel om die Tweede Addisionele Taal aan te leer. Hulle kan byvoorbeeld Grootboeke met heelwat illustrasies en eenvoudige teks saam met hulle juffrou lees. Hulle kan ‘n klaskamerteks in die Tweede Addisionele Taal lees ( byvoorbeeld woordkaarte, woordmure, plakkate ) en sal baie eenvoudige boeke in die Tweede Addisionele Taal kan lees indien dit deel vorm van die leeshoekie. Hulle kan nuwe woorde in ʼn persoonlike woordeboekie skryf en dit selfs leer. Dit sal leerders meer blootstel aan die Tweede Addisionele Taal en hulle help om hulle woordeskat te ontwikkel. 14 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 Die TAT-Kurrikulum vir die Grondslagfase is soos volg saamgestel: • inhoud, begrippe en vaardighede wat per kwartaal aangeleer moet word; • riglyne t.o.v. tydstoewysing; • voorstelle vir informele assessering; en • lys van aanbevole bronne/ hulpmiddels per graad. 2.1.5 Tipes Geletterdheid TAT-lesse behoort mondelinge-, visuele-, numeriese- en teks-geletterdheid te bevat. Onderwysers moet aangemoedig word om die Huistaal te gebruik om die TAT aan te leer waar van toepassing. Die alfabet en lettervorming in Afrikatale is dieselfde as in Engels. TAT-leerders sal byvoorbeeld in staat wees om te tel en sal die getalsimbole kan herken, maar die getalname moet aangeleer word in die nuwe taal. Dit kan aangeleer word deur gebruik te maak van telliedjies en -rympies. Op hierdie wyse kan getalle, dae van die week, maande van die jaar, ens. aangeleer word. Die tipe benadering wat gevolg word t.o.v. fonemiese bewustheid sal bepaal word deur die taal wat aangeleer word. Storievertelling, ondersteun deur visuele en ouditiewe hulpbronne, kan benut word om tekstuele geletterdheid bekend te stel. Groot storieboeke en gesprektipe plakkate (met slegs prente) word aanbeveel in Graad 1. In Graad 2 word tekste gebruik met kernwoorde en taaluitdrukkings (language chunks). In Graad 3 bevat die leesstukke eenvoudige herhalende woorde, taaluitdrukkings (language chunks) en sinne om ontluikende geletterdheid te bevorder. LUISTER EN PRAAT Om ‘n nuwe addisionele taal aan te leer is soos om ‘n huistaal aan te leer, behalwe dat dit net op ‘n later stadium in ‘n kind se lewe geskied. Gedurende die eerste jaar van hul lewens hoor kinders ‘n groot hoeveelheid eenvoudige taal binne ‘n bepaalde konteks. Dit stel hulle in staat om die taal en woordeskat geleidelik aan te leer. Na ‘n jaar of wat begin die kind in sy eie taal te praat, maar nie in volsinne nie. Hulle begin deur een of twee woorde te sê en gebruik hierdie beperkte woordeskat vir ‘n wye reeks betekenisse. Hulle kan baie meer ingewikkelde taal verstaan as wat hulle kan praat. Dis belangrik vir onderwysers om dit in gedagte te hou wanneer kinders ‘n nuwe taal aanleer. Leerders in Graad 1 moet blootgestel word aan baie mondelinge taal in die vorm van stories en eenvoudige instruksies in die klaskamer. Deur na stories te luister is ‘n uitstekende manier om ‘n addisionele taal aan te leer. Die onderwyser moet: • stories kies met ‘n eenvoudige herhalende struktuur wat leerders in staat stel om betrokke te raak deur middel van koorspraak binne ‘n taalpatroon; • die taal baie eenvoudig hou. Praat stadig, maar natuurlik; • gebruik maak van gebare, prente en werklike voorwerpe om nuwe woorde aan te leer en die storie verstaanbaar te maak; • die storie ʼn paar keer vertel en geleidelik die kinders meer betrek deur byvoorbeeld herhalende refreine te laat sê; en • sleutelwoorde op flitskaarte skryf en dit op die woordmuur vertoon. ‘n Ander wyse waarop leerders blootgestel kan word aan die addisionele taal is om na stories te luister wat deur die onderwyser gelees word. Daar word gelees uit grootdrukboeke met duidelik prente en illustrasies wat die leerders KABV 15 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 kan sien terwyl daar gelees word. Dit word Gedeelde Lees (“Shared Reading”) genoem. Een van die voordele van Gedeelde Lees is dat bo en behalwe dat dit ʼn uitstekende luisteraktiwiteit is, help dit ook om die kind se ontluikende geletterdheid te ontwikkel. Kinders leer byvoorbeeld die konsepte van die gedrukte woord (byvoorbeeld dat ons ‘n boek lees van voor na agter, van links na regs en van bo na onder) en hulle begin om ‘n paar woorde in die addisionele taal te herken (byvoorbeeld hy, sy). Gedeelde Lees is aan die leerders bekend, aangesien hulle dit ook in die Huistaal en Eerste Addisionele Taallesse doen. Die aanleer van die TAT sal aangehelp word indien dieselde verhaal/storie in die Huistaal, Eerste Addisionele Taal en Tweede Addisionele Taal vertel word waar moontlik. Nog ‘n effektiewe manier om kinders bloot te stel aan ‘n addisionele taal, is om gebruik te maak van eenvoudige opdragte waarop hulle fisies moet reageer. Die onderwyser sê byvoorbeeld: “Kom hier, Thabo.” Daar word ook gebruik gemaak van gebare deur die onderwyser en reaksie word verkry. Hierdie metode, bekend as Totale Fisiese Reaksie (“Total Physical Response”) het die voordeel dat die onderwyser onmiddellik kan sien of Thabo verstaan en terugvoer word gegee. Hy word geprys wanneer hy korrek reageer, “Pragtig, Thabo” of die opdrag word stadiger herhaal met meer gebare totdat hy verstaan wat van hom verwag word. ‘Klaskamertaal’, soos “Kom sit hier op die mat” en “Kom vorentoe en kom sit op die mat” , kan met groot vrug gebruik word op ‘n natuurlike wyse om Totale Fisiese Reaksie uit te lok. Aksieliedjies en gediggies is weereens ‘n uitstekende manier om taal met fisiese aktiwiteite op só ‘n wyse te verbind dat dit lei tot die verstaan (begrip) en memorisering van die taal. Die voordeel van die voorafgaande drie metodes (Luister na Stories, Gedeelde Lees en Totale Fisiese Reaksie) is dat hulle fokus op die aanleer van taal d.m.v. begripsluister. Dit verhoed dat jong leerders onder druk verkeer om te praat, dit verlaag die angsvlakke en laat hulle toe om op die aanleer en verstaan van die nuwe taal te fokus. Om leerders egter in staat te stel om bedrewe taalgebruikers te word, moet hulle ook oefen om die taal te praat. Aanvanklik sal die gesproke taal bloot formele taaluitdrukkings wees - aangeleer d.m.v. gememoriseerde liedjies en aksie-gediggies, byvoorbeeld “Goeiemôre. Hoe gaan dit?” “Dit gaan goed met my. Hoe gaan dit met jou?” Soos die kinders die taal begin verstaan, so moet hulle dit begin praat - met een of twee woorde aan die begin. Voorbeeld: Die onderwyser vra: “Hou jy van die storie?” Die leerders antwoord: “Ja” of “Nee”. Speletjies is ook ‘n goeie manier waarop taal versterk en leerders aktief betrek word. Voorbeeld: Die onderwyser laat die leerders ‘n kring vorm. Die eerste kind vra: “Wat is jou naam?” Die volgende kind antwoord. Herhaal totdat al die kinders ‘n beurt gehad het. Die eerste treetjies wat die leerders gee met die aanleer van ‘n nuwe taal moet gerugsteun (gemodelleer en ondersteun) word. Kinders kan, byvoorbeeld, begin deur gediggies voor te dra, aksieliedjies te sing, aksies by te voeg, taaluitdrukkings te herhaal, koorspraak, asook deelname in eenvoudige rolspel, dialoog, ens. Met die hulp van die onderwyser, kan kinders dele van ‘n storie oorvertel deur gebruik te maak van hulpmiddels soos maskers, handpoppe, ens. Die onderwyser moet seker maak dat al die kinders geleentheid kry om die nuwe taal in ‘n veilige en ondersteunende omgewing te gebruik. Geleenthede moet geskep word waar leerders praat deur na voorwerpe in die klaskamer te wys. Die vordering van elke kind sal verskil en daar moet dus hiermee rekening gehou word. Soos die kind van een graad na die volgende beweeg, moet die onderwyser verwag dat die kind meer en in langer sinne sal praat. Luister- en praataktiwiteite word georganiseer rondom bepaalde temas. Dit word aanbeveel dat die onderwyser ten minste twee temas per kwartaal in Graad 1 en 2 sal kies en drie temas per kwartaal in Graad 3. Die keuse van die temas moet geskik wees vir die aanleer van die addisionele taal. Die temas moet aan die leerders bekend wees en verkieslik alreeds in die onderrig van die Huistaal of Eerste Addisionle Taal behandel gewees het. Die rede waarom temas gebruik word, is om konstant woordeskat en taalstruktuur te herhaal binne betekenisvolle konteks. Voorbeeld: woorde m.b.t. die liggaam (gesig, ore, oë, neus, mond, arms, bene, voete) en die strukture 16 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 waarbinne hulle hulle bevind. (Wys my waar is jou ....... Dit is my ........) moet herhaaldelik binne konteks herhaal word. Leerders moet dan die geleentheid gebied word om dit ook só te gebruik. Alleenlik deur die woordeskat en strukture gereeld te hoor en herhaal, sal hulle dit onthou. ONTLUIKENDE GELETTERDHEID In die TAT is die fokus op die ontwikkeling van ontluikende geletterdheid, naamlik mondelinge taal deur luister- en praataktiwiteite (liedjies, gediggies, taaluitdrukkings, opdragte, storievertelling), fonologiese bewusmaking (van die gesproke klanke en hoe die klanke saamsmelt om woorde te vorm), skryf, fonetiese kennis (letter-klankverhoudings, dekodering, samevoeging, segmentasie) en ontluikende skryfvaardighede. Ontluikende leesvaardighede (byvoorbeeld om na voorwerpe te wys, prente te “lees”, prente in volgorde te plaas, ens.) word bekend gestel deur storievertelling, Gedeelde Lees en Hardoplees deur die onderwyser. Later, in Graad 3, kan die skryfaktiwiteite geïntegreer word met leesaktiwiteite. FONOLOGIESE EN FONEMIESE BEWUSMAKING Die eerste stap om die geskrewe taal te dekodeer is mondelings deur gebruik te maak van fonologiese en fonemiese bewusmakingsvaardighede. Beide is belangrike en betroubare voorspellers van die kind se toekomstige leesvaardigheid. Idees ten opsigte van die onderrig van fonologiese en fonemiese bewuswordingsvaardighede sluit die volgende in: • die hoor van herhalende klanke (woordspel) in sang en rympies (gediggies); • klap ritmies hande terwyl woorde in sinne gebruik word; • klap hande op lettergrepe; • opbreek van gesproke woorde in lettergrepe en die samevoeging van die lettergrepe; • identifiseer die klanke aan die begin van gesproke woorde; • klap op individuele klanke (foneme) in die gesproke woorde; • segmentering van gesproke woorde in klanke en dan weer as volledige woorde; en • identifisering van letter-klankverhoudings. Toevallige bespreking en onderrig van letter-klank verhoudings in die nuwe taal moet in Graad 3 plaasvind.Teen hierdie tyd sal die klanke in die Huistaal en Eerste Addisionele Taal reeds in plek wees. Besprekings sal handel oor ooreenkomste en verskille in klanke van die letters in die alfabet van die TAT en Huistaal. Voorbeeld: die letter “a” in ant (Engels) en “a” appel (Afrikaans) en “a” abantwana (isiZoeloe). KABV 17 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GEDEELDE LEES Gedeelde Lees is die dominante of belangrikste metode wat gebruik sal word om leesvaardighede in die Tweede Addisionele Taal vanaf graad 1 te ontwikkel. Gedeelde Lees is ʼn belangrike fokus vir taal en letterkunde ontwikkeling. Die doel van Gedeelde Lees in Graad 1-3 is om kinders bloot te stel aan die Tweede Addisionele Taal deur van betekenisvolle en ondersteunende teks binne konteks gebruik te maak. Dit help ook om die kinders se ontluikende taal in die Tweede Addisionele Taal te ontwikkel. In Graad 1 behoort die juffrou: • baie eenvoudige vergrote teks (Grootboek) met heelwat illustrasies te kies. ʼn Grootboek of plakkaat met heelwat duidelike illustrasies; • die leerders te betrek in “prentloop en -praataktiwiteite” ( picture walk and talk); • die storie met behulp van die prente te vertel; en • leerders aanmoedig om dele van die storie te herhaal. In Graad 2 en 3 behoort die teks vir Gedeelde Lees woorde, uitdrukkings en kort sinne in te sluit. Die onderwyseres behoort: • oor die prente te gesels, sodat die leerders die woordeskat verstaan; • die teks ʼn paar keer te lees terwyl sy haar vinger of ʼn wyser gebruik wat kinders in staat stel, om haar vordering deur die teks te volg; • vrae te vra oor die storie; • geleidelik die kinders te betrek om die storie te lees; en • kernwoorde (flitskaarte) vir die prent(e) te skryf en dit te vertoon teen die muur (hulle kan ook gebruik word vir inoefening, hersiening en speletjies). BEGRIP In die Tweede Addisionele Taal is die fokus hoofsaaklik op luister en visuele begrip. Dit word ontwikkel deur die leerders se woordeskat uit te brei en vrae te vra wat die leerder in staat stel om met die teks om te gaan. Die onderwyser(es) behoort te begin met vrae wat verband hou met die visuele teks, byvoorbeeld benoem en/of wys na voorwerpe. Vra eenvoudige letterlike vrae soos ‘Wie? Wat? Waar?’ 2.1.6 TAALSTRUKTUUR EN KONVENSIES In Graad 1-3 word taalstruktuur en -konvensies toevallig aangeleer deurdat die leerder blootgestel word aan betekenisvolle gesproke taal. Toevallige leer sal plaasvind deurdat die kind luister na stories , betrek word in Gedeelde Leesaktiwiteite, liedjies sing, gediggies opsê , betrek word in aktiwiteite waar die kind in totaliteit moet reageer (total physical response/ totale fisiese reaksie), ingedrilde taalkonstruksies gebruik en algemeen aanvaarde taal gebruik. As die onderwyser(es) ʼn nuwe storie bekendstel, sal sy woordeskat aanleer wat betrekking het op die prent of die werklike voorwerp klaskamer toe bring. Sy sal woorde op flitskaarte skryf en dit teen die muur opsit. Hierdie woorde sal sy gebruik vir inoefening en hersiening. Sy sal ook die woorde gebruik in speletjies en ander klasaktiwiteite. 18 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 2.1.7 ONDERWERPE EN TEMAS Onderwerpe en temas moet versigtig gekies word sodat die taal en woordeskat herhaaldelik gebruik en aangeleer kan word. ‘n Tema oor ‘ Ek en my liggaamf’ kan byvoorbeeld opgevolg word deur ‘My Gesin’, ‘My Skool’, ens. Dieselfde onderwerpe en temas kan herhaal en verder uitgebrei word in Graad 2 en 3. Temas moet só beplan word dat dit taalontwikkeling bevorder vir gebruik in sosiale interaksie binne en buite die skool. Voorgestelde temas: Graad 1 Graad 2 Graad 3 Ek en my liggaam Ek en my liggaam Ek en my liggaam Vriende Vriende Vriende My huis My huis My huis My gesin My gesin My gesin Klere Winkels toe (“shopping”) Winkels toe (“shopping) By die skool By die skool By die skool Die weer Die weer Die weer Diere Diere Diere Mense wat ons help Mense wat ons help Mense wat ons help Kos Kos Kos Sport Sport Sport Seisoene Vervoer Die plaas Feesvieringe (verjaarsdae, feesdae, ens.) Feesvieringe (verjaarsdae, feesdae, ens.) Feesvieringe (verjaarsdae, feesdae, ens.) 2.1.8 PEDAGOGIEK EN METODIEK Die onderwyser moet interaktiewe en samewerkende leer deur groepwerk en kleingroep aktiwiteite inisieer en motiveer. Die leerder moet blootgestel te word aan baie geleenthede waartydens hy/sy homself/haarself in die nuwe taal kan uitdruk deur byvoorbeeld geykte taalvorme te gebruik. Dit sluit in : reageer op groet, neem deel aan dialoë, speel speletjies wat op taal gemik is en sing liedjies wat aksies insluit. ʼn Multi-sensoriese aanslag word aanbeveel. Die nuwe taal moet pret wees en dit moet aangeleer word deur mondelinge drilwerk, totale fisiese reaksie, rolspel,die sing van liedjies en die opsê van gediggies. Al hierdie aktiwiteite moet visuele, ouditiewe en kinestetiese/liggaamlike aktiwiteite insluit. Die onderwysers moet geleenthede skep waartydens leerders hulle nuut aangeleerde taalvaardighede kan gebruik (groet in al drie die tale, verjaarsdagliedjies, items vir die skoolkonsert, items vir oop dae, ens.) 2.1.9 KLASKAMERBESTUUR EN HULPMIDDELS Suid-Afrikaanse klaskamers is baie uiteenlopend en inklusief. Dit is algemeen om leerders met verskillende huistale in een klas te hê en dikwels is dit nie ook taal van onderrig en leer nie. In sommige gevalle kan die taal wat op Tweede Addisionele vlak aangebied word, die leerder se huistaal wees. In sulke gevalle sal die onderwyser(es) aktiwiteite so beplan dat dit leerders op alle vlakke insluit. Onderwysers behoort huistaalsprekers te gebruik om die taal te modelleer en om die leiding te neem in aktiwiteite waar hulle hul maats wat nie met die taal vertroud is nie, die Tweede Addisionele Taal-sprekers, kan ondersteun. KABV 19 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 Die Huistaal sal aanvanklik gebruik word om die onderrig van die Tweede Addisionele Taal te ondersteun. Woordmure kan geskep word om die leerders en onderwyser(es) te herinner aan die woordeskat wat in die drie verskillende tale aangeleer is. Onderwysers word aangemoedig om kleurkodes te gebruik om tussen die woordeskat van die drie verskillende tale (Huistaal, Eerste Addisionele Taal en Tweede Addisionele Taal) te onderskei. Taalspeletjies soos “Simon sê” en “Ek sien met my klein ogie….” behoort gebruik te word om taaluitdrukkings en woordeskat aan te leer. Hulpmiddels soos die werklike voorwerpe, gespreksplakkate (plakkate wat gesprekke aanmoedig), gewone plakkate, ʼn versameling stories, gediggies, maskers, handpoppe asook Grootboeke en sig-sag boeke wat self deur die onderwyseres en leerders gemaak is, behoort gebruik te word. 2.2 ASSESSERING IN DIE TWEEDE ADDISIONELE TAAL Assessering in die TAT behoort informeel en aaneenlopend te wees (reageer op groetvorme, opdragte, volg van instruksies, die opsê van gediggies, die sing van liedjies met aksies, deelname aan dialoë, deelname aan rolspel, reageer op stories, benoeming van voorwerpe, ens.). Die grootste deel van die assessering sal plaasvind deur waarneming en reaksie op demonstrasies. Die onderwyser(es) moet die assessering opteken deur van ‘n kontolelys gebruik te maak. Die Tweede Addisionele Taal word nie in aanmerking geneem vir promosie en progressie in Graad 1-3 nie. 2.3 TYDSTOEKENNING EN DIE ROOSTER Die voorgestelde onderrigtyd vir die Tweede Addisionele Taal in die Intermediêre Fase is een uur per week. Skole word dus gevra om die implementering van die TAT in Graad 1-3 kreatief aan te durf. Die volgende voorstelle word met betrekking tot die rooster aan die hand gedoen: • 4 periodes van 15 minute elk per week vir die TAT (Maandag tot Donderdag) • 3 periodes van 20 minute elk per week vir die TAT (bv Maandag tot Woensdag) • 2 periodes van 30 minute elk per week vir die TAT (bv. Maandag en Donderdag) Die onderwyservoorsieningsmodel wat in die bepaalde skool gevolg word, moet die roosterbepalings vir die TAT bepaal. 2.4 PROMOSIE EN PROGRESSIE IN DIE GRAAD 1-3 Die tans geldige promosie- en progressievereistes vir Graad 1-3 sal onveranderd bly ten spyte van die toevoeging van die Tweede Additsionele Taal. Die Tweede Addisionele Taal sal nie vir promosiedoeleindes in aanmerking geneem word nie. 2.5 OPTEKENING EN RAPPORTERING: GRAAD 1 - 3 Verslae van leerderprestasie en vordering in die Tweede Addisionele Taal moet deeglik opgeteken word. Dit word gedoen deur verslagkaarte in te vul, waarnemings te doen, ensovoorts. Onderwysers word gevra om gereeld van ‘n leerder se prestasie verslag te doen, verkieslik kwartaalliks. 2.6 LEER- EN ONDERRIGONDERSTEUNINGSMATERIAAL Die onderwyser behoort die volgende te hê: a) ‘n Kurrikulum- en Assesseringsbeleidsverklaring b) die “Language in Education Policy” (LiEP) 20 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 c) ‘n woordeboek en naslaanboek (tweetalige en veeltalige woordeboeke;tesourus; ensiklopedië, ‘n goeie grammatikanaslaanbron ensovoorts) d) DieTweede Addisionele Taal hulpmiddelstel vir die grondslagfase: • Lesplanne • Grootboeke; • Geselsplakkate geskoei op die temas van die TAT; • ‘n Versameling stories, gedigte en liedjies. • Oudio (disket) met liedjies, aksie gesdigte en dialoë. e) ‘n Onderwysershulpbronlêer: dit kan ‘n leer wees wat uit gekose inligtingstukke saamgestel is, of ‘n kommersiële, gepubliseerde onderwysersgids. f) Toegang tot leesmateriaal in die klas, skool, van openbare biblioteek om die leerders se leespraktyke te ondersteun; g) Oudio/visuele hulpmiddels KABV 21 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 AFDELING 3: OORSIG VAN DIE TAALVAARDIGHEDE WAT AANGELEER MOET WORD IN DIE TWEEDE ADDISIONELE TAAL (TAT) GRAAD 1 – 3 OORSIG VAN DIE TAALVAARDIGHEDE WAT AANGELEER MOET WORD IN DIE TWEEDE ADDISIONELE TAAL (TAT) GRAAD 1 – 3 GRAAD 1 GRAAD 2 GRAAD 3 LUISTER EN PRAAT • Reageer op eenvoudige groetvorme deur eenvoudige taaluitdrukkings te gebruik, byvoorbeeld Goeiemôre; Goeiedag. • Sing van eenvoudige liedjies en voer die aksies uit met hulp (saam met die onderwyser, in groepverband en/pare– liedjies moet verwant wees aan die gekose/verwante tema. • Met die onderwyser se hulp, memoriseer en dra aksierympies /gediggies voor in kleiner groepies of pare. • Reageer op instruksies byvoorbeeld Staan op; sit stil. • Volg eenvoudige klasopdragte m.b.v. onderwyser en/of in pare, byvoorbeeld Klap jou hande. • Luister na en reageer op opdragte deur na voorwerpe in die klaskamer te wys, byvoorbeeld Wys na die stoel. Waar is die venster? • Speel eenvoudige taalspeletjies saam met onderwyser / in pare, byvoorbeeld Simon Sê: Raak aan jou kop, ens. • Gebruik van formele taaluitdrukkings, byvoorbeeld Asseblief; Dankie. • Rolspel – groetvorme (2 sinne) in pare en klein groepies, byvoorbeeld Goeiemôre Tommie. Hoe gaan dit met jou? Goeiemôre Sandra. Dit gaan goed dankie. • Begin om mondelinge (luister en praat) woordeskat te ontwikkel deur middel van die gekose/verwante temas. • Reageer op en demonstreer in pare of kleiner groepies eenvoudige groetvorme deur taaluitdrukkings te gebruik. Byvoorbeeld Goeiemôre, Hoe gaan dit? Dit gaan goed dankie. • Sing eenvoudige liedjies en doen meegaande aksies, met hulp, in pare en kleiner groepies. • Neem deel aan aksierympies/gediggies in pare of klein groepies. • Rolspel van eenvoudige kort dialoë met behulp van die onderwyser, deur dit in pare of kleiner groepies te doen, byvoorbeeld Goeiedag, my naam is _____. Wat is jou naam? Waarvan hou jy? • Wys na en benoem voorwerpe in die klaskamer, of op ʼn prent in reaskie op die onderwyser se opdrag. Byvoorbeeld Wys na die dogter in die rooi rok. • Bou ʼn mondelinge woordeskat op deur gebruik te maak van temas wat gekies is. • Neem deel, in pare of kleiner groepies, aan eenvoudige taalspeletjies, byvoorbeeld Simon sê. • Rig eenvoudige versoeke, byvoorbeeld Mag ek asseblief toilet toe gaan? Kan ek asseblief ʼn potlood kry? • Gebruik van formele taaluitdrukkings, byvoorbeeld Asseblief, Dankie, Verskoon my, Ek is jammer. • Reageer, individueel/ in pare/kleiner groepies, fisies op eenvoudige mondelinge opdragte van die onderwyser, byvoorbeeld Staan in ʼn ry, • Reageer op eenvoudige vrae van die onderwyser en maats wat die rol van die onderwyser kan inneem byvoorbeeld Wat is jou naam? Waar bly jy? • Regeer en gebruik groetvorme met selfvertroue. • Memoriseer en dra eenvoudge gediggies en aksieliedjies voor met selfvertroue en entoesiasme in pare en groepies. • Gaan voort om mondelinge woordeskat te ontwikkel deur temas en onderwerpe te gebruik. • Gebruik ʼn eenvoudige mondelinge opdrag om ʼn persoon, dier of voorwerp te identifiseer. Gebruik 2/3 leidrade, werk in pare / groepies. Byvoorbeeld Ek het twee bene . Ek kan vlieg. Wat is ek? • Identifiseer en benoem werklike voorwerpe in die nuwe taal (boek, potlood, skoen, hemp, ens.) • Neem deel aan eenvoudige rolspel en dialoë (2- 3 sinne) met behulp van onderwyser wat dit demonstreer. • Reageer op en rig eenvoudige versoeke • Gebruik bepaalde formele uitdrukkings, byvoorbeeld verskoon my, ek is jammer, vandag, môre, gister. • Rolspel en deelname, in pare of klein groepies, aan kort gesprekke in formele taal (2 – 4 sinne) met behulp van die onderwyser byvoorbeeld Ontmoetings en groetvorme • Praat oor voorwerpe as reaksie op onderwyser se instruksie byvoorbeeld Wat kan jy in die prentjie sien? Kom ons gesels oor die prent. • Speel van taalspeletjies binne en buite die klaskamer saam met maats in klein groepies onder onderwysertoesig. • Reageer fisies, in pare of klein groepies, op die onderwyser se eenvoudige mondelinge instruksies. • Verstaan en reageer op eenvoudige vrae van die onderwyser en leerders wat die rol van die onderwyser kan aaneem. Byvoorbeeld wat, waar; wie; hoe? • Rig eenvoudige versoeke en maak stellings in die nuwe taal met die hulp van die onderwyser, byvoorbeeld Kan ek ʼn glas water kry? Kan ek asseblief buite gaan speel?’ • Neem beurte om eenvoudige instruksies en opdragte gedurende ʼn taalspeletjie aan maats te gee. 22 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 OORSIG VAN DIE TAALVAARDIGHEDE WAT AANGELEER MOET WORD IN DIE TWEEDE ADDISIONELE TAAL (TAT) GRAAD 1 – 3 GRAAD 1 GRAAD 2 GRAAD 3 LUISTER EN PRAAT Storievertelling • Luister na kort eenvoudige stories soos vertel deur die onderwyser. • Luister na kort eenvoudige stories soos vertel deur die onderwyser en herhaal van taaluitdrukkings wanneer toepaslik. • Wys en benoem voorwerpe op prente. Ontwikkeling van begrippe, woordeskat en taalstrukture • Reageer op groetvorme en opdragte. • Herhaal bepaalde taaluitdrukkings met selfvertroue. • Begin om mondelige woordeskat te ontwikkel. Storievertelling • Luister na kort eenvoudige stories gelees of vertel vir genot en neem deel aan die refrein op die gepaste tyd. Herhaal taaluitdrukkings waar van toepassing in pare/kleiner groepies. • Benoem bepaalde voorwerpe op prente as reaksie op vrae van die onderwyser byvoorbeeld Wat, wie? • Rolspel bepaalde dele van die storie en maak gebruik van gebare en hulpmiddels, byvoorbeeld maskers, handpoppe, ens. Ontwikkeling van begrippe, woordeskat en taalstrukture • Bou voort op mondelinge woordeskat. • Gebruik bepaalde taaluitdrukkings met selfvertroue. • Reageer op eenvoudige versoeke, opdragte en instruksies. • Gebruik eenvoudige formele taaluitdrukkings. • Begin om begrip en die vermoë om eenvoudige taalstrukture te gebruik in konteks van betekenisvolle gesproke taal, byvoorbeeld persoonlike voornaamwoorde: Ek, my, ons, ens. • Reageer op vrae. • Verstaan en gebruik van werkwoorde in eenvoudige gesprekke. • Reageer op opdragte / stellings. • Reageer op eenvoudige versoeke, opdragte en instruksies. • Volg ʼn kort reeks van 2 – 3 instruksies wat deur die onderwyser gegee word, byvoorbeeld ‘Kom staan saam met jou maat voor in die klas.’ • Luister na ʼn eenvoudige hervertelling , 2 – 3 sinne, van die onderwyser, oor wat sy gedoen het. • Gee ʼn eenvoudige hervertelling met die onderwyser se hulp (1-2 sinne) oor die weersomstandighede. Storievertelling • Luister na kort stories vertel of gelees en neem deel aan refreingedeeltes op toepaslike tyd. Herhaal taaluitdrukkings waar van toepassing in pare en klein groepies. • Antwoord eenvoudige geformuleerde vrae oor die storie met kort antwoorde bv Wie, Wat,Waar? • Toon begrip vir visuele tekste. • Luister en reageer op ʼn kort storievertelling deur die onderwyser. • Rolspel dele van die storie deur gebare en met hulpmiddels, byvoorbeeld maskers, handpoppe, ens. • Vertel dele van die storie met behulp van die onderwyser. Ontwikkeling van begrippe, woordeskat en taalstrukture • Gebruik taaluitdrukkings met gemak. • Reageer op eenvoudige versoeke, opdragte en instruksies. • Gebruik eenvoudige formele taal. • Toon begrip en vermoë om eenvoudige taalstrukture in konteks van verstaanbare geproke taal te ontwikkel, byvoorbeeld persoonlike voornaamwoorde, meervoude, instruksies/bevele. • Reageer op vraagvorme. • Verstaan en gebruik werkwoorde in eenvoudige gesprekke. • Reageer op opdragte/stellings. • Bou voort en demonstreer die vereiste woordeskat en taaluitdrukkings in eenvoudige dialoë. • Verstaan en gebruik die modaliteit ‘kan’, byvoorbeeld ‘Ek kan hardloop.’ • Gebruik bepaalde negatiewe vorme byvoorbeeld Ek kan nie swem nie, ens. KABV 23 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 OORSIG VAN DIE TAALVAARDIGHEDE WAT AANGELEER MOET WORD IN DIE TWEEDE ADDISIONELE TAAL (TAT) GRAAD 1 – 3 GRAAD 1 GRAAD 2 GRAAD 3 KLANKE Fonologiese Bewustheid • Klap woorde uit in aksieliedjies, gediggies, kort gesproke sinne, byvoorbeeld Ek skop die bal. • Klap lettergrepe in sleutelwoorde in gesproke taal, ʼn liedjie, rympie of storie byvoorbeeld Goei-e-mô￾re. • Klap hande/klik vingers; spring/stamp voete op lettergrepe in woorde, liedjies, rympies, stories byvoorbeeld Jan- Pam-poen. • Luister na herhaling van klanke in byvoorbeeld woordspeletjies. • Identifiseer die klanke in die begin van gesproke woorde byvoorbeeld neus • Verdeel gesproke woorde deur te klap op elke lettergreep, byvoorbeeld woorde in die storie. Fonologiese Bewustheid • Klap hande/klik vingers, spring, stamp voete op lettergrepe in woorde van bekende woorde en gesproke sinne. • Verdeel woorde en voeg gesproke woorde saam, byvoorbeeld lek-ker, lekker • Verdeel in lettergrepe en voeg klanke in mondelinge woorde saam, byvoorbeeld ba-ba, baba. • Identifiseer die beginklank van gesproke woorde. • Identifiseer die klanke aan die einde van gesproke woorde, byvoorbeeld los • Identifiseer die klanke aan die begin en einde van gesproke woorde. • Verdeel mondelinge sinne in individuele woorde deur elke woord te klap. Fonologiese en Fonemiese Bewustheid • Verdeel gesproke woorde in lettergrepe en bou weer die word. • Gebruik lettergreepkaarte om woorde te bou. (kyk, sê en doen). • Identifiseer die begin- en eindklanke van gesproke woorde. • Identifiseer die aantal klanke in elke lettergreep in bekende woorde. • Identifiseer letter-klankverhouding van enkel letters wat dieselfde uitspraak het as die Huistaal en Tweede Addisionele Taal byvoorbeeld d, f, g ,h, l, m, n, s, ens. Behandel ten minste een klank per week. • Onderrig bepaalde klanke wat verskil, byvoorbeeld vokale. • Klap individuele klanke (foneme) in gesproke woorde. • Leer meer beginklanke aan wat dalk kan verskil tussen die TAT en die Huistaal. 24 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 OORSIG VAN DIE TAALVAARDIGHEDE WAT AANGELEER MOET WORD IN DIE TWEEDE ADDISIONELE TAAL (TAT) GRAAD 1 – 3 GRAAD 1 GRAAD 2 GRAAD 3 KLANKE Gedeelde Lees • Storievertelling (eenvoudige stories wat met gekose tema verband hou) met behulp van Grootboeke, prente/visuele hulpmiddels en handpoppe. • Neem mondelings deel met visuele hulpmiddels/ Grootboeke /plakkate saam met die onderwyser. • Na herhaalde visuele interaksie, herhaal die kernwoordeskat (kyk, hoor, sê en doen). • Na herhaalde storievertelling, herhaal die taaluitdrukkings/woordeskat. • Luister na die storievertelling en volg die prente terwyl die onderwyser vertel. • Identifiseer voorwerpe in die prente byvoorbeeld Wys na Thandi se onderwyser. Waar is die….? • Praat oor die prente in die storie deur die TAT soveel as moontlik te gebruik, maar indien nodig kan die Huistaal gebruik word. • Neem deel aan die storielesse deur kernwoordeskat te herhaal en ook visuele hulpmiddels te gebruik in pare en in klein groepies. • Na herhaalde lees, neem deel aan die refrein en herhaal die taaluitdrukkings waar toepaslik in pare en klein groepies. • Leer mondelinge woordeskat aan met behulp van visuele tekste (Grootboeke, plakkate, ens.) • Neem deel aan storielesse deur op eenvoudige mondelinge vrae te reageer. Gedeelde Lees • Luister na die storie terwyl die onderwyser lees en die prente gevolg word (Grootboeke, plakkate, ens.) • Lees die teks hardop saam met die onderwyser. Die hele klas lees dieselfde storie of niefiksie-teks saam met die onderwyser. • Praat soveel moontlik, oor die prente in die storie deur die TAT te gebruik maar indien nodig kan die Huistaal gebruik word. • Identifiseer en benoem voorwerpe op die prent. Byvoorbeeld Wys na die ou man. Wys na die hond. • Antwoord eenvoudige vrae met behulp van die prente, byvoorbeeld Wie? Wat? Waar? • Na herhaalde lees, neem deel aan die refrein en herhaal die taaluitdrukkings waar van toepassing in pare en klein groepies. • Reageer op sommige eenvoudige geformuleerde vrae wat met die storie verband hou. • Begin om sommige geskrewe woorde in die TAT te herken gedurende die Gedeelde Leesaktiwiteite. • Aanleer van sommige woorde vanuit die storie. • Herken en lees sommige algemene woorde in die TAT in drukskrif in die klaskamer byvoorbeeld deur middel van uitstalling teen die mure. • Rolspel, in pare of klein groepe, dele van die storie deur gebare en eenvoudige taaluitdrukkings deur hulpmiddels te gebruik, byvoorbeeld maskers, handpoppe, ens. Gedeelde Lees • Luister na kort stories, hervertellings, vertellings van niefikse-teks of gelees vanaf ʼn Grootboek of geïlusstreerde plakkaat vir genot en neem, waar van toepassing, deel aan die refrein. • Lees die teks hardop saam met die onderwyser. Die hele klas lees dieselfde storie of niefiksie-teks saam met die onderwyser. • Volg die teks wat deur die onderwyser gelees word. Lees daaropvolgend dieselfde teks saam met die onderwyser en maats meer vloeiend en met gevoel. • Beantwoord eenvoudige geformuleerde vrae oor ʼn storie. Gebruik kort antwoorde, byvoorbeeld Wie, Wat, Waar, Hoe? • Benoem sommige voorwerpe op die prent in reaksie op vrae vanaf die onderwyser en maats. Byvoorbeeld Wat is dit? Dit is ʼn vis. • Herken en lees sommige algemene woorde in drukskrif in die TAT, byvoorbeeld teen die klasmure. • Lees die behandelde Gedeelde Leesteks in klein groepies nou vlot. • Verstaan en reageer op eenvoudige geformuleerde vrae (Wie, Waar, Wat, Hoe?) wat op die Gedeelde Leesteks gebaseer is. • Rolspel van bepaalde dele van die storie in klein groepies. • Demonstreer dele van die storie. Gebruik dele van die dialoog in pare en klein groepies. Maak gebruik van eenvoudige hulpmiddels, maskers en handpoppe in pare of klein groepies • Hervertel, in pare, dele van die storie met behulp van die onderwyser. KABV 25 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 3.1 GRAAD 1 TWEEDE ADDISIONELE TAAL VEREISTES PER KWARTAAL VOORGESTELDE TYD PER WEEK: 1 UUR GRAAD 1 KWARTAAL 1 LUISTER EN PRAAT (MONDELING) INHOUD/ BEGRIPPE/ VAARDIGHEDE Leerders moet blootgestel word aan baie eenvoudige gesproke taal wat hulle kan verstaan. Woordeskat behoort gereeld herhaal te word sodat leerders dit nie vergeet nie. Die aanleer van die TAT behoort ontspanne en genotvol te wees. ʼn Handpop kan vir die eerste les gebruik word, om die TAT voor te stel. Die pop kan ʼn naam gegee word in die TAT byvoorbeeld Anna die handpop. Die onderwyser stel die handpop voor en sê dat Anna nie hulle Huistaal kan praat nie, sy kan net Afrikaans praat, daarom moet die leerders net hierdie taal met haar praat. Anna sal dan ʼn permanente deel van die klaskamer word. Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Onderwysers moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Weeklikse aktiwiteite Ten minste twee van die volgende aktiwiteite behoort per week aangebied te word: • Reageer op eenvoudige groetvorme deur eenvoudige taaluitdrukkings te gebruik, byvoorbeeld ‘Goeiemôre!’ • Sing van eenvoudige liedjies en voer die aksies uit met leiding. (byvoorbeeld Kop en skouers). • Dra eenvoudige gediggies voor en voer die bewegings met hulp uit (byvoorbeeld Ek raak aan my kop, Ek raak aan my tone, Ek raak aan my knieë, Ek raak aan my neus. kop, tone, knieë, neus). • Speel taalspeletjies (byvoorbeeld Simon sê:”Raak aan jou kop”). Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • reaksie op groetvorme en opdragte. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en praat (mondeling en/of prakties/waarneming): • Reageer op eenvoudige groetvorme. • Sing van eenvoudige aksieliedjies. 26 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 1 KWARTAAL 1 ONTLUIKENDE GELETTERDHEID Fonologiese-, Fonemiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE Fonologiese bewustheid • Klap woorde uit in aksieliedjies en gediggies. • Klap hande/ klik vingers/ spring/ stamp voete op lettergrepe byvoorbeeld Ka- tri- na. Gedeelde Lees Aktiwiteite word een keer per week gedoen deur Grootboeke met illustrasies, of enige vorm van vergrote, geïllustreerde teks, te gebruik. Dieselfde boek kan meer as een keer gelees word en kan selfs op ʼn latere stadium, weer gelees word. Onderwyser stel woordeskat bekend en demonstreer die leesproses. • Deelname aan die visuele teks in Grootboeke/ plakkate, met die onderwyser. • Na herhaalde deelname aan die visuele teks, herhaal die kernwoordeskat (kyk, luister, sê en doen). • Storievertelling (eenvoudige stories gekoppel aan tema waar moontlik.) met hulpmiddels soos Grootboeke, visuele hulpmiddels, handpoppe, ens. • Na herhaalde storievertelling, doen mee aan refreine, waar die gepaste taaluitdrukkings voorkom. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid: (mondeling en/of prakties, waarneming) • Klap woorde uit in aksieliedjies en gediggies. • Klap lettergrepe in woorde van ʼn storie wat herhaaldelik gelees was. • Reageer op visuele teks deur na voorwerpe in prente te wys, op instruksies van die onderwyser. (byvoorbeeld ‘Wys na………’) KABV 27 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 1 KWARTAAL 2 LUISTER EN PRAAT (MONDELING) INHOUD/ BEGRIPPE/ VAARDIGHEDE Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Onderwysers moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Weeklikse aktiwiteite Ten minste twee van die volgende aktiwiteite behoort in ʼn les per week gedoen te word. • Begin om mondelinge (luister en praat) woordeskat te ontwikkel deur gebruik te maak van die temas of onderwerpe wat vir die kwartaal gekies is. • Reageer op eenvoudige groetvorme deur die gebruik van taaluitdrukkings (byvoorbeeld ‘Goeiemorê….. Hoe gaan dit?) saam met die onderwyser en in pare. • Sing eenvoudige liedjies en voer die aksies uit met die onderwyser se leiding en in pare. • Reageer op opdragte (byvoorbeeld ‘Staan op, sit stil, ens.) • Speel taalspeletjies saam met die onderwyser en in pare. Stories wat vertel word, kan met behulp van gebare en rekwisiete gedramatiseer word om begrip te versterk. ʼn Grootboek of geïllustreerde plakkaat word gebruik wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien.Die storie word deur duidelike visuele teks, voorwerpe, speelgoed en handpoppe ondersteun. • Luister met genot na kort stories wat voorgelees of vertel word en neem deel aan refreine op gepaste tye. Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • ontwikkeling van mondelinge woordeskat; • reaksie op en herhaling van taaluitdrukkings, byvoorbeeld ‘Hoe gaan dit?’ • reaksie op opdragte. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en praat (mondeling en/of prakties, waarneming): • Reageer op eenvoudige groetvorme (byvoorbeeld ‘Goeiemôre. Hoe gaan dit?’) • Reageer gepas op eenvoudige opdragte (byvoorbeeld ‘Simon sê.............’) • Sing ʼn eenvoudige liedjie en voer die aksies uit. 28 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 1 KWARTAAL 2 ONTLUIKENDE GELETTERDHEID Fonologiese-, Fonemiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE Fonologiese bewustheid: • Luister na herhaling van klanke (in woordspeletjies). • Klap die kernwoorde in liedjies, gediggies, stories. • Klap die lettergrepe in die gesproke woorde, byvoorbeeld Goei-e-mô-re Gedeelde Lees Aktiwiteite word een keer per week gedoen deur Grootboeke met illustrasies, of enige vorm van vergrote, geïllustreerde teks, te gebruik.Dieselfde boek kan meer as een keer gelees word en kan selfs op ʼn latere stadium, weer gelees word. Onderwyser stel woordeskat bekend en demonstreer die leesproses. • Deelname aan die visuele teks in Grootboeke/ plakkate, saam met die onderwyser. • Na herhaalde deelname aan die visuele teks, herhaal die kernwoordeskat (kyk, luister,sê en doen). • Storievertelling (eenvoudige stories gekoppel aan tema waar moontlik) met hulpmiddels soos Grootboeke, visuele hulpmiddels, handpoppe, ens. • Na herhaalde storievertelling, doen mee aan refreine, waar die nodige taaluitdrukkings voorkom. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid : (mondeling en/of prakties, waarneming) • Neem deel aan woordspeletjies deur die lettergrepe in die gesproke woorde, te klap. • Deelname aan die visuele teks in Grootboeke/ plakkate, saam met die onderwyser en herhaal van die kernwoordeskat (kyk, hoor, sê en doen). KABV 29 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 1 KWARTAAL 3 LUISTER EN PRAAT (MONDELING) INHOUD/ BEGRIPPE/ VAARDIGHEDE Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Onderwysers moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Weeklikse aktiwiteite Ten minste twee van die volgende aktiwiteite behoort in elke les gedoen te word. • Begin om mondelinge (luister en praat) woordeskat te ontwikkel deur gebruik te maak van die temas of onderwerpe wat vir die kwartaal gekies is. • Reageer op eenvoudige groetvorme (byvoorbeeld ‘Goeiemôre’) met die onderwyser en in pare. • Wys na voorwerpe in die klaskamer of in prente (byvoorbeeld ‘Wys na die stoel.’ ‘Waar is die …?’) • Dra eenvoudige gediggies voor en doen die aksies saam met die onderwyser en in pare. • Reageer individueel of in pare met ondersteuning van die onderwyser op opdragte (byvoorbeeld ‘Staan op, sit stil). • Reageer op bevele deur taalspeletjies te speel (byvoorbeeld Simon sê…) • Sing eenvoudige liedjies en voer die aksies uit met leiding in pare of klein groepies. • Doen aan aksierympies verwant aan die temas, mee in pare of in klein groepies, m.b.v. die onderwyser,. • Volg m.b.v. die onderwyser en in pare, eenvoudige opdragte in die klaskamer bv.: “Klap jou hande.” Stories wat vertel word, kan met behulp van gebare en rekwisiete gedramatiseer word om begrip te versterk. ʼn Grootboek of geïllustreerde plakkaat word gebruik wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien. • Luister met genot na kort stories wat voorgelees of vertel word en neem deel aan refreine op gepaste tye, byvoorbeeld ‘Dit is Maandag, dit is Maandag’ en ‘Tommie gaan skool toe, skool toe, skool toe.’) • Benoem bepaalde voorwerpe in die prente (byvoorbeeld ‘Wie is hierdie?- wys na die voorwerp in die prent.) Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • herhaling en reaksie op taaluitdrukkings; • voordrag van gediggies en sing van liedjies; en • volg van instruksies en bevele. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en praat (mondeling en/of prakties, waarneming): • Reageer op eenvoudige groetvorme met vertroue. • Wys na voorwerpe in die klaskamer of in prente (byvoorbeeld ‘Wys my die stoel’. ‘Wys na die stoel’.) • Reageer, in groepe, op bevele deur gebruik te maak van taalspeletjies. 30 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 1 KWARTAAL 3 ONTLUIKENDE GELETTERDHEID Fonologiese-, Fonemiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE • Luister na herhaling van klanke (in woordspeletjies). • Klap hande/ klik vingers/ spring/ stamp voete op lettegrepe in woorde (liedjies, gediggies, stories). • Klap woorde in kort gesproke sinne (Ek skop die bal.) • Identifiseer die klank aan die begin van gesproke woorde. Gedeelde Lees Aktiwiteite word een keer per week gedoen deur Grootboeke met illustrasies, of enige vorm van vergrote, geïllustreerde teks, te gebruik.Dieselfde boek kan meer as een keer gelees word en kan selfs op ʼn latere stadium weer gelees word. Onderwyser stel woordeskat bekend en demonstreer die leesproses. • Luister na die storievertelling en volg die prente terwyl die onderwyser vertel. • Leer bepaalde mondelinge woordeskat vanuit visuele teks. (Grootboeke, plakkate, ens.) • Identifiseer voorwerpe in prente (byvoorbeeld ‘Wys my Tommie se juffrou.’) • Praat oor prente deur van die Huistaal gebruik te maak, waar nodig. • Neem deel aan storielesse deur die kernwoorde te herhaal en interaksie met visuele hulpmiddels, in pare en in groepies. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid: (mondeling en/of prakties, waarneming) • Identifiseer die klanke aan die begin van gesproke woorde. • Gesels oor die prente deur van die Huistaal gebruik te maak, waar nodig. • Identifiseer voorwerpe wat in die prente voorkom (byvoorbeeld ‘Wys my Tommie se juffrou.’) KABV 31 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 1 KWARTAAL 4 LUISTER EN PRAAT (MONDELING) INHOUD/ BEGRIPPE/ VAARDIGHEDE Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Onderwysers moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Weeklikse aktiwiteite Twee of meer van die volgende aktiwiteite behoort in elke les gedoen te word. • Begin om mondelinge (luister en praat) woordeskat te ontwikkel deur die tema of onderwerpe van die Huistaal en Eerste Addisionele Taal te gebruik. • Reageer op eenvoudige groetvorme (byvoorbeeld ‘Totsiens’. ‘Laat dit goed gaan’.’Goeiemiddag’.) • Wys na en benoem voorwerpe in die klaskamer of in prente (byvoorbeeld ‘Wys my die...... in die plakkaat’. ‘Wys na die ....’.) • Volg eenvoudige instruksies (byvoorbeeld ‘Waai totsiens.’) • Gebruik bepaalde formele taaluitdrukkings (byvoorbeeld. ‘asseblief’’, ‘dankie’). • Sing eenvoudige liedjies en voer die aksies uit met hulp in pare en klein groepies. • Dra eenvoudige gediggies voor met hulp in pare en klein groepies. • Rolspel - groetvorme (2 sinne) in pare en in klein groepies (byvoorbeeld ‘Goeiemôre Tommie. Hoe gaan dit?’ ‘Goeiemôre Jannie. Dit gaan goed, dankie.’) Stories wat vertel word, kan met behulp van gebare en rekwisiete gedramatiseer word om begrip te versterk. ʼn Grootboek of geïllustreerde plakkaat word gebruik wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien. • Luister met genot na kort stories wat voorgelees of vertel word en neem deel aan refreine op gepaste tye, (byvoorbeeld stories wat verband hou met die tema.) • Benoem bepaalde voorwerpe in die prent (byvoorbeeld ‘Wie/Wat is hierdie? ’wys na die voorwerp of dier in die prent.) Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • herhaling en reaksie op taaluitdrukkings; • volg van instruksies en bevele; en • gebruik van bepaalde formele taaluitdrukkings. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en praat (mondeling en/of prakties, waarneming): • Sing aksieliedjies en dra gediggies voor met vertroue. • Volg eenvoudige instruksies (byvoorbeeld ‘Raak aan jou kop. Raak aan jou tone.’) • Rolspel - groetvorme (2 sinne) in pare en in klein groepies (byvoorbeeld ‘Goeiemôre Tommie, Hoe gaan dit?’ Goeiemôre Tim dit gaan goed met my, dankie.’) 32 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 1 KWARTAAL 4 ONTLUIKENDE GELETTERDHEID Fonologiese-, Fonemiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE • Klap hande/ klik vingers/ spring/ stamp voete op lettergrepe in woorde van gesproke sinne. • Identifiseer klanke aan begin van gesproke woorde. • Klap lettergrepe in sleutelwoorde in gesproke taal (byvoorbeeld woorde van ʼn storie). Gedeelde Lees Aktiwiteite word een keer per week gedoen deur Grootboeke met illustrasies, of enige vorm van ver￾grote, geïllustreerde teks, te gebruik.Dieselfde boek kan meer as een keer gelees word en kan selfs op ʼn latere stadium, weer gelees word. • Luister na die storievertelling en volg die prente terwyl die onderwyser vertel. • Praat oor prente in die storie deur die TAT soveel as moontlik te gebruik, maar indien nodig kan die Hu￾istaal gebruik word. • Identifiseer voorwerpe in prente (byvoorbeeld ‘Wys my........., Wys na .......’) • Leer bepaalde mondelinge woordeskat wat betrekking het op die gekose tema. • Na herhaalde lees, neem deel aan die refrein en herhaal die taaluitdrukkings waar toepaslik in pare en klein groepies. • Neem deel aan storielesse deur op eenvoudige mondelinge vrae te reageer. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid : (mondeling en/of prakties, observasie) • Klap lettergrepe in sleutelwoorde in gesproke taal. • Herken en benoem bepaalde voorwerpe in prente. • Na herhaalde lees, neem deel aan die refrein en herhaal die taaluitdrukkings waar toepaslik in pare en klein groepies. KABV 33 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 VOORGESTELDE HULPMIDDELS VIR DIE JAAR • Plakkate en prente om die onderrig van stories en woordeskat te ondersteun • Gekleurde muur- en getalkaarte • Liedjies en aksiegediggies • Werklike voorwerpe wat van toepasssing is op temas en onderwerpe • Ondersteuningsmateriaal vir rolspel, byvoorbeeld maskers, voorwerpe, ens. • CD’s, DVD’s en televisieprogramme • Grootboeke(met visuele teks) • Versameling stories, gediggies en liedjies • Maskers, selfgemaakte onderwyser/leerder Grootboeke, sigsagboeke, handpoppe, flitskaarte, ens. 34 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 3.2 GRAAD 2 TWEEDE ADDISIONELE TAAL VEREISTES PER KWARTAAL VOORGESTELDE TYD PER WEEK: 1 UUR GRAAD 2 KWARTAAL 1 LUISTER EN PRAAT (MONDELING) INHOUD /BEGRIPPE/ VAARDIGHEDE Onderwysers behoort twee temas te kies wat hul in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwiteite te dek. Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Indien enigsins moontlik, probeer al die aktiwiteite meer as een keer dek. Onderwysers assesseer leerders deur gebruik te maak van die aanbevole informele assesseringsaktiwiteite. Die temas behoort onderwysers geleenthede te bied om eenvoudige basiese taalstrukture voortdurend te herhaal wanneer sy met die leerders in die Tweede Addisionele Taal kommunikeer. Weeklikse aktiwiteite Twee of meer van die volgende aktiwiteite in ʼn les in die loop van die week: • Begin ʼn mondelinge woordeskat (luister en praat) ontwikkel deur die gebruik van temas of onderwerpe. • Reageer op eenvoudige groetvorme deur frases te gebruik, byvoorbeeld: ‘Goeiemôre. Hoe gaan dit? Dit gaan goed met my, dankie.’ Werk in pare en klein groepies. • Rolspel van groetvorme (twee sinne) in pare en klein groepies (byvoorbeeld ‘Goeiemôre Thando, Hoe gaan dit? Dit gaan goed met my, dankie.’) • Wys na en benoem bepaalde voorwerpe in die klaskamer of in ʼn prent in opdrag van die onderwyser, byvoorbeeld: ‘Wys vir my die meisie wat ʼn rooi rokkie aanhet.’ • Gebruik bepaalde taaluitdrukkings/frases (byvoorbeeld: ‘Asseblief en dankie’). • Sing, met hulp, eenvoudige liedjies en voer die aksies uit byvoorbeeld: ‘Dit is hoe ek my hemp aantrek, hemp aantrek, hemp aantrek ……’ Werk in pare en klein groepies. • Neem aan aksiegediggies en –liedjies deel en voer die bewegings uit, byvoorbeeld: ‘Hier is Oupa se bril, Hier is oupa se hoed …..’ Werk in pare en klein groepies. • Speel taalspeletjies in pare en klein groepies, byvoorbeeld: ‘Simon sê.’ Die onderwyser moet een keer per week ʼn storie lees of vertel. Stories wat vertel word, kan met behulp van gebare en maskers gedramatiseer word om begrip te versterk. ʼn Grootboek of geïllustreerde plakkaat word gebruik wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien. • Luister met genot na kort stories wat voorgelees of vertel word en neem deel aan refreine op gepaste tye. Werk in pare en klein groepies. • Benoem van die voorwerpe in ʼn prent as reaksie op die onderwyser se vrae, byvoorbeeld: Wat? Waar? Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • voortdurende opbou van mondelinge woordeskat; • gebruik van bepaalde taaluitdrukkings met die nodige selfvertroue; • reaksie op instruksies en opdragte; en • gebruik van bepaalde taaluitdrukkings/frases. KABV 35 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en Praat (Mondeling en/of prakties) • Sing aksieliedjies en gediggies met die nodige selfvertroue. • Reageer op eenvoudige instruksies (byvoorbeeld Raak aan jou kop. Raak aan jou tone). • Rolspel van groetvorme (twee sinne) in pare of in klein groepies (byvoorbeeld Goeie môre Thando. Hoe gaan dit? Dit gaan goed met my, dankie). 36 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 2 KWARTAAL 1 ONTLUIKENDE GELETTERDHEID Fonologiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE Fonologiese bewustheid • Klap hande/klik vingers/spring/stamp voete op lettergrepe in woorde in gesproke sinne. • Verdeel gesproke woorde in lettergrepe. • Verdeel gesproke sinne in individuele woorde deur elke woord te klap. Gebruik sinne uit stories (voorgelees of vertel). • Identifiseer die beginklank van gesproke woorde. Gedeelde Lees (ten minste 15 minute een keer per week) Die onderwyser lees die teks vir die hele klas, wys na die woorde en bespreek die prente en die storielyn. Sy lees dit weer gedurende die week en moedig die leerders aan om mee te doen. Die teks word gebruik om nuwe woordeskat bekend te stel. • Luister na, volg die storie wat voorgelees word en kyk saam met die onderwyser na die prente. • Praat oor die prente in die storie. Gebruik Tweede Addisionele Taal soveel as moontlik, maar laat gebruik van Huistaal toe waar nodig. • Identifiseer voorwerpe in die storie, byvoorbeeld: ‘Wys vir my die ou man. Wys na die hond.’ • Beantwoord eenvoudige vrae met behulp van die prente byvoorbeeld: ‘Wie? Wat? Waar?’ • Begin bepaalde geskrewe woorde in Twee Addisionele Taal in Gedeelde Lees herken. • Leer mondelinge woordeskat aan (uit die storie). • Na herhaalde lees, neem op gepaste tye aan refreine deel. Werk in pare en klein groepies. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese bewustheid • Klap woorde in gesproke sinne. • Verdeel gesproke woorde in lettergrepe. Gedeelde Lees: (mondeling en/of prakties) • Identifiseer bepaalde mense, diere en voorwerpe in die illustrasies wat in die Grootboek (of ander vergrote teks) voorkom. • Beantwoord eenvoudige mondelinge vrae oor die storie. • Begin om bepaalde geskrewe woorde in Tweede Addisionele Taal in Gedeelde Lees te herken. KABV 37 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 2 KWARTAAL 2 LUISTER EN PRAAT INHOUD/ BEGRIPPE/ VAARDIGHEDE Onderwysers behoort twee temas te kies wat hul in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwitieite te dek. Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Indien enigsins moontlik, probeer al die aktiwiteite meer as een keer dek. Onderwysers assesseer leerders deur gebruik te maak van die aanbevole informele assesseringsaktiwiteite. Die temas behoort onderwysers geleenthede te bied om eenvoudige basiese taalstrukture voortdurend te herhaal wanneer sy met die leerders in die Tweede Addisionele Taal kommunikeer. Weeklikse aktiwiteite Twee of meer van die volgende aktiwiteite in ʼn les in die loop van die week: • Gaan voort met die ontwikkeling van ʼn mondelinge woordeskat (luister en praat) deur die gebruik van die temas of onderwerpe. • Reageer op en rolspel van eenvoudige groetvorme deur frases te gebruik, byvoorbeeld: ‘Goeie môre. Hoe gaan dit? Dit gaan goed met my, dankie.’ Werk in pare en klein groepies. • Rolspeel kort dialoë byvoorbeeld: ‘Goeiedag. My naam is _____.Wat is jou naam? Waarvan hou jy?’ • Rig eenvoudige versoeke, byvoorbeeld: ‘Mag ek asseblief toilet toe gaan?’ • Gebruik bepaalde taaluitdrukkings/frases (byvoorbeeld: ‘Asseblief en dankie’). • Wys na en benoem bepaalde voorwerpe in die klaskamer of in ʼn prent in opdrag van die onderwyser. • Reageer fisies op eenvoudige mondelinge instruksies, byvoorbeeld: ‘Staan in ʼn ry.’ Werk in pare en klein groepies. • Neem aan aksieliedjies en –gediggies deel en voer die bewegings uit. Werk in pare en klein groepies. • Speel taalspeletjies in pare en klein groepies. Die onderwyser moet een maal per week ʼn storie lees of vertel. Stories wat vertel word, kan met behulp van gebare en maskers gedramatiseer word om begrip te versterk. ʼn Grootboek of geïllustreerde plakkaat word gebruik wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien. • Luister met genot na kort stories wat voorgelees of vertel word en neem deel aan refreine op gepaste tye. Werk in pare en klein groepies. • Benoem van die voorwerpe in ʼn prent na aanleiding van die onderwyser se vrae byvoorbeeld: Wat? Waar? Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • voortdurende opbou van mondelinge woordeskat; • gebruik van bepaalde taaluitdrukkings met die nodige selfvertroue; • rolspel van kort dialoë byvoorbeeld: ‘Goeiedag. My naam is _____.Wat is jou naam? Waarvan hou jy?’ • rig van eenvoudige versoeke, byvoorbeeld: ‘Mag ek asseblief toilet toe gaan?’ 38 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en Praat (mondeling en/of prakties) • Reageer op en rolspel van eenvoudige groetvorme deur frases te gebruik, byvoorbeeld: ‘Goeie môre Pule. Hoe gaan dit? Dit gaan goed met my. Dankie, Palesa. Hoe gaan dit met jou?’ • Demonstreer die begrip van bepaalde basiese mondelinge woordeskat deur na voorwerpe in die klaskamer of in prente te wys in opdrag van die onderwyser. • Sing aksieliedjies en -gediggies met die nodige selfvertroue en entoesiasme. Werk in pare en klein groepies. KABV 39 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 2 KWARTAAL 2 ONTLUIKENDE GELETTERDHEID Fonologiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE Fonologiese en Fonemiese bewustheid • Klap hande/klap vingers/spring/stamp voete op lettergrepe in bekende woorde. • Verdeel gesproke woorde in lettergrepe en voeg dele saam om woord te vorm, byvoorbeeld: kos – blik, kosblik. • Verdeel gesproke woorde in klanke en voeg klanke saam, byvoorbeeld: k –a-t, kat. Gedeelde Lees (ten minste 15 minute een keer per week) Die onderwyser lees die teks vir die hele klas, wys na die woorde en bespreek die prente en die storielyn. Sy lees dit weer gedurende die week en moedig die leerders aan om mee te doen. Die teks word gebruik om nuwe woordeskat bekend te stel. • Luister na en volg die storie of niefiksie-teks wat voorgelees word en kyk saam met die onderwyser na die prente. • Praat oor die prente in die storie. Gebruik Tweede Addisionele Taal soveel as moontlik, maar laat gebruik van Huistaal toe waar nodig. • Identifiseer voorwerpe in die prente. • Beantwoord eenvoudige vrae met behulp van die prente byvoorbeeld: ‘Wie? Wat? Waar?’ • Leer mondelinge woordeskat aan. • Na herhaalde lees, neem op gepaste tye aan refreine deel. Werk in pare en klein groepies. • Dramatiseer gedeeltes van die storie deur van gebare, eenvoudige teks, ondersteuningsmateriaal, maskers en handpoppe gebruik te maak. Werk in pare en kleiner groepies. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid: (mondeling en/of prakties) • Klap hande/klik vingers/ spring/stamp voete op lettergrepe in bekende woorde. • Verdeel gesproke woorde in lettergrepe en voeg dele saam om woord te vorm, byvoorbeeld: kos – blik, kosblik. • Verdeel gesproke woorde in klanke en voeg klanke saam, byvoorbeeld: k –a-t, kat. Gedeelde Lees: (mondeling en/of prakties) • Praat oor die prent. • Beantwoord eenvoudige mondelinge vrae oor die storie of niefiksie-teks. • Na herhaalde lees, neem op gepaste tye aan refreine deel. Werk in pare en klein groepies. 40 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 2 KWARTAAL 3 LUISTER EN PRAAT (MONDELING) INHOUD/ BEGRIPPE/ VAARDIGHEDE Onderwysers behoort twee temas te kies wat hul in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwitieite te dek. Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Onderwysers kan hul eie gepaste temas kies na aanleiding van hul konteks en beskikbare bronne. Hulle moet seker maak dat hulle die nodige Grootboeke, plakkate, rympies, liedjies, speletjies en regte voorwerpe beskikbaar het vir die gekose tema. Indien enigsins moontlik probeer al die aktiwiteite meer as een keer dek. Onderwysers assesseer leerders deur gebruik te maak van die aanbevole informele assesseringsaktiwiteite. Die temas behoort onderwysers geleenthede te bied om eenvoudige basiese taalstrukture voortdurend te herhaal wanneer sy met die leerders in die Tweede Addisionele Taal kommunikeer. Weeklikse aktiwiteite Twee of meer van die volgende aktiwiteite in ʼn les in die loop van die week: • Gaan voort met die ontwikkeling van ʼn mondelinge woordeskat (luister en praat) deur die gebruik van temas of onderwerpe. • Reageer op en rolspeel eenvoudige groetvorme deur frases te gebruik, byvoorbeeld: ‘Goeiemôre. Hoe gaan dit? Dit gaan goed met my, dankie.’ Werk in pare en klein groepies. • Rolspel van eenvoudige dialoë met die hulp van die onderwyser. • Rig eenvoudige versoeke, byvoorbeeld: ‘Mag ek asseblief jou potlood leen?’ • Gebruik bepaalde taaluitdrukkings/frases (byvoorbeeld: ‘Verskoon my. Ek is jammer’). • Wys na en benoem bepaalde voorwerpe in die klaskamer of in ʼn prent in opdrag van die onderwyser. • Reageer fisies op eenvoudige mondelinge instruksies. Werk in pare en klein groepies. • Reageer op eenvoudige vrae wat deur die onderwyser en klasmaats, wat die rol van die onderwyser inneem, gevra word, byvoorbeeld: ‘Wat is jou naam? Waar woon jy?’ • Sing aksieliedjies en neem deel aan aksiegediggies met die nodige selfvertroue. Werk in pare en klein groepies. • Speel taalspeletjies in pare en klein groepies. Die onderwyser moet een keer per week ʼn storie lees of vertel. Stories wat vertel word, kan met behulp van gebare en maskers gedramatiseer word om begrip te versterk. ʼn Grootboek of geïllustreerde plakkaat word gebruik word wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien. • Luister met genot na kort stories wat voorgelees of vertel word en neem deel aan refreine op gepaste tye. Werk in pare en klein groepies. • Beantwoord eenvoudige vrae oor die storie (Wie, Wat, Waar). Verskaf kort antwoorde. • Benoem van die voorwerpe in ʼn prent na aanleiding van die onderwyser en klasmaats se vrae. Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • voortdurende opbou van mondelinge woordeskat; • reaksie op eenvoudige versoeke, opdragte en instruksies; • reaksie op eenvoudige vrae gebaseer op die storie; en • rolspel van eenvoudige dialoë met die hulp van die onderwyser. • Begin om eenvoudige taalstrukture in konteks te verstaan en te gebruik, bv. Persoonlike Voornaamwoorde: ek, my ons KABV 41 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en Praat: (mondeling en/of prakties) • Reageer fisies op eenvoudige mondelinge instruksies deur onderwyser. Werk individueel en in pare. • Rolspeel eenvoudige dialoë en groetvorme met ondersteuning van onderwyser. Werk in pare en klein groepies. • Rig eenvoudige versoeke byvoorbeeld: ‘Mag ek asseblief jou potlood leen?’ • Benoem bepaalde voorwerpe in ʼn prent of in die klaskamer wat met die tema verband hou. • Speel taalspeletjies in pare en klein groepies. 42 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 2 KWARTAAL 3 ONTLUIKENDE GELETTERDHEID Fonologiese-, Fonemiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/BEGRIPPE/VAARDIGHEDE Fonologiese- en Fonemiese bewustheid • Verdeel mondelinge sinne in individuele woorde deur elke woord te klap, byvoorbeeld: sinne uit storie. • Klap lettergrepe in bekende woorde. • Identifiseer beginklanke in gesproke woorde. • Identifiseer eindklanke in gesproke woorde. • Klap die verskillende klanke waaruit ʼn woord bestaan en voeg dit weer saam byvoorbeeld: k-a-t, kat. Gedeelde Lees (ten minste 15 minute een keer per week) Die onderwyser lees die teks vir die hele klas, wys na die woorde en bespreek die prente en die storielyn. Sy lees dit weer gedurende die week en moedig die leerders aan om mee te doen. Die teks word gebruik om nuwe woordeskat bekend te stel. • Luister na en volg die storie of niefiksie-teks wat voorgelees word en kyk saam met die onderwyser na die prente. • Praat oor die prente in die storie. Gebruik Tweede Addisionele Taal soveel as moontlik, maar laat gebruik van Huistaal toe waar nodig. • Identifiseer en benoem voorwerpe in die prente deur gebruik te maak van Tweede Addisionele Taal. • Die hele klas lees dieselfde storie of nie-fiksie teks m.b.v. die onderwyser. • Beantwoord eenvoudige vrae met behulp van die prente byvoorbeeld: ‘Wie? Wat? Waar?’ • Reageer op eenvoudige voor die handliggende vrae uit die storie. • Leer mondelinge woordeskat aan. • Na herhaalde lees, neem op gepaste tye aan refreine deel. Werk in pare en klein groepies. • Dramatiseer gedeeltes van die storie deur van gebare, eenvoudige teks, ondersteuningsmateriaal, maskers en handpoppe gebruik te maak. Werk in pare en klein groepies. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid: (mondeling en/of prakties) • Klap klanke in bekende woorde. • Identifiseer beginklanke in gesproke woorde. • Verdeel mondelinge sinne in individuele woorde deur elke woord te klap, byvoorbeeld: sinne uit storie. Gedeelde Lees: (mondeling en/of prakties) • Identifiseer en benoem voorwerpe in prente deur gebruik te maak van Tweede Addisionele Taal. • Beantwoord eenvoudige mondelinge vrae oor die storie of niefiksie-teks. • Na herhaalde lees, neem op gepaste tye aan refreine deel. Werk in pare en klein groepies. • Dramatiseer gedeeltes van die storie deur van gebare en eenvoudige taaluitdrukkings gebruik te maak. Werk in pare en klein groepies. KABV 43 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 2 KWARTAAL 4 LUISTER EN PRAAT INHOUD/ BEGRIPPE/ VAARDIGHEDE Onderwysers behoort twee temas te kies wat hul in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwitieite te dek. Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Onderwysers kan hul eie gepaste temas kies na aanleiding van hul konteks en beskikbare bronne. Hulle moet seker maak dat hulle die nodige Grootboeke, plakkate, rympies, liedjies, speletjies en regte voorwerpe beskikbaar het vir die gekose tema. Indien enigsins moontlik probeer om al die aktiwiteite meer as een keer te dek. Onderwysers assesseer leerders deur gebruik te maak van aanbevole informele assesseringsaktiwiteite. Die temas behoort onderwysers geleenthede te bied om eenvoudige basiese taalstrukture voortdurend te herhaal wanneer sy met die leerders in die Tweede Addisionele Taal kommunikeer. Weeklikse aktiwiteite Twee of meer van die volgende aktiwiteite in ʼn les in die loop van die week: • Gaan voort met die ontwikkeling van ʼn mondelinge woordeskat (luister en praat) deur die gebruik van die temas of onderwerpe. • Sing eenvoudige liedjies met die nodige selfvertoue. Werk in pare en klein groepies. • Dra gediggies voor en voer gepaste aksies uit met die nodige selfvertroue. Werk in pare en klein groepies. • Reageer op en rolspel van eenvoudige groetvorme deur frases te gebruik, byvoorbeeld: ‘Totsiens.Sien julle later.’ Werk in pare en klein groepies. • Rolspel van eenvoudige dialoë met die hulp van die onderwyser. Modelleer verskillende groetvorme. Werk in pare en klein groepies. • Rig eenvoudige versoeke, byvoorbeeld: ‘Mag ek asseblief die kamer verlaat?’ • Gebruik bepaalde taaluitdrukkings/frases (byvoorbeeld: ‘Verskoon my. Ek is jammer.’) • Wys na en benoem bepaalde voorwerpe in die klaskamer of in ʼn prent in opdrag van die onderwyser. • Speel taalspeletjies in pare en klein groepies. • Reageer fisies op eenvoudige mondelinge instruksies. Werk in pare en klein groepies. • Reageer op eenvoudige mondelinge instruksies deur die onderwyser, byvoorbeeld: ‘Wat, Wie, Waar?’ Die onderwyser moet een keer per week ʼn storie lees of vertel. Stories wat vertel word, kan met behulp van gebare en maskers gedramatiseer word om begrip te versterk. ʼn Grootboek of geilllustreerde plakkaat word gebruik word wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien. • Luister met genot na kort stories wat voorgelees of vertel word en neem deel aan refreine op gepaste tye. Werk in pare en klein groepies. • Benoem van die voorwerpe in ʼn prent in reaksie op die onderwyser en klasmaats se vrae. Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • reaksie op eenvoudige vrae, byvoorbeeld: ‘Wat is jou naam?’ • voortdurende opbou van mondelinge woordeskat en taalstrukture in eenvoudige dialoë • reaksie op eenvoudige instruksies van die onderwyser, byvoorbeeld: ‘Spring/raak aan jou tone, ens. Loop vinnig/stadig’ ens.; en • rig van eenvoudige versoeke, byvoorbeeld: ‘Mag ek asseblief die kamer verlaat?’ • verstaan en gebruik van eenvoudige taalstrukture in konteks, bv. persoonlike voornaamwoorde (ek, my ons, ensovoorts.) 44 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en Praat: (mondeling en/of prakties) • Reageer op eenvoudige vrae, byvoorbeeld: ‘Wat is jou naam?’ • Neem deel aan eenvoudige dialoë met ondersteuning van onderwyser, modelleer groetvorme in pare en klein groepies. • Rig eenvoudige versoeke, byvoorbeeld: ‘Mag ek asseblief die kamer verlaat?’ • Reageer op instruksies van onderwyser, byvoorbeeld: ‘Spring/raak aan jou tone, ens. Loop vinnig/ stadig’ ens. KABV 45 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 2 KWARTAAL 4 ONTLUIKENDE GELETTERDHEID Fonologiese-, Fonemiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE Fonologiese- en Fonemiese bewustheid • Klap klanke in bekende woorde. • Verdeel gesproke woorde in klanke en voeg klanke weer saam. • Identifiseer begin- en eindklanke in gesproke woorde. • Verdeel mondelinge sinne in individuele woorde deur elke woord te klap. Gedeelde Lees (ten minste 15 minute een keer per week) Die onderwyser lees die teks vir die hele klas, wys na die woorde en bespreek die prente en die storielyn. Sy lees dit weer gedurende die week en moedig die leerders aan om mee te doen. Die teks word gebruik om nuwe woordeskat bekend te stel. • Luister na, volg die storie of niefiksie-teks wat voorgelees word en kyk saam met die onderwyser na die prente. • Praat oor die prente in Tweede Addisionele Taal. • Identifiseer en benoem voorwerpe in die prente deur gebruik te maak van Tweede Addisionele Taal. • Die hele klas lees, met behulp van die onderwyser, dieselfde storie of nie-fiksie teks saam. • Beantwoord eenvoudige vrae met behulp van die prente byvoorbeeld: ‘Wie? Wat? Waar?’ • Leer mondelinge woordeskat aan. • Na herhaalde lees, neem op gepaste tye aan refreine deel. Werk in pare en kleiner groepies. • Herken en lees bepaalde algemene Tweede Addisionele Taal woorde in die klaskamer, byvoorbeeld: woordmuur. • Dramatiseer gedeeltes van die storie deur van gebare, eenvoudige teks, ondersteuningsmateriaal, maskers en handpoppe gebruik te maak. Werk in pare en klein groepies. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid: (mondeling en/of prakties) • Klap klanke in bekende woorde. • Verdeel gesproke woorde in klanke en voeg klanke weer saam. • Identifiseer begin- en eindklanke in gesproke woorde. • Verdeel mondelinge sinne in individuele woorde deur elke woord te klap. Gedeelde Lees: (mondeling en/of prakties) • Identifiseer en benoem voorwerpe in prente in Grootboek/plakkaat. • Beantwoord eenvoudige voor die handliggende vrae oor die storie in kort sinne. • Na herhaalde lees, neem op gepaste tye aan refreine deel. Werk in pare en klein groepies. • Dramatiseer gedeeltes van die storie met selfvertroue en entoesiasme deur van gebare en eenvoudige taaluitdrukkings gebruik te maak. Werk in pare en klein groepies. 46 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 VOORGESTELDE TEKSTE/HULPMIDDELS VIR DIE JAAR • Grootboeke - Fiksie en niefiksie • Versameling stories, gediggies en liedjies • Plakkate en prente om onderrig van stories en woordeskat te ondersteun • Gekleurde muur- en getalkaarte • Werklike voorwerpe wat van toepasssing is op temas en onderwerpe • Ondersteuningsmateriaal vir rolspel, byvoorbeeld maskers, voorwerpe, ens. • CD’s, DVD en televisieprogramme • Handpoppe om Tweede Addisionele Taal bekend te stel • Naamkaarte vir klaskamer-items en uitstallings • Wysers vir gebruik tydens lees van vergrote tekste, muurstories en uitstallings • Maskers, selfgemaakte onderwyser/leerder Grootboeke, sigsagboeke, handpoppe, flitskaarte, ens. KABV 47 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 3.3 GRAAD 3 AFRIKAANS TWEEDE ADDISIONELE TAAL VEREISTES PER KWARTAAL VOORGESTELDE TYD PER WEEK:1 UUR GRAAD 3 KWARTAAL 1 LUISTER EN PRAAT (MONDELING) INHOUD/ BEGRIPPE/ VAARDIGHEDE Onderwysers kies drie temas wat hulle in staat sal stel om woordeskat uit te brei en in te skerp, asook om die aktiwiteite wat hieronder gelys is, te dek. Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Onderwysers moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Onderwysers moet poog om, sover moontik, alle aktiwiteite meer as een keer te dek. Leerders word geassesseer deur gebruik te maak van die informele assesseringsaktiwiteite. Die temas moet deurgaans die onderwyser in staat stel om eenvoudige, basiese taalstrukture te vestig, terwyl daar met die leerders in die Tweede Addisionele Taal gekommunikeer word. Weeklikse aktiwieite Twee of meer van die volgende aktiwiteite per les per week: • Gaan voort om ʼn mondelinge (luister en praat) woordeskat te ontwikkel deur van onderwerpe of temas gebruik te maak. • Identifiseer ʼn persoon, dier of voorwerp deur ʼn eenvoudige mondelinge beskrywing, met twee leidrade byvoorbeeld: ‘Ek het twee bene. Ek kan vlieg. Wat is ek?’ Hierdie aktiwiteit kan in pare of klein groepies gedoen word. • Memoriseer en dra eenvoudige gediggies, aksierympies en liedjies voor in pare en in groepies. • Neem, met behulp van die onderwyser wat groetvorme modelleer, deel aan eenvoudige rolspel en dialoё (2-3 sinne) in pare en klein goepies. • Reageer op en rig eenvoudige versoeke, byvoorbeeld, ‘Mag ek ʼn glas water kry asseblief?’ • Gebruik bepaalde formele taaluitdrukkings (byvoorbeeld ‘Verskoon my; Ek is jammer.’) • Praat oor voorwerpe in ʼn prent en reageer op die onderwyser se instruksies. • Speel taalspeletjies in pare en in klein groepies. • Reageer indivueel of in pare op die onderwyser se eenvoudige mondelinge instruksies, byvoorbeeld, ‘Wat, Wie, Waar, Hoe’. Die onderwyser lees of vertel een keer per week ʼn storie. Stories wat vertel word, kan met behulp van gebare en rekwisiete gedramatiseer word om begrip te versterk. ʼn Grootboek of geïllustreerde plakkaat word gebruik wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien. • Luister met genot na kort stories wat voorgelees of vertel word en neem deel aan refreine op gepaste tye. Werk in pare en klein groepies. • Beantwoord eenvoudige vrae met kort antwoorde oor ʼn storie. (Wie, Wat, Waar) Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • uitbreiding en vaslegging van verworwe woordeskat en taalstrukture in eenvoudige dialoё; • gebruik van bepaalde formele taaluitdrukkings (byvoorbeeld ‘Verskoon my; Ek is jammer’); • reaksie op eenvoudige vrae deur die onderwyser en maats wat die rol van die onderwyser oorneem, byvoorbeeld, ‘Wat, Wie, Waar, Hoe’; en • begrip en ontwikkel vermoё om eenvoudige taalstrukture in konteks te gebruik, byvoorbeeld, die woord ‘kan’: ‘Ek kan spring / sit / hardloop ens. Ek kan my tone raak.’ 48 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en praat (mondeling en/of prakties): • Toon begrip van basiese woordeskat deur na voorwerpe in ʼn prent te wys. • Memoriseer en dra eenvoudige gediggies en aksierympies voor. • Neem, met behulp van die onderwyser wat groetvorme modelleer, deel aan eenvoudige rolspel en dialoё (2-3 sinne) in pare en klein goepies. • Reageer op eenvoudige vrae (byvoorbeeld ‘Waar woon jy?’) KABV 49 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 3 KWARTAAL 1 ONTLUIKENDE GELETTERDHEID Fonologiese-, Fonemiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE Fonologiese- en Fonemiese bewustheid • Verdeel woorde mondelings in lettergrepe en voeg hulle weer saam. • Identifiseer die begin- en eindklanke van gesproke woorde. • Identifiseer letter-klankverhouding van enkel letters wat dieselfde uitspraak in Huistaal en Tweede Addisionele Taal het (byvoorbeeld, b,d,f,h,l,m,n,s ens.). Behandel ten minste een klank per week. • Gebruik lettergreepkaarte om woorde te bou (kyk, sê en doen). Gedeelde Lees (ten minste 15 minute twee keer per week) Die onderwyser lees of vertel twee keer per week ʼn storie, afhangend van die tyd beskikbaar. Stories wat vertel word, kan deur gebare en rekwisiete gedramatiseer word om die betekenis van die storie duidelik verstaanbaar te maak. Stories wat gelees word moet uit Grootboeke of illustrasies op plakkate gelees word, waarvan al die leerders die prente kan sien. Die onderwyser skryf hoёfrekwensiewoorde uit die storie op flitskaarte en bring dit op die woordmuur aan. • Luister na kort stories, persoonlike vertellings van niefiksie-tekste, gelees of vertel, uit Grootboeke, geïllustreerde muurkaarte of prente. • Lees tekste hardop saam met die onderwyser. Die hele klas lees dieselfde storie of niefiksie-teks saam met die onderwyser. • Volg die teks wat deur die onderwyser gelees word. In daaropvolgende leessessies van dieselfde teks, lees die leerders saam met die onderwyser met verbeterde vlotheid. • Beantwoord eenvoudige vrae met kort antwoorde oor ʼn storie. (Waar, Wat, Wie, Hoe) • Benoem van die voorwerpe in die prent en reageer op die onderwyser en leerders se vrae, byvoorbeeld, ‘Wat is dit?’ ‘ ʼn Vis.’ • Dramatiseer gedeeltes van die storie, in pare of klein groepies, deur van die dialoog te gebruik. • Herken en lees bepaalde algemene woorde in drukskrif in die TAT, byvoorbeeld teen die klasmure. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid : (mondeling en/of prakties) • Verdeel woorde mondelings in lettergrepe en voeg hulle weer saam. • Identifiseer die klanke aan die begin en einde van gesproke woorde. • Identifiseer letter-klankverhouding van bekende woorde in Tweede Addisionele Taal en Huistaal. Gedeelde Lees: (mondeling en/of prakties) • Lees die teks hardop en vlot saam met die onderwyser. • Beantwoord eenvoudige vrae met kort antwoorde oor ʼn storie. • Toon begrip van woordeskat in die storie deur voorwerpe in die prente te benoem in reaksie op die onderwyser se instruksies. • Na herhaalde leessessies, neem (in pare of klein groepies) op gepaste tye deel aan refreine van taaluitdrukkings. • Dramatiseer gedeeltes van die storie, in pare of klein groepies, deur die gebruik van gebare en eenvoudige dialoog. 50 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 3 KWARTAAL 2 LUISTER EN PRAAT INHOUD/ BEGRIPPE/ VAARDIGHEDE Ontwikkeling van begrippe, woordeskat en taalstrukture Onderwysers kies drie temas wat hulle in staat sal stel om woordeskat aan te leer en in te skerp, asook om die aktiwiteite wat hieronder gelys is, te dek. Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Onderwysers moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Onderwysers moet soveel moontlik aktiwiteite gedurende die beskikbare tyd probeer dek. Leerders word geassesseer deur gebruik te maak van die informele assesseringsaktiwiteite. Die temas moet deurgaans die onderwyser in staat stel om eenvoudige, basiese taalstrukture te vestig, terwyl daar met die leerders in Tweede Addisionele Taal gekommunikeer word. Weeklikse aktiwieite Twee of meer van die volgende aktiwiteite per les per week: • Gaan voort om ʼn mondelinge (luister en praat) woordeskat te ontwikkel deur van onderwerpe en temas gebruik te maak. • Memoriseer en dra eenvoudige gediggies, aksierympies en liedjies voor in pare en klein groepies • Gebruik bepaalde formele taaluitdrukkings (byvoorbeeld ‘Verskoon my; Ek is jammer.’) • Rolspel en deelname aan ʼn kort gesprek deur die gebruik van formele taaluitdrukkings (2-3 sinne) met behulp van die onderwyser, byvoorbeeld ontmoet en groet mekaar in pare of klein groepies. • Rig eenvoudige versoeke, byvoorbeeld, ‘Mag ek ʼn boek vat?’ • Praat oor ʼn voorwerp in ʼn prent en reageer op die onderwyser se instruksies, byvoorbeeld: ‘Wat sien jy in die prent?’ ‘Kom ons praat oor die prent.’ • Identifiseer ʼn persoon, dier of voorwerp deur ʼn eenvoudige mondelinge beskrywing, met twee leidrade byvoorbeeld: ‘Ek het twee bene. Ek kan vlieg. Wat is ek?’ Hierdie aktiwiteit kan in pare of klein groepies gedoen word. • Speel taalspeletjies in pare en in klein groepies. • Reageer fisies op eenvoudige mondelikse instruksies deur die onderwyser; individueel en in pare. • Reageer op eenvoudige vrae deur die onderwyser of leerders wat die rol van die onderwyser oorneem, byvoorbeeld, ‘Wat, Wie, Waar, Hoe’. Die onderwyser lees of vertel een keer per week ʼn storie. Stories wat vertel word, kan met behulp van gebare en rekwisiete gedramatiseer word om begrip te versterk. ʼn Grootboek of geïllustreerde plakkaat word gebruik wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien. • Luister met genot na kort stories wat voorgelees of vertel word en neem deel aan refreine op gepaste tye. Werk in pare en klein groepies. • Beantwoord eenvoudige vrae met kort antwoorde oor ʼn storie (Wie, Wat, Waar). • Verstaan die verband tussen visuele en geskrewe teks. Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • uitbreiding van mondelinge woordeskat; • rolspel en deelname aan kort gesprekke deur die gebruik van formele taaluitdrukkings (2-3 sinne) en met hulp van die onderwyser; en • ontwikkelling van begrip en vermoё om eenvoudige taalstrukture in konteks en betekenisvolle gesprek te gebruik, byvoorbeeld,verstaan en gebruik van die modaliteit ‘kan’: ‘Ek kan hardloop.’ asook negatiewe vorm: ‘Ek kan nie vlieg nie.’ KABV 51 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en praat: (mondeling en/of prakties) • Toon begrip en gebruik van basiese mondelinge woordeskat deur voorwerpe te benoem. • Memoriseer en dra eenvoudige gediggies en aksierympies met selfvertroue voor. • Reageer fisies op eenvoudige mondelinge instruksies deur die onderwyser; individueel en in pare. • Rolspel en deelname aan ʼn kort gesprek deur die gebruik van formele taaluitdrukkings (2-3 sinne) met behulp van die onderwyser, byvoorbeeld groet mekaar in pare of klein groepies. • Reageer op eenvoudige vrae deur die onderwyser en leerders. 52 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 3 KWARTAAL 2 ONTLUIKENDE GELETTERDHEID Fonologiese-, Fonemiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE Fonologiese- en Fonemiese bewustheid • Klap individuele klanke (foneme) van gesproke woorde. • Identifiseer begin- en eindklanke in gesproke woorde. • Identifiseer letter-klankverhouding van enkel letters wat dieselfde uitspraak het as die Huistaal en Tweede Addisionele Taal byvoorbeeld d, f, g ,h, l, m, n, s, ensovoorts. Behandel ten minste een klank per week. • Onderrig bepaalde klanke wat verskil, byvoorbeeld vokale. • Gebruik lettergreepkaarte om woorde te bou (kyk, sê en doen). Gedeelde Lees (ten minste 15 minute twee keer per week) Die onderwyser lees of vertel twee keer per week ʼn storie, afhangend van die tyd beskikbaar. Stories wat vertel word, kan deur gebare en rekwisiete gedramatiseer word om die betekenis van die storie duidelik verstaanbaar te maak. Stories wat gelees word moet uit Grootboeke of illustrasies op plakkate gelees word, waarvan al die leerders die prente kan sien. Die onderwyser skryf hoёfrekwensiewoorde uit die storie op flitskaarte en bring dit op die woordmuur aan. Weeklikse aktiwieite Die onderwyser kan een lang aktiwiteit, of twee of drie korter aktiwiteite per week doen. • Luister na kortstories, hervertellings, vertellings van niefikse-teks of gelees uit Grootboeke, geïlusstreerde muurkaarte of prente vir genot en neem waar van toepassing deel aan die refrein. • Lees die teks hardop saam met die onderwyser. Die hele klas lees dieselfde storie of niefiksie-teks saam met die onderwyser. • Volg die teks wat deur die onderwyser gelees word. Herken algemene woorde en lees met toenemende vlotheid in daaropvolgende leessessies, van dieselfde teks, saam met die onderwyser en leerders. • Beantwoord eenvoudige vrae met kort antwoorde oor ʼn storie (Waar, Wat, Wie, Hoe). • Benoem van die voorwerpe in die prent en reageer op vrae van die onderwyser en leerders, byvoorbeeld, ‘Wat is dit?’ ‘ ʼn Vis’. • Dramatiseer die storie, in pare of klein groepies, deur die gebruik van die dialoog. • Met behulp van die onderwyser, vertel in pare gedeeltes van die storie. • Herken en lees bepaalde algemene woorde in drukskrif in die TAT, byvoorbeeld teen die klasmure. KABV 53 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid : (mondeling en/of prakties) • Verdeel woorde mondelings in lettergrepe en voeg hulle weer saam. • Identifiseer begin- en eindklanke in gesproke woorde. • Identifiseer letter-klankverhouding van enkel letters wat dieselfde uitspraak het as die Huistaal en Tweede Addisionele Taal Gedeelde Lees: (mondeling en/of prakties) • Lees teks hardop en vlot saam met die onderwyser. • Beantwoord eenvoudige vrae met kort antwoorde oor ʼn storie. • Toon begrip van woordeskat in die storie deur voorwerpe in die prente te benoem in reaksie op die onderwyser se instruksies. • Na herhaalde leessessies, neem op gepaste tye deel aan refreine van taaluitdrukkings in pare of klein groepies. • Dramatiseer gedeeltes van die storie, in pare of klein groepies, deur die gebruik van gebare en eenvoudige dialoog. 54 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 3 KWARTAAL 3 LUISTER EN PRAAT (MONDELING) INHOUD/ BEGRIPPE/ VAARDIGHEDE Onderwysers kies drie temas wat hulle in staat sal stel om woordeskat uit te brei en in te skerp, asook om die aktiwiteite wat hieronder gelys, te dek. Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Onderwysers moet seker maak dat hulle die nodige Grootboeke, muurprente, rympies, liedjies, speletjies en voorwerpe het vir die tema wat hulle gekies het. Onderwysers moet soveel moontlik aktiwiteite gedurende die beskikbare tyd probeer dek. Leerders word geassesseer deur gebruik te maak van die informele assesseringsaktiwiteite. Die temas moet deurgaans die onderwyser in staat stel om eenvoudige, basiese taalstrukture te vestig, terwyl daar met die leerders in Tweede Addisionele Taal gekommunikeer word. Weeklikse aktiwiteite Die onderwyser kan een langer aktiwiteit of twee tot drie korter aktiwiteite per week doen. • Gaan voort om ʼn mondelinge (luister en praat) woordeskat te ontwikkel deur van die onderwerpe of temas gebruik te maak. • Neem deel aan eenvoudige rolspel en dialoë (3-4 sinne) in pare en klein groepies met die onderwyser se hulp wat dit demonstreer. • Volg ʼn kort reeks van 2 – 3 instruksies wat deur die onderwyser gegee word. • Verstaan en reageer op eenvoudige vrae, byvoorbeeld ‘Wie? Wie se boek is dit? Wat? Waar? Watter storie wil jy hoor?’ • Rig eenvoudige versoeke en maak stellings in die nuwe taal met die hulp van die onderwyser, byvoorbeeld ‘Mag ek buite gaan speel, asseblief?’ • Gebruik bepaalde taaluitdrukkings, byvoorbeeld Vandag, Môre, Gister. • Luister na ʼn eenvoudige hervertelling van 2-3 sinne wan die onderwyser oor wat sy gedoen het. • Memoriseer en dra eenvoudge gediggies en aksieliedjies voor met selfvertroue en entoesiasme in pare en groepies. • Speel van taalspeletjies binne en buite die klaskamer saam met maats in klein groepies onder onderwysertoesig. Die onderwyser lees of vertel een keer per week ʼn storie. Stories wat vertel word, kan met behulp van gebare en rekwisiete gedramatiseer word om begrip te versterk. ʼn Grootboek of geïllustreerde plakkaat word gebruik wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien. • Luister met genot na kort stories wat voorgelees of vertel word en neem deel aan refreine op gepaste tye. Werk in pare en klein groepies. • Luister en reageer op ʼn kort, eenvoudige storie wat deur die onderwyser voorgelees word. Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • voortdurende opbou van mondelinge woordeskat en taaluitdrukkings in eenvoudige dialoë; • gebruik bepaalde taaluitdrukkings, byvoorbeeld Vandag, Môre, Gister; • begrip en reaksie op eenvoudige vrae, byvoorbeeld ‘Wie? Wie se boek is dit? Wat? Waar? Watter storie wil jy hoor?’ • begrip en vermoë om eenvoudige taalstrukture in konteks van verstaanbare gesproke taal te ontwikkel, soos algemene woorde, vraagwoorde, persoolike voornaamwoorde, werkwoorde, instruksies/bevele; en • ontwikkelling van begrip en vermoё om eenvoudige taalstrukture in konteks en betekenisvolle gesprek te gebruik, byvoorbeeld,verstaan en gebruik van die modaliteit ‘kan’: ‘Ek kan hardloop.’ asook negatiewe vorm: ‘Ek kan nie vlieg nie.’ KABV 55 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en Praat: (mondeling en/of prakties) • Neem deel aan eenvoudige rolspel en dialoë (3-4 sinne) in pare en klein groepies met die onderwyser se hulp wat dit demonstreer. • Volg 2-3 instruksies wat deur die onderwyser gegee is. • Gee en reageer op eenvoudige instruksies wat deur die onderwyser en maats gegee word, byvoorbeeld ‘Vang die bal.’ • Gebruik bepaalde taaluitdrukkings, byvoorbeeld Vandag, Môre, Gister. • Verstaan en reageer op eenvoudige vrae, byvoorbeeld ‘Wie? Wie se boek is dit? Wat? Waar? Watter storie wil jy hoor?’ • Rig eenvoudige versoeke en maak stellings in die nuwe taal met die hulp van die onderwyser, byvoorbeeld ‘Mag ek buite gaan speel, asseblief?’ 56 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 3 KWARTAAL 3 ONTLUIKENDE GELETTERDHEID Fonologiese-, Fonemiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE Fonologiese- en Fonemiese bewustheid • Identifiseer begin- en eindklanke in gesproke woorde. • Identifiseer die aantal klanke in elke lettergreep van bekende woorde. • Verdeel gesproke woorde in klanke en voeg klanke weer saam. • Identifiseer letter-klankverhouding van enkel letters wat dieselfde uitspraak het as die Huistaal en Tweede Addisionele Taal byvoorbeeld d, f, g ,h, l, m, n, s, ens. Behandel ten minste een klank per week. • Onderrig bepaalde klanke wat verskil, byvoorbeeld vokale. • Leer meer beginklanke aan wat dalk kan verskil tussen die TAT en die Huistaal. • Gebruik lettergreepkaarte om woorde te bou (kyk, sê en doen). Gedeelde Lees (ten minste 15 minute twee keer per week) Die onderwyser lees of vertel twee keer per week ʼn storie, afhangend van die tyd beskikbaar. Stories wat vertel word, kan deur gebare en rekwisiete gedramatiseer word om die betekenis van die storie duidelik verstaanbaar te maak. Stories wat gelees word moet uit Grootboeke of illustrasies op plakkate gelees word, waarvan al die leerders die prente kan sien. Die onderwyser skryf hoёfrekwensiewoorde uit die storie en bring dit op die woordmuur aan. Weeklikse aktiwiteite • Luister na kortstories, hervertellings, vertellings van niefikse-teks of gelees uit Grootboeke, geïlusstreerde muurkaarte of prente vir genot en neem waar van toepassing deel aan die refrein. • Lees die teks hardop saam met die onderwyser. Die hele klas lees dieselfde storie of niefiksie teks saam met die onderwyser. • Volg die teks wat deur die onderwyser gelees word. Lees daaropvolgend dieselfde teks saam met die onderwyser en maats met toenemende vlotheid en met gevoel. • Lees die Gedeelde Leesteks wat in kwartaal 1 en 2 gedoen is, vlot. • Verstaan die storie en antwoord eenvoudige letterlike vrae wat op die Gedeelde Lees van toepasing is (Wie, Wat, Waar, Hoe?) • Benoem bepaalde voorwerpe op die prent in reaksie op vrae vanaf die onderwyser en maats. • Rolspel van bepaalde dele van die storie in klein groepies • Herken en lees bepaalde algemene woorde in drukskrif in die TAT, byvoorbeeld teen die klasmure. ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid: (mondeling en/of prakties) • Identifiseer begin- en eindklanke in gesproke woorde. • Identifiseer letter-klankverhouding van enkel letters wat dieselfde uitspraak het as die Huistaal en Tweede Addisionele Taal byvoorbeeld d, f, g ,h, l, m, n, s, ens. • Ken bepaalde klanke wat verskil, byvoorbeeld vokale. • Leer meer beginklanke aan wat dalk kan verskil tussen die TAT en die Huistaal. • Gebruik lettergreepkaarte om woorde te bou. (kyk, sê en doen). Gedeelde Lees: (mondeling en/of prakties) • Lees die teks hardop en vlot saam met die onderwyser. • Lees die Gedeelde Leesteks wat in kwartaal 1 en 2 gedoen is, vlot. • Verstaan die storie en antwoord eenvoudige letterlike vrae. • Toon begrip vir woordeskat deur bepaalde voorwerpe op die prent te benoem. • Rolspel van bepaalde dele van die storie in klein groepies. KABV 57 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 3 KWARTAAL 4 LUISTER EN PRAAT (MONDELING) INHOUD/ BEGRIPPE/ VAARDIGHEDE Onderwysers behoort twee temas te kies wat hul in staat sal stel om woordeskat bekend te stel, te gebruik en al die onderstaande aktiwitieite te dek. Let daarop dat die voorgestelde temas/onderwerpe slegs voorstelle is. Hulle moet seker maak dat hulle die nodige Grootboeke, plakkate, rympies, liedjies, speletjies en regte voorwerpe beskikbaar het vir die gekose tema. Indien enigsins moontlik probeer om al die aktiwiteite meer as een keer te dek. Onderwysers assesseer leerders deur gebruik te maak van aanbevole informele assesseringsaktiwiteite. Die temas behoort onderwysers geleenthede te bied om eenvoudige basiese taalstrukture voortdurend te herhaal wanneer sy met die leerders in die Tweede Addisionele Taal kommunikeer. Weeklikse aktiwiteite Die onderwyser kan een langer aktiwiteit of twee tot drie korter aktiwiteite per week doen. • Gaan voort met die ontwikkeling en gebruik van ʼn mondelinge woordeskat (luister en praat) deur die gebruik van die temas of onderwerpe. • Volg ʼn kort reeks van 2 – 3 instruksies wat deur die onderwyser gegee word, byvoorbeeld ‘Kom staan saam met jou maat voor in die klas.’ • Rolspel en deelname, in pare of klein groepies, aan kort gesprekke in formele taal (3 – 4 sinne) met behulp van die onderwyser, byvoorbeeld groetvorme/kort gesprekke. • Neem beurte om eenvoudige instruksies en opdragte gedurende ʼn taalspeletjie aan maats te gee. • Verstaan en reageer op eenvoudige vrae soos ‘Wat is jou naam? Hoe oud is jy?’ • Reageer op en rig eenvoudige versoeke aan onderwyser en maats. • Gebruik bepaalde taaluitdrukkings, byvoorbeeld Vandag, Môre, Gister. • Identifiseer en benoem werklike voorwerpe in die nuwe taal (boek, potlood, skoen, hemp, ens.) • Praat oor voorwerpe as reaksie op onderwyser se instruksie byvoorbeeld ‘Wat kan jy in die prentjie sien? Kom ons gesels oor die prent.’ • Luister na ʼn eenvoudige hervertelling, 2 – 3 sinne, van die onderwyser, oor wat sy gedoen het. • Gee ʼn eenvoudige hervertelling met die onderwyser se hulp (1-2 sinne) oor die weersomstandighede. • Memoriseer en dra eenvoudge gediggies en aksieliedjies voor met selfvertroue en entoesiasme. 58 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 Die onderwyser moet een maal per week ʼn storie lees of vertel. Stories wat vertel word, kan met behulp van gebare, maskers, handpoppe en ander hulpmiddele gedramatiseer word om begrip te versterk. ʼn Grootboek of geïllustreerde plakkaat word gebruik wanneer ʼn storie voorgelees word sodat al die leerders die prente kan sien. • Luister na kort stories vertel of gelees en neem deel aan refreingedeeltes op toepaslike tyd. Herhaal taaluitdrukkings waar van toepassing in pare en klein groepies. • Luister en reageer op ʼn kort storievertelling deur die onderwyser. • Antwoord eenvoudige geformuleerde vrae oor die storie met kort antwoorde bv Wie, Wat,Waar? Ontwikkeling van begrippe, woordeskat en taalstrukture Deelname aan bogenoemde aktiwiteite bevorder: • voortdurende opbou van mondelinge woordeskat en taaluitdrukkings in eenvoudige dialoë; • begrip en vermoë om eenvoudige taalstrukture in konteks van verstaanbare geproke taal te ontwikkel, byvoorbeeld algemene woorde, vraagwoorde, persoonlike voornaamwoorde, meervoude, werkwoorde, instruksies/bevele; • gebruik van bepaalde taaluitdrukkings, byvoorbeeld Vandag, Môre, Gister. • begrip en reaksie op eenvoudige vraagvorme, byvoorbeeld ‘Wie, Wat, Waar, Wie se (Wie se boek is dit?)’ • ontwikkelling van begrip en vermoё om eenvoudige taalstrukture in konteks en betekenisvolle gesprek te gebruik, byvoorbeeld,verstaan en gebruik van die modaliteit ‘kan’: ‘Ek kan hardloop.’ asook negatiewe vorm: ‘Ek kan nie vlieg nie.’ ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Luister en Praat: (mondeling en/of prakties) • Neem deel aan eenvoudige rolspel en dialoë (3-4 sinne) in pare en klein groepies met die onderwyser se hulp wat dit demonstreer. • Gebruik bepaalde taaluitdrukkings, byvoorbeeld Vandag, Môre, Gister. • Volg ʼn kort reeks van 2 – 3 instruksies wat deur die onderwyser gegee word. • Reageer op en rig eenvoudige versoeke wat deur die onderwyser en maats gegee word, byvoorbeeld ‘Vang die bal.’ • Verstaan en reageer op eenvoudige vrae, byvoorbeeld Wat, Waar; Wie; Wie se (Wie se hoed is dit?) • Reageer op en rig eenvoudige versoeke van onderwyser en maats. KABV 59 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 GRAAD 3 KWARTAAL 4 ONTLUIKENDE GELETTERDHEID Fonologiese-, Fonemiese bewustheid en Gedeelde Lees word geïntegreer met Luister en Praat. INHOUD/ BEGRIPPE/ VAARDIGHEDE Fonologiese- en Fonemiese bewustheid • Identifiseer begin- en eindklanke in gesproke woorde. • Identifiseer die aantal klanke in elke lettergreep van bekende woorde. • Verdeel gesproke woorde in klanke en voeg klanke weer saam. • Identifiseer letter-klankverhouding van enkel letters wat dieselfde uitspraak het as die Huistaal en Tweede Addisionele Taal byvoorbeeld d, f, g ,h, l, m, n, s, ensovoorts. Behandel ten minste een klank per week. • Onderrig bepaalde klanke wat verskil, byvoorbeeld vokale. • Leer meer beginklanke aan wat dalk kan verskil tussen die TAT en die Huistaal. • Gebruik lettergreepkaarte om woorde te bou. (kyk, sê en doen). Gedeelde Lees (ten minste 15 minute twee keer per week) Die onderwyser lees die teks of vertel die storie vir die hele klas twee keer per week afhangende van die tyd. Stories wat vertel word, kan ondersteun word deur middel van dramatisering of die gebruik van gebare en/of hulpmiddele soos maskers, handpoppe, voorwerpe, ensovoorts. Gebruik Grootboeke of geïllustreerde plakkate sodat die leerders die prente kan sien. Die onderwyser skryf die sigwoorde en hoëfrekwensie woorde wat in die storie voorkom op flitskaarte en vertoon dit teen die woordmuur. Weeklikse aktiwiteite • Luister na kortstories, hervertellings, vertellings van niefikse teks of gelees vanaf ʼn Groot Boek of geïllustreerde plakkaat vir genot en neem waar van toepassing deel aan die refrein. • Lees die teks hardop saam met die onderwyser. Die hele klas lees dieselfde storie of niefiksie teks saam met die onderwyser. • Volg die teks wat deur die onderwyser gelees word. Lees daaropvolgend dieselfde teks saam met die onderwyser en maats meer vloeiend en met gevoel. • Lees die Gedeelde Leesteks wat in kwartaal 1 tot 3 gedoen is, vlot. • Verstaan die storie en antwoord eenvoudige letterlike vrae wat op die Gedeelde Lees van toepasing is (Wie, Wat, Waar, Hoe?) • Benoem bepaalde voorwerpe op die prent in reaksie op vrae vanaf die onderwyser en maats. • Rolspel van bepaalde dele van die storie in klein groepies. • Hervertel die storie met behulp van die onderwyser • Herken en lees bepaalde algemene woorde in drukskrif in die TAT, byvoorbeeld teen die klasmure. • Lees en skryf van bekende woorde in die TAT. 60 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 ASSESSERING Voorstelle vir informele assesseringsaktiwiteite: Fonologiese en fonemiese bewustheid: (mondeling en/of prakties) • Identifiseer begin- en eindklanke in gesproke woorde. • Identifiseer letter-klankverhouding van enkel letters wat dieselfde uitspraak het as die Huistaal en Tweede Addisionele Taal byvoorbeeld d, f, g ,h, l, m, n, s, ensovoorts. • Ken bepaalde klanke wat verskil, byvoorbeeld vokale. • Leer meer beginklanke aan wat dalk kan verskil tussen die TAT en die Huistaal. • Gebruik lettergreepkaarte om woorde te bou (kyk, sê en doen). Gedeelde Lees: (mondeling en/of prakties) • Lees die Gedeelde Leesteks wat in kwartaal 1 tot 3 gedoen is, vlot. • Antwoord eenvoudige vrae oor die storie . • Toon begrip vir woordeskat deur bepaalde voorwerpe op die prent te benoem. • Rolspel van bepaalde dele van die storie in klein groepies VOORGESTELDE TEKSTE/HULPMIDDELS VIR DIE JAAR • Prente en plakkate • Grootboeke - Fiksie en niefiksie • Ander vergrote teks (gediggies, liedjies, ens.) • Werklike voorwerpe wat van toepasssing is op temas en onderwerpe, handpoppe, maskers, ens. • Prente wat in volgorde geplaas kan word • Versameling kort stories, gediggies en liedjies • Taalspeletjies (mondeling) • Prenteboeke met byskrifte • Flitskaarte vir voorwerpe in die klaskamer, uitstallings en sigwoorde • Alfabetkaarte • Wysers vir gebruik tydens lees van vergrote tekste, muurstories en uitstallings. • Maskers, selfgemaakte onderwyser/leerder Grootboeke, sigsagboeke, handpoppe, flitskaarte, ens. • Fantasieklere (improvisasie) wat gebruik kan word vir rolspel en dramatisering • CD’s of oudiobande met stories (gelees of vertel), gediggies, rympies en liedjies, CD-speler of bandspeler, televisie en videobande/DVD’s KABV 61 TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 AFDELING 5: WOORDELYS aksiegediggies – gediggies wat met aksies gedoen word (byvoorbeeld Ek raak aan my kop, ek raak aan my tone, ek raak aan my knieë, ek raak aan my neus) bygevoegde tweetaligheid – wanneer ʼn persoon nog ʼn taal (of tale) saam met sy/haar huistaal aanleer. Die persoon bou voort op die verworwe huistaalkennis (byvoorbeeld hoe om te lees en skryf). Die addisionele taal vervang nie die huistaal nie, maar bou voort daarop. fonemies- die onderskeid tussen die aparte klanke van ‘n taal (bv. ‘t’, ‘k’) fonemiese bewustheid - die vermoë om die individuele klanke van die taal te hoor, identifiseer en manipuleer, byvoorbeeld om die verskillende klanke in die woorde“bed” en “bad”, “bod” en “bid” te onderskei. formele taaluitdrukkings - taal wat aangeleer word as frases of as ʼn geheel (byvoorbeeld groetvorme). Aan die begin, is die aanleer van ʼn taal meestal formele taaluitdrukkings (bepaalde taaluitdrukkings). Daarna ontwikkel daar geleidelik ʼn bewustheid van die taal se patrone en reëls sodat eie idees deur middel van eenvoudige taal uitgespreek kan word. Gedeelde Lees - ʼn aktiwiteit waar leerders en onderwysers die lees van vergrote teks met mekaar deel. Dit is ʼn les vir die hele klas. Sekere leerders sal slegs op luistervlak funksioneer, ander sal poog om te lees en die res sal ten volle deelneem. Dieselfde teks word oor die bestek van ʼn paar dae gebruik. Die onderwyser selekteer elke dag ʼn nuwe fokuspunt. Die teks word gebruik om klanke, taal en leesvaardighede in konteks aan te bied. klankbewustheid - die vermoë om tussen die afsonderlike klanke van ʼn taal te onderskei, byvoorbeeld die klanke, lettergrepe, rym, ens. klankleer – klankleer kweek die bewustheid dat daar ʼn verwantskap is tussen die geskrewe letter en die klank van die letter. Hierdie verwantskap word gebruik wanneer woorde gelees en geskryf word. letterlik– die letterlike betekenis van ʼn teks is presies dit wat in die teks weergegee word. Wanneer ʼn letterlike vraag gevra word, word daar van die leerders verwag om die antwoord vanuit die teks te kry, byvoorbeeld: ‘Wat is die kleur van die kind se trui?’ ontluikende / vormende geletterdheid - verwys na die kind se groeiende kennis van die gedrukte woord. Kinders sien die gedrukte teks in die omgewing en begin die doel daarvan verstaan. Wanneer stories aan hulle gelees en vertel word, leer hulle hoe stories werk en wat boeke is. Selfs voordat hulle skool toe gaan, weet hulle dikwels reeds baie. Hulle mag hulle eie idees van letters en spelling gebruik (vormende spelling). Hulle kan maak of hulle ʼn boek of boeke lees (vormende lees). Dit is die begin van leerders se geletterdheid Ortografiese definisie – die kuns om woorde met letters te skryf volgens die aanvaarde gebruik en met die korrekte spelling. refrein- herhaling van ʼn taalpatroon in ʼn teks wat hardop gelees word. rym – woorde of reëls in ʼn gedig wat met ʼn woord eindig wat dieselfde klank het as die woord in vorige reël(s) storiebord - ʼn reeks prente wat ʼn storie illustreer, byvoorbeeld hoe om ʼn masker te maak. taaluitdrukkings – dit is groepe woorde wat gewoonlik saam in ʼn taal voorkom, byvoorbeeld ‘Hoe gaan dit?’ ‘Waar woon jy?’ toevallige leer – leer wat toevallig plaasvind sonder dat die begrip / vardigheid formeel onderrig word. 62 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) TWEEDE ADDISIONELE TAAL AFRIKAANS (TAT) GRAAD 1 – 3 Totale Fisiese Reaksie (TFR) – ʼn metode om taal te onderrig waar die onderwyser instruksies gee en van die leerder verwag om fisies te reageer waarna die onderwyser terugvoering gee. veeltaligheid – is die gebruik van twee of meer tale wat deur ʼn individu of ʼn gemeenskap gepraat word. Die woord, veeltaligheid, verwys na die gebruik of onderhoud van meer as een taal in ʼn bepaalde konteks. In hierdie geval verwys dit na die feit dat daar verskillende tale in Suid-Afrika gepraat word, maar ook dat daar baie Suid-Afrikaners is wat meer as een taal magtig is. vlotheid - die vermoë on ʼn teks vining, akkuraat en met uitdrukking te lees sodat daar begrip vir die teks weergegee word. woordmuur – ʼn hulpmiddel waar woorde op ʼn georganiseerde manier (gewoonlik in alfabetiese volgorde) in groot, sigbare letters teen die muur ten toon gestel word. herorganisering/hervertelling – die organisering van feite of gebeure in ‘n logiese volgorde bv. om te vertel of te skryf oor wat die afgelope naweek gebeur het. Verlede tyd is hier van pas bv. gister, daarna ENGLISH SECOND ADDITIONAL LANGUAGE Curriculum Assessment Policy Statement Foundation Phase Grades 1 - 3 National Curriculum Statement (NCS) Department of Basic Education Private Bag X895 Pretoria 0001 (012) 354 4094 Fax (012) 323 7749 www.education.gov.za www.thutong.doe.gov.za/InclusiveEducation © 2016 DEPARTMENT OF BASIC EDUCATION DRAFT COPY CAPS 1 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT FOUNDATION PHASE: GRADES 1-3 ENGLISH SECOND ADDITIONAL LANGUAGE 2 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Section 1: Curriculum and Assessment Policy Statement . . . . . . . . . . . . . . . . . . . . 4 1.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 1.2 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.3 General aims of the South African curriculum . . . . . . . . . . . . . . . . . . . . . . . . 5 1.4 Time allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1.4.1 Foundation Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 1.4.2 Intermediate Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 1.4.3 Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 1.4.4 Grades 10-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Section 2: Introducing the Second Additional Language in the Intermediate Phase . . . . . 10 2.1 Languages in the Curriculum and Assessment Policy Statement . . . . . . . . . . . . . 10 2.1.1 Language levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.1.2 Aims of learning a Second Additional Language . . . . . . . . . . . . . . . . . . . . . . 12 2.1.3 Teaching the Second Additional Language . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.1.4 The Language Skills for the Second Additional Language . . . . . . . . . . . . . . . . . 15 2.1.5 Types of literacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.1.6 Language Structure and Conventions . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 2.1.7 Topics and Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 2.1.8 Pedagogy and Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 2.1.9 Classroom Management and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . 23 2.2 Assessment in the Second Additional Language . . . . . . . . . . . . . . . . . . . . . . 24 2.3 Time allocation and Time Tabling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 2.4 Promotion and Progression: Grades 1 - 3 . . . . . . . . . . . . . . . . . . . . . . . . . 25 2.5 Recording and Reporting: Grades 1-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 2.6 Learning and Teaching Support Materials . . . . . . . . . . . . . . . . . . . . . . . . . 25 CAPS 3 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 SECTION 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 3.1 OVERVIEW OF THE LANGUAGE SKILLS AND TEACHING PLANS . . . . . . . . . . . 26 3.2 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE SECOND ADDITIONAL LANGUAGE (SAL) GRADES 1-3 . . . . . . . . . . . . . . . . . . . . . . 31 3.3 REQUIREMENTS GRADE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 3.3.1 GRADE 1 TERM 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 3.3.2 GRADE 1 TERM 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 3.3.3 GRADE 1 TERM 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 3.3.4 GRADE 1 TERM 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 3.4 REQUIREMENTS GRADE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 3.4.1 GRADE 2 TERM 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 3.4.2 GRADE 2 TERM 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 3.4.3 GRADE 2 TERM 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 3.4.4 GRADE 2 TERM 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 3.5 REQUIREMENTS GRADE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 3.5.1 GRADE 3 TERM 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 3.5.2 GRADE 3 TERM 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 3.5.3 GRADE 3 TERM 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 3.5.4 GRADE 3 TERM 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 4 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 SECTION 1: CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.1 BACKGROUND The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve its implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace the old Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R - 12. The amended National Curriculum Statement Grades R - 12: Curriculum and Assessment Policy (January 2012) replaces the National Curriculum Statement Grades R - 9 (2002) and the National Curriculum Statement Grades 10 - 12 (2004). 1.2 OVERVIEW (a) The National Curriculum Statement Grades R – 12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy documents for each approved school subject as listed in the policy document National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF); and (ii) The policy document National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF). (b) The National Curriculum Statement Grades R – 12 (January 2012) should be read in conjunction with the following documents: (i) An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment Grade R – 12, published in the Government Gazette, No. 29467 of 11 December 2006; and (ii) An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in the Government Gazette, No.29466 of 11 December 2006. CAPS 5 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 (c) The Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R - 9 and Grades 10 - 12 are repealed and replaced by the Curriculum and Assessment Policy documents for Grades R – 12 (January 2011). (d) The sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R – 12 and therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM (a) The National Curriculum Statement Grades R - 12 gives expression to what is regarded to be knowledge, skills and values worth learning. It will ensure that learners acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R - 12 serves the purposes of:  equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country;  providing access to higher education;  facilitating the transition of learners from education institutions to the workplace; and  providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R - 12 is based on the following principles:  social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of our population;  active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;  high knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and sets high, achievable standards in all subjects;  progression: content and context of each grade shows progression from simple to complex; 6 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades 10 – 12 (General) is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;  valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and  credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R - 12 aims to produce learners that are able to:  identify and solve problems and make decisions using critical and creative thinking;  work effectively as individuals and with others as members of a team;  organise and manage themselves and their activities responsibly and effectively;  collect, analyse, organise and critically evaluate information;  communicate effectively using visual, symbolic and/or language skills in various modes;  use science and technology effectively and critically showing responsibility towards the environment and the health of others; and  demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. CAPS 7 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 1.4 TIME ALLOCATION 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R GRADE 1 GRADE 2 GRADE 3 Home Language 10 8/7 8/7 8/7 First Additional Language N/A 3/2 3/2 3/4 Second Additional Language N/A 1 1 1 Mathematics 7 7 7 7 Life Skills  Beginning Knowledge  Creative Arts  Physical Education  Personal and Social Wellbeing 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL HOURS 23 24 24 26 (b) Instructional time for Grades R is 23 hours. Instructional time for Grades 1-2 is 24 hours; and Grade 3 is allocated 26 hours. (c) Home Language in Grade R is allocated 10 hours. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language for Grades 1-3. The First Additional Language for Grades 1-2 is allocated maximum of 3 hours and a minimum of 2 hours; and Grade 3 has a maximum of 4 and a minimum of 3 hours. The Second Additional Language for is allocated 1 hour for Grades 1-3. (d) Mathematics for Grades R-3 is allocated 7 hours. Life Skills for Grades R-2 is allocated 6 hours; and Grade 3 is allocated 7 hours. 8 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Second Additional Language 2 Mathematics 6 Natural Sciences and Technology 3.5 Social Sciences 3 Life Skills  Creative Arts  Physical Education  Personal and Social Well-being 4 (1.5) (1) (1.5) TOTAL 29.5 1.4.3 Senior Phase a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Second Additional Language 2 Mathematics 4.5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 29.5 CAPS 9 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: SUBJECT Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Second Additional Language 2 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 29.5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. 10 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 SECTION 2: INTRODUCING THE SECOND ADDITIONAL LANGUAGE IN THE FOUNDATION PHASE 2.1 LANGUAGES IN THE NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined. 2.1.1 Language levels Language learning in the Foundation Phase includes all the official languages in South Africa, namely, Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga – as well as Non-official Languages. These languages can be offered at different language levels. Home Language is the first language acquired by learners. However, many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at Home Language level. As a result, the labels Home Language and First Additional Language refer to the proficiency levels at which the language is offered and not the native (Home) or acquired (as in the additional languages) language. For the purposes of this policy, any reference to Home Language should be understood to refer to the level and not the language itself. The Home Language level provides for language proficiency that reflects the basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in. CAPS 11 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 The First Additional Language refers to a language which is not a mother tongue but which is used for certain communicative functions in a society, that is, medium of learning and teaching in education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. In South Africa, many children start using their additional language, English, as the Language of Learning and Teaching (LoLT) in Grade 4. This means that they must reach a high level of competence in English by the end of Grade 3, and they need to be able to read and write well in English. The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language – basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in their Home Language. In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills. At this stage the majority of children are learning through the medium of their First Additional Language, English, and should be getting more exposure to it. Greater emphasis is therefore placed on using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills, which they need to study subjects like Science in English. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language. By the time learners enter Intermediate Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in the Intermediate Phase, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their Additional Language at a high level of proficiency to prepare them for further or higher education or the world of work. 12 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 1 – 3 learners start to build their oral and literacy skills. They also apply the oral and literacy skills they have already learned in their Home and First Additional Languages. In Grades 4 – 6, learners will continue to strengthen their Listening and Speaking while developing their Reading and Writing skills in their Second Additional Language. By the time learners enter Grade 4 7, they should try to communicate in their Second Additional Language at both interpersonal and social levels. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 1-3, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their additional language at a level of proficiency to prepare them for further or higher education or the world of work. 2.1.2 Aims of learning a Second Additional Language 2.1.2.1 General aims Promotion of multilingualism The South African Constitution and the Language in Education Policy promotes multilingualism. Multilingualism is an important tool for social cohesion, and for individual and social development. South Africa is a multilingual country with eleven official languages. It is important, therefore, that children learn additional languages as early as possible. There are also cognitive advantages. Research shows that learning additional languages develops mental flexibility. Additional languages are best learned when children have a strong foundation in their Home Language (HL). The Home language becomes the basis for the learning of additional languages in a multilingual context. When children start to learn an additional language in Grade 1 either at the First Additional Language (FAL) or Second Additional Language (SAL) levels, they need to build a strong oral foundation as well as being exposed to print in these languages. They need to hear lots of simple, spoken language which they can understand CAPS 13 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 from the context. Listening to the teacher tell and read stories from large illustrated books (Big Books) is a good way of doing this; it provides a meaningful context for developing vocabulary and it also supports children’s emergent literacy development. As children’s understanding grows, they need plenty of opportunities to listen to and speak the language in simple ways. They need opportunities to interact for real purposes, for example, in the early stages this might take the form of responding to instructions in the target language. It is important to keep in mind that once children can read and write in their HL, they can transfer the following literacy knowledge and skills to reading and writing in their FAL and SAL:  phonological awareness – the ability to segment and blend syllables and sounds  orthographic awareness – the understanding that marks on the page represent sounds  alphabetic awareness – the understanding that letters represent sounds and that letters combine to form words and sentences  the understanding that print carries meaning and that reading is about getting meaning from print  some concepts of print e.g. that we read from left to right  habits and attitudes about reading and writing – if learners are confident readers and writers in their HL they can transfer these strategies to reading and writing in their FAL and SAL  content knowledge – content mastered in one language transfers to another language, so if a theme is covered in HL it provides a foundation for literacy development in their FAL and SAL In the case of the FAL, children should be able to read and write confidently in the target language by the end of Grade 3, especially if they are going to use it as their LoLT in Grade 4. In the case of SAL where less time is allocated, the main focus is on oral communication. By reading simple books in their FAL and SAL, children will get exposure to the target language and expand their vocabulary. They can also use their newly acquired writing skills to support their oral language development (e.g. writing down words in a vocabulary book is a good strategy for vocabulary development). Social cohesion The rationale for the introduction of a Second Additional Language is to promote social cohesion and embrace diversity and inclusivity (language, culture and race) in the classroom and school. The learning of languages develops understanding and appreciation of diverse cultures. Learning of a new language should include 14 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 cultural practices, customs and habits for example “lowering of eyes when speaking to an elder, cupping of hands when saying ‘thank you’, etc. Schools should ensure that the language offered at SAL level is one of the official languages and the selection of the language is done in consultation with the School Governing Body (SGB). The main aim of the SAL curriculum is to promote the usage of the indigenous African languages and support non speakers to learn an African language at least at the SAL level in the Foundation Phase commencing in Grade 1. Research findings have shown in schools where the Language of Learning and Teaching (LoLT) and First Additional language is either English or Afrikaans, many African language learners are not interacting with their peers and teachers in these dominant languages. The SAL will open up opportunities for all learners to express themselves in languages beyond English and Afrikaans. Teachers will be encouraged to promote languages beyond English and Afrikaans to accommodate diversity and multilingualism. 2.1.2.2 Specific aims Learning a Second Additional Language should enable learners to: • acquire the language skills necessary to communicate appropriately in the target language at a basic level; • listen, speak, read/view and write the language with growing confidence and enjoyment. These skills and attitudes form the basis for life-long learning; • express, orally and in writing, and emotions in order to become comfortable in the language; • use langua ge and their imagination to find out more about themselves, the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing; • use language to access and manage communication in other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; • use language as a means for expressing information on familiar topics; for interacting with a familiar range of texts; and for reading texts for enjoyment, basic information and communication. CAPS 15 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 2.1.3 Teaching the Second Additional Language In order to learn an Additional Language well, one needs as much exposure to it as possible in order to build linguistic and basic discourse competence. Teachers should therefore ensure that learners listen to and read the Additional Language in the time allocated for various purposes. The learners need opportunities to listen to the Additional Language for information and comprehension (e.g. a dialogue) and for pleasure (e.g. a song). Even more importantly, they need opportunities to read and view the Additional Language for information (e.g. instructions to make a sandwich), pleasure (e.g. a simple story). Research shows that the best way to develop a wide vocabulary is through reading of appropriate texts. It is very important that oral, written and visual texts are at the right level for learners. If the texts are too difficult, learners will get discouraged and they will not learn anything; if the texts are too easy, there will be no challenge and little learning will take place. An important role of the language teacher is to match the level of text to the level of the learner. Throughout the Foundation Phase, learners should be listening to texts that are in line with their development of listening and speaking skills. Learners need to understand the purpose for which they are speaking. Throughout the Foundation Phase, learners should be doing oral (listening and speaking) exercises that are in line with their developing language skills. It is necessary that learners get regular and timely feedback on their progress so that they know where and how to improve. An important role of a language teacher is to provide high quality feedback, which is at the heart of good assessment. In Grades 1 -3, it is important that: • There is a strong focus on Listening and Speaking • There is continued support for the development of vocabulary, sentence and paragraph construction, and grammar in context • Learners work with a variety of texts, including visual texts. These texts increase in difficulty as they move through the grades 2.1.4 The Language Skills for the Second Additional Language The Second Additional Language (SAL) will be offered in Grades 1 to 3 in all 11 official languages. The focus of the SAL curriculum is on the development of oral communication skills. The SAL curriculum will cover these main skills, namely: 16 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Listening and speaking: Oral communication and language development skills Thinking and Reasoning and Language Structure skills and use will be integrated with listening and speaking  Emergent Literacy Skills (Phonological and emergent literacy skills awareness, phonemic awareness, emergent reading and writing) The focus of the SAL is on communicative language teaching and the development of basic interpersonal communicative skills (BICS). The focus will be mainly on listening and speaking activities which includes learning greetings, responding to instructions, making requests, using formulaic language and participating in simple dialogues using language chunks. When the teacher introduces the SAL in Grade 1, he/she needs a simple way to get the idea of an ‘additional language’ across to her young learners. A good way of doing so is by means of a puppet, which can be given a name in the additional language, for example,Pule the Puppet. In the first lesson, the teacher introduces the puppet and tells the learners that Pule can’t speak their home language; he can only speak, e.g. Setswana, so they will have to speak Setswana to Pule. Pule will then become a permanent feature of the SAL class. The teacher could introduce a second puppet (e.g. Palesa the Puppet) in order to demonstrate interactions in the SAL class (e.g. greetings). When languages are learned orally, there needs to be a lot of repetition to support memorisation. Action songs and poems, repeated storytelling and shared reading should therefore be the main activities of the SAL curriculum. Children can also be taught formulaic language, for example, greetings. Another method that works well is Total Physical Response (TPR) whichis a form of nonverbal communication, e.g. children respond to instructions and commands in a fun way through games such as ‘Simon says…’. Action songs and poems are another form of TPR. Choral drilling of key vocabulary and language chunks learnt from stories (told and read), songs and poems should be routine activities. Key vocabulary and phrases from the stories, songs and rhymes can be used in the classroom context in order to incorporate them in daily routines and enhance opportunities for their acquisition and use by the children. Word walls can be created to remind the teacher and learners of the vocabulary that has been taught. Once CAPS 17 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 children can write in their HL, these words can be written in their personal dictionaries (vocabulary books) and incorporated into vocabulary games and quizzes. Once children can read and write in their HL (by the end of Grade 1), they can use this as a resource to learn the SAL. For example, they can read Big Books containing plentiful illustrations and simple text with their teacher. They can read classroom print in the SAL (e.g. labels, word walls, posters), and read very simple books in the SAL if these are in the reading corner. They can write new words in a personal dictionary (vocabulary book) and learn them. This will give children more exposure to the SAL and enable them to develop their vocabulary. The SAL Curriculum for Foundation Phase has been packaged as follows:  content, concepts and skills to be taught per term  guidelines for time allocation  suggestions for informal assessment  lists of recommended resources per grade 2.1.5 Types of literacies SAL lessons should include oral, visual, numerical and textual literacies. Teachers are encouraged to use the Home Language to support the teaching of SAL where it is relevant and appropriate. The alphabet and script used in African languages are the same as those used for English and Afrikaans. For example SAL learners will be able to count and recognise the number symbols but will have to learn the number names in the new language. The use of counting songs and poems is encouraged to teach number names, days of week, months of the year, etc. The approach to teaching phonemic awareness will depend on the language that is being taught. Story telling supported with visual and auditory resources is encouraged to introduce textual literacy. Big Books and Conversational posters with visuals only are recommended in Grade 1. In Grade 2 texts with key words and language chunks should be used. In Grade 3 texts with simple repetitive words, language chunks and sentences should be used to promote emergent literacy. Listening and Speaking Literacy 18 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Learning an additional language is much like learning a home language except that it happens later in children’s lives. In the first year of their lives, children hear huge amounts of simple language in context, which enables them to gradually absorb the grammar and vocabulary of their home language. After a year or so, children start speaking their home language but not in full sentences. They begin by producing one or two words, which they use to express a range of meanings and purposes. They can understand much more complex language than they can express. It is important for teachers to keep this in mind when children are learning an additional language. In Grade1, learners need to be exposed to lots of oral language in the form of stories and classroom instructions. Listening to stories being told is an excellent way for children to acquire their additional language. The teacher needs to:  choose a story with a simple and repetitive structure, which allows the learners to engage with the text through chorusing patterned language (language chunks)  keep her language very simple, speaking slowly but naturally  use gestures, pictures and real objects to introduce new vocabulary and support understanding of the story  tell the story several times, gradually involving the children more and more, for example by joining in the refrains  write key vocabulary on flash cards and put them on the word wall. Another way of exposing children to the additional language is through listening to stories (or non-fiction texts) read by the teacher. The teacher reads from a Big Book, a large illustrated book with enlarged print that all the learners can see as she reads. This is called ‘Shared Reading’. One of the advantages of Shared Reading is that as well as being an excellent listening activity, it also develops learners’ emergent literacy. Children learn, for example, concepts of print (e.g. that we start reading at the front of a book and end at the back; and that we read from left to right and top to bottom of a page), and they begin to recognise a few written words in the additional language (e.g. he, she). Learners should be familiar with the activity of Shared Reading since they will also be doing it in their HL and FAL lessons. It will support language learning if the same story is told in HL, FAL and SAL where possible. Another excellent way of exposing children to the additional language is by giving simple instructions that they respond to physically; for example, the teacher says, ‘Come here, Thabo,’ with an accompanying gesture, and he responds. This method, known as Total Physical Response, has the advantage that the teacher can see CAPS 19 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 immediately whether Thabo understands or not and she can provide feedback – either ‘Well done, Thabo,’ or she can repeat the instruction more slowly with the gesture emphasized more strongly. Classroom language (e.g. Come to the front of the class and sit on the mat) provides many opportunities for natural ways of introducing Total Physical Response. Action songs and poems too, are an excellent way of combining language with physical activity in a way that supports both understanding and memory of the language. The advantage of the three methods described above (listening to stories, Shared Reading and Total Physical Response) is that they all focus on learning language through listening comprehension. This takes the pressure off young learners having to speak, reduces anxiety and allows them to focus on understanding the language. However, in order to become competent users of the language, learners also have to practise speaking. Initially, learners’ spoken language will be formulaic – memorised songs and action poems are some formulaic language learned as languagechunks, for example, ‘Good morning, how are you?’ ‘I’m fine, how are you?’ But gradually, as children begin to understand the additional language, they need to start talking, initially with one or two word utterances. For example, in response to the teacher’s question, ‘Did you like the story,’ a learner answers ‘Yes’ or ‘No.’ Games are a good way of reinforcing language and actively involving children in learning. For example, the teacher can use a ring to teach formulaic language. One child begins by asking ‘What is your name?’ The next child answers (e.g. Zuki) and then asks the next child ‘What is your name?’ and so on until every child has interacted. At first, learners’ emergent spoken language needs to be scaffolded (i.e. modelled and supported). For example, learners can begin by reciting/singing action songs and poems, repeating language chunks, choral drilling of vocabulary and later engaging in simple role plays, dialogues, etc. With the teacher’s help, the children can retell parts of the story using props (e.g. masks, puppets, etc.) The teacher needs to make sure that all the children get opportunities to speak in the new additional language in safe and supportive environment. Because children will progress at a different pace, the teacher needs to tailor speaking opportunities to include pointing to and naming the objects in pictures and in the classroom, etc. As the children move through the grades, the teacher should expect children to speak more and their utterances should become longer. Listening and Speaking activities are organised around themes. It is recommended that the teacher selects at least two themes per term in Grade 1 and Grade 2 and three themes in Grade 3. The teacher needs to select 20 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 themes that lend themselves to teaching an additional language. The themes should be very familiar to learners, preferably already used in the HL and FAL. The reason for using themes is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. For example, words related to the body (face, eyes, ears, nose, mouth, arms, legs, feet, etc.) and the structures in which they are situated (Point to your _____. /This is my _____. /These are my _____.) need to be heard repeatedly in context; learners then need opportunities to use them. Only if vocabulary and structures are constantly recycled, will learners be able to remember and use them. Emergent Literacy In the SAL the focus is on the development of Emergent literacy namely oral language through listening and speaking activities (songs, poems, language chunks, commands, instructions, story telling), phonological awareness (awareness of spoken sound and how these sounds are blended together to form words),print awareness, phonic knowledge (letter sound relationships, decoding, blending , segmenting) and emergent writing skills. Emergent reading skills (e.g. pointing to objects, picture reading, sequencing pictures, etc.) are introduced through story telling, Shared Reading and Read Aloud modelled by the teacher. Later, in Grade 3, emergent writing activities can be integrated with emergent reading activities. Phonological Awareness and Phonemic Awareness The first stage of learning to decode written language is oral through using phonological awareness and phonemic awareness skills. Both are important and reliable predictors of a child’s later reading ability. Ideas for teaching phonological and phonemic awareness skills include:  Hearing repeated sounds (word play) in songs and poems  Clapping words in spoken sentences  Clapping syllables in spoken words  Segmenting spoken words into syllables and blending them together again  Identifying the sounds at the beginning/middle/end of spoken words  Clapping individual sounds (phonemes) in spoken words CAPS 21 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Segmenting spoken words into sounds and blending them together again  Identification of letter-sound relationships Incidental discussion and teaching of letter-sound relationships in the new language should take place in Grade 3. By this time the phonics in Home Language and FAL will be in place. Discussions will be about similarities and differences in the sounds of the letters of the alphabet in SAL, e.g. the letter “a” ant (English); “a” appel (Afrikaans) and “a” abantwana (isiZulu). Shared Reading Shared Reading is the dominant reading methodology that will be used to develop reading skills in the SAL from Grade 1 onwards. Shared Reading is an important focus for language and literacy development. The purpose of Shared Reading in Grades 1 to 3 is to give learners exposure to their SAL in a meaningful, supportive context. It also develops learners’ emergent literacy in their additional language. At the Grade 1 level, the teacher should:  choose very simple enlarged visual texts (e.g. a Big Book, Conversational posters) with plenty of clear illustrations.  engage the learners in “picture walk and talk” activities.  tell a story related to the pictures.  encourage children to repeat parts of the story that is told. In Grades 2 and 3 the texts for Shared Reading (Big Books) should include words, language chunks and short sentences. The teacher should:  talk about the pictures with the learners so that they understand the vocabulary.  read the text several times using her finger or a ‘pointer’ to enable learners to follow her progress through the text.  ask questions about the story.  gradually involve learners in ‘reading’ the story.  write key words (flash cards) for the picture and display them on the word wall (they can also be used for practice, revision and games) 22 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Comprehension In the Second Additional Language the focus is mainly on listening and visual comprehension. This is developed by building vocabulary and asking questions that enable learners to engage with the text. The teacher should begin with asking questions related to visual text, e.g. naming and pointing to objects and simple literal questions (Who? What? Where?). 2.1.6 Language Structure and Conventions In Grades 1-3, language structure and conventions are learned incidentally through meaningful exposure to the spoken language. Incidental learning will take place through listening to stories, shared reading, songs and poems, total physical response, language chunks and formulaic language. For example, when the teacher introduces a new story she will teach the vocabulary using the pictures and/or real objects. She would write the words on flash cards and put them on the word wall. She will use these for practice and revision and incorporate them into activities such as games. 2.1.7 Topics and Themes Topics and Themes should be chosen carefully so that the language and vocabulary can be recycled often and in that way learnt. For instance themes such as Me can be followed My family, My School etc. These same themes and topics can be repeated and extended in Grade 2 and 3. Themes should be planned in such way that it produces language development for use in social interactions in school and beyond. Suggested themes: Grade 1 Grade 2 Grade 3 Greetings Greetings Greetings Me and My body Me and My body Me and My body Friends Friends Friends My home My home My home My family My family My family Clothes Shopping Shopping CAPS 23 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 At school At school At school Weather Weather Weather Animals Animals Animals People who help us People who help us People who help us Food Food Food Sports Sports Sports Seasons Transport The farm Sports Celebrations (birthdays, festivals, etc.) Celebrations (birthdays, festivals, etc.) Celebrations (birthdays, festivals, etc) 2.1.8 Pedagogy and Methodology The pedagogy should encourage co-operative, participatory and interactive learning and teaching through pair work, small group activities and learners should be given plenty opportunities to express themselves in the new language by using language chunks (respond to greetings, engage in dialogues, play language games, action songs etc.). A multi-sensory approach is encouraged. The new language should be learnt in a fun way through choral drilling, total physical response, role-play, chanting of action songs and poems supported by visual, auditory and kinaesthetic activities. Teachers must look for opportunities for the learners to use and demonstrate their newly acquired language skills (greetings in all 3 languages, singing birthday songs, items for school concerts, open days, etc.) 2.1.9 Classroom Management and Resources South African classrooms are very diverse and inclusive. It is common to have learners who speak more than one Home Language which may not be the Language of Learning and Teaching (LoLT) of the school. In some contexts the language offered at Second Additional Language (SAL) may be the Home Language of some learners. In such contexts the teacher of the SAL will have to plan activities to accommodate the Home Language speakers and the SAL learners. Teachers should use Home Language speakers as models and support them to take the lead in peer teaching sessions where they can support the SAL learners (non￾speakers). 24 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 The use of the Home Language should be used initially to support the teaching of the Second Additional Language. Word walls can be created to remind the teacher and learners of the vocabulary that has been taught in the three different languages. Teachers are encouraged to use colour coding to differentiate between the key vocabulary for Home Language, First Additional Language and Second Additional Language. Language games such as (Simon says, I spy etc) should be used to teach language chunks and key vocabulary. Resources such as (realia, conversational posters, Big Books, Anthology of stories, songs and poems, masks, puppets including teacher and learner made Big Books, zig-zag books should be used . 2.2 ASSESSMENT IN THE SECOND ADDITIONAL LANGUAGE Assessment practices in the SAL should be informal and continuous (respond to greetings, commands, making instructions, recite action songs and poems, engage in dialogues, participate in role-play, respond to stories, name objects, etc.) Most of the assessment should take place through observation, oral responses and demonstration. The teacher records the results of the assessment using a checklist. The Second Additional Language will not be considered for promotion and progression in Grades 1 to 3. 2.3 TIME ALLOCATION AND TIME TABLING The recommended teaching time for Second Additional Language in the Intermediate Phase is 1 hour per week. Schools are therefore encouraged to use creative ways to implement the 1 hour of SAL per week in Grades 1-3. The following timetable options are suggested:  4 periods x 15 minutes for SAL per week (Monday to Thursday)  3 periods x 20 minutes for SAL per week (e.g. Monday to Wednesday)  2 periods x 30 minutes for SAL per week (e.g. Monday and Thursday) The teacher provisioning model should inform the timetable arrangements for SAL. CAPS 25 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 2.4 PROMOTION AND PROGRESSION: GRADES 1 - 3 The promotion and progression requirements in Grades 1 to 3 will not change with the implementation of the Second Additional Language (SAL). The Second Additional Language will not be considered for promotion and progression purposes. 2.5 RECORDING AND REPORTING: GRADES 1 - 3 Learner progress in the Second Additional Language needs to be tracked by keeping evidence in the form of quarterly checklists, observation notes etc. Schools (Teachers) are encouraged to report on learner performance in the Second Additional Language in quarterly learner reports. 2.6 LEARNING AND TEACHING SUPPORT MATERIALS The teacher should have: a) A Curriculum and Assessment Policy Statement b) Language in Education Policy (LiEP) c) Dictionaries and reference books (bilingual and multilingual dictionaries; thesaurus; encyclopaedia, a good grammar reference book, etc.) d) The Foundation Phase Second Additional Language LTSM Toolkit:  Lesson Plans;  Big Books;  Conversational Posters aligned to SAL themes;  An Anthology of stories, poems and songs;  Audio (compact disk) with songs, action poems and dialogues e) A Teacher’s Resource File/Book: this may be a file made up of materials collected by the teacher or a commercially published Teacher’s Guide f) Access to reading material in a class, school and/or public library in order to guide learners’ reading g) Audio/visual aids 26 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 SECTION 3 3.1 OVERVIEW OF THE LANGUAGE SKILLS AND TEACHING PLANS OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE SECOND ADDITIONAL LANGUAGE (SAL) GRADES 1-3 LISTENING AND SPEAKING GRADE 1 GRADE 2 GRADE 3  Responds to simple greetings using language chunks (e.g. ‘Good morning’, Molo, Sawubona)  Responds to simple greetings and farewells  Sings simple songs and does actions with guidance (with teacher, in pairs and small groups) (songs related to the chosen topic or theme)  Recites simple poems related to chosen themes with the teacher, in pairs and small groups  Responds to commands (e.g. Stand up, sit down.)  Follows simple classroom instructions (e.g. ‘Clap your hands’)with teacher and in pairs  Points to objects in the classroom or in a picture (e.g. ‘Show me the chair. Point to the...’)  Responds to and models simple greetings and farewells, using language chunks, (e.g. ‘Good morning.’ ‘How are you?’ ‘I’m fine’) in pairs and small groups.  Sings simple songs and does actions with guidance in pairs and small groups  Joins in action poems and songs, doing the actions in pairs and small groups  Role plays simple short dialogues with support of the teacher modelling greetings and farewells in pairs and small groups (e.g. ‘Hello my name is ____. What is your name? What do you like?’)  Points to and names objects in the classroom or in a picture in response to teacher’s instructions, (e.g. ‘Show me the girl in the red dress’).  Begins to develop an oral vocabulary using  Respond to and use greetings and farewells confidently.  Memorises and performs simple poems and action songs in pairs and groups with confidence and enthusiasm  Continues to develop an oral vocabulary using themes or topics  Identifies a person, an animal or object from a simple oral description, with 2/3 clues in pairs and small groups (e.g. ‘I have two legs. I can fly. Who am I?’)  Identifies and names real objects in the new language (book, pencil, shoe, shirt etc.)  Participates in simple role-plays and dialogues with (2-3 sentences) with support of teacher modelling greetings, farewells/short conversations in pairs and CAPS 27 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Plays language games (e.g. Simple Simon Says: Touch your head, etc.)with teacher and in pairs.  Uses some formulaic language (e.g. ‘please’, ‘ thank you’)  Role plays greetings (2 sentences) in pairs and in small groups (e.g. ‘Good Morning Thando, How are you?’ ‘ Good morning Thando, I am fine’)  Begins to develop oral (listening and speaking) vocabulary using themes or topics themes or topics.  Plays language games (e.g. ‘Simon says’) in pairs and small groups.  Makes simple requests, (e.g. ‘May I go to the toilet? Can I have a pencil, please?’)  Uses some formulaic language (e.g. please and thank you, excuse me, I’m sorry)  Responds physically to simple oral instructions given by the teacher individually, pairs and small groups (e.g. ‘Stand in a line.’)  Responds to simple questions asked by the teacher and peers who take the role of teacher (e.g. ‘What is your name? Where do you live?’) small groups  Responds to and makes simple requests  Uses some formulaic language (e.g. ‘Excuse me; I’m sorry’ ,Today, Tomorrow, Yesterday)  Role-plays and participates in a short conversation using some formulaic language (2-4 sentences) with support of teacher (e.g. meeting and greeting) in pairs and small groups.  Talks about objects in a picture in response to the teacher’s instructions (e.g. ‘What can you see in the picture?’ ‘Tell me what you can see in the picture.’)  Plays language games inside and outside the classroom with peers and in small groups under teacher supervision.  Responds physically to simple oral instructions given by teacher, individually and in pairs  Understand s and responds to simple questions asked by the teacher and learners who take the role of the teacher 28 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Story telling  Listens to short, simple stories told by the teacher  Listens to short, simple stories told by the teacher and repeats language chunks at the appropriate time  Pointing out and name the object in the pictures. Story telling  Listens to short and simple stories told or read with enjoyment and joins in choruses at the appropriate time and repeats language chunks where appropriate in pairs and small groups;  Names some of the things in the picture in response to questions from the teacher (e.g. What? Who?)  Answers simple literal questions about the story with the support of the pictures, (e.g. What, Who, Where)  Role-plays parts of the story using gestures and props (masks, puppets etc) (e.g. ‘What, Who, Where, How’)  Makes simple requests and statements in the new language with the support of the teacher (e.g. ‘May I have a glass of water?’, ‘Can I go outside and play, please?’)  Takes turns to give simple instructions and commands during language games to peers  Follows a short sequence of 2-3 instructions given by the teacher,( ‘Come with your friend to the front of the classroom’)  Listens to a simple recount, given by teacher (2 sentences) telling about what she did  With help from the teacher, gives a simple recount (1-2 sentences), for example, learners tell the teacher about the weather Story telling  Listens to short stories told and read with enjoyment and joins in choruses at the CAPS 29 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Development of concepts, vocabulary and language structures  Respond to greetings and commands  Repeats some language chunks confidently  Begins to develop some oral vocabulary Development of concepts, vocabulary and language structures  continues to build oral vocabulary  uses some language chunks confidently  responds to simple requests, commands and instructions  uses simple formulaic language  begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language eg. personal pronouns (I, my, we etc)  responds to question forms  understands and use verbs in simple conversations  responds to commands/imperatives  responds to simple requests, commands and instructions appropriate time and repeats language chunks where appropriate in pairs and small groups;  Answers simple literal questions about a story with short answers (Who, What, Where)  Makes meaning of the visual text.  Listens and responds to a short simple story read aloud by the teacher  Role-plays parts of the story using gestures and props (masks, puppets etc)  Tells parts of the story with teacher’s support Development of concepts, vocabulary and language structures  uses language chunks confidently  responds to simple requests, commands and instructions  uses simple formulaic language  begins to develop understanding and ability to use simple language structures in the context of meaningful spoken 30 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 language e.g. personal pronouns (I, my, we etc)  responds to question forms  understands and use verbs in simple conversations  responds to commands/imperatives  continues to build and model the acquired vocabulary and language chunks in simple dialogues  uses some negative forms e.g. I cannot swim etc CAPS 31 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.2 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE SECOND ADDITIONAL LANGUAGE (SAL) GRADES 1-3 OVERVIEW OF THE LANGUAGE SKILLS TO BE TAUGHT IN THE SECOND ADDITIONAL LANGUAGE (SAL) GRADES 1-3 EMERGENT LITERACY GRADE 1 GRADE 2 GRADE 3 Phonological awareness  Claps out words in actions songs, poems, short spoken sentences (Ek skop die bal, realeboga; ngiyathokoza; enkosi; etc.)  Claps out syllables in key words in spoken word (Sa-wu-bo-na; Du-me￾lang; Mo-lo; Goei-e-mô-re; etc.), song, poem, story  Claps hands/ clicks fingers/ jumps/ stamp feet on syllables in words, songs, poem, story( e.g. Si- ya-bon￾ga)  Hearing repeated sounds (in word play)  Identifies the sounds at the beginning of spoken words (inhloko; ikhanda; neus; etc.)  Segments spoken words by clapping on each syllable (e.g. words from the Phonological Awareness  Claps hands/ clicks fingers/ jumps/ stamp feet on syllables in words in familiar words and spoken sentences.  Segments and blends spoken words into syllables ( e.g. u-ma-ma, umama)  Segments and blends sounds in oral words, e.g. u-ba-ba, ubaba.  Identifies the sounds at the beginning of spoken words  Identifies the sounds at the end of spoken words, e.g. baleka  Identifies the sounds at the beginning and end of spoken words  Segments oral sentences into individual words by clapping on each word Phonological and Phonemic Awareness  Segments spoken words into syllables and blends them together again  Uses syllable cards to build words (look, say and do)  Identifies the sounds at the beginning and end of spoken words  Identifies the number of sounds in each syllable in familiar words  Identifies letter-sound relationships of single letters that have the same pronunciation in Home Language and Second Additional Language (e.g. d, f, g, h, l, m, n, s, etc.). Do at least one sound a week.  Identifies some sounds that may be different, e.g. vowels.  Claps individual sounds (phonemes) in spoken words  Identifies some more initial sounds which may be different in the SAL from the Home Language 32 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 story) Shared Reading  Story telling (simple stories linked to the theme) with resources such as Big Books, visuals, puppets etc.  Engages with visuals in Big Books/ conversational posters with the teacher.  After repeated visual engagements, repeats key vocabulary (look hear, say and do)  After repeated storytelling, repeats language chunks  Listens to the story told while following the teacher and looking at the pictures  Identifies objects in the pictures (e.g. ‘Show me Thandi’s teacher. ‘Point to …’’)  Talks about the pictures in the story using the SAL as much as possible but the Home Language where necessary  Participates in story lessons by Shared reading  Listens to the story read while following the teacher and looking at the pictures (Big Book, Conversational poster etc)  Reads the text aloud with the teacher. The whole class reads the same story or non-fiction text with the teacher.  Talks about the pictures in the story using the SAL as much as possible but the Home Language where necessary  Identifies and names objects in the pictures (e.g. ‘Show me the old man.’ ‘Point to the dog.’)  Answers some simple questions with the support of the pictures (e.g. ‘Who? What? Where?)  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs Shared reading  Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster for enjoyment and joins in choruses at the appropriate time  Follows the text read by the teacher. In subsequent readings of the same text with the teacher and peers reads more fluently with expression.  Reads the text aloud with the teacher. The whole class reads the same story or non-fiction text with the teacher  Answers simple literal questions about a story with short answers, (Where What Who, How)  Names some of the things in the picture in response to questions from the teacher and peers (e.g. ‘What this?’ A fish’)  Recognises and reads some common words in the SAL print in the classroom, e.g. wall display.  Reads fluently, the Shared reading text covered in Term 1 and 2 in small groups  Makes meaning and responds to simple literal CAPS 33 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 repeating key vocabulary and engaging with visuals in pairs and in small groups  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups  Learns some oral vocabulary from visual texts (Big Book, Poster etc.)  Participates in story lessons by responding to simple oral questions . and small groups  Responds to some simple literal questions related to the story  Begins to recognise some written words in SAL in the Shared Reading activity.  Learns some oral vocabulary from the story  Recognises and reads some common words in the SAL print in the classroom, e.g. wall display  Acts out parts of the story using some gestures and simple language chunks in pairs and in small groups using simple props, masks and puppets in pairs and small groups. questions (Who, What, Where, How )based on Shared Reading text  Acts out parts of the story, using some of the dialogue in pairs and small groups using simple props, masks and puppets in pairs and small groups.  With help from the teacher, retells parts of the story in pairs. 34 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.3 REQUIREMENTS GRADE 1 3.3.1 GRADE 1 TERM 1 GRADE 1 SECOND ADDITIONAL LANGUAGE REQUIREMENTS PER TERM SUGGESTED CONTACT TIME PER WEEK: 1 HOUR GRADE 1 TERM 1 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Learners need to be exposed to plenty of very simple spoken language that they can understand from the context. Vocabulary needs to be constantly recycled so that learners do not forget it. Learning the SAL should be relaxed and fun. In the first lesson, a puppet can be used to introduce the Second Additional Language. The puppet can be given a name in the Second Additional Language e.g. Pule the Puppet. The teacher introduces the puppet and says Pule can’t speak their Home Language, he can only speak the Second Additional Language, and so learners will have to speak that language to him. Pule will then become a permanent part of the Second Additional Language class. Note that the suggested themes/topics are simply suggestions. They should make sure that they have the necessary Big Books/posters, poems, songs, games and real objects for the theme they have chosen. Weekly activities At least two of the following activities should be done in a lesson in a week  Responds to simple greetings using phrases (e.g. ‘Good morning’, Molo, Sawubona)  Sings simple songs and does actions with guidance (e.g. Head and shoulders…)  Recites simple poems and does actions with guidance (e.g. I touch my head, I touch my toes, I touch my knees, I touch my nose. Head, toes, knees, nose!  Plays language games (e.g. Simple Simon Says: Touch your head, etc.) Development of concepts, vocabulary and language structures Through taking part in the above activities: CAPS 35 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Responds to greetings and commands ASSESSMENT Suggestions for Informal Assessment: Oral and/or practical /Observation  Responds to simple greetings  Participates in singing simple action songs EMERGENT LITERACY Phonological awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonological awareness  Claps out words in actions songs and poems  Claps hands/ clicks fingers/ jumps/ stamp feet on syllables in words e.g. Si- ya-bon-ga Shared Reading Activities done once a week using Big Books with plentiful illustrations or other forms of enlarged, illustrated text e.g. posters. The same book or poster can be read used several times and even re￾introduced at a later stage. Teacher introduces vocabulary and models the process of reading.  Engages with visuals in Big Book/ Conversational posters with the teacher.  After repeated visual engagements, repeats key vocabulary (look hear, say and do)  Story telling (simple stories linked to the theme where possible) with resources such as Big Book, visuals, puppets, etc.  After repeated storytelling, joins in choruses where appropriate repeating language chunks. ASSESSMENT Suggestions for Informal Assessment: Oral and/or practical /Observation  Claps out words in actions songs and poems  Claps out syllables in words from a story that is told after repeated telling  Responds to visuals by pointing to objects in the pictures in response to instructions from the teacher (e.g. Point to the …) 36 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.3.2 GRADE 1 TERM 2 GRADE 1 TERM 2 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Note that the suggested themes/topics are simply suggestions. Teachers should make sure that they have the necessary Big Books/posters, poems, songs, games and real objects for the theme they have chosen. Weekly activities At least two of the following activities should be done in a lesson in a week  Begins to develop an oral (listening and speaking) vocabulary using themes or topics selected for this term  Responds to simple greetings (e.g. ‘Good morning ... How are you?’) with the teacher and in pairs.  Sings simple songs and does actions with guidance with the teacher and in pairs  Responds to commands (e.g. Stand up, sit down.)  Plays language games (e.g. Simple Simon Says)with teacher and in pairs. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are told should be from a Big Book, an Anthology or illustrated poster where all the children can see the pictures.The story is supported with clear visuals, objects, toys and puppets.  Listens to short and simplestories told with enjoyment and joins in choruses or patterned language (repetition of language chunks) at the appropriate time Development of concepts, vocabulary and language structures Through taking part in the above activities:  Begins to develop some oral vocabulary  Responds and repeat language chunks e.g. How are you?  Responds to commands ASSESSMENT Suggestions for Informal Assessment: Oral and/or practical /Observation  Responds to simple greetings (e.g. ‘Good morning.’ ‘How are you?)  Responds appropriately to simple commands (e.g. Simon says….)  Sings a simple song and does actions CAPS 37 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 EMERGENT LITERACY Phonological awareness and Shared Reading are integrated with Listening and Speaking. Phonological awareness:  Hearing repeated sounds (in word play)  Claps out syllables in key words in song, poem , story  Claps out syllables in spoken words (Sa-wu-bo-na; Du-me-lang; Mo-lo; Goei-e-mô-re; etc.) Shared Reading Activities done at least once a week using Big Books with plentiful illustrations or other forms of enlarged, illustrated text. The same book can be used several times and even re-introduced at a later stage. Teacher introduces vocabulary and models the process of reading.  Engages with visuals in Big Book/ Conversational posters with the teacher.  After repeated visual engagements repeats key vocabulary (look hear, say and do)  Story telling (simple stories linked to the theme) with resources such as Big Book, visuals, puppets etc.  After repeated storytelling, repeats key vocabulary with the teacher ASSESSMENT Suggestions for Informal Assessment: Oral and/or practical /Observation  Participates in word play by clapping out syllables in spoken words.  Engages with visuals in Big Book/ Conversational posters with the teacher and repeats key vocabulary (look hear, say and do). 38 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.3.3 GRADE 1 TERM 3 GRADE 1 TERM 3 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Note that the suggested themes/topics are simply suggestions. Teachers should make sure that they have the necessary Big Books/posters, poems, songs, games and real objects for the theme they have chosen. Weekly activities At least two of the following activities should be done in each lesson:  Begins to develop an oral (listening and speaking) vocabulary using themes or topics selected for this term  Responds to simple greetings with confidence in pairs.  Points to objects in the classroom or in a picture (e.g. ‘Show me the chair’. ‘Point to the ….’)  Recites simple poems and does actions with the teacher and in pairs.  Follows simple classroom instructions (e.g. ‘Clap your hands’)with teacher and in pairs  Responds to commands using language games (Simon says )  Sings simple songs and does actions in pairs and small groups (e.g. songs related to chosen themes)  Recites simple poems and does actions with guidance in small groups (e.g. simple poems related to the chosen themes) Stories that are told can be dramatised using gestures and props to support meaning. Stories that are told should be from a Big Book or an illustrated poster where all the children can see the pictures.  Listens to short stories told with enjoyment and joins in choruses at the appropriate time (e.g. It’s Monday, it’s Monday and Thandi goes to school, school, school!)  Names some of the things in the pictures (e.g. What is this?’ - pointing to the object in the picture.) Development of concepts, vocabulary and language structures Through taking part in the above activities begins to develop some oral vocabulary  Repeats and respond to language chunks  Recites poems and sing songs  Follows instructions and commands ASSESSMENT Suggestions for Informal Assessment: CAPS 39 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Oral and/or practical /Observation  Responds to simple greetings with confidence in pairs.  Points to objects in the classroom or in a picture (e.g. ‘Show me the chair’. ‘Point to the ….’)  Responds to commands using language games (Simon says…) EMERGENT LITERACY Phonological awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonological Awareness to be integrated with listening and speaking activities  Hearing repeated sounds (in word play)  Claps hands/ clicks fingers/ jumps/ stamp feet on syllables in words(song, poem, story)  Claps words in short spoken sentences (rea leboga; ngiyathokoza; enkosi; ek skop die bal; etc.)  Identifies the sounds at the beginning of spoken words Shared Reading Activities done once a week using Big Books with plentiful illustrations or other forms of enlarged, illustrated text. The same book can be read several times and even re-introduced at a later stage.  Listens to the story told while following the teacher and looking at the pictures  Learns some oral vocabulary from visual text (Big Book, Poster etc.)  Identifies objects in the pictures (e.g. ‘Show me Thandi’s teacher.’)  Talks about the pictures using home language where necessary  Participates in story lessons by repeating key vocabulary and engaging with visuals in pairs and in small groups ASSESSMENT Suggestions for Assessment: Informal Oral and/or practical/Observation  Identifies the sounds at the beginning of spoken words  Talks about the pictures using home language where necessary  Identifies objects in the pictures (e.g. ‘Show me Thandi’s teacher.’) 40 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.3.4 GRADE 1 TERM 4 GRADE 1 TERM 4 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Note that the themes/topics proposed are simply suggestions. Teachers should make sure that they have the necessary Big Books/posters, poems, songs, games and real objects for the theme they have chosen. Weekly activities Two or more of the following activities to be done in each lesson:  Begins to develop an oral (listening and speaking) vocabulary using themes or topics from HL and FAL  Responds to simple greetings and farewells (e.g. ‘Good bye.’ ‘Go well.’ ‘Good afternoon.’)  Points to and names objects in the classroom or in a picture (e.g. Show me the ... in the poster. Point to the ….)  Follows simple instructions (e.g. Waves goodbye.)  Uses some formulaic language (e.g. ‘please’, ‘thank you’)  Sings simple songs and does actions with guidance in pairs and small groups.  Recites simple poems and does actions with guidance in pairs and small groups  Role play greetings (2 sentences) in pairs and in small groups (e.g. Good Morning Thando, How are you? Good morning Thando I am fine.) Stories that are told can be dramatised using gestures and props to support meaning. Stories that are told should be from a Big Book or illustrated poster where all the children can see the pictures.  Listens to short stories with enjoyment and joins in choruses at the appropriate time (e.g. theme related stories)  Names some of the things in the picture (e.g. Who is this? - pointing to the object/animal in the picture) Development of concepts, vocabulary and language structures  Through taking part in the above activities begins to develop some oral vocabulary.  Repeats and responds to language chunks  Responds to instructions and commands.  Uses some formulaic language. ASSESSMENT Suggestions for Informal Assessment: Oral and/or practical /Observation  Sings action songs and poems with confidence  Follows simple instructions (e.g. Touch your head. Touch your toes.) CAPS 41 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Role plays greetings (2 sentences) in pairs and in small groups (e.g. Good Morning Thando, How are you? Good morning Thando I am fine.) EMERGENT LITERACY Phonological awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonological awareness These activities should be integrated in Listening and Speaking and Shared Reading activities  Claps hands/ clicks fingers/ jumps/ stamp feet on syllables in words in spoken sentences  Identifies the sounds at the beginning of spoken words (inhloko; ikhanda; neus; etc.)  Segments spoken words by clapping on each syllable (e.g. words from the story) Shared Reading Activities done once a week using Big Books with plentiful illustrations or other forms of enlarged illustrated text. The same book can be read several times and even re-introduced at a later stage.  Listens to the story or non-fiction text while following the teacher and looking at the pictures  Talks about the pictures in the story using the SAL as much as possible but the Home Language where necessary  Identifies objects in the pictures (e.g. ‘Show me …’. ‘Point to …’)  Learns some oral vocabulary related to themes selected  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups  Participates in story lessons by responding to simple oral questions ASSESSMENT Suggestions for Informal Assessment: Oral and/or practical/Observation  Segments spoken words by clapping on each syllable  Recognises and names some objects in the pictures  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups 42 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 RECOMMENDED RESOURCES FOR THE YEAR  Posters and pictures to support the teaching of stories and vocabulary  Colour and number charts  Songs and action poems  Real objects related to the themes and topics  Props to act out the stories, for example, masks, puppets etc  CDs, DVDs and television programmes  Big Books (with visuals)  Anthology of stories, poems and songs  Teacher/Learner made Big Books, Zig-zag books , puppets, masks, flash cards etc CAPS 43 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.4 REQUIREMENTS GRADE 2 3.4.1 GRADE 2 TERM 1 GRADE 2 SECOND ADDITIONAL LANGUAGE REQUIREMENTS PER TERM SUGGESTED CONTACT TIME PER WEEK: 1 HOUR GRADE 2 TERM 1 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Teachers should select two themes that will enable them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. They should try to cover all the activities, more than once if possible. They should assess their learners using the Informal Assessment Activities .They should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the Second Additional Language. Weekly activities Two or more of the following activities in a lesson in the week  Begins to develop an oral (listening and speaking) vocabulary using themes or topics  Responds to simple greetings and farewells, using phrases, for example, ‘Good morning.’ ‘How are you?’ ‘ I’m fine’ in pairs and small groups  Role plays greetings (2 sentences) in pairs and in small groups (e.g. Good Morning Thando, How are you? Good morning Nikiwe, I am fine)  Points to and names objects in the classroom or in a picture in response to teacher’s instructions, for example, ‘Show me the girl in the red dress.’  Uses some formulaic language (e.g. please and thank you)  Sings simple songs and does actions with guidance as a class, for example, ‘This is the way I put on my shirt, put on my shirt, put on my shirt.’  Joins in action poems and songs, doing the actions as a class for example, ‘Here are Gogo’s glasses, Here is Gogo’s hat.’  Plays language games, for example, “Simonsays” in pairs and small groups. Once a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures 44 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures  Listens to short stories told or read with enjoyment and joins in choruses at the appropriate time and repeats patterned language (language chunks) where appropriate as a class  Names some of the things in the picture in response to questions from the teacher, What? Who? Development of concepts, vocabulary and language structures Through taking part in the above activities:  continues to build oral vocabulary  Repeats some language chunks confidently  Responds to instructions and commands  Uses formulaic language ASSESSMENT Suggestions for Assessment: Informal Oral and/or practical /Observation  Sings action songs and poems with confidence  Follows simple instructions (e.g. Touch your head. Touch your toes.)  Role plays greetings (2 sentences) in pairs and in small groups (e.g. Good Morning Thando, How are you? Good morning Nikiwe, I am fine) EMERGENT LITERACY Phonological awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonological Awareness  Claps hands/ clicks fingers/ jumps/ stamp feet on syllables in words in spoken sentences  Segments spoken words into syllables  Segments oral sentences into individual words by clapping on each word, for example, sentences from the story  Identifies the sounds at the beginning of spoken words CAPS 45 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Shared Reading (at least 15 minutes once per week) The teacher reads the text to the class, pointing to the words and discussing the pictures and story line. She re-reads it during the week, encouraging the learners to join in. The text is used to introduce new vocabulary.  Listens to the story read while following the teacher and looking at the pictures  Talks about the pictures in the story using the SAL as much as possible but the Home Language where necessary  Identifies objects in the pictures, for example, ‘Show me the old man.’ ‘Point to the dog.’  Answers some simple oral questions with the support of the pictures, for example, ‘Who? What? Where?’  Begins to recognise some written words in SAL in the Shared Reading activity  Learns some oral vocabulary from the story  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups ASSESSMENT Suggestions for Informal Assessment Activities: Phonological Awareness  Claps words in spoken sentences  Segments spoken words into syllables Shared Reading: (oral and/or practical)  Identifies some people, animals and objects in the illustrations in the Big Book (or other form of enlarged illustrated text)  Answers some simple oral questions about the story  Begins to recognise some written words in SAL in the Shared Reading activity. 46 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.4.2 GRADE 2 TERM 2 GRADE 2 TERM 2 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Teachers should select two themes that will enable them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. They should try to cover all the activities, more than once if possible. They should assess their learners using the Informal Assessment Activities .They should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the Second Additional Language. Weekly activities Two or more of the following activities in a lesson in a week:  Begins to develop an oral (listening and speaking) vocabulary using themes or topics  Responds to and models simple greetings and farewells, using language chunks, in pairs and small groups for example, Good morning. How are you? I’m fine.  Role plays short dialogues e.g. “Hello my name is _______. What is your name? What do you like?  Makes simple requests, for example, ‘May I go to the toilet?’  Uses some formulaic language (e.g. please and thank you)  Points to and names objects in the classroom or in a picture in response to teacher’s instructions  Responds physically to simple oral instructions in pairs and small groups, for example, ‘Stand in a line.’  Sings songs and joins in action poems in pairs and small groups  Plays language games as a class Once a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures  Listens to short stories with enjoyment and joins in choruses at the appropriate time and repeats patterned language where appropriate in pairs and small groups  Names some of the things in the picture in response to questions from the teacher CAPS 47 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Development of concepts, vocabulary and language structures Through taking part in the above activities:  continues to build oral vocabulary  repeats some language chunks confidently  role plays short dialogues e.g. “Hello my name is _______. What is your name? What do you like?  makes simple requests, for example, ‘May I go to the toilet?’ ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical)  Responds to and role plays simple greetings and farewells, using language chunks, in pairs and small groups for example, Good morning Pule. How are you? I’m fine Palesa and how are you?  Demonstrates understanding of some basic oral vocabulary by pointing to objects in the classroom/a picture in response to instructions from the teacher.  Recites action songs and poems with confidence and enthusiasm in pairs and small groups EMERGENT LITERACY Phonological awareness, Phonemic awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonological and Phonemic Awareness  Claps hands/ clicks fingers/ jumps/ stamp feet on syllables in familiar words  Segments and blends syllables in oral words, e.g. u-ma-ma, umama  Segments and blends sounds in oral words, e.g. u-ba-ba, ubaba. Shared Reading (at least 15 minutes once per week) The teacher reads the book to the class, pointing to the words and discussing the pictures and story line. The teacher-reads the text during the week, encouraging the learners to join in. The text is used to introduce new vocabulary.  Listens to the story or non-fiction text while following the teacher and looking at the pictures  Talks about the pictures in the story using the SAL as much as possible but the Home Language where necessary  Identifies objects in the pictures 48 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Answers some simple questions with the support of the pictures, What, Who, Where  Learns some oral vocabulary  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups  Acts out parts of the story using some gestures and simple language chunks in pairs and in small groups using simple props, masks and puppets ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical)  Claps hands/ clicks fingers/ jumps/ stamp feet on syllables in familiar words  Segments and blends syllables in oral words, e.g. u-ma-ma, umama  Segments and blends sounds in oral words, e.g. u-ba-ba, ubaba. Shared Reading: (oral and/or practical)  Talks about the pictures in the Big Book/poster  Answers some simple oral questions about the story or non-fiction text  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups CAPS 49 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.4.3 GRADE 2 TERM 3 GRADE 2 TERM 3 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Teachers should select two themes that will enable them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions.Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/posters, poems, songs, games and real objects for the theme they have chosen. They should try to cover all the activities, more than once if possible. They should assess their learners using the Informal Assessment Activities .They should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the Second Additional Language. Weekly activities Two or more of the following activities in a lesson in a week:  Continues to develop an oral (listening and speaking) vocabulary using themes or topics  Responds and to and models simple greetings and farewells, using language chunks, in pairs and small groups for example, Good morning. How are you? I’m fine.  Participates in simple dialogues with support of teacher, modelling greetings and farewells in pairs and small groups  Makes simple requests, for example, ‘Can I have a pencil, please?’  Uses some formulaic language (e.g. ‘Excuse me; I’m sorry’)  Points to and names objects in the classroom or in a picture in response to teacher’s instructions  Responds physically to simple oral instructions given by teacher individually and in pairs  Responds to simple questions asked by the teacher and peers who take the role of teacher, for example, ‘What is your name? Where do you live?  Sings songs and participates in action poems with confidence in pairs and small groups  Plays language games as a class, Once a week the teacher tells or reads a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures  Listens to short stories with enjoyment and joins in choruses at the appropriate time and repeats patterned language where appropriate in pairs and small groups  Answers simple literal questions about a story with short answers (Who, What, Where)  Names some of the things in the picture in response to questions from the teacher and peers 50 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Development of concepts, vocabulary and language structures Through taking part in the above activities:  continues to build oral vocabulary  responds to simple requests, commands and instructions  responds to simple questions related to the story  participates in simple dialogues with support of teacher  begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language eg. personal pronouns (I, my, we etc) ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical)  Responds physically to simple oral instructions given by teacher individually and in pairs  Participates in simple dialogues with support of teacher, modelling greetings and farewells in pairs and small groups  Names some objects related to the theme in a picture or in the classroom  Plays language games in pairs and in small groups. EMERGENT LITERACY Phonological awareness, Phonemic awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonological and Phonemic Awareness These activities should be integrated into Listening and Speaking activities and Shared Reading.  Segments oral sentences into individual words by clapping on each word, for example, sentences from the story  Claps out the syllables in familiar words  Identifies the sounds at the beginning of spoken words  Identifies the sounds at the end of spoken words, e.g. baleka  Claps out the sounds in words, e.g. i-s-o, and blends them together again, e.g. iso Shared Reading (at least 15 minutes once per week) The teacher reads the text to the class, pointing to the words and discussing the pictures and story line. She re-reads it during the week, encouraging the learners to join in. The text is used to introduce new vocabulary.  Listens to the story or non-fiction text while following the teacher and looking at the pictures CAPS 51 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Talks about the pictures in the story using the SAL  Identifies and names objects in the pictures using the SAL  Reads the text aloud with the teacher. The whole class reads the same story or non-fiction text with the teacher  Answers some simple questions with the support of the pictures, for example, Who, What, Where  Responds to some simple literal questions related to the story  Learns some oral vocabulary  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups  Acts out parts of the story using some gestures and simple dialogue in pairs and in small groups using simple props, masks and puppets in pairs and small groups. ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical)  Claps out the sounds in familiar words  Identifies the sounds at the beginning of spoken words  Segments oral sentences into individual words by clapping on each word, for example, sentences from the story Shared Reading: (oral and/or practical)  Identifies and names objects in the pictures using the SAL  Answers some simple oral questions about the story or non-fiction text  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups  Acts out parts of the story using some gestures and simple language chunks in pairs and in small groups 52 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.4.4 GRADE 2 TERM 4 GRADE 2 TERM 4 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Teachers should select two themes that will enable them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. They should make sure that they have the necessary Big Books/posters, poems, songs, games and real objects for the theme they have chosen. They should try to cover all the activities, more than once if possible. They should assess their learners using the Informal Assessment Activities .They should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the Second Additional Language. Weekly activities Two or more of the following activities in a lesson in a week:  Continues to develop an oral (listening and speaking) vocabulary using themes or topics  Sings simple songs and does actions with confidence in pairs and small groups  Recites poems and does actions with confidence in pairs and small groups  Responds to simple greetings and farewells, using language chunks, for example, Good bye. See you later.’  Participates in simple dialogues with support of teacher, modelling greetings and farewells in pairs and small groups  Makes simple requests, for example, ‘May I leave the classroom?’  Uses some formulaic language (e.g. ‘Excuse me; I’m sorry’)  Points to and names objects in the classroom or in a picture in response to teacher’s instructions  Plays language games as a class  Responds physically to simple oral instructions given by teacher individually and in pairs  Responds to simple questions asked by the teacher and learners who take the role of teacher, for example, ‘What, Who, Where’ Once a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. CAPS 53 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Listens to short stories with enjoyment and joins in choruses at the appropriate time and repeats patterned language (language chunks) where appropriate in pairs and small groups;  Names some of the things in the picture in response to questions from the teacher and peers Development of concepts, vocabulary and language structures Through taking part in the above activities:  Responds to simple questions (e.g. ‘What is your name?’)  continues to build and model the acquired vocabulary and language chunks in simple dialogues  Does actions in response to instructions from the teacher, for example, Jump/hop/skip/touch your toes, etc. Walk quickly/slowly etc.  Makes simple requests, for example, ‘May I leave the room?’  begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language eg. personal pronouns (I, my, we etc) ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical)  Responds to simple questions (e.g. ‘What is your name?’)  Participates in simple dialogues with support of teacher, modelling greetings and farewells in pairs and small groups  Makes simple requests, for example, ‘May I leave the room?’  Does actions in response to instructions from the teacher, for example, ‘Jump/hop/skip/touch your toes, etc.’ ‘ Walk quickly/slowly etc.’ EMERGENT LITERACY Phonological awareness, Phonemic awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonological and Phonemic Awareness  Claps out the sounds in familiar words  Segments spoken words into sounds and blending them together again  Identifies the sounds at the beginning and end of spoken words  Segments oral sentences into individual words by clapping on each word Shared Reading (at least 15 minutes once per week) 54 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 The teacher reads the book to the class, pointing to the words and discussing the pictures and story line. She re-reads it during the week, encouraging the learners to join in. The story or non-fiction text is used to introduce new vocabulary.  Listens and responds to the story or non-fiction text while following the teacher and looking at the pictures  Talks about the pictures using the SAL  Identifies and names objects in the pictures using the SAL  Reads the text aloud with the teacher. The whole class reads the same story or non-fiction text with the teacher.  Answers some simple questions with the support of the pictures, for example, Who, What, Where  Learns some oral vocabulary  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups  Recognises and reads some common words in the SAL print in the classroom, e.g. wall display.  Acts out parts of the story using some gestures and simple language chunks in pairs and in small groups using simple props, masks and puppets in pairs and small groups. ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical)  Claps out the sounds in familiar words  Segments spoken words into sounds and blending them together again  Identifies the sounds at the beginning and end of spoken words  Segments oral sentences into individual words by clapping on each word Reading: (oral and/or practical)  Identifies and name objects in the illustrations in the Big Book/poster  Answers simple literal questions about a story with short answers  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups with confidence  Acts out parts of the story using some gestures and simple dialogue in pairs and in small groups with confidence and enthusiasm CAPS 55 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 RECOMMENDED TEXTS/RESOURCES FOR THE YEAR  Big Books (fiction) and non-fiction Big Books  Anthology of stories, poems and songs  Conversational Posters and pictures to support the teaching of stories and vocabulary  Colour charts and number charts  Objects related to the themes and topics  Props to act out the stories and for role play, for example, masks, objects etc.  CDs, DVDs and television programmes  Flash card labels for classroom items and displays  Pointers to use when reading enlarged texts, wall stories, displays  Masks, Teacher/Learner made Big Books, Zig-zag books, puppets, flash cards etc. 56 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.5 REQUIREMENTS GRADE 3 3.5.1 GRADE 3 TERM 1 GRADE 3 REQUIREMENTS PER TERM SUGGESTED CONTACT TIME PER WEEK: 1 HOUR GRADE 3 TERM 1 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Teachers should select three themes that will enable them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions.. They should make sure that they have the necessary Big Books/posters, poems, songs, games and real objects for the theme they have chosen. They should try to cover all the activities, more than once if possible. They should assess their learners using the Informal Assessment Activities. They should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the Second Additional Language. Weekly activities Two or more of the following activities in a lesson in a week:  Continues to develop an oral (listening and speaking) vocabulary using themes or topics  Identifies a person, animal or object from a simple oral description, with two clues in pairs and small groups ‘I have two legs. I can fly. Who am I?’  Memorises and performs simple poems and action songs in pairs and groups  Participates in simple role-plays and dialogues with (2-3 sentences) with support of teacher modelling greetings and farewells etc. in pairs and small groups  Responds to and makes simple requests, for example, ‘May I have a glass of water?’  Uses some formulaic language (e.g. ‘Excuse me; I’m sorry’)  Talks about objects in a picture in response to the teacher’s instructions  Plays language games as a class  Responds physically to simple oral instructions given by teacher individually and in pairs  Responds to simple questions asked by the teacher and learners who take the role of teacher, for example, ‘What, Who, Where, How CAPS 57 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Once a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures.  Listens to short stories with enjoyment and joins in choruses at the appropriate time and repeats patterned language where appropriate in pairs and small groups  Answers simple literal questions about a story with short answers (Who, What, Where) Development of concepts, vocabulary and language structures Through taking part in the above activities:  continues to build and model the acquired vocabulary and language chunks in simple dialogues  uses some formulaic language (e.g. ‘excuse me; I’m sorry’)  responds to simple questions asked by the teacher and learners who take the role of teacher, for example, what, who, where, how  understands and begins to use some simple language structures in context, for example, the modal ‘can’: I can jump / skip / run etc. I can touch my toes. ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical)  Demonstrates understanding of some basic oral vocabulary by pointing to objects in a picture  Memorises and performs simple poems, action songs  Participates in simple role-plays and dialogues with (2-3 sentences) with support of teacher modelling greetings and farewells etc. in pairs and small groups  Responds to simple questions (e.g. ‘Where do you live?’) EMERGENT LITERACY Phonological awareness, Phonemic awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonological and Phonemic Awareness  Segments spoken words into syllables and blends them together again  Identifies the sounds at the beginning and end of spoken words  Identifies letter-sound relationships of single letters that have the same pronunciation in Home Language 58 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 and Second Additional Language (e.g. d, f, g, h, l, m, n, s, etc.). Do at least one sound a week.  Use syllable cards to build words (look, say and do) Shared Reading (at least 15 minutes twice per week) Twice a week, depending on the time available, the teacher tells or reads a story (Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. The teacher writes high frequency words from the story and puts them on the word wall.  Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster  Reads the text aloud with the teacher. The whole class reads the same story or non-fiction text with the teacher  Follows the text read by the teacher. In subsequent readings of the same text with the teacher and peers reads more fluently.  Answers simple literal questions about a story with short answers, (Where What Who, How)  Names some of the things in the picture in response to questions from the teacher and peers, for example, ‘What is this?’ ‘A fish.’  Acts out parts of the story, using some of the dialogue in pairs and small groups  Recognises and reads some common words in the SAL print in the classroom, e.g. wall display. ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical)  Segments spoken words into syllables and blending them together again  Identifies the sounds at the beginning and end of spoken words  Identifies the letter-sound relationships in familiar words in SAL and in Home Language Shared Reading: (oral and/or practical)  Reads the text aloud with the teacher  Answers simple literal questions about a story with short answers  Demonstrates understanding of vocabulary in the story by naming objects in the pictures in response to instructions from the teacher  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups  Acts out parts of the story using some gestures and simple dialogue in pairs and in small groups CAPS 59 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.5.2 GRADE 3 TERM 2 GRADE 3 TERM 2 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Development of concepts, vocabulary and language structures Teachers should select three themes that will enable them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions.Teachers should choose their own appropriate themes depending on their context and the resources available. They should make sure that they have the necessary Big Books/posters, poems, songs, games and real objects for the theme they have chosen. They should try to cover all the activities, more than once if possible. They should assess their learners using the Informal Assessment Activities .They should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the Second Additional Language. Weekly activities Two or more of the following activities in a lesson in a week:  Continues to develop an oral (listening and speaking) vocabulary using themes or topics  Memorises and performs simple poems, action songs in pairs and small groups.  Uses some formulaic language (e.g. ‘Excuse me; I’m sorry’)  Role-plays and participates in a short conversation using some formulaic language (2-3 sentences) with support of teacher, e.g. meeting and greeting in pairs and small groups.  Makes simple requests, for example, ‘May I take a book?’  Talks about objects in a picture in response to teacher’s instructions, for example, ‘What can you see in the picture?’ ‘Tell me what you can see in the picture.’  Identifies a person, animal or object from a simple oral description, with two clues in pairs and small groups ‘I have two legs. I can fly. Who am I?’  Plays language games in pairs and small groups  Responds physically to simple oral instructions given by teacher individually and in pairs  Responds to simple questions asked by the teacher and learners who take the role of teacher, for example, ‘What, Who, Where, How Once a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. 60 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Listens to short stories with enjoyment and joins in choruses at the appropriate time and repeats patterned language where appropriate in pairs and small groups  Answers simple literal questions about a story with short answers (Who, What, Where)  Relate visuals to printed text Development of concepts, vocabulary and language structures Through taking part in the above activities:  Continues to build oral vocabulary  Role-plays and participates in a short conversation using some formulaic language (2-3 sentences) with support of teacher.  Begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, understands and begins to use the modal ‘can’;: I can run; some negative forms: I cannot fly ASSESSMENT Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical)  Demonstrates understanding and use of some basic oral vocabulary by naming objects  Memorises and performs simple poems and action songs with confidence  Responds physically to simple oral instructions given by teacher individually and in pairs  Role-plays and participates in a short conversation using some formulaic language (2-3 sentences) with support of teacher, e.g. meeting and greeting in pairs and small groups.  Responds to simple questions asked by the teacher and peers. EMERGENT LITERACY Phonological awareness, Phonemic awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonological and Phonemic Awareness The activities should be integrated into Listening and Speaking activities and Shared Reading.  Claps individual sounds (phonemes) in spoken words  Identifies the sounds at the beginning and end of spoken words  Identifies letter-sound relationships of single letters that have the same pronunciation in Home Language and Second Additional Language (e.g. d, f, g, h, l, m, n, s, etc.). Do at least one sound a week.  Teach some sounds that may be different, e.g. vowels.  Use syllable cards to build words (look, say and do) CAPS 61 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Shared Reading (at least 15 minutes twice per week) Twice a week, depending on the time available, the teacher tells or reads a story (Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. The teacher writes high frequency words from the story and puts them on the word wall. Weekly activities The teacher could do one longer activity or two or three short ones per week.  Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster,with enjoyment and joins in choruses at the appropriate time  Reads the text aloud with the teacher. The whole class reads the same story or non-fiction text with the teacher  Follows the text read by the teacher. In subsequent readings of the same text with the teacher and peers recognises common words and reads more fluently  Answers simple literal questions about a story with short answers, (Where What Who, How)  Names some of the things in the picture in response to questions from the teacher and peers, for example, ‘What is this?’ ‘A fish.’  Acts out the story using some of the dialogue in pairs and small groups  With help from the teacher, retells parts of the story in pairs.  Recognises and reads some common words in the SAL print in the classroom, e.g. wall display. ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical)  Segments spoken words into syllables and blends them together again  Identifies the sounds at the beginning and end of spoken words  Identifies the letter-sound relationships in familiar words in SAL Shared Reading: (oral and/or practical)  Reads the text aloud with the teacher  Answers simple literal questions about a story with short answers  Demonstrates understanding of vocabulary in the story by naming objects in the pictures in response to instructions from the teacher.  After repeated readings, joins in choruses and repeats language chunks where appropriate in pairs and small groups  Acts out parts of the story using some gestures and simple dialogue in pairs and in small groups 62 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.5.3 GRADE 3 TERM 3 GRADE 3 TERM 3 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Teachers should select three themes that will enable them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. They should make sure that they have the necessary Big Books/posters, poems, songs, games and real objects for the theme they have chosen. They should try to cover all the activities, more than once if possible. They should assess their learners using the Informal Assessment Activities .They should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the Second Additional Language. Weekly activities The teacher could do one longer activity or two or three short ones per week  Develops an oral (listening and speaking) vocabulary using themes or topics  Participates in simple role-plays and dialogues with (3 to 4 sentences) with support of teacher modelling a short conversation in pairs and small groups  Follows a short sequence of 2-3 instructions given by the teacher  Understands and responds to simple questions such as Who, What, Where, Whose?  Makes simple requests and statements in the new language with the support of the teacher for example, ‘Can I go outside and play, please?’  Uses some formulaic language (e.g. Today, Tomorrow, Yesterday)  Listens to a simple recount, given by teacher (2 sentences)  Memorises and performs simple poems and songs in pairs and small groups with confidence and enthusiasm  Plays language games outside the classroom with peers and in small groups under teacher supervision. Once a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures.  Listens to short stories with enjoyment and joins in choruses at the appropriate time and repeats patterned language where appropriate in pairs and small groups  Listens and responds to a short simple story read aloud by the teacher Development of concepts, vocabulary and language structures CAPS 63 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Through taking part in the above activities:  continues to build and model the acquired vocabulary and language chunks in simple dialogues  Uses some formulaic language (e.g. Today, Tomorrow, Yesterday)  Understands and responds to simple questions such as Who, What, Where, Whose?  Begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, common words, question forms, personal pronouns, verbs, commands/imperatives Suggestions for Informal Assessment Activities: Listening and Speaking: (oral and/or practical)  Participates in simple role-plays and dialogues with (3 to 4 sentences) with support of teacher modelling a short conversation/greetings in pairs and small groups  Follows a short sequence of 2-3 instructions given by the teacher  Gives and responds to simple instructions given by the teacher and peers e.g. Catch the ball  Uses some formulaic language (e.g. Today, Tomorrow, Yesterday)  Understands and responds to simple questions such as Who, What, Where, Whose?  Makes simple requests and statements in the new language with the support of the teacher for example, ‘Can I go outside and play, please?’ EMERGENT LITERACY Phonological awareness, Phonemic awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonemic awareness and phonics  Identifies the sounds at the beginning and end of spoken words  Identifies the number of sounds in each syllable in familiar words  Segments spoken words into sounds and blends them together again  Identifies letter-sound relationships of single letters that have the same pronunciation in Home Language and Second Additional Language (e.g. d, f, g, h, l, m, n, s, etc.). Do at least one sound a week.  Identifies some sounds that may be different, e.g. vowels.  Identifies some more initial sounds which may be different in the SAL from the Home Language  Use syllable cards to build words (look, say and do) Shared Reading (at least 15 minutes twice per week) Twice a week, depending on the time available, the teacher tells or reads a story (Stories that are told 64 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. The teacher writes high frequency words from the story and puts them on the word wall. Weekly Activities  Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster) with enjoyment and joins in choruses at the appropriate time  Reads the text aloud with the teacher. The whole class reads the same story or non-fiction text with the teacher  Follows the text read by the teacher. In subsequent readings of the same text with the teacher and peers recognises common words and reads more fluently with expression.  Reads fluently, the Shared reading text covered in Term 1 and 2  Make meaning and respond to simple literal questions (Who, What, Where, How) based on Shared Reading text  Names some of the things in the pictures in response to questions from the teacher and peers  Role-plays parts of a story in small groups  Recognises and reads some common words in the SAL print in the classroom, e.g. wall display ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical)  Identifies the sounds at the beginning and end of spoken words  Identifies letter-sound relationships of single letters that have the same pronunciation in Home Language and Second Additional Language (e.g. d, f, g, h, l, m, n, s, etc)  Knows some sounds that may be different, e.g. vowels.  Identifies some more initial sounds which may be different in the SAL from the Home Language  Uses syllable cards to build words (look, say and do) Shared Reading: (oral and/or practical)  Reads the text aloud with the teacher fluently  Reads fluently, the Shared reading text covered in Term 1 and 2  Answers simple literal questions about a story with short answers  Demonstrates understanding of vocabulary in the story by naming words  Role plays parts of the story using some gestures and simple dialogue in pairs and in small groups CAPS 65 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 3.5.4 GRADE 3 TERM 4 GRADE 3 TERM 4 LISTENING AND SPEAKING CONTENT/CONCEPTS/SKILLS Teachers should select three themes that will enable them to introduce and recycle vocabulary, and cover the activities listed below. Note that the suggested themes/topics are simply suggestions. They should make sure that they have the necessary Big Books/posters, poems, songs, games and real objects for the theme they have chosen. They should try to cover all the activities, more than once if possible. They should assess their learners using the Informal Assessment Activities .They should allow the teacher to constantly recycle simple, basic language structures as she communicates with the learners in the Second Additional Language. Weekly activities The teacher could do one longer activity or two or three short ones per week  Develops and uses an oral (listening and speaking) vocabulary using themes or topics  Follows a short sequence of 2-3 instructions, for example, ‘Come with your friend to the front of the classroom’  Participates in simple role-plays and dialogues with (3 to 4 sentences) with support of teacher modelling greetings/short conversation in pairs and small groups  Takes turns to give simple instructions and commands during language games to a peer  Understands and responds to simple questions such as ‘What is your name? How old are you?  Makes and responds to simple requests made by the teacher and peers  Uses some formulaic language (e.g. Today, Tomorrow, Yesterday)  Identifies and names real objects in the new language (book, pencil, shoe, shirt etc.)  Talks about objects in a picture in response to teacher’s instructions (What can you see in the picture? Tell me what you can see in the picture.)  Listens to a simple recount (2-3 sentences), given by the teacher telling about what she did  With help from the teacher, gives a simple recount (1-2 sentences), for example, learners tell the teacher about the weather  Memorises and performs simple poems, and songs with confidence and enthusiasm Once a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. 66 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Listens to short stories with enjoyment and joins in choruses at the appropriate time and repeats patterned language where appropriate in pairs and small groups  Listens and responds to a short simple story read aloud by the teacher  Answers simple literal questions about a story with short answers (Who, What, Where) Development of concepts, vocabulary and language structures Through taking part in the above activities:  Continues to build and model the acquired vocabulary and language chunks in simple dialogues  Begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, common words, question forms, personal pronouns, plurals, verbs, commands/imperatives  Uses some formulaic language (e.g. ‘Today, Tomorrow, Yesterday’)  Understands and responds to simple questions such as Who, What, Where, Whose? ASSESSMENT Suggestions for Informal Assessment Activities:  Participates in simple role-plays and dialogues with (3 to 4 sentences) with support of teacher modelling a short conversation/greetings in pairs and small groups  Uses some formulaic language (e.g. ‘Today, Tomorrow, Yesterday’)  Follows a short sequence of 2-3 instructions given by the teacher  Gives and responds to simple instructions given by the teacher and peers e.g. Catch the ball  Understands and responds to simple questions such as Who, What, Where, Whose?  Makes simple requests and statements in the new language with the support of the teacher for example, ‘Can I go outside and play, please?’ EMERGENT LITERACY Phonological awareness, Phonemic awareness and Shared Reading are integrated with Listening and Speaking. CONTENT/CONCEPTS/SKILLS Phonological and phonemic awareness  Identifies the sounds at the beginning and end of spoken words  Identifies the number of sounds in each syllable in familiar words  Segments spoken words into sounds and blends them together again  Identifies letter-sound relationships of single letters that have the same pronunciation in Home Language and Second Additional Language (e.g. d, f, g, h, l, m, n, s, etc.). Do at least one sound a week.  Teach some sounds that may be different, e.g. vowels.  Teach some more initial sounds which may be different in the SAL from the Home Language CAPS 67 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3  Use syllable cards to build words (look, say and do) Shared Reading (at least 15 minutes twice per week) Twice a week, depending on the time available, the teacher tells or reads a story (Stories that are told can be dramatised using gestures and props to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can see the pictures. The teacher writes high frequency words from the story and puts them on the word wall. Weekly Activities  Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster) with enjoyment and joins in choruses at the appropriate time  Reads the text aloud with the teacher. The whole class reads the same story or non-fiction text with the teacher  Follows the text read by the teacher. In subsequent readings of the same text with the teacher and peers recognises common words and reads more fluently and with expression.  Reads fluently, the Shared reading text covered in Term 1 and 3 in small groups  Make meaning and respond to simple literal questions (Who, What, Where, How) based on Shared reading text  Names some of the things in the picture in response to questions from the teacher and peers  Role-plays parts of a story in small groups  With help from the teacher, retells the story in pairs  Recognises and reads some common words in the SAL print in the classroom, e.g. wall display  Reads and writes some common words in SAL ASSESSMENT Suggestions for Informal Assessment Activities: Phonological and Phonemic awareness: (oral and/or practical)  Identifies the sounds at the beginning and end of spoken words  Identifies letter-sound relationships of single letters that have the same pronunciation in Home Language and Second Additional Language (e.g. d, f, g, h, l, m, n, s, etc.). Do at least one sound a week.  Identifies some sounds that may be different, e.g. vowels.  Identifies some more initial sounds which may be different in the SAL from the Home Language  Uses syllable cards to build words (look, say and do) Shared Reading: (oral and/or practical)  Reads fluently, the Shared reading text covered in Term 1 and 3  Answers simple literal questions about a story with short answers  Demonstrates understanding of vocabulary in the story by reading words  Role plays parts of the story using some gestures and simple dialogue in pairs and in small groups 68 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 RECOMMENDED TEXTS/RESOURCES FOR THE YEAR  Pictures and conversational posters  Big Books – both fiction and non-fiction  Other enlarged texts (poems, songs, etc.)  Objects related to the themes and topics, puppets, masks etc.  Pictures to sequence  Anthology of short stories, Poems and songs  Language games (oral)  Picture books with captions (caption books)  Flash card labels for classroom items, displays and for sight words  Alphabet charts  Pointers to use when reading enlarged texts, wall stories, displays  Masks, Teacher/Learner made Big Books, Zig-zag books , puppets, flash cards  Improvised costumes for role-play and acting out the stories  Compact discs or audio tapes with stories (read or told), poems, rhymes and songs, CD player or tape recorder, television and video tapes/DVDs CAPS 69 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 GLOSSARY action poems – poems that are accompanied by actions (e.g. I touch my head, I touch my toes, I touch my knees, I touch my nose) additive bilingualism – when a person learns a language (or languages) in addition to his or her home language. The person builds on what he or she already knows in the home language (e.g. how to read and write). The additional language builds on the home language; it does not replace it. emergent literacy – refers to a child’s growing knowledge of the printed word. Children see print in the environment and begin to understand its purpose. They may have stories told or read to them; they learn what books are and how stories work. So even before they come to school they know a lot about literacy. They may try to write their names using their own ideas about letters and spelling (i.e. emergent spelling), and they may pretend to read a book (i.e. reading-like behaviour). This is the beginning of children’s literacy. fluency – the ability to read a text quickly and accurately with expression that reflects understanding formulaic language – language which is learned in chunks or wholes (e.g. greetings). When we begin to learn a language, much of what we learn is formulaic. Gradually, we begin to make sense of the patterns and rules of the language, and we become able to express our own ideas in very simple ways. incidental learning – learning that happens without deliberate teaching language chunk - Chunks are groups of words that can be found together in language. They can be words that always go together for example “How are you? Where do you live? Literal – the literal meaning of a text is exactly what is stated in the text. A ‘literal question’ is one which asks learners to get information directly stated in the text (e.g. What colour was the little boy’s jersey?) Multilingualism - is the use of two or more languages, either by an individual speaker or by a community of speakers. The word multilingualism can be used to refer to the use or maintenance of more than one language in a certain context. In this regard it may refer to the fact that many languages are spoken in South Africa but also that many South Africans know more than one language. 70 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 Orthography definition- the art of writing words with the proper letters, according to accepted usage; correct spelling phonemic awareness – the ability to hear, identify and manipulate the individual sounds of a language (e.g. in English to identify the same sound in ‘bad’, ‘sad’, ‘glad’ and ‘mad’, and to distinguish between the sounds in ‘bed’, ‘bad’, ‘bud’ and ‘bird’). phonics – phonics instruction teaches children the relationship between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. It teaches children to use these relationships to read and write words. phonological awareness – the ability to understand how the sound system works e.g. to identify sounds, syllables, rhymes, onsets and rimes. realia - (/riˈeɪˌliˌə/ pron. ree-ay-lee-ah) are objects from real life used in by teacher to improve learner’s understanding of other cultures and real life situations. A teacher who teaches a new language often uses realia to strengthen learners associations between words for everyday objects and the objects themselves torecount – to tell about past events in a sequence (e.g. to say or write about what one did last weekend) arecount – The purpose of a recount is to tell a sequence of events (e.g. a child telling what happened at the weekend in the class ‘news time’). A recount uses the past tense and words like ‘first’, ‘then’ and ‘next’. Refrain - repetition and chorusing of patterned language in a text that is read aloud. rhyme – words or lines of poetry that end with the same sound including a vowel (e.g. sad, mad, glad, bad) shared reading – an activity in which children share the reading of an enlarged text with the teacher. This is a lesson with the whole class. The text used is aimed at the top group in the class. Some children will be at a listening level, others will be beginning to engage in the reading and more will be engaging fully. The same text is used over several days. Each day a new focus is selected by the teacher. The text is used to introduce text features, phonics, grammar and reading skills in context. story board – a series (or sequence) of pictures illustrating a story or procedure (e.g. how to make a mask) CAPS 71 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3 total physical response – a method of language teaching in which the teacher gives instructions, the learner responds physically, and the teacher provides feedback. word wall – is a literacy tool composed of an organised (typically in alphabetical order) collection of words which are displayed in large visible letters on a wall 72 CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 1-3     AFRIKAANS MATHEMATICS Curriculum and Assessment Policy Statement Foundation Phase Grade 1-3 National Curriculum Statement (NCS) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING graad 1-3 wiskunde KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0445-9 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Lan￾guages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 KABV WISKUNDE GRAAD 1-3 FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experi￾ence of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Cur￾riculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 KABV 1 WISKUNDE GRAAD 1-3 INHOUD AFDELING 1: INLEIDING EN AGTERGROND......................................................................................... 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning .............................................................................................................................................. 6 1.4.1 Grondslagfase ........................................................................................................................................ 6 1.4.2 Intermediêre Fase .................................................................................................................................. 6 1.4.3 Senior Fase ............................................................................................................................................ 7 1.4.4 Graad 10-12 ........................................................................................................................................... 7 AFDELING 2: DEFINISIES, DOELWITTE, VAARDIGHEDE EN INHOUD ............................................... 8 2.1 Inleiding............................................................................................................................................................ 8 2.2 Wat is wiskunde? ............................................................................................................................................ 8 2.3 Spesifieke doelwitte........................................................................................................................................ 8 2.4 Spesifieke vaardighede .................................................................................................................................. 8 2.5 Fokus op inhoudsareas.................................................................................................................................. 9 2.6 Gewig van inhoudsareas.............................................................................................................................. 10 2.7 Wiskunde in die grondslagfase ................................................................................................................... 11 2.7.1 Voorgestelde riglyne vir klaskamerbestuur ........................................................................................... 11 2.7.2 Leerders wat leerhindernisse in wiskunde ondervind ........................................................................... 13 2.7.3 Hoofrekene (Mental Maths)................................................................................................................... 13 2.8 Graad R .......................................................................................................................................................... 13 2.9 Aanbevole hulpbronne vir die grondslagfase wiskundeklaskamer......................................................... 16 AFDELING 3: INHOUDSPESIFIKASIES EN VERDUIDELIKING........................................................... 17 3.1 Inleiding.......................................................................................................................................................... 17 3.2 Spesifisering van inhoude wat progressie aandui..................................................................................... 17 • Getalle, Bewerkings En Verwantskappe ............................................................................................... 18 • Patrone, Funksies En Algebra............................................................................................................... 24 • Ruimte En Vorm (Geometrie)................................................................................................................ 25 • Meting ................................................................................................................................................... 28 • Datahantering........................................................................................................................................ 34 2 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 3.3 Verduideliking van inhoud............................................................................................................................ 36 3.4 Volgorde en pasaanduiders ......................................................................................................................... 36 3.4.1. Graad 1 oorsig per kwartaal.................................................................................................................. 40 3.4.2. Graad 2 oosig per kwartaal................................................................................................................... 56 3.4.3.Graad 3 oorsig per kwartaal.................................................................................................................. 73 3.5 Verduidelikende notas met onderrig-riglyne .............................................................................................. 92 3.4.1. Verduideliking van graad 1 inhoud........................................................................................................ 93 3.5.2. Verduideliking van inhoud graad 2...................................................................................................... 210 3.5.3. Verduideliking van inhoud graad 3...................................................................................................... 339 AFDELING 4: ASSESSERINGSRIGLYNE............................................................................................ 484 4.1 Inleiding ...................................................................................................................................................... 484 4.2 Informele of daaglikse assessering.......................................................................................................... 484 4.3 Formele assessering ................................................................................................................................. 484 4.4 Formele assesseringsprogram................................................................................................................. 485 4.5 Opteken en verslaggewing........................................................................................................................ 486 4.6 Moderering van assessering..................................................................................................................... 486 4.7 Algemeen .................................................................................................................................................... 486 4.8 Voorbeelde van assesseringstake vir Graad 1-3..................................................................................... 487 KABV 3 WISKUNDE GRAAD 1-3 AFDELING 1: INLEIDING EN AGTERGROND 1.1 AGTERGROND Die National Curriculum Statement Grades R-12 (NCS) bepaal beleid oor kurrikulum en assessering in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. ’n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 OORSIG (a) Die National Curriculum Statement Grades R-12 (January 2012) verteenwoordig ’n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende: (i) die Kurrikulum - en assesseringsbeleidsverklarings vir elke goedgekeurde skoolvak; (ii) die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; en (iii) die beleidsdokument, National Protocol for Assessment Grades R-12 (January 2012). (b) Die National Curriculum Statement Grades R-12 (January 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) die Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 van 31 Mei 2002; en (ii) die National Curriculum Statement Grades 10-12, Government Gazettes, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word toenemend deur die National Curriculum Statement Grades R-12 (January 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea- / Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleid, National Policy on assessment and qualifications for schools in the General Education and Training Band, afgekondig in die Government Notice No. 124 in die Government Gazette No. 29626 van 12 Februarie 2007; (iii) die beleid, National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), afgekondig in Government Gazette No. 27819 van 20 Julie 2005; (iv) die beleid, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, gepubliseer in die Government Gazette, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleid, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; en 4 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 (v) die beleid, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), afgekondig in die Government Notice No. 1267 in die Government Gazette No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat word, bevat die norme en standaarde van die National Curriculum Statement Grades R-12. Dit sal in terme van afdeling 6A van die South African Schools Act, 1996 (Act No. 84 of 1996), die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 ALGEMENE DOELWITTE VAN DIE SUID-AFRIKAANSE KURRIKULUM (a) Die National Curriculum Statement Grades R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewensovoorts. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die National Curriculum Statement Grades R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van ’n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers ’n voldoende profiel van ’n leerder se vermoëns te verskaf. (c) Die National Curriculum Statement Grades R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig ’n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en niekritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die National Curriculum Statement Grades R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; KABV 5 WISKUNDE GRAAD 1-3 • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die National Curriculum Statement Grades R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van ’n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld is ’n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort ’n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die struikelblokke in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Guidelines for Inclusive Teaching and Learning (2010). 6 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 1.4 TYDSTOEKENNING 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD R (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 7/8 7/8 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede: • Aanvangskennis • Skeppende Kunste • Liggaamsopvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) Totaal 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. ’n Maksimum tyd van 8 uur en ’n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word ’n minimum tyd van 2 uur en ’n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word ’n maksimum van 8 uur en ’n minimum van 7 uur vir Huistaal toegeken. ’n Minimum van 3 uur en ’n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede: • Skeppende Kunste • Liggaamsopvoeding • Persoonlike en Sosiale Welsyn 4 1,5 1 1,5 Totaal 27,5 KABV 7 WISKUNDE GRAAD 1-3 1.4.3 Senior Fase (a) Onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese en Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 Totaal 27,5 1.4.4 Graad 10-12 (a) Onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4.5 Eerste Addisionele Taal 4.5 Wiskunde 4.5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Annexure B, Tables B1-B8) van die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, on￾derhewig aan die bepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) Totaal 27,5 Die tydstoekenning per week mag net vir die minimum vereiste vakke in die National Curriculum Statement Grades R-12 (NCS) soos hierbo uiteengesit, gebruik word. Dit mag nie vir enige addisionele vakke wat tot die vakkeuselys gevoeg is, gebruik word nie. As ’n leerder enige addisionele vakke wil aanbied, moet ekstra tyd toegeken word vir die onderrig van hierdie vakke. 8 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 AFDELING 2: DEFINISIES, DOELWITTE, VAARDIGHEDE EN INHOUD 2.1 Inleiding In hoofstuk 2 word aan die opvoeders in die grondslagfase definisies en inligting rakende die volgende voorsien: Spesifieke doelwitte, spesifieke vaardighede, fokus op inhoude, gewig van die inhoude, voorgestelde bronne vir die grondslagfase, wiskundelesse, voorgestelde riglyne om leerders met wiskundestruikelblokke te ondersteun, hoofrekene (Mental Maths) sodat die onderrig van vroeë wiskundevaardighede in graad R bevorder kan word. 2.2 Wat is wiskunde? Wiskunde is ‘n menslike aktiwiteit wat die volgende behels: Waarneming, voorstelling en ondersoek van patrone, en kwantitatiewe verwantskappe in fisiese en sosiale verskynsels, asook tussen wiskundige voorwerpe self. Deur hierdie proses word nuwe wiskundige idees en insigte ontwikkel. In wiskunde word ‘n eie, gespesialiseerde taal gebruik wat simbole en notasies behels om numeriese, meetkundige en grafiese verwantskappe te beskryf. Wiskunde-idees en -begrippe bou op mekaar voort om ‘n samehangende struktuur te vorm. 2.3 Spesifieke doelwitte Die onderrig en leer van wiskunde is daarop gerig om die volgende in die leerder te ontwikkel: • ‘n kritiese bewustheid van hoe wiskundige verwantskappe in sosiale omgewings- , kulturele en ekonomiese verband gebruik word; • die nodige selfvertroue en bevoegdheid om enige wiskundige situasie te hanteer, sonder om deur ‘n vrees vir wiskunde gekniehalter te word; • ‘n gees van weetgierigheid en ‘n liefde vir wiskunde • ‘n waardering vir die skoonheid en elegansie van wiskunde • erkenning dat wiskunde ‘n kreatiewe deel van menslike aktiwiteit is • diepgaande konseptuele begrippe ten einde wiskunde te verstaan • spesifieke kennis en vaardighede wat nodig is vir ... - die toepassing van wiskunde op fisiese, sosiale en wiskundige problem; - die studie van verwante vakmateriaal (byvoorbeeld ander vakke ); - verdere studie van wiskunde. 2.4 Spesifieke vaardighede Vir die nodige wiskundige vaardighede, behoort die leerder ... • die korrekte wiskundige taal aan te leer; • getalbegrip te ontwikkel, en bewerkings en die toepassings daarvan te kan doen; • te leer om te luister, te kommunikeer, te dink en logies te redeneer, asook die wiskundige kennis, te kan toepas; • inligting te ondersoek, te analiseer, te interpreteer en voor te stel; KABV 9 WISKUNDE GRAAD 1-3 • vaardig te wees in probleemstelling en probleemoplossing; • ‘n bewustheid te ontwikkel van die belangrike rol wat wiskunde in alledaagse situasies speel. Dit sluit ook die persoonlike ontwikkeling van die leerder in. 2.5 Fokus op inhoudsareas Wiskunde in die grondslagfase bestaan uit vyf inhoudsareas. Elke inhoudsarea dra tot ‘n spesifieke vaardigheid by. Die volgende tabel dui die algemene, sowel as die spesifieke fokus van die inhoudsareas vir die grondslagfase aan. Tabel 2.1 Wiskunde-inhoudsfokus vir die grondslagfase WISKUNDE-INHOUDSKENNIS Inhoudsarea Algemene inhoudsfokus Spesifieke inhoudsfokus vir die grondslagfase Getalle bewerkings en verwantskappe Ontwikkeling van getalbegrip wat die volgende insluit: • die betekenis van verskillende soorte getalle; • die verwantskap tussen verskillende soorte getalle; • die relatiewe grootte van verskillende getalle; • hervoorstelling van getalle op verskillende maniere • werk met getalle Teen die einde van graad 3 word heelgetalle in die getalgebied tot ten minste 1000 ontwikkel, asook algemene breuke. In hierdie fase word die leerders se getalbegrip ontwikkel deur konkrete voorwerpe te manipuleer, hoeveelhede te verdeel en saam te voeg. Die omvang van getalle wat teen die einde van graad 3 ontwikkel is, sluit heelgetalle tot minstens 1000, en gewone eenheids- en nie￾eenheidsbreuke in. In hierdie fase word die leerder se getalbegrip ontwikkel deur met fisiese voorwerpe te werk ten einde versamelings voorwerpe te tel, hoeveelhede te verdeel en te kombineer, springtel op verskillende maniere te doen, kontekstuele (woord-) probleme op te los, en getalle op te bou en af te breek. • Deur te tel word die leerder in staat gestel om getalbegrip, hoofrekene, skatting, rekenvaardighede en herkenning van patrone te ontwikkel. • Die ontwikkeling van getalbegrip stel die leerder in staat om die eienskappe van getalle en strategieë te ontwikkel wat bewerkings kan vergemaklik • Deur probleme in konteks op te los, word die leerders in staat gestel om mondeling en skriftelik hul werkswyse deur middel van tekeninge en simbole te verduidelik • Leerders verwerf begrip van basiese bewerkings van optel, aftrek, vermenigvuldiging en deling • Leerders ontwikkel ‘n begrip van breuke deur die oplossing van probleme deur middel van die verdeling van konkrete apparaat en die gebruik van tekeninge • Verdeling behoort nie net as dele van ‘n geheel gesien te word nie, maar ook as deel van ‘n versameling konkrete voorwerpe. Patrone, funksies en algebra Algebra is die taal waarin wiskunde die meeste ondersoek en gekommunikeer word. Algebra kan as ‘n veralgemeende rekenkunde beskou word, en dit kan na die studie van funksies en ander verwantskappe tussen veranderlikes uitgebrei word. ‘n Sentrale deel van hierdie uitkoms is daarop gerig om die leerder doeltreffende hanteringsvaardighede in die gebruik van algebra te laat verwerf. Dit fokus ook op die volgende: In hierdie fase werk leerders met ... • getalpatrone, byvoorbeeld oorslaantel • geometriese patrone, byvoorbeeld prente. Leerders behoort in staat te wees om konkrete voorwerpe, tekeninge en simbole te kopieer, uit te brei, te beskryf en te ontwerp. Deur patrone te kopieer, stel dit die leerder in staat om die logika van die samestelling van die patroon te verstaan. Deur die patroon uit te brei, word die leerder in staat gestel om die patroon te verstaan. 10 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 WISKUNDE-INHOUDSKENNIS Inhoudsarea Algemene inhoudsfokus Spesifieke inhoudsfokus vir die grondslagfase • die beskrywing van patrone en verwantskappe deur die gebruik van simboliese stellings, grafieke en tabelle; • die identifisering en ontleding van reëlmatigheid en variasie in patrone en verwantskappe wat leerders in staat stel om voorspellings te maak en probleme op te los Deur die patroon te beskryf, word die leerder in staat gestel om sy taalvaardighede te ontwikkel. Deur op die logiese opeenvolging van patrone te fokus, word die basis vir algebraïese denke ontwikkel. Getalpatrone ondersteun die ontwikkeling van konsepte en die inherente begrip van getalle, bewerkings en verwantskappe. Geometriese patrone sluit ‘n herhaling van lyne, vorms en voorwerpe, maar ook patrone in die omgewing in. Met geometriese patrone wend leerders hul kennis van ruimte en vorm aan. Ruimte en vorm (Geometrie) • Die studie van ruimte en vorm verbeter die begrip en waardering van die patroon, noukeurigheid, prestasie en skoonheid in natuurlike en kulturele voorwerpe. Dit fokus op die volgende: • Eienskappe en verwantskappe • Orientasies en posisies • Transformasie van twee dimensionele vorms en drie dimensionele voorwerpe. • In hierdie fase fokus leerders op driedimensionele (3-D) voorwerpe, tweedimensionele (2-D ) vorms, posisie en rigting. • Leerders ontdek die eienskappe van 3-D voorwerpe en 2-D vorms deur sortering, klassifisering, beskrywing en benoeming • Leerders teken vorms en bou met voorwerpe • Leerders herken en beskryf vorms en voorwerpe in die omgewing wat met wiskundige voorwerpe en vorms verband hou • Leerders beskryf die posisie van voorwerpe, hulself en ander deur die gebruik van toepaslike woordeskat • Leerders volg en gee aanwysings Meting Meting fokus op die keuse en gebruik van geskikte eenhede, instrumente en formules om kenmerke van gebeure, vorms, voorwerpe en die omgewing te kwantifiseer. Meting hou direk verband met die leerder se wetenskaplike, tegnologiese en ekonomiese werêld , en stel die leerder in staat om die volgende te doen: • Sinvolle skattings te maak • Bedag te wees op die redelikheid van afmetings/ lesings en resultate • In hierdie fase word die konsep van meting ontwikkel deur met verskillende konkrete apparate en vorms te werk. Sodoende word die eienskappe van lengte, volume, massa, oppervlakte en tyd aangeleer • Leerders gebruik informele eenhede om die eienskappe van vorms en voorwerpe te meet, soos byvoorbeeld hande, tree, houers, ensovoorts. • Leerders vergelyk verskillende hoeveelhede deur woordeskat soos langer/swaarder/korter, ensovoorts te gebruik • Leerders word aan standard eenhede blootgestel, soos gram, kilogram, milliliter, liter, sentimeter en meter. • Voordat daar met aktiwiteite wat oor tyd handel, voortgegaan kan word, moet die leerder se begrip van tydsverloop ontwikkel word. Datahantering Die studie van datahantering ontwikkel die volgende vaardighede by die leerder: Die vermoë om ... • te versamel • te organiseer • voor te stel; • te ontleed; en • gegewe data te interpreteer. Die fokus in die onderrig en leer van datahantering in die grondslagfase is op sortering van voorwerpe en data op verskillende maniere, gebaseer op die eienskappe van die voorwerpe of data. • Daar word van leerders verwag om prent- en kolomgrafieke te kan teken, en te kan interpreter, deur een tot een afparing van die gegewe data. 2.6 Gewig van inhoudsareas Die gewig van die wiskunde-inhoudsareas het ‘n tweeledige doel: Eerstens gee die gewig ‘n aanduiding van die tydsduur wat benodig word om die inhoude grondig te onderrig. Tweedens gee die gewigsaanduiding riglyne om die inhoud van assessering eweredig te versprei. Die gewig van die inhoud is nie dieselfde vir elke graad in die grondslagfase nie. KABV 11 WISKUNDE GRAAD 1-3 Tabel 2.2 Gewig van inhoudsareas in die grondslagfase GEWIG VAN INHOUDSAREAS Inhoudsareas Graad 1 Graad 2 Graad 3 Getalle, bewerkings en verwantskappe* 65% 60% 58% Patrone, funskies en algebra 10% 10% 10% Ruimte en vorm (Geometrie) 11% 13% 13% Meting 9% 12% 14% Datahantering 5% 5% 5% 100% 100% 100% *In graad R-3 is dit belangrik dat die inhoudsarea, getalle, bewerkings en verwantskappe die hooffokus van wiskunde uitmaak. Leerders behoort diegrondslagfase met ‘n grondige kennis van getalbegrip en rekenvaardigheid (bewerkingsvaardigheid) te verlaat. Die doel daarvan is dat leerders met vertroue en toereikend met getalle en bewerkings kan werk. Om hierdie rede is die tydtoewysing vir getalle, bewerkings en verwantskappe verhoog. Die meeste van die werk aan patrone behoort op getalpatrone te fokus om die leerders se getalvaardighede te verbeter. 2.7 Wiskunde in die grondslagfase Grondslagfase-wiskunde vorm ‘n oorgangsfase tussen die kind se voorskoolse lewe en die wereld daarbuite aan die een kant, en met die abstrakte wiskunde van die latere grade aan die ander kand. In die vroeër grade behoort die leerders aan wiskundige aktiwiteite bloot gestel te word, sodat hulle deur middel van kommunikasie hul wiskundige denke kan opteken. Die tyd wat aan wiskunde bestee word, het ‘n direkte invloed op die leerder se ontwikkeling van wiskundige konsepte en vaardighede. Leerders behoort nie net besig gehou te word nie, maar moet gefokus met wiskunde besig wees soos wat in die kurrikulum gestipuleer word. 2.7.1 Voorgestelde riglyne vir klaskamerbestuur Al die tyd wat vir wiskunde toegewys is, moet as een periode beskou word. Die volgende is belangrik vir elke wiskunde-periode: • Klasaktiwiteite - Hoofrekene (Hoofrekene) - Vaslegging van begrippe - Klaskamerorganisasie (toewysings van individuele aktiwiteite) • Werk in groepe - Tel - Die ontwikkeling van getalbegrip (mondelinge en praktiese aktiwiteite) - Probleemoplossing (mondelinge en praktiese aktiwiteite) - Geskrewe take - Ontwikkeling van rekenvaardighede (mondelinge en praktiese aktiwiteite) - Ruimte en vorm - Meting - Datahantering 12 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 • Selfstandige werk Leerders oefen en lê begrippe vas wat in klassikale, sowel as in groeponderrig aangeleer is. Klasaktiwiteite: Die fokus is vir minstens 20 minute per dag op hoofrekene, die vaslegging van begrippe en die toewysing van selfstandige leer. Dit vind aan die begin van die wiskunde-periode plaas. Tydens hierdie periode sal die opvoeder ook met die hele klas werk en die naam van die dag, die datum, die weer, asook die aanwesigheidsregister behandel sal word. Hoofrekene sluit kort, mondelinge aktiwiteite in, soos watter getal voor/na 8 kom; hoeveel 2 meer/minder as 8 is; 4+2; 5+2, 6+2, ensovoorts. Tydens hierdie periode kan die opvoeder ook meer uitdagende begrippe vaslê. Dit is belangrik dat die opvoeder algemene, sowel as selfstandige aktiwiteite, wat hulle op hul eie kan doen, aan die leerders toeken, terwyl sy met ‘n kleiner groep besig is. Groepwerk: Dit is die effektiefste wanneer die opvoeder met ‘n kleiner groep leerders (8 tot 12) van dieselfde vaardigheidsvlak, by haar op die mat, of by hul tafels werk, terwyl die res van die klas met selfstandige aktiwiteite besig is. Die opvoeder werk mondeling en prakties met die leerders, en aktiwiteite sluit die volgende in: telwerk, skatting, vaslegging van getalbegrip en probleemoplossing, asook aktiwiteite wat patrone, ruimte en vorm, meting en datahantering behels. Hierdie aktiwiteite moet baie deeglik beplan word. Om leer goed vas te lê, behoort skriftelike werk (werkboeke, werkkaarte en klaswerkboeke) waar moontlik deel van groepwerk uit te maak. Leerders behoort skryfinstrumente en skryfmateriaal vir hul probleemoplossingsaktiwiteite tot hul beskikking te hê. Die groepsessies behoort baie interaktief te wees, en leerders moet aangemoedig word om te doen, te praat en te demonstreer om hul wiskundige denke te ontwikkel. Opvoeders moet versigtig wees dat hulle nie die stadige leerders onderskat nie; hulle moet ook uitegedaag word. Dit is makliker vir die opvoeder om die moelikheidsgraad van die leerders dieselfde te hou wanneer die leerders op min of meer dieselfde vaardigheidsvlak is. Gemengde vaardigheidsgroepe kan wel tydens die volgende aktiwiteite gebruik word: konstruksie, meting, patrone, sortering of speletjies. Selfstandige werk: Terwyl die opvoeder met groepwerk op die mat besig is, behoort die res van die klas met doelgerigte aktiwiteite volgens vaardigheidsvlakke, besig te wees. Hierdie aktiwiteite behoort op ‘n gedifferensieerde manier vir verskillende vaardigheidsvlakke voorsiening te maak. Selfstandinge aktiwiteite kan die volgende insluit: - Aktiwiteite in werkboeke; - Gedifferensieerde werkkaarte vir telwerk, probleemoplossing en vaslegging van bewerkings - Wiskunde-speletjies soos Ludo,domino’s en legkaarte - Aktiwiteite wat konstruksie, sortering, patroonontwerp en meting insluit In die wiskunde-periode moet daar vir leerders wat leerstruikelblokke ondervind, sowel as vir verrykingsaktiwiteite vir gevorderde leerders voorsiening gemaak word. Die leerders wat selfstandig werk, sowel as die groepwerk behoort waargeneem te word (praktiese en mondelinge werk) Die geskrewe aktiwiteite moet deur die opvoeder gemerk en nagegaan word as deel van die formele, sowel as die informele assesseringsaktiwiteite. Noukeurige vordering van die leerders se terugvoering (prakties/mondeling/skriftelik) stel die opvoeder in staat om deurlopende assessering te doen, sowel as om leerders se vordering te moniteer. Hierdeur kan die nodige ondersteuning aan leerders met leerstruikelblokke gegee word. KABV 13 WISKUNDE GRAAD 1-3 2.7.2 Leerders wat leerhindernisse in wiskunde ondervind Dit is belangrik dat leerders wat struikelblokke ondervind meer tyd gegun moet word om met konkrete voorwerpe te werk, en hul leeraktiwiteite behoort meer prakties gerig te wees. Daar behoort langer met konkrete apparaat gewerk te word voordat daar na die Semi-konkrete werk oorgegaan word. Indien daar te vroeg tot die abstrakte oorgegaan word, mag dit tot groot frustrasie en regressie vir die leerder lei. Hierdie leerders mag meer leertyd in die volgende areas nodig hê: • Die voltooiing van assesseringsaktiwiteite en take; • Die verkryging van denkvaardighede (eie strategieë) Die hoeveelheid aktiwiteite wat voltooi moet word, moet aangepas word, sonder om die nodige vaardighede en begrippe in te boet. 2.7.3 Hoofrekene (Mental Maths) Hoofrekene vorm ‘n definitiewe en integrale deel van die kurrikulum. Die getalkombinasies en vermenigvuldingstabelle wat leerders behoort te ken, en vinnig te kan antwoord, word vir elke graad aangedui. Hoofrekene word ook intensief by optel gebruik om hoër getalgebiede deur springtel en aktiwiteite soos om op en af op ‘n teller (number ladder) te beweeg, te bemeester. Die graad 3-opvoeders sal byvoorbeeld ‘n aktiwiteit gee waar die volgende gevra word: Begin by 796. Maak dit 7 meer. Ja, dit is 803. Maak dit nou 5 minder. Ja, dit is 798. Maak dit 10 meer, 2 meer, 90 meer of 5 minder, ensovoorts. Hierdie aktiwiteite help die leerder om ‘n denkbeeldige getallelyn te vorm. Wanneer hoofrekenaktiwiteite gedoen word, moet opvoeders nie leerders dwing om hoofrekene te doen wat hulle nie kan baasraak nie – konkrete apparate behoort altyd beskikbaar wees vir leerders wat dit mag benodig. 2.8 Graad R Die benadering ten opsigte van wiskunde behoort altyd geïntegreerd te wees, en gebaseer op die leer-deur-te-speel￾onderrig. Die onderwyser moet proaktief optree en eerder ‘n tussenganger as ‘n fasiliteerder wees. Die onderwyser benut veral insidentele leergeleenthede wat spontaan tydens ‘n reeks leerdergesentreerde aktiwiteite, soos vryspel in die fantasiehoekies en aktiewe blokspel, voorkom. Dit vind gedurende onderwysergerigte aktiwiteite soos sand- en waterspel plaas, asook tydens onderwysgerigte aktiwiteite soos telwerk, getalbegrip, ruimte en vorm, patrone, tyd, en ander ontluikende wiskunde-aktiwiteite. Hoewel kleur opsigself nie ‘n wiskundige konsep is nie, kan dit gebruik word om wiskunde-begrippe soos sortering, groepering en klassifisering te bevorder. Alle aspekte van graad R wat die klaskameromgewing, en leer en onderrigpraktyk insluit, behoort die holistiese ontwikkeling van die kind te bevorder. Die ontwikkeling wat ‘n integrale deel van ontwikkelende wiskunde vorm, sluit kognitiewe ontwikkeling (probleemoplossing, logiese denke en redenering), taalontwikkeling (woordeskat van wiskunde), perseptueel motorise, sowel as emosionele en sosiale ontwikkeling in. Al hierdie aspekte kan deur stories, liedjies, versies en vingerbordspeletjies, asook waterspel, opvoedkundige speelgoed, konstruksie en ontdekkingsaktiwiteite (massa, tyd, volume, meting, en fantasiespel, buitespel en speelgrondspeletjies (Wolf, Wolf hoe laat is dit?) ontwikkel word.Verskillende speletjies kan ook wiskundige aspekte insluit, byvoorbeeld meting tydens koskook en baktyd, en telwerk tydens inkopietyd. By die verkryging van ontluikende wiskunde en verwante wiskundige begrippe behoort die onderrigpraktyke waar kinders deur drie stadiums van leer beweeg, nagekom te word. Die drie stadiums is die volgende: • Die kinestetiese stadium ( begrippe word deur die lyf en sintuie ervaar) • Die konkrete stadium (3-D , die gebruik van ‘n verskeidenheid voorwerpe soos blokkies, proppe, stokkies en ander voorwerpe in die omgewing); • Geskrewe voorstellings (Semi-konkrete voorstellings deur die gebruik van tekeninge, paskaarte, ensovoorts) 14 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 In graad R word die rooster ‘n dagprogram (sien Figuur 1) genoem en dit bestaan uit drie hoofkomponente, naamlik: • Onderwysgerigte aktiwiteite; • Roetine; en • kindgesentreerde aktiwiteite, of vryspel. Daar moet deurgaans op hierdie aspekte van die dagprogram klem gelê word om die ontluikende wiskunde op ‘n spontane en genotvolle manier aan te bied. Daar kan in die meeste kringe op wiskunde gefokus word. Gedurende die oggendkring waar leerders bymekaar kom vir onder andere die afmerk van die register, word ‘n guldige geleentheid geskep om met getalle te werk. Ander kringe, soos wiskunde-, perseptuele, musiek-en-beweging, en wetenskapkringe kan ook ‘n wiskunde fokus hê. Skeppende aktiwiteite kan ook ‘n wiskundige fokus hê deur byvoorbeeld geometriese vorms soos sirkels of vierkante te gebruik om ‘n collage te maak, of om ‘n patroon te ontwerp wat as ‘n raam vir ‘n prent kan dien. Die weerkaart, kalender en verjaarsdagkring bied ook die geleentheid om wiskundige begrippe te ontdek. Die onderwyser se kennis en inisiatief bepaal die optimale leerpotensiaal. • Roetine bied uitstekende geleentheid vir die insidentele bevordering van verskeie wiskundevaardighede. In plaas daarvan om byvoorbeeld die leerders doelloos in ‘n ry te laat staan en wag om badkamer toe te gaan, kan die onderwyser hierdie tyd gebruik om tel te bevorder. Die leerders kan woordspeletjies speel, soos Ek sien met my twee kleine ogies ..., of deur hul wiskundige woordeskat uit te brei, byvoorbeeld: Wie staan eerste/laaste in die ry? Snoep-en opruimtyd bied soortgelyke leergeleenthede as die onderwyser die leerders aanmoedig om prettige wiskunde-speletjies te speel. • Gedurende vryspel kan die onderwyser ontluikende wiskunde-vaardighede bevorder; eerstens deur die strukturering van die vryspelarea. Die onderwyser bied geleenthede wat op die soort leergeleentheid gegrond is wat hy/sy graag wil bevorder. Buitevryspel soos om op ‘n houtklimraam te speel, of op ‘n fietsbaan te ry, bied geleentheid vir die bevordering van ruimtelike oriëntering, soos die kruising van die middellyn (een van die belangrike perseptueel-motoriese vaardighede wat vir wiskunde-woordeskat, soos op/af, bo/onder, vinnig/ stadig, hoog/laag, ensovoorts, nodig is. Sand- en waterspel bevorder weer begrip van begrippe soos massa, volume en hoeveelheid. Vrye binnespelaktiwiteite behoort dieselfde wiskunde leergeleentheid te skep. Deur die kind aan alternatiewe maniere te leer dink om probleme op te los, kan die onderwyser die kind aanmoedig om dieper te dink en ‘n goeie rede vir die keuses wat hulle gemaak het, te vind. Sodoende word nie net wiskundige vaardighede ontwikkel nie, maar word ook die algehele (holistiese) ontwikkeling van die kind bevorder. Al hierdie aktiwiteite bevorder perseptueel motoriese vaardighede wat ‘n integrale deel van leer vorm, sodat die leerder vir formele onderrig in wiskunde en tale gereed gemaak kan word. Voorbeelde van hierdie vaardighede is die volgende: - Om begrip van die leerder se ruimelike posisie ten opsigte van ‘n voorwerp te bevorder, byvoorbeeld voor, agter, onder, bo en langs, kan dit met plekwaarde in wiskunde skakel; en - Rigting en lateraliteit (dit skakel met getal- en letterformasies, asook om van links na regs te lees). In ‘n gebalanseerde, buigbare, wiskunde- en taalryke daaglikse program word leergeleenthede reg deur die dag aangebied. Terselfdertyd word belangrike beginsels wat die vroeë leer versterk, ingeskerp. Jong kinders leer die beste deur beweging (kinesteties) en dan deur interaksie met konkrete materiaal (driedimensionele leer) voordat die oorgang na papier- en potloodaktiwiteite (tweedimensionele aktiwiteite) plaasvind. Assessering in graad R is informeel van aard en leerders moet nie aan ‘n toetssituasie blootgestel word nie; daarom is daar nie assesseringsaktiwiteite in die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (NKABV) vir graad R ingesluit nie. Elke aktiwiteit wat vir assessering gebruik word, is versigtig beplan sodat ‘n verskeidenheid KABV 15 WISKUNDE GRAAD 1-3 Figuur 1: Graad R dagprogram (VANAF ± 7:30 – 13:00) WISKUNDE • Aktiwiteite uit NKABV (wiskunde) • Liedjies en musiekaktiwiteite • Perseptuele aktiwiteite • Telrympies • Temabesprekings • Wetenskapeksperimente • Vryspel • Roetine Aankoms en vryspel Groettyd Verjaarsdae Register Nuus Weerkaart Wiskunde Tale Lewensvaardigheid 36 min Onderwyserbegeleide aktiwiteite Wiskunde, taal, lewensvaardigheid • Fantasiespel • Rolspel • Konstruksiespel • Blokspel • Opvoedkundige spel • Speelgoed • Perseptuele speletjies • Legkaarte • Boekhoekie • Stiltetyd • Stilte-area • Skeppende aktiwiteite • (elke dag: 1 hoofaktiwiteit + 2/3 ander aktiwiteite) • Vryspel binnenshuis • Opruiming TALE • Aktiwiteite uit NKABV • (wiskunde) • Stories • Dramatisering • Grootboeke/prente • Lees van prente • Bespreking van prente • Perseptuele aktiwiteite • Ouerplakkaat • Ouerbrief • Nuus • Gedigte/rympies • Musiek/liedjies/rympies • Kassette • Temabesprekings • Bewegingsaktiwiteite • Roetine • Vryspel 50 min Onderwyserbegeleide aktiwiteite Wiskunde, taal, lewensvaardigheid 30 min Toiletroetine Taal, wiskunde, lewensvaardighede LEWENSVAARDIGHEID • Aktiwiteite uit NKABV (lewensvaardighede) • Bewegingsaktiwiteite • Liedjies en musiek • Gedigte en rympies • Temabesprekings • Verjaarsdae • Roetines • Vryspel • Waterspel • Sandspel • Rolspel • Balspel • Swaai • Speelgoed met wieletjies • Opvoedkundige speelgoed • Klimraam • Buitebande • Liggaamlike opvoeding • Speletjies Verversings Taal, wiskunde, lewensvaardighede 10 min 20 min Vryspel buite en opruiming Toiletroetine Taal, wiskunde, lewensvaardighede Onderwyserbegeleide aktiwiteite Wiskunde, taal, lewensvaardigheid Daaglikse storie 60 min 10 min 30 min 30 min Rus/stiltetyd en vertrektyd 16 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 vaardighede geïntegreer word. Assessering in graad R vind meestal deur middel van waarneming plaas waartydens die onderwyser die bevindinge van die assessering op ‘n kontrolelys afmerk en aanteken; sodoende word ‘n volledige prentjie van elke leerder se sterkpunte en struikelblokke geleidelik gedurende die jaar gevorm. Dit bied geleentheid om struikelblokke te hanteer en sterkpunte te bevorder. In graad R word die meeste assesseringstake deur die onderwyser waargeneem en op ‘n waarnemingslys aangeteken. Teen die einde van die jaar beskik die onderwyser oor ‘n holistiese beeld van elke leerder wat sterk- en swakpunte insluit. Dit word geleidelik deur die jaar opgebou en bied die geleentheid om uitdagings die hoof te bied en leerders se sterkpunte te bevorder. Waak teen ‘n te gestruktureerde klaskamer in graad R, want dit is nie bevorderlik vir die aanleer van wiskundige vaardighede nie. Graad R behoort nie ‘n afgewaterde graad 1 klas te wees nie. Dit behoort ‘n eie karakter te hê en moet op ‘n wyse gebaseer wees waarop hulle die kennis, vaardighede, waardes en houdings in hul eie werêld ervaar. 2.9 Aanbevole hulpbronne vir die grondslagfase wiskundeklaskamer • Tellers • Groot dobbelstene • Groot telraam • Lengtekaat • Groot 1 – 100 en 101 – 200 getalkaarte (100-blok) • Verskillende getallyne (vertikaal en horisontaal) • ‘n Pak spreikaarte (flard cards) • Speelgeld – munte en note • ‘n Kalender vir die betrokke jaar • ‘n Analoog muurhorlosie • ‘n Balanseerskaal • Boublokke • Modelleerklei • ‘n Verskeidenheid kartondose van verskillende groottes en vorms • ‘n Verskeidenheid plastiekbottels en houers om inhoude te vergelyk en te beskryf • Goeie voorbeelde van ‘n sfeer (bal), reghoekige prisma, (soos tandepastadosie), kubus, keël, piramide en silinder (opvoeder kan dit ook self maak) • ‘n Aantal plastiek- of kartonvierkante, verskillende reghoeke, sirkels, verskillende driehoeke – van verskillende groottes • Wiskunde-speletjies, byvoorbeeld Ludo, slangetjies en leertjies, legkaarte, domino’s en tangramme, ensovoorts • Noodsaaklik vir graad R en graad 1: - Areas vir sand- en waterspel - Apparate vir klim en klouter, balansering, swaaie en springtoue - ‘n Speelwinkel waar alledaagse goedere met speelgeld aangekoop kan word - ‘n Verskeidenheid opvoedkundige speletjies - Boublokke KABV 17 WISKUNDE GRAAD 1-3 AFDELING 3: INHOUDSPESIFIKASIES EN VERDUIDELIKING 3.1 Inleiding In die Algemene Opvoeding en Opleidingsband is daar vyf inhoudsareas in wiskunde: • Getalle, bewerkings en verwantskappe • Patrone, funksies en algebra • Ruimte en vorm (Geometrie) • Meting • Datahantering Elke inhoudsarea is in wiskundige onderwerpe ingedeel. In ruimte en vorm in die grondslagfase is daar byvoorbeeld een onderwerp wat tweedimensionele vorms is. Begrippe en vaardighede is in elke onderwerp gespesifiseer. In hoofstuk 3 in die grondslagfase wiskunde-dokument word die wiskunde-inhoud vervolgens gespesifiseer en verduidelik: 3.2 Spesifisering van inhoude wat progressie aandui Die fase-oorsig toon die spesifikasie van begrippe en vaardighede, sowel as progressie van graad R tot 3 aan. Die grade-oorsigtabelle toon die progressie van begrippe en vaardighede aan wat oor die vier kwartale van die jaar versprei is. In opeenvolgende grade is daar ooreenkomste ten opsigte van begrippe en vaardighede in bepaalde onderwerpe. Die indeling van die inhoud dien as riglyne vir progressie. Die inhoudspesifikasie moet in samehang met die inhoudsindeling gelees word. Die grondslagfase-oorsig soos in die onderstaande tabelle uiteengesit, toon progressie in die inhoudsareas; Getalle, bewerkings en verwantskappe, Patrone, funksies en algebra, Ruimte en vorm (Geometrie), Meting en Datahantering aan wat oor graad R tot 3 versprei is soos wat dit in die onderstaande tabelle aangedui word: 18 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRONDSLAGFASE-OORSIG 1. GETALLE, BE WERKINGS EN VERWANTSKAPPE Progressie van getalle, bewerkings en verwantskappe • Getalle, bewerkings en verwantskappe dui progressie op drie maniere aan: - Die getalreekse verhoog - Verskillende soorte getalle word bekendgestel - Die berekeningstrategieë verander • Soos wat die getalreekse vir berekeninge tot by graad 3 verhoog, behoort die leerders doeltreffende strategieë vir berekeninge te ontwikkel • Kontekstuele probleme by getalreekse van verskillende grade, asook die rekenvaardighede van die leerders, moet in ag geneem word ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 GETALBEGRIPONT WIKKELING: Tel in heelgetalle 1.1 Tel van voorwerpe Tel konkrete voorwerpe Skat en tel ten minste 10 alledaagse voorwerpe akkuraat. Tel konkrete voorwerpe Skat en tel ten minste 50 alledaagse voorwerpe akkuraat.Telling in groepe word aangemoedig. Tel konkrete voorwerpe Skat en tel tot ten minste 200 alledaagse voorwerpe akkuraat Tellling in groepe word aangemoedig. Tel konkrete voorwerpe Skat en tel tot ten minste 1000 alledaagse voorwerpe akkuraat Telling in groepe word aangemoedig. 1.2 Tel aan en terug Tel in eens aan (en terug) vanaf 1 tot by 10; Gebruik getalrympies en liedjies. Tel in eens aan (en terug) vanaf enige getal tussen 0 en 100. Tel aan in ... • tiene vanaf enige veelvoud van 10 tussen 0 en 100 • vyfs vanaf enige veelvoud van 5 tussen 0 en 100 • twees vanaf enige veelvoud van 2 tussen 0 en 100 Tel aan en terug in ... • eens vanaf enige getal tussen 0 en 200 • tiene vanaf enige veelvoud van 10 tussen 0 en 200 • vyfs vanaf enige veelvoud van 5 tussen 0 en 200 • twees vanaf enige veelvoud van 2 tussen 0 en 200 • dries vanaf enige veelvoud van 3 tussen 0 en 200 • viers vanaf enige veelvoud van 4 tussen 0 en 200 Tel aan en terug in ... • eens vanaf enige getal tussen 0 en 1000 • tiene vanaf enige veelvoud van 10 tussen 0 en 1000 • vyfs vanaf enige veelvoud van 5 tussen 0 en 1000 • twees vanaf enige veelvoud van 2 tussen 0 en 1000 • dries vanaf enige veelvoud van 3 tussen 0 en 1000 • Viers vanaf enige veelvoud van 4 tussen 0 en 1000 • 20’s, 25’s, 50’s, en 100de tot ten minste 1000 KABV 19 WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 GETALBEGRIPONTWIKKELING: Voorstelling van heelgetalle 1.3 Getal simbole en getalname Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 1 tot 10 • Herken, identifiseer en lees getalname 1 tot 10 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 1 tot 10 • Skryf getalsimbole 1 tot 20 • Herken, identifiseer en lees getalname 1 tot 10 • Skryf getalname 1 tot 10 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 1 tot 20 0 • Skryf getalsimbole 0 tot 20 • Herken, identifiseer en lees getalname 0 tot 100 • Skryf getalname 0 tot 100 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 1 tot 1000 • Skryf getalsimbole 0 tot 1000 • Herken, identifiseer en lees getalname 0 tot 1000 • Skryf getalname 0 tot 1000 GETALBEGRIPONTWIKKELING: Beskryf, vergelyk en rangskik heelgetalle 1.4 Beskryf, vergelyk en rangskik getalle Beskryf, vergelyk en rangskik versamelings voorwerpe tot 10. • Beskryf heelgetalle tot 10 • Vergelyk watter twee van die gegewe versamelings voorwerpe groot, klein, groter as, kleiner as, meer as, minder as, gelyk aan, ewe veel, die meeste, die minste is, tot 10 • Rangskik meer as twee gegewe versamelings voorwerpe vanaf die kleinste tot die grootste tot 10. Beskryf, vergelyk en rangskik voorwerpe tot 20 • Beskryf en vergelyk versamelings voorwerpe tot die meeste, die minste en dieselfde • Beskryf en rangskik ‘n versameling voorwerpe van die meeste tot die minste en van die minste tot die meeste GETALBEGRIPONTWIKKELING: Beskryf, vergelyk en rangskik heelgetalle 20 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 1.4 Beskryf, vergelyk en rangskik getalle Gebruik getalle om rangorde, plek of posisie aan te dui • Ontwikkel bewustheid van rangordes, byvoorbeeld eerste, tweede, derde ... tot sesde en laaste. • Beskryf, vergelyk en rangskik voorwerpe tot 20 • Beskryf en vergelyk heelgetalle kleiner as, groter as, meer as, minder as, dieselfde as, gelyk is aan • Beskryf en rangskik heelgetalle van die kleinste tot die grootste, en van die grootste tot die kleinste Gebruik getalle om rangorde, plek of posisie aan te dui • Plaas voorwerpe in ‘n lyn van die eerste tot die tiende, of van die eerste tot die laaste, byvoorbeeld eerste, tweede, derde ... tot tiende en laaste Beskryf, vergelyk en rangskik voorwerpe tot by 99 • Heelgetalle tot 99, gebruik kleiner as, groter as, meer as, minder as en gelyk aan • Beskryf en rangskik heelgetalle tot 99 van die kleinste tot die grootste, en van die grootste tot die kleinste Gebruik getalle om rangorde, plek of posisie aan te dui • Plaas voorwerpe in ‘n lyn van eerste tot twintigste, of van eerste tot laaste, byvoorbeeld eerste, tweede, derde ... twintigste Beskryf, vergelyk en rangskik voorwerpe tot 999 • Heelgetalle tot 999, gebruik kleiner as, groter as, meer as, minder as en gelyk aan. • Beskryf en rangskik heelgetalle tot 999 van die kleinste tot die grootste, en van die grootste tot die kleinste Gebruik getalle om rangorde, plek of posisie aan te dui • Gebruik, lees en skryf rangordegetalle, insluitende afkortingsvorm (1ste, 2-D e, 3-D e tot 31ste). GETALBEGRIPONT WIKKELING: Plekwaarde 1.5 Plekwaarde Begin herken die plekwaarde van ten minste 2-syfergetalle tot 20 • Opbreek van 2-syfergetalle in veelvoude van 10 en ene/eenhede tot 20. Herken die plekwaarde van ten minste 2-syfergetalle tot 99 • Opbreek van 2-syfergetalle in veelvoude van 10 en ene/eenhede tot 99 • Identfiseer en benoem die waarde van elke getal Herken die plekwaarde van 3-syfergetalle tot 999 • Opbreek van 3-syfergetalle in veelvoude van 100de, veelvoude van 10e en ene /eenhede tot 999 • Identfiseer en benoem die waarde van elke getal PROBLEEMOPLOSSING IN KONTEKS 1.6 Probleemoplos￾singstegnieke Gebruik die volgende tegnieke tot 10: • Gebruik konkrete apparaat (byvoorbeeld tellers) • Getallelyn Gebruik die volgende tegnieke vir probleemoplossings en die verduideliking daarvan: • Gebruik konkrete apparaat (byvoorbeeld tellers) • Teken prente van die storiesom • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyn Gebruik die volgende tegnieke vir probleemoplossings en die verduideliking daarvan : • Tekeninge van konkrete apparaat (byvoorbeeld tellers) • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyn Gebruik die volgende tegnieke vir probleemoplossings en die verduideliking daarvan: • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyn • Afronding tot die naaste 10 KABV 21 WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 1.7 Optel en aftrek Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur optel en aftrek te gebruik met antwoorde tot 10 Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur optel en aftrek te gebruik met antwoorde tot 20 Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur optel en aftrek te gebruik met antwoorde tot 99 Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur optel en aftrek te gebruik met antwoorde tot 999 1.8 Herhaalde optel wat tot vermenigvuldiging lei Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur herhaalde optel te gebruik met antwoorde tot 20 Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur herhaalde optel en vermenigvuldiging te gebruik met antwoorde tot 50 Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur vermenigvuldiging te gebruik met antwoorde tot 100 1.9 Groepering en gelyke verdeling wat tot deling lei Verduidelik en los woordprobleme (storiesomme) op wat groepering en gelyke deling met heel getalle tot ten minste 10 insluit en verduidelik die antwoorde wat ‘n res kan hê. Verduidelik en los praktiese probleme op wat groepering en gelyke deling met heel getalle tot ten minste 20 insluit en verduidelik die antwoorde wat ‘n res kan hê. Verduidelik en los praktiese probleme op wat groepering en gelyke deling met heel getalle tot ten minste 50 insluit en verduidelik die antwoorde wat ‘n res kan hê. Verduidelik en los praktiese probleme op wat groepering en gelyke deling met heel getalle tot ten minste 100 insluit en verduidelik die antwoorde wat ‘n res kan hê. 1.10 Verdeling wat tot breuke lei Verduidelik en los praktiese probleme op wat gelyke verdeling insluit en wat tot oplossings van eeheidsbreuke lei. Verduidelik en los praktiese probleme op wat gelyke verdeling insluit wat tot oplossings van eeheidsbreuke en nie￾eenheidsbreuke lei. PROBLEEMOPLOSSING IN KONTEKS 1.11 Geld Ontwikkel ‘n bewustheid van Suid￾Afrikaanse muntstukke en banknote • Herken en identifiseer Suid- Afrikaanse muntstukke (5c, 10c 20c, 50c, R1, R2, R5) en banknote (R10 en R20) • Los geldprobleme op wat totale en kleingeld tot R20 insluit, en kleingeld tot 20c • Herken en identifiseer Suid￾Afrikaanse muntstukke (5c, 10c 20c, 50c, R1, R2, R5) en banknote (R10, R20, R50) • Los geldprobleme op wat totale en kleingeld tot R99 insluit, en kleingeld tot 90c • Herken en identifiseer al die Suid-Afrikaanse muntstukke en banknote • Los geldprobleme op wat totale en kleingelde in rand en sent insluit • Omskakeling van rand na sent KONTEKSVRYE BEREKENINGE 1.12 Tegnieke (Metodes of strategieë) Gebruik die volgende tegnieke wanneer berekeninge gedoen word: • Tekeninge of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyn Gebruik die volgende tegnieke wanneer berekeninge gedoen word: • Tekeninge of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyn Gebruik die volgende tegnieke wanneer berekeninge gedoen word: • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyn • Afronding tot naaste 10 22 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 1.13 Optel en aftrek Los mondelinggestelde optel- en aftrekprobleme op met antwoorde tot ten minste 10. • Optel tot 20 • Aftrek van 20 af • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 • Optel tot 99 • Aftrek van 99 af • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 20 • Optel tot 999 • Aftrek vanaf 999 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 30 1.14 Herhaalde optel wat tot vermenigvuldiging lei • Herhaalde optel met dieselfde getal tot 20 • Gebruik toepaslike simbole (+, =, ) • Vermenigvuldig getalle 1 tot 10 met 2, 3, en 4 tot ‘n totaal van 50 • Gebruik toepaslike simbole (+, x, =, ) • Vermenigvuldig enige getal met 2, 3, 4, 5, 10 tot ‘n totaal van 100 • Gebruik toepaslike simbole (x, ) 1.15 Deling • Deel getalle op tot 99 met 2, 3, 4, 5, 10 • Gebruik toepaslike simbole (÷, =, ) 1.16 Hoofrekene Getalbegrip: Getalgebied 10 Elke aktiwiteit begin met hoofrekene: • Tel alledaagse voorwerpe • Tel aan en terug • Tel van ranggetalle • Klap hande baie/min kere • Watter klappe is die meeste/minste/ meer/minder • Watter getal kom voor/na/tussen Getalberip: Getalgebied 20 Noem die getal voor en na die gegewe getal Rangskik ‘n gegewe stel geselekteerde getalle Vergelyk getalle tot 20 en sê of die getal een of twee meer of minder is Vinnige herroeping: • Optel- en aftrekkombinasies tot 10 Getalbegrip: Getalgebied 99 • Rangskik ‘n gegewe stel van geselekteerde getalle. • Vergelyk getalle tot 99 en sê of die getal 1, 2, 3, 4, 5, of 10 meer of minder is Vinnige herroeping: • Optel en aftrek kombinasies tot 20 • Voeg by of trek af veelvoude van10 vanaf 0 tot 100 Getalbegrip: Getalgebied 999 • Rangskik ‘n gegewe stel geselekteerde getalle • Vergelyk getalle tot 999 en sê of die getal 1, 2, 3, 4, 5 of 10 meer of minder is Vinnige herroeping: • Herroep optel en aftrek kombinasies tot 20 • Voeg by of trek veelvoude van 10 af van 0 tot by 100 • Vermenigvuldigingsfaktore van die ... - 2 x tafel met antwoorde tot by 20 - 10 x tafel met antwoorde tot by 100 • Deelfaktore van getalle ... - tot 20 wat deelbaar deur 2 is - tot 100 wat deelbaar deur 10 is KABV 23 WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 Rekenstrategieë • Gebruik rekenstrategieë om optel en aftrek doeltreffend te doen: • Begin by die grootste getal en tel aan of terug • Getallelyn • Verdubbeling en halvering • Opbou en afbreek van getalle Rekenstrategieë • Gebruik rekenstrategieë om optel en aftrek doeltreffend te doen: • Begin by die grootste getal en tel aan of terug • Getallelyn • Verdubbeling en halvering • Opbou en afbreek van getalle • Gebruik die verwantskap tussen optel en aftrek Rekenstratgieë • Gebruik rekenstrategieë om optel en aftrek doeltreffend te doen: • Begin by die grootste getal en tel aan of terug • Getallelyn • Verdubbeling en halvering • Opbou en afbreek van getalle • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldig en deling KONTEKSVRYE BEREKENINGE 1.17 Breuke • Benoem en gebruik eenheids breuke in bekende kontekste wat halwes, kwarte, derdes en vyfdes insluit. • Herken breuke in diagrammatiese vorm • Skryf breuke as 1 halwe • Benoem en gebruik eenheids-en nie-eenheidsbreuke in bekende kontekste wat halwes, kwarte, agstes, derdes, sesdes, vyfdes insluit. • Herken breuke in diagrammatiese vorm • Begin herken dat twee halwes of drie derdes een hele maak en dat ‘n halwe en twee kwarte gelyk is aan mekaar • Skryf breuke as ‘n halwe of twee derdes 24 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRONDSLAGFASE-OORSIG 2. PATRONE, FUNKSIES EN ALGEBRA Progressie in patrone, funksies en algebra • In patrone, funkies en algebra kry leerders die geleentheid om ... - patrone in verskillende vorms te voltooi en uit te brei - patrone te identifiseer en te beskryf. • Die beskrywing van patrone in die grondslagfase lê die basis vir leerders in die intermediêre fase om reëls van patrone te beskryf. Dit word in algebraïese werk in die senior fase meer formeel aangebied ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 2.1 Geometriese patrone Kopieer en brei uit • Kopieer en brei eenvoudige patrone uit deur fisiese voorwerpe en tekeninge te gebruik, (byvoorbeeld deur kleure en vorms te gebruik) Kopieer, brei uit en beskryf • Kopieer, brei uit en beskryf in woorde: • Eenvoudige patrone gemaak van fisiese voorwerpe • Eenvoudige patrone gemaak van tekeninge met lyne,vorms of voorwerpe Ontwerp eie patrone • Ontwerp eie geometriese patrone met fisiese voorwerpe • deur tekeninge met lyne, vorms en voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer geometriese vorms • uit die natuur, • uit die alledaagse omgewing, • uit verskillende kultuurerfenisse Kopieer, brei uit en beskryf • Kopieer, brei uit en beskryf in woorde: • Komplekse patrone gemaak van fisiese voorwerpe • Komplekse patrone gemaak van lyntekeninge, vorms of voorwerpe Ontwerp en beskryf eie patrone • Met fisiese voorwerpe • Deur tekeninge met lyne, vorms en voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer geometriese vorms • uit die natuur, • uit alledaagse omgewing, • uit verskillende kultuurerfenisse Kopieer, brei uit en beskryf • Kopieer, brei uit en beskryf in woorde: • Meer komplekse patrone gemaak van fisiese voorwerpe • Meer komplekse patrone gemaak van lyntekeninge, vorms of voorwerpe Ontwerp en beskryf eie patrone • Met fisiese voorwerpe • Deur tekeninge met lyne, vorms en voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer geometriese vorms • uit die natuur, • uit alledaagse omgewing, • uit verskillende kultuurerfenisse 2.2 Getalpatrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 100 Ontwerp en beskryf eie patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 200 Ontwerp en beskryf eie patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 999 Ontwerp en beskryf eie patrone KABV 25 WISKUNDE GRAAD 1-3 GRONDSLAGFASE-OORSIG 3. RUIMTE EN VORM (GEOMETRIE) Progressie in vorm en ruimte Die belangrikste progressie in vorm en ruimte word bereik deur: • op nuwe eienskappe en kenmerke van vorm en voorwerpe in elke graad te fokus; en • die vermoë om die taal ten opsigte van ruimtelike posisionering en plasing van verskillende objekte te bemeester, ten einde aanwysings op informele kaarte te interpreteer. ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 3.1 Posisie, oriëntasie en aansig Woordeskat met betrekking tot posisie Beskryf die posisie van een voorwerp in verhouding tot ‘n ander, byvoorbeeld bo-op, voor, agter, links, regs, op, af, langsaan Woordeskat met betrekking tot posisie Beskryf die posisie van een voorwerp in verhouding tot ‘n ander, byvoorbeeld bo-op, voor, agter, links, regs, op, af, langsaan Woordeskat met betrekking tot posisie Beskryf die posisie van een voorwerp in verhouding tot ‘n ander, byvoorbeeld bo-op, voor, agter, links, regs, op, af, langsaan Posisie en rigting Volg verskillende riigtings in die klaskamer Posisie en aansig • Herken en pas verskillende aansigte van alledaagse voorwerpe toe. Posisie en rigtings • Volg rigtingsaanwysings om in die klaskamer rond te beweeg • Volg instruksies om een voorwerp in verhouding tot ‘n ander te posisioneer, byvoorbeeld: Plaas die potlood agter die kartondoos Posisie en aansig • Herken en pas verskillende aansigte van alledaagse voorwerpe toe. Posisie en rigtings Volg rigtingsaanwysings om in die klaskamer rond te beweeg Posisie en aansig • Herken en pas verskillende aansigte van alledaagse voorwerpe toe. • Benoem alledaagse voorwerpe wanneer ‘n ongewone aansig van dieselfde voorwerp gewys word • Lees, interpreteer en teken informele kaarte of bo-aansigte van versamelings voorwerpe • Vind voorwerpe op kaarte Posisie en rigtings • Volg rigtings om in die klaskamer en skool rond te beweeg • Gee instruksies om in die klaskamer en skool om rond te beweeg • Volg die instruksies op ‘n informele kaart om van een plek na ‘n ander te beweeg 26 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 3.2 Driedimensionele voorwerpe(3-D) Reeksvoorwerpe Herken en benoem 3-D voorwerpe in die klaskamer • Balle • Kartondose Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe ten opsigte van ... • grootte • kleur • voorwerpe wat kan rol • voorwepe wat kan gly Fokusaktiwiteit • Gebruik boublokke as 3-D voorwerpe, herwinningsmateriaal, ensovoorts om voorwerpe te bou of saam te stel, byvoorbeeld torings, brûe, ensovoorts Reeksvoorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Balle (sfere) • Kartondose (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe ten opsigte van ... • grootte • kleur • voorwerpe wat kan rol • voorwepe wat kan gly Fokusaktiwiteit • Observeer en bou gegewe 3-D voorwerpe deur konkrete materiaal, byvoorbeeld boublokke, herwinningsmateriaal en konstruksiestelle te gebruik. Reeksvoorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Balle (sfere) • Kartondose (prismas) • Silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe ten opsigte van ... • grootte • kleur • voorwerpe wat kan rol • voorwepe wat kan gly Fokusaktiwiteit • Observeer en bou gegewe 3-D voorwerpe deur konkrete materiaal, byvoorbeeld uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D -geometriese vorms te gebruik Reeksvoorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Balle (sfere) • Kartondose (prismas) • Silinders • Piramides • Keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe ten opsigte van ... • 2-D vorms wat die gesigte van 3-D voorwerpe opmaak • Plat of geboë oppervlakte Fokusaktiwiteit • Observeer en bou gegewe 3-D voorwerpe deur konkrete material, byvoorbeeld uitgeknipte 2-D vorms, klei, tandestokkies, strooitjies, ander 3-D -geometriese vorms te gebruik KABV 27 WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 3.3 Tweedimensionele vorms (2-D) Reeksvorms Beskryf, sorteer en vergelyk 2-D vorms/prente ten op sigte van: • grootte • kleur • geometriese vorms Reeksvorms Herken en benoem 2-D vorms • Sirkels • Driehoeke • Vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • grootte • kleur • reguit sye • ronde sye Reeksvorms Herken en benoem 2-D vorms • Sirkels • Driehoeke • Vierkante • Reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • grootte • vorms • reguit sye • ronde sye Reeksvorms Herken en benoem 2-D vorms • Sirkels • Driehoeke • Vierkante • Reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • vorms • reguit sye • ronde sye Teken vorms • Sirkels • Driehoeke • Vierkante • Reghoeke 3.4 Simmetrie Simmetrie Herken simmetrie van eie liggaam Simmetrie • Herken simmetrie van eie liggaam • Herken en trek lyne van simmetrie in 2-D -geometriese en niegeometriese vorms Simmetrie • Herken en trek lyne van simmetrie in 2-D -geometriese en niegeometriese vorms Simmetrie • Herken en trek lyne van simmetrie in 2-D -geometriese en niegeometriese vorms • Bepaal die lyn van simmetrie deur middel van papiervou en refleksie (spieëlbeeld) 28 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRONDSLAGFASE-OORSIG 4. METING Progressie in meting Die hoofprogressie in meting oor die grade heen word bereik deur blootstelling aan ... • nuwe vorms van meting • nuwe meetinstrumente - begin met informele meetinstrumente en beweeg na formele meet instrumente in graad 2 en 3 Bewerkings en probleemoplossing met meting moet in berekening gebring word by die getalle wat reeds aangeleer is. ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.1 Tyd Tydsverloop Gesels oor tydsverloop • Gebeure gedurende die dag en gebeure gedurende die nag. • Leerders rangskik die gebeure gedurende die dag in die regte volgorde • Orden herhalende gebeure in eie lewe Tysdverloop Gesels oor tydsverloop • Orden herhalende gebeure in eie lewe • Vergelyk gebeure na aanleiding van hoe lank dit duur, byvoorbeeld langer, korter, vinniger, stadiger) • Plaas gebeure in volgorde deur woorde soos gister, vandag en môre te gebruik KABV 29 WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.1 Tyd Die lees van tyd • Beskryf hoe laat dit is, met woordskat soos oggend, middag, aand, nag, vroeg, laat • Noem die dae van die week en maande van die jaar • Plaas verjaardae op ‘n kalender Die lees van tyd • Noem die dae van die week en die maande van die jaar • Plaas verjaarsdae, godsdienstige feesdae, openbare vakansiedae, historiese gebeurtenisse en gebeurtenisse by die skool op ‘n kalender • Lees ‘n 12uur-periode in ure, halfure, kwartiere Bereken lengte van tyd en tydsverloop • Bereken tydsverloop in dae en weke met behulp van kalenders • Bereken ure en halfure met behulp van horlosies Die lees van tyd • Lees datums op kalenders • Plaas verjaarsdae, godsdienstige feesdae, openbare vakansiedae, historiese gebeurtenisse en gebeurtenisse by die skool op ‘n kalender. • Lees analoog- en digtale tyd in - ure - halfure - kwartiere - minute asook enige ander digitale instrument wat tyd aandui, byvoorbeeld ‘n selfoon Bereken lengte van tyd en tydsverloop • Bereken tydsverloop in dae, weke en maande met behulp van kalenders • Bereken ure, halfure, kwartiere met behulp van horlosies 30 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.2 Lengte Informele meting • Vergelyk en rangskik die lengte, hoogte of wydte van twee of meer voorwerpe deur dit langs mekaar te plaas. Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld langer, korter, wydste, wyer Informele meting • Vergelyk en rangskik die lengte, hoogte of wydte van twee of meer voorwerpe deur dit langs mekaar te plaas • Skat, meet, vergelyk en rekordeer lengte deur niestandaard eenhede te gebruik, byvoorbeeld handspane, treë, potlood lengtes, tellers • Beskryf die lengte van voorwerpe deur dit te tel en te bepaal hoe lank die voorwerp is en gebruik niestandaard eenhede. Informele meting • Skat, meet, vergelyk en rekordeer lengte deur niestandaard eenhede te gebruik, byvoorbeeld handspane, treë,potlode lengtes, tellers • Beskryf die lengte van voorwerpe deur te tel en te bepaal hoe lank die voorwerp is deur niestandaard eenhede te gebruik Bekenstelling van formele meting • Skat, meet, vergelyk, rangskik en rekordeer lengte in meter deur ‘n meterstok of stringe as standaard eenheid te gebruik Informele meting • Skat, meet, vergelyk en rekordeer lengte deur niestandaard eenhede te gebruik, byvoorbeeld handspane, treë,potlode lengtes, tellers • Beskryf die lengte van voorwerpe deur te tel en te bepaal hoe lank die voorwerp is deur niestandaard eenhede te gebruik Bekenstelling van formele meting • Skat, meet, vergelyk, rangskik en rekordeer lengte in meter deur ‘n meterstok, stringe toue of wol as die standard eenheid te gebruik • Skat en meet lengtes in sentimeters deur ‘n liniaal te gebruik. (Geen omskakeling van meter na sentimeter word gedoen nie) KABV 31 WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.3 Massa Informele meting • Vergelyk en rangskik die massa van twee of meer voorwerpe deur daaraan te voel, of die weegskaal te gebruik. • Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld lig, swaar, ligter, swaarder Informele meting • Skat, meet, vergelyk, rangskik en rekordeer massa, vgebruik die weegskaal en niestandaard eenhede, byvoorbeeld blokkies, stene, ensovoorts. • Beskryf die massa van voorwerpe deur dit te tel en te bepaal hoe swaar die voorwerp is en gebruik niestandaard eenhede. • Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld lig, swaar, ligter, swaarder Informele meting • Skat, meet, vergelyk, rangskik en rekordeer massa; gebruik die weegskaal en niestandaard eenhede, byvoorbeeld blokkies, stene, ensovoorts • Beskryf die massa van voorwerpe deur te tel en te bepaal hoe swaar die voorwerp is en niestandaard eenhede te gebruik. • Gebruik die volgende woordeskat om te vergelyk: lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, rangskik en rekordeer die massa van kommersiële voorwerpe met eie gewig (slegs in kilogram, byvoorbeeld 2 kilogram rys,1 kilogram meel) • Meet eie gewig in kilogram deur die badkamerskaal te gebruik Informele meting • Skat, meet, vergelyk, rangskik en rekordeer massa; gebruik die weegskaal en niestandaard eenhede, byvoorbeeld blokkies, stene, ensovoorts • Beskryf die massa van voorwerpe deur te tel en te bepaal hoe swaar die voorwerp is deur niestandaard eenhede te gebruik. • Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld: lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, rangskik en rekordeer die massa van kommersiële voorwerpe met eie gewig in ... - kilogram, byvoorbeeld 2 kilogram rys, 1 kilogram meel - gram, byvoorbeeld 500 gram sout • Meet eie gewig in kilogram deur die badskamerskaal ste gebruik. (Geen omskakeling van gram na kilogram word gedoen nie). 32 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.4 Kapasiteit/ Volume Informele meting • Vergelyk en rangskik die hoeveelheid vloeistof (volume) in twee houers langs mekaar. Leerders bepaal watter houer die meeste vloeistof bevat deur nog vloeistof in ‘n derde houer te gooi. • Vergelyk en rangskik die hoeveelheid (kapasiteit) vloeistof wat die twee houers kan bevat indien dit gevul is • Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld meer as, minder as, vol, leeg Informele meting • Vergelyk en rangskik die hoeveelheid vloeistof (volume) in twee houers langs mekaar. Leerders bepaal watter houer die meeste vloeistof bevat deur nog vloeistof in ‘n derde houer te gooi. • Vergelyk en rangskik die hoeveelheid (kapasiteit) vloeistof wat die twee houers kan bevat indien dit gevul is. Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld meer as, minder as, vol, leeg • Skat, meet, vergelyk, rangskik en rekordeer die kapasiteit van die houers deur niestandaard eenhede te gebruik, byvoorbeeld lepels, koppies, ensovoorts. Informele meting • Skat, meet, vergelyk, rangskik en rekordeer die kapasiteit van die houers wat vol vloeistof is deur niestandaard eenhede te gebruik, byvoorbeeld lepels, koppies, ensovoorts. Informele meting • Skat, meet, vergelyk, rangskik en rekordeer die kapasiteit van die houers wat vol vloeistof is deur niestandaard eenhede te gebruik, byvoorbeeld lepels, koppies, ensovoorts. KABV 33 WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.4 Kapasiteit/ Volume • Beskryf die kapasiteit van die houer deur tel en te bepaal hoeveel niestandaard eenhede gebruik is om dit te vul, byvoorbeeld: Die bottel het die kapasiteit van 4 koppies. • Beskryf die kapaisteit van die houer deur tel en te bepaal hoeveel niestandaard eenhede gebruik is om dit te vul, byvoorbeeld: Die bottel het die kapasiteit van 4 koppies. Bekenstelling van formele meting • Skat, meet, vergelyk, rangskik en rekordeer die kapasiteit van objekte deur in liters te meet. • Vergelyk, rangskik en rekordeer die kapasiteit van kommersieel verpakte objekte waarvan die kapasiteit in liters gegee word, bv. 2 liter melk, 1 liter koeldrank, 5 liter verf • Beskryf die kapasiteit van die houer deur tel en te bepaal hoeveel niestandaard eenhede gebruik is om dit te vul, byvoorbeeld: Die bottel het die kapasiteit van 4 koppies Bekendstelling van formele meting • Skat, meet, vergelyk, rangskik en rekordeer die kapasiteit van objekte deur in liters, halfliters en kwart liters te meet. • Vergelyk, rangskik en rekordeer die kapasiteit van kommersieel verpakte objekte waarvan die kapasiteit in liters gemeet word, byvoorbeeld 2 liter melk, 1 liter koeldrank of in milliliter weergegee, byvoorbeeld 500 milliliter melk of 340 milliliter koeldrank. • Weet dat ‘n standaard koppie gelykstaande is aan 250 milliliter • Weet dat ‘n standaard teelepel gelykstaande is aan 5 milliliter (Geen omskakeling tussen milliliter en liter word vereis nie) 4.5 Omtrek en oppervlak Omtrek Ondersoek die afstand rondom 2-D vorms en 3-D voorwerpe deur vergelyking of niestandaard/informele eenhede te gebruik Oppervlak Ondersoek die oppervlak deur teëls te gebruik 34 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRONDSLAGFASE-OORSIG 5. DATAHANTERING Progressie in datahantering • Die belangrikste progressie in datahantering oor die grade heen word bereik deur ... - weg te beweeg van werk met voorwerpe, na werk met data; en - met nuwe vorms te werk wat data voorstel. • Leerders moet ten minste vir een jaar deur die hele datasiklus werk – dit sluit versameling en organisering van data, die voorstelling van data, die analisering, interpretering en verslaggewing van data in • Sommige van die bogenoemde aspekte van datahantering kan ook as uitsonderlike/diskrete aktiwiteite hanteer word. ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 5.1 Versameling en sortering van voorwerpe Versamel en organiseer voorwerpe Versamel en sorteer alledaagse, fisiese voorwerpe Versamel en organiseer voorwerpe Versamel en sorteer alledaagse, fisiese voorwerpe 5.2 Voorstelling van gesorteerde versamelde voorwerpe Voorstellng van gesorteerde versamelde voorwerpe Teken prente van gekollekteerde voorwerpe (piktogram) Voorstellng van gesorteerde versamelde voorwerpe Teken prente van gekollekteerde voorwerpe 5.3 Bespreking en verslagdoening van gesorteerde versamelde voorwerpe Bespreek en doen verslag van gesorteerde versamelde voorwerpe • Beantwoord vrae oor ... • Die wyse waarop die versamelde voorwerpe gesorteer is • Die tekening van die versameling Bespreek en doen verslag van gesorteerde versamelde voorwerpe • Verduidelik hoe die versameling gesorteer is • Beantwoord vrae oor ... - die wyse waarop die sortering gedoen is (proses) - die voorkoms van die gesorteerde versameling (produk) • Beskryf die versameling en tekening • Verduidelik hoe die versameling gesorteer is KABV 35 WISKUNDE GRAAD 1-3 ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 5.4 Versameling en organisering van data Versamel en organiseer • Versamel data oor die klas of skool en beantwoord vrae wat deur die onderwyser gestel word Versamel en organiseer data • Versamel data oor die klas of skool en beantwoord vrae wat deur die onderwyser gestel word. • Organiseer data in tellingstabel (tally) Versamel en organiseer data • Versamel data oor die klas of skool en beantwoord vrae wat deur die onderwyser gestel word. • Organiseer data wat in die onderwyser- of werkboek/handboek verskaf is • Organiseer data in - lyste - tellingstabelle (tally) - tabelle 5.5 Voorstelling van data Voorstelling van data • Voorstelling van data in piktogram (Beperk tot piktogramme met 1 tot 1 afparing) Voorstelling van data • Voorstelling van data in piktogram (Beperk tot piktogramme met 1 tot 1 afparing) Voorstelling van data • Voorstelling van data in Pictogram (Beperk tot piktogramme met 1 tot 1 afparing) staafgrafiek 5.6 Analisering en interpretering van data Analiseer en Interpreer data • Beantwoord vrae in verband met data in die pictogram (beperk tot piktogramme met 1 tot 1 afparing) Analiseer en interpreer data • Beantwoord vrae in verband met data in die pictogram (beperk tot piktogramme met 1 tot 1 afparing) Analiseer en interpreer data Beantwoord vrae in verband met data in • die pictogram (beperk tot piktogramme met 1 tot 1 afparing) • staafgrafieke 36 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 3.3 Verduideliking van inhoud In hierdie afdeling word onderwysers voorsien van die volgende: • Die graad R tot graad 3-kwartaaloorsig • Voorgestelde onderwerpe in kwartale verdeel; nie alle aspekte van al die onderwerpe word in elke kwartaal onderrig nie, sommige aspekte van die onderwerpe moet voor ander aangeleer word • Voorgestelde pasaanduiders van onderwerpe vir die jaar. Sekere onderwerpe sal meer onderrig tyd as ander vereis. • Uitklaringsnotas en onderrigriglyne met voorbeelde waar van toepassing Elke inhoudsarea is in verskillende onderwerpe opgedeel. Inhoudsareas moet in elke kwartaal aangeleer word. Die verdeling van onderwerpe in kwartale, gee ‘n aanduiding van hoe onderwerpe oor die jaar versprei kan word. Dit is nie nodig om al die onderwerpe in Ruimte en vorm, Meting en Datahantering in elke kwartaal aan te leer nie. Alle onderwerpe moet deur die jaar behandel word In afdeling 2 (paragraaf 2.6) word die gewig van inhoudsareas voorsien. Wanneer dit met die beskikbare ure in die jaar gekombineer word, kan ‘n mens die toewysingtyd vir elke inhoudsarea uitwerk. Hoewel onderwysers die pas en die volgorde van die onderwerpe effens kan aanpas, moet hulle steeds die gewig en die tydtoewysing van die inhoudsareas vir die grondslagfase volgens voorskrif volg. • Omdat graad R wiskunde in die vorm van ontluikende wiskunde is, kan dit nie in lestye verdeel word nie. Hoewel daar ‘n spesifieke tydtoewysing vir wiskunde is, behoort die graad R-onderwysers daagliks wiskunde in die dagprogram in te werk, anders sal die leerders nie die nodige wiskundige vaardighede en begrippe ontwikkel nie. • Tyd vir graad 1-3 is soos volg toegewys: - Sewe uur per week moet vir wiskunde opsy gesit word (10 weke x 4 kwartale x 7 ure = 280 ure per jaar) - Elke wiskundeles behoort 1 uur en 24 minute per dag vir graad 1 tot 3 te wees. - Dit beteken dan dat daar 4 kwartale van 10 weke met 5 lesse per week (Maandag tot Vrydag) is. - Laat ‘n week vir oriëntasie en vaslegging aan die begin van elke kwartaal toe, aangesien jong kinders baie van die inhoud gedurende die vakansie vergeet. Laat ook ‘n week aan die einde van elke kwartaal vir die vaslegging van begrippe toe. Dit laat 8 x 4 x 5 = 160 lesse vir die jaar 3.4 Volgorde en pasaanduiders Die volgende tabelle word vir elke graad van graad R tot graad 3 voorsien • Die pasaanduiders van onderwerpe vir die jaar (dit toon die verspreiding van onderwerpe oor verskillende kwartale, en aanbevelings oor die hoeveelheid tyd wat aan elke onderwerp van elke inhoudsarea gespandeer moet word. • Volgorde van onderwerpe vir die jaar (toon hoe onderwerpe vir elke kwartaal toegeken word en dui ook die progressie en vaardighede van die inhoud oor die kwartale aan) • Verduidelikende notas per onderwerp – hierdie tabelle voorsien ‘n verduideliking van die inhoud en die onderrigriglyne vir elke onderwerp soos dit oor die kwartale in die volgorde verdeel word. KABV 37 WISKUNDE GRAAD 1-3 Lesplanne – Toewysing van onderwerpe per kwartaal Getalle is die belangrikste onderwerp in wiskunde vir die grondslagfase. Die meeste tyd gedurende elke week, kwartaal en jaar word aan getalle, bewerkings en verwantskappe bestee. Daar word gemiddeld drie wiskunde￾lesse per week aan getalle, bewerkings en verwantskappe toegestaan. Die oorblywende tyd word tussen die ander inhoudsareas verdeel Ruimte en Vorm (Geometrie) en meting verg meer tyd en aandag as Datahantering en Patrone, funksies en algebra. Die tabelle hieronder gee ‘n aanduiding van hoeveel lesse vir elke inhoudsarea en onderwerp vir elke graad toegewys moet word in Patrone, funksies en algebra, Ruimte en vorm (Geometrie), Meting en Datahantering: • Toewysing van inhoudsareas en onderwerpe in lesse in graad R Aangesien graad R-wiskunde as ontluikende wiskunde beskou kan word, word die onderstaande tydtoewysing vir gefokusde, sowel as vir geïntegreerde, informele wiskunde-aktiwiteite voorgestel. Dit is om te verseker dat alle beskikbare inhoude wel behandel word. Ontluikende wiskunde-aktiwiteite kan uit byvoorbeeld die tel van die regte hoeveelheid borde en glase vir snoeptyd, telspeletjies buite, en binnenshuise speletjies, soos domino’s en legkaarte bestaan. Hierdie aktiwiteite moet volgens die leerders se behoeftes en die beskikbare hulpbronne in die klas georganiseer word. Ruimte en vorm is ‘n belangrike deel van die jong leerder se wiskundige ontwikkeling, en dit behoort oor die week versprei te word met sekere gefokusde aktiwiteite, sowel as aktiwiteite onder toesig van die opvoeder waar genoeg geleenthede vir sand- en waterspel, en konstruksie, geskep word. Meting behoort in telaktiwiteite voor te kom, byvoorbeeld skatting en aftel van afstande in handspanne, voete en treë. Die bywoningsregister en weerkaart verskaf genoeg geleenthede om met Datahantering te werk. Tabel 3.1: Tydstoewysing per inhoudsarea per week Inhoudsareas Onderwerpe Voorgestelde tyd Getalle, bewerkings en verwantskappe Tel Getalherkenning Herkenning en beskrywing van heelgetalle Getalbegrip Probleemoplossing 120 minute Patrone, funksies en algebra Kopieer, uitbrei en ontwerp van eie patrone 80 minute Ruimte en vorms Herken, eien en benoem 2-D vorms/prente Geometriese vorms Bou 3-D voorwerpe en maak gebruik van konkrete materiale Ruimtelike verwantskappe Rigtingaanwysing 80 minute Meting Tyd Lengte Gewig Volume/kapasiteit (lepels/koppies) 80 minute Datahantering Versamel, sorteer, teken, lees en voorstelling van data 60 minute TOTAAL 420 minute 7 ure per week 38 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 • Toewysing van inhoudsareas en onderwerpe in lesse in graad 1 tot 3 Daar word oor die algemeen drie lesse (tussen 4 en 41 2 ure) per week aan Getalle, bewerkings en verwantskappe in graad 1, 2 en 3 bestee. Die oorblywende twee lesse (tussen 21 2 en 3 ure) word tussen die onderwerpe van die ander inhoudsareas verdeel, soos hieronder aangedui. Tabel 3.2: Voorgestelde aantal lesse per inhoudsarea per kwartaal vir graad 1 Inhoudsarea Onderwerp Aantal lesse Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totaal Getalle, bewerkings en verwantskappe Alle onderwerpe van getalle, bewerkings en verwantskappe 22 30 28 25 105 Patrone, funksies en algebra Getalpatrone 3 3 3 3 12 Geometriese patrone 1 1 1 1 4 Ruimte en vorm (Geometrie) 2-D -vorm 3 3 6 3-D voorwerpe 3 2 1 6 Posisie, oriëntering en aansig 2 1 3 Simmetrie 1 1 2 Meting Tyd 2 2 Lengte 2 2 4 Massa 2 2 4 Inhoud/Volume 1 2 1 4 Datahantering Versamel, sortering, voorstelling en ontleding van voorwerpe 2 1 3 Die hele datasiklus 3 3 Gedeeltes van ‘n datasiklus 2 2 Totale aantal lesse 40 40 40 40 160 KABV 39 WISKUNDE GRAAD 1-3 Tabel 3.3 Voorgestelde aantal lesse per inhoudsarea per kwartaal vir graad 2 Inhoudsarea Onderwerp Aantal lesse Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totaal Getalle, bewerkings en verwantskappe Alle onderwerpe van getalle, bewerkings en verwantskappe 24 25 24 26 99 Patrone, funksies en algebra Getalpatrone 3 3 3 3 12 Geometriese patrone 1 1 1 1 4 Ruimte en vorm (Geometrie) 2-D -vorm 3 3 6 3-D voorwerpe 3 2 1 6 Posisie, oriëntering en aansig 2 1 3 Simmetrie 1 1 2 Meting Tyd 3 1 3 1 8 Lengte 3 1 4 Massa 3 1 4 Inhoud/Volume 3 1 4 Datahantering Versamel, sortering, voorstelling en ontleding van voorwerpe 3 3 6 Die hele datasiklus 1 1 2 Gedeeltes van ‘n datasiklus 1 1 2 Totale aantal lesse 40 40 40 40 160 Tabel 3.4 Voorgestelde aantal lesse per inhoudsarea per kwartaal vir graad 3 Inhoudsarea Onderwerp Aantal lesse Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totaal Getalle, bewerkings en verwantskappe Alle onderwerpe van getalle, bewerkings en verwantskappe 26 22 19 27 94 Patrone, funksies en algebra Getalpatrone 3 3 3 3 12 Geometriese patrone 1 1 1 1 4 Ruimte en vorm (Geometrie) 2-D -vorm 2 2 4 3-D voorwerpe 3 3 1 7 Posisie, oriëntering en aansig 2 3 5 Simmetrie 2 1 3 Meting Tyd 3 2 3 2 10 Lengte 2 2 4 Massa 2 1 3 Inhoud/Volume 2 1 3 Datahantering Versamel, sortering, voorstelling en ontleding van voorwerpe 3 3 6 Die hele datasiklus 1 1 2 Gedeeltes van ‘n datasiklus 1 1 2 Totale aantal lesse 40 40 40 40 160 40 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 3.4.1. Graad 1 oorsig per k wartaal GRAAD 1 OORSIG 1. GETALLE, BE WERKINGS EN VERWANTSKAPPE ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 GETALBEGRIPSONT WIKKELING: Beskryf, vergelyk en orden heelgetalle 1.1 Tel voorwerpe Tel 10 konkrete voorwerpe. Gee ‘n redelike skating van ‘n aantal voorwerpe wat deur telling nagegaan kan word. Tel 20 voorwerpe akkuraat Gee ‘n redelike skating van ‘n aantal voorwerpe wat deur telling nagegaan kan word Tel deur groepering word aangemoedig. Tel 40 voorwerpe akkuraat Gee ‘n redelike skating van ‘n aantal voorwerpe wat deur telling nagegaan kan word Tel deur groepering word aangemoedig. Tel 50 voorwerpe akkuraat Gee ‘n redelike skating van ‘n aantal voorwerpe wat deur telling nagegaan kan word Tel deur groepering word aangemoedig. 1.2 Tel aan en terug Tel aan en terug • In ene vanaf enige getal tussen Tel aan en terug • In ene vanaf enige getal tussen Tel aan in • 10’e vanaf enige veelvoud van 10 tussen 0 en 50 • 5’s vanaf enige veelvoud van 5 tussen 0 en 50 • 2’s vanaf enige veelvoud van 2 tussen 0 en 20 Tel aan en terug • In ene vanaf enige getal tussen Tel aan in • 10’e vanaf enige veelvoud van 10 tussen 0 en 80 • 5’s vanaf enige veelvoud van 5 tussen 0 en 80 • 2’s vanaf enige veelvoud van 2 tussen 0 en 80 Tel aan en terug • In ene vanaf enige getal tussen Tel aan in • 10’e vanaf enige veelvoud van 10 tussen 0 en 100 • 5’s vanaf enige veelvoud van 5 tussen 0 en 100 • 2’s vanaf enige veelvoud van 2 tussen 0 en 100 GETALBEGRIPSONT WIKKELING: Voorstelling van heelgetale 1.3 Getalsimbole en getalname Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole vanaf 1 tot 20 • Skryf getalsimbole 1 to 5. • Herken, identifiseer en lees getalname 1 tot 5 • Skryf getalname 1 tot 5 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole vanaf 1 tot 50 • Skryf getalsimbole 1 to 10. • Herken, identifiseer en lees getalname 1 tot 10 • Skryf getalname 1 tot 10 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole vanaf 1 tot 80 • Skryf getalsimbole 1 to 20. • Herken, identifiseer en lees getalname 1 tot 10 • Skryf getalname 1 tot 10 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole vanaf 1 tot 100 • Skryf getalsimbole 1 to 20. • Herken, identifiseer en lees getalname • Skryf getalname 1 tot 10 CAPS FP Wiskunde Graad 1 - 3 41 WISKUNDE GRAAD 1-3 ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 GETALBEGRIPSONTWIKKELING: Beskryf, vergelyk en orden heelgetalle 1.4 Beskryf, vergelyk en orden getalle Beskryf, vergelyk en orden tot 5 voorwerpe • Vergelyk ‘n versameling voorwerpe volgens baie, min; meeste, minste; minder as; meer as; dieselfde as; net soveel soos; verskillend • Orden ‘n versameling voorwerpe van die meeste tot die minste en die minste tot die meeste Beskryf, vergelyk en orden getalle tot 5 • Beskryf en vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as, is gelyk aan • Beskryf, vergelyk en orden getalle: - Van kleinste tot grootste en grootste tot kleinste - Gebruik die getallelyn 1-5 Beskryf, vergelyk en orden tot 10 voorwerpe • Vergelyk ‘n versameling voorwerpe volgens baie, min; meeste, minste; minder as; meer as; dieselfde as; net soveel soos; verskillend • Orden ‘n versameling voorwerpe van die meeste tot die minste en die minste tot die meeste Beskryf, vergelyk en orden getalle tot 10 • Beskryf en vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as, is gelyk aan • Beskryf, vergelyk en orden getalle: - Van kleinste tot grootste en grootste tot kleinste - Voor, na, in die middel/tussen - Gebruik die getallelyn 0-10 Beskryf, vergelyk en orden tot 15 voorwerpe • Vergelyk ‘n versameling voorwerpe volgens baie, min; meeste, minste; minder as; meer as; dieselfde as; net soveel soos; verskillend • Orden ‘n versameling voorwerpe van die meeste tot die minste en die minste tot die meeste Beskryf, vergelyk en orden getalle tot 15 • Beskryf en vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as, is gelyk aan • Beskryf, vergelyk en orden getalle: - Van kleinste tot grootste en grootste tot kleinste - Voor, na, in die middel/tussen - Gebruik die getallelyn 0-15 Beskryf, vergelyk en orden tot 20 voorwerpe • Vergelyk ‘n versameling voorwerpe volgens baie, min; meeste, minste; minder as; meer as; dieselfde as; net soveel soos; verskillend • Orden ‘n versameling voorwerpe van die meeste tot die minste en die minste tot die meeste Beskryf, vergelyk en orden getalle tot 20 • Beskryf en vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as, is gelyk aan • Beskryf, vergelyk en orden getalle: - Van kleinste tot grootste en grootste tot kleinste - Voor, na, in die middel/tussen - Gebruik die getallelyn 0-20 Gebruik ranggetalle om orde, plek of posisie aan te dui • Plaas voorwerpe in ‘n ry van eerste tot tiende of eerste tot laaste, byvoorbeeld, eerste, tweede, derde ... tiende, laaste • Ranggetalle in die getalgebied eerste tot tiende 42 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 GETALBEGRIPSONT WIKKELING: Plekwaarde 1.5 Plekwaarde Herken die plekwaarde van getalle 11 tot 15 • Ontbind twee-syfergetalle in tiene en ene, byvoorbeeld 12 is 10 en 2 Herken die plekwaarde van getalle 11 tot 19 • Ontbind twee-syfergetalle in tiene en ene, byvoorbeeld 18 is 10 en 8 PROBLEEMOPLOSSING IN KONTEKS 1.6 Probleemoplossings￾tegnieke Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • getallelyne wat deur konkrete apparaat, soos telkrale, ondersteun word Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • getall getallelyne wat deur konkrete apparaat, soos telkrale, ondersteun word Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne wat deur konkrete apparaat, soos telkrale, ondersteun word Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne wat deur konkrete apparaat, soos telkrale, ondersteun word 1.7 Optelling en aftrekking Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 5 gebruik te maak. Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 10 gebruik te maak. Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 15 gebruik te maak. Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 20 gebruik te maak. 1.8 Herhaalde optelling wat lei tot vermenigvuldiging Los probleme in konteks op en verduidelik die oplossings deur van herhaalde optelling met antwoorde tot 10 gebruik te maak Los probleme in konteks op en verduidelik die oplossings deur van herhaalde optelling met antwoorde tot 15 gebruik te maak Los probleme in konteks op en verduidelik die oplossings deur van herhaalde optelling met antwoorde tot 20 gebruik te maak 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering met heelgetalle tot 5 en antwoorde met ‘n res insluit Los probleme op en verduidelik oplossings wat gelyke deling en groepering met heelgetalle tot 10 en antwoorde met ‘n res insluit Los probleme op en verduidelik oplossings wat gelyke deling en groepering met heelgetalle tot 15 en antwoorde met ‘n res insluit Los probleme op en verduidelik oplossings wat gelyke deling en groepering met heelgetalle tot 20 en antwoorde met ‘n res insluit CAPS FP Wiskunde Graad 1 - 3 43 WISKUNDE GRAAD 1-3 ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 1.11 Geld • Herken en identifiseer SA geldeenhede: munte 5c, 10c, 20c, 50c, R1, R2; R5 • Los geldprobleme op wat totale en kleingeld in sent tot 20c of rande tot R10 behels • Herken en identifiseer SA geldeenhede: munte 5c, 10c, 20c, 50c, R1, R2; R5 en banknote R10 en R20 • Los geldprobleme op wat totale en kleingeld in sent tot 20c of rande tot R20 insluit • Herken en identifiseer SA geldeenhede: munte 5c, 10c, 20c, 50c, R1, R2; R5 en banknote R10 en R20 • Los geldprobleme op wat totale en kleingeld in sent tot 20c of rande tot R20 insluit KONTEKSVRYE BEREKENINGE 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkings gedoen word: • konkrete apparaat, byvoorbeeld tellers • teken prente • getallelyne wat deur konkrete apparaat, soos telkrale, ondersteun word Gebruik die volgende tegnieke wanneer bewerkings gedoen word: • konkrete apparaat, byvoorbeeld tellers • teken prente • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne wat deur konkrete apparaat, soos telkrale, ondersteun word Gebruik die volgende tegnieke wanneer bewerkings gedoen word: • konkrete apparaat, byvoorbeeld tellers • teken prente • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne wat deur konkrete apparaat, soos telkrale, ondersteun word Gebruik die volgende tegnieke wanneer bewerkings gedoen word: • konkrete apparaat, byvoorbeeld tellers • teken prente • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne wat deur konkrete apparaat, soos telkrale, ondersteun word 1.13 Optelling en aftrekking Getalgebied: 0 - 5 • Optel tot 5 • Aftrek vanaf 5 • • Oefen getalkombinasies tot 5 Getalgebied: 0 - 10 • Optel tot 10 • Aftrek vanaf 10 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 7 Getalgebied: 0 - 15 • Optel tot 15 • Aftrek vanaf 15 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 9 Getalgebied: 0 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 1.14 Herhaalde optelling wat lei tot vermenigvuldiging • Herhaalde optelling (van dieselfde getal) tot 10 • Gebruik toepaslike simbole (+, =, ) • Herhaalde optelling (van dieselfde getal) tot 15 • Gebruik toepaslike simbole (+, =, ) • Herhaalde optelling (van dieselfde getal) tot 20 • Gebruik toepaslike simbole (+, =, ) 44 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 1.16 Hoofrekene Getalbegrip: Getalgebied 5 • Orden ‘n gegewe versameling geselekteerde getalle. • Vergelyk getalle tot 5 en verduidelik watter getal is 1 en 2 meer of minder Getalbegrip: Getalgebied 10 • Orden ‘n gegewe versameling geselekteerde getalle. • Vergelyk getalle tot 10 en verduidelik watter getal is 1 en 2 meer of minder • Getalbegrip: Getalgebied 15 • Orden ‘n gegewe versameling geselekteerde getalle. • Vergelyk getalle tot 15 en verduidelik watter getal is 1 en 2 meer of minder Vinnige herroep : • Getalkombinasies tot 5 • Herroep optel- en aftrekfeite tot 5 Bewerkingstrategieë • Gebruik bewerkingstrategieë om doeltreffend te kan optel en aftrek: • orden die groter getal eerste sodat aan- en teruggetel kan word • getallelyn • verdubbeling en halvering • opbou en afbreek van getalle Getalbegrip: Getalgebied 20 • Orden ‘n gegewe versameling geselekteerde getalle. • Vergelyk getalle tot 20 en verduidelik watter is 1 en 2 meer of minder Vinnige herroep : • Getalkombinasies tot 10 • Herroep optel- en aftrekfeite tot 10 Bewerkingstrategieë • Gebruik bewerkingstrategieë om doeltreffend te kan optel en aftrek: • orden die groter getal eerste sodat aan- en teruggetel kan word • getallelyn • verdubbeling en halvering • opbou en afbreek van getalle CAPS FP Wiskunde Graad 1 - 3 45 WISKUNDE GRAAD 1-3 Probleemtipes vir graad 1 Hierdie is voorbeelde van die belangrike probleemtipes wat die onderwyser gereeld aan haar klas moet voorhou. Wanneer die onderwyser met ‘n klein groep leerders werk, behoort sy die probleem mondeling voor te hou. Sodra die leerders kan lees, kan sy vir hulle die probleem skriftelik gee maar dit moet steeds mondeling gegee word. Probleme in konteks kan by werksvelle ingesluit word, maar dit behoort kort, voordiehandliggend en bekend wees en die onderwyser moet seker maak dat al die leerders dit verstaan. Groepering Groepering, ignoreer die res Stella verkoop appels wat in sakkies van drie appels elk verpak is. Sy het 14 appels. Hoeveel sakkies van drie appels kan sy opmaak? Groepering, sluit die res by die antwoord in Ben wil vir sy ouma 15 eiers gee. Hoeveel eierdosies, wat elk 6 eiers het, gaan hy benodig om al die eiers te verpak? Deel Deling, ignoreer die res Deel 14 lekkers tussen drie vriende sodat elkeen dieselfde hoeveelheid lekkers kry. Herhaalde optelling Hoeveel wiele het vier fietse? Optelling en aftrekking Daar is ten minste drie basiese tipes optelling en aftrekkingsprobleemtipes en elke tipe kan op ‘n verskillende manier gevra word. Die basiese tipes is: Verandering Nola het vyf appels. Siena gee vir haar agt appels. Hoeveel appels het sy nou? Nola het 13 appels. Sy gee vyf appels vir Siena. Hoeveel appels het sy nou? Samevoeging Sus het vyf groen en agt blou albasters. Hoeveel albasters het sy altesaam? Sus het 13 albasters. vyf is groen en die res is blou. Hoeveel blou albasters het Sus? Vergelyking Sus het 13 piesangs. Tom het vyf piesangs. Hoeveel meer piesangs het Sus as Tom? 46 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Stel elke probleem op verskillende maniere Probleme moet op verskillende maniere gestel word, byvoorbeeld, beide hierdie is veranderingsprobleme, maar die “onbekendes” is in verskillende plekke in die probleem. Nola het appels. Simon gee vir haar nog agt. Nou het sy 13 appels. Hoeveel appels het Nola aan die begin gehad? Nola het vyf appels. Simon gee vir haar nog appels. Sy het nou 13 appels. Hoeveel appels het Simon vir haar gegee? Probleemsituasies met verskillende funksionele verwantskappe Heila verkoop worsbroodjies teen R4 elk. Maak ‘n tabel om haar te help om die korrekte bedrag vir die groot bestellings te vind. Getal worsbroodjies 1 2 3 4 5 6 7 Koste in R 4 8 Gebruik die tabel om die koste van sewe worsbroodjies te vind Hierdie probleemtipes dien as riglyn vir die onderwyser. Leerders moet nie opgesaal word met die benaming van die probleemtipes nie. Neem kennis dat leerders probleme dikwels op maniere oplos wat die onderwyser nie verwag nie. CAPS FP Wiskunde Graad 1 - 3 47 WISKUNDE GRAAD 1-3 GRAAD 1 OORSIG 2. PATRONE, FUNKSIES EN ALGEBRA ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 2.1 Meetkundige patrone Kopieer en brei uit Kopieer en brei eenvoudige patrone uit deur die volgende te gebruik: • fisiese voorwerpe; • tekeninge (byvoorbeeld deur kleure en vorms te gebruik) Voorgestelde volgorde van werk Begin deur patrone te kopieer en uit te brei deur fisiese voorwerpe te gebruik. Sodra die leerders gemaklik met ‘n kryt of potlood kan werk, kan patrone gekopieer en uitgebrei word deur dit te teken. Kopieer, brei uit en beskryf Kopieer, brei uit en beskyf in woorde: • Eenvoudige patrone wat uit konkrete voorwerpe gevorm word. • Eenvoudige patrone deur die teken van lyne, vorms of voorwerpe. Skep eie patrone • Skep eie Meetkundige patrone - met fisiese voorwerpe - deur lyne, vorms of voorwerpe te teken • Beskryf eie patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskyf in woorde: • Eenvoudige patrone wat uit konkrete voorwerpe gevorm word. • Eenvoudige patrone deur die teken van lyne, vorms of voorwerpe. Skep eie patrone • Skep eie Meetkundige patrone - met fisiese voorwerpe - deur lyne, vorms of voorwerpe te teken • Beskryf eie patrone Patrone rondom ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • uit die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis. Skep eie patrone • Skep eie Meetkundige patrone - met fisiese voorwerpe - deur lyne, vorms of voorwerpe te teken • Beskryf eie patrone 48 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 2.2 Getalpatrone Kopieer, brei uit en beskryf. Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 20. Getalpatrone behoort die volgende in te sluit: • tel aan en terug in ene vanaf enige getal tussen 1 en 20 Kopieer, brei uit en beskryf. Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 50. Getalpatrone behoort aan en terugtel aan te dui in: • 1s vanaf enige getal tussen 1 en 50 Tel aan in: • 10e vanaf enige veelvoud van 10 tussen 0 en 50 • 5e vanaf enige veelvoud van 5 tussen 0 en 50 • 2s vanaf enige veelvoud van 2 tussen 0 en 50 Skep en beskryf eie patrone • Skep en beskryf eie getalpatrone Kopieer, brei uit en beskryf. Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 80. Getalpatrone behoort aan en terugtel aan te dui in: • 1s vanaf enige getal tussen 1 en 80 Tel aan in: • 10e vanaf enige veelvoud van 10 tussen 0 en 80 • 5e vanaf enige veelvoud van 5 tussen 0 en 80 • 2s vanaf enige veelvoud van 2 tussen 0 en 80 Skep en beskryf eie patrone • Skep en beskryf eie getalpatrone Kopieer, brei uit en beskryf. Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 100. Getalpatrone behoort aan en terugtel aan te dui in: • 1s vanaf enige getal tussen 1 en 100 Tel aan in: • 10e vanaf enige veelvoud van 10 tussen 0 en 100 • 5e vanaf enige veelvoud van 5 tussen 0 en 100 • 2s vanaf enige veelvoud van 2 tussen 0 en 100 Skep en beskryf eie patrone • Skep en beskryf eie getalpatrone CAPS FP Wiskunde Graad 1 - 3 49 WISKUNDE GRAAD 1-3 GRAAD 1 OORSIG 3. RUIMTE EN VORM (MEETKUNDE) ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.1 Posisie, oriëntasie en aansig Woordeskat van posisie Beskryf die posisie van voorwerpe in verhouding tot mekaar, byvoorbeeld bo-op, voor, agter, links, regs, op, af langs/langsaan. Posisie en aanwysings • Volg aanwysings om in die klaskamer te beweeg • Volg aanwysings om een voorwerp in verhouding tot ‘n ander te plaas, byvoorbeeld: “ Sit die potlood in die boks.” Voorgestelde fokus en volgorde van werk vir die eerste kwartaal • Die woordeskat met betrekking tot posisie behoort bekendgestel te word deur praktiese aktiwiteite wat die leerder betrek deur fisiese beweging • Dit kan vasgelê word deur geskrewe rekordering soos tekeninge, inkleur of pas die prent by die woorde • Pas die aangeleerde woordeskat vir posisie toe wanneer aanwysings gevolg moet word • Aanwysings moet geoefen word deur praktiese aktiwiteite waarin die leerders hulself of voorwerpe beweeg volgens aanwysings Woordeskat van posisie Beskryf die posisie van voorwerpe in verhouding tot mekaar, byvoorbeeld bo-op, voor, agter, links, regs, op, af langs/langsaan. Posisie en aanwysings • Volg aanwysings om in die klaskamer te beweeg • Volg aanwysings om een voorwerp in verhouding tot ‘n ander te plaas, byvoorbeeld: “ Sit die potlood in die boks.” Voorgestelde fokus en volgorde van werk vir die vierde kwartaal • Die werk ten opsigte van posisie en rigting van vasgelê word deur skriftelike werk soos tekeninge, inkleur of pas die prent by die woorde • Enige nuwe woordeskat met betrekking tot posisie behoort bekendgestel te word deur praktiese aktiwiteite wat die leerder betrek deur fisiese beweging • Aanwysings moet geoefen word deur praktiese aktiwiteite waarin die leerders hulself of voorwerpe beweeg volgens aanwysings Posisie en aansigte • Pas verskillende aansigte van dieselfde alledaagse voorwerp 50 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.2 3-D voorwerpe Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Bal vorms (sfere) • Boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur Gefokusde aktiwiteite Neem waar en bou 3-D voorwerpe deur gebruik te maak van konkrete materiale soos boublokke, herwonne materiaal, konstuksiestel. Voorgestelde fokus en volgorde van werk vir die eerste kwartaal • Vryspel met verskeie 3-D voorwerpe. Bou goed van eie keuse deur boublokke, konstruksiestelle of herwinningsmateriaal te gebruik. Dit kan gedoen word tydens selfstandige werkstyd. • Die onderwyser verskaf ‘n model van iets wat die leerders kopieer. Dit kan gedoen word tydens selfstandige werkstyd. • Vergelyk die grootte van soortgelyke voorwerpe, byvoorbeeld, sê watter bal is groter • Praat oor die kleure van voorwerpe en sorteer die voorwerpe dan volgens kleur • Identifiseer en beskryf Meetkundige en alledaagse voorwerpedeur te sê watter voorwerp is gevorm soos ‘n bal of ‘n boks • Werk word deur skriftelike oefeninge vasgelê Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Bal vorms (sfere) • Boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur • voorwerpe wat rol • voorwerpe wat gly Voorgestelde fokus en volgorde van werk vir die derde kwartaal • Werk met balle en voorwerpe wat soos balle gevorm is en verskeie bokse en ander voorwerpe wat in die vorm van reghoekige prismas of kubusse is. Ondersoek watter van die voorwerpe kan rol, gly, en watter kan gestapel word. • Identifiseer en beskryf Meetkundige en alledaagse voorwerpe deur te sê watter voorwerpe is soos ‘n bal of ‘n boks gevorm • Werk word deur skriftelike oefeninge vasgelê Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Bal vorms (sfere) • Boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur • voorwerpe wat rol • voorwerpe wat gly Voorgestelde fokus vir die vierde kwartaal: • Werk word deur skriftelike oefeninge vasgelê CAPS FP Wiskunde Graad 1 - 3 51 WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.3 2-D vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • grootte • kleur • vorm • reguit sye • ronde sye Voorgestelde fokus en volgorde van werk vir die tweede kwartaal • Begin met vryspel met verskillende vorms insluitend die maak van prente met uitgeknipte Meetkundige vorms. Dit kan gedoen word tydens selfstandige werkstyd. Dit kan ook tydens Lewensvaardigheidslesse gedoen word. • Kopieer ‘n prent wat uit Meetkundige vorms bestaan. Dit kan gedoen word tydens selfstandige werkstyd. • Vergelyk die grootte van soortgelyke voorwerpe, byvoorbeeld, orden vierkante van die kleinste tot die grootste en gebruik die woordesskat wat van toepassing is op grootte om die vorms te beskryf • Praat oor die kleure van vorms en sorteer die vorms volgens kleur • Werk met sirkels en vierkante van verskillende groottes en driehoeke van verskillende vorms. Sorteer dit volgens reguit of ronde rande • Sorteer en groepeer vorms volgens driehoeke, vierkante of sirkels • Werk word deur skriftelike oefeninge vasgelê Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • grootte • kleur • vorm • reguit sye • ronde sye Voorgestelde fokus en volgorde van werk vir die vierde kwartaal • Werk met sirkels en vierkante van verskillende groottes en met verskillende soorte driehoeke. Sorteer die vorms volgens reguit of ronde rande • Sorteer en groepeer vorms volgens driehoeke, vierkante of sirkels • Werk word deur skriftelike oefeninge vasgelê 52 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.4 Symmetrie Simmetrie • Herken simmetrie in eie liggaam • Herken en teken lyn van simmetrie in 2-D Meetkundige en nie￾Meetkundige voorwerpe Voorgestelde fokus en volgorde van werk vir die derde kwartaal • Soek vir simmetrielyne in konkrete voorwerpe en prente • Skriftelike oefeninge behoort nie net “teken die ander helfte” in te sluit nie, maar sluit ook voorbeelde in waar die leerders die simmetrielyn moet inteken. Simmetrie • Herken simmetrie in eie liggaam • Herken en teken lyn van simmetrie in 2-D Meetkundige en nie￾Meetkundige voorwerpe Voorgestelde fokus en volgorde van werk vir die vierde kwartaal • Skriftelike oefeninge behoort voorbeelde in te sluit waar die simmetrie-lyn nie net ‘n vertikale lyn is nie CAPS FP Wiskunde Graad 1 - 3 53 WISKUNDE GRAAD 1-3 GRAAD 1 OORSIG 4. METING ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 4.1 Tyd Tydsduur Praat oor tydsduur • Orden alledaagse gebeure uit hul eie lewenservarings • Vergelyk tydsduur deur woordeskat soos langer, korter, vinniger, stadiger te gebruik • Gebruik woordeskat soos gister, vandag en môre om gebeure te orden Lees van tyd • Beskryf wanneer iets gebeur deur woordeskat soos oggend, middag, aand, vroeg, laat te gebruik • Ken die dae van die week • Ken die maande van die jaar • Plaas verjaarsdae op ‘n kalender Tyd word deurlopend tydens klasonderrig behandel Tyd word deurlopend tydens klasonderrig behandel Tyd word deurlopend tydens klasonderrig behandel 4.2 Lengte Informele meting • Vergelyk en orden die lengte, hoogte of breedte van twee of meer voorwerpe deur hulle langs mekaar te plaas • Gebruik woordeskat en bespreek die vergelyking tussen langer, korter, langer, wyer • Skat, meet, orden en rekordeer/ teken lengte op deur gebruik te maak van niestandaard meting, byvoorbeeld handbreedtes, potloodlengtes, tellers, treë, ensovoorts. Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur volgens nie-standaardmates te meet, byvoorbeeld handbreedtes, treë, potloodlengtes, tellers, ensovoorts 54 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.3 Massa Informele meting • Skat, meet, orden en rekordeer/ teken massa op deur gebruik te maak van nie-standaard meting en ‘n weegskaal, byvoorbeeld blokke, stene, ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder Informele meting • Skat, meet, orden en rekordeer/ teken massa op deur gebruik te maak van nie-standaard meting en ‘n weegskaal, byvoorbeeld blokke, stene, ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder 4.4 Kapasiteit/volume Informele meting • Vergelyk en orden die hoeveelheid vloeistof (volume) in twee houers wat langs mekaar geplaas is. Leerders kyk terwyl dit in ‘n derde houer te gegooi word. Informele meting • Vergelyk en orden die hoeveelheid vloeistof wat twee houers kan bevat (kapasiteit) Use language to talk about the comparison e.g. more than, less than, full, empty • Skat en meet, vergelyk en orden die kapasiteit van houers volgens nie-standaard meting, byvoorbeeld lepels en koppies Informele meting • Skat en meet, vergelyk en orden die kapasiteit van houers volgens nie-standaard meting, byvoorbeeld lepels en koppies CAPS FP Wiskunde Graad 1 - 3 55 WISKUNDE GRAAD 1-3 GRADE 1 OORSIG 5. DATAHANTERING ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 5.1 Versamel en sorteer voorwerpe 5.2 Voorstelling van gesorteerde versameling van voorwerpe 5.3 Bespreek en doen verslag oor gesorteerde versameling voorwerpe Versamel en sorteer alldaagse voorwerpe Teken ‘n prent van die versamelde voorwerpe • Gee redes oor hoe versamelings gesorteer was. Antwoord vrae oor - Hoe die sorteringsproses plaasgevind het (proses) - Hoe die gesorteerde versameling lyk (beskryf produk) • Beskryf die gesorteerde versameling Versamel en sorteer alldaagse voorwerpe Teken ‘n prent van die versamelde voorwerpe • Gee redes oor hoe versamelings gesorteer was. Antwoord vrae oor - Hoe die sorteringsproses plaasgevind het (proses) - Hoe die gesorteerde versameling lyk (beskryf produk) • Beskryf die gesorteerde versameling 5.4 Versamel en organiseer data 5.5 Datavoorstelling 5.6 Analiseer en Interpreteer data Aanbeveling: Hele deatasiklus om ‘n prentgrafiek te maak met die klas • Versamel data - oor die klas of skool - om onderwyser se vrae te beantwoord • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord • Beantwoord vrae rakende data in prentdiagramme • Analiseer data vanaf datavoorstellings Aanbeveling: • Ten minste twee prentdiagramme 56 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 3.4.2 Graad 2 oosig per k wartaal GRAAD 2 OORSIG 1. GETALLE, BE WERKINGS EN VERWANTSKAPPE ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 GETALBEGRIPSONT WIKKELING: Tel met heelgetalle 1.1 Tel voorwerpe • Tel ten minste 100 alledaagse voorwerpe betroubaar • Gee ‘n redelike skatting van die aantal voorwerpe wat deur tel getoets kan word • Die strategie van groepering word aangemoedig • Tel ten minste 150 alledaagse voorwerpe betroubaar • Gee ‘n redelike skatting van die aantal voorwerpe wat deur tel getoets kan word • Die strategie van groepering word aangemoedig • Tel ten minste 180 alledaagse voorwerpe betroubaar • Gee ‘n redelike skatting van die aantal voorwerpe wat deur tel getoets kan word • Die strategie van groepering word aangemoedig • Tel ten minste 200 alledaagse voorwerpe betroubaar • Gee ‘n redelike skatting van die aantal voorwerpe wat deur tel getoets kan word • Die strategie van groepering word aangemoedig 1.2 Tel aan en terug Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 100 • 10e vanaf enige veelvoud van 10 tussen 0 en 100 • 5e vanaf enige veelvoud van 5 tussen 0 en 100 • 2s vanaf enige veelvoud van 2 tussen 0 en 100 Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 150 • 10e vanaf enige veelvoud van 10 tussen 0 en 150 • 5e vanaf enige veelvoud van 5 tussen 0 en 150 • 2s vanaf enige veelvoud van 2 tussen 0 en 150 • 3s vanaf enige veelvoud van 3 tussen 0 en 150 • 4e vanaf enige veelvoud van 4 tussen 0 en 150 Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 180 • 10e vanaf enige veelvoud van 10 tussen 0 en 180 • 5e vanaf enige veelvoud van 5 tussen 0 en 180 • 2s vanaf enige veelvoud van 2 tussen 0 en 180 • 3s vanaf enige veelvoud van 3 tussen 0 en 180 • 4e vanaf enige veelvoud van 4 tussen 0 en 180 Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoud van 5 tussen 0 en 200 • 2s vanaf enige veelvoud van 2 tussen 0 en 200 • 3s vanaf enige veelvoud van 3 tussen 0 en 200 • 4e vanaf enige veelvoud van 4 tussen 0 en 200 CAPS FP Wiskunde Graad 1 - 3 57 WISKUNDE GRAAD 1-3 ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 GETALBEGRIPSONTWIKKELING: Voorstelling van heelgetalle 1.3 Getalsimbole en getalname Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 0 - 100 • Skryf getalsimbole 0 -1000 • Herken, identifiseer en lees getalname 0 - 25 • Skryf getalname 0 – 25 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 0 - 150 • Skryf getalsimbole 0 -150 • Herken, identifiseer en lees getalname 0 - 50 • Skryf getalname 0 – 50 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 0 - 180 • Skryf getalsimbole 0 -180 • Herken, identifiseer en lees getalname 0 - 75 • Skryf getalname 0 – 75 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 0 - 200 • Skryf getalsimbole 0 -200 • Herken, identifiseer en lees getalname 0 - 100 • Skryf getalname 0 – 100 GETALBEGRIPSONTWIKKELING: Beskryf, vergelyk en orden heelgetalle 1.4 Beskryf, vergelyk en orden getalle Beskryf, vergelyk en orden getalle tot 25 • Vergelyk heelgetalle en gebruik woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan • Orden heelgetalle van die kleinste tot die grootste en van die grootste tot die kleinste Beskryf, vergelyk en orden getalle tot 50 • Vergelyk heelgetalle en gebruik woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan • Orden heelgetalle van die kleinste tot die grootste en van die grootste tot die kleinste Beskryf, vergelyk en orden getalle tot 75 • Vergelyk heelgetalle en gebruik woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan • Orden heelgetalle van die kleinste tot die grootste en van die grootste tot die kleinste Gebruik ranggetalle om orde, plek of posisie aan te toon • Posisioneer voorwerpe in ‘n ry vanaf eerste tot tiende of eerste tot laaste, byvoorbeeld: eerste, tweede, derde ...tiende Beskryf, vergelyk en orden getalle tot 99 • Vergelyk heelgetalle en gebruik woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan • Orden heelgetalle van die kleinste tot die grootste en van die grootste tot die kleinste Gebruik ranggetalle om orde, plek of posisie aan te toon • Posisioneer voorwerpe in ‘n ry vanaf eerste tot tiende of eerste tot laaste, byvoorbeeld: eerste, tweede, derde ...twintigste. GETALBEGRIPSONTWIKKELING: Plekwaarde 1.5 Plekwaarde Herken die plekwaarde van getalle 11 tot 25 • Ontbinding van twee-syfergetalle in veelvoude van tiene en ene/ eenhede • Identifiseer en verklaar die waarde van elke syfer Herken die plekwaarde van getalle 11 tot 50 • Ontbinding van twee-syfergetalle in veelvoude van tiene en ene/ eenhede • Identifiseer en verklaar die waarde van elke syfer Herken die plekwaarde van getalle 11 tot 75 • Ontbinding van twee-syfergetalle in veelvoude van tiene en ene/ eenhede • Identifiseer en verklaar die waarde van elke syfer Herken die plekwaarde 11 to 99 • Ontbinding van twee-syfergetalle in veelvoude van tiene en ene/ eenhede • Identifiseer en verklaar die waarde van elke syfer 58 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 PROBLEEMOPLOSSING IN KONTEKS 1.6 Probleemoplossings￾tegnieke Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne deur konkrete apparaat ondersteun Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne deur konkrete apparaat ondersteun Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne 1.7 Optelling en aftrekking Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 20. Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 50. Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 75. Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 99. 1.8 Herhaalde optelling wat lei tot vermenigvuldiging Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 20. Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 30. Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 40. Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 50. 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 20 met anwoorde wat ‘n res mag insluit. Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 50 met anwoorde wat ‘n res mag insluit. Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 75 met anwoorde wat ‘n res mag insluit. Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 100 met anwoorde wat ‘n res mag insluit. 1.10 Deling wat lei tot breuke Los woordprobleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 3, 1 5 Los woordprobleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 3, 1 5 Los woordprobleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 3, 1 5 1.11 Geld • Herken en identifiseer Suid￾Afrikaanse munte (5c,10c, 20c, 50c, R1, R2, R5) en banknote (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit tot • R20 en in sente tot 50c • Herken en identifiseer Suid￾Afrikaanse munte (5c,10c, 20c, 50c, R1, R2, R5) en banknote (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit tot • R50 en in sente tot 50c • Herken en identifiseer Suid￾Afrikaanse munte (5c,10c, 20c, 50c, R1, R2, R5) en bank note (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit tot • R75 en in sente tot 75c • Herken en identifiseer Suid￾Afrikaanse munte (5c,10c, 20c, 50c, R1, R2, R5) en bank note (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit tot • R99 en in sente tot 90c CAPS FP Wiskunde Graad 1 - 3 59 WISKUNDE GRAAD 1-3 ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 KONTEKSVRYE BEREKENINGE 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne deur konkrete apparaat ondersteun Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne deur konkrete apparaat ondersteun Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne 1.13 Optelling en aftrekking • Optel tot 20 • Aftrek vanaf 20 • Gebruik van gepaste simbole (+, –, =, ) • Inoefening van getalkombinasies tot 10 • Optel tot 50 • Aftrek vanaf 50 • Gebruik van gepaste simbole (+, –, =, ) • Inoefening van getalkombinasies tot 15 • Optel tot 75 • Aftrek vanaf 75 • Gebruik van gepaste simbole (+, –, =, ) • Inoefening van getalkombinasies tot 20 • Optel tot 99 • Aftrek vanaf 99 • Gebruik van gepaste simbole (+, –, =, ) • Inoefening van getalkombinasies tot 20 1.14 Herhaalde optelling wat lei tot vermenigvuldiging • Tel dieselfde getal herhaaldelik by tot 20 • Vermenigvuldig getalle 1 tot 10 met 2 • Gebruik gepaste simbole (+, –, =, ) • Vermenigvuldig getalle 1 tot 10 met 2 en 5 • Gebruik gepaste simbole (+, –, =, ) • Vermenigvuldig getalle 1 tot 10 met 2, 5 en 4 • Gebruik gepaste simbole (+, –, =, ) • Vermenigvuldig getalle 1 tot 10 met 2, 5, 3 en 4 • Gebruik gepaste simbole (+, –, =, ) 60 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 1.16 Hoofrekene Getalbegrip: Getalgebied 25 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 25 en sê watter is: - 1 meer of 1 minder - 2 meer of 2 minder - 10 meer of minder Vinnige herroep: • Optel-en aftrekfeite tot 10 Hoofrekenestrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Sit die groter getal eerste om aan te tel of terug te tel • Gedagtebeeld van ‘n getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle • Gebruik die verband tussen optel en aftrek Getalbegrip: Getalgebied 50 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 50 en sê watter is: - 1 meer of 1 minder - 2 meer of 2 minder - 3 meer of 3 minder - 4 meer of 4 minder - 5 meer of 5 minder - 10 meer of minder Vinnige herroep: • Optel-en aftrekfeite tot 10 Hoofrekenestrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Sit die groter getal eerste om aan te tel of terug te tel • Getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle • Gebruik die verband tussen optel en aftrek Getalbegrip: Getalgebied 75 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 75 en sê watter is: - 1 meer of 1 minder - 2 meer of 2 minder - 3 meer of 3 minder - 4 meer of 4 minder - 5 meer of 5 minder - 10 meer of minder Vinnige herroep: • Optel-en aftrekfeite tot 15 • Optel of aftrek van veelvoude van 10 vanaf 0 tot 50 Hoofrekenestrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Sit die groter getal eerste om aan te tel of terug te tel • Getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle • Gebruik die verband tussen optel en aftrek Getalbegrip: Getalgebied 99 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 99 en sê watter is: - 1 meer of 1 minder - 2 meer of 2 minder - 3 meer of 3 minder - 4 meer of 4 minder - 5 meer of 5 minder - 10 meer of minder Vinnige herroep: • Optel-en aftrekfeite tot 20 • Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Hoofrekenestrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Sit die groter getal eerste om aan te tel of terug te tel • Getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle • Gebruik die verband tussen optel en aftrek 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes CAPS FP Wiskunde Graad 1 - 3 61 WISKUNDE GRAAD 1-3 Probleemtipes vir graad 2 Hierdie is voorbeelde van die belangrike probleemtipes wat die onderwyser gereeld aan haar klas moet voorhou. Wanneer die onderwyser met ‘n klein groep leerders werk, behoort sy die probleem mondeling voor te hou. Sodra die leerders kan lees, kan sy vir hulle die probleem skriftelik gee maar dit moet steeds mondeling gegee word. Probleme in konteks kan by werksvelle ingesluit word, maar dit behoort kort, voordiehandliggend en bekend wees en die onderwyser moet seker maak dat al die leerders dit verstaan. Groepering Groepering, ignoreer die res Stella verkoop appels wat in sakkies van 10 appels elk verpak is. Sy het 80 appels. Hoeveel sakkies van 10 appels kan sy opmaak? Groepering, sluit die res by die antwoord in ‘n Boer het 47 eiers. Hoeveel eierdosies, wat elk 6 eiers het, gaan hy benodig om al die eiers te verpak? Deel Breukgedeelte van ‘n versameling Ouma gee vir Kiki 12 lemoene. Kiki maak sap met van die lemoene. Hoeveel lemoene het sy gebruik? Deling, ignoreer die res Deel 54 lekkers tussen sewe vriende sodat elkeen dieselfde hoeveelheid lekkers kry. Deling, lei tot breuke Deel 11 sjokoladestafies tussen vier vriende sodat hulle elkeen dieselfde hoeveelheid van die sjokoladestafie kry en daar niks oor is nie. Hierdie tipe probleem moet eers aan die leerders voorgehou word wanneer hulle vier of vyf probleme met deling wat lei tot breuke gedoen het en die name van die breukdele ken. Bymekaarsit van breuke Die netabalafrigter gee ‘n halwe lemoen aan elke speler. Daar is 14 spelers. Hoeveel lemoene het sy nodig? Hierdie tipe probleem moet eers aan die leerders voorgehou word wanneer hulle vier of vyf probleme met deling wat lei tot breuke gedoen het en die name van die breukdele ken. Herhaalde optelling Hoeveel wiele het 20 fietse? Tempo Thami loop elke dag ses blokke. Hoeveel blokke loop hy in ‘n week? Roosters/Rye Mnr Khumalo plant sewe rye koolplantjies. Daar is agt koolplantjies in ‘n ry. Hoeveel koolplantjies is daar altesaam? 62 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Optelling en aftrekking Daar is ten minste drie basiese tipes optelling en aftrekkingsprobleemtipes en elke tipe kan op ‘n verskillende manier gevra word. Die basiese tipes is: Verandering Nola het 25 lekkers. Siena gee vir haar 18 lekkers. Hoeveel lekkers het sy nou? Nola het 53 lekkers. Sy gee 32 lekkers vir Siena. Hoeveel lekkers het sy nou? Samevoeging Die graad 2 klas het 37 groen driehoeke en 19 blou driehoeke. Hoeveel driehoeke het hulle? Hulle het 63 sirkels; 27 is groen en die res is blou. Hoeveel blou sirkels het hulle? Vergelyking Sus het 13 piesangs. Tom het vyf piesangs. Hoeveel meer piesangs het Sus as Tom? Stel elke probleem op verskillende maniere Probleme moet op verskillende maniere gestel word, byvoorbeeld, beide hierdie is veranderingsprobleme, maar die “onbekendes” is in verskillende plekke in die probleem. Nola het lekkers. Simon gee vir haar nog 18. Nou het sy 43 lekkers. Hoeveel lekkers het Nola aan die begin gehad? Nola het 25 appels. Simon gee vir haar nog appels. Sy het nou 43 appels. Hoeveel appels het Simon vir haar gegee? Probleemsituasies met verskillende funksionele verwantskappe Heila verkoop worsbroodjies teen R4 elk. Maak ‘n tabel om haar te help om die korrekte bedrag vir die groot bestellings te vind. Getal wordbroodjies 1 2 3 4 5 6 7 8 9 10 Koste in R 4 8 Gebruik die tabel om die koste van sewe en 15 worsbroodjies te vind Sedick pas babas op. Hy vra R20 vir reiskostes en R5 per uur vir die baba se oppas. Voltooi hierdie tabel vir hom. Getal ure 1 2 3 4 5 10 Koste in R 25 30 Neem kennis dat Heila en Sedick se probleem verskillend is. Hierdie probleemtipes dien as riglyn vir die onderwyser. Leerders moet nie opgesaal word met die benaming van die probleemtipes nie. Neem kennis dat leerders probleme dikwels op maniere oplos wat die onderwyser nie verwag nie. ‘n Deelsom kan opgelos word deur herhaalde aftrek, optel of vermenigvuldiging. Leerders se oplossingsmetodes sal deur die loop van die jaar verander soos wat hulle begrip van of bekendheid met die probleemties toeneem en soos wat hul getalbegrip ontwikkel. CAPS FP Wiskunde Graad 1 - 3 63 WISKUNDE GRAAD 1-3 GRADE 2 OORSIG 2. PATRONE, FUNKSIES EN ALGEBRA ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 2.1 Meetkundige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Verskeidenheid patrone: Eenvoudige patrone waarin vorms, of groepe vorms herhaal word op presies dieselfde manier Skep en beskryf eie patrone • Skep eie Meetkundige patrone - met voorwerpe - met tekeninge van lyne, vorms of voorwerpe • Beskryf eie patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Verskeidenheid patrone: Eenvoudige patrone waarin vorms, of groepe vorms herhaal word op presies dieselfde manier Patrone waarvan die aantal of grootte of vorm inelke stadium op ‘n voorspelbare wyse verander, dit wil sê, gereelde vermeerde patrone Skep en beskryf eie patrone • Skep eie Meetkundige patrone - met voorwerpe - met tekeninge van lyne, vorms of voorwerpe • Beskryf eie patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Verskeidenheid patrone: Patrone waarvan die aantal of grootte of vorm inelke stadium op ‘n voorspelbare wyse verander, dit wil sê, gereelde vermeerde patrone Skep en beskryf eie patrone • Skep eie Meetkundige patrone - met voorwerpe - met tekeninge van lyne, vorms of voorwerpe • Beskryf eie patrone Patrone om ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis 64 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 2.2 Getalpatrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige number sequences to at least 100. • Getalpatrone behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 0 en 100 • 10e vanaf enige veelvoud van 10 tussen 0 en 100 • 5e vanaf enige veelvoude van 5 tussen 0 en 100 • 2s vanaf enige veelvoud van 2 tussen 0 en 100 Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige number sequences to at least 150. • Getalpatrone behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 0 en 150 • 10e vanaf enige veelvoud van 10 tussen 0 en 150 • 5e vanaf enige veelvoude van 5 tussen 0 en 150 • 2s vanaf enige veelvoud van 2 tussen 0 en 150 • 3s vanaf enige veelvoud van 3 tussen 0 en 150 • 4s vanaf enige veelvoud van 4 tussen 0 en 150 Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige number sequences to at least 180. • Getalpatrone behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 0 en 180 • 10e vanaf enige veelvoud van 10 tussen 0 en 180 • 5e vanaf enige veelvoude van 5 tussen 0 en 180 • 2s vanaf enige veelvoud van 2 tussen 0 en 180 • 3s vanaf enige veelvoud van 3 tussen 0 en 180 • 4s vanaf enige veelvoud van 4 tussen 0 en 180 Skep eie getalpatrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige number sequences to at least 200. • Getalpatrone behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoude van 5 tussen 0 en 200 • 2s vanaf enige veelvoud van 2 tussen 0 en 200 • 3s vanaf enige veelvoud van 3 tussen 0 en 200 • 4s vanaf enige veelvoud van 4 tussen 0 en 200 Skep eie getalpatrone CAPS FP Wiskunde Graad 1 - 3 65 WISKUNDE GRAAD 1-3 GRADE 2 OORSIG 3. RUIMTE EN VORM (MEETKUNDE) TOPCS KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 3.1 Posisie, oriëntasie en aansig Woordeskat van posisie • Beskryf die posisie van voorwerpe in verhouding tot mekaar, byvoorbeeld bo-op, voor, agter, links,regs, af, langs. Posisie en rigtings • Volg aanwysings om in die klaskamer rond te beweeg. Posisie en aansig • Pas verskillende aansigte van dieselfde alledaagse voorwerp. Posisie en rigtings • Volg aanwysings om in die klaskamer rond te beweeg. 66 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 TOPCS K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Fokusaktiwiteite • Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D Meetkundige voorwerpe Voorgestelde fokus en volgorde van aktiwiteite in die eerste kwartaal • Kopieer ‘n model van iets wat die onderwyser voorsien. Modelle of konstruksies kan gebruik word deur boublokke, herwinningsmateriaal, konstruksiestelle, ander 3-D Meetkundige voorwerpe, uitgeknipte 2-D vorms te gebruik. Dit kan tydens selfstandige werkstyd gebruik word. • Vergelyk en beskryf die grootte van soortgelyke voorwerpe, byvoorbeeld, stapel kartondose van die grootste tot die kleinste Werk met • Balle en voorwerpe in die vorm van balle • Verskeie kartondose en ander voorwerpe in die vorm van reghoekige prismas of kubusse Ondersoek watter voorwerpe kan rol, gly of gestapel word. Identifiseer en beskryf Meetkundige en alledaagse voorwerpe deur te sê watter is gevorm soos ‘n bal, boks en silinder. Werk word deur skriftelike oefeninge vasgelê. Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Voorgestelde fokus en volgorde van aktiwiteite in die derde kwartaal Werk met • Balle en voorwerpe in die vorm van balle • Silinders en voorwerpe in die vorm van silinders • Verskeie kartondose en ander voorwerpe in die vorm van reghoekige prismas of kubusse Ondersoek watter voorwerpe kan rol, gly of gestapel word. Identifiseer en beskryf Meetkundige en alledaagse voorwerpe deur te sê watter is gevorm soos ‘n bal, boks en silinder. Werk word deur skriftelike oefeninge vasgelê. Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Voorgestelde fokus vir die vierde kwartaal Werk word deur skriftelike oefeninge vasgelê. CAPS FP Wiskunde Graad 1 - 3 67 WISKUNDE GRAAD 1-3 TOPCS K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.3 2-D vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Voorgestelde fokus en volgorde van aktiwiteite in die eerste kwartaal • Vryspel met verskeie vorms insluitend die maak van prente met uitgeknipte Meetkundige vorms. Dit kan tydens selfstandige werk gedoen word. • Kopieer ‘n prent van Meetkundige vorms. Dit kan tydens selfstandige werk gedoen word. • Vergelyk die grootte van soortgelyke vorms, byvoorbeeld, orden reghoeke van die kleinste tot die grootste en gebruik woordeskat van grootte om die vorms te beskryf • Praat oor die kleure van die vorms en sorteer die vorms volgens kleur • Sorteer vorms volgens reguit of ronde rande. Werk met sirkels en vierkante van verskillende groottes, en driehoeke en reghoeke wat verskillend gevorm is. • Sorteer en groepeer vorms volgens driehoeke, vierkante, reghoeke of sirkels • Werk word deur skriftelike oefeninge vasgelê. Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Voorgestelde fokus en volgorde van aktiwiteite in die vierde kwartaal • Sorteer vorms volgens reguit of ronde rande. Werk met sirkels en vierkante van verskillende groottes, en driehoeke en reghoeke wat verskillend gevorm is. • Sorteer en groepeer vorms volgens driehoeke, vierkante, reghoeke of sirkels • Werk word deur skriftelike oefeninge vasgelê. 68 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 TOPCS K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.4 Symmetrie Symmetrie Herken en teken die simmetrielyn in 2-D Meetkundige en nie￾Meetkundige vorms Voorgestelde fokusaktiwiteite in die tweede kwartaal • Simmetrielyne in konkrete voorwerpe en prente • Skriftelike oefeninge behoort voorbeelde in te sluit waar die simmetrielyn NIE altyd ‘n vertikale lyn is nie Symmetrie Herken en teken die simmetrielyn in 2-D Meetkundige en nie￾Meetkundige vorms Voorgestelde fokusaktiwiteite in die vierde kwartaal Simmetrielyne in konkrete voorwerpe en prente Skriftelike oefeninge behoort voorbeelde in te sluit waar die simmetrielyn nie altyd ‘n vertikale lyn is nie CAPS FP Wiskunde Graad 1 - 3 69 WISKUNDE GRAAD 1-3 GRADE 2 OORSIG 4. METING ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.1 Tyd Lees van tyd • Benoem en orden dae van die week • Benoem en orden maande van die jaar • Plaas verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender • Lees 12-uur tyd in ure en half ure op analooghorlosies Bereken die lengte van tyd en die tydsduur • Gebruik horlosies om tydsverloop te meet in ure of half ure Lees van tyd Lees 12-uur tyd in ure en half ure op analooghorlosies Bereken die lengte van tyd en die tydsduur • Gebruik horlosies om tydsverloop te meet in ure of half ure Lees van tyd • Benoem en orden dae van die week • Benoem en orden maande van die jaar • Plaas verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender • Lees 12-uur tyd in ure, half ure en kwart ure op analooghorlosies Bereken die lengte van tyd en die tydsduur • Gebruik kalenders om tyd te bereken en beskryf die tydsduur in dae of weke. • Gebruik horlosies om tydsverloop te meet in ure, half ure en kwart ure. Lees van tyd • Lees 12-uur tyd in ure en half ure op analooghorlosies Bereken die lengte van tyd en die tydsduur • Use clocks to calculate length of time in hours or half hours • Gebruik horlosies om tydsverloop te meet in ure, half ure en kwart ure. 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie-standaard meting, byvoorbeeld handbreedtes, treë, potloodlengtes, tellers, ensovoorts • Beskryf die lengte van voorwerpe deur dit te tel en te sê hoeveel informele eenhede dit lank is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of meterlengtes of lyn) as die standaard lengte-eenhede. Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of meterlengtes of lyn) as die standaard lengte-eenhede. 70 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa deur gebruik te maak van nie-standaard maat-eenhede en ‘n balans, byvoorbeeld blokke, bakstene, ensovoorts • Gebruik woordeskat om te praat oor die vergelyking, byvoorbeeld lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersiële verpakte voorwerpe waarop die massa gedruk is in kilogramme, byvoorbeeld 2 kilogram rys en 1 kilogram meel • Meet hul eie massa in kilogramme deur gebruik te maak van ‘n badkamerskaal. Die verwagting is dat leerders slegs tot die naaste gemommerde gradelyn moet lees. Hulle beskryf hul massa as byna/omtrent/naastenby/‘n bietjie meer as/ min of meer of presies die getal kilogramme wat van die skaal afgelees word Bekendstelling van formele meting Leerders doen skriftelike take om die volgende vas te lê, insluitend die lees van prente van: • Produkte waarvan die massa opgeskryf is • Badkamerskale waar die naald na ‘n genommerde gradelyn wys CAPS FP Wiskunde Graad 1 - 3 71 WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.4 Kapasiteit/volume Informele meting • Skat en meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die uur bevat as dit gevul is) deur gebruik te maak van nie-standaard mates, byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul, byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters te meet en die volgende te gebruik: - Bottels met ‘n kapasiteit van 1 liter - ‘n maatbeker met genommerde kalibrasielyne in liters • Vergelyk, orden en rekordeer die kapasiteit van kommersieël verpakte voorwerpe waarvan die kapasiteit in liters op die produk gedruk is, byvoorbeeld 2 liters melk, 1 liter koeldrank, 5 liter verf Bekendstelling van formele meting Skriftelike take om die volgende vas te lê, insluitend die lees van prente van: • Produkte waarvan die kapasiteit opgeskryf is sodat dit in volgorde gerangskik kan word • Prente van bekers waar die volume naby aan ‘n 1-liter of 2-liter gadelyn is • Lees tot die naaste genommerde gadelyn, beskryf die volume as byna/omtrent/naastenby/‘n bietjie meer/ min of meer of presies die getal liters 72 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 2 OORSIG 5. DATAHANTERING ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 5.4 Versamel en organiseeer data Aanbeveling: Hele datasiklus om ‘n prentgrafiek met die klas te maak met een-tot￾een afparing • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord • Stel data voor in prentdiagramme met een-tot-een afparing • Beantwoord vrae oor data in prentdiagramme met een-tot-een afparing Analiseer data vanaf die gegewe voorstellings Aanbeveling Ten minste een prentgrafiek met een-tot-een afparing Aanbeveling: Maak ‘n individuele prentgrafiek met een-tot-een afparing van data wat vanaf ‘n prent of tabel verkry is • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord • Stel data voor in prentdiagramme met een-tot-een afparing • Beantwoord vrae oor data in prentdiagramme met een-tot-een afparing Analiseer data vanaf die gegewe voorstellings Aanbeveling Ten minste een prentgrafiek met een-tot-een afparing 5.5 Datavoorstelling 5.6 Analiseer en interpreteer data CAPS FP Wiskunde Graad 1 - 3 73 WISKUNDE GRAAD 1-3 3.4.3 Graad 3 oorsig per kwartaal GRAAD 3 OORSIG 1. GETALLE, BEWERKINGS EN VERWANTSKAPPE ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 NUMBER CONCEPT DEVELOPMENT: Count with whole numbers 1.1 Tel voorwerpe Groepeer tot ten minste 200 voorwerpe voorwerpe om te skat en betroubaar te tel. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur tel nagegaan kan word. Groepering as ‘n strategie word aangemoedig. Groepeer tot ten minste 500 voorwerpe voorwerpe om te skat en betroubaar te tel. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur tel nagegaan kan word. Groepering as ‘n strategie word aangemoedig. Groepeer tot ten minste 700 voorwerpe voorwerpe om te skat en betroubaar te tel. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur tel nagegaan kan word. Groepering as ‘n strategie word aangemoedig. Groepeer tot ten minste 1 000 voorwerpe voorwerpe om te skat en betroubaar te tel. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur tel nagegaan kan word. Groepering as ‘n strategie word aangemoedig. 1.2 Tel aan en terug Tel aan en terug tel sluit in: • 1e van enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • vanaf enige veelvoud van 5 tussen 0 en 200 • 2s vanaf enige veelvoud van 2 tussen 0 en 200 • 3s vanaf enige veelvoud van 3 tussen 0 en 200 • 4s vanaf enige veelvoud van 4 tussen 0 en 200 • 100e tot ten minste 500 Tel aan en terug tel sluit in: • 1e van enige getal tussen 0 en 500 • 10e vanaf enige veelvoud van 10 tussen 0 en 500 • vanaf enige veelvoud van 5 tussen 0 en 500 • 2s vanaf enige veelvoud van 2 tussen 0 en 500 • 3s vanaf enige veelvoud van 3 tussen 0 en 500 • 4s vanaf enige veelvoud van 4 tussen 0 en 500 • 50s,100s tot ten minste 1 000 Tel aan en terug tel sluit in: • 1e van enige getal tussen 0 en 700 • 10e vanaf enige veelvoud van 10 tussen 0 en 700 • vanaf enige veelvoud van 5 tussen 0 en 700 • 2s vanaf enige veelvoud van 2 tussen 0 en 700 • 3s vanaf enige veelvoud van 3 tussen 0 en 700 • 4s vanaf enige veelvoud van 4 tussen 0 en 700 • in 20s, 25s, 50s,100e tot ten minste 1 000 Tel aan en terug tel sluit in: • 1e van enige getal tussen 0 en 1 000 • 10e vanaf enige veelvoud van 10 tussen 0 en 1 000 • vanaf enige veelvoud van 5 tussen 0 en 1 000 • 2s vanaf enige veelvoud van 2 tussen 0 en 1 000 • 3s vanaf enige veelvoud van 3 tussen 0 en 1 000 • 4s vanaf enige veelvoud van 4 tussen 0 en 1 000 • in 20s, 25s, 50s,100e tot ten minste 1 000 74 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 GETALBEGRIPSONT WIKKELING: Voorstelling van heelgetalle 1.3 Getalsimbole en getalname Identifiseer, herken en lees getalle • Identifiseer, herken en lees getalle simbole 0 - 500 • Skryf getalsimbole 0 - 500 • Identifiseer, herken en lees getalname 0 - 250 • Skryf getalname 0 -100 Identifiseer, herken en lees getalle • Identifiseer, herken en lees getalle simbole 0 - 1 000 • Skryf getalsimbole 0 -1 000 • Identifiseer, herken en lees getalname 0 - 250 • Skryf getalname 0 - 250 Identifiseer, herken en lees getalle • Identifiseer, herken en lees getalle simbole 0 - 1 000 • Skryf getalsimbole 0 -1 000 • Identifiseer, herken en lees getalname 0 -500 • Skryf getalname 0 -500 Identifiseer, herken en lees getalle • Identifiseer, herken en lees getalle simbole 0 - 1 000 • Skryf getalsimbole 0 -1 000 • Identifiseer, herken en lees getalname 0 -1000 • Skryf getalname 0 -1000 GETALBEGRIPSONT WIKKELING: Beskryf, vergelyk en orden heelgetalle 1.4 Beskryf, vergelyk en orden getalle Beskryf, vergelyk en orden getalle tot 99. • Vergelyk heelgetalle tot 99 deur woordeskat soos kleiner as, groter as, meer as, minder as en is gelyk aan te gebruik • Orden heelgetalle tot 99 van die kleinste tot die grootste, en van die grootste tot die kleinste Beskryf, vergelyk en orden getalle tot 500. • Vergelyk heelgetalle tot 500 deur woordeskat soos kleiner as, groter as, meer as, minder as en is gelyk aan te gebruik • Orden heelgetalle tot 500 van die kleinste tot die grootste, en van die grootste tot die kleinste Beskryf, vergelyk en orden getalle tot 700. • Vergelyk heelgetalle tot 700 deur woordeskat soos kleiner as, groter as, meer as, minder as en is gelyk aan te gebruik • Orden heelgetalle tot 700 van die kleinste tot die grootste, en van die grootste tot die kleinste Gebruik ranggetalle om volgorde, plek of posisie aan te dui • Gebruik, lees en skryf ranggetalle, insluitende die afkortingsvorm tot 31ste Beskryf, vergelyk en orden getalle tot 999. • Vergelyk heelgetalle tot 999 deur woordeskat soos kleiner as, groter as, meer as, minder as en is gelyk aan te gebruik • Orden heelgetalle tot 999 van die kleinste tot die grootste, en van die grootste tot die kleinste GETALBEGRIPSONT WIKKELING: plekwaarde 1.5 Plekwaarde Herken die plekwaarde van getalle tot 99 • Weet wat elke getal verteenwoordig • Ontbind twee-syfer getalle tot 99 in veelvoude van tiene en ene • Identifiseer en noem die waarde van elke syfer Herken die plekwaarde van getalle tot 500 • Weet wat elke getal verteenwoordig • Ontbind drie-syfer getalle tot op 500 in veelvoude van 100, veelvoud van tiene en ene • Identifiseer en noem die waarde van elke getal Herken die plekwaarde van getalle tot 700 • Weet wat elke getal verteenwoordig • Ontbind drie-syfer getalle tot op 700 in veelvoude van 100, veelvoud van tiene en ene • Identifiseer en noem die waarde van elke getal Herken die plekwaarde van getalle tot 999 • Weet wat elke getal verteenwoordig • Ontbind drie-syfer getalle tot op 999 in veelvoude van 100, veelvoud van tiene en ene • Identifiseer en noem die waarde van elke getal CAPS FP Wiskunde Graad 1 - 3 75 WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 LOS PROBLEME IN KONTEKS OP 1.6 Probleemoplossings￾tegnieke Gebruik die volgende tegnieke vir probleemoplossing en verduideliking oplossings vir probleme: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke vir probleemoplossing en verduideliking oplossings vir probleme: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Gebruik die volgende tegnieke vir probleemoplossing en verduideliking oplossings vir probleme: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Gebruik die volgende tegnieke vir probleemoplossing en verduideliking oplossings vir probleme: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene 1.7 Optelling en aftrekking Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 99 Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 400. Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 800. Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 999. 1.8 Herhaalde optelling wat lei tot vermenigvuldiging Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van vermenigvuldiging met antwoorde tot 50. Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van vermenigvuldiging met antwoorde tot 75. Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van vermenigvuldiging met antwoorde tot 75. Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak vermenigvuldiging met antwoorde tot 100. 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 50 met anwoorde wat ‘n res mag insluit Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 75 met anwoorde wat ‘n res mag insluit Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 75 met anwoorde wat ‘n res mag insluit Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 100 200 met anwoorde wat ‘n res mag insluit 1.10 Deling wat lei tot breuke Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids- en nie￾eenheidsbreuke insluit byvoorbeeld 1 2, 1 4 , 2 3 ensovoorts Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids- en nie￾eenheidsbreuke insluit byvoorbeeld 1 2 , 1 4 , 3 4 , 2 5 ensovoorts Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids- en nie￾eenheidsbreuke insluit byvoorbeeld 1 2 , 1 4 , 3 4 , 2 5 ensovoorts Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids- en nie￾eenheidsbreuke insluit byvoorbeeld 1 2 , 1 4 , 3 4 , 2 5 ensovoorts 1.11 Geld • Herken en identifiseer Suid￾Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit • Herken en identifiseer Suid￾Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit • Herken en identifiseer Suid￾Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit • Herlei tussen rand en sent • Herken en identifiseer Suid￾Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit • Herlei tussen rand en sent 76 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 KONTEKSVRYE BEREKENINGE 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 20 • Optelling tot 400 • Aftrekking vanaf 400 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optelling tot 800 • Aftrekking vanaf 800 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optelling tot 999 • Aftrekking vanaf 999 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 1.14 Herhaalde optelling wat lei tot vermenigvuldiging • Vermenigvuldig getalle 1 tot10 met 2, 5, 3, 4 • Gebruik gepaste simbole (x, =, ) • Vermenigvuldig 2, 4, 5, 10, 3 tot ‘n totaal van 50 • Gebruik gepaste simbole (x, =, ) • Vermenigvuldig 2, 3, 4, 5, 10 tot ‘n totaal van 100 • Gebruik gepaste simbole (x, =, ) • Vermenigvuldig 2, 3, 4, 5, 10 tot ‘n totaal van 100 • Gebruik gepaste simbole (x, =, ) 1.15 Deling • Verdeel getalle tot 50 met 2, 5, 10 • Gebruik gepaste simbole (÷, =, ) • Verdeel getalle tot 50 met 2, 4, 5, 10, 4 • Gebruik gepaste simbole (÷, =, ) • Verdeel getalle tot 99 met 2, 4, 5, 10, 3 • Gebruik gepaste simbole (÷, =, ) • Verdeel getalle tot 99 met 2, 3, 4, 5,10 • Gebruik gepaste simbole (÷, =, ) CAPS FP Wiskunde Graad 1 - 3 77 WISKUNDE GRAAD 1-3 ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 1.16 Hoofrekene Getalbegrip: Getalgebied 200 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 200 en sê watter is: - 1 meer of 1 minder - 2 meer of 2 minder - 3 meer of 3 minder - 4 meer of 4 minder - 5 meer of 5 minder - 10 meer of minder Vinnige herroep: • Herroep optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 Hoofrekenestrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getal eerste en tel aan of terug • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek Getalbegrip: Getalgebied 500 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 200 en sê watter is: - 1 meer of 1 minder - 2 meer of 2 minder - 3 meer of 3 minder - 4 meer of 4 minder - 5 meer of 5 minder - 10 meer of minder Vinnige herroep: • Herroep optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 Hoofrekenestrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getal eerste en tel aan of terug • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek Getalbegrip: Getalgebied 750 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 200 en sê watter is: - 1 meer of 1 minder - 2 meer of 2 minder - 3 meer of 3 minder - 4 meer of 4 minder - 5 meer of 5 minder - 10 meer of minder Vinnige herroep: • Herroep optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 Hoofrekenestrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getal eerste en tel aan of terug • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Getalbegrip: Getalgebied 999 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 200 en sê watter is: - 1 meer of 1 minder - 2 meer of 2 minder - 3 meer of 3 minder - 4 meer of 4 minder - 5 meer of 5 minder - 10 meer of minder Vinnige herroep: • Herroep optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 • Vermenigvuldigings- en delingsfeite vir die: - Twee maaltafel tot - Tien maaltafel tot 10 x 10 Hoofrekenestrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getal eerste en tel aan of terug • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling 78 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste insluitende halwes, kwarte, agstes, derdes, sesdes, vyfdes • Herken breuke in die vorm van diagramme • Write fractions as 1half, 1third • Gebruik en benoem breuke in bekende kontekste insluitende halwes, kwarte, agstes, derdes, sesdes, vyfdes • Herken breuke in die vorm van diagramme • Write fractions as 1 half, 1third • Gebruik en benoem eenheidsbreuke en nie￾eenheidsbreuke in bekende kontekste insluitende halwes, kwarte, agstes, derdes, sesdes, vyfdes • Herken breuke in die vorm van diagramme • Begin herken dat twee halwes of drie derdes een hele maak en dat een helfte en twee kwarte ekwivalent is • Skryf breuke as 1 halwe, 2 derdes • Gebruik en benoem breuke in bekende kontekste insluitende halwes, kwarte agstes, derdes, sesdes, vyfdes • Herken breuke in die vorm van diagramme • Begin herken dat twee halwes of drie derdes een hele maak en dat een helfte en twee kwarte ekwivalent is • Skryf breuke as 1 halwe, 2 derdes CAPS FP Wiskunde Graad 1 - 3 79 WISKUNDE GRAAD 1-3 Probleemtipes vir graad 3 Hierdie is voorbeelde van die belangrike probleemtipes wat die onderwyser gereeld aan haar klas moet voorhou. Wanneer die onderwyser met ‘n klein groep leerders werk, behoort sy die probleem mondeling voor te hou. Sodra die leerders kan lees, kan sy vir hulle die probleem skriftelik gee maar dit moet steeds mondeling gegee word. Probleme in konteks kan by werksvelle ingesluit word, maar dit behoort kort, voordiehandliggend en bekend wees en die onderwyser moet seker maak dat al die leerders dit verstaan. Groepering Groepering, ignoreer die res ‘n Bakery verkoop broodrolletjies in sakkies van 12. Hulle het 118 rolletjies. Hoeveel sakkies van 12 rolletjies elk kan hulle maak? Groepering, sluit die res by die antwoord in ‘n Boer het 227 eiers. Hoeveel eierdosies, wat elk 6 eiers het, gaan hy benodig om al die eiers te verpak? Deel Deling, ignoreer die res Vyf vriende deel 84 lekkers sodat hulle elkeen dieselde aantal lekkers kry. Deling, lei tot breuke Deel 15 sjokoladestafies tussen ses vriende sodat hulle elkeen dieselfde hoeveelheid van die sjokoladestafie kry en daar niks oor is nie. Breukgedeelte van ‘n versameling Ouma gee vir Kiki R12. Kiki wil ‘n derde van die geld spaar. Hoeveel geld moet sy spaar? Hierdie tipe probleem moet eers aan die leerders voorgehou word wanneer hulle vier of vyf probleme met deling wat lei tot breuke gedoen het en die name van die breukdele ken. Hierdie tipe probleem moet eers aan die leerders voorgehou word wanneer hulle vier of vyf probleme met deling wat lei tot breuke gedoen het en die name van die breukdele ken. Hierdie tipe probleem moet eers aan die leerders voorgehou word wanneer hulle vier of vyf probleme met deling wat lei tot breuke gedoen het en die name van die breukdele ken. Proportionele deling Peter is kleiner as Rhulani. Wanneer Peter een sny brood eet, benodig Rhulani twee snye brood. Wanneer Peter twee snye eet, benodig Rhulani vier snye. Na ‘n paar dae, het hulle 12 snye brood geëet. Hoeveel snye het Peter geëet en hoeveel snye het Rhulani geëet? Sue en Greg doen saam werk. Sue werk vir drie ure en Greg werk vir een uur. Hulle word R60 betaal. Hoe moet hulle die geld deel? Herhaalde optelling Hoeveel wiele het 36 motors? 80 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Tempo Thami spaar elke week 35c. Hoeveel geld sal hy in 8 weke spaar? Roosters/Rye Mnr Khumalo plant 20 rye lemoenbome. Daar is 12 bome in ‘n ry. Hoeveel bome is daar altesaam? Optelling en aftrekking Daar is ten minste drie basiese tipes optelling en aftrekkingsprobleemtipes en elke tipe kan op ‘n verskillende manier gevra word. Die basiese tipes is: Verandering Noluthando versamel 234 plakkers. Silo gee vir haar nog 80. Hoeveel plakkers het sy nou? Daar was 500 passasiers op ‘n trein en 176 passasiers klim af. Hoeveel passasiers is daar oor op die trein? Samevoeging Sus versamel items vir die skool se herwinningsprojek. Sy versamel 124 plastiekbottels en 268 blikkies. Hoeveel items het sy versamel? Die winkel het 368 pakkies skyfies; 82 is Chippos en die res is Ziksnacks. Hoeveel Ziksnacks is daar? Vergelyking Die graad 2 klas kollekteer R446. Graad 3 kollekteer R729. Hoeveel meer geld het die graad 3 klas gekollekteer? Stel elke probleem op verskillende maniere Probleme moet op verskillende maniere gestel word, byvoorbeeld, beide hierdie is veranderingsprobleme, maar die “onbekendes” is in verskillende plekke in die probleem. Die winkel het pakkies mieliemeel en bestel nog 55. Nou is daar 170 pakkies mieliemeel. Hoeveel pakkies was daar aan die begin? Die winkel het 500 pakkies suiker. Nadat daar van die pakkies verkoop is, is daar 324 pakkies suiker oor. Hoeveel pakkies is verkoop? CAPS FP Wiskunde Graad 1 - 3 81 WISKUNDE GRAAD 1-3 Probleemsituasies met verskillende funksionele verwantskappe Heila verkoop worsbroodjies teen R4 elk. Maak ‘n tabel om haar te help om die korrekte bedrag vir die groot bestellings te vind. Aantal worsbroodjies 1 2 3 4 5 10 20 Koste in R 4 8 Gebruik die tabel om die koste van sewe en 23 worsbroodjies te vind Sedick pas babas op. Hy vra R20 vir reiskostes en R5 per uur vir die baba se oppas. Voltooi hierdie tabel vir hom. Aantal ure 1 2 3 4 5 10 Koste in R 25 30 Neem kennis dat Heila en Sedick se probleem verskillend is. Hierdie probleemtipes dien as riglyn vir die onderwyser. Leerders moet nie opgesaal word met die benaming van die probleemtipes nie. Neem kennis dat leerders probleme dikwels op maniere oplos wat die onderwyser nie verwag nie. ‘n Deelsom kan opgelos word deur herhaalde aftrek, optel of vermenigvuldiging. Leerders se oplossingsmetodes sal deur die loop van die jaar verander soos wat hulle begrip van of bekendheid met die probleemties toeneem en soos wat hul getalbegrip ontwikkel. 82 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 3 OORSIG 2. PATRONE, FUNKSIES EN ALGEBRA ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 2.1 Meetkundige patrone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Verskeidenheid patrone: • Eenvoudige patrone waarin vorms of groepe vorms op presies dieselfde manier herhaal word. Skep en beskryf eie patrone • Skep eie Meetkundige patrone; - met voorwerpe - met tekeninge van lyne, vorms of voorwerpe • Beskryf eie patrone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Verskeidenheid patrone: • Eenvoudige patrone waarin vorms of groepe vorms op presies dieselfde manier herhaal word. • Patrone waarin die getal of grootte van vorms in elke fase op ‘n voorspelbare manier verander byvoorbeeld. gereelde groterwordende patrone Skep en beskryf eie patrone • Skep eie Meetkundige patrone; - met voorwerpe - met tekeninge van lyne, vorms of voorwerpe • Beskryf eie patrone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Verskeidenheid patrone: • Patrone waarin die getal of grootte van vorms in elke fase op ‘n voorspelbare manier verander byvoorbeeld. gereelde groterwordende patrone Skep en beskryf eie patrone • Skep eie Meetkundige patrone; - met voorwerpe - met tekeninge van lyne, vorms of voorwerpe • Beskryf eie patrone Patrone om ons Identifiseer, beskryf in woorde en kopieër Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis 2.2 Getalpatrone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf eenvoudige getalpatrone tot ten minste 200. Getalpatrone behoort aantel en terugtel in te sluit: • die intervalle in graad 2 gespesifiseer met verhoogde getalgebiede • 100e tot ten minste 500 Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf eenvoudige getalpatrone tot ten minste 500. Getalpatrone behoort aantel en terugtel in te sluit: • die intervalle in graad 2 gespesifiseer met verhoogde getalgebiede • 50s,100e tot ten minste 1 000 Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf eenvoudige getalpatrone tot ten minste 750. Getalpatrone behoort aantel en terugtel in te sluit: • die intervalle in graad 2 gespesifiseer met verhoogde getalgebiede • 20s,25s, 50s,100e tot ten minste 1 000 Skep en beskryf eie patrone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf eenvoudige getalpatrone tot ten minste 1000. Getalpatrone behoort aantel en terugtel in te sluit: • die intervalle in graad 2 gespesifiseer met verhoogde getalgebiede • 20s,25s, 50s,100e tot ten minste 1 000 Skep en beskryf eie patrone CAPS FP Wiskunde Graad 1 - 3 83 WISKUNDE GRAAD 1-3 GRAAD 3 OORSIG 3. RUIMTE EN VORM (MEETKUNDE) ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.1 Posisie, oriëntasie en aansig Posisie en aansigte • Pas verskillende aansigte van dieselfde alledaagse voorwerp • Benoem ‘n alledaagse voorwerp wanneer ‘n ongewone hoek daarvan gewys word Posisie en aanwysings • Volg aanwysings om in die klaskamer en skool rond te beweeg, • Gee aanwysings om in die klaskamer en skool rond te beweeg Posisie en aansigte • Lees, interpreteer en teken informele kaarte, of bo-aansigte van ‘n versameling voorwerpe. • Vind voorwerpe op kaarte Posisie en aanwysings • Volg aanwysings van een plek na ‘n ander op ‘n informele kaart 84 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe van: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde aktiwiteite Neem waar en bou gegewe 3-D voorwerpe deur van konkrete materiaal gebruik te maak soos uitsny 2-D vorms, klei, tandestokkies, strooitjies, ander 3-D Meetkundige voorwerpe. Voorgestelde fokus en volgorde van aktiwiteite vir die tweede kwartaal Werk met sfere, prismas en silinders soos in graad 2; benoem en groepeer die voorwerpe. Fokus op die tipe oppervlak van elke voorwerp. Onderskei tussen geboë en plat oppervlakke. Gebruik uitgeknipte kartonvierkante om ‘n boks te maak. Bespreek die plat oppervlakke van prismas en silinders en beskryf of die oppervlak rond, vierkantig of reghoekig is. Werk word deur skriftelike oefeninge vasgelê. Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms (sfere) • boksvorms (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe van: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde aktiwiteite Neem waar en bou gegewe 3-D voorwerpe deur van konkrete materiaal gebruik te maak soos uitsny 2-D vorms, klei, tandestokkies, strooitjies, ander 3-D Meetkundige voorwerpe. Voorgestelde fokus en volgorde van aktiwiteite vir die derde kwartaal Werk met sfere, prismas en silinders soos in graad 2; benoem en groepeer die voorwerpe. Fokus op die tipe oppervlak van elke voorwerp. Onderskei tussen geboë en plat oppervlakke. Bespreek die plat oppervlakke van prismas en silinders en beskryf of die oppervlak rond, vierkantig of reghoekig is. Benoem en groepeer die bostaande meetkundige voorwerpe. Gebruik tandestokkies, strooitjies, of gerolde papier om ‘n piramide te maak. Werk word deur skriftelike oefeninge vasgelê. Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms (sfere) • boksvorms (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe van: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Voorgestelde fokus en volgorde van aktiwiteite vir die vierde kwartaal Werk word deur skriftelike oefeninge vasgelê CAPS FP Wiskunde Graad 1 - 3 85 WISKUNDE GRAAD 1-3 ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 3.3 2-D vorms Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • vorm • reguit sye • ronde sye Voorgestelde fokusaktiwiteite vir die eerste kwartaal Benoem en groepeer vorms. Fokus op die tipe rande wat elke vorm het. Onderskei vorms deur bespreking van die vorm se reguit of ronde rande. Teken sirkels, vierkante, reghoeke en driehoeke. Werk word deur skriftelike oefeninge vasgelê. Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • vorm • reguit sye • ronde sye Voorgestelde fokusaktiwiteite vir die derde kwartaal Benoem en groepeer vorms. Fokus op die tipe rande wat elke vorm het. Onderskei vorms deur bespreking van die vorm se reguit of ronde rande. Teken sirkels, vierkante, reghoeke en driehoeke. Werk word deur skriftelike oefeninge vasgelê. 3.4 Symmetrie Simmetrie Bepaal die lyn van simmetrie deur papier te vou en weerkaatsing Voorgestelde fokus vir die tweede kwartaal Papiervou-aktiwiteite wat ‘n begrip vir simmetrie ontwikkel, insluitend: • Aktiwiteite waarin nat verf op ‘n bladsy geplaas word vorrdat dit gevou word • Aktiwiteite waarin die papier op die voulyn geknip of geskeur word Simmetrie Herken en teken lyne van simmetrie in 2-D Meetkundige en nie￾Meetkundige vorms Voorgestelde fokus vir die vierde kwartaal Skriftelike oefeninge sluit voorbeelde in waar • Die simmetrielyn nie altyd ‘n vertikale lyn is nie • Daar meer as een simmetrielyn op die vorm of voorwerp is 86 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRADE 3 OORSIG 4. METING ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.1 Tyd Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke of maande te beskryf, insluitende • Gebruik horlosies om tydsduur bereken in ure, halfure of kwartiere. Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke of maande te beskryf, insluitende • omskakeling tussen dae na weke • omskakeling tussen weke na maande Gebruik horlosies om tydsduur bereken in ure, halfure of kwartiere. Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke of maande te beskryf, insluitende • omskakeling tussen dae na weke • omskakeling tussen weke na maande • Gebruik horlosies om tydsduur bereken in ure, halfure of kwartiere. CAPS FP Wiskunde Graad 1 - 3 87 WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.2 Lengte Informal measuring Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie-standaard meting byvoorbeeld handbreedte, treë, potloodlengtes, tellers ensovoorts. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, groter, en wyer Bekendstelling aan formele meting • Skat, meet, orden en rekordeer lengte deur gebruik te maak van meters (òf met meterstokke òf met meterlengtes van tou) as die standaard eenheid van lengte. • Skat, meet en rekordeer lengtes in sentimeter deur ‘n liniaal te gebruik. • (Geen omskakeling tussen senitmeters en meters word verlang nie) Bekendstelling aan formele meting • Skat, meet, orden en rekordeer lengte deur gebruik te maak van meters (òf met meterstokke òf met meterlengtes van tou) as die standaard eenheid van lengte. • Skat, meet en rekordeer lengtes in sentimeter deur ‘n liniaal te gebruik. 88 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa deur gebruik te maak van nie-standaard maat-eenhede en ‘n balans, byvoorbeeld blokke, bakstene, ensovoorts • Gebruik woordeskat om te praat oor die vergelyking, byvoorbeeld lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersiële verpakte voorwerpe waarop die massa gedruk is in kilogramme, byvoorbeeld 2 kilogram rys en 1 kilogram meel of in gram, byvoorbeeld 500g sout • Meet hul eie massa in kilogramme deur gebruik te maak van ‘n badkamerskaal • Meet hul eie massa in kilogramme deur gebruik te maak van ‘n badkamerskaal. Die verwagting is dat leerders slegs tot die naaste gemommerde gradelyn moet lees. Hulle beskryf hul massa as byna/omtrent/naastenby/‘n bietjie meer as/ min of meer of presies die getal kilogramme wat van die skaal afgelees word • Indien balanseerskale met massa-stukke in gram gekalibreer, beksikbaar is, kan leerders die massa van verskillende voorwerpe in gram meet. (Geen omskakeling tussen gram en kilogram word verlang nie) Bekendstelling aan formele meting Leerders doen geskrewe take vir vaslegging, insluitend die lees van prente • produkte waarvan hul massa opgeskryf is • badkamerskale waar die naald na die genommerde gradelyn wys CAPS FP Wiskunde Graad 1 - 3 89 WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.4 Kapasiteit/volume Informele meting • Skat, meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer kan hou as dit gevul is). Gebruik nie-standaard mates byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liter, halwe liter en kwart liter te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan kapasiteit in liter geskryf is byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf, of in milliliter; byvoorbeeld 500 ml melk, 340 milliliter koeldrank, 750 milliliter olie • Weet dat ‘n standaard koppie 250 milliliter is • Weet dat ‘n teelepel 5 milliliter is Geen omskakeling tussen milliliter en liter word verlang nie Bekendstelling aan formele meting Leerders doen geskrewe take vir vaslegging, insluitend die lees van prente • produkte waarvan hul kapasiteit opgeskryf is en orden dit in logiese volgorde • prente van bekers waar die volume naby ‘n genommerde 1 liter of 2 liter indelingslyn is of ‘n half liter of kwart liter • prente van bekers waar die volume naby ‘n genommerde millilliter indelingslyn is Die verwagting is dat leerders slegs lees tot die naaste genommerde indelingslyn. Hulle beskryf hul volume as byna/naby /‘n bietjie meer as/min of meer/ presies die aantal (van liter) wat hulle van die beker aflees. Geen omskakeling tussen milliliter en liter word verlang nie 90 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.5 Omtrek Omtrek Ondersoek die afstand rondom 2-D vorms en 3-D voorwerpe deur direkte vergelyking of informele eenhede te gebruik. . 4.6 Area Area Ondersoek area deur van teëls gebruik te maak CAPS FP Wiskunde Graad 1 - 3 91 WISKUNDE GRAAD 1-3 GRAAD 3 OORSIG 5. DATAHANTERING ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 5.1 Versamel en organiseer data Aanbeveling: Hele datasiklus om ‘n staafgrafiek te maak. Versamel data oor die klas of skool om vrae te beantwoord wat deur die onderwyser gestel word Gebruik telmerke om data op te teken in die afdelings wat voorsien word. Stel data voor in • Tabelle • Staafgrafieke Praat oor en beantwoord vrae oor die data in die tabelle en staafgrafieke. Analiseer data vanaf die gegewe voorstellings Aanbeveling • Ten minste een prentgrafiek met een-tot-een afparing • Ten minste een staafgrafiek Aanbeveling: Herorganiseer die gegewe data in ‘n lys, telmerkies, tabel of in ‘n staafgrafiek. Stel data voor op ‘n staafgrafiek. Beantwoord vrae oor die data op die staafgrafiek. Analiseer data vanaf die gegewe voorstellings Aanbeveling • Ten minste een prentgrafiek met een-tot-een afparing • Ten minste een staafgrafiek 5.2 Datavoorstelling 5.3 Analiseer en Interpreteer data 92 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 3.5 Verduidelikende notas met onderrig-riglyne Die onderstaande tabelle voorsien aan die onderwyser: • inhoudsareas en onderwerpe per kwartaal; • voorgestelde begrips- en vaardigheidsfokus per kwartaal; • verduidelikende notas met onderrig-riglyne; en • tydsduur per onderwerp in 1 uur 24 minute lesse. CAPS FP Wiskunde Graad 1 - 3 93 WISKUNDE GRAAD 1-3 3.5.1. Verduideliking van graad 1 inhoud Gra A d 1 k wartaal 1 1. GETALLE, BE WERKINGS EN VERWANTSKAPPE Gedurende die eerste kwartaal word tyd spandeer aan die ontwikkeling van pre-getalontwikkeling. Vroeë vaardighede in terme van patrone, ruimte en vorm, meting en data vorm die grondslag van skoolvaardighede in die algemeen en getalvaardighede in besonder. Pas Pasaktiwiteite lei tot die begrip van een-tot-een verhouding, wat weer die grondslag vorm vir die vergelyking van die getalle in ‘n groep. Wanneer ‘n leerder daartoe in staat is om dit wat “dieselfde” is te identifiseer, is dit moontlik om twee stelle/versamelings te pas. Dit is ‘n voorvereiste vir behoud. Behoud is ‘n belangrike vaardigheid met betrekking tot meting, getal en ruimte en vorm. Sortering Tydens sortering, bepaal leerders ooreenkomste en verskille. Leerders ontwikkel die vermoë om te beskryf en te identifiseer. Beskrywing beteken dat leerders dinge om hulle kan herken en benoem. Identifiseer beteken dat leerders enige voorwerp kan uitken wanneer ‘n beskrywing gegee word. Leerders identifiseer volgens sekere eienskappe. Leerders sorteer voorwerpe volgens grootte, kleur, vorm, lengte, massa, kapasiteit en volume. Sortering word gedoen deur: • Alledaagse voorwerpe tydens datahantering • Meetkundige vorms en voorwerpe in vorm en ruimte; en • Die eienskappe van voorwerpe in meting. Vergelyking Wanneer leerders voorwerpe vergelyk, fokus hulle op die verskille tussen voorwerpe. Leerders fokus op: • Groot of klein; • Swaar of lig; • Lank of kort; • Warm of koud; • Leeg of vol; • Baie of min; en • Eerste, laaste of middel. Die aanleer van vergelyking is die fokusarea van: • Vroeë metingaktiwiteite; • Aanvanklike aktiwiteite met vorm en ruimte (sluit in werk oor posisie); en • Vroeë werk met patroonvorming. Tydens getalaktiwiteite, pas leerders voorwerpe in verskillende groepe. Hulle leer om groepe met dieselfde aantal voorwerpe te identifiseer en om groepe te onderskei wat meer of minder voorwerpe het as ander groepe. Ordening Ordening is fundamenteel tot die getalsisteem. Plasing en die tel van voorwerpe help jong leerders om seker te maak dat elke voorwerp slegs een keer getel word. Om voorwerpe on volgorde te plaas, lê die grondslag vir die begrip om getalle te orden. Vroeë werk met patrone help leerders om hul aandag te fopkus op ordening. Later gebruik leerders hierdie vaardigheid wanneer hulle met getalpatrone werk. Subitering Subitering is die onmiddelike herkenning van die aantal voorwerpe in ‘n versameling sonder om dit te tel. Subitering help leerders om klein hoeveelhede as ‘n eenheid te sien. Dit vorm ‘n vroeë grondslag vir getalbewerking. 94 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.1 Tel voorwerpe Tel voorwerpe akkuraat tot 50. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur telling nagegaan kan word. Tel voorwerpe akkuraat tot 10 Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur telling nagegaan kan word. Om te tel help leerders om ‘n bewustheid te ontwikkel ten opsigte van die grootte van getalle en lê die grondslag vir berekeninge met heelgetalle. Gedurende die eerste kwartaal ontwikkel leerders die volgende vaardighede: • Tel alles • Tel aan • Die kardinale beginsel • Werk met geskrewe tekste Tydens kwartaal 1, fokus tel op die ontwikkeling van die leerders se telvaardighede. Die ontwikkeling van telvaardighede laat hulle toe om: • Gegroepeerde en ongegroepeerde voorwerpe te tel; • Aan en terug te tel; • Telaksies uit te voer; • In volgorde op ‘n getalyn te tel; • ‘n bewustheid te kweek vir die grootte van getalle deur dit te orden en te vergelyk; en • te skat en te voorspel. Tel van voorwerpe Voordat leerder kan tel, moet hulle geleenthede kry om mondeling te tel. Leerders moet ‘n mondelinge lys van getamname in volgorde hê: een, twee en drie tot 20. Moedig leerders aan om getalrympies te sê en speletjies te speel wat mondelinge tel inoefen. Die vermoë om mondeling of ritmies te tel ontwikkel die kennis van getalname en ‘n sin vir die ritme/ patrone in getalle. Leerders tel elke voorwerp en pas die getalname by versamelins voorwerpe. Dit sluit in die aanraak en manipulasie van die voorwerpe en die noem van die getalnaam. Dit is belangrik dat leerders verstaan dat die laaste getalnaam die laaste voorwerp behels wat in die groep getel is. Hulle moet weet en verstaan dat die laaste getalnaam die aantal in die versameling voorstel of die kardinaliteit van die versameling. Nie alle leerders wat mondeling kan tel en die getalname in volgorde kan sê sal verstaan wat hulle tel nie. Hulle mag getalle oorslaan en sê dat daar vier tellers is as daar in werklikheid vyf tellers is. CAPS FP Wiskunde Graad 1 - 3 95 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.1 Tel voorwerpe Tel voorwerpe akkuraat tot 50. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur telling nagegaan kan word. Tel voorwerpe akkuraat tot 10 Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur telling nagegaan kan word. Dit is belangrik dat leerders dieselfde aantal verskillende voorwerpe tel. Voorbeeld: • Tel ses tellers • Bring vir my ses potlode • Tel ses knope Behoud Leerders besef dat wanneer hulle die aantal voorwerpe tel, die getal nie beïnvloed word deur hul grootte of posisie nie. Daar kan gevra word: hoeveel sterre is daar op elke kaart? Die posisie of rangskikking van diensterre is verskillend, maar die aantal sterre op elke kaart is dieselfde. Dit is belangrik dat leerders ‘n klein aantal voorwerpe kan erken sonder om dit te tel. Herken byvoorbeeld: • Vyf as die aantal vingers aan een hand • Drie tellers, op enige manier gerangskik • Een tot ses as rangskikkings op ‘n dobbelsteen Dit staan ook bekend as subitering. Daarom: • Fundamentele getalbegrippe word ontwikkel deur die tel van versamelings voorwerpe. Leerders leer: • Om getalwoordeskat met versamelingsvoorwerpe te assosieer • Om ‘n geheueprentjie te vorm van wat die getal beteken, dit wil sê hoe groot dit is; en 96 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.1 Tel voorwerpe Tel voorwerpe akkuraat tot 50. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur telling nagegaan kan word. Tel voorwerpe akkuraat tot 10 Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur telling nagegaan kan word. Dat die getalnaam van die laaste tetelde voorwerp die totale aantal voorwerpe in die groep verteenwoordig. • Aanwysings en vrae om die tel van voorwerpe te ondersteun • Tel 10 telstokkies. Rangskik dit op ‘n lyn. • Herrangskik die stokkies en tel weer. Is die aantal steeds dieselfde? • Tel hierdie bottelproppies sonder om daaraan te raak. • Is daar dieselfde aantal van elk? • Hoeveel kryte dink jy is daar? • Is daar meer of minder as wat jy gedink het? • Hoe weet jy dat jy die getal gekry het? • Hoe weet jy dat jy elke kryt getel het? • Hoe kan jy jou antwoord toets? • Geskrewe tekste Leerders behoort geleenthede gebied te word om illustrasies van voorwerpe te tel. Voorbeeld: Hoeveel? Aantel Sodra leerders al die voorwerpe met vertroue vanaf een kan tel, behoort hulle ‘n versameling wat hulle reedes het, aan te tel. Voorbeeld: Vra die leerders om sewe voorwerpe uit te tel en dan vanaf sewe aan te tel totdat hulle 10 voorwerpe het. Die strategie van aantel is meer effektief as om alles te tel en leerders sal aantel gebruik wanneer hulle berekeninge doen. Hulpmiddels: Dit is nuttig om ‘n verskeidenheid voorwerpe te hê wat leerders as tellers kan gebruik. Voorbeeld: • Vuurhoutjies • Roomysstokkies • Perskepitte • Boontjies • Bottelproppies CAPS FP Wiskunde Graad 1 - 3 97 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.2 Tel aan en terug Tel aan en terug In ene vanaf enige getal tussen Tel aan in • 10’e vanaf enige veelvoud van 10 tussen 1 en 100 • 5’s vanaf enige veelvoud van 5 tussen 1 en 100 • 2’s vanaf enige veelvoud van 2 tussen 1 en 100 Tel aan en terug in Ene vanaf enige getal tussen Tel aan in 10’s vanaf enige getal tussen 1 en 20 Aantel in ene Mondelinge en ritmiese tel is ‘n belangrike stap in die opsê van getalname in volgorde. Wanneer leerders in staat is om dit te doen, beteken dit nie dat hulle ‘n begrip het van die grootte van die getalle wat hulle opnoem nie. (There is no relationship between the number and the quantity or size of the numbers.)Daar is geen verband tussen die getal en die hoeveelheid of grootte van die getal nie. In kwartaal 1 word daar van die leerders verwag om slegs in ene aan en terug te tel tot 20. Aantel en terugtel kan met die hele klas gedoen word. Maak seker dat die leerders nie betekenisloos dreunsang nie. In die fokusgroepe en tydens selfstandige werk kan die volgende aktiwiteite gedoen word om betekenis aan die telaksie te gee: • Begin by twee en tel tot agt • Tel vanaf vier tot 10 • Tel vanaf twee tot agt. Hoeveel getalle het jy getel? Tel tot tien Aanvanklik sal leerders tot tien tel en die getalname in volgorde oefen. Leerders kan verveeld raak as hulle mondelings tel en hulle behoort dit op verskillende maniere te doen, anders is hulle bloot besig om te sing. Ritmiese tel moet ondersteun word deur die getalsimbole te lees en voorwerpe te tel. Die leerders moet die visuele beelde van die getalle in volgorde kan sien. Die volgende visuele beelde kan gebruik word: • Telkrale • ‘n Telraam • ‘n Getallelyn Aanvanklik word al die getalle op die getallelyn voorgestel en dan ‘n getallelyn met sommige getalle gebruik word. Dit beteken dat die leerders die getalle in volgorde moet ken om die openinge te kan voltooi. Terugtel Die vaardigheid van terugtel is vir baie leerders moeilik en moet gereeld geoefen word. Terugtel begin by ‘n getal waarmee die leerder bekend is, 2, en bou hierop voort soos wat daar op groter getalle gefokus word. Tel tot 20 Dit mag dalk vir die leerders nodig wees om die getalvolgorde saam met die onderwyser te sê as daar verder as tien getel word. Dit is ook belangrik om leerders aan te moedig om vanaf enige getal te begin tel. Dit is meer uitdagend om vanaf 8 te tel as vanaf 1. Leerders gebruik hierdie vaardigheid tydens optel. 98 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.2 Tel aan en terug Tel aan en terug In ene vanaf enige getal tussen Tel aan in • 10’e vanaf enige veelvoud van 10 tussen 1 en 100 • 5’s vanaf enige veelvoud van 5 tussen 1 en 100 • 2’s vanaf enige veelvoud van 2 tussen 1 en 100 Tel aan en terug in Ene vanaf enige getal tussen Tel aan in 10’s vanaf enige getal tussen 1 en 20 Hulpmiddels • Telkrale tot 20 • Telraam • Getalroosters help om die leerder se vermoë te ontwikkel om inligting vanaf tabel te lees. Die rooster behoort slegs die volgende inligting te verskaf omdat leerders tot tien tel. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 • ‘n Getallelyn tot 20 CAPS FP Wiskunde Graad 1 - 3 99 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.3 Getalsim￾bole en getalname Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole vanaf 1 tot 100 • Skryf getalsimbole 1 tot 20. • Herken, identifiseer en lees getalname • Skryf getalname 1 to 10 Herken, identifiseer en lees van getalle • Herken, identifiseer en lees getalsimbole vanaf 1 tot 20 • Skryf getalsimbole 1 tot 5 • Herken, identifiseer en lees getalname 1 tot 5 • Skryf getalname 1 tot 5 Lees en skryf van getalsimbole en –name Leerders moet leer hoe om: • Getalsimbole en –name te skryf • Getalsimbole te lees • Die getalle te sê Die lees en skryf van getalsimbole en –name moet gekoppel word aan die telaktiwiteite. Leerders moet geleenthede gebied word om die getalsimbool en die getalnaam by versamelings van voorwerpe wat hulle kan tel, te pas. Op hierdie manier is daar ‘n skakel tussen die getalsimbool, die getalnaam, die voorstelling van die getal en die betekenis van die getal. Verdere aktiwiteite Oefen van skryfwerk Leerders oefen die skryf van die getalsimbole op verskillende maniere: • Deur die syfers na te trek • ‘Verbind die kolle’ aktiwiteite met die buitelyne van die getalsimbole • Deur in die sand te skryf • Deur op skryfborde of op sement te skryf • Deur te verf • Getalle met wol vas te werk. Hierdie aktiwiteit is besonder nuttig om die beginpunt van die syfers te beklemtoon wanneer die syfers geskryf word. • Deur groot syfers wat uit skuurpapier of materiaal geknip is, na te trek Lees van getalle Dit kan gedoen word deur: • Uitwys van getalle op die getallelyn of op ‘n getalrooster • Lees van getalkaarte Pas getalsimbole by ‘n versameling voorwerpe Dit kan gedoen word deur: • Pas die aantal voorwerpe by die syfer • Uittel van ‘n groep voorwerpe en kies die toepaslike getalkaart vir die aantal voorwerpe • Tel voorwerpe in prente en skryf die getalsimbool. 100 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.4 Beskryf, vergelyk en orden getalle Beskryf, vergelyk en orden voorwerpe tot 20 • Beskryf en vergelyk ‘n versameling voorwerpe volgens baie, min, dieselfde as • Beskryf en orden ‘n versameling voorwerpe van die meeste tot die minste en die minste tot die meeste • Beskryf, vergelyk en orden getalle tot 20 • Beskryf en vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as, is gelyk aan • Beskryf en orden getalle: • Van kleinste tot grootste en grootste tot kleinste Beskryf, vergelyk en orden getalle tot 5 • Beskryf en vergelyk heelgetalle volgens baie, min, meeste, minste, meer as, minder as, is gelyk aan, verskillend • Beskryf en orden versamelings voorwerpe van die meeste tot die minste en van die minste tot die meeste • Getalgebied tot vyf voorwerpe • Beskryf, vergelyk en orden getalle tot 5 • Beskryf en vergelyk heelgetalle tot getal 5 en gebruik woordeskat soos kleiner as, groter as, meer as, minder as • Beskryf en orden: - Getalle van kleinste tot grootste en grootste tot kleinste - Gebruik woordeskat soos voor, na, in die middel / tussen Vergelyking en ordening van getalle help leerders om hul sin vir die relatiewe grootte van getalle te verfyn. Dit sal hul help om ‘n idee te vorm van hoeveel groter of kleiner ‘n getal is ten opsigte van ander getalle. ‘n Leerder wat ‘n goeie sin vir die relatiewe grootte van getalle het, sal die basiese bewerkings baie makliker vind. In die grondslagfase word dit getallekennis genoem. Telvaardighede is belangrik vir die vergelyking en ordening van getalle. Die ordening van getalle sluit in: • Die aanleer van die kardinale beginsel wat die waarde van die getal aandui • Gebruik, lees en skryf van getalname en –simbole • Die woordeskat vir die vergelyking van getalle Vergelyking van die aantal voorwerpe Dit word dikwels gedoen deur een-tot-een afparing te gebruik Leerderws tel ‘n versameling voorwerpe en pas die getalname een-vir-een by die voorwerpe. Die vergelyking van ‘n versameling voorwerpe hang af van die leerder se telervaring. Vergelyking van ‘n aantal voorwerpe Dit is belangrik om op die begrippe van ‘meer en minder’ te fokus wanneer hoeveelhede vergelyk word. Wanneer voorwerpe vergelyk word, word die woordeskat met betrekking tot vergelyking ontwikkel. Voorbeeld: net soveel soos, dieselfde aantal as, gelyk aan, meer as, minder as. Orden groepe voorwerpe Leerders ontdek en leer twee belangrike verhoudings deur die tel en vergelyking van twee stelle voorwerpe: Ordering groups of objects • Twee versamelings is gelyk wanneer hulle dieselfde getalnaam het al is die versamelings dalk verskillend gerangskik. • Die tel van getalle stel ‘n reeks opeenvolgende nommers voor wat elke keer met een vermeerder, byvoorbeeld, vyf kom na vier, daarom is ‘n versameling met vier voorwerpe een minder as ‘n versameling met vyf voorwerpe. Ordening en vergelyking van getalle Wanneer leerders getalle orden, mag hulle die afstand tussen getalle gebruik om te bepaal watter getal is groter. Byvoorbeeld, hulle sal sê dat 5 groter is as 2 omdat 5 na 2 kom. Leerders moet die tel van voorwerpe verbind en vergelyk ‘n groep van nege voorwerpe met ‘n groep van twee voorwerpe. Teen graad 2 en 3, sal leerders getalle orden en vergelyk deur die waarde van die syfers te verduidelik. Leerders moet die getalle orden deur ‘n verskeidenheid beelde te gebruik. Leerders kan ook ‘n getalllyn gebruik om getalle te orden. CAPS FP Wiskunde Graad 1 - 3 101 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.4 Beskryf, vergelyk en orden getalle Beskryf, vergelyk en orden voorwerpe tot 20 • Beskryf en vergelyk ‘n versameling voorwerpe volgens baie, min, dieselfde as • Beskryf en orden ‘n versameling voorwerpe van die meeste tot die minste en die minste tot die meeste • Beskryf, vergelyk en orden getalle tot 20 • Beskryf en vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as, is gelyk aan • Beskryf en orden getalle: • Van kleinste tot grootste en grootste tot kleinste Beskryf, vergelyk en orden getalle tot 5 • Beskryf en vergelyk heelgetalle volgens baie, min, meeste, minste, meer as, minder as, is gelyk aan, verskillend • Beskryf en orden versamelings voorwerpe van die meeste tot die minste en van die minste tot die meeste • Getalgebied tot vyf voorwerpe • Beskryf, vergelyk en orden getalle tot 5 • Beskryf en vergelyk heelgetalle tot getal 5 en gebruik woordeskat soos kleiner as, groter as, meer as, minder as • Beskryf en orden: - Getalle van kleinste tot grootste en grootste tot kleinste - Gebruik woordeskat soos voor, na, in die middel / tussen Voorbeeld: • Plaas die getal 3 op die getallelyn • Kies ‘n getal na 4 en plaas dit in die korrekte posisie op die getallelyn • Kies die getal tussen 3 en 5 en plaas dit in die korrekte posisie op die getallelyn • Kies die getal voor 2 en plaas dit in die korrekte posisie op die getallelyn • Kies die getal voor 3 en plaas dit in die korrekte posisie op die getallelyn Getalkaarte Voorbeeld: Leerders pak die kaarte in volgorde uit 1 2 3 4 5 Geskrewe take Leerders kan hul kennis konsolideer deur aktiwiteite in werkboeke te voltooi. Dit kan tydens selfstandige werkstyd gedoen word. Kardinaliteit en rangorde Kardinaliteit verwys na die totale aantal voorwerpe in ‘n stel of versameling. Rangorde verwys na die posisie van ‘n voorwerp in ‘n versameling. Leerders moet besef dat daar ‘n verwantskap is tussen kardinale en ranggetalle. Wanneer hulle ‘n groep voorwerpe tel en die vyfde voorwerp aangeraak het, moet hulle besef dat hulle tot dusver vyf goed getel het. Ranggetalle word eers in kwartaal 4 behandel. 102 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) PROBLEEMOPLOSSING IN KONTEKS 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Getallelyne wat deur konkrete apparaat ondersteun word, byvoorbeeld telkrale Gedurende hierdie kwartaal begin leerders woordprobleme oplos deur die volgende tegnieke te gebruik: • Konkrete apparaat • Tekeninge • getallelyne Tekeninge of konkrete apparaat Leerders sal prente teken en konkrete apparaat gebruik om probleme op te los. Teen die einde van die kwartaal kan leerders prente teken wat getalle bevat wat die bewerking en oplossing te beskryf. Dit is belangrik dat die prente of tekeninge getalle bevat wat die bewerking en oplossing te beskryf met: • eenheidsmerke • getalle Getallelyne Die gebruik van getallelyne om bewerkings te doen sal die leerders toelaat om hul denkwyse neer te skryf en tred hou met hulle gedagtes. Dit laat leerders ook toe om ‘n geskrewe beeld te hê wat gebruik kan word om te verduidelik hoe die probleem opgelos is. Gedurende hierdie kwartaal sal leerders bekend gestel word aan getallelyne en sal hulle dit as bewerkingstrategie gebruik. Aanvanklik kan ‘n string krale bo of onder die getallelyn gesit word om die leerders te help tel. Voordat leerders die getallelyn as bewerkingstrategie kan gebruik, moet dit eers gebruik word vir: • Aantel en terugtel • Lees van getalsimbole • Skryf van getalsimbole • Posisionering van getalle op die getallelyn • Ordening en vergelyking van getalle Wanneer die getallelyn as bewerkingsbeeld gebruik word, moet die begrip van ‘spronge’ aangeleer word deur vingers te gebruik of deur die opstel van ‘n lyn buite waar die leerders fisies kan spring van een getal tot die volgende. Hierdie tipe aktiwiteite help leerders om te sien waar die getalle in verhouding tot mekaar is. Hulle moet kan sê: “Dit sal 2 spronge neem om van 3 tot 5 te kom.” Leerders moet geleenthede gebied word om die aantal spronge te voorspel van, byvoorbeeld, 2 tot 5. CAPS FP Wiskunde Graad 1 - 3 103 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Getallelyne wat deur konkrete apparaat ondersteun word, byvoorbeeld telkrale Voorbeeld van die manier waarop leerders hierdie kwartaal die getallelyn kan gebruik: Daar is drie seuns en twee meisies wat kunslesse by ‘n skool neem. Hoeveel leerders is daar in die kunsklas? Leerders kan ‘n getallelyn gebruik om die antwoord te vind. 0 1 2 6 4 3 5 7 9 8 Sien onderstaande ‘metodes en strategieë’ notas oor die bekendstelling van die getallelyn. Neem kennis dat leerders dikwels probleme oplos op maniere wat die onderwyser nie verwag nie. Om die bogeneomde probleem op te los, kan leerders kies om met die aantal meisies te begin tel en dan 3 bytel. Leerders se metodes sal verander deur die loop van die jaar soos wat hul begrip en bekendheid met die probleemtipes groei, en soos wat hul getalbegrip ontwikkel. 104 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.7 Optelling en aftrekking Probleem oplossing in konteks en die verduideliking van eie oplossings deur optelling en aftrekking te gebruik met antwoorde tot 20 Los woordprobleme prakties in konteks op en verduidelik eie oplossings van probleme deur optelling enaftrekking met antwoorde tot vyf. Woordprobleme word dikwels gebruik as beginpunt vir bewerkings. Leerders begin deur probleme op te los met behulp van konkret apparaat wat dan ontwikkel in: • Teken van prente • Teken van prente en skryf van getalle om die bewerking te beskryf; en • Deur slegs getalle te gebruik. Voorbeeld: Daar is vyf kinders op die wipplank. Drie is aan die een kant. Hoeveel is aan die ander kant? Gedurende die eerste kwartaal kan leerders die woordprobleme soos volg neerskryf: Bewerkingstrategieë Tel alles om die wipplankprobleem op te los 1,2,3 aan hierdie kant Daar is 2 aan die kant 1,2,3,4,5 Die leerders tel hier elke groep en die hele versameling, dus tel hulle ten minste drie keer. Oplossing van die wipplankprobleem deur tellers te gebruik. Leerders tel aan vanaf drie totdat hulle by vyf kom. Dit is ‘n meer effektiewe strategie om te gebruik. “Ek weet dat drie kinders en nog een kind vier is en nog een vyf kinders is. Daar is dus twee kinders aan die ander kant.” Using counting on to solve the see-saw problem Optel en aftrek deur apparaat te gebruik Leerders gebruik konkrete apparaat op bepaalde maniere om ‘n antwoord te kry. Die apparaat word gebruik om betekenis te skep uit optel en aftrek deur voorwerpe te gebruik wat hulle kan aanraak, vashou en ronbeweeg. Die struktuur van die woordsom bepaal dikwels die manier waarop leerders die apparaat gebruik. CAPS FP Wiskunde Graad 1 - 3 105 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.7 Optelling en aftrekking Probleem oplossing in konteks en die verduideliking van eie oplossings deur optelling en aftrekking te gebruik met antwoorde tot 20 Los woordprobleme prakties in konteks op en verduidelik eie oplossings van probleme deur optelling enaftrekking met antwoorde tot vyf. Rekorderingsbeelde van optel en aftrek • Rekordering deur konkrete apparaat te gebruik Leerders kan konkrete apparaat gebruik om alles te tel en aan te tel. Leerders kan ook hierdie strategieë gebruik om hul denkwyse, bewerkingstrategie en die oplossing aan te dui. • Rekordering deur middel van prente Voorbeeld: Rekordering deur middel van prente en getalle Vir leerders om getalle en prente te gebruik om hul denke te beskryf, moet hulle kan: • Getalle 1-5 herken • Vyf voorwerpe tel en weet dat 5 die totale aantal voorwerpe wat getel is, voorstel • Getalle skryf • Getalle orden en vergelyk Optel- en aftrekprobleemtipes Daar is ten minste drie basiese tipes optel- en aftrekprobleme en elke tipe kan op verskillende maniere gestel word. Die basiese tipes is: Verandering Nola het twee appels gehad. Simon gee vir haar drie appels. Hoeveel appels het sy nou? Nola het vyf appels gehad. Sy gee vier appels vir Simon. Hoeveel appels het sy nou? Samevoeging Nosisi het twee groen en twee blou albasters. Hoeveel albasters het sy? Nosisi het vier albasters. Drie is groen en die res is blou. Hoeveel blou albasters het Nosisi? Vergelyk Nosisi het vyf piesangs. Themba het een piesang. Hoeveel meer piesangs het Nosisi as Themba? 106 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.7 Optelling en aftrekking Probleem oplossing in konteks en die verduideliking van eie oplossings deur optelling en aftrekking te gebruik met antwoorde tot 20 Los woordprobleme prakties in konteks op en verduidelik eie oplossings van probleme deur optelling enaftrekking met antwoorde tot vyf. Hulpmiddels: Leerders kan los tellers gebruik om hulle te help om te sien wat gebeur as die hoeveelhede bymekaar gesit word of uitmekaargehaal word. Los tellers help leerders om te sien wat gebeur as hulle alles tel. Voorbeelde van telapparaat: • Tellers • Telstokkies • Bottelproppies • Perskepitte • Klippies • Unifix blokkies • In die getalgebied 1 tot 5, kan leerders hul vingers as telapparaat gebruik. CAPS FP Wiskunde Graad 1 - 3 107 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering met heelgetalle tot 20 en antwoorde met ‘n res insluit Los probleme op en verduidelik oplossings wat gelyke deling en groepering met heelgetalle tot 5 en antwoorde met ‘n res insluit In Graad 1 word die begrip vir deling bekendgestel deur middel van praktiese probleme wat deling en groepering insluit. Die deelteken word eers in graad 3 bekendgestel. Ondersstaande is voorbeelde van tipes woordprobleme wat gedoen kan word. Groepering Groepering, ignoreer die res Stella verkoop pampoentjies in sakkies van twee elk. Sy het vyf pampoentjies oor. Hoeveel sakkies pampoentjies kan sy maak? Groepering, sluit die res by die antwoord in Daar is vier appels. Hoeveel sakkies met appels kan gevul word? Deling Deling, ignoreer die res Deel vyf lekkers tussen drie maatjies sodat almal dieselfde aantal lekkers kry. Rekorderingsbeeld vir groepering en deling Wanneer leerders woordprobleme illustreer, sal hulle die items of voorwerpe een vir een “uitdeel”. Graad 1 leerders sal dit dan ook so in hul rekordering aanteken. Soos wat die jaar vorder, sal leerders in staat wees om prente en getalle te gebruik om die metode wat gebruik is om die getal te deel, aan te toon. 108 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) KONTEKSVRYE BEREKENINGE Daar is baie maniere om oor die onderrig en aanleer van berekeninge te dink. Een manier is om die getalgebied te dink. Die getakgebeid waarin die leerders werk sal die tipe apparaat wat hulle gebruik en die manier waarop hulle hul oplossings neerskryf, bepaal. Dus is een manier waarop daar oor berekeninge gedink word in die grondslagfase, die manier waarop oplossings voorgestel word. Dit kan gedoen word deur: • Gebruik van konkrete apparaat; • Tekening van prente; • Gebruik van prente en simbole; • Gebruik van getalle en pyltjies; of • Gebruik van getalsinne. Leerders beweeg vanaf konkrete apparaat na abstrakte werk met getalsimbole en getalsinne. Bewerkings word gedoen vanuit die konteks van probleemoplossingsituasies. Leerders ontwikkel probleemoplossingsvaardighede om met getalle te kan werk. Leerders behoort konteksvrye berekeninge te doen. CAPS FP Wiskunde Graad 1 - 3 109 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkings gedoen word: • konkrete apparaat, byvoorbeeld tellers • teken prente • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer bewerkings gedoen word: • konkrete apparaat, byvoorbeeld tellers • prente om die storiesom te teken • getallelyne ondersteun deur konkrete apparaat byvoorbeeld telkrale Gedurende die eerste kwartaal, sal leerders getalprobleme oplos deur konkrete apparaat te gebruik. Dit is belangrik dat leerders ‘n verskeidenheid apparaat gebruik wat versigtig geselekteer is om die ontwikkeling van die onderrigte begrip ondersteun. Soos wat die leerders se selfvertroue in die gebruik van die apparaat toeneem, kan hulle tekeninge gebruik om hul denkwyse te rekordeer. Hul tekeninge sal egter die konkrete apparaat weergee. Daar mag leerders wees wat hul berekeninge dadelik deur tekeninge weergee sonder die gebruik van enige konkrete apparaat. Getallelyne wat deur konkrete apparaat ondersteun word Wanneer getallelyne as tegniek vir nerekeninge gebruik word, moet die leerders eers die volgende reeds gebruik het: • ander ‘lynapparate’, byvoorbeeld, telkrale, getalspore; • die getallelyn om aan of teruf te tel; en • die getallelyn om getalle te orden en posisioneer. ‘n Gestruktureerde getallelyn moet gebruik word (en is die mees gepaste) wanneer leerders optel of aftrek. Die gestruktureerde getallelyn moet al die getalle aandui. • Bekendstelling van optel deur die getallelyn te gebruik a) Die onderwyser sit ‘n getallelyn van 0 tot 10 op die bord. Sy wys die leerders hoe om die probleem van op te los met behulp van die getallelyn. Sy plaas ‘n prentjie van ‘n hasie op die 0. Voorbeeld: Hasie spring van tot en spring nog twee keer. Hoeveel spronge het die hasie altesaam gegee? b) Leerders gebruik hul vingers om op hul eie getallelyne op hul tafels te spring soos wat die onderwyser getalsinne gee met antwoorde tot 10. Voorbeeld: 1 + 2 =3. 110 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalgebied: 1 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 Getalgebied: 1 - 5 • Optel tot 5 • Aftrek vanaf 5 • Oefen getalkombinasies tot 5 Gedurende kwartaal 1, verstaan leerders optel as kombinering van groepe en aantel. Hulle gebruik hul begrip dat optel in enige volgorde gedoen kan word om te kies hoe om die berekening te doen. Hulle gebruik stringe krale, teken prente of ‘n getallelyn om berekeninge soos 3 + 2 of 1 + 4 te doen deur aan te tel. Hulle ontbind ook getalle om te kan optel. Gedurende kwartaal 1, word aftrek geïnterpreteer as ‘wegneem’. Hulle stel’wegneem’ voor deur voorwerpe en prente te teken en deur getalsinne. Hulle herken dat die aantal voorwerpe wat oorbly die antwoord vir die berekening is. Hulle rekordeer optel en aftrek deur die volgende te gebruik: • Konkrete apparaat; • Prente of tekeninge; of • Prente en getalle. Bewerkinge in die getalgebeid 1 – 5 Wanneer leerders bewerkinge of berekeninge in hierdie getalgebeid doen, kan hulle hul begrip van optel en afttrek op die volgende manier opbou: • Gebruik van konkrete apparaat om die getal voor te stel en die berekening te doen • Hul berekeninge neerskryf deur prente of modelle te gebruik • Hul berekeninge neerskryf deur ‘n kombinasie van prente en getalle te gebruik Opbou en afbreek van getalle Optel en aftrek in graad 1 fokus daarop om leerders te llat dink oor getalle as samevoegings van ander getalle. Leerders is meestal betrokke by deel-deel-geheelaktiwiteite. Hierdie aktiwiteite fokus op ‘n enkele getal. Wanneer leerders byvoorbeeld met die getal 4 werk, sal hulle: • Getal 4 op verskillende maniere ontbind; • Die dele hardop sê of lees; of • Dit teken of neerskryf 4 1 3 CAPS FP Wiskunde Graad 1 - 3 111 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalgebied: 1 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 Getalgebied: 1 - 5 • Optel tot 5 • Aftrek vanaf 5 • Oefen getalkombinasies tot 5 Leerders kan ookn getalkaarte gebruik om die dele van die getal aan te toon. Om dus die getal 4 aan te toon, kan die volgende kaarte gebruik word: 1 3 2 2 Hierdie begrippe kan ondersteun word deur werk in die klaswerkboeke tydens selfstandige werkstyd. 4 1 3 Afrek betrek die leerders by storiesomme wat hul begrip vir aftrek ontwikkel as ‘neem weg’ of ‘tel uit’. Leerders moet ‘ontbrekende aktiwiteite’ ook kan doen. Hierdie aktiwiteite ondersteun die begrip van aftrek en vereis dat ‘n deel verskuil of onbekend is. Voorbeeld: Ek het Ek wens ek het 5 gehad Die teken vir aftrekking word nie tydens hierdie kwartaal bekend gestel nie. Leerders behoort aan baie geskrewe maniere van sinne blootgestel te word wat hulle sal help wanneer die teken in kwartaal 2 bekendgestel word. Example  1    and   2   make     Example  2    and   3   make     Voorbeeld 2 Voorbeeld 1 en maak en maak 112 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalgebied: 1 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 Getalgebied: 1 - 5 • Optel tot 5 • Aftrek vanaf 5 • Oefen getalkombinasies tot 5 Getalkombinasies Gedurende hierdie kwartaal, oefen leerders getalkombinasies tot 5. Dit kan voorgestel word in prente en getalsinne deur ‘n verskeidenheid beelde. Optel Voorbeeld: Maak 5 of vind maatjies van 5 deur prente en getalle te gebruik Kleur 5 blokkies in om 5 te maak Voorbeeld: ________ en __________ maak 5 ________ en __________ maak 5 ________ en __________ maak 5 ________ en __________ maak 5 Woordeskat vir optel en aftrek Leerders moet die woordeskat vir optel en aftrek inoefen. Optel: Byvoeg, plus, en, vermeerder met, kombineer, altesaam, maak, som van Aftrek: Aftrek, neem weg, minus, verskil tussen, minder, verminder met In kwartaal 2, “vertaal” leerders die woordeskat vir optel en aftrek na simbole. Leerders moet op die volgende tipes instruksies kan reageer: • Maak 3 meer • Voeg 1 by • Neem 3 weg • Maak 1 minder • 3 en 2 meer • 4 neem weg 2 • Voeg 1 by 3 CAPS FP Wiskunde Graad 1 - 3 113 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.16 Hoofrekene (Mental Maths) Getalbegrip: Getalgebied 20 • Benoem die getal voor en na ‘n gegewe getal. Orden ‘n gegewe versameling geselekteerde getalle. • Vergelyk getalle tot 100 20 en verduidelik watter is meer of minder • Weet watter getal is 1 meer of 1 minder as ‘n gegewe getal • Weet watter getal is 2 meer of 2 minder as ‘n gegewe getal • Weet watter getal is 10 meer of 10 minder as ‘n gegewe getal Vinnige herroep: • Getalkombinasies tot 10 • Optel- en aftrekfeite tot 10 Bewerkingstrategieë Gebruik bewerkingstrategieë om doeltreffend te kan optel en aftrek: • orden die groter getal eerste sodat aan- en teruggetel kan word • getallelyn • verdubbeling en halvering • opbou en afbreek van getalle Getalbegrip: Getalgebied 5 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 10 en verduidelik watter is meer of minder • Weet watter getal is 1 meer of 1 minder • Weet watter getal is 2 meer • of twee minder Hoofrekene ontwikkel die leerder se: • Getalbegrip; • Wiskundige woordeskat; • Redenasievaardighede; en • Luistervaardighede. Gedurende die hoofrekenetyd, behoort leerders geleentheid gegun te word om hul metodes te verduidelik. Die hoofrekene-sessies bou ‘n bewustheid van getalle (‘n aanvoeling vir getalle) en onderrig die leerders om buigbaar met getalle te werk. Die getal 5 is nie meer net nog ‘n getal nie. Byvoorbeeld, by die getal (4 ) 5, moet die leerders weet dat: • Dit kom na 5 4 • it comes after 5; • dit kom voor 6; • dit kan met 5 voorwerpe geassosieer word; • hulle die simbool kan skryf; en • hulle kan die getalnaam skryf. Getalbegrip Voorbeelde van vrae en aktiwiteite wat gevra en gedoen kan word: • Laat die leerders in ‘n ry staan en vra: Wie is eerste, tweede, derde of laaste? • Wat is minder, 3 of 5? • Wat is meer, 2 of 4? • Gee ‘n getal tussen 1 en 3, • Gee ‘n getal tussen 2 en 5. Is daar slegs een getal? • Plaas hierdie getalkaarte in volgorde van die kleinste tot die grootste getal. Vrae oor tel kan ook gevra word: • Begin by 3 en tel aan in ene tot 10. 114 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Gra A d 1 K WARTAAL 1 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskyf in woorde: • Eenvoudige patrone wat uit konkrete voorwerpe gevorm word. • Eenvoudige patrone deur die teken van lyne, vorms of voorwerpe. Skep eie patrone vorms Skep eie Meetkundige patrone • Met fisiese voorwerpe • Met die teken van lyne, vorms of voorwerpe. Patrone rondom ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • uit die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis. Kopieer, brei uit en beskryf Kopieer en brei eenvoudige vorms uit deur die gebruik van: • fisiese voorwerpe • tekeninge (gebruik kleure en vorms) Om die patrone te kopieer help die leerders om die logiese opeenvolging van die patroon te sien Om die patrone uit te brei help die leerders om te kontroleer of hulle die logiese opeenvolging van die patroon verstaan het. Leerders kan die patrone met konkrete voorwerpe kopieer en uitbrei voordat hulle met kryt of potlood die patrone begin kopieer en uitbrei. Patrone kan met alledaagse voorwerpe uitgepak word wat vrylik in die klaskamer beskikbaar is, soos byvoorbeeld tellers, vuurhoutjiedosies, krale, garetolletjies, kartondosies, balle, kryt en potlode, ens. Leerders kan ook patrone van klei/speeldeeg vorm. In graad 1 fokus die leerders op patrone en voorwerpe ( groepe van vorms/voorwerpe) wat op presies dieslfde manier herhaal word. Voorbeeld 1: In sekere patrone wissel die grootte van voorwerpe, maar die groepe word op presies dieselfde manier herhaal. Voorbeeld 2: Patrone kan gevorm word deur een voorwerp te gebruik maar waar die kleur gereeld verander Voorbeeld 3: In sekere patrone word verskillende voorwerpe gebruik om ‘n groep voor te stel. Die groep voorwerpe word herhaaldelik op presies dieselfde manier voorgestel 1 les CAPS FP Wiskunde Graad 1 - 3 115 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskyf in woorde: • Eenvoudige patrone wat uit konkrete voorwerpe gevorm word. • Eenvoudige patrone deur die teken van lyne, vorms of voorwerpe. Skep eie patrone vorms Skep eie Meetkundige patrone • Met fisiese voorwerpe • Met die teken van lyne, vorms of voorwerpe. Patrone rondom ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • uit die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis. Kopieer, brei uit en beskryf Kopieer en brei eenvoudige vorms uit deur die gebruik van: • fisiese voorwerpe • tekeninge (gebruik kleure en vorms) Om die graad een leerders te help om te sien hoe die patroon herhaal word, word aanbeveel dat elke groep op ‘n ander papier of in blokke op die papier geplaas word. Voorbeeld 4: Patrone kan gemaak word deur groepe voorwerpe te herhaal. Groepe kan uitgepak word, waar verskeie identiese voorwerpe in verskillende posisies gepak word. Patroonontwerp vorm ‘n belangrike deel van vroeë leer en daarom kom dit in die Huistaal, Lewensvaardigheid en Wiskunde voor. Patroonontwerp is ‘n belangrike deel van liedjies en musiek, rympies, dans, sowel as baie vorms van visuele kunste. Daar word geleenthede vir leerders geskep om visuele patroonontwerp in Wiskunde en Lewensvaardighede te oefen, veral met die inryg van krale of teken van patrone. 1 les 116 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 2.2 Getal￾patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 100 Skep eie patrone Skep eie getalpatrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 20 • Volgorde behoort aantel en terugtel te vertoon in ene tot 20 In die Grondslagfase is getalpatrone die boustene van leerders se getalbegripsontwikkeling. Gatalpatrone word gekoppel aan Getalle, Bewerkings en Verwantskappe. Getalpatrone kan gekoppel word aan telaktiwiteite. Dit konsolideer en ontwikkel leerders se telvaardighede. Soos wat die leerders se telvaardighede verander en ontwikkel, sal die getalpatrone verander. Wanneer leerders hardop tel, kan hulle daarop gewys word dat getalpatrone op verskillende maniere neergeskryf kan word, byvoorbeeld: Leerders kan die getalle wat uitgelaat is invul in enige van die bogenoemde getalvolgorde. Onthou dat leerders getalle tot 5 teen hierdie tyd skryf. Hulle kan hardop die getalle wat uitgelaat is opnoem en getalkaarte gebruik om die vogorde uit te pak. Sien notas wat beskryf, vergelyk en orden voorstel. Voorbeeld 1: getalmat/blok 1 2 4 5 6 8 Voorbeeld 2: volgorde van getal Die getalgebied strek tot by 20 aan die einde van die kwartaal. Leerders kan met die hele volgorde (1-20) of dele daarvan werk. Voorbeel 3: getallelyn 20 18 17 15 13 11 12 2 1 3 4 6 5 7 8 10 9 3 lesse CAPS FP Wiskunde Graad 1 - 3 117 WISKUNDE GRAAD 1-3 Gra A d 1 K WARTAAL 1 3. RUIMTE EN VORM (MEETKUNDE) ONDER￾WERP VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.1 Posisie, oriëntasie en aansig Woordeskat van posisie Beskryf die posisie van een voorwerp in verhouding tot ‘n ander, byvoorbeeld bo-op, voor, agter, links, regs, op, af, langs. Posisie en aansig Pas verskillende aansigte van alledaagse voorwerpe bymekaar. Posisie en aanwysings • Volg aanwysings om in die klaskamer rond te beweeg • Volg aanwysings om een voorwerp in vergelyking met ‘n ander te plaas, byvoorbeeld, sit die ptlood in die blikkie. Woordeskat van posisie Beskryf die posisie van een voorwerp in verhouding tot ‘n ander, byvoorbeeld bo-op, voor, agter, links, regs, op, af, langs. Posisie en aanwysings • Pas die woordeskat van posisie toe wat reeds aangeleer is wanneer aanwysings gevolg word • Volg aanwysings om in die klaskamer rond te beweeg • Volg aanwysings om een voorwerp in vergelyking met ‘n ander te plaas, byvoorbeeld, sit die potlood in die blikkie. Woordeskat van posisie Praktiese aktiwiteite soos fisiese beweging wat liedjies en rympies en speletjies insluit behoort aangewend te word om woordeskat van posisie aan te leer. Dit kan uitgevoer word gedurende ‘n klasaktiwiteit of fokusgroepaktiwiteit. Daar word aanbeveel dat 2 lesse met betrekking tot posisie-aktiwiteite tydens die eerste kwartaal aangebied word. Klasonderrig, fokusgroeponderrig en selfstandige onderrig en -werktyd moet deur die kwartaal geskied. Die wwordeskat van posisie kan ook met Huistaal en Lewensvaardigheid geintegreer word Woordpare kan terselfdertyd aangeleer word, byvoorbeeld op/af, binne-in/buite. Woordpare sluit die volgende in: • Links/regs • Voor/agter • Bo-op/onder • In/uit • Onder/ bo-oor • Onder/bo • Naby/ver • Tussen Die taal van posisie kan verder vasgelê word deur skriftelike optekening, byvoorbeeld, teken, inkleur en afparing van woorde en prente. Posisie en aanwysings (rigting) Leerders kan eers woordeskat van posisie aanleer en daarna hulle kennis gebruik vir die volgende: Skuif of plaas een voorwerp in verhouding tot die ander, byvoorbeeld “ Sit die kryte langs die tellers,” “ Sit die getalkaarte bo-op die kas” Leerders kan aanwysings in die klas volg, byvoorbeeld “Kom staan voor in die klas” , “Staan langs jou stoel”, “ Spring oor die vullisdrom” ens. Leerders behoort onderrig te word om aanwysings te volg deur praktiese aktiwiteite waar hulle hulself sowel as voorwerpe moet posisioneer of beweeg. lesse 118 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERP VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Bal vorms (sfere) • Boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur • voorwerpe wat rol • voorwerpe wat gly Gefokusde aktiwiteite Neem waar en bou 3-D voorwerpe deur gebruik te maak van konkrete materiale soos boublokke, herwonne materiaal, konstuksiestel. Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Bal vorms (sfere) • Boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur Gefokusde aktiwiteite Neem waar en bou 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos boublokke, herwonne materiaal, konstruksie stel. Meeste van die werk wat betrekking het op drie dimensionele voorwerpe in graad 1 behoort met konkrete/fisiese voorwerpe gedoen te word. Ons ervaar die wêreld in drie dimensies, dus om met fisiese voorwerpe te begin, bou die leerders voort op die wat hulle reeds ervaar het. Baie jong leerders sukkel om 3-D Meetkundige voorwerpe van prente af te herken. Deur met die fisiese voorwerp te werk help dit later die leerder om prente van Meetkundige voorwerpe te interpreteer. Wanneer jy ‘n fisiese voorwerp in jou hand het, kan jy dit omdraai en van alle kante bekyk. ‘n Mens kan sien hoe dit van vooraf/agter en onder lyk. Wanneer jy net ‘n prentjie het, moet jy jou verbeel hoe die dele wat ‘n mens nie kan sien nie, lyk. Dit is nie altyd maklik vir jong leerders nie. As leerders net ‘n definisie van ‘n voorwerp gegee word sonder om dit vas te hou, is dit baie moeilik om die eienskappe van die voorwerp te verstaan. Bou met 3-D voorwerpe Leerders begin met vryspel met ‘n verskeidenheid van 3-D voorwerpe en om konstruksies van hulle eie keuse te maak met boublokke of konstruksiestelle of herwonne material. Dit kan in selfstandige leertyd gedoen word. Die onderwyser kan herwonne materiaal (soos vuurhoutjiedosies) of boublokke of ander konstruksiestelle gebruik om ‘n model of ‘n konstruksie te maak byvoorbeeld, ‘n toring,‘n robot, trein, mini-bus taxi of kasteel ens. Die leerders kan hierdie modelle kopieer. Dit kan in selfstandige leertyd gedoen word, maar dit is belangrik om altyd die rede waarom seker voorwerpe in modelle gebruik word, te bespreek. Dit help om die leerders te laat fokus op die Meetkundige eienskappe van die voorwerpe bv. As ‘n toring van kartondose of blokke gebou is, kan die onderwyser aan die leerders vra “Kan ‘n mens met net balle ‘n toring bou?” Die leerders behoort hul antwoord te verduidelik. Herkenning en benoeming van balle (sfere) en boksvorms (prismas) Leerders identifiseer en beskryf balvorms(sfere) en boksvorms (prismas). Leerders behoort alledaagse voorwerpe te beskryf deur te sê of hulle balvormig of boksvormig is byvoorbeeld “Die baksteen is ‘n boksvorm en die lemoen is ‘n balvorm.” Dit is belangrik vir leerders om te sien en te werk met meer as een voorbeeld van voorwerpe wat gevorm is soos balle en voorwerpe met boksvorms. Leerders behoort ‘n verskeidenheid sferiese voorwerpe gegee te word om mee te werk bv. Balle, alabasters, lemoene, ens. Leerders behoort ook ‘n reeks voorwerpe wat soos prismas gevorm is, gegee te word byvoorbeeld blokke, bakstene, kartondose van verskillende groottes. Leerders kan voorwerpe soos balle(sfere) , bokse (prismas) vind en sorteer wanneer hulle ‘n versameling gegee word. Leerders kan voorwerpe wat hulle in die klaskamer vind, wys en benoem.(prismas) Leerders kan bal- en boksvorms deur middle van klei/speeldeeg maak volgens onderwyser se opdrag. 3 lesse CAPS FP Wiskunde Graad 1 - 3 119 WISKUNDE GRAAD 1-3 ONDER￾WERP VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Bal vorms (sfere) • Boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur • voorwerpe wat rol • voorwerpe wat gly Gefokusde aktiwiteite Neem waar en bou 3-D voorwerpe deur gebruik te maak van konkrete materiale soos boublokke, herwonne materiaal, konstuksiestel. Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Bal vorms (sfere) • Boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur Gefokusde aktiwiteite Neem waar en bou 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos boublokke, herwonne materiaal, konstruksie stel. Vergelyking en beskrywing van 3D voorwerpe: grootte Leerders vergelyk die grootte van dieselfde voorwerpe Voorbeelde: • orden balle volgens hulle grootte • gebruik die woordeskat van grootte om voorwerpe te vergelyk : “ die boks is groter as die bal, omdat ek die bal binne in die boks kan sit.” Beskryf 3-D voorwerpe: Kleur Leerders gesels oor die kleure van voorwerpe en sorteer dan die voorwerpe volgens kleur. Identifiseer en benoem voorwerpe en hulle kleur, en vergelyk grootte van voorwerpe. Hierdie oefening kan hersien word gedurende patroonwerk. Skriftelike aktiwiteite Hoewel die meeste van die werk wat met 3D voorwerpe gedoen word, prakties van aard is, moet vaslegging deur geskrewe oefeninge plaasvind. Woodeskat Dit is belangrik dat die leerders se vermoë om te praat ontwikkel word • Woordeskat van grootte: groot, groter, grootste, smal, smaller, smalste. • Kleure • Woordeskat van voorwerpe: Bokse, balle ( leerders hoef nie die terme sfere en prismas te ken nie.) • Woordeskat van posisie om konstruksiewerk te beskryf. Voorbeeld: • Bo-op/onder • Agter/ voor • Langs/ langsaan • Onder/bo-oor • Naby/ver/tussen • Binne/binne-in/buite Die woordeskat van kleur en vorm kan ontwikkel word in die Huistaallesse of Lewensvaardigheidslesse en toegepas of geoefen word in die Wiskundetyd. Die woordeskat van posisie kan ontwikkel word tydens die Huistaalles en Lewenvaardigeidsles in die wiskundetyd. Gedurende hierdie tyd kan leerders fokus op posisie. Dit kan toegepas en geoefen word wanneer leerders met 3D voorwerpe werk. 3 lesse 120 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 1 K WARTAAL 1 4. METING ONDER￾WERP VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.1 Tyd Verloop van tyd Praat oor die verloop van tyd • Orden alledaagse gebeure in hul eie lewe • Vergelyk die lengte van tyd deur gebruik te maak van bv. langer, korter, vinniger, stadiger. • Orden gebeure deur gebruik te maak van woordeskat soos gister, vandag en môre. Lees van tyd • Beskryf wanneer iets gebeur deur gebruik te maak van oggend, middag, aand/saans, vroeg/laat • Benoem en orden die dae van die week in volgorde • Benoem en orden die maande van die jaar in volgorde • Dui verjaarsdae op ‘n kalender aan Verloop van tyd Praat oor die verloop van tyd • Orden alledaagse gebeure in hul eie lewe • Vergelyk die lengte van tyd deur gebruik te maak van bv. langer, korter, vinniger, stadiger. • Orden gebeure deur gebruik te maak van woordeskat soos gister, vandag en môre. Lees van tyd • Beskryf wanneer iets gebeur deur gebruik te maak van oggend, middag, aand/saans, vroeg/laat • Benoem en orden die dae van die week in volgorde • Benoem en orden die maande van die jaar in volgorde • Dui verjaarsdae op ‘n kalender aan Leerders behoort te leer om te praat oor die volgende • Die verloop van tyd Die meeste van die werk gebeur op ‘n daaglikse basis gedurende klasaktiwiteite of gedurende fokusgroep onderrig. Leerders praat oor en beantwoord vrae oor wanneer dinge gebeur, deur gebruik te maak van woordeskat soos: Soggens/oggend, middae/middag, aand/saans, vroeg en laat. Verloop van tyd Leerders plaas gebeure in die korrekte volgorde deur gebruik te maak van woordeskat soos: gister, vandag, môre Leerders vergelyk die lengte van tyd deur gebruik te maak van woordeskat soos langer/ korter/vinniger/stadiger Leerders praat oor die volgorde van gebeure van hul eie lewe. Hulle plaas ook prente in die regte volgorde: • Die volgorde van hoe ‘n toebroodjie of ‘n koppie tee gemaak word. • Foto’s van hoe ‘n baba groei tot ‘n volwassene • Die lewenssiklus van diere byvoorbeeld, die eier na ‘n hoender, paddavis tot ‘n padda en ‘n papie tot ‘n skoenlapper. • Alledaagse gebeure in ‘n dag (wakker word, gaan skooltoe, speel, eet aandete, slaap) Lees van tyd • Leerders leer die dae van die week deur gebruik te maak van liedjies en rympies. Dit word daagliks gedoen. • Verjaarsdae word op die kalender geplaas op die relevante dag • Leerders leer die maande van die jaar deur gebruik te maak van rympies en liedjies. 2 lesse CAPS FP Wiskunde Graad 1 - 3 121 WISKUNDE GRAAD 1-3 ONDER￾WERP VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.2 Lengte Informele meting • Vergelyk en orden die lengte, hoogte en wydte van twee of meer voorwerpe deur hulle langs mekaar te plaas • Gebruik toepaslike woordeskat om die vergelykings te bespreek bv. langer, korter,wyer. • Skat, meet, vergelyk, orden en teken die lengte aan deur gebruik te maak van nie-standaard meting bv. handspanne • Beskryf die lengte van voorwerpe deur te tel en die lengte in informele eenhede te bepaal. Informele meting • Vergelyk en orden die lengte, hoogte en wydte van twee of meer voorwerpe deur hulle langs mekaar te plaas • Gebruik toepaslike woordeskat om die vergelykings te bespreek bv. langer, korter, wyer. Meting in Graad 1 is altyd informeel. Dit word aanbeveel dat wiskundelesse op meting sal fokus vir ten miste twee kwartale van die jaar (kwartaal 1 en 3). Die fokus in kwartaal 1 kan op direkte vergelykings wees en in kwartaal 3 kan leerders met informele eenhede van meting werk. Leerders kan ook hierdie konsepte gedurende selfstandige werkstyd dwarsdeur die jaar vaslê. Direkte vergelykings van die lengte van fisiese voorwerpe Ontwikkel ‘n begrip van lengte en die woordeskat om dit te bespreek. Leerders begin om oor lengte te dink deur twee voorwerpe (of tekeninge), met beduidende verskille in lengte, te bespreek. Voorbeelde: • ‘n Lang stuk tou en ‘n kort stukkie tou • ‘n lang boom en ‘n kort boom • ‘n breë rivier en ‘n smal rivier Leerders kan voorbeelde maak of teken soos volg • Gebruik klei/speeldeeg om ‘n lang slang of ‘n kort slang te maak • Gebruik blokke om ‘n hoë toring of ‘n kort toring te maak • Teken ‘n lang onderwyser en ‘n kort onderwyser Sodra leerders oor lengte in terme van teenoorgesteldes kan praat, kan ‘n mens hulle blootstel aan ‘n nuwe woordeskat van vergelyking soos “Ek het ‘n lang trein gemaak, maar Shile het ‘n langer trein gemaak”. Vergelyk lengtes deur voorwerpe langs mekaar te plaas. Sodra leerders oor die uiterstes van lengtes kan praat (lank, kort, ens.) en hulle die lengtes van voorwerpe wat aanvanklik verskil in lengte, kan hulle aanbeweeg na voorbeelde wat minder opvallend is en langs mekaar geplaas moet word om te vergelyk byvoorbeeld • Vergelyk twee leederders se lengtes deur hulle rug teen rug te laat staan • Plaas twee kryte langs mekaar, maak seker dat die onderkante gelyk is en laat die leerders waarneem watter kryt is korter Leerders behoort die geleentheid gebied te word om ‘n verskeidenheid voorbeelde van voorwerpe soos stokkies, potlode, strooitjies,verskillende lengtes tou, linte, stroke papier ens. te vergelyk Tekeninge van twee voorwerpe kan ook vergelyk word as hulle langs mekaar geplaas word. Die tekeninge moet of bo of onder gelyk wees. 2 lesse 122 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERP VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.2 Lengte Informele meting • Vergelyk en orden die lengte, hoogte en wydte van twee of meer voorwerpe deur hulle langs mekaar te plaas • Gebruik toepaslike woordeskat om die vergelykings te bespreek bv. langer, korter,wyer. • Skat, meet, vergelyk, orden en teken die lengte aan deur gebruik te maak van nie-standaard meting bv. handspanne • Beskryf die lengte van voorwerpe deur te tel en die lengte in informele eenhede te bepaal. Informele meting • Vergelyk en orden die lengte, hoogte en wydte van twee of meer voorwerpe deur hulle langs mekaar te plaas • Gebruik toepaslike woordeskat om die vergelykings te bespreek bv. langer, korter, wyer. Leerders kan nou aanbeweeg om drie of meer voorwerpe te vergelyk en in die regte volgorde te plaas. Dit staan as ‘n reeks bekend. Voorbeelde sluit die volgende in: • Groepe leerders wat in pare rug aan rug staan sodat hulle in ‘n ry van die kortste tot die langste staan • Drie of meer voorwerpe word in rye geplaas van die langste tot die kortste of van die breedste tot die smalste. Voorwerpe soos potlode, kryt, bottels, stokke, stukkies tou of lint, stroke papier of materiaal, skoene ens. Leerders ontwikkel ‘n begrip van lengte gelyktydig soos wat hulle die woordeskat aanleer om die lengte te beskryf. Omdat dit geen getalle verg nie, kan hierdie aktiwiteit vroeg in die eerste kwartaal gedoen word voordat leerders hul getalbegrip tot 5 vasgelê het. Alhoewel meting ‘n praktiese vaardigheid is, behoort leederders ook geskrewe aktiwiteite te doen wat teken en inkleur insluit, sodat hulle skryfvaardighede met die gebruik van kryt of potlode versterk kan word. Hulle kan ook die optekening van meting oefen. 2 lesse CAPS FP Wiskunde Graad 1 - 3 123 WISKUNDE GRAAD 1-3 ONDER￾WERP VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en optekening van meting deur gebruik te maak van nie standard-meting en balans, byvoorbeeld blokke, bakstene, ens. • Gebruik toepaslike woordeskat om die vergelykings, byvoorbeeld lig,swaar,ligter,swaarder te bespreek. • Beskryf die gewig van voorwerpe deur informele eenhede te gebruik om te tel. Informele meting • Skat, meet, vergelyk, orden en optekening van meting deur gebruik te maak van nie standard-meting en balans, byvoorbeeld blokke, bakstene, ens. • Gebruik toepaslike woordeskat om die vergelykings, byvoorbeeld lig, swaar, ligter, swaarder te bespreek. Alle meting in graad 1 word informeel aangebied. Geen formele meting van gewig met standaardeenhede of meetinstrumente word gedoen nie. Daar word aanbeveel dat tydens wiskunde lesse daar in ten minste in die eerste twee kwartale van die jaar op massa gefokus word (kwartaal 1 en kwartaal 4) Direkte vergelykings met betrekking tot die massa van fisiese voorwerpe. • Ontwikkel ‘n begrip van massa en die woordeskat wat daarmee gepaard gaan. Leerders begin dink en praat oor massa deur swaar en ligte voorwerpe te vergelyk. Hulle tel ‘n ligte voorwerp op en dan probeer hulle ‘n baie swaar voorwerp optel. Vaslegging vind plaas deur tekeninge van baie swaar en ligte voorwerpe te teken en te vergelyk. Wanneer leerders kan praat oor massa in terme van teenoorgesteldes, swaar en lig, kan hulle 2 voorwerpe begin vergelyk wat swaarder en ligter is. Hulle kan ‘n ligte voorwerp in een hand en ‘n swaar voorwerp in die ander hand vashou en die massa van die twee vergelyk. Leerders moet alle werk aanteken deur middel van teken- of pasoefeninge. • Vergelyk massa deur ‘n balanseerskaal te gebruik. Aangekoopte balanseerskale kan gebruik word. Die onderwyseres kan ook een maak deur youghurtbakkies aan die basis van ‘n draadhanger vas te maak. Leë 2-liter koeldrankbottels, 1-liter melkbottels kan ook gebruik word. 2 lesse 124 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERP VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en optekening van meting deur gebruik te maak van nie standard-meting en balans, byvoorbeeld blokke, bakstene, ens. • Gebruik toepaslike woordeskat om die vergelykings, byvoorbeeld lig,swaar,ligter,swaarder te bespreek. • Beskryf die gewig van voorwerpe deur informele eenhede te gebruik om te tel. Informele meting • Skat, meet, vergelyk, orden en optekening van meting deur gebruik te maak van nie standard-meting en balans, byvoorbeeld blokke, bakstene, ens. • Gebruik toepaslike woordeskat om die vergelykings, byvoorbeeld lig, swaar, ligter, swaarder te bespreek. • Leerders kan begin deur twee identiese voorwerpe aan elke kant van die balanseerskaal of klerehanger te plaas. Leerders neem waar dat die basis van die balanseerskaal/ draadhanger horisontaal bly wanneer die twee voorwerpe dieselfde massa is. • Leerders vergelyk voorwerpe deur een aan elke kant van die balanseerskaal te plaas om te ontdek watter voorwerp is ligter of swaarder. • Leerders kan ook meer as een voorwerp aan een of beide kante van die balanseerskaal/ hanger plaas om te vergelyk hoeveel voorwerpe dieselfde gewig het as ‘n ander voorwerp, byvoorbeeld 5 kryte het dieselfde massa as een skêr. • Dit kan tot uitbreiding van reekse lei, waar leerders die relatiewe massa van verskillende voorwerpe in die korrekte volgorde van die ligste tot die swaarste of die swaarste tot die ligste plaas ( 3 of meer voorwerpe) Die keuse van voorwerpe behoort groot ligte items en ook klein swaar items in te sluit, byvoorbeeld ‘n 250g pakkie sout kan vergelyk word met 400g graanvlokkiedoos. Dit moedig leerders aan om te verstaan dat massa slegs bepalend is vir die gewig van ‘n voorwerp as die inhoud van die houer dieselfde is. Leerders ontwikkel ‘n begrip van massa gelyktydig soos wat hulle die woordeskat aanleer om die massa te beskryf.Omdat dit geen getalle verg nie, kan hierdie aktiwiteit vroeg in die eerste kwartaal gedoen word voordat leerders hul getalbegrip tot 5 vasgelê het. Optekening Alhoewel meting ‘n praktiese vaardigheid is, behoort leederders ook geskrewe aktiwiteite te doen wat teken en inkleur insluit, sodat hulle skryfvaardighede met die gebruik van kryt of potlode versterk kan word. Hulle kan ook die optekening van meting oefen. 2 lesse CAPS FP Wiskunde Graad 1 - 3 125 WISKUNDE GRAAD 1-3 ONDER￾WERP VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.4 Kapasiteit/ volume Informele meting • Vergelyk en orden die hoeveelheid (volume) vloeistof in 2 houers wat langs mekaar geplaas word. Leerders kontroleer deur vloeistof in ‘n derde houer te gooi indien nodig. • Vergelyk en orden die hoeveelheid vloeistof wat die 2 houers kan bevat (kapasiteit). • Gebruik woordeskat om tot vergelykings te kan kom. Byvoorbeeld, meer as, minder as, vol en leeg • Skat, meet, vergelyk, orden en optekening van volume van houers deur gebruik te maak van nie standaard￾meting, byvoorbeeld lepels en koppies. • Beskryf die inhoud van die houer deur te tel en aan te dui hoeveel informele eenhede die houer kan volmaak, byvoorbeeld dit neem 4 koppies om die bottel vol te maak. Informele meting • Vergelyk en orden die hoeveelheid (volume) vloeistof in 2 houers wat langs mekaar geplaas word. Leerders kontroleer deur vloeistof in ‘n derde houer te gooi indien nodig. • Gebruik woordeskat om tot vergelykings te kan kom, byvoorbeeld, meer as, minder as, vol en leeg Wat is inhoud ( kapasiteit)? Wat is volume? Inhoud is die hoeveelheid wat in ‘n houer gegooi kan word. (Al die moontlike ruimte binne in ‘n houer.) Volume is die hoeveelheid ruimte wat ‘n voorwerp opneem. ‘n Bottel kan die inhoud van 4 vol koppies bevat, maar tydens ‘n spesifieke tyd is daar net een koppie vloeistof in. Daar word nie van graad 1 leerders verwag om die verskil tussen inhoud en volume te ken nie. Alle meting in graad 1 word informeel aangebied. Geen formele meting van inhoud en volume met standaardeenhede of meetinstrumente word gedoen nie. Daar word aanbeveel dat tydens wiskunde lesse daar in ten minste drie kwartale van die jaar ( kwartale1, 2, 4) op inhoud en volume gefokus word. Die fokus in kwartaal een is op die aanleer van woordeskat sodat die leerders die uiterstes en ooreenkomste van inhoud en volume kan bespreek. In kwartaal 2 behoort leerders op direkte ooreenkomste te fokus en in kwartaal 3 kan die leerders met informele eenhede van inhoud/ volume werk. Leerders kan oefen en vaslegging kan plaasvind sodat konsepte deur die jaar d.m.v. onafhankilke werk gedoen kan word Direkte vergelykings van inhoude (volume) in houers Ontwikkel ‘n begrip vir volume en die woordeskat om daaroor te gesels. Leerders begin dink en gesels oor volume deur twee identiese houers (of tekeninge van twee identiese houers) te vergelyk. Daar word klem gelê op: • Vol en leeg • Meer as / minder as • Dieselfde as Leerders kan lëe houers vul deur van sand of water gebruik te maak. Omdat dit geen getalle verg nie, kan hierdie aktiwiteit vroeg in die eerste kwartaal gedoen word voordat leerders hul getalbegrip tot 5 vasgelê het Optekening Alhoewel meting ‘n praktiese vaardigheid is, behoort leederders ook geskrewe aktiwiteite te doen wat teken en inkleur insluit, sodat hulle skryfvaardighede met die gebruik van kryt of potlode versterk kan word. Hulle kan ook die optekening van volume oefen. 1 les 126 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Gra A d 1 K WARTAAL 1 5. DATAHANTERING ONDER￾WERP VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) Werk met versamelings van voorwerpe 5.1 Versamel en sorteer voorwerpe Sorteer en organiseer voorwerpe Versamel en sorteer alledaagse voorwerpe Sorteer en organiseer voorwerpe Versamel en sorteer alledaagse voorwerpe Voorstelling van gesorteerde versameling voorwerpe Teken ‘n prent van die versamelde voorwerpe Bespreek en gee terugvoering oor die versameling voorwerpe • Gee redes oor hoe die versameling gesorteer is • Beantwoord vrae oor die volgende: - Hoe die sortering gedoen is (proses) - Hoe die gesorteedrde versameling lyk (produk) • Beskryf die versameling en die tekening • Verduidelik hoe die versameling gesorteer is Sortering, voorstelling en beskywing van die gesorteerde versameling is handige vaardighede vir leerders om vroeg in hul skoolloopbaan te ontwikkel (sien notas wat handel oor aanvangsgetalvaardighede aan die begin van die verduidelikende nota). Die proses ontwikkel ook die vaardighede wat leerders sal gebruik wanneer hulle die datahanteringsiklus behandel. Versamelings word aan leerders verskaf en gevra om dit te sorteer, byvoorbeeld gee aan groepe dieselfde soort tellers en vra ‘n leerder om dit te sorteer; gee versamelings van verskillende soorte tellers soos unifix blokke, perskepitte, vuurhoutjies en stokkies en vra die leerders om die tellers in groepe te sorteer. Leerders teken nou ‘n prent van die groepe wat hulle gesorteer het. Op hierdie manier kan leerders aanteken wat hulle gedoen het. Hulle beantwoord vrae oor die groepe. Voorbeeld “Hoe het jy jou groep tellers gesorteer?” “Ek het groepe van kleure gemaak”. “Watter kleur was die grootste groep tellers?” My grootste groep tellers was rooi.” “Hoeveel verskillende kleure tellers het jy gehad?” “Ek het vyf verskillende kleure gehad”. Leerders behoort ook hul eie versamelings te maak byvoorbeeld, leerders kan blare op die skoolgrond versamel, of leë houers van die huis af bring. 2 lesse 5.2 Voorstelling van gesorteerde versameling van voorwerpe Voorstelling van gesorteerde versameling voorwerpe Teken ‘n prent van die versamelde voorwerpe 5.3 Bespreek en gee terug￾voering oor die gesorteerde versameling voorwerpe Bespreek en gee terugvoering oor die gesorteerde versameling voorwerpe • Gee redes oor hoe die versameling gesorteer is • Beantwoord vrae oor die volgende: - Hoe die sortering gedoen is (proses) - Hoe die gesorteedrde versameling lyk (produk) • Beskryf die versameling en die tekening • Verduidelik hoe die versameling gesorteer is. CAPS FP Wiskunde Graad 1 - 3 127 WISKUNDE GRAAD 1-3 GRAAD 1 KWARTAAL 2 1. GETALLE, BEWERKINGS EN VERWANTSKAPPE ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) GETALBEGRIP ONTWIKKELING: Tel heelgetalle 1.1 Tel voorwerpe Tel voorwerpe akkuraat tot 50. • Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur telling nagegaan kan word. Tel voorwerpe akkuraat tot 20 • Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur telling nagegaan kan word. • Telling deur groepering word aangemoedig Hoe verskil kwartaal 2 van kwartaal 1? Die getalreeks vir tel word in kwartaal 2 verhoog. Die fokus is steeds dat die laaste getal wat genoem word, die getal voorwerpe in die stel aanwys. Leerders tel meer voorwerpe in kwartaal 2 en hulle moet weet hoe om die tellers te posisioneer, sodat hulle makliker kan tel wanneer hulle dit nagaan. Voorbeelde: Tellers nie gegroepeer Tellers in groepe gerangskik Gedurende die kwartaal gaan leerdes hulle telvaardighede uitbrei en inoefen.: • Tel alles; • Tel aan . • Die kardinale beginsel van getalle en • Werk met geskrewe teks. Gedurende die tweede kwartaal gaan leerders begin om: • Abstrakte voorwerpe te tel. Voorbeeld: Vra die leerders : Hoeveel afdelings is daar in die vensterraam? • Tel bewegings 128 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.1 Tel voorwerpe Tel voorwerpe akkuraat tot 50. • Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur telling nagegaan kan word. Tel voorwerpe akkuraat tot 20 • Gee ‘n redelike skatting van ‘n aantal voorwerpe wat deur telling nagegaan kan word. • Telling deur groepering word aangemoedig Voorbeeld: Klap 15 kere. Hou 8 vingers op. Skatting Skatting van ‘n getal voorwerpe in ‘n groep ontwikkel belangrike vaardighede van voorspelling. Dit help die leerders om te sien of hulle realistiese voorspellings gemaak het. Dit verseker dat die leerders wel realistiese bewerkings gedoen het. Dit is nuttig vir leerders om lillustrasies of voowerpe te tel wat gegoepeer of nie-gegroepeer is. Vergelyk gegroepeerde en nie-geroepeerde voorwerpe deur leerders te vra om te skat watter voorwerpe die meeste is. Die leerders kan die getal voorwerpe in elke prent skat. Hulle kan die getal neerskryf en dit tel. Hulle kan die skatting vergelyk met hulle telling. Vra leerders hoe hulle getel het. Vind uit of leerders in groepe getel het. Subitering Leerders se herkenningsvaardighede van ‘n klein versameling voorwerpe word verbeter. Tel in groepe Om leerders te help tel in veelvoude van 2’s ,5’s en 10’s moet hulle onderwerpe groepeer in 2’s,5’s en 10’s. Getalkaarte moet gewys word by elke versameling om die getelde voorwerpe te wys. Om in groepe te tel, word die leerders voorberei om veelvoude in die intermediêre fase te verstaan. Hulpmiddels: Apparate moet oordeelkundig gebruik word: • Gestruktureerde apparate soos ‘n string krale • Die telraam om te oefen hoe om in tiene te tel. • Tel alles deur bondels van 2, bondels van 5 en bondels 10 te maak CAPS FP Wiskunde Graad 1 - 3 129 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.2 Tel aan en terug Tel aan en terug • In ene vanaf enige getal tussen Tel aan in • 10’s vanaf enige veelvoud van 10 tussen 1 en 100 • 5’s vanaf enige veelvoud van 5 tussen 1 en 100 • 2’s vanaf enige veelvoud van 2 tussen 1 and 100 Tel aan en terug in • Ene vanaf enige getal tussen Tel aan in • 10’s vanaf enige veelvoud van 10 tussen 1 en 50 • 5’s vanaf enige veelvoud van 5 tussen 1 en 50 • 2’s vanaf enige veelvoud van 2 tussen 1 and 50 Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 2 tel die leerders in ene tot by 50. Leerders tel in veelvoude van 10’s, 5’s en 2’s Mondelinge oorslaantel Oorslaantel is ‘n ander term/naam vir tel in groepe Dit ontwikkel die bewustheid van getalpatrone. Oorslaantel is meer doeltreffend en moedig leerders aan om te tel en te dink in groepe. Dit ontwikkel die leerders se vermoë om te skat. Oorslaan tel maak leerders bewus van die verhouding tussen nie-opeenvolgende getalle. Dit vorm die basis vir getalpatrone en vermenigvuldiging. Verdere aktiwiteite Voorstelle vir verskillende maniere van oorslaantel: Begin deur opeenvolgende getalle te tel met die klem op elke tweede getal. Byvoorbeeld, leerders klap en sê elke tweede getal hardop. Vra die leerders om te tel, maar om elke tweede getal in hulle koppe te sê. Dit kan uitgebrei sodat leerders net die derde, vierde en vyfde getal sê. Verdeel die klas in groepe en elke groep neem beurte om die volgende getal te sê; byvoorbeeld, as die klas in vyf groepe verdeel is moet elke groep elke vyfde getal tel. Vra die leerders om fisiese patrone te maak deur hulle koppe aan te raak met elke eerste telling, met gekruisde arms aan hulle skouers raak op die tweede telling en ‘n klap op hulle heupe as die derde getal uitgeroep word. Slaan of klap op die maat van musiek kan gebruik word vir ‘n kombinasie van oorslaantel, Mondelinge telvaardighede kan ontwikkel word deur voorwerpe te tel Verskillende vaardighede ontwikkel gewoontlik deur tel aktiwiieite in die klaskamer. Oorslaantel word die beste voorgestel deur voorwerpe prakties te groepeer. Verdere aktiwiteite Getalkaart (honderdblok) Vra leerders om getalle te beklemtoon en identifiseer as hulle in . tel .Vra leerders wat hulle waarneem omtrent die getalle. Varieer die getalle waarmee die leerders begin.. 130 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.2 Tel aan en terug Tel aan en terug • In ene vanaf enige getal tussen Tel aan in • 10’s vanaf enige veelvoud van 10 tussen 1 en 100 • 5’s vanaf enige veelvoud van 5 tussen 1 en 100 • 2’s vanaf enige veelvoud van 2 tussen 1 and 100 Tel aan en terug in • Ene vanaf enige getal tussen Tel aan in • 10’s vanaf enige veelvoud van 10 tussen 1 en 50 • 5’s vanaf enige veelvoud van 5 tussen 1 en 50 • 2’s vanaf enige veelvoud van 2 tussen 1 and 50 Beweeg na geskrewe tekste • Getallelyn – Leerders gebruik die getallelyn vir oorslaantel. • Getal volgorde - Teen die einde van die kwartaal kan leerders eenvoudige getalvolgordes voltooi-(sien notas oor getalpatrone)) Voorbeeld: 2, 4, 6, 8, – 5, 10, 15, 20, – 10, 20, 30, 40, – 1.3 Getalsim￾bole en getalname Herken, identifiseer en lees getalle. • Herken, identifiseer en lees getalsimbole vanaf 1 tot 100 • Skryf getalsimbole 1 to 20. • Herken, identifiseer en lees getalname • Skryf getalname 1 to 10. Herken, identifiseer en lees van getalle • Herken, identifiseer en lees getalsimbole vanaf 1 tot 50 • Skryf getalsimbole 1 tot 10 • Herken, identifiseer en lees getalname 1 tot 10 • Skryf getalname 1 tot 10 Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 2 verhoog die getalreeks vir ken, lees en skryf van getalsimbole en getalname. Deur te tel op getallelyne en getalblokke kry die leerders praktiese geleenthede om getalsimbole te identifiseer, herken, sê en te lees. Voorsien leerders met verdere oefening deur hulle aandag te fokus op getalsimbole in die omgewing en in tydskrifte. Voorbeelde: • Kyk na bladsy nommers in die boeke • Identifiseer verjaarsdae op die kalender. Verdere aktiwiteite • Die onderwyser gee die volgende instruksies om ‘n getal te vind en leerders gebruik flikaarte om die antwoorde te wys. - Vind die getal net voor 12 - Vind die getal net na 12 - Die getal 3 meer as 11 - Die getal 1 minder as 14 CAPS FP Wiskunde Graad 1 - 3 131 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.4 Beskryf, vergelyk en orden getalle Beskryf, vergelyk en orden voorwerpe tot 20 • Beskryf en vergelyk ‘n versameling voorwerpe volgens baie, min, meeste, minder, minder as, meer as, dieselfde as, net soveel soos, verskillend • Beskryf en orden ‘n versameling voorwerpe van die meeste tot die minste en die minste tot die meeste Beskryf, vergelyk en orden getalle tot 20 • Beskryf en vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as, is gelyk aan • Beskryf en ordengetalle: - Van kleinste tot grootste en grootste tot kleinste - Voor, agter, in die middel/tussen - Gebruik die getallelyn 0-20 Beskryf, vergelyk en orden voorwerpe tot 10 • Beskryf en vergelyk ‘n versameling voorwerpe volgens baie, min, meeste, minder, minder as, meer as, dieselfde as, net soveel soos, verskillend • Beskryf en orden ‘n versameling voorwerpe van die meeste tot die minste en die minste tot die meeste Beskryf, vergelyk en orden getalle tot 10 • Beskryf en vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as, is gelyk aan • Beskryf en orden getalle: - Van kleinste tot grootste en grootste tot kleinste - Voor, agter, in die middel/tussen - Gebruik die getallelyn 0-10 Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 2 gaan die leerders voort met: • Ordening en vergelyking van voorwerpe • Ordening en vergelyking van getalle; en • Gebruik die woordeskat “ orden “en “vergelyk” Gedurende die kwartaal gaan leerders voort om voorwerpe te orden en vergelyk. Leerders kan ook begin om verhoudings te vorm tussen getalle deur te fokus op een en twee meer, een en twee minder. • Deur vergelyking sal leerders daartoe in staat wees om die volgende te beskryf:”Ek het twee tellers meer as hy/sy. Sy het een minder as ek”. • Wanneer hulle getalle vergelyk sal leerders daartoe in staat wees om die volgende te beskryf; ”een meer as vier is vyf’” of “sewe is twee meer as vyf” Bou die bewustheid van die begrip “een meer as” Die “meer as” en “minder as” begrip is die begin van informele optelling en aftrekking. Dit laat leerders die grootte van die getal verstaan, asook die ordening van getalle. • Gee aan leerders die opdrag om 1 teller op hulle “5 raam” kaart te plaas. Plaas nog ‘n teller langs die eerste teller. Vra die volgende vrae Hoeveel tellers het jy nou? Hoeveel is een meer as een? • Laat die leerders een teller meer op die “5 raam’ kaart plaas Vra die volgende vrae: Hoeveel tellers het jy nou? Hoeveel is een meer as twee? 132 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.4 Beskryf, vergelyk en orden getalle Beskryf, vergelyk en orden voorwerpe tot 20 • Beskryf en vergelyk ‘n versameling voorwerpe volgens baie, min, meeste, minder, minder as, meer as, dieselfde as, net soveel soos, verskillend • Beskryf en orden ‘n versameling voorwerpe van die meeste tot die minste en die minste tot die meeste Beskryf, vergelyk en orden getalle tot 20 • Beskryf en vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as, is gelyk aan • Beskryf en ordengetalle: - Van kleinste tot grootste en grootste tot kleinste - Voor, agter, in die middel/tussen - Gebruik die getallelyn 0-20 Beskryf, vergelyk en orden voorwerpe tot 10 • Beskryf en vergelyk ‘n versameling voorwerpe volgens baie, min, meeste, minder, minder as, meer as, dieselfde as, net soveel soos, verskillend • Beskryf en orden ‘n versameling voorwerpe van die meeste tot die minste en die minste tot die meeste Beskryf, vergelyk en orden getalle tot 10 • Beskryf en vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as, is gelyk aan • Beskryf en orden getalle: - Van kleinste tot grootste en grootste tot kleinste - Voor, agter, in die middel/tussen - Gebruik die getallelyn 0-10 • Laat leerders een teller meer op die “5 raam” kaart plaas Vra die volgende vrae; Hoeveel tellers het jy nou? Hoeveel tellers is een meer as drie? Hoeveel tellers het jy nodig om vyf te maak? “Wat kan jy my vertel van getal 4” (Dit is een minder as 5) “Wat kan jy my vertel van getal 2? (Dit is 3 minder as 5) Orden getalle Leerders moet getalle orden deur verskeidenheid beelde/prente gebruik • Groeperings beelde/prente Leeder vergelyk ‘n groep van 9 voorwerpe met ‘n groep van 2 voorwerpe • Lyn beelde/prente Wanneer leerders getalle orden kan hulle die afstande tussen getalle gebruik om te bepaal watter getal is groter byvoorbeeld 9 is groter as 2 omdat 9 na 2 kom. Die ordening van getalle kan ook gedoen word tydens selfstandige werktyd. Verdere aktiwiteite Orden getalle Leerders orden getalkaarte vanaf 1 tot 13 van die kleinste tot die grootste. Leerders draai hulle getalkaarte onderstebo. Hulle gebruik enige 4 kaarte, orden dit van die kleinste tot die grootste en vra ‘n maatjie om te kyk of dit korrek is. As hulle 4 kaarte bemeester het mag hulle 5 kaarte gebruik. Die leerders plaas dit in die korrekte volgorde en kopieër die getalle van die kleinste tot die grootste. Geskrewe take Leerders voltooi geskrewe take vir vaslegging. Voorbeelde Aan die einde van die kwartaal moet leerders daartoe in staat wees om soortgelyke tipe sinne te voltooi byvoorbeeld: 1 meer as 3 is________ 1 meer as 4 is _______ 1 minder as 2 is ________ ____ is 1 meer as 4 ____ is 1 minder as 3 CAPS FP Wiskunde Graad 1 - 3 133 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne wat deur konkrete apparaat ondersteun word, byvoorbeeld telkrale Hoe verskil kwartaal 2 van kwartaal 1? Gedurende die kwartaal word leerders vir die eerste keer blootgestel aan verdubbeling en halvering. Sien die notas onder die bewerkingsafdeling. Aan die einde van die kwartaal begin leerders om woordprobleme op te los deur die volgende tegnieke te gebruik: • tekeninge of konkrete apparaat • opbou- en afbreek van getalle • verdubbeling en halvering • getallelyn Tekeninge of konkrete apparaat Leerders teken nog steeds prente en gebruik konkrete apparaat om die problem op te los. Dit is belangrik dat die prente of tekeninge getalle asook ‘n getalsin bevat. Opbou en afbreek van getalle Dit is een van die belangrikste tegnieke in die Grondslagfase. Die gebruik van hierdie tegnieke laat leerders toe om getalle af te breek(decompose) en herkombineer om bewerkings te vergemaklik . Byvoorbeeld 6 + 4 ➝ 5 + 1 + 4 ➝ 5 + 5 ➝ 10 Die tegniek word ook gereeld in die Intermediêre fase gebruik. Verdubbeling en halvering Hierdie is ‘n moelike tegniek wat ‘n goeie getalbegrip vereis. Leerders wat hierdie tegniek verkies is gemaklik in die strategeië wat hulle gebruik Gedurende hierdie kwartaal begin leerders met die verdubbeling van getalle omdat hulle bewerkings doen tot 10. Die begrip verdubbeling en halvering moet eers aangeleer word voordat dit gebruik word as ‘n bewerkingstrategie. In graad 2 word ‘n getalsin aan leerders voorgrhou. Vra die volgende: “Hoe kan ek verdubbeling gebruik om die antwoord te bepaal van 5 + 6 = ⃞?” Leerders besef dat 5 en 6 naby mekaar is. Konkrete apparaat word gebuik om te wys dat: ”Ek gaan 5 verdubbel om twee groepe van 5 te maak”. Die twee groepe word bymekaar getel om 10 te maak en die 1 wat oorbly word bygevoeg. Die antwoord is 11. Leerders gebruik hulle eie taal of tekeninge as hulle dié tegniek gebruik. In Graad 3 gaan die leerders die tegniek gebruik as hulle bewerkings doen met drie -syfer getalle. Gedurende hierdie kwartaal gaan leerders verdubbeling en halvering op die volgende manier gebruik: 134 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne wat deur konkrete apparaat ondersteun word, byvoorbeeld telkrale Verdubbeling: • Twee driewiele hoeveel wiele? • Jasmine en Noah het elk 4 albasters. Hoeveel albasters altesaam? Leerders kan prente teken en konkrete apparaat gebruik om te wys dat die getal verdubbel is. Halvering: • In kwartaal 2 leer die leerders halvering aan sodat hulle dit as ‘n tegniek in kwartaal 3 kan gebruik. • Verdubbeling en halvering moet in konteks-vrye situasies aangeleer word. Getallelyne Die gebruik van die getallelyne om bewerkings te doen sal die leerders toe laat om die volgende te doen: • Om neer te skryf wat hulle dink • Op hoogte te wees met denke; en • ‘n Geskrewe beeld/prent te hê wat hulle kan help om te verduidlik hoe die problem opgelos is Leeerders gebruik getallelyne vanaf kwartaal 1. Soos wat leerders vorder in die Grondslagfase moet hulle aangemoedig word om die getalleyn op toenemende moeilikheidsgraad te gebruik. In kwartaal 1 tel die leerders in ene. Op die getallelyn word dit in spronge aangetoon. Voorbeeld 1: In die skool is daar 5 seuns en 4 meisies wat ekstra kunslesse neem. Hoeveel leerders is daar altesaam in die kunsklas? In kwartaal 2 word van leerders verwag om nog in ene te tel, maar hulle kan aagemoedig word om die getallelyn te gebruik om in groepe te tel. Voorbeeld 2: Leerders kan ook 4 afbreek in groepe van 2. Die getallelyn sal dan spronge aandui in 2’s vanaf 5. CAPS FP Wiskunde Graad 1 - 3 135 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.7 Optelling en aftrekking Probleem oplossing in konteks en die verduideliking van eie oplossings deur optelling en aftrekking te gebruik met antwoorde tot 20 Probleemoplossing in konteks en die verduideliking van eie oplossings deur optelling en aftrekking te gebruik met antwoorde tot 10 Hoe verskil kwartaal 2 van kwartaal 1 Gedurende hierdie kwartaal oefen leerders storiesomme en bou selfvertroue op om verskillende tegnieke te gebruik vir probleemoplossing. Die fokus vir hierdie kwartaal is op die optekening van die probleemoplossing. Leerders moet getalsinne neerskryf as ‘n geskrewe optekening vir probleme tot 5. Leerders gaan voort met gebruik van konkrete apparaat en prente om bewerkings van 5 tot 10 voor te stel . Sien kwartaal 1 notas vir die tipe probleme wat gedoen kan word. Verhoog die getalreeks tot 10. 136 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.8 Herhaalde optelling wat lei tot vermenig￾vuldiging Los probleme op in konteks en verduidelik eie oplossings deur herhaalde optelling te gebruik met antwoorde tot 20. Los probleme op in konteks en verduidelik eie oplossings deur herhaalde optelling te gebruik met antwoorde tot 10 Die bewerkingsgetalreeks gedurende die kwartaal maak voorsiening vir leerders om met herhaalde optelling te begin. Bewerkings tot 10 moet opgeteken word. Voorbeelde: • 1 + 1 + 1 • 2 + 2 + 2 + 2 • 3 + 3 + 3 Kwartaal 1 bou aan die begrip van optelling en leerders sal instaat wees om gelyke groepe bymekaar te tel. Gedurende die kwartaal gaan leerders met storiesomme met herhaalde optelling werk. Herhaalde optelling word voorgestel as gelyke getalle groepe. Aanvanklik word dit voorgestel as alledaagse gelyke groepering. Probleemoplssing met herhaalde optelling kom in die volgende voor: • Groepe van 2: hande, voete, sokkies, handskoene, skoene, oë, ore, fietswiele • Groepe van 3: driewiele, hoeke van driehoeke • Groepe van 4: motorwiele, pote van stoele • Groepe van 5: vingers, tone Herhaalde optelling is belangrik. Leerders moet die geleentheid kry om mondelings te kan beskryf wat hulle sien. Optekenning van herhaalde optelling. • Gebruik konkrete apparaat • Leerders toon bewerkings deur gebruik te maak van apparaat wat volgens prente gegroepeer is. • Leerders teken prente om groepering van optelling te wys. • Optekening van prente en getalle. • Prente stel tekeninge van getalle voor. • Beweeg na geskrewe teks CAPS FP Wiskunde Graad 1 - 3 137 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.11 Geld • Herken en identifiseer die Suid-Afrikaanse geld eenheid - munte 5c, 10c, 20c, 50c, R1, R2, R5 - banknote R10 en R20 • Los geldprobleme op met totale en kleingeld in sente tot 20c en rande tot R20 • Herken en identifiseer die Suid-Afrikaanse geld eenheid munte 5c, 10c, 20c, 50c, R1, R2, R5 • Los geldprobleme op met totale en kleingeld tot 10c en rande tot R10 Leeders word in geld onderrig en die volgende begrippe word ondersoek: • Wat is geld • Hoekom is geld belangrik • Hoe geld elke dag gebruik kan word • Hoe om geld te tel Leerders maak kennis met geld voor hulle toetrede tot skool. Sommige leerders mag alreeds die waarde van geld verstaan en die muntstukke en note herken en benoem. Gedurende die kwartaal gaan leerders met basiese konsepte van geld in praktiese situasies werk. Dit word gedoen deur praktiese aktiwiteite soos winkelspeel. • Bring Suid- Afrikaanse muntstukke, R20 en R10 banknote skool toe. Leerders voel die rante van die muntstukke en vergelyk en bespreek hoe dit van mekaar verskil. Bespreek die simbole op elke muntstuk en banknoot. • Leerders plaas ‘n muntstuk onder ‘n dun stukkie papier en vryf oor dit met ‘n sagte skryfnstrument byvoorbeeld inkleurpotlode of pastelle . Die leerders knip dit uit, plak dit in hulle werkboek en benoem die munte. • Druk meer kopieë van 5c.10c en 20c muntstukke en knip dit uit. Plak al die kombinasies van 20c en 10c bymekaar, byvoorbeeld 20c = 10c 5c 5c 20c = 5c 5c 5c 5c ens. • Totale tot 20c – net muntstukke - Leerders gebruik hulle kennis van 5’s en 10’s om totale te vind. - Die onderwyser gee eke leerder afskrifte van 5c, 10c en 20c muntstukke o Sy vra hulle om die volgende muntstukke uit te haal, byvoorbeeld drie 5c stukke o Tel in 5’s of doen herhaalde optelling, 5c+5c+5c. - Pak 20c uit en gebruik verskillende muntstukke, byvoorbeeld twee 5c stukke en een 10c muntstuk. - Leerders voltooi ‘n werkblad waar hulle aandui watter muntstukke ‘n totaal van 20c kan maak. Voorbeeld: 20c = 10c + 10c or 5c+ 5c + 5c + 5c= 20c or 5c+5c + 10c =20c 138 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.11 Geld • Herken en identifiseer die Suid-Afrikaanse geld eenheid - munte 5c, 10c, 20c, 50c, R1, R2, R5 - banknote R10 en R20 • Los geldprobleme op met totale en kleingeld in sente tot 20c en rande tot R20 • Herken en identifiseer die Suid-Afrikaanse geld eenheid munte 5c, 10c, 20c, 50c, R1, R2, R5 • Los geldprobleme op met totale en kleingeld tot 10c en rande tot R10 • Gee kleingeld uit gebruik net munte - Die onderwyser doen aftrekking met geld prakties byvoorbeeld haal 5c stukke uit om 20c te maak. - “As jy ‘n kassier 15c betaal, hoeveel geld is oor? Die onderwyser vind uit watter leerders dit moeilik vind om met geld te werk en ondersteun hulle deur tellers te gebruik. - Leerders voltooi ‘n werkblad waarop hulle die kleingeld bepaal vir items wat gekoop is met 20c en minder. Voorbeeld: - 10c - 5c = 5c - 20c - 10c =10c - heel tiene - 20 -5c – 5c - 5c = 5c – herhaalde aftrekking KONTEKS VRYE BE WERKINGS 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke vir bewerkings: • konkrete apparaat byvoorbeeld tellers • teken prente • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke vir bewerkings: • konkrete apparaat byvoorbeeld tellers • teken prente • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne met konkrete apparaat bv. tel krale Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 2 begin leerders met bewerkings to 10. Bewerkingstegnieke in die getallereeks kan ook ontwikkel en geoefen word. Die strategieë word ook geoefen in die getalprobleemafdeling. Opbou en afbreek van getalle Opbou- en afbreekaktiwiteite ontwikkel verder die bewusheid van die relatiewe grootte van getalle.Die aktiwiteite vorm die grondslag vir basiese bewerkings. Afbreek (decomposing) en opbou van getalle kan help om bewerkings te vergemaklik. Gereelde oefening van hierdie tipe aktiwiteit moedig leerders aan om dit as ‘n wiskundige strategie te gebruik. Verdubbeling en halvering Verdubbeling en halvering moet geoefen word voordat dit as ‘n bewerkingstrategie gebruik kan word. • Gebruik konkrete apparaat Dit kan gedoen word deur direkte onderrig. Wys en vertel die leerders dat daar vyf telstokkies is en dat jy dit kan ‘verdubbel’ deur nog vyf stokkies uit te lê. • Doen geskrewe werk deur prente te gebruik • Leerders kan voorstellings van verdubbeling gegee word wat hulle in prente kan weergee CAPS FP Wiskunde Graad 1 - 3 139 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) KONTEKS VRYE BE WERKINGS 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke vir bewerkings: • konkrete apparaat byvoorbeeld tellers • teken prente • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke vir bewerkings: • konkrete apparaat byvoorbeeld tellers • teken prente • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne met konkrete apparaat bv. tel krale • Gebruik van getalle Leerders kan begin deur sinne te voltooi soos: Dubbel 1 is... Dubbel 2 is ... Dubbel 3 is... Dubbel 4 is ... Getalleyne ondersteun met konkrete apparaat Wanneer getallelyne as ‘n bewerkingstegniek gebruik word, moet die leerders eers die volgende reeds gebruik het; • Ander ‘lyn apparate’ byvoorbeeld string krale , getalmat; • Die getallelyn vir aan- en teugtel; en • Die getallelyn om getalle te posisioneer en vir orden ‘n Gestruktureerde getallelyn vir optelling en aftrekking moet gebruik word. Die gestruktureerde getallelyn moet alle getalle aantoon. 140 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalreeks 1 -20 • Tel op tot 20 • Trek af vanaf 20 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 10 Getalreeks 1 -10 • Tel op tot 10 • Trek af vanaf 10 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 7 Hoe verskil kwartaal 2 van kwartaal 1? In Kwartaal 2 verhoog die getalreeks vanaf 5 tot 10. Gedurende hierdie kwartaal gaan leerders begin verstaan: • die omgekeerde bewerkings van optelling; en • die verhouding tussen optelling en aftrekking Voordat optelling- en aftrekkingsimbole aan leerders bekend gestel word, moet hulle voldoende kennis/ondervinding hê van : • alles tel; • tel vanaf die grootste getal; • gebruik en verstaan die woordskat van optelling en aftrekking; en • orden en vergelyk getalle. In hierdie kwartaal bou leerders voort op die begrip van optelling en aftrekking. Optelling en aftrekking is steeds verwant aan telling. Die konsep van 1 meer of 2 minder word nog gebruik omdat dit geassosieer word met die volgende getal volgorde. Gedurende hierdie kwartaal word simbole meer gereeld en met vertroue gebruik vir die skryf van getalsinne. Die progressie teenoor die gebruik van simbole moet versigtig gehanteer word. Dit is belangrik dat leerders verskillende betekenisse verstaan wat met simbole geassosieer word. Leerders moet in staat wees om die volgende woorde te verstaan en te gebruik soos optel, plus, altesaam, tesame maak, minus, verskil tussen en aftrek voordat die simbole voorgestel word. Leerders moet in staat wees om vrae te beantwoord soos 3 en 2, 5 neem weg 3, voordat die teken gebruik word. CAPS FP Wiskunde Graad 1 - 3 141 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalreeks 1 -20 • Tel op tot 20 • Trek af vanaf 20 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 10 Getalreeks 1 -10 • Tel op tot 10 • Trek af vanaf 10 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 7 Opteken van beelde/prente Leerders moet nog steeds hulle bewerkings tot 10 opteken deur die volgende gebruik: • tekeninge en konkrete apparate • prente en getalle; • getalle alleen. Leerders moet aan die einde van die kwartaal vertroud wees met die gebruik van die getalle in die getalreeks 1 tot 5 sonder om prente te gebruik om hul bewerkings voor te stel. Rekenstrategieë vir optelling en aftrekking Doen optelling deur alles te tel. Leerders begin by 1 en tel tot 5 en gaan aan om te tel tot 7. Doen optelling deur aan te tel Leerders tel aan vanaf 5 tot 7 5 Hierdie tegniek is meer doeltreffend as om in ene te tel. Leerders gaan hierdie tegniek meer gebruik soos wat die getalreeks vir bewerkings verhoog. Tel aan vanaf die groter getal 6 Leerders tel aan vanaf die groter getal, wat 6 is, en tel aan tot by 8 Doen aftrekking deur weg te neem 7 – 3 = 7 - 3 = 4 Leerders mag beelde/prente deurtrek wanneer aftrekking aangeteken/rekordeer word om wegneem aan te toon. 5 142 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalreeks 1 -20 • Tel op tot 20 • Trek af vanaf 20 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 10 Getalreeks 1 -10 • Tel op tot 10 • Trek af vanaf 10 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 7 Aftrekking deur aan te tel 6 - 2 = Leerders kan aantel van 2 tot 6. Hulle moet weet hoeveel getalle hulle getel het vanaf 2 tot 6 Aftrekking deur terug te tel 8 - 2 = Leerders kan by die grootste getal begin, wat 8 is, en tel 2 terug tot 6. Opbou en afbreek van getalle Dit kan op verskillende maniere gedoen word. 7 = 4 + 3 Getalkombinasies Gedurende die kwartaal oefen die leerders getalkombinasies van 7. Dit kan voorgestel word deur ‘n verskeidenheid beelde/prente en getalsinne te gebruik. 7 = 4 + 3 CAPS FP Wiskunde Graad 1 - 3 143 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalreeks 1 -20 • Tel op tot 20 • Trek af vanaf 20 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 10 Getalreeks 1 -10 • Tel op tot 10 • Trek af vanaf 10 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 7 Optelling Voorbeeld: Maak 6, of maats van 6, deur gebruik te maak van prente en getalle Voorbeeld 1 Voorbeeld 2 Voorbeeld 3 en en en maak maak maak Gebruik prente en getalle om 6 te maak Kleur in om 6 op verskillende maniere te wys. __________ en ________ maak 6 Gebruik slegs getalle Pas pare getalle om 6 te maak: 1 3 5 4 2 2 4 5 3 1 144 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalreeks 1 -20 • Tel op tot 20 • Trek af vanaf 20 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 10 Getalreeks 1 -10 • Tel op tot 10 • Trek af vanaf 10 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 7 Omkeringsbewerkings Gedurende die kwartaal begin leerders om die omkeringsbewerking van optelling te herken sonder om die te weet hoe dit benoem word. Voorbeeld: Tel die driehoeke 6 + 2 = 2 + 6 = Skryfwerk met betrekking tot optelling en aftrekking getalsinne - verstaan die verband tussen optelling en aftrekking Gedurende die kwartaal leer die leerders om ‘n aftrekgetalsin te skryf vir ‘n optelgetalsin Voorbeeld: 4 + 2 = 6 en 6 – 2 = 4 2 + 4 = 6 en 6 – 4 = 2 Die ‘is gelyk aan’ teken Die ‘is gelyk aan’ teken hoef nie vinnig aangeleer te word nie . Die simbool kan op ‘n meer gepaste manier gebruik word en bied leerders die geleentheid om eers pyltjies te gebruik in plaas van die gelyk aan teken.. Voorbeeld: Tesame maak 4 en 2 ➝ 6 CAPS FP Wiskunde Graad 1 - 3 145 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalreeks 1 -20 • Tel op tot 20 • Trek af vanaf 20 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 10 Getalreeks 1 -10 • Tel op tot 10 • Trek af vanaf 10 • Gebruik geskukte simbole (+, –, =, ) • Aanleer van getalkombinasies van 7 Gebruik die getallelyne Stel aftreking tot 10 op die getallelyn voor Die onderwyser gebruik die getallelyn om aftrekking tot 10 te doen byvoorbeeld Voorbeeld: Die hasie spring tot 5, en spring dan 2 getalle terug en stop by 3. So Geskrewe take Leerders moet aan ‘n verskeidenheid beelde/prente blootgestel word om hulle te ondersteun in die verstaan van optelling en aftrekking Gekrewe take is nodig wat duidelik vra vir : aantel; optelling deur te tel vanaf die grootste getal; of aftrekking byvoorbeeld deur die deurtrek van prente om wegneem te vertoon. Begrip van verdubbeling Die getalreeks waarin die leerders werk laat hulle toe om te begin met verdubbeling. Dit kan op verskillende maniere voorgestel word en ook gedoen word wanneer leerders voorwerpe tel. Voorbeeld: Leerders kan groepe maak van 2 tellers, 4 tellers, 6 tellers,8 tellers en tien tellers. Getalsinne moet die volgende beelde/prente vergesel. Verdubbel 1 is…… Verdubbel 4 is…… Verdubbel 2 is…… Verdubbel 5 is…… Verdubbel 3 is…… 4 5 6 146 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.14 Herhaalde optelling wat lei tot vermenig￾vuldiging Herhaalde optelling (van dieselfde getal) tot 20 Gebruik geskikte simbole (+, =, ) Herhaalde optelling (van dieselfde getal) tot 10 Gebruik geskikte simbole (+, =, ) Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 2 begin leerders met herhaalde optelling tot 10. Leerders sal herhaalde optelling verstaan sodra hulle ‘n goeie getalbegrip van 1 tot 5 het. Herhaalde optelling moet as groepe met dieselfde getalle aan die leerders voorgestel word. Om vermenigvuldiging te verstaan is dit baie belangrik om met gegroepeerde voorwerpe te werk. Leerders moet in staat wees: • om gelyke groepe van voorwerpe te maak; • om die ordenning te kan beskryf; en • om die totale aantal voorwerpe te tel Aanvanklik gaan leerders leer om in ene te tel, maar soos wat hulle meer geoefend raak met die gebruik van oorslaantel, moet hulle voorwerpe tel wat georden is in groepe van twee’s,vyf’s en tien’s . Leerders moet blootgestel word aan verskillende beelde/prente wat hulle begrip van herhaalde optelling sal versterk. Stel leerders bekend aan alledaagse prente van gelyke groepe byvoorbeeld: Groepe van 2 – hande, voete, sokkies, hanskoene, skoene, ore, fietswiele Groepe van 3 – driewiele , hoeke van driehoeke Voorbeeld: Hoeveel wiele altesaam? Hoeveel vingers? Voltooi die onderstaande getalsin. + + = 15 Opteken van beelde/prente van herhaalde optelling Die fokus is op die ontwikkeling van taal om vermenigvuldiging te verstaan. Leerders rekordeer hul begrip van vermenigvuldiging deur prente te gebruik. Prente van gegroepeerde voorwerpe word aan leerders gegee en hulle teken sirkels rondom die groepe voorwerpe. Gebruik die woordeskat 2 groepe van 3. Sodra leerders vertroud is met die beskrywing van prent voorstellings, kan die woordeskat in getalsinne gebruik word. Die getallesin: 3 + 3 = 6 CAPS FP Wiskunde Graad 1 - 3 147 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIP EN VAARDIGHEDE BEGRIPS-EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.16 Hoofrekene Getalbegrip: getalgebied 20 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 20 en sê watter getal is 1, 2 en 10 meer of minder Vinnige herroep: • Getalkombinasies tot 10 • Hersien optelling en aftrekking tot 10 Hoofrekenestrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Plaas die groter getal eerste om aan te tel en terug te tel • Getallelyn • Verdubbeling en halvering • Opbou- en afbreek van getalle Getalbegrip: getalgebied 20 • Orden ‘n gegewe versameling geselektee00 Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 2 verhoog die getalreeks vanaf 5 tot 10. Voorbeelde van vrae en aktiwiteite wat gedoen kan word: • Begin by 3 en tel aan in ene tot by 10. • Watter getal is minder - 8 of 5? • Watter getal is meer - 8 of 4? • Watter getal is 2 minder as 9? • Watter getal is 2 meer as 3? • Gee ‘n getal tussen 1 en 3. • Gee ‘n getal tusssen 6 en 10. Is daar net een getal? • Orden die getalkaarte vanaf die kleinste tot die grootste getal. 148 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 2 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep eie patrone Skep eie Meetkundige patrone • met voorwerpe • deur lyne, vorms of voorwerpe te teken Patrone rondom ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Kopieer, brei uit, en beskryf Kopieer, brei uit en beskryf in woorde • Eenvoudige patrone met voorwerpe gemaak • Eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep eie patrone Skep eie Meetkundige patrone • met voorwerpe • deur lyne, vorms of voorwerpe te teken Kopieering van die patroon help leerders om die logika te sien van die manier waarop die patroon gemaak is. Uitbreiding van die patroon help leerders om na te gaan of hulle die logika van die patroon verstaan. Beskrywing van die patroon help leerders om hulle woordeskat te ontwikkel en praatvaardighede uit te brei. Dit help ook die onderwyser om te sien hoe die leerders die patroon intepreteer. In graad 1 kan leerders op patrone fokus waarin voorwerpe of groepe voorwerpe op presies dieselfde manier herhaal word. In kwartaal 2 is die meeste leerders gemaklik met die gebruik van kryt of ‘n potlood om mee te teken. Leerders kan vorder na die kopieering en uitbreiding van patrone met prente, in plaas van met voorwerpe. Hulle moet ook op die beskrywing van patrone fokus. Dit is nie altyd maklik vir leerders om ‘n patroon te beskryf nie. Jy kan hulle help om te leer wat hulle veronderstel is om te doen, deur vrae soos die volgende te vra: “Watter vorms sien jy in die patroon?” “Is hulle almal dieselfde kleur?” “Sien jy meer as een vorm in die patroon?” “Wys die voorwerpe almal in dieselfde rigting?” “Is daar dieseldfe aantal voorwerpe in elke groep?” “Hoeveel voorwerpe is daar in elke groep?” “Is al die vorms dieselfde grootte? ensovoorts. In kwartaal 2 kan die fokus op die gebruik van 2D-Meetkundige vorms en 3D Meetkundige voorwerpe wees waarvan die leerders in kwartaal 1 geleer het. Leerders kan 2D-vorms maak deur papier of karton uit te knip of hulle kan dit teken. Hulle kan patrone van boksvorme en balvorme uit klei of speeldeeg maak. Patrone kan gemaak word deur een vorm te gebruik, maar die kleure van die voorwerpe kan verander. Dit is raadsaam om graad 1-leerders te help om te sien watter groepering herhaal word, deur elke groep in ‘n ander stuk papier te plaas, of dit in ‘n blok op die bladsy te vertoon. CAPS FP Wiskunde Graad 1 - 3 149 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep eie patrone Skep eie Meetkundige patrone • met voorwerpe • deur lyne, vorms of voorwerpe te teken Patrone rondom ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Kopieer, brei uit, en beskryf Kopieer, brei uit en beskryf in woorde • Eenvoudige patrone met voorwerpe gemaak • Eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep eie patrone Skep eie Meetkundige patrone • met voorwerpe • deur lyne, vorms of voorwerpe te teken Patrone kan gemaak word van identiese repeterende groepe, waar elke groep slegs een tipe voorwerp het, maar die posisie van die voorwerp verander. Identiese groepe word herhaal. Voorbeeld: In sommige patrone word verskillende voorwerpe gebruik om ‘n groep te maak, maar die groepe van voorwerpe word op dieselfde manier herhaal. Voorbeeld: In sommige patrone word die grootte van die voorwerpe afgewissel, maar groepe word op dieselfde manier herhaal. Leerders kan patrone maak deur krale te ryg. Patrone kan ook gedurende die Lewensvaardigheidles gedoen word. 1 les 150 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 2.2 Getal￾patrone Kopieer, brei uit en beskryf. Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 100 Skep eie patrone Skep eie getalpatrone. Reekse behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 1 en 50 Aan in: • Veelvoude van 10 tussen 1 en 50 • Veelvoude van 5 tussen 0 en 50 • Veelvoude van 2 tussen 0 en 20 Skep eie patrone Getalpatrone kan met tel verbind word. Namate leerders se telvaardighede verander en ontwikkel, sal die getalpatrone waarmee leerders werk, ook ontwikkel. Getalpatrone behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 1 en 50 • Veelvoude van 10 tussen 1 en 50 • Veelvoude van 5 tussen 1 en 50 • Veelvoude van 2 tussen 1 en 20 Wanneer leerders hardop tel, kan hulle die patrone en veelvoude op verskillende maniere neerskryf. Hulle kan ook die getal uitwys wat getel word. Voorbeeld: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Leerders kan die ontbrekende getalle van enige van die bostaande patrone invul. Leerders skryf slegs getalle en simbole tot 10. Leerders voltooi slegs die ontbrekende getalle in ‘n reeks getalle groter as 10 as: • Dit mondeling gedoen word; • Getalkaarte voorsien word om in die spasies te plaas; • ‘n Lys getalsimbole voorsien word. Leerders kan dan ‘n lyn trek van die korrekte getalle na die posisie wat dit moet vul. Voorbeelde word onder gegee: ‘n Getallelyn met sommige getalle weggelaat 31   32   34   40   41   36   38   43   46   47   48   50   30   Reekse wys aan en terugtel in ene met sommige getalle weggelaat. Leerders vergelyk getalle met ‘n lys wat voorsien word. Hulle trek ‘n lyn om te wys waar die gekose getalle geplaas moet word. 40, 41, 42, __, 44; __, __, 47, ___, 49, 50. 50, 49, 48, __, __, 45, 44, ___, ____, 41, 40 CAPS FP Wiskunde Graad 1 - 3 151 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 2.2 Getal￾patrone Kopieer, brei uit en beskryf. Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 100 Skep eie patrone Skep eie getalpatrone. Reekse behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 1 en 50 Aan in: • Veelvoude van 10 tussen 1 en 50 • Veelvoude van 5 tussen 0 en 50 • Veelvoude van 2 tussen 0 en 20 Skep eie patrone ‘n Getallelyn wat die aanvanklike intervalle aandui, en leerders vul die ander in. 6   8   4  2   0   ‘n Getalkaart met die getalreeks toegemaak of weggelaat 1 3 5 7 9 11 13 15 17 19 Leerders kan ook getalle inkleur of toemaak as hulle oorslaantel. Teen die einde van die kwartaal, verhoog die getalreeks tot 50. Leerders kan met die hele reeks 1-50 werk, of met dele van die reeks. 3 lesse 152 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 2 3. RUIMTE EN VORM (MEETKUNDE) ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur of 24 minute 3.1 Posisie, oriëntasie en aansig Woordeskat van posisie Beskryf die posisie van voorwerpe in verhouding tot mekaar, byvoorbeeld bo-op, voor, agter, links,regs, op, af, langs/ langsaan. Posisie en aansig Vergelyk verskillende aansigte van dieselfde alledaagse voorwerp Posisie en rigting Volg aanwysings om rond te beweeg in die klaskamer. Volg aanwysings om een voorwerp in verhouding tot ‘n ander te plaas. Die woordeskat van posisie wat in die eerste kwartaal ontwikkel is, moet gereeld gedurende die klas of tydens kort, gefokusde tye geoefen word. Werk oor die woordeskat van posisie kan deur geskrewe rekordering soos tekening, of die vergelyking van tekeninge met woorde gekonsolideer word. Dit kan gedurende selfstandige werkstyd gedoen word. Van die woordeskat van posisie kan ook geoefen word wanneer leerders 2D-vorms vorm. 3.2 3-D voorwerpe Herken en benoem 3D-voorwerpe in die klaskamer en in prente • balvorms (sfere) • boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur • voorwerpe wat rol • voorwerpe wat gly Fokusaktiwiteite Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle. Leerders kan voortgaan om gedurende selfstandige tyd voorwerpe met herwinningsmateriaal, boublokke/vuurhoutjieboksies of konstruksiestelle te bou. CAPS FP Wiskunde Graad 1 - 3 153 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur of 24 minute 3.3 2D-vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2D-vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2D-vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Die meeste werk met vorms in graad 1 word prakties, met konkrete voorwerpe gedoen. Alle werk moet deur geskrewe oefeninge gekonsolideer word. Leerders begin met vryspel deur verskeie vorms te gebruik om prente te maak met uitgeknipte, Meetkundige vorms. Dit kan ook gedurende selfstandige werkstyd en Lewensvaardigheidslesse gedoen word. Leerders kopieer prente wat van Meetkundige vorms gemaak is. Die prente kan deur die onderwyser of handboek verkry word. Dit stel leerders in staat om sirkels en vierkante in verskillende posisies te identifiseer. Dit kan gedurende selfstandige werkstyd en lewensvaardigheidslesse gedoen word. Vergelyking en beskrywing van 2D-vorms: grootte Leerders vergelyk die grootte van soortgelyke vorms, byvoorbeeld: • orden sirkels van die kleinste tot die grootste; en • plaas al die vierkante of dieselfde groottes bymekaar. Gebruik die woordeskat van grootte om verskillende vorms te vergelyk, byvoorbeeld: “Ek teken ‘n driehoek binne-in die vierkant, dus is die driehoek kleiner as die vierkant.” Beskryf 2D-vorms (kleur) Leerders praat oor die kleure van vorms en sorteer dan vorms volgens die kleure. Identifiseer en benoem voorwerpe en hulle kleure, vergelyk die groottes van die voorwerpe. Dit kan tydens patroonwerk ingeoefen word. Herken en benoem sirkels, driehoeke en vierkante Leerders moet met sirkels en vierkante van verskillende groottes, en driehoeke wat verskillend gevorm is, werk. Dit is belangrik dat leerders nie net een voorbeeld van elke vorm sien nie. Die meeste kommersiële vormstelle het slegs een voorbeeld van driehoeke. Leerders moet in staat wees om die volgende te herken: • Driehoeke wat verskillend gevorm is en in verskillende posisies geplaas is. Hier is van die driehoeke: • Vierkante van verskillende groottes wat in verskillende posisies geplaas is. Hier is sommige vierhoeke: 3 lesse 154 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur of 24 minute 3.3 2D-vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2D-vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2D-vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Sirkels van verskillende groottes. Hier is van die sirkels: Dit is raadsaam dat leerders met ‘n uitgeknipte kartonmodelle of -vorms werk. Dit laat leerders toe om verskillende driehoeke en vierkante in verskillende posisies te sien. Leerders sorteer vorms volgens hul sye (reguit of rond). Leerders sorteer en groepeer vorms volgens driehoeke, vierkante of sirkels. Werk word deur middel van geskrewe oefeninge gekonsolideer. Hierdie oefeninge sluit in: inkleur, pas van vorm by sy naam, ensovoorts. 3 lesse CAPS FP Wiskunde Graad 1 - 3 155 WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 2 4. METING ONDERW￾ERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.1 TYD Tydsduur Praat oor tydsduur • Orden alledaagse gebeure uit hul eie lewenservarings • Vergelyk tydsduur deur woordeskat soos langer, korter, vinniger, stadiger te gebruik • Gebruik woordeskat soos gister, vandag en môre om gebeure te orden Lees van tyd • Beskryf wanneer iets gebeur deur gebruik te maak van oggend, middag, aand/saans, vroeg/laat • Ken die dae van die week • Ken die maande van die jaar • Dui verjaarsdae op ‘n kalender aan Leerders moet leer om oor die volgende te praat: • die volgorde van gebeure • tydsduur Leerders gaan voort om op verskillende maniere oor tyd te praat op ‘n daaglikse basis gedurende klassikale- of fokusgroeponderrigtyd. Leerders praat en vra wanneer dinge gebeur, gebruik taal soos oggend, middag, aand, vroeg en laat. Ontwikkel woordeskat om tydsverwysings soos gister, vandag, more, die dae van die week en maande van die jaar te orden. Leerders vergelyk tydsduur deur woorde soos langer of korter, vinniger of stadiger te gebruik. Leerders praat oor gebeure uit hul eie lewenservaringe. Hulle orden ook gebeure met behulp van prente soos: • die stappe om ‘n toebroodjie of ‘n koppie tee te maak • die groei van ‘n baba tot ‘n volwassene; • die lewensiklus van diere, byvoorbeeld van eier tot kuiken, of eier tot padda, of eier tot skoenlapper • gereelde gebeure deur die dag (opstaan, skool bywoon, speel, eet, aandete, slaap). Gaan voort om verjaarsdae vir die res van die jaar op die kalender te plaas. 156 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERW- ERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.2 Lengte Informele meting • Vergelyk en orden die lengte, hoogte of breedte van meer as een voorwerp deur hulle langs mekaar te plaas • Gebruik woordekat om oor vergelykings te praat, byvoorbeeld langer, korter, wyer . • Skat, meet, orden en rekordeer/teken lengte op deur gebruik te maak van niestandaard meting, byvoorbeeld handbreedtes, potloodlengtes, tellers, treë, ensovoorts. Alle meting in graad 1 is informeel. Geen formele meting van lengte in standaardeenhede word gedoen nie. In graad 1 word dit aanbeveel dat leerders fokus op: • direkte vergelyking van die lengte van voorwerpe deur hulle langs mekaar te plaas. • die vergelyking en ordening van die lengte, hoogte of breedte van drie of meer voorwerpe deur voorwerpe in pare langs mekaar te plaas tot alle voorwerpe in volgorde is; • die ontwikkeling van woordeskat om oor verskille in lengte, hoogte, breedte, ensovoorts te praat. Gedurende selfstandige werkstyd deur die kwartaal kan leerders oefen om die lengte, hoogte of breedte van drie of meer voorwerpe in pare langs mekaar plaas tot alle voorwerpe in volgorde is. 4.3 Massa Informele meting • Skat, meet, orden en rekordeer/teken massa op deur gebruik te maak van nie-standaard meting en ‘n weegskaal, byvoorbeeld blokke, stene, ensovoorts. • Ontwikkel woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder Alle meting in graad 1 is informeel. Geen formele meting van massa met standaard eenhede word gedoen nie. In die eerste (1ste) kwartaal word aanbeveel dat leerders fokus op: • direkte vergelyking van die massa van voorwerpe; • die vergelyking en ordening van die massa van drie of meer voorwerpe deur twee voorwerpe op ‘n weegskaal/balanseerskaal te plaas tot alle voorwerpe georden is; en • die ontwikkeling van woordeskat om oor die verskille in massa te praat Gedurende selfstandige werkstyd deur die kwartaal kan leerders vergelyk, oefen, konsolideer en orden deur die massa van drie of meer voorwerpe in pare langs mekaar te plaas tot alle voorwerpe in volgorde is. Alle werk moet opgeteken word CAPS FP Wiskunde Graad 1 - 3 157 WISKUNDE GRAAD 1-3 ONDERW￾ERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.4 Kapasiteit / Volume Informele meting • Vergelyk en orden die hoeveelheid vloeistof (volume) in twee houers wat langs mekaar geplaas is. Leerders kyk terwyl dit in ‘n derde houer te gegooi word. • Vergelyk en orden die hoeveelheid vloeistof wat twee houers kan bevat (kapasiteit) • Ontwikkel woordeskat om oor die vergelyking te praat byvoorbeeld meer as, minder as, vol, leeg • Skat en meet, vergelyk en orden die kapasiteit van houers deur nie￾standaard meting, byvoorbeeld lepels en koppies, te gebruik Informele meting • Vergelyk en orden die hoeveelheid vloeistof (volume) in twee houers wat langs mekaar geplaas word. Leerders kyk terwyl dit in ‘n derde houer gegooi word. • Vergelyk en orden die hoeveelheid vloeistof wat twee houers kan vul (kapasiteit) • Ontwikkel woordeskat om oor die vergelyking te praat, bv. meer as, minder as, vol, leeg • Skat en meet, vergelyk en orden die kapasiteit van houers deur nie￾standaard meting, byvoorbeeld lepels en koppies, te gebruik Alle meting in graad 1 is informeel. Geen formele meting met standaardeenhede word gedoen nie. Die fokus in kwartaal 1 was daarop gebaseer om woordeskat te ontwikkel om oor uiterstes en vergelyking met betrekking tot volume te praat. Die fokus in kwartaal 2 is op direkte vergelykings gebaseer. In kwartaal 4 kan leerders fokus om met informele eenhede van meting werk. Leerders kan ook hierdie begrippe dwarsdeur die jaar gedurende selfstandige werktyd oefen en konsolideer Direkte vergelyking van volumes in houers • Verstaan volume en die woordeskat om daaroor te praat Leerders begin oor volume praat deur te vergelyk hoeveel vloeistof daar in twee identiese houers is (teken twee identiese houers). Die fokus is op: - vol en leeg; - meer as / minder as; - dieselfde as. Leerders maak houers vol en leeg • Vergelyk volumes van twee of meer houers wat verskillend lyk deur dit in ‘n derde houer te gooi. As die leerders eers oor die uiterstes van die volumes kan praat (byvoorbeeld leeg en vol) en die volumes (wat met die eerste oogopslag beslis verskillend gaan wees) in twee identiese houers kan vergelyk, kan hulle aangaan om die volume in twee houers wat verskillend lyk, te vergelyk. Fokus spesifiek op houers wat breed en smal is, byvoorbeeld: • Vul ‘n 2-liter bottel en ‘n 500ml bottel; • Vra vir die leerders watter bottel die meeste bevat. Leerders kan evalueer deur die vloeistof in ‘n derde houer te gooi en die hoogte af te merk. Jong leerders neem selde in ag hoe breed ‘n houer is wanneer hulle oor volume kommentaar lewer; hulle is geneig om net te kyk hoe ver die houer gevul is. Leerders moet baie geleenthede gegee word om volumes in houers met verskillende breedtes te vergelyk. Optekening Leerders moet alle werk opteken. 2 lesse 158 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 2 5. DATA HANTERING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIP EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERKLARENDE NOTAS VIR ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) Werk met versamelings 5.1 Versamel en sorteer voorwerpe Versamel en vergelyk voorwerpe. Versamel en sorteer alledaagse voorwerpe Versamel en vergelyk voorwerpe. Versamel en sorteer alledaagse fisiese voorwerpe . Verwys na notas vir kwartaal 1. In die tweede kwartaal gaan die leerders voort om op dieselfde manier met versamelings te werk, maar minder leiding word gegee. As daar eers aan die leerders leiding gegee is oor die proses van sortering en aanbieding van versamelings, kan hulle dit in selfstandige werkstyd inoefen. As leerders eers geoefen het om antwoorde oor versamelings te gee, kan hulle gevra word om die versameling te beskryf, sonder dat daar aan hulle leiding gegee word deur spesifieke vrae. 1 les 5.2 Voorstelling van gesorteerde versameling voorwerpe Voorstelling van ‘n gesorteerde versameling voorwerpe. Teken ‘n prentjie van die versamelde voorwerpe. Bied weer ‘n gesorteerde versameling voorwerpe aan. Teken ‘n prentjie van die versamelde voorwerpe. 5.3 Bespreek en doen verslag oor die gesorteerde versameling voorwerpe Bespreek en doen verslag oor die gesorteerde versameling voorwerpe • die manier waarop versameling gesorteer word • Beantwoord vrae oor: - Hoe sortering gedoen is (proses ) - Hoe die gesorteerde versameling lyk (produk ) • Beskryf die versameling en tekening • Verduidelik hoe die versameling gesorteer is Bespreek en rapporteer oor die gesorteerde versameling voorwerpe • Gee redes vir die wyse waarop die versameling gesorteer word • Beantwoord vrae oor: - Hoe sortering gedoen is (proses) - Hoe die gesorteerde versameling lyk (produk) • Beskryf die versameling en tekening • Verduidelik hoe die versameling gesorteer is. Dit word aanbeveel dat die datahantering die fokus vir kwartaal 3 en 4 is. CAPS FP Wiskunde Graad 1 - 3 159 WISKUNDE GRAAD 1-3 GRAAD 1 KWARTAAL 3 1. GETALLE, BEWERKINGS EN VERWANTSKAPPE ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR KWARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) GETALBEGRIPSONTWIKKELING: Tel met heelgetalle 1.1 Tel voorwerpe Tel tot 50 alledaagse voorwerpe akkuraat. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Tel alledaagse voorwerpe akkuraat tot 40. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Hoe verskil kwartaal 3 van kwartaal 2 In kwartaal 3 brei die leerders die telgebied uit. Daar word steeds gefokus om die kardinale beginsels te verstaan. Gedurende die kwartaal behoort die leerders te leer hoe om voorwerpe sitematies te orden wanneer hulle tel sodat hulle hul telwerk kan kontroleer. Hierdie wyse maak dit vir hulle makliker om te tel. Tellers word in rye uitgepak Gedurende hierdie kwartaal gaan die leerders voort om hulle telvaardighede uit te brei en te oefen: • alles tel • aantel • die kardinaliteitsbeginsel van getalle • werk met geskrewe tekste Subitering Leerders bou voort op die herkenning van voorwerpe in ‘n klein versameling. Tel in groepe Leerders behoort voorwerpe in twees, vywe en tiene te groepeer sodat hulle in staat sal wees om akkuraat in veelvoude van 2, 5 en 10 te tel. Getalkaarte behoort by elke versameling vertoon te word om die getal voorwerpe te identifiseer. Groeptel sal die leerders voorberei om die veelvoude te verstaan. Hulpbronne: Die apparaat wat gebruik moet word behoort sorgvuldig beplan te word. • Gestrutureerde apparaat byvoorbeeld ‘n string telkrale • Die telraam/abakus kan gebruik word om in tiene te tel. • Leerders kan bondels van 2, of 5, of 10 met vuurhoutjies of telstokkies uittel. 160 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.2 Tel aan en terug Tel aan en terug in • In ene vanaf enige getal tussen 1 en 100 Tel aan in • Veelvoude van 10 tussen 0 en 100 • Veelvoude van 5 tussen 0 en 100 • Veelvoude van 2 tussen 0 en 100 Tel aan en terug in • In ene vanaf enige getal tussen 1 en 80 Tel aan in • Veelvoude van 10 tussen 0 en 80 • Veelvoude van 5 tussen 0 en 80 • Veelvoude van 2 tussen 0 en 80 Hoe verskil kwartaal 3 van kwartaal 2? In kwartaal 3 tel die leerders nou tot 80 Leerders gaan voort om in veelvoude van 2, 5 en 10 te tel Verdere aktiwiteite: Klasaktiwiteite Tel aan en terug tot 80 • Leerders tel aan en terug • Onderwyser dui die getalle op die getalkaart ( 100-blok) aan wanneer die leerders tot 70 tel • Leerders tel in vyf’s van 25 tot 60 • Leerders tel aan in tiene van 0 to 80 Oorslaantel in vyf’s en tiene tot by 80 • Leerders tel in tiene tot 50 terwyl onderwyseres die getalle op die100-kaart aandui • Onderwyser dui die getalle op die 100-kaart aan soos die leerders in veelvoude van 5 tel • Leerders tel aan in tiene Gebruik die 100-kaart en vra die volgende vrae: • Tel in tiene vanaf 20 • Tel terug in ene vanaf 56 • 80, 70, 60: leerders word gevra om die volgende 3 getalle te noem deur die 100-kaart te gebruik Selfstandige werk Die vaardigheid van oorslaantel moet toegepas word by geskrewe aktiwiteite: Leerders kan: • Eenvoudige getalpatrone voltooi • Leerders kan ontbrekende getalle op ‘n getalmat en ‘n getallelyn invul Skryf die volgende twee getalle: 66, 65, 64, __, __, CAPS FP Wiskunde Graad 1 - 3 161 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.3 Getalsim￾bole en getalname Herken, identifiseer en lees getalle. • Herken, identifiseer en lees getalsimbole vanaf 0 tot 100 • Skryf getalsimbole 0 to 20. • Herken, identifiseer en lees getalname 1 tot 10 • Skryf getalname 1 to 10. Herken, identifiseer en lees getalle. • Herken, identifiseer en lees getalsimbole vanaf 0 tot 100 • Skryf getalsimbole 0 tot 20. • Herken, identifiseer en lees getalname1 tot10 • Skryf getalname 1 to 10. Hoe verskil kwartaal 3 van kwartaal 2? In die derde kwartaal verhoog die getalgebied na 80. Leerders behoort nou getalsimbole tot 20 te kan skryf. Leerders behoort nou berekenings tot 20 te kan doen en ook getalsinne tot 20 te kan skryf. Leerders gaan voort om die lees en die skryf van getalname te oefen. Hulle behoort die simbool en die getalnaam bymekaar te kan pas. Gedurende selfstandige werktyd behoort die leerders aktiwiteite in hulle werkboeke/klaswerkboeke te doen. Voorbeelde van skriftelike werk: Pas die woorde by die voorwerpe Een  Twee     Drie  Vier  Vyf  Ses  Sewe  Agt      Tien  Daar word van die leerders verwag • Om getalsimbole tot 50 te lees • Om getalsimbole tot 20 te skryf • Om getalname tot 10 te lees • Om getalname tot 10 te skryf 162 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.4 Beskryf, vergelyk en orden getalle Orden en vergelyk voorwerpe. • Vergelyk versamelings van voorwerpe volgens baie, min, meeste, minste, meer as, minder as, dieselfde/ is gelyk aan en verskillend • Orden versamelings van voorwerpe van die minste tot die meeste • Getalgebied tot 20 voorwerpe Orden en vergelyk getalle • Orden getalle - Van die kleinste tot die grootste en die grootste tot die kleinste - Voor, agter, in die middel / tussen - Gebruik die getalllelyn 0-20 • Vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as en is gelyk aan • Een tot een afparing • Getalgebied tot 20 Gebruik ranggetalle om die volgorde, plek of posisie aan te dui • Posisioneer voorwerpe in ‘n ry van eerste tot tiende of eerste tot laaste, byvoorbeeld eerste, tweede, derde...... tiende, laaste (ranggetalle) Die rangorde- aspekte van getalle in die reeks: eerste tot tiende Orden en vergelyk 15 voorwerpe • Vergelyk versamelings van voorwerpe volgens baie, min, meeste, minste, meer as, minder as, dieselfde as / is gelyk aan en verskillend • Orden versamelings van voorwerpe van die minste tot die meeste • Getalgebied tot 15 voorwerpe Orden en vergelyk getalle tot 15 • Orden getalle - Van die kleinste tot die grootste en die grootste tot die kleinste - Voor, agter, in die middel / tussen - Gebruik die getalllyn 0-80 • Vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as en is gelyk aan • Een tot een afparing • Getalgebied tot 15 Gebruik ordinale getalle (rangorde) om die volgorde, plek of posisie aan te dui • Posisioneer voorwerpe in ‘n ry van eerste tot tiende of eerste tot laaste, byvoorbeeld eerste, tweede, derde......tiende, laaste (ordinale getalle) Hoe verskil kwartaal 3 van kwartaal 2? In kwartaal 3 gaan leerders voort om : • Versameling voorwerpe te orden en te vergelyk • Getalle te orden en te vergelyk • Die woordeskat van orden en vergelyk te gebruik Verdere aktiwiteite: Onderwyser noem die getal 12 aan leerders: Onderwyser vra vrae soos: “Waar is die getal op die getallelyn?” Watter getal kom voor 12? Watter getal kom na 12? 12 is een meer as ___ 12 is een minder as ____ CAPS FP Wiskunde Graad 1 - 3 163 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van ten minste twee￾syfergetalle tot 20 • Verdeel twee￾syfergetalle in tiene en ene tot 20, byvoorbeeld 12 is 10 en 2 Herken die plekwaarde van ten minste tweesyfergetalle tot 15 • Verdeel twee￾syfergetalle in tiene en ene tot 15, byvoorbeeld 12 is 10 en 2 Hoe verskil kwartaal 3 van kwartaal 2? Gedurende hierdie kwartaal begin leeders die getalle in tiene en ene verdeel: • Groepering van voorwerpe tot 10; • Die geskrewe vorm van 14 = 10 en 4 ‘n Volledige begrip van plekwaarde in getalle ontwikkel vanaf die Grondslagfase en die Intermediêre fase. Leerders in graad 1 begin in groepe van 10 voorwerpe as ‘n eenheid dink. Hulle verstaan dat 10 as ‘n enkele eenheid in plaas van 10 los ene voorgestel kan word. Leerders ontwikkel en verstaan getalbegrip in hierdie kwartaal. Leerders behoort • Getalname te ken en te tel tot ten minste 20 • Getalsimbole te lees en skryf • Eenvoudige opteling en aftrekking te doen • Fisiese voorwerpe te tel en groepeer • Die groepe voor te stel Afbreek van getalle in tiene ene Die fokus in Graad 1 is om groepe van tiene en los ene te maak. Voordat getalle in tien en ene gegroepeer kan word, behoort leerders genoegsame oefening in die afbreek van getalle op verskillende maniere in kwartaal 1 en kwartaal 2 gedoen het. Gedurende die eerste twee kwartale moes hierdie aktiwiteite reeds prakties sowel as skriftelik plaasgevind het. Die gebruik van konkrete apparaat Die gebruik van konkrete apparaat is belangrik in die ontwikkeling van die leerder se getalbegrip, voorstelling van getalle en die begrip van plekwaarde. Gebruik konkrete apparaat wanneer voorwerpe in tiene en ene verdeel word. Die leerders moet verstaan dat 10 bestaan uit een groep van 10 los ene. Leerders moet die konkrete apparaat manupileer om tot die ontdekking te kom dat 14 bestaan uit een groep van tien en vier los ene. Deur gebruik te maak van die abakus/telraam is die leerders in staat om die volgende Aan te toon: een tien; een tien en twee ene; een tien en drie ene; een tien en vier ene. 164 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van ten minste twee￾syfergetalle tot 20 • Verdeel twee￾syfergetalle in tiene en ene tot 20, byvoorbeeld 12 is 10 en 2 Herken die plekwaarde van ten minste tweesyfergetalle tot 15 • Verdeel twee￾syfergetalle in tiene en ene tot 15, byvoorbeeld 12 is 10 en 2 Verwag van die leerders om in ene te tel wanneer hulle groepe van tien maak. Vir sommige leerders sal dit die enigeste manier wees om ‘n getal te benoem / te sê hoeveel dit is. Leerders kan bondels maak van tien en los ene om te wys dat 11 uit een bondel van 10 met een los een bestaan. Unifix blokkies kan aanmekaar vasgesit word om torings van 10 te bou Kaarte met plekwaarde kan gebruik word om tiene en ene te vertoon. Beweeg na skriftelike aktiwiteite Prentvoorstelling van groepering van tiene en ene. Getalkaarte kan aan die leerders getoon word wat hulle sal toelaat om in tiene en ene te groepeer met ene wat oorbly (‘n res) Voorbeeld: Teen die einde van die kwartaal behoort die leerders die volgende te kan skryf: 13= 1 tien en 3 los ene 13= 10 en 3 Hulpbronne wat aanbeveel word: Voorwerpe wat gegroepeer kan word • Telstokkies • Tellers wat ingeryg kan word • Vuurhoutjies • Roomysstokkies • Unifixblokkies • Telkrale • Abakus/telraam CAPS FP Wiskunde Graad 1 - 3 165 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat byvoorbeeld tellers • Prente wat die storiesom voorstel kan geteken word • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne wat ondersteun word deur konkrete apparaat Hoe verskil kwartaal 3 van kwartaal 2? Die leerders gaan voort om optellingstegnieke te oefen. Halvering en verdubbeling kan ook as opteltegnieke gedurende die kwartaal gebruik word. Leerders behoort voortdurend halvering en verdubbeling in woordprobleme en konteksvrye situasies te oefen. Teen die einde van hierdie kwartaal behoort die leerders probleme op te los deur die volgende tegnieke te gebruik: • Tekeninge of konkrete voorwerpe • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Sien notas van Kwartaal 2 1.7 Optelling en aftrekking Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 20 gebruik te maak. Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 15 gebruik te maak. Hoe verskil kwartaal 3 van kwartaal 2? Sien notas van kwartaal 2 maar werk net tot getal 15 1.8 Herhaalde optel wat lei tot vermenig￾vuldiging Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 20 gebruik te maak Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 15 gebruik te maak Sien notas van kwartaal 2 maar werk net tot getal 15 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering met heelgetalle tot 20 en antwoorde met ‘n res insluit Los probleme op en verduidelik oplossings wat gelykop deling en groepering met heelgetalle tot 20 en antwoorde met ‘n res insluit Sien notas van kwartaal 1 maar werk net tot getal 15 166 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.11 Geld • Herken en identifiseer SA geldeenhede: - munte 5c, 10c, 20, 50c, R1, R2; R5 en - banknote R10 en R20 • Los geldprobleme op wat totale en kleingeld in sent tot 20c of rande tot R20 insluit • Herken en identifiseer SA geldeenhede: - munte 5c, 10c, 20, 50c, R1, R2; R5 - note R10 en R20 • Los geldprobleme op wat kleingeld in sent tot 20c of rande tot R20 insluit Totale – alleenlik in Rande Leerders work met R1, R2, R5, R10 en R20 banknote. Hulle tel hoeveelhede tot R20 prakties en modelings op deur gebruik te maak van speelgeld. Voorbeelde: R5 + R10 = R15 R10 + R10 + R10 = R30 – herhaalde optelling R5 + R2 + R8 = R15 - maak 10 vol Kleingeld – slegs rande Leerders werk met R1, R2, R5, R10 and R20 note. Hulle doen aftrekking prakties deur van papiernote gebruik te maak. Leerders voltooi werkskaarte waar hulle die kleingeld van items wat hulle vir R20 of minder kan koop. Voorbeelde: 10 – R8 = R2 R15 – R5 = R10 BE WERKINGS 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkings gedoen word: • konkrete apparaat, byvoorbeeld tellers • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer bewerkings uitgevoer word: • konkrete apparaat • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne ondersteun deur konkrete apparaat byvoorbeeld telkrale Daar word van leerders verwag om konteksvrye bewerkings op te los deur die volgende tegnieke te gebruik. • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Sien notas vir Kwartaal 2 CAPS FP Wiskunde Graad 1 - 3 167 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR KWARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalgebied: 0 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 Getalgebied: 0 - 15 • Optel tot 15 • Aftrek vanaf 15 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 9 Hoe verskil kwartaal 3 van kwartaal 2? In kwartaal 2 het die getalgebied vir bewerkings verhoog van 10 to 15 Vir leerders om gemaklik met die simbole van optelling en aftrekking te werk, behoort hulle genoegsame ondervinding van die volgende te hê: • gebruik en verstaan die woordeskat van optelling en aftrekking • tel alles • tel aan van die groter getal • orden en vergelyk getalle Bewerkingsstrategieë wanneer plus en minus gedoen word. Gedurende hierdie kwartaal sal die leerders voortgaan om die volgende strategieë te gebruik: • optelling deur alles te tel • optelling deur aan te tel • tel aan vanaf die groter getal • aftrekking deur weg te neem • aftrekking deur terug te tel Gedurende hierdie kwartaal sal leerders die volgende doen: Verander ‘n getal na 10 en dan trek dan ene af of tel dit by. Hierdie strategieë kan in lae getalgebiede aangeleer word en in hoër getalgebiede toegepas word. Voorbeeld: 9 + 6 = Die leerders kan die volgende hardop sê: “Ek sal een wegneem van die 6 en dit bytel by die 9 om tien vol te maak.” Dan kan 9 + 6 as 10 + 5 = 15 geskryf word. Voorbeeld: 8 + 5 = Die leerders kan die volgende hardop sê: “Ek sal 2 wegneem van die 5 en dit bytel by die 8 om 10 vol te maak.” Dan kan 8 + 5 as 10 + 3 = 13 geskryf word. 168 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalgebied: 0 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 Getalgebied: 0 - 15 • Optel tot 15 • Aftrek vanaf 15 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 9 Leerders kan voorwerpe gebruik om hierdie strategie te verstaan en aan te leer. Voorbeeld: Groepeer die honde om 10 vol te maak. 9 + 4 10 + 3 9 + 4 = 10 + 3 = 13 Breek ‘n getal in kleiner dele op om die bewerking te vergemaklik. Leerders sal ‘n getal afbreek in kleiner dele. Hulle sal die getal in dele afbreek wat dit vir hulle makliker maak om die berekening te maak. • Maak gebruik van getalle om denke aan te dui 8 + 6 =  8 + 2 + 4 8 + 2 → 10 + 4 = 14 8 + 7 =  8 + 2 + 5 8 + 2 → 10 + 5 = 15 15 – 9 =  15 – (5+4) 15 – 5 → 10 – 4 = 6 CAPS FP Wiskunde Graad 1 - 3 169 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking Getalgebied: 0 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 Getalgebied: 0 - 15 • Optel tot 15 • Aftrek vanaf 15 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 9 Gebruik en toepassing van vorige kennis as tegnieke Die onderstaande tegnieke laat leerders toe om hul telvaardighede en getalbegrip te vorm. Die inoefening van hierdie tegnieke sal leerders aanmoedig om oor die verband tussen getalle na te dink en dit leer die leerders dat hulle hul kennis kan gebruik en toepas om bewerkinge te doen. Plaas die groter getal eerste sodat aan of terug getel kan word 4 + 12 =  Herrangskik 4 + 12 as 12 + 2 en tel nog 2 by. Herken amperdubbels 7 + 6 Die leerders kan verduidelik dat die som as 6 + 6 -1 (dubbel 6 plus 1) or 7 + 7 - 1 (dubbel 7 minus 1). Leerders mag hul strategieë neerskryf deur pyltjies te gebruik 6 + 6 12 + 1 = 13 Gebruik kennis om omgekeerde verhoudings tussen optelling en aftrekking aan te toon 15 – 9 =  Die leerder weet dat die som kan herskryf word as ‘n optel som: “Ek weet dat 9 +  = 15 is.” Die leerder mag telling gebruik om die bewerking te voltooi. Getalkombinasies Leerders moet toegelaat word om ‘n verskeidenheid van aktiwiteite te doen om getalkombinasies te oefen. Dit kan gedoen word tydens selfstandige werkstyd. Die getallelyn kan ook gebruik word om die getalkombinasies tot 9 te oefen. Die konsep van verdubbeling Leerders behoort getalsinne in kwartaal 3 te kan skryf. 1 + 1 =  2 – 1 =  2 + 2 =  4 – 2 =  3 + 3 =  6 – 3 =  4 + 4 =  8 – 4 =  Leerders behoort die volgende vrae te kan beantwoord: • Verdubbel 3. • Hoeveel is twee 3’s? • Ek gooi dubbel ses. Wat is my telling? • Hoeveel sokkies is daar in 5 pare? 170 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.14 Herhaalde optelling wat lei tot vermenig￾vuldiging Herhaalde optelling (van dieselfde getal) tot 20 Gebruik toepaslike simbole ( +, =, ) Herhaalde optelling (van dieselfde getal) tot 15 Gebruik toepaslike simbole ( +, =, ) Hoe verskil kwartaal 3 van kwartaal 2? In kwartaal 3 word daar voortgegaan om die woordeskat van herhaalde optelling te ontwikkel. • 2 groepe 3 • 4 groepe van 2 Leerders gaan voort om getalsinne vanaf prentevoorstellings te skryf. Daar behoort voortgegaan te word met oorslaantel sodat groepeerde voorwerpe in prente verstaan kan word. Wanneer voorwerpe in groepe van twee voorkom of prentevoorstellings in groepe van twee voorkom, behoort leerders in 2’s te tel. 1.16 Hoofrekene (Mental Maths) Getalbegrip: Getalgebied 20 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 20 en verduidelik watter is meer of minder • Weet watter getal is 1 meer of 1 minder • Weet watter getal is 2 meer • of twee minder • Weet watter getal is 10 meer of 10 minder Vinnige herroep: • Getalkombinasies tot 10 • Optel- en aftrekfeite tot 10 Bewerkingstrategieë Gebruik bewerkingstrategieë om doeltreffend te kan optel en aftrek: • orden die groter getal eerste sodat aan en terug getel kan word • getallelyn • verdubbeling en halvering • opbou en afbreek van getalle Getalbegrip: Getalgebied 15 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 15 en verduidelik watter is meer of minder • Weet watter getal is 1 meer of 1 minder • Weet watter getal is 2 meer • of twee minder • Weet watter getal is 10 meer of 10 minder Vinnige herroep: • Getalkombinasies tot 10 • Optel- en aftrekfeite tot 10 Bewerkingstrategieë Gebruik bewerkingstrategieë om doeltreffend te kan optel en aftrek • orden die groter getal eerste sodat aan en terug getel kan word • getallelyn • verdubbeling en halvering • opbou en afbreek van getalle Hoe verskil kwartaal 3 van kwartaal 2? In kwartaal 3 verhoog die getalgebied van 10 tot 15. Die volgende vrae en aktiwiteite kan gevra en gedoen word: • Begin by 3 en tel aan in ene tot 10. • Leerders staan in ‘n ry en vra: “Wie staan eerste, tweede, derde of laaste?” • Watter getal is minder: 14 of 8 • Wat is meer: 8 of 4? • Noem die getal wat tussen 1 en 3 staan? • Noem ‘n getal wat tussen 10 en 14 staan? Is daar net een getal? • Orden hierdie getalkaarte in die korrekte volgorde van die kleinste na die grootste getal. Vinnige herroep Wys die kaart met die korrekte getal om 5 te maak (dit kan neergskryf word of spreikaarte (Flard cards) kan gebruik word) • 1 • 2 • 3 • 4 Wys die getal wat oorbly wanneer .............. weggeneem word van 5 (dit kan neergeskryf word of spreikaarte (Flard cards) kan gebruik word) • 1 • 2 • 3 • 4 1 + 2 = 3 Wat is 2 + 1? Bly die antwoord dieselfde? 3 + 1 = 4 Wat is 1 + 3? Bly die antwoord dieselfde? CAPS FP Wiskunde Graad 1 - 3 171 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.16 Hoofrekene (Mental Maths) Getalbegrip: Getalgebied 20 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 20 en verduidelik watter is meer of minder • Weet watter getal is 1 meer of 1 minder • Weet watter getal is 2 meer • of twee minder • Weet watter getal is 10 meer of 10 minder Vinnige herroep: • Getalkombinasies tot 10 • Optel- en aftrekfeite tot 10 Bewerkingstrategieë Gebruik bewerkingstrategieë om doeltreffend te kan optel en aftrek: • orden die groter getal eerste sodat aan en terug getel kan word • getallelyn • verdubbeling en halvering • opbou en afbreek van getalle Getalbegrip: Getalgebied 15 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 15 en verduidelik watter is meer of minder • Weet watter getal is 1 meer of 1 minder • Weet watter getal is 2 meer • of twee minder • Weet watter getal is 10 meer of 10 minder Vinnige herroep: • Getalkombinasies tot 10 • Optel- en aftrekfeite tot 10 Bewerkingstrategieë Gebruik bewerkingstrategieë om doeltreffend te kan optel en aftrek • orden die groter getal eerste sodat aan en terug getel kan word • getallelyn • verdubbeling en halvering • opbou en afbreek van getalle Bewerkingstrategieë Gebruik bewerkingstrategieë om doeltreffend te kan optel en aftrek. Tel die volgende op deur die groter getal eerste te plaas en tel dan aan: 1 + 2 2 + 3 1 + 4 Verdubbel 1. Hoeveel is 2 twees? Wat is die helfte van 4? Gebruik die getallelyn: Hoeveel spronge van 3 tot 5? Hoeveel spronge van 5 tot 2? 172 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 3 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERP BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep eie patrone Skep eie Meetkundige patrone • met fisiese voorwerpe • deur lyne, vorms of voorwerpe te teken Patrone rondom ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep eie patrone Skep eie Meetkundige patrone • met fisiese voorwerpe • deur lyne, vorms of voorwerpe te teken Leerders in Graad 1 kan fokus op patrone waarvan die elemente op ‘n gereelde basis herhaal word. Sien notas in Kwartaal 2. 1 les CAPS FP Wiskunde Graad 1 - 3 173 WISKUNDE GRAAD 1-3 ONDER￾WERP BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 2.2 Getal￾patrone Kopieer,brei uit en beskryf. Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 100 Skep eie patrone Skep eie getalpatrone. Kopieer, brei uit en beskryf. Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 80 Skep eie patrone • Volgorde van patrone behoort die volgende in te sluit Tel aan en terug in: • 1’ e van enige getal tussen 1 en 80 • veelvoude van 10 tussen 0 en 80 • veelvoude van 5 tussen 0 en 80 • veelvoude van 2 tussen 0 en 80 Skep eie patrone Skep eie getalpatrone Getalpatrone kan met tel verbind word. Namate leerders se telvaardighede verander en ontwikkel, sal die getalpatrone waarmee leerders werk, ook ontwikkel. Getalpatrone behoort aantel en terugtel in te sluit: • ene vanaf enige getal tussen 1 en 80 • tiene vanaf enige veelvoud van 10 tussen 1 en 80 • vywe vanaf enige veelvoud van 5 tussen 1 en 80 • twees vanaf enige veelvoud van 2 tussen 1 en 80 Wanneer leerders hardop tel, kan hulle die patrone en veelvoude op verskillende maniere neerskryf. Hulle kan ook die getal uitwys wat getel word. Voorbeeld 1: Gebruik ‘n getalkaart 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Voorbeeld 2: Gebruik ‘n getallelyn om patrone te identifiseer Tel in 10’e vanaf 50 tot 80 Leerders lees getalle tot 80, maar skryf getalle tussen 1 en 15. Getalpatrone met getalle oor 15 kan gedoen word deur: • getalpatrone in te kleur op die getallekaart; • getalle wat die patroon vorm, te omkring op die getallelyn of getalleblok (grid); • getalkaarte te gebruik om getalvolgorde uit te pak; • getalkaarte te gebruik om die ontbrekende getalle in ‘n geskrewe patroon aan te dui; of • ‘n lys getalsimbole wat aan die leerders voorsien is te gebruik. ‘n Lyn kan getrek word vanaf die getal wat voorsien is tot die posisie waar die getal behoort te wees. Leerders kan die ontbrekende getalle op aktiwiteitskaarte invul. Hulle behoort dan ‘n lys van moontlike getalle wat ingevul kan word ,te ontvang. Hulle kan dan die korrekte getal kies en invul. Byvoorbeeld: 2, 12, 22, ___, 42, 52, 62. 3 lesse 174 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 3 3. RUIMTE EN VORM (MEETKUNDE) ONDER￾WERP BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 3.1 Posisie, oriëntasie en aansig Woordeskat van posisie Beskryf die posisie van voorwerpe in verhouding tot mekaar, byvoorbeeld bo-op, voor, agter, links, regs, op, af langs/ langsaan. Posisie en aansig Pas verskillende aansigte van dieselfde alledaagse voorwerp bv.van vooraf gesien, van bo-af gesien en vanaf die sykant gesien. Posisie en aanwysings Volg aanwysings om in die klaskamer te beweeg Volg aanwysings om een voorwerp in verhouding tot ‘n ander te plaas, byvoorbeeld sit die potlood in die boks Die woordeskat wat tydens die eerste kwartaal aangeleer is, behoort gereeld hersien/ vasgelê te word. Dit kan tydens klasonderrig sowel as fokusgroeponderrig gedurende die kwartaal plaasvind. Woordeskat kan ook geoefen en vasgelê word terwyl leerders met 3-D voorwerpe werk. Posisie en rigting kan vasgelê word deur tekeninge, inkleurwerk of deur woorde en tekeninge te pas. Hierdie oefeninge kan gedurende selfstandige werkstyd gedoen word. CAPS FP Wiskunde Graad 1 - 3 175 WISKUNDE GRAAD 1-3 ONDER￾WERP BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Balvorms (sfere) • Boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur • voorwerpe wat rol • voorwerpe wat gly Fokusaktiwiteite Waarneem en bou van gegewe 3-D voorwerpe met konkrete materiaal soos boublokke, herwinbare materiaal en konstruksieblokke Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Balvorms (sfere) • Boksvorms (prismas) Fokus op kenmerke van 3-D voorwerpe Leerders hanteer balle en balvormige voorwerpe asook verskeie kartondose en ander reghoekige voorwerpe soos prismas of kubusse. Leerders kan ‘n glyplank of helling maak deur ‘n dosie onder die een kant van ‘n groot boek te plaas. Leerders ondersoek en ontdek watter van die voorwerpe kan rol of gly. Leerders kan ondersoek instel watter voorwerpe gebruik kan word om stapels of torings te maak. Gedurende selfstandige werkstyd kan leerders voortgaan om: • voorwerpe te sorteer volgens grootte; • voorwerpe te sorteer volgens kleur; • voorwerpe te bou • balle en prismas van klei/speeldeeg te maak Herken en benoem balle (sfere) en bokse (prismas) Leerders gaan voort om Meetkundige en alledaagse voorwerpe te identifiseer en te beskryf deur hardop te sê: “Hierdie baksteen het dieselfde vorm as die kartondoos en die lemoen het dieselfde vorm as die bal.” Skryfwerk Vaslegging van praktiese 3-D werk geskied deur skriftelike oefeninge. 2 lesse 176 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERP BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 3.3 2-D vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • grootte • kleur • vorm • reguit sye • ronde sye Geen spesifieke fokus word geplaas op 2-D voorwerpe gedurende die derde kwartaal nie. Leerders mag voortgaan om 2-D voorwerpe uit papier te knip en skriftelike oefeninge tydens selfstandige werkstyd in die Wiskunde kontaktyd of gedurende Lewensvaardigheidslesse, te doen. 3.4 Simmetrie Simmetrie • Herken simmetrie in eie liggaam • Herken en teken lyn van simmetrie in 2-D Meetkundige en nie-Meetkundige voorwerpe Simmetrie • Herken simmetrie in eie liggaam • Herken en teken lyn van simmetrie in 2-D Meetkundige en nie-Meetkundige voorwerpe Leerders behoort vir lyne van simmetrie in konkrete voorwerpe en ook prente te soek. Skriftelike werk moet nie net insluit die voltooiing van een helfte van simmetrie nie. Leerders behoort albei lyne van simmetrie in Meetkundige voorwerpe soos driehoeke en nie￾Meetkundige voorwerpe soos om ‘n mens se liggaam te teken, te voltooi. 1 les CAPS FP Wiskunde Graad 1 - 3 177 WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 3 4. METING ONDER￾WERP BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS of ONDERWYSRIGLYNE BENADERDE TYDSDUUR (1 les van 1uur en 24 minute) 4.1 Tyd Tydsduur Praat oor tydsduur • Orden alledaagse gebeure uit hul eie lewenservarings • Vergelyk tydsduur deur woordeskat soos langer, korter, vinniger, stadiger te gebruik • Gebruik woordeskat soos gister, vandag en môre om gebeure te orden Lees van tyad • Beskryf as iets gebeur deur woordeskat soos oggend, middag, nag, vroeg, laat te gebruik • Ken die dae van die week • Ken die maande van die jaar • Dui verjaarsdae op ‘n kalender aan Leerders moet leer om oor die volgende te praat: • die volgorde van gebeure; en • tydsduur. Leerders gaan voort om op verskillende maniere oor tyd te praat op ‘n daaglikse basis gedurende klassikale- of fokusgroeponderrigtyd. Leerders praat en vra wanneer dinge gebeur, gebruik taal soos oggend, middag, aand, vroeg en laat. Ontwikkel woordeskat om tydsverwysings soos gister, vandag, more, die dae van die week en maande van die jaar te orden. Leerders vergelyk tydsduur deur woorde soos langer of korter, vinniger of stadiger te gebruik. Leerders praat oor gebeure uit hul eie lewenservaringe. Hulle orden ook gebeure met behulp van prente soos: • die stappe om ‘n toebroodjie of ‘n koppie tee te maak • die groei van ‘n baba tot ‘n volwassene; • die lewensiklus van diere, byvoorbeeld van eier tot kuiken, of eier tot padda, of eier tot skoenlapper • gereelde gebeure deur die dag (opstaan, skool bywoon, speel, eet, aandete, slaap). Gaan voort om verjaarsdae vir die res van die jaar op die kalender te plaas. 178 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERP BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS of ONDERWYSRIGLYNE BENADERDE TYDSDUUR (1 les van 1uur en 24 minute) 4.2 Lengte Informele meting • Vergelyk en orden die lengte, hoogte of breedte van twee of meer voorwerpe deur hulle langs mekaar te plaas • Gebruik woordeskat en bespreek die vergelyking tussen langer, korter, langer, wyer • Skat, meet, orden en rekordeer/teken lengte op deur gebruik te maak van niestandaard meting, byvoorbeeld handbreedtes, potloodlengtes, tellers, treë, ensovoorts. Informele meting • Skat, meet, vergelyk, orden en teken lengte op deur gebruik te maak van nie-standaard meeteenhede, byvoorbeeld handspanne, treë, potloodlengtes en tellers Hoe verskil kwartaal 3 van kwartaal 2? Alle meting in graad 1 is informeel. Geen formele meting van lengte volgens standaardeenhede word gedoen nie. In kwartaal 1 word aanbeveel dat leerders fokus op: • direkte vergelyking van lengtes deur die voorwerpe langs mekaar te plaas. • ordening en vergelyking van lengtes, hoogtes of breedte van drie of meer voorwerpe, deur dit langs mekaar te plaas, totdat al die voorwerpe in volgorde is • ontwikkeling van woordeskat om oor die verskille in lengte, hoogte, breedte/wydte te praat Gedurende selfstandige werkstyd kan leerders orden en vergelykings tref tussen lengtes/ hoogtes/wydtes/breedtes van drie of meer voorwerpe. Die voorwerpe kan langs mekaar, in pare geplaas word totdat al die voorwerpe in korrekte volgorde geplaas kan word. Hierdie oefeninge kan geoefen en vasgelê word deur die verloop van die kwartaal. Alle werk moet in werksboeke aangeteken word. In kwartaal 3 kan leerders fokus op die informele meting met nie-standaard meeteenhede vir lengte. Informele meting van lengte deur nie-standaard meeteenhede vir lengte te gebruik Leerders kan al die beginsels van meting met nie-standaard meeteenhede aanleer. Meting met nie-standaard meeteenhede moet nie as ondergeskik teenoor meting met standaard meeteenhede gesien word nie. Meet lengte met nie-standaard meeteenhede deur te tel hoeveel van hierdie eenhede is die dieselfde lengte as die voorwerp wat gemeet word, byvoorbeeld die lengte van die tafel meet 8 handspanne. Leerders behoort verskillende voorwerpe te meet en verskillende informele nie-standaard meeteenhede te gebruik. Informele nie-standaard meeteenhede kan op drie verskillende maniere gebruik word • Gebruik voorwerpe van dieselfde grootte of lengte om die gegewe voorwerp te meet soos byvoorbeeld vuurhoutjiedosies, eenderse botteldoppies, tellers, of nuwe potlode. Meet die breedte van die tafel deur nuwe potlode van die een die kant van die tafel na die ander kant van die tafel uit te pak. • Met hierdie oefening is dit belangrik dat: • Al die voorwerpe dieselfde lengte het. Leerders kan nie sê dat die breedte van die boek 12 botteldoppies breed is as die botteldoppies nie dieselfde grootte het nie, bv 2-liter melkbotteldoppies • Die voorwerpe moet styf teenmekaar lê om die breedte van die boek te meet. • Gebruik 2 identiese voorwerpe vir nie-standaard meeteenhede. Plaas die een langs die ander een. Beweeg dan die eerste een langs die tweede een en gaan op ierdie wyse voort tot die hele boek gemeet is. Dit word gedoen wanneer daar met handspanne, voetlengtes of treë gebruik word. CAPS FP Wiskunde Graad 1 - 3 179 WISKUNDE GRAAD 1-3 ONDER￾WERP BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS of ONDERWYSRIGLYNE BENADERDE TYDSDUUR (1 les van 1uur en 24 minute) 4.2 Lengte Informele meting • Vergelyk en orden die lengte, hoogte of breedte van twee of meer voorwerpe deur hulle langs mekaar te plaas • Gebruik woordeskat en bespreek die vergelyking tussen langer, korter, langer, wyer • Skat, meet, orden en rekordeer/teken lengte op deur gebruik te maak van niestandaard meting, byvoorbeeld handbreedtes, potloodlengtes, tellers, treë, ensovoorts. Informele meting • Skat, meet, vergelyk, orden en teken lengte op deur gebruik te maak van nie-standaard meeteenhede, byvoorbeeld handspanne, treë, potloodlengtes en tellers Gebruik slegs een voorwerp as ‘n nie-standaard meeteenheid en slaan dit oor van die voorwerp se begin tot die einde van die voorwerp(flip it over), meet die lengte van die book met die potlood. “Flip” dit oor van die begin tot die einde van die boek. Leerders moet onderrig word en herinner word dat hulle altyd die informele meeteenheid moet aandui, byvoorbeeld: die boek is 12 botteldoppies wyd of die klaskamer is 38 treë lank. Wanneer leerders vetroud is met hierdie manier van meting, kan hulle begin skat wat die lengte sal wees van ‘n voorwerp wanneer hulle met ‘ nie-standaard meeteenheid werk. Leerders moet verstaan wanneer lengtes, hoogtes of bredtes vergelyk, hulle met dieselfde nie-standaard meeteenheid moet meet, byvoorbeeld as die wydte van ‘n deur 20 handspanne meet, en die wydte van ‘n tafel 8 potloodlengtes meet, kan jy nie sê die deur is breër as die tafel nie. Die rede hiervoor is dat die twee informele metinginstrumente verskil het. Leerders moet met ‘n reeks informele meeteenhede kan meet sodat hulle kan: • Verstaan dat die kleiner eenheid meer male gebruik gaan word om informele meting te doen, bv. Die breedte van die klaskamer kan 20 treë maar 48 voetlengtes lank wees. • Gebruik eenhede wat toepaslik is vir die leerder, byvoorbeeld om die breedte van die klaskamer met botteltoppie te meet is ‘n mors van tyd. Optekening van meting Meting is ‘n praktiese vaardigheid. Leerders moet elke metingsaktiwiteit opteken. Die meting van lengte deur middel van probleemoplossings en bewerkings (in konteks) Gedurende die tydstoewysing vir Getalle, Bewerkings en Verwantskappe kan leerders probleemoplossings wat informele metingsinstrumente van lengte insluit, byvoorbeeld: die waspoeierdoos het die hoogte van 8 vuurhoutjies. Die papdoos het die hoogte van 13 vuurhoutjies. Met hoeveel vuurhoutjies is die papdoos hoër as die waspoeierdoos? Die getalgebied vir die kwartaal asook die tipe probleemoplossings behoort in ag geneem te word. 2 lesse 180 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERP BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS of ONDERWYSRIGLYNE BENADERDE TYDSDUUR (1 les van 1uur en 24 minute) 4.3 Massa Informele meting • Skat, meet, orden en rekordeer/teken massa op deur gebruik te maak van nie-standaard meting en ‘n weegskaal, byvoorbeeld blokke, stene, ensovoorts. • Ontwikkel woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder Alle meting in graad 1 is informeel. In kwartaal 1 word die volgende aanbeveel. Leerders fokus op: • Direkte vergelykings van die massa van voorwerpe; • Orden en vergelyk die massas van drie of meer voorwerpe deur dit op ‘n balanseerskaal te plaas totdat die skaal uitbalanseer • Ontwikkel die woordeskat om die verskille in massa te bespreek Leerders kan hersiening, vaslegging en die oefening van die ordening en vergelyking rakende die massa van 3 of meer voorwerpe, gedurende selfstandige kontaktyd deur die kwartaal, doen Alle werk moet skriftelik opgeteken word. 4.4 Kapasiteit / Volume Informele meting • Vergelyk en orden die hoeveelheid vloeistof (volume) in twee houers wat langs mekaar geplaas is. Leerders kyk terwyl dit in ‘n derde houer te gegooi word. • Vergelyk en orden die hoeveelheid vloeistof wat twee houers kan bevat (kapasiteit) Alle meting in graad 1 is informeel. Tot dusver was die fokus in volume/kapasiteit op: • Ontwikkeling van woordeskat om sodat leerders kapasiteit/volume kan bespreek • Vergelyk volumes in 2 identiese houers • Vergelyking van volumes in houers met verskillende groottes deur dit in ‘n derde houer te gooi. Sien notas vir kwartaal 2 Gedurende selfstandige leertyd, kan leerders hierdie begrippe oefen en vaslê. CAPS FP Wiskunde Graad 1 - 3 181 WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 3 5. DATAHANTERING ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1uur 24minute) Werk met versamelings van voorwerpe 5.1 Versamel en sorteer Versamel en vergelyk voorwerpe Versamel en sorteer alldaagse voorwerpe Sorteer versamelings van voorwerpe is nie ‘n spesifieke fokus vir die tweede helfte van die jaar nie. Dit kan egter as ‘n aktiwiteit tydens selfstandige werkstyd per geleentheid aan leerders gegee word. Die fokus in kwartaal 3 is die hantering van datasiklus. Sien onder. 5.2 Voorstelling van gesorteerde versameling voorwerpe Voorstelling van versameling gesorteerde voorwerpe Teken ‘n prent van die versamelde voorwerpe 5.3 Bespreek en doen ver￾slag oor die gesorteerde, versameling voorwerpe Bespreek en doen verslag oor die gesorteerde versameling voorwerpe Gee redes oor hoe versamelings gesorteer was. Antwoord vrae oor Hoe die sorteringsproses plaasgevind het Hoe die gesorteerde versameling lyk(beskryf produk) Beskryf die versameling en die tekening Verduidelik hoe versameling sorteer was 182 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1uur 24minute) Werk met data 5.4 Versamel en organiseer data Versamel en organiseer data • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord Versamel en organiseer data • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord Datavoorstelling • Stel data voor in ‘n prentgrafiek Analiseer en interpreteer data • Beantwoord vrae rakende data in prentdiagramme Fokusriglyne: Die volledige datahanteringsiklus In die hanteringsiklus • Leerders samel inligting in om ‘n vraag te beantwoord. In die grondslagfase en die intermediêre fase word die vrae deur die onderwyseres gevra of kom die vrae voor in ‘n handboek. • Leerders sorteer en stel die inligting voor op so ‘n wyse dat die analise daarvan makliker is. Die voorstelling in graad 1 geskied deur prentdiagramme. • Leerders analiseer die inligting in die prentgrafiek en beantwoord die vrae wat die onderwysere vra. ‘n Klas prentgrafiek Dit is raadsaam in graad 1 om datahantering te begin met ‘n klas prentgrafiek. Om as ‘n klas saam te werk help die leerders om al die prosesse te verstaan sonder om enige van die besonderhede te verloor. Die onderwyseres lei die leerders om te fokus op die vernaamste aspekte van datahantering en die belangrikste inligting wat hulle behoort te ken van ‘n prentegrafiek • Waar en hoe om die grafiek te etiketteer • Waar en hoe om die kategorieë te etiketteer. • Die prentegrafiek moet oor ‘n sleutel beskik wat die betekenis van elke prent verduidelik • Die blokkies wat die spasies aantoon waarin die prente moet voorkom, moet dieselfde grootte wees • Hoe om die prente eweredig in die rye te plaas • Hoe om die grafiek te lees Verskeie lesse moet aangewend word om die datasklus te voltooi. Versamel, organiseer en voorstelling van data Onderwysers moet verskillende onderwerpe kies vir die kollektering en analisering van data in die verskillende grade van die fase. Geskikte voorbeelde wat herrangskikking van die vorige maand se daaglikse weerkaart insluit, behoort in prentdiagramme voor te kom. Leerders kan ook ‘n prentgrafiek van die hele klas se verjaarsdae maak. Analiseer data Leerders beantwoord soos: “Watter tipe weer het die meeste hierdie maand voorgekom?’ Watter tipe weer het die minste hierdie maand voorgekom?” Was daar meer sonskyn dae as bewolkte dae? Verskeie lesse moet aangewend word om die datasiklus te voltooi. 3 lesse 5.5 Datavoor￾stelling Datavoorstelling • Stel data voor in ‘n prentgrafiek 5.6 Analiseer en interpreteer data Analiseer en interpreter data • Beantwoord vrae rakende data in prentdiagramme CAPS FP Wiskunde Graad 1 - 3 183 WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 4 1. GETALLE, BE WERKINGS EN VERWANTSKAPPE ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) GETALBEGRIPSONT WIKKELING: Tel met heelgetalle 1.1 Tel voorwerpe Tel tot 50 alledaagse voorwerpe akkuraat. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Tel alledaagse voorwerpe akkuraat tot 5. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Hoe verskil kwartaal 4 van kwartaal 3? In kwartaal 4 brei die leerders die telgebied uit. Daar word steeds gefokus om die kardinale beginsels te verstaan. Gedurende die kwartaal behoort die leerders te leer hoe om voorwerpe sitematies te orden wanneer hulle tel sodat hulle hul telwerk kan kontroleer. Hierdie wyse maak dit vir hulle makliker om te tel. Tellers word in rye uitgepak Voorbeeld: Tellers kan in rye geplaas word. Gedurende hierdie kwartaal gaan die leerders voort om hulle telvaardighede uit te brei en te oefen: • alles tel • aantel • die kardinaliteitsbeginsel van getalle • werk met geskrewe tekste Leerders moet die verband tussen ordinale tel en kardinale tel kan verstaan. Dit word bereik wanneer hulle besef dat wanneer hulle die 50ste voorwerp bereik het, daar 50 voorwerpe getel is. Terselfdertyd moet hulle weet dat die volgorde waarin die voorwerpe getel is, nie die aantal beïnvloed nie. Tel in groepe Voorwerpe moet in groepe van 2,s, 5’e en 10’e gegroepeer word om leerders te help om in intervalle van twee, vyf en 10 te tel. Getalkaarte moet by elke versameling vertoon word om die aantal voorwerpe wat getel is aan te toon. Tel in groepe sal die leerders voorberei vir begrip van vermenigvuldiging en berekeninge. Teen die einde van die kwartaal, behoort leerders ‘n versameling te herken deur die getal op te breek. Voorbeeld: “Ek weet dat dit 10 is omdat ek 4 aan die een kant en 6 aan die ander kant gesit het.” Hulpbronne: Die apparaat wat gebruik moet word behoort sorgvuldig beplan te word. • Gestrutureerde apparaat byvoorbeeld ‘n string telkrale • Die telraam/abakus kan gebruik word om in tiene te tel. • Leerders kan bondels van 2, 5, of 10 maak en dan alles tel. 184 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERW- ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.2 Tel aan en terug Tel aan en terug in • In ene vanaf enige getal tussen 1 en 100 • Tel aan in • Veelvoude van 10 tussen 0 en 100 • Veelvoude van 5 tussen 0 en 100 • Veelvoude van 2 tussen 0 en 100 Tel aan en terug in • In ene vanaf enige getal tussen 1 en 100 • Tel aan in • Veelvoude van 10 tussen 0 en 100 • Veelvoude van 5 tussen 0 en 100 • Veelvoude van 2 tussen 0 en 100 What is different from Term 1? Hoe verskil kwartaal 4 van kwartaal 3? In kwartaal 4, tel leerders in intervalle van 10, 5 en 2 tot 100. Om in intervalle te tel is ‘n belangrike vaardigheid wat leerders in graad 2 en 3 gebruik om berekeninge te doen. Teen die einde van die kwartaal behoort die leerders: Tel hardop en reageer op vrae soos: • Begin by 52, tel aan in ene tot72 • Begin by 88 en tel terug in ene tot 70 • Begin by 38 en tel in twees tot 50 • Begin by 45 en tel in vywe tot 100 • Begin by 10 en tel in tiene tot 100 Leerders behoort hul telvaardighede in hul skriftelike werk toe te pas. Voorbeeld: • Kopieer en brei eenvoudige getalpatrone uit tot ten minste 100. Sien die afdeling oor getalpatrone CAPS FP Wiskunde Graad 1 - 3 185 WISKUNDE GRAAD 1-3 ONDERW￾ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR KWARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.3 Getal￾simbole en getalname Herken, identifiseer en lees getalle. • Herken, identifiseer en lees getalsimbole vanaf 0 tot 100 • Skryf getalsimbole 0 to 20. • Herken, identifiseer en lees getalname 1 tot 10 • Skryf getalname 1 to 10. Herken, identifiseer en lees getalle. • Herken, identifiseer en lees getalsimbole vanaf 0 tot 100 • Skryf getalsimbole 0 tot 20. • Herken, identifiseer en lees getalname1 tot10 • Skryf getalname 1 to 10. Hoe verskil kwartaal 4 van kwartaal 3? In kwartaal 4, vehoog die getalgebied na 100. Die skryf van getalsimbole en getalname word gedurende hierdie kwartaal gekonsolideer. Geen nuwe kennis word aangeleer nie. Dit is belangrik om bewus te wees dat subitering en tel swaar leun op die versigtige toepassing en gebruik van getalname. Leerders moet die getalname gebruik, sê en skryf in soveel moontlike kontekste. Teen die einde van die kwartaal, moet hulle die volgende tipe aktiwiteite kan doen: Pas die getalnaam, getalsimbool of prente van voorwerpe Hierdie kaart sê 6. Wat sê hierdie kaart? 6 11 Pas die woorde by die voorwerpe Een  Twee ã ã ã  Drie ì Vier ëëëëë Vyf  Ses õõ Sewe ðððððð Agt ø ø ø ø  Nege ööööööö 186 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERW- ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.4 Beskryf, vergelyk en orden getalle Orden en vergelyk voorwerpe. • Vergelyk versamelings van voorwerpe volgens baie, min, meeste, minste, meer as, minder as, dieselfde/ is gelyk aan en verskillend • Orden versamelings van voorwerpe van die minste tot die meeste • Getalgebied tot 20 voorwerpe Orden en vergelyk getalle • Orden getalle - Van die kleinste tot die grootste en die grootste tot die kleinste - Voor, agter, in die middel / tussen - Gebruik die getalllelyn 0-20 • Vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as en is gelyk aan • Een tot een afparing • Getalgebied tot 20 Gebruik ranggetalle om die volgorde, plek of posisie aan te dui • Posisioneer voorwerpe in ‘n ry van eerste tot tiende of eerste tot laaste, byvoorbeeld eerste, tweede, derde...... tiende, laaste (ordinale getalle) Die rangorde- aspekte van getalle in die reeks: eerste tot tiende Leerders leer deur ordening en vergelyking dat: • Die kardinale aspek van ‘n getal gebruik word om die getal in die versameling te beskryf. Hoe verskil kwartaal 3 van kwartaal 2? Leerders word aan ranggetalle bekend gestel. Teen die einde van die kwartaal, moet leerders in staat wees om die woordeskat ten opsigte van ordening en vergelyking op die volgende maniere te gebruik: • Eerste, tweede, derde, vierde, vyfde, sesde .......... • Hoeveel ........ • Net soveel soos, dieselfde aantal as ... • Gelyk aan, meer as, minder as, groter as, kleiner as, ....... • Orden, eerste, laaste, voor, na, volgende, tussen • Kleur die vyfde sirkel geel in • Kleur die eerste sirkel rooi in • Kleur die agste sirkel blou in Leerders behoort op vrae te reageer soos: • Wie is eerste in die ry? • Wie is tweede in die ry? • Mthunzi het 5 potloodkryte. Kallie het 8 potloodkryte. • Wie het minder potloodkryte? • Gee ‘n getal tussen 15 en 17. • Skryf die getaalle tussen 4 en 10 • 1, 2, 3, 4, _, _, _, _, _, 10 • Vul die ontbrekende getalle in CAPS FP Wiskunde Graad 1 - 3 187 WISKUNDE GRAAD 1-3 ONDERW￾ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.4 Beskryf, vergelyk en orden getalle Orden en vergelyk voorwerpe. • Vergelyk versamelings van voorwerpe volgens baie, min, meeste, minste, meer as, minder as, dieselfde/ is gelyk aan en verskillend • Orden versamelings van voorwerpe van die minste tot die meeste • Getalgebied tot 20 voorwerpe Orden en vergelyk getalle • Orden getalle - Van die kleinste tot die grootste en die grootste tot die kleinste - Voor, agter, in die middel / tussen - Gebruik die getalllelyn 0-20 • Vergelyk heelgetalle volgens kleiner as, groter as, meer as, minder as en is gelyk aan • Een tot een afparing • Getalgebied tot 20 Gebruik ranggetalle om die volgorde, plek of posisie aan te dui • Posisioneer voorwerpe in ‘n ry van eerste tot tiende of eerste tot laaste, byvoorbeeld eerste, tweede, derde...... tiende, laaste (ordinale getalle) Die rangorde- aspekte van getalle in die reeks: eerste tot tiende Voor Getalle Na 17 12 14 9 6 Rangskik hierdie getalle van die grootste tot die kleinste. Rangskik die getalle van die kleinste tot die grootste. Kopieer en voltooi deur die woorde “minder” en “meer” te gebruik • 35 is _______ as 38 • 79 is _______ as 65 Weet dat die getal voor ‘n getal een minder is en dat die getal na ‘n getal een meer is. Leerders behoort op vrae soos die volgende te reageer: • Wat is die getal voor 17? • Watter getal kom na82? • Vul die ontbrekende getalle op die getallelyn in 85   86   87   88   89   90   91   92   93   94   95   Plaas die volgende getalkaarte in volgorde: • Watter getalle is tussen 25 en 30? • Watter getal is 1 meer as 76? • Watter getal is 2 meer as 76? • Watter getal is 1 minder as 45? • Watter getal is 2 minder as 39? 188 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERW- ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van ten minste twee￾syfergetalle tot 20 • Verdeel twee￾syfergetalle in tiene en ene tot 20, byvoorbeeld 12 is 10 en 2 Hoe verskil kwartaal 4 van kwartaal 3? Gedurende hierdie kwartaal, gaan leerders voort om plekwaardebegrippe te bou en ontwikkel. In kwartaal 4, werk leerders met ‘n groter getalgebied en gaan voort om: • Te tel en te groepeer deur groepe van tiene en los ene te maak; • Skryf 18 = 1 tien en 8 los ene; en • Rekordeer 14 = 10 and 4. Leerders gaan voort om konkrete apparaat te manipuleer deur groepies van tien en ene te vorm om die begrip te ontwikkel dat 10 een groep van tien los ene is. Leerders wys die volgende met behulp van ‘n telraam: • Een tien; • Een tien en 5 ene; • Een tien en 6 ene; ensovoorts Verwag van die leerders om steeds in ene te tel om groepe van tien te maak. Vir baie van die leerders sal dit die enigste manier wees om die getal te sê of om die aantal te bepaal. Plekwaardekaarte/Spreikaarte Plekwaardekaarte behoort hierdie kwartaal gebruik te word om aan te dui hoe getalle opgebou word. Die plekwaardekaarte kan langs die bondels of groepe voorwerpe vertoon word. CAPS FP Wiskunde Graad 1 - 3 189 WISKUNDE GRAAD 1-3 ONDERW￾ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van ten minste twee￾syfergetalle tot 20 • Verdeel twee￾syfergetalle in tiene en ene tot 20, byvoorbeeld 12 is 10 en 2 Hulpmiddels Voorwerpe wat gegroepeer kan word • Telstokkies • Tellers wat ingeryg kan word • Vuurhoutjies • Roomysstokkies • Unifixblokkies • Plekwaardekaarte/Spreikaarte • Speelgeld Dit is nuttig om klaargemaakte groepe van tien te hê wat die leerders gegroepeer het en in houers gebêre het. 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke wanneer probleme opgelos en die oplossings verduidelik moet word: • Konkrete apparaat, byvoorbeeld tellers • Prente om die storiesom te teken • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Hoe verskil kwartaal 4 van kwartaal 3? Teen die einde van hierdie kwartaal behoort die leerders probleme op te los deur die volgende tegnieke te gebruik: • Tekeninge of konkrete voorwerpe • Opbou en afbreek van getalle • Verdubbeling en halvering Getallelyne Sien notas vir kwartaal 2. 190 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERW- ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.7 Optelling en aftrekking Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 20 gebruik te maak. Teen die einde van die kwartaal, behoort leerders probleme soortgelyk aan die onderstaande op te los. Verandering Nola het 5 appels. Siena gee vir haar 8 appels. Hoeveel appels het sy nou? Nola het 13 appels. Sy gee 5 vir Siena. Hoeveel appels het sy nou? Samevoeging Sus het 5 groen en 8 blou albasters. Hoeveel albasters het sy altesaam? Sus het 13 albasters. 5 is groen en die res is blou. Hoeveel blou albasters het Sus? Vergelyking Sus het 13 piesangs. Tom het 5 piesangs. Hoeveel meer piesangs het Sus as Tom? 1.8 Herhaalde optel wat lei tot vermenig￾vuldiging Los probleme in konteks op en verduidelik die oplossings deur van herhaalde optelling met antwoorde tot 20 gebruik te maak Teen die einde van die kwartaal, behoort die leerders die volgende probleme te kan doen. Herhaalde optelling Hoeveel wiele het 4 fietse? Tempo Thami drink 2 koppies melk elke dag. Hoeveel koppies melk drink hy in ‘n week? Roosters/Rye Mnr. Khumalo plant 3 rye koolplantjies. Daar is 5 plantjies in ‘n ry. Hoeveel koolplantjies is daar altesaam? CAPS FP Wiskunde Graad 1 - 3 191 WISKUNDE GRAAD 1-3 ONDERW￾ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering met heelgetalle tot 20 en antwoorde met ‘n res insluit Teen die einde van die kwartaal behoort die leerders die volgende probleme te kan oplos. Groepering Groepering, ignoreer die reste • Stella verkoop appels wat in sakkies van 3 appels elk verpak is. Sy het 14 appels. Hoeveel sakkies met 3 appels elk kan sy opmaak? Groepering, sluit die res in by die antwoord • Ben wil 15 eiers vir sy ouma vat. Hoeveel eierdosies wat elk 6 eiers kan neem gaan hy nodig hê om al die eiers te verpak? Deling Deling, ignoreer die res • Deel 14 lekkers tussen 3 vriende sodat hulle almal dieselfde aantal lekkers kry. Deling, lei tot breuke • Deel 4 sjokoladestafies tussen 3 vriende sodat elkeen dieselfde hoeveelheid van die sjokoladestafie kry en daar niks oor is nie. (Daar word nie van die leerders vereis om die breukdeel as ‘n derde te benoem nie. Hulle kan die breukdeel eenvoudig as “‘n stukkie” beskryf, dit wil sê, ‘n fraksie van die versameling). 1.11 Geld • Herken en identifiseer SA geldeenhede: munte 5c, 10c, 20c, 50c, R1, R2; R5 en banknote R10 en R20 • Los geldprobleme op wat totale en kleingeld in sent tot 20c of rande tot R20 behels Teen die einde van die kwartaal behoort die leerders die volgende probleme te kan oplos. Jan het ‘n brood van R8 gekoop. Hy betaal met ‘n R10-noot. Hoeveel kleingeld het hy gekry? Rosie se ma het ‘n serp van R17 gekoop. Sy betaal met 2 tien randnote. Hoeveel kleingeld het sy gekry? Dit was Sondag Judy se verjaarsdag. Sy ontvang R5 by haar suster, R2 by haar broer en R10 by haar niggie. Hoeveel geld het sy altesaam gekry? 192 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERW- ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) BE WERKINGS 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkings gedoen word: • konkrete apparaat, byvoorbeeld tellers • getallelyne Hoe verskil kwartaal 4 van kwartaal 3? Daar word van leerders verwag om konteks-vrye berekeninge op te los deur die volgende tegnieke te gebruik: • Tekeninge of konkrete apparaat - Die leerders se tekeninge behoort sistematies te begin voorkom en hulle behoort hul bewerkinge te kan beskryf op grond van hulle tekeninge • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne Sien notas vir kwartaal 2. CAPS FP Wiskunde Graad 1 - 3 193 WISKUNDE GRAAD 1-3 ONDERW￾ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR KWARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Getalgebied: 0 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 Optelling en aftrekking binne die getalgebied 0 – 20 beteken dat die leerders: • Die begrippe van tiene en ene in plekwaarde begin ontwikkel; • Voortgaan om in groepe te tel; en • Begin besef dat aantel in ene is nie ‘n effektiewe strategie nie. Leerders gaan voort om: • Voorwerpe te tel; • Herken, lees en skryf getalle; en • Vergelyk en orden getalle. Vir leerders om gemaklik met die simbole van optelling en aftrekking te werk, behoort hulle genoegsame ondervinding van die volgende te hê: • tel alles • tel aan van die groter getal • gebruik en verstaan die woordeskat van optelling en aftrekking; en • orden en vergelyk getalle Leerders gaan voort om hul begrip van optelling en aftrekking te ontwikkel. Teen die einde van die jaar, behoort leerders in staat te wees om: • die woordeskat gebruik met betrekking tot optelling en aftrekking en die simbole om optelling en aftrekkinggetalsinne te beskryf en te rekordeer; • praktiese en informele skriftelike metodes gebruik om optelling en aftrekking te doen; • oplos van optelling en aftrekkingsberekeninge en die antwoord in ‘n getalsin te rekordeer; en • verstaan dat aftrekking die inverse is van optelling en omgekeerd en gebruik dit om die antwoord te vind en neer te skryf. 194 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERW- ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Getalgebied: 0 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 Om optelling en aftrekking te verstaan, moet die leerders in staat wees om: ken en gebruik die feit dat die volgorde van die optelling nie saak maak nie; • gebruik die +, – en = tekens; • weet dat die in die plek van ‘n onbekende getal staan; • verstaan dat aftrekking ‘neem weg’ en ‘die verskil tussen’ is; en • sê en skryf ooreenstemmende getalfeite om ‘n optelfeit te gee en omgekeerd, byvoorbeeld: 8 + 6 = 14 impliseer dat 14 – 6 = 8. Neerskryf van optelling- en aftrekkingbeelde: Terwyl sommige leerders steeds in ene wil tel en neerskryf, moet hulle gelei word om in groepe te begin tel en neerskryf. Hulle behoort in staat te wees om : Prente te teken en getalle te gebruik, veral deur groepe aan te dui. Breek ‘n getal in kleiner dele op om die bewerking te vergemaklik. Leerders sal ‘n getal afbreek in kleiner dele. Hulle sal die getal in dele afbreek wat dit vir hulle makliker maak om die berekening te maak. Aanvanklik sal leerders die sewe in ene opbreek. Sodra die die leerders die getalfeite intuïtief ken en met die getalle op ‘n abstrakte vlak kan werk, behoort hulle sewe in verskillende dele op te breek. Gebruik pyltjies om denke aan te dui 11 + 7 =  11 + 4 + 3 11 + 4 → 15 + 3 = 18 11 + 7 =  11 + 5 + 2 11 + 5 → 16 + 2 = 18 17 – 9 =  17 – (7 + 2) 17 – 7 → 10 – 2 = 8 CAPS FP Wiskunde Graad 1 - 3 195 WISKUNDE GRAAD 1-3 ONDERW￾ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Getalgebied: 0 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 Getalkombinasies Leerders moet toegelaat word om ‘n verskeidenheid van aktiwiteite te doen om getalkombinasies te oefen. Dit kan gedoen word tydens selfstandige werkstyd. Die getallelyn kan ook gebruik word om die getalkombinasies tot 10 te oefen. Gebruik en toepassing van vorige kennis as tegnieke Die onderstaande tegnieke laat leerders toe om hul telvaardighede en getalbegrip te vorm. Die inoefening van hierdie tegnieke sal leerders aanmoedig om oor die verband tussen getalle na te dink en dit leer die leerders dat hulle hul kennis kan gebruik en toepas om bewerkinge te doen. Plaas die groter getal eerste sodat aan of terug getel kan word 4 + 12 =  Herrangskik 4 + 12 as 12 + 4 en tel aan vanaf 12. Tel aan vanaf die groter getal Leerders behoort vanaf die groter getal aan te tel. Dit is ‘n meer effektiewe strategie as om in ene tot 14 te tel en dan nog vyf by te tel. 14 + 5 =  Leerders tel vanaf 14, dan 15, 16, 17, 18, 19. Herken amperdubbels 8 + 7 Die leerders kan verduidelik dat die som as 8 + 8 -1 (dubbel 8 plus 1) of 7 + 7 - 1 (dubbel 7 minus 1). Leerders mag hul strategieë neerskryf deur pyltjies te gebruik 8 + 8 16 + 1 = 17 Verander ‘n getal na 10 en dan trek dan ene af of tel dit by. Hierdie strategieë kan in lae getalgebiede aangeleer word en in hoër getalgebiede toegepas word. 9 + 6 =  Die leerders kan die volgende hardop sê: “Ek sal een wegneem van die 6 en dit bytel by die 9 om tien vol te maak.” Dan kan 9 + 6 as 10 + 5 = 15 geskryf word. 8 + 5 =  Die leerders kan die volgende hardop sê: “Ek sal 2 wegneem van die 5 en dit bytel by die 8 om 10 vol te maak.” Dan kan 8 + 5 as 10 + 3 = 13 geskryf word. 196 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERW- ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Getalgebied: 0 - 20 • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 Gebruik kennis om omgekeerde verhoudings tussen optelling en aftrekking aan te toon 15 – 9 =  Die leerder weet dat die som kan herskryf word as ‘n optel som: “Ek weet dat 9 +  = 15 is.” Die leerder mag aantel gebruik om die bewerking te voltooi. Getallelyne Hulle behoort getallelyne te gebruik om hul eie bewerkinge te ondersteun. Voorbeeld: 13 + 6 =  1.14 Herhaalde optelling wat lei tot vermenig￾vuldiging Herhaalde optelling (van dieselfde getal) tot 20 Gebruik toepaslike simbole ( +, =, ) Hoe verskil kwartaal 4 van kwartaal 3? Leerders gaan voort om in die vierde kwartaal die woordeskat vir herhaalde optelling te ontwikkel. Voorbeeld: • 2 groepe van 3 • 4 groepe van 2 Leerders gaan ook voort om getalsinne vir hul prentvoorstellings te skryf. Oorslaantel behoort voort te gaan om leerders te help om voorwerpe wat gegroepeer is in prente te tel. As prente of voorwerpe in groepe van twee gegroepeer is, behoort die leerders nie meer in ene te tel nie, maar in twees om die totale aantal voorwerpe te vind. Teen die einde van die kwartaal, behoort leerders: • Verstaan herhaalde optelling as die maak van gelyke groepe; • Gebruik praktiese voorwerpe en tekeninge om herhaalde optelling voor te stel; • Neerskryf van ooreenstemmende getalsinne vir die praktiese werk of tekeninge; en • Gebruik van getallelyne om die antwoord te vind. CAPS FP Wiskunde Graad 1 - 3 197 WISKUNDE GRAAD 1-3 ONDERW￾ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.16 Hoofrekene (Mental Maths) Getalbegrip: Getalgebied 20 • Orden ‘n gegewe versameling geselekteerde getalle. • Vergelyk getalle tot 20 en verduidelik watter getal is meer of minder • Weet watter getal is 1 meer of 1 minder • Weet watter getal is 2 meer • of twee minder Vinnige herroep: • Optel- en aftrekfeite tot 10 Bewerkingstrategieë Gebruik bewerkingstrategieë om doeltreffend te kan optel en aftrek: • orden die groter getal eerste sodat aan- en teruggetel kan word • getallelyn • verdubbeling en halvering • opbou en afbreek van getalle Hoe verskil kwartaal 4 van kwartaal 3? In kwartaal 3 verhoog die getalgebied van 15 tot 20. Voorbeelde van vrae en aktiwiteite wat gevra en gedoen kan word: • Begin by 3 en tel aan tot by 10 • Leerders staan in ‘n ry en vra: “Wie is eerste, tweede, derde of laaste?’ • Watter getal is kleiner: 14 of 8? • Watter getal is groter: 8 of 4? • Watter getal is 2 minder as 13? • Watter getal is 2 meer as 8? • Gee ‘n getal tussen 1 en 3? • Gee ‘n getal tussen 10 en 14? Is daar slegs een getal? • Rangskik die getalkaarte van die kleinste tot die groottste getal. Vinnige herroep Watter getal moet bygestel word om 10 te maak (skryf dit neer of gebruik plekwaardekaarte/ spreikaarte) • 1 • 2 • 3 • 4 Watter getal is oor wanneer die volgende getalle van 10 weggeneem word (skryf dit neer of gebruik plekwaardekaarte/spreikaarte) • 1 • 2 • 3 • 4 • 6 + 4 = 10 Wat is 4 + 6? Is die antwoord dieselfde? • 5 + 2 = 7, wat is 2 + 5? Is die antwoord dieselfde? Bewerkingstrategieë Gebruik bewerkingstrategieë om doeltreffend te kan optel en aftrek. • Tel die volgende op deur die groter getal eerste te plaas en tel dan aan: 1 + 9 2 + 6 1 + 4 • Verdubbel 1. Hoeveel is 2 twees? Wat is die helfte van 4? • Gebruik die getallelyn: Hoeveel spronge van 3 tot 5? Hoeveel spronge van 5 tot 2? 198 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 4 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskyf in woorde: • Eenvoudige patrone wat uit konkrete voorwerpe gevorm word. • Eenvoudige patrone deur die teken van lyne, vorms of voorwerpe. Skep eie patrone vorms Skep eie Meetkundige patrone • Met fisiese voorwerpe • Met die teken van lyne, vorms of voorwerpe. Patrone rondom ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • uit die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis. Patrone rondom ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • uit die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis. Skep eie patrone Skep eie Meetkundige patrone met fisiese voorwerpe deur lyne, vorms of voorwerpe te teken Leerders sal met patrone vanuit die natuur, moderne alledaagse lewe en ons kulturele erfenis vanaf graad 1 tot graad 6 werk. Dit beteken dat daar nie baie tyd daaraan gespandeer hoef te word nie. Kies ook aktiwiteite en patrone wat van toepassing is op elke graad. In graad 1, kan leerders afdrukke maak van patrone. Patroon-afdrukke kan gemaak word van blare, boombas, skoensole, buitebandpatrone, dreindeksels, plaveisel, ensovoorts. Een tipe patroon waarvoor leerders kan soek is simmetrie, byvoorbeeld meeste blare is simmetries. Leerders kan ook vir patrone soek op heinings (draad, houd of sement); baksteenwerk en vloerteëls; klere en materiaal; borde, koppies en pieraings; sokkerballe; diere soos koeie, motte en skoenlappers, sebras, kameelperde, luiperds, voëls, insekte; blomme en blare; tradisionele of moderne kralewerk; en tradisionele kleipotte of geweefde mandjies. Daar is verskillende maniere om die patrone om ons te beskryf. Die meeste patrone word saamgestel deur lyne, vorms of voorwerpe. Die vorms of voorwerpe hoef nie die meetkundige 2-D vorms of 3-D voorwerpe te wees waarmee in graad 1 gewerk word nie. Leerders kan vir die volgende kyk en dit beskryf: • wat word herhaal, byvoorbeeld kolle, lyne, enige tipe vorm; en • hoe dit herhaal word, byvoorbeeld kruis die lyne mekaar (soos in ‘n vadoek), is al die kolle dieselfde grootte, is hulle eweredig versprei, is al die vorms dieselfde grootte, dieselfde kleur, wys almal na dieselfde rigting toe, byvoorbeeld as mens deur ‘n lemoen sny is al die segmente nouer na die middel toe en wyer aan die 1 les CAPS FP Wiskunde Graad 1 - 3 199 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 2.2 Getal￾patrone Kopieer, brei uit en beskryf. Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 100 Skep eie patrone Skep eie getalpatrone. Kopieer, brei uit en beskryf. Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 100 Getalpatrone behoort die volgende in te sluit: • tel aan en terug in ene vanaf enige getal tussen 1 en 100 • Tel aan in: - 10e vanaf enige veelvoud van 10 tussen 0 en 80 - 5e vanaf enige veelvoud van 5 tussen 0 en 80 - 2s vanaf enige veelvoud van 2 tussen 0 en 80 Skep eie patrone Skep eie getalpatrone Getalpatrone kan met tel verbind word. Namate leerders se telvaardighede verander en ontwikkel, sal die getalpatrone waarmee leerders werk, ook ontwikkel. Getalpatrone behoort aantel en terugtel in te sluit: • ene vanaf enige getal tussen 1 en 80 • tiene vanaf enige veelvoud van 10 tussen 1 en 80 • vywe vanaf enige veelvoud van 5 tussen 1 en 80 • twees vanaf enige veelvoud van 2 tussen 1 en 80 Leerders kan die getal op ‘n getallelyn, getalrooster, of geskrewe volgorde uitwys soos wat hulle tel. Leerders kan die getal op die getallelyn, getalrooster of geskrewe volgorde toemaak (met tellers) soos wat hulle tel. Leerders kan die ontbrekende getalle in ‘n geskrewe volgorde, op ‘n getallelyn of op ‘n getalrooster voltooi om die telvaardigheid in te oefen. Onthou dat leerders slegs skryf tot 20. Sien notas vir kwartaal 3 oor die manier waarop leerders met getalvolgordes groter as 20 kan werk. 3 lesse 200 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 4 3. RUIMTE EN VORM (MEETKUNDE) ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 3.1 Posisie, oriëntasie en aansig Woordeskat van posisie Beskryf die posisie van voorwerpe in verhouding tot mekaar, byvoorbeeld bo-op, voor, agter, links, regs, op, af langs/ langsaan. Posisie en aanwysings • Volg aanwysings om in die klaskamer te beweeg • Volg aanwysings om een voorwerp in verhouding tot ‘n ander te plaas, byvoorbeeld: “ Sit die potlood in die boks.” Posisie en aansig Pas verskillende aansigte van dieselfde alledaagse voorwerp Woordeskat van posisie Beskryf die posisie van voorwerpe in verhouding tot mekaar, byvoorbeeld bo-op, voor, agter, links, regs, op, af langs/ langsaan. Posisie en aanwysings • Volg aanwysings om in die klaskamer te beweeg • Volg aanwysings om een voorwerp in verhouding tot ‘n ander te plaas, byvoorbeeld: “Sit die potlood in die boks.” Posisie en aansig Pas verskillende aansigte van dieselfde alledaagse voorwerp Posisie en rigtingaanwysings Sien notas vir kwartaal 1. Enige nuwe woordeskat ten opsigte van posisie behoort deur praktiese aktiwiteite waar die leerders betrek word deur fisiese beweging, bekendgestel te word. Dit kan gedoen word tydens klasonderrig of fokusgroeponderrig. Rigtingaanwysings behoort deur praktiese aktiwiteite aangeleer te word waar leerders hulself of voorwerpe volgens aanwysings beweeg. Dit kan gedoen word tydens klasonderrig of fokusgroeponderrig. Werk wat gedoen word ten opsigte van posisies en rigtingaanwysings word vasgelê deur skriftelike werk soos teken, inkleur of pas prente by woorde. Hierdie kan gedurende selfstandige werkstyd gedoen word. Posisie en aansigte Leerders in die grondslagfase moet verstaan dat voorwerpe verskillend lyk wanneer daar uit verskillende posisies daarna gekyk word. Leerders mag aanvaar dat voorwerpe, soos ‘n motor, klein lyk wanneer dit ver is. Soos wat die leerders meer met boeke en die illustrasies in die boeke werk, moet hulle verstaan waarom iets op die voorgrond groter vertoon as iets in die agtergrond. In die fokusgroeptyd kan leerders eksperimenteer deur hul hand voor hulle te hou om hul visie van die groter voorwerp te blokkeer wat verder weg is. Leerders in graad 1 behoort oefeninge gegee te word waar hulle verskillende aansigte van alledaagse voorwerpe kan pas (bo-aansig, sy-aansig, voor-aansig). Dit sal uiteindelik die leerders help om die meetkundige tekeninge van voorwerpe te interpreteer vanuit verskillende perseptiewe. 1 les CAPS FP Wiskunde Graad 1 - 3 201 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR KWARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Balvorms (sfere) • Boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur • voorwerpe wat rol • voorwerpe wat gly Fokusaktiwiteite Waarneem en bou van gegewe 3-D voorwerpe met konkrete materiaal soos boublokke, herwinbare materiaal en konstruksieblokke Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • Balvorms (sfere) • Boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • kleur • voorwerpe wat rol • voorwerpe wat gly 3-D werk kan deur skriftelike oefeninge vasgelê word. 1 les 202 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 3.3 2-D vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • grootte • kleur • vorm • reguit sye • ronde sye Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • grootte • kleur • vorm • reguit sye • ronde sye Sien notas vir kwartaal 2. Leerders werk met sirkels en vierkante van verskillende groottes en met driehoeke van verskillende vorms. Hulle sorteer dit volgens reuit of ronde rande. Leerders sorteer en groepeer vorms volgens driehoeke, vierkante of sirkels. Werk word deur skriftelike oefeninge vasgelê. 3 lesse 3.4 Symmetrie Simmetrie • Herken simmetrie in eie liggaam • Herken en teken lyn van simmetrie in 2-D Meetkundige en nie-Meetkundige voorwerpe Symmetrie • Herken en teken lyn van simmetrie in 2-D Meetkundige en nie-Meetkundige voorwerpe Leerders behoort die simmetrielyn te soek in konkrete voorwerpe en prente. Skriftelike oefeninge • Behoort nie net “teken die ander helfte” in te sluit nie, maar • Sluit voorbeelde in waar die leerders die simmetrielyn moet inteken. Die simmetrielyn hoef nie altyd ‘n vertikale lyn te wees nie. 1 les CAPS FP Wiskunde Graad 1 - 3 203 WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 4 4. METING ONDERW￾ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 4.1 Tyd Tydsduur Praat oor tydsduur • Orden alledaagse gebeure uit hul eie lewenservarings • Vergelyk tydsduur deur woordeskat soos langer, korter, vinniger, stadiger te gebruik • Gebruik woordeskat soos gister, vandag en môre om gebeure te orden Lees van tyd • Beskryf wanneer iets gebeur deur woordeskat soos oggend, middag, aand, vroeg, laat te gebruik • Ken die dae van die week • Ken die maande van die jaar • Plaas verjaarsdae op ‘n kalender Tydsduur Praat oor tydsduur • Orden alledaagse gebeure uit hul eie lewenservarings • Vergelyk tydsduur deur woordeskat soos langer, korter, vinniger, stadiger te gebruik • Gebruik woordeskat soos gister, vandag en môre om gebeure te orden Lees van tyd • Beskryf wanneer iets gebeur deur woordeskat soos oggend, middag, aand, vroeg, laat te gebruik • Ken die dae van die week • Ken die nmaande van die jaar • Plaas verjaarsdae op ‘n kalender Leerders moet leer om oor die volgende te praat: • die volgorde van gebeure; en • tydsduur. Leerders gaan voort om op verskillende maniere oor tyd te praat op ‘n daaglikse basis gedurende klassikale- of fokusgroeponderrigtyd. Leerders praat oor en beantwoord vrae oor wanneer dinge gebeur, gebruik taal soos oggend, middag, aand, vroeg en laat. Ontwikkel woordeskat om tydsverwysings soos gister, vandag, more, die dae van die week en maande van die jaar te orden. Leerders vergelyk tydsduur deur woorde soos langer of korter, vinniger of stadiger te gebruik. Leerders praat oor gebeure uit hul eie lewenservaringe. Hulle orden ook gebeure met behulp van prente soos: • die stappe om ‘n toebroodjie of ‘n koppie tee te maak • die groei van ‘n baba tot ‘n volwassene; • die lewensiklus van diere, byvoorbeeld van eier tot kuiken, of eier tot padda, of eier tot skoenlapper • gereelde gebeure deur die dag (opstaan, skool bywoon, speel, eet, aandete, slaap). Gaan voort om verjaarsdae vir die res van die jaar op die kalender te plaas. 2 lesse 204 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERW- ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 4.2 Lengte Informele meting • Vergelyk en orden die lengte, hoogte of breedte van twee of meer voorwerpe deur hulle langs mekaar te plaas • Gebruik woordeskat en bespreek die vergelyking tussen langer, korter, langer, wyer • Skat, meet, orden en rekordeer/teken lengte op deur gebruik te maak van niestandaard meting, byvoorbeeld handbreedtes, potloodlengtes, tellers, treë, ensovoorts. Alle meting in graad 1 is informeel. Geen formele meting van lengte volgens standaardmates word gedoen nie. Leerders kan die meting van lengtes, breedtes en hoogtes in informele mates deur die loop van die jaar, gedurende die selfstandige werkstyd, oefen en vaslê. Alle werk moet in werksboeke aangeteken word. Sien notas vir kwartaal 3. 4.3 Massa Informele meting • Skat, meet, orden en rekordeer/teken massa op deur gebruik te maak van nie-standaard meting en ‘n weegskaal, byvoorbeeld blokke, stene, ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder Informele meting • Skat, meet, orden en rekordeer/teken massa op deur gebruik te maak van nie-standaard meting en ‘n weegskaal, byvoorbeeld blokke, stene, ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder Alle meting in graad 1 is informeel. Geen formele meting van massa volgens standaardmates word gedoen nie. Hoe verskil kwartaal 4 van kwartaal 3? In kwartaal 1 word die volgende aanbeveel. Leerders fokus op: • Direkte vergelykings van die massa van voorwerpe; • Orden en vergelyk die massas van drie of meer voorwerpe deur dit op ‘n balanseerskaal te plaas totdat die skaal uitbalanseer • Ontwikkel die woordeskat om die verskille in massa te bespreek Gedurende die vierde kwartaal kan leerders daarop fokus om informele meting van massa met nie-standaardmates te doen. CAPS FP Wiskunde Graad 1 - 3 205 WISKUNDE GRAAD 1-3 ONDERW￾ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, orden en rekordeer/teken massa op deur gebruik te maak van nie-standaard meting en ‘n weegskaal, byvoorbeeld blokke, stene, ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder Informele meting • Skat, meet, orden en rekordeer/teken massa op deur gebruik te maak van nie-standaard meting en ‘n weegskaal, byvoorbeeld blokke, stene, ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder Informele meting van massa deur nie-standaardmates te gebruik Leerders kan al die beginsels wat op meting van toepassing is, volgens nie￾standaardmates aanleer. Meting volgens nie-standaardmates moet nie as minderwaardig beskou word teenoor meting volgens standaardeenhede nie. Meting van massa met nie-standaard eenhede behels die tel van die hoeveelheid van die gekose eenheid as die voorwerp wat gemeet word, byvoorbeeld ‘n liniaal het dieselfde massa as 9 blokkies. Leerders behoort ‘n verskeidenheid voorwerpe te meet met verskillende items as informele maat-eenhede. Leerders moet onderrig word om ten alle tye die massa-eenheid te noem, byvoorbeeld die boek het dieselfde massa as 34 albasters. Sodra leerders die massa-eenheid ‘n paar keer gebruik het, behoort hulle ‘n skatting te kan maak van die hoeveelheid van die betrokke eenheid dieselfde massa het as die item wat geweeg word. Skatting is belangrik, maar kan slegs gedoen word as die leerders die meting met daardie eenheid gedoen het. Leerders moet onderrig word dat massa van verskillende voorwerpe slegs vergelyk kan word indien dieselfde eenheid gebruik is, byvoorbeeld as ‘n liniaal ‘n massa het van 20 blokkies en ‘n skêr het dieselfde massa as 20 albasters, kan daar nie met sekerheid vasgestel word of hulle dieselfde massa het en of een swaarder is as die ander een nie. Rekordering van metings Al is meting ‘n praktiese vaardigheid, behoort leerders hul bevindinge ten alle tye neer te skryf. Meting van massa as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verwantskappe kan leerders probleme oplos binne die konteks van informele meting van massa. Voorbeeld: Die stoffer het ‘n massa van 11 albasters. Die boks kleurkryte het ‘n massa van 8 albasters. Hoeveel albasters sal hulle massa saam wees? Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 2 lesse 206 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDERW- ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 4.4 Kapasiteit/ Volume Informele meting • Vergelyk en orden die hoeveelheid vloeistof (volume) in twee houers wat langs mekaar geplaas is. Leerders kyk terwyl dit in ‘n derde houer te gegooi word. • Vergelyk en orden die hoeveelheid vloeistof wat twee houers kan bevat (kapasiteit) • Ontwikkel woordeskat om oor die vergelyking te praat byvoorbeeld meer as, minder as, vol, leeg • Skat en meet, vergelyk en orden die kapasiteit van houers volgens nie-standaard meting, byvoorbeeld lepels en koppies Informele meting • Skat en meet, vergelyk, orden en rekordeer die kapasiteit van houers deur nie￾standaardmates te gebruik, byvorrbeeld lepels en koppies Alle meting in graad 1 is informeel. Geen formele meting van kapasiteit/volume volgens standaardmates word gedoen nie. Hoe verskil kwartaal 4 van kwartaal 3? Gedurende die eerste kwartaal was die fokus op: • Die ontwikkeling van woordeskat om oor die verskille in volume te praat; • Vergelyking van die volumes in twee identiese houers; en • Vergelyking van volumes in twee houers wat verskillend lyk, veral wyer en nouer houers. In die vierde kwartaal kan leerders fokus op informele meting volgens nie-standaardmates van volumes. Wat is kapasitieit? Wat is volume? ‘n Bottel kan ‘n kapasitieit van vier koppies hê, maar dit mag nie tot kapasiteit gevul wees nie. Dit kan, byvoorbeeld, slegs ‘n volume van een koppie water op ‘n spesifieke tyd bevat. Kapasiteit is die totale hoeveelheid wat ‘n houer/voorwerp kan bevat (of die hoeveelheid ruimte binne-in die houer/voorwerp). Volume is die hoeveelheid ruimte wat iets bevat. Soms sal leerders meet hoeveel vloeistof (of sand of ander stof) is in die houer. Die volume van die houer se inhoud word dan gemeet. Ander kere sal leerders meet hoeveel die houer kan bevat indien dit tot kapasiteit gevul word. Informele meting van kapasiteit/volume deur nie-standaardmates te gebruik Informal measurement of length using non-standard units of length Leerders kan al die beginsels wat op meting van toepassing is, volgens nie￾standaardmates aanleer. Meting volgens nie-standaardmates moet nie as minderwaardig beskou word teenoor meting volgens standaardeenhede nie. Leerders behoort die geleentheid te kry om volume/kapasitieit te meet deur ‘n verskeidenheid voorwerpe as informele mates te gebruik, byvoorbeeld koppies (maar nie noodwendig maatkoppies nie), lepels (maar nie noodwendig maatlepels nie), bottelproppies soos 2 liter melkbottelproppies, klein blikkies, klein botteltjies, ensovoorts. Die meting van volume/kapasiteit volgens nie-standaardmates sluit in die tel van die aantal kere wat die gekose eenheid gevul en leeggemaak kan word kan word om die vereiste kapasiteit of volume te kan bereik. Leerders moet onderrig word om ten alle tye die eenheid te benoem, byvoorbeeld, daar is 48 lepelsvol water in die bottel of daar is net minder as ‘n koppie water in die bottel. CAPS FP Wiskunde Graad 1 - 3 207 WISKUNDE GRAAD 1-3 ONDERW￾ERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 4.4 Kapasiteit/ Volume Informele meting • Vergelyk en orden die hoeveelheid vloeistof (volume) in twee houers wat langs mekaar geplaas is. Leerders kyk terwyl dit in ‘n derde houer te gegooi word. • Vergelyk en orden die hoeveelheid vloeistof wat twee houers kan bevat (kapasiteit) • Ontwikkel woordeskat om oor die vergelyking te praat byvoorbeeld meer as, minder as, vol, leeg • Skat en meet, vergelyk en orden die kapasiteit van houers volgens nie-standaard meting, byvoorbeeld lepels en koppies Informele meting • Skat en meet, vergelyk, orden en rekordeer die kapasiteit van houers deur nie￾standaardmates te gebruik, byvorrbeeld lepels en koppies Sodra leerders die eenheid ‘n paar keer gebruik het, behoort hulle ‘n skatting te kan maak van die hoeveelheid van die betrokke eenheid dieselfde kapasiteit/volume het as die item wat gemeet word. Skatting is belangrik, maar kan slegs gedoen word as die leerders die meting met daardie eenheid gedoen het. Leerders moet onderrig word dat kapasiteit/volume van verskillende voorwerpe slegs vergelyk kan word indien dieselfde eenheid gebruik is, byvoorbeeld, as ‘n glas 20 teelepels water kan hou en ‘n koppie kan 10 eetlepels water hou, kan daar nie met sekerheid gesê word dat die glas meer water bevat nie. Leerders moet ‘n verskeidenheid informele eenhede vir meting gebruik sodat hulle: • Verstaan hoe kleiner die eenheid, hoe meer tyd nodig is om dit te gebruik/vul, byvoorbeeld, die volume in ‘n bottel kan 20 lepels eetlepels bevat maar ook 1 koppie; en • Begin eenhede gebruik wat gepas is vir dit wat gemeet word, byvoorbeeld om ‘n 2 liter bottel te vul en met teelepels te meet, is ‘n vermorsing van tyd. Rekordering van metings Al is meting ‘n praktiese vaardigheid, behoort leerders hul bevindinge ten alle tye neer te skryf. Meting van kapasiteit as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verwantskappe kan leerders probleme oplos binne die konteks van informele meting van kapasiteit of volume, byvoorbeeld, Ouma gebruik 2 koppies melk om ‘n nagereg te maak. Hoeveel melk sal sy benodig indien sy die resep wil verdubbel? Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 1 les 208 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 1 K WARTAAL 4 5. DATAHANTERING ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) Werk met versamelings van voorwerpe 5.1 Versamel en sorteer voorwerpe Versamel en vergelyk voorwerpe Versamel en sorteer alldaagse voorwerpe Sorteer versamelings van voorwerpe is nie ‘n spesifieke fokus vir die tweede helfte van die jaar nie. Dit kan egter as ‘n aktiwiteit tydens selfstandige werkstyd per geleentheid aan leerders gegee word. Die aanbevole fokus vir die vierde kwartaal is op die lees en analisering van prentdiagramme: sien onder 5.2 Voorstelling van gesorteerde versameling voorwerpe Voorstelling van versameling gesorteerde voorwerpe Teken ‘n prent van die versamelde voorwerpe 5.3 Bespreek en doen ver￾slag oor die gesorteerde, versameling voorwerpe Bespreek en doen verslag oor die gesorteerde versameling voorwerpe • Gee redes oor hoe versamelings gesorteer was. • Antwoord vrae oor • Hoe die sorteringsproses plaasgevind het (proses) • Hoe die gesorteerde versameling lyk (beskryf produk) • Beskryf die versameling en die tekening • Verduidelik hoe versameling sorteer was CAPS FP Wiskunde Graad 1 - 3 209 WISKUNDE GRAAD 1-3 ONDER￾WERPE VEREISTE BEGRIPPE EN VAARDIGHEDE BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) Werk met data 5.4 Versamel en organiseer data Versamel en organiseer data Versamel data oor die klas of skool om onderwyser se vrae te beantwoord 5.5 Datavoor￾stelling Datavoorstelling Versamel data oor die klas of skool om onderwyser se vrae te beantwoord 5.6 Analiseer en interpreteer data Analiseer en interpreter data Beantwoord vrae rakende data in prentdiagramme Analiseer data vanaf datavoorstellings Sodra leerders die hele datasiklus ervaar het (soos aanbeveel in die derde kwartaal), kan hulle daarop fokus om die gegewe voorstellings te analiseer. Dit word aanbeveel dat leerders in die vierde kwartaal ten minste 2 prentdiagramme analiseer (vrae beantwoord). 2 lesse 210 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 3.5.2 Verduideliking van inhoud graad 2 Gra A d 2 K WARTAAL 1 1. GETALLE, BEWERKINGS EN VERWANTSKAPPE ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) GETALBEGRIPSONT WIKKELING: Tel met heelgetalle 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 200 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. Tel tot ten minste 100 alledaagse voorwerpe akkuraat . Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Verwys na notas vir Graad 1, kwartaal 3 en 4 Kwartaal 1 van graad 2 dien as inskerping van werk wat in kwartaal 4 van graad 1 gedoen is. Tel in groepe Hierdie kwartaal is die fokus op aantel en tel in groepe. Leerders word gehelp om ‘n groot aantal voorwerpe te tel deur hulle aan te moedig om die voorwerpe in groepe van twee’s, vywe en tiene te groepeer. Getalkaarte behoort by elke versameling vertoon te word om die aantal voorwerpe aan te toon wat getel word. Hierdie gegroepeerde tel berei die leerders voor om vermenigvuldiging te verstaan. Leerders behoort die geleentheid gebied te word om te sien dat ‘n groep van 100 op verskillende maniere saamgestel kan word, byvoorbeeld: • 10 groepe van tien; • 100 los ene; of • 2 groepe van 50. Aantel Leerders moet steeds die geleentheid gebeid word om ‘n versameling voorwerpe aan te tel. Hulpbronne: Versigtige oorweging moet geskenk word aan die tipe apparaat wat gebruik word om leerders aan te moedig om groepe te tel. Geskikte tipes apparaat sluit in: • Gestruktureerde apparaat, soos ‘n string telkrale • Die telraam om te oefen om in groepe van tien te tel • Maak bondels van 2, bondels van 5 en tien en tel met telstokkies of vuurhoutjies • Speelgeld CAPS FP Wiskunde Graad 1 - 3 211 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 200 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. Tel tot ten minste 100 alledaagse voorwerpe akkuraat . Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Sodra leerders die vooraf-gestruktureerde of vooraf-gegroepeerde telapparaat gesien het, moet hulle aangemoedig word om die voorwerpe te groepeer wanneer hulle tel. Leerders moet die verband tussen ordinale en gewone tel verstaan. Dit word bereik wanneer hulle besef deur tel te stop wanneer die 50e voorwerp bereik word beteken dat hulle 50 voorwerpe getel het. Teen die einde van die kwartaal behoort die leerders: • Voorwerpe te tel wat hulle kan aanraak of vashou; • Tellers wat in groepe van vywe en tiens gegroepeer is te tel; en • Dit herrangskik en weer tel. Leerders behoort die volgende vraag te kan beantwoord: “Het jy dieselfde aantal tellers?” Verdere aktiwiteite: Leerders behoort op die volgende tipes instruksies en vrae te kan reageer: • Hier is 100 tellers. Tel hulle deur dit in tiene te groepeer. Kontroleer dit deur in ene te tel. Voordat jy begin, dink jy dat die aantal dieselfde sal wees? • Om al 100 tellers te tel, sal jy dit verkies om in groepe van 20 of 25 te tel? Hoekom? • Besluit op die beste manier waarop ‘n versameling potlode getel kan word. • Hier is 80 tellers. Indien ons in twee’s of tiene tel, sal die aantal tellers steeds dieselfde wees? • Tel 46 tellers deur dit in groepe van twee te groepeer. 212 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.2 Tel aan en terug Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoud van 5 tussen 0 en 200 • 2s vanf enige veelvoud van 2 tussen 0 en 200 • 3s vanaf enige veelvoud van 3 tussen 0 en 200 • 4s vanaf enige veelvoud van 4 tussen 0 en 200 Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoud van 5 tussen 0 en 200 • 2s vanf enige veelvoud van 2 tussen 0 en 200 Kwartaal 1 van Graad 2 dien as inskerping van werk wat in Kwartaal 4 van Graad 1 gedoen is. Oorslaantel is ‘n belangrike vaardigheid wat leerders sal help om bewerkinge te doen. Die opsê van die opeenvolging van getalle is ‘n belangrike vaardigheid wat benodig word vir tel. Tel behoort steeds ‘n belangrike deel van leerders se alledaagse lewe te vorm en dit sluit rympies, liedjies en stories in wat deel uitmaak van die tel-ervaring. Die leerders het die volgende begrippe ontwikkel wat verband hou met tel: • Die begrip van behoud • Die beginsel van gewone getalle – benoeming van ‘n versameling • Subitering • Pas van een-tot-een verhouding Oorslaantel Oorslaantel is ‘n ener benoeming vir gegroepeerde tel. Dit help om ‘n bewustheid vir getalpatrone te ontwikkel. Oorslaantel moedig leerders aan om getalle in groepe te tel en in getalgroepe te dink wat hulle dus meer doeltreffend maak. Dit help ook om die vermoë om te skat te ontwikkel. Gegroepeerde tel maak hulle bewus van die verhouding tussen getalle wat nie opeenvolg nie. Dit lê die grondslag vir getalpatrone en vir vermenigvuldiging. Leerders moet steeds ondersteun word deur beelde om hulle te help met oorslaantel, byvoorbeeld: 2 4 6 8 10 12 14 16 18 20 22 24 26 8 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 Verdere aktiwiteite: Tel aan en terug tot by 100 en gebruik die groot 100-getallekaart: (5 – 7 min per dag). Begin deur met die HELE KLAS saam te tel, stop by ‘n sekere getal, byvoorbeeld 24. Die leerders neem beurte om vanaf daardie getal aan te tel in groepe/pare/individue soos deur die onderwyser aangedui. Skryf elke keer die getal neer wanneer daar gestop word. Vra vrae soos: “Watter patroon word herken? Waar eindig die eerste patroon?” (Byvoorbeeld: Telpatroon vir veelvoude van 2s: 2; 4; 6; 8; 10) CAPS FP Wiskunde Graad 1 - 3 213 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.2 Tel aan en terug Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoud van 5 tussen 0 en 200 • 2s vanf enige veelvoud van 2 tussen 0 en 200 • 3s vanaf enige veelvoud van 3 tussen 0 en 200 • 4s vanaf enige veelvoud van 4 tussen 0 en 200 Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoud van 5 tussen 0 en 200 • 2s vanf enige veelvoud van 2 tussen 0 en 200 Teen die einde van die kwartaal behoort die leerders te kan: Mondeling tel en reageer op vrae soos: • Begin by 52, tel aan in ene tot 72. • Begin by 88 en tel terug in ene tot 70. • Begin by 38 en tel in veelvoude van 2 tot 50. • Begin by 45 en tel in veelvoude van 5 tot 100. • Begin by 10 en tel in veelvoude van 10 tot 100. Leerders behoort hul telvaardighede in geskrewe aktiwiteite te kan toepas. Hulle kan, byvoorbeeld, tydens selfstenige werk getalle wat opeenvolg voltooi: Leerders kopieer en brei verskillende getalpatrone uit, byvoorbeeld: 76; 75; 74; __; 72; __; __; __; 68 (terug in ene) 27; 28; 29; __; __; 32; __ (in ene aan) 8; 10; __; 14, __ (in twee’s of ewe getalle) 5; 10, 15 20;25; ____ (in vywe) 90; __; 70 60; __ (Tel terug in tiene) 10, 20, 30, 40, ___, 60, 70, ___ (Tel aan in tiene). 214 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.3 Getal￾simbole en getalname Ken en lees getalle Ken en lees getalsimbole 0 – 200 Skryf getalsimbole 0 – 200 Ken en lees getalsimbole 0 – 100 Skryf getalname 0 - 100 Ken en lees getalle Ken en lees getalsimbole 0 - 100 Skryf getalsimbole 0-100 Ken en lees getalsimbole 0-25 Skryf getalname 0-25 Gedurende hierdie kwartaal gaan leerders voort om • Lees en skryf getalsimbole tot 100; en • Lees en skryf getalname tot 25. Teen die einde van die kwartaal behoort leerders: Die gegewe getalsimbool se getalnaam te skryf: • sewentien • drie-en-twintig Die simbool by die getalnaam te pas 66 Een-en negentig 8 Drie-en-vyftig 172 Veertig 109 Agt-en-dertig 91 Een honderd twee en sewentig 40 Ses-en sestig 53 Agt 38 Een honderd en nege Die getalle op elke kaart hardop te lees: CAPS FP Wiskunde Graad 1 - 3 215 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.4 Beskryf, vergelyk en orden getalle Orden en vergelyk getalle tot 99 • Orden heelgetalle tot 99 van die kleinste tot die grootste en van die grootste tot die kleinste • Vergelyk heelgetalle tot 99 deur woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan te gebruik. Gebruik ranggetalle om orde, plek of posisie aan te toon Posisioneer voorwerpe in ‘n ry vanaf eerste tot tiende of eerste tot laaste, byvoorbeeld: eerste, tweede, derde ...twintigste. Orden en vergelyk getalle tot 25 • Orden heelgetalle van die kleinste tot die grootste en van die grootste tot die kleinste. • Vergelyk heelgetalle deur woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan te gebruik. Gebruik ranggetalle om orde, plek of posisie aan te toon Posisioneer voorwerpe in ‘n ry vanaf eerste tot tiende of eerste tot laaste, byvoorbeeld: eerste, tweede, derde ... tiende. Die getalpatrone vir die ordening en vergelyking pas by die bewerkingsgetalpatrone. Dit beteken dat die leerder se getalbegrip baie goed ontwikkel moet wees om bewerkinge tot 99 te doen en oplossings te vind. Indien leerders met selfvertroue getalle wat groter is as die minimum vereiste kan orden en vergelyk, sal hulle getal- en bewerkingsbegrip vermeerder. Leerders behoort voort te gaan om die taal vir ordening en vergelyking te gebruik: • Eerste, tweede, derde, vierde, vyfde, sesde ... • Hoeveel ... • Net soveel soos, dieselfde aantal as ... • Gelyk aan, meer as, minder as, groter as, kleiner as ... • Eerste, laaste, voor, na, tussen Deur middel van ordening en vergelyking van voorwerpe, leer leerders dat: • Die kardinale aspek van ‘n getal word gebruik om ‘n getal in ‘n versameling te beskryf; • Die rangorde van ‘n getal verwys na die getal in verhouding tot die posisie van die getal in ‘n versameling, byvoorbeeld: kleur die derde sirkel geel in. Verdere aktiwiteite • Ranggetalle: Bespreek die verskil tussen die woorde ‘een’ en ‘eerste; ‘twee’ en ‘tweede’; ensovoorts. Vra vrae soos: “Wanneer sou jy die woord ‘drie’ gebruik en wanneer die woord ‘derde’? Kan ons eerste, tweede, derde op ‘n korter manier skryf?” • Deel die leerders in die klas in drie tot vier gelyke groepe. Elke leerder kry ‘n kaart waarop sy/haar naam geskryf is. Die groep plaas hul name in alfabetiese volgorde. Die onderwyser en leerders kan dan vrae vra, byvoorbeeld: “Wie is vierde in jou groep?” 1.5 Plekwaarde Herken die plekwaarde van ten minste twee￾syfergetalle tot 99 • Weet wat elke syfer voorstel • Afbreek van twee￾syfergetalle tot 99 in veelvoude van tiene en ene/eenhede • Identifiseer en verklaar die waarde van elke syfer Herken die plekwaarde van ten minste twee￾syfergetalle tot 25 • Weet wat elke syfer voorstel • Afbreek van twee￾syfergetalle tot 99 in veelvoude van tiene en ene/eenhede • Identifiseer en verklaar die waarde van elke syfer Wat verskil van graad 1? In kwartaal 1, werk leerders met ‘n hoër getalreeks en gaan voort om te: • Tel en groepeer om groepe van tiene en ene te maak; en • Skryf 18 = 1 tien en 8 los ene • 13 = 10 en 3. Gedurende hierdie kwartaal gaan leerders voort om in vele aktiwiteite mee te doen om tien as ‘n baken te vestig en ‘n een. Tien is een tien wat uit 10 ene bestaan. Algemene ‘tien en een woorde’ (24 is 2 groepe van tien en 4 ene) moet gereeld gebruik word om ‘n taal te vestig wat opbou en afbreek simboliseer. 216 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van ten minste twee￾syfergetalle tot 99 • Weet wat elke syfer voorstel • Afbreek van twee￾syfergetalle tot 99 in veelvoude van tiene en ene/eenhede • Identifiseer en verklaar die waarde van elke syfer Herken die plekwaarde van ten minste twee￾syfergetalle tot 25 • Weet wat elke syfer voorstel • Afbreek van twee￾syfergetalle tot 99 in veelvoude van tiene en ene/eenhede • Identifiseer en verklaar die waarde van elke syfer Werk met konkrete apparaat • Tel van stokkies/vuurhoutjies Die tel van stokkies en vuurhoutjies kan gegroepeer word om bondels van tiene en los ene aan te toon, byvoorbeeld: Om 12 aan te toon Om 18 aan te toon Om 25 aan te toon • Die telraam Leerders moet voortgaan om konkrete apparaat te hanteer deur groepering om tien ene te vorm en te verstaan dat 10 is een groep van tien los ene. Deur die gebruik van die telraam, moet leerders die volgende kan aantoon: - een tien; - een tien en 5 ene; - een tien en 6 ene; - een tien en 7ene; - een tien en 8 ene; en - een tien en 9 ene. • Dienes blokkies Die hulpbronne wat gebruik word om plekwaarde te onderrig kan gedurende hierdie kwartaal verbreed word. Basis tien blokkies (deel van die Dienes blokkies) kan bekendgestel word om die idee van ‘n tien as ‘n enkele entitieit vas te lê en dat: - 10 ene gelyk is aan1 tien; - 20 ene gelyk is aan 2 tiene; en - 16 ene gelyk is aan 1 tien en 6 los ene. Hoewel leerders steeds moet tel en in tiene groepeer, kan hulle 18 aantoon deur een basis blokkie en agt los blokkies bymekaarsit om die getal te wys. Leerders behoort ook te kan groepeer om 20 aan te toon. CAPS FP Wiskunde Graad 1 - 3 217 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van ten minste twee￾syfergetalle tot 99 • Weet wat elke syfer voorstel • Afbreek van twee￾syfergetalle tot 99 in veelvoude van tiene en ene/eenhede • Identifiseer en verklaar die waarde van elke syfer Herken die plekwaarde van ten minste twee￾syfergetalle tot 25 • Weet wat elke syfer voorstel • Afbreek van twee￾syfergetalle tot 99 in veelvoude van tiene en ene/eenhede • Identifiseer en verklaar die waarde van elke syfer Gelyke voorstellings Gedurende hierdie kwartaal val die klem op die gelyke voorstelling van dieselfde getal. Twintig behoort beskryf te word as 2 tiene (gebruik bondels of groepe van voorwerpe) of 2 groepe van tien. Dit is belangrik om die leerders te wys dat 20 verskillend kan lyk. Wys due 20 los voorwerpe, een groep van tien en 10 los ene en 2 groepe van tien. Leerders moet die geleentheid gebied word om die rangskikkings te beskryf en om ooreenkomste en verskille te beskryf. • Plekwaardekaarte/spreikaarte Plekwaardekaarte word bekendgestel en gedurende hierdie kwartaal gebruik om aan te toon hoe hierdie getalle gebou word. Die plekwaardekaarte kan saam met bondels of groepe voorwerpe gebruik word. • Die waarde van syfers Leerders behoort te sê wat elke syfer voorstel. Vra die leerders: - Watter getal verteenwoordig die 7 in die getal 27? - Watter getal verteenwoordig die syfer 2 in die getal 29? Leerders behoort die plekwaardekaarte te gebruik om hul stellings te bewys. • Beweeg na geskrewe tekste Leerders moet met geskrewe aktiwiteite besig wees tydens selfstenige tyd wat die volgende inskerp en ontwikkel: - Die begrip van groepen tien en los ene/eenhede; en - Die waarde van ‘n syfer. Voorbeeld: Kleur 12 krale in Kleur 16 krale in Voltooi die ontbrekende getal (dit kan gedoen word of verduidelik word deur middel van konkrete apparaat) 18 = 1 tien en ____ ene 23 = __ tiene en 3 ene 218 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.5 Plekwaarde Voorgestelde hulpbronne Voorwerpe wat gegroepeer kan word: • Tel van stokkies • Tellers wat geryg kan word • Vuurhoutjies • Roomysstokkies • Boublokkies CAPS FP Wiskunde Graad 1 - 3 219 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Daar word van leerders verwag om woordprobleme op te los deur van die volgende tegnieke gebruik te maak: Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Prente of konkrete apparaat Leerders gaan voort om prente te teken en konkrete apparaat te gebruik om probleme op te los. Dit is belangrik dat die prente of tekeninge die getal en die getalsin bevat. Opbou en afbreek van getalle Hierdie is een van die belangrikstettegnieke in die grondslagfase. Deur middel van hierdie tegniek word leerders toegelaat om getalle op te breek om die bewerkinge te vergemaklik. Hierdie tegniek word grootliks in die intermediêre fase ook gebruik. Verdubbeling en halvering Hierdie tegniek vereis kundigheid en ‘n goeie getalbegrip. Leerders wat hierdie tegniek verkies is buigbaar in die strategieë wat hulle gebruik, byvoorbeeld: Woordprobleem: op een dag by die kliniek kry 17 kinders griepinspuitings. Die volgende dag word 16 kinders ingespuit. Hoeveel kinders is altesaam ingespuit? Hierdie probleem kan deur middel van verdubbeling opgelos word. Die leerders mag sê dubbel 16 plus 1 of dubbel 17 minus 1. Getallelyne Die gebruik van getallelyne om bewerkinge te doen stel die leerders in staat om hulle denkwyses neer te skryf en na te gaan. Dit laat die leerders toe om ‘n geskrewe beeld te hê om na te verwys oor die metode waarop hulle die probleem kan oplos. Leerders gebruik reeds vanaf graad 1 getallelyne. Teen hierdie tyd behoort hulle al ‘n eie getallelyn te kan opstel waarop hulle die begingetal insit en dan te kan bepaal hoe om van die een getal na die volgende te beweeg. Daar sal vordering wees in die opstel van getallelyne gedurende die kwartaal. Voorbeeld waarop leerders getallelyne kan gebruik om hulle bewerkingstegnieke te rekordeer is: Zonke het 6 sagte speelgoed. Zia het 6 meer as Zonke. Hoeveel sagte speelgoed het Zia? Leerders sal die volgende getallelyn opstel om hulle te help om die antwoord te kry. Voorbeeld: 0 1 2 6 4 3 5 7 8 9 13 11 10 12 14 15 Leerders kan ook 6 in groepe van 2 verdeel. Die getallelyn toon dan die spronge in 2s vanaf 6: 220 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Voorbeeld: Sodra leerders met vertroue kan aantel vanaf ‘n gegewe getal, behoort die getallelyn by 6 te begin. Die manier waarop die getallelyn opgestel is pas by die begrip van aantel. Dit is belangrik dat leerders sien dat getallelyne by verskillende getalle begin wanneer dit gebruik word vir aantel of wanneer getalle georden word. 6 kan in groepe van 2s gegroepeer word en tel by vanaf 6: Voorbeeld: 6 kan ook gehalveer word en 2 spronge van 3 word aangedui. Voorbeeld: Leerders moet baie geleenthede gebied word om te verduidelik hoe ‘n getal bereik kan word deur die getallelyn te gebruik. Die volgende vrae kan gevra word: “Watter verskillende spronge kan uitgevoer word om 15 te bereik?” Leerders moet hulle getalkombinasies van 15 ken om hulle in staat te stel om die getallelyn te gebruik om regte antwoord te bereik. Dit is belangrik dat leerders moet besef hoe ‘groot’ die sprong is. Die inoefening van hierdie tipe aktiwitieit berei leerders voor om met leë getallelyne te werk. Wanneer daar met getallelyne gewerk word, mag sekere leerders dalk ‘n string krale bo of onder die getallelyn hou om hulle te help tel. Laat leerders toe om die tegniek waarmee hulle gemaklik voel, te gebruik. Indien leerders egter tegnieke gebruik wat nie effektief is nie, moet hulle gelei word om meer effektiewe strategieë te gebruik. Leerders oefen hierdie strategieë. Hulle hoef nie vlot in die gebruik daarvan te wees nie. Neem kennis dat leerders verskillende maniere van probleemoplossing gebruik wat die onderwyser dikwels nie verwag nie. ‘n Deelprobleem kan opgelos word deur herhaalde aftrekking, optelling of vermenigvuldiging. Leerders se metodes sal deur die loop van die jaar verander soos wat hulle begrip verbeter, die bekendheid met die probleemtipes toeneem en hul getalbegrip ontwikkel. CAPS FP Wiskunde Graad 1 - 3 221 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.7 Optel en aftrek Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 99. Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 20. Hoe verskil graad 2 van graad1? Gedurende hierdie kwartaal oefen leerders om woordprobleme op te los en raak meer vertroud in die gebruik van die volgende tegnieke tydens probleemoplossings: • Prente of konkrete apparaat • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Die leerders moet hierdie kwartaal baie ondersteuning kry in hulle pogings om hulle bewerkinge neer te skryf en voor te stel. Leerders behoort getalsinne neer te skryf as ‘n geskrewe bewys vir die probleem wat opgelos is. Dit is belangrik om die leerders wat sukkel om ‘n getalsin neer te skryf, dop te hou sodat spesifieke probleme geïdentifiseer kan word. Probleem tipe 1: Verander Samevoeging Skeiding Resultaat onbeken Moeketsi het 6 lekkers. Mahlodi gee vir hom 9 meer. Hoeveel lekkers het Moeketsi altesaam? Daar is 15 lekkers. Moeketsie eet 6. Hoeveel is daar oor vir Mahlodi? Verandering onbekend Moeketsi het 6 lekkers. Hoeveel meer moet hy kry om 15 te hê? Moeketsi het 15 sweets. Mahlodi eet van dit. Daar is 9 oor. Hoeveel het Mahlodi geëet? Begin onbekend Moeketsi het lekkers. Mahlodi gee hom nog 9. Nou het hy 15. Hoeveel het Moeketsi aan die begin gehad? Moeketsi eet van die lekkers. Hy gee 6 vir Mahlodi. Nou het hy 8 lekkers oor. Hoeveel het hy aan die begin gehad? Probleem tipe 2: Vergelyk Samevoeging Skeiding Resultaat onbekend Moeketsi het 6 lekkers. Mahlodi het 15 lekkers. Verandering onbekend Mahlodi het 9. Hoeveel meer lekkers het Mahlodi as Moeketsi? Mahlodi het 6 lekkers. Hy het 9 minder lekkers as Moeketsi. Hoeveel lekkers het Mahlodi? Begin onbekend Mahlodi het 15 lekkers. Sy het 9 meer lekkers as Moeketsi. Hoeveel lekkers het Moeketsi? Mahlodi het 16 lekkers. Moeketsi het 9 minder lekkers as Mahlodi. Hoeveel lekkers het Mahlodi? 222 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.7 Optel en aftrek Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 99. Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 20. Probleem tipe 3: Gelykmaking Samevoeging Skeiding Resultaat onbekend Mahlodi het 15 lekkers. Moeketsi het 6. Hoeveel meer lekkers moet Moeketsi kry om net soveel soos Mahlodi te hê? Mahlodi het 16 lekkers. Moeketsi het 6 lekkers. Hoeveel meer lekkers behoort Mahlodi te eet om dieselfde aantal lekkers as Moeketsi te hê? Verandering onbekend Moeketsi het 6 lekkers. As hy 9 lekkers koop sal hy net soveel soos Mahlodi hê. Hoeveel lekkers het Mahlodi? Moeketsi het 6 lekkers. As Mahlodi 9 eet, sal sy dieselfde aantal lekkers as Moeketsi hê. Hoeveel lekkers het Moeketsi? Begin onbekend Mahlodi het 15 lekkers. As Moeketsi nog 9 lekkers koop sal hy dieselfde aantal lekkers as Mahlodi hê. Hoeveel lekkers het Moeketsi? Mahlodi het 16 lekkers. As sy 9 lekkers eet sal sy dieselfde aantal lekkers as Moeketsi hê. Hoeveel lekkers het Moeketsi? 1.8 Herhaalde optel wat na vermenig￾vuldiging lei Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 50 Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde opte of vermenigvuldiging met antwoorde tot 20. Vermenigvuldiging Die grondslag vir die begrip van vermenigvuldiging in hierdie graad is groepering. Die maak van groepe help die leerder om voorstellings van situasies te maak waar daar vermenigvuldig moet word. Daar is drie hoofkategorieë van probleemsituasies wat vermenigvuldiging met heelgetalle betrek: • Gelyke groepe (byvoorbeeld drie tafels, elk met vier kinders): word voorgeste as herhaalde versamelings • Vermenigvuldigende vergelyking (byvoorbeeld drie keer meer seuns as dogters): word voorgestel as een-tot-een verhouding • Reghoekige rye (byvoorbeeld drie rye van vier kinders): word voorgestel as rye en kolomme Elkeen van hierdie situasies kan met ‘n spesifieke manier van vraagstelling geassosieer word (verwys na Probleemoplossingstipes in graad 2 van afdeling 2) Probleemsituasies vir vermenigvuldiging sluit die volgende drie getalle in in ‘n wiskundige verband: • Die aantal voorwerpe in elke stel/versameling • Die aantal stelle/versamelings • Die totale aantal voorwerpe CAPS FP Wiskunde Graad 1 - 3 223 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.8 Herhaalde optel wat na vermenig￾vuldiging lei Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 50 Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde opte of vermenigvuldiging met antwoorde tot 20. Voorbeelde van probleme wat gedurende hierdie kwartaal gedoen kan word Daar word van die leerders verwag om die onderstaene probleme op te los, hulle prente, tekeninge of konkrete apparaat sal gebruik om die berekeninge te doen. As leerders prente teken om hulle te help om die berwerking te doen, moet die tekeninge die groepering aandui. Leerders moet aangemoedig word om getalsinne by al hulle woordprobleme in te sluit. Verwag van die leerders om herhaalde optel in hulle getalsinne te gebruik om die oplossing aan te toon. Voorbeelde van probleme wat gedoen kan word: Herhaalde optel • Hoeveel wiele sal 4 fietse hê? • Hoeveel oë het 7 kinders? Leerders mag die probleem op die volgende manier oplos: Prente of tekeninge behoort groepering aan te toon. Leerders moet aangemoedig word om in 2s te tel om die antwoord te kry. Hulle moet ook aangemoedig word om hulle voorstellings in ‘n getalsin weer te gee.    2      +    2      +      2    +      2      +    2    +    2    +    2        =    14   Tempo Thami drink elke dag 3 koppies melk. Hoeveel koppies drink hy in ‘n week? Roosters of rye Mr Khumalo plant 3 rye koolplantjies. Daar is 5 plante in ‘n ry. Hoeveel koolplantjies is daar altesaam? • ‘n Groentetuin het 18 plante wat in rye geplant is. Daar is 6 plante in elke ry. Hoeveel rye is daar? 224 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 99 met anwoorde wat ‘n res mag insluit. Los probleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en groepering insluit tot 20 met antwoorde wat ‘n res mag insluit. Soos met vermenigvuldiging, is die grondslag vir die begrip van deling in graad 2, gelyke verdeling en groepering • Groepering (byvoorbeeld twaalf kinders sit by tafels in groepe van vier. Hoeveel tafels is daar?) • Verdeling (byvoorbeeld twaalf kinders sit by vier tafels. Hoeveel kinders sit by elke tafel?) Sommige leerders is daartoe in staat om groepering en verdelingsprobleme met konkrete apparaat te demonstreer. Probleemsituasies vir vermenigvuldiging en deling sluit die volgende drie getalle in in ‘n wiskundige verband: • Die aantal voorwerpe in elke stel/versameling • Die aantal stelle/versamelings • Die totale aantal voorwerpe Voorbeelde van probleme wat hierdie kwartaal gedoen kan word Deel • Ek het 12 potlode wat ek gelykop tussen 3 wil verdeel. Hoeveel sal elkeen kry? • Daar is 18 speelgoedkarretjies. Kan dit gelykop tussen twee verdeel word? • Daar is 16 pruime en 8 kinders deel dit gelykop. Hoeveel pruime sal elke kind kry? • Naomi het 20 blomme. Sy sit hulle in 2 blompotte. Hoeveel blomme is in elke blompot? • Tom bak 8 koeke. Hy het 40 Smarties. Hoeveel Smarties kan hy op elke koek sit? Groepering • Hoeveel karretjies kan jy maak as jy 8 wiele het? Hoeveel motorfietse? • Daar is 18 appels in ‘n kartondoos. Hoeveel sakkies sal jy hê as jy in elke sakkie 3 appels sit? • ‘n Bakker bak 30 broodrolletjies. Sy sit 6 broodrolletjies in elke kartondosie. Hoeveel kartondosies sal sy gebruik? • Daar is venag 16 kinders hier. Hoeveel spanne van vier kinders kan ons maak? Rye Mongezi pak 20 tellers in 10 rye. Hoeveel tellers is daar in ‘n ry? CAPS FP Wiskunde Graad 1 - 3 225 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.11 Geld • Herken en identifiseer Suid-Afrikaanse munte (5c,10c, 20c, 50c, R1, R2, R5) en bank note (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit tot R99 en in sente tot 90c • Herken en identifiseer Suid-Afrikaanse munte ( 5c, 10c, 20c, 50c, R1, R2, R5), en bank note (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit in sente tot 50c of rande tot R20 Hoe verskil graad 2 van graad 1? Gedurende hierdie kwartaal oefen leerders om geld te herken en om geldeenhede in kleiner dele op te breek. Voorbeelde van probleme wat hierdie kwartaal gedoen kan word • Kan jy 50c gelykop tussen vier kinders verdeel? Verduidelik hoe. • Kougomlekkers kos 10c elk. Busi spandeer 50c. Hoeveel kougomlekkers het sy gekoop? • Thembi betaal R5 om soggens per taxi skool toe te kom. Sy betaal met ‘n R20 noot. Hoeveel kleingeld kry sy? Hoeveel geld sal sy oorhê as sy met die taxi huis toe gegaan het? • ‘n Suigstokkie kos R2,50. Palesa wil 4 suigstokkies koop. Sy het R8,00. Het sy genoeg geld? Indien nie, hoeveel meer het sy nodig? 226 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • Prente of konkrete apparaat • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Hoe verskil graad 2 van graad 1? Daar word van leerders verwag om bewerkinge te doen in konteks deur middel van die volgende tegnieke: • Prente of konkrete apparaat • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Prente of konkrete apparaat Leerders gaan voort om prente te teken en konkrete apparaat om probleme op te los. Dit is belangrik dat die prente of tekeninge getalle en getalsinne bevat. Opbou en afbreek van getalle Hierdie is een van die belangrikste tegnieke in die grondslagfase (leerders sal ook gereeld getalle afbreek in die intermediêre fase). Hierdie tegniek laat leerders toe om getalle af te breek en op te bou om bewerkinge te vergemaklik Gedurende hierdie kwartaal sal leerders: • Getalle afbreek deur plekwaarde te gebruik; • Getalle afbreek deur veelvoude van 10 te gebruik; en • Getalle in getalpare op te breek, byvoorbeeld pare wat 20 maak. Verdubbeling en halvering Leerders gaan voort om verdubbeling en halvering as bewerkingstrategie te gebruik. Getallelyne Verwys na die notas vir verdere voorbeelde om getallelyne te gebruik in die probleemoplossingsafdeling. Optel en aftrek Leerders behoort hul eie getallelyne te bou en getalle in meer hanteerbare dele op te breek. Voorbeeld: 8 + 12 Die getallelyn behoort by 8 te begin en leerders kan die volgende doen: - 2 spronge van 6 - 4 spronge van 3 - 3 spronge van 4 - Een sprong van 10 en dan ‘n sprong van 2 CAPS FP Wiskunde Graad 1 - 3 227 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • Prente of konkrete apparaat • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne • Vermenigvuldiging Getallelyne word steeds gebruik om herhaalde tel te ondersteun. Gelyke spronge kan op die getallelyn aangeteken word met ondersteunende sinne, byvoorbeeld: 5 + 5 + 5 + 5 + 5 = 25 5 spronge van 5 maak 25 5 groepe van 5 = 25 5 x 5 = 25 Vir ‘n gegewe vermenigvulding, behoort leerder te kan verduidelik hoe die spronge gemaak is op die getallelyn. Laat leerders die tegniek kies warmee hulle gemaklik is. Indien leerders egter tgegnieke gebruik wat nie effektief is nie, moet hulle gelei word om ander tegnieke te gebruik wat meer effektief is. Neem kennis dat leerders dikwels probleme oplos op maniere wat die onderwyser nie verwag nie, byvoorbeeld ‘n deelprobleem kan opgelos word deur middel van herhaalde aftrekking, optelling of vermenigvuldiging. Leerders se metodes sal deur die loop van die jaar verander soos wat hulle begrip en bekendheid met die probleemtipes toeneem en soos wat hulle getalbegrip ontwikkel. 228 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 • Optelling tot 20 • Aftrekking vanaf 20 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 10 Hoe verskil graad 2 van graad 1? Daar is groter klem op die ontwikkeling van bewerkingstrategieë of tegnieke gedurende hierdie kwartaal. Afbreek van getalle om bewerkings te doen word ‘n belangrike tegniek wat leerders sal inoefen. Hierdie kwartaal fokus op: Die gebruik van opbou en afbreek getalaktiwiteite wat sal help om begrip vir optel en aftrek te ontwikkel. Leerders oefen optel en aftrek tot 20. Dit is binne hierdie getalgebied waarin leerder die beginsels van plekwaarde van tiene en ene ontwikkel. Tel in groepe bly belangrik en leerders begin besef dat om in ene aan te tel nie ‘n effektiewe strategie is nie. Dit is in hierdie getalgebied waaarin leerders goed moet nadink oor die strategie wat hulle wil gebruik. Die keuse van ‘n gepaste strategie sal leerders help om vaardig te raak in bewerkinge. Die volgende aktiwiteite moet in die getalgebied 0-20 ingesluit word: • Tel van voorwerpe; • Herkenning, lees en skryf van getalle; • Vergelyking en ordening van getalle; • opbou en afbreek van getalle • inoefening van optel en afbreek tot en met 20; • Verdubbeling en halvering; en • Memoriswering van sekere getalfeite. CAPS FP Wiskunde Graad 1 - 3 229 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 • Optelling tot 20 • Aftrekking vanaf 20 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 10 Moontlike bewerkingstegnieke vir optel en aftrek Die onderstaande tegnieke laat leerders toe om hulle tel en getalbegrip te vorm. Die inoefening van die onderstaande tegnieke moedig leerders aan om na te dink oor die verband tussen getalle en dit leer hulle dat hulle hul kennis kan gebruik en toepas om bewerkinge te doen. Plaas die groter getal eerste om aan te tel of terug te tel 4 + 12 =  Herrangskik 4 + 12 as 12 + 2 en tel aan vanaf 12. Identifiseer amper dubbels 8 + 7 Die leerders kan verduidelik dat die som geskryf kan word as 8 + 8 -1 (dubbel 8 minus 1) of 7 + 7 + 1 (dubbel 7 plus 1). Die leerder kan verduidelik dat die som geskryf kan word as: Leerders kan hul strategieë neerskryf deur gebruik te maak van pyltjies 8 + 8 →16 + 1 = 15 Verander ‘n getal na tien en trek af of voeg ene by Hierdie strategie kan onderrig word deur middel van kleiner getalgebiede en kan dan met groter getalgebiede toegepas word 9 + 6 =  Leerders kan sê: “ek sal een van 6 wegneem en dit by die 9 voeg om 10 te maak.” Daarom kan 9 + 6 geskryf word as 10 + 5 = 15. 8 + 5 =  Leerders kan sê: “Ek sal twee van 5 wegneem en dit by die 8 voeg om 10 te maak.” Daarom kan 8 + 5 geskryf word as 10 + 3 = 13. 230 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 • Optelling tot 20 • Aftrekking vanaf 20 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 10 Afbreek van ‘n getal in kleiner dele om bewerkinge te vergemaklik Leerders sal ‘n getal in verskillende dele afbreek in dele wat meer hanteerbaar vir hulle is. Aantel deur een getal af te breek 11 + 7 =  11 + 4 + 3 11 + 4 → 15 + 3 = 18 11 + 7 =  11 + 5 + 2 11 + 5 → 16 + 2 = 18 17 – 9 =  17 – (7 + 2) 17 – 7 → 10 – 2 = 8 12 + 7 =  10 + 2 + 7 7 + 2 → 9 + 10 = 19 Gebruik kennis van omkerings vir die verband tussen optel en aftrek 15 – 9 =  Die leerder weet dat die som herskryf kan word as ‘n optelsom: “Ek weet dat 9 +  = 15.” Die leerder mag aantel om die bewerking te doen. Getalkombinasies ‘n Verskeidenheid aktiwiteite moet aan die leerders gegee word om getalkombinasies in te oefen. Die ideale tyd om dit te doen is tydens selfstandige werk. Die getallelyn kan ook gebruik word om getalkombinasies tot 10 in te oefen. CAPS FP Wiskunde Graad 1 - 3 231 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.14 Herhaalde optelling wat tot ver￾menigvul￾diging lei • Tel dieselfde getal herhaaldelik by tot 50 • Vermenigvuldig getalle 1 tot 10 met 1, 2, 5, 3 en 4 • Gebruik van gepaste simbole ( +, -, =, ) • Tel dieselfde getal herhaaldelik by tot 20 • Vermenigvuldig getalle 1tot 10 met 2 • Gebruik van gepaste simbole ( +, -, =, ) Hoe verskil graad 2 van graad 1? Leerders maak die oorgang vanaf herhaalde optel na vermenigvuldiging. Hulle begin die beginsel van vermenigvuldiging verstaan. Hulle is besig met altiwiteite wat hulle sal toelaat om die verband tussen getalle te sien: • Die aantal voorwerpe in elke stel/versameling • Die aantal stelle/versamelings • Die totale aantal voorwerpe Leerders behoort die begrip van herhaalde optel te verstaan. Teen die einde van die kwartaal behoort die leerders: • Die verband tussen herhaalde optel en vermenigvuldiging te sien; • Gebruik, lees en skryf die vermenigvuldigingsteken; • Skryf getalsinne met betrekking tot vermenigvuldiging; en • Vermenigvuldig getalle 1 tot 10 met 2. Wanneer woordprobleme opgelos word, sal leerders heel waarskynlik herhaalde optel gebruik, behalwe vir woordprobleme wat in rye gerangskik is. Dit is in die konteks van vry situasies dat daar ander beeldvoorstellings vir vermenigvuldiging gebruik kan word. Roosters/Rye Soos wat die leerders ervaring opdoen met ‘n verskeidenheid woordsomme met vermenigvuldiging, kan die organiseerring van die groepe in rye ‘n struktuur verskaf om die kommunikatiewe aard van vermenigvuldiging te demonstreer, byvoorbeeld 2 x 4 is dieselfde as 4 x 2. ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ 4 + 4 = 8 ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ 2 + 2 + 2 + 2 = 8 232 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.14 Herhaalde optelling wat tot ver￾menigvul￾diging lei • Tel dieselfde getal herhaaldelik by tot 50 • Vermenigvuldig getalle 1 tot 10 met 1, 2, 5, 3 en 4 • Gebruik van gepaste simbole ( +, -, =, ) • Tel dieselfde getal herhaaldelik by tot 20 • Vermenigvuldig getalle 1tot 10 met 2 • Gebruik van gepaste simbole ( +, -, =, ) Die gebruik van rye laat toe vir: • opbou en afbreek van getalle; • die verband tussen vermenigvuldiging en herhaalde optel; • dink aan vermenigvuldiging as ‘n ry; en • lê die grondslag vir die kommunikatiewe beginsel. Fokus die leerder se aandag op die aantal rye en die aantal tellers in die rye. ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ 4 + 4 = 8 Daar is 4 rye van 2, altesaam 8 Leerders kan dit as volg aanteken: ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ 2 + 2 + 2 + 2 = 8 Daar is 2 rye van 4, altesaam 8. Die woord “maal” kan nou bekendgestel word: 4 maal 2 is 8. Sodra leerders genoegsame ervaring opgedoen het, kan die vermenigvuldigingsteken met die gepaardgaande taal wat ontwikkel is, bekendgestel word: • 4 groepe van 2 • 4 twee’s • 2 + 2 + 2 + 2 = 8 • 4 groepe van twee of 4 maal 2 is 8 Al is die teken bekendgestel, bly woorde, prente en veelvuldige beelde belangrik om die begrip vir die bewerking te vestig. Beelde vir die begrip van vermenigvuldiging: • Unifix blokkies kan gebruik word en 4 stapels blokkies kan uitgepak word met 2 blokkies in elke kolom. Dit laat die leerder to om te sê: “Daar is vier stapels en daar is twee in elke stapel.” Dit laat hulle toe om dit neer te skryf as 2 +2 + 2 + 2 en 4 groepe van 2 is 4 x 2. • Die getallelyn kan gebruik word om herhaalde tel of groepe getalle aan te dui. Dit vorm ‘n sterk skakel met oorslaantel. Leerders behoort die volgende te kan aanteken: 1 groep van 2 is 2 of 1 maal 2 is 2 of 1 x 2 = 2 2 groepe van 2 is 4 of 2 maal 2 is 4 of 2 x 2 = 4 3 groepe van 2 is 6 of 3 maal 2 is 6 of 3 x 2 = 6 CAPS FP Wiskunde Graad 1 - 3 233 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.16 Hoofrekene Getalbegrip: Getalgebied 99 • Orden ‘n gegewe stel getalle • Vergelyk getalle tot 99 en sê watter is meer of minder • Weet watter getal is 1 minder of 1 meer • Weet watter getal is 2 minder of 2 meer • Weet watter getal is 33 minder of 3 meer • Weet watter getal is 4 minder of 4 meer • Weet watter getal is 5 minder of 5 meer • Weet watter getal is 10 minder of meer Vinnige herroep: • Optel-en aftrekfeite tot 20 • Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Getalbegrip: Getalgebied 25 • Orden ‘n gegewe stel getalle • Vergelyk getalle tot 99 en sê watter is meer of minder • Weet watter getal is 1 minder of 1 meer • Weet watter getal is 2 minder of 2 meer • Weet watter getal is 10 minder of meer Vinnige herroep: • Herroep optel- en aftrekfeite tot 10 Hoofrekenestrategieë • Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Plaas die groter getal eerste om aan te tel of terug te tel • Denkbeeldige getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle • Gebruik die verband tussen optel en aftrek Hoe verskil graad 2 van graad 1? Hierdie kwartaal fokus op: Die hoofrekeneprogram moet stelselmatig oor die verloop van die jaar ontwikkel word. Leerders behoort nie lukrake bewerkinge elke dag te doen nie. Aspekte van die onderwerpe en ontwikkeling van bewerkingstrategieë wat deel uitmaak van die hoofles, kan in die hoofrekene program geïnkorporeer word: begrippe en vaardighede wat deel uitmaak van die hoofles, kan tydens hoofrekene verder ontwikkel en ingeoefen word – soms deur kleiner getalgebiede te gebruik. Die getalgebied is laer in kwartaal 1 en word deur die loop van die jaar vergroot. Aan die begin van die jaar, is die getalgebied en die bewerkingstrategieë gegrond op dit wat in graad 1 ontwikkel is. Getalbegrip: Voorbeelde van vrae wat gevra kan word: Getalname en simbole Hou ‘n kaart omhoog of skryf ‘n getalnaam. Kies ‘n leerder om die bypassende syfer te skryf. Meer of minder Wat is? • 1 minder as 15 • 1 meer as 9 • 10 meer as 15 • 10 minder as 16 Wat is die 5de letter van die alfabet? Wat is die 9de maand van die jaar? Ordening en vergelyking Wat is meer: 12 of 21? Gee ‘n getal tussen 17 en 19. 234 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE BENADERDE TYDSDUUR (in lesse van 1 uur 24 minute) 1.16 Hoofrekene Bewerkingstrategieë • Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Plaas die groter getal eerste om aan te tel of terug te tel • Getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle • Gebruik die verband tussen optel en aftrek Optel- en aftrekfeite: • Ken al die optel- en aftrekkombinasies tot 10  +  = 10  +  = 8 Optel- en aftrekfeite vir al die getalle tot en met 10 1 + 9 = 10 9 + 1 = 10 2 + 8 = 10 8 + 2 = 10 8 – 4 = 4 8 – 4 = 4 8 – 5 = 3 8 – 3 = 5 Herroep vinnig optel van dubbels tot 10. Dit sluit die ooreenstemmende aftrekfeite in. • 1 + 1 = 2 • 2 + 2 = 4 • 3 + 3 = 6 • 4 + 4 = 8 • 5 + 5 = 10 Wys die getal wat by ... opgetel moet word om 10 te maak (skryf neer of gebruik plekwaarde- of spreikaarte) • 8 • 2 • 9 • 5 • 3 Watter getal is oor wanneer ... van 10 weggeneem word (skryf neer of gebruik plekwaarde￾of spreikaarte) • 5 • 3 • 6 • 1 • 7 Sommige hoofrekene kan sonder apparaat gedoen word, maar dit is dikwels nuttig om hoofrekene met apparaat te doen en neer te skryf wat gedoen is. Voorgestelde apparaat • ‘n getallelyn (met of sonder getalle) • ‘n getallekaart • Plekwaardekaarte (spreikaarte) • telkrale CAPS FP Wiskunde Graad 1 - 3 235 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 1 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf • Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Skep en beskryf eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Kopieer, brei uit en beskryf • Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Skep en beskryf eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe. Kopieering van die patroon help leerders om die logika te sien van die manier waarop die patroon gemaak is. Uitbreiding van die patroon help leerders om na te gaan of hulle die logika van die patroon verstaan. Beskrywing van die patroon help leerders om hulle woordeskat te ontwikkel en praatvaardighede uit te brei. Dit help ook die onderwyser om te sien hoe die leerders die patroon intepreteer. Dit is gewoonlik makliker vir die leerders om oor die patroon te praat nadat hulle dit gemaak het. Dit kan gedemonstreer word deur die volgende vrae te vra: “Watter vorms sien jy in hierdie patroon?” “Is almal dieselfde kleur?” “Sien jy een of meer vorms in die patroon?” “Wys al die vorms in dieselfde rigting?” “Is daar dieselfde aantal voorwerpe in elke groep?” “Hoeveel voorwerpe is daar in elke groep?” “Is al die vorms dieselfde grootte?” ensovoorts. Sluit 2-D Meetkundige vorms en 3-D Meetkundige voorwerpe in wat die leerders reeds aangeleer het. Leerders kan 2-D vorms maak deur papier of karton uit te knip, of hulle kan dit teken. Hulle kan patrone maak van boksvorms, balvorms en silinders wat van klei of speeldeeg gemaak is. Patrone kan gemaak word deur een voorwerp te gebruik maar die kleure van die voorwerp verander. Voorbeeld: Patrone kan gemaak word van identiese repeterende groepe, waar elke groep slegs een tipe voorwerp het, maar die posisie van die voorwerp verander. Identiese groepe word herhaal. 236 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf • Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Skep en beskryf eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Kopieer, brei uit en beskryf • Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Skep en beskryf eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe. Voorbeeld: In sommige patrone word verskillende voorwerpe gebruik om ‘n groep te maak, maar die groepe word op presies dieselfde manier herhaal. Voorbeeld: Patrone kan gemaak word waar die grootte van die voorwerp verander op presies dieselfde manier. Leerders kan patrone maak deur krale te ryg. Patrone kan ook gedurende die Lewensvaardigheidles gedoen word. 1 les CAPS FP Wiskunde Graad 1 - 3 237 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 2.2 Getalpa￾trone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 200 Skep en beskryf eie patrone Skep eie getalpatrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 100 Getalpatrone behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 1 en 100 • Veelvoude van 10 tussen 1 en 100 • Veelvoude van 5 tussen 1 en 100 • Veelvoude van 2 tussen 1 en 100 Getalpatrone hou verband met en ondersteun tel. Namate leerders se telvaardighede verander en ontwikkel, sal die getalpatrone waarmee leerders werk, ook ontwikkel. Getalpatrone behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 1 en 100 • Veelvoude van 10 tussen 1 en 100 • Veelvoude van 5 tussen 1 en 100 • Veelvoude van 2 tussen 1 en 100 In graad 2, tel leerders vir die eerste keer terug in veelvoude van 10, 5 en 2. Leerders kan na die getalle wys soos wat hulle tel. Dit is nuttig om getalpatrone in verskillende voorstellings aan die leerders te gee, byvoorbeeld • ‘n Geskrewe getalpatrone 100; 99; 98.97; 96, …… • Getallelyne • Getalkaarte • Getalkettings Leerders kan die getalle toemaak, kleur of omkring soos wat hulle op die getallelyne en getalroosters tel. Leerders kan die ontbrekende getalle op getallelyne, getallekaarte, geskrewe getalpatrone en getalkettings voltooi, byvoorbeeld: Teen die einde van die kwartaal werk leerders met telpatrone tot en met 100. 3 lesse 238 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 1 3. RUIMTE EN VORM (MEETKUNDE) ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Gefokusde aktiwiteite Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D Meetkundige voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Gefokusde aktiwiteite Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D Meetkundige voorwerpe Hoe verskil graad 2 van graad 1? • Silinders is nuut in graad 2 maar kan in kwartaal 3 bekend gestel word. In kwartaal 1, kan leerders die werk van graad 1 hersien en inskerp. Leerders kan in kwartaal 3 op silinders fokus. Die meerderheid van die werk op 3-D voorwerpe in graad 2 behoort met konkrete voorwerpe gedoen word. Die wêreld word in drie dimensies ervaar, daarom help fisiese voorwerpe die leerder om op daardie ervaring wat hulle skool toe bring, te bou. Baie jong leerders vind dit moeilik om 3-D Meetkundige voorwerpe vanuit prente te interpreteereer. Deur met fisiese voorwerpe te werk help die leerders om Meetkundige voorwerpe op prente later te interpreteereer. ‘n Fisiese voorwerp kan hanteer, omgedraai en van alle kante bekyk word. Jy kan sien hoe dit van agter en onder lyk. Met ‘n prent, moet die onsigbare dele in die prent denkbeeldig gesien word. Dit is nie altyd vir jong leerders so maklik nie. ‘n Definisie van ‘n voorwerp sonder om dit te sien of te hanteer maak dit baie moeilik om die kenmerke van die voorwerp ten volle te verstaan. Bou met 3-D voorwerpe Die leerders kopieer ‘n model van iets wat die onderwyser voorsien, byvoorbeeld ‘n toring, robot, trein, taxi, kasteel, ensovoorts. Modelle of konstruksies kan gemaak word deur gebruik te maak van boublokke, herwinningsmateriaal, konstruksiestelle, ander 3-D Meetkundige voorwerpe, uitgeknipte 2-D vorms. Dit kan tydens selfstandige werkstyd gemaak word. Dit is belangrik om oor die modelle wat hulle gemaak het, te praat. Indien ‘n toring gebou word uit kartondose of blokkies, kan die leerders byvoorbeeld gevra word: “Kan jy ‘n toring bou net met balle?” Hulle behoort hul antwoord te kan verduidelik. Vergelyking en beskrywing van 3-D voorwerpe: grootte Leerders vergelyk die grootte van soortgelyke voorwerpe, byvoorbeeld: • orden balle volgens grootte; en • gebruik korrekte taal om die grootte van die voorwerpe te vergelyk: “Die kartondoos is groter as die bal omdat ek die bal binne-in die kartondoos kan sit.” CAPS FP Wiskunde Graad 1 - 3 239 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Gefokusde aktiwiteite Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D Meetkundige voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Gefokusde aktiwiteite Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D Meetkundige voorwerpe Beskrywing van 3-D voorwerpe: kleur Leerders praat oor die kleure van voorwerpe en sorteer die voorwerpe volgens kleur. Identifisering en benoeming van voorwerpe en hulle kleure, asook die vergelyking van die groottes van voorwerpe, kan ingeoefen word tydens werk met patrone. 3-D Voorwerpe in graad 2 Leerders werk met: • balle en voorwerpe wat soos balle gevorm is;en • verskeie bokse en ander voorwerpe wat soos reghoekige prismas of kubusse gevorm is. Leerders ondersoek watter van hierdie voorwerpe kan rol en watter kan gly. Fokus op die kenmerke van 3-D voorwerpe Leerders kan ‘n glyplank of ‘n helling maak deur ‘n boks onder een kant van ‘n groot boek te plaas. Hulle kan dan eksperimenteer om te sien watter voorwerpe rol of gly. Dit is ‘n voortsetting van die werk wat in graad 1 gedoen is, maar silinders word in graad 2 ingesluit. Leerders ondersoek ook of hulle stapels of torings kan maak slegs met balle, of slegs met bokse. Herkenning en benoeming van balle (sfere) en bokse (prismas) Leerders behoort ‘n verskeidenheid voorwerpe te hê om mee te werk: gevorm soos sfere, byvoorbeeld balle vn verskillende groottes, lemoene, ensovoorts; en gevorm soos prismas, soos blokke, bakstene, bokse van verskillende groottes, byvoorbeeld vuurhoutjiebokse, kitspapbokse, teebokse, tandepastabokse. Leerders vind voorwerpe wat soos ‘n bal (sfeer), of soos ‘n boks (prismas) gevorm is wanneer hulle ‘n versameling voorwerpe gegee word. Leerders vind en wys die voorwerpe in die klaskamer uit wat soos bokse (prismas) gevorm is, byvoorbeeld die baksteen is soos ‘n boks gevorm of die lemoen is soos ‘n bal gevorm. 240 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Gefokusde aktiwiteite Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D Meetkundige voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Gefokusde aktiwiteite Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D Meetkundige voorwerpe Gedurende selfstandige werkstyd gaan leerders voort om: • voorwerpe te sorteer volgens grootte; • voorwerpe te sorteer volgens kleur; • met voorwerpe te bou; en • balle en boksvorms van klei of speeldeeg te maak. Geskrewe oefeninge Alhoewel meeste van die werk met 3-D voorwerpe prakties gedoen word, moet konsolidasie deur middel van geskrewe oefeninge gedoen word. Woordeskat Dit is belangrik om die leerders se vermoë om oor 3-D voorwerpe te praat te ontwikkel. • Woordeskat van grootte: groot, groter, grootste, klein, kleiner, kleinste • Kleure • Woordeskat van die voorwerpe: bokse, balle (leerders hoef nie reeds in hierdie kwartaal die woord ‘sfeer’ te ken nie). • Woordeskat om posisie om die konstruksie te beskryf, byvoorbeeld: bo-op, onder, agter, voor, langs, onder, oor, naby, tussen, binne, buite Die woordeskat van grootte en kleur kan ook tydens Taal of Lewensvaardigheidlestyd ontwikkel word en dan toegepas of ingeoefen word in die Wiskunde-lestyd. Die Woordeskat van posisie kan ook tydens taal of Lewensvaardigheidlestyd ontwikkel word en wanneer leerders op ‘n spesifieke posisie fokus. Dit kan toegepas of ingeoefen word wanneer leerders met 3-D voorwerpe werk. 3 lesse CAPS FP Wiskunde Graad 1 - 3 241 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 1 4. METING TYDSDUUR BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.1 Tyd Lees van tyd • Ken die dae van die week • Ken die maande van die jaar • Dui verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in ure, halfure en kwart-ure Bereken die tydsduur en tydsverloop • Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf. • Gebruik horlosies om tydsverloop te bereken in ure, half ure en kwart ure. Lees van tyd • Ken die dae van die week • Ken die maande van die jaar • Dui verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in ure op ‘n analogiese horlosie In graad 1 het leerder oor die volgende gepraat: • Die verloop van gebeure; en • Tydsverloop. Hulle het die dae van die week en die maande van die jaar aangeleer assok die woordeskat om oor die verloop van gebeure in hulle lewens te praat. Hulle het die tydsduur van gebeure bespreek en woordeskat soos langer of korter, vinniger en stadiger gebruik. Leerders orden gebeure of prente soos: • Hoe om ‘n toebroodjie of ‘n koppie tee te maak; • Foto’s wat toon hoe ‘n baba verander tot ‘n ouer persoon; • Lewensiklus van diere, byvoorbeeld van die eier tot die hoender, eier tot padda of eier tot skoenlapper; en • Daaglikse gebeure (wakker word, skool toe gaan, speel, aandete eet, slaap). Hulle plaas verjaarsdae regdeur die jaar op ‘n kalender. In graad 2 gaan leerders voort om oor tydsduur te praat en die opeenvolging van tyd. Gedurende klassikale onderrigtyd en gefokusde groepstyd, gaan leerders voort om oor die dag van die week, maand van die jaar en die datum van die huidige dag, asook die dae vooraf en die dae daarna te praat. Leerders raak bekend met kalenders deur voortdurend die volgende daarop te noteer: • verjaarsdae; • godsdienstige feeste; • historiese gebeure; • skoolgebeure; en • openbare vakansiedae Gedurende selfstandige werkstyd, gaan leerders voort om alledaagse gebeure te orden en plaas prente van gebeure in volgorde. 242 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 TYDSDUUR BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.1 Tyd Lees van tyd • Ken die dae van die week • Ken die maande van die jaar • Dui verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in ure, halfure en kwart-ure Bereken die tydsduur en tydsverloop • Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf. • Gebruik horlosies om tydsverloop te bereken in ure, half ure en kwart ure. Lees van tyd • Ken die dae van die week • Ken die maande van die jaar • Dui verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in ure op ‘n analogiese horlosie Hoe verskil graad 2 van graad 1? In graad 2 is die fokus op die lees van tyd, veral op horlosies. Gedurende kwartaal 1, fokus leerders daarop om tyd in ure op ‘n analogiese horlosie te lees. Leerders behoort egter ook die tyd van alledaagse gebeure gedurende die dag te lees op ‘n gereelde grondslag. Leerders kan byvoorbeeld gevra word hoe laat die skool begin, dit pouse is en hoe laat hulle huistoe gaan, of hoe laat hulle van een les na die volgende verander. Kies tye waar die horlosie presies op die uur is. Dit is nuttig om ‘n groot, werkende muurhorlosie in die klaskamer te vertoon, sodat die leerders daarna kan verwys. Leerders kan ook modelle van horlosies maak. Hulle kan dan verskillende tye daarop aantoon en sommige berekeninge kan daarop gedoen word, byvoorbeeld: “Hoe lyk die wysers as dit 10 uur is? Hoe sal dit lyk as dit 2 ure later as 10 uur is?” 2 lesse CAPS FP Wiskunde Graad 1 - 3 243 WISKUNDE GRAAD 1-3 TYDSDUUR BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting, byvoorbeeld handbreedtes, treë, potloodlengtes, tellers, ensovoorts • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede dit lank is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of meterlengtes of lyn) as die standaard lengte￾eenhede. Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting, byvoorbeeld handbreedtes, treë, potloodlengtes, tellers, ensovoorts • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede dit lank is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of meterlengtes of lyn) as die standaard lengte￾eenhede. Hoe verskil graad 2 van graad 1? In graad 1 het die leerders op die volgende gefokus: • Plasing van voorwerpe direk langs mekaar om lengtes, hoogtes en breedte te vergelyk; en • Informele meting met nie-standaard lengte-eenhede. In kwartaal 1 van graad 2, gaan leerders voort om op informele meting te fokus deur gebruik te maak van nie-standaard eenhede, maar hulle kan ook aan meters bekend gestel word as maat-eenheid. Informele meting van lengte deur gebruik te maak van nie-standaard eenhede om lengte te meet Leerders kan al die beginsels en gebruike van meting aanleer deur nie-standaard eenhede te gebruik. Meting met nie-standaard eenhede behoort nie as minderwaardig beskou te word teenoor meting met standaard eenhede nie. Meting van lengte met nie-standaard eenhede sluit in of die hoeveelheid van die gekose eenheid dieselfde lengte is as die voorwerp wat gemeet word, byvoorbeeld die lengte van die tafel is 8 handbreedtes. Leerders behoort ook ‘n verskeidenheid voorwerpe te meet met behulp van ‘n verskeidenheid informele eenhede. Daar is drie maniere waarop informele eenhede gebruik kan word: lengte, afstand en hoogte. • Pak ‘n aantal voorwerpe van dieselfde lengte (soos vuurhoutjiebokse, identiese bottelproppies of tellers, nuwe potlode, ensovoorts) in ‘n ry oor die voorwerp wat gemeet moet word, byvoorbeeld om die breedte van ‘n tafel te meet kan nuwe potlode oor die tafel uitgepak word. Dit is belangrik dat: - Al die voorwerpe dieselfde lengte is. Jy kan nie sê dat jou boek wyer is as 12 bottelproppies nie is as die bottelproppies van verskillende groottes is, byvoorbeeld 2 liter melkproppies, plastiese koeldrankproppies, metaal bottelproppies, ensovoorts. - Daar moet geen gapings tussen die voorwerpe wees nie. Dit moet teenmekaar gepak word en aanmekaar raak. • Gebruik twee identiese voorwerpe as nie-standaard eenhede. Plaas dit teen mekaar en beweeg die eerste item na die ander kant van die tweede. Dit word gedoen wanneer meting deur middel van handbreedtes, voetlengtes of treë gedoen word. • Gebruik slegs een voorwerp as nie-standaard eenheid, deur dit om te keer of om die eindpunt te merk voordat dit aangeskuif word. 244 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 TYDSDUUR BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting, byvoorbeeld handbreedtes, treë, potloodlengtes, tellers, ensovoorts • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede dit lank is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of meterlengtes of lyn) as die standaard lengte￾eenhede. Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting, byvoorbeeld handbreedtes, treë, potloodlengtes, tellers, ensovoorts • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede dit lank is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of meterlengtes of lyn) as die standaard lengte￾eenhede. Leerders moet onderrig word om ten alle tye die eenheid te spesifiseer, byvoorbeeld die boek is 12 bottelproppies wyd, die klaskamer is 38 treë lank. Sodra leerder die maat-eenheid ‘n paar keeer gebruik het, behoort hulle te skat hoeveel van daardie eenheid benodig word om die voorwerp te meet. Skatting voordat daar gemeet word is belangrik, maar dit kan slegs gedoen word sodra leerders reeds met die eenheid gemeet het. Leerders moet onderrig word dat lengtes, hoogtes of breedtes slegs vergelyk kan word indien dieselfde eenheid gebruik is om die meting te doen. As die breedte van die deuropening wat gemeet word 20 handbreedtes is en die breedte van die tafel is 8 potloodlengtes, kan daar nie bepaal word of die deuropening wyer is as die tafel nie. Leerders moet met ‘n verskeidenheid eenhede meet sodat hulle kan: • Hoe kleiner die eenheid, hoe groter sal die aantal kere wees wat dit gebruik word, byvoorbeeld die breedte van die klaskamer kan 20 treë wees maar 48 voetlengtes; en • Gepaste eenhede gebruik vir dit wat gemeet word, byvoorbeeld om die breedte van die klaskamer met bottelproppies te meet sal ‘n vermorsing van tyd wees. Bekendstelling van formele meting Meeste van die tyd wat op meting spandeer word in graad 2 behoort informele metin te wees. Die leerders kan egter die geleentheid kry om te besef hoe lank ‘n meter is. Dit word die beste gedoen wanneer leerders met ‘n “instrument” (soos ‘n meterstok, ‘n stok wat ‘n meter lank is of stukke tou van ‘n meter lank) meet wat ‘n meter lank is. Om die 1 meter lengte te sien help die leerders om ‘n beeld te vorm van die lengte van ‘n meter. Dit is moontlik om in meters te meet met behulp van ‘n meterwiel, maar dit is nie so maklik om ‘n visuele beeld van ‘n meter so te sien nie. Leerders begin deur goed te vind wat presies 1 meter lank is. Dit is nuttig om alledaagse verwysings te hê as vergelyking, byvoorbeeld die breedte van ‘n deur en die hoogte van ‘n venster is dikwels 1 m. Dit help leerders om hierdie lengtes of breedtes te gebruik sodat hulle ‘n sin kan kry wanneer lengtes wat gemeet geskat moet word. Sodra leerder ervaring opgedoen het met meting in meters, behoort hulle lengtes te skat voordat daar gemeet word. Leerders kan dan goed vind wat langer of korter is as 1 meter. Uiteindelik kan hulle ‘n verskeidenheid lengtes of afstande in meters meet. Rekordering van metings Al is meting ‘n praktiese vaardigheid, behoort leerders hul bevindinge ten alle tye neer te skryf (beide informele eenhede en meters). Meting van lengte as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van: • informele meting van lengte, byvoorbeeld Lenie se tafel is 11 handbreedtes lank. Juffrou se tafel is 19 handbreedtes lank. Hoeveel langer is juffrou se tafel? • Meting van lengtes in meters Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 3 lesse CAPS FP Wiskunde Graad 1 - 3 245 WISKUNDE GRAAD 1-3 TYDSDUUR BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa deur gebruik te maak van nie￾standaard maat￾eenhede en ‘n balans, byvoorbeeld blokke, bakstene, ensovoorts • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersieel verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik In graad 1 was die aanbeveling dat leerder daarop fokus om met ‘n balans te werk om: • Die massa van voorwerpe te vergelyk; • Die massa van drie of meer voorwerpe te orden en te vergelyk deur die voorwerpe op ‘n balans te plaas totda al die voorwerpe in volgorde van massa georden kan word; en • Die massa van voorwerpe te vind deur informele massa-eenhede te gebruik. Leerders fokus ook op die ontwikkeling van die woordeskat om oor massa te praat. Gedurende selfstandige werkstyd, oefen leerders om te skat, meet, vergelyk, orden en rekordering van massa deur die gebruik van ‘n balans en informele massa-eenhede. Meting van massa as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Probleemoplossing en bewerkinge gaan voort deur die konteks van informele meting van massa te gebruik. Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verwantskappe kan leerders probleme oplos binne die konteks van die informele meting of massa, byvoorbeeld die stoffer het ‘n massa van 11 albasters. Die boks kryte het ‘n massa van 8 albasters. Wat sal hulle massa saam wees? Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 246 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 TYDSDUUR BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.4 Kapasiteit / Volume Informele meting • Skat en meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer bevat as dit gevul is) deur gebruik te maak van nie-standaard mates, byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul, byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieël verpakte voorwerpe waarvan die kapasiteit in liters op die produk gedruk is, byvoorbeeld 2 liters melk, 1 liter koeldrank, 5 liter verf In graad 1 was die aanbeveling dat die leerders daarop fokus om: • Ontwikkeling van die woordeskat om oor die verskil in volume te praat; • Die volume in twee identiese houers te vergelyk; • Die volumes in twee verskillende houers te vergelyk, veral wyer en nouer houers; en • Meting van kapasiteit en volume met nie-standaard instrumente en eenhede. Wat is kapasiteit? Wat is volume? ‘n Bottel kan ‘n kapasiteit van vier vol koppies hê, maar dit is dalk nie tot volle kapasiteit gevul nie; dit kan byvoorbeeld nog die volume van een koppie water op ‘n spesifieke tyd hou. Kapasiteit is die totale hoeveelheid wat ‘n voorwerp kan bevat (of die hoeveelheid spasie in die voorwerp). Volume is die ruimte wat iets beslaan. Soms sal leerders die hoeveelheid vloeistof/sand/ander stowwe in ‘n houer meet. Dit is die meting van die volume in die houer. Ander kere sal die leerders meet om vas te stel hoeveel ‘n houer kan hou indien dit tot die maksimum kapasitieit gevul is. Gedurende selfstandige werkstyd, oefen leerders om volume en kapasiteit te skat, vergelyk, orden en bevindinge neer te skryf wanneer daar met nie-standaard en informele maat￾eenhede werk. Kook en bak is ‘n sinvolle konteks waarin leerders kan oefen om kapasiteit te meet. Kies resepte waar mates in koppies, teelepels en ander informele eenhede aangegee word. Meting van kapasiteit as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van informele meting van kapasiteit of volume, byvoorbeeld Ouma gebruik 2 koppies melk om ‘n nagereg te maak. Hoeveel melk sal sy benodig indien sy die resep wil verdubbel? Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. CAPS FP Wiskunde Graad 1 - 3 247 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 1 5.DATA HANTERING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 5.4 Versamel en organiseer data Versamel en organiseer data • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord Versamel en organiseer data Versamel data oor die klas of skool om onderwyser se vrae te beantwoord Datavoorstelling Stel data voor in prentdiagramme Ontleed en Interpreteer data Beantwoord vrae oor data in prentdiagramme Hoe verskil graad 2 van graad 1? • Leerders werk nie meer met versamelings van voorwerpe nie. • Leerders gaan voort om met prentdiagramme te werk –die opstel daarvan as deel van die datasiklus asook die ontleding van gegewe prentdiagramme. Die volledige datahanteringsiklus In die datahanteringsiklus, • leerders versamel inligting om vrae te beantwoord. In die grondslagfase en intermediêre fase word die vrae gewoonlik deur die onderwyser of handboek verskaf; • leerders sorteer en stel die inligting voor op maniere waar dit makliker geanaliseer kan word. In graad 2 oefen die leerders hierdie vorm van voorstelling op prentdiagramme; en • leerders ontleed die inligting in die prentdiagramme deur die onderwyser se vrae te beantwoord. ‘n Klasprentgrafiek Dit word aanbeveel dat graad 2 leerders deur ‘n volledige datasiklus werk om klasprentdiagramme ten minste twee keer per jaar te maak (een keer in kwartaal 1 en een keer in kwartaal 3). Deur as ‘n klas saam te werk, raak leerders betrokke by al die stadiiums van die proses sonder om verlore te raak in die besonderhede van enige stadium, byvoorbeeld die teken van al die prente. ‘n Klasgrafiek laat jou toe om die leerders se aandag op die kernaspekte van datahantering te fokus asook op die belangrike kenmerke van ‘n prentgrafiek. Kenmerke van ‘n prentgrafiek wat aan die leerders onderrig moet word: • Waar en hoe om ‘n byskrifte by grafieke te maak (titel van die grafiek) • Waar en hoe om byskrifte by die asse te maak (astitels) • Die prentdiagramme moet ‘n sleutel bevat om te verduidelik wat elke prent beteken • Die prente of die spasies vir die prente moet almal dieselfde grootte wees • Hoe om die prente eweredig in rye te plaas • Hoe om die grafiek te lees 5.5 Datavoor￾stelling Datavoorstelling Stel data voor in prentdiagramme 5.6 Ontleed en interpreteer data Ontleed en interpreteer data Beantwoord vrae oor data in prentdiagramme 248 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) Leerders moet weet dat dit belangrik is om die titel van die grafiek te lees sodat hulle weet waaroor die data handel. Hulle moet ook die titels van die horisontale en vertikale asse lees. Leerders hoef nie die tegniese terme wat gebruik word om die dele van die grafiek te beskryf te ken nie, slegs dat hulle die “onder” en “kant” van die grafiek moet lees om te sien waaroor die grafiek handel. Ons lees gewoonlik van links na regs, maar wanneer leerders grafieke lees, doen hulle dit van links na regs en onder na bo. Dit moet aan die leerders verduidelik word. Hulle moet hierdie vaardighede inoefen. Keuse van ‘n onderwerp en vraagstelling om data te versamel In graad 2 word vrae gevra, byvoorbeeld: “Wat is ons klas se gunsteling TV programme?” Onderwysers in die fase behoort te verseker dat verskillende onderwerpe gekies word vir dataversameling en ontleding vir elke graad. Geskikte onderwerpe sluit in: gunsteling sport, koeldrank, kleure, tydverdryf, kos, TV programme, ensovoorts. Vasstelling van kategorieë om inligting te versamel Gee die leerders ‘n verskeidenheid kategorieë om van te kies. Datavoorstelling Elke leerder kan ‘n stuk papier van dieselfde grootte kry om hulle antwoorde op te teken. Die tekeninge kan in rye georganiseer word om sodoende ‘n prentgrafiek te vorm. Titels word by die grafiek en die asse gevoeg. Ontleed en interpreteer data Leerders beantwoord vrae oor die prentgrafiek, byvoorbeeld: “Watter TV program is die gewildste in ons klas?” “Watter program is die minste gewild by die kinders in die klas?” “Hou meer kinders van ... of ... ?” “Hoeveel leerders verkies ... bo ...?” 3 lesse CAPS FP Wiskunde Graad 1 - 3 249 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 2 1. GETALLE, BE WERKINGS EN VERWANTSKAPPE ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 200 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. Tel tot ten minste 150 alledaagse voorwerpe akkuraat . Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 2 word die getalgebeid vergroot en die leerders tel nou 150 voorwerpe. Hierdie is ‘n groot getal voorwerpe en die fokus behoort op tel in groepe te wees. Hierdie vaardigheid word reeds vanaf graad 1 ingeoefen en word nou op die groter getalgebied toegepas. Dit is belangrik dat die leerders teen die einde van die kwartaal ‘n versameling van 150 voorwerpe gesien het en die mees effektiewe metode om dit te tel kon voorstel. Die tel van voorwerpe in hierdie kwartaal ondersteun: • Telvaardighede wat nodig is vir die begrip van plekwaarde; • Roetinetel; • Die noem van getalname; • Die herkenning van getalsimbole; en • Telvaardighede wat benodig word vir bewerkinge. Hulpbronne: Versigtige oorweging moet geskenk word aan die tipe apparaat wat gebruik word • Gestruktureerde apparaat, soos ‘n string telkrale • Die telraam om te oefen om in groepe van tien te tel • Maak bondels van 2, bondels van 5 en tien en tel met telstokkies of vuurhoutjies • Die Dienes blokkies, veral die basis tienblokkies • Speelgeld 250 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.2 Tel aan en terug Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoud van 5 tussen 0 en 200 • 2s vanf enige veelvoud van 2 tussen 0 en 200 • 3s vanaf enige veelvoud van 3 tussen 0 en 200 • 4s vanaf enige veelvoud van 4 tussen 0 en 200 Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 150 • 10e vanaf enige veelvoud van 10 tussen 0 en 150 • 5e vanaf enige veelvoud van 5 tussen 0 en 150 • 2s vanf enige veelvoud van 2 tussen 0 en 150 • 3s vanaf enige veelvoud van 3 tussen 0 en 150 • 4s vanaf enige veelvoud van 4 tussen 0 en 150 Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 2 vergroot die getalgebied en leerders begin vir die eerste keer om in veelvoude van drie en vier te tel. Dit kan bekendgestel word wanneer fisiese voorwerpe uitgetel word. Leerders kan ‘n string telkrale te, of die getalkaart en getallelyn gebruik. Teen die einde van die kwartaal moet leerders op die volgende vrae te reageer: • Begin by 132, tel in ene tot 150 • Begin by 120 en tel terug tot 98 • Begin by 60 en tel aan in twee’s tot 100 • Begin by 100 en tel aan in twee’s tot 138 • Begin by 3 en tel aan in veelvoude van 3 tot 30 • Begin by 60 en tel terug in veelvoude van 3 tot 42 • Begin by 4 en tel in veelvoude van viers tot 40 • Begin by 84 en tel terug in veelvoude van viers tot 68 • Begin by 45 en tel in veelvoude van 5 tot 100 • Begin by 100 en tel teug in veelvoude van 10 tot 10 Leerders behoort ook terug te tel vanaf enige gegewe veelvoud. CAPS FP Wiskunde Graad 1 - 3 251 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.3 Getal￾simbole en getalname Herken, identifiseer en lees getalle • Herken, Identifiseer en lees getalsimbole 0 - 200 • Skryf getalsimbole 0 -200 • Herken, Identifiseer en lees getalname 0 - 100 • Skryf getalname 0 – 100 Herken, identifiseer en lees getalle • Herken, Identifiseer en lees getalsimbole 0 - 150 • Skryf getalsimbole 0 -150 • Herken, Identifiseer en lees getalname 0 - 50 • Skryf getalname 0 – 50 Hoe verskil kwartaal 2 van kwartaal 1? Leerders gaan voort om getalsimbole en –name te lees en te skryf in die groter getalgebied. Leerders herken, lees en skryf simbole groter as eenhonderd en skryf getalname tot 50. Wees versigtig wanneer daar oor drie-syfergetalle gepraat word. Die getal is byvoorbeeld “drie honderd drie en twintig” en moet nie na verwys word as “een, twee, drie” nie. Wanneer drie syfer getalle tussen 100 en 110 geskryf word, is die syfer in die tien se posisie nul. Sommige leerders vind dit moeilik om hierdie getalle in simbole te skryf as die woord gegee word. Dit mag dalk moeilik wees om die getal 102 te skryf. Hulle mag dalk 1002 skryf. In hierdie geval is plekwaardekaarte besonder nuttig omdat dit die leerders help om te verstaan hoe hierdie getalle korrek voorgestel moet word. Die leerders moet baie geleentede kry om te oefen hoe om die getalle te skryf. Voorbeelde van geskrewe werk: • Skryf die getalsimbool Een honderd een en dertig Een honderd sewe en veertig • Pas die getalnaam by die getalsimbool • Voltooi ‘n getalpatroon • Voltooi getallelyne en getalspore 252 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.4 Beskryf, vergelyk en orden getalle Beskryf, vergelyk en orden getalle tot 99 • Vergelyk heelgetalle tot 99 deur woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan te gebruik. • Beskryf en orden heelgetalle tot 99 van kleinste tot grootste, en grootste tot kleinste Gebruik ranggetalle om orde, plek of posisie aan te toon Posisioneer voorwerpe in ‘n ry vanaf eerste tot tiende of eerste tot laaste, byvoorbeeld: eerste, tweede, derde ...twintigste. Beskryf, vergelyk en orden getalle tot 50 • Vergelyk heelgetalle deur woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan te gebruik. • Beskryf en orden heelgetalle tot 99 van kleinste tot grootste, en grootste tot kleinste Gebruik ranggetalle om orde, plek of posisie aan te toon Posisioneer voorwerpe in ‘n ry vanaf eerste tot vyftiende of eerste tot laaste, byvoorbeeld: eerste, tweede, derde ... tiende. Hoe verskil kwartaal 2 van kwartaal 1? Leerders gaan voort om hierdie kwartaal getaale te orden en te vergelyk. Die getallelyn bly ‘n belangrike beeld wat veral nuttig is om die getal se posisie in verhouding tot die ander getalle te assesseer. Die beeld van die getallelyn sal leerders ook help ten opsigte van hul hoofrekene. Verdere selfstandige aktiwiteite: Oefen om eerste tot tiende te skryf. Skryf die volgende in die klaswerkboeke: • Watter getal kom net voor 46? • Watter getal kom net na 48? • Watter getal is tussen 45 en 47? • Gebruik die gegewe getallelyn en voltooi die ontbrekende getalle • Skryf die getal wat 1 meer is as die volgende getalle: - 1 meer as 23 is ___ - 1 meer as 29 is ___ - 1 meer as 42 is ____ • Skryf die getal wat 1 minder is as die volgende getalle: - 1 minder as 20 is___ - 1 minder as 31 is ___ - 1 minder as 42 is ___ • Skryf die getal wat 10 meer is as die volgende getalle: - 10 meer as 20 is___ - 10 meer as 30 is ___ • Skryf die getal wat 10 minder is as die volgende getalle: - 10 minder as 50 is____ - 10 minder as 40 is____ • Skryf die getalle involgorde van die grootste tot die kleinste (130, 133, 123, 143, 103, 113) • Voltooi die sin. Vul in: meer of minder: - 24 is _______ as 24 - 36 is _______ as19 CAPS FP Wiskunde Graad 1 - 3 253 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.5 Plekwaarde Herken die plekwaarde van ten minste twee￾syfergetalle tot 99 • Weet wat elke syfer voorstel • Afbreek van twee￾syfergetalle tot 99 in veelvoude van tiene en ene/eenhede • Identifiseer en verklaar die waarde van elke syfer Herken die plekwaarde van ten minste twee￾syfergetalle tot 50 • Weet wat elke syfer voorstel • Afbreek van twee￾syfergetalle in veelvoude van tiene en ene/eenhede (T E) • Identifiseer en verklaar die waarde van elke syfer Hoe verskil kwartaal 2 van kwartaal 1? Hierdie kwartaal vergroot die getalgebied van 25 na 50. Leerders pas hul kennis van plekwaarde toe in hierdie groter getalgebied. Leerders gaan voort om: • Tel en groepeer om tiene en ene op verskillende maniere weer te gee; • Tel vooraf-gegroepeerde/ vooraf-gestruktureerde apparaat; • Gebruik plekwaardekaarte om te wys hoe die getal gegroepeer en getel is; • Toon verskillende maniere waarop getalle gerangskik is, byvoorbeeld, 35 kan 35 los ene wees, 3 tiene en vyf ene en 2 groepe van tien en 15 ene; en • Verklaar die waarde van elke syfer Bogenoemde werk word dikwels tydens fokusgroepe en selfstandige werkstyd gedoen waar die leerders die volgende kan neerskryf: 48 = 4 groepe van tien en 8 los ene 48 = 40 en 8 Dit word deur die gebruik van spreikaarte of plekwaardekaarte versterk. Die waarde van die syfers Leerders begin deur te sê wat elke syfer voorstel. Vra die leerders: • Wat is die waarde van 7 in 27? • Wat is die waarde van 4 in 49? Leerders behoort die plekwaardekaarte te gebruik om hul stellings te staaf. PROBLEEMOPLOSSING IN KONTEKS 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Daar word van leerders verwag om woordprobleme op te los deur van die volgende tegnieke gebruik te maak: • Prente of konkret apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Prente of konkrete apparaat Leerders gaan voort om prente te teken en konkrete apparaat te gebruik om probleme op te los. Dit is nie effektief om 30 tot 50 voorwerpe te teken nie en behoort ontmoedig te word. Moedig leerders aan om getalsimbole by hulle skryfwerk en prentvoorstellings in te sluit. Leerders word ook aangemoedig om getalsinne te skryf. Verwys na notas vir kwartaal 1. 254 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.7 Optel en aftrek Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 99. Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 50. Hoe verskil kwartaal 2 van kwartaal 1? Gedurende hierdie kwartaal oefen leerders om woordprobleme op te los en raak meer vertroud in die gebruik van die volgende tegnieke tydens probleemoplossings: • Prente of konkrete apparaat • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Hierdie kwartaal bly die fokus op rekordering. Leerders moet getalsinne neerskryf as geskrewe bewys vir die probleem wat opgelos is. Dit is belangrik om die leerders wat sukkel om ‘n getalsin neer te skryf, dop te hou sodat spesifieke probleme geïdentifiseer kan word. Indien leerders vra dat die onderwyser hulle moet help hoe om ‘n getalsin vir ‘n probleem te skryf, moet die geleentheid benut word om hulle te wys. Voorbeelde van probleme wat hierdie kwartaal gedoen kan word, verwys na die notas van kwartaal 1. 1.8 Herhaalde optel wat na vermenig￾vuldiging lei Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 50 Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde opte of vermenigvuldiging met antwoorde tot 30. Hoe verskil kwartaal 2 van kwartaal 1? Hierdie kwartaal word die getalgebied vergroot na 30. Leerders moet aangemeodig word om getalsinne vir alle woordprobleme te skryf. Leerders kan herhaalde optel in hul getalsinne gebruik om hulle oplossings aan te toon. In kwartaal 1 is die vermenigvuldigingsteken aan hulle bekend gestel en hulle behoort dit toe te pas wanneer vermenigvuldingsprobleme opgelos moet word. Herhaalde optel en rooster/ rye tipe probleme behoort ‘n getalsin met die korrekte teken te bevat. Daar sal egter nog leerders wees wat nog nie die vermenigvuldigingsteken in hul getalsinne wil gebruik nie maar eerder herhaalde optel. Voorbeelde van probleme wat gedurende hierdie kwartaal gedoen kan word Herhaalde optel • Hoeveel wiele sal 8 fietse hê? • Hoeveel oë sal 9 kinders hê? Tempo Thami drink elke dag 6 glase water. Hoeveel glase water drink hy in ‘n week? Roosters of rye Mr Khumalo plant 6 rye koolplantjies. Daar is 5 plante in ‘n ry. Hoeveel koolplantjies is daar altesaam? CAPS FP Wiskunde Graad 1 - 3 255 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 99 met anwoorde wat ‘n res mag insluit. Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 50 met anwoorde wat ‘n res mag insluit. Voorbeelde van probleme wat gedurende hierdie kwartaal gedoen kan word Leerders word hierdie kwartaal toegelaat om tekeninge en konkrete apparaat te gebruik om hul probleemoplossings te illustreer. Getalsinne behoort gebruik te word. Leerders mag herhaalde aftrek gebruik om te wys hoe hulle die antwoord gekry het. Rye/Rooster Mongezi pak 20 tellers in 10 rye. Hoeveel tellers is daar in ‘n ry? Groepering Groepering, ignoreer die res Stella verkoop appels wat in sakkies van 6 verpak is. Sy het 40 appels. Hoeveel sakkies van 6 kan sy opmaak? Groepering, sluit die res by die antwoord in Ben wil vir sy ouma 35 eiers gee. Hoeveel eierdosies, wat elk 6 eiers het, gaan hy benodig om al die eiers te verpak? Deel Deling, ignoreer die res • Deel 45 lekkers tussen 4 vriende sodat elkeen dieselfde hoeveelheid lekkers kry. • Susan en Ben werk saam. Susan werk vir 3 ure en Ben werk 1 uur. Hulle word R40 betaal. Hoe moet hulle die geld verdeel? 1.10 Deling wat na breuke lei Los probleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 3, 1 5 ens. Los probleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 3, 1 5 ens. Hoe verskil graad 2 van graad1? Een van die eerste doelwitte in die ontwikkeling van breuke is om die leerders te help om die idee van breukdele van ‘n geheel – die dele wat die gevolg is wanneer die hele of eenheid in gelyke grootte dele verdeel word. Leerders verstaan die idee van die deling van ‘n hoeveelheid in twee of meer dele wat gelykop en regverdig tussen maats verdeel moet word. Uiteindelik maak hulle die verbinding tussen regverdige verdeling en breukdele. Deel-aktiwiteite is dus ‘n effektiewe strategie om met breuke te begin. Die kurrikulum stel die begrip van deling wat tot breukdele lei, bekend Deelaktiwiteite word gewoonlik in die vorm van eenvoudige woordprobleme voorgehou. Wanneer leerders deelaktiwiteite doen, vind hulle dikwels dat alles nie gelykop verdeel kan word nie. Hulle deel dan die oorblywende dele weer. Breuke se woordeskat kan mondelings bekendgestel word. Hulle kan die breukwoorde uitskryf, byvoorbeeld een. helfte, een. kwart, een. derde. Wanneer daar oor baie breukdele, byvoorbeeld 3 helftes, 3 kwarte, gepraat word, word dit as die syfer en die woord geskryf. Die uitdrukking 3 oor 2 of 3 oor 4 is sinloos en dit is beter om hierdie simbole in die intermediêre fase te behandel. 256 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.10 Deling wat na breuke lei Los probleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 3, 1 5 ens. Los probleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 3, 1 5 ens. Deel In die onderstaande voorbeelde is ‘n situasie gebruik van gelyke deling met ‘n res wat ook verdeel kan word. Twee kinders deel 5 sjokolade lekkers sodat elkeen dieselfde hoeveelheid kry. Hoeveel kan elke kind kry? Leerders sal vir elke kind 2 gee en die oorblywende sjokolade halveer. Res Dit is belangrik dat leerders hulle antwoorde moet teken. Laat die leerders aanvanklik hulle eie woorde gebruik vir die ‘deel’ wat hulle opgebreek het. Verwag dat die leerders die oorblywende deel gaan opsny, maar dat die stukke nie dieselfde grootte gaan wees nie. Dit mag egter nie manier waarop hulle die deelproses beskryf beinvloed nie. Sodra leerders die deelproses onder die knie het, kan breukname aan die dele gegee word. Sodra leerders deelprobleme met ‘n res gedoen het, beweeg hulle na oplossings met heelgetalle en breukdele wat beteken dat leerders blootgestel word aan onegte breuke en gemengde getalle. Daar word nie van die leerders verwag om hierdie terminologie te gebruik nie. Voorbeeld: 2 en ‘n halwe stuk kan formeel as 2 ½ geskryf word, wat ‘n gemengde getal is. Deeltake en breuke-woordeskat Die bespreking van die leerders se oplossings bied geleentheid om die woordeskat vir breukdele bekend te stel. Wanneer ‘n sjokolade in gelyke dele verdeel word, word eenvoudig gesê: ‘ons noem hierdie vierdes’. Die hele koekie is in vier dele gesny. Al die dele is dieselfde grootte. Leerders moet van twee aspekte aangaande breukdele bewus wees: CAPS FP Wiskunde Graad 1 - 3 257 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.10 Deling wat na breuke lei Los probleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 3, 1 5 ens. Los probleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 3, 1 5 ens. Deelaktiwiteite help die leerders om die volgende begrippe te ontwikkel: • Wanneer ons iets in 2 gelyke dele verdeel word die dele helftes genoem • Wanneer ons iets in 3 gelyke dele verdeel word die dele derdes genoem • Wanneer ons iets in 4 gelyke dele verdeel word die dele kwarte genoem • Wanneer ons iets in 5 gelyke dele verdeel word die dele vyfdes genoem Die fokus van breukwoordprobleme gedurende hierdie kwartaal laat leerders toe om: • Te deel en goed gelykop te groepeer • breukdele te benoem • breuke van heel voorwerpe te vind • herken dat ‘n breuk deel van ‘n geheel is Voorbeelde van probleme wat gedurende hierdie kwartaal gedoen kan word: • Erin, Tina en Thami moet 4 sjokoladestafies gelykop verdeel. Hoeveel sjokolade sal elke kind kry? Teken ‘n prent om jou antwoord te illustreer. • Miles, Hannah, Mathew en Ndaweni deel 5 vrugtestafies. Hoe kan hulle dit gelykop verdeel? Teken ‘n prent om jou antwoord te illustreer. • Serebolo en Jamie deel 1 liquorice repie. Jamie sê elkeen moet ‘n helfte kry. Is sy reg? Teken ‘n prent om jou antwoord te illustreer. Dit is belangrik dat leerders hulle illustrasies moet kan beskryf hoe hulle gedeel het. Aanvanklik gebruik leerder informele woordeskat om die breukdele te beskryf. Sodra hulle vertroud is met die begrip ‘hele en ‘n bietjie’ en dit verstaan, kan die breuknaam bekend gestel word. Eers dan kan die breuknaam uitgeskryf word, byvoorbeeld een-helfte, een kwart, een derde. Die simbool vir breuke word nog nie bekend gestel nie omdat die uitdrukking 1 oor 2 sinloos is en eerder in hoër grade gedoen moet word. 1.11 Geld • Herken en identifiseer Suid-Afrikaanse munte |(5c, 10c, 20c, 50c, R1, R2, R5) en bank note (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit tot R99 en in sente tot 90c • Herken en identifiseer Suid-Afrikaanse munte (5c,10c, 20c, 50c, R1, R2, R5) en bank note (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit in sente tot 50c en rande tot R50 Hoe verskil kwartaal 2 van kwartaal 1? Gedurende hierdie kwartaal oefen leerders om geld te herken en dit in kleiner dele op te breek. Voorbeelde van probleme wat gedurende hierdie kwartaal gedoen kan word: • Kan jy 50c gelykop tussen vier kinders verdeel? Verduidelik hoe. • Jan spandeer 50c op kougomlekkers wat 10c elk kos. Hoeveel kougomlekkers het hy gekoop? • Thembi betaal R5 om soggens per taxi skool toe te kom. Sy betaal met ‘n R20 noot. Hoeveel kleingeld kry sy? Hoeveel geld sal sy oorhê as sy weer met die taxi huis toe gegaan het? • Zurina se taxi-geld is R5,50. Hoeveel kleingeld kry sy van R10? Mia spandeer R38. Sy het R50. Hoeveel geld het sy oor? 258 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR KONTEKSVRYE BE WERKINGE 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Hoe verskil kwartaal 2 van kwartaal 1? Daar word van leerders verwag om konteksvrye bewerkinge te doen deur van die volgende tegnieke gebruik te maak: • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Prente of konkrete apparaat Leerders gaan voort om prente te teken en konkrete apparaat om probleme op te los. Dit is belangrik dat die prente of tekeninge getalle en getalsinne bevat. Opbou en afbreek van getalle Hierdie is een van die belangrikste tegnieke in die grondslagfase (leerders sal ook gereeld getalle afbreek in die intermediêre fase). Hierdie tegniek laat leerders toe om getalle af te breek en op te bou om bewerkinge te vergemaklik Dit is belangrik dat leerders hulle bestaande kennis toepas wanneer getalle afgebreek word, byvoorbeeld: • Afbreek deur plekwaarde te gebruik; • Afbreek deur veelvoude van 10 te gebruik; en • Afbreek in getalpare, byvoorbeeld pare van 20 is bekend dus kan 20 maklik op verskillende maniere opgemaak word. Verdubbeling en halvering Leerders vind verdubbeling maklik, maar dit is belangrik dat leerders leer hoe om hul kennis van verdubbeling toe te pas: Gebruik die herkenning van dubbels om byna-dubbels te sien Dubbels Byna-dubbels 12 + 12 12 + 13 25 + 25 25 + 24 • Gebruik ‘n verdubbelingstrategie en kompenseer dan vir die verskil, byvoorbeeld 13 + 14 = dubbel 13 plus 1 Hierdie is ‘n gesofistikeerde tegniek en vereis ‘n goeie getalbegrip. Leerders wat hierdie tegniek verkies, is buigbaar in die strategieë wat hulle gebruik. Voorbeeld: Op een dag kry 24 kinders griepinspuitings by die kliniek. Die volgende dag het 25 griepinspuitings gekry. Hoeveel kinders is altesaam ingespuit? Hierdie probleem kan deur middel van verdubbeling opgelos word. Die leerder kan sê: “dubbel 24 plus 1 of dubbel 25 minus 1.” CAPS FP Wiskunde Graad 1 - 3 259 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Getallelyne Die gebruik van getallelyne om met bewerkinge te help, gee aan leerders ‘n manier om hul denkwyse neer te skryf en hul gedagtegang te volg. Dit stel leerders in staat om ‘n geskrewe rekord te hê waarmee hul die oplossing van die probleem kan verduidelik. Leerders gebruik reeds vanaf graad 1 getallelyne. Teen hierdie tyd behoort hulle al ‘n eie getallelyn te kan opstel waarop hulle die begingetal insit en dan te kan bepaal hoe om van die een getal na die volgende te beweeg. Voorbeelde van die manier waarop leerders getallelyne kan gebruik: Optel en aftrek Leerders behoort hul eie getallelyne te bou en getalle in meer hanteerbare dele op te breek Voorbeeld: 45 + 27 45   46   47   48   53   54   55   56   49   50   51   52   57   58   59   60   61   62   63   64   65   66   67   68   69   70   71   72 • Vermenigvuldiging Getallelyne word steeds gebruik om herhaalde optel te versterk. Gelyke spronge word op die getallelyn aangeteken en ondersteunende sinne kan ook neergeskryf word. Voorbeeld: 1   2   3   4   9   10   11   12   5   6   7   8   13   14   15   16   17   18   19   20   21   22   23   24   0   8 + 8 + 8 = 24 3 spronge van 8 maak 24 3 groepe van 8 = 24 3 x 8 = 24 Leerders moet kan verduidelik hoe hulle die spronge op die getallelyn gemaak het vir gegewe vermenigvuldiging. 260 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.13 Optel en aftrek • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 • Optelling tot 50 • Aftrekking vanaf 50 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 15 Hoe verskil kwartaal 2 van kwartaal 1? Leerders in graad 2 gaan voort om konkrete apparaat en ande beelde te gebruik om getalbegrip vas te lê en om bewerkinge te doen. Die gebruik van hierdie beelde sal mettertyd meer abstrak raak. Teen die einde van graad 3 behoort leerders bewerkinge te doen met tot drie syfer getalle sonder om van konkrete apparaat gebruik te maak.Leerders in graad twee gaan voort om hul eie bewerkingstrategieë te gebruik en te verfyn. Hulle moet gelei word om te verseker dat hul rekordering sistematies is sodat dit deur hulself en andere gelees kan word. Graad 2 leerders sal ‘n wye verskeidenheid metodes gebruik om hul bevindinge te rekordeer en sal meer vertroud raak in die gebruik van getalle en simbole as rekorderingsmetode. Leerders moet daartoe in staat wees om oor die gegewe vraag te ‘dink’ en na die getalgebied van die probleem te kyk om op die beste strategie te besluit. Probleemoplossing laat leerders toe om om hul eie bewerkingstrategie en rekorderingsmetode te ontwikkel. Hierdie vaardigheid word in graad 2 verfyn. Leerders raak meer vertroud in die lees van hulle rekorderingsmetode en om te verduidelik hoe die antwoord gekry is. Leerders behoort die volgende met optel en aftrek te doen: Hoewel leerders steeds konkrete apparaat en beelde gebruik vir hul bewerkinge met getalle, behoort hulle reeds op ‘n meer abstrakte vlak bewerkinge te kan doen. Hierdie kwartaal gaan leerders voort om verdubbelingsbewerkinge te doen op ‘n verskeidenheid maniere sodat hulle die byna-dubbels kan gebruik as bewerkingstrategie. Voorbeeld: Dubbel 20. Skryf die getalsin as optelling Kopieer en voltooi: • 12 + 12 =  • 15 +  = 30 • 16 +  = 32 • 17 + 17 =  • 36 = 18 +  • 38 =  + 19 Moontlike metodes om optel-en aftrekbewerkinge aan te toon. CAPS FP Wiskunde Graad 1 - 3 261 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.13 Optel en aftrek • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 • Optelling tot 50 • Aftrekking vanaf 50 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 15 Breek ‘n getal in kleiner dele om die bewerking te vergemaklik Gebruik kennis van plekwaarde om getalle in tiene en ene op te breek Optelling van twee-syfer getalle deur beide getalle op te breek 23 + 36 =  23 + 36 = (20 + 3) + (30 + 6) = (20 + 30) + (3 + 6) = 50 + 9 = 59 Optelling deur een getal op te breek Optelling van twee-syfer getalle deur een getal op te breek 23 + 36 =  23 + (30 + 6) 23 + 30 ➝ 53 + 6 = 59 Leerders mag die getal afbreek op maniere wat vir hulle hanteerbaar is. Dit beteken dat hulle dit op verskillende maniere sal doen: 23 + 36 =  23 + (10 + 10 + 10 + 6) 23 + 10 ➝ 33 + 10 ➝ 43 + 10 ➝ 53 + 6 = 59 Aftrekking Afbreek van beide getalle 47 – 26 =  47 – 26 = (40 + 7) – (20 + 6) = (40 – 20) + (7 – 6) = 20 + 1 = 21 42 – 26 =  42 – 26 (30 + 12) – (20 + 6) 30 – 20 = 10 12 – 6 = 6 10 + 6 = 16 262 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.13 Optel en aftrek • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 • Optelling tot 50 • Aftrekking vanaf 50 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 15 • Aftrekking deur een getal op te breek 47 – 26 =  47 – (20 + 6) 47 – 20 = 27 27 – 6 = 21 42 – 26 =  (30 + 12) – 26 30 – 26 = 4 12 + 4 = 16 • Verwag dat sommige leerders die getal op verskillende maniere mag afbreek om die bewerking vir hulself makliker te maak: 47 – 26 =  47 – (10 + 10 + 6) 47 – 10 ➝ 37 – 10 ➝ 27 – 6 = 21 Gebruik en toepassing van vorige kennis as tegnieke Die onderstaande tegnieke laat leerders toe om hul telvaardighede en getalbegrip te vorm. Die inoefening van hierdie tegnieke sal leerders aanmoedig om oor die verband tussen getalle na te dink en dit leer die leerders dat hulle hul kennis kan gebruik en toepas om bewerkinge te doen. Tel aan en terug 48 – 39 =  Aantel vanaf 39 is ‘n gepaste strategie omdat die getalle na aan mekaar is. Identifiseer amper-dubbels 24 + 25 verduidelik dit is dubbel 24 plus 1 of dubbel 25 minus 1 24 + 24 + 1 Leerders mag hul strategie rekrodeer deur pyltjies te gebruik 24 + (20 + 4) + 1 24 + 20 ➝ 44 + 4 ➝ 48 + 1 = 49 CAPS FP Wiskunde Graad 1 - 3 263 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.13 Optel en aftrek • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 • Optelling tot 50 • Aftrekking vanaf 50 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 15 Gebruik halvering om ‘n getal op te breek 29 + 12 29 + (6 + 6) 29 + 6 ➝ 35 + 6 = 41 Verander ‘n getal na ‘n veelvoud van tien en voeg een by of neem een weg Tel aan of terug tot die naaste 10 28 + 19 =  Leerders moet herken dat hulle twee keuses het in hierdie geval. Verander 28 of 19 tot die naaste veelvoud van 10. Dit is hul eie keuse. Die som kan geskryf word as: 28 + 19 = 28 + 20 - 1 28 + 20 ➝ 48 - 1 = 47 Sommige leerders mag die 20 in 2 groepe van 10 afbreek om akkuraat te bereken. Dit help leerders om meer vertroue te ontwikkel en selfstandig te werk met betrekking tot wiskunde as hulle strategieë het. - Om hul eie oplossings na te gaan; en - Om hul oplossings te beoordeel. 264 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.14 Herhaalde optelling wat tot ver￾menigvul￾diging lei • Vermenigvuldig getalle 1 tot 10 met 1, 2, 5, 3 en 4 • Gebruik van gepaste simbole ( +, -, =, ) • Vermenigvuldig getalle 1 tot 10 met 2, 5 • Gebruik van gepaste simbole ( +, -, =, ) Hoe verskil kwartaal 2 van kwartaal 1? Gedurende die tweede kwartaal, gaan leerders voort om hul begrip vir vermenigvuldiging te versterk. Vermenigvuldig 1 tot 10 met 5 word bekendgestel. Vir die bekendstelling van vermenigvuldiging met 5, verwys na die notas vir vermenigvuldiging in kwartaal 1. Teen die einde van die kwartaal behoort die leerders die volgende te kan neerskryf: 1 groep van 5 is 5 of 1 maal 5 is 5 of 1 x 5 = 5 2 groepe van 5 is 10 of 2 maal 5 is10 of 2 x 5 = 10 3 groepe van 5 is 15 of 3 maal 5 is 15 of 3 x 5 = 15 Die fokus is nie om die tafels te meoriseer nie, maar eerder om die begrip van vermenigvuldiging te bou. Leerders moet leer om die getalsin met vermenigvuldiging te lees en te verstaan. Veelvuldige beelde vir vermenigvuldiging word voorsien en baie skryfwerk word in die klaswerkboeke gedoen. Voorbeelde van skryfwerk Skryfwerk in tabelle: Aantal kinders 1 2 3 4 5 6 7 8 9 Aantal bene Vloeidiagramme × ! 1 2 3 4 5 Wanneer daar met getalpatrone gewerk word, kan vermenigvuldiging verbind word met oorslaantel, deur patrone van veelvoude op die getallekaart te ondersoek. Voorbeeld: Leerders kan twee’s en vywe op ‘n getallekaart rekordeer. Hulle kan dan bespreek watter getalle kom in beide die twee- maal tafel en die vyf-maal tafel voor. CAPS FP Wiskunde Graad 1 - 3 265 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.16 Hoofrekene Getalbegrip: Getalgebied 99 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 99 en sê watter is 1, 2, 3, 4, 5, en 10 meer of minder Vinnige herroep: • Optel-en aftrekfeite tot 20 • Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Bewerkingstrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Sit die groter getal eerste om aan te tel of terug te tel • Getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle • Gebruik die verband tussen optel en aftrek Getalbegrip: Getalgebied 50 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 100 en sê watter is 1, 2, 3, 4, 5, en 10 meer of minder Vinnige herroep: Optel-en aftrekfeite tot 10 Hoofrekenestrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Sit die groter getal eerste om aan te tel of terug te tel • Denkbeeldige getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle • Gebruik die verband tussen optel en aftrek Getalbegrip: Beweringstrategië, getalbegrip, kennis en bekende getalfeite word ontwikkel deur probleemoplossing en bewerkinge. Hierdie word tydens tyd vir hoofrekene geoefen. Dit help die leerders om bekend te raak met die feite en begrippe en om dit met gemak te gebruik wanneer bewerkinge en probleemoplossing in konteks gedoen moet word. Voorbeelde van vrae wat gevra kan word: Getalname en -simbole Hou ‘n kaart omhoog of skryf ‘n getalnaam. Kies ‘n leerder om die bypassende syfer te skryf. Meer of minder Wat is? • 1 minder as 50 • 1 meer as 39 • Meer as 42 • Minder as 29 • Meer as 30 • 3 minder as 27 • Meer as 38 • Meer as 35 • 10 meer as 20 Wat is die 5de letter van die alfabet? Wat is die 9de maand van die jaar? Voor en na Watter getal kom net voor 37? Watter getal kom net na 39? Ordening en vergelyking Wat is meer: 21 of 41? Gee ‘n getal tussen 37 en 39. Optel- en aftrekfeite: Verwys na notas vir kwartaal 1. 266 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.16 Hoofrekene Getalbegrip: Getalgebied 99 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 99 en sê watter is 1, 2, 3, 4, 5, en 10 meer of minder Vinnige herroep: • Optel-en aftrekfeite tot 20 • Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Bewerkingstrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Sit die groter getal eerste om aan te tel of terug te tel • Getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle • Gebruik die verband tussen optel en aftrek Getalbegrip: Getalgebied 50 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 100 en sê watter is 1, 2, 3, 4, 5, en 10 meer of minder Vinnige herroep: Optel-en aftrekfeite tot 10 Hoofrekenestrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Sit die groter getal eerste om aan te tel of terug te tel • Denkbeeldige getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle • Gebruik die verband tussen optel en aftrek Bewerkingstrategieë: Gebruik bewerkingstrategieë om effektief op te tel en af te trek. Tel verskeie getalle by deur die volgende strategieë te gebruik: • Soek vir getalpare wat 10 maak en gebruik dit eerste 2 + 7 + 8 2 + 8 maak 10 en tel 7 by Plaas die groter getal eerste en tel aan of terug • Begin met die grootste getal 3 + 6 Verander die getalsin: 6 + 3 en tel aan tot 9 • Gebruik verdubbeling as ‘n hoofrekene-strategie Identifiseer byna-dubbels. Voorbeeld: 5 + 4 = 9 verduidelik dat dit dubbel plus 1 of dubbel 5 minus 1 Herken dat wanneer twee getalle na aan mekaar is, dit makliker is om die verskil te kry deur aan te tel as om terug te tel. 8 – 6 = 2 en verduidelik dat om van 6 tot 8 aan te tel, 2 is Sommige hoofrekene kan sonder apparaat gedoen word, maar dit is tog nuttig om hoofrekene met apparaat te doen. Voorgestelde apparaat • ‘n Getallelyn (met of sonder getalle) • ‘n Getallekaart • Plekwaardekaarte (Spreikaarte) • Telkrale CAPS FP Wiskunde Graad 1 - 3 267 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes Hierdie kwartaal fokus op: Gedurende hierdie kwartaal word leerders aan breuke bekendgestel. Leerders sal daaraan bekndgestel word deur middel van woordprobleme en aktiwiteite wat deling behels. Die begrip is egter so belangrik dat dit verder ontwikkel moet word deur addisionele aktiwiteite. • Maak halwe en kwart vorme deur te vou en te knip Leerders kan papier in die helfte vou en elke deel benoem. Dit is belangrik dat hulle verstaan dat wanneer twee gelyke dele gemaak is, word elke deel ‘n helfte genoem. Die papier kan dan weer in die helfte gevou word. Dit is belangrik dat die papier op verskillende maniere gevou word om ‘n helfte te kry wat anders lyk. or   Vra altyd vir die leerders om te voorspel hoeveel stukke hulle sal kry en laat hulle toe om die papier oop te vou om te kyk of hulle reg is. Deur twee verskillende helftes of twee verskillende kwart vorms te vergelyk kan tot interessante gesprekke oor vorm en grootte lei. of 268 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes Die leerders kan gevra word: Kan ek hierdie twee vorms dieselfde noem – een helfte? Bewys aan my dat ek hierdie twee vorms albei een kwart kan noem. Leerders behoort elke deel te benoem en dit kan gedoen word deur die breuke neer te skryf, byvoorbeeld: • Kombineer om ‘n hele te maak Laat leerders breuksirkels of uitgeknipte sirkels van papier gebruik om uit te vind hoe die halwe en kwart vorms gekombineer kan word om weer ‘n hele te maak. • Inkleur of skakering van breuke Hierdie tipe aktiwiteite bevorder: • Kennis dat breuke gelyke dele is; • Identifisering van breukdele en die benoeming daarvan Neerskryf van breukname Breuksimbole word nie op hierdie tydstip bekendgestel nie. Leerders leer hoe om breukdele te etiketteer deur een helfte of een kwart neer te skryf. een kwart een halwe CAPS FP Wiskunde Graad 1 - 3 269 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 2 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Skep en beskryf eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Skep en beskryf eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe In graad 1 en kwartaal 1 van graad 2 is dit aanbeveel dat leerders met patrone werk waarin elemente (vorms, lyne of voorwerpe) op presies dieselfde manier herhaal word. In kwartaal 2 van graad 2, kan leerders met patrone begin werk waarin die grootte van die vorms of die aantal vorms verander op ‘n voorspelbare wyse. Sommige patrone het identiese groepe vorms of voorwerpe wat herhaal word waar die grootte van die vorm verander op ‘n voorspelbare manier, byvoorbeeld die vorm word kleiner. Sommige patrone bestaan slegs uit een tipe vorm, maar die vorm word groter of kleiner, byvoorbeeld: Sommige patrone bestaan uit groepe van dieselfde voorwerpe, maar die getal van elke tipe vorm of voorwerp word meer of minder op ‘n reëlmatige wyse, byvoorbeeld: Kopieering van die patroon help leerders om die logika van die patroon se samestelling waar te neem. Uitbreiding van die patroon help die leerders om na te gaan of hulle die logika van die patroon begryp. Beskrywing van die patroon help leerders om hul woordeskat en praatvaardighede te ontwikkel.dit help ook die onderwyser om te sien hoe die leerders die patroon geinterpreteer het. Dit is gewoonlik makliker vir die leerders om oor die patroon te praat nadat hulle dit gemaak het. Teen die tyd behoort leerders hul patrone te kan beskryf sonder die hulp van leidende vrae. Gaan voort om op die ontwikkeling van woordeskat te fokus wat benodig word vir die beskrywing van patrone. 1 les 270 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 2.2 Getalpa￾trone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 200 Skep en beskryf eie patrone Skep eie getalpatrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 150 • Getalpatrone behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 0 en 150 • Veelvoude van 10 tussen 0 en 150 • Veelvoude van 5 tussen 0 en 150 • Veelvoude van 2 tussen 0 en 150 • Veelvoude van 3 en 4 tussen 0 en 150 Verwys na notas vir kwartaal 1, maar brei die getalgebied uit na 150. 3 lesse CAPS FP Wiskunde Graad 1 - 3 271 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 2 RUIMTE EN VORM (MEETKUNDE) ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.1 Posisie, oriëntasie en aansig Woordeskat van posisie Beskryf die posisie van voorwerpe in verhouding tot mekaar, byvoorbeeld bo-op, voor, agter, links,regs, af, langs. Posisie en aansig Vergelyk verskillende aansigte van dieselfde alledaagse voorwerp Posisie en rigting Volg aanwysings om rond te beweeg in die klaskamer Woordeskat van posisie Beskryf die posisie van voorwerpe in verhouding tot mekaar, byvooebeeld bo-op, voor, agter, links,regs, af, langs. Posisie en aansig Pas verskillende aansig van dieselfde alledaagse voorwerp. Voorgestelde fokus vir kwartaal 2: woordeskat van posisie, volg van aanwysings Kwartaal 2 se fokus kan op posisie en oriëntasie wees. In die derde kwartaal kan leerders met aansig werk. Begin deur die leerders se kennis ten opsigte van posisie en oriëntasie te assesseer. Hoe verskil graad 2 van graad1? In graad 2, word die werk wat die leerders ten opsigte van posisie, oriëntasie en aansig in graad 1 gedoen is, ingeskerp. Woordeskat of position Woordeskat ten opsigte van posisie behoort deur middel van praktiese aktiwiteite wat die leerders betrek in liggaamlike oefening en speletjies met aksiewoorde, bekendgestel en ingeoefen. Dit kan gedoen word tydens klassikale onderrigtyd of fokusgroep onderrigtyd. Daar word voorgestel dat twee lesse gedurende kwartaal 2 aan posisie-aktiwiteite bestee word, maar gaan voort om die relevante woordeskat bekend te stel en in te oefen vir kort gedeeltes van klassikale-, fokusgroep- en selfstandige werkstyd. Hierdie woordeskat kan ook tydens taal en Lewensvaardigheidlesse geoefen word. Die woordeskat met betrekking tot posisie word deur middel van geskrewe werk soos inkleur, pas prente by woorde, teken ‘n voorwerp of vorm se posisie in verhouding tot ‘n ander voorwerp of vorm. Posisie en rigting Die onderrig van die volg van aanwysings word deur praktiese aktwiteite gedoen waar leerders aanwysings volg om rond te beweeg. Leerders in graad 2 kan mondelinge of geskrewe aanwysings kry om in die klaskamer rond te beweeg, byvoorbeeld “Kom vorentoe”, Staan langs jou stoel”, “Spring oor die asblik.” 2 lesse 272 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Fokusaktiwiteite Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D Meetkundige voorwerpe Geen spesifieke fokus ten opsigte van 3-D werk word vir kwartaal 2 voorgestel nie. Werk wat wel gedoen word, kan deur geskrewe oefeninge gekonsolideer. Leerders gaan ook voort om 3-D voorwerpe uit herwinbare materiaal of konstruksiestelle te bou gedurende selfstandige werkstyd. CAPS FP Wiskunde Graad 1 - 3 273 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.3 2-D vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Wat is nuut in graad 2? • reghoeke In graad 2 word meeste van die werk prakties met konkrete voorwerpe gedoen. Alle werk word deur geskrewe oefeninge gekonsolideer te word. Leerders begin met vryspel deur verskeie vorms te gebruik om prente te maak met uitgeknipte Meetkundige vorms. Dit kan tydens selfstandige werkstyd en Lewensvaardigheidslesse gedoen word. Leerders kopieer prente wat van Meetkundige vorms gemaak is. Die prente kan deur die onderwyser of handboek verkry word. Dit help die leerders om die volgende te identifiseer: • sirkels en vierkante van verskillende groottes; • vierkante, reghoeke en driehoeke in verskillende posisies; en • driehoeke en reghoeke met verskillende vorms. Dit kan tydens selfstandige werkstyd en Lewensvaardigheidslesse gedoen word. 274 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.3 2-D vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Vergelyking en beskrywing van 2-D vorms: grootte Leerders vergelyk die grootte van soortgelyke vorms, byvoorbeeld: • orden sirkels van die kleinste tot die grootste; en • plaas al die vierkante of dieselfde groottes bymekaar Gebruik die woordeskat van grootte om die verskillende vorms te vergelyk, byvoorbeeld: “Ek teken ‘n driehoek binne-in die vierkant, dus is die driehoek kleiner as die vierkant.” Beskrywing van 2-D vorms: kleur Leerders praat oor die kleure van vorms en sorteer dit dan volgens kleur. Identifiseer en benoem voorwerpe en hul kleure, vergelyk die groottes van voorwerpe. Dit kan tydens patroonwerk ingeoefen word. Herken en benoem sirkels, driehoeke, vierkante en reghoeke Leerders moet met sirkels en vierkante van verskillende groottes en driehoeke wat verskillend gevorm is, werk. Dit is belangrik dat leerders nie net een voorbeeld van elke vorm sien nie. Die meeste gekoopte stelle van vorms verskaf net een voorbeeld van driehoeke. Leerders moet die volgende herken: - Driehoeke wat verskillend gevorm is en verskillende posisies geplaas word . Hier is voorbeelde van driehoeke: - Vierkante van verskillende groottes wat in verskillende posisies geplaas is. Hier is voorbeelde van vierkante: - Reghoeke van verskillende vorms wat in verskillende posisies geplaas is. Hier is voorbeelde van reghoeke: CAPS FP Wiskunde Graad 1 - 3 275 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.3 2-D vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye - Sirkels van verskillende groottes. Hier is voorbeelde van sirkels: Leerders kan met uitgeknipte kartonvoorbeelde werk. Dit laat die leerders toe om verskillende driehoeke, vierkante en reghoeke te sien wat in verskillende posisies geplaas is. Leerders sorteer die vorms volgens die wat reguit- of ronde sye het. Leerders sorteer en groepeer vorms volgens driehoeke, vierkante of sirkels. Werk word deur middel van geskrewe oefeninge gekonsolideer. Hierdie oefeninge sluit in: inkleur, pas van vorm by sy naam, ensovoorts. 3 lesse 3.4 Simmetrie Simmetrie Herken en teken die lyn van simmetrie in 2-D Meetkundige en nie￾Meetkundige vorms. Simmetrie Herken en teken die lyn van simmetrie in 2-D Meetkundige en nie￾Meetkundige vorms. Leerders moet die lyn van simmetrie in konkrete voorwerpe en prente kan sien. Geskrewe oefeninge: - Moet nie net die ander helfte teken nie; - Moet voorbeelde insluit waar die leerders die simmetrielyn inteken. Die simmetrielyn moet nie altyd ‘n vertikale lyn wees nie, byvoorbeeld in ‘n prent van ‘n slang kan die simmetrielyn horisontaal wees; en - Voorbeelde wat ingesluit word mag meer as een simmetrielyn bevat. Indien leerders onseker is of ‘n prent of vorm ‘n simmetrielyn het, kan hulle dit toets deur die papier te vou en te kyk of die twee helftes presies dieselfde is. Indien dit is, is die voulyn die simmetrielyn. 1 les 276 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 2 METING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.1 Tyd Lees van tyd • Ken die dae van die week • Ken die maande van die jaar • Dui verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in ure, halfure en kwart-ure Bereken die tydsduur en tydsverloop Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf. Gebruik horlosies om tydsverloop te bereken in ure, halfure en kwart￾ure. Lees van tyd • Ken die dae van die week • Ken die maande van die jaar • Dui verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in ure, halfure en kwart-ure Bereken die tydsduur en die tydsverloop Gebruik horlosies om tydsverloop te bereken in ure en halfure Leerders gaan voort om oor tydsverloop en die tydsduur te praat. Gedurende klassikale onderrigtyd en fokusgroepstyd, gaan leerders voort om oor die dae van die week, maande van die jaar, huidige dag se datum, asook die dae voor en na die huidige te praat. Leerders raak bekend met kalenders deur voort te gaan om die volgende daarop te noteer: • verjaarsdae; • godsdienstige feeste; • historiese gebeure; • skoolgebeure; en • openbare vakansiedae Gedurende selfstandige werkstyd, gaan leerders voort om alledaagse gebeure te orden en plaas prente van gebeure in volgorde. Leerders oefen om tyd in ure te lees. Hoe verskil kwartaal 2 van kwartaal 1? Die tweede kwartaal se fokus is om die tyd in ure en half-ure op ‘n analogiese horlosie te lees. Dit kan ‘n fokus van ‘n les wees. Dit sluit ook die bespreking in van die gebruik van vm. en nm. deur 12-uur tyd te gebruik. Die lees van tyd behoort gereeld deur die loop van die kwartaal geoefen te word. Leerders kan byvoorbeeld gevra word hoe laat die skool begin, dit pouse is en hoe laat hulle huistoe gaan, of hoe laat hulle van een les na die volgende verander. Kies tye waar die horlosie presies op die uur of halfuur is. Dit is nuttig om ‘n groot, werkende muurhorlosie in die klaskamer te hê, sodat die leerders daarna kan verwys. Leerders kan ook modelle van horlosies maak. Hulle kan dan verskillende tye daarop aantoon en sommige berekeninge kan daarop gedoen word, byvoorbeeld: “Hoe lyk die wysers as dit 10 uur is? Hoe sal dit lyk as dit ‘n halfuur later as 10 uur is?” 1 les CAPS FP Wiskunde Graad 1 - 3 277 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting, byvoorbeeld handbreedtes, treë, potloodlengtes, tellers, ensovoorts • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede dit lank is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, wyer Bekendstelling van formele meting Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of meterlengtes of lyn) as die standaard lengte￾eenhede. Gedurende kwartaal 1 is die fokus op skatting, meting, vergelyking en rekordering van lengtes, breedtes en hoogtes deur informele eenhede en meters te gebruik. Beide hierdie metodes om lengte te meet kan deur die loop van die kwartaal geoefen word tydens selfstandige werkstyd. Alle werk behoort gerekordeer te word. Gedurende die tyd wat aan Getalle, Bewerkings en Verwantskappe toegeken word, kan leerders probleemoplossing doen in die volgende kontekste: • informele meting van lengte; en • meting van lengte in meters. Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 278 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa deur gebruik te maak van nie￾standaard maat￾eenhede en ‘n balans, byvoorbeeld blokke, bakstene, ensovoorts • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersieel verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik Informele meting • Skat, meet, vergelyk, orden en rekordeer massa deur gebruik te maak van nie￾standaard maat￾eenhede en ‘n balans, byvoorbeeld blokke, bakstene, ensovoorts • Gebruik woordeskat om te praat oor die vergelyking, byvoorbeeld lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersiële verpakte voorwerpe waarop die massa gedruk is in kilogramme, byvoorbeeld 2 kilogram rys en 1 kilogram meel • Meet hul eie massa in kilogramme deur gebruik te maak van ‘n badkamerskaal indien dit beskikbaar is. Leerders lees die massa tot die naaste kilogram. Hoe verskil graad 2 van graad1? In graad 1 was die aanbeveling dat leerder daarop fokus om met ‘n balans te werk om: • Die massa van voorwerpe te vergelyk; • Die massa van drie of meer voorwerpe te orden en te vergelyk deur die voorwerpe op ‘n balans te plaas totda al die voorwerpe in volgorde van massa georden kan word; en • Die massa van voorwerpe te vind deur informele massa-eenhede te gebruik. Leerders fokus ook op die ontwikkeling van die woordeskat om oor massa te praat. Leerders behoort hulle kennis te konsolideer deur ‘n balans en informele eenhede te gebruik om massa te meet. Dan kan hulle aan massa in kilogramme bekend gestel word. Informele meting van massa deur ‘n balans en nie-standaard ennhede te gebruik Leerders leer al die beginsels van meting deur nie-standaard eenhede te gebruik. Meting met nie-standaard eenhede behoort nie as minderwaardig teenoor die meting met standaardeenhede beskou te word nie. Gekoopte massabalans kan gebruik word. Indien daar nie ‘n gekoopte massabalans beskikbaar is nie, kan een gemaak word deur twee van die volgende aan ‘n klerehanger te hang: joghurt bakkies, die onderdeel van ‘n 2 liter bottel, die onderdeel van ‘n liter melkbottel of ‘n koeldrankboks (identiese houers word aan beide kante van die hanger gehang). Meting van massa met nie-standaard eenhede behels die tel van die hoeveelheid van die gekose eenheid as die voorwerp wat gemeet word, byvoorbeeld ‘n liniaal het dieselfde massa as 9 blokkies. Leerders behoort ‘n verskeidenheid voorwerpe te meet met verskillende items as informele maat-eenhede. Leerders moet onderrig word om ten alle tye die massa-eenheid te noem, byvoorbeeld die boek het dieselfde massa as 34 albasters. Sodra leerders die massa-eenheid ‘n paar keer gebruik het, behoort hulle ‘n skatting te kan maak van die hoeveelheid van die betrokke eenheid dieselfde massa het as die item wat geweeg word. Skatting is belangrik, maar kan slegs gedoen word as die leerders die meting met daardie eenheid gedoen het. Leerders moet onderrig word dat massa van verskillende voorwerpe slegs vergelyk kan word indien dieselfde eenheid gebruik is, byvoorbeeld as ‘n liniaal ‘n massa het van 20 blokkies en ‘n skêr het dieselfde massa as 20 albasters, kan daar nie met sekerheid vasgestel word of hulle dieselfde massa het en of een swaarder is as die ander een nie. Rekordering van metings Al is meting ‘n praktiese vaardigheid, behoort leerders hul bevindinge ten alle tye neer te skryf. CAPS FP Wiskunde Graad 1 - 3 279 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa deur gebruik te maak van nie￾standaard maat￾eenhede en ‘n balans, byvoorbeeld blokke, bakstene, ensovoorts • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersieel verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik Informele meting • Skat, meet, vergelyk, orden en rekordeer massa deur gebruik te maak van nie￾standaard maat￾eenhede en ‘n balans, byvoorbeeld blokke, bakstene, ensovoorts • Gebruik woordeskat om te praat oor die vergelyking, byvoorbeeld lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersiële verpakte voorwerpe waarop die massa gedruk is in kilogramme, byvoorbeeld 2 kilogram rys en 1 kilogram meel • Meet hul eie massa in kilogramme deur gebruik te maak van ‘n badkamerskaal indien dit beskikbaar is. Leerders lees die massa tot die naaste kilogram. Werk met kilogramme Die begrip van kilogramme word aan die leerders bekend gestel deur met kruideniersware te werk wat in kilogramme verkoop word en waar die aantal kilogramme op die verpakking aangedui word. Leerders kan, byvoorbeeld, die massa van die verpakking van die verskillende items wat in 1 kilogram-verpakkings vekoop word (soos rys, suiker, mieliemeel, meel of waspoeier) vergelyk. Dit kan op ‘n balans geplaas word om vas te stel of die massa van die items min of meer dieselfde is al is die grootte van die verpakking verskillend. Leerders kan ‘n verskeidenheid verpakkings gegee word om van die swaarste tot die ligste te rangskik volgens die massa wat op die verpakking aangedui word, byvoorbeeld, 2 kg rys, 1 kg suiker, 5 kg mieliemeel, 10 kg stampmielies. Lees van badkamerskale Leerders kan hul eie massa lees indien badkamerskale beskikbaar is. Daar is twee tipes massa meters: digitaal en analoog. Digitale skale is makliker om te lees omdat die massa in syfers vertoon word. Maak seker dat die digitale badkamerskaal wat gebruik word die massa net in vol kilogramme weergee. Indien dit nie gestel kan word om slegs die volle kilogramme te vertoon nie, moet die leerders onderrig word om die die dele van kilogramme eers te ignoreer. Die meeste analoë badkamerskale toon die getal vir elke 10kg met ‘n langer lyn om die 5 kg aan te toon. Die 1 kg lyne is gewoonlik nie genommer nie. Dit is soortgelyk aan die manier waarop die lyne en getalle op ‘n liniaal werk. Laat die leerders tel om te sien dat daar 10 spasies voor die 10 kg merk is waar elke spasie een kilogram voorstel en die langer lyn stel 5 kg voor. Leerders kan die massa op regte badkamerskale lees asook op prente van badkamerskale. Dit is makliker om die massa op ‘n prent van ‘n badkamerskaal te lees as op ‘n regte skaal. Rekordering van metings Al is meting ‘n praktiese vaardigheid, behoort leerders hul bevindinge ten alle tye neer te skryf. Meting van massa as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verwantskappe kan leerders probleme oplos binne die konteks van: • informele meting van massa Voorbeeld: Die stoffer het ‘n massa van 11 albasters. Die boks kleurkryte het ‘n massa van 8 albasters. Wat sal hulle massa saam wees? • Meting van massa in kilogramme Voorbeeld: Petro koop 12kg mieliemeel, 5 kg suiker en 2kg rys. Hoeveel weeg haar inkopies altesaam? Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 3 lesse 280 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.4 Kapasiteit / Volume Informele meting • Skat en meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer bevat as dit gevul is) deur gebruik te maak van nie-standaard mates, byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul, byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieël verpakte voorwerpe waarvan die kapasiteit in liters op die produk gedruk is, byvoorbeeld 2 liters melk, 1 liter koeldrank, 5 liter verf Kook en bak is ‘n sinvolle konteks waarin leerders kan oefen om kapasiteit te meet. Kies resepte waar mates in koppies, teelepels en ander informele eenhede aangegee word. Die fokus tot dusver was: • Ontwikkeling van die woordeskat om oor die verskil in volume te praat; • Die volume in twee identiese houers te vergelyk; • Die volumes in twee verskillende houers te vergelyk, veral wyer en nouer houers; en • Meting van kapasiteit en volume met nie-standaard instrumente en eenhede. Gedurende selfstandige werkstyd, oefen leerders om volume en kapasiteit te skat, vergelyk, orden en bevindinge neer te skryf wanneer daar met nie-standaard en informele maat-eenhede werk. Meting van kapasiteit as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van informele meting van kapasiteit of volume, byvoorbeeld Ouma gebruik 2 koppies melk om ‘n nagereg te maak. Hoeveel melk sal sy benodig indien sy die resep wil verdubbel? Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. CAPS FP Wiskunde Graad 1 - 3 281 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 2 5. DATA HANTERING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 5.4 Versamel en organiseer data Versamel en organiseer data • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord • Organiseer data 5.5 Datavoor￾stelling Datavoorstelling • Stel data voor in prentdiagramme 5.6 Ontleed en interpreteer data Ontleed en interpreteer data • Beantwoord vrae oor data in prentdiagramme Ontleed data vanuit gegewe voorstellings Leerders behoort die hele data-siklus in kwartaal 1 ervaar het en kan hulle nou op die analisering van gegewe voorstellings fokus. Gedurende die tweede kwartaal, Ontleed leerders ten minste een prentgrafiek. Leerders beantwoord vrae oor die prentgrafiek, byvoorbeeld: • “Watter TV program is die gewildste in ons klas?” • “Watter program is die gunsteling van die die minste kinders in die klas?” • “Hou meer kinders van ... of ... ?” • “Hoeveel leerders verkies ... bo ...?” 1 les 282 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 3 1. GETALLE, BE WERKINGS EN VERWANTSKAPPE ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 200 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. Tel tot ten minste 180 alledaagse voorwerpe akkuraat . Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Hoe verskil kwartaal 3 van kwartaal 2? In kwartaal 2 word die getalgebeid vergroot en die leerders tel nou 180 voorwerpe. Die tel van voorwerpe in hierdie kwartaal gaan voort om die volgende vas te lê: • Telvaardighede wat nodig is vir die begrip van plekwaarde; • Roetinetel; • Die noem van getalname; • Die herkenning van getalsimbole; en • Telvaardighede wat benodig word vir bewerkinge. Die fokus is steeds op die tel van groepe deur ‘n verskeidenheid gestruktureerde of vooraf-gegroepeerde apparaat te gebruik. Dit is nuttig om sommige van dieselfde apparaat te gebruik wanneer plekwaarde gedoen word, byvoorbeeld leerders kan die basis-tien blokkies gebruik om in tiene te tel en om groepe van 10 aan te dui. Die volgende vrae kan gevra word wanneer voorwerpe getel word is: • Hoe weet jy dat jy daardie getal getel het? • Hoe kan jy jou antwoord toets? 1.2 Tel aan en terug Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoud van 5 tussen 0 en 200 • 2s vanf enige veelvoud van 2 tussen 0 en 200 • 3s vanaf enige veelvoud van 3 tussen 0 en 200 • 4s vanaf enige veelvoud van 4 tussen 0 en 200 Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 180 • 10e vanaf enige veelvoud van 10 tussen 0 en 180 • 5e vanaf enige veelvoud van 5 tussen 0 en 180 • 2s vanf enige veelvoud van 2 tussen 0 en 180 • 3s vanaf enige veelvoud van 3 tussen 0 en 180 • 4s vanaf enige veelvoud van 4 tussen 0 en 180 Hoe verskil kwartaal 3 van kwartaal 2? Die getalgebied vergroot van 150 tot 180. Dit is belangrik om die leerders se aandag op die getalle wat hulle tel, te vestig. Vra byvoorbeeld: “As ons in veelvoude van 2 tel van 120 tot 140, sal ons die getal 121 tel? Hoekom nie? Dit is ook belangrik om steeds die getallelyn en die 100-getallekaart te gebruik om te sien hoe die woorde wat gebruik word, aansluit by die struktuur van die getallestelsel. Leerders moet ‘n getallekaart van 100 tot 200 te hê vir getalidentifisering en om te tel. Verwys na die notas vir kwartaal 2. CAPS FP Wiskunde Graad 1 - 3 283 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) HEELGETALVOORSTELLING 1.3 Getalsim￾bole en getalname Herken, identifiseer en lees getalle • Herken, Identifiseer en lees getalsimbole 0 - 200 • Skryf getalsimbole 0 -200 • Herken, Identifiseer en lees getalname 0 - 100 • Skryf getalname 0 – 100 Herken, identifiseer en lees getalle • Herken, Identifiseer en lees getalsimbole 0 - 180 • Skryf getalsimbole 0 -180 • Herken, Identifiseer en lees getalname 0 - 75 • Skryf getalname 0 – 75 Hoe verskil kwartaal 3 van kwartaal 2? Die getalgebied vir: • Ken, lees en skryf van getalsimbole vergroot na 180; en • Ken, lees en skryf tot 75. Leerders moet daartoe in staat wees om getalle te identifiseer en die verskil in hul eie woorde te kan verduidelik, byvoorbeeld: leerders kyk na die volgende getalkaarte en kan die verskil tussen die twee getalle uitwys. 11 16 16 13 16 Verwys ook na die notas vir kwartaal 2. 284 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.4 Beskryf, vergelyk en orden getalle Orden en vergelyk getalle tot 99 • Orden heelgetalle tot 99 van die kleinste tot die grootste en die grootste tot die kleinste • Vergelyk heelgetalle tot 99 deur woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan te gebruik Gebruik ranggetalle om orde, plek of posisie aan te toon Posisioneer voorwerpe in ‘n ry vanaf eerste tot tiende, of eerste tot laaste, byvoorbeeld: eerste, tweede, derde ...twintigste. Orden en vergelyk getalle tot 75 • Orden heelgetalle tot 75 van die kleinste tot die grootste en die grootste tot die kleinste • Vergelyk heelgetalle deur woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan te gebruik. Gebruik ranggetalle om orde, plek of posisie aan te toon Posisioneer voorwerpe in ‘n ry vanaf eerste tot twintigste of eerste tot laaste, byvoorbeeld: eerste, tweede, derde ... tiende. Hoe verskil kwartaal 3 van kwartaal 2? Gedurende hierdie kwartaal word getalle tot 75 georden en vergelyk. Tot op hede, het leerders getalle vergelyk en georden om ‘n sin vir die grootte van die getalle in verhouding tot mekaar te ontwikkel. Vrae moet versigtig gekies word om die leerders te help om hul hoër-orde denke te ontwikkel met betrekking tot getalwaarde. Die tipe vrae wat gevra word, moet uitdagings aan die leerder bied. Leerders moet hul woordeskat ontwikkel sodat hulle hul gedagtes kan verduidelik. Voorbeelde van vrae kan die volgende insluit: • Gee vir my ‘n getal tussen 50 en 60. Is die getal nader aan 50 of 60? Verduidelik jou antwoord met behulp van ‘n getallelyn. • Leerders moet oor die ordening van getalle kan dink. Hulle moet kan verduidelik waarom 15 kleiner is as 50. Verduidelikings kan deur die gebruik van konkrete apparaat gestaaf word. Teen die einde van die kwartaal moet die leerders: • Weet watter getalle is kleiner as 50, meer as 50; en • Die posisie van al die getalle in die 30s, 40s, ensovoorts, op ‘n getalkaart kan aandui. Leerders kan gevra word om hul eie getalsinne te formuleer om die relatiewe grootte van getalle aan te dui, byuvoorbeeld: Maak die volgende getalsin waar: •  is 1 more than  •  is 1 less than  •  is 10 more than  •  is 10 less than  Verwys ook na die notas vir kwartaal 2. CAPS FP Wiskunde Graad 1 - 3 285 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van ten minste twee￾syfergetalle tot 99 • Weet wat elke syfer voorstel • Afbreek van twee￾syfergetalle tot 99 in veelvoude van tiene en ene/eenhede • Identifiseer en verklaar die waarde van elke syfer Herken die plekwaarde van ten minste twee￾syfergetalle tot 75 • Weet wat elke syfer voorstel • Afbreek van twee￾syfergetalle in veelvoude van tiene en ene/eenhede (T E) • Identifiseer en verklaar die waarde van elke syfer Hoe verskil kwartaal 3 van kwartaal 2? Hierdie kwartaal, gaan leerders voort om hul begrip van plekwaarde tot 75 to ontwikkel. Leerders gaan voort om te: • Tel en groepeer om tiene en ene op verskillende maniere aan te toon; • Tel vooraf-gegroepeerde/vooraf-gestruktureerde apparaat; • Gebruik plekwaardekaarte om die aantal in die groepering aan te dui en te tel; en • Toon verskillende maniere waarop getalle gerangskik is, byvoorbeeld, 35 kan 35 los ene wees, 3 tiene en vyf ene en 2 groepe van tien en 15 ene Tel pre-grouped/pre-structured apparaat; Bogenoemde werk word dikwels tydens fokusgroepe en selfstandige werkstyd gedoen waar die leerders die volgende kan neerskryf: 68 = 6 groepe van tien en 8 los ene 68 = 60 en 8 Dit word deur die gebruik van spreikaarte of plekwaardekaarte versterk. Leerders behoort op die volgende vrae en instruksies te reageer: • Watter getal is dieselfde as 50 en 7? • Bou 75 met plekwaardekaarte. • Wys vir my 75 op die telraam. • Gebruik basis-tien blokkies en bou 75. • Gebruik Unifix-blokkies en bou 75. • Gebruik rygkrale om 75 te maak. • Tel 70 vuurhoutjies deur gebruik te maak van bondels van 10. Hoeveel bindels van 10 het jy gekry? Leerders gaan voort om inoefeningsaktiwiteite in hul klaswerkboeke en werkboeke te doen tydens selfstandige werkstyd. 286 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) PROBLEEMOPLOSSING IN KONTEKS 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke wanneer probleemoplossings gedoen word en verduidelik oplossings van probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer probleemoplossings gedoen word en verduidelik oplossings van probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Daar word van leerders verwag om woordprobleme op te los deur van die volgende tegnieke gebruik te maak: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Verwys na die notas vir kwartaal 2. 1.7 Optelling en aftrekking Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 99 gebruik te maak. Los probleme in konteks op en verduidelik die oplossings deur van optelling en afrekking met antwoorde tot 75 gebruik te maak. Hoe verskil kwartaal 3 van kwartaal 2? Leerders gaan voort om met die soorte woordprobleme wat in afdeling 2 bespreek is te werk, maar die getalgebied vergroot tot 75. Verwys na die notas vir kwartaal 2. 1.8 Herhaalde optel wat na vermenig￾vuldiging lei Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 50 Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 40 Hoe verskil kwartaal 3 van kwartaal 2? Leerders gaan voort om met die soorte woordprobleme wat in afdeling 2 bespreek is te werk, maar die getalgebied vergroot tot 40 Verwys na die notas vir kwartaal 2. 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 99 met anwoorde wat ‘n res mag insluit. Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 75 met anwoorde wat ‘n res mag insluit. Leerders gaan hierdie kwartaal voort om tekeninge en konkrete apparaat te gebruik om hul probleemoplossings te illustreer. Getalsinne behoort gebruik te word. Leerders mag herhaalde aftrek gebruik om te wys hoe hulle die antwoord gekry het. Verwys na die notas vir kwartaal 2 CAPS FP Wiskunde Graad 1 - 3 287 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.10 Deling wat na breuke lei Los probleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 5 ens. Los probleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 5 ens. Die fokus van die woordprobleme met breuke hierdie kwartaal laat leerders toe om: • Te deel en goed gelykop te groepeer; • Breukdele te benoem; • Die breuke van heel voorwerpe te vind; • Te herken dat ‘n breuk deel van ‘n geheel is; en • Breuke as een derde te skryf. Gedurende hierdie kwartaal benoem leerders derdes en vyfdes. Dit is belangrik dat leerders aan ander breuke blootgestel moet word en nie net een halwe en een kwart nie. Voorbeelde van probleme wat hierdie kwartaal gedoen kan word: • Ses maats deel 7 liquorice repies gelykop. Teken ‘n prent om jou antwoord te illustreer. Vergelyk dit met jou maat se antwoord. • Agt maats deel 9 liquorice repies gelykop. Teken ‘n prent om jou antwoord te illustreer. Vergelyk dit met jou maat se antwoord. • 1 kwart Verwys na die notas vir kwartaal 2. 1.11 Geld • Herken en identifiseer Suid-Afrikaanse munte |(5c, 10c, 20c, 50c, R1, R2, R5) en bank note (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit tot R99 en in sente tot 90c • Herken en identifiseer Suid-Afrikaanse munte |(5c, 10c, 20c, 50c, R1, R2, R5) en bank note (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit tot R75 en in sente tot 75c Voorbeelde van probleme wat gedurende hierdie kwartaal gedoen kan word: • 35 leerders en 1 onderwyser gaan op ‘n skooluitstappie wildtuin toe. Die skool betaal R1,20 toegangsgeld per leerder. Hoeveel moet betaal word? • Mamma koop elke dag 2 brode. ‘n Brood kos R4,99. Hoeveel sal sy in 5 dae spandeer? Verwys na die notas vir kwartaal 2. 288 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) KONTEKSVRYE BE WERKINGE 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Daar word van leerders verwag om konteksvrye bewerkinge te doen deur van die volgende tegnieke gebruik te maak: • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Verwys na die notas vir kwartaal 2. CAPS FP Wiskunde Graad 1 - 3 289 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 • Optelling tot 75 • Aftrekking vanaf 75 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 Verwys na die notas vir kwartaal 2. Leerders gaan voort om getalle te ontbind en selfvertroue te bou in rekorderingstrategieë. Moontlike metodes om optel- en aftrekbewerkinge aan te toon: Ontbinding van getalle in kleiner dele om die bewerking te vergemaklik Gebruik kennis van plekwaarde om getalle in tiene en ene te ontbind Optelling van twee-syfer getalle deur beide getalle te ontbind 33 + 36 =  33 + 36 = (30 + 3) + (30 + 6) = (30 + 30) + (3 + 6) = 60 + 9 = 69 Optelling deur een getal te ontbind 33 + 36 =  33 + (30 + 6) 33 + 30 ➝ 63 + 6 = 69 Leerders mag die getal afbreek op maniere wat vir hulle hanteerbaar is. Dit beteken dat hulle dit op verskillende maniere sal doen: 33 + 36 =  33 + (10 + 10 + 10 + 6) 33 + 10 ➝ 43 + 10 ➝ 53 + 10 ➝ 63 + 6 = 69 Aftrekking Ontbinding van beide getalle 75 – 54 =  75 – 54 = (70 + 7) – (50 + 4) = (70 – 50) + (7 – 4) = 20 + 3 = 23 Aftrekking deur een getal te ontbind 75 – 54 =  75 – (50 + 4) 75 – 50 ➝ 27 – 4 = 23 290 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 • Optelling tot 75 • Aftrekking vanaf 75 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 Verwag dat sommige leerders die getal op verskillende maniere mag ontbind om die bewerking vir hulself makliker te maak: 75- 54 =  75- (20 + 20 + 10 + 6) 75- 20 ➝ 57 – 20 ➝ 37- 10 ➝ 27- 4 = 23 Gebruik halvering om ‘n getal te ontbind 59 + 12 59 + (6 + 6) 59 + 6 ➝ 65 + 6 = 71 Gebruik en toepassing van vorige kennis as tegnieke Die onderstaande tegnieke laat leerders toe om hul telvaardighede en getalbegrip te vorm. Die inoefening van hierdie tegnieke sal leerders aanmoedig om oor die verband tussen getalle na te dink en dit leer die leerders dat hulle hul kennis kan gebruik en toepas om bewerkinge te doen. Tel aan en terug 68 – 59 = → Aantel vanaf 59 is ‘n gepaste strategie omdat die getalle na aan mekaar is. Identifiseer amper-dubbels 34 + 35 verduidelik dit is dubbel 34 plus 1 of dubbel 35 minus 1 34 + 34 + 1 Leerders mag hul strategie rekordeer deur pyltjies te gebruik 34 + (30 + 4) + 1 34 + 30 ➝ 64 + 4 ➝ 68 + 1 = 69 Verander ‘n getal na ‘n veelvoud van tien en voeg een by of neem een weg Tel aan of terug tot die naaste 10 58 + 19 =  Leerders moet herken dat hulle twee keuses het in hierdie geval. Verander 58 of 19 tot die naaste veelvoud van 10. Dit is hul eie keuse. Die som kan geskryf word as: 58 + 19 = 58 + 20 - 1 58 + 20 ➝ 78 – 1 = 77 Sommige leerders mag die 20 in 2 groepe van 10 afbreek om akkuraat te kan bereken. CAPS FP Wiskunde Graad 1 - 3 291 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.14 Herhaalde optelling wat lei tot vermenig￾vuldiging • Vermenigvuldig getalle 1 tot 10 met 1, 2, 5, 3 en 4 • Gebruik van gepaste simbole ( +, -, =, ) • Vermenigvuldig getalle 1 tot 10 met 2, 5 en 4 • Gebruik van gepaste simbole ( +, -, =, ) Hoe verskil kwartaal 2 van kwartaal 1? Gedurende die derde kwartaal gaan leerders voort om hul begrip van vermenigvuldiging te versterk en hul gebruik die vermenigvuldigingsrooster vir die eerste keer. Hulle gaan voort om: • Op die volgende manier neer te skryf 1 groep van 2 is 2 of 1 times 2 is 2 of 1 x 2 = 2 2 groepe van 2 is 4 of 2 times 2 is 4 of 2 x 2 = 4 3 groepe van 2 is 6 of 3 times 2 is 6 of 3 x 2 = 6 Leerders begin hierdie kwartaal om met 4 te vermenigvuldig. Gaan voort om vermenigvuldiging met 2 en 5 in te oefen. Veelvuldige beelde vir vermenigvuldiging moet steeds voorsien word en baie skryfwerk en konsolidering moet in die klaswerkboeke gedoen word. Getallelyne, vloeidiagramme en tafels kan gebruik word om begrip vir die bewerking te bou. Leerders behoort getalsinne te voltooi, byvoorbeeld: 6 x 2 =  5 x 7 =  4 x 6 =  Leerders behoort die vermenigvuldigingsrooster te gebruik om antwoorde te vind. Dit sal hulle help om die tafel te verstaan en vermenigvuldigingsfeite te bemeester. × 1 2 3 4 5 6 7 8 9 10 2 2 4 6 8 10 12 14 16 18 20 4 4 8 12 14 20 24 28 32 26 40 5 5 10 15 20 25 30 35 40 45 50 292 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.16 Hoofrekene Getalbegrip: Getalgebied 99 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 99 en sê watter is 1, 2, 3, 4, 5, en 10 meer of minder Vinnige herroep: Optel-en aftrekfeite tot 20 Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Bewerkingstrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • plaas die groter getal eerste om aan te tel of terug te tel • getallelyn • verdubbeling en halvering • opbou en afbreek van getalle • gebruik die verband tussen optel en aftrek Getalbegrip: Getalgebied 75 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 75 en sê watter is 1, 2, 3, 4, 5, en 10 meer of minder Vinnige herroep: Optel-en aftrekfeite tot 15 Optel of aftrek van veelvoude van 10 vanaf 0 tot 50 Hoofrekenestrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • plaas die groter getal eerste om aan te tel of terug te tel • denkbeeldige getallelyn • verdubbeling en halvering • opbou en afbreek van getalle • gebruik die verband tussen optel en aftrek Voorbeelde van vrae wat gevra kan word: Getalbegrip: Getalname en -simbole Hou ‘n kaart omhoog of skryf ‘n getalnaam. Kies ‘n leerder om die bypassende syfer te skryf. Meer of minder Wat is? • 1 minder as 45 • 1 meer as 69 • 5 minder as 36 • 10 meer as 30 Wat is die 5de letter van die alfabet? Wat is die 9de maand van die jaar? Ordening en vergelyking Wat is meer: 21 of 171? Gee ‘n getal tussen 154 en 159. Optel- en aftrekfeite: • Ken al die optel-en aftrekkombinasies tot 20  +  = 20  +  = 16 18 =  -  Optel- en aftrekfeite van alle getalle tot 15. Voorbeeld: 1 + 14 = 15 14 + 1 = 15 2 + 13 = 12 13 + 2 = 15 3 + 12 = 15 3 + 12 = 15 15 – 4 = 11 15 – 11 = 4 15 – 5 = 10 15 – 10 = 5 15 – 6 = 9 15 – 9 = 6 Vinnige herroep van opteldubbels tot 15. Dit behoort die ooreenstemmende aftrekking in te sluit • 1 + 1 = 2 5 + 5 = 10 • 2 + 2 = 4 6 + 6 = 12 • 3 + 3 = 6 7 + 7 + 14 • 4 + 4 = 8 CAPS FP Wiskunde Graad 1 - 3 293 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.16 Hoofrekene Getalbegrip: Getalgebied 99 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 99 en sê watter is 1, 2, 3, 4, 5, en 10 meer of minder Vinnige herroep: Optel-en aftrekfeite tot 20 Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Bewerkingstrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • plaas die groter getal eerste om aan te tel of terug te tel • getallelyn • verdubbeling en halvering • opbou en afbreek van getalle • gebruik die verband tussen optel en aftrek Getalbegrip: Getalgebied 75 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 75 en sê watter is 1, 2, 3, 4, 5, en 10 meer of minder Vinnige herroep: Optel-en aftrekfeite tot 15 Optel of aftrek van veelvoude van 10 vanaf 0 tot 50 Hoofrekenestrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • plaas die groter getal eerste om aan te tel of terug te tel • denkbeeldige getallelyn • verdubbeling en halvering • opbou en afbreek van getalle • gebruik die verband tussen optel en aftrek Wys my die getal wat bygestel moet word om 15 te maak (skryf neer of gebruik plekwaardekaarte of spreikaarte) • 8 • 2 • 9 • 11 • 3 Wys die getal wat oor is wanneer ... van 15 weggeneem word (skryf neer of gebruik plekwaardekaarte of spreikaarte) 5 • 13 • 0 • 14 • 7 Berekeningstrategieë Verwys na die notas vir kwartaal 2. 294 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes Hoe verskil kwartaal 2 van kwartaal 1? Hierdie kwartaal word die leerders se aandag gevestig op die manier waarop die breuknaam verbind is met die aantal gelyke dele waarin die hele ingedeel is. ‘n Verskeidenheid diagramme kan gebruik word om verdere begrip te bou. Voorbeeld: Die volgende tipe vrae kan gevra word: Hoeveel gelyke dele is daar? Wat noem ons elke deel? Hoeveel gelyke dele is daar? Wat noem ons elke deel? Hoeveel gelyke dele is daar? Wat noem ons elke deel? Hierdie tipe aktiwiteite versterk: • Kennis dat breuke gelyke dele is; • Identifisering van breukdele; en • Benoeming van breukdele Skryfwerk Leerders word nog nie aan die breuksimbole se skryfwyse bekendgestel nie. Leerders leer om breuke as 1 kwart, 1 vyfde neer te skryf CAPS FP Wiskunde Graad 1 - 3 295 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 3 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in ure) 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep eie patrone Skep eie Meetkundige patrone • met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Patrone om ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep eie patrone Skep eie Meetkundige patrone • met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Gaan voort om soortgelyke verskeidenheid patrone met die leerders te behandel soos in kwataal 2. Verwys na die notas vir kwartaal 2. Laat leerders toe om eers te kopieer, dan uit te brei en om uiteindelik die patrone te beskryf. Teen dié tyd, behoort hulle hul patrone te kan beskryf sonder leidende vrae. Gaan voort om op die nodige woordeskat te fokus wat benodig word vir die beskrywing van patrone. 1 les 296 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in ure) 2.2 Getal￾patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 200 Skep en beskryf eie patrone Skep eie getalpatrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 180 Getalpatrone behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 0 en 180 • Veelvoude van 10 tussen 0 en 180 • Veelvoude van 5 tussen 0 en 180 • Veelvoude van 2 tussen 0 en 180 • Veelvoude van 3 en 4 tussen 0 en 180 Skep eie getalpatrone Verwys na die notas vir kwartaal 1, maar brei die getalgebied uit na 180. 3 lesse CAPS FP Wiskunde Graad 1 - 3 297 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 3 3. RUIMTE EN VORM (MEETKUNDE) ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.1 Posisie, oriëntasie en aansigte Woordeskat van posisie Beskryf die posisie van voorwerpe in verhouding tot mekaar, byvoorbeeld bo-op, voor, agter, links,regs, af, langs. Posisie en aansig Pas verskillende aansigte van dieselfde alledaagse voorwerp. Posisie en rigtings Volg aanwysings om in die klaskamer rond te beweeg. Posisie en aansig • Pas verskillende aansigte van dieselfde alledaagse voorwerp. Posisie en rigtings • Volg aanwysings om in die klaskamer rond te beweeg. Voorgestelde fokus vir kwartaal 3: Posisie en aansig Hoe verskil graad 2 van graad 1? In graad 2, oefen en konsolideer leerders dit wat hulle reeds aangeleer het oor die pas van verskillende aansigte by alledaagse voorwerpe. Posisie en aansig Leerders in die grondslagfase moet verstaan dat voorwerpe anders lyk vanuit verskillende posisies. Leerders mag dit as vanselfsprekend aanvaar dat voorwerpe soos motors klein lyk as dit ver is. Soos wat die leerders meer met boeke en illustrasies in boeke werk, moet hulle verstaan hoekom iets op die voorgrond groter vertoon as iets op die agtergrond. Gedurende fokustyd, kan leerders eksperimenteer deur hul hande voor hulle te hou om die aangesig van die groter voorwerpe wat verder agtertoe geleë is uit te skakel. In graad 2, behoort leerders oefeninge gegee te word waarin hulle verskillende aansigte (aansig van bo, kante, voor) kan pas by verskillende alledaagse voorwerpe. Dit sal hulle uiteindelik help om prente of Meetkundige voorwerpe te interpreteer vanuit verskillende aansigte. 1 les 298 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Fokusaktiwiteite Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D Meetkundige voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Wat is nuut in kwartaal 3? Silinders word bygevoeg tot die voorwerpe. 3-D Voorwerpe in graad 2 Leerders werk met: • balle en voorwerpe in die vorm van balle; • silinders en voorwerpe in die vorm van silinders; en • verskeie bokse en ander voorwerpe in die vorm van reghoekige prismas of kubusse. Fokus op die kenmerke van 3-D voorwerpe: Rol en gly Hierdie is ‘n voortsetting van die werk wat in graad 1 en kwartaal 1 gedoen is, maar silinders word nou ingesluit. Leerders kan ondersoek instel of hulle stapels of torings kan maak deur net van balle, of net bokse, of net silinders gebruik te maak. Herkenning en benoeming van balle (sfere) en bokse (prismas) en silinders Leerders gaan voort om voorwerpe te benoem, sorteer en groepeer, maar nou word silinders bygevoeg. Leerders behoort ‘n verskeidenheid voorwerpe te hê om mee te werk: • gevorm soos sfere, byvoorbeeld balle vn verskillende groottes, lemoene, ensovoorts; en • gevorm soos prismas, soos blokke, bakstene, bokse van verskillende groottes, byvoorbeeld vuurhoutjiebokse, kitspapbokse, teebokse, tandepastabokse. • Silinders insluitende lang en smal silinders, byvoorbeeld stukke pyp met ‘n silindriese vorm, karton binnekant van toiletpapierrolle of papierhanddoek; en kort, breë silinders, byvoorbeeld skoenpolitoerblikkies, snuifblikkies, ensovoorts. CAPS FP Wiskunde Graad 1 - 3 299 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Fokusaktiwiteite Waarneming en bou van gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D Meetkundige voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Leerders vind voorwerpe wat soos ‘n bal (sfeer), of soos ‘n boks (prismas) of soos ‘n silinder gevorm is wanneer hulle ‘n versameling voorwerpe gegee word. Leerders vind en wys die voorwerpe in die klaskamer uit wat soos bokse (prismas) gevorm is, byvoorbeeld “hierdie koffieblik is soos ‘n silinder gevorm.” Gedurende selfstandige werkstyd gaan leerders voort om: • met voorwerpe te bou; en • balle, silinders en boksvorms van klei of speeldeeg te maak. Geskrewe oefeninge Alhoewel meeste van die werk met 3-D voorwerpe prakties gedoen word, moet konsolidasie deur middel van geskrewe oefeninge gedoen word. Woordeskat Gaan voort om die leerders se vermoë om oor 3-D voorwerpe te praat te ontwikkel: Verwys na die notas van kwartaal 1. 2 lesse 300 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.3 2-D vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Geen spesifieke fokus op 2-D vorms word vir kwartaal 2 aanbeveel nie. Die werk wat reeds ten opsigte van 2-D vorms gedoen is, kan gekonsolideer word deur middel van geskrewe oefeninge tydens selfstandige werkstyd. Leerders gaan voort om prente met 2-D Meetkundige vorms te maak tydens selfstandige werkstyd of kuns en kultuurtyd. CAPS FP Wiskunde Graad 1 - 3 301 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 3 4. METING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.1 Tyd Lees van tyd • Benoem en orden dae van die week • Benoem en orden maande van die jaar • Plaas verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender • Lees 12-uur tyd in ure, half ure en kwart ure Bereken die lengte van tyd en die tydsduur • Gebruik kalenders om tyd te bereken en beskryf die tydsduur in dae of weke. • Gebruik horlosies om tydsverloop te meet in ure, half ure en kwart ure. Lees van tyd • Benoem en orden dae van die week • Benoem en orden maande van die jaar • Plaas verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender • Lees 12-uur tyd in ure, half ure en kwart ure op analoog horlosie Bereken die lengte van tyd en die tydsduur • Gebruik kalenders om tyd te bereken en beskryf die tydsduur in dae of weke. • Gebruik horlosies om tydsduur te meet in ure en half ure Leerders gaan voort om oor tydsduur en die opeenvolging van tyd te praat. Gedurende klassikale onderrigtyd en fokusgroepstyd, gaan leerders voort om oor die dae van die week, maande van die jaar, huidige dag se datum, asook die dae voor en na die huidige te praat. Leerders raak bekend met kalenders deur voort te gaan om die volgende daarop te noteer: • Verjaarsdae; • Godsdienstige feeste; • Historiese gebeure; • Skoolgebeure; en • openbare vakansiedae Gedurende selfstandige werkstyd, gaan leerders voort om alledaagse gebeure te orden en plaas prente van gebeure in volgorde. Leerders oefen om tyd in ure en half ure te lees. Hoe verskil kwartaal 2 van kwartaal 3? • Lees die tyd in ure, half ure en kwart ure ‘n Fokus in kwartaal 3 is om die tyd in ure, half ure en kwart ure op ‘n analoog horlosie te lees. Dit kan die fokus van twee lesse wees. Die lees van tyd behoort gereeld deur die loop van die kwartaal geoefen te word. Leerders kan byvoorbeeld gevra word hoe laat die skool begin, dit pouse is en hoe laat hulle huistoe gaan, of hoe laat hulle van een les na die volgende verander. Kies tye waar die horlosie presies op die uur, half uur of kwart uur is. Dit is nuttig om ‘n groot, werkende muurhorlosie in die klaskamer te hê, sodat die leerders daarna kan verwys. Leerders kan ook modelle van horlosies maak. Hulle kan dan verskillende tye daarop aantoon, byvoorbeeld: “Hoe lyk die wysers as dit 10 uur is? Hoe sal dit lyk as dit ‘n kwart-uur vroeër as 10 uur is?” 302 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.1 Tyd Lees van tyd • Benoem en orden dae van die week • Benoem en orden maande van die jaar • Plaas verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender • Lees 12-uur tyd in ure, half ure en kwart ure Bereken die lengte van tyd en die tydsduur • Gebruik kalenders om tyd te bereken en beskryf die tydsduur in dae of weke. • Gebruik horlosies om tydsverloop te meet in ure, half ure en kwart ure. Lees van tyd • Benoem en orden dae van die week • Benoem en orden maande van die jaar • Plaas verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender • Lees 12-uur tyd in ure, half ure en kwart ure op analoog horlosie Bereken die lengte van tyd en die tydsduur • Gebruik kalenders om tyd te bereken en beskryf die tydsduur in dae of weke. • Gebruik horlosies om tydsduur te meet in ure en half ure Leerders behoort ook bewerkinge te doen met behulp van die horlosie, byvoorbeeld hulle wys die tyd as 12 uur in die middag; vra hulle hoe laat sal dit 3 uur later wees. Hulle beweeg die wysers van hulle modelhorlosies (of kyk na die klaskamer se muurhorlosie) om hul antwoord te bereken. Daar word nie van leerders verwag om hierdie tipe berekeninge te kan maak sonder om toegang tot ‘n horlosiegesig te hê nie. • Gebruik kalenders om die verloop van tyd in dae of weke te bereken Leerders fokus op die lees van kalenders. Hulle leer om spesifieke datums te vind en te gee. Leerders bereken die verloop van tyd in dae of weke terwyl hulle op ‘n kalender kyk Daar word nie van leerders verwag om dae na weke en weke na dae om te skakel nie. Daar word nie van leerders verwag om tydsberekeninge te doen wat die tyd tussen datums behels indien hulle nie toegang tot ‘n kalender het nie. 3 lesse CAPS FP Wiskunde Graad 1 - 3 303 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting, byvoorbeeld handbreedtes, treë, potloodlengtes, tellers, ensovoorts • Beskryf die lengte van voorwerpe deur dit te tel en te sê hoeveel informele eenhede dit lank is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, wyer Bekendstelling van formele meting Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of meterlengtes of lyn) as die standaard lengte￾eenhede. Gedurende kwartaal 1 was die aanbeveling dat leerders fokus op die skatting, meting, vergelyking en rekordering van lengtes, breedtes en hoogtes deur gebruik te maak van informele eenhede maar ook meters. Albei hierdie tipes meting van lengte kan tydens selfstandige werkstyd ingeoefen word deur die loop van die kwartaal. Alle werk behoort nnergeskryf te word. Meting van lengte as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van • informele meting van lengte, byvoorbeeld dit is 27 treë na die kantoor toe. Dit is 36 treë na die skoolhek toe. Hoeveel treë verder is dienskoolhek? • Meting van lengte in meters Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 304 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa deur gebruik te maak van nie￾standaard maat￾eenhede en ‘n balans, byvoorbeeld blokke, bakstene, ensovoorts • Gebruik woordeskat om te praat oor die vergelyking, byvoorbeeld lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersiële verpakte voorwerpe waarop die massa gedruk is in kilogramme, byvoorbeeld 2 kilogram rys en 1 kilogram meel • Meet hul eie massa in kilogramme deur gebruik te maak van ‘n badkamerskaal Leerders kan voortgaan om skatting, meting, vergelyking en rekordering van massa te oefen deur informele maat-eenhede en balans te gebruik gedurende selfstandige werkstyd. Meting van kapasiteit as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van: • informele meting van massa; en • meting van massa in kilogramme. Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. CAPS FP Wiskunde Graad 1 - 3 305 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.4 Kapasiteit/ Volume Informele meting • Skat en meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die uur bevat as dit gevul is) deur gebruik te maak van nie-standaard mates, byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul, byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieël verpakte voorwerpe waarvan die kapasiteit in liters op die produk gedruk is, byvoorbeeld 2 liters melk, 1 liter koeldrank, 5 liter verf Informele meting • Skat, meet, vergelyk, orden en skryf die kapasiteit van houers neer (dit wil sê die kapasiteit wat die houer kan hou wanneer dit gevul is) deur gebruik te maak van nie-standaard mates, byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul, byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling van formele meting Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters te meet en die volgende te gebruik: • Bottels met ‘n kapasiteit van 1 liter • ‘n maatbeker met genommerde kalibrasielyne in liters • Vergelyk, orden en rekordeer die kapasiteit van kommersieël verpakte voorwerpe waarvan die kapasiteit in liters op die produk gedruk is, byvoorbeeld 2 liters melk, 1 liter koeldrank, 5 liter verf Hoe verskil graad 2 van graad 1? In graad 1 was die aanbevole fokus op: • Ontwikkeling van woordeskat om oor die verskil in volume te praat; • Vergelyking van volumes in twee identiese houers; • Vergelyking van volumes in twee verskillende houers, veral ‘n breër en ‘n smaller houer; en informele meting met nie-standaard eenhede. In graad 2 gaan leerders voort om op informele meting te fokus met nie-standaardmaat￾eenhede vir volume. Leerders ontwikkel ‘n sin vir die hoeveelheid van 1 liter. Wat is kapasiteit? Wat is volume? Kapasiteit is die hoeveelheid wat ‘n voorwerp kan hou (of die spasie binne-in die voorwerp). Volume is die hoeveelheid spasie wat iets opneem. ‘n Bottel kan dus die kapasiteit van 1 liter hê, maar mag dalk net die volume van een koppie vloeistof bevat. Informele meting van kapasiteit deur gebruik te maak van nie-standaard eenhede Leerders kan al die beginsels en praktyke van meting aanleer deur gebruik te maak van nie-standaard maat-eenhede. Meting met nie-standaard eenhede behoort nie as minderwaardig teenoor die meting met standaard-eenhede beskou te word nie Leerders behoort die geleentheid te kry om kapasiteit/volume te meet deur gebruik te maak van ‘n verskeidenheid voorwerpe as informele maat-eenhede, byvoorbeeld koppies (nie noodwendig maatkoppies nie), lepels (nie noodwendig maatlepels nie), bottelproppies soos 2 liter melkproppies, klein blikkies, klein bottels, ensovoorts. Meting van kapasiteit/volume met nie-standaard eenhede sluit in die hoeveelheid kere wat jy die gekose eenheid vul en uitgooi totdat die vereiste kapasiteit/volume bereik is. Leerders moet onderrig word om ten alle tye die eenheid te noem, byvoorbeeld daar is 48 teelepels water in die bottel of daar is net minder as ‘n koppie water in die bottel. Sodra leerders ‘n paar keer met ‘n eenheid gemeet het, behoort hulle ‘n skatting te kan maak oor die kapasiteit/volume deur daardie eenheid te gebruik. Skatting voordat daar gemeet word is belangrik, maar kan eers gedoen word sodra leerder reeds met daardie eenheid gemeet het. 306 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.4 Kapasiteit/ Volume Informele meting • Skat en meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die uur bevat as dit gevul is) deur gebruik te maak van nie-standaard mates, byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul, byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieël verpakte voorwerpe waarvan die kapasiteit in liters op die produk gedruk is, byvoorbeeld 2 liters melk, 1 liter koeldrank, 5 liter verf Informele meting • Skat, meet, vergelyk, orden en skryf die kapasiteit van houers neer (dit wil sê die kapasiteit wat die houer kan hou wanneer dit gevul is) deur gebruik te maak van nie-standaard mates, byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul, byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling van formele meting Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters te meet en die volgende te gebruik: • Bottels met ‘n kapasiteit van 1 liter • ‘n maatbeker met genommerde kalibrasielyne in liters • Vergelyk, orden en rekordeer die kapasiteit van kommersieël verpakte voorwerpe waarvan die kapasiteit in liters op die produk gedruk is, byvoorbeeld 2 liters melk, 1 liter koeldrank, 5 liter verf Leerder moet onderrig word dat dieselfde maat-eenheid gebruik moet word indien volumes vergelyk moet word, byvoorbeeld: as ‘n glas 20 teelepels water hou en ‘n koppie hou 10 eetlepels water, kan daar nie bepaal word dat die glas meer water hou nie. Leerders moet met ‘n verskeidenheid informele eenhede meet sodat hulle kan: • verstaan dat hoe kleiner die eenheid, hoe meer tyd is nodig om dit te gebruik/vul, byvoorbeeld die volume van ‘n bottel kan 20 eetlepels wees maar dit kan ook 1 koppie wees; • begin meer gepaste eenhede gebruik vir dit wat gemeet word, byvoorbeeld om teelepels te gebruik om ‘n 2 liter bottel te vul is ‘n vermorsing van tyd. Bekendstelling van formele meting • Raak bekend met liters Leerders word vertel dat liters ‘n algemene standaard-eenheid is om kapasiteit en volume mee te meet. Hulle behoort die woord en die afkorting aan te leer omdat baie kommersiële verpakkings en maatbekers die afkortings aangee. Leerders ontwikkel ‘n sin van die hoeveelheid van 1 liter deur vul en uitgooi vanuit: • Verskillende 1 liter houers, byvoorbeeld koeldrankbottels, melkbottels, melkkartonne, vrugtesaphouers; en • Maatbekers wat die 1 liter kallibrasielyne aantoon. Leerders meet in liters deur enige van die bogenoemde houers te gebruik. Hulle skat en meet die kapasiteit van ‘n verskeidenheid houers soos groot joghurt houers, roomys￾houers, kosblikke, groot bekers, leë verfblikke, emmers, ensovoorts.Items van verskillende kapasiteit moet gekies word. Leerders beskryf die kapasiteit as “minder as 1 liter, 2 liters, tussen 1 en 2 liters, 5 liters”, ensovoorts. Vergelyk, orden en rekordeer die kapasiteit van kommersieel-verpakte items wat die kapasiteit op die verpakking in liters aandui, byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf. Rekordering van mates Alhoewel meting ‘n praktiese vaardigheid is, behoort leerders ten alle tye hul bevindinge neer te skryf, hetsy informele of formele meting. Meting van kapasiteit as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van • informele meting van kapasiteit of volume, byvoorbeeld Ouma gebruik 2 koppies melk om ‘n nagereg te maak. Hoeveel melk sal sy benodig indien sy die resep wil verdubbel? • liters Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 3 lesse CAPS FP Wiskunde Graad 1 - 3 307 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 3 5. DATA HANTERING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 5.4 Versamel en organiseer data Versamel en organiseer data • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord • Organiseer data Versamel en organiseer data • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord Datavoorstelling • Stel data voor in prentdiagramme Ontleed en interpreteer data • Beantwoord vrae oor data in prentdiagramme Organiseer data In kwartaal 1 moes die leerders deur die hele dat-siklus werk. Daar word voorgestel dat hulle in kwartaal 3 individuele prentdiagramme maak van die data wat verskaf is uit prente of tabelle. Datavoorstelling Aangesien leerders al die prente vir hul prentdiagramme teken, is dit belangrik om onderwerpe te kies wat kategorieë het wat maklik is om te teken, byvoorbeeld gunsteling soorte koeldrank, aangesien dit maklik is om ‘n eenvoudige blikkie te teken wat die koeldrank voorstel; vrugte is ook redelik maklik om te teken. Prente om ‘n gunsteling sport, TV-program, ensovoorts te teken mag dalk te moeilik vir graad 2 leerders wees. Dit is makliker vir leerders om grafieke op blokkiespapier te teken. Herinner die leerders aan die kenmerke van ‘n prentgrafiek (sien kwartaal 1) Ontleed en interpreteer data Leerders behoort die onderwyser se vrae oor die prentdiagramme te kan beantwoord: Verwys na kwartaal 1 vir gepaste vraagtipes. 3 lesse 5.5 Datavoor￾stelling Datavoorstelling • Stel data voor in prentdiagramme 5.6 Ontleed en interpreteer data Ontleed en interpreteer data • Beantwoord vrae oor data in prentdiagramme 308 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 4 1. GETALLE, BE WERKINGS EN VERWANTSKAPPE ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 200 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 200 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. Hoe verskil kwartaal 4 van kwartaal 3? Gedurende hierdie kwartaal tel die leerders 200 voorwerpe uit. Teen die einde van hierdie kwartaal behoort die leerders 200 voorwerpe gesien en gemanipuleer het. Hulle moet ook ‘n sin hê van hoeveel 200 is. Gaan voort om op die groepering van voorwerpe te fokus. Teen die einde van die kwartaal, behoort die leersers op die volgende vrae en instruksies te reageer: • Tel die tellers in groepe van vyf, tien. Herrangskik en tel weer. Het jy nog steeds dieselfde aantal tellers? • Hier is 200 tellers. Tel dit deur die tellers in groepe van tien te groepeer. Indien al 200 tellers getel moet word, sal jy dit verkies om dit in groepe van 20 of 25 te tel? Hoekom? • Besluit wat is die beste manier om ‘n versameling potlode te tel. • Hier is 80 tellers. Sal die aantal tellers dieselfde bly as ek in 2s of 10e tel? • Tel 46 tellers deur dit in twee’s te groepeer. Is dit vinniger om dit in twees of in ene te tel? • Hoeveel groepe van 10 is daar in 120 tellers? CAPS FP Wiskunde Graad 1 - 3 309 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.2 Tel aan en terug Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoud van 5 tussen 0 en 200 • 2s vanf enige veelvoud van 2 tussen 0 en 200 • 3s vanaf enige veelvoud van 3 tussen 0 en 200 • 4s vanaf enige veelvoud van 4 tussen 0 en 200 Tel aan en terug in: • 1e, vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoud van 5 tussen 0 en 200 • 2s vanf enige veelvoud van 2 tussen 0 en 200 • 3s vanaf enige veelvoud van 3 tussen 0 en 200 • 4s vanaf enige veelvoud van 4 tussen 0 en 200 Hoe verskil kwartaal 4 van kwartaal 3? Hierdie kwartaal tel leerders aan en terug tot 200. Teen die einde van die kwartaal behoort leerders hul telvaardighede te konsolideer deur die skakel te maak tussen oorslaantel en vermenigvuldiging. Leerders behoort te beskryf wat hulle sien met betrekking tot die tafels en dit te herken in oorslaantel. Hulle behoort hierdie vaardigheid toe te pas om die volgende getalle wat getel moet word, te voorspel. Voorbeeld: Vra die leerders: Sal ek die getal 20 gebruik wanneer ek in twee’s tel? Is die getal 20 in die twee maal tafel? Teen die einde van die kwartaal, behoort die leerders op die volgende vrae te reageer: • Tel in tiene van 170 tot 200. • Tel terug in tiene vanaf 180 tot 140. • Tel in vywe vanaf 115 tot 145. • Tel terug in vywe vanaf 135 tot 110. • Tel in drie’s vanaf 66 tot 81. • Tel terug in drie’s vanaf 190 tot 169. • Tel in viers vanaf 120 tot 140. • Tel terug in viers vanaf 180 tot 160. Leerders kan getalle roosters, -lyne, -spore, telraam en –krale gebruik om telvaardighede te bevorder. 310 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.3 Getal￾simbole en getalname Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 0 - 200 • Skryf getalsimbole 0 -200 • Herken, identifiseer en lees getalname 0 - 100 • Skryf getalname 0 – 100 Hoe verskil kwartaal 4 van kwartaal 3? Hierdie kwartaal, herken, lees en skryf leerders getalsimbole tot 200. Kennis van getalsimbole word versterk wanneer voorwerpe gettel word en deur aan te tel en terug te tel. Teen die einde van die kwartaal, behoort leerders op die volgende vrae en instruksies te kan reageer: Skryf die getalsimbool: Drie-en-twintig Sewe-en –vyftig Twee-en-negentig Een honderd en nege Een honderd en elf Een honderd sewe en twintig Pas die simbool by die getalname 66 Een-en negentig 8 Drie-en-vyftig 172 Veertig 109 Agt-en-dertig 91 Een honderd twee en sewentig 40 Ses-en sestig 53 Agt 38 Een honderd en nege dertig sestien negentien sewentig Lees die getalle op elke kaart hardop 198 67 CAPS FP Wiskunde Graad 1 - 3 311 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.4 Beskryf, vergelyk en orden getalle Orden en vergelyk getalle tot 99 • Orden heelgetalle tot 99 van die kleinste tot die grootste en die grootste tot die kleinste • Vergelyk heelgetalle tot 99 en gebruik woordeskat soos kleiner as, groter as, meer as, minder as en gelyk aan Gebruik ranggetalle om orde, plek of posisie aan te toon Posisioneer voorwerpe in ‘n ry vanaf eerste tot tiende of eerste tot laaste, byvoorbeeld: eerste, tweede, derde ...twintigste. Hoe verskil kwartaal 4 van kwartaal 3? Die getalgebied vergroot na 99 Teen die einde van die kwartaal, behoort die leerders te: Lees en skryf Eerste, tweede, derde, vierde, vyfde, sesde ... asook afkortings: 1e, 2de, 3de, 4de, ensovoorts Gebruik, lees en skryf die volgende woordeskat vir ordening en vergelyking • Hoeveel ... • Net soveel soos, dieselfde aantal as ... • Gelyk aan, meer as, minder as, groter as, kleiner as ... • Meeste, minste, kleinste, grootste • Orden, eerste, laaste, voor, na, langs, tussen, halfpad tussen Gebruik die teken = om gelykheid voor te stel Leerders moet op die volgende vrae te kan reageer: Wie staan tweede in die ry? Wie se potlood is die kortste? Orden getalle tot ten minste 100 en posisioneer dit op ‘n getallelyn of –kaarte. Voltooi die ontbrekende getal op dele van ‘n 100-kaart 87   100 Skryf hierdie getalle op die regte plekke: 88, 90, 92... Voltooi die ontbrekende getal: 115 117 139 141 187 185 Beantwoord die volgende vrae mondeling: Watter getalle is tussen 82 en 87? Watter getalle is tussen 45 en 50? Watter getalle is tussen 69 en 75? Orden die getalle van die grootste tot die kleinste: 127, 132, 165, 111, 189, 173, 156 Orden die getalle van die kleinste tot die grootste: 89, 62, 56, 72, 45, 39, 17 Wys, lees en skryf ranggetalle neer. 312 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) PLEK WAARDE 1.5 Plekwaarde Herken die plekwaarde van ten minste twee￾syfergetalle tot 99 • Weet wat elke syfer voorstel • Ontbinding van twee￾syfergetalle tot 99 in veelvoude van tiene en ene/eenhede • Identifiseer en verklaar die waarde van elke syfer Teen die einde van die kwartaal behoort die leerders: • Die woordeskat ten opsigte van plekwaarde te verstaan en te gebruik: Gebruik, lees en begin skryf: Ene, tiene, syfer, een-syfer getal, twee-syfer getal, ... plekwaarde ... • Afbreek van twee-syfer getalle in tiene en ene Skryf die getal: 6 tiene en 3 ene ____________________ 2 tiene en 5 ene ____________________ 12 tiene en 8 ene ___________________ 18 tiene en 4 ene____________________ • Gebruik apparaat: Gebruik die telraam om 4 tiene en 5 ene te wys Gebrui die telraam om 7 tiene en 6 ene te wys Sê wat is die waarde van die 8 in 28. En die 2? Sê watter getal is gelyk aan of dieselfde as: - 6 tiene - Nege tiene en drie ene - Vyf tiene en nege ene Watter getal moet in die vierkant geskryf word? 34 = + 4 78 = 70 + Hulpbronne Voorwerpe wat gegroepeer kan word: • Telstokkies • Tellers wat geryg kan word • Vuurhoutjies • Roomysstokkies • boublokkies CAPS FP Wiskunde Graad 1 - 3 313 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) PROBLEEMOPLOSSING IN KONTEKS 1.6 Probleem￾oplossings￾tegnieke Gebruik die volgende tegnieke vir probleemoplossings en verduidelik oplossings vir probleme: • Prente of konkrete apparaat, byvoorbeeld tellers • Opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Leerders behoort die volgende tegnieke te gebruik om woordprobleme op te los: • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Verwys na die notas vir kwartaal 1 en 2 vir: • Prente of konkrete apparaat • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Getallelyne Die gebruik van getallelyne om berekeninge te doen, laat leerders toe om hul gedagtes neer te skryf en te onthou. Dit laat leerders toe om ‘n geskrewe rekord van hul gedagtes te hê sodat hulle kan verduidelik hoe hulle die probleem opgelos het. Leerders gebruik reeds vanaf graad 1 getallelyne. In kwartaal 4 behoort hulle getallelyne te kan konstrueer waarop die begingetal insit en bepaal hoem om van die een getal tot die volgende te beweeg. Voorbeeld van die manier waarop leerders ‘n getallelyn kan gebruik: 23 kinders het vandag op ‘n uitstappie gegaan. Daar is 63 kinders by die skool. Hoeveel kinders was aanvanklik daar? 63   64   65   66   68   69   71   77   78   73   75   80   83   84   85   67   70   72   74   76   79   81   82   86   +10   +10   +3   Laat leerders toe om die tegniek waarmee hulle gemaklik is te gebruik. Indien leerders egter tegnieke gebruik wat nie effektief is nie, moet hulle gelei word om ‘n ‘n alternatiewe tegniek wat meer effektief is, te gebruik. Neem kennis dat leerders verskillende maniere van probleemoplossing gebruik wat die onderwyser dikwels nie verwag nie. ‘n Deelprobleem kan opgelos word deur herhaalde aftrekking, optelling of vermenigvuldiging. Leerders se metodes sal deur die loop van die jaar verander soos wat hulle begrip verbeter, die bekendheid met die probleemtipes toeneem en hul getalbegrip ontwikkel. 314 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.7 Optelling en aftrekking Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 99. Voorbeelde van probleme wat leerders teen die einde van die kwartaal moet kan doen Optel en aftrek Daar is ten minste drie basiese tipes optel- en aftrekprobleme en elk kan op verskillende maniere gestel word. Die basiese soorte is: Verander • Neels het 25 lekkers. Manie gee vir hom nog 18 lekkers. Hoeveel lekkers het hy nou? • Neels het 53 lekkers gehad. Hy gee 32 van die lekkers vir Manie. Hoeveel lekkers het hy nou? Samevoeging • Die graad 2 klass het 37 groen driehoeke en 19 blou driehoeke. Hoeveel driehoeke het hulle? • Hulle het 63 sirkels; 27 is groen en die res is blou. Hoeveel blou sirkels het hulle? Vergelyk Nosisi het 13 piesangs. Themba het 5 piesangs. Hoeveel piesangs het Nosisi meer as Themba? Stel van die probleem op verskillende maniere Probleme moet op verskillende maniere gestel word, byvoorbeeld beide die probleme is ‘verandering-probleme’, maar die “onbekendes” is op verskillende plekke in die probleem. • Neels het lekkers gehad. Manie gee hom nog 18 lekkers. Nou het hy 43 lekkers. Hoeveel lekkers het Neels aanvanklik gehad? • Neels het 25 appels, Manie gee vir hom nog appels. Hy het nou 43 appels. Hoeveel appels het Manie vir hom gegee? CAPS FP Wiskunde Graad 1 - 3 315 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.8 Herhaalde optel wat na vermenig￾vuldiging lei Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 50 Voorbeelde van probleme wat leerders teen die einde van die kwartaal moet kan doen Herhaalde optel • Hoeveel wiele het sal 20 fietse hê? Tempo • Thami stap elke dag 6 blokke. Hoeveel blokke sal hy in ‘n week stap? Roosters • Mr Khumalo plant 7 rye kool. Daar is 8 koolplantjies nin ‘n ry. Hoeveel koolplantjies is daar altesaam? 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 99 met anwoorde wat ‘n res mag insluit. Voorbeelde van probleme wat leerders teen die einde van die kwartaal moet kan doen Groepering Groepering, ignoreer die res • Stella verkoop appels in sakkies van 10. Sy het 80 appels. Hoeveel sakkies van 10 appels kan sy opmaak? Groepering, sluit die res by die antwoord in • ‘n Boer het 47 eiers. Hoeveel eierboksies wat elk 6 eiers kan hou het hy nodig as hy al die eiers wil verpak? Deling Deling, ignoreer die res • Deel 54 lekkers tussen 7 vriende sodat almal dieselfde aantal lekkers kry. 316 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.10 Deling wat na breuke lei Los woordprobleme op en verduidelik oplossings vir praktiese probleme wat gelyke deling en oplossings wat tot heelbreuke lei, insluit, byvoorbeeld 1 2, 1 4, 1 3, 1 5 ens. Die fokus van probleme met breuke gedurende hierdie kwartaal laat leerders toe om: • Te deel en goed gelykop te groepeer; • Breukdele te benoem; • Die breuke van heel voorwerpe te vind; • Te herken dat ‘n breuk deel van ‘n geheel is; en • Breuke as 1 derde te skryf. Gedurende hierdie kwartaal, benoem leerders meer breuke. Dit is belangrik dat leerders aan ander breuke blootgestel moet word en nie net een halwe en een kwart nie. Voorbeelde van probleme wat leerders teen die einde van die kwartaal moet kan doen Deling, lei na breuke • Deel 7 sjokolade stafies gelykop tussen 3 maats sodat elkeen dieselfde hoeveelheid van die sjokoladestafie kry en daar niks oor is nie. • Drie pannekoeke word gelykop tussen 4 maats verdeel. Hoeveel sal elkeen kry? Teen die einde van die kwartaal, behoort leerders die volgende begrippe te ken: Wanneer jy iets verdeel in: • Twee gelyke dele word halvering genoem. Elke deel word ‘n helfte/halwe genoem; • Drie gelyke dele, elke deel word ‘n derde genoem; • Vier gelyke dele, elke deel word ‘n kwart genoem; • Vyf gelyke dele, elke deel word ‘n vyfde genoem; en • Ses gelyke dele, elke deel word ‘n sesde genoem. Voorbeelde van probleme wat leerders teen die einde van die kwartaal moet kan doen Deling, lei tot breuke Deel 11 sjokolade stafies tussen 4 vriende sodat elkeen dieselfde hoeveelheid kry en daar niks oorbly nie. Breuk van ‘n versameling Ouma gee vir Kiki 12 lemoene. Kiki maak sap met een derde van die lemoene. Hoeveel lemoene het sy gebruik? Hierdie probleemtipe moet eers bekendgestel word nadat die leerders reeds vier of vyf probleme opgelos het van ‘deling wat lei tot breuke’ en die name van die breukdele ken. Samevoeging van breuke Die netbalafrigter gee vir elke speler ‘n halwe lemoen. Daar is 14 spelers. Hoeveel lemoene benodig sy? Hierdie probleemtipe moet eers bekendgestel word nadat die leerders reeds vier of vyf probleme opgelos het van ‘deling wat lei tot breuke’ en die name van die breukdele ken. CAPS FP Wiskunde Graad 1 - 3 317 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.11 Geld • Herken en identifiseer Suid-Afrikaanse munte (5c,10c, 20c, 50c, R1, R2, R5) en banknote (R10, R20, R50) • Oplossing van geldprobleme wat totale en kleingeld insluit tot R99 en in sente tot 99c Voorbeelde van probleme wat leerders teen die einde van die kwartaal moet kan doen Probleemsituasies met verskillende funksionele verhoudings Heila verkoop worsbroodjies teen R4 elk. Help haar om ‘n tabel te maak om maklik die bedrag te kry vir groot bestellings. Aantal worsbroodjies 1 2 3 4 5 6 7 8 9 10 Koste in R 4 8 Gebruik die tabel om die koste van 7 worsbroodjies en 15 worsbroodjies te bepaal. Sedick is ‘n babawagter. Hy vra R20 vir reiskoste en R5 per uur om die babas op te pas. Voltooi die tabel vir hom. Aantal ure 1 2 3 4 5 10 Koste in R 25 30 Neem kennis dat Heila en Sedick se probleme verskillend werk. KONTEKSVRYE BEREKENINGE 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • prente of konkrete apparaat , byvoorbeeld tellers • opbou en afbreek van getalle • Verdubbeling en halvering • getallelyne Daar word van leerders verwag om konteksvrye bewerkinge te doen deur van die volgende tegnieke gebruik te maak: • Opbou en afbreek van getalle • Verdubbeling en halvering • Getallelyne Verwys na die notas vir kwartaal 1 en 2. 318 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 Leerders gaan voort om getalle te ontbind om die bewerkinge te doen. Moontlike metodes om optel- en aftrekberekeninge te doen Ontbinding van getalle in kleiner dele om die bewerking te vergemaklik Gebruik kennis van plekwaarde om getalle in tiene en ene te ontbind Optelling van twee-syfer getalle deur beide getalle te ontbind 43 + 36 =  43 + 36 = (40 + 3) + (30 + 6) = (40 + 30) + (3 + 6) = 70 + 9 = 79 Optelling deur een getal te ontbind 43 + 36 =  43 + (30 + 6) 43 + 30 → 73 + 6 = 79 Leerders mag die getal ontbind op maniere wat vir hulle hanteerbaar is. Dit beteken dat hulle dit op verskillende maniere sal doen: 43 + 36 =  43 + (10 + 10 + 10 + 6) 43 + 10 → 53 + 10 → 63 + 10 → 73 + 6 = 79 Aftrekking Ontbinding van beide getalle 87 – 56 =  87 – 56 = (80 + 7) - (50 + 6) = (80 - 50) + (7 - 6) = 30 + 1 = 31 CAPS FP Wiskunde Graad 1 - 3 319 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 • Aftrekking deur een getal te ontbind 87 - 56 =  87 - (50 + 6) 87 - 50 → 37 - 6 = 31 Verwag dat sommige leerders die getal op verskillende maniere mag ontbind om die bewerking vir hulself makliker te maak: 87 - 56 =  87 - (20 + 20 + 10 + 6) 87 - 20 → 67 - 20 → 47 - 10 = 37 - 6 = 31 Gebruik halvering om ‘n getal te ontbind 69 + 12 69 + (6 + 6) 69 + 6 → 75 + 6 = 81 Tel aan en tel terug 78 - 69 =  Aantel vanaf 69 is ‘n gepaste strategie omdat die getalle na aan mekaar is. Identifiseer amper-dubbels 34 + 35 verduidelik dat dit dubbel 34 plus 1 of dubbel 35 minus 1 is. 34 + 34 + 1 Leerders mag hul strategie rekordeer deur pyltjies te gebruik 34 + (30 + 4) + 1 34 + 30 → 64 + 4 → 68 + 1 = 69 Verander ‘n getal na ‘n veelvoud van tien en voeg een by of neem een weg Tel aan of terug tot die naaste 10 58 + 19 =  Leerders moet herken dat hulle twee keuses het in hierdie geval. Verander 58 of 19 tot die naaste veelvoud van 10. Dit is hul eie keuse. Die som kan geskryf word as: 58 + 19 = 58 + 20 - 1 58 + 20 → 78 - 1 = 77 Sommige leerders mag die twintig in 2 groepe van 10 verdeel om die bewerking akkuraat te doen. 320 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 Teen die einde van die jaar behoort leerders: Die woordeskat van optel te verstaan en te gebruik Verstaan dat wanneer ‘n nul bygetel word dit nie die getal verander nie. 75 + 0 = 75 0 + 75 = 75 75 = 75 + 0 75 = 0 + 75 Reageer op geskrewe vrae wat op ‘n verskeidenheid maniere gestel word soos: • voeg 43 en 9 saam • tel tien by 67 • 11 plus 83 • voeg 20 by 50 • 80 = 62 + 8 +  • Watter getal is 30 meer as 60 • Wat is die som van 56 en 14 • Tel twaalf en vyf-en-sewentig bymekaar • Watter getal is tien meer as 83? • Watter getal moet jy by 45 tel om 78 te kry? • Watter getal moet jy by 25 tel om 78 te kry? • Wat moet ek by 56 tel om 70 te maak? • Vier tiene plus 3 tiene • 12 tiene plus 8 ene • 45 + 10 =  45 + 20 =  45 + 30 =  Weet dat ¨ in die plek van ‘n onbekende getal is 42 + 44 =  5 + 7 +  = 80 57 +  = 95  + 15 = 81 Met behulp van apparaat: Tel drie getalle bymekaar 26 +  +  = 72 Kies drie van hierdie getalle: 15, 19, 22, 25 Tel hulle bymekaar. Watter verskillende totale kan jy kry? CAPS FP Wiskunde Graad 1 - 3 321 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 Reageer op geskrewe vrae en verduidelik hoe die antwoord bereik is: • tel 6, 12 en 14 bymekaar. • Wat is die som van 10, 5 en 19. Begrip van aftrekking teen die einde van die jaar Teen die einde van die jaar behoort leerders: Die woordeskat met betrekking tot aftrekking verstaan en gebruik: Neem weg, aftrek, hoeveel bly oor, hoeveel minder is ... as ..., verskil tussen, hoeveel meer is ... as ..., hoeveel meer om ... te maak; lees en skryf die minus teken (-) Gaan voort om die begrip van aftrekking te ontwikkel as: • Wegneem; en • Vind die verskil tussen Verstaan dat wanneer ‘n nul wegneem word die getal onveranderd bly: 92 – 0 = 92 92 = 92 – 0 Reageer op geskrewe vrae wat op ‘n verskeidenheid maniere gestel word soos: • 37 neem weg 3 • Neem 40 weg 80 • 62 minus 42 • Minus 45 from 90 • Wat is die verskil tussen 38 en 57? • Hoeveel minder is 17 as 49? • Watter getal moet jy van 56 aftrek om 22 te kry? • Watter getal moet jy van 56 aftrek om 32 te kry? • Watter getal moet jy van 56 aftrek om 42 te kry? • Vind getalpare met ‘n verskil van 10 Weet dat  in die plek van ‘n onbekende getal is 57 - 34 =  62 -  = 48 98 - 42 =  13 - 6 = 15 -   - 18 = 24 322 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 99 • Aftrekking vanaf 99 • Gebruik van gepaste simbole ( +, -, =, ) • Inoefening van getalkombinasies tot 20 Begin verstaan dat: 25 – 10 verskil van 10 – 25 Gebruik die verwantskap tussen optel en aftrek Sê en skryf ooreenstemmende aftrekfeite om die optelfeite te gee en vice versa, byvoorbeeld: 73 + 17 =90 impliseer dat 90 – 17 = 73 17 + 73 = 90 impliseer dat 90 – 73 = 17 42 – 18 = 24 impliseer dat 24 + 18 = 42 42 – 24 = 18 impliseer dat 18 + 24 = 42 Beantwoord die volgende met behulp van die gebruik van apparaat: Indien jy weet dat: 62 + 29 = 91. Wat is: 29 + 62 91 – 29 91 – 62 Indien jy weet dat: 66 – 50 = 16 Wat is: 66 – 16 50 + 16 16 + 50 Skryf en antwoorde die volgende: 57 - 34 = 23  + 23 = 57  - 23 = 34 34 + 23 =  12 + 46 = 58 12 +  = 58 58 -  = 12  - 46 = 12 Skryf vier verskillende getalsinne deur 3 getalle te gebruik, byvoorbeeld:20, 30 en 50 20 + 30 = 50 30 + 20 = 50 50 – 30 = 20 50 - 20 = 30 CAPS FP Wiskunde Graad 1 - 3 323 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.14 Herhaalde optelling wat tot ver￾menigvul￾diging lei • Vermenigvuldig getalle 1 tot 10 met 1, 2, 5, 3 en 4 • Gebruik van gepaste simbole ( +, -, =, ) Hoe verskil kwartaal 4 van kwartaal 3? Leerders begin hierdie kwartaal om met 3 te vermenigvuldig. Verwys na die notas vir kwartaal 1 oor die bekendstelling van nuwe begrippe Teen die einde van die kwartaal behoort dsie leerders: Die woordeskat van vermenigvuldiging in praktiese situasies te gebruik: Dubbel, maal, vermenigvuldig, vermenigvuldig met, veelvoud van ..., groepe van ..., twee keer, drie keer soveel; lees en skryf die vermenigvuldingsteken (x) Gebruik hierdie woordeskat om vermenigvuldigingsberekeninge te doen. Verstaan dat vermenigvuldiging herhaalde optel is 6 wat 3 keer opgetel word, is dieselfde as: 6 + 6 + 6 = 18 3 groepe van 6 = 18 3 maal 6 = 18 6 x 3 = 18 3 x 5 = 18 Verstaan dat vermenigvuldiging rye beskryf: ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ 5 x 3 =15 ¥ ¥ ¥ ¥ ¥ ¥ 3 x 5 = 15 Reageer op vrae soos: Vier vywe Dubbel 6 6 maal 5 324 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.14 Herhaalde optelling wat tot ver￾menigvul￾diging lei • Vermenigvuldig getalle 1 tot 10 met 1, 2, 5, 3 en 4 • Gebruik van gepaste simbole ( +, -, =, ) Dir tellers in ‘n ry. Daar is 4 rye. Hoeveel tellers is daar altesaam? 2 vermenigvuldig met 4 8 maal 2 Herken die gebruik van die plekhouer  wat in die plek van ‘n onbekende getal is. 3 groepe van 2 is 6 of 3 times 2 is 6 of 3 x 2 =  4 groepe van 3 is12 of 4 maal 3 is 12 of 4 x 3 =  6 groepe van 3 is18 of 6 maal 3 is 18 of 6 x  = 18 7 +  = 14 2 groups of 7 =  2 +  +  +  +  +  +  = 14  x 7 = 14 1 x 2 =  2 x 2 =  3 x 2 =  1 x 5 =  2 x 5 =  3 x 5 =  1 x 5 =  2 x 5 =  3 x 5 =  4 x 5 =  5 x 5 =  6 x 5 =  7 x 5 =  8 x 5 =  9 x 5 =  10 x 5 =  CAPS FP Wiskunde Graad 1 - 3 325 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.14 Herhaalde optelling wat tot ver￾menigvul￾diging lei • Vermenigvuldig getalle 1 tot 10 met 1, 2, 5, 3 en 4 • Gebruik van gepaste simbole ( +, -, =, ) Voorbeelde van vrae wat gevra kan word: Getalbegrip: Getalname en -simbole Hou ‘n kaart omhoog of skryf ‘n getalnaam. Kies ‘n leerder om die bypassende syfer te skryf. Meer of minder Wat is? • 1 minder as 70 • 1 meer as 80 • Meer as 72 • Minder as 95 • Meer as 77 • 3 minder as 51 • Meer as 68 • 4 minder as 67 • Meer as 29 • 5 minder as 85 • 10 meer as 90 • 10 minder as 80 Wat is die 5de letter van die alfabet? Wat is die 9de maand van die jaar? Ordening en vergelyking Wat is meer: 21 of 171? Gee ‘n getal tussen 154 en 159. Optel- en aftrekfeite: • Ken al die optel-en aftrekkombinasies tot 20  + r = 20  + r = 16 19 =  - r 326 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.16 Hoofrekene Getalbegrip: Getalgebied 99 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 99 en sê watter is 1, 2, 3, 4, 5, en 10 meer of minder Vinnige herroep: • Optel-en aftrekfeite tot 20 • Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Hoofrekenestrategieë Gebruik bewerkingstrategieë om effektief op te tel en af te trek: • Sit die groter getal eerste om aan te tel of terug te tel • Gebruik die verband tussen optel en aftrek • Getallelyn • Verdubbeling en halvering • opbou en afbreek van getalle Optel- en aftrekfeite van al die getalle tot en met 20. 1 + 11 = 12 11 + 1 = 12 2 + 10 = 12 10 + 2 = 12 3 + 9 = 12 9 + 3 = 12 18 – 4 = 14 18 – 14 = 4 18 – 5 = 13 18 – 13 = 5 18 – 6 = 12 18 – 12 = 6 Vinnige herroep van opteldubbels tot 15. Dit behoort die ooreenstemmende aftrekking in te sluit • 1 + 1 = 2 • 2 + 2 = 4 • 3 + 3 = 6 • 4 + 4 = 8 • 5 + 5 = 10 • 6 + 6 = 12 • 7 + 7 = 14 • 8 + 8 = 16 • 9 + 9 = 18 • 10 + 10 = 20 Wys my die getal wat bygetel moet word om 20 te maak (skryf neer of gebruik plekwaardekaarte of spreikaarte). • 8 • 2 • 9 • 15 • 3 Wys my die getal wat oor is wanneer ... van 20 weggeneem word (skryf neer of gebruik plekwaardekaarte of spreikaarte) • 5 • 18 • 0 • 14 • 7 Berekeningstrategieë Verwys na die notas vir kwartaal 2. CAPS FP Wiskunde Graad 1 - 3 327 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes • Gebruik en benoem breuke in bekende kontekste en sluit halwes, kwarte, derdes en vyfdes in • Herken breuke in die vorm van diagramme • Skryf breuke as 1 helfte, 2 derdes Hoe verskil kwartaal 4 van kwartaal 3? Hierdie kwartaal word die leerders se aandag gevestig op die manier waarop die breuknaam verbind is met die aantal gelyke dele waarin die hele ingedeel is. ‘n Verskeidenheid diagramme kan gebruik word om verdere begrip te bou. Leerders gaan hierdie kwartaal voort om die breuke in diagramme te benoem. Hulle benoem ook die breukdele wanneer woordprobleme gedoen word. Breukdele wat geidentifiseer word, word geskryf as 1 halwe, 1 derde, 1 kwart. Die fokus behoort hierdie kwartaal op die hele te wees. Leerder moet kan: Sinne voltooi: Twee halwes is dieselfde as ___ hele Drie derdes is dieselfde as ___ hele Vier kwarte is dieselfde as ___ hele Leerders sal hierdie kwartaal die breuke van ‘n groep voorwerpe vind, byvoorbeeld: Deur tellers te gebruik wat in rye gerangskik is sal die nleerders vind dat: 1 helfte van 8 tellers. ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ Leerders kan die 8 tellers in 2 groepe van vier verdeel. ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ Laat leerders toe om konkrete apparaat te gebruik en om die tellers in rye te rangskik. Teen die einde van die kwartaal behoort die leerders te weet: • 1 helfte van ‘n versameling voorwerpe; • 1 kwart van ‘n versameling voorwerpe; • 1 derde van ‘n versameling voorwerpe; en • 1 vyfde van ‘n versameling voorwerpe. 328 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 4 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Skep en beskryf eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Patrone om ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Leerders werk met patrone uit die natuur, moderne alledaagse lewe en vanuit ons kultuurerfenis vanaf graad 1 tot graad 6. Dit beteken dat daar nie baie tyd aan hierdie onderwerp spandeer hoef te word nie. Kies ook aktiwiteite en patrone wat gepas is vir elke graad. Een tipe patroon waaarna leerders kan kyk is simmetrie, byvoorbeeld meeste blare en diergesigte is simmetries. So ook baie insekte indien dit van bo af bekyk word en die patrone op baie voëls se onderkante. Leerders kan ook vir patrone kyk op: • heinings (draad, hout of sement); • Bakstene en vloerteëls; • Dakke; • Klere en materiaal; • Borde, koppies en pierings; • Sokkerballe; • Diere soos koeie, motte en skoenlappers, zebra, kameelperde, luiperde, voëls, insekte; • Blomme en blare; • Muurpapier, insluitend muurpapier gemaak van gedrukte verpakking wat dikwels in informele behuising gevind word; • Tradisionele of moderne kralewerk; en • Tradisionele kleipotte of geweefde mandjies. Hoe kan leerders die patrone rondom hulle beskryf? Daar is verskillende maniere om die patrone om ons te beskryf.Die meeste patrone om ons bestaan uit lyne, vorms of voorwerpe. Die vorms of voorwerpe hoef nie aan die Meetkundige 2-D vorms en 3-D voorwerpe waarmee in graad 2 gewerk is, gekoppel te wees nie. Al waarna die leerders kyk is: • Wat word herhaal, byvoorbeeld kolle, lyne, enige tipe vorm; en • Hoe word dit herhaal. CAPS FP Wiskunde Graad 1 - 3 329 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 2.1 Meetkun￾dige patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe. Skep en beskryf eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Patrone om ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Voorbeeld: - Reguit lyne wat mekaar kruis (soos in ‘n vadoek), lyne wat aan die onderkant van materiaal of oor ‘n hemp loop, lyne wat met broekspype langs loop, - Geboë lyne soos wanneer daar dwarsoor ‘n ui gesny word - Onreëlmatige lyne, soos op vingerafdrukke en zebras en plooie op olifante, renosters en mense wat baie oud is - Gekartelde lyne soos wanneer dwarsoor ‘n koolkop gesny word, of wat op sandduine gevind word - Eweredig verspreide kolle van dieselfde grootte - Vorms van dieselfde grootte, byvoorbeeld baksteenpatrone op ‘n muur of plaveisel - Vorms van dieselfde kleur - Patrone wat gevorm word deur dieselfde vorm wat in dieselfde rigting wys, byvoorbeeld driehoeke wat opwaarts of afwaarts wys in tradisionele kralewerk, of plaveiselstene wat na verskillende rigtings wys - Patrone met vorms wat almal verskillend is, soos op ‘n kameelperd 1 les 330 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR 2.2 Getalpa￾trone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige number sequences to at least 200. Skep eie patrone Skep eie getalpatrone. Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 200 Getalpatrone behoort aantel en terugtel in te sluit: • 1s vanaf enige getal tussen 0 en 200 • 10e vanaf enige veelvoud van 10 tussen 0 en 200 • 5e vanaf enige veelvoude van 5 tussen 0 en 200 • 2s vanaf enige veelvoud van 2 tussen 0 en 200 • 3s vanaf enige veelvoud van 3 tussen 0 en 200 • 4s vanaf enige veelvoud van 4 tussen 0 en 200 Skep eie getalpatrone Verwys na notas vir kwartaal 1, maar brei die getalgebied uit na 200 3 lesse CAPS FP Wiskunde Graad 1 - 3 331 WISKUNDE GRAAD 1-3 GRAAD 2 KWARTAAL 4 3. RUIMTE EN VORM (MEETKUNDE) ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en name 3-D voorwerpe in the klaskamer en in pictures • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme of: • grootte • voorwerpe wat rol • voorwerpe wat gly Fokusaktiwiteite • Waarneem en bou v an gegewe 3-D voorwerpe deur gebruik te maak van konkrete materiaal soos uitgeknipte 2-D vorms, boublokke, herwinbare materiaal, konstruksiestelle, ander 3-D Meetkundige voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in the klaskamer en in prente • balvorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • grootte • voorwerpe wat rol • voorwerpe wat gly Voorgestelde fokus vir kwartaal 4: Vaslegging van werk deur middel van geskrewe oefeninge. 1 les 332 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 3.3 2-D vorms Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Verskeidenheid vorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • grootte • kleur • vorm • reguit sye • ronde sye Verwys na notas van kwartaal 2 Hierdie kwartaal word die werk met 2-D vorms geoefen, hersien en vasgelê. Fokus op die herkenning en benoeming van sirkels, vierkante, reghoeke en driehoeke en ondersoek of hul sye reguit of rond is. Doen aktiwiteite wat van kwartaal 2 verskil, maar die fokus bly op die kenmerke en benoeming van vorms. 3 lesse 3.4 Simmetrie Simmetrie Herken en teken die lyn van simmetrie in 2-D Meetkundige en nie￾Meetkundige vorms. Simmetrie Herken en teken die lyn van simmetrie in 2-D Meetkundige en nie￾Meetkundige vorms. Verwys na die notas vir kwartaal 2. 1 les CAPS FP Wiskunde Graad 1 - 3 333 WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 4 4. METING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.1 Tyd Lees van tyd • Benoem en orden dae van die week • Benoem en orden maande van die jaar • Plaas verjaarsdae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender • Lees 12-uur tyd in ure, half ure en kwart ure Bereken die lengte van tyd en die verloop van tyd • Gebruik kalenders om tyd te bereken en beskryf die verloop van tyd in dae of weke. • Gebruik horlosies om tydsverloop te meet in ure, half ure en kwart ure. Lees van tyd • Lees 12-uur tyd in ure, half ure en kwart ure op analoog horlosies Bereken die lengte van tyd en die verloop van tyd • Gebruik horlosies om tydsverloop te meet in ure, half ure en kwart ure. Leerders gaan voort om oor tydsverloop en die opeenvolging van tyd te praat. Gedurende klassikale onderrigtyd en fokusgroepstyd, gaan leerders voort om oor die dae van die week, maande van die jaar, huidige dag se datum, asook die dae voor en na die huidige te praat. Leerders raak bekend met kalenders deur voort te gaan om die volgende daarop te noteer: • Verjaarsdae; • Godsdienstige feeste; • Historiese gebeure; • Skoolgebeure; en • openbare vakansiedae Lees die tyd in ure, half ure en kwart ure Verwys na die notas vir kwartaal 3. 1 les 334 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting, byvoorbeeld handbreedtes, treë, potloodlengtes, tellers, ensovoorts • Beskryf die lengte van voorwerpe deur dit te tel en te sê hoeveel informele eenhede dit lank is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of meterlengtes of lyn) as die standaard lengte￾eenhede. Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting, byvoorbeeld handbreedtes, treë, potloodlengtes, tellers, ensovoorts • Beskryf die lengte van voorwerpe deur dit te tel en te sê hoeveel informele eenhede dit lank is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of meterlengtes of lyn) as die standaard lengte￾eenhede. Hoe verskil kwartaal 4 van kwartaal 1? Gedurende kwartaal 1, was die aanbeveling dat leerder moet fokus op skatting, meting, vergelyking en rekordering van lengtes, breedtes en hoogtes deur informele eenhede te gebruik, maar leeerders moet ook in meters begin meet. In kwartaal 4 kan die fokus op skatting, meting, vergelyking en rekordering van lengte, hoogte en breedte in meters wees: Verwys na notas vir kwartaal 1. Vaslegging kan in die vorm van geskrewe oefeninge wees. 1 les CAPS FP Wiskunde Graad 1 - 3 335 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa deur gebruik te maak van nie￾standaard maat￾eenhede en ‘n balans, byvoorbeeld blokke, bakstene, ensovoorts • Gebruik woordeskat om te praat oor die vergelyking, byvoorbeeld lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersiële verpakte voorwerpe waarop die massa gedruk is in kilogramme, byvoorbeeld 2 kilogram rys en 1 kilogram meel • Meet hul eie massa in kilogramme deur gebruik te maak van ‘n badkamerskaal Bekendstelling van formele meting • Leerders doen geskrewe werk om die volgende in te skerp, insluitend prente van • Produkte waarop die massa aangeteken is • Prente van massa op badkamerskale waar die naald heel kilogramme aantoon. In kwartaal 2 behoort leerders: - massa te meet deur gebruik te maak van ‘n balans; - produkte te orden volgens die massa wat op die verpakking aangedui is; en - die massa op ‘n badkamerskaal te lees (beide werklike skale en prente van skale) Verwys na notas vir kwartaal 2. In kwartaal 4 behoort leerders hul vaardighede met betrekking tot die lees van badkamerskale en prente van badkamerskale tot die naaste vol kilogram vas te lê. Vaslegging vind plaas in die voem van geskrewe oefeninge. 1 les 336 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.4 Kapasitieit / Volume Informele meting • Skat en meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer bevat as dit gevul is) deur gebruik te maak van nie-standaard mates, byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul, byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieël verpakte voorwerpe waarvan die kapasiteit in liters op die produk gedruk is, byvoorbeeld 2 liters melk, 1 liter koeldrank, 5 liter verf Bekendstelling van formele meting Vaslegging vind plaas deur geskrewe aktiwiteite, insluitend lees prente van: • Produkte wat hul kapasiteit op die verpakking aandui sodat dit georden kan word • Prente van bekers waar die kapasiteit van 1 liter of 2 liter gemerk is. Die verwagting is dat leerders slegs die kapasiteit tot die naaste genommerde inhoudsmaat moet kan lees. Volume word beskryf as byna/naby/‘n bietjie meer as/meer of minder/presies die getal (of liters) wat hulle van die beker aflees Gedurende selfstandige werkstyd, gaan leerders voort om: - Skat en meet, vergelyk, orden en neerskryf van die kapasiteit van houers of die volume in houers deur gebruik te maak nie-standaard mates. Die lees van resepte, wat bak insluit, is ‘n sinvolle konteks waarin leerders hul meting kan oefen. Kies resepte waar mates in koppies, teelepels en ander informele eenhede aangegee word. - vergelyk en orden die kapasiteit van ‘n verskeidenheid bottels en kruideniersware waar die volume of die verpakking aangedui word; en - gebruik 1 liter bottels of 1 liter bekers om te skat en te meet, vergelyk, orden en die kapasiteit of volume van die houers in liters neer te skryf Verwys na notas vir kwartaal 3. Leerders moet geskrewe take, insluitend die lees van prente, gegee word om die volgende vas te lê: • Produkte met hul kapasiteit opgeskryf sodat dit in volorde geplaas kan word; en • Prente van bekers waar die kapasiteit van 1 liter of 2 liter gemerk is. Die verwagting is dat leerders slegs die kapasiteit tot die naaste genommerde inhoudsmaat moet kan lees. Volume word beskryf as byna/naby/‘n bietjie meer as/meer of minder/presies die getal (of liters) wat hulle van die beker aflees CAPS FP Wiskunde Graad 1 - 3 337 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 4.4 Kapasitieit / Volume Informele meting • Skat en meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer bevat as dit gevul is) deur gebruik te maak van nie-standaard mates, byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul, byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieël verpakte voorwerpe waarvan die kapasiteit in liters op die produk gedruk is, byvoorbeeld 2 liters melk, 1 liter koeldrank, 5 liter verf Bekendstelling van formele meting Vaslegging vind plaas deur geskrewe aktiwiteite, insluitend lees prente van: • Produkte wat hul kapasiteit op die verpakking aandui sodat dit georden kan word • Prente van bekers waar die kapasiteit van 1 liter of 2 liter gemerk is. Die verwagting is dat leerders slegs die kapasiteit tot die naaste genommerde inhoudsmaat moet kan lees. Volume word beskryf as byna/naby/‘n bietjie meer as/meer of minder/presies die getal (of liters) wat hulle van die beker aflees Meting van kapasiteit as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van informele meting van kapasiteit / volume, byvoorbeeld Ouma gebruik 2 koppies melk om ‘n nagereg te maak. Hoeveel melk sal sy benodig indien sy die resep wil verdubbel? liters Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 1 les 338 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 2 K WARTAAL 4 DATAHANTERING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 VERDUIDELIKENDE NOTAS OF ONDERWYSRIGLYNE TYDSDUUR (in lesse van 1 uur 24 minute) 5.4 Versamel en organiseer data Versamel en organiseer data • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord • Organiseer data 5.5 Datavoor￾stelling Datavoorstelling Stel data voor in prentdiagramme 5.6 Ontleed en interpreteer data Ontleed en interpreteer data Beantwoord vrae oor data in prentdiagramme Ontleed en interpreteer data Ontleed data vanuit gegewe voorstellings Ontleed en interpreteer gegewe data Teen hierdien tyd van die jaar, behoort leerders bekend te wees met prentdiagramme. Dit word voorgestel dat leerders in kwartaal 4 fokus op die ontleding van data. Gee leerders data vanuit ten minste een prentgrafiek om te ontleed. Leerders behoort vrae oor die grafiek en tabel te beantwoord: Verwys na kwartaal 1 vir gepaste tipes vrae. 1 les CAPS FP Wiskunde Graad 1 - 3 339 WISKUNDE GRAAD 1-3 3.5.3 Verduideliking van inhoud graad 3 GRAAD 3 KWARTAAL 1 1. GETALLE, BEWERKINGS EN VERWANTSKAPPE Graad 3 leerders sal die vaardighede wat hulle in Graad 2 aangeleer het konsolideer en gebruik om met getalle tussen 0 en 999 te werk. Leerders in graad 3: • lees en skryf getalle in syfers en woorde tot 1000; • gaan voort om getalle te identifiseer en posisioneer; • gebruik hul kennis van plekwaarde om honderde, tiene en ene te vind en hul verwantskap tot verduidelik; • indeling van drie-syfer getalle. Hulle behoort hul kennis van plekwaarde gebruik om getalle te orden en te vergelyk en redes vir hul keuse te gee; • voortgaan om aan en terug te tel, nou in veelvoude van 20, 25, 50 en 100; hule sal nou die verhoudings tussen tel in veelvoude van 2 en 4 herken; • weet hoe om groot versamelings te tel deur groepe van 2’s en 4’s te herken. Hulle tel nou sistematies, akkuraat en kan ‘n metode gee om die antwoord tot kontroleer; • optel en aftrek deur middel van hoofrekene tot 50; • verskillende soorte probleme op te los en leer hoe om hul geskrewe antwoorde op ‘n sistematiese manier tot organiseer; • die korrekte bewerking te kies wanneer probleemoplossing in konteks gedoen word; • hul berekeninge kan opteken deur die gebruik van die plus (), minus () en is gelyk aan () teken. Hulle kan hul antwoorde en metodes verduidelik en beskryf; • optel en aftrek berekeninge op formele wyses skryf, hulle sal byvoorbeeld een of twee getallete ontbind om op te tel en af te trek; en • sal in staat wees om om uit ‘n reeks strategieë te kies om ‘n probleem op te los, byvoorbeeld om 131 van 135 af tot trek, sal die leerder weet om terug te tel. • Die kurrikulum verwag dat graad 3-leerders veel minder met konkrete apparaat moet werk om op te tel en af te trek. Teen die einde van die jaar behoort die leerders in staat te wees om op te tel en af te trek deur gebruik te maak van pen en papier. • Wanneer die leerders in graad 3 aankom, behoort hulle in staat te wees om getalwaardes te verstaan en getalle te kan Ontbind om berekeninge te doen. Die leerders begin begryp dat die getal 78 uit 8 ene en sewe tiene bestaan, maar ook 78 ene is. Die leerder het nie konkrete apparaat nodig om dit verstaan nie. In Graad 3 behoort leerders voortdurend geleenthede gegun te word om getalle op te breek ten einde die waarde van getalle te verstaan en hierdie kennis te gebruik om op te tel en af te trek. 340 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 1000 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. . • Groepeer tot ten minste 200 voorwerpe om betroubaar te skat en tel. • Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Gedurende graad 3 gaan leerders voort om alledaagse voorwerpe te tel. Die getalgebied sal vermeerder tot 1000 teen die einde van die jaar. Versigtige oorweging moet geskenk word aan die tipe apparaat wat gebruik word: • “Dienes” blokkies • Plekwaarde kaarte Gedurende die eerste kwartaal oefen en konsolideer leerders om voorwerpe tot 200 te tel. Die fokus is op die groepering van voorwerpe. Leerders behoort ‘n sterk sin te hê dat dit beter, meer effektief en vinniger is om in groepe van tiene, twintigs, vyftigs en honderde tot tel as in ene. Hulle begin in honderde aan en terug te tel gedurende die eerste kwartaal. Om roetinetel tot ondersteun, kan leerders voorwerpe in groepe van 100 organiseer. Voorbeeld: Elke groep toon een honderd aan. CAPS FP Wiskunde Graad 1 - 3 341 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 1000 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. . • Groepeer tot ten minste 200 voorwerpe om betroubaar te skat en tel. • Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Gedurende hierdie kwartaal en vir die res van die jaar moet leerders bewus gemaak word van die manier waarop voorwerpe getel word hulle sal help om berekeninge doen. Voorbeeld: Deur voorwerpe in groepe van 10, 20s, 50s of selfs honderde te tel, sal leerders toegelaat word om getalle op te breek wanneer hulle optel of aftrek. Om 362 + 527 op te tel, kan leerders die getal ontbind, byvoorbeeld: 362 + 527 = (300 + 60 + 2) + (500 + 20 + 7). Leerders kan die honderde bymekaartel omdat hulle dit gedoen het toe hulle voorwerpe in honderde gegroepeer het. Leerders tel dan die tiene (hulle het dit reeds sedert graad 1 gedoen) en dan die ene. Hulle moet verstaan hoekom hulle tyd spandeer om voorwerpe te tel. Hierdie skakels moet verduidelik word. Gedurende die kwartaal kan leerders getalle voorstel deur “Dienes” blokkies of basis tien blokkies te gebruik. Leerders gebruik hierdie apparaat in Graad 2. Leerders behoort in staat te wees om die volgende stelling tot voltooi: Die waarde van hierdie basis 10 blokkies is_____________ Leerders kan die spreikaarte gebruik om die waarde van elke getal te wys. Die fokus van hierdie soort aktiwiteite is nie net op die tel van voorwerpe nie. Leerders is terselfdertyd besig om: • die waarde van getalle te begryp; • Ontbinding en opbou van getalle; en • lees getalsimbole. 342 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.2 Tel aan en terug Tel aan en terug in: • die veelvoude gespesifiseer in graad 2 met vergrote getalgebiede vanaf enige gegewe getal • in 20’s, 25’s, 50’s,100’e tot ten minste 1 000 Tel aan en terug in: • die veelvoude gespesifiseer in graad 2 met vergrote getalgebiede • 100’e tot ten minste 500 Hoe verskil Graad 3 van Graad 2? Leerders tel vir die eerste keer in 100’e tot 500. Leerders moet ondersteunende basis tien apparaat gebruik soos: • telkrale • Dienes blokkies • getallelyne • Getalroosters Ooorslaantel moet met vermenigvuldiging verbind word. Terwyl leerders in veelvoude van 4 tel, sal dit hulle baat om te sê: • 1 vier is 4 • 2 viere is 8 • 3 viere is 12 Oorslaantel ondersteun ook begrip van vermenigvuldiging en sal leerders help wanneer hulle getalpatrone voltooi. CAPS FP Wiskunde Graad 1 - 3 343 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.3 Getalsim￾bole en getalname s Identifiseer, herken en lees getalle • Identifiseer, herken en lees getalsimbole 0 – 1 000 • Skryf getalsimbole 0 – 1000 • Identifiseer, herken en lees getalname 0 - 1000 • Skryf getalname 0 - 1000 Identifiseer, herken en lees getalle • Identifiseer, herken en lees getalsimbole 0 - 500 • Skryf getalsimbole 0 – 500 • Identifiseer, herken en lees getalname 0 – 250 • Skryf getalname 0 -100 Hoe verskil Graad 3 van Graad 2? Gedurende hierdie kwartaal herken, lees en skryf leerders getalsimbole tot 500. Hulle lees getalname tot 250 en skryf getalname tot 100 Die lees en skryf van getalsimbole word ook ingeoefen wanneer leerders: • voorwerpe tel; • aan en terug tel; • getalpatrone voltooi; en • getalle orden en vergelyk. • Sorg moet geneem word dat getalle korrek gesê word; mens behoort “drie honderd en twintig” in woorde te sê en nie “323” nie. Wanneer drie-syfer getalle getalle tussen 100 en 110; 200 en 210; 300 en 310, 400 en 410 geskryf word, is die getalle in die tiene posisie nulle. Sommige leerders vind dit moeilik om hierdie getalle in simbole tot skryf wanneer die getalle in woorde gesê word. Dit mag byvoorbeeld moeilik vir sommige leerders wees om ‘drie honderd en vier” in simbole te skryf. Hulle mag dalk 3004 skryf. Spreikaarte is besonder bruikbaar om leerders te help om die getalle korrek te skryf. Leerders behoort baie geleentheid gegun te word om die skryf van hierdie getalle te oefen. 1.4 Beskryf vergelyk en orden getalle Beskryf vergelyk en orden getalle tot 999 • Beskryf en vergelyk heelgetalle tot 999; gebruik kleiner as, groter as, meer as, minder as en is gelyk aan • Beskryf en orden heelgetalle tot 999 van die kleinste tot die grootste, en van die grootste tot die kleinste Gebruik ranggetalle om volgorde, plek of posisie aan te dui Gebruik, lees en skryf ranggetalle, insluitende die afkortingsvorm (byvoorbeeld 3de, 30ste) tot op 31. Beskryf vergelyk en orden getalle tot 99 • Beskryf en vergelyk heelgetalle tot 99; gebruik kleiner as, groter as, meer as, minder as en is gelyk aan • Beskryf en orden heelgetalle tot 99 van kleinste tot die grootste, en van die grootste tot die kleinste Gebruik ranggetalle om volgorde, plek of posisie aan te dui Gebruik, lees en skryf ranggetalle, insluitende die afkortingsvorm (byvoorbeeld 3de; 30ste) tot 31. Hoe verskil Graad 3 van Graad 2? Gedurende hierdie kwartaal konsolideer leerders die ordening en vergelyking van getalle tot 99 en behoort hulle in staat te wees om redes te gee waarom een getal groter is as ‘n ander. Laat leerders toe om ‘n getallelyn, getallespoor, getalleroosters of selfs hul kennis van die ontbinding van getalle in tiene en ene tot gebruik, om hul begrip te illustreer. Wanneer leerders getalle orden, moet hulle in staat wees om te sê hoekom ‘n getal groter is as ‘n ander en die plekwaarde van die getalle gebruik om hulself te verduidelik. Voorbeeld: 39 is kleiner as 59 omdat: Ek weet dat39 = 30 en 9, en 59 = 50 en 9. Ook dat 30 drie bondels van tien en 50 vyf bondels van tien is. Daar is meer bondels van tien in 50 as in 30. Wanneer met ranggetalle gewerk word, is ‘n kalendar ideaal om te gebruik omdat dit die leerder toelaat om oor die 23ste of die 31ste dag van die maand te praat. Leerders moet oefen om die afkortingsvorm te lees en te skryf. 344 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.5 Plekwaarde Herken die plekwaarde van drie-syfer getalle tot 999 • Herken die waarde wat elke getal verteenwoordig • Ontbind drie-syfer getalle tot 999 in veelvoude van honderde, tiene en ene • Identifiseer en benoem die waarde van elke getal Herken die plekwaarde van getalle tot 99 • Herken die waarde wat elke getal verteenwoordig • Ontbind twee-syfer getalle tot op 99 in veelvoude van tiene en ene • Identifiseer en benoem die waarde van elke getal Hoe verskil Graad 3 van Graad 2? Hierdie kwartaal fokus op die vaslegging van die plekwaarde wat in graad 2 gedoen is. Leerders gaan voort om soortgelyke aktiwiteite te doen soos in Graad 2, kwartaal 4: Begryp en gebruik die woordeskat van plekwaarde: Gebruik, lees en begin skryf: • Ene of eenhede, tiene, getalle, een-syfer getalle, twee-syfer getal.... plekwaarde... Ontbinding van twee-syfer getalle in veelvoude van tiene en ene Leerders kan getalle ontbind in: tiene en ene byvoorbeeld 73 = 70 + 3 (spreikaarte is nuttig om dit te doen) Veelvoude van tiene en ene byvoorbeeld 73 = 7 tiene + 3 ene Die opbou van twee-syfer getalle deur van hul plekwaarde gebruik te maak Voorbeeld Skryf die getal: a) 6 tiene en 3 ene ____________________ b) 2 tiene en 5 ene ____________________ c) 12 tiene en 8 ene ___________________ d) 18 tiene en 4 ene ____________________ Gebruik apparaat om die ontbinding van getalle te wys: • Telraam (Abakus) a) Wys 4 tiene en 5 ene deur die telraam (Abakus) gebruik. b) Wys 7 tiene en 6 ene deur die telraam (Abakus) gebruik. CAPS FP Wiskunde Graad 1 - 3 345 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.5 Plekwaarde Herken die plekwaarde van drie-syfer getalle tot 999 • Herken die waarde wat elke getal verteenwoordig • Ontbind drie-syfer getalle tot 999 in veelvoude van honderde, tiene en ene • Identifiseer en benoem die waarde van elke getal Herken die plekwaarde van getalle tot 99 • Herken die waarde wat elke getal verteenwoordig • Ontbind twee-syfer getalle tot op 99 in veelvoude van tiene en ene • Identifiseer en benoem die waarde van elke getal • Spreikaarte Leerders gebruik spreikaarte om die dele van ‘n getal te wys. Voorbeeld: Die volgende tipe vrae kan gevra word: • Wat verteenwoordig die syfer 8 in die getal 28? En die 2? • Sê watter getal is gelyk aan of dieselfde as: a) 6 tiene b) nege tiene en drie ene c) vyf tiene en nege ene LOS PROBLEME IN KONTEKS OP 1.6 Probleem￾oplossings tegnieke Gebruik die volgende tegnieke vir probleemoplossing en verduideliking oplossings vir probleme: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Gebruik die volgende tegnieke vir probleemoplossing: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne Hoe verskil Graad 3 van Graad 2? Van leerders word verwag om woordproblemete op te los deur die volgende tegnieke te gebruik: • opbou of afbreek van getalle • verdubbeling en halvering • getallelyne Om tot op 99 voorwerpe individueel te teken raak oneffektief en behoort ontmoedig te word. Moedig die insluiting van getalsimbole in hul optekening aan, insluitende voorstelling deur prentjies. Leerders kan ook aangemoedig word om getalsinne te skryf. Laat die leerders toe om die tegniek te kies waarmee hulle die gemaklikste sal wees. Die getalgebied en die tipe probleem sal bepaal watter tegniek gebruik word. As die leerders tegnieke gebruik wat nie effektief is nie, moet hulle begelei word om meer effektiewe metodes te gebruik. Opbou en afbreek Dit is een van die belangrikste tegnieke in die grondslagfase. Die tegniek laat leerders toe om getalle af te breek en weer te kombineer en dit maak berekeninge makliker. Hulle sal hierdie tegniek hoofsaaklik in die Intermediêre Fase ook gebruik. Verdubbeling en halvering Dit tegniek is redelik gevorderd en vereis ‘n sterk getalbegrip. Leerders wat in staat is om dit as ‘n tegniek te kies, is redelik buigbaar in die strategieë wat hulle gebruik. As hulle weet hoe om te verdubbel, sal hulle die strategie van amper dubbels gebruik. 346 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.6 Probleem￾oplossings tegnieke Gebruik die volgende tegnieke vir probleemoplossing en verduideliking oplossings vir probleme: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Gebruik die volgende tegnieke vir probleemoplossing: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne Voorbeeld: Woordprobleem: Op ‘n dag by die kliniek was daar 45 kinders vir griep ingeënt. Die volgende dag was 46 kinders ingeënt. Hoeveel kinders was altesaam ingeënt? Die probleem kan opgelos word deur verdubbeling te gebruik. ‘n Leerder kan sê dubbel 45 plus 1 of dubbel 46 minus 1. Getallelyne Die gebruik van getallelyne om bewerkinge te doen stel die leerders in staat om hulle denkwyses neer te skryf en na te gaan. Dit laat die leerders toe om ‘n geskrewe beeld te hê om na te verwys oor die metode waarop hulle die probleem kan oplos. Leerders gebruik reeds vanaf graad 1 getallelyne. Teen hierdie tyd behoort hulle al ‘n eie getallelyn te kan opstel waarop hulle die begingetal insit en dan te kan bepaal hoe om van die een getal na die volgende te beweeg. Voorbeeld van hoe leerders die getallelyn kan gebruik: 23 kinders het vandag op ‘n uitstappie gagaan. 63 kinders bly by die skool agter. Hoeveel kinders was daar om mee te begin? 63   64   65   66   68   69   71   77   78   73   75   80   83   84   85   67   70   72   74   76   79   81   82   86   +10   +10   +3   1.7 Optelling en aftrekking Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 999. Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 99. Voorbeelde van probleme wat hierdie kwartaal gedoen kan word In hierdie kwartaal konsolideer leerders werk wat in Graad 2 gedoen is. Sien notas oor probleemoplossing in graad 2, afdeling 2. CAPS FP Wiskunde Graad 1 - 3 347 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.8 Herhaalde optel lei na vermenig￾vuldiging Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 99. Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 50. Voorbeelde van probleme wat hierdie kwartaal gedoen kan word • ‘n Bouer moet 6 rye plaveisel lê met 8 bakstene in elke ry. Hoeveel bakstene sal hy nodig hê? • Marlene het 4 sakke lekkers. Elke sak bevat 6 lekkers. Hoeveel lekkers is daar altesaam? • Ma wil12 koeke bak. As elke koek 2 eiers nodig het, hoeveel eiers moet Ma koop? • As elke leerder 3 boeke gedurende Junie lees, hoeveel boeke sou ‘n klas van 20 lees ? Probleemtipe: Roosters / rye • ‘n Groentetuin het 12 rye plante. Elke ry het 7 plante. Hoeveel plante is daar in die tuin? • ‘n Groentetuin het 12 rye plante. Elke ry het dieselfde aantal plante. As daar ‘n totaal van 48 plante is, hoeveel plante is in elke ry? • ‘n Groentetuin het 48 plante wat in rye geplant is. Daar is 7 plante in elke ry. hoeveel rye is daar? Gebruik verdubbeling om probleme op te los • Justin is 8 jaar oud. • Sy ouer broer is twee keer so oud soos Justin. • Sy pa is vier keer ouer as Justin. • Sy oupa is twee keer so oud soos sy pa. • Wat is elkeen van hulle se ouderdomme? • Shepi se boek is 48 bladsye lank. Hy is op bladsy 26; het hy meer as die helfte van die boek gelees? In graad 3 word van leerders verwag om ‘n vermenigvuldigingsom te herken. Leerders behoort aangemoedig te word om getalle, selfs met prente te gebruik, eerder as om slegs van apparaat of prente gebruik te maak. 348 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 200 met anwoorde wat ‘n res mag insluit. Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 50 met anwoorde wat ‘n res mag insluit. Gedurende hierdie kwartaal word die deelteken bekend gestel. Dit is belangrik dat leerders die volgende begrippe in verband met deling begryp voordat die teken gebruik word: Probleme wat deling insluit, gaan dikwels oor: • gelykopdeling; en • hoeveel elkeen kry. Probleme wat deling behels is dikwels oor • Hoeveel groepe kan gevorm word? Voorbeelde van probleme wat hierdie kwartaal gedoen kan word • As 44 leerders na ‘n konsert gaan en 11 leerders kan in ‘n mini-bus pas, hoeveel keer moet die minibus op en af ry voordat al die leerders by die konsert is? • Mongezi pak 47 tellers in 9 rye uit. Hoeveel tellers is in ‘n ry? • 35 meisies wil netbal speel. Hoeveel spanne van 7 meisies sal daar wees? • Skat eers: • Sal dit minder of meer as 10 wees? • Sal dit minder of meer as 20 wees? • Marlene koop 44 lekkers. Sy verdeel dit gelykop in 4 pakkies om te verkoop. Hoeveel lekkers is daar in ‘n sakkie? • Marlene koop 48 lekkers. Sy wil dit in sakkies met ses lekkers elk verdeel. Hoeveel sakke het sy nodig? CAPS FP Wiskunde Graad 1 - 3 349 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.10 Breuke Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids- en nie￾eenheidsbreuke insluit byvoorbeeld 1 2, 1 4, 1 3, 1 5 ensovoorts Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids- en nie￾eenheidsbreuke insluit byvoorbeeld 1 2, 1 4, 1 3, 1 5 ensovoorts In graad 2 was breuke bekend gestel en: • goed is gedeel en gegroepeer; • breukdele is benoem; • breuke is in verskillende kontekste geïdentifiseer; • breukdele is geskryf as 1 derde, 1 vyfde; • breuke van hele voorwerpe is gevind; en • breuke van ‘n versameling voorwerpe is gevind. Hoe verskil Graad 3 van Graad 2? Gedurende hierdie kwartaal gaan leerders voort om met eenheidsbreuke te werk soos 1 halwe, 1 derde, 1 kwarte, 1 vyfde. Leerders is ook vertroud gemaak met nie-eenheidsbreuke byvoorbeeld 3 kwarte of 2 derdes. Daar word nie van die leerders verwag om in hierde kwartaal die terme eenheids- en nie￾eenheidsbreuke te gebruik nie. Voorbeelde van probleme wat hierdie kwartaal gedoen kan word • Deling wat na breuke lei Deel 8 sjokolade stafies tussen 3 vriende sodat elkeen van hulle dieselfde hoeveelheid sjokolade kry en daar niks oor is nie. • Breuk van ‘n versameling a) Vind 1 kwart van 16 lekkers. b) 8 lekkers is watter breuk van 24 lekkers? c) Ouma gee Kiki R12. Kiki wil ‘n derde van die geld spaar. Hoeveel geld moet sy van die R12 spaar? d) Hierdie tipe probleem moet slegs gestel word nadat die leerders vier of vyf probleme opgelos het van “Deel, herlei na breuke” en die name van breukdele ken. Skryf breuke Daar word nie van leerders verwag om die breuksimbool te skryf nie. Leerders het geleer hoe om breukname te skryf byvoorbeeld 1 vyfde, 3 kwarte of 3 sesdes. Dit help hulle, eerstens, om te verstaan wat die breuknaam beskryf en hoeveel gelyk dele die hele in verdeel is, byvoorbeeld, halwes, derdes, kwarte, ensovoorts en tweedens, na hoeveel van daardie dele verwys word, byvoorbeeld 2 derdes. Voorstelling van breuke in woordprobleme • Leerders moet hul antwoorde teken om te bewys dat hulle die probleem begryp. • Verwag dat sommige leerders die breuk korrek mag teken maar die breukdeel verkeerd sal benoem. Ondersteun hierdie leerders om breuke korrek te benoem (Sien notas oor die benoeming van breuke onder konteksvrye berekeninge) • Leerders moet die dele benoem wat gelykop gedeel is en dit as “2 derdes” skryf. 350 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.11 Geld • Herken en identifiseer Suid-Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit • Herlei tussen rand en sent • Herken en identifiseer Suid-Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit Gedurende hierdie kwartaal gaan leerders voort om probleme met geld op te los. Voorbeeld: • Graad 3 leerders benodig R759 vir die klas kamp. Hulle het R250 gekollekteer. Hoeveel meer geld benodig hulle? • Skryf 325c as rand en sent. • Op hoeveel verskillende maniere kan jy R400 maak deur slegs banknote te gebruik? Hoe jy weet of jy al die oplossings het? • Travis koop toffies met ‘n 50c stuk en vier 20c stukke. Die toffies kos R1,20. Hoeveel kleingeld sal hy kry? • As ‘n skoolsweetpak R150 kos, hoeveel sal 2 sweetpakke kos? Koop en verkoop probleme Voorbeeld • Pedro se ouma gee hom R5. Watter 3 lekkers kan hy koop? Choc chuckle R2,70; suiglekkers R1,80; suurwurms R1,40; perske lekkers R1,60; mintlekkers R2,20; toffie R1,20. • Damon koop drie boeke vir R80 elk. Hoeveel kleingeld sal hy van R300 kry? • Mintlekkers word in pakkies van 20 verkoop. Mnr. King het 88 lekkers nodig. Hoeveel pakkies behoort hy te koop? Hoeveel sal hy betaal? CAPS FP Wiskunde Graad 1 - 3 351 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR KONTEKS-VRYE BEREKENINGE 1.12 Tegnieke (metodes of strategieë) • Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene • Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne Hierdie tegnieke sal beide in probleemoplossing en in konteksvrye berekeninge gebruik word. Opbou en afbreek Dit is een van die belangrikste tegnieke in die grondslagfase. Deur die tegniek te gebruik, laat dit leerders toe om getalle te ontbind (afbreek) en weer te kombineer en dit maak berekeninge makliker. Hulle sal hierdie tegniek in die Intermediêre Fase ook gebruik. Dit is belangrik dat leerders hulle kennis toepas wanneer hulle getalle ontbind byvoorbeeld: • Ontbinding deur plekwaarde te gebruik; • Ontbinding deur veelvoude van 10 te gebruik; en • Ontbinding van getalle in pare Getallelyne Leerders sal voortgaan om hul eie getallelyne te konstrueer en getalle in hanteerbare dele te orden. Dit is waarskynlik dat die getallelyn meer gebruik sal word in berekeninge met optel of aftrek. Optel en aftrek. Leerders behoort hul eie getallelyne te konstrueer en getalle in hanteerbare dele op te breek. Voorbeeld: 45 + 27 Die getallelyn behoort by 45 te begin en leerders kan dan 2 spronge van 10 en een van 7 aandui. Vermenigvuldiging Getallelyne behoort gebruik te word om herhaalde optelling te ondersteun. Gelyke spronge word op die getallelyn aangeteken en ondersteunende sinne kan ook opgeteken word. 352 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking vanaf 999 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optelling tot op 99 • Aftrekking van 99 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 20 Gedurende hierdie kwartaal gaan leerders die werk wat in Graad 2 gedoen is oefen en konsolideer. As leerders: • slegs met los tellers werk; • slegs beelde van 1’s teken; en • alle getalle in 1’s tel Wanneer hulle met totale van meer as 30 is, werk, raak hulle stadiger en vergroot dit hul kanse om berekeningsfoute te maak. Dit raak belangrik vir hulle om meer effektiewe strategieë te ontwikkel. Die opbou en afbreek van getalle word een van die belangrikste strategieë wat leerders gedurende dié kwartaal sal gebruik. Moontlike metodes om optel en aftrek in berekeninge te wys. Die afbreek van ‘n getal in kleiner dele om berekening makliker te maak Leerders mag getalle op maniere afbreek wat vir hulle makliker is. Dit beteken dat hulle dit op verskillende maniere sal doen. Gebruik kennis van plekwaarde om getalle in tiene en ene op te breek • Optel van twee-syfer getalle deur beide getalle op te breek 43 + 36 =  43 + 36 = (40 + 3) + (30 + 6) = (40 + 30) + (3 + 6) = 70 + 9 = 79 • Optel deur die ontbinding van een getal 43 + 36 =  43 + (30 + 6) 43 + 30 → 73 + 6 = 79 • Ontbinding in groepe van tien 43 + 36 =  43 + (10 + 10 + 10 + 6) 43 + 10 → 53 + 10 → 63 + 10 → 73 + 6 = 79 CAPS FP Wiskunde Graad 1 - 3 353 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking vanaf 999 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optelling tot op 99 • Aftrekking van 99 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 20 Aftrek • Aftrek deur beide getalle te ontbind 87– 56 =  87– 56 = (80 + 7) – (50 + 6) = (80– 50) + (7– 6) = 30 + 1 = 31 • Aftrek deur een getal op te breek 87–56 =  87– (50 + 6) 87– 50 → 37 – 6 = 1 Verwag dat sommige leerders die getal op verskillende maniere sal ontbind om dit vir hulle makliker is om te bereken: • Ontbinding in veelvoude van 10 87– 56 =  87– (20 + 20 + 10 + 6) 87– 20 → 67–20 → 47– 10 → 37– 6 → 31 Gebruik en pas vorige kennis as tegnieke toe • Gebruik halvering om ‘n getal afbreek 69 + 12 69 + (6 + 6) 69 + 6 → 75 + 6 = 81 • Tel aan en tel terug 78 – 69 =  Tel aan in ene van 69 is ‘n gepaste strategie omdat die getalle naby mekaar is. • Identifiseer amper dubbels 34 + 35 verduidelik dat dit dubbel 34 plus 1 is of dubbel 35 minus 1 34 + 35 + 1 354 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking vanaf 999 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optelling tot op 99 • Aftrekking van 99 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 20 Leerders kan hul strategieë neerskryf deur ‘n pyltjie te gebruik om hul berekeninge te wys. 34 + (30 + 4) + 1 34 + 30 → 64 + 4 → 68 + 1 → 69 • Verander ‘n getal na ‘n veelvoud van tien en trek ene af of tel ene by Tel aan of terug tot die naaste 10 58 + 19 =  Hier moet leerders aan hulself sê dat hulle twee opsies het. Verander 58 of 19 na die naaste veelvoud van 10. Die keuse is hullle s‘n. Die som kan geskryf word as: 58 + 19 = 58 + 20 – 1 58 + 20 → 78 – 1 = 77 Sommige leerders mag 20 afbreek in 2 groepe van 10 om akkuraat te bereken. Oefen kombinasies tot 20 Kombinasies tot 20 behoort gedoen te word. ‘n Verskeidenheid van ondersteunende beelde word gebruik. Ontwikkeling en inoefening van optel- en aftrekvaardighede Leerders moet optel- en aftrekvaardighede inoefen. • Optel of aftrek van enkel getalle van enige twee-syfer getal sonder oordrag: Voorbeeld: a) 65 + 4 b) 89 – 3 • Optel van ‘n eensyfer getal met ‘n veelvoud van 10 Voorbeeld: a) 70 + 5 b) 90 + 3 • Aftrek van ‘n eensyfer-getalle van ‘n veelvoud van 10 Voorbeeld: a) 80 – 6 b) 50 – 3 CAPS FP Wiskunde Graad 1 - 3 355 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking vanaf 999 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optelling tot op 99 • Aftrekking van 99 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 20 • Optel of aftrek van 10 van enige twee-syfer getal Voorbeeld: a) 56 + 10 b) 68 + 10 c) 79 – 10 d) 57 – 10 • Optel of aftrek van ‘n paar van veelvoude van 10 minder as 100 a) 40 + 30 b) 80 – 50 Kontroleer antwoorde van berekeninge Oordeel redelikheid van oplossings Leerders behoort gelei te word om die redelikheid van oplossings te toets. Een manier om dit te doen, is deur hul antwoorde te skat voordat hulle die berekening doen. Wanneer twee getalle wat naby mekaar is, opgetel word, byvoorbeeld 45 en 46, kan leerders verdubbeling gebruik as ‘n manier van hul antwoorde skat. Kontroleer oplossings Leerders behoort te weet dat hulle • ‘n optelsom met ‘n aftreksom kan kontroleer Voorbeeld: As ; dan is • Kontroleer ‘n aftreksom met ‘n optelsom Voorbeeld , dan is Die gebruik van omgekeerde bewerking om oplossings te kontroleer is een van die redes waarom optelling en aftrekking saam onderrig moet word. 356 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.14 Herhaalde optel lei na vermenig￾vuldiging • Vermenigvuldig getalle 1 tot 10 met tot ‘n totaal van 99 • Gebruik gepaste simbole (x, =, ) • Vermenigvuldig getalle 1 tot 10 teen • Gebruik gepaste simbole (x, =, ) In Graad 2 het leerders getalle met tot vermenigvuldig. Die vermenigvuldigingsteken is aan hulle bekendgestel en hulle het dit in getalsinne gebruik. Leerders in Graad 3 behoort voort te gaan om vermenigvuldiging te oefen en die woordeskat van vermenigvuldiging, soos verdubbel, dubbel, vermenigvuldig, vermenigvuldig deur, hope van, groepe van, maal, drie keer soveel, in praktiese situasies te gebruik Dié taal behoort ook gebruik te word wanneer vermenigvuldigingsbewerkings gedoen word. Gedurende hierdie kwartaal sal leerders vir die eerste keer met drie vermenigvuldig. Wanneer leerders in graad 3 aankom, behoort hulle in staat te wees om herhaalde optel voor te stel deur die vermenigvuldigteken te gebruik. Leerders moet in staat wees om om vermenigvuldiging op verskillende maniere te beskryf. Hulle verstaan dat 3 hopies van 6 of 3 groepe van 6 as 6 + 6 + 6 geskryf kan word. Daar is ook die begrip dat 3 keer 6 as geskryf kan word. Hierdie kennis word verder in graad 3 ontwikkel. Leerders sal voortgaan om konkrete apparaat, reekse/rye en getallelyne te gebruik om vermenigvuldiging te verstaan en voor te stel. Vanaf graad 3, moet leerders daarvan bewus wees dat vermenigvuldiging in enige volgorde gedoen kan word. Voorbeeld: Leerders behoort die volgende te verstaan en te skryf: 3 × 10 =  10 × 3 =  30 = 10 ×  30 = 3 ×  Die stellings hierbo behoort ondersteun te word deur die gereelde gebruik van beelde wat leerders toelaat om te sien dat dieselfde antwoord gee. Voorbeeld: and en CAPS FP Wiskunde Graad 1 - 3 357 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.14 Herhaalde optel lei na vermenig￾vuldiging • Vermenigvuldig getalle 1 tot 10 met tot ‘n totaal van 99 • Gebruik gepaste simbole (x, =, ) • Vermenigvuldig getalle 1 tot 10 teen • Gebruik gepaste simbole (x, =, ) Teen die einde van die kwartaal behoort leerders in staat te wees om te begin begryp dat vermenigvuldiging in enige volgorde gedoen kan word. Hierdie begrip behoort regdeur die jaar geoefen te word. Leerders kan ook vloeidiagrammme gebruik om vermenigvuldigingsfeite te skryf. Voorbeeld Input × ! 1 3 5 7 9 Output Rule Inset Reël Uitset 1.15 Deling • Verdeel getalle tot 99 met 2, 3, 4, 5, 10 • Gebruik gepaste simbole (÷,=, ) • Verdeel getalle tot 50 met 2, 5, 10 • Gebruik gepaste simbole (÷,=, ) Die deelteken is in Graad 3 bekend gestel. Die begrippe van deling en groepering is vir twee jaar geoefen en dit is nou die tyd om hierdie twee begrippe met mekaar te verbind. Die deelteken kan bekendgestel word wanneer leerders met woordprobleme besig is. Die bekendstelling van die deelteken kan ondersteun word deur die beelde hieronder. Dit is belangrik om bekende beelde te gebruik. Voorbeeld: 12 grouped into 3s give 4 groups ! × ! = !" 12 shared between 4 gives 3 each 12 grouped into 4s gives 3 groups ! × ! = !" 12 shared between 3 gives 4 each 12 in 3’s gegroepeer gee 4 groepe 12 in 4’s gegroepeer gee 3 groepe 4 × 3 = 12 12 gedeel deur 4 gee 3 elk 3 × 4 = 12 12 gedeel deur 3 gee 4 elk beteken: 12 gegroepeer in 3 gee 4 groepe, en 12 gedeel deur 3 gee 4 elk. Uitset 358 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.16 Hoofrekene Getalbegrip: Getalgebied 999 • Orden ‘n gegewe stel getalle • Vergelyk getalle tot 999 en sê watter is 1,2,3,4,5 of 10 meer of minder Vinnige herroep: • Optel en aftrekfeite tot 20 • Optel of aftrek van veelvoude van10 vanaf 0 tot 100 • Vermenigvuldigings- en delingfeite: • twee maal tafel tot by • tien maal tafel tot by Bewerkingstrategieë Gebruik die volgende berwerkingstrategieë: • Plaas die groter getal eerste en orden deur aan of terug te tel • Getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Getalbegrip: Getalgebied 200 • Orden ‘n gegewe stel getalle Getalgebied -200 • Vergelyk getalle tot 200 en sê watter is 1, 2, 3, 4, 5 of 10 meer of minder Vinnige herroep: • Herroep optel en aftrekfeite tot 20 • Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Hoofrekenestrategieë Gebruik berwerkingstrategieë: • plaas die groter getal eerste om aan te tel of terug te tel • getallelyn • verdubbeling en halvering • opbou en afbreek • gebruik die verwantskap tussen optel en aftrek Bewerkingstrategieë, getalbegrip, kennis en bekende getalfeite word ontwikkel deur probleemoplossing en berekeninge. Dit word geoefen gedurende die hoofrekenetyd. Dit help leerders om vertroud te raak daarmee en dit met gemak te gebruik wanneer hulle berekeninge doen en probleme in konteks oplos. Gedurende hierdie kwartaal gaan leerders voort om getalle met vertroue te gebruik. Die hoofrekenstrategieë wat leerders ontwikkel, sal met geskrewe berekeninge en skatting help. Voorbeelde van vrae wat gevra kan word: Getalbegrip: Getalname en -simbole Hou ‘n kaart in die lug of skryf ‘n getalnaam neer. Kies ‘n leerder om die bypassende getal neer te skryf. Meer of minder Wat is • 1 minder as 200 • 1 meer as 199 • 2 meer as 102 • 2 minder as 105 • 3 meer as 77 • 3 minder as 51 • 4 meer as 68 • 4 minder as 167 • 5 meer as 129 • 5 minder as 185 • 10 meer as 90 • 10 minder 160 Wat is die 5e letter van die alfabet? Wat is die 9de maand van die jaar? CAPS FP Wiskunde Graad 1 - 3 359 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.16 Hoofrekene Getalbegrip: Getalgebied 999 • Orden ‘n gegewe stel getalle • Vergelyk getalle tot 999 en sê watter is 1,2,3,4,5 of 10 meer of minder Vinnige herroep: • Optel en aftrekfeite tot 20 • Optel of aftrek van veelvoude van10 vanaf 0 tot 100 • Vermenigvuldigings- en delingfeite: • twee maal tafel tot by • tien maal tafel tot by Bewerkingstrategieë Gebruik die volgende berwerkingstrategieë: • Plaas die groter getal eerste en orden deur aan of terug te tel • Getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Getalbegrip: Getalgebied 200 • Orden ‘n gegewe stel getalle Getalgebied -200 • Vergelyk getalle tot 200 en sê watter is 1, 2, 3, 4, 5 of 10 meer of minder Vinnige herroep: • Herroep optel en aftrekfeite tot 20 • Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Hoofrekenestrategieë Gebruik berwerkingstrategieë: • plaas die groter getal eerste om aan te tel of terug te tel • getallelyn • verdubbeling en halvering • opbou en afbreek • gebruik die verwantskap tussen optel en aftrek Ordening en vergelyking Watter is meer 21 of 17? Gee ‘n getal tussen 154 en159 Vinnige herroep Optel en aftrekfeite: • Ken alle optel en aftrek getalkombinasies tot 20 Voorbeeld a) __________+  = 20 b) __________+  = 16 Optel en aftrekfeite vir alle getalle tot op en met 20 Voorbeelde a) 1 + 11 = 12 b) 18 – 4 = 14 c) 11 + 1 = 12 d) 18 – 14 = 4 e) 2 + 10 = 12 f) 18 – 5 = 13 g) 10 + 2 = 12 h) 18 – 13 = 5 i) 3 + 9 = 12 j) 18 – 6 = 12 k) 9 + 3 = 12 l) 18 – 12 = 6 Vinnige herroep van verdubbelling tot 20. Dit behoort ooreenstemmende aftrekfeite in te sluit. Voorbeelde: a) 1 + 1 = 2 b) 6 + 6 = 12 c) 2 + 2 = 4 d) 7 + 7 = 14 e) 3 + 3 = 6 f) 8 + 8 = 16 g) 4 + 4 = 8 h) 9 + 9 = 18 i) 5 + 5 = 10 j) 10 + 10 = 20 Voorbeelde: Wys die getal wat by ... opgetel moet word om 20 te maak (skryf neer of gebruik die plekwaarde- of spreikaarte). a) 8 b) 2 c) 9 d) 15 e) 3 360 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.16 Hoofrekene Getalbegrip: Getalgebied 999 • Orden ‘n gegewe stel getalle • Vergelyk getalle tot 999 en sê watter is 1,2,3,4,5 of 10 meer of minder Vinnige herroep: • Optel en aftrekfeite tot 20 • Optel of aftrek van veelvoude van10 vanaf 0 tot 100 • Vermenigvuldigings- en delingfeite: • twee maal tafel tot by • tien maal tafel tot by Bewerkingstrategieë Gebruik die volgende berwerkingstrategieë: • Plaas die groter getal eerste en orden deur aan of terug te tel • Getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Getalbegrip: Getalgebied 200 • Orden ‘n gegewe stel getalle Getalgebied -200 • Vergelyk getalle tot 200 en sê watter is 1, 2, 3, 4, 5 of 10 meer of minder Vinnige herroep: • Herroep optel en aftrekfeite tot 20 • Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Hoofrekenestrategieë Gebruik berwerkingstrategieë: • plaas die groter getal eerste om aan te tel of terug te tel • getallelyn • verdubbeling en halvering • opbou en afbreek • gebruik die verwantskap tussen optel en aftrek Voorbeelde: Watter getal oor is wanneer … van 20 weggeneem word (skryf neer of gebruik die plekwaarde of spreikaarte). a) 5 b) 18 c) 0 d) 14 e) 7 Optel of aftrek van veelvoude vanaf 10 tot 100 Voorbeelde: a) Sê hoeveel spronge op ‘n getallelyn geneem moet word vanaf 30 tot 100 of vanaf 100 tot 50. b) Vind pare van kaarte om 100 te maak c) Sit getalle in die plekhouers om 100 te maak  + 70 = 100 20 +  = 100 100 –  = 90 100 – 40 =  Bewerkingstrategieë: Gebruik bewerkingstrategieë om effektief op te tel en af te trek. Tel verskeie getalle op deur gebruik te maak van strategieë soos: • Soek vir pare getalle wat 10 maak en gebruik dit eerste 2 + 7 + 8 2 + 8 maak 10 en tel dan 7 by. Sit die groter getal eerste en tel aan of terug • Begin met die grootste getal 5 + 15 Benoem die getallesin: 15 + 5 en tel tot 20 CAPS FP Wiskunde Graad 1 - 3 361 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.16 Hoofrekene Getalbegrip: Getalgebied 999 • Orden ‘n gegewe stel getalle • Vergelyk getalle tot 999 en sê watter is 1,2,3,4,5 of 10 meer of minder Vinnige herroep: • Optel en aftrekfeite tot 20 • Optel of aftrek van veelvoude van10 vanaf 0 tot 100 • Vermenigvuldigings- en delingfeite: • twee maal tafel tot by • tien maal tafel tot by Bewerkingstrategieë Gebruik die volgende berwerkingstrategieë: • Plaas die groter getal eerste en orden deur aan of terug te tel • Getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Getalbegrip: Getalgebied 200 • Orden ‘n gegewe stel getalle Getalgebied -200 • Vergelyk getalle tot 200 en sê watter is 1, 2, 3, 4, 5 of 10 meer of minder Vinnige herroep: • Herroep optel en aftrekfeite tot 20 • Optel of aftrek van veelvoude van 10 vanaf 0 tot 100 Hoofrekenestrategieë Gebruik berwerkingstrategieë: • plaas die groter getal eerste om aan te tel of terug te tel • getallelyn • verdubbeling en halvering • opbou en afbreek • gebruik die verwantskap tussen optel en aftrek • Verander ‘n getal na 10 en trek 1 af of tel 1 by Voorbeeld: 8 + 9 = 17 en verduidelik dat ons ook 8 + 9 = 8 + 10 – 1 kon doen 6 + 11 = 17 en verduidelik dat ons ook 6 + 10 + 1 kon doen 17 – 9 = 8 en verduidelik dat ons ook 17 – 10 + 1 kon doen • Breek ‘n getal in dele op en tel dan by Opbou en afbreek van getalle: Gaan voort om getalle in ‘klein deeltjies’ op te breek 8 + 12 = 8+ (10+2) = 8 + 2 + 10 = 10 + 10 = 20 • Gebruik verdubbeling as ‘n hoofrekenstrategie Identifiseer amper dubbels Voorbeeld: 5 + 6 = 11 verduidelik dat dit dubbel 5 is plus 1 of dubbel 6 minus 1 Herken dat wanneer twee getalle naby mekaar in waarde, dit makliker is om ‘n verskil te vind deur aan te tel en nie om terug te tel nie. 15 - 11 = 4 verduidelik dat aantel van 11 tot 15, 4 is Sommige hoofreken kan sonder apparaatbe gedoen word, maar dis soms goed om hoofreken met apparaat te doen, Voorgestelde apparaat • ‘n getallelyn (gestruktureerd en leeg) • ‘n getalkaart • spreikaarte • Telkrale 362 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste insluitende halwes, kwarte agstes, derdes, sesdes, vyfdes, • Herken breuke in diagrammatiese vorm • Herken dat twee halwes of drie derdes een hele maak en dat een halwe en twee kwarte gelykwaardig is • Skryf breuke as 1 halwe, 2 derdes, • Gebruik en benoem breuke in bekende kontekste insluitende halwes, kwarte agstes, derdes, sesdes, vyfdes, • Herken breuke in diagrammatiese vorm • Begin herken dat twee halwes of drie derdes een hele maak en dat een halwe en twee kwarte gelykwaardig is • Skryf breuke as 1 halwe, 1 derde In Graad 2 is leerders aan breuke bekendgestel. Hulle het: • goed gelykop gedeel en gegroepeer; • benoem breukdele vir eenheidsbreuke; • breuke in verskillende kontekste geïdentifiseer; • breukname as 1 derde, 1 vyfde geskryf; • breuke van hele voorwerpe gevind; en • breuke van ‘n versameling voorwerpe gevind. Gedurende hierdie kwartaal word leerders aan nie-eenheidsbreuke bekend gestel, byvoorbeeld 3 kwarte of 2 derdes. Hulle gaan voort om met eenheidsbreuke werk. Hulle werk ook met agstes en sesdes. Voorbeelde van vrae: In hoeveel gelyke dele is elke vorm verdeel? Hoeveel dele van elke vorm is ingekleur? Watter breuk van elke vorm is ingekleur? Watter breuk van elke vorm is nie ingekleur nie? A. B C D Leerders behoort die geleentheid gegee te word om self vorms in te kleur. CAPS FP Wiskunde Graad 1 - 3 363 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste insluitende halwes, kwarte agstes, derdes, sesdes, vyfdes, • Herken breuke in diagrammatiese vorm • Herken dat twee halwes of drie derdes een hele maak en dat een halwe en twee kwarte gelykwaardig is • Skryf breuke as 1 halwe, 2 derdes, • Gebruik en benoem breuke in bekende kontekste insluitende halwes, kwarte agstes, derdes, sesdes, vyfdes, • Herken breuke in diagrammatiese vorm • Begin herken dat twee halwes of drie derdes een hele maak en dat een halwe en twee kwarte gelykwaardig is • Skryf breuke as 1 halwe, 1 derde Voorbeeld: Kleur 2 derdes van die vorm in A. Kleur 2 kwarte van die vorm in B Kleur 4 vyfdes van die vorm in C Kleur in 6 agstes van die vorm in D 364 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 1 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in uur) 2.1 Meetkun￾dige patrone Kopieër, brei uit en beskryf • Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe Skep eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe Patrone rondom ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Kopieër, brei uit en beskryf • Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe Verskeidenheid patrone: Eenvoudige patrone waar vorms, of groepe vorms op presies dieselfde manier herhaal is Skep eie patrone • Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe In Graad 3 kan leerders met patrone werk waar: • die elemente op dieselfde manier herhaal is; • die grootte van die vorms op voorspelbare wyses verander; en • die aantal vorms of voorwerpe op ‘n voorspelbare wyse verander. Patrone kan gemaak word deur een voorwerp te gebruik en dit op gereelde basis te verander, byvoorbeeld Patrone kan gemaak word deur die gebruik van een vorm of voorwerp waar die posisie van die vorm of voorwerp op gereelde basis verander Voorbeeld: a) b) Sommige patrone het identiese groepe vorms of voorwerpe wat herhaal, maar die grootte van die vorm in elke groep verander op ‘n gereelde, voorspelbare wyse, byvoorbeeld die grootte van die vorm word groter of kleiner. Voorbeeld: Die grootte van die vorm word groter Voorbeeld: Die grootte van die vorm word kleiner CAPS FP Wiskunde Graad 1 - 3 365 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in uur) 2.1 Meetkun￾dige patrone Kopieër, brei uit en beskryf • Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe Skep eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe Patrone rondom ons Identifiseer, beskryf in woorde en kopieer Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Kopieër, brei uit en beskryf • Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe Verskeidenheid patrone: Eenvoudige patrone waar vorms, of groepe vorms op presies dieselfde manier herhaal is Skep eie patrone • Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe Patrone kan deur identiese groepe gemaak word, waar elke groep net een soort voorwerp het, maar die posisie van die voorwerpe in ‘n groep verander. Identiese groepe is herhaal. Voorbeeld: Sommige patrone is gemaak van ‘n enkele soort vorm, maar elke voorbeeld van die vorm word groter of kleiner in grootte. Voorbeeld: Sommige patrone is gemaak van groepe in waarin dieselfde voorwerpe voorkom, maar die aantal van elke soort voorwerp vermeerder of verminder op ‘n gereelde manier. Voorbeeld: • Kopieering van die patroon help leerders om die logika van hoe die patroon gevorm is ,te sien. • Uitbreiding van die patroon help leerders om te kontroleer of hulle die logika van die patroon reg verstaan het. • Beskrywing van die patroon help leerders om hul taa-l en praatvaardighede te ontwikkel. Dit help ook om te sien hoe leerders die patroon geïnterpreteer het. Dit is makliker vir leerders om oor die patroon te praat nadat hulle dit gemaak het. Teen hierdie tyd behoort die leerders in staat te wees om patrone te beskryf sonder die hulp van leidende vrae. Gaan voort om op die ontwikkeling van die woordeskat te fokus waarin hulle patrone moet beskryf. 1 les 366 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in uur) 2.2 Getalpa￾trone Kopieër, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 1 000 Skep en beskryf eie patrone Skep eie getalpatrone. Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 100. • Patrone behoort aantel en terugtel in te sluit: - 1e, vanaf enige getal tussen 0 en 200 - 10e vanaf enige veelvoud van 10 tussen 0 en 200 - 5e vanaf enige veelvoud van 5 tussen 0 en 200 - 2s vanf enige veelvoud van 2 tussen 0 en 200 - 3s vanaf enige veelvoud van 3 tussen 0 en 200 - 4s vanaf enige veelvoud van 4 tussen 0 en 200 - veelvoude van 100 tot ten minste 500 Getalpatrone hou verband met en ondersteun tel. Namate leerders se telvaardighede verander en ontwikkel, sal die getalpatrone waarmee leerders werk, ook ontwikkel. Getalpatrone behoort aantel en terugtel in te sluit: • 1’s vanaf enige getal tussen 0 en 200 • Veelvoude van 10 vanaf tussen 0 en 200 • veelvoude van 5 tussen 0 en 200 • veelvoude van 2 tussen 0 en 200 • veelvoude van 3 tussen 0 en 200 • veelvoude van 4 tussen 0 en 200 • veelvoude van 100 tot ten minste 500 Leerders kan na die getalle wys as hulle tel. Dit is nuttig om getalpatrone in verskillende voorstellings aan die leerders te gee Voorbeeld • ‘n geskrewe reeks van getalle • getallelyne - waar slegs die getalle wat getel word, gewys word - gedeeltes van getallelyne byvoorbeeld • Getalroosters • Getalkettings Leerders kan getalle toemaak, kleur, of omkring soos wat hulle op die getallelyne en getalroosters tel. Leerders kan die ontbrekende getalle op getallelyne, getalroosters, in geskrewe getalpatrone en getalkettings voltooi, byvoorbeeld: 110   120   130    +  10    +  10    +  10    +  10    +  10    +  10    +  10   CAPS FP Wiskunde Graad 1 - 3 367 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in uur) 2.2 Getalpa￾trone Kopieër, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 1 000 Skep en beskryf eie patrone Skep eie getalpatrone. Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalpatrone tot ten minste 100. • Patrone behoort aantel en terugtel in te sluit: - 1e, vanaf enige getal tussen 0 en 200 - 10e vanaf enige veelvoud van 10 tussen 0 en 200 - 5e vanaf enige veelvoud van 5 tussen 0 en 200 - 2s vanf enige veelvoud van 2 tussen 0 en 200 - 3s vanaf enige veelvoud van 3 tussen 0 en 200 - 4s vanaf enige veelvoud van 4 tussen 0 en 200 - veelvoude van 100 tot ten minste 500 Net soos getalpatrone tel ondersteun, kan leerders òf voorwerpe òf prente in groepe tel en die getalle oorskryf in vloeidiagramme as ‘n manier om vermenigvuldiging te ontwikkel en ondersteun. In kwartaal 1 fokus op 2’s, 5’s en 10e byvoorbeeld Tel in 5s R5 munte 1 2 3 4 5 6 7 8 9 Totaal R5 R10 R15 R20 R25 R30 R35 R40 R45 5 15 25 Input × ! 1 2 3 4 5 Output Rule Uitset Reël Inset Teen die einde van die kwartaal werk leerders met telpatrone tot en met 100. 3 lesse 368 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 1 3. RUIMTE EN VORM (MEETKUNDE) ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3.3 2-D vorms Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • vorm • reguit sye • ronde sye Teken vorms • sirkels • driehoeke • vierkante • reghoeke Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • vorm • reguit sye • ronde sye Hoe verskil Graad 3 van Graad 2? In graad 3 konsolideer leerders die werk oor 2-D vorms wat in graad 2 gedoen is, maar fokus nie op grootte of kleur wanneer daar met vorms gewerk word nie. Dit laat leerders toe om meer tyd en fokus aan die nuwe werk met 3-D voorwerpe, posisie, oriëntasie en aansigte en simmetrie te wei. Die meeste werk met vorms in graad 3 moet prakties met konkrete voorwerpe gedoen word. Alle werk behoort deur geskrewe oefeninge gekonsolideer te word. Herken en benoem sirkels, driehoeke, vierkante en reghoeke Leerders behoort met sirkels en vierkante van verskillende groottes en driehoeke wat verskillend gevorm is, te werk. Dit is belangrik dat leerders nie net een voorbeeld van elke vorm sien nie. Die meeste kommersiële stelle van vorms gee slegs een voorbeeld van driehoeke. Leerders moet in staat wees om die volgende te herken • Sirkels van verskillende groottes Voorbeeld: • Driehoeke wat verskillend gevorm is en in verskillende posisies geplaas is Voorbeeld: • Vierkante van verskillende groottes in verskillende posisies Voorbeeld: CAPS FP Wiskunde Graad 1 - 3 369 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 1 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3.3 2-D vorms Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • vorm • reguit sye • ronde sye Teken vorms • sirkels • driehoeke • vierkante • reghoeke Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • vorm • reguit sye • ronde sye • Reghoeke wat verskillend gevorm is; en in verskillende posisies geplaas is Voorbeeld: Dit is nuttig vir leerders om met uitgeknipte vorms te werk. Dit laat leerders toe om verskillende driehoeke, vierkante en reghoeke te sien, wat in verskillende posisies geplaas is. Leerders sorteer vorms op grond van reguit of ronde sye. Leerders sorteer en groepeeer driehoeke, reghoeke, vierkante en sirkels. Werk word gekonsolideer deur geskrewe oefeninge. 2 lesse 370 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 1 4. METING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.1 Tyd Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf, insluitende • omskakeling van dae na weke • omskakeling van weke na maande Gebruik horlosies om tydsduur te bereken in ure, halfure of kwartiere. Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - uur - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd wys byvoorbeeld selfone Hoe verskil Graad 3 van Graad 2? Digitale instrumente word bekendgestel. In Graad 2 lees leerders tyd in uur, halfure en kwartiere op analogiese horlosies. In Graad 3 werk leerders vir die eerste keer met digitale instrumente. Hulle hou steeds by die 12-uur formaat en gebruik v.m. en n.m. waar nodig. Leerders gaan voort om oor tydsuur en die volgorde van tyd te praat en in te oefen. Gedurende klassikale onderrigtyd en fokusgroepstyd, gaan leerders voort om oor die dae van die week, maande van die jaar, huidige dag se datum, asook die dae voor en na die huidige te praat. Leerders gaan voort om die volgende op kalenders te noteer: • verjaarsdae; • godsdienstige feeste; • historiese gebeure; • skoolgebeure; en • openbare vakansiedae Gaan voort om leerders te vra om die tyd in ure, halfure en kwartiere te lees. Gebruik analogiese horlosies op ‘n byna daaglikse basis. Leerders kan byvoorbeeld gevra word hoe laat die skool of pouse begin en wanneer hulle by die huis kom, of hoe laat hulle van die een les na die volgende verander. Kies tye waar die horlosie presies op die uur, halfuur of kwartier is. Dit is nuttig om ‘n groot, werkende horlosie in die klaskamer te vertoon, sodat leerders daarna kan verwys. Leerders kan ook modelle maak van horlosies. Die leerders kan dan gevra word om die tyd te lees en berekeninge te doen byvoorbeeld “Wys my 10 uur. Wat was die tyd ‘n kwartier voor 10 uur?” Gedurende selfstandige werk gaan leerders voort om oefeninge te doen wat aan tyd verwant is in uur; halfure en kwartiere op analogiese horlosies. Leerders kan berekeninge doen met weke of dae. Voorsien hulle van ‘n kalender of ‘n deel van ‘n kalender, byvoorbeeld vind datums en bereken die tydsverskille. CAPS FP Wiskunde Graad 1 - 3 371 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.1 Tyd Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf, insluitende • omskakeling van dae na weke • omskakeling van weke na maande Gebruik horlosies om tydsduur te bereken in ure, halfure of kwartiere. Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - uur - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd wys byvoorbeeld selfone Digitale tyd • In baie huishoudings, word tyd in digitale 12 uur formaat op toestelle, byvoorbeeld selfone, mikrogolfoonde; CD en DVD-spelers ensovoorts aangetoon. Leerders mag dalk meer vertroud wees met tyd op analogiese horlosies. Spandeer omtrent 3 lesse om leerders vertroud te maak met digitale 12-uur tyd formaat. • Herinner leerders aan die betekenisse van vm. en nm. • Wys leerders watter syfers verwys na uur en watter syfers verwys na minute in digitale tyd. • Verduidelik dat daar 60 minute in ‘n uur is; dat daar 30 minute in ‘n halfuur en 15 minute in ‘n kwartier is. Dit sal leerders help om die verband te sien tussen minute en ure, halfure en kwartiere op analogiese horlosies wat hulle in Graad 2 gedoen het. • Gee leerders geleenthede om digitale tyd in die 12 uur formaat in te oefen. • Hou ‘n werkende digitale horlosie in die klaskamer. Leerders moet regdeur die jaar gereeld gevra word om die tyd gedurende die dag te lees. Laat leerders ook model horlosies maak wat hulle kan gebruik vir die lees van tyd en vir die berekening van tydsverskille. 3 lesse 372 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting byvoorbeeld handbreedte, treë, potloodlengtes, tellers ensovoorts. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, groter, en wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meter stokke of meterlengtes of lyn) as die standaard lengte￾eenhede • Skat en meet lengtes in sentimeter deur ‘n liniaal te gebruik Geen omskakeling tussen meters en sentimeter word verlang nie. In Graad 2 was dit aanbeveel dat leerders fokus op skatting, meting vergelyking en optekening lengtes, wydtes en hoogtes • met informele eenhede; en • met ‘n meterstok in meter te meet of stringe tou van 1 meter lank te gebruik. Gedurende onafhanklike werk kan leerders hierdie meetvaardighede oefen. Meting van lengte as ‘n konteks vir probleemoplossing en berekeninge Gedurende die tyd wat aan Getalle, Bewerkings en Verwantskappe toegeken word, kan leerders probleemoplossing doen in die volgende kontekste: • informele meting van lengte; en • meting van lengte in meters. Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. CAPS FP Wiskunde Graad 1 - 3 373 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa. Gebruik nie-standaard mates en ‘n balans byvoorbeeld blokkies, bakstene ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld lig, swaar, ligter; swaarder Bekendstelling aan formele meting • Vergelyk, orden en rekordeer die massa van kommersieël verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel, of in gram byvoorbeeld 500 gram sout • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik Geen omskakeling tussen gram en kilogram word verlang nie In graad 2 het leerders • massa informeel met ‘n balans gemeet; • produkte volgens die massa op die pakkie georden; en • badkamerskale gelees (beide regte skale en prente van skale ). Gedurende selfstandige werk kan leerders hierdie meetvaardighede inoefen. Meting van massa as ‘n konteks vir probleemoplossing en berekeninge Gedurende die tyd wat aan Getalle, Bewerkings en Verwantskappe toegeken word, kan leerders probleemoplossing doen in die volgende kontekste: • informele meting van lengte; en • meting van lengte in meters. Lesse wat fokus op meting van massa sal in kwartaal 2 begin. 374 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.4 Kapasiteit / Volume Informele meting • Skat, meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer kan hou as dit gevul is). Gebruik nie-standaard mates byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liter, halwe liter en kwart liter te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan kapasiteit in liter geskryf is byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf, of in milliliter; byvoorbeeld 500 ml melk, 340 milliliter koeldrank, 750 milliliter olie • Weet dat ‘n standaard koppie 250 milliliter is • Weet dat ‘n teelepel 5 milliliter is Geen omskakeling tussen milliliter en liter word verlang nie Informele meting • Skat, meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer kan hou as dit gevul is). Gebruik nie-standaard mates byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liter, halwe liter en kwart liter te meet - Gebruik bottel met ‘n kapasiteit van 1 liter, of houers waarvan kapasiteit in milliliter geskryf is byvoorbeeld koeldrank - Maatkoppies wat met kallibrasiemerke in liter, half liter en kwart liter gemerk is - maatkoppies met kallibrasiemerke in milliliter. Van leerders word nie verwag om volumes by kallibrasiemerke te lees nie - Koppies en teelepels wat hul inhoud aandui • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan kapasiteit in liter geskryf is byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf, of in milliliter byvoorbeeld 500 ml melk, 340 milliliter koeldrank, 750 milliliter olie • Weet dat ‘n standaard koppie 250 milliliter is • Weet dat ‘n teelepel 5 milliliter is Geen omskakeling tussen milliliter en liter word verlang nie Hoe verskil Graad 3 van Graad 2? In graad 2 het leerders geskat en gemeet, vergelyk,georden en die kapasiteit van houers of die volume in houers gebruik om te rekordeer deur nie￾standaardmates te gebruik; die kapasiteit van ‘n reeks bottels en kruideniersware waarop die volume op die verpakking geskryf is, vergelyk en georden; en òf 1 liter bottel òf 1 liter bekers gebruik om te skat, te meet, te vergelyk, te orden en die kapasiteit op houers of die volume in houers in liter op te teken. In Graad 3 is leerders vertroud gemaak met milliliter. Wat is kapasiteit ? Wat is volume? ‘n Bottel kan ‘n inhoud van 1 liter hê, maar dit is nie noodwendig tot sy volle kapasiteit gevul nie. Dit kan byvoorbeeld slegs van een koppie water bevat. Kapasiteit is die totale hoeveelheid wat ‘n voorwerp kan hou (of die hoeveelheid ruimte binne die voorwerp). Volume is die hoeveelheid ruimte wat iets opneem. Soms sal leerders ‘n hoeveelheid vloeistof (of een of ander stof) in ‘n houer meet. Dit is die meet van die volume van die stof in die houer. Op ander kere sal die leerders kyk hoeveel ‘n houer kan hou as dit gevul is Leerders behoort voort te gaan met die meet van inhoud deur nie￾standaard eenhede te gebruik Informele meting van kapasiteit deur gebruik te maak van nie￾standaard eenhede Leerders kan al die beginsels en praktyke van meting aanleer deur gebruik te maak van nie-standaard maat-eenhede. Meting met nie-standaard eenhede behoort nie as minderwaardig teenoor die meting met standaard-eenhede beskou te word nie Leerders behoort die geleentheid te kry om kapasiteit/volume te meet deur gebruik te maak van ‘n verskeidenheid voorwerpe as informele maat-eenhede, byvoorbeeld koppies (nie noodwendig maatkoppies nie), lepels (nie noodwendig maatlepels nie), bottelproppies soos 2 liter melkproppies, klein blikkies, klein bottels, ensovoorts. CAPS FP Wiskunde Graad 1 - 3 375 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.4 Kapasiteit / Volume Informele meting • Skat, meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer kan hou as dit gevul is). Gebruik nie-standaard mates byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liter, halwe liter en kwart liter te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan kapasiteit in liter geskryf is byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf, of in milliliter; byvoorbeeld 500 ml melk, 340 milliliter koeldrank, 750 milliliter olie • Weet dat ‘n standaard koppie 250 milliliter is • Weet dat ‘n teelepel 5 milliliter is Geen omskakeling tussen milliliter en liter word verlang nie Informele meting • Skat, meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer kan hou as dit gevul is). Gebruik nie-standaard mates byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liter, halwe liter en kwart liter te meet - Gebruik bottel met ‘n kapasiteit van 1 liter, of houers waarvan kapasiteit in milliliter geskryf is byvoorbeeld koeldrank - Maatkoppies wat met kallibrasiemerke in liter, half liter en kwart liter gemerk is - maatkoppies met kallibrasiemerke in milliliter. Van leerders word nie verwag om volumes by kallibrasiemerke te lees nie - Koppies en teelepels wat hul inhoud aandui • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan kapasiteit in liter geskryf is byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf, of in milliliter byvoorbeeld 500 ml melk, 340 milliliter koeldrank, 750 milliliter olie • Weet dat ‘n standaard koppie 250 milliliter is • Weet dat ‘n teelepel 5 milliliter is Geen omskakeling tussen milliliter en liter word verlang nie Meting van kapasiteit/volume met nie-standaard eenhede sluit in die hoeveelheid kere wat jy die gekose eenheid vul en uitgooi totdat die vereiste kapasiteit/volume bereik is. Leerders moet onderrig word om ten alle tye die eenheid te noem, byvoorbeeld daar is 48 teelepels water in die bottel of daar is net minder as ‘n koppie water in die bottel. Sodra leerders ‘n paar keer met ‘n eenheid gemeet het, behoort hulle ‘n skatting te kan maak oor die kapasiteit/volume deur daardie eenheid te gebruik. Skatting voordat daar gemeet word is belangrik, maar kan eers gedoen word sodra leerder reeds met daardie eenheid gemeet het. Leerder moet onderrig word dat dieselfde maat-eenheid gebruik moet word indien volumes vergelyk moet word, byvoorbeeld: as ‘n glas 20 teelepels water hou en ‘n koppie hou 10 eetlepels water, kan daar nie bepaal word dat die glas meer water hou nie. Leerders moet met ‘n verskeidenheid informele eenhede meet sodat hulle kan: • verstaan dat hoe kleiner die eenheid, hoe meer tyd is nodig om dit te gebruik/vul, byvoorbeeld die volume van ‘n bottel kan 20 eetlepels wees maar dit kan ook 1 koppie wees; • begin meer gepaste eenhede gebruik vir dit wat gemeet word, byvoorbeeld om teelepels te gebruik om ‘n 2 liter bottel te vul is ‘n vermorsing van tyd. Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en opteken van volume en kapasiteit in liter Herinner leerders dat liter is ‘n algemene standaard eenheid vir meting van kapasiteit en volume is. Die verkorte vorm (l) word gebruik op die meeste maatkoppies en kommersiële goedere wat per volume verkoop word. Kontroleer dat leerders onthou wat die afkorting vir liter is. Leerders meet in liter: • 1 liter houers soos koeldrankbottels, melkbottels, melkhouers, vrugtesaphouers; en • maatbekers wat kallibrasiemerke aantoon. Hulle skat en meet die kapasiteit van ‘n verskeidenheid houers soos groot joghurtbakkies, roomysbakkies, kosblikke, groot bekers, groot bottels, leë verfblikkies, emmers ensovoorts. Kies items van verskillende kapasiteit. Leerders beskryf die kapasiteit as “minder as 1 liter, 2 liter, tussen 1 en 2 liter, 5 liter” ensovoorts. 376 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.4 Kapasiteit / Volume Informele meting • Skat, meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer kan hou as dit gevul is). Gebruik nie-standaard mates byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liter, halwe liter en kwart liter te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan kapasiteit in liter geskryf is byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf, of in milliliter; byvoorbeeld 500 ml melk, 340 milliliter koeldrank, 750 milliliter olie • Weet dat ‘n standaard koppie 250 milliliter is • Weet dat ‘n teelepel 5 milliliter is Geen omskakeling tussen milliliter en liter word verlang nie Informele meting • Skat, meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer kan hou as dit gevul is). Gebruik nie-standaard mates byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liter, halwe liter en kwart liter te meet - Gebruik bottel met ‘n kapasiteit van 1 liter, of houers waarvan kapasiteit in milliliter geskryf is byvoorbeeld koeldrank - Maatkoppies wat met kallibrasiemerke in liter, half liter en kwart liter gemerk is - maatkoppies met kallibrasiemerke in milliliter. Van leerders word nie verwag om volumes by kallibrasiemerke te lees nie - Koppies en teelepels wat hul inhoud aandui • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan kapasiteit in liter geskryf is byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf, of in milliliter byvoorbeeld 500 ml melk, 340 milliliter koeldrank, 750 milliliter olie • Weet dat ‘n standaard koppie 250 milliliter is • Weet dat ‘n teelepel 5 milliliter is Geen omskakeling tussen milliliter en liter word verlang nie Vergelyk, orden en rekordeer die kapasiteit van kommersieel￾verpakte items wat die kapasiteit op die verpakking in liters aandui, byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf. • Skat, meet, vergelyk, orden en rekordeer volumes en kapasiteite in milliliter Praat met die leerders oor milliter as ‘n standaard eenheid van meting vir kapasiteit en volume. Verduidelik dat milliliter ‘n kleiner eenheid as liter is. Hulle behoort die term en die afkorting aan te leer; omdat dit op menige kommersiële houers en maatkoppies gebruik word. Leerders behoort te vergelyk, te orden en die kapasiteit te rekordeer van kommersieel verpakte voorwerpe waarvan die kapasiteit in milliliter is aangedui is; byvoorbeeld 500 ml melk, 750 ml asyn, 330 ml koeldrank, 200 ml koeldrank, 400 ml vloerpolitoer ensovoorts. Leerders behoort gereeld te meet met: • standaard maatkoppies tot hulle ‘n begrip het van die hoeveelheid van 250 ml; • maatlepels tot hulle ‘n begrip het van die hoeveelheid 5 ml; • maatkoppies gekalibreer in milliliter – hier is die verwagting dat leerders slegs die benommerde kallibrasiemerke lees – hulle sal in die Intermediêre Fase fokus op die lees van ongenommerde kallibrasiemerke. Die volg van resepte, insluitende bakwerk, is ‘n nuttige konteks waarin leerders meting kan oefen Daar word NIE van leerders verwag om: • te weet dat 1 000 ml = 1 liter is nie, • om omskakeling tussen milliliter en liter te doen nie, of • kallibrasiemerke op maatkoppies te lees nie (dit word gedoen vanaf graad 4). Rekordering van mates Alhoewel meting ‘n praktiese vaardigheid is, behoort leerders ten alle tye hul bevindinge neer te skryf, hetsy informele of formele meting. Meting van kapasiteit as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkings en Verwantskappe kan leerders probleme oplos binne die konteks van • informele meting van kapasiteit of volume, byvoorbeeld Ouma gebruik 2 koppies melk om ‘n nagereg te maak. Hoeveel melk sal sy benodig indien sy die resep wil verdubbel? • liters • milliliter Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 2 lesse CAPS FP Wiskunde Graad 1 - 3 377 WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 1 5. DATA HANTERING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 5.4 Versamel en organiseer data Versamel en organiseer data • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord • Organiseer data in - lyste - telmerkies - tabelle Versamel en organiseer data Versamel data oor die klas of skool om onderwyser se vrae te beantwoord Gebruik telmerkies om die data in gegewe kategorië op te teken. Verteenwoordig data Verteenwoordig data in • tabelle • staafgrafieke Ontleed en Interpreteer data Antwoord vrae oor data in staafgrafieke Hoe verskil Graad 3 van Graad 2? • Leerders organiseer data in lyste, telmerkies, tafels • Leerders word bekend gestel aan staafgrafieke • Leerders gaan voort om met prentdiagramme te werk – opstel daarvan as deel van die data-siklus asook die ontleding van gegewe prentdiagramme Die volledige datahanteringsiklus In die datahanteringsiklus, • leerders versamel inligting om vrae te beantwoord. In die grondslagfase en intermediêre fase word die vrae gewoonlik deur die onderwyser of handboek verskaf; • leerders sorteer en stel die inligting voor op maniere waar dit makliker geanaliseer kan word. In graad 3 werk die leerders met hierdie vorm van voorstelling op lyste, telmerkies, tafels, prentdiagramme en staafgrafieke, en • leerders ontleed die inligting deur die onderwyser se vrae te antwoord ‘n Klasstaafgrafiek Dit word aanbeveel dat Graad 3 leerders ten minste een keer per jaar deur die hele datahanteringsiklus werk: Deur as ‘n klas saam te werk, raak leerders betrokke by al die stadiiums van die proses sonder om verlore te raak in die besonderhede van enige stadium. Deur ‘n klasstaafgrafiek te maak, word leerders gelei om op die sleutelaspekte van datahantering en staafgrafieke te fokus • waar en hoe om byskrifte by grafieke te maak (titel van ‘n grafiek) • waar en hoe om byskrifte by die asse te maak (astitels) • hoe om die staafgrafiek te teken: - die korrekte lengte om die data aan te toon - elke kolom moet dieselfde wydte wees - ‘n ruimte tussen kolomme - duidelike byskrif by elke kolom • hoe om die grafiek te lees 5.5 Datavoor￾stelling Verteenwoordig data Stel data voor in • prentdiagramme • staafgrafieke 5.6 Ontleed en interpreteer data Ontleed en Interpreteer data Beantwoord vrae oor data in • prentdiagramme • staafgrafieke 378 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 1 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 5.4 Versamel en organiseer data Versamel en organiseer data • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord • Organiseer data in - lyste - telmerkies - tabelle Versamel en organiseer data Versamel data oor die klas of skool om onderwyser se vrae te beantwoord Gebruik telmerkies om die data in gegewe kategorië op te teken. Verteenwoordig data Verteenwoordig data in • tabelle • staafgrafieke Ontleed en Interpreteer data Antwoord vrae oor data in staafgrafieke Leerders moet weet dat dit belangrik is om die titel van die grafiek eerste te lees, sodat hulle weet waaroor die data gaan. Hulle moet ook die titel van die horisontale en vertikale asse lees. Leerders hoef nie die tegniese terme te gebruik om dele van die grafiek beskryf nie, slegs dat hulle langs die “kant” en “onder” moet lees om te sien waaroor die grafiek gaan. Gewoonlik lees ons van links na regs, maar as ons grafieke lees, lees ons van links na regs en van onder na bo. Dit moet aan die leerders verduidelik word. Hulle moet ook hierdie vaardighede inoefen. Om deur die hele datasiklus te werk kan 3 lesse neem. Versamel en organiseer data Keuse van ‘n onderwerp en vraagstelling om data te versamel In graad 3 word vrae gevra wat leerders sal toelaat om data te versamel, byvoorbeeld: “Wat is ons klas se gunsteling kleure?” Onderwysers in die fase behoort te verseker dat verskillende onderwerpe gekies word vir dataversameling en analisering vir elke graad. Geskikte onderwerpe sluit in: gunsteling sport, koeldrank, kleure, tydverdryf, kos, TV programme, ensovoorts. Leerders kan begin deur opsies uit te roep. Nadat ‘n idee van die reeks antwoorde gekry is, behoort ‘n stel kategorië vir leerders geskep te word om van kies. Laat leerders al die “nie-grafiek” vorms van voorstelling oefen, dit wil sê lyste, telmerkies en tabelle oefen, byvoorbeeld - lys die name van al die leerders onder die kategorie hulle as gunsteling gekies het; - Wys leerders hoe om ‘n lys van telmerkies te maak (Dit kan ‘n hele les neem); en - maak ‘n tabel met getalle van die telmerklys. Nadat die data in ‘n tabel is, wys leerders hoe om die staafgrafiek te teken (sien riglyne bo). Ontleed en interpreteer data Leerders antwoord vrae oor die prentgrafiek Voorbeeld: a) “Watter kleur is die gewildste in ons klas?” b) “Watter kleur is die minste gewild by die leerders in die klas?” c) “Hou meer leerders van …. of … ?” d) “Hoeveel meer leerders verkies … as … ?” 3 lesse 5.5 Datavoor￾stelling Verteenwoordig data Stel data voor in • prentdiagramme • staafgrafieke 5.6 Ontleed en interpreteer data Ontleed en Interpreteer data Beantwoord vrae oor data in • prentdiagramme • staafgrafieke CAPS FP Wiskunde Graad 1 - 3 379 WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 2 1. GETALLE, BE WERKINGS EN VERWANTSKAPPE ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 1000 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. Groepeer tot ten minste 500 alledaagse voorwerpe om betroubaar te skat en tel Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Hoe verskil kwartaal 2 van kwartaal 1? Die getalgebied vermeerder tot 500. Die vermeerdering in die getalgebied veronderstel dat leerders: • groepe voorwerpe kan orden om te tel; • in tiene tot 500 kan tel en die getalname in volgorde kan sê; en • die simbool kan pas met die hoeveelheid wat getel of geskryf is of met plekwaarde kaarte gewys is. Sien notas vir kwartaal 1. 1.2 Tel aan en terug Tel aan en terug tel sluit in: • 1e, vanaf enige getal tussen 0 en 1000 • 10e vanaf enige veelvoud van 10 tussen 0 en 1000 • 5e vanaf enige veelvoud van 5 tussen 0 en 1000 • 2s vanf enige veelvoud van 2 tussen 0 en 1000 • 3s vanaf enige veelvoud van 3 tussen 0 en 1000 • 4s vanaf enige veelvoud van 4 tussen 0 en 1000 • in 20s, 25s, 50s,100e tot ten minste 1 000 Tel aan en terug tel sluit in: • 1e, vanaf enige getal tussen 0 en 500 • 10e vanaf enige veelvoud van 10 tussen 0 en 500 • 5e vanaf enige veelvoud van 5 tussen 0 en 500 • 2s vanf enige veelvoud van 2 tussen 0 en 500 • 3s vanaf enige veelvoud van 3 tussen 0 en 500 • 4s vanaf enige veelvoud van 4 tussen 0 en 500 • in 20s, 25s, 50s,100e tot ten minste 1 000 Hoe verskil kwartaal 2 van kwartaal 1? Gedurende hierdie kwartaal begin leerders in 50s tel. Die getalgebied vermeerder nou tot 1 000. Gedurende hierdie kwartaal gaan leerders voort om oorslaantel toe te pas op die vermenigvuldigingstafels en op getalpatrone. Sien notas vir kwartaal 1. 380 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.3 Getalsim￾bole en getalname s • Identifiseer, herken en lees getalle • Identifiseer, herken en lees getalsimbole 0 - 1 000 • Skryf getalsimbole 0-1000 • Identifiseer, herken en lees getalname 0 -1000 • Skryf getalname 0-1000 • Identifiseer, herken en lees getalle • Identifiseer, herken en lees getalsimbole 0 - 1 000 • Skryf getalsimbole 0 -1000 • Identifiseer, herken en lees getalname 0 - 250 • Skryf getalname 0 -250 Gaan voort met die lees en skryf van getalsimbole: • Tel voorwerpe; • Tel aan en terug; • voltooi getalpatrone; en • orden en vergelyk getalle. Sien notas vir kwartaal 1. 1.4 Beskryf vergelyk en orden getalle Orden en vergelyk getalle tot 999 • Beskryf en vergelyk heelgetalle tot op 999. Gebruik kleiner as, groter as, meer as, minder as en is gelyk aan. • Beskryf en orden heelgetalle tot 999 van kleinste tot grootste; en grootste tot kleinste. Gebruik ranggetalle om volgorde, plek of posisie aan te dui • Gebruik, lees en skryf ranggetalle, insluitende die verkorte vorm tot 31. Orden en vergelyk getalle tot 500 • Beskryf en vergelyk heelgetalle tot 500. Gebruik kleiner as, groter as, meer as, minder as en is gelyk aan. • Beskryf en ordenheelgetalle tot 500 van kleinste tot grootste; en grootste tot kleinste. Gebruik ranggetalle om volgorde, plek of posisie aan te dui • Gebruik, lees en skryf ranggetalle, insluitende die verkorte vorm tot 31. Gedurende hierdie kwartaal vermeerder die getalgebied van 99 tot 500. Leerders orden nou drie-syfer getalle. Om drie-syfer getalle te orden; moet leerders: • die getalnaam sê; • die getal skryf; en • die waarde van elke getal herken. Leerders moet toegelaat word om ‘n getallelyn, getallespoor, getalleroosters te gebruik of selfs hul kennis van ontbinding van getalle in honderde in tiene en ene illustreer. Wanneer getalle georden word, moet leerders in staat wees om te sê hoekom ‘n getal groter as ‘n ander is en die waarde van die getalle gebruik om dit te verduidelik. Voorbeeld: 339 is kleiner as 239 Ek weet dat en 30 en 9; en en 30 en 9. Leerders behoort in staat te wees om te verduidelik dat 300 meer is as 200 en groepering van voorwerpe gebruik om die aantal 100e in elke getal te wys. Leerders kan ook die posisie van die getal op die getallelyn vind en sê dat 239na 339 kom en dat dit daarom groter is. CAPS FP Wiskunde Graad 1 - 3 381 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van drie-syfer getalle tot 999 • Herken die waarde wat elke getal verteenwoordig • Ontbind drie-syfer getalle tot 999 in veelvoude van honderde, tiene en ene • Identifiseer en benoem die waarde van elke getal Herken die plekwaarde van getalle tot 500 • Herken die waarde wat elke getal verteenwoordig • Ontbind 3 syfer getalle tot op 500 in veelvoude van honderde, tiene en ene (HTE). • Identifiseer en benoem die waarde van elke getal Hoe verskil kwartaal 2 van kwartaal 1? Gedurende die tweede kwartaal ontbind leerders vir die eerste keer drie-syfer getalle. Die plekwaarde sisteem is uitgebrei tot die honderde. Leerders se begrip van plekwaarde kan ontwikkel word deur vrae soos: “Vind tien minder of meer as ‘n getal”. As gevolg van inoefening van begrippe ten opsigte van van plekwaarde, behoort leerders in staat te wees om met vertroue te in die 100’e te tel, verwante patrone te ontdek en twee- en drie-syfer getalle op te bou en te ontbind. Leerders behoort genoeg geleenthede gebied te word om drie-syfer getalle met die dienes blokkies of basis 10 blokkies te bou. Dit is belangrik dat hulle 100 bou en begin om 100 as ‘n enkele eenheid te sien. Leerders moet gevra word hoeveel groepe van 100 hulle het. Die spreikaarte moet gebruik word om die getalle te wys. Met gebruik van die dienes of die basis 10 blokkies kan die volgende vrae of instruksies gevra of gegee word: Hoeveel 100e is daar in: Bou die volgende getalle: . Gedurende hierdie kwartaal leer leerders om die waarde van ‘n getalle in die getal te sê en en te skryf. In is die waarde van die 5 vyftig. In ,is die waarde van die 5 vyf. Dit is belangrik om die begrip van 50 met 5 bondels van tien en 5 vyf los ene te verbind. Dit sal help wanneer leerders ordening en vergelyking van getalle doen. Die spreikaarte is baie belangrik. Spreikaarte word gebruik om getalle te ontbind en die waarde van elke getal te wys. Leerders kan hul eie stel sprei kaarte maak. ‘n Koevert kan agter in die klaswerkboek geplak word en die kaarte kan daarin gestoor word. Die kaarte kan selfs gebruik word wanneer hulle optel en dit is een manier waarop hulle hul antwoorde kontroleer. Gebruik hul spreikaarte om die volgende te demonstreer 382 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van drie-syfer getalle tot 999 • Herken die waarde wat elke getal verteenwoordig • Ontbind drie-syfer getalle tot 999 in veelvoude van honderde, tiene en ene • Identifiseer en benoem die waarde van elke getal Herken die plekwaarde van getalle tot 500 • Herken die waarde wat elke getal verteenwoordig • Ontbind 3 syfer getalle tot op 500 in veelvoude van honderde, tiene en ene (HTE). • Identifiseer en benoem die waarde van elke getal Ontbind twee-syfer getalle in veelvoude van honderde, tiene en ene Leerders kan getalle afbreek in: • honderde, tiene en ene byvoorbeeld 273 = 200 + 70 + 3 (spreikaarte is nuttig om dit te doen) Veelvoude van tiene en ene byvoorbeeld 273 = 2 honderde, 7 tiene + 3 ene Opbou van twee-syfer getalle van hul plekwaarde onderdele Voorbeeld Skryf die getal: 1 honderd en 3 tiene 2 honderd en 4 tiene en 5 ene 3 honderd + 9 tiene + 2 ene 4 honderd + 5 tiene + 7 ene Voorbeeld: Voltooi: a) 346 = 300 +  + 6 b) 400 + 20 + 8 =  CAPS FP Wiskunde Graad 1 - 3 383 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) LOS OPPROBLEME IN KONTEKS 1.6 Probleem￾oplossings tegnieke Gebruik die volgende tegnieke wanneer probleme opgelos en verduidelik word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Gebruik die volgende tegnieke wanneer probleme opgelos word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Leerders is gaan voort met die oplossing van woordprobleme deur die volgende tegnieke te gebruik: • Opbou of afbreek van getalle • Verdubbeling en halvering • getallelyne • Sien notas vir kwartaal 1. Hoe verskil kwartaal 2 van kwartaal 1? Afronding Gedurende hierdie kwartaal begin leerders met afronding van getalle tot die naaste 10. Afronding is die bekendste vorm van skatting. ‘n Leerder wat goed kan skat, behoort die vermoë te hê om afronding te verstaan. Voordat leerders afronding as ‘n tegniek kan gebruik by optelling of aftrek, moet hulle die tegniek eers oefen. Dit kan gedoen word deur die gebruik van die getallelyn. Voorbeeld: 26   27   28   29   31   32   34   40   36   38   30   33   35   37   39   Is 33 nader aan 30 of 40? Is 37 nader aan 30 of 40? Leerders moet begryp dat: 35 is halfpad tussen 30 en 40. Die naaste 10 aan 35 is 40 omdat die getal wat halfpad tussen twee tiene is, opwaarts afgerond word. Sien notas vir kwartaal 2. 384 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.7 Optel en aftrek Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 999. Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 400. Voorbeelde van probleme wat hierdie kwartaal gedoen kan word Optel en aftrek probleme • Pamela het 413 botteldoppies gekollekteer. As Ken haar 29 botteldoppies gee; sal hy dieselfde aantal as Pamela hê - Hoeveel doppies sal hulle beide hê? - Hoeveel doppies het Ken aanvanklik gehad? • Mev. Zibi het R80,00 v ir Mev. Magadla geleen. Mev. Zibi het nou R366,00 oor. Hoeveel geld het Mev. Zibi aanvanklik gehad? • Jan lees 115 bladsye. Nandi lees 126 bladsye. Hoeveel meer bladsye het Nandi as Jan gelees? • Ben het 218 albasters. Hy het 97 albasters minder as Anna. Hoeveel albasters het Anna? 1.8 Herhaalde optel lei na vermenig￾vuldiging Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 99.. Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 75 Voorbeelde van probleme wat hierdie kwartaal gedoen kan word Sien kwartaal 1 vir meer voorbeelde en verander die getalgebied dienooreenkomstig • Die bestuurder bestel bande vir 8 busse. As elke bus ses bande en ‘n spaarwiel benodig, hoeveel bande moet die bestuurder bestel? • ‘n Skool se swembad is 10 meter lank. Len swem 6 lengtes. Hoe ver het hy geswem? Probleemtipe 9: Roosters/Rye • ‘n Groentetuin het 12 rye plante. Elke ry het 7 plante. Hoeveel plante is daar in die tuin? • ‘n Groentetuin het 12 rye plante. Elke ry het dieselfde aantal van plante. As daar is ‘n totaal van 48 plante is, hoeveel plante is in elke ry? • ‘n Groentetuin het 48 plante wat in rye geplant is. Daar is 7 plante in elke ry. Hoeveel rye is daar? Verhouding/ratio • Samuel het 6 lekkers. Samuel het drie keer meer as Moeketsi. Hoeveel lekkers het Moeketsi? • Marlene het 18 lekkers. Dit is drie keer meer as wat Samuel het. Hoeveel lekkers het Samuel? Dit tipe probleem is vir die eerste keer in kwartaal 2 bekend gestel. Leerders mag langer neem om hierdie tipe probleme op te los. CAPS FP Wiskunde Graad 1 - 3 385 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 200 met anwoorde wat ‘n res mag insluit. Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 100 met anwoorde wat ‘n res mag insluit. insluit. Voorbeelde van probleme wat hierdie kwartaal gedoen kan word Hoeveel motors word benodig om 24 leerders te vervoer as vier leerders in ‘n motor kan pas? Daar is 65 sokkies in ‘n laai. Hoeveel pare sokkies is daar? Groepering David verkoop sakke met tien lemoene elk. Hy het 40 lemoene. Hoeveel sakke kan hy volmaak? Tony het 66 lekkers. Elke dag eet hy 3 lekkers. Hoeveel dae kan hy lekkers eet? 1.10 Breuke Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids- en nie￾eenheidsbreuke insluit byvoorbeeld 1 2, 1 4, 1 5, 2 4, 2 5 ensovoorts Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids- en nie￾eenheidsbreuke insluit byvoorbeeld 1 2, 1 4, 1 5, 2 4, 2 5 ensovoorts Gedurende kwartaal 1 leerders was bekend gestel aan nie-eenheidsbreuke byvoorbeeld 3 kwarte of 2 derdes. Genoeg geleentheid behoort gegee te word vir hierdie breuke. Voorbeelde van probleme wat hierdie kwartaal gedoen kan word a) Deel lei na breuke b) Deel 8 sjokolade stafies tussen 3 vriende sodat elkeen dieselfde hoeveelheid van sjokolade kry en daar niks oor is nie c) Breuke van ‘n versameling d) Vind 1 kwart van 20 lekkers. e) 6 lekkers is watter breuk van 24 lekkers f) Ouma gee Kiki R12. Kiki wil ‘n derde van die geld spaar. Hoeveel geld moet sy spaar ? Hierdie tipe probleem moet slegs gestel word nadat die leerders vier of vyf probleme opgelos het van “Deel, herlei na breuke” en die name van breukdele ken. Skryf breuke Daar word nie van leerders verwag om die breuksimbool te skryf nie. Leerders het geleer hoe om breukname te skryf byvoorbeeld 1 vyfde, 3 kwarte of 3 sesdes. Voorstelling van woordprobleme met breuke Leerders moet hul antwoorde teken om te bewys wat hulle die probleem verstaan. Verwag dat sommige leerders die breuk korrek mag teken maar die breukdeel verkeerd sal benoem. Ondersteun hierdie leerders om breuke korrek te benoem (Sien die notas oor die benoeming van breuke onder konteks-vrye berekeninge). Leerders moet die dele benoem en dit as “2 derdes” skryf. 386 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.11 Geld • Herken en identifiseer Suid-Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit • Herlei tussen rand en sent • Herken en identifiseer Suid-Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit Voorbeelde van probleme wat hierdie kwartaal gedoen kan word: • Waarde van geld en opmaak van totale byvoorbeeld - Skryf 525c as rand en sent. - Op hoeveel verskillende maniere kan jy R400 maak deur slegs banknote te gebruik ? Hoe weet jy of jy al die oplossings het ? - Travis het ‘n 50c stuk en vier 20c stukke. Toffies kos R1,20. Hoeveel kleingeld sal hy kry? • Mandla betaal R2,50 om ‘n taxi tot by die skool te neem. - Hoeveel kos dit hom elke dag? - Die trein kos R6 vir ‘n retoer kaartjie. Wat is goedkoper, die trein of die taxi? • Koop en verkoop probleme - Pedro se ouma gee hom R5. Watter 3 lekkers kan hy koop? Choc chuckle R2,70; suiglekkers R1,80; suurwurms R1,40; perselekkers R1,60; mintlekkers R2,20; toffies R1,20. - Damon koop drie boeke vir R80 elk. Hoeveel kleingeld sal hy van R300 kry ? - Pakkies van 5 mintlekkers kos 44c elk. Mnr. King benodig 88 mintlekkers. Hoeveel pakkies behoort hy te koop? Wat sal hy daarvoor betaal? • Drie busse ry op ‘n tolpad en moet R40 elk betaal. Hoeveel tolgeld betaal hulle in totaal? (Dit word verwag dat leerders herhaalde optel sal gebruik waar die geldwaarde so groot is.) CAPS FP Wiskunde Graad 1 - 3 387 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) KONTEKS-VRYE BEREKENINGE 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Van leerders word verwag om die volgende tegnieke te gebruik wanneer hulle konteksvrye berekeninge doen: • opbou of afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Laat die leerders toe om die tegniek te kies waarmee hulle die gemaklikste voel. As leerders egter tegnieke kies wat nie effektief is nie, moet hulle gelei word om meer effektiewe metodes te gebruik. Sien notas vir kwartaal 1 oor • opbou en afbreek; • verdubbeling en halvering; en • getallelyne. Afronding in tiene Sien die verduideliking in die probleemoplossingsafdeling van kwartaal 2. 388 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optel tot 999 • Aftrek van 999 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optel tot op • Aftrek van • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 Hoe verskil kwartaal 2 van kwartaal 1? Gedurende hierdie kwartaal bereken leerders met drie-syfer getalle vir die eerste keer. Om met vertroue met drie-syfer getalle te bereken; behoort hulle al in staat wees om die volgende te doen: • lees en skryf getalsimbole tot • orden en vergelyk getalle tot ten minste • tel in groepe tot ; en • tel in intervalle van . Gedurende hierdie kwartaal gaan leerders voort met die afbreek van getalle om te bereken. Opbou en afbreek van getalle bly een van die belangrikste strategieë wat leerders gedurende hierdie kwartaal sal gebruik. Moontlike metodes vir optel en aftrek berekeninge. • breek ‘n getal af in kleiner dele om berekening makliker te maak Die meeste van die strategieë wat leerders gebruik sluit die af breek van getalle in. Hulle gaan so voort met drie-syfer getalle. • Optel deur die afbreek van een getal Optel van drie-syfer getalle met twee-syfer getale Voorbeeld: 324 + 82 =  324 + 82 = (300 + 20 + 4) + (80 + 2) = 300 + (20 + 80)+ (4 + 2) = (300 + 100) + 6 = 400 + 6 = 406 Voorbeeld: Optel van twee drie-syfer getalle Ontbinding van beide getalle 323 + 136 =  323 + 136 =(300 + 20 + 3) + (100 + 30 + 6) = (300 + 100) + (20 + 30) + (3 + 6) = 400 + 50 + 9 = 459 CAPS FP Wiskunde Graad 1 - 3 389 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optel tot 999 • Aftrek van 999 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optel tot op • Aftrek van • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optel (deur die ontbinding van een getal) Leerders sal die getal ontbind op maniere wat hanteerbaar vir hulle is. Dit beteken dat hulle dit op verskillende maniere sal doen. Voorbeeld: Voorbeeld: 324 + 82 =  Adding 3 digit with 3-digits 324 + (40 + 40 + 2) 323 + 136 =  324 + 40 → 364 + 40 → 404 + 2 = 406 323 + 136 = 323 + (100 + 30 + 6) = (323 + 100) + 30 + 6 = (423 + 30) + 6 = 453 + 6 = 459 Tel 40 aan van 324 kan gedoenword deur te tel in 10e. • Aftrek • Ontbinding van beide getalle Drie-syfer getalle minus twee-syfer getale Voorbeeld: 389 – 137 =  389 – 137 = (300 + 80 + 9) – (100 + 30 + 7) = (300 – 100) + (80 – 30) + (9 – 7) = 200 + 50 + 2 = 252 Aftrek deur die ontbinding van een getal Voorbeeld: 389- 137 =  389 – (100 + 30 + 7) 389- 100 → 289- 30 → 259- 7 = 252 Gebruik halvering om ‘n getal te ontbind Voorbeeld: 225 + 16 = 225 + 8 +8 = (225 + 8) + 8 = 233 + 8 = 241 390 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optel tot 999 • Aftrek van 999 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optel tot op • Aftrek van • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Tel aan en terug 305 + 298 =  Tel aan in ene van 298 is ‘n gepaste strategie om te gebruik omdat die getalle naby aan mekaar is. • Identifiseer amper dubbels Voorbeeld: 145 + 146 = 191 verduidelik dat dit dubbel 145 is plus 1 of dubbel 146 minus 1. 145 + 145 + 1 (100 + 40 + 5) + (100 + 40 + 5) + 1 (100 + 100) + (40 + 40) + (5 + 5 + 1) 200 + 80 + 11 280 + 11 280 + 10 + 1 290 + 1 291 • Verander ‘n getal tot ‘n veelvoud van tien en trek dan af of tel aan in ene Tel aan of terug tot die naaste 10 Voorbeeld: 288 + 11 288 + 10 = 298 298 – 1 = 297 Voorbeeld: 188 + 19 188 + 20 = 208 208 – 1 = 207 Ontwikkeling en oefening van optel- en aftrekvaardighede. Leerders moet sekere soorte optel- en aftrekvaardighede oefen. • Oefen getalkombinasies tot 30 • Optel en aftrek in veelvoude van 10 Leerders behoort geleenthede te kry om die volgende tipe berekeninge met getalle tot op 400 te doen: CAPS FP Wiskunde Graad 1 - 3 391 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optel tot 999 • Aftrek van 999 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optel tot op • Aftrek van • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 Optel of aftrek met ‘n paar veelvoude van 10, oorskry 100 40 + 70 70 + 80 120 – 30 150 – 60 Optel of aftrek van 10 van enige twee- of drie -syfer getal, insluitende getalle meer as 100s. Voorbeeld: 65 + 10 124 + 10 326 – 10 358 - 10 Optel of aftrek van ‘n enkele getal van ‘n drie-syfer getal. Voorbeeld: 234 +5 475 +  = 479 768 – 4 Optel en aftrek van ‘n enkele getal tot en van ‘n veelvoud van 100 Voorbeeld: 200 + 4 300 + 3 300 - 6 400 - 5 Begin veelvoude van 100 optel en aftrek. 100 + 100 100 + 200 Leerders behoort geleenthede gegee te word om patrone in optel en aftrek in te oefen. As ek weet dat 1+ 1 = 2 Dan is: 10 + 10 100 + 100 392 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optel tot 999 • Aftrek van 999 • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 • Optel tot op • Aftrek van • Gebruik gepaste simbole (+, –, =, ) • Oefen getalkombinasies tot 30 Kontroleer antwoorde van berekeninge Beoordeel redelikheid van oplossings Leerders behoort gelei te word om die redelikheid van oplossings te beoordeel. Een manier dit te doen is om hul antwoorde te skat voordat dit bereken word. Wanneer twee getalle wat is na aan mekaar is, byvoorbeeld 145 en 146, bymekaargetel moet word, kan leerders gebruik maak van verdubbeling as ‘n manier om hul antwoorde te skat. Kontroleer oplossings Leerders behoort te weet dat hulle • ‘n optelsom teenoor ‘n aftreksom kan kontroleer. Voorbeeld: As 236 + 18 = 254; dan is 254 – 18 = 236; en • ‘n aftreksom teenoor ‘n optelsom kan kontroleer. Voorbeeld 384 – 48 = 336, dan is 336 + 48 = 384. Gebruik van die inverse bewerking om oplossings te kontroleer. Dit is een rede waarom optel en aftrek saam onderrig moet word. CAPS FP Wiskunde Graad 1 - 3 393 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.14 Herhaalde optel wat lei tot ver￾menigvul￾diging • Vermenigvuldig getalle 1 tot 10 teen 2, 3, 4, 5, 10 tot ‘n totaal van 99 • Gebruik gepaste simbole( x, =, ) • Vermenigvuldig 2, 4, 5, 10, 3 tot ‘n totaal van 50 • Gebruik gepaste simbole( x, =, ) Gedurende hierdie kwartaal gaan leerders die volgende doen: • Die woordeskat van vermenigvuldiging verstaan en gebruik; • vermenigvuldiging as reekse voor te stel; • gepaste simbole gebruik om getalsinne interpreteer; • begryp dat herhaalde optel verteenwoordig kan word deur die vermenigvuldigingsimbool te gebruik; • oefen en begryp dat vermenigvuldiging in enige volgorde gedoen kan word. (Die kommutatiewe wet of eienskap); en • die getallelyn gebruik om vermenigvuldigingsberekeneinge te wys en in staat wees om voorstellings te verduidelik (Wys hoe die spronge herhaalde optelling aandui). Leerders kan voortgaan om reekse te gebruik om herhaalde optel en vermenigvuldigingsgetalsinne te skryf Voorbeeld: Skryf twee optel en twee vermenigvuldigingsgetalsinne vir die reeks. Die beelde wat gebruik word om vermenigvuldiging te beskryf kan verbreed word. Die vermenigvuldigingtabel kan gebruik word. Voorbeeld: × 2 3 4 5 6 7 8 9 10 1 2 3 4 5 “Dreunsang” van die vermenigvuldigingstafels kan gedoen word. Leerders het nie nodig om die tafels in Graad 3 te ken nie. Die fokus is op die woordeskat, wat beelde vir groepering skep. 394 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.14 Herhaalde optel wat lei tot ver￾menigvul￾diging • Vermenigvuldig getalle 1 tot 10 teen 2, 3, 4, 5, 10 tot ‘n totaal van 99 • Gebruik gepaste simbole( x, =, ) • Vermenigvuldig 2, 4, 5, 10, 3 tot ‘n totaal van 50 • Gebruik gepaste simbole( x, =, ) Voorbeeld: • Een twee is twee • Twee twee’s is vier • Drie twee’s is ses • Vier twee’s is agt • Vyf twee’s is tien • Ses twee’s is twaalf • Sewe twee’s is veertien • Agt twee’s is sestien • Nege twee’s is agtien • Tien twee’s is twintig. Deur dit op hierdie manier te sê, word die kennis dat deur herhaalde optelling ontwikkel is ondersteun. Die dreunsang behoort ondersteun te word deur na punte op die getalleyn te wys. Leerders kan ook gebruik maak van ‘n vloeidiagram om vermenigvuldigingfeite op te teken byvoorbeeld Input × ! 1 3 5 7 9 Output Rule Inset UItset Reël CAPS FP Wiskunde Graad 1 - 3 395 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.15 Deling • Verdeel getalle tot 99 deur 1, 2, 3, 4, 5, 10 • Gebruik gepaste simbole (÷, =, ) • Verdeel getalle tot 50 deur 2, 4, 5, 10, 4 • Gebruik gepaste simbole( ÷, =, ) Gedurende die tweede kwartaal gaan leerders voort om die gebruik van die deelteken te oefen en te konsolideer. Hulle behoort te begryp dat ‘n delingsgetallesin deling of groepering kan beskryf. Hoe verskil kwartaal 2 van kwartaal 1? Gedurende hierdie kwartaal behoort leerders in staat te wees om delinggetalsinne te skryf en te beskryf: Leerders behoort in staat te wees om die volgende op teken: 30 ÷ 6 =  and that 30 ÷ 5 =  Leerders moet ook skriftelike strategieë ontwikkel vir deling. Voorbeeld: Herhaalde aftrek Om 12 ÷ 4 =  te bereken moet leerders gebruik maak van prente wat groepering of deling wys.     One group of 4     One group of 4     One group of 4 Een groep van 4 Een groep van 4 Een groep van 4 Deel een groep van 4 dan die tweede groep van 4 en dan die derde groep van 4 12- 4 → 8 – 4 → 4- 4 = 0 Soos een groep van 4 opsy gesit word kan leerders die eerste 4 aftrek en dan tel hoeveel hulle oor het. Hulle hou aan om dit te doen totdat hulle alles afgetrek het. Die klem in graad 3 behoort op groepering eerder as deling te val. Herhaalde aftrek in dié getalgebied is gepas. Leerders behoort delinggetalsinne te voltooi wat toelaat vir herhaalde aftrek. Om herhaalde aftrek vir 96 ÷ 3 te doen is nie gepas of effektief nie omdat die getalgebied te hoog is. Aanvanklik mag dit moeilik vir leerders wees om te sien watter getalsinne (watter getalgebiede) gepas is vir herhaalde aftrek. ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.14 Herhaalde optel wat lei tot ver￾menigvul￾diging • Vermenigvuldig getalle 1 tot 10 teen 2, 3, 4, 5, 10 tot ‘n totaal van 99 • Gebruik gepaste simbole( x, =, ) • Vermenigvuldig 2, 4, 5, 10, 3 tot ‘n totaal van 50 • Gebruik gepaste simbole( x, =, ) Voorbeeld: • Een twee is twee • Twee twee’s is vier • Drie twee’s is ses • Vier twee’s is agt • Vyf twee’s is tien • Ses twee’s is twaalf • Sewe twee’s is veertien • Agt twee’s is sestien • Nege twee’s is agtien • Tien twee’s is twintig. Deur dit op hierdie manier te sê, word die kennis dat deur herhaalde optelling ontwikkel is ondersteun. Die dreunsang behoort ondersteun te word deur na punte op die getalleyn te wys. Leerders kan ook gebruik maak van ‘n vloeidiagram om vermenigvuldigingfeite op te teken byvoorbeeld Input × ! 1 3 5 7 9 Output Rule Inset UItset Reël 396 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.16 Hoofrekene Getalbegrip: Reeks 999 • Orden ‘n gegewe versameling geselekteerde getalle. • Vergelyk getalle tot 999 en sê watter is 1,2,3,4,5 en 10 min of meer Vinnige herroep: • Optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 • Vermenigvuldiging en deling feite vir: • twee maal tafel tot op 2 x 10 • tien maal tafel tot op 10 x 10 Rekenstrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getal eerste en orden dit deur aan of terug te tel • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Getalbegrip: Reeks 500 • Orden ‘n gegewe versameling geselekteerde getalle. Getalgebied -500 • Vergelyk getalle tot 500 en sê watter is 1,2,3,4,5 en 10 min of meer Vinnige herroep: • Herroep optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 Hoofrekenstrategieë Gebruik die volgende rekenstrategieë • Sit die groter getal eerste en orden dit deur aan of terug te tel • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek Getalbegrip Voorbeelde van vrae wat gevra kan word: Getalname en simbole Skryf ‘n getalnaam op ‘n kaart en laat die leerder die getalsimbool neerskryf. Min of meer Wat is: • 1 minder as 500 • 1 meer as 499 • 2 meer as 502 • 2 minder as 405 • 3 meer as 477 • 3 minder as 251 • 4 minder as 185 • 10 meer as 490 • 10 minder 660 Wat is die 5de letter van die alfabet? Wat is die 9de maand van die jaar? Orden en vergelyk Watter is meer: 621 of 671? Gee my ‘n getal tussen 154 en 159. Optel en aftrekfeite: Sien notas vir kwartaal 1. Optel of aftrek van veelvoude van tot Sê hoeveel spronge moet op ‘n getallelyn geneem word vanaf of vanaf . Vind pare kaarte om Sit getalle in die boksies om te maak.  + 70 = 100 20 +  = 100 100 –  = 90 100 – 40 =  Rekenstrategieë: Sien notas vir kwartaal 1 CAPS FP Wiskunde Graad 1 - 3 397 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste insluitende halwes, kwarte agstes, derdes, sesdes, vyfdes, • Herken breuke in die vorm van diagramme • Begin herken dat 2 halwes of 3 derdes een hele maak en dat 1 helfte en 2 kwarte ekwivalent is Skryf breuke as 1 halwe, 2 derdes, Gedurende hierdie kwartaal gaan leerders die volgende doen: • breukdele leer en benoem; • die name in verskillende kontekste gebruik; • die breukdele identifiseer; • die relatiewe grootte van breuke begryp; • breukdele van voorwerpe vind; en • oor gelyke breuke leer. Gedurende hierdie kwartaal gaan leerders breuke vergelyk. • Gebruik breukstroke of Cuisenaire stafies. Voorbeeld: Hierdie modelle is ideal vir die benoeming en vergelyking van breuke. Byvoorbeeld: oranje rooi donker groen donker groen pers pers pers pers rooi rooi rooi rooi rooi rooi w w w w w w w w w w w w Gebruik ‘n breukemuur wat 1 hele, halwes, derdes, kwarte, vyfdes, sesdes, agstes en tiendes aandui. Dit word verkies dat leerders met konkrete apparaat werk en nie breuke vergelyk wat in muurkaarte voorkom nie. Leerders moet die voorwerpe wat hulle met mekaar vergelyk, manipuleer. Die volgende vrae kan gevra word: • Hoeveel halwes is gelyk aan ‘n hele? • Hoeveel kwarte is gelyk aan ‘n hele? • Hoeveel kwarte is daar in een halwe? Laat leerders die strokies langs mekaar pas om die antwoorde te kry. • Hoeveel derdes is gelyk aan ‘n hele? • Hoeveel sesdes is gelyk ‘n derde? • Hoeveel sesdes is gelyk aan ‘n halwe? • Watter is groter, 1 derde of 1 halwe? • Watter is groter 2 derdes of 3 kwarte? W   W   W   W   W   W   W   W   W   W   W   W   red   red   red   red   red   red   purple   purple   purple   purple dark  green   dark  green   orange   red   398 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 2 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in uur) 2.1 Meetkun￾dige patrone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe gemaak Skep eie patrone Skep eie Meetkundige patrone • met fisiese voorwerpe • teen lyntekeninge, vorms of voorwerpe Patrone rondom ons Identifiseer, beskryf in woorde en kopieër Meetkundige patrone • in die natuur • van moderne alledaagse lewe • van ons kulturele erfenis Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone met tekeninge van lyne, vorms of voorwerpe gemaak Reeks van patrone: Eenvoudige patrone waarin vorms, of groepe vorms op presies dieselfde manier herhaal is Patrone waarin die getal of grootte van vorms in elke fase op ‘n voorspelbare manier verander byvoorbeeld gereelde groterwordende patrone Skep eie patrone Skep eie Meetkundige patrone • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe Gaan voort om die leerders ‘n soortgelyke reeks patrone te gee soos in kwartaal 1, maar alle sluit nuwe vorms en voorwerpe in by die patrone waarmee hulle in ruimte en vorm gewerk het. Sien notas oor patrone in kwartaal 1 en notas oor ruimte en vorm van kwartaal 2. Laat leerders eers toe om te kopieër en dan uit te brei en dan patrone te beskryf. Teen hierdie tyd behoort hulle in staat te wees om patrone te beskryf sonder die hulp van leidende vrae. Gaan voort om te fokus op die ontwikkeling van die woordeskat wat hulle nodig het om patrone te beskryf 1 les CAPS FP Wiskunde Graad 1 - 3 399 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in uur) 2.2 Getalpa￾trone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf eenvoudige getalpatrone tot ten minste 1 000. Skep eie patrone Skep eie getalpatrone. Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf eenvoudige getalpatrone tot ten minste 150. Getalpatrone behoort aantel en terugtel in te sluit: • 1’s vanaf enige getal tussen 0 en 500 • veelvoude van 10 tussen 0 en 500 • veelvoude van 5 tussen 0 en 500 • veelvoude van 2 tussen 0 en 500 • veelvoude van 3 tussen 0 en 500 • veelvoude van 4 tussen 0 en 500 • veelvoude van 50,100 tot ten minste 1000 Sien notas vir kwartaal 1, Brei die getalgebied en telpatrone soos volg uit: • 1’s van enige getal tussen 0 en 500 • veelvoude van 10 tussen 0 en 500 • veelvoude van 5 tussen 0 en 500 • veelvoude van 2 tussen 0 en 500 • veelvoude van 100 tot ten minste 1 000 • veelvoude van 50 tot ten minste 1 000 • veelvoude van 3 tussen 0 en 500 • veelvoude van 4 tussen 0 en 500 Gebruik voorwerpe, prente, tabelle en vloeidiagramme om leerders se oorgang van oorslaantel na vermenigvuldiging met 10, 5, 2, 4 te ondersteun Help leerders om die patrone wat hulle ken te gebruik as die grondslag vir die oefening en leer van ander patrone byvoorbeeld • patrone van 2’s om die grondslag te lê vir patrone van 4’s; en • patrone van 5’s om die grondslag te lê vir patrone van 50’s. 3 lesse 400 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 2 3.RUIMTE EN VORM (MEETKUNDE) ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3.1 Posisie, orientasie en perspektief Posisie en aansigte • Pas verskillende aansigte van dieselfde alledaagse voorwerp • Benoem ‘n alledaagse voorwerp wanneer ‘n ongewone hoek daarvan gewys word • Lees, interpreteer en teken informele kaarte, of bo-aansigte van ‘n versameling voorwerpe • Vind voorwerpe op kaarte Posisie en aanwysings • Volg aanwysings om in die klaskamer en skool rond te beweeg, • Gee aanwysings om in die klaskamer en skool rond te beweeg • Volg aanwysings van een plek na ‘n ander op ‘n informele kaart Posisie en aansigte • Pas verskillende aansigte van dieselfde alledaagse voorwerp • Benoem ‘n alledaagse voorwerp wanneer ‘n ongewone hoek daarvan van gewys word Posisie en aanwysings • Volg aanwysings om in die klaskamer en skool rond te beweeg, Gee aanwysings om in die klaskamer en skool rond te beweeg Hoe verskil Graad 3 van Graad 2? • Geen spesifieke fokus op die ontwikkeling van die woordeskat van posisie nie omdat dit in graad 1 en 2 gedoen is • Volg meer uitgebreide aanwysings byvoorbeeld om in die skool rond te beweeg eerder as net in die klaskamer • Gee aanwysings na plekke in die klaskamer en skool • Kaarte en bo-aansigte van versamelings voorwerpe. Dit is die fokus van kwartaal 3 Aanbevole fokus vir kwartaal 2 In kwartaal 2 word dit aanbeveel dat Graad 2 werk hersien word, en dat die volgende bygevoeg word: • herkenning van voorwerpe vanaf ‘n prent wat ‘n ongewone hoek daarvan wys; en • volg aanwysings na plekke buite die klaskamer. Begin deur te assesseer wat leerders weet en onthou van posisie en orientasie . Posisie en aanwysings • Volg aanwysings Dit behoort gedoen te word deur praktiese aktiwiteite waarin leerders volgens aanwysings rondbeweeg. In graad 3 kan leerders òf mondelinge òf geskrewe aanwysings gegee word. - om in die klaskamer rond te beweeg byvoorbeeld “Kom tot voor in die klas”; “Staan langs jou stoel”; “Spring oor die vullisdrom”; en - om in die klaskamer of skool rond te beweeg of langer aanwysings te volg, byvoorbeeld “Gaan by die deur uit, draai links, gaan in die gang af, oor die veld, waar is jy nou?” CAPS FP Wiskunde Graad 1 - 3 401 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3.1 Posisie, orientasie en perspektief Posisie en aansigte • Pas verskillende aansigte van dieselfde alledaagse voorwerp • Benoem ‘n alledaagse voorwerp wanneer ‘n ongewone hoek daarvan gewys word • Lees, interpreteer en teken informele kaarte, of bo-aansigte van ‘n versameling voorwerpe • Vind voorwerpe op kaarte Posisie en aanwysings • Volg aanwysings om in die klaskamer en skool rond te beweeg, • Gee aanwysings om in die klaskamer en skool rond te beweeg • Volg aanwysings van een plek na ‘n ander op ‘n informele kaart Posisie en aansigte • Pas verskillende aansigte van dieselfde alledaagse voorwerp • Benoem ‘n alledaagse voorwerp wanneer ‘n ongewone hoek daarvan van gewys word Posisie en aanwysings • Volg aanwysings om in die klaskamer en skool rond te beweeg, Gee aanwysings om in die klaskamer en skool rond te beweeg • Gee aanwysings. Sommige leerders sal dit maklik vind om aanwysings te gee deur te demonstreer volgens die aanwysings. Vir ander leerders help dit om riglyne te gee vir die sleutelelemente van aanwysings. - Sê of jy gaan voortbeweeg in die rigting waarin jy kyk, of omdraai. - Sê of jy reguit aan gaan, of links of regs gaan draai. - Gee landmerke waar jy moet draai byvoorbeeld wanneer jy by die sekretaresse se kantoor kom, draai links - Daar is verskillende maniere om te sê hoe ver om te gaan, byvoorbeeld o loop 30 treë of loop 10 meter; o loop verby 3 klaskamers, of loop totdat jy verby mnr Radebe’s se klaskamer is; of o loop vir omtrent 1 minuut. Posisie en aansigte In Graad 3 behoort leerders oefeninge gegee te word waarin hulle verskillende aansigte (bo-aansig, sy-aansig, vooraansig) van verskillende alledaagse voorwerpe by mekaar kan pas. Dit sal uiteindelik leerders help om tekeninge van Meetkundige voorwerpe te interpreteer wat uit verskillende hoeke gegee is. Leerders behoort ook oefeninge gegee te word waar hulle ‘n voorwerp van ‘n prent, of ‘n foto wat uit ‘n ongewone hoek geneem is of die bo-aansig van ‘n koei of die vooraansig van ‘n tandeborsel kan identifiseer 2 lesse 402 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms, (sfere) • boksvorms (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde aktiwiteite • Neem waar en bou gegewe 3-D voorwerpe deur van konkrete materiaal gebruik te maak soos uitsny 2-D vorms, klei, tandestokkies, strooitjies en ander 3-D Meetkundige voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe van: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde aktiwiteite • Neem waar en bou gegewe 3-D voorwerpe deur van konkrete materiaal gebruik te maak soos die uitsny van 2-D vorms, klei, tandestokkies, strooitjies en ander 3-D Meetkundige voorwerpe Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • vorm • reguit sye • ronde sye Hoe verskil Graad 3 van Graad 2? • Leerders kyk nie meer of voorwerpe kan rol of gly nie; hulle kyk of oppervlakke plat of geboë is. • Waar voorwerpe plat oppervlakke het, kyk leerders of hierdie oppervlakke vierkante, reghoeke, driehoeke of sirkels is. • Keëls en piramides word bekend gestel (hierdie kan ‘n fokus van kwartaal 3 en 4 wees). Aanbevole fokus van kwartaal 2 Leerders werk met dieselfde voorwerpe as waarmee hulle in Graad 2 gewerk het byvoorbeeld • balle en voorwerpe gevorm soos balle; • silinders en voorwerpe gevorm soos silinders; en • verskeie boksies en ander voorwerpe gevorm soos reghoekige prismas of kubusse. Leerders kan op die nuwe voorwerpe (piramides en keëls) in kwartaal 3 en 4 fokus. Herken en benoem balle (sfere), boksies (prismas) en silinders • Leerders gaan voort om voorwerpe te benoem, sorteer en groepeer. Leerders behoort ‘n v erskeidenheid voorwerpe gegee te word om mee te werk: • gevorm soos sfere, byvoorbeeld balle of verskillende grootte, albasters, lemoene ens.; • gevorm soos prismas, byvoorbeeld blokkies, bakstene, boksies van verskillende groottes byvoorbeeld vuurhoutjiedosies, ontbytgraandosies, teeboksies, tandepasta boksies; en • gevorm soos silinders; insluitende beide lang en smal silinders byvoorbeeld stukke pyp met ‘n silindriese vorm, kartonrolletjies van papierhanddoeke of toiletrolle en kort, wye silinders; byvoorbeeld politoerblikke, snuifblikkies ens. Leerders kan voorwerpe wat soos ‘n bal (sfeer), ‘n boks (prismas) of ‘n silinder gevorm is herken wanneer ‘n versameling voorwerpe gegee word. Leerders kan voorwerpe gevorm soos boksies (prismas) in die klaskamer vind of aandui. byvoorbeeld “Hierdie blikkie tamaties is soos ‘n silinder gevorm.” Gedurende selfstandige werkstyd kan leerders voortgaan om balle en silinders en boksvorms (prismas) van klei of speeldeeg te maak Fokus op kenmerke van 3-D voorwerpe: plat of geboë oppervlakke, die vorms van plat oppervlakke • Bou enkele 3-D voorwerpe Leerders gebruik karton vierkante of reghoeke om ‘n boks te maak. Dit fokus leerders op die plat oppervlakke van die boks. Leerders kyk dan na die plat oppervlakke by prismas en silinders en beskryf hulle as sirkelvormig, vierkantig of reghoekig. CAPS FP Wiskunde Graad 1 - 3 403 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3.2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms, (sfere) • boksvorms (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde aktiwiteite • Neem waar en bou gegewe 3-D voorwerpe deur van konkrete materiaal gebruik te maak soos uitsny 2-D vorms, klei, tandestokkies, strooitjies en ander 3-D Meetkundige voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms, (sfere) • boksvorms (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe van: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde aktiwiteite • Neem waar en bou gegewe 3-D voorwerpe deur van konkrete materiaal gebruik te maak soos die uitsny van 2-D vorms, klei, tandestokkies, strooitjies en ander 3-D Meetkundige voorwerpe Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • vorm • reguit sye • ronde sye • Plat of geboë oppervlakke Bou ‘n boks (prisma) en help leerders om te fokus op die plat oppervlakke van die voorwerp. Leerders kan dan kyk of alle Meetkundige voorwerpe slegs plat oppervlakke het. In graad 1 en 2 het leerders Meetkundige voorwerpe in dié wat rol en die wat gly, geskei. Dit berei leerders voor om te fokus op die oppervlakke van voorwerpe en of dit plat (die voorwerpe wat gly) of geboë (die voorwerpe wat rol) is. Silinders het sommige plat en sommige geboë oppervlakke. Geskrewe oefeninge Hoewel die meeste van die werk met 3-D voorwerpe prakties gedoen is, moet werk gekonsolideer word deur geskrewe oefeninge. Die fokus in graad 3 behoort op die benoeming van voorwerpe en gesprek oor hul oppervlakke te wees. Van leerders word nie verwag om te tel of die aantal vierkantige, reghoekige, driehoekige of sirkelvormige oppervlakke ‘n voorwerp het, te weet nie. Woordeskat Gebruik woordeskat om oor 3-D voorwerpe te praat Oppervlak, plat, geboë; boksies, balle; silinders 3 lesse 404 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3.3 2-D vorms Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • vorm • reguit sye • ronde sye Teken vorms • sirkels • driehoeke • vierkante • reghoeke Geen spesifieke fokus op 2-D vorms word aanbeveel vir kwartaal 2 nie. Leerders kan egter kennis oor 2-D vorms (kwartaal 2), wat hulle leer herken en benoem het, konsolideer deur geskrewe oefeninge gedurende selfstandige werkstyd. 3.4 Simmetrie Simmetrie • Herken en teken lyne van simmetrie in 2-D Meetkundige en nie￾Meetkundige vorms • Stel die lyn van simmetrie vas deur papier te vou en weerkaatsing Simmetrie • Stel die lyn van simmetrie vas deur papier te vou en weerkaatsing Wat is nuut in Graad 3? • Vind die lyn van simmetrie deur papier te vou en weerkaatsing Papiervou aktiwiteite wat begrip van simmetrie ontwikkel sluit in: • aktiwiteite waarin nat verf op papier geplaas en gevou is; en • aktiwiteite waarin papier op die voulyn geskeur of gesny word Hierdie aktiwiteite kan beide in die Wiskunde les en die Lewensvaardigheidslesse gedoen word. Leerders kan gevra word om te voorspel watter vorm hulle gaan kry as hule die papier oopvou. Dit help om hul vermoë om simmetriese vorms te visualiseer. 2 lesse CAPS FP Wiskunde Graad 1 - 3 405 WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 2 4. METING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.1 Tyd Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - die helfte van uur - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd wys byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke of maande te beskryf, insluitende - omskakeling tussen dae na weke - omskakeling tussen weke na maande Gebruik horlosies om tydsduur te bereken in ure, halfure of kwartiere. Lees die tyd • Lees datums op kalenders • Plaas verjaardae, godsdienstige feeste, publieke vakansiedae, historiese gebeure en skoolfunksies op ‘n kalender • Lees 12-uur tyd in - uur - die helfte van uur - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd wys byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke of maande te beskryf, insluitende • Gebruik horlosies om lengte van tyd in uur of die helfte van uur te bereken Leerders gaan voort om oor tydsuur en die volgorde van tyd te praat en in te oefen. Gedurende klassikale onderrigtyd en fokusgroepstyd, gaan leerders voort om oor die dae van die week, maande van die jaar, huidige dag se datum, asook die dae voor en na die huidige te praat. Leerders gaan voort om die volgende op kalenders te noteer: • verjaarsdae; • godsdienstige feeste; • historiese gebeure; • skoolgebeure; en • openbare vakansiedae Gaan voort om leerders te vra om die tyd in ure, halfure en kwartiere te lees. Hulle lees ook die ure en minute op digitale horlosies op ‘n byna daaglikse basis. (Sien notas vir kwartaal 1) Digitale tyd Spandeer 2 lesse om die lees van tyd op digitale horlosies te hersien. (Sien notas vir kwartaal 1) Gedurende selfstandige werkstyd gaan leerders voort om oefeninge te doen wat verwant is aan die lees van tyd • in uur, halfure en kwartiere op analogiese horlosies; en • in uur en minute op ‘n digitale horlosie. Leerders kan berekeninge met weke of dae doen as hulle van ‘n kalender of deel van ‘n kalender voorsien word, byvoorbeeld vind datums en bereken tydsverskille. 2 lesse 406 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting byvoorbeeld handbreedte, treë, potloodlengtes, tellers ens. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld langer, korter, groter, en wyer. Bekendstelling van formele meting • Skat, meet, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of met meterlengtes of lyn) as die standaard lengte-eenhede. • Skat en meet lengtes in sentimeter deur ‘n liniaal te gebruik. Geen omskakeling tussen meter en sentimeter word verlang nie Informele meting • Skat, meet, vergelyk, orden en teken lengte op deur niestandaard mate te gebruik byvoorbeeld handbreedte, treë, potloodlengtes, tellers ens. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik taal om oor vergelyking te praat byvoorbeeld langer, korter, groter, wyer Bekendstelling aan formele meting • Skat, meet, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of met meterlengtes of lyn) as die standaard lengte-eenhede. Hoe verskil Graad 3 van Graad 2? In graad 2: • het leerders gefokus op informele meting met nie-standaard eenhede van lengte; en • was hulle bekendgestel aan meting in meters. In kwartaal 2 van Graad 3 gaan leerders voort om informele meting te doen deur die gebruik van nie-standaard eenhede, en meting in meters. In kwartaal 3 begin hulle in sentimeter meet deur ‘n liniaal te gebruik . Skatting, meting vergelyking en rekordering van lengtes, hoogtes en wydtes deur gebruik te maak van nie-standaard eenhede van lengte Leerders kan die beginsels en praktyke van meting met nie-standaard eenhede aanleer. Meting met nie-standaard eenhede behoort nie as minderwaardig beskou te word teenoor meting met standaard eenhede nie. Meting van lengte met nie-standaard eenhede sluit in of die hoeveelheid van die gekose eenheid dieselfde lengte is as die voorwerp wat gemeet word, byvoorbeeld die lengte van die tafel is 8 handbreedtes. Leerders behoort ook ‘n verskeidenheid voorwerpe te meet met behulp van ‘n verskeidenheid informele eenhede. Daar is drie maniere waarop informele eenhede gebruik kan word: lengte, afstand en hoogte. • Pak ‘n aantal voorwerpe van dieselfde lengte (soos vuurhoutjiebokse, identiese bottelproppies of tellers, nuwe potlode, ensovoorts) in ‘n ry oor die voorwerp wat gemeet moet word, byvoorbeeld om die breedte van ‘n tafel te meet kan nuwe potlode oor die tafel uitgepak word. Dit is belangrik dat: - Al die voorwerpe dieselfde lengte is. Jy kan nie sê dat jou boek wyer is as 12 bottelproppies nie is as die bottelproppies van verskillende groottes is, byvoorbeeld 2 liter melkproppies, plastiese koeldrankproppies, metaal bottelproppies, ensovoorts. - Daar moet geen gapings tussen die voorwerpe wees nie. Dit moet teenmekaar gepak word en aanmekaar raak. CAPS FP Wiskunde Graad 1 - 3 407 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting byvoorbeeld handbreedte, treë, potloodlengtes, tellers ens. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld langer, korter, groter, en wyer. Bekendstelling van formele meting • Skat, meet, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of met meterlengtes of lyn) as die standaard lengte-eenhede. • Skat en meet lengtes in sentimeter deur ‘n liniaal te gebruik. Geen omskakeling tussen meter en sentimeter word verlang nie Informele meting • Skat, meet, vergelyk, orden en teken lengte op deur niestandaard mate te gebruik byvoorbeeld handbreedte, treë, potloodlengtes, tellers ens. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik taal om oor vergelyking te praat byvoorbeeld langer, korter, groter, wyer Bekendstelling aan formele meting • Skat, meet, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of met meterlengtes of lyn) as die standaard lengte-eenhede. • Gebruik twee identiese voorwerpe as nie-standaard eenhede. Plaas dit teen mekaar en beweeg die eerste item na die ander kant van die tweede. Dit word gedoen wanneer meting deur middel van handbreedtes, voetlengtes of treë gedoen word. • Gebruik slegs een voorwerp as nie-standaard eenheid, deur dit om te keer of om die eindpunt te merk voordat dit aangeskuif word. Leerders moet onderrig word om ten alle tye die eenheid te spesifiseer, byvoorbeeld die boek is 12 bottelproppies wyd, die klaskamer is 38 treë lank. Sodra leerder die maat-eenheid ‘n paar keeer gebruik het, behoort hulle te skat hoeveel van daardie eenheid benodig word om die voorwerp te meet. Skatting voordat daar gemeet word is belangrik, maar dit kan slegs gedoen word sodra leerders reeds met die eenheid gemeet het. Leerders moet onderrig word dat lengtes, hoogtes of breedtes slegs vergelyk kan word indien dieselfde eenheid gebruik is om die meting te doen. As die breedte van die deuropening wat gemeet word 20 handbreedtes is en die breedte van die tafel is 8 potloodlengtes, kan daar nie bepaal word of die deuropening wyer is as die tafel nie. Leerders moet met ‘n verskeidenheid eenhede meet sodat hulle kan: • Hoe kleiner die eenheid, hoe groter sal die aantal kere wees wat dit gebruik word, byvoorbeeld die breedte van die klaskamer kan 20 treë wees maar 48 voetlengtes; en • Gepaste eenhede gebruik vir dit wat gemeet word, byvoorbeeld om die breedte van die klaskamer met bottelproppies te meet sal ‘n vermorsing van tyd wees. Skatting, meting, vergelyking en optekening van lengtes, hoogtes en wydtes in meter Leerders behoort hul begrip van die lengte van 1 meter te konsolideer; en meterlengtes vir meting te gebruik. Dit werk die beste as die leerder met ‘n 1 meter lang “instrument” (soos ‘n meterstok; ‘n stok wat tot 1 meter lank of stukke tou wat 1 meter lank is) werk. As leerders die 1 meter lengte sien, help dit hulle om ‘n beeld te vorm van hoe lank ‘n meter is. Dit is moontlik om meters met ‘n meetwiel te meet; maar die meterlengte is nie so maklik sigbaar nie. 408 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting byvoorbeeld handbreedte, treë, potloodlengtes, tellers ens. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld langer, korter, groter, en wyer. Bekendstelling van formele meting • Skat, meet, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of met meterlengtes of lyn) as die standaard lengte-eenhede. • Skat en meet lengtes in sentimeter deur ‘n liniaal te gebruik. Geen omskakeling tussen meter en sentimeter word verlang nie Informele meting • Skat, meet, vergelyk, orden en teken lengte op deur niestandaard mate te gebruik byvoorbeeld handbreedte, treë, potloodlengtes, tellers ens. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik taal om oor vergelyking te praat byvoorbeeld langer, korter, groter, wyer Bekendstelling aan formele meting • Skat, meet, orden en rekordeer lengte deur gebruik te maak van meters (meterstokke of met meterlengtes of lyn) as die standaard lengte-eenhede. Leerders kan dinge vind wat presies 1 meter lank is. Dit is nuttig om alledaagse verwysings as vergelyking te hê byvoorbeeld die wydte van ‘n deur en hoogte van ‘n venster is dikwels 1 m. Dit help leerders hierdie lengtes en wydtes te sien, sodat die lengtes van ander voorwerpe wat gemeet word eers geskat kan word. Leerders behoort te skat voordat hulle meet. Leerders kan dinge vind wat òf langer òf korter as 1 meter is. Leerders kan ‘n verskeidenheid van lengtes in meter meet. Verskillende lengtes behoort vergelyk te word. Optekening van mate Hoewel meting ‘n praktiese vaardigheid is, behoort leerders hul metings (met beide informele eenhede en meter) te alle tye op te teken. Meting van lengte as ‘n konteks vir probleemoplossing en berekeninge Gedurende die tyd wat aan Getalle, Bewerkings en Verwantskappe toegeken word, kan leerders probleemoplossing doen in die volgende kontekste: • informele meting van lengte; en • meting van lengte in meters. Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. Neem in ag dat die getalgebied gepas vir die kwartaal is, sowel as die verskillende probleemtipes. 2 lesse CAPS FP Wiskunde Graad 1 - 3 409 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa. Gebruik nie￾standaard mates en ‘n balans. byvoorbeeld blokkies, bakstene ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld lig, swaar, ligter; swaarder Bekendstelling aan formele meting • Vergelyk, orden en rekordeer die massa van kommersieël verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel, of in gram byvoorbeeld 500 gram sout • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik • Geen omskakeling tussen gram en kilogram word verlang nie Informele meting • Skat, meet, vergelyk, orden en rekordeer massa. Gebruik nie￾standaard mates en ‘n balans byvoorbeeld blokkies, bakstene ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld lig, swaar, ligter; swaarder Bekendstelling aan formele meting • Vergelyk, orden en rekordeer die massa van kommersieël verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel, of in gram byvoorbeeld 500 gram sout • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik • Die verwagting is dat leerders slegs tot die naaste genommerde graduasielyn lees. Hulle beskryf hul massa as amper/byna/ naby aan/‘n bietjie meer as/min of meer/of presies die getal (van kilogram) wat hulle vanaf die skaal kan lees. • Waar balansskale met massa stukke in gram gekalibreer is, kan leerders die massa van verskillende voorwerpe meet. Geen omskakeling tussen gram en kilogram word verlang nie Hoe verskil Graad 3 van Graad 2? In In graad 2 het leerders gefokus op informele meting met nie-standaard eenhede van massa. Leerders gebruik ‘n meetbalans om dit te doen. Hulle begin ook om met kilogram te werk. Hulle orden alledaagse produkte waarvan die massa in kilogram geskryf het. Hulle lees hul massa van badkamerskale af. Informele meting van massa gebruik ‘n meetbalans en niestandaard eenhede Leerders kan al die beginsels en praktyke van meting in nie-standaard eenhede inoefen. Meting met nie-standaard eenhede behoort nie as minderwaardig beskou te word teenoor meting met standaard eenhede nie. Leerders behoort hul meetvaardighede te konsolideer deur informele meting van massa met nie-standaard eenhede te doen. Kommersiële massabalanse kan ook gebruik word. As jy nie ‘n kommersiële balans het nie, kan jy een maak deur identiese joghurthouers, die afgesnyde basis van ‘n 2 liter bottel, die afgesnyde basis van ‘n liter melkbottel of koeldrankboks aan ‘n draadhanger vas te maak. Massameting met nie-standaard eenhede behels die tel van die hoeveelheid verkose eenheid wat dieselfde massa het as die voorwerp wat gemeet word, byvoorbeeld, ‘n liniaal het dieselfde massa as 9 blokkies. Leerders behoort ‘n verskeidenheid van voorwerpe te meet deur ‘n reeks voorwerpe as informele eenhede te gebruik. Leerders behoort onderrig te word om die eenheid te noem wanneer die massa gegee word, byvoorbeeld die boek het dieselfde massa as 34 albasters. Wanneer leerders ‘n paar keer met enige eenheid gemeet het, behoort hulle te skat hoeveel van daardie eenheid dieselfde massa sal hê as die voorwerp wat gemeet word. Skatting voor daar gemeet word is baie belangrik, maar kan slegs gedoen word as leerders met daardie eenheid geoefen het. Leerders moet onderrig word om massas van verskillende voorwerpe te orden en te vergelyk met dieselfde eenheid, byvoorbeeld as ‘n liniaal ‘n massa van 20 blokkies het en ‘n skêr het ‘n massa van 20 albasters het, kan jy nie sê of hulle dieselfde massa het nie, of watter een is swaarder nie. 410 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa. Gebruik nie￾standaard mates en ‘n balans. byvoorbeeld blokkies, bakstene ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld lig, swaar, ligter; swaarder Bekendstelling aan formele meting • Vergelyk, orden en rekordeer die massa van kommersieël verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel, of in gram byvoorbeeld 500 gram sout • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik • Geen omskakeling tussen gram en kilogram word verlang nie Informele meting • Skat, meet, vergelyk, orden en rekordeer massa. Gebruik nie￾standaard mates en ‘n balans byvoorbeeld blokkies, bakstene ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld lig, swaar, ligter; swaarder Bekendstelling aan formele meting • Vergelyk, orden en rekordeer die massa van kommersieël verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel, of in gram byvoorbeeld 500 gram sout • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik • Die verwagting is dat leerders slegs tot die naaste genommerde graduasielyn lees. Hulle beskryf hul massa as amper/byna/ naby aan/‘n bietjie meer as/min of meer/of presies die getal (van kilogram) wat hulle vanaf die skaal kan lees. • Waar balansskale met massa stukke in gram gekalibreer is, kan leerders die massa van verskillende voorwerpe meet. Geen omskakeling tussen gram en kilogram word verlang nie Optekening van mate Hoewel meting ‘n praktiese vaardigheid is, behoort leerders altyd hul meting op teken. Werk met kilogram o ordening van produkte volgens massa Leerders kan met kruideniersware werk wat in kilogram verkoop word, waarvan die aantal kilogram op die verpakking geskryf is. Leerders kan die massa van pakkies van verskillende produkte (soos rys, suiker, mieliemeel, meel of waspoeier) wat in hoeveelhede van 1 kg verkoop word, vergelyk. Hulle kan hierdie voorwerpe op ‘n balans sit om te sien dat hoewel die grootte van die pakkies mag verskil, hulle min of meer dieselfde massa het. Leerders kan dan ‘n reeks pakkies van verskillende items gegee word om van die swaarste tot die ligste te orden volgens tot die massa wat op die pakkie geskryf is byvoorbeeld 2 kg rys , 1 kg suiker, 5 kg mieliemeel, 10 kg stampmielies. Leerders sal die afkorting “kg” vir kilogram moet ken. Werk met gram o ordening van produkte volgens massa Leerders kan met kruideniersware wat in gram verkoop word, werk waar die inhoud in gram op die verpakking geskryf is. Leerders kan die massa van verskillende pakkies produkte vergelyk (soos graankos, tee, koffie, sout, boontjies, klein pakkies suiker, klein pakkies melkpoeier, pakkies jellie, klein pakkies rys ensovoorts.) wat in gram verkoop word. Leerders kan dan ‘n reeks pakkies van verskillende items gegee word om van swaarste tot ligste te orden, volgens die massa wat op die pakkie geskryf is, byvoorbeeld 2 kg rys , 1 kg suiker, 5 kg mieliemeel, 10 kg stampmielies. Dit is belangrik dat leerders blootgestel word aan klein, swaar pakkies soos sout en groot ligte pakke soos graanvlokkies of “Rice Crispies”. Dit lei tot die begrip dat groter items nie altyd swaarder as kleiner items is nie, behalwe as dieselfde items vergelyk word. Die groter item het ‘n groter massa as: - dieselfde item vergelyk word; en - die massa op ‘n skaal gekontroleer word (wat nie in die Grondslagfase verwag word nie). Leerders sal die afkorting vir “gram” moet moet ken. CAPS FP Wiskunde Graad 1 - 3 411 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa. Gebruik nie￾standaard mates en ‘n balans. byvoorbeeld blokkies, bakstene ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld lig, swaar, ligter; swaarder Bekendstelling aan formele meting • Vergelyk, orden en rekordeer die massa van kommersieël verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel, of in gram byvoorbeeld 500 gram sout • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik • Geen omskakeling tussen gram en kilogram word verlang nie Informele meting • Skat, meet, vergelyk, orden en rekordeer massa. Gebruik nie￾standaard mates en ‘n balans byvoorbeeld blokkies, bakstene ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld lig, swaar, ligter; swaarder Bekendstelling aan formele meting • Vergelyk, orden en rekordeer die massa van kommersieël verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel, of in gram byvoorbeeld 500 gram sout • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik • Die verwagting is dat leerders slegs tot die naaste genommerde graduasielyn lees. Hulle beskryf hul massa as amper/byna/ naby aan/‘n bietjie meer as/min of meer/of presies die getal (van kilogram) wat hulle vanaf die skaal kan lees. • Waar balansskale met massa stukke in gram gekalibreer is, kan leerders die massa van verskillende voorwerpe meet. Geen omskakeling tussen gram en kilogram word verlang nie Daar word NIE van leerders verwag om ‘n kombuisskaal in gram te lees nie. Dit word in die Intermediêre Fase gedoen. Lees badkamerskale in kilogram Waar badkamerskale beskikbaar is, kan leerders dit gebruik om hul eie massa lees. Daar is twee soorte massameters: digitaal en analoog. Digitale skale is makliker om te lees omdat die massa in syfers vertoon word. Maak seker dat die digitale badkamerskaal wat gebruik word die massa net in vol kilogramme weergee. Indien dit nie gestel kan word om slegs die volle kilogramme te vertoon nie, moet die leerders onderrig word om die die dele van kilogramme eers te ignoreer. Die meeste analogiese badkamerskale toon die getal vir elke 10kg met ‘n langer lyn om die 5 kg aan te toon. Die 1 kg lyne is gewoonlik nie genommer nie. Dit is soortgelyk aan die manier waarop die lyne en getalle op ‘n liniaal werk. Laat leerders tel om te sien dat daar is 10 merkies voor die 10 kg merk is, sodat elke ruimte 1 kilogram en die langer lyn 5 kg verteenwoordig. Leerders kan die massa op regte badkamerskale lees asook op prente van badkamerskale. Dit is makliker om die massa op ‘n prent van ‘n badkamerskaal te lees as op ‘n regte skaal. Rekordering van meting Al is meting ‘n praktiese vaardigheid, behoort leerders hul bevindinge ten alle tye neer te skryf. Meet massa as ‘n konteks vir probleemoplossing en berekeninge Gedurende tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van • informele meting van massa; en • meting van massa in kilogram. Neem in ag dat die getalgebied sowel as die reeks problemtipes gepas vir die kwartaal moet wees. Daar word NIE van leerders verwag om: • te weet dat 1 000 g = 1 kg; of • omskakelings tussen gram en kilogram te doen nie. Berekeninge in gram kan so gekies word dat dit nie 1 000g oorskry nie. lesse 412 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.4 Kapasitieit / Volume Informele meting • Skat, meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer kan hou as dit gevul is). Gebruik nie-standaard mates byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liter, halwe liter en kwart liter te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan kapasiteit in liter geskryf is byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf, of in milliliter; byvoorbeeld 500 ml melk, 340 milliliter koeldrank, 750 milliliter olie • Weet dat ‘n standaard koppie 250 milliliter is • Weet dat ‘n teelepel 5 milliliter is • Geen omskakeling tussen milliliter en liter word verlang nie Gedurende selfstandige werktyd behoort leerders voort te gaan om Die kapasiteit van houers of die volume in houers te skat, te meet, te vergelyk, te orden en te rekordeer deur die gebruik van nie-standaard mates. Die volg van resepte, insluitende bakwerk, is ‘n nuttige konteks waarin leerders meting kan oefen. Kies resepte waar bestanddele in koppies, teelepels of informele eenhede gegee is. • Vergelyk en orden die kapasiteit van ‘n verskeidenheid bottels en kruideniersware waarop die volume op die verpakking geskryf is. • Gebruik òf 1 liter bottels of òf 1 liter bekers om die kapasiteit op van houers of die volume in houers in liter te skat en te meet, te vergelyk, te orden en te rekordeer. Sien die notas vir kwartaal 3. Leerders behoort geskrewe aktiwiteite gegee te word om die volgende te konsolideer, insluitende die lees van prente van: • produkte met hul kapasiteit opgeskryf, te orden; en • prente van bekers waar die inhoud naby aan ‘n gemerkte 1 of 2 liter lyn is. Die verwagting is dat leerders slegs tot die naaste gemerkte lyn moet lees. Hulle beskryf volume as amper/byna/naby aan/‘n bietjie meer as/min of meer/ presies die getal (liter) wat hulle vanaf ‘n beker lees. Meting van kapasiteit as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van • informele meting van kapasiteit of volume, byvoorbeeld Ouma gebruik 2 koppies melk om ‘n nagereg te maak. Hoeveel melk sal sy benodig indien sy die resep wil verdubbel? • liters • milliliter CAPS FP Wiskunde Graad 1 - 3 413 WISKUNDE GRAAD 1-3 GRAAD 3 KWARTAAL 2 5. DATA HANTERING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 2 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 5.4 Versamel en organiseer data Versamel en organiseer data • Versamel data oor die klas of skool om onderwyser se vrae te beantwoord Organiseer data in o lyste o telmerkies o tabelle 5.5 Datavoor￾stelling Verteenwoordig data Stel data voor in • prentdiagramme • staafgrafieke 5.6 Ontleed en interpreteer data Ontleed en Interpreteer data Antwoord vrae oor data voorgestel in • prentdiagramme • staafgrafieke Ontleed data in voorstellings wat voorsien is. As die leerders deur die hele datasiklus in kwartaal 1 gewerk het, behoort die ontleding van verskillende vorms van data meer betekenisvol te wees. Dit word aanbeveel dat leerders in kwartaal 2 leerders data gegee word om te ontleed in ten minste ‘n • prentgrafiek • tabel Leerders behoort in staat te wees om vrae oor die grafiek te beantwoord. (Sien kwartaal 1 vir gepaste tipes vrae.) 1 les 414 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 3 1. GETALLE, BE WERKINGS EN VERWANTSKAPPE ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 1000 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. Groepeer tot ten minste 700 alledaagse voorwerpe om betroubaar te skat en tel. Gee ‘n redelike skatting van ‘n aantal voorwerpe wat getel kan word. Hoe verskil kwartaal 3 van kwartaal 2? Die getalgebied het vermeerder en leerders behoort die geleentheid gegee te word om 750 voorwerpe aan te raak, te beweeg, uit te tel en verskillend te gegroepeer. Sien die notas vir kwartaal 1 en 2 1.2 Tel aan en terug Tel aan en terug tel sluit in: 1e, vanaf enige getal tussen 0 en 1000 10e vanaf enige veelvoud van 10 tussen 0 en 1000 5e vanaf enige veelvoud van 5 tussen 0 en 1000 2s vanf enige veelvoud van 2 tussen 0 en 1000 3s vanaf enige veelvoud van 3 tussen 0 en 1000 4s vanaf enige veelvoud van 4 tussen 0 en 1000 in 20s, 25s, 50s,100e tot ten minste 1 000 Tel aan en terug tel sluit in: 1e, vanaf enige getal tussen 0 en 700 10e vanaf enige veelvoud van 10 tussen 0 en 700 5e vanaf enige veelvoud van 5 tussen 0 en 700 2s vanf enige veelvoud van 2 tussen 0 en 700 3s vanaf enige veelvoud van 3 tussen 0 en 700 4s vanaf enige veelvoud van 4 tussen 0 en 700 in 20s, 25s, 50s,100e tot ten minste 1 000 Hoe verskil kwartaal 3 van kwartaal 2? Die getalgebied vermeerder tot 700. Sien notas vir kwartaal 1 en 2 CAPS FP Wiskunde Graad 1 - 3 415 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.3 Getalsim￾bole en getalnaam s Ken en lees getalle • Identifiseer, herken en lees getalsimbole 0 - 1 000 • Skryf getalsimbole 0 -1 000 • Identifiseer, herken en lees getalname 0 -1 000 • Skryf getalname 0 -1000 Ken en lees getalle • Identifiseer, herken en lees getalsimbole 0 - 1 000 • Skryf getalsimbole 0 -1 000 • Identifiseer, herken en lees getalname 0-500 • Skryf getalname 0 - 500 Hoe verskil kwartaal 3 van kwartaal 2? Leerders identifiseer, lees en skryf: • getalsimbole tot 1000; en • getalname tot 500. Sien notas vir kwartaal 2 1.4 Beskryf vergelyk en orden getalle Orden en vergelyk getalle tot 999 • Orden heelgetalle tot 999 van die kleinste tot die grootste; en van die grootste tot die kleinste • Vergelyk heelgetalle tot 999 en gebruik kleiner as, groter as, meer as, minder as en is gelyk aan. Gebruik ranggetalle om volgorde, plek of posisie aan te dui • Gebruik, lees en skryf ranggetalle, insluitende die afkortingsvorm tot 31. Orden en vergelyk getalle tot 500 • Orden heelgetalle tot op 500 van kleinste tot grootste; en grootste tot kleinste • Vergelyk heelgetalle tot op 500 en gebruik kleiner as, groter as, meer as, minder as en is gelyk aan. Gebruik ranggetalle om volgorde, plek of posisie aan te dui • Gebruik, lees en skryf rang getalle, insluitende die afkortingsvorm tot 31. Hoe verskil kwartaal 3 van kwartaal 2? Leerders orden en vergelyk getalle tot 500 en gaan voort om die afkortingsvorm van ranggetalle te skryf. Sien notas vir kwartaal 2 416 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.5 Plekwaarde Herken die plekwaarde van drie-syfer getalle tot 999 • Herken die waarde wat elke getal verteenwoordig • Ontbind drie-syfer getalle tot 999 in veelvoude van honderde, tiene en ene • Identifiseer en benoem die waarde van elke getal Herken die plekwaarde van getalle tot 750 • Herken die waarde wat elke getal verteenwoordig • Ontbind drie-syfer getalle tot 750 in veelvoude van honderde, veelvoude van tiene en ene • Identifiseer en benoem die waarde van elke getal Hoe verskil kwartaal 3 van kwartaal 2? Dieselfde tipe van vrae en instruksies is gegee in kwartaal 3. Die getalgebied het vermeerder maar leerders werk steeds met drie- syfer getalle. Die fokus gedurende hierdie kwartaal behoort steeds te wees op: • Plekwaarde; • Ontbinding van getalle in honderde, tiene en ene deur spreikaarte en basis tien blokkies te gebruik; en • die skryf van uitgebreide vorm van getalle. Sien notas vir kwartaal 2. LOS PROBLEME IN KONTEKS OP 1.6 Probleem￾oplossings tegnieke Gebruik die volgende tegnieke vir probleemoplossing en verduideliking oplossings vir probleme: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Gebruik die volgende tegnieke vir probleemoplossing word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Van leerders word verwag om woordprobleme op te los deur van die volgende tegnieke gebruik te maak: • Opbou of afbreek van getalle • Verdubbeling en halvering • getallelyne • Afronding vanaf Sien notas vir kwartaal 2. 1.7 Optel en aftrek Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 999. Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 200 met anwoorde wat ‘n res mag insluit. Voorbeelde van tipes van probleme wat hierdie kwartaal gedoen kan word • Optel en aftrek probleme • Pamela het 413 botteldoppies gekollekteer. As Ken haar 29 botteldoppies gee, sal hy dieselfde getal hê as Pamela. - Hoeveel doppies sal hulle beide hê? - Hoeveel doppies het Ken aanvanklik gehad? • Die graad 2’s het ‘n versameling van 500 albasters. Die graad 3’s het 170 albasters minder as die graad 2’s. Hoeveel albasters het die graad 3’s? • Mark en Martha kollekteer 250 plakkers. Mark het 160 gekry. Hoeveel plakkers het Martha gekry? CAPS FP Wiskunde Graad 1 - 3 417 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.8 Herhaalde optel lei na vermenig￾vuldiging Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 99. Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 200 met anwoorde wat ‘n res mag insluit. Voorbeelde van tipes van probleme wat hierdie kwartaal gedoen kan word Probleemtipe: Roosters/rye • ‘n Groentetuin het 12 rye plante. Elke ry het 7 plante. Hoeveel plante is daar in die tuin? • ‘n Groentetuin het 12 rye plante. Elke ry het dieselfde aantal plante. As daar is ‘n totaal van 48 plante is, hoeveel plante is in elke ry? • ‘n Groentetuin het 48 plante wat in rye geplant is. Daar is 7 plante in elke ry. Hoeveel rye is daar? Verhouding/ratio Samuel het 6 lekkers. Samuel het drie keer meer as Moeketsi. Hoeveel lekkers het Moeketsi? Marlene het 18 lekkers. Dit is drie keer meer as wat Samuel het. Hoeveel lekkers het Samuel? Verhoudings Perskes word verkoop teen R8 per kilogram. As ek 4 kilogram koop, hoeveel sal dit kos? Perskes kos R8 per kilogram. As ek R32 het, hoeveel kilogram kan ek koop? Ek koop 4 kilogram perskes en dit kos my R32. Wat is die prys vir een kilogram? Gebruik van afronding ‘n Taxi neem 15 passasiers. Kan 73 mense in 5 taxi’s pas? 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 200 met anwoorde wat ‘n res mag insluit. Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 150 met anwoorde wat ‘n res mag insluit. Voorbeelde van soorte probleme wat hierdie kwartaal gedoen kan word • Mrs Tshongwe pak 66 koekies in pakkies van 6. Hoeveel pakkies het sy? • Remi kry R72 vir die verkoop van lootjie kaartjies teen R9,00 elk. Hoeveel kaartjies het hy verkoop? • Die gemeenskap help 9 families wat hul besittings in ‘n vuur verloor het. Daar is 75 komberse vir die families. Deel dit gelykop. a) Hoeveel ontvang elke familie? b) Hoeveel is oor? Verhouding • Perskes kos R8 per kilogram. As ek R32 het, hoeveel kilogram perskes kan ek koop? • Ek koop 4 kilogram perskes en dit kos my R32. Wat is die prys vir een kilogram? Verhoudingsprobleme is nuwe probleemtipes in kwartaal 3. Leerders mag meer tyd nodig hê om hierdie probleme op te los. Sien notas vir kwartaal 2. 418 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.10 Breuke Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids￾en nie-eenheidsbreuke insluit byvoorbeeld 1 2, 1 4, 3 4 ensovoorts Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids￾en nie-eenheidsbreuke insluit byvoorbeeld 1 2, 1 4, 3 4 ensovoorts Voorbeelde van probleme wat hierdie kwartaal gedoen kan word Deling wat na breuke lei • Deel 7 sjokolade stafies tussen 3 vriende sodat hulle elkeen dieselfde hoeveelheid van die sjokolade kry en daar niks oor is nie. • Deel 13 stafies van sjokolade gelykop tussen 4 kinders. Hoeveel kry elkeen? Breuke van ‘n versameling • Ouma gee Kiki R12. Kiki wil ‘n derde van die geld spaar. Hoeveel geld moet sy van die R12 spaar ? • Daar is 12 koekies op ‘n bord. Nomonde neem een kwart van die koekies. Hoeveel is oor? Skryf breuke Daar word nie van leerders verwag om die breuksimbool te skryf nie. Leerders het geleer hoe om die breukname te skryf, byvoorbeeld 1 vyfde, 3 kwarte of 3 sesdes. Dit help hulle, eerstens, om te verstaan wat die breuknaam beskryf en in hoeveel gelyke dele die hele in verdeel is, byvoorbeeld, halwes, derdes, kwarte, ens.en tweedend, hoeveel van daardie dele oorweeg word, byvoorbeeld 2 derdes. Verteenwoordiging van breukwoordprobleme Leerders moet hul antwoorde teken om te bewys dat hulle die probleem begryp. Verwag dat sommige leerders korrek mag teken maar die breuk verkeerd benoem. Leerders moet die dele wat gedeel is, skryf as 2 derdes. 1.11 Geld • Herken en identifiseer Suid-Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit • Herlei tussen rand en sent • Herken en identifiseer Suid-Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit • Herlei tussen rand en sent Voorbeelde van probleme wat hierdie kwartaal gedoen kan word Waarde van geld en opmaak van totale byvoorbeeld: Skryf 325c as rand en sent. Op hoeveel verskillende maniere kan jy R400 opmaak deur slegs banknote te gebruik? Hoe weet jy of jy al die oplossings het? Mr Lebethe is ‘n bouer en ontvang ‘n bonus omdat hy ‘n werkie betyds voltooi. Hy besluit om sy bonus tussen die skrynwerker en homself te verdeel. Elke persoon ontvang R400. Wat was die totale waarde van die bonus? Nina en haar drie vriende deel R20,60. Hoeveel het elk van hulle gekry? CAPS FP Wiskunde Graad 1 - 3 419 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR KONTEKS-VRYE BEREKENINGE 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Van leerders word verwag om woordprobleme te bereken deur die volgende tegnieke te gebruik: • opbou of afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Sien notas vir kwartaal 1. 420 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 • Optelling tot op 800 • Aftrekking van 800 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 Gedurende hierdie kwartaal leerders gaan voort om berekeninge met driesyfer getalle tot 800 te doen. Om met drie-syfer getalle te bereken moet leerders in staat wees om • met vertroue getalsimbole tot 800 kan lees en skryf; • met vertroue getalle tot ten minste 800 kan orden en vergelyk; • met vertroue in groepe tot 800 te tel; en • met vertroue in veelvoude van 2, 3, 4, 5, 10, 50 en 100 tot 800 te tel. Moontlike metodes vir optel- en aftrekberekeninge. • Optel deur die ontbinding van beide getalle Optel van drie-syfer getalle met twee-syfer getalle 524 + 82 =  = (500 + 20 + 4) + (80 + 2) = 500 + (20 + 80+ (4 + 2) = (500 + 100) + 6 = 600 + 6 = 606 Optel van twee drie-syfer getalle 323 + 436 =  323 + 436 = (300 + 20 + 3) + (400 + 30 + 6) = (300 + 400) + (20 + 30) + (3 + 6) = 700 + 50 + 9 = 759 • Optelling (deur die afbreek van die getalle wat opgetel word) Leerders sal die getalle op maniere afbreek wat vir hulle hanteerbaar is. Dit beteken dat hulle dit op verskillende maniere sal doen. 524 + 82 =  524 + (40 + 40 + 2) 524 + 40 564 + 40 604 + 2 = 606 Tel aan van 40 tot 524 kan gedoen word deur te tel in 10e. Optel van twee drie-syfer getalle 323 + 436 =  = 323 + (400 + 20 + 6) = (323 + 400) + 20 + 6 = (723 + 20) + 6 = 743 + 6 = 749 CAPS FP Wiskunde Graad 1 - 3 421 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 • Optelling tot op 800 • Aftrekking van 800 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 • Aftrekking deur die ontbinding van beide getalle Drie-syfer getalle minus twee-syfer getalle 889 – 137 =  889 – 137 = (800 + 80 + 9) – (100 + 30 + 7) = (800 – 100) + (80 – 30) + (9 – 7) = 700 + 50 + 2 = 752 • Aftrekking deur die ontbinding van een getal 889 – 137 =  889 – (100 + 30 + 7) 889 – 100 789 – 30 759 – 7 = 752 • Gebruik halvering deur die ontbinding van een getal 525 + 16 = 525 + 8 + 8 = (525 + 8) + 8 = 533 + 8 = 541 • Tel aan en terug 805 = 798 =  Tel aan in ene van 798 is ‘n aangepaste strategie wat gebruik word as getalle na aan mekaar is. • Identifiseer amper dubbels 245 + 246 verduidelik dat dit dubbel 245 + 1 is of dubbel 246 – 1 is. 245 + 245 + 1 = (200 + 40 + 5) + (200 + 40 + 5) + 1 = (200 + 200) + (40 + 40) + (5 + 5) + 1 = 400 + 80 + 10 + 1 = 400 + (80 + 10) + 1 = 400 + 90 + 1 = 491 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 • Optelling tot op 800 • Aftrekking van 800 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 Gedurende hierdie kwartaal leerders gaan voort om berekeninge met driesyfer getalle tot 800 te doen. Om met drie-syfer getalle te bereken moet leerders in staat wees om • met vertroue getalsimbole tot 800 kan lees en skryf; • met vertroue getalle tot ten minste 800 kan orden en vergelyk; • met vertroue in groepe tot 800 te tel; en • met vertroue in veelvoude van 2, 3, 4, 5, 10, 50 en 100 tot 800 te tel. Moontlike metodes vir optel- en aftrekberekeninge. • Optel deur die ontbinding van beide getalle Optel van drie-syfer getalle met twee-syfer getalle 524 + 82 =  = (500 + 20 + 4) + (80 + 2) = 500 + (20 + 80+ (4 + 2) = (500 + 100) + 6 = 600 + 6 = 606 Optel van twee drie-syfer getalle 323 + 436 =  323 + 436 = (300 + 20 + 3) + (400 + 30 + 6) = (300 + 400) + (20 + 30) + (3 + 6) = 700 + 50 + 9 = 759 • Optelling (deur die afbreek van die getalle wat opgetel word) Leerders sal die getalle op maniere afbreek wat vir hulle hanteerbaar is. Dit beteken dat hulle dit op verskillende maniere sal doen. 524 + 82 =  524 + (40 + 40 + 2) 524 + 40 564 + 40 604 + 2 = 606 Tel aan van 40 tot 524 kan gedoen word deur te tel in 10e. Optel van twee drie-syfer getalle 323 + 436 =  = 323 + (400 + 20 + 6) = (323 + 400) + 20 + 6 = (723 + 20) + 6 = 743 + 6 = 749 422 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 • Optelling tot op 800 • Aftrekking van 800 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 • Verander ‘n getal na ‘n veelvoud van tien en trek dan af of tel in ene op Tel aan of terug tot die naaste 10 588 + 9 588 + 10 = 598 598 – 1 = 597 588 + 19 588 + 20 = 608 608 – 1 = 607 Ontwikkeling en inoefening van optel- en aftrekvaardighede Leerders moet sekere soorte optel- en aftrekvaardighede inoefen. Leerders behoort geleenthede gegee te word om die volgende tipe van berekeninge met getalle tot op 800 te doen: Die optel of aftrek van veelvoude van 10, tot meer as 100 • 40 + 70 • 70 + 80 • 120 – 30 • 150 – 60 Optel of aftrek van 10 by of van enige twee- of drie-syfer getal insluitende getalle meer as 100 Voorbeeld: • 65 + 10 • 124 + 10 • 326 – 10 • 358 - 10 Optel of aftrek van enkele getalle by of van ‘n drie-syfer getal sonder om die tiene te oorskry Voorbeeld: • 634 + 5 • 775 +  = 779 • 768 – 4 Optel en aftrek van enkele getalle by en van ‘n veelvoud van 100 CAPS FP Wiskunde Graad 1 - 3 423 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 • Optelling tot op 800 • Aftrekking van 800 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 Voorbeeld: • 600 + 4 • 500 + 3 • 700 - 6 • 800 - 5 Begin met optel en aftrek by of van veelvoude van 100 • 100 + 100 • 100 + 200 • 200 + 200 • 300 + 400 Leerders behoort geleenthede gegee te word om patrone in optel en aftrek te oefen As ek weet dat 1+ 1 = 2 Dan wat is: • 10 + 10 • 100 + 100 Begin met optel of aftrek van veelvoude van enige drie-syfer getalle Voorbeeld: • 675 + 100 • 762 - 100 Kontroleer antwoorde van berekeninge Beoordeel redelikheid van oplossings Leerders behoort gelei te word om die redelikheid van oplossings te beoordeel. Een manier om dit te doen is om hul antwoorde te skat voordat dit bereken word. Wanneer twee getalle wat na aan mekaar is, bv. 145 en 146 bymekaar getel moet word, kan leerders gebruik maak van verdubbeling as ‘n manier om hul antwoorde te skat. Kontroleer oplossings Leerders behoort te weet dat hulle • ‘n optelsom teenoor ‘n aftreksom kan kontroleer. Voorbeeld: As 436 + 118 = 454; dan is 454 – 118 = 436 • ‘n aftreksom teenoor ‘n optelsom kan kontroleer. Voorbeeld 684 – 248 = 436, dan is 436 + 248 = 684 Gebruik die inverse bewerking om oplossings te kontroleer. Dit is een rede waarom optel en aftrek saam onderrig moet word. 424 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.14 Herhaalde optel lei na vermenig￾vuldiging • Vermenigvuldig 2, 3, 4, 5, 10 tot ‘n totaal van 99 • Gebruik gepaste simbole( x, =, ) • Vermenigvuldig 2, 3, 4, 5, 10 tot ‘n totaal van 99 • Gebruik gepaste simbole( x, =, ) Gedurende hierdie kwartaal gaan leerders die volgende doen: • die woordeskat van vermenigvuldiging verstaan en gebruik; • vermenigvuldiging as reekse voor te stel; • gepaste simbole gebruik om getalsinne te interpreteer; • begryp dat herhaalde optelling verteenwoordig kan word deur die gebruik van die vermenigvuldigingsimbool; • oefen en begryp wat vermenigvuldiging in enige orde gedoen kan word (die kommutatiewe wet of eienskap); • die getallelyn gebruik om vermenigvuldigingsberekeninge te wys en in staat wees om voorstellings te verduidelik (hoe die spronge herhaalde optelling aandui); en • die distributiewe eienskap van vermenigvuldiging begin begryp. Leerders gaan voort om verskeie beelde te gebruik om vermenigvuldiging te begryp. (Sien notas vir kwartaal 2) Gebruik vermenigvuldigingstrategieë • Gebruik verdubbeling Voorbeeld: Vul in die vyfmaal ry. Watter patrone sien jy ? 1 2 3 4 5 6 7 8 9 10 × 5 × 10 Vubbel die getalle in die X 5-ry om die getalle in X 10-ry te kry. Watter patrone sien jy? Vul die X 2 ry in 1 2 3 4 5 6 7 8 9 10 × 2 × 4 Verdubbel die getalle in die X 2 ry om die getalle in die X 4-ry te kry. Watter patrone sien jy? • Gebruik halvering Drie groepe van 8 is 24 ses groepe van 4 is 24 4 + 4 + 4 + 4 + 4 + 4 8 + 8 + 8 Daarom: 6 groepe van 4 is dieselfde as 3 groepe van 8. CAPS FP Wiskunde Graad 1 - 3 425 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.15 Deling • Deel getalle tot 99 deur 2, 3, 4, 5, 10 • Gebruik gepaste simbole (÷, =, ) • Deel getalle tot 99 deur 2, 4, 5, 10, 3, • Gebruik gepaste simbole( ÷, =, ) Hoe verskil kwartaal 3 van kwartaal 2? Gedurende hierdie kwartaal sal die getalgebied waarmee die leerders werk vergroot tot 99. Werk met ‘n groter getalgebied beteken dat leerders moet begin werk met gepaste rekenstrategieë en geskrewe optekening om by hul antwoorde uit te kom. Optekening strategieë Gedurende kwartaal 3 en 4 sal leerders deling deur optekening met getalle doen en minder afhanklik van tekeninge wees. Leerders moet die berwerking verstaan om die optekening suksesvol te doen. Wanneer ‘n metode wat hulle nie verstaan nie toegepas word, sal daar foute in die bewerking wees wat leerders nie self sal kan opspoor nie. Dit is belangrik dat leerders in staat sal wees om skakels tussen vermenigvuldiging en deling te identifiseer. Die doel van die geskrewe optekening behoort ook te wees om leerders se begrip van getalverhoudings te ontwikkel. Gebruik vermenigvuldiging Leerders behoort in staat te wees om hul kennis van vermenigvuldiging te gebruik. Hulle behoort te sê: “Wat weet ek van vermenigvuldiging om die antwoord te kry?” 96 ÷ 3 =  I know: 10 x 3 = 30 Then: 96 – 30 = 66 I know 10 x 3 = 30 Then: 66 – 30 = 36 I know 10 x 3 = 30 Then: 36 – 30 = 6 6 ÷ 3 = 2 In die metode hierbo, gebruik leerders vermenigvuldiging en dan herhaalde aftrek van 96. Hulle tel dan op hoeveel keer hulle afgetrek het: 2 + 10 + 10 + 10 = 32 Ontbinding van getalle Leerders kon 96 groepeer in getalle wat met 3 geassossieer is. Leerders is weereens besig om hul kennis van vermenigvuldiging en ordening te gebruik om deling te doen. 426 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.15 Deling • Deel getalle tot 99 deur 2, 3, 4, 5, 10 • Gebruik gepaste simbole (÷, =, ) • Deel getalle tot 99 deur 2, 4, 5, 10, 3, • Gebruik gepaste simbole( ÷, =, ) 96 ÷ 3 =  96 = 30 + 30 + 30 + 6 10 groepe 10 groepe 10 groepe 2 groepe van 3 van 3 van 3 van 3 Wat leerders in beide voorbeelde doen, is herhaalde aftrekking deur groepering. Net soos vermenigvuldiging getalle opbou, kan deling gesien word as die afbreek van getalle. Op hierdie manier word die begrip van deling versterk as die inverse van vermenigvuldiging. Leerders mag groepering gebruik vir herhaalde aftrek en dit opteken op soortgelyke maniere as hieronder. 96 ÷ 3 =  10 10 10 1 1 10 10 10 1 1 10 10 10 1 1 96 ÷ 3 = 32 Werk met reste Leerders het reeds met reste gewerk toe hulle groepering in woordprobleme met deling gedoen het. Dit is belangrik dat hulle getallesinne met deling (konteks-vry) gegee word wat reste toelaat. Voorbeeld: Verduidelik aan leerders dat: As hulle weet dat 28 ÷ 7 = 4. Wat sal 29 ÷ 7 = 4 wees? Dit word verwag dat leerders hul antwoorde op die volgende manier opteken: 29 ÷ 7 = 4 res 1. Ons wil hê dat leerders in staat moet wees om te sê watter deelfeite hulle ken; bv. Ek weet 25 ÷ 5 = 5 daarom is 26 ÷ 5 = 5 res 1. CAPS FP Wiskunde Graad 1 - 3 427 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VER- EISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDS- FOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.16 Hoofrekene Getalbegrip: Getalgebied 999 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 999 en sê watter is minder of meer • Weet watter getalle is 1 meer of 1 minder • Weet watter getalle is 2 meer of 2 minder • Weet watter getalle is 3 meer of 3 minder • Weet watter getalle is 4 meer 4 minder • Weet watter getalle is 5 meer of 5 minder • Weet watter getalle is 10 meer of 10 minder Vinnige herroep: • Optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 • Vermenigvuldiging- en delingfeite vir die: • 2-maal tafel tot op 2 x 10 • 10-maal tafel tot op 10 x 10 Hoofrekenestrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getal eerste en tel aan of terug • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Getalbegrip:Getalgebied 700 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 200 en sê watter is minder of meer • Weet watter getalle is 1 meer of 1 minder • Weet watter getalle is 2 meer of 2 minder • Weet watter getalle is 3 meer of 3 minder • Weet watter getalle is 4 meer of 4 minder • Weet watter getalle is 5 meer of 5 minder • Weet watter getalle is 10 min of meer Vinnige herroep: • Herroep optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 Hoofrekenestrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getalle eerste en tel aan of terug • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Hoofrekene Sien notas vir kwartaal 2, maar gebruik die getalgebied gespesifiseer in kwartaal 3. 428 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VER- EISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDS- FOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste insluitende halwes, kwarte, agstes, derdes, sesdes, vyfdes • Herken breuke in die vorm van diagramme • Begin herken dat twee halwes of drie derdes een hele maak en dat een helfte en twee kwarte ekwivalent is • Skryf breuke as 1 halwe, 2 derdes Gedurende hierdie kwartaal gaan leerders die volgende doen:: • breukdele leer ken en benoem; • die name in verskillende kontekste gebruik; • die breukdele identifiseer; • die relatiewe grootte van breuke begryp • breukdele van voorwerpe vind; • oor gelyk breuke leer; en • breuke vergelyk. Gedurende hierdie kwartaal kan begin leerders breukdele tel en nuwe breukname leer. Tel van breukdele sal leerders toelaat om veelvoudige dele te sien en hulle die woordeskat gee vir gemengde en onegte breuke. Breukesirkels is ideal vir hierdie konsep. Moedig leerders aan om tel asof hulle ‘n versameling voorwerpe tel, bv. een-kwart, twee-kwarte, drie-kwarte, vier-kwarte, vyf kwarte. Jy kan leerders vra om een hele te maak deur kwarte te gebruik en dan te vra: “As ons vyf kwarte het, is dit meer as een hele, minder as een hele, of dieselfde as een hele?” Gebruik ook die geleentheid om die basis vir gemengde breuke voor te berei deur te vra: “neem sewe derdes. Hoeveel heles kan jy maak? Hoeveel dele bly oor?” Ons wil hê dat die leerders moet sê dat daar: “twee heles en een derde oor is.” Die tipe aktiwiteit moedig die volgende aan: • Begrip van halwes en heles • Verskillende maniere om oor meer getalle of halwes te praat CAPS FP Wiskunde Graad 1 - 3 429 WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 3 2. PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 2.1 Meetkun￾dige patrone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep eie patrone Skep eie Meetkundige patrone • met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Patrone om ons Identifiseer, beskryf in woorde en kopieër Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Patrone waarin die getal of grootte van vorms in elke fase op ‘n voorspelbare manier verander byvoorbeeld. gereelde groterwordende patrone: Skep eie patrone Skep eie Meetkundige patrone; • met voorwerpe • met tekeninge van lyne, vorms of voorwerpe Gaan voort om die leerders ‘n soortgelyke reeks patrone te gee soos in kwartaal 1, maar alle sluit nuwe vorms en voorwerpe in by die patrone waarmee hulle in ruimte en vorm gewerk het. Sien notas oor patrone in kwartaal 1 en ruimte en vorm notas kwartaal 2. Laat leerders eers toe om te kopieër en dan uit te brei en dan patrone te beskryf. Teen hierdie tyd behoort hulle in staat te wees om patrone te beskryf sonder die hulp van leidende vrae. Gaan voort om te fokus op die ontwikkeling van die woordeskat wat hulle nodig het om patrone te beskryf 1 les 430 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR 2.2 Getalpa￾trone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf eenvoudige getalpatrone tot ten minste 200. Skep eie patrone Skep eie getalpatrone. Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf eenvoudige getalpatrone tot ten minste 180. Getalpatrone behoort aantel en terugtel in te sluit: • 1e, vanaf enige getal tussen 0 en 750 • 10e vanaf enige veelvoud van 10 tussen 0 en 750 • 5e vanaf enige veelvoud van 5 tussen 0 en 750 • 2s vanf enige veelvoud van 2 tussen 0 en 750 • 3s vanaf enige veelvoud van 3 tussen 0 en 750 • 4s vanaf enige veelvoud van 4 tussen 0 en 750 • veelvoude van 20 ,25, 50,100 tot ten minste 1000 Skep en beskryf eie patrone Skep en beskryf eie getalpatrone. Sien notas vir kwartaal 1 Brei die telpatrone uit om die volgende in te sluit • 1’s vanaf enige getalle tussen 0 en 750 • 10e vanaf enige veelvoud van 10 tussen 0 en 750 • 5e vanaf enige veelvoud van 5 tussen 0 en 750 • 2s vanaf enige veelvoud van 2 tussen 0 en 750 • 100e vanaf enige veelvoud van 100 tot ten minste 1 000 • 50s vanaf enige veelvoud van 50 tot ten minste 1 000 • 25s vanaf enige veelvoud van 25 tot ten minste 1 000 • 20s vanaf enige veelvoud van 20 tot ten minste 1 000 • 3s vanaf enige veelvoud van 3 tussen 0 en 750 • 4s vanaf enige veelvoud van 4 tussen 0 en 750 Gebruik voorwerpe, prente, tabelle en vloeidiagramme om leerders se oorgang van oorslaantel na vermenigvuldiging met 10, 5, 2, 4, 3 te ondersteun. Help leerders om patrone wat hulle ken te gebruik as die grondslag vir die oefening van ander patrone byvoorbeeld. • patrone van 2’s om die grondslag te lê vir patrone van 20’s 3 lesse CAPS FP Wiskunde Graad 1 - 3 431 WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 3 3. RUIMTE EN VORM (MEETKUNDE) ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3. 1 Posisie, oriëntasie en aansig Posisie en aansigte • Pas verskillende aansigte van dieselfde alledaagse voorwerp • Benoem ‘n alledaagse voorwerp wanneer ‘n ongewone hoek daarvan gewys word • Lees, interpreteer en teken informele kaarte, of bo-aansigte van ‘n versameling voorwerpe. • Vind voorwerpe op kaarte Posisie en aanwysings • Volg aanwysings om in die klaskamer en skool rond te beweeg, • Gee aanwysings om in die klaskamer en skool rond te beweeg • Volg aanwysings van een plek na ‘n ander op ‘n informele kaart Posisie en aansigte • Lees, interpreteer en teken informele kaarte of bo-aansigte van ‘n versameling voorwerpe • Vind voorwerpe op kaarte Posisie en aanwysings Volg aanwysings van een plek na ‘n ander op ‘n informele kaart Wat is nuut in Graad 3 • Kaarte, planne en bo-aansigte van versamelings voorwerpe - vind voorwerpe op kaarte - volg aanwysings op kaarte - teken informele kaarte, planne of bo-aansigte van versamelings voorwerpe Lees en interpretasie van kaarte Kaarte is ‘n gestileerde bo-aansig van ‘n area. In Graad 3 werk leerders slegs met informele kaarte; dit sluit nie standaard padkaarte of standaard geografiese kaarte in nie. Dit kan leerders help om met planne of bo-aansigte van kleiner areas, bv. ‘n skinkbord met voorwerpe of ‘n plan van die klaskamer te begin, voordat hulle na kaarte van groter areas kyk. In kwartaal 2 word bypassende bo-aansigte, sy-aansigte en vooraansigte behandel. ‘n Skuins-aansig is ‘n aansig gedeeltelik van bo en van die kant. ‘n Skuins-aansig van die wêreld word gewoonlik as ‘n bo-aansig deur jong kinders gesien. Dit kan leerders help deur te begin met bypassende skuins-aansigte van kaarte met dieselfde areas. Wanneer twee aansigte (die skuins-aansig en die bo-aansig) gegee word, kan die leerders die een aansig met die ander aansig vergelyk met dit wat hulle sien. Help leerders eers om kaarte en planne te begryp en vra hulle dan om voorwerpe op die kaart of plan te vind, bv. “Vind die kliniek; wat is langsaan?” Wanneer leerders plekke maklik op ‘n kaart kan vind, kan hulle aanwysings van een plek na ‘n ander kry. Teken bo-aansigte van versamelings van voorwerpe en informele kaarte Dit is makliker vir leerders om die aansig van iets te teken wat hulle van bo af sien as wat dit is om ‘n kaart vanuit die geheue of verbeelding te teken. Om bo-aansigte van voorwerpe te teken,kan leerders begin deur af te kyk na ‘n versameling voorwerpe,bv. voorwerpe op die onderwyser se tafel, ‘n skinkbord met voorwerpe wat op die grond geplaas is, en die leerders kan gevra word om dit van bo af te teken. Leerders kan dan aangemoedig word om informele planne en kaarte van kleiner areas, bv. die klaskamer of skoolgrond, te teken. 3 lesse 432 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3. 2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms (sfere) • boksvorms (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe van: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde aktiwiteite Neem waar en bou gegewe 3-D voorwerpe deur van konkrete materiaal gebruik te maak soos uitsny 2-D vorms, klei, tandestokkies, strooitjies, ander 3-D Meetkundige voorwerpe. Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms (sfere) • boksvorms (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe van: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde aktiwiteite Neem waar en bou gegewe 3-D voorwerpe deur van konkrete materiaal gebruik te maak soos uitsny 2-D vorms, klei, tandestokkies, strooitjies, ander 3-D Meetkundige voorwerpe Aanbevole fokus van kwartaal 3 - Leerders kan fokus op die voorwerpe nuwe tot Graad 3, bv. piramides en keëls. - Leerders bou voorwerpe van strooitjies, pypdeurstekers, tandestokkies of gerolde papierbuise. Stel leerders bekend aan keëls en piramides. Fokus op kenmerke van 3-D Voorwerpe: plat of geboë oppervlakke, die vorms van plat oppervlakke • Plat of geboë oppervlakke In kwartaal 2 • Leerders fokus of voorwerpe plat of geboë oppervlakke het. • Leerders beskryf die vorm van die plat oppervlakkedeur te sê of dit sirkels, driehoeke, vierkante of reghoeke, is. Leerders gaan in kwartaal 3 voort, maar nou kyk hulle ook na piramides en keëls. • Bou enkel 3-D voorwerpe Leerders gebruik tandestokkies, gerolde papierbuise, strooitjies of pypdeurstekers om ‘n piramide te bou. Die leerders moet fokus op die rande van die piramide Daar word nie van die leerders verwag om die aantal rande of of hoeke te tel nie. (dit word in Graad 6 behandel). Herken en benoem voorwerpe Daar moet ‘n verskeidenheid voorwerpe vir die leerders beskikbaar wees om mee te werk: - gevorm soos sfere, bv. balle of verskillende grootte, albasters, lemoene ens. ; - gevorm soos prismas, bv. blokkies, stene, boksies van verskillende groottes bv. vuurhoutjiedosies, ontbytgraandosiesboksies, teeboksies, tandepastaboksies; - gevorm soos silinders; insluitende beide lang en smal silinders; bv. stukke pyp met ‘n silindriese vorm, kartonrolletjies van handdoekrolle of toiletrolle en kort, wye silinders; bv. politoerblikke, snuifblikkies ens.; - gevorm soos keëls; en - gevorm soos piramides. Leerders behoort gevra te word om voorwerpe uit te wys wat gevorm is soos ‘n bal (sfeer), ‘n boks(prismas) ‘n (silinder), ‘n piramide, of ‘n keel - wanneer ‘ n versameling voorwerpe gegee word; of - in die klaskamer, bv. die steen is in die vorm van ‘n boks of die lemoen is in die vorm van ‘n bal. CAPS FP Wiskunde Graad 1 - 3 433 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3. 2 3-D voorwerpe Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms (sfere) • boksvorms (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe van: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde aktiwiteite Neem waar en bou gegewe 3-D voorwerpe deur van konkrete materiaal gebruik te maak soos uitsny 2-D vorms, klei, tandestokkies, strooitjies, ander 3-D Meetkundige voorwerpe. Verskeidenheid voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms (sfere) • boksvorms (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe van: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde aktiwiteite Neem waar en bou gegewe 3-D voorwerpe deur van konkrete materiaal gebruik te maak soos uitsny 2-D vorms, klei, tandestokkies, strooitjies, ander 3-D Meetkundige voorwerpe Gedurende selfsstandige werkstyd kan leerders balle, silinders, boksvorms (prismas), piramides en keëls van klei of speeldeeg maak. Geskrewe oefeninge Hoewel die meeste werk met 3-D voorwerpe prakties gedoen word, moet die werk met geskrewe werk gekonsolideer word. Die fokus in graad 3 moet wees om die voorwerpe te benoem en om oor hulle oppervlakke te praat. Daar word nie van leerders verwag om te tel of te weet hoeveel vierkante, reghoeke, driehoeke of sirkeloppervlakke ‘n voorwerp het nie, of die aantal rante of hoeke ‘n voorwerp het nie. Woordeskat Nuttige woordeskat om oor 3-D voorwerpe te praat. Oppervlak, plat, geboë; boksies, balle; silinders; piramides, keëls lesse 434 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3. 3 2-D vorms Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms in terme van: • vorm • reguit sye • ronde sye Teken vorms • sirkels • driehoeke • vierkante • reghoeke Verskeidenheid vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms van: • vorm • reguit sye • ronde sye Teken vorms • sirkels • driehoeke • vierkante • reghoeke Sien notas vir kwartaal 1. Leerders behoort dieselfde fokus te behou, maar verskillende aktiwiteite moet gedoen word. Leerders werk met sirkels en vierkante van verskillende groottes en driehoeke en reghoeke met verskillende vorms. Hulle sorteer dit volgens reguit of ronde sye. Leerders sorteer en groepeer vorms volgens driehoeke, vierkante, reghoeke of sirkels. Werk word gekonsolideer deur geskrewe oefeninge, wat die teken van verwagte vorms insluit. 2 lesse CAPS FP Wiskunde Graad 1 - 3 435 WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 3 4 METING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4. 1 Tyd Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf, insluitende • omskakeling van dae na weke • omskakeling van weke na maande • Gebruik horlosies om tydsduur bereken in ure, halfure of kwartiere. Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf, insluitende • omskakeling van dae na weke • omskakeling van weke na maande • Gebruik horlosies om tydsduur bereken in ure, halfure of kwartiere. Leerders gaan voort om oor tydsuur en die volgorde van tyd te praat en in te oefen. Gedurende klassikale onderrigtyd en fokusgroepstyd, gaan leerders voort om oor die dae van die week, maande van die jaar, huidige dag se datum, asook die dae voor en na die huidige te praat. Leerders gaan voort om die volgende op kalenders te noteer: • verjaarsdae; • godsdienstige feeste; • historiese gebeure; • skoolgebeure; en • openbare vakansiedae Gaan op ‘n daaglikse basis voort om die leerders te vra om tyd te lees - in uur en minute op ‘n digitale horlosie; en - in uur, halfure en kwart ure op horlosies. Leerders kan byvoorbeeld gevra word hoe laat die skool of pouse begin en wanneer hulle by die huis kom, of hoe laat hulle van die een les na die volgende verander. Kies tye waar die horlosie presies op die uur, halfuur of kwartier is. Dit is nuttig om ‘n groot, werkende horlosie in die klaskamer te vertoon, sodat leerders daarna kan verwys. Leerders kan ook modelle maak van horlosies. Die leerders kan dan gevra word om die tyd te lees en berekeninge te doen byvoorbeeld “Wys my 10 uur. Wat was die tyd ‘n kwartier voor 10 uur?” Gedurende selfstandige werkstyd gaan leerders voort om oefeninge wat verband hou met die lees van tyd, te doen. - in uur, halfure, kwartiereop analogiese horlosies; en - in uur en minute op ‘n digitale horlosie. 436 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4. 1 Tyd Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf, insluitende • omskakeling van dae na weke • omskakeling van weke na maande • Gebruik horlosies om tydsduur bereken in ure, halfure of kwartiere. Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in - ure - halfure - kwartiere - minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf, insluitende • omskakeling van dae na weke • omskakeling van weke na maande • Gebruik horlosies om tydsduur bereken in ure, halfure of kwartiere. Leerders kan berekeninge doen met betrekking tot weke of dae as hulle van ‘n kalander of ‘n gedeelte van ‘n kalender voorsien word,bv vind datums en bereken die tydsduur tussenin. Lees analogiese tyd in minute Spandeer 3 lesse om leerders die vaardigheid aan te leer om analogiese tyd in minute te lees. - Herinner leerders aan die betekenisse van vm. en nm. - Herinner leerders dat daar 60 minute in ‘n uur is; dus is daar 30 minute in ‘n halfuur en 15 minute in ‘n kwartier. Laat hulle in 5e tel soos wat daar na die syfers op ‘n analogiese horlosie gewys word. - Verduidelik die gebruik van “voor” en “oor”. - Gee leerders genoegsame oefening in analogiese tyd in minute. Vra leerders gereeld deur die jaar om die tyd gedurende die dag te gee. Leerders kan op ‘n digitale horlosie kyk of hulle die korrekte tyd op ‘n analogiese horlosie lees. Laat leerders modelhorlosies maak wat hulle kan gebruik om tyd te lees en berekeninge oor tydsverskille te doen. 5 lesse CAPS FP Wiskunde Graad 1 - 3 437 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4. 2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting byvoorbeeld handbreedte, treë, potloodlengtes, tellers ensovoorts. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, groter, en wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meter stokke of meterlengtes of lyn) as die standaard lengte￾eenhede • Skat en meet lengtes in sentimeter deur ‘n liniaal te gebruik Geen omskakeling tussen meters en sentimeter word verlang nie. Bekendstelling aan formele meting • Skat, meet, orden en rekordeer lengte deur gebruik te maak van meters (òf met meterstokke òf met meterlengtes van tou) as die standaard eenheid van lengte. • Skat, meet en rekordeer lengtes in sentimeter deur ‘n liniaal te gebruik. Hoe verskil kwartaal 3 van kwartaal 2? In kwartaal 2 fokus leerders op: • Informele meting met niestandaard eenhede van lengte; en • meet in meter. In kwartaal 3 kan leerders in sentimeter begin meet deur gebruik te maak van ‘n liniaal. Dit sal die eerste meetinstrument wees wat leerders gebruik waar hulle mates vanaf graduasielyne moet lees. Skatting, meting vergelyk en optekening van lengtes, hoogtes en wydtes deur meter te gebruik • Leerders se begrip van 1 meter moet gekonsolideer word en dat meterlengtes gebruik gaan word vir meting. Sien notas vir kwartaal 2. Skatting, meting, vergelyking en optekening van lengtes, hoogtes en wydtes in sentimeter deur gebruik te maak van ‘n liniaal • Gebruik ‘n liniaal Wys leerders hoe om van nul af te begin meet. Wanneer leerders informele meeteenhede gebruik, moet hulle die voorwerp wat as ‘n eenheid gebruik word, in lyn plaas met die voorwerp wat gemeet word. Wanneer in sentimeter gemeet word, plaas jy nie die begin van die liniaal in lyn met die voorwerp wat gemeet word nie. Jy plaas die voorwerp wat gemeet word in lyn met die nul op die liniaal. Die uitveër is 2 cm lank. . Dit is ook moontlik om die begin van die voorwerp wat gemeet word in lyn met ‘n ander getal op die liniaal te plaas en dan die getal aan die begin van die voorwerp af te trek van die getal aan die einde van die voorwerp. 438 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4. 2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie￾standaard meting byvoorbeeld handbreedte, treë, potloodlengtes, tellers ensovoorts. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, groter, en wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meter stokke of meterlengtes of lyn) as die standaard lengte￾eenhede • Skat en meet lengtes in sentimeter deur ‘n liniaal te gebruik Geen omskakeling tussen meters en sentimeter word verlang nie. Bekendstelling aan formele meting • Skat, meet, orden en rekordeer lengte deur gebruik te maak van meters (òf met meterstokke òf met meterlengtes van tou) as die standaard eenheid van lengte. • Skat, meet en rekordeer lengtes in sentimeter deur ‘n liniaal te gebruik. Die uitveër is (3 cm - 1 cm)= 2 cm lank Tensy leerders vrae hieroor vra of vir hulself uitvind, kan dit oorstaan tot Graad 4. • Skatting in sentimeter Leerders moet probeer om voorwerpe te vind wat presies 1 cm lank is. Een van hul vingers mag dalk 1cm breed wees. Dit kan as verwysingspunt gebruik word om lengtes, breedtes en hoogtes in sentimeter te skat. Wanneer leerders genoegsame ondervinding t. o.v. meting in sentimeters opgedoen het, moet hulle voor elke meting skat. • Lyne, tekeninge en voorwerpe Laat leerders begin deur lyne te meet. Dit is makliker om die lengte van lyne wat die lengtes, hoogtes en wydtes van voorwerpe voorstel met ‘n liniaal te meet. Dit is moeiliker om die lengtes, hoogtes en wydtes van natuurlike voorwerpe met ‘n liniaal te meet. In Graad 4 sal leerders in sentimeter en millimeter meet. Daar word nie in Graad 3 verwag om millimeter te gebruik nie. • Vergelyk meting in sentimeter Leerders behoort voorwerpe se lengtes, wydtes en hoogtes in sentimeter te kan vergelyk. • Optekening van mate Alhoewel meting ‘n praktiese vaardigheid is, behoort leerders hul metings ten alle tye te kan opteken (beide informele eenhede en meter). Meting van lengte as ‘n konteks vir probleemoplossing en berekeninge Gedurende die tyd wat vir getalle, bewerkings en verwantskappe aangewys is, kan leerders probleme binne die konteks van die volgende oplos: • Informele meting van lengte; • meet lengtes in meter; en • meet lengte in sentimeter. Neem in ag dat die getalgebied, sowel as die probleemtipes geskik vir die kwartaal moet wees. Van leerders word nie verwag • om te weet dat 100cm = 1m; • om omskakeling tussen sentimeter en meter te doen nie; • lengtes in millimeter te lees nie; • om te weet dat 10mm = 1cm • om omskakeling tussen semtimeter en millimeter te doen nie. Berekeninge in sentimeter kan gekies word sodat hulle nie oor 100cm gaan nie. lessons CAPS FP Wiskunde Graad 1 - 3 439 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDS- FOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4. 3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa. Gebruik nie-standaard mates en ‘n balans byvoorbeeld blokkies, bakstene ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld lig, swaar, ligter; swaarder Bekendstelling aan formele meting • Vergelyk, orden en rekordeer die massa van kommersieël verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel, of in gram byvoorbeeld 500 gram sout • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik Geen omskakeling tussen gram en kilogram word verlang nie Gedurende onafhanklike tyd kan leerders voortgaan met die • Skat, meet, orden, vergelyk en rekordeer massa van voorwerpe deur gebruik te maak van ‘n balans met informele meeteenhede • Vergelyk, orden en teken hul bevindings op - kruideniersware waarvan die massa in kilogram geskryf is - kruideniersware waarvan die massa in gram geskryf is See die notas vir kwartaal 2. Meet massa as ‘n konteks vir probleemoplossing en berekeninge Gedurende tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van • informele meting van massa; en • meting van massa in kilogram. Neem in ag dat die getalgebied sowel as die reeks problemtipes gepas vir die kwartaal moet wees. 440 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDS- FOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4. 4 Kapasitieit / Volume Informele meting • Skat, meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer kan hou as dit gevul is). Gebruik nie-standaard mates byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liter, halwe liter en kwart liter te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan kapasiteit in liter geskryf is byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf, of in milliliter; byvoorbeeld 500 ml melk, 340 milliliter koeldrank, 750 milliliter olie • Weet dat ‘n standaard koppie 250 milliliter is • Weet dat ‘n teelepel 5 milliliter is Geen omskakeling tussen milliliter en liter word verlang nie Gedurende selfstandige werktyd behoort leerders voort te gaan om Die kapasiteit van houers of die volume in houers te skat, te meet, te vergelyk, te orden en te rekordeer deur die gebruik van nie-standaard mates. Die volg van resepte, insluitende bakwerk, is ‘n nuttige konteks waarin leerders meting kan oefen. Kies resepte waar bestanddele in koppies, teelepels of informele eenhede gegee is. • Vergelyk en orden die kapasiteit van ‘n verskeidenheid bottels en kruideniersware waarop die volume op die verpakking geskryf is. • Gebruik òf 1 liter bottels of òf 1 liter bekers om die kapasiteit op van houers of die volume in houers in liter te skat en te meet, te vergelyk, te orden en te rekordeer. • Gebruik houers wat in milliliter gemerk is, bv. 200 ml, 330 ml, 500 ml, 750 ml, of 250 ml maatkoppies, of 5 ml maatlepels, of bekers wat milliliterlyne bevat om volume of kapasitiet van ongemerke houers te meet. Sien die notas in kwartaal 1. Leerders behoort geskrewe aktiwiteite gegee te word om die volgende te konsolideer, insluitende die lees van prente van: • produkte met hul kapasiteit opgeskryf, te orden; en • prente van bekers waar die inhoud naby aan ‘n gemerkte 1 of 2 liter lyn is. Die verwagting is dat leerders slegs tot die naaste gemerkte lyn moet lees. Hulle beskryf volume as amper/byna/naby aan/‘n bietjie meer as/min of meer/ presies die getal (liter) wat hulle vanaf ‘n beker lees. • Produkte met hul kapasiteit in milliliter geskryf om dit in volgorde te orden • Prente van bekers waar die volume tot die naaste gemerkte lyn genommer is. Die verwagting is dat leerders slegs tot die naaste gemerkte lyn moet lees. Meting van kapasiteit as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van • informele meting van kapasiteit of volume, byvoorbeeld Ouma gebruik 2 koppies melk om ‘n nagereg te maak. Hoeveel melk sal sy benodig indien sy die resep wil verdubbel? • liters • milliliter Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. CAPS FP Wiskunde Graad 1 - 3 441 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDS- FOKUS VIR KWARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4. 5 Omtrek en area Omtrek • Ondersoek die afstand rondom 2-D vorms en 3-D voorwerpe deur tou te gebruik Area • Ondersoek area deur van teëls gebruik te maak Omtrek • Ondersoek die afstand rondom 2-D vorms en 3-D voorwerpe deur tou te gebruik Meting rondom voorwerpe of meting van omtrek is nuut in Graad 3. Meting van omtrek word slegs informeel in Graad 3 gedoen. Bied leerders baie oefening deur gebruik te maak van tou om rondom ‘n verskeidenheid voorwerpe, bv. hul koppe, bottels (sluit in lang bottels wat nouer lyk en korter bottels wat wyer lyk), blikkies, bekers, bokse, ens. te meet. Laat leerders eers skat watter voorwerpe hulle dink ‘n groter omtrek het en toets dit dan deur die afstande met ‘n stukkie tou te meet en dit dan te vergelyk. Leerders kan ook 2-D vorms meet deur ‘n stuk tou te gebruik. Leerders kan ook informele meting van omtrek doen deur gebruik te maak van nie￾standaard eenhede soos botteldoppies, vuurhoutjies, ens. 1 les 442 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 3 5. DATAHANTERING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 3 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 5. 4 Versamel en organiseer data Versamel en organiseer data • Versamel data oor die klas of skool deur vrae wat deur onderwyser gevra word, te beantwoord. • Organiseer data wat deur onderwyser of ‘n boek verskaf word • Organiseer data in - lyste - telmerkies - tabelle Versamel en organiseer data Versamel data oor die klas of skool deur vrae wat deur onderwyser gevra word, te beantwoord Verteenwoordig data Stel data voor in ‘n staafgrafiek Ontleed en interpreteer data Beantwoord vrae oor data in ‘n staafgrafiek Dit was aanbeveel dat leerders in Kwartaal 1 ‘n staafgrafiek maak en dat hulle in Kwartaal 2 prentdiagramme en tabelle wat deur onderwyser voorsien was, moes analiseer. In Kwartaal 3 kan leerders of deur die volle datasiklus werk (sien notas vir kwartaal 1) of hulle kan begin met data wat in ‘n lys of tellingstabel voorgestel word en dit dan in ‘n staafgrafiek herorganiseer. Dit is makliker vir leerders om die staafgrafiek op blokkiespapier teken. Jy sal leerders aan die sleutelkenmerke van ‘n staafgrafiek moet herinner. Leerders sal vrae oor die staafgrafiek moet beantwoord; (Sien kwartaal 1 vir gepaste tipes vrae.) 3 lesse CAPS FP Wiskunde Graad 1 - 3 443 WISKUNDE GRAAD 1-3 GRAAD 3 KWARTAAL 4 1. GETALLE, BEWERKINGS EN VERWANTSKAPPE ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 1000 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. Teen die einde van hierdie kwartaal behoort leerders 1000 voorwerpe gesien, aangeraak en beweeg het. Hulle behoort het ‘n sin van die ‘hoeveelheid’ van 1000. Die strategie van groepering word aangemoedig. 444 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.1 Tel voorwerpe Tel voorwerpe Gee ‘n redelike skatting en tel ten minste 1000 alledaagse voorwerpe. Groepering as ‘n strategie word aangemoedig. Teen die einde van die kwartaal behoort hulle in staat te wees om op die volgende tipe vrae en instruksies te reageer: • Tel die tellers in groepe van vywe, tiene. • Herrangskik en tel weer. Het jy nog steeds dieselfde aantal tellers? • Hier is 200 tellers. Tel dit deur dit in groepe van tien te groepeer. Sou jy verkies om die 200 tellers in groepe van 20 of 25 te tel? Hoekom? • Besluit op die beste manier waarop ‘n versameling potlode getel kan word • Here is 80 tellers. • Sal die totale aantal tellers steeds dieselfde wees indien ons in twees of tiene tel? • Tel 46 tellers deur dit in groepe van 2 te groepeer. Is dit vinniger om in twees te tel as in ene? CAPS FP Wiskunde Graad 1 - 3 445 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.2 Tel aan en terug Tel aan en terug tel sluit in: • 1e, vanaf enige getal tussen 0 en 1000 • 10e vanaf enige veelvoud van 10 tussen 0 en 1000 • 5e vanaf enige veelvoud van 5 tussen 0 en 1000 • 2s vanf enige veelvoud van 2 tussen 0 en 1000 • 3s vanaf enige veelvoud van 3 tussen 0 en 1000 • 4s vanaf enige veelvoud van 4 tussen 0 en 1000 • in 20s, 25s, 50s,100e tot ten minste 1 000 Tel aan en terug tel sluit in: • 1e, vanaf enige getal tussen 0 en 1000 • 10e vanaf enige veelvoud van 10 tussen 0 en 1000 • 5e vanaf enige veelvoud van 5 tussen 0 en 1000 • 2s vanf enige veelvoud van 2 tussen 0 en 1000 • 3s vanaf enige veelvoud van 3 tussen 0 en 1000 • 4s vanaf enige veelvoud van 4 tussen 0 en 1000 • in 20s, 25s, 50s,100e tot ten minste 1 000 Teen die einde van die kwartaal behoort leerders in staat wees om: Met selfvertroue en hardop in ene, tiene, vyf’s, twee’s, twintigs, vyf-en-twintig’s, vyftigs en honderde tot 1000 te tel Antwoord vrae soos: Tel in tiene vanaf 400 tot 500. Tel nou terug. Tel in 2e vanaf 564 tot 580. Tel nou terug. Tel terug in tiene vanaf 200 tot 40 Tel in vyftigs van 600 tot 800. Hoeveel vyftigs het jy getel? Tel terug in 100e vanaf 620. Hoeveel honderde het jy getel? Tel terug in ene vanaf 876 tot 866. Hoeveel ene het jy getel? Hoe kan jy seker maak dat jy korrek is? Tel 15 treë aan in 5e vanaf 305. By watter getal is jy nou? As jy in 25’s tel vanaf 525 tot 850 sal jy die getal 725 gebruik? Tel en kontroleer Wat getal is volgende? 467, 468, 469, 725, 750, 775, 420, 440, 460 820, 800, 780 Tel deur getallelyne te gebruik Teken ‘n leë getallelyn en dui die volgende getalle daarop aan: 602, 604, 610. Waar sou jy 606 plaas? Tel deur jou getallelyn te gebruik van 602 tot 610. Tel in tiene vanaf 314 tot 344. Watter syfers verander? Watter syfers verander nie? Hoekom verander die honderde nie? Wat gebeur as jy terugtel? 446 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.3 getalle simbole en getalle names Identifiseer, herken en lees getalle • Identifiseer, herken en lees getalle simbole 0 - 1 000 • Skryf getalsimbole 0 -1 000 • Identifiseer, herken en lees getalname 0 -1000 • Skryf getalname 0 -1000 Identifiseer, herken en lees getalle • Identifiseer, herken en lees getalle simbole 0 tot 1 000 • Skryf getalle simbole 0 -1 000 • Identifiseer, herken en lees getalle name 0 -1000 • Skryf getalle name 0 -1000 Teen die einde van die kwartaal behoort leerders in staat te wees om die volgende te doen: Lees en skryf getalle tot ten minste 1000 Beantwoord vrae soos: • Wat is die getal op die kaart? 642 • Vind die kaart met 738 of sewe-honderd-agt-en-dertig. Lees die volgende getalle hardop: 534, 947, 974, 345 Lees hierdie woorde: • Drie-honderd-twee-en-veertig • Agt-honderd-een-en-twintig • Vier honderd-nege-en-sestig • Een duisend • Nege-en-twintig Skryf in syfers • Vyf honderd-en-sewentig • Vier honderd • Ses honderd-vyf-en-tagtig CAPS FP Wiskunde Graad 1 - 3 447 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.4 Beskryf vergelyk, orden getalle Beskryf, vergelyk en orden getalle tot 999 • Beskryf en vergelyk heelgetalle tot 999 gebruik kleiner as, groter as, meer as, minder as en is gelyk aan. • Beskryf en orden heelgetalle tot 999 van die kleinste tot die grootste; en van die grootste tot die kleinste. Gebruik ranggetalle om volgorde, plek of posisie aan te dui • Gebruik, lees en skryf ranggetalle, insluitende die afkortingsvorm tot 31 Beskryf, vergelyk en orden getalle tot 999 • Beskryf en vergelyk heelgetalle tot op 999 gebruik kleiner as, groter as, meer as, minder as en is gelyk aan. • Beskryf en orden heelgetalle tot op 999 van kleinste tot grootste; en grootste tot kleinste Gebruik ranggetalle om volgorde, plek of posisie aan te dui Gebruik, lees en skryf ranggetalle, insluitende die afkortingsvorm tot 31 Teen die einde van die kwartaal behoort leerders in staat te wees om die volgende te doen: Orden getalle tot ten minste 1000 Antwoord vrae wat op verskillende maniere gestel word: Bestudeer die getallelyn. Waar kom 450 voor? Waar kom 700 voor? Waar kom 350 voor. Voltooi nou die res van die getalle. Skryf die getalle van die grootste tot die kleinste 345, 428, 389, 561, 600, 739, 620, 824 Vergelyk getalle tot 999 Watter getal is 1 meer as 563 Watter getal kom na 768 Watter getal is 1 minder as 431 Watter getal is 10 meer as 620 Watter getal is 10 minder as 650 Watter getal is 20 meer as 480 Watter getal is 20 minder as 740 Watter getal is 25 meer as 625 Watter getal is 50 meer as 250 Watter getal is 50 minder as 700 Watter getal is 100 meer as 300 Watter getal is 100 minder as 800 Antwoord waar of vals. Gee ‘n rede vir jou antwoord 220 is nader aan 200 as 250 403 is nie nader aan 400 as 420 nie 15 is nader aan 0 as aan 30 Vul in meer as of minder as 145 is _________ 154 823 is _________ 789 466 is _________ 664 Gebruik die syfers 9, 0, 6 om die grootste getal moontlik te vorm. Wat is die kleinste getal wat gevorm kan word? 448 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van drie-syfer getalle tot 999 • Herken wat elke getal verteenwoordig • Ontbind 3 syfer getalle tot op 999 in veelvoude van 100, veelvoud van tiene en ene (HTE) • Identifiseer en noem die waarde van elke getal Gedurende hierdie kwartaal word die inskerping van die volgende begrippe aangemoedig: • getalle kan ontbind word in honderde, tiene en ene. • Verstaan dat 51 groter is as 15 omdat 51 uit 5 groepe/bondels van tien bestaan en 15 uit slegs een groep/bondel van tien. • Wanneer daar in tiene getel word en die leerders by die getal 40 kom, weet hulle 4 tiene getel het. Teen die einde van die kwartaal behoort leerders in staat te wees om: Gebruik, lees en skryf die woordeskat van plekwaarde met begrip. Ene, tiene, honderde, syfers, een-syfer, twee-syfer getalle..., drie-syfer getalle, plekwaarde... Herken 0 as plekhouer in twee- en drie-syfer getalle soos: 60 305 720 Ontbinding van ‘n getal om die waarde van elke getal aan te toon 637 = 600 + 30 + 7 Gebruik hul spreikaarte om dit te demonstreer 7   30   600 Gebruik die Dienes blokkies om die plekwaarde van ‘n getal aan te toon. Beantwoord vrae soos: Wat verteenwoordig elke syfer (7 / 2 / 1) in die getal in 127? Hoeveel honderde is daar in elkeen van die volgende getalle?: 300, 500, 700, 412, 568 Hoeveel bondels van tien is daar in elkeen van die volgende getalle? 50, 80, 100, 200, 700, 120 Skryf die getalle: Een honderd en vyf Ses honderd vyf en twintig Vier honderd nege en tagtig Drie honderd en drie CAPS FP Wiskunde Graad 1 - 3 449 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.5 Plekwaarde Herken die plekwaarde van drie-syfer getalle tot 999 • Herken wat elke getal verteenwoordig • Ontbind 3 syfer getalle tot op 999 in veelvoude van 100, veelvoud van tiene en ene (HTE) • Identifiseer en noem die waarde van elke getal Skryf die getalle: 1 honderd + 2 tiene Two honderde + 3 tiene + 7 ene Vier honderde + 9 tiene + 3 ene Verduidelik watter getal in elke plekhouer moet gaan 872 =  + 70 + 2 129 = 100 +  + 20 + 9 346 = 300 + 40 +  Skryf die waarde van elke syfer in die getal 762 neer. LOS PROBLEME IN KONTEKS OP 1.6 Probleem￾oplossings tegnieke Gebruik die volgende tegnieke vir probleemoplossing en verduideliking oplossings vir probleme: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Leerders is verwag met die oplossing van woordprobleme deur die volgende tegnieke te gebruik: • Opbou of afbreek van getalle • Verdubbeling en halvering • getallelyne • Afronding in tiene Sien notas vir kwartaal 2 op die volgende strategieë • Opbou en afbreek • Verdubbeling en halvering • getallelyne Afronding in tiene Gedurende hierdie kwartaal leerders kan toepas die tegniek van afronding vanaf wanneer doen woordprobleme. Voorbeeld: Noah het R48,00. die pack van kaarte hy collects kos R5,00. hoeveel packs van kaarte kan hy koop? Die leerder kan ronde vanaf R48 tot die naaste ten, watter is R50,00. Dit beteken hy kan ‘byna’ koop 10 packs. Leerders sal het tot doen die reken en dan werk uit as hul antwoord is reasonably naby aant die hoeveelheid rounded vanaf. Toelaat leerders om tot kies die tegniek mees comforin staat wees om vir hulle. However, as leerders is gebruik tegnieke wat is not effektief dan hulle moet tot be gelei om tot kies meer effektief tegnieke. Leerders do not het tot be fluent in die tegnieke. hulle sal be in staat wees om gebruik hulle again in die Intermediêre Fase. 450 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.7 Optel, aftrek Oplossing van woordprobleme in konteks en verduidelik eie oplossings vir probleme met betrekking tot optel en aftrek met antwoorde tot 999.. Teen die einde van die kwartaal behoort leerders in staat te wees om die volgende tipe probleme te doen. Optel en aftrek Daar is ten minste drie algemene tipes optel- en aftrekprobleme en elke tipe kan op verskillende maniere gestel word. Die algemene tipes is: Verander Susan het 234 plakkers gekollekteer. Jan gee haar nog 80 plakkers. Hoeveel plakkers het sy nou? Daar is 500 passasiers op ‘n trein. 176 passasiers klim af. Hoeveel passasiers is oor op die trein? Samestelling Neels versamel items vir die skool se herwinningsprojek. Hy het 124 plastiese bottels gekollekteer en 268 blikkies. Hoeveel items het hy gekollekteer? Die winkel het 368 pakkies skyfies; 82 pakkies is Chippos en die res is Ziksnacks. Hoeveel pakkies Zicksnacks is daar? Vergelyk Die graad 2 klas kollekteer R446. Die graad 3 klas kollekteer R729. Hoeveel meer geld het die Graad 3-klas gekollekteer? Stel van probleme op verskillende maniere Probleme moet op verskillende maniere gestel word, byvoorbeeld, beide van die volgende probleme is “veranderingsprobleme”, maar die onbekendes is op verskillende plekke in die probleem. Die winkel het pakkies mieliemeel; 55 meer word bestel. Daar is nou 170 pakkies mieliemeel. Hoeveel pakkies was daar aanvanklik? Die winkel het 500 pakkies suiker. Daar is 324 pakkies suiker nadat daar van die pakkies verkoop is. Hoeveel pakkies het hulle verkoop? CAPS FP Wiskunde Graad 1 - 3 451 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.8 Herhaalde optel lei na vermenig￾vuldiging Los woordprobleme in konteks op en verduidelik eie oplossings vir probleme deur gebruik te maak van herhaalde optel of vermenigvuldiging met antwoorde tot 99 Voorbeelde van probleme wat hierdie kwartaal gedoen kan word Herhaalde optel Hoeveel wiele het 36 motors? Verhouding/ratio Thami spaar elke week35c. Hoeveel geld spaar hy in 8 weke? Roosters/Rye Mr Khumalo plante 20 rye lemoenbome. Daar is 12 bome in ‘n ry. Hoeveel bome is daar altesaam? Probleem situasies met verskillende funksionele verhoudings Heila verkoop worsbroodjies teen R4 elk. Maak ‘n tabel om haar te help om die korrekte bedrag vir groot bestellings te vind. Aantal worsbroodjies 1 2 3 4 5 10 20 Koste in R 4 8 Gebruik die tabel om die koste van sewe en 23 worsbroodjies te vind. Sedick pas babas op. Hy vra R20 vir reisonkostes en R5 per uur vir die oppas van die baba.. Voltooi die tabel vir hom. 1.9 Groepering en verdeling wat lei tot deling Los probleme op en verduidelik oplossings wat gelyke deling en groepering insluit tot 200 met anwoorde wat ‘n res mag insluit Voorbeelde van probleme wat hierdie kwartaal gedoen kan word Groepering Groepering, ignoreer die res ‘n Bakery verkoop broodrolletjies in sakkies van 12. Daar is 118 rolletjies. Hoeveel sakkies van 12 rolletjies elk kan hulle opmaak? Groepering, sluit die res by die antwoord in ‘n Boer het 227 eiers. Hoeveel eierdosies, wat elk 6 eiers kan hou, benodig hy om al die eiers te verpak? Deling Deling; ignoreer die res Vyf vriende deel 84 lekkers sodat hulle almal dieselfde aantal lekkers kry. Hoeveel lekkers kry elkeen? 452 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.10 Breuke Los praktiese probleme op en verduidelik oplossings wat gelyke deling insluit en wat lei na oplossings wat eenheids- en nie￾eenheidsbreuke insluit byvoorbeeld 1 2, 1 4, 3 4, 2 5 ensovoorts Voorbeelde van probleme wat hierdie kwartaal gedoen kan word Deling wat na breuke lei Deel 15 sjokolade stafies tussen 6 vriende sodat hulle elkeen dieselfde hoeveelheid van die sjokolade kry en daar niks oor is nie. Deel 7 sjokolade stafies tussen 3 vriende sodat hulle elkeen dieselfde hoeveelheid van die sjokolade kry en daar niks oor is nie. Breuk van ‘n versameling Ouma gee Kiki R12. Kiki wil ‘n derde van die geld spaar. Hoeveel geld moet sy van die R12 spaar ? Samestelling van breuke Die netbalafrigter gee elke speler ‘n halwe lemoen. Daar is 14 spelers. Hoeveel lemoene benodig sy? Hierdie tipe probleem moet slegs gestel word nadat die leerders vier of vyf probleme opgelos het van “Deel, herlei na breuke” en die name van breukdele ken. Skryf breuke Daar word nie van leerders verwag om die breuksimbool te skryf nie. Leerders het geleer hoe om breukname te skryf byvoorbeeld 1 vyfde, 3 kwarte of 3 sesdes. Dit help hulle, eerstens, om te verstaan wat die breuknaam beskryf en hoeveel gelyk dele die hele in verdeel is, byvoorbeeld, halwes, derdes, kwarte, ensovoorts en tweedens, na hoeveel van daardie dele verwys word, byvoorbeeld 2 derdes. Voorstelling van woordprobleme met breuke Leerders moet hul antwoorde teken om te bewys wat hulle die probleem verstaan. Verwag dat sommige leerders die breuk korrek mag teken maar die breukdeel verkeerd sal benoem. Leerders moet die dele benoem en dit as “2 derdes” skryf. CAPS FP Wiskunde Graad 1 - 3 453 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.11 Geld • Herken en identifiseer Suid-Afrikaanse munte en banknote • Oplossing van geldprobleme wat totale en kleingeld in rand of sent insluit • Herlei tussen rand en sent Voorbeelde van probleme wat hierdie kwartaal gedoen kan word • Waarde van geld en opmaak totale byvoorbeeld: - Skryf 325c as rand en sent. - Op hoeveel verskillende maniere kan jy R400 opmaak deur slegs banknote te gebruik? Hoe weet jy of jy het al die oplossings het? - Travis het ‘n 50c stuk en vier 20c stukke. Toffies kos R1,20. Hoeveel kleingeld sal hy kry? • Mandla betaal R5,50 om ‘n taxi tot by die skool te neem - Hoeveel kos dit hom elke dag? Koop en verkoop probleme • Pedro se ouma gee hom R5. Watter 3 lekkers kan hy koop? Choc chuckle R2,70; suiglekkers R1,80; suurwurms R1,40; perselekkers R1,60; mintlekkers R2,20; toffies R1,20. • Damon koop drie boeke teen R80 elk. Hoeveel kleingeld sal hy van R300 kry ? • Pakkies van 5 mintlekkers kos 44c elk. Mnr. King benodig 88 mintlekkers. Hoeveel pakkies behoort hy te koop? Wat sal hy daarvoor betaal? BEREKENINGE 1.12 Tegnieke (metodes of strategieë) Gebruik die volgende tegnieke wanneer bewerkinge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyne • afronding in tiene Sien notas vir kwartaal 3. 454 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 Gedurende hierdie kwartaal leerders gaan voort om getalle te ontbind om berekeninge te doen. Moontlike metodes vir optel- en aftrekberekeninge. Ontbinding van getalle in kleiner dele om die bewerking te vergemaklik Gebruik kennis van plekwaarde om getalle in honderde, tiene en ene te ontbind • Optelling deur die ontbinding van beide getalle Optelling van drie-syfer getalle met twee-syfer getalle 524 + 82 =  = (500 + 20 + 4) + (80 + 2) = 500 + (20 + 80+ (4 + 2) = (500 + 100) + 6 = 600 + 6 = 606 Optelling van twee drie-syfer getalle 323 + 436 =  323 + 436 = (300 + 20 + 3) + (400 + 30 + 6) = (300 + 400) + (20 + 30) + (3 + 6) = 700 + 50 + 9 = 759 • Optelling (deur die getal wat bygetel word, te ontbind) Leerders mag die getal ontbind op maniere wat vir hulle hanteerbaar is. Dit beteken dat hulle dit op verskillende maniere sal doen. 524 + 82 =  524 + (40 + 40 + 2) 524 + 40 → 564 + 40 → 604 + 2 = 606 Optelling van twee drie-syfer getalle 323 + 436 =  = 323 + (400 + 20 + 6) = (323 + 400) + 20 + 6 = (723 + 20) + 6 = 743 + 6 = 749 CAPS FP Wiskunde Graad 1 - 3 455 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 • Aftrekking deur die ontbinding van beide getalle Aftrekking van drie-sygergetalle van drie-syfergetalle 889 – 137 =  889 – 137 = (800 + 80 + 9) – (100 + 30 + 7) = (800 – 100) + (80 – 30) + (9 – 7) = 700 + 50 + 2 = 752 • Aftrekking deur die ontbinding van een getal Aftrekking van drie-sygergetalle van drie-syfergetalle 889 – 137 =  889 – (100 + 30 + 7) 889 – 100 → 789 – 30 → 759 – 7 = 752 • Gebruik halvering deur die ontbinding van een getal 525 + 16 = 525 + 8 + 8 = (525 + 8) + 8 = 533 + 8 = 541 • Tel aan en terug 805 = 798 =  Tel aan in ene van 798 is ‘n aangepaste strategie wat gebruik word as getalle na aan mekaar is. • Identifiseer amper dubbels 245 + 246 Verduidelik dat dit dubbel 245 + 1 is of dubbel 246 – 1 is. 245 + 245 + 1 = (200 + 40 + 5) + (200 + 40 + 5) + 1 = (200 + 200) + (40 + 40) + (5 + 5) + 1 = 400 + 80 + 10 + 1 = 400 + (80 + 10) + 1 = 400 + 90 + 1 = 491 456 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 Ontwikkeling en inoefening van optel- en aftrekvaardighede Leerders moet sekere soorte optel- en aftrekvaardighede inoefen Tel aan of terug tot die naaste 10 588 + 9 588 + 10 = 598 598 - 1 = 597 588 + 19 588 + 20 = 608 608 – 1 = 607 Leerders behoort geleenthede gegee te word om die volgende tipe van berekeninge met getalle tot op 800 te doen: Die optel of aftrek van veelvoude van 10, tot meer as 100 40 + 70 70 + 80 120 – 30 150 – 60 Optel of aftrek van 10 by of van enige twee- of drie-syfer getal insluitende getalle meer as 100 Voorbeeld: 65 + 10 124 + 10 326 – 10 358 - 10 Optel of aftrek van enkele getalle by of van ‘n drie-syfer getal sonder om die tiene te oorskry Voorbeeld: 634 +5 775 +  = 779 768 – 4 CAPS FP Wiskunde Graad 1 - 3 457 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 Optel en aftrek van enkele getalle by en van ‘n veelvoud van 100 Voorbeeld: 600 + 4 500 + 3 700 - 6 800 - 5 Begin met optel en aftrek by of van veelvoude van 100 100 + 100 100 + 200 200 + 200 300 + 400 Leerders behoort geleenthede gegee te word om patrone in optel en aftrek te oefen As ek weet dat 1+ 1 = 2 Dan wat is: 10 + 10 100 + 100 Begin met optel of aftrek van veelvoude van enige drie-syfer getalle Voorbeeld: 675 + 100 762 - 100 Begryp optelling teen die einde van die jaar Teen die einde van die jaar behoort leerders in staat te wees om: Die woordeskat van optel te verstaan en te gebruik: Meer as, optel, som van, totaal, altesaam, is gelyk aan teken. Lees en skryf die simbool vir optel (+) en die simbool vir is gelyk aan (=) Gaan voort om die begrip van optelling te ontwikkel as aantel en die spronge op ‘n getallelyn, byvoorbeeld, beantwoord die volgende. Wat moet ek by 67 tel om 85 te kry? Die getallesin vir my vraag is: 67 +  = 85. 458 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 Reageer op die volgende tipe vrae: • Tel 43 en 19 bymekaar • Tel tien by 167 • 51 plus 83 • Tel 70 by 50 • 280 = 120 + 80 +  • Wat is 30 meer as 160 • Vind die som van 156 en 14 • Tel twaalf by een honderd vyf en sewentig • Watter getal is tien meer as 483? • Watter getal moet jy by 45 tel om 178 te kry? • Watter getal moet jy by 25 tel om 178 te kry? • Wat moet by 56 getel word om 170 te kry? • Drie honderd plus vier tiene plus 3 ene • 12 tiene plus 8 ene • 245 + 10 =  245 + 20 =  245 + 30 =  Weet dat  in die plek van ‘n onbekende getal is 45 + 81 =  67 +  = 125 47 + 32 + 8 =  31 +  + 20 = 160  + r = 100  + r = 120  + r = 450 Begryp en gebruik die kennis dat optel in enige volgorde gedoen kan word: 178 + 12 = 190 daarfore 12 + 178 = 190 CAPS FP Wiskunde Graad 1 - 3 459 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 Begrip van aftrekking teen die einde van die jaar Die woordeskat met betrekking tot aftrekking verstaan en gebruik. Wegneem, aftrek, hoeveel is oor, hoeveel minder is.. as..., verskil tussen, hoeveel meer is... as...., hoeveel meer is nodig om ... te maak. Lees en skryf die simbool vir aftrekking (-) Gaan voort om die begrip van aftrekking te ontwikkel as: Wegneem; en vind die verskil tussen. Verstaan dat wanneer ‘n nul weggeneem word, die getal onveranderd bly: 192 – 0 = 192 192 = 192 – 0 Reageer op geskrewe vrae wat op ‘n verskeidenheid maniere gestel word soos: • 37 neem weg 13 • Neem 40 van 280 • 162 minus 42 • Trek 45 af van 390 • Wat is die verskil tussen 738 en 157? • Hoeveel minder is 117 as 449? • Watter getal moet jy van 56 aftrek om 122 te kry? • Watter getal moet jy van 56 aftrek om 132 te kry? • Watter getal moet jy van 56 aftrek om 142 te kry? • Vind getalpare met ‘n verskil van 10 • Daar is 45 potlode in die onderwyser se laai. Sy deel 17 potlode uit. Hoeveel is oor? Vind getalpare met ‘n verskil van 20. Weet dat  in die plek van ‘n onbekende getal is. 557 – 134 =  800 – 530 =  762 –  = 448 598 – 42 =  460 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 687 –  = 375 13 – 6 = 15 –   – 18 = 24 174 – 14 =  199 –  = 25 Begin verstaan that: 125 – 10 verskil van 10 - 125 Begryp en gebruik die verwantskap tussen optel en aftrek. Sê en skryf ooreenstemmende aftrekfeite om ‘n gegewe optelfeit en omgekeerd. byvoorbeeld: 25 + 68 = 93 impliseer dat 93 – 68 = 25 is 68 + 25 = 93 impliseer dat 93 – 25 = 68 is 122 – 104 = 18 impliseer dat 18 + 104 = 122 is Beantwoord die volgende sonder die gebruik van apparaat: Indien jy weet dat 145 + 120 = 265 Wat is: 120 + 145 265 – 120 265 – 145 Indien jy weet dat 154 – 38 = 116 Wat is: 154 – 116 116 + 38 38 + 116 Skryf en antwoord die volgende 64 – 37 =  daarom 37 +  = 64 137 – 17 =  daarom  + ∆ = 137 200 – 100 =  daarom  + 100 = 200 89 – 38 = 51; 51 is die verskil omdat  + ∆ = 89 Skryf vier getalsinne deur hierdie getalle gebruik: 160, 35, 125 CAPS FP Wiskunde Graad 1 - 3 461 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.13 Optelling en aftrekking • Optelling tot 999 • Aftrekking van 999 • Gebruik gepaste simbole( +, -, =, ) • Inoefening van getalkombinasies tot 30 Kontroleer antwoorde van berekeninge Beoordeel redelikheid van oplossings Leerders behoort gelei te word om die redelikheid van oplossings te beoordeel. Een manier om dit te doen is om hul antwoorde te skat voordat dit bereken word. Wanneer twee getalle wat is na aan mekaar, bv. 45 en 46 bymekaar getel moet word, kan leerders gebruik maak van verdubbeling as ‘n manier om hul nantwoorde te skat. Kontroleer oplossings Leerders behoort weet dat hulle: • ‘n optelsom teenoor ‘n afreksom kan kontroleer. Voorbeeld: As 36 + 18 = 54; dan is 54 – 18 = 36 • ‘n aftreksom teenoor ‘n optelsom kan kontroleer. Voorbeeld 84 – 48 = 36, dan is 36 + 48 = 84 Gebruik die inverse bewerking om oplossings te kontroleer. Dit is een rede waarom optel en aftrek saam onderrig moet word. 1.14 Herhaalde optelling wat lei tot vermenigvul￾diging • Vermenigvuldig getalle 1 tot 10 met 1, 2, 3, 4, 5, 10 • Gebruik gepaste simbole (x, =, ) Gedurende hierdie kwartaal, gaan leerders voort om: • die woordeskat van vermenigvuldiging te ken en verstaan; • vermenigvildiging as rye/roosters voor te stel; • die gepaste simbole te gebruik om getalsinne te interpreteer; • verstaan dat herhaalde optelling deur ‘n vermenigvuldigingsteken voorgestel kan word; • verstaan en oefen dat vermenigvuldiging in enige volgorde gedoen kan word (die kommunitatiewe wet of beginsel); • gebruik die getallelyn om vermenigvuldigingsberekeninge te wys en die vermoê om die voorstellings te verduidelik (hoe die spronge herhaalde optel wys); en • dreunsang die vermenigvuldigingstafels. Teen die einde van die kwartaal behoort leerders: Die woordeskat van vermenigvuldiging in praktiese situasies te gebruik: Dubbel, keer, vermenigvuldig met, veelvoude van ..., groepe van ..., soveel keer as (groot, lank, wyd ...), twee, driekeer soveel, en lees en skryf die vermenigvuldigingsteken () Gebruik die woordeskat om vermenigvuldigingsbewerkings te doen 462 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.14 Herhaalde optelling wat lei tot vermenigvul￾diging • Vermenigvuldig getalle 1 tot 10 met 1, 2, 3, 4, 5, 10 • Gebruik gepaste simbole (x, =, ) Verstaan vermenigvuldiging as herhaalde optelling 6 wat 3 keer bygetel word is dieselfde as: 6 + 6 + 6 = 18 3 groepe van 6 = 18 3 maal 6 = 18 6 x 3 = 18 3 x 6 = 18 Verstaan vermenigvuldiging as die beskrywing van ‘n ry/rooster Begin herken dat vermenigvuldiging in enige volgorde gedoen kan word Reageer op vrae wat op verskillende maniere gestel word Twee vywe Dubbel 5 3 keer 5 Drie tellers in ‘n ry. Daar is 4 rye. Hoeveel tellers is daar altesaam? 2 maal met 7 16 keer 2 Verstaan die kommutatiewe wet van vermenigvuldiging 3 x 4 = 12 is dieselfde as 4 x 3 = 12 Verstaan die gebruik van die plekhouer  wat in die plek van ‘n onbekende getal is 2 + 2 + 2 =  2 x  = 6 5 + 5 +5 + 5 + 5 therefore 5 x r = 25 4 + 4 + 4 therefore 4 x 3 =  10 + 10 + 10 + 10 + 10 therefore 10 x  = 50 5 x  =  x 5 = 45 4 x 8 =  x 4 8 + 8 + 8 = 3 eights = 8 x  = 24 CAPS FP Wiskunde Graad 1 - 3 463 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.14 Herhaalde optelling wat lei tot vermenigvul￾diging • Vermenigvuldig getalle 1 tot 10 met 1, 2, 3, 4, 5, 10 • Gebruik gepaste simbole (x, =, ) Verstaan die verwantskap tussen vermenigvuldiging en verdubbeling Kopieer die onderstaande tabel. Voltooi die ‘4 maaal ry’ 1 2 3 4 5 6 7 8 9 10 4s 2s Gebruik ‘n verskeidenheid beelde om vermenigvuldiging te doen • Vermenigvuldigingsroosters • Vloeidigramme • Tabelle 464 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.15 Deling • Verdeel getalle tot 99 met 1, 2, 3, 4, 5, 10 • Gebruik gepaste simbole (÷, =, ) Hoe verskil kwartaal 3 van kwartaal 2? Teen die einde van die kwartaal moet leerders kan: • Verstaan dat halvering die omgekeerde is van versubbeling en die dubbel en helfte van alle getalle tot 20 kan herroep; • Deling as groepering ervaar; • Verstaan en die verwantskap tussen vermenigvuldiging en deling waardeer en weet dat hulle omgekeerde operasies is; • Praktiese en informele skriftelike metodes gebruik om deling van twee-syfergetalle met een-syfergetalle te doen; • Hul kennis van plekwaarde gebruik om vermenigvuldigings- en delingberekeninge te doen; • Hul berekeninge kan verduidelik met redes; • Hul antwoorde bespreek en denkwyse kann verduidelik; en • Kennis van getalbewerkinge gebruik asook die ooreenstemmende omgekeerde bewerking, insluitend verdubbeling en halvering, omberekeninge te skat en kontoleer. Rekorderingstrategieë Daar is sekere rekorderingstrategieë wat leerders in graad 3 mag gebruik. Leerders sal nie al hierdie strategieë ewe goed gebruik nie. Hulle moet gelei word om na die delingetalsin te kyk en te besluit op die gepaste strategie wat gebruik kan word. Die verwagting is dat leerders nie meer afhanklik sal wees om prente te teken nie en getalle sal gebruik om hul denkwyse te verduidelik. Herhaalde aftrek Hierdie strategie sal gebruik word wanneer woordprobleme opgelos word en leerders moet gelei word om na die getalgebied te kyk en te besluit of die berekening gedoen kan word deur herhaalde aftrek te gebruik. 40 ÷ 8 =  40 – 8 → 32 – 8 → 24 – 8 → 16 – 8 → 8 – 8 = 0 Leerders tel die aantal kere wat hulle 8 afgetrek het om tot by 0 te kom. Herhaalde optelling Sommige leerders mag hierdie strategie gebruik as hulle die verwantskap tussen vermenigvuldiging en deling verstaan. Weereens sal die getalgebied bepaal of hierdie strategie toepaslik is of nie. 40 ÷ 8 =  8 + 8 → 16 + 8 → 24+ 8 → 32 + 8 → 40 Leerders tel die aantal kere wat hulle 8 bygetel het om 40 te kry. CAPS FP Wiskunde Graad 1 - 3 465 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.15 Deling • Verdeel getalle tot 99 met 1, 2, 3, 4, 5, 10 • Gebruik gepaste simbole (÷, =, ) Gebruik van vermenigvuldiging Leerders behoort te kan sê: “Wat weet ek van vermenigvuldiging wat my sal help om deling te bereken?” Leerders kan die vermenigvuldigingsfeite op ‘n ideebord neerskryf om hulle te help met deling Ideebord Ek weet: 10 x 3 = 30 Ek weet: 4 x 3 = 12 72 ÷ 3 =  10 x 3 = 30 10 x 3 = 30 30 + 30 = 60 72 – 60 = 12. 4 x 3 = 12 10 + 10 + 4 = 24 Dus: 72 ÷ 3 = 24 Distrubutiewe beginsel Die distrubutiewe beginsel van deling oor optelling beteken dat die getal opgebreek kan word in kleiner dele wat makliker is om te bereken. 39 ÷ 3 =  = (30 + 9) ÷ 3 = (30 ÷ 3) + (9 ÷ 3) = 10 + 3 = 13 466 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.15 Deling • Verdeel getalle tot 99 met 1, 2, 3, 4, 5, 10 • Gebruik gepaste simbole (÷, =, ) Opbreek van getalle in halwes: 60 word halveer Die leerders sê vir hulself: “Wat weet ek van deling met 5?” Leerders weet dat 30 deur 5 gedeel kan word en dat daar geen res is nie. 60 ÷ 5 =  30 ÷ 5 = 6 30 ÷ 5 = 6 6 + 6 = 12 Gebruik halvering om met 4 te deel Leerders het verdubbel en halveer vir die afgelope drie jaar. Hulle moet hierdie vaardighede gebruik as berekeningstrategieë. Kennis van verdubbeling en halvering kan by deling toegepas word: 96 ÷ 4 =  96 ÷ 2 = 48 48 ÷ 2 = 24 Teen die einde van die kwartaal behoort leerders die volgende te kan doen: Verstaan, gebruik en begin lees: Een elk, twee, elk ... deel, helfte, halveer, hele, deel deur 3, deel deur 4, verdeel in 2, oorbly, deel deur ... gelyke groepe van ... Lees, skryf en gebrui die deelteken (÷) Gebruik hierdie taal om delingsberekeninge te doen Verstaan deling as groepering of herhaalde aftrekking Reageer op geskrewe vrae wat op ‘n verskeidenheid maniere gestel word: Verdeel 16 deur 2 Deel 20 deur 5 Hoeveel vywe maak 50? Hoeveel 10c stukke maak 50c? Hoeveel viers in 20, in 28, in 36? Hoeveel vywe in 20, in 40, in 50, in 60? CAPS FP Wiskunde Graad 1 - 3 467 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.15 Deling • Verdeel getalle tot 99 met 1, 2, 3, 4, 5, 10 • Gebruik gepaste simbole (÷, =, ) Annina sê sy leer elke dag 5 nuwe woorde. Sy neem  dae om 40 woorde te leer. 6 tiene ÷ 3 =  tiene Herken die gebruik van simbole soos  vir onbekende getalle Kyk na die onderstaande tellers en voltooi die getalsinne                Daar is  groepe van 3 15 – 3 – 3 –  –  –  = 0 15 ÷ 3 =  Kyk na die tekening en voltooi die sinne:             Daar is  kolle altesaam en daar is r groepe van 3 kolle elk. Dus:  ÷ 3 = ∆ Daar is  kolle altesaam en daar is 4 groepe van 3 kolle in elk. Dus:  ÷ 4 = ∆ Kopieer en voltooi: 20 ÷ 2 =  20 ÷  = 10 20 ÷  = 2 21 ÷ 3 =  21 ÷  = 7 21 ÷ 7 =  Verstaan die reëls vir deling met 1 en 0 6 ÷1 =  8 ÷ 1 =  12 ÷  = 12 6 ÷ 0 =   ÷ 4 = 0 1 ÷ 1 =  0 ÷ 7 =  468 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.15 Deling • Verdeel getalle tot 99 met 1, 2, 3, 4, 5, 10 • Gebruik gepaste simbole (÷, =, ) Gebruik, lees en begin skryf: Bly oor, res ... Bereken reste wanneer delingsberekeninge gedoen word: 12 ÷ 5 is 2 res 2 23 ÷ 7 is 3 res 2 Verstaan die verwantskap tussen vermenigvuldiging en halvering Beantwoord die volgende tipe vrae: Kopieer die onderstaande tabel. Voltooi die ‘maal 4’ ry. Watter patroon sien jy? 1 2 3 4 5 6 7 8 9 10 4s 2s Halveer die getale in die ‘maal 4’ ry om die getalle in die ‘maal 2 ry te kry. Watter patroon sien jy? Verstaan dat deling die omgekeerde bewerking is van vermenigvuldiging. Wys hierdie getalsinne met tekeninge 4 x 5 =  20 ÷ 5 =  12 x 4 =  48 ÷ 4 =  CAPS FP Wiskunde Graad 1 - 3 469 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.16 Hoofrekene Getalbegrip: Getalgebied 999 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 999 en sê watter is minder of meer • Weet watter getalle is 1 meer of 1 minder • Weet watter getalle is 2 meer of 2 minder • Weet watter getalle is 3 meer of 3 minder • Weet watter getalle is 4 meer 4 minder • Weet watter getalle is 5 meer of 5 minder • Weet watter getalle is 10 meer of 10 minder Vinnige herroep: • Optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 • Vermenigvuldiging- en delingfeite vir die: - 2-maal tafel tot op 2 x 10 - 10-maal tafel tot op 10 x 10 Hoofrekenestrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getal eerste en tel aan of terug • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Voorbeelde van vrae wat gevra kan word: Getalbegrip: Getalnamr en –simbole Hou ‘n kaart omhoog en skryf ‘n getalnaam neer. Kies ‘n leerder om die bypassende getal te skryf. Meer of minder Wat is 1 minder as 900 1 meer as 899 2 meer as 702 2 minder as 405 3 meer as 477 3 minder as 251 4 meer as 868 4 minder as 967 5 meer as 729 5 minder as 685 10 meer as 490 10 minder as 660 Wat is die 5de letter van die alfabet? Wat is die 9de maand van die jaar? Ordening en vergelyking Watter getal is meer: 621 of 671? Gee getal tussen 154 en 159. 470 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.16 Hoofrekene Getalbegrip: Getalgebied 999 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 999 en sê watter is minder of meer • Weet watter getalle is 1 meer of 1 minder • Weet watter getalle is 2 meer of 2 minder • Weet watter getalle is 3 meer of 3 minder • Weet watter getalle is 4 meer 4 minder • Weet watter getalle is 5 meer of 5 minder • Weet watter getalle is 10 meer of 10 minder Vinnige herroep: • Optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 • Vermenigvuldiging- en delingfeite vir die: - 2-maal tafel tot op 2 x 10 - 10-maal tafel tot op 10 x 10 Hoofrekenestrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getal eerste en tel aan of terug • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Optelling en aftrekkingsfeite: • Ken al die optelling en aftrekking getalkombinasies tot 20.  + r = 20  + r = 16 20 =  - r Optel- en aftrekfeite vir al die getalle tot en met 20. 1 + 11 = 12 11 + 1 = 12 2 + 10 = 12 10 + 2 = 12 3 + 9 = 12 9 + 9 = 12 18 – 4 = 14 18 – 14 = 4 18 – 5 = 13 18 – 13 = 5 18 – 6 = 12 18 – 12 = 6 Vinnige herroeping van dubbels tot 20. Dit behoort die ooreenstemmende aftrekkingsfeite in te sluit. • 1 + 1 = 2 • 2 + 2 = 4 • 3 + 3 = 6 • 4 + 4 = 8 • 5 + 5 = 10 • 6 + 6 = 12 • 7 + 7 = 14 • 8 + 8 = 16 • 9 + 9 = 18 • 10 + 10 = 20 Wys die getal wat bygetel moet word om 20 te maak (skryf dit neer of gebruik plekwaarde- of spreikaarte). • 8 • 2 • 9 • 15 • 3 CAPS FP Wiskunde Graad 1 - 3 471 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.16 Hoofrekene Getalbegrip: Getalgebied 999 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 999 en sê watter is minder of meer • Weet watter getalle is 1 meer of 1 minder • Weet watter getalle is 2 meer of 2 minder • Weet watter getalle is 3 meer of 3 minder • Weet watter getalle is 4 meer 4 minder • Weet watter getalle is 5 meer of 5 minder • Weet watter getalle is 10 meer of 10 minder Vinnige herroep: • Optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 • Vermenigvuldiging- en delingfeite vir die: - 2-maal tafel tot op 2 x 10 - 10-maal tafel tot op 10 x 10 Hoofrekenestrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getal eerste en tel aan of terug • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling Watter getal bly oor wanner …. Van 20 weggeneem word (skryf dit neer of gebruik plekwaarde-of spreikaarte) • 5 • 18 • 0 • 14 • 7 Berekeningstrategieë: Gebruik berekeningstrategieë om effektief op te tel en af te trek. Tel verskeie getalle by deur strategieë soos die volgende te gebruik: Soek pare getalle wat 10 maak en gebruik hierdie eerste 2 + 7 + 8 2 + 8 maak 10 en tel 7 by. • Sit die groter getal eerste om aan of terug te tel 5 + 15 Hernoem die getalsin:15 + 5 en tel aan tot 20 • Verander ‘n getal na 10 en tel 1 by of trek 1 af Voorbeeld: 8 + 9 = 17 en verduidelik dat 8 + 9 = 8 + 10 – 1 gedoen kan word 6 + 11 = 17 en verduidelik dat 6 + 10 + 1 gedoen kan word 17 – 9 = 8 en verduidelik dat 17 – 10 + 1 gedoen kan word • Breek ‘n getal op in dele en tel by Opbou en afbreek van getalle: Gebrui hoofrekene en verduidelik: Gaan voort om getalle in ‘kleiner dele’ op te breek 8 + 12 = 8 plus (10 + 2) = 8 + 2 + 10 = 10 + 10 = 20 472 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.16 Hoofrekene Getalbegrip: Getalgebied 999 • Orden ‘n gegewe versameling geselekteerde getalle • Vergelyk getalle tot 999 en sê watter is minder of meer • Weet watter getalle is 1 meer of 1 minder • Weet watter getalle is 2 meer of 2 minder • Weet watter getalle is 3 meer of 3 minder • Weet watter getalle is 4 meer 4 minder • Weet watter getalle is 5 meer of 5 minder • Weet watter getalle is 10 meer of 10 minder Vinnige herroep: • Optel en aftrekfeite tot 20 • Optel of aftrek veelvoude van 10 van 0 tot 100 • Vermenigvuldiging- en delingfeite vir die: - 2-maal tafel tot op 2 x 10 - 10-maal tafel tot op 10 x 10 Hoofrekenestrategieë Gebruik die volgende rekenstrategieë: • Sit die groter getal eerste en tel aan of terug • getallelyn • Verdubbeling en halvering • Opbou en afbreek • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldiging en deling • Gebruik verdubbeling as hoofrekenestrategie Identifiseer amper-dubbels, byvoorbeeld: 8 + 7 = 15 verduidelik dat dit dubbel 7 plus 1 of dubbel 8 minus 1 is Herken dat wanneer twee getalle na aan mekaar is, dit makliker is om aan te tel as om terug te tel. 17 - 13 = 4 en verduidelik dat 4 vanaf 13 tot by 17 aangetel word Sommige hoofrekene kan sonder apparaat gedoen word, maar dit is dikwels nuttig om hoofrekene met apparaat te doen. Voorgestelde apparaat • ‘n Getallelyn (gestruktureerd en leeg) • ‘n Getalrooster • Plekwaardekaarte (spreikaarte) • Telkrale CAPS FP Wiskunde Graad 1 - 3 473 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 1.17 Breuke • Gebruik en benoem breuke in bekende kontekste insluitende halwes, kwarte, agstes, derdes, sesdes, vyfdes • Herken breuke in die vorm van diagramme • Begin herken dat twee halwes of drie derdes een hele maak en dat een helfte en twee kwarte ekwivalent is • Skryf breuke as 1 halwe, 2 derdes Teen die einde van die kwartaal, behoort leerders: • Herken breuke in vorms en vaslegging van hul begrip dat halwes ewe groot moet wees; • Weet dat vier kwarte een hele maak en dat elke kwart ewe groot moet wees; • Die breuke van groepe voorwerpe moet vind; • Lees en skryf breukname; en • Orden, beskryf en vergelyk breuke. Teen die einde van die kwartaal, verstaan leerders breuke as deel van ‘n geheel en is hulle in staat om eenvoudige vrae te beantwoord: • halwes = een hele • kwarte = een hele • derdes = een hele • vyfdes = een hele • sesdes = een hele Reageer op vrae soos: Wanneer ‘n vorm in 2 gelyke dele verdeel word, noem ons die dele___ Wanneer ‘n vorm in 3 gelyke dele verdeel word, noem ons die dele___ Wanneer ‘n vorm in ____ gelyke dele verdeel word, noem ons die dele kwarte. Vermoë om die grootte van die breuke te vergelyk Is 1 halwe groter of kleiner as 3 kwarte? Hoeveel kwarte is dieselfde as 1 hele? Hoeveel agtstes is dieselfde as 1 hele? Is twee kwarte gelyk aan 1 halwe? Vind die breuk van ‘n versameling voorwerpe. Daar is 12 krale. 8 is pienk en 4 is wit. Watter breuk van die krale is wit? 474 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 4 2: PATRONE, FUNKSIES EN ALGEBRA ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 2.1 Meetkun￾dige patrone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep en beskryf eie patrone Skep en beskryf eie Meetkundige patrone • met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Patrone om ons Identifiseer, beskryf in woorde en kopieër Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Patrone rondom ons Identifiseer, beskryf in woorde en kopieër Meetkundige patrone • in die natuur • van moderne alledaagse lewe • van ons kulturele erfenis Leerders werk met patrone uit die natuur, moderne alledaagse lewe en ons kultuurerfenis vanaf graad 1 tot graad 6. Dit beteken dat daar nie baie tyd aan die onderwerp spandeer hoef te word nie. Gepaste aktiwiteite en patrone moet gekies word vir elke graad. Een tipe patroon waaarna leerders kan kyk is simmetrie, byvoorbeeld meeste blare en diergesigte is simmetries. So ook baie insekte indien dit van bo af bekyk word en die patrone op baie voëls se onderkante. In Graad 3 word daar gefokus om die simmetrielyn te vind deur papiervou en nabetragting. Leerders kan patrone maak deur vorms uit die gevoude papier te knip. Dit kan die maak van papierdoilies en tradisionele rakpapier met uitgeknipte patrone insluit. Leerders kan daarna kyk en oor die patrone op die items praat. Leerders kan ook na patrone kyk op • heinings (draad, hout of sement); • baksteenwerk en vloerteëls; • weefwerk; • klere en materiaal; • borde, koppies en pierings; • sokker balle; • diere soos koeie, motte en skoenlappers, zebras, kameelperde, luiperds, voëls en insekte • blomme en blare; • muurpapier, insluitende muurpapier gemaak van gedrukte verpakking wat dikwels in hutte en informele behuising aangetref word; • tradisionele of moderne kralewerk; en • tradisionele kleipotte of geweefde mandjies. CAPS FP Wiskunde Graad 1 - 3 475 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 2.1 Meetkun￾dige patrone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf in woorde • eenvoudige patrone met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Skep en beskryf eie patrone Skep en beskryf eie Meetkundige patrone • met voorwerpe • eenvoudige patrone deur lyne, vorms of voorwerpe te teken Patrone om ons Identifiseer, beskryf in woorde en kopieër Meetkundige patrone • in die natuur • vanuit moderne alledaagse lewe • vanuit ons kulturele erfenis Patrone rondom ons Identifiseer, beskryf in woorde en kopieër Meetkundige patrone • in die natuur • van moderne alledaagse lewe • van ons kulturele erfenis Hoe kan leerders die patrone rondom hulle beskryf? Daar is verskillende maniere om die patrone om ons te beskryf. Die meeste patrone om ons bestaan uit lyne, vorms of voorwerpe. Die vorms of voorwerpe hoef nie by die Meetkundige 2-D of 3-D voorwerpe waarmee in Graad 2 gewerk is aan te sluit nie. Al waarna leerders kyk is: • wat word herhaal bv. kolletjies, lyne, enige tipe vorm; en • hoe dit herhaal word bv. • reguit lyne wat mekaar kruis (soos in ‘n vadoek ), lyne wat aan die onderkant van materiaal of dwarsoor ‘n hemp, lyne wat langs ‘n broekspyp afloop; • geboë lyne soos die wanneer jy ‘n ui middeldeur sny; • onreëlmatige lyne soos die lyne van vingerafrdrukke en sebrastrepe en plooie op olifante, renosters en baie ou mense; • golwende lyne wat jy kry wanneer jy deur ‘n kool sny, of wat jy op ‘n sandduin vind • eweredig verspreide kolle van dieselfde grootte is, • vorms van dieselfde grootte; • vorms van dieselfde kleur; of • patrone met verskillende vorms: die vorms wat die patrone op ‘n kameelperd maak is almal verskillend 1 les 476 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OF RIGLYNE VIR ONDERRIG TYDSDUUR 2.2 Getalpa￾trone Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf eenvoudige enkel getalreekse tot ten minste 200. Skep en beskryf eie patrone Skep en beskryf eie getalle patrone. Kopieër, brei uit en beskryf Kopieër, brei uit en beskryf eenvoudige enkel getalreekse tot tien minste 1 000. Getalpatrone behoort aantel en terugtel in te sluit: • 1’s van enige getalle tussen 0 en 1 000 • veelvoude van 10 tussen 0 en 1 000 • veelvoude van 5 tussen 0 en 1 000 • veelvoude van 2 tussen 0 en 1 000 • veelvoude van 100 tot tien minste 1 000 • veelvoude van 50 tot tien minste 1 000 • veelvoude van 25 tot tien minste 1 000 • veelvoude van 20 tot tien minste 1 000 Skep en beskryf eie patrone • Skep en beskryf eie getalpatrone • Die veelvoude gespesifiseer in graad 2 met vergrote getalgebiede • 20s,25s, 50s,100e tot tien minste 1000 Sien notas vir kwartaal 1. Brei die reeks uit om die volgende in te sluit • 1e van enige getalle tussen 0 en 1 000 • 10e van enige veelvoud van 10 tussen 0 en 1 000 • 5e van enige veelvoud van 5 tussen 0 en 1 000 • 2e van enige veelvoud van 2 tussen 0 en 1 000 • 100e van enige veelvoud van 100 tot tien minste 1 000 • 50s van enige veelvoud van 50 tot tien minste 1 000 • 25e van enige veelvoud van 25 tot tien minste 1 000 • 20s van enige veelvoud van 20 tot tien minste 1 000 Gebruik voorwerpe, prente, tabelle en ‘n vloeidiagram om leerders te ondersteun in hul oorgang van oorslaantel en rangorde tot vermenigvuldiging met 10, 5, 2, 4, 3. 3 lesse CAPS FP Wiskunde Graad 1 - 3 477 WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 4 3. RUIMTE EN VORM (MEETKUNDE) ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR- DIGHEIDSFOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 3.2 3-D voorwerpe Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms, (sfere) • boksvorms (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe van: • 2-D vorms wat die vlakke van 3-D voorwerpe voorstel • plat of geboë oppervlakke Gefokusde akwiwiteite Neem waar en bou gegewe • 3-D voorwerpe deur gebruik te maak van konkrete materiale soos uitsny 2-D vorms, klei, tandestokkies, strooitjies, ander 3-D Meetkundige voorwerpe Reeks van voorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • bal vorms, (sfere) • boksvorms (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: • 2-D vorms wat die voorkoms van 3-D voorwerpe uitmaak • plat of geboë oppervlakke Sien notas vir kwartaal 2. Hierdie kwartaal word die werk oor 3-D voorwerpe ingeoefen, hersien en vasgelê deur geskrewe oefeninge. Fokus op herkenning en benoeming van: • bal vorms (sfere); • boksvorms (prismas); • silinders; • piramides; en • keëls wanneer prente van Meetkundige of alledaagse voorwerpe aan leerders gewys word. Vrae behoort leerders te fokus op • of die oppervlakke van voorwerpe is geboë of plat is; en • of die plat oppervlakke van voorwerpe driehoeke, reghoeke, vierkante of sirkels is. 1 les 3.4 Simmetrie Simmetrie • Herken en teken lyne van simmetrie in 2-D Meetkundige en nie-Meetkundige vorms • Bepaal die lyn van simmetrie deur papier te vou en weerkaatsing Simmetrie • Herken en teken lyne van simmetrie in 2-D Meetkundige en nie￾Meetkundige vorms Die werk oor simmetrie deur papier vou gedoen in kwartaal 2, behoort leerders te help om lyne van simmetrie in Meetkundige en nie-Meetkundige voorwerpe te identifiseer. Geskrewe oefeninge behoort voorbeelde in te sluit waar • Die lyne van simmetrie nie ‘n vertikale lyn is nie; en • daar meer as een simmetrielyn in die vorm of voorwerp is. 1 les 478 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 3 K WARTAAL 4 4. METING ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDS- FOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.1 Tyd Lees die tyd • Lees datums op kalenders • Dui verjaardae, godsdienstige feeste, openbare vakansiedae, historiese gebeure, skoolgebeure op ‘n kalender aan • Lees 12-uur tyd in o ure o halfure o kwartiere o minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf, insluitende • omskakeling van dae na weke • omskakeling van weke na maande Gebruik horlosies om tydsduur bereken in ure, halfure of kwartiere. Lees die tyd • Lees datums op kalenders • Plaas verjaardae, religieuse feeste, publieke vakansiedae, historiese gebeure, skoolfunksies op ‘n kalender • Lees 12-uur tyd in o ure o halfure o kwartiere o minute op analogiese horlosies en digitale horlosies en ander digitale instrumente wat tyd aandui byvoorbeeld selfone Tydsberekening Gebruik kalenders om tydsduur te bereken en in dae of weke te beskryf, insluitende • omskakeling van dae na weke • omskakeling van weke na maande Gebruik horlosies om tydsduur bereken in ure, halfure of kwartiere. Leerders oefen voortdurend om oor tydsduur en die volgorde van tyd te praat. Gedurende klasonderrig en gefokusde groeponderrig, gaan leerders voort om te praat oor die dae van die week, maande van die jaar en die huidige dag se datum asook die dae voor en na die huidige dag te praat. Leerders gaan voort om die volgende op ‘n kalender te noteer: • verjaardae; • godsdienstige feeste; • historiese gebeure; • skoolgebeure; en • openbare vakansiedae. Gaan op ‘n daaglikse basis voort om leerders te vra om tyd te lees. o in uur en minute op ‘n digitale horlosie; en o in ure, half ure en kwart ure op analogiese horlosies. Leerders kan byvoorbeeld gevra word hoe laat die skool of pouse begin en wanneer hulle by die huis kom, of hoe laat hulle van die een les na die volgende verander. Kies tye waar die horlosie presies op die uur, halfuur of kwartier is. Dit is nuttig om ‘n groot, werkende horlosie in die klaskamer te vertoon, sodat leerders daarna kan verwys. Leerders kan ook modelle maak van horlosies. Die leerders kan dan gevra word om die tyd te lees en berekeninge te doen byvoorbeeld “Wys my 10 uur. Wat was die tyd ‘n kwartier voor 10 uur?” Gedurende selfstandige werkstyd gaan leerders voort om oefeninge wat verband hou met die lees van tyd, te doen. o in uur, halfure, kwartiereop analogiese horlosies; en o in uur en minute op ‘n digitale horlosie. Leerders kan berekeninge doen met betrekking tot weke of dae as hulle van ‘n kalander of ‘n gedeelte van ‘n kalender voorsien word,bv vind datums en bereken die tydsduur tussenin. Lees analogiese tyd in minute Gebruik ongeveer 2 lesse vir die vaslegging van lees van analogiese tyd in minute. Sien notas vir Kwartaal 3. 2 lesse CAPS FP Wiskunde Graad 1 - 3 479 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDS- FOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.2 Lengte Informele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van nie-standaard meting byvoorbeeld handbreedte, treë, potloodlengtes, tellers ensovoorts. • Beskryf die lengte van voorwerpe en sê hoeveel informele eenhede lank hulle is • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld langer, korter, groter, en wyer Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte deur gebruik te maak van meters (meter stokke of meterlengtes of lyn) as die standaard lengte-eenhede • Skat en meet lengtes in sentimeter deur ‘n liniaal te gebruik Geen omskakeling tussen meters en sentimeter word verlang nie. Alle soort meting van lengte in die kolom langsaan gelys, kan geoefen word in selfstandige werkstyd regdeur die kwartaal. Alle werk behoort opgeteken te word. 480 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDS- FOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.3 Massa Informele meting • Skat, meet, vergelyk, orden en rekordeer massa. Gebruik nie-standaard mates en ‘n balans byvoorbeeld blokkies, bakstene ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat byvoorbeeld lig, swaar, ligter; swaarder Bekendstelling aan formele meting • Vergelyk, orden en rekordeer die massa van kommersieël verpakte voorwerpe waarvan die massa in kilogram geskryf is, byvoorbeeld 2 kilogram rys en 1 kilogram meel, of in gram byvoorbeeld 500 gram sout • Meet hul eie massa in kilogram deur ‘n badkamerskaal te gebruik Geen omskakeling tussen gram en kilogram word verlang nie Bekendstelling aan formele meting Leerders doen geskrewe take om die volgende vas te lê, insluitende die lees van prente • produkte waarop die massa geskryf is • prente van massa op badkamerskale waar die naald na ‘n genommerde indelingslyn wys Om die werk oor massa regdeur die jaar vas te lê, moet leerders skriftelike oefeninge doen waarin hulle: • prente lees wat hulle toelaat om massa van voorwerpe op balanseerskale met mekaar te vergelyk; • prente lees wat hulle toelaat om die massa van voorwerpe te bepaal op ‘n balanseerskaal in informele meeteenhede; • Vergelyking, ordening en rekordering van hul waarnemings van: o prente van kruideniersware waarvan die massa in kilogram geskryf is; en o prente van kruideniersware waarvan die massa in gram geskryf is; en • prente lees van badkamerskale waar die massa aangedui word tot die naaste kilogram Sien die notas vir kwartaal 2. Meet massa as ‘n konteks vir probleemoplossing en berekeninge Gedurende tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van • informele meting van massa; en • meting van massa in kilogram. Neem in ag dat die getalgebied sowel as die reeks problemtipes gepas vir die kwartaal moet wees. 1 les CAPS FP Wiskunde Graad 1 - 3 481 WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDS- FOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.4 Kapasiteit / Volume Informele meting • Skat, meet, vergelyk en orden die kapasiteit van houers (dit wil sê die hoeveelheid wat die houer kan hou as dit gevul is). Gebruik nie-standaard mates byvoorbeeld lepels en koppies • Beskryf die kapasiteit van die houer deur te tel en te sê hoeveel van die informele eenhede dit geneem het om die houer te vul byvoorbeeld die bottel het ‘n kapasiteit van vier koppies Bekendstelling aan formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liter, halwe liter en kwart liter te meet • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan kapasiteit in liter geskryf is byvoorbeeld 2 liter melk, 1 liter koeldrank, 5 liter verf, of in milliliter; byvoorbeeld 500 ml melk, 340 milliliter koeldrank, 750 milliliter olie • Weet dat ‘n standaard koppie 250 milliliter is • Weet dat ‘n teelepel 5 milliliter is Geen omskakeling tussen milliliter en liter word verlang nie Bekendstelling aan formele meting Leerders doen geskrewe take vir vaslegging, insluitend die lees van prente • produkte waarvan hul kapasiteit opgeskryf is en orden dit in logiese volgorde • prente van bekers waar die volume naby ‘n genommerde 1 liter of 2 liter indelingslyn is of ‘n half liter of kwart liter • prente van bekers waar die volume naby ‘n genommerde millilliter indelingslyn is Die verwagting is dat leerders slegs lees tot die naaste genommerde indelingslyn. Hulle beskryf hul volume as byna/naby /‘n bietjie meer as/min of meer/ presies die aantal (van liter) wat hulle van die beker aflees. Geen omskakeling tussen milliliter en liter word verlang nie Gedurende selfstandige werkstyd behoort leerders voort te gaan om: • die kapasiteit van houers of die volume in houers te skat en meet, vergelyk, orden en op te teken deur gebruik te maak van nie-standaard mates; • die kapasiteit van ‘n verskeidenheid bottels en kruideniersware waar die volume op die verpakking geskryf is, te vergelyk en te orden; en • gebruik òf 1 liter bottels of 1 liter bekers om te skat, te meet, te vergelyk, te orden en die kapasiteit van houers of die volume in houers wat in liter is, op te teken. Sien die notas vir kwartaal 3. Leerders behoort geskrewe aktiwiteite gegee te word om die volgende te konsolideer, insluitende die lees van prente van: • produkte met hul kapasiteit opgeskryf, te orden; en • prente van bekers waar die inhoud naby aan ‘n gemerkte 1 of 2 liter lyn is. Die verwagting is dat leerders slegs tot die naaste gemerkte lyn moet lees. Hulle beskryf volume as amper/byna/naby aan/‘n bietjie meer as/min of meer/ presies die getal (liter) wat hulle vanaf ‘n beker lees. Meting van kapasiteit as ‘n konteks waarin probleme opgelos moet word en bewerkinge gedoen moet word Gedurende die tyd wat toegewys is aan Getalle, Bewerkinge en Verhoudinge kan leerders probleme oplos binne die konteks van • informele meting van kapasiteit of volume, byvoorbeeld Ouma gebruik 2 koppies melk om ‘n nagereg te maak. Hoeveel melk sal sy benodig indien sy die resep wil verdubbel? • liters • milliliter Neem die getalgebied in ag wat op die kwartaal van toepassing is, asook die verskeidenheid probleemtipes wat van toepassing is op die kwartaal. 1 les 482 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 ONDER￾WERPE BEGRIPPE EN VAAR- DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAARDIGHEIDS- FOKUS VIR K WARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 4.5 Omtrek en area Omtrek • Ondersoek die afstand rondom 2-D vorms en 3-D voorwerpe deur tou te gebruik Area • Ondersoek area deur van teëls gebruik te maak Area Ondersoek die area deur van teëls gebruik te maak Leerders word vir die eerste keer aan die meting van area blootgestel in graad 3. In graad 3 en vir die res van die Intermediêre Fase word area slegs informeel gemeet. Leerders stel vas hoeveel vorms of voorwerpe ‘n oppervlak bedek.Hulle pak vorms en voorwerpe uit, sonder om openinge tussen vorms en voorwerpe te laat. Hulle tel dan hoeveel van die vorms die oppervlakte bedek. Byvoorbeeld, leerders kan vierkante of reghoeke op ‘n bladsy uitpak, hulle tel hoeveel van die vorms die bladsy toemaak. Leerders moet die area van die bladsy aandui in terme van die vorms bv. My bladsy het ‘n area van 13 reghoeke. Dit is moontlik dat die vorms die bladsy nie heeltemal sal toemaak nie – soos hieronder aangedui. Leerders moet dan die grootte van die bladsy noem deur die volgende in ag te neem bv. My bladsy het ‘n area van meer as 18 reghoeke maar minder as 28 reghoeke. Laat leerders dieselfde area teël met verskillende vorms en dieselfde vorms van verskillende groottes. Leerders sal agterkom dat: • hoe kleiner die vorm, hoe meer van hulle sal op ‘n oppervlak pas, en • die vorm wat jy kies, sal jou antwoord beinvloed. Van leerders word nie verwag om oppervlakte te bepaal deur vierkante op geruite blad te tel nie; dit sal hulle in die Intermediêre Fase doen. 2 lesse CAPS FP Wiskunde Graad 1 - 3 483 WISKUNDE GRAAD 1-3 GRAAD 3 KWARTAAL 4 5. DATAHANTERING ONDER￾WERPE BEGRIPPE EN VAAR￾DIGHEDE (VEREISTES VIR DIE EINDE VAN DIE JAAR) BEGRIPS- EN VAAR￾DIGHEIDSFOKUS VIR KWARTAAL 4 SOMMIGE VERKLARENDE NOTAS OR RIGLYNE VIR ONDERRIG TYDSDUUR (in lesure van 1 uur 24 minute) 5.4 Versamel en organiseer data Versamel en organiseer data • Versamel data oor die klas of skool om vrae te beantwoord wat deur die onderwyser gestel word • Organiseer data wat deur onderwyser of boek verskaf is • Organiseer data in - lyste - telmerkies - tabelle 5.5 Datavoor￾stelling Verteenwoordig data Stel data voor in • prentdiagramme • staafgrafieke 5.6 Ontleed en interpreteer data Ontleed en interpreteer data Beantwoord vrae oor data voorgestel in • prentdiagramme • staafgrafieke Ontleed data van gegewe voorstellings Teen hierdie tyd van die jaar behoort die Graad 3 leerder aan alle vorme van data blootgestel te wees (lyste, telmerkies, prentdiagramme, staafgrafieke ). Dit word aanbeveel dat leerders in kwartaal 4 op data ontleding moet fokus. Jy gee leerders data om te ontleed in ten minste: • een staafgrafiek; en • een tabel Leerders behoort vrae te beantwoord oor die grafiek en die tabel; Sien kwartaal 1 vir geskikte tipes vrae. 1 les 484 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 AFDELING 4: ASSESSERING 4.1 INLEIDING Assessering is ‘n deurlopende, beplande proses van identifisering, versameling en interpretasie rakende die vordering van leerders deur verskillende assesseringsvorme te gebruik. Dit behels vier stappe, naamlik: • generering en versameling van bewyse van prestasie; • evaluering van die bewyse; • die optekening van bevindinge; en • die gebruik van inligting om daardeur die leerder te ondersteun in ontwikkeling ten einde die proses van leer en onderrig te verbeter. Assessering moet informeel (assessering vir onderrig) en formeel (assessering van onderrig) wees. In albei gevalle moet gereelde terugvoering aan leerders voorsien word om die leerervaring te verbeter. In die grondslagfase is die hooftegnieke van formele en informele assessering waarneming deur die onderwyser, mondelinge besprekings, praktiese demonstrasies en geskrewe werk. Graad R-assessering is hoofsaaklik mondeling en prakties. 4.2. INFORMELE OF DAAGLIKSE ASSESSERING Assessering van onderrig is die proses van deurlopende versameling van inligting van die leerder se prestasie. Dit word ook informele assessering genoem. Dit is daaglikse monitering van die leerder se vordering. Dit word onder andere deur middel van waarneming, besprekings, praktiese demonstrasies en informele klaskamerinteraksies gedoen. Dit moet nie apart van leeraktiwiteite wat in die klaskamer plaasvind, gesien word nie. Informele assessering behels dat die onderwyser die leerder se vordering moniteer en daaglikse instruksionele besluite neem. Informele assessering word gebruik om: • terugvoering aan die leerder te gee ; en • beplannning en onderrig te bepaal. Soms kan die onderwyser ‘n kontrolelys of ‘n waarnemingskedule byhou as ‘n manier om die leerders se vordering aan te teken. Soms kan leerders of die onderwyser ‘n oefening merk; hoewel informele assessering nie deel van die leerder se formele verslae is nie. Die uitslae van informele, daaglikse assesseringstake word nie in berekenig gebring vir promosie/bevordering en sertifiseringsdoeleindes nie. 4.3. FORMELE ASSESSERING Alle assesseringstake wat ‘n formele assesseringsprogram vir die jaar insluit, word as formele assessering beskou. Formele assesseringstake word gemerk en formeel deur die onderwyser vir promosie/bevordering en sertifiseringsdoeleindes aangeteken. Formele assessering voorsien die onderwysers van ‘n sistematiese manier van evaluering van die leerders se vordering in ‘n graad en ‘n spesifieke vak. Die onderwyser kan slegs 10 leerders op een slag evalueer, daarom kan formele assesseringstake slegs in klein, gefokusde sessies plaasvind en dit sal ‘n paar dae duur om die hele klas te assesseer. Al die materiaal en apparaat wat die leerders normaalweg gebruik, moet beskikbaar wees, byvoorbeeld tellers, getalkaarte, ensovoorts. KABV 485 WISKUNDE GRAAD 1-3 Die vorme van assessering moet gepas wees vir die ouderdom en die ontwikkelingsvlak van die kind. Formele assessering moet vir ‘n reeks kognitiewe vlakke en vermoëns van kinders voorsiening maak. Die ontwerp van die taak moet die inhoud van die vak op verskillende maniere insluit. Verskillende vorme van assessering (waarneming, mondelinge, praktiese en geskrewe werk) moet gebruik word om elke leerder ‘n geleentheid te gee om te demonstreer wat hy of sy kan doen. Dit is omdat sekere leerders makliker kan wys waartoe hulle in staat is in sekere vorme van assessering, byvoorbeeld: • sekere leerders wat dit moeilik vind om te lees, is goed met wiskunde. • party leerders mag moontlik nie op die vereiste bevoegdheidsvlak in die taal van leer en onderrig wees nie. Assesseringstake in wiskunde moet aktiwiteite en oefeninge insluit wat nie op taal gebaseer is en van leesvaardigheid afhanklik is nie, om die werklike vermoëns van die leerders te reflekteer. Sekere kennis en vaardighede word die beste deur middel van ‘n spesifieke vorm van assessering geassesseer. Verskillende assesseringsvorme is geskik vir vaardighede en begrippe wat vir sekere onderwerpe van verskillende ouderdomsgroepe vereis word. Dit is raadsaam om ‘n waarnemingskontrolelys te gebruik om leerders in die vroeë grade te assesseer. Rubrieke kan gebruik word om die leerders se probleemoplossingsvaardighede te evalueer. 4.4. FORMELE ASSESSERINGSPROGRAM Die vereistes vir formele assessering van wiskunde in graade 1 – 3 word in die onderstaande tabel aangetoon: KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 TOTAAL Graad 1 2 2 2 1 7 Graad 2 2 2 2 2 8 Graad 3 2 3 3 2 10 Onderwysers word aangemoedig om ‘n grondlynassessering gedurende die eerste kwartaal te doen. Die leerders se resultate in die grondlynassessering behoort nie gebruik te word om hul vermoëns te etiketteer nie, maar eerder om te besluit hoe om die aanvanklike aktiwiteite aan te bied en te bepaal watter aspekte van die werk meer aandag benodig. Leerders ontwikkel teen verskillende tempo’s. Sommige leerders ontwikkel stadiger, maar kan later vinnig vorder in wiskunde. Die formele wiskunde assesseringstake sluit meer as een onderwerp in wiskunde in. Die assesseringstake oor die jaar moet alle inhoudsareas en onderwerpe dek, maar nie alles in die kurrikulum moet formeel geassesseer, of formeel daaroor gerapporteer word nie. Getalle, bewerkings en verwantskappe maak 60% van wiskunde in graad 1 – 3 uit. Dit beteken dat daar in 60% van die formele assessering elke kwartaal en deur die jaar op Getalle, bewerkings en verwantskappe gefokus word. Elke formele assesseringstaak moet nie as ‘n enkele gebeurtenis of toets gesien word nie. Sommige van die kriteria kan op dieselfde tyd geassesseer word, byvoorbeeld die leerders se oorslaantelvaardighede kan tydens die volgende oefeninge of gebeurtenisse, geassesseer word: • voltooi telreekse; • lees en skryf getalsimbole; en • tel. 486 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Maar as ‘n assesseringsaktiwiteit probleemoplossing deur groeperings- of delingsaktiwiteit bevat, asook leerders se vermoë om kapasitieit te meet, assesseer, sal hierdie wiskunde-aspekte waarskynlik op verskillende tye en maniere beoordeel word. 4.5 OPTEKEN EN VERSLAGGEWING Optekening is ‘n proses waartydens die onderwyser die vlak van die leerders se prestasie in ‘n spesifieke assesseringstaak aanteken. Dit dui die leerder se vordering ten opsigte van voorgeskrewe kennis in die Kurrikulum en assesseringsbeleidsdokumente aan. Verslae van die leerder se vordering moet bewyse van die leerder se konseptuele vordering in ‘n graad lewer, en aandui of hy of sy gereed is om na die volgende graad bevorder te word. Verslae van die leerder se vordering moet gebruik word om te verifieer of daar deur die onderwysers en die leerders vordering in die onderrig- en leerproses gemaak is. Verslaggewing is ‘n proses om leerders se vordering aan hulle, die ouers, skole en ander rolspelers te kommunikeer. Leerders se vordering kan op verskillende maniere gerapporteer word. Dit sluit rapporte, ouervergaderings, skoolbesoeke, ouer- en onderwyserkonferensies, telefoonoproepe, briewe, klas- of skoolnuusblaaie, ensovoorts in. Onderwysers in alle grade rapporteer deur middel van persentasies in die vak. Die verskillende prestasievlakke en die ooreenstemmende persentasies word in die onderstaande tabel aangetoon. Kodes en persentasies vir optekening en verslaggewing PRESTASIEKODES BESKRYWING VAN DIE VAARDIGHEID PERSENTASIE 7 Uitnemende prestasie 80 – 100 6 Merieteprestasie 70 – 79 5 Substansiële prestasie 60 – 69 4 Bevredigende prestasie 50 – 59 3 Gemiddelde prestasie 40 – 49 2 Elementêre prestasie 30 – 39 1 Nie bereik nie 0 - 29 4.6. MODERERING VAN ASSESSERING Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort op skool-, distriks- en provinsiale vlak plaas te vind. Omvattende en gepaste modereringspraktyke moet in plek wees om die gehalte van alle vakassessering te verseker. 4.7. ALGEMEEN Hierdie dokument moet saam met die volgende gelees word: 4.7.1 die National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R-12; en 4.7.2 die beleidsdokument, National Protocol for Assessment Grades R-12. KABV 487 WISKUNDE GRAAD 1-3 4.8. VOORBEELDE VAN ASSESSERINGSTAKE VIR GRAAD 1 TOT 3 Voorbeelde van assesseringskontrolelyste word in die onderstaande kolom gegee. Die doel is om onderwysers te ondersteun met die beplanning en implementering van deurlopende assessering. GRAAD 1 Waarnemingskontrolelys vir kapasitieit/volume Inhoudsarea Onderwerp Kriteria ü of û Opmerkings Meting Kapasiteit/volume Vergelyk en orden die hoeveelheid vloeistof (volume) in twee houers wat langs mekaar geplaas word. Vergelyking van volumes van twee of meer verskillende houers deur die vloeistof in ‘n derde houer te gooi. Rekordeer die kapasiteit van die houers deur niestandaardmates, soos lepels en koppies, te gebruik. Beantwoord vrae oor watter houer meer bevat. Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld: meer as, minder as, vol, leeg. GRAAD 1 Waarnemingskontrolelys vir massa Inhoudsarea Onderwerp Kriteria ü of û Opmerkings Meting Massa Orden en vergelyk die massa van drie of meer voorwerpe deur pare voorwerpe op ‘n balansseerskaal te plaas totdat al die voorwerpe in volgorde is. Meld die eenheid wanneer die massa aangedui word, byvoorbeeld: die boek het dieselfde massa as 34 albasters. Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld: lig, swaar, ligter, swaarder. Die vermoë om die mates op te teken. Die gebruik van rubrieke om probleemoplossing te assesseer Probleemoplossing kan deur middel van ‘n rubriek geassesseer word. Die gepaste manier om ‘n probleem op te los, kan: • verander soos wat die leerders ontwikkel en hul getalbegrip en bewerkingsvaardighede verhoog; en • afhang van die beide die getalreeks van die probleem en die aard van die probleem. 488 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 GRAAD 1 Rubriek vir probleemoplossing Weet nie waar om te begin nie of doen iets onvanpas. 1 Verstaan die probleem en begin maar kan dit nie korrek voltooi nie. 2-3 Verstaan die probleem en los dit op deur tekeninge (merke) of tellers te gebruik. Mag dalk klein foute begaan. 4-5 Los die probleem korrek op. Kan eie en ander se denkwyses voldoende beskryf. . 6-7 GRAAD 2 Rubriek vir probleemoplossing Weet nie waar om te begin nie of doen iets onvanpas. 1 Verstaan die probleem en begin maar kan dit nie korrek voltooi nie, of verstaan die probleem en los dit op deur tekeninge (merke) of tellers te gebruik. 2-3 Verstaan die probleem en los dit op deur getalle te gebruik, maar mag dalk klein foute begaan. Kan verduidelik. 4-5 Voltooi die probleem korrek deur getalkennis en tegnieke soos afbreek en herkombinering van getalle te gebruik byvoorbeeld verdubbeling, halvering, getallelyne, ensovoorts. Kan eie en ander se denkwyses voldoende beskryf. 6-7 * Die getalreeks waarmee graad 2 leerders werk, is nie effektief om berekeninge te doen deur prente te teken en dit dan te tel nie. Die leerders se getalbegrip moet voldoende ontwikkel wees sodat dit tydens probleemoplossing en berekeninge gebruik kan word. GRAAD 3 Rubriek vir probleemoplossing Weet nie waar om te begin nie of doen iets onvanpas. 1 Verstaan die probleem en begin maar kan dit nie korrek voltooi nie, of los dit op deur tekeninge (merke) of tellers te gebruik. 2-3 Verstaan die probleem en los dit op deur getalle te gebruik. Kan verduidelik. 4-5 Voltooi die probleem korrek deur getalkennis en tegnieke soos afbreek en herkombinering van getalle te gebruik byvoorbeeld verdubbeling, halvering, afronding, getallelyne, ensovoorts. Kan eie en ander se denkwyses voldoende beskryf. 6-7 Voorbeelde van die toepassing van hierdie rubriek vir probleemoplossing deur graad 1 – 3 leerders: KABV 489 WISKUNDE GRAAD 1-3 ‘n Hond het 4 pote. Hoeveel pote het 12 honde altesaam? Graad 1 leerder: Kodering: 1. Die leerder verstaan nie die probleem nie, dus gebruik hy/sy ‘n onvanpaste strategie of bewerking. Graad 1 leerder: Kodering 6 Die leerder het die probleem verstaan en dit op ‘n gepaste wyse opgelos vir graad 1. Die leerder kan die probleem verduidelik. Graad 2 leerder: Kodering 4 Die leerder het die probleem verstaan en dit opgelos. ‘n Graad 2 leerder behoort egter getalle en bewerkingsimbole te gebruik om herhaalde optelling te kan doen (of vermenigvuldiging, afhangende van die tyd van die jaar). Die boer plant 6 rye bome met 13 bome in elke ry. Hoeveel bome het hy altesaam geplant? Graad 2 leerder: Kodering 6 Die leerder het die probleem verstaan en dit opgelos deur gepaste getalle en bewerkingsimbole vir graad 2 te gebruik. Graad 3 leerder: Kodering 4 Die leerders het die probleem verstaan en dit op ‘n voldoende manier opgelos. Hulle kry egter nie ‘n utstaande kodering nie omdat hulle nie die tegnieke en bewerkings aangetoon het wat vir graad 3 leerders beskikbaar is nie, dit wil sê vermenigvuldiging deur die opbreek van getalle en herkombinering van getalle: sien onderstaande. Graad 3 leerder: Kodering 5 Voltooi die probleem korrek deur gepaste getalle en bewerkingsimbole soos opbreek en herkombinering van getalle te gebruik. Kan eie en ander se denkwyse voldoende verduidelik. Gino het 258 plakkers en Josie het 384 plakkers. Hoeveel plakkers het hulle altesaam? Graad 3 leerder: Kodering: 5 Voltooi die probleem korrek deur getalkennis en tegnieke soos opbreek en herkombinering van getalle, verdubbeling, afronding, getallelyne, ensovoorts te gebruik. Kan eie en ander se denkwyses voldoende verduidelik. 490 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Wat is die helfte van 237? Graad 3 leerder. Kodering: 5 Los die probleem korrek op deur getalkennis en tegnieke soos opbreek en herkombinering van getalle, verdubbeling, halvering, afronding, getallelyne, ensovoorts te gebruik. Kan eie en ander se denkwyses voldoende verduidelik. Graad 1 Kwartaal 1: Voorbeeld van grondlynassesseringstaak Tipe aktiwiteit Kriteria P of û Opmerkings Mondeling Is die leerder in staat om: • voorwerpe tot 10 uit te tel? • te sê watter versameling voorwerpe die kleinste/ grootste is? • getalsimbole tot 5 te lees? Prakties Is die leerder in staat om: • voorwerpe in volgorde te plaas? • ‘n patroon te kopieer? • voorwerpe voor hom/haar te plaas? • voorwerpe agter hom/haar te plaas? • voorwerpe volgens een eienskap te sorteer? • met ‘n probleem besig te wees om ‘n oplossing te vind? KABV 491 WISKUNDE GRAAD 1-3 Graad 1 Kwartaal 1: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappe Getalbegrip Tel 10 voorwerpe betroubaar uit, sê die getalname in volgorde. Skryf en lees getalsimbole vanaf 1 tot 5. Orden getalle 1 – 5 van die kleinste tot die grootste. Gebruik woordeskat om die relatiewe grootte van getalle te beskryf: voor, na, tussen. Probleem￾oplossing Oplossing van woordprobleme in konteks wat optelling, aftrekking met antwoorde tot 5 insluit: deur apparaat of tekeninge te gebruik; en verduidelik eie probleemoplossings. Los praktiese probleme op wat gelyke deling en groepering met heelgetalle tot 5 en waar die antwoorde reste mag insluit deur apparaat of tekeninge te gebruik; en verduidelik eie probleemoplossings. Berekeninge Optelling tot 5 deur apparaat of tekeninge te gebruik. Aftrekking vanaf enige getal van 5 of minder deur apparaat of tekeninge te gebruik. Patrone, funksies en algebra Getalpatro-ne Voltooi getalpatrone of tel in ene tot 10, byvoorbeeld: 1; 2; 3; 4; __; __; __; __; 9; 10. Ruimte en vorm (Meetkunde) Posisie Volg instruksies om een voorwerp in verhouding tot ‘n ander een te plaas, byvoorbeeld: sit die potlood aan die regterkant van die dosie. 3-D Herken en benoem: • balvorms (sfere); en • boksvorms (prismas). Meting Tyd Gebruik woordeskat om te beskryf wanneer iets gebeur, byvoorbeeld: oggend, middag, aand, vroeg, laat. Lengte Meet lengtes, breedtes of hoogtes deur informele mates te gebruik. Meld die meting in informele mates. Massa Meet en vergelyk die massa van drie of meer voorwerpe deur ‘n balanseerskaal te gebruik vir informele mates. Orden die voorwerpe volgens massa. Beskryf die orde deur woorde soos ligter, swaarder, swaarste te gebruik. Datahantering Sortering van voorwerpe Versamel en sorteer alledaagse konkrete voorwerpe volgens die onderwyser se kriteria. Teken ‘n prent van die gesorteerde voorwerpe of beskryf die gesorteerde versameling. 492 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 1 Kwartaal 2: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel 20 voorwerpe betroubaar uit en sê die getalname in volgorde. Sê watter van die twee gegewe versamelings voorwerpe is meer of minder waar beide versamelings 10 of minder is. Lees getalsimbole vanaf 1 tot 30. Skryf getalsimbole tot 10. Probleem￾oplossing Oplossing van woordprobleme in konteks wat optelling en aftrekking met antwoorde tot 10 insluit deur een van die volgende te gebruik: • apparaat ; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering en verduidelik eie oplossing van probleme. Berekeninge Doen optelling tot 10 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik +. Doen aftrekking vanaf 10 of minder deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik - . Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone tot 30: • in ene byvoorbeeld: 20; 21; 22; 23; __; __; __; __; 28; __; 30 • in vywe byvoorbeeld: 5; 10; 15; __; __; 30 Meetkundige patrone Kopieer en uitbreiding van ‘n patroon: • gebruik een voorwerp maar die kleur van die voorwerpe verander op ‘n voorspelbare manier; of • gebruik soortgelyke voorwerpe van verskillende groottes. Ruimte en vorm (Meetkunde 2-D vorms Identifiseer en benoem: sirkels; vierkante; en driehoeke. KABV 493 WISKUNDE GRAAD 1-3 Graad 1 Kwartaal 2: Voorbeeld van assesseringstaak 2 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan en terug in ene tussen 1 en 50. Tel aan in 5e, 2s tot 50. Gebruik woordeskat om die relatiewe grootte van getalle te beskryf: voor, na, tussen. Vergelyk die grootte van getalle tot 10 deur woordeskat te gebruik soos meer as, minder as, ensovoorts. Orden getalle1 – 10 van die kleinste tot die grootste. Lees getalsimbole tot 50. Probleem￾oplossing Oplossing van praktiese probleme wat gelyke deling en groepering met heelgetalle tot 10 insluit en met antwoorde wat reste mag hê deur een van die volgende te gebruik: • apparaat; • tekeninge; • getallelyne; en verduidelik oplossings. Probleem￾oplossing Oplossing van woordprobleme in konteks wat herhaalde optelling behels met antwoorde tot 10 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme. Geld Herken Suid-Afrikaanse munte 5c, 10c, 20, 50c, R1, R2; R5. Oplossing van geldprobleme wat totale en kleingeld tot R10 en in sente tot 20c insluit. Berekeninge Doen herhaalde optelling tot 10 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik +. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone : • tel terug in ene vanaf 50 byvoorbeeld: 50; 49; 48; __; __; 45; __; __; 42; __; 40 • tel in tiene tot 50 byvoorbeeld: 10; 20; 30; __; __ Meting Kapasiteit / Volume Skat, meet, vergelyk, orden en rekordeer die kapasiteit van houers deur niestandaardmates te gebruik soos lepels en koppies. Datahantering Sortering van versamelings voorwerpe Versamel en sorteer alledaagse konkrete voorwerpe volgens die onderwyser se kriteria. Teken ‘n prent van die gesorteerde voorwerpe of beskryf die gesorteerde versameling. 494 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 1 Kwartaal 3: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel 40 voorwerpe betroubaar uit en sê die getalname in volgorde. Sê watter van die twee gegewe versamelings voorwerpe is meer of minder waar beide versamelings 15 of minder is. Lees getalsimbole tot 70. Skryf getalsimbole tot 20. Probleem￾oplossing Oplossing van woordprobleme in konteks wat optelling en aftrekking behels met antwoorde tot 15 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme Berekeninge Doen optelling tot 15 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik +, =. Doen aftrekking vanaf 15 of minder deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik - , =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone: • tel terug in ene vanaf 60 byvoorbeeld: 60; 59; 58; __; __; __; 54; __; __; 51 • tel in twees byvoorbeeld: 44; 46; 48; __; __; __; 56; __; 60 Meetkundige patrone Kopieer, brei uit en beskryf patrone waar verskillende vorms gebruik word om ‘n groep te vorm, maar die groepe voorwerpe word op presies dieselfde manier herhaal. Ruimte en vorm (Meetkunde) 3-D Herken en benoem • balvorms (sfere); en • boksvorms (prismas). Sorteer voorwerpe volgens dié wat kan rol en dié wat kan gly. KABV 495 WISKUNDE GRAAD 1-3 Graad 1 Kwartaal 3: Voorbeeld van assesseringstaak 2 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan in 10e, 5e, 2s tot 80. Gebruik woordeskat om die relatiewe grootte van getalle te beskryf: voor, na, tussen. Vergelyk die grootte van getalle tot 15 deur woordeskat soos meer as, minder as, ensovoorts te gebruik. Kan getalle tussen 11 en 15 opbreek in 10 + ene byvoorbeeld: 12 = 10 + 2. Probleem￾oplossing Oplossing van woordprobleme in konteks wat herhaalde optelling behels met antwoorde tot 15 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme. Oplossing van praktiese probleme wat gelyke deling en groepering met heelgetalle tot 15 insluit en met antwoorde wat reste mag hê deur een van die volgende te gebruik: • apparaat; • tekeninge; • getallelyne; en verduidelik oplossings. Geld Herken Suid-Afrikaanse munte 5c, 10c, 20, 50c, R1, R2; R5. Oplossing van geldprobleme wat totale en kleingeld tot R20 en in sente tot 20c insluit. Berekeninge Doen herhaalde optel tot 15 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik +, =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone: • tel terug in ene vanaf 80 byvoorbeeld: 80; 79; 78; __; __; __; _;, 73; ___; __; 70 • tel in tiene tot 80 byvoorbeeld: 10; 20; 30; __; __; __; __; __ • tel in vywe byvoorbeeld: 5; 10; 15; __; __; 30; __; __; 45; __; __; 60; __; __; __; 80 Ruimte en vorm (Meetkunde) Simmetrie Herken en teken die lyn van simmetrie in 2-D meetkundige en niemeetkundige vorms. Meting Lengte Skat, meet, vergelyk, orden en rekordeer lengtes deur niestandaardmates soos handspanne, treë, potloodlengtes, tellers, ensovoorts te gebruik. Datahantering Data Beantwoord vrae oor data in piktogramme. 496 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 1 Kwartaal 4: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel 50 voorwerpe betroubaar uit en sê die name in volgorde. Sê watter van die twee gegewe versamelings voorwerpe is meer of minder waar beide versamelings 20 of minder voorwerpe het. Lees getalsimbole tot 80. Probleem￾oplossing Oplossing van woordprobleme in konteks wat optelling en aftrekking met antwoorde tot 20 insluit deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme Berekeninge Doen optelling tot 20 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik +, =. Doen aftrekking vanaf 20 of minder deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik - , =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone: • tel terug in ene vanaf 80, byvoorbeeld: 80; 79; 78; __; __; __; 74; __; __; 71 • tel in twees, byvoorbeeld: 64; 66; 68; __; __; __;76; __; 80 Ruimte en vorm (Meetkunde) 2-D Herken en benoem: • sirkels; • driehoeke; en • vierkante. Sorteer die voorwerpe volgens die met ronde kante en die met reguit kante. Meting Massa • Skat, meet, vergelyk, orden en rekordeer massa deur niestandaardmates en ‘n balanseerskaal te gebruik, byvoorbeeld: blokkies, bakstene, ensovoorts. • Gebruik woordeskat om oor die vergelyking te praat, byvoorbeeld: lig, swaar, ligter, swaarder. KABV 497 WISKUNDE GRAAD 1-3 Graad 1 Kwartaal 4: Voorbeeld van assesseringstaak 2 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan in 10e, 5e, 2s tot 100. Gebruik woordeskat om die relatiewe grootte van getalle te beskryf: voor, na, tussen Vergelyk die grootte van getalle tot 20 deur woordeskat soos meer as, minder as te gebruik. Orden getalle vanaf 1 – 20 van die grootste tot die kleinste. Kan getalle tussen 11 en 20 in 10 + ene opbreek, byvoorbeeld: 14 = 10 + 4. Lees getalsimbole tot 100. Skryf getalsimbole tot 20. Probleem￾oplossing Oplossing van woordprobleme in konteks deur herhaalde optelling met antwoorde tot 20 deur een van die volgende te gebruik: • apparaat ; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme Los praktiese probleme op wat gelyke deling en groepering met heelgetalle tot 20 insluit en wat reste mag hê deur een van die volgende te gebruik: • apparaat, • tekeninge; • getallelyne; en verduidelik oplossings. Geld Herken Suid-Afrikaanse munte 5c, 10c, 20, 50c, R1, R2; R5. Oplossing van geldprobleme wat totale en kleingeld tot R20 en in sente tot 50c insluit. Berekeninge Doen herhaalde optel tot 20 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik +, =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone: • tel terug in ene, byvoorbeeld: 99; 98; __; 96; __; __; __; 92; __; __; 89 • tel in tiene tot 100, byvoorbeeld: 10; 20; 30; __; __; __; __; __; 90; __ • tel in vywe, byvoorbeeld: 20; 25; 30; __; __;.45; __; 60; __; 70; __; __; __; 90 Ruimte en vorm (Meetkunde) Posisie Toepassing van woordeskat met betrekking tot posisie of om aanwysings te volg om in die klas rond te beweeg. Pas verskillende aansigte van dieselfde voorwerp. Meting Tyd Ken die dae van die week. Ken die maande van die jaar. Datahantering Data Beantwoord vrae oor data in ‘n piktogram 498 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 2 Kwartaal 1: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappe Getalbegrip Groepeer en tel tot 100 voorwerpe. Vergelyk en orden heelgetalle tot 25. Ontbinding van twee-syfergetalle tot 25 in tiene en ene, byvoorbeeld: 23 = 20 + 3. Lees en skryf getalsimbole vanaf 0 tot 100 Probleemoplossing Oplossing van woordprobleme in konteks wat optelling en aftrekking behels met antwoorde tot 20 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme. Geld Herken Suid-Afrikaanse munte 5c, 10c, 20, 50c, R1, R2; R5 en note R10, R20, R50. Oplossing van geldprobleme wat totale en kleingeld tot R20 en in sente tot 50c insluit. Bewerkinge Doen optelling tot 20 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering Skryf ‘n getalsin en gebruik +, =. Doen aftrekking tot 20 deur een van die volgende te gebruik: • apparaat ; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik +, =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur aan en terug te tel: • in ene vanaf 0 – 100, byvoorbeeld: 99; 98; 97; __; __; __; 93; __; 91; 90 • in tiene vanaf 0 – 100, byvoorbeeld: 10; 20; 30; __; __; __; 70; __; __; 100 • in twees vanaf 0 – 100, byvoorbeeld: 80; 82; 84; __; __; 90; __; __; __; __; 100 Ruimte en vorm (Meetkunde) 3-D Herken en benoem: • balvorms (sfere); en • boksvorms (prismas). 2-D vorms Herken en benoem: sirkels, driehoeke, vierkante en reghoeke. Meting Tyd Lees tyd op analooghorlosies in ure. Lengte Skat, meet, vergelyk, orden en rekordeer lengtes, breedtes of hoogtes in meters. KABV 499 WISKUNDE GRAAD 1-3 Graad 2 Kwartaal 2: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel prente van gegroepeerde voorwerpe tot 150. Vergelyk getalle tot 50. Lees en skryf getalle vanaf 0 – 150. Tel aan en terug in 10, 2s, 5e tot 150. Probleemoplossing Oplossing van praktiese probleme wat gelyke deling en groepering met heelgetalle tot 50 insluit deur een van die volgende te gebruik: • apparaat ; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur aan en terug te tel: • in ene vanaf 0 – 150, byvoorbeeld: 131; 132; 133; __; __; __; 137; __; __; __; 141 • in tiene tussen 0 en 200, byvoorbeeld: 150; 140; 130; __; __; 100; __; __; 70; __; __; 40 • in twees, byvoorbeeld: 150; 148; 146; 144; __; __; 138; __; __; 132 • in vywe vanaf 0 – 150, byvoorbeeld: 105; 110; 115; __; __; __; 135; __; __; 150 Kopieer, brei uit en beskryf patrone waar verskillende vorms gebruik is om ‘n groep te vorm, maar die groep vorms word op presies dieselfde manier herhaal. Meting Tyd Lees tyd op ‘n analooghorlosie in ure en half ure. 500 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 2 Kwartaal 2: Voorbeeld van assesseringstaak 2 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan in 3s, 4s. Probleemoplossing Oplossing en verduideliking van probleme wat gelyke deling insluit en wat tot breuke lei. Breuke Herken en gebruik halwes, derdes, kwarte, vyfdes in bekende kontekste. Herken breuke in diagramme. Skryf breuke as 1 halwe, 1 derde, ensovoorts. Bewerkinge Doen optelling tot 50 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik +, =. Doen aftrekking tot 50 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik _, = Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone tussen 0 en 150 deur: • in ene te tel; • in viers te tel, byvoorbeeld:4; 8; 12; __; __; 24; __; 32; __; __; __; 48 • in dries te tel, byvoorbeeld: 3; 6; 9; __; __; __; 21; __; __; __; 33; 36 Meting Massa Skat, meet, vergelyk, orden en rekordeer massa deur niestandaardmates en ‘n balanseerskaal te gebruik, byvoorbeeld: blokkies, bakstene, ensovoorts. Orden produkte waarop die massa in kilogram aangedui is. KABV 501 WISKUNDE GRAAD 1-3 Graad 2 Kwartaal 3: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel tot 180 prente of gegroepeerde voorwerpe. Vergelyk en orden getalle tot 75. Lees en skryf getalsimbole tot 180. Tel aan en terug in 2s, 10e, 5e tussen 0 en 180. Ontbinding van twee-syfergetalle tot 75 in tiene en ene, byvoorbeeld: 48 = 40 + 8. Probleemoplossing Oplossing van woordprobleme, van 0-40 in konteks, deur herhaalde optelling wat lei tot vermenigvuldiging te gebruik deur een van die volgende: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme. Bewerkinge Kan getalle 1 – 10 vermenigvuldig met 5, 4 deur een van die volgende te gebruik: • apparaat; • tekeninge; en • getallelyne. Skryf ‘n getalsin en gebruik x, = Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur: • aan en terug in ene te tel tussen 0 en 180, byvoorbeeld: • 180, 170, 160, __, __, __; 120, __, __ 90 • in twees te tel, byvoorbeeld: 150, 152; __, 156, __, 160, __, __, 166 • in vywe te tel vanaf 0 – 150, byvoorbeeld: 120; 125; 130; 135; __; __; __; 155; __; __; 170; __; 180 Ruimte en vorm (Meetkunde) Posisie Toepassing van woordeskat om aanwysings te volg om in die klaskamer rond te beweeg. 502 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 2 Kwartaal 3: Voorbeeld van assesseringstaak 2 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan in 4s, 3s. Probleemoplossing Oplossing en verduideliking van probleme wat gelyke deling behels en wat lei tot breuke. Breuke Herken en gebruik halwes, derdes, kwarte, vyfdes in bekende kontekste. Herken breuke in diagramme. Skryf breuke as 1 halwe, 1 derde, ensovoorts. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone tussen 0 en 180 deur: • in ene te tel • in viers te tel, byvoorbeeld: • 104; 108; 112; __; __; 124; __; 132; __; __; __; 148 • in dries te tel, byvoorbeeld: 103; 106; 109; __; __; __; 121; __; __; __; 133; 136 Meetkundige patrone Kopieer, brei uit en beskryf ‘n meetkundige patroon waarin dieselfde vorm voorkom, maar die aantal van elke vorm verminder of vermeerder op ‘n voorspelbare manier. Ruimte en vorm (Meetkunde) Posisie Pas verskillende aansigte van dieselfde voorwerp. 2-D vorms Herken en benoem: sirkels, driehoeke, vierkante en reghoeke. Sorteer vorms in die met reguit kante en die met ronde kante. Meting Kapasiteit/ Volume Skat, meet, vergelyk, orden en rekordeer die kapasiteit van houers deur gebruik te maak van niestandaardmates soos lepels en koppies. Tyd Lees analoogtyd in ure, half ure en kwartiere. Gebruik ‘n kalender om tydsverloop in dae of weke te bepaal. Datahantering Data Konstrueer ‘n piktogram op blokkiespapier om data weer te gee. KABV 503 WISKUNDE GRAAD 1-3 Graad 2 Kwartaal 4: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel prente of gegroepeerde voorwerpe tot 200. Orden en vergelyk getalle tot 99. Probleemoplossing Los woordprobleme in konteks op wat groepering of deling behels met antwoorde tot 99, en wat ‘n res het deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme. Geld Herken Suid-Afrikaanse munte 5c, 10c, 20, 50c, R1, R2; R5 en note R10, R20, R50. Oplossing van geldprobleme wat totale en kleingeld tot R99 en in sente tot 95c insluit. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur aan en terug te tel: • in ene tussen 0 en 200; • in tiene tussen 0 en 200 byvoorbeeld: 130; 140; 150; __; __; __; __; 200 Ruimte en vorm (Meetkunde) 2-D vorms Herken en benoem: • sirkels; • driehoeke; • vierkante; en • reghoeke. Sorteer vorms volgens dié met ronde en dié met reguit kante. Meting Tyd Gebruik ‘n horlosie om tydsverloop te bepaal in ure, half ure of kwartiere. 504 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 2 Kwartaal 4: Voorbeeld van assesseringstaak 2 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan en terug in 2s, 5e tot 200. Lees en skryf getalsimbole tot 200. Bewerkinge Doen optelling tot 99 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik +, =. Doen aftrekking vanaf 99 of minder deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; en • verdubbeling en halvering. Skryf ‘n getalsin en gebruik - , =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone tussen 0 en 200 deur: • in twees te tel, byvoorbeeld: 160; 162; __; 166; __; 170; __; __; 176; __; 180 • in vywe te tel tussen 0 en 200, byvoorbeeld: 160; 165; 170; __; __; __; 190;__; 200 Datahantering Data Beantwoord data in piktogramme. KABV 505 WISKUNDE GRAAD 1-3 Graad 2 Kwartaal 4: Voorbeeld van assesseringstaak 3 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan in 4s, 3s. Probleemoplossing Los woordprobleme in konteks op deur herhaalde optelling wat lei tot vermenigvuldiging met antwoorde tot 50 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme. Bewerkinge Kan getalle 1 – 10 met 3 vermenigvuldig deur een van die volgende te gebruik: • apparaat; • tekeninge; • getallelyne; en • verdubbeling. Skryf ‘n getalsin en gebruik x, =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone tussen 0 en 180 deur: • in ene te tel; • terug te tel in viers, byvoorbeeld: 48;44; 40; __; __; 28; __; __; 16, __; __; __; 0 • tel terug in dries byvoorbeeld: 36; 33; 30; __; __; 21; 18; __; __; 9; __; __; 0 Ruimte en vorm (Meetkunde) 3-D voorwerpe Herken en benoem: • balvorms (sfere); • boksvorms (prismas); en. • silinders. Sorteer voorwerpe in dié wat rol en dié wat gly. Simmetrie Herken en teken die simmetrielyn in 2-D meetkundige en niemeetkundige vorms. Meting Kapasiteit/ Volume Orden alledaagse produkte waarvan die kapasiteit in liter aangedui is. Lees volume in liter vanaf prente of maatbekers. 506 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 3 Kwartaal 1: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappe Getalbegrip Groepeer en tel tot 200 voorwerpe. Vergelyk en orden heelgetalle tot 99. Lees en skryf getalsimbole vanaf 0 tot 500 Ontbind twee-syfergetalle tot 99 in tiene en ene, byvoorbeeld: 78 = 70 + 8. Probleemoplossing Los woordprobleme in konteks op deur optelling en aftrekking met antwoorde tot 99 deur een van die volgende te gebruik: • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; • afronding tot 10; en verduidelik eie oplossing van probleme. Geld Los geldprobleme op wat totale en kleingeld in rand en sent insluit. Bewerkinge Doen optelling tot 99 deur een van die volgende te gebruik: • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en • afronding tot 10. Skryf ‘n getalsin en gebruik +, =. Doen aftrekking vanaf 99 deur een van die volgende te gebruik: • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en • afronding tot 10. Skryf ‘n getalsin en gebruik +, =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur aan en terug te tel: • in ene tussen 0 en 200, byvoorbeeld: 199; 198; 197; __; __; __; 193; __; 191; 190 • in tiene tussen 0 en 200, byvoorbeeld: 110; 120; 130; __; __; __; 170;__; __; 200 • in honderde tussen 0 en 500 byvoorbeeld: 100; 200; 300; __; __ • in vywe tussen 0 en 200 byvoorbeeld: 150; 155; 160; __; __; __; 180; __; __; 195; __ • in twees tussen 0 en 200 byvoorbeeld: 180; 182; 184; __; __; 190; __; __; __; __; 200 Ruimte en vorm (Meetkunde) 2-D vorms Herken en benoem: sirkels, driehoeke, vierkante en reghoeke. Sorteer vorms in die met reguit kante en die met ronde kante. Meting Tyd Lees datums op ‘n kalender. Lees tyd op ‘n analooghorlosie in ure, half ure en kwartiere. Kapasiteit/Volume Skat, meet, vergelyk, orden en rekordeer die kapasiteit van houers deur gebruik te maak van niestandaardmates, soos lepels en koppies. Orden alledaagse produkte waarvan die kapasiteit in milliliters aangedui is. KABV 507 WISKUNDE GRAAD 1-3 Graad 3 Kwartaal 2: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel prente of gegroepeerde voorwerpe(byvoorbeeld: groepe van 10, 25, 50 of 100s) tot 500. Orden en vergelyk getalle tot 500. Lees en skryf getalle vanaf 0 – 1000. Probleemoplossing Los praktiese probleme op wat gelyke deling en groepering met heelgetalle insluit tot 75 deur een van die volgende te gebruik: • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; • afronding tot 10; en verduidelik eie oplossing van probleme. Bewerkinge Verdeel getalle tot by 50 deur 2, 5, 10 Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur aan en terug te tel: • in ene tussen 0 en 500, byvoorbeeld: 389; 399; 400; __; __; __; 404; __; ___; ___; 408 • in tiene tussen 0 en 500, byvoorbeeld: 300; 310; 320; __; __; 350; __; 370; __; __; 400 • in honderde tussen 0 en 1000, byvoorbeeld: 1000; 900; 800; __; __; 500; __; __;200; __; 0 Ruimte en vorm (Meetkunde) 3-D voowerpe Herken en benoem: • balvorms (sfere); • boksvorms (prismas); en • silinders. Sorteer voorwerpe in dié met geboë en dié met plat oppervlaktes. Meting Lengte Skat, meet, orden en vergelyk lengtes, hoogtes en breedtes deur informele mates te gebruik. Skat, meet, orden en vergelyk lengtes deur meter te gebruik. 508 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 3 Kwartaal 2: Voorbeeld van assesseringstaak 2 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan en terug in 2s, 4s of 3s tot 500. Bewerkinge Doen optelling tot 400 deur een van die volgende te gebruik: • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en • afronding tot 10. Skryf ‘n getalsin en gebruik +, =. Doen aftrekking vanaf 400 of minder deur een van die volgende te gebruik: • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en • afronding tot 10. Skryf ‘n getalsin en gebruik _, =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur: • in twees te tel tussen 0 en 500, byvoorbeeld: 450; 448; 446; 444; __; __; 438; __; __; 432 • in viers te tel tussen 0 en 500, byvoorbeeld: 404; 408; 412; __; __; 424; __; 432; __; __; __; 448 • in dries te tel tussen 0 en 500, byvoorbeeld: 403; 406; 409; __; __; __; 421; __; __;__; 433; 436 Meetkundige patrone Kopieer, brei uit en beskryf patrone waar verskillende vorms gebruik word om ‘n groep te vorm, maar die groepe vorms word op presies dieselfde manier herhaal. Graad 3 Kwartaal 2: Voorbeeld van assesseringstaak 3 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan in 5s, 50s, 100s tussen 0 en 500 . Ontbinding van drie-syfergetalle in honderde, tiene en ene byvoorbeeld: 247 = 200 + 40 + 7. Probleemoplossing Oplossing en verduideliking van probleme wat gelyke deling behels en wat lei tot breuke. Breuke Herken en gebruik halwes, kwarte, agstes, derdes, sesdes, vyfdes in bekende kontekste. Herken breuke in diagramme. Skryf breuke as 1 halwe, 2 derdes, ensovoorts. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur: • in vywe te tel tussen 0 – 500, byvoorbeeld: 105; 110; 115; __; __; __; 135; __; __; 150 • in vyftigs te tel tussen 0 – 1000, byvoorbeeld: 550; 600; 650; __; __; 800; __; __; __; 1000 Ruimte en vorm (Meetkunde) Posisie en rigting Volg aanwysings om in die skool rond te beweeg. Gee aanwysings om in die skool rond te beweeg. Meting Massa Skat, meet, vergelyk en rekordeer massa deur niestandaardmates en ‘n balanseerskaal te gebruik, byvoorbeeld: meting van blokkies, bakstene, ensovoorts Orden produkte waarop die massa in gram aangedui is. KABV 509 WISKUNDE GRAAD 1-3 Graad 3 Kwartaal 3: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel tot 750 prente of gegroepeerde voorwerpe (byvoorbeeld: groepe van 20, 25, 50, of 100). Vergelyk en orden getalle tot 750. Lees en skryf getalsimbole tot 1 00. Probleemoplossing Los woordprobleme wat vermenigvuldiging behels in konteks op tot 75 deur een van die volgende te gebruik: • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; • afronding tot 10; en verduidelik eie oplossing van probleme. Bewerkinge Kan met 2, 5, 10 vermenigvuldig tot ‘n totaal van 99 deur een van die volgende te gebruik: • apparaat; • tekeninge; en • getallelyne. Skryf ‘n getalsin en gebruik x, =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur aan en terug te tel: • in ene tussen 0 and 750, byvoorbeeld: 665; 666; 667; __; __; __; 671; __; __; __; 675;__; __; 678 • in tiene tussen 0 and 750, byvoorbeeld: 650; 660; 670; __; __; 700; __; __;.730; __; __; 760 • in honderde tussen 0 and 1 000, byvoorbeeld: 0; 100; 200; __; __; 500; __; __;800; __; 1 000 510 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 3 Kwartaal 3: Voorbeeld van assesseringstaak 2 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan en terug in 2s, 20s, 4s, 3s to 750. Ontbinding van drie-sygergetalle tot 750 in honderde, tiene en ene, byvoorbeeld: 648 = 600 + 40 + 8. Bewerkinge Kan met 3, 4 vermenigvuldig tot ‘n totaal van 99 deur een van die volgende te gebruik: • apparaat; • tekeninge; • getallelyne; en • vedubbeling. Skryf ‘n getalsin en gebruik x, =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur: • in twees te tel tussen 0 en 750, byvoorbeeld: 750; 748; __; __; 742; __; __; 736 • In twintigs te tel tussen 0 en 1000, byvoorbeeld: 800; 820; 840; 860; __; __; 920; __; __; 980 • in viers te tel tussen 0 en 750, byvoorbeeld: 704; 708; 712; __; __; 724; __; 732; __; __; __; 748 • in dries te tel tussen 0 en 750, byvoorbeeld: 630; 633; 636; 639; __; __; 648; __; __; __; 660 Meetkundige patrone Kopieer, brei uit en beskryf ‘n meetkundige patroon waarin dieselfde vorm voorkom, maar die aantal van elke tipe vorm vermeerder of verminder op ‘n voorspelbare manier. Ruimte en vorm (Meetkunde) 2-D vorms Herken en benoem: sirkels, driehoeke, vierkante en reghoeke. Teken sirkels, vierkante, reghoeke , driehoeke. Datahantering Data Konstrueer ‘n staafgrafiek op blokkies papier om gegewe data voor te stel. KABV 511 WISKUNDE GRAAD 1-3 Graad 3 Kwartaal 3: Voorbeeld van assesseringstaak 3 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan in 5e, 50s, 25s tot 750. Probleemoplossing Oplossing en verduideliking van probleme wat gelyke deling behels en wat lei tot breuke. Breuke Herken en gebruik halwes, kwarte, agstes, derdes, sesdes, vyfdes in bekende konteks. Herken breuke in diagramme. Herken dat 2 halwes ‘n hele maak. Skryf breuke as 1 halwe, 1 derde, ensovoorts. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur: • in vywe te tel tussen 0 en 750, byvoorbeeld: 705; 710; 715; __; __; __; 735; __; __; 750 • in vyftigs te tel tussen 0 en 1000, byvoorbeeld: 1000; 950;__; __; 800; __; __; 650; __; __; __; 450 • in vyf en twintigs te tel tussen 0 en 1000, byvoorbeeld:525; 550; 575; __; __; 650; __; __; __; 750 Ruimte en vorm (Meetkunde) Posisie Volg aanwysings op ‘n informele kaart om van een plek tot die volgende te beweeg. Meting Tyd Lees tyd op ‘n digitale horlosie in ure en minute. Gebruik ‘n kalender om tydsduur in dae of weke te bereken. Graad 3 Kwartaal 4: Voorbeeld van assesseringstaak 1 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel prente of gegroepeerde voorwerpe tot 1000. Orden en vergelyk getalle tot 999. Probleemoplossing Oplossing van woordprobleme in konteks wat groepering of verdeling tot 100 behels met antwoorde wat reste mag insluit deur een van die volgende te gebruik: • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; • afronding tot 10; en verduidelik eie oplossing van probleme. Bewerkinge Verdeel getalle tot by 99 deur 2, 4, 5, 10, 3. Geld Oplossing van geldprobleme wat totale en kleingeld in rand of in sent insluit. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur aan en terug te tel: • in ene tussen 0 en 1000, byvoorbeeld: 889; 890; 891; __; __; __; 895; __; __; __; 899; __; __; 902 • in tiene tussen 0 en 1000, byvoorbeeld: 1000; 990; 980; __; __; 950; __; __;.920; __; __; 890 Meting Tyd Gebruik ‘n horlosie om tydsduur in ure en minute te bereken. 512 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 Graad 3 Kwartaal 4: Voorbeeld van assesseringstaak 2 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan en terug in 2s, 4s, 3s tot 1000. Lees en skryf getalsimbole tot 1000. Bewerkinge Doen optelling tot 999 deur een van die volgende te gebruik: • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en • afronding tot 10. Skryf ‘n getalsin en gebruik +, =. Doen aftrekking vanaf 999 or minder deur een van die volgende te gebruik: • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en • afronding tot 10. Skryf ‘n getalsin en gebruik - , =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur: • in twees te tel tussen 0 en 1000, byvoorbeeld: 1000; 998; 996; __; __; 990; __; __; 984 • in viers te tel tussen 0 en 1000, byvoorbeeld: 840; 844; __; 852; __; __; 864; __; 872; __; __; __; 888 • in dries te tel tussen 0 en 1000, byvoorbeeld: 960; 963; 966; 969; 972; __; __; 981; __; __; 990 Ruimte en vorm (Meetkunde) Simmetrie Herken en teken die lyn van simmetrie in 2-D meetkundige en niemeetkundige vorms. Datahantering Data Beantwoord vrae oor data in piktogramme. KABV 513 WISKUNDE GRAAD 1-3 Graad 3 Kwartaal 4: Voorbeeld van assesseringstaak 3 Inhoudsarea Onderwerp Kriteria Getalle, bewerkings en verwantskappes Getalbegrip Tel aan in 5s, 50s, 25s tussen 0 en 1000. Probleemoplossing Los woordprobleme in konteks op deur herhaalde optelling wat lei tot vermenigvuldiging met antwoorde tot 50 deur een van die volgende te gebruik: • apparaat; • tekeninge; • opbou en afbreek van getalle; • getallelyne; • verdubbeling en halvering; en verduidelik eie oplossing van probleme. Bewerkinge Kan met 3 vermenigvuldig tot 99 deur een van die volgende te gebruik: • a ubbeling. Skryf ‘n getalsin en gebruik x, =. Patrone, funksies en algebra Getalpatrone Voltooi getalpatrone deur: • in vywe te tel tussen 0 en 1000 byvoorbeeld: 1000; 995; 990; 985; __; __; __; 965; __; __; 950 • in vyftigs te tel tussen 0 en 1000 byvoorbeeld:600; 650; 700; __; __; 850; __; __; __ • in vyf en twintigs te tel tussen 0 en 1000 byvoorbeeld:1 000; 975; 950; __; __; 875; __; __; __; 775 Ruimte en vorm (Meetkunde) 3-D voorwerpe Herken en benoem: • balvorms (sfere); • boksvorms (prismas); • silinders; • piramiedes; en • keëls. Sorteer voorwerpe in dié met plat en dié met geboë oppervlaktes. Identifiseer die 2-D vorm wat die plat oppervlak vorm van die bogenoemde 3-D voorwerp. Meting Kapasiteit / Volume Lees volume in liters vanaf prente of maatbekers. Lees volume in milliliters from vanaf prente of maatbekers. 514 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3 KABV 515 WISKUNDE GRAAD 1-3 516 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 1-3     ENGLISH MATHEMATICS Curriculum and Assessment Policy Statement Foundation Phase Grades 1-3 National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement GRADES 1-3 mathematics MATHEMATICS Grade 1-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0444-2 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Lan￾guages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 MATHEMATICS Grade 1-3 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document. From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines with the (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION MATHEMATICS Grade 1-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS Grade 1-3 CAPS 1 Contents Section 1: Introduction and Background............................................................................... 3 1.1 Background .....................................................................................................................................................3 1.2 Overview ......................................................................................................................................................3 1.3 General aims of the South African Curriculum ............................................................................................4 1.4 Time Allocation................................................................................................................................................6 1.4.1 Foundation Phase...................................................................................................................................6 1.4.2 Intermediate Phase.................................................................................................................................6 1.4.3 Senior Phase...........................................................................................................................................7 1.4.4 Grades 10-12 ..........................................................................................................................................7 Section 2: DEFINITION, AIMS, SKILLS AND CONTENT ..................................................................... 8 2.1 Introduction .....................................................................................................................................................8 2.2 What is Mathematics?.....................................................................................................................................8 2.3 Specific Aims...................................................................................................................................................8 2.4 Specific Skills ..................................................................................................................................................8 2.5 Focus of Content Areas..................................................................................................................................9 2.6 Weighting of content areas ..........................................................................................................................10 2.7 Mathematics in the Foundation Phase........................................................................................................10 2.7.1 Suggested guidelines for classroom management ...............................................................................11 2.7.2 Learners with barriers to learning Mathematics ....................................................................................12 2.7.3 Mental Mathematics .............................................................................................................................12 2.8 Grade R ....................................................................................................................................................13 2.9 Recommended Resources for the Foundation Phase Mathematics classroom.....................................16 Section 3: Content Specification and Clarification......................................................... 17 3.1 Introduction ...................................................................................................................................................17 3.2 Specification of content to show progression ...........................................................................................17 • Numbers, Operations and Relationships ...................................................................................................18 • Patterns, Functions and Algebra................................................................................................................24 • Space and Shape (Geometry) ...................................................................................................................25 • Measurement .............................................................................................................................................28 • Data Handling ............................................................................................................................................34 3.3 Clarification of content .................................................................................................................................36 MATHEMATICS Grade 1-3 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.4 Sequencing and pacing of content..............................................................................................................36 3.4.1 Grade 1 overview per term....................................................................................................................40 3.4.2 Grade 2 overview per term....................................................................................................................56 3.4.3 Grade 3 overview per term....................................................................................................................73 3.5 Clarification Notes with Teaching Guidelines ............................................................................................92 3.5.1 Clarification of Grade 1 content.............................................................................................................93 3.5.2 Clarification of Grade 2 content...........................................................................................................210 3.5.3 Clarification of Grade 3 content...........................................................................................................340 Section 4: ASSESSMENT..................................................................................................................485 4.1 Introduction .................................................................................................................................................485 4.2 Informal or Daily Assessment....................................................................................................................485 4.3 Formal Assessment ....................................................................................................................................485 4.4 Programme of Formal Assessment...........................................................................................................486 4.5 Recording and Reporting ...........................................................................................................................486 4.6 Moderation of Assessment ........................................................................................................................487 4.7 General ..................................................................................................................................................487 4.8 Exemplar Assessment Tasks for Grades 1 to 3........................................................................................487 MATHEMATICS Grade 1-3 CAPS 3 Section 1 INTRODUCTION AND BACKGROUND 1.1 Background The National Curriculum Statement Grades R - 12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R - 12. 1.2 Overview (a) The National Curriculum Statement Grades R - 12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) National Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R - 12; and (iii) The policy document, National Protocol for Assessment Grades R - 12 (January 2012). (b) The National Curriculum Statement Grades R - 12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R - 9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10 - 12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs (a) and (b) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R - 12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R - 9 and Grades 10 - 12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special MATHEMATICS Grade 1-3 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R - 12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R - 12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (c) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R - 12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R - 12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R - 12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R - 12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R - 12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R - 12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; MATHEMATICS Grade 1-3 CAPS 5 • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R - 12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). MATHEMATICS Grade 1-3 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 7/8 7/8 First Additional Language Mathematics Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades R - 2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R - 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Science and Technology 3,5 Social Sciences 3 Life Skills 4 • Creative Arts (1,5) • Physical Education (1) • Personal and Social Well-being (1,5) TOTAL 27,5 MATHEMATICS Grade 1-3 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Science 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Arts and Culture 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) i. Home Language ii. First Additional Language iii. Mathematics iv. Life Orientation v. Group B of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R - 12, 4.5 4.5 4.5 2 12 (3x4h) The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. MATHEMATICS Grade 1-3 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Section 2: DEFINITION, AIMS, SKILLS & CONTENT 2.1. Introduction In Section 2, the Foundation Phase Mathematics Curriculum and Assessment Policy Statement (CAPS) provides teachers with a definition of mathematics, specific aims, specific skills, focus of content areas, weighting of content areas, recommended resources for the Foundation Phase Mathematics lessons, suggested guidelines on supporting learners with barriers to learning Mathematics, mental mathematics and enhancing the teaching of early numeracy skills in Grade R. 2.2. What is Mathematics? Mathematics is a language that makes use of symbols and notations for describing numerical, geometric and graphical relationships. It is a human activity that involves observing, representing and investigating patterns and qualitative relationships in physical and social phenomena and between mathematical objects themselves. It helps to develop mental processes that enhance logical and critical thinking, accuracy and problem-solving that will contribute to decision-making. 2.3. Specific Aims The teaching and learning of Mathematics aims to develop the following in the learner: • critical awareness of how mathematical relationships are used in social, environmental, cultural and economic relations; • confidence and competence to deal with any mathematical situation without being hindered by a fear of Mathematics; • a spirit of curiosity and a love of Mathematics; • appreciation for the beauty and elegance of Mathematics; • recognition that Mathematics is a creative part of human activity; • deep conceptual understanding in order to make sense of Mathematics; and • acquisition of specific knowledge and skills necessary for: - the application of Mathematics to physical, social and mathematical problems,; - the study of related subject matter (e.g. other subjects); and - further study in Mathematics. 2.4. Specific Skills To develop essential mathematical skills the learner should: • develop the correct use of the language of Mathematics; • develop number vocabulary, number concept and calculation and application skills; • learn to listen, communicate, think, reason logically and apply the mathematical knowledge gained; • learn to investigate, analyse, represent and interpret information; MATHEMATICS Grade 1-3 CAPS 9 • learn to pose and solve problems; and • build an awareness of the important role that Mathematics plays in real-life situations, including the personal development of the learner. 2.5. Focus of Content Areas Mathematics in the Foundation Phase covers five content areas. Each content area contributes to the acquisition of specific skills. The table below shows the general focus of the content areas as well as the specific focus of the content areas for the Foundation Phase. Table 2.1 Foundation Phase Mathematics Content Focus MATHEMATICS CONTENT KNOWLEDGE Content Area General Content Focus Foundation Phase Specific Content Focus Numbers, Operations and Relatioships Development of number sense that includes: • the meaning of different kinds of numbers; • the relationship between different kinds of numbers; • the relative size of different numbers; • representation of numbers in various ways; and • the effect of operating with numbers. The number range developed by the end of Grade 3 includes whole numbers to at least 1 000 and common fractions. In this phase, the learners’ number concept is developed through working with physical objects to count collections of objects, partition and combine quantities, skip count in various ways, solve contextual (word) problems, and build up and break down numbers. • Counting enables learners to develop number concept, mental mathematics, estimation, calculation skills and recognition of patterns. • Number concept development helps learners to learn about properties of numbers and to develop strategies that can make calculations easier. • Solving problems in context enables learners to communicate their own thinking orally and in writing through drawings and symbols. • Learners build an understanding of basic operations of addition, subtraction, multiplication and division. • Learners develop fraction concept through solving problems involving the sharing of physical quantities and by using drawings. Problems should include solutions that result in whole number remainders or fractions. Sharing should involve not only finding parts of wholes, but also finding parts of collections of objects. In this phase, learners are not expected to read or write fraction symbols. Patterns, Functions and Algebra Algebra is the language for investigating and communicating most of Mathematics and can be extended to the study of functions and other relationships between variables. A central part of this content area is for the learner to achieve efficient manipulative skills in the use of algebra. It also focuses on the: • description of patterns and relationships through the use of symbolic expressions, graphs and tables; and • identification and analysis of regularities and change in patterns, and relationships that enable learners to make predictions and solve problems. In this phase, learners work with both • number patterns (e.g. skip counting); and • geometric patterns (e.g. pictures). Learners should use physical objects, drawings and symbolic forms to copy, extend, describe and create patterns. Copying the pattern helps learners to see the logic of how the pattern is made. Extending the pattern helps learners to check that they have properly understood the logic of the pattern. Describing the pattern helps learners to develop their language skills. Focussing on the logic of patterns lays the basis for developing algebraic thinking skills. Number patterns support number concept development and operational sense built in Numbers, Operations and Relationships. Geometric patterns include sequences of lines, shapes and objects but also patterns in the world. In geometric patterns learners apply their knowledge of space and shape. MATHEMATICS Grade 1-3 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Space and Shape (Geometry) The study of Space and Shape improves understanding and appreciation of the pattern, precision, achievement and beauty in natural and cultural forms. It focuses on the • properties, relationships; • orientations, positions; and • transformations of two￾dimensional shapes and three￾dimensional objects. In this phase learners focus on three-dimensional (3-D) objects, two￾dimensional (2-D) shapes, position and directions. • Learners explore properties of 3-D objects and 2-D shapes by sorting, classifying, describing and naming them. • Learners draw shapes and build with objects. • Learners recognise and describe shapes and objects in their environment that resemble mathematical objects and shapes. • Learners describe the position of objects, themselves and others using the appropriate vocabulary. • Learners follow and give directions. Measurement Measurement focuses on the selection and use of appropriate units, instruments and formulae to quantify characteristics of events, shapes, objects and the environment. It relates directly to the learner’s scientific, technological and economic worlds, enabling the learner to: • make sensible estimates; and • be alert to the reasonableness of measurements and results. • In this phase the learners’ concept of measurement is developed by working practically with different concrete objects and shapes, learning the properties of length, capacity, mass, area and time. • Learners measure the properties of shapes and objects using informal units where appropriate, such as hands, paces, containers, etc. • Learners compare different quantities by using comparative words such as taller/shorter, heavier/lighter etc. • Learners are introduced to standard units such as grams, kilograms; millilitres, litres; centimetres, metres. • Activities related to time should be structured with the awareness that learners’ understanding of the passing of time should be developed before they read about time. 2.6. Weighting of Content Areas The weighting of mathematics content areas serves two primary purposes: firstly the weighting gives guidance on the amount of time needed to address the content within each content area adequately; secondly the weighting gives guidance on the spread of content in assessment. The weighting of the content areas is not the same for each grade in the Foundation Phase. Table 2.2 Weighting of Content Areas in Foundation Phase WEIGHTING OF CONTENT AREAS Content Area Grade 1 Grade 2 Grade 3 Numbers, Operations and Relationships* 65% 60% 58% Patterns, Functions and Algebra 10% 10% 10% Space and Shape (Geometry) 11% 13% 13% Measurement 9% 12% 14% Data Handling (Statistics) 5% 5% 5% 100% 100% 100% *In Grade R - 3, it is important that the area of Numbers, Operations and Relationships is the main focus of Mathematics. Learners need to exit the Foundation Phase with a secure number sense and operational fluency. The aim is for learners to be competent and confident with numbers and calculations. For this reason the notional time allocated to Numbers Operations and Relationships has been increased. Most of the work on patterns should focus on number patterns to consolidate learners’ number ability further. 2.7. Mathematics in the Foundation Phase Foundation Phase Mathematics forges the link between the child’s pre-school life and life outside school on the one hand, and the abstract Mathematics of the later grades on the other hand. In the early grades children should be exposed to mathematical experiences that give them many opportunities “to do, talk and record” their mathematical thinking. MATHEMATICS Grade 1-3 CAPS 11 The amount of time spent on Mathematics has a decisive impact on learners’ development of mathematical concepts and skills. The activities learners engage in should, however, not be “keep busy” activities, but should be clearly focused on the mathematics as outlined in the curriculum. 2.7.1 Suggested guidelines for classroom management All the time allocated to Mathematics on a single day should be considered as one period. During the Mathematics period the following should usually happen: • Whole class activity - Mental mathematics - Consolidation of concepts - Classroom management (allocation of independent activities, etc.) • Small group teaching - Counting - Number concept development (oral and practical activities) - Problem-solving (oral and practical activities) - Written recording - Developing calculating strategies (oral and practical activities) - Patterns - Space and shape - Measurement - Data Handling • Independent work Learners practise and consolidate concepts developed in whole class and small group teaching. Whole class activity: where the focus will be mainly on mental mathematics, consolidation of concepts and allocation of independent activities for at least 20 minutes per day at the start of the Mathematics lesson. During this time the teacher will also work with the whole class to determine and record (where appropriate) the name of the day, the date, the number of learners present and absent, and the nature of the weather. Mental mathematics will include brisk mental starters such as “the number after/before 8 is; 2 more/less than 8 is; 4+2; 5+2, 6+2” etc. During this time the teacher can also consolidate concepts that are a little challenging. Also important is that the teacher should assign the class their general class activity as well as independent activities that they do on their own while she gets on with the small group focused sessions. Small group focused lessons: are most effective when the teacher takes a small group of learners (8 to 12) who have the same ability with her on the floor or at their tables, while the rest of the class is engaged in independent activities. The teacher works orally and practically with the learners, engaging in such activities as counting, estimation, number concept development and problem-solving activities, as well as activities concerning pattern, space and shape, measurement and data handling, which should be carefully planned for. In order to reinforce learning, written work (work book, work sheet examples, work cards etc.) should form part of the group session where possible. Learners should have writing materials (class work books, etc.) available for problem- MATHEMATICS Grade 1-3 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) solving activities. The group sessions should be very interactive and learners should be encouraged to “do, talk, demonstrate and record” their mathematical thinking. Teachers should take care not to underestimate the slower learners; they should also be stretched. It is easier to match the difficulty level of the work to the learners if the group the teacher is working with is of approximately equal ability. However, mixed ability groups can work well for construction, measurement and patterning or sorting activities, or for games. Independent activities: While the teacher is busy with the small group focused lesson, the rest of the class must be purposefully engaged in a variety of mathematical activities that focus on reinforcing and consolidating concepts and skills that have already been taught during small group focused lessons. These independent activities should be differentiated to cater for different ability levels. Independent activities may include: • work book activities; • graded worksheets/work cards for counting, manipulating numbers, simple problems in context (word problems), etc.; • mathematics games like Ludo, dominoes, jigsaw puzzles; and • tasks that involve construction, sorting, patterning or measurement. The Mathematics period should also provide for supporting learners experiencing barriers to learning, enrichment activities for high flyers, assessment activities, etc. Both independent and small group focused lesson activities must be observed (practical, oral), marked and overseen (written recording) by the teacher as part of her informal and formal assessment activities. Close tracking of learners’ responses (verbal, oral, practical, written recording) in learning and teaching situations enables the teacher to do continuous assessment, monitor learners’ progress and plan support accordingly for learners experiencing barriers to learning. 2.7.2 Learners with barriers to learning Mathematics It is important for learners who experience barriers to learning Mathematics to be exposed to activity-based learning. Practical examples using concrete objects together with practical activities should be used for a longer time than with other learners, as moving to abstract work too soon may lead to frustration and regression. These learners may require and should be granted more time for: • completing assessment activities and tasks; and • acquiring thinking skills (own strategies The number of activities to be completed should be adapted to the learner without compromising the concept and skills that are addressed. 2.7.3 Mental mathematics Mental mathematics plays a very important role in the curriculum. The number bonds and multiplication table facts that learners are expected to know or recall fairly quickly are listed for each grade. In addition, mental mathematics is used extensively to explore the higher number ranges through skip counting and by doing activities such as “up and down the number ladder”, e.g. the Grade teacher might ask the following “chained” questions: “Start with 796. Make MATHEMATICS Grade 1-3 CAPS 13 that 7 more. Yes, it is 803. Make that 5 less. Yes, it is 798. Make that 10 more … 2 more … 90 more … 5 less …” etc. These activities help learners to construct a mental number line. Mental mathematics therefore features strongly in both the counting and the number concept development sections relating to the topics Number and Patterns, and may also occur during Measurement and Data Handling activities. When doing mental mathematics, the teacher should never force learners to do mental calculations that they cannot handle — writing materials and/or counters should always be available for those learners who may need them. 2.8 Grade R The approach to learning Mathematics should be based on the principles of integration and play-based learning. The teacher should be pro-active, a mediator rather than a facilitator. A mediator makes the most of incidental learning opportunities that arise spontaneously during a range of child-centred activities such as free play in the fantasy corner or block construction site, sand and water play activities as well as teacher-guided activities that focus on mathematical concepts such as counting, number concept development, space and shape, patterns, time and other emergent mathematics activities. Colour is not in itself a mathematical concept, but can be used to promote the acquisition of mathematical concepts in activities such as sorting, grouping and classifying. All aspects of Grade R, including the classroom environment and teaching and learning practice, should promote the holistic development of the child. Development that is an integral part of emergent numeracy includes cognitive development (problem-solving, logical thought and reasoning), language development (the language of mathematics) and perceptual-motor as well as emotional and social development. All these aspects can be developed through stories, songs, rhymes, finger games and water play, educational toys including board games, construction and exploration activities (mass, time, capacity, measurement, etc.), imaginative play, outdoor play and “playground games”. Many kinds of games and play could include aspects of numeracy, for example measuring during cooking or counting during shopping. In other words, the acquisition of emergent mathematics and related mathematical concepts should, like all good teaching, adhere to the following learning principles where children move through three stages of learning, namely: • the kinaesthetic stage (experience concepts with the body and senses); • the concrete stage (3-D, using a variety of different objects such as blocks, bottle tops, twigs and other objects in the environment); and • paper and pencil representation (semi-concrete representations using drawings, matching cards etc.) In the Grade R year the timetable is called the daily programme (see Figure 1) and it comprises three main components, namely: • teacher-guided activities; • routines; and • child-initiated activities or free play. The emphasis throughout should be on using these aspects of the daily programme to promote the acquisition of emergent numeracy in a fun and spontaneous context. For example, teacher-guided numeracy learning opportunities are offered during ring time. Most rings can be given a mathematical focus. The early morning ring when children are greeted and a roll-call is taken provides an opportunity for playing with numbers and, for example, counting. Other rings, such as the Mathematics ring, perceptual-motor rings, movement, music and science rings can also provide a Mathematics focus. MATHEMATICS Grade 1-3 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Creative art activities could also have a mathematical emphasis, for example, using geometric shapes such as circles and squares to make a collage or designing a pattern to frame a picture. The weather chart, calendar and birthday rings also provide opportunities for exploring mathematical concepts. It is the teacher’s knowledge and initiative that can maximise learning potential. • Routines, where children participate actively, such as snack time, arrival, home time and toilet routines, can also be given a Mathematics focus. Children wearing red, for example, go to the toilet first (colour and ordinal number), each child gets a plate and a sandwich (one-to-one correspondence), Thandi would like a second sandwich, David doesn’t want any more. What this amounts to is identifying and utilising a teachable moment, in other words, being a mediator of learning. • During free play the teacher can promote emergent mathematics through the appropriate structuring of the free-play area. Outdoor free play such as climbing on a wooden climbing frame or riding on the cycle track might promote the acquisition of key mathematical vocabulary such as up/down, bottom/top, fast/slow, high/ low, etc. Sand and water play will also enhance the understanding of concepts such as mass, volume and capacity. All these activities will also promote essential underpinning perceptual-motor skills, which become an inherent part of the successful acquisition in formal school of literacy and numeracy. Examples of these skills are: - developing an understanding of your position in space e.g. behind, in front, underneath or next to an object (this can, for example, be linked to place value in mathematics); and - directionality and laterality (this can be linked to number and letter formation and reading from left to right). The practice outlined above is illustrative of a Grade R approach that promotes problem-solving, logical thinking and reasoning, as well as education for citizenship because of its focus on co-operative learning and negotiation. By utilising teachable moments, a teacher can encourage children to reflect on their decisions and predict possibilities, e.g. whether they think a container being used in water play will hold more than another container. By making helpful suggestions and inviting a child to think about alternative positions and ways of problem-solving, a teacher can encourage children to think more deeply about an issue and find good reasons for the choices they make. In this way not only mathematical but also holistic development is addressed and critical premises underpinning CAPS are brought into play. Assessment practices in Grade R should be informal and children should not be subjected to a ‘test’ situation. For this reason assessment activities have not been included in the Grade R CAPS. Each activity used for assessment should be carefully planned so that it integrates a variety of skills. In Grade R most of the assessment takes place through observation, with the teacher recording the results of the assessment using a checklist. Thus, as the year progresses a full picture of each child, complete with challenges and strengths, is gradually built. This allows for challenges to be addressed and strengths to be maximised. A traditional, formal classroom-based learning programme that is tightly structured and ‘basics bound’ should be avoided, as it does not optimise numeracy acquisition for the Grade R child. Grade R should not be a ‘watered down’ Grade 1 class. It has its own unique characteristics based on how children in this age group make sense of their world and acquire the knowledge, skills, values and attitudes that will allow them to maximise the opportunities afforded in the formal learning years. MATHEMATICS Grade 1-3 CAPS 15 Figure 1: Grade R daily programme (From ± 7:30 - 13:00) • ART ACTIVITY (every day: 1 MAIN + 2/3 supporting activities) • FREE PLAY INSIDE • TIDY UP INSIDE 30 min 30 min 30 min 10 min 10 min 20 min 36 min 50 min 60 min Rest/quiet time and departure STORY every day Toilet routine Language, Mathematics, Life Skills Toilet routine Language, Mathematics, Life Skills TEACHER-GUIDED ACTIVITY Language, Mathematics, Life Skills TEACHER-GUIDED ACTIVITY Language, Mathematics, Life Skills TEACHER-GUIDED ACTIVITY Language, Mathematics, Life Skills REFRESHMENTS: Language, Mathematics, Life Skills Free play outside and Tidy up ARRIVAL AND FREE PLAY Greeting Birthdays Register News Weather chart Mathematics, Languages Life Skills • Fantasy play • Role play • Construction play • Blocks • Educational • Toys • Perceptual games • Puzzles • Book corner • Quiet time • Quiet area • Water play • Sand play • Role play • Balls • Swings • Wheel toys • Educational toys • Jungle gym • Tires • Physical Education • Games MATHEMATICS • Activities designed from CAPS (mathematics) • Songs and music activities • Perceptual activities • Counting rhymes • Theme discussions • Science experiments • Free play • Routines LIFE SKILLS • Activities designed from CAPS (life skills) • Human movement activities • Songs and music • Poems and rhymes • Theme discussion • Birthdays • Routines • Free play LANGUAGES • Activities designed from CAPS (home language) • Stories • Dramatisation • Books/pictures • Picture reading • Picture discussions • Perceptual activities • Parent poster • Parent letter • News • Poems/rhymes • Music/songs/rhymes • Tapes • Theme discussions • Human movement activities • Routines • Free play MATHEMATICS Grade 1-3 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.9 Recommended Resources for the Foundation Phase Mathematics classroom • Counters • Large dice • A big counting frame • A height chart • Big 1 - 100 and 101 - 200 number grid posters (100 - charts) • Different number lines (vertical and horizontal) • A set of Flard cards (expanding cards) • Play money — coins and notes • A calendar for the current year • A large analogue wall clock • A balance scale • Building blocks • Modelling clay • A variety of boxes of different shapes and sizes brought from home • A variety of plastic bottles and containers to describe and compare capacities • Good examples of a sphere (ball), a rectangular prism (box), cube, cone, pyramid and cylinder. The teacher can make this herself. • A number of plastic or cardboard squares, different rectangles, circles, different triangles all of different sizes • Mathematical games, e.g. Ludo, Snakes and Ladders, Jigsaw Puzzles, Dominoes, Tangrams etc. • Essential for Grades R and 1: - Areas for sand and water play - Apparatus for climbing, balancing, swinging and skipping - A play-shop with items to be bought with play-money - A variety of appropriate games such as ‘what’s in a square’? - Blocks MATHEMATICS Grade 1-3 CAPS 17 Section 3 Content Specification and Clarification 3.1. Introduction In the General Education and Training band there are five content areas in Mathematics: • Numbers, Operations and Relationships • Patterns, Functions and Algebra • Space and Shape (Geometry) • Measurement • Data Handling Each content area is broken down into mathematical topics, for example in Space and Shape in the Foundation Phase one topic is two-dimensional shapes. Concepts and skills are specified within each topic. Section 3 of the Foundation Phase Mathematics CAPS specifies and clarifies the Mathematics content required. 3.2 Specification of content to show progression The phase overview tables show the specification of concepts and skills and the progression from Grade R to 3. The grade overview tables show the progression of concepts and skills across the four terms of the year. However, in certain topics the concepts and skills are similar in two or three successive grades. The clarification of content will give guidelines on how progression should be addressed in these cases. The specification of content should therefore be read in conjunction with the clarification of content. The Foundation Phase overview shows progression of content areas: Numbers, Operations and Relationships, Patterns, Functions and Algebra, Space and Shape (Geometry), Measurement and Data Handling across Grades R to 3 as outlined in the following tables: MATHEMATICS Grade 1-3 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) FOUNDATION PHASE OVERVIEW 1. NUMBERS, OPERATIONS AND RELATIONSHIPS Progression in Numbers, Operations and Relationships • The main progression in Numbers, Operations and Relationships happens in three ways: - The number range increases. - Different kinds of numbers are introduced. - The calculation strategies change. • As the number range for doing calculations increases up to Grade 3, learners should develop more efficient strategies for calculations. • Contextual problems should take account of the number range for the grade as well as the calculation competencies of learners. . TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 NUM BER CON C E P T DEVELO PMENT: Count with whole numbers 1.1 Count objects Count concrete objects Estimate and count to at least 10 everyday objects reliably. Count concrete objects Estimate and count to at least 50 everyday objects reliably. Counting by grouping is encouraged. Count concrete objects Estimate and count to at least 200 everyday objects reliably. Counting by grouping is encouraged. Count concrete objects Estimate and counts to at least 1000 everyday objects reliably. Counting by grouping is encouraged. 1.2 Count forwards and backwards Count forwards and backwards in ones from 1 to 10 Use number rhymes and songs Count forwards and backwards in ones from any number between 0 and 100. Count forwards in: • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Count forwards and backwards in: • 1s from any number between 0 and 200 • 10s from any multiple of 10 between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 Counts forwards and backwards in: • 1s from any number between 0 and 1000 • 10s from any multiple of 10 between 0 and 1000 • 5s from any multiple of 5 between 0 and 1000 • 2s from any multiple of 2 between 0 and 1000 • 3s from any multiple of 3 between 0 and 1000 • 4s from any multiple of 4 between 0 and 1000 • in 20s, 25s, 50s, 100s to at least 1000 MATHEMATICS Grade 1-3 CAPS 19 TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 NUM BER CON C E P T DEVELO PMENT: Represent whole numbers Say and use number names in familiar context. 1.3 Number symbols and number names Recognise, identify and read number symbols • Recognise, identify and read number symbols 1 to 10 • Recognise, identify and read number names 1 to 10 Recognise, identify and read number symbols • Recognise, identify and read number symbols 1 to 100 • Write number symbols 1 to 20 • Recognise, identify and read number names 1 to 10 • Write number names 1 to 10 Recognise, identify and read number symbols • Recognise, identify and read number symbols 0 to 200 • Write number symbols 0 to 200 • Recognise, identify and read number names 0 to 100 • Write number names 0 to 100 Recognise, identify and read number symbols • Recognise, identify and read number symbols 0 to 1 000 • Write number symbols 0 to 1 000 • Recognise, identify and read number names 0 to 1 000. • Write number names 0 to 1 000 NUM BER CON C E P T DEVELO PMENT: Describe, compare and order whole numbers 1.4 Describe, compare and order numbers Describe, compare and order collection of objects up to 10. • Describe whole numbers up to 10 • Compare which of two given collection of objects is big, small, smaller than, greater than, more than, less than, equal to, most, least, fewer up 10. • Order more than two given collections of objects from smallest to greatest up to 10 Describe, compare and order objects up to 20 • Describe and compare collections of objects according to most, least, the same as • Describe and order collections of objects from most to least and least to most MATHEMATICS Grade 1-3 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 NUM BER CON C E P T DEVELO PMENT: Describe, compare and order whole numbers 1.4 Describe, compare and order numbers Use ordinal numbers to show order, place or position Develop an awareness of ordinal numbers e.g. first, second, third up to sixth and last Describe, compare and order numbers to 20 • Describe and compare whole numbers according to smaller than, greater than and more than, less than, is equal to • Describe and order numbers from smallest to greatest and greatest to smallest Use ordinal numbers to show order, place or position Position objects in a line from first to tenth or first to last e.g. first, second, third … tenth Describe, compare and order numbers to 99 • Describe and compare whole numbers up to 99 using smaller than, greater than, more than, less than and equal to • Describe and order whole numbers up to 99 from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position Position objects in a line from first to twentieth or first to last e.g. first, second, third … twentieth Describe, compare and order numbers to 999 • Describe and compare whole numbers up to 999 using smaller than, greater than, more than, less than and equal to • Describe and order whole numbers up to 999 from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position Use, read and write ordinal numbers, including abbreviated form (1st, 2nd, 3rd up to 31st) NUM BER CON C E P T DEVELO PMENT: Place value 1.5 Place value Begin to recognise the place value of at least two-digit numbers to 20 • Decompose two-digit numbers into multiples of 10 and ones/units Recognise the place value of at least two-digit numbers to 99 • Decompose two-digit numbers up to 99 into multiples of 10 and ones/ units • Identify and state the value of each digit Recognise the place value of three￾digit numbers to 999 • Decompose three-digit numbers up to 999 into multiples of 100, multiples of 10 and ones/units • Identify and state the value of each digit SOLVE PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques up to 10: • concrete apparatus e.g. counters • physical number ladder Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus Use the following techniques when solving problems and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Use the following techniques when solving problems and explain solutions to problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens MATHEMATICS Grade 1-3 CAPS 21 TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 1.7 Addition and subtraction Solve word problems (story sums) in context and explain own solution to problems involving addition and subtraction with answers up to 10. Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 20. Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 99. Solve word problems in context and explain own solution to problems involving addition and subtraction leading answers up to 999. 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 20 Solve word problems in context and explain own solution to problems using repeated addition and multiplication with answers up to 50. Solve word problems in context and explain own solution to problems using multiplication with answers up to 100 1.9 Grouping and sharing leading to division Solve and explain solutions to word problems in context (story sums) that involve equal sharing, grouping with whole numbers up to 10 and answers that may include remainders. Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 20 and with answers that may include remainders. Solves and explain solutions to practical problems that involve equal sharing and grouping up to 50 with answers that may include remainders. Solve and explain solutions to practical problems that involve equal sharing and grouping up to 100 with answers that may include remainders SOLVE PRO BLEMS IN CONTE X T 1.10 Sharing leading to fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions. 1.11 Money Develop an awareness of South African coins and bank notes • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5) and bank notes R10 and R20 • Solve money problems involving totals and change to R20 and in cents up to 20c • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5) and bank notes R10, R20, R50 • Solve money problems involving totals and change to R99 and in cents up to 90c • Recognise and identify all the South African coins and bank notes • Solve money problems involving totals and change in rands or cents • Convert between rands and cents CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens MATHEMATICS Grade 1-3 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 1.13 Addition and subtraction Solve verbally stated addition and subtraction problems with solutions up to 10 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 10 • Add to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 20 • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 CONTE X T-FREE CAL CULATIONS 1.14 Repeated addition leading to multiplication • Add the same number repeatedly to 20 • Use appropriate symbols (+, =, ) • Multiply numbers 1 to 10 by 2, 5, 3, and 4 to a total of 50 • Use appropriate symbols (+, x, =, ) • Multiply any number by 2, 3, 4, 5, 10 to a total of 100 • Use appropriate symbols (x, ) 1.15 Division • Divide numbers up to 100 by 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) 1.16 Mental mathematics Number concept: Range 10 Each activity commences with mental maths: • Counting everyday objects • Counting forwards and backwards • Ordinal counting • Clap hands many/few times • Which claps are most/least/more/ fewer • Which number comes before/after/ between Number concept: Range 20 • Name the number before and after a given number. • Order a given set of selected numbers • Compare numbers up to and say which is 1 and 2 more or less Number concept: Range 99 • Order a given set of selected numbers • Compare numbers up to 99 and say which is 1, 2, 3, 4, 5 and 10 more or less Number concept: Range 1000 • Order a given set of selected numbers • Compare numbers up to 1000 and say which is 1, 2, 3, 4, 5 and 10 more or less MATHEMATICS Grade 1-3 CAPS 23 TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 CONTE X T-FREE CAL CULATIONS (cont.) 1.16 Mental mathematics Rapidly recall: • Addition and subtraction facts to 10 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction. Rapidly recall: • Recall addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 • Multiplication facts for the: - 2 times table with answers up to 20 - 10 times table with answers up to 100 • Division facts for numbers: - up to 20 divisible by 2 - up to 100 divisible by 10 Calculation strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division. 1.17 Fractions • Use and name unitary fractions including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half • Use and name unitary and non￾unitary fractions including halves, quarters, eighths, thirds, sixths, fifths. • Recognise fractions in diagrammatic form • Begin to recognise that two halves or three thirds make one whole and that one half and two quarters are equivalent • Write fractions as 1 half and 2 thirds. MATHEMATICS Grade 1-3 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) FOUNDATION PHASE OVERVIEW 2. PATTERNS, FUNCTIONS AND ALGEBRA Progression in Patterns, Functions and Algebra • In Patterns, Functions and Algebra, learners get opportunities to: - complete and extend patterns represented in different forms ; and - identify and describe patterns. • Describing patterns lays the basis for learners in the Intermediate Phase to describe rules for patterns. This in turn becomes more formalised in algebraic work in the Senior Phase. TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 2.1 Geometric patterns Copy and extend Copy and extend simple patterns using physical objects and drawings (e.g. using colours and shapes). Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • complex patterns made with drawings of lines, shapes or objects Create and describe own patterns • with physical objects • by drawing lines, shapes or objects Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • more complex patterns made with drawings of lines, shapes or objects Create and describe own patterns • with physical objects • by drawing lines, shapes or objects Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least Create and describe own patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least Create and describe own patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least Create and describe own patterns MATHEMATICS Gr a d e 1-3 CAPS 25 FOUNDATION PHASE OVERVIEW 3. SPACE AND SHAPE (GEOMETRY) Progression in Space and Shape The main progression in Space and Shape is achieved by: • focussing on new properties and features of shapes and objects in each grade; and • moving from learning the language of position and matching different views of the same objects to reading and following directions on informal maps. TO PICS GRADE R GRADE 1 GRADE 2 GRADE 3 3.1 Position, orientation and views Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and directions Follow directions to move around the classroom Position and views • Recognise and match different views of the same everyday object Position and directions • Follow directions to move around the classroom • Follow instructions to place one object in relation to another, e.g. put the pencil behind the box Position and views • Recognise and match different views of the same everyday object. Position and directions Follow directions to move around the classroom Position and views • Recognise and match different views of the same everyday object • Name an everyday object when shown an unusual view of it • Read, interpret and draw informal maps, or top views of a collection of objects • Find objects on maps Position and directions • Follow directions to move around the classroom and school • Give directions to move around the classroom and school • Follow directions from one place to another on an informal map MATHEMATICS Grade 1-3 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom • ball shapes, • box shapes Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour • objects that roll • objects that slide Focussed activities • Use 3- D objects such as building blocks, recycling material etc, to construct composite objects e.g. towers, bridges etc Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour • objects that roll • objects that slide Focussed activities • Observe and build given 3- D objects using concrete materials such as building blocks, recycling material, construction kits Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities • Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, building blocks, recycling material, construction kits, other 3- D geometric objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focussed activities • Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, clay, toothpicks, straws, other 3- D geometric objects MATHEMATICS Gr a d e 1-3 CAPS 27 TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 3.3 2-D shapes Recognise, identifies and names two-dimensional shapes in the classroom and in pictures, including: • Learners Symbols • Class name Range of shapes Recognise and name 2-D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2-D shapes in terms of: • size • colour • straight sides • round sides Range of shapes Recognise and name 2-D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • size • shape • straight sides • round sides Range of shapes Recognise and name 2-D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • shape • straight sides • round sides Draw shapes • circles • triangles • squares • rectangles 3.4 Symmetry Symmetry • Recognise symmetry in own body Symmetry • Recognise symmetry in own body. • Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes Symmetry • Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes Symmetry • Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes. • Determine line of symmetry through paper folding and reflection MATHEMATICS Grade 1-3 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) FOUNDATION PHASE OVERVIEW 4. MEASUREMENT Progression in Measurement • The main progression in measurement across the grades is achieved by the introduction of: - new forms of measuring; - new measuring tools, starting with informal tools and moving to formal measuring instruments in Grades 2 and 3; - new measuring units, particularly in Grades 2 and 3. • Calculations and problem-solving with measurement should take cognisance of the number work that has already been covered. TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 4.1 Time Passing of time Talk about the passing of time • Talk about things that happen during the day and things that happen during the night • Learners sequence events that happen to them during the day • Order regular events from their own lives Passing of time Talk about the passing of time • Order regular events from their own lives • Compare lengths of time using language e.g. longer, shorter, faster, slower • Sequence events using language such as yesterday, today, tomorrow MATHEMATICS Grade 1-3 CAPS 29 TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 4.1 Time Telling the time • Describe when something happens using language e.g. morning, afternoon, night, early, late • Name and sequence days of week and months of year • Place birthdays on a calendar Telling the time • Name and sequence days of week and months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours, half hours and quarter hours Calculate length of time and passing of time • Use calendars to calculate and describe lengths of time in: - days, - weeks • Use clocks to calculate length of time in: - hours - half hours Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time • Use calendars to calculate and describe lengths of time in: - days - weeks - months • Converting between days and weeks • Converting between weeks and months • Use clocks to calculate length of time in: - hours - half hours - quarter hours MATHEMATICS Grade 1-3 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 4.2 Length Informal measuring • Compare and order the length, height or width of two or more objects by placing them next to each other. Use language to talk about the comparison e.g. longer, shorter, taller, wider Informal measuring • Compare and order the length, height or width of two or more objects by placing them next to each other. Use language to talk about the comparison e.g. longer, shorter, taller, wider • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters • Describe the length of objects by counting and stating the length in informal units Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters • Describe the length of objects by counting and stating the length in informal units Introducing formal measuring Estimate, measure, compare order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters • Describe the length of objects by counting and stating how many informal units long they are. Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length • Estimate and measure lengths in centimetres using a ruler (No conversions between metres and centimetres required) MATHEMATICS Grade 1-3 CAPS 31 TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 4.3 Mass Informal measuring • Compare and order the mass of two or more objects by feeling them or using a balancing scale • Use language to talk about comparison e.g. light, heavy, lighter, heavier Informal measuring • Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks • Describe the mass of objects by counting and stating the mass in informal units • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Informal measuring • Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks. • Describe the mass of objects by counting and stating the mass in informal units • Use language to talk about comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated only in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Measure own mass in kilograms using a bathroom scale Informal measuring • Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks • Describe the mass of objects by counting and stating the mass in informal units • Use language to talk about comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in: - kilograms e.g. 2 kilograms of rice and 1 kilogram of flour - grams e.g. 500 grams of salt • Measure own mass in kilograms using a bathroom scale (No conversions between grams and kilograms are required) MATHEMATICS Grade 1-3 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 4.4 Capacity/ Volume Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Compare and order the amount of liquid that two containers can hold if filled (capacity) • Use language to talk about comparison e.g. more than, less than, full, empty Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Compare and order the amount of liquid that two containers can hold if filled (capacity). • Use language to talk about comparison e.g. more than, less than, full, empty • Estimate, measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups Informal measuring • Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups Informal measuring • Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups MATHEMATICS Grade 1-3 CAPS 33 TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 4.4 Capacity/ Volume • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or stated in millilitres e.g. 500 millilitres of milk, 340 millilitres of cool drink, 750 millilitres of oil. • Know that a standard cup is 250 millilitres • Know that a standard teaspoon is 5 millilitres (No conversions between millilitres and litres required) 4.5 Perimeter and Area Perimeter Investigate the distance around 2- D shapes and 3- D objects using direct comparison or informal units. Area Investigate the area using tiling. MATHEMATICS Grade 1-3 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) FOUNDATION PHASE OVERVIEW 5. DATA HANDLING Progression in Data Handling • The main progression in Data Handling across the grades is achieved by: - moving from working with objects to working with data; and - working with new forms of data representation. • Learners should work through the full data cycle at least once a year - this involves collecting and organising data, representing data, analysing, interpreting and reporting data. • Some of the above aspects of data handling can also be dealt with as discrete activities. TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 5.1 Collect and sort objects Collect and organise objects Collect and sort everyday physical objects. Collect and organise objects Collect and sort everyday physical objects. 5.2 Represent sorted collection of objects Represent sorted collection of objects Draw a picture of collected objects. Represent sorted collection of objects Draw a picture of collected objects. 5.3 Discuss and report on sorted collection of objects Discuss and report on sorted collection of objects Answer questions about • how the collection was sorted • the drawing of the collection Discuss and report on sorted collection of objects • Give reasons for how collection was sorted; • Answer questions about - how the sorting was done (process) - what the sorted collection looks like (product) • Describe the collection and/drawing • Explain how the collection was sorted MATHEMATICS Grade 1-3 CAPS 35 TO PIC S GRADE R GRADE 1 GRADE 2 GRADE 3 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to answer questions posed by the teacher Collect and organise data • Collect data about the class or school to answer questions posed by the teacher Collect and organise data • Collect data about the class or school to answer questions posed by the teacher • Organise data supplied by teacher or workbook/textbook • Organise data in - lists - tally marks - tables 5.5 Represent data Represent data • Represent data in pictograph • Limited to pictographs with one-to-one correspondence Represent data • Represent data in pictograph • Limited to pictographs with one-to-one correspondence Represent data • Represent data in - pictograph (limited to pictographs with one-to-one correspondence) - bar graphs 5.6 Analyse and Interpret data Analyse and interpret data Answer questions about data in pictograph • limited to pictographs with one-to-one correspondence Analyse and interpret data Answer questions about data in pictograph • limited to pictographs with one-to-one correspondence Analyse and interpret data Answer questions about data presented in • pictographs(limited to pictographs with one-to-one correspondence) • bar graphs MATHEMATICS Grade 1-3 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.3 Clarification of content In this content clarification section, teachers are provided with: • the Grade R to 3 term overview; • suggested sequencing of topics into terms: not all aspects of all topics are taught in each term; some aspects of some topics need to be taught before other aspects of those topics; • suggested pacing of topics over the year. Just as some content areas require more time than others, so some topics require more time than others; and • clarification notes and teaching guidelines with examples where appropriate. Each content area has been broken down into topics. All content areas must be taught every term. The sequencing of topics into terms gives an idea of how topics can be spread and revised throughout the year. It is not necessary to teach all the topics in Space and Shape, Measurement and Data Handling every term. However, all topics must be taught during the year. In Section 2 (paragraph 2.6) a weighting of content areas is provided. When this is combined with the hours available in the year one can calculate notional hours for each content area. Teachers may choose to sequence (or order) and pace the content differently from the recommendations in this chapter. Teachers may also change the suggested amounts of time allocated to topics slightly. However, cognisance should be taken of the relative weighting and notional hours of the content areas for Foundation Phase Mathematics. • Grade R Mathematics is in the form of emergent mathematics and is therefore not broken up into lesson times. The Grade R teacher should weave the mathematics into the learner’ daily activities although time should be set aside during the day when the teacher focuses exclusively on a mathematical activity, otherwise the learners will not become aware of and develop the desired mathematical concepts and skills. • Time for Grades 1 - 3 has been allocated in the following way: - Seven hours are to be used for Mathematics per week (10 weeks x 4 terms x 7 hours = 280 hours per year) - Every Mathematics lesson should be 1hour 24 minutes per day for Grades 1 to 3. - This then means that there are four terms of 10 weeks with five daily (Monday to Friday) lessons per week. - Allow a week for orientation and consolidation at the start of each term, since young children tend to forget a lot of content during the holidays and they also get out of the rhythm of schooling. Allow a week at the end of each term for consolidation of concepts. This gives lessons. 3.4 Sequencing and pacing of content The following tables are provided for each grade in Grade R - 3: • Pacing of topics for the year (shows the spread of topics across terms and recommends the amount of time to spend on each topic of each Content Area) • Sequencing of topics for the year (shows how topics have been allocated to the terms and the progression of content and skills across the terms) • Clarification notes per topic - these tables provide content clarification and teaching guidelines for each topic as sequenced across terms. MATHEMATICS Grade 1-3 CAPS 37 Lesson Planning - Topic Allocation per Term Number is the most important topic in Foundation Phase Mathematics. Most of the time each week, term and year is focused on Numbers, Operations and Relationships. On average three or more Mathematics lessons in each week should focus on Numbers, Operations and Relationships. The remaining time is split among the other content areas. Space and Shape and Measurement require more time and attention than Data Handling and Patterns, Functions and Algebra. The tables below give an indication of how many lessons to allocate to each content area and topic for each grade in Patterns, Functions and Algebra, Space and Shape, Measurement and Data Handling: • Grade R allocation of content areas and topics in lessons As Grade R Mathematics is in the form of emergent mathematics and therefore the following suggested time allocation provides for both the focused mathematical episodes and the interwoven, informal activities. This is to ensure comprehensive coverage of all the content available. Emergent mathematics activities may be to count the number of plates and mugs to put out for their snack, counting games played outside, indoor games such as dominoes and jigsaw puzzles, etc. The teacher has to organise all the activities according to her learners’ needs and the resources available in her classroom. Shape and Space is an important part of the young learner’s mathematical development, and should be spread out over the week, with some focused episodes under the guidance of the teacher, and many opportunities for construction, sand and water play by the learners. Measurement should be incorporated in counting activities, e.g. estimation and counting when measuring distances with hands, feet and steps. The attendance register and weather chart give ample opportunity for working with Data Handling. Table 3.1: Time allocation per content area per week Content Area Topics Suggested Time Numbers, Operations and Relationships Counting Number Recognition Identify and describe whole numbers Number sense Solving problems 120 minutes Patterns, Functions and Algebra Copy, extend and create own patterns 80 minutes Space and Shape (Geometry) Recognise, identify and name 2-D shapes/pictures Geometric shapes Build 3-D objects using concrete materials Spatial Relations Directionality 80 minutes Measurement Time Length Mass Capacity 80 minutes Data Handling Collect, sort, draw, read and represent data 60 minutes TOTAL 420 minutes (7 hours per week) MATHEMATICS Grade 1-3 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Allocation of content areas and topics in lessons for Grades 1 to 3 On average three lessons (i.e. between 4 and 41 2 hours) a week are spent on Numbers, Operations and Relationships in Grades 1, 2 and 3. The remaining two lessons (i.e. between 21 2 and 3 hours) are split among the topics of the other content areas in the manner recommended below. Table 3.2: Recommended number of lessons per content area per term for Grade 1 CONTENT AREA TO PIC Number of Lessons Term 1 Term 2 Term 3 Term 4 Total Numbers, Operations and Relationships All topics of Numbers, Operations and Relationships 22 30 28 25 105 Patterns, Functions and Algebra Number patterns 3 3 3 3 12 Geometric patterns 1 1 1 1 4 Space and Shape (Geometry) 2-D shapes 3 3 6 3-D objects 3 2 1 6 Position, orientation and views 2 1 3 Symmetry 1 1 2 Measurement Time 2 2 Length 2 2 4 Mass 2 2 4 Capacity/Volume 1 2 1 4 Data Handling Collecting, sorting, representing and analysing objects 2 1 3 Whole data cycle 3 3 Sections of data cycle 2 2 Total Lessons 40 40 40 40 160 Table 3.3: Recommended number of lessons per content area per term for Grade 2 Content area Topic Number of Lessons Term 1 Term 2 Term 3 Term 4 Total Numbers, Operations and Relationships All topics of Numbers, Operations and Relationships 24 25 24 26 99 Patterns, Functions and Algebra Number patterns 3 3 3 3 12 Geometric patterns 1 1 1 1 4 Space and Shape (Geometry) 2-D shapes 3 3 6 3-D shapes 3 2 1 6 Position, orientation and views 2 1 3 Symmetry 1 1 2 Measurement Time 3 1 3 1 8 Length 3 1 4 Mass 3 1 4 Capacity/Volume 3 1 4 Data Handling Whole data cycle 3 3 6 Sections of data cycle 1 1 2 Total Lessons 40 40 40 40 160 MATHEMATICS Grade 1-3 CAPS 39 Table 3.4: Recommended number of lessons per content area per term for Grade 3 Content area Topic Number of Lessons Term 1 Term 2 Term 3 Term 4 Total Numbers, Operations and Relationships All topics of Numbers, Operations and Relationships 26 22 19 27 94 Patterns, Functions and Algebra Number patterns 3 3 3 3 12 Geometric patterns 1 1 1 1 4 Space and Shape (Geometry) 2-D shapes 2 2 4 3-D shapes 3 3 1 7 Position, orientation and views 2 3 5 Symmetry 2 1 3 Measurement Time 3 2 3 2 10 Length 2 2 4 Mass 2 1 3 Capacity/Volume 2 1 3 Perimeter 1 1 Area 2 2 Data Handling Whole data cycle 3 3 6 Sections of data cycle 1 1 2 Total Lessons 40 40 40 40 160 MATHEMATICS Grade 1-3 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.4.1 Grade 1 overview per term GRADE 1 OVERVIEW 1. NUMBERS, OPERATIONS AND RELATIONSHIPS TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 NUM BER CON C E P T DEVELO PMENT: Count with whole numbers 1.1 Count objects Count out concrete objects to 10 Give a reasonable estimate of a number of objects that can be checked by counting. Count out objects reliably to 20 Give a reasonable estimate of a number of objects that can be checked by counting. Counting by grouping is encouraged Count out objects reliably to 40 Give a reasonable estimate of a number of objects that can be checked by counting. Counting by grouping is encouraged Count out objects reliably to 50 Give a reasonable estimate of a number of objects that can be checked by counting Counting by grouping is encouraged. 1.2 Count forwards and backwards Count forwards and backwards in: • Ones from any number between 1 and 20 Count forwards and backwards in • Ones from any number between 0 and 50 Count forwards in • 10s from any multiple of 10 between 0 and 50 • 5s from any multiple of 5 between 0 and 50 • 2s from any multiple of 2 between 0 and 20 Count forwards and backwards in • Ones from any number between 0 and 80 Count forwards in • 10s from any multiple of 10 between 0 and 80 • 5s from any multiple of 5 between 0 and 80 • 2s from any multiple of 2 between 0 and 80 Count forwards and backwards in • Ones1s from any number between 0 and 100 Count forwards in • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 NUM BER CON C E P T DEVELO PMENT: Represent whole numbers 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 1 to 20 • Write number symbols 1 to 5 • Recognise, identify and read number names 1 to 5 • Write number names 1 to 5 Recognise, identify and read numbers • Recognise, identify and read number symbols 1 to 50 • Write number symbols 1 to10 • Recognise, identify and read number names 1 to 10 • Write number names 1 to 10 Recognise, identify and read numbers • Recognise, identify and read number symbols 1 to 80 • Write number symbols 1 to 20 • Recognise, identify and read number names 1 to 10 • Write number names 1 to 10 Recognise, identify and read numbers • Recognise, identify and read number symbols 1 to 100 • Write number symbols 1 to 20 • Recognise, identify and read number names 1 to 10 • Write number names 1 to 10 MATHEMATICS Gr a d e 1-3 CAPS 41 TOPICS TERM 1 TERM 2 TERM 3 TERM 4 NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers 1.4 Describe, compare and order numbers Describe, compare and order up to 5 objects • Compare collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different • Order collection of objects from most to least and least to most Describe, compare and order numbers to 5 • Describe and compare whole numbers according to smaller than, greater than, more than, “less than, is equal to • Describe and order numbers: - from smallest to greatest and greatest to smallest - using the number line 1 - 5 Describe, compare and order up to 10 objects • Compare collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different • Order collection of objects from most to least and least to most Describe, compare and order numbers to 10 • Describe and compare whole numbers according to smaller than, greater than, more than, “less than, is equal to • Describe and order numbers: - from smallest to greatest and greatest to smallest - before, after, in the middle/ between - using the number line 0 - 10 Describe, compare and order up to 15 objects • Compare collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different • Order collection of objects from most to least and least to most Describe, compare and order numbers to 15 • Describe and compare whole numbers according to smaller than, greater than, more than, “less than, is equal to • Describe and order numbers: - from smallest to greatest and greatest to smallest - before, after, in the middle/ between - using the number line 0 - 15 Describe, compare and order up to 20 objects • Compare collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different • Order collection of objects from most to least and least to most Describe, compare and order numbers to 20 • Describe and compare whole numbers according to smaller than, greater than, more than, “less than, is equal to • Describe and order numbers: - from smallest to greatest and greatest to smallest - before, after, in the middle/ between - using the number line 0 - 20 Use ordinal numbers to show order, place or position • Position objects in a line from first to tenth or first to last e.g. first, second, third … tenth, last • Ordinal numbers in the range first to tenth MATHEMATICS Grade 1-3 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 NUM BER CON C E P T DEVELO PMENT: Place value 1.5 Place value Recognise the place value of numbers 11 to 15 • Decompose two-digit numbers into ten and ones e.g. 12 is 10 and 2 Recognise the place value of numbers 11 to 19. • Decompose two-digit numbers into ten and ones e.g. 18 is 10 and 8 SOLVE PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • number lines supported by concrete apparatus e.g. counting beads Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads 1.7 Addition and subtraction Practically solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 5. Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 10. Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 15. Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20. 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 10. Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 15. Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 20. 1.9 Grouping and sharing leading to division Practically solve word problems in context and explain own solutions to problems involving equal sharing and grouping with whole numbers up to 5 and with answers that may include remainders. Solve word problems in context and explain own solutions to problems involving equal sharing and grouping with whole numbers up to 10 and with answers that may include remainders Solve word problems in context and explain own solutions to problems involving equal sharing and grouping with whole numbers up to 15 and with answers that may include remainders Solve word problems in context and explain own solutions to problems involving equal sharing and grouping with whole numbers up to 20 and with answers that may include remainders. MATHEMATICS Grade 1-3 CAPS 43 TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 1.11 Money • Recognise and identify the South African currency coins 5c, 10c, 20, 50c, R1, R2; R5 • Solve money problems involving totals and change to R10 and in cents up to 20c • Recognise and identify the South African currency coins 5c, 10c, 20, 50c, R1, R2; R5 • Solve money problems involving totals and change to R20 and in cents up to 20c. • Recognise and identify the South African currency - coins 5c, 10c, 20, 50c, R1, R2; R5 notes R10 and R20 • Solve money problems involving totals and change to R20 and in cents up to 20c CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • concrete apparatus e.g. counters • draw pictures • number lines supported by concrete apparatus e.g. counting beads Use the following techniques when performing calculations: • concrete apparatus e.g. counters • draw pictures • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads Use the following techniques when performing calculations: • concrete apparatus e.g. counters • draw pictures • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads Use the following techniques when performing calculations: • concrete apparatus e.g. counters • draw pictures • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads 1.13 Addition and subtraction Number range: 1 - 5 • Addition up to 5 • Subtract from 5 • Practise number bonds to 5 Number range: 1 - 10 • Add up to 10 • Subtract from 10 • Use appropriate symbols (+, –, =, ⃞) • Practise number bonds to 7 Number range: 1 - 15 • Add to 15 • Subtract from 15 • Use appropriate symbols (+, –, =, ⃞) • Practise number bonds to 9 Number range: 1 - 20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, ⃞) • ·Practise number bonds to 10 1.14 Repeated addition leading to multiplication • Repeated addition(i.e. the same number) to 10 • Use appropriate symbols (+, =, ⃞) • Repeated addition(i.e. the same number) to 15 • Use appropriate symbols (+, =, ⃞) • Repeated addition (i.e. the same number) to 20 • Use appropriate symbols (+, =, ⃞) MATHEMATICS Grade 1-3 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 1.16 Mental mathematics Number concept: Range 5 • Order a given set of selected numbers. • Compare numbers up to 5 and say which is and more or less Number concept: Range 10 • Order a given set of selected numbers. • Compare numbers up to 10 and say which is and more or less Number concept: Range 15 • Order a given set of selected numbers. • Compare numbers up to 15 and say which is and more or less Rapidly recall: • Number bonds to 5 • Recall addition and subtraction facts to 5 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down Number concept: range 20 • Order a given set of selected numbers. • Compare numbers up to 20 and say which is and more or less Rapidly recall: • Number bonds to 10 • Recall addition and subtraction facts to 10 Calculation mental strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down MATHEMATICS Grade 1-3 CAPS 45 Problem Types for Grade 1 These are examples of important problem types that the teacher needs to present repeatedly to her class. When the teacher works with a small group, she should pose the problem orally. When the learners can read, she can give them a written version of the problem as well, but she must still pose the problem orally. Problems in context can be included in worksheets, but should then be short, straightforward and familiar, and the teacher must make sure that all the learners understand them. Grouping Grouping, discarding the remainder Stella sells apples in bags of three apples each. She has 14 apples. How many bags of three apples each can she make up? Grouping, incorporating the remainder in the answer Ben wants to take 15 eggs to his grandmother. How many egg boxes that can take six eggs each does he need to pack all the eggs? Sharing Sharing, discarding the remainder Share 14 sweets among three friends so that they all get the same number of sweets. Repeated addition How many wheels do four bicycles have? Addition and subtraction There are at least three basic types of addition and subtraction problems and each type can be posed in different ways. The basic types are: Change Noluthando had five apples. Silo gave her eight apples. How many apples does she have now? Noluthando had 13 apples. She gave five apples to Silo. How many apples does she have now? Combine Nosisi has five green and eight blue marbles. How many marbles does she have? Nosisi has 13 marbles. Five are green and the rest are blue. How many blue marbles does Nosisi have? Compare Nosisi has 13 bananas. Themba has five bananas. How many more bananas does Nosisi have than Themba? Posing each problem in different ways Problems have to be posed in different ways. For example, both of these are change problems, but the “unknowns” are in different places in the problem. Noluthando had some apples. Silo gave her eight more apples. Now she has 13 apples. How many apples did Noluthando have in the beginning? Noluthando had five apples. Silo gave her some apples. She now has 13 apples. How many apples did Silo give her? Problem situations with different functional relationships Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders. MATHEMATICS Grade 1-3 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Number of hotdogs 1 2 3 4 5 6 7 Cost in R 4 8 Use the table to find the cost of seven hotdogs These problem types are given to guide the teacher. Learners should not be burdened with type names. Note that learners often use different ways of solving a problem that may not be what the teacher expects. MATHEMATICS Gr a d e 1-3 CAPS 47 GRADE 1 OVERVIEW 2. PATTERNS, FUNCTIONS AND ALGEBRA TO PICS TERM 1 TERM 2 TERM 3 TERM 4 2.1 Geometric patterns Copy and extend Copy and extend simple patterns using • physical objects; • drawings (e.g. using colours and shapes) Suggested sequencing of work Start copying and extending patterns using physical objects and once learners are comfortable with using a crayon or pencil, start copying and extending patterns by drawing them Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made by drawings lines, shapes or objects Create and describe own patterns • Create own geometric patterns - with physical objects - by drawing lines, shapes or objects • Describe own patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made by drawings lines, shapes or objects Create and describe own patterns • Create own geometric patterns - with physical objects - by drawing lines, shapes or objects • Describe own patterns Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Create and describe own patterns • Create own geometric patterns - with physical objects - by drawing lines, shapes or objects • Describe own patterns MATHEMATICS Grade 1-3 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 20. Sequence should show counting forwards and backwards in: • ones from any number between 1 and 20 Copy, extend and describe Copy, extend and describe simple number sequences to at least 50. Sequences should show counting forwards and backwards in: • 1s from any number between 1 and 50 Counting forwards in: • 10s from any multiple of 10 between 0 and 50 • 5s from any multiple of 5 between 0 and 50 • 2s from any multiple of 2 between 0 and 50 Create and describe own patterns • Create and describe own number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 80. Sequences should show counting forwards and backwards in: • 1s from any number between 1 and 80 Counting forwards in: • 10s from any multiple of 10 between 0 and 80 • 5s from any multiple of 5 between 0 and 80 • 2s from any multiple of 2 between 0 and 80 Create and describe own patterns • Create and describe own number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 100. Sequences should show counting forwards and backwards in: • 1s from any number between 1 and 100 Counting forwards in: • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Create and describe own patterns • Create and describe own number patterns MATHEMATICS Grade 1-3 CAPS 49 GRADE 1 OVERVIEW 3. SPACE AND SHAPE (GEOMETRY) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 3.1 Position, orientation and views Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and directions • Follow directions to move around the classroom • Follow instructions to place one object in relation to another e.g. put the pencil inside the box Suggested focus sequencing of work for Term 1 • Language of position should be introduced through practical activities that involve learners in physical movement • This can be consolidated through written recording such as drawing, colouring or matching drawings with words • Apply the language of position learnt when following directions • Directions should be practised through practical activities in which learners move themselves or objects according to instructions Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and directions • Follow directions to move around the classroom • Follow instructions to place one object in relation to another e.g. put the pencil inside the box Suggested focus and sequencing of work for Term 4 • Work on position and direction can be consolidated through written recording such as drawing, colouring or matching drawings with words • Any new language of position should be introduced through practical activities that involve learners in physical movement • Directions should be practised through practical activities in which learners move themselves or objects according to instructions Position and views • Match different views of the same everyday object MATHEMATICS Grade 1-3 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour Focused activities Observe and build given 3- D objects using concrete materials such as building blocks, recycling material, construction kits Suggested focus and sequencing of activities for Term 1 • Free play with various 3- D objects. Building things of own choice using building blocks, construction kits or recycling material. This can be done in independent time • Copy a model of something the teacher provides. This can be done in independent time • Compare the size of similar objects e.g. say which ball is larger • Talk about the colours of objects and then sort objects according to colour • Identify and describe geometric and everyday objects by saying whether are shaped like a ball or they are shaped like a box • Work is consolidated through written exercises Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour • objects that roll • objects that slide Suggested focus and sequencing of activities for Term 3 • Work with balls and objects shaped like balls, and various boxes and other objects shaped like rectangular prisms or cubes. Investigate which of the objects can roll, which slide, which can be stacked. • Identify and describe geometric and everyday objects by saying whether they are shaped like a ball or like a box • Work is consolidated through written exercises Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour • objects that roll • objects that slide Suggested focus for Term 4: • Work is consolidated through written exercises MATHEMATICS Grade 1-3 CAPS 51 TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 3.3 2- D shapes Range of Shapes Recognise and name 2- D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • straight sides • round sides Suggested focus and sequencing of activities for Term 2 • Start with free play with various shapes including making pictures with cut-out geometric shapes. This can be done in independent time. This can also be done during Life Skills lessons • Copy a picture made up of geometric shapes. This can be done in independent time • Compare the size of similar objects e.g. order squares from smallest to greatest and use the language of size to describe shapes • Talk about the colours of shapes and then sort shapes according to colour • Work with circles and squares of different sizes, and triangles with different shapes. Sort them according to whether they have straight or round sides • Sort and group shapes according to whether they are triangles, squares or circles • Work is consolidated through written exercises Range of Shapes Recognise and name 2- D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • straight sides • round sides Suggested focus and sequencing of activities for Term 4 • Work with circles and squares of different sizes and different kinds of triangles. Sort the shapes according to whether they have straight or round sides • Sort and group shapes according to whether they are triangles, squares, rectangles or circles • Work is consolidated through written exercises MATHEMATICS Grade 1-3 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 3.4 Symmetry Symmetry • Recognise symmetry in own body. • Recognise and draw line of symmetry in 2- D geometrical and non-geometrical shapes. Suggested focus of activities for Term 3 • Look for lines of symmetry in concrete objects and pictures. • Written exercises should not only be “draw in the other half” but also include examples where learners draw in the line of symmetry. Symmetry • Recognise and draw line of symmetry in 2- D geometrical and non-geometrical shapes Suggested focus of activities for Term 4 • Written exercises should include examples where the line of symmetry is not only a vertical line MATHEMATICS Gr a d e 1-3 CAPS 53 GRADE 1 OVERVIEW 4. MEASUREMENT TO PICS TERM 1 TERM 2 TERM 3 TERM 4 4.1 Time Passing of time Talk about passing of time • Order regular events from their own lives • Compare lengths of time using language e.g. longer, shorter, faster, slower • Sequence events using language such as yesterday, today, tomorrow Telling the time • Describe when something happens using language e.g. morning, afternoon, night, early, late • Name and sequence days of week and months of year • Place birthdays on a calendar Time is dealt with continuously during whole class teaching time. Time is dealt with continuously during whole class teaching time. Time is dealt with continuously during whole class teaching time. 4.2 Length nformal measuring I• Compare and order the length, height or width of two or more objects by placing them next to each other • Use language to talk about the comparison e.g. longer, shorter, taller, wider • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters, etc. nformal measuring I• Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters, etc. MATHEMATICS Grade 1-3 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks, etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Informal measuring • Estimate, measure, compare, order and record mass using non￾standard measures and a balancing scale e.g. blocks, bricks, etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier 4.4 Capacity/ Volume Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary Informal measuring • Compare and order the amount of liquid that two containers can hold if filled (capacity) • Use language to talk about the comparison e.g. more than, less than, full, empty • Estimate, measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups Informal measuring • Estimate, measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups MATHEMATICS Grade 1-3 CAPS 55 GRADE 1 OVERVIEW 5. DATA HANDLING TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 5.1 Collect and sort objects 5.2 Represent sorted collection of objects 5.3 Discuss and report on sorted collection of objects Collect and sort everyday physical objects. Draw a picture of the sorted objects. • Give reasons for how the collection was sorted Answer questions about: - how the sorting was done (process) - what the sorted collection looks like (product) • Describe the sorted collection Collect and sort everyday physical objects. Draw a picture of the sorted objects. • Give reasons for how the collection was sorted Answer questions about; - how the sorting was done (process) - what the sorted collection looks like (product) • Describe the sorted collection 5.4 Collect and organise data Recommended: Whole data cycle to make class pictograph • Collect and organise data - about the class or school - answers to questions posed by the teacher • Represent data in pictograph. • Answer questions about data in pictograph 5.5 Represent data 5.6 Analyse and Interpret data Analyse data from representations provided. Recommended: At least two pictographs MATHEMATICS Grade 1-3 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.4.2. Grade 2 overview per term GRADE 2 OVERVIEW 1. NUMBERS, OPERATIONS AND RELATIONSHIPS TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 NUM BER CON C E P T DEVELO PMENT: Count with whole numbers 1.1 Count objects • Count to at least 100 everyday objects reliably • Give a reasonable estimate of a number of objects that can be checked by counting • Strategy of grouping is encouraged • Count to at least 150 everyday objects reliably • Give a reasonable estimate of a number of objects that can be checked by counting • Strategy of grouping is encouraged • Count to at least 180 everyday objects reliably • Give a reasonable estimate of a number of objects that can be checked by counting • Strategy of grouping is encouraged • Count to at least 200 everyday objects reliably • Give a reasonable estimate of a number of objects that can be checked by counting • Strategy of grouping is encouraged 1.2 Count forwards and backwards Count forwards and backwards in: • 1s from any number between 0 and 100 • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Count forwards and backwards in: • 1s from any number between 0 and 150 • 10s from any multiple of 10 between 0 and 150 • 5s from any multiple of 5 between 0 and 150 • 2s from any multiple of 2 between 0 and 150 • 3s from any multiple of 3 between 0 and 99 • 4s from any multiple 4 between 0 and 100 Count forwards and backwards in: • 1s from any number between 0 and 180 • 10s from any multiple of 10 between 0 and 180 • 5s from any multiple of 5 between 0 and 180 • 2s from any multiple of 2 between 0 and 180 • 3s from any multiple of 3 and between 0 and 180 • 4s from any multiple of 4 between 0 and 180 Count forwards and backwards in: • 1s, from any number between 0 and 200 • 10s from any multiple between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 MATHEMATICS Gr a d e 1-3 CAPS 57 TOPICS TERM 1 TERM 2 TERM 3 TERM 4 NUMBER CONCEPT DEVELOPMENT: Represent whole numbers 1.3 Number symbols and number names dentify, recognise and read Inumbers • Identify, recognise and read number symbols 0 to 100 • Write number symbols 0 to100 • Identify, recognise and read number names 0 to 25 • Write number names 0 to 25 dentify, recognise I and read numbers • Identify, recognise and read number symbols 0 to 150 • Write number symbols 0 to150 • Identify, recognise and reads number names 0 to 50 • Write number names 0 to 50 dentify, recognise I and read numbers • Identify, recognise and read number symbols 0 to 180 • Write number symbols 0 to 180 • Identify, recognise and read number names 0 to 75 • Write number names 0 to 75 dentify, recognise I and read numbers • Identify, recognise and read number symbols 0 to 200 • Write number symbols 0 to 200 • Identify, recognise and reads number names 0 to 100 • Write number names 0 to 100 NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers 1.4 Describe, compare and order numbers Describe, compare and order numbers to 25 • Compare whole numbers using smaller than, greater than, more than, less than and is equal to • Order whole numbers from smallest to greatest, and greatest to smallest Describe, compare and order numbers to 50 • Compare whole numbers using smaller than, greater than, more than, less than and is equal to • Order whole numbers from smallest to greatest, and greatest to smallest Describe, compare and order numbers to 75 • Compare whole numbers using smaller than, greater than, more than, less than and is equal to • Order whole numbers from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position • Position objects in a line from first to twentieth or first to last e.g. first, second, third … tenth Describe, compare and order numbers to 99 • Compare whole numbers up to 99 using smaller than, greater than, more than, less than and is equal to • Order whole numbers from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position • Position objects in a line from first to twentieth or first to last e.g. first, second, third to twentieth NUMBER CONCEPT DEVELOPMENT: Place value 1.5 Place value Recognise place value of numbers 11 to 25 • Decompose two-digit numbers into multiples of tens and units/ones • Identify and state the value of each digit Recognise place value of numbers11 to 50 • Decompose two-digit numbers into multiple of tens and ones/units • Identify and state the value of each digit Recognise place value of numbers 11 to 75 • Decompose two-digit numbers into multiple of tens and ones/units • Identify and state the value of each digit Recognise place value of numbers 11 to 99 • Decompose two-digit numbers into multiple of tens and ones/units • Identify and state the value of each digit MATHEMATICS Grade 1-3 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 SOLVE PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problems and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines supported by concrete apparatus Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines supported by concrete apparatus Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 20. Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 50. Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 75. Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 99. 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems involving repeated addition leading to multiplication with answers up to 20. Solve word problems in context and explain own solution to problems involving repeated addition and to multiplication with answers up to 30. Solve word problems in context and explain own solution to problems involving repeated addition and to multiplication with answers up to 40. Solve word problems in context and explains own solution to problems involving repeated addition and to multiplication with answers up to 50. 1.9 Grouping and sharing leading to division Solve word problems in context and explain own solutions to problems that involve equal sharing and grouping up to 20 with answers that may include remainders. Solve word problems in context and explain own solutions to problems that involve equal sharing and grouping up to 30 with answers that may include remainders. Solve word problems in context and explain own solutions to problems that involve equal sharing and grouping up to 40 with answers that may include remainders. Solve word problems in context and explain own solutions to problems that involve equal sharing and grouping up to 50 with answers that can include remainders. 1.10 Sharing leading to fractions Solve word problems in context and explain own solutions to problems that involve equal sharing leading to solutions that include unitary fractions e.g. 1 2, 1 4, 1 3, 1 5 etc. Solve word problems in context and explain own solutions to problems that involve equal sharing leading to solutions that include unitary fractions e.g. 1 2, 1 4, 1 3, 1 5 etc. Solve word problems in context and explain own solutions to problems that involve equal sharing leading to solutions that include unitary fractions e.g. 1 2, 1 4, 1 3, 1 5 etc. 1.11 Money • Recognise and identify the South African coins 5c, 10c, 20c, 50c, R1, R2, R5, and bank notes R10, R20, R50 • Solve money problems involving totals and change in cents up to 50c and rands to R20 • Recognise and identify the South African coins 5c, 10c, 20c, 50c, R1, R2, R5, and bank notes R10, R20, R50 • Solve money problems involving totals and change in cents up to 50c and rands to R50 • Recognise and identify the South African coins 5c, 10c, 20c, 50c, R1, R2, R5, and bank notes R10, R20, R50 • Solve money problems involving totals and change in cents up to 75c and rands to R75 • Recognise and identify the South African coins 5c, 10c, 20c, 50c, R1, R2, R5, and bank notes R10, R20, R50 • Solve money problems involving totals and change in cents up to 90c and rands to R99 MATHEMATICS Grade 1-3 CAPS 59 TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • Drawings or concrete apparatus e.g. counters • Building up and breaking down numbers • Doubling and halving • Number lines supported by concrete apparatus Use the following techniques when performing calculations: • Drawings or concrete apparatus e.g. counters • Building up and breaking down numbers • Doubling and halving • Number lines supported by concrete apparatus Use the following techniques when performing calculations: • Drawings or concrete apparatus e.g. counters • Building up and breaking down numbers • Doubling and halving • Number lines Use the following techniques when performing calculations: • Drawings or concrete apparatus e.g. counters • Building up and breaking down numbers • Doubling and halving • Number lines 1.13 Addition and subtraction • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 10 • Add to 50 • Subtract from 50 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 15 • Add to 75 • Subtract from 75 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 20 • Add to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 20 1.14 Repeated addition leading to multiplication • Add the same number repeatedly to 20 • Multiply numbers 1 to 10 by 2 • Use appropriate symbols (+, –, =, □) • Multiply numbers 1 to 10 by 2 and 5 • Use appropriate symbols (+, –, =, □) • Multiply numbers 1 to 10 by 2, 5 and 4 • Use appropriate symbols (+, –, =, □) • Multiply numbers 1 to 10 by 2, 5, 3 and 4 • Use appropriate symbols (+, –, =, □) MATHEMATICS Grade 1-3 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 1.16 Mental mathematics Number Concept: Range 25 • Order a given set of selected numbers. • Compare numbers to 25 and say which is: - 1 more or 1 less - 2 more or 2 less - 10 more or less Rapidly recall: • Recall addition and subtraction facts to 10 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Mental number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number Concept: Range 50 • Order a given set of selected numbers. • Compare numbers to 50 and say which is: - 1 more or 1 less - 2 more or 2 less - 3 more or 3 less - 4 more or 4 less - 5 more or 5 less - 10 more or less Rapidly recall: • Recall addition and subtraction facts to 10 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number Concept: Range 75 • Order a given set of selected numbers. • Compare numbers to 75 and say which is: - 1 more or 1 less - 2 more or 2 less - 3 more or 3 less - 4 more or 4 less - 5 more or 5 less - 10 more or less Rapidly recall: • Recall addition and subtraction facts to 15 • Add or subtract multiples of 10 from 0 to 50 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number Concept: Range 99 • Order a given set of selected numbers. • Compare numbers to 99 and say which is: - 1 more or 1 less - 2 more or 2 less - 3 more or 3 less - 4 more or 4 less - 5 more or 5 less - 10 more or less Rapidly recall: • Recall addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Use the relationship between addition and subtraction • Number line • Doubling and halving • Building up and breaking down 1.17 Fractions • Use and name fractions including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 thirds • Use and name fractions including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 thirds • Use and name fractions including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 thirds MATHEMATICS Grade 1-3 CAPS 61 Problem Types for Grade 2 These are examples of important problem types that the teacher needs to present repeatedly to her class. When the teacher works with a small group, she should pose the problem orally. When the learners can read, she can give them a written version of the problem as well, but she must still pose the problem orally. Problems in context can be included in worksheets, but should then be short, straightforward and familiar, and the teacher must make sure that all the learners understand them. Grouping Grouping, discarding the remainder Stella sells apples in bags of 10 apples each. She has 80 apples. How many bags of 10 apples each can she make up? Grouping, incorporating the remainder in the answer A farmer has 47 eggs. How many egg boxes that can take six eggs each does he need to pack all the eggs? Sharing Sharing, discarding the remainder Share 54 sweets among seven friends so that they all get the same number of sweets. Sharing, leading to fractions Share 11 chocolate bars among four friends so that they all get the same amount of chocolate bar and there is nothing left over. Fraction of a collection Grandmother gives Kiki 12 oranges. Kiki makes juice with 1/3 of the oranges. How many oranges did she use? This problem type must only be posed after learners have solved four or five problems of the sharing, leading to fractions type and know the names of fractional pieces. Putting fractions together The netball coach gives half an orange to each player. There are 14 players. How many oranges does she need? This problem type must only be posed after learners have solved four or five problems of the sharing, leading to fractions type and know the names of fractional pieces. Repeated addition How many wheels do 20 bicycles have? Rate Thami walks six blocks a day. How many blocks does he walk in a week? Grids Mr Khumalo plants seven rows of cabbages. There are eight cabbages in a row. How many cabbages are there altogether? MATHEMATICS Grade 1-3 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Addition and subtraction There are at least three basic types of addition and subtraction problems and each type can be posed in different ways. The basic types are: Change Noluthando had 25 sweets. Silo gave her 18 sweets. How many sweets does she have now? Noluthando had 53 sweets. She gave 32 sweets to Silo. How many sweets does she have now? Combine The Grade 2 class has 37 green triangles and 19 blue triangles. How many triangles do they have? They have 63 circles; 27 are green and the rest are blue. How many blue circles do they have? Compare Nosisi has 13 bananas. Themba has five bananas. How many more bananas does Nosisi have than Themba? Posing each problem in different ways Problems have to be posed in different ways. For example, both of these are change problems, but the “unknowns” are in different places in the problem. Noluthando had some sweets. Silo gave her 18 more sweets. Now she has 43 sweets. How many sweets did Noluthando have in the beginning? Noluthando had 25 apples. Silo gave her some apples. She now has 43 apples. How many apples did Silo give her? Problem situations with different functional relationships Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders. Number of hotdogs 1 2 3 4 5 6 7 8 9 10 Cost in R 4 8 Use the table to find the cost of seven hotdogs and 15 hotdogs. Sedick babysits. He charges R20 for travel costs, and then R5 per hour for babysitting. Complete this table for him. Number of hours 1 2 3 4 5 10 Cost in R 25 30 Note that Heila’s problem and Sedick’s problem work differently. The above problem types are given to guide the teacher. Learners should not be burdened with type names. Note that learners often use different ways of solving a problem that may not be what the teacher expects. For example, a division problem may be solved by repeated subtraction, addition or multiplication. Learners’ methods will change in the course of the year as their understanding of and familiarity with the problem types grow, and as their number concept develops. MATHEMATICS Grade 1-3 CAPS 63 GRADE 2 OVERVIEW 2. PATTERNS, FUNCTIONS AND ALGEBRA TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Range of patterns: Simple patterns in which shapes, or groups of shapes are repeated in exactly the same way Create and describe own patterns • Create own geometric patterns - with physical objects - by drawing lines, shapes or objects • Describe own patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Range of patterns: Simple patterns in which shapes, or groups of shapes are repeated in exactly the same way Patterns in which the number or size of shapes in each stage changes in a predictable way i.e. regularly increasing patterns Create and describe own patterns • Create own geometric patterns - with physical objects - by drawing lines, shapes or objects • Describe own patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Range of patterns: Patterns in which the number or size of shapes in each stage changes in a predictable way i.e. regularly increasing patterns Create and describe own patterns • Create own geometric patterns - with physical objects - by drawing lines, shapes or objects • Describe own patterns Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage MATHEMATICS Grade 1-3 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 100. Sequences should show counting forwards and backwards in: • 1s from any number between 0 and 100 • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Copy, extend and describe Copy, extend and describe simple number sequences to at least 150. Sequences should show counting forwards and backwards in: • 1s from any number between 0 and 150 • 10s from any multiple of 10 between 0 and 150 • 5s from any multiple of 5 between 0 and 150 • 2s from any multiple of 2 between 0 and 150 • 3s from any multiple of 3 between 0 and 150 • 4s from any multiple of 4 between 0 and 150 Copy, extend and describe Copy, extend and describe simple number sequences to at least 180. Sequences should show counting forwards and backwards in: • 1s from any number between 0 and 180 • 10s from any multiple of 10 between 0 and 180 • 5s from any multiple of 5 between 0 and 180 • 2s from any multiple of 2 between 0 and 180 • 3s from any multiple of 3 between 0 and 180 • 4s from any multiple of 4 between 0 and 180 Create own number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 200. Sequences should show counting forwards and backwards in: • 1s from any number between 0 and 200 • 10s from any multiple between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 Create own number patterns MATHEMATICS Grade 1-3 CAPS 65 GRADE 2 OVERVIEW 3. SPACE AND SHAPE (GEOMETRY) TO PC S TERM 1 TERM 2 TERM 3 TERM 4 3.1 Position, orientation and views Language of position • Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to Position and directions • Follow directions to move around the classroom Position and views • Match different views of the same everyday object Position and directions Follow directions to move around the classroom MATHEMATICS Grade 1-3 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPC S TERM 1 TERM 2 TERM 3 TERM 4 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focused activities • Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, building blocks, recycling, construction kits, other 3- D geometric objects Suggested focus and sequencing of activities for Term 1 • Copy a model of something the teacher provides. Models or constructions can be made using building blocks, recycling, construction kits, other 3- D geometric objects, cut￾out 2- D shapes. This can be done in independent time • Compare and describe the size of similar objects e.g. stack boxes from greatest to smallest Work with • balls and objects shaped like balls • various boxes and other objects shaped like rectangular prisms or cubes Investigate which of the objects can roll, which slide, which can be stacked. Identify and describe geometric and everyday objects by saying whether are shaped like a ball, shaped like a box, shaped like a cylinder. Work is consolidated through written exercises. Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Suggested focus and sequencing of activities for Term 3 Work with • balls and objects shaped like balls • cylinders and objects shaped like cylinders • various boxes and other objects shaped like rectangular prisms or cubes Investigate which of the objects can roll, which slide and which can be stacked. Identify and describe geometric and everyday objects by saying whether are shaped like a ball, shaped like a box, shaped like a cylinder. Work is consolidated through written exercises Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Suggested focus or Term 4 Work is consolidated through written exercises. MATHEMATICS Grade 1-3 CAPS 67 TOPC S TERM 1 TERM 2 TERM 3 TERM 4 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focused activities • Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, building blocks, recycling, construction kits, other 3- D geometric objects Suggested focus and sequencing of activities for Term 1 • Copy a model of something the teacher provides. Models or constructions can be made using building blocks, recycling, construction kits, other 3- D geometric objects, cut￾out 2- D shapes. This can be done in independent time • Compare and describe the size of similar objects e.g. stack boxes from greatest to smallest Work with • balls and objects shaped like balls • various boxes and other objects shaped like rectangular prisms or cubes Investigate which of the objects can roll, which slide, which can be stacked. Identify and describe geometric and everyday objects by saying whether are shaped like a ball, shaped like a box, shaped like a cylinder. Work is consolidated through written exercises. Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Suggested focus and sequencing of activities for Term 3 Work with • balls and objects shaped like balls • cylinders and objects shaped like cylinders • various boxes and other objects shaped like rectangular prisms or cubes Investigate which of the objects can roll, which slide and which can be stacked. Identify and describe geometric and everyday objects by saying whether are shaped like a ball, shaped like a box, shaped like a cylinder. Work is consolidated through written exercises Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Suggested focus or Term 4 Work is consolidated through written exercises. TOPC S TERM 1 TERM 2 TERM 3 TERM 4 3.3 2- D shapes Range of shapes Recognise and name 2- D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • shape • straight sides • round sides Suggested focus and sequencing of activities for Term 1 • Free play with various shapes including making pictures with cut￾out geometric shapes. This can be done in independent time • Copy picture made up of geometric shapes. This can be done in independent time • Compare the size of similar shapes e.g. order rectangles from smallest to greatest and use the language of size to describe shapes • Talk about the colours of shapes and then sort shapes according to colour • Sort shapes according to whether they have straight or round sides. Work with circles and squares of different sizes, and triangles and rectangles shaped differently • Sort and group shapes according to whether they are triangles, squares, rectangles or circles • Work is consolidated through written exercises Range of shapes Recognise and name 2- D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • shape • straight sides • round sides Suggested focus and sequencing of activities for Term 4 • Sort shapes according to whether they have straight or round sides. Work with circles and squares of different sizes, and triangles and rectangles shaped differently. • Learners sort and group shapes according to whether they are triangles, squares, rectangles or circles. • Work is consolidated through written exercises MATHEMATICS Grade 1-3 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPC S TERM 1 TERM 2 TERM 3 TERM 4 3.4 Symmetry Symmetry Recognise and draw line of symmetry in 2- D geometrical and non-geometrical shapes. Suggested focus of activities for Term 2 • Lines of symmetry in concrete objects and pictures • Written exercises should include examples where the line of symmetry is NOT always a vertical line Symmetry Recognise and draw line of symmetry in 2- D geometrical and non-geometrical shapes Suggested focus of activities for Term 4 Lines of symmetry in concrete objects and pictures. Written exercises should include examples where the line of symmetry is not a vertical line. MATHEMATICS Gr a d e 1-3 CAPS 69 TOPCS TERM 1 TERM 2 TERM 3 TERM 4 3.4 Symmetry Symmetry Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes. Suggested focus of activities for Term 2 • Lines of symmetry in concrete objects and pictures • Written exercises should include examples where the line of symmetry is NOT always a vertical line Symmetry Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes Suggested focus of activities for Term 4 Lines of symmetry in concrete objects and pictures. Written exercises should include examples where the line of symmetry is not a vertical line. GRADE 2 OVERVIEW 4. MEASUREMENT TO PICS TERM 1 TERM 2 TERM 3 TERM 4 4.1 Time Telling the time • Name and sequence days of week • Name and sequence months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours and half hours on analogue clocks Calculate length of time and passing of time • Use clocks to calculate length of time in hours or half hours Telling the time • Tell 12-hour time in hours and half hours on analogue clocks Calculate length of time and passing of time • Use clocks to calculate lengths of time in hours or half hours Telling the time • Name and sequence days of week • Name and sequence months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours, half hours and quarter hours on analogue clocks Calculate length of time and passing of time • Use calendars to calculate and describe length of time in days or weeks • Use clocks to calculate length of time in hours or half hours Telling the time • Tell 12-hour time in hours, half hours and quarter hours on analogue clocks Calculate length of time and passing of time • Use clocks to calculate length of time in hours or half hours 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. • Describe the length of objects by counting and stating the length in informal units • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring • Estimate, measure, order and record length using metres (either metre sticks or metre long lengths of string) as the standard unit of length Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre-long lengths of string) as the standard unit of length MATHEMATICS Grade 1-3 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks • Describe the mass of objects by counting and stating in informal units • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Where bathroom scales are available, learners can measure their own mass in kilograms using a bathroom scale. The expectation is that learners only read to the nearest numbered gradation line. They describe their mass as almost/ nearly/close to/a bit more than/more or less or exactly the number (of kilograms) they read off the scale Introducing formal measuring Learners do written tasks to consolidate the following, including reading pictures of • products with mass written on them • bathroom scales where the needle points to a numbered gradation line MATHEMATICS Grade 1-3 CAPS 71 TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks • Describe the mass of objects by counting and stating in informal units • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Where bathroom scales are available, learners can measure their own mass in kilograms using a bathroom scale. The expectation is that learners only read to the nearest numbered gradation line. They describe their mass as almost/ nearly/close to/a bit more than/more or less or exactly the number (of kilograms) they read off the scale Introducing formal measuring Learners do written tasks to consolidate the following, including reading pictures of • products with mass written on them • bathroom scales where the needle points to a numbered gradation line 4.4 Capacity/ Volume Informal measuring • Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres using - bottles with a capacity of 1 litre - a measuring jug which has numbered calibration lines in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint ntroducing formal measuring I Written tasks to consolidate the following, including reading pictures of • products with their capacity written on them in order to sequence in order • pictures of jugs where the volume is near to a 1-litre or 2-litre gradation line • read to the nearest numbered gradation line, describe their volume as almost/nearly/close to/a bit more than/more or less or exactly the number (of litres) MATHEMATICS Grade 1-3 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 OVERVIEW 5. DATA HANDLING TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 5.4 Collect and organise data Recommended: Whole data cycle to make class pictograph with one-to-one correspondence • Collect data about the class or school to answer questions posed by the teacher. • Represent data in pictograph with one-to-one correspondence. • Answer questions about data in pictograph with one-to-one correspondence. Recommended: Make individual pictograph with one-to-one correspondence from data provided in either picture form or table. • Collect data about the class or school to answer questions posed by the teacher. • Represent data in pictograph with 1-1 correspondence. Answer questions about data in pictograph with one-to-one correspondence. 5.5 Represent data 5.6 Analyse and interpret data Analyse data from representations provided. Recommended: At least one pictograph with one-to-one correspondence Analyse data from representations provided. Recommended: At least one pictograph with one-to-one correspondence MATHEMATICS Gr a d e 1-3 CAPS 73 3.4.3 Grade 3 overview per term GRADE 3 OVERVIEW 1. NUMBERS, OPERATIONS AND RELATIONSHIPS TO PICS TERM 1 TERM 2 TERM 3 TERM 4 NUMBER CONCEPT DEVELOPMENT: Count with whole numbers 1.1 Count objects Group to at least 200 objects to estimate and count reliably. Give a reasonable estimate of a number of objects that can be checked by counting. The strategy of grouping is encouraged. Group to at least 500 objects to estimate and count reliably. Give a reasonable estimate of a number of objects that can be checked by counting. The strategy of grouping is encouraged Group to at least 700 objects to estimate and count reliably. Give a reasonable estimate of a number of objects that can be checked by counting. The strategy of grouping is encouraged. Group to at least 1 000 objects to estimate and count reliably. Give a reasonable estimate of a number of objects that can be checked by counting. The strategy of grouping is encouraged. 1.2 Count forwards and backwards Count forwards and backwards in: • 1s, from any number between 0 and 200 • 10s from any multiple of 10 between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 • 100s to at least 500 Count forwards and backwards in: • 1s, from any number between 0 and 500 • 10s from any multiple of 10 between 0 and 500 • 5s from any multiple of 5 between 0 and 500 • 2s from any multiple of 2 between 0 and 500 • 3s from any multiple of 3 between 0 and 500 • 4s from any multiple of 4 between 0 and 500 • 50s,100s to at least 1 000 Count forwards and backwards in: • 1s, from any number between 0 and 700 • 10s from any multiple of 10 between 0 and 700 • 5s from any multiple of 5 between 0 and 700 • 2s from any multiple of 2 between 0 and 700 • 3s from any multiple of 3 between 0 and 700 • 4s from any multiple of 4 between 0 and 700 • 20s, 25s, 50s,100s to at least 1 000 Count forwards and backwards in: • 1s, from any number between 0 and 1 000 • 10s from any multiple of 10 between 0 and 1 000 • 5s from any multiple of 5 between 0 and 1 000 • 2s from any multiple of 2 between 0 and 1 000 • 3s from any multiple of 3 between 0 and 1 000 • 4s from any multiple of 4 between 0 and 1 000 • 20s,25s, 50s,100s to at least 1 000 MATHEMATICS Grade 1-3 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 NUM BER CON C E P T DEVELO PMENT: Represent whole numbers 1.3 Number symbols and number names dentify, recognise and read I numbers • Identify, recognise and read number symbols 0 to 500 • Write number symbols 0 to 500 • Identify, recognise and read number names 0 to 250 • Write number names 0 to100 dentify, recognise and read I numbers • Identify, recognise and read number symbols 0 to 1 000 • Write number symbols 0 to1000 • Identify, recognise and read number names 0 to 250 • Write number names 0 to 250 dentify, recognise and read I numbers • Identify, recognise and read number symbols 0 to 1 000 • Write number symbols 0 to1000 • Identify, recognise and read number names 0 to 500 • Write number names 0 to 500 dentify, recognise and read I numbers • Identify, recognise and read number symbols 0 to 1 000 • Write number symbols 0 to1000 • Identify, recognise and read number names 0 to1 000 • Write number names 0 to1000 NUM BER CON C E P T DEVELO PMENT: Describe, compare and order whole numbers 1.4 Describe, compare and order numbers Describe, compare and order numbers to 99. • Compare whole numbers up to 99 using smaller than, greater than, more than, less than and is equal to • Order whole numbers up to 99 from smallest to greatest, and greatest to smallest Describe, compare and order numbers to 500. • Compare whole numbers up to 500 using smaller than, greater than, more than, less than and is equal to • Order whole numbers up to 500 from smallest to greatest, and greatest to smallest Describe, compare and order numbers to 700. • Compare whole numbers up to 700 using smaller than, greater than, more than, less than and is equal to • Order whole numbers up to 700 from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position • Use, read and write ordinal numbers, including abbreviated form up to 31st Describe, compare and order numbers to 999. • Compare whole numbers up to 999 using smaller than, greater than, more than, less than and is equal to • Order whole numbers up to 999 from smallest to greatest, and greatest to smallest NUM BER CON C E P T DEVELO PMENT: place value 1.5 Place value Recognise the place value of numbers to 99 • Know what each digit represents • Decompose two-digit numbers up to 99 into multiples of tens and ones/ units • Identify and state the value of each digit Recognise the place value of numbers to 500 • Know what each digit represents • Decompose three-digit numbers up to 500 into multiples of hundreds, tens and ones/units • Identify and state the value of each digit Recognise the place value of numbers to 700 • Know what each digit represents • Decompose three-digit numbers up to 700 into multiple of hundreds, tens and ones/units • Identify and state the value of each digit Recognise the place value of numbers to 999 • Know what each digit represents • Decompose three-digit numbers up to 999 into multiple of hundreds, tens and ones/units • Identify and state the value of each digit MATHEMATICS Grade 1-3 CAPS 75 TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 SOLVE PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problems: • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when solving problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when solving problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when solving problems and explain solutions to problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 99. Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 400. Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 800. Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 999. 1.8 Repeated addition leading to multiplication Solve number problems in context and explain own solution to problems involving multiplication with answers up to 50. Solve number problems in context and explain own solution to problems involving multiplication with answers up to 75. Solve number problems in context and explain own solution to problems involving multiplication with answers up to 75. Solve number problems in context and explain own solution to problems involving multiplication with answers up to 100 1.9 Grouping and sharing leading to division Solve number problems in context and explain own solutions to problems that involve equal sharing and grouping up to 50 with answers that may include remainders. Solve number problems in context and explain own solutions to problems that involve equal sharing and grouping up to 75 with answers that may include remainders. Solve number problems in context and explain own solutions to problems that involve equal sharing and grouping up to 75 with answers that may include remainders. Solve number problems in context and explain own solutions to problems that involve equal sharing and grouping up to 100 with answers that may include remainders. 1.10 Sharing leading to fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions e.g. 1 2, 1 4, 2 3 etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions e.g. 1 2, 1 4, 3 4, 2 5 etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions e.g. 1 2, 1 4, 3 4, 2 5 etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions e.g. 1 2, 1 4, 3 4, 2 5 etc. 1.11 Money • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in rands or cents • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in rands or cents • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in rands or cents • Convert between rands and cents • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in rands or cents • Convert between rands and cents MATHEMATICS Grade 1-3 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens 1.13 Addition and subtraction • Add up to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 20 • Add up to 400 • Subtract from 400 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 30 • Add up to 800 • Subtract from 800 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 30 • Add up to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 30 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 2, 5, 3, 4 • Use appropriate symbols (x, =, □) • Multiply 2, 4, 5, 10, 3 to a total of 50 • Use appropriate symbols (x, =, □) • Multiply 2, 3, 4, 5, 10 to a total of 100 • Use appropriate symbols (x, =, □) • Multiply 2, 3, 4, 5, 10 to a total of 100 • Use appropriate symbols (x, =, □) 1.15 Division • Divide numbers to 50 by 2, 5, 10 • Use appropriate symbols (÷, =, □) • Divide numbers to 50 by 2, 4, 5, 10, 4 • Use appropriate symbols (÷, =, □) • Divide numbers to 99 by 2, 4, 5, 10, 3, • Use appropriate symbols (÷, =, □) • Divide numbers to 99 by 2, 3, 4, 5,10 • Use appropriate symbols (÷, =, □) MATHEMATICS Gr a d e 1-3 CAPS 77 TOPICS TERM 1 TERM 2 TERM 3 TERM 4 1.16 Mental mathematics Number concept: Range 200 • Order a given set of selected numbers. Range 200 • Compare numbers to 200 and say which is: - 1 more or 1 less - 2 more or 2 less - 3 more or 3 less - 4 more or 4 less - 5 more or 5 less - 10 more or 10 less Rapid recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Mental strategies Use calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number concept: Range 500 • Order a given set of selected numbers. Range 500 • Compare numbers to 500 and say which is: - 1 more or 1 less - 2 more or 2 less - 3 more or 3 less - 4 more or 4 less - 5 more or 5 less - 10 more or 10 less Rapid recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Mental strategies Use the following calculation strategies • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number concept: Range 750 • Order a given set of selected numbers • Compare numbers to 200 and say which is: - 1 more or 1 less - 2 more or 2 less - 3 more or 3 less - 4 more or 4 less - 5 more or 5 less - 10 more or 10 less Rapid recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Mental strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Number concept: Range 999 • Order a given set of selected numbers • Compare numbers to 1000 and say which is: - 1 more or 1 less - 2 more or 2 less - 3 more or 3 less - 4 more or 4 less - 5 more or 5 less - 10 more or 10 less Rapid recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 • Multiplication and division facts for the: - two times table up to 2 x 10 - ten times table up to 10 x 10 Mental strategies Use the following calculation strategies • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division MATHEMATICS Grade 1-3 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 1.17 Fractions • Use and name unitary fractions including halves, quarters thirds, fifths • Recognise fractions in diagrammatic form • Write fractions as 1half, 1third • Use and name unitary fractions including halves, quarters eighths, thirds, sixths, fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 1third • Use and name unitary and non￾unitary fractions including halves, quarters, eighths, thirds, sixths, fifths • Recognise fractions in diagrammatic form • Begin to recognise that two halves or three thirds make one whole and that 1 half and 2 quarters are equivalent • Write fractions as 1 half, 2 third • Use and name unitary and non￾unitary fractions including halves, quarters, eighths, thirds, sixths, fifths • Recognise fractions in diagrammatic form • Begin to recognise that two halves or three thirds make one whole and that 1 half and 2 quarters are equivalent • Write fractions as 1 half, 2 third MATHEMATICS Grade 1-3 CAPS 79 Problem Types for Grade 3 These are examples of important problem types that the teacher needs to present repeatedly to her class. When the teacher works with a small group, she should pose the problem orally. When the learners can read, she can give them a written version of the problem as well, but she must still pose the problem orally. Problems in context can be included in worksheets, but should then be short, straightforward and familiar, and the teacher must make sure that all the learners understand them. Grouping Grouping, discarding the remainder A bakery sells bread rolls in bags of 12. They have 118 rolls. How many bags of 12 rolls each can they make up? Grouping, incorporating the remainder in the answer A farmer has 227 eggs. How many egg boxes that can take six eggs each does he need to pack all the eggs? Sharing Sharing, discarding the remainder Five friends share a box of 84 sweets so that they all get the same number of sweets. Sharing, leading to fractions Share 15 chocolate bars among six friends so that they all get the same amount of chocolate bar and there is nothing left over. Fraction of a collection Grandmother gives Kiki R12. Kiki wants to save a third of the money. How much money must she save? This problem type must only be posed after learners have solved four or five problems of the Sharing, leading to fractions type and know the names of fractional pieces. Putting fractions together The netball coach gives half an orange to each player. There are 14 players. How many oranges does she need? This problem type must only be posed after learners have solved four or five problems of the Sharing, leading to fractions type and know the names of fractional pieces. Proportional sharing Peter is smaller than Rhulani. When Peter eats one slice of bread, Rhulani needs two slices of bread. When Peter eats two slices, Rhulani needs four slices. After a few days, they have eaten 12 slices of bread. How many slices did Peter eat and how many slices did Rhulani eat? Sue and Greg do a piece of work together. Sue works for three hours and Greg works for one hour. They are paid R60. How must they share the money? MATHEMATICS Grade 1-3 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Repeated addition How many wheels do 36 cars have? Rate Thami saves 35c every week. How much money does he save in 8 weeks? Grids Mr Khumalo plants 20 rows of orange trees. There are 12 trees in a row. How many trees are there altogether? Addition and subtraction There are at least three basic types of addition and subtraction problems and each type can be posed in different ways. The basic types are: Change Noluthando collected 234 stickers. Silo gave her 80 more stickers. How many stickers does she have now? There were 500 passengers on a train and 176 passengers got off. How many passengers were left on the train? Combine Nosisi collects items for the school’s recycling projects. She collected 124 plastic bottles and 268 tin cans. How many items did she collect? The shop has 368 packets of chips; 82 are chippos and the rest are Ziksnacks. How many packets or Zicksnacks are there? Compare Grade 2 collected R446. Grade 3 collected R729. How much more money did the Grade 3s collect? Posing each problem in different ways Problems have to be posed in different ways. For example, both of these are change problems, but the “unknowns” are in different places in the problem. The shop had packets of mealie meal and ordered 55 more . Now there are 170 packets of mealie meal. How many packets were there in the beginning? The shop had 500 packets of sugar. After selling some packets, they had 324 packets of sugar left. How many packets did they sell? MATHEMATICS Grade 1-3 CAPS 81 Problem situations with different functional relationships Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders. Number of hotdogs 1 2 3 4 5 10 20 Cost in R 4 8 Use the table to find the cost of seven hotdogs and 23 hotdogs. Sedick babysits. He charges R20 for travel costs, and then R5 per hour for babysitting. Complete this table for him. Number of hours 1 2 3 4 5 10 Cost in R 25 30 Note that Heila’s problem and Sedick’s problem work differently. The above problem types are given to guide the teacher. Learners should not be burdened with type names. Note that learners often use different ways of solving a problem that may not be what the teacher expects. For example, a division problem may be solved by repeated subtraction, addition or multiplication. Learners’ methods will change in the course of the year as their understanding of and familiarity with the problem types grow, and as their number concept develops. MATHEMATICS Grade 1-3 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 OVERVIEW 2. PATTERNS, FUNCTIONS AND ALGEBRA TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Range of patterns: • Simple patterns in which shapes or groups of shapes are repeated in exactly the same way. Create and describe own patterns • Create own geometric patterns - with physical objects - by drawing lines, shapes or objects. • Describe own patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Range of patterns: • Simple patterns in which shapes, or groups of shapes are repeated in exactly the same way • Patterns in which the number or size of shapes in each stage changes in a predictable way i.e. regularly increasing patterns Create and describe own patterns • Create own geometric patterns - with physical objects - by drawing lines, shapes or objects. • Describe own patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Range of patterns: • Patterns in which the number of shapes in each stage changes in a predictable way i.e. regularly increasing patterns Create and describe own patterns • Create own geometric patterns - with physical objects - by drawing lines, shapes or objects. • Describe own patterns Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 200. Sequences should show counting forwards and backwards in: • the intervals specified in Grade 2 with increased number ranges • 100s to at least 500 Copy, extend and describe Copy, extend and describe simple number sequences to at least 500. Sequences should show counting forwards and backwards in: • the intervals specified in Grade 2 with increased number ranges • 50s,100s to at least 1 000 Copy, extend and describe Copy, extend and describe simple number sequences to at least 750. Sequences should show counting forwards and backwards in: • the intervals specified in Grade 2 with increased number ranges • 20s,25s, 50s,100s to at least 1 000 Create and describe own number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 1 000 . Sequences should show counting forwards and backwards in: • the intervals specified in Grade 2 with increased number ranges • 20s,25s, 50s,100s to at least 1 000 Create and describe own number patterns MATHEMATICS Grade 1-3 CAPS 83 GRADE 3 OVERVIEW 3. S PA C E AND SHA P E (GEOMETRY) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 3.1 Position, orientation and views Position and views • Match different views of the same everyday object • Name an everyday object when shown an unusual view of it Position and directions • Follow directions to move around the classroom and school • Give directions to move around the classroom and school Position and views • Read, interpret and draw informal maps, or top views of a collection of objects. • Find objects on maps Position and directions • Follow directions from one place to another on an informal map MATHEMATICS Grade 1-3 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focused activities Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, clay, toothpicks, straws, other 3- D geometric objects Suggested focus and sequencing of activities for Term 2 Work with spheres, prisms and cylinders as they did in Grade 2; name them and group them. Focus on the kind of surfaces on each type of object. Distinguish surfaces according to whether they are curved or flat. Use cut-out cardboard squares to make a box. Talk about the flat surfaces on prisms and cylinders and describe them according to whether they are circular, square or rectangular. Work is consolidated through written exercises. Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focused activities Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, clay, toothpicks, straws, other 3- D geometric objects Suggested focus and sequencing of activities for Term 3 Work with spheres, prisms, cylinders, pyramids and cones. Focus on the kind of surfaces on each type of object. Distinguish surfaces according to whether they are curved or flat. Talk about the flat surfaces on prisms and cylinders and describe them according to whether they are circular, square, rectangular or triangular Name and group the geometric objects above. Use toothpicks, straws, or rolled paper to make a pyramid. Work is consolidated through written exercises. Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Suggested focus and sequencing of activities for Term 4 Work is consolidated through written exercises. MATHEMATICS Gr a d e 1-3 CAPS 85 TOPICS TERM 1 TERM 2 TERM 3 TERM 4 3.3 2-D shapes Range of shapes • Circles • Triangles • Squares • Rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • shape • straight sides • round sides Suggested focus of activities for Term 1 Name and group shapes. Focus on the kind of sides that each shape has. Distinguish shapes by talking about whether their sides are round or straight. Draw circles, squares, rectangles and triangles. Work is consolidated through written exercises. Range of shapes • Circles • Triangles • Squares • Rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • shape • straight sides • round sides Suggested focus of activities for Term 3 Name them and group shapes. Focus on the kind of sides that each shape has. Distinguish shapes by talking about whether their sides are round or straight. Draw circles, squares, rectangles and triangles. Work is consolidated through written exercises. 3.4 Symmetry Symmetry Determine line of symmetry through paper folding and reflection Suggested focus of Term 2 Paper folding activities that develop an understanding of symmetry include: • activities in which wet paint is placed on the page before folding • activities in which paper is cut or torn from the fold line Symmetry Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes Suggested focus of Term 4 Written exercises should include examples where • the line of symmetry is not always a vertical line • there is more than one line of symmetry in the shape or object MATHEMATICS Grade 1-3 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 OVERVIEW 4. MEASUREMENT TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 4.1 Time Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months • Use clocks to calculate length of time in hours or half hours Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • converting between days and weeks • converting between weeks and months Use clocks to calculate length of time in hours, half hours and quarter hours Telling the time • · Read dates on calendars • · Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • converting between days and weeks • converting between weeks and months • Use clocks to calculate length of time in hours, half hours and quarter hours MATHEMATICS Grade 1-3 CAPS 87 TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters, etc. • Describe the length of objects by counting and stating the length in informal units • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring • Estimate, measure, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length • Estimate and measure lengths in centimetres using a ruler (No conversions between metres and centimetres required) Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length • Estimate, measure and record lengths in centimetres using a ruler MATHEMATICS Grade 1-3 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks, etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour or in grams, e.g. 500 grams of salt • Where bathroom scales are available, learners can measure their own mass in kilograms using a bathroom scale. The expectation is that learners only read to the nearest numbered gradation line. They describe their mass as almost/ nearly/close to/a bit more than/more or less/or exactly the number (of kilograms) they read off the scale • Where balancing scales with mass pieces calibrated in grams are available, learners can measure mass or different objects (No conversions between grams and kilograms required) Introducing formal measuring Learners do written tasks to consolidate the following, including reading pictures of • products with mass written on them • bathroom scales where the needle points to numbered gradation lines MATHEMATICS Grade 1-3 CAPS 89 TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 4.4 Capacity/ Volume Informal measuring • Estimate, measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres - using bottles with a capacity of 1 litre, or containers whose capacity is stated in millilitres e.g. cool drink cans - measuring jugs in which numbered calibration lines show litres, half litres and quarter litres - measuring jugs which have numbered calibration lines for millilitres - measuring cups and teaspoons which indicate their capacity • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint, or in millilitres e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres (No conversions between millilitres and litres required) Introducing formal measuring Written tasks to consolidate the following, including reading pictures of • products with their capacity written on them in order to sequence in order • jugs where the volume is near to a numbered 1 litre or 2 litre gradation line or half litre or quarter litre • jugs where the volume is near to a numbered millilitres gradation line. The expectation is that learners only read to the nearest numbered gradation line. They describe their volume as almost/nearly/ close to/ a bit more than/ more or less/ or exactly the number (of litres) they read off the jug (No conversions between millilitres and litres required) MATHEMATICS Grade 1-3 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S TERM 1 TERM 2 TERM 3 TERM 4 4.5 Perimeter Perimeter Investigate the distance around 2- D shapes and 3- D objects using direct comparison or informal units. 4.6 Area Area Investigate the area using tiling. MATHEMATICS Gr a d e 1-3 CAPS 91 TOPICS TERM 1 TERM 2 TERM 3 TERM 4 4.5 Perimeter Perimeter Investigate the distance around 2-D shapes and 3-D objects using direct comparison or informal units. 4.6 Area Area Investigate the area using tiling. GRADE 3 OVERVIEW 5. DATA HANDLING TO PICS TERM 1 TERM 2 TERM 3 TERM 4 5.4 Collect and organise data Recommended: Whole data cycle to make bar graph. Collect data about the class or school to answer questions posed by the teacher. Use tallies to record data in categories provided. Represent data in • Tables • Bar graphs Talk about and answer questions about data in tables and bar graphs. Recommended: Re-organise data provided in a list or tally or table in a bar graph. Represent data on bar graph. Answer questions about data on bar graph 5.5 Represent data 5.6 Analyse and nterpret I data Analyse data from representations provided. Recommended • At least one pictograph with one-to￾one correspondence • At least one bar graph Analyse data from representations provided. Recommended • At least one pictograph with one-to￾one correspondence • At least one bar graph MATHEMATICS Grade 1-3 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.5 Clarification notes with teaching guidelines The tables below provide the teacher with: • content areas and topics per grade per term; • concepts and skills suggested focus per term; • clarification notes with teaching guidelines; and • the duration of time allocated per topic in lessons given in 1 hour and 24 minutes. MATHEMATICS Grade 1-3 CAPS 93 3.5.1 Clarification of Grade 1 content Grade 1 Term 1 1. NUMBERS, OPERATIONS AND RELATIONSHIPS During the first term time is spent on developing pre-number concepts. Early skills developed in respect of patterns, shape and space, measurement and data form the basis of schooling skills in general and number skills in particular. Matching Matching leads to understanding the concept of one-to-one correspondence, which in turn is the basis of comparing the number of objects in a group. When a learner is able to identify “the same”, it becomes possible to match two sets. Sameness is a prerequisite for conservation. Conservation is an important skill in measurement, number and space and shape. Sorting When sorting, learners look for similarities and differences. Learners also develop the ability to describe and indentify. Describing means that learners can recognise and name things around them. Identifying means that learners can pick out an object when given a description. Learners identify according to certain attributes. Learners sort objects according to size, colour, shape, length, mass, capacity and volume. Sorting is done with • everyday objects in data handling; • geometric shapes and objects in shape and space; and • the attributes of objects in measurement. Comparing When learners compare objects they focus on the difference between objects. Learners can focus on • big or small; • heavy or light; • tall or short; • hot or cold; • empty or full; • many or few; and • first, last or middle. Learning to compare is a focus area of • early measurement activities; • initial activities in shape and space (including work on position); and • early activities in patterning. In number activities, learners match objects in different groups. They learn to identify groups with the same number of objects in them, and to distinguish groups that may have more or fewer objects than other groups. Ordering Ordering is fundamental to the number system. Placing and counting objects in order help young learners to make sure that they only count each object once. Placing objects in order when counting lays the basis for understanding how to order numbers. Early work with patterns involving shapes or objects helps to focus learners’ attention on ordering. Later learners use this skill when working with number patterns. Subitising Subitising is the instant recognition of the number of objects in a collection without counting them. Subitising helps learners to see small collections as one unit. This provides learners with an early perceptual basis for working with numbers. MATHEMATICS Grade 1-3 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Count objects Count out objects reliably to 50. Give a reasonable estimate of a number of objects that can be checked by counting. Count out objects reliably to 10. Give a reasonable estimate of a number of objects that can be checked by counting. Counting helps learners to develop an awareness of the size of numbers and lays the basis for calculating with whole numbers. During the first term learners develop the following skills: • Counting all • Counting on • The cardinality principle • Working with written texts Counting in Term 1 is focussed on developing learner’s counting skills. The development of counting skills allows them to: • count grouped and ungrouped objects; • count forward and backwards; • count actions; • count in sequence on a number line; • develop an awareness of the size of numbers by ordering and comparing them; and • estimate and predict. Counting objects Before learners count objects they need opportunities to practise counting orally. Learners need to have an oral list of number names in order: one, two, and three until 20. Encourage learners to say number rhymes and play games that reinforce the oral counting. This ability to count orally or rote count is important to develop the knowledge of number names and also a sense of the rhythm/pattern within numbers. Learners then count each object and match number names to sets of objects. This involves touching and moving the object and saying the number name. It is important that learners understand that the last number named represents the last object counted in the group. They must know and understand that the last number named indicates the amount in the set or the cardinality of the set. Not all learners who can count orally and say the number names in sequence will attach meaning to their counts. They might skip numbers and say that there are four counters when there are actually five counters. MATHEMATICS Gr a d e 1-3 CAPS 95 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Count objects Count out objects reliably to 50. Give a reasonable estimate of a number of objects that can be checked by counting. Count out objects reliably to 10. Give a reasonable estimate of a number of objects that can be checked by counting. It is important that learners count the same number of different objects. Example: • Count six counters • Bring me six pencils • Count six buttons Conservation Learners will begin to realise when counting the number of objects, that the number is not affected by their size or position. One could ask: how many stars on each card? The position or arrangement of the stars is different but the number of stars on each card is exactly the same. It is important that when counting concrete objects, learners recognise a small number of objects without counting. Example, recognising • five, as the number of fingers on one hand • three counters, arranged in any way • one to six, from the arrangement of dots on a die This is also known as subitising. Therefore: Fundamental number concepts are developed by counting real objects. Learners learn: • to associate number words with a collection of objects; • to build a mental picture of what a number means i.e. how big it is; and • that the number name of the last object counted represents the total number of objects in the group. MATHEMATICS Grade 1-3 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Count objects Count out objects reliably to 50. Give a reasonable estimate of a number of objects that can be checked by counting. Count out objects reliably to 10. Give a reasonable estimate of a number of objects that can be checked by counting. Instructions and questions to support the counting of objects • Count 10 counting sticks. Arrange them in a line. • Rearrange the sticks and count again. Is the number still the same? • Count these bottle tops without touching them. • Is there the same number of each? • How many crayons do you think there are? • Are there more or fewer than you thought? • How do you know that you have that number? • How do you know that you counted every crayon? • How could you check your answer? Moving to written texts Learners need to be given opportunities to count illustrations of objects. Example: How many? Counting on Once learners can confidently count all the objects starting from one, they should count on from a collection they already have. Example: Ask learners to count out seven objects and then, starting from the seven objects, count out three more until they have 10 objects. Counting-on is a far more efficient counting strategy than counting all and learners will use counting on when they calculate. Resources: It is useful to build up a collection of different kinds of objects that learners can use as counters. Example: • Matchsticks • Ice cream sticks • Peach pips • Beans • Bottle tops MATHEMATICS Grade 1-3 CAPS 97 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in ones from any number between 0 and 100 Count forwards in • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Count forwards and backwards in Ones from any number between 1 and 20 Counting forwards in ones Counting orally or doing verbal counting (rote counting) is an important step in reciting the number names in order. If learners are able to do this, it does not mean that they have an understanding of the size of the numbers they are saying. There is no relationship between the number and the quantity or size of the numbers. In Term 1 it is expected that learners only count forwards and backwards in ones till 20. Counting forwards and backwards can be done with the whole class. Make sure that learners are not just chanting meaninglessly. In the focus groups and the independent work the following activities can be done to add meaning to the counting: • Start at two and count to eight • Count from four to 10 • Count from two to eight. How many numbers did you count? Counting to ten Initially learners will start counting to ten and practising the number names in sequence. Learners can get bored with verbal counting and they need to do it in different ways, otherwise they are simply chanting. Rote counting needs to be supported by reading number symbols and counting objects. Learners need to be presented with visual images of numbers in sequence. The following visual images can be used: • Counting beads • An abacus • A number line Initially a number line with all the numbers represented, and then a number line with some numbers not represented, can be used. This means that learners will have to know the numbers in sequence to fill in the gaps. Counting backwards Counting backwards is a difficult skill for learners and frequent practice is necessary. Start counting backwards from a number when learners are familiar with, 2, and build this up as you focus on each higher number. Counting to 20 Counting beyond ten might require the learners to say the counting sequence after the teacher. It is also important to encourage learners to start counting at any number. Starting at 8 is far more demanding than starting at 1. Learners will use this skill when they count on in addition. MATHEMATICS Grade 1-3 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in ones from any number between 0 and 100 Count forwards in • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Count forwards and backwards in Ones from any number between 1 and 20 Resources • Counting beads to 20 • Abacus • Number grids help to develop learners’ ability to read information in a table. Because learners are counting to ten, the grid should only show the following information: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 • A number line showing numbers to 20 MATHEMATICS Grade 1-3 CAPS 99 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.3 Number symbols and number names Identify, recognise and read numbers • Identify, recognise and read number symbols 1 to 100 • Write number symbols 1 to 20 • Identify, recognise and read number names 1 to 10 • Write number names 1 to 10 Identify, recognise and read numbers • Identify, recognise and read number symbols 1 to 20 • Write number symbols 1 to 5 • Identify, recognise and read number names 1 to 5 • Write number names 1 to 5 Reading and writing number symbols and names Learners need to learn how to: • Write number symbols and names • Read number symbols • Say the numbers The reading and writing of number symbols and names should be linked with counting activities. Learners should be given opportunities to match the number symbols and number names to collections of objects that they count out. In this way learners link the number symbol, the number name, the representation of the number and the meaning of the number. Further activities Practising writing Learners can practise the writing of number symbols in different ways: • By tracing over numerals • Doing ‘joining the dots’ activities with outlines of number symbols • By writing in sand • By writing on chalk boards or on cement • By painting • Sewing numbers using wool. This activity is particularly useful in emphasising the starting point when writing numbers. • By tracing large numerals cut out of sandpaper or fabri Reading numbers This can be done by: • Pointing to numbers on the number line or on a number grid • Reading number cards Matching number symbols to a collection of objects This can be done by: • Matching the number of objects with numerals • Counting out a group of objects and selecting the appropriate number card for the number of objects • Counting objects in pictures and writing the number symbol. MATHEMATICS Grade 1-3 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.4 Describe, compare and order numbers Describe, compare and order up to 20 objects • Describe and compare collection of objects according to most, least, the same as • Describe and order collection of objects from most to least and least to most. • Describe, compare and order numbers to 20. • Describe and compare whole numbers according to smaller than, greater than and more than, less than, is equal to • Describe and order numbers from smallest to greatest and greatest to smallest Describe, compare and order objects up to 5. • Describe and compare collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different • Describe and order collection of objects from most to least and least to most • Range up to five objects • Describe, compare and order numbers to 5. • Describe and compare whole numbers to 5 using language e.g. • according to, smaller than, greater than, more than, less than • Describe and order: - numbers from smallest to greatest and greatest to smallest - using language e.g. before, after, in the middle/ between Comparing and ordering of numbers help learners to refine their sense of the relative size of numbers. It will help them develop an idea of how much greater or smaller a number is than other numbers. If learners have a good sense of the relative size of numbers, they will find basic operations much easier. In the Foundation Phase this is called numerosity. Counting skills are important for comparing and ordering numbers. The ordering of numbers includes: • Learning about cardinal numbers which tell the value of a number • Using, reading and writing number names and symbols • the language to compare numbers Comparing number of objects This is often done by using one-to-one correspondence. Learners count a collection of objects and match number names one-to-one with objects. Comparing a collection of objects depends on learners’ counting experience. It is important to focus on the concepts of ‘more and less’ when comparing amounts. When comparing objects the language of comparing is developed. Example: As many as, the same number as, equal to, more than, less than, fewer than Ordering groups of objects From counting and comparing two sets of objects, learners discover and learn two important relationships: • Two collections are equal when they share the same number name although the collections might be arranged differently. • Counting numbers represents a sequence of consecutive numbers that increases by one every time, e.g. five comes after four, hence a collection of five objects is one more than a collection of four objects or a collection of four objects is one less than a collection of five objects Ordering and comparing numbers When learners order numbers, they might use the distance between numbers to know which number is bigger. For example, they will say that 5 is bigger than 2 because 5 comes after 2. Learners need to link the counting of objects and compare a group of nine objects to a group of two objects. By Grade 2 and 3 learners will be ordering and comparing numbers by explaining the value of the digits. Learners need to order numbers using a variety of images. Learners could also order numbers using the number line. MATHEMATICS Grade 1-3 CAPS 101 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.4 Describe, compare and order numbers Describe, compare and order up to 20 objects • Describe and compare collection of objects according to most, least, the same as • Describe and order collection of objects from most to least and least to most. • Describe, compare and order numbers to 20. • Describe and compare whole numbers according to smaller than, greater than and more than, less than, is equal to • Describe and order numbers from smallest to greatest and greatest to smallest Describe, compare and order objects up to 5. • Describe and compare collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different • Describe and order collection of objects from most to least and least to most • Range up to five objects • Describe, compare and order numbers to 5. • Describe and compare whole numbers to 5 using language e.g. • according to, smaller than, greater than, more than, less than • Describe and order: - numbers from smallest to greatest and greatest to smallest - using language e.g. before, after, in the middle/ between Example: • Take the number 3 and place it on the number line • Choose the number after 4 and place it in its correct position on the number line • Choose the number between 3 and 5 and place it in its correct position on the number line • Choose the number before 2 and place it in its correct position on the number line • Choose the number before 3 and place it in its correct position on the number line Number cards Example: Learners could pack out cards in sequence. 1 2 3 4 5 Moving to written texts Learners can consolidate their knowledge by completing activities in workbooks. This can be done during independent time. Cardinality and ordinality Cardinality refers to the total number in a set or collection. Ordinality refers to the position of an object within a set of things. The links between cardinal and ordinal numbers need to be made. Learners will realise this when they count a group of objects and know that when they have touched the fifth object they have counted five things so far. Ordinal numbers are only dealt with in Term 4. MATHEMATICS Grade 1-3 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) SOLVIN G PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • number lines supported by concrete apparatus e.g. counting beads During this term learners will begin to solve word problems using the following techniques to solve these problems: • concrete apparatus • drawings • number lines Drawings and concrete apparatus Learners will draw pictures and use concrete apparatus to solve problems. By the end of the term learners can draw pictures which contain numbers to describe the operation and solution. It is important that the pictures or drawings contain numbers to describe the operation and the solution with: • unitary marks • numbers Number lines Using number lines in order to help them calculate will give learners a way to record their thinking and to keep track of it. It also allows learners to have a recording image that they can use to explain how they solved the problem. During this term learners will be introduced to number lines and will begin to use these as a calculating strategy. Initially when working with number lines a string of beads can be positioned above or below the number line to help learners count. Before learners can use the number line as a calculating strategy they need to use it for: • Counting forwards and backwards • Reading number symbols • Writing number symbols • Positioning numbers on the number line • Ordering and comparing numbers When using the number line as a calculating image, the concept of the ‘jumps’ can be learnt by using fingers or by constructing a line outdoors and physically jumping from one number to the next. These kinds of activities help learners to see where numbers are in relation to one another. They need to be able to say: “To get from 3 to 5 will take 2 jumps”. Learners should be given opportunities to predict the number of jumps, say from 2 to 5. MATHEMATICS Gr a d e 1-3 CAPS 103 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.6 Problem- solving techniques Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • number lines supported by concrete apparatus e.g. counting beads Example of how learners can use the number line during the term: There are three boys and two girls doing extra art lessons at a school. How many learners are there in the art class? Learners can use a number line in the following way to arrive at an answer. 0 1 2 6 4 3 5 7 9 8 See notes below under ‘methods or strategies’ for introducing the number line. Note that learners often solve a problem in a way that may not be what the teacher expects. For example, to solve the above problem, learners could choose to start counting with the number of girls, 2, and then add on 3. Learners’ methods will change in the course of the year as their understanding of and familiarity with the problem types grow, and as their number concept develops. MATHEMATICS Grade 1-3 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20. Practically solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to five. Word sums are often used as the entry into operations. Learners start off with solving the problem by using concrete apparatus; which then develops into: • drawing pictures; • drawing pictures and writing numbers to describe the operation; and • only using numbers. Example: There are five children on the see-saw. Three of them are on one side. How many are on the other side? During the first term learners can record this word problem in the following way. Calculating strategies Using counting all to solve the see-saw problem Here learners count each group and the whole collection, so they are counting at least three times. Using counting on to solve the see-saw problem Learners count on from three until they get to five. This is a far more efficient strategy to use. “I know that there are three children and then one child makes four, and another one child makes five children. There are two children on the other side”. Doing addition and subtraction using apparatus Learners use concrete apparatus in particular ways to arrive at an answer. Learners use the apparatus to construct a meaning of addition and subtraction using objects that they can touch, hold and move around. How learners use the apparatus is often determined by the structure of the word sum. MATHEMATICS Gr a d e 1-3 CAPS 105 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20. Practically solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to five. Recording images of addition and subtraction • Recording using concrete apparatus Learners can use concrete apparatus to count all and count on. However learners can also use these strategies when drawing pictures to show their thinking, their calculation strategy and the solution. • Recording in pictures only Example: Recording in pictures and numbers In order for learners to use numbers and pictures to describe their thinking they need to: • Be able to recognise numbers 1-5 • Count five objects and know that 5 represents the total number of objects counted. • Write numbers • Order and compare numbers Addition and subtraction problem types There are at least three basic types of addition and subtraction problems and each type can be posed in different ways. The basic types are: Change Noluthando had two apples. Silo gave her three apples. How many apples does she have now? Noluthando had five apples. She gave four apples to Silo. How many apples does she have now? Combine Nosisi has two green and two blue marbles. How many marbles does she have? Nosisi has four marbles. Three are green and the rest are blue. How many blue marbles does Nosisi have? Compare Nosisi has five bananas. Themba has one banana. How many more bananas does Nosisi have than Themba? MATHEMATICS Grade 1-3 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20. Practically solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to five. Resources: Learners can use loose counters, to help them to see what happens when one puts amounts together or take them apart. Loose counters help learners to see what happens when they count all. Examples of loose counters are: • Counters • Counting sticks • Bottle tops • Peach pips • Stones • Unifix cubes • Working within the number range 1 to 5, learners can use their fingers to act as loose counters. MATHEMATICS Gr a d e 1-3 CAPS 107 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.9 Grouping and sharing leading to division Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 20 and with answers that may include remainders. Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 5 and with answers that can include remainders. In Grade 1 the concept of division is introduced through presenting learners with practical problems that involve sharing and grouping. It is only in Grade 3 that the division sign is introduced. Below are examples of types of word problems that can be done. Grouping Grouping, discarding the remainder Stella sells squash in bags of two squash each. She has five squash left. How many bags of two squash each can she make up? Grouping, incorporating the remainder in the answer There are four apples. How many bags of two apples can be filled? Sharing Sharing, discarding the remainder Share five sweets among three friends so that they all get the same number of sweets. Recording image for grouping and sharing When illustrating sharing word problems, learners will “share out” one item or object at a time. Grade 1 learners are likely to share out one item at a time and this will be reflected in their recordings. As the year progresses learners will be able to record using pictures and numbers to show the number shared. MATHEMATICS Grade 1-3 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) CONTE X T-FREE CAL CULATIONS There are many ways of thinking about organising the teaching and learning of calculations. One way is to think about number ranges. The number range within which learners work will determine the kind of apparatus they use and how they record their solutions. So one way of thinking about the calculations in the Foundation Phase is the representation of calculations. This is done by: • using concrete apparatus; • drawing pictures; • using pictures and symbols; • using numbers and arrows; or • using number sentences. Learners move from using concrete apparatus to working abstractly with number symbols and number sentences. Calculations fall within the context of problem￾solving situations. Learners develop problem-solving skills in order to operate with numbers. Learners need to do context-free calculations. MATHEMATICS Grade 1-3 CAPS 109 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) CONTE X T-FREE CAL CULATIONS There are many ways of thinking about organising the teaching and learning of calculations. One way is to think about number ranges. The number range within which learners work will determine the kind of apparatus they use and how they record their solutions. So one way of thinking about the calculations in the Foundation Phase is the representation of calculations. This is done by: • using concrete apparatus; • drawing pictures; • using pictures and symbols; • using numbers and arrows; or • using number sentences. Learners move from using concrete apparatus to working abstractly with number symbols and number sentences. Calculations fall within the context of problem￾solving situations. Learners develop problem-solving skills in order to operate with numbers. Learners need to do context-free calculations. TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • concrete apparatus e.g. counters • draw pictures • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • number lines supported by concrete apparatus e.g. counting beads In the first term learners will solve number problems using concrete apparatus. It is important that learners use a variety of apparatus that has been selected carefully to support the development of the concept being taught. As learners grow confident in using the apparatus, to show their thinking they can record their calculations by drawing. Expect that their drawings will reflect the concrete apparatus. There might be some learners who will immediately represent their calculations by drawing and not using any concrete apparatus. Number lines supported by concrete apparatus When using number lines as a technique in order to calculate learners first need to have used: • other ‘line apparatus’ e.g. counting beads, number tracks; • the number line to count forwards and backwards; and • the number line in order to position and order numbers. A structured number line must be used (and is best suited for) when learners are doing addition and subtraction. The structured number line must show all the numbers on it. • Introduce addition using a number line a) Teacher puts a number line from 0 to 10 on the board. She shows learners how to solve the problem 3 + 2 using a number line. She puts a picture of a rabbit at. Example: Rabbit jumps from 0 to 5 and then jumps another two jumps. How many jumps did it give altogether? b) Learners use their fingers to jump on their own desk number lines, as the teacher gives number sentences with answers up to 10. Example: 1 + 2 = 3. MATHEMATICS Grade 1-3 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 1-20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 10 Number range: 1 5 • Addition up to 5 • Subtraction from 5 • Practise number bonds to 5 In Term 1 learners understand addition as combining groups and as counting on. They use their understanding that addition can be done in any order to choose how to calculate. They use a string of beads, draw pictures or a number line to work out calculations such as 3 + 2 or 1 + 4 by counting on. They also break up numbers in order to add. In Term 1 learners interpret subtraction as ‘taking away’. They represent ‘taking away’ by using objects and drawing pictures and with number sentences. They recognise that the number of objects remaining is the answer in a calculation. They also record addition and subtraction using: • concrete apparatus; • pictures or drawings; or • pictures and numbers. Working in the number range 1 - 5 When learners work or calculate within this number range they can build their understanding of addition and subtraction in the following way: • use concrete apparatus to represent the number and do calculations • record their calculations using pictures or models • record their calculations using a combination of pictures and numbers Building up and breaking down of numbers Adding and subtracting in Grade 1 focuses on getting learners to think about numbers as composed of other numbers. Most of the time learners are engaged in part-part-whole activities. These activities focus on a single number. For example, when working with the number 4 learners will: • break up 4 into different ways; • say or read the parts aloud; or • draw or write them down. 4 1 3 MATHEMATICS Gr a d e 1-3 CAPS 111 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 1-20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 10 Number range: 1 5 • Addition up to 5 • Subtraction from 5 • Practise number bonds to 5 Learners can also use number cards to show the parts of numbers. So to show 4, some of the following cards can be used1 3 2 2 These concepts can be supported by recording in class work books during independent time. 4 1 3 When doing subtraction learners are often engaged in story sums that develop the understanding of subtraction as ‘ take away’ or ‘count out’. Learners need to do missing- part activities as well. These activities support the understanding of subtraction and require a part to be hidden or to be unknown. Example: I have I wish I had 5 The sign is not introduced during this term. Learners should be exposed to many ways of writing sentences that will help when the sign is introduced in Term 2. Example  1    and   2   make     Example  2    and   3   make MATHEMATICS Grade 1-3 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 1-20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 10 Number range: 1 5 • Addition up to 5 • Subtraction from 5 • Practise number bonds to 5 Number bonds During this term learners practise number bonds to 5. This can be presented in pictures and number sentences using a variety of images. Addition Example: Making 5 or finding friends of 5 using pictures and numbers Colour in squares to make 5 Example: ________ and __________ make 5 ________ and __________ make 5 ________ and __________ make 5 ________ and __________ make 5 Language of addition and subtraction Learners should also practise the language of addition and subtraction. Addition: Add, plus, and, increase by, combine, altogether, makes, sum Subtraction: Subtract, take away, minus, difference, between, less, reduced by In Term 2 learners will “translate” the language of addition and subtraction into symbols. Learners should be able to respond to the following type of instructions: • Make 3 more • Add 1 more • Take away 3 • Make 1 less • 3 and 2 more • 4 take away 2 • 3 add 1 MATHEMATICS Grade 1-3 CAPS 113 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: range 20 • Order a given set of selected numbers • Compare numbers to 100 and say which is more or less • Know which number is 1 more or 1 less than a given number • Know which number is 2 more or 2 less than a given number • Know which number is 10 more or 10 less than a given number Rapidly recall: • Number bonds to 10 • Recall addition and subtraction facts to 10 Mental strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down Number concept: Range 5 • Order a given set of selected numbers • Compare numbers to 10 and say which is more or less • Know which number is 1 more or 1 less • Know which number is 2 more or 2 less The mental mathematics sessions develop learners’: • number sense; • language of Mathematics; • reasoning skills; and • listening skills. During the mental mathematics sessions learners should be given an opportunity to explain their methods. The mental mathematics sessions build an awareness of numbers (to have a ‘feel’ for numbers) and begin to teach learners how to work flexibly with numbers. The number 5 is no longer just a number. For example, for the number 4, learners must know that: • it comes after 5; • it comes before 6; • it can be associated with 5 objects; • they can write the symbol; and • they can write the number name. Number concept Examples of questions and activities that can be asked and done: • Learn line up and ask: Who is first, second, third or last? • Which is less, 3 or 5? • Which is more, 2 or 4? • Give me a number between 1 and 3, • Give me a number between 2 and 5. Is there only one number? • Put these number cards in order from the smallest to the biggest number. Questions on counting can also be asked: • Start with 3 and count forwards in ones to 10. MATHEMATICS Grade 1-3 114 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 TERM 1 2. PATTERNS, FUNCTIONS AND ALGEBRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with concrete objects • simple patterns made with drawing of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy and extend Copy and extend simple patterns using • physical objects • drawings (e.g. using colours and shapes) Copying the pattern helps learners to see the logic of how the pattern is made. Extending the pattern helps learners to check that they have properly understood the logic of the pattern. Learners can copy and extend patterns made with concrete objects even before they are comfortable with using a crayon or pencil to start copying and extending patterns by drawing. Patterns can be made with everyday objects that are commonly found in the classroom, such as counters, matches, matchboxes, geometric shapes, beads, cotton reels, boxes, balls, crayons, pencils etc. Learners can also make objects from clay or play dough and these can be used to make patterns. In Grade 1 learners can focus on patterns in which the shapes or objects (or groups of shapes or objects) are repeated in exactly the same way. Example 1: In some patterns the size of objects in a group alternates, but groups are repeated in exactly the same way Example 2: Patterns can be made by using one object but having the colours of the object change in a regular way Example 3: In some patterns different objects are used to make up a group, but the groups of objects are repeated in exactly the same way 1 lesson MATHEMATICS Grade 1-3 CAPS 115 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with concrete objects • simple patterns made with drawing of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy and extend Copy and extend simple patterns using • physical objects • drawings (e.g. using colours and shapes) To help Grade 1 learners to see what grouping is being repeated, it is useful in to place each group on a different piece of paper, or showing it within a block on the page. Example 4: Patterns can be made by repeating groups of objects. Groups can be made up of several identical objects which are positioned in different ways. Patterning in an important part of all early learning, and so it occurs in Language, Life Skills and Mathematics. For example, patterning is part of songs and other music, rhymes, dancing as well as many forms of visual arts. There are opportunities for learners to practise the visual patterning skills they use in Mathematics when they do Life Skills - especially threading beads or drawing patterns. 1 lesson MATHEMATICS Grade 1-3 116 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour and 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 100 Create own patterns Create own number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 20. Sequence should show counting forwards and backwards in: • ones from any number between 1 and 20 In the Foundation Phase, number patterns build learners’ number concept development. Number patterns are linked with numbers operations and relationships. Number sequences can be linked with counting. Number sequences consolidate and develop learners’ counting skills. As learners’ counting skills change and develop, so will the number sequences. When learners do verbal counting they can be shown number sequences written down in different ways e.g. Learners can then fill in missing numbers given in any of the forms of sequence above. Remember, however, that learners are writing numbers to 5. Learners can verbally “fill in” missing numbers and use number cards to complete a sequence. See notes on describing, comparing and ordering. Example 1: number track/number grid 1 2 4 5 6 8 Example 2: number sequence By the end of the term, the number range goes up to 20. Learners can work with the whole sequence 1 - 20 or parts of the sequence. Example 3: number line 20 18 17 15 13 11 12 2 1 3 4 6 5 7 8 10 9 3 lessons MATHEMATICS Grade 1-3 CAPS 117 Grade 1 Term 1 3. SPACE AND SHAPE (GEOMETRY) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.1 Position, orientation and views Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and views Match different views of the same everyday object. Position and directions • Follow directions to move around the classroom • Follow instructions to place one object in relation to another e.g. put the pencil inside the box Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and directions • Apply the language of position learnt when following directions • Follow directions to move around the classroom • Follow instructions to place one object in relation to another e.g. put the pencil inside the box Language of position Language of position should be introduced through practical activities that involve learners in physical movement including songs and rhymes with movement and games with movement words. This can be done during whole class teaching time or focus group teaching time. It is suggested that you spend two lessons on position activities during Term 1, but then continue to introduce and practice position words for short parts of whole class, focus group and independent work time. The language of position can also be practised during Language and Life Skills lessons. It is useful to introduce pairs of position words at the same time e.g. up and down; inside and outside. Useful position words include: • left, right; • front/back; • behind, in front of; • on top /under; • in/out; • under/ over; • under /above; • near/far; • between The language of position can be consolidated through written recording like drawing, colouring or matching drawings with words. Position and directions Learners can first learn some language of position and then use this knowledge to follow: • instructions to move or place objects in relation to each other e.g. “put the crayons next to the counters”; “put the number cards on top of the cupboard”. • directions to move themselves in the classroom e.g. “come to the front of the class”; “stand next to your chair”; “jump over the dirt bin” etc Teaching learners to follow directions should be done through practical activities in which learners move themselves or objects according to instructions. 2 lessons MATHEMATICS Grade 1-3 118 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2. 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as building blocks, recycling material, construction kits. Range of Objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour Focussed activities Observe and build given 3- D objects using concrete materials such as building blocks, recycling, construction kits. Most of the work on three dimensional objects in grade 1 should be done with concrete/ physical objects. We experience the world in three dimensions, so starting with physical objects helps learners to build on the experience that they bring to school. Many young learners struggle to interpret three dimensional geometric objects from pictures. Working with the physical objects helps learners to interpret pictures of the geometric objects later. When you have a physical object you can turn it around and look at it from all sides. You can see what it looks like from behind and underneath. When you only have a picture, you have to imagine the parts that are not visible in the drawing. This is not always easy for young learners. If learners are only given a definition of an object without seeing it or holding it, it is very difficult to understand the features of the object completely. Building with 3- D objects Learners start with free play with various 3- D objects and building things of their own choice using building blocks or construction kits or recycling. This can be done in independent time. You can then use recycling (such as match boxes) or building blocks or other construction kits to make a model or construction e.g. a tower, a robot, train, taxi, castle etc. Learners can make a copy of the model. This can be done in independent time, but it is important to also discuss with learners why certain kinds of objects are used in the models. This helps to focus learners on the geometric features of the objects. For example, if a tower is built of boxes or blocks, you can ask learners “can you build a tower with only balls?” They should explain their answer. Recognising and Naming balls (spheres) and boxes (prisms) Learners identify and describe ball shapes (spheres) and box shapes (prisms) Learners should describe everyday objects by saying whether they are shaped like a ball or are shaped like a box, e.g. this brick is shaped like a box or this orange is shaped like a ball. It is important for learners to see and work with more than one example of objects shaped like balls and objects shaped like boxes. Learners should be given a range of spherical objects to work with e.g. balls of different sizes, marbles, oranges etc. Learners should also be given a range of objects shaped like prisms to work with e.g. blocks, bricks, and boxes of different sizes. Learners can find and sort objects shaped like a ball (sphere), or shaped like a box (prisms) when given a collection of objects. Learners can find, show and name objects shaped like boxes (prisms) in the classroom. Learners can be instructed to make ball shapes or box shapes from clay or play dough. 3 lessons MATHEMATICS Grade 1-3 CAPS 119 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2. 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as building blocks, recycling material, construction kits. Range of Objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour Focussed activities Observe and build given 3- D objects using concrete materials such as building blocks, recycling, construction kits. Comparing and describing 3- D objects: size Learners compare the size of similar objects Example: • order balls according to size • use the language of size to compare objects “the box is bigger than the ball, because I can put the ball inside the box. Describing 3- D objects: colour Learners talk about the colours of objects and then sort objects according to colour. Identifying and naming objects and their colours, as well as comparing sizes of objects can be practised during work with patterns. Written exercises Although most of the work with 3- D objects is done practically, work must be consolidated through written exercises. Language It is important to develop learners ability to talk about 3- D objects • Language of size: big, bigger, biggest, small, smaller, smallest • Colours • Language of objects themselves: Boxes, balls (learners are not expected to know the terms sphere and prisms) • Language of position to describe construction Example: • on top of, under • behind, in front • next to, alongside • under, over • near, between • inside, outside The language of size and colour can be developed in the language or life skills lesson time and applied or practised in the maths lesson time. The language of position can be developed in the language or life skills lesson time and when during the time that learners focus specifically on position. It can be applied or practised when learners work with 3-D objects. 3 lessons MATHEMATICS Grade 1-3 120 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 1 Term 1 4. MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Passing of time Talk about passing of time • Order regular events from their own lives • Compare lengths of time using language e.g. longer, shorter, faster, slower • Sequence events using language such as yesterday, today, tomorrow Telling the time • Describe when something happens using language e.g. morning, afternoon, night, early, late • Name and sequence days of week • Name and sequence months of year • Place birthdays on a calendar Passing of time Talk about passing of time • Order regular events from their own lives • Compare lengths of time using language e.g. longer, shorter, faster, slower • Sequence events using language such as yesterday, today, tomorrow Telling the time • Describe when something happens using language e.g. morning, afternoon, night, early, late • Identify and sequence days of week • Name and sequence months of year • Place birthdays on a calendar Learners should learn how to talk about: • the sequences of events’ and • duration of time. Most of this work happens on a daily basis during whole class teaching time or focus group teaching time. Learners talk about and answer questions about when things happen, using language such as morning, afternoon, night, early and late. Passing of time Learners sequence events using language such as yesterday, today, tomorrow. Learners compare time lengths using language such as longer or shorter and faster or slower. Learner talk about the ordering of events from their own lives. They also order sequences of pictures such as • the steps to make a sandwich or a cup of tea,; • photographs showing a baby grown into an elderly person; • the life cycle of animals e.g. egg to chicken, or egg to frog or egg to a butterfly; and • regular events in the day (waking up, being at school, playing, eating supper, sleeping). Telling the time • Learners learn the days of the week through songs and rhymes. This is practised daily. • Birthdays are placed on the calendar on the relevant day. • Learners learn the months of the year through songs and rhymes. 2 lessons MATHEMATICS Grade 1-3 CAPS 121 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Compare and order the length, height or width of two or more objects. by placing them next to each other • Use language to talk about comparison e.g. longer, shorter, taller, wider • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating the length in informal units nformal measuring I • Compare and order the length, height or width of two or more objects by placing them next to each other • Use language to talk about comparison e.g. longer, shorter, taller, wider All measurement in Grade 1 is informal. No formal measurement of length with standard units is done. It is recommended that mathematics lessons focus on length in at least two terms of the year (Term 1 and Term 3). The focus in Term 1 can be on direct comparisons and in Term 3 learners can work with informal units of measurement. Learners can also practise and consolidate these concepts during independent work time throughout the year. Direct comparisons of the length of physical objects Developing an understanding of length and the language to talk about it Learners begin to think and talk about length by comparing two objects (or drawings of two objects) with very noticeable differences in length. Example: • a long piece of string and a short piece of string • a tall tree and a short tree, • a wide river and a narrow river Learners can make or draw examples such as • use clay or play dough to make a long snake and a short snake • use blocks to make a tall tower and a short tower • draw a tall teacher and a short teacher Once learners can talk about lengths in terms of opposites, one can introduce them to the new language of comparison, for example, “I made a long train but Sihle made a longer train.” Comparing lengths by placing objects next to each other Once learners can talk about the extremes of length (tall, short etc), and compare the lengths of objects that are obviously different at first glance, they can move on to examples which are less obvious at first glance and need to be place next to each other to compare. For example, • find out which of two children are taller by standing back to back • placing two crayons alongside each other and aligning the bottom of the crayons to find which is shorter Learners should be given the opportunity to compare two examples of a wide variety of objects such as sticks, pencils, straws, lengths of string, ribbon, strips of paper etc. Drawings of two objects can also be compared if they are placed next to each other and aligned at the top or bottom. 2 lessons MATHEMATICS Grade 1-3 122 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Compare and order the length, height or width of two or more objects. by placing them next to each other • Use language to talk about comparison e.g. longer, shorter, taller, wider • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating the length in informal units Informal measuring • Compare and order the length, height or width of two or more objects by placing them next to each other • Use language to talk about comparison e.g. longer, shorter, taller, wider Learners can then move on to comparing and ordering three or more objects. This is known as seriation. Examples include • groups of learners standing back to back pair by pair so that they can position themselves in a line from shortest to tallest; and • lining up groups of three or more objects from tallest/longest to shortest or widest to narrowest. Suitable objects include pencils, crayons, bottles, sticks, lengths of string or ribbon; strips of paper or material, shoes etc. Learners develop a sense of length at the same time as they develop the language to describe length. Since this does not require any numbers, it can be done early in Term 1 before learners consolidate their number and operation sense to 5. Although measuring is a practical skill, learners should also do written exercises, which can include drawing and colouring, both so that they practise using crayons or pencils and so that they practise recording when measuring. 2 lessons MATHEMATICS Grade 1-3 CAPS 123 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier • Describe the mass of objects by counting and stating the mass in informal units Informal measuring • Estimate, measure, compare, order and record mass using a balance and non￾standard measures and e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier All measurement in Grade 1 is informal. No formal measurement of mass with standard units or instruments is done. It is recommended that Mathematics lessons focus on mass in at least two terms of the year (Term 1 and Term 4). The focus in Term 1 can be on direct comparisons and in Term 4 learners can work with informal units of measurement. Learners can also practise and consolidate these concepts during independent work time throughout the year. Direct comparisons of the mass of physical objects • Developing an understanding of mass and the language to talk about it Learners begin to think and talk about mass by comparing heavy and light objects. They pick up a very light object and then try to pick up a very heavy object. This can be consolidated by showing drawings in which very heavy and very light objects are compared. Once learners can talk about mass in terms of opposites, heavy and light, learners can compare two objects and say which is heavier and which is lighter. This can be by done holding an object in each hand and comparing which is heavier and which lighter. Learners should record all work either through drawing or matching exercises. • Comparing mass using a balancing scale Commercial mass balances can be used. If you don’t have a commercial balance, you can make one by attaching a pair of one of the following to a coat hanger: a yoghurt cup, the cut-off base of a 2 litre bottle or the cut-off bottom of a 1 litre milk or cold drink box (identical containers are attached to either side of the coat hanger). 2 lessons MATHEMATICS Grade 1-3 124 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier • Describe the mass of objects by counting and stating the mass in informal units Informal measuring • Estimate, measure, compare, order and record mass using a balance and non￾standard measures and e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier • Learners can start by placing identical objects on either side of the balance, to see that the “bar” or base of the coat hanger it is horizontal when the two objects have the same mass. • Learners compare objects by placing one in each side of the balance, to see which is heavier or lighter. • Learners can then compare objects by placing more than one object on one or both sides of the balance to see how many of one object have the same mass as another e.g. 5 crayons has the same mass as 1 pair of scissors. • This can be extended to seriation, where learners test the relative mass of pairs of objects until they can sequence three or more objects from lightest to heaviest or heaviest to lightest. Items should be selected to include large light items and small heavy items, e.g. a 250 g packet of salt compared with a 400 g box of cornflakes. This helps learners to understand from the onset that mass is only related to size if the same substance is weighed. Learners develop a sense of mass at the same time as they develop the language to describe mass. Since this does not require any numbers, it can be done early in Term 1 before learners consolidate their number and operation sense to 5. Recording Although measuring is a practical skill, learners should also do written exercises, which can include drawing and colouring, both so that they practise using crayons or pencils and so that they practise recording when measuring. 2 lessons MATHEMATICS Grade 1-3 CAPS 125 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Compare and order the amount of liquid that two containers can hold if filled (capacity) • Use language to talk about the comparison e.g. more than, less than, full, empty • Estimate, measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Use language to talk about the comparison e.g. more than, less than, full, empty What is capacity? What is volume? Capacity is the amount that an object can hold (all the amount of space inside an object). Volume is the amount of space that something takes up. A bottle can have a capacity of four full cups, but at a particular time it may have only one cup of liquid in it. Learners in grade 1 are not expected to know the difference between capacity and volume. All measurement in Grade 1 is informal. No formal measurement of capacity/volume with standard units is done. It is recommended that Mathematics lessons focus on capacity/volume in three terms of the year (Term 1, Term 2 and Term 4). The focus in Term 1 can be on developing language to talk about extremes and comparisons in volume, Term 2 can be on direct comparisons and in Term 3 learners can work with informal units of measurement. Learners can also practise and consolidate these concepts during independent work time throughout the year. Direct comparisons of the volumes in containers Developing an understanding of volume and the language to talk about it Learners begin to think and talk about volume by comparing how much is in identical two containers (or drawings of two identical containers) focus • full and empty • more than/less than • the same as Learners can fill and empty containers using either water or sand etc. Since this does not require any numbers, it can be done early in Term 1 before learners consolidate their number and operation sense to 5. Recording Although measuring is a practical skill, learners should also do written exercises, which can include drawing and colouring, so that they practise: • using crayons or pencils; and • recording when measuring. 1 lesson MATHEMATICS Grade 1-3 126 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 1 Term 1 5. DATA HANDLING TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) Working with collections of objects 5.1 Collect and sort objects Collect and organise objects Collect and sort everyday physical objects. Collect and organise objects Collect and sort everyday physical objects. Represent sorted collection of objects Draw a picture of collected objects. Discuss and report on sorted collection of objects • Give reasons for how collection was sorted • Answer questions about - how the sorting was done (process) - what the sorted collection looks like (product) • Describe the collection and drawing. • Explain how the collection was sorted Sorting, representing and describing the sorted collection are useful skills for learners to develop early on in schooling (see notes on pre-number skills at the start of clarification notes). The process also develops the skills learners will use when doing the data handling cycle. Learners can be given collections of objects and asked to sort them. For example, give groups of the same kinds of counters and ask learner to sort them into colours, give collections of different kinds of counters such as bread tags, peach pips, matches, bottles tops and ask learners to sort them into groups. Learners then draw a picture of the groups that they have made. In this way learners record what they have done. They answers questions about the groups Example “How did you group your counters?” “ I made groups of colours.” “The biggest group of counters was which colour?” “My biggest group was red.” “How many different colours of counters did you have?” “I had five different colours.” Learners could also find their own collections. For example, learners can collect leaves from the school grounds, or bring empty food containers from home. 2 lessons 5.2 Represent sorted collection of objects Represent sorted collection of objects Draw a picture of collected objects 5.3 Discuss and report on sorted collection of objects Discuss and report on sorted collection of objects • Give reasons for how collection was sorted. • Answer questions about - how the sorting was done (process) - what the sorted collection looks like (product) • Describe the collection and drawing • Explain how the collection was sorted MATHEMATICS Gr a d e 1-3 CAPS 127 GRADE 1 TERM 2 1. NUMBER, OPERATIONS AND RELATIONSHIPS TO PICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) NUMBER CONCEPT DEVELOPMENT: Count with whole numbers 1.1 Count objects Count out objects reliably to 50. • Give a reasonable estimate of a number of objects that can be checked by counting. Count out objects reliably to 20 • Give a reasonable estimate of a number of objects that can be checked by counting • Counting by grouping is encouraged What is different from Term 1? In Term 2, the counting number range is extended. There is still a focus on understanding that the last number named indicates the number of objects in a set. Learners are counting more objects and in Term 2 they should learn how to position the objects when counting so that when they check their count the arrangement helps them to count more easily. Example: During this term learners continue extending their counting skills and practising: • counting all; • counting on;. • the cardinality principle of numbers; and • working with written texts. During the second term learners begin to: • Count objects they cannot touch or hold. Example: We ask learners: How many sections are there in the window pane? • Count actions MATHEMATICS Grade 1-3 128 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.1 Count objects Count out objects reliably to 50. • Give a reasonable estimate of a number of objects that can be checked by counting. Count out objects reliably to 20 • Give a reasonable estimate of a number of objects that can be checked by counting • Counting by grouping is encouraged Example: Clap 15 times. Hold up 8 fingers. Estimation Estimating the number of objects in a group develops important skills of prediction. It helps learners to see whether they are realistic in their prediction. This is important when they are doing operations: they can check themselves to ensure that their answers are realistic. It is useful for learners to count illustrations of objects that are grouped and that are ungrouped. Try to contrast grouped and ungrouped objects by asking learners to estimate which has more objects. They can estimate the number of objects in each picture. They can write down this number. Then they can count. They should compare their estimation with their counts. Ask learners to talk about how they counted. Try to find out if some learners counted in groups. Subitising Learners increase their skill of recognising a small collection of objects. Counting in groups In order to help learners count in intervals of 2, 5 and 10 they need to group objects in 2s, 5s and 10s. Number cards should be displayed at each collection to show the number of objects counted. The counting in groups will prepare learners for understanding multiples in the intermediate phase. Resources: Careful consideration needs to be given to the kind of apparatus used. • Structured apparatus, such as a string of counting beads • The abacus to practice counting in groups of ten • Making bundles of 2, bundles of 5 and ten and then counting all MATHEMATICS Grade 1-3 CAPS 129 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in • ones from any number between Count forwards in • 10s from any multiple of 10 between 1 and 100 • 5s from any multiple of 5 between 1 and 100 • 2s from any multiple of 2 between 1 and 100 Count forwards and backwards in • Ones from any number between Count forwards in • 10s from any multiple of 10 between 1 and 50 • 5s from any multiple of 5 between 1 and 50 • 2s from any multiple of 2 between 1 and 20 What is different from Term 1? In Term, learners now count to in ones. They also count in intervals of and Verbal skip counting Skip counting is another name for counting in groups. It helps to develop an awareness of number patterns. Skip counting encourages learners to count and think in groups, which makes them more efficient. This also helps them develop their estimation skills. Counting in groups makes them aware of the relationships between non-consecutive numbers. It lays the basis for number patterning and for multiplication. Further activities Here are some suggestions for different ways of doing skip counting: • Start by counting consecutive numbers but emphasising every second one. For example learners can clap, and say every second number more loudly. Then ask the learners to count but to say every second number only in their heads. This can be extended to learners only saying the third, fourth or fifth number. • You can divide the class into groups, and each group can take turns to say the next number. If, for example, you divide the class into five groups, each group must count every fifth number. • Ask learners to make a physical pattern such as touching their heads on the first count, crossing over their arms and touching their shoulders on the second, and slapping their thighs as they shout out every third number. • Beating or clapping time to music can be used in combination with skip counting. Counting objects can develop verbal counting skills. In class, counting activities often develop several different skills. Skip counting is best introduced while practically grouping objects. Further activities Number Grids Ask learners to highlight the numbers they identify as they count in . Ask what they notice about the numbers. Vary the numbers that learners start from. MATHEMATICS Grade 1-3 130 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in • ones from any number between Count forwards in • 10s from any multiple of 10 between 1 and 100 • 5s from any multiple of 5 between1 and 100 • 2s from any multiple of 2 between1 and 100 Count forwards and backwards in • Ones from any number between Count forwards in • 10s from any multiple of 10 between 1 and 50 • 5s from any multiple of 5 between 1 and 50 • 2s from any multiple of 2 between 1 and 20 Moving to written texts • Number lines - Learners can show their skip counting using the number line. • Number sequences - Towards the end of the term learner can be completing simple number sequences (see notes on number patterns) Example: 2, 4, 6, 8, – 5, 10, 15, 20, – 10, 20, 30, 40, – 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 1 to 100. • Write number symbols 1 to 20. • Recognise, identify and read number names 1 to 10. • Write number names 1 to 10. Recognise, identify and read numbers • Recognise, identify and read number symbols 1 to 50 • Write number symbols 1to10 • Recognise, identify and read number names 1 to 10 • Write number names 1 to10 What is different from Term 1? In Term 2, the number range for knowing, reading and writing number symbols and names increases. Counting on number lines and number grids give learners practice in identifying, recognising, saying and reading number symbols. Provide learners with further practice by focusing their attention on number symbols in the environment and in print. Example: • looking at page numbers, and books • Identifying birthdays on a calendar Further activities • Teacher gives the following instruction to find a number, and learners use the flard cards to show the answers. - Find the number just before 12 - Find the number just after 12 - The number that is 3 more than 11 - The number that is 1 less than 14 MATHEMATICS Grade 1-3 CAPS 131 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.4 Describe, compare and order numbers Describe, compare and order up to 20 objects • Describe and compare a collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different • Describe and order a collection of objects from most to least and least to most Describe, compare and order numbers to 20 • Describe and compare whole numbers according to smaller than, greater than, more than, less than, is equal to • Describe and order numbers: - from smallest to greatest and greatest to smallest - before, after, in the middle/between - using the number line 0 - 20 • Describe and order using language e.g. before, after, in the middle/between Describe, compare and order up to 10 objects • Describe and compare collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different Describe and order collection of objects from most to least and least to most Describe, compare and order numbers to 10 • Describe and compare whole numbers according to smaller than, greater than/more than, “less than, is equal to • Describe and order numbers: - from smallest to greatest and greatest to smallest - before, after, in the middle/between - using the number line 0 - 10 • Describe and order using language e.g. before, after, in the middle/between What is different from Term 1? In Term 2, learners continue to: • order and compare objects; • order and compare numbers; and • use the language of ordering and comparing. During this term learners continue to order and compare objects. During this term learners can begin to form relationships between the numbers by focussing on one and two more, one and two less. • When comparing sets they should be able to describe these by saying, “I have two more counters than him” or, “She has one less than me”. • When comparing numbers they should be able to say “one more than four is five’ or seven is two more than five” Building the awareness of “ one more than “ concept The more than and less than concept is the beginning of informal addition and subtraction. It allows learners to understand the size of a number as well as the order of numbers. • Instruct learners to place 1 counter on the first empty space of their “5 frame” card. Tell the learners to place one more counter next to the first counter. Ask: How many do you have now? How much is one more than one? • Instruct learners to place 1 more counter on their “5 frame” card. Ask: How many do you have now? How much is one more than two? MATHEMATICS Grade 1-3 132 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.4 Describe, compare and order numbers Describe, compare and order up to 20 objects • Describe and compare a collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different • Describe and order a collection of objects from most to least and least to most Describe, compare and order numbers to 20 • Describe and compare whole numbers according to smaller than, greater than, more than, less than, is equal to • Describe and order numbers: - from smallest to greatest and greatest to smallest - before, after, in the middle/between - using the number line 0 - 20 • Describe and order using language e.g. before, after, in the middle/between Describe, compare and order up to 10 objects • Describe and compare collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different Describe and order collection of objects from most to least and least to most Describe, compare and order numbers to 10 • Describe and compare whole numbers according to smaller than, greater than/more than, “less than, is equal to • Describe and order numbers: - from smallest to greatest and greatest to smallest - before, after, in the middle/between - using the number line 0 - 10 • Describe and order using language e.g. before, after, in the middle/between • Instruct learners to place 1 more counter on their “5 frame” card. Ask questions: How many do you have now? How much is one more than three? How many counters do you need to make five? Ask, “ What can you tell me about number 4?(It’s one less than 5.) What can you tell me about number 2? (It’s 3 less than 5.) Ordering numbers Learners need to order numbers using a variety of images. • Grouping images Learners compare a group of 9 objects to a group of 2 objects. • Line images When learners order numbers they might use the distance between numbers to know which number is bigger. For example, they will say that 9 is bigger than 2 because 9 comes after 2. The ordering of numbers can often be done during independent time. Further activities Ordering numbers Learners order number cards 1 to 13 from smallest to greatest. Learners turn their number cards up-side down. They choose any 4 cards, order these from smallest to greatest and ask a friend to check whether it is correct. If they mastered 4 cards they may choose 5 cards. They place them in the correct order and copy the numbers from smallest to greatest. Written tasks Learners need to consolidate their understanding by completing written tasks. Examples: By the end of the term they should be able to complete similar type sentences: 1 more than 3 is________ 1 more than 4 is _______ 1 less than 2 is ________ ____ is 1 more than 4 ____ is 1 less than 3 MATHEMATICS Grade 1-3 CAPS 133 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.6 Problem￾solving techniques Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads What is different from Term 1? During this term learners are introduced to doubling and halving for the first time. See the notes under the calculation section. By the end of this term learners are beginning to solve the word problems using the following techniques: • drawings or concrete apparatus • building up or breaking down numbers • doubling and halving • number lines Drawings or concrete apparatus Learners will continue to draw pictures and use concrete apparatus to solve problems. It is important that the pictures or drawings contain numbers as well as number sentences. Building up and breaking down This is one of the most important techniques in the Foundation Phase. Using this technique allows learners to split (decompose) and recombine numbers to help make calculations easier. Example 6 + 4 ➝ 5 + 1 + 4 ➝ 5 + 5 ➝ 10 This technique is also used frequently in the intermediate phase. Doubling and halving This technique is quite sophisticated and requires a strong number sense. Learners who are able to choose this as a technique are quite flexible in the strategies they use. During this term learners start doubling numbers because they are calculating to 10. Before doubling and halving can be used as a calculation strategy the concept needs to be taught. In Grade 2 learners are presented with a number sentence and asked: “ How can we use near doubling to work out the answer to 5 + 6 = □?” Learners realise that 5 and 6 are close to each other. Concrete apparatus is used to show that: “I am going to make double 5 which is two groups of five. I add the two fives and get 10 and then I have one left which I must still add. The answer is 11. Using their own language or drawings, learners can still use the technique. By Grade 3 learners will be able to apply the technique when calculating with three-digit numbers. During this term learners will use doubling and halving in the following way: MATHEMATICS Grade 1-3 134 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.6 Problem￾solving techniques Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads Doubling: • Two tricycles, how many wheels? • Jasmine and Noah have 4 marbles each. How many marbles altogether? Learners can draw pictures and use concrete apparatus to show the number is being doubled. Halving: • In Term 2 learners practise halving so that they can use it as a technique in Term 3. • Doubling and halving should be practised in context-free situations. Number lines Using number lines to help calculate will allow learners to: • record their thinking; • keep track of their thoughts; and. • have a recording image that they can use to explain how they solved the problem. Learners have been using number lines since Term 1 As learners progress through the Foundation Phase they should be encouraged to use number lines in increasingly sophisticated ways. In Term 1, learners counted on in ones. This is shown on the number line by hops in ones. Example 1: There are 5 boys and 4 girls doing extra art lessons at a school. How many learners are there in the art class? In Term 2 learners can still do counting on in ones, but can also be encouraged to use the number line to show counting on in groups. Example 2: Learners can also break 4 into groups of 2. The number line will then show jumps of 2s from 5. MATHEMATICS Gr a d e 1-3 CAPS 135 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20. Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 10. What is different from Term 1? During this term learners practise doing word problems and work on becoming confident in using some of the techniques when solving problems. The focus during this term should be on recording. Learners should be writing down number sentences as a written record for problems up to 5. Learners will continue to use concrete apparatus and drawings to represent their calculations from 5 to 10. See Term 1 notes for the kind of problems that can be done during this term. Increase the number range to 10. MATHEMATICS Grade 1-3 136 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems involving repeated addition with answers up to Solve word problems in context and explains own solution to problems involving repeated addition with answers up to The calculating number range during this term allows for learners to begin repeated addition. Calculating to 10 allows for recording. Example: • 1 + 1 + 1 • 2 + 2 + 2 + 2 • 3 + 3 + 3 Term 1 built the concept and the understanding of addition and learners should be able to add equal groups. During this term learners will work with word problems that allow for an image of repeated addition. Repeated addition is often introduced to learners as groups of equivalent numbers. Initially learners can be introduced to everyday equivalent groupings. Problems involving repeated addition are all of the form: • Groups of: hands, feet, socks, gloves, shoes, yes, ears, bicycle wheels • Groups of: tricycle wheels, edges to triangles • Groups of: car wheels, legs of chairs • Groups of: fingers, toes, The language of repeated addition is important. Learners must be given the opportunity to describe orally what they see. Recording images for repeated addition • Using concrete apparatus • Learners will show their calculation using apparatus that has been grouped. • In pictures only • Learners will draw pictures to show how they have grouped to add. • Recording in pictures and numbers • Pictures will show drawings supported by numbers. • Moving to written texts MATHEMATICS Grade 1-3 CAPS 137 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.11 Money • Recognise and identify the South African currency - coins 5c, 10c, 20c, 50c, R1, R2 - notes. R10 and R20 • Solve money problems involving totals and change in cents up to 20c or rands up to R20. • Recognise and identify the South African currency coins • Solve money problems involving totals and change to and in cents up to Teaching learners about money, explaining the following concepts: • what money is • why money is important • how money is used in everyday life • how learners count money Learners learn about money before they come to school. Some learners might have a concept of the value of money and be able to recognise and name the coins and notes. During this term learners should learn the basic concept of using money through practical situations. This is done through practical situations such as playing shop. • Bring South African coins and the R20 and R10 bank notes to school. Learners feel the rims of the coins and discuss how they differ. They discuss the symbols that are on each coin and bank note. • Learners put coins under a thin piece of paper and use a soft writing medium to rub over them e.g. colouring pencils or pastels. They cut the copies out, paste them in their exercise books and name the coins. • They print and cut out more images of 5c, 10c and 20c coins. They paste all the combinations of coins that will make up 20c and 10c e.g. 20c = 10c and 5c and 5c 20c = 5c and 5c and 5c and 5c • Totals up to 20c - only coins - Learners already know how to count in 5s and 10s and will use this knowledge to find totals. - Teacher gives each learner paper copies of 5c, 10c and 20c coins. o She tells them which coins to take out, e.g. three 5c coins. o They count in 5s or do repeated addition, 5c+5c+5c. - Teacher asks learners to take out 20c using different coins. They should see that they each take out two 5c coins and one 10c coin. - Learners complete worksheets where they show which coins they need to make a total of 20 cents. Example: 20c = 10c + 10c or 5c + 5c + 5c + 5c = 20c or 5c + 5c + 10c = 20c MATHEMATICS Grade 1-3 138 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.11 Money • Recognise and identify the South African currency - coins: 5c, 10c, 20c, 50c, R1, R2 - notes: R10 and R20 • Solve money problems involving totals and change in cents up to 20c or rands up to R20. • Recognise and identify the South African currency coins • Solve money problems involving totals and change to and in cents up to • Give change using only coins - Teacher does subtraction of coins practically with learners e.g. they take out 5c coins to make up 20c. - Teacher asks: “If you pay a cashier 15c, how much money is left?” Learners who find it difficult to work with only coins use counters to support them. - Learners complete worksheets where they work out the change for items that they bought for 20c or less. Example: - 10c - 5c = 5c - 20c - 10c = 10c - whole tens - 20 - 5c - 5c - 5c = 5c: repeated subtraction CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • concrete apparatus e.g. counters • draw pictures • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when performing calculations: • concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads What is different from Term 1? In Term 2, learners begin to calculate to 10. Working within this number range means that calculating techniques can be developed and practised. These strategies are also practised in the number problem section. Building up and breaking down numbers Building up and breaking down activities further develop learners’ awareness of the relative size of numbers. These activities lay the basis for basic operations. Splitting up (decomposing) and recombining numbers can help to make calculations easier. Regular practice in this kind of activity encourages learners to use it as a mathematical strategy. Doubling and halving Before doubling and halving is used as a calculating strategy it needs to be understood and practised first. • Using concrete apparatus This can be done through direct instruction. Tell and show learners that there are five counting sticks and that you will be able to ‘double’ the amount by laying out five more counting sticks. • Moving to written texts using pictures. • Learners could be given images of doubling and they could then represent the image in pictures. MATHEMATICS Gr a d e 1-3 CAPS 139 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) CONTEXT-FREE CALCULATIONS 1.12 Techniques methods or (strategies) Use the following techniques when performing calculations: • concrete apparatus e.g. counters • draw pictures • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when performing calculations: • concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads • Using numbers Learners could start by completing sentences such as: Double 1 is... Double 2 is... Double 3 is... Double 4 is... Number lines supported by concrete apparatus When using number lines as a technique in order to calculate, learners first need to have used: • other ‘line apparatus’ e.g. counting beads, number tracks; • the number line to count forwards and backwards; and • the number line in order to position and order numbers. A structured number line must be used (and is best suited for) when learners are doing addition and subtraction. The structured number line must show all the numbers on it. MATHEMATICS Grade 1-3 140 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 1-20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 10 Number range: 1-10 • Add up to 10 • Subtract from 10 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 7 What is different from Term 1? In Term 2, the number range has increased from 5 to 10. During this term learners will begin to understand: • The commutative property of addition; and • the relationship between addition and subtraction Before learners are introduced to the symbols of addition and subtraction learners should have had sufficient experience in: • counting all; • counting on from the larger number; • using and understanding the language of addition and subtraction; and • ordering and comparing numbers. In this term, learners continue to build their understanding of addition and subtraction. Addition and subtraction are still strongly related to counting. The concept of 1 more or 2 less is still used because it is associated with the next number in the counting sequence. During this term learners will use symbols for writing number sentences more frequently and confidently. The progression towards using the symbols should be dealt with carefully. It is important that learners understand different meanings associated with the symbols. Learners should be able to understand and use words such as add, plus, altogether, together make, minus, difference between and subtract before the symbols are introduced. Learners should first be able to answer questions such as 3 and 2; 5 take away 3, before the sign is used. MATHEMATICS Gr a d e 1-3 CAPS 141 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 1-20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 10 Number range: 1-10 • Add up to 10 • Subtract from 10 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 7 Recording images Calculating to 10 means that learners will still record their calculations using: • drawings or concrete apparatus; • pictures and numbers; or • numbers only. Towards the end of the term, within the number range 1 to 5, learners should be confident in using numbers only and not drawing pictures to represent their calculations. Calculating strategies when doing addition and subtraction Doing addition by counting all. Learners will start at 1 and count to 5 and then continue counting to 7. Doing addition by counting on. Learners will count on from 5 to 7 5 This technique is far more efficient than counting on in ones. Learners will use this technique far more as the calculating number range increases. Count on from the greater number 6 Learners count on from the bigger number, which is 6, and count on to 8 Doing subtraction by taking away 7 - 3 = 7 - 3 = 4 When recording subtraction learners might cross out the images to show taking away. MATHEMATICS Grade 1-3 142 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 1-20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 10 Number range: 1-10 • Add up to 10 • Subtract from 10 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 7 Subtraction by counting on 6 – 2 =  Learners can count on from 2 to 6. They need to note how many numbers they counted from to Subtraction by counting backward 8 – 2 =  Learners can also start from the bigger number, which is 8, and count back 2 steps to 6 Building up and breaking down numbers This may be done in a variety of ways. 7 = 4 + 3 Number bonds During this term learners practise number bonds to 7. This can be presented in pictures and number sentences using a variety of images. 7 = 4 + 3 MATHEMATICS Gr a d e 1-3 CAPS 143 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 1-20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 10 Number range: 1-10 • Add up to 10 • Subtract from 10 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 7 Addition Examples: Making 6 or finding friends of 6 using pictures and numbers Making 6 using pictures and numbers Colour in to show 6 in different ways. __________ and ________ make 6 Using numbers only Match pairs of numbers to make 6: 1 3 5 4 2 2 4 5 3 1 MATHEMATICS Grade 1-3 144 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 1-20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 10 Number range: 1-10 • Add up to 10 • Subtract from 10 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 7 Commutativity During this term learners begin to recognise the commutative property of addition without having to know the term. Example: Count the triangles 6 + 2 =  2 + 6 =  Writing related to addition and subtraction number sentences – understanding the relationship between addition and subtraction During this term learners learn that they can write a subtraction number sentence for an addition number sentence. Example: 4 + 2 = 6 and 6 – 2 = 4 2 + 4 = 6 and 6 – 4 = 2 The equal sign The equal sign does not have to be introduced quickly. It might be useful to use the symbols in a more flexible way and give learners the opportunity to use arrows instead of the equal sign. Example: Together make 4 and 2 → 6 MATHEMATICS Gr a d e 1-3 CAPS 145 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 1-20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 10 Number range: 1-10 • Add up to 10 • Subtract from 10 • Use appropriate symbols (+, –, =, □) • Practise number bonds to 7 Using number lines Introduce subtraction up to 10 on a number line. Teacher uses the number line to subtract numbers up to 10 e.g. 5 – 2 = Example: The rabbit jumps to 5, then jumps 2 numbers back and stop at 3. So 5 – 2 = 3 Written tasks Learners should be presented with a wide variety of images to support the understanding of addition and subtraction. They also need written tasks that ask explicitly to: • count on; • add by counting on from the bigger number; or • subtract by crossing out the pictures to show taking away. Concept of doubling The number range learners are working with allows them to start doubling. This can be introduced in many ways and can also be done when learners are counting objects. Example: Learners can make groups of 2 counters, 4 counters, 6 counters, 8 counters and 10 counters. Number sentences should accompany the images. Double 1 is……. Double 4 is……. Double 2 is……. Double 5 is……. Double 3 is……. MATHEMATICS Grade 1-3 146 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Repeated addition(i.e. the same number) to 20 • Use appropriate symbols (+, =, □) • Repeated addition(i.e. the same number) to 10 • Use appropriate symbols (+, =, □) What is different from Term 1? In Term 2, learners start doing repeated addition to 10. Once learners have a really good concept of the numbers 1 to 5, repeated addition will make sense to them. Repeated addition should be introduced to learners as groups of equivalent numbers. Working with grouped objects is important for the understanding of multiplication. Learners should be able • to make equivalent groups of objects; • describe the arrangement; and • count the total number of objects. Initially learners will count in ones but as they become fluent in skip counting they need to count the objects arranged in twos, fives or tens. Learners should be exposed to many different images that will support the understanding of repeated addition It might be useful to introduce learners to pictures of everyday equivalent groupings, for example: Groups of 2 - hands, feet, socks, gloves, shoes, ears, bicycle wheels Groups of 3 - tricycle wheels, edges of triangles Example: How many wheels altogether? How many fingers. Complete the number sentence below.  +  +  = 15 Recording images of repeated addition The focus here is on the development of language to support the understanding of multiplication. Learners will record their understanding using pictures. Learners should be given pictures of grouped objects and they draw circles around these to show groups of objects. The language that can be used is 2 lots of 3 or 2 groups of 3. When learners are confident in describing pictorial representations using language they can describe these in a number sentence. The number sentence: 3 + 3 = 6 MATHEMATICS Grade 1-3 CAPS 147 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Repeated addition(i.e. the same number) to 20 • Use appropriate symbols (+, =, □) • Repeated addition(i.e. the same number) to 10 • Use appropriate symbols (+, =, □) What is different from Term 1? In Term 2, learners start doing repeated addition to 10. Once learners have a really good concept of the numbers 1 to 5, repeated addition will make sense to them. Repeated addition should be introduced to learners as groups of equivalent numbers. Working with grouped objects is important for the understanding of multiplication. Learners should be able • to make equivalent groups of objects; • describe the arrangement; and • count the total number of objects. Initially learners will count in ones but as they become fluent in skip counting they need to count the objects arranged in twos, fives or tens. Learners should be exposed to many different images that will support the understanding of repeated addition It might be useful to introduce learners to pictures of everyday equivalent groupings, for example: Groups of 2 - hands, feet, socks, gloves, shoes, ears, bicycle wheels Groups of 3 - tricycle wheels, edges of triangles Example: How many wheels altogether? How many fingers. Complete the number sentence below.  +  +  = 15 Recording images of repeated addition The focus here is on the development of language to support the understanding of multiplication. Learners will record their understanding using pictures. Learners should be given pictures of grouped objects and they draw circles around these to show groups of objects. The language that can be used is 2 lots of 3 or 2 groups of 3. When learners are confident in describing pictorial representations using language they can describe these in a number sentence. The number sentence: 3 + 3 = 6 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (In lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: range 20 • Order a given set of selected numbers • Compare numbers up to 20 and say which is and 10 more or less Rapidly recall: • Number bonds to 10 • Recall addition and subtraction facts to 10 Mental strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down Number Concept: Range 10 • Order a given set of selected numbers • Compare numbers up to 10 and say which is and more or less What is different from Term 1? In Term 2, the number range increases from 5 to 10. Examples of questions and activities that can be asked and done: • Start with 3 and count forwards in ones to 10. • Which is less 8 or 5? • Which is more 8 or 4? • What is 2 less than 9? • What is 2 more than 3? • Give me a number between 1 and 3. • Give me a number between 6 and 10. Is there only one number? • Put these number cards in order from the smallest to the biggest number. MATHEMATICS Grade 1-3 148 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 TERM 2 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Copying the pattern helps learners to see the logic of how the pattern is made. Extending the pattern helps learners to check that they have properly understood the logic of the pattern. Describing the pattern helps learners to develop their language and speaking skills. It also helps you to see how learners have interpreted the pattern. In Grade 1 learners can focus on patterns in which objects or groups of objects are repeated in exactly the same way. By Term 2 most learners are comfortable with using a crayon or pencil to draw. Learners can progress to copying and extending patterns made with pictures instead of objects. They should also focus on describing patterns. It is not always easy for learners to describe a pattern. You can help them learn what they are expected to talk about by asking questions such as: “What shapes do you see in this pattern?” “Are they all the same colour?” “Do you see one or more shapes in the pattern?” “Do the objects all face the same way?” “Are there the same number of objects in each group?” “How many objects in each group?” “Are all the shapes the same size?” etc. In Term 2 some of the focus can be on using 2- D geometric shapes and 3- D geometric objects that learners have learned about in Term 1. Learners can make 2- D shapes by cutting out paper or card, or they can draw them. They can make patterns from box shapes and ball shapes that they have made from clay or play dough. Patterns can be made by using one shape but having the colours of the object change in a regular way e.g. It is useful in Grade 1 to help learners to see what grouping is being repeated, by placing each group on a different piece of paper, or showing it within a block on the page 1 lesson MATHEMATICS Grade 1-3 CAPS 149 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns can be made from identical repeating groups, where each group has only one kind of object but the position of the objects in a group changes. Identical groups are repeated e.g. In some patterns different objects are used to make up a group, but the groups of objects are repeated in exactly the same way e.g. In some patterns the size of objects in a group alternates, but groups are repeated in exactly the same way Learners can make patterns by threading beads. Patterning can also be done in the Life Skills lesson. 1 lesson MATHEMATICS Grade 1-3 150 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 100 Create own patterns Create own number patterns. Sequences should show counting forwards and backwards in: • 1s from any number between 1 and 50 Forwards in • 10s from any multiple of 10 between 0 and 50 • 5s from any multiple of 5 between 0 and 50 • 2s from any multiple of 2 between 0 and 20 Create own patterns • Create own number patterns Number sequences can be linked with counting. As learners’ counting skills change and develop, the kinds of number sequences learners work with can develop. Sequences should show counting forwards and backwards in: • ones from any number between 1 and 50; • tens from any multiple of 10 between 0 and 50; • fives from any multiple of 5 between 0 and 50; and • twos from any multiple of 2 between 0 and 20. When learners do verbal counting they can be shown number sequences written down in different ways. They can point to the number being counted Example: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Learners can then fill in missing numbers given in any of the forms of sequences above. Remember learners are only writing numbers in symbols to 10. Learners can fill in the missing numbers in a sequence beyond 10 if: • it is done verbally; • numbers cards are provided to be inserted in the blank spaces; or • a list of number symbols are provided. Learners can then draw a line from the correctly chosen number to the position it should occupy. Some examples are given below: A number line with some numbers omitted 31   32   34   40   41   36   38   43   46   47   48   50   30   Sequences showing counting forwards or backwards in ones with some numbers left off. Learners match numbers from a list provided. They draw a line to show where the chosen number should be inserted. 40, 41, 42, __, 44; __, __, 47, ___, 49, 50. 50, 49, 48, __, __, 45, 44, ___, ____, 41, 40 Written in a sequence forwards in multiples stated above with some numbers left out 3 lessons MATHEMATICS Gr a d e 1-3 CAPS 151 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 100 Create own patterns Create own number patterns. Sequences should show counting forwards and backwards in: • 1s from any number between 1 and 50 Forwards in • 10s from any multiple of 10 between 0 and 50 • 5s from any multiple of 5 between 0 and 50 • 2s from any multiple of 2 between 0 and 20 Create own patterns • Create own number patterns A number line that shows the initial intervals, and learners fill in the others 6   8   4   2   0   A number grid with the counting sequence covered or omitted 1 3 5 7 9 11 13 15 17 19 Learners can also colour or cover numbers as they skip count. By the end of the term, the number range goes up to 50. Learners can work with the whole sequence 1 - 50 or parts of the sequence. 3 lessons MATHEMATICS Grade 1-3 152 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 TERM 2 3. S PA C E AND SHA P E (GEOMETRY) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.1. Position, orientation and views Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and views Match different views of the same everyday object. Position and directions Follow directions to move around the classroom. Follow instructions to place one object in relation to another e.g. put the pencil inside the box. The language of position developed during Term 1 should be practised regularly during Whole class teaching time and focus group teaching time throughout the term;: spend short amounts of time practising the language regularly. Work on the language of position can be consolidated through written recording such as drawing, colouring or matching drawings with words. This can be done during independent time. Some of the language of position can also be practised when learners work with 2- D shapes. 3.2 3- D objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as building blocks, recycling material, construction kits. Learners can continue to build objects with recycling material or building blocks/ matchboxes or construction kits during independent time. MATHEMATICS Grade 1-3 CAPS 153 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour and 24 minutes) 3.3 2- D shapes Range of shapes Recognise and name 2- D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • shape • straight sides • round sides Range of shapes Recognise and name 2- D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • shape • straight sides • round sides Most work with shapes in Grade 1 is done practically with concrete objects. All work should be consolidated through written exercises. Learners start with free play with various shapes, including making pictures with cut-out geometric shapes. This can be done in independent time. This can also be done during Life Skills lessons. Learners copy pictures made up of geometric shapes. These pictures can be provided by the textbook or the teacher. This enables learners to identify circles and squares of different sizes, squares and triangles in different positions and triangles with different shapes. This can be done in independent time. This can also be done during the Life Skills lessons. Comparing and describing 2- D shapes: size Learners compare the size of similar shapes e.g. • order circles from smallest to greatest; and • put all squares or the same size together. Use the language of size to compare different shapes e.g. “I drew a triangle inside the square, so the triangle is smaller than the square.” Describing 2- D shapes: colour Learners talk about the colours of shapes and then sort shapes according to colour. Identifying and naming objects and their colours, as well as comparing sizes of objects can be practised during work with patterns. Recognising and naming circles, triangles and squares Learners should work with circles and squares of different sizes, and triangles that are shaped differently. It is important that learners do not only see one example of each shape. Most commercial sets of shapes give only one example of triangles. Learners need to be able to recognise • Triangles that are shaped differently and place in different positions. These are some triangles: • Squares of different sizes that are placed in different positions. These are some squares: 3 lessons MATHEMATICS Grade 1-3 154 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour and 24 minutes) 3.3 2- D shapes Range of shapes Recognise and name 2- D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • shape • straight sides • round sides Range of shapes Recognise and name 2- D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • shape • straight sides • round sides Circles of different sizes. These are some circles: It is useful for learners to work with cut-out cardboard models of shapes. This allows learners to see different triangles and squares placed in different positions. Learners sort shapes according to whether they have straight or round sides. Learners sort and groups shapes according to whether they are triangles, squares, or circles. Work is consolidated through written exercises. These exercises can include colouring, matching names to shapes etc. 3 lessons MATHEMATICS Grade 1-3 CAPS 155 GRADE 1 TERM 2 4. MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Passing of time Talk about passing of time • Order regular events from their own lives • Compare lengths of time using language e.g. longer, shorter, faster, slower • Sequence events using language such as yesterday, today, tomorrow Telling the time • Describe when something happens using language, e.g. morning, afternoon, night, early, late • Knows days of week • Knows months of year • Place birthdays on a calendar Learners should learn how to talk about • the sequences of events • duration of time Learners continue to consolidate ways of talking about time on a daily basis during whole class teaching time or focus group teaching time. Learners talk about and answer questions about when things happen, using language such as morning, afternoon, night, early and late. Learners sequence events using language such as yesterday, today, tomorrow; the days of the week and the months of the year. Learners compare time lengths using language such as longer or shorter and faster or slower. Learners talk about the ordering of events from their own lives. They also order sequences of pictures such as • the steps to make a sandwich or a cup of tea; • photographs showing a baby grown into an elderly person; • life cycle of animals e.g. egg to chicken, or egg to frog or egg to a butterfly; and • regular events in the day (waking up, being at school, playing, eating supper, sleeping). Continue to place birthdays on the calendar throughout the year. MATHEMATICS Grade 1-3 156 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour and 24 minutes) 4.2 Length Informal measuring • Compare and order the length, height or width of two or more objects by placing them next to each other • Use language to talk about the comparison e.g. longer, shorter, taller, wider • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc All measurement in Grade 1 is informal. No formal measurement of length with standard units is done. In Term 1 it was recommended that learners focus on • direct comparison of the length of objects by placing them next to each other; • ordering and comparing the lengths or heights or widths of three or more objects, by placing pairs of objects next to each other, until all objects can be sequenced; and • developing the language to talk about differences in length, height, width etc. During independent work time throughout the term, learners can practise and consolidate ordering and comparing the lengths or heights or widths of three or more objects, by placing pairs of objects next to each other, until all objects can be sequenced. All work should be recorded. 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier All measurement in Grade 1 is informal. No formal measurement of mass with standard units is done. In Term 1 it was recommended that learners focus on • directly comparing the mass of objects; and • ordering and comparing the masses of three or more objects, by placing pairs of objects on a balance, until all objects can be sequenced; and • developing the language to talk about differences in mass. During independent work time throughout the term, learners can practise and consolidate ordering and comparing the masses of three or more objects, by placing pairs of objects on a balance, until all objects can be sequenced All work should be recorded. MATHEMATICS Grade 1-3 CAPS 157 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour and 24 minutes) 4.4 Capacity/ Volume Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Compare and order the amount of liquid that two containers can hold if filled (capacity) • Use language to talk about the comparison e.g. more than, less than, full, empty • Estimate and measure, compare and order the capacity of containers by using non-standard measures e.g. spoons and cups Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Compare and order the amount of liquid that two containers can hold if filled (capacity) • Use language to talk about the comparison e.g. more than, less than, full, empty • Estimate, measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups All measurement in Grade 1 is informal. No formal measurement of length with standard units is done. The recommended focus in Term 1 was on developing language to talk about extremes and comparisons in volume. The focus in Term 2 can be on direct comparisons. The focus in Term 4 can be learners working with informal units of measurement. Learners can also practise and consolidate these concepts during independent work time throughout the year. Direct comparisons of the volumes in containers • Developing an understanding of volume and the language to talk about it Learners begin to think and talk about volume by comparing how much is in identical two containers (or drawings of two identical containers). The focus is on - full and empty; - more than/less than; and - the same as. Learners fill and empty containers • Compare volumes of two or more, different-looking containers by pouring into a third container. Once learners can talk about the extremes of volume (empty and full etc.) and compare the volumes (that are obviously different at first glance) in two identical containers, they can move on to comparing the volumes in two different-looking containers. Focus especially on wide and narrow containers e.g. • fill to the same level a 2 litre bottle and 500 ml bottle; and • ask learners which bottle containers more. Learners can check by pouring the liquid into a third container and marking off the height. Young learners often do not consider how wide a container is when commenting on the volume; they tend only to look at how far up the container is filled. Learners should be given lots of experience in comparing the volumes in containers with different widths. Recording Learners should record all the work. 2 lessons MATHEMATICS Grade 1-3 158 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 TERM 2 5. DATA HANDLIN G TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) Working with collections of objects 5.1 Collect and sort objects Collect and organise objects Collect and sort everyday physical objects. Collect and organise objects Collect and sort everyday physical objects. See notes for Term 1. in term 2 learners continue to work with collections in the same way, but less guidance can be given. once learners have been guided through the process of sorting and representing collections during the focus group time, they can practise it during independent work time. Once learners have practised answering questions about their collections, you can begin to ask them to describe their collection, without guiding them with specific questions. 1 lesson 5.2 Represent sorted collection of objects Represent sorted collection of objects Draw a picture of collected objects. Represent sorted collection of objects Draw a picture of collected objects. 5.3 Discuss and report on sorted collection of objects Discuss and report on sorted collection of objects • Give reasons for how collection was sorted • Answer questions about - how the sorting was done (process) - what the sorted collection looks like (product) • Describe the collection and drawing • Explain how the collection was sorted Discuss and report on sorted collection of objects • Give reasons for how collection was sorted. • Answer questions about - how the sorting was done (process) - what the sorted collection looks like (product) • Describe the collection and drawing • Explain how the collection was sorted It is recommended that working the data handling cycle is the focus of Terms 3 and 4. MATHEMATICS Gr a d e 1-3 CAPS 159 GRADE 1 TERM 3 1. NUMBER, OPERATIONS AND RELATIONSHIPS TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) NUMBER CONCEPT DEVELOPMENT: Count with whole numbers 1.1 Count objects Count out objects reliably to 50. Give a reasonable estimate of a number of objects that can be checked by counting. Count out objects reliably to 40 Give a reasonable estimate of a number of objects that can be checked by counting. What is different from Term 2? In Term 3, learners extend the counting range. There is still a focus on understanding the cardinality principle. During this term learners should learn how to position the objects systematically when counting so that when they check their count, the arrangement helps them to count more easily. For example, counters could be placed in rows. During this term learners continue extending their counting skills and practising: • counting all; • counting on.; • the cardinality principle of numbers; and • working with written texts. Subitising Learners continue practising recognising a small collection of objects. Counting in groups In order to help learners count in intervals of two, five and 10, they need to group objects in twos, fives and tens in order to count a collection of objects. Number cards should be displayed at each collection to show the number of objects counted. The counting in groups will prepare learners for understanding multiples. Resources: Careful consideration needs to be given to the kind of apparatus used. • Structured apparatus, such as a string of counting beads, can be used. • The abacus can be used to practice counting in groups of ten. • They can make bundles of 2, bundles of 5 and ten with matchsticks or counting sticks and then count all. MATHEMATICS Grade 1-3 160 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in • 1s from any number between 0-100 Count forwards in • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Count forwards and backwards in • 1s from any number between 0 - 80 Count forwards in • 10s from any multiple of 10 between 0 and 80 • 5s from any multiple of 5 between 0 and 80 • 2s from any multiple of 2 between 0 and 80 What is different from Term 1? In Term 3, learners now count to 80 They continue to count in multiples of 2, 5 and 10. Further activities: Whole class activities Count forwards and backwards up to 80 • Learners count forwards and backwards. • Teacher points to the numbers on the number grid as learners count to 70. • Learners count in fives from 25 to 60. • Learners count in tens forwards from 0 to 80. Skip-count using 5s and 10s up to number 80 • Learners count in 10s up to 50 as teacher points to the number chart. • Teacher points to a multiple of 5 on a 100 chart and learners count. • Learners count forwards and backwards in 10s. Using the 100 chart, they should respond to similar type instructions: • Count on in tens from 20. • Count back in ones from 56. • 80, 70, 60: say the next three numbers using your 100 chart. Independent work The skip counting skills need to be applied to written activities. Example: Learner scan: • Complete simple number sequences; and • ill in missing numbers on a number track and number line Write the next two numbers 66, 65, 64,__, __, MATHEMATICS Grade 1-3 CAPS 161 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 100 • Write number symbols 0 - 100. • Recognise, identify and read number names 1 - 10 • Write number names 1 - 10 Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 80 • Write number symbols 0 - 80 • Recognise, identify and read number names 1 - 10 • Write number names 1 - 10 What is different from Term 2? In Term 3, the number range has increased to 80. It is now expected that learners write number symbols to 20. They need to be able to do this because they are calculating to 20 and therefore writing number sentences. Learners continue to practice reading and writing their number names. They should be able to match the symbol to the number name. Workbook activities and writing in the class-work book can be done during independent time. Example of written work: Match the words to the objects One  Two     Three  Four  Five  Six  Seven  Eight      Ten  What is expected from learners? • That they can read number symbols to 50 • That they can write number symbols to 20 • That they can read number names to 10 • That they can write number names to 10 MATHEMATICS Grade 1-3 162 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.4 Describe, compare, order numbers Order and compare objects. • Compare collection of objects according to many, few, most, least; more than, less than; the same as, just as many as, different • Order collection of objects from most to least and least to most • Range up to 100 objects Order and compare numbers • Order numbers - from smallest to greatest and greatest to smallest - before, after, in the middle/ between - using the number line 0 - 100 • Compare whole numbers according to smaller than, greater than, more than, less than, is equal to. • One-to-one correspondence • Number range up to 100 Use ordinal numbers to show order, place or position • Position objects in a line from first to tenth or first to last e.g. first, second, third … tenth, last. (ordinal numbers) Ordinal aspect of numbers in the range first to tenth Order and compare 15 objects. • Compare collection of objects according to many, few; most, least; more than, less than; the same as, just as many as, different • Order collection of objects from most to least and least to most • Range up to 15 objects Order and compare numbers to 15 • Order numbers: - from smallest to greatest and greatest to smallest - before, after, in the middle/ between - using the number line 0 - 80 • Compare whole numbers according to smaller than, greater than, more than, “less than, is equal to • One-to-one correspondence • Number range up to 15 Use ordinal numbers to show order, place or position • Position objects in a line from first to tenth or first to last e.g. first, second, third … tenth., last (ordinal numbers) What is different from Term 2? In Term 3, learners continue to: • order and compare collection objects; • order and compare numbers; and • use the language of ordering and comparing. Further activities: Teacher says a number e.g. 12. Teacher asks questions: Where is the number on the number line? Which number comes before the number 12? Which number comes after the number 12? 12 is 1 more than ______ 12 is 1 less than ______ MATHEMATICS Grade 1-3 CAPS 163 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of at least two-digit numbers to 20 • Partition two-digits numbers into tens and ones to 20 e.g. 12 is 10 and 2 Recognise the place value of at least 2-digit numbers to 15 • Partition two-digits numbers into tens and ones to 15 e.g. 12 is 10 and 2 What is different from Term 2? During this term learners begin to break up numbers into tens and ones/units using: • grouping of objects to tens; and • the written form 14 = 10 and 4. A complete understanding of place value develops across the Foundation and Intermediate Phase. During Grade 1 learners begin to think about groups of ten things or objects as a unit. They begin to make a transition from seeing ten as ten loose ones to now seeing 10 as a single unit or as 1 ten. To begin to understand place value in this term, learners need to: • know their number names and count in sequence confidently to at least 20; • write and read number symbols; • do simple addition and subtraction; • count physical objects by grouping; and • be able to represent the groups. Breaking down numbers into tens and ones/units The focus in Grade 1 is on making groups of tens and loose ones. Before breaking down numbers into tens and ones, learners should have had sufficient practice in breaking down numbers in different ways in Terms 1 and 2. This should have been done practically and in written form. Using concrete apparatus Concrete models are useful in building learners’ number sense, representing numbers and the principle of place value. When counting in tens and grouping in tens, learners will begin to understand that multiples of 10 provide bridges when counting e.g. 26, 27, 28, 29, 30, 31. They should begin to be aware that the word and symbol 10 represents a single unit. Working with concrete apparatus by grouping objects to form ten ones and understanding that 10 is one group of ten loose ones. Simply showing learners a group of ten and telling them that 14 is 1 ten and 4 loose ones will not construct the idea that 14 is 1 ten and 4 loose ones. Grouping loose objects to make a group of ten is more meaningful. Using an abacus, learners should be able to show: one ten; one ten and 2 ones; one ten and 3 ones; and one ten and 4 ones. MATHEMATICS Grade 1-3 164 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour and 24 minutes) 1.5 Place value Recognise the place value of at least two-digit numbers to 20 • Partition two-digits numbers into tens and ones to 20 e.g. 12 is 10 and 2 Recognise the place value of at least 2-digit numbers to 15 • Partition two-digits numbers into tens and ones to 15 e.g. 12 is 10 and 2 Expect learners to count in ones to make the groups of tens. For many it will be the only way to name the number or say how many there are. Learners can make bundles of ten and loose ones to show that 11 can be broken up into one bundle of ten and one loose one. Interlocking cubes can be stacked to form towers or columns of 10. Place value cards can be used to show tens and ones. Moving to written texts Pictorial representation of grouping into tens and ones Learners can be presented with images that allow for grouping of tens and ones left over. Example: By the end of the term learners should be able to write: 13 = 1 ten and 3 loose ones 13 = 10 and 3 Recommended resources Objects that can be grouped: • Counting sticks • Counters that can be threaded • Matchsticks • Ice cream sticks • Interlocking cubes • Counting beads • An abacus MATHEMATICS Grade 1-3 CAPS 165 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.6 Problem￾solving techniques Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus What is different from Term 2? The calculating techniques continue to be practised. Doubling and halving can be used as a calculating technique this term. However, learners should continue to practise doubling and halving in word problems and context-free situations. By the end of this term learners are beginning to solve the word problems using the following techniques: • Drawings or concrete apparatus • Building up or breaking down numbers • Doubling and halving • Number lines See notes for Term 2. 1.7 Addition, subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20. Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 15. What is different from Term 2? See notes for Term 2 but work with numbers up to 15. 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 20. Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 15. See Term 2 for examples of problems but work with numbers up to 15. 1.9 Grouping and sharing leading to division Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 20 and with answers that may include remainders. Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 15 and with answers that can include remainders. See term 1 for examples of problems but work with numbers up to 15. MATHEMATICS Grade 1-3 166 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour and 24 minutes) 1.11 Money • Recognise and identify the South African currency - coins 5c, 10c, 20, 50c, R1, R2; R5 - notes. R10 and R20 • Solve money problems involving totals and change in cents up to 20c or rand to R20 • Recognise and identify the South African currency - coins 5c, 10c, 20c, 50c, R1, R2; R5 • Solve money problems involving totals and change to R20 and in cents up to 20c Totals - only rands Learners work with R1, R2, R5, R10 and R20 banknotes. They add amounts up to R20 practically by using play money. Examples: R5 + R10 = R15 R10 + R10 + R10 = R30 - repeated addition R5 +R2 + R8 = R15 - filling up 10 Change - only rand Learners work with R1, R2, R5, R10 and R20 notes. They do subtraction practically by using paper notes. Learners complete worksheets where they work out the change for items they buy for R20 or less Examples: R10 - R8 = R2 R15 - R5 = R10 CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • concrete apparatus • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when performing calculations: • concrete apparatus • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus e.g. counting beads. Learners are expected to solve context-free calculations using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines See notes for Term 2. MATHEMATICS Gr a d e 1-3 CAPS 167 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 0 - 20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, -, =, □) • Practise number bonds to 10 Number range: 0 - 15 • Add to 15 • Subtract from 15 • Use appropriate symbols (+, -, =, □) • Practise number bonds to 9 What is different from Term 3? In Term 2, the calculating number range has increased from 10 to 15 In order to work with the symbols of addition and subtraction learners should have had sufficient experience to: • Use and understand the language of addition and subtraction • Count all • Count on from the larger number. • Order and compare numbers Calculating strategies when doing addition and subtraction During this term learners will continue to use the following strategies: • Doing addition by counting all. • Doing addition by counting on • Count on from the greater number • Doing subtraction by taking away • Subtraction by counting backwards During this term learners will: Change a number to ten and then subtract or add ones. This strategy can be taught with quite low number ranges and applied to higher numbers. Example: 9 + 6 = □ The learners can say to themselves: “I will take one away from the 6 and add it to the 9 to make 10.” Then 9 + 6 can be written as 10 + 5 = 15 Example: The learners can say to themselves: “I will take 2 away from the 5 and add it to the 8 to make 10.” Then 8 + 5 can be written as 10 + 3 = 13 MATHEMATICS Grade 1-3 168 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 0 - 20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, -, =, □) • Practise number bonds to 10 Number range: 0 - 15 • Add to 15 • Subtract from 15 • Use appropriate symbols (+, -, =, □) • Practise number bonds to 9 When learning this strategy, learners will use concrete apparatus to understand the strategy. Example: Group the dogs to make 9 + 4 10 + 3 9 + 4 = 10 + 3 = 13 Break down a number into smaller parts to make calculation easier Learners will break up a number into different parts. They will break up a number into parts that are manageable for them. • Using arrows and numbers to show thinking 8 + 6 =  8 + 2 + 4 8 + 2 → 10 + 4 = 14 8 + 7 =  8 + 2 + 5 8 + 2 → 10 + 5 = 15 15 – 9 =  15 – (5+4) 15 – 5 → 10 – 4 = 6 MATHEMATICS Gr a d e 1-3 CAPS 169 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction Number range: 0 - 20 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, -, =, □) • Practise number bonds to 10 Number range: 0 - 15 • Add to 15 • Subtract from 15 • Use appropriate symbols (+, -, =, □) • Practise number bonds to 9 Using and applying previous knowledge as techniques The techniques shown below allow learners to formalise their counting and number sense. Practising the techniques below will encourage learners to reflect upon the relationships between numbers and teach learners that they can actually use and apply their knowledge in order to calculate. Put the greater number first in order to count on or back 4 + 12 =  Rearrange 4 + 12 as 12 + 2 and count on 4 from 12. Identify near doubles 7 + 6 The learner can explain that the sum can be written as 6 + 6 – 1 (double plus 1) or 7 + 7 – 1 (double 7 minus 1). Learners might record their strategies using arrows 6 + 6 → 12 + 1 = 13 Use knowledge of the inverse relationship between addition and subtraction 15 – 9 =  The learner knows that the sum can be rewritten as an addition sum: “I know that 9 +  = 15.” The learner might use counting on in order to do the calculation. Number bonds In order to practise the number bonds learners must be given a variety of activities to do. This is ideally done during independent time. The number line can also be used to practise the bonds to 9. Concept of doubling Learners should be writing number sentences in this term. 1 + 1 =  2 – 1 =  2 + 2 =  4 – 2 =  3 + 3 =  6 – 3 =  4 + 4 =  8 – 4 =  Learners should also be able to respond to the following questions: • Double 3. • What is two 3s? • I roll double six. What is my score? • How many socks are there in 5 pairs? MATHEMATICS Grade 1-3 170 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour and 24 minutes) 1.14 Repeated addition leading to multiplication • Repeated addition (i.e. the same number) to • Use appropriate symbols (+, =, ) • Repeated addition(i.e. the same number) to • Use appropriate symbols (+, =, ) What is different from Term 2? In Term 3, learners continue to develop the language of repeated addition. Example: • lots of • groups of Learners also continue to write number sentences for pictorial representations. The skip counting should continue to help learners count the objects grouped in pictures. If pictures or objects are grouped in twos then learners should be counting in twos and no longer in ones to find the total number of objects. 1.16 Mental mathematics Number concept: range 20 • Order a given set of selected numbers • Compare numbers to 20 and say which is more or less. • Know which number is 1 more or 1 less • Know which number is 2 more or 2 less. • Know which number is 10 more or 10 less. • Rapidly recall: • Number bonds to 10 • Recall addition and subtraction facts to 10 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down Number Concept: Range 15 • Order a given set of selected numbers. • Compare numbers to and say which is more or less • Know which number is 1 more or 1 less • Know which number is 2 more or 2 less Rapidly recall: • Number bonds to 5 • Recall addition and subtraction facts to 5 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down What is different from Term 2? In Term 2, the number range increases from 10 to 15. Examples of questions and activities that can be asked and done: • Start with 3 and count forwards in ones to 10. • Learners line up and ask: Who is first, second, third or last? • Which is less 14 or 8? • Which is more 8 or 4? • What is 2 less than 13? • What is 2 more than 8? • Give me a number between 1 and 3. • Give me a number between 10 and 14. Is there only one number? • Put these number cards in order from the smallest to the biggest number. Rapidly recall Show me the number to add to make 5 (writing down or using the place value or Flard cards) • 1 • 2 • 3 • 4 Show me the number left when …. Is taken away from 5 (writing down or using the place value or Flard cards) • 1 • 2 • 3 • 4 1 + 2 = 3 What is 2 + 1? Is the answer the same? 3 + 1 = 4 what is 1 + 3? Is the answer the same? MATHEMATICS Grade 1-3 CAPS 171 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour and 24 minutes) 1.16 Mental mathematics Number concept: range 20 • Order a given set of selected numbers • Compare numbers to 20 and say which is more or less. • Know which number is 1 more or 1 less • Know which number is 2 more or 2 less. • Know which number is 10 more or 10 less. • Rapidly recall: • Number bonds to 10 • Recall addition and subtraction facts to 10 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down Number Concept: Range 15 • Order a given set of selected numbers. • Compare numbers to and say which is more or less • Know which number is 1 more or 1 less • Know which number is 2 more or 2 less Rapidly recall: • Number bonds to 5 • Recall addition and subtraction facts to 5 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down Calculation strategies: Use calculation strategies to add and subtract efficiently. Add the following by putting the larger number first and count on: Double 1. What are 2 twos? What is half of 4? Using the number line How many jumps from 3 to 5? How many jumps back from 5 to 2? MATHEMATICS Grade 1-3 172 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 TERM 3 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawings lines, shapes or objects Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects In Grade 1 learners can focus on patterns in which the elements are repeated in a regular way. See notes Term 2. 1 lesson MATHEMATICS Grade 1-3 CAPS 173 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 100. Create own patterns Create own number patterns. Copy, extend and describe Copy, extend and describe simple number sequences to at least 80. Sequences should show counting forwards and backwards in: • 1s from any number between 1 and 80 counting forwards in: • 10s from any multiple of 10 between 0 and 80 • 5s from any multiple of 5 between 0 and 80 • 2s from any multiple of 2 between 0 and 80 Create own patterns Create own number patterns Number sequences can be linked with counting. As learners counting skills change and develop so the kinds of number sequences learners work with can develop. Sequences should show counting forwards and backwards in: • 1s from any number between 1 and 80 • 10s from any multiple of 10 between 0 and 80 • 5s from any multiple of 5 between 0 and 80 • 2s from any multiple of 2 between 0 and 80 When learners do verbal counting they can be shown number sequences written down in different ways. They can point to the number being counted. Example 1: Using a number chart 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Example 2: Using a number line to identify a pattern Counting in 10s from 50 to 80 Learners are reading numbers to 80, but only writing numbers 1 to 15. Number pattern with numbers beyond 15 can be done by: • colouring in numbers in the pattern, on a number grid; • circling numbers in the pattern, on a number grid or number line; • using number cards to pack out the number sequence; • using number cards to show the missing numbers in a written sequence provided; or • using a list of number symbols that is provided to draw a line from the correctly chosen number to the position it should occupy. Learners can also be given a written sequence of numbers with numbers missing. They should then be provided with a list of possible numbers, from which they can choose the correct answer. Learners can then fill in missing numbers given in any of the forms of sequences above, as well as filling in missing numbers in a written number sequences e.g. . 3 lessons MATHEMATICS Grade 1-3 174 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 TERM 3 3. S PA C E AND SHA P E (GEOMETRY) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.1 Position, orientation and views Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and views Match different views of the same everyday object. Position and directions Follow directions to move around the classroom. Follow instructions to place one object in relation to another e.g. put the pencil inside the box. The language of position developed during Term 1 should be practised regularly during whole class teaching time and focus group teaching time throughout the term: spend short amounts of time practising the language regularly. Some of the language of position can also be practised when learners work with 3- D objects. Work on position and direction can be consolidated through written recording such as drawing, colouring or matching drawings with words. This can be done during independent time. MATHEMATICS Grade 1-3 CAPS 175 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as building blocks, recycling material, construction kits Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3- D objects in terms of: • size • colour • objects that roll • objects that slide Focussing on features of 3- D objects Learners work with balls and objects shaped like balls, and various boxes and other objects shaped like rectangular prisms or cubes. Learners can make a slide or incline by placing a box under one end of a large book. Learners investigate which of the objects can roll, which slide. Learners can also investigate whether they can make stacks or towers using either only balls or only boxes. During independent time learners can continue to • sort objects according to size; • sort objects according to colour; • build with objects; and • make balls or boxes from clay or play dough. Recognising and Naming balls (spheres) and boxes (prisms) Learners continue to identify and describe geometric and everyday objects by saying whether they are shaped like a ball or like a box e.g. this brick is shaped like a box or this orange is shaped like a ball. Written exercises Practical work on 3- D objects must be consolidated through written exercises. 2 lessons MATHEMATICS Grade 1-3 176 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2- D shapes Range of shapes Recognise and name 2- D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • shape • straight sides • round sides No specific focus on 2-D shapes is recommended in Term 3. However, learners can continue to make pictures with cut-out 2- D shapes or do written exercises during independent work time either in Mathematics or Life Skills. 3.4 Symmetry Symmetry • Recognise symmetry in own body • Recognise and draw line of symmetry in 2- D geometrical and non￾geometrical shapes Symmetry • Recognise symmetry in own body • Recognise and draw line of symmetry in 2- D geometrical and non￾geometrical shapes Learners should look for lines of symmetry in concrete objects and pictures. Written exercises should not only be “draw in the other half”, but include examples where learners draw in the line of symmetry on both geometric shapes, e.g. triangles, and non￾geometric shapes, e.g. a drawing of a person. 1 lesson MATHEMATICS Grade 1-3 CAPS 177 GRADE 1 TERM 3 4. MEASUREMENT TO PIC S CON C E PTS and S KILLS re quirement by year end CON C E PTS and S KILLS fo cus for Term 3 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Passing of time Talk about passing of time • Order regular events from their own lives • Compare lengths of time using language e.g. longer, shorter, faster, slower • Sequence events using language such as yesterday, today, tomorrow Telling the time • Describe when something happens using language e.g. morning, afternoon, night, early, late • Know days of week • Know months of year • Place birthdays on a calendar Learners should learn how to talk about • the sequences of events; and • duration of time. Learners continue to consolidate ways of talking about time on a daily basis during whole class teaching time or focus group teaching time. Learners talk about and answer questions about when things happen, using language such as morning, afternoon, night, early and late. Learners sequence events using language such as yesterday, today, tomorrow; the days of the week and the months of the year. Learners compare time lengths using language such as longer or shorter and faster or slower. Learners talk about the ordering of events from their own lives. They also order sequences of pictures such as • the steps to make a sandwich or a cup of tea; • photographs showing a baby grown into an elderly person; • life cycle of animals e.g. egg to chicken, or egg to frog or egg to a butterfly; and • regular events in the day (waking up, being at school, playing, eating supper, sleeping) Continue to place birthdays on the calendar throughout the year. MATHEMATICS Grade 1-3 178 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS and S KILLS re quirement by year end CON C E PTS and S KILLS fo cus for Term 3 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Compare and order the length, height or width of two or more objects. by placing them next to each other • Use language to talk about the comparison e.g. longer, shorter, taller, wider • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. What is different in Term 3? All measurement in Grade 1 is informal. No formal measurement of length with standard units is done. In Term 1 it was recommended that learners focus on • direct comparison of the length of objects by placing them next to each other; • ordering and comparing the lengths or heights or widths of three or more objects, by placing pairs of objects next to each other, until all objects can be sequenced; and • develop the language to talk about differences in length, height, width etc. During independent work time throughout the term, learners can practise and consolidate ordering and comparing the lengths or heights or widths of three or more objects, by placing pairs of objects next to each other, until all objects can be sequenced. All work should be recorded. In Term 3 learners can focus on doing informal measurement with non-standard units of length. Informal measurement of length using non-standard units of length Learners can learn all the principles and practices of measurement using non-standard units. Measuring with non-standard units should not be considered to be inferior to measuring with standard units. Measuring length with non-standard units involves counting how many of the chosen unit are the same length as the object being measured. For example the length of the desk is 8 hand spans. Learners should measure a variety of objects using a range of objects as informal units. There are three ways to use informal units • Pack out in a row across the object being measured a number of objects of the same length, such as matchboxes, identically shaped bottle tops or counters, new pencils etc. For example, to measure the width of a desk, new pencils can be packed out end to end across the desk. Here it is important that • All the objects are the same length. You cannot state that your book is as wide as 12 bottle tops if the bottle tops are of different sizes e.g. 2 litre milk bottle tops, plastic cool drink bottle tops, metal bottle tops etc.; and • No gaps are left between the objects: they need to be packed out so that they touch one another. • Use two identical objects as the non-standard units. Place the one next to the other, and then move the first to the other side of the second. This is done when measuring with hand spans, foot lengths or paces. • Using only one object as the non-standard measure and either flipping it over or marking its end point before sliding it along. 2 lessons MATHEMATICS Grade 1-3 CAPS 179 TO PIC S CON C E PTS and S KILLS re quirement by year end CON C E PTS and S KILLS fo cus for Term 3 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Compare and order the length, height or width of two or more objects. by placing them next to each other • Use language to talk about the comparison e.g. longer, shorter, taller, wider • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. Learners should be taught always to state the unit, e.g. the book is 12 bottle tops wide, the classroom is 38 paces long. Once learners have measured with any unit a couple of times, they should estimate about how many of that unit long the object to be measured is. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit. Learners need to be taught that in order to compare lengths, heights or widths the same unit needs to be used. For example, if the width of the doorway measured is 20 hand spans and the width of the desk is 8 pencil lengths, you cannot say whether the doorway is wider than the desk. Learners need to measure with a range of informal units, so that they can • begin to understand that the smaller the unit, the larger the number of times it will be used, e.g. the width of the classroom could be 20 paces but 48 foot lengths; and • begin to use units which are appropriate to what they are measuring, e.g. measuring the width of the classroom with bottle tops is a waste of time. Recording measurements Although measuring is a practical skill, learners should record their measurements at all times. Measuring length as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of informal measurement of length, e.g. The washing powder box has a height of 8 matches. The cereal box has a height of 13 matches. How much higher is the cereal box than the washing powder box? Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. 2 lessons MATHEMATICS Grade 1-3 180 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS and S KILLS re quirement by year end CON C E PTS and S KILLS fo cus for Term 3 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier All measurement in Grade 1 is informal. No formal measurement of mass with standard units is done. In Term 1 it was recommended that learners focus on • directly comparing the mass of objects; • ordering and comparing the masses of three or more objects, by placing pairs of objects on a balance, until all objects can be sequenced; and • develop the language to talk about differences in mass. During Independent Work Time throughout the term, learners can practise and consolidate ordering and comparing the masses of 3 or more objects, by placing pairs of objects on a balance, until all objects can be sequenced All work should be recorded. 4.4 Capacity/ Volume Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Compare and order the amount of liquid that two containers can hold if filled (capacity) • Use language to talk about the comparison e.g. more than, less than, full, empty • Estimate and measure, compare and order the capacity of containers by using non-standard measures e.g. spoons and cups All measurement in Grade 1 is informal. No formal measurement of length with standard units is done. So far during the year the focus in capacity/volume has been on • developing language to talk capacity/volume; • comparing volumes in two identical containers; and • comparing volumes in containers with different widths, by pouring into a third container. See notes for Term 2. Learners can also practise and consolidate these concepts during independent work time. MATHEMATICS Grade 1-3 CAPS 181 GRADE 1 TERM 3 5. DATA HANDLIN G TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) Working with collections of objects 5.1 Collect and sort objects Collect and organise objects Collect and sort everyday physical object Sorting collections of objects is no longer a specific focus in the second half of the year. However, it can be given as an occasional activity during independent work time. The recommended focus in Term 3 is the data handling cycle: see below. 5.2 Represent sorted collection of objects Represent sorted collection of objects Draw a picture of the collected objects 5.3 Discuss and report on sorted collection of objects Discuss and report on sorted collection of objects • Give reasons for how the collection was sorted • Answer questions about - how the sorting was done (process) - what the sorted collection looks like (product) • Describe the collection and drawing. • Explain how the collection was sorted MATHEMATICS Grade 1-3 182 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS and S KILLS re quirement by year end CON C E PTS and S KILLS fo cus for Term 3 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) Working with data 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to answer questions posed by the teacher Collect and organise data Collect data about the class or school to answer questions posed by the teacher. Represent data • Represent data in pictograph Analyse and interpret data • Answer questions about data in pictograph Recommended focus: The complete data handling cycle In the data handling cycle • Learners collect information to answer a question. In the Foundation and Intermediate Phase this question is normally provided by the teacher or textbook; • Learners sort and represent the information in ways which make it easier to analyse. The form of representation that learners in Grade 1 practise is a pictograph; and • Learners analyse the information in the pictograph by answering questions posed by the teacher. A class pictograph In Grade 1 it is useful to start data handling by making a class picture graph. Working together as a class helps learners to be involved in all the stages of the process without getting lost in the detail of any stage. Making a allows the teacher to focus the learners on the key aspects of data handling and also on what they need to know about the important features of a pictograph • where and how to label the graph (graph title) • where and how to label the categories • the pictograph needs to have a key which explains what each picture means • the pictures or the spaces for pictures need to be the same size • how to place the pictures evenly in rows • how to read the graph Working through the whole data cycle can take several lessons. Collect, organise and represent data Teachers in the phase should ensure that different topics are chosen for data collection and analysis in each of the grades. Suitable examples include re-arranging the previous month’s daily weather chart to form a pictograph or making a pictograph of learners’ birthdays. Analyse data Learners answer questions such as: “What kind of weather was most common this month?” What kind of weather was least common this month?” “How many more sunny days than cloudy days did we have?” Working through the whole data cycle can take several lessons. 3 lessons 5.5 Represent data Represent data Represent data in pictograph 5.6 Analyse and interpret data Analyse and interpret data • Answer questions about data in pictograph MATHEMATICS Grade 1-3 CAPS 183 GRADE 1 TERM 4 1. NUM BERS, O PERATIONS AND RELATIONSHI P S TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) NUM BER CON C E P T DEVELO PMENT: Count with whole numbers 1.1 Count objects Count out objects reliably to 50 Give a reasonable estimate of a number of objects that can be checked by counting. Count out objects reliably to 50 Give a reasonable estimate of a number of objects that can be checked by counting. What is different from Term 3? In Term 4, learners extend the counting range. There is still focus on understanding the cardinality principle. During this term learners should learn how to position the objects systematically when counting so that when they check their count, the arrangement helps them to count more easily. Example: Counters could be placed in rows. During this term learners continue extending their counting skills and practising: • counting all; • counting on; • the cardinality principle of numbers; and • working with written texts. Learners need to make the link between ordinal and cardinal counting. This is achieved when they realise that stopping the count on reaching the 50th object means that they have counted 50 objects. At the same time they now know that the order in which one counts the objects does not affect the count. Counting in groups In order to help learners count in intervals of two, five and 10 they need to group objects in 2s, 5s and 10s. Number cards should be displayed at each collection to show the number of objects counted. Counting in groups will prepare learners for understanding multiples and calculating. By the end of the term learners should be able to recognise a collection by splitting up the number. Example: “I know that is 10 because I put 4 on one side and 6 on the other side”. Resources: Careful consideration needs to be given to the kind of apparatus used. • Structured apparatus, such as a string of counting beads, can be used. • The abacus can be used to practise counting in groups of ten. • Learners can make bundles of 2, bundles of 5 and ten and then count all. MATHEMATICS Grade 1-3 184 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in • 1s from any number between 0 and 100 • Count forwards in • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Count forwards and backwards in • 1s from any number between 0 and 100 • Count forwards in • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of between 0 and 100 • 2s from any multiple of 2 between 0 and 100 What is different from Term 1? In Term 4, learners now count in intervals of and to . The counting in intervals become an important skill that learners will use in Grade 2 and 3 and will help learners when doing their calculations. By the end of the term learners should be able to: Count verbally and respond to questions such as: • Start at 52 count on in ones to 72 • Start at 88 and count back in ones to 70 • Start at 38 and count in twos to 50 • Start at 45 and count in fives to 100 • Start at 10 and count in tens to 100 Learners should be able to apply their counting skills to written activities. Example: • Copy and extend simple number sequences to at least 100. See section on number patterns MATHEMATICS Gr a d e 1-3 CAPS 185 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 0 to 100 • Write number symbols 0 to 20 • Recognise, identify and read number names 1 to10 • Write number name 1 to10 Recognise, identify and read numbers • Recognise, identify and read number symbols 0 to 100 • Write number symbols 0 to 20 • Recognise, identify and read number names 1 to 10 • Write number name 1 to10 What is different from Term 3? In Term 4, the number range has increased to 100. Writing number symbols and number names are consolidated during this term. No new knowledge is being learnt. It is important to be aware that subitising and counting rely heavily on careful application and use of number names. Learners need to be using, saying and writing number names in as many different contexts as possible. By the end of the term they should be able to do the following type of activities: Matching number names, number symbols, or pictures of objects This card says 6 What does this card say? 6 11 Match the words to the objects One  Two ã ã ã  Three ì Four ëëëëë Five  Six õõ Seven ðððððð Eight ø ø ø ø  Nine ööööööö MATHEMATICS Grade 1-3 186 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.4 Describe, compare, order numbers Order and compare up to 20 objects. • Compare collection of objects according to many, few, most, least; more than, less than; the same as, just as many as, different • Order collection of objects from most to least and least to most. • Range up to 20 objects Order and compare numbers • Order numbers - from smallest to greatest and greatest to smallest - before, after, in the middle/ between - using the number line 0 to 20 • Compare whole numbers according to smaller than, greater than, more than, less than, is equal to • One-to-one correspondence • Number range up to 20 Use ordinal numbers to show order, place or position • Position objects in a line from first to tenth or first to last e.g. first, second, third … tenth, last. (ordinal numbers) Ordinal aspect of numbers in the range first to tenth Through ordering and comparing objects and numbers learners have learnt that: • The cardinal aspect of a number is used to describe the number in a set. What is different from Term 3? Learners are introduced to ordinal numbers. By the end of the term and year learners must be able to use the language of ordering and comparing in the following kinds of ways: • First, second, third, fourth, fifth, sixth………….. • How many………… • As many as, the same number as… • Equal to, more than, less than, fewer than, greater than, smaller than, larger than………… • Order, first, last, before, after, next, between numbers • First, second, third, fourth, fifth, sixth………….. • How many………… • As many as, the same number as… • Equal to, more than, less than, fewer than, greater than, smaller than, larger than………… • Order, first, last, before, after, next, between • Colour the fifth circle yellow. • Colour the first circle red. • Colour the eighth circle blue. Learners should respond to questions such as • Who is the first in the row? • Who is second in the queue? • Mthunzi has 5 pencil crayons. Cally has 8 pencil crayons. • Who has fewer pencil crayons? • Give me a number between 15 and 17? • Write down the numbers between 4 and 10 • 1, 2, 3, 4, _, _, _, _, _, 10 • Fill in the missing numbers MATHEMATICS Gr a d e 1-3 CAPS 187 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.4 Describe, compare, order numbers Before Numbers After 17121496 Write these numbers in order from the biggest to the smallest. Write these numbers from the smallest to the biggest. Copy and complete using the words ‘less’ and ‘more’: • 35 is _______ than 38 • 79 is _______ 65 Knowing that the number before is one less and that the number after is one more Learners should respond to questions such as: • What number comes before 17? • What number comes after 82? • Fill in the missing numbers on the number line 85   86   87   88   89   90   91   92   93   94   95   Put the following number cards in order: • Which numbers lie between 25 and 30? • Give me the number that is 1 more than 76? • Give me the number that is 2 more than 76? • What number is 1 less than 45? • What number is 2 less than 39? MATHEMATICS Grade 1-3 188 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of at least two-digit numbers to 20 • Partition two-digit numbers into tens and ones e.g. 12 is 10 and 2 What is different from Term 3? During this term learners continue to build and develop place value concepts. In Term 4, learners work with a higher number range and continue to: • count and group to make a group of tens and loose ones; • write18 = 1 ten and 8 loose ones; and • then record 14 = 10 and 4. Learners should continue to manipulate concrete apparatus by grouping to form ten and ones to develop the understanding that 10 is one group of ten loose ones. Using an abacus, learners should be able to show: • one ten; • one ten and 5 ones; • one ten and 6 ones, etc. Expect learners to still count in ones to make the groups of tens. For many it will be the only way to state the number or say how many there are. Place value cards/Flard cards Place value cards should be used during this term to show how the numbers are constructed. The place value cards can be shown alongside the bundles or groups of objects. MATHEMATICS Grade 1-3 CAPS 189 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of at least two-digit numbers to 20 • Partition two-digit numbers into tens and ones e.g. 12 is 10 and 2 Resources Objects that can be grouped: • Counting sticks • Counters that can be threaded • Matchsticks • Ice cream sticks • Interlocking cubes • Place value cards • Play money It is useful to have ready-made groups of tens that learners have grouped and stored in containers. 1.6 Problem￾solving techniques Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines What is different from Term 3? By the end of this term learners are beginning to solve word problems using the following techniques: • Drawings or concrete apparatus • Building up or breaking down numbers • Doubling and halving Number lines See notes for Term 2. MATHEMATICS Grade 1-3 190 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.7 Addition, subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20. By the end of the term learners should be able to do problems like the ones stated below. Change Noluthando had 5 apples. Silo gave her 8 apples. How many apples does she have now? Noluthando had 13 apples. She gave 5 apples to Silo. How many apples does she have now? Combine Nosisi has 5 green and 8 blue marbles. How many marbles does she have? Nosisi has 13 marbles. 5 are green and the rest are blue. How many blue marbles does Nosisi have? Compare Nosisi has 13 bananas. Themba has 5 bananas. How many more bananas does Nosisi have than Themba? 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 20. By the end of the term learners should able to do problems like the ones stated below. Repeated addition How many wheels do 4 bicycles have? Rate Thami drinks 2 cups of milk every day. How many cups of milk does he drink in a week? Grids Mr Khumalo plants 3 rows of cabbage plants. There are 5 plants in a row. How many cabbage plants are there altogether? MATHEMATICS Grade 1-3 CAPS 191 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.9 Grouping and sharing leading to division Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 20 and with answers that may include remainders. By the end of the term learners should be able to do problems like the ones stated below. Grouping Grouping, discarding the remainder • Stella sells apples in bags of 3 apples each. She has 14 apples. How many bags of 3 apples each can she make up? Grouping, incorporating the remainder in the answer • Ben wants to take 15 eggs to his grandmother. How many egg boxes that can take 6 eggs each does he need to pack all the eggs? Sharing Sharing, discarding the remainder • Share 14 sweets among 3 friends so that they all get the same number of sweets. Sharing, leading to fractions • Share 4 chocolate bars among 3 friends so that they all get the same amount of chocolate bar and there is nothing left over. (Learners are not required to name the fraction part as one third. They can describe the fractional part as simply “a bit” i.e. fraction of a collection). 1.11 Money • Recognise and identify the South African coins: 5c, 10c, 20c, 50c, R1, R2, R5, and bank notes, R10 and R20. • Solve money problems involving totals and change to R20 and in cents up to 20c cents By the end of the term learners should be able to do problems like the ones stated below. John bought bread for R8. He paid for it with a R10 note. How much change did he get? Rosy’s mum bought a scarf for R17.She paid with 2 ten rand notes. How much change did she get? Judy’s birthday was on Sunday. She received R5 from her sister, R2 from her brother and R10 from her cousin. How much money did she get altogether? MATHEMATICS Grade 1-3 192 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines What is different from Term 3? Learners are expected to solve context-free calculations using the following techniques: • drawings or concrete apparatus - learners’ drawings should start looking quite systematic and they should be able to describe their calculations based on their drawings • building up or breaking down numbers • doubling and halving • number lines See notes for Term 2. MATHEMATICS Gr a d e 1-3 CAPS 193 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and Subtraction • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 10 Doing addition and subtraction within the number range 0 - 20 means that learners will: • begin to develop place value concepts of tens and ones; • continue to count in groups; and • start realising that counting on in ones is not an efficient strategy. Learners will continue to: • count objects; • recognise, read and write numbers; and • compare and order numbers. In order to work with the symbols of addition and subtraction, learners should have had sufficient experience to: • count all; • count on from the larger number; • use and understand the language of addition and subtraction; and • order and compare numbers. Learners continue to build their understanding of addition and subtraction. By the end of the year learners should be able to: • use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences; • use practical and informal written methods to do addition and subtraction; • solve addition and subtraction calculations and can record their answers in number sentence ands; • understand that subtraction is the inverse of addition and vice versa and use this to derive and record calculations. MATHEMATICS Grade 1-3 194 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and Subtraction • Add to 20 • Subtract from 20 • Use appropriate symbols (+, – =, ) • Practice number bonds to 10 To understand addition and subtraction learners should be able to: • know and use the fact that the order of addition does not matter; • use the +, - and = signs; • know that  stands for an unknown number; • understand subtraction as ‘taking away’ and ‘finding the difference between’; and • say and write corresponding number facts to a given addition fact and vice versa Example: 8 + 6 = 14 implies that 14 – 6 = 8. Recording images of addition and subtraction: While some learners may still want to record and count in 1s, they need to be assisted to start recording and counting in groups. They should be able to: Draw pictures and use numbers, especially showing groups. Breaking down a number into smaller parts to make calculation easier Learners will break up a number into different parts. They will break up a number into parts that are manageable for them. Learners will initially break up the seven into ones. However, once the number facts to 10 are intuitive and learners can work with the numbers at an abstract level, they should break up seven into different parts. Using arrows and numbers to show thinking 11 + 7 =  11 + 4 + 3 11 + 4 → 15 + 3 = 18 11 + 7 =  11 + 5 + 2 11 + 5 → 16 + 2 = 18 17 – 9 =  17 – (7 + 2) 17 – 7 → 10 – 2 = 8 MATHEMATICS Grade 1-3 CAPS 195 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and Subtraction • Add to 20 • Subtract from 20 • Use appropriate symbols (+, – =, ) • Practice number bonds to 10 Number bonds In order to practise the number bonds, learners must be given a variety of activities to do. This is ideally done during independent time. The number line can also be used to practise the bonds to 10. Using and applying previous knowledge as techniques The techniques shown below allow learners to formalise their counting and number sense. Practising the techniques below will encourage learners to reflect upon the relationships between numbers and teach learners that they can actually use and apply their knowledge to help calculate. Put the greater number first in order to count on or back. 4 + 12 =  Rearrange 4 + 12 as 12 + 4 and count on from 12 Count on from the bigger number Learners should be able to count on from the bigger number. This is a far more efficient strategy than counting in ones to 14 and then count in five more. 14 + 5 =  Learners count from 14, then 15, 16, 17, 18, 19 Identify near doubles 8 + 7 The learner can explain that the sum can be written as 8 + 8 – 1 (double 8 minus 1) or 7 + 7 + 1 (double 7 plus 1). Learners might record their strategies using arrows: 8 + 8 → 16 - 1 = 15 Change a number to ten and then subtract or add ones This strategy can be taught with quite low number ranges and applied to higher numbers. 9 + 6 =  The learners can say to themselves: “I will take one away from the 6 and add it to the 9 to make 10.” There 9 + 6 can be written as 10 + 5 = 15 8 + 5 =  The learners can say to themselves: “I will take two away from the 5 and add it to the 8 to make 10.” There 8 + 5 can be written as 10 + 3 = 13 MATHEMATICS Grade 1-3 196 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and Subtraction • Add to 20 • Subtract from 20 • Use appropriate symbols (+, – =, ) • Practice number bonds to 10 Use knowledge of the inverse relationship between addition and subtraction 15 - 9 =  The learner knows that the sum can be rewritten as an addition sum: “I know that .” The learner might use counting on in order to do the calculation. Number lines They should be able to use number lines to support their own calculations. Example: 13 + 6 =  1.14 Repeated addition leading to multiplication • Add the same number repeatedly to 20 • Use appropriate symbols (+, =, ) What is different from Term 3? In Term 4, learners continue to develop the language of repeated addition. Example: • 2 lots of 3 • 4 groups of 2 Learners also continue to write number sentences for pictorial representations. Skip counting should continue to help learners count the objects grouped in pictures. If pictures or objects are grouped in twos then learners should be counting in twos and no longer in ones to find the total number of objects. By the end of the term learners should be able to: • understand repeated addition as making equal groups; • represent repeated addition using practical objects and drawings; • record matching number sentences to the practical work or drawings; and • use number lines to arrive at an answer. MATHEMATICS Grade 1-3 CAPS 197 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: Range 20 • Name the number before and after a given number. Order a given set of selected numbers. • Compare numbers to 20 and say which is more or less • Know which number is 1 more or 1 less than numbers. • Know which number is 2 more or 2 less than numbers. Rapidly recall: • Addition and subtraction facts to 10 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down What is different from Term 3? In Term 4, the number range increases from 15 to 20. Examples of questions and activities that can be asked and done: • Start with 3 and count forwards in ones to 10. • Learners line up and ask: Who is first, second, third or last? • Which is smaller: 14 or 8? • Which is greater: 8 or 4?: • What is 2 less than 13? • What is 2 more than 8? • Give a number between 1 and 3. • Give a number between 10 and 14. Is there only one number? • Put these number cards in order from the smallest to the greatest number. Rapidly recall Show me the number to add to make 10 (writing down or using the place value or flard cards) • 1 • 2 • 3 • 4 Show me the number left when …. is taken away from 10 (writing down or using the place value or Flard cards) • 1 • 2 • 3 • 4 • 6 + 4 = 10 What is 4 + 6? Is the answer the same? • 5 + 2 = 7, what is 2 + 5? Is the answer the same? Calculation strategies: Use calculation strategies to add and subtract efficiently. • Add the following by putting the larger number first and count on: 1 + 9 2 + 6 1 + 4 • Double 1 What are 2 twos? What is half of 4? • Using the number line How many jumps from 3 to 5? How many jumps back from 5 to 2? MATHEMATICS Grade 1-3 198 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 TERM 4 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawings lines, shapes or objects Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Create own patterns Create own geometric patterns with physical objects by drawing lines, shapes or objects Learners will work with patterns from nature, modern everyday life and our cultural heritage from Grade 1 to Grade 6. This means that you do not need to spend a lot of time on this topic. You also need to choose activities and patterns that are appropriate to each grade. In Grade 1 learners can make rubbings of patterns. Usefully examples are patterns on leaves, bark on trees, the patterns on the soles of shoes, patterns on tyres, drain covers, paving etc. One kind of pattern learners can look for is symmetry, e.g. most leaves are symmetrical. Learners can also look at patterns on fences (wire, wooden or vibracrete); brickwork and floor tiles; clothes and material; plates, cups and saucers; soccer balls; animals such as cows, moths and butterflies, zebra, giraffe, leopards, birds, insects; flowers and leaves; traditional or modern beadwork; and traditional clay pots or woven baskets. There are different ways to describe the patterns we see around us. Most patterns around us are made up of lines, shapes or objects. The shapes or objects do not need to be linked to the geometrical 2- D shapes and 3- D objects worked with in Grade 1. Learners can look for and describe • what is repeated e.g. dots, lines, any kind of shape; and • how it is repeated e.g. do the lines cross each other (as in a dishcloth), are all the dots the same size, are they evenly spread, are all the shapes the same size, same colour, do they all face the same way, e.g. if you cut across an orange all the segments are narrower in the middle and wider at the outer edge. 1 lesson MATHEMATICS Grade 1-3 CAPS 199 TO PIC CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 100. Create own patterns Create own number patterns. Copy, extend and describe Copy, extend and describe simple number sequences to at least 100. Sequences should show • counting forwards and backwards in 1s from any number between 1 and 100 • counting forwards in: - 10s from any multiple of 10 between 0 and 100 - 5s from any multiple of 5 between 0 and 100 - 2s from any multiple of 2 between 0 and 100 Create own patterns Create own number patterns. Number sequences can be linked with counting. As learners’ counting skills change and develop, the kinds of number sequences learners work with can develop. Sequences should show counting forwards and backwards in: • 1s from any number between 1 and 100 • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Learners can point to numbers on a number line, a number grid, or written sequences as they count. Learners can cover (with counters) or colour or circle numbers on a number line, a number grid, or written sequences as they count Learners can fill in missing numbers in a written sequence, on a number line or on a number grid to practise counting. Remember learners are only writing to 20. See notes for Term 3 for how learners can work with number sequences beyond 20. 3 lessons MATHEMATICS Grade 1-3 200 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 TERM 4 3. S PA C E AND SHA P E (GEOMETRY) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.1 Position, orientation and views Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to Position and directions • Follow directions to move around the classroom • Follow instructions to place one object in relation to another e.g. put the pencil inside the box Position and views Match different views of the same everyday object Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and directions • Follow directions to move around the classroom • Follow instructions to place one object in relation to another e.g. put the pencil inside the box. Position and views Match different views of the same everyday object Position and directions See notes for Term 1. Any new language of position should be introduced through practical activities that involve learners in physical movement. This can be done during whole class teaching time or focus group time. Directions should be learnt through practical activities in which learners move themselves or objects according to instructions. This can be done during whole class teaching time or focus group time. Work on position and direction can be consolidated through written recording such as drawing, colouring or matching drawings with words. This can be done during independent time. Position and views Learners in the Foundation Phase need to understand that objects look different when one looks at them from different positions. Learners may take for granted that objects such as cars look small when they are far away. As learners work more with books and illustrations in books, they need to understand why something in the foreground is shown larger than something in the background. In focus group time learners can experiment with placing their hand in front of them, to block their view of larger objects that are further away. In Grade 1 learners should be given exercises in which they can match different views (views from the top, views from the side, views from the front) of different everyday objects. This will eventually help learners to interpret drawings of geometric objects done from different perspectives. 1 lesson MATHEMATICS Gr a d e 1-3 CAPS 201 TOPIC CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3-D objects Range of objects Recognise and name 3-D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3-D objects in terms of: • size • colour • objects that roll • objects that slide Focussed activities Observe and build given 3-D objects using concrete materials such as building blocks, recycling material, construction kits Range of objects Recognise and name 3-D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3-D objects in terms of: • size • colour • objects that roll • objects that slide Work on 3-D can be consolidated through written exercises. 1 lesson MATHEMATICS Grade 1-3 202 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2- D shapes Range of shapes Recognise and name 2- D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • straight sides • round sides Range of shapes Recognise and name 2- D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • straight sides • round sides See notes for Term 2 Learners work with circles and squares of different sizes and triangles with different shapes. They sort them according to whether they have straight or round sides. Learners sort and groups shapes according to whether they are triangles, squares or circles. Work is consolidated through written exercises. 3 lessons 3.4 Symmetry Symmetry • Recognise symmetry in own body • Recognise and draw line of symmetry in 2- D geometrical and non￾geometrical shapes Symmetry • Recognise and draw line of symmetry in 2- D geometrical and non￾geometrical shapes Learners should look for lines of symmetry in concrete objects and pictures. Written exercises • should not only be “draw in the other half”; but • should include examples where learners draw in the line of symmetry. The line of symmetry should not always be a vertical line 1 lesson MATHEMATICS Grade 1-3 CAPS 203 GRADE 1 TERM 4 4. MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Passing of time Talk about passing of time • Order regular events from their own lives • Compare lengths of time using language e.g. longer, shorter, faster, slower • Sequence events using language such as yesterday, today, tomorrow Telling the time • Describe when something happens using language e.g. morning, afternoon, night, early, late • Know days of week • Know months of year • Place birthdays on a calendar Passing of time Talk about passing of time • Order regular events from their own lives • Compare lengths of time using language e.g. longer, shorter, faster, slower • Sequence events using language such as yesterday, today, tomorrow Telling the time • Describe when something happens using language e.g. morning, afternoon, night, early, late • Know days of week • Know months of year • Place birthdays on a calendar Learners should learn how to talk about • the sequences of events; and • duration of time. Learners continue to consolidate ways of talking about time on a daily basis during whole class teaching time or focus group teaching time. Learners talk about and answer questions about when things happen, using language such as morning, afternoon, night, early and late. Learners sequence events using language such as yesterday, today, tomorrow; the days of the week and the months of the year. Learners compare time lengths using language such as longer or shorter and faster or slower Learners talk about the ordering of events from their own lives. They also order sequences of pictures such as • the steps to make a sandwich or a cup of tea; • photographs showing a baby grown into an elderly person; • life cycle of animals e.g. egg to chicken, or egg to frog or egg to a butterfly; and • regular events in the day (waking up, being at school, playing, eating supper, sleeping). Continue to place birthdays on the calendar throughout the year. 2 lessons MATHEMATICS Grade 1-3 204 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Compare and order the length, height or width of two or more objects. by placing them next to each other • Use language to talk about the comparison e.g. longer, shorter, taller, wider • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. All measurement in Grade 1 is informal. No formal measurement of length with standard units is done. During independent work time throughout the term, learners can practise and consolidate measuring lengths, widths and heights with informal units. All work should be recorded. See notes for Term 3 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier All measurement in Grade 1 is informal. No formal measurement of mass with standard units is done. What is different in Term 4? In Term 1 it was recommended that learners focus on • directly comparing the mass of objects; • ordering and comparing the masses of three or more objects, by placing pairs of objects on a balance, until all objects can be sequenced; and • developing the language to talk about differences in mass. In Term 4 learners can focus on doing informal measurement with non-standard units of mass. MATHEMATICS Grade 1-3 CAPS 205 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Informal measurement of mass using non-standard units Learners can learn all the principles and practises of measurement using non-standard units. Measuring with non-standard units should not be considered to be inferior to measuring with standard units. Measuring mass with non-standard units involves counting how many of the chosen unit have the same mass as the object being measured. For example a ruler has the same mass as 9 blocks. Learners should measure a variety of objects using a range of objects as informal units. Learners should be taught always to state the unit when giving the mass e.g. the book is has the same mass as 34 marbles. Once learners have measured with any unit a couple of times, they should estimate about how many of that unit will have the same mass as the object being measured. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit. Learners need to be taught that in order to compare the mass of different objects, the same unit needs to be used. For example if a ruler has a mass of 20 blocks and a pair of scissors has the mass of 20 marbles, one cannot say whether they have the same mass or not, or which one is heavier. Recording measurements Although measuring is a practical skill. learners should record their measurements at all times. Measuring mass as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of informal measurement of mass. For example, the duster has a mass of 11 marbles. The box of crayons has a mass of 8 marbles. Together they will have a mass of how many marbles? Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. 2 lessons MATHEMATICS Grade 1-3 206 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Compare and order the amount of liquid that two containers can hold if filled (capacity) • Use language to talk about the comparison e.g. more than, less than, full, empty • Estimate and measure, compare and order the capacity of containers by using non-standard measures e.g. spoons and cups Informal measuring • Estimate and measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups All measurement in Grade 1 is informal. No formal measurement of capacity/volume with standard units is done. What is different in Term 4? In Term 1 it was recommended that learners focus on • developing the language to talk about differences in volume; • comparing the volumes in two identical containers; and • comparing the volumes in two different-looking containers, especially wider and narrower containers. In Term 4 learners can focus on doing informal measurement with non-standard units of volume. What is capacity? What is volume? A bottle can have a capacity of four cups, but it may not be filled to its full capacity, it could for example, only may only contain a volume of one cup of water at a particular time. Capacity is the total amount that an object can hold (or the amount of space inside the object). Volume is the amount of space that something takes up. Sometimes learners will be measuring how much liquid (or sand or other substances) are in a container. This is measuring the volume of the substance in the container. At other times learners will be measuring how much a container can hold if it is filled to its maximum capacity. nformal measurement of length using non-standard units of length I Learners can learn all the principles and practices of measurement using non-standard units. Measuring with non-standard units should not be considered to be inferior to measuring with standard units. Learners should get the opportunity to measure volume/capacity using a range of objects as informal units e.g. cups (but not necessarily measuring cups), spoons (but not necessarily measuring teaspoons), bottle tops such as 2 litre milk bottle tops, small cans, small bottles etc. Measuring volume/capacity with non-standard units involves counting how many times one fills and pours from the chosen unit until one reaches the required capacity or volume. Learners should be taught always to state the unit, e.g. there are 48 spoonfuls of water in the bottle or there just less than a cup of water in the bottle. 1 lesson MATHEMATICS Grade 1-3 CAPS 207 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Compare and order the amount of liquid that two containers can hold if filled (capacity) • Use language to talk about the comparison e.g. more than, less than, full, empty • Estimate and measure, compare and order the capacity of containers by using non-standard measures e.g. spoons and cups Informal measuring • Estimate and measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups Once learners have measured with any unit a couple of times, they should estimate the capacity/volume using that unit. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit. Learners need to be taught that in order to compare volumes or capacity the same unit needs to be used. For example if a glass holds 20 teaspoons of water and cup holds 10 tablespoons of water, one cannot say that the glass holds more water. Learners need to measure with a range of informal units, so that they can • begin to understand that the smaller the unit the more time one will need to use/fill it, e.g. the volume in a bottle could be 20 tablespoonfuls but also 1 cup; and • begin to use units which are appropriate to what they are measuring, e.g. measuring a full 2 litre bottle with teaspoons is a waste of time. Recording measurements Although measuring is a practical skill, learners should record their measurements at all times. Measuring capacity as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of informal measurement of capacity/volume. For example, Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? Take account of the number range appropriate for the term, as well as the range of problems types. 1 lesson MATHEMATICS Grade 1-3 208 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 TERM 4 5. DATA HANDLIN G TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) Working with collections of objects 5.1 Collect and sort objects Collect and organise objects Collect and sort everyday physical objects Sorting collections of objects is no longer a specific focus in the second half of the year. However, it can be given as an occasional activity during independent work time. The recommended focus in Term 4 is on reading and analysing pictographs: see below. 5.2 Represent sorted collection of objects Represent sorted collection of objects Draw a picture of collected objects 5.3 Discuss and report on sorted collection of objects Discuss and report on sorted collection of objects • Give reasons for how the collection was sorted • Answer questions about - how the sorting was done (process) - what the sorted collection looks like (product) • Describe the collection and drawing • Explain how the collection was sorted MATHEMATICS Gr a d e 1-3 CAPS 209 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) Working with data 5.4 Collect and organise data Collect and organise data Collect data about the class or school to answer questions posed by the teacher 5.5 Represent data Represent data Represent data in pictograph 5.6 Analyse and nterpret I data Analyse and interpret data Answer questions about data in pictograph Analyse data from representations provided. Once learners have experienced the whole data cycle (recommended in Term 3), they can focus on analysing representations that are given to them. It is recommended that in Term 4 learners analyse (answer questions) on at least 2 pictographs. 2 lessons MATHEMATICS Grade 1-3 210 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.5.2. Clarification of Grade 2 content GRADE 2 TERM 1 1. NUM BERS, O PERATIONS AND RELATIONSHI P S TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) NUM BER CON C E P T DEVELO PMENT: Count with whole numbers 1.1 Count objects Counting concrete objects Estimate and count reliably to at least 200 everyday objects. The strategy of grouping is encouraged. Count reliably to at least 100 everyday objects. Give a reasonable estimate of a number of objects that can be checked by counting. See notes for Grade 1, Terms 3 and 4 Term 1 in Grade 2 is a consolidation of work done in term 4 of Grade 1. Counting in groups The focus in this term is on counting on and counting in groups. Help learners to count large numbers of objects, by encouraging them to group objects in twos, fives and tens. Number cards should be displayed at each collection to show the number of objects counted. The counting in groups will prepare learners for understanding multiples. Learners should be given the opportunity to see that a group of 100 can be composed in different ways, for example: • 10 groups of ten; • 100 loose ones; or • 2 groups of 50. Counting on Learners still need the experience of being given a collection of objects and then count on from there. Resources: Careful consideration needs to be given to the kind of apparatus used to encourage learners to count in groups. Suitable types of apparatus include: • Structured apparatus, such as a string of counting beads • The abacus to practice counting in groups of ten • Making bundles of 2, bundles of 5 and ten and then counting all with counting sticks or matches • Play money MATHEMATICS Gr a d e 1-3 CAPS 211 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Count objects Counting concrete objects Estimate and count reliably to at least 200 everyday objects. The strategy of grouping is encouraged. Count reliably to at least 100 everyday objects. Give a reasonable estimate of a number of objects that can be checked by counting. Once learners have seen pre-structured or pre-grouped counting apparatus, encourage them to group objects when counting. Learners need to make the link between ordinal and cardinal counting. This is achieved when they realise that stopping the count on reaching the 50th object means that they have counted 50 objects. By the end of the term learners should be able to: • count objects they can touch or hold; • count the counters in groups of fives and tens and • re-arrange them and count again. Learners should be able to answer the question: “Do you still have the same number of counters?” Further activities: Learners should be able to respond to the following kind of instructions and questions: • Here are 100 counters. Count them by grouping them in tens. Now check by counting in ones. Before you start, do you think that the total will be the same? • To count all 100 counters, would you prefer to count them in groups of 20 or 25? Why? • Decide what would be the best way to count a collection of pencils. • Here are 80 counters. If we count in twos or tens, will the total number of counters still be the same? • Count 46 counters by grouping them in twos. MATHEMATICS Grade 1-3 212 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in: • 1s, from any number between 0 and 200 • 10s from any multiple between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 Counts forwards and backwards in: • 1s from any number between 0 and 100 • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Term 1 in Grade 2 is a consolidation of work done in term in 4 Grade 1. A skip counting remains an important skill that will help learners when calculating. Reciting number sequences remains an important skill needed for counting. Counting should continue to form part of learners’ everyday lives and so rhymes, songs and stories should form part of the counting experience. In Grade 1 learners have developed the following concepts related to counting: · The concept of conservation · The cardinality principle - naming a collection · Subitising · Matching in a one-to-one correspondence Skip counting Skip counting is another name for counting in groups. It helps to develop an awareness of number patterns. Skip counting encourages learners to count and think in groups, which makes them more efficient. This also helps them develop their estimation skills. Counting in groups makes them aware of the relationships between non-consecutive numbers. It lays the basis for number patterning and for multiplication. Learners should continue to be supported by images to help the skip counting. Example: 2 4 6 8 10 12 14 16 18 20 22 24 26 8 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 Further activities: Counting forwards and backwards to 100 using the large 100 chart: (5 - 7 min per day) Start counting with the WHOLE CLASS together, stop at a certain number e.g. 24. The learners take turns counting on from that number in groups/pairs/individuals as indicated by the teacher, writing the number at each stop. Ask questions such as what pattern do you see? Where does the first pattern stop? (Example: Pattern for counting in 2s: 2; 4; 6; 8; 10) MATHEMATICS Grade 1-3 CAPS 213 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in: • 1s, from any number between 0 and 200 • 10s from any multiple between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 Counts forwards and backwards in: • 1s from any number between 0 and 100 • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 By the end of the term learners should be able to: Count verbally and respond to questions such as: • Start at 52, count on in ones to 72. • Start at 88 and count back in ones to 70. • Start at 38 and count in twos to 50. • Start at 45 and count in fives to 100. • Start at 10 and count in tens to 100. Learners should be able to apply their counting skills to written activities. For example, in independent work they can complete number sequences: Learners copy and extend different number sequences, Example: 76; 75; 74; __; 72; __; __; __; 68 (backwards in ones) 27; 28; 29; __; __; 32; __ (in ones forwards) 8; 10; __; 14,__ (in twos or even numbers) 5; 10,15,20; 25;___ (in fives) 90; __; 70 60; __ (counting backwards in tens) 10,20,30,40,___,60,70,___ (counting forward in tens). MATHEMATICS Grade 1-3 214 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 200 • Write number symbols 0 - 200 • Recognise, identify and read number names 0 - 100 • Write number names 0 - 100 Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 100 • Write number symbols 0 - 100 • Recognise, identify and reads number names 0 - 25 • Write number names 0 - 25 During this term learners continue to • read and write number symbols to 100; and • read and write number names to 25. By the end of the term learners should be able to: Write the number symbol for the number name presented: • seventeen • twenty-three Match the symbols to the number names Read aloud the numbers on each card: MATHEMATICS Grade 1-3 CAPS 215 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.4 Describe, compare, order numbers Order and compare numbers to 99 • Order whole numbers up to 99 from smallest to greatest, and greatest to smallest . • Compare whole numbers up to 99 using smaller than, greater than, more than, less than and is equal to. Use ordinal numbers to show order, place or position Position objects in a line from first to tenth or first to last e.g. first, second, third … twentieth. Order and compare numbers to 25 • Order whole numbers from smallest to greatest, and greatest to smallest . • Compare whole numbers using smaller than, greater than, more than, less than and is equal to. Use ordinal numbers to show order, place or position Position objects in a line from first to tenth or first to last e.g. first, second, third … tenth. The number range for ordering and comparing matches the calculation number range. This means that in order to calculate to 99, learners’ number sense should be well developed to arrive at solutions. If learners can order and compare confidently beyond the requirement then it will only increase their number and operational sense. Learners should continue to use the language of ordering and comparing: • First, second, third, fourth, fifth, sixth..... • How many… • As many as, the same number as… • Equal to, more than, less than, fewer than, greater than, smaller than, larger than... • First, last, before, after, next, between ... Through ordering and comparing objects and numbers learners have learnt that: • the cardinal aspect of a number is used to describe the number in a set; • the ordinal aspect of a number refers to a number in relation to its position in the set. Example: Colour the third circle yellow. Further activities • Ordinal Numbers: Discuss the difference between the words ‘one’ and ‘first’; ‘two’ and ‘second’ etc. Ask questions such as: When would you use the word ‘three’ and when ‘third’? Can we write first, second, third in a shorter way? • Divide the class into three to four equal groups. Each learner gets a card on which to write his/her name. The group put their names cards in alphabetical order. Teacher and learners can then ask questions, e.g. who is fourth in your group? 1.5 Place value Recognise the place value of at least two-digit numbers to 99 • Know what each digit represents • Decompose two-digit numbers up to 99 into multiples of tens and ones/units • Identify and state the value of each digit Recognise the place value of at least two-digit numbers to 25 • Know what each digit represents • Decompose two-digit numbers into multiples of tens and units/ones • Identify and state the value of each digit What is different from Grade 1? In Term 1, learners work with a higher number range and continue to: • count and group to make a group of tens and loose ones; and • write18 = 1 ten and 8 loose ones 13 = 10 and 3. During this term learners have to continue to engage in many experiences to establish ten as a benchmark and a unit. Ten is 1 ten that contains 10 ones. Regular ‘ten and one’ words (24 is 2 groups of 10 and 4 ones or 2 tens and 4 ones) need to be used regularly to establish a language that symbolises decomposing and composing. MATHEMATICS Grade 1-3 216 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of at least two-digit numbers to 99 • Know what each digit represents • Decompose two-digit numbers up to 99 into multiples of tens and ones/units • Identify and state the value of each digit Recognise the place value of at least two-digit numbers to 25 • Know what each digit represents • Decompose two-digit numbers into multiples of tens and units/ones • Identify and state the value of each digit Working with concrete apparatus • Counting sticks/matches Counting sticks or matches can be grouped to show bundles of tens and loose ones. Example: To show 12 To show 18 To show 25 • The abacus Learners should continue to manipulate concrete apparatus by grouping to form ten ones and understanding that 10 is one group of ten loose ones. Using an abacus, learners should be able to show: - one ten; - one ten and 5 ones; - one ten and 6 ones; - one ten and 7 ones; - one ten and 8 ones; and - one ten and 9 ones. • Dienes blocks During this term the resources to teach place value can be widened. Base ten blocks (part of the Dienes blocks) can be introduced to develop the idea of a ten as a single entity and that: - 10 ones make 1 ten; - 20 ones make 2 tens; and - 16 ones make 1 ten and 6 loose ones. Although learners still need to count and group in tens, they can also show 18 by placing one base ten block and eight loose blocks to show the number. Learners should also group to show 20. MATHEMATICS Grade 1-3 CAPS 217 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of at least two-digit numbers to 99 • Know what each digit represents • Decompose two-digit numbers up to 99 into multiples of tens and ones/units • Identify and state the value of each digit Recognise the place value of at least two-digit numbers to 25 • Know what each digit represents • Decompose two-digit numbers into multiples of tens and units/ones • Identify and state the value of each digit Working with concrete apparatus • Counting sticks/matches Counting sticks or matches can be grouped to show bundles of tens and loose ones. Example: To show 12 To show 18 To show 25 • The abacus Learners should continue to manipulate concrete apparatus by grouping to form ten ones and understanding that 10 is one group of ten loose ones. Using an abacus, learners should be able to show: - one ten; - one ten and 5 ones; - one ten and 6 ones; - one ten and 7 ones; - one ten and 8 ones; and - one ten and 9 ones. • Dienes blocks During this term the resources to teach place value can be widened. Base ten blocks (part of the Dienes blocks) can be introduced to develop the idea of a ten as a single entity and that: - 10 ones make 1 ten; - 20 ones make 2 tens; and - 16 ones make 1 ten and 6 loose ones. Although learners still need to count and group in tens, they can also show 18 by placing one base ten block and eight loose blocks to show the number. Learners should also group to show 20. TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of at least two-digit numbers to 99 • Know what each digit represents • Decompose two-digit numbers up to 99 into multiples of tens and ones/units • Identify and state the value of each digit Recognise the place value of at least two-digit numbers to 25 • Know what each digit represents • Decompose two-digit numbers into multiples of tens and units/ones • Identify and state the value of each digit Equivalent representations During this term the focus is showing equivalent representations for the same number. Twenty should be described as 2 tens (using the bundles or groups of objects) or 2 groups of tens. It is important to show learners that 20 can look different. So show 20 loose objects, one group of ten and 10 loose ones and 2 groups of ten. Learners should be given the opportunity to describe the arrangements, say what is different and what is the same. • Place value cards/Flard cards Place value cards can be introduced and used during this term to show how the numbers are constructed. The place value cards can be shown alongside the bundles or groups of objects. • The value of the digits Learners should start saying what each digit represents. Ask learners: - What number does the 7 represent in 27? - What number does the 2 represent in 29? Learners should use the place value cards to prove their statements. • Moving to written texts During independent time learners should be engaged in written activities that build and consolidate: - the concept of groups of ten and loose ones/units; and - the value of a digit. Example: Colour 12 beads Colour 16 beads Fill in the missing number (this can be done or explained using concrete apparatus) 18 = 1 ten and ____ ones 23 = __ tens and 3 ones MATHEMATICS Grade 1-3 218 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) Recommended resources Objects that can be grouped: • Counting sticks • Counters that can be threaded • Matchsticks • Ice cream sticks • Interlocking cubes MATHEMATICS Grade 1-3 CAPS 219 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.6 Problem￾solving techniques Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Use the following techniques when solving problems and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Learners are expected to solve the word problems using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines Drawings or concrete apparatus Learners will continue to draw pictures and use concrete apparatus to solve problems. It is important that the pictures or drawings contain numbers as well as number sentences. Building up and breaking down This is one of the most important techniques in the Foundation Phase. Using this technique allows learners to split (decompose) and recombine numbers to help make calculations easier. They will largely be using this technique in the Intermediate Phase as well. Doubling and halving This technique is quite sophisticated and requires a strong number sense. Learners who are able to choose this a technique are quite flexible in the strategies they use. For example: Word problem: On one day at the clinic 17 children were given flu vaccinations. The next day 16 children were vaccinated. How many children were vaccinated altogether? The problem could be solved by using doubling. A learner might say double 16 plus 1 or double 17 minus 1. Number lines Using number lines in order to help calculate will allow learners a way to record their thinking and to keep track of it. It also allows learners to have a recording image that they can use to explain how they solved the problem. Learners have been using number lines since Grade 1. By now they should be able to construct blank number lines on which they put the starting number and then determine how to get from one to the other. During the term there will be progression in the structuring of the number lines. Example of how learners can use the number line to record calculating techniques: Zonke has 6 fluffy toys. Zia has 6 more than Zonke. How many fluffy toys does Zia have? Learners will construct the following number lines to help them arrive at an answer. 0 1 2 6 4 3 5 7 8 9 13 11 10 12 14 15 Learners can also break 6 into groups of 2. The number line will then show jumps of 2s from 6. MATHEMATICS Grade 1-3 220 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.6 Problem￾solving techniques Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Use the following techniques when solving problems and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Example: Once learners are confident in counting on from a given number, the number line should start at 6. The way this number line is structured matches the concept of counting on. It is important that learners see number lines starting at different numbers when using it for counting or ordering of numbers. One can break up 6 into groups of 2 and add on from 6 Example: 6 can be halved and 2 jumps of 3 are recorded. Example: Learners should be given lots of opportunity to say how a number can be reached using the number line. One can ask: What are the different jumps we can do to reach 15? In order to jump towards numbers, learners need to know the bonds to 15 or be able to use the number line to arrive at an answer. It is important that learners talk about how ‘big’ the jump is. Practising this kind of activity prepares learners for working with empty lines. When working with number lines, some learners may need to hold a string of beads above or below the number line to help them count. Allow learners to choose the technique most comfortable for them. However, if learners are using techniques that are not efficient, they need to be guided to use more efficient ones. Learners are practising these strategies. They do not have to be fluent in their use. Note that learners often use different ways of solving a problem that may not be what the teacher expects. For example, a division problem may be solved by repeated subtraction, addition, or multiplication. Learners’ methods will change in the course of the year as their understanding of and familiarity with the problem types grow, and as their number concept develops. MATHEMATICS Grade 1-3 CAPS 221 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 99. Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20. What is different from Grade 1 During this term learners practise doing word problems and work on becoming confident in using the following the techniques when solving problems: • Drawings or concrete apparatus • Building up and breaking down • Doubling and halving • Number lines In this term, give learners plenty of support in their attempts to record and represent their calculations. Learners should be writing down number sentences as a written record for the problem solved. It is important to watch which learners struggle to write a number sentence to identify particular problems. Problem type 1: Change Join Separate Result unknown Moeketsi has 6 sweets. Mahlodi gives him 9 more. How many sweets does Moeketsi have altogether? There are 15 sweets. Moeketsie eats 6. How many are left for Mahlodi? Change unknown Moeketsi has 6 sweets. How many more does he need to have 15? Moeketsi has 15 sweets. Mahlodi eats some. There are 9 left. How many did Mahlodi eat? Start unknown Moeketsi had some sweets. Mahlodi gives him 9 more. Now he has 15. How many did Moeketsi start with? Moeketsi eats some sweets. He gave 6 to Mahlodi. Now he has 8 sweets left. How many did he start with? Problem type 2: Compare Join Separate Result unknown Moeketsi has 6 sweets. Mahlodi has 15 sweets. Change unknown Mahlodi has 9. How many more sweets does Mahlodi have than Moeketsi? Mahlodi has 6 sweets. He has 9 fewer sweets than Moeketsi. How many sweets does Mahlodi have? Start unknown Mahlodi has 15 sweets. She has 9 more sweets than Moeketsi. How many sweets does Moeketsi have? Mahlodi has 16 sweets. Moeketsi has 9 fewer sweets than Mahlodi. How many sweets does Mahlodi have? MATHEMATICS Grade 1-3 222 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 99. Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20. Problem type 3: Equalise Join Separate Result unknown Mahlodi has 15 sweets. Moeketsi has 6. How many more sweets must Moeketsi get to have as many as Mahlodi? Mahlodi has 16 sweets. Moeketsi has 6 sweets. How many more sweets should Mahlodi eat to have the same number as Moeketsi? Change unknown Moeketsi has 6 sweets. If he buys 9 sweets he will have as many as Mahlodi. How many does Mahlodi have? Moeketsi has 6 sweets. If Mahlodi eats 9 sweets she will have the same number of sweets as Moeketsi. How many sweets does Moeketsi have? Start unknown Mahlodi has 15 sweets. If Moeketsi buys 9 more sweets he will have the same number of sweets as Mahlodi. How many sweets does Moeketsi have? Mahlodi has 16 sweets. If she eats 9 sweets she will have the same number of sweets as Moeketsi. How many sweets does Moeketsi have? 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems using repeated addition or multiplication with answers up to 50. Solve word problems in context and explains own solution to problems involving repeated addition leading to multiplication with answers up to 20. Multiplication The basic understanding of multiplication in this grade is grouping. Making groups can help the learner in representing multiplication situations. There are three main categories of problem situations that involve the multiplication of whole numbers: • Equivalent groups (e.g. three tables, each with four children): which are represented as repeated sets • Multiplicative comparison (e.g. three times as many boys as girls): which is represented as many to one correspondence • Rectangular arrays (e.g. three rows of four children): which are represented as rows and columns Each of these situations can be associated with particular ways of asking a question (see Problem-solving types in Grade 2 of Section 2). Problem situations for multiplication involve the following three numbers in a mathematical relationship: • The number of objects in each set • The number of sets • The total number MATHEMATICS Gr a d e 1-3 CAPS 223 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems using repeated addition or multiplication with answers up to 50. Solve word problems in context and explains own solution to problems involving repeated addition leading to multiplication with answers up to 20. Examples of problems that can be done this term It is expected that while solving the problems below, learners will use pictures, drawings or concrete apparatus to aid calculation. If learners are drawing pictures to help them calculate, the drawings should reflect a grouping situation. Learners should be encouraged to write number sentences for all the word problems. Expect learners to use repeated addition number sentences to show the solution. Examples of problems that can be done: Repeated addition • How many wheels do 4 bicycles have? • How many eyes do 7 children have? Learners might solve the problem in the following way: Pictures or drawings should show grouping. Learners should be encouraged to count in 2s to get to the answer. They should also be encouraged to represent their counting in a number sentence.    2      +    2      +      2    +      2      +    2    +    2    +    2        =    14   Rate Thami drinks 3 cups of milk every day. How many cups of milk does he drink in a week? Grids or arrays Mr Khumalo plants 3 rows of cabbage plants. There are 5 plants in a row. How many cabbage plants are there altogether? • A vegetable garden has 5 rows of plants. Every row has the same number of plants. If there is a total of 15 plants, how many plants are in each row? • A vegetable garden has 18 plants that are planted in rows. There are 6 plants in each row. How many rows are there? · MATHEMATICS Grade 1-3 224 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.9 Grouping and sharing leading to division Solve and explain solutions to practical problems that involve equal sharing and grouping up to 99 with answers that may include remainders. Solves and explain solutions to practical problems that involve equal sharing and grouping up to 20 with answers that may include remainders. As with multiplication, the basic understanding of division in this grade, is equal sharing and grouping • grouping (e.g. twelve children at tables of four, how many tables) • sharing (e.g. twelve children at four tables, how many at each) Some learners arrive at school capable of modelling both grouping and sharing division problems with concrete apparatus. Problem situations for multiplication and division involve the following three numbers in a mathematical relationship: • The number of objects in each set • The number of sets • the total number Examples of problems that can be done this term Sharing • I have 12 pencils to share equally among the three of you; how many will you each get? • There are 18 toy cars; can you share them equally between the two of you? • There are 16 plums and 8 children share them out equally. How many plums does each child have? • Naomi has 20 flowers. She puts them into 2 vases. How many flowers in each vase? • Tom bakes 8 cakes. He has 40 smarties. How many smarties can he put on each cake? Grouping • How many cars can you make if you have 8 wheels? How many motorbikes? • There are 18 apples in a box. How many bags of 3 apples can be filled? • A baker bakes 30 buns. She puts 6 buns in every box. How many boxes can she fill? • There are 16 children here today. How many teams of 4children can we make? Array Mongezi packs out 20 counters into 10 rows. How many counters in a row? · MATHEMATICS Gr a d e 1-3 CAPS 225 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.11 Money • Recognise and identify the South African coins, c, 10c, 20c, 50c, R1, R2, R5, and bank notes R10, R20, R50 • Solve money problems involving totals and change to R99 and in cents up to 90c • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5, and bank notes. R10, R20, R50 • Solve money problems involving totals and change in cents up to 50c or rands to R20 What is different from Grade 1 During this term learners practise recognising money and breaking money into smaller parts. Examples of problems that can be done this term • Could you share 50c equally among four children? Explain how. • Bubble gum sweets cost 10c each. Busi spent 50c. How many bubble gum sweets did she buy? • Thenje pays R5 to travel by taxi to school in the morning. She pays with a R20 note. How much change does she receive? How much money will she have left when she travels back home by taxi? • A fizzpop costs R2,50. Palesa wants to buy 4 fizzpops. She has R8,00. Does she have enough money? If not, how much more money does she need? · MATHEMATICS Grade 1-3 226 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when performing calculations: • Drawings or concrete apparatus e.g. Counters • Building up and breaking down numbers • Doubling and halving • Number lines What is different from Grade 1 Learners are expected to solve context free-calculations using the following techniques: • Drawings or concrete apparatus • Building up or breaking down numbers • Doubling and halving • Number lines Drawings or concrete apparatus Learners will continue to draw pictures and use concrete apparatus to solve problems. It is important that the pictures or drawings contain numbers as well as number sentences. Building up and breaking down This is one of the most important techniques in the Foundation Phase (learners will also use decomposing frequently in the Intermediate Phase). Using this technique allows learners to split (decompose) and recombine numbers to help make calculations easier. During this term learners will: • break up numbers using place value; • break up numbers using multiples of 10; and • break up into number pairs e.g. pairs that make 20. Doubling and halving Learners continue using doubling and halving as a calculating strategy. Number lines See the notes for further examples of doing number lines in the problem-solving section. • Addition and subtraction Learners should be constructing their own number lines and breaking up the numbers in manageable parts. Example: 8 + 12 The number line should start at 8 and learners can create: - 2 jumps of 6 - 4 jumps of 3 - 3 jumps of 4 - One jump of 10 and then a jump of 2 MATHEMATICS Grade 1-3 CAPS 227 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when performing calculations: • Drawings or concrete apparatus e.g. Counters • Building up and breaking down numbers • Doubling and halving • Number lines • Multiplication Number lines should continue to be used to support repeated addition. Equal jumps are recorded on the number line and supporting sentences can be recorded as well. Example: 5 + 5 + 5 + 5 + 5 = 25 5 hops of 5 make 25 5 groups of 5 = 25 5 x 5 = 25 For a given multiplication, learners should be able to explain how jumps can be made on the number line. Allow learners to choose the technique most comfortable for them. However, if learners are using techniques that are not efficient they need to be guided to use more efficient ones. Note that learners may often solve a problem in ways that a teacher may not expect. For example, a division problem may be solved by repeated subtraction, addition, or multiplication. Learners’ methods will change in the course of the year as their understanding of and familiarity with the problem types grow, and as their number concept develops. MATHEMATICS Grade 1-3 228 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+, -, =, ) • Practise number bonds to 10 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, -, =, ) • Practise number bonds to 10 What is different from Grade 1? There is a greater focus on developing calculation strategies or techniques during this term. Breaking down numbers in order to calculate becomes an important technique that learners will practise. This term focuses on: Using building-up and breaking-down number activities that will help develop an understanding of addition and subtraction Learners practise addition and subtraction to 20. It is within this number range that learners will begin to develop place value concepts of tens and units/ones. Counting in groups remains important and learners should begin to realise that counting on in ones is simply not an efficient strategy. It is within this number range that learners should really think hard about the strategies that they will use. Choosing an appropriate calculating strategy helps learners to become proficient in calculating. In order to calculate within the number range 0 - 20 learners’ experience should include: • counting objects; • recognising, reading and writing numbers; • comparing and ordering numbers; • building up and breaking down numbers; • practise doing addition and subtraction up to 20; • doubling and halving; and • memorising some number facts. MATHEMATICS Gr a d e 1-3 CAPS 229 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+, -, =, ) • Practise number bonds to 10 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, -, =, ) • Practise number bonds to 10 Possible calculating techniques for addition and subtraction The techniques shown below allow learners to formalise their counting and number sense. Practising the techniques below will encourage learners to reflect upon the relationships between numbers and teach learners that they can actually use and apply their knowledge in order to calculate. Put the greater number first in order to count on or back 4 + 12 =  Rearrange 4 + 12 as 12 + 2 and count on from 12 dentify near doubles I8 + 7 The learner can explain that the sum can be written as 8 + 8 - 1 (double 8 minus 1) or 7 + 7 + 1 (double 7 plus 1). Learners might record their strategies using arrows 8 + 8→16 + 1 = 15 Change a number to ten and then subtract or add ones This strategy can be taught with quite low number ranges and applied to higher numbers. 9 + 6 =  Learners can say to themselves: “I will take one away from the 6 and add it to the 9 to make 10.” Therefore 9 + 6 can be written as 10 + 5 = 15. 8 + 5 =  The learners can say to themselves: “I will take two away from the 5 and add it to the 8 to make 10.” Therefore 8 + 5 can be written as 10 + 3 = 13 MATHEMATICS Grade 1-3 230 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+, -, =, ) • Practise number bonds to 10 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, -, =, ) • Practise number bonds to 10 Breaking down a number into smaller parts to make calculation easier Learners will break up a number into different parts that are manageable for them. Counting on by breaking up one number 11 + 7 =  11 + 4 + 3 11 + 4 → 15 + 3 = 18 11 + 7 =  11 + 5 + 2 11 + 5 → 16 + 2 = 18 17 – 9 =  17 – (7 + 2) 17 – 7 → 10 – 2 = 8 12 + 7 =  10 + 2 + 7 7 + 2 → 9 + 10 = 19 Use knowledge of the inverse relationship between addition and subtraction 15 - 9 =  The learner knows that the sum can be rewritten as an addition sum: “I know that 9 +  = 15.” The learner might use counting on in order to do the calculation. Number bonds In order to practise the number bonds, a variety of activities must be given to learners. This is ideally done during independent time. The number line can also be used to practise the bonds to 10. MATHEMATICS Gr a d e 1-3 CAPS 231 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Add the same number repeatedly to 50 • Multiply numbers 1 to 10 by 1, 2, 5, 3 and 4 • Use appropriate symbols (+, x, =, ) • Add the same number repeatedly to 20 • Multiply numbers 1 to 10 by, 2, • Use appropriate symbols (+, x, =, ) What is different from Grade 1 Learners will make the transition from repeated addition to multiplication. They will begin to understand the concept of multiplication. They will be engaged in activities that allow them to see the relationship between numbers: • The number of objects in a set/group • The number of sets or groups • The total number Learners arrive in Grade 2 understanding repeated addition. By the end of the term they should be able to: • relate skip counting and repeated addition to the understanding of multiplication; • use, read and write the multiplication sign; • write multiplication number sentences; and • multiply numbers 1 to 10 by 2. When doing solving word problems learners will most likely use repeated addition, except for those word problems that contain the array image. It is in the context of free situations that other images for multiplication can be used. Arrays As learners gain experience with a variety of multiplication word sums, organising groups into arrays can provide a structure for showing the commutative nature of multiplication e.g. 2 x 4 is the same as 4 x 2. ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ 4 + 4 = 8 ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ 2 + 2 + 2 + 2 = 8 MATHEMATICS Grade 1-3 232 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Add the same number repeatedly to 50 • Multiply numbers 1 to 10 by 1, 2, 5, 3 and 4 • Use appropriate symbols (+, x, =, ) • Add the same number repeatedly to 20 • Multiply numbers 1 to 10 by, 2, • Use appropriate symbols (+, x, =, ) Using arrays allows for: • the building up and breaking down of numbers; • linking multiplication to and repeated addition; • thinking of multiplication as an array; and • laying the basis for the commutative law. Focus learner’s attention on the number of rows and the number of counters in the rows. ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ 4 + 4 = 8 There are 4 rows of 2, which is 8 altogether. Learners should also record in the following way: ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ 2 + 2 + 2 + 2 = 8 There are 2 rows of 4, which is 8 altogether. The word “times” can then be introduced: 4 times 2 is 8. Once learners have had sufficient experience, the multiplication sign can be introduced together with the following language that has been developed: • 4 groups of 2 • 4 twos • 2 + 2 + 2 + 2 = 8 • 4 groups of two or 4 times 2 is 8 Even though the sign is introduced, words, pictures and multiple images to support the understanding of the operation remain important. Images for understanding multiplication: • Unifix cubes can be used and you could pack out 4 columns of cubes and in each column there could be 2 cubes. This allows the learner to say: there are four stacks and there are 2 in each stack. It allows them to record 2 +2 + 2 + 2 and 4 groups of 2 is 4 x 2. • The number line can be used to show the repeated addition or groups of numbers. This is strongly linked to skip counting. Learners should be able to record the following: 1 group of 2 is 2 or 1 times 2 is 2 or 1 x 2 = 2 2 groups of 2 are 4 or 2 times 2 is 4 or 2 x 2 = 4 3 groups of 2 are 6 or 3 times 2 is 6 or 3 x 2 = 6 MATHEMATICS Grade 1-3 CAPS 233 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: Range 99 • Order a given set of selected numbers. • Compare numbers to 99 and say which is more or less • Know which number is 1 more or 1 less • Know which number is 2 more or 2 less • Know which number is 3 more or 3 less • Know which number is 4 more or 4 less • Know which number is 5 more or 5 less. • Know which number is 10 more or less. Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Number concept: Range 25 · Order a given set of selected numbers · Compare numbers to 99 and say which is more or less · Know which number is 1 more or 1 less · Know which number is 2 more or 2 less · Know which number is 10 more or 10 less Rapidly recall: · Recall addition and subtraction facts to 10 Mental strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Mental number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction What is different from Grade 1? This term focuses on: The mental mathematics programme should be developed systematically over the year. Learners should not be asked to do random calculations each day. As learners cover topics and develop calculating strategies in the main part of the lesson, aspects of these can be incorporated into the mental mathematics programme: concepts and skills are developed through the main lesson, and then practised, sometimes with smaller number ranges, in the mental mathematics programme. You can keep the number range lower in Term 1 and increase it during the year. At the start of the year, number ranges and calculation strategies can be based on those developed in Grade 1. Number concept: Examples of questions that can be asked: Number names and symbols Hold up a card or write down a number name. Choose a learner to write the matching numeral. More or less What is • 1 less than 15 • 1 more than 9 • 10 more than 15 • 10 less than 16 What is the 5th letter of the alphabet? What is the 9th month of the year? Ordering and comparing Which is more: 12 or 21? Give a number between 17 and 19. · MATHEMATICS Grade 1-3 234 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Addition and subtraction facts: • Know by heart all addition and subtraction number bonds to 10  +  = 10  +  = 8 Add and subtract fact for all numbers up to and including 10 1 + 9 = 10 9 + 1 = 10 2 + 8 = 10 8 + 2 = 10 8 – 4 = 4 8 – 4 = 4 8 – 5 = 3 8 – 3 = 5 Quickly recall addition doubles to 10. This should include corresponding subtraction facts. • 1 + 1 = 2 • 2 + 2 = 4 • 3 + 3 = 6 • 4 + 4 = 8 • 5 + 5 = 10 Show me the number to add to ...... to make 10 (writing down or using the place value or Flard cards) • 8 • 2 • 9 • 5 • 3 Show me the number left when …. Is taken away from 10(writing down or using the place value or Flard cards) • 5 • 3 • 6 • 1 • 7 Some mental mathematics can be done without apparatus, but it is often useful to do mental mathematics with apparatus and to record what is done. Recommended apparatus • a number line (structured and empty) • a number grid • place value cards (Flard cards) • counting beads MATHEMATICS Grade 1-3 CAPS 235 GRADE 2 TERM 1 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects. Create and describe own patterns Create own geometric patterns • with physical objects • by drawings lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe • Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create and describe own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Copying the pattern helps learners to see the logic of how the pattern is made. Extending the pattern helps learners to check that they have properly understood the logic of the pattern. Describing the pattern helps learners to develop their language and speaking skills. It also helps you to see how learners have interpreted the pattern. It is usually easier for learners to talk about the pattern after they have made it. Learners need to be trained in what to look for and how to describe the pattern. You can model this for them by asking questions like. “What shapes do you see in this pattern?” “ “Are they all the same colour?” “Do you see one or more shapes in the pattern?” “Do the objects all face the same way?” “Are there the same number of objects in each group?” “How many objects are in each group?” “Are all the shapes the same size?”etc. Include the 2- D geometric shapes and 3- D geometric objects that learners have learned about. Learners can make 2- D shapes by cutting out paper or card, or they can draw them. They can make patterns from box shapes, ball shapes and cylinders that they have made from clay or play dough. Patterns can be made by using one object but having the colours of the object change in a regular way. Example: Patterns can be made from identical repeating groups, where each group has only one kind of object but the position of the objects in a group change. Identical groups are repeated 1 lesson MATHEMATICS Grade 1-3 236 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects. Create and describe own patterns Create own geometric patterns • with physical objects • by drawings lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe • Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create and describe own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Example: In some patterns different objects are used to make up a group, but the groups of objects are repeated in exactly the same way. Example: Patterns can be made in which the size of objects alternates in exactly the same way. Learners can make patterns by threading beads. Patterning can also be done in the Life Skills lesson. 1 lesson MATHEMATICS Grade 1-3 CAPS 237 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 200 Create and describe own patterns Create own number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 100 Sequences should show counting forwards and backwards in: • 1s from any number between 1 and 100 • 10s from any multiple of 10 between 1 and 100 • 5s from any multiple of 5 between 1 and 100 • 2s from any multiple of 2 between 1 and 100 Number sequences can be linked with and support counting. As learners counting skills change and develop, the kinds of number sequences learners work with can develop. Sequences should show counting forwards and backwards in: • 1s from any number between 1 and 100 • 10s from any multiple of 10 between 1 and 100 • 5s from any multiple of 5 between 1 and 100 • 2s from any multiple of 2 between 1 and 100 In Grade 2 learners count backwards in multiples of 10, 5, and 2 for the first time. Learners can point to numbers as they count. It is useful to give learners number sequences in different representations e.g. • A written sequence of numbers 100; 99; 98; 97; 96, …… • Number lines • Number grids • Number chains Learners can cover, colour, or circle numbers as they count on number lines and number grids. Learners can fill in missing numbers on number lines, number grids, in written number sequences and number chains e.g. By the end of the term learners count work with sequences to and from 100. 3 lessons MATHEMATICS Grade 1-3 238 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 TERM 1 3. S PA C E AND SHA P E (GEOMETRY) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, building blocks, recycling material, construction kits, other 3- D geometric objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) Features of Objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, building blocks, recycling material, construction kits, other 3- D geometric objects What is different from Grade 1? • Cylinders are new to Grade 2 but can be introduced in Term 3. In Term 1, learners can revise and consolidate what they did in Grade 1. Learners can focus on cylinders in Term 3. Most of the work on 3- D objects in Grade 2 should be done with concrete/physical objects. We experience the world in three dimensions, so starting with physical objects helps learners to build on the experience that they bring to school. Many young learners struggle to interpret 3- D geometric objects from pictures. Working with the physical objects helps learners to interpret pictures of the geometric objects later. When you hold a physical object you can turn it around and look at it from all sides. You can see what it looks like from behind and underneath. When you only have a picture, you have to imagine the parts that are not visible in the drawing. This is not always easy for young learners. If learners are only given a definition of an object without seeing it or holding it, it is very difficult to understand the features of an object completely. Building with 3- D objects Learners copy a model of something that you as the teacher provides e.g. a tower, a robot, train, taxi, castle etc. Models or constructions can be made using building blocks, recycling material, construction kits, other 3- D geometric objects, cut-out 2- D shapes. This can be done in independent time. It is important for learners to talk about the models they have made. For example, if a tower is built of boxes or blocks, you can ask learners, “Can you build a tower with only balls?” They should explain their answer. Comparing and describing 3- D objects: size Learners compare the size of similar objects e.g. • order balls according to size ; and • use the language of size to compare objects: “The box is bigger than the ball, because I can put the ball inside the box.” 3 lessons MATHEMATICS Grade 1-3 CAPS 239 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, building blocks, recycling material, construction kits, other 3- D geometric objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) Features of Objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, building blocks, recycling material, construction kits, other 3- D geometric objects Describing 3- D objects: colour Learners talk about the colours of objects and then sort objects according to colour. Identifying and naming objects and their colours, as well as comparing sizes of objects, can be practised during work with patterns. 3- D objects in Grade 2 Learners work with • balls and objects shaped like balls; and • various boxes and other objects shaped like rectangular prisms or cubes. Learners investigate which of the objects can roll, which slide. Focussing on features of 3- D objects Learners can make a slide or incline by placing a box under one end of a large book. They can then experiment to see whether objects slide or roll. This is a continuation of what they did in Grade 1, but now cylinders are included. Learners can also investigate whether they can make stacks or towers using only balls, or only boxes. Recognising and naming balls (spheres) and boxes (prisms) Learners should be given a range of objects to work with: • shaped like spheres, e.g. balls or different size, marbles, oranges etc.; and • shaped like prisms, such as blocks, bricks, boxes of different sizes, e.g. matchboxes, cereal boxes, tea boxes, toothpaste boxes. Learners can find objects shaped like a ball (sphere), or shaped like a box (prisms) when given a collection of objects. Learners can find or show objects shaped like boxes (prisms) in the classroom. e.g. this brick is shaped like a box or this orange is shaped like a ball. 3 lessons MATHEMATICS Grade 1-3 240 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects During independent time learners can continue to • sort objects according to size; • sort objects according to colour; • build with objects; and • make balls and box shapes (prisms) from clay or play dough. Written exercises Although most of the work with 3- D objects is done practically, work must be consolidated through written exercises. 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, building blocks, recycling material, construction kits, other 3- D geometric objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) Features of Objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, building blocks, recycling material, construction kits, other 3- D geometric objects Language It is important to develop learners’ ability to talk about 3-D objects. • Language of size: Big, bigger, biggest, small, smaller, smallest • Colours • Language of objects: Boxes, balls (learners are not expected to know the term sphere) • Language of position to describe construction e.g. on top of, under, behind, in front, next to, alongside, under, over, near, between, inside, outside The language of size and colour can be developed in the language or Life Skills lesson time and applied or practised in the Mathematics lesson time. The language of position can be developed in the Language or life Skills Lesson time and when learners focus specifically on position. It can be applied or practised when learners work with 3-D objects. 3 lessons MATHEMATICS Grade 1-3 CAPS 241 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects During independent time learners can continue to • sort objects according to size; • sort objects according to colour; • build with objects; and • make balls and box shapes (prisms) from clay or play dough. Written exercises Although most of the work with 3- D objects is done practically, work must be consolidated through written exercises. 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, building blocks, recycling material, construction kits, other 3- D geometric objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) Features of Objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, building blocks, recycling material, construction kits, other 3- D geometric objects Language It is important to develop learners’ ability to talk about 3-D objects. • Language of size: Big, bigger, biggest, small, smaller, smallest • Colours • Language of objects: Boxes, balls (learners are not expected to know the term sphere) • Language of position to describe construction e.g. on top of, under, behind, in front, next to, alongside, under, over, near, between, inside, outside The language of size and colour can be developed in the language or Life Skills lesson time and applied or practised in the Mathematics lesson time. The language of position can be developed in the Language or life Skills Lesson time and when learners focus specifically on position. It can be applied or practised when learners work with 3-D objects. 3 lessons GRADE 2 TERM 1 4. MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Know days of week • Know months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours, half hours and quarter hours Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks. Use clocks to calculate length of time in hours, half hours or quarter hours. Telling the time • Knows days of week • Knows months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours on analogue clocks In Grade 1 learners spoke about • the sequences of events; and • the duration of time. They learned the days of the week and months of the year and used these as well as other language to talk about the sequencing of events from their lives. They spoke about how long things take, using language such as longer or shorter and faster or slower. Learners ordered sequences of pictures such as • the steps to make a sandwich or a cup of tea; • photographs showing a baby grown into an elderly person; • life cycle of animals e.g. egg to chicken, or egg to frog or egg to a butterfly; and • regular events in the day (waking up, being at school, playing, eating supper, sleeping). They place birthdays on the calendar throughout the year. In Grade 2 learners continue to practise talking about the duration of time and the sequencing of time. During whole class teaching time and focus group time, learners continue to talk about the day of the week, month of the year and the date of the current day, as well as days before and days to come. Learners become familiar with calendars by the continual placing of • birthdays; • religious festivals; • historical events; • school events; and • public holidays on the calendar During independent work time learners continue to sequence events from their daily lives and sequence pictures of events in order. 2 lessons MATHEMATICS Grade 1-3 242 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Know days of week • Know months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours, half hours and quarter hours Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks. Use clocks to calculate length of time in hours, half hours or quarter hours. Telling the time • Knows days of week • Knows months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours on analogue clocks What is different from Grade 1? A focus in Grade 2 is on telling the time, especially reading clocks. In Term 1 learners focus their attention on telling the time in hours, using an analogue clock. However, learners should also tell the time of regular events during the day on a continual basis. For example, learners can be asked to tell the time when school starts, at break time and at home time, or when they change from one lesson to another. Choose times where the clock shows an exact hour. It is useful to have a large working clock displayed in the classroom, so that learners can refer to it. Learners can also make models of clocks. You can then ask them to show various times and include some calculations e.g. Show me 10 o’clock. Show me what the time will be 2 hours after 10. 2 lessons MATHEMATICS Grade 1-3 CAPS 243 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring • Estimate, measure, compare order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring Estimate, measure, order and record length using metres (either metre sticks or metre long lengths of string) as the standard unit of length. What is different from Grade 1? In Grade 1 learners focused on • placing objects directly next to each to compare lengths, heights and widths; and • informal measurement with non-standard units of length. In Term 1 of Grade 2 learners should continue to focus on informal measurement using non-standard units, but can also be introduced to metres as a unit of measurement. Informal measurement of length using non-standard units of length Learners can learn all the principles and practises of measurement using non-standard units. Measuring with non-standard units should not be considered to be inferior to measuring with standard units. Measuring length with non-standard units involves counting how many of the chosen unit are the same length as the object being measured. For example the length of the desk is 8 hand spans. Learners should measure a variety of objects using a range of objects as informal units. There are three ways to use informal units: length, distance and height. • Pack out in a row across the object being measured, a number of objects of the same length such as matchboxes, identically shaped bottle tops or counters, new pencils etc. For example, to measure the width of a desk, new pencils can be packed out end to end across the desk. Here it is important that - all the objects are the same length. You cannot state that your book is as wide as 12 bottle tops if the bottle tops are of different sizes e.g. 2 litre milk bottle tops, plastic cool drink bottle tops, metal bottle tops etc - no gaps are left between the objects: they need to be packed out so that they touch each other • Use two identical objects as the non-standard units. Place the one next to the other, and then move the first to the other side of the second. This is done when measuring with hand spans, foot lengths or paces. • Use only one object as the non-standard measure, either flipping it over or marking its end point before sliding it along. 3 lessons MATHEMATICS Grade 1-3 244 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring • Estimate, measure, compare order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring Estimate, measure, order and record length using metres (either metre sticks or metre long lengths of string) as the standard unit of length. Learners should be taught always to state the unit e.g. the book is 12 bottle tops wide, the classroom is 9 paces long. Once learners have measured with any unit a couple of times, they should estimate about how many of that unit long the object to be measured is. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit. Learners need to be taught that in order to compare lengths, heights or widths the same unit needs to be used. For example, if the width of the doorway measured is 20 hand spans and the width of the desk is 8 pencil lengths, you cannot say whether the doorway is wider than the desk. Learners need to measure with a range of informal units, so that they can • begin to understand that the smaller the unit, the larger the number of times it will be used, e.g. the width of the classroom could be 20 paces but 48 foot lengths; and • begin to use units which are appropriate to what they are measuring, e.g. measuring the width of the classroom with bottle tops is a waste of time. Introducing formal measurement Most of the time spent on measurement in Grade 2 should be on informal measurement. However, you can give learners the opportunity to begin to develop a sense of how long a metre is. This is best done if learners measure with a 1 metre long “instrument” (such as a metre ruler, a stick that is cut to 1 metre long or pieces of string that are 1 metre long). Seeing the 1 metre length helps learners to form an image of how long a metre is. It is possible to measure in metres with a trundle wheel, but the metre length is not as easily seen. Learners can begin by finding things that are exactly 1 metre long. It is useful to have everyday referents as comparisons, e.g. the width of a door and height of a window is often 1 m. This helps learners to use these lengths or widths that they can see to estimate the lengths of other objects they measure. Once learners have some experience of measuring in metres, they should estimate before every measurement Learners can then find things that are either longer or shorter than 1 metre. Finally they can measure a variety of lengths or distances in metres. Recording measurements Although measuring is a practical skill, learners should record their measurements (with both informal units and metres) at all times. Measuring length as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the contexts of • informal measurement of length, e.g. Lebo’s desk is 11 hand spans long. Teacher’s desk is 19 hand spans long. How much longer is the teacher’s desk? • measuring lengths in metres Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. 3 lessons MATHEMATICS Grade 1-3 CAPS 245 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring • Estimate, measure, compare order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring Estimate, measure, order and record length using metres (either metre sticks or metre long lengths of string) as the standard unit of length. Learners should be taught always to state the unit e.g. the book is 12 bottle tops wide, the classroom is 9 paces long. Once learners have measured with any unit a couple of times, they should estimate about how many of that unit long the object to be measured is. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit. Learners need to be taught that in order to compare lengths, heights or widths the same unit needs to be used. For example, if the width of the doorway measured is 20 hand spans and the width of the desk is 8 pencil lengths, you cannot say whether the doorway is wider than the desk. Learners need to measure with a range of informal units, so that they can • begin to understand that the smaller the unit, the larger the number of times it will be used, e.g. the width of the classroom could be 20 paces but 48 foot lengths; and • begin to use units which are appropriate to what they are measuring, e.g. measuring the width of the classroom with bottle tops is a waste of time. Introducing formal measurement Most of the time spent on measurement in Grade 2 should be on informal measurement. However, you can give learners the opportunity to begin to develop a sense of how long a metre is. This is best done if learners measure with a 1 metre long “instrument” (such as a metre ruler, a stick that is cut to 1 metre long or pieces of string that are 1 metre long). Seeing the 1 metre length helps learners to form an image of how long a metre is. It is possible to measure in metres with a trundle wheel, but the metre length is not as easily seen. Learners can begin by finding things that are exactly 1 metre long. It is useful to have everyday referents as comparisons, e.g. the width of a door and height of a window is often 1 m. This helps learners to use these lengths or widths that they can see to estimate the lengths of other objects they measure. Once learners have some experience of measuring in metres, they should estimate before every measurement Learners can then find things that are either longer or shorter than 1 metre. Finally they can measure a variety of lengths or distances in metres. Recording measurements Although measuring is a practical skill, learners should record their measurements (with both informal units and metres) at all times. Measuring length as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the contexts of • informal measurement of length, e.g. Lebo’s desk is 11 hand spans long. Teacher’s desk is 19 hand spans long. How much longer is the teacher’s desk? • measuring lengths in metres Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. 3 lessons TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Measure their own mass in kilograms using a bathroom scale In Grade 1 it was recommended that learners focus on working with a measuring balance to • compare the mass of objects directly; • order and compare the mass of three or more objects, by placing pairs of objects on a balance, until all objects can be sequenced; and • find the mass of objects using informal units of mass. Learners also focussed on developing the language to talk about mass. During independent work time learners can practise to estimate, measure, compare, order and record mass using a balance and informal units of mass. Measuring mass as a context for solving problems and calculations Problem-solving and calculations can continue to use the context of mass given in informal measurements. During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of informal measurement of mass, e.g. The duster has a mass of 11 marbles. The box of crayons has a mass of 8 marbles. Together they will have a mass of how many marbles? Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. MATHEMATICS Grade 1-3 246 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non￾standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups • Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint In Grade 1 it was recommended that learners focus on • developing the language to talk about differences in volume; • comparing the volumes in two identical containers; • comparing the volumes in two different-looking containers, especially wider and narrower containers; and • measuring volumes and capacities with non-standard instruments and units. What is capacity? What is volume? A bottle can have a capacity of four full cups, but it may not be filled to its full capacity; it could, for example, only contain a volume of one cup of water at a particular time. Capacity is the total amount that an object can hold (or the amount of space inside the object). Volume is the amount of space that something takes up. Sometimes learners will be measuring how much liquid (or sand or other substances) are in a container. This is measuring the volume of the substance in the container. At other times learners will be measuring how much a container can hold if it is filled to its maximum capacity. During independent work time learners can practise to estimate, measure, compare, order and record volumes and capacities with non-standard instruments and informal units of capacity. Cooking and baking are a useful context in which learners can practise measuring capacity. Choose recipes in which measurements are given in cups, teaspoons and other informal units. Measuring capacity as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of informal measurement of capacity or volume, e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? Take account of the number range appropriate for the term, as well as the range of problems types. MATHEMATICS Grade 1-3 CAPS 247 GRADE 2 TERM 1 5. DATA HANDLIN G TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to answer questions posed by the teacher Collect and organise data Collect data about the class or school to answer questions posed by the teacher Represent data Represent data in pictograph Analyse and Interpret data Answer questions about data in pictograph What is different from Grade 1? • Learners no longer work with collections of objects. • Learners continue to work with pictographs - both constructing them as part of the data cycle and analysing pictographs that they are given. The complete data handling cycle In the data handling cycle, • learners collect information to answer a question. In the Foundation and Intermediate Phase this question is normally provided by the teacher or textbook; • learners sort and represent the information in ways which make it easier to analyse. The form of representation that learners in Grade 2 practise is a pictograph; and • learners analyse the information in the pictograph by answering questions posed by the teacher. A class pictograph It is recommended that Grade 2 learners work through the complete data cycle to make a class pictograph at least twice in the year (once in Term 1 and once in Term 3). Working together as a class helps learners to be involved in all the stages of the process without getting lost in the detail of any stage, e.g. drawing all the pictures. Making a class graph allows you to focus the learners’ attention on the key aspects of data handling and also on what they need to know about the important features of a pictograph. Features of a pictograph that learners need to be taught: • Where and how to label the graph (graph title) • Where and how to label the categories • The pictograph needs to have a key which explains what each picture means • The pictures or the spaces for pictures need to be the same size • How to place the pictures evenly in rows • How to read the graph 3 lessons 5.5 Represent data Represent data Represent data in pictograph 5.6 Analyse and interpret data Analyse and interpret data Answer questions about data in pictograph MATHEMATICS Grade 1-3 248 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) Learners need to know that it is important first to read the graph title, so that they know what the data is about. They also need to read the titles of the horizontal and vertical axes. Learners do not need to know the technical terms used to describe parts of the graph, only that they must read along the “bottom” and “side” to see what the graph is about. We normally read from left to right, but when learners read graphs they need to read from left to right and bottom to top. This needs to be explained to learners. They also need to practise these skills. Choosing a topic and asking questions to collect data In Grade 2 you should pose questions, e.g. “What are our class’s favourite TV programmes?” Teachers in the phase should ensure that different topics are chosen for data collection and analysis in each of the grades. Suitable topics include favourite sports, favourite cool drinks, favourite colours, favourite pass, favourite foods, favourite TV programmes etc. Setting categories to collect information Give learners a range of categories to choose from. Representing data Learners can each get a piece of paper the same size to draw their answer. The drawings are then arranged in rows to make a pictograph. Titles are added to the axes and the graph. Analyse and interpret data Learners answer questions that you pose about the picture graph, e.g. “What TV programme is the most popular in our class?” “What programme is the favourite of the fewest learners in the class?” “Do more learners like …. or …..?” “How many more learners prefer …. to ….?” MATHEMATICS Gr a d e 1-3 CAPS 249 GRADE 2 TERM 2 1. NUMBERS, OPERATIONS AND RELATIONSHIPS TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Count objects Counting concrete objects Estimate and count to at least 200 everyday objects reliably. The strategy of grouping is encouraged. Count to at least 150 everyday objects reliably. Give a reasonable estimate of a number of objects that can be checked by counting. What is different from Term 1? In Term 2 the number range has increased and learners now count 150 objects. Because this is a large number of objects to count, the focus has to be on counting in groups. This is a skill that learners have been practising since Grade 1 and it is now applied to a higher number range. It is important that by the end of the term learners have seen a collection of 150 objects and they can suggest the most efficient way to count it. Counting objects in this term supports: • the counting skills necessary for understanding place value; • rote counting; • the saying of number names; • the recognition of number symbols; and • the counting skills necessary for calculating. Resources: Careful consideration needs to be given to the kind of apparatus used. • Structured apparatus, such as a string of counting beads • The abacus to practice counting in groups of ten • Bundles of 2, bundles of 5 and ten which are then all counted • The Dienes blocks, especially the base ten blocks • Play money MATHEMATICS Grade 1-3 250 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in: • 1s from any number between 0 and 200 • 10s from any multiple between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 Counts forwards and backwards in: • 1s from any number between 0 and 150 • 10s from any multiple of 10 between 0 and 150 • 5s from any multiple of 5 between 0 and 150 • 2s from any multiple of 2 between 0 and 150 • 3s from any multiple of 3 between 0 and 99 • 4s from any multiple 4 between 0 and 100 What is different from Term 1 In Term 2 the counting number range has increased and learners start counting in threes and fours for the first time. This can be introduced when counting out physical objects, counting on a string of number beads, using the hundred grid and the number line. By the end of the term learners are able to respond to questions such as: • Start at 132, count on in ones to 150. • Start at 120 and count back in ones to 98. • Start at 60 and count on in twos to 100. • Start at 100 and count on in twos to 138. • Start at 3 and count on in threes to 30. • Start at 60, count back in threes to 42. • Start at 4 and count in fours to 40. • Start at 84 and count back in fours to 68. • Start at 45 and count in fives to 100. • Start at 100 and count back in tens to 10. Learners should also be counting back from any given multiple. MATHEMATICS Grade 1-3 CAPS 251 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 200. • Write number symbols 0 –200. • Recognise, identify and read number names 0 - 100. • Write number names 0 - 100. Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 150. • Write number symbols 0 - 150. • Recognise, identify and reads number names 0 - 50. • Write number names 0 - 50. What is different from Term 1? Learners continue to read and write number symbols and number names to an increased number range. Learners will be recognising, reading and writing symbols beyond one hundred and write number names to 50. Care should be taken when talking about three-digit numbers, for example one should say “ three hundred and twenty-three” rather than “ one, two, three”. When writing three-digit numbers between 100 and 110, the digit in the tens position is zero. Some learners find it difficult to write these numbers in symbols when they are given symbols in words. For example, writing 102 might be difficult for some learners. They might write 1002. Place value cards are particularly useful for helping learners to understand how to represent these numbers correctly. Learners should also be given plenty of practice writing these numbers. Examples of written recording: • Write the number symbols. One hundred and thirty-one One hundred and forty-seven • Match number names to number symbols • Complete number sequence • Complete number lines and number tracks MATHEMATICS Grade 1-3 252 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.4 Describe, compare and order numbers Describe, compare and order numbers to 99 • Describe and compare whole numbers up to 99 using smaller than, greater than, more than, less than and is equal to • Describe and order whole numbers up to 99 from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position Position objects ion a line from first to tenth or first to last e.g. first, second, third … twentieth. Describe, compare and order numbers to 50 • Describe and compare whole numbers using smaller than, greater than, more than, less than and is equal to • Describe and order whole numbers from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position Position objects on a line from first to fifteenth or first to last e.g. first, second, third … tenth. What is different from Term 1 During this term learners continue to order and compare numbers. The number line remains an important image that is particularly helpful for assessing where a number is positioned in relation to other numbers. The number line image will also support learners in their mental strategies for calculations. Further independent activities: Practise writing first to tenth. Record the following in class work books: • Which number comes just before 46? • Which number comes after 48? • Which number lies between 45 and 47? • Use the given number line and fill in the missing numbers. • Write 1 more than each of these numbers: - 1 more than 23 is ___ - 1 more than 29 is ___ - 1 more than 42 is ____ • Write 1 less than each of these numbers: - 1 less than 20 is___ - 1 less than 31 is ___ - 1 less than 42 is ___ • Write 10 more than each of these numbers: - 10 more than 20 is___ - 10 more than 30 is ___ • Write 10 less than each of these numbers. - 10 less than 50 is____ - 10 less than 40 is____ • Write the numbers in order from the biggest to the smallest. (130, 133, 123, 143, 103, 113) • Complete the sentence. Fill in more or less: - 24 is _______ than 24 - 36 is _______ than 19 MATHEMATICS Grade 1-3 CAPS 253 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of at least two-digit numbers to 99 • Recognise what each digit represents • Decompose two-digit numbers into multiple of tens and ones • Identify and state the value of each digit Recognise the place value of at least two-digit numbers to 50 • Recognise what each digit represents • Decompose two-digit numbers into multiple of tens and ones • Identify and state the value of each digit What is different from Term 1 During this term the number range has increased from 25 to 50. Learners now apply their knowledge of place value concepts to a higher number range. During this term learners continue to: • count and group to show tens and ones in different ways; • count pre-grouped/pre-structured apparatus; • use place value cards to show the number grouped and counted; • show different arrangements of numbers, for example, 35 can be shown as 35 loose ones, 3 tens and 5 loose ones and 2 groups of tens and 15 loose ones; and • state the value of each digit. The above work is often done in focus groups and during independent time learners can record the following: 48 = 4 groups of tens and 8 loose ones 48 = 40 and 8 This is supported by using the Flard cards or place value cards. The value of the digits Learners should start saying what each digit represents. Ask learners: • What number does the 7 represent in 27? • What number does the 4 represent in 49? Learners should use the place value cards to prove their statements. SOLVIN G PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Learners are expected to solve word problems using the following techniques: • · Drawings or concrete apparatus e.g. counters • · Building up or breaking down numbers • · Doubling and halving • · Number lines Drawings or concrete apparatus Learners will continue to draw pictures and use concrete apparatus to solve problems. Drawing up to 30 or 50 objects individually becomes inefficient and should be discouraged. Encourage them to include number symbols in their recordings, including in picture representations. Learners can also be encouraged to write number sentences. See notes for Term 1. MATHEMATICS Grade 1-3 254 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 99. Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 50. What is different from Term 1 During this term learners continue practising doing word problems and work on using the following techniques when solving problems: • Drawings or concrete apparatus e.g. counters • Building up and breaking down of numbers • Doubling and halving • Number lines The focus during this term remains on recording. Learners should be writing down number sentences as a written record for the problem solved. It is important to watch which learners struggle to write a number sentence to deal with particular problems. If learners ask you to show them how to represent a problem with a number sentence after they have solved it, it is a good time to show them. For examples of problems that can be done this term, see Term 2 notes. 1.8 Repeated addition leading to multiplication Solve word problems in context and explains own solution to problems using repeated addition or multiplication with answers up to 50. Solve word problems in context and explains own solution to problems involving multiplication with answers up to 30. What is different from Term 1 The number range for the term has increased to 30. Learners should be encouraged to write number sentences for all the word problems. One can expect learners to use repeated addition number sentences to show the solution. During this term learners should be writing multiplication number sentences for their solutions. They were introduced to the multiplication sign in Term 1 and should use this experience when solving multiplication number problems. Repeated addition and grid/array type problems should show a multiplication number sentence. There will still be learners who will be far more confident in recording their solutions using repeated addition and not multiplication. Examples of problems that can be done this term Repeated addition • How many wheels do 8 bicycles have? • How many eyes do 9 children have? Rate Thami drinks 6 glasses of water every day. How many glasses of water does he drink in a week? Grids/ Arrays Mr Khumalo plants 6 rows of cabbage plants. There are 5 plants in a row. How many cabbage plants are there altogether? MATHEMATICS Grade 1-3 CAPS 255 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.9 Grouping and sharing leading to division Solves and explain solutions to practical problems that involve equal sharing and grouping up to 99 with answers that can include remainders. Solves and explain solutions to practical problems that involve equal sharing and grouping up to 50 with answers that can include remainders. Examples of problems that can be done this term During this term allow learners to use drawings and concrete apparatus to show their solutions. Number sentences should be used. Learner might use repeated subtraction to show how they arrived at an answer. Array/Grid Mongezi packs out 20 counters into 10 rows. How many counters are in a row? Grouping Grouping, discarding the remainder Stella sells apples in bags of 6 apples each. She has 40 apples. How many bags of 6 apples each can she make up? Grouping, incorporating the remainder in the answer Ben wants to take 35 eggs to his grandmother. How many egg boxes that can take 6 eggs each does he need to pack all the eggs? Sharing Sharing, discarding the remainder • Share 45 sweets among 4 friends so that they all get the same number of sweets. • Sue and Greg do a piece of work together. Sue works for 3 hours and Greg works for 1 hour. They get paid R40. How must they share the money? 1.10 Sharing leading to fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions e.g. 1 2, 1 4, 1 3, 1 5 etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions e.g. 1 2, 1 4, 1 3, 1 5 etc. What is different from Grade 1 One of the first goals in the development of fractions should be to help learners construct the idea of fractional parts of the whole - the parts that result when the whole or unit has been partitioned into equally sized portions or fair shares. Learners seem to understand the idea of separating a quantity into two or more parts to be shared fairly among friends. They eventually make connections between the idea of fair shares and fractional parts. Sharing activities are therefore good places to begin the idea of fractions. Our curriculum also introduces the concept of sharing resulting in fractional parts. Sharing activities are generally posed in the form of simple word problems. Initially when learners perform sharing activities (division) they find dividing or sharing leaves left-over pieces. They then share the left-over pieces again. The language of fractions can be introduced verbally. Then one can write out fraction words, e.g. one-half, one-quarter, one.=third. When writing about many fractions parts. e.g. 3 halves, 3 quarters, write this as the figure and the word. The expression 3 over 2 or 3 over 4 is meaningless and it is best to leave this symbolism to the Intermediate Phase. MATHEMATICS Grade 1-3 256 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.10 Sharing leading to fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions e.g. etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions e.g. etc. Sharing In the examples below an equal sharing situation with a remainder that can also be shared is used. Two children share 5 chocolate bars so that each gets the same amount. How much can each child have? Learners will give each child 2 and then halve the remaining chocolate bar Remainders It is important that learners draw their answers. Initially let learners describe in their own words the ‘part’ that they have broken up. Expect that when learners cut up the remaining piece. The pieces may be of unequal size. This might not influence how they describe the sharing process. Once learners can share fairly well, fraction names can be given to the parts. Moving from sharing problems with solutions that have remainders to solutions with whole numbers and fractional parts, means that learners are exposed to improper fractions and mixed numbers. Learners are not required to know and use this terminology. For example: 2 and a half piece can be formally written as 2 ½, which is a mixed number. Sharing tasks and fraction language The discussion of learners’ solutions is a good time to introduce the vocabulary of fractional parts. When a chocolate bar has been broken into equal shares, simply say, ‘we call these fourths’. The whole biscuit has been cut into four parts. All the parts are the same size. Learners need to be aware of two aspects of fractional parts: • The number of parts; and • the equality of the parts. MATHEMATICS Grade 1-3 CAPS 257 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.10 Sharing leading to fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions e.g. etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions e.g. etc. Sharing activities help learners to develop the following concepts: • When we divide something into 2 equal parts, we call these parts halves. • When we divide something into 3 equal parts, we call these parts thirds. • When we divide something into 4 equal parts, we call these parts quarters. • When we divide something into 5 equal parts, we call these parts fifths. The focus of fraction word problems in this term allows learners to: • share and group things equally; • name fraction parts; • find fractions of whole objects; and • recognise that a fraction is part of a whole. Examples of problems suitable for Term 2 • Erin, Tawfiq and Thami must share 4 chocolate bars equally. How much chocolate must each child get? Draw a picture to show your answer. • Miles, Hannah, Mathew and Ndaweni share 5 fruit bars. How can they share them equally? Draw a picture to show your answer. • Serebolo and Jamie share 1 liquorice stick. Jamie says each one must get a half. Is she correct? Draw a picture to show your answer. It is important that when learners draw the solutions they are able to describe how they shared. At the beginning use learners’ informal language to describe the fractional parts. Once they are confident and understand the concept of a ‘whole and a bit’, the fraction name can be introduced. Then one can write out fraction words, e.g. one-half, one quarter, one third. The fraction symbol is not introduced, as the expression 1 over 2 is meaningless and it is best to leave this symbolism to later grades. 1.11 Money • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5), and bank notes ( R10, R20, R50) • Solve money problems involving totals and change to R99 and in cents up to 90c • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5), and bank notes ( R10, R20, R50) • Solve money problems involving totals and change in cents up to 50c or rands to R50 What is different from Term 1 During this term learners practise recognising money and breaking up money into smaller parts. Examples of problems that can be done this term • Could you share 50c equally among four children? Explain how. • Joe spent 50c on 10c bubblegum sweets. How many bubblegum sweets did he buy? • Thenje pays R5 to travel by taxi to school in the morning. She pays with a R20 note. How much change does she receive? How much money will she have left when she returns home by taxi? • Zurina’s taxi fare is R5,50. How much change does she get from R10? Mia spent R38. She had R50. How much money does she have left? MATHEMATICS Grade 1-3 258 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) CONTE X T-FREE CAL CULATIONS 1.12 Techniques methods ( or strategies) Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines What is different from Term 1 Learners are expected to solve context-free calculations using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines Drawings or concrete apparatus Learners will continue to draw pictures and use concrete apparatus to solve problems. It is important that the pictures or drawings contain numbers as well as number sentences. Building up and breaking down This is one of the most important techniques in the Foundation Phase (it is also used frequently throughout the Intermediate Phase) Using this technique allows learners to split (decompose) and recombine numbers to help make calculations easier. It is important that learners apply known knowledge when breaking up numbers e.g. • breaking up using place value; • breaking up using multiples of 10; and • breaking up into number pairs Doubling and halving Learner often find doubling easy; however, it is useful to train learners to apply their knowledge of doubling: • Use recognition of doubles to see near-doubles Doubles Near doubles 12 + 12 12 + 13 25 + 25 25 + 24 • Use a doubling strategy and then compensate for the difference, e.g. 13 + 14 = double 13 plus 1 This technique is quite sophisticated and requires a strong number sense. Learners who are able to choose this as a technique are quite flexible in the strategies they use. Example: On one day at the clinic 24 children were given flu vaccinations. The next day 25 children were vaccinated. How many children were vaccinated altogether? The problem could be solved by using doubling. A learner might say double 24 plus 1 or double 25 minus 1. MATHEMATICS Grade 1-3 CAPS 259 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines What is different from Term 1 Learners are expected to solve context-free calculations using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines Drawings or concrete apparatus Learners will continue to draw pictures and use concrete apparatus to solve problems. It is important that the pictures or drawings contain numbers as well as number sentences. Building up and breaking down This is one of the most important techniques in the Foundation Phase (it is also used frequently throughout the Intermediate Phase) Using this technique allows learners to split (decompose) and recombine numbers to help make calculations easier. It is important that learners apply known knowledge when breaking up numbers e.g. • breaking up using place value; • breaking up using multiples of 10; and • breaking up into number pairs Doubling and halving Learner often find doubling easy; however, it is useful to train learners to apply their knowledge of doubling: • Use recognition of doubles to see near-doubles Doubles Near doubles 12 + 12 12 + 13 25 + 25 25 + 24 • Use a doubling strategy and then compensate for the difference, e.g. 13 + 14 = double 13 plus 1 This technique is quite sophisticated and requires a strong number sense. Learners who are able to choose this as a technique are quite flexible in the strategies they use. Example: On one day at the clinic 24 children were given flu vaccinations. The next day 25 children were vaccinated. How many children were vaccinated altogether? The problem could be solved by using doubling. A learner might say double 24 plus 1 or double 25 minus 1. TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Number lines Using number lines in order to help themcalculate will give learners a way to record their thinking and to keep track of it. It also allows learners to have a recording image that they can use to explain how they solved the problem. Learners have been using number lines since Grade 1. By now they should be able to construct blank number lines on which they put the starting number and then determine how to get from one to the other. Example of how learners can use the number line: • Addition and subtraction. Learners should be constructing their own number lines and breaking up the numbers in manageable parts. Example: 45 + 27 45   46   47   48   53   54   55   56   49   50   51   52   57   58   59   60   61   62   63   64   65   66   67   68   69   70   71   72   • Multiplication Number lines should continue to be used to support repeated addition. Equal jumps are recorded on the number line and supporting sentences can be recorded as well. Example: 1   2   3   4   9   10   11   12   5   6   7   8   13   14   15   16   17   18   19   20   21   22   23   24   0   8 + 8 + 8 = 24 3 hops of 8 make 24 3 groups of 8 = 24 3 × 8 = 24 For a given multiplication learners should be able to explain how jumps can be made on the number line. MATHEMATICS Grade 1-3 260 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 20 • Add to 50 • Subtract from 50 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 15 What is different from Term 1? Learners in Grade 2 will continue to use concrete apparatus and other images to help establish number sense and to calculate. The use of these images will become more and more abstract over time. By the end of the year in Grade 3 learners should be calculating up to three-digit numbers without the use of concrete apparatus. Learners in Grade 2 continue to use and refine their own calculating strategies. They need to be supported in making sure that their recording is systematic. so that it can be read by themselves and others. Grade 2s will use a wide variety of recordings and will be more confident in using numbers and symbols as a recording method. Learners should be able to ‘think’ about the question posed to them and look at the number range of the problem to decide on the best strategy. Through problem-solving learners have started developing their own calculating strategy and their own recording method. In Grade 2 they will refine this. During this term they should become confident in reading their recording methods and explaining how they arrived at the answer. Learners should be able to do the following with addition and subtraction: Although learners are using concrete apparatus and images to support their calculations when it comes to working with numbers, they should be able to calculate on an abstract level. During the term learners need to continue calculating doubling questions in a variety of ways so that they can use near doubling as a calculating strategy. Example: Double 20. Write this as an addition number sentence Copy and complete: • 12 + 12 =  • 15 +  = 30 • 16 +  = 32 • 17 + 17 =  • 36 = 18 +  • 38 =  + 19 Possible methods to show addition and subtraction calculations. MATHEMATICS Gr a d e 1-3 CAPS 261 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 20 • Add to 50 • Subtract from 50 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 15 What is different from Term 1? Learners in Grade 2 will continue to use concrete apparatus and other images to help establish number sense and to calculate. The use of these images will become more and more abstract over time. By the end of the year in Grade 3 learners should be calculating up to three-digit numbers without the use of concrete apparatus. Learners in Grade 2 continue to use and refine their own calculating strategies. They need to be supported in making sure that their recording is systematic. so that it can be read by themselves and others. Grade 2s will use a wide variety of recordings and will be more confident in using numbers and symbols as a recording method. Learners should be able to ‘think’ about the question posed to them and look at the number range of the problem to decide on the best strategy. Through problem-solving learners have started developing their own calculating strategy and their own recording method. In Grade 2 they will refine this. During this term they should become confident in reading their recording methods and explaining how they arrived at the answer. Learners should be able to do the following with addition and subtraction: Although learners are using concrete apparatus and images to support their calculations when it comes to working with numbers, they should be able to calculate on an abstract level. During the term learners need to continue calculating doubling questions in a variety of ways so that they can use near doubling as a calculating strategy. Example: Double 20. Write this as an addition number sentence Copy and complete: • 12 + 12 =  • 15 +  = 30 • 16 +  = 32 • 17 + 17 =  • 36 = 18 +  • 38 =  + 19 Possible methods to show addition and subtraction calculations. TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 20 • Add to 50 • Subtract from 50 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 15 Breaking down a number into smaller parts to make a calculation easier Using knowledge of place value to break down numbers into tens and ones Adding two-digit numbers by breaking up both numbers 23 + 36 =  23 + 36 = (20 + 3) + (30 + 6) = (20 + 30) + (3 + 6) = 50 + 9 = 59 Adding by breaking up one number Adding two-digit numbers by breaking up one number 23 + 36 =  23 + (30 + 6) 23 + 30 → 53 + 6 = 59 Learners might break down the number in ways that are manageable for them. This means that they will do it in different ways: 23 + 36 =  23 + (10 + 10 + 10 + 6) 23 + 10 → 33 + 10 → 43 + 10 → 53 + 6 = 59 Subtraction • Breaking up both numbers 47 – 26 =  47 – 26 = (40 + 7) – (20 + 6) = (40 – 20) + (7 – 6) = 20 + 1 = 21 42 – 26 =  42 – 26 (30 + 12) – (20 + 6) 30 – 20 = 10 12 – 6 = 6 10 + 6 = 16 MATHEMATICS Grade 1-3 262 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 20 • Add to 50 • Subtract from 50 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 15 • Subtracting by breaking up one number 47 – 26 =  47 – (20 + 6) 47 – 20 = 27 27 – 6 = 21 42 – 26 =  (30 + 12) – 26 30 – 26 = 4 12 + 4 = 16 • Expect that some learners might break up the number in different ways to make it easier for them calculate: 47 – 26 =  47 – (10 + 10 + 6) 47 – 10 → 37 – 10 → 27 – 6 = 21 Using and applying previous knowledge as techniques The techniques shown below allow learners to formalise their counting and number sense. Practising the techniques below will encourage learners to reflect upon the relationships between numbers and teach learners that they can actually use and apply their knowledge to help them calculate. Count on and count back Counting up in ones from 39 is an appropriate strategy because the numbers are close to one another. 48 – 39 =  dentify near doubles I 24 + 25 explaining that it is double 24 plus 1 or double 25 minus 1. 24 + 24 + 1 Learners might record their strategies using arrows 24 + (20 + 4) + 1 24 + 20 → 44 + 4 → 48 + 1 = 49 MATHEMATICS Gr a d e 1-3 CAPS 263 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 20 • Add to 50 • Subtract from 50 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 15 • Subtracting by breaking up one number 47 – 26 =  47 – (20 + 6) 47 – 20 = 27 27 – 6 = 21 42 – 26 =  (30 + 12) – 26 30 – 26 = 4 12 + 4 = 16 • Expect that some learners might break up the number in different ways to make it easier for them calculate: 47 – 26 =  47 – (10 + 10 + 6) 47 – 10 → 37 – 10 → 27 – 6 = 21 Using and applying previous knowledge as techniques The techniques shown below allow learners to formalise their counting and number sense. Practising the techniques below will encourage learners to reflect upon the relationships between numbers and teach learners that they can actually use and apply their knowledge to help them calculate. Count on and count back Counting up in ones from 39 is an appropriate strategy because the numbers are close to one another. 48 – 39 =  Identify near doubles 24 + 25 explaining that it is double 24 plus 1 or double 25 minus 1. 24 + 24 + 1 Learners might record their strategies using arrows 24 + (20 + 4) + 1 24 + 20 → 44 + 4 → 48 + 1 = 49 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 20 • Add to 50 • Subtract from 50 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 15 Using halving to break down a number 29 + 12 29 + (6 + 6) 29 + 6 → 35 + 6 = 41 Change a number to a multiple of ten and then subtract or add ones Count up or down to the nearest 10 28 + 19 =  Here learners need to say to themselves that they have two options. Change 28 or 19 to the nearest multiple of 10. The choice is theirs. The sum can be written as: 28 + 19 = 28 + 20 – 1 28 + 20 → 48 – 1 = 47 Some learners might break down 20 into 2 groups of 10 to calculate accurately. It helps learners to become more confident in and more independent at mathematics, if they have strategies - to check their solutions themselves; and - to judge the reasonableness of their solutions. MATHEMATICS Grade 1-3 264 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 1, 2, 5, 3 and 4 • Use appropriate symbols (+, x, =, ) • Multiply numbers 1 to 10 by 2, 5 • Use appropriate symbols (+, x, =, ) What is different in Term 2? During the second term learners keep practising their understanding of multiplication. Multiplying 1 to 10 by 5 is introduced. For introducing multiplication by 5, see the notes for multiplying by 2 in Term 1 By the end of the term learners should be able to record the following: 1 group of 5 is 5 or 1 times 2 is 2 or 1 x 2 = 2 2 groups of 2 are 4 or 2 times 2 is 4 or 2 x 2 = 4 3 groups of 2 are 6 or 3 times 2 is 6 or 3 x 2 = 6 The focus is not on memorising tables but rather on building the concept of multiplication. Learners are also learning to read and understand the multiplication number sentence. Multiple images for multiplication should be provided and lots of recording done in the class work book. Examples of written work Recording in tables: Number of children 1 2 3 4 5 6 7 8 9 Number of legs Flow diagrams × ! 1 2 3 4 5 When working with number patterns, multiplication can be linked to skip counting, by investigating patterns of multiples on a number grid. Example: Learners can record 2 s and 5 s on a number grid. They can talk about which numbers occur in both the two-times table and the five-times table. MATHEMATICS Grade 1-3 CAPS 265 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 1, 2, 5, 3 and 4 • Use appropriate symbols (+, x, =, ) • Multiply numbers 1 to 10 by 2, 5 • Use appropriate symbols (+, x, =, ) What is different in Term 2? During the second term learners keep practising their understanding of multiplication. Multiplying 1 to 10 by 5 is introduced. For introducing multiplication by 5, see the notes for multiplying by 2 in Term 1 By the end of the term learners should be able to record the following: 1 group of 5 is 5 or 1 times 2 is 2 or 1 x 2 = 2 2 groups of 2 are 4 or 2 times 2 is 4 or 2 x 2 = 4 3 groups of 2 are 6 or 3 times 2 is 6 or 3 x 2 = 6 The focus is not on memorising tables but rather on building the concept of multiplication. Learners are also learning to read and understand the multiplication number sentence. Multiple images for multiplication should be provided and lots of recording done in the class work book. Examples of written work Recording in tables: Number of children 1 2 3 4 5 6 7 8 9 Number of legs Flow diagrams × ! 1 2 3 4 5 When working with number patterns, multiplication can be linked to skip counting, by investigating patterns of multiples on a number grid. Example: Learners can record 2 s and 5 s on a number grid. They can talk about which numbers occur in both the two-times table and the five-times table. TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number Concept: Range 99 • Order a given set of selected numbers • Compare numbers to 99 and say which is 1, 2, 3, 4, 5, and 10 more or less Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Calculation Strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number Concept: Range 50 • Order a given set of selected numbers • Compare numbers to 100 and say which is 1, 2, 3, 4, 5, and 10 more or less Rapidly recall: Recall addition and subtraction facts to 10 Mental strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number concept: Calculating strategies, number concept, knowledge and known number facts are developed through problem-solving and calculations. These are practised during the mental mathematics time. This helps learners to become familiar with them and to be able to use them with ease when calculating and solving problems in contexts. Examples of questions that can be asked: Number names and symbols Hold up a card or write down a number name. Choose a learner to write the matching numeral. More or less What is? • 1 less than 50 • 1 more than 39 • 3 less than 27 • 10 more than 20 What is the 5th letter of the alphabet? What is the 9th month of the year? Before and after What number comes just before 37? What number comes just after 39? Ordering and comparing Which is more: 21 or 41? Give me a number between 37 and 39. Addition and subtraction facts: See notes for Term 1. MATHEMATICS Grade 1-3 266 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number Concept: Range 99 • Order a given set of selected numbers • Compare numbers to 99 and say which is 1, 2, 3, 4, 5, and 10 more or less Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Calculation Strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number Concept: Range 50 • Order a given set of selected numbers • Compare numbers to 100 and say which is 1, 2, 3, 4, 5, and 10 more or less Rapidly recall: Recall addition and subtraction facts to 10 Mental strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Calculation Strategies: Use calculation strategies to add and subtract efficiently. Add several numbers by using strategies such as: • Look for pairs of numbers that make 10 and use these first 2 + 7 + 8 2 + 8 make 10 and then add 7 Put the larger number first in order to count on or count back • Start with the largest number 3 + 6 Restate the number sentence: 6 + 3 and count on to 9 • Use doubling as a mental calculation strategy Identify near doubles. Example: 5 + 4 = 9 explaining that it is double 4 plus 1 or double 5 minus 1 Recognise that when two numbers are close in size to each other then it is easier to find a difference by counting up rather than counting back. 8 - 6 = 2 and explain that counting up from 6 to 8 gives 2 Some mental mathematics can be done without apparatus, but it is often useful to do mental mathematics with apparatus. Recommended apparatus • A number line (structured and empty) • A number grid • Place value cards (Flard cards) • Counting beads MATHEMATICS Gr a d e 1-3 CAPS 267 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.17 Fractions • Use and name fractions including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 thirds • Use and name fractions including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 thirds This term focuses on: During this term learners are introduced to fractions. Learners will be introduced to fractions through sharing word problems and activities. However, the concept of fractional parts is so important that it should be developed further using additional activities. • Making half and quarter shapes by folding and cutting Learners can fold paper into half and name each part. It is important that they understand that when you make two equal parts from something, you call each part a half. They could fold the piece of paper into half again. The importance here is to fold the page in different ways to obtain a different-looking half. or   Always ask learners to predict how many pieces they will get and allow them to unfold the page and check. Comparing the two different half shapes or the two different quarter shapes can lead to interesting conversations on shape and size. MATHEMATICS Grade 1-3 268 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES or TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.17 Fractions • Use and name fractions in familiar contexts including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 thirds • Use and name fractions in familiar contexts including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 thirds You could ask learners: Can I call these two shapes by the same number name, one half? Prove to me that I can call these two shapes by the number name one quarter. Learners should name each part and this can be done by writing the fractions. For example: • Combining to make a whole Let learners use fraction circles or cut out circles from paper to find out how the half and quarter shapes can be combined to make the whole again. • Colouring or shading fractions These kind of activities encourage: · knowing that fractions are equal parts; · identifying fraction parts; and naming fraction parts. Writing fraction names We do not introduce learners to writing the symbol of fractions. Learners learn how to label fraction parts by writing one half or one quarter. MATHEMATICS Grade 1-3 CAPS 269 GRADE 2 TERM 2 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create and describe own patterns Create and describe own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create and describe own patterns Create and describe own geometric patterns • with physical objects • by drawing lines, shapes or objects In Grade 1 and Term, 1 Grade 2 it was recommended that learners work with patterns in which elements (shapes, lines or objects) are repeated in exactly the same way. In Term 2 of Grade 2 learners can begin to work with patterns in which the size of the shapes or number of shapes changes in a predictable way. Some patterns have identical groups of shapes or objects repeated, where the size of the shape in each group changes in a regular, predictable way. e.g. the shape gets smaller. Some patterns are made up from a single kind of shape, but each example of the shape increases or decreases in size Example Some patterns are made up from groups in which the same shapes of objects occur, but the number of each kind of shape or object increases or decreases in a regular way e.g. Copying the pattern helps learners to see the logic of how the pattern is made. Extending the pattern helps learners to check that they have properly understood the logic of the pattern. Describing the pattern helps learners to develop their language and speaking skills. It also helps you to see how learners have interpreted the pattern. It is usually easier for learners to talk about the pattern after they have made it. By now learners should be able to describe patterns without the aid of guiding questions. Continue to focus on developing the language they need to describe the patterns. 1 lesson MATHEMATICS Grade 1-3 270 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 200 Create and describe own patterns Create own number patterns. Copy, extend and describe Copy, extend and describe simple number sequences to at least 150. Sequences should show counting forwards and backwards in: • 1s from any number between 0 and 150 • 10s from any multiple of 10 between 0 and 150 • 5s from any multiple of 5 between 0 and 150 • 2s from any multiple of 2 between 0 and 150 • 3s and 4s from any multiple of 3 and 4 between 0 and 150 See notes for Term 1, but extend the number range to 150. 3 lessons MATHEMATICS Grade 1-3 CAPS 271 GRADE 2 TERM 2 3. S PA C E AND SHA P E (GEOMETRY) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.1 Position, orientation and views Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and views Match different views of the same everyday object. Position and directions Follow directions to move around the classroom. Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and directions Follow directions to move around the classroom. . Recommended focus for Term 2: language of position, following directions The focus in Term 2 can be on position and orientation. In Term 3 learners can work with views. Begin by assessing what learners know and remember about position and orientation. What is different from Grade 1 In Grade 2, learners consolidate the work that they have done on position, orientation and views in Grade 1. Language of position Language of position should be introduced and practised through practical activities that involve learners in physical movement, including songs and rhymes with movement and games with movement words. This can be done through whole class teaching time or focus group teaching time. It is suggested that you spend two lessons on position activities during Term 2, but then continue to introduce and practise position words for short parts of whole class, focus group and independent work time. The language of position can also be practised during Language and Life Skills lessons. The language of position can be consolidated through written recording such as colouring or matching drawings with words, drawing an object or shape when told its position relative to another object or shape, colouring or matching drawings with words. Position and directions Teaching learners to follow directions should be done through practical activities in which learners move themselves according to instructions. In Grade 2 learners can be given either verbal or written directions to move around the classroom, e.g. “come to the front of the class”; “stand next to your chair”; “jump over the rubbish bin”. 2 lessons MATHEMATICS Grade 1-3 272 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of Objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, building blocks, recycling, construction kits, other 3- D geometric objects. No specific focus on 3-D work is recommended for Term 2. However, work on 3-D can be consolidated through written exercises. Learners can also continue to build D-3 objects from recycling material or construction kits during independent work time. MATHEMATICS Gr a d e 1-3 CAPS 273 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2-D shapes Range of shapes Recognise and name 2-D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • size • colour • shape • straight sides • round sides Range of shapes Recognise and name 2-D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • size • colour • shape • straight sides • round sides What is new in Grade 2 • rectangles Most work with shapes in Grade 2 is done practically with concrete objects. All work should be consolidated through written exercises. Learners start with free play with various shapes including making pictures with cut-out geometric shapes. This can be done in independent time. This can also be done during Life Skills lessons. Learners copy pictures made up of geometric shapes. These pictures can be provided by the textbook or the teacher. This helps learners to be able to identify • circles and squares of different sizes; • squares, rectangles and triangles in different positions; and, • triangles and rectangles with different shapes. This can be done in independent time. This can also be done during Life Skills lessons. MATHEMATICS Grade 1-3 274 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2- D shapes Range of shapes Recognise and name 2- D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • shape • straight sides • round sides Range of shapes Recognise and name 2- D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • shape • straight sides • round sides Comparing and describing 2- D shapes: size Learners compare the size of similar shapes e.g. • order circles from smallest to greatest, • put all squares or the same size together, Use the language of size to compare different shapes e.g. “I drew a triangle inside the square, so the triangle is smaller than the square.” Describing 2- D shapes: colour Learners talk about the colours of shapes and then sort shapes according to colour. Identifying and naming objects and their colours, as well as comparing sizes of objects, can be practised during work with patterns. Recognising and naming circles, triangles, squares and rectangles Learners should work with circles and squares of different sizes and triangles with different shapes. It is important that learners do not only see one example of each shape. Most commercial sets of shapes give only one example of triangles. Learners need to be able to recognise - Triangles that are shaped differently and placed in different positions. These are some examples of triangles: - Squares of different sizes, placed in different positions. These are some examples of squares: - Rectangles with different shapes, placed in different position. These are some examples of rectangles: 3 lessons MATHEMATICS Gr a d e 1-3 CAPS 275 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2-D shapes Range of shapes Recognise and name 2-D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • size • colour • shape • straight sides • round sides Range of shapes Recognise and name 2-D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • size • colour • shape • straight sides • round sides - Circles of different sizes. These are some examples of circles: It is useful for learners to work with cut-out cardboard models of shapes. This allows learners to see different triangles, squares and rectangles placed in different positions. Learners sort shapes according to whether they have straight or round sides. Learners sort and groups shapes according to whether they are triangles, squares, or circles. Work is consolidated through written exercises. These exercises can include colouring, matching names to shapes etc. 3 lessons 3.4 Symmetry Symmetry Recognise and draw line of symmetry in 2-D geometrical and non- geometrical shapes. Symmetry Recognise and draw line of symmetry in 2-D geometrical and non- geometrical shapes. Learners should look for lines of symmetry in concrete objects and pictures. Written exercises - should NOT only be “draw in the other half’; - should include examples where learners draw in the line of symmetry. The line of symmetry should not always be a vertical line, e.g. in a picture of a snake the line of symmetry could be horizontal; and - may include examples with more than one line of symmetry. If learners are not sure whether a picture or shape has a line of symmetry, they can test by folding the piece of paper and seeing whether the two halves match exactly. If they do, then the fold line is the line of symmetry. 1 lesson MATHEMATICS Grade 1-3 276 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 TERM 2 4.MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Know days of week • Know months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours. half hours and quarter hours Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks. Use clocks to calculate length of time in hours, half hours or quarter hours. Telling the time • Know days of week • Know months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours and half hours on analogue clocks Calculate length of time and passing of time Use clocks to calculate length of time in hours or half hours. Learners continue to practise talking about the duration of time and the sequencing of time. During whole class teaching time and focus group time, learners continue to talk about the day of the week and month of the year and the date of the current day, as well as days before and days to come. Learners become familiar with calendars by the continual placing of • Birthday; • religious festivals; • historical events; • school events; and • public holidays on the calendar. During Independent work time learners continue to sequence events from their daily lives and sequence pictures of events. Learners also work with exercises related to telling the time in hours. What is different from Term 1? A focus in Term 2 is telling them time in hours and half hours using an analogue clock. This can be the focus of a lesson. It should include talking about the use of a.m. and p.m. with 12-hour time. Telling the time, should then be practised during the term on a continual basis. For example, learners can be asked to tell the time when school starts, at break time and at home time, or when they change from one lesson to another. Choose times where the clock shows an exact hour or a half hour. It is useful to have a large clock displayed in the classroom, so that learners can refer to it. Learners can also make models of clocks. You can then ask them to show various times and include some calculations e.g. “Show me 10 o’clock.” “Show me what the time will be half an hour later.” 1 lesson MATHEMATICS Grade 1-3 CAPS 277 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring Estimate, measure, compare order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length During Term 1 it was recommended that learners focus on estimating, measuring, comparing and recording lengths, widths and heights with informal units but also do a some estimating, measuring, comparing and recording measurements in metres. Both these methods of measuring length can be practised in independent work time throughout the term. All work should be recorded. During time allocated to Numbers, Operations and Relationships learners can solve problems that use the contexts of • informal measurement of length; and • measuring lengths in metres. Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. MATHEMATICS Grade 1-3 278 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Measure their own mass in kilograms using a bathroom scale Informal measuring • Estimate, measure, compare, order and record mass using a balance and non￾standard measures e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Where bathroom scales are available, learners can measure their own mass in kilograms using a bathroom scale. The expectation is that learners only read to the nearest whole kilogram. What is different in Grade 2? In Grade 1 it was recommended that learners focus on working with a measuring balance to • directly comparing the mass of objects, • ordering and comparing the masses of 3 or more objects, by placing pairs of objects on a balance, until all objects can be sequenced • find the mass of objects using informal units of mass Learners also focussed on developing the language to talk about mass. Learners should begin by consolidating what they know about using a balance and informal units to measure mass. Then they can be exposed to mass in kilograms nformal measurement of mass using a balance and non-standard units I Learners can learn all the principles and practises of measurement using non-standard units. Measuring with non-standard units should not be considered to be inferior to measuring with standard units. Commercial mass balances can be used. If you don’t have a commercial balance, you can make one by attaching a pair of one of the following to a coat hanger: a yoghurt cup, the cut off base of a 2 litre bottle, the cut off bottom of a litre milk or cold drink box (identical containers are attached to either side of the coat hanger). Measuring with mass with non-standard units involves counting how many of the chosen unit have the same mass as the object being measured. For example a ruler has the same mass as 9 blocks. Learners should measure a variety of objects using a range of objects as informal units. Learners should be taught to always state the unit when giving the mass e.g. the book is has the same mass as 34 marbles. Once learners have measured with any unit a couple of times, they should estimate about how many of that unit will have the same mass as the object being measured. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit. Learners need to be taught that in order to compare masses of different objects the same unit needs to be used. For example if a ruler has a mass of 20 blocks and a pair of scissors has the mass of 20 marbles, you cannot say whether they have the same mass or not, or which one is heavier. Recording measurements Although measuring is a practical skill learners should record their measurements at all times. 3 lessons MATHEMATICS Grade 1-3 CAPS 279 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier ntroducing formal I measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Measure their own mass in kilograms using a bathroom scale nformal measuring I • Estimate, measure, compare, order and record mass using a balance and non￾standard measures e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Where bathroom scales are available, learners can measure their own mass in kilograms using a bathroom scale. The expectation is that learners only read to the nearest whole kilogram. Working with kilograms Learners can begin to be introduced to kilograms by working with groceries that are sold in kilograms, where the number of kilograms is stated on the packaging. For example learners can compare the mass of packages of different substances (such as rice, sugar, mealie meal, flour or washing powder) that are sold in 1 kg amounts. They can place these on a balance to see that although the size of the packages may differ, they have more or less the same mass. Learners can then be given a range of packages of different items to sequence from heaviest to lightest, where they sequence according to the mass stated on the package e.g. 2 kg rice, 1 kg sugar, 5 kg mealie meal, 10 kg samp. Reading bath room scales Where bath room scales are available learners can use these to read their own mass. There are two kinds of mass meters: digital and analogue. Digital scales are easier to read because the mass is written in numbers. If you have a digital bathroom scale check that it states the mass only in whole kilograms. Some scales you can re-set to show only whole kilograms. If you cannot set it to show whole kilograms, teach learners to ignore the parts of kilograms for now. Most analogue bathroom scales have every 10 kg numbered, with a longer line showing the position of 5 kg. The 1kg lines are usually not numbered. This is similar to the way lines and numbers work on a ruler. Let learner start by counting to see that there are 10 spaces before the 10 kg mark, so that each space represents one kilogram, and the longer line represent 5 kg. Learners can read measurement of real bathroom scales as well as pictures of bathroom scales. It is easier to read the mass of a picture of a bathroom scale than off a real scale. Recording measurements Although measuring is a practical skill learners should record their measurements at all times. Measuring mass as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of mass Example: The duster has a mass of 11 marbles. The box of crayons has a mass of 8 marbles. Together they will have a mass of how many marbles? • measuring mass in kilograms Example: Puleka bought 12 kg of mealie meal, 5 kg of sugar and 2kg of rice. How much did her shopping weigh altogether. Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. 3 lessons MATHEMATICS Grade 1-3 280 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non￾standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint Following recipes, including baking, is a useful context in which learners can practise measuring. Choose recipes where ingredients are given in cups, teaspoons or informal units. So far this year it was recommended that learners focus on • developing the language to talk about differences in volume. • comparing the volumes in two identical containers, • comparing the volumes in two different looking containers especially wider and narrower containers • measuring volumes and capacities with non-standard instruments and units. During independent work time learners can to estimate, measure, compare, order and record volumes and capacities with non-standard instruments and informal units of capacity. Cooking and baking are useful a context in which learners can practise measuring capacity. Choose recipes in which measurements are given in cups, teaspoons and other informal units. Measuring capacity as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of informal measurement of capacity/volume e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? Take account of the number range appropriate for the term, as well as the range of problems types MATHEMATICS Gr a d e 1-3 CAPS 281 GRADE 2 TERM 2 5. DATA HANDLING TO PICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to answer questions posed by the teacher • Organise data in tallies 5.5 Represent data Represent data • Represent data in pictograph 5.6 Analyse and interpret data Analyse and interpret data • Answer questions about data in pictograph Analyse data from representations provided. Learners should have experienced the whole data cycle in Term 1, they can focus on analysing representations that are given to them. It is recommended that in Term 2 learners analyse (answer questions about) at least one pictograph Learners answer questions that you ask about the picture graph e.g. • “What TV programme is the most popular in our class?” • “What programme is the favourite of the fewest learners in the class?” • “Do more learners like …. or …..?” • “How many more learners prefer …. than ….?” 1 lesson TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non￾standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint Following recipes, including baking, is a useful context in which learners can practise measuring. Choose recipes where ingredients are given in cups, teaspoons or informal units. So far this year it was recommended that learners focus on • developing the language to talk about differences in volume. • comparing the volumes in two identical containers, • comparing the volumes in two different looking containers especially wider and narrower containers • measuring volumes and capacities with non-standard instruments and units. During independent work time learners can to estimate, measure, compare, order and record volumes and capacities with non-standard instruments and informal units of capacity. Cooking and baking are useful a context in which learners can practise measuring capacity. Choose recipes in which measurements are given in cups, teaspoons and other informal units. Measuring capacity as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of informal measurement of capacity/volume e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? Take account of the number range appropriate for the term, as well as the range of problems types MATHEMATICS Grade 1-3 282 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 TERM 3 1. NUM BERS, O PERATIONS AND RELATIONSHI P S TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Count objects Counting concrete objects Estimate and count to at least 200 everyday objects reliably. The strategy of grouping is encouraged. Count to at least 180 everyday objects reliably. Give a reasonable estimate of a number of objects that can be checked by counting What is different from Term 2? In Term 2 the number range has increased and learners now count 180 objects. Counting objects in this term continues to support: • the counting skills necessary for understanding place value; • rote counting; • the saying of number names; • the recognition of number symbols; and • the counting skills necessary for calculating. The focus is still on group counting using a variety of structured or pre-grouped apparatus. It is useful to use some of the same apparatus when doing place value. Example: Learners can use the base 10 blocks to count in tens and show groups of 10. Useful questions to ask learners when counting objects are: • How do you know that you’ve counted that number? • How can you check your answer? 1.2 Count forwards and backwards Count forwards and backwards in: • 1s, from any number between 0 and 200 • 10s from any multiple between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 Counts forwards and backwards in: • 1s from any number between 0 and 180 • 10s from any multiple of 10 between 0 and 180 • 5s from any multiple of 5 between 0 and 180 • 2s from any multiple of 2 between 0 and 180 • 3s from any multiple of 3 and between 0 and 180 4s from any multiple of 4 between 0 and 180 What is different from Term 2? The number range in Term 3 increases from 150 to 180. When doing rote or oral counting it is necessary to focus learners’ attention on the numbers they are counting. For example,ask: When we count in twos from 120 to 140 will we count the number 121? Why not? It is still important that the number line and the 100 grid be used to see how the words they are saying connect with the structure of the number system. Learners need to have a number grid from 100 to 200 to use for identifying and counting. See the notes for Term 2. MATHEMATICS Gr a d e 1-3 CAPS 283 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) REPRESENT WHOLE NUMBERS 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 200 • Write number symbols 0 - 200 • Recognise, identify and read number names 0 - 100 • Write number names 0 - 100 Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 180 • Write number symbols 0 - 180 • Recognise, identify and reads number names 0 - 75 • Write number names 0 - 75 What is different from Term 2? The number range for: • knowing, reading and writing number symbols increases to180; and • knowing, reading and writing to 75. Learners should be able to identify numbers and begin to explain the difference in their own words. Example: They have to look at the following number cards and be able to tell the difference between any two numbers: 11 16 16 13 16 Also see notes for Term 2 MATHEMATICS Grade 1-3 284 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.4 Describe, compare and order numbers Order and compare numbers to 99 • Order whole numbers up to 99 from smallest to greatest, and greatest to smallest • Compare whole numbers up to 99 using smaller than, greater than, more than, less than and is equal to Use ordinal numbers to show order, place or position Position objects on a line from first to tenth or first to last e.g. first, second, third … twentieth Order and compare numbers to 75 • Order whole numbers from smallest to greatest, and greatest to smallest • Compare whole numbers using smaller than, greater than, more than, less than and is equal to Use ordinal numbers to show order, place or position Position objects on a line from first to twentieth or first to last e.g. first, second, third … tenth. What is different from Term 2? In this term learners order and compare numbers to 75. Up until now learners have been comparing and ordering numbers in order to develop a feel for the size of numbers in relation to each other. Questions on numbers should be carefully chosen to assist learners to develop higher order thinking skills about number value. Learners need to be challenged by the type of questions asked. Also help learners to develop the language to explain their thinking. Examples of questions may include: • Give me a number between 50 and 60. Is the number closer to 50 or 60? Explain your answer using a number line. • Learners should be taught how to think about the ordering of numbers. Learners should explain why 15 is smaller than 50. Explanations can be supported by using concrete apparatus. By the end of the term they should, for example: • know which numbers are smaller than 50, more than 50; and • be able to show the position of all numbers in the 30s; 40s etc., using the number grid. Instead of always giving learners number sentences to complete, sometimes ask them to make up their own sentences, to show relative size of numbers. Example: Make the following sentences true: •  is 1 more than  •  is 1 less than  •  is 10 more than  •  is 10 less than  Also see notes for Term 2. MATHEMATICS Grade 1-3 CAPS 285 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of at least two￾digits numbers to 99 • Know what each digit represents • Decompose two-digit numbers up to 99 into multiples of tens and ones • Identify and state the value of each digit Recognise the place value of at least 2-digit numbers to 75 • Know what each digit represents • Decompose two digit numbers into multiple of tens and ones • Identify and state the value of each digit What is different from Term 2? In this term learners continue to develop their understanding of place value concepts to 75. During this term learners continue to: • count and group to show tens and ones in different ways; • count pre-grouped/pre-structured apparatus; • use place value cards to show the amount grouped and counted; and • show different arrangements of numbers. Example: 35 can be shown as 35 loose ones, 3 tens and 5 loose ones and 2 groups of tens and 15 loose ones. The above work is often done in focus groups and during independent time learners can record the following: 68 = 6 groups of tens and 8 loose ones 68 = 60 and 8 This is supported by using the Flard cards or place value cards. Learners should be able to respond to questions and instructions such as: • Which number is the same as 50 and 7? • Show me 75 using the place value cards. • Show me 75 on the abacus. • Show me 75 using the base ten blocks. • Show me 75 using unifix cubes. • Show me 75 using the string beads. • Count out 70 matchsticks using bundles of 10. How many bundles of 10 did you get? The recording in class workbooks and workbooks continue during independent time. MATHEMATICS Grade 1-3 286 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) SOLVIN G PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Use the following techniques when solving problem and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Learners are expected to solve the word problems using the following techniques: • Drawings or concrete apparatus e.g. counters • Building up or breaking down numbers • Doubling and halving • Number lines See notes for Term 2. 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 99. Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 75. What is different from Term 2? Learners continue to work with the following type word problems outlined in Section 2 but the number range has increased to 75. See notes for Term 2. 1.8 Repeated addition leading to multiplication Solve word problems in context and explains own solution to problems using repeated addition or multiplication with answers up to 50. Solve word problems in context and explains own solution to problems using repeated addition leading to multiplication with answers up to 40. What is different from Term 1 Learners continue to work with the following type word problems outlined in chapter 2 but the number range has increased to 40 See notes for Term 2. 1.9 Grouping and sharing leading to division Solve and explain solutions to practical problems that involve equal sharing and grouping up to 99 with answers that can include remainders. Solve and explain solutions to practical problems that involve equal sharing and grouping up to 75 with answers that can include remainders. During this term learners to continue to use drawings and concrete apparatus to show their solutions. Number sentences should be used. Learners will use repeated subtraction to show how they arrived at an answer. See notes for Term 2. MATHEMATICS Grade 1-3 CAPS 287 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.10 Sharing leading to fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions e.g. 1 2, 1 4, 1 5 etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions e.g. 1 2, 1 4, 1 5 etc The focus of fraction word problems in this term continues to allow learners to: • share and group things equally; • name fraction parts; • find fractions of whole objects; • recognise that a fraction is part of a whole; and • write fractions as one third. During this term learners name thirds and fifths. It is important that learners are exposed to fractions other than one half and one quarter. Examples of problems that can be done this term: • Six friends share 7 liquorice sticks equally. Draw a picture to show your answer. Compare your answer with that of a friend. • Eight friends share 9 liquorice sticks equally. Draw a picture to show your answer. Compare your answer with that of a friend. • 1 quarter See notes for Term 2. 1.11 Money • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5), and bank notes ( R10, R20, R50) • Solve money problems involving totals and change to R99 and in cents up to 90c • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5), and bank notes ( R10, R20, R50) • Solve money problems involving totals and change in cents up to 75c or rands to R75 Examples of problems that can be done: • 35 learners and 1 teacher go on school trip to a nature reserve. The school pays R1.20 per learner to enter the nature reserve. How much must be paid? • Ma Hewu buys 2 loaves of bread for her family each day. A loaf costs R4, 99. How much does she spend in 5 days? See notes for Term 2. MATHEMATICS Grade 1-3 288 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when performing calculations: • Drawings or concrete apparatus e.g. Counters • Building up and breaking down numbers • Doubling and halving • Number lines Learners are expected to solve context-free calculations using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines See notes for Term 2. MATHEMATICS Gr a d e 1-3 CAPS 289 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+,-,=,) • Practise number bonds to 20 • Add to 75 • Subtract from 75 • Use appropriate symbols (+,-,=,) • Practise number bonds 20 See notes for Term 2. Learners continue to break down the numbers and gain confidence in their recording strategies. Possible methods to show addition and subtraction calculations: Breaking down a number into smaller parts to make a calculation easier Using knowledge of place value to break down numbers into tens and ones Adding two-digit numbers by breaking up both numbers 33 + 36 =  33 + 36 = (30 + 3) + (30 + 6) = (30 + 30) + (3 + 6) = 60 + 9 = 69 Adding by breaking up one number 33 + 36 =  33 + (30 + 6) 33 + 30 → 63 + 6 = 69 Learners might break down the number in ways that are manageable for them. This means that they will do it in different ways 33 + 36 =  33 + (10 + 10 + 10 + 6) 33 + 10 → 43 + 10 → 53 + 10 → 63 + 6 = 69 Subtraction • Breaking up both numbers 75 – 54 =  75 – 54 = (70 + 7) – (50 + 4) = (70 – 50) + (7 – 4) = 20 + 3 = 23 • Subtracting by breaking up one number 75 – 54 =  75 – (50 + 4) 75 – 50 → 27 – 4 = 23 MATHEMATICS Grade 1-3 290 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols (+,-,=,) • Practise number bonds to 20 • Add to 75 • Subtract from 75 • Use appropriate symbols (+,-,=,) • Practise number bonds 20 Expect that some learners might break up the number in different ways to make easier for them calculate: 75- 54 =  75- (20 + 20 + 10 + 6) 75- 20 → 57 – 20 → 37- 10 → 27- 4 = 23 Using halving to break down a number 59 + 12 59 + (6 + 6) 59 + 6 → 65 + 6 = 71 Using and applying previous knowledge as techniques The techniques shown below allow learners to formalise their counting and number sense. Practising the techniques below will encourage learners to reflect upon the relationships between numbers and teach learners that they can actually use and apply their knowledge to help them calculate. Count on and counting back 68 – 59 =  Counting up in ones from 59 is an appropriate strategy because the numbers are close to one another. Identify near doubles 34 + 35 explaining that it is double 34 plus 1 or double 35 minus 1 34 + 34 + 1 Learners might record their strategies using arrows: 34 + (30 + 4) + 1 34 + 30 → 64 + 4 → 68 + 1 = 69 Change a number to a multiple of ten and then subtract or add ones Count up or down to the nearest 10 58 + 19 =  Here learners need to say to themselves that they have two options. Change 58 or 19 to the nearest multiple of 10. The choice is theirs. The sum can be written as: 58 + 19 = 58 + 20 – 1 58 + 20 → 78 – 1 = 77 Some learners might break down 20 into 2 groups of 10 to calculate accurately. MATHEMATICS Gr a d e 1-3 CAPS 291 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 1, 2, 5, 3 and 4 • Use appropriate symbols • (+, x, =, ) • Multiply numbers 1 to 10 by 2, 5, 4 • Use appropriate symbols(+, x, =, ) What is different from Term 2? During the third term learners keep practising their understanding of multiplication and use the multiplication grid for the first time. They continue to: • record in the following way: 1 group of 2 is 2 or 1 times 2 is 2 or 1 x 2 = 2 2 groups of 2 are 4 or 2 times 2 is 4 or 2 x 2 = 4 3 groups of 2 are 6 or 3 times 2 is 6 or 3 x 2 = 6 During this term learners start multiplying by 4. Multiplying by 2 and 5 continue to be practised. Multiple images for multiplication should continue to be provided and lots of recording should be done in the class work. Understanding can be consolidated in the workbooks as well. Number lines, flow diagrams and tables can be used to build up understanding of the operation. Learners should be given number sentences to complete. such as: 6 x 2 =  5 x 7 =  4 x 6 =  Learners should use the multiplication grid to find the answers. This will help them to read and understand the table and master multiplication facts. × 1 2 3 4 5 6 7 8 9 10 2 2 4 6 8 10 12 14 16 18 20 4 4 8 12 14 20 24 28 32 26 40 5 5 10 15 20 25 30 35 40 45 50 MATHEMATICS Grade 1-3 292 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number Concept: Range 99 • Order a given set of selected numbers • Compare numbers to 99 and say which is1,2,3,4,5 and 10 more or less Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number Concept: Range 75 • Order a given set of selected numbers • Compare numbers to 75 and say which is1,2,3,4,5 and 10 more or less Rapidly recall: • Recall addition and subtraction facts to 15 • Add or subtract multiples of 10 from 0 to 50 Mental strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Examples of questions that can be asked: Number concept: Number names and symbols Hold up a card or write down a number name. Choose a learner to write the matching numeral. More or less What is • 1 less than 45 • 1 more than 69 • 5 less than 36 • 10 more than 30 What is the 5th letter of the alphabet? What is the 9th month of the year? Ordering and comparing Which is more: 21 or 171? Give any number between 154 and 159. Addition and subtraction facts: • Know by heart all addition and subtraction number bonds to 20  +  = 20  +  = 16 18 =  -  Add and subtract fact for all numbers to 15. Example 1 + 14 = 15 14 + 1 = 15 2 + 13 = 12 13 + 2 = 15 15 - 4 = 11 15 - 11 = 4 15 - 5 = 10 15 - 10 = 5 Quickly recall addition doubles up to 15. This should include corresponding subtraction facts. • 1 + 1 = 2 • 2 + 2 = 4 • 3 + 3 = 6 • 4 + 4 = 8 MATHEMATICS Grade 1-3 CAPS 293 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number Concept: Range 99 • Order a given set of selected numbers • Compare numbers to 99 and say which is1,2,3,4,5 and 10 more or less Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number Concept: Range 75 • Order a given set of selected numbers • Compare numbers to 75 and say which is1,2,3,4,5 and 10 more or less Rapidly recall: • Recall addition and subtraction facts to 15 • Add or subtract multiples of 10 from 0 to 50 Mental strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Show me the number to add to make 15 (writing down or using the place value or flard cards) • 8 • 2 • 9 Show me the number left when …. is taken away from 15 (writing down or using the place value or Flard cards) • 5 • 13 • 0 Calculation strategies: See notes for Term 2. MATHEMATICS Grade 1-3 294 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.17 Fractions • Use and name fractions in familiar contexts including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 thirds • Use and name fractions in familiar contexts including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 third What is different in Term 2? During this term learners’ attention is focused on how the fraction name is linked to the number of equal parts that the whole has been divided into. A variety of diagrams can be used to build further understanding. Example: The following type questions can be asked: How many equal parts are there? What do we call each part? How many equal parts are there? What do we call each part? How many equal parts are there? What do we call each part? These kind of activities encourage: • knowing that fractions are equal parts; • identifying fraction parts; and • naming fraction parts. Writing We do not introduce learners to writing the symbol of fractions. Learners learn how to label fraction parts as 1 quarter, 1 fifth MATHEMATICS Grade 1-3 CAPS 295 GRADE 2 TERM 3 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Continue to give learners a similar range of patterns to Term 2. See notes for Term 2. Allow learners first to copy, then extend and finally describe the patterns. By now they should be able to describe patterns without the aid of guiding questions. Continue to focus on developing the language they need to describe the patterns 1 lesson MATHEMATICS Grade 1-3 296 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 200 Create own patterns Create own number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 180 Sequences should show counting forwards and backwards in: • 1s from any number between 0 and 180 • 10s from any multiple of 10 between 0 and 180 • 5s from any multiple of 5 between 0 and 180 • 2s from any multiple of 2 between 0 and 180 • 3s and 4s from any multiple of 3 and 4 between 0 and 180 Create own number patterns See notes for Term 1, but extend the number range to 180. 3 lessons MATHEMATICS Grade 1-3 CAPS 297 GRADE 2 TERM 3 3. S PA C E AND SHA P E (GEOMETRY) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.1 Position, orientation and views Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and views Match different views of the same everyday object. Position and directions Follow directions to move around the classroom. Position and views • Match different views of the same everyday object Position and directions • Follow directions to move around the classroom Recommended focus for Term 3: Position and views What is different from Grade 1? In Grade 2 learners practise and consolidate what they have learned about matching different views of the same everyday objects. Position and views Learners in the Foundation Phase need to understand that objects look different when you look at them from different positions. Learners may take for granted that objects such as cars look small when they are far away. As learners work more with books and illustrations in books, they need to understand why something in the foreground is show larger than something in the background. In focus group time learners can experiment with placing their hands in front of them, to block their view of larger objects that are further away. In Grade 2 learners should be given exercises in which they can match different views (views from the top, views from the side, views from the front) of different everyday objects. This will eventually help learners to interpret drawings of geometric objects done from different perspectives. 1 lessons MATHEMATICS Grade 1-3 298 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, building blocks, recycling, construction kits, other 3- D geometric objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide What is new in Term 3: Cylinders are added to the objects. 3- D objects in Grade 2 Learners work with • balls and objects shaped like balls; • cylinders and objects shaped like cylinders; and • various boxes and other objects shaped like rectangular prisms or cubes. Focussing on features of 3- D objects: Rolling and sliding This is a continuation of what they did in Grade 1 and Term 1, but now cylinders are included. Learners can also investigate whether they can make stacks or towers using only balls, or only boxes, only cylinders. Recognising and naming balls (spheres) and boxes (prisms) and cylinders Learners continue to name, sort and group objects, but now cylinders are added. Learners should be given a range of objects to work with shaped like: • spheres e.g. balls or different size, marbles, oranges etc.; • prisms e.g. blocks, bricks, boxes of different sizes e.g. matchboxes, cereal boxes, tea boxes, toothpaste boxes; and • cylinders including both long and narrow cylinders e.g. pieces of piping with a cylindrical shape, cardboard inner sleeves of roller towels or toilet rolls; and short, wide cylinders, e.g. shoe polish tins, snuff tins etc. 2 lessons MATHEMATICS Grade 1-3 CAPS 299 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, building blocks, recycling, construction kits, other 3- D geometric objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Learners can find objects shaped like a ball (sphere), or shaped like a box (prisms) or shaped like a cylinder when given a collection of objects. Learners can find or show objects shaped like boxes (prisms) in the classroom e.g. “this coffee tin is shaped like a cylinder”. During independent time learners can continue to • build with objects; and • make balls, cylinders and box shapes (prisms) from clay or play dough. Written exercises Although most of the work with 3- D objects is done practically, work must be consolidated through written exercises. Language Continue to develop learners’ ability to talk about 3-D objects: See notes for Term 1. 2 lessons MATHEMATICS Grade 1-3 300 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2- D shapes Range of Shapes Recognise and name 2- D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2- D shapes in terms of: • size • colour • shape • straight sides • round sides No specific focus on 2-D shapes is recommended for Term 2. However, work on 2-D shapes can be consolidated through written exercises during Independent work time. Learners can continue to make pictures with 2- D geometric shapes both during independent work time or during arts and culture time. MATHEMATICS Grade 1-3 CAPS 301 GRADE 2 TERM 3 4. MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Name and sequence days of week • Name and sequence months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours. half hours and quarter hours Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks. Use clocks to calculate length of time in hours, half hours or quarter hours. Telling the time • Name and sequence days of week • Name and sequence months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours, half hours and quarter hours on analogue clocks Calculate lengths of time and passing of time • Use calendars to calculate and describe lengths of time in days or weeks • Use clocks to calculate length of time in hours or half hours Learners continue to practise talking about the duration of time and the sequencing of time. During whole class teaching time and focus group time, learners continue to talk about the day of the week, and month of the year and the date of the current day, as well as days before and days to come. Learners become familiar with calendars by the continual placing of • Birthdays; • religious festivals; • historical events; • school events; and • public holidays on the calendar. During independent work time learners continue to sequence events from their daily lives and sequence pictures of events in order. Learners also work with exercises related to telling the time in hours and half hours. What is different from Term 2? • Telling the time in hours, half hours and quarter hours A focus in Term 3 is telling time in hours and half hours and quarter hours using an analogue clock. This can be the focus of two lessons. Telling the time however, should then be practised during the term on a continual basis. For example, learners can be asked to tell the time when school starts, at break time and at home time, or when they change from one lesson to another. Choose times where the clock shows an exact hour or a half hour or a quarter of an hour. It is useful to have a large working clock displayed in the classroom, so that learners can refer to it. Learners can make models of clocks. You can then ask them to show various times e.g. “Show me 10 o’clock. Show me what the time was a quarter of an hour before.” 3 lessons MATHEMATICS Grade 1-3 302 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Name and sequence days of week • Name and sequence months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours. half hours and quarter hours Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks. Use clocks to calculate length of time in hours, half hours or quarter hours. Telling the time • Name and sequence days of week • Name and sequence months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours, half hours and quarter hours on analogue clocks Calculate lengths of time and passing of time • Use calendars to calculate and describe lengths of time in days or weeks • Use clocks to calculate length of time in hours or half hours Learners should also do calculations using the clock e.g. they show the time is 12 noon; ask them what the time will be in 3 hours’ time. They move the hands of their model clocks (or look at the class clock or picture of a clock) to calculate their answer. Learners are not expected to calculate length of time in hours or half hours without having access to a clock face. • Use calendars to calculate and describe lengths of time in days or weeks Learners focus on reading calendars. They learn to find and give specific dates. Learners calculate length of time in days or weeks, while looking at a calendar. Learners are not expected to convert between weeks and days. Learners are not expected to do calculations which involve calculating time between dates if they do not have access to a calendar. 3 lessons MATHEMATICS Grade 1-3 CAPS 303 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider. Introducing formal measuring Estimate, measure, compare order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length During Term 1 it was recommended that learners focus on estimating, measuring, comparing and recording lengths, widths and heights with informal units but also do some estimating, measuring, comparing and recording measurements in metres. Both these kinds of measuring length can be practised in independent work time throughout the term. All work should be recorded. Measuring length as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the contexts of • informal measurement of length e.g. It is 27 paces to the admin office. It is 36 paces to the school gate. How much further is it to the school gate? • measuring lengths in metres Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. MATHEMATICS Grade 1-3 304 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Measure their own mass in kilograms using a bathroom scale Learners can continue to practise estimating, measuring, comparing and recording mass using informal measures and a measuring balance during independent work time. Measuring mass as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of mass; and • measuring mass in kilograms. Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. MATHEMATICS Grade 1-3 CAPS 305 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non￾standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups. Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint Informal measuring • Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. The bottle has the capacity of 4 cups ntroducing formal I measuring Estimate, measure, compare, order and record the capacity of objects by measuring in litres using • using bottles with a capacity of 1 litre • a measuring jug which has numbered calibration lines in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint What is different from Grade 1? In Grade 1 it was recommended that learners focus on • developing the language to talk about differences in volume; • comparing the volumes in two identical containers; • comparing the volumes in two different looking containers especially wider and narrower containers; and informal measuring with non-standard units. In Grade 2 learners continue to focus on doing informal measurement with non-standard units of volume. Learners also develop a sense of how much 1 litre is. What is capacity? What is volume? Capacity is the amount that an object can hold (or the amount of space inside the object). Volume is the amount of space that something takes up. So a bottle can have capacity of 1 litre, but at a particular time it may not be filled to its full capacity; it may for example only contain a volume of one cup of liquid. Informal measurement of capacity using non-standard units Learners can learn all the principles and practises of measurement using non-standard units. Measuring with non-standard units should not be considered to be inferior to measuring with standard units. Learners should get the opportunity to measure volume/capacity using a range of objects as informal units e.g. cups (but not necessarily measuring cups), spoons (but not necessarily measuring teaspoons), bottle tops such as 2 litre milk bottle tops, small cans, small bottles etc. Measuring volume/capacity with non-standard units involves counting how many times you fill and pour from the chosen unit until you reach the required capacity/volume. Learners should be taught always to state the unit e.g. there are 48 teaspoons of water in the bottle or there just less than a cup of water in the bottle. Once learners have measured with any unit a couple of times, they should estimate about capacity/volume using that unit. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit. 3 lessons MATHEMATICS Grade 1-3 306 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non￾standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups. Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint nformal measuring I • Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. The bottle has the capacity of 4 cups Introducing formal measuring Estimate, measure, compare, order and record the capacity of objects by measuring in litres using • using bottles with a capacity of 1 litre • a measuring jug which has numbered calibration lines in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint Learners need to be taught that in order to compare volumes or capacity, the same unit needs to be used. For example, if a glass holds 20 teaspoons of water and a cup holds 10 tablespoons of water, you cannot say that the glass holds more water. Learners need to measure with a range of informal units, so that they can • begin to understand that the smaller the unit, the more time you will need to use/fill it, e.g. the volume in a bottle could be 20 tablespoonfuls but also 1 cup; • begin to use units which are appropriate to what they are measuring, e.g. measuring a full 2 litre bottle with teaspoons is a waste of time. ntroducing formal measuring I • Becoming familiar with litres Learners are told that litres are a common standard unit of measuring capacity and volume. They should learn the word and the abbreviation, because on many commercial containers and many measuring jugs the abbreviated form of the word is used. Learners develop a sense of how much a litre is, by filling and pouring from: • Different-looking 1 litre containers, e.g. cold drink bottles, milk bottles, milk cartons, juice cartons; and • measuring jugs which show 1 litre calibration lines. Learners measure in litres using any of the containers mentioned above. They estimate and then measure the capacity of a range of containers such as large yoghurt tubs, ice cream tubs, lunch boxes, large jugs, large bottles, empty paint tins, buckets etc. Items of different capacity should be chosen. Learners describe the capacity as “less than 1 litre, 2 litres, between 1 and 2 litres, 5 litres” etc. Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres, e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint. Recording measurements Although measuring is a practical skill. learners should record their measurements at all times, including all informal and formal measurement. Measuring capacity as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of capacity/volume, e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? • litres Take account of the number range appropriate for the term, as well as the range of problems types. 3 lessons MATHEMATICS Grade 1-3 CAPS 307 GRADE 2 TERM 3 5. DATA HANDLIN G TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessonsof 1 hour 24 minutes) 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to answer questions posed by the teacher • Organise data in tallies Collect and organise data Collect data about the class or school to answer questions posed by the teacher Represent data • Represent data in pictograph Analyse and Interpret data • Answer questions about data in pictograph Organise data It was recommended that learners work through the whole data cycle in Term 1. It is recommended that in Term 3 learners make individual pictographs from data provided in either picture form or tables. Represent data Since learners will be drawing all the pictures that make up the pictograph, it is important to choose topics that have categories that are easy for learners to draw e.g. favourite types of cool drink, since it is fairly easy to draw a simplified can to represent each cool drink; fruit are also fairly easy to draw so favourite fruit is also a possibility. Drawing pictures to show favourite sports, favourite TV programmes etc. may be too difficult for most Grade 2 learners. It is easier for learners to draw graphs if they are given blocked paper. Remind learners about the key features of a pictograph (see Term 1). Analyse and interpret data Learners should answer questions that you ask about the pictograph: See Term 1 for suitable question types. 3 lessons 5.5 Represent data Represent data • Represent data in pictograph 5.6 Analyse and interpret data Analyse and Interpret data • Answer questions about data in pictograph MATHEMATICS Grade 1-3 308 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 TERM 4 1. NUM BERS, O PERATIONS AND RELATIONSHI P S TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Counting objects Counting concrete objects Estimate and count to at least 200 everyday objects reliably. The strategy of grouping is encouraged. Counting concrete objects Estimate and count to at least 200 everyday objects reliably. The strategy of grouping is encouraged. What is different from Term 3? During this term learners count out 200 objects. By the end of this term learners should have seen, touched and moved 200 objects. They should have a sense of the ‘muchness’ of 200. Continue to focus on grouping objects. By the end of the term they should be able to respond to the following question types and instructions: • Count the counters in groups of fives, tens. Rearrange and count again. Do you still have the same number of counters? • Here are 200 counters. Count them by grouping them in tens. To count all 200 counters, would you prefer to count them in groups of 20 or 25? Why? • Decide what would be the best way to count a collection of pencils. • Here are 80 counters. If we count in 2s or 10s, will the total number of counters still be the same? • Count 46 counters by grouping them in 2s. Is it quicker to count in twos than to count in ones? • How many groups of 10 did you count in 120 counters? MATHEMATICS Grade 1-3 CAPS 309 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in: • 1s from any number between 0 and 200 • 10s from any multiple between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 Count forwards and backwards in: • 1s from any number between 0 and 200 • 10s from any multiple between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 What is different from Term 3? During this term learners count forwards and backwards to 200. Towards the end of the term learners should consolidate their counting by linking the skip counting to the times tables. Learners should describe what they notice in the times tables and be able to recognise this when doing skip counting. They should begin to apply this skill to predict what numbers would be in the count. Example: Ask learners: When we count in twos, will we use the number 20? Is the number 20 in the 2 times table? By the end of the term they should be able to respond to questions such as: • Count in tens from 170 to 200. • Count backwards in tens from180 to 140. • Count in fives from 115 to 145. • Count backwards in fives from 135 to 110. • Count in threes from 66 to 81. • Count backwards in threes from 190 to 169. • Count in fours from 120 to 140. • Count backwards in fours from 180 to 160. Learners can use number grids, number lines, number tracks, abacus and counting beads to support the counting. MATHEMATICS Grade 1-3 310 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number sym￾bols 0 – 200 • Write number symbols 0 – 200 • Recognise, identify and read number names 0 – 100 • Write number names 0 – 100 What is different from Term 3? During this term learners now recognise, read and write number symbols to 200. Knowledge of the number symbols is reinforced when counting objects and when counting forwards and backwards. By the end of the term learners should be able to respond to the following type questions or instructions: Write the number symbol: Twenty-three Fifty-seven Ninety-two One hundred and nine One hundred and eleven One hundred and twenty-seven Match the symbols to the number names 66 Ninety-one 8 Fifty-three 172 Fourty 109 Thirty-eight 91 One hundred and seventy-two 40 Sixty-six 53 Ninety-one 38 One hundred and nine MATHEMATICS Grade 1-3 CAPS 311 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.3 Number symbols and number names Read aloud the numbers on each card: 67   198   1.4 Describe, compare, order numbers Order and compare numbers to 99 • Order whole numbers up to 99 from smallest to greatest, and greatest to smallest • Compare whole numbers up to 99 using smaller than, greater than, more than, less than and is equal to Use ordinal numbers to show order, place or position Position objects in a line from first to tenth or first to last e.g. first, second, third … twentieth. What is different from Term 3? The number range has increased to 99. By the end of the term learners should be able to: Use read and to write First, second, third, fourth, fifth, sixth………….. and abbreviations: 1st, 2nd, 3rd, 4th, Use, read and write the following language of ordering and comparing • How many………… • As many as, the same number as… • Equal to, more than, less than, fewer than, greater than, smaller than, larger than………… • Most, least, smallest, largest • Order, first, last, before, after, next, between, halfway between Use the sign = to represent equality Learners should be able to respond to questions such as: Who is standing second in the queue? Which pencil is the shortest? Order numbers to at least 100 and position them on a number line or using square grids. MATHEMATICS Grade 1-3 312 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.4 Describe, compare, order numbers Fill in the missing numbers on parts of a 100 grid 87   100   Write where these numbers would go: 88, 90, 92... Fill in the missing number: 115 117 139 141 187 185 Answer orally to the following questions: Which numbers lie between 82 and 87? Which numbers lie between 45 and 50? Which numbers lie between 69 and 75? Write the numbers in order from the biggest to the smallest: 127, 132, 165, 111, 189, 173, 156 Write the numbers in order from the smallest to the biggest: 89, 62, 56, 72, 45, 39, 17 Show, read and write ordinal numbers. MATHEMATICS Grade 1-3 CAPS 313 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) PLA C E VALUE 1.5 Place value Recognise the place value of at least two￾digits numbers to 99 • Recognise what each digit represents • Decompose two-digit numbers up to 99 into multiples of tens and ones (TU) • Identify and state the value of each digit By the end of the term learners should be able to: • Understand and use the vocabulary of place value: Use, read and begin to write: Ones or units, tens, digit, one-digit number, two-digit number, ....place value... • Partition two-digit numbers in multiple of tens and ones Write the number: 6 tens and 3 ones ____________________ 2 tens and 5 ones ____________________ 12 tens and 8 ones ___________________ 18 tens and 4 ones ____________________ • Use apparatus: Show 4 tens and 5 ones using the abacus. Show 7 tens and 6 ones using the abacus. Say what the digit 8 in 28 represents. And the 2? Say which number is equivalent to or the same as: - 6 tens - Nine tens and three ones - Five tens and nine ones Which number needs to go into each box? a) 34 =  + 4 b) 78 = 70 +  Resources Objects that can be grouped: • Counting sticks • Counters that can be threaded • Matchsticks • Ice cream sticks • Interlocking cubes MATHEMATICS Grade 1-3 314 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) SOLVIN G PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problems and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Learners are expected to solve the word problems using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines See Notes for Terms 1 and 2 for: • Drawings or concrete apparatus • Building up and breaking down • Doubling and halving Number lines Using number lines in order to help them calculate will allow learners a way to record their thinking and to keep track of it. It also allows learners to have a recording image that they can use to explain how they solved the problem. Learners have been using number lines since Grade 1. In Term 4 they should be able to construct blank number lines on which they put the starting number and then determine how to get from one to the other. Example of how learners can use the number line: 23 children went on an excursion today. There are still 63 children at school. How many children were there to begin with? 63   64   65   66   68   69   71   77   78   73   75   80   83   84   85   67   70   72   74   76   79   81   82   86   +10   +10   +3   Allow learners to choose the technique most comfortable for them. However if learners are using techniques that are not efficient then they need to be guided to do so. Note that learners often use different ways of solving a problem that may not be what the teacher expects. For example, a division problem may be solved by repeated subtraction, addition, or multiplication. Learners’ methods will change in the course of the year as their understanding of and familiarity with the problem types grow, and as their number concept develops. MATHEMATICS Gr a d e 1-3 CAPS 315 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.7 Addition, subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 99. Examples of problems that learners should be able to do by the end of the term Addition and subtraction There are at least three basic types of addition and subtraction problems and each type can be posed in different ways. The basic types are: Change Noluthando had 25 sweets. Silo gave her 18 sweets. How many sweets does she have now? Noluthando had 53 sweets. She gave 32 sweets to Silo. How many sweets does she have now? Combine The grade 2 class has 37 green triangles and 19 blue triangles. How many triangles do they have? They have 63 circles; 27 are green and the rest are blue. How many blue circles do they have? Compare Nosisi has 13 bananas. Themba has 5 bananas. How many more bananas does Nosisi have than Themba? Posing each problem in different ways Problems have to be posed in different ways. For example, both of these are change problems, but the “unknowns” are in different places in the problem. Noluthando had some sweets. Silo gave her 18 more sweets. Now she has 43 sweets. How many sweets did Noluthando have in the beginning? Noluthando had 25 apples. Silo gave her some apples. She now has 43 apples. How many apples did Silo give her? MATHEMATICS Grade 1-3 316 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.8 Repeated addition leading to multiplica￾tion Solve word problems in context and explains own solution to problems using repeated addition leading to multiplication with answers up to 50. Examples of problems that learners should be able to do by the end of the term Repeated addition How many wheels do 20 bicycles have? Rate Thami walks 6 blocks a day. How many blocks does he walk in a week? Grids Mr Khumalo plants 7 rows of cabbages. There are 8 cabbages in a row. How many cabbages are there altogether? 1.9 Grouping and sharing leading to division Solves and explain solutions to practical problems that involve equal sharing and grouping up to 99 with answers that can include remainders. Examples of problems that learners should be able to do by the end of the term Grouping Grouping, discarding the remainder Stella sells apples in bags of 10 apples each. She has 80 apples. How many bags of 10 apples each can she make up? Grouping, incorporating the remainder in the answer A farmer has 47 eggs. How many egg boxes that can take 6 eggs each does he need to pack all the eggs? Sharing Sharing, discarding the remainder Share 54 sweets among 7 friends so that they all get the same number of sweets. MATHEMATICS Grade 1-3 CAPS 317 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.10 Sharing leading to fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions e.g. 1 2, 1 4, 1 3, 1 5 etc. The focus of fraction word problems in this term continues to allow learners to: • share and group things equally; • name fraction parts; • find fractions of whole objects; • recognise that a fraction is part of a whole; • write fractions as 1 third. During this term learners name more fractions. It is important that learners are exposed to fractions other than one half and one quarter. Examples of problems that can be done: Sharing, leading to fractions • Share 7 chocolate bars among 3 friends so that they all get the same amount of chocolate bar and there is nothing left over. • Three pancakes are shared equally among 4 friends. How many does each one get? By the end of the term learners should know the following concepts: When you divide something into: • two equal parts it is called halving. Each part is called a half; • three equal parts, each part is called a third; • four equal parts, each part is called a quarter; • five equal parts, each part is called a fifth; and • six equal parts, each part is called a sixth. Examples of problems that learners should be able to do by the end of the term Sharing, leading to fractions Share 11 chocolate bars among 4 friends so that they all get the same amount of chocolate bar and there is nothing left over. Fraction of a collection Grandmother gives Kiki 12 oranges. Kiki makes juice with one third of the oranges. How many oranges did she use? This problem type must only be posed after learners have solved four or five problems of the ‘sharing, leading to fractions’ type and know the names of fractional pieces. Putting fractions together The netball coach gives half an orange to each player. There are 14 players. How many oranges does she need? This problem type must only be posed after learners have solved four or five problems of ‘sharing, leading to fractions’ type and know the names of fractional pieces. MATHEMATICS Grade 1-3 318 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.11 Money • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5) and bank notes ( R10, R20, R50) • Solve money problems involving totals and change in cents up to 99c or rands to R99 Examples of problems that learners should be able to do by the end of the term Problem situations with different functional relationships Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders. Number of hotdogs 1 2 3 4 5 6 7 8 9 10 Cost in R 4 8 Use the table to find the cost of 7 hotdogs and 15 hotdogs. Sedick charges R20 for travel costs, and then R5 per hour for babysitting. Complete this table for him. Number of hours 1 2 3 4 5 10 Cost in R 25 30 Note that Heila’s problem and Sedick’s problem work differently. CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • Drawings or concrete apparatus e.g. Counters • Building up and breaking down numbers • Doubling and halving • Number lines Learners are expected to solve context free calculations using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines See notes for Terms 1 and 2. MATHEMATICS Gr a d e 1-3 CAPS 319 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.11 Money • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5) and bank notes (R10, R20, R50) • Solve money problems involving totals and change in cents up to 99c or rands to R99 Examples of problems that learners should be able to do by the end of the term Problem situations with different functional relationships Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders. Number of hotdogs 1 2 3 4 5 6 7 8 9 10 Cost in R 4 8 Use the table to find the cost of 7 hotdogs and 15 hotdogs. Sedick charges R20 for travel costs, and then R5 per hour for babysitting. Complete this table for him. Number of hours 1 2 3 4 5 10 Cost in R 25 30 Note that Heila’s problem and Sedick’s problem work differently. CONTEXT-FREE CALCULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • Drawings or concrete apparatus e.g. Counters • Building up and breaking down numbers • Doubling and halving • Number lines Learners are expected to solve context free calculations using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines See notes for Terms 1 and 2. TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols(+, –, =, ) • Practise number bonds 20 During this term learners continue to break down numbers in order to calculate. Possible methods to show addition and subtraction calculations Breaking down a number into smaller parts to make a calculation easier Using knowledge of place value to break down numbers into tens and ones Adding two-digit numbers by breaking up both numbers 43 + 36 =  43 + 36 = (40 + 3) + (30 + 6) = (40 + 30) + (3 + 6) = 70 + 9 = 79 Adding by breaking up one number 43 + 36 =  43 + (30 + 6) 43 + 30 → 73 + 6 = 79 Learners might break down the number in ways that are manageable for them. This means that they will do it in different ways. 43 + 36 =  43 + (10 + 10 + 10 + 6) 43 + 10 → 53 + 10 → 63 + 10 → 73 + 6 = 79 Subtraction • Breaking up both numbers 87 – 56 =  87 – 56 = (80 + 7) - (50 + 6) = (80 - 50) + (7 - 6) = 30 + 1 = 31 MATHEMATICS Grade 1-3 320 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols(+, -, =, ) • Practise number bonds 20 • Subtracting by breaking up one number 87 - 56 =  87 - (50 + 6) 87 - 50 → 37 - 6 = 31 Expect that some learners might break up the number in different ways to make easier for them calculate: 87 - 56 =  87 - (20 + 20 + 10 + 6) 87 - 20 → 67 - 20 → 47 - 10 = 37 - 6 = 31 Using halving to break down a number 69 + 12 69 + (6 + 6) 69 + 6 → 75 + 6 = 81 Count on and count back 78 - 69 =  Counting up in ones from 69 is an appropriate strategy because the numbers are close to each other. Identify near doubles 34 + 35 explaining that it is double 34 plus 1 or double 35 minus 1. 34 + 34 + 1 Learners might record their strategies using arrows 34 + (30 + 4) + 1 34 + 30 → 64 + 4 → 68 + 1 = 69 Change a number to a multiple of ten and then subtract or add ones Count up or down to the nearest 10 58 + 19 =  Here learners need to say to themselves that they have two options. Change 58 or 19 to the nearest multiple of 10. The choice is theirs. The sum can be written as: 58 + 19 = 58 + 20 - 1 58 + 20 → 78 - 1 = 77 Some learners might break down twenty into 2 groups of 10 to calculate accurately. MATHEMATICS Gr a d e 1-3 CAPS 321 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols(+, -, =, ) • Practise number bonds 20 • Subtracting by breaking up one number 87 - 56 =  87 - (50 + 6) 87 - 50 → 37 - 6 = 31 Expect that some learners might break up the number in different ways to make easier for them calculate: 87 - 56 =  87 - (20 + 20 + 10 + 6) 87 - 20 → 67 - 20 → 47 - 10 = 37 - 6 = 31 Using halving to break down a number 69 + 12 69 + (6 + 6) 69 + 6 → 75 + 6 = 81 Count on and count back 78 - 69 =  Counting up in ones from 69 is an appropriate strategy because the numbers are close to each other. Identify near doubles 34 + 35 explaining that it is double 34 plus 1 or double 35 minus 1. 34 + 34 + 1 Learners might record their strategies using arrows 34 + (30 + 4) + 1 34 + 30 → 64 + 4 → 68 + 1 = 69 Change a number to a multiple of ten and then subtract or add ones Count up or down to the nearest 10 58 + 19 =  Here learners need to say to themselves that they have two options. Change 58 or 19 to the nearest multiple of 10. The choice is theirs. The sum can be written as: 58 + 19 = 58 + 20 - 1 58 + 20 → 78 - 1 = 77 Some learners might break down twenty into 2 groups of 10 to calculate accurately. TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols(+, -, =, ) • Practise number bonds 20 By the end of the year learners should be able to: Use and understand the language of addition Understand that adding zero leaves a number unchanged 75 + 0 = 75 0 + 75 = 75 75 = 75 + 0 75 = 0 + 75 Respond to written questions phrased in a variety of ways such as: • add together 43 and 9 • add 10 to 67 • 11 plus 83 • 80 = 62 + 8 +  • What is 30 more than 60 • Find the sum of 56 and 14 • Add twelve to seventy-five • What number is 10 more than 83 • What number must you add to 45 to get 78? • 4 tens plus 3 tens • 12 tens plus 8 ones • 45 + 10 =  45 + 20 =  45 + 30 =  Know that  stands for an unknown number 42 + 44 =  5 + 7 +  = 80 57 +  = 95  + 15 = 81 With the aid of apparatus: Add three numbers together 26 +  +  = 72 Choose three of these numbers: 15, 19, 22, 25 Add them up. What different totals can you make? MATHEMATICS Grade 1-3 322 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols(+, -, =, ) • Practise number bonds 20 Respond to written questions and explain how they arrived at their answer: • Add 6, 12 and 14. • What is the sum of 10, 5 and 19. Understanding subtraction by the end of the year. By the end of the year learners should be able to: Understand and use the vocabulary of subtraction: Take away, subtract, how many are left, how much less is ... than..., difference between, how much more is ... than...., how many more to make... and read and write the minus sign ( - ) Continue to develop understanding of subtraction as: • taking away; and • finding the difference between. Understand that subtracting zero leaves a number unchanged: 92 - 0 = 92 92 = 92 - 0 Respond to written questions phrased in a variety of ways such as: • 37 take away 3 • Take 40 from 80 • 62 subtract 42 • Subtract 45 from 90 • What is the difference between 38 and 57? • How many less is 17 than 49 • What number must you subtract from 56 to get 22? • What number must you subtract from 56 to get 32 • What number must you subtract from 56 to get 42 • Find pairs of numbers with a difference of 10 Know that  stands for an unknown number. 57 - 34 =  62 -  = 48 98 - 42 =  13 - 6 = 15 -   - 18 = 24 MATHEMATICS Gr a d e 1-3 CAPS 323 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 99 • Subtract from 99 • Use appropriate symbols(+, -, =, ) • Practise number bonds 20 Begin to understand that: 25 - 10 is different from 10 - 25 Use the relationship between addition and subtraction Say and write corresponding subtraction facts to a given addition fact and vice versa. For example: 73 + 17 =90 implies that 90 - 17 = 73 17 + 73 = 90 implies that 90 - 73 = 17 42 - 18 = 24 implies that 24 + 18 = 42 42 - 24 = 18 implies that 18 + 24 = 42 Without the use of apparatus answer the following: If you know that 62 + 29 = 91. What is: 29 + 62 91 - 29 91 - 62 If you know that 66 - 50 = 16 What is: 66 - 16 50 + 16 16 + 50 Write and answer the following: 57 - 34 = 23  + 23 = 57  - 23 = 34 34 + 23 =  12 + 46 = 58 12 +  = 58 58 -  = 12  - 46 = 12 Write four different number sentences using 3 numbers. For example: 20, 30 and 50 20 + 30 = 50 30 + 20 = 50 50 - 30 = 20 50 - 20 = 30 MATHEMATICS Grade 1-3 324 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 1, 2, 5, 3 and 4 up to 50 • Use appropriate symbols(+, x, =, ) What is different in Term 4? During this term learners will be multiplying in threes for the first time. See the notes in Term 1 for introducing new concepts By the end of the term learners should be able to: Use the language of multiplication in practical situations: Double, times, multiply, multiplied by, multiple of.., lots of, groups of ..., times as (big, long, wide ...), twice, three times as much, and read and write the multiplication sign (x) Use this language to do multiplication calculations Understand multiplication as repeated addition Example: 6 added together 3 times is the same as: 6 + 6 + 6 = 18 3 lots of 6 = 18 3 times 6 = 18 3x6=18 3 x 5 = 18 Understand multiplication as describing an array ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ 5 x 3 =15 ¥ ¥ ¥ ¥ ¥ ¥ 3 x 5 = 15 Respond to questions such as: four fives Double 6 6 times 5 MATHEMATICS Gr a d e 1-3 CAPS 325 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 1, 2, 5, 3 and 4 up to 50 • Use appropriate symbols(+, x, =, ) Three counters in a row. There are 4 rows. How many counters altogether 2 multiplied by 4 8 times 2 Recognise the use of the place holder  to stand for an unknown number. 3 groups of 2 are 6 or 3 times 2 is 6 or 3 x 2 =  4 groups of 3 are 12 or 4 times 3 is 12 or 4 x 3 =  6 groups of 3 are 18 or 6 times 3 is 18 or 6 x  = 18 7 +  = 14 2 groups of 7 =  2 +  +  +  +  +  +  = 14  x 7 = 14 1 x 2 =  2 x 2 =  3 x 2 =  1 x 5 =  2 x 5 =  3 x 5 =  MATHEMATICS Grade 1-3 326 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: Range 99 • Order a given set of selected numbers. • Compare numbers to 99 and say which is 1, 2, 3, 4, 5 and 10 more or less Rapidly recall: • Recall addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Mental strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Use the relationship between addition and subtraction • Number line • Doubling and halving • Building up and breaking down Examples of questions that can be asked: Number concept: Number names and symbols Hold up a card or write down a number name. Choose a learner to write the matching numeral. More or less What is • 1 less than 70 • 1 more than 80 • 3 less than 51 • 4 less than 67 • 5 less than 85 • 10 more than 90 • 10 less 80 What is the 5th letter of the alphabet? What is the 9th month of the year? Ordering and comparing Which is more: 21 or 171? Give me a number between 154 and 159. Addition and subtraction facts: • Know all addition and subtraction number bonds to 20.  + r = 20  + r = 16 19 =  - r MATHEMATICS Grade 1-3 CAPS 327 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: Range 99 • Order a given set of selected numbers. • Compare numbers to 99 and say which is 1, 2, 3, 4, 5 and 10 more or less Rapidly recall: • Recall addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Mental strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Use the relationship between addition and subtraction • Number line • Doubling and halving • Building up and breaking down Add and subtract facts for all numbers up to and including 20. 1 + 11 = 12 11 + 1 = 12 2 + 10 = 12 10 + 2 = 12 3 + 9 = 12 9 + 3 = 12 18 - 4 = 14 18 - 14 = 4 18 - 5 = 13 18 - 13 = 5 18 - 6 = 12 18 - 12 = 6 Quickly recall addition doubles to 20. This should include corresponding subtraction facts. • 1 + 1 = 2 • 2 + 2 = 4 • 3 + 3 = 6 • 4 + 4 = 8 • 5 + 5 = 10 • 6 + 6 = 12 • 7 + 7 = 14 • 8 + 8 = 16 • 9 + 9 = 18 • 10 + 10 = 20 Show me the number to add to make 20 (writing down or using the place value or Flard cards). • 8 • 2 • 9 • 15 • 3 Show me the number left when …. is taken away from 20 (writing down or using the place value or Flard cards). • 5 • 18 • 0 • 14 • 7 Calculation strategies: See notes for Term 2. MATHEMATICS Grade 1-3 328 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.17 Fractions • Use and name fractions in familiar contexts including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 thirds • Use and name fractions in familiar contexts including halves, quarters, thirds and fifths. • Recognise fractions in diagrammatic form • Write fractions as 1 half, 2 thirds What is different in Term 4? During Term 3 learner’s attention was focused on how the fraction name is linked to the number of equal parts into which the whole has been divided. A variety of diagrams were used to build up further understanding. Learners continue to name fractions in diagrams during this term. They are also naming fraction parts when doing word sums. Fraction parts identified are written as 1 half, 1 third, 1 quarter. The focus in this term should be on the whole. Learners should be able to: Complete the sentences Two halves are the same as _____ whole Three thirds are the same as ____ whole Four quarters are the same as ____ whole During this term learners will find fractions of a group of objects. Example: Using counters arranged in arrays learners will find: 1 half of 8 counters. ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ Learners can divide the 8 counters into 2 groups of 4. ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ Allow learners to use concrete apparatus to do this and to arrange the counters into arrays. By the end of the term learners should be able to find: • 1 half of a collection of objects; • 1 quarter of a collection of objects; • 1 third of a collection of objects; and • 1 fifth of a collection of objects. MATHEMATICS Grade 1-3 CAPS 329 GRADE 2 TERM 4 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects ; and • simple patterns made with drawings of lines, shapes or objects Create and describe own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Learners will work with patterns from nature, modern everyday life and our cultural heritage from Grade 1 to Grade 6. This means that you do not need to spend a lot of time on this topic. You also need to choose activities and patterns that are appropriate to each grade. One kind of pattern learners can look for is symmetry, e.g. most leaves and animals’ faces are symmetrical. So are many insects if viewed from above and the patterns on many birds if viewed from below. Learners can also look at patterns on • fences (wire, wooden or vibracrete); • brickwork and floor tiles; • roofing; • clothes and material; • plates, cups and saucers; • soccer balls; • animals such as cows, moths and butterflies, zebra, giraffe, leopards, birds, insects; • flowers and leaves; • wallpaper, including wallpaper made of printed packaging that is often found inside shacks and informal housing, • traditional or modern beadwork; and • traditional clay pots or woven baskets. How can learners describe the patterns they see around them? There are different ways to describe the patterns we see around us. Most patterns around us are made up of lines, shapes or objects. The shapes or objects do not need to be linked to the geometrical 2- D shapes and 3- D objects worked with in Grade 2. All that learners are looking at is • what is repeated e.g. dots, lines, any kind of shape; and • how it is repeated. 1 lesson MATHEMATICS Grade 1-3 330 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects ; and • simple patterns made with drawings of lines, shapes or objects Create and describe own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Example: - Straight lines that cross each other (like in a dishcloth), lines that run along the bottom of material or across a shirt, lines that run up the legs of trousers, - Curved lines like those one gets when cutting across an onion - Lines that are irregular, as on fingerprints and zebras and wrinkles on elephants, rhino and very old people - Wavy lines that one gets when cutting across a cabbage, or that one finds on a sand dune - Dots that are the same size, dots that are evenly spread - Shapes that are the same size, e.g. brick patterns on a wall or paving - Shapes that are the same colour - Patterns made by the same shape facing in different directions e.g. triangles facing up or down in traditional beadwork, or paving bricks facing in different directions - Patterns made with shapes that are all different, like those on a giraffe 1 lesson MATHEMATICS Gr a d e 1-3 CAPS 331 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 200. Create own patterns Create own number patterns. Copy, extend and describe Copy, extend and describe simple number sequences to at least 200. Sequences should show counting forwards and backwards in: • 1s, from any number between 0 and 200 • 10s from any multiple between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 Create own number patterns See notes for Term 1, but extend the number range to 200 3 lessons MATHEMATICS Grade 1-3 332 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 TERM 4 3. S PA C E AND SHA P E (GEOMETRY) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of Objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of Objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Focussed activities • Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, building blocks, recycling, construction kits, other 3- D geometric objects Range of Objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of Objects Describe, sort and compare 3- D objects in terms of: • size • objects that roll • objects that slide Suggested focus or Term 4 Work is consolidated through written exercises. 1 lesson MATHEMATICS Gr a d e 1-3 CAPS 333 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2-D shapes Range of shapes Recognise and name 2-D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • size • colour • shape • straight sides • round sides Range of shapes Recognise and name 2-D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • size • colour • shape • straight sides • round sides See notes for Term 2 This term you can practise, revise and consolidate work on 2-D shapes. Focus on recognising and naming circles, squares, rectangles and triangles and talking about whether their sides are straight or round. Do different activities from those in Term 2, but keep the focus on features of shapes and naming shapes. 3 lessons 3.4 Symmetry Symmetry Recognise and draw line of symmetry in 2-D geometrical and non geometrical shapes. Symmetry Recognise and draw line of symmetry in 2-D geometrical and non- geometrical shapes. See notes for Term 2. 1 lesson MATHEMATICS Grade 1-3 334 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 TERM 4 4. MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Name and sequence days of week • Name and sequence months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours. half hours and quarter hours Calculate length of time and passing of time • Use calendars to calculate and describe lengths of time in days or weeks • Use clocks to calculate length of time in hours, half hours or quarter hours Telling the time • Tell 12-hour time in hours, half hours and quarter hours on analogue clocks Calculate length of time and passing of time • Use clocks to calculate length of time in hours, half hours or quarter hours Learners continue to practice talking about the duration of time and the sequencing of time. During whole class teaching time and focus group time, learners continue to talk about the day of the week, month of the year and the date of the current day, as well as days before and days to come. Learners become familiar with calendars by the continual placing of • Birthdays; • religious festivals; • historical events; • school events; and • public holidays on the calendar. Telling the time in hours, half hours and quarter hours See notes for Term 3. 1 lesson MATHEMATICS Grade 1-3 CAPS 335 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider. Introducing formal measuring • Estimate, measure, compare order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre long lengths of string) as the standard unit of length What is different from Term 1? During Term 1 it was recommended that learners focus on estimating, measuring, comparing and recording lengths, widths and heights with informal units, but that learners also begin to measure in metres. In Term 4 the focus can be on estimating, measuring, comparing and recording length, heights and widths in metres: See notes for Term 1. This consolidation can be in the form of written exercises. 1 lesson MATHEMATICS Grade 1-3 336 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier ntroducing formal I measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Measure their own mass in kilograms using a bathroom scale Introducing formal measuring Learners do written tasks to consolidate the following, including reading pictures of • products with mass written on them, • pictures of mass on bathroom scales where the needle points to a whole kilogram. In Term 2 learners - measured mass informally using a balance; - ordered products according to the mass stated on the package; and - read bathroom scales (both real scales and pictures of scales) See notes for Term 2. In Term 4 learners should consolidate their skills in reading bathroom scales and pictures of bathroom scales to the nearest whole kilogram. This consolidation can be in the form of written exercises. 1 lesson MATHEMATICS Grade 1-3 CAPS 337 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) or the volume in containers by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of 4 cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint Introducing formal measuring Learners do written tasks to consolidate the following, including reading pictures of • products with their capacity written on them in order to sequence in order • pictures of jugs where the volume is near to a numbered 1 litre or 2 litre gradation line The expectation is that learners only read to the nearest numbered gradation line. The describe their volume as almost/nearly/ close to/ a bit more than/ more or less/ or exactly the number (of litres) they read off the jug During independent work time learners should continue to - estimate and measure, compare, order and record the capacity of containers or the volume in containers using non-standard measures. Following recipes, including baking, is a useful context in which learners can practise measuring. Choose recipes where ingredients are given in cups, teaspoons or informal units; - compare and order the capacity a range of bottles and grocery items where the volume is stated on the packaging; and - use either 1 litre bottles or 1 litre jugs to estimate and measure, compare, order and record the capacity of containers or the volume in containers in litres. See the notes for Term 3. Learners should be given written tasks to consolidate the following, including reading pictures of • products with their capacity written on them in order to sequence in order; and • pictures of jugs where the volume is near to a numbered 1 litre or 2 litre gradation line. The expectation is that learners only read to the nearest numbered gradation line. The describe their volume as almost/nearly/ close to/ a bit more than/ more or less/ or exactly the number (of litres) they read off the jug. 1 lesson MATHEMATICS Grade 1-3 338 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) or the volume in containers by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of 4 cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint Introducing formal measuring Learners do written tasks to consolidate the following, including reading pictures of • products with their capacity written on them in order to sequence in order • pictures of jugs where the volume is near to a numbered 1 litre or 2 litre gradation line The expectation is that learners only read to the nearest numbered gradation line. The describe their volume as almost/nearly/ close to/ a bit more than/ more or less/ or exactly the number (of litres) they read off the jug Measuring capacity as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of · informal measurement of capacit/ volume, e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? · litres Take account of the number range appropriate for the term, as well as the range of problems types. 1 lesson MATHEMATICS Gr a d e 1-3 CAPS 339 GRADE 2 TERM 4 5. DATA HANDLING TO PICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS SUGGESTED FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to answer questions posed by the teacher • Organise data in tallies 5.5 Represent data Represent data Represent data in pictograph 5.6 Analyse and interpret data Analyse and Interpret data Answer questions about data in pictograph Analyse and Interpret data Analyse data from representations provided Analyse and Interpret data provided By this stage of the year, learner should be familiar with pictographs. It is recommended that in Term 4 learners focus on analysing data. Give learners data to analyse in at least 1 pictograph Learners should answer questions that you pose to the graph and table: See Term 1 for suitable types of questions 1 lesson MATHEMATICS Grade 1-3 340 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.5.3 Clarification of Grade 3 content GRADE 3 TERM 1 1. NUM BERS, O PERATIONS AND RELATIONSHI P S Grade 3 learners will now consolidate what they learnt in Grade and use these skills to work with numbers between and Learners in grade will now • read and write numbers in symbols and words to • continue to identify and position numbers; • use their knowledge of place value to locate the hundreds, tens and ones and to explain their relationship; • partition three-digit numbers. they will use their knowledge of place value to compare and order numbers and should give reasons for their choice; • continue counting forwards and backwards, now in intervals of and they will now begin recognising the relationships between counting in s and s; • know to count large collections of objects by grouping. They now to count systematically, accurately and can give a method on how to check the result; • add and subtract numbers mentally to ; • solve different kinds of problems and will learn how to organise their written responses in a systematic way; • choose the correct operation when doing problem-solving in contexts; • can record their calculations using the plus (), minus () and equals () sign. They can explain their answers and describe their methods; • work with formal ways to record addition and subtraction calculations, for example they will break up one or two numbers to add and subtract; and • will be able to choose from a range of strategies to solve the problem. For example to subtract: the learner will know to subtract by counting on or back. • The curriculum expects that the Grade learners work far less with concrete apparatus to represent addition and subtraction. By the end of the year learners should be able to add and subtract using pencil and paper methods. • The learner entering Grade should be able to understand the value of numbers and break up the numbers in order to calculate. The learner has begun to understand as ones and as tens and ones. The learner does not need concrete apparatus to help this understanding. In Grade 3 learners will continually need opportunities to practise breaking up numbers in order to understand the value of numbers and to use this knowledge in order to break up numbers to add and subtract. MATHEMATICS Gr a d e 1-3 CAPS 341 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Count objects Counting concrete Objects Estimate and count reliably to at least objects. The strategy of grouping is encouraged. • Group to at least objects to estimate and count reliably • Give a reasonable estimate of a number of objects that can be checked by counting During Grade learners continue to count out everyday objects. The number range will increase to by the end of the year. This means that careful consideration needs to be given to the kind of apparatus used: • Dienes blocks • Place value cards During the first term learners practise and consolidate counting objects to The focus is on grouping the objects. Learners should have a strong sense that it is better, more efficient and quicker to count in groups of tens, twenties, fifties and hundreds than in ones. They start counting in hundreds, forwards and backwards during the first term. To support the rote counting, learners can organise the objects in groups of 100s. Example: Each group shows a hundred. MATHEMATICS Grade 1-3 342 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Count objects Counting concrete Objects Estimate and count reliably to at least objects. The strategy of grouping is encouraged. • Group to at least objects to estimate and count reliably • Give a reasonable estimate of a number of objects that can be checked by counting During this term and for the rest of the year learners need to be made aware of how the counting of objects will help in calculations. Example: Counting objects by breaking up objects into groups of ten, 20s, 50s or even hundreds will allow learners to break up numbers when adding or subtracting. To add 362 + 527, learners can break up the number into place value parts. i.e. 362 + 527 = (300 + 60 + 2) + (500 + 20 + 7). Learners can count the hundreds together because they have done so when counting objects grouped in hundreds. Learners then count the tens (they have done so since Grade 1) and then the ones. Learners need to understand why they are spending their time counting objects. The links need to be made explicit. During this term learners can represent numbers using the Dienes blocks or base ten blocks. Learners used these apparatus in Grade 2. Learners should be able to complete the following statement: The value of these base blocks are_____________ Learners can use the place value cards to show the value of each digit. The focus of these kinds of activities is not only on counting objects. At the same time learners are: • understanding the value of a digit; • breaking down and building up numbers; and • reading number symbols. MATHEMATICS Gr a d e 1-3 CAPS 343 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Count forwards and backwards in: • the intervals specified in grade 2 with increased number ranges from any given number • in 20s, 25s, 50s,100s to at least 1 000 Count forwards and backwards in: • the intervals specified in Grade 2 with increased number ranges • 100s to at least 500 What is different from Grade 2? Learners count in 100s for the first time. They do this to 500. Learners need supporting base ten apparatus such as: • Counting beads • Dienes blocks • Number lines • Number grids The skip counting needs to be linked to the times tables. Counting in 4s will help learners when they say: • 1 four is 4 • 2 fours are 8 • 3 fours are 12 The skip counting also supports understanding multiplication and will help learners when they complete number sequences. MATHEMATICS Grade 1-3 344 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 1 000 • Write number symbols 0 - 1 000 • Recognise, identify and read number names 0 - 1 000 • Write number names to 0 - 1 000 Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 500 • Write number symbols 0 - 500 • Recognise, identify and reads number names 0 - 250 • Write number names 0 - 500 What is different from Grade 2? During this term learners recognise, read and write number symbols to . They read number names to and write number names to The reading and writing number symbols is also practised when: • counting objects; • counting forwards and backwards; • completing number sequences; and • ordering and comparing numbers. Care should be taken to say numbers correctly; one needs to say 323 as “three hundred and twenty-three”, NOT as “323”. When writing three-digit numbers, the numbers between 100 and 110; 200 and 210; 300 and 310, 400 and 410, the digit in the tens position is zero. Some learners find it difficult to write these numbers in symbols when they are given the number in words. For example, it may be difficult for some learners to write ‘three hundred and four’ in symbols. They might write 3004. Place value cards are particularly useful for helping learners to understand how to represent these numbers correctly. Learners should also be given plenty of practice writing these numbers. 1.4 Describe, compare and order numbers Describe, compare and order numbers to 999 • Describe and compare whole numbers up to 999 using smaller than, greater than, more than, less than and is equal to • Describe and order whole numbers up to 999 from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position Use, read and write ordinal numbers, including abbreviated form up to 31. Describe, compare and order numbers to 99 • Describe and compare whole numbers up to 99 using smaller than, greater than, more than, less than and is equal to • Describe and order whole numbers up to 99 from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position Use, read and write ordinal numbers, including abbreviated form up to 31. What is different from Grade 2? During this term learners consolidate ordering and comparing numbers to and should be able to give reasons for why one number is bigger than another. Allow learners to use a number line, number track, number grids or even their knowledge of breaking up numbers into tens and ones to illustrate their understanding. When ordering numbers learners must be able to say why a number is bigger than another using the value of the digits to explain themselves. Example: is smaller than because: I know that and, and and . Also is three bundles of ten and is five bundles of ten. There are more bundles of ten in 50 than 30. For working with ordinal numbers the calendar is ideal because it allows the learner to talk about the 23rd or the 31st day of the month. Learners need to practise reading and writing the abbreviated form. MATHEMATICS Grade 1-3 CAPS 345 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of three-digit numbers to 999 • Recognise what each digit represents • Decompose three-digit numbers up to 999 into multiples of 100, multiple of ten and ones • Identify and state the value of each digit Recognise the place value of numbers to 99 • Recognise what each digit represents • Decompose two-digit numbers up to 99 into multiples of ten and ones • Identify and state the value of each digit What is different from Grade 2? This term is about consolidating the place value understanding from Grade 2. Learners continue to do similar type activities as in Grade 2, Term 4: Decompose two-digit numbers into multiples of tens and ones Learners can decompose numbers into: • Multiples of tens and ones e.g. 73 = 70 + 3 (place value cards are useful to do this) Building up two-digit numbers from their place value parts Example: Write the number: a) 6 tens and 3 ones ____________________ b) 2 tens and 5 ones ____________________ c) 12 tens and 8 ones ___________________ d) 18 tens and 4 ones ____________________ Use apparatus to show the partitioning of numbers: • Abacus a) Show 4 tens and 5 ones using the abacus. b) Show 7 tens and 6 ones using the abacus. MATHEMATICS Grade 1-3 346 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of three-digit numbers to 999 • Recognise what each digit represents • Decompose three-digit numbers up to 999 into multiples of 100, multiple of tens and ones • Identify and state the value of each digit Recognise the place value of numbers to 99 • Recognise what each digit represents • Decompose two-digit numbers up to 99 into multiples of tens and ones • Identify and state the value of each digit • Place value cards Learners also use place value cards to show the parts of a number. Example: The following type of questions can be asked: · Say what the digit 8 in 28 represents? And the 2? · Say which number is equivalent or the same as: a) 6 tens b) Nine tens and three ones c) Five tens and nine ones d) SOLVE PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problem and explain solutions to problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when solving problems: • building up and breaking down numbers • doubling and halving • number lines What is different from Grade 2? Learners are expected to solve the word problems using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines Drawing up to 99 objects individually becomes inefficient and should be discouraged. Encourage the inclusion of number symbols in their recordings, including in picture representations. Learners can also be encouraged to write number sentences. Allow learners to choose the technique most comfortable for them. The number range and the type of problem will also determine the technique that is used. However, if learners are using techniques that are not efficient then they need to be guided to use more efficient methods. Building up and breaking down This is one of the most important techniques in the Foundation Phase. Using this technique allows learners to split (decompose) and recombine numbers to help make calculations easier. They will largely be using this technique in the Intermediate Phase as well. Doubling and halving This technique is quite sophisticated and requires a strong number sense. Learners who are able to choose this as a technique are quite flexible in the strategies they use. Knowing how to double will allow learners to use the strategy of near doubles. MATHEMATICS Grade 1-3 CAPS 347 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.6 Problem￾solving techniques Use the following techniques when solving problem and explain solutions to problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when solving problems: • building up and breaking down numbers • doubling and halving • number lines Example: Word problem: On one day at the clinic 45 children were given flu vaccinations. The next day 46 children were vaccinated. How many children were vaccinated altogether? The problem could be solved by using doubling. A learner might say double 45 plus 1 or double 46 minus 1. Number lines Using number lines in order to help them calculate will give learners a way to record their thinking and to keep track of it. It also allows learners to have a recording image that they can use to explain how they solved the problem. Learners have been using number lines since Grade 1. Learners should be able to construct blank number lines on which they put the starting number and then determine how to get from one to the other. Example of how learners can use the number line: 23 children went on an excursion today. There are still 63children at school. How many children were there to begin with? 63   64   65   66   68   69   71   77   78   73   75   80   83   84   85   67   70   72   74   76   79   81   82   86   +10   +10   +3   1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction leading answers up to 999. Solve word problems in context and explain own solution to problems involving addition, subtraction leading answers up to 99. Examples of problems that can be done this term In this term, learners consolidate work done in Grade 2. See notes on problem-solving types in Grade 2, Section 2. MATHEMATICS Grade 1-3 348 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems using multiplication with answers up to 99. Solve number problems in context and explain own solution to problems involving multiplication with answers up to 50. Examples of problems that can be done this term • A builder needs to lay 6 rows of paving bricks, with 8 bricks in each row. How many bricks will he need? • Marlene has 4 bags of sweets. Each bag contains 6 sweets. How many sweets are there altogether? • Mom wants to bake 12 cakes. If each cake needs 2 eggs, how many eggs must Mom buy? • If each learner reads 3 books during July, how many books would a class of 20 read? Problem type: Array • A vegetable garden has 12 rows of plants. Each row has 7 plants. How many plants are there in the garden? • A vegetable garden has 12 rows of plants. Every row has the same number of plants. If there are a total of 48 plants, how many plants are in each row? • A vegetable garden has 48 plants that are planted in rows. There are 7 plants in each row. How many rows are there? Using doubling to solve problems • Justin is 8 years old. • His older brother is twice as old as Justin. • His father is four times as old as Justin. • His grandfather is twice as old as his father. • What are each of their ages? • Shepi’s book is 48 pages long. He is on page 26; has he read more than half the book? In Grade 3 learners are expected to recognise a multiplication word sum. Learners should be encouraged to use numbers even with pictures, rather than only using apparatus or pictures on their own. MATHEMATICS Gr a d e 1-3 CAPS 349 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems using multiplication with answers up to 99. Solve number problems in context and explain own solution to problems involving multiplication with answers up to 50. Examples of problems that can be done this term • A builder needs to lay 6 rows of paving bricks, with 8 bricks in each row. How many bricks will he need? • Marlene has 4 bags of sweets. Each bag contains 6 sweets. How many sweets are there altogether? • Mom wants to bake 12 cakes. If each cake needs 2 eggs, how many eggs must Mom buy? • If each learner reads 3 books during July, how many books would a class of 20 read? Problem type: Array • A vegetable garden has 12 rows of plants. Each row has 7 plants. How many plants are there in the garden? • A vegetable garden has 12 rows of plants. Every row has the same number of plants. If there are a total of 48 plants, how many plants are in each row? • A vegetable garden has 48 plants that are planted in rows. There are 7 plants in each row. How many rows are there? Using doubling to solve problems • Justin is 8 years old. • His older brother is twice as old as Justin. • His father is four times as old as Justin. • His grandfather is twice as old as his father. • What are each of their ages? • Shepi’s book is 48 pages long. He is on page 26; has he read more than half the book? In Grade 3 learners are expected to recognise a multiplication word sum. Learners should be encouraged to use numbers even with pictures, rather than only using apparatus or pictures on their own. TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.9 Grouping and sharing leading to division Solve and explain solutions to practical problems that involve equal sharing and grouping up to 200 with answers that may include remainders Solve and explain solutions to practical problems that involve equal sharing and grouping up to 50 with answers that may include remainders. During this term the division sign is introduced. It is important that learners understand the following concepts of division before the sign is used: Problems that involve sharing are often about: • sharing equally; and • how much each one gets. Problems that involve sharing is often about: • How many groups can be made? Examples of problems that can be done this term • If learners and teachers are going to the concert and people can fit into a mini-bus, how many times must the minibus drive up and down, before all the learners are at the concert? • Mongezi packs out counters into rows. How many counters in a row? • 35 girls want to play netball. How many teams of girls will there be? • Estimate first: • Will it be more or less than 10? • Will it be more or less than 20? • Marlene buys 44 sweets. She divides them equally into 4 packets to sell. How many sweets are there in a bag? • Marlene buys 48 sweets. She wants to divide them into bags with six sweets each. How many bags does she need? MATHEMATICS Grade 1-3 350 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.10 Fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions e.g. 1/2,1/4,3/4,2/5. etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions e.g. 1/2,1/4,3/4, etc. In Grade 2 learners were introduced to fractions and: • shared and grouped things equally; • named fraction parts; • identified fractions in different contexts; • wrote fraction names as 1 third, 1 fifth; • found fractions of whole objects; and • found fractions of a collection of objects. What is different from Grade 2? During this term, learners continue to work with unitary fractions such as 1 half, 1 third, 1 quarter, 1 fifth. Learners are also introduced to non-unitary fractions e.g. 3 quarters or 2 thirds. Learners are not required to use the terms unitary and non-unitary. Examples of problems that can be done this term • Sharing, leading to fractions Share 8 chocolate bars among 3 friends so that they all get the same amount of chocolate bar and there is nothing left over. • Fraction of a collection a) Find 1 quarter of 16 sweets. b) 8 sweets are which fraction of 24 sweets? c) Grandmother gives Kiki R12. Kiki wants to save a third of the money. How much money must she save? d) This problem type must only be posed after learners have solved four or five problems of the “sharing, leading to fractions” type and know the names of fractional pieces. Writing fractions Learners are not required to write the fraction symbol. Learners have learned how to label fraction parts as 1 fifth, 3 quarters or 3 sixths. This helps them firstly to understand that the fraction names describe how many equal parts the whole has been divided into, for example, halves, thirds, quarters, etc and secondly how many of those parts are being considered, e.g. 2 thirds. Representing fractions word problems • Learners must draw their answers to prove that they understand the problem. • Expect that some learners may draw the fraction correctly but misname the fraction part. Assist these learners to name fractions parts correctly (see notes relating to naming fractions under context-free calculations) • Learners must name the parts that have been shared by writing them as 2 thirds. · MATHEMATICS Gr a d e 1-3 CAPS 351 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.11 Money • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in rand or cents. • Convert between rand and cents • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in Rand or cents. During this term learners continue to solve money problems. Example: • Grade 3 learners need R759 for the class camp. They have collected R250. How much more money do they need? • Write 325c as rands and cents. • How many different ways can you make R400 using only bank notes? How do you know whether you have all the solutions? • Travis has a 50c piece and four 20c pieces. Toffees cost R1,20. How much change will he get? • If a school tracksuit costs R150, what will 2 tracksuits cost? Buying and selling problems Example • Pedro’s granny gave him R5. Which 3 sweets can he buy? Choc chuckle R2,70; gums R1,80; sour worms R1,40; peach treats R1,60; magic mints R2,20; toffee R1,20. • Damon bought three books for R80 each, how much change will he get from R300? • Packets of 5 mints cost 44c each. Mr King needs 88 mints. How many packets should he buy? What will he pay? MATHEMATICS Grade 1-3 352 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines These techniques will be used in both problem-solving and in context-free calculations. Building up and breaking down This is one of the most important techniques in the Foundation Phase. Using this technique allows learners to split (decompose) and recombine numbers to help make calculations easier. They will largely be using this technique in the Intermediate Phase as well. It is important that learners apply known knowledge when breaking up numbers e.g. • breaking up using place value; • breaking up using multiples of 10; and • breaking up into number pairs. Number lines Learners will continue to use and construct their own number lines in order to calculate. It is most likely that the number line will be used more in addition or subtraction calculations. Addition and subtraction. Learners should be constructing their own number lines and breaking up the numbers in manageable parts. Example: 45 + 27 The number line should start at 45 and learners can create 2 jumps of 10 and then one jump showing 7. Multiplication Number lines should continue to be used to support repeated addition. Equal jumps are recorded on the number line and supporting sentences can be recorded as well. MATHEMATICS Gr a d e 1-3 CAPS 353 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) CONTEXT-FREE CALCULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines These techniques will be used in both problem-solving and in context-free calculations. Building up and breaking down This is one of the most important techniques in the Foundation Phase. Using this technique allows learners to split (decompose) and recombine numbers to help make calculations easier. They will largely be using this technique in the Intermediate Phase as well. It is important that learners apply known knowledge when breaking up numbers e.g. • breaking up using place value; • breaking up using multiples of 10; and • breaking up into number pairs. Number lines Learners will continue to use and construct their own number lines in order to calculate. It is most likely that the number line will be used more in addition or subtraction calculations. Addition and subtraction. Learners should be constructing their own number lines and breaking up the numbers in manageable parts. Example: 45 + 27 The number line should start at 45 and learners can create 2 jumps of 10 and then one jump showing 7. Multiplication Number lines should continue to be used to support repeated addition. Equal jumps are recorded on the number line and supporting sentences can be recorded as well. TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 • Add up to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 20 During this term learners practise and consolidate the work done in Grade 2. If learners: • work only with loose counters; • draw images of 1s only; and • count all in 1s when working with totals that are more than 30, it slows them down, but also increases their chances of making calculation errors. This makes it important for them to develop more efficient strategies. Building up and breaking down numbers becomes one of the important strategies that learners will use during this term. Possible methods to show addition and subtraction calculations. Breaking down a number into smaller parts to make a calculation easier Learners might break down the number in ways that are manageable for them. This means that they will do it in different ways. Using knowledge of place value to break down numbers into tens and ones • Adding two-digit numbers by breaking up both numbers 43 + 36 =  43 + 36 = (40 + 3) + (30 + 6) = (40 + 30) + (3 + 6) = 70 + 9 = 79 • Adding by breaking up one number 43 + 36 =  43 + (30 + 6) 43 + 30 → 73 + 6 = 79 • Breaking up into groups of ten 43 + 36 =  43 + (10 + 10 + 10 + 6) 43 + 10→ 53 + 10→ 63 + 10→ 73 + 6 = 79 MATHEMATICS Grade 1-3 354 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 • Add up to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 20 Subtraction • Subtracting by breaking up both numbers 87– 56 =  87– 56 = (80 + 7) – (50 + 6) = (80– 50) + (7– 6) = 30 + 1 = 31 • Subtracting by breaking up one number 87–56 =  87– (50 + 6) 87– 50 → 37 – 6 = 1 Expect that some learners might break up the number in different ways to make easier for them to calculate: • Breaking up into multiples of 10 87– 56 =  87– (20 + 20 + 10 + 6) 87– 20 → 67–20 → 47– 10 → 37– 6 → 31 Using and applying previous knowledge as techniques • Using halving to break down a number 69 + 12 69 + (6 + 6) 69 + 6 → 75 + 6 = 81 • Count on and count back 78 – 69 =  Counting up in ones from 69 is an appropriate strategy because the numbers are close to one another. • Identify near doubles 34 + 35 explaining that it is double 34 plus 1 or double 35 minus 1. 34 + 34 + 1 MATHEMATICS Gr a d e 1-3 CAPS 355 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 • Add up to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 20 Learners might record their strategies using the arrow notation to keep track of their calculations 34 + (30 + 4) + 1 34 + 30 → 64 + 4 → 68 + 1 → 69 • Change a number to a multiple of ten and then subtract or add ones Count up or down to the nearest 10 58 + 19 =  Here learners need to say to themselves that they have two options. Change 58 or 19 to the nearest multiple of 10. The choice is theirs. The sum can be written as: 58 + 19 = 58 + 20 – 1 58 + 20 → 78 – 1 = 77 Some learners might break down 20 into 2 groups of 10 to calculate accurately. Practise bonds to 20 Bonds to 20 should be done using a variety of supporting images. Developing and practising addition and subtraction skills Learners need to practise certain kinds of addition and subtraction skills. • Add or subtract single digits from any two-digit number without crossing the tens: Example: a) 65 + 4 b) 89 – 3 • Add a single digit to a multiple of 10 Example: a) 70 + 5 b) 90 + 3 • Subtract a single digit from a multiple of 10 Example: a) 80 – 6 b) 50 – 3 MATHEMATICS Grade 1-3 356 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 • Add up to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 20 • Add or subtract 10 to and from any two-digit number Example: a) 56 + 10 b) 68 + 10 c) 79 – 10 d) 57 – 10 • Add or subtract a pair of multiples of 10 without crossing 100 a) 40 + 30 b) 80 – 50 Checking results of calculations Judging reasonableness of solutions Learners should be trained to judge the reasonableness of solutions. One way to do this is to estimate their answers before calculating. When adding two numbers that are close to each other, e.g. 45 and 46, learners can use doubling as a way of estimating their answers. Checking solutions Learners should know that they can • Check an addition calculation by subtracting. Example: If 36 + 18 = 54; then 54– 18 = 36 • Check a subtraction calculation by adding Example 84– 48 = 36, then 36 + 48 = 84 Using the inverse operation to check solutions is one reason for teaching addition and subtraction together. MATHEMATICS Grade 1-3 CAPS 357 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by to a total of 99 • Use appropriate symbols (x, =, ) • Multiply numbers 1 to 10 by • Use appropriate symbols (x, =, ) In Grade 2 learners multiplied numbers 1 to 10 by 1, 2, 5, 3 and 4 up to 50. They were introduced to the sign and used it in number sentences. Learners in Grade 3 should continue to practise and use the language of multiplication in practical situations; double, twice, multiply, multiplied by, lots of, groups of, times, three times as much. The language should also be used when doing multiplication calculations. During this term learners will be multiplying in threes for the first time. Learners entering Grade 3 should be able to represent repeated addition using the multiplication sign. Learners are able to describe multiplication in different ways. They understand that 3 lots of 6 or 3 groups of 6 can be written as 6 + 6 + 6. There is also an understanding that 3 times 6 can be written as 3 × 6. This knowledge continues to be developed in Grade 3. Learners will continue to use concrete apparatus, arrays and number lines to understand and represent multiplication From Grade 3 learners need to be aware that multiplication can be done in any order. Example: Learners should be able to understand and write the following: 3 × 10 =  10 × 3 =  30 = 10 ×  30 = 3 ×  The above statements should be supported by using frequent images that allow learners to see that 3 × 10 and 10 × 3 give the same answer. Example: and MATHEMATICS Grade 1-3 358 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) By the end of the term learners should be able to begin to understand that multiplication can be done in any order. This concept should continue to be practised throughout the year. Learners can also use flow diagrams to record multiplication facts. Example: Input × ! 1 3 5 7 9 Output Rule 1.15 Division • Divide numbers to by • Use appropriate symbols (÷,=, ) • Divide numbers to by • Use appropriate symbols (÷,=, ) The division sign is introduced in Grade 3. For two years the concepts of sharing and grouping have been practised and now it is time to link these two concepts. The division symbol can be introduced when learners are doing word problems. The introduction of the symbol can be supported through the images below as well. It is important to use familiar images. Example 12 grouped into 3s give 4 groups ! × ! = !" 12 shared between 4 gives 3 each 12 grouped into 4s gives 3 groups ! × ! = !" 12 shared between 3 gives 4 each 12 ÷ 3 = 4 means: 12 grouped into 3 gives 4 groups, and 12 shared between 3 gives 4 each. MATHEMATICS Grade 1-3 CAPS 359 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) By the end of the term learners should be able to begin to understand that multiplication can be done in any order. This concept should continue to be practised throughout the year. Learners can also use flow diagrams to record multiplication facts. Example: Input × ! 1 3 5 7 9 Output Rule 1.15 Division • Divide numbers to by • Use appropriate symbols (÷,=, ) • Divide numbers to by • Use appropriate symbols (÷,=, ) The division sign is introduced in Grade 3. For two years the concepts of sharing and grouping have been practised and now it is time to link these two concepts. The division symbol can be introduced when learners are doing word problems. The introduction of the symbol can be supported through the images below as well. It is important to use familiar images. Example 12 grouped into 3s give 4 groups ! × ! = !" 12 shared between 4 gives 3 each 12 grouped into 4s gives 3 groups ! × ! = !" 12 shared between 3 gives 4 each 12 ÷ 3 = 4 means: 12 grouped into 3 gives 4 groups, and 12 shared between 3 gives 4 each. TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number Concept: Range 999 • Order a given set of selected numbers • Compare numbers to 999 and say which is 1,2,3,4,5 and 10 more or less Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of from to • Multiplication and division facts for the: • two times table up to • ten times table up to Calculation Strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Number Concept: Range 200 • Order a given set of selected numbers Range 200 • Compare numbers to 200 and say which is 1,2,3,4,5 and 10 more or less Rapidly recall: • Recall addition and subtraction facts to • Add or subtract multiples of from to Mental strategies Use calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Calculating strategies, number concept, knowledge and known number facts are developed through problem-solving and calculations. These are practised during the mental mathematics time. This helps learners to become familiar with them and to be able to use them with ease when calculating and solving problems in context. During this term learners continue to develop their ability to work flexibly with numbers. The mental strategies that learners develop will help with written calculations and will help learners to make estimates. Examples of questions that can be asked: Number concept: Number names and symbols Hold up a card or write down a number name. Choose a learner to write the matching numeral. More or less What is • 1 less than 200 • 1 more than 199 • 2 more than 102 • 2 less than 105 • 3 more than 77 • 3 less than 51 • 4 more than 68 • 4 less than 167 • 5 more than 129 • 5 less than 185 • 10 more than 90 • 10 less 160 What is the 5th letter of the alphabet? What is the 9th month of the year? · MATHEMATICS Grade 1-3 360 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number Concept: Range 999 • Order a given set of selected numbers • Compare numbers to 999 and say which is 1,2,3,4,5 and 10 more or less Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of from to • Multiplication and division facts for the: • two times table up to • ten times table up to Calculation Strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Number Concept: Range 200 • Order a given set of selected numbers Range 200 • Compare numbers to 200 and say which is 1,2,3,4,5 and 10 more or less Rapidly recall: • Recall addition and subtraction facts to • Add or subtract multiples of from to Mental strategies Use calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Ordering and comparing Which is more: or ? Give me a number between 1 and Rapidly recall Addition and subtraction facts: • Know by heart all addition and subtraction number bonds to 20 Example a) __________+  = 20 b) __________+  = 16 Add and subtract fact for all numbers up to and including 20 Examples a) 1 + 11 = 12 b) 18 – 4 = 14 c) 11 + 1 = 12 d) 18 – 14 = 4 e) 2 + 10 = 12 f) 18 – 5 = 13 g) 10 + 2 = 12 h) 18 – 13 = 5 i) 3 + 9 = 12 j) 18 – 6 = 12 k) 9 + 3 = 12 l) 18 – 12 = 6 Quickly recall addition doubles to . This should include corresponding subtraction facts. Examples: a) 1 + 1 = 2 b) 6 + 6 = 12 c) 2 + 2 = 4 d) 7 + 7 = 14 e) 3 + 3 = 6 f) 8 + 8 = 16 g) 4 + 4 = 8 h) 9 + 9 = 18 i) 5 + 5 = 10 j) 10 + 10 = 20 Examples: Show me the number to add to ... to make(writing down or using the place value or Flard cards). a) 8 b) 2 c) 9 d) 15 e) 3 · MATHEMATICS Grade 1-3 CAPS 361 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number Concept: Range 999 • Order a given set of selected numbers • Compare numbers to 999 and say which is 1,2,3,4,5 and 10 more or less Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of from to • Multiplication and division facts for the: • two times table up to • ten times table up to Calculation Strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Number Concept: Range 200 • Order a given set of selected numbers Range 200 • Compare numbers to 200 and say which is 1,2,3,4,5 and 10 more or less Rapidly recall: • Recall addition and subtraction facts to • Add or subtract multiples of from to Mental strategies Use calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Examples: Show me the number left when … Is taken away from (writing down or using the place value or Flard cards). a) 5 b) 18 c) 0 d) 14 e) 7 Add or subtract multiples of 10 from 100 Examples: a) Say how many steps must be taken on a number line to get from 30 to 100 or from 100 to 50. b) Find pairs of cards to make 100. c) Put numbers in the boxes to make 100  + 70 = 100 20 +  = 100 100 –  = 90 100 – 40 =  Calculation strategies: Use calculation strategies to add and subtract efficiently. Add several numbers by using strategies such as: • Look for pairs of numbers that make 10 and use these first 2 + 7 + 8 2 + 8 make 10 and then add 7. Put the larger number first in order to count on or count back • Start with the greatest number 5 + 15 Restate the number sentence: 15 + 5 and count on to 20 · MATHEMATICS Grade 1-3 362 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number Concept: Range 999 • Order a given set of selected numbers • Compare numbers to 999 and say which is 1,2,3,4,5 and 10 more or less Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of from to • Multiplication and division facts for the: • two times table up to • ten times table up to Calculation Strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Number Concept: Range 200 • Order a given set of selected numbers Range 200 • Compare numbers to 200 and say which is 1,2,3,4,5 and 10 more or less Rapidly recall: • Recall addition and subtraction facts to • Add or subtract multiples of from to Mental strategies Use calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Change a number to 10 and then subtract or add 1 Example: 8 + 9 = 17 and explain that one could do 8 + 9 = 8 + 10 – 1 6 + 11 = 17 and explain that one could do 6 + 10 + 1 17 – 9 = 8 and explain that one could do 17 – 10 + 1 • Break up a number into its parts and then add Build up and break down numbers: Continue to break up numbers into ‘small bits’ 8 + 12 = 8+ (10+2) = 8 + 2 + 10 = 10 + 10 = 20 • Use doubling as a mental calculation strategy Identify near doubles Example: 5 + 6 = 11 explaining that it is double 5 plus 1 or double 6 minus 1 Recognise that when two numbers are close in size to each other then it is easier to find a difference by counting up, not counting back. 15 – 11 = 4 and explain that counting up from 11 to 15 gives 4 Some mental mathematics can be done without apparatus, but it is often useful to do mental mathematics with apparatus, Recommended apparatus • a number line (structured and empty) • a number grid • place value cards (flard cards) • counting beads · MATHEMATICS Grade 1-3 CAPS 363 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.17 Fractions • Use and name fractions in familiar contexts including halves, quarters eighths, thirds, sixths, fifths, • Recognise fractions in diagrammatic form • Begin to recognise that two halves or three thirds make one whole and that one half and two quarters are equivalent • Write fractions as 1 half, 2 thirds, • Use and name fractions in familiar contexts including halves, quarters eighths, thirds, sixths, fifths, • Recognise fractions in diagrammatic form • Begin to recognise that two halves or three thirds make one whole and that one half and two quarters are equivalent • Write fractions as 1 half, 1 third In Grade 2 learners were introduced to fractions. They: • shared and grouped things equally; • named fraction parts for unitary fractions; • identified fractions in different contexts; • wrote fraction names as 1 third, 1 fifth; • found fractions of whole objects; and • found fractions of a collection of objects. During this term learners are introduced to non-unitary fractions, e.g. 3 quarters or 2 thirds. They continue to work with unitary fractions. They are also working with eighths and sixths. Examples of questions: Into how many equal parts has each shape been divided? How many parts of each shape are shaded? What fraction of each shape is shaded? What fraction of each shape is not shaded? A. B C D Learners should be given the opportunity to colour in shapes themselves. MATHEMATICS Grade 1-3 364 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.17 Fractions • Use and name fractions in familiar contexts including halves, quarters eighths, thirds, sixths, fifths, • Recognise fractions in diagrammatic form • Begin to recognise that two halves or three thirds make one whole and that one half and two quarters are equivalent • Write fractions as 1 half, 2 thirds, • Use and name fractions in familiar contexts including halves, quarters eighths, thirds, sixths, fifths, • Recognise fractions in diagrammatic form • Begin to recognise that two halves or three thirds make one whole and that one half and two quarters are equivalent • Write fractions as 1 half, 1 third Example: Colour in 2 third of this shape A. Colour in 2 quarters of this shape B Colour in 4 fifths of this shape C Colour in 6 eights of this shape D MATHEMATICS Grade 1-3 CAPS 365 GRADE 3 TERM 1 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawings lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe • Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Range of patterns: Simple patterns in which shapes, or groups of shapes are repeated in exactly the same way Create own patterns • Create own geometric patterns • with physical objects • by drawing lines, shapes or objects In Grade 3 learners can work with patterns in which • the elements are repeated in the same way; • the size of the shapes changes in predictable ways; and • the number of shapes or objects changes in a predictable way. Patterns can be made by using one object but having the colours of the object change in a regular way, e.g. Patterns can be made by using one shape or object but having the position of the shape or object change in a regular way Example: a) b) Some patterns have identical groups of shapes or objects repeated, where the size of the shape in each group changes in a regular, predictable way, e.g. the size of the shape gets bigger or smaller. Example: The size of the shape gets bigger Example: The size of the shape gets smaller 1 lesson MATHEMATICS Grade 1-3 366 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawings lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe • Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Range of patterns: Simple patterns in which shapes, or groups of shapes are repeated in exactly the same way Create own patterns • Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns can be made by making identical groups, where each group has only one kind of object but the position of the objects in a group changes. Identical groups are repeated. Example: Some patterns are made from a single kind of shape, but each example of the shape increases or decreases in size Example: Some patterns are made from groups in which the same shapes of objects occur, but the number of each kind of shape or objects increases or decreases in a regular way. Example: • Copying the pattern helps learners to see the logic of how the pattern is made. • Extending the pattern helps learners to check that they have properly understood the logic of the pattern. • Describing the pattern helps learners to develop their language and speaking skills. It also helps you to see how learners have interpreted the pattern. It is usually easier for learners to talk about the pattern after they have made it. By now learners should be able to describe patterns without the aid of guiding questions. Continue to focus on developing the language they need to describe the patterns. 1 lesson MATHEMATICS Grade 1-3 CAPS 367 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least Create and describe own patterns Create own number patterns. Copy, extend and describe Copy, extend and describe simple number sequences to at least 100. • Sequences should show counting forwards and backwards in: - 1s from any number between 0 and 200 - 10s from any multiple between 0 and 200 - 5s from any multiple of 5 between 0 and 200 - 2s from any multiple of 2 between 0 and 200 - 3s from any multiple of 3 between 0 and 200 - 4s from any multiple of 4 between 0 and 200 - 100s to at least 500 Number sequences can be linked with and support counting. As learners’ counting skills change and develop, the kinds of number sequences learners work with can develop. Sequences should show counting forwards and backwards in: • 1s from any number between 0 and 200 • 10s from any multiple between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 • 100s from any multiple of 100 to at least 500 Learners can point to numbers as they count. It is useful to give learners number sequences in different representations Example • A written sequence of numbers • Number lines - with only the numbers being counted shown - sections of number lines e.g. • Number grids • Number chains Learners can cover, colour, or circle numbers as they count on number lines and number grids. Learners can fill in missing numbers on number lines, number grids, in written number sequences and number chains Example 110   120   130    +  10    +  10    +  10    +  10    +  10    +  10    +  10   3 lessons MATHEMATICS Grade 1-3 368 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least Create and describe own patterns Create own number patterns. Copy, extend and describe Copy, extend and describe simple number sequences to at least 100. • Sequences should show counting forwards and backwards in: - 1s from any number between 0 and 200 - 10s from any multiple between 0 and 200 - 5s from any multiple of 5 between 0 and 200 - 2s from any multiple of 2 between 0 and 200 - 3s from any multiple of 3 between 0 and 200 - 4s from any multiple of 4 between 0 and 200 - 100s to at least 500 Just as number sequences can support counting, so learners can count in groups, either objects or pictures, and rewrite these numbers into tables and flow diagrams as a way of developing and supporting multiplication. In Term 1 focus on 2s, 5s and 10s e.g. Count in 5s R5 coins 1 2 3 4 5 6 7 8 9 Total money R5 R10 R15 R20 R25 R30 R35 R40 R45 5 15 25 Input × ! 1 2 3 4 5 Output Rule By the end of the term learners work with counting sequences to and from 100. 3 lessons MATHEMATICS Grade 1-3 CAPS 369 GRADE 3 TERM 1 3. S PA C E AND SHA P E (GEOMETRY) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2- D shapes Range of shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and com￾pare 2- D shapes in terms of: • shape • straight sides • round sides Draw shapes • circles • triangles • squares • rectangles Range of shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and com￾pare 2- D shapes in terms of: • shape • straight sides • round sides What is different from Grade 2? In Grade 3 learners consolidate work done on 2- D shapes in Grade 2, but do not focus on size or colour when working with shapes. This allows learners more time to focus on the new work with 3- D objects, position, orienta￾tion and views and symmetry. Most work with shapes in Grade 3 is done practically with concrete objects. All work should be consolidated through written exercises. Recognising and naming circles, triangles, squares and rectangles Learners should work with circles and squares of different sizes and triangles that are dif￾ferently shaped. It is important that learners do not only see one example of each shape. Most commercial sets of shapes give only one example of triangles. Learners need to be able to recognise • Circles that have different sizes Example: • Triangles that are shaped differently and placed in different positions Example: • Squares of different sizes in different positions Example: 2 lessons MATHEMATICS Grade 1-3 370 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2- D shapes Range of shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and com￾pare 2- D shapes in terms of: • shape • straight sides • round sides Draw shapes • circles • triangles • squares • rectangles Range of shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and com￾pare 2- D shapes in terms of: • shape • straight sides • round sides • Rectangles that are shaped differently, and placed in different positions Example: It is useful for learners to work with cut-out cardboard models of shapes. This allows learn￾ers to see different triangles, squares and rectangles placed in different positions. Learners sort shapes according to whether they have straight or round sides. Learners sort and groups shapes according to whether they are triangles, rectangles, squares or circles. Work is consolidated through written exercises. 2 lessons MATHEMATICS Grade 1-3 CAPS 371 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2- D shapes Range of shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and com￾pare 2- D shapes in terms of: • shape • straight sides • round sides Draw shapes • circles • triangles • squares • rectangles Range of shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and com￾pare 2- D shapes in terms of: • shape • straight sides • round sides • Rectangles that are shaped differently, and placed in different positions Example: It is useful for learners to work with cut-out cardboard models of shapes. This allows learn￾ers to see different triangles, squares and rectangles placed in different positions. Learners sort shapes according to whether they have straight or round sides. Learners sort and groups shapes according to whether they are triangles, rectangles, squares or circles. Work is consolidated through written exercises. 2 lessons GRADE 3 TERM 1 4. MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • converting between days and weeks • converting between weeks and months Use clocks to calculate length of time in hours or half hours. Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones What is different from Grade 2? Digital instruments are introduced. In Grade 2 learners read time in hours, half hours and quarter hours on analogue clocks. In Grade 3 learners work with digital instruments for the first time. They still keep to the 12- hour format and use a.m.and p.m. where necessary. Learners continue to practise talking about the duration of time and the sequencing of time. During whole class teaching time and focus group time, learners continue to talk about the day of the week, month of the year and the date of the current day, as well as days before and days to come. Learners continue to place the following on a calendar as the events arise • birthdays • religious festivals • historical events • school events • public holidays Continue to ask learners to tell the time in hours, half hours and quarter hours using analogue clocks at regular intervals on an almost daily basis. For example, learners can be asked to tell the time when school starts, at break time and at home time, or when they change from one lesson to another. Choose times where the clock shows an exact hour or half hour or quarter hour. It is useful to have a large, working clock displayed in the classroom, so that learners can refer to it. Learners can also make models of clocks. You can then ask learners to show various times and include some calculations e.g. “Show me 10 o’clock. What was the time a quarter of an hour before 10?” During independent work time learners continue do exercises related to telling the time in hours, half hours and quarter hours on analogue clocks. Learners can do calculations with weeks or days if provided with a calendar or section of a calendar, e.g. finding dates and calculating the time differences between them. 3lessons MATHEMATICS Grade 1-3 372 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • converting between days and weeks • converting between weeks and months Use clocks to calculate length of time in hours or half hours. Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Digital time • Time is shown in digital 12 hour format on many domestic appliances e.g. cell phones, microwaves, C D and D V D-players etc. Learners may well be more familiar with this form of time than analogue clocks. Spend about 3 lessons familiarising learners with digital 12-hour time format. • Remind learners about the meanings of a.m. and p.m. • Show learners which digits refer to hours and which digits refer to minutes in digital time. • Explain that there are 60 minutes in an hour; so there are 30 minutes in a half hour and 15 minutes in a quarter of an hour. This will help learners to connect minutes with reading in hours, half hours and quarter hours on analogue clocks, which is what they did in Grade 2. • Give learners plenty of practice in reading digital time in 12 hour format. • Have a working digital clock on display in the classroom. Ask learners to give the time regularly during the day over the entire year. Let learners make model clocks, which they can use for telling the time and calculating time differences. 3lessons MATHEMATICS Grade 1-3 CAPS 373 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison, e.g. longer, shorter, taller, and wider Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length • Estimate and measure lengths in centimetres using a ruler No conversions between metres and centimetres required During Grade 2 it was recommended that learners focus on estimating, measuring, comparing and recording lengths, widths and heights • with informal units; and • measuring in metres using a metre stick or 1 metre lengths of string. During independent work times learners can practise these measuring skills. Measuring length as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of length; and • measuring length in metres. Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. Lessons focussing on measuring length will start in Term 2. MATHEMATICS Grade 1-3 374 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a measuring balance e.g. blocks, bricks etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour or in grams e.g. 500 grams of salt • Measure their own mass in kilograms using a bathroom scale No conversions between millilitres and litres required In Grade 2 learners • measured mass informally using a measuring balance; • ordered products according to the mass stated on the package; and • read bathroom scales (both real scales and pictures of scales). During independent work times learners can practise these measuring skills. Measuring mass as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of mass; and • measuring mass in kilograms. Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. Lessons focussing on measuring mass will start in Term 2. MATHEMATICS Grade 1-3 CAPS 375 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has a capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres, e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container, e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres - using bottles with a capacity of 1 litre, or containers whose capacity is stated in millilitres e.g. cool drink cans - measuring jugs in which numbered calibration lines show litres, half litres and quarter litres - measuring jugs which have numbered calibration lines for millilitres. Learners are not expected to read volumes at unnumbered calibration lines - Measuring cups and teaspoons which indicate their capacity • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required What is different from Grade 2? In Grade 2 learners • estimated and measured, compared, ordered and recorded the capacity of containers or the volume in containers using non￾standard measures; • compared and ordered the capacity of a range of bottles and grocery items where the volume is stated on the packaging; and • used either 1 litre bottles or 1 litre jugs to estimate and measure, compare, order and record the capacity of containers or the volume in containers in litres. In Grade 3 learners are introduced to millilitres. What is capacity? What is volume? A bottle can have a 1 litre capacity, but it may not be filled to its full capacity, it could, for example, only contain a volume of one cup of water Capacity is the total amount that an object can hold (or the amount of space inside the object). Volume is the amount of space that something takes up. Sometimes learners will be measuring how much liquid (or sand or other substances) are in a container. This is measuring the volume of the substance in the container. At other times learners will be measuring how much a container can hold if it is filled to its maximum capacity. Learners should continue to measure using non-standard units of capacity Informal measurement of capacity using non-standard units of capacity Learners can learn all the principles and practises of measurement using non-standard units. Measuring with non-standard units should not be considered to be inferior to measuring with standard units. Learners should get the opportunity to measure volume/capacity using a range of objects as informal units e.g. cups (but not necessarily measuring cups), spoons (but not necessarily measuring teaspoons), bottle tops such as 2 litre milk bottle tops, small cans, small bottles etc. 2 lessons MATHEMATICS Grade 1-3 376 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has a capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres, e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container, e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres - using bottles with a capacity of 1 litre, or containers whose capacity is stated in millilitres e.g. cool drink cans - measuring jugs in which numbered calibration lines show litres, half litres and quarter litres - measuring jugs which have numbered calibration lines for millilitres. Learners are not expected to read volumes at unnumbered calibration lines - Measuring cups and teaspoons which indicate their capacity • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required Measuring volume/capacity with non-standard units involves counting how times you fill and pour from the chosen unit whose volume is being measured. Learners should be taught always to state the unit e.g. there are 48 teaspoons of water in the bottle or there just less than a cup of water in the bottle. Once learners have measured with any unit a couple of times, they should estimate capacity/volume using that unit. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit. Learners need to be taught that in order to compare volume or capacity, the same unit needs to be used. For example, if a glass holds 20 teaspoons of water and a cup holds 10 tablespoons of water, you cannot say that the glass holds more water. Learners need to measure with a range of informal units, so that they can • begin to understand that the smaller the unit, the more time you will need to use/fill it, e.g. the volume in a bottle could be 20 tablespoonfuls but also 1 cup; • begin to use units which are appropriate to what they are measuring, e.g. measuring a full 2 litre bottle with teaspoons is a waste of time. ntroducing formal measuring I • Estimate, measure, compare, order and record volumes and capacities in litres Remind learners that litres are a common standard unit of measuring capacity and volume. The abbreviated form (l) is used on most measuring jugs and commercial goods sold by volume. Check that learners remember the abbreviation for litres. Learners measure in litres using: • 1 litre containers such as cold drink bottles, milk bottles, milk cartons, juice cartons; and • measuring jugs which show 1 litre calibration lines. They estimate and then measure the capacity of a range of containers such as large yoghurt tubs, ice cream tubs, lunch boxes, large jugs, large bottles, empty paint tins, buckets etc. Items of different capacity should be chosen. Learners describe the capacity as “less than 1 litre, 2 litres, between 1 and 2 litres, 5 litres” etc. 2 lessons MATHEMATICS Grade 1-3 CAPS 377 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has a capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres, e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container, e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres - using bottles with a capacity of 1 litre, or containers whose capacity is stated in millilitres e.g. cool drink cans - measuring jugs in which numbered calibration lines show litres, half litres and quarter litres - measuring jugs which have numbered calibration lines for millilitres. Learners are not expected to read volumes at unnumbered calibration lines - Measuring cups and teaspoons which indicate their capacity • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required Learners compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint. • Estimate, measure, compare, order and record volumes and capacities in millilitres Talk with learners about millilitres being a common standard unit of measuring capacity and volume. Explain that millilitres are a smaller unit than litres. They should learn the word and the abbreviation, because on many commercial containers and many measuring jugs the abbreviated form of the word is used. Learners should compare, order and record the capacity of commercially packaged objects whose capacity is stated in millilitres, e.g. 500 ml of milk, 750 ml vinegar, 330 ml cold drink, 200 ml cold drink, 400 ml floor polish etc. Learners should measure regularly enough with: • standard measuring cups to begin to get a sense of how much 250 ml is; • measuring teaspoons to begin to get a sense of how much 5 ml is; • measuring jugs calibrated in millilitres - here the expectation is that learners only read at the numbered calibration lines - they will focus on reading unnumbered calibration lines in the Intermediate Phase. Following recipes, including baking, is a useful context in which learners can practise measuring. Learners are NOT expected • to know that 1 000 ml = 1 litre, • to do conversions between millilitres and litres, or • read unnumbered calibration lines on measuring jugs (this is done from Grade 4). Recording measurements Although measuring is a practical skill, learners should record their measurements at all times, including all informal and formal measurement. Measuring capacity/volume as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of capacity/volume e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? • litres • millilitres Take account of the number range appropriate for the term, as well as the range of problems types. 2 lessons MATHEMATICS Grade 1-3 378 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 TERM 1 5. DATA HANDLIN G TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to answer questions posed by the teacher • Organise data supplied by teacher or book • Organise data in - lists - tallies - tables Collect and organise data Collect data about the class or school to answer questions posed by the teacher. Use tallies to record data in categories provided. Represent data Represent data in • Table • Bar graph Analyse and Interpret data Answer questions about data in bar What is different from Grade 2? • Learners organise data into lists, tallies, tables • Learners are introduced to bar graphs • Learners continue to work with pictographs - both constructing them as part of the data cycle and analysing pictographs that they are given The complete data cycle In the data handling cycle, • learners collect information to answer a question. In the Foundation and Intermediate Phase this question is normally provided by the teacher or text book; • learners sort and represent the information in ways which make it easier to analyse. The form of representation that learners in Grade 3 deal with are lists, tallies, tables, pictographs and bar graphs; and • learners analyse the information by answering questions posed by the teacher. A class bar graph It is recommended that Grade 3 learners work through the whole data cycle at least once in the year: Working together as a class helps learners to be involved in all the stages of the process without getting lost in the detail of any stage. Making a class bar graph allows you to focus the learners on the key aspects of data handling and to introduce learners to the key features of a bar graph • where and how to label the graph (graph title) • where and how to label the axes (axes titles) • how to draw the bars - draw the bars the correct length to show the data - make the bars the same width - leave a space between bars - label each bar clearly • how to read the graph 3 lessons 5.5 Represent data Represent data Represent data in • pictograph • bar graphs 5.6 Analyse and interpret data Analyse and Interpret data Answer questions about data presented in • pictographs • bar graphs MATHEMATICS Grade 1-3 CAPS 379 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 1 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 5.6 Analyse and interpret data Analyse and Interpret data Answer questions about data presented in • pictographs • bar graphs Learners need to know that it is important to read the graph title first, so that they know what the data is about. They also need to read the titles of the horizontal and vertical axes. Learners do not need to know the technical terms used to describe parts of the graph, only that they must read along the “bottom” and “side” to see what the graph is about. We normally read from left to right, but when learners read graphs they need to read left to right and bottom to top. This needs to be explained to learners. They also need to practice these skills. Working through the whole data cycle can take 3 lessons. Collect and organise data In Grade 3 you should pose the questions that allow learners to collect data e.g. “What are our class’s favourite colours?” Teachers in the phase should ensure that different topics are chosen for data collection and analysis in each of the grades. Suitable topics include favourite sports, favourite cool drinks, favourite colours, favourite pass times, favourite foods, favourite TV programmes etc. Learners can start by calling out options. Once you get an idea of the range of answers, you should set categories for learners to choose from. Let learners practise all the “non￾graph” forms of representation i.e. lists, tallies and tables e.g. - list the names of each learners under the category they have chosen as favourite; - show learners how to make a tally table from the list (teaching learners how to tally can take a whole lesson); and - make a table with numbers from the tally table. Once the data is in a table, show learners how to draw the bar graph (see guidelines above). Analyse and interpret data Learners answer questions that you pose about the picture graph Example: a) “What colour is the most popular in our class?” b) “What colour is the favourite of the fewest learners in the class?” c) “Do more learners like …. or …?” d) “How many more learners prefer … than …?” MATHEMATICS Grade 1-3 380 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 TERM 2 1. NUM BERS, O PERATIONS AND RELATIONSHI P S TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Counting objects Counting concrete objects Estimate and count reliably to at least 1000 everyday objects. The strategy of grouping is encouraged. Group to at least 500 everyday objects to estimate and count reliably. Give a reasonable estimate of a number of objects that can be checked by counting What is different from Term 1? The number range increases to 500. The increase in the number range assumes that learners can: • group objects in order to count; • count in tens to 500 and say the number names in sequence; and • match the symbol to the amount counted by writing the number or showing the number with place value cards. See notes for Term 1. 1.2 Count forwards and backwards Count forwards and backwards in: • 1s from any number between 0 and 1000 • 10s from any multiple between 0 and 1000 • 5s from any multiple of 5 between 0 and 1000 • 2s from any multiple of 2 between 0 and 1000 • 3s from any multiple of 3 between 0 and 1000 • 4s from any multiple of 4 between 0 and 1000 • in 20s, 25s, 50s, 100s to at least 1 000 • 1s from any number between 0 and 500 • 10s from any multiple between 0 and 500 • 5s from any multiple of 5 between 0 and 500 • 2s from any multiple of 2 between 0 and 500 • 3s from any multiple of 3 between 0 and 500 • 4s from any multiple of 4 between 0 and 500 • 50s,100s to at least 1000 What is different from Term 1? During this term learners start counting in 50s. The number range now increases to 1 000. During this term learners continue to apply skip counting to the multiplication tables and to number sequences. See notes for Term 1. MATHEMATICS Grade 1-3 CAPS 381 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.3 Number symbols and number names • Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 1 000 • Write number symbols 0 - 1 000 • Recognise, identify and read number names 0 - 1 000 • Write number names 0 - 1 000 • Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 1 000 • Write number symbols 0 - 1 000 • Recognise, identify and read number names 0 - 250 • Write number names 0 - 250 The reading and writing number symbols continues to be practised when: • counting objects; • counting forwards and backwards; • completing number sequences; and • ordering and comparing numbers. See notes for Term 1. 1.4 Describe, compare and order numbers Order and compare numbers to 999 • Describe and compare whole numbers up to 999 using smaller than, greater than, more than, fewer than and is equal to. • Describe and order whole numbers up to 999 from smallest to greatest, and greatest to smallest . Use ordinal numbers to show order, place or position • Use, read and write ordinal numbers, including abbreviated form up to 31. Order and compare numbers to 500 • Describe and compare whole numbers up to 500 using smaller than, greater than, more than, fewer than and is equal to. • Describe and order whole numbers up to 500 from smallest to greatest, and greatest to smallest . Use ordinal numbers to show order, place or position • Use, read and write ordinal numbers, including abbreviated form up to 31. During this term the number range increases from 99 to 500. Learners are now ordering three-digit numbers. To order three-digit numbers, learners need to: • say the number name; • write the number; and • recognise the value of each digit. Allow learners to use a number line, number track, number grids or even their knowledge of breaking up numbers into hundreds, tens and ones to illustrate their understanding. When ordering numbers learners must be able to say why a number is bigger than another using the value of the digits to explain themselves. Example: 239 is smaller than 339 because I know that and 30 and 9 and and 30 and 9. Learner should be able to explain that 300 is more than 200 by using grouped objects to show the number of 100s in each number. Learners could also locate the position of the number on the line by saying that 339 comes after 239, therefore I know it is bigger. MATHEMATICS Grade 1-3 382 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of three-digit numbers to 999 • Know what each digit represents • Decompose 3 digit numbers up to 999 into multiples of 100, multiple of tens and ones • Identify and state the value of each digit Recognise the place value of numbers to 500 • Know what each digit represents • Decompose 3 digit numbers up to 500 into multiples of hundreds, tens and ones . • Identify and state the value of each digit What is different from Term 1? During the second term learners decompose three-digit numbers for the first time. The place value system is extended to include hundreds. Learners’ understanding of place value can be developed by asking questions such as, find ten more or fewer than a number. As a result of regular experiences in developing place value concepts, learners should be able to count confidently in 100s, discover patterns related to place value and build up and break down two-and three-digit numbers. During this term learners learn to say and write down the value of a digit in the number. In 452 the value of the 5 is fifty. In 325, the value of the 5 is five. It is important to link the understanding of 50 to 5 bundles of ten and 5 to five loose ones. This will help learners when ordering and comparing numbers. The place value cards (flared Cards) are equally important. Place value cards are used to break up numbers to show the value of each digit. Learners can make their own set of place value cards. An envelope can be pasted at the back of their class workbook and the cards stored in there. The cards can even be used when they are doing addition and can be one way that they use to check their answers. Use their Flard cards to demonstrate this c) MATHEMATICS Gr a d e 1-3 CAPS 383 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of three-digit numbers to 999 • Know what each digit represents • Decompose 3 digit numbers up to 999 into multiples of 100, multiple of tens and ones (HTU) • Identify and state the value of each digit Recognise the place value of numbers to 500 • Know what each digit represents • Decompose 3 digit numbers up to 500 into multiples of hundreds, tens and ones (HTU). • Identify and state the value of each digit Decompose two-digit numbers into multiples of hundreds, tens and ones Learners can decompose numbers into: • The hundreds, tens value and ones value e.g. 273 = 200 + 70 + 3 (place value cards are useful to do this) Building up two-digit numbers from their place value parts Example Write the number: 1 hundred and 3 tens 2 hundred and 4 tens and 5 ones 3 hundred + 9 tens + 2 ones 4 hundred + 5 tens + 7 ones Example: Complete: a) 346 = 300 +  + 6 b) 400 + 20 + 8 =  c) MATHEMATICS Grade 1-3 384 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) SOLVE PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problem and explain solutions to problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when solving problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Learners are continue to solve the word problems using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines See notes for Term 1. What is different in different from Term 1? Rounding off During this term learners start rounding off numbers to the nearest 10. Rounding off is the most familiar form of estimation. If a learner is a good estimator his or her ability to round off should be flexible and well understood. Before learners can use rounding off as a technique when adding or subtracting, they need to practise the technique first. This can be done by using the number line. SOLVE PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problem and explain solutions to problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when solving problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Example: 26   27   28   29   31   32   34   40   36   38   30   33   35   37   39   Is 33 closer to 30 or 40? Is 37 closer to 30 or 40? Learners need to understand that: 35 is halfway between 30 and 40. We say that the nearest 10 to 35 is 40 because we round up when the number is halfway between two tens. See notes for Term 2. MATHEMATICS Grade 1-3 CAPS 385 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction leading answers up to 999. Solve word problems in context and explain own solution to problems involving addition, subtraction leading answers up to 400 Examples of problems that can be done this term Addition and subtraction problems • Pamela has collected 413 bottle tops. If Ken gives her 29 bottle tops, he will have the same number as Pamela. - How many bottle tops will they both have? - How many bottle tops did Ken have to begin with? • Mrs Zibi lent R80,00 to Mrs Magadla. Mrs Zibi now has R366,00 left. How much money did Mrs Zibi have in the beginning? • Jan read 115 pages. Nandi read 126 pages. How many more pages did Nandi read than Jan? • Ben has 218 marbles. He has 97 fewer marbles than Anna. How many marbles does Anna have? 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems using multiplication with answers up to 99. Solve number problems in context and explain own solution to problems involving multiplication with answers up to 75 Examples of problems that can be done this term See Term 1 for more examples and change the number range accordingly • The manager has to order tyres for 8 buses. If each bus needs six tyres and a spare, how many tyres must the manager order ? • A school pool is 10 meters long. Luvuyo swims 6 laps. How far did he swim? Problem type: Array • A vegetable garden has 12 rows of plants. Each row has 7 plants. How many plants are there in the garden? • A vegetable garden has 12 rows of plants. Every row has the same number of plants. If there are a total of 48 plants, how many plants are in each row? • A vegetable garden has 48 plants that are planted in rows. There are 7 plants in each row. How many rows are there? Comparison/ Ratio • Samuel has 6 sweets. Samuel has three times as many as Moeketsi. How many sweets does Moeketsi have? • Marlene has 18 sweets. This is three times as many as Samuel has. How many sweets does Samuel have? This type of problem is introduced for the first time in Term 2. Learners may take longer to solve problems of these types. MATHEMATICS Grade 1-3 386 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.9 Grouping and sharing leading to division Solve and explain solutions to practical problems that involve equal sharing and grouping up to 100 with answers that may include remainders. Solve and explain solutions to practical problems that involve equal sharing and grouping up to 75 with answers that may include remainders. Examples of problems that can be done this term How many cars are needed to transport 24 learners if four can fit into a car? There are 65 socks in a drawer. How many pairs of socks are there? Grouping David sells bags with ten oranges each. He has 40 oranges. How many bags can he fill? Tony has 66 sweets. Each day he eats 3 sweets. How many days can he eat sweets? 1.10 Sharing leading to division Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions e.g. 1 2, 1 4, 1 5, 3 4, 2 5, etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions e.g. 1 2, 1 4, 1 5, 3 4, etc. During term 1 learners were introduced to non-unitary fractions e.g. 3 quarters or 2 thirds. Sufficient opportunity should be given to know these fractions. Examples of problems that can be done this term a) Sharing, leading to fractions b) Share 8 chocolate bars among 3 friends so that they all get the same amount of chocolate bar and there is nothing left over c) Fraction of a collection d) Find 1 quarter of 20 sweets. e) 6 sweets are which fraction of 24 sweets f) Grandmother gives Kiki R12. Kiki wants to save a third of the money. How much money must she save? This problem type must only be posed after learners have solved four or five problems of the sharing, leading to fractions type and know the names of fractional pieces. Writing Learners are not required to write the fraction symbol. Learners continue to label fraction parts as 1 fifth, 3 quarters or 3 sixths. Representing fraction word problems Learners must draw their answers to prove that they understand the problem. Expect that some learners may draw correctly but misname the fraction part. Assist these learners to name fractions correctly (see the notes on naming fractions under context-free calculations). Learners must name the parts that have been shared by writing it as 2 thirds. MATHEMATICS Grade 1-3 CAPS 387 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.9 Grouping and sharing leading to division Solve and explain solutions to practical problems that involve equal sharing and grouping up to 100 with answers that may include remainders. Solve and explain solutions to practical problems that involve equal sharing and grouping up to 75 with answers that may include remainders. Examples of problems that can be done this term How many cars are needed to transport 24 learners if four can fit into a car? There are 65 socks in a drawer. How many pairs of socks are there? Grouping David sells bags with ten oranges each. He has 40 oranges. How many bags can he fill? Tony has 66 sweets. Each day he eats 3 sweets. How many days can he eat sweets? 1.10 Sharing leading to division Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions e.g. 1 2, 1 4, 1 5, 3 4, 2 5, etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions e.g. 1 2, 1 4, 1 5, 3 4, etc. During term 1 learners were introduced to non-unitary fractions e.g. 3 quarters or 2 thirds. Sufficient opportunity should be given to know these fractions. Examples of problems that can be done this term a) Sharing, leading to fractions b) Share 8 chocolate bars among 3 friends so that they all get the same amount of chocolate bar and there is nothing left over c) Fraction of a collection d) Find 1 quarter of 20 sweets. e) 6 sweets are which fraction of 24 sweets f) Grandmother gives Kiki R12. Kiki wants to save a third of the money. How much money must she save? This problem type must only be posed after learners have solved four or five problems of the sharing, leading to fractions type and know the names of fractional pieces. Writing Learners are not required to write the fraction symbol. Learners continue to label fraction parts as 1 fifth, 3 quarters or 3 sixths. Representing fraction word problems Learners must draw their answers to prove that they understand the problem. Expect that some learners may draw correctly but misname the fraction part. Assist these learners to name fractions correctly (see the notes on naming fractions under context-free calculations). Learners must name the parts that have been shared by writing it as 2 thirds. TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.11 Money • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in rand or cents. • Convert between Rand and cents • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in rand or cents Examples of problems that can be done this term: • Value of money and making up totals e.g. - Write 525c as rand and cents. - In how many different ways can you make up R400 using only bank notes? How do you know whether you have all the solutions? - Travis has a 50c piece and four 20c pieces. Toffees cost R1,20. How much change will he get? • Mandla pays R2,50 to take a taxi to school. - What does it cost him to get to and from school each day? - The train costs R6 for a return ticket. Which is cheaper, the train or the taxi? • Buying and selling problems - Pedro’s granny gave him R5. Which 3 sweets can he buy? Choc chuckle R2,70; gums R1,80; sour worms R1,40; peach treats R1,60; magic mints R2,20; toffee R1,20. - Damon bought three books for R80 each; how much change will he get from R300? - Packets of 5 mints cost 44c each. Mr King needs 88 mints. How many packets should he buy? What will he pay? • Three buses drive on a toll road and are charged R40 each. How much do they pay in total? (It is expected that learners will use repeated addition problems where the rand value is so large.) · MATHEMATICS Grade 1-3 388 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Learners are expected to use the following techniques when doing context free calculations: • Building up or breaking down numbers • Doubling and halving • Number lines • Rounding off in tens Allow learners to choose the technique most comfortable for them. However, if learners are using techniques that are not efficient they need to be guided to use more efficient methods. See notes for Term 1 on • building up and breaking down; • doubling and halving; and • number lines. Rounding off in tens See the explanation in the problem-solving section of Term 2. MATHEMATICS Gr a d e 1-3 CAPS 389 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 30 • Add up to • Subtract from • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 What is different in Term 2? During this term learners calculate with three-digit numbers for the first time. In order to calculate with three-digit numbers confidently, they should already be able to: • read and write number symbols to • order and compare numbers to at least • count in groups to ; and • count in intervals of and to . During this term learners continue to break down numbers in order to calculate. Building up and breaking down numbers remains one of the important strategies that learners will use during this term. Possible methods to show addition and subtraction calculations. • Breaking down a number into smaller parts to make a calculation easier Most of the strategies that learners use involve breaking down numbers. They continue to do so with three-digit numbers. • Adding by breaking down one number Adding three-digit with two-digit Example: 324 + 82 =  324 + 82 = (300 + 20 + 4) + (80 + 2) = 300 + (20 + 80)+ (4 + 2) = (300 + 100) + 6 = 400 + 6 = 406 Example: Adding three-digits and three-digits Break up both numbers 323 + 136 =  323 + 136 =(300 + 20 + 3) + (100 + 30 + 6) = (300 + 100) + (20 + 30) + (3 + 6) = 400 + 50 + 9 = 459 MATHEMATICS Grade 1-3 390 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 30 • Add up to • Subtract from • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 • Adding (by breaking down the number to be added) Learners will break down the number in ways that are manageable for them. This means that they will do it in different ways. Example: Example: 324 + 82 =  Adding 3 digit with 3-digits 324 + (40 + 40 + 2) 323 + 136 =  324 + 40→ 364 + 40→ 404 + 2 = 406 323 + 136 = 323 + (100 + 30 + 6) = (323 + 100) + 30 + 6 = (423 + 30) + 6 = 453 + 6 = 459 Counting on 40 from 324 could be done by counting in 10s. • Subtraction • Breaking up both numbers three-digit subtract two-digit Example: 389 – 137 =  389 – 137 = (300 + 80 + 9) – (100 + 30 + 7) = (300 – 100) + (80 – 30) + (9 – 7) = 200 + 50 + 2 = 252 • Subtracting by breaking up one number Example: 389- 137 =  389 – (100 + 30 + 7) 389- 100 → 289- 30 → 259- 7 = 252 • Using halving to break down a number Example: 225 + 16 = 225 + 8 +8 = (225 + 8) + 8 = 233 + 8 = 241 MATHEMATICS Gr a d e 1-3 CAPS 391 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 30 • Add up to • Subtract from • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 • Count on and counting back 305 + 298 =  Counting up in ones from 298 is an appropriate strategy because the numbers are close to one another. • Identify near doubles Example: 145 + 146 = 191 explaining that it is double 145 plus 1 or double 146 minus 1. 145 + 145 + 1 (100 + 40 + 5) + (100 + 40 + 5) + 1 (100 + 100) + (40 + 40) + (5 + 5 + 1) 200 + 80 + 11 280 + 11 280 + 10 + 1 290 + 1 291 • Change a number to a multiple of ten and then subtract or add ones Count up or down to the nearest 10 Example: 288 + 11 288 + 10 = 298 298 – 1 = 297 Example: 188 + 19 188 + 20 = 208 208 – 1 = 207 Developing and practising addition and subtraction skills. Learners need to practise certain kinds of addition and subtraction skills. • Practising Bonds to 30 • Add and subtract multiples of 10 MATHEMATICS Grade 1-3 392 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 30 • Add up to • Subtract from • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 Learners should have opportunities to do the following type calculations with numbers up to 400: Add or subtract a pair of multiples of 10, crossing 100 40 + 70 70 + 80 120 – 30 150 – 60 Add or subtract 10 to or from any two or three digit number, including crossing the 100s. Example: 65 + 10 124 + 10 326 – 10 358 – 10 Add or subtract a single digit to or from a three-digit number without crossing the tens. Example: 234 +5 475 +  = 479 768 – 4 Add and subtract a single digit to and from a multiple of 100 Example: 200 + 4 300 + 3 300 – 6 400 – 5 Begin to add and subtract a pair of multiples of 100. 100 + 100 100 + 200 Learners should be given opportunities to practise patterns in addition and subtraction.. If I know that 1+ 1 = 2 Then What is: 10 + 10 100 + 100 MATHEMATICS Gr a d e 1-3 CAPS 393 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 30 • Add up to • Subtract from • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 Checking results of calculations Judging reasonableness of solutions Learners should be trained to judge the reasonableness of solutions. One way to do this is to estimate their answers before calculating. When adding two numbers that are close to each other e.g. 145 and 146, learners can use doubling as a way of estimating their answers. Checking solutions Learners should know that they can • check an addition calculation by subtracting. Example: If 236 + 18 = 254; then 254 – 18 = 236; and • check an subtraction calculation by adding. Example 384 – 48 = 336, then 336 + 48 = 384. Using the inverse operation to check solutions is one reason for teaching addition and subtraction together. MATHEMATICS Grade 1-3 394 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 2, 3, 4, 5, 10 to a total of 99 • Use appropriate symbols (x, =, ) • Multiply 2, 4, 5, 10, 3 to a total of 50 • Use appropriate symbols (x, =, ) During this term learners continue to: • use and understand the language of multiplication; • represent multiplication as arrays;use the appropriate symbols to interpret number sentences; • understand that repeated addition can be represented using the multiplication symbol; • practise and understand that multiplication can be done in any order (the commutative law or property); and • use the number line to show multiplication calculations and be able to explain the representation (how the jumps show repeated addition). Learners can continue to use arrays to write repeated addition and multiplication number sentences. Example: Write two addition and two multiplication number sentences for the array. The images used to describe multiplication can be widened. The multiplication table can be introduced. Example: × 2 3 4 5 6 7 8 9 10 1 2 3 4 5 Chanting of the tables can be done. Learners do not have to know the tables in Grade 3. The focus is on the language, which allows a mental image for grouping. Example: • One two is two • Two twos are four • Three twos are six • Four twos are eight MATHEMATICS Gr a d e 1-3 CAPS 395 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 2, 3, 4, 5, 10 to a total of 99 • Use appropriate symbols (x, =, ) • Multiply 2, 4, 5, 10, 3 to a total of 50 • Use appropriate symbols (x, =, ) • Five twos are ten • Six two are twelve • Seven twos are fourteen • Eight twos are sixteen • Nine twos are eighteen • Ten twos are twenty. Saying it in this manner supports the knowledge developed in repeated addition. The chanting should be supported by pointing to counting sequences or a number line. Learners can also use flow diagrams to record multiplication facts e.g. Example Input × ! 1 3 5 7 9 Output Rule MATHEMATICS Grade 1-3 396 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.15 Division • Divide numbers to 99 by 1, 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) • Divide numbers to 50 by 2, 4, 5, 10, 4 • Use appropriate symbols (÷, =, ) During the second term learners continue to practise and consolidate using the division sign. They should understand that a division number sentence could describe a situation involving grouping or sharing. What is different from Term 1? During this term learners should be able to write and describe corresponding division sentences: Learners should be able to record the following: 30 ÷ 6 =  and that 30 ÷ 5 =  Learners also need to develop written strategies for their division calculations. Example: Repeated subtraction In order to calculate 12 ÷ 4 = . Learners need to use their pictures showing grouping or sharing.     One group of 4     One group of 4     One group of 4 • Divide numbers to 99 by 1, 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) • Divide numbers to 50 by 2, 4, 5, 10, 4 • Use appropriate symbols (÷, =, ) Share one group of 4 then the second group of 4 and then the third group of 4 12- 4 → 8 – 4 → 4- 4 = 0 As one group of 4 is put on one side learners can subtract the first 4 and then count how many they have left. They keep on doing this until they have subtracted everything. The emphasis in grade 3 should be on grouping rather than sharing. Doing repeated subtraction with this number range is appropriate. Learners will have to be given division number sentences to complete that allow for doing repeated subtraction. Doing repeated subtraction for 96 ÷ 3 is not an appropriate or efficient strategy because the number range is too high. At first it might be difficult for learners to ‘see’ which number sentences (which number ranges) are appropriate for doing repeated subtraction. MATHEMATICS Grade 1-3 CAPS 397 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: Range 999 • Order a given set of selected numbers. • Compare numbers to 999 and say which is 1,2,3,4,5 and 10 more or fewer Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 • Multiplication and division facts for the: • two times table up to 2 x 10 • ten times table up to 10 x 10 Calculation strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Number concept: Range 500 • Order a given set of selected numbers. Range 500 • Compare numbers to 500 and say which is 1,2,3,4,5 and 10 more or fewer Rapidly recall: • Recall addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Mental strategies Use the following calculation strategies • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction Number concept Examples of questions that can be asked: Number names and symbols Hold up a card or write down a number name. Choose a learner to write the matching numeral. More or fewer What is: • 1 fewer than 500 • 1 more than 499 • 2 more than 502 • 2 fewer than 405 • 3 more than 477 • 3 fewer than 251 • 4 fewer than 185 • 10 more than 490 • 10 fewer 660 What is the 5th letter of the alphabet? What is the 9th month of the year? Ordering and comparing Which is more: 621 or 671? Give me a number between 154 and 159. Addition and subtraction facts: See notes for Term 1. Add or subtract multiples of 10 from 100 Say how many steps must be taken on a number line to get from 30 to 100 or from 100 to 50. Find pairs of cards to make 100 Put numbers in the boxes to make 100.  + 70 = 100 20 +  = 100 100 –  = 90 100 – 40 =  Calculation strategies: See notes for Term 1 MATHEMATICS Grade 1-3 398 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.17 Fractions • Use and name fractions in familiar contexts including halves, quarters eighths, thirds, sixths, fifths, • Recognise fractions in diagrammatic form • Begin to recognise that 2 halves or 3 thirds make one whole and that 1 half and 2 quarters are equivalent Write fractions as 1 half, 2 thirds, During this term learners continue to: • learn the names of fraction parts; • use the names in different contexts; • identify the fraction part; • begin to understand the relative size of fractions; • find fractions of objects; and • learn about equivalent fractions. During this term learners compare fractions. • Using fraction strips or Cuisenaire rods. Example: These models are ideal for teaching learners to name fractions and to compare them. For example: W   W   W   W   W   W   W   W   W   W   W   W   red   red   red   red   red   red   purple   purple   purple   purple   dark  green   dark  green   orange   red   W   W   W   W   W   W   W   W   W   W   W   W   red   red   red   red   red   red   purple   purple   purple   purple   dark  green   dark  green   orange   red   Show a fraction wall indicating 1 whole, halves, thirds, quarters, fifths, sixths, eighths, tenths. It is best that learners work with concrete apparatus and not compare fractions using the fractions wall in pictures. Learners need to manipulate the objects by measuring them against one another. The following questions could be asked: • How many halves equal a whole? • How many quarters equal a whole? • How many quarters are there in one half? Let learners place the strips alongside each other to find the answers. • How many thirds equal a whole? • How many sixths equal a third? • How many sixths equal a half? • Which is bigger, 1 thirds or 1 half? • Which is bigger 2 thirds or 3 quarters? MATHEMATICS Grade 1-3 CAPS 399 GRADE 3 TERM 2 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawings lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Range of patterns: Simple patterns in which shapes, or groups of shapes are repeated in exactly the same way Patterns in which the number or size of shapes in each stage changes in a predictable way i.e. regular increasing patterns Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Continue to give learners a similar range of patterns to Term 1, but include all new shapes and objects into the patterns as they are dealt with in Shape and Space. See patterns notes Term 1 and Space and Shape notes Term 2. Allow learners to copy first, then extend and finally describe the patterns. By now they should be able to describe patterns without the aid of guiding questions. Continue to focus on developing the language they need to describe the patterns 1 lesson MATHEMATICS Grade 1-3 400 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 1 000. Create own patterns Create own number patterns. Copy, extend and describe Copy, extend and describe simple number sequences to at least 150. Sequences should show counting forwards and backwards in: • 1s from any number between 0 and 500 • 10s from any multiple of 10 between 0 and 500 • 5s from any multiple of 5 between 0 and 500 • 2s from any multiple of 2 between 0 and 500 • 3s from any multiple of 3 between 0 & 500 • 4s from any multiple of 4 between 0 and 500 • 50s,100s to at least 1000 See notes for Term 1, Extend the number range and counting sequences as follows • 1s from any number between 0 and 500 • 10s from any multiple of 10 between 0 and 500 • 5s from any multiple of 5 between 0 and 500 • 2s from any multiple of 2 between 0 and 500 • 100s from any multiple of 100 to at least 1 000 • 50s from any multiple of 50 to at least 1 000 • 3s from any multiple of 3 between 0 & 500 • 4s from any multiple of 4 between 0 and 500 Use objects, pictures, tables and flow diagram to support learners’ transition from skip counting and sequences to multiplication by 10, 5, 2, 4. Help learners to use patterns they know as the basis for practising and learning other patterns e.g. • sequences of 2s to lay the basis for sequences of 4s; and • sequences of 5s to lay the basis for sequences of 50s. 3 lessons MATHEMATICS Grade 1-3 CAPS 401 GRADE 3 TERM 2 3. S PA C E AND SHA P E (GEOMTERY) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.1 Position, orientation and views Position and views • Match different views of the same everyday object • Name an everyday object when shown an unusual view of it • Read, interpret and draw informal maps, or top views of a collection of objects • Find objects on maps Position and directions • Follow directions to move around the classroom, and school • Give directions to move around the classroom and school • Follow directions from one place to another on an informal map Position and views • Match different views of the same everyday object • Name an everyday object when shown an unusual view of it Position and directions • Follow directions to move around the classroom, and school Give directions to move around the classroom and school What is different from Grade 2? • No specific focus on developing the language of position, as this was done in Grades 1 and 2 • Follow more elaborate directions i.e. to move around the school, rather than just the classroom • Give directions to places in the classroom and school • Maps and top views of collections of objects. This is the focus of Term 3 Recommended focus for Term 2 In Term 2, it is recommended that Grade 2 work be revised, and that you add • identification of objects from a picture showing an unusual view of it; and • following directions to places outside the classroom. Begin by assessing what learners know and remember about position and orientation. Position and directions • Following directions This should be done through practical activities in which learners move themselves according to instructions. In Grade 3 learners can be given either verbal or written directions - to move around the classroom e.g. “come to the front of the class”; “stand next to your chair”; “jump over the dirt bin”; and - to move around the classroom or school i.e. or longer directions, “Go through the doorway, turn left, continue down the passage, cross the field, where are you now?” 2 lessons MATHEMATICS Grade 1-3 402 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.1 Position, orientation and views Position and views • Match different views of the same everyday object • Name an everyday object when shown an unusual view of it • Read, interpret and draw informal maps, or top views of a collection of objects • Find objects on maps Position and directions • Follow directions to move around the classroom, and school • Give directions to move around the classroom and school • Follow directions from one place to another on an informal map Position and views • Match different views of the same everyday object • Name an everyday object when shown an unusual view of it Position and directions • Follow directions to move around the classroom, and school Give directions to move around the classroom and school • Giving directions. Some learners will find it easy to give directions by modelling what they say on the directions that you have given. For other learners it helps to provide guidelines for the key elements of directions. - Say whether you continue or move in the direction you are facing or turn around. - Say whether you go straight, turn left or turn right. - Give landmarks where you need to turn e.g. when you get to the secretary’s office turn left; and - Say how far to go. There are different ways to say how far to go, e.g. o walk 30 paces or walk 10 metres; o walk past 3 classroom, or walk until you have passed Mr Radebe’s classroom; or o walk for about 1 minute. Position and views In Grade 3 learners should be given exercises in which they can match different views (views from the top, views from the side, views from the front) of different everyday objects. This will eventually help learners to interpret drawings of geometric objects done from different perspectives. Learners should also be given exercises in which they identify an object from a picture drawn, or photograph taken from an usual view,e.g. a top view of a cow or a front view of a toothbrush. 2 lessons MATHEMATICS Grade 1-3 CAPS 403 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focussed activities • Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, clay, toothpicks, straws, other 3- D geometric objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focussed activities • Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, clay, toothpicks, straws, other 3- D geometric objects Range of shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2- D shapes in terms of: • shape • straight sides • round sides What is different from Grade 2? • Learners no longer look at whether objects can roll or slide; they look at whether surfaces are flat or curved. • Where objects have flat surfaces learners look at whether these surfaces are squares, rectangles, triangles or circles. • Cones and pyramids are introduced (these can be a focus of Terms 3 and 4). Recommended focus of Term 2 Learners work with the same objects as they did in Grade 2 i.e. • balls and objects shaped like balls; • cylinders and objects shaped like cylinders; and • various boxes and other objects shaped like rectangular prisms or cubes. Learners can focus on the new objects (pyramids and cones) in Terms 3 and 4. Recognising and naming balls (spheres) and boxes (prisms) and cylinders • Learners continue to name, sort and group objects. Learners should be given a range of objects to work with: • shaped like spheres, e.g. balls or different size, marbles, oranges etc.; • shaped like prisms, e.g. blocks, bricks, boxes of different sizes e.g. matchboxes, cereal boxes, tea boxes, toothpaste boxes; and • shaped like cylinders, including both long and narrow cylinders e.g. pieces of piping with a cylindrical shape, cardboard inner sleeves of roller towels or toilet rolls and short, wide cylinders, e.g. shoe polish tins, snuff tins etc. Learners can find objects shaped like a ball (sphere), or shaped like a box (prisms) or shaped like a cylinder when given a collection of objects. Learners can find or show objects shaped like boxes (prisms) in the classroom. e.g. “this can of tomatoes is shaped like a cylinder”. During independent time learners can continue to make balls and cylinders and box shapes (prisms) from clay or play dough. Focussing on features of 3-D objects: flat or curved surfaces, the shapes of flat surfaces • Building single 3- D objects Learners use cut-out cardboard squares or rectangles to make a box. This focuses learners on the shape of the flat surfaces of the box. Learners then look at the flat surfaces on prisms and cylinders and describe them according to whether they are circular, square or rectangular. 3 lessons MATHEMATICS Grade 1-3 404 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focussed activities • Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, clay, toothpicks, straws, other 3- D geometric objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focussed activities • Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, clay, toothpicks, straws, other 3- D geometric objects Range of shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2- D shapes in terms of: • shape • straight sides • round sides • Flat or curved surfaces Building a box (prism) helps learners to focus on the flat surfaces of objects. Learners can then look at whether all geometric objects have only flat surfaces. In Grades 1 and 2, learners separated geometric objects into those that roll and those that slide. This prepares learners to focus on whether the surfaces of objects are flat (the objects that slide) or curved (the objects that roll). Cylinders have some flat and some curved surfaces. Written exercises Although most of the work with 3- D objects is done practically, work must be consolidated through written exercises. The focus in Grade 3 should be on naming objects and talking about their surfaces. Learners are not expected to count or know the number of square, rectangular, triangular or circular surfaces an object has. Language Useful language ability to talk about 3- D objects: Surface, flat, curved, boxes, balls, cylinders 3 lessons MATHEMATICS Gr a d e 1-3 CAPS 405 TOPICS CONCEPTS AND SKILLS: REQUIREMENT BY YEAR END CONCEPTS AND SKILLS: FOCUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2-D shapes Range of Shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • shape • straight sides • round sides Draw shapes • circles • triangles • squares • rectangles No specific focus on 2-D shapes is recommended for Term 2. However, learners can consolidate what they have learned about recognising and naming 2-D shapes in Term 2, through doing written exercises during independent work time. 3.4 Symmetry Symmetry • Recognise and draw line of symmetry in 2-D geometrical and non=geometrical shapes • Determine line of symmetry through paper folding and reflection Symmetry • Determine line of symmetry through paper folding and reflection What is new in Grade 3? • Finding the line of symmetry through paper folding and reflection. Paper-folding activities that develop an understanding of symmetry include: • activities in which wet paint is placed on the page before folding it; and • activities in which paper is cut or torn on the fold line. These activities can be done both in the Mathematics lesson and the Life Skills lessons. Ask learners to predict what shape they will get once they unfold the cut paper. This helps to train their ability to visualise symmetrical shapes. 2 lessons MATHEMATICS Grade 1-3 406 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 TERM 2 4. MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS F O CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including - converting between days and weeks - converting between weeks and months Use clocks to calculate length of time in hours or half hours including Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • Use clocks to calculate length of time in hours or half hours Learners continue to practise talking about the duration of time and the sequencing of time. During whole class teaching time and focus group time, learners continue to talk about the day of the week, month of the year and the date of the current day, as well as days before and days to come. Learners continue to place the following on a calendar as the events arise • birthdays • religious festivals • historical events • school events • public holidays Continue to ask learners to tell the time in hours, half hours and quarter hours using analogue clocks and in hours and minutes on a digital clock at regular intervals on an almost daily basis. See notes for Term 1. Digital time Spend about 2 lessons revising the reading of time on digital clocks. See notes for Term 1. During independent work time learners continue do exercises related to telling the time • in hours, half hours and quarter hours on analogue clocks; and • in hours and minutes on a digital clock. Learners can do calculations with weeks or days if provided with a calendar or section of a calendar e.g. finding dates and calculating the time differences between them. 2 lessons MATHEMATICS Grade 1-3 CAPS 407 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS F O CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, and wider. Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. • Estimate and measure lengths in centimetres using a ruler. No conversions between metres and centimetres required Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring • Estimate, measure, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. What is different from Grade 2? In Grade 2 learners • focused on informal measurement with non-standard units of length; and • were introduced to measuring in metres. In Term 2 of Grade 3 learners can continue to do informal measurement using non-standard units, and measuring in metres. In Term 3 they can begin to measure in centimetres using a ruler. Estimating, measuring, comparing and recording lengths, heights and widths using non-standard units of length Learners can learn all the principles and practices of measurement using non-standard units. Measuring with non-standard units should not be considered to be inferior to measuring with standard units. Measuring length with non-standard units involves counting how many of the chosen unit are the same length as the object being measured. For example, the length of the desk is 8 hand spans. Learners should measure a variety of objects using a range of objects as informal units. There are three ways to use informal units: • Pack out in a row across the object being measured a number of objects of the same length, such as matchboxes, identically shaped bottle tops or counters, new pencils etc. For example, to measure the width of a desk, new pencils can be packed out end to end across the desk. Here it is important that - all the objects are the same length. You cannot state that your book is as wide as 12 bottle tops if the bottle tops are of different sizes e.g. 2 litre milk bottle tops, plastic cool drink bottle tops, metal bottle tops etc; and - no gaps are left between the objects: they need to be packed out so that they touch each other. 2 lessons MATHEMATICS Grade 1-3 408 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS F O CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, and wider. Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. • Estimate and measure lengths in centimetres using a ruler. No conversions between metres and centimetres required Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring • Estimate, measure, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. • Use two identical objects as the non-standard units. Place the one next to the other, and then move the first to the other side of the second. This is done when measuring with hand spans, foot lengths or paces. • Using only one object as the non-standard measure and either flipping it over or marking its end point before sliding it along. Learners should be taught always to state the unit, e.g. the book is 12 bottle tops wide, the classroom is 38 paces long. Once learners have measured with any unit a couple of times, they should estimate about how many of that unit long the object to be measured is. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit. Learners need to be taught that in order to compare lengths, heights or widths the same unit needs to be used. For example, if the width of the doorway measured is 20 hand spans and the width of the desk is 8 pencil lengths, you cannot say whether the doorway is wider than the desk. Learners need to measure with a range of informal units, so that they can • begin to understand that the smaller the unit, the larger the number of times it will be used, e.g. the width of the classroom could be 20 paces but 48 foot lengths; and • begin to use units which are appropriate to what they are measuring, e.g. measuring the width of the classroom with bottle tops is a waste of time. Estimating, measuring, comparing and recording lengths, heights and widths using metres Learners should consolidate their understanding of the length of 1 metre, and using metre lengths for measuring. This is best done if learner measure with a 1 metre long “instrument” (such as a metre rule; a stick that is cut to 1 metre long or pieces of string that are 1 metre long). Seeing the 1 metre length helps learners to form an image of how long a metre is. It is possible to measure in metres with a trundle wheel, but the metre length is not as easily seen. 2 lessons MATHEMATICS Grade 1-3 CAPS 409 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS F O CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, and wider. Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. • Estimate and measure lengths in centimetres using a ruler. No conversions between metres and centimetres required Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring • Estimate, measure, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. Learners can find things that are exactly 1 metre long. It is useful to have everyday referents as comparisons e.g. the width of a door and height of a window are often 1 m. This helps learners to use these lengths or widths that they can see to estimate the lengths of other objects they measure. Learners should estimate before every measurement. Learners can find things that are either longer to shorter than 1 metre. Learners can measure a variety of lengths in metres. Different lengths should be compared. Recording measurements Although measuring is a practical skill, learners should record their measurements (with both informal units and metres) at all times. Measuring length as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the contexts of • informal measurement of length; and • measuring lengths in metres. Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. 2 lessons MATHEMATICS Grade 1-3 410 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS F O CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a measuring balance e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour or in grams e.g. 500 grams of salt • Measure their own mass in kilograms using a bathroom scale • No conversions between grams and kilograms required Informal measuring • Estimate, measure, compare, order and record mass using a measuring balance and non-standard measures e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms, e.g. 2 kilograms of rice and 1 kilogram of flour or in grams, e.g. 500 grams of salt • Where bathroom scales are available, learners can measure their own mass in kilograms using a bathroom scale. The expectation is that learners only read to the nearest numbered gradation line. They describe their mass as almost/nearly/close to/a bit more than/more or less/or exactly the number (of kilograms) they read off the mass meter. • Where balancing scales with mass pieces calibrated in grams are available, learners can measure the mass of different objects. No conversions between grams and kilograms required What is different from Grade 2? In Grade 2 learners focussed on informal measurement with non-standard units of mass. Learners used a measuring balance to do this. They also began to work with kilograms. They ordered everyday products which have their mass stated in kilograms. They read their mass off bathroom scales. Informal measurement of mass using a measuring balance and non-standard units Learners can learn all the principles and practises of measurement using non-standard units. Measuring with non-standard units should not be considered to be inferior to measuring with standard units. Learners should consolidate their measuring skills by doing some informal measuring of mass with non-standard units. Commercial mass balances can be used. If you don’t have a commercial balance, you can make one by attaching a pair of one of the following to a coat hanger: a yoghurt cup, the cut-off base of a 2 litre bottle, the cut-off bottom of a litre milk or cold drink box (identical containers are attached to either side of the coat hanger). Measuring with mass with non-standard units involves counting how many of the chosen unit are the same mass as the object being measured. For example, a ruler has the same mass as 9 blocks. Learners should measure a variety of objects using a range of objects as informal units. Learners should be taught always to state the unit when giving the mass, e.g. the book is has the same mass as 34 marbles. Once learners have measured with any unit a couple of times, they should estimate about how many of that unit will have the same mass as the object being measured. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit. Learners need to be taught that in order to compare masses of different objects the same unit needs to be used. For example if a ruler has a mass of 20 blocks and a pair of scissors has a mass of 20 marbles, you cannot say whether they have the same mass or not, or which one is heavier. 3 lessons MATHEMATICS Grade 1-3 CAPS 411 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS F O CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a measuring balance e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier ntroducing formal I measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour or in grams e.g. 500 grams of salt • Measure their own mass in kilograms using a bathroom scale • No conversions between grams and kilograms required Informal measuring • Estimate, measure, compare, order and record mass using a measuring balance and non-standard measures e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms, e.g. 2 kilograms of rice and 1 kilogram of flour or in grams, e.g. 500 grams of salt • Where bathroom scales are available, learners can measure their own mass in kilograms using a bathroom scale. The expectation is that learners only read to the nearest numbered gradation line. They describe their mass as almost/nearly/close to/a bit more than/more or less/or exactly the number (of kilograms) they read off the mass meter. • Where balancing scales with mass pieces calibrated in grams are available, learners can measure the mass of different objects. No conversions between grams and kilograms required Recording measurements Although measuring is a practical skill, learners should record their measurements at all times. Working with kilograms o ordering products according to mass Learners can work with groceries that are sold in kilograms, where the number of kilograms is stated on the packaging. Learners can compare the mass of packages of different substances (such as rice, sugar, mealie meal, flour or washing powder) that are sold in 1 kg amounts. They can place these on a measuring balance to see that although the size of the packages may differ, they have more or less the same mass. Learners can then be given a range of packages of different items to sequence from heaviest to lightest, where they sequence according to the mass stated on the package e.g. 2 kg rice, 1 kg sugar, 5 kg mealie meal, 10 kg samp. Learners will need to know the abbreviation “kg” for kilograms. Working with grams o ordering products according to mass Learners can work with groceries that are sold in grams, where the number of grams is stated on the packaging. Learners can compare the mass of packages of different substances (such as cereals, tea, coffee, salt, beans, small packets of sugar, small packets of milk powder, packets of jelly, small packets of rice etc) that are sold in grams. Learners can then be given a range of packages of different items to sequence from heaviest to lightest, where they sequence according to the mass stated on the package e.g. 2 kg rice, 1 kg sugar, 5 kg mealie meal, 10 kg samp. It is important that learners are exposed to small, heavy packages like salt and large light packages like rice crispies or corn flakes. This allows them to understand that bigger items are not always heavier than smaller items, unless the same substance is being compared. You can only be certain that the bigger item has the greater mass if - the same substance is being compared; and - you check the masses on a scale (which is not required in the Foundation Phase). Learners will need to know the abbreviation “g” for grams. 3 lessons MATHEMATICS Grade 1-3 412 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS F O CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a measuring balance e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier ntroducing formal I measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour or in grams e.g. 500 grams of salt • Measure their own mass in kilograms using a bathroom scale • No conversions between grams and kilograms required Informal measuring • Estimate, measure, compare, order and record mass using a measuring balance and non-standard measures e.g. blocks, bricks etc • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms, e.g. 2 kilograms of rice and 1 kilogram of flour or in grams, e.g. 500 grams of salt • Where bathroom scales are available, learners can measure their own mass in kilograms using a bathroom scale. The expectation is that learners only read to the nearest numbered gradation line. They describe their mass as almost/nearly/close to/a bit more than/more or less/or exactly the number (of kilograms) they read off the mass meter. • Where balancing scales with mass pieces calibrated in grams are available, learners can measure the mass of different objects. No conversions between grams and kilograms required Learners are NOT required to read kitchen scales in grams. This is done in the Intermediate Phase. Reading bathroom scales in kilograms Where bathroom scales are available learners can use these to read their own mass. There are two kinds of mass meters: digital and analogue. Digital scales are easier to read because the mass is written in numbers. If you have a digital bathroom scale, check that it states the mass only in whole kilograms. You can re-set some scales to show only whole kilograms. If you cannot set it to show only whole kilograms, teach learners to ignore the parts of kilograms for now. Most analogue bathroom scales have every 10 kg numbered, with a longer line showing the position of 5 kg. The 1 kg lines are usually not numbered. This is similar to the way lines and numbers work on a ruler. Let learners start by counting to see that there are 10 spaces before the 10 kg mark, so that each space represents 1 kilogram, and the longer line represents 5 kg. Learners can read measurement off real bathroom scales as well as pictures of bathroom scales. It is easier to read the mass off a picture of a bathroom scale than off a real scale. Recording measurements Although measuring is a practical skill,learners should record their measurements at all times. Measuring mass as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of mass; and • measuring mass in kilograms. Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. Learners are NOT expected • to know that 1 000 g = 1 kg; or • to do conversions between grams and kilograms. Calculations in grams can be chosen so that they do not go over 1 000 g. 3 lessons MATHEMATICS Grade 1-3 CAPS 413 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of 4 cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required During independent work time learners should continue to Estimate and measure, compare, order and record the capacity of containers or the volume in containers using non￾standard measures. Following recipes, including baking, is a useful context in which learners can practise measuring. Choose recipes where ingredients are given in cups, teaspoons or informal units. • Compare and order the capacity of a range of bottles and grocery items where the volume is stated on the packaging. • Use either 1 litre bottles or 1 litre jugs to estimate and measure, compare, order and record the capacity of containers or the volume in containers in litres. See the notes for Term 3. Learners should be given written tasks to consolidate the following, including reading pictures of • products with their capacity written on them in order to sequence in order; and • pictures of jugs where the volume is near to a numbered 1 litre or 2 litre gradation line. The expectation is that learners only read to the nearest numbered gradation line. They describe their volume as almost/nearly/close to/a bit more than/more or less/ exactly the number (of litres) they read off the jug. Measuring capacity as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of capacity/volume; • e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? • litres Take account of the number range appropriate for the term, as well as the range of problems types. MATHEMATICS Grade 1-3 414 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 TERM 2 5. DATA HANDLIN G TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 2 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to answer questions posed by the teacher • Organise data supplied by teacher or book Organise data in o lists o tallies o tables 5.5 Represent data Represent data Represent data in • pictograph • bar graphs 5.6 Analyse and interpret data Analyse and Interpret data Answer questions about data presented in • pictographs • bar graphs Analyse data from representations provided. If learners have worked through the whole data cycle in Term 1, then analysing different forms of data representations should be more meaningful. It is recommended that in Term 2 you give learners data to analyse in at least • 1 pictograph • table Learners should answer questions that you ask about the graph and table; see Term 1 for suitable types of questions 1 lesson MATHEMATICS Grade 1-3 CAPS 415 GRADE 3 TERM 3 1. NUM BERS, O PERATIONS AND RELATIONSHI P S TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.1 Count objects Counting concrete objects Estimate and counts to at least 1 000 everyday objects reliably. The strategy of grouping is encouraged. Group to at least 700 everyday objects to estimate and count reliably. Give a reasonable estimate of a number of objects that can be checked by counting. What is different from Term 2? The number range has increased and learners should be given the opportunity to touch, move and count out 700 objects grouped differently. See the notes for Term 1 and 2 1.2 Count forwards and backwards Count forwards and backwards in: • 1s from any number between 0 and 1000 • 10s from any multiple between 0 and 1000 • 5s from any multiple of 5 between 0 and 1000 • 2s from any multiple of 2 between 0 and 1000 • 3s from any multiple of 3 between 0 and 1000 • 4s from any multiple of 4 between 0 and 1000 • 20s, 25s, 50s,100s to at least 1 000 Count forwards and backwards in: • 1s from any number between 0 and 700 • 10s from any multiple between 0 and 700 • 5s from any multiple of 5 between 0 and 700 • 2s from any multiple of 2 between 0 and 700 • 3s from any multiple of 3 between 0 and 700 • 4s from any multiple of 4 between 0 and 700 • 20s, 25s, 50s,100s to at least 1000 What is different from Term 2 The number range increases to 700. See Term 1 and 2 notes MATHEMATICS Grade 1-3 416 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 1 000 • Write number symbols 0 - 1 000 • Recognise, identify and read number names 0 - 1 000 • Write number names 0 - 1000 Recognise, identify and read numbers • Recognise, identify and read number symbols 0 - 1 000 • Write number symbols 0 - 1 000 • Recognise, identify and reads number names 0 - 500 • Write number names 0 - 500 What is different from Term 2 Learners identify, read and write: • number symbols to 1 000; and • number names to 500. See Term 2 notes– 1.4 Describe, compare and order numbers Order and compare numbers to 999 • Order whole numbers up to 999 from smallest to greatest, and greatest to smallest • Compare whole numbers up to 999 using smaller than, greater than, more than, fewer than and is equal to. Use ordinal numbers to show order, place or position • Use, read and write ordinal numbers, including abbreviated form up to 31. Order and compare numbers to 500 • Order whole numbers up to 500 from smallest to greatest, and greatest to smallest • Compare whole numbers up to 500 using smaller than, greater than, more than, fewer than and is equal to. Use ordinal numbers to show order, place or position • Use, read and write ordinal numbers, including abbreviated form up to 31. What is different from Term 2 Learners order and compare numbers to 500 and continue to use the abbreviated form for writing ordinal numbers.. See term 2 notes MATHEMATICS Grade 1-3 CAPS 417 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.5 Place value Recognise the place value of three-digit numbers to 999 • Know what each digit represents • Decompose three-digit numbers up to 999 into multiples of 100, multiple of tens and ones/unit • Identify and state the value of each digit Recognise the place value of numbers to 750 • Know what each digit represents • Decompose three-digit numbers up to 750 into multiple of hundreds, tens and ones/units • Identify and state the value of each digit What is different in Term 3 The same type of questions and instructions are given in term 3. The number range has increased but learners are still working with three- digit numbers. The focus during this term should continue to be on: • the value of the number; • decomposing numbers into hundreds, tens and ones using place value cards and base ten blocks; and • writing the expanded form of numbers. See notes for Term 2. NUM BER PRO BLEMS 1.6 Problem￾solving techniques Use the following techniques when solving problem and explain solutions to problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when solving problem: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Learners are expected to solve the word problems using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines • Rounding off See notes for Term 2. 1.7 Addition and subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction leading answers up to 999. Solve word problems in context and explain own solution to problems involving addition, subtraction leading answers up to 800 Examples of types of problems that can be done this term • Addition and subtraction problems • Pamela has collected 413 bottle tops. If Ken give her 29 bottle tops, he will have the same number as Pamela. - How many bottle tops will they both have? - How many bottle tops did Ken have to begin with? • The grade 2s have a collection of 500 marbles. The Grade 3s have 170 fewer marbles than the Grade 2s. How many marbles do the Grade 3s have? • Mark and Martha collect 250 stickers. Mark found 160. How many stickers did Martha find? MATHEMATICS Grade 1-3 418 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems using multiplication with answers up to 99. Solve number problems in context and explain own solution to problems involving multiplication with answers up to 75. Examples of types of problems that can be done this term Problem type 9: Array • A vegetable garden has 12 rows of plants. Each row has 7 plants. How many plants are there in the garden? • A vegetable garden has 12 rows of plants. Every row has the same number of plants. If there are a total of 48 plants, how many plants are in each row? • A vegetable garden has 48 plants that are planted in rows. There are 7 plants in each row. How many rows are there? Comparison/ Ratio Samuel has 6 sweets. Samuel has three times as many as Moeketsi. How many sweets does Moeketsi have? Marlene has 18 sweets. This is three times as many as Samuel has. How many sweets does Samuel have? Rate Peaches are sold at R8 per kilogram. If I buy 4 kilogram, how much will it cost? Peaches cost R8 per kilogram. If I have R32, how many kilograms can I buy? I buy 4 kilograms of peaches and it costs me R32. What is the price for one kilogram? Using rounding off A taxi takes 15 passengers. Can 73 people fit into 5 taxis? 1.9 Grouping and sharing leading to division Solve and explain solutions to practical problems that involve equal sharing and grouping up to 200 with answers that may include remainders. Solve and explain solutions to practical problems that involve equal sharing and grouping up to 150 with answers that may include remainders. Examples of kinds of problems that can be done this term • Mrs Tshongwe packs 66 muffins into packets of 6. How many packets does she have? • Remi gets R72 from selling R9,00 raffle tickets. How many tickets did he sell? • The community helps the 9 families who lost possessions in a fire. There are 75 blankets for the families to share equally. a) How many does each family receive? b) How many are left? Rate • Peaches cost R8 per kilogram. If I have R32, how many kilograms can I buy? • I buy 4 kilograms of peaches and it costs me R32. What is the price for one kilogram? Rate problems are new problem types in Term 3. Learners may need more time when solving these problems. See notes for Term 2. MATHEMATICS Grade 1-3 CAPS 419 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.10 Sharing leading to fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non￾unitary fractions e.g. etc. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non￾unitary fractions e.g. etc. Examples of problems that can be done this term Sharing, leading to fractions • Share 7 chocolate bars among 3 friends so that they all get the same amount of chocolate bar and there is nothing left over. • Share 13 bars of chocolates equally among 4 children. How much does each get? Fraction of a collection • Grandmother gives Kiki R12. Kiki wants to save a third of the money. How much money must she save? • There are 12 biscuits on a plate. Nomonde takes one quarter of the biscuits. How much is left? Writing Learners are not required to write the fraction symbol. Learners learn how to label fraction parts as 1 fifth, 3 quarters or 3 sixths. This helps them firstly to understand that the fraction names describe how many equal parts the whole has been divided into, for example, halves, thirds, quarters, etc and secondly how many of those parts are being considered, e.g. 2 thirds. Representing fractions word problems Learners must draw their answers to prove that they understand the problem. Expect that some learners may draw correctly but misname the fraction part. Learners must name the parts that have been shared by writing it as 2 thirds. 1.11 Money • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in rand or cents • Convert between rand and cents • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in rand or cents. • Convert between rand and cents Examples of problems that can be done this term Value of money and making up totals e.g. Write 325c as rand and cents. In how many different ways can you make up R400 using only bank notes? How do you know whether you have all the solutions? Mr Lebethe is a builder and receives a bonus for completing a job on time. He decides to share the bonus between the carpenter and himself. Each person receives R400. What is the value of the bonus? Nina and her three friends shared R20,60. How much did each of them get? MATHEMATICS Grade 1-3 420 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION CONTE X T-FREE CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Learners are expected to calculate word problems using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines • Rounding off in tens See notes for Term 1. MATHEMATICS Gr a d e 1-3 CAPS 421 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS SUGGESTED FOCUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION 1.13 Addition or subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 • Add up to 800 • Subtract from 800 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 During this term learners continue to calculate with three digit numbers till 800. In order to calculate with three-digit numbers learners have to be able to: • confidently read and write number symbols to 800; • confidently order and compare numbers to at least 800; • confidently count in groups to 800; and • count confidently in intervals of 2, 3, 4, 5, 10, 50 and 100 to 800. Possible methods to show addition and subtraction calculations. • Adding by breaking down both number Adding three-digit with two-digit 524 + 82 =  = (500 + 20 + 4) + (80 + 2) = 500 + (20 + 80+ (4 + 2) = (500 + 100) + 6 = 600 + 6 = 606 Adding three-digits and three-digits 323 + 436 =  323 + 436 = (300 + 20 + 3) + (400 + 30 + 6) = (300 + 400) + (20 + 30) + (3 + 6) = 700 + 50 + 9 = 759 • Adding (by breaking down the number to be added) Learners will break down the number in ways that are manageable for them. This means that they will do it in different ways. 524 + 82 =  524 + (40 + 40 + 2) 524 + 40 564 + 40 604 + 2 = 606 Counting on 40 from 524 could be done by counting in 10s. Adding three-digit and three-digits 323 + 436 =  = 323 + (400 + 20 + 6) = (323 + 400) + 20 + 6 = (723 + 20) + 6 = 743 + 6 = 749 MATHEMATICS Grade 1-3 422 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.13 Addition or subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 • Add up to 800 • Subtract from 800 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 • Subtraction by breaking up both numbers three-digit subtract two-digit 889 – 137 =  889 – 137 = (800 + 80 + 9) – (100 + 30 + 7) = (800 – 100) + (80 – 30) + (9 – 7) = 700 + 50 + 2 = 752 • Subtracting by breaking up one number 889 – 137 =  889 – (100 + 30 + 7) 889 – 100 789 – 30 759 – 7 = 752 • Using halving to break down a number 525 + 16 = 525 + 8 + 8 = (525 + 8) + 8 = 533 + 8 = 541 • Count on and count back 805 = 798 =  Counting up in ones from 798 is an appropriate strategy because the numbers are close to each other. • Identify near doubles 245 + 246 One can say the above sum as double 245 + 1 pr double 246 – 1 245 + 245 + 1 = (200 + 40 + 5) + (200 + 40 + 5) + 1 = (200 + 200) + (40 + 40) + (5 + 5) + 1 = 400 + 80 + 10 + 1 = 400 + (80 + 10) + 1 = 400 + 90 + 1 = 491 MATHEMATICS Gr a d e 1-3 CAPS 423 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS SUGGESTED FOCUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION 1.13 Addition or subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 • Add up to 800 • Subtract from 800 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 • Change a number to a multiple of ten and then subtract or add ones Count up or down to the nearest 10 588 + 9 588 + 10 = 598 598 – 1 = 597 588 + 19 588 + 20 = 608 608 – 1 = 607 Developing and practising addition and subtraction skills Learners need practice to practice certain kinds of addition and subtraction skills Learners should have opportunities to do the following type of calculations with numbers up to 800: Add or subtract a pair of multiples of 10, crossing 100 • 40 + 70 • 70 + 80 • 120 – 30 • 150 – 60 Add or subtract 10 to or from any two or three-digit number including crossing the 100s Example: • 65 + 10 • 124 + 10 • 326 – 10 • 358 – 10 Add or subtract a single digit to or from a three-digit number without crossing the tens Example: • 634 + 5 • 775 +  = 779 • 768 – 4 Add and subtract a single digit to and from a multiple of 100 MATHEMATICS Grade 1-3 424 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.13 Addition or subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 • Add up to 800 • Subtract from 800 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 Example: • 600 + 4 • 500 + 3 • 700 – 6 • 800 – 5 Begin to add and subtract a pair of multiples of 100 • 100 + 100 • 100 + 200 • 200 + 200 • 300 + 400 Learners should be given opportunities to practice patterns in addition and subtraction If I know that 1 + 1 = 2 Then What is: • 10 + 10 • 100 + 100 Begin to add or subtract a pair of multiples from any three-digit number Example: • 675 + 100 • 762 – 100 Checking results of calculations Judging reasonableness of solutions Learners should be trained to judge the reasonableness of solutions. One way to do this is to estimate their answers before calculating. When adding two numbers that are close to each other, e.g. 145 and 146, learners can use doubling as a way of estimating their answers. Checking solutions Learners should know that they can • check an addition calculation by subtracting. Example: If 436 + 118 = 454; then 454 – 118 = 436 • check a subtraction calculation by adding. Example: 684 – 248 = 436, then 436 + 248 = 684 Using the inverse operation to check solutions is one reason for teaching addition and subtraction together. MATHEMATICS Grade 1-3 CAPS 425 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.14 Repeated addition leading to multiplication • Multiply numbers 2, 3, 4, 5, 10 to a total of 99 • Use appropriate symbols(x, =, ) • Multiply 2, 3, 4, 5, 10 to a total of 99 • Use appropriate symbols(x, =, ) During this term learners continue to: • use and understand the language of multiplication; • represent multiplication as arrays; • use the appropriate symbols to interpret number sentences; • understand that repeated addition can be represented using the multiplication symbol; • practise and understand that multiplication can be done in any order (the commutative law or property); • use the number line to show multiplication calculations and be able to explain the representation (how the jumps show repeated addition); and • begin to understand the distributive property of multiplication. Learners continue to use various images to understand multiplication. See notes for Term 2. Useful multiplication strategies • Using doubling Example: Fill in the times five row. What patterns do you see? 1 2 3 4 5 6 7 8 9 10 × 5 × 10 Double the numbers in the times five row to get the numbers in the times 10 row. What patterns do you see? Fill in the times two row. 1 2 3 4 5 6 7 8 9 10 × 2 × 4 Double the numbers in the times two row to get the numbers in the times four row. What patterns do you see? • Using halving Three groups of 8 is 24 six groups of 4 is 24 4 + 4 + 4 + 4 + 4 + 4 8 + 8 + 8 Therefore: 6 groups of 4 is the same as 3 groups of 8. MATHEMATICS Grade 1-3 426 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.15 Division • Divide numbers to 99 by 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) • Divide numbers to 99 by 2, 4, 5, 10, 3, • Use appropriate symbols(÷, =, ) What is different from Term 2? During this term the number range learners will work with has increased to 99. Working with an increased number range means that learners need to begin to work with appropriate calculation strategies and written recordings to arrive at their answers. Recording strategies During Terms 3 and 4 learners will be practising recording division using numbers and become less dependent on drawings. The recording strategies will not be accessible to learners if they do not understand the operation. In attempting to try a method that they do not understand will result in errors that learners themselves will not have the ability to detect. It is important that learners are able to identify links among multiplication and division. The purpose of the written recordings should also be to develop learners’ understanding of number relationships. Using multiplication Learners should be able to use their knowledge of multiplication. They should begin to say: “What do I know about multiplication in order to find the answer?” 96 ÷ 3 =  I know: 10 x 3 = 30 Then: 96 – 30 = 66 I know 10 x 3 = 30 Then: 66 – 30 = 36 I know 10 x 3 = 30 Then: 36 – 30 = 6 6 ÷ 3 = 2 In the above method, learners use multiplication and then repeatedly subtract from 96. They then add up how many times they have subtracted: 2 + 10 + 10 + 10 = 32 Breaking up numbers Learners could ‘chunk’ 96 into numbers that are associated with 3. Once again learners are using and applying their knowledge of multiplication in order to do a division calculation. MATHEMATICS Gr a d e 1-3 CAPS 427 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS SUGGESTED FOCUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION 1.15 Division • Divide numbers to 99 by 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) • Divide numbers to 99 by 2, 4, 5, 10, 3, • Use appropriate symbols(÷, =, ) 96 ÷ 3 =  96 = 30 + 30 + 30 + 6 10 groups 10 groups 10 groups 2 groups of 3 of 3 of 3 of 3 What learners are doing in both examples is using repeated subtraction by ‘chunking’. Just as multiplication ‘builds’ up numbers, division can be seen as ‘breaking down’ numbers’. In this way the understanding of division is reinforced as the inverse to multiplication. Learners may use repeated subtraction as chunking, and record in it ways that are similar to shown below. 96 ÷ 3 =  10 10 10 1 1 10 10 10 1 1 10 10 10 1 1 96 ÷ 3 = 32 Working with remainders Learners will have worked with remainders when doing grouping and sharing word problems. It is important that they are presented with division number sentences (context- free) that allow for remainders. Example: Explain to learners that: If they know that 28 ÷ 7 = 4. What would 29 ÷ 7 = 4 be? It is expected that learners record their answers in the following way: 29 ÷ 7 = 4 remainder 1. We want learners to be able to say which division facts they know; e.g. I know 25 ÷ 5 = 5 therefore 26 ÷ 5 = 5 remainder 1 MATHEMATICS Grade 1-3 428 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.16 Mental mathematics Number concept: Range 999 • Order a given set of selected numbers • Compare numbers to 999 and say which is more or fewer • Know which number is 1 more or 1 fewer • Know which number is 2 more or 2 fewer • Know which number is 3 more or 3 les • Know which number is 4 more 4 fewer • Know which number is 5 more or 5 fewer • Know which number is 10 more or 10 fewer Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 • Multiplication and division facts for the: • two times table up to 2 x 10 • ten times table up to 10 x 10 Calculation strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Number concept: Range 700 • Order a given set of selected numbers • Compare numbers to 200 and say which is more or fewer • Know which number is 1 more or 1 fewer • Know which number is 2 more or 2 fewer • Know which number is 3 more or 3 fewer • Know which number is 4 more or 4 fewer • Know which number is 5 more or 5 fewer • Know which number is 10 more or fewer Rapidly recall: • Recall addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Mental strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Mental mathematics See notes for Term 2, but use the higher number range specified in Term 3. MATHEMATICS Grade 1-3 CAPS 429 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS SUGGESTED F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION 1.17 Common fractions • Use and name fractions in familiar contexts including halves, quarters eighths, thirds, sixths, fifths • Recognise fractions in diagrammatic form • Begin to recognise that two halves or three thirds make one whole and that one half and two quarters are equivalent • Write fractions as 1 half, 2 thirds During this term learners continue to: • learn the names of fraction parts; • use the names in different contexts; • identify the fraction part; • begin to understand the relative size of fractions; • find fractions of objects; • learn about equivalent fractions and • compare fractions. During this term learners can begin to count fractional parts and learn new fraction names. Counting fractional parts allow learners to see multiple parts and gives them the language for mixed and improper fractions. Fraction circles are ideal to use for this concept. Encourage learners to count as they would count a collection of objects, e.g. one-fourth, two-fourths, three-fourths, four-fourths, five fourths ... You can ask learners to make one whole using the fourths and then ask: “If we have five fourths, is that more than one whole, less than one whole, or the same as one whole?” Also take this opportunity to prepare the groundwork for mixed fractions by asking: “take seven thirds. How many wholes can you make? How many parts are left over?” We want learners to say that there are: “two wholes and one third left over.” This type of activity encourages: • Understanding the number of halves in wholes • Different ways to talk about multiple numbers of halves MATHEMATICS Grade 1-3 430 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 TERM 3 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns • with physical objects • by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Patterns in which the number or size of shapes in each stage changes in a predictable way i.e. regularly increasing Range of patterns: Patterns in which the number of shapes in each stage changes in a predictable way i.e. regular increasing patterns Create own patterns Create own geometric patterns; • with physical objects • by drawing lines, shapes or objects Continue to give learners a similar range of patterns as Term 1, but include all new shapes and objects in the patterns as they are dealt with in Shape and Space. See pattern notes Term 1 and Space and Shape notes Term 2. Allow learners to copy first, then extend and finally describe the patterns. By now they should be able to describe patterns without the aid of guiding questions. Continue to focus on developing the language they need to describe the patterns 1 lesson MATHEMATICS Grade 1-3 CAPS 431 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS F O CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 200. Create own patterns Create own number patterns. Copy, extend and describe Copy, extend and describe simple number sequences to at least 180. Sequences should show counting forwards and backwards in: • 1s from any number between 0 and 750 • 10s from any multiple of 10 between 0 and 750 • 5s from any multiple of 5 between 0 and 750 • 2s from any multiple of 2 between 0 and 750 • 3s from any multiple of 3 between 0 & 750 • 4s from any multiple of 4 between 0 and 750 • 20s,25s, 50s,100s to at least 1000 Create and describe own patterns Create and describe own number patterns. See notes for Term 1 Extend the sequences to include the following • 1s from any number between 0 and 750 • 10s from any multiple of 10 between 0 and 750 • 5s from any multiple of 5 between 0 and 750 • 2s from any multiple of 2 between 0 and 750 • 100s from any multiple of 100 to at least 1 000 • 50s from any multiple of 50 to at least 1 000 • 25s from any multiple of 25 to at least 1 000 • 20s from any multiple of 20 to at least 1 000 • 3s from any multiple of 3 between 0 & 750 • 4s from any multiple of 4 between 0 and 750 Use objects, pictures, tables and flow diagram to support learners’ transition from skip counting and sequences to multiplication by 10, 5, 2, 4, 3. Help learners to use patterns they know as the basis for practising and learning other patterns e.g. • sequences of 2s to lay the basis for sequences of 20s 3 lessons MATHEMATICS Grade 1-3 432 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 TERM 3 3. S PA C E AND SHA P E (GOMETRY) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 13 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.1 Position, orientation and views Position and views • Match different views of the same everyday object • Name an everyday object when shown an unusual view of it • Read, interpret and draw informal maps, or top views of a collection of objects. • Find objects on maps • Position and directions • Follow directions to move around the classroom, and school • Give directions to move around the classroom and school • Follow directions from one place to another on an informal map Position and views • Read, interpret and draw informal maps or top views of a collection of objects • Find objects on maps Position and directions Follow directions from one place to another on an informal map What is new to Grade 3 • Maps, plans and top views of collections of objects - finding objects on maps - following directions on maps - drawing informal maps, plans or top views of collections of objects Reading, interpreting maps Maps are a stylised top view of an area. In Grade 3 learners only work with informal maps; this does not include standard road maps or standard geographical maps. It can help learners to start with plans or top views of smaller areas e.g. a tray of objects or a plan of the classroom. before looking at maps of bigger areas. In Term 2 deal with matched top views, side views and front views. An oblique view is a view partly from above and partly from the side. Young children see an oblique view of the world more often than a top view. It can help learners to start by matching oblique views of areas with maps of the same areas. When two views (the oblique and the top view) are provided, learners can match what they see in the one view with the other. First help learners start to understand maps and plans, then ask them to find objects on a plan or places on the map, e.g. “Find the clinic; what is next to it?” Once learners can easily find individual places on a map, start to give them directions from one place on the map to the next. Drawing top views of collections of objects and informal maps It is easier for learners to draw a top view of something they can look down on, than it is for them to draw a map from memory or their imagination. A starting place for drawing top views is to let learners look down on a collection of objects e.g. the objects on the teacher’s desk, or a tray of objects placed on the ground, and ask learners to draw it from above. Learners can then move on to drawing informal plans and maps of small areas e.g. the classroom, the school grounds. 3 lessons MATHEMATICS Grade 1-3 CAPS 433 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 13 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, clay, toothpicks, straws, other 3- D geometric objects. Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D2- D shapes, clay, toothpicks, straws, other 3- D geometric objects. Recommended focus of Term 3 - Learners can focus on the objects new to Grade 3, i.e. pyramids and cones. - Learners build objects from straws or pipe cleaners or toothpicks or rolled paper tubes. Introduce learners to cones and pyramids. Focussing on features of 3-D Objects: flat or curved surfaces, the shapes of flat surfaces • Flat or curved surfaces In Term 2 • Learners focussed on whether objects had flat or curved surfaces. • Learners described the shape of the flat surfaces by saying whether they were circles, triangles, squares or rectangles. Learners continue to do this in Term 3, but now they also look at pyramids and cones. • Building single 3- D objects Learners use toothpicks, rolled paper tubes, straws or pipe cleaners to make a pyramid. This focusses learners on the edges of the pyramid. Learners are not expected to count the number of edges or corners (this is done in Grade 6). Recognising and naming objects Learners should be given a range of objects to work with: - shaped like spheres, e.g. balls or different size, marbles, oranges etc.; - shaped like prisms, e.g. blocks, bricks, boxes of different sizes e.g. matchboxes, cereal boxes, tea boxes, toothpaste boxes; - shaped like cylinders, including both long and narrow cylinders, e.g. pieces of piping with a cylindrical shape, cardboard inner sleeves of roller towel or toilet rolls and short, wide cylinders, e.g. shoe polish tins, snuff tins etc.; - shaped like cones; and - shaped like pyramids. Learners should be asked to find and show objects shaped like a ball (sphere), or shaped like a box (prisms) or shaped like a (cylinder), shaped like a pyramid, or shaped like a cone - when given a collection of objects; or - in the classroom, e.g. this brick is shaped like a box or this orange is shaped like a ball. 4 lessons MATHEMATICS Grade 1-3 434 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 13 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D shapes, clay, toothpicks, straws, other 3- D geometric objects. Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focussed activities Observe and build given 3- D objects using concrete materials such as cut￾out 2- D2- D shapes, clay, toothpicks, straws, other 3- D geometric objects. During independent time learners can make balls and cylinders and box shapes (prisms), pyramids and cones from clay or play dough. Written exercises Although most of the work with 3- D objects is done practically, work must be consolidated through written exercises. The focus in Grade 3 should be on naming objects and talking about their surfaces. Learners are not expected to count or know the number of square, rectangular, triangular or circular surfaces an object has, nor the number of edges or corners objects have. Language Useful language ability to talk about 3- D objects: Surface, flat, curved, boxes, balls, cylinders, pyramids, cones 4 lessons MATHEMATICS Gr a d e 1-3 CAPS 435 TOPICS CONCEPTS AND SKILLS: REQUIREMENT BY YEAR END CONCEPTS AND SKILLS: FOCUS FOR TERM 13 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.3 2-D shapes Range of shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • shape • straight sides • round sides Draw shapes • circles • triangles • squares • rectangles Range of shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • shape • straight sides • round sides Draw shapes • circles • triangles • squares • rectangles See notes for Term 1. Learners should keep the same focus, but do different activities. Learners work with circles and squares of different sizes and triangles and rectangles with different shapes. They sort them according to whether they have straight or round sides. Learners sort and groups shapes according to whether they are triangles, squares, rectangles or circles. Work is consolidated through written exercises, which should include drawing all the required shapes. 2 lessons MATHEMATICS Grade 1-3 436 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 TERM 3 4. MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • converting between days and weeks • converting between weeks and months Use clocks to calculate length of time in hours or half hours including Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • converting between days and weeks • converting between weeks and months • Use clocks to calculate length of time in hours, half hours and quarter hours Learners continue to practise talking about the duration of time and the sequencing of time. During whole class teaching time and focus group time, learners continue to talk about the day of the week, month of the year and the date of the current day, as well as days before and days to come. Learners continue to place the following on a calendar as the events arise • birthdays; • religious festivals; • historical events; • school events; and • public holidays. Continue to ask learners to tell the time at regular intervals on an almost daily basis - in hours and minutes on a digital clock; and - in hours, half hours and quarter hours using analogue clocks. For example, learners can be asked to tell the time when school starts, at break time and at home time, or when they change from one lesson to another. Choose times where the clock shows an exact hour or half hour or quarter hour. It is useful to have a large, working clock displayed in the classroom, so that learners can refer to it. Learners can also make models of clocks. You can then ask them to show various times and include some calculations, e.g. “Show me 10 o’clock. What was the time a quarter of an hour before 10?” See notes for Term 1. During independent work time learners continue do exercises related to telling the time - in hours, half hours and quarter hours on analogue clocks; and - in hours and minutes on a digital clock. 5 lessons MATHEMATICS Grade 1-3 CAPS 437 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 13 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • converting between days and weeks • converting between weeks and months Use clocks to calculate length of time in hours or half hours including Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • converting between days and weeks • converting between weeks and months • Use clocks to calculate length of time in hours, half hours and quarter hours Learners can do calculations with weeks or days if provided with a calendar or section of a calendar, e.g. finding dates and calculating the time differences between them. Reading analogue time in minutes Spend about 3 lessons focussing learners on the skill needed to read analogue time in minutes. - Remind learners about the meanings of a.m. and p.m. - Remind learners that there are 60 minutes in an hour; so there are 30 minutes in a half hour and 15 minutes in a quarter of an hour. Let them count in 5s as you point to the numbers on an analogue clock. - Explain the conventions “past” and “to”. - Give learners plenty of practise in analogue time in minutes. Ask learners to give the time regularly during the day over the entire year. Learners can check on a digital clock whether they have given the correct time when reading an analogue clock. Let learners make model clocks which they can use for telling the time and calculating time differences. 5 lessons MATHEMATICS Grade 1-3 438 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 13 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, and wider. Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. • Estimate and measure lengths in centimetres using a ruler No conversions between metres and centimetres required Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. • Estimate, measure and record lengths in centimetres using a ruler. What is different from Term 2? In Term 2 learners focussed on • informal measurement with non-standard units of length; and • measuring in metres. In Term 3 learners can begin to measure in centimetres using a ruler. This will be the first measuring instrument that learners use where they need to read off measurements at the numbered gradation lines. Estimating, measuring, comparing and recording lengths, heights and widths using metres • Learner should consolidate their understanding of the length of 1 metre and using metre lengths for measuring. See notes for Term 2. Estimating, measuring, comparing and recording lengths, heights and widths in centimetres using a ruler • Using a ruler Show learners how to start measuring from zero. When learners used informal units, they lined up the start of the objects being used as a unit with the start of the object being measured. When measuring in centimetres, you do not line up the start of the ruler with the start of theobject being measured. You line up the object being measured with the zero on the ruler. The eraser is 2 cm long. It is also possible to align the start of the object being measured with another number on the ruler and then subtract the number at the start of the object from the end of the object. · lessons MATHEMATICS Grade 1-3 CAPS 439 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 13 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, and wider. Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. • Estimate and measure lengths in centimetres using a ruler No conversions between metres and centimetres required Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length. • Estimate, measure and record lengths in centimetres using a ruler. The eraser is (3 cm - 1 cm)= 2 cm long Unless learners ask about this, or find it out for themselves, it can be left to Grade 4. • Estimating in centimetres Learners should try to find things that are exactly 1 centimetre long. Perhaps one of their fingers is 1 cm wide. This can be used as a reference point for estimating lengths, widths and heights in centimetres. Once learners have some experience of measuring in centimetres, they should estimate before every measurement. • Lines, drawings and objects Let learners start by measuring lines. It is easier to measure lengths of lines that make up the lengths, heights or widths of drawings of objects when using a ruler. It is more difficult to measure the lengths, height or widths of physical objects using a ruler. In Grade 4 learners will measure in centimetres and millimetres. In Grade 3 they are not expected to use millimetres. • Comparing measurements in centimetres Learners should compare lengths, widths and heights of objects measured in centimetres. • Recording measurements Although measuring is a practical skill, learners should record their measurements (with both informal units and metres) at all times. Measuring length as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the contexts of • informal measurement of length; • measuring lengths in metres; and • measuring length in centimetres. Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term. Learners are NOT expected • to know that 100 cm = 1 m; • to do conversions between centimetres and metres; • read lengths in millimetres (this is done from Grade 4); • to know that 10 mm = 1 cm; or • to do conversions between centimetres and millimetres. Calculations in centimetres can be chosen so that they do not go over 100 cm. · lessons MATHEMATICS Grade 1-3 440 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 13 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a measuring balance e.g. blocks, bricks etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour or in grams e.g. 500 grams of salt • Measure their own mass in kilograms using a bathroom scale No conversions between millilitres and litres required During independent work time learners can continue to • Estimate, measure, order, compare and record the mass of objects using a measuring balance with informal units of measure. • Compare, order and record their findings - groceries with their mass stated in kilograms - groceries with the mass stated in grams See the notes for Term 2. Measuring mass as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of mass; • mass in kilograms; and • mass in grams. Take into account the number range appropriate for the term, as well as the range of problems types appropriate for the term. MATHEMATICS Grade 1-3 CAPS 441 TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 13 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non￾standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity four 4cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required During independent work time learners should continue to Estimate and measure, compare, order and record the capacity of containers or the volume in containers using non-standard measures. Following recipes, including baking, is a useful context in which learners can practise measuring. Choose recipes where ingredients are given in cups, teaspoons or informal units. • Compare and order the capacity a range of bottles and grocery items where the volume is stated on the packaging. • Use either 1 litre bottles or 1 litre jugs to estimate and measure, compare, order and record the capacity of containers or the volume in containers in litres. • Use containers marked in millilitres e.g. 200 ml, 330 ml, 500 ml, 750 ml, or 250 ml measuring cups, or 5 ml measuring spoons, or jugs which have millilitres lines marked on them to measure volumes or capacities of unlabelled containers. See the notes in Term 1. Learners should be given written tasks to consolidate the following, including reading pictures of: • products with their capacity written in litres on them in order to sequence in order • pictures of jugs where the volume is near to a numbered 1 litre or 2 litre gradation line. The expectation is that learners only read to the nearest numbered gradation line. They describe their volume as almost/nearly/close to/a bit more than/more or less/ exactly the number (of litres) they read off the jug. • products with their capacity written in millilitres on them in order to sequence in order • pictures of jugs where the volume is near to a numbered millilitre gradation line The expectation is that learners only read to the nearest numbered gradation line. Measuring capacity as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of capacity/volume e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? • litres • millilitres Take into account the number range appropriate for the term, as well as the range of problems types MATHEMATICS Grade 1-3 442 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 13 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.5 Perimeter and area Perimeter • Investigate the distance around 2- D shapes and 3- D ob￾jects using string Area • Investigate the area using tiling Perimeter Investigate the distance around 2- D shapes and 3- D objects using string Measuring around objects or measuring a perimeter is new in Grade 3. Perimeter is only measured informally in Grade 3. Give learners plenty of practice using pieces of string to measure around a range of dif￾ferent objects such their heads, bottles (include tall bottles that look narrower and shorter bottles that look wider) cans, mugs, boxes etc. Let learners first estimate which objects they think have the greater perimeter and then check by marking the distances off on the piece of string and comparing them. Learners can also measure the perimeter of 2- D shapes using a piece of string. Learners can also do informal measurement of perimeters using non-standard units such bottle tops, matchboxes etc. 1 lesson MATHEMATICS Grade 1-3 CAPS 443 GRADE 3 TERM 3 5. DATA HANDLIN G TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 3 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to an￾swer questions posed by the teacher • Organise data supplied by teacher or book • Organise data in - lists - tallies - tables Collect and organise data Collect data about the class or school to answer questions posed by the teacher Represent data Represent data in bar Analyse and interpret data Answer questions about data in bar It was recommended that in Term 1 learners make a class bar graph, and that in Term 2 they analyse pictographs and tables that you provide. In Term 3 learners can either work through the whole data cycle (see notes for Term 1) or start with data presented in a list or tally or table and re-organise this into a bar graph. It is easier for learners to draw bar graphs using block paper. You will probably need to remind learners about the key features of a bar graph (see Term 1 notes). Learners should answer questions on the bar graph; see Term 1 for suitable types of ques￾tions. 3 lessons 5.5 Represent data Represent data Represent data in • pictograph • bar graphs 5.6 Analyse and inter￾pret data Analyse and interpret data Answer questions about data presented in • pictographs • bar graphs MATHEMATICS Grade 1-3 444 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 TERM 4 1. NUM BERS, O PERATIONS AND RELATIONSHI P S TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Counting objects Counting concrete Objects Estimate and count reliably to at least 1 000 everyday objects. The strategy of grouping is encouraged. By the end of this term learners should have seen, touched and moved 1 000 objects. They should have a sense of the ‘muchness’ of 1 000. The strategy of grouping is encouraged. MATHEMATICS Gr a d e 1-3 CAPS 445 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.1 Counting objects Counting concrete Objects Estimate and count reliably to at least 1 000 everyday objects. The strategy of grouping is encouraged. By the end of the term they should be able to respond to the following type of questions and instructions: • Count the counters in groups of fives, tens. • Rearrange and count again. Do you still have the same number of counters? • Here are 200 counters. Count them by grouping them in tens. To count all 200 counters, would you prefer to count them in groups of 20 or 25? Why? • Decide what would be the best way to count a collection of pencils. • Here are 80 counters. • If we count in twos or tens, will the total number of counters still be the same? • Count 46 counters by grouping them in twos. Is it quicker to count in twos than to count in ones? MATHEMATICS Grade 1-3 446 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.2 Count forwards and backwards Counts forwards and backwards in: • 1s from any number between 0 and 1000 • 10s from any multiple between 0 and 1000 • 5s from any multiple of 5 between 0 and 1000 • 2s from any multiple of 2 between 0 and 1000 • 3s from any multiple of 3 between 0 and 1000 • 4s from any multiple of 4 between 0 and 1000 in 20s, 25s, 50s,100s to at least 1 000 Counts forwards and backwards in: • 1s from any number between 0 and 1000 • 10s from any multiple between 0 and 1000 • 5s from any multiple of 5 between 0 and 1000 • 2s from any multiple of 2 between 0 and 1000 • 3s from any multiple of 3 between 0 and 1000 • 4s from any multiple of 4 between 0 and 1000 in 20s, 25s, 50s,100s to at least 1 000 By the end of the term learners should be able to: Count confidently, verbally in ones, tens, fives, twos, twenties, twenty-fives, fifties and hundreds to 1000 Respond to questions such as: Count in tens from 400 to 500. Now count back again. Count in 2s from 564 to 580. Now count back again Count back in tens from 200 to 40. Count in fifties from 600 to 800. How many fifties did you count? Count back in 100s from 620. How many hundreds did you count? Count back in ones from 876 to 866. How many ones did you count? How can you make sure that you are correct? Count forward 15 steps in 5s from 305. Where are you now? If you count in 25s from 525 to 850 will you use the number 725? Count and check What number comes next? 467, 468, 469, 725, 750, 775, 420, 440, 460 820, 800, 780 Count using number lines Draw an empty number line and show the following numbers on it: 602, 604, 610. Now where would you place 606? Count using your number line from 602 to 610. Count in tens from 314 to 344. Which digits change? Which digits do not change? Why do the hundreds not change? If you count backward, what happens? MATHEMATICS Gr a d e 1-3 CAPS 447 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 0 to 1 000 • Write number symbols 0 - 1 000 • Recognise, identify and read number names 0 - 1000 • Write number names 0 - 1000 Recognise, identify and read numbers • Recognise, identify and read number symbols 0 to 1 000 • Write number symbols 0 - 1 000 • Recognise, identify and read number names 0 - 1000 • Write number names 0 - 1000 By the end of the term learners should be able to do the following: Read and write numbers to at least 1 000 Respond to questions such as: • What number is on this card? 642 • Find the card with 738 or seven hundred and thirty-eight. Read the following numbers aloud: 534, 947, 974, 345 Read these words: • Three hundred and forty-two • Eight hundred and twenty-one • Four hundred and sixty-nine • One thousand • Twenty-nine Write in number symbols • Five hundred and seventy • Four hundred • Six hundred and eighty-five MATHEMATICS Grade 1-3 448 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.4 Describe, compare, order numbers Describe, order and compare numbers to 999 • Describe and compare whole numbers up to 999 using smaller than, greater than, more than, fewer than and is equal to. • Describe and order whole numbers up to 999 from smallest to greatest, and greatest to smallest. Use ordinal numbers to show order, place or position • Use, read and write ordinal numbers, including abbreviated form up to 31 Describe, order and compare numbers to 999 • Describe and compare whole numbers up to 999 using smaller than, greater than, more than, fewer than and is equal to. • Describe and order whole numbers up to 999 from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position Use, read and write ordinal numbers, including abbreviated form up to 31 By the end of the term learners should be able to do the following: Order numbers to at least 1000 Respond to questions posed in a variety of ways: Study the number line. Where does 450 appear? Where does 700 appear? Where does 350 appear. Now fill in the rest of the numbers. Write the numbers from greatest to smallest 345, 428, 389, 561, 600, 739, 620, 824 Compare numbers to 999 Examples • What number is 1 more than 563 • What number comes after 768 • What number is 1 fewer than 431 • What number is 10 more than 620 • What number is 10 fewer than 650 • What number is 20 more than 480 • What number is 20 fewer than 740 • What number is 25 more than 625 • What number is 50 more than 250 • What number is 50 fewer than 700 • What number is 100 more than 300 Answer true or false. Give a reason for your answer 220 is closer to 200 than 250 403 is not closer to 400 than 420 15 is closer to 0 than to 30 Fill in more than or fewer than 145 is _________ 154 823 is _________ 789 466 is _________ 664 Use the digits 9, 0, 6 to make the biggest number you can. What is the smallest number you can make? MATHEMATICS Grade 1-3 CAPS 449 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of three-digit numbers to 999 • Recognise what each digit represents • Decompose 3 digit numbers up to 999 into multiples of 100, multiple of tens and ones (HTU) • Identify and state the value of each digit During this term consolidation of the following concepts needs to be reinforced and encouraged: • Numbers can be broken up into hundreds, tens and ones. • Understand that 51 is greater than 15 because 51 contains 5 groups/bundles of tens and 15 only one group/bundle of ten. • When counting in tens, when learners reach 40 they know that they have counted 4 tens. By the end of the term learners should be able to: Use, read and write this language to work with place value and understand it. Units or ones, tens, hundreds, digit, one-digit, two-digit number ..., three-digit number, place value ... Recognise 0 as place holder in two and three-digit numbers such as: 60 305 720 Break up a number to show the value of each digit 637 = 600 + 30 + 7 Use their flard cards to demonstrate this 7   30   600   Use the Dienes blocks to show the place value of a number. Respond to questions such as: Say what the digit 7 in 127 represents And the 2? And the 1? How many hundreds are there in each of the following numbers: 300, 500, 700, 412, 568 How many bundles of tens are there in each of the following numbers? 50, 80, 100, 200, 700, 120 Write the numbers: One hundred and five Six hundred and twenty-five Four hundred and eight-nine Three hundred and three MATHEMATICS Grade 1-3 450 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.5 Place value Recognise the place value of three-digit numbers to 999 • Recognise what each digit represents • Decompose 3 digit numbers up to 999 into multiples of 100, multiple of tens and ones (HTU) • Identify and state the value of each digit Write the numbers: 1 hundred + 2 tens Two hundred + 3 tens + 7 ones Four hundred + 9 tens + 3 ones Explain what number needs to go into each box 872 =  + 70 + 2 129 = 100 +  + 20 + 9 346 = 300 + 40 +  Write down the value of each digit in 762 SOLVE PRO BLEMS IN CONTE X T 1.6 Problem￾solving techniques Use the following techniques when solving problem and explain solutions to problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens Learners are expected to solve the word problems using the following techniques: • Building up or breaking down numbers • Doubling and halving • Number lines • Rounding off in tens See notes for Term 2 on the following strategies • Building up and breaking down • Doubling and halving • Number lines Rounding off in tens During this term learners can apply the technique of rounding off when doing word problems. Example: Noah has R48,00. The pack of cards he collects costs R5,00. How many packs of cards can he buy? The learner can round off R48 to the nearest ten, which is R50,00. This means he can ‘nearly’ buy 10 packs. Learners will have to do the calculation and then work out if their answer is reasonably close to the amount rounded off. Allow learners to choose the technique most comfortable for them. However, if learners are using techniques that are not efficient then they need to be guided to choose more efficient techniques. Learners do not have to be fluent in the techniques. They will be able to use them again in the Intermediate Phase. MATHEMATICS Gr a d e 1-3 CAPS 451 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.7 Addition, subtraction Solve word problems in context and explain own solution to problems involving addition, subtraction leading answers up to 999. By the end of the term learners should be able to do the following type problems. Addition and subtraction There are at least three basic types of addition and subtraction problems and each type can be posed in different ways. The basic types are: Change Noluthando collected 234 stickers. Silo gave her 80 more stickers. How many stickers does she have now? 500 passengers on a train. 176 passengers got off. How many passengers were left on the train? Combine Nosisi collects items for the schools recycling projects. She collected 124 plastic bottles and 268 tin cans. How many items has she collected? The shop has 368 packets of chips; 82 are chippos and the rest are ziksnacks. How many packets or Zicksnacks are there? Compare Grade 2 collected R446. Grade 3 collected R729. How much more money did the Grade 3s collect? Posing each problem in different ways Problems have to be posed in different ways. For example, both of these are change problems, but the “unknowns” are in different places in the problem. The shop had packets of mealie meal; 55 more were ordered. Now there are 170 packets of mealie meal. How many packets were there in the beginning? The shop had 500 packets of sugar. After selling some packets, they had 324 packets of sugar left. How manypackets did they sell? MATHEMATICS Grade 1-3 452 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems using multiplication with answers up to 99. Examples of problems that can be done this term Repeated addition How many wheels do 36 cars have? Rate Thami saves 35c every week. How much money does he save in 8 weeks? Grids Mr Khumalo plants 20 rows of orange trees. There are 12 trees in a row. How many trees are there altogether? Problem situations with different functional relationships Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders. Number of hotdogs 1 2 3 4 5 10 20 Cost in R 4 8 Use the table to find the cost of seven hotdogs and 23 hotdogs. Sedick charges R20 for travel costs, and then R5 per hour for babysitting. Complete this table for him. 1.9 Grouping and sharing leading to division Solve and explain solutions to practical problems that involve equal sharing and grouping up to 200 with answers that may include remainders. Examples of problems that can be done this term Grouping Grouping, discarding the remainder A bakery sells bread rolls in bags of 12. They have 118 rolls. How many bags of 12 rolls each can they make up? Grouping, incorporating the remainder in the answer A farmer has 227 eggs. How many egg boxes that can take 6 eggs each does he need to pack all the eggs? Sharing Sharing, discarding the remainder Five friends share 84 sweets so that they all get the same number of sweets. How many sweets does each get? MATHEMATICS Grade 1-3 CAPS 453 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.10 Sharing leading to fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions 1/2,1/4,3/4,2/5 e.g. etc. Examples of problems that can be done this term Sharing, leading to fractions Share 15 chocolate bars among 6 friends so that they all get the same amount of chocolate bar and there is nothing left over. Share 7 chocolate bars among 3 friends so that they all get the same amount of chocolate bar and there is nothing left over. Fraction of a collection Grandmother gives Kiki R12. Kiki wants to save a third of the money. How much money must she save? This problem type must only be posed after learners have solved four or five problems of the sharing, leading to fractions type and know the names of fractional pieces. Putting fractions together The netball coach gives half an orange to each player. There are 14 players. How many oranges does she need? This problem type must only be posed after learners have solved four or five problems of the sharing, leading to fractions type and know the names of fractional pieces. Writing fractions Learners are not required to write the fraction symbol. Learners learn how to label fraction parts as 1 fifth, 3 quarters or 3 sixths. This helps them firstly to understand that the fraction names describe how many equal parts the whole has been divided into, for example, halves, thirds, quarters, etc. and secondly how many of those parts are being considered, e.g. 2 thirds. Representing fraction word problems Learners must draw their answers to prove that they understand the problem. Expect that some learners may draw correctly but misname the fraction part. Learners must name the parts that have been shared by writing it as 2 thirds. MATHEMATICS Grade 1-3 454 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.11 Money • Recognise and identify the South African coins and bank notes • Solve money problems involving totals and change in rands or cents. • Convert between rands and cents Examples of problems that can be done this term • Value of money and making up totals e.g. - Write 325c as rands and cents. - In how many different ways can you make up R400 using only bank notes? How do you know whether you have all the solutions? - Travis has a 50c piece and four 20c pieces. Toffees cost R1,20. How much change will he get? • Mandla pays R5,50 to take a taxi to school. - What does it cost him to get to and from school each day? Buying and selling problems • Pedro’s granny gave him R5. Which 3 sweets can he buy? Choc chuckle R2,70; gums R1,80; sour worms R1,40; peach treats R1,60; magic mints R2,20; toffee R1,20. • Damon bought three books for R80 each; how much change will he get from R300? • Packets of 5 mints cost 44c each. Mr King needs 88 mints. How many packets should he buy? What will he pay? CAL CULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens See notes for Term 3. MATHEMATICS Gr a d e 1-3 CAPS 455 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 During this term learners continue to break down numbers in order to calculate. Possible methods to show addition and subtraction calculations. Breaking down a number into smaller parts to make a calculation easier Using knowledge of place value to break down numbers into hundred, tens and ones • Adding by breaking down both numbers Adding three-digit with two-digit 524 + 82 =  = (500 + 20 + 4) + (80 + 2) = 500 + (20 + 80+ (4 + 2) = (500 + 100) + 6 = 600 + 6 = 606 Adding three-digits and three-digits 323 + 436 =  323 + 436 = (300 + 20 + 3) + (400 + 30 + 6) = (300 + 400) + (20 + 30) + (3 + 6) = 700 + 50 + 9 = 759 • Adding (by breaking down the number to be added) Learners will break down the number in ways that are manageable for them. This means that they will do it in different ways. 524 + 82 =  524 + (40 + 40 + 2) 524 + 40 → 564 + 40 → 604 + 2 = 606 Adding three-digit and three-digits 323 + 436 =  = 323 + (400 + 20 + 6) = (323 + 400) + 20 + 6 = (723 + 20) + 6 = 743 + 6 = 749 MATHEMATICS Grade 1-3 456 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 • Subtracting by breaking up both numbers Three-digit subtract three-digit 889 – 137 =  889 – 137 = (800 + 80 + 9) – (100 + 30 + 7) = (800 – 100) + (80 – 30) + (9 – 7) = 700 + 50 + 2 = 752 • Subtracting by breaking up one number Three-digit subtract three-digit 889 – 137 =  889 – (100 + 30 + 7) 889 – 100 → 789 – 30 → 759 – 7 = 752 • Using halving to break down a number 525 + 16 = 525 + 8 + 8 = (525 + 8) + 8 = 533 + 8 = 541 • Count on and count back 805 = 798 =  Counting up in ones from 798 is an appropriate strategy because the numbers are close to each other. • Identify near doubles 245 + 246 One can say the above sum as double 245 + 1 or double 246 - 1 245 + 245 + 1 = (200 + 40 + 5) + (200 + 40 + 5) + 1 = (200 + 200) + (40 + 40) + (5 + 5) + 1 = 400 + 80 + 10 + 1 = 400 + (80 + 10) + 1 = 400 + 90 + 1 = 491 MATHEMATICS Gr a d e 1-3 CAPS 457 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 Developing and practising addition and subtraction skills Learners need to practise certain kinds of addition and subtraction skills Count up or down to the nearest 10 588 + 9 588 + 10 = 598 598 – 1 = 597 588 + 19 588 + 20 = 608 608 – 1 = 607 Learners should have opportunities to do the following type of calculations with numbers up to 800: Add or subtract a pair of multiples of 10, crossing 100 40 + 70 70 + 80 120 – 30 150 – 60 Add or subtract 10 to or from any two or three-digit number, including crossing the 100s Example: 65 + 10 124 + 10 326 – 10 358 – 10 Add or subtract a single digit to or from a three-digit number without crossing the tens. Example: 634 +5 775 +  = 779 768 – 4 MATHEMATICS Grade 1-3 458 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 Add and subtract a single digit to and from a multiple of 100 Example: 600 + 4 500 + 3 700 – 6 800 – 5 Begin to add and subtract a pair of multiples of 100 100 + 100 100 + 200 200 + 200 300 + 400 Learners should be given opportunities to practise patterns in addition and subtraction. If I know that 1 + 1 = 2 Then What is: 10 + 10 100 + 100 Begin to add or subtract a pair of multiples from any three digit number Example: 675 + 100 762 – 100 Understanding addition by the end of the year By the end of the year learners should be able to: Use and understand the language of addition: more, add, sum, total, altogether, equals, sign….and read and write the addition sign (+) and the equals sign (=) Continue to develop an understanding of addition as counting on and steps along a number line. For example, answer the following. What do I need to add to 67 to make 85? This is the number sentence for my question: 67 +  = 85. MATHEMATICS Gr a d e 1-3 CAPS 459 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 Respond to the following type of questions: • add together 43 and 19 • add ten to 167 • 51 plus 83 • Add 70 to 50 • 280 = 120 + 80 +  • What is 30 more than 160 • Find the sum of 156 and 14 • Add twelve to a hundred and seventy-five • What number is ten more than 483? • What number must you add to 45 to get 178? • What number must you add to 25 to get 178? • What must I add to 56 to make 170? • Three hundred plus four tens plus 3 ones • 12 tens plus 8 ones • 245 + 10 =  245 + 20 =  245 + 30 =  Know that  stands for an unknown number 45 + 81 =  67 +  = 125 47 + 32 + 8 =  31 +  + 20 = 160  + r = 100  + r = 120  + r = 450 Understand and use the knowledge that addition can be done in any order: 178 + 12 = 190 therefore 12 + 178 = 190 MATHEMATICS Grade 1-3 460 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 Understanding subtraction by the end of the year Use and understand the language of subtraction: Take away, subtract, how many are left, how much less is.. than..., difference between, how much more is...than...., how many more to make... and read and write the minus sign ( - ) Continue to develop understanding of subtraction as: • taking away; and • finding the difference between. Understand that subtracting zero leaves a number unchanged: 192 - 0 = 192 and 192 = 192 - 0 Respond to written question phrased in a variety of ways such as: • 37 take away 13 • Take 40 from 280 • 162 subtract 42 • Subtract 45 from 390 • What is the difference between 738 and 157? • How many fewer is 117 than 449? • What number must you subtract from 56 to get 122? • What number must you subtract from 56 to get 132? • What number must you subtract from 56 to get 142? • Find pairs of numbers with a difference of 10 • There are 45 pencils in the teacher’s drawer. She hands out 17 pencils. How many are left? Find pairs of numbers with a difference of 20. Know that  stands for an unknown number. 557 – 134 =  800 – 530 =  762 –  = 448 598 – 42 =  MATHEMATICS Gr a d e 1-3 CAPS 461 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 687 –  = 375 13 – 6 = 15 –   – 18 = 24 174 – 14 =  199 –  = 25 Begin to understand that: 125 – 10 is different from 10 – 125 Understand the relationship between addition and subtraction. Use the relationship between addition and subtraction. Say and write corresponding subtraction fact to a given addition fact and vice versa. For example: 25 + 68 = 93 implies that 93 – 68 = 25 68 + 25 = 93 implies that 93 – 25 = 68 122 – 104 = 18 implies that 18 + 104 = 122 Without the use of apparatus answer the following: You know that 145 + 120 = 265 What is: 120 + 145 265 – 120 265 – 145 You know that 154 – 38 = 116 What is: 154 – 116 116 + 38 38 + 116 Write and answer the following 64 – 37 =  therefore 37 +  = 64 137 – 17 =  therefore  + ∆ = 137 200 – 100 =  therefore  + 100 = 200 89 – 38 = 51 ; 51 is the difference because  + ∆ = 89 Write four number sentences using these numbers. 160, 35, 125 MATHEMATICS Grade 1-3 462 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.13 Addition and subtraction • Add to 999 • Subtract from 999 • Use appropriate symbols(+, –, =, ) • Practise number bonds to 30 Checking results of calculations Judging reasonableness of solutions Learners should be trained to judge the reasonableness of solutions. One way to do this is to estimate their answers before calculating. When adding two numbers that are close to each other, e.g. 45 and 46, learners can use doubling as a way of estimating their answers. Checking solutions Learners should know that they can • check an addition calculation by subtracting. Example: If 36 + 18 = 54; then 54 – 18 = 36 • check an subtraction calculation by adding Example 84 – 48 = 36, then 36 + 48 = 84 Using the inverse operation to check solutions is one reason for teaching addition and subtraction together. 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 1, 2, 3, 4, 5, 10 • Use appropriate symbols(x, =, ) During this term learners continue to: • use and understand the language of multiplication; • represent multiplication as arrays; • use the appropriate symbols to interpret number sentences; • understand that repeated addition can be represented using the multiplication symbol; • practise and understand that multiplication can be done in any order (the commutative law or property); • use the number line to show multiplication calculations and be able to explain the representation (how the jumps show repeated addition); and • chant the multiplication tables. By the end of the term learners should be able to: Use the language of multiplication in practical situations: Double, times, multiply, multiplied by, multiple of.., lots of, groups of.., times as (big, long, wide..), twice, three times as much, and read and write the multiplication sign (x) Use the language to do multiplication calculations MATHEMATICS Gr a d e 1-3 CAPS 463 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 1, 2, 3, 4, 5, 10 • Use appropriate symbols(x, =, ) Understand multiplication as repeated addition 6 added together 3 times is the same as: 6 + 6 + 6 = 18 3 lots of 6 = 18 3 times 6 = 18 6 x 3 = 183 x 6 = 18 Understand multiplication as describing an array Begin to recognise that multiplication can be done in any order Respond to questions posed in different ways Two fives Double 5 3 times 5 Three counters in a row. There are 4 rows. How many counters altogether? 2 multiplied by 7 16 times 2 Understanding the commutative law of multiplication 3 x 4 = 12 is the same as 4 x 3 = 12 Recognise the use of the place holder  to stand for an unknown number. 2 + 2 + 2 =  2 x  = 6 5 + 5 +5 + 5 + 5 therefore 5 x r = 25 4 + 4 + 4 therefore 4 x 3 =  10 + 10 + 10 + 10 + 10 therefore 10 x  = 50 5 x  =  x 5 = 45 4 x 8 =  x 4 · MATHEMATICS Grade 1-3 464 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.14 Repeated addition leading to multiplication • Multiply numbers 1 to 10 by 1, 2, 3, 4, 5, 10 • Use appropriate symbols(x, =, ) 8 + 8 + 8 = 3 eights = 8 x  = 24 Understand the relationship between multiplication and doubling Copy the table below. Fill in the ‘times 4 row’ 1 2 3 4 5 6 7 8 9 10 4s 2s Used a variety of images to do multiplication • Multiplication grids • Flow charts • Tables · MATHEMATICS Grade 1-3 CAPS 465 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.15 Division • Divide numbers to 99 by 1, 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) What is different from Term 3? By the end of the term we have to ensure that learners can: • understand that halving is the inverse of doubling and recall doubles of all numbers to 20 and the corresponding halves; • experience division as grouping; • understand and appreciate the relationship between multiplication and division and that they are inverse operations; • use practical and informal methods written methods to do division of two-digit by one￾digit numbers; • use their knowledge of place value to do multiplication and division calculations; • explain what calculation they did and why; • discuss their answers and explain their thinking; and • use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations. Recording strategies There are certain recording strategies that learners may use in Grade 3. Learners will not be fluent in all these strategies. They need to be guided in looking at the division number sentence and deciding on the appropriate strategy that needs to be used. It is expected that learners will no longer be dependent on drawing pictures and will using numbers to explain their thinking. Repeated subtraction This strategy will have been used when solving word problems and learners need to be guided in looking at the number range and decide whether or not the calculation can be done using repeated subtraction. 40 ÷ 8 =  40 – 8 → 32 – 8 → 24 – 8 → 16 – 8 → 8 – 8 = 0 Learners count the number of times they subtracted 8 to get to 0. Repeated addition Some learners might use this strategy if they understand the relationship between multiplication and division. Once again the number range will determine if this strategy is appropriate or not. 40 ÷ 8 =  8 + 8 → 16 + 8 → 24+ 8 → 32 + 8 → 40 Learners count the number of times they subtracted 8 to get to 0. MATHEMATICS Grade 1-3 466 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.15 Division • Divide numbers to 99 by 1, 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) Use multiplication Learners should be able to say: “What do I know about multiplication that can help me calculate division?” Learners can write down the multiplication facts they know in a clue board, to assist them to divide Clue  board   I  know:  10  x  3  =  30   I  know:  4  x  3  =  12   72 ÷ 3 =  10 x 3 = 30 10 x 3 = 30 30 + 30 = 60 72 – 60 = 12. 4 x 3 = 12 10 + 10 + 4 = 24 Therefore 72 ÷ 3 = 24 Distributive property The distributive property of division over addition means that the number can be broken up into parts that are easier to calculate. 39 ÷ 3 =  = (30 + 9) ÷ 3 = (30 ÷ 3) + (9 ÷ 3) = 10 + 3 = 13 MATHEMATICS Gr a d e 1-3 CAPS 467 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.15 Division • Divide numbers to 99 by 1, 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) Breaking up the numbers into halves: 60 is halved Here learners say to themselves: “What do I know about dividing by 5?” Learners know that 30 is divisible by 5 leaving no remainder. 60 ÷ 5 =  30 ÷ 5 = 6 30 ÷ 5 = 6 6 + 6 = 12 Using halving to divide by 4 Learners have been doubling and halving for three years. They need to use these skills as calculating strategies. Knowledge of doubling and halving can be applied to division: 96 ÷ 4 =  96 ÷ 2 = 48 48 ÷ 2 = 24 By the end of the term learners should be able to: Understand, use and begin to read: One each, two, each … share, half, halve, whole, divide, divide by 3, divide by 4, divide into 2, divide into 3, left over, divided by … equal groups of ..., left over Read, write and use the division sign (÷) Use this language to do division calculations Understand division as grouping, or repeated subtraction Respond to written questions posed in a variety of ways: Share 16 by 2 Divide 20 by 5 How many fives make 50? How many 10c coins make 50c? How many fours in 20, in 28, in 36? How many fives in 20, in 40, in 50, in 60? MATHEMATICS Grade 1-3 468 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.15 Division • Divide numbers to 99 by 1, 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) Annina says she learns 5 new words every day. She takes  days to learn 40 words. 6 tens ÷ 3 =  tens Recognise the use of symbols such as for unknown numbers Look at the counters below and complete the number sentences                There are  groups of 3 15 – 3 – 3 –  –  –  = 0 15 ÷ 3 =  Look at the drawing and complete the sentences:             There are  dots all together and there are ∆ groups of 3 dots each. Therefore:  ÷ 3 = ∆ There are  dots all together and there are 4 groups of 3 dots in each. Therefore:  ÷ 4 = ∆ Copy and complete: 20 ÷ 2 =  20 ÷  = 10 20 ÷  = 2 21 ÷ 3 =  21 ÷  = 7 21 ÷ 7 =  Understand the rules for dividing by 1 and 0 6 ÷1 =  8 ÷ 1 =  12 ÷  = 12 6 ÷ 0 =   ÷ 4 = 0 1 ÷ 1 =  0 ÷ 7 =  MATHEMATICS Gr a d e 1-3 CAPS 469 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.15 Division • Divide numbers to 99 by 1, 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) Use, read and begin to write: Left over, remainder.... Calculate remainders when doing division calculations: 12 ÷ 5 is 2 remainder 2 23 ÷ 7 is 3 remainder 2 Understand the relationship between multiplication and halving Answer the following type of questions: Copy the table below. Fill in the ‘times 4’ row. What pattern do you see? 1 2 3 4 5 6 7 8 9 10 4s2s Halve the numbers in the ‘times 4’ row to get the numbers in the ‘times 2’ row. What patterns do you see? Understand that division reverses multiplication. Show these number sentences with drawings 4 x 5 =  20 ÷ 5 =  12 x 4 =  48 ÷ 4 =  MATHEMATICS Grade 1-3 470 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: Range 999 • Order a given set of selected numbers. • Compare numbers to 999 and say which is 1, 2, 3, 4, 5 and 10 more or fewer Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 • Multiplication and division facts for the: - two times table up to 2 x 10 - ten times table up to 10 x 10 Calculation strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Examples of questions that can be asked: Number concept: Number names and symbols Hold up a card or write down a number name. Choose a learner to write the matching numeral. More or fewer What is 1 fewer than 900 1 more than 899 2 more than 702 2 fewer than 405 3 more than 477 3 fewer than 251 4 more than 868 4 fewer than 967 5 more than 729 5 fewer than 685 10 more than 490 10 fewer 660 What is the 5th letter of the alphabet? What is the 9th month of the year? Ordering and comparing Which is more: 621 or 671? Give me a number between 154 and 159. MATHEMATICS Grade 1-3 CAPS 471 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: Range 999 • Order a given set of selected numbers. • Compare numbers to 999 and say which is 1, 2, 3, 4, 5 and 10 more or fewer Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 • Multiplication and division facts for the: - two times table up to 2 x 10 - ten times table up to 10 x 10 Calculation strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Addition and subtraction facts: • Know by heart all addition and subtraction number bonds to 20.  + r = 20  + r = 16 20 =  - r Add and subtract fact for all numbers up to and including 20. 1 + 11 = 12 11 + 1 = 12 2 + 10 = 12 10 + 2 = 12 3 + 9 = 12 9 + 9 = 12 18 – 4 = 14 18 – 14 = 4 18 – 5 = 13 18 – 13 = 5 18 – 6 = 12 18 – 12 = 6 Quickly recall addition doubles to 20. This should include corresponding subtraction facts. • 1 + 1 = 2 • 2 + 2 = 4 • 3 + 3 = 6 • 4 + 4 = 8 • 5 + 5 = 10 • 6 + 6 = 12 • 7 + 7 = 14 • 8 + 8 = 16 • 9 + 9 = 18 • 10 + 10 = 20 Show me the number to add to make 20 (writing down or using the place value or Flard cards). • 8 • 2 • 9 • 15 • 3 MATHEMATICS Grade 1-3 472 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: Range 999 • Order a given set of selected numbers. • Compare numbers to 999 and say which is 1,2,3,4,5 and 10 more or fewer Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 • Multiplication and division facts for the: - two times table up to 2 x 10 - ten times table up to 10 x 10 Calculation strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division Show me the number left when …. Is taken away from 20 (writing down or using the place value or flard cards) • 5 • 18 • 0 • 14 • 7 Calculation strategies: Use calculation strategies to add and subtract efficiently. Add several numbers by using strategies such as: • Look for pairs of numbers that make 10 and use these first 2 + 7 + 8 2 + 8 make 10 and then add 7. • Put the larger number first in order to count on or count back 5 + 15 Restate the number sentence: 15 + 5 and count on to 20 • Change a number to 10 and then subtract or add 1 For example: 8 + 9 = 17 and explain that one could do 8 + 9 = 8 + 10 – 1 6 + 11 = 17 and explain that one could do 6 + 10 + 1 17 – 9 = 8 and explain that one could do 17 – 10 + 1 • Break up a number into its parts and then add Build up and break down numbers: For example work out mentally and explain: Continue to break up numbers into ‘small bits’ 8 + 12 = 8 plus (10 + 2) = 8 + 2 + 10 = 10 + 10 = 20 MATHEMATICS Grade 1-3 CAPS 473 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.16 Mental mathematics Number concept: Range 999 • Order a given set of selected numbers. • Compare numbers to 999 and say which is 1, 2, 3, 4, 5 and 10 more or fewer Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 • Multiplication and division facts for the: - two times table up to 2 x 10 - ten times table up to 10 x 10 Calculation strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division • Use doubling as a mental calculation strategy Identify near doubles. For example: 8 + 7 = 15 explaining that it is double 7 plus 1 or double 8 minus 1 Recognise that when two numbers are close in size to each other it is easier to find a difference by counting up, not counting back. 17 – 13 = 4 and explain that counting up from 13 to 17 gives 4 Some mental mathematics can be done without apparatus, but it is often useful to do mental mathematics with apparatus. Recommended apparatus • A number line (structured and empty) • A number grid • Place value cards (flard cards) • Counting beads MATHEMATICS Grade 1-3 474 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 1.17 Fractions • Use and name fractions in familiar contexts including halves, quarters eighths, thirds, sixths, fifths • Recognise fractions in diagrammatic form • Begin to recognise that 2 halves or 3 thirds make one whole and that 1 half and 2 quarters are equivalent • Write fractions as 1 half, 2 thirds By the end of the term learners should be able to: • recognise fractions of shapes and reinforce their understanding that halves must be of equal size; • know that four quarters make one whole and that each quarter must be the same size; • find fractions of a group of objects; • read and write fraction names; and • order, describe and compare fractions. By the end of the term learners understand fractions as part of a whole and be able to answer similar questions: • halves = one whole • quarters = one whole • thirds = one whole • halves = one whole • fifths = one whole • sixths = one whole Respond to questions such as: When a shape is divided into 2 equal parts, we call these parts___ When a shape is divided into 3 equal parts, we call these parts___ When a shape is divided into ____ equal parts we call these parts quarters. Able to compare the size of fractions Is 1 half bigger or smaller than 3 quarters? How many quarters is the same as 1 whole? How many eighths is the same as 1 whole? Are two quarters equal to 1 half? Find a fraction of a collection of objects. There are 12 beads. 8 are pink and 4 are white. What fraction of the beads is white? MATHEMATICS Grade 1-3 CAPS 475 GRADE 3 TERM 4 2. PATTERNS , FUN CTIONS AND AL G E BRA TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and de￾scribe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create and describe own patterns Create and describe own geometric patterns • with physical objects • by drawings lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric pat￾terns • in nature • from modern everyday life • from our cultural herit￾age Patterns all around us Identify, describe in words and copy geometric pat￾terns • in nature • from modern everyday life • from our cultural herit￾age Learners will work with patterns from nature, modern everyday life and our cultural heritage from Grade 1 to Grade 6. This means that you do not need to spend a lot of time on this topic. You also need to choose activities and patterns that are appropriate to each grade. One kind of pattern learners can look for is symmetry, e.g. most leaves and animals faces are symmetrical. So are many insects if viewed from above and the patterns on many birds if viewed from below. In Grade 3 there is a focus on finding the line of symmetry through paper folding and re￾flection. Learners can make patterns by cutting shapes into folded paper. This can include making doilies and traditional shelving paper with cut-out patterns. Learners can then look at and talk about patterns on crocheted doilies and pictures of patterns cut into traditional paper shelving. Learners can also look at patterns on • fences (wire, wooden or vibracrete); • brickwork and floor tiles; • roofing; • clothes and material; • plates, cups and saucers; • soccer balls; • animals such as cows, moths and butterflies, zebra, giraffe, leopards, birds, insects; • flowers and leaves; • wallpaper, including wallpaper made of printed packaging that is often found inside shacks and informal housing; • traditional or modern beadwork; and • traditional clay pots or woven baskets. 1 lesson MATHEMATICS Grade 1-3 476 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.1 Geometric patterns Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create and describe own patterns Create and describe own geometric patterns • with physical objects • by drawings lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Patterns all around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage How can learners describe the patterns they see around them? There are different ways to describe the patterns we see around us. Most patterns around us are made up of lines, shapes or objects. The shapes or objects do not need to be linked to the geometrical 2- D shapes and 3- D objects worked with in Grade 2. All that learners are looking at is • what is repeated e.g. dots, lines, any kind of shape; and • how it is repeated e.g. • straight lines that cross each other (as in a dishcloth), lines that run along the bottom of material or across a shirt, lines that run up the legs of trousers; • curved lines like the circular lines visible when you cut across an onion; • lines that are irregular like the lines of finger prints and zebra stripes and wrinkles on elephants, rhino and very old people; • wavy lines that you get when you cut across a cabbage, or that you find on a sand dune; • dots that are the same size, dots that are evenly spread; • shapes that are the same size; • shapes that are the same colour; or • patterns made with shapes that are all different: the shapes that make the patterns on the hide of a giraffe are all different. 1 lesson MATHEMATICS Grade 1-3 CAPS 477 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 200 . Create and describe own patterns Create and describe own number patterns. Copy, extend and describe Copy, extend and describe simple number sequences to at least 1 000. Sequences should show counting forwards and backwards in: • 1s from any number between 0 and 1 000 • 10s from any multiple of 10 between 0 and 1 000 • 5s from any multiple of 5 between 0 and 1 000 • 2s from any multiple of 2 between 0 and 1 000 • 100s from any multiple of 100 to at least 1 000 • 50s from any multiple of 50 to at least 1 000 • 25s from any multiple of 25 to at least 1 000 • 20s from any multiple of 20 to at least 1 000 • Create and describe own patterns • Create and describe own number patterns • the intervals specified in grade 2 with increased number ranges • 20s, 25s, 50s,100s to at least 1000 See notes for Term 1. Extend the sequences to include the following • 1s from any number between 0 and 1 000 • 10s from any multiple of 10 between 0 and 1 000 • 5s from any multiple of 5 between 0 and 1 000 • 2s from any multiple of 2 between 0 and 1 000 • 100s from any multiple of 100 to at least 1 000 • 50s from any multiple of 50 to at least 1 000 • 25s from any multiple of 25 to at least 1 000 • 20s from any multiple of 20 to at least 1 000 Use objects, pictures, tables and a flow diagram to support learners’ transition from skip counting and sequences to multiplication by 10, 5, 2, 4, 3. 3lessons MATHEMATICS Grade 1-3 478 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 TERM 4 3. S PA C E AND SHA P E (GEOMETRY) TO PIC S CON C E PTS AND S KILLS: RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS: FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 3.2 3- D objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces Focussed activities • Observe and build given 3- D objects using concrete materials such as cut-out 2- D shapes, clay, toothpicks, straws, other 3- D geometric objects Range of objects Recognise and name 3- D objects in the classroom and in pictures • ball shapes, (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3- D objects in terms of: • 2- D shapes that make up the faces of 3- D objects • flat or curved surfaces See Notes for Term 2. This term you can practise, revise and consolidate work on 3- D objects through written exercises. Focus on recognising and naming • ball shapes (spheres); • box shapes (prisms); • cylinders; • pyramids; and • cones when shown pictures of geometric or everyday objects. Questions should focus learners on • whether the surfaces of objects are curved or flat; and • whether the flat surfaces of objects are triangles, rectangles, squares or circles. 1 lesson 3.4 Symmetry Symmetry • Recognise and draw line of symmetry in 2- D geometrical and non￾geometrical shapes • Determine line of symmetry through paper folding and reflection Symmetry • Recognise and draw line of symmetry in 2- D geometrical and non￾geometrical shapes The work on symmetry through paper folding done in Term 2 should help learners to identify lines of symmetry in drawings of geometrical and non-geometrical objects. Written exercises should include examples where • the line of symmetry is not a vertical line; and • there is more than one line of symmetry in the shape or object. 1 lesson MATHEMATICS Grade 1-3 CAPS 479 GRADE 3 TERM 4 4. MEASUREMENT TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.1 Time Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in o hours o half hours o quarter hours o minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • converting between days and weeks • converting between weeks and months Use clocks to calculate length of time in hours or half hours, and quarter hours Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in o hours o half hours o quarter hours o minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in days or weeks or months including • converting between days and weeks • converting between weeks and months Use clocks to calculate length of time in hours, half hours and quarter hours Learners continue to practice talking about the duration of time and the sequencing of time. During whole class teaching time and focus group time, learners continue to talk about the day of the week, month of the year and the date of the current day; as well as days before and days to come. Learners continue to place the following on a calendar as the events arise • birthdays; • religious festivals; • historical events; • school events; and • public holidays. Continue to ask learners to tell the time at regular intervals on an almost daily basis. o in hours and minutes on a digital clock; and o in hours, half hours and quarter hours using analogue clocks. For example, learners can be asked to tell the time when school starts, at break time and at home time, or when they change from one lesson to another. Choose times where the clock shows an exact hour or half hour or quarter hour. It is useful to have a large clock displayed in the classroom, so that learners can refer to it. Learners can also make models of clocks. You can then ask them to show various times and include some calculations e.g. “Show me 10 o’clock. What was the time a quarter of an hour before 10?” During independent work time learners continue do exercises related to telling the time o in hours, half hours and quarter hours on analogue clocks; and o in hours and minutes on a digital clock. Learners can do calculations with weeks or days if provided with a calendar or section of a calendar e.g. finding dates and calculating the time differences between them. Reading analogue time in minutes Spend about 2 lessons focussing on consolidating learners on the skill of reading analogue time in minutes. See notes for Term 3. 2 lessons MATHEMATICS Grade 1-3 480 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.2 Length Informal measuring • Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc • Describe the length of objects by counting and stating how many informal units long they are • Use language to talk about the comparison e.g. longer, shorter, taller, and wider Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length • Estimate and measure lengths in centimetres using a ruler No conversions between metres and centimetres required All kinds of measuring length listed in the column alongside can be practised in independent work time throughout the term. All work should be recorded. MATHEMATICS Grade 1-3 CAPS 481 TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.3 Mass Informal measuring • Estimate, measure, compare, order and record mass using non-standard measures and a measuring balance e.g. blocks, bricks etc. • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour or in grams e.g. 500 grams of salt • Measure their own mass in kilograms using a bathroom scale No conversions between grams and kilograms required Introducing formal measuring Learners do written tasks to consolidate the following, including reading pictures of • products with mass written on them • pictures of mass on bathroom scales where the needle points to a numbered gradation line To consolidate the work done on mass throughout the year, learners should do written exercises in which they • read pictures which allow them to compare the mass of objects shown on a measuring balance; • read pictures which allow them to state the mass of objects on a measuring balance with informal units of measurement; • compare, order and record their findings of o pictures of groceries with their mass stated in kilograms; and o pictures of groceries with the mass stated in grams; and • read pictures of bathroom scales where the mass is shown to the nearest whole kilogram. See the notes for Term 2. Measuring mass as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of mass; • mass in kilograms; and mass in grams. Take into account the number range appropriate for the term, as well as the range of problems types appropriate for the term. 1 lessons MATHEMATICS Grade 1-3 482 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non￾standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required Introducing formal measuring Learners do written tasks to consolidate the following, including reading pictures of • products with their capacity written on them in order to sequence in order • pictures of jugs where the volume is near to a numbered 1 litre or 2 litre gradation line or half litres or quarter litre • pictures of jugs where the volume is near to a numbered millilitres gradation line The expectation is that learners only read to the nearest numbered gradation line. The describe their volume as almost/nearly/close to/a bit more than/more or less/ exactly the number (of litres) they read off the jug No conversions between millilitres and litres required During independent work time learners should continue to • estimate and measure, compare, order and record the capacity of containers or the volume in containers using non-standard measures; • compare and order the capacity of a range of bottles and grocery items where the volume is stated on the packaging; and • use either 1 litre bottles or 1 litre jugs to estimate and measure, compare, order and record the capacity of containers or the volume in containers in litres. See the notes for Term 3. Learners should be given written tasks to consolidate the following, including reading pictures of • products with their capacity written on them in order to sequence; and • pictures of jugs where the volume is near to a numbered 1 litre or 2 litre gradation line. The expectation is that learners only read to the nearest numbered gradation line. They describe their volume as almost/nearly/close to/a bit more than/more or less/ exactly the number (of litres) they read off the jug. Measuring capacity as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of capacity/volume e.g. Gogo uses 2 cups of milk to makea pudding. If she doubles the recipe, how much milk will she need? • litres • millilitres Take into account the number range appropriate for the term, as well as the range of problems types. 1 lesson MATHEMATICS Gr a d e 1-3 CAPS 483 TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.4 Capacity/ Volume Informal measuring • Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non￾standard measures e.g. spoons and cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres e.g. 500 ml of milk, 340 millilitres of cool drink, 750 millilitres of oil • Know that a standard cup is 250 millilitres • Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required Introducing formal measuring Learners do written tasks to consolidate the following, including reading pictures of • products with their capacity written on them in order to sequence in order • pictures of jugs where the volume is near to a numbered 1 litre or 2 litre gradation line or half litres or quarter litre • pictures of jugs where the volume is near to a numbered millilitres gradation line The expectation is that learners only read to the nearest numbered gradation line. The describe their volume as almost/nearly/close to/a bit more than/more or less/ exactly the number (of litres) they read off the jug No conversions between millilitres and litres required During independent work time learners should continue to • estimate and measure, compare, order and record the capacity of containers or the volume in containers using non-standard measures; • compare and order the capacity of a range of bottles and grocery items where the volume is stated on the packaging; and • use either 1 litre bottles or 1 litre jugs to estimate and measure, compare, order and record the capacity of containers or the volume in containers in litres. See the notes for Term 3. Learners should be given written tasks to consolidate the following, including reading pictures of • products with their capacity written on them in order to sequence; and • pictures of jugs where the volume is near to a numbered 1 litre or 2 litre gradation line. The expectation is that learners only read to the nearest numbered gradation line. They describe their volume as almost/nearly/close to/a bit more than/more or less/ exactly the number (of litres) they read off the jug. Measuring capacity as a context for solving problems and calculations During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of capacity/volume e.g. Gogo uses 2 cups of milk to makea pudding. If she doubles the recipe, how much milk will she need? • litres • millilitres Take into account the number range appropriate for the term, as well as the range of problems types. 1 lesson TOPICS CONCEPTS AND SKILLS REQUIREMENT BY YEAR END CONCEPTS AND SKILLS FOCUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 4.5 Perimeter and area Perimeter • Investigate the distance around 2-D shapes and 3-D objects using string • Area • Investigate the area using tiling Area Investigate the area using tiling Learners are introduced to measuring area for the first time in Grade 3. In Grade 3 and for most of the Intermediate Phase area is only measured informally. Learners find out how many shapes or objects cover a surface. They pack out shapes or objects without leaving gaps between the shapes or objects. They then count how many of the shapes cover the surface. For example, learners can pack out squares or rectangles onto a page; they count how many of the shapes cover the page. Learners should state the area of the page in terms of the shape e.g. my page has an area of 16 rectangles. It is most likely that the shapes will not cover the page entirely, as shown below. Learners should then state the size of the page by taking this into account e.g. my page has an area of more than 18 rectangles but fewer than 28 rectangles. Let learners tile the same area with different shapes and similar shapes of different sizes. This will allow learners to see that • the smaller the shape, the more of them will fit onto a surface; and • the shape you choose will affect the numerical answer you get. Learners are not expected to calculate areas by counting squares on a square grid; this they will do in the Intermediate Phase. 2 lessons MATHEMATICS Grade 1-3 484 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 3 TERM 4 5. DATA HANDLIN G TO PIC S CON C E PTS AND S KILLS RE QUIREMENT B Y YEAR END CON C E PTS AND S KILLS FO CUS FOR TERM 4 SOME CLARIFICATION NOTES OR TEA CHING GUIDELINES DURATION (in lessons of 1 hour 24 minutes) 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to answer questions posed by the teacher • Organise data supplied by teacher or book • Organise data in - lists - tallies - tables 5.5 Represent data Represent data Represent data in • pictograph • bar graphs 5.6 Analyse and interpret data Analyse and Interpret data Answer questions about data presented in • pictographs • bar graphs Analyse data from representations provided. By this stage of the year, learner should have been exposed to all forms of data required in Grade 3 (lists, tallies, tables, pictographs, bar graphs). It is recommended that in Term 4 learners focus on analysing data. You give learners data to analyse in at least • one bar graph; and • one table. Learners should answer questions that you ask about the graph and table; see Term 1 for suitable types of questions. 1 lesson MATHEMATICS Grade 1-3 CAPS 485 Section 4: ASSESSMENT 4.1 Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: • generating and collecting evidence of achievement; • evaluating this evidence; • recording the findings and • using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. In the Foundation Phase, the main techniques of formal and informal assessment are observation by the teacher, oral discussions, practical demonstrations and written recording. Grade R assessment should be mainly oral and practical. 4.2 Informal or daily assessment Assessment for learning is the process of continuously collecting information on a learner’s achievement. This is also called informal assessment. It is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, informal classroom interactions, etc. It should not be seen as separate from learning activities taking place in the classroom. Informal assessment enables the teacher to monitor learner’s progress and to make daily instructional decisions. Informal assessment is used: • to provide feedback to the learners • to inform planning for teaching At times the teacher may keep a checklist or use an observation schedule as a way of recording learners’ progress. At times learners or the teacher may mark an exercise. However, informal assessment does not become part of the learners’ formal record. The results of informal daily assessment tasks are not taken into account for promotion and certification purposes. 4.3 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. The teacher can only observe about 10 learners at a time, therefore formal assessment tasks will happen mainly in small group focused sessions and it will take a few days to assess the whole class. All the materials and apparatus that learners normally use should be available as usual, (counters, number charts, etc.) The forms of assessment used should be age and developmental level appropriate. Formal assessments must cater for a range of cognitive levels and abilities of learners. The design of these tasks should cover the content of the subject in a variety of ways. MATHEMATICS Grade 1-3 486 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) A variety of forms of assessment (observation, oral, practical and written) should be used to give each learner the opportunity to demonstrate what he or she can do. This is because some learners are more easily able to show what they know in some forms of assessment. For example, • Some learners who find it difficult to read are good at Mathematics. • Other learners may not be at the required level of competence in the language of learning and teaching. Assessment tasks in Mathematics need to include activities and exercises that are not language based, and not reading dependent, to reflect the real abilities of these learners. However, cognisance should also be taken of what is being assessed. Certain knowledge and skills are best assessed with particular forms of assessment. Different kinds of assessments are appropriate to the skills and concepts necessary for different topics at different age groups. It is useful to use an observation checklist to assess learners measuring in the early grades. Rubrics can be used to evaluate learner’s problem solving skills. 4.4 Programme of formal assessment The requirements for formal assessment of Mathematics in Grades 1 - 3 are spelt out in the table below: TERM 1 TERM 2 TERM 3 TERM 4 TOTAL Grade 1 2 2 2 1 7 Grade 2 2 2 2 2 8 Grade 3 2 3 3 2 10 Teachers are encouraged to conduct a baseline assessment in the first term. Learners’ results in the baseline assessment should not be used to label their ability, but rather to decide how to pitch the initial activities and to assess what aspects of work need more attention. Learners develop at different rates. Some learners have a slow start, but at a later stage they may progress quickly in Mathematics. Formal Mathematics assessment tasks include more than one topic in Mathematics. The assessment tasks over the year need to cover all content areas and topics, but not everything in the curriculum needs to be formally assessed or formally reported upon. Numbers, Operations and Relationships make up 60% of Mathematics in Grades 1 - 3. This means that 60% of the formal assessment each term and over the year should be focused on Numbers, Operations and Relationships. Each formal assessment task should not be seen as a single event or test. Some of the criteria can be assessed at the same time, but others will be assessed at different times. For example, if learners’ skip counting skills are being assessed, their ability to do the following could be assessed in the same exercise or event: • Complete counting sequences • Read and write number symbols • Count. However, if an assessment task contains both solving problems by grouping or sharing, and assessing learners’ ability to measure capacity; it is more likely that these aspects of Mathematics will be assessed at different times and in different. 4.5 Recording and reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and MATHEMATICS Grade 1-3 CAPS 487 Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the table below. Codes and percentages for recording and reporting Rating code Description of competence Percentage 7 Outstanding achievement 80 - 100 6 Meritorious achievement 70 - 79 5 Substantial achievement 60 - 69 4 Adequate achievement 50 - 59 3 Moderate achievement 40 - 49 2 Elementary achievement 30 - 39 1 Not achieved 0 - 29 4.6 Moderation of assessment Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. 4.7 General This document should be read in conjunction with: 4.7.1 National policy pertaining to the progrmme and promotion requirements of national Curriculam statement Grades R-12; and 4.7.2 The policy document, National Protocol for Assessment Grades R-12 4.8 Exemplar Assessment Tasks for Grades 1 to 3 Exemplar assessment checklists are given below. The aim is to assist teachers to plan and implement formal assessment in a continuous way. MATHEMATICS Grade 1-3 488 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 Observation checklist for capacity/volume Content Area Topic Criteria  or  Comments Measurement Capacity/volume Compare and order the amount of liquid (volume) in two containers placed next to each other. Comparing volumes of two or more different-looking containers by pouring into a third container. Record the capacity of containers by using non-standard measures, e.g. spoons and cups. Answer questions about which container holds more. Use language to talk about the comparison e.g. more than, less than, full, empty. GRADE 1 Observation checklist for mass Content Area Topic Criteria  or  Comments Measurement Mass Order and compare the mass of three or more objects, by placing pairs of objects on a balance, until all objects can be sequenced. State the unit when giving the mass, e.g. the book has the same mass as 34 marbles. Use language to talk about the comparison, e.g. light, heavy, lighter, heavier. Ability to record measurements taken Using rubrics to assess problem-solving Problem-solving can be assessed using a rubric. What is considered to be an appropriate way of solving a problem, • changes as learners develop and increase their understanding of number concept and their operational skills; and • depends on both the number range in the problem and the nature of the problem. GRADE 1 Rubric problem-solving Does not know where to start or does something inappropriate. 1 Understands problem and starts but cannot finish correctly. 2-3 Understands problem and solves using drawings (marks) or counters. Can explain. May make small errors. 4-5 Completes problem correctly. Can explain own and others’ thinking competently. 6-7 MATHEMATICS Grade 1-3 CAPS 489 GRADE 2 Rubric problem-solving Does not know where to start or does something inappropriate. 1 Understands problem and starts but cannot finish correctly or Understands problem and solves using drawings (marks) or counters only. * 2-3 Understands problem and solves using numbers, but makes small errors. Can explain. 4-5 Completes problem correctly using number knowledge and techniques like breaking down and recombining numbers, doubling, halving, number lines etc. Can explain own and others’ thinking competently. 6-7 * The number range with which Grade 2 learners work begins to make it inefficient to calculate by drawing pictures and counting them. Learners’ number sense needs to be sufficiently developed for them to use numbers in problem￾solving and calculating. GRADE 3 Rubric problem-solving Does not know where to start or does something inappropriate. 1 Understands problem and starts but cannot finish correctly, or uses marks (drawings) or counters. 2-3 Understands problem and solves using numbers. Can explain. 4-5 Completes problem correctly using number knowledge and techniques like breaking down and recombining numbers, doubling, rounding and compensating, number lines etc appropriately. Can explain own and others’ thinking competently. 6-7 Examples of how to apply this rubric to problems solved by Grade 1 - 3 learners A dog has 4 legs. How many legs do 12 dogs have? Grade 1: Rating: 1. The learner does not understand the problem, so he or she uses an inappropriate strategy or operation. Grade 1: Rating 6 The learner has understood the problem, solved the problem in an appropriate way for Grade 1 and can explain the problem. Grade 2: Rating 4 The learner has understood and solved the problem. However, a grade 2 learner should be using number and operational symbols to add repeatedly (or multiply, depending on the time of year). The farmer plants 6 rows of trees with 13 trees in each row. How many trees does he plant all together? Grade 2 learner, Rating 6 The learner has understood and solved the problem, using appropriate number and operational symbols for Grade 2. Grade 3 learner: Rating 4 The learners have understood and solved the problem in an adequate way. However, they do not get an outstanding rating since they have not shown the techniques and operations available to Grade 3 learners i.e. multiplication using breaking down and recombining numbers: see below. MATHEMATICS Grade 1-3 490 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 3 learner: Rating 5 Completes problem correctly using appropriate number and operational symbols as well as appropriate techniques like breaking down and recombining numbers. Can explain own and others’ thinking competently. Gino has 258 stickers and Josie has 384 stickers. How many stickers do they have altogether? Grade 3: Rating: 5 Completes problem correctly using number knowledge and techniques like breaking down and recombining numbers, doubling, rounding and compensating, number lines etc. appropriately. Can explain own and others’ thinking competently. What is half of 237? Grade 3. Rating: 5 Solves problem correctly using number knowledge and techniques like breaking down and recombining numbers, doubling, halving, rounding and compensating, number lines etc. appropriately. Can explain own and others’ thinking competently. Grade 1 Term 1: Exemplar baseline assessment task Type of activity Criteria  or  Comments Oral Is the learner able to • count out objects to 10? • say which collection of objects is smallest/biggest? • read number symbols to 5? Practical Is the learner able to • sequence objects? • copy a pattern? • place objects in front of him/her? • place objects behind him/her? • sort objects according to one attribute? • engage with a problem in order to find a solution? MATHEMATICS Grade 1-3 CAPS 491 Grade 1 Term 1: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts out 10 objects reliably, saying the names in sequence Writes and reads number symbols from 1 to 5 Orders numbers 1 - 5 from smallest to greatest Uses language to describe relative size of numbers: before, after, between Solve Problems Solves word problems in context involving addition, subtraction with answers up to 5 using apparatus or drawings and explains own solution to problems Solves practical problems involving equal sharing and grouping with whole numbers up to 5 and with answers that may include remainders by using apparatus or drawings Explains solutions Calculations Does addition up to 5 using apparatus or drawings Does subtraction from any number 5 or fewer using apparatus or drawings Patterns, functions and algebra Number Patterns Completes number sequences of counting in ones up to 10 e.g. 1, 2, 3, 4, __, __, __, __, 9, 10 Space and shape (Geometry) Position Follows instructions to place one object in relation to another e.g. put the pencil inside the box; put the pencil on the right hand side of the box 3-D Recognises and names • ball shapes (spheres) • box shapes (prisms) Measurement Time Describes when something happens using language e.g. morning, afternoon, night, early, late Length Measures lengths, widths or heights using informal measures. States measurement in informal units Mass Measures and compares mass of three or more objects using a balancing scale using informal measurements. Order the objects according to mass. Describes order using lighter, heavier, heaviest Data handling Sorting collections of objects Collects and sorts everyday physical objects according to criteria given by teacher Draws a picture of the sorted objects or describes the sorted collection MATHEMATICS Grade 1-3 492 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 1 Term 2: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts out 20 objects reliably, saying the names in sequence Says which of two given collections of objects is more or fewer where both collections are 10 or fewer Reads number symbols from up to 30 Writes number symbols to 10 Solve Problems Solves word problems in context involving addition, subtraction with answers up to 10 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Calculations Does addition up to 10 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using + Does subtraction from any number 10 or fewer using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using - Patterns, functions and algebra Number Patterns Completes number sequences of counting to 30 • in ones e.g. 20, 21, 22, 23, __, __, __, __, 28; __; 30. • in fives e.g.5, 10, 15, __, __, 30, Geometric Patterns Copies and extents a pattern • made by using one object but having the colours of the objects change in a regular way. or • made by using similar objects of different size Space and shape (Geometry) 2-D Identifies and names circles squares triangles MATHEMATICS Grade 1-3 CAPS 493 Grade 1 Term 2: Exemplar Assessment Task 2 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards and backwards in 1s between 1 and 50 Counts forward in 5s, 2s to 50 Uses language to describe relative size of numbers: before, after, between Compare the size of numbers up to 10 using language e.g. more than, fewer than etc. Uses language to describe relative size of numbers: before, after, between Orders numbers 1 - 10 from smallest to greatest Reads number symbols from up to 50 Solve Problems Solves practical problems involving equal sharing and grouping with whole numbers up to 10 and with answers that may include remainders by one of the following • apparatus • drawings • number lines Explains solutions Solve Problems Solves word problems in context involving repeated addition with answers up to 10 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Money Recognises South African currency coins 5c, 10c, 20, 50c, R1, R2; R5 Solves money problems involving totals and change to R10 and in cents up to 20c cents Calculations Does repeated addition up to 10 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using + Patterns, functions and algebra Number Patterns Completes number sequences of counting • in ones back from 50 e.g. 50, 49, 48, __, __, 45, __, __, 42; __; 40. • in tens to 50 e.g.10, 20, 30, __, __, Measurement Capacity/ Volume Estimates, measures, compares, orders and records the capacity of containers by using non-standard measures e.g. spoons and cups Data handling Sorts collections of objects Collects and sorts everyday physical objects according to criteria given by teacher Draws a picture of the sorted objects or describes the sorted collection MATHEMATICS Grade 1-3 494 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 1 Term 3: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts out 40 objects reliably, saying the names in sequence Says which of two given collections of objects is more or fewer where both collections are 15 or fewer Reads number symbols from up to 70 Writes number symbols to 20 Solve Problems Solves word problems in context involving addition, subtraction with answers up to 15 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Calculations Does addition up to 15 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using +, = Does subtraction from any number 15 or less using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using -, = Patterns, functions and algebra Number Patterns Completes number sequences of counting • in ones. back from 60 e.g. 60, 59, 58, __, __, __, 54, __, __, 51. • in twos e.g.44, 46, 48, __, __, __,56; __, 60 Geometric Patterns Copies, extend and describes patterns where different shapes are used to make up a group, but the groups of objects are repeated in exactly the same way Space and shape (Geometry) 3-D Recognises and names • ball shapes (spheres) • box shapes (prisms) Sorts objects into those that roll and those that slide MATHEMATICS Grade 1-3 CAPS 495 Grade 1 Term 3: Exemplar Assessment Task 2 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards in 10s, 5s, 2s to 80 Uses language to describe relative size of numbers: before, after, between Compare the size of numbers up to 15 using language e.g. more than, fewer than etc Can split numbers 11 - 15 into 10 + ones e.g. 12 = 10 + 2 Solve Problems Solves word problems in context involving repeated addition with answers up to 15 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Solves practical problems involving equal sharing and grouping with whole numbers up to 15 and with answers that can include remainders by one of the following • apparatus • drawings • number lines Explains solutions Money Recognises South African currency coins 5c, 10c, 20, 50c, R1, R2; R5 Solve money problems involving totals and change to R20 and in cents up to 20c cents Calculations Does repeated addition up to 15 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using +, = Patterns, functions and algebra Number Patterns Completes number sequences of counting • in ones back from 80 e.g. 80, 79, 78, __, __, __, __, 73, ___; __; 70. • in tens to 80 e.g.10, 20, 30, __, __,__, __, __, • in fives e.g.5, 10, 15, __, __, 30, __, __.45, __, __, 60, __, __, __, 80 Space and shape (Geometry) Symmetry Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes Measurement Length Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters, etc. Data handling Data Answer questions about data in pictograph MATHEMATICS Grade 1-3 496 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 1 Term 4: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts out 50 objects reliably, saying the names in sequence Says which of two given collections of objects is more or fewer where both collections are 20 or fewer Reads number symbols from up to 80 Solve Problems Solves word problems in context involving addition, subtraction with answers up to 20 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Calculations Does addition up to 20 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using +, = Does subtraction from any number 20 or fewer using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using -, = Patterns, functions and algebra Number Patterns Completes number sequences of counting • in ones e.g. back from 80: 80, 79, 78, __, __, __, 74, __, __, 71. in twos e.g. 64, 66, 68, __, __, __,76; __, 80 Space and shape (Geometry) 2-D Recognises and names • circles • triangles • squares Sorts according to whether round or straight sides Measurement Mass • Estimates, measures, compares, orders and record mass using non-standard measures and a balancing scale e.g. blocks, bricks, etc. • Uses language to talk about the comparison e.g. light, heavy, lighter, heavier MATHEMATICS Grade 1-3 CAPS 497 Grade 1 Term 4: Exemplar Assessment Task 2 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards in 10s, 5s, 2s to 100 Uses language to describe relative size of numbers: before, after, between Compare the size of numbers up to 20 using language e.g. more than, fewer than etc Orders numbers 1 - 20 from greatest to smallest Can split numbers 11 - 20 into 10 + ones e.g. 14 = 10 + 4 Reads number symbols from up to 100 Writes number symbols to 20 Solve Problems Solves word problems in context involving repeated addition with answers up to 20 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Solves practical problems involving equal sharing and grouping with whole numbers up to 20 and with answers that may include remainders by one of the following • apparatus • drawings • number lines Explains solutions Money Recognises South African currency coins 5c, 10c, 20, 50c, R1, R2; R5 Solves money problems involving totals and change to R20 and in cents up to 50c cents Calculations Does repeated addition up to 20 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using +, = Patterns, functions and Algebra Number Patterns Completes number sequences of counting • in ones backwards e.g. 99, 98, __, 96, __, __, __, 92, ___; __; 89. • in tens to 100 e.g.10, 20, 30, __, __, __, __, __, 90, __. in fives e.g. 20, 25, 30, __, __.45, __, __, 60, __, 70__, __,__, 90 Space and Shape (Geometry) Position Applies language of position to follow directions to move around the classroom Matches different views of the same object Measurement Time Knows days of week Knows months of year Data handling Data Answers questions about data in pictograph MATHEMATICS Grade 1-3 498 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 2 Term 1: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationship Number Concept Groups and counts up to 100 objects Compares and orders whole numbers up to 25 Decomposes two-digit numbers up to 25 into tens and ones e.g. 23 = 20 + 3 Reads and writes number symbols from 0 to 100 Solve Problems Solves word problems in context involving addition, subtraction with answers up to 20 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Money Recognises South African currency coins 5c, 10c, 20, 50c, R1, R2; R5 and notes R10, R20, R50 Solves money problems involving totals and change to R20 and in cents up to 50c cents Calculations Does addition up to 20 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using +, = Does subtraction up to 20 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using +, = Patterns, functions and Algebra Number Patterns Completes number sequences of counting forwards and backwards • in ones from 0 - 100 e.g. 99, 98, 97, __, __, __, 93, __, 91, 90 • in tens from 0 - 100 e.g. 10, 20, 30, __, __, __, 70__, __, 100 • in twos from 0 - 100 e.g. 80, 82, 84, __, __, 90, _, __, __, ___, 100 Space and shape (Geometry) 3-D Recognises and names • ball shapes (spheres) • box shapes (prisms) 2-D shapes Recognises and names circles, triangles, squares and rectangles Measurement Time Tells time on analogue clock in hours Length Estimates, measures, compares, orders and records lengths, widths or heights in metres MATHEMATICS Grade 1-3 CAPS 499 Grade 2 Term 2: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts pictures of grouped objects up to 150 Compares numbers up to 50 Reads and writes numbers from 0 - 150 Counts forwards and backwards in 10s, 2s, 5s to 150 Solve Problems Solves practical problems involving equal sharing and grouping with whole numbers up to 50 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Patterns, functions and algebra Number Patterns Completes number sequences of counting forwards and backwards in ones from 0 - 150 e.g.131, 132, 133, __, __, __, 137, __, ___, ___, 141 • in tens between 0 & 200 e.g.150, 140, 130, __, __, 100, __, __.70, __, __, 40 • counting in twos e.g. 150, 148, 146, 144, __, __, 138, __, __, 132. • counting in fives from 0 - 150 e.g. 105, 110, 115, __, __, __, 135, __, __, 150 Copies, extends and describes patterns where different shapes are used to make up a group, but the groups of shapes are repeated in exactly the same way Measurement Time Tells time on analogue clock in hours and half hours MATHEMATICS Grade 1-3 500 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 2 Term 2: Exemplar Assessment Task 2 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards in 3s, 4s Solve Problems Solves and explains solutions to problems that involve equal sharing that lead to fractions Fractions Recognises and uses halves, thirds, quarters, fifths in familiar contexts Recognises fractions in diagrammatic form Writes fractions in form 1 half, 1 third etc Calculations Does addition up to 50 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using +, = Does subtraction up to 50 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using _, = Patterns, functions and algebra Number Patterns Completes number sequences between 0 & 150 • counting in ones • counting in fours e.g.4, 8, 12 __, __, 24, __, 32, __, __, __, 48 • counting in threes e.g. 3, 6, 9, __, __,21, __, __,__, 33, 36. Measurement Mass Estimates, measures, compares, orders and records mass using non-standard measures and a balancing scale e.g. blocks, bricks, etc. Orders products on which the mass is written in kilograms MATHEMATICS Grade 1-3 CAPS 501 Grade 2 Term 3: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts up to 180 pictures of grouped objects Compares and orders numbers up to 75 Reads and writes number symbols up to 180 Counts forwards and backwards in 2s, 10s, 5s between 0 & 180 Decomposes two-digit numbers up to 75 into tens and ones e.g. 48 = 40 + 8 Solve Problems Solves word problems in context involving repeated addition leading to multiplication up to 40 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Calculations Can multiply the numbers 1 - 10 by 5, 4 using one of the following • apparatus • drawings • number lines Writes a number sentence using x, = Patterns, functions and algebra Number Patterns Completes number sequences of • counting forwards and backwards in ones between 0 & 180 e.g. • 180, 170, 160, __, __, 120, __,__ 90, • counting in twos e.g. 150, 152, 154, __, 156, __, 160, __, __, 166 • counting in fives from 0 - 150 e.g.120, 125, 130, 135, __, __, __, 155, __, __, 170, __, 180 Space and shape (Geometry) Position Applies language of position to follow directions to move around the classroom MATHEMATICS Grade 1-3 502 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 2 Term 3: Exemplar Assessment Task 2 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards in 4s, 3s Solve Problems Solves and explains solutions to problems that involve equal sharing that lead to fractions Fractions Recognises and uses halves, thirds, quarters, fifths in familiar contexts Recognises fractions in diagrammatic form Writes fractions in form 1 half, 1 third etc Patterns, functions and algebra Number Patterns Completes number sequences between 0 & 180 • counting in ones • counting in fours e.g. 104,108, 112 __, __, 124, __, 132, __, __, __, 148 • counting in threes e.g. 103, 106, 109, __, __,121, __, __,__, 133, 136. Geometric Patterns Copies, extends and describes a geometric pattern in which the same shapes occur, but the number of each kind of shape increases or decreases in a regular way Space and shape (Geometry) Position Matches different views of the same object 2-D shapes Recognises and names circles, triangles, squares and rectangles Sorts shapes into those with straight sides and those with round sides Measurement Capacity/ Volume Estimates, measures, compares, orders and records the capacity of containers by using non-standard measures e.g. spoons and cups Time Reads analogue time in hours, half hours or quarter hours Uses a calendar to calculate length of time in days or weeks Data handling Data Constructs a pictograph on blocked paper when given the data MATHEMATICS Grade 1-3 CAPS 503 Grade 2 Term 4: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts pictures of grouped objects up to 200 Orders and compares numbers to 99 Solve Problems Solves word problems in context that involve grouping or sharing up to 99 with answers that include remainder in using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Money Recognises South African currency coins 5c, 10c, 20, 50c, R1, R2; R5 and notes R10, R20, R50 Solves money problems involving totals and change to R99 and in cents up to 95c cents Patterns, functions and algebra Number Patterns Completes number sequences of counting forwards and backwards • in ones between 0 and 200 • in tens between 0 and 200 e.g. 130, 140, 150, __, ___, ___, __, 200 Space and shape (Geometry) 2-D Recognises and names • circles • triangles • squares • rectangles Sorts according to whether round or straight sides Measurement Time Uses a clock to calculate length of time passes in hours, half hours or quarter hours MATHEMATICS Grade 1-3 504 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 2 Term 4: Exemplar Assessment Task 2 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards and backwards in 2s, 5s to 200 Reads and writes number symbols from up to 200 Calculations Does addition up to 99 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using +, = Does subtraction from any number 99 or fewer using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving Writes a number sentence using -, = Patterns, functions and algebra Number Patterns Completes number sequences between 0 & 200 • counting in twos e.g. 160, 162, 164, __, 166, __, 170, __, __, 176, __, 180 • counting in fives from 0 - 200 e.g.160, 165, 170, __, __, __, 190__, 200 Data handling Data Answers questions about data in pictograph MATHEMATICS Grade 1-3 CAPS 505 Grade 2 Term 4: Exemplar Assessment Task 3 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards in 4s, 3s Solve Problems Solves word problems in context involving repeated addition leading to multiplication with answers up to 50 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Calculations Can multiply the numbers 1 - 10 by 3 using one of the following • apparatus • drawings • number lines • doubling Writes a number sentence using x, = Patterns, functions and algebra Number Patterns Completes number sequences between 0 and 180 • counting in ones • counting back in fours e.g. 48,44, 40 __, __, 28, __, __, 16, __, __, 0 • counting back in threes e.g. 36, 33, 30, __, __, 21, 18, __,__, 9, __, __, 0. Space and shape (Geometry) 3-D Recognises and names • ball shapes (spheres) • box shapes (prisms) • cylinders Sorts objects into those that roll and those that slide Symmetry Recognises and draws line of symmetry in 2-D geometrical and non-geometrical shapes Measurement Capacity/ Volume Orders everyday products whose capacity is written on them in litres Reads volume in litres from pictures of measuring jugs MATHEMATICS Grade 1-3 506 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 3 Term 1: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationship Number Concept Groups and counts up to 200 objects Compares and orders whole numbers up to 99 Reads and writes number symbols from 0 to 500 Decomposes two-digit numbers up to 99 into tens and ones e.g. 78 = 70 + 8 Solve Problems Solves word problems in context involving addition, subtraction with answers up to 99 using one of the following • building up and breaking down numbers • number lines • doubling and halving • rounding off to 10 and explains own solution to problems Money Solves money problems involving totals and change in rands or in cents Calculations Does addition up to 99 using one of the following • building up and breaking down numbers • number lines • doubling and halving • rounding off to 10 Writes a number sentence using +, = Does subtraction up to 99 using one of the following • building up and breaking down numbers • number lines • doubling and halving • rounding off to 10 Writes a number sentence using +, = Patterns, functions and algebra Number Patterns Completes number sequences of counting forwards and backwards • in ones between 0 and 200 e.g. 199,1 98, 197, __, __, __, 13, __, 191, 190 • in tens between 0 and 200 e.g. 110, 120, 130, __, __, __, 170__, __, 200 • in hundreds between 0 and 500 e.g. 100, 200, 300, __, __, • in fives between 0 and 200 e.g. 150, 155, 160, __, __, __, 180, __, __, 195, __ • in twos between 0 and 200 e.g. 180,182, 184, __, __, 190, _, __, __, ___, 200 Space and shape (Geometry) 2-D shapes Recognises and names circles, triangles, squares and rectangles Sorts shapes into those with straight sides and those with round sides Measurement Time Reads dates on a calendar Tells time on analogue clock in hours, half hours and quarter hours Capacity/ Volume Estimates, measures, compares, orders and records the capacity of containers by using non-standard measures e.g. spoons and cups Orders everyday products whose capacity is written on them in millilitres MATHEMATICS Grade 1-3 CAPS 507 Grade 3 Term 2: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts pictures of grouped objects (e.g. grouped in 10s, 25s, 50s or 100s) up to 500 Orders and compares numbers up to 500 Reads and write numbers from 0 - 1 000 Solve Problems Solves practical problems involving equal sharing and grouping with whole numbers up to 75 using one of the following • building up and breaking down numbers • number lines • doubling and halving • rounding off to 10 and explains own solution to problems Calculations Divides numbers to 50 by 2, 5, 10 Patterns, functions and algebra Number Patterns Completes number sequences of counting forwards and backwards • in ones between 0 and 500 e.g. 389, 399, 400,, __, __, __, 404, __, ___, ___, 408 • in tens between 0 and 500 e.g. 300, 310, 320, __, __, 350, __, __.370, __, __, 400 • in hundreds between 0 and 1 000 e.g. 1000, 900, 800, __, __, 500, __, __.200, __, 0 Space and shape (Geometry) 3-D objects Recognises and names • ball shapes (spheres) • box shapes (prisms) • cylinders Sorts objects into those that have curved and those that have flat surfaces Measurement Length Estimates, measures, orders and compares lengths, heights and widths using informal measures Estimates, measures, orders and compares length using metres MATHEMATICS Grade 1-3 508 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 3 Term 2: Exemplar Assessment Task 2 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards and backwards in 2s, 4s or 3s to 500 Calculations Does addition up to 400 using one of the following • building up and breaking down numbers • number lines • doubling and halving • rounding off to 10 Writes a number sentence using +, = Does subtraction from 400 or fewer using one of the following • building up and breaking down numbers • number lines • doubling and halving • rounding off to 10 Writes a number sentence using _, = Patterns, functions and algebra Number Pat￾terns Completes number sequences of • counting in twos between 0 and 500 e.g. 450, 448, 446, 444, __, __, 438, __, __, 432. • counting in fours between 0 and 500 e.g. 404, 408, 412 __, __, 424, __, 432, __, __, __, 448 • counting in threes between 0 and 500 e.g. 403,406, 409, __, __,421, __, __,__, 433, 436. Geometric Patterns Copies, extends and describes patterns where different shapes are used to make up a group, but the groups of shapes are repeated in exactly the same way Grade 3 Term 2: Exemplar Assessment Task 3 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards in 5s, 50s, 100s between 0 and 500 Decomposes three-digit numbers into hundreds, tens and ones e.g. 247 = 200 + 40 + 7 Solve Problems Solves and explains solutions to problems that involve equal sharing that lead to fractions Fractions Recognises and uses halves, quarters, eighths, thirds, sixths, fifths in familiar contexts Recognises fractions in diagrammatic form Writes fractions in form 1 half, 2 thirds etc Patterns, functions and algebra Number Patterns Completes number sequences • counting in fives between 0 - 500 e.g. 105, 110, 115, __, __, __, 135, __, __, 150 • counting in fifties between 0 - 1000 e.g. 550, 600, 650, __, __, 800, __, __, __, 1 000, Space and shape (Geometry) Position and directions Follows directions to move around school Gives directions to move around school Measurement Mass Estimates, measures, compare orders and records mass using non-standard measures and a balancing scale e.g. blocks, bricks, etc. Orders products on which the mass is written in grams MATHEMATICS Grade 1-3 CAPS 509 Grade 3 Term 3: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts up to 750 pictures of grouped objects (e.g. grouped into 20s, 25s, 50, or 100s) Compares and order numbers up to 750 Reads and writes number symbols up to 1 00 Solve Problems Solves word problems in context involving multiplication up to 75 using one of the following • building up and breaking down numbers • number lines • doubling and halving • rounding off to 10 and explains own solution to problems Calculations Can multiply by 2, 5, 10 to a total of 99 using one of the following • apparatus • drawings • number lines Writes a number sentence using x, = Patterns, functions and algebra Number Patterns Completes number sequences of counting forwards and backwards • in ones between 0 and 750 e.g. 665, 666, 667, __, __, __, 671, __, ___, ___, 675__, __, 678 • in tens between 0 and 750 e.g. 650, 660, 670, __, __, 700, __, __.730, __, __, 760 • in hundreds between 0 and 1 000 e.g. 0, 100, 200, __, __, 500, __, __.800, __, 1 000 Grade 3 Term 3: Exemplar Assessment Task 2 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards and backwards in 2s, 20s, 4s, 3s to 750 Decompose three-digit numbers up to 750 into hundreds, tens and ones e.g. 648 = 600 + 40 + 8 Calculations Can multiply by 3, 4 to a total of 99 using one of the following • apparatus • drawings • number lines • doubling Writes a number sentence using x, = Patterns, functions and algebra Number Patterns Completes number sequences of • counting in twos between 0 & 750 e.g. 750, 749, 748, __, __, 445, __, __, 742. • counting in twenties between 0 & 1000 e.g. 800, 820, 840, 860, __, __, 920, __, __, 980 • counting in fours between 0 & 750 e.g.704, 708, 712 __, __, 724, __, 732, __, __, __, 748 • counting in threes between 0 & 750 e.g. 630,633, 639, 641, __, __,650, __, __,__, 661 Geometric Patterns Copies, extends and describes a geometric pattern in which the same shapes occur, but the number of each kind of shape increases or decreases in a regular way Space and shape (Geometry) 2-D shapes Recognises and names circles, triangles, squares and rectangles Draws circles, squares, rectangles, triangles Data handling Data Constructs a bar graph on blocked paper when given the data. MATHEMATICS Grade 1-3 510 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 3 Term 3: Exemplar Assessment Task 3 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards in 5s, 50s, 25s to 750 Solve Problems Solves and explains solutions to problems that involve equal sharing that lead to fractions Fractions Recognises and uses halves,, quarters, eights, thirds, sixths, fifths in familiar contexts Recognises fractions in diagrammatic form Recognises that 2 halves make a whole Writes fractions in form 1 half, 1 third etc Patterns, functions and algebra Number Patterns Completes number sequences • counting in fives between 0 - 750 e.g. 705, 710, 715, __, __, __, 735, __, __, 750 • counting in fifties between 0 - 1000 e.g.1 000, 950, 800, __, __, 650, __, __, __, 450, • counting in twenty-fives between 0 - 1000 e.g.525, 550, 575, __, __, 650, __, __, __, 750 Space and shape (Geometry) Position Follows directions to move from place to place on an informal map Measurement Time Tells time on digital clock in hours and minutes Uses a calendar to calculate length of time in days or weeks Grade 3 Term 4: Exemplar Assessment Task 1 Content area Topic Criteria Numbers, op￾erations and relationships Number Concept Counts pictures of grouped objects up to 1 000 Orders and compares numbers to 999 Solve Prob￾lems Solves word problems in context that involve grouping or sharing up to 100 with answers that include remainders using one of the following • building up and breaking down numbers • number lines • doubling and halving • rounding off to 10 and explains own solution to problems Calculations Divides numbers to 99 by 2, 4, 5, 10, 3 Money Solves money problems involving totals and change in rands or in cents Patterns, functions and algebra Number Pat￾terns Completes number sequences of counting forwards and backwards • in ones between 0 & 1000 e.g. 889, 890, 891,, __, __, __, 895 __, ___, ___, 889__, __, 892 • in tens between 0 & 1000 e.g. 1000, 990, 980 __, __, 950, __, __.920, __, __, 890 Measurement Time Uses a clock to calculate length of time passes in hours and minutes MATHEMATICS Grade 1-3 CAPS 511 Grade 3 Term 4: Exemplar Assessment Task 2 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards and backwards in 2s, 4s, 3s to 1 000 Reads and writes number symbols from up to 1 000 Calculations Does addition up to 999 using one of the following • building up and breaking down numbers • number lines • doubling and halving • rounding off to 10 Writes a number sentence using +, = Does subtraction from any number 999 or fewer using one of the following • building up and breaking down numbers • number lines • doubling and halving • rounding off to 10 Writes a number sentence using -, = Patterns, functions and algebra Number Patterns Completes number sequences of • counting in twos between 0 and 1 000 e.g. 1000, 998, 996, __, __, 990, __, __, 984 • counting in fours between 0 and 1 000 e.g. 840, 844, 852 __, __, 864, __, 872, __, __, __, 894 • counting in threes between 0 and 1 000 e.g. 960,963, 966, 969, 971, __, __,980, __, __,__, 691 Space and shape (Geometry) Symmetry Recognises and draw line of symmetry in 2-D geometrical and non geometrical shapes Data handling Data Answers questions about data in pictograph MATHEMATICS Grade 1-3 512 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 3 Term 4: Exemplar Assessment Task 3 Content area Topic Criteria Numbers, operations and relationships Number Concept Counts forwards in 5s, 50s, 25s between 0 and 1 000 Solve Problems Solves word problems in context involving repeated addition leading to multiplication with answers up to 50 using one of the following • apparatus • drawings • building up and breaking down numbers • number lines • doubling and halving and explains own solution to problems Calculations Can multiply by 3 up to 99 using one of the following • apparatus • drawings • number lines • doubling Writes a number sentence using x, = Patterns, functions and algebra Number Patterns Completes number sequences • counting in fives between 0 - 1000 e.g. 1 000, 995, 990, 985, __, __, __, 965, __, __, 950 • counting in fifties between 0 - 1000 e.g.600, 650, 700, __, __, 850, __, __, __, • counting in twenty-fives between 0 - 1000 e.g.1 000, 975, 950, __, __, 875, __, __, __, 775 Space and shape (Geometry) 3-D Recognises and names • ball shapes (spheres) • box shapes (prisms) • cylinders • pyramids • cones Sorts objects into those with flat and those with curved surfaces Identifies the 2-D shapes that make up flat surfaces on 3-D objects mentioned above Measurement Capacity/ Volume Reads volume in litres from pictures of measuring jugs Reads volume in millilitres from pictures of measuring jugs     AFRIKAANS MATHEMATICS Curriculum and Assessment Policy Statement Foundation Phase Grade R National Curriculum Statement (NCS) KABV WISKUNDE GRAAD R KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING graad r wiskunde KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0445-9 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Lan￾guages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 KABV WISKUNDE GRAAD R FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R KABV 1 WISKUNDE GRAAD R INHOUD AFDELING 1: INLEIDING EN AGTERGROND.........................................................................................3 1.1 Agtergrond...................................................................................................................................................... 3 1.2 Oorsig.............................................................................................................................................................. 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum.......................................................................... 4 1.4 Tydstoekenning ............................................................................................................................................. 6 1.4.1 Grondslagfase ....................................................................................................................................... 6 1.4.2 Intermediêre Fase ................................................................................................................................. 6 1.4.3 Senior Fase ........................................................................................................................................... 7 1.4.4 Graad 10-12 .......................................................................................................................................... 7 AFDELING 2: DEFINISIES, DOELWITTE, VAARDIGHEDE EN INHOUD ...............................................8 2.1 Inleiding........................................................................................................................................................... 8 2.2 Wat is wiskunde? ........................................................................................................................................... 8 2.3 Spesifieke doelwitte....................................................................................................................................... 8 2.4 Spesifieke vaardighede ................................................................................................................................. 9 2.5 Fokus op inhoudsareas................................................................................................................................. 9 2.6 Gewig van inhoudsareas............................................................................................................................. 11 2.7 Wiskunde in die grondslagfase .................................................................................................................. 11 2.7.1 Voorgestelde riglyne vir klaskamerbestuur............................................................................................ 12 2.7.2 Leerders wat leerhindernisse in wiskunde ondervind ........................................................................... 13 2.7.3 Hoofrekene (Mental Maths)................................................................................................................... 13 2.8 Graad R ......................................................................................................................................................... 14 2.9 Aanbevole hulpbronne vir die grondslagfase wiskundeklaskamer........................................................ 17 AFDELING 3: INHOUDSPESIFIKASIES EN VERDUIDELIKING...........................................................18 3.1 Inleiding......................................................................................................................................................... 18 3.2 Spesifisering van inhoude wat progressie aandui.................................................................................... 18 • Getalle, bewerkings en verwantskappe • Patrone, funksies en algebra • Ruimte en vorm (Meetkunde) • Meting • Datahantering 2 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R 3.3 Verduideliking van inhoud........................................................................................................................... 37 3.4 Volgorde en pasaanduiders ........................................................................................................................ 38 • Graad R oorsig per kwartaal ................................................................................................................. 41 3.5 Verduideliking van Graad R inhoud............................................................................................................ 60 AFDELING 4: ASSESSERINGSRIGLYNE ...........................................................................................263 4.1 Inleiding ...................................................................................................................................................... 263 4.2 Informele of daaglikse assessering.......................................................................................................... 263 4.3 Formele assessering ................................................................................................................................. 263 4.4 Formele assesseringsprogram................................................................................................................. 264 4.5 Opteken en verslaggewing........................................................................................................................ 264 4.6 Algemeen .................................................................................................................................................... 265 4.7 Skedule van voorgeskrewe formele assesseringskontrolelyste........................................................... 265 KABV 3 WISKUNDE GRAAD R AFDELING 1: INLEIDING EN AGTERGROND 1.1 AGTERGROND Die National Curriculum Statement Grades R-12 (NCS) bepaal beleid oor kurrikulum en assessering in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. ’n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 OORSIG (a) Die National Curriculum Statement Grades R-12 (January 2012) verteenwoordig ’n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende: (i) die Kurrikulum - en assesseringsbeleidsverklarings vir elke goedgekeurde skoolvak; (ii) die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; en (iii) die beleidsdokument, National Protocol for Assessment Grades R-12 (January 2012). (b) Die National Curriculum Statement Grades R-12 (January 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) die Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 van 31 Mei 2002; en (ii) die National Curriculum Statement Grades 10-12, Government Gazettes, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word toenemend deur die National Curriculum Statement Grades R-12 (January 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea- / Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleid, National Policy on assessment and qualifications for schools in the General Education and Training Band, afgekondig in die Government Notice No. 124 in die Government Gazette No. 29626 van 12 Februarie 2007; (iii) die beleid, National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), afgekondig in Government Gazette No. 27819 van 20 Julie 2005; 4 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R (iv) die beleid, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, gepubliseer in die Government Gazette, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleid, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; en (v) die beleid, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), afgekondig in die Government Notice No. 1267 in die Government Gazette No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat word, bevat die norme en standaarde van die National Curriculum Statement Grades R-12. Dit sal in terme van afdeling 6A van die South African Schools Act, 1996 (Act No. 84 of 1996), die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 ALGEMENE DOELWITTE VAN DIE SUID-AFRIKAANSE KURRIKULUM (a) Die National Curriculum Statement Grades R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewensovoorts. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die National Curriculum Statement Grades R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van ’n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers ’n voldoende profiel van ’n leerder se vermoëns te verskaf. (c) Die National Curriculum Statement Grades R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig ’n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en niekritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse KABV 5 WISKUNDE GRAAD R • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die National Curriculum Statement Grades R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die National Curriculum Statement Grades R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van ’n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld is ’n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort ’n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die struikelblokke in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Guidelines for Inclusive Teaching and Learning (2010). 6 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R 1.4 TYDSTOEKENNING 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD R (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 7/8 7/8 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede: • Aanvangskennis • Skeppende Kunste • Liggaamsopvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) Totaal 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. ’n Maksimum tyd van 8 uur en ’n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word ’n minimum tyd van 2 uur en ’n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word ’n maksimum van 8 uur en ’n minimum van 7 uur vir Huistaal toegeken. ’n Minimum van 3 uur en ’n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede: • Skeppende Kunste • Liggaamsopvoeding • Persoonlike en Sosiale Welsyn 4 1,5 1 1,5 Totaal 27,5 KABV 7 WISKUNDE GRAAD R 1.4.3 Senior Fase (a) Onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese en Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 Totaal 27,5 1.4.4 Graad 10-12 (a) Onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4.5 Eerste Addisionele Taal 4.5 Wiskunde 4.5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Annexure B, Tables B1-B8) van die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, on￾derhewig aan die bepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) Totaal 27,5 Die tydstoekenning per week mag net vir die minimum vereiste vakke in die National Curriculum Statement Grades R-12 (NCS) soos hierbo uiteengesit, gebruik word. Dit mag nie vir enige addisionele vakke wat tot die vakkeuselys gevoeg is, gebruik word nie. As ’n leerder enige addisionele vakke wil aanbied, moet ekstra tyd toegeken word vir die onderrig van hierdie vakke. 8 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R AFDELING 2: DEFINISIES, DOELWITTE, VAARDIGHEDE EN INHOUD 2.1 Inleiding In AFDELING 2 word aan die opvoeders in die grondslagfase definisies en inligting rakende die volgende voorsien: Spesifieke doelwitte, spesifieke vaardighede, fokus op inhoude, gewig van die inhoude, voorgestelde bronne vir die grondslagfase, wiskundelesse, voorgestelde riglyne om leerders met wiskundeleerhindernisse te ondersteun, hoofrekene (Mental Maths) sodat die onderrig van vroeë wiskundevaardighede in graad R bevorder kan word. 2.2 Wat is wiskunde? Wiskunde is 'n menslike aktiwiteit wat die volgende behels: Waarneming, voorstelling en ondersoek van patrone, en kwantitatiewe verwantskappe in konkrete en sosiale verskynsels, asook tussen wiskundige voorwerpe self. Deur hierdie proses word nuwe wiskundige idees en insigte ontwikkel. In wiskunde word 'n eie, gespesialiseerde taal gebruik wat simbole en notasies behels om numeriese, meetkundige en grafiese verwantskappe te beskryf. Wiskunde-idees en -begrippe bou op mekaar voort om 'n samehangende struktuur te vorm. 2.3 Spesifieke doelwitte Die onderrig en leer van wiskunde is daarop gerig om die volgende in die leerder te ontwikkel: • 'n kritiese bewustheid van hoe wiskundige verwantskappe in sosiale omgewings- , kulturele en ekonomiese verband gebruik word; • die nodige selfvertroue en bevoegdheid om enige wiskundige situasie te hanteer, sonder om deur 'n vrees vir wiskunde gekniehalter te word; • 'n gees van weetgierigheid en 'n liefde vir wiskunde • 'n waardering vir die skoonheid en elegansie van wiskunde • erkenning dat wiskunde 'n kreatiewe deel van menslike aktiwiteit is • diepgaande konseptuele begrippe ten einde wiskunde te verstaan • spesifieke kennis en vaardighede wat nodig is vir: - die toepassing van wiskunde op konkrete, sosiale en wiskundige probleme; - die studie van verwante vakmateriaal (byvoorbeeld ander vakke); - verdere studie van wiskunde. KABV 9 WISKUNDE GRAAD R 2.4 Spesifieke vaardighede Vir die nodige wiskundige vaardighede, behoort die leerder: • die korrekte wiskundige taal aan te leer; • getalbegrip te ontwikkel, en bewerkings en die toepassings daarvan te kan doen; • te leer om te luister, te kommunikeer, te dink en logies te redeneer, asook die wiskundige kennis, te kan toepas; • inligting te ondersoek, te analiseer, te interpreteer en voor te stel; • vaardig te wees in probleemstelling en probleemoplossing; • 'n bewustheid te ontwikkel van die belangrike rol wat wiskunde in alledaagse situasies speel. Dit sluit ook die persoonlike ontwikkeling van die leerder in. 2.5 Fokus op inhoudsareas Wiskunde in die grondslagfase bestaan uit vyf inhoudsareas. Elke inhoudsarea dra tot 'n spesifieke vaardigheid by. Die volgende tabel dui die algemene, sowel as die spesifieke fokus van die inhoudsareas vir die grondslagfase aan. Tabel 2.1 Wiskunde-inhoudsfokus vir die grondslagfase WISKUNDE-INHOUDSKENNIS Inhoudsarea Algemene inhoudsfokus Spesifieke inhoudsfokus vir die grondslagfase Getalle bewerkings en verwantskappe Ontwikkeling van getalbegrip wat die volgende insluit: • die betekenis van verskillende soorte getalle; • die verwantskap tussen verskillende soorte getalle; • die relatiewe grootte van verskillende getalle; • hervoorstelling van getalle op verskillende maniere • werk met getalle Teen die einde van graad 3 word heelgetalle in die getalgebied tot ten minste 1000 ontwikkel, asook algemene breuke. In hierdie fase word die leerders se getalbegrip ontwikkel deur konkrete voorwerpe te manipuleer, hoeveelhede te verdeel en saam te voeg. Die omvang van getalle wat teen die einde van graad 3 ontwikkel is, sluit heelgetalle tot minstens 1000, en gewone eenheids- en nie￾eenheidsbreuke in. In hierdie fase word die leerder se getalbegrip ontwikkel deur met konkrete voorwerpe te werk ten einde versamelings voorwerpe te tel, hoeveelhede te verdeel en te kombineer, oorslaantel op verskillende maniere te doen, kontekstuele (woord-) probleme op te los, en getalle op te bou en af te breek. • Deur te tel word die leerder in staat gestel om getalbegrip, hoofrekene, skatting, rekenvaardighede en herkenning van patrone te ontwikkel. • Die ontwikkeling van getalbegrip stel die leerder in staat om die eienskappe van getalle en strategieë te ontwikkel wat bewerkings kan vergemaklik • Deur probleme in konteks op te los, word die leerders in staat gestel om mondeling en skriftelik hul werkswyse deur middel van tekeninge en simbole te verduidelik • Leerders verwerf begrip van basiese bewerkings van optel, aftrek, vermenigvuldiging en deling • Leerders ontwikkel 'n begrip van breuke deur die oplossing van probleme deur middel van die verdeling van konkrete apparaat en die gebruik van tekeninge. Probleme behoort oplossings in te sluit wat tot heelgetalle of breuke lei. • Verdeling behoort nie net as dele van 'n geheel gesien te word nie, maar ook as deel van 'n versameling konkrete voorwerpe. 10 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R WISKUNDE-INHOUDSKENNIS Inhoudsarea Algemene inhoudsfokus Spesifieke inhoudsfokus vir die grondslagfase Patrone, funksies en algebra Algebra is die taal waarin wiskunde die meeste ondersoek en gekommunikeer word. Algebra kan as 'n veralgemeende rekenkunde beskou word, en dit kan na die studie van funksies en ander verwantskappe tussen veranderlikes uitgebrei word. 'n Sentrale deel van hierdie uitkoms is daarop gerig om die leerder doeltreffende hanteringsvaardighede in die gebruik van algebra te laat verwerf. Dit fokus ook op die volgende: • die beskrywing van patrone en verwantskappe deur die gebruik van simboliese stellings, grafieke en tabelle; • die identifisering en ontleding van reëlmatigheid en variasie in patrone en verwantskappe wat leerders in staat stel om voorspellings te maak en probleme op te los In hierdie fase werk leerders met ... • getalpatrone, byvoorbeeld oorslaantel • Meetkundige patrone, byvoorbeeld prente. Leerders behoort in staat te wees om konkrete voorwerpe, tekeninge en simbole te kopieer, uit te brei, te beskryf en te ontwerp. Deur patrone te kopieer, stel dit die leerder in staat om die logika van die samestelling van die patroon te verstaan. Deur die patroon uit te brei, word die leerder in staat gestel om die patroon te verstaan. Deur die patroon te beskryf, word die leerder in staat gestel om sy taalvaardighede te ontwikkel. Deur op die logiese opeenvolging van patrone te fokus, word die basis vir algebraïese denke ontwikkel. Getalpatrone ondersteun die ontwikkeling van konsepte en die inherente begrip van getalle, bewerkings en verwantskappe. Meetkundige patrone sluit 'n herhaling van lyne, vorms en voorwerpe, maar ook patrone in die omgewing in. Met Meetkundige patrone wend leerders hul kennis van ruimte en vorm aan. Ruimte en vorm (Meetkunde) • Die studie van ruimte en vorm verbeter die begrip en waardering van die patroon, noukeurigheid, prestasie en skoonheid in natuurlike en kulturele voorwerpe. Dit fokus op die volgende: • Eienskappe en verwantskappe • Oriëntasies en posisies • Transformasie van tweedimensionele vorms en driedimensionele voorwerpe. In hierdie fase fokus leerders op driedimensionele (3-D) voorwerpe, tweedimensionele (2-D) vorms, posisie en rigting. • Leerders ontdek die eienskappe van 3-D voorwerpe en 2-D vorms deur sortering, klassifisering, beskrywing en benoeming • Leerders teken vorms en bou met voorwerpe • Leerders herken en beskryf vorms en voorwerpe in die omgewing wat met wiskundige voorwerpe en vorms verband hou • Leerders beskryf die posisie van voorwerpe, hulself en ander deur die gebruik van toepaslike woordeskat • Leerders volg en gee aanwysings Meting Meting fokus op die keuse en gebruik van geskikte eenhede, instrumente en formules om kenmerke van gebeure, vorms, voorwerpe en die omgewing te kwantifiseer. Meting hou direk verband met die leerder se wetenskaplike, tegnologiese en ekonomiese wêreld, en stel die leerder in staat om die volgende te doen: • Sinvolle skattings te maak • Bedag te wees op die redelikheid van afmetings/ lesings en resultate • In hierdie fase word die konsep van meting ontwikkel deur met verskillende konkrete apparate en vorms te werk. Sodoende word die eienskappe van lengte, volume, massa, oppervlakte en tyd aangeleer • Leerders gebruik informele eenhede om die eienskappe van vorms en voorwerpe te meet, soos byvoorbeeld hande, tree, houers, ensovoorts. • Leerders vergelyk verskillende hoeveelhede deur woordeskat soos langer/swaarder/korter, ensovoorts te gebruik • Leerders word aan standaardmates blootgestel, soos gram, kilogram, milliliter, liter, sentimeter en meter. Voordat daar met aktiwiteite wat oor tyd handel, voortgegaan kan word, moet die leerder se begrip van tydsverloop ontwikkel word. KABV 11 WISKUNDE GRAAD R WISKUNDE-INHOUDSKENNIS Inhoudsarea Algemene inhoudsfokus Spesifieke inhoudsfokus vir die grondslagfase Datahantering Die studie van datahantering ontwikkel die volgende vaardighede by die leerder: Die vermoë om: • te versamel • te organiseer • voor te stel; • te ontleed; en • gegewe data te interpreteer. Die fokus in die onderrig en leer van datahantering in die grondslagfase is op sortering van voorwerpe en data op verskillende maniere, gebaseer op die eienskappe van die voorwerpe of data. • Daar word van leerders verwag om prent- en staafgrafieke te kan teken, en te kan interpreteer, deur een-tot-een￾ooreenstemming van die gegewe data. 2.6 Gewig van inhoudsareas Die gewig van die wiskunde-inhoudsareas het 'n tweeledige doel: Eerstens gee die gewig 'n aanduiding van die tydsduur wat benodig word om die inhoude grondig te onderrig. Tweedens gee die gewigsaanduiding riglyne om die inhoud van assessering eweredig te versprei. Die gewig van die inhoud is nie dieselfde vir elke graad in die grondslagfase nie. Tabel 2.2 Gewig van inhoudsareas in die grondslagfase GEWIG VAN INHOUDSAREAS Inhoudsareas Graad 1 Graad 2 Graad 3 Getalle, bewerkings en verwantskappe* 65% 60% 58% Patrone, funskies en algebra 10% 10% 10% Ruimte en vorm (Meetkunde) 11% 13% 13% Meting 9% 12% 14% Datahantering 5% 5% 5% 100% 100% 100% *In graad R-3 is dit belangrik dat die inhoudsarea, Getalle, bewerkings en verwantskappe die hooffokus van wiskunde uitmaak. Leerders behoort die grondslagfase met 'n grondige kennis van getalbegrip en rekenvaardigheid (bewerkingsvaardigheid) te verlaat. Die doel daarvan is dat leerders met vertroue en toereikend met getalle en bewerkings kan werk. Om hierdie rede is die tydtoekenning vir getalle, bewerkings en verwantskappe verhoog. Die meeste van die werk aan patrone behoort op getalpatrone te fokus om die leerders se getalvaardighede te verbeter. 2.7 Wiskunde in die grondslagfase Grondslagfase-wiskunde vorm 'n oorgangsfase tussen die kind se voorskoolse lewe en die wêreld daarbuite aan die een kant, en met die abstrakte wiskunde van die latere grade aan die ander kant. In die vroeër grade behoort die leerders aan wiskundige aktiwiteite bloot gestel te word, sodat hulle deur middel van kommunikasie hul wiskundige denke kan opteken. Die tyd wat aan wiskunde bestee word, het 'n direkte invloed op die leerder se ontwikkeling van wiskundige konsepte en vaardighede. Leerders behoort nie net besig gehou te word nie, maar moet gefokus met wiskunde besig wees soos wat in die kurrikulum gestipuleer word. 12 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R 2.7.1 Voorgestelde riglyne vir klaskamerbestuur Al die tyd wat vir wiskunde toegewys is, moet as een periode beskou word. Die volgende is belangrik vir elke wiskunde-periode: • Klasaktiwiteite - Hoofrekene (Mental Maths) - Vaslegging van begrippe - Klaskamerorganisasie (toewysings van individuele aktiwiteite) • Werk in groepe - Tel - Die ontwikkeling van getalbegrip (mondelinge en praktiese aktiwiteite) - Probleemoplossing (mondelinge en praktiese aktiwiteite) - Geskrewe take - Ontwikkeling van rekenvaardighede (mondelinge en praktiese aktiwiteite) - Ruimte en vorm - Meting - Datahantering • Selfstandige werk Leerders oefen en lê begrippe vas wat in klassikale, sowel as in groeponderrig aangeleer is. Klasaktiwiteite: Die fokus is vir minstens 20 minute per dag op hoofrekene, die vaslegging van begrippe en die toewysing van selfstandige leer. Dit vind aan die begin van die wiskunde-periode plaas. Tydens hierdie periode sal die opvoeder ook met die hele klas werk en die naam van die dag, die datum, die weer, asook die aanwesigheidsregister sal behandel word. Hoofrekene sluit kort, mondelinge aktiwiteite in, soos watter getal voor/na 8 kom; hoeveel 2 meer/minder as 8 is; 4+2; 5+2, 6+2, ensovoorts. Tydens hierdie periode kan die opvoeder ook meer uitdagende begrippe vaslê. Dit is belangrik dat die opvoeder algemene, sowel as selfstandige aktiwiteite, wat hulle op hul eie kan doen, aan die leerders toeken, terwyl sy met 'n kleiner groep besig is. Groepwerk: Dit is die effektiefste wanneer die opvoeder met 'n kleiner groep leerders (8 tot 12) van dieselfde vaardigheidsvlak, by haar op die mat, of by hul tafels werk, terwyl die res van die klas met selfstandige aktiwiteite besig is. Die opvoeder werk mondeling en prakties met die leerders, en aktiwiteite sluit die volgende in: telwerk, skatting, vaslegging van getalbegrip en probleemoplossing, asook aktiwiteite wat patrone, ruimte en vorm, meting en datahantering behels. Hierdie aktiwiteite moet baie deeglik beplan word. Om leer goed vas te lê, behoort skriftelike werk (werkboeke, werkkaarte en klaswerkboeke), waar moontlik, deel van groepwerk uit te maak. Leerders behoort skryfinstrumente en skryfmateriaal vir hul probleemoplossingsaktiwiteite tot hul beskikking te hê. Die groepsessies behoort baie interaktief te wees, en leerders moet aangemoedig word om te doen, te praat en te demonstreer om hul wiskundige denke te ontwikkel. KABV 13 WISKUNDE GRAAD R Opvoeders moet versigtig wees dat hulle nie die stadige leerders onderskat nie; hulle moet ook uitgedaag word. Dit is makliker vir die opvoeder om die moelikheidsgraad van die leerders dieselfde te hou wanneer die leerders op min of meer dieselfde vaardigheidsvlak is. Gemengde vaardigheidsgroepe kan wel tydens die volgende aktiwiteite gebruik word: konstruksie, meting, patrone, sortering of speletjies. Selfstandige werk: Terwyl die opvoeder met groepwerk op die mat besig is, behoort die res van die klas met doelgerigte aktiwiteite volgens vaardigheidsvlakke, besig te wees. Hierdie aktiwiteite behoort op 'n gedifferensieerde manier vir verskillende vaardigheidsvlakke voorsiening te maak. Selfstandige aktiwiteite kan die volgende insluit: - aktiwiteite in werkboeke; - gedifferensieërde werkkaarte vir telwerk, probleemoplossing en vaslegging van bewerkings - wiskunde-speletjies soos ludo, domino’s en legkaarte - aktiwiteite wat konstruksie, sortering, patroonontwerp en meting insluit In die wiskunde-periode moet daar vir leerders wat leerhindernisse ondervind, sowel as vir verrykingsaktiwiteite vir gevorderde leerders voorsiening gemaak word. Die leerders wat selfstandig werk, sowel as die groepwerk behoort waargeneem te word (praktiese en mondelinge werk) Die geskrewe aktiwiteite moet deur die opvoeder gemerk en nagegaan word as deel van die formele, sowel as die informele assesseringsaktiwiteite. Noukeurige vordering van die leerders se terugvoering (prakties/mondeling/skriftelik) stel die opvoeder in staat om deurlopende assessering te doen, sowel as om leerders se vordering te moniteer. Hierdeur kan die nodige ondersteuning aan leerders met leerhindernisse gegee word. 2.7.2 Leerders wat leerhindernisse in wiskunde ondervind Dit is belangrik dat leerders wat leerhindernisse ondervind meer tyd gegun moet word om met konkrete voorwerpe te werk, en hul leeraktiwiteite behoort meer prakties gerig te wees. Daar behoort langer met konkrete apparaat gewerk te word voordat daar na die semi-konkrete werk oorgegaan word. Indien daar te vroeg tot die abstrakte oorgegaan word, mag dit tot groot frustrasie en regressie vir die leerder lei. Hierdie leerders mag meer leertyd in die volgende areas nodig hê: • die voltooiing van assesseringsaktiwiteite en take; • die verkryging van denkvaardighede (eie strategieë) Die hoeveelheid aktiwiteite wat voltooi moet word, moet aangepas word, sonder om die nodige vaardighede en begrippe in te boet. 2.7.3 Hoofrekene (Mental Maths) Hoofrekene vorm 'n definitiewe en integrale deel van die kurrikulum. Die getalkombinasies en vermenigvuldingstabelle wat leerders behoort te ken, en vinnig te kan antwoord, word vir elke graad aangedui. Hoofrekene word ook intensief by optel gebruik om hoër getalgebiede deur oorslaantel en aktiwiteite soos om op en af op 'n getalleleer (number ladder) te beweeg, te bemeester. Die graad 3-opvoeders sal byvoorbeeld 'n aktiwiteit gee waar die volgende gevra word: Begin by 796. Maak dit 7 meer. Ja, dit is 803. Maak dit nou 5 minder. Ja, dit is 798. Maak dit 10 meer, 2 meer, 90 meer of 5 minder, ensovoorts. Hierdie aktiwiteite help die leerder om 'n denkbeeldige getallelyn te vorm. 14 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Wanneer hoofrekenaktiwiteite gedoen word, moet opvoeders nie leerders dwing om hoofrekene te doen wat hulle nie kan baasraak nie – konkrete apparate behoort altyd beskikbaar wees vir leerders wat dit mag benodig. 2.8 Graad R Die benadering ten opsigte van wiskunde behoort altyd geïntegreerd te wees, en gebaseer op die leer-deur-te-speel￾onderrig. Die onderwyser moet proaktief optree en eerder 'n tussenganger as 'n fasiliteerder wees. Die onderwyser benut veral insidentele leergeleenthede wat spontaan tydens 'n reeks leerdergesentreerde aktiwiteite, soos vryspel in die fantasiehoekies en aktiewe blokspel, voorkom. Dit vind gedurende onderwysergerigte aktiwiteite soos sand- en waterspel plaas, asook tydens onderwysgerigte aktiwiteite soos telwerk, getalbegrip, ruimte en vorm, patrone, tyd, en ander ontluikende wiskunde-aktiwiteite. Hoewel kleur opsigself nie 'n wiskundige konsep is nie, kan dit gebruik word om wiskunde-begrippe soos sortering, groepering en klassifisering te bevorder. Alle aspekte van graad R wat die klaskameromgewing, en leer en onderrigpraktyk insluit, behoort die holistiese ontwikkeling van die kind te bevorder. Die ontwikkeling wat 'n integrale deel van ontwikkelende wiskunde vorm, sluit kognitiewe ontwikkeling (probleemoplossing, logiese denke en redenering), taalontwikkeling (woordeskat van wiskunde), perseptueel motoriese, sowel as emosionele en sosiale ontwikkeling in. Al hierdie aspekte kan deur stories, liedjies, versies en vingerbordspeletjies, asook waterspel, opvoedkundige speelgoed, konstruksie en ontdekkingsaktiwiteite (massa, tyd, volume, meting, en fantasiespel, buitespel en speelgrondspeletjies soos Wolf, Wolf hoe laat is dit? ontwikkel word. Verskillende speletjies kan ook wiskundige aspekte insluit, byvoorbeeld meting tydens koskook en baktyd, en telwerk tydens inkopietyd. By die verkryging van ontluikende wiskunde en verwante wiskundige begrippe behoort die onderrigpraktyke waar kinders deur drie stadiums van leer beweeg, nagekom te word. Die drie stadiums is die volgende: • die kinestetiese stadium ( begrippe word deur die lyf en sintuie ervaar) • die konkrete stadium (3-D), die gebruik van 'n verskeidenheid voorwerpe soos blokkies, proppe, stokkies en ander voorwerpe in die omgewing; • geskrewe voorstellings (semi-konkrete voorstellings deur die gebruik van tekeninge, paskaarte, ensovoorts) In graad R word die rooster 'n dagprogram (sien Figuur 1) genoem en dit bestaan uit drie hoofkomponente, naamlik: • onderwysgerigte aktiwiteite; • roetine; en • kindgesentreerde aktiwiteite, of vryspel. KABV 15 WISKUNDE GRAAD R Figuur 1: Graad R dagprogram (vanaf 7:30 – 13:00) WISKUNDE • Aktiwiteite uit KABV (wiskunde) • Liedjies en musiekaktiwiteite • Perseptuele aktiwiteite • Telrympies • Temabesprekings • Wetenskapeksperimente • Vryspel • Roetine Aankoms en vryspel Wiskunde Tale Lewensvaardigheid 36 min Onderwyserbegeleide aktiwiteite Wiskunde, taal, lewensvaardigheid • Fantasiespel • Rolspel • Konstruksiespel • Blokspel • Opvoedkundige spel • Speelgoed • Perseptuele speletjies • Legkaarte • Boekhoekie • Stiltetyd • Stilte-area • Skeppende aktiwiteite • (elke dag: 1 hoofaktiwiteit + 2/3 ander aktiwiteite) • Vryspel binnenshuis • Opruiming TALE • Aktiwiteite uit KABV (Huistaal) • Stories • Dramatisering • Grootboeke/prente • Lees van prente • Bespreking van prente • Perseptuele aktiwiteite • Ouerplakkaat • Ouerbrief • Nuus • Gedigte/rympies • Musiek/liedjies/rympies • Kassette • Temabesprekings • Bewegingsaktiwiteite • Roetine • Vryspel 50 min Onderwyserbegeleide aktiwiteite Wiskunde, taal, lewensvaardigheid 30 min Toiletroetine Taal, wiskunde, lewensvaardighede LEWENSVAARDIGHEID • Aktiwiteite uit KABV (lewensvaardighede) • Bewegingsaktiwiteite • Liedjies en musiek • Gedigte en rympies • Temabesprekings • Verjaarsdae • Roetines • Vryspel • Waterspel • Sandspel • Rolspel • Balspel • Swaai • Speelgoed met wieletjies • Opvoedkundige speelgoed • Klimraam • Buitebande • Liggaamsopvoeding • Speletjies Verversings Taal, wiskunde, lewensvaardighede 10 min 20 min Vryspel buite en opruiming Toiletroetine Taal, wiskunde, lewensvaardighede Onderwyserbegeleide aktiwiteite Wiskunde, taal, lewensvaardigheid Daaglikse storie 60 min 10 min 30 min 30 min Rus/stiltetyd en vertrektyd Groettyd Verjaarsdae Register Nuus Weerkaart 16 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Daar moet deurgaans op hierdie aspekte van die dagprogram klem gelê word om die ontluikende wiskunde op 'n spontane en genotvolle manier aan te bied. Daar kan in die meeste kringe op wiskunde gefokus word. Gedurende die oggendkring waar leerders bymekaar kom vir onder andere die afmerk van die register, word 'n gulde geleentheid geskep om met getalle te werk. Ander kringe, soos wiskunde-, perseptuele, musiek-en-beweging, en wetenskapkringe kan ook 'n wiskundige fokus hê. Skeppende aktiwiteite kan ook 'n wiskundige fokus hê deur byvoorbeeld meetkundige vorms soos sirkels of vierkante te gebruik om 'n collage te maak, of om 'n patroon te ontwerp wat as 'n raam vir 'n prent kan dien. Die weerkaart, kalender en verjaarsdagkring bied ook die geleentheid om wiskundige begrippe te ontdek. Die onderwyser se kennis en inisiatief bepaal die optimale leerpotensiaal. • Roetine bied uitstekende geleentheid vir die insidentele bevordering van verskeie wiskundevaardighede. In plaas daarvan om byvoorbeeld die leerders doelloos in 'n ry te laat staan en wag om badkamer toe te gaan, kan die onderwyser hierdie tyd gebruik om tel te bevorder. Die leerders kan woordspeletjies speel, soos 'Ek sien met my twee kleine ogies...'., of deur hul wiskundige woordeskat uit te brei, byvoorbeeld: Wie staan eerste/laaste in die ry? Snoep-en opruimtyd bied soortgelyke leergeleenthede as die onderwyser die leerders aanmoedig om prettige wiskunde-speletjies te speel. • Gedurende vryspel kan die onderwyser ontluikende wiskunde-vaardighede bevorder; eerstens deur die strukturering van die vryspelarea. Die onderwyser bied geleenthede wat op die soort leergeleentheid gegrond is wat hy/sy graag wil bevorder. Buitevryspel soos om op 'n houtklimraam te speel, of op 'n fietsbaan te ry, bied geleentheid vir die bevordering van ruimtelike oriëntering, soos die kruising van die middellyn (een van die belangrike perseptueel-motoriese vaardighede wat vir wiskunde-woordeskat, soos op/af, bo/onder, vinnig/stadig, hoog/laag, ensovoorts, nodig is). Sand- en waterspel bevorder weer begrip van begrippe soos massa, volume en hoeveelheid. Vrye binnespelaktiwiteite behoort dieselfde wiskunde leergeleentheid te skep. Deur die kind aan alternatiewe maniere te leer dink om probleme op te los, kan die onderwyser die kind aanmoedig om dieper te dink en 'n goeie rede vir die keuses wat hulle gemaak het, te vind. Sodoende word nie net wiskundige vaardighede ontwikkel nie, maar word ook die algehele (holistiese) ontwikkeling van die kind bevorder. Al hierdie aktiwiteite bevorder perseptueel motoriese vaardighede wat 'n integrale deel van leer vorm, sodat die leerder vir formele onderrig in wiskunde en tale gereed gemaak kan word. Voorbeelde van hierdie vaardighede is die volgende: - om begrip van die leerder se ruimelike posisie ten opsigte van 'n voorwerp te bevorder, byvoorbeeld voor, agter, onder, bo en langs, kan dit met plekwaarde in wiskunde skakel; en - rigting en lateraliteit (dit skakel met getal- en letterformasies, asook om van links na regs te lees). In 'n gebalanseerde, buigbare, wiskunde- en taalryke daaglikse program word leergeleenthede reg deur die dag aangebied. Terselfdertyd word belangrike beginsels wat die vroeë leer versterk, ingeskerp. Jong kinders leer die beste deur beweging (kinesteties) en dan deur interaksie met konkrete materiaal (driedimensionele leer) voordat die oorgang na papier- en potloodaktiwiteite (tweedimensionele aktiwiteite) plaasvind. Assessering in graad R is informeel van aard en leerders moet nie aan 'n toetssituasie blootgestel word nie; daarom is daar nie assesseringsaktiwiteite in die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (KABV) vir graad R ingesluit nie. Elke aktiwiteit wat vir assessering gebruik word, is versigtig beplan sodat 'n verskeidenheid vaardighede geïntegreer word. Assessering in graad R vind meestal deur middel van waarneming plaas waartydens die onderwyser die bevindinge van die assessering op 'n kontrolelys afmerk en aanteken; sodoende word 'n volledige prentjie van elke leerder se sterkpunte en leerhindernisse geleidelik gedurende die jaar gevorm. Dit bied geleentheid om leerhindernisse te hanteer en sterkpunte te bevorder. In graad R word die meeste assesseringstake deur die onderwyser waargeneem en op 'n waarnemingslys aangeteken. Teen die einde van die jaar beskik die onderwyser oor 'n holistiese beeld van elke leerder wat sterk- en swakpunte KABV 17 WISKUNDE GRAAD R insluit. Dit word geleidelik deur die jaar opgebou en bied die geleentheid om uitdagings die hoof te bied en leerders se sterkpunte te bevorder. Waak teen 'n te gestruktureerde klaskamer in graad R, want dit is nie bevorderlik vir die aanleer van wiskundige vaardighede nie. Graad R behoort nie 'n afgewaterde graad 1 klas te wees nie. Dit behoort 'n eie karakter te hê en moet op 'n wyse gebaseer wees waarop hulle die kennis, vaardighede, waardes en houdings in hul eie wêreld ervaar. 2.9 Aanbevole hulpbronne vir die grondslagfase wiskundeklaskamer • Tellers • Groot dobbelstene • Groot telraam • Lengtekaat • Groot 1 – 100 en 101 – 200 getalkaarte (100-blok) • Verskillende getallelyne (vertikaal en horisontaal) • 'n Pak spreikaarte (flard cards) • Speelgeld – munte en note • 'n Kalender vir die betrokke jaar • 'n Analoog muurhorlosie • 'n Balanseerskaal • Boublokke • Modelleerklei • 'n Verskeidenheid kartondose van verskillende groottes en vorms • 'n Verskeidenheid plastiekbottels en houers om inhoude te vergelyk en te beskryf • Goeie voorbeelde van 'n sfeer (bal), reghoekige prisma, (soos tandepastadosie), kubus, keël, piramide en silinder (opvoeder kan dit ook self maak) • 'n Aantal plastiek- of kartonvierkante, verskillende reghoeke, sirkels, verskillende driehoeke – van verskillende groottes • Wiskunde-speletjies, byvoorbeeld Ludo, slangetjies en leertjies, legkaarte, domino’s en tangramme, ensovoorts • Noodsaaklik vir graad R en graad 1: - areas vir sand- en waterspel - apparate vir klim en klouter, balansering, swaaie en springtoue - 'n speelwinkel waar alledaagse goedere met speelgeld aangekoop kan word - 'n verskeidenheid opvoedkundige speletjies - boublokke 18 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R AFDELING 3: INHOUDSPESIFIKASIES EN VERDUIDELIKING 3.1 Inleiding In die Algemene Opvoeding en Opleidingsband is daar vyf inhoudsareas in wiskunde: • Getalle, bewerkings en verwantskappe • Patrone, funksies en algebra • Ruimte en vorm (Meetkunde) • Meting • Datahantering Elke inhoudsarea is in wiskundige onderwerpe ingedeel. In ruimte en vorm in die grondslagfase is daar byvoorbeeld een onderwerp wat tweedimensionele vorms is. Begrippe en vaardighede is in elke onderwerp gespesifiseer. In Afdeling 3 in die grondslagfase wiskunde-dokument word die wiskunde-inhoud vervolgens gespesifiseer en verduidelik: 3.2 Spesifisering van inhoude wat progressie aandui Die fase-oorsig toon die spesifikasie van begrippe en vaardighede, sowel as progressie van graad R tot 3 aan. Die grade-oorsigtabelle toon die progressie van begrippe en vaardighede aan wat oor die vier kwartale van die jaar versprei is. In opeenvolgende grade is daar ooreenkomste ten opsigte van begrippe en vaardighede in bepaalde onderwerpe. Die indeling van die inhoud dien as riglyne vir progressie. Die inhoudspesifikasie moet in samehang met die inhoudsindeling gelees word. Die grondslagfase-oorsig soos in die onderstaande tabelle uiteengesit, toon progressie in die inhoudsareas; Getalle, bewerkings en verwantskappe, Patrone, funksies en algebra, Ruimte en vorm (Meetkunde), Meting en Datahantering aan wat oor graad R tot 3 versprei is soos wat dit in die onderstaande tabelle aangedui word: KABV 19 WISKUNDE GRAAD R GRONDSLAGFASE-OORSIG GETALLE, BEWERKINGS EN VERWANTSKAPPE Progressie van getalle, bewerkings en verwantskappe • Getalle, bewerkings en verwantskappe dui progressie op drie maniere aan: - Die getalreekse verhoog - Verskillende soorte getalle word bekendgestel - Die berekeningstrategieë verander • Soos wat die getalreekse vir berekeninge tot by graad 3 verhoog, behoort die leerders doeltreffende strategieë vir berekeninge te ontwikkel • Kontekstuele probleme by getalreekse van verskillende grade, asook die rekenvaardighede van die leerders, moet in ag geneem word ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 GETALBEGRIPONTWIKKELING: Tel in heelgetalle 1.1 Tel van voorwerpe Tel konkrete voorwerpe Skat en tel ten minste 10 alledaagse voorwerpe akkuraat. Tel konkrete voorwerpe Skat en tel ten minste 50 alledaagse voorwerpe akkuraat.Telling in groepe word aangemoedig. Tel konkrete voorwerpe Skat en tel tot ten minste 200 alledaagse voorwerpe akkuraat Tellling in groepe word aangemoedig. Tel konkrete voorwerpe Skat en tel tot ten minste 1000 alledaagse voorwerpe akkuraat Telling in groepe word aangemoedig. 1.2 Tel aan en terug Tel in ene aan (en terug) vanaf 1 tot by 10; Gebruik getalrympies en liedjies. Tel in ene aan (en terug) vanaf enige getal tussen 0 en 100. Tel aan in: • tiene vanaf enige veelvoud van 10 tussen 0 en 100 • vyfs vanaf enige veelvoud van 5 tussen 0 en 100 • twees vanaf enige veelvoud van 2 tussen 0 en 100 • Sê en gebruik getalname in bekende konteks. Tel aan en terug in: • ene vanaf enige getal tussen 0 en 200 • tiene vanaf enige veelvoud van 10 tussen 0 en 200 • vyfs vanaf enige veelvoud van 5 tussen 0 en 200 • twees vanaf enige veelvoud van 2 tussen 0 en 200 • dries vanaf enige veelvoud van 3 tussen 0 en 200 • viers vanaf enige veelvoud van 4 tussen 0 en 200 Tel aan en terug in: • ene vanaf enige getal tussen 0 en 1000 • tiene vanaf enige veelvoud van 10 tussen 0 en 1000 • vyfs vanaf enige veelvoud van 5 tussen 0 en 1000 • twees vanaf enige veelvoud van 2 tussen 0 en 1000 • dries vanaf enige veelvoud van 3 tussen 0 en 1000 • viers vanaf enige veelvoud van 4 tussen 0 en 1000 • 20’s, 25’s, 50’s, en 100de tot ten minste 1000 20 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 GETALBEGRIPONT WIKKELING: Voorstelling van heelgetalle 1.3 Getal simbole en getalname Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 1 tot 10 • Herken, identifiseer en lees getalname 1 tot 10 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 1 tot 100 • Skryf getalsimbole 1 tot 20 • Herken, identifiseer en lees getalname 1 tot 10 • Skryf getalname 1 tot 10 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 1 tot 200 • Skryf getalsimbole 0 tot 200 • Herken, identifiseer en lees getalname 0 tot 100 • Skryf getalname 0 tot 100 Herken, identifiseer en lees getalle • Herken, identifiseer en lees getalsimbole 1 tot 1000 • Skryf getalsimbole 0 tot 1000 • Herken, identifiseer en lees getalname 0 tot 1000 • Skryf getalname 0 tot 1000 GETALBEGRIPONT WIKKELING: Beskryf, vergelyk en orden heelgetalle 1.4 Beskryf, vergelyk en orden getalle Beskryf, vergelyk en orden versamelings voorwerpe tot 10. • Beskryf heelgetalle tot 10 • Vergelyk watter twee van die gegewe versamelings voorwerpe groot, klein, groter as, kleiner as, meer as, minder as, gelyk aan, ewe veel, die meeste, die minste is, tot 10 • Orden meer as twee gegewe versamelings voorwerpe vanaf die kleinste tot die grootste tot 10. Beskryf, vergelyk en orden voorwerpe tot 20 • Beskryf en vergelyk versamelings voorwerpe tot die meeste, die minste en dieselfde • Beskryf en orden 'n versameling voorwerpe van die meeste tot die minste en van die minste tot die meeste KABV 21 WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 GETALBEGRIPONTWIKKELING: Beskryf, vergelyk en orden heelgetalle 1.4 Beskryf, vergelyk en orden getalle Gebruik getalle om rangorde, plek of posisie aan te dui • Ontwikkel bewustheid van rangordes, byvoorbeeld eerste, tweede, derde ... tot sesde en laaste. • Beskryf, vergelyk en orden voorwerpe tot 20 • Beskryf en vergelyk heelgetalle kleiner as, groter as, meer as, minder as, dieselfde as, gelyk is aan • Beskryf en orden heelgetalle van die kleinste tot die grootste, en van die grootste tot die kleinste Gebruik getalle om rangorde, plek of posisie aan te dui • Plaas voorwerpe in 'n lyn van die eerste tot die tiende, of van die eerste tot die laaste, byvoorbeeld eerste, tweede, derde ... tot tiende en laaste Beskryf, vergelyk en orden voorwerpe tot by 99 • Heelgetalle tot 99, gebruik kleiner as, groter as, meer as, minder as en gelyk aan • Beskryf en orden heelgetalle tot 99 van die kleinste tot die grootste, en van die grootste tot die kleinste Gebruik getalle om rangorde, plek of posisie aan te dui • Plaas voorwerpe in 'n lyn van eerste tot twintigste, of van eerste tot laaste, byvoorbeeld eerste, tweede, derde ... twintigste Beskryf, vergelyk en orden voorwerpe tot 999 • Heelgetalle tot 999, gebruik kleiner as, groter as, meer as, minder as en gelyk aan. • Beskryf en orden heelgetalle tot 999 van die kleinste tot die grootste, en van die grootste tot die kleinste Gebruik getalle om rangorde, plek of posisie aan te dui • Gebruik, lees en skryf rangordegetalle, insluitende afkortingsvorm (1ste, 2de, 3de tot 31ste). GETALBEGRIPONTWIKKELING: Plekwaarde 1.5 Plekwaarde Begin die plekwaarde van ten minste 2-syfergetalle tot 20 herken • Opbreek van 2-syfergetalle in veelvoude van 10 en ene/eenhede tot 20. Herken die plekwaarde van ten minste 2-syfergetalle tot 99 • Opbreek van 2-syfergetalle in veelvoude van 10 en ene/eenhede tot 99 • Identfiseer en benoem die waarde van elke getal Herken die plekwaarde van 3-syfergetalle tot 999 • Opbreek van 3-syfergetalle in veelvoude van 100de, veelvoude van 10e en ene /eenhede tot 999 • Identfiseer en benoem die waarde van elke getal 22 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 PROBLEEMOPLOSSING IN KONTEKS 1.6 Probleemoplossings -tegnieke Gebruik die volgende tegnieke tot 10: • gebruik konkrete apparaat (byvoorbeeld tellers) • konkrete leer met getalle Gebruik die volgende tegnieke vir probleemoplossings en die verduideliking daarvan: • gebruik konkrete apparaat (byvoorbeeld tellers) • teken prente van die storiesom • opbou en afbreek van getalle • verdubbeling en halvering • getallelyn wat deur konkrete apparaat ondersteun word Gebruik die volgende tegnieke vir probleemoplossings en die verduideliking daarvan : • tekeninge van konkrete apparaat (byvoorbeeld tellers) • opbou en afbreek van getalle • verdubbeling en halvering • getallelyn Gebruik die volgende tegnieke vir probleemoplossings en die verduideliking daarvan: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyn • afronding tot die naaste 10 1.7 Optel en aftrek Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur optel en aftrek te gebruik met antwoorde tot 10 Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur optel en aftrek te gebruik met antwoorde tot 20 Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur optel en aftrek te gebruik met antwoorde tot 99 Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur optel en aftrek te gebruik met antwoorde tot 999 1.8 Herhaalde optel wat tot vermenigvuldiging lei Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur herhaalde optel te gebruik met antwoorde tot 20 Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur herhaalde optel en vermenigvuldiging te gebruik met antwoorde tot 50 Los probleme (storiesomme) in konteks op en verduidelik eie oplossing vir die probleem deur vermenigvuldiging te gebruik met antwoorde tot 100 1.9 Groepering en gelyke verdeling wat tot deling lei Verduidelik en los woordprobleme (storiesomme) op wat groepering en gelyke deling met heel getalle tot ten minste 10 insluit en verduidelik die antwoorde wat 'n res kan hê. Verduidelik en los praktiese probleme op wat groepering en gelyke deling met heel getalle tot ten minste 20 insluit en verduidelik die antwoorde wat 'n res kan hê. Verduidelik en los praktiese probleme op wat groepering en gelyke deling met heel getalle tot ten minste 50 insluit en verduidelik die antwoorde wat 'n res kan hê. Verduidelik en los praktiese probleme op wat groepering en gelyke deling met heel getalle tot ten minste 100 insluit en verduidelik die antwoorde wat 'n res kan hê. 1.10 Verdeling wat tot breuke lei Verduidelik en los praktiese probleme op wat gelyke verdeling insluit en wat tot oplossings van eenheidsbreuke lei. Verduidelik en los praktiese probleme op wat gelyke verdeling insluit wat tot oplossings van eeheidsbreuke en nie￾eenheidsbreuke lei. KABV 23 WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 PROBLEEMOPLOSSING IN KONTEKS 1.11 Geld Ontwikkel 'n bewustheid van Suid￾Afrikaanse muntstukke en banknote • Herken en identifiseer Suid- Afrikaanse muntstukke (5c, 10c 20c, 50c, R1, R2, R5) en banknote (R10 en R20) • Los geldprobleme op wat totale en kleingeld tot R20 insluit, en kleingeld tot 20c • Herken en identifiseer Suid￾Afrikaanse muntstukke (5c, 10c 20c, 50c, R1, R2, R5) en banknote (R10, R20, R50) • Los geldprobleme op wat totale en kleingeld tot R99 insluit, en kleingeld tot 90c • Herken en identifiseer al die Suid-Afrikaanse muntstukke en banknote • Los geldprobleme op wat totale en kleingelde in rand en sent insluit • Omskakeling van rand na sent KONTEKSVRYE BEREKENINGE 1.12 Tegnieke (Metodes of strategieë) Gebruik die volgende tegnieke wanneer berekeninge gedoen word: • tekeninge of konkrete apparaat, byvoorbeeld tellers • opbou en afbreek van getalle • verdubbeling en halvering • getallelyn wat deur konkrete apparaat ondersteun word Gebruik die volgende tegnieke wanneer berekeninge gedoen word: • tekeninge of konkrete apparaat, byvoorbeeld tellers • opbou en afbreek van getalle • verdubbeling en halvering • getallelyn Gebruik die volgende tegnieke wanneer berekeninge gedoen word: • opbou en afbreek van getalle • verdubbeling en halvering • getallelyn • afronding tot naaste 10 1.13 Optel en aftrek Los mondelinggestelde optel- en aftrekprobleme op met antwoorde tot ten minste 10. • Optel tot 20 • Aftrek vanaf 20 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 10 • Optel tot 99 • Aftrek vanaf 99 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 20 • Optel tot 999 • Aftrek vanaf 999 • Gebruik toepaslike simbole (+, –, =, ) • Oefen getalkombinasies tot 30 1.14 Herhaalde optel wat tot vermenigvuldiging lei • Herhaalde optel met dieselfde getal tot 20 • Gebruik toepaslike simbole (+, =, ) • Vermenigvuldig getalle 1 tot 10 met 2, 3, en 4 tot 'n totaal van 50 • Gebruik toepaslike simbole (+, x, =, ) • Vermenigvuldig enige getal met 2, 3, 4, 5, 10 tot 'n totaal van 100 • Gebruik toepaslike simbole (x, ) 1.15 Deling • Deel getalle tot 100 deur 2, 3, 4, 5, 10 • Gebruik toepaslike simbole (÷, =, ) 24 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 1.16 Hoofrekene Getalbegrip: Getalgebied 10 Elke aktiwiteit begin met hoofrekene: • tel alledaagse voorwerpe • tel aan en terug • tel van ranggetalle • klap hande baie/min kere • watter klappe is die meeste/ minste/meer/minder • watter getal kom voor/na/tussen Getalberip: Getalgebied 20 • Noem die getal voor en na die gegewe getal • Orden 'n gegewe stel geselekteerde getalle • Vergelyk getalle tot 20 en sê of die getal een of twee meer of minder is Getalbegrip: Getalgebied 99 • Orden 'n gegewe stel geselekteerde getalle. • Vergelyk getalle tot 99 en sê of die getal 1, 2, 3, 4, 5, of 10 meer of minder is Getalbegrip: Getalgebied 1000 • Orden 'n gegewe stel geselekteerde getalle • Vergelyk getalle tot 1000 en sê of die getal 1, 2, 3, 4, 5 of 10 meer of minder is Vinnige herroeping: • Optel- en aftrekkombinasies tot 10 Rekenstrategieë Gebruik rekenstrategieë om optel en aftrek doeltreffend te doen: • Begin by die grootste getal en tel aan of terug • Getallelyn • Verdubbeling en halvering • Opbou en afbreek van getalle Vinnige herroeping: • Optel en aftrek kombinasies tot 20 • Voeg by of trek veelvoude van 10 af vanaf 0 tot 100 Rekenstrategieë • Gebruik rekenstrategieë om optel en aftrek doeltreffend te doen: • Begin by die grootste getal en tel aan of terug • Getallelyn • Verdubbeling en halvering • Opbou en afbreek van getalle • Gebruik die verwantskap tussen optel en aftrek Vinnige herroeping: • Herroep optel en aftrek kombinasies tot 20 • Voeg by of trek veelvoude van 10 af vanaf 0 tot by 100 • Vermenigvuldigingsfaktore van die ... - 2 x tafel met antwoorde tot by 20 - 10 x tafel met antwoorde tot by 100 • Deelfaktore van getalle ... - tot 20 wat deelbaar deur 2 is - tot 100 wat deelbaar deur 10 is Rekenstratgieë Gebruik die volgende berekeningstrategieë • Begin by die grootste getal en tel aan of terug • Getallelyn • Verdubbeling en halvering • Opbou en afbreek van getalle • Gebruik die verwantskap tussen optel en aftrek • Gebruik die verwantskap tussen vermenigvuldig en deling KABV 25 WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 KONTEKSVRYE BEREKENINGE 1.17 Breuke • Benoem en gebruik eenheidsbreuke in bekende kontekste wat halwes, kwarte, derdes en vyfdes insluit. • Herken breuke in diagrammatiese vorm • Skryf breuke as 1 halwe • Benoem en gebruik eenheids-en nie-eenheidsbreuke in bekende kontekste wat halwes, kwarte, agstes, derdes, sesdes, vyfdes insluit. • Herken breuke in diagrammatiese vorm • Begin herken dat twee halwes of drie derdes een hele maak en dat 'n halwe en twee kwarte gelyk is aan mekaar • Skryf breuke as 'n halwe of twee derdes 26 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R GRONDSLAGFASE-OORSIG 2. PATRONE, FUNKSIES EN ALGEBRA Progressie in patrone, funksies en algebra • In patrone, funkies en algebra kry leerders die geleentheid om: - patrone in verskillende vorms te voltooi en uit te brei - patrone te identifiseer en te beskryf. • Die beskrywing van patrone in die grondslagfase lê die basis vir leerders in die intermediêre fase om reëls van patrone te beskryf. Dit word in algebraïese werk in die senior fase meer formeel aangebied ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 2.1 Meetkundige patrone Kopieer en brei uit • Kopieer en brei eenvoudige patrone uit deur konkrete voorwerpe en tekeninge te gebruik, (byvoorbeeld deur kleure en vorms te gebruik) Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde: • Eenvoudige patrone gemaak van konkrete voorwerpe • Eenvoudige patrone gemaak van tekeninge met lyne, vorms of voorwerpe Ontwerp eie patrone • Ontwerp eie meetkundige patrone met konkrete voorwerpe • deur tekeninge met lyne, vorms en voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer meetkundige vorms • uit die natuur, • uit die alledaagse omgewing, • uit verskillende kultuurerfenisse Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde: • Komplekse patrone gemaak van konkrete voorwerpe • Komplekse patrone gemaak van tekeninge met lyne, vorms of voorwerpe Ontwerp en beskryf eie patrone • Met konkrete voorwerpe • Deur tekeninge met lyne, vorms en voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer meetkundige vorms • uit die natuur, • uit alledaagse omgewing, • uit verskillende kultuurerfenisse Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf in woorde: • Eenvoudige patrone gemaak van konkrete voorwerpe • Eenvoudige patrone gemaak van tekeninge met lyne, vorms of voorwerpe Ontwerp en beskryf eie patrone • Met konkrete voorwerpe • Deur tekeninge met lyne, vorms en voorwerpe Patrone om ons Identifiseer, beskryf in woorde en kopieer meetkundige vorms • uit die natuur, • uit alledaagse omgewing, • uit verskillende kultuurerfenisse 2.2 Getalpatrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 100 Ontwerp en beskryf eie patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 200 Ontwerp en beskryf eie patrone Kopieer, brei uit en beskryf Kopieer, brei uit en beskryf eenvoudige getalreekse tot ten minste 999 Ontwerp en beskryf eie patrone KABV 27 WISKUNDE GRAAD R GRONDSLAGFASE-OORSIG 3. RUIMTE EN VORM (MEETKUNDE) Progressie in ruimte en vorm Die belangrikste progressie in ruimte en vorm word bereik deur: • op nuwe eienskappe en kenmerke van vorm en voorwerpe in elke graad te fokus; en • die vermoë om die taal ten opsigte van ruimtelike posisionering en plasing van verskillende voorwerpe te bemeester, ten einde aanwysings op informele kaarte te interpreteer. ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 3.1 Posisie, oriëntasie en aansig Woordeskat met betrekking tot posisie Beskryf die posisie van een voorwerp in verhouding tot 'n ander, byvoorbeeld bo-op, voor, agter, links, regs, op, af, langsaan Woordeskat met betrekking tot posisie Beskryf die posisie van een voorwerp in verhouding tot 'n ander, byvoorbeeld bo-op, voor, agter, links, regs, op, af, langsaan Woordeskat met betrekking tot posisie Beskryf die posisie van een voorwerp in verhouding tot 'n ander, byvoorbeeld bo-op, voor, agter, links, regs, op, af, langsaan Posisie en rigting Volg aanwysings om in die klaskamer rond te beweeg Posisie en aansig • Herken en pas verskillende aansigte van alledaagse voorwerpe. Posisie en rigtings • Volg aanwysings om in die klaskamer rond te beweeg • Volg instruksies om een voorwerp in verhouding tot 'n ander te posisioneer, byvoorbeeld: Plaas die potlood agter die kartondoos Posisie en aansig • Herken en pas verskillende aansigte van alledaagse voorwerpe. Posisie en rigtings Volg aanwysings om in die klaskamer rond te beweeg Posisie en aansig • Herken en pas verskillende aansigte van alledaagse voorwerpe. • Benoem alledaagse voorwerpe wanneer 'n ongewone aansig van dieselfde voorwerp gewys word • Lees, interpreteer en teken informele kaarte of bo-aansigte van versamelings voorwerpe • Vind voorwerpe op kaarte Posisie en rgtings • Volg aanwysings om in die klaskamer en skool rond te beweeg • Gee instruksies om in die klaskamer en skool rond te beweeg • Volg die aanwysings op 'n informele kaart om van een plek na 'n ander te beweeg 28 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 3.2 Driedimensionele voorwerpe(3-D) Reeksvoorwerpe Herken en benoem 3-D voorwerpe in die klaskamer • balle • bokse Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe ten opsigte van: • grootte • kleur • voorwerpe wat kan rol • voorwerpe wat kan gly Fokusaktiwiteit • Gebruik 3-D voorwerpe soos boublokke, herwinningsmateriaal, herwinningsmateriaal, ensovoorts om voorwerpe te bou of saam te stel, byvoorbeeld torings, brûe, ensovoorts Reeksvoorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balle (sfere) • bokse (prismas) Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe ten opsigte van: • grootte • kleur • voorwerpe wat kan rol • voorwerpe wat kan gly Fokusaktiwiteit • Observeer en bou gegewe 3-D voorwerpe deur konkrete materiaal, byvoorbeeld boublokke, herwinningsmateriaal en konstruksiestelle te gebruik. Reeksvoorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balle (sfere) • bokse (prismas) • silinders Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe ten opsigte van: • grootte • kleur • voorwerpe wat kan rol • voorwerpe wat kan gly Fokusaktiwiteit • Observeer en bou gegewe 3-D voorwerpe deur konkrete materiaal, byvoorbeeld uitgeknipte 2-D vorms, boublokke, herwinningsmateriaal, konstruksiestelle en ander 3-D -meetkundige vorms te gebruik Reeksvoorwerpe Herken en benoem 3-D voorwerpe in die klaskamer en in prente • balle (sfere) • bokse (prismas) • silinders • piramides • keëls Kenmerke van voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe ten opsigte van: • 2-D vorms wat die gesigte van 3-D voorwerpe opmaak • plat of geboë oppervlakte Fokusaktiwiteit • Observeer en bou gegewe 3-D voorwerpe deur konkrete materiaal, byvoorbeeld uitgeknipte 2-D vorms, klei, tandestokkies, strooitjies, ander 3-D -meetkundige vorms te gebruik KABV 29 WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 3.3 Tweedimensionele vorms (2-D) Reeksvorms Herken, identifiseer en benoem twee-dimensionele vorms in die klaskamer en in prente insluitend: • leerdersimbole • klaskamernaam Reeksvorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • grootte • kleur • reguit sye • ronde sye Reeksvorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • grootte • vorm • reguit sye • ronde sye Reeksvorms Herken en benoem 2-D vorms • sirkels • driehoeke • vierkante • reghoeke Kenmerke van vorms Beskryf, sorteer en vergelyk 2-D vorms ten opsigte van: • vorm • reguit sye • ronde sye Teken vorms • sirkels • driehoeke • vierkante • reghoeke 3.4 Simmetrie Simmetrie Herken simmetrie van eie liggaam Simmetrie • Herken simmetrie van eie liggaam • Herken en trek lyne van simmetrie in 2-D -meetkundige en nie￾meetkundige vorms Simmetrie • Herken en trek lyne van simmetrie in 2-D -meetkundige en nie￾meetkundige vorms Simmetrie • Herken en trek lyne van simmetrie in 2-D -meetkundige en nie￾meetkundige vorms • Bepaal die lyn van simmetrie deur middel van papiervou en refleksie (spieëlbeeld) 30 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R GRONDSLAGFASE-OORSIG 4.METING Progressie in meting • Die hoofprogressie in meting oor die grade heen word bereik deur blootstelling aan: - nuwe vorms van meting - nuwe meetinstrumente - begin met informele meetinstrumente en beweeg na formele meetinstrumente in graad 2 en 3 • Bewerkings en probleemoplossing met meting moet in berekening gebring word by die getalle wat reeds aangeleer is. ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.1 Tyd Tydsverloop Gesels oor tydsverloop • Gebeure gedurende die dag en gebeure gedurende die nag. • Leerders orden die gebeure gedurende die dag in die regte volgorde • Orden herhalende gebeure in eie lewe Tysdverloop Gesels oor tydsverloop • Orden herhalende gebeure in eie lewe • Vergelyk gebeure na aanleiding van hoe lank dit duur, byvoorbeeld langer, korter, vinniger, stadiger) • Plaas gebeure in volgorde deur woorde soos gister, vandag en môre te gebruik KABV 31 WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.1 Tyd Die lees van tyd • Beskryf hoe laat dit is, met woordskat soos oggend, middag, aand, nag, vroeg, laat • Noem die dae van die week en maande van die jaar • Plaas verjaardae op 'n kalender Die lees van tyd • Noem die dae van die week en die maande van die jaar • Plaas verjaarsdae, godsdienstige feesdae, openbare vakansiedae, historiese gebeurtenisse en gebeurtenisse by die skool op 'n kalender • Lees 'n 12 uur-periode in ure, halfure, kwartiere Bereken lengte van tyd en tydsverloop • Gebruik kalenders om tydsverloop te bereken en te beskryf in: - dae - weke • Gebruik horlosies om die tydsduur te bereken in: - ure - halfure Die lees van tyd • Lees datums op kalenders • Plaas verjaarsdae, godsdienstige feesdae, openbare vakansiedae, historiese gebeurtenisse en gebeurtenisse by die skool op 'n kalender. • Lees analoog- en digtale tyd in - ure - halfure - kwartiere - minute asook enige ander digitale instrument wat tyd aandui, byvoorbeeld 'n selfoon Bereken tydsuur en tydsverloop • Gebruik kalenders om die tydsduur te bereken en te beskryf in: - dae - weke - maande • Omskakeling tussen dae en weke • Omskakeling tussen weke en maande • Gebruik horlosies om tydsduur te bereken in: - ure - halfure - kwartiere 32 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.2 Lengte Informele meting • Vergelyk en orden die lengte, hoogte of wydte van twee of meer voorwerpe deur dit langs mekaar te plaas. Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld langer, korter, wydste, wyer Informele meting Bespreek die vergelyking deur woordeskat soos langer, korter, wyer te gebruik • vergelyk, orden en rekordeer lengte deur niestandaardmates te gebruik, byvoorbeeld handspanne, treë, potloodlengtes, tellers • Beskryf die lengte van voorwerpe deur dit te tel en te bepaal hoe lank die voorwerp is en gebruik niestandaardmates. Informele meting • Vergelyk, orden en rekordeer lengte deur niestandaardmates te gebruik, byvoorbeeld handspanne, treë, potlodelengtes, tellers • Beskryf die lengte van voorwerpe deur te tel en te bepaal hoe lank die voorwerp is deur niestandaardmates te gebruik Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte in meter deur 'n meterstok of stringe toue of wol in meterlengtes as standaard eenheid te gebruik Informele meting • Vergelyk, orden en rekordeer lengte deur niestandaardmates te gebruik, byvoorbeeld handspanne, treë, potloodlengtes, tellers • Beskryf die lengte van voorwerpe deur te tel en te bepaal hoe lank die voorwerp is deur niestandaardmates te gebruik Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer lengte in meter deur 'n meterstok, stringe toue of wol in meterlengtes as die standaardmate te gebruik • Skat en meet lengtes in sentimeters deur 'n liniaal te gebruik. (Geen omskakeling van meter na sentimeter word gedoen nie) KABV 33 WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.3 Massa Informele meting • Vergelyk en orden die massa van twee of meer voorwerpe deur daaraan te voel, of die weegskaal te gebruik. • Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld lig, swaar, ligter, swaarder Informele meting • Skat, meet, vergelyk, orden en rekordeer massa, gebruik die weegskaal en niestandaardmates, byvoorbeeld blokkies, stene, ensovoorts. • Beskryf die massa van voorwerpe deur dit te tel en te bepaal hoe swaar die voorwerp is en gebruik niestandaardmates. • Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld lig, swaar, ligter, swaarder Informele meting • Skat, meet, vergelyk, orden en rekordeer massa; gebruik die weegskaal en niestandaardmates, byvoorbeeld blokkies, stene, ensovoorts • Beskryf die massa van voorwerpe deur te tel en te bepaal hoe swaar die voorwerp is en niestandaardmates te gebruik. • Gebruik die volgende woordeskat om te vergelyk: lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersiële voorwerpe met eie massa (slegs in kilogram, byvoorbeeld 2 kilogram rys,1 kilogram meel) • Meet eie massa in kilogram deur die badkamerskaal te gebruik Informele meting • Skat, meet, vergelyk, orden en rekordeer massa; gebruik die weegskaal en niestandaardmates, byvoorbeeld blokkies, stene, ensovoorts • Beskryf die massa van voorwerpe deur te tel en te bepaal hoe swaar die voorwerp is deur niestandaardmates te gebruik. • Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld: lig, swaar, ligter, swaarder Bekendstelling van formele meting • Vergelyk, orden en rekordeer die massa van kommersiële voorwerpe met eie massa in ... - kilogram, byvoorbeeld 2 kilogram rys, 1 kilogram meel - gram, byvoorbeeld 500 gram sout • Meet eie massa in kilogram deur die badkamerskaal te gebruik. (Geen omskakeling van gram na kilogram word gedoen nie). 4.4 Kapasiteit/ Volume Informele meting • Vergelyk en orden die hoeveelheid vloeistof (volume) in twee houers langs mekaar. Leerders bepaal watter houer die meeste vloeistof bevat deur nog vloeistof in 'n derde houer te gooi. • Vergelyk en orden die hoeveelheid (kapasiteit) vloeistof wat die twee houers kan bevat indien dit gevul is • Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld meer as, minder as, vol, leeg Informele meting • Vergelyk en orden die hoeveelheid vloeistof (volume) in twee houers langs mekaar. Leerders bepaal watter houer die meeste vloeistof bevat deur nog vloeistof in 'n derde houer te gooi. • Vergelyk en orden die hoeveelheid (kapasiteit) vloeistof wat die twee houers kan bevat indien dit gevul is. Gebruik die volgende woordeskat om te vergelyk, byvoorbeeld meer as, minder as, vol, leeg • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van die houers deur niestandaardmates te gebruik, byvoorbeeld lepels, koppies, ensovoorts. Informele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van die houers wat vol vloeistof is deur niestandaardmates te gebruik, byvoorbeeld lepels, koppies, ensovoorts. Informele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van die houers wat vol vloeistof is deur niestandaardmates te gebruik, byvoorbeeld lepels, koppies, ensovoorts. 34 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 4.4 Kapasiteit/ Volume • Beskryf die kapasiteit van die houer deur tel en te bepaal hoeveel niestandaardmates gebruik is om dit te vul, byvoorbeeld: Die bottel het die kapasiteit van 4 koppies. • Beskryf die kapasiteit van die houer deur tel en te bepaal hoeveel niestandaardmates gebruik is om dit te vul, byvoorbeeld: Die bottel het die kapasiteit van 4 koppies. Bekenstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters te meet. • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan die kapasiteit in liters gegee word, byvoorbeeld. 2 liter melk, 1 liter koeldrank, 5 liter verf • Beskryf die kapasiteit van die houer deur tel en te bepaal hoeveel niestandaardmates gebruik is om dit te vul, byvoorbeeld: Die bottel het die kapasiteit van 4 koppies Bekendstelling van formele meting • Skat, meet, vergelyk, orden en rekordeer die kapasiteit van voorwerpe deur in liters, halfliters en kwart liters te meet. • Vergelyk, orden en rekordeer die kapasiteit van kommersieel verpakte voorwerpe waarvan die kapasiteit in liters gemeet word, byvoorbeeld 2 liter melk, 1 liter koeldrank of in milliliter weergegee, byvoorbeeld 500 milliliter melk of 340 milliliter koeldrank. • Weet dat 'n standaard koppie gelykstaande is aan 250 milliliter • Weet dat 'n standaard teelepel gelykstaande is aan 5 milliliter (Geen omskakeling tussen milliliter en liter word vereis nie) 4.5 Omtrek en oppervlak Omtrek Ondersoek die afstand rondom 2-D vorms en 3-D voorwerpe deur vergelyking of niestandaard/informele mates te gebruik Oppervlak Ondersoek die oppervlak deur teëls te gebruik KABV 35 WISKUNDE GRAAD R GRONDSLAGFASE-OORSIG 5. DATAHANTERING Progressie in datahantering • Die belangrikste progressie in datahantering oor die grade heen word bereik deur: - weg te beweeg van werk met voorwerpe, na werk met data; en - met nuwe vorms te werk wat data voorstel. • Leerders moet ten minste een keer per jaar deur die hele datasiklus werk – dit sluit versameling en organisering van data, die voorstelling van data, die analisering, interpretering en verslaggewing van data in • Sommige van die bogenoemde aspekte van datahantering kan ook as uitsonderlike/diskrete aktiwiteite hanteer word. ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 5.1 Versameling en sortering van voorwerpe Versamel en organiseer voorwerpe Versamel en sorteer alledaagse, konkrete voorwerpe Versamel en organiseer voorwerpe Versamel en sorteer alledaagse, konkrete voorwerpe 5.2 Voorstelling van gesorteerde versamelde voorwerpe Voorstellng van gesorteerde versamelde voorwerpe Teken prente van versamelde voorwerpe (piktogram) Voorstellng van gesorteerde versamelde voorwerpe Teken prente van versamelde voorwerpe 5.3 Bespreking en verslagdoening van gesorteerde versamelde voorwerpe Bespreek en doen verslag oor gesorteerde versamelde voorwerpe Beantwoord vrae oor: • die wyse waarop die versamelde voorwerpe gesorteer is • die tekening van die versameling Bespreek en doen verslag van gesorteerde versamelde voorwerpe • Verduidelik hoe die versameling gesorteer is • Beantwoord vrae oor: - die wyse waarop die sortering gedoen is (proses) - die voorkoms van die gesorteerde versameling (produk) • Beskryf die versameling en tekening • Verduidelik hoe die versameling gesorteer is 36 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE GRAAD R GRAAD 1 GRAAD 2 GRAAD 3 5.4 Versameling en organisering van data Versamel en organiseer • Versamel data oor die klas of skool en beantwoord vrae wat deur die onderwyser gestel word Versamel en organiseer data • Versamel data oor die klas of skool en beantwoord vrae wat deur die onderwyser gestel word. Versamel en organiseer data • Versamel data oor die klas of skool en beantwoord vrae wat deur die onderwyser gestel word. • Organiseer data wat in die onderwyser- of werkboek/handboek verskaf is • Organiseer data in - lyste - tellingstabelle (tally) - tabelle 5.5 Voorstelling van data Voorstelling van data • Voorstelling van data in prentdiagram (piktogram) • Beperk tot piktogramme met 1 tot 1 ooreenstemming Voorstelling van data • Voorstelling van data in piktogram • Beperk tot piktogramme met 1 tot 1 ooreenstemming Voorstelling van data • Voorstelling van data in piktogramme • Beperk tot piktogramme met 1 tot 1 ooreenstemming • staafgrafieke 5.6 Analisering en interpretering van data Analiseer en Interpreer data • Beantwoord vrae in verband met data in die prentdiagram (piktogram) • Beperk tot prentdiagram (piktogram) met 1 tot 1 afparing Analiseer en interpreer data • Beantwoord vrae in verband met data in die prentdiagram • Beperk tot piktogramme met 1 tot 1 afparing Analiseer en interpreer data Beantwoord vrae in verband met data in • Die piktogram (beperk tot piktogramme met 1 tot 1 ooreenstemming) • Staafgrafieke KABV 37 WISKUNDE GRAAD R 3.3 Verduideliking van inhoud In hierdie afdeling word onderwysers voorsien van die volgende: • Die graad R tot graad 3-kwartaaloorsig • Voorgestelde onderwerpe in kwartale verdeel; nie alle aspekte van al die onderwerpe word in elke kwartaal onderrig nie, sommige aspekte van die onderwerpe moet voor ander aangeleer word • Voorgestelde pasaanduiders van onderwerpe vir die jaar. Sekere onderwerpe sal meer onderrigtyd as ander vereis. • Verduidelikende notas en onderrigriglyne met voorbeelde waar van toepassing Elke inhoudsarea is in verskillende onderwerpe opgedeel. Inhoudsareas moet in elke kwartaal aangeleer word. Die verdeling van onderwerpe in kwartale, gee 'n aanduiding van hoe onderwerpe oor die jaar versprei kan word. Dit is nie nodig om al die onderwerpe in Ruimte en vorm, Meting en Datahantering in elke kwartaal aan te leer nie. Alle onderwerpe moet deur die jaar behandel word In Afdeling 2 (paragraaf 2.6) word die gewig van inhoudsareas voorsien. Wanneer dit met die beskikbare ure in die jaar gekombineer word, kan 'n mens die tydstoekenning vir elke inhoudsarea uitwerk. Hoewel onderwysers die pas en die volgorde van die onderwerpe effens kan aanpas, moet hulle steeds die gewig en die tydstoekenning van die inhoudsareas vir die grondslagfase volgens voorskrif volg. • Omdat graad R wiskunde in die vorm van ontluikende wiskunde is, kan dit nie in lestye verdeel word nie. Hoewel daar 'n spesifieke tydtoewysing vir wiskunde is, behoort die graad R-onderwysers daagliks wiskunde in die dagprogram in te werk, anders sal die leerders nie die nodige wiskundige vaardighede en begrippe ontwikkel nie. • Tyd vir graad 1-3 is soos volg toegeken: - Sewe uur per week moet vir wiskunde opsy gesit word (10 weke x 4 kwartale x 7 ure = 280 ure per jaar) - Elke wiskundeles behoort 1 uur en 24 minute per dag vir graad 1 tot 3 te wees. - Dit beteken dan dat daar 4 kwartale van 10 weke met 5 lesse per week (Maandag tot Vrydag) is. - Laat 'n week vir oriëntasie en vaslegging aan die begin van elke kwartaal toe, aangesien jong kinders baie van die inhoud gedurende die vakansie vergeet. Laat ook 'n week aan die einde van elke kwartaal vir die vaslegging van begrippe toe. Dit laat 8 x 4 x 5 = 160 lesse vir die jaar. 38 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R 3.4 Volgorde en pasaanduiders Die volgende tabelle word vir elke graad van graad R tot graad 3 voorsien • Die pasaanduiders van onderwerpe vir die jaar (dit toon die verspreiding van onderwerpe oor verskillende kwartale, en aanbevelings oor die hoeveelheid tyd wat aan elke onderwerp van elke inhoudsarea gespandeer moet word). • Volgorde van onderwerpe vir die jaar (toon hoe onderwerpe vir elke kwartaal toegeken word en dui ook die progressie en vaardighede van die inhoud oor die kwartale aan) • Verduidelikende notas per onderwerp – hierdie tabelle voorsien 'n verduideliking van die inhoud en die onderrigriglyne vir elke onderwerp soos dit oor die kwartale in die volgorde verdeel word. Lesplanne – Toewysing van onderwerpe per kwartaal Getalle is die belangrikste onderwerp in wiskunde vir die grondslagfase. Die meeste tyd gedurende elke week, kwartaal en jaar word aan getalle, bewerkings en verwantskappe bestee. Daar word gemiddeld drie wiskunde￾lesse per week aan getalle, bewerkings en verwantskappe toegestaan. Die oorblywende tyd word tussen die ander inhoudsareas verdeel Ruimte en Vorm (Meetkunde) en meting verg meer tyd en aandag as Datahantering en Patrone, funksies en algebra. Die tabelle hieronder gee 'n aanduiding van hoeveel lesse vir elke inhoudsarea en onderwerp vir elke graad toegewys moet word in Patrone, funksies en algebra, Ruimte en vorm (Meetkunde), Meting en Datahantering: • Toewysing van inhoudsareas en onderwerpe in lesse in graad R Aangesien graad R-wiskunde as ontluikende wiskunde beskou kan word, word die onderstaande tydstoekenning vir gefokusde, sowel as vir geïntegreerde, informele wiskunde-aktiwiteite voorgestel. Dit is om te verseker dat alle beskikbare inhoude wel behandel word. Ontluikende wiskunde-aktiwiteite kan uit byvoorbeeld die tel van die regte hoeveelheid borde en glase vir snoeptyd, telspeletjies buite, en binnenshuise speletjies, soos domino’s en legkaarte bestaan. Hierdie aktiwiteite moet volgens die leerders se behoeftes en die beskikbare hulpbronne in die klas georganiseer word. Ruimte en vorm is 'n belangrike deel van die jong leerder se wiskundige ontwikkeling, en dit behoort oor die week versprei te word met sekere gefokusde aktiwiteite, sowel as aktiwiteite onder toesig van die opvoeder waar genoeg geleenthede vir sand- en waterspel, en konstruksie, geskep word. Meting behoort in telaktiwiteite voor te kom, byvoorbeeld skatting en aftel van afstande in handspanne, voete en treë. Die bywoningsregister en weerkaart verskaf genoeg geleenthede om met Datahantering te werk. KABV 39 WISKUNDE GRAAD R Tabel 3.1: Tydstoekenning per inhoudsarea per week Inhoudsareas Onderwerpe Voorgestelde tyd Getalle, bewerkings en verwantskappe Tel Getalherkenning Herkenning en beskrywing van heelgetalle Getalbegrip Probleemoplossing 120 minute Patrone, funksies en algebra Kopieer, uitbrei en ontwerp van eie patrone 80 minute Ruimte en vorm Herken, identifiseer en benoem 2-D vorms/prente Meetkundige vorms Bou 3-D voorwerpe en maak gebruik van konkrete materiale Ruimtelike verwantskappe Rigtingaanwysing 80 minute Meting Tyd Lengte Gewig Volume/kapasiteit 80 minute Datahantering Versamel, sorteer, teken, lees en voorstelling van data 60 minute TOTAAL 420 minute 7 ure per week • Toewysing van inhoudsareas en onderwerpe in lesse in graad 1tot 3 Daar word oor die algemeen drie lesse (tussen 4 en 41 2 ure) per week aan Getalle, bewerkings en verwantskappe in graad 1, 2 en 3 bestee. Die oorblywende twee lesse (tussen 21 2 en 3 ure) word tussen die onderwerpe van die ander inhoudsareas verdeel, soos hieronder aangedui. Tabel 3.2: Voorgestelde aantal lesse per inhoudsarea per kwartaal vir graad 1 Inhoudsarea Onderwerp Aantal lesse Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totaal Getalle, bewerkings en verwantskappe Alle onderwerpe van getalle, bewerkings en verwantskappe 22 30 28 25 105 Patrone, funksies en algebra Getalpatrone 3 3 3 3 12 Meetkundige patrone 1 1 1 1 4 Ruimte en vorm (Meetkunde) 2-D -vorms 3 3 6 3-D voorwerpe 3 2 1 6 Posisie, oriëntasie en aansig 2 1 3 Simmetrie 1 1 2 Meting Tyd 2 2 Lengte 2 2 4 Massa 2 2 4 Kapasiteit/Volume 1 2 1 4 Datahantering Versamel, sortering, voorstelling en ontleding van voorwerpe 2 1 3 Die hele datasiklus 3 3 Gedeeltes van 'n datasiklus 2 2 Totale aantal lesse 40 40 40 40 160 40 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Tabel 3.3 Voorgestelde aantal lesse per inhoudsarea per kwartaal vir graad 2 Inhoudsarea Onderwerp Aantal lesse Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totaal Getalle, bewerkings en verwantskappe Alle onderwerpe van getalle, bewerkings en verwantskappe 24 25 24 26 99 Patrone, funksies en algebra Getalpatrone 3 3 3 3 12 Meetkundige patrone 1 1 1 1 4 Ruimte en vorm (Meetkunde) 2-D -vorms 3 3 6 3-D voorwerpe 3 2 1 6 Posisie, oriëntasie en aansig 2 1 3 Simmetrie 1 1 2 Meting Tyd 3 1 3 1 8 Lengte 3 1 4 Massa 3 1 4 Kapasiteit/Volume 3 1 4 Die hele datasiklus 3 3 6 Gedeeltes van 'n datasiklus 1 1 2 Totale aantal lesse 40 40 40 40 160 Tabel 3.4 Voorgestelde aantal lesse per inhoudsarea per kwartaal vir graad 3 Inhoudsarea Onderwerp Aantal lesse Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totaal Getalle, bewerkings en verwantskappe Alle onderwerpe van getalle, bewerkings en verwantskappe 26 22 19 27 94 Patrone, funksies en algebra Getalpatrone 3 3 3 3 12 Meetkundige patrone 1 1 1 1 4 Ruimte en vorm (Meetkunde) 2-D -vorms 2 2 4 3-D voorwerpe 3 3 1 7 Posisie, Oriëntasie en aansig 2 3 5 Simmetrie 2 1 3 Meting Tyd 3 2 3 2 10 Lengte 2 2 4 Massa 2 1 3 Kapasiteit/Volume 2 1 3 Omtrek 1 1 Area 2 2 Die hele datasiklus 3 3 6 Gedeeltes van 'n datasiklus 1 1 2 Totale aantal lesse 40 40 40 40 160 KABV 41 WISKUNDE GRAAD R • Graad R oorsig per kwartaal GRAAD R OORSIG 1. GETALLE, BEWERKINGS EN VERWANTSKAPPE TEL ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 1.1 Tel voorwerpe (Skat en tel voorwerpe om getalbegrip te ontwikkel) Getalgebied: 1-5 • Een-tot-een-ooreenstemming Stel die helperskaart voor en die volgorde waarin verversings tydens snoeptyd bedien word • Tel in ene - Konkrete apparaat - Liggaamsdele - Hande klap - Voete stamp - Trappe klim • Ritmiese tel (Rote counting): getalrympies en liedjies Getalgebied: 1-7 • Een-tot-een-ooreenstemming Inskerping van die helperskaart op 'n daaglikse basis • Tel in ene - Konkrete apparaat - Liggaamsdele - Hande klap - Voete stamp - Trappe klim • Ritmiese tel (Rote counting) 'deur getalrympies en -liedjies te gebruik' • Klap hande baie kere en minder kere Getalgebied: 1-10 • Een-tot-een-ooreenstemming Inskerping van die helperskaart op 'n daaglikse basis • Tel in ene - Konkrete apparaat - Liggaamsdele - Hande klap - Voete stamp - Trappe klim • Ritmiese tel (Rote counting) deur getalrympies en -liedjies te gebruik • Klap hande baie kere en minder kere: Watter getal handeklappe is meer/minder, die meeste/die minste? Getalgebied: 1-10 • Een-tot-een-ooreenstemming Inskerping van die helperskaart op 'n daaglikse basis • Tel in ene - Konkrete apparaat - Liggaamsdele - Hande klap - Voete stamp - Trappe klim • Ritmiese tel (Rote counting) deur getalrympies en -liedjies te gebruik • Klap hande baie kere en minder kere: Watter getal handeklappe is meer/minder, die meeste/die minste? 1.2 Tel aan en terug Getalgebied: 1 Toevallige tel deur die gebruik van telrympies en liedjies, tellers, 3-D voorwerpe, en tel met liggaamsbewegings. Tel in: • ene Getalgebied: 1 tot 4 Toevallige tel deur die gebruik van telrympies en liedjies, tellers, 3-D voorwerpe, en tel met liggaamsbewegings. Tel in: • ene Getalgebied: 1 tot 7 Toevallige tel deur die gebruik van telrympies en liedjies, tellers, 3-D voorwerpe, en tel met liggaamsbewegings en getalleleer (number ladder) Tel in: • ene Getalgebied: 0 tot 10 Toevallige tel deur die gebruik van telrympies en liedjies, tellers, 3-D voorwerpe, en tel met liggaamsbewegings en getalleleer (number ladder) Tel in: • ene • twees 42 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 1.3 Getalsimbole en getalname (Herken en identifiseer getalsimbole en herken getalname) Getalgebied: • Getalsimbool: 1 • Getalnaam: een - Kinesteties (eie liggaamservaring) - Konkrete 3-D voorwerpe van getal 1. - Semi-konkrete met prentkaarte van getal 1. - Semi-konkrete met kolkaarte van getal 1 - Vaslegging van die kennis van getal 1. Getalgebied: • Getalsimbole: 2 tot 4 • Getalname: twee, drie en vier - Kinesteties (eie liggaamservaring) - Konkrete 3-D voorwerpe van getal 2, 3 en 4 - Semi-konkrete met prentkaarte van getal 2, 3 en 4 - Semi-konkrete met kolkaarte van getal 2, 3 en 4 - Vaslegging van die kennis van getalle 2 tot 4 Getalgebied: • Getalsimbole: 5 tot 7 • Getalname: vyf, ses en sewe - Kinesteties (eie liggaamservaring) - Konkrete 3-D voorwerpe van getal 5, 6 en 7 - Semi-konkrete met prentkaarte van getal 5, 6 en 7 - Semi-konkrete met kolkaarte van getal 5, 6 en 7 - Vaslegging van kennis van getalle 1 tot 7 Getalgebied: 0 to 10 • Getalsimbole: 0 tot 10 • Getalname: nul, agt, nege en tien - Kinesteties (eie liggaamservaring) - Konkrete 3-D voorwerpe van getalle 0, 8, 9 en 10 - Semi-konkrete met prentkaarte van getalle 0, 8, 9 en 10 - Semi-konkrete met kolkaarte van getalle 0, 8, 9 en 10 - Vaslegging van die kennis van getalle 0 tot 10 KABV 43 WISKUNDE GRAAD R ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 GETALHERKENNING 1.4 Beskryf, vergelyk en orden getalle (Gebruik getalle in bekende kontekste) Gebruik getalle in bekende kontekste • Leerder behoort sy/haar ouderdom te ken • Invul van daaglikse teenwoordigheidsregister. Maak gebruik van verskillende wyses om die daaglikse teenwoordigheidsregister aan te teken, byvoorbeeld: - Is die leerder met die roomyssimbool vandag teenwoordig? - Is die leerder met die naam Sipho vandag hier? - Is die leerder met die naam Sipho Alexander en die van Mathola vandag hier? • Herken getalle in prentjies en kolkaarte • Speel getalkaartspeletjies Gebruik getalle in bekende kontekste • Leerder behoort sy of haar huisnommer en adres te ken • Vaslegging van die gebruik van getalle deur die invul van die daaglikse register soos in die eerste kwartaal - Is die leerder wat in huisnommer 123 bly, vandag teenwoordig? - Is die leerder wat in Wendystraat 123 bly, vandag teenwoordig? - Is die leerder met die telefoon/ selnommer 082 123 4567 vandag teenwoordig? • Herken getalle in prentjies en kolkaarte • Speel getalkaartspeletjies • Herken getalle in advertensies/ brosjures/verjaarsdagkaarte, ensovoorts Gebruik getalle in bekende kontekste • Leerder behoort sy of haar huistelefoonnommer en/ of selfoonnommer te ken (kontakbesonderhede van ouers) • Vaslegging van die gebruik van getalle deur die invul van die daaglikse register soos in die eerste kwartaal, byvoorbeeld is die leerder wat op die 16e Maart verjaar, vandag teenwoordig? • Herken getalle in prentjies en kolkaarte • Speel getalkaartspeletjies • Herken getalle in advertensies/ brosjures/verjaarsdagkaarte, ensovoorts Gebruik getalle in bekende kontekste • Versterk kennis met betrekking tot ouderdom, huisnommer, adres, huis telefoonnommer/selnommer (kontakbesonderhede) • Vaslegging van die gebruik van getalle deur die invul van die bywoningsregister soos in die eerste kwartaal, byvoorbeeld 'Hoeveel leerders is vandag afwesig? Hoe sal ons dit uitvind?' Die leerders bespreek dit onderling. - Raai; - Tel leë kassies (lockers); - Tel leë stoele • Herken getalle in prentjies en kolkaarte • Speel getalkaartspeletjies • Herken getalle in advertensies/ brosjures/verjaarsdagkaarte, ensovoorts • Herken getalle in tydskrifte/koerante 44 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 GETALBEGRIP (VERWANTSKAPPE) 1.4 Beskryf, vergelyk en orden getalle (Herken en beskryf heelgetalle) Vergelyk watter twee gegewe versamelings is: a) Groot en klein b) Groter en kleiner c) Die grootste en die kleinste Vergelyk watter twee gegewe versamelings is: • Meer as • Minder as • Gelyk aan (of dieselfde) Getalgebied: 1 • Herken en beskryf heelgetalle tot 1. Getalgebied: 1 tot 5 • Herken en beskryf heelgetalle 2, 3 en 4 • Vaslegging van getalle 1 tot 4 Getalgebied: 1 tot 7 • Herken en beskryf heelgetalle 5, 6 en 7 • Vaslegging van getal 1 tot 7 Getalgebied: 0 tot 10 • Herken en beskryf heelgetalle 8, 9, 10 en 0. • Vaslegging van getalle 0 tot 10 Vergelyk watter twee gegewe versamelings is: • groot en klein • groter en kleiner • die grootste en die kleinste (Stel die begrip bekend) • orden meer as twee gegewe versamelings voorwerpe van die grootste na die kleinste en van die kleinste na die grootste • Meer en minder, byvoorbeeld handeklap • Meer as, minder as en gelyk aan • Meer en minder, byvoorbeeld handeklap • Meer as, minder as en gelyk aan • Meer en minder, byvoorbeeld handeklap. Vra watter was die meeste/minste • Meer as, minder as en gelyk aan • Meer en minder, byvoorbeeld handeklap. Vra watter was die meeste/minste KABV 45 WISKUNDE GRAAD R ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 Ordinale getalle: (Rangorde) Ontwikkel 'n toevallige bewustheid van ordinale getalle (rangorde) byvoorbeeld eerste, tweede, derde, die laaste/die volgende • Stel bekend tydens snoep-/ verversingstyd en gedurende toiletroetine –1ste, 2de, laaste, die volgende een Ontwikkel 'n toevallige bewustheid van ordinale getalle (rangorde): byvoorbeeld eerste, tweede, derde, vierde, die laaste/die volgende • Vaslegging van rangorde gedurende die daaglikse toiletroetine • Pas toe gedurende liggaamsopvoeding in lewensvaardigheid • Pas ook gedurende skeppende aktiwiteite toe (waar van toepassing) • Ontwikkel 'n toevallige bewustheid van ordinale getalle (rangorde): byvoorbeeld eerste, tweede, derde, vierde, vyfde, die laaste/die volgende • Vaslegging van rangorde gedurende die daaglikse toiletroetine • Pas toe gedurende liggaamsopvoeding in lewensvaardigheid Ontwikkel 'n toevallige bewustheid van ordinale getalle (rangorde): byvoorbeeld eerste, tweede, derde, vierde, vyfde, sesde, die laaste/die volgende • Stel rangorde bekend: eerste, tweede, derde tot by sesde • Vaslegging van rangorde gedurende die daaglikse toiletroetine • Pas gedurende liggaamsopvoeding in lewensvaardigheid toe PROBLEEMOPLOSSING IN KONTEKS DEUR GEBRUIK VAN DIE VOLGENDE TEGNIEKE 1.6 Probleem￾oplossings￾tegnieke (Gebruik die volgende tegnieke en strategieë) Gebruik van die volgende tegnieke • Konkrete apparaat, byvoorbeeld tellers Gebruik van die volgende tegnieke • Konkrete apparaat, byvoorbeeld tellers Gebruik van die volgende tegnieke • Konkrete apparaat, byvoorbeeld tellers • Konkrete getalleleer (physical number ladder) Gebruik van die volgende tegnieke • Konkrete apparaat, byvoorbeeld tellers • Konkrete getalleleer (physical number ladder) 46 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 1.7 Optel en aftrek (Los woord￾probleme [storiesomme] mondeling op en verduidelik eie oplossings: Optel en aftrek met antwoorde tot 10) 1.9 Groepering en verdeling wat tot deling lei (Gelyke verdeling en groepering met heelgetalle tot 10 met antwoorde wat 'n res insluit) • Gebruik tellers en los probleme mondeling op met getalle 2, 3 en 4 • Vaslegging van probleemoplossing met getalle 1 tot 4 • Gebruik tellers en los probleme mondeling op met getalle 5, 6 en 7 • Vaslegging van probleemoplossing met getalle 1 tot 7 • Gebruik tellers en los probleme mondeling op met getalle 8, 9, 10 en 0 • Vaslegging van probleemoplossing met getalle 1 tot 10 KABV 47 WISKUNDE GRAAD R ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 1.11 Geld Geld • Ontwikkel 'n bewustheid van Suid￾Afrikaanse munte 20c, 50c, R1, R2, R5 • Herken kleure van munte en watter dier op elke munt voorkom • Herken ooreenkomste en verskille tussen munte, byvoorbeeld sorteer speelgeld volgens kleur en grootte • Voorsien speelgeld in die huishoekie Geld • Ontwikkel 'n bewustheid van Suid￾Afrikaanse banknote. R10, R20, R50, R100, R200, • Herken ooreenkomste en verskille tussen banknote, byvoorbeeld sorteer speelgeld volgens kleur en vorm. • Voorsien speelgeld in die huishoekie Geld • Voorsien speelgeld in die huishoekie BEREKEN DEUR DIE VOLGENDE TE GEBRUIK 1.13 Optel en aftrek (Los mondelinge optel- en aftrekprobleme op met oplossings tot 10) Los mondelinge optel- en aftrekprobleme op met antwoorde tot 4 Los mondelinge optel- en aftrekprobleme op met antwoorde tot 7 Los mondelinge optel- en aftrekprobleme op met antwoorde tot 10 48 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Tipe probleme in graad R Probleme wat aan graad R-leerders gestel word, moet aanvanklik slegs voorwerpe in die klaskamer insluit, byvoorbeeld tellers, kinders, skoene, maar nie byvoorbeeld lekkers, hasies, blomme, ensovoorts nie. Nie alle jong kinders kan hulle verbeel dat tellers, of vingers, hasies voorstel nie – hulle moet die werklike voorwerp voel, sien en gebruik. Die onderwyser moet eers in die tweede helfte van die jaar prente gebruik. Die prente is bykomend tot die konkrete voorwerpe en vervang nie die konkrete voorwerpe nie. Stokkies of takkies kan gebruik word as die onderwyser nie die nodige hulpbronne het nie. Die volgende woordprobleme verduidelik verskillende probleemtipes en behoort deur die onderwyser aangepas te word om die by die leerder se vlak van begrip te pas. Groepering Hier is 8 koekies. (Die onderwyser pak agt tellers uit of wys 'n prent van 8 koekies). Teddie kry elke dag 2 koekies. Vir hoeveel dae kan hy twee koekies kry? Deling Hier is 6 koekies. (Die onderwyser pak 6 tellers uit, of wys 'n prent van 6 koekies). Die 3 teddies moet die koekies deel, sodat hulle almal ewe veel koekies kry. Hoeveel koekies kan elke teddie kry? Optel, aftrek en herhaalde optel • Hoeveel oë het twee kinders? • Hoeveel ore het vier kinders? • Hoeveel vingers aan een hand? • Hoeveel vingers aan twee hande? • Linda het 6 tellers. Sy gee 2 tellers vir Ben. Hoeveel tellers het sy oor? Die onderwysers behoort die verskillende soorte probleme van dag tot dag af te wissel. Hulle behoort geleidelik die getalle wat in die probleme voorkom, te vergroot, en nie aan te neem dat die leerders nie met groter getalle kan werk nie. KABV 49 WISKUNDE GRAAD R GRAAD R OORSIG 2. PATRONE EN FUNKSIES ONDERWERPE KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 2.1 Meetkundige patrone (Kopieer en brei eenvoudige herhaalde patrone uit deur konkrete voorwerpe en tekeninge te gebruik) (Ontwerp eie herhalende patrone) • Herken patrone in klere, voorwerpe en die omgewing • Kopieer en voltooi patrone • Kopieer patrone deur van lyfslagwerk (body percussion) gebruik te maak • Kopieer, voltooi en ontwerp eie patrone • Kopieer, ontwerp en brei eie patrone uit • Gebruik munte om 'n gegewe patroon te kopieer • Kopieer, ontwerp en brei eie patrone met prente uit • Kopieer , ontwerp en brei eie ouditiewe patrone uit • Kopieer 'n geraas (noise) patroon • Spring springspeletjies soos byvoorbeeld (hop –scotch) se patroon uit 50 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R GRAAD R OORSIG 3. RUIMTE EN VORM ( Meetkunde) ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.1 Posisie, oriëntasie en aansigte Beskryf 'n driedimensionele voorwerp in verhouding tot 'n ander voorwerp (voor/agter) Ruimtelike oriëntasie Die posisie van twee of meer voorwerpe in verhouding tot die leerder • Voor en/of agter • Bo, bo-op, onder • Binne en buite • Op en af • Langsaan en tussen Buitespel is baie belangrik. Die klimraam kan gebruik word om die volgende vas te lê: • Wiskunde vaardighede • Skeppende aktiwiteite • Liggaamlike ontwikkeling Ruimtelike oriëntasie Die posisie van twee of meer voorwerpe in verhouding tot die leerder • Op en onder Ruimtelike oriëntasie Die posisie van twee of meer voorwerpe in verhouding tot die leerder • Voor en/of agter • Bo, bo-op, onder • Langsaan • In die middel • Links en regs • Werk met pennetjiesbord Beskryf voorwerpe vanuit verskillende perspektiewe, byvoorbeeld die pophuis van voor, agter, van die kant af, afhangende van waar 'n mens staan. Ruimtelike oriëntasie Die posisie van twee of meer voorwerpe in verhouding tot die leerder • Voor en/of agter • Bo, bo-op, onder • Langs, tussen en middel • Links en regs Die posisie van twee of meer voorwerpe in verhouding tot mekaar • Werk met pennetjiesbord • Voor en agter • Bo-op en onder • Bo en onder • Langs, tussen en in die middel • Links en regs Volg aanwysings (alleen en/of as deel van 'n groep of span) om self binne 'n spesifieke ruimte (rigting) te plaas • Rigting- vorentoe/agtertoe • Rigtingspeletjies, byvoorbeeld Volg die leier • Hindernisbaan – volg aanwysings • Liggaamsopvoeding en musiekaktiwiteite • Vorentoe/agtertoe • Pylkaart • Vorentoe/agtertoe • Op en af, • Opwaarts en afwaarts • Links en regs • Waar kom die klank vandaan? KABV 51 WISKUNDE GRAAD R ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.2 3-D Voorwerpe Herken, identifiseer en benoem drie￾dimensionele voorwerpe in die klaskamer: a) balle b) bokse • balle: Stel bekend en ondersoek balle • bokse: Stel bekend en ondersoek bokse 3.2 3-D Voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe en 2-D vorms volgens: a) Grootte (groot/klein) b) Kleur (rooi, blou, geel, groen) c) Vorm (sirkel, driehoek, vierkant en reghoek) d) Voorwerpe wat rol e) Voorwerpe wat gly • Stel die opruimkaart bekend (sortering van speelgoed) • Grootte: Sorteer 3-D voorwerpe volgens grootte • Kleur: Sorteer 3-D voorwerpe en 2-D vorms volgens die primêre kleure • Vorm: Sorteer 3-D voorwerpe en 2-D vorms volgens vorm • Voorwerpe wat rol: - Identifiseer en ontdek voorwerpe wat rol - Vaslegging van voorwerpe wat rol • Voorwerpe wat gly: - Identifiseer en ontdek voorwerpe wat gly - Herken en ontdek voorwerpe wat kan gly en rol • Sorteer volgens ooreenkomste en verskille • Grootte: Sorteer 3-D voorwerpe volgens grootte • Kleur: Identifiseer en sorteer tellers volgens kleur, byvoorbeeld rooi, blou, geel en groen • Vorm: Sorteer 3-D voorwerpe en 2-D vorms volgens vorm • Grootte: Sorteer 3-D voorwerpe volgens grootte • Kleur: Sorteer 3-D voorwerpe en 2-D vorms volgens kleur • Vorm: Sorteer 3-D voorwerpe en 2-D vorms volgens vorm • Grootte: Sorteer 3-D voorwerpe volgens grootte • Kleur: Sorteer 3-D voorwerpe en 2-D vorms volgens kleur • Vorm: Sorteer 3-D voorwerpe en 2-D vorms volgens vorm 52 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 Gebruik konkrete materiale (byvoorbeeld boublokke) om 3-D voorwerpe te bou Deurlopend • Verskaf boublokke en konstruksiemateriale gedurende vryspel binne op 'n daaglikse basis • Ontdek boublokke Deurlopend • Verskaf boublokke en konstruksiemateriale gedurende vryspel binne op 'n daaglikse basis • Ontdek boublokke Deurlopend • Verskaf boublokke en konstruksiemateriale gedurende vryspel binne op 'n daaglikse basis • Laat leerders hulle eie konstruksie volgens 'n gegewe voorbeeld bou • Kopieer dieselfde konstruksie volgens 'n ontwerp of 'n prent • Vaslegging van die kopiëring van 'n konstruksie vanaf 'n ontwerp of 'n prent Deurlopend • Verskaf boublokke en konstruksiemateriale gedurende vryspel binne op 'n daaglikse basis • Deurlopend gedurende vryspel binne die klaskamer 3.3 2-D vorms Herken, identifiseer en benoem twee￾dimensionele vorms in die klaskamer en in prente; insluitend: a) Leerdersimbole b) Klasnaam Hoe om legkaarte te bou Minimum: a) (Kwartaal 1: 6 stukke) b) (Kwartaal 2: 12 stukke) c) (Kwartaal 3: 18 stukke) d) (Kwartaal 4: 24 stukke) • Laat elke leerder toe om sy/haar eie simboolkaart op die eerste dag te kies • Vertoon slegs die leerder se simbool/foto vir die eerste 3 maande van die jaar • Stel die klasnaam bekend deur byvoorbeeld 'n prent te gebruik – die “Teddiebeer-klas” • Die klaskamernaam en die onderwyser se naam word op die klaskamerdeur aangedui • Dui ook aan dat dit die Graad R-klas is Legkaarte • Stel legkaarte bekend en gee leiding oor die manier waarop legkaarte gebou word • Bespreek die legkaartprent en gee spesiale aandag aan besonderhede soos kleur, mense/ diere, voorwerpe, posisie van mense/diere en voorwerpe • Leerders behoort ten minste 'n 6-stuk legkaart teen die einde van kwartaal 1 te kan bou Vertoon die leerders se simbool/ foto en die leerders se naam vir die volgende 3 maande Deurlopend Legkaarte (Deurlopend) • Voorsien 'n verskeidenheid legkaarte gedurende binne-vryspel op 'n daaglikse basis • Die leerders behoort ten minste 'n 12-stuk legkaart teen die einde van kwartaal 2 te kan voltooi • Maak en voltooi eie 4-stuk legkaart Vertoon die leerders se naam op 'n etiket vir die laaste 6 maande van die jaar Deurlopend Legkaarte (Deurlopend) • Voorsien 'n verskeidenheid legkaarte gedurende binne-vryspel op 'n daaglikse basis • Die leerders behoort ten minste 'n 18-stuk legkaart teen die einde van kwartaal 3 te kan voltooi • Maak en voltooi eie 5-stuk legkaart Vertoon die leerders se naam op 'n etiket vir die laaste 6 maande van die jaar Deurlopend Legkaarte (Deurlopend) • Voorsien 'n verskeidenheid legkaarte gedurende binne-vryspel op 'n daaglikse basis • Die leerders behoort ten minste 'n 24-stuk legkaart teen die einde van kwartaal 4 te kan voltooi KABV 53 WISKUNDE GRAAD R ONDERWERPE K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 3.3 2-D vorms Voorgrond/agtergrond persepsie Meetkundige vorms a) sirkel b) driehoek c) vierkant d) reghoek e) vormbehoud • Stel voorgrond/agtergrond persepsie bekend (Identifiseer voorwerpe – “Ek sien met my kleine ogies …”) • Bekendstelling van die sirkel • Vaslegging van die sirkel • Bekendstelling van die driehoek • Bekendstelling van die vierkant • Vaslegging van voorgrond/ agtergrond persepsie deur sorteringsaktiwiteite, pas en groeperingsaktiwiteite en die opruimingsroetine • Vaslegging van die driehoek • Vormbehoud van die driehoek • Vaslegging van voorgrond/ agtergrond persepsie deur sorteringsaktiwiteite, pas en groeperingsaktiwiteite en die opruimingsroetine • Vaslegging van die vierkant • Vormbehoud van die vorms tot dusver aangeleer • Vaslegging van voorgrond/ agtergrond persepsie deur sorteringsaktiwiteite, pas en groeperingsaktiwiteite en die opruimingsroetine • Bekendstelling van reghoek • Vaslegging van sirkel, driehoek, vierkant en reghoek • Vormbehoud van die vorms tot dusver aangeleer 3.4 Simmetrie (Herken simmetrie in self en eie omgewing) • Herken liggaamsdele (deur dit te tel) • Kop, oë, neus, mond, hand, ken, nek, skouers, arm, vingers, borskas, been, knie, voet, tone • 'n Mens se liggaam het twee kante • Vaslegging van die bewustheid dat 'n mens se liggaam twee kante het, byvoorbeeld “die een kant” en die “ander kant” wat tot links en regs lei • Kruising van die middellyn geïntegreer met tel Bogenoemde moet tydens liggaamlike ontwikkeling gedoen word • Maak gebruik van rympies en liedjies • Skeppende aktiwiteite • Kruising van middellyn, voer aksies uit • Pas middellynkrusing toe gedurende liggaamsopvoeding in lewensvaardigheid • Rympies en liedjies • Skeppende aktiwiteite • Kruising van middellyn, voer aksies uit • Pas middellynkrusing toe gedurende liggaamsopvoeding in lewensvaardigheid • Ontwikkel die bewustheid dat daar simmetrie in voorwerpe is • Pas middellynkrusing toe gedurende liggaamsopvoeding in lewensvaardigheid 54 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R GRAAD R OORSIG 4. METING ONDERWERP K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.1 Tyd Beskryf die tyd van die dag ten opsigte van dag of nag Plaas daaglikse gebeure in die korrekte volgorde. a) Dagprogram b) Weerkaart • Stel die begrippe “dag“ en “nag” en “lig/donker” bekend • Oggend, middag, aand (word toevallig aangeleer gedurende die dagprogram en die weerkaart) • Stel die dagprogram bekend - Leerders ervaar die volgorde van gebeure gedurende 'n dag - Prente word van links na regs vertoon om leesrigting te ontwikkel - Die leier van die dag beweeg 'n pyl soos die aktiwiteite op die dagprogram vorder • Stel die weerkaart bekend (daagliks) - Die onderwyser lei die leerders om die dag se naam, die datum en die maand vas te stel, deur van liedjies en rympies gebruik te maak. Vertoon flitskaarte en simbole op 'n kalender wat een week voorstel. - Ontwikkel 'n bewustheid van die konsep van tyd - Dui verjaarsdae uitstappies, spesiale dae en vakansies gedurende die week aan - Gebruik liedjies om die maande van die jaar in die regte volgorde aan te leer • Dagprogram (deurlopend) - Vaslegging van volgorde van gebeure in een dag deur die dagprogram • Die weerkaart (daagliks) - Die onderwyser lei die leerders om die dag se naam, die datum en die maand vas te stel, deur van liedjies en rympies gebruik te maak. Vertoon flitskaarte en simbole op 'n kalender wat een week voorstel. • Dagprogram (deurlopend) - Vaslegging van volgorde van gebeure in een dag deur die dagprogram • Die weerkaart (daagliks) - Die onderwyser lei die leerders om die dag se naam, die datum en die maand vas te stel, deur van liedjies en rympies gebruik te maak. Vertoon flitskaarte en simbole op 'n kalender wat een week voorstel. • Dagprogram (deurlopend) - Vaslegging van volgorde van gebeure in een dag deur die dagprogram • Die weerkaart (daagliks) - Die onderwyser lei die leerders om die dag se naam, die datum en die maand vas te stel, deur van liedjies en rympies gebruik te maak. Vertoon flitskaarte en simbole op 'n kalender wat een week voorstel. KABV 55 WISKUNDE GRAAD R ONDERWERP K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.1 Tyd Plaas daaglikse gebeure in die korrekte volgorde. c) Dae van die week d) Seisoenkaart Stel die verjaardagkaart bekend • Dae van die week - Onderwyser leer liedjies en rympies aan wat oor die dae van die week handel. Herhaal elke dag wanneer die weerkaart bespreek word. • Seisoenkaart - Stel die kaart bekend wat die vier seisoene voorstel o Somer o Herfs o Winter o Lente • Stel die verjaardagkaart bekend • Leerders behoort hul ouderdom te ken • Ontwikkel 'n bewustheid van leesrigting • Leerders behoort hul eie verjaarsdag te ken (dag en maand) • Dae van die week (deurlopend) - Onderwyser leer liedjies en rympies aan wat oor die dae van die week handel. Herhaal elke dag wanneer die weerkaart bespreek word. • Seisoenkaart - Beweeg die pyl soos die seisoene verander - Op die eerste skooldag na die vakansie behoort die onderwyser te vra wat die leerders gedurende die vakansie gedoen het - Ontwikkel 'n bewustheid van wat die leerder doen vandat hy/sy wakker word tot hy/sy skool toe gaan - Ontwikkel 'n bewustheid van wat tussen aandete en slaaptyd gebeur • Verjaardagskaart word gebruik wanneer leerders verjaar • Deurlopend • Dae van die week (deurlopend) • Seisoenkaart - Beweeg die pyl soos die seisoene verander - Op die eerste skooldag na die vakansie behoort die onderwyser te vra wat die leerders gedurende die vakansie gedoen het • Verjaardagskaart word gebruik wanneer leerders verjaar • Deurlopend • Dae van die week (deurlopend) • Seisoenkaart - Beweeg die pyl soos die seisoene verander - Op die eerste skooldag na die vakansie behoort die onderwyser te vra wat die leerders gedurende die vakansie gedoen het • Verjaardagskaart word gebruik wanneer leerders verjaar • Deurlopend 56 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R ONDERWERP K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.2 Lengte Vergelyk en orden konkrete voorwerpe deur van toepaslike woordeskat gebruik te maak om lengte te beskryf • Stel die lengtekaart bekend - Meet met hande (visueel en toevallig) - Meet met voete (visueel en toevallig) - Meet met maatband (visueel en toevallig) - Lank, kort - Langer, korter - Lank, langer, die langste (visueel) - skat Lengte • Lank en kort, lank, langer en die langste (visueel) • Stel die konsep van lengte bekend • Lengtekaart meet met hande/voete Lengte • Langste en kortste, langer en korter (ontdek lengte) • Vaslegging van die konsep van lengte • Leerders ontdek of hulle al gegroei het sedert die vorige kwartaal (Leerders kan hul lengte vergelyk deur dit aan te teken teen byvoorbeeld die kas of die muur in die klaskamer) Lengte • Skat die lengte van verskillende voorwerpe • Skat en meet die lengte van verskillende voorwerpe deur van voete, hande, 'n stukkie tou, 'n stok gebruik te maak, ensovoorts Lengte • Meet die lengte van die leerders met 'n maatband (vervang die maatband met handspanne) KABV 57 WISKUNDE GRAAD R ONDERWERP K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 4.3 Massa Vergelyk en orden konkrete voorwerpe deur van toepaslike woordeskat gebruik te maak om die volgende te beskryf a) Lig, swaar b) Ligter, swaarder c) Herhaal gedurende water- en sandspel Gewig/Massa • Stel die konsep van massa bekend deur die massa van verskillende voorwerpe te vergelyk - Lig/swaar - Ligter en swaarder • Vaslegging van massa (Ligste/ swaarste) 4.4 Volume/ Kapasiteit Vergelyk en orden konkrete voorwerpe deur van toepaslike woordeskat gebruik te maak om die volgende te beskryf a) Leeg, vol b) Baie, min c) Minder as, meer as d) Gebruik deurgaans tydens sand￾en waterspel Volume/Kapasiteit • Stel die konsep van meting van inhoud bekend deur te vergelyk hoeveel elke houer bevat, byvoorbeeld: - Leeg, vol - Baie, min - Minder as, meer as • Gebruik deurgaans tydens sand- en waterspel 58 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R GRAAD R OORSIG 5. DATAHANTERING ONDERWERP K WARTAAL 1 K WARTAAL 2 K WARTAAL 3 K WARTAAL 4 5.1 Versamel en sorteer voorwerpe Versamel data Versamel konkrete voorwerpe van dieselfde soort (alleen of as deel van 'n groep) byvoorbeeld tien blare, tien vorms Sorteer data Sorteer konkrete voorwerpe volgens een eienskap byvoorbeeld die grootte van die blare • Stel die begrippe van datahantering bekend deur die aantal seuns en dogters in die klas te tel • Sorteer die data deur die leerders in 'n seuns- en dogtersry te laat staan • Versamel voorwerpe (stokkies van verskillende groottes) • Sorteer die versamelde voorwerpe (stokkies van verskillende groottes) • Vra 'n vraag: “Is name wat ses letters bevat die gewildste?” • Versamel data wat die antwoord verskaf op die bogenoemde vraag. Leerders gebruik hul naamkaarte om die inligting te versamel. • Sorteer die naamkaarte volgens die hoeveelheid letters in elke naam • Gebruik die verjaarsdagkaart om vas te stel wie se verjaarsdae in watter maand voorkom. • Versamel inligting van die leerders om vas te stel watter kleur speeldeeg vir die week gebruik gaan word, byvoorbeeld blou, geel, groen. Versamel data oor die verskillende wyses waarop leerders skool toe kom. • Sorteer die data volgens die maand waarin elke leerder verjaar. • Elke leerder kies een blokkie wat die kleur voorstel van die speeldeeg wat gebruik gaan word. • Sorteer die data wat versamel is (loop, ouers se motor, taxi of bus) 5.2 Voorstelling van versamelings voorwerpe (Teken grafieke om data voor te stel. Teken 'n prent om versamelde voorwerpe voor te stel.) • Maak 'n grafiese voorstelling van die data deur van blokkies of vorms gebruik te maak. • Teken 'n grafiek van die versamelde voorwerpe ( stokkies van verskillende groottes) • Teken 'n grafiek deur elke naamkaart onder die toepaslike kolomme te plak • Teken 'n grafiek wat die leerders se verjaarsdae in elke maand voorstel. • Maak gebruik van werklike voorwerpe, byvoorbeeld Unifixblokkies, Lego of Duploblokkies wat die kleure van die speeldeeg voorstel, byvoorbeeld blou, geel, groen KABV 59 WISKUNDE GRAAD R ONDERWERP KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 5.3 Bespreek en doen verslag oor gesorteerde versamelings voorwerpe Lees en interpreteer grafieke Beantwoord vrae wat op eie prente of eie versamelings van voorwerpe gebaseer is (byvoorbeeld "Hoeveel groot blare het jy geteken? Wat is die meeste, die groot blare of die klein blaartjies?") • Lees en interpreteer data deur speeldeeg te gebruik om 'n voorstelling te maak wat die aantal seuns of meisies in die klas verteenwoordig • Lees en interpreteer grafieke deur middel van vraagstelling • Lees en interpreteer data deur die aantal getalkaarte in elke kolom te tel en dan tot 'n gevolgtrekking te kom. • Lees en interpreteer grafieke deur vraagstelling om vas te stel in watter maand die meeste verjaarsdae voorkom. • Die leerders se keuse sal die volgende week se kleur van die speeldeeg bepaal, byvoorbeeld geel • Lees en interpreteer grafieke (hoeveel leerders loop skool toe, ry met 'n minibus, bus, of motor.) 60 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R 3.5 VERDUIDELIKING van Graad R inhoud GRAAD R K WARTAAL 1 Week 1 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 4.1 Tyd Opeenvolgende gebeure in eie alledaagse lewe • Stel die dagprogram bekend - Ontwikkel die volgorde van daaglikse gebeure - Prente word van links na regs vertoon - Die leier van die dag beweeg die pyl van links na regs op die dagprogram soos die aktiwiteite plaasvind. - Leerders ervaar die volgorde van gebeure deur die dag. Dagprogram word in prentformaat voorgrstel Daagliks, nadat dit bekendgestel is VOORGESTELDE DAGPROGRAM AANKOMS Register, verjaarsdae, weer en nuus Onderwysgerigte klasaktiwiteit, visuele kuns, vryspel in die klaskamer Opruimroetine Onderwysgerigte klasaktiwiteit Toiletroetine Snoeptydroetine Vryspel buite en opruiming Toiletroetine Onderwysgerigte klasaktiwiteit en storie Rus Vertrektyd KABV 61 WISKUNDE GRAAD R Week 1 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur Notas: • Voorstelling van inhoud word deur die tydsgleuf van die dagprogram bepaal. • Die dagprogram mag aangepas word, byvoorbeeld toiletroetine mag na 'n ander tydsgleuf geskuif word. Dit kan van skool tot skool verskil. • Alle roetinemuurkaarte word eers voorgestel en verduidelik voordat dit vertoon word. • Die kolom met verduidelikende notas is nie in volgorde geskryf nie, maar volgens die inhoudsareas. Onderwysers sal moet besluit op watter dag 'n spesifieke aktiwiteit sal plaasvind. • Party weke bevat meer as vyf aktiwiteite. Hierdie aktiwiteite dien slegs as 'n riglyn en opvoeders kan hul eie keuses uitoefen. 1.4 Beskryf, vergelyk en orden getalle • Stel toiletroetine bekend (gebruik ranggetalle om die orde, plek of posisie aan te dui) - Ontwikkel 'n bewustheid van volgorde van gebeure of toiletroetine, byvoorbeeld ranggetalle (eerste word die toilet gebruik, dan was jy hande, draai die kraan toe, en droog jou hande af, ensovoorts) - Ontwikkel 'n bewustheid van rangorde getalle, byvoorbeeld Johan is eerste. Susan is tweede. Seep, waslappe Toilette Lopende water Hierdie aktiwiteit vind daagliks plaas sodra die toiletroetine aangeleer is. 62 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 1 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe • Stel die opruimingskaart bekend - Maak kleiner groepe - Moedig orde en sortering van apparate aan Verdeel die aantal leerder in die klas in agt opruimareas. Elke groep moet verantwoordelikheid vir sy gegewe area aanvaar. Roteer die areas op 'n weeklikse basis. - Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: o Grootte o Kleur o Voorwerpe wat rol o Voorwerpe wat gly Opruimingskaart Was verfhouers en verfkwaste Ruim leeshoekie op Pak blokkies weg Vee die vloer Ruim die huishoekie op Pak die legkaarte weg Maak die verftafels skoon Vee tafels skoon Hierdie aktiwiteit vind daagliks plaas sodra die opruimingsroetine aangeleer is. KABV 63 WISKUNDE GRAAD R Week 1 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Stel die helperskaart bekend en die volgorde waarin verversings bedien word Skat en tel voorwerpe om getalbegrip te ontwikkel deur: - Die helperskaart word gebruik om die helper van die dag te identifiseer wat tydens verversingstyd na 'n tafel sal omsien - Die 5 sirkels op die helperskaart stel die vyf groepe voor waarin die klas verdeel is, byvoorbeeld die rooi groep, die blou groep, die geel groep, die groen groep en die oranje groep. Daar kan ook van verskillende vrugte/diere/vervoermiddels, ensovoorts, gebruik gemaak word. - Elke leerder se simbool word in die sirkel van die groep vertoon waaraan hy/sy behoort. - Die leier van die groep word deur die rigting van die pyltjie aangedui (kyk diagram). Die groepleier wissel van dag tot dag om seker te maak dat elke leerder 'n beurt kry. - Die groepleier tel die aantal leerders en bordjies aan sy/haar tafel uit volgens die aanwesige leerders op die gegewe dag ( een-tot-een-ooreenstemming) Helperskaart Die verversings word daagliks op dieselfde wyse bedien nadat die helperskaart bekendgestel is. 3.3 2-D vorms • Herken, identifiseer en benoem tweedimensionele voorwerpe en/of prente in die klaskamer - Leerdersimbool • Laat elke leerder sy eie simboolkaart kies - Vertoon die leerder se simbool/prent/foto in die skeppende kuns-area. - Plak die leeder se simbool op sy rakkie. - Laat leerder toe om sy rakkie volgens sy eie simbool te identifiseer. - Speld die leerder se simbool met naam aan sy klere vas. - Leerders herken sy eie en maats se simbole deur speletjies te speel, byvoorbeeld: onderwyser sit in die sirkel saam met die leerders. Onderwyser vertoon al die simbole en die leerders herken sy eie en ander leerders se simbole. - 'n Klein foto’tjie van die leerders kan ook as simbool gebruik word as dit beskikbaar is. - Klasnaam • Moedig die konsep aan dat leeders aan een groot groep behoort. Stel die klas se naam bekend na aanleiding van 'n prent – Die "Teddiebeer-klas". Leerders behoort hulle juffrou se naam te ken. Kaarte met die leerders se individuele simbole Maak speelkaarte van die leerders se simbole (snap-kaarte) Kassies of hake teen die muur waar die leerders se simbole aangebring is. Graad R-naambord Prent wat die klas se naam uitbeeld teen die deur. 'n Kaart met die juffrou se naam en van daarop. Soos die leerders op die eerste skooldag aankom. Helperskaart 64 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 1 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur Notas: • Vertoon slegs die leerder se simbool/foto vir die eerste 3 maande van die jaar. • Vertoon die leerders se simbool/foto en die leerder se naam vir die volgende 3 maande • Vertoon die leerder se naam op 'n naamkaart vir die laaste 6 maande van die jaar. • Vertoon die klaskaart op die deur vir die hele jaar (Teddiebeerklas) • Vertoon die onderwyser se naamkaart op die deur vir die hele jaar. KABV 65 WISKUNDE GRAAD R Week 2 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte beplande, klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Skat en tel alledaagse voorwerpe akkuraat Daaglikse telwerk • Ritmiese tel vanaf 1-5 • Sing getalliedjies en -rympies Wanneer leerders die Graad R-jaar toetree, het hulle nog nie 'n gevestigde getalbegrip nie en moet hulle dus aangemoedig word om getalliedjies en rympies, sowel as ritmiese-tel op 'n daaglikse basis te hersien Getalliedjes en rympies Daagliks 66 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 2 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte beplande, klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle Vergelyk watter twee gegewe versamelings voorwerpe is groot en klein Stel die begrip van groot en klein bekend Kinesteties - Leerders ervaar die begrip van groot en klein deur hul liggame so klein moontlik op te krul en dan so groot moontlik uit te strek. - Laat leerders hul hande teen mekaar plaas om te sien wie se hande groot of klein is - Vergelyk die onderwyser se hand met die van leerders - Vergelyk die onderwyser se arm met die van leerders Beskryf, sorteer en vergelyk 3-D voorwerpe en 2-D vorms volgens grootte Gebruik konkrete 3-D voorwerpe: - Maak groot en klein balletjies met speeldeeg/klei - Vind groot en klein voorwerpe in die klaskamer. Merk die groot voorwerpe met rooi plakkers en die klein voorwerpe met geel plakkers. Bespreek die verskillende voorwerpe se groottes. - Sorteer groot en klein voorwerpe volgens grootte Gebruik semi-konkrete 2-D vorms of prente Pas die begrip groot en klein gedurende skeppende kuns toe tydens die volgende: - Soek prente van groot en klein voorwerpe en knip dit uit. - Laat die leerders hulle hande aftrek en uitknip.Plaas dit opmekaar en kyk wie se hande is groot en wie se hande is klein. - Verdeel 'n vel papier in twee. - Plak al die klein voorwerpe aan die een kant van die papier en al die groot voorwerpe aan die anderkant van die papier. Leerders Speeldeeg/klei Groot en klein voorwerpe Tydskrifte, koerante, advertensies, skêr A3-papier, kryt 1 dag KABV 67 WISKUNDE GRAAD R Week 2 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte beplande, klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Beskryf die posisie van twee of meer voorwerpe in verhouding tot die leerder: in en uit Kinesteties - Gee aan elke kind 'n hoepel. (Onderwyser demonstreer aan die leerders terwyl sy die aktiwiteit saam met hulle doen ) en die woorde "in en uit" gebruik. Hulle moet in en uit die hoepels spring, volgens die onderwyser se opdrag. - Staan met een been binne-in die hoepel en die ander been buite die hoepel. - Laat die leerder binne-in en uit 'n doos klim, terwyl die ander leerders die posisie van die leerder bespreek - Spring in en uit buitebande as deel van liggaamlike ontwikkelingsaktiwiteit - Spring in en uit die hoepels met toe oë Gebruik konkrete 3-D voorwerpe Laat die leerders die volgende doen : - Sit die pop in die bed en haal die pop weer uit - Gooi 'n bal of boontjiesakkie deur 'n hoepel/buiteband - Gebruik klei of speeldeeg om 'n balletjie te rol en weer plat te druk “'n voëlnes”; rol meer as een klein balletjie “eiers” en plaas hulle binne-in of buite die nes in opdrag van die onderwyser Gebruik semi-konkrete 2-D vorms of prente Laat die leerders die volgende doen: - Kyk na 'n prent en vind voorwerpe wat die konsep binne en buite verduidelik - Teken hulleself binne-in of buite 'n hoepel/bad, ensovoorts. Hoepels 1 dag 68 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 2 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte beplande, klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe Bou 3-D voorwerpe deur van konkrete materiaal gebruik te maak • Ontdek die verskeie moontlikhede van bou met blokke gedurende vryspel binne die klaskamer - Die onderwyser moet as toesighouer optree. - Ontdek die verskillende wyses waarop die blokke gepak kan word. - Sorteer en orden die verskillende blokke volgens vorm. - Sorteer en orden die verskillende vorms volgens grootte. - Sorteer die groot en klein blokkies bymekaar. - Elke leerder ontvang 3 reghoekige blokke en orden hulle op soveel moontlike maniere, byvoorbeeld agtermekaar, op mekaar en langs mekaar. - Moedig leerders aan om die blokke weg te pak volgens die buitelyne aan die agterkant van die blokrak deur die vorms van die blokke by die buitelyne op die rak te pas. Blokke behoort op die rakke gepak te word volgens die buitelyne teen die agterkant van die rak. 'n Verskeidenheid ander speelgoed behoort beskikbaar te wees (prente/gesiggies kan op wasgoedpennetjies gegom word) Speelgoedmotors, plaasdiertjies en verkeerstekens behoort ook beskikbaar te wees. 1 dag en laat die leerders dit daagliks tydens vryspel herhaal KABV 69 WISKUNDE GRAAD R Week 2 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte beplande, klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe Beskryf, sorteer en vergelyk 3-D voorwerpe en 2-D vorms volgens die primêre kleure, blou, rooi en geel. Wys net een kleur op 'n slag. Moenie een kleur aan een vorm koppel nie. Verdeel leerders in 5 groepe. Gee aan elke groep 'n hopie gekleurde 3-D voorwerpe en 2-D vorms - Onderwyser stel elke kleur bekend deur 'n kleurkaart op te hou, byvoorbeeld 'n blou kaart. Herhaal met ander kleure. - Laat die leerders 3-D voorwerpe en 2-D vorms sorteer volgens die kleurkaart wat die onderwyser vir hulle voorhou. Kinesteties - Knip verskillende gekleurde sirkels uit karton (rooi, geel, blou) en steek dit op elke leerder se bors vas - Laat die leerders hulleself sorteer volgens die verskillende kleure Gebruik konkrete 3-D voorwerpe - Die onderwyser roep 5 leerders en gee elke leerder 'n ander 3-D -voorwerp om in sy/ haar hand te hou. - Die res van die klas bly sit in hulle groepe met 'n hoop 3-D -voorwerpe in die middel van hul tafel. - Die eerste leerder hou sy/haar 3-D -voorwerp, byvoorbeeld 'n blou Unifixblokkie, of 'n geel sirkel, Logi-vorm of legkaart, ensovoorts, omhoog. - Die leerders by die tafels sorteer die 3-D voorwerpe volgens die kaart wat in die lug gehou word. Gebruik semi-konkrete 2-D vorms of prente - Onderwyser berei vingerverf voor (voor kontaktyd) - Leerders teken vorms in die verf met hul vingers - Trek 2-D vorms na en kleur in. 'n Verskeidenheid 3-D voorwerpe en 2-D vorms/prente in die klaskamer, byvoorbeeld bottelproppies, legoblokkies, Logi gekleurde vorms, ensovoorts Gekleurde kaarte – rooi, blou, geel. 'n Verskeidenheid 3-D voorwerpe en 2-D vorms. Rooi, geel en blou kartonsirkels wat deur die onderwyser uitgeknip is 'n Verskeidenheid 3-D voorwerpe wat die onderwyseres voor die tyd versamel het, word in die middel van elke groep geplaas. Vingerverfresep: 1 koppie meel 1 koppie suiker 3 druppels voedselkleursel/poeierverf 5 koppies kookwater (roer geleidelik by) 1 dag 70 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 2 Oriëntasie Voorgestelde kontaktyd: Een onderwysgerigte beplande, klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 4.1 Tyd Volgorde van gebeure in die alledaagse lewe - Maande van die jaar - Tyd Stel die verjaarsdagkaart bekend - Ontwerp 'n kleurvolle verjaarsdagkaart, byvooreeld 'n trein met 12 waens (vir elke maand) - die maande word van links na regs op die waens georden. Plaas elke leerder se naam en simbool/foto op die toepaslike verjaardagmaand. - Ontwikkel 'n bewustheid van tyd, byvoorbeeld maande van die jaar. Die leerders kan die name van die maande sing, terwyl die name uitgewys word. - Ontwikkel 'n bewustheid van leesrigting, byvoorbeeld vertoon die maande van die jaar op 'n bord/muur van links na regs. - Die leerders kan hul simbool van hul verjaarsdagmaand memoriseer. - Moedig hulle aan om uit te vind hoe oud hulle is. - Herhaal hierdie aktiwiteit op 'n gereelde basis. 'n Verjaarsdagkaart met twaalf maande van die jaar vertoon van links na regs. 'n Kroon of 'n prent van 'n verjaarsdagkoek toon verjaarsdae wat reeds plaasgevind het. Komende verjaarsdae vertoon geen verjaarsdagkoek of kroon nie. Liedjie: Komponeer eie verjaarsdagwysie op die volgende woorde: “Januarie, Februarie,Maart April, Mei, Junie, Julie., Augustus, September, Oktober, November, Desember. January February Januarie Februarie Sing hierdie liedjie deur die jaar wanneer 'n leerder sy verjaarsdag vier. Nota: • 'n Leerder se verjaarsdag is 'n baie spesiale geleentheid en daar moet tyd gemaak vir 'n verjaarsdagkring waar die res van die klas vir die leerder sing en die ouderdom van die leerder uitklap. • Elke leerder in die klas kan 'n prentjie teken en die onderwyser kan al die pretjies bymekaar sit om 'n verjaarsdagboek aan die leerder wat verjaar te oorhandig. • Die onderwyser kan ook 'n kroon wat die res van die klas help versier het, vir die verjaarsdagleerder maak • Hierdie aktiwiteit moet regdeur die jaar herhaal word wanneer daar 'n verjaarsdag is. KABV 71 WISKUNDE GRAAD R Week 3 Oriëntasie Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Skat en tel alledaagse voorwerpe akkuraat • Mondelinge, daaglikse tel - Ritmiese tel vanaf 1-5 - Sing getalleliedjies en rympies Hoewel leerders nog nie 'n goeie getalbegrip het met die aanvang van graad R nie, behoort hulle aangemoedig te word om op 'n daaglikse basis getalliedjies en –rympies, sowel as ritmiese-tel te hersien Getalliedjies en rympies Daagliks Identifiseer en tel die verskillende liggaamsdele (liggaamsbeeld) Mondelinge daaglikse ritmiese tel vanaf 1-5 Kinesteties (integrasie met Lewensvaardigheid – Persoonlike welsyn) - Ontwikkel 'n bewustheid van die hoeveelheid verskillende liggaamsdele deur dit te tel. - Wys my jou neus. Hoeveel neuse het jy? Wys vir my jou ore en tel hulle. Hoeveel? Is dit een meer? Kom ons tel aan. - Wys my jou hande. Hoeveel? Kom ons tel hulle. Wat kan jy ook aan jou hande sien? Vingers! Kan jy hulle tel? Kom ons tel een hand se vingers: 1, 2, 3, 4, 5. - Hoeveel oë? Tel jou ore en jou oë. Raak aan jou ore en jou oë soos jy tel – begin by jou ore. - Sit oorkant 'n maatjie en tel sy liggaamsdele. Raak aan die maatjie se liggaamsdeel (byvoorbeeld mond) soos jy tel. Die onderwyser gee duidelike riglyne gedurende hierdie proses byvoorbeeld: “Raak aan jou maat se een oor, raak aan sy ander oor: 1, 2. Is dit dieselfde as joune?" Gaan voort met hierdie aktiwiteit. - Identifiseer daardie liggaamsdele waarvan 'n persoon net een het, byvoorbeeld een neus, een mond, een ken. Gebruik semi-konkrete 2-D vorms of prente Laat die leerders die volgende aktiwiteite doen: - Kyk in die spieël en trek hulself na, of teken hulself - Teken 'n buitelyn van hul liggaam en versier dit toepaslik. Trek 'n lyn van simmetrie van bo na onder op die liggaam. - Knip prentjies van verskillende liggaamsdele uit tydskrifte/advertensies uit om die gesig te voltooi. - Knip 'n gesig uit 'n tydskrif en teken die res van die liggaam. Aksieliedjies en rympies Legkaarte/speletjies wat verskillende mense en liggaamsdele voorstel Kaartspeletjies Leerders Vollengte spieël A4-papier, kryt Tydskrifte, advertensies, skêre 1 dag 72 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 3 Oriëntasie Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.4 Simmetrie Herken die lyn van simmetrie in self Ontwikkel die bewustheid dat 'n mens se liggaam twee kante het Kinesteties - Benadruk die begrippe van (die een kant/die ander kant) - Die onderwyser praat met die leerders oor die voorkant en die agterkant van die liggaam, sowel as die bokant en die onderkant. Laat die leerders die volgende aktiwiteite doen: - Kyk na hulself in 'n vollengte spieël waarin hulle hele liggaam gesien kan word. - Identifiseer watter dele van hul liggaam aan die een kant, asook aan die ander kant is. - Raak aan die liggaam soos gevra, byvoorbeeld: “Raak aan jou tone, raak aan jou voete, raak aan jou bene. Leerders kan ook hierdie aktiwiteite met toe oë doen. - Raak met een deel van sy/haar liggaam aan 'n ander deel, byvoorbeeld: “Raak met jou knie aan jou neus” (Ook 'n belangrike aktiwiteit vir middellynkruising) Leerders Vollengte spieël Die onderwyser maak 'n beweeglike kartonfiguur 1 dag 3.2 3-D voorwerpe Herken, identifiseer en benoem balle - Leerders speel met balle en noem alles wat 'n mense met 'n bal kan doen. Die onderwyser lei die bespreking deur vrae te vra. - Identifiseer al die voorwerpe wat kan rol, byvoorbeeld wys na die blok en vra die vraag: “Dink jy dat die blok kan rol?” Kom ons kyk. - Rol al die voorwerpe en neem waar hoe hulle rol, byvoorbeeld blikkies kan net op een kant rol. - Gebruik klei/speeldeeg om balle te maak wat kan rol tydens skeppende aktiwiteite (vryspel binne) - Tydens die bewegingskring kan leerders probeer om hul liggaame te laat rol. Ronde voorwerpe, byvoorbeeld lemoene, appels, balle, leë ronde blikkies (maak ook balle van byvoorbeeld koerantpapier wat in ou sykouse gestop is). Vierkantige voorwerpe, byvoorbeeld blokke Resep vir speeldeeg: 1 koppie meel Meng al die bestanddele 1 2 koppie sout 1 koppie water 2 teelepels kookolie 'n Paar druppels voedselkleursel 1 dag KABV 73 WISKUNDE GRAAD R Week 3 Oriëntasie Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en benoem 2-D vorms in die klaskamer en in prente - sirkel • Stel die sirkel bekend Wanneer die sirkel vir die eerste keer bekend gestel word, behoort die voorwerpe in elke opsig presies dieselfde te wees (dieselfde grootte, dieselfde kleur en dieselfde tekstuur) Kinesteties Die onderwyser teken 'n sirkel op die vloer/grond. Laat die leerders op die buitelyn van die sirkel loop, terwyl hul sê: “Ek loop al om die sirkel, om en om.” Laat die leerders die volgende aktiwiteite doen: - Hou hande vas en vorm 'n sirkel - Vorm 'n sirkel met jou lyf. - Loop al om die sirkel terwyl hulle die volgende liedjie sing: ”Here we go the Mulberry bush”. - Sit in 'n sirkel en gee 'n voorwerp van die een leerder na die ander leerder aan. “Warm patat, gee dit aan” .Wanneer die liedjie stop, moet die leerder wat die voorwerp in sy hande het, in die middel gaan sit. Liedjie: “Here we go round the Mulberry bush” Speletjie. “Warm patat, gee dit aan” 1 dag Gebruik konkrete 3-D voorwerpe Die onderwyser vertoon 'n hoepel aan die leerders en verduidelik aan hulle dat die vorm van die hoepel 'n sirkel genoem word. 'n Sirkel het geen hoeke nie. Laat die leerders die volgende aktiwiteite doen: - Laat die leerders met hul vingers die formasie van die hoepel voel. - Vind 3-D voorwerpe in die klaskamer wat dieselfde vorm as 'n sirkel het. Sorteer en vergelyk 3-D voorwerpe volgens grootte en kleur Die onderwyser voorsien leerders van 'n verskeidenheid 3-D voorwerpe en 2-D vorms in verskillende groottes (groot en klein) en kleure (rooi, geel en blou) soos tennisballe, albasters, ballonne, ensovoorts Laat die leerders die volgende aktiwiteite doen: - Sorteer voorwerpe volgens groot en klein - Groepeer voorwerpe volgens kleur Hoepels 'n Verskeidendheid 3-D voorwerpe soos tennisballe, albasters en ballonne 2-D vorms soos plastiese sirkels wat uit plastiek geknip is 1 dag 74 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 3 Oriëntasie Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 4.1 Tyd Stel die weerkaart en kalender bekend a) Tyd b) Dae van die week c) Volgorde van gebeure d) Tel - Die weerkaart stel 'n skoolweek (5 dae ) voor deur van simboolkaarte gebruik te maak, byvoorbeeld 5 dae van die week in die korrekte volgorde (Kyk voorbeeld hieronder). - Die weerkaart behoort elke dag bespreek te word. - Leerders word gelei om die naam van die dag, die datum en die maand met flitskaarte soos in die diagram te herken (Later kan die leerders self die flitskaarte herken en vertoon). - Die leier van die dag neem die weer buite waar en bespreek dit met die res van die groep, byvoorbeeld reënerige, bewolkte of sonnige dag. - Die onderwyser vertoon die bevindinge met 'n flitskaart op die diagram. - Hierdeur word die leerders bewus gemaak van weeksdae, sowel as van naweke. - Leerders leer van vandag, gister en môre (Toevallig) - Leerders word verskeie geleenthede gebied om tot 5 te tel. - Tel die sonnige dae, koue dae, winderige dae, ensovoorts - Vertoon die leerders se simbool as daar enige verjaarsdae gedurende die week plaasvind. - Vertoon enige aktiwiteite wat gedurende daardie week plaasvind, byvoorbeeld 'n uitstappie na die dieretuin (voorgestel deur 'n prent van 'n dier) Die weerkaart behoort per week vertoon te word. Die dae van die week word van links na regs georden vir die eerste ses maande en daagliks bespreek. Flitskaarte van: - Sewe dae van die week - Getal 1-31 - Name van die 12 maande - Jaar byvoorbeeld 2012 - Kaarte wat die weer aandui, byvoorbeeld: winderig sonnig reënerig bewolk Hierdie aktiwiteit word daagliks aangebied sodra die weerkaart bekend gestel is Leer 'n liedjie aan om die dae van die week aan te leer. KABV 75 WISKUNDE GRAAD R Week 3 Oriëntasie Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur Voorbeeld van die weerkaart Weerkaart Junie 2012 Sondag Maandag Dinsdag Woensdag Donderdag Vrydag Saterdag 12 13 14 15 16 17 18 4.1 Tyd Volgorde van alledaagse gebeure • Dae van die week 'n Liedjie wat handel oor die dae van die week word aangeleer. Herhaal elke dag soos die weerkaart bespreek word. Liedjie: “Daar is sewe dae, daar is sewe dae, daar is sewe dae in die week” “Sondag, Maandag, Dinsdag, Woensdag, Donderdag, Vrydag, Saterdag, Sondag” (x2) Liedjie: Dae van die week, of komponeer eie liedjie oor die dae van die week • Stel die seisoenkaart bekend waar elke seisoen met 'n pyl aangedui word: - Watter seisoen is dit op die oomblik? - Watter seisoen was dit voor hierdie een? - Watter seisoen kom volgende? - Vertoon die prent van die huidige seisoen met die ooreenstemmende maand. Die somerprent kan by Januarie tot Maart vertoon word. Vier verskillende kaarte met prente van die seisoene daarop. Seisoen Somer Herfs Lente Winter Pas aan soos die seisoene verander Notas: Alle nuwe begrippe behoort volgens die verskillende stadiums aangewend te word. • Kinesteties stadium (ervaar die begrippe met liggaam en sintuie). • Konkrete stadium (gebruik 3-D voorwerpe) • Semi-konkrete stadium (voorstelling van 3-D voorwerpe op papier, byvoorbeeld tekeninge, paskaartprente, kaartspeletjies, ensovoorts). Alle plat vorms word as tweedimensioneel beskou. 76 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 4 Begin met voorstelling van getalle Voorgestelde onderrigtyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Identifiseer en beskryf heelgetalle Stel die betekenis van die getal 1 bekend Daaglikse mondelinge ritmiese tel vanaf 1-5 Kinesteties Laat die leerders die volgende aktiwiteite doen: - Identifiseer liggaamsdele, byvoorbeeld een neus. - Knik die kop een keer, tik een keer met die tone op die vloer, spring een keer, ensovoorts - Wys 1 vinger, 1 hand, 1 voet, ensovoorts - Vorm die getal 1 met jou lyf - Skryf die getal 1 in die lug of op die grond. - Klap hande 1 keer Getalliedjies en rympies Leerder 1 dag Gebruik konkrete 3-D voorwerpe Laat die leerders die volgende aktiwiteite doen: - Identifiseer enige voorwerp in die klas, byvoorbeeld 1 boublok - Vorm die getal 1 met speeldeeg/klei Voorwerpe in die klas en omgewing Gebruik semi-konkrete 2-D vorms of prente Laat die leerders die volgende aktiwiteite doen: - Identifiseer die prent wat een voorwerp op verskillende flitskaarte voorstel. - Pas die prentkaarte met een voorwerp, met dié van kolkaarte met een kol - Koppel altyd die prentkaart, die kolkaart en 'n blokkie met mekaar - Nadat die getal 1 deur die onderwyser bekend gestel is, moet dit in die wiskundehoekie uitgestal word, sodat die leerder dit elke dag kan sien Prent van 1 voorwerp 1 teller vir elke leerder 'n Verskeidenheid flitskaarte met prente daarop. Kolkaarte KABV 77 WISKUNDE GRAAD R Week 4 Begin met voorstelling van getalle Voorgestelde onderrigtyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 2.1 Geometries e patrone Identifiseer patrone in die omgewing en op leerders se klere Laat die leerders die volgende aktiwiteite doen: - Gesels oor die patrone wat waargeneem word in die omgewing en op die klere - Watter patrone het lyne, blokke? - Is die patrone almal dieselfde? Wat is die verskille? Wat is die ooreenkomste? - Hoe is die patroon gevorm? - 'n Patroon is herhalend – lyne/ blokke/vorms Kopieer en brei 'n patroon uit Kinesteties Die onderwyser bind 'n rooi en blou lint aan 4 leerders se arms vas. Sy ontwerp 'n patroon deur 'n leerder met 'n rooi lint, gevolg deur 'n leerder met 'n blou lint, en weer 'n leerder met 'n rooi lint. Laat die leerders die patroon voltooi. Rooi en blou linte 1 dag Gebruik konkrete 3-D voorwerpe - Die onderwyser ontwerp 'n patroon met 3 blou en 3 rooi bottelproppies. - Laat die leerders die onderwyser se patroon naboots. Rooi en blou bottelproppies vir elke leerder 78 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 4 Begin met voorstelling van getalle Voorgestelde onderrigtyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe en 3.3 2-D vorms Herken, identifiseer en benoem 3-D voorwerpe en 2-D vorms in die klaskamer en in prente Ontwikkel die vermoë om tussen voorwerpe in die voorgrond en agtergrond te onderskei Gebruik konkrete 3-D voorwerpe Die onderwyser plaas verskillende voorwerpe binne en buite die klaskamer en op die speelgrond Laat die leerders die volgende aktiwiteite doen: - Verwys na verskillende voorwerpe in die klaskamer, byvoorbeeld houtvoorwerpe, rooi voorwerpe, plastiek voorwerpe, ensovoorts - Vind spesifieke voorwerpe in die klaskamer volgens opdrag van die onderwyseres, byvoorbeeld: “Soek die bal in die Lego-houer, die speelgoedkar in die kas, 'n potlood in die blikkie", ensovoorts - Vind identiese voorwerpe, byvoorbeeld: “Soek die ronde knopies tussen al die ander vierkantige knopies” - Sorteer voorwerpe volgens hulle eienskap, byvoorbeeld: grootte, kleur, tekstuur of vorm - Speel “Ek sien met my twee ogies, iets wat rond is ...” (I spy ...) - Vind spesifieke voorwerpe in die omgewing op aanvraag van die onderwyser, byvoorbeeld: “Soek die voëltjie in die boom, die lint in die boom, die mooi blommetjie," ensovoorts - Die leerder behoort tuis aangemoedig te word om voorwerpe soos lepels, messe, vurke uit 'n laai te gaan haal. 'n Verskeidenheid voorwerpe in die klaskamer en in die omgewing 1 dag Gebruik semi-konkrete 2-D vorms of prente Wys aan die leerders 'n prentjie en vra vrae oor die prent Voorbeelde: - “Wat hou die dogtertjie in haar hand?” - “Hoeveel mense is in die boot?” - Die bou van LEGKAARTE en speel van domino’s is ideaal om leerders se voorgrond-/ agtergrond-onderskeiding te ontwikkel Enige groot prent om te bespreek Legkaarte KABV 79 WISKUNDE GRAAD R Week 4 Begin met voorstelling van getalle Voorgestelde onderrigtyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe Herken, identifiseer en benoem 3-D voorwerpe deur die vorms te ondersoek asook die grootte van die dose Kinesteties Laat die leerders die volgende aktiwiteite doen: - Klim binne-in en uit 'n groot kartondoos. - Ontdek die binnekant van die doos deur te vertel wat hulle daarin sien byvoorbeeld die doos het 'n vloer/'n onderkant/ vier sye/ mure en 'n deksel. - Vou die doos oop om die vorm waar te neem Gebruik konkrete 3-D voorwerpe - Gebruik dose om strukture te bou, byvoorbeeld 'n huis/motorhuis (pas toe gedurende skeppende aktiwiteite om konstruksies van verskillende groottes dose te bou.) - Voorsien leerders van verskillende voorwerpe soos knope, Unifixblokkies, plastiekpennetjies en doppies Laat die leerders die volgende aktiwiteite doen: - Sorteer die voorwerpe in groepe volgens eienskappe - Ontdek wat die verskille tussen die voorwerpe is - Ontdek watter voorwerpe vierkantig en watter voorwerpe rond is - Sorteer voorwerpe volgens dieselfde kleur 'n Verskeidenheid groot en klein dose byvoorbeeld leë dose waarin 'n yskas of stoof was Unifixblokkies, bottelproppies, plastiese broodknippies (leerders kan dit van die huis af bring) 1 dag 80 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 4 Begin met voorstelling van getalle Voorgestelde onderrigtyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en benoem 2-D vorms in die klaskamer en in prente - 'n driehoek Stel die driehoek bekend Wanneer 'n driehoek vir die eerste keer bekend gestel word, behoort hulle presies dieselfde in alle opsigte te wees (dieselfde grootte, dieselfde kleur en dieselfde tekstuur) Kinesteties Laat die leerders die volgende aktiwiteite doen: - Maak/vorm die vorms met hulle lywe, byvoorbeeld drie leerders vorm 'n driehoek met hul lywe - Vorm 'n driehoek deur hul vingers te gebruik - Maak/vorm 'n driehoek met stukkies wol of klei/speeldeeg - Loop op die buitelyne van 'n driehoek en sê hardop terwyl hulle loop: “Ek loop op die buitelyne van die driehoek, een, twee, drie sye, of een, twee, drie hoeke." - Voel aan die vorms en gebruik reuse grootte vorms of plaas verskillende vorms in 'n 'voelsakkie' (feely bag). Die leerders voel aan 'n vorm in die sakkie en pas dit by 'n stel kaarte waarop vorms geteken is - Teken die driehoek in die lug, op die grond/vloer met bordkryt en uiteindelik op papier. Beskryf, sorteer en vergelyk 3-D voorwerpe en 2-D vorms Gebruik konkrete 3-D voorwerpe Laat die leerders die volgende aktiwiteite doen: - Sorteer Logi-vorms volgens vorm (sirkel en driehoek), grootte (groot en klein) en kleur (rooi, geel en blou). - Soek driehoeke in die klaskamer en omgewing. Kaartspeletjies wat die herkenning van vorms ontwikkel Wol en speeldeeg/klei 'voelsakkie' ('n Lapsakkie met 'n rek of toutjie bo-aan met verskillende vorms daarin) Paskaarte met vorms daarin. A4-papier en kryt Logi-vorms Voorwerpe in die klaskamer en omgewing 1 dag KABV 81 WISKUNDE GRAAD R Week 5 Voorgestelde kontaktyd : Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde-aktiwiteiteper week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Beskryf en identifiseer heelgetalle Vaslegging van alle werk wat in week 4 aangeleer is met betrekking tot getal 1 Mondeling: Ritmiese tel vanaf 1 tot 5 Kinesteties Laat die leerders die volgende aktiwiteite doen: - Doen lyfslagwerk (body percussion) klap hande een keer. - Die onderwyser wys 'n flitskaart wat die getal 1 verteenwoordig en leerders hou 1 vinger, 1 hand, 1 voet op. Getalliedjies en rympies Prent van 1 objek 1 een 1 dag Gebruik konkrete 3-D voorwerpe Laat die leerders die volgende aktiwiteite doen: - Vind 1 voorwerp in die klaskamer - Tel 1 teller Een voorwerp Een teller Gebruik semi-konkrete 2-D vorms of prente - Pas 'n verskeidenheid van 1 prent, 1 kolkaart bymekaar. - Pas 'n verskeidenheid van 1 prent, 1 kolkaart met die getalsimbool bymekaar - Pas die getalsimbool en die getalnaam bymekaar - Maak getallegkaarte en laat leerders toe om hulle bymekaar te pas 1 een 1 'n Verskeidenheid flitskaarte met 1 prent en 1 kol daarop. Flitskaarte met die getalsimbool en die getalnaam daarop Prent van 1 objek 1 een 82 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 5 Voorgestelde kontaktyd : Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde-aktiwiteiteper week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.4 Simmetrie Vaslegging van die bewustheid dat 'n mens se liggaam 2 kante het, byvoorbeeld “die een kant” en “die ander kant” wat lei tot “links en regs” Kinesteties Die onderwyser verduidelik die twee kante van 'n mens se liggaam Laat die leerders die volgende aktiwiteite doen: - Staan op een been en dan weer op die ander been. - Beweeg ritmies op die maat van 'n ratel (shaker) na die een kant van die klaskamer. - Wanneer die ratel stop, moet die leerders na die anderkant van die klaskamer beweeg Gebruik konkrete 3-D voorwerpe Elke leerder ontvang 'n boontjiesakkie. Laat die leerders die volgende aktiwiteite doen: - Plaas die boontjiesakkie op die vloer langs die leerder. - Leerders beweeg die boontjiesakkie met hul tone of hande van die een kant na die anderkant van hul liggaam. - Lê die konsep vas deur integrasie met visuele kuns. Die leerders kan groot skoenlapperprente teken of verf. (Vou 'n papier in die helfte; drup verskillende kleure verf op die voulyn; vou weer toe en vryf die papier; maak die papier oop en kyk na die skoenlapper. Knip die skoenlapper op die buitelyne uit. Die skoenlapper het 2 kante wat dieselfde lyk.) 'n Ratel kan tuisgemaak wees – 'n houer met 'n deksel wat met klippies/ sand, ensovoorts gevul is 'n Boontjiesakkie vir elke leerder 1 dag 3.2 3-D voorwerpe Herken, identifiseer en benoem 3-D voorwerpe. Ontdek en stel voorwerpe wat rol bekend - Bespreek die rondheid van voorwerpe. Sit verskeie ronde voorwerpe in die 'voelsakkie'. Leerders maak beurte om 'n voorwerp in die sakkie te voel, dit te beskryf voordat dit uitgehaal word. - Leerders illustreer hoe verskeie voorwerpe van 'n tafel kan rol waarvan twee pote gelig is. (Plaas 2 bakstene onder twee van die pote). 'voelsakkie' ('n Materiaalsakkie met 'n rekkie bo-aan ) Binne in die sakkie is daar: Verskillende groottes balle, albasters, silinders, leë koeldrankhouertjies, ronde bottelproppies 1 dag KABV 83 WISKUNDE GRAAD R Week 5 Voorgestelde kontaktyd : Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde-aktiwiteiteper week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Die posisie van twee of meer voorwerpe in verhouding tot die leerder - Voor/agter Kinesteties: Die onderwyser kies twee leerders deur van 'n uittelrympie gebruik te maak: - Plaas 2 stoele voor in die klas. - Die twee leerders demonstreer die konsep voor en agter volgens die opdrag van die onderwyser, byvoorbeeld o Sipho staan voor die stoel o Carl staan agter die stoel - Sodra die begrip vasgelê is, toon die onderwyser 'n flitskaart aan die leerders wat dan die aksie met hulle eie stoele moet demonstreer. - Hierdie begrip kan ook gedemonstreer word deur 3 leerders te gebruik. o Amy staan agter Sipho, maar Karel staan voor Amy. - Die onderwyser verskaf 'n groot dobbelsteen met verskillende prente wat die woorde voor en agter bevat. 'n Leerder gooi die dobbelsteen. Indien die dobbelsteen op “voor” val, gee die onderwyser 'n opdrag aan 'n leerder: “Staan voor iemand met lang hare, staan agter iemand wat 'n broek dra, staan agter mekaar." - Laat die leerders 'n speletjie in hul groepe speel: gooi 'n dobbelsteen en voer die aksies uit. Stoele Leerders Flitskaarte wat die aksie voor en agter uitbeeld 1 dag 84 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 5 Voorgestelde kontaktyd : Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde-aktiwiteiteper week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe Vergelyk watter twee gegewe voorwerpe is: groter en kleiner Vaslegging van die konsep groter en kleiner Kinesteties Laat die leerders die volgende aktiwiteite doen: - Leerders strek hul arms bokant hul koppe om hul liggame groter te maak. - Leerders maak hul lywe kleiner deur af te buig of op te krul. - Stel vas of 'n hond groter of kleiner as 'n muis is. Gebruik konkrete 3-D voorwerpe Stel altyd twee voorwerpe beskikbaar vir die leerders om te vergelyk. - Vergelyk verskillende groottes van dieselfde blokke, balle, borde, knope, tafels en stoele, ensovoorts. Die leerders moet bepaal watter voorwerpe groot/klein, groter/ kleiner en die grootste/die kleinste is. - Bou konstruksies met die boublokke en leerders vergelyk watter konstruksie die grootste/die kleinste is. Gebruik semi-konkrete 2-D vorms of prente - Vergelyk prente wat groot/klein en groter/kleiner illustreer. - Toepassing van die begrip groot/klein kan tydens skeppende kuns gedoen word. Prent van 'n muis en 'n hond (maak seker dat die prent van die hond groter as die prent van die muis is.) Voorwerpe in die klaskamer soos blokke, balle, borde, knope, krale, stokkies, wasgoedpennetjies, vuurhoutjiedosies, blikkies, klippies, kurkproppe, skulpe, bottelproppies. Prente wat groot en klein illustreer 1 dag KABV 85 WISKUNDE GRAAD R Week 5 Voorgestelde kontaktyd : Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde-aktiwiteiteper week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe Vergelyk watter twee gegewe voorwerpe is - Groot en klein - Groter en kleiner - Die grootste en die kleinste Kinesteties Die onderwyser teken 'n klein sirkeltjie in die sand/op die grond/vloer - Die leerders loop op die buitelyne van die klein sirkeltjie. Die onderwyser teken 'n groter sirkel aan die buitekant van die kleiner een. - Die leerders loop op die buitelyne van die groter sirkel. - Die onderwyser vra: o "Watter sirkel is die kleinste?” o “Watter sirkel is die grootste?” o “Loop op die klein sirkel.” o “Loop op die groot sirkel.” Die onderwyser teken nog 'n groter sirkel aan die buitekant. - Die leerder loop op die buitelyn van die grootste sirkel. - Die onderwyser vra : o “Watter sirkels is die grootste?” o “Watter sirkels is die kleinste?" Groot en klein sirkels wat op die vloer of in die sand geteken is 1 dag 86 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 5 Voorgestelde kontaktyd : Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde-aktiwiteiteper week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe Gebruik konkrete 3-D voorwerpe Leerders sorteer en vergelyk verskillende voorwerpe volgens hul grootte (groter/kleiner), ensovoorts - Groot knope en klein knopies - Groot lepels en klein lepeltjies - Groot dose en klein dosies Hierdie aktiwiteit kan uitgebrei word na buitespel (sand- en waterspel) waar die leerders voorwerpe kan vergelyk en daaroor kan gesels, byvoorbeeld watter een is kleiner/groter, die grootste/die kleinste. Dit kan ook met visulele kuns geïntegreer word deur die maak van 'n collage waar klein/ groot voorwerpe opgeplak word. Semi-konkrete 2-D vorms en prente Laat die leerders die volgende aktiwiteite doen: - Speel kaartspeletjies wat klein/groot/die grootste op prente aandui. - Vra vrae soos: “Watter vis is eerste en watter vis is laaste? Watter vis is in die middel?” - Vorder na letters sodat die leerders bewus kan word dat prente woorde voorstel. Leerders hoef nie die letters te lees nie Boublokke en balle van verskillende groottes Knope, lepels, medisynedosies, skoendose, leë melkhouers, leë medisynebottels, ensovoorts KABV 87 WISKUNDE GRAAD R Week 6 Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Skat en tel alledaagse voorwerpe akkuraat Daaglikse telaktiwiteite - Mondeling: Ritmiese tel vanaf 1- 5 - Sing getalleliedjies en rympies Getalleliedjies en rympies Daagliks 2.1 Meetkundige patrone Kopieer en brei patrone uit deur lyfslagwerk te gebruik Kinesteties: - Onderwyser demonstreer lyfslagwerk- (body percussion) patroon en leerders moet die patroon herhaal, byvoorbeeld klap, klap, stamp; klap, klap, stamp ... vingerklap, trap, trap, vingerklap … ensovoorts Gebruik konkrete 3-D voorwerpe: Kopieer patroon met voorwerpe, byvoorbeeld: - Gebruik verskillende soorte blare - Gebruik vorms, byvoorbeeld sirkel, sirkel, driehoek, sirkel ... - Gebruik voorwerpe, byvoorbeeld rooi pennetjie, blou pennetjie, geel pennetjie, rooi pennetjie... Leerders Logi-vorms Pennetjies vir pennetjiesbord (peg board) 1 dag Gebruik semi-konkrete 2-D vorms en -prente Laat die leerders die volgende aktiwiteite doen: - Ontwerp hul eie patrone met prentkaarte, byvoorbeeld blom, blaar, blaar, blom ... - Ontwerp eie patrone met kleurkaarte, byvoorbeeld rooi, blou, rooi, blou, rooi ... - Tydens skeppende kuns kan leerders patrone met byvoorbeeld artappels, sponsvorms, ensovoorts, druk Verskaf prentkaarte aan die leerders. Kleurkaarte Onderwyser kan verskillende voorwerpe uit sponsies knip 88 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 6 Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en benoem 'n vierkant Stel die vierkant bekend Wanneer die vierkant vir die eerste keer bekend gestel word, behoort die voorwerpe presies dieselfde in elke opsig te wees (dieselfde grootte, dieselfde kleur en dieselfde tekstuur) 'n Vierkant bestaan uit vier sye. Kinesteties - Die hele klas vorm 'n vierkant - Laat die leerders op 'n vierkant loop wat met tou uitgepak is en sing die volgende liedjie: “Ek loop op 'n vierkant, 'n vierkant, 'n vierkant. Ek loop op 1 sy, 2 sye, 3 sye, 4 sye. Al die sye is eenders.” - Groepe leerders kan kleiner vierkante vorm Gebruik konkrete 3-D voorwerpe - Die onderwyser wys die verskille uit tussen die sirkel en die vierkant deur 'n deksel van 'n blikkie en 'n vierkantige teël in die lug te hou. - Die deksel voel rond en die vierkant het sye en hoeke. Semi-konkrete gebruik van 2-D vorm of -prente - Die onderwyser trek die deksel en die teël af. - Die deksel stel 'n sirkel voor en die teël 'n vierkant. - Laat die leerders die deksel en die teël met kryt aftrek. Leerders Tou 'n Deksel van 'n blikkie 'n Vierkantige teël 'n Verskeidenheid ronde deksels en vierkantige voorwerpe Koerantpapier Kryt 1 dag Sorteer 3-D voorwerpe en 2-D vorms of prente Verdeel leerders in groepe. Laat die leerders die volgende aktiwiteite doen: - Sorteer 'n verskeidenheid 3-D voorwerpe en 2-D vorms volgens grootte en kleur - Vaslegging van vorms deur speletjies te speel en met speelkaarte te speel tydens binnespel Vormkaarte 3-D voorwerpe soos blokke en Lego￾blokke 2-D -voorwerpe soos “Wat is in 'n vierkant”-speletjie 1 dag 3.2 3-D voorwerpe Herken, beskryf en benoem 3-D voorwerpe wat gly Stel voorwerpe bekend wat kan gly Verskaf 'n verskeidenheid 3-D voorwerpe en 2-D vorms soos blokkies, dosies, balletjies, ensovoorts. - Laat leerders speel-speel eksperimenteer met watter voorwerpe kan gly en watter kan rol - Die leerders kan die glybaan buite gebruik of die onderwyser kan 'n tafel gebruik om 'n helling te maak deur twee blokke onder twee pote van die tafel te plaas - Kan enige van die voorwerpe opwaarts gly? - Watter voorwerpe gly afwaarts? - Waarom kan hierdie voorwerpe gly? Blokke Balle Dose Glytafel met blokke 1 dag KABV 89 WISKUNDE GRAAD R Week 6 Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Beskryf een 3-D -voorwerp in verhouding tot 'n ander Ontwikkel die begrip van op/onder en onder/bo-op Kinesteties - Elke leerder sit op sy eie stoel - Leerders luister na die onderwyser se opdragte en volg terwyl hulle die aksies uitvoer, byvoorbeeld: Sit op jou stoel, lê onder jou stoel. - Staan bo-op jou stoel. Sit onder die tafel. - Sit jou hande op jou kop. - Sit jou hande onder jou bene. - Sit 'n boontjiesak onder jou arm. - Sit op die boontjiesak - Hou die hoepel onder jou knieë Gebruik konkrete 3-D voorwerpe - Laat twee leerders 'n springtou vashou en die res van die klas kruip onder deur die springtou - Soek 'n voorwerp onder die mat/tafel/doos. Gebruik semi-konkrete 2-D vorms en-prente - Die onderwyser verskaf 'n verskeidenheid prente waar die konsep van bo-op en onder geillustreer word, byvoorbeeld die persoon sit bo-op die tafel, die baba lê onder die kombers Laat die leerders die volgende aktiwiteite doen: - Kyk na die prente en identifiseer die begrippe van bo-op en onder 'n Stoel vir elke leerder Bo-op die tafel onder die tafel 1 dag 90 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 6 Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 4.1 Tyd Beskryf die tyd van die dag in terme van dag/nag en lig/donker Stel albei die begrippe van “dag/nag” en” lig/donker” bekend Intergreer hierdie begrippe met Aanvangskennis-onderwerpe in Lewensvaardigheid Kinesteties - Ervaar donkerte deur onder die tafel wat met 'n kombers toegegooi is te sit - Maak die klaskamer donker deur die gordyne toe te trek en die lig af te skakel - Leerders praat oor hul ervaring toe die klaskamer donker was en toe dit lig was - Verskaf 'n flits om lig te maak onder die kombers - Praat oor aktiwiteite wat gedurende die dag en die nag plaasvind Gebruik semi-konkrete 2-D vorms en prente - Die onderwyser maak 'n plakkaat van die son, maan en sterre en verskaf prente wat aantoon wat gedurende die dag en nag gebeur - Leerders moet die prentjies onder die son, maan en sterre plaas. Stoele en komberse Flitslig Plakkaat van dag en nag Prente van dag-/nagaktiwiteite 1 dag KABV 91 WISKUNDE GRAAD R Week 7 Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en benoem 3-D voorwerpe en 2-D vorms in die klaskamer • Stel legkaarte bekend en gee leiding hoe om dit te bou - Bespreek die legkaartprente met spesiale verwysing na detail soos kleur, mense/ diere, voorwerpe, posisie van die mense en diere en voorwerpe - Identifiseer, herken en pas die verskillende soorte legkaartstukke, byvoorbeeld: o stukke met hoeke o stukke met een reguit kant o stukke met geen reguit kante o tel die legkaartstukke Hoe om 'n legkaart te bou: o Pak al die legkaartstukke met die prent na bo o Identifiseer die hoekstukke en pas die kleure, voorwerpe, ensovoorts met die hoeke van die legkaart o Bou die vierkante (raam) deur van al die stukke met een reguit kant gebruik te maak o As die leerder sukkel, kan hulle die legkaart bo-op die gegewe prent bou o Al die legkaarte moet voltooi word voordat dit weggepak word 'n Verskeidendheid legkaarte – minimum 6 stukke 1 dag 92 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 7 Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Beskryf een 3-D -voorwerp in verhouding tot die leerder • Die posisie van twee of meer voorwerpe in verhouding tot die leerder - In/uit Kinesteties - Die onderwyser gebruik maskeerband of 'n springtou om twee lyne op die vloer te maak. - Die leerders staan almal aan die een kant en die onderwyser sê: ”Binne in die rivier” (al die leerders moet tussen die twee lyne inspring, dan sê sy weer: “Uit die rivier”. Die leerders moet enige kant van die “rivier” uitspring. - Leerders wat nie die korrekte instruksies volg nie, mag nie verder deelneem nie. Speletjie: In die rivier (tussen die twee lyne), uit die rivier (buite die twee lyne) 2 springtoue 1 dag Gebruik konkrete 3-D voorwerpe: Laat die leerders die volgende aktiwiteite doen: - Staan 'n paar treë weg van 'n emmer/mandjie - Gooi boontjiesakkies in die emmer/mandjie Gebruik semi-konkrete 2-D vorms en prente - Leerders teken 'n prentjie wat die konsep in en uit demonstreer Emmer/mandjie Papier en kryt KABV 93 WISKUNDE GRAAD R Week 7 Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Die posisie van twee of meer voorwerpe in verhouding tot die leerder: Bo-op/onder Kinesteties Laat die leerders die volgende opdragte uitvoer: - Sit die rooi blokkie op jou maat se kop - Sit die geel blokkie onder die tafel - Sit die blokkie op jou kop en klim op jou tafel - Kruip met toe oë onder deur die tafel Gebruik konkrete 3-D voorwerpe: Laat die leerders die volgende aktiwiteite doen: - Pak die driehoeke bo-op mekaar - Pak die blou vierkante bo-op mekaar - Pak die rooi sirkel onder die geel sirkel - Plaas die geel sirkel en die rooi driehoek onder die blou vierkant Gebruik semi-konkrete 2-D vorms en prente - Onderwyser berei individuele prentkaarte voor, sowel as kaarte met vorms daarop. - Leerders moet die vorms bo-op die prent plaas soos die onderwyser versoek, byvoorbeeld: Plaas die blou vierkant bo-op die vrugtemandjie. Boublokke/Unifixblokke Logi vorms Verskillende prentjies Vormkaarte 1 dag 94 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 7 Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.4 Simmetrie • Vaslegging van die bewustheid van simmetrie in self (eie liggaam) Kinesteties Laat die leerders die volgende aktiwiteite doen: - Leerders benoem hul liggaamsdele. - Sing enige aksieliedjie oor die liggaam. Die onderwyser demonstreer die begrip van simmetrie deur 'n tou voor die leerder te hang. - Leerders behoort hulle te verbeel dat hul liggaam in twee dele verdeel is. Die onderwyser verduidelik hoe die liggaam in twee dele verdeel is. Dit word die middellyn genoem: - Alle liggaamsdele waarvan 'n mens twee het, word aan albei kante van die liggaam gevind, byvoorbeeld oë, ore, arms, bene, ensovoorts. - Alle liggaamsdele waarvan 'n mens net een het, is in die middel van die liggaam geposisioneer, byvoorbeeld neus, mond, naeltjie. Om simmetrie beter te kan uitvoer, laat die leerders die volgende aktiwiteite doen: - Marsjeer deur die knieë hoog op te lig. - Marsjeer soos bliksoldate. - Marsjeer deur die bene en arms op te lig. Integreer hierdie aktiwiteite tydens uitvoerende kuns in Lewensvaardigheid. Gebruik semi-konkrete 2-D vorms en prente - Onderwyser teken onvoltooide prente op papier en versoek die leerders om die prent te voltooi. Liedjie: “Kop en skouers, knieë en tone” 'n Tou om mee te demonstreer Leerders se eie liggame Onvoltooide prentjies om simmetrie uit te beeld 1 dag KABV 95 WISKUNDE GRAAD R Week 7 Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte • Die posisie van twee of meer 3-D voorwerpe in verhouding tot die leerder - op/af Kinesteties Laat die leerders die volgende aktiwiteite doen: - Demonstreer die konsep op en af deur lywe op en af te beweeg volgens die opdrag van die onderwyser - Klim twee trappe op terwyl jy dit tel - Klim die trappe af terwyl jy tel - Klim op en af van die speelapparaat - Klim op en af op 'n touleer - Kyk op en af Gebruik semi-konkrete 2-D vorms en prente - Die onderwyser verskaf 'n verskeidenheid prente waar die begrip op en af geïllustreer word o byvoorbeeld 'n persoon wat 'n berg klim, 'n lugballon wat opstyg en weer afkom en 'n persoon wat by die trappe afstap. Laat die leerders die volgende aktiwiteite doen: - Identifiseer die begrip op en af deur middel van prente. Sing liedjie: “The Grand old duke of York” of iets toepasliks Maak gebruik van die trappe by die skool Klimraam, touleer Prentjies wat op en af demonstreer 1 dag 96 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 8 Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.4 Simmetrie • Die kruising van die middellyn word met tel geïnkorpereer Kinesteties Laat die leerders die volgende aktiwiteite doen: - Kronkel (twist) en spring ritmies terwyl jy tel. - Staan regoor mekaar en doen oorkruisklap terwyl 'n liedjie gesing of 'n rympie gesê word. Gebruik konkrete 3-D voorwerpe Laat die leerders die volgende aktiwiteite doen: - Gooi 'n bal na 'n maat terwyl jy tel. - Loop op 'n geboë tou terwyl 'n liedjie gesing word: “Een klein olifantjie balanseer …” - Skop 'n bal vir mekaar. Die bogenoemde aktiwiteit kan met Lewenvaardigheid geïntegreer word. Leerders Getalliedjies en rympies Bal, tou 1 dag 2.1 Meetkundige patrone • Ontwerp eie patrone Kinesteties Laat die leerders 'n patroon vorm deur … - hul lywe te gebruik, byvoorbeeld een meisie met 'n rok en twee seuns met broeke. Gebruik konkrete 3-D voorwerpe - Gebruik rooi en blou vorms, byvoorbeeld 2 blou vierkante, 2 blou driehoeke, 2 blou vierkante. - Pas die patroon toe gedurende aktiwiteite deur van rooi en blou bottelproppies gebruik te maak. Rooi en blou plastiekvorms Gebruik bottelproppies en rooi en blou verf. rooi blou rooi blou rooi blou 1 dag Gebruik semi-konkrete 2-D vorms deur van sekondêre kleure gebruik te maak Laat die leerders die volgende aktiwiteite doen: - Gebruik hul duime om 'n raam bo-aan die papier met verf te druk, byvoorbeeld groen, oranje, groen…(aktiwiteit kan gedurende skeppende kuns gedoen word) A4-papier Groen en oranje verf of enige ander kleur wat beskikbaar is. KABV 97 WISKUNDE GRAAD R Week 8 Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe • Herken, identifiseer en benoem 3-D voorwerpe • Vaslegging van voorwerpe wat rol Gebruik konkrete 3-D voorwerpe: Laat die leerders die volgende aktiwiteite doen: - Speel met plastiekbottels, blikkies, balle, 'n lemoen, ensovoorts, en ontdek die moontlikhede dat hulle kan rol. Die onderwyser vra: - Watter blokkies in die blokhoekie kan rol? - Blokke wat reguit sye het, kan nie rol nie. - Rol verskillende voorwerpe en ontdek watter kan rol en watter nie kan rol nie. - Leerders behoort dan agter te kom dat ronde voorwerpe kan rol. Plastiekbottels Blokkies, Lego-blokkies Blikke, plastiekkoppies, toiletpapierrolletjies, kerse, lemoene, balle, ensovoorts. 1 dag 3.1 Posisie, oriëntasie en aansigte • Ontwikkwel 'n bewustheid van rigtingsin deur albei begrippe “voor/na” en “vorentoe/agtertoe” bekend te stel Kinesteties Laat die leerders die volgende aktiwiteite doen: Die leerders luister na die opdragte van die onderwyser (alleen of as deel van 'n groep) en posisioneer hulleself in die klaskamer, byvoorbeeld: - Staan voor in die klaskamer (gebruik “voor” in die klaskamer waar die deur is.) - Staan agter in die klaskamer - Loop vorentoe en agtertoe - Kruip vorentoe en agtertoe - Spring vorentoe en agtertoe Leerders 1 dag 98 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 8 Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Die onderwyser teken die patroon met bordkryt op die vloer of buite in die sand of Laat die leerders die volgende aktiwiteite doen: - Loop of kruip op die lyne van die patroon. - Plaas 'n stuk rooi papier op die hoeke wat verkeersligte voorstel. Wanneer leerders by die hoeke kom, moet die hele liggaam gedraai word om die sensasie van rigting te ervaar. Teken buite in die sand Rooi papier 1 dag Gebruik konkrete 3-D voorwerpe Laat die leerders die volgende aktiwiteite doen: - Bou 'n pad met boublokke - Stoot 'n speelgoedmotortjie vorentoe en agtertoe op die boublokpad - Stoot 'n speelgoedmotortjie en draai links en regs op die boublokpad. Boublokke KABV 99 WISKUNDE GRAAD R Week 8 Voorgestelde kontaktyd: Een onderwysgerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 5.1 Versamel en sorteer voorwerpe • Stel die begrip van datahantering (deur hul liggame te gebruik) deur voorwerpe in die klas en omgewing volgens gegewe eienskappe bekend Kinesteties: Verdeel leerders in groepe - Laat al die seuns in een ry staan en al die dogters in 'n ander ry staan. - Die leerders tel die getal seuns en dogters in elke groep. - Hierdeur kan jy 'n liggaamsgrafiek voltooi. Teken grafiek wat data vertoon Gebruik konkrete 3-D voorwerpe - Leerders kan die bogenoemde inligting gebruik en 'n 3-D voorwerpgrafiek pak deur blokkies/vorms, ensovoorts te gebruik wat elke leerder voorstel. Lees en voorstelling van grafiek Gebruik semi-konkrete 2-D vorms en prente - Leerders maak 'n grafiek deur speeldeeg/klei te gebruik en elkeen kan sy eie interpretasie van die vorige aktiwiteit voorstel. - Gee leerders 'n papier van 'n prent van 'n dogter en 'n seun bo-aan die papier. - Leerders plaas die getal klei of speeldeeg/kleiballetjies onder die korrekte prente. Leerders staan in twee rye Dogters Seuns 2 3 Speeldeeg/klei A4-papier 1 dag 100 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 9 Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe • Herken en ontdek voorwerpe wat kan gly en rol Die onderwyser bons 'n bal op die vloer. Sy laat dit op die vloer rol. Die onderwyser neem 'n doos en doen dieselfde. Die onderwyser vra aan die leerders: - Watter voorwerp kan rol? - Hoekom kon die doos nie rol nie? - Watter voorwerp kon gly? Onderwyser wys aan leerders uit dat 'n doos vier sye en hoeke het en daarom kan dit nie rol nie. Die bal het geen hoeke nie en kan dus rol. - Moedig die leerders aan om voorwerpe in die klas te soek wat kan rol en gly. Bal Kartondoos 1 dag KABV 101 WISKUNDE GRAAD R Week 9 Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en benoem 2-D vorms in die klaskamer en in prente - 'n sirkel Kinesteties Laat die leerders die volgende aktiwiteite doen: - Gebruik hulle vingers om sirkels te maak - Gebruik beide hande om 'n sirkel te vorm - Sit op die mat en vorm 'n sirkel terwyl leerders hande hou - Loop om 'n sirkel wat op die mat van tou gemaak is - Speel speletjies waar leerders in 'n kring sit en liedjies sing o Een leerder staan buite die sirkel en hardloop met 'n bal in sy/haar hand al in die rondte o Die leerder kies om die bal agter enige van die leerders neer te sit o Die verkose leerder moet die bal optel en probeer om die ander leerder met die bal te gooi. Die leerder hardloop om die sirkel en gaan sit op die leë plek. o As die bal die leerder wat weghardloop raak, moet hy/sy in die middel gaan sit Gebruik konkrete 3-D voorwerpe Laat die leerders die volgende aktiwiteite doen: - Vind ronde voorwerpe in die klaskamer - Vind vorms wat 'n sirkel voorstel. Gebruik semi-konkrete 2-D vorms en prente - Onderwyser benoem voorwerpe en leerders moet identifiseer watter voorwerpe rond is, byvoorbeeld lemoen, appel, tafel, bal, albaster, boek, kartondoos, ensovoorts. Leerders Tou Sokkerbal, tennisbal, hokkiebal, gholfbal Appel, lemoen, hoepels, ensovoorts. Lemoen, appel, ronde tafel, bal, albaster, boek, kartondoos 1 dag 102 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 9 Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansig Die posisie van een of twee voorwerpe in verhouding tot die ander • Begrip langsaan/tussen/tussen in wat met kleur geïnkorporeer is Kinesteties Onderwyser roep 3 leerders. Sy demonstreer die begrip langsaan/tussen/tussen in deur die leerders in verskillende volgorde te plaas. - Craig staan langs Steve - Mel staan tussen Craig en Steve Die aktiwiteit kan met ander leerders herhaal word Die onderwyser verskaf blokke van verskillende kleure aan leerders en gee die volgende opdragte: - Sit die rooi blokkie langs die geel blokkie - Sit die blou blokkie tussen die rooi en die geel blokkie Gebruik konkrete 3-D voorwerpe Gebruik boontjiesakkies van verskillende kleure (rooi, blou, geel, groen) en gee aan die leerders die volgende opdragte: - Sit die blou boontjiesakkie langs die geel boontjiesakkie - Sit die rooi boontjiesakkie tussen die blou en die geel boontjiesakkie Hierdie aktiwiteit kan in Lewensvaardigheid geïntegreer word Gekleurde blokke Gekleurde boontjiesakkies 1 dag KABV 103 WISKUNDE GRAAD R Week 9 Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe • Orden meer as twee gegewe voorwerpe van die kleinste na die grootste Kinesteties: Verskaf speeldeeg/klei en laat hulle balletjies daarvan maak. - Tydens groepwerk kan die leerders die balletjies van die kleinste na die grootste en die grootste na die kleinste orden Gebruik konkrete 3-D voorwerpe: - Elke groeplid moet 'n voorwerp in die klaskamer vind. - Die leerders moet nou die voorwerpe van die kleinste van die grootste in hulle verskeie groepe orden. Onderwyser verskaf 'n ou telefoongids aan elke groep. Laat die leerders die volgende aktiwiteite doen: - Skeur papier uit die telefoongids en vorm balletjies - Leerders moet vergelyk wie se balletjie is die grootste en wie s'n die kleinste is Gebruik semi-konkrete 2-D vorms en prente - Gee leerders 'n papier met prente van groot en klein voorwerpe - Leerders kan die groot items inkleur en die klein items omkring Speeldeeg/klei Enige voorwerpe in die klaskamer Ou telefoongidse A4-bladsy met prente 1 dag 104 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 9 Voorgestelde kontaktyd : Een onderwysgerigte beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 4.2 Lengte Vergelyk en orden voorwerpe op 'n konkrete manier en gebruik toepaslike woordeskat om hoogte te beskryf - Langste/kortste - Hoogste/Laagste Kinesteties - Die onderwyser roep 4 leerders en vra die res van die klas om haar te help om die leerders van lank na kort te orden. - Die leerders orden hulself in hul groepe van die langste na die kortste. - Een leerder staan met sy/haar rug teen die muur, terwyl die ander leerders van sy/haar groep die lengte van die leerder met hul handspanne meet. 1 dag Gebruik konkrete 3-D voorwerpe Onderwyser pak 'n verskeidenheid voorwerpe op elke groep se tafel, byvoorbeeld liniale, potlode, uitveërs, ensovoorts. - Sorteer al die lang en al die kort voorwerpe bymekaar. - Leerders moet die voorwerpe van die langste na die korste orden. Lengtekaart - Die onderwyser plak 'n lengtekaart teen die muur vas en toon elke leerder in die klas se lengte aan. - Gebruik die leerders se simboolkaarte om elkeen se lengte op die kaart aan te dui. - Die leerders kom saam met die onderwyser tot die gevolgtrekking dat Sipho 6 hande lank is en Abby 5 hande lank is omdat sy korter as Sipho is. Liniale, kryt, potlode, uitveërs, ensovoorts Lengtekaart KABV 105 WISKUNDE GRAAD R WEEK 10 Gebruik week 10 om aandag aan konseptuele en/of leerhindernisse te skenk Inhoudsarea Onderwerp Assesseringskriteria Getalle, bewerkings en verwantskappe 1.1 Tel voorwerpe Skat en ritmiese tel (rote counting) tot 5 (Getalliedjies en rympies om getalbegrip te bevorder) Herken getalle in bekende konteks, byvoorbeeld ouderdom Verstaan rangorde van getalle, byvoorbeeld gedurende toiletroetine Verstaan een-tot-een-ooreenstemming (Helperkaart gedurende verversingstyd) Identifiseer getalprente en kolkaarte wat getal 1 voorstel Ken die getalsimbool van 1 Herken die getalnaam van 1 1.6 Probleemoplossingstegnieke Gebruik konkrete apparaat Verduidelik eie denke in woorde en deur tekeninge of konkrete voorwerpe Patrone, funksies en algebra 2.1 Meetkundige patrone Identifiseer patrone in die omgewing Kopieer, brei uit en ontwerp eie patrone Ruimte en vorm (Meetkunde) 3.2 3-D voorwerpe en 2-D vorms Herken, identifiseer en benoem balle Herken, identifiseer en benoem bokse Herken, identifiseer en benoem sy/haar eie simbool, sy/haar maats se simbole en die klas se naam Bou ten minste 6 stuk-legkaarte Toon die vermoë om tussen voorwerpe op die voorgrond/agtergrond in 'n prent te onderskei Identifiseer en herken die sirkel Identifiseer en herken die driehoek Identifiseer en herken die vierkant Vergelyk watter twee gegewe versamelings voorwerpe van voorwerpe groter, kleiner, die grootste, die kleinste is Sorteer voorwerpe volgens: Grootte – groot en klein Kleur – primêre kleure (rooi, geel, blou) Vorm – sirkel, driehoek en vierkant Voorwerpe wat rol Voorwerpe wat gly 106 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R WEEK 10 Gebruik week 10 om aandag aan konseptuele en/of leerhindernisse te skenk Inhoudsarea Onderwerp Assesseringskriteria Ruimte en vorm (Meetkunde) 3.4 Simmetrie Herken die lyn van simmetrie in self Meting 4.1 Tyd Gebruilk woorde soos dag, nag, lig en donker, oggend, middag, aand/saans om die tyd van die dag te beskryf Plaas die volgorde van gebeure in eie daaglikse lewe in die korrekte volgorde (dagprogram) Toon 'n bewustheid van dae van die week, seisoene en die weer Ken eie verjaarsdagdatum 4.2 Lengte Onderskei tussen lank, langer, die langste, kort, korter, die kortste (lengtekaart) Datahantering 5.1 Versamel en sorteer voorwerpe In staat om te versamel, te sorteer, te teken, te lees en voorstellings (analise) van voorwerpe volgens een eienskap te maak 5.2 Voorstelling van gesorteerde versameling voorwerpe 5.3 Bespreek en doen verslag oor gesorteerde versameling voorwerpe KABV 107 WISKUNDE GRAAD R KWARTAAL 2 GRAAD R Week 11 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Voorstelling en verduideliking van getal 2 Mondeling: Tel alledaagse voorwerpe tot 2. Tel aan en terug tot 2. Ritmiese tel 1-7 Vaslegging van begrippe “meer “en “minder” Klap hande baie keer ... STOP. Klap hande minder. Die onderwyser klap hande twee keer. Twee prente van voëltjies vir telrympie - “Twee klein voëltjies … 1 dag Kinesteties - Roep twee leerders na vore. Tel hulle. - Tel 2 stoele, tafels, ensovoorts. - Identifiseer pare liggaamsdele, byvoorbeeld oë, ore, hande, bene, voete, knieë, skouers, ensovoorts - Doen lyfslagwerk (body percussion) byvoorbeeld klap hande twee keer, knik kop twee keer, tik met voet op die vloer twee keer, spring twee keer, ensovoorts. - Hou 2 vingers in die lug op, hou 2 hande in die lug op, sit en hou 2 voete in die lug op. Leerders se liggame 108 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 11 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Gebruik konkrete 3-D voorwerpe Laat die leerders: - Twee van dieselfde voorwerpe in die klaskamer identifiseer, byvoorbeeld twee skoene, twee kryte, ensovoorts - 'n Bewustheid van getalbehoud ontwikkel deurdat hulle twee tellers of enige ander voorwerpe op verskillende maniere pak, byvoorbeeld: of of Wanneer die getal voorwerpe getel word, moet dit nie geaffekteer word deur die grootte of posisie en of dit van dieselfde tipe is nie, byvoorbeeld: - Orden 2 knope, 2 potlode, 2 hoepels, 2 leerders, ensovoorts. - Tel dit op verskillende maniere, byvoorbeeld tel dit uitgesprei, naby mekaar, in lyn, of pak dit bo-op mekaar. 2 tellers of enige 2 voorwerpe per leerder 1 dag KABV 109 WISKUNDE GRAAD R Week 11 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.3 Getalsimbole en getalname • Ken die getalsimbool en herken die getalnaam wat die getal 2 insluit Gebruik semi-konkrete 2-D vorms Laat die leerders: - kaarte met 2 prente op, pas met kaarte met 2 kolletjies op; - flitskaarte met prente of geselekteerde aantal items op wys, byvoorbeeld 'n paar skoene, twee kryte, ensovoorts; - na dieselfde aantal voorwerpe in die klaskamer kyk. - flitskaarte met verskillende getalle en prente op identifiseer. - flitskaarte met getalsimbool 2 op identifiseer; - flitskaarte met die getalnaam op identifiseer; - die getalsimbool by die getal voorwerpe en die getal kolletjies pas; - die getalnaam by die getalsimbool-, prente- of kolletjieskaart pas; - flitskaarte van getal 1 byvoeg en die getalle 1 en 2 identifiseer; - legkaarte met getalle maak en laat hulle toe om dit by mekaar te pas, byvoorbeeld: 2 twee Getalflitskaarte met twee voorwerpe op. Voorwerpe in die klas en in die omgewing Prente van 2 voor￾werpe Flitskaarte met twee prente, kolletjies, getalsimbool en getalnaam. Prente van 2 voor￾werpe 2 twee 1 dag 110 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 11 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe • Beskryf, sorteer en vergelyk 3-D voorwerpe en 2-D vorms volgens ooreenkomste en verskille Kinesteties - Kies twee dogters deur middel van 'n telrympie. - Die ander leerders identifiseer op watter manier die twee dogters dieselfde is. - Kies 'n seun en 'n dogter deur middel van 'n telrympie. - Die ander leerders identifiseer op watter manier die seun en die dogter verskillend van mekaar is. - In pare moet die een leerder op 'n seker manier poseer en die ander leerder moet die presiese posisie namaak, byvoorbeeld: - Een leerder staan op een been met sy/haar hande op die kop. Die ander leerder moet dit presies namaak (spieëlbeeld). - Sorteer leerders volgens geslag, leerders met skoene, leerders met sandale en leerders wat kaalvoet is. - Roep die volgende leerders na vore. o Seuns en meisies met broeke aan en 'n meisie met 'n rok aan. o Alle kinders met skoene aan en 'n leerder wat kaalvoet is. - Vra vrae soos: Watter leerder pas nie? Watter leerder is verskillend? 1 dag KABV 111 WISKUNDE GRAAD R Week 11 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe en 3.3 2-D vorms Beskryf, sorteer en vergelyk 3-D voorwerpe en 2-D vorms volgens ooreekomste en verskille Gebruik konkrete 3-D voorwerpe - Twee leerders bons balle - 'n groot bal en 'n klein bal. - Die ander leerders identifiseer op watter manier die balle dieselfde of verskillend is. - Een leerder rol 'n lemoen en 'n ander leerder rol 'n bal. - Die ander leerder identifiseer op watter maniere die bal en die lemoen dieselfde of verskillend is. - Leerders neem 'n seun se skoene en 'n meisies se sandale waar - Die ander leerders identifiseer op watter manier die skoene dieselfde of verskillend is - Leerders soek voorwerpe in die klaskamer wat dieselfde is. Gebruik semi-konkrete 2-D vorms of prente - Voorsien paskaartspeletjies om ooreenskomste en verskille te oefen, byvoorbeeld: - Beweeg later in die jaar na abstrakte kaarte. Leerders hoef nie die letters te lees nie, byvoorbeeld: Maak eie paskaartspeletjies soos in onderstaande voorbeeld Paskaartspeletjies 1 dag 112 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 11 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle • Orden en vergelyk versameling van voorwerpe en gebruik die woordeskat “gelyk aan mekaar” of “dieselfde” Kinesteties Laat die leerders … - die begrippe van dieselfde en verskillend ontwikkel. - hul vingers en tone vergelyk. Hoewel hulle dieselfde getal is, lyk hulle verskillend. - hul vingers, tone en oë vergelyk. Dit lyk verskillend. Hulle het dieselde aantal vingers en tone, naamlik 10, maar hulle het net twee oë. - hul ore, arms, bene en voete vergelyk. Hulle lyk verskillend, maar het dieselfde aantal, naamlik 2 van elk. - Die onderwyser teken twee sirkels op die grond, of vorm twee sirkels met 'n tou op die vloer. Die onderwyser vra die leerders om so te verdeel dat daar in elke sirkel dieselfde aantal leerders is. Tel die aantal leerders. Wys uit dat die groepe gelyk aan mekaar is. 1 dag KABV 113 WISKUNDE GRAAD R Week 11 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle Gebruik konkrete 3-D voorwerpe - Ontwikkel die begrippe van “dieselfde” en “verskillend”. - Plaas 'n stel van die leerders se simbole in die middel van die mat. - Gee vir elke leerder sy/haar simbool. Die leerders probeer hulle simbole met die een op die mat pas. - Plaas 'n groep voorwerpe op die tafel en verdeel dit in gelyke groepe (een vir jou, een vir my) Voorbeelde: 1. Plaas twee van dieselfde tipe voorwerpe op die tafel, byvoorbeeld kryte in 'n ry. Vra die leerder om een van sy/haar eie kryte met die onderwyser se kryte te pas. (Leerders moet twee kryte neem en dit met die aantal kryte van die onderwyser pas. “Nou het ons elkeen dieselfde hoeveelheid kryte”. 2. Herhaal dieselfde oefening soos bo, met 4 tot 6 voorwerpe, sodat die leerders die begrip van “dieselfde/gelyk aan mekaar” beter kan verstaan. 3. Die onderwyser plaas 2 blokke in 'n ry op die tafel. Sy gee vir twee leerders elkeen 'n blok. Vra die leerders om hulle blokke met haar blokke te pas. (Leerders moet elkeen nog 'n blok neem en dit met haar twee blokke pas). “Nou het ons elkeen 2 blokke en dit is dieselfde aantal blokke” Onderwyser blokke Gebruik semi-konkrete 2-D vorms of prente - Laat die leerders prente en kolkaarte vergelyk. Identifiseer die kaarte wat dieselfde is. - Voorsien paskaartspeletjies gedurende binne vryspeltyd, sodat leerders tussen ooreenkomste en verskille kan onderskei. Blokke 1 dag 114 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 11 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle • Orden en vergelyk versamelings voorwerpe deur van die woorde “meer as” gebruik te maak Mondeling: Tel alledaagse voorwerpe tot 2. Versterk begrippe van “baie” en “min” Klap jou hande baie keer …STOP Klap jou hande minder kere. Die onderwyser klap tot die getal 2. Kinesteties Die leerder sê watter van die twee gegewe versameling voorwerpe “meer as” is. Laat die leerders … - hul oë en vingers tel. Vra vrae: “Waarvan het julle die meeste?” - Wys 2 vingers van een hand en 1 vinger van die ander hand "Watter hand is meer?" - Gebruik 'n telrympie en kies 3 leerders. Groepeer hulle in groepe van 2 en 1. - Tel hoeveel leerders in elke groep is. Vergelyk die twee groepe en vra vrae soos:”Watter groep het die meeste leerders?” Watter groep is meer as 1?” 1 dag KABV 115 WISKUNDE GRAAD R Week 11 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle Gebruik konkrete 3-D voorwerpe - Plaas 2 paar skêre, 3 tellers en 4 kryte op die tafel. Tel elke groep voorwerpe. - Stel vrae soos: ”Watter groep het meer voorwerpe? Watter groep het die meeste voorwerpe? Watter groep het meer voorwerpe as die skêre? Watter groep het meer as drie voorwerpe?” - Plaas 'n verskeidenheid konkrete voorwerpe (skulpe, klippe, kurkproppe, ensovoorts.) op die tafel. Sorteer die voorwerpe in groepe (alle kurkproppe tesame), en tel die totaal voorwerpe van elke groep. Dui aan watter groep is meer, minder en gelyk aan mekaar. Bied die leerders die geleentheid om met hulle eie tellers te werk. Begin met klein getalle. - Integrasie: Voorsien houers gedurende waterspel en sandspel om geleenthede te bied om te eksperimenteer met die begrippe soos meer as/minder as/gelyk aan mekaar. Enige voorwerpe in die klaskamer Gebruik semi-konkrete 2-D vorms en prente - Laat die leerders prente en kolkaarte vergelyk. Identifiseer die kaarte wat meer as die getal is wat die onderwyser gegee het. - Die onderwyser sê:” Vind 'n kaart wat meer as 2 kolle op het.” - Pas die kaarte met dieselfde aantal voorwerpe of tellers op (pak 'n teller op elke kol of prent) Prente en kolkaarte Tellers 116 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 12 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Herken en identifiseer die getalsimbool en die getalnaam wat die getal 2 insluit Mondeling:Tel alledaagse voorwerpe tot getal 2 Tel aan en terug tot 2. Ritmiese tel 1-7 Vaslegging van begrippe “meer” en “minder” Klap jou hande baie kere …STOP. Klap jou hande minder kere. Die onderwyser klap tot 2. Getalliedjies en -rympies 1 dag Kinesteties Laat die leerders …: - 'n bal eenkeer bons; - 'n bal twee keer bons; - die getalsimbool 2 op die grond skryf en dan die getal twee uitstap/tree; - die getalsimbool twee in die sand, in die lug, op die mat, ensovoorts, skryf; - die getal twee uit klei (speeldeeg) maak; - 2 maatjies vind wat skoene aan het. Balle Speeldeeg/klei Gebruik konkrete 3-D voorwerpe Laat die leerders … - een teller optel. - twee tellers optel. Tellers KABV 117 WISKUNDE GRAAD R Week 12 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Gebruik semi-konkrete 2-D vorms en prente Laat die leerders … - prentkaarte identifiseer en aan dieselfde aantal voorwerpe koppel; - die twee kolkaart identifiseer en dit aan dieselfde aantal voorwerpe koppel; - die getalsimbool- en getalnaamkaarte identifiseer en dit aan dieselfde aantal tellers koppel; - die getalsimbool 2 op prente identifiseer wat deur die onderwyser verskaf word; - sê waar anders in die klas jy die getal 2 kan sien/kan waarneen; - in groepe verdeel. Bied die geleentheid om getaldomino’s in die groepe te speel. Flitskaarte met twee voorwerpe, 2 kolle, getalsimbool 2 en getalnaam twee op. Prente van 2 voor￾werpe 2 twee Tellers Prente waarop met getalsimbool 2 verskyn 118 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 12 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.7 Optel en aftrek • Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die getal 2 insluit. Kinesteties Voorbeelde: 1. Die onderwyser roep een leerder vorentoe. Die leerders tel hom/haar. Die onderwyser roep nog 'n leerder en vra: ”Hoeveel leerders is nou voor in die klas?” 1 en 1 → 2. (Die onderwyser sê: 1 en 1 = 2) 2. Die onderwyser pak een stoel uit en voeg nog 1 by. Hoeveel stoele is daar nou? 1 en 1 → 2. 3. Die onderwyser hou 2 vingers op en sê:”Tel my vingers. As ek een vinger wegvat, hoeveel vingers kan julle nou sien?" 2 neem 1 weg → 1. 4. Die onderwyser hou 2 vingers op en sê:”Tel my vingers, as ek geen vingers wegvat nie, hoeveel vingers kan jy nou sien?" 2 neem 0 → 2. (Die onderwyser sê: 2 neem weg 0 is gelyk aan 2) 5. Daar is een kind by die huis. Daar kom speel nog een kind. Hoeveel kinders is daar nou? 6. Daar is twee kinders by die tafel. Elke kind wil sy eie stoel hê. Hoeveel stoele is nodig? Gebruik konkrete 3-D voorwerpe. Voorbeelde: (Gebruik tellers) 1. As jy een koekie het en Mammie gee jou nog een koekie by, hoeveel koekies het jy dan? 2. Die onderwyser het 2 tellers in een hand en geen tellers in die ander hand nie. Hoeveel tellers het sy altesaam? 3. Cay het 2 balle en 1 bal rol weg. Hoeveel balle het Cay oor? 4. As jy 2 blokke het en jy gee 1 blok vir jou maatjie, hoeveel blokke gaan elkeen van julle hê? Getal liedjies en rympies Koekies (tellers indien jy nie koekies het nie) Tellers Balle Blokke 1 dag KABV 119 WISKUNDE GRAAD R Week 12 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle • Orden en vergelyk die versameling voorwerpe en gebruik die woorde “minder as “ Mondeling: Tel alledaagse voorwerpe tot getal 2. Vaslegging van begrippe “meer” en “minder” Klap jou hande baie kere …STOP. Klap jou hande minder kere. Die onderwyser klap tot 2. Getalliedjies en -rympies 1 dag Kinesteties (Integreer met uitvoerende kuns in Lewensvaardigheid - dans) - Sing die liedjie: “Kop en skouers, knieë en tone”. Sing elke woord die eerste rondte. - Sing die volgende rondte een woord minder, byvoorbeeld: ‘Kop en skouers, knieë en ..., knieë en ...” - Sing die liedjie met nog 'n woord minder, byvoorbeeld: ‘Kop en skouers, ... en ..., ... en ..." - Die onderwyser wys uit dat hulle elke keer 'n woord minder sing, totdat geen woorde gesing word nie. Gebruik konkrete 3-D voorwerpe Onderwyser maak vier stringe krale. Plaas 3 krale in die eerste string, 2 krale in die tweede string, een kraal in die derde string en 3 krale in die vierde string. Laat die leerders die volgende identifiseer: - Watter string het die minste krale? - Watter string krale het 1 meer as die string met 2 krale? - Watter string krale het een minder as die string met 3 krale? Liedjie: “Kop en skouers, knieë en tone” Vier stringe krale met verskillende aantal krale. 120 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 12 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle Gebruik semi-konkrete 2-D vorms of prente - Laat leerders prente en kolkaarte met mekaar vergelyk. Identifiseer die kaarte wat meer as en minder as die getal is wat deur die onderwyser gegee word, byvoorbeeld "Watter kaart is meer as 2?" - Watter kaart is minder as 4? Maak jou eie prente en kolkaarte 1 dag • Vaslegging van vergelyking van twee gegewe versamelings voorwerpe, gebruik die woorde: - Meer as - Minder as Mondeling: Tel alledaagse voorwerpe tot getal 2. Ritmiese tel 1-7 Vaslegging van begrippe “meer” en “minder” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot getal 2. Getalliedjies en -rympies Die onderwyser maak twee stringe krale. Plaas 3 krale in die eerste string en 2 krale in die tweede string. Laat die leerders die volgende identifiseer: - Watter string het die minste krale? - Watter string het die meeste krale? - Watter string krale het meer as 2 krale? - Watter string krale het minder as 3 krale? Integreer met visuele kuns waar leerders strooitjies, polistireenstukkies, uitgeknipte vorms met geponsde gate in die middel, blare, ensovoorts, inryg. Twee stringe met verskillende aantal krale. KABV 121 WISKUNDE GRAAD R Week 12 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle Gebruik semi-konkrete 2-D vorms of prente Plaas 'n groep voorwerpe op die tafel en verdeel die groepe in: - Gelyke groepe (een vir jou, een vir my) - Ongelyke groepe (vergelyk en kyk watter groepe het die meeste/minste voorwerpe en watter groepe is dieselfde) - As daar twee groepe is wat nie dieselfde is nie, wat kan ons doen om dit gelyk of dieselfde te maak? Twee stringe met verskillende aantal krale. 1 dag 3.2 3-D voorwerpe en 3.3 2-D vorms • Beskryf, sorteer en vergelyk 3-D voorwerpe en 2-D vorms Gebruik konkrete 3-D voorwerpe Laat die leerders … - 'n verskeidenheid voorwerpe volgens grootte sorteer. - die verskillende boublokke volgens grootte (groot en klein) sorteer en vergelyk. - die blokke volgens dieselfde vorms sorteer. Gebruik semi-konkrete 2-D vorms of prente Verdeel leerders in vyf groepe. Gee elke groep 'n verskeidenheid vorms. - Laat die leerders die vorms sorteer volgens ... o kleur o vorm (al ken die leerders nie die vorms nie). o grootte - Maak van kaartspeletjies gebruik om kleur, grootte en vorms te bevorder. 'n Verskeidenheid groot en klein speelgoedkar, Lego-blokke, ensovoorts Boublokke en balle van verskillende groottes. Logi-vorms en ander kleurvolle vorms. 1 dag 122 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 13 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Bekendstelling van getal 3 Mondeling: Tel alledaagse voorwerpe tot die getal 3. Tel aan en terug tot 3. Ritmiese tel 1-7 Vaslegging van die begrippe "meer" en "minder" Klap jou hande baie keer ... STOP. Klap jou hande minder kere. Die onderwyser klap tot getal 3. Getalliedjies en -rympies. 1 dag Kinesteties - Die onderwyser speel 'n trom of musiek. Sodra die musiek stop, moet die leerders groepe van drie vorm. - Vra die leerders wie se gesinne bestaan net uit drie lede. - Leerders staan in 'n ry. Die onderwyser vra: “Wie staan derde in die ry?” Verdeel die leerders in groepe van 5 Laat die leerders … - drie bladsye uit 'n ou telefoongids skeur. - die drie bladsye in drie balle so styf moontlik frommel. Gebruik die dominante hand om lateraliteit te bevorder. Leerders sit op die niedominante hand. - Maak die balle oop en frommel dit weer. - Tel die balle nadat al drie weer gefrommel is. - Plaas 'n mandjie in die middel van die groep en tel die balle terwyl dit in die mandjie gegooi word. Die aktiwiteit integreer met liggaamsopvoeding in Lewensvaardigheid Leerders Tellers Ou telefoongidse mandjie KABV 123 WISKUNDE GRAAD R Week 13 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Gebruik konkrete 3-D voorwerpe: Laat die leerders: - 3 voorwerpe in die klaskamer identifiseer - 3 vingers ophou. - 3 voorwerpe op die tafel plaas. Individuele leerders kom tafel toe en en tel elke voorwerp. Die leerders raak aan elke voorwerp as hy/sy dit tel. Herhaal met ander voorwerpe. - Ontwikkel 'n bewustheid van getalbehoud by leerders deur 3 tellers of enige ander voorwerpe op verskillende maniere uit te pak, byvoorbeeld: Wanneer die getal voorwerpe getel word, word hulle grootte, of hul posisie, asook of hulle dieselfde is of nie, nie in ag geneem nie, byvoorbeeld: - Orden 3 knope, 3 potlode, 3 hoepels, 3 leerders, ensovoorts. - Tel hulle op verskillende maniere, byvoorbeeld uitgesprei, naby mekaar, in 'n lyn, of op mekaar gepak. Tellers of voorwerpe 1 dag Gebruik semi-konkrete 2-D vorms of prente - Wys 'n prent van 'n ”driebeenpot “ - Tel die bene. - Laat die leerders aan nog voorwerpe dink wat drie pote het. - Wys prentkaarte met 3 voorwerpe op. Die leerders tel die regte aantal tellers uit. - Doen dieselfde met die kolkaarte. - Die leerders pas die kolkaarte met die prentkaarte. Prentkaarte Kolkaarte Tellers Prent van 3 voor￾werpe 124 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 13 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.3 Getalsimbole en getalname • Ken die getalsimbool en herken die getalnaam 3 Mondeling: Tel alledaagse voorwerpe tot die getal 3. Tel aan en terug tot 3. Vaslegging van begrippe “meer” en “minder” Klap jou hande baie keer …STOP. Klap jou hande minder kere. Die onderwyser klap tot 3. Gebruik konkrete 3-D voorwerpe - Gee vir elke leerder 3 Unifixblokkies. - Die onderwyser wys 'n kol, 'n prent, 'n simbool en 'n naamkaart van getalle 1 tot 3 . - Leerders tel die spesifieke getal en plaas dieselfde aantal Unifixblokkies op hulle vingers. Unifixblokkies Getalkaarte van 1 tot 3 Prent van 3 voor￾werpe 3 drie 1 dag Gebruik semi-konkrete 2-D vorms en prente Laat die leerders: - kaarte met verskillende getalle of prente op identifiseer; - kaarte met die getalsimbool 3 op identifiseer; - die getalsimbool 3 met voorwerpe en aantal kolle koppel; - die getalnaam met die getalsimboolkaart en die aantal kolle koppel; - Gee elke leerder 'n getalkaart vanaf 1 tot 3. Die onderwyser hou 'n kol- of prentkaart in die lug op. Die leerders tel getalkaart op wat pas. Verskillende kaarte met verskillende getalle en prente Kaarte met getalsimbool 3 op Kaarte met 3 kolle op elke kaart Prent van 3 voor￾werpe 3 drie KABV 125 WISKUNDE GRAAD R Week 13 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.7 Optel en Aftrek • Los mondeling gestelde optelling en aftrekking probleme op Mondeling: Tel alledaagse voorwerpe tot getal 3. Tel aan en terug tot 3. Kinesteties Voorbeelde: 1. Onderwyser roep 2 leerders vorentoe, ander leerders tel hulle. Die onderwyser roep nog 1 leerder vorentoe en vra: Hoeveel leerders is nou voor in die klas? 2 en 1 → 3. (Die onderwyser sê: 2 en 1 = 3) 2. Die onderwyser pak 3 stoele uit. Sy sit nie stoele by nie nie. Hoeveel stoele is daar nou? 3 en 0 → 3. 3. Die onderwyser roep 3 leerders vorentoe. Die ander leerders tel hulle. Die onderwyser stuur 2 leerders terug. Hoeveel leerders bly oor? 3 neem weg 2 → 1 Gebruik konkrete 3-D voorwerpe Gee vir elke leerder 3 tellers. Soos die onderwyser die “storieprobleem” vertel, pak die leerders die tellers uit. Voorbeelde: 1. Anna het 2 lemoene en Pietie gee vir haar nog 1 lemoen by. Hoeveel lemoene het Anna nou? 2 en 1 → 3 (Die onderwyser sê 2 en 1 gee vir jou 3). 2. Daar is 1 blaar aan die boom. Daar groei nog 2 blare by. Hoeveel blare is daar nou? 1 en 2 → 3. Voorbeelde: 1. 'n Apie het 3 piesangs en eet 1 op. Hoeveel piesangs het die apie oor? 3 neem 1 weg → 2. 2. Daar hang 2 sappige appels aan die appelboom. 1 appel val af. Hoeveel appels bly oor? 2 neem 1 weg is → 1. Getalliedjies en rympies. Stoele 3 tellers per leerder 1 dag 126 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 13 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 2.1 Meetkundige patrone • Gebruik 2 voorwerpe en ontwerp eie herhalende patrone Kinesteties Leerders sit in 'n kring. Dreunsang (Chant) woordpatrone Voorbeeld: Son, lug, son, lug Piesang, appel, peer, piesang, appel, peer Sannie, Jan, Anna, Sannie, Jan, Anna Rooi, blou, blou, rooi, rooi, blou, blou, rooi, ensovoorts. Waka, waka, eh, eh, waka, waka, eh, eh Gebruik konkrete 3-D voorwerpe Laat die leerders : - van dieselfde voorwerpe in die klaskamer versamel, byvoorbeeld 3 kryte. - ander voorwerpe in die klaskamer wat dieselfde is, versamel, byvoorbeeld 3 Lego￾blokkies - twee voorwerpe gebruik en hulle eie patrone ontwerp, byvoorbeeld: - Een kryt, een Lego-blok, een kryt, een Lego-blok … - Twee kryte, een Lego-blok, twee kryte, een Lego-blok … - Eie patrone op verskillende maniere ontwerp - Voorwerpe met 'n maatjie omruil en die oefening herhaal Kryte Gom Enige ander voorwerpe 1 dag KABV 127 WISKUNDE GRAAD R Week 13 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en benoem 2-D vorms in die klaskamer wat prente insluit - driehoeke • Vaslegging van kennis wat gedurende die 4 weke opgebou is om die driehoek te herken, identifiseer en te benoem. Kinesteties Gebruik 'n tou of teken die buitelyne om 'n groot vorm van 'n driehoek te ontwerp. Laat die leerders: - op die buitelyne van die driehoek loop en neem die eienskappe van die driehoek waar; - die volgende sê terwyl hulle op die buitelyne loop: “Ek loop op die driehoek, een, twee, drie sye, of een, twee, drie hoeke". Die onderwyser wys dat die driehoek drie “hoeke” en drie “sye” het; - 'n driehoek in die lug, of in die sand teken; - 'n driehoek van klei maak. Gebruik konkrete 3-D voorwerpe Laat die leerders - voorwerpe wat driehoekige vorms het in die klaskamer identifiseer en herken; - voorwerpe in die natuur/omgewing met driehoekige vorms herken en identifiseer; - verskillende grootte sirkels en driehoeke in 'n 'voelsakkie' plaas en dan die driehoek tussen ander vorms identifiseer. Klei of speeldeeg Driehoekige voorwerpe in die klaskamer en in die omgewing Maak jou eie kaarte met 5 verskillende sirkels, driehoeke en vierkante op elke kaart 1 dag 128 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 13 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Sorteer 3-D voorwerpe en 2-D vorms - Sorteer 'n verskeidenheid voorwerpe volgens hul vorm en kleur. 1 dag Gebruik semi-konkrete 2-D vorms en prente Laat die leerders: - driehoeke in prente identifiseer; - 'n driehoek op 'n stuk papier teken; - die driehoek vanaf 'n gegewe kaart kopieer; - kringe om al die sirkels op die werkblad trek; - prente maak deur gedurende visuele kunstyd van driehoeke gebruik te maak; - kaartspeletjies speel om vaslegging van vorms te bevorder. Prente waarin 'n driehoek herken kan word. Kaartspeletjies wat hekenning van vorms ontwikkel. Logi-vorms, ensovoorts KABV 129 WISKUNDE GRAAD R Week 14 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis van getal 3 Mondeling: Tel alledaagse voorwerpe tot 3. Tel aan en terug tot 3. Ritmiese tel 1-7 Vaslegging van begrippe “meer” en “minder” Klap jou hande baie keer … STOP. Klap jou hande minder kere. Die onderwyser klap tot 3. Getalliedjies en rympies. 1 dag Gebruik 3-D voorwerpe Laat die leerders: - 3 rooi voorwerpe in die klaskamer vind; - die getal 3 uit klei/speeldeeg maak; - 3 groot balle uit klei/speeldeeg rol; - 3 klein balletjies uit klei/speeldeeg rol; - 3 leerders in die klas vind wat dieselfde kleure dra. Rooi voorwerpe Klei 130 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 14 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.7 Optel en aftrek • Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die getal 3 insluit. Mondeling: Tel alledaagse voorwerpe tot 3 Tel aan en terug tot 3. Kinesteties Voorbeelde: 1. Die onderwyser roep 2 leerders na die mat en nog een meer. Hoeveel leerders het die onderwyser na die mat geroep? Die onderwyser sê: 2 en 1 gee vir jou 3. 2. Daar is drie kinders. Elke kind wil sy/haar eie inkleurkryt hê. Hoeveel kryte het ons nodig? 3. Daar is drie kinders in die klas. Een leerder verlaat die klaskamer. Hoeveel kinders bly oor? Gebruik konkrete 3-D voorwerpe Voorbeelde: 1. Die onderwyser plaas 3 tellers op die tafel. Sy neem 2 weg. Hoeveel tellers bly op die tafel oor? Die onderwyser sê 3 neem 1 weg, gee vir jou 2. 2. Pietie het 2 katte en kry nog 1 kat by Busi. Hoeveel katte het Pietie nou? 2 en 1 → 3. Die onderwyser sê 2 en 1 gee vir jou 3. 3. As 1 kat 1 stert het, hoeveel sterte het 3 katte? 1 en 1 en 1 → 3 Leerders Tellers 1 dag KABV 131 WISKUNDE GRAAD R Week 14 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 2.1 Meetkundige patrone • Voltooi 'n gegewe patroon met 2 voorwerpe Kinesteties - Laat die leerders 'n aksiepatroon kopieer, byvoorbeeld: huppel, huppel, spring, huppel, huppel, spring ... - Leerders voltooi patrone deur van hul liggame geebruik te maak, byvoorbeeld: staan langs mekaar, met hande op die koppe, hande op die heupe, ensovoorts. Gebruik konkrete 3-D voorwerpe - Laat die leerders 'n voorwerppatroon kopieer, byvoorbeeld kraal, kraal, stok, kraal, kraal, stok ... Enige beskikbare voorwerpe 1 dag Gebruik semi-konkrete 2-D vorms of prente - Die onderwyser voorsien die leerders van 'n verskeidenheid uitgeknipte prente van dieselfde voorwerpe. (Knip prente gedurende visuele kunsaktiwiteit uit) - Die onderwyser begin met 'n patroon en die leerders kopieer die gegewe patroon, byvoorbeeld: Prent van koffie, tee, suiker … - Laat die leerders 'n patroon teken, byvoorbeeld: blomme, blare, blomme ... Blou sirkel, rooi sirkel, blou sirkel ... ensovoorts. Prente van advertensies. A4-papier en kleurkryt 132 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 14 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.2 3-D voorwerpe • Sorteer en vergelyk 3-D voorwerpe en 2-D vorms volgens 'n sekere eienskap Gebruik konkrete 3-D voorwerpe Verdeel leerders in 5 groepe. - Die onderwyser versamel genoeg voorwerpe sodat elke groep dit uitsorteer volgens ten minste twee kenmerke (Dit kan ook meer wees). - Gee vir elke groep voorwerpe om te sorteer volgens twee kenmerke. Laat die leerders: - die voorwerpe volgens ooreenkomste en verskille sorteer Gebruik semi-konkrete 2-D vorms en prente Hou leerders in dieselfde groepe - Die onderwyser versamel, vergelyk en sorteer verskillende prente, byvoorbeeld van verskillende klere, kos, meubels, vervoermiddels, ensovoorts. - Laat die leerders 'n werksblad voltooi met twee prente wat bymekaar pas, byvoorbeeld tandeborsel en tandepasta, 'n waslap en seep. Voorwerpe soos die volgende: Verskillende klere-items Verskillende vrugte Verskillende plastiese plaasdiere Verskillende meetkundige vorms Verskillende boublokke Verskillende Lego-blokke Verskillende voorwerpe uit die natuur, soos blare, stokke, klippe, ensovoorts. Verskillende knope, ensovoorts Verskillende kleure bottelproppies Inkleurkryt Prente uit tydskrifte en strooibiljette. Knip uit en plak dit op die kaarte. 1 dag KABV 133 WISKUNDE GRAAD R Week 14 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, Oriëntasie en aansig • Die posisie van twee of meer voorwerpe in verhouding tot die leerders - Vaslegging van begrippe op/onder/bo-op. Kinesteties Elke leerder sit op 'n stoel. - Leerders demonstreer ”bo-op” en “onder” volgens die opdragte van die onderwyser, byvoorbeeld: Sit op die boks, lê onder die boks of tafel, ensovoorts. - Sit onder die tafel. Maak jouself so klein soos wat jy kan onder die tafel. - Staan op jou stoel en strek jouself so hoog as wat jy kan. - Klim op 'n tafel en swaai jou arms in groot/klein sirkels. Brei uit na groter/kleiner. - Plaas 'n blok op jou kop en klim op die tafel. - Gebruik 'n getalrympie en kies vyf leerders - Fluister 'n opdrag vir elke leerder o Sit jou hande onder jou bene o Staan met jou hande op jou heupe o Staan met jou hande agter jou rug o Sit met jou hande op jou skouers o Staan met jou hande voor jou gekruis Die leerders staan voor in die klas, terwyl die res van die groep op die mat sit Vra vir die leerders: - Wat doen die eerste leerder? (Hy/sy sit ) - Waar is sy hande? (Sy/haar hande is onder sy/haar bene) - Herhaal dit met die ander leerders, gebruik tweede, derde, vierde en laaste - Kies 'n nuwe groep vir dieselfde instruksies - Neem die leerders buitetoe en laat hulle die volgende begrippe op hul eie demonstreer: op/onder/bo-op Leerders Kartondoos op onder 1 dag 134 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 15 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis van getalle 1, 2 en 3 Mondeling: Tel alledaagse voorwerpe tot 3. Tel aan en terug tot 3. Ritmiese tel 1-7 Vaslegging van begrippe meer/minder. Klap jou hande baie keer … STOP. Klap jou hande minder kere. Die onderwyser klap tot 3. Getalliedjies en rympies 1 dag Kinesteties Moedig leerders aan om die volgende te ontdek: - 1 liggaamsdeel wat op en af kan beweeg, van een kant na die ander kant, byvoorbeeld die tong. - 2 liggaamsdele wat gebruik kan word om te spring, byvoorbeeld bene. Leerders Sing en dramatiseer 'n liedjie Telrympie, byvoorbeeld: een, twee, swem in die see ... Gebruik konkrete 3-D voorwerpe Laat leerders getalbegrip ontwikkel deur … - 'n toring met 3 blokke te bou; - 3 rooi voorwerpe in die klaskamer te vind. Gebruik semi-konkrete 2-D vorms of prente Die onderwyser teken 'n eenvoudige prent: - Die onderwyser stel vrae wat met die prent verband hou, byvoorbeeld: Hoeveel vensters sien jy? Blokke Rooi voorwerpe 1.2 Tel aan en terug • Gebruik getalle 1, 2 en 3 in bekende kontekste Mondeling: Tel alledaagse voorwerpe tot by 3 Tel aan en terug tot 3. Vaslegging van begrippe meer/minder Klap jou hande baie keer …STOP. Klap jou hande minder kere. Die onderwyser klap tot 3. - Moedig leerders aan om hul eie huisnommers en straatnommers te memoriseer. Gebruik semi-konkrete 2-D vorms en prente Laat die leerders … - prente in tydskrifte en strooibiljette van die getalle 1, 2 en 3 soek en dit op papier plak (integreer met visuele kuns) - die aantal voorwerpe by die aantal kolle op die kaart pas. - slangetjie en leertjie-bordspeletjie en domino’s speel. - Wys 'n kolkaart en die leerders gooi dieselfde aantal boontjiesakke in 'n boks Getalliedjies en rympies Tydskrifte, advertensies Kolkaarte Boontjiesak Slangetjie en leertjie-bordspeletjie Domino’s 1 dag KABV 135 WISKUNDE GRAAD R Week 15 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur Notas: Getalle is oral om ons: - Elke huis het 'n nommer. - Ons almal het verskillende telefoonnommers. - Ons sien syfers in winkelvensters. - Ons sien syfers op verskillende produkte as ons inkopies doen. - Ons sien syfers op motors. 1.4 Beskryf, vergelyk en orden gealle • Orden en vergelyk die versameling voorwerpe en gebruik die woorde meer as/minder as/ gelyk aan tot getal 3 Kinesteties Roep drie leerders vorentoe en laat hulle in 'n kring sit. - Laat twee leerders staan. Hoeveel leerders sit? Tel die leerders. Hoeveel leerders staan? Tel die leerders. Watter getal is meer/minder, watter getal is min/minder? - Laat drie leerders staan. Tel hulle. Watter getal is die meeste/minste? Laat een meer staan. Tel hulle. Is die leerders wat staan meer as die leerders wat sit? - Herhaal met getal 1-3. - Tel die meisies. Tel die seuns. Is daar meer seuns as meisies? Gebruik konkrete 3-D voorwerpe Verdeel leerders in 5 groepe. Voorsien elke groep van 'n stuk wol/tou en van 5 voorwerpe. Leerders vorm 'n nes met die wol. - Die onderwyser fluister vir elke groep om groepe van 3 of 2 of 1 voorwerpe in hul “neste” te maak. - Leerders identifiseer watter groep meer as 1 voorwerp het. - Watter groep het minder as 3 voorwerpe? - Watter groep het dieselfde aantal voorwerpe? Stringe wol/tou 5 voorwerpe per groep 1 dag 136 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 15 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 2.1 Meetkundige patrone • Kopieer en voltooi 'n gegewe patroon volgens die kleure rooi, blou, geel Kinesteties - Onderwyser dramatiseer 'n patroon. Herhaal dit en hou die ritme byvoorbeeld: o Klap, vingerklap (snap), klap, vingerklap (snap), klap, vingerklap (snap) o Vingerklap (snap), klap, stamp, vingerklap (snap), klap, stamp, o Klap, vingerklap (snap), vingerklap (snap), klap, vingerklap (snap), vingerklap (snap) Gebruik konkrete 3-D voorwerpe Die onderwyser voorsien elke leerder van 3 rooi, 3 blou en 3 geel tellers of bottelproppies. Laat die leerders: - 'n gegewe patroon kopieer, byvoorbeeld: rooi, rooi, blou, geel, geel (Herhaal verskeie kere met verskillende patrone); - 'n gegewe patroon voltooi, byvoorbeeld: blou, geel, rooi … .(Herhaal verskeie kere met verskillende patrone); - tellers volgens die drie verskillende kleure sorteer Elke leerder ontvang 3 rooi, 3 blou en 3 geel tellers of bottelproppies 1 dag Gebruik semi-konkrete 2-D vorms of prente Gee vir elke leerder 'n stuk papier. Laat die leerders 'n raam met 2-D vorms versier. Voltooi die prent gedurende visuele kuns tyd deur 'n prent in die middel te teken. Karabo Siya A4-papier vir elke leerder Kryt KABV 137 WISKUNDE GRAAD R Week 15 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 4.2 Lengte Vergelyk en orden konkrete voorwerpe om lengte met toepaslike woordeskat te beskryf - lank/kort - langer/korter - die langste/die kortste Kinesteties - Laat 1 leerder op die vloer lê en die ander leerders plaas blokke in 'n ry langs sy/haar liggaam. - Die onderwyser vra die res van die klas/groep om iets te bou wat korter as hul maatjie en langer as hul maatjie is. Boublokke 1 dag Laat die leerders bepaal: - watter struktuur langer is; - watter struktuur die langste is; - watter struktuur korter is; - watter struktuur die kortste is. Laat leerders verskillende materiaal rangskik: - van die langste tot die kortste; - van die kortste tot die langste; - die lengtes van verskillende voorwerpe vergelyk Die onderwyser voorsien die leerders van stukkies wol of tou. Moedig leerders aan om eers te skat voordat hulle meet. Laat die leerders: - mekaar se koppe meet; - mekaar se voete meet; - hulle eie enkels meet; - hulle eie gewrigte meet; - die lengtes vergelyk deur te kyk watter string tou/wol langer of korter is, byvoorbeeld: die string tou/wol rondom my kop is langer as as die string tou/wol rondom my gewrigte; - bepaal of hulle skatting korrek was. Lyn Repe materiaal Kryte van verskillende lengtes Wol of tou Leerders 138 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 16 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Bekendstelling van die betekenis van getal 4 Mondeling: Tel alledaagse voorwerpe tot die getal 4. Tel aan en terug tot 4. Ritmiese tel 1-7. Getalliedjies en -rympies. Leerders 1 dag Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 4. Kinesteties Laat die leerders die volgende doen: - Knik hul koppe 4 keer - Vorm die getal vier met hul liggame. Die leerders stel vas hoeveel kinders nodig is om dit te doen. - Leerders maak hul oë toe. Onderwyser tik 4 keer op die tafel. Hulle maak hul oë oop en sê hoeveel tikke hul gehoor het. Herhaal met getalle 1 tot 4. KABV 139 WISKUNDE GRAAD R Week 16 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe Gebruik konkrete 3-D voorwerpe Laat die leerders: - die getal 4 met speelklei maak; - 4 maatjies vind wat skoene aanhet; - 4 voorwerpe vind wat rond is; - blinddoek leerders en laat hulle die getalle 1 tot 4 identifiseer deur taktiele getalkaarte te voel of na te trek;ontwikkel 'n bewustheid van getalbehoud by leerders deur vier tellers of enige ander voorwerpe op verskillende maniere uit te pak, byvoorbeeld: Wanneer die getal voorwerpe getel word, word hulle grootte, of hul posisie , asook of hulle dieselfde is of nie, nie in ag geneem nie, byvoorbeeld: - orden 4 knope, 4 potlode, 4 hoepels, 4 leerders, ensovoorts. - tel hulle op verskillende maniere, byvoorbeeld uitgesprei, naby mekaar, in 'n lyn, of op mekaar gepak. Gebruik semi-konkrete 2-D vorms of prente Laat die leerders die volgende doen: - soek 4 prente en plak die prente op papier; - pas die getal voorwerpe by die getal kolle op 'n flitskaat; - identifiseer die flitskaart met vier kolle Speelklei Voorwerpe wat rond is Maak 'n stel taktiele getalkaarte deur getalle uit skuurpapier te knip en dit op aparte karton te plak. Indien die kaarte gelamineer word, kan leerders dit ook gebruik om die getal met klei op die kaart te vorm. 4 tellers of 4 voorwerpe vir elke leerder Tydskrifte, strooibiljette, advertensies A4 papier en gom Prente van 4 voor￾werpe 1 dag 140 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 16 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.4 Beskryf, vergelyk en orden getalle • Gebruik die getal 4 in bekende kontekste - Waaraan laat die getal vier jou dink? Motor - vier wiele Stoel - vier bene Hond - vier pote Tafel - vier pote - Moedig leerders aan om hul huisnommer en –adres te memoriseer om sodoende geheue te ontwikkel. Gebruik konkrete 3-D voorwerpe: - Bied geleentheid om beskikbare getalkaartspeletjies in die klas te speel. Gebruik semi-konkrete 2-D vorms of prente - Wys 'n kaart met die 4-simbool. Speel speletjies soos: - As jou huisnommer die getal 4 in het, klap 4 keer. - Vind 'n maatjie in die klas wat dieselfde huisnommer as jy het. (Leerders vra maatjies wat hul huisnommers is). - Wie se huisnommer is meer as 4? - Wys leerders 'n flitskaart met 4 kolle. - Identifiseer die flitskaart met vier prente op. Leerders se huisadresse Leerders 4 Enige beskikbare kaartspeletjies met nommers Prente van 4 voor￾werpe Flitskaarte met 4 prente en 4 kolle 1 dag KABV 141 WISKUNDE GRAAD R Week 16 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 3.2 3-D voorwerpe • Ondersoek die moontlikhede van boublokkies Laat die leerders die volgende doen: - Gebruik enige vier blokke om 'n konstruksie te bou. - Bou 'n struktuur wat 3 blokke hoog en 5 blokke breed is. - Gebruik enige aantal blokke om 'n trein te bou. - Identifiseer wie die langste trein gebou het. - Bou 'n hoë toring (vertikaal). - Bou 'n plat konstruksie, byvoorbeeld 'n pad of 'n huis (horisontaal). - Identifiseer wie die hoogste toring gebou het. - Voorsien boublokkies tydens binnenshuise vryspel sodat leerders voort kan gaan om met boublokkies te eksperimenteer. Boublokkies, byvoorbeeld: 1 dag 3.3 2-D vorms • Ontwikkel die vermoë om tussen vorms in die omgewing te onderskei, ongeag van hul grootte of hoekgroottes - Vormbehoud (vormkonstantheid) Kinesteties Laat die leerders die volgende in groepe van 3 doen: - Lê op die vloer en maak 'n driehoek met hul liggame. Wys uit dat hoewel elke groep se driehoek verskillend lyk, die vorm nog steeds 'n driehoek is. - Die onderwyser teken verskillende driehoeke op die vloer/grond, byvoorbeeld: - Leerders loop op die kante van die vorms en ervaar die verskillende hoeke met hul liggame. Gebruik konkrete 3-D voorwerpe - Gebruik 7 takkies en plaas dit in 'n reguit lyn. Leerders 7 takkies vir elke leerder 1 dag Kies slegs een kinestetiese, konkrete en semi￾konkrete aktiwiteit 142 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 16 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 3.3 2-D vorms - Gebruik die takkies om 'n geboë lyn te maak. - Gebruik die takkies om 'n sigsaglyn te maak. - Gebruik die takkies om 'n driehoek te maak. - Wys uit dat elke leerder se driehoek nie identies is nie, maar dat die vorms steeds driehoeke is. Gebruik semi-konkrete 2-D vorms of prente Die onderwyser teken 5 verskillende sirkels, driehoeke en vierkante op 'n flitskaart, byvoorbeeld: Die onderwyser verdeel die leerders in groepe. Laat die leerders: - Die flitskaart met die driehoek tussen die ander vorms uitken. Kaarte met 5 verskillende sirkels, driehoeke en vierkante op KABV 143 WISKUNDE GRAAD R 4.2 Lengte Vergelyk en orden voorwerpe om lengte met toepaslike woordeskat te beskryf - Lank, kort - Langer, korter - Langste, kortste - Kort, korter, kortste - Lank, langer, langste • Vaslegging van die begrip van lengte Kinesteties Laat die leerders: - Lengte ondersoek deur voorwerpe met mekaar te vergelyk - Die langste en die kortste voorwerp te identifiseer - Die lengte van twee leerders te vergelyk en die lang/kort een te identifiseer - Die lengte van twee of meer leerders te vergelyk en vrae te vra soos: “Watter leerder is die kortste en watter leerder is die langste?” - Die onderwyser meet die leerders deur die eerste kwartaal se lengtekaart te gebruik - Die onderwyser vertoon verlede kwartaal se rekordering (hande met die leerder se simbool/ foto) sodat die twee mates vergelyk kan word - Leerders ontdek of hulle sedert verlede kwartaal gegroei het - Wie het glad nie gegroei nie? - Wie het die meeste gegroei sedert die eerste kwartaal? Byvoorbeeld: o Sipho het een handspan langer geword. o Abby het dieselfde lengte gebly. Potlode, tou, lyn, Pennetjies, ensovoorts Handspan-lengte-kaart Height Chart Term 1 Term 2 Lengtekaart Kw 1 Kw 2 1 dag 144 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 17 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis van die betekenis van getal 4 Mondeling: Tel alledaagse voorwerpe tot 4. Tel aan en terug tot 4. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 4. Getalliedjies en rympies 1 dag Kinesteties Laat die leerders: - die getal 4 met hul vinger in die lug natrek; - liedjies sing, byvoorbeeld: “vier klein eendjies ...”; - draai 4 keer in die rondte Gebruik konkrete 3-D voorwerpe Ontwikkel getalbegrip deur: - die getal 4 in die sand te teken; - vind 4 3-d voorwerpe wat rol; - 'n legkaart van 4 stukke te bou Gebruik semi-konkrete 2-D vorms of prente - Die onderwyser kies 4 naamkaarte. Die onderwyser flits 'n naam en 'n prent van 'n speelding of 'n dier. - Die leerder wie se naam geflits is, moet die geluid wat die speelding of dier maak, naboots - Herhaal totdat al 4 name geflits is. - Vra hoeveel leerders se name is geflits? Hoeveel speelgoed/dierprente het jy gesien? Plat bakplaat/kartondoos met sand 3-D voorwerpe wat kan rol 4-stuk legkaart Kaart met 'n prent van 'n speelding Kaart met 'n prent van 'n dier KABV 145 WISKUNDE GRAAD R Week 17 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.3 Getalsimbole en getalname • Ken die getalsimbool en herken die getalnaam van die getal 4 Mondeling: Tel alledaagse voorwerpe tot die getal 4. Tel aan en terug tot 4. Getalliedjies en rympies 1 dag Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 4. Kinesteties - Skryf die getal vier in die lug, op die vloer en op jou maatjie se rug. - Hou 4 vingers in die lug. - Die onderwyser speel 'n trom. Wanneer die trom stop, vorm die leerders groepe van vier. Gebruik semi-konkrete 2-D vorms of prente - Wys aan die leerders 'n flitskaart met die getalsimbool 4. - Identifiseer die getalnaam op die getalflitskaarte. - Pas die getalnaam by dieselfde aantal voorwerpe. Flitskaart met getalsimbool Flitskaart met die getalnaam vier 3-D voorwerpe 4 vier 146 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 17 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.7 Optel en aftrek - Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die getal 4 insluit. Gebruik konkrete 3-D voorwerpe Voorbeelde: 1. Die onderwyser gee vir jou 2 blokkies en jy het reeds 2 blokkies. Hoeveel blokkies het jy altesaam? 2. As jy 2 blou sirkels en 2 rooi sirkels het, hoeveel sirkels het jy altesaam? 3. Sipho het 4 kryte en Jan het 1 kryt. Wie het meer kryte? 4. As Jody 4 poppe het en sy verloor 1, hoeveel poppe het sy oor? Verdeel die leerders in groepe. - Gee aan elke groep 'n hopie voorwerpe, byvoorbeeld potlode, kryte, koppies, vorms. Laat die leerders die voorwerpe wat hulle gekry het verdeel tussen elkeen van die groepslede (een-tot-een-ooreenstemming). - Vra vrae soos: “Is daar enige voorwerpe oor?” - (Die onderwyser moet seker maak dat daar meer voorwerpe is as die aantal leerders in 'n groep. Verwyder voorwerpe om ook gelyke deling aan te toon). Blokkies Kryte Blou en rooi sirkels Poppe Genoeg voorwerpe (een vir elke leerder) soos potlode, kryte, koppies, vorms 1 dag KABV 147 WISKUNDE GRAAD R Week 17 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.4 Beskryf, vergelyk en orden getalle • Orden en vergelyk die versameling voorwerpe en gebruik die woorde meer as/minder as/ gelyk aan tot getal 4 Verdeel leerders in groepe - Die onderwyser voorsien 4 tellers en 2 stukke wol aan elke groep. Die groepe doen die volgende: - Vorm twee sirkels (versamelings) met die wol. - Plaas die tellers in die versameling volgens die onderwyser se instruksie. - Die groepslede identifiseer watter versameling meer tellers as die ander het (meer as). - Watter sirkel het minder tellers as die ander een? (minder as) - Watter sirkel het dieselfde aantal tellers as die ander een? (gelyk aan) Gebruik semi-konkrete 2-D vorms of prente Orden 'n stel prentkaarte in die korrekte volgorde, byvoorbeeld: Prente van 4 voor￾werpe Prente van 3 voor￾werpe Prente van 2 voor￾werpe Prente van 1 voor￾werpe Orden 'n stel kolkaarte in die korrekte volgorde, byvoorbeeld: - Vra vrae soos: “Watter kaart het die meeste voorwerpe/kolle?” - “Watter getal is meer as 2?”, ensovoorts. Wol /lyn 4 tellers 1 dag 148 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 17 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 5.1 Versamel en sorteer voorwerpe 5.2 Voorstelling van gesorteerde versameling voorwerpe 5.3 Bespreek en doen verslag oor gesorteerde versameling voorwerpe • Ontwikkel die proses van datahantering Gebruik konkrete 3-D voorwerpe - Laat die leerders 9 takkies versamel. - Sorteer die takkies volgens grootte: klein takkies en groot takkies. Teken grafieke om data voor te stel Gebruik semi-konkrete 2-D vorms of prente - Maak 'n prentdiagram met die takkies - Die leerders pak die takkies op die prentgrafiek volgens hul grootte, dit wil sê: klein en groot. Small twigs Large twigs 5 3 Klein takkies Groot takkies Lees en interpreteer grafieke - Praat oor die resultate deur vrae te vra, byvoorbeeld: “Hoeveel klein takkies is daar? Hoeveel groot takkies? Watter is die meeste/minste?” Leerders maak hul eie versameling takkies Werksvel prentdiagram. Die onderwyser ontwerp 'n A4 papier met die toepaslike kolomme vir elke leerder 1 dag KABV 149 WISKUNDE GRAAD R Week 18 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis van getalle 1, 2, 3 en 4 Mondeling: Tel alledaagse voorwerpe tot 4. Tel aan en terug tot 4. Ritmiese tel 1-7. Getalliedjies en rympies 1 dag Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 4. Kinesteties Laat die leerders: - die getal 1 in die lug skryf met hulle vinger; - 2 keer aan hul kop raak; - hande skud met 4 verskillende leerders; - blinddoek leerders en laat hulle die getalle 1 tot 4 identifiseer deur dit te voel/na te trek op taktiele getalkaarte. Skinkbord/kartondoos met sand 'n Stel taktiele getalkaarte Gebruik konkrete 3-D voorwerpe Laat die leerders: - teken die getal 1 in die sand; - vind 3 van dieselfde voorwerpe; - spring 2 keer op die plek; - bou 4/meer-stuk legkaarte. Voorwerpe Leerders 4-stuk legkaarte 1.11 Geld • Herken en identifiseer Suid-Afrikaanse munte Gebruik konkrete 3-D voorwerpe - Maak die leerders bewus van die verskillende dier- en plantprente op elke muntstuk. - Die toepassing van geld kan in Lewenvaardigheid geoefen word wanneer die leerders “Winkel-winkel” speel. Deur middel van spel, word leerders blootgestel aan die verskillende munte. 5c, 10c, 20c, 50c, R1,00, R2,00 en R5,00 munte (speelgeld of regte geld) 1 dag 150 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 18 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.7 Optel en aftrek • Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die getal 4 insluit. Mondeling: Tel alledaagse voorwerpe tot 4. Tel aan en terug tot 4. Ritmiese tel 1-7. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 4. Kinesteties Voorbeelde: 1. Die onderwyser roep 1 leerder vorentoe. Sy roep nog 3 leerders. Hoeveel leerders het sy altesaam geroep? 2. Die onderwyser pak 3 tellers uit. Sy sit nog een by. Hoeveel tellers is daar op die tafel? 3. Leerders staan voor in die klaskamer. Die onderwyser vra een leerder om te sit. Hoeveel leerders is daar nou voor in die klaskamer? 4. Busi het 4 potlode. Hy gee vir Justin 2 potlode. Hoeveel potlode het Busi oor? Getalliedjies en rympies Leerders Tellers Potlode Maak 'n verskeidenheid hulpmiddels om 'n idee te kry van die metode waarop verskillende strategieë toegepas kan word 1 dag KABV 151 WISKUNDE GRAAD R Week 18 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.4 Beskryf, vergelyk en orden getalle • Orden en vergelyk die versameling voorwerpe en gebruik die woorde meer as/minder as/ gelyk aan tot getal 4 Gebruik konkrete 3-D voorwerpe - Die onderwyser voorsien aan elke lid van die groep 'n sekere aantal kryte. - Die groepslede identifiseer watter leerders het meer kryte as die ander leerders. - Watter leerder het minder kryte as die ander? - Watter leerder het dieselfde aantal kryte? Gebruik semi-konkrete 2-D vorms - Orden 'n stel getalkaarte wat die getalle 1 tot 5 insluit in die korrekte volgorde, byvoorbeeld: 4 5 3 2 1 - Vra vrae soos: “Watter kaart het die meeste voorwerpe/kolle?” - “Watter getal is meer as 2?”, ensovoorts. Kryte Kol- en getalsimboolkaarte 1 dag 152 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 18 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 2.1 Meetkundige patrone • Kopieer en voltooi 'n gegewe patroon met munte Kopieer 'n gegewe patroon - Die onderwyser maak 'n patroon met “speelgeld”, byvoorbeeld: 5c, 5c, 5c, 10c, 10c, 10c, 20c, 20c, 20c. Laat die leerders: - Verskeie patrone wat deur die onderwyser gemaak is, kopieer Voltooi 'n gegewe patroon Laat die leerders: - Voltooi verskeie patrone wat deur die onderwyser gemaak is, byvoorbeeld: o 5c, 5c, 10c, 10c,………… o 5c, 10c,……… o 10c, 20c……….ensovoorts. Speelgeld of regte geld (5c,10c,20c) 1 dag KABV 153 WISKUNDE GRAAD R Week 19 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis van getalle 1, 2, 3 en 4 Mondeling: Tel alledaagse voorwerpe tot 4. Tel aan en terug tot 4. Ritmiese tel 1-7. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 4. Kinesteties Die onderwyser hou 'n getalkaart op met die getalsimbool 3 en sê aan die leerders: - "Ek benodig soveel seuns." - Hou die getal 2 op en sê: “Ek benodig soveel dogters.” - Vorm groepe van (hou die getal 2 op). - Herhaal die aktiwiteit met kaarte wat die getalle 1-4 insluit. Getalliedjies en rympies Getalsimboolkaarte wat getalle 1 tot 4 insluit byvoorbeeld: 3 1 dag 1.16 Hoofrekene Hoofrekene Die onderwyser hou die getalkaart 3 op en vra die leerders: - Watter getal is dit? - Watter getal kom voor die getal 3? - Watter getal kom na die getal 3? - Herhaal met getalle 1 tot 4. - Kan jy vir my 'n prentkaart wys wat dieselfde getal het as die aantal kolle op hierdie kaart? Stel prent- en kolkaarte wat die getalle 1 tot 4 insluit 154 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 19 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.16 Hoofrekene Gebruik konkrete 3-D voorwerpe - Die onderwyser klap ritmies en stadig om 'n getal voor te stel. Die leerders moet soveel krale uithaal en dit wys, byvoorbeeld 4 krale. - Laat die leerders 1, 2, 3 of 4 krale voor hulle sit. - Vra die leerders om te wys hoeveel krale hulle het en dit by hulle aantal krale met die flitskaart met dieselfde getalsimbool te pas, byvoorbeeld 4 krale pas by getalsimbool 4. - Laat hulle 'n leerder vind met dieselfde aantal krale. Gebruik semi-konkrete 2-D vorms en prente Die onderwyser hou die kolkaart van die getal 2 op en vra aan die leerders: - Hoeveel kolle is daar op hierdie kaart? - Watter getal stel hierdie kolle voor? - Watter getal kom na hierdie getal? - Om dieselfde aantal kolle op hul papiere te teken. 4 krale per leerder Flitskaarte met getalle 1, 2, 3 en 4 Flitskaarte met kolle 4 3 2 1 1 dag KABV 155 WISKUNDE GRAAD R Week 19 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.7 Optel en aftrek • Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die getal 4 insluit. Kinesteties - Roep 3 leerders vorentoe. Tel hulle. - Roep nog 1 leerder. Hoeveel is daar altesaam? 3 en 1 → 4 (drie en een is 4) - Stuur 3 leerders terug mat toe. Hoeveel leerders is daar nou? 4 neem weg 3 → 1 Verdeel die leerders in groepe. Vra vrae soos: - Hoeveel neuse sien jy in jou groep? - Hoeveel monde? - Hoeveel liggame? - Hoeveel oë is daar tussen twee leerders? - Hoeveel bene is daar tussen twee leerders? Gebruik konkrete 3-D voorwerpe Voorbeelde: 1. Lindie se pa het 'n kar. Hoeveel wiele het die kar? 2. As 1 wiel pap is en afgehaal word, hoeveel wiele is oor? 3. 'n Hen het 4 kuikensovoorts. Twee van die kuikens het verlore geraak. Hoeveel kuikens is nog saam met die hen? 4. Die hen vind haar 2 verlore kuikensovoorts. Hoeveel kuikens het sy nou? Tellers Maak 'n verskeidenheid hulpmiddels om idees te gee van die metode waarop verskillende strategieë toegepas kan word 1 dag 156 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 19 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.4 Beskryf, vergelyk en orden getalle • Orden en vergelyk die versameling voorwerpe en gebruik die woorde meer as/minder as/ gelyk aan tot getal 4 Kinesteties - Die onderwyser plaas verskeie voorwerpe op 'n tafel, byvoorbeeld: 2 kryte, 4 eenderse blokkies, 3 blikkies, 2 boeke. Laat die leerders: - Die aantal kryte en blikkies tel. Is daar meer kryte of meer blikkies? - Tel die aantal blokkies en die boeke. Is daar minder blokkies as boeke? Is daar meer blokkies as boeke? - Tel die aantal boeke en kryte. Is daar 'n gelyke hoeveelheid voorwerpe of nie? Kryte, blokkies, blikkies, boeke 1 dag Gebruik konkrete 3-D voorwerpe - Laat die leerders op die mat sit en voorsien tellers aan elke leerder. - Leerders behoort elkeen 'n verskillende aantal tellers te hê. - Laat die leerders die tellers voor hulle sit. Die onderwyser vra vir die leerders: o Wie het die meeste tellers? o Wie het die minste tellers? o Watter leerders het dieselfde aantal tellers? Tellers Onderwyser gee aan elke leerder 'n verskillende aantal tellers tot 4 3.3 2-D vorms Herken, identifiseer en benoem 2-D vorms in die klaskamer en in prente • Maak en voltooi eie 4-stuk legkaart (Integreer met skeppende kuns) Laat die leerders: - 'n prent op 'n A4 papier teken. - Die onderwyser teken die lyne op die agterkant van die leerder se tekening. - Die leerder knip sy/haar prent op die gegewe lyne. - Die leerder voltooi/bou sy/haar eie legkaart. Leerders se eie tekeninge 1 dag KABV 157 WISKUNDE GRAAD R Week 19 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 4.1 Tyd • Ontwikkel 'n bewustheid van gebeure tussen aandete en slaaptyd (Integreer met Aanvangskennis-onderwerpe in Lewenvaardigheid) Laat die leerders: - praat oor wat hulle doen na aandete; - praat oor wat by die huis gebeur na aandete; Die onderwyser vra: - “Kom jy in die oggend of in die aand skool toe?" - As Pieter by die skool kom nadat die klok gelui het, is Pieter laat of vroeg vir skool? - Waar is die son in die nag?” Prente wat wys wat gebeur vanaf aandete tot slaaptyd 1 dag Gebruik semi-konkrete 2-D vorms en prente - Leerders teken 'n prent om enige gebeurtenis na aandete te wys - Voorsien legkaarte wat die volgorde van gebeure en/of aktiwiteite aantoon Papier en kryte 158 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 20 Gebruik week 20 om aandag aan konseptuele en/of leerhindernisse te skenk Inhoudsarea Onderwerp Assesseringskriteria Getalle, bewerkings en verwantskappe 1.1 Tel voorwerpe Skat en ritmiese tel (rote counting) tot 7 (Getalliedjies en rympies om getalbegrip te bevorder) Tel aan en terug (1-4) Verstaan die begrippe “baie en min” (klappe) Herken getalle in bekende kontekste – byvoorbeeld huisnommer, adres Identifiseer getalprente en kolkaarte Ken getalsimbole 1, 2, 3 ,4 Herken getalname twee, drie en vier Verstaan een-tot-een-ooreenstemming (Helperkaart tydens verversingtyd) Onderskei tussen meer, minder en gelyk aan, baie en min tot 4 Herken die verskillende Suid-Afrikaanse munte 1.6 Probleemoplossingstegnieke Gebruik konkrete apparaat Verduidelik eie denke in woorde, deur tekeninge en konkrete voorwerpe 1.7 en 1.13 Optel en aftrek Los optel- en aftrekprobleme tot getal 4 mondeling op Patrone, funsies en algebra 2.1 Meetkundige patrone Kopieer, brei uit en ontwerp eie patrone (voorwerpe, vorms en munte) KABV 159 WISKUNDE GRAAD R Week 20 Gebruik week 20 om aandag aan konseptuele en/of leerhindernisse te skenk Inhoudsarea Onderwerp Assesseringskriteria Ruimte en vorm (Meetkunde) 3.1 Posisie, oriëntasie en aansigte Verstaan die posisie van twee of meer voorwerpe in verhouding tot die leerder Bo-op, onder 3.2 2-D vorms Bou ten minste 'n 12-stuk legkaart Toon die vermoë om tussen voorwerpe op die voorgrond/agtergrond te onderskei ( assesseer weer) Herken, identifiseer en benoem die driehoek Verstaan die vormkonstantheid van die driehoek (vormbehoud) 3.2 3-D voorwerpe Vergelyk watter twee gegewe versameling van voorwerpe is lank, langer, kort, kortste Sorteer voorwerpe in Grootte – lank en kort Kleure – (rooi, geel, blou en groen) Vorms Eksperimenteer met boublokkies 3.4 Simmetrie Herken die lyn van simmetrie in self en in die omgewing Kan die middellyn kruis Meting 4.1 Tyd Verstaan die dae van die week, seisoene en weerkaart (liedjies en rympies – assesseer weer) Ken eie verjaardag (assesseer weer) 4.2 Lengte Onderskei tussen langste, kortste, langer, korter (Lengtekaart) Datahantering 5.1 Versamel en sorteer voorwerpe In staat om te versamel, te sorteer, te teken, te lees en voorstellings (analise) van voorwerpe volgens een eienskap te maak 5.2 Voorstelling van gesorteerde versameling voorwerpe 5.3 Bespreek en doen verslag oor gesorteerde versameling voorwerpe 160 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R K WARTAAL 3 GRAAD R Week 21 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Bekendstelling van die betekenis van die getal 5 Mondeling: Tel alledaagse voorwerpe tot 5. Tel aan en terug tot 5. Ritmiese tel 1-10. Vaslegging van die tel van ranggetalle: Die onderwyser pak 3 voorwerpe in 'n ry. Wys na elke voorwerp en tel eerste, tweede, derde. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 5 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies Telrympies en liedjies, byvoorbeeld “Vyf klein paddatjies ...” 3 voorwerpe 1 dag Kinesteties Moedig leerders aan om die getal te ontdek deur: - hul hande 5 keer te klap; - uit te vind hoeveel leerders in die klas reeds 5 jaar oud is. KABV 161 WISKUNDE GRAAD R Week 21 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.16 Hoofrekene Hoofrekene - Die onderwyser klap haar hande stadig en ritmies om, byvoorbeeld, die getal 5 voor te stel. Die leerders moet dieselfde aantal tellers (5) uithaal en dit wys. - Leerders pak 5 tellers in 'n ry en tel dit. - Die onderwyser vra: - Watter getal kom voor die getal 5? - Wat kom na 4? ensovoorts - As jy 5 appels het en jy gee 2 appels weg, hoeveel appels het jy oor? - Wys vir my 5 vingers. - Hoeveel tone het jy aan 1 voet? Tellers in 'n houer 1 dag Gebruik konkrete 3-D voorwerpe Leerders ontwikkel getalbegrip deur: - Die getal 5 met speelklei te maak - 5 blare op te tel - Voorwerpe tel en dit met tellers te verbind - Ontwikkel 'n bewustheid van getalbehoud deur die leerders: - Vyf tellers of enige ander voorwerpe op verskillende maniere te laat uitpak, byvoorbeeld: Die tel van voorwerpe word nie deur hul grootte, posisie of tipe beïnvloed nie, byvoorbeeld: - Orden 5 knope, 5 potlode, 5 hoepels, 5 leerders, ensovoorts. - Tel die voorwerpe in verskillende rangskikkings, byvoorbeeld, tel die voorwerpe uitgesprei, bymekaar, in 'n ry of opgestapel. Klei of speeldeeg Blare 162 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 21 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.4 Beskryf, vergelyk en orden getalle • Ontwikkel geheue en moedig leerders aan om hul huisnommer, adres en telefoonnommer te memoriseer Speel speletjies soos: - Die onderwyser sê 'n leerder se huisnommer, adres of telefoonnommer. Die betrokke leerders moet reageer. - Wanneer die bywoningsregister voltooi word, kan die onderwyser vrae vra soos: “Is die leerder vandag teenwoordig wie se telefoonnommer 435-6256 is?” “Is die leerder wat in Mandela Rylaan 123 woon, vandag teenwoordig?” - Die leerders gebruik die simboolflitskaarte om hul huisnommer of telefoonnommer in volgorde uit te pak al is hulle nie suksesvol nie. - Rolspeel gesprekke met 'n speelgoedtelefoon. Die leerders kan speel dat hulle iemand spesiaal skakel. Integreer met uitvoerende kuns (drama) in Lewensvaardigheid. Die telefoonnommer behoort die ouer of voog se kontaknommer te wees en kan ook 'n selfoonnommer wees Bywoningsregister Getalsimboolflitskaarte of groot getalsimbole wat van karton gemaak is Speelgoedtelefoon 1 dag Gebruik semi-konkrete 2-D vorms of prente Die onderwyser wys die leerders: - verskillende tipes media waar sy 'n getal 5 kan kry, byvoorbeeld: verjaarsdagkaarte, koerante, tydskrifte, strooibiljette, ensovoorts; - die flitskaart met 5 kolle en 5 prente; - laat die leerders die prentflitskaart met die kolkaart wat dieselfde getal het, verbind met dieselfde aantal tellers of voorwerpe; - maak getallegkaarte wat die getal 5 bevat, byvoorbeeld: 5 Picture of 5 objects Verjaarsdagkaarte Koerante, tydskrifte Flitskaarte met 5 kolle Flitskaarte met 5 prente Voorwerpe Tellers Prente van 5 voor￾werpe KABV 163 WISKUNDE GRAAD R Week 21 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.3 Getalsimbole en getalname • Ken die getalsimbool en herken die getalnaam wat die getal 5 insluit Mondeling: Tel alledaagse voorwerpe tot 5. Tel aan en terug tot 5. Ritmiese tel 1-10. Kinesteties - Laat die hele klas in 'n kring sit. - Nommer die leerders volgens 'n patroon: 1, 2, 3, 4, 5. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5. - Vra vrae soos: “Wie wil die volgende nommer 5 wees? Wie wil die volgende nommer 4 wees? - Hoe het jy die probleem opgelos?” - (Leerders los die probleem op 'n praktiese manier op deur te voorspel wat die volgende getal sal wees deur aan te tel). Getalliedjies en rympies 1 dag Gebruik konkrete 3-D voorwerpe - Gebruik taktiele getalkaarte wat die getalle 1 tot 5 insluit. - Die leerders maak hul oë toe en voel aan die getal deur dit tussen ander getalle te identifiseer. Gee 5 tellers aan elke leerder en twee plastiekkoppies of twee eierkoppies. - Vra die leerders: “Op hoeveel verskillende maniere kan jy die vyf tellers in die twee mandjies orden?” of ensovoorts. Taktiele getalkaarte met die getal 5 164 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 21 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.3 Getalsimbole en getalname Gebruik semi-konkrete 2-D vorms of prente Die leerders: - identifiseer die flitskaart waarop daar 5 prente is; - identifiseer die flitskaart waarop daar 5 kolle is; - identifiseer die getalsimbool 5 wat in die klas vertoon word; - identifiseer die getalsimbool op die flitskaart; - herken die getalnaam op die flitskaart; - verbind die getal tellers met die getalnaam en getalsimbool deur 'n teller op elke prentjie en kolkaart te pak. Flitskaarte met prentjies, kolle, getalsimbool en -naam 5 tellers Prente van 5 voor￾werpe 5 vyf 1 dag 3.4 Simmetrie • Vaslegging van die simmetrielyn in self deur aksies uit te voer wat die kruising van die middellyn aanmoedig Kinesteties Die leerders: - Speel “volg-die-leier” waar die leerders die posisies vanaf die kaart volg. - Speel “volg-die-leier” waar die onderwyser 'n posisie demonstreer en die leerders die posisie naboots (Sluit aksies in waar die leerders die middellyn kruis, byvoorbeeld raak die regterknie met die linkerhand). - Speel “volg-die-leier” waar die leerder 'n posisie demonstreer en die res van die klas volg hom/haar. - Die onderwyser demonstreer “ster-spronge” en die leerders word aangemoedig om dieselfde aksies uit te voer. Gebruik konkrete 3-D voorwerpe Laat die leerders: - 'n Boontjiesak aan die linkerkant, regterkant, voor en agter sy/haar liggaam plaas. - Gebruik sy/haar linkerhand en verplaas die boontjiesak na die regterkant van die liggaam. - Strek om die middellyn te kruis. - Herhaal die aksie met die regterhand. Integreer die aktiwiteit met liggaamsopvoeding in Lewensvaardigheid. 1 dag Daarna op 'n gereelde grondslag tydens vryspel en liggaamsopvoedings￾aktiwiteite KABV 165 WISKUNDE GRAAD R Week 21 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 4.2 Lengte • Skat en meet die lengte van verskillende voorwerpe deur voete, hande, 'n stuk lyn, 'n stok, ensovoorts te gebruik Kinesteties Laat die leerders: - die lengte van hul hande en voete vergelyk; - skat watter voorwerp lank en watter voorwerp kort is deur dit met hulle voete of hande te meet, byvoorbeeld: die tafel of die stukkende tuinslang wat van die huis af gebring is; - skat watter voorwerp is die langste of die kortste, byvoorbeeld: 'n voetpad of 'n ry bakstene; - raai wat sal langer wees, byvoorbeeld: die klaskamer of die personeelkamer; - vra vrae soos: “Wat is die langste – die potlood of die stuk lyn?” ensovoorts. Voorwerpe van verskillende lengtes wat met die hand of voet gemeet kan word, byvoorbeeld: liniaal, tafel, deur, 'n ry bakstene, een paal van die sokkerdoelhok, klaskamer, biblioteek, ensovoorts 1 dag 166 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 22 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis van getal 5 Mondeling: Tel alledaagse voorwerpe tot 5. Tel aan en terug tot 5. Ritmiese tel 1-10. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 5 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies Byvoorbeeld telrympies en liedjies soos “1, 2, 3, 4, 5 , Hier kom Jan met sy lang,slap lyf” 1 dag Kinesteties Moedig leerders aan om die getal 5 te ontdek deur: - 5 vingers in die lug te hou; - 5 rooi, blou, geel, groen voorwerpe te vind; - 5 voorwerpe te vind wat soos 'n sirkel, vierkant, driehoek lyk. Tellers Gebruik konkrete 3-D voorwerpe Laat die leerders getalbegrip ontwikkel deur: - 5 boeke uit die boekhoekie te gaan haal; - 'n toring met 5 Unifixblokkies of boublokkies te bou. Boeke Boublokkies of Unifixblokkies KABV 167 WISKUNDE GRAAD R Week 22 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.7 Optel en aftrek • Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die getal 5 insluit. Kinesteties: - Roep 5 leerders vorentoe. Deel 5 stoele gelykop tussen die vyf. - Neem een stoel weg. Deel nou die stoele tussen die vyf. Een leerders sal nie 'n stoel kry nie. - Begin by 5. Tel terug. Begin by 3. Tel tot 5. Begin by 1. Tel tot 4, ensovoorts. Gebruik konkrete 3-D voorwerpe Voorbeelde: 1. Wys 1 vinger aan die een hand en 4 vingers aan die ander hand. Hoeveel vingers is daar altesaam? 2. Sam het 4 koekies. Mpho gee vir hom nog 1. Hoeveel koekies het Sam altesaam? 3. Een kat het twee ore. Hoeveel ore het twee katte? 4. Tinus het 5 klippies en hy gee al 5 die klippies vir Mia. Hoeveel klippies het Mia? 5. Jan het 5 albasters en hy verloor 2. Hoeveel albasters het hy oor? 6. Liedjie: “Vyf klein paddatjies ...” (Wys uit dat die paddatjies minder raak). Tellers Albasters Liedjie 1 dag 168 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 22 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.4 Beskryf, vergelyk en orden getalle • Vergelyk watter van die twee gegewe versamelings voorwerpe is meer as, minder as, gelyk aan tot getal 5 Mondeling: Tel alledaagse voorwerpe tot 5. Tel aan en terug tot 5. Ritmiese tel 1-10. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 5 keer. Vra watter aantal klappe was die meeste/minste. Kinesteties - Die onderwyser plaas verskeie voorwerpe op 'n tafel, byvoorbeeld: 2 bekers, 5 blokkies wat dieselfde is, 4 blikkies, 2 boeke Laat die leerders: - Die aantal bekers en blikkies tel. Is daar meer bekers of meer blikkies? - Die aantal blokkies en boeke tel. Is daar minder blokkies as boeke? Is daar meer blokkies as boeke? - Die aantal boeke en bekers tel. Is daar 'n gelyke aantal voorwerpe of nie? Getalliedjies en rympies 2 bekers, 5 blokkies wat dieselfde is, 4 blikkies, 2 boeke 1 dag Gebruik konkrete 3-D voorwerpe - Leerders sit op die mat en maak twee “nessies” met die wol. - Die onderwyser gee 'n instruksie, byvoorbeeld: plaas 2 tellers in een nessie en 3 in die ander nessie. Watter nessie het meer? Watter nessie het minder? - Die onderwyser roep 5 leerders vorentoe. Sy sit verskillende hoeveelhede krale in elke leerders se hand. - Wie se hand het meer? - Wie se hand het minder? Gebruik semi-konkrete 2-D vorms en prente - Die onderwyser wys twee kaarte met verskillende aantal kolle en prente. - Laat die leerders die kaarte vergelyk en die begrippe “meer as”, “minder as” en “gelyk aan” identifiseer. Twee stukke wol vir elke leerder 6 tellers vir elke leerder Krale Prentkaarte en kolkaarte wat die getalle 1 tot 5 insluit KABV 169 WISKUNDE GRAAD R Week 22 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 2.1 Meetkundige patrone • Vaslegging van die kopieering van 'n gegewe patroon Kinesteties - Werk in groepe en kopieer 'n gegewe patroon, byvoorbeeld: leerder, stoel, leerder, stoel. - Twee leerders, een stoel, twee leerders, een stoel. - Stamp een voet, stamp die ander voet, spring vorentoe, spring agtertoe. Gebruik konkrete 3-D voorwerpe - Die onderwyser skep 'n patroon deur tellers en bottelproppies te gebruik, byvoorbeeld: teller, teller, bottelproppie, teller, teller, bottelproppie. Die leerders kopieer die patroon. - Beweeg stadig, stadig, vinnig, vinnig. (Die onderwyser praat terwyl sy/hy beweeg). Die leerders kopieer die patroon. Gebruik semi-konkrete 2-D vorms en prente - Deel die leerders in vyf groepe. Gee aan elke groep prente om patrone mee te maak. - Die leerders skep hul eie prentpatrone deur die gegewe prente te gebruik, byvoorbeeld: o Lemoen, Appel, Appel, Lemoen o Skoenlapper, Skoenlapper, By, By Hierdie aktiwiteit kan met visuele kuns in Lewensvaardigheid geïntegreer word. Leerders Stoele Tellers Bottelproppies Enige beskikbare prente, byvoorbeeld: advertensieblaadjies. Kopieer die prente om seker te maak dat daar genoeg is. 1 dag 170 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 22 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 3.3 2-D vorms Herken, identifiseer en benoem 2-D vorms in die klaskamer en in prente • Vaslegging van die kennis wat tydens week 6 opgedoen is met betrekking tot 'n vierkant Integreer met liggaamsopvoeding in Lewensvaardigheid. Kinesteties - Teken 'n vierkant op die speelgrond en laat die leerders op die buitelyne van die vierkant huppel. Laat die leerders sê: “Ek huppel op die vierkant – een kant, twee kante, drie kante, vier kante – al die kante is dieselfde.” - Laat die leerders kop-teen-voet op die gras/vloer/mat lê om een groot vierkant te vorm. - Laat groepies leerders op die mat lê om kleiner vierkante te vorm. Gebruik konkrete 3-D voorwerpe - Speletjie: Die onderwyser teken 'n rooster op die speelgrond. - Plaas werklike vorms, byvoorbeeld Logi vorms of vormprente in elke blok. - Die onderwyser roep 'n vorm uit. - Die leerders gooi 'n boontjiesakkie in die blok wat ooreenstem met die vorm wat uitgeroep is. Gebruik semi-konkrete 2-D vorms of prente Leerders moet tussen die verskillende groottes en kleure van die vierkante onderskei wat die onderwyser voorberei het. Laat die leerders: - Die vierkante volgens die verskillende groottes identifiseer deur te sê watter vierkant is die grootste, watter is die kleinste en watter is middelmatig. - Die kleure van die verskillende vierkante identifiseer. Sorteer voorwerpe volgens vorm, grootte en kleur • Sorteer 'n verskeidenheid voorwerpe volgens kleur en vorm. Vierkant op die vloer/grond Boontjiesakkie 2 groot kartonvierkante – een blou en een groen 2 effens kleiner kartonvierkante – een blou en een groen (middelmatig) 2 kartonvierkante wat die kleinste is – een blou en een groen 1 dag KABV 171 WISKUNDE GRAAD R Week 23 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis van getalle 1 tot 5 Mondeling: Tel alledaagse voorwerpe tot 5. Tel aan en terug tot 5. Ritmiese tel 1-10. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 5 keer. Vra watter aantal klappe was die meeste/minste. Kinesteties Speel speletjies soos: - Die onderwyser speel 'n instrument, byvoorbeeld 'n trom. - Die leerders beweeg rond. - Wanneer die trom ophou speel, roep die onderwyser 'n getal tussen 1 en 5 uit. - Die leerders orden hulself in klein groepe volgens die getal wat die onderwyser uitgeroep het, byvoorbeeld: die onderwyser roep “3” en die leerders vorm groepies van 3. • Gebruik konkrete 3-D voorwerpe - Die onderwyser plaas voorwerpe in 'n hopie op die tafel. Die leerders skat hoeveel voorwerpe daar in die hopie is. - Daarna word die voorwerpe getel. Getalliedjies en rympies 'n Trom 1 dag Selekteer slegs 'n paar aktiwiteite 172 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 23 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.6 Probleem￾oplossings￾tegnieke Speel speletjies soos: Die onderwyser maak 'n getalleleer op die vloer of grond. Die syfer op die getalleleer verteenwoordig die nommer van die huis waarin die leerder woon. Die onderwyser kies leerders deur 'n telrympie te gebruik en gee instruksies soos: - Staan of begin altyd by nul. Wys uit dat nul “niks” beteken nie en dat ons altyd met een begin wanneer ons tel. - Tel altyd terwyl daar beweeg word. - Die onderwyser sê: “Jy is by huis nommer 2. Watter huis kom na nommer 2?” - Verdere instruksies: “Beweeg na huis nommer 3. Gaan terug na huis nommer 2. Beweeg vorentoe na huis nommer 4.” - Die onderwyser sê: “Ek is by nommer 3. Watter huis kom na myne?” - Gaan na huis nommer 4. Beweeg 1 nommer vorentoe. Beweeg 2 nommers terug. - Staan tussen huisnommer 3 en 5. 0 1 2 3 4 5 Telrympie: “1, 2, 3, 4, 5, Hier kom Jan met sy lang, slap lyf Hy kan tel, dit weet ons wel 6, 7, 8, 9, 10 Dit is vir Lien Wat hy wil sien” 1.4 Beskryf, vergelyk en orden getalle • Gebruik getal 5 in bekende kontekste Moedig leerders aan om die volgende te doen om geheue te ontwikkel: - memoriseer hul mamma of pappa se telefoonnommers; - memoriseer hul huisadres; - die telefoon-/selnommers behoort tydens die byhou van die bywoningsregister herhaal te word. Mamma of pappa se telefoonnommer en huisadres 1 dag 3.2 3-D voorwerpe • Bou 3-D voorwerpe deur konkrete materiaal te gebruik - laat die leerders volgens die onderwyser se voorbeeld bou. sy gee die volgende instruksies: - bou 'n toring wat net so hoog is soos myne; - bou 'n toring wat korter is as myne; - bou 'n toring wat langer is as myne; - laat leerders hul eie konstruksie bou deur 'n gegewe konstruksie-voorbeeld te kopieer. Boublokkies/ Legoblokkies Enige ander konstruksie-toerusting 1 dag Deurlopend KABV 173 WISKUNDE GRAAD R Week 23 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 3.1 Posisie, oriëntasie en aansigte Volg aanwysings Om te beweeg of self in 'n spesifieke ruimte te plaas (rigtingsin) • Ontwikkel 'n sin vir rigting deur beide die begrippe “vorentoe” en “agtertoe” bekend te stel Kinesteties - Vaslegging van kennis wat tydens week 8 opgedoen is kan gebruik word as inleiding. 1 dag Gebruik konkrete 3-D voorwerpe - Teken 'n groot sirkel, driehoek of vierkant op 'n stuk papier en plaas dit op die vloer/mat Die leerders: - Stoot 'n speelgoedmotortjie op die buitelyne en sê in watter rigting die motortjie beweeg (vorentoe en agtertoe, links en regs deur die arm te gebruik om links en regs aan te dui). Groot getekende vorms op 'n stuk papier Speelgoedmotortjie Gebruik semi-konkrete 2-D vorms en prente - Laat leerders die begrip van vorentoe/agtertoe ervaar deur die rigting op prente aan te dui, byvoorbeeld: die rigting waarin die motor ry, die rigting waarin die persoon stap. Prente wat rigting duidelik aandui, byvoorbeeld: die rigting waarin 'n motor ry, die rigting waarin 'n persoon stap 174 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 23 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 4.2 Lengte Vergelyk en orden konkrete voorwerpe deur gepaste woordeskat te gebruik om lengte te beskryf • Skat die lengte van verskillende voorwerpe. Kinesteties - Leerders orden hulself van die kortste tot die langste. Vergelyk hul lengte met diè van hul maatjies. - Speel “volg-die-leier” speletjies. Die langste leerder voer 'n aksie uit en die ander doen dit na. Draai die hele ry om sodat die kortste leerder die leier is. - Laat die leerders hul hande en voete vergelyk om te bepaal wie s'n is die langste/kortste. Skat en meet: - Leerders skat watter van die voorwerpe is lank en watter een is kort, byvoorbeeld: die lengte van die tafel of die stuk lyn. - Skat watter voorwerp is die langste of die kortste, byvoorbeeld: die potlood of die vetkryt. - Laat die leerders raai watter voorwerpe langer sal wees, byvoorbeeld: 2 strooitjies wat in die lengte lê of drie skuifspelde wat in die lengte lê. - Vra vrae soos: “Watter is langer/langste, die potlood of die stukkie lyn?”, ensovoorts. - Watter stoel is die verste weg van die onderwyser se tafel? - Hoeveel potlode sal op die lengte van die onderwyser se tafel inpas? - Hoeveel treë moet jy neem om tot by die deur te kom? - Hoeveel vuurhoutjiedosies wat met sand gevul is, sal hierdie kartondoos vul? - Hoeveel eierkoppies met water is nodig om hierdie glas te vul? - Hier is vier leerders en drie stoele. - Hoeveel meer stoele het ons nodig? Voorwerpe van verskillende lengtes soos: potlode, vetkryte, stukke lyn (waarvan een opgerol is), tafel, boeke, strooitjies, skuifspelde (oopgetrek en opgerol), ensovoorts 2 dae of Selekteer slegs 'n paar aktiwiteite KABV 175 WISKUNDE GRAAD R Week 24 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Bekendstelling van die betekenis van die getal 6 Mondeling: Tel alledaagse voorwerpe tot 6. Tel aan en terug tot 6. Ritmiese tel 1-10. Vaslegging van die tel van ranggetalle: Die onderwyser pak 3 voorwerpe in 'n ry. Wys na elke voorwerp en tel eerste, tweede, derde. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 6 keer. Vra watter aantal klappe was die meeste/minste. Kinesteties Laat die leerders: - tot ses tel terwyl hulle trappe opklim; - terugtel terwyl hulle die trappe afklim; - teken die getal 6 in die sand en loop/huppel/spring op een been daarop; - klap 6 keer hande; - herken getalle 1 tot 6 op 'n stel groot getalsimbole; - pak sy/haar huisnommer of telefoonnommer uit met die groot getalsimboolkaarte. Getalliedjies en rympies. Maak jou eie stel groot getalsimboolkaarte wat die leerders kan hanteer. Hulle leer, onder andere, hul ouderdom, woonstel/ huisnommer, telefoonnommer of ouers se selfoonnommers. Dieselfde stel getalkaarte kan gebruik word om getalle te herken en die volgorde van getalle uit te pak. 1 dag 176 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 24 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe Gebruik konkrete 3-D voorwerpe Tel voorwerpe in die klas. Laat die leerders vrae vra soos: - Watter getal kom na drie? Watter getal kom na 5? ensovoorts. - Die onderwyser plaas voorwerpe in 'n hopie op die tafel. Die leerders skat hoeveel voorwerpe daar in die hopie is. - Daarna word die voorwerpe getel. - Ontwikkel 'n bewustheid van getalbehoud deur die leerders ses tellers of enige ander voorwerpe op verskillende maniere te laat uitpak, byvoorbeeld: Die tel van voorwerpe word nie deur hul grootte, posisie of tipe beïnvloed nie, byvoorbeeld: - Orden 6 knope, 6 potlode, 6 hoepels, 6 leerders, ensovoorts. - Tel die voorwerpe in verskillende rangskikkings, byvoorbeeld, tel die voorwerpe uitgesprei, bymekaar, in 'n ry of opgestapel. Verdeel die leerders in ses groepe. Gee aan elke groep 6 boublokkies. Laat die groepe: - Hul blokkies tel. - 'n Toring met hul 6 boublokkies bou. Moedig leerders aan om die “bakstene” te tel soos wat hul die toring bou. - Die onderwyser beweeg tussen die groepe en merk hul torings met 'n getalkaart. Leerders tel die aantal torings. Herhaal verskeie kere. - Kies 'n leerder om 'n dobbelsteen te gooi. Maak seker dat al die leerders die dobbelsteen kan sien. Die leerders tel die aantal kolletjies en wys na die ooreenstemmende toring. Voorwerpe in die klaskamer en omgewing Maak 'n verskeidenheid hulpmiddels om 'n idee te gee van die metode waarop verskillende strategieë toegepas kan word 6 boublokkies per leerder 1 dag KABV 177 WISKUNDE GRAAD R Week 24 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.3 Getalsimbole en getalname • Ken die getalsimbool en herken die getalnaam wat die getal 6 insluit Mondeling: Tel alledaagse voorwerpe tot 6. Tel aan en terug tot 6. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 6 keer. Vra watter aantal klappe was die meeste/minste. Kinesteties - Teken die getal 6 op die grond/vloer en laat die leerders daarop loop. - Teken die getal 6 in die sand, lug. - Vorm die getal 6 met klei. - Laat die leerders voorspel hoeveel leerders nodig sal wees om die getal 6 met hul liggame te vorm. Vorm die getal 6 met hul liggame. Gebruik konkrete 3-D voorwerpe - Plaas 'n hopie voorwerpe op die tafel. Speel met getalle 1 tot 6, byvoorbeeld: - Laat die leerders skat hoeveel voorwerpe daar is. - Tel die voorwerpe. Getalliedjies en rympies 6 voorwerpe 1 dag Gebruik semi-konkrete 2-D vorms of prente - Identifiseer die flitskaarte wat 6 prente het tussen 'n verskeidenheid flitskaarte en verbind dit met dieselfde aantal tellers. - Wys die flitskaart met 6 prente en verbind dit met dieselfde aantal kolle en tellers. - Wys die flitskaart met 6 kolle en verbind dit met dieselfde getalsimbool en dieselfde aantal tellers. - Identifiseer die flitskaart wat die getalnaam ses het tussen 'n verskeidenheid flitskaarte en verbind dit met dieselfde getalsimbool en dieselfde aantal tellers. Prent en kolflitskaarte wat die getal 6 insluit, byvoorbeeld:byvoorbeeld: Prente van 6 voor￾werpe Tellers of 3-D voorwerpe.byvoorbeeld: Prente van 6 voor￾werpe 6 178 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 24 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.13 Optel en aftrek • Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die getal 6 insluit. Mondeling: Tel alledaagse voorwerpe tot 6. Tel aan en terug tot 6. Vra watter aantal klappe was die minste/meeste. Kinesteties Voorbeelde 1. Die onderwyser roep 3 leerders vorentoe. Die leerders tel dit. Die onderwyser roep nog 2 en vra: “Hoeveel leerders is daar altesaam?” 3 en 2 ➝ 5. (Die onderwyser sê: 3 en 2 is 5). 2. Die onderwyser pak 2 stoele uit. Voeg 2 by. "Hoeveel stoele is daar nou?" 2 en 2 ➝ 4. 3. Die onderwyser hou een hand op en sê: “Tel my vingers. As ek my duim wegsteek, hoeveel vingers kan jy sien?” 5 neem weg 1 ➝ 4. 4. Laat die leerders die vingers aan een van hul hande tel. "Steek jou duim weg; hoveel vingers sien jy?" 5 neem weg 1 ➝ 4 Getalliedjies en rympies. Leerders Stoele Gebruik konkrete 3-D voorwerpe Laat die leerders 6 tellers uitpak en die volgende doen: • Die onderwyser gee aan elke leerder 6 tellers. • Die onderwyser gee instruksies en die leerders reageer, byvoorbeeld: pak 2 tellers uit, voeg nog 3 by. Hoeveel is daar altesaam? 2 en 3 ➝ 5. • Tel 4 tellers. Tel 2 aan vanaf vier. Hoeveel het jy nou? 4 en 2 ➝ 6. • Tel al die krale wat jy het. As jy twee krale met jou hand toehou, hoeveel krale sien jy? 6 neem weg 2 ➝ 4 Krale of tellers. KABV 179 WISKUNDE GRAAD R Week 24 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.13 Optel en aftrek • Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die getal 6 insluit. Mondeling: Tel alledaagse voorwerpe tot 6. Tel aan en terug tot 6. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 6 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies 1 dag Gebruik konkrete 3-D voorwerpe Voorbeelde: 1. Mpho het 4 koekies. Pieter gee vir hom nog 2. Hoeveel koekies het Mpho altesaam? 2. Bettie het 3 poppe en Martha het 2 poppe. Wie het die meeste poppe? Hoeveel meer poppe het Bettie as Martha? 3. Daar is 5 voëls op die draad. 2 vlieg weg. Hoeveel voëls is daar oor? 4. Piet het 6 speelgoedmotors. Tinus het 4. Hoeveel speelgoedmotors het Tinus minder as Piet? 5. Een kind het een neus. Drie kinders het ... 6. Een kind het twee voete. Drie kinders het ... 7. Een kind het twee arms. Twee kinders het ... 8. Een kind het een mond. Drie kinders het ... Tellers Maak 'n verskeidenheid hulpmiddels om 'n idee te gee van die metode waarop verskillende strategieë toegepas kan word 3.2 3-D voorwerpe • Bou 'n 3-D konstruksie vanaf 'n ontwerp of prentkaart Laat die leerders: - 'n konstruksie vanaf 'n ontwerp of prent teken; - leerders ryg krale volgens die volgorde in 'n gegewe prent. Logi-vorms vaardigheidsblokkies Enige konstruksietoerusting Krale, veters 'n Verskeidenheid getekende kaarte wat die volgorde van die krale aantoon 180 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 25 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis wat tydens week 24 opgedoen is met betrekking tot getal 6 Mondeling: Tel alledaagse voorwerpe tot 6. Tel aan en terug tot 6. Ritmiese tel 1-10. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 6 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies 1 dag Kinesteties Speel speletjies soos: Die onderwyser plaas die groot getalvorms of kaarte van karton met die getalle 1 tot 6 in volgorde op die vloer. Die onderwyser gee instruksies soos: - Sit op die getal 6. - Sit jou toon op getal 3 - Hardloop drie maal om getal 2 - Spring oor getal 1 - Die onderwyser kan die getalsimboolkaarte rondstrooi en dieselfde instruksies gee as bogenoemde. 'n Stel groot getalsimboolkaarte van karton Dit kan ook op stukke dik plastiek of karton geverf word 1 4 6 5 2 3 Gebruik konkrete 3-D voorwerpe Laat die leerders: - Tel voorwerpe in the klaskamer wat die getalle 1 tot 6 insluit. - Die onderwyser plaas voorwerpe in 'n hopie op die tafel. Laat die leerders skat hoeveel voorwerpe daar in die hopie is. Tel dit daarna. KABV 181 WISKUNDE GRAAD R Week 25 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.3 Getalsimbole en getalname • Herken en identifiseer die getalsimbool en die getalnaam van getal 6 Mondeling: Tel alledaagse voorwerpe tot 6. Tel aan en terug tot 6. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 5 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies 1 dag Gebruik semi-konkrete 2-D vorms en prente - Wys die leerders die flitskaart met ses kolle en verbind dit met dieselfde aantal tellers. - Speel speletjies waar die spesifieke getalsimbool geïdentifiseer word tussen ander en verbind dit met dieselfde aantal tellers. - Speel speletjies waar die spesifieke getalnaam geïdentifiseer word tussen ander en verbind dit met dieselfde aantal tellers. - Speel speletjies deur die aantal tellers met die getalnaam, getalsimbool en die prentkaarte te verbind. - Trek die getal 6 na met 'n kryt. Voorwerpe of tellers Flitskaarte met getalsimbole en getalname, byvoorbeeld: Prente van 6 voor￾werpe 6 182 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 25 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.4 Beskryf, vergelyk en orden getalle • Orden en vergelyk die versameling voorwerpe en gebruik die woorde meer as/ minder as/ gelyk aan tot getal 6 Mondeling: Tel alledaagse voorwerpe tot 6. Tel aan en terug tot 6. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 5 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies 1 dag Selekteer slegs 'n paar aktiwiteite Kinesteties - Die onderwyser plaas twee hoepels op die vloer. - Sy roep 3 leerders om in die een “nessie” te staan en 2 leerders om in die ander “nessie” te staan. - Watter nessie het meer leerders in? 2 hoepels Gebruik konkrete 3-D voorwerpe - Die leerders sit op die mat en maak twee “nessies” met wol. - Die onderwyser gee instruksies, byvoorbeeld: die leerder plaas 2 tellers in een “nes” en 4 in die ander “nes”. Watter “nes” het meer tellers? Watter “nes” het minder tellers? Watter nes het meer/meeste? - Herhaal deur getalle tot 6 te gebruik. - Die onderwyser gebruik die deksel van 'n roomys-houer. Sy sit 3 klerepennetjies aan die bo-kant van die deksel en 3 klerepennetjies aan die regterkant van die deksel. Watter aantal klerepennetjies is meer as die ander, of is hulle gelyk? Die leerders kan hierdie aktiwiteit in groepe doen met hul eie deksel en klerepennetjies. 2 stukke wol vir elke leerder Tellers Clothes pegs Lid of a Houer se container deksel Wasgoedpennetjies KABV 183 WISKUNDE GRAAD R Week 25 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.4 Beskryf, vergelyk en orden getalle Gebruik semi-konkrete 2-D vorms of prente - Die onderwyser wys kaarte met verskillende aantal kolle en prente. - Laat die leerders die prent- en kolkaarte vergelyk en die begrippe “meer as”, “minder as” en “gelyk aan” identifiseer. - Die leerders teken twee nessies op 'n stuk papier. Hulle pak tellers en verbind die tellers in elke nes met 'n kryt. Ontwikkel begrippe soos gelyke deling, byvoorbeeld: - Doen groepering van heelgetalle met antwoorde wat reste insluit, byvoorbeeld: Prent en kolkaarte A4 Papier en vetkryte Tellers 1 dag Selekteer slegs 'n paar aktiwiteite 3.3 2-D vorms Herken, identifiseer en benoem 2-D vorms in die klaskamer en in prente • Maak en voltooi eie 5-stuk legkaart Die leerders: - Teken 'n prent op 'n A4 papier. - Die onderwyser teken die lyne agterop die leerders se tekening. - Die leerder knip sy/haar prentjie op die gegewe lyne. - Die leerder voltooi sy/haar eie legkaart. Kryte A4 papier Skêre Koevert of gemaakte sakkie om 'n legkaart in te sit (vou A4 papier en plak die kante toe 1 dag 184 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 25 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 5.1 Versamel en sorteer 5.2 Voorstelling van gesorteerde versameling voorwerpe 5.3 Bespreek en doen verslag oor gesorteerde versameling voorwerpe • Aantal letters in leerders se name Probleemoplossing: Stel 'n probleem aan die leerders: “Is name met ses letters die gewildste? Hoe kan ons uitvind? Watter inligting moet ons versamel?” Versamel data - Leerders tel die aantal letters in hul name vanaf 'n naamkaart wat die onderwyser gemaak het - Die onderwyser hou die getalkaart omhoog wat ooreenstem met die aantal letters in 'n leerder se naam en vra: Wie het 4 letters in sy/haar naam terwyl die getalkaart 4 omhoog gehou word. Herhaal met al die getalle. Teken 'n grafiek - Die onderwyser teken die volgende tabel soos wat sy die getalle omhoog hou: 3 letters 4 letters 5 letters 6 letters Ann Sam Kady Mark Maja David Aidon Sarah Caleb Naila Sophie Jessie 2 3 5 2 Lees en interpreteer die tabel - Wat is die algemeenste aantal letters in 'n naam? - Hoeveel name het meer as 5 letters? - Hoeveel name het minder as 5 letters? KABV 185 WISKUNDE GRAAD R Week 26 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis van getalle 1 tot 6 Mondeling: Tel alledaagse voorwerpe tot 6. Tel aan en terug tot 6. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 6 keer. Vra watter aantal klappe was die meeste/minste. Kinesteties Laat die leerders: - getalsimbole met hul liggame vorm; - die aantal vingers omhoog hou volgens die onderwyser se instruksie; - getalsimbole met stukke lyn of speeldeeg vorm; - voel getalvorms van karton en identifiseer elke getal; - die getalsimbole 1 tot 6 op die grond of in die lug skryf, ensovoorts. Getalrympies en liedjies Twee stelle getalvorms van karton in 'n 'voelsakkie' 1 dag 186 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 26 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe Gebruik konkrete 3-D voorwerpe Laat die leerders: - tel voorwerpe in die klaskamer wat die getalle 1 tot 6 insluit; - tellers tot getal 6 tel; - 'n paar unifixblokkies of gekleurde tellers in 'n ry op die tafel plaas, byvoorbeeld: - maak groepe van verskillende lengtes. Die leerders pas volgens hoeveelheid, byvoorbeeld: Voorwerpe in die klaskamer Gekleurde tellers of Unifixblokkies 1 dag 1.3 Getalsimbole en getalname • Ken die getalsimbool en herken die getalnaam van die getalle 1 to 6 Mondeling: Tel alledaagse voorwerpe tot 6. Tel aan en terug tot 6. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 6 keer. Vra watter aantal klappe was die meeste/minste. Gebruik semi-konkrete 2-D vorms of prente Speel speletjies soos: - Die onderwyser skryf die getalnaam aan die een kant van die kaart en die getalsimbool aan die ander kant van dieselfde kaart met getalle 1 tot 6 (maak 'n paar stelle). - Die leerders “lees” die getalnaam en raai die getalsimbool. - Hulle draai die kaart om en korrigeer hulself. Voorkant van kaart Agterkant van kaart 6 Ses Kaarte wat die getalle 1-6 insluit met die getalnaam aan die een kant en die getalsimbool aan die ander kant. (Maak 'n paar stelle sodat elke leerder sy/ haar eie kaart kan hê.) 1 dag KABV 187 WISKUNDE GRAAD R Week 26 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.7 Optel en aftrek • Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die getal 6 insluit. Mondeling: Tel alledaagse voorwerpe tot 6. Tel aan en terug tot 6. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 6 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies 1 dag Gebruik konkrete 3-D voorwerpe 1. Gee aan elke leerder 'n stuk A4 papier met 'n vertikale lyn daarop en 6 tellers, byvoorbeeld: 2. Laat die leerders die tellers versigtig op die papier gooi en verduidelik hoe die tellers geval het, byvoorbeeld: 4 en 2 ➝ 6 (4 en 2 maak 6) 3 en 3 ➝ 6 3. Herhaal ook met getalle 1 tot 5 5 en 1 ➝ 6 4. Probleemoplossing: Verduidelik eie oplossings vir probleme. 5. Doen dieselfde met aftrekkingsprobleme. 6 Tellers vir elke leerder A4 Papier met vertikale middellyn 188 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 26 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 4.4 Kapasiteit/ Volume • Stel die begrip van meting van kapasiteit bekend deur te vergelyk hoeveel die verskillende houers kan hou, byvoorbeeld: - “leeg/vol” - “meer as /minder as” - baie, min Stel kapasiteit aan die leerders bekend deur te vra watter houer die meeste vloeistof hou. Leerders vergelyk dikwels eerder die hoogte as die kapasiteit. Wanneer hulle gevra word watter houer hou meer vloeistof, 'n lang houer of 'n kort houer, sal meeste leerders die lang houer kies al hou die korter houer in werklikheid meer vloeistof. Kinesteties “Meer as /minder as” - Gebruik een houer as 'n standaardmate, byvoorbeeld 'n jogurtbakkie. Voorsien die leerders van 'n verskeidenheid houers. Laat die leerders: - Uitvind watter houer bevat “meer as” en watter houer bevat “minder as” die standaard jogurtbakkie. “In watter houer is baie? In watter houer in daar 'n bietjie?” Gee aan die leerders 'n eetlepel en 'n emmer met sand sodat hulle die sand in 'n beker kan afmeet. Laat die leerders: - Tel hoeveel lepels sand hy/sy nodig het om die beker te vul. Die eksperiment kan moeiliker gemaak word deur meer as een houer te gee, byvoorbeeld: 'n koppie, 'n plastiekglasie en 'n klein potjie. - Herhaal die aktiwiteit deur koppies te gebruik. Water (gedurende waterspel) en sand (gedurende sandspel in die sandput) is ideale areas om kapasiteit te ontwikkel. 'n Verskeidenheid houers in verskillende vorms en groottes Jogurtbakkie 'n Emmer met sand Beker 'n Eetlepel 1 dag Selekteer slegs een of twee aktiwiteite KABV 189 WISKUNDE GRAAD R Week 26 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 3.1 Posisie, oriëntasie en aansigte Beskryf een of meer driedimensionele voorwerpe in verhouding tot mekaar • Die posisie van twee of meer voorwerpe in verhouding tot mekaar Gebruik konkrete 3-D voorwerpe Pennetjiesbordwerk: Laat die leerder eers sy linkerhand en dan sy regterhand, dan albei hande saam gebruik om pennetjies op die bord te plaas. - Die onderwyser sê waar die leerders die pennetjies moet plaas, byvoorbeeld: in die boonste ry; in die onderste ry; aan die linkerkant; aan die regterkant; in die middel. Laat die leerders: - Vorms met die gekleurde pennetjies op die pennetjiesbord maak. - Die onderwyser maak 'n maklike patroon met die pennetjies op haar pennetjiesbord en die leerders moet die patroon namaak op sy/haar eie pennetjiesbord. - Die patroon vanaf 'n kaart kopieer waarop die patroon geteken is. 'n Pennetjiesbord vir elke leerder of werk in groepe Kaarte waarop 'n patroon geteken is 1 dag 190 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 27 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Bekendstelling van die betekenis van die getal 7 Mondeling: Tel alledaagse voorwerpe tot 7. Tel aan en terug tot 7. Ritmiese tel 1-10. Vaslegging van die tel van ranggetalle: Die onderwyser pak 4 voorwerpe in 'n ry. Wys na elke voorwerp en tel eerste, tweede, derde, vierde. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 7 keer. Vra watter aantal klappe was die meeste/minste. Kinesteties - Die onderwyser verdeel die leerders in groepe. Gee aan elke groep 7 balle wat van koerantpapier gemaak is. - Laat die leerders die balle in 'n mandjie gooi. Die leerders moet hardop tel terwyl hulle die balle gooi. - Tel die aantal kere wat die onderwyser op die tafel tik en doen dit na. - Tel in tyd terwyl leerders by trappe afloop, in en uit hoepels spring. - Voete stamp op gereelde maatslag. Getalliedjies en rympies Koerantballe Mandjies 1 dag KABV 191 WISKUNDE GRAAD R Week 27 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe Gebruik konkrete 3-D voorwerpe Die onderwyser plaas boublokkies in 'n hopie in die middel van die vloer. Sy gee instruksies soos: - Neem 3 blokkies van die hopie. - Neem 4 blokkies van die hopie en sit twee terug, ensovoorts. - Die onderwyser plaas voorwerpe in 'n hopie op die tafel. Laat die leerders skat hoeveel voorwerpe daar in die hopie is. Tel dit daarna. - Ontwikkel 'n bewustheid van getalbehoud deur die leerders ses tellers of enige ander voorwerpe op verskillende maniere te laat uitpak, byvoorbeeld: Die tel van voorwerpe word nie deur hul grootte, posisie of tipe beïnvloed nie, byvoorbeeld: - Orden 7 knope, 7 potlode, 7 hoepels, 7 leerders, ensovoorts. - Tel die voorwerpe in verskillende rangskikkings, byvoorbeeld, tel die voorwerpe uitgesprei, bymekaar, in 'n ry of opgestapel. Boublokkies of Legoblokkies Gebruik semi-konkrete 2-D vorms en prente Speel speletjies soos: - Die onderwyser teken of plak prente aan een kant van die kaart en teken dieselfde aantal kolle aan die ander kant van die kaart met getalle 1 tot 7 (maak 'n paar stelle). - Sy deel een kaart van die stel uit aan elke leerder. - Die leerders tel die aantal prente op die kaart. - Draai die kaart om en tel die aantal kolle. - Die onderwyser hou een van haar kaarte met kolle omhoog. - Die leerders pas hul kaart wat dieselfde aantal het as die kolle op die onderwyser se kaart. - Die onderwyser hou haar stel kaarte met die getalsimbool omhoog. - Die leerders pas hul kaart by haar kaart met die getalsimbool. - Die leerder met die korrekte kaart mag opstaan en die aantal prente hardop tel. 'n Paar stelle prent-, kol- en getalsimboolflitskaarte wat die getalle 1 tot 7 insluit Prente van 7 voor￾werpe 7 192 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 27 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.13 Optel en aftrek • Mondelinge oplossings en verduideliking van optel- en aftrekwoordprobleme (storiesomme) wat die getal 7 insluit. Mondeling: Tel alledaagse voorwerpe tot 7. Tel aan en terug tot 7. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 7 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies 1 dag 1.6 Probleem￾oplossings￾tegnieke Kinesteties - Gebruik die getalleleer wat platlê (horisontaal). - Begin altyd by 0. Tel terwyl daar beweeg word. Die onderwyser vra: - Watter getal is tussen 4 en 6? Leerders ervaar dit deur die getalleleer te gebruik. - Watter getalle is tussen 2 en 5? - Gebruik eie idees sodat leerders die betekenis van die getal 7 kinesteties met hul liggame kan ervaar. Gebruik konkrete 3-D voorwerpe Gee aan elke leerder 7 krale of tellers Vra vrae soos: - Skuif 1 teller na die een kant toe (links). As ons nog 'n teller by die een aan die linkerkant voeg, hoeveel sal ons nou hê?1 en 1 ➝ 2 (Die onderwyser sê: 1 en 1 is 2) - Skuif 4 tellers links. As ons nog 2 tellers by die tellers aan die linkerkant sit, hoeveel sal ons hê? 4 en 2 ➝ 6 - Jy het 5 tellers en jy neem 2 weg. Hoeveel is oor? 0 1 2 3 4 5 6 7 Krale of tellers Tellers KABV 193 WISKUNDE GRAAD R Week 27 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.11 Geld • Herken en identifiseer Suid-Afrikaanse banknote - Gebruik banknote, byvoorbeeld R10, R20, R50, R100, R200. - Maak die leerders bewus van die verskillende diereprente op die banknote. - Rolspeel met geld in die huishoekie. Regte voorbeelde van 'n R10, R20 en R50 banknoot (of gebruik speelgeld) 1 dag 1.9 Groepering en verdeling wat lei tot deling • Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die volgende insluit. - Gelyke deling - Groepering met heelgetalle en - Oplossings met reste tot 7 Mondeling: Tel alledaagse voorwerpe tot 7. Tel aan en terug tot 7. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 7 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies 1 dag Selekteer slegs een of twee kinesteties konkrete en semi￾konkrete aktiwiteite 194 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 27 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.9 Groepering en verdeling wat lei tot deling Kinesteties Vorm versamelings deur die leerders te gebruik: Voorbeelde: 1. Laat die leerders groepe van 2, 3, 4, 5 en 6 vorm. Tel hoeveel daar in die groep is. 2. Teken groot vorms op die sement of in die sand. Leerders maak 'n groep van byvoorbeeld 4 leerders binne-in die vorm. 3. Gedurende verversingstyd, sê die onderwyser: “Julle kan in groepe van 4 gaan hande was,” in plaas daarvan om te sê: “Vier leerders kan gaan hande was.” 4. Kies 7 leerders deur 'n telrympie te gebruik. 5. Laat 7 leerders voorgee dat hulle voëls is en 'n “kamma boom” maak deur die klimapparaat buite of die stoele en tafels binne te gebruik. 6. Die onderwyser stuur 2 voëls na die “kamma boom” toe (2 leerders klim op die apparaat). Elke keer gaan nog een voël na die boom toe. “Hoeveel “voëls” is daar in die boom, en hoeveel voëls is daar op die grond?” 7. Herhaal die groepering van leerders deur getalle 1 tot 7 te gebruik. Gebruik konkrete 3-D voorwerpe Voorbeelde: 1. Die onderwyser gee aan die leerders tellers. Laat die leerders 'n versameling van 4 tellers maak. Maak nog 'n versameling van 3. “Hoeveel tellers het jy in die nuwe versameling?” 2. Laat die leerders twee sirkels op 'n stuk papier teken. Die leerders pak die tellers in die twee versamelings volgens die onderwyser se instruksie sodat daar meer tellers in die een versameling is as in die ander. Vra vrae soos: “Watter versameling het die meeste/ minste tellers?” Maak 'n verskeidenheid hulpmiddels om idees te kry van die metode waarop verskillende strategieë toegepas kan word Klimapparaat of tafels en stoele Tellers Stuk papier en 'n kryt vir elke leerder Tellers KABV 195 WISKUNDE GRAAD R Week 27 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 4.4 Kapasiteit/ Volume Vergelyk en orden konkrete voorwerpe deur gepaste woordeskat te gebruik om die volgende te beskryf: a) kapasiteit b) leeg, vol, minder as, meer as, baie, min • Vaslegging van die kennis wat in week 26 opgedoen is met betrekking tot kapasiteit Mondeling: Tel alledaagse voorwerpe tot 7. Tel aan en terug tot 7. Ritmiese tel 1-10. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 7 keer. Vra watter aantal klappe was die meeste/minste Water (gedurende waterspel) en sand (gedurende sandspel in die sandput) is ideale areas om kapasiteit te ontwikkel. Getalrympies en liedjies 'n Verskeidenheid houers in verskillende vorms en groottes 2 dae Selekteer slegs twee of drie aktiwiteite Kinesteties Laat die leerders: - Twee to drie verskillende leë houers in orde van kapasiteit orden, met ander woorde, watter houer sal die meeste of die minste kan hou? Die leerders kan hul raaiskote toets deur koppies water in die leë houers te gooi en te tel watter houer sal die meeste koppies water hou. Vermeerder die aantal leë houers om dit moeiliker te maak. - Dieselfde koppie as mate gebruik en bepaal hoeveel koppies rys of boontjies dit sal neem om bogenoemde houers te vul. - Orden gelyksoortige houers (byvoorbeeld emmers in die sandput) van klein na groot. - Voorsien aan leerders 'n verskeidenheid houers (verskillende groottes en vorms) en vra vrae soos: o “Watter van hierdie houers dink jy sal die meeste sand/water hou? o As jy water van een houer na die volgende gooi, raai of jy dit sal vul?” - Laat leerders ontdek wat met 'n gedeeltelik gevulde houer met water sal gebeur wanneer klein items bygegooi word, byvoorbeeld, klein klippes, Legoblokkies, plastiek blokkies. Leerders geniet raai-speletjies waar hulle kan raai watter houer meer kan hou en dan die uitslag kan toets om te bepaal wie die wenner is. (Die onderwyser wys uit dat items wat dryf nie die water se hoogtevlak sal beïnvloed nie.) Koppie Koppie Rys Boontjies Verskillende groottes emmers uit die sandput 'n Verskeidenheid houers in verskillende vorms en groottes Water Sand Items soos skoon klippies, Legoblokkies, plastiek blokkies 196 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 28 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis van getal 7 Mondeling: Tel alledaagse voorwerpe tot 7. Tel aan en terug tot 7. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 7 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies 1 dag Kinesteties - Roep twee leerders vorentoe. Die ander leerders tel hulle. Die twee leerders wat voor is, hou die ooreenstemmende getalsimbool omhoog. - Roep nog een leerder vorentoe. Die ander leerder tel hulle. Die leerder wat voor is, hou die ooreenstemmende getalsimbool omhoog, naamlik 3. - Gaan voort totdat daar 7 leerders voor is. Getalsimboolkaarte wat getalle 1 tot 7 insluit Gebruik konkrete 3-D voorwerpe - Plaas 7 blikkies in 'n ry, byvoorbeeld: 1 o n c r e t e   u s 2 3 4 5 6 7 - Laat die leerders een saad/klippie in die eerste blikkie sit, twee sade/klippies in die tweede blikkie, drie sade in die derde blikkie, en gaan voort totdat die 7 blikkies die aantal sade/klippies bevat soos wat dit aan die buitekant van die blikkie aangedui is. - Neem 'n handvol kryte (tussen 10 en 15) en plaas dit in 'n beker. Vra die leerders om te raai hoeveel kryte daar in die beker is. Bespreek hul antwoord. - Demonstreer hoe om te tel deur dit een vir een uit te haal en dit in 'n ry neer te lê. 7 blikkies met die getalsimbool opgeplak Sade of klippies Kryte en 'n beker KABV 197 WISKUNDE GRAAD R Week 28 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.3 Getalsimbole en getalname • Herken die getalsimbool en die getalnaam van die getal 7 Gebruik semi-konkrete 2-D vorms of prente Speel speletjies soos: - Die leerders sit in 'n kring. Plaas 'n getalkaart onderstebo voor die leerder. (Dit kan 'n getalsimbool, getalnaam, kolkaart of prentkaart wees wat die getalle 1 tot 7 insluit.) - Onderrig die leerders om die kaart vir die volgende leerder aan te gee deur dit onderstebo op die vloer/mat aan te skuif. - Die leerders dreunsang: “Geheime getal, geheime getal, wat kan dit wees?Laat ek loer.” - Die leerders loer na hul kaarte. - Die onderwyser hou haar getalkaart omhoog. - Die leerder met die kaart wat met die onderwyser se kaart ooreenstem, hou sy/haar kaart omhoog en sê: “Ek sal my kaart omhoog hou sodat almal kan sien.” Prente van 7 voor￾werpe 7 sewe 1 dag 3.2 3-D voorwerpe Bou 3-D voorwerpe deur konkrete materiaal te gebruik • Kopieer 'n konstruksie vanaf 'n ontwerpte- of prentkaart Gebruik konkrete 3-D voorwerpe - Die leerder bou dieselfde konstruksie vanaf 'n ontwerp of prent. - Kopieer dieselfde ontwerp vanaf 'n prent deur die pennetjiesbord te gebruik. Gebruik semi-konkrete 2-D vorms en prente Brei hierdie aktiwiteit uit na visuele kuns. - Gee aan elke leerder 'n vel met 'n verskeidenheid groot en klein sirkels, driehoeke en vierkante. Laat die leerders: - Die vorms uitknip en 'n 2-D konstruksie op papier bou en plak. - Versier die prent met tekeninge. Logi-vorms vaardigheidsblokkies “Brainy Blocks” Enige konstruksietoerusting Pennetjiesbord 'n Verskeidenheid groot en klein sirkels, driehoeke en vierkante op 'n vel papier Skêr, gom 1 dag en deurlopend 198 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 28 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 3.4 Simmetrie • Ontwikkel die vermoë om die middellyn te kruis Kinesteties Die leerders: - Hersien die vorige kennis wat opgedoen is; raak aan die verskillende liggaamsdele volgens instruksie. Speel “Simpel Simon sê: Raak aan jou ...” - Gee verdere instruksies waar die leerders hul middellyn kruis soos: “Raak jou knie met jou neus. Raak jou skouer met jou oor. Raak aan jou linkerknie met jou regtervoet. Raak jou elmboog met jou een hand," ensovoorts. Speletjie: “Simpel Simon sê, raak aan jou ....” Herken die simmetrielyn in self en die eie omgewing • Kruising van die middellyn Gebruik konkrete 3-D voorwerpe Laat die leerders: - Groot sirkels op die skryfbord teken. - Reguit lyne op die skryfbord teken. Maak seker dat die leerder sy/haar middellyn kruis. - Teken 'n lyn vanaf een punt na 'n ander punt wat ver uitmekaar is op die skryfbord. - Teken 'n horisontale figuur 8 op die skryfbord. Gebruik groot bewegings om seker te maak dat die leerder sy/haar middellyn kruis. (Die leerder gebruik beide die linker- en regterhand). Leerders teken op die skryfbord Gebruik semi-konkrete 2-D vorms en prente Integreer met visuele kuns Laat die leerders: - Verf op 'n dubbel vel koerantpapier van links na regs. 'n Dubbel vel koerantpapier vir elke leerder Verf en kwas KABV 199 WISKUNDE GRAAD R Week 28 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 4.3 Massa Vergelyk en orden konkrete voorwerpe deur gepaste woordeskat te gebruik om die volgende te beskryf: - massa byvoorbeeld lig, swaar, ligter, swaarder • Stel die begrip van massa bekend Die meting van massa beteken om uit te vind hoeveel iets weeg. Kinesteties Laat die leerders die massa van voorwerpe raai: - Hou die volgende voorwerpe, een in elke hand om te raai watter is swaarder of ligter, byvoorbeeld: o 'n klip en 'n boublokkie; o 'n plasiek speelgoedmotortjie en 'n speelgoedmotortjie van metaal; o 'n koffieblik en 'n toiletrolletjie; o 'n groot rubberbal en 'n krieketbal. Leerders dink gewoonlik dat die groter voorwerp swaarder is wanneer hulle die massa van twee voorwerpe moet raai. - Stel die balanseerskaal bekend, byvoorbeeld: weeg die voorwerpe om te sien of die leerders korrek was met hul raaiskote. - Vra vrae soos: “Watter voorwerp is swaarder/ligter?” Laat die leerders 'n voorwerp in die klas vind wat hulle dink swaarder/ligter is as die voorwerp wat hulle geweeg het. - Stel die balanseerskaal beskikbaar tydens vryspel in die “huishoekie” sodat die leerders voort kan gaan met die weeg-aktiwiteit - Voorsien die balanseerskaal in die “huishoekie” sodat die leerders kan bepaal hoeveel Legoblokkies dieselfde weeg as, byvoorbeeld, 'n appel. 3-D voorwerpe van verskillende massa en groottes, byvoorbeeld: Legoblokkies, boublokkies, blikkies, houers, ensovoorts. Balanseerskaal 'n Eenvoudige skaal kan gemaak word: - Jy benodig 'n plastiek hanger, - Twee klein ronde margarien bakkies of plastiek koeldrankbottels en lyn. - Druk twee gaatjies oorkant mekaar in die bakkies/bottels. - Heg die bakkies/bottels aan die twee punte van die hanger – jy het 'n skaal - Hang die hanger aan 'n spyker of 'n haak en die leerders kan die voorwerpe begin weeg – - Wys aan die leerders dat die hanger eers moet balanseer voordat hulle kan begin weeg. 1 dag Selekteer slegs twee of drie aktiwiteite 200 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 29 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.1 Tel voorwerpe Vaslegging van kennis van getal 1 tot 7 Mondeling: Tel alledaagse voorwerpe tot 7. Tel aan en terug tot 7. Ritmiese tel 1-10. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 7 keer. Vra watter aantal klappe was die meeste/minste. Getalrympies en liedjies 1 dag Gebruik konkrete 3-D voorwerpe Die leerders: - Versamel takkies. Hou dit in die klas om weer te gebruik. - Gebruik die takkies om byvoorbeeld die getalsimbool vir 5 te vorm. of of ensovoorts. Takkies Laat die leerders: - Gebruik maak van jou stel flitskaarte met getalle 1 tot 7. - Teken die aantal voorwerpe volgens die onderwyser se aanwysing, byvoorbeeld: teken 2 sirkels - Tel aan vanaf 'n gegewe getal, byvoorbeeld: die onderwyser sê die getal drie. Die leerder tel aan ... vier, vyf, ses. - Die onderwyser sal gedurende verversingstyd vra: “Hoeveel van die leerders het toebroodjies van bruinbrood? Hoeveel leerders se toebroodjies is van witbrood? Is daar meer leerders met toebroodjies van witbrood? Watter is meer/minder?” - Die onderwyser plaas voorwerpe in 'n hopie op die tafel. Laat die leerders skat hoeveel voorwerpe daar in die hopie is. Tel dit daarna. Prent en kolflitskaarte wat die getalle 1 tot 7 insluit Getalsimboolkaarte en getalnaamflitskaarte wat getalle 1 tot 7 insluit, byvoorbeeld: Prente van 7 voor￾werpe 7 sewe Papier en kryt KABV 201 WISKUNDE GRAAD R Week 29 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.3 Getalsimbole en getalname • Herken die getalsimbool en die getalnaam van die getalle 1 tot 7 Mondeling: Tel alledaagse voorwerpe tot 7. Tel aan en terug tot 7. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 7 keer. Vra watter aantal klappe was die meeste/minste. Kinesteties - Plaas groot getalsimboolkaarte in die klaskamer of buite-spelarea. - Noem die area “Getalland” en die leerders is die “Getalkoning en/of Koningin”. Sit 'n kroon wat van karton gemaak is, op elke leerder se kop met die getal duidelik opgeskryf. - Gee instruksies soos: o Al die kinders wat rooi aanhet, huppel na 2 toe. o Al die kinders met lang hare, loop op jul tone na 6 toe. Getalliedjies en rympies Groot getalsimboolkaarte Genoeg getalkrone van karton gemaak, vir elke leerder met getalle daarop geskryf. 1 6 4 1 dag Gebruik semi-konkrete 2-D vorms en prente Laat die leerders: - Die aantal kolle teken volgens die onderwyser se aanwysing, byvoorbeeld: teken 2 kolle. Herhaal met getalle 1 tot 7. - Hou baie stelle getalsimbool en getalnaamkaarte byderhand. Gee aan elke leerder een kaart. Die onderwyser hou 'n kaart omhoog en die leerder wat die bypassende kaart het, hou sy/haar kaart ook omhoog. - Voorstel: Betrek die leerders om hul eie kaarte te maak. - Speel passpeletjies met die getalsimbool en getalnaamflitskaarte. Papier en kryt Meer as een stel getalkaarte wat die getalle 1 tot 7 insluit, byvoorbeeld: Prente van 7 voor￾werpe 7 sewe 3 5 2 202 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 29 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 1.7 Optel en aftrek • Mondelinge oplossings en verduideliking van woordprobleme (storiesomme) wat die getal 7 insluit. Mondeling: Tel alledaagse voorwerpe tot 7. Tel aan en terug tot 7. Vaslegging van begrippe “baie” en “min” Klap jou hande baie keer…STOP. Klap jou hande minder kere. Die onderwyser klap tot 7 keer. Vra watter aantal klappe was die meeste/minste. Kinesteties - Verwys na week 24 en 27 vir idees. - Maak gebruik van eie idees om leerders die betekenis van die getal 7 kinesteties met hul liggame te laat ervaar. Gebruik konkrete 3-D voorwerpe - Verwys na week 24 en 7. - Maak gebruik van eie idees om die leerders die betekenis van die getal 7 te ervaar deur konkrete 3-D voorwerpe te gebruik. Getalliedjies en rympies Tellers 1 dag KABV 203 WISKUNDE GRAAD R Week 29 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 3.1 Posisie, oriëntasie en aansigte Volg aanwysings om self binne 'n spesifieke ruimte te verplaas (rigtingsin) • Ontwikkel rigtingsin deur die pylflitskaate en die pylkaart te gebruik Kinesteties Laat die leerders in verskillende rigtings stap: - na die deur toe; - na die venster toe; - na die boekhoekie toe, ensovoorts. Gebruik konkrete 3-D voorwerpe Laat die leerders: - 'n Horisontale figuur agt op die skryfbord te teken. Maak seker dat die leerders die middellyn kruis, byvoorbeeld: Skryfbord 1 dag Gebruik semi-konkrete 2-D vorms of prente Laat die leerders individueel of in klein groepe: - Hul oë op die flitskaart hou en sy/haar arm in die rigting wat aangedui is, beweeg. Die leerder praat terwyl die aksie uitgevoer word, byvoorbeeld: as die leerders sy/haar arm uithou, moet hy/sy sê ”regs”. - Die leerder kan enige arm gebruik vir op- en afbewegings. - Wys die rigting op die pylkaart aan. - Plak voetspore in die rigting van die deur. Terminologie: op/af; in/uit; bo/onder ; voor/agter ; bo-op/ onder; die een kant/die ander kant; langs ; links en regs Flitskaart met slegs een pyl. Draai die flitskaart in verskillende rigtings Pylkaart (plakkaat met pyle in verskillende rigtings) 204 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 29 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderende tydsduur 4.3 Massa • Vaslegging van kennis wat in week 28 opgedoen is wat massa insluit: Ligste/swaarste Kinesteties Laat die leerders: - Die massa van drie tot vyf identiese houers vergelyk (byvoorbeeld 400g leë blikkies) wat verskillende hoeveelhede sand bevat sodat hul massa verskil. - Orden dit van die ligste tot die swaarste deur die massa te voel. Daarna kan 'n balanseerskaal gebruik word om te bepaal of die leerders korrek was of nie. - Voorstel: eksperimenteer om te sien hoeveel metaalwassers of spykers dieselfde massa sal hê. Enige ander voorwerpe kan gebruik word. Die onderwyser sit die items met verskillende massas in identiese houers wat toe is, byvoorbeeld: twee maaskaasbakkies; een met 'n blokkie en een met 'n tennisbal. Laat die leerders: - Die verskil tussen die twee voorwerpe se massa voel en raai watter een is die ligste of die swaarste. - Die balanseerskaal gebruik om die werklike antwoord te kry. - Daag leerders uit om voorwerpe in die klaskamer te vind wat dieselfde massa het. Die sandput en die waterspelarea is waardevolle areas wat gebruik moet word om begrippe soos lig/swaar/swaarder vas te lê deur verskillende groottes houers, balanseerskaal, nat en droë sand te gebruik. NB: Sit by die leerders, praat, bespreek en verduidelik. Leë blikkies van dieselfde grootte 'n Balanseerskaal Voorwerpe soos Legoblokkies Voorwerpe van verskillende massa soos metaalwasser of spykers Twee maaskaasbakkies; een met 'n blokkie en een met 'n tennisbal. Sandput Waterspelbak, houer of trog 1 dag KABV 205 WISKUNDE GRAAD R Week 30 Gebruik week 30 om aandag aan konseptuele en/of leerhindernisse te skenk Inhoudsarea Onderwerp Assesseringskriteria Getalle, bewerkings en verwantskappe 1.1 Tel voorwerpe Skat en Ritmiese tel (rote counting) tot 7 (Getalliedjies en rympies om getalbegrip te bevorder) Tel terug en aan (1-7) Weet watter aantal klappe is meer/minder Herken getalle in bekende kontekste – byvoorbeeld, ouderdom, register (assesseer weer) Identifiseer getalprente en kolkaarte tot getal 7 Ken getalsimbole 5, 6, 7 Herken getalname vyf, ses, sewe Onderskei tussen meer, minder en gelyk aan, baie en min tot by getal 7 Herken die kleure en die verskillende diere op die Suid-Afrikaanse banknote 1.6 Probleemoplossingstegnieke Gebruik konkrete apparaat Verduidelik eie denke in woorde, deur tekeninge en konkrete voorwerpe 1.7 en 1.13 Optel/aftrek Los optel-en aftrekprobleme tot 7 mondeling op. Patrone, funksies en algebra 2.1 Meetkundige patrone Kopieer, brei uit en ontwerp eie patrone met behulp van prente Ruimte en vorm (Meetkunde) 3.1 Posisie, oriëntasie en aansigte Ken die posisie van twee of meer voorwerpe in verhouding tot mekaar - Voor, agter, bo-op, onder, langs, middel, links en regs Voer instruksies uit met betrekking tot 'n pennetjiesbord Ken rigting op die pyltjiekaart 3.2 3-D voorwerpe Bou volgens 'n gegewe konstruksievoorbeeld Kopieer 'n konstruksie vanaf 'n ontwerp of prentkaart 3.3 2-D vorms Bou 'n legkaart van ten minste 18 stukke Herken, identifiseer en benoem die vierkant Verstaan die vormbehoud van vorms wat tot op datum aangeleer is (Vormkonstantheid) Meting 4.2 Lengte Skat en meet die lengtes van verskillende voorwerpe 4.3 Massa Verstaan die begrippe “lig, swaar, ligter, swaarder, ligste, swaarste” 4.4 Kapasitieit/Volume Verstaan die begrippe “leeg, vol, meer as, minder as” Datahantering 5.1 Versamel en sorteer voorwerpe In staat om te versamel, te sorteer, te teken, te lees en voorstellings (analise) van voorwerpe volgens een eienskap te maak 5.2 Voorstelling van gesorteerde versameling voorwerpe 1.3 Bespreek en doen verslag oor gesorteerde versameling voorwerpe 206 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R K WARTAAL 4 GRAAD R Week 31 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Voorstelling en verduideliking van getal 8 Mondeling: Tel alledaagse voorwerpe. Tel aan en terug tot 8. Ritmiese tel 1-10. Gebruik 'n getalrympie om tel in twees bekend te stel Vaslegging van rangordetel: Onderwysers pak 4 voorwerpe in 'n ry. Wys na elke voorwerp en tel: eerste, tweede, derde, vierde. Vaslegging van die begrippe "baie en min" Klap hande baie keer ... STOP. Klap hande minder keer. Onderwyser klap tot 8 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies Twee, vier, ses, agt Jan en Lien lag sag Hul wil nie wag Twee, vier, ses, agt 1 dag Kinesteties Laat die leerders: - agt tree tel terwyl hulle in die klas rondbeweeg; - agt vingers wys. Laat die leerders ... - die getalleleer wat platlê (horisontaal) gebruik; - altyd by 0 (nul) begin; - die getalsimbole soos hulle op die getallelyn voorkom, identifiseer; - op elke segment loop terwyl hulle ritmies tel. 0 1 2 3 4 5 6 7 8 'n Stel getalsimboolflitskaarte 1 tot 8. KABV 207 WISKUNDE GRAAD R Week 31 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.3 Getalsimbole en getalname • Herken die getalsimbole en die getalname Gebruik konkrete 3-D voorwerpe Laat die leerders ... - Voorwerpe in die klaskamer vanaf 1 tot 8 tel. - Tellers tot by die getal 8 tel. 'n Stel van 8 voorwerpe in die klaskamer Voorwerpe of tellers 1 dag - Ontwikkel 'n bewustheid van getalbehoud deur die leerders agt tellers of enige ander voorwerpe op verskillende maniere te laat uitpak, byvoorbeeld: Die tel van voorwerpe word nie deur hul grootte, posisie of tipe beinvloed nie, byvoorbeeld: - Orden 8 knopies, 8 potlode, 8 hoepels, 8 leerders, ensovoorts. - Tel die voorwerpe in verskillende rangskikkings, byvoorbeeld, tel die voorwerpe uitgesprei, bymekaar, in 'n ry of opgestapel. Gebruik semi-konkrete 2-D-vorme of prentjies Laat die leerders ... - speletjies speel deur die aantal tellers met die getalname te verbind: die getalsimbool, die kolkaarte en die prentkaart wat die getal 8 voorstel. - die getal 8 met 'n kryt natrek. 8 tellers of 8 voorwerpe Flitskaart met getalsimbole en getalname, kolkaarte en prente, byvoorbeeld: Prente van 8 voor￾werpe 8 agt Kryte Tellers 208 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 31 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle • Gebruik die getal 8 in 'n bekende konteks Mondeling: Tel alledaagse voorwerpe tot 8. Tel aan en terug tot by 8. Gebruik telrympies om vaslegging van tel in twees te doen. Vaslegging van die begrippe "baie en min" Klap hande baie keer ... STOP. Klap hande minder kere. Onderwyser klap tot 8 keer. Vra watter aantal klappe was die meeste/minste. Getalliedjies en rympies 1 dag Kinesteties Laat die leerders: - Die getal 8 met hulle vingers maak. - Die getal met stukkies tou of speeldeeg/klei vorm - Die getalsimbool in 'n skinkbord met sand skryf. - Die groot getalsimboolkaarte in opeenvolgende orde op die vloer tot by 8 plaas. Wol/speeldeeg. 'n Skinkbord met sand 'n Stel groot getalkaarte Gebruik konkrete 3-D voorwerpe Die onderwyser gee elke leerder 8 bone en 'n flitskaart met 8 kolle daarop. Laat die leerders ... - 'n Boontjie op elke kol van die kaart pak. - Die bone tel. - Die kolflitskaart met die getalnaamflitskaart en die tellers vergelyk. 8 bone vir elke leerder. Die kolflitskaart, die naamflitskaart en tellers agt KABV 209 WISKUNDE GRAAD R Week 31 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en benoem 2-D vorms in die klaskamer en op prente - 'n reghoek • Bekendstelling van 'n reghoek Kinesteties Laat die leerders: - Vorms met hul liggame maak, byvoorbeeld 6 leerders vorm 'n reghoek met hulle liggame. - 'n Reghoek met behulp van hul vingers maak - 'n Reghoek met stukkies wol of speeldeeg maak . - Loop op die omtrek van 'n reghoekige vorm. - Voel die vorms. Teken die reghoekige vorm in die lug, op die grond/vloer met kryt en uiteindelik op papier. Kaartspeletjies wat die herkenning van vorms ontwikkel Wol of speeldeeg. 'Voelsakkie' met verskillende meetkundige vorms 'n Ooreenstemmende stel kaarte met vorms daarop geteken. A4-papier en kryt 1 dag Sorteer 3-D voorwerpe en 2-D vorms volgens grootte, kleur en vorms Gebruik konkrete 3-D voorwerpe Laat die leerders vir vierkantige voorwerpe in die klaskamer soek. Gebruik semi-konkrete 2-D -vorme of prente - Identifiseer reghoekige vorms in prente. - Identifiseer alle vorms wat hulle tot op hede geleer het in prente. Sorteer 3-D voorwerpe en 2-D vorms volgens grootte, kleur en vorms - Sorteer die versamelde voorwerpe volgens grootte, kleur en vorms. Reghoekige voorwerpe in die klaskamer Al die vorms tot op datum geleer Verskeidenheid prente met vorms op 210 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 31 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 5.1 Versamel en sorteer voorwerpe 5.2 Voorstelling van gesorteerde versameling voorwerpe 5.3 Bespreek en doen verslag oor die gesorteerde versameling voorwerpe • Vaslegginging van die begrip van datahantering deur die versameling van voorwerpe in die klas of in die omgewing volgens bepaalde kenmerke, deur byvoorbeeld die leerders se verjaarsdae te sorteer Gebruik konkrete 3-D voorwerpe Versamel en sorteer data - Met behulp van die verjaarsdagkaart, bepaal wie se verjaardae in watter maand is. - Die leerders help om 'n grafiek te maak om te sien in watter maand van die jaar die meeste verjaarsdae verskyn. - Die onderwyser trek 'n grafiek van die 12 maande van die jaar. - Met die hulp van die onderwyser voltooi die leerders die grafiek volgens die status van elke leerder se verjaarsdagmaand. Jan Feb Maart April Mei Jun Jul Sipho Martha Helen Dolly David Bongi Claire Nelson Jacob Tim Kabelo Pat Thandi Selina Liz Titus Thabo Jane 4 3 0 3 3 3 2 - Die leerders tel die name en skryf die totale van die verjaarsdae onder elke maand. - Die leerders vergelyk die aantal verjaarsdae in die verskillende maande Die onderwyser vra vrae soos: - “Watter maand het die meeste verjaarsdae?” - “In watter maand is die minste verjaarsdae?” - “Watter maande het dieselfde aantal verjaarsdae?” - “In watter maand verjaar die meeste seuns?” - "In watter maand verjaar die meeste meisies/dogters?" Leerders bespreek die volgende gevolgtrekkings: - Januarie het die meeste verjaarsdae. - Daar is geen verjaarsdae in Maart nie. Daar is slegs een maand waarin geen leerders hul verjaarsdae vier nie. - Sekere maande het gelyke hoeveelhede verjaarsdae, ensovoorts. Watter maande is dit? Die verjaarsdagkaart Januarie Februarie Teken 'n kaart met leerders se name daarop. Teken 12 kolomme op 'n groot strook papier. Dui met 'n naamkaart aan in watter maande die leerders verjaar. Gebruik van 3 velle A2-papier met 12 kolomme daarop geteken. KABV 211 WISKUNDE GRAAD R Week 32 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis wat in week 31 verwerf is en wat die getal 8 insluit Mondeling: Tel alledaagse voorwerpe tot 8. Tel aan en terug tot 8. Ritmiese tel 1 – 10. Gebruik getalrympies om vaslegging van tel in twees te doen Vaslegging van begrippe "baie" en "min" Klap hande baie keer ... STOP. Klap hande minder kere. Die onderwyser klap 8 keer. Vra watter aantal klappe was die meeste/minste. Kinesteties Kom ons speel 'n speletjie: - Die onderwyser speel 'n instrument soos ’n trom. - Die leerders beweeg rond. - Wanneer die trom ophou speel, roep die onderwyser 'n getal tussen 1 en 8 en leerders orden hulself in klein groepe, byvoorbeeld die onderwyser roep 8 en leerders orden hulself in groepe van 8. - Wys 8 vingers op jou twee hande. - Vorm versamelings voorwerpe met die leerders. Getalliedjies en rympies Trom 1 dag 212 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 32 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Gebruik konkrete 3-D voorwerpe Laat die leerders: - tellers gebruik om te bepaal watter getalle voor 8 en na 5 kom. Watter getal is tussen 6 en 8? - voorwerpe in pare (twees) tel: o 'n paar skoene; o 'n paar sokkies; o 'n paar oë; o 'n paar oorbelle; o 'n paar ore; o 'n paar bene Gebruik semi-konkrete 2-D vorms of prente - By die afneem van die bywoningsregister vra die onderwyser: “Is die leerder met die huisnommer en adres ... ... hier?” Die leerder moet reageer deur aan te dui dat hy/sy “daar” is. - Herhaal die volgende dag die vraag met telefoon- of selfoonnommers. Tellers 'n paar skoene, sokkies, oorringe Kaarte met leerders se telefoonnommers en adresse daarop 1 dag KABV 213 WISKUNDE GRAAD R Week 32 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.7 Optel en aftrek • Los woordprobleme (storiesomme) mondeling op wat die getal 8 insluit Kinesteties - Die onderwyser help die leerders om 'n groep van 6 leerders en 'n ander groep van 2 leerders te vorm. - Kombineer die twee groepe om een groep te maak. - Vra die leerders hoeveel leerders daar in die gekombineerde groep is. 6 en 2 ➝ 8. (Die onderwyser sê: 6 en 2 is 8.) - Groepeer 8 leerders saam. Neem 3 leerders na 'n kleiner groep toe. Hoeveel leerders is daar oor in die groot groep? 8 neem weg 3 ➝ 5 Kies twee leerders met behulp van 'n telraam. - Plaas 4 takkies in die een leerder se hand en 4 takkies in die ander leerder se hand. Hoeveel takkies het hulle altesaam? 4 en 4 ➝ 8. Gebruik konkrete 3-D voorwerpe Gee vir elke leerder 8 takkies. - Tshidi het 6 takkies en haar vriend het 2 takkies. Hoeveel takkies het hulle altesaam? 6 en 2 ➝ 8. - Monica het 8 takkies. Sy verloor 2 takkies. Hoeveel takkies het Monica oor? 8 neem weg 2 ➝ 6. Gebruik semi-konkrete gebruik van 2-D -voorwerpe of prente - Onderwyser plaas 2 prente op die flenniebord. Sy sit nog 5 prente by. Hoeveel prente is daar nou? 2 en 5 ➝ 7. - Plaas 8 vorms op die flenniebord. Neem 5 weg. Hoeveel is oor? 8 neem weg 5 ➝ 3. Groepe leerders Takkies Telrym Telrym Takkies Flenniebordprentjies /vorms 1 dag 214 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 32 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 2.1 Meetkundige patrone • Kopieer en uitbreiding van ouditiewe patrone Kinesteties Die leerders beweeg op die maat van die musiek met hulle hele liggaam, byvoorbeeld: - Stap, stap, hop, hop ... - Spring een been, spring een been, spring twee bene, spring twee bene ... Gebruik konkrete 3-D voorwerpe Integreer met uitvoerende kunste (musiek) in Lewensvaardigheid - Die leerders beweeg op die maat van die musiek slegs met hulle hande en raak aan hul bobene, byvoorbeeld: - Klap, klap, stamp, stamp (klap hande en stamp hande op bobene). - Die onderwyser maak ritmekaarte en leerders herhaal hulle deur die ritme te klap (met behulp van hande klap en voete stamp) byvoorbeeld:   π π   π π         - klap, klap, stamp, stamp ... ... ... - klap, skree, klap, skree ... CD speler Met musiek Lyfslagwerk 1 dag KABV 215 WISKUNDE GRAAD R Week 32 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en beskryf 2-D vorms in die klaskamer • Vaslegging van die kennis van 'n reghoek Kinesteties Laat die leerders vorms met hul liggame maak, byvoorbeeld 4 leerders vorm 'n reghoek met hul liggame: - 'n reghoek met behulp van hul vingers vorm; - 'n reghoek met behulp van 6 vuurhoutjies vorm; - 'n reghoek met stukkies wol of speeldeeg/klei vorm; - om die buitekant van 'n reghoekige vorm loop; - die vorms voel. Plaas verskillende vorms in 'n 'voelsakkie' en pas dit by die kaarte; - Teken die reghoekige vorm in die lug, op sand, op die vloer/grond en uiteindelik op papier. Kaartspeletjies wat die herkenning van vorms ontwikkel Vuurhoutjies Wol of speeldeeg/klei 'Voelsakkie' met verskillende meetkundige vorms Sluit groot en klein vorms en driehoeke van verskillende hoeke by die 'voelsakkie' in, byvoorbeeld: 'n Ooreenstemmende stel kaarte met vorms daarop geteken A4-papier en potlood 1 dag 216 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 32 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Gebruik konkrete 3-D voorwerpe - Laat die leerders vir vierkantige voorwerpe in die klaskamer soek. Gebruik semi-konkrete 2-D vorms Speel 'n speletjie: “Watter een is weg?” - Laat 'n aantal 2-D vorms (nie meer as 5 vorms nie) op 'n stukkie papier in die middel van die mat, byvoorbeeld die vorms van die “Logi-vorms" spel. - Bespreek elke vorm met die leerders. - Gee vir die leerders geleentheid om die tipe vorm op die stukkie papier te memoriseer. - Die leerders sluit hul oë. - Die onderwyser verwyder een van die vorms. - Die leerders moet hulle oë oopmaak en identifiseer watter vorm ontbreek. - Herhaal die proses. - Bevorder die ontwikkeling van meetkundige vorms deur middel van 'n verskeidenheid kaartspeletjies soos: “Wat is in 'n vierkant?” of enige ander beskikbare speletjie. Reghoekige vorms in die klaskamer Verskeidenheid Logi-vorms. 1 dag KABV 217 WISKUNDE GRAAD R Week 32 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Beskryf die posisie van twee of meer 3-D voorwerpe in verhouding tot mekaar Kinesteties Laat die leerders: - tussen twee voorwerpe of twee leerders staan, - langs die meisie met die blou rok staan; - langs die seuntjie met die bruin sandale staan; - tussen die bokse stap; - rondom die tafel kruip; - onder die stoel kruip; - die stoel voor hom/haar sit; - die stoel agter hom/haar sit; - op jou stoel staan; - op die vloer sit; - die stoel langs hom/haar sit; - die stoel aan die linker- of regterkant van hom/haar sit. 2 stoele 1 dag Gebruik konkrete 3-D voorwerpe - Laat die leerder legkaarte met prentjies van mense of diere voltooi. - Ryg krale volgens die instruksies van die onderwyser in, ryg byvoorbeeld 'n rooi kraal in. Sit 'n groen kraal langs die rooi een, ensovoorts. - Ryg krale in volgorde vanaf 'n gegewe prentjie. Werk in klein groepe. Die onderwyser gee elke leerder 'n pennetjiebord en’ n handvol pennetjies. Gee die volgende opdragte: - Sit twee rooi pennetjies in die boonste, linkerkantse hoek. - Sit 'n groen pennetjie aan die regterkant van die rooi pennetjie. - Sit een blou pennetjie onder die groen pennetjie, ensovoorts. Legkaarte Krale om te ryg Pennetjiesbord en pennetjies Gebruik semi-konkrete 2-D vorms of prentjies - Teken mense of diere sonder arms of bene en vra die leerders om die tekening te voltooi. Werksvelle met prente 218 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 33 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis verkry in week 31 en 32 en wat getal 1-8 insluit Mondeling: Tel alledaagse voorwerpe tot 8. Tel aan en terug tot 8. Ritmiese tel 1-10. Gebruik getalrympies om vaslegging van tel in twees te doen Vaslegging van ordinale/rangorde tel: Onderwysers pak 8 voorwerpe in 'n ry. Wys na elke item en tel eerste, tweede, derde, vierde, vyfde. Vaslegging van die begrippe "baie" en "min" Klap hande baie keer ... STOP. Klap hande minder kere. Onderwyser klap tot 8 keer. Vra: “Watter aantal klappe was die meeste/minste?” Getalliedjies en rympies 1 dag Kinesteties - Die leerders gebruik hul liggame om getalsimbole te vorm. - Die onderwyser maak nommers uit verskillende materiale wat leerders kan voel soos skuurpapier/tou/klei. - Sê getalrympies of sing getalliedjies. Groot getalsimbole wat uit skuurpapier gemaak is Gebruik konkrete 3-D voorwerpe - Gebruik konkrete voorwerpe soos blokke en plastiese diere. - Hulle tel, sorteer hulle, plaas agt in 'n ry, ensovoorts. Verdeel leerders in groepe Plaas 'n hoop plastiese plaasdiere in die middel van elke groep. Laat die leerders: - in pare/groepe werk en raai/skat hoeveel diere in die hoop is; - in oare 'n getalkaart neem om hul skatting te vergelyk; - die werklike getal diere tel; - elk 'n ster op hul voorkop kry (in pare); - herhaal deur 'n verskillende aantal diere in die middel van die mat te plaas. Blokke en plastiese diere 9 plastiese plaasdiere 'n Paar stelle getalsimboolkaarte. Beloning: sterre KABV 219 WISKUNDE GRAAD R Week 33 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.3 Getalsimbole en getalname Herken en identifiseer getalsimbole en die getalname wat die getal 1-8 insluit Gebruik semi-konkrete 2-D vorms of prentjies - Vergelyk die getalsimbole met die korrekte hoeveelheid prentjies. - Die leerder moet verstaan dat twee verskillende groepe voorwerpe dieselfde aantal voorwerpe kan bevat. - Die leerders moet na elke item wys soos hulle tel. - Leerders moet in staat wees om die items in die blokke een-tot-een af te paar, byvoorbeeld een hart met een son - Vergelyk die prentflitskaart, kolflitskaarte, die getalsimboolkaart en die aantal naamflitskaarte met dieselfde getalle of tellers. Prente en getalsimboolflitskaarte Tellers Prente van 8 voor￾werpe 8 agt 'n Stel getalkaarte wat getalle 1-8 bevat 220 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 33 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle • Orden en vergelyk versamelings voorwerpe deur meer as/minder as/gelyk aan tot getal 8 te gebruik Mondeling: Tel alledaagse voorwerpe tot by 8. Tel aan en terug tot 8. Gebruik getalrympies om tel in twees vas te lê. Vaslegging van die begrippe "baie" en "min" Klap hande baie keer ... STOP. Klap hande minder kere. Die onderwyser klap hande 8 keer. Kinesteties - Die onderwyser plaas 8 blokke op 'n tafel. Die leerders moet raai hoeveel blokkies daar is sonder om te tel. - Die onderwyser vra: o “Is daar meer as 3 blokkies?” o Die leerders toets hul raaiskoot deur die blokkies te tel. o “Hoe naby was jou skatting?” Gebruik konkrete 3-D voorwerpe - Vorm 'n groep van vier leerders. Gee vir elke groep 8 tellers en 'n papier met twee groot getekende sirkels. Noem die sirkels “nessies”. - Die leerders sit tellers in elke nessie en sê hoeveel daar is. - Die leerders vergelyk die “neste” en bepaal watter nes meer as/minder as/dieselfde of 'n “gelyke” aantal tellers het. Getalliedjies en rympies Blokkies Tellers A4-bladsy met twee “nessies” daarop 1 dag KABV 221 WISKUNDE GRAAD R Week 33 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle Verdeel leerders in groepe - Gee vir elke groep baie Unifixblokkies en 'n stel getalsimboolkaarte wat nommer 1-8 insluit. - Laat die groepe torings bou en elke toring met die nommers van die aantal blokkies etiketteer, byvoorbeeld: - Gebruik semi-konkrete 2-D vorms of prentjies - Die onderwyser toon twee kaarte met verskillende aantal kolle en prente op. - Laat die leerders die kaarte met die prente en die kolle op vergelyk om meer as/minder as/ gelyk aan te identifiseer. Unifixblokkies Getalsimboolkaarte 1-8 Kol en prenflitskaarte agt 1 dag 1.13 Optel en aftrek • Los optel- en aftrekprobleme mondeling op tot die getal 8 Mondeling: Tel alledaagse voorwerpe tot 8 Tel aan en terug tot 8. Gebruik getalrympies om vaslegging van tel in twees te doen Vaslegging van die begrippe "baie" en "min". Klap hande baie keer ... STOP. Klap hande minder kere. Die onderwyser klap tot 8 keer. Vra: Watter aantal klappe was die meeste/minste? Getalliedjies en rympies 1 dag 222 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 33 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.13 Optel en aftrek Kinesteties Voorbeelde: - Onderwyser roep 3 leerders vorentoe. Leerders tel hulle. Die onderwyser roep nog 2 en vra: Hoeveel leerders is daar altesaam? 3 en 2 ➝ 5 (Die onderwyser sê: 3 en 2 is 5) - Die onderwyser pak 2 stoele uit en voeg nog 2 by. Hoeveel stoele is daar nou? 2 en 2 ➝ 4 - Onderwyser hou een hand op en sê: “Tel my vingers. As ek my duim wegsteek, hoeveel vingers kan jy sien?” 5 neem weg 1 ➝ 4 Gebruik konkrete 3-D voorwerpe Laat leerders 6 tellers uitpak en die volgende doen: - Die onderwyser gee aan elke leerder 6 tellers. Die onderwyser gee 'n instruksie en die leerders reageer, byvoorbeeld: pak 2 tellers uit, sit nog 3 by. Hoeveel tellers het jy nou? 2 en 3 ➝ 5. - Tel 4 tellers uit. Voeg nog 2 by. 4 en 2 ➝ 6. - Tel al die krale wat jy het. As jy twee krale met jou hand toemaak, hoeveel krale sien jy? 6 neem weg 2 ➝ 4. Gebruik semi-konkrete 2-D vorms of prentjies Maak getallegkaarte en laat die leerders die legkaarte verken 6 3 9 7                                2                      9 Voorwerpe en/of tellers Getallegkaarte KABV 223 WISKUNDE GRAAD R Week 33 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en beskryf 2-D vorms in prente Visuele konseptualisering • Identifiseer dele van 'n geheel Kinesteties Die onderwyser beskryf 'n voorwerp en vra die leerders wat dit is, byvoorbeeld: - “Ek dink aan iets wat rooi is. Dit het vier wiele, vier deure en vensters wat kan oopmaak en dit maak die geluid ‘wroem’". Hierdie oefening kan met groepe of as 'n kompetisie gedoen word - een groep beskryf en die ander groep raai wat die voorwerp is. - Beskryf 'n persoon en vra die leerders om die persoon te identifiseer. Gebruik semi-konkrete 2-D vorms - Wys vir die leerder 'n prentjie en laat hy/sy daarna kyk. Neem die prent weg en vra die leerders om dit in soveel moontlike besonderhede te beskryf as wat hy/sy kan onthou. - Neem individuele prente en sny dele daarvan af. Plaas die prente en die dele in 'n kartondoos en vra die leerders om die ontbrekende dele van die prent wat hulle opgetel het, te soek. - Teken die onvoltooide prente op 'n papier en vra die leerders om die prentjies te voltooi. Enige prent Prente met dele afgesny 'n Onvolledige tekening 1 dag 224 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 33 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.4 Simmetrie 3.1 Posisie, oriëntasie en aansigte • Ontwikkel die bewustheid dat 'n mens se liggaam 'n linker- en 'n regterkant het wat onafhanklik kan beweeg Kinesteties - Sit 'n rekkie om elke leerder se regterpols. - Sing die aksieliedjie: “I put my left foot in.” Laat die leerders ... - hul regterhande op hul koppe plaas; - hul linkerknieë met hul regter-elmboog raak; - hul regterskouer met hul linkerhand raak, ensovoorts. Aksieliedjies/rympies 1 dag Gebruik konkrete 3-D voorwerpe Gee aan elke leerder 'n boublok. Laat die leerders op die mat sit en die blokkie soos volg plaas: - Aan hul regter-/linkerkant. - Op hul linker-/regterskouer. - Op hul linker-/regterknie. - Op hul linker-/regtervoet, ensovoorts. 'n Blok vir elke leerder Gebruik semi-konkrete 2-D vorms of prentjies - Elke leerder ontvang 'n vel papier en 'n potlood - Laat die leerders 'n lyn in die middel van die papier, aan die bokant, onderkant, en 'n ander lyn in die middel van links na regs trek - Onderwyser se instruksies: o Sit jou vinger in die middel van die kruis. o Teken 'n sirkel in die blok links bo. o Teken 'n driehoek in die blok regs onder. o Teken 'n vierkant in die blok regs bo. o Teken 'n reghoek in die blok links onder. Bespreek 'n prentplakkaat. Die leerders reageer op vrae wat hulle in staat stel om die items op die prent se posisie te verduidelik (sonder om te wys). Vel papier KABV 225 WISKUNDE GRAAD R Week 34 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Bekendstelling van die getal 9 Mondeling: Tel alledaagse voorwerpe tot 9 Tel aan en terug tot 9. Gebruik getalrympies om vaslegging van tel in twees te doen. Vaslegging van ordinale/rangordetel. Onderwysers pak 6 voorwerpe in 'n ry. Wys na elke voorwerp, en tel eerste, tweede, derde, vierde, vyfde, sesde. Vaslegging van die begrippe “baie/min” Klap hande baie keer ... STOP. Klap hande minder kere. Vra watter aantal klappe was die meeste/die minste. Kinesteties Laat die leerders: - tot by 9 tel, terwyl hulle die trappies klim; - 'n 9 in die sand of op die grond teken; - 9 keer hande klap; - getal 1 tot 9 herken met die versameling van die groot getalsimbole; - van eie idees gebruik maak om die leerders die getal 9 met hul liggame te laat ervaar. Getalliedjies en rympies Versameling groot getalsimbole 2 dae 226 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 34 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.6 Probleem￾oplossings￾tegnieke Gebruik konkrete 3-D voorwerpe Die onderwyser skep 'n getallyn of getalleleer op die vloer of grond - Die onderwyser gee instruksies soos: - Begin altyd by die nul of staan op die nul. - Tel terwyl beweeg word. - Beweeg na die getal 5. Beweeg terug na getal 2. Beweeg vorentoe na getal 8. - Beweeg na getal 8. Beweeg 1 getal aan. Beweeg twee getalle terug. - Watter getal kom na 3? - Watter getal kom voor 7? - Ontwikkel 'n bewustheid van getalbehoud deur die leerders nege tellers of enige ander voorwerpe op verskillende maniere te laat uitpak, byvoorbeeld: Die tel van voorwerpe word nie deur hul grootte, posisie of tipe beïnvloed nie, byvoorbeeld: - Orden 9 knope, 9 potlode, 9 hoepels, 9 leerders, ensovoorts. - Tel die voorwerpe in verskillende rangskikkings, byvoorbeeld, tel die voorwerpe uitgesprei, bymekaar, in 'n ry of opgestapel. Gebruik semi-konkrete 2-D vorms of prente Gebruik die getal 9 in 'n bekende konteks Laat die leerders: - Die prentkaart met dieselfde aantal kolle vergelyk. Pak dieselfde aantal tellers uit. Getalleleer 0 1 2 3 4 5 6 7 8 9 KABV 227 WISKUNDE GRAAD R Week 34 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.3 Getalsimbole en getalname • Herken die getalsimbole en getalname Kinesteties - Sit 5 voorwerpe in 'n ry. - Laat die leerders goed daarna kyk. - Leerders kyk weg en die onderwyser neem een voorwerp weg. - Die leerders moet sê watter voorwerp weggeneem is. - Vervang die voorwerp en herhaal verskeie kere; vorder na twee en meer voorwerpe. Laat die leerders: - Die getal 9 simbool- en getalnaam uit die ander flitskaarte kies. - Plaas die getalsimbool flitskaarte op die vloer in die korrekte volgorde. - Plaas die getalsimbool flitskaarte verspreid oor die vloer. Verdeel die leerders in kleiner groepe. Die onderwyser gee vir elke groep 'n stel getalsimboolkaarte. Gee vir die leerders instruksies, byvoorbeeld: - Raak aan nommer 4, sit jou elmboog op nommer 8, sit op nommer 3, hardloop rondom nommer 5 vyf keer, ensovoorts. - Speel 'n speletjie deur die aantal tellers met die getalname, die getalsimbole, die kolletjies en die prentkaarte te vergelyk. - Maak seker dat die getalsimbool en die getalname altyd met dieselfde aantal voorwerpe gekoppel is. 5 voorwepe (visuele geheue) Tellers nege 'n Paar stelle getalkaarte wat getalle 1-9 bevat 9 nege Flitskaarte met getalsimbole en die getalname, kolle en prente, byvoorbeeld: Prente van 9 voor￾werpe 9 nege Tellers 228 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 34 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Volg aanwysings om hom-/haarself binne 'n bepaalde ruimte te oriënteer • Ontwikkel 'n gevoel van rigting Kinesteties - Trek 'n groot driehoek, of 'n vierkant op die grond of op die vloer. - Leerders loop langs die vorm terwyl hulle hardop sê of hulle links of regs draai en dui dit met hul hande aan. Gebruik konkrete 3-D voorwerpe Maak 'n groot driehoek, of vierkant op 'n vel papier en sit dit op die vloer. Laat een leerder: - 'n speelgoedmotortjie op die lyne stoot; - die res van die leerders hul linker- of regterhande in die ooreenstemmende rigting uitsteek en links of regs sê. Laat die leerders: - Voorwerpe vanuit verskillende perspektiewe beskryf, byvoorbeeld 'n pop (voor/agter),’n huis (voor/agter), die voor-/agterkant van die skool, 'n motor (voor/agter) afhangende van waar hulle staan. - Leerders beskryf wat hulle sien, byvoorbeeld as daar 'n boom aan die voorkant van die huis staan, beskryf hulle die posisie van die boom. Gebruik semi-konkrete 2-D vorms of prente Laat leerders die begrip van vorentoe/agtertoe ervaar deur die rigting in die prente aan te dui. Groot, getekende vorms op 'n vel papier. 'n Speelgoedmotor 'n Pop 'n Werklike huis 'n Motor Prente wat duidelike rigting aandui,. byvoorbeeld die rigting waarin 'n motor ry, die rigting waarin 'n persoon stap. 1 dag KABV 229 WISKUNDE GRAAD R Week 34 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en benoem 2-D vorms in die klaskamer en in prente, en sorteer dit • Vaslegging van die kennis oor die sirkel, driehoek, vierkant en reghoek Kinesteties Laat die leerders pare vorm. - Teken 'n vorm op 'n maatjie se rug met die vinger. Die maatjie moet die vorm identifiseer. Gebruik konkrete 3-D voorwerpe Voorsien meetkundige vorms van verskillende groottes en diktes. Laat die leerders: - meetkundige vorms volgens sirkels, driehoeke, vierkante en reghoeke sorteer; - meetkundige vorms volgens grootte sorteer; - meetkundige vorms volgens kleur sorteer. Gebruik semi-konkrete 2-D vorms of foto’s Laat die leerders: - die bogenoemde vorms uit 'n vel papier sny; - die verskillende vorms sorteer; - gedurende 'n kunsaktiwiteit 'n prent met die uitgesnyde vorms maak. 'n Verskeidenheid vorms 'n Vel papier met sirkels, driehoeke, vierkante en reghoeke op, byvoorbeeld: Sluit groot en klein vorms en driehoeke met verskillende hoeke in, byvoorbeeld: 1 dag 230 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 34 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.4 Simmetrie • Die ontwikkeling van die bewustheid dat daar simmetrie in voorwerpe is Gebruik konkrete 3-D voorwerpe - Kyk vir werklike voorwerpe wat simmetrie illustreer. (Die een kant lyk dieselfde as die ander kant byvoorbeeld blomblaar, ensovoorts. - Die onderwyser en leerders versamel prente van ontwerpe wat simmetries is, byvoorbeeld die ontwerpe wat op huise geverf is, ontwerpe op teëls, vase en valskerms. Gebruik semi-konkrete 2-D vorms of prente - Die leerders sny die vorm van 'n hart of blomvaas in die helfte gevou uit papier en versier dit tydens visuele kuns. 'n Stukkie papier in die helfte gevou 1 dag KABV 231 WISKUNDE GRAAD R Week 35 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis wat in week 34 verkry is en wat die getal 9 insluit Mondeling: Tel alledaagse voorwerpe tot 9 Tel aan en terug tot 9. Ritmiese tel 1-10. Gebruik getalrympies om vaslegging van tel in twees te doen Vaslegging van die begrippe “baie/min” Klap hande baie keer ... STOP. Klap hande minder kere. Die onderwyser klap tot 9 keer. Vra watter aantal klappe was die meeste/die minste. Getalrympies en liedjies 1 dag Kinesteties Kom ons speel 'n speletjie: Die onderwyser plaas 'n groot karton met getalvorms of kaarte wat die getalle 1 – 9 insluit, in volgorde op die vloer. Die onderwyser gee die kinders opdragte soos: - Sit op nommer 6. - Plaas jou toon op nommer 3. - Hardloop drie keer om nommer 2. - Spring oor nommer 1. - Die onderwyser kan later die getal simboolkaarte rondstrooi. 'n Versameling groot karton￾getalsimboolkaarte Dit kan ook op dik stukke plastiek of karton geverf word. 1 6 3 2 5 4 9 7 8 1.4 Beskryf, vergelyk en orden getalle • Gebruik getalle in bekende konteks Gebruik konkrete 3-D voorwerpe Laat die leerders: - Voorwerpe in die klaskamer tel. - Met tellers tel. - Die onderwyser plaas voorwerpe in 'n hopie op die tafel. Laat die leerders skat hoeveel voorwerpe in die hopie is. Tel dit daarna. Tellers Voorwerpe in die klaskamer 1 dag 232 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 35 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle Gebruik semi-konkrete 2-D vorms of prente Laat die leerders: - Speletjies speel deur die aantal tellers met die getalnaam te verbind, die getalsimbool, die kolle en die prentkaarte; - seker maak dat die getalsimbole en die getalname altyd met dieselfde getal voorwerpe gekoppel is; - getal 9 met 'n kryt natrek. Flitskaarte met getalsimbole en getalname, kolle en prente, ensovoorts. Prente van 9 voor￾werpe 9 nege Tellers, kryt 1.7 Optel en aftrek • Mondelinge oplossing van woordprobleme (storiesomme) in konteks wat getal 1 tot 9 insluit. Kinesteties - Vertel 'n storie van ‘ n boom met een voël daarin. Nog 'n voël kom sit by hom. Hoeveel voëls is daar nou? Die leerders dramatiseer die storie met maskers. 1 en 1 is 2. Herhaal die storie totdat daar 9 voëls is. Prentjie van 'n groot boom 1 dag Gebruik konkrete 3-D voorwerpe - Een maatjie het 8 tellers, byvoorbeeld plastiese diere, en haar maatjie het 1 meer. Hoeveel plastiek diere het hulle altesaam? 8 en 1 ➝ 9 9 tellers Gebruik semi-konkrete 2-D vorms of prente - Gee aan elke leerder 'n werksvel met 'n prent van 'n boom op. Leerders plaas een teller op die boom. Gaan voort om telkens een ekstra teller op die boom te plaas. Werksvel met 'n boom en tellers KABV 233 WISKUNDE GRAAD R Week 35 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte • Beskryf twee voorwerpe in verhouding tot mekaar Kinesteties - 'n Leerder vra 'n vriend om tussen twee voorwerpe/leerders te staan. - 'n Leerder vra 'n vriend om langs die meisie/dogter met die blou rok te staan. - 'n Leerder vra 'n vriend om langs die seun met die bruin sandale te staan. Gebruik konkrete 3-D voorwerpe • Span 'n lyn/tou tussen twee voorwerpe. • Leerders hang klere volgens 'n spesifieke opdrag, byvoorbeeld: - “Hang die romp aan die linkerkant van die lyn.” - “Hang die rok aan die regterkant van die romp.” - “Hang die sakdoek langs … ensovoorts.” - “Hang die broek tussen die … ensovoorts.” Gebruik semi-konkrete 2-D vorms of prente • Teken 'n prent van 'n huis volgens instruksies, byvoorbeeld: - Teken die dak aan die bo-kant van die bladsy. - Teken die mure van die huis in die middel van die bladsy, ensovoorts. - Teken 'n hond aan die linkerkant van die huis. Die bladsy moet nie te groot wees nie om te verseker dat die verskillende vorme aan mekaar raak om die prent van die huis te vorm. Vel papier Kryt 1 dag 234 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 35 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Herken, identifiseer en benoem 2-D vorm in die klaskamer en in prente: - Vormbehoud • Vaslegging van kennis oor die reghoek Behoud van vorm is die vermoë om tussen vorms in die omgewing te onderskei, ongeag die grootte of hoeke Gebruik konkrete 3-D voorwerpe Verdeel leerders in groepe. - Gee aan elke groep 9 reghoekvormige boublokke van verskillende groottes. Laat die leerders: - die verskillende grootte reghoekvormige boublokke in groepe van dieselfde grootte sorteer; - die getal boublokke tel. Die onderwyser gee die volgende instruksies: - Plaas die reghoekvormige boublokke in 'n reguit lyn. - Plaas die reghoekvormige boublokke in 'n regop posisie. - Plaas die reghoekvormige boublokke in 'n sig-saglyn. - Die onderwyser gee vir elke leerder 'n stukkie wol. Die leerders vorm 'n reghoekige vorm met die wol. Die onderwyser wys uit dat elke leerder se reghoek verskillend is, maar dat die vorms almal reghoeke is. Elke groep kry 9 reghoekige boublokke van verskillende groottes 'n stuk wol 1 dag Of kies slegs sommige van die aktiwiteite KABV 235 WISKUNDE GRAAD R Week 35 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.3 2-D vorms Gebruik semi-konkrete 2-D vorms of prente - Die onderwyser teken 20 verskillende flitskaarte, elkeen met vyf verskillende driehoeke, sirkels, vierhoek en reghoeke - Die onderwyser deel die leerders in groepe. Laat die leerders: - die reghoekige flitskaart tussen die ander vorms kies; - al die prente wat blomme het tussen die prente met bome en blare kies, ensovoorts. Kaarte met 20 verskillende flitskaarte, elk met vyf verskillende driehoeke, sirkels, vierhoeke en reghoeke daarop. 236 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 36 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Vaslegging van kennis wat getalle 1 - 9 insluit. Mondeling: Tel alledaagse voorwerpe tot 9. Tel aan en terug tot 9. Vaslegging van tel in twees deur getalrympies te gebruik. Vaslegging van die begrippe “baie/min” Klap hande baie keer ... STOP. Klap hande minder kere. Onderwyser klap 9 keer hande. Gebruik konkrete 3-D voorwerpe - Plaas voorwerpe in groepe wat getal 1 – 9 insluit en tel die voorwerpe hardop. - Speel domino's. Getalliedjies en rympies Voorwerpe in die klaskamer. Getaldomino's 1 dag Gebruik semi-konkrete 2-D vorms of prente Gee vir elke leerder 'n prent, 'n kol, getalsimbool of getalkaart. Leerders reageer op die onderwyser se instruksies: - Leerders sit in 'n kring. - Die onderwyser noem 'n nommer, byvoorbeeld 9. Die leerder met die prent, kol, getalsimbool en getalnaamkaarte wat 9 verteenwoordig, loop rondom die kring en sê: “Ek het 'n nege.” - Herhaal met die ander getalle. - Wanneer elkeen 'n beurt gehad het om 'n nommer te wees, roep die nommers in volgorde. - Die leerders staan op en hou die kaarte in die lug as sy nommer genoem word. - Kyk of leerders in staat is om hulself in die volgorde 1 tot 9 te orden. - Kyk of die leerders in staat is om al die kaarte te orden wat die getalle 1, 2, en 3 tot getal 9 verteenwoordig. Genoeg stelle kaarte wat getal 1 tot 9 vir elke leerder in die klas insluit KABV 237 WISKUNDE GRAAD R Week 36 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle • Vergelyk watter van die twee gegewe versamelings is: - meer as - minder as (minder) - gelyk aan (dieselfde) Gebruik konkrete 3-D voorwerpe - Die onderwyser voorsien 'n verskeidenheid voorwerpe, soos blare, klippe, bottelproppies, kryt, blokke, ensovoorts. Laat die leerders: - dit in groepe sorteer, byvoorbeeld al die klippies bymekaar. - die getal voorwerpe in elke groep tel. - aandui watter groep meer as/minder as/gelyk aan is. Versamelings wat getalle tot 9 insluit: - Leerders sit op die mat en maak twee “neste” met die wol. - Onderwysers gee instruksies aan die leerders om 2 tellers in een nes en vier in die ander nes te plaas. - Vra vrae soos: “Watter nes het meer as/minder as/dieselfde aantal tellers? Die ”nes” met twee tellers is byvoorbeeld minder as die “nes” met 4 tellers. - Laat die leerders meer as/minder as/gelyke pare met getalle tot 9 vorm. Twee stukke wol vir elke leerder 9 tellers vir elke leerder 1 dag 238 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 36 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.13 Optel en aftrek • Los optel- en aftrekprobleme mondeling op wat die getal 1 tot 9 insluit. Mondeling: Tel alledaagse voorwerpe tot 9. Tel aan en terug tot 9. Gebruik getalrympies om vaslegging van tel in twees te doen Vaslegging van rangordetel. Onderwyser pak 6 voorwerpe in 'n ry. Wys na elke voorwerp terwyl hy eerste, tweede, derde, vierde, vyde, sesde tel. Vaslegging van die begrippe “baie/min”. Klap hande baie keer ... STOP. Klap hande minder kere. Vra watter aantal klappe was die meeste/die minste. Getalliedjies en rympies 1 dag Kinesteties - Die onderwyser roep een leerder vorentoe. - Die onderwyser plaas verskillende hoeveelhede krale (tot 9) in elke leerder se hande, byvoorbeeld 4 in een hand en 5 in die ander. - Die onderwyser rangskik die leerders in groepe van nege. - Die leerders sit op die vloer. - Die onderwyser vra twee leerders om te staan. - Die onderwyser vra: ”Hoeveel leerders sit op die vloer?” Krale en tellers KABV 239 WISKUNDE GRAAD R Week 36 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.13 Optel en aftrek Gebruik konkrete 3-D voorwerpe - Die leerders sit op die mat. - Elke leerder ontvang 8 krale wat in 'n koppie met 'n piering geplaas is. - Neem 6 krale uit die koppie en plaas dit op die piering. Neem nog 2 krale en voeg dit by die krale in die piering. Hoeveel krale is daar in die piering. 6 en 2 → 8. - Neem 4 krale uit die plastiese koppie en sit dit in die piering. Neem nog 4 krale en voeg dit by die krale in die piering. Hoeveel krale is daar in die koppie? 8 neem weg 4 neem nog 4 weg → 8 - Neem 4 krale uit die piering en sit dit in die koppie. Hoeveel is in die piering oor? 8 neem weg 4 → 4. Gebruik semi-konkrete 2-D vorms of prente Verdeel leerders in groepe. Gee vir elke groep 'n stel prentflitskaarte. - Tel die 6 prente op die flitskaarte. As jy 'n flitskaart met 2 prente op byvoeg, hoeveel gaan jy nou hê? 6 en 2 → 8. - Tel die 8 voorwerpe op die prentkaart. As jy 3 prente toemaak, hoeveel kan jy sien? 8 neem weg 3 → 5. - Pak dieselfde hoeveelheid getalle uit. Improviseer as jy nie koppies en pierings het nie. Flitskaarte 1 dag 2.1 Meetkundige patrone • Kopieer 'n geraaspatroon Kinesteties - Die onderwyser verdeel die leerders in drie groepe. Fluister en demonstreer aan elke groep watter voertuig se geluid hulle gaan maak. - Elke groep maak hul eie geluide soos deur die onderwyser aan hulle toegeken. - Woosh, brrrm, zonk, woosh, brrrm, Prente van drie verskillende voertuie of masjiene. 1 dag 240 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 36 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (van 5 wiskunde aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 5.1 Versamel en sorteer voorwerpe 5.2 Voorstelling van gesorteerde versameling voorwerpe 5.3 Bespreek en doen verslag oor die gesorteerde versameling voorwerpe • Vaslegging van die begrip datahantering Gebruik konkrete 3-D voorwerpe Speel 'n speletjie: Klassifiseer en groepeer die kleur van die speeldeeg/klei vir die volgende week, byvoorbeeld - Die probleem wat opgelos behoort te word, is om te bepaal watter kleur die speeldeeg/ klei vir die volgende week moet wees. Versamel data en sorteer dit - Maak gebruik van werklike voorwerpe om 'n grafiek te maak, soos blokke, gestapelde blokke, Lego- of Duploblokke verteenwoordigend van die deeg/klei wat jy beplan om te maak, byvoorbeeld blou, geel en groen. - Elke kind kies een blok wat die kleur van sy/haar keuse van speeldeeg verteenwoordig van die week. Trek 'n grafiek - Die blokke word volgens kleure op 'n plakkaat gepak. Lees en intepreteer 'n tabel - Volgens die keuse van leerders se kleur sal die speeldeeg vir die week geel wees. Blou Geel Groen 2 4 2 Blou, geel en groen Lego-, Duplo- of Unifixblokke. (Slegs een soort moet gebruik word) 1 dag KABV 241 WISKUNDE GRAAD R Week 37 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Bekendstelling van die betekenis van die getal 0 (nul) Mondeling: Tel alledaagse voorwerpe van 0 tot 10 en begin by 0. Tel aan en terug tot 10, begin by 0 (nul). Gebruik getalrympies om vaslegging van tel in twees te doen Vaslegging van rangordetel. Onderwyser pak 6 voorwerpe in 'n ry. Hy wys na elke voorwerp terwyl hy eerste, tweede, derde, vierde, vyde, sesde tel. Vaslegging van die begrippe “baie/min”. Klap hande baie keer ... STOP. Klap hande minder kere. Vra watter aantal klappe was die meeste/die minste. Die onderwyser wys uit dat nul “niks” beteken nie en dat die tel eintlik by 1 begin. Kinesteties - Die onderwyser wys die leerder die getalnaam nul. - Laat die leerders identifiseer met watter liggaamsdeel hulle 'n nul kan vorm, byvoorbeeld: o Hul monde o Hul vingers  Getalliedjies en rympies 1 dag Gebruik konkrete 3-D voorwerpe - Die onderwyser sit een teller in een hand en geen tellers in die ander hand nie. - Sy maak haar een hand oop en wys die leerders die een teller, dan maak sy haar ander hand oop en wys dat dit leeg is. - Hierdie aktiwiteit kan ook deur die leerders gedoen word. Gebruik semi-konkrete 2-D vorms of prente - Die onderwyser wys die leerders die flitskaart wat geen prentjies op het nie en die getalsimbool 0. Tellers 0 1 dag 242 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 37 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Bekendstelling van die betekenis van die getal 10 Mondeling: Tel alledaagse voorwerpe tot 10. Tel aan en terug tot 10. Ritmiese tel 0-10. Gebruik getalrympies om vaslegging van tel in twees te doen Vaslegging van rangordetel: Onderwyser pak 6 voorwerpe in 'n ry. Wys na elke voorwerp terwyl hy eerste, tweede, derde, vierde, vyde, sesde tel. Vaslegging van die begrippe “baie/min” Klap hande baie keer ... STOP. Klap hande minder kere. Die onderwyser klap tot 10 keer. Vra watter klapppe was die meeste/die minste. Getalliedjies en rympies 1 dag Kies slegs 'n paar aktiwiteite Kinesteties Laat die leerders: - in pare die getal 10 met hul lywe vorm (4 leerders); - tot 10 tel terwyl hulle op die maat van die trom beweeg; - 10 vingers in die lug hou; - die nommer 10 op die sand/vloer/grond trek en daarop loop; - 10 keer spring; - uitgesnyde kartongetalle in 'n 'voelsakkie' plaas; - 'n stel flitskaarte hê met prente en getalle op, byvoorbeeld 2 balle op 'n kaart met die getal 2. Die leerder “voel” die getal in die sak en vergelyk dit met die kaarte. Sny kartongetalle uit Groot getalsimboolflitskaarte KABV 243 WISKUNDE GRAAD R Week 37 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Gebruik konkrete 3-D voorwerpe Laat die leerders: - hul telefoonnommers uitpak deur van die groot getalsimboolkaarte gebruik te maak. Maak hulle bewus van wat die nul in die getal 10 verteenwoordig. - Ontwikkel 'n bewustheid van getalbehoud deur die leerders tien tellers of enige ander voorwerpe op verskillende maniere te laat uitpak, byvoorbeeld: Die tel van voorwerpe word nie deur hul grootte, posisie of tipe beïnvloed nie, byvoorbeeld: - Orden 10 knope, 10 potlode, 10 hoepels, 10 leerders, ensovoorts. - Tel die voorwerpe in verskillende rangskikkings, byvoorbeeld, tel die voorwerpe uitgesprei, bymekaar, in 'n ry of opgestapel. Kaarte met leerders se telefoonnommers 1 4 0 8 6 5 9 7 3 2 244 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 37 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Gebruik semi-konkrete 2-D vorms of prente Laat die leerders op die onderwyser se instruksies reageer: - Plaas voorwerpe in groepe wat getalle 1 tot 10 insluit en tel die voorwerpe hardop. Die onderwyser verdeel die leerders in 5 groepe. Laat die leerders: - die prentkaart, die kolkaart, die getalsimbool en die getalname in die korrekte volgorde tot 10 orden en verbind, byvoorbeeld: Prent van 1 voor￾werp Prent van 2 voor￾werpe Prent van 3 voor￾werpe een twee drie - die getal tellers op die kolkaart pak Voorwerpe in klaskamer 'n Stel prentkaarte tot die getal 10 0 Tellers KABV 245 WISKUNDE GRAAD R Week 37 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 2.1 Meetkundige patrone • Speel 'n patroonspeletjie – "Hop Scotch" Integreer met liggaamsopvoeding in Lewensvaardigheid Kinesteties - Beweeg in die klas rond. Op 'n sein of wanneer die musiek ophou, roep die onderwyser die naam van 'n vorm uit. Leerders maak die vorm met hul vingers. Hulle kan ook groepe vorm en die vorm met hul liggame uitbeeld. - Teken die patroon hieronder op die vloer/grond of op die stoep vir die kinders om op 'n spesifieke manier te beweeg. Bespreek die patroon, byvoorbeeld: - Vra vrae soos: - Watter vorm kom na die eerste reghoek? - Watter vorm kom voor die eerste sirkel? Leerders volg die patroon op die volgende wyse: - Die onderwyser sê: ”John, jy spring voor Melissa, en Mary, jy kan na Kabelo spring.” - Spring met albei voete op die reghoek. - Spring met die linkervoet op die driehoek. - Spring met regtervoet op die vierkant. - Spring met albei voete op die sirkel en draai jou liggaam terwyl jy in die sirkel staan. - Voltooi die patroon. Die voorbeeld van die gegewe patroon op die vloer/grond/stoep 1 dag 246 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 37 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 2.1 Meetkundige patrone Gebruik konkrete 3-D voorwerpe Elke leerder ontvang die volgende vorms: Die onderwyser vorm 'n patroon met haar vorms. Laat die leerders: - die onderwyser se patroon kopieer deur die bostaande vorms te gebruik. - hulle eie patrone met die gegewe vorms ontwikkel Elke leerder ontvang die volgende vorms: 1 dag 3.1 Posisie, oriëntasie en aansigte Volg aanwysings om te beweeg of om/haar binne 'n spesifieke ruimte te plaas • Ontwikkel 'n gevoel van rigting deur instruksies uit te voer wat links en regs insluit. Kinesteties Laat die leerders die instruksies van die onderwyser volg: - Kyk op /kyk af/kyk opwaarts; - Buk af/buk vooroor; - Lig linkerbeen/lig regterbeen; - Kruip rondom die tafel; - Loop vorentoe/Loop agtertoe; - Sit jou hand in/haal uit; - Staan aan die regterkant van die stoel/Staan aan die linkerkant van die stoel; - Staan voor jou stoel/agter jou stoel; - Staan tussen die twee stoele; - Kyk na regs/kyk na links; - Draai op jou linkervoet; - Draai op jou regtervoet. Instruksies van die onderwyser. Terminlogie Op/af In/uit Bo/onder Voorkant/agterkant Voor/agter Bo/bo-op/onder Die een kant/die ander kant Langsaan Links/regs Tussen 1 dag KABV 247 WISKUNDE GRAAD R Week 37 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur Gebruik konkrete 3-D voorwerpe Laat die leerders die volgende op die skryfbord doen: - Trek sirkels om en om. - Trek reguit lyne van links na regs. - Trek lyne op en af. - Die onderwyser teken twee kolle en die leerders trek 'n lyn om dit te verbind. Skryfbord 248 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 37 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 5.1 Versamel en sorteer voorwerpe 5.2 Voorstelling van gesorteerde versameling voorwerpe 5.3 Bespreek en doen verslag oor die gesorteerde versameling voorwerpe • Vaslegging van die begrip datahantering Gebruik konkrete 3-D voorwerpe - Die onderwyser bespreek en vind uit hoe elke leerder skool toe kom. - Sy stel 'n piktograaf saam wat die leerders verteenwoordig wat stap, wat taxi ry, met 'n ouer se motor, of met die bus daar opdaag. 4 2 3 1 o Analiseer die resultate/uitslae deur vrae te stel. Tydskrifprente van 'n taxi, 'n bus, 'n motor en 'n leerder wat stap. As jy nie prente het nie, improviseer en teken jou eie. 1 dag KABV 249 WISKUNDE GRAAD R Week 38 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Vaslegging van die kennis wat in week 37 verwerf is wat die getalle 0 tot 10 insluit Mondeling: Tel alledaagse voorwerpe tot 10. Tel aan en terug tot 10. Ritmiese tel 0-10. Gebruik getalrympies om vaslegging van tel in twees te doen Vaslegging van rangordetel : Onderwyser pak 6 voorwerpe in 'n ry. Wys na elke voorwerp terwyl hy eerste, tweede, derde, vierde, vyfde, sesde tel. 1 dag of kies slegs sekere aktiwiteite Vaslegging van die begrippe “baie/min” Klap hande baie keer ... STOP. Klap hande minder kere. Die onderwyser klap tot 10 keer. Vra watter aantal klappe die meeste/die minste was. Getalrympies en liedjies Kinesteties - Die onderwyser teken 10 (0 tot 10) sirkels op die speelgrond of gebruik hoepels. Skryf die syfers 0 – 10 in elke sirkel. Die onderwyser roep 'n nommer en die leerder gooi die boontjiesak in die sirkel wat uitgeroep is. - Beklemtoon dit vir die leerders dat 0 die waarde van niks het. As 'n leerder die boontjiesak “ in die nulsirkel” gooi, is hy of sy uit. - Die leerder gooi sy/haar boontjiesak in die sirkel wat met die kol en/of prentkaart ooreenstem wat die onderwyser wys. - Die leerders gooi sy/haar boontjiesak in die sirkel op die getalsimboolkaart wat die onderwyser wys. - Gaan voort deur die getalkaarte op dieselde manier te gebruik. 10 boontjiesakkies Trek sirkels in die sand/op die grond of op die vloer, of gebruik hoepels 250 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 38 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.3 Getalsimbole en getalname Herken en identifiseer getalsimbole en getalname Gebruik semi-konkrete 2-D vorms of prente Speel die volgende speletjie: - Die onderwyser skryf die getalnaam op een kant van die kaart en skryf die getalsimbool op die anderkant van die kaart wat getalle insluit. - 0 tot 10 (Gebruik 'n paar stelle). - Leerders “lees “ die getalname en raai die getalsimbool. - Leerders draai die kaart om en korrigeer hulself. 'n Stel kaarte wat die getalle 0-10 insluit. Kaarte met nommers 1-10 met die getalnaam aan die een kant, en die getalsimbool aan die ander kant. (Maak 'n paar stelle sodat elke leerder sy/ haar eie kaart het.) 1.4 Beskryf, vergelyk en orden getalle • Inleiding tot ranggetalle – eerste, tweede, derde, tot sesde … laaste. Hierdie konsep word die beste oor 'n tydperk ontwikkel en deur die gebruik en etikettering van gewone situasies soos dit in die klaskamer gebeur, byvoorbeeld “Staan in 'n ry om buitetoe te gaan. Siya is eerste, Helen is tweede …” Kinesteties - Laat leerders resies hardloop. Wie is eerste, wie is tweede en wie kom laaste? Speel 'n speletjie – “ Watter een is dit?” - Vrae vyf leerders om in 'n ry op vyf stoele te sit - Die onderwyser sê: “Ek dink aan een van die leerders. Die leerder dra 'n rooi trui.” - Deur te begin met die leerder wat voor sit, beweeg sy al langs die ry, raak aan elke leerder en vra: “Is dit die eerste, tweede, derde … leerder? Laat 5 leerders buite op die stoep staan. Die onderwyser plaas die korrekte getalnommerkaart onder elke kind op die stoep. Wys my watter leerder staan op die … - eerste trap. - tweede trap. - derde trap, ensovoorts. Die leerder op die eerste trap hou die getalsimboolkaar in die lug slegs nadat die antwoord van die klasmaat gekom het. Gaan voort tot by nommer 6. Vyf stoele 'n Versameling getalsimboolkaarte wat getalle 1 tot 10 insluit Improviseer as daar nie trappe is nie 1 dag KABV 251 WISKUNDE GRAAD R Week 38 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.7 Optel en aftrek • Los woordproleme (storiesomme) mondeling op wat getalle tot 10 insluit. Mondeling: Tel alledaagse voorwerpe tot 10. Tel aan en terug tot 10. Vaslegging van die begrippe “baie/min” Klap hande baie keer ... STOP. Klap hande minder kere. Die onderwyser klap tot 10 keer. Vra watter aantal klappe die meeste/die minste was. Voorbeelde: - Daar was 5 meisies in die kamer. Daar kom nog 5 meisies die kamer binne. Hoeveel is daar nou? 5 en 5 ➝ 10. - Tel 7 tellers. Tel twee aan. Tel een aan. Hoeveel is daar altesaam? 7 en 2 en 1 ➝ 10. - Daar was 10 tellers op die tafel. Daar is slegs 4 oor. Hoeveel is weggeneem? 10 neem weg 6 ➝ 4. - Jy het 10 albasters. Neem 3 weg. Hoeveel het jy oor? 10 neem weg 3 ➝ 7 - Jy bak 10 koeke. Jy verkoop 2 koeke. Hoeveel het jy oor? Tellers 1 dag 3.1 Posisie, oriëntasie en aansigte • Volg aanwysings om in die klaskamer rond te beweeg Kinesteties - Die onderwyser vra die leerders om agter in die klaskamer te staan (Die deuropening dui die voorkant van die klas aan). - Die onderwyser vra die leerders om aan die een kant/ aan die ander kant van die klaskamer te staan. - Die onderwyser vra die leerder om voor in die klaskamer te staan. 1 dag Gebruik konkrete 3-D voorwerpe Klank het betekenis. Leerders luister na … - 'n klok; - 'n fluitjie; - 'n musiekinstrument; - twee boeke wat teen mekaar geslaan word. 'n Klok 'n Fluitjie Enige musiekinstrument Twee houtblokke 252 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 38 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Die leerders sluit hulle oë en identifiseer die klank van die klok, of die fluitjie, of die musiekinstrument. - Die leerder sluit sy oë en identifiseer waarvandaan die klank kom. Hulle kan 'n boontjiesakkie in die rigting van die geluid gooi en later kommunikeer waar die geluid vandaan kom, byvoorbeeld voor in die klaskamer, naby die boekehoek, ensovoorts. - Die onderwyser gee aan 4 leerders opdrag om teen die mure van die klaskamer te staan. 4 leerders moet teen die vier kante van die klaskamer staan, elk met 'n verskillende musiekinstrument (klok, fluitjie, musiekinstrument en twee boeke) - Die onderwyser dui met haar hand vir individuele leerders aan om geraas met hul instrumente te maak, byvoorbeeld slegs die klok. - Die res van die klas dui aan waar die klank vandaan kom deur in daardie rigting te wys, byvoorbeeld in die rigting van die klok. - Versterk die begrippe van links en regs, stuur die twee leerders wat voor en agter in die klaskamer staan terug na die res van die groep. - Herhaal dieselfde aktiwiteit terwyl daarop gefokus word of klanke van die linker- of van die regterkant van die klaskamer af kom. - Die leerder sê “links” wanneer die klank van die linkerkant af kom en “regs” wanneer die klank van die regterkant af kom. 'n Klok 'n Fluitjie Enige musiekinstrument Twee houtblokke 1 dag Gebruik konkrete 3-D voorwerpe - Die leerders gebruik 'n blok, byvoorbeeld beweeg die blok in verhouding tot die stoel. o Beweeg vorentoe/terug. o Staan aan die regterkant/linkerkant van die stoel. - Staan tussen twee stoele. - Sorteer skoene in linker- en regterskoene Semi-konkrete gebruik van 2-D vorms of prente Laat die leerder 'n werksvel voltooi deur met 'n kryt 'n lyn tussen twee lyne te trek, byvoorbeeld: Werksvel en kryt Lengtekaart KABV 253 WISKUNDE GRAAD R Week 38 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 4.2 Lengte Vergelyk en orden voorwerpe en gebruik gepaste woordeskat om dit te beskryf. • Meet die lengte van 'n leerder met 'n maatband Kinesteties - Verwys na die eerste en derde kwartaal wanneer die leerder se lengte gemeet word - gebruik hande op die lengtekaart. - Meet weer die lengte van die leerders. - Die onderwyser plaas 'n maatband langs die prente van die hande op die lengtekaart - Leerders se lengte word weer gemeet. - Maak leerders daarvan bewus dat ons 'n standaard meetinstrument gebruik en dit is wat hul moeders gebruik wanneer hulle rokke maak. - Nou is hulle nie 10 hande lank nie, maar een meter 10 cm lank. - Leerders kan hul lengte vergelyk. Wie is die langste/kortste in die klas? Gebruik konkrete 3-D voorwerpe - 'n Leerder lê op die grond, en die ander plaas boublokke (dieselfde grootte) in 'n ry langs die leerder se liggaam. - Die onderwyser gee 'n instruksie: “Bou iets wat langer/korter as jou maatjie is.” 'n Maatband/Lengtekaart 'n Maatband Height Chart 254 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 39 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe • Vaslegging van die betekenis van die getal 10 Mondeling: Tel alledaagse voorwerpe tot 10. Tel aan en terug tot 10. Ritmiese tel 0-10. Vaslegging van rangordetel : Onderwyser pak 6 voorwerpe in 'n ry. Wys na elke voorwerp terwyl hy eerste, tweede, derde, vierde, vyfde, sesde tel. Getalliedjies en rympies 1 dag Vaslegging van die begrippe “baie/min” Klap hande baie keer ... STOP. Klap hande minder kere. Onderwyser klap tien keer hande. Vra watter aantal klappe die meeste/die minste was. Kinesteties Laat die leerders: - 'n getalrympie sê deur tien vingers te gebruik. - tel hoeveel keer die onderwyser op die tafel tik en dan dieselfde doen. - hul hande tien keer klap. - ritmies tel terwyl leerders die trappe op en af klim, of in en uit die hoepels spring. - hul voete ritmies stamp. - Tien leerders wat elkeen 'n boontjiesakkie het, staan in 'n kring. Plaas 'n mandjie in die middel van die kring. Laat elke leerder sy/haar boontjiesakkie in die mandjie gooi. Hou aan totdat al tien die boontjiesakkies in die mandjie is. Leerders tel hardop terwyl hulle die sakkies in die mandjie gooi. Herhaal die aktiwiteit totdat al die leerders 'n beurt gehad het om die sakkie in die mandjie te gooi. Boontjiesakkies en 'n mandjie KABV 255 WISKUNDE GRAAD R Week 39 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.1 Tel voorwerpe Gebruik semi-konkrete 2-D vorms of prente Deel leerders in kleiner groepe. - Die onderwyser gee vir elke groep nommerlegkaarte. - Die leerders ontdek en ontgin al die moontlikhede. - Leerders kan 'n dobbelsteentjie werp om vas te stel watter legkaart gebou gaan word. 6 prente twee vyf 5 voor￾werpe Maak nommerlegkaarte wat getalle 1-10 bevat 256 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 39 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.13 Optel en aftrek • Vaslegging van optel en aftrek wat antwoorde tot 10 insluit. Mondeling: Tel alledaagse voorwerpe tot 10. Tel aan en terug tot 10. Gebruik getalrympies om vaslegging van tel in twees te doen Vaslegging van die begrippe “baie/min” Klap hande baie keer ... STOP. Klap hande minder kere. Die onderwyser klap tot 10 keer. Vra watter aantal klappe die meeste/die minste was. Kinesteties - Die onderwyser roep 5 leerders vorentoe en voeg telkens nog 'n leerder by totdat daar 10 leerders voor in die klas staan. - Die leerders tel hardop: 5 en 1 → 6 (Sê vyf en een is ses) 6 en 1 → 7 7 en 1 → 8 8 en 1 → 9 9 en 1 → 10 - Die onderwyser stuur een-een leerder terug terwyl die leerders terugtel: 10 neem weg 1 → 9 9 neem weg 1 → 8 10 neem weg 2 → 8 Getalliedjies en rympies 1 dag Gebruik konkrete 3-D voorwerpe Die leerders sit op die mat. Elke leerder het 10 tellers en 'n plastiese deksel. Die leerders volg die volgende instruksies: - Pak 6 tellers op die deksel. Voeg nog 4 by. Hoeveel tellers is daar nou op die deksel? 6 en 4 → 10 - Pak 10 tellers op jou deksel. Neem 5 weg. Hoeveel tellers is daar nou op jou deksel? 10 tellers vir elke leerder Plastiese deksels, byvoorbeeld roomysbakdeksels KABV 257 WISKUNDE GRAAD R Week 39 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.13 Optel en aftrek Gebruik semi-konkrete 2-D vorms of prente - Tel die 8 voorwerpe op die prentkaart. As jy nog 2 voorwerpe op die prentkaart plaas, hoeveel voorwerpe sal jy dan hê? - 8 en 2 → 10. Pak dieselfde hoeveelheid tellers op jou deksel. - Tel die 10 voorwerpe op jou prentkaart. As jy 3 voorwerpe toehou, hoeveel voorwerpe sal jy sien? 10 neem weg 3 → 7. Pak dieselfde hoeveelheid tellers op jou deksel. Prentflitskaarte wat die getalle 1 tot 10 bevat Tellers 1.4 Beskryf, vergelyk en orden getalle • Vergelyk watter van die twee versamelings is… - Meer as - Minder as - Gelyk aan (dieselfde) Mondeling: Tel alledaagse voorwerpe tot 10. Tel aan en terug tot 10 deur getalrympies en liedjies te gebruik. Gebruik getalrympies om vaslegging van tel in twees te doen Vaslegging van die begrippe “baie/min” Klap hande baie keer ... STOP. Klap hande minder kere. Die onderwyser klap tien keer hande. Vra watter aantal klappe die meeste/die minste was. Kinesteties - Die onderwyser plaas 6 leerders in een hoepel en 4 leerders in 'n ander hoepel. - Die onderwyser vra: ”Is daar meer leerders, minder leerders of dieselfde aantal leerders in elke hoepel?” - Die leerders stel vas watter hoepel het die meeste/die minste leerders. 2 hoepels 1 dag 258 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 39 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 1.4 Beskryf, vergelyk en orden getalle Gebruik konkrete 3-D voorwerpe - Plaas 10 tellers, 6 tellers en 4 tellers op die tafel. - Sonder om te tel, raai hoeveel tellers is op die tafel. - Die onderwyser vra: “Is daar meer as 7 tellers op die tafel? Is daar omtrent 7 tellers op die tafel? Net meer as 7 tellers? Net minder as 7 tellers? Genoeg tellers? Nie genoeg tellers nie?". - Die onderwyser sê: “Kontroleer julle antwoorde deur te tel hoeveel tellers daar op die tafel is. Het jy reg geraai? Hoe naby aan die regte aantal was jou raaiskoot?” Tellers Gebruik semi-konkrete 2-D vorms en prente - Die onderwyser wys twee kaarte met verskillende aantal kolle en prentjies op. - Laat die leerders die kaarte vergelyk om die konsep van meer as/minder as/gelyk aan te identifiseer. Twee kaarte met verskillende aantal kolle en prente op. KABV 259 WISKUNDE GRAAD R Week 39 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Beskryf twee of meer 3-D voorwerpe in verhouding tot mekaar • Vaslegging van links en regs Kinesteties - Die onderwyser plaas linker- en regtervoetspore reg rondom die klaskamer. - Die leerders kruip met dieselfde arm en dieselfde knie wat gelyktydig beweeg. - Laat die leerders op die voetspore loop as hulle byvoorbeeld wasbak toe gaan. - Die onderwyser bind 'n rooi toutjie of stukkie wol om elke leerder se regterpols. Die onderwyser gee die volgende instruksies: - Lig jou linkerbeen. - Sit jou regtervoet op die stoel. - Raak jou linkerknie met jou regterelmboog. - Trek jou linkeroor met jou regterhand. - Plaas gelyktydig jou regterhand op jou linkerskouer en jou linkerhand op jou regterskouer. - Gee jouself 'n drukkie (deur die middellyn te kruis). Voetspore uit papier wat regs en links gemerk is 'n Rooi toutjie of 'n stukkie rooi wol 1 dag 260 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 39 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 3.1 Posisie, oriëntasie en aansigte Gebruik konkrete 3-D voorwerpe - Die onderwyser sit 7 blikkies op die tafel. - Laat die leerders aandui watter nommer is links van nommer 3, watter nommer is regs van nommer 6 en watter nommers is tussen 3 en 6. - Watter nommer is eerste en watter nommer is laaste? 1 o n c r e t e u s i 2 3 1 4 5 6 7 - Die onderwyser plaas 3 poppe/ karretjies met duidelik onderskeibare klere of kleure op die tafel. - Sy vra: o Watter pop/karretjie is aan die linkerkant? o Watter pop/karretjie is aan die regterkant? o Watter pop/karretjie is in die middel? o Watter pop/karretjie is eerste/laaste? Gebruik semi-konkrete 2-D vorms of prente - Gedurende visuele kuns maak die leerders verfafdrukke van hul linker- en regterhande. - Sny die verfafdrukke uit en plak dit op 'n vel papier waarop aangedui word watter afdruk van die linkerhand en van die regterhand is. Genommerde blikke Drie poppe of karretjies 2.1 Meetkundige patrone • Skep 'n eie patroon Gebruik konkrete 3-D voorwerpe - Aanvanklik kopieer leerders patrone van gegewe patrone. - Uiteindelik skep leerders hulle eie patrone en beskryf dit. Vorm- en patroonkaarte 1 dag KABV 261 WISKUNDE GRAAD R Week 39 Voorgestelde kontaktyd: Een onderwyser-gerigte, beplande klasaktiwiteit (kring) van 30 minute per dag (± 5 wiskunde-aktiwiteite per week) Onderwerp Verduidelikende notas Aanbevole hulpbronne Benaderde tydsduur 2.1 Meetkundige patrone Pennetjiebordwerk: Laat die leerder eers sy/haar regterhand en dan sy/haar linkerhand en dan albei hande gelyktydig gebruik om die pennetjies op die pennetjiesbord te plaas. - Die onderwyser sê waar die leerders die pennetjies moet plaas, byvoorbeeld: o in die boonste ry; o in die onderste ry; o aan die linkerkant; o aan die regterkant; o in die middel. Laat die leerders: - Met gekleurde pennetjies vorms op die pennetjiesbord maak. - Die onderwyser vorm met die pennetjies 'n eenvoudige patroon op die pennetjiesbord en die leerders kopieer die patroon op sy/haar eie pennetjiesbord. Pennetjiesborde en pennetjies. Patrone wat die leerders kan kopieer 262 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Week 40 Gebruik week 40 om aandag aan konseptuele en/of leerhindernisse te skenk Inhoudsarea Onderwerp Assesseringskriteria Getalle, bewerkings en verwantskappe 1.1 Tel voorwerpe Skat en ritmiese tel (rote counting) tot 10 (Getalliedjies en rympies om getalbegrip te bevorder) Tel terug en aan (0-10) Tel in twees (Getalliedjies en rympies) Verstaan die begrippe van “baie en min” (klappe) Verstaan watter aantal klappe meer/minder, meeste/minste is Identifiseer getalprente en kolkaarte van 0-10 Ken die getalsimbole 8, 9, 10 en 0 Herken die getalname agt, nege, tien en nul Voltooi eenvoudige getalvolgorde van die getalle 1-10 1.4 Beskryf, vergelyk en orden getalle Herken en identifiseer getalle in bekende kontekste – byvoorbeeld ouderdom, register Onderskei tussen meer, minder, gelyk, meeste en minste tot getal 10 Verstaan ranggetalle – eerste, tweede, derde, vierde, vyfde en sesde 1.6 Probleemoplossingstegnieke Gebruik konkrete apparaat Verduidelik eie denke in woorde, deur tekeninge en konkrete voorwerpe 1.7 en 1.13 Optel en aftrek Los optel-en aftrekprobleme tot 10 mondeling op. Patrone, funksies en algebra 2.1 Meetkundige patrone Kopieer, brei uit en ontwerp eie ouditiewe patrone Verstaan die speletjie “hop scotch” Ruimte en vorm (Meetkunde) 3.1 Posisie, oriëntasie en aansigte Ken die begrippe langs, tussen en middel, links en regs Verstaan die begrippe: vorentoe en agtertoe, op en af, links en regs 3.2 3-D voorwerpe en 3.3 2-D vorms Daartoe in staat om ten minste 'n 24-stuk legkaart te bou Herken en identifiseer die sirkel, driehoek, vierkant en reghoek 3.4 Simmetrie Herken die simmetrielyn in voorwerpe Meting 4.2 Lengte Verstaan dat voorwerpe ook gemeet kan word deur 'n maatband te gebruik Datahantering 5.1 Versamel en sorteer voorwerpe Daartoe in staat om te versamel, sorteer, teken en voorwerpe voor te stel (analise) volgens een eienskap 5.2 Voorstelling van gesorteerde versameling voorwerpe 5.3 Bespreek en doen verslag oor gesorteerde versameling voorwerpe KABV 263 WISKUNDE GRAAD R AFDELING 4: ASSESSERINGSRIGLYNE 4.1 Inleiding Assessering is 'n deurlopende, beplande proses van identifisering, versameling en interpretasie rakende die vordering van leerders deur verskillende assesseringsvorme te gebruik. Dit behels vier stappe, naamlik: • generering en versameling van bewyse van prestasie; • evaluering van die bewyse; • die optekening van bevindinge; en • die gebruik van inligting om daardeur die leerder te ondersteun in ontwikkeling ten einde die proses van leer en onderrig te verbeter. Assessering moet informeel (assessering vir onderrig) en formeel (assessering van onderrig) wees. In albei gevalle moet gereelde terugvoering aan leerders voorsien word om die leerervaring te verbeter. In die grondslagfase is die hooftegnieke van formele en informele assessering waarneming deur die onderwyser, mondelinge besprekings, praktiese demonstrasies en geskrewe werk. Graad R-assessering is hoofsaaklik mondeling en prakties. 4.2 Informele of daaglikse assessering Assessering van onderrig is die proses van deurlopende versameling van inligting van die leerder se prestasie. Dit word ook informele assessering genoem. Dit is daaglikse monitering van die leerder se vordering. Dit word onder andere deur middel van waarneming, besprekings, praktiese demonstrasies en informele klaskamerinteraksies gedoen. Dit moet nie apart van leeraktiwiteite wat in die klaskamer plaasvind, gesien word nie. Informele assessering behels dat die onderwyser die leerder se vordering moniteer en daaglikse instruksionele besluite neem. Informele assessering word gebruik om: • terugvoering aan die leerder te gee; en • beplannning en onderrig te bepaal. Soms kan die onderwyser 'n kontrolelys of 'n waarnemingskedule byhou as 'n manier om die leerders se vordering aan te teken. Soms kan leerders of die onderwyser 'n oefening merk; hoewel informele assessering nie deel van die leerder se formele verslae is nie. Die uitslae van informele, daaglikse assesseringstake word nie in berekening gebring vir promosie/bevordering en sertifiseringsdoeleindes nie. 4.3 Formele assessering Alle assesseringstake wat 'n formele assesseringsprogram vir die jaar insluit, word as formele assessering beskou. Formele assesseringstake word gemerk en formeel deur die onderwyser vir promosie/bevordering en sertifiseringsdoeleindes aangeteken. Formele assessering voorsien die onderwysers van 'n sistematiese manier van evaluering van die leerders se vordering in 'n graad en 'n spesifieke vak. Die onderwyser kan slegs 10 leerders op een slag evalueer, daarom kan formele assesseringstake slegs in klein, gefokusde sessies plaasvind en dit sal 'n paar dae duur om die hele klas te assesseer. Al die materiaal en apparaat wat die leerders normaalweg gebruik, moet beskikbaar wees, byvoorbeeld tellers, getalkaarte, ensovoorts. Die vorme van assessering moet gepas wees vir die ouderdom en die ontwikkelingsvlak van die kind. Formele assessering moet vir 'n reeks kognitiewe vlakke en vermoëns van kinders voorsiening maak. Die ontwerp van die taak moet die inhoud van die vak op verskillende maniere insluit. 264 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Verskillende vorme van assessering (waarneming, mondelinge, praktiese en geskrewe werk) moet gebruik word om elke leerder 'n geleentheid te gee om te demonstreer wat hy of sy kan doen. Dit is omdat sekere leerders makliker kan wys waartoe hulle in staat is in sekere vorme van assessering, byvoorbeeld: • Sekere leerders wat dit moeilik vind om te lees, is goed met wiskunde. • Party leerders mag moontlik nie op die vereiste bevoegdheidsvlak in die taal van leer en onderrig wees nie. Assesseringstake in wiskunde moet aktiwiteite en oefeninge insluit wat nie op taal gebaseer is en van leesvaardigheid afhanklik is nie, om die werklike vermoëns van die leerders te reflekteer. Sekere kennis en vaardighede word die beste deur middel van 'n spesifieke vorm van assessering geassesseer. Verskillende assesseringsvorme is geskik vir vaardighede en begrippe wat vir sekere onderwerpe van verskillende ouderdomsgroepe vereis word. Dit is raadsaam om 'n waarnemingskontrolelys te gebruik om leerders in die vroeë grade te assesseer. Rubrieke kan gebruik word om die leerders se probleemoplossingsvaardighede te evalueer. 4.4 Formele assesseringsprogram Formele assesseringstake vir Wiskunde sluit meer as een onderwerp in Wiskunde in. Die assesseringstake oor die jaar moet alle inhoudsareas en onderwerpe dek, maar nie alles in die kurrikulum moet formeel geassesseer, of formeel daaroor gerapporteer word nie. Getalle, bewerkings en verhoudings maak 60% van wiskunde in graad R uit. Dit beteken dat daar in 60% van die formele assessering elke kwartaal en deur die jaar op Getalle, bewerkings en verwantskappe gefokus word. Elke formele assesseringstaak moet nie as 'n enkele gebeurtenis of toets gesien word nie. Sommige van die kriteria kan op dieselfde tyd geassesseer word, maar ander sal op verskillende tye geassesseeer word, byvoorbeeld die leerders se oorslaantelvaardighede kan tydens die volgende oefeninge of gebeurtenisse, geassesseer word: • voltooi telreekse • lees en skryf getalsimbole • tel maar as 'n assesseringsaktiwiteit terselfdertyd probleemoplossing deur groeperings- of delingsaktiwiteit bevat, asook leerders se vermoë om kapasiteit te meet, assesseer, sal hierdie wiskunde-aspekte waarskynlik op verskillende tye en maniere beoordeel word. 4.5 Opteken en verslaggewing Optekening is 'n proses waartydens die onderwyser die vlak van die leerders se prestasie in 'n spesifieke assesseringstaak aanteken. Dit dui die leerder se vordering ten opsigte van voorgeskrewe kennis in die Kurrikulum en assesseringsbeleidsdokumente aan. Verslae van die leerder se vordering moet bewyse van die leerder se konseptuele vordering in 'n graad lewer, en aandui of hy of sy gereed is om na die volgende graad bevorder te word. Verslae van die leerder se vordering moet gebruik word om te verifieer of daar deur die onderwysers en die leerders vordering in die onderrig- en leerproses gemaak is. Verslaggewing is 'n proses om leerders se vordering aan hulle, die ouers, skole en ander rolspelers te kommunikeer. Leerders se vordering kan op verskillende maniere gerapporteer word. Dit sluit rapporte, ouervergaderings, skoolbesoeke, ouer- en onderwyserkonferensies, telefoonoproepe, briewe, klas- of skoolnuusblaaie, ensovoorts in. Onderwysers in alle grade rapporteer deur middel van persentasies in die vak. Die verskillende prestasievlakke en die ooreenstemmende persentasies word in die onderstaande tabel aangetoon. KABV 265 WISKUNDE GRAAD R Kodes en persentasies vir optekening en verslaggewing Prestasiekodes Beskrywing van die vaardigheid Persentasie 7 Uitnemende prestasie 80 – 100 6 Merieteprestasie 70 – 79 5 Substansiële prestasie 60 – 69 4 Bevredigende prestasie 50 – 59 3 Gemiddelde prestasie 40 – 49 2 Elementêre prestasie 30 – 39 1 Nie bereik nie 0 - 29 4.6 Algemeen Hierdie dokument moet saam met die volgende gelees word: 4.6.1 die National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R-12; en 4.6.2 die beleidsdokument, National Protocol for Assessment Grades R-12. 4.7 Skedule van voorgeskrewe formele ASSESSERINGSKONTROLELYSTE Voorbeeld van assesseringskontrolelyste word gegee vir graad R in die onderstaande kolom. Die doel is om onderwysers te ondersteun met die beplanning en implementering van deurlopende assessering. GRAAD R Kontrolelys vir assessering in kwartaal 1 Inhoudsarea Inhoud Kriteria √ of x Kommentaaar Getalle, bewerkings en verwantskappe Tel Skat en ritmiese tel (rote count) tot 5 (getalliedjies en rympies ingesluit om getalbegrip te ontwikkel) Herkenning van getalle Herken getalle in 'n bekende konteks , byvoorbeeld ouderdom Verstaaan rangorde van getalle (byvoorbeeld gedurende toiletroetine) Getalbegrip Verstaan een-tot-een-ooreenstemming (die helperkaart gedurende snoep-/verversingstyd Identifiseer en beskryf heelgetalle Identifiseer getalprente en kolkaarte wat die getal 1 insluit Ken die getalsimbool 1 Herken die getalnaam 1 Probleemoplossing Gebruik van konkrete apparaat Verduidelik eie denke in wooorde en deur tekeninge of konkrete voorwerpe Patrone, funksies en algebra Kopieer, brei uit en ontwerp eie patrone Identifiseeer patrone in die omgewing Kopieer, brei uit en ontwerp eie patrone 266 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R Ruimte en vorm Herken identifiseer en benoem 3-D voorwerpe Herken, identifiseer en benoem balle Herken, identifiseer en benoem bokse Herken, identifiseer en benoem 2-D vorms/prente Herken, identifiseer en benoem sy/haar eie simbool, sy/haar maat se simbool en die klas se naam Bou ten minste 'n 6- stuk legkaart Toon die vermoë om tussen voorwerpe op die voorgrond/agtergrond te onderskei Meetkundige patrone Herken en identifiseer die sirkel Herken en identifiseer die driehoek Herken en identifiseer die vierkant Beskryf, sorteer en vergelyk 3-D - voorwerpe volgens: Vergelyk watter een van die twee gegewe versamelings voorwerpe groter, kleiner, die grootste en die kleinste is Sorteer voorwerpe volgens: Grootte - groot en klein Kleur – primêre kleure (rooi, geel, blou) Vorms – sirkel, driehoek en vierkant Voorwerpe wat rol Voorwerpe wat gly Herken die lyn van simmetrie in: Herken die lyn van simmetrie in self Ruimtelike oriëntering: Die posisie van twee of meer voorwerpe in verhouding tot die leerder Ken voor/agter Ken bo-op, op, onder Ken in en uit Ken op en af Rigtingsin Verstaan die begrippe vorentoe, agtertoe, voor en agter Meting Tyd Gebruik woorde soos dag, nag, lig en donker, oggend, middag, aand of saans om die tyd van die dag te beskryf Orden herhaalde gebeure in eie daaglikse gebeure (dagprogram) Toon 'n bewustheid van die dae van die week, seisoene en weer Ken eie verjaarsdag Lengte Onderskei tussen lank, langer, die langste, kort, korter, die kortste (die lengtekaart) Datahantering Versamel, sorteer, teken, lees en stel data voor In staat om te versamel, te sorteer, te teken, te lees en stel voorwerpe voor (analiseer) volgens een eienskap FINALE KODERING: KABV 267 WISKUNDE GRAAD R GRAAD R Kontrolelys vir assessering in kwartaal 2 Inhoudsarea Inhoud Kriteria √ of x Kommentaaar Getalle, bewerkings en verwantskappe Tel Skat en ritmiese tel (rote counting) tot 7 (getalliedjies en rympies ingesluit om getalbegrip te ontwikkel) Tel aan en terug 1-4 Verstaan die begrippe baie en min (handeklappe) Herkenning van getalle Herken 'n getal in bekende konteks, byvoorbeeld huisnommer, adres Herken en beskryf heelgetalle Identifiseer getalprente en kolkaarte Ken die getalsimbole 1, 2, 3, en 4 Herken die getalname twee, drie en vier Getalbegrip Verstaan een-tot-een-ooreenstemming (helperskaart gedurende snoeptyd) Onderskei tussen meer, minder en gelyk aan, baie en min tot 4 Herken die verskillende Suid-Afrikaanse munte Probleemoplossings Gebruik konkrete apparaat Verduidelik eie denke in woorde en deur tekeninge of konkrete voorwerpe Los mondelings gestelde optel- en aftrekprobleme op tot 4 Patrone, funksies en algebra Kopieer, brei uit en skep van eie patrone Kopieer, brei uit en skep eie patrone (voorwerpe, vorms en munte) Ruimte en vorm Herken, identifiseer en benoem 2-D vorms Bou ten minste 'n 12-stuk legkaart Toon die vermoë om tussen voorwerpe op die voorgrond en agtergrond te onderskei (assesseer weer) Meetkundige vorms Herken, identifiseer en benoem die driehoek Verstaan vormkonstantheid van die driehoek (behoud van vorm) Beskryf, sorteer en vergelyk 3-D voorwerpe volgens: Vergelyk watter een van die twee gegewe versamelings voorwerpe lank, langer, kort, die kortste is Sorteer voorwerpe in: Grootte - lank en kort Kleure – rooi, geel, blou en groen Vorms Maak gebruik van konkrete materiaal om 3-D voorwerpe te bou Ontdek boublokke Herken van simmetrielyn in: Herken simmetrielyn in self en eie omgewing In staat om die middellyn te kruis Ruimtelike verhouding Verstaan die posisie van twee of meer voorwerpe in verhouding tot die leerder : op, onder 268 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R GRAAD R Kontrolelys vir assessering in kwartaal 2 Inhoudsarea Inhoud Kriteria √ of x Kommentaaar Meting Tyd Verstaan die dae van die week, seisoene en weerkaart (liedjies en rympies – assesseer weer) Ken eie verjaarsdag (assesseer weer) Lengte Onderskei tussen die langste, die kortste, langer, korter (lengtekaart) Datahantering Versamel, sorteer, teken, lees en stel data voor In staat om voorwerpe te versamel, te sorteer, te teken, te lees en voor te stel (analiseer) volgens een spesifieke eienskap FINALE KODERING: GRAAD R Kontrolelys vir assessering in kwartaal 3 Inhoudsarea Inhoud Kriteria √ of x Kommentaaar Getallle, bewerkings en verwantskappe Tel Skat en ritmiese tel (rote count) tot 7 (getalliedjies en rympies ingesluit om getalbegrip te ontwikkel) Tel aan en terug (1 – 7) Ken watter aantal klappe is meer/minder Herkenning van getalle Herken getalle in 'n bekende konteks, byvoorbeeld ouderdom, register (herhaalde assessering) Identifiseer en beskryf heelgetalle Identifiseer getalprente en kolkaarte wat die getal 7 insluit Ken die getalsimbool 5,6,7 Herken die getalnaam vyf, ses en sewe Getalbegrip Onderskei tussen meer, minder en gelyk, baie en min tot getal 7 Herken die kleure sowel as die verskillende diere op die Suid-Afrikaanse banknote Probleemoplossing Gebruik van konkrete apparaat Verduidelik eie denke in woorde en deur tekeninge of konkrete voorwerpe Los mondelings gestelde optel- en aftrekprobleme op tot die getal 7 Patrone, funksies en algebra Kopieer, brei uit en ontwerp eie patrone Kopieer, brei uit en ontwerp eie patrone deur prente te gebruik KABV 269 WISKUNDE GRAAD R GRAAD R Kontrolelys vir assessering in kwartaal 3 Inhoudsarea Inhoud Kriteria √ of x Kommentaaar Ruimte en vorm Herken, identifiseer en benoem 2-D vorms/prente Bou ten minste 'n 18- stuk legkaart Meetkundige patrone Herken, identifiseer en benoem die vierkant Verstaan vormkonstantheid van vorms wat tot dusver aangeleer is. (Vormbehoud) Bou 3–D voorwerpe deur konkrete materiaal te gebruik Bou voorbeelde van 'n gegewe konstruksie Kopieer 'n konstruksie van 'n ontwerp of prentkaart Ruimtelike oriëntering Ken die verhouding van twee of meer voorwerpe in verhouding tot mekaar - Voor, agter, bo-op, op, onder, langsaan, middel, links en regs Voer instruksies uit op 'n pennetjiesbord Rigting Ken rigting op die pyltjiekaart Meting Lengte Skat en meet die lengte van verskillende voorwerpe Massa Verstaan die begrippe “lig, swaar, ligter, swaarder, ligste, swaarste “ Kapasiteit Verstaan die begrippe “leeg, vol, meer as, minder as” Datahantering Versamel, sorteer, teken, lees en stel data voor In staat om te versamel, te sorteer, te teken, te lees en stel voorwerpe voor (analiseer) volgens een eienskap FINALE KODERING: 270 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE GRAAD R GRAAD R Kontrolelys vir assessering in kwartaal 4 Inhoudsarea Inhoud Kriteria √ of x Kommentaaar Getalle, bewerkings en verwantskappe Tel Skat en ritmiese tel (rote counting) tot10 (getalliedjies en rympies ingesluit om getalbegrip te ontwikkel) Tel aan en terug (0-10)) Tel in twees (Getalliedjies en rympies) Verstaan die begrippe baie en min (handeklappe) Herken watter hoeveelheid klappe is meer/minder, meeste/minste Herkenning van getalle Herken 'n getal in bekende konteks, byvoorbeeld ouderdom, register Herken en beskryf heelgetalle Identifiseer aantal foto’s en kolkaarte van 0 - 10 Ken die getalsimbole 8, 9, 10 en 0 Herken die getalname agt, nege, tien en nul Voltooi eenvoudige getalsimbole van 1 - 10 Getalbegrip Onderskei tussen meer, minder gelyk, baie en min tot getal 10 Verstaan rangordegetalle - eerste, tweede, derde, vierde, vyfde en sesde Probleemoplossings Gebruik konkrete apparaat Verduidelik eie denke in woorde en deur tekeninge of konkrete voorwerpe Los mondelings gestelde optel- en aftrekprobleme op tot die getal 10 Patrone, funksies en algebra Kopieer, brei uit en skep van eie patrone Kopieer, brei uit en skep eie luisterpatrone / ouditiewe patrone Verstaan die springspeel-speletjie / “hop scotch” Ruimte en vorm Herken, identifiseer en benoem 2-D vorms Instaat om ten minste 'n 24 stuk legkaart te bou Meetkundige vorms Herken en identifiseer die sirkel, driehoek, vierkant en reghoek Herken simmetrielyn Herken die lyn van simmetrie in voorwerpe Ruimtelike verhouding Ken die begrippe: langsaan, tussen, links en regs Instaat om meer ingewikkelde pennetjiesbordwerk te doen Rigting Verstaan die begrippe: vorentoe en agtertoe, op en af, opwaarts en afwaarts, links en regs Meting Lengte Verstaan dat voorwerpe ook gemeet word deur gebruik te maak van 'n maatband Datahantering Versamel, sorteer, teken, lees en stel data voor In staat om voorwerpe te versamel, te sorteer, te teken, te lees en voor te stel (analiseer) volgens een spesifieke eienskap FINALE KODERING:     ENGLISH MATHEMATICS Curriculum and Assessment Policy Statement Foundation Phase Grade R National Curriculum Statement (NCS) CAPS CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADE R MATHEMATICS CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0433-6 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Lan￾guages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 CAPS MATHEMATICS GRADE R FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R CAPS 1 MATHEMATICS GRADE R Contents Section 1: Introduction and Background............................................................................... 3 1.1 Background .....................................................................................................................................................3 1.2 Overview 3 1.3. General aims of the South African Curriculum ............................................................................................4 1.4. Time Allocation................................................................................................................................................6 1.4.1. Foundation Phase.................................................................................................................................12 1.4.2. Intermediate Phase...............................................................................................................................12 1.4.3. Senior Phase.........................................................................................................................................12 1.4.4. Grades 10 - 12 ......................................................................................................................................12 Section 2: DEFINITION, AIMS, SKILLS AND CONTENT .................................................................... 8 2.1 Introduction .....................................................................................................................................................8 2.2. What is Mathematics?.....................................................................................................................................8 2.3. Specific Aims...................................................................................................................................................8 2.4. Specific Skills ..................................................................................................................................................9 2.5. Focus of Content Areas..................................................................................................................................9 2.6. Weighting of content areas ..........................................................................................................................11 2.7. Mathematics in the Foundation Phase........................................................................................................11 2.7.1. Suggested guidelines for classroom management ...............................................................................12 2.7.2. Learners with barriers to learning Mathematics ....................................................................................13 2.7.3. Mental Mathematics .............................................................................................................................13 2.8. Grade R ..........................................................................................................................................................14 2.9. Recommended Resources for the Foundation Phase Mathematics classroom.....................................17 Section 3: CONTENT SPECIFICATION AND CLARIFICATION......................................................... 18 3.1 Introduction ...................................................................................................................................................18 3.2 Specification of content to show progression ........................................................................................... 18 • Numbers, Operations and Relationships ....................................................................................................19 • Patterns, Functions and Algebra.................................................................................................................26 • Space and Shape (Geometry) ....................................................................................................................27 • Measurement ..............................................................................................................................................30 • Data Handling .............................................................................................................................................35 3.3 Clarification of content ................................................................................................................................. 37 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R 3.4 Sequencing and pacing of content..............................................................................................................37 • Grade R overview per term................................................................................................................... 41 3.5 Content Clarification Notes with Teaching Guidelines.............................................................................. 60 Section 4: ASSESSMENT..................................................................................................................264 4.1 Introduction .................................................................................................................................................264 4.2 Informal or Daily Assessment....................................................................................................................264 4.3 Formal Assessment ....................................................................................................................................264 4.4 Programme of Formal Assessment...........................................................................................................265 4.5 Recording and Reporting ...........................................................................................................................265 4.6 General.........................................................................................................................................................266 4.7 Exemplar checklists of formal assessment for Grade R ........................................................................266 CAPS 3 MATHEMATICS GRADE R section 1: INTRODUCTION AND BACKGROUND 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; CAPS 5 MATHEMATICS GRADE R • Progression: content and context of each grade shows progression from simple to complex; • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 CAPS 7 MATHEMATICS GRADE R 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Section 2: DEFINITION, AIMS, SKILLS and content 2.1. Introduction In Section 2, the Foundation Phase Mathematics Curriculum and Assessment Policy Statement (CAPS) provides teachers with a definition of mathematics, specific aims, specific skills, focus of content areas, weighting of content areas, recommended resources for the Foundation Phase Mathematics lessons, suggested guidelines on supporting learners with barriers to learning Mathematics, mental mathematics and enhancing the teaching of early numeracy skills in Grade R. 2.2. What is Mathematics? Mathematics is a language that makes use of symbols and notations for describing numerical, geometric and graphical relationships. It is a human activity that involves observing, representing and investigating patterns and qualitative relationships in physical and social phenomena and between mathematical objects themselves. It helps to develop mental processes that enhance logical and critical thinking, accuracy and problem-solving that will contribute to decision-making. 2.3. Specific Aims The teaching and learning of Mathematics aims to develop the following in the learner: • critical awareness of how mathematical relationships are used in social, environmental, cultural and economic relations; • confidence and competence to deal with any mathematical situation without being hindered by a fear of Mathematics; • a spirit of curiosity and a love of Mathematics; • appreciation for the beauty and elegance of Mathematics; • recognition that Mathematics is a creative part of human activity; • deep conceptual understanding in order to make sense of Mathematics; and • acquisition of specific knowledge and skills necessary for: - the application of Mathematics to physical, social and mathematical problems,; - the study of related subject matter (e.g. other subjects); and - further study in Mathematics. CAPS 9 MATHEMATICS GRADE R 2.4. Specific Skills To develop essential mathematical skills the learner should: • develop the correct use of the language of Mathematics; • develop number vocabulary, number concept and calculation and application skills; • learn to listen, communicate, think, reason logically and apply the mathematical knowledge gained; • learn to investigate, analyse, represent and interpret information; • learn to pose and solve problems; and • build an awareness of the important role that Mathematics plays in real-life situations, including the personal development of the learner. 2.5. Focus of Content Areas Mathematics in the Foundation Phase covers five content areas. Each content area contributes to the acquisition of specific skills. The table below shows the general focus of the content areas as well as the specific focus of the content areas for the Foundation Phase. Table 2.1 Foundation Phase Mathematics Content Focus MATHEMATICS CONTENT KNOWLEDGE Content Area General Content Focus Foundation Phase Specific Content Focus Numbers, Operations and Relationships Development of number sense that includes: • the meaning of different kinds of numbers; • the relationship between different kinds of numbers; • the relative size of different numbers; • representation of numbers in various ways; and • the effect of operating with numbers. The number range developed by the end of Grade 3 includes whole numbers to at least 1 000 and common fractions. In this phase, the learners’ number concept is developed through working with physical objects to count collections of objects, partition and combine quantities, skip count in various ways, solve contextual (word) problems, and build up and break down numbers. • Counting enables learners to develop number concept, mental mathematics, estimation, calculation skills and recognition of patterns. • Number concept development helps learners to learn about properties of numbers and to develop strategies that can make calculations easier. • Solving problems in context enables learners to communicate their own thinking orally and in writing through drawings and symbols. • Learners build an understanding of basic operations of addition, subtraction, multiplication and division. • Learners develop fraction concept through solving problems involving the sharing of physical quantities and by using drawings. Problems should include solutions that result in whole number remainders or fractions. Sharing should involve not only finding parts of wholes, but also finding parts of collections of objects. In this phase, learners are not expected to read or write fraction symbols. 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R MATHEMATICS CONTENT KNOWLEDGE Content Area General Content Focus Foundation Phase Specific Content Focus Patterns, Functions and Algebra Algebra is the language for investigating and communicating most of Mathematics and can be extended to the study of functions and other relationships between variables. A central part of this content area is for the learner to achieve efficient manipulative skills in the use of algebra. It also focuses on the: • description of patterns and relationships through the use of symbolic expressions, graphs and tables; and • identification and analysis of regularities and change in patterns, and relationships that enable learners to make predictions and solve problems. In this phase, learners work with both • number patterns (e.g. skip counting); and • geometric patterns (e.g. pictures). Learners should use physical objects, drawings and symbolic forms to copy, extend, describe and create patterns. Copying the pattern helps learners to see the logic of how the pattern is made. Extending the pattern helps learners to check that they have properly understood the logic of the pattern. Describing the pattern helps learners to develop their language skills. Focussing on the logic of patterns lays the basis for developing algebraic thinking skills. Number patterns support number concept development and operational sense built in Numbers, Operations and Relationships. Geometric patterns include sequences of lines, shapes and objects but also patterns in the world. In geometric patterns learners apply their knowledge of space and shape. Space and Shape (Geometry) The study of Space and Shape improves understanding and appreciation of the pattern, precision, achievement and beauty in natural and cultural forms. It focuses on the • properties, relationships; • orientations, positions; and • transformations of two-dimensional shapes and three-dimensional objects. In this phase learners focus on three-dimensional (3-D) objects, two-dimensional (2-D) shapes, position and directions. • Learners explore properties of 3-D objects and 2-D shapes by sorting, classifying, describing and naming them. • Learners draw shapes and build with objects. • Learners recognise and describe shapes and objects in their environment that resemble mathematical objects and shapes. • Learners describe the position of objects, themselves and others using the appropriate vocabulary. • Learners follow and give directions. Measurement Measurement focuses on the selection and use of appropriate units, instruments and formulae to quantify characteristics of events, shapes, objects and the environment. It relates directly to the learner’s scientific, technological and economic worlds, enabling the learner to: • make sensible estimates; and • be alert to the reasonableness of measurements and results. • In this phase the learners’ concept of measurement is developed by working practically with different concrete objects and shapes, learning the properties of length, capacity, mass, area and time. • Learners measure the properties of shapes and objects using informal units where appropriate, such as hands, paces, containers, etc. • Learners compare different quantities by using comparative words such as taller/shorter, heavier/lighter etc. • Learners are introduced to standard units such as grams, kilograms; millilitres, litres; centimetres, metres. Activities related to time should be structured with the awareness that learners’ understanding of the passing of time should be developed before they read about time. CAPS 11 MATHEMATICS GRADE R MATHEMATICS CONTENT KNOWLEDGE Content Area General Content Focus Foundation Phase Specific Content Focus Data Handling Through the study of data handling, the learner develops the skills to • collect; • organise; • display; and • analyse and interpret given data. The focus in the teaching and learning of data handling in the Foundation Phase is on sorting objects and data in different ways, based on the different features of the objects or data. • Learners are expected to interpret and construct pictographs and bar graphs with one-to-one correspondence with the given data. 2.6. Weighting of Content Areas The weighting of mathematics content areas serves two primary purposes: firstly the weighting gives guidance on the amount of time needed to address the content within each content area adequately; secondly the weighting gives guidance on the spread of content in assessment. The weighting of the content areas is not the same for each grade in the Foundation Phase. Table 2.2 Weighting of Content Areas in Foundation Phase WEIGHTING OF CONTENT AREAS Content Area Grade 1 Grade 2 Grade 3 Numbers, Operations and Relationships* 65% 60% 58% Patterns, Functions and Algebra 10% 10% 10% Space and Shape (Geometry) 11% 13% 13% Measurement 9% 12% 14% Data Handling 5% 5% 5% 100% 100% 100% *In Grade R – 3, it is important that the area of Numbers, Operations and Relationships is the main focus of Mathematics. Learners need to exit the Foundation Phase with a secure number sense and operational fluency. The aim is for learners to be competent and confident with numbers and calculations. For this reason the notional time allocated to Numbers Operations and Relationships has been increased. Most of the work on patterns should focus on number patterns to consolidate learners’ number ability further. 2.7 Mathematics in the Foundation Phase Foundation Phase Mathematics forges the link between the child’s pre-school life and life outside school on the one hand, and the abstract Mathematics of the later grades on the other hand. In the early grades children should be exposed to mathematical experiences that give them many opportunities “to do, talk and record” their mathematical thinking. The amount of time spent on Mathematics has a decisive impact on learners’ development of mathematical concepts and skills. The activities learners engage in should, however, not be “keep busy” activities, but should be clearly focused on the mathematics as outlined in the curriculum. 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R 2.7.1 Suggested guidelines for classroom management All the time allocated to Mathematics on a single day should be considered as one period. During the Mathematics period the following should usually happen: • Whole class activity - Mental mathematics - Consolidation of concepts - Classroom management (allocation of independent activities, etc.) • Small group teaching - Counting - Number concept development (oral and practical activities) - Problem-solving (oral and practical activities) - Written recording - Developing calculating strategies (oral and practical activities) - Patterns - Space and shape - Measurement - Data Handling • Independent work Learners practise and consolidate concepts developed in whole class and small group teaching. Whole class activity: where the focus will be mainly on mental mathematics, consolidation of concepts and allocation of independent activities for at least minutes per day at the start of the Mathematics lesson. During this time the teacher will also work with the whole class to determine and record (where appropriate) the name of the day, the date, the number of learners present and absent, and the nature of the weather. Mental mathematics will include brisk mental starters such as “the number after/before is; 2 more/less than 8 is; 4+2; 5+2; 6+2”, etc. During this time the teacher can also consolidate concepts that are a little challenging. Also important is that the teacher should assign the class their general class activity as well as independent activities that they do on their own while she gets on with the small group focused sessions. Small group focused lessons: are most effective when the teacher takes a small group of learners (8 to 12) who have the same ability with her on the floor or at their tables, while the rest of the class is engaged in independent activities. The teacher works orally and practically with the learners, engaging in such activities as counting, estimation, number concept development and problem-solving activities, as well as activities concerning pattern, space and shape, measurement and data handling, which should be carefully planned for. In order to reinforce learning, written work (work book, work sheet examples, work cards etc.) should form part of the group session where possible. Learners should have writing materials (class work books, etc.) available for problem-solving activities. The group sessions should be very interactive and learners should be encouraged to “do, talk, demonstrate and record” their mathematical thinking. CAPS 13 MATHEMATICS GRADE R Teachers should take care not to underestimate the slower learners; they should also be stretched. It is easier to match the difficulty level of the work to the learners if the group the teacher is working with is of approximately equal ability. However, mixed ability groups can work well for construction, measurement and patterning or sorting activities, or for games. Independent activities: While the teacher is busy with the small group focused lesson, the rest of the class must be purposefully engaged in a variety of mathematical activities that focus on reinforcing and consolidating concepts and skills that have already been taught during small group focused lessons. These independent activities should be differentiated to cater for different ability levels. Independent activities may include: - work book activities; - graded worksheets/work cards for counting, manipulating numbers, simple problems in context (word problems), etc.; - mathematics games like Ludo, dominoes, jigsaw puzzles; and - tasks that involve construction, sorting, patterning or measurement. The Mathematics period should also provide for supporting learners experiencing barriers to learning, enrichment activities for high flyers, assessment activities, etc. Both independent and small group focused lesson activities must be observed (practical, oral), marked and overseen (written recording) by the teacher as part of her informal and formal assessment activities. Close tracking of learners’ responses (verbal, oral, practical, written recording) in learning and teaching situations enables the teacher to do continuous assessment, monitor learners’ progress and plan support accordingly for learners experiencing barriers to learning. 2.7.2 Learners with barriers to learning Mathematics It is important for learners who experience barriers to learning Mathematics to be exposed to activity-based learning. Practical examples using concrete objects together with practical activities should be used for a longer time than with other learners, as moving to abstract work too soon may lead to frustration and regression. These learners may require and should be granted more time for: • completing assessment activities and tasks; • acquiring thinking skills (own strategies The number of activities to be completed should be adapted to the learner without compromising the concept and skills that are addressed. 2.7.3 Mental mathematics Mental mathematics plays a very important role in the curriculum. The number bonds and multiplication table facts that learners are expected to know or recall fairly quickly are listed for each grade. In addition, mental mathematics is used extensively to explore the higher number ranges through skip counting and by doing activities such as “up and down the number ladder”, e.g. the Grade 8 teacher might ask the following “chained” questions: “Start with 796. Make that 7 more. Yes, it is 803 Make that 5 less. Yes, it is 798. Make that 10 more … 2 more … 90 more … 5 less …” etc. These activities help learners to construct a mental number line. 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Mental mathematics therefore features strongly in both the counting and the number concept development sections relating to the topics Number and Patterns, and may also occur during Measurement and Data Handling activities. When doing mental mathematics, the teacher should never force learners to do mental calculations that they cannot handle — writing materials and/or counters should always be available for those learners who may need them. 2.8 Grade R The approach to learning Mathematics should be based on the principles of integration and play-based learning. The teacher should be pro-active, a mediator rather than a facilitator. A mediator makes the most of incidental learning opportunities that arise spontaneously during a range of child-centred activities such as free play in the fantasy corner or block construction site, sand and water play activities as well as teacher-guided activities that focus on mathematical concepts such as counting, number concept development, space and shape, patterns, time and other emergent mathematics activities. Colour is not in itself a mathematical concept, but can be used to promote the acquisition of mathematical concepts in activities such as sorting, grouping and classifying. All aspects of Grade R, including the classroom environment and teaching and learning practice, should promote the holistic development of the child. Development that is an integral part of emergent numeracy includes cognitive development (problem-solving, logical thought and reasoning), language development (the language of mathematics) and perceptual-motor as well as emotional and social development. All these aspects can be developed through stories, songs, rhymes, finger games and water play, educational toys including board games, construction and exploration activities (mass, time, capacity, measurement, etc.), imaginative play, outdoor play and “playground games”. Many kinds of games and play could include aspects of numeracy, for example measuring during cooking or counting during shopping. In other words, the acquisition of emergent mathematics and related mathematical concepts should, like all good teaching, adhere to the following learning principles where children move through three stages of learning, namely: • the kinaesthetic stage (experience concepts with the body and senses); • the concrete stage (3-D, using a variety of different objects such as blocks, bottle tops, twigs and other objects in the environment); and • paper and pencil representation (semi-concrete representations using drawings, matching cards etc). In the Grade R the timetable is called the daily programme (see Figure 1) and it comprises three main components, namely: • teacher-guided activities; • routines; and • child-initiated activities or free play. CAPS 15 MATHEMATICS GRADE R • ART ACTIVITY (every day: 1 MAIN + 2/3 supporting activities) • FREE PLAY INSIDE • TIDY UP INSIDE 30 min 10 min 20 min 36 min 50 min 60 min Toilet routine Language, Mathematics, Life Skills TEACHER-GUIDED ACTIVITY Language, Mathematics, Life Skills TEACHER-GUIDED ACTIVITY Language, Mathematics, Life Skills REFRESHMENTS: Language, Mathematics, Life Skills Free play outside and Tidy up ARRIVAL AND FREE PLAY Greeting Birthdays Register News Weather chart 30 min 30 min 10 min Rest/quiet time and departure STORY every day Toilet routine Language, Mathematics, Life Skills TEACHER-GUIDED ACTIVITY Language, Mathematics, Life Skills Mathematics, Languages Life Skills • Fantasy play • Role play • Construction play • Blocks • Educational Toys • Perceptual games • Puzzles • Book corner • Quiet time • Quiet area • Water play • Sand play • Role play • Balls • Swings • Wheel toys • Educational toys • Jungle gym • Tyres • Physical Education • Games MATHEMATICS • Activities designed from CAPS (mathematics) • Songs and music activities • Perceptual activities • Counting rhymes • Theme discussions • Science experiments • Free play • Routines LIFE SKILLS • Activities designed from CAPS (life skills) • Human movement activities • Songs and music • Poems and rhymes • Theme discussion • Birthdays • Routines • Free play LANGUAGES • Activities designed from CAPS (home language) • Stories • Dramatisation • Books/pictures • Picture reading • Picture discussions • Perceptual activities • Parent poster • Parent letter • News • Poems/rhymes • Music/songs/rhymes • Tapes • Theme discussions • Human movement activities • Routines • Free play Figure 1: Grade R daily programme (From ± 7:30 – 13:00) 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R The emphasis throughout should be on using these aspects of the daily programme to promote the acquisition of emergent numeracy in a fun and spontaneous context. For example, teacher-guided numeracy learning opportunities are offered during ring time. Most rings can be given a mathematical focus. The early morning ring when children are greeted and a roll-call is taken provides an opportunity for playing with numbers and, for example, counting. Other rings, such as the Mathematics ring, perceptual-motor rings, movement, music and science rings can also provide a Mathematics focus. Creative arts activities could also have a mathematical emphasis, for example, using geometric shapes such as circles and squares to make a collage or designing a pattern to frame a picture. The weather chart, calendar and birthday rings also provide opportunities for exploring mathematical concepts. It is the teacher’s knowledge and initiative that can maximise learning potential. • Routines, where children participate actively, such as snack time, arrival, home time and toilet routines, can also be given a Mathematics focus. Children wearing red, for example, go to the toilet first (colour and ordinal number), each child gets a plate and a sandwich (one-to-one correspondence), Thandi would like a second sandwich, David doesn’t want any more. What this amounts to is identifying and utilising a teachable moment, in other words, being a mediator of learning. • During free play the teacher can promote emergent mathematics through the appropriate structuring of the free-play area. Outdoor free play such as climbing on a wooden climbing frame or riding on the cycle track might promote the acquisition of key mathematical vocabulary such as up/down, bottom/top, fast/slow, high/ low, etc. Sand and water play will also enhance the understanding of concepts such as mass, volume and capacity. All these activities will also promote essential underpinning perceptual-motor skills, which become an inherent part of the successful acquisition in formal school of literacy and numeracy. Examples of these skills are: - developing an understanding of your position in space e.g. behind, in front, underneath or next to an object (this can, for example, be linked to place value in mathematics); and - directionality and laterality (this can be linked to number and letter formation and reading from left to right). The practice outlined above is illustrative of a Grade R approach that promotes problem-solving, logical thinking and reasoning, as well as education for citizenship because of its focus on co-operative learning and negotiation. By utilising teachable moments, a teacher can encourage children to reflect on their decisions and predict possibilities, e.g. whether they think a container being used in water play will hold more than another container. By making helpful suggestions and inviting a child to think about alternative positions and ways of problem-solving, a teacher can encourage children to think more deeply about an issue and find good reasons for the choices they make. In this way not only mathematical but also holistic development is addressed and critical premises underpinning CAPS are brought into play. Assessment practices in Grade R should be informal and children should not be subjected to a ‘test’ situation. For this reason assessment activities have not been included in the Grade R CAPS. Each activity used for assessment should be carefully planned so that it integrates a variety of skills. In Grade R most of the assessment takes place through observation, with the teacher recording the results of the assessment using a checklist. Thus, as the year progresses a full picture of each child, complete with challenges and strengths, is gradually built. This allows for challenges to be addressed and strengths to be maximised. A traditional, formal classroom-based learning programme that is tightly structured and ‘basics bound’ should be avoided, as it does not optimise numeracy acquisition for the Grade R child. Grade R should not be a ‘watered down’ CAPS 17 MATHEMATICS GRADE R Grade 1 class. It has its own unique characteristics based on how children in this age group make sense of their world and acquire the knowledge, skills, values and attitudes that will allow them to maximise the opportunities afforded in the formal learning years. 2.9 Recommended Resources for the Foundation Phase Mathematics classroom • Counters • Large dice • A big counting frame • A height chart • Big 1 – 100 and 101 – 200 number grid posters (100 – charts) • Different number lines (vertical and horizontal) • A set of Flard cards (expanding cards) • Play money — coins and notes • A calendar for the current year • A large analogue wall clock • A balance scale • Building blocks • Modelling clay • A variety of boxes of different shapes and sizes brought from home • A variety of plastic bottles and containers to describe and compare capacities • Good examples of a sphere (ball), a rectangular prism (box), cube, cone, pyramid and cylinder. The teacher can make this herself. • A number of plastic or cardboard squares, different rectangles, circles, different triangles all of different sizes • Mathematical games, e.g. Ludo, Snakes and Ladders, Jigsaw Puzzles, Dominoes, Tangrams etc. • Essential for Grades R and 1: - Areas for sand and water play - Apparatus for climbing, balancing, swinging and skipping - A play-shop with items to be bought with play-money - A variety of appropriate games such as ‘what’s in a square’? - Blocks 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Section 3: Content specification and clarification 3.1. Introduction In the General Education and Training band there are five content areas in Mathematics: • Numbers, Operations and Relationships • Patterns, Functions and Algebra • Space and Shape (Geometry) • Measurement • Data Handling Each content area is broken down into mathematical topics, for example in Space and Shape in the Foundation Phase one topic is two-dimensional shapes. Concepts and skills are specified within each topic. Section 3 of the Foundation Phase Mathematics specifies and clarifies the Mathematics content to be taught. 3.2. Specification of content to show progression The phase overview tables show the specification of concepts and skills and the progression from Grade R to 3. The grade overview tables show the progression of concepts and skills across the four terms of the year. However, in certain topics the concepts and skills are similar in two or three successive grades. The clarification of content will give guidelines on how progression should be addressed in these cases. The specification of content should therefore be read in conjunction with the clarification of content. The Foundation Phase overview shows progression of content areas; Numbers, Operations and Relationships, Patterns, Functions and Algebra, Space and Shape (Geometry), Measurement and Data Handling across Grades R to 3 as outlined in the tables below: CAPS 19 MATHEMATICS GRADE R FOUNDATION PHASE OVERVIEW 1. NUMBERS, OPERATIONS AND RELATIONSHIPS Progression in Numbers, Operations and Relationships • The main progression in Numbers, Operations and Relationships happens in three ways: - The number range increases. - Different kinds of numbers are introduced. - The calculation strategies change. • As the number range for doing calculations increases up to Grade 3, learners should develop more efficient strategies for calculations. • Contextual problems should take account of the number range for the grade as well as the calculation competencies of learners. . TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 NUMBER CONCEPT DEVELOPMENT: Count with whole numbers 1.1 Count objects Count concrete objects Estimate and count to at least 10 everyday objects reliably. Count concrete objects Estimate and count to at least 50 everyday objects reliably. Counting by grouping is encouraged. Count concrete objects Estimate and count to at least 200 everyday objects reliably. Counting by grouping is encouraged. Count concrete objects Estimate and counts to at least 1000 everyday objects reliably. Counting by grouping is encouraged. 1.2 Count forwards and backwards Count forwards and backwards in ones from 1 to 10; Use number rhymes and songs Count forwards and backwards in ones from any number between 0 and 100. Count forwards in: • 10s from any multiple of 10 between 0 and 100 • 5s from any multiple of 5 between 0 and 100 • 2s from any multiple of 2 between 0 and 100 Count forwards and backwards in: • 1s from any number between 0 and 200 • 10s from any multiple of 10 between 0 and 200 • 5s from any multiple of 5 between 0 and 200 • 2s from any multiple of 2 between 0 and 200 • 3s from any multiple of 3 between 0 and 200 • 4s from any multiple of 4 between 0 and 200 Counts forwards and backwards in: • 1s from any number between 0 and 1000 • 10s from any multiple of 10 between 0 and 1000 • 5s from any multiple of 5 between 0 and 1000 • 2s from any multiple of 2 between 0 and 1000 • 3s from any multiple of 3 between 0 and 1000 • 4s from any multiple of 4 between 0 and 1000 • in 20s, 25s, 50s, 100s to at least 1000 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 NUMBER CONCEPT DE VELOPMENT: Represent whole numbers Say and use number names in familiar context. 1.3 Number symbols and number names Recognise, identify and read numbers • Recognise, identify and read number symbols 1 to 10 • Recognise, identify and read number names 1 to 10 Recognise, identify and read number symbols • Recognise, identify and read number symbols 1 to 100 • Write number symbols 1 to 20 • Recognise, identify and read number names 1 to 10 • Write number names 1 to 10 Recognise, identify and read number • Recognise, identify and read number symbols 0 to 200 • Write number symbols 0 to 200 • Recognise, identify and read number names 0 to 100 • Write number names 0 to 100 Recognise, identify and read number • Recognise, identify and read number symbols 0 to 1 000 • Write number symbols 0 to 1 000 • Recognise, identify and read number names 0 to 1 000. • Write number names 0 to 1 000 NUMBER CONCEPT DE VELOPMENT: Describe, compare and order whole numbers 1.4 Describe, compare and order numbers Describe, compare and order collection of objects up to 10. • Describe whole numbers up to 10 • Compare which of two given collection of objects is big, small, smaller than, greater than, more than, less than, equal to, most, least, fewer up 10. • Order more than two given collections of objects from smallest to greatest up to 10 Describe, compare and order objects up to 20 • Describe and compare collections of objects according to most, least, the same as • Describe and order collections of objects from most to least and least to most CAPS 21 MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers 1.4 Describe, compare and order numbers Use ordinal numbers to show order, place or position Develop an awareness of ordinal numbers e.g. first, second, third up to sixth and last Describe, compare and order numbers to 20 • Describe and compare whole numbers according to smaller than, greater than and more than, less than, is equal to • Describe and order numbers from smallest to greatest and greatest to smallest Use ordinal numbers to show order, place or position Position objects in a line from first to tenth or first to last e.g. first, second, third … tenth Describe, compare and order numbers to 99 • Describe and compare whole numbers up to 99 using smaller than, greater than, more than, less than and equal to • Describe and order whole numbers up to 99 from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position Position objects in a line from first to twentieth or first to last e.g. first, second, third … twentieth Describe, compare and order numbers to 999 • Describe and compare whole numbers up to 999 using smaller than, greater than, more than, less than and equal to • Describe and order whole numbers up to 999 from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position Use, read and write ordinal numbers, including abbreviated form (1st, 2nd, 3rd up to 31st) NUMBER CONCEPT DEVELOPMENT: Place value 1.5 Place value Begin to recognise the place value of at least two-digit numbers to 20 • Decompose two-digit numbers into multiples of 10 and ones/units Recognise the place value of at least two-digit numbers to 99 • Decompose two-digit numbers up to 99 into multiples of 10 and ones/ units • Identify and state the value of each digit Recognise the place value of three￾digit numbers to 999 • Decompose three-digit numbers up to 999 into multiples of 100, multiples of 10 and ones/units • Identify and state the value of each digit 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 SOLVE PROBLEMS IN CONTEXT 1.6 Problem- solving techniques Use the following techniques up to 10: • concrete apparatus e.g. counters • physical number ladder Use the following techniques when solving problems and explain solutions to problems: • concrete apparatus e.g. counters • pictures to draw the story sum • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus Use the following techniques when solving problems and explain solutions to problems: • drawings or concrete apparatus e.g. counters • building up and breaking down of numbers • doubling and halving • number lines Use the following techniques when solving problems and explain solutions to problems: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens 1.7 Addition and subtraction Solve word problems (story sums) in context and explain own solution to problems involving addition and subtraction with answers up to 10. Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 20. Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 99. Solve word problems in context and explain own solution to problems involving addition and subtraction leading answers up to 999. 1.8 Repeated addition leading to multiplication Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 20 Solve word problems in context and explain own solution to problems using repeated addition and multiplication with answers up to 50. Solve word problems in context and explain own solution to problems using multiplication with answers up to 100 1.9 Grouping and sharing leading to division Solve and explain solutions to word problems in context (story sums) that involve equal sharing, grouping with whole numbers up to 10 and answers that may include remainders. Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 20 and with answers that may include remainders. Solves and explain solutions to practical problems that involve equal sharing and grouping up to 50 with answers that may include remainders. Solve and explain solutions to practical problems that involve equal sharing and grouping up to 100 with answers that may include remainders 1.10 Sharing leading to fractions Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions. CAPS 23 MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 SOLVE PROBLEMS IN CONTEXT 1.11 Money Develop an awareness of South African coins and bank notes • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5) and bank notes R10 and R20 • Solve money problems involving totals and change to R20 and in cents up to 20c • Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5) and bank notes R10, R20, R50 • Solve money problems involving totals and change to R99 and in cents up to 90c • Recognise and identify all the South African coins and bank notes • Solve money problems involving totals and change in rands or cents • Convert between rands and cents CONTEXT-FREE CALCULATIONS 1.12 Techniques (methods or strategies) Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines supported by concrete apparatus Use the following techniques when performing calculations: • drawings or concrete apparatus e.g. counters • building up and breaking down numbers • doubling and halving • number lines Use the following techniques when performing calculations: • building up and breaking down numbers • doubling and halving • number lines • rounding off in tens 1.13 Addition and subtraction Solve verbally stated addition and subtraction problems with solutions up to 10 • Add to 20 • Subtract from 20 • Use appropriate symbols (+, –, =, ) • Practise number bonds to 10 • Add to 99 • Subtract from 99 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 20 • Add to 999 • Subtract from 999 • Use appropriate symbols (+, –, =, ) • Practice number bonds to 30 1.14 Repeated addition leading to multiplication • Add the same number repeatedly to 20 • Use appropriate symbols (+, =, ) • Multiply numbers 1 to 10 by 2, 5, 3, and 4 to a total of 50 • Use appropriate symbols (+, x, =, ) • Multiply any number by 2, 3, 4, 5, 10 to a total of 100 • Use appropriate symbols (x, ) 1.15 Division • Divide numbers up to 100 by 2, 3, 4, 5, 10 • Use appropriate symbols (÷, =, ) 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 1.16 Mental mathematics Number concept: Range 10 Each activity commences with mental maths: • Counting everyday objects • Counting forwards and backwards • Ordinal counting • Clap hands many/few times • Which claps are most/least/more/ fewer • Which number comes before/after/ between Number concept: Range 20 • Name the number before and after a given number. • Order a given set of selected numbers • Compare numbers up to and say which is 1 and 2 more or less Number concept: Range 99 • Order a given set of selected numbers • Compare numbers up to 99 and say which is 1, 2, 3, 4, 5 and 10 more or less Number concept: Range 1000 • Order a given set of selected numbers • Compare numbers up to 1000 and say which is 1, 2, 3, 4, 5 and 10 more or less Rapidly recall: • Addition and subtraction facts to 10 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down Rapidly recall: • Addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 Calculation strategies Use calculation strategies to add and subtract efficiently: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction. Rapidly recall: • Recall addition and subtraction facts to 20 • Add or subtract multiples of 10 from 0 to 100 • Multiplication facts for the: - 2 times table with answers up to 20 - 10 times table with answers up to 100 • Division facts for numbers: - up to 20 divisible by 2 - up to 100 divisible by 10 Calculation strategies Use the following calculation strategies: • Put the larger number first in order to count on or count back • Number line • Doubling and halving • Building up and breaking down • Use the relationship between addition and subtraction • Use the relationship between multiplication and division. CAPS 25 MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 CONTEXT-FREE CALCULATIONS (cont.) 1.17 Fractions • Use and name unitary fractions in familiar contexts including halves, quarters, thirds and fifths • Recognise fractions in diagrammatic form • Write fractions as 1 half • Use and name unitary and non￾unitary fractions in familiar contexts including halves, quarters, eighths, thirds, sixths, fifths. • Recognise fractions in diagrammatic form • Begin to recognise that two halves or three thirds make one whole and that one half and two quarters are equivalent • Write fractions as 1 half, 2 thirds, 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R FOUNDATION PHASE OVERVIEW 2. PATTERNS, FUNCTIONS AND ALGEBRA Progression in Patterns, Functions and Algebra • In Patterns, Functions and Algebra, learners get opportunities to: - complete and extend patterns represented in different forms ; and - identify and describe patterns. • Describing patterns lays the basis for learners in the Intermediate Phase to describe rules for patterns. This in turn becomes more formalised in algebraic work in the Senior Phase. TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 2.1 Geometric patterns Copy and extend Copy and extend simple patterns using physical objects and drawings (e.g. using colours and shapes). Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • simple patterns made with drawings of lines, shapes or objects Create own patterns • with physical objects • by drawing lines, shapes or objects Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • complex patterns made with drawings of lines, shapes or objects Create and describe own patterns • with physical objects • by drawing lines, shapes or objects Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage Copy, extend and describe Copy, extend and describe in words • simple patterns made with physical objects • more complex patterns made with drawings of lines, shapes or objects Create and describe own patterns • with physical objects • by drawing lines, shapes or objects Patterns around us Identify, describe in words and copy geometric patterns • in nature • from modern everyday life • from our cultural heritage 2.2 Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 100 Create and describe own patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 200 Create and describe own patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 999 Create and describe own patterns CAPS 27 MATHEMATICS GRADE R FOUNDATION PHASE OVERVIEW 3. SPACE AND SHAPE (GEOMETRY) Progression in Space and Shape The main progression in Space and Shape is achieved by: • focussing on new properties and features of shapes and objects in each grade; and • moving from learning the language of position and matching different views of the same objects to reading and following directions on informal maps. TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 3.1 Position, orientation and views Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to. Position and directions Follow directions to move around the classroom Position and views • Recognise and match different views of the same everyday object Position and directions • Follow directions to move around the classroom • Follow instructions to place one object in relation to another, e.g. put the pencil behind the box Position and views • Recognise and match different views of the same everyday object. Position and directions • Follow directions to move around the classroom Position and views • Recognise and match different views of the same everyday object • Name an everyday object when shown an unusual view of it • Read, interpret and draw informal maps, or top views of a collection of objects • Find objects on maps Position and directions • Follow directions to move around the classroom and school • Give directions to move around the classroom and school • Follow directions from one place to another on an informal map 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 3.2 3-D objects Range of objects Recognise and name 3-D objects in the classroom • ball shapes, • box shapes Features of objects Describe, sort and compare 3-D objects in terms of: • size • colour • objects that roll • objects that slide Focussed activities • Use 3-D objects such as building blocks, recycling material etc, to construct composite objects e.g. towers, bridges etc Range of objects Recognise and name 3-D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) Features of objects Describe, sort and compare 3-D objects in terms of: • size • colour • objects that roll • objects that slide Focussed activities • Observe and build given 3-D objects using concrete materials such as building blocks, recycling material, construction kits Range of objects Recognise and name 3-D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) • cylinders Features of objects Describe, sort and compare 3-D objects in terms of: • size • objects that roll • objects that slide Focussed activities • Observe and build given 3-D objects using concrete materials such as cut-out 2-D shapes, building blocks, recycling material, construction kits, other 3-D geometric objects Range of objects Recognise and name 3-D objects in the classroom and in pictures • ball shapes (spheres) • box shapes (prisms) • cylinders • pyramids • cones Features of objects Describe, sort and compare 3-D objects in terms of: • 2-D shapes that make up the faces of 3-D objects • flat or curved surfaces Focussed activities • Observe and build given 3-D objects using concrete materials such as cut-out 2-D shapes, clay, toothpicks, straws, other 3-D geometric objects CAPS 29 MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 3.3 2-D shapes Recognise, identifies and names two-dimensional shapes in the classroom and in pictures, including: • Learners Symbols • Class name Range of shapes Recognise and name 2-D shapes • circles • triangles • squares Features of shapes Describe, sort and compare 2-D shapes in terms of: • size • colour • straight sides • round sides Range of shapes Recognise and name 2-D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • size • shape • straight sides • round sides Range of shapes Recognise and name 2-D shapes • circles • triangles • squares • rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: • shape • straight sides • round sides Draw shapes • circles • triangles • squares • rectangles 3.4 Symmetry Symmetry • Recognise symmetry in own body Symmetry • Recognise symmetry in own body. • Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes Symmetry • Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes Symmetry • Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes. • Determine line of symmetry through paper folding and reflection 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R FOUNDATION PHASE OVERVIEW 4. MEASUREMENT Progression in Measurement • The main progression in measurement across the grades is achieved by the introduction of: - new forms of measuring; - new measuring tools, starting with informal tools and moving to formal measuring instruments in Grades 2 and 3; - new measuring units, particularly in Grades 2 and 3. • Calculations and problem-solving with measurement should take cognisance of the number work that has already been covered. TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 4.1 Time Passing of time Talk about the passing of time • Talk about things that happen during the day and things that happen during the night • Learners sequence events that happen to them during the day • Order regular events from their own lives Passing of time Talk about the passing of time • Order regular events from their own lives • Compare lengths of time using language e.g. longer, shorter, faster, slower • Sequence events using language such as yesterday, today, tomorrow CAPS 31 MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 4.1 Time Telling the time • Describe when something happens using language e.g. morning, afternoon, night, early, late • Name and sequence days of week and months of year • Place birthdays on a calendar Telling the time • Name and sequence days of week and months of year • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in hours, half hours and quarter hours Calculate length of time and passing of time • Use calendars to calculate and describe lengths of time in: - days, - weeks • Use clocks to calculate length of time in: - hours - half hours Telling the time • Read dates on calendars • Place birthdays, religious festivals, public holidays, historical events, school events on a calendar • Tell 12-hour time in - hours - half hours - quarter hours - minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time • Use calendars to calculate and describe lengths of time in: - days - weeks - months • Converting between days and weeks • Converting between weeks and months • Use clocks to calculate length of time in: - hours - half hours - quarter hours 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 4.2 Length Informal measuring • Compare and order the length, height or width of two or more objects by placing them next to each other. Use language to talk about the comparison e.g. longer, shorter, taller, wider Informal measuring • Compare and order the length, height or width of two or more objects by placing them next to each other. Use language to talk about the comparison e.g. longer, shorter, taller, wider • Estimate, measure, compare, order and record length using non￾standard measures e.g. hand spans, paces, pencil lengths, counters • Describe the length of objects by counting and stating the length in informal units Informal measuring • Estimate, measure, compare, order and record length using non￾standard measures e.g. hand spans, paces, pencil lengths, counters • Describe the length of objects by counting and stating the length in informal units Introducing formal measuring Estimate, measure, compare order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length Informal measuring • Estimate, measure, compare, order and record length using non￾standard measures e.g. hand spans, paces, pencil lengths, counters • Describe the length of objects by counting and stating how many informal units long they are. Introducing formal measuring • Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length • Estimate and measure lengths in centimetres using a ruler (No conversions between metres and centimetres required) CAPS 33 MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 4.3 Mass Informal measuring • Compare and order the mass of two or more objects by feeling them or using a balancing scale • Use language to talk about comparison e.g. light, heavy, lighter, heavier Informal measuring • Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks • Describe the mass of objects by counting and stating the mass in informal units • Use language to talk about the comparison e.g. light, heavy, lighter, heavier Informal measuring • Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks. • Describe the mass of objects by counting and stating the mass in informal units • Use language to talk about comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated only in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour • Measure own mass in kilograms using a bathroom scale Informal measuring • Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks • Describe the mass of objects by counting and stating the mass in informal units • Use language to talk about comparison e.g. light, heavy, lighter, heavier Introducing formal measuring • Compare, order and record the mass of commercially packaged objects which have their mass stated in: - kilograms e.g. 2 kilograms of rice and 1 kilogram of flour - grams e.g. 500 grams of salt • Measure own mass in kilograms using a bathroom scale (No conversions between grams and kilograms are required) 4.4 Capacity/ Volume Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Compare and order the amount of liquid that two containers can hold if filled (capacity) • Use language to talk about comparison e.g. more than, less than, full, empty Informal measuring • Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary • Compare and order the amount of liquid that two containers can hold if filled (capacity). • Use language to talk about comparison e.g. more than, less than, full, empty • Estimate , measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups Informal measuring • Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups Informal measuring • Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 4.4 Capacity/ Volume • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint • Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups Introducing formal measuring • Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres • Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or stated in millilitres e.g. 500 millilitres of milk, 340 millilitres of cool drink, 750 millilitres of oil. • Know that a standard cup is 250 millilitres • Know that a standard teaspoon is 5 millilitres (No conversions between millilitres and litres required) 4.5 Perimeter and Area Perimeter Investigate the distance around 2-D shapes and 3-D objects using direct comparison or informal units. Area Investigate the area using tiling. CAPS 35 MATHEMATICS GRADE R FOUNDATION PHASE OVERVIEW 5. DATA HANDLING Progression in Data Handling • The main progression in Data Handling across the grades is achieved by: - moving from working with objects to working with data; and - working with new forms of data representation. • Learners should work through the full data cycle at least once a year – this involves collecting and organising data, representing data, analysing, interpreting and reporting data. • Some of the above aspects of data handling can also be dealt with as discrete activities. TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 5.1 Collect and sort objects Collect and organise objects Collect and sort everyday physical objects. Collect and organise objects Collect and sort everyday physical objects. 5.2 Represent sorted collection of objects Represent sorted collection of objects Draw a picture of collected objects. Represent sorted collection of objects Draw a picture of collected objects. 5.3 Discuss and report on sorted collection of objects Discuss and report on sorted collection of objects Answer questions about • how the collection was sorted • the drawing of the collection Discuss and report on sorted collection of objects • Give reasons for how collection was sorted; • Answer questions about - how the sorting was done (process) - what the sorted collection looks like (product) • Describe the collection and/drawing • Explain how the collection was sorted 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 5.4 Collect and organise data Collect and organise data • Collect data about the class or school to answer questions posed by the teacher Collect and organise data • Collect data about the class or school to answer questions posed by the teacher Collect and organise data • Collect data about the class or school to answer questions posed by the teacher • Organise data supplied by teacher or workbook/textbook • Organise data in - lists - tally marks - tables 5.5 Represent data Represent data • Represent data in pictograph • Limited to pictographs with one-to-one correspondence Represent data • Represent data in pictograph • Limited to pictographs with one-to-one correspondence Represent data • Represent data in - pictograph (limited to pictographs with one-to-one correspondence) - bar graphs 5.6 Analyse and Interpret data Analyse and interpret data Answer questions about data in pictograph • limited to pictographs with one-to-one correspondence Analyse and interpret data Answer questions about data in pictograph • limited to pictographs with one-to-one correspondence Analyse and interpret data Answer questions about data presented in • pictographs(limited to pictographs with one-to-one correspondence) • bar graphs CAPS 37 MATHEMATICS GRADE R 3.3 Clarification of content In this content clarification section, teachers are provided with: • the Grade R to 3 term overview; • suggested sequencing of topics into terms: not all aspects of all topics are taught in each term; some aspects of some topics need to be taught before other aspects of those topics; • suggested pacing of topics over the year. Just as some content areas require more time than others, so some topics require more time than others; and • clarification notes and teaching guidelines with examples where appropriate. Each content area has been broken down into topics. All content areas must be taught every term. The sequencing of topics into terms gives an idea of how topics can be spread and revised throughout the year. It is not necessary to teach all the topics in Space and Shape, Measurement and Data Handling every term. However, all topics must be taught during the year. In Section 2 (paragraph 2.6) a weighting of content areas is provided. When this is combined with the hours available in the year one can calculate notional hours for each content area. Teachers may choose to sequence (or order) and pace the content differently from the recommendations in this chapter. Teachers may also change the suggested amounts of time allocated to topics slightly. However, cognisance should be taken of the relative weighting and notional hours of the content areas for Foundation Phase Mathematics. • Grade R Mathematics is in the form of emergent mathematics and is therefore not broken up into lesson times. The Grade R teacher should weave the mathematics into the learner’ daily activities although time should be set aside during the day when the teacher focuses exclusively on a mathematical activity, otherwise the learners will not become aware of and develop the desired mathematical concepts and skills. • Time for Grades 1 – 3 has been allocated in the following way: - Seven hours are to be used for Mathematics per week (10 weeks x 4 terms x 7 hours = 280 hours per year) - Every Mathematics lesson should be 1hour 24 minutes per day for Grades 1 to 3. - This then means that there are four terms of 10 weeks with five daily (Monday to Friday) lessons per week. - Allow a week for orientation and consolidation at the start of each term, since young children tend to forget a lot of content during the holidays and they also get out of the rhythm of schooling. Allow a week at the end of each term for consolidation of concepts. This gives 8 x 4 x 5 = 160 lessons. 3.4 Sequencing and pacing of content The following tables are provided for each grade in Grade R-3: • Pacing of topics for the year (shows the spread of topics across terms and recommends the amount of time to spend on each topic of each Content Area) • Sequencing of topics for the year (shows how topics have been allocated to the terms and the progression of content and skills across the terms) 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R • Clarification notes per topic – these tables provide content clarification and teaching guidelines for each topic as sequenced across terms. Lesson Planning – Topic Allocation per Term Number is the most important topic in Foundation Phase Mathematics. Most of the time each week, term and year is focused on Numbers, Operations and Relationships. On average three or more Mathematics lessons in each week should focus on Numbers, Operations and Relationships. The remaining time is split among the other content areas. Space and Shape and Measurement require more time and attention than Data Handling and Patterns, Functions and Algebra. The tables below give an indication of how many lessons to allocate to each content area and topic for each grade in Patterns, Functions and Algebra, Space and Shape, Measurement and Data Handling: • Grade R allocation of content areas and topics in lessons As Grade R Mathematics is in the form of emergent mathematics and therefore the following suggested time allocation provides for both the focused mathematical episodes and the interwoven, informal activities. This is to ensure comprehensive coverage of all the content available. Emergent mathematics activities may be to count the number of plates and mugs to put out for their snack, counting games played outside, indoor games such as dominoes and jigsaw puzzles, etc. The teacher has to organise all the activities according to her learners’ needs and the resources available in her classroom. Space and Shape is an important part of the young learner’s mathematical development, and should be spread out over the week, with some focused episodes under the guidance of the teacher, and many opportunities for construction, sand and water play by the learners. Measurement should be incorporated in counting activities, e.g. estimation and counting when measuring distances with hands, feet and steps. The attendance register and weather chart give ample opportunity for working with Data Handling. CAPS 39 MATHEMATICS GRADE R Table 3.1: Time allocation per content area per week Content Area Topics Suggested Time Numbers, Operations and Relationships Counting Number Recognition Identify and describe whole numbers Number sense Solving problems 120 minutes Patterns , Functions and Algebra Copy, extend and create own patterns 80 minutes Space and Shape (Geometry) Recognise, identify and name 2-D shapes/pictures Geometric shapes Build 3-D objects using concrete materials Spatial Relations Directionality 80 minutes Measurement Time Length Mass Capacity 80 minutes Data Handling Collect, sort, draw, read and represent data 60 minutes TOTAL 420 minutes (7 hours per week) • Allocation of content areas and topics in lessons for Grades 1 to 3 On average three lessons (i.e. between 4 and 41 2 hours) a week are spent on Numbers, Operations and Relationships in Grades 1, 2 and 3. The remaining two lessons (i.e. between 21 2 and 3 hours) are split among the topics of the other content areas in the manner recommended below. Table 3.2: Recommended number of lessons per content area per term for Grade 1 CONTENT AREA TOPIC Number of Lessons Term 1 Term 2 Term 3 Term 4 Total Numbers, Operations and Relationships All topics of Numbers, Operations and Relationships 22 30 28 25 105 Patterns, Functions and Algebra Number patterns 3 3 3 3 12 Geometric patterns 1 1 1 1 4 Space and Shape (Geometry) 2-D shapes 3 3 6 3-D objects 3 2 1 6 Position, orientation and views 2 1 3 Symmetry 1 1 2 Measurement Time 2 2 Length 2 2 4 Mass 2 2 4 Capacity/Volume 1 2 1 4 Data Handling Collecting, sorting, representing and analysing objects 2 1 3 Whole data cycle 3 3 Sections of data cycle 2 2 Total Lessons 40 40 40 40 160 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Table 3.3: Recommended number of lessons per content area per term for Grade 2 Content area Topic Number of Lessons Term 1 Term 2 Term 3 Term 4 Total Numbers, Operations and Relationships All topics of Numbers, Operations and Relationships 24 25 24 26 99 Patterns, Functions and Algebra Number patterns 3 3 3 3 12 Geometric patterns 1 1 1 1 4 Space and Shape (Geometry) 2-D shapes 3 3 6 3-D shapes 3 2 1 6 Position, orientation and views 2 1 3 Symmetry 1 1 2 Measurement Time 3 1 3 1 8 Length 3 1 4 Mass 3 1 4 Capacity/Volume 3 1 4 Data Handling Whole data cycle 3 3 6 Sections of data cycle 1 1 2 Total Lessons 40 40 40 40 160 Table 3.4: Recommended number of lessons per content area per term for Grade 3 Content area Topic Number of Lessons Term 1 Term 2 Term 3 Term 4 Total Numbers, Operations and Relationships All topics of Numbers, Operations and Relationships 26 22 19 27 94 Patterns, Functions and Algebra Number patterns 3 3 3 3 12 Geometric patterns 1 1 1 1 4 Space and Shape (Geometry) 2-D shapes 2 2 4 3-D shapes 3 3 1 7 Position, orientation and views 2 3 5 Symmetry 2 1 3 Measurement Time 3 2 3 2 10 Length 2 2 4 Mass 2 1 3 Capacity/Volume 2 1 3 Perimeter 1 1 Area 2 2 Data Handling Whole data cycle 3 3 6 Sections of data cycle 1 1 2 Total Lessons 40 40 40 40 160 CAPS 41 MATHEMATICS GRADE R • Grade R overview per term GRADE R OVERVIEW 1. NUMBERS, OPERATIONS AND RELATIONSHIPS COUNTING TOPICS TERM 1 TERM 2 TERM 3 TERM 4 1.1 Count objects (Estimate and count objects to develop number concept) Number range: 1 to 5 • One-to-one correspondence Introduce the Helper’s Chart and the sequence in which refreshments are served • Count in ones - Concrete apparatus - Body parts - Clapping hands - Stamping feet - Climbing steps • Rote counting using number rhymes and songs Number range: 1 to 7 • One-to-one correspondence Reinforce Helper’s Chart on a daily basis • Count in ones - Concrete apparatus - Body parts - Clapping hands - Stamping feet - Climbing steps • Rote counting using number rhymes and songs • Clap many times / fewer times Number range: 1 to 10 • One-to-one correspondence Reinforce Helper’s Chart on a daily basis • Count in ones - Concrete apparatus - Body parts - Clapping hands - Stamping feet - Climbing steps • Rote counting using number rhymes and songs • Clap many times / fewer times: which number of claps are more/ less, most/least Number range: 0 to 10 • One-to-one correspondence Reinforce Helper’s Chart on a daily basis • Count in ones - Concrete apparatus - Body parts - Clapping hands - Stamping feet - Climbing steps • Rote counting: number rhymes and songs • Clap many times / fewer times: which number of claps are more/ less, most/least 1.2 Count forwards and backwards Number range: 1 Incidental counting using number rhymes and songs, counters, 3-D objects, counting with body movements. Count in: • ones Number range: 1 to 4 Incidental counting using number rhymes and songs, counters, 3-D objects, counting with body movements. Count in: • ones Number range: 1 to 7 Incidental counting using number rhymes and songs, counters, 3-D objects, counting with body movements and number ladder. Count in: • ones Number range: 0 to 10 Incidental counting using number rhymes and songs, counters, 3-D objects, counting with body movements and number ladder. Count in: • ones • two’s 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPICS TERM 1 TERM 2 TERM 3 TERM 4 1.3 Number symbols and number names (Recognise and identify number symbols and recognise number names) Number range: • Number symbols: 1 • Number names: one - Kinaesthetic (experience with body) - Concrete with 3-D objects that involve the number 1. - Semi-concrete with picture cards that involve the number 1. - Semi-concrete with dots cards that involve the numbers 1. • Reinforce the knowledge gained that involves the number 1. Number range: • Number symbols: 2 to 4 • Number names: two, three, four. - Kinaesthetic (experience with body) - Concrete with 3-D objects that involve the numbers 2, 3 and 4. - Semi-concrete with picture cards that involve the numbers 2, 3 and 4. - Semi-concrete with dots cards that involve the numbers 2, 3 and 4. • Reinforce the knowledge gained that involve the numbers 1 to 4. Number range: • Number symbols: 5 to 7 • Number names: five, six, seven - Kinaesthetic (experience with body) - Concrete with 3-D objects that involve the numbers 5, 6 and 7. - Semi-concrete with picture cards that involve numbers 5, 6 and 7. - Semi-concrete with dots cards that involve numbers 5, 6 and 7. • Reinforce the knowledge gained that involves the numbers 1 to 7. Number range: • Number symbols: 0 to 10 • Number names: zero (naught), eight, nine, ten - Kinaesthetic (experience with body) - Concrete with 3-D objects that involve the numbers 0, 8, 9 and 10. - Semi-concrete with picture cards that involve the numbers 0, 8, 9 and 10. - Semi-concrete with dots cards that involve the numbers 0, 8, 9 and 10. • Reinforce the knowledge gained that involves the numbers 0 to 10 CAPS 43 MATHEMATICS GRADE R TOPICS TERM 1 TERM 2 TERM 3 TERM 4 NUMBER RECOGNITION 1.4 Describe, compare and order numbers (Use numbers in familiar contexts) Use numbers in familiar contexts • Learner should know his/her age • Completion of the daily attendance register. Make use of a variety of ways to take the daily attendance register e.g. - Is the learner with the ice-cream symbol/picture here today? - Is the learner with the name Sipho here today? - Is the learner with the name Sipho and surname Matlhola here today? • Identify numbers in pictures and dot cards • Play number card games Use numbers in familiar contexts • Learner should know his/her house number and address • Reinforce the use of numbers through completion of the daily attendance register as in first term e.g. - Is the learner that lives in house number 123 here today? - Is the learner living in 123 Wendy Street here today? - Is the learner with the telephone/ cell number 082 1234567 here today? • Identify numbers in pictures and dot cards • Play number card games • Identify numbers in adverts/flyers, old birthday cards etc. Use numbers in familiar contexts • Learner should now his/her home telephone number and/or cell number (contact number of parent). • Reinforce the use of numbers through completion of the daily attendance register as in first term e.g. is the learner celebrating his/ her birthday on the 16 of March here today? etc. • Identify numbers in pictures and dot cards • Play number card games • Identify numbers in adverts/flyers, old birthday cards etc Use numbers in familiar contexts • Reinforce knowledge regarding age, house number, address, home telephone/cell number. (contact number) • Reinforce the use of numbers through completion of the daily attendance register as in first term e.g. How many learners are absent today? How can we find out? The children discuss this amongst themselves. - Guess; - Count empty lockers; - Count empty chairs etc. • Identify numbers in pictures and dot cards • Play number card games • Identify numbers in adverts/flyers, old birthday cards etc • Identify numbers in magazines 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPICS TERM 1 TERM 2 TERM 3 TERM 4 NUMBER SENSE (RELATIONSHIPS) 1.4 Describe, compare and order numbers (Identify and describe whole numbers) Compares which of two given collections of objects are: a) Big and small b) Bigger and smaller c) Smallest and biggest Compares which of two given collections of objects are: a) more than b) less than c) Is equal to (the same) Number range: 1 Identify and describes whole numbers up to 1. Number range: 1 to 5 • Identify and describes whole numbers 2, 3 and 4 • Reinforce numbers 1 to 4 Number range: 1 to 7 • Identify and describes whole numbers 5, 6 and 7 • Reinforce numbers 1 to 7 Number range: 0 to 10 • Identify and describes whole numbers 8, 9, 10 and 0 • Reinforce numbers 0 to 10 Compares which of two given collections of objects are: • Big and small • Bigger and smaller • Biggest and smallest (Introduce the concept) • Orders more than two given collections of objects from smallest to biggest and biggest to smallest • Many and fewer e.g. incidental clapping • More than, less than, equal to • Many and fewer e.g. incidental clapping • More than, less than, equal to • Many and fewer e.g. incidental clapping. Ask question which was most/least. • More than, less than, equal to • Many and fewer e.g. incidental clapping. Ask question which was most/least. CAPS 45 MATHEMATICS GRADE R TOPICS TERM 1 TERM 2 TERM 3 TERM 4 Ordinal numbers Incidentally develop an awareness of ordinal numbers e.g. first, second, third…last, next. • Introduce during: Refreshment/ Snack Routine and Toilet Routine￾1st, 2nd, last, next Incidentally develop an awareness of ordinal numbers e.g. first, second, third, fourth…last, next. • Reinforce ordinal numbers incidentally through the daily toilet routine • Apply during Life Skills Physical development activities as well. • Also during creative art activities (where appropriate) Incidentally develop an awareness of ordinal numbers e.g. first, second, third, fourth, fifth, last, next. • Reinforce ordinal numbers incidentally through the daily toilet routine • Apply during Life Skills Physical development activities as well. Incidentally develop an awareness of ordinal numbers e.g. first, second, third, fourth, fifth, sixth, last, next. • Introduce ordinal numbers - first, second, third, up to sixth • Reinforce ordinal numbers incidentally through the daily toilet routine • Apply during Life Skills Physical development activities as well. SOLVE PROBLEMS IN CONTEXT USING THE FOLLOWING TECHNIQUES: 1.6 Problem solving techniques (Uses the following techniques and strategies) Uses the following techniques • concrete apparatus e.g. counters Uses the following techniques • concrete apparatus e.g. counters Uses the following techniques • concrete apparatus e.g. counters • physical number ladder Uses the following techniques • concrete apparatus e.g. counters • physical number ladder 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPICS TERM 1 TERM 2 TERM 3 TERM 4 1.7 Addition and subtraction (Orally solve word problems [story sums] and explains own solution to problems involving: a)Addition and subtraction with answers up to 10) 1.9 Grouping and sharing leading to division (equal sharing and grouping with whole numbers up to10 with answers that include emainders). • Use counters and orally solve problems that involve the numbers 2, 3 and 4. • Reinforce the solving of problems that involve numbers 1 to 4 • Use counters and orally solve problems that involve the numbers 5, 6 and 7. • Reinforce the solving of problems that involve numbers 1 to 7 • Use counters and orally solve problems that involve the numbers 8, 9. 10 and 0. • Reinforce the solving of problems that involve numbers 1 to 10 CAPS 47 MATHEMATICS GRADE R TOPICS TERM 1 TERM 2 TERM 3 TERM 4 1.11 Money Money • Develop an awareness of South African coins. 20c, 50c, R1, R2, R5 • Identify colour and which animal appears on each coin • Identify similarities and differences between coins e.g. Sort play money according colour and size. • Provide play money in the home corner Money • Develop an awareness of South African bank notes. R10, R20, R50, R100, R200, • Identify similarities and differences between notes e.g. Sort play money according colour and size. • Provide play money in the house corner Money • Provide play money in the house corner CALCULATE USING: 1.13 Addition and subtraction (Solves orally stated addition and subtraction problems with solutions up to 10) Orally solves addition and subtraction problems with answers up to 4. Orally solves addition and subtraction problems with answers up to 7. Orally solves addition and subtraction problems with answers up to 10. 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R • Problem Types for Grade R The problems posed to Grade R learners should initially involve only objects that are present in the classroom, e.g. counters, children, shoes, but not, for example, sweets, rabbits, flowers, etc. Not all young children can pretend that counters or fingers are rabbits — they need the objects themselves. Only in the second half of the year may the teacher use pictures. The concrete objects should still be retained – the pictures are an addition NOT a replacement for the concrete objects. Twigs could be used if the teacher lacks resources The following problems illustrate the problems types, and should be adjusted by the teacher to suit the level of her learners’ understanding. Grouping Here are 8 cookies. (Teacher packs out 8 counters, or shows a picture of 8 cookies.) Teddy gets 2 cookies every day. For how many days can he get cookies? Sharing There are 6 cookies. (Teacher packs out 6 counters, or shows a picture of 6 cookies.) The 3 teddies must share the cookies so that they all get the same number of cookies. How many cookies can each teddy get? Addition, subtraction, repeated addition How many eyes do 2 children have? How many ears do 4 children have? How many fingers on one hand? How many fingers on 2 hands? Linda has 6 counters. She gives 2 counters to Ben. How many counters does she have now? Teachers should mix the problem types from day to day. They should also gradually increase the sizes of the numbers they use in the problems, and not simply assume that their learners cannot cope with bigger numbers. CAPS 49 MATHEMATICS GRADE R GRADE R OVERVIEW 2. PATTERNS, FUNCTIONS AND ALGEBRA TOPICS TERM 1 TERM 2 TERM 3 TERM 4 2.1 Geometric patterns (Copy and extend simple repeating patterns using physical objects and drawings) (Creates own repeating patterns) • Identify patterns in clothes, objects, and environment • Copy and complete patterns. • Copy patterns using body percussion • Copy, complete and create own pattern • Copy , extend and create own patterns • Copy a given pattern using coins • Copy, extend and create own pattern with pictures • Copy , extend and create own auditory patterns • Copy a noise pattern • Play a game “hop scotch” pattern 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R GRADE R OVERVIEW 3. SPACE AND SHAPE (GEOMETRY) TOPIC TERM 1 TERM 2 TERM 3 TERM 4 3.1 Position, orientation and views Describes one 3-D object in relation to another ( e.g. ‘in front and behind) Spatial Relationships The position of two or more objects in relation to the learner • In front of and behind • On, on top, under and below • In and out • Up and down • next to and between Outdoor play is important. The jungle gym can be used to reinforce, for example: • Maths concepts • Creative art • Physical development Spatial Relationships The position of two or more objects in relation to the learner • On and under The position of two or more objects in relation to each other and to one another • In front of and behind • On, on top, under, bottom and below • Next to • Middle • Left and right • Pegboard work Describe objects from different perspectives, e.g. a doll, house from the front, the back, the sided depending on where you stand Spatial Relationships The position of two or more objects in relation to the learner • In front of and behind • On top, under or below • Top and bottom • Next to, between and middle • Left and right The position of two or more objects in relation to one another • Pegboard work • In front of and behind • On top, under or below • Top and bottom • Next to, between and middle • Left and right Follows directions (alone and/or as a member of a group or team) to move/place self within a specific space (directionality) • Directionality - forwards/ backwards • Games such as tracking the train • Obstacle course-following a direction • Physical education and music activities • Forward/ backwards • Arrow Chart • Forwards and backwards • Up and down, • Upwards and downwards • Left and right • Where does the sound come from? CAPS 51 MATHEMATICS GRADE R TOPIC TERM 1 TERM 2 TERM 3 TERM 4 3.2 3-D objects (Recognise, identifies and names three dimensional objects in the classroom: a) balls b) boxes • balls: Introduce and explore balls • boxes : Introduce and explore boxes 3.2 3-D objects Describes, sorts and compares 3-D objects and 2-D shapes according to: a) Size (big/small) b) Colour (red, blue, yellow, green,) c) Shape (circle, triangle, square rectangle) d) objects that roll e) objects that slide • Introduce Tidy-up Chart (sorting toys) • Size: Sort 3-D objects according to size • Colour: Sort 3-D objects and 2-D shapes according to Primary colours • Shape: Sort 3-D objects and 2-D shapes according to shapes • Objects that roll - Identify and explore objects that roll - Reinforce objects that roll • Objects that slide - Identify and explore objects that slide - Recognise and explore objects that can slide and roll • Sort according to similarities and differences • Size: Sort 3-D objects according to size • Colour: Identify and sort counters according to the colours red, blue, yellow, and green • Shape: Sort 3-D objects and 2-D shapes according to shapes • Size: Sort 3-D objects according to size • Colour: Sort 3-D objects and 2-D shapes according to colours • Shape: Sort 3-D objects and 2-D shapes according to shapes • Size: Sort 3-D objects according to size • Colour: Sort 3-D objects and 2-D shapes according to colours • Shape: Sort 3-D objects and 2-D shapes according to shapes 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPIC TERM 1 TERM 2 TERM 3 TERM 4 Builds 3-D objects using concrete materials (e.g. building blocks) Ongoing • Provide building blocks and construction materials during free play inside on a daily basis • Explore with Building blocks Ongoing • Provide building blocks and construction materials during free play inside on a daily basis • Explore with Building blocks Ongoing. • Provide building blocks and construction materials during free play inside on a daily basis • Let learners build own construction by copying from a given construction example • Copy the same construction from a design or picture card • Reinforce copying the same construction from a design or picture card Ongoing • Provide building blocks and construction materials during free play inside on a daily basis • Ongoing during free play inside 3.3 2-D shapes Recognise, identifies and names two￾dimensional shapes in the classroom and in pictures, including: a) Learners Symbols b) Class name How to build puzzles Minimum: a) (Term 1: 6 pieces) b) (Term 2: 12 pieces) c) (Term 3: 18 pieces) d) (Term 4: 24 pieces) • Allow each learner to choose own symbol card the first day • Display only the learner’s symbol/ photo the first 3 months of the year • Introducing the class name e.g. by using a picture – the “Teddy Bear” class. • Label on classroom door with teachers name • Label indicating Grade R class Puzzles • Introduce puzzles and give guidance on how to build them. • Discuss the puzzle picture with special attention to detail such as colour, people/animals, objects, position of people/animals and objects • Learners should be able to at least complete a 6-piece puzzle at the end of term 1. Display the learner’s symbol/photo and learner’s name the next 3 months. Ongoing Puzzles (Ongoing) • Provide a variety of puzzles during free play inside on a daily basis • Learners should be able to at least complete a 12-piece puzzle at the end of term 2. • Make and complete own 4- piece puzzle Display only the learner’s name on a label the last 6 months of the year Ongoing Puzzles (Ongoing) • Provide a variety of puzzles during free play inside on a daily basis • Learners should be able to at least complete a 18 piece puzzle at the end of term 3. • Make and complete own 5-piece puzzle Display the learner’s name on a label the last 6 months of the year. Ongoing Puzzles (Ongoing) • Provide a variety of puzzles during free play inside on a daily basis • Learners should be able to at least complete a 24-piece puzzle at the end of term 4. CAPS 53 MATHEMATICS GRADE R TOPIC TERM 1 TERM 2 TERM 3 TERM 4 3.3 2-D shapes Figure-ground Perception Geometric shapes a) circle b) triangle c) square d) rectangle e) Conservation of shapes (Form constancy) • Introduce figure- ground perception (Identify objects- “I spy with my little eye”) • Introduce a circle • Introduce a triangle • Introduce a square • Reinforce figure- ground perception through sorting activities, matching and grouping activities and tidy up routine. • Reinforce the triangle • Shape Conservation (form constancy of triangle) • Reinforce figure- ground perception through sorting activities, matching and grouping activities and tidy up routine. • Reinforce the square • Shape Conservation (form constancy of shapes learnt up to date) • Reinforce figure- ground perception through sorting activities, matching and grouping activities and tidy up routine. • Reinforce circle, triangle, square and rectangle • Shape Conservation (Form constancy of shapes learnt up to date) 3.4 Symmetry (Recognises line of symmetry in self, and own environment) • Identify body parts (Under counting) • Head, eyes, nose, mouth, chin, neck, shoulders, arm, hand, fingers, chest, leg, knee, foot, toes • One’s body has two sides • Reinforce the awareness that one’s body has two sides e.g. “the one side” and “the other side” leading to “left and right” • Crossing the midline incorporated with counting. Above to be done during physical development • Using Rhymes and Songs • during Creative Art • Crossing the midline - performing actions • Apply crossing of the midline during Life Skills (Physical Development) • Rhymes and Songs • Creative Art activities • Crossing the midline – chalkboard activities • Apply crossing of the midline during Life Skills (Physical Development) • Develop the awareness that there is symmetry in objects • Apply crossing of the midline during Life Skills (Physical Development) 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R GRADE R OVERVIEW 4. MEASUREMENT TOPIC TERM 1 TERM 2 TERM 3 TERM 4 4.1 Time: Describes the time of day in terms of day or night. Sequence recurring events in own daily life. a) Daily Programme b) Weather Chart • Introduce both the concepts “day and night” and ”light /dark’’ • Morning, afternoon, tonight - (incidental learning during daily programme and weather chart • Introduce the Daily programme - Learners experience the sequencing of events during a day. - Pictures are displayed from left to right developing reading direction - The leader of the day moves a movable arrow as the activities on the daily programme progress. • Daily Programme (ongoing) - Reinforce the sequencing of recurring events in one day through the Daily programme • Daily Programme (ongoing) - Reinforce the sequencing of recurring events in one day through the Daily programme • Daily Programme (ongoing) - Reinforce the sequencing of recurring events in one day through the Daily programme • Introduce the Weather Chart (daily) - The teacher guides learners to determine the name of the day, date and month with song and rhyme, flash cards and displays labels and symbols on a calendar representing a week. - Develop an awareness of the time concept. - Indicate birthdays, outing, special days, holidays during the week - Sequencing months of the year through a song • Weather chart (daily) - The teacher guides learners to determine the name of the day, date and month with flash cards and displays labels and symbols on a weekly calendar. • Weather chart ( daily) - The learners determine the name of the day, date and month with flash cards and displays labels and symbols on a weekly calendar. • Weather chart (daily) - The learners determine the name of the day, date and month with flash cards and displays labels and symbols on a weekly calendar. CAPS 55 MATHEMATICS GRADE R TOPIC TERM 1 TERM 2 TERM 3 TERM 4 4.1 Time: Sequence recurring events in own daily life. c) Days of the week d) Seasons Chart • Days of the Week - Teacher teaches learners a song or a rhyme about the days of the week. Repeat every day as weather chart is discussed. - Sequencing days of the week using a song • Seasons chart - Introduce the chart showing the four seasons indicating: o Summer o Autumn o Winter o Spring • Days of the Week (Ongoing) - Teacher teaches learners a song or a rhyme about the days of the week. Repeat every day as weather chart is discussed. • Seasons chart - The arrow indicating the present season is moved as the seasons change - The first day after the school holiday the teacher should ask learners what they did during holidays - Develop an awareness of what the learner does from the time he/she wakes up until going to school. - Develop an awareness of what happens between suppertime and bedtime. • Days of the Week (Ongoing) • Seasons chart - The arrow indicating the present season is moved as the seasons change - The first day after the school holiday the teacher should ask learners what they did during holidays • Days of the Week (Ongoing) • Seasons chart - The arrow indicating the present season is moved as the seasons change - The first day after the school holiday the teacher should ask learners what they did during holidays Introduce Birthday Chart • Introduce the Birthday Chart • Learners should know their age • Develop an awareness of reading direction • Learners should know their own birth date (day and month) • Continuous whenever a learner has a birthday • Ongoing • Continuous whenever a learner has a birthday • Ongoing • Continuous whenever a learner has a birthday • Ongoing GRADE R OVERVIEW 4. MEASUREMENT TOPIC TERM 1 TERM 2 TERM 3 TERM 4 4.1 Time: Describes the time of day in terms of day or night. Sequence recurring events in own daily life. a) Daily Programme b) Weather Chart • Introduce both the concepts “day and night” and ”light /dark’’ • Morning, afternoon, tonight - (incidental learning during daily programme and weather chart • Introduce the Daily programme - Learners experience the sequencing of events during a day. - Pictures are displayed from left to right developing reading direction - The leader of the day moves a movable arrow as the activities on the daily programme progress. • Daily Programme (ongoing) - Reinforce the sequencing of recurring events in one day through the Daily programme • Daily Programme (ongoing) - Reinforce the sequencing of recurring events in one day through the Daily programme • Daily Programme (ongoing) - Reinforce the sequencing of recurring events in one day through the Daily programme • Introduce the Weather Chart (daily) - The teacher guides learners to determine the name of the day, date and month with song and rhyme, flash cards and displays labels and symbols on a calendar representing a week. - Develop an awareness of the time concept. - Indicate birthdays, outing, special days, holidays during the week - Sequencing months of the year through a song • Weather chart (daily) - The teacher guides learners to determine the name of the day, date and month with flash cards and displays labels and symbols on a weekly calendar. • Weather chart ( daily) - The learners determine the name of the day, date and month with flash cards and displays labels and symbols on a weekly calendar. • Weather chart (daily) - The learners determine the name of the day, date and month with flash cards and displays labels and symbols on a weekly calendar. 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TOPIC TERM 1 TERM 2 TERM 3 TERM 4 4.2 Length Concretely compare and order objects using appropriate vocabulary to describe length • Introduce Height Chart - Measure with hands (Visual and incidental) - Measure with Footprints (Visual and incidental) - Measure with tape measure (Visual and incidental) - long, short, - longer, shorter, - tall, taller/ tallest (visual) - estimate Length • Long and short, tall, taller and tallest (visual) • Introduce the concept of length • Height chart with hands/feet Length • Longest and shortest, longer and shorter (explore length) • Reinforce the concept of length • Learners discover whether they have grown since the last term (Learners can compare their heights against something in the class, e.g., cupboard) Length • Estimate the length of different objects • Estimate and measure the length of different objects using feet, hands, a piece of string, a stick etc. Length • Measure the height of the learners with a tape measure (Replace hands with tape measure) CAPS 57 MATHEMATICS GRADE R TOPIC TERM 1 TERM 2 TERM 3 TERM 4 4.3 Mass Works concretely comparing and ordering objects using appropriate vocabulary to describe the following: a) Light, heavy b) Lighter, heavier c) Continuous during water and sand play Mass • Introduce the concept of mass by comparing the masses of different objects e.g. - light/heavy - lighter/heavier • Reinforce mass (Lightest/heaviest) 4.4 Capacity/Volume Works concretely comparing and ordering objects using appropriate vocabulary to describe the following: a) empty, full, b) a lot, a little c) less than, more than, d) Continuous during water and sand play Capacity/Volume • Introduce the measuring concept of capacity by comparing how much various containers hold e.g. - “empty/full” - “more than/less than” - a lot, a little • Continuous during water and sand play 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R GRADE R OVERVIEW 5. DATA HANDLING TOPIC TERM 1 TERM 2 TERM 3 TERM 4 5.1 Collect and sort objects Collects physical objects of a similar kind (alone and/or as a member of a group or a team) e.g. ten leaves, ten shapes • Introduce the concept of data handling by collecting data of how many boys and how many girls are in the class • Collect objects (twigs of different sizes) • Pose a question: “Are names with six letters most popular?” • Collect data to answer this question using the learners name cards. • Use the Birthday Chart to determine whose birthdays are in which month. • Collect data from the learners to determine the colour of the play dough for the following week e.g. blue, yellow, green Collect data (Which mode of transport do learners use to come to school?) Sort physical objects according to one attribute. e.g. size of leaves • Sort the data by letting learners stand in a boys and girls row. • Sort the collected objects (twigs of different sizes) • Sort the name cards according to the number of letters in each name. • Sort the data according to the relevant birthday month of each learner. • Each child selects one block representing the colour of his/her choice of play dough for the week • Sort the collected data (walk, with parent’s car, taxi or bus) 5.2 Represent sorted collections of objects (Draw graphs to display data. Draws a picture as a record of collected objects ) • Make a graph representation the data using blocks or shapes • Draw a graph of collected objects (twigs of different sizes) • Draw a graph by pasting each name card below the relevant columns • Draw a graph representing the learners birth days in each month. • Make use of real objects to make a graph such as blocks, stacking cubes, Lego or Duplo blocks representing the colours of dough you plan to make e.g. blue, yellow, and green. • Draw a pictograph representing the learners walking, coming by taxi, with a parent’s car and arriving by bus. CAPS 59 MATHEMATICS GRADE R TOPIC TERM 1 TERM 2 TERM 3 TERM 4 5.3 Discuss and report on sorted collections of objects Read and interpret graphs. Answer questions based on own picture or own sorted objects. (e.g. “How many big leaves did you draw? Which are the most, the big leaves or the small leaves?”) • Read and interpret data by using play dough to make a representation of the number of boys and girls in the class. • Read and interpret graphs using questions • Read and interpret data by counting the number cards in each column and coming to a conclusion. • Read and interpret graphs using questions to determine which month has the most birthdays • According to the choice of the learners the colour of the play dough for the week will for example be yellow • Read and interpret graphs (How many walk, come by taxi, bus, etc.) · 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R 3.5 Content Clarification Notes with Teaching Guidelines GRADE R TERM 1 Week 1 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.1 Time Sequencing recurring events in own daily life • Introduce the Daily Programme - Develop the sequencing of events within one day. - Pictures are displayed from left to right. - The leader of the day moves a movable arrow from left to right as the activities on the daily programme progress. - Learners experience the sequencing of events during a day. Daily programme represented in picture format Daily SUGGESTED DAILY PROGRAMME Arrival Register, birthdays’, weather, news Teacher-guided class activity, Visual Art & Free play inside Tidy -up Teacher-guided class activity Toilet routine Refreshment time Free play outside and Tidy-up Toilet routine Teacher-guided class activity and Story Rest Departure CAPS 61 MATHEMATICS GRADE R Week 1 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration Notes: • Presentation of content is determined by the timeslot on the Daily Programme. • The Daily Programme is flexible, for example, Toilet Routine could be moved to a different timeslot depending on the contextual factors of a school. • Display all routine charts only after they have been introduced. • The clarification notes column is not written in consecutive order per day, but according to content area. Therefore you need to decide which day a specific activity should be done. • In some weeks there are more than five activities. This was merely to ensure that you have sufficient activities to choose from and it does not mean you should do all the activities included 1.4 Describe, compare and order numbers • Introduce Toilet Routine (use ordinal numbers to show order, place or position) - Develop an awareness of sequence/order of toilet routine e.g. ordinal numbers (first use toilet ,then wash hands, close the tap and then dry your hands etc). - Develop an awareness of ordinal numbers e.g. Liam is first, Jude is second etc. Soap, facecloths Toilets Running water After the toilet routine has been introduced, this activity takes place every day. 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 1 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects • Introduce Tidy-up Chart - Establish smaller working groups. - Promote ordering and sorting of apparatus. Divide number of learners in your class into the eight tidy-up areas. Each group must take responsibility to tidy up an area on a rotational basis, weekly. Describe, sort and compare 3-D objects in terms of: • Size • Colour • Objects that roll • Objects that slide Tidy up Chart Wash paint containers and brushes Tidy up book corner Pack away blocks Sweep floor Tidy up house corner Pack away puzzles Tidy up art table Wipe tables clean After the tidy-up routine has been introduced, this activity takes place every day. CAPS 63 MATHEMATICS GRADE R Week 1 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Introduce the Helpers’ Chart and the sequence in which refreshments are served Estimate and count objects to develop number concept by: - Using the Helper’s Chart to identify the helper of the day attending to a table during refreshment time. - The 5 circles on the Helpers’ chart represent the five groups you divided your learners into, for example, the red group, the blue group, the yellow group, the green group and the orange group. You can also make use of different fruits / animals / transport, etc. - Each learner’s symbol is placed inside the circle of the group he/she belongs to. - Turning the arrow attached in the middle of each circle identifies the leader of the group. The group leader rotates every day to ensure that each learner gets an opportunity to act as a leader. - The group leader counts the number of learners and plates according to the number of learners present in his/her group for that day (one-to-one correspondence). Helper’s Chart After the Helpers’ chart has been introduced, refreshments are served this way every day. 3.3 2-D shapes Recognise, identifies and names two-dimensional shapes and/or pictures in the classroom - Learner’s symbol • Allow each learner to choose their own symbol card - Prepare the creative art display block with each learner‘s symbol (picture or photograph). - Paste a symbol on each learner’s locker. - Allow learner to identify own locker linked to own symbol. - Pin symbol with name on learner’s clothes. - Learners identify own and friend’s symbols by playing games to encourage learners to identify the different symbol cards, e.g. learners sit in circle with teacher displaying all the symbols and ask learners to identify their symbol. - Small photographs of learners can also be used as symbol cards, if available. - Class name • Promote the concept that learners belong in one big group by introducing the class name e.g. by using a picture – the “Teddy Bear” class. Learners must also know their teachers’ name. Cards with learner’s individual symbol. Make snap cards out of symbol pictures. Lockers, boxes or hooks against a wall marked with symbols. Grade R label Picture of class name for door Label with teacher’s name and surname As learners arrive the first day 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 1 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration Notes: • Display only the learner’s symbol/photo the first 3 months of the year. • Display the learner’s symbol/photo and learner’s name the next 3 months. • Display only the learner’s name on a label the last 6 months of the year • Keep on door for the entire year. • Label with teachers name • Label indicating Grade R class Week 2 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Estimate and count everyday objects reliably Daily counting • Rote /rhythmic counting from 1-5 • Sing Number songs and rhymes Although learners do not have a concept of number when they enter Grade R, they should be encouraged to sing number rhymes and songs and do rote counting on a daily basis. Number songs and rhymes Daily CAPS 65 MATHEMATICS GRADE R Week 2 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers Compares which of two given collection of objects is big and small Introduce the concept of “big” and “small” Kinaesthetic - Learners experience the concept big and small by curling their bodies to make themselves as small as possible and then stretching out as big as possible. - Let learners match their hands on a friends hands to see who’s hands are big or small. - Compare teacher’s hand against that of a learner. - Compare teacher’s arm against that of a learner. Describe , sort and compare 3-D objects and 2-D shapes according to size Concrete using 3-D objects - Make big and small balls with play-dough. - Find big and small objects in the classroom. Mark the big objects with red stickers and the small objects with yellow stickers. Talk about the different objects sizes. - Sort big and small objects according to size. Semi – concrete using 2-D shapes or pictures Apply the concept big and small during art activities by: - Looking for pictures of “big” and “small” objects and cutting them out. - Let the learners trace their hands and cut it out. Put it on top of one another. See who’s hands are big and who’s are small. - Divide a paper into 2. - Paste all the small objects on one side of the paper and all the big objects on the other side of the paper. Learners Play-dough Big and small objects Magazines, Newspapers, Advertisements, Scissors A3 Paper, Crayons 1 day 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 2 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views Describe the position of two or more 3-D objects in relation to the learner: in and out Kinaesthetic - Give each child a “hoop”. (Teacher demonstrates to the learners by doing the activity with them and saying the words: “in and out”). They must jump in and out the hoops acting on the instructions of the teacher. - Stand with one leg in the hoop and the other leg out of the hoop. - Take a box and let the learners jump in and out and let the learners discuss if the learner is in/out - Jump in and out the tyres as part of the physical development activity - Jump in and out the hoop with eyes closed. Concrete using 3-D objects Let the learners: - Put the doll (baby) in and take the doll out of the cot /bed - Throw a ball/beanbag into a hoop/tyre - Use clay and roll it into a ball then press it flat (birds nest); roll more than one small ball (eggs) and put them in/out the nest on instruction of the teacher. Semi – concrete using 2-D shapes or pictures Let the learners: - Look at a picture and see if they can find objects that demonstrate the concepts in and out. - Draw themselves in and out a hoop/bath/ etc. Hoops 1 day CAPS 67 MATHEMATICS GRADE R Week 2 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects Build 3-D objects using concrete material • Explore the many possibilities of block building during free play indoors - The teacher’s role is to mediate this play. - Explore the many possibilities of building block by guiding learners to build horizontally (flat), vertically (towers), high and low constructions - Sort and order the different blocks by matching the same shapes. - Sort and order the different shapes by matching according to same size. - Sort blocks according to big and small. - Each learner gets a 3 rectangular blocks and arrange them in as many ways as possible e.g. line them up, stack them in various ways. Learners can compare and copy each other as well as share blocks in pairs to make them more aware of positioning. - Promote the packing away of building blocks according to the outline provided at the back of the shelf by matching according to the same outline. Blocks should be packed on shelves, with the outlines of the different blocks at the back of the shelf. Extra equipment such as small figures (pictures/faces pasted on clothes pegs) toy cars, farm animals, traffic signs etc. should be made available. 1day and repeat during free play time on a daily basis 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 2 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects 3.3 2-D shapes Describe , sort and compare 3-D objects and 2-D shapes according to the primary colours, blue, red and yellow Show only one colour at a time. Do not link one colour to one shape Divide learners into 5 groups. Give each group a pile of coloured 3-D objects and 2-D shapes. - Teacher introduces each colour by holding up a card with the colour she wants learners to know e.g. blue. Repeat with each colour. - Let learners sort 3-D objects and 2-D shapes according to the different card shown. Kinaesthetic - Pin different coloured circles (red, yellow, blue) cut out from cardboard on each learner’s chest. - Let learners arrange themselves according to the different colours. Concrete using 3-D objects - The teacher calls five learners to the front and gives each one a different 3-D object to hold in his/her hand. - The rest of the class remains seated in their groups with a heap of 3-D objects in the middle of their tables. - The first learner in front holds up his/her 3-D object e.g. a blue unifix block or a yellow circle Logi shape or puzzles, etc. - The learners at the tables sorts the different 3-D objects according what the learner is holding up. Semi – concrete using 2-D shapes or pictures - Teacher prepares finger-paint- beforehand. - Learners draw shapes in the paint using their fingers. - Trace 2-D shapes and colour it in. A variety of 3-D objects and 2-D shapes/ pictures in the classroom e.g. bottle tops, Lego blocks, Logi coloured shapes etc. Colour Cards of blue, red, yellow A variety of 2-D shapes and 3-D objects Red, yellow and blue circles cut out of cardboard prepared by the teacher. A variety of 3-D objects collected beforehand and placed in the middle of each group. Finger paint recipe: 1 cup flour 1 cup sugar 3 drops of food colouring/ powder paint 5 cups of boiling water (stir water in gradually) 1 day CAPS 69 MATHEMATICS GRADE R Week 2 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.1 Time Sequencing of recurring events in own daily life - Months of the year - Time Introduce the Birthday Chart - Design a colourful Birthday Chart, e.g. a train with 12 coaches (for each month) – the months are sequenced from left to right on the coaches. Place the name and symbol/photo of each learner in the applicable birthday month. - Develop an awareness of the time concept e.g. months of the year by singing the names of the months while pointing at the month’s names. - Develop an awareness of reading direction e.g. display a label of each month of the year in one row from left to right. - Let learners identify their symbol/photo and memorise in which month their birthday is. - Encourage them to know their age. - Repeat this activity on a continuous basis. A Birthday Chart with twelve months of the year displayed from left to right. A crown or picture of a birthday cake indicates birthdays past. Birthdays to come have no crown or birthday cake. Song: Compose your own tune “January, February, March. April, May, June July. August, September, October November, December. The entire year whenever there’s a birthday. January February Note: • A learner’s birthday is a very special occasion and time must be set aside for a birthday ring where the rest of the class sings Happy Birthday and clap a number of times, demonstrating the birthday boys/girls age. • Each learner in the class can draw a picture and the teacher can collate all the drawings into a birthday book for the learner who is celebrating their birthday. • The teacher can also make a crown for the birthday boy or girl and the learners can decorate it with collage materials. • The activity to be repeated the entire year whenever there is a birthday Week 2 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects 3.3 2-D shapes Describe , sort and compare 3-D objects and 2-D shapes according to the primary colours, blue, red and yellow Show only one colour at a time. Do not link one colour to one shape Divide learners into 5 groups. Give each group a pile of coloured 3-D objects and 2-D shapes. - Teacher introduces each colour by holding up a card with the colour she wants learners to know e.g. blue. Repeat with each colour. - Let learners sort 3-D objects and 2-D shapes according to the different card shown. Kinaesthetic - Pin different coloured circles (red, yellow, blue) cut out from cardboard on each learner’s chest. - Let learners arrange themselves according to the different colours. Concrete using 3-D objects - The teacher calls five learners to the front and gives each one a different 3-D object to hold in his/her hand. - The rest of the class remains seated in their groups with a heap of 3-D objects in the middle of their tables. - The first learner in front holds up his/her 3-D object e.g. a blue unifix block or a yellow circle Logi shape or puzzles, etc. - The learners at the tables sorts the different 3-D objects according what the learner is holding up. Semi – concrete using 2-D shapes or pictures - Teacher prepares finger-paint- beforehand. - Learners draw shapes in the paint using their fingers. - Trace 2-D shapes and colour it in. A variety of 3-D objects and 2-D shapes/ pictures in the classroom e.g. bottle tops, Lego blocks, Logi coloured shapes etc. Colour Cards of blue, red, yellow A variety of 2-D shapes and 3-D objects Red, yellow and blue circles cut out of cardboard prepared by the teacher. A variety of 3-D objects collected beforehand and placed in the middle of each group. Finger paint recipe: 1 cup flour 1 cup sugar 3 drops of food colouring/ powder paint 5 cups of boiling water (stir water in gradually) 1 day 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 3 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Estimate and count everyday objects reliably • Oral daily Counting - Rote /rhythmic counting from 1-5 - Sing Number songs and rhymes Although learners might not have a concept of number when they enter Grade R, they should be encouraged to sing number rhymes and songs and do rote counting on a daily basis. Number songs and rhymes Daily Identifying and count the different body parts (Body image) Oral daily rote counting from 1-5 Kinaesthetic (Integrate with Life Skills-personal well-being) - Develop an awareness of the number of the different body parts by counting the body parts. - Show me your nose and count it. How many noses do you have? - Show me your ears and count them. How many? Is it one more? Let’s count on. - Show me your hands. How many? Let’s count them. What else can you see on your hands? Fingers! Can you count them? Lets’ count the one hands fingers: 1, 2,3,4,5. - How many eyes? Count your ears and your eyes. Touch your ears and eyes as you count, starting with your ears. - Sit apposite a friend and count his body parts but first touch it/them and then count it/them. Teacher will guide this process, e.g. touch your friends one ear; touch his other ear; count it/them: 1,2. Is it the same as yours? Proceed with this exercise. - Identify those body parts of which a person only has one e.g. one nose, one mouth, one chin etc. Semi-concrete using 2-D shapes or pictures Let the learners: - Look in mirror and trace/draw themselves. - Draw an outline of their bodies on newspaper and decorate appropriately. Draw a line through the mid-line. - Cut out pictures of different body parts from a magazine or advert and complete a face. - Cut out a face from a magazine and draw the rest of the body parts. Action song/rhyme Puzzles/games that represent different people and body images Card games Learners Full length mirror A4 Paper, crayons Magazines, Adverts, Flyers, scissors 1 day CAPS 71 MATHEMATICS GRADE R Week 3 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.4 Symmetry Recognise the line of symmetry in self Develop the awareness that one’s body has two sides Kinaesthetic Emphasize the concepts of “one side/the other side” The teacher talks to the learners about the front of the body and the back of the body as well as the top and the bottom of the body. Let the learners: - Look at themselves in a mirror in which they can see their whole body. - Identify which of their body parts on the one side are also on the other side of their body. - Touch parts of their bodies as required e.g. “Touch your toes, touch your feet, touch your legs” .Learners can also do this exercise with their eyes closed. - Touch one part of his/her body with another part e.g. “Touch your knee with your nose etc” (also an activity for mid-line crossing) Learners Long length mirror The teacher can make the split pin figure/ mannequin from hard cardboard 1 day 3.2 3-D objects Recognise, identify and name balls - Learners play with balls and demonstrate and name all the things they can do with a ball. Teacher leads the discussion through questions. - Identify all the objects that can roll e.g. show the blocks and ask the question: “Do you think the block can roll? Let’s see”. - Roll all the objects and observe how they roll e.g. tins only roll on one side. - Use clay/dough to mould balls that can roll during creative activities (free play inside). - During movement the learners can try to let their bodies roll by rolling while lying or making their bodies like balls and roll. Objects that are round for example oranges, apples, balls, empty round tins. (Make balls from anti-waste e.g. newspaper balls stuffed into an old pantyhose) Objects that are square e.g. blocks. Play dough recipe: 1 cup of flour Mix all ingredients ½ cup of salt 1 cup water 2 teaspoons cooking oil A few drops food colouring 1 day Week 3 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Estimate and count everyday objects reliably • Oral daily Counting - Rote /rhythmic counting from 1-5 - Sing Number songs and rhymes Although learners might not have a concept of number when they enter Grade R, they should be encouraged to sing number rhymes and songs and do rote counting on a daily basis. Number songs and rhymes Daily Identifying and count the different body parts (Body image) Oral daily rote counting from 1-5 Kinaesthetic (Integrate with Life Skills-personal well-being) - Develop an awareness of the number of the different body parts by counting the body parts. - Show me your nose and count it. How many noses do you have? - Show me your ears and count them. How many? Is it one more? Let’s count on. - Show me your hands. How many? Let’s count them. What else can you see on your hands? Fingers! Can you count them? Lets’ count the one hands fingers: 1, 2,3,4,5. - How many eyes? Count your ears and your eyes. Touch your ears and eyes as you count, starting with your ears. - Sit apposite a friend and count his body parts but first touch it/them and then count it/them. Teacher will guide this process, e.g. touch your friends one ear; touch his other ear; count it/them: 1,2. Is it the same as yours? Proceed with this exercise. - Identify those body parts of which a person only has one e.g. one nose, one mouth, one chin etc. Semi-concrete using 2-D shapes or pictures Let the learners: - Look in mirror and trace/draw themselves. - Draw an outline of their bodies on newspaper and decorate appropriately. Draw a line through the mid-line. - Cut out pictures of different body parts from a magazine or advert and complete a face. - Cut out a face from a magazine and draw the rest of the body parts. Action song/rhyme Puzzles/games that represent different people and body images Card games Learners Full length mirror A4 Paper, crayons Magazines, Adverts, Flyers, scissors 1 day 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 3 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and name two-dimensional shapes in the classroom and in pictures - circle • Introduce a circle When introducing a circle for the first time the objects used should be exactly alike in every way (same size, same colour, same texture) Kinaesthetic The teacher draws a circle on the floor/ground. Let the learners walk along the outline of the circle while saying, “I am walking along the circle....round and round”. Let the learners: - Hold hands and form a circle. - Form a circle with their bodies. - Walk around in the circle while singing the ‘’Mulberry bush” song. - Sit down in the circle and pass an object from one to the other while singing “hot potato pass it on”. The learner still having the object when the song stops must go and sit in the centre of the circle. Song, “Here we go round the Mulberry bush”. Game, ‘hot potato, pass it on”. 1 day Concrete using 3-D objects The teacher shows the learner a hoop and explains to them that this shape is called a circle. A circle has no corners. Let the learners: - Handle the 3-D hoop while running their fingers around the circle. - Find 3-D objects in the classroom that are the same shape as a circle. Sort and compare 3-D objects according to size and colour The teacher provides learners with a variety of 3-D objects and 2-D shapes in different sizes (big and small) and colours (red, yellow and blue) such as tennis balls, marbles, balloons, etc. Let the learners: - Sort objects into big and small. - Group objects into different colours. Hoop A variety of round 3-D objects such as tennis balls, marbles, and balloons, etc. 2-D shapes such as cut out plastic circles 1 day CAPS 73 MATHEMATICS GRADE R Week 3 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.1 Time • Introduce the Weather Chart and Calender a) Time b) Days of the week c) Sequence of events d) Counting - The weather represents a week (5 days) using symbol cards. e.g. 5 days of the week ordered from left to right using weather symbols.(See example below) - The weather should be dealt with every day. - The teacher guides learners to determine the name of the day, date and month with flash cards as in diagram (later the learners can identify and display flash cards themselves). - The leader of the day observes the weather outside and shares findings with the rest of the group e.g. rainy-, cloudy-, sunny day - The teacher displays findings with a flash card as in diagram (later the learners can display cards themselves). - By doing this the learners learn about the weekdays and weekends. - They learn about today, yesterday, tomorrow, etc. incidentally. - The learners are given many opportunities to count up to 5. Counting sunny days, cold days, windy days, etc. - Display learner’s symbol if there are any birthdays during that week. - Display any activities taking place during that week e.g. going to the zoo (represented by a picture of an animal) The Weather Chart should represent a week e.g. days of the week ordered from left to right for the first 6 months and dealt with every day. Flash cards of: - Seven days of week - Numbers 1-31 - Names of the 12 months - Year e.g. 2012 - Cards with the weather conditions e.g. windy sunny rainy cloudy After the weather chart is introduced this activity takes place every day. Teach learners a song to memorise the days of the week 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 3 Orientation Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration Example of Weather Chart Weather Chart June 2012 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 12 13 14 15 16 17 18 4.1 Time Sequence recurring events in own daily life. • Days of a week Teacher teaches learners a song or a rhyme about the days of the week. Repeat every day as weather chart is discussed. Song: “There are seven days, there are seven days, there are seven days in a week. “Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.” (X2) Song: Days of the week, or compose own song of days of the week • Introduce the chart showing the four seasons indicating with an arrow indicating: - Which season we are in at present. - Which season has just passed and - Which season is next? - Display the picture of the present season linked with the relevant months. e.g. January to March you can display the summer picture. Four different cards with a picture of one of the seasons on it. Season Summer Autumn Spring Winter Adjust when seasons change Notes: All new concepts should be presented according to these stages. • Kinaesthetic stage (experience concepts with body and senses) • Concrete stage (use 3-Dimensional objects) • Semi-concrete stage (representation of a 3-D object on paper e.g. drawings, matching pictures, card games, worksheets, etc.) All “flat” shapes are regarded as two-dimensional. CAPS 75 MATHEMATICS GRADE R Week 4 Start with introduction to numbers Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Counting objects Identify and describe whole numbers Introduce the meaning of the number 1 Oral daily rote counting from 1-5 Kinaesthetic Let the learners: - Identify body parts e.g. one nose. - Nod head once, tap on floor once, jump once etc. - Hold up 1 finger, 1 hand, 1 foot etc. - Form the number 1 with their body. - Write number 1 in the air/on the ground. - Clap hands only once Number songs and rhymes Learners 1 day Concrete using 3-D objects Let the learners: - Identify any single object in the class. e.g. one building block. - Form the number 1 with clay/ play dough Objects in class and environment Semi-concrete using 2-D shapes or pictures Let the learners: - Identify the picture with one object on different flash cards. - Match the picture cards with one object on them to the cards with one dot on them. - Always link the picture cards and dot cards to the same number of counters e.g. pack the same number of counters on each dot. - After introducing the number 1 the teacher displays the flash cards against the wall for learners to view every day. Picture of 1 object 1 Counter for each learner A variety of picture flash cards Dot flash cards 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 4 Start with introduction to numbers Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 2.1 Geometric patterns • Identify patterns in the environment and in learners clothing Let learners : - Talk about the patterns they observe in the environment and their clothing: - Which patterns have lines, blocks? - Are the patterns all the same, what are the differences and what are the similarities? - What makes a pattern? - A pattern is repetitive – lines / blocks / shapes Copy and extend a pattern Kinaesthetic The teacher ties a red ribbon and a blue ribbon on four learner’s arms. She creates a pattern by placing a learner with a red ribbon in front of the classroom, then a learner with a blue ribbon, then a learner with a red ribbon. Let the learners complete the pattern. Red and blue ribbons 1 day Concrete using 3-D objects - The teacher designs a pattern with 3 blue and 3 red bottle tops. - Let the learners copy the teachers’ pattern. Red and blue bottle tops for each learner CAPS 77 MATHEMATICS GRADE R Week 4 Start with introduction to numbers Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects and 3.3 2- D shapes Recognise, identify and name 3-D objects and 2-D shapes in the classroom and pictures Develop the ability to distinguish between objects in the “foreground and background” Concrete using 3-D objects The teacher places different objects in the classroom and outside on the playground. Let the learners: - Indicate different objects in the classroom e.g. wooden objects, red objects, plastic objects etc. - Look for specific objects in the classroom on instruction of the teacher e.g. the ball in the Lego blocks container, the toy car in the cupboard, a pencil in the tin etc. - Look for identical objects e.g. round buttons among square ones, a red marble amongst coloured ones etc. - Sort object according to their kind e.g. size, colour, texture or shape. - Play the game, “I spy with my little eyes, something that is round.....” A variety of objects in the classroom and the environment 1 day - Look for specific objects in the environment on instruction of the teacher e.g. the bird in the tree, the ribbon in the tree, the pretty flower, the ant walking on the leaf etc. - At home the learner should be encouraged to fetch all the spoons, or knifes, or forks out of the drawer. Semi-concrete using 2-D shapes or pictures Show the learners a picture and ask questions related to the picture. Examples: - “What is the little girl holding in her hand?” - “How many people are in the boat?” etc. - Building of PUZZLES and playing picture dominoes are ideal to develop learners figure-ground perception Any large picture to discuss (poster) Puzzles 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 4 Start with introduction to numbers Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects Recognise, identify and name 3-D objects by exploring the shapes and sizes of boxes Kinaesthetic Let the learners: - Climb into and out of a big cardboard box. - Explore the inside of the box by communicating what they see inside the box e.g. the box has a floor / bottom, four sides / walls and a lid. - Fold the box open to observe the shape Concrete using 3-D objects - Use boxes to build structures e.g. a house, a garage (apply during Visual Arts to build a constructions with different size boxes) - Provide learners with different objects such as buttons, unifix blocks, bottle tops, plastic bread clips. Let the learners: - Sort the objects into groups of the same types - Explore what are the differences between the objects - Explore which objects are square and which are round - Sort objects according to the same colour A variety of big and small boxes (empty refrigerator and stove boxes) Unifix blocks, bottle tops, plastic bread clips (learners can bring from home) 1 day CAPS 79 MATHEMATICS GRADE R Week 4 Start with introduction to numbers Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and name 2-D shapes in the classroom and in pictures - a triangle Introduce a triangle When introducing a triangle for the first time the objects used should be exactly alike in every way (same size, same colour, and same texture). A triangle consists of three straight sides. This is called a triangle. Kinaesthetic Let the learners: - Make/form shapes with their bodies e.g. 3 learners form a triangle with their bodies. - Form a triangle using their fingers. - Make/form a triangle with pieces of wool or play dough. - Walk on the outline of a triangular shape. While walking say, ‘I am walking along the triangle, one, two, three sides or one, two, three corners (angles). - Feel the shapes. Use giant size shapes or place different shapes in a “feely bag” The learner “feels” the shape in the bag and matches it with a set of matching cards (cards with shapes drawn on them). - Draw the triangle shape in the air, on the ground/floor (chalk) and eventually on paper. Describe, sort and compare 3-D objects and 2-D shapes Concrete using 3-D objects Let the learners: - Sort Logi shapes according to shape (circle and triangles), size (big and small) and colour (red, yellow, blue) - Look for triangular shapes in the classroom and environment. Card games that develop the recognition of shapes. Wool or play dough. “Feely bag” (A cloth bag with elastic at the top) with different geometric shapes. Matching set of cards with shapes drawn on them. A4 paper and colouring pens/wax Logi shapes Objects in the classroom and environment 1 day 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 5 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Describe and identify whole numbers Reinforce the knowledge gained in week 4 that involves the number 1 Oral: Rote counting from 1 to 5 Kinaesthetic Let the learners: - Do body percussion e.g. clap hands once. - The teacher shows a flash card representing the number 1 and learners hold up 1 finger, 1 hand, 1 foot etc. Number songs and rhymes Picture of 1 object 1 one 1 day Concrete using 3-D objects Let the learners: - Find one object in the classroom. - Count one counter. One object One counter Semi-concrete using 2-D shapes or pictures - Match a variety of one picture, and one dot flash cards. - Match a variety of picture and dot flashcards with the number symbol 1. - Match the number symbol and number name flash cards. - Make number puzzles and allow learners to match them e.g. 1 one 1 A variety of flash cards with one picture, and one dot on them. Flash card with number symbol and number name Picture of 1 object 1 one CAPS 81 MATHEMATICS GRADE R Week 5 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.4 Symmetry Reinforce the awareness that one’s body has two sides e.g. “the one side” and “the other side” leading to “left and right” Kinaesthetic The teacher explains the two sides of one’s body. Let the learners: - Stand on one leg and then stand on the other leg. - Move rhythmically to the beat of the shaker to the one side of the classroom. When the shaker stops, the learners move to the other side of the classroom. Concrete using 3-D objects Each learner is given a beanbag. Let the learners: - Put the beanbag on the floor next to them. - Move the beanbag to the other side of their bodies using - their toes, hand etc. - Put the beanbag on the floor on the one side of their bodies and then move it to the other side. - Reinforce this concept by integrating it with visual arts by letting the learners make butterfly pictures (Fold paper in half; drop different colour of paint blobs on folded line; fold in middle and spread paint by rubbing picture; open and observe a butterfly; cut out on border line – the butterfly has two sides that are the same) Shaker can be homemade – a container with a lid, filled with small stones. A beanbag for each learner 1 day 3.2 3-D objects Recognise, identify and names 3-D objects Introduce and explore objects that roll - Discuss the “roundness” of objects. Put several round objects with in a “feely bag” (a cloth bag). Learners take an object from it and describe it`s roundness. - Learners demonstrate how various objects roll down a slope raising the table with two bricks. “Feely bag” (A cloth bag with elastic at the top) Inside the bag are: Different sizes of balls, marbles, cylinders, empty cold drink tins, round plastic shapes or bottle tops. plastic shape 1 day 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 5 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and view The position of two or more objects in relation to the learner - In front / behind Kinaesthetic: The teacher chooses two learners with a counting rhyme: - Place two chairs in front of the classroom. - The two learners demonstrates the concepts in front and behind on the teachers instructions. e.g. o Sipho stand in front of the chair o Carl stand behind the chair - Once achieved the teacher holds up a flash card and the learners demonstrate the action using their own chairs. - ”This can also be demonstrated by using three learners. o Amy is standing behind Sipho, but Carl is standing in front of Amy. - The teacher provides learners with a big dice with different pictures showing “in front of and behind” written on the sides e.g. stand in front of someone with long hair; stand behind someone wearing a pants; sit behind each other, etc - Let the learners play a game in their groups by throwing the dice and performing the action it falls on. Chairs Learners Flash cards with the action in front of and behind 1 day CAPS 83 MATHEMATICS GRADE R Week 5 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects Compare which of two given objects are: bigger and smaller • Reinforce the concept of bigger and smaller Kinaesthetic Let the learners: - Make their bodies big by stretching their arms above their head. - Make bodies small by bending down and curling up. - Determine whether a dog is bigger than a mouse Concrete using 3-D objects Always present at least two objects for comparison. - Compare different sizes of the same type of block, balls, plates, buttons, table, chair etc. and determine which objects are “big/small, bigger/smaller” and” biggest/smallest”. - Build constructions with the building blocks and learners compare whose construction is the biggest and whose is the smallest. Semi-concrete using 2-D shapes or pictures - Compare pictures illustrating the concepts of big/small and bigger/smaller. - Apply the concept of ‘big/small” during creative art. Picture of a mouse and a dog (ensure that the picture of the dog is bigger than the picture of the mouse) Objects in the classroom such as blocks, balls, plates, buttons, beads, sticks, pegs, matchboxes, tins, pebbles, corks, shells, bottle tops, etc. Pictures illustrating big/small 1 day 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 5 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects Compare which of two given objects are: - Big and small - Bigger and smaller - Biggest and smallest Kinaesthetic The teacher draws a small circle in the sand, on the ground/floor. - The learners walk on the outline of the small circle The teacher draws a bigger circle on the outside of the circle - The learners walk on the outline of the bigger circle - The teacher asks: o Which circle is the smallest?” o “Which circle is biggest ” o “Walk on the small circle” o Walk on the big circle The teacher draws an even bigger circle on the outside of the circle. - The learners walk on the outline of the biggest circle as well - The teacher asks questions such as: o Which the circles are the biggest?” o “Which the circles are the smallest? Big and small circles drawn in the sand/ on the floor/ground 1 day CAPS 85 MATHEMATICS GRADE R Week 5 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration Concrete using 3-D objects Learners sort and compare different objects according to size.(bigger , smaller) e.g. - Big buttons from small ones - Big spoons from small ones - Big boxes from small boxes This activity can be extended to outdoor play (sand play and water play) where learners can compare objects and talk about which one is smaller/bigger, biggest and smallest. It could also be integrated with visual arts – make a collage using big/small objects. Semi-concrete using 2-D shapes and pictures Let the learners: - Play card games and identify the small/big/biggest from pictures. - Ask questions such as: “Which fish is first or which fish is last?” “Which fish is in the middle?” - Progress to letters so that learners realise that pictures represents words. Learners do not have to read the letters. Building blocks and balls of different sizes Buttons, spoons, medicine boxes, shoe boxes, empty milk cartons, empty medicine containers , etc 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 6 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Estimate and count everyday objects reliably Daily counting - Oral: Rote /rhythmic counting from 1- 5 - Sing Number songs and rhymes Number songs and rhymes Daily 2.1 Geometric patterns Copy and extend a pattern using body percussion Kinaesthetic: - Teacher demonstrates a body percussion pattern and learners must copy the pattern e.g. clap clap, stomp; clap, clap, stomp;....click, snap snap, click etc,... Concrete using 3-D objects: Copy pattern with objects e.g.: - Using different types of leaves - Using shapes e.g. circle, circle, triangle, circle,....... - Using objects e.g. red peg, blue peg, yellow peg, red peg,........... Learners Logi shapes Peg board pegs 1 day Semi-concrete using 2-D shapes or pictures Let the learners: - Create their own patterns with the picture cards e.g. flower, leaf, leaf, flower.... - Create their own patterns with colour cards e.g. red, blue, red, blue, red...... - During creative art let learners print patterns using sponge shape cut outs Provide the learners with picture cards Colour cards Teacher can cut out shapes from sponges CAPS 87 MATHEMATICS GRADE R Week 6 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and name a square Introduce a square When introducing a square for the first time the objects used should be exactly alike in every way (same size, same colour, and same texture). A square consists of four sides. This is called a square. Kinaesthetic - The whole class forms a square. - Let the learners walk on a square made with rope on the carpet while saying,” I am walking along a square- one side, two sides, three sides, four sides- all the sides are the same?” - Let groups of learners form smaller squares. Concrete using 3-D objects - The teacher shows the difference between a circle and a square by holding up a lid of a tin and a square tile. - The lid feels round and the tile has edges and corners. Semi- concrete using 2-D shapes or pictures - The teacher draws around the lid and around the tile. - The lid represents a circle and the tile represents a square. - Let the learners trace around the lid and the tile using crayons. Learners Rope A lid of a tin A square tile A variety of round lids and square shaped objects Newsprint Crayons 1 day Sort 3-D objects and 2-D shapes or pictures Divide learners into groups. Let the learners: - Sort a variety of 3-D objects and 2-D shapes provided by the teacher according to size and colour - Reinforce shapes through playing of games and game cards during free play indoors. Shape cards 3-D objects such as blocks, Lego blocks 2-D shapes such as Games that reinforce shapes such as “What’s in a square” 3.2 3-D objects Recognise, identify and name 3-D objects that slide • Introduce objects that can slide Provide learners with a variety of different 3-D objects and 2-D shapes such as blocks, boxes, balls, etc. - Allow learners to experiment through play by seeing which objects can slide and which objects can roll. - The learners can use the slide in the playground or the teacher can use a table to make a slope by placing 2 blocks underneath it. - Can any of the objects slide upwards? - Which objects slide downwards? - Why are these objects able to slide? Blocks Balls Boxes Slide / Table with blocks 1 day 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 6 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views Describe one 3-D object in relation to another • Develop the concept of on/ under, below/ on top Kinaesthetic - Learners each sit on their own chair. - Learners listen to the teachers` instructions and follow whilst performing actions e.g. sit on your chair, lie under your chair. - Stand on top of your chair. Sit under the table. - Put your hands on your head. - Put your hands under your legs. - Put a beanbag under your armpit. - Sit on the beanbag. - Hold the hoop under your knees. Concrete using 3-D objects - Let two learners hold a skipping rope and the rest of the class crawl under the rope. - Look for an object under the carpet/table/box etc. Semi-concrete using 2-D shapes or pictures - The teacher provides the learners with a variety of pictures where the concept of on, under and on top is illustrated e.g. a person sitting on a horse, a baby lying under a blanket etc. Let the learners: - Identify the concepts of on under and on top from the pictures. Chair for each learner on top of the table under/below 1 day CAPS 89 MATHEMATICS GRADE R Week 6 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.1 Time Describe the time of day in terms of day and night/ light and dark • Introduce both the concepts “day /night” and ”light /dark’’ Integrate these concepts with Beginning Knowledge topics in Life Skills Kinaesthetic - Experience darkness by sitting under the table and chairs which has been covered with a blanket. - Darken classroom by closing curtains and switching off the light. - Learners talk about their experiences when the classroom was dark and when it was light. - Provide a torch for light under the blanket. - Talk about activities which take place during the day and at night. Semi-concrete using 2-D shapes or pictures - The teacher prepares a poster of the sun and the moon and provides pictures showing what happened during the day and night time. - Learners must place their pictures under the sun and/or the moon. Chairs and blankets Torch Poster of day and night Pictures of day-time and night -time activities 1 day 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 7 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and name 2-D shapes in the classroom • Introduce puzzles and give guidance on how to build them - Discuss the puzzle picture with special attention to detail such as colour, people/ animals, objects, position of people/animals and objects - Identify, recognise and match the different types of puzzle pieces, e.g. o corner pieces. o pieces with one straight side. o pieces with no straight sides. o counting the puzzle pieces. How to build a puzzle: - Pack all puzzle pieces ‘face up’. - Identify the corner pieces and match the colours, objects, etc. on them with the corners of the puzzle. - Build the four sides (frame) using all the pieces with one straight side. - If learner struggles, they can build the puzzle on top of the given picture. - All puzzles should be completed before stored. A variety of puzzles – minimum 6 pieces. 1 day CAPS 91 MATHEMATICS GRADE R Week 7 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and view Describe one 3-D object in relation to the learner • The position of two or more objects in relation to the learner - In /out Kinaesthetic - The teacher uses masking tape or skipping rope to make two lines on the floor. - The learners all stand on the one side and the teacher calls, “in the river (All the learners must jump between the two lines, then she shouts ‘out of the river’. The learners must all jump out on either side of the two lines. - Learners who do not follow the instruction correctly are out and may not continue playing. Game: In the river (between the two lines), out of the river (on the outside of the two lines) 2 Skipping ropes 1 day Concrete using 3-D objects: Let the learners: - Stand a few steps away from a basket/bucket - Throw beanbags in a basket Semi-concrete using 2-D shapes or pictures - Learners draw a picture illustrating in and out concepts. Bucket or Basket Paper and Colouring pens/wax 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 7 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and view • The position of two or more 3-D objects in relation to the learner: Top/under/below Kinaesthetic Let the learners follow instructions such as: - Put the red block on top of your friends head - Put the yellow block under/below your table - Put the block on your head and climb on your table - Crawl under the table with your eyes closed. Concrete using 3-D objects: Let the learners: - Pack the triangles on top of each other. - Pack the blue squares on top of each other. - Put the red circle under the yellow square. - Put the yellow circle and the red triangle under/below the blue square. Semi-concrete using 2-D shapes or pictures - Teacher prepares individual cards with pictures on them as well as cards with shapes on them. - Learners must place the shapes on top/under/below the picture as the teacher requests e.g. Place the blue square on top of the fruit basket. Building blocks / Unifix blocks Logi shapes Different pictures Shape Cards 1 day CAPS 93 MATHEMATICS GRADE R Week 7 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.4 Symmetry • Reinforce the awareness of symmetry in self (own body) Kinaesthetic Let the learners: - Name their body parts. - Sing any action song about the body. The teacher demonstrates to the learners the concept of symmetry by hanging a rope in front of a learner. - Learners should imagine that their bodies are divided into two sides. The teacher explains how the body is divided in two parts called the mid-line. - Everything a person has two of are found on both sided of the body e.g. eyes, ears, arms, legs etc. - Everything a person has one of is situated on the mid-line e.g. nose, mouth, navel. For symmetrical control, let the learners: - March, lifting the knees high. - March like stiff ‘tin soldiers’ - Cross arms, cross legs while marching. Integrate these actions with Performing Arts in Life skills Semi-concrete using 2-D shapes or pictures - Draw incomplete pictures on a piece of paper and ask the learners to complete the picture. Song: “Head and shoulders, knees and toes” A single rope to demonstrate learner`s own bodies Incomplete pictures 1 day 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 7 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and view • The position of two or more 3-D objects in relation to the learner - up and down Kinaesthetic Let the learners: - Demonstrate “up” and “down” by moving their bodies up and down on instruction of the teacher. - Climb up two steps while counting the number of steps. - Climb down the two steps while counting. - Climb “up” and “down” on equipment outside. - Climb “up” and “down” a rope climbing ladder if the school has one. - Look up and down. Semi-concrete using 2-D shapes or pictures - The teacher provides the learners with a variety of pictures where the concept of up and down is illustrated o e.g. a person climbing up a mountain, an air balloon going up into the air and coming down, someone walking down stairs etc. Let the learners: - Identify the concepts of up and down from the pictures. Sing song , ”Oh the grand old duke of York” Make use of the stairs at the school Jungle gym (climbing equipment) Rope climbing ladder Pictures illustrating up and down e.g. the stairs 1 day CAPS 95 MATHEMATICS GRADE R Week 8 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.4 Symmetry • Crossing the midline incorporated with counting Kinaesthetic Let the learners: - Twist and jump in rhythm while counting. - Stand facing each other and do criss-cross clapping (the left hand to the opposite learners left hand) singing a number song/rhyme. Concrete using 3-D objects Let the learners: - Throw the ball to a friend while counting. - Walk on a curved rope singing a song e.g. “One little elephant balancing” - Kick a ball to each other. The above activity can be integrated with Life Skills Learners Number songs and rhymes Ball, rope 1 day 2.1 Geometric patterns • Create own patterns Kinaesthetic Let the learners create a pattern using: - Their bodies e.g. one girl with dress, two boys with trousers Concrete using 3-D objects - Using red and blue shapes. e.g. 2 blue squares, 2 red triangles, 2 blue squares ... - Apply a pattern during art activities by using red and blue paint with bottle tops. Red and Blue plastic shapes Using bottle tops and red and blue paint red blue red blue red blue 1 day Semi –concrete using 2-D shapes using secondary colours Let the learners: - Use their thumbs to print a colour border with paint e.g. green, orange, green ... along the top edge of their papers.(activity can be done during Visual Arts) A4 Paper Green and orange paint or any other colours you have available. 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 8 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects Recognise, identify and name 3-D objects • Reinforce objects that roll Concrete using 3-D objects: Let the learners: - play with plastic bottles, tins, balls, an orange, etc. and explore the possibilities that they can roll. The teacher asks: - Which blocks in the block corner can roll? - Blocks cannot roll because they only have straight sides. - Roll different objects and see which can roll and which can’t. - Learners should then realise that objects that are round can roll. Plastic bottles Blocks. Lego blocks Tins, plastic cups, toilet paper rolls, candles, an orange, balls etc 1 day 3.1 Position, orientation and views • Develop a sense of direction by introducing both the concepts “at the front/at the back” and “forward/backward” Kinaesthetic Let the learners: Follow directions of the teacher (alone and/or as a member of a group) and move or position themselves within the classroom e.g. - Stand “at the front “of the classroom. (consider the front of the classroom to be where the door is) - Stand “at the back” of the classroom. - Walk forward and back. - Crawl forward and back. - Jump forward and back. Learners 1 day CAPS 97 MATHEMATICS GRADE R Week 8 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views The teacher draws a pattern on the floor with chalk or on the ground e.g. or Let the learners: - Walk and/or crawl on the lines of the pattern. - Put a piece of red paper on the corners to represent a traffic light. When learners get to the corners they have to turn their whole body in order to get the sensation of direction. Drawn on the ground. Red paper. 1 day Concrete using 3-D objects Let the learners: - Make a road with the building blocks. - Push a toy car forwards and backwards on the “road” of building blocks. - Push a toy car by turning to the one side and turning to the other side on the “road” of building blocks Building blocks 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 8 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 5.1 Collect and sort objects 5.2 Represent sorted collection of objects 5.3 Discuss and report on sorted collection of objects • Introduce the concept of Data Handling by (using their bodies) collecting objects in the class or environment according to stated features for example: Kinaesthetic: Divide learners into groups - In each group let all the boys stand in a row and let all the girls stand in a row next to the boys. - Let the learners count the number of boys and the number of girls in each group. - With this you can complete a boy(s) or girl(s) “body graph” per group. Draw graph to display data Concrete using 3-D objects - Learners can use above information to develop a 3-D object-graph by using blocks/ shapes, etc. representing each learner. Read and represent the graph Semi – concrete using 2-D shapes or picture - Learners make a graph by using the dough to make small ball representing their own interpretation of the previous activity. - Give learners paper with a picture of a girl and boy on top of each learner’s page. - Let learners roll balls representing the number of girls and boys in their group. - Learners place the number of balls under the applicable picture. Learners standing in two rows Girls Boys □ □ □ □ □ 2 3 Dough A4 Paper 1 day CAPS 99 MATHEMATICS GRADE R Week 9 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects • Recognise and explore objects that slide and roll The teacher holds a ball and bounces it on the floor. She lets it roll on the floor. The teacher then takes a box and does the same. The teacher asks learners: - Which object could roll? - Why could the box not roll? - Which object could slide? Teacher shows learners that a box has four sides (corners) and therefore cannot roll, but the ball has no corners and can roll. - Encourage learners to find objects in the class that can roll and slide. - Ask learners whether they can find an object(s) that can roll and slide. Ball Box 1 day 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 9 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and name 2-D shapes in the classroom and in pictures - a circle Kinaesthetic Let the learners: - Make a circle using their fingers. - Make a circle using both hands. - Sit on a carpet, forming a circle while holding hands. - Walk on a big circle, made with string, on the carpet. - Play game where learners sit in a circle and sing a song. o One learner stands outside the circle and runs around it holding a ball in his/her hands. o The learner chooses to place the ball behind any of the learners seated in the circle. o The chosen learner must pick up the ball and try and throw the other learner with the ball, while he/she is running around the circle again to go and sit in the empty space. o If the ball touches the learner running away, he/she must go and sit in the middle of the circle and the game continues. Concrete using 3-D objects Let the learners: - Find round objects in the classroom. - Find shapes that represent a circle. Semi-concrete using 2-D shapes or pictures - Teacher names objects and learners must identify which objects are round e.g. orange, apple, table, ball, marble, book, box, etc. Learners String Soccer ball, Tennis ball, Golf ball, Apple, Orange, Hoops, etc Orange, apple, table, ball, marble, book, box, 1 day CAPS 101 MATHEMATICS GRADE R Week 9 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views The position of one or two objects in relation to each other • Concepts next to/ between- incorporated with colour Kinaesthetic Teacher calls up three learners She illustrates the concepts next to and between by arranging the learners in different order saying: - Craig is standing next to Steve. - Mel is standing between Craig and Steve. Activity can be repeated with other learners. The teacher provides learners with building blocks of different colours and gives them instructions such as: - Put the red block next to the yellow block - Put the blue block between the red and the yellow block Concrete using 3-D objects Using beanbags in different colours (red, blue, yellow, green), give learners the instruction to: - Put the blue bean bag next to the yellow bean bag. - Put the red bean bag between the blue and the yellow bean bag. This activity can be incorporated into Life Skills. Coloured blocks Coloured bean bags 1 day 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 9 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects • Orders more than two given collections of objects from smallest to biggest Kinaesthetic: Provide learners with dough and let them make balls with the dough. - In the groups they then have to arrange the dough balls from smallest to biggest and biggest to smallest. Concrete using 3-D objects: - Each group member must find an object in the classroom. - Let the learners arrange objects they find from smallest to biggest in their respective groups. Teacher provides each group with old telephone directories. Let the learners: - Tear paper from the directory and crumple up the paper shaping them into a ball in their groups. - Learners must compare which ball is the biggest and which ball is the smallest. Semi-concrete using 2-D shapes or pictures - Give learners a sheet with pictures of big and small items. - Learners can colour the big items and circle the small items. Play dough Any objects in the classroom Old telephone directories A4 sheet with pictures 1 day CAPS 103 MATHEMATICS GRADE R Week 9 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.2 Length Concretely compare and order objects using appropriate vocabulary to describe height - Tallest/shortest - longest/ shortest Kinaesthetic - The teacher calls up 4 learners and asks the class to help her to arrange them from tall to short. - Let learners arrange themselves in their groups from tallest to shortest. - One learner stands with his/her back against the wall while the other members of his/ her group measure his/her height using their hands. 1 day Concrete 3-D using objects Teacher puts a variety of objects on each group’s table such as rulers, pencils, crayons, erasers, etc. - Sort all the long objects and all the short objects together. - Learners must arrange the objects from longest to shortest. Height Chart - The teacher has a height chart ready against the wall to plot each learner’s height. - Use learners’ symbol cards to indicate each ones height on the height chart. - Together with the learners the teacher will come to the conclusion that Sipho is 6 hands high and Abby is only 5 hands high, because she’s shorter. Rulers, Crayons, Pencils, Erasers, etc 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R WEEK 10 Use Week 10 to attend to conceptual weaknesses and/or identified barriers to learning. Content Area Topic Assessment Criteria Numbers, Operations and Relationships 1.1 Count objects Estimates and rote counts up to 5 (Number songs & rhymes included to develop number concept) Recognises numbers in familiar context- e.g. age, register Understands ordinal numbers (e.g. during toilet routine) Understands one-to-one correspondence (Helpers’ chart during refreshment time) Identifies number pictures and dot cards that involve number one Knows the number symbol 1 Recognizes the number name one 1.6 Problem solving techniques Uses concrete apparatus Explains own thinking in words and through drawings or concrete objects Patterns, Functions and Algebra 2.1 Geometric patterns Identifies patterns in the environment Copies, extends and creates own patterns CAPS 105 MATHEMATICS GRADE R WEEK 10 Use Week 10 to attend to conceptual weaknesses and/or identified barriers to learning. Content Area Topic Assessment Criteria Space and Shape (Geometry) 3.1 Position, orientation and views Knows in front of/behind Knows on top of, on, under, below Knows in, out Knows up, down Understands the concepts: forwards, backwards, front and back 3.2 3-D objects and 3.3 2-D shapes Recognises, identifies and names balls Recognises, identifies and names boxes Recognises, identifies and names his/her own symbol, his/her peers symbol and the class name Builds at least a 6 piece puzzle Shows the ability to distinguish between objects in the “foreground and background” Identifies and recognises the circle Identifies and recognises the triangle Identifies and recognises the square Compares which of two given collection of objects are bigger, smaller, biggest, smallest Sorts objects in: Size - big and small Colour – Primary colours (red, yellow, blue) Shape – circle ,triangle and square Objects that roll Objects that slide Space and Shape (Geometry) 3.4 Symmetry Recognises line of symmetry in Self Measurement 4.1 Time Uses words like day, night, light and dark, morning, afternoon tonight to describe time of the day Orders recurring events in own daily life (Daily Programme) Shows and awareness of days of the week, seasons and weather Knows own birthday date 4.2 Length Distinguishes between tall, taller, tallest, short, shorter, shortest (Height chart) 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R WEEK 10 Use Week 10 to attend to conceptual weaknesses and/or identified barriers to learning. Content Area Topic Assessment Criteria Data Handling 5.1 Collect and sort objects Able to collect, sort, draw, read and represent (analyse) objects according to one attribute 5.2 Represent sorted collection of objects 5.3 Discuss and report on sorted collection of objects CAPS 107 MATHEMATICS GRADE R TERM 2 MATHEMATICS GRADE R Week 11 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Introduce the meaning of the number 2 Oral: Count everyday objects up to 2. Count forwards and backwards up to 2. Rote counting 1-7 Reinforce concepts of “many” and “few”. Clap hands many times...STOP. Clap hands fewer times. The teacher claps up to 2 times. Two pictures of birds for counting song - “Two little Dickey birds” 1 day Kinaesthetic Let the learners: - Call 2 learners to the front. Count them - Count 2 chairs, tables etc. - Identify pairs of body parts such as eyes, ears, hands, legs, feet, knees, shoulders etc. - Do body percussion e.g. clap hands twice, nod their heads twice, tap on floor twice or jump twice etc. - Hold up 2 fingers, 2 hands, 2 feet. Learner’s bodies 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TERM 2 MATHEMATICS GRADE R Week 11 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Concrete using 3-D objects Let the learners: - Identify two of the same objects in the classroom e.g. two shoes, two crayons etc. - Develop an awareness of number conservation by letting learners pack two counters or any objects in different ways e.g. or or When counting, the number of objects is not affected by their size, or position, or whether they are of the same type. For example: - Arrange 2 buttons, 2 pencils, 2 hoops, 2 learners etc. - Count them in a different order e.g. count them spread out, close together, in a line or stacked up 2 Counters or 2 objects for each learner 1 day CAPS 109 MATHEMATICS GRADE R TERM 2 MATHEMATICS GRADE R Week 11 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Knows the number symbol and recognise the number name that involves the number 2 Semi-concrete using 2-D shapes Let the learners: - Match picture cards with 2 pictures on them with two cards with two dots on them. - Show flash cards with a picture of selected number of items on it e.g. a pair of shoes, two crayons etc. - Let learners look for the same number of objects in the classroom. - Identify flash cards with different numbers of pictures on them. - Identify flash cards with the number symbol 2. - Recognise flashcards with the number name. - Link the number symbol 2 with the number of objects and the number of dots. - Link the number name with the number symbol card, the number of pictures and the number of dots cards. - Add number 1 flashcards and let learners identify the numbers 1 and 2 - Make number puzzles and allow learners to match them e.g. 2 two Number flash cards with two objects. Objects in class and environment. Picture of 2 object Flash card with two pictures, dots, number symbol and number name Picture of 2 object 2 two 1 day 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TERM 2 MATHEMATICS GRADE R Week 11 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects and 3.3 (2-D) shapes • Describe, sort and compare 3-D objects and 2-D shapes according to similarities and differences Kinaesthetic - Select two girls using a counting out rhyme. - The other learners identify in which way the two girls are the same? - Select a boy and a girl using a counting out rhyme. - The other learners identify in which way the boy and girl is different. - In pairs the one learners “poses” in a specific way and the other must copy the exact “pose” e.g. the - one learner stands with his/her hands on his/her head and on one leg. The other copies the “position. - Sort learners according to gender, those with shoes, those with sandals, and those that are bare feet. - Call the following learners to the front. o Girls and boys with trousers, a girl with a dress o All children with shoes on, one that is bare feet. - Ask questions such as: “Which learner does not match? “Which learner is different?” 1 day CAPS 111 MATHEMATICS GRADE R TERM 2 MATHEMATICS GRADE R Week 11 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects and 3.3 2-D shapes • Describe, sort and compare 3-D objects and 2-D shapes according to similarities and differences Concrete using 3-D objects - Two learners bounce balls: a big ball and a small ball - The other learners identify in which way the balls are the same and different. - One learner rolls an orange, another roll a ball. - The other learners identify in which ways the ball and the orange are the same and different. - Learners observe a boys shoes and a girls sandals - The other learners identify in which ways the shoes are the same and different. - Learners find objects which are the same in the classroom Semi-concrete using 2-D shapes or pictures - Provide matching card games to promote similarities and differences e.g. - Progress to more abstract cards later in the year. Learners do not have to read the letters. e.g. Make own matching card games as in example below Matching card games 1 day 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TERM 2 MATHEMATICS GRADE R Week 11 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Order and compare collections of objects using “equal to” or “the same” Kinaesthetic Let the learners: - Develop the concepts of same and different. - Compare their fingers and their toes. Although they are the same number they look different. - Compare fingers, toes and eyes. They look different. We have the same number of fingers and toes namely 10 but we only have two eyes. - Compare ears, arms, legs and feet. They look different but they are the same number namely two of each. - The teacher draws two circles on the ground or forms two circles with a string on the floor. Instruct the learners to divide themselves so that there’s and equal number of learners in each circle. Count the number of learners. Points out the groups are equal to the same. 1 day CAPS 113 MATHEMATICS GRADE R TERM 2 MATHEMATICS GRADE R Week 11 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers Concrete using 3-D objects - Develop the concepts of same and different. - Place a set of the learner’s symbols in the middle of the carpet. - Give each learner his/her symbol card. The learners try to match their symbols with the same one on the carpet. - Place a group of objects on the table and divide them into equal groups (one for you, one for me) Examples: 1. Place two objects of the same type e.g. crayons, in a row on the table. Ask one learner to match each of teacher’s crayons with one of his/her own. (Learner needs to fetch two crayons to match teacher’s number of crayons. “Now we each have the same/equal number of crayons” 2. Repeat the same exercise as above with 4 and 6 objects for the learners to understand the concept of “the same/equal” 3. The teacher places 2 blocks in a row on a table. She gives two learners each a block. Ask the learner to match each of their blocks with her blocks. (Learners each need to fetch another block to match teacher’s two blocks) “Now we each have 2 blocks. We have the same number of blocks”. Teachers blocks Semi-concrete using 2-D shapes or pictures - Let learners compare picture and dot flash cards. Identify the cards that are the same - Provide matching card games during free play time indoors where learners can distinguish between similarities and differences. Blocks 1 day 114 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R TERM 2 MATHEMATICS GRADE R Week 11 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Order and compare collections of objects using “more than” Oral: Count everyday objects up to the number 2. Reinforce concepts of “many” and “few” Clap your hands many times ...STOP Clap your hands fewer times. The teacher claps up to the number 2. Kinaesthetic The learner says which of two given collection of objects is: “more than” Let the learners: - Count their eyes and their fingers. Ask question: “Which do they have more of?” - Show two fingers on one hand and 1 finger on the other hand. “Which hand is more?” - Choose 3 learners using a counting out rhyme. Group them in groups of 2 and 1 - Count how many learners in each group. Compare the two groups and ask questions such as: “Which group has more learners?” “Which group is more than one?” 1 day CAPS 115 MATHEMATICS GRADE R TERM 2 MATHEMATICS GRADE R Week 11 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers Concrete using 3-objects - Place 2 pairs of scissors, 3 counters and 4 crayons on the table. Count each group’s objects. - Ask question such as: “Which groups has more objects. Which group has the most objects”. “Which group has more than the scissors? Which group has more than three?” - Place a variety of concrete objects (shells, stones, corks etc.) on the table. Sort them into groups (all the corks together), counting the amount in each group and indicating which group is more, less, equal. Give them an opportunity to work with their own counters. Start with small numbers. - Integration: Containers must be provided during water play and sand play to give opportunities to experiment with concepts such as more than, less than an equal. Any objects in the classroom Semi-concrete using 2-D shapes or pictures - Let learners compare picture and dot flash cards. Identify the cards that are more than a number given by the teacher e.g. - Teacher says: Find a card which has more than 2 pictures of dots? - Match the cards with the same number of objects or counters. (pack a counter on each dot or picture) Picture and dot flashcards Counters 116 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 12 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Recognise and identify the number symbol and the number name that involve the number 2 Oral: Count everyday objects up to the number 2. Count forwards and backwards up to 2. Rote counting 1-7 Reinforce concepts of “many” and “few”. Clap your hands many times ...STOP. Clap your hands fewer times. The teacher claps up to 2. Number songs and rhymes 1 day Kinaesthetic Let the learners: - Bounce a ball once, in other words 1 time. - Bounce a ball twice, in other words 2 times. - Draw the number two on the ground and let learners walk the number two. - Draw the symbol two in the sand, in the air, on the carpet etc. - Make a number 2 with play dough. - Find 2 friends who are wearing shoes. Balls Play dough Concrete using 3-D objects Let the learners: - Pick up one counter. - Pick up two counters. Counters CAPS 117 MATHEMATICS GRADE R Week 12 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Semi – concrete using 2-D shapes or pictures Let the learners: - Identify picture flash card and link them with the same number of objects - Identify flash cards marked with two dots and link them with the same number of objects. - Identify the number symbol and number name flash cards and link them to the same number of counters. - Identify the number symbol 2 on pictures provided by the teacher. - Where else in the class can you see a number 2 - Divide class in groups Give opportunity to play number dominoes in groups. Flash card with two pictures, dots, number symbol and number name Picture of 2 objects 2 two Counters Pictures on which the number symbol 2 appears 1 day 118 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 12 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction • Orally solve and explain solutions to word problems (story sums) that involve the number 2 Kinaesthetic Examples: 1. Teacher calls 1 learner to the front. Learners count him/her. Teacher calls another 1 and asks: How many learners altogether?” 1 and 1 → 2. (The teacher says: 1 and 1 makes 2) 2. Teacher packs out 1 chair. Add 1 more. How many chairs are there now? 1 and 1 → 2. 3. Teacher holds up 2 fingers. And says: “Count my fingers. If I hide one finger, how many fingers can you see? 2 take away 1 → 1. 4. Teacher holds up 2 fingers. And says: “Count my fingers. If I don’t take away any fingers, how many fingers can you see? 2 take away 0 → 2. 5. There is one child is at home. One comes to play. How many children are there now? 6. There are two children at the table. Each child wants his own chair. How many chairs do we need? Concrete using 3-D objects Examples: (Use counters) 1. If you have one cookie and mommy gives you another one, how many cookies will you have? 2. Teacher has two counters in one hand and no counters in the other hand. How many counters does she have altogether? 3. Cay has 2 balls and 1 ball hops away. How many balls does Cay have left? 4. If you have 2 blocks and you give 1 block to a friend, how many blocks will each of you have? Number songs and rhymes Counters (if you don’t have cookies) Counters Balls Blocks 1 day CAPS 119 MATHEMATICS GRADE R Week 12 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Order and compare collections of objects using “less than” Oral: Count everyday objects up to the number 2. Reinforce concepts of “many” and “few” Clap your hands many times ...STOP Clap your hands fewer times. The teacher claps up to 2 Number songs and rhymes 1 day Kinaesthetic (Integrate with performing Arts in Life Skills - dance) - Sing the song: “Heads and shoulders, knees and toes” singing every word the first round - The next round you sing one word less e.g. “Heads and shoulders, knees and ....., knees and ....” - Sing song with another word less e.g. “Heads and shoulders, ........and ........., ........... and ....” - Teacher points out that every time they sing one word less until no words are sung Concrete using 3-D object Teacher makes four strings of beads. Place 3 beads on the first string, 2 beads on the second string, one bead on the third string and 3 beads on the fourth string. Let learners identify: - Which string has the least beads? - Which string of beads has 1 more than the string with 2 beads? - Which string of beads has one less than the string with 3 beads? Song: “Heads on shoulders, knees and toes” Four strings with a different number of beads. 120 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 12 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers Semi-concrete using 2-D shapes or pictures - Let learners compare picture and dot flash cards. Identify the cards that are more than and less than a number given by the teacher e.g. which card is more than 2? - Which card is less than 4? Make your own picture and dot card sets. 1 day • Reinforce the comparison of two given collection of objects using: - more than, - less than (fewer) Oral: Count everyday objects up to the number 2. Rote counting 1-7 Reinforce concepts of “many” and “few” Clap your hands many times ...STOP Clap your hands fewer times. The teacher claps up to the number 2. Number songs and rhymes The teacher makes two strings of beads. Place 3 beads on the first string, 2 beads on the second string, Let learners identify: - Which string has the least beads? - Which string has the most beads? - Which string of beads has more than 2 beads? - Which string of beads has less than 3 beads? Integrate with Visual Arts where learners tread straws, polystyrene chips, cut out shapes with punched hole in the middle, leaves etc. Two strings with a different number of beads. CAPS 121 MATHEMATICS GRADE R Week 12 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers Semi-concrete using 2-D shapes or pictures Place a group of objects on the table and divide them into: - Equal groups (one for you, one for me) - Unequal groups (compare to see which group has most/least and which are the same) - If there are two groups that are not the same, what do we have to do to make them equal/same? Two strings with a different number of beads. 1 day 3.2 3-D objects and 3.3 2-D shapes • Describe, sort and compare 3-D objects and 2-D shapes Concrete using 3-D objects Let the learners: - Sort a variety of objects according to size - Sort and compare the different building blocks according to size (big and small). - Sort the blocks according to the same shapes Semi-concrete using 2-D shapes or pictures Divide learners into five groups. Give each group a variety of different shapes. - Let learners sort the shapes according to: o Colour o Shapes (even if the learners do not know the shapes). o Size - Make use of card games that promote colours, size and shapes Variety of big and small objects in the class e.g. ball, doll, toy car, Lego block etc. Building blocks and balls of different sizes Logi Shapes or any other colourful shapes available 1 day 122 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 13 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Introduce the meaning of the number 3 Oral: Count everyday objects up to number 3. Count forwards and backwards up to 3. Rote counting 1-7 Reinforce the concepts of “many” and “few”. Clap your hands many times ...STOP. Clap your hands fewer times. The teacher claps up to 3 times. Number songs and rhymes. 1 day Kinaesthetic - The teacher plays a drum or music. When the music stops the learners form groups of three. - Ask learners whose family consists of only 3 members. - Learners stand in a row; Teacher asks ‘’who’s third in the row?’’ Divide learners into ±5 groups Let the learners: - Tear three pages from an old telephone directory. - Crumple the three pages into three balls as tight as possible. To enhance laterality only use the dominant hand. Learner can sit on the non-dominant hand. - Open the balls and crumple them again. - Count the balls after all three have been crumpled. - While counting throw the three balls in a basket placed in the middle of the group. This activity could be integrated with Physical Education in Life Skills Learners themselves. Counters Old telephone directories basket CAPS 123 MATHEMATICS GRADE R Week 13 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Concrete using 3-D objects: Let the learners: - Identify 3 objects in the classroom. - Hold up 3 fingers. - Place 3 objects on the table. Individual learners come to the table and count each object. The learner touches each object as he/she counts. Repeat with other objects. - Develop an awareness of number conservation by letting learners pack three counters or any objects in different ways e.g. . When counting, the number of objects is not affected by their size, or position, or whether they are of the same type. For example: - Arrange3 buttons, 3 pencils, 3 hoops, 3 learners etc. - Count them in a different order e.g. count them spread out, close together, in a line or stacked up Counters or objects 1 day Semi-concrete using 2-D shapes or pictures - Show a picture of a “three legged cast iron pot”. - Count the legs. - Let the learners think of anything else with three legs. - Show the picture card of 3 objects. The learners count out the corresponding number of counters. - Do the same with the dot cards. - The learners match the dot card with the picture cards. Picture flash cards Dot flash cards Counters Picture of 3 objects 124 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 13 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Knows the number symbols and recognise the number names that involves the number 3 Oral: Count everyday objects up to number 3 Count forwards and backwards up to 3 Reinforce concepts of “many” and “few”. Clap your hands many times ...STOP. Clap your hands fewer times. The teacher claps up to 3 times. Concrete using 3-D Objects - Give each learner 3 unifix cubes - Teacher shows a dot, picture, symbol or number name card that involves numbers 1 to 3. - Learners count the specified number and place the same number of unifix cubes on their fingers. Unifix cubes Number card that involve number 1 to 3 Picture of 3 objects 3 three 1 day Semi-concrete using 2-D shapes or pictures Let the learners: - Identify flash cards with different numbers of pictures on them. - Identify flash card with the number symbol 3. - Link the number symbol 3 with the number of objects and the number of dots. - Link the number name with the number symbol card and the number of dots cards - Give each learner a number card that involves numbers 1 to 3. The teacher holds up a dot or picture card. The learners hold up the matching number card. Different flash cards with a different number of pictures on each. Flash card with the number symbol 3 Flash card marked with 3 dots Picture of 3 objects 3 three CAPS 125 MATHEMATICS GRADE R Week 13 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction • Solves orally stated addition and subtraction problems (story sums) with solutions up to 3 Oral: Count everyday objects up to number 3. Count forwards and backwards up to 3. Kinaesthetic Examples: 1. Teacher calls 2 learners to the front. Learners count them. Teacher calls another 1 and asks: How many learners altogether?” 2 and 1 → 3. (The teacher says: 2 and 1 makes 3) 2. Teacher packs out 3 chairs. She doesn’t add any more. How many chairs are there now? 3 and 0 → 3. 3. Teacher calls 3 learners to the front. Count them .She sends 2 learners’ back. How many learners are left? 3 take away 2 → 1 Concrete using 3-D objects Give each learner 3 counters. As the teacher “tells the story” the learners pack the counters. Examples: 1. Anne has 2 oranges and Peter gives her another 1. How many oranges does Anne have now? 2 and 1 → 3 (The teacher says: 2 and 1 gives you 3). 2. There is 1 branch on the tree and another 2 branches grow. How many branches are on the tree now? 1 and 2 → 3. Examples: 1. A monkey has 3 bananas and eats 1. How many bananas does he have left? 3 take away 2 → 1. 2. There are 2 juicy apples on an apple tree. 1 apple falls off. How many apples are left on the tree? 2 take away 1 is → 1. Number songs and rhymes. Chairs 3 Counters for each learner 1 day 126 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 13 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 2.1 Geometric patterns • Create own repeating patterns using 2 objects Kinaesthetic Learners sit in a circle. Chant word patters Example: Sun, sky, sun, sky Banana, apple, pear, banana, apple, pear. Susan, John, Abby, Susan, John, Abby red, blue, blue, red, blue, blue etc. Waka, waka, eh, eh, waka, waka, eh, eh Concrete using 3-D objects Let the learners: - Collect 3 of the same objects in the classroom e.g. 3 crayons - Collect another 3 objects that are the same in the classroom e.g. 3 Lego blocks - Learners create their own patterns using two objects e.g. - One crayon, one Lego block, one crayon …. - Two crayons, one Lego block, two crayons, one Lego block ….. - Allow learners to create patterns in different ways. - Swop their objects with a friend and repeat exercise. Crayons Adhesive Any other objects 1 day CAPS 127 MATHEMATICS GRADE R Week 13 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and name 2-D shapes in the classroom including pictures - Triangle • Reinforce the knowledge gained in week 4 to recognise, identify and name the triangle Kinaesthetic Draw, or use a rope to create the outline of a large shape of a triangle Let the learners: - Walk around the shape observing the features of the triangle. While walking let the learners say: “I am walking along the triangle. One, two, three sides or one, two, three corners (angles) - The teacher points out that the triangle has 3 “corners” and three sides. - Draw a triangle in the air and/or sand - Form a triangle with clay Concrete using 3-D objects Let the learners: - Recognise and identify objects in the classroom that have a triangular shape. - Recognise and identify objects in nature that have a triangular shape. - Place a variety of different size circles and triangles in a “Feely bag”. Identify the triangle amongst other shapes. Clay or play dough Triangular object in the classroom and environment Make your own cards with 5 different circles, triangles and squares on them 1 day 128 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 13 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Sort 3-D objects and 2-D shapes - Sort a variety of objects according to shape and colour. 1 day Semi-concrete using 2-D shapes or pictures Let the learners: - Identify the triangle shape in pictures. - Draw a triangle on a piece of paper. - Copy the triangle from a given card. - Draw a ring around all the circles on a worksheet. - Make pictures using triangles during visual art time. - Play card games that enhance the reinforcement of shapes. Pictures in which a triangle can be identified. Card games that develop recognition of shapes such as “What’s in a square” Logi shapes etc. CAPS 129 MATHEMATICS GRADE R Week 14 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained that involves the numbers 3 Oral: Count everyday objects up to number 3. Count forwards and backwards up to 3. Rote counting 1-7 Reinforce concepts of “many” and “few”. Clap your hands many times ...STOP. Clap your hands fewer times. The teacher claps up to 3 times Number songs and rhymes. 1 day Concrete 3-D using objects Let the learners: - Find 3 objects in the class that are red. - Make a number 3 with clay. - Roll 3 big balls with clay. - Roll 3 small balls with clay - Find 3 learners in the class wearing the same colour. Red objects. Clay 130 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 14 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction • Orally solve and explain solutions to word problems (story sums) that involve the number 3 Oral: Count everyday objects up to number 3. Count forwards and backwards up to 3. Kinaesthetic Examples: 1. The teacher calls 2 learners to the carpet then calls one more learner. How many learners did teacher call to the carpet? Teacher says: 2 and 1 gives you 3. 2. There are three children. Each child wants his/her own crayon. How many crayons do we need? 3. Three children stand together. One leaves the room. How many are left? Concrete using 3-D objects Examples: 1. The teacher puts 3 counters on the table. She takes away 2 counters. How many counters are left on the table? Teacher says 3 take away 1 gives you 2. 2. Pat has 2 cats and gets another 1 cat from Busi. How many cats does Pat have altogether? 1 and 2 → 3. Teacher says 1 and 2 gives you 3. 3. If 1 cat has 1 tail, how many tails will three cats have altogether? 1 and 1 and 1 → 3 Learners Counters 1 day CAPS 131 MATHEMATICS GRADE R Week 14 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 2.1 Geometric patterns • Complete a given pattern with 2 objects Kinaesthetic - Let the learners’ copy an action pattern e.g. skip, skip, jump, jump, skip, skip, jump........ - Learners complete patterns using their bodies e.g. standing next to each other alternating hands on the head, hands on the hips, hands on the head ........ Concrete using 3-D objects - Let the learners copy an object pattern e.g. bead, bead, stick, bead, bead, stick ..... Any objects 1 day Semi - concrete using 2-D shapes or pictures - The teacher provides learners with a variety of already cut- out pictures of the same objects. (Cut pictures out during a Visual Arts activity) - The teacher starts a pattern and learners must copy the given pattern e.g. picture of coffee, tea, sugar… - Let the learners complete a pattern by drawing a: - Flower, leaf, flower..... - Blue circle, red circle, blue circle....... etc. Pictures from advertisements. A4 Paper and crayons 132 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 14 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects • Sorts and compares 3-D objects and 2-D shapes according to a certain attribute Concrete using 3-D shapes Divide learners into 5 groups. - The teacher collects enough objects so that each group can sort them according to at least two attributes (It could be more). - Give each group objects of two attributes to sort. Let the learners: - Sort the objects according to things that are the same and different. Semi-concrete using 2-D shapes or pictures Keep learners in the same groups. - Compare and Sort different pictures collected by the teacher e.g. Pictures of a variety of clothing, food, furniture, transport etc. - Let learners complete a work sheet matching two pictures e.g. tooth paste and tooth brush, face cloth and soap. Objects such as: Different clothing items Different fruit Different plastic farm animals Different geometric shapes Different building blocks Different Lego blocks Different objects from nature such as leaves, sticks, stones etc. Different buttons etc. Different colour of bottle tops Different crayons Collect pictures from magazines and flyers. Cut out and paste on cards. 1 day CAPS 133 MATHEMATICS GRADE R Week 14 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and view • The position of two or more 3-D objects in relation to the learner - Reinforce the concepts “on/ under” and “on top of” Kinaesthetic Each learner sits on a chair. - Learners demonstrate on top and under by following the commands of the teacher e.g. sit on the box, lie under the box or table. - Sit under a table. Make yourself as small as you can under the table. - Stand on your chair and stretch as high as you can. - Get onto a table and swing your arms in big/small circles. Extend using bigger/ smaller. - Put a block on your head and climb on the table. - Choose five learners’ using a number rhyme. - Whisper an instruction to each learner. o Sit with your hands under your legs o Stand with your hands on your hips o Stand with your hands behind your back o Sit with your hands on your shoulders o Stand with your hands crossed in front of you The learners stand in the front while the rest of the group is sitting on the carpet. Ask the learners: - What is the first learner doing? (He/she is sitting) - Where are his hands? (His/her hands are under his/her legs) - Repeat with the other learners using second, third fourth and last. - Select a new group to perform the same instructions - Take the learners outside and let them demonstrate the concepts of “on’, “under”, and “on top” by showing their own initiative. Learners Box 1 day 134 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 15 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained involving the numbers 1, 2 and 3 Oral: Count everyday objects up to 3. Count forwards and backwards up to 3. Rote counting 1-7 Reinforce concepts of “many” and “few” Clap hands many times …… STOP Clap hands fewer times. Teacher claps up to 3 times. Number songs and rhymes 1 day Kinaesthetic Encourage learners to discover: - 1 body part that can move up or down, to one side or the other side on its own e.g. the tongue. - 2 body parts that are used for jumping e.g. legs Learners’ bodies. Singing and acting out a song e.g. ‘there were three in the bed and .....’ Counting rhyme e.g. “One two, buckle my shoe”. Concrete using 3-D objects Let learners develop number sense by: - Using 3 blocks to build a tower. - Finding 3 objects in the classroom that are red. Semi-concrete using 2-D shapes or pictures Teacher draws a simple picture - The teacher poses questions related to the number of objects in the picture e.g. How many windows do you see etc.? Blocks Red objects CAPS 135 MATHEMATICS GRADE R Week 15 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.2 Count forwards and backwards • Use numbers 1, 2 and 3 in familiar contexts Oral: Count everyday objects up to 3, Count forwards and backwards up to 3. Reinforce concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 3 times. - Encourage learners to memorize their house number and street address Semi-concrete using 2-D shapes or pictures Let the learners: - Look for pictures of the number 1, 2 and 3 from magazines and flyers and paste them on paper.(Integrate with visual Arts) - Match the number of objects to the number of dots on a flash card. - Show a dot card. Learners throw the same number of bean bags into a box - Play the board game “Snakes and Ladders” and dominoes. Number songs and rhymes Magazines, Adverts Flash cards with dots Bean bags “Snakes and Ladders” board game Dominoes 1 day Notes: Numbers are all around us: - Each house has a number - We all have different telephone numbers - We see numbers in shop windows. - We see numbers on different products when shopping - We see numbers on motor cars 136 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 15 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Order and compare collections of objects using ‘’more than, less than’’ and “equal to’’ up to number 3 Kinaesthetic Call three learners to the front. Let them sit in a circle. - Let two learners stand. How many are sitting? Count them. How many are standing? Count them. Which number is more/most, which number is less/least? - Let three learners stand. Count them. Which number is most/least? Let one more stand. Count them. Are the learners sitting more than the learners standing? - Repeat with numbers 1 to 3. - Count the girls. Count the boys. Are there more boys than girls? Concrete using 3-D objects Divide learners into 5 groups Provide each group with a piece of string/wool and ±5 objects. Learners form a nest with the wool. - Teacher whispers to each group asking them to make a group of 3 or 2 or 1 object(s) in their “nests” - Learners must identify which group has more than 1 object. - Which group has less than 3 objects? - Which group has the same number of objects? String 5 Objects per group 1 day CAPS 137 MATHEMATICS GRADE R Week 15 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 2.1 Geometric patterns • Copy and complete a given pattern according to the colours red, blue, yellow Kinaesthetic - Teacher acts out a pattern. Repeats it and keeps the rhythm e.g. o Clap, snap (fingers), clap, snap o Snap, clap, stamp, snap, clap, stamp o Clap, snap, snap, clap, snap, snap Concrete using 3-D objects The teacher provides each learner with 3 red, 3 blue and 3 yellow counters or bottle tops Let the learners: - Copy a given pattern from the teachers pattern e.g. red, red, blue, yellow, yellow (Repeat several times with a different pattern) - Complete a given pattern e.g. blue, yellow, red……..(Repeat several times with a different pattern) - Let the learners sort counters according to the three different colours. Each learner receives 3 red, 3 blue and 3 yellow counters or bottle tops 1 day Semi-concrete using 2-D shapes or pictures - Give each learner a piece of paper - Let learners complete a 2-D shape pattern as a border. - Complete the picture during visual arts time by drawing a picture in the middle. Karabo Siya A4 paper for each learner. Crayons 138 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 15 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.2 Length Concretely compares and orders objects using appropriate vocabulary to describe length - long, short, - longer, shorter, - longest, shortest, Kinaesthetic - Let one learner lie on the floor and the rest of the learner’s place the blocks in a line alongside his/her body. - The teacher asks the rest of the class/group to build something that is shorter than their friend and longer than their friend. Building blocks 1 day Let the learners determine: - Which structure is longer? - Which structure is the longest? - Which structure is shorter? - Which structure is the shortest? Let learners arrange a variety of materials: - From longest to shortest - From shortest to longest - Let the learners compare the lengths of different objects. The teacher provides learners with pieces of wool or string. Encourage learners to estimate before measuring. Let the learners measure: - Each other’s heads. - Each other’s feet. - Their own ankles. - Their own wrists. - Let the learners compare the different lengths by seeing which piece of string is longer or shorter e.g. string measure around my head is longer than the string measure around my wrist. - Let the learners determine whether their estimations were correct. String Rope Strips of material Crayons of different lengths Wool or string Learners CAPS 139 MATHEMATICS GRADE R Week 16 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Introduce the meaning of the number 4 Oral: Count everyday objects up to 4. Counts forwards and backwards up to 4. Rote counting 1-7 Counting rhymes and songs Learners’ bodies 1 day Reinforce concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 4 times. Kinaesthetic Let the learners: - Nod their heads 4 times. - Make the number 4 using their bodies. Learners determine how many children they would need. - Learners close their eyes. Teacher taps on the table 4 times. They open their eyes and say how many taps they have heard. Repeat with numbers 1 to 4. 140 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 16 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Concrete using 3-D objects Let the learners: - Make a number 4 with play dough. - Find 4 friends who are wearing shoes. - Find 4 objects that are round. - Blindfold learners and let them identify the numbers 1 to 4 by feeling/tracing the tactile number cards. - Develop an awareness of number conservation by letting learners pack four counters or any objects in different ways e.g. When counting, the number of objects is not affected by their size, or position, or whether they are of the same type. For example: - Arrange 4 buttons, 4 pencils, 4 hoops, 4 learners etc. - Count them in a different order e.g. count them spread out, close together, in a line or stacked up Semi-concrete using 2-D shapes or pictures Let the learners: - Look for 4 pictures and paste the pictures on paper. - Match the number of objects to the number of dots on a flash card. - Identify the flash card with four dots. Play dough Objects that are round Make a set of tactile number cards by cutting out numbers from sand paper and pasting them on separate pieces of card board. If you laminate these cards learners could also use them to form a clay number on the card. 4 Counters or 4 objects for each learners Magazines, flyers, advertisement A4 paper and glue Picture of 4 objects 1 day CAPS 141 MATHEMATICS GRADE R Week 16 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Use the number 4 in familiar context - What does the number four make you think of? Car - four wheels Chair - four legs Dog - four paws Table - four legs - To develop memory, encourage learners to memorise their house number and address Concrete using 3-D objects - Give opportunity to play number card games available in your class Semi-concrete using 2-D shapes or pictures - Show the number symbol 4 card Play games such as: - If your house number has a 4 in it, clap 4 times. - Find a friend in the class who has the same house number as you. (Learners ask friends their house number) - Whose house number is more than 4? - Show learners a flash card with four dots. - Identify the flash card with four pictures on. Learners’ home addresses Learners 4 Any available number card games Picture of 4 objects flash cards with 4 pictures and 4 dots 1 day 142 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 16 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.2 3-D objects • Explore the possibilities of building blocks Let the learners: - Use any four blocks to build a construction. - Build a structure that is 3 blocks high and 5 blocks across. - Use as many blocks as they need to build a train. - Identify who built the longest train. - Build a high tower (Vertical). - Build a flat construction e.g. a road or a house (horizontal) - Identify who built the highest tower. - Provide building blocks during free play indoors for learners to continue exploring building blocks. Building blocks e.g. 1 day 3.3 2-D shapes • Develop the ability to distinguish between shapes in our environment, regardless of their size or angle sizes - Shape conservation (form constancy) Kinaesthetic Let the learners in groups of 3: - Lie on the floor and make a triangle with their bodies. Point out that although each group’s triangle shape looks different, the shape still remains that of a triangle. - The teacher draws different triangles on the floor/ground e.g. - Learners walk along the sides of the shapes and experience the different angles with their bodies Concrete using 3-D objects - Use 7 twigs and place them in a straight line Learners 7 Twigs for each learner 1 day Only select one kinaesthetic, concrete and semi￾concrete activity CAPS 143 MATHEMATICS GRADE R Week 16 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes - Use twigs to make a curved line. - Use twigs to make a zigzag line. - Use the twigs to make a triangle. - Point out that each learner’s triangles are not identical but the shapes are all still triangles. Semi-concrete using 2-D shapes or pictures The teacher draws 5 different circles, triangles and squares on a flash card e.g. The teacher divides the learners in groups. Let the learners: - Recognise the triangle flash cards from amongst the other shape Cards with 5 different circles, triangle and squares on them 144 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 16 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.2 Length Concretely compares and orders objects using appropriate vocabulary to describe length - long, short, - longer, shorter, - longest, shortest, - short, shorter, shortest - tall, taller, tallest Reinforce the concept of length Kinaesthetic Let the learners: - Explore length by comparing objects with one another. - Identify which object is the longest and which object is the shortest. - Compare the height of two learners and identify which learner is short and which one is tall - Compare the height of more than two learners and ask questions such as “Which learner is shortest, and which learner is tallest. - Teacher measures learners again using the height chart from the first term. - The teacher leaves last term’s recordings (hands with learners symbol/photo) so that they can compare the two measurements. - Learners discover whether they have grown since the last term. - Who did not grow at all? - Who grew the most since the first term? e.g. o Sipho grew one hand span taller. o Abby’s height remained the same Pencils, rope, string, pegs, etc. Height Chart Term 1 Term 2 Hands-span height chart 1 day CAPS 145 MATHEMATICS GRADE R Week 17 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained of the meaning of the number 4 Oral: Count everyday objects up to 4. Count forwards and backwards up to 4. Reinforce concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 4 times. Number songs and rhymes 1 day Kinaesthetic Let the learners: - Trace the number 4 in the air using their finger. - Sing song e.g. ‘Four green bottles hanging on the wall....’ - Turn around 4 times. Concrete using 3-D objects Let the learners develop number sense by: - Drawing the number 4 in sand. - Finding 4 3-D objects that can roll. - Building puzzles with 4 pieces. Semi-concrete using 2-D shapes or pictures - The teacher selects 4 name flash cards. The teacher flashes a name and then a picture of a toy or an animal. - The learner whose name was flashed reacts by making the noise the toy made. - Repeat until all four names were flashed. - Ask how many learners’ names did I flash? How many toy/animal pictures did you see? Flat baking tray/box with sand 3-D objects that can roll 4-Piece Puzzle Card with a picture of a toy Cards with a picture of an animal 146 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 17 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Knows the number symbol and recognises the number name of the number 4 Oral: Count everyday objects up to 4. Count forwards and backwards up to 4. Number songs and rhymes 1 day Reinforce concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 4 times. Kinaesthetic - Write the number four in the air, on the floor and on your friends back - Hold up 4 fingers - Teacher plays a drum. When drum stops, learners form groups of four. Semi-concrete using 2-D shapes or pictures - Show learners the flash card with the number symbol 4. - Identify the number name on number flash cards. - Link the number name to the same number of objects. Flash card with number symbol Flash card with number name four 3-D objects four CAPS 147 MATHEMATICS GRADE R Week 17 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction • Orally solve and explain solutions to word problems (story sums) that involve the number 4 Concrete using 3-D objects Examples: 1. Teacher gives you 2 blocks and you already have 2 blocks. How many do you have altogether? 2. If you have 2 blue circles and 2 red circles, how many circles do you have all together? 3. Sipho has 4 crayons and Joy has 1 crayon. Who has more crayons? 4. If Jody has 4 dolls and she lost 1, how many dolls will she have left? Divide learners into groups. - Give each group a heap of objects e.g. pencils, crayons, cups, shapes. Let the learners share the objects received between each group member (one-to-one correspondence) - Ask questions such as: “Are there any objects left?” - (The teacher must ensure there are more objects than the number of learners in a group. Remove objects to demonstrate equal sharing as well) Blocks Crayons Blue and red circles Dolls Enough objects (one for each learner) such as pencils, crayons, cups, shapes 1 day Week 17 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Knows the number symbol and recognises the number name of the number 4 Oral: Count everyday objects up to 4. Count forwards and backwards up to 4. Number songs and rhymes 1 day Reinforce concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 4 times. Kinaesthetic - Write the number four in the air, on the floor and on your friends back - Hold up 4 fingers - Teacher plays a drum. When drum stops, learners form groups of four. Semi-concrete using 2-D shapes or pictures - Show learners the flash card with the number symbol 4. - Identify the number name on number flash cards. - Link the number name to the same number of objects. Flash card with number symbol Flash card with number name four 3-D objects four 148 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 17 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Order and compare collections of objects using ‘’more than, less than’’ and “equal to’’ up to number 4 Divide learners into groups - The teacher provides each group with 4 counters and two pieces of wool. Let the groups: - Form two circles (sets) with the wool. - On the teachers instruction they place counters in each set. - Group members identify which set has more counters than the other? (more than) - Which circle has fewer counters than the other? (less than) - Which circle has the same number of counters as the other? (equal) Semi-concrete using 2-D shapes or pictures Arrange a set of picture cards in the correct order e.g. Picture of 4 objects Picture of 2 objects Arrange a set of dot cards in the correct order e.g. - Ask questions such as “Which card has more objects/dots? - Which number is more than 2 etc? Wool /string 4 counters 1 day CAPS 149 MATHEMATICS GRADE R Week 17 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 5.1 Collect and sort objects 5.2 Represent sorted collection of objects 5.3 Discuss and report on sorted collection of objects • Develop the process of data handling Concrete using 3-D objects - Let the learners collect 9 twigs. - Sort twigs according to small and large size. Draw graphs to display data Semi-concrete using 2-D shapes or pictures - Make a pictograph with the twigs. - The learners pack the twigs on the pictograph according to size i.e. small and large. Small twigs Large twigs 5 3 Read and interpret graphs • Talk about the results by asking questions e.g. “How many small twigs are there? How Many large twigs? Which are most/least? Learners make own collection of twigs Worksheet pictograph. The teacher designs an A4 paper with the relevant columns for each learner 1 day 150 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 18 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained involving the numbers 1, 2, 3 and 4. Oral: Count everyday objects up to 4. Count forwards and backwards up to 4. Rote counting 1-7 Reinforce concepts of “many” and “few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 4 times. Kinaesthetic Let the learners: - Trace the number 1 in the air using their finger. - Learners touch their head 2 times. - Shake hands with 4 different learners. - Blindfold learners and let them identify the numbers 1 to 4 by feeling/tracing the tactile number cards. Concrete using 3-D objects Let the learners: - Draw the number 1 in sand. - Find 3 of the same objects. - Jump on the spot 2 times.(twice) - Build puzzles with 4-pieces and more. Number songs and rhymes Tray/box with sand A set of tactile number cards Objects Learners 4-Piece Puzzles 1 day 1.11 Money • Recognise and identify South African coins Concrete using 3-D objects - Make the learners aware of the different animal and plant pictures on each coin. - The application of money can be applied in the Life Skills corner where learners can play shop. Through play learners are exposed to the different coins. 5c,10c,20c,50c,R1,00,R2,00 and R5,00 coins (play money or real money) 1 day CAPS 151 MATHEMATICS GRADE R Week 18 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction Solves orally stated addition and subtraction problems with solutions up to 4 Oral: Count everyday objects up to 4. Count forwards and backwards up to 4. Rote counting 1-7 Reinforce concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 4 times. Kinaesthetic Examples: 1. Teacher calls 1 learner to the front of the classroom. She then calls another 3 learners. How many learners has she called altogether? 2. Teacher packs out 3 counters. She adds another one. How many counters are on the table? 3. Learners stand in the front of the classroom. Teacher asks one learner to sit down. How many learners are in the front of the classroom now? 4. Busi has 4 pencils. He gives Justin 2 pencils. How many pencils does Busi have left? Number songs and rhymes Learners Counters Pencils Make use of a variety of resources to give you ideas of how to apply different strategies. 1 day 152 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 18 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Order and compare collections of objects using ‘’more than, less than’’ and “equal to’’ up to number 4 Concrete using 3-D objects - The teacher provides each member of the group with a certain number of crayons. - Group members must identify which learner has more crayons than the other learners. - Which learner has fewer crayons than the other learners? - Which learners have the same number of crayons? Semi-concrete using 2-D shapes - Arrange a set of number cards that involves the numbers 1 to 5 in the correct order e.g. 4 5 2 1 - Ask questions such as “Which card has more objects/dots? - Which number is more than 2? etc. Crayons Dot and number symbol cards 1 day CAPS 153 MATHEMATICS GRADE R Week 18 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 2.1 Geometric pattern • Copy and complete a given pattern with coins Copy a given pattern - Teacher sets up a pattern using “ play money” e.g. 5c, 5c, 5c, 10c, 10c,10c,20c, 20c, 20c Let the learners: - Copy several patterns created by the teacher. Complete a given pattern Let the learners: - Complete several patterns created by the teacher e.g. o 5c, 5c, 10c, 10c,………… o 5c, 10c,……… o 10c, ,20c……….etc Play money or real money (5c,10c,20c) 1 day 154 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 19 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained that involves the numbers 1, 2, 3 and 4. Oral: Count everyday objects up to 4. Count forwards and backwards up to 4. Rote counting 1-7 Reinforce concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 4 times. Kinaesthetic The teacher holds up a number card with the number symbol 3 and says to learners: - I need so many boys. - Holding up the number 2 saying, I need so many girls. - Form groups of (holding up a number 2). - Repeat activity with cards that involve number 1-4 Number songs and rhymes Number symbol cards that involve numbers 1 to 4 e.g. 3 1 day 1.16 Mental mathematics Mental Mathematics The teacher holds up the number card 3 and asks learners: - Which number is this? - Which number comes before the number 3? - Which number comes after the number 3? - Repeat with numbers 1 to 4 - Can you show me a picture card that has the same number as the number of dots on this card? Set of picture and dot cards that involve numbers 1 to 4 CAPS 155 MATHEMATICS GRADE R Week 19 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.16 Mental mathematics Concrete using 3-D objects - Teacher claps rhythmically and slowly to represent a number. The learners have to take out so many beads and show them. E.g. 4 beads - Let the learners put 1, 2, 3 or 4 beads in front of them. - Ask learners to show how many beads they have by matching their number of beads with the same number flashcard e.g. 4 beads with number symbol 4. - Let them find a learner who has the same number of beads. Semi – concrete using 2-D shapes or pictures The teacher holds up the dot number card of the number 2 and asks learners: - How many dots are on this card? - Which number do these dots represent? - Which number comes after this number? - To draw the same number of dots on their papers 4 Beads per learner Flash card of numbers 1,2,3 and 4 Flash cards with dots 4 3 2 1 156 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 19 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction • Solves orally stated addition and subtraction problems (story sums) with solutions up to 4 Kinaesthetic - Call 3 learners to the front. Count them - Call 1 more learner.’ How many altogether? 3 and 1 → 4 (three and one give 4) - Send 3 learners back to the carpet. How many learners are there now? 4 take away 3 → 1 Divide learners into groups. Ask questions like: - How many noses do you see in your group? - How many mouths? - How many bodies: - Between two learners, how many eyes are there? - Between two learners, how many legs are there? Concrete using 3-D shapes Examples: 1. Lindiwe’s dad has a car. How many wheels does his car have? 2. If 1 wheel is flat and taken off the car, how many wheels are left? 3. A hen has 4 chicks. Two of the chicks get lost. How many chicks are still with the hen? 4. The mother hen finds her two lost chicks. How many chicks does she have now? Counters Make use of a variety of resources to give you ideas of how to apply different strategies Counters 1 day CAPS 157 MATHEMATICS GRADE R Week 19 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Order and compare collections of objects using ‘’more than, less than’’ and “equal to’’ up to number 4 Kinaesthetic - Teacher places various objects on a table for example, 2 crayons, 4 of the same blocks, 3 tins, 2 books. Let the learners: - Count the number of crayons and the tins. Are there more crayons or more tins? - Count the number of blocks and the books. Are there fewer blocks than books? Are there more blocks than books? - Count the books and the crayons. Are there an equal number of objects or not? Crayons, blocks, tins, books. 1 day Concrete using 3-D objects - Let the learners sit on the carpet and provide each learner with a number of counters. - Learners should each have a different number of counters. - Let the learners put the counters out in front of them. The teacher asks the learners: o Who has the most counters? o Who has the least counters? o Which learners have the same number of counters? Counters Teacher gives each learner a different number of counters up to 4 3.3 2-D shapes Recognise, identify and name 2-D shapes in the classroom and in pictures • Make and complete own 4 piece puzzle (Integrate with Visual Arts) Let the learners: - Draw a picture on an A4 paper. - The teacher draws the lines on the back of the learner’s drawing. - The learner cuts his/her picture on the given lines. - The learner completes/builds his/her own puzzle. Learners own drawings 1 day 158 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 19 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.1 Time • Develop an awareness of what happens between suppertime and bedtime (Integrate with Beginning Knowledge topics in Life Skills) Let the learners: - Talk about what they do after they have had supper. - Talk about what happens at home after suppertime. The teacher asks: - ‘’Do you come to school in the morning or evening?” - If Peter gets to school after the bell has rung, is Peter late or early for school? - Where is the sun at night?” Pictures that show what happens from suppertime to bedtime. 1 day Semi-concrete using 2-D shapes or pictures - Learners draw a picture to show any event after supper. - Provide puzzles that reflect the sequencing of events and/or activities. Paper and crayons CAPS 159 MATHEMATICS GRADE R Week 20 Use Week 20 to attend to conceptual weaknesses and/or identified barriers to learning. Content Area Topic Assessment Criteria Numbers, Operations and Relationships 1.1 Count objects Estimates and rote counts up to 7 (number songs and rhymes included to develop number concepts) Counts backwards and forwards (1-4) Understands the concepts “many and few” (clapping) Recognises numbers in familiar context - e.g. house number, address register Identifies number pictures and dot cards Knows the number symbols 1, 2, 3 ,4 Recognizes the number names two, three and four Understands one-to-one correspondence (Helpers’ chart during refreshment time) Distinguish between more, less and equal, many and few up to 4 Recognises the different South African coins 1.6 Problem solving techniques Uses concrete apparatus Explains own thinking in words and through drawings or concrete objects 1.7 and 1.13 Addition and subtraction Orally solves addition and subtraction problems up to number 4 Patterns, Functions and Algebra 2.1 Geometric patterns Copies, extends and creates own patterns (objects, shapes and coins) 160 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 20 Use Week 20 to attend to conceptual weaknesses and/or identified barriers to learning. Content Area Topic Assessment Criteria Space and Shape (Geometry) 3.1 Position, orientation and views Understands the position of two or more objects in relation to the learner On, under 3.2 2-D shapes Builds at least a 12 piece puzzle Shows the ability to distinguish between objects in the “foreground and background” (assess again) Recognise, identify and names the triangle Understands form constancy of triangle (Shape conservation) 3.2 3-D objects Compares which of two given collection of objects are long, longer; short/shortest Sorts objects in Size – long and short Colours - (red, yellow, blue and green) Shapes Explores with building blocks 3.4 Symmetry Recognises line of symmetry in self and own environment Able to cross the mid-line Measurement 4.1 Time Understands the days of the week, seasons and weather chart (Songs and rhymes - assess again) Knows own birthday (assess again) 4.2 Length Distinguish between longest, shortest, longer, shorter (Height chart) Data Handling 5.1 Collect and sort objects Able to collect, sort, draw, read and represent (analyse) objects according to one attribute 5.2 Represent sorted collection of objects 5.3 Discuss and report on sorted collection of objects CAPS 161 MATHEMATICS GRADE R TERM 3 MATHEMATICS GRADE R Week 21 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Introduce the meaning of the number 5 Oral: Count everyday objects up to 5. Count forwards and backwards up to 5. Rote counting 1-10 Reinforce ordinal counting: Teacher packs 3 objects in a row. Point at each object while counting first, second, third. Reinforce the concept of “many and few”. Clap hands many times …… STOP Clap hands fewer times. Teacher claps up to 5 times. Ask question which number of claps was most/least. Number songs and rhymes Counting rhymes and songs e.g.”Five little monkeys jumping on the bed”. 3 objects 1 day Kinaesthetic Encourage learners to discover the number 5 by: - Clapping their hands 5 times. - Finding out how many learners in the class are already 5 years –old. 162 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 21 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.16 Mental Mathematics Mental Maths - The teacher claps her hands rhythmically and slowly to represent a number e.g. 5. The learners have to take out the same number of counters (5) and show them. - Learners pack 5 counters out in a row and count them. - Teacher asks: - What number comes before the number 5? - What comes after 4 etc? - If you have 5 apples and you give 2 apples away. How many apples will you have left? - Show me 5 fingers. - How many toes do you have on 1 foot? Concrete using 3-D objects Learners develop number sense by: - Making a number 5 with play dough. - Picking up 5 leaves. - Counting objects and linking them with counters. - Develop an awareness of number conservation by letting learners - Pack five counters or any objects in different ways e.g. When counting, the number of objects is not affected by their size, or position, or whether they are of the same type. For example: - Arrange 5 buttons, 5 pencils, 5 hoops, 5 learners etc. - Count them in a different order e.g. count them spread out, close together, in a line or stacked up Counters in a container Clay or play dough Leaves 1 day CAPS 163 MATHEMATICS GRADE R Week 21 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Develop memory and encourage learners to memorise their house number, address and telephone number Play games such as: - The teacher says a house number, address or telephone number of a learner. The learner whose number or address it is must respond. - When completing the attendance register the teacher may ask questions such as: “Is the learner with the telephone number 435-6256 here today?” “Is the learner that lives in Mandela Drive 123 here today?” - Learners use number symbol flash cards to pack their house number or telephone number in sequence even if not successful. - Role-play conversations on a play telephone. Learners phone someone special. Integrate with Performing Arts (drama) in Life Skills The telephone number should be the contact number of the parent or guardian and could be a cell phone number Attendance register Number symbol flash cards or large number symbols made from cardboard Play telephone 1 day Semi –concrete using 2-D shapes or pictures The teacher shows learners: - Different types of media where she can find a number 5 e.g. birthday cards, newspapers, magazines, flyers etc. - The flash card with 5 dots and the flash card with 5 pictures. - Let the learners link the picture flash cards with the dot cards and with the same number of counters or objects. - Make number puzzles that involve the number 5 e.g. Birthday cards Newspapers , magazines Flash card with 5 dots Flash card with 5 pictures Objects Counters 164 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 21 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Know the number symbol and recognise the number name that involve the number 5 Oral: Count everyday objects up to 5 Count forwards and backwards up to 5 Rote counting 1-10 Kinaesthetic - Let the whole class sit in a circle. - Number the learners according to a pattern. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5. - Ask questions such as; “Who will be the next number 5? “Who will be the next number 4? - How did you solve the problem? - (Learners solve the problem in a practical way predicting the next number by counting on) Number songs and rhymes 1 day Concrete using 3-D objects - Use the tactile number cards that involve numbers 1 to 5. - The learners close their eyes and feel the number five using their fingers amongst other number symbols. Give learners 5 counters each and two plastic cups or two egg containers. - Ask the learners: “How many different ways can you arrange the five counters into two baskets? or etc. Tactile number cards with number 5 CAPS 165 MATHEMATICS GRADE R Week 21 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration Semi-concrete using 2-D shapes or pictures Let the learners: - Identify the flash card with 5 pictures on it. - Identify the flash card with 5 dots on it. - Identify the number symbol 5 anywhere displayed the classroom. - Identify the number symbol on the flash card. Recognise the number name on a flash card. - Link the number of counter with the number name and number symbol by packing a counter on each picture and dot card. Flash cards with pictures, dots , number symbol and number name 5 Counters 3.4 Symmetry • Reinforce the line of symmetry in self by performing actions that encourage the crossing of the mid-line Kinaesthetic Let the learners: - Play follow-the leader where learners copy positions from the chart. - Play “follow the leader” where the teacher demonstrates a position and the learners copy him/her.(Include actions where learners cross the mid-line e.g. touch right knee with left hand) - Play “follow the leader” where a learner demonstrates a position and the rest copy him/ her. - The teacher demonstrates “star jumps” and the learners are encouraged to perform the same actions Concrete using 3-D objects Let the learners: - Place a beanbag on the left, right, in front and behind his/her body. - Use his/her left hand and place a bean bag on the right side of his/her body. - Stretch to cross the mid-line. - Repeat action with right hand. Integrate this activity with Physical Education in Life Skills 1 day Thereafter on a continuous basis during free play and physical development activities 166 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 21 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.2 Length • Estimate and measure the length of different objects using feet, hands, a piece of string, a stick etc. Kinaesthetic Let the learners: - Compare the length of their feet and hands. - Learners estimate which object is long and which one is short by measuring them with their feet or hands e.g. the table or the broken piece of hose from home. - Estimate which object is the longest or shortest e.g. A footpath or a row of bricks. - Let learners guess which would be longer e.g. the classroom or the teachers’ staff room? - Pose question such as: “Which is longer/longest, the pencil or the piece of string?” etc Objects with different lengths which can be measured with a hand or a foot e.g. Ruler, table, door, a row of bricks, one pole of the soccer goal post, classroom, library etc. 1 day CAPS 167 MATHEMATICS GRADE R Week 22 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained that involves the number 5 Oral: Count everyday objects up to 5 Count forwards and backwards up to 5 Rote counting 1-10 Reinforce the concepts “many and few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 5 times Ask question:”Which number of claps was most/least.?” Kinaesthetic Encourage learners to discover the number 5 by: - Showing 5 fingers in the air. - Finding 5 objects that are red, blue yellow, green. - Finding 5 objects that look like a circle, square, triangle. Concrete using 3-D objects Let the learners develop number sense by: - Fetching 5 books in the book corner - Building a tower with 5 unifix cubes or building blocks. Number songs and rhymes e.g. Counting rhymes and songs e.g. “1,2,3,4,5 once I caught a fish alive” Counters Books Building blocks or unifix cubes 1 day 168 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 22 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction • Orally solve word problems (story sums) and explain solutions to problems that involve the number 5 Kinaesthetic: - Call 5 learners to the front. Share 5 chairs equally between the five. - Take one chair away. Now share the chairs between the five. One learner remains without a chair. - Start at 5. Count backwards. Start at 3. Count to 5. Start at 1. Count to 4 etc. Concrete using 3-D objects Examples: 1. Show 1 finger on your one hand and 4 fingers on your other hand. How many fingers altogether? 2. Sam has 4 biscuits. Mpho gives him 1 more. How many biscuits does Sam have altogether? 3. One cat has two ears. How many ears do two cats have? 4. Tiny has 5 stones and gives all 5 stones to Mia. How many stones does Mia have? 5. Jan has 5 marbles and loses 2. How many marbles does he have left? 6. Song, “Five green bottles hanging on a wall, ending with zero” (Point out that the bottles become less). Counters Marbles Song 1 day CAPS 169 MATHEMATICS GRADE R Week 22 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Compares which of two given collection of objects are more than, less than, equal to, up to number 5 Oral: Count everyday objects up to 5 Count forwards and backwards up to 5 Rote counting 1-10 Reinforce the concepts of “many” and” few”. Clap your hands many times……STOP Clap your hands fewer times. The teacher claps up to 5 times. Ask question: “Which number of claps was most/least? Kinaesthetic - Teacher places various objects on a table for example, 2 mugs, 5 of the same blocks, 4 tins, 2 books. Let the learners: - Count the number of mugs and tins. Are there more mugs or more tins? - Count the number of blocks and the books. Are there fewer blocks than books? Are there more blocks than books? - Count the books and the mugs. Are there an equal number of objects or not? Number songs and rhymes 2 mugs, 5 of the same blocks, 4 tins, 2 books. 1 day Concrete using 3-D objects - Learners sit on the carpet and make two “nests” with the wool - The teacher gives an instruction e.g. the learners place 2 counters in one nest and 3 in the other nest. Which nest has more? Which nest has fewer? - The teacher calls 5 learners to the front. She puts a different number of beads in each of the learner’s hands. - Which hand has more in it? - Which hand has less in it? Semi-concrete using 2-D shapes or pictures - The teacher shows two cards with a different number of dots and pictures on them. - Let the learners compare cards with pictures and dots on them and identify the “more than”, “less/fewer than” and “equal to” concepts. Two pieces of wool for each learner 6 counters for each learner Beads Picture cards and dot cards involving numbers 1 to 5 170 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 22 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 2.1 Geometric patterns • Reinforce the copying of a given pattern Kinaesthetic - Work in groups and copy a given pattern e.g. learner, chair, learner, chair. - Two learners, one chair, two learners, one chair. - Stamp one foot, stamp other foot, hop forwards, hop backwards - Concrete using 3-D objects - The teacher creates a pattern using counters and bottle tops e.g. counter, counter, bottle top, counter, counter, bottle top. Learners copy the pattern. - Move slow, slow, quick, quick. (Teacher talks while moving) Learners copy the pattern. Semi-concrete using 2-D shapes or pictures - Divide learners into five groups. Give each group pictures to make patterns with. - The learners creates own picture pattern using the provided pictures e.g. o Orange, Apple, Apple, Orange. o Butterfly, Butterfly, Bee, Bee. This activity could be integrated with Visual Arts in Life Skills Learners Chairs Counters Bottle tops Any available pictures e.g. advertisements from “Spar” / “Pick and Pay” etc.. Duplicate the pictures to ensure you have enough. 1 day CAPS 171 MATHEMATICS GRADE R Week 22 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and name 2-D shapes in the classroom and in pictures • Reinforce the knowledge gained in week 6 that involves a square Integrate with Physical Education in Life Skills Kinaesthetic - Draw a square on the play ground and let the learners skip all along the square. Let learners say: “I am skipping along the square – one side, two sides, three sides, four sides – all the sides the same” - Let learners lay head-to- toe on the grass/floor/carpet to form one big square. - Let groups of learners lie down on the carpet and form smaller squares. Concrete using 3-D objects - Game: The teacher draws a grid on the play ground. - Place actual shapes e.g. Logi shapes, or shape pictures into each block. - The teacher calls a shape. - The learners throw a beanbag into the block that correlates with the called out shape. Semi- concrete using 2-D shapes or pictures Learners must differentiate between the different sizes and colours of squares the teacher has prepared. Let the learners: - Identify the squares according to the different sizes by saying which squares are the biggest, which are the smallest and which squares are medium sized. - Identify the colours of the different squares. Sort objects according to shape, size and colour • Sort a variety of objects according to colour and shapes Square on the floor/ground Beanbag 2 large cardboard squares one blue and one green 2 slightly smaller cardboard squares one blue and one green (medium) 2 cardboard squares that are the smallest, one blue and one green 1 day 172 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 23 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained involving the numbers 1 to 5 Oral: Count everyday objects up to 5. Count forwards and backwards up to 5. Rote counting 1-10 Reinforce the concepts of ” many and few” Clap your hands many times…STOP. Clap your hands fewer times. The teacher claps her hands up to 5 times. Ask question which number of claps was most/least. Kinaesthetic Let’s play a game: - The teacher plays an instrument e.g. a drum. - The learners move around. - When the drum stops beating, the teacher calls out a number between 1 and 5. - The learners arrange themselves into small groups e.g. the teacher calls out 3 and learners arrange themselves into groups of 3. • Concrete using 3-D objects - The teacher places objects in a pile on the table. Let learners estimate how many objects are in the pile. - Count them afterwards. Number songs and rhymes A drum 1 day Select only a few activities CAPS 173 MATHEMATICS GRADE R Week 23 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.6 Problem solving techniques Let’s play a game: The teacher creates a number ladder on the floor or ground. The number on the number ladder represents the number of the house the learner lives in. The teacher selects learners using a counting rhyme and gives instructions such as: - Always stand on the zero or start at the zero. Point out that zero means “nothing” and that counting actually starts at 1. - Always count while moving. - The teacher says to the learner: “You are at house number 2, which house comes after number 2?” - Further instructions could be: “Move to house number 3. Move back to house number 2. Move forward to house number 4.” - The teacher says: “I am at number 3, which house comes after mine?” - Move to house number 4. Move 1 number forward. Move 2 numbers backward. - Stand between house number 3 and 5. 0 1 2 3 4 5 Counting rhyme: 1, 2, 3, 4, 5, Once I caught a fish alive 6, 7, 8, 9, 10 Then I let it go again 1.4 Describe, compare and order numbers • Use the number 5 in familiar context In order to develop memory, encourage learners to: - Memorise their mothers’ or fathers’ telephone number. - Memorise their home address. - The telephone/cell phone numbers should be repeated during the control of the daily attendance register. Mother’s or father’s telephone number and home address 1 day 3.2 3-D objects • Build 3-D objects using concrete materials - Let learners build from the teacher’s example. She gives the following instructions: - Build a tower that is the same height as mine. - Build a tower that is lower (shorter) than mine - Build a tower that is higher (taller) than mine. - Let learners build own construction by copying from a given construction example. Building blocks/ Lego blocks Any other construction equipment. 1 day Then ongoing 174 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 23 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and view Follows directions to move or place self within a specific space (directionality) • Develop a sense of direction by introducing both the concepts of “forwards and backwards” Kinaesthetic - As introduction, reinforce the knowledge gained in week 8. 1 day Concrete using 3-D objects - Draw a large circle, triangle, or square on a piece of paper and place it on the floor/carpet. - Let learners: - Push a toy car along the lines and let the learner tell you in which direction the car is moving (forwards and backwards, left and right using your arm to signal left and right) Large drawn shapes on a piece of paper Toy car Semi-concrete using 2-D shapes or pictures - Let learners experience the concept of forwards/backwards by indicating the direction in pictures e.g. the direction a car is travelling, the direction a person is walking. Pictures that clearly show direction e.g. the direction a car is travelling, the direction a person is walking. CAPS 175 MATHEMATICS GRADE R Week 23 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.2 Length Concretely compares and orders objects using appropriate vocabulary to describe length • Estimate the length of different objects Kinaesthetic - Learners arrange themselves from shortest to tallest. Compare their height with the heights of their friends. - Play “Follow the leader” games. The tallest performs an action while others behind him/her copy. Turn the whole row around so that the shortest is the leader now. - Let learners compare their hands and feet to see whose are the longest/shortest. Estimate and then measure: - Learners estimate which object is long and which one is short e.g. the length of the table or the piece of string. - Estimate which object is the longest or shortest e.g. the pencil or the wax crayon. - Let learners guess which objects would be longer e.g. 2 straws laid end-to-end or three paperclips laid end-to-end. - Pose questions such as: “Which is longer/longest, the pencil or the piece of string?” etc. - Which chair is the farthest away from the teacher’s desk? - How many pencils can fit on the long side of the teacher’s desk? - How many steps do you have to take to get to the door? - How many matchboxes, filled with sand, will fill this box? - How many egg-cups full of water will fill this glass? - Here are four learners and three chairs. - How many more chairs do we need? Objects with different lengths such as: Pencils, wax crayon, pieces of string (of which one is curled up), table, books, straws, paperclips (folded open and curled up) etc. 2 days or Only select a few activities 176 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 24 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Counting objects • Introduce the meaning of the number 6 Oral: Count everyday objects up to 6. Count forwards and backwards up to 6. Rote counting 1-10 Reinforce ordinal counting: Teachers packs 3 objects in a row. Point at each object while counting first, second, third Reinforce the concepts of “ many and few” Clap your hands many times…STOP. Clap your hands fewer times. The teacher claps her hands up to 6 times Ask question which number of claps was most/least. Kinaesthetic Let the learners: - Count up to six while climbing the steps. - Count backwards while climbing down. - Draw number 6 in sand and walk/skip/jump with one leg along it. - Clap hands 6 times. - Recognise numbers 1 to 6 with the set of large number symbols. - Pack out his/her house number or telephone number with the large number symbol cards. Number songs and rhymes. Make your own large set of number symbols, which children can handle. They can learn their personal age number, flat/ house number, telephone or parent’s cell phone numbers and many more. The same number set can be used to recognise numbers and pack the sequence of numbers. I day CAPS 177 MATHEMATICS GRADE R Week 24 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration Concrete using 3-D objects Count objects in the class. Let the learners: Ask questions such as: “ - Which number comes after three, which number comes after 5 etc?’” - The teacher places objects in a pile on the table. Let learners estimate how many objects are in the pile. Count them afterwards. - Develop an awareness of number conservation by letting learners pack six counters or any objects in different ways e.g. . When counting, the number of objects is not affected by their size, or position, or whether they are of the same type. For example: - Arrange 6 buttons, 6 pencils, 6 hoops, 6 learners etc. - Count them in a different order e.g. count them spread out, close together, in a line or stacked up Divide learners into six groups. Give each group 6 building blocks. Let the groups: - Count their blocks - Build a tower with their 6 building blocks. Encourage learners to count the “bricks” as they build the tower. - Teacher moves to each group and labels their towers with a number card. Learners count the number of towers. Repeat this several times. - Choose a learner to throw a dice. Make sure all the learners can see the dice. The learners count the number of dots and point to the matching tower. Objects in classroom and environment. Make use of a variety of resources to give you ideas of how to apply different stategies. 6 building blocks per learner 178 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 24 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Know the number symbol and recognise the number name that involve the number 6 Oral: Count everyday objects up to 6. Count forwards and backwards up to 6. Reinforce the concepts of “many and few”. Clap your hands many times…STOP. Clap your hands fewer times. The teacher claps her hands up to 6 times. Ask question which number of claps was most/least. Kinaesthetic - Draw the number 6 on the ground/floor and let the learners walk along the number. - Draw the number 6 in the sand, air. - Form the number 6 with clay. - Let learners predict how many learners will be needed to form the number 6 with their bodies. Form the number 6 with their bodies. Concrete using 3-D objects - Place a heap of objects on the table. Play around with numbers 1 to 6 e.g. - Let the learners’ estimate how many objects there are. - Count the objects. Number songs and rhymes 6 objects 1 day Semi- concrete using 2-D shapes or pictures - Identify from a mixture of flash cards those with 6 pictures on them and link them with the same number of counters. - Show the flash cards with 6 pictures and link them with the same number of dots and counters. - Show the flash cards with 6 dots and link them with the same number symbol and the same numbers of counters. - Identify from a variety of flash cards those with the number name six on them and link them with the number symbol and the same number of counters. Picture and dot flash cards involving the number 6 e.g. Counters or 3-D objects. CAPS 179 MATHEMATICS GRADE R Week 24 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.13 Addition and subtraction • Solves orally stated addition and subtraction problems with answers up to 6. Oral: Count everyday objects up to 6. Count forward and backward up to 6. Ask question which number of claps was most/least. Kinaesthetic Examples 1. Teacher calls 3 learners to the front. Learners count them. Teacher calls another 2 and asks: How many learners altogether?” 3 and 2 ➝ 5. (The teacher says: 3 and 2 gives 5) 2. Teacher packs out 2 chairs. Add 2 more. How many chairs are there now? 2 and 2 ➝ 4. 3. Teacher holds up one hand. And says: “Count my fingers. If I hide my thumb, how many fingers can you see? 5 take away 1 ➝ 4. 4. Let the learners count the fingers on one of their hands. Hide your thumb; how many fingers do you see? 5 take away 1 ➝ 4 Number songs and rhymes. Learners Chairs Concrete using 3-D objects Let learners pack out 6 counters and do the following: • The teacher gives each learner 6 counters. • The teacher gives instructions and learners respond e.g., pack out 2 counters, add another 3. • How many altogether? and 3 ➝ 5. • Count 4 counters. Count 2 on from four. How many do you have now? 4 and 2 ➝ 6. • Count all the beads you have. If you cover two beads with your hand, how many beads do you see? 6 take away 2 ➝ 4. Beads or counters. 180 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 24 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.13 Addition and subtraction • Orally solve word problems that involve the number 6 Oral: Count everyday objects up to 6. Count forwards and backwards up to 6. Reinforce the concepts of many and few. Clap your hands many times…STOP. Clap your hands fewer times. The teacher claps her hands up to 6 times. Ask question which number of claps was most/least. Number songs and rhymes 1 day Concrete using 3-D objects Examples: 1. Mpho has 4 cookies. Peter gives him 2 more. How many cookies does Mpho have altogether? 2. Beauty has 3 dolls and Martha has 2 dolls. Who has the most dolls? How many more dolls does Beauty have than Martha? 3. There are 5 birds on the fence. 2 fly away. How many birds are left? 4. Patrick has 6 toy cars. Tiny has 4. How many toy cars does Tiny have less than Patrick? 5. One child has one nose. Three children have …… 6. One child has two feet. Three children have……. 7. One child has two arms. Two children have….. 8. One child has one mouth. Three children have….. Counters Make use of a variety of resources to give you ideas of how to apply different stategies. 3.2 3-D objects • Build a 3-D construction from a design or picture card - Let the learners: - Build a construction from a design or picture. - Learners thread beads according to the sequence in a given picture. “Logi Shapes” skill blocks Any construction equipment Beads, shoestring A variety of drawn card illustrating the sequence of the beads CAPS 181 MATHEMATICS GRADE R Week 25 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained in week 24 that involves the number 6 Oral: Count everyday objects up to 6. Count forwards and backwards up to 6. Rote counting 1-10 Reinforce the concepts of “many” and few”. Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 6 times. Ask question which number of claps was most/least. Number songs and rhymes 1 day Kinaesthetic Let’s play a game: The teacher places the large cardboard number shapes or cards that involve numbers 1 to 6 in sequential order on the floor. The teacher gives the children instruction such as: - Sit on number 6. - Put your toe on number 3. - Run around number 2 three times. - Hop over number 1. - The teacher can later scatter the number symbol cards and give the same instructions as above. A set of large cardboard number symbol cards. You can also paint them on pieces of thick plastic or cardboard 1 4 6 5 2 3 Concrete using 3-D objects Let learners: - Count objects in the classroom involving numbers 1 to 6. - The teacher places objects in a pile on the table. Let learners estimate how many objects are in the pile. Count them afterwards. 182 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 25 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Recognise and identify the number symbol and the number name that involves the number 6 Oral: Count everyday objects up to 6. Count forwards and backwards up to 6. Reinforce the concepts of “many” and “few”. Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 6 times. Ask question which number of claps was most/least. Number songs and rhymes 1 day Semi-concrete using 2-D shapes or pictures - Show learners the flash card with six dots and link it to the same number of counters. - Play games identifying a specific number symbol amongst others and link it with the same number of counters. - Play games identifying a specific number name amongst others and link it with the same number of counters. - Play games by linking the number of counters with the number name, the number symbol and the picture cards. - Trace the number 6 with a crayon. Objects or counters Flash card with number symbol and number name e.g. CAPS 183 MATHEMATICS GRADE R Week 25 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Order and compare collections of objects using “more than/less than” and “equal to” up to number 6 Oral: Count everyday objects up to 6 Count forwards and backwards up to 6 Reinforce the concepts of ”many“ and “few”. Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 6 times. Ask question which number of claps was most/least. Number songs and rhymes 1 day Select only a few activities Kinaesthetic - The teacher places two hoops on the floor. - She calls 3 learners to stand in the one “nest” and 2 learners to stand in the other “nest”. - Which “nest” has more learners in it? 2 hoops Concrete using 3-D objects - Learners sit on the carpet and make two “nests” with wool. - The teacher gives instruction e.g. the learners place 2 counters in one “nest” and 4 in the other “nest”. Which “nest” has more counters? Which “nest “has less (fewer)?” “Which nest has more/most”?” - Repeat using numbers up to 6. - The teacher uses the lid of an ice-cream container. She pegs 3 clothes pegs on the top side of the lid and 3 clothes pegs on the right side of the lid. Which number of pegs are more than the other, or are they equal? The learners can perform this activity in groups each with their own lid and clothes pegs. 2 pieces of wool for each learner Counters Clothes pegs Lid of a container 184 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 25 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers Semi-concrete using 2-D shapes or pictures - The teacher shows cards with different number of dots and pictures on them. - Let the learners compare cards with pictures and dots on them and identify the “more than”, “less than” and “equal to” concepts. The learners draw two nests on a piece of paper. On instruction they pack counters and link the counters in each nest with a crayon. Develop concepts such as equal sharing e.g. Do grouping of whole numbers with answers that include remainders as well e.g. Picture and dot cards A4 Paper and wax crayons Counters 3.3 2-D shapes Recognise, identifies and names two-dimensional shapes in the classroom and in pictures • Make and complete own 5 puzzle Let the learners: • Draw a picture on an A4 paper. • The teacher draws the lines on the back of the learner’s drawing. • The learner cuts his/her picture on the given lines. • The learner completes his/her own puzzle. Crayons A4 paper Crayons Scissors Envelope or self-made bag to place puzzle in (fold A4 paper and glue sides) 1 day CAPS 185 MATHEMATICS GRADE R Week 25 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 5.1 Collect and sort 5.2 Represent sorted collection of objects 5.3 Discuss and report on sorted collection of objects • Number of letters in learners names Problem solving: Pose a problem to the learners: “Are names with six letters most popular? How can we find out? What information should we collect?” Collect data - Learners count the number of letters in their names from a name label teacher made. - Teacher holds up a number card corresponding to the number of letters in a learners name and ask: Who has 4 letters in his/her name holding up the number 4 symbol card? Repeat with all the numbers. Draw a graph - The teacher draws the following table as she hold up the numbers: 3 letters 4 letters 5 letters 6 letters Ann Sam Kady Mark Maja David Aidon Sarah Caleb Naila Sophie Jessie 2 3 5 2 Read and interpret the table - What is the most common number of letters in a name? - How many names have more than 5 letters? - How many names have fewer than 5 letters? 186 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 26 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained involving the numbers 1 to 6 Oral: Count everyday objects up to 6. Count forwards and backwards up to 6. Reinforce the concepts of “many “and” few”. Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 6 times. Ask question which number of claps was most/least. Kinaesthetic Let the learners: - Form number symbols with their bodies. - Hold up the number of fingers on teacher’s instruction. - Form number symbols with pieces of string or play dough. - Feel cardboard number shapes in a bag and identify each number. - Write the number symbols 1 to 6 on the ground or in the air etc. Number rhymes and songs Two sets of cardboard number shapes in a “feely bag”. 1 day Concrete using 3-D objects Let the learners: - Count objects in the classroom involving numbers 1 to 6 - Count counters up to number 6. - Place a few unifix cubes or coloured counters in a row on the table - The learners match the cubes by colour using other unifix cubes or counters. For example: - Make groups of different lengths. The learners match according to quantity Objects in the classroom Coloured counters or unifix cubes CAPS 187 MATHEMATICS GRADE R Week 26 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Knows the number symbols and recognise number names that involve the numbers 1 to 6 Oral: Count everyday objects up to 6. Count forwards and backwards up to 6. Reinforce the concepts of” many” and “few”. Clap your hands many times…STOP. Clap your hands fewer times. The teacher claps her hands up to 6 times. Semi-concrete using 2-D shapes or pictures Let’s play a game: - The teacher writes the number name on one side of a card and writes the number symbol on the other side of the same card involving numbers 1 to 6 (make a few sets). - Learners “read” the number name and guess the number symbol. - They turn the card over and correct themselves. Front of card Back of card 6 Six Cards that involve numbers 1-6 with the number name on one side and the number symbol on the other side. (Make a few sets so that each learner can have his/her own card). 1 day 188 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 26 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction • Orally solve word problems (story sums) in context and explain own solutions to problems that involve the number 6. Oral: Count everyday objects up to 6. Count forwards and backwards up to 6. Reinforce the concepts of “many” and “few” Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 6 times. Ask question which number of claps was most/least. Number songs and rhymes 1 day Concrete using 3- D objects 1. Give each learner a piece of A4 paper with a line drawn vertically on it and 6 counters e.g. 2. Let learners throw the counters carefully on the piece of paper and explain how they have fallen e.g. 4 and 2 ➝ 6 (4 and 2 gives you 6) 3 and 3 ➝ 6 3. Repeat with numbers 1 to 5 as well. 5 and 1 ➝ 6 4. Problem solving: Explain own solutions to problems. 5. Do the same with subtraction problems 6 counters for each learner A4 Paper with vertical line in middle CAPS 189 MATHEMATICS GRADE R Week 26 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.4 Capacity/Volume • Introduce the measuring concept of capacity by comparing how much various containers hold e.g. - “empty/full” - “more than/less than” - a lot, a little Introduce capacity to the learners by asking which container holds more. Learners often make the comparison on height rather than on capacity. For example, when asked which holds more, a tall container or a short container, most learners will choose the tall container even if the short container actually holds more liquid. Kinaesthetic “More than/less than” - Use one container as a standard measure e.g. a yoghurt cup. Provide the learners with a variety of containers. - Let learners: - Find out which containers hold “more” and which hold “less than” the standard measure i.e. the yoghurt cup. “Which container is a lot? Which container is only a little bit?” Give the learners a tablespoon and bucket with sand to spoon the sand into a mug. Let learners: - Count how many spoons of sand he/she needs to fill the mug. The experiment can be made more difficult by giving more than one container e.g. a cup, a plastic glass and a small jar. - Repeat the activity using cups. Water (during water play) and sand (during sand play in the sandpit) are ideal areas to develop capacity. A variety of containers in different shapes and sizes. Yoghurt cup A bucket with sand Mug A Tablespoon 1 day Only select one or two activities 190 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 26 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views Describes one or more three-dimensional objects in relation to another • The position of two or more objects in relation to each other and to one another Concrete using 3-D objects Pegboard work: Let the learner first use his right and then his left hand, then both hands together to place the pegs on the board. - Teacher tells the learners where to place the pegs e.g. In the top row In the bottom row On the left side On the right side In the middle Let the learners: - Make shapes on the pegboard with the coloured pegs - The teacher composes a simple pattern with the pegs on her pegboard and learners copy her pattern on his/her own pegboard. - Learners copy the pattern from a card which has a pattern drawn on it. A pegboard for each learner or work in groups. Cards which have a pattern drawn on it. A pegboard for each learner or work in groups Card which has a pattern drawn on it 1 day CAPS 191 MATHEMATICS GRADE R Week 27 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Introduce the meaning of the number 7 Oral: Count everyday objects up to 7. Count forwards and backwards up to 7. Rote counting 1-10 Reinforce ordinal counting: Teacher packs 3 objects in a row. Point at each object while counting first, second, third, fourth. Reinforce the concepts of “many” and” few”. Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 7 times. Ask question which number of claps was most/least. Kinaesthetic - Teacher divides learners into groups. Give each group 7 balls made out of newspaper. - Let learners throw the balls into a basket. Learners must count aloud while throwing the balls. - Count the number of times the teacher taps on the table and copy her. - Count in time to a regular beat while learners walk down steps, hop in and out of hoops. - Stamp feet in time to a regular beat. Number rhymes and songs Newspaper balls Baskets 1 day 192 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 27 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Concrete using 3-D objects The teacher places a pile of building blocks in the middle of the floor. She gives instruction such as: - Take 3 blocks from the pile. - Take 4 blocks from the pile and put two back etc. - The teacher places objects in a pile on the table. Let learners estimate how many objects are in the pile. Count them afterwards. - Develop an awareness of number conservation by letting learners pack seven counters or any objects in different ways e.g. When counting, the number of objects is not affected by their size, or position, or whether they are of the same type. For example: - Arrange 7 buttons, 7 pencils, 7 hoops, 7 learners etc. - Count them in a different order e.g. count them spread out, close together, in a line or stacked up Building blocks or lego blocks Semi-concrete using 2-D shapes or pictures Let’s play a game: - The teacher draws or pastes pictures on one side of a card and draws the same number of dots on the other side of the card involving numbers 1 to 7 (make a few sets). - She hands out one card of the set to each learner. - Learners count the number of pictures on a card. - Turn the card around and count the number of dots. - The teacher holds up one of her cards with dots on it. - The learners match their card with her number of dots. - The teacher holds up her set of cards with the number symbol on. - The learners match their card with her number symbol. - The learner with the correct card may stand up and count the number of pictures out aloud. A few sets of picture, dot and number symbol flash cards that involve numbers 1 to 7 Picture of 7 objects 7 CAPS 193 MATHEMATICS GRADE R Week 27 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.13 Addition and subtraction • Solve orally stated addition and subtraction problems that involve the number 7 Oral: Count everyday objects up to 7. Count forwards and backwards up to 7. Reinforce the concepts of “many” and” few”. Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 7 times Ask question which number of claps was most/least. Number songs and rhymes 1 day 1.6 Problem solving techniques Kinaesthetic - Use the number ladder lying flat (horizontally) - Always start at 0. Always count while moving. The teacher asks: - What number lies between 4 and 6? Learners experience using the number ladder. - What numbers lie between 2 and 5? - Make use of your own ideas to let learners experience the meaning of the number 7 kinaesthetically with their bodies. Concrete using 3-D objects Give each learner 7 beads or counters Ask questions such as: - Move 1 counter to the one side (left). If we add another counter to the counter on the left, how many do we have now? - 1 and 1 ➝ 2 (The teacher says: 1 and 1 is 2) - Move 4 counters to the left. If we add another 2 more counters to the counters on the left, how many do we have? - and 2 ➝ 6 - You have 5 counters and you take away 2, how many are left? 0 1 2 3 4 5 6 7 Beads or counters Counters 194 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 27 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.11 Money • Recognise and identify South African Banknotes - Use banknotes e.g. R10, R20, R50, R100, R200 - Make the learners aware of the different animal pictures on the banknotes - Role-play with money in the house corner. Real examples of a R10, R20 and R50 banknotes (or use play money) 1 day 1.9 Grouping and sharing leading to division • Orally solve and explain solutions to word problems in context (story sums) that involve: - equal sharing, - grouping with whole numbers and - solutions with remainders up to 7 Oral: Count everyday objects up to 7 Count forwards and backwards up to 7 Reinforce the concepts of many and few Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 6 times. Ask question which number of claps was most/least. Number songs and rhymes 1 day Select only one or two of the kinaesthetic Concrete and Semi-concrete activities. CAPS 195 MATHEMATICS GRADE R Week 27 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.9 Grouping and sharing leading to division Kinaesthetic Form sets using the learners: Examples: 1. Let learners form groups of 2, 3, 4, 5 and 6. Count how many are in the group. 2. Draw large shapes on the concrete or in the sand. Learners make a group of e.g. 4 learners inside the shape. 3. During the refreshment routine the teacher says: “You can go in a group of four to wash your hands” instead of saying: “Four learners can go to wash their hands”. 4. Choose 7 learners using a counting rhyme. 5. Let the 7 learners pretend to be birds and make a “pretend tree” using the climbing apparatus outside or chairs and tables inside. 6. The teacher sends 2 birds to the “pretend tree” (2 learners climb on the apparatus). One more bird goes to the tree each time. “How many ‘birds’ in the tree now, and how many birds on the ground?” 7. Repeat grouping learners using numbers 1 to 7 Concrete using 3-D objects Examples: 1. The teacher gives the learners counters. Let the learners make a set of 4 counters. Make another set of 3. “How many counters do you have in the new set?” 2. Let the learners draw two circles on a piece of paper. On instructions from the teacher, the learners pack counters in the two sets so that there are more counters in the one set than in the other. Ask questions such as “Which set has most/least counters?” Make use of a variety of resources to give you ideas of how to apply different stategies. Climbing apparatus or tables and chairs. Counters Piece of paper and a crayon for each learner counters 196 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 27 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.4 Capacity/Volume Concretely compares and orders objects using appropriate vocabulary to describe: a) capacity b) empty, full, less than, more than, a lot, a little • Reinforce the knowledge gained in week 26 involving capacity Oral: Count everyday objects up to 7 Count forwards and backwards up to 7. Rote counting 1-10 Reinforce the concepts of “many” and” few”. Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 6 times. Ask question which number of claps was most/least. Water (during water play) and sand (during sand play in the sandpit) are ideal areas to develop capacity. Number song and rhymes A variety of containers in different shapes and sizes 2 days Or only select two or three activities Kinaesthetic Let the learners: - Arrange two to three different empty containers in order of capacity. In other words which container will take the most or least? The learners can test their guesses by pouring cups of water into the empty containers and counting which one takes the most cups. Increase the number of empty containers to make it more difficult. - The learners can use the same cup as a measure and determine how many cups of rice or beans or sand it would take to fill the same containers used above. - Order the similar kinds of containers (e.g. buckets in the sandpit) from small to big. - Give learners a variety of containers (different sizes and shapes) and ask questions such as: o “Which of these containers do you think holds the most sand/water? o If you pour water from one container to another, guess whether you will fill it?” - Let learners discover what happens to a partially filled container of water when small items are added e.g. add clean pebbles, Lego blocks, plastic blocks e.g. learners enjoy guessing games in which they guess which container holds more and then check the results to see who wins. (Teacher points out that items that float will not influence the height of the water). Cup Cup Rice Beans Different size buckets from the sandpit A variety of containers in different shapes and sizes Water Sand Items such as clean pebbles, Lego blocks plastic blocks CAPS 197 MATHEMATICS GRADE R Week 28 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained involving the number 7 Oral: Count everyday objects up to 7. Count forwards and backwards up to 7. Reinforce the concepts of “many” and” few”. Clap your hands many times…STOP. Clap your hands fewer times. The teacher claps her hands up to 7 times. Ask question, “Which number of claps was most/least?” Number rhymes and songs 1 day Kinaesthetic - Two learners are called to the front. The other learners count them. The two learners in front hold up the corresponding number symbol. - Call one more learner to the front. The other learners count them. One learner in front holds up the corresponding number symbol namely 3. - Continue until there are 7 learners in front. Number symbol cards that involve numbers 1 to 7 Concrete using 3-D objects - Put 7 tins in a row e.g. 1 o n c r e t e   u s 2 3 4 5 6 7 - Let the learners put one seed/stone in the first tin, two seeds/stones in the second tin, three seeds in the third tin, and continue until the 7 tins have the number of seeds/stones in it as shown on the outside of the tin. - Take a handful of crayons (between 10 and 15) and place them in a mug. Ask the learners to guess how many are in the mug. Discuss their answer. - Demonstrate how to count them by taking one out at a time and laying them in a row. 7 tins with the number symbol pasted on them Seeds or stones Crayons and a mug 198 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 28 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Recognise the number symbol and the number name that involve the number 7 Semi-concrete using 2-D shapes or pictures Play a game: - The learners sit in a circle. Place a number card face down in front of each learner. (It could be a number symbol, number name, dot card or a picture card that involve the numbers 1 to 7) - Teach the learners to pass the card to the next learner by sliding them face down on the floor/carpet. - Learners chant: “Secret number, secret number, what could it be? Let me peep” - Learners peep at their cards. - The teacher holds up her number card. - The learners with the card that matches the teachers’ card, hold his/her card up high and says: “I will hold my card up high, so everyone can see”. 1 day 3.2 3-D objects Build 3-D objects using concrete material • Copy a construction from a designed or picture card Concrete using 3-D objects - The learner builds the same construction from a design or picture. - Copy the same design from a picture using the pegboard. Semi-concrete using 2-D shapes or pictures Extend this activity to visual art. - Give each learner a sheet with a variety of big and small circles, triangles and squares. Let learners: - Cut out the shapes and build a 2-D construction on paper and paste it. - Decorate the picture with drawings. “Logi shapes” skill blocks “Brainy Blocks” Any construction equipment. Pegboard A variety of big and small circles, triangles and squares on a sheet of paper Scissors, glue 1 day and Ongoing CAPS 199 MATHEMATICS GRADE R Week 28 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.4 Symmetry • Develop the ability to cross the midline Kinaesthetic Let the learners: - Review previous knowledge gained; touch the different body parts on instruction. Play “Simple Simon says: Touch your....” - Give further instructions where learners need to cross their mid-line such as: “Touch your knee with your nose. Touch your shoulder with your ear. Touch your left knee with your right foot. Touch your elbow with your one hand etc. Game: “Simple Simon says, touch your.......” Recognise line of symmetry in self and own environment • Crossing the mid-line Concrete using 3-D objects Let learners: - Draw big circles on the chalkboard. - Draw straight lines on the chalkboard. Ensure that learner crosses his/her midline. - On the chalkboard draw a line from one dot to the other dot that is far apart. - Draw a horizontal figure eight on the chalkboard. Use big movements to ensure that the learner crosses his/her midline. (The learner uses both left and right hands). Learners draw on the chalkboard Semi-concrete using 2-D shapes or pictures Integrate with Visual Arts Let learners: - Paint on a double sheet of newspaper from left to right. A double sheet of newspaper for each learner Paint and brush 200 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 28 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.3 Mass Concretely compares and orders objects using appropriate vocabulary to describe: - mass e.g. light, heavy, lighter, heavier • Introduce the concept mass Measuring mass means finding how much something weighs. Kinaesthetic Let learners guess the masses of objects: - Hold the following objects, one in each hand to be able to guess which is heavier or lighter e.g. o A stone and a building block. o A plastic toy car and a metal toy car. o A coffee tin and a toilet roll. o A large rubber ball and a cricket ball. Learners usually judge the larger object to be heavier when asked to guess the mass of two objects. - Introduce the balancing scale e.g. weigh the objects to see which learners were correct. - Ask questions such as: “Which object is heavier/lighter? Let learners find an object in the classroom that they think is heavier/lighter than the objects that they weighed. - Make the balancing scale available during free play so that learners can continue with the weighing activity. - Provide a balancing scale in the “house corner” so that the learners can see how many Lego blocks weigh the same as, for example, an apple. 3-D objects of different weights and sizes e.g. Lego blocks, toys, building blocks, tins, containers etc. Balancing Scale You can devise a simple scale: - You will need a plastic coat hanger, - Two small round margarine tubs or coke bottles and some string. - Punch two holes opposite each other in the margarine tubs/coke bottles. - Attach the tubs/bottles to the two ends of the hanger - you will have a scale. - Hang the hanger on a nail or a hook and the learners can start weighing – - Show the learners that the hanger must first be in balance each time they start weighing. 1 day Only select two or three activities CAPS 201 MATHEMATICS GRADE R Week 29 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained that involve the numbers 1 to 7 Oral: Count everyday objects up to 7. Count forwards and backwards up to 7. Rote counting 1-10 Reinforce the concepts of “many” and” few”. Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 7 times. Ask question which number of claps was most/least. Number rhymes and songs 1 day Concrete using 3-D objects Let the learners: - Collect twigs. Keep them in the class to use again. - Use your twigs e.g. to write the number 5 symbol. or or etc. Twigs Let the learners: • Make use of your set of flash cards that involve numbers 1 to 7. • Draw the number of objects on the teacher’s instruction e.g. draw 2 circles. • Count on from a given number e.g. the teacher says the number three. The learner would count on... four, five, six. • During refreshment time the teacher would ask: “How many learners have brown bread sandwiches? How many have white bread sandwiches? Do more children have white bread sandwiches? Which is more/less?” • The teacher places objects in a pile on the table. Let learners estimate how many objects in the pile. Count them afterwards. Picture and dot flash cards that involve number 1 to 7 Number symbol and number name flash cards that involve numbers 1 to 7 e.g. Paper and Crayon 202 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 29 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Recognise the number symbol and the number name that involve the numbers 1 to 7 Oral: Count everyday objects up to 7. Count forwards and backwards up to 7. Reinforce the concepts of “many” and “few”. Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 7 times. Ask question which number of claps was most/least. Kinaesthetic - Place large number symbol cards around the room or outdoor play area. - Call the area “Number Land’ and the learners are “The Numeral King and/or Queen” Place a crown on each learner’s head made from cardboard, with numbers clearly written on it. - Give the learners instructions such as: o All children wearing red skip to 2. o All children with long hair, tip-toe to 6. Number songs and rhymes Large number symbols cards Enough number crowns for each learner made of cardboard with numbers written over it. 1 6 4 1 day Semi-concrete using 2-D shapes or pictures Let the learners: - Draw the number of dots on the teacher’s instruction e.g. draw 2 dots. Repeat with numbers 1 to 7 - Have many sets of number symbol and number name cards available. Give each learner one card. The teacher holds up a card and those learners with the matching card hold theirs up. - Suggestion: Involve learners in making their own cards. - Play matching games with the number symbol and number name flash cards. Paper and crayon More than one set of number cards that involve numbers 1 to 7 e.g. 3 5 2 CAPS 203 MATHEMATICS GRADE R Week 29 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction • Solves orally stated addition and subtraction problems with answers up to 7 Oral: Count everyday objects up to 7. Count forwards and backwards up to 7. Reinforce the concepts of “many” and” few”. Clap your hands many times…STOP Clap your hands fewer times. The teacher claps her hands up to 7 times. Ask question which number of claps was most/least. Kinaesthetic - Refer to week 24 and 27 for ideas. - Make use of your own ideas to let learners experience the meaning of the number 7 kinaesthetically with their bodies. Concrete using 3-D objects - Refer to week 24 and 7 - Make use of your own ideas to let learners experience the meaning of number 7 concretely using 3-D objects. Number songs and rhymes Counters 1 day 204 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 29 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views Follows directions to move or place self within a specific space (directionality) • Develop a sense of direction by using the arrow flash cards and the arrow chart Kinaesthetic Let learners walk in different directions: - To the door, - To the window, - To the book corner etc. Concrete using 3-D objects Let the learners - Draw a horizontal figure eight on the chalkboard. Ensure that learners cross the midline e.g. Chalkboard 1 day Semi-concrete using 2-D shapes or pictures Let learners individually or in small groups: - Keep eyes on the flash card and move his/her arm in the direction indicated by the arrow and speak while doing it e.g. If learner puts his/her arm out, he/she must say “right”. - For up and down movements the learner may use either arm. - Indicate directions on the arrow chart. - Paste footprints in the direction of the door. Terminology: up/down; in/out; top/bottom ; front/back ; in front of/behind; on top or above/ under or below; the one side/the other side; next to ; left and right Flash card with only one arrow. Turn flash card in different directions Arrow Chart (poster with arrows in different directions) CAPS 205 MATHEMATICS GRADE R Week 29 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.3 Mass • Reinforce the knowledge gained in week 28 that involves mass : Lightest/heaviest Kinaesthetic Let learners: - Compare the masses of three to five identical containers (e.g. 400g empty tins) containing different amounts of sand, so that their masses differ. - Put them in order from lightest to heaviest by feeling the masses. Afterwards a balancing scale may be used to determine whether or not the learners were correct - Suggestion: Experiment to see how many metal washers or nails can be balanced to have the same mass. Any other objects can be used. Teacher puts articles with different masses into identical closed containers e.g., two cottage cheese containers; one containing a block and one a tennis ball. Let learners: - Feel the difference between the masses of the two objects and guess which one is the lightest or the heaviest. - Use a balancing scale to get to the actual answer. - Challenge learners to find objects in the classroom that have the same mass. The sandpit and water play area are valuable areas which should be used to reinforce concepts such as light/heavy/heavier using different size containers a balancing scale, damp and dry sand. NB: Sit with the learners while talking, discussing and explaining. Empty tins which are the same size A balancing scale Objects such as Lego blocks Objects with different masses such as metal washers or nails Two cottage cheese containers; one containing a block and one a tennis ball Sandpit Water play basin, container or trough 1 day 206 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 30 Use Week 30 to attend to conceptual weaknesses and/or identified barriers to learning. Content Area Topic Assessment Criteria Numbers, Operations and Relationships 1.1 Count objects Estimates and rote counts up to 7 (number songs and rhymes included to develop number concept) Counts backwards and forwards (1-7) Knows which number of claps are more/less Recognises numbers in familiar context - e.g. age, register (assess again) Identifies number pictures and dot cards up to number 7 Knows the number symbols 5, 6, 7 Recognizes the number names five, six, seven Distinguishes between more, less and equal, many and few up to 7 Recognises the colour as well as the different animals on South African notes 1.6 Problem solving techniques Uses concrete apparatus Explains own thinking in words and through drawings or concrete objects 1.7 and 1.13 Addition and subtraction Orally solves addition and subtraction problems up to 7 Patterns, Functions and Algebra 2.1 Geometric patterns Copies, extends and creates own patterns using pictures Space and Shape (Geometry) 3.1 Position, orientation and views Knows the position of two or more objects in relation to each other - In front of, behind, on top of, on, under, bottom, below, next to, middle, left and right Executes instructions on pegboard Knows directions on the arrow chart 3.2 3-D objects Builds from a given construction example Copies a construction from a design or picture card 3.3 2-D shapes Builds at least an 18 piece puzzle Recognises, identifies and names the square Understands form constancy of shapes learnt up to date (Shape conservation) Measurement 4.2 Length Estimates and measures the length of different objects 4.3 Mass Understands the concepts “light, heavy; lighter, heavier; lightest, heaviest” 4.4 Capacity/Volume Understands the concepts “empty, full, more than, less than” Data Handling 5.1 Collect and sort objects Able to collect, sort, draw, read and represent (analyse) objects according to one attribute 5.2 Represent sorted collection of objects 2.3 Discuss and report on sorted collection of objects CAPS 207 MATHEMATICS GRADE R TERM 4 MATHEMATICS GRADE R Week 31 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Introduce the meaning of the number 8 Oral: Count everyday objects up to 8. Count forwards and backwards up to 8. Rote counting 1-10 Introduce counting in two’s using a number rhyme Reinforce ordinal counting: Teachers packs 4 objects in a row. Point at each object while counting first, second, third fourth. Reinforce the concepts of “many and few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 8 times. Ask question which number of claps was most/least. Number songs and rhymes. Two, four, six, eight, One man at the gate. He says he is too late; Two, four, six, eight. 1 day Kinaesthetic Let the learners: - Count eight steps while moving around in the classroom - Show eight fingers. Let the learners: - Use the number ladder lying flat (horizontally) - Ensure that learners always start on 0 (zero). - Identify the number symbols as they walk on the number line. - Walk on each segment while counting rhythmically 0 1 2 3 4 5 6 7 8 A set of number symbol flash cards 1 to 8. 208 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 31 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Recognise the number symbols and the number names Concrete using 3-D objects Let the learners: - Count objects in the classroom involving the numbers 1 to 8. - Count counters up to the number 8. A set of 8 objects in the classroom Objects or counters. 1 day - Develop an awareness of number conservation by letting learners pack eight counters or any objects in different ways e.g. When counting, the number of objects is not affected by their size, or position, or whether they are of the same type. For example: - Arrange 8 buttons, 8 pencils, 8 hoops, 8 learners etc. - Count them in a different order e.g. count them spread out, close together, in a line or stacked up Semi-concrete using 2-D shapes or pictures Let the learners: - Play games by linking the number of counters with the number name, the number symbol, the dots and the picture cards that involves the number 8. - Trace the number 8 with a crayon. 8 counters or 8 objects Flash card with number symbol and number name, dots and pictures e.g. Crayons Counters CAPS 209 MATHEMATICS GRADE R Week 31 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Use the number 8 in familiar context Oral: Count everyday objects up to 8. Count forwards and backwards up to 8. Reinforce counting in two’s using number rhymes Reinforce the concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps 8 times. Ask question which number of claps was most/least. Number songs and rhymes 1 day Kinaesthetic Let the learners: - Make the number 8 with their fingers. - Form the number with pieces of string or play dough. - Write the number symbols in a tray with sand. - Place the large number symbol cards in consecutive order on the floor up to 8. String/wool or play dough. A tray with sand Set of large number symbol cards Concrete using 3-D objects The teacher gives each learner 8 beans and a flash card with 8 dots on it Let the learners: - Pack a bean on each dot of the flash card. - Count the beans. - Link the dot flash card to the number name flash card and the counters. 8 beans for each learner. The dot flash card, the name flash card and counters 210 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 31 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and name 2-D shapes in the classroom and in pictures - a rectangle • Introduce a rectangle Kinaesthetic Let learners: - Form shapes with their bodies e.g. 6 learners form a rectangle with their bodies - Form a rectangle using their fingers. - Make/form a rectangle with pieces of wool or play dough. - Walk on the outline of a rectangular shape. While walking learners say: “I am walking along the rectangle – one long side, one short side, another long side, another short side.” - Feel the shapes. Use giant size shapes or place different shapes in a “feely bag” Have a matching set of cards with shapes drawn on them. The learner “feels” the shape in the bag and matches it with the cards. - Draw the rectangle shape in the air, on the ground/floor (chalk) and eventually on paper. Card games that develop the recognition of shapes. Wool or play dough. “Feely bag” with different geometric shapes. Matching set of cards with shapes drawn on them. A4 paper and crayon. 1 day Sort 3-D objects and 2-D shapes according to size, colour and shapes Concrete using 3-D objects Let learners look for rectangular objects in the classroom. Semi-concrete using 2-D shapes or pictures - Identify rectangular shapes in pictures. - Identify all the shapes introduced up to date in pictures Sort 3-D objects and 2-D shapes according to size, colour and shapes - Sort the collected objects according to size, colour and shapes Rectangular objects in the classroom All the shapes learnt up to date: Variety of pictures with shapes in them CAPS 211 MATHEMATICS GRADE R Week 31 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 5.1 Collect and sort objects 5.2 Represent sorted collection of objects 5.3 Discuss and report on sorted collection of objects • Reinforce the concept of data handling by collecting objects in the class or environment according to stated features for example the learners’ birthdays Concrete using 3-D objects Collect and sort data - Using the Birthday Chart, determine whose birthdays are in which month. - The learners assist to make a graph to see in which month of the year the most birthdays appear. - The teacher draws a graph of the 12 months of the year. - With the assistance of the teacher the learners plot the graph according to the status of each learner’s birthday month. Jan Feb March April May Jun Jul Sipho Martha Helen Dolly David Bongi Claire Nelson Jacob Tim Kabelo Pat Thandi Selina Liz Titus Thabo Jane 4 3 0 3 3 3 2 - The learners count the names and write the total number of birthdays under each month. - The learners compare the number of birthdays in the different months. The teacher asks questions such as: - “Which month has the most birthdays?” - “Which month has the least birthdays?” - “Which months have the same number of birthdays? - “Which months have the most boys celebrating their birthdays”? - “Which months have the most girls celebrating their birthdays”? Learners discuss the following conclusions: - January has the most birthdays. Four learners celebrate their birthdays in January. - There are zero (none) birthdays during March. There is only 1 month when no learners have a birthday. - Some months have equal numbers of birthdays etc. Which months are they? The birthday chart A card with learner’s names on it. Draw 12 columns on a large strip of paper. Indicate with a name card in which months the learners have their birthdays .Use ± 3 sheets of A2 paper with 12 columns drawn on it. 212 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 32 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained in week 31 that involves the number 8 Oral: Count everyday objects up to 8. Count forwards and backwards up to 8. Rote counting 1-10 Reinforce counting in two’s using number rhymes Reinforce the concepts of “many” and “few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 8 times. Ask question which number of claps was most/least. Kinaesthetic Let’s play a game: - The teacher plays an instrument e.g. a drum. - The learners move around. - When the drum stops, the teacher calls out a number between 1 and 8 and learners arrange themselves in small groups e.g. the teacher calls out 8 and learners arrange themselves in groups of 8. - Show 8 fingers on your two hands. - Form sets with the learners. Draw large circles in the sand. Let learners form groups of 8 inside the circles. The groups of eight learners can perform certain tasks together during the day e.g. play in block corner; go to the art area etc. Number songs and rhymes Drum 1 day CAPS 213 MATHEMATICS GRADE R Week 32 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Concrete using 3-D objects Let the learners: - Use counters to recognise which number comes before 8 and after 5? Which number is between 6 and 8? - Count objects in pairs (two’s): o A pair of shoes, o A pair of socks o A pair of eyes, o A pair of earrings o A pair of ears, o A pair of legs Semi-concrete using 2-D shapes or pictures - When taking the attendance register the teacher asks: “Is the learner with the house number or address …… here?” The learner must respond by indicating that he /she is “here”. - Repeat the next day with telephone or cell phone numbers. Counters A pair of shoes, socks, earrings Cards with learner’s telephone numbers and addresses on 214 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 32 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction • Orally solve word problems (story sums) that involve the number 8 Kinaesthetic - The teacher assists the learners to make a group of 6 learners and another group of 2 learners. - Combine the two groups to make one group. - Ask the learners how many learners are in the combined group? 6 and 2 ➝ 8.(The teacher says: 6 and 2 gives 8) - Group 8 learners together. Take 3 learners away in a smaller group. How many learners remain in the large group? 8 take way 3 ➝ 5. - Select two learners using a counting rhyme. - Place 4 twigs in the one learner’s hands and 4 twigs in the other learner’s hands. How many twigs altogether now? 4 and 4 ➝ 8. Concrete using 3- D objects Give each learner 8 twigs. - Tshidi has 6 twigs and her friend has 2 twigs. How many twigs do they have altogether? 6 and 2 ➝ 8. - Monica has 8 twigs. She lost 2 twigs. How many twigs does Monica have left? 8 take away 2 ➝ 6. Semi-concrete using 2-D objects or pictures - The teacher puts 2 pictures on the flannel board. She adds another 5 pictures. How many pictures are there now? 2 and 5 ➝ 7. - Place 8 shapes on the flannel board. Take away 5. How many are left. 8 take away 5 ➝ 3. Groups of learners Twigs Counting rhyme: Twigs Rhyme: 1, 2, 3, 4, 5 Once I caught a fish alive 6, 7, 8, 9, 10 Then I let it go again Twigs Flannel board pictures / shapes. 1 day CAPS 215 MATHEMATICS GRADE R Week 32 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 2.1 Geometric patterns • Copy and extend an auditory pattern Kinaesthetic The learners move to the beat of the music with their whole body e.g. - Step, step, hop, hop ........ - Jump one leg, Jump one leg, Jump two legs, Jump two legs ....... CD Player With music 1 day Concrete using 3-D objects Integrate with Performing Arts (music) in Life Skills The learners move to the beat of the music with only their hands and touching their thighs e.g. - Clap, clap, tap, tap (clap hands and tap hands on thighs). - The teacher makes rhythm cards and learners repeat them by clapping the rhythm (using hands to clap and feet to stamp) e.g.   π π   π π  - clap, clap, stamp, stamp ……… - clap shout, clap, shout……. Body percussion 216 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 32 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and describe 2-D shapes in the classroom • Reinforce the knowledge of a rectangle Kinaesthetic Let the learners: - Make/form shapes with their bodies e.g. 4 learners form a rectangle with their bodies. - Form a rectangle using their fingers. - Form a rectangle using 6 match sticks. - Make/form a rectangle with pieces of wool or play dough. - Walk on the outline of a rectangular shape. - Feel the shapes. Place different shapes in a “feely bag” Have a matching set of cards with shapes drawn on them. The learner “feels” the shape in the bag and matches it with the cards. - Draw the rectangle shape in the air, sand, on the floor/ground and eventually on paper. Card games that develop the recognition of shapes. Matchsticks Wool or play dough. “Feely bag” with different geometric shapes. Include big and small shapes and triangles of different angles in the “feely bag” e.g. Matching set of cards with shapes drawn on them A4 paper and crayon 1 day CAPS 217 MATHEMATICS GRADE R Week 32 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Concrete using 3-D objects - Let learners look for rectangular objects in the classroom. Semi-concrete using 2-D shapes Play a game: “Which one is missing?” - Put a number of 2-D shapes (not more than 5 shapes) on a piece of paper in the middle of the carpet e.g. the shapes from the “Logi-Shapes” game. - Discuss each shape with the learners. - Give the learners opportunity to memorise the type of shapes on the piece of paper. - The learners close their eyes. - The teacher removes one of the shapes. - The learners must open their eyes and identify which shape is missing. - Repeat the process. - Promote the development of geometric shapes by providing a variety of card games such as “What’s in a square?” or any other available games. Rectangular objects in the classroom. Variety of shapes e.g. Logi-shapes. 218 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 32 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views Describe the position of two or more 3-D objects in relation to one another Kinaesthetic Let the learners: - Stand between two objects or two learners. - Stand next to the girl with the blue dress. - Stand next to the boy with the brown sandals. - Walk between the boxes. - Crawl round the table. - Crawl under the chair. - Put the chair in front of you. - Put the chair behind you. - Stand on your chair. - Sit on the floor. - Put the chair on top of you. - Put the chair next to you. - Put the chair on your left side/right side. 2 chairs 1 day Concrete using 3-D objects - Let the learner complete puzzles with pictures of people or animals. - Thread beads according to instructions of the teacher e.g. thread a red bead. Put a green bead next to the red bead etc. - Thread beads according to a given picture sequence. Work in small groups. The teacher gives each learner a pegboard and a handful of pegs. Give the following instructions: - Put two red pegs in the top left corner. - Put one green peg to the right of the red peg. - Put one blue peg below the green peg etc. Puzzles Beads to thread Pegboards and pegs Semi-concrete with 2-D shapes or pictures - Draw people or animals without arms or legs and ask the learners to complete the drawing. Worksheets with drawings CAPS 219 MATHEMATICS GRADE R Week 33 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained in week 31 and 32 that involves the numbers 1 to 8 Oral: Count everyday objects up to 8. Count forwards and backwards up to 8. Rote counting 1-10 Reinforce counting in two’s using number rhymes Reinforce ordinal counting: Teacher packs 8 objects in a row. Point at each object while counting first, second, third, fourth, fifth. Reinforce the concepts of “many” and “few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 8 times. Ask question which number of claps was most/least. Number songs and rhymes 1 day Kinaesthetic - The learners use their bodies to form number symbols. - The teacher makes numbers from different materials that learners can feel e.g. sandpaper clay/ string. - Say number rhymes/songs. Large number symbols made of sandpaper Concrete using 3-D objects - Use concrete objects such as blocks and plastic animals. - Count them, sort them, place eight in a row etc. Divide learners into groups. Place a heap of plastic farm animals in the middle of each group. Let the learners: - Work in pairs within the groups and have a guess how many animals in the heap. - Each pair takes a number card to match their guess. - Count the actual number of animals. - The pairs may each receive a star on the forehead. - Repeat by placing a different number of animals in the middle of the carpet. Blocks and plastic animals 9 plastic farm animals A few sets of number symbol cards. Reward stars 220 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 33 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names Recognise and identify number symbols and number names that involve numbers 1 to 8 Semi-concrete using 2-D shapes or pictures - Match the number symbols to the correct pictures. - The learner must understand that a group of objects can contain the same number of objects - The learners must point to each object as they count. - Learners must be able to match ech object to each other e.g. One heart to one sun. - Match the picture flash cards, dot flash cards, the number symbol and the number name flash cards with the same number of counters. Picture and number symbol flash cards Counters A Set of number cards that involves numbers 1 to 8 CAPS 221 MATHEMATICS GRADE R Week 33 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Order and compare collections of objects using “more than/less than” and “equal to” up to number 8 Oral: Count everyday objects up to 8. Count forwards and backwards up to 8. Reinforce counting in two’s using number rhymes Reinforce the concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 8 times. Kinaesthetic - The teacher places 8 blocks on a table. Without counting the learners must estimate (guess) the number of blocks. - The teacher asks: o “Are there more than 3 blocks?” o The learners check their answer by counting the blocks.” o “How close was your guess? Concrete using 3-D objects - Form a group of four learners. Give each group 8 counters and a page with two large circles drawn on it. Call the circles nests. - On the teacher’s instructions the learners put counters in each nest and say how many there are. - The learners compare the “nests” and determine which nest has “more than, “”less than”, and the “same” or an “equal” number of counters. Number songs and rhymes Blocks Counters A4 page with two” nests” drawn on it 1 day 222 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 33 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers Divide learners into groups - Give each group many unifix cubes and a set of number symbol cards that involve numbers 1 to 8 - Let the groups build towers and label each tower with the numbers of cubes used e.g Semi-concrete using 2-D shapes or pictures - The teacher shows two cards with a different number of dots and pictures on them. - Let the learners compare cards with pictures and dots on them to identify the “more than”, “less than” and “equal to”. Unifix cubes Number symbol cards 1-8 Dot and picture flash cards. 1.13 Addition and subtraction • Solves orally stated addition and subtraction problems up to number 8 Oral: Count everyday objects up to 8. Count forwards and backwards up to 8. Reinforce counting in two’s using number rhymes Reinforce the concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 8 times. Ask question which number of claps was most/least. Number songs and rhymes 1 day CAPS 223 MATHEMATICS GRADE R Week 33 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.13 Addition and subtraction Kinaesthetic Examples: 1. Teacher calls 3 learners to the front. Learners count them. Teacher calls another 2 and asks: How many learners altogether?” 3 and 2 ➝ 5. (The teacher says: 3 and 2 makes 5) 2. Teacher packs out 2 chairs. Add 2 more. How many chairs are there now? 2 and 2 ➝ 4. 3. Teacher holds up one hand. And says: “Count my fingers. If I hide my thumb, how many fingers can you see? 5 take away 1 ➝ 4. 4. Let the learners count the fingers on one of their hands. Hide your thumb; how many fingers do you see? 5 take away 1 ➝ 4. Concrete using 3-D objects Let learners pack out 6 counters and do the following: - The teacher gives each learner 6 counters. The teacher gives instructions and learners respond e.g., pack out 2 counters, add another 3. How many altogether. 2 and 3 ➝ 5. - Count 4 counters. Count 2 on from four. How many do you have now? 4 and 2 ➝ 6. - Count all the beads you have. If you cover two beads with your hand, how many beads do you see? 6 take away 2 ➝ 4 Semi-concrete using 2-D shapes or pictures Make number puzzles and allow the learners to explore with the puzzles. 6 3 9 7                                2                      9   Objects and /or counters Number puzzles 224 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 33 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and describe 2-D shapes in pictures Visual conceptualization • Identifies parts from the whole Kinaesthetic The teacher describes and object and asks the learners what it is e.g. - ‘I am thinking of something that is red, has four wheels, four doors and window that can open and makes the sound ‘wroom’” This exercise can be done with groups and turned into a competition – one group has to describe, the other group has to guess what the object is. - Describe a person and ask the learners to identify the person. Semi-concrete using 2-D shapes - Show a learner a picture and let him/her look at it. Then take it away and ask the learner to describe as much detail as he/she can remember. - Take individual pictures and cut off parts of them. Put the pictures and the parts in a box and ask the learners to look for the missing parts of each picture they pick up. - Draw incomplete pictures on a piece of paper and ask the learners to complete the picture. Any picture Pictures with parts cut off An incomplete drawing 1 day CAPS 225 MATHEMATICS GRADE R Week 33 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.4 Symmetry 3.1 Position, orientation and views • Develop the awareness that one’s body has a left and right side that can move independently Kinaesthetic - Put an elastic band on each learner’s right wrist. - Sing the action song: “I put my left foot in” Let learners: - Put their right hand on their heads. - Touch their left knee with their right elbow. - Touch their right shoulder with their left hand etc. Action songs/rhymes e.g. “I put my left foot in” 1 day Concrete using 3-D objects Give each learner a building block Let the learners sit on the carpet and: - Put the block on their right side/ left side - On their left/right shoulder. - On their left/right knee. - On their left/right foot etc Block for each learner Semi-concrete using 2-D shapes or pictures - Each learner receives a sheet of paper and a crayon. - Let learners draw a line in the middle of the paper from the top to the bottom and another line in the middle from left to right - Teacher give instructions: o Put your finger in the middle of the cross. o Draw a circle in the top left block. o Draw a triangle in the right bottom block. o Draw a square in the right top block. o Draw a rectangle in the left bottom block - Discuss a picture poster. Learners respond to questions that enables them to explain (without showing) the position of items in the picture. Sheet of paper Week 33 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and describe 2-D shapes in pictures Visual conceptualization • Identifies parts from the whole Kinaesthetic The teacher describes and object and asks the learners what it is e.g. - ‘I am thinking of something that is red, has four wheels, four doors and window that can open and makes the sound ‘wroom’” This exercise can be done with groups and turned into a competition – one group has to describe, the other group has to guess what the object is. - Describe a person and ask the learners to identify the person. Semi-concrete using 2-D shapes - Show a learner a picture and let him/her look at it. Then take it away and ask the learner to describe as much detail as he/she can remember. - Take individual pictures and cut off parts of them. Put the pictures and the parts in a box and ask the learners to look for the missing parts of each picture they pick up. - Draw incomplete pictures on a piece of paper and ask the learners to complete the picture. Any picture Pictures with parts cut off An incomplete drawing 1 day 226 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 34 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Introduce the meaning of the number 9 Oral: Count everyday objects up to 9. Count forwards and backwards up to 9. Reinforce counting in two’s using number rhymes Reinforce ordinal counting: Teacher packs 6 objects in a row. Point at each object while counting first, second, third, fourth, fifth, sixth. Reinforce the concepts of “many” and “few” Clap hands many times …… STOP Clap hands fewer times. Teacher claps up to 9 times. Ask question which number of claps was most/least. Kinaesthetic Let the learners: - Count up to 9 while climbing the steps. - Draw number 9 in the sand/floor/ground and walk on it. - Clap hands 9 times. - Recognise numbers 1 to 9 with the set of large number symbols. - Make use of own ideas to let learners experience the meaning of number 9 with their bodies. Number songs and rhymes Set of large number symbols 2 days CAPS 227 MATHEMATICS GRADE R Week 34 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.6 Problem-solving techniques Concrete using 3-D objects The teacher creates a number line or ladder on the floor or ground - The teacher gives instructions such as: - Always stand on the zero or start at the zero. - Always count while moving. - Move to number 5. Move back to number 2. Move forward to number 8. - Move to number 8. Move 1 number forward. Move 2 numbers backward. - What comes after 3? - What comes before 7 - Develop an awareness of number conservation by letting learners pack nine counters or any objects in different ways e.g. When counting, the number of objects is not affected by their size, or position, or whether they are of the same type. For example: - Arrange 9 buttons, 9 pencils, 9 hoops, 9 learners etc. - Count them in a different order e.g. count them spread out, close together, in a line or stacked up Semi-concrete using 2-D shapes or pictures Use the number 9 in familiar context Let the learners: - Match the picture flash card with the same number of dots. Pack the same number of counters. Number ladder 0 1 2 3 4 5 6 7 8 9 228 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 34 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.3 Number symbols and number names • Recognise the number symbols and the number name. Kinaesthetic - Put 5 objects in a row. - Let the learners have a good look at them - Learners look away and the teacher remove one object. - The learners have to say which object has been removed. - Replace the objects and repeat several times and progress to removing 2 and more objects. Let the learners: - Select the number 9 symbol and number name amongst other flash cards. - Place the number symbol flash cards on the floor in the correct number order. - Place the number symbol flash cards in a scattered order. Divide the learners into smaller groups. The teacher gives each group a set of number symbol cards. Give the learners instructions e.g. - Touch number 4, put your elbow on number 8, sit on number 3, run around number 5 five times etc. - Play games by linking the number of counters with the number name, the number symbol, the dots and the picture cards. - Ensure that the number symbol and number name is always linked with the same number of objects. 5 objects (visual memory) Counters A few sets of number cards that involves number 1 to 9 Flash cards with number symbol and number name, dots and pictures e.g. Counters CAPS 229 MATHEMATICS GRADE R Week 34 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views Follows directions to move or place self within a specific space • Develop a sense of direction Kinaesthetic - Draw a large triangle, or square on the ground or the floor. - Learners walk along the shape indicating aloud whether they are turning left of right and showing it with their hands, Concrete using 3-D objects Draw a large triangle, or square on a sheet of paper and put it on the floor. Let one learner: - Push a toy car along the lines. - The rest of the learners stretch out their left or right hands in the corresponding direction and say left or right. Let the learners: - Describe objects from different perspectives e.g. a doll (front/back), a house (front/back), the front/back of the school, a car (front/back) depending on where you stand. - Learners describe what they see e.g. if there is a tree in front of the house they describe the position of the tree. Semi-concrete using 2-D shapes or pictures - Let learners experience the concept of forwards/backwards by indicating the direction in pictures. Large drawn shapes on a sheet of paper Toy car Doll Actual house car Pictures that clearly show direction e.g. the direction a car is travelling, the direction a person is walking. 1 day 230 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 34 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identify and name 2-D shapes in the classroom and in pictures and sort them • Reinforce the knowledge about the circle, triangle, square and rectangle Kinaesthetic Let the learners form pairs. - Draw a shape on the friends back with his/her finger. The other learner must identify the shape. Concrete using 3-D objects Provide geometric shapes of different sizes and thickness. Let the learners: - Sort geometric shapes according to e.g. circles, triangles, squares and rectangles. - Sort geometric shapes according to size. - Sort geometric shapes according to colour. Semi-concrete using 2-D shapes or pictures Let the learners: - Cut out the abovementioned shapes from a sheet of paper. Include big and small shapes and triangles of different angles. - Sort the different shapes together. - Plan a picture with the cut-out shapes and use them during art activity. A variety of shapes A sheet of paper with circles, triangles and squares and rectangles on it e.g. Include big and small shapes and triangles of different angles e.g. 1 day CAPS 231 MATHEMATICS GRADE R Week 34 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.4 Symmetry • Develop the awareness that there is symmetry in objects Concrete using 3-D objects - Look for real objects that will illustrate symmetry. (The one side looks the same as the other side) e.g. butterfly, flower leaf etc. - The teacher and learners collect pictures of designs that are symmetrical .e.g. the designs painted on houses, designs on tiles, designs on vases and parachutes. Semi-concrete using 2-D shapes or pictures - The learners cut out the shape of a heart or flower vase from a paper folded in half and decorate it during visual art time. A piece of paper folded in half 1 Day 232 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 35 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained in week 34 that involves the number 9 Oral: Count everyday objects up to 9. Count forwards and backwards up to 9. Rote counting 1-10 Reinforce counting in two’s using number rhymes Reinforce the concepts of “many” and “few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 9 times. Ask question which number of claps was most/least. Number rhymes and songs 1 day Kinaesthetic Let’s play a game: The teacher places the large cardboard number shapes or cards that involve numbers 1 to 9 in order on the floor. The teacher gives the children instruction such as: - Sit on number 6. - Put your toe on number 3. - Run around number 2 three times. - Hop over number 1. - The teacher can later scatter the number symbol cards. A set of large cardboard number symbol cards. You can also paint them on pieces of thick plastic or hardboard 1 6 3 2 5 4 9 7 8 1.4 Describe, compare and order numbers • Use numbers in familiar context Concrete using 3-D objects Let the learners: - Count objects in the classroom - Count with counters - The teacher places objects in a pile on the table. Let learners estimate how many objects in the pile. Count them afterwards Counters Objects in the classroom 1 day CAPS 233 MATHEMATICS GRADE R Week 35 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers Semi-concrete using 2-D shapes or pictures Let the learners: - Play games by linking the number of counters with the number name, the number symbol, the dots and the picture cards. - Ensure that the number symbol and the number name are always linked with the same number of objects - Trace the number 9 with a crayon. Flash card with number symbol and number name, dots and pictures e.g. Counters, Crayons 1.7 Addition and subtraction • Orally solve word problems (story sums) in context that involve numbers 1 to 9 Kinaesthetic - Tell a story of about a tree with one bird in it. Another bird joins him. How many birds are there now? Learners act the story out with masks. 1 and 1 gives 2. Repeat the story till there are 9 birds. Picture of a large tree 1 day Concrete using 3-D objects - One friend has 8 counters e.g. plastic animals and her friend has 1 more. How many plastic animals do they have together? 8 and 1 ® 9 9 counters Semi-concrete using 2-D shapes or pictures - Give each learner a worksheet with a picture of a tree on it. Learners place one counter on the tree. Continue, adding one more counter to the tree at a time. Worksheet with a tree and counters 234 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 35 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views • Describes two objects in relation to one another Kinaesthetic - A learner asks a friend to stand between two objects / learners. - A learner asks a friend to stand next to the girl with the blue dress - A learner asks a friend to stand next to the boy with the brown sandals Concrete using 3-D objects • Hang a line between two objects. • Learners hang actual clothes according to a specific command .e.g. - “Hang the shirt on the left side of the clothes line” - “Hang the dress on the right side of the shirt” “ - Hang the handkerchief next to ..... etc.” - “Hang the pants between the …. etc.” Semi-concrete using 2-D shapes or pictures • Draw a picture of a house according to instructions e.g. - Draw the roof at the top of the page - Draw the walls of the house in the middle of the page etc. - Draw a dog on the left hand side of the house. The sheet of paper should not be too large to ensure that the different shapes touch one another to form a picture of a house. Sheet of paper Crayons 1 day CAPS 235 MATHEMATICS GRADE R Week 35 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Recognise, identifies and names 2-D shapes in the classroom and in pictures: - Shape conservation • Reinforce the knowledge gained about the rectangle Shape conservation is the ability to distinguish between shapes in our environment, regardless of their size or angle sizes Concrete using 3-D objects Divide learners into groups. - Give each group 9 rectangular shaped building blocks of different sizes. Let the learners: - Sort the different rectangular-shaped building blocks into groups of the same size. - Count the number of building blocks. The teacher gives the following instructions: - Place the rectangular-shaped building blocks in a straight line. - Place the rectangular-shaped building blocks in an upright position. - Place the rectangular-shaped building blocks in a zigzag line - The teacher gives each learner a piece of wool. The learners form a rectangular shape with the wool. - The teacher points out that each learner’s rectangle is not identical but the shape are all still rectangles. Each group receives 9 rectangular shaped building blocks of different sizes Piece of wool 1 day Or select only some of the activities 236 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 35 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.3 2-D shapes Semi-concrete using 2-D shapes or pictures - The teacher draws 20 different flash cards, each with one of five different triangles, circles, squares and rectangles on it e.g. The teacher divides the learners into groups. Let the learners: - Select the rectangle flash cards from among the other shapes. Let the learners: - Select all the pictures with flowers among pictures of trees and leaves etc. Cards with 20 different flash cards, each with one of five different triangles, circles, squares and rectangles on it. CAPS 237 MATHEMATICS GRADE R Week 36 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Reinforce the knowledge gained that involve numbers 1 to 9 Oral: Count everyday objects up to 9. Count forwards and backwards up to 9. Reinforce counting in two’s using number rhymes Reinforce the concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 9 times. Concrete using 3-D objects - Place objects into groups that involve numbers 1 to 9 and count the objects aloud. - Play number dominoes Number songs and rhymes Objects in the classroom. Number dominoes 1 day Semi-concrete using 2-D shapes or pictures Give each learner a picture, dot, number symbol or number name card. Learners respond to teachers instructions - Learners sit in a circle. - The teacher calls a number e.g. 9. The learners with the picture, dot, number symbols and number name cards representing 9, walks around the circle, saying “I have a nine” - Repeat with the other numbers. - When everyone has had a turn to ‘be’ a number, call the numbers in order. - The learners stand up and hold their cards in the air if their number is called. - See if learners are able to arrange themselves in order from 1 to 9. - See if learners are able to arrange all the cards representing the number 1, 2, and 3 up to number 9 together. Enough sets of number cards that involve numbers 1 to 9 for each learner in your class to receive a flash card 238 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 36 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Compare which of two given collections are: - more than - less than (fewer) - equal to (the same) Concrete using 3-D objects - The teacher provides a variety of objects such as leaves, stones, bottle caps, crayons, blocks, etc. Let the learners: - Sort them into “groups” e.g. all the stones together. - Count the number of objects in each “group”. - Indicating which “group” is “more than”, “less than” and “equal to”. Sets that involve numbers up to 9: - Learners sit on the carpet and make two “nests” with the wool. - Teacher gives instruction to the learners to place 2 counters in one nest and 4 in the other nest. - Ask questions such as: “Which nest has “more than”, “less than” and the “same” number of counters?” e.g. the “nest” with 2 counters is less than the “nest” with 4 counters. - Let the learners form “more than, less than” and ‘equal” sets with numbers up to 9. Two pieces of wool for each learner 9 counters for each learner 1 day CAPS 239 MATHEMATICS GRADE R Week 36 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.13 Addition and subtraction • Solves orally stated addition and subtraction problems that involve the numbers 1 to 9 Oral: Count everyday objects up to 9. Count forwards and backwards up to 9. Reinforce counting in two’s using number rhymes Reinforce ordinal counting: Teacher packs 6 objects in a row. Point at each object while counting first, second, third, fourth, fifth, sixth. Reinforce the concepts of “many” and “few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 9 times. Ask question which number of claps was most/least. Number song and rhymes 1 day Kinaesthetic - The teacher calls 1 learner to the front. - The teacher puts a different number of beads (up to 9) in each of the learner`s hands e.g. 4 in the one hand and 5 in the other - The teacher arranges the learners in groups of nine. - The learners sit on the floor. - The teacher asks 2 learners to stand up. - The teacher asks: “How many learners are sitting on the floor?” Beads or counters 240 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 36 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.13 Addition and subtraction Concrete using 3-D objects - The learners sit on the carpet. - Each learner receives 8 beads placed in a cup with a saucer. - Take 6 beads from the cup and put them into the saucer. Take another 2 beads and add to the beads in the saucer. How many beads are in the cup? 6 and 2 ➝ 8. - Take 4 beads from the plastic cup and put them into the saucer. Take another 4 beads and add to the beads in the saucer. How many beads are in the cup? 8 take away 4 take away 4 ➝ 0. - Move 4 beads from the cup to the saucer. How many are left in the plastic cup? 8 take away 4 ➝ 4. - Move 4 beads from the saucer to the cup. How many are left in the saucer? 8 take away 4 ➝ 4. Semi-concrete with 2-D shapes or pictures Divide learners into groups. Give each group a set of picture flash cards - Count the 6 pictures on the flash card. If you add a flash card with 2 pictures on it, how many will you have now? 6 and 2 ➝ 8. - Count the 8 objects on the picture card. If you cover 3 of the pictures, how many can you see? 8 take away 3 ➝ 5. - Pack the same number of counters. Improvise if you don’t have cups and saucers. A few sets of picture flash cards 2.1 Geometric patterns • Copy a noise pattern Kinaesthetic - The teacher divides the learners into three groups. Whisper and demonstrate to each group which vehicle’s sound they will represent. - Each group makes their sound allocated to them as the teacher points to them e.g. - Woosh, brrrm, zonk / Woosh, brrrm, zonk. Pictures of three different vehicles or machines. 1 day CAPS 241 MATHEMATICS GRADE R Week 36 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 5.1 Collect and sort objects 5.2 Represent sorted collection of objects 5.3 Discuss and report on sorted collection of objects • Reinforce the concept of data handling Concrete using 3-D objects Let’s play a game: Classify and group the choice of the colour of the play dough for the following week e.g. - The problem to be solved is to determine what colour the play dough should be for the following week. Collect data and sort - Make use of real objects to make a graph such as blocks, stacking cubes, Lego or Duplo blocks representing the colours of dough you plan to make e.g. blue, yellow, and green. - Each child selects one block representing the colour of his/her choice of play dough for the week. Draw a graph - The blocks are stacked according to colours on a poster. Read and interpret table - According to the choice of the learners the colour of the play dough for the week will be yellow. Blue Yellow Green 2 4 2 Blue, yellow and green Lego-, Duplo- or unifix blocks. (Only one kind to be used) 1 day 242 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 37 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Introduce the meaning of the number 0 (zero) Oral: Count everyday objects up to 10 starting at zero. Count forwards and backwards up to 10 starting at zero. Reinforce counting in two’s using number rhymes Reinforce ordinal counting: Teacher packs 6 objects in a row. Point at each object while counting first, second, third, fourth, fifth, sixth. Reinforce the concepts of “many” and “few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 10 times. Ask question which number of claps was most/least The teacher points out that zero means “nothing” and that counting actually starts at 1. Kinaesthetic - The teacher shows the learners the number name zero. - Let the learners identify which body part can form a zero e.g. o The learners mouth o The learners fingers  Number songs and rhymes 1 day Concrete using 3-D objects - The teacher puts one counter in her one hand and no counters in her other hand. - She opens her one hand and shows the learners the one counter, then she opens her other hand and shows the learners there is nothing. - This activity can be conducted using the learners as well. Semi-concrete using 2-D shapes or pictures - The teacher shows the learners the flash cards with no pictures and the number symbol 0. Counters 0 1 day CAPS 243 MATHEMATICS GRADE R Week 37 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Introduce the meaning of the number 10 Oral: Count everyday objects up to 10. Count forwards and backwards up to 10. Rote counting 0-10 Reinforce counting in two’s using number rhymes Reinforce ordinal counting: Teacher packs 6 objects in a row. Point at each object while counting first, second, third, fourth, fifth, sixth. Reinforce the concepts of “many” and “few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 10 times. Ask question which number of claps was most/least. Number songs and rhymes 1 day Select only a few activities Kinaesthetic Let the learners: - In pairs form the number 10 with their bodies (4 learners). - Count up to 10 while moving to the beat of a drum. - Hold up 10 fingers. - Draw the number 10 in the sand/floor/ground and walk on it. - Jump 10 times. - Place cut-out cardboard numbers in a” feely bag”. - Have a set of flash cards with pictures representing the number e.g. two balls on a card with number 2. The learner “feels” the numbers in the bag and matches them with the cards Cut-out cardboard numbers Large number symbol flash cards. 244 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 37 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Concrete using 3-D objects Let the learners: - Pack out their telephone numbers using the large number symbol cards. Make them aware of the zero which represents the number 10. - Develop an awareness of number conservation by letting learners pack five counters or any objects in different ways e.g. When counting, the number of objects is not affected by their size, or position, or whether they are of the same type. For example: - Arrange 10 buttons, 10 pencils, 10 hoops, 10 learners etc. - Count them in a different order e.g. count them spread out, close together, in a line or stacked up Cards with learner’s telephone numbers on 1 4 0 8 6 5 9 7 3 2 CAPS 245 MATHEMATICS GRADE R Week 37 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Semi-concrete using 2-D shapes or pictures Let the learners on the teacher’s instructions: - Place objects into groups that involve numbers 1 to 10 and count the objects aloud. The teacher divides the learners into 5 groups. Let the learners: - Order and link the picture cards, the dot flash cards, the number symbols and the number names in the correct sequence up to the number 10 e.g. - Pack the number of counters on each dot card Objects in the classroom A set of picture cards up to the number 10 0 Counters 246 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 37 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 2.1 Geometric patterns • Play a pattern game – “Hop scotch” Integrate with Physical Education in Life Skills Kinaesthetic - Move around the room. On a signal, or when the music stops, the teacher calls out the name of a shape. The learners form that shape with their fingers. They can also form groups and form the shape with their bodies. - Draw the pattern below on the floor/ ground or the veranda for the learners to move in a specific way. Discuss the pattern e.g. - Ask questions such as: - ”What shape comes after the first rectangle?” - “What shape comes before the first circle? Learners follow the pattern in the following way: - Teacher says: ”John, you jump before Melissa” ,and Mary ,you can jump after Kabelo” - Jump with both feet on the rectangle. - Jump with left foot on the triangle. - Jump with right foot on the square. - Jump with both feet on circle and turn your body around while standing in the circle. - Complete the pattern. The example of the given pattern drawn on the floor/ground/verandah 1 day CAPS 247 MATHEMATICS GRADE R Week 37 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 2.1 Geometric patterns Concrete using 3-D objects - Each learner receives the following shapes: The teacher forms a pattern with her shapes Let the learners: - Copy the teacher’s pattern using the above shapes. - Develop their own pattern with the given shapes. Each learner receives the following shapes:Each learner receives the following shapes: 3.1 Position, orientation and views Follow directions to move or to place self within a specific space • Develop a sense of direction by executing instructions including left and right Kinaesthetic Let the learners follow instruction of the teacher: - Look up /look down/look upwards. - Bend down / bend downwards. - Lift left leg / lift right leg. - Crawl around the table. - Walk forward/walk backward. - Put your hand in/out. - Stand on the right side of the chair / Stand on the left side of the chair. - Stand in front of your chair/behind your chair. - Stand between two chairs. - Look to the right/look to the left. - Turn on your left foot. Turn on your right foot Instructions from the teacher. Terminology: Up/down In/out Top/bottom Front/back In front of/behind On top/above/under/below The one side/the other side Next to Left/right In between 1 day 248 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 37 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration Concrete using 3-D objects Let the learners do the following on the chalkboard: - Draw circles and continue going around and around - Draw straight lines from left to right - Draw lines up and down. - The teacher draws two dots and the learners draw a line to join them. Chalkboard CAPS 249 MATHEMATICS GRADE R Week 37 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 5.1 Collect and sort objects 5.2 Represent sorted collection of objects 5.3 Discuss and report on sorted collection of objects • Reinforce the concept of data handling Concrete using 3-D objects - The teacher discusses and finds out how each learner comes to school. - She compiles a pictograph representing the learners walking, coming by taxi, with a parent’s car and arriving by bus e.g. 4 2 3 1 - Analyse the results through questions Magazine pictures of a taxi, a bus, a car and a learner walking. If you don’t have pictures improvise and draw your own 1 day 250 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 38 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the knowledge gained in week 37 that involves the number 0 to 10 Oral: Count everyday objects up to 10. Count forwards and backwards up to 10. Rote counting 0-10 Reinforce counting in two’s using number rhymes Reinforce ordinal counting: Teacher packs 6 objects in a row. Point at each object while counting first, second, third, fourth, fifth, sixth. 1 day or only select some of the activities Reinforce the concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 10 times. Ask question which number of claps was most/least. Number rhymes and songs Kinaesthetic - The teacher draws 11 (0 to 10) circles on the playground or use hoops. Write numbers 0 to 10 inside each circle. The teacher calls a number and a learner throws his bean bag into the circle called out. - Remind learners that 0 means nothing. If a learner throws a bean bag in the “zero circle” he/she will be out of the game. - The learner throws his/her bean bag into the circle corresponding with the dot and/or picture card shown by the teacher. - The learner throws his/her bean bag into the circle shown on the number symbol card shown by the teacher. - Proceed by using the number name cards the same way. 10 beanbags Drawn circles in the sand/ground or on the floor or use hoops 1.3 Number symbols and number names Recognise and identify number symbols and number names Semi-concrete using 2-D shapes or pictures Let’s play a game: - The teacher writes the number name on one side of a card and writes. the number symbol on the other side of the card involving numbers - 0 to 10 (Use a few sets). - Learners “read” the number name and guess the number symbol. - They turn the card over and correct themselves. A set of number cards that involve number 0-10 Cards that involve numbers 1-10 with the number name on one side and the number symbol on the other side. (Make a few sets so that each learner have his/her own card). CAPS 251 MATHEMATICS GRADE R Week 38 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers • Introduce ordinal numbers - first, second, third, up the sixth..... last This concept is best developed over time and through the use and labelling of natural situations as they occur in the classroom e.g. lining up to go outside “Siya is first, Helen is second .......” Kinaesthetic - Let learners run a race. Who came first, who came second, and who came last? Play a game – “Which one is it”? - Ask five learners to sit in a row on five chairs. - The teacher says: “I`m thinking of one of these learners. The learner is wearing a red jersey.” - Starting with the learner sitting in front, she moves along the row, touches each learner and asks: “Is it the first, the second, the third......... learner? Let 5 learners stand on the steps outside. The teacher places the correct number symbol card under each child on the steps. Show me which learner is standing on the: - First step. - Second step. - Third step etc. The learner on the first step holds up the number symbol card only after the answer has come from his/ her classmates. Proceed up to the number 6. Five chairs A set of number symbol cards that involve the numbers 1 to 10 Improvise if there are no steps 1 day 252 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 38 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.7 Addition and subtraction • Orally solve word problems (story sums) that involve the number 10 Oral: Count everyday objects up to 10. Count forwards and backwards up to 10. Reinforce the concepts of “many” and “few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 10 times. Ask question which number of claps was most/least. Examples: 1. There were 5 girls in the room. 5 more girls entered. How many are there now? 5 and 5 ➝ 10. 2. Count 7 counters. Count two on. Count one on. How many altogether? 7 and 2 and 1 ➝ 10. 3. There were 10 counters on the table. There are only 4 left. How many have been removed? 10 take away 6 ➝ 4. 4. You have 10 marbles. Take away 3. How many do you have left? 10 take away 3 ➝ 7 5. You made 10 cakes. You sold 2 cakes. How many do you have left? Counters 1 day 3.1 Position, orientation and views • Follows directions to move or place self within the classroom Kinaesthetic - The teacher asks the learner’s to stand at the back of the classroom (the door opening indicates the front of the class) - The teacher asks the learners to stand at the one side of the classroom / other side of the classroom. - The teacher asks the learner to stand in the front of the classroom. 1 day Concrete using 3-D objects Sound has meaning. Learners listen to: - A bell. - A whistle. - A musical instrument. - Bang two blocks against each other. A bell A whistle Any musical instrument Two wooden blocks CAPS 253 MATHEMATICS GRADE R Week 38 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views The learners close their eyes and identify the sound of the bell, or the whistle or the musical instrument. - The learners close their eyes and identify where the sound comes from. They can first throw a bean bag in the direction of the noise and later communicate where the noise is e.g. in the front of the classroom, close to the book corner etc. - The teacher instructs 4 learners to stand against the side walls of the classroom. 4 learners in four sides of the classroom, each with a different instrument (bell, whistle, musical instrument and two blocks). - The teacher indicates with her hand to individual learners to make a noise with their instrument e.g. only the bell. - The rest of the class indicates where the sounds come from by pointing in the direction of, for example, the bell. - To reinforce the left and right concept, send the two learners standing in the front and at the back of the classroom back to the rest of the group. - Repeat the same activity focusing on sounds coming from the left and the right side of the classroom. - The learners say “left” when the sound comes from the left hand side and “right “when the sound comes from the right hand side. A bell A whistle Any musical instrument Two wooden blocks Concrete using 3-D objects - The leaners use a block e.g. Move the block in relation to the chair o Move backward / move foward. o Stand on the right side of the chair / Stand on the left side of the chair - Stand between two chairs - Sort shoes in left right shoes Semi-concrete using 2-D shapes or pictures Let the learners complete a worksheet using a crayon to draw a line between lines e.g. Worksheet and a colouring wax 254 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 38 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 4.2 Length Concretely compare and order objects using appropriate vocabulary to describe length • Measure the height of the learners with a tape measure Kinaesthetic - Refer to the first and third terms when the learner’s heights were measured using hands on the height chart. - Measure the height of the learners again. - The teacher puts a tape measure next to the pictures of hands on the height chart. - Learners’ heights are measured once again. - Make learners aware that we are using a standard measuring tool and this is what mommy uses when making dresses. - Now they are not 10 hands tall but one meter 10 cm tall. - Learners can compare their height. Who is the tallest/ shortest in the class? Concrete using 3-D shapes - A learners lies on the floor, and the others place building blocks (same size) in a line alongside the learner’s body. - Teacher gives an instruction: “Build something that is longer/shorter than your friend” A height chart A tape measure Height Chart CAPS 255 MATHEMATICS GRADE R Week 39 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects • Reinforce the meaning of number 10 Oral: Count everyday objects up to 10. Count forwards and backwards up to 10. Rote counting 0-10 Reinforce ordinal counting: Teacher packs 6 objects in a row. Point at each object while counting first, second, third, fourth, fifth, sixth. Number songs and rhymes 1 Day Reinforce the concepts of “many” and “few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 10 times. Ask question which number of claps was most/least. Kinaesthetic Let the learners: - Say a number rhyme using ten fingers. - Count the number of times the teacher taps on the table and copy her. - Clap your hand ten times. - Count in time to a regular beat while learners walk down steps, hop in and out of hoops. - Stamp feet in time to a regular beat. - Ten learners stand in a circle with a basket in the centre each with a beanbag. Let the learners throw their beanbag into a basket and continue up to the number 10. Learners must count aloud while throwing. Repeat the activity until all the learners have had a turn. Bean bags and a basket 256 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 39 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.1 Count objects Semi-concrete using 2-D shapes or pictures Divide learners into smaller groups. - The teacher provides learners with number puzzles. - The learners discover and investigate all the possibilities. - Learners can throw a dice to determine which number puzzle to build. Make number puzzles that involve the number s 1 up to 10 CAPS 257 MATHEMATICS GRADE R Week 39 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.13 Addition and subtraction • Reinforcing addition and subtraction with answers up to 10 Oral: Count everyday objects up to 10. Count forwards and backwards up to 10. Reinforce counting in two’s using number rhymes Reinforce the concepts of “many” and “few” Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 10 times. Ask question which number of claps was most/least. Kinaesthetic - The teacher calls 5 learners to the front and keeps on adding one more learner up to the number 10. - The learners count aloud. 5 and 1 ➝ 6. (Say: Five and one gives six) 6 and 1 ➝ 7. 7 and 1 ➝ 8. 8 and 1 ➝ 9. 9 and 1 ➝ 10. - The teacher sends the learners back and the learners count backwards. 10 take away 1 ➝ 9 9 take away 1 ➝ 8 10 take away 2 ➝ 8 Number songs and rhymes Concrete using 3-D objects The learners sit on the carpet. Each learner has 10 counters and a plastic lid. Let the learners follow instructions: - Pack 4 counters on your lid. Add 4 more. How many altogether? 6 and 4 ➝ 0 - Pack 10 counters. Take away 5. How many are left? etc. 10 counters for each learner Plastic lids e.g. lid of ice-cream containers 258 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 39 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.13 Addition and subtraction Semi-concrete using 2-D shapes or pictures - Count the 8 objects on the picture card. If you add the picture card with 2 objects on, how many will you have now? - 8 and 2 ➝ 10. Pack the same number of counters. - Count the 10 objects on the pictures card. If you cover 3 of the objects, how many can you see? 10 take away 3 ➝ 7. Pack the same number of counters. Picture flash cards that involve the numbers 1 to 10 Counters 1.4 Describe, compare and order numbers • Compare which of two given collections are: - more than - less than (fewer) - equal to (the same) Oral: Count everyday objects up to 10. Count forwards and backwards up to 10 using number rhymes and songs. Reinforce counting in two’s using number rhymes Reinforce the concepts of “many” and “few”. Clap hands many times …… STOP. Clap hands fewer times. Teacher claps up to 10 times. Ask question which number of claps was most/least. Kinaesthetic - The teacher places 6 learners together in a hoop and 4 learners in another hoop. - The Teacher asks:” Are there more learners, less learners or the same number of learners in each hoop. - ” The learners identify which hoop has “More than” ” less than”, and “same” number of learners. 2 Hoops 1 day CAPS 259 MATHEMATICS GRADE R Week 39 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 1.4 Describe, compare and order numbers Concrete using 3-D objects - Place 10 counters, 6 counters and 4 counters on a table. - Without counting guess the number of counters/blocks on the table - Teacher asks: “Are there more than 7 counters?” “Is it about the same, just more than, just less than, just fewer than, enough, not enough?” - Teacher says: “Check your answer by counting the counters.” “How close was your guess?” Counters Semi-concrete using 2-D shapes or pictures - The teacher shows two cards with different number of dots and pictures on them. - Let the learners compare cards with pictures and dots on them and identify the “more than”, “less than” and “equal to” concepts. Two cards with different number of dots and pictures on them 260 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 39 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views Describe two or more 3-D objects in relation to one another • Reinforce Left and Right Kinaesthetic - The teacher places left and right footsteps all around the classroom. - The learners crawl with the same arm and the same knee moving simultaneously - Walk on them for example on their way to the washbasin The teacher ties a piece of red wool on each learner’s right palm. The teacher gives instructions. - Lift your left leg. - Put your right foot on the chair. - Touch your left knee with your right elbow. - Pull your left ear with your right hand. - Put your right hand on your left shoulder and your left hand on your right shoulder simultaneously. - Hug yourself (crossing the midline). Paper foot prints marked “left’ and “right” A piece of red wool 1 day CAPS 261 MATHEMATICS GRADE R Week 39 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 3.1 Position, orientation and views Concrete using 3-D objects - The teacher put 7 tins on the table. - Let the learners say which number is on the left of number 3, which number is on the right of number 6, which number is between 3 and 6. - Which number is first and which number is last. 1 o n c r e t e u s i 2 3 1 4 5 6 7 - The teacher places 3 dolls/cars with clearly distinguishable clothing or colours on the table. - She asks questions such as: o Which doll/car one is on the left? o Which doll /car is on the right? o Which doll/car is in middle? Which doll/car is first/last? Semi-concrete using 2-D shapes or pictures - During Visual Art s the learners make paint prints using their left and right hands. - Cut out and paste on a sheet indicating the left and right foot. Numbered tins. Three dolls or cars. 2.1 Geometric patterns • Create own pattern Concrete using 3-D objects - Learners initially copy patterns from given patterns. - Eventually learners create their own pattern and describe their own pattern. Shapes and pattern cards. 1 day 262 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Week 39 Suggested Contact Time : One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week) Topic Clarification Notes Recommended Resources Approximate Duration 2.1 Geometric patterns Pegboard work: Let the learner use first his right and then his left hand, then both hands together to place the pegs on the pegboard. - The teacher tells the learners where to place the pegs e.g. o In the top row. o In the bottom row. o On the left side. o On the right side. o In the middle. Let the learners: - Make shapes on the pegboard with the coloured pegs. - The teacher composes a simple pattern with the pegs on her pegboard and learners copy her pattern on his/her own pegboard. Pegboards and pegs. Patterns for learners to copy from. CAPS 263 MATHEMATICS GRADE R Week 40 Use Week 40 to attend to conceptual weaknesses and/or identified barriers to learning. Content Area Topic Assessment Criteria Number and Number Operations 1.1 Count objects Estimates and rote counts up to 10 (number songs and rhymes included to develop number concept) Counts backwards and forwards (0-10) Counts in two’s (Number songs and rhymes) Understands the concepts of “many and few” (clapping) Understands which number of claps are more/less, most/least Identifies number pictures and dot cards from 0-10 Knows the number symbols 8, 9, 10 and 0 and Recognizes the number names eight, nine and ten and zero Completes simple number sequences from the numbers 1-10 1.4 Describe, compares and orders numbers Recognises and identifies numbers in familiar context - e.g. age, register Distinguishes between more, less, equal, most and least up to the number 10 Understands ordinal numbers – first, second, third, fourth, fifth and sixth 1.6 Problem solving techniques Uses concrete apparatus Explains own thinking in words and through drawings or concrete objects 1.7 and 1.13 Addition and subtraction Orally solves addition and subtraction problems that involves numbers up to the number 10 Patterns and Functions 2.1 Geometric patterns Copies, extends and creates own auditory patterns Understands the game “hop scotch” Space and Shape (Geometry) 3.1 Position, orientation and views Knows the concepts next to, between and middle, left and right Understands the concepts: forwards and backwards, up and down, upwards and downwards, left and right 3.2 3-D objects and 3.3 2-D shapes Able to build at least a 24 piece puzzle Recognises and identifies the circle, triangle, square and rectangle 3.4 Symmetry Recognises the line of symmetry In objects Measurement 4.2 Length Understands that objects are also measured by using a tape measure Data Handling 5.1 Collect and sort objects Able to collect, sort, draw, read and represent (analyse) objects according to one attribute 5.2 Represent sorted collection of objects 5.3 Discuss and report on sorted collection of objects 264 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Section 4: assessment 4.1. Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: - generating and collecting evidence of achievement; - evaluating this evidence; - recording the findings and - using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. In the Foundation Phase, the main techniques of formal and informal assessment are observation by the teacher, oral discussions, practical demonstrations and written recording. Grade R assessment should be mainly oral and practical. 4.2. Informal or daily assessment Assessment for learning is the process of continuously collecting information on a learner’s achievement. This is also called informal assessment. It is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, informal classroom interactions, etc. It should not be seen as separate from learning activities taking place in the classroom. Informal assessment enables the teacher to monitor learner’s progress and to make daily instructional decisions. Informal assessment is used: - to provide feedback to the learners - to inform planning for teaching At times the teacher may keep a checklist or use an observation schedule as a way of recording learners’ progress. At times learners or the teacher may mark an exercise. However, informal assessment does not become part of the learners’ formal record. The results of informal daily assessment tasks are not taken into account for promotion and certification purposes. 4.3. Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. The teacher can only observe about 10 learners at a time, therefore formal assessment tasks will happen mainly in small group focused sessions and it will take a few days to assess the whole class. All the materials and apparatus that learners normally use should be available as usual, (counters, number charts, etc.) CAPS 265 MATHEMATICS GRADE R The forms of assessment used should be age and developmental level appropriate. Formal assessments must cater for a range of cognitive levels and abilities of learners. The design of these tasks should cover the content of the subject in a variety of ways. A variety of forms of assessment (observation, oral, practical and written) should be used to give each learner the opportunity to demonstrate what he or she can do. This is because some learners are more easily able to show what they know in some forms of assessment. For example, - Some learners who find it difficult to read are good at Mathematics. - Other learners may not be at the required level of competence in the language of learning and teaching. Assessment tasks in Mathematics need to include activities and exercises that are not language based, and not reading dependent, to reflect the real abilities of these learners. However, cognisance should also be taken of what is being assessed. Certain knowledge and skills are best assessed with particular forms of assessment. Different kinds of assessments are appropriate to the skills and concepts necessary for different topics at different age groups. It is useful to use an observation checklist to assess learners measuring in the early grades. Rubrics can be used to evaluate learner’s problem solving skills. 4.4. Programme of formal assessment Formal Mathematics Assessment Tasks include more than one topic in Mathematics. The Assessment Tasks over the year need to cover all Content Areas and Topics, but not everything in the curriculum needs to be formally assessed or formally reported upon. Numbers, Operations and Relationships make up 60% of Mathematics in Grade R. This means that 60% of the formal assessment each term and over the year should be focused on Numbers, Operations and Relationships. Each formal assessment task should not be seen as a single event or test. Some of the criteria can be assessed at the same time, but others will be assessed at different times. For example if learners skip counting skills are being assessed, their ability to do the following could be assessed in the same exercise or event: - Completes counting sequences - Reads and write number symbols - Counts However, if an Assessment activity contains both solving problems by grouping / sharing, and assessing learners’ ability to measure capacity; it is more likely that these aspects of mathematics will be assessed at different times and in different ways. 4.5. Recording and reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her / his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. 266 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the Table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 - 29 4.6 General This document should be read in conjunction with: 4.6.1 National policy pertaining to the progrmme and promotion requirements of national Curriculam statement Grades R-12; and 4.6.2 The policy document, National Protocol for Assessment Grades R-12 4.7 Exemplar checklists of formal assessment for Grade R Exemplar assessment checklists are given for Grades R below. The aim is to assist teachers to plan and implement formal assessment in a continuous way. GRADE R Checklist for Term 1 assessment Content Area Content Criteria √ or x Comments Numbers, Operations and Relationships Counting Estimates and rote counts up to 5 (Number songs & rhymes included to develop number concept) Number Recognition Recognises numbers in familiar context- e.g. age, register Understands ordinal numbers (e.g. during toilet routine) Number sense Understands one-to-one correspondence (Helpers’ chart during refreshment time) Identify and describe whole numbers Identifies number pictures and dot cards that involve number one Knows the number symbol 1 Recognizes the number name one Solving problems Uses concrete apparatus Explains own thinking in words and through drawings or concrete objects CAPS 267 MATHEMATICS GRADE R GRADE R Checklist for Term 1 assessment Content Area Content Criteria √ or x Comments Patterns Functions and Algebra Copy, extend and create own patterns Identifies patterns in the environment Copies, extends and creates own patterns Space and Shape (Geometry) Recognise, identify and name 3-D objects Recognises, identifies and names balls Recognises, identifies and names boxes Recognise, identify and name 2-D shapes/pictures Recognises, identifies and names his/her own symbol, his/ her peers symbol and the class name Builds at least a 6 piece puzzle Shows the ability to distinguish between objects in the “foreground and background” Geometric shapes Identifies and recognises the circle Identifies and recognises the triangle Identifies and recognises the square Describe, sort and compare 3-D objects according to: Compares which of two given collection of objects are bigger, smaller, biggest, smallest Sorts objects in: Size - big and small, Colour – Primary colours (red, yellow, blue) Shape – circle ,triangle and square Objects that roll Objects that slide Recognise line of symmetry in: Recognises line of symmetry in Self Spatial Relations: The position of two or more objects in relation to the learner Knows in front of/behind, Knows on top of, on, under, below, Knows in, out, Knows up, down Directionality Understands the concepts: forwards, backwards, front and back Measurement Time Uses words like day, night, light and dark, morning, afternoon tonight to describe time of the day Orders recurring events in own daily life (Daily Programme) Shows and awareness of days of the week, seasons and weather Knows own birthday date Length Distinguishes between tall, taller, tallest, short, shorter, shortest (Height chart) Data Handling Collect, sort, draw, read and represent data Able to collect, sort, draw, read and represent (analyse) objects according to one attribute FINAL RATING: 268 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R GRADE R Checklist for Term 2 assessment Content Area Content Criteria √ or x Comments Numbers, Operations and Relationships Counting Estimates and rote counts up to 7 (number songs and rhymes included to develop number concepts) Counts backwards and forwards (1-4) Understands the concepts “many and few” (clapping) Number Recognition Recognises numbers in familiar context - e.g. house number, address register Identify and describe whole numbers Identifies number pictures and dot cards Knows the number symbols 1, 2, 3 ,4 Recognizes the number names two, three and four Number sense Understands one-to-one correspondence (Helpers’ chart during refreshment time) Distinguish between more, less and equal, many and few up to 4 Recognises the different South African coins Solving problems Uses concrete apparatus Explains own thinking in words and through drawings or concrete objects Orally solves addition and subtraction problems up to number 4 Patterns, Functions and Algebra Copy, extend and create owns patterns Copies, extends and creates own patterns (objects, shapes and coins) Space and Shape (Geometry) Recognise, identify and name 2-D shapes Builds at least a 12 piece puzzle Shows the ability to distinguish between objects in the “foreground and background” (assess again) Geometric shapes Recognise, identify and names the triangle Understands form constancy of triangle (Shape conservation) Describe , sort and compare 3-D objects according to: Compares which of two given collection of objects are long, longer; short/shortest Sorts objects in Size – long and short Colours - (red, yellow, blue and green) Shapes Build 3-D objects using concrete materials Explores with building blocks Recognise line of symmetry in: Recognises line of symmetry in self and own environment Able to cross the mid-line Spatial Relations Understands the position of two or more objects in relation to the learner - On, under CAPS 269 MATHEMATICS GRADE R GRADE R Checklist for Term 2 assessment Content Area Content Criteria √ or x Comments Measurement Time Understands the days of the week, seasons and weather chart (Songs and rhymes - assess again) Knows own birthday (assess again) Length Distinguish between longest, shortest, longer, shorter (Height chart) Data Handling Collect, sort, draw, read and represent data Able to collect, sort, draw, read and represent (analyse) objects according to one attribute FINAL RATING: GRADE R Checklist for Term 3 assessment Content Area Content Criteria √ or x Comments Numbers, Operations and Relationships Counting Estimates and rote counts up to 7 (number songs and rhymes included to develop number concept) Counts backwards and forwards (1-7) Knows which number of claps are more/less Number Recognition Recognises numbers in familiar context - e.g. age, register (assess again) Identify and describe whole numbers Identifies number pictures and dot cards up to number 7 Knows the number symbols 5, 6, 7 Recognises the number names five, six, seven Number sense Distinguishes between more, less and equal, many and few up to 7 Recognises the colour as well as the different animals on South African notes Solving problems Uses concrete apparatus Explains own thinking in words and through drawings or concrete objects Orally solves addition and subtraction problems up to 7 Patterns, Functions and Algebra Copy, extend and create owns patterns Copies, extends and creates own patterns using pictures 270 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R GRADE R Checklist for Term 3 assessment Content Area Content Criteria √ or x Comments Space and Shape (Geometry) Recognise, identify and name 2-D shapes/pictures Builds at least an 18 piece puzzle Geometric shapes Recognises, identifies and names the square Understands form constancy of shapes learnt up to date (Shape conservation) Build 3-D objects using concrete materials Builds from a given construction example Copies a construction from a design or picture card Spatial Relations Knows the position of two or more objects in relation to each other - In front of, behind, on top of, on, under, bottom, below, next to, middle, left and right Executes instructions on pegboard Directionality Knows directions on the arrow chart Measurement Length Estimates and measures the length of different objects Mass Understands the concepts “light, heavy; lighter, heavier; lightest, heaviest” Capacity Understands the concepts “empty, full, more than, less than” Data Handling Collect, sort, draw, read and represent data Able to collect, sort, draw, read and represent (analyse) objects according to one attribute FINAL RATING: CAPS 271 MATHEMATICS GRADE R GRADE R Checklist for Term 4 assessment Content Area Content Criteria √ or x Comments Number and Number Operations Counting Estimates and rote counts up to 10 (number songs and rhymes included to develop number concept) Counts backwards and forwards (0-10) Counts in two’s (Number songs and rhymes) Understands the concepts of “many and few” (clapping) Understands which number of claps are more/less, most/ least Number Recognition Recognises and identifies numbers in familiar context - e.g. age, register Identify and describe whole numbers Identifies number pictures and dot cards from 0-10 Knows the number symbols 8, 9, 10 and 0 and Recognises the number names eight, nine and ten and zero Completes simple number sequences from the numbers 1-10 Number sense Distinguishes between more, less, equal, most and least up to the number 10 Understands ordinal numbers – first, second, third, forth, fifth and sixth Solving problems Uses concrete apparatus Explains own thinking in words and through drawings or concrete objects Orally solves addition and subtraction problems that involves numbers up to the number 10 Patterns, Functions and Algebra Copy, extend and create owns patterns Copies, extends and creates own auditory patterns Understands the game “hop scotch” Space and Shape (Geometry) Recognise, identify and name 2-D shapes Able to build at least a 24 piece puzzle Geometric shapes Recognises and identifies the circle, triangle, square and rectangle Recognise line of symmetry Recognises the line of symmetry In objects Spatial Relations Knows the concepts next to, between and middle, left and right Able to do more advanced pegboard work Directionality Understands the concepts: forwards and backwards, up and down, upwards and downwards, left and right Measurement Length Understands that objects are also measured by using a tape measure Data Handling Collect, sort, draw, read and represent data Able to collect, sort, draw, read and represent (analyse) objects according to one attribute FINAL RATING: 272 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADE R     AFRIKAANS LIFE SKILLS Curriculum and Assessment Policy Statement Foundation Phase Grades R-3 National Curriculum Statement (NCS) LEWENSVAARDIGHEID GRAAD R-3 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING graad R-3 LEWENSVAARDIGHEID LEWENSVAARDIGHEID GRAAD R-3 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0423-7 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works LEWENSVAARDIGHEID GRAAD R-3 KABV FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitu￾tion (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experi￾ence of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Cur￾riculum Statement (2002) to produce this document. From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single docu￾ment and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum State￾ment for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines with the (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum State￾ment Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION LEWENSVAARDIGHEID GRAAD R-3 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) LEWENSVAARDIGHEID GRAAD R-3 KABV 1 INHOUD AFDELING 1: INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING ..... 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10-12............................................................................................................................................ 7 AFDELING 2: inleiding tot lewensvaardigheid ........................................................................ 8 2.1 Wat is die vak lewensvaardigheid? ............................................................................................................... 8 2.2 Spesifieke doelwitte........................................................................................................................................ 8 2.3 Verduideliking van die lewensvaardigheidstudie-areas.............................................................................. 8 2.4 Onderrig in die grondslagfase ..................................................................................................................... 10 2.5 Hulpbronne vir lewensvaardigheid.............................................................................................................. 13 2.6 Tydstoekenning vir die studie-areas in lewensvaardigheid in die grondslagfase.................................. 14 2.7 Onderwerpe ................................................................................................................................................... 14 2.8 Gewig per onderwerp.................................................................................................................................... 15 2.9 Opeenvolging en progressie........................................................................................................................ 15 AFDELING 3: oorsig oor die leerplan....................................................................................... 16 AFDELING 4: assessering................................................................................................................ 70 4.1 Inleiding.......................................................................................................................................................... 71 4.2 Assesseringsprogram .................................................................................................................................. 71 4.3 Inklusiwiteit.................................................................................................................................................... 71 4.4 Rekordering en Verslaggewing.................................................................................................................... 71 4.5 Algemeen ....................................................................................................................................................... 72 LEWENSVAARDIGHEID GRAAD R-3 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) LEWENSVAARDIGHEID GRAAD R-3 KABV 3 AFDELING 1: INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die National Curriculum Statement Grades R-12 (NCS) bepaal beleid oor kurrikulum en assessering in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. ’n Enkele samevattende Kurrikulum- en Assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die National Curriculum Statement Grades R-12 (January 2012) verteenwoordig ’n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende: (i) die Kurrikulum - en Assesseringsbeleidsverklarings vir elke goedgekeurde skoolvak; (ii) die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; en (iii) die beleidsdokument, National Protocol for Assessment Grades R-12 (January 2012). (b) Die National Curriculum Statement Grades R-12 (January 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) die Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 van 31 Mei 2002; en (ii) die National Curriculum Statement Grades 10-12, Government Gazettes, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word toenemend deur die National Curriculum Statement Grades R-12 (January 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea- / Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleid, National Policy on assessment and qualifications for schools in the General Education and Training Band, afgekondig in die Government Notice No. 124 in die Government Gazette No. 29626 van 12 Februarie 2007; (iii) die beleid, National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), afgekondig in Government Gazette No. 27819 van 20 Julie 2005; LEWENSVAARDIGHEID GRAAD R-3 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleid, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, gepubliseer in die Government Gazette, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleid, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; en (v) die beleid, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), afgekondig in die Government Notice No. 1267 in die Government Gazette No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12 en die afdelings oor die Kurrikulum- en Assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat word, bevat die norme en standaarde van die National Curriculum Statement Grades R-12. Dit sal in terme van afdeling 6A van die South African Schools Act, 1996 (Act No. 84 of 1996), die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die National Curriculum Statement Grades R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die National Curriculum Statement Grades R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van ’n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers ’n voldoende profiel van ’n leerder se vermoëns te verskaf. (c) Die National Curriculum Statement Grades R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig ’n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en niekritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; LEWENSVAARDIGHEID GRAAD R-3 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die National Curriculum Statement Grades R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die National Curriculum Statement Grades R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van ’n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld is ’n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort ’n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die struikelblokke in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Guidelines for Inclusive Teaching and Learning (2010). LEWENSVAARDIGHEID GRAAD R-3 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD R (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 7/8 7/8 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede: • Aanvangskennis • Skeppende kunste • Liggaamsopvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) Totaal 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. ’n Maksimum tyd van 8 uur en ’n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word ’n minimum tyd van 2 uur en ’n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word ’n maksimum van 8 uur en ’n minimum van 7 uur vir Huistaal toegeken. ’n Minimum van 3 uur en ’n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede: • Skeppende kunstete • Liggaamsopvoeding • Persoonlike en Sosiale Welsyn 4 1,5 1 1,5 Totaal 27,5 LEWENSVAARDIGHEID GRAAD R-3 KABV 7 1.4.3 Senior Fase (a) Onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese en Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende kunste 2 Totaal 27,5 1.4.4 Graad 10-12 (a) Onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4.5 Eerste Addisionele Taal 4.5 Wiskunde 4.5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Annexure B, Tables B1-B8) van die beleidsdokument, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, onderhewig aan die bepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) Totaal 27,5 Die tydstoekenning per week mag net vir die minimum vereiste vakke in die National Curriculum Statement Grades R-12 (NCS) soos hierbo uiteengesit, gebruik word. Dit mag nie vir enige addisionele vakke wat tot die vakkeuselys gevoeg is, gebruik word nie. As ’n leerder enige addisionele vakke wil aanbied, moet ekstra tyd toegeken word vir die onderrig van hierdie vakke. LEWENSVAARDIGHEID GRAAD R-3 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2 2.1 Wat is die vak lewensvaardigheid? Die vak lewensvaardigheid is die middelpunt vir die holistiese ontwikkeling van leerders. Dit het betrekking op die sosiale, persoonlike, intellektuele, emosionele en fisiese groei, en die manier waarop dit geïntegreer word. In die Kurrikulum en Assesseringsbeleidsverklaring word lewensvaardigheid in die grondslagfase (graad R-3) in vier areas georganiseer, naamlik: • aanvangskennis; • persoonlike en sosiale welsyn; • Skeppende kunste; en • liggaamsopvoeding. Lewensvaardigheid word op hierdie manier georganiseer om te verseker dat die grondleggingsvaardighede, waardes en -begrippe van vroeë kinderontwikkeling en die vakke wat in graad 4 - 12 aangebied word, onderrig en in graad R-3 ontwikkel word. Aanvangskennis en persoonlike en sosiale welsyn word in die onderwerpe geïntegreer. Lewensvaardigheid is ‘n vak wat oor verskillende terreine heen sny en moet die onderrig van die ander kernvakke in die grondslagfase, naamlik Tale (Huistaal en Eerste Addisionele Taal) en wiskunde ondersteun en versterk. 2.2 Spesifieke doelwitte Die vak lewensvaardigheid is daarop gemik om leerders vir die uitdagings van ‘n snelveranderende en transformerende gemeenskap toe te rus. Deur middel van lewensvaardigheid word leerders aan ‘n verskeidenheid kennis, vaardighede en waardes blootgestel ter versterking van die volgende: • fisiese, sosiale, persoonlike, emosionele en kognitiewe ontwikkeling; • kreatiewe en estetiese kennis en vaardighede deur middel van dans, musiek, drama en visuele kuns; • kennis van persoonlike gesondheid en veiligheid; • begrip vir die verwantskap tussen mens en omgewing; en • bewustheid van die sosiale en tegnologiese prosesse en elementêre wetenskap. LEWENSVAARDIGHEID GRAAD R-3 KABV 9 2.3 Verduideliking van die lewensvaardigheidstudie-areas Aanvangskennis en persoonlike en sosiale welsyn Aanvangskennis Die inhoud en begrippe van aanvangskennis word uit die sosiale wetenskap (geskiedenis en aardrykskunde); natuurwetenskap en tegnologie geneem. Die begrip en vaardighede wat met hierdie dissiplines in die grondslagfase verband hou, word vervolgens beskryf. Sosiale wetenskap-begrippe; bewaring, oorsaak en gevolg, plek, aanpassing, verhoudinge en interafhanklikheid, diversiteit, individualiteit en veranderinge Natuurwetenskap-begrippe; lewe, energie en veranderinge, materie en materiaal; die planeet aarde en ander hemelliggame Wetenskap-prosesvaardighede; waarneming, vergelyking, klassifisering van data, meting, eksperimentering en kommunikasie Tegnologie-prosesvaardighede; ondersoek, ontwerp, maak, evalueer, kommunikeer Persoonlike en sosiale welsyn Persoonlike en sosiale welsyn is ‘n belangrike studie-area vir jong leerders, omdat hulle steeds leer hoe om na hulself om te sien en hulself gesond te hou. Dit sluit sosiale en emosionele gesondheid in, asook verhoudinge met ander mense en die omgewing wat op waardes en houdings berus. Persoonlike en sosiale welsyn sal leerders help om ingeligte, moreel verantwoordelike en verantwoordbare besluite oor hul gesondheid en die omgewing te neem. Dit raak kwessies soos voeding, siekte (wat MIV/vigs insluit), veiligheid, geweld, mishandeling en omgewingsgesondheid. Leerders sal die vaardighede ontwikkel om ‘n positiewe bydrae tot die familie en gemeenskap te lewer en terselfdertyd die waardes wat in die Grondwet van Suid-Afrika vervat is, in te oefen. Leerders sal leer om hulle grondwetlike regte en verantwoordelikhede te beoefen, die regte van ander te respekteer en verdraagsaam teenoor kulturele en geloofsdiversiteit te wees om sodoende ‘n betekenisvolle bydrae tot ‘n demokratiese gemeenskap te maak. Skeppende kunste In Skeppende kunste word die leerder aan vier kunsvorme blootgestel: dans, drama, musiek en visuele kuns. Die hoofdoel van Skeppende kunste is om die leerder as kreatiewe, verbeeldingryke wese te ontwikkel wat kuns kan waardeer. Dit verskaf basiese kennis en vaardighede om aan kreatiewe aktiwiteite deel te neem. Grondslagfase-leerders is inherent kreatief, en kuns word spontaan deur middel van spel aangeleer. Leerders word gelei om hul verbeelding te gebruik, met materiaal te werk en dit te manipuleer, te beweeg, musiek te maak en stories te vertel. Leerders moet hul sintuie, gevoelens en waarnemingsvermoëns gebruik om kreatiewe idees te ontwikkel wat op hul persoonlike ervaringe gegrond is. Die fokus van leer behoort op die ontwikkeling van vaardighede te wees wat deur middel van genotvolle, eksperimentele prosesse, eerder as op die eindproduk fokus. Die inleiding van die kreatiewe vaardighede is belangrik in die ontwikkeling en beheer van die groot- en fynmotoriese vaardighede. Die kreatiewe kuns het dit ten doel om die grondslag vir ’n gebalanseerde, kreatiewe, kognitiewe, emosionele en sosiale ontwikkeling te lê. Die kreatiewe kuns is in twee parallelle en komplementêre strome ingedeel, naamlik visuele en uitvoerende kuns (dans, drama, musiek). LEWENSVAARDIGHEID GRAAD R-3 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) In visuele kuns word sensories-motoriese vaardighede, asook fyn- en grootmotoriese koördinasie deur die manipulasie van materiale en die bemeestering van ’n verskeidenheid kunstegnieke ontwikkel. Tweedimensionele (2D) werk verryk die leerder se ervaring van die werklike wêreld deur visuele en sensoriese stimulasie, bespreking en bevraging, en moedig hulle aan om die liggaam in beweging te teken: klim, hardloop, sit, lê. Daar is nie ’n korrekte manier van teken nie, en leerders word aangemoedig om hulself vrylik, sonder vrees vir kritiek, uit te druk. Driedimensionele (3D) werk ontwikkel die begrip van vorm in die ruimte wanneer dele aanmekaar geheg word, soos by klei, die plak van papier op papier, die uitknip van vorms, vou, vasbind en toedraai. Die formele toepassing van een of meer van die kunselemente behoort in elke visuele kunsles ingewerk te word. Leerders behoort lyne, vorms en kleure te gebruik en moet daartoe in staat wees om daaroor te praat. Uitvoerende kuns in die grondslagfase bied leerders die geleentheid om kreatief te kommunikeer, te dramatiseer, te sing, musiek te maak, te dans en met beweging te eksperimenteer. Leerders ontwikkel hul fisieke vaardighede en kreatiwiteit deur middel van uitvoerende kuns. Uitvoerende kuns stimuleer geheue, bevorder verhoudings en bou selfvertroue en -dissipline. Kreatiewe speletjies en vaardighede berei die liggaam en stem voor en speletjies word as instrumente vir leervaardighede gebruik. Improvisasie en interpretasie laat leerders toe om musiek, beweging en drama as individue of in ‘n groep te skep. Liggaamsopvoeding In die grondslagfase is die ontwikkeling van die leerder se fyn- en grootmotoriese vaardighede en waarnemingsontwikkeling belangrik. Fisieke en motoriese ontwikkeling vorm ‘n integrale deel van die holistiese ontwikkeling van die leerder. Dit speel ‘n belangrike rol in die leerder se sosiale, persoonlike en emosionele ontwikkeling. Spel, beweging, speletjies en sport dra tot die ontwikkeling van positiewe houdings en waardes by. Hierdie area fokus op waarneming en bewegingsontwikkeling, ritme, balans en lateraliteit. In die grondslagfase is die fokus op speletjies, en sommige aktiwiteite sal die basis vir die latere beoefening van sport vorm. Fisiese groei, ontwikkeling, ontspanning en spel word beklemtoon. 2.4 Onderrig in die grondslagfase Graad R-leerders kan in die 0 tot 4 jaar-ontwikkelingstadium val. Dit is om hierdie rede dat die Nasionale Vroeë Leerontwikkelingstandaarde (NVLOS) ‘n belangrike verwysingsdokument vir beplanning, onderrig en leer is. Daar is belangrike vaardighede wat jong leerders moet bemeester en verstaan voordat hulle graad 1 toe gaan, en graad R moet die geleentheid bied om daardie vaardighede te bemeester. Een van die belangrikste rolle van die graad R-onderwyser is om aan die leerder ‘n omgewing wat veilig, skoon en geborge is te bied, met genoegsame geleenthede om te speel en die wêreld onder die sorgsame leiding van die onderwyser te ontdek. Die onderwyser moet die volgende vir die leerders voorsien: • roetine, gestruktureerde aktiwiteite, en genotvolle en hanteerbare vryspelaktiwiteite; • ‘n reeks hulpbronne vir roetine, en gestruktureerde en vryspelaktiwitieite; en • ‘n goed beheerde, kindervriendelike en vrylik toeganklike omgewing. Alle grondslagfase-leerders, en in die besonder graad R-leerders, moet nie die hele oggend op stoele agter tafels deurbring nie. Hulle het gemaklike ruimtes, met komberse en kussings nodig, asook werksruimtes met stoele en tafels waar hulle kan speel en werk en vrylik kan rondbeweeg. Gewoonlik bestaan die grondslagfaserooster uit roetine-, vryspel-, binnenshuise, buitemuurse en gestruktureerde aktiwiteite. Roetine en vryspelaktiwitieite is in die KABV-dokument ingebou, omdat dit gewoonlik die leerders in liggaamlike of gesondheidsopvoeding betrek. LEWENSVAARDIGHEID GRAAD R-3 KABV 11 2.4.1 Roetine-aktiwiteite Roetine-aktiwiteite vind elke dag op dieselfde tyd plaas. Ten minste 10 minute van die toegewysde tyd vir lewensvaardigheidstudie moet daagliks vir roetine-aktiwiteite aangewend word, byvoorbeeld die datumkaart kan 10 minute van die toegewysde tyd vir aanvangskennis neem, omdat leerders die dae van die week, maande en datums leer. Van die toegewysde tyd kan 10 minute vir ‘n “skoonmaak”-roetine in Skeppende kunste gebruik word, aangesien dit ‘n baie belangrike lewensvaardigheid is. Van die toegewysde tyd kan 10 minute vir persoonlike en sosiale welsyn vir weeklikse of maandelikse gesondheidsondersoeke gebruik word, met ’n opdrag om apparaat weg te pak en toepaslike klere te dra. Roetine-aktiwiteite sluit die volgende in: • groetvorme; • toiletroetine; • die hantering van verjaardag-, datum- en gesondheidskaarte; • voorbereiding vir Skeppende kunste en opvoedkundige aktiwiteite, byvoorbeeld die aansit van voorskote, skoene uittrek; en • opruiming na kreatiewe kuns en vryspel. 2.4.2 Vryspelaktiwiteite binnenshuis en buitemuurs Vryspelaktiwiteite kan binnenshuis en buitemuurs plaasvind. Die tyd wat vir liggaamsopvoeding en Skeppende kunste toegewys is, kan vir vryspel gebruik word, omdat die liggaamlike vaardighede wat gedurende vryspel aangeleer en ingeoefen word deur hierdie twee studie-areas ondersteun word. Vryspelaktiwiteite sluit die volgende in: VRYSPEL BINNE VRYSPEL BUITE Vrye kuns (verf, teken, modellering) Water- en modderspel Skeur en knip Sandspel Plak Sensoriese spel Blokkiesarea Fantasiespel Fynmotoriese aktiwiteite (die vashou van potlode, tange en haartangetjies, legkaarte, ryg, weef, versiering van rame) Grootmotoriese aktiwiteite (klim, swaai, balanseer, ensovoorts) Sandputspel Blokspeletjies Fantasiespel Balspeletjies Boekarea Speelgoed met wieletjies Ontdekkingsarea (belangstellingstafel, die pas en sortering van kaarte) Konstruksie Musiekarea Tuinmaak Skryfarea Die versorging van diere Kunsaktiwiteite wat buite plaasvind LEWENSVAARDIGHEID GRAAD R-3 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.4.3 Gestruktureerde aktiwiteite Gestruktureerde aktiwiteite is kort onderrig- en leeraktiwiteite wat gewoonlik deur die onderwyser gelei word. Na aanleiding van die les kan dit met individuele leerders, in kleiner groepe of as ‘n klasaktiwiteit gedoen word. Die begrippe, inhoud en vaardighede vir gestruktureerde aktiwiteite word in die studie-areas van die kurrikulumdokument gespesifiseer. 2.4.4 Perseptuele vaardighede Die ontwikkeling van perseptuele vaardighede in jong leerders is uiters belangrik in die vaslegging van alle toekomstige ontwikkeling en leer. Persepsie beteken om die sintuie te gebruik om inligting oor die omgewing of situasie te verkry. Die ontwikkeling van perseptuele vaardighede kan in alle vorme van leer voorkom. Onderwysers moet op die ontwikkeling van perseptuele vaardighede oor al vier studie-areas, asook in tale en wiskunde fokus. Die volgende is belangrike perseptuele vaardighede waaraan onderwysers aandag moet skenk: Visuele persepsie - die verkryging en interpretering van inligting deur die oë - akkurate visuele persepsie stel die leerder in staat om te lees, te skryf en wiskunde te doen. Visuele diskriminasie - die vermoë om ooreenkomste, verskille en besonderhede van voorwerpe raak te sien. Visuele geheue - die vermoë om te onthou wat gesien is en die korrekte volgorde waarin goed waargeneem word, te onthou. Ouditiewe persepsie - die verkryging en interpretering van inligting deur gehoor - akkurate ouditiewe persepsie stel die leerder in staat om te verstaan wat gehoor word. Ouditiewe diskriminasie - die vermoë om ooreenkomste en verskille in klanke te hoor. Ouditiewe geheue - die vermoë om te onthou wat gehoor is, asook die korrekte volgorde waarin klank waargeneem word. Hand-oog-koördinasie - die hande en oë werk saam wanneer ‘n beweging uitgevoer word, byvoorbeeld wanneer ‘n bal gegooi of gevang word. Liggaamsbeeld - ‘n totale bewustheid van eie liggaam, byvoorbeeld hoe dit beweeg en funksioneer. Lateraliteit - bewustheid van elke kant van die liggaam, byvoorbeeld watter hand waai. Dominansie - die keuse om een hand of kant van die liggaam te gebruik, byvoorbeeld regter- of linkerdominansie. Kruising van die middellyn - die vermoë om oor die vertikale middellyn te werk, byvoorbeeld om ‘n lyn van die een kant tot die ander kant van ‘n bladsy te trek, sonder om die skryfinstrument van een hand na die ander hand te verplaas. Voorgrond-agtergrond-persepsie - die vermoë om die aandag op ‘n spesifieke voorwerp of aspek te fokus, terwyl alle ander stimuli geïgnoreer word; die voorwerp waarop die aandag gevestig word, is dus op die voorgrond van die waarnemingsveld, terwyl die res op die agtergrond is, byvoorbeeld om een woord in ‘n sin te lees. LEWENSVAARDIGHEID GRAAD R-3 KABV 13 Vormpersepsie - die vermoë om vorms, simbole, letters, ensovoorts te herken, ten spyte van posisie, grootte, agtergrond, byvoorbeeld om ‘n sirkel as gevolg van die unieke vorm te herken. Ruimtelike persepsie - die vermoë om ruimte rondom die liggaam, of die verhouding tussen die voorwerp en die waarnemer te verstaan, byvoorbeeld: die hoed is op my kop. 2.5 Hulpbronne vir lewensvaardigheid Daar is sekere standaard toerusting vir die grondslagfaseklas. Party van hierdie toerusting is makliker bekombaar as ander, maar ideaal gesproke behoort leerders ten alle tye toegang tot hierdie standaard toerusting te hê. Hierdie hulpbronne kan tydens vryspel en gestruktureerde aktiwiteite gebruik word, of nadat ‘n gegewe taak suksesvol uitgevoer is. Standaard toerusting vir die grondslagfase sluit die volgende items in: • boontjiesakkies; springtoue; hoepels; verskillende grootte balle; balanseerbalke; buitemuurse speelapparaat soos buitebande, klim-en-klouterapparaat, klimtoue en bome; serpe; stroke materiaal; kolwe; houers, byvoorbeeld bakke, emmers en blikke wat as teikens gebruik kan word; kegels; bottels; harde, plat, oop oppervlakke; stokke; swaaie; stene; ballonne; • waskryt, papier, oliepastelle, kryt, 2B-potlode, viltpenne, houtskool, sand; • verf, ink, kleursel, modder; • verskillende groottes kwaste; • velle papier van verskillende groottes en kleure; • pottebakkersklei, papiermaché, speeldeeg, modder; • krale van glas, papier of plastiek; strooitjies, macaroni, skulpe, ensovoorts; • herwinbare materiaal, soos kartondose, toiletrolle, polistireenhouers en verpakkingsmateriaal, kurk, toedraaipapier, tinfoelie, wol, tou, klippe, sade, koerante, tydskrifte; • gom, kartonstroke, skêre, voorafbereide stysel; • ‘n CD-speler, CD’s, musiekinstrumente; • ou klere, kombuisgereedskap, houers vir gebruik tydens fantasie- en rolspel; • legkaarte en ander gekoopte en tuisgemaakte opvoedkundige speelgoed; • prente en kaarte; • storie- en prenteboeke; en • ‘n vergrootglas. LEWENSVAARDIGHEID GRAAD R-3 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Vir Skeppende kunste word die volgende benodig: • ‘n oop ruimte; • musiekinstrumente; • klank- en oudiovisuele toerusting en ‘n verskeidenheid gepaste musiek; • kaarte en plakkate; • ‘n verskeidenheid rekwisiete, byvoorbeeld materiaal, balle, verskillende groottes en vorms voorwerpe, ou klere; en • visuele stimuli vir skets en ontwerp. Spesifieke materiaal wat benodig word vir die spesifieke onderwerpe, word in afdeling 3 gespesifiseer. 2.6 Tydstoekenning vir die studie-areas in lewensvaardigheid in die grondslagfase Die Tydstoekenning vir lewensvaardigheid is 60 uur per kwartaal vir graad R - 2, en 70 uur per kwartaal vir graad 3. Dit beteken dat in ‘n 5-dagsiklus in graad R tot graad 2 aanvangskennis, persoonlike en sosiale welsyn vir 2 ure, Skeppende kunste vir 2 ure, liggaamsopvoeding vir 2 ure onderrig sal word. In graad 3 sal aanvangskennis en persoonlike en sosiale welsyn vir 3 ure, Skeppende kunste vir 2 ure en liggaamsopvoeding vir 2 ure onderrig word. GRAAD R - 2 TOTALE TYDS￾TOEWYSING PER KWARTAAL GRAAD 3 TOTALE TYDS￾TOEWYSING PER KWARTAAL Aanvangs-kennis en persoonlike en sosiale welsyn (2 ure per week) 60 ure Aanvangs-kennis en persoonlike en sosiale welsyn (3 ure per week) 70 ure Skeppende kun￾ste (2 ure per week) Skeppende kun￾ste (2 ure per week) Liggaamlike opvoeding (2 ure per week) Liggaamlike opvoeding (2 ure per week) Hierdie komponente is fundamenteel in die holistiese ontwikkeling van die leerder en moet daagliks of weekliks in die graad R tot 3-kurrikulum behandel word. 2.7 Onderwerpe Aanvangskennis en persoonlike en sosiale welsyn in die lewensvaardigheid-kurrikulum word in onderwerpe georganiseer. Die gebruik van onderwerpe word aanbeveel as ‘n manier om die inhoud van die verskillende studie￾areas, waar moontlik en waar dit van toepassing is, te integreer. Onderwysers word aangemoedig om die onderwerpe aan te pas, sodat dit by die skool se konteks kan pas. Onderwysers word ook aangemoedig om hul eie onderwerpe te kies, sou dit meer geskik wees. LEWENSVAARDIGHEID GRAAD R-3 KABV 15 2.8 Gewig per onderwerp Die kurrikulum is oor 40 weke van die jaar ontwerp. Benaderde Tydstoekenning word vir elke kwartaal en vir elke onderwerp gegee. Roetine-aktiwiteite en binnenshuise en buitemuurse spel moet ook in die skedule ingewerk word. Onderwysers mag die tyd self organiseer; hulle mag byvoorbeeld besluit om 30 minute elke dag, behalwe Vrydae, vir aanvangskennis en persoonlike en sosiale welsyn, en 1 uur op ‘n Dinsdag en ‘n Donderdag vir Skeppende kunste te gebruik. 2.9 Opeenvolging en progressie ‘n Aanbevole voorskrif vir die onderwerpe word as een van die belangrike beginsels vir vroeë kinderontwikkeling gegee. Begin met dit wat vir die leerder bekend is, en stel die leerder algaande aan minder bekende onderwerpe en vaardighede bekend. Opeenvolging en progressie word dus in die ontwerp van die onderwerpe ingebou. Die opeenvolging van die onderwerpe mag verander, maar onderwysers moet van die progressie en die vlak waarop die onderwerp aangebied word, kennis neem. LEWENSVAARDIGHEID GRAAD R-3 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 3: OORSIG OOR DIE LEERPLAN GRAAD R KWARTAAL 1 GRAAD R Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne • ‘n Keuse van boeke • Flitskaarte • Prente • Toerusting vir goeie, higiëniese praktyke • Belangstellingstafel - Somer • Voorwerpe van verskillende vorms en kleure • Doen roetine- en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Feeste en spesiale dae moet gedurende die kwartaal bespreek word soos dit in die gemeenskap plaasvind (2 ure per kwartaal word daarvoor toegewys) Onderwerp: Ek - 2 ure • Persoonlike besonderhede - naam, ouderdom, adres, kontaknommer • Wat maak my spesiaal - sluit naam, taal/tale, geslag in • Vermoëns en belangstellings Nota: Slegs enkele leerders sal hul adres en kontaknommers ken. Verwys weer later daarna. Onderwerp: By die skool - 2 ure • Naam van die skool, onderwyser en hoof • Toilette en speelareas • Reëls en roetine by die skool Onderwerp: In die klaskamer - 2 ure • Waar hou ek my goed in die klaskamer • Klasreëls • Samewerking in die klaskamer • Hoe wys ek my gevoelens in die klaskamer • Hoe druk ek my gevoelens uit Onderwerp: Boeke - 2 ure • Waarom benodig ons boeke • Versorging van boeke • Gebruik boeke vir inligting • Stories waarvan ek hou • Waar kan ek boeke vind Onderwerp: Dae van die week - 2 ure • Dae van die week • Wat doen ons op verskillende dae • Gister, vandag en môre LEWENSVAARDIGHEID GRAAD R-3 KABV 17 Onderwerp: My liggaam - 2 ure • Identifiseer en benoem liggaamsdele • Funksies van verskillende liggaamsdele • Wie mag en wie mag nie aan my liggaam raak nie • Wat my liggaam nodig het om gesond te bly Onderwerp: Gesonde leefwyse - 2 ure • Goeie higiëne • Was gereeld • Borsel tande, hare en naels en hou dit skoon • Was vrugte voordat dit geëet word • Goeie toiletgewoontes • Slaap • Oefening Onderwerp: Somer - 2 ure • Die weer in somer • Hoe dit die natuur beïnvloed • Hoe dit diere beïnvloed • Hoe dit mense beïnvloed - byvoorbeeld wat ons eet, aantrek, doen en speletjies wat ons speel Onderwerp: Vorms en kleure rondom ons - 2 ure • Kyk na en benoem verskillende vorms • Voorwerpe wat deur verskillende vorms gemaak kan word • Kyk na en benoem verskillende kleure • Skakerings van kleure - byvoorbeeld lig en donker Feeste en spesiale dae - 2 ure LEWENSVAARDIGHEID GRAAD R-3 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 2 GRAAD R Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne • Voorbeelde van artikels wat ons by die huis gebruik • Foto’s wat by familiefeeste geneem is • Prente wat verskillende weersomstandighede weergee • Belangstellingstafel - Herfs • Verskillende artikels wat klank voortbring - insluitend musiekinstrumente • Verskillende goed waaraan geproe, gevat en geruik kan word • Doen roetine-en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Feeste en spesiale dae moet gedurende die kwartaal bespreek word soos dit in die gemeenskap plaasvind (2 ure per kwartaal word daarvoor toegewys) Onderwerp: By die huis - 2 ure • Wie bly by die huis? • Wat doen ek by die huis? • Wie werk by die huis? • Verskillende take wat ons by die huis doen Onderwerp: Veiligheid - 2 ure • Hoe om veilig by die huis te wees • Veilige plekke om te speel • Gevaarlike plekke om te speel • Padveiligheid Onderwerp: My gesin - 2 ure • Wie is almal my gesinslede? • Aktiwiteite wat ons as gesin saam kan doen • Aktiwiteite wat ons as gesin vier - troues, goeie nuus, verjaarsdae Nota: Leerders kom uit verskillende tipes gesinne. Verseker inklusiwiteit. Onderwerp: Die weer - 2 ure • Hoe lyk die lug - sluit kleur en wolke in • Warm dae, koue dae, sonnige dae, reënerige dae, winderige dae - wat om op hierdie dae aan te trek Nota: Maak seker dat die leerders nooit direk na die son kyk nie. Onderwerp: Herfs - 2 ure • Die weer gedurende herfs • Hoe dit die natuur beïnvloed • Hoe dit diere beïnvloed • Hoe dit mense beïnvloed - byvoorbeeld wat ons eet, aantrek, doen en speletjies wat ons speel LEWENSVAARDIGHEID GRAAD R-3 KABV 19 Onderwerp: Klank - 2 ure • Klanke wat ons hoor • Wat veroorsaak die klanke wat ons hoor? • Musiek waarvan ek hou • Hoe ons gehoor ons veilig hou • Die versorging van my ore Nota: Pas die kurrikulum aan vir gehoorgestremde leerders, indien nodig. Onderwerp: Sig - 2 ure • Voorwerpe rondom my • Lig, donker en skaduwees • Hoe kan dit wat ons sien ons veilig hou • Die versorging van my oë Nota: Pas die kurrikulum aan vir gesiggestremde leerders, indien nodig. Onderwerp: Voel - 2 ure • Verskillende dinge wat ons voel • Bekendstelling van nuwe woorde: hard, sag, glad, grof, koud, warm, lou, koel • Ervaar verskillende temperature en teksture Onderwerp: Smaak en reuk - 2 ure • Smake en reuke waarvan ek hou • Nuwe smake • Veiligheid wanneer ek proe • Verskillende reuke rondom ons • Waar kom reuke vandaan? Feeste en spesiale dae - 2 ure LEWENSVAARDIGHEID GRAAD R-3 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD R Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne Bykomende hulpbronne vir lewensvaardigheid: • ‘n Belangstellingstafel - Winter • Prente van vervoermiddels uit die verlede • Prente van mense wat verskillende beroepe beoefen • Nooi iemand om ‘n praatjie oor ‘n interessante beroep te lewer • Waterspelarea met houers om te skink en te meet • Voorwerpe wat kan dryf en sink • Verskeie leë suiwelprodukhouers • Bolletjies wol en produkte wat van wol gemaak word • Voorbeelde van herwinbare materiaal • Doen roetine- en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Feeste en spesiale dae moet gedurende die kwartaal bespreek word soos dit in die gemeenskap plaasvind (2 ure per kwartaal word daarvoor toegewys) Onderwerp: Winter - 2 ure • Die weer tydens winter • Hoe dit die natuur beïnvloed • Hoe dit diere beïnvloed • Hoe dit mense beïnvloed - byvoorbeeld wat ons eet, aantrek, doen en speletjies wat ons speel Onderwerp: Vervoer - 2 ure • Hoe kom ek by die skool? • Verskillende vervoermiddels • Vervoermiddels uit die verlede Onderwerp: Beroepe - 2 ure Beroepe met betrekking tot … • Vervoer, byvoorbeeld trein- en trokdrywers, taxibestuurders; verkeersbeamptes, vlieëniers en bemanning • Gesondheid, byvoorbeeld dokters, tandartse, ambulansbestuurders • Voedsel, byvoorbeeld winkeliers, kelners, bakkers, boere • Dienste, byvoorbeeld bouers, loodgieters, elektrisiëns, verwers Nota: Herinner leerders daaraan dat ‘n man of ‘n vrou die keuse het om enige beroep te beoefen. Onderwerp: Water - 2 ure • Voorwerpe wat kan dryf en sink • Lewe in die water • Meng verskillende goed in water om te sien hoe dit verander • Skink en meting van water • Waterbesparing LEWENSVAARDIGHEID GRAAD R-3 KABV 21 Onderwerp: Vrugte - 2 ure • Verskillende soorte vrugte • Smaak en teksture van vrugte • Waar kom vrugte vandaan? • Kleure en vorms van vrugte Onderwerp: Groente - 2 ure • Verskillende soorte groente • Smaak en teksture van groente • Waar kom groente vandaan? • Kleure en vorms van groente Onderwerp: Suiwelboerdery - 2 ure • Suiwelprodukte en waar dit vandaan kom • Hoe word botter gemaak? Onderwerp: Wolboerdery - 2 ure • ‘n Skaapplaas • Waar kom wol vandaan? • Gebruike van wol Onderwerp: ’n Gesonde omgewing - 2 ure • Die belangrikheid van ‘n skoon omgewing • Maniere waarop mense die omgewing besoedel • Die belangrikheid van herwinning Feeste en spesiale dae - 2 ure LEWENSVAARDIGHEID GRAAD R-3 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 4 GRAAD R Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne Bykomende hulpbronne vir lewensvaardigheid: • ‘n Belangstellingstafel - Lente • Biblioteek/inligtingsboeke • Prente • Doen roetine-en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Feeste en spesiale dae moet gedurende die kwartaal bespreek word soos dit in die gemeenskap plaasvind (2 ure per kwartaal word daarvoor toegewys) Onderwerp: Lente - 2 ure • Die weer in lente • Hoe dit die natuur beïnvloed • Hoe dit diere beïnvloed • Hoe dit mense beïnvloed - byvoorbeeld wat ons eet, aantrek, doen en speletjies wat ons speel Onderwerp: Voëls - 2 ure • Verskillende soorte voëls • Algemene eienskappe van ‘n voël - vere, twee bene, bek, lê eiers • Voëls wat nie kan vlieg nie - volstruis, pikkewyn • Neste Onderwerp: Reptiele - 2 ure • Verskillende reptiele - byvoorbeeld krokodil, slang, akkedis • Eienskappe van reptiele - koudbloedig, liggaam bedek met skubbe, lê eiers • Vind inligting oor ten minste een reptiel Onderwerp: Dinosourusse - 2 ure • Verskillende dinosourusse • Hoe dinosourusse gelewe het • Wat weet ons vandag van dinosourusse? Nota: Gebruik prenteboeke uit die biblioteek. Onderwerp: Wilde diere - 2 ure • Wat is ‘n wilde dier? • Soorte wilde diere • Waar kry ons wilde diere? • Leefwyse van wilde diere LEWENSVAARDIGHEID GRAAD R-3 KABV 23 Onderwerp: Vind inligting oor een wilde dier - 2 ure • Kies een wilde dier om te bestudeer - Hoe lyk die dier? - Hoe lyk die dier se habitat? - Wat eet die dier? - Kleintjies en waar hulle gebore word - Enige bykomende interessante feit Onderwerp: Sport - 2 ure • Sportsoorte waarvan ons hou • Hoekom is daar reëls in sport? • Waarom is deelname aan sport goed vir my? Feeste en spesiale dae - 2 ure Konsolidasie van die onderwerpe en assessering - 4 ure LEWENSVAARDIGHEID GRAAD R-3 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 1 GRAAD R Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom. Die volgende inhoud moet deur die loop van kwartaal 1 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming en asemhalingsoefeninge deur daaglikse handelinge te gebruik, soos wakker word, aantrek - strek, krul, draai, skud, kruising van die middellyn • Ontwikkel ruimtelike bewustheid: vriesspeletjies, vind eie ruimte sonder om aan mekaar te stamp • Hou by ‘n vaste ritme: speel ritmiese speletjies soos handeklap, voetestamp, perkussie (slag) deur die gebruik van ritme en tempo • Ontdek musiek, beweging en klank. Fokus op tempo (vinnig en stadig) • Sing aksieliedjies en gebruik verskillende liggaamsdele om die liedjie uit te beeld • Spontane gebruik van stem en beweging in rympies en stories • Afkoel- en ontspanningsaktiwiteite van die liggaam (byvoorbeeld die smelt van roomys) Improviseer en interpreteer • Improviseer stories wat op fantasie of eie lewenservaringe gegrond is deur van stem (sing/praat), beweging, musiek, rekwisiete/voorwerpe en dramategnieke gebruik te maak • Uitdrukking van gemoedstemming en idees deur beweging en sang (byvoorbeeld ‘n kwaai leeu, ‘n honger muis) • Ontdek die sintuie deur stories, rympies en liedjies te dramatiseer (byvoorbeeld ‘lei die blinde’, voel verskillende teksture van voorwerpe) Visuele kuns - 10 ure 2D-ontwerpe • Teken en interpreteer prente oor die week se onderwerp deur van vetkryt, oliepastelle en ander tekenmedia gebruik te maak • Verf: gebruik voorafbereide tempera-verf, gekleurde ink of kleursel in primêre en sekondêre kleure in reaksie op die week se onderwerp • Kunselemente: informele ervaring en gebruik van vorms in teken- en verfwerk • Ontwerpbeginsels: informele gebruik van kontras (groot/klein, lank/kort) in teken- en verfwerk • Variasie in papiergrootte en -formaat: moedig leerders aan om die verskillende groottes papier effektief te gebruik 3D-ontwerpe (konstruksies) • Fynmotoriese en sintuiglike koördinasie: oog-hand-verstand-manipulasie en die gebruik van skêre en ander toerusting Visuele geletterdheid (moet deur die loop van die kwartaal behandel word) • Benoem vorms in eie werk LEWENSVAARDIGHEID GRAAD R-3 KABV 25 KWARTAAL 2 GRAAD R Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom. Die volgende inhoud moet deur die loop van kwartaal 2 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming deur van daaglikse handelinge, soos skoene skoonmaak en bed opmaak, gebruik te maak • Liggaamlike bewustheid deur die ontdekking van ruimte en rigting soos groot, klein, hoog, laag, ver, naby • Musiek, stem en beweging: fokus op dinamika soos hard en sag, sterk en teer • Inheemse liedjies, ritmiese speletjies en rympies deur van verskillende dinamika (hard, sag, sterk, teer) met handeklap en voetestamp gebruik te maak • Beweging soos huppel, hop (deel ruimte sonder om aan ander te raak/stamp) • Luistervaardighede: reageer op seine, leidrade, stories, rympies en liedjies soos ‘Vries! Op! Af!’ Improviseer en interpreteer • Interpretasie van inheemse en ander liedjies deur dinamika soos sag, hard, ensovoorts te gebruik • Dramatiseer verbeeldingsituasies, fantasie en eie lewenservaringe • Skep en nabootsing van klankeffekte in stories soos bye wat zoem, perde wat klip-klop, treine wat tjoe-tjoe • Rigting, vlakke (hoog, medium en laag) en vorms, soos ontdek deur skeppende beweging en stories • Dramatisering, deur bestaande inheemse stories, gedigte, kleuterversies of liedjies as stimuli te gebruik • Kreatiewe gebruik van voorwerpe of rekwisiete in beweging, dramatiese spel en musiek Visuele kuns - 10 ure 2D-ontwerpe • Informele gebruik van kunselemente (soos vorm en kleur) in tekeninge en verfwerk in reaksie op die week se onderwerp • Verhoog bewustheid van besonderhede deur in verskillende groottes te werk • Interpreteer liggaamsdele in teken- en verfwerk • Eenvoudige, druktegnieke waar voorwerpe soos bottelproppies, klippe, blare, hande, ensovoorts, gebruik word 3D-ontwerpe (modellering en konstruksies) • Kunsvlytvaardighede en -tegnieke: sny, plak, skeur • Gebruik speelklei om vrylik te modelleer: vorming, draai, rol Visuele geletterdheid • Kyk na en praat oor boekillustrasies: benoem vorms en kleur, identifiseer kontraste (groot/klein, lank/kort) LEWENSVAARDIGHEID GRAAD R-3 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD R Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom. Die volgende inhoud moet deur die loop van kwartaal 3 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarmingsoefeninge deur aksies in stories as stimuli te gebruik • Gebruik ritme en beweging soos in “Perdjie galop” • Fokus op toonhoogte (hoog en laag) deur musiek, stem en beweging • Gebruik slaginstrumente om ‘n vaste ritme te behou en ontwikkel syfervaardighede deur die maatslae te tel • Gebruik lyfslagwerk en/of slaginstrumente om eenvoudige, ritmiese patrone op te voer • Ruimtelike bewustheid deur beweging om vorms, sirkels en lyne te maak • Gebruik van gebare en gesigsuitdrukking om emosies soos hartseer en geluk uit te beeld • Afkoel- en ontspanningsaktiwiteite van die liggaam, byvoorbeeld om soos ‘n blaar in die wind te dryf Improviseer en interpreteer • Liedjies: fokus op toonhoogte soos in Twinkle, Twinkle little star (hoog) en My grandfather’s clock (laag) • Ritme: lang en kort nootwaardes deur van lyfslagwerk en/of slaginstrumente gebruik te maak • Dramatiseer verbeeldingsituasies of eie lewenservaringe met beweging en sang • Konkrete voorwerpe om ander voorwerpe in dramatiese spel voor te stel, soos ‘n lepel wat ‘n towerstaf voorstel, ‘n hoed as ‘n stuurwiel, ensovoorts Visuele kuns - 10 ure 2D-ontwerpe • Teken en verf na aanleiding van die week se onderwerp • Meng eie verf tot die korrekte digtheid • Informele vertolking van die liggaam in aksie: spring, hardloop, slaap, ensovoorts • Werk met verskillende groottes papier en kwaste om meer detail te skep 3D-ontwerpe (konstruksies en modellering) • Vrylike ontwerp deur die gebruik van ‘n reeks materiale: klein kartondosies, herwinbare materiaal soos knope, eierdosies, afvalkarton, ensovoorts • Moedig die ontwikkeling van vaardighede aan deur die manipulasie van die materiale • Gebruik speelklei om fynmotoriese vaardighede te verbeter - rol, knyp, saamvoeg Visuele geletterdheid • Kyk na en praat oor kleur en vorms in prente en foto’s • Reageer op vrae om bewustheid van kleur en vorm aan te dui LEWENSVAARDIGHEID GRAAD R-3 KABV 27 KWARTAAL 4 GRAAD R Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom. Die volgende inhoud moet deur die loop van kwartaal 4 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Gebruik verskillende vlakke (hoog, laag en medium) om die liggaam op te warm soos om vir ‘n frisbee te strek, soos ‘n wurm te kruip, of te rolskaats, ensovoorts • Vorm sirkels en vierkante met die liggaam • Balanseer op een been soos ‘n reier, ‘n blom in die wind, loop op ‘n spantou, ensovoorts • Afkoel- en ontspanningsaktiwiteite van die liggaam (byvoorbeeld ‘n blaar in die wind) Improviseer en interpreteer • Eenvoudige mimiek-aksies soos om ‘n roomys te eet, ‘n koek te bak, sade te plant en nat te gooi, ensovoorts • Luister na ‘n storie en interpreteer dele van die storie deur middel van gesigsuitdrukkings, beweging en toepaslike klankeffekte • Ruimtelike bewustheid deur beweging met klankeffekte, soos om in ‘n motor, vliegtuig, trein, bus, helikopter, taxi, skopfiets, fiets, ensovoorts te ry Visuele kuns - 10 ure 2D-ontwerpe • Teken en verf na aanleiding van die week se onderwerp • Bewustelike gebruik van getekende patrone; bewustheid van patrone in eie wêreld • Gebruik van kleur om patrone te skep • Eenvoudige druktegnieke om ‘n informele patroon te skep 3D-ontwerpe (konstruksies en modellering) • Ontwikkel handwerkvaardighede en fynmotoriese beheer: vasbind, toedraai, ensovoorts • Gebruik speelklei-modellering in meer detail, byvoorbeeld, knyp, trek, rol in kleiner stukke • Spontane klei-modellering Visuele geletterdheid • Meer spesifieke benaming van kleur en vorm (lig en donker kleure, eenvoudige geometriese vorms) en kontraste deur vrae te beantwoord LEWENSVAARDIGHEID GRAAD R-3 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 1 GRAAD R Liggaamsopvoeding 20 ure Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: ‘n reeks stompe, planke, buitebande, balle, boontjiesakke, speelgoed met wiele vir leerders om gedurende vryspel te gebruik. Merkers, klim-en-klouterapparaat, hindernisbaanitems, musiek Beweging • Loop en hardloop in verskillende rigtings sonder om aan mekaar te stamp • Hardloop handeviervoet • Hardloop om twee merkers • Hardloop heen en weer tussen twee merkers • Gebruik sintuie sonder beweging: leerders klim/kruip deur hoepels, maak die liggaam ‘lank, medium en klein’ Perseptueel-motories • Gebruik die sintuie: neem ‘n eenvoudige hindernisbaan waar, byvoorbeeld spring, hardloop, gooi, klim/klouter. Leerders neem die roete waar wat hulle kan volg • Gebruik tassintuig: hardloop rond en raak aan verskeie voorwerpe op die speelveld, mure, boomstompe, klim-en￾klouterapparaat se rame, klippe, ensovoorts. Hulle ondervind die gevoel van die verskillende oppervlakke • Gebruik tassintuig: geblinddoek vind leerders voorwerpe soos boontjiesakke, plastiekkegels, balle, ensovoorts, deur daaraan te raak Ritme • Spring op albei of alternatiewe voete • Gebruik gehoorsintuig: speel wegkruipertjie en die persoon wat wegkruip, lui ‘n klokkie sodat die ander die klank kan volg • Gebruik gehoorsintuig: speel met voorwerpe wat geluide kan maak, soos bottelproppies in ‘n blik, of aan hul bene vasgemaak. Leerders spring of beweeg op maat van ‘n spesifieke ritme Koördinasie • Gooi en vang boontjiesakke • Klimraam - gebruik die oorhandgreep om voort te beweeg • Klimraam - klim ‘n leer Balans • Ontwykingspeletjies en verandering van rigting om kegels • Identifiseer verskillende maniere om oor ‘n balanseerbalk te beweeg • Klimraam - balanseer loop op laer balanseerbalke • Balanseer op een voet in verskeie speletjies Ruimtelike oriëntasie • Gebruik alle beskikbare ruimte en hardloop in verskillende rigtings sonder om aan mekaar te raak • Vorm verskillende formasies, byvoorbeeld sirkel, vierkant, diamant • Spring oor en beweeg onder hindernisse deur, byvoorbeeld kruip, klim, spring, ensovoorts • Kruip en vleg deur die rame van die klimraam deur verskillende liggaamsdele te gebruik Lateraliteit • Aktiwiteite wat die niedominante kant van die liggaam gebruik, byvoorbeeld draai links/regs; gebruik linker-/regterhand, ensovoorts • Lê op die grond, rol sywaarts na die linker-/regterkant Sport en speletjies • Wegkruipertjie • Multisensoriese aktiwiteite, speel met verskeie plastiekvoorwerpe in water LEWENSVAARDIGHEID GRAAD R-3 KABV 29 KWARTAAL 2 GRAAD R Liggaamsopvoeding 20 ure Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: hindernis￾baanitems, musiek, boontjiesakke, balle, toue, klim-en-klout￾erapparaat, ensovoorts. Beweging/Niebeweging • Liggaamsdele: sing liedjies en rympies terwyl die liggaamsdele aangeleer word, byvoorbeeld kop, skouers, nek, bors, heupe, bene, knieë, tone, neus, mond, ken, elmboog, hande, vingers en voete • Hardloop agtertoe en vorentoe • Hardloop vinniger en stadiger Perseptueel-motories • Eenvoudige hindernisbaan, byvoorbeeld spring, hardloop, seil op die maag, klim, ensovoorts • Rol ‘n groot bal na ‘n maat, maat rol dit terug • Stoot ‘n ballon Ritme • Gebruik musiek of lyfslagwerk, identifiseer liggaamsdele en beweeg ritmies soos opdragte gegee word, byvoorbeeld raak aan jou tone, raak aan jou kop, raak aan jou neus, ensovoorts Koördinasie • Gooi en vang boontjiesakke • Klimraam: hang en swaai aan ‘n horisontale staaf en gebruik die oorhandgreep om voort te beweeg • Klimraam: klim op en af by ‘n leer Balans • Liggaamsdele: leerders gebruik boontjiesakke om die onderwyser na te doen oor die plasing van die boontjiesak, soos om met die boontjiesak op die kop te loop; die boontjiesak op die linker-/regterknie te plaas terwyl daar op een been gebalanseer word; plaas die boontjiesak op die skouer terwyl daar geloop word, ensovoorts • Balansering: loop op ‘n lyn; balanseer op laer voorwerpe Ruimtelike oriëntasie • Hardloop in verskillende rigtings in die beskikbare ruimte in reaksie op die onderwyser se opdrag • Verskillende formasies: hardloop in sirkels • Spring oor en beweeg onder deur hindernisse, kruip, klim, spring, ensovoorts • Kruip en vleg deur die rame van die klimraam deur verskillende liggaamsdele te gebruik Lateraliteit • Liggaamsdele: hardloop, val gesig eerste, lê op die grond, rol op die rug en dan op die linker-/regtersy • Beweeg sywaarts na links/regs Sport en speletjies • Gooi boontjiesakke/balle in houers • Bons, vang en gooi LEWENSVAARDIGHEID GRAAD R-3 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD R Liggaamsopvoeding 20 ure Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: balle, merk￾ers en kegels, gekleurde bande, toue, linte, lae voorwerpe soos buitebande, klippe en stompe. Beweging • Loop en hardloop in verskillende rigtings • Loop, marsjeer, spring, gly, huppel, galop, en rol • Niebeweging: buig, strek en krul die liggaam in verskeie vorms Perseptueel-motories • Eenvoudige hindernisbaan, byvoorbeeld spring, hardloop, gooi, klim, ensovoorts • Spring oor swaaiende tou • Spring oor ‘n lae hindernis, soos ‘n laaghangende tou • Spring om afstande te dek Ritme • Spring met albei en alternatiewe voete • Eenvoudige springblokspeletjies (hop-scotch), wegspring en land op een voet; wegspring op een voet en land op albei voete; wegspring op albei voete en land op een voet Koördinasie • Gooi en vang van boontjiesakke • Klimraam: gebruik die oorhandgreep om voort te beweeg • Klimraam: klim ‘n leer Balans • Klim oor lae voorwerpe, soos buitebande, stoele, ensovoorts • Balansering: loop op ‘n tou, loop op buitebande, stompe, planke, klippe, ensovoorts • Identifiseer verskillende maniere om oor ‘n balanseerbalk te beweeg, spring met ‘n sagte landing af (buig die knieë) • Klimraam: balanseerloop oor ‘n laer balanseerbalk • Balanseer op een voet: linker-/regtervoet Ruimtelike oriëntasie • Rigting en bane: loop in ‘n reguit lyn, geboë lyn en sig-sag • Spoed: loop vinnig, marsjeer vinnig, hardloop vinniger langs reguit lyn, geboë lyn en sig-sag • Spring oor en beweeg onder deur hindernisse, kruip, klim, spring, ensovoorts • Kruip en vleg deur die rame van die klimraam deur verskillende liggaamsdele te gebruik Lateraliteit • Beweeg sywaarts, links, regs in ‘n reguit lyn, geboë lyn en sig-sag • Spring op die niedominante voet Sport en speletjies • Kat-en-muis, Skaap-en-wolf, Jaag die stert, ensovoorts LEWENSVAARDIGHEID GRAAD R-3 KABV 31 KWARTAAL 4 GRAAD R Liggaamsopvoeding 20 ure Aanbevole hulpbronne • Hindernisbaanitems • Fluitjie • ‘n Verskeidenheid balle, kolwe van koerantpapier, ensovoorts Beweging • Hindernisbaanonderrig: motoriese geheue, byvoorbeeld leerders begin met die eerste aktiwiteit en eindig met die laaste aktiwiteit in ‘n vasgestelde volgorde en onthou wat om by elke stasie te doen • Loop in verskillende rigtings teen ‘n verskillende spoed, sluit stop op bevel in, of voer ‘n nuwe beweging uit • Niebeweging: draai, krul, strek, buig, ensovoorts Perseptueel-motories • Hand-oog-koördinasie: gooi ‘n groot bal na ‘n teiken; rol ‘n kleiner bal na ‘n teiken • Vang ‘n groot, medium of klein bal vanaf verskillende afstande of hoogtes • Bons en vang ‘n groot bal in pare • Slaan: slaan ‘n ballon, groot bal en vorder na ‘n tennisbal met die plat hand Ritme • Gebruik aksieliedjies: leerders doen die onderwyser se bewegings na - beweging sluit marsjeer, galop, spring, huppel, draai en balanseer in Koördinasie • Hand-oog-koördinasie: bons balle van verskillende groottes • Gooi en vang ‘n boontjiesak met albei hande; en met linker-/regterhand • Gooi ‘n boontjiesak in ‘n hoepel wat 2 meter weg op die grond geplaas is • Slaan: gebruik ‘n plastiek krieketkolf, of ‘n opgerolde koerant en slaan ‘n bal van ‘n ‘T’ en vorder na boul en slaanaksies met ‘n bal van ‘n sagte tekstuur (tennisbal) • Hand-voet-koördinasie: groet mekaar met die voet; dribbel ‘n bal met die linker-/regtervoet; skop ‘n bal na ‘n teiken Balans • Loop op toue wat op die grond geplaas is; buitebande; balanseer op alternatiewe bene • Speletjies: leerders loop op blikke wat met toue aan die voete vasgemaak is, hou die tou in die hande om te balanseer Ruimtelike oriëntasie • Tonnelspeletjies, byvoorbeeld: kruip deur mekaar se bene, kruip deur die bene van ‘n ry leerders, kruip deur selfgemaakte tonnels soos buitebande, hoepels, dromme, ensovoorts Lateraliteit • Aktiwiteite wat die niedominante kant van die liggaam gebruik • Rolaktiwiteite, byvoorbeeld: lê op die grond en rol van links of regs Sport en speletjies • Volg instruksies om te stap, hardloop, spring, klim, huppel, ensovoorts • Loop in ‘n sirkel en hou hande vas, wissel die grootte en aantal sirkels af en verander die rigting waarin die sirkel beweeg • Slaanspeletjies soos handtennis, T-bal, stoot van ballon, ensovoorts LEWENSVAARDIGHEID GRAAD R-3 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 1 KWARTAAL 1 GRAAD 1 Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Weerkaart • Doen roetine- en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Gebruik ‘n klaskalender om daagliks die dae en maande deur die jaar te bespreek • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word, moet deur die kwartaal, soos dit plaasvind, bespreek word (2 ure per kwartaal word hiervoor toegewys) Onderwerp: Ek - 6 ure • Persoonlike inligting, soos naam, adres, telefoonnommer en ouderdom • Ons is spesiaal en uniek • Dinge wat ek kan doen • Hoe is ek dieselfde as my vriende? • Hoe is ek anders as my vriende? Onderwerp: By die skool - 4 ure • Naam van skool, onderwyser en hoof • Waar is die volgende plekke in die skool? (Sluit toilet, kantoor, speelareas in) • Klasroetine en -reëls • Hoe kom ek by die skool? Nota: Leerders mag aanbied om verskillende rolle in die klaskamer te vertolk, maar die onderwyser moet seker maak dat elkeen ‘n beurt kry om iets gedurende die kwartaal te doen. Onderwerp: Gesonde gewoontes - 4 ure • Slaap • Eet gesonde kos • Korrekte gebruik van die toilet • Hande was • Hou die volgende skoon - Hare, tande en naels - Was gereeld • Gereelde oefening en spel • Beperking op die kyk van televisie Onderwerp: Die weer - 4 ure • ‘n Daaglikse weerkaart - Gereelde waarneming van weersomstandighede - Warm, koud, winderig, sonnig, mistig, reënerig - Simbole om die weerstoestande op die weerkaart te beskryf • Die weer en ons - sluit kleredrag, kos en aktiwiteite in Nota: Die weerkaart moet deur die jaar bygehou word. Verduidelik aan leerders dat hulle nooit direk na die son moet kyk nie. Godsdienstige en ander spesiale dae - 2 ure LEWENSVAARDIGHEID GRAAD R-3 KABV 33 KWARTAAL 2 GRAAD 1 Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Prente van verskillende tipe gesinne • Voorbeelde van gevaar/giftekens • Voorbeelde om sintuie te stimuleer (teksture, smake, klanke, reuke) • Kaarte om liggaamsdele aan te dui • Doen roetine- en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Gebruik ‘n klaskalender om daagliks die dae en maande deur die jaar te bespreek • Hou ‘n daaglikse weerkaart by • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word, moet deur die kwartaal, soos dit plaasvind, bespreek word (2 ure per kwartaal word hiervoor toegewys) Onderwerp: My gesin - 4 ure • Wat is ‘n gesin? • Lede van my gesin - naaste familie en uitgebreide familie • Omgee vir mekaar by die huis Nota: Leerders kom uit verskillende tipe gesinne. Verseker inklusiwiteit. Onderwerp: Veiligheid by die huis - 4 ure • Gevare by die huis - Wanneer ons kook - Wanneer ons was - Weerlig en elektrisiteit - Buite-areas - Medisyne - Giftige stowwe - tipes en waarskuwingstekens • Wees veilig wanneer jy alleen by die huis is • Kaart met noodnommers Onderwerp: My liggaam - 6 ure • Verskillende dele van my liggaam • Verskillende dele van my liggaam wat kan beweeg • Dele van my liggaam wat ek nie kan sien nie - sluit longe, hart, maag, brein, skelet in • Die vyf sintuie en hul gebruike - tas, reuk, klank, sig en proe Onderwerp: Hou my liggaam veilig - 4 ure • Veilige en onveilige situasies en plekke, soos om op vervoer te wag, alleen in inkopiesentrums • Ja- en nee-gevoelens • Oefen om nee te sê • Beskerming van ons liggame teen siektes - Maak neus en mond toe wanneer jy nies of hoes - Moenie aan iemand anders se bloed raak nie - Was groente en vrugte voordat dit geëet word - Maak water veilig om te drink Godsdienstige en ander spesiale dae - 2 ure LEWENSVAARDIGHEID GRAAD R-3 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD 1 Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Prente en stories van gemeenskapsplekke, mense en troeteldiere • Natuurhoekie/belangstellingstafel met plante • Prente van plante en kossoorte/verskillende kossoorte en verpakkings • Doen roetine- en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Hou ‘n daaglikse weerkaart by • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word, moet deur die kwartaal, soos dit plaasvind, bespreek word (2 ure per kwartaal word hiervoor toegewys) Onderwerp: My gemeenskap - 4 ure • Plekke in my gemeenskap: geboue en plekke waar ons ontmoet • Mense in my gemeenskap: mense wat ons help; mense wat goed verkoop; ander mense wat ek ken • Respekteer die gebruik van die fasiliteite in die gemeenskap, byvoorbeeld openbare telefone, openbare vervoer en openbare toilette • Hou plekke skoon - die gebruik van asblikke; vermy rommelstrooiing Onderwerp: Troeteldiere - 2 ure • Diere wat ons as troeteldiere kan aanhou • Versorging van troeteldiere: skuilings, kos, water, skoonhou van die dier • Hoe om jou troeteldier te versorg: genoeg oefening, nie terg nie, nie in die kar toesluit nie Onderwerp: Maniere en verantwoordelikhede - 2 ure • Groet bekendes en vreemdelinge • Wag my beurt af • Luister na ander • Deel met ander • Wees vriendelik • Wees eerlik • Respekteer ander mense en hul eiendom Nota: Gebruik rolspel. Inskerping van maniere en verantwoordelikhede regdeur die jaar. Onderwerp: Plante en sade - 4 ure • Waarom benodig ons plante? Kos, skadu, skuiling vir diere • Waaruit bestaan plante? Wortels, stam, blare, blomme • Verskillende plante: ooreenkomste en verskille • Sade en waar hulle vandaan kom • Groei ‘n plant van ‘n saad, soos ‘n boontjie of ‘n lensie Onderwerp: Kos - 6 ure • Kos wat ons eet • Waar verskillende kos vandaan kom: vrugte, groente, suiwel, vleis • Gesonde eetgewoontes • Gesonde en ongesonde kos • Gesonde keuses en die regte hoeveelheid kos • Berging van kos - vars, geblik, gedroog, gevries Godsdienstige en ander spesiale dae - 2 ure LEWENSVAARDIGHEID GRAAD R-3 KABV 35 KWARTAAL 4 GRAAD 1 Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Prentekaarte met stories • Prente van huise • Voorbeelde van boumateriaal • Prente van die maan • Doen roetine- en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Hou ‘n daaglikse weerkaart by • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word, moet deur die kwartaal, soos dit plaasvind, bespreek word (2 ure per kwartaal word hiervoor toegewys) Onderwerp: Huise - 4 ure • Soorte huise: woonstelle, huise, informele nedersettings, tradisionele huise • Huise om by verskillende weersomstandighede aan te pas • Waarvan verskillende huise gemaak word: hout, modder, bakstene, sinkplate, veselbord, plastiek Onderwerp: Prentekaarte - 4 ure • Vind plekke en dinge op ‘n prentekaart • Vind die roete van een plek na ‘n ander (gebruik woorde soos: langs, oor, onder, bo, af) • Plaas die gebeure van ‘n storie op ‘n prentekaart Nota: ’n Prentekaart is ‘n tekening wat aandui waar dinge in ‘n gegewe gebied geleë is. Prentekaarte ontwikkel geografiese vaardighede van ligging, afstand en ruimte. Onderwerp: Water - 4 ure • Gebruike van water - huis en skool • Maniere waarop water gemors word • Waterbesparing • Veilige en onveilige drinkwater • Berging van skoon water Onderwerp : Die hemelruim in die nag - 4 ure • Verandering van dag na nag • Hoe die hemelruim in die nag lyk • Die maan - Hoe lyk die maan? - Wanneer kan ons die maan sien? - Hoe die maan van vorm verander • Sterre - ‘n Ster brand soos die son (die son is ‘n ster) Nota: Dit is moontlik om die maan gedurende die dag te sien. Sluit waarnemings- en tekenaktiwiteite in. Godsdienstige en ander spesiale dae - 2 ure Konsolidasie van onderwerpe en assessering - 2 ure LEWENSVAARDIGHEID GRAAD R-3 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 1 GRAAD 1 Skeppende kunste 20 ure Aanbevole hulpbronne • Musiekinstrumente • Oudiotoerusting met ‘n verskeidenheid gepaste musiek • Verf in primêre kleure, wit en swart, gekleurde ink, verskillende groottes kwaste en papier • 2B-potlode, vetkryt, oliepastelle, gekleurde bordkryt • Gom en aanwenders • Items om mee te druk, byvoorbeeld geometriese vorms Die volgende inhoud moet deur die loop van kwartaal 1 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende- en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming van liggaamsdele soos die volgende: speel die klavier, was my lyf, skud die water af, ensovoorts • Veilige omgewing: vind eie ruimte en deel met ander sonder om te stamp • Beweging: loop, huppel en hardloop vorentoe en agtertoe • Niebeweging: buig knieë, rol skouers en gewrigte • Stemopwarming: asemhalingsoefeninge en kreatiewe speletjies, byvoorbeeld kersies uitblaas, ensovoorts • Liggaamsbewustheid: verken ruimte en rigting, soos onder, agter, bo. Gebruik die liggaam om oor hindernisse te beweeg • Hou ‘n reëlmatige ritme met tempoveranderinge terwyl die hande geklap word, of beweeg in pas met die musiek, soos om handeviervoet te loop, met ‘n maat te huppel • Afkoel- en ontspanningsaktiwiteite van die liggaam, byvoorbeeld om ‘n kers te smelt, of soos ‘n ballon af te blaas Improviseer en interpreteer • Gebruik aksiewoorde, en bewegings soos krom, nou, wyd, veeragtig, trek ‘n swaar boks, ensovoorts om vorm en gewig te verken • Gebruik gepaste beweging en dramatisering om inheemse liedjies te sing • Eenvoudige improvisasie van bekende gebeure in die gesin, familie en gemeenskap soos ‘n verjaarsdagpartytjie, pophuis speel, ensovoorts • Dramatisering: skep kort stories oor ‘n interessante voorwerp wat uit ‘n boks geselekteer is Visuele kuns - 10 ure 2D-ontwerpe • Gebruik verskillende media soos dik vetkryt of bordkryt om prente van jouself te teken • Teken en verf prente van interaksie met ander persone • Verf ‘n selfportret en voeg gelaatstrekke by - oë, ore, neus en mond; bespreek die gelaatstrekke, vorm, kleur en lyn • Druk patrone met dik verf 3D-ontwerpe (konstruksies) • Gebruik herwinbare kartondose vir konstruksiedoeleindes; lê klem op geometriese vorme; bespreek vorme LEWENSVAARDIGHEID GRAAD R-3 KABV 37 KWARTAAL 2 GRAAD 1 Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom, asook hulpbronne vir kwartaal 1. Die volgende inhoud moet deur die loop van kwartaal 2 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming van die liggaam: rol die hande en enkels, gebruik die liggaam om vorms te maak, soos groot en klein, wyd en nou • Vriesspeletjies wat op beheer, oog en die gebruik van ruimte fokus • Beweging: spring en galop vorentoe en sywaarts • Middelpuntsbewegings: draai, swaai die arms, buig na die kante toe • Verken begin, middel en einde van stories, liedjies en bewegings • Maak bewegings na, ritmes en bewegingspatrone, soos: volg die leier, loop, huppel, handeklap • Isoleer liggaamsdele deur beweging, soos om die voete te punt, ensovoorts • Stemoefeninge soos rympies, tongknopers en liedjies wat op duidelikheid in stemoefeninge fokus • Afkoeling- en ontspanningsaktiwiteite: speletjies soos sus die baba, wieg, ensovoorts Improviseer en interpreteer • Rolspel (plaas jouself in iemand anders se skoene) • Ontwikkeling van kort dialoogsinne, soos ‘n gesprek tussen ‘n olifant en ‘n muis • Gepaste bewegings om verskillende situasies uit te beeld, byvoorbeeld gedurende ‘n ete, in ‘n klaskamer of ‘n bus • Sing liedjies en gebruik kontraste, soos sag en hard, vinnig en stadig Visuele kuns - 10 ure 2D-ontwerpe • Vingerverf of verf met kwaste: bespreek die vermenging van primêre kleure om sekondêre kleure te verkry • Maak tekeninge van jouself, saam met jou gesin, waar julle by ‘n aktiwiteit betrokke is; bespreek lyn en vorm • Teken en verf jouself in aksie, moedig bewustheid van die liggaam in aksie aan; benoem en bespreek aktiewe liggaamsdele 3D-ontwerpe (konstruksies) • Maak modelle uit klei/speelklei; moedig die korrekte gebruik van materiale en instrumente aan • Gebruik herwinbare kartondose en ander materiale om huise/denkbeeldige skuilings te bou. • Moedig die korrekte gebruik van gom en aanwenders aan. LEWENSVAARDIGHEID GRAAD R-3 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD 1 Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom. Die volgende inhoud moet deur die loop van kwartaal 3 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming van die liggaam, byvoorbeeld lei met die neus, elmboog, knie • Kombineer beweging en niebewegingsaktiwiteite, soos hardloop-hardloop-draai, hardloop-vorentoe-krimp-strek • Aksies deur mimiek om emosies te toon deur visualisering te gebruik, byvoorbeeld ek eet my gunsteling kos, ek maak ‘n geskenk oop • Speletjies wat op wiskunde en tale fokus, soos getalliedjies en -rympies, gebruik beweging om lettervorme na te maak • Luistervaardighede deur middel van musiekspeletjies en deur van verskillende tempo, toonhoogte, dinamika en duur gebruik te maak • Afkoel van die liggaam en ontspanning: gebruik verbeelding of gee opdragte soos: krimp stadig, of groei stadig Improviseer en interpreteer • Selekteer en maak eie bewegingsinne om ‘n tema met ‘n begin en ‘n einde te interpreteer • Klap hande en beweeg in 3- of 4-tydritmes • Dramatiseer met die onderwyser se leiding ‘n denkbeeldige situasie wat op ‘n Suid-Afrikaanse gedig, liedjie of storie gebaseer is Visuele kuns - 10 ure 2D-ontwerpe • Verf of teken regte of denkbeeldige kreature; moedig bewustheid van lyn en vorm aan en voeg detail by; beskryf eie prente • Verf en teken ‘n prent van jouself waar jy verskillende vervoermiddele gebruik; moedig bewustheid van lyn en vorm aan, kleur en kontras (byvoorbeeld groot/klein, lank/kort) 3D-ontwerpe (konstruksies) • Gebruik klei, speelklei of herwinbare materiaal om modelle van denkbeeldige kreature te maak; beklemtoon gepaste gebruik van materiale en ruimtelike bewustheid LEWENSVAARDIGHEID GRAAD R-3 KABV 39 KWARTAAL 4 GRAAD 1 Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom. Die volgende inhoud moet deur die loop van kwartaal 4 behandel word. Selekteer toepaslike lewensvaardigheids-onderwerpe vir die kwartaal om die konteks van uitvoerende kuns en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming van die liggaam: gebruik verskillende vlakke (byvoorbeeld hoog: pluk ‘n appel, laag: kruip, medium: hurk) • Beweging: hop, spring, galop, hardloop en huppel met ‘n maat en verander van rigting • Nie-beweging: kombineer draai, swaai van arms, buig na die kante en spronge • Hande-klapspeletjies met ‘n maat ontwikkel fokus en koördinasie • Luister na musiek en verduidelik hoe dit jou laat voel deur woorde te gebruik soos gelukkig, hartseer, ensovoorts • Afkoeling van die liggaam en ontspanning: ‘voel soos ‘n veer en dryf deur die lug’, ensovoorts Improviseer en interpreteer • Voorstelling van voorwerpe en idees, individueel of in groepe deur middel van beweging en klank (byvoorbeeld maak soos ‘n masjien, ‘n towerwoud, ambulans) • Opvoerings in klasverband deur ‘n Suid-Afrikaanse liedjie / gedig / storie met beweging en dramatisering te kombineer Visuele kuns - 10 ure 2D Ontwerpe • Teken of verf prente wat betrekking het op die kwartaal se onderwerpe. Fokus op die liggaam in aksie, lyn, vorm en kleur 3D Ontwerpe (Konstruksies) Gebruik klei / speelklei om modelle te maak van jouself in aksie in jou eie omgewing; moedig persoonlike uitdrukking, gepaste gebruik van materiale en ruimtelike bewustheid aan LEWENSVAARDIGHEID GRAAD R-3 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 1 GRAAD 1 Liggaamsopvoeding 20 ure Aanbevole hulpbronne Die volgende inhoud moet deur die loop van die kwartaal behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hierby ingesluit word. Pas aktiwiteite vir gestremde leerders aan. Beweging • Ontwyking en loop in verskillende rigtings • Ontwykingspeletjies rondom kegels en verandering van rigting • Gebruik van sintuie: waarneming - hindernisbane • Gebruik van sintuie: hoor - luister na instruksies terwyl rondbeweeg word Perseptueel-motories • Rol ‘n groot bal na ‘n maat • Aangee van ‘n bal van een persoon na ‘n ander • Gooi en vang van groot balle Ritme • Springspeletjies (hop-scotch) • Spring met ‘n springtou • Sing van rympies terwyl die aksies uitgevoer word Koördinasie • Gooi en vang van boontjiesakke • Klimraam: gebruik die oorhandgreep om voort te beweeg • Klimraam: klim ‘n leer Balans • Ontwykingspeletjies om kegels en verandering van rigting • Identifiseer verskillende maniere om oor ‘n balanseerbalk te beweeg • Klimraam: balanseer deur op ‘n lae balanseerbalk te loop Ruimtelike oriëntasie • Gebruik van sintuie: beweeg die liggaam deur verskeie hindernisse • Hardloop in verskillende rigtings sonder om aan mekaar te stamp en gebruik alle beskikbare ruimte • Verskillende formasies: sirkel • Spring oor en beweeg onder deur hindernisse, kruip, klim, spring, ensovoorts • Klimraam: kruip en vleg deur die rame en gebruik verskillende dele van die liggaam Lateraliteit • Aktiwiteite deur die niedominante kant van die liggaam te gebruik Sport en speletjies • Speel van die leerders se gunsteling speletjies • Bewegingspeletjies - konsepte van grootte, afstand, ruimte en kwantiteit word gedek. LEWENSVAARDIGHEID GRAAD R-3 KABV 41 KWARTAAL 2 GRAAD 1 Liggaamsopvoeding 20 ure Aanbevole hulpbronne • Balle, houers en kegels • Hoepels, klimraam of soortgelyke toerusting Die volgende inhoud moet deur die loop van die kwartaal behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hierby ingesluit word. Pas aktiwiteite vir gestremde leerders aan. Beweging • Liggaamsdele: sing liedjies of sê rympies op, terwyl verskillende dele van die liggaam geraak word, byvoorbeeld raak die knieë, tone, neus, kop, ore, ensovoorts • Speletjies: Simon says - beweeg verskillende dele van die liggaam Perseptueel-motories • Balvaardighede - aangee van ‘n bal in ‘n kring; oor die kop; onder deur die bene, terwyl die leerders in ‘n reguit ry staan; gooi, vorm pare en gooi, bons en vang ‘n bal • Slaan ballonne in die lug Ritme • Spring en hop • Spring op en af; spring hoog en laag; spring vorentoe, agtertoe en sywaarts • Vingerspelaktiwiteite - vingerrympies Koördinasie • Oog-hand-voetkoördinasie - dribbel balle om kegels en skop die bal tussen die kegels deur • Ballonstoot - stoot ‘n ballon deur ‘n teiken of in ‘n doelhok Balans • Loop op ‘n tou of ‘n lyn wat op die grond gemerk is • Balanseer op ‘n lae balanseerbalk/plank • Balanseer op stoele Ruimtelike oriëntasie • Voltooi ‘n hindernisbaan deur van die klimraam of soortgelyke toerusting gebruik te maak Lateraliteit • Rol sywaarts in albei rigtings, rol vorentoe en agtertoe • Gooi en vang ‘n boontjiesak met die niedominante hand • Balanseer op die niedominante been Sport en speletjies • Tradisionele/inheemse speletjies wat deur die leerders gekies is LEWENSVAARDIGHEID GRAAD R-3 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD 1 Liggaamsopvoeding 20 ure Aanbevole hulpbronne • Serpe/materiaallengtes • Sokkerballe en doelhokke • Ou motorbande Die volgende inhoud moet deur die loop van kwartaal 3 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hierby ingesluit word. Pas aktiwiteite vir gestremde leerders aan. Beweging • Beweeg - spring, hardloop, klim en kruip • Loop agteruit op die hakke; loop agtertoe op die tone • Loop vorentoe deur die dominante been te kruis • Volg instruksies om stadig of vinnig te beweeg Perseptueel-motories • Leerders help om ‘n hindernisbaan op te stel en beweeg veilig daardeur - klim op, klim oor, kruip, hang aan stawe en balanseer Ritme • Touspring - alleen of in groepe van 3, waar 2 swaai en die ander een spring, ruil rolle Koördinasie • Hand-oogkoördinasie - gooi ‘n tennisbal in die lug op en vang dit, bons dit op die grond; gee die bal vir ‘n maat aan • Spring oor ‘n swaaiende bal wat in ‘n kous is Balans • Balanseer op motorbande wat platlê of regop staan • Speel speletjies deur van boontjiesakke gebruik te maak wat op verskillende dele van die liggaam balanseer Ruimtelike oriëntasie • Kruip deur bande wat in ‘n ry opgestel is Lateraliteit • Springspeletjies (hop-scotch) deur met die niedominante been te spring • Hardloop en swaai aan ‘n tou/gekleurde band/lint deur die niedominante hand te gebruik Sport en speletjies • Speel wegkruipertjie • Kat en muis LEWENSVAARDIGHEID GRAAD R-3 KABV 43 KWARTAAL 4 GRAAD 1 Liggaamsopvoeding 20 ure Aanbevole hulpbronne • Toue, gekleurde bande, ensovoorts • Verskillende groottes balle Die volgende inhoud moet deur die loop van kwartaal 4 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoeding te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hierby ingesluit word. Pas aktiwiteite vir gestremde leerders aan. Beweging • Loop, hardloop en huppel deur van seine gebruik te maak om loop, hardloop en huppel af te wissel • Niebeweging: tol - verskillende maniere van tol; tol alleen of saam met ‘n maat Perseptueel-motories • Sirkelformasie - speletjies soos slaan die bal na maats wat in ‘n kring staan Ritme • Speletjies deur van toue gebruik te maak - Ugqaphu - Kgati/Ntimo (twee leerders swaai ‘n tou en die derde spring daaroor, terwyl die res van die groep rympies sing) • Volg instruksies deur van ‘n drom gebruik te maak om die verandering van ritme aan te dui Koördinasie • Handsokker met groot balle • Voet-oogkoördinasie, groet mekaar deur voete te raak Balans • Loop op toue - agtertoe, vorentoe en sywaarts met of sonder om die voete te kruis • Loop op toue met hande op die kop, hande agter die rug, hande op die heupe • Staan op jou tone, hurk, loop op die bal van die voet, loop slegs op die hakke Ruimtelike oriëntasie • Speel speletjies soos Kat tussen die duiwe in ‘n afgemerkte area • Menslike vorme - vorm getalle 1, 2, 3 of letters A, B, C in ‘n menseketting Lateraliteit • Draai op die plek na links en regs • Skop ‘n bal na ‘n teiken deur van die linker-/regtervoet gebruik te maak; gooi ‘n bal deur ‘n hoepel met die linker-/ regterhand Sport en speletjies • Speel vangspeletjies soos Kat tussen die duiwe • Loopresies - loop op die tone, loop op die hakke, loop platvoet • Aflosspeletjies LEWENSVAARDIGHEID GRAAD R-3 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 2 KWARTAAL 1 GRAAD 2 Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Voorbeelde van hulpmiddels soos ‘n leesbril, looprame, gidshonde, gehoorapparate • Eenvoudige watersuiweringsapparate • Doen roetine- en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Gebruik ‘n klaskalender om daagliks die dae en maande deur die jaar te bespreek. • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word, moet deur die kwartaal, soos dit plaasvind, bespreek word (Twee ure per kwartaal word hiervoor toegewys) Onderwerp: Wat het ons nodig om te leef? - 4 ure • Verskillende kossoorte - vir groei, energie en gesondheid • Water - waarom ons water benodig, waterbronne • Lug - skoon lug • Sonlig - beskerming teen die son Nota: Dit is nie nodig om die watersiklus op hierdie vlak in te sluit nie. Onderwerp: Ek en ander - 4 ure • Vriende - kenmerke van ‘n goeie vriend • Mense by die skool en by die huis - sluit in om te deel, help en respek te betoon • Konflikhantering - sluit selfbeeld en boelie in Onderwerp: Almal is spesiaal - 6 ure • Mense is dieselfde en ook verskillend • Goed wat mense help - soos ‘n leesbril, looprame, gidshonde, gehoorapparate • Sorg vir mense met gestremdhede • Ek kan ‘n held wees Onderwerp: Gesonde leefwyse - 4 ure • Beskerm die kos wat ons eet teen vlieë; hou kos koel • Eenvoudige maniere om water te suiwer • Goed wat ons kan benadeel - rook, alkohol, dwelms • Goeie gewoontes, soos gereelde oefening, beperkte televisie kyk Godsdienstige en ander spesiale dae - 2 ure LEWENSVAARDIGHEID GRAAD R-3 KABV 45 KWARTAAL 2 GRAAD 2 Aanvangskennis en persoonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Voorbeelde van klere vir verskillende seisoene • Prente en inligtingsboeke • Doen roetine- en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word, moet deur die kwartaal, soos dit plaasvind, bespreek word (Twee ure per kwartaal word hiervoor toegewys) Onderwerp: Seisoene - 6 ure • Die vier seisoene • Hoe seisoene ons affekteer - klere, kos en aktiwiteite • Hoe die seisoene groei affekteer - saai, groei en oes • Hoe seisoene diere affekteer - boerdery, byvoorbeeld skaapskeer, dip van diere; voëls (migrasie en nesmakery) Onderwerp: Diere - 4 ure • Plaasdiere - Soorte - Gebruike - soos kos en klere • Wilde diere - Soorte - Kamoeflering Onderwerp: Diere en kreature wat in water leef - 4 ure • Vars water - Rivier - byvoorbeeld visse en krokodille - Damme - byvoorbeeld paddas en naaldekokers • Sout water - See - byvoorbeeld haaie en krewe - Rotspoel - byvoorbeeld stervisse, krappe Onderwerp: Diere skuilings - 4 ure • Diere en kreature wat hul skuilings bou, soos voëls, bye, miere • Diere en kreature wat ‘n skuiling moet vind, bobbejane, slange, eekhorings • Diere en kreature wat hul huise saamdra, soos slakke, skilpaaie Godsdienstige en ander spesiale dae - 2 ure LEWENSVAARDIGHEID GRAAD R-3 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD 2 Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Voorbeelde van verskillende soorte grond • Prente en inligtingsboeke • Padtekens • Gemeenskapslede wat ander help • Doen roetine- en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word, moet deur die kwartaal, soos dit plaasvind, bespreek word (Twee ure per kwartaal word hiervoor toegewys) Onderwerp: Grond - 4 ure • Verskillende soorte grond - kleur en teksture • Kreature wat in die grond leef, soos erdwurms, molle • Grond waarin plante kan groei; die waarde daarvan om eie groente te kweek Onderwerp: Vervoer - 6 ure • Wat is vervoer? • Padvervoer • Spoorvervoer • Lugvervoer • Watervervoer • Die gebruike van verskillende soorte vervoer Onderwerp: Padveiligheid - 4 ure • Reëls vir padveiligheid • Voetgangers • Fietsryers • Passasiers • Padtekens vir voetgangers en fietsryers • Skolierpatrollie • Hoe verkeersbeamptes ons help Onderwerp: Mense wat ons help - 4 ure • Mense in die gemeenskap wat ons help, soos die klinieksuster, naskoolonderwyser, bibliotekaris • Hoe verskillende mense my help • Hoe vra ek vir inligting en hulp? • Goeie maniere • Hoe vra ek vir hulp in ‘n noodsituasie? • Wie moet ek kontak? • Watter inligting moet ek gee? Nota: Nooi iemand wat in die gemeenskap werk om die skool te besoek. Godsdienstige en ander spesiale dae - 2 ure LEWENSVAARDIGHEID GRAAD R-3 KABV 47 KWARTAAL 4 GRAAD 2 Aanvangskennis en per￾soonlike en sosiale welsyn 20 ure (2 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • ‘n Muurkaart van Suid-Afrika wat in provinsies verdeel is • Die Suid-Afrikaanse vlag • Voorbeelde van verskillende kommunikasiemiddele • Prente en items wat op godsdienstige feeste betrekking het • Foto’s en inligtingsboeke • Doen roetine- en vryspelaktiwiteite binnenshuis en buitemuurs soos in afdeling 2 gespesifiseer • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word, moet deur die kwartaal, soos dit plaasvind, bespreek word (Twee ure per kwartaal word hiervoor toegewys) Onderwerp: Ons land - 4 ure • ‘n Kaart van Suid-Afrika • Naam en ligging van eie provinsie • Waar woon ons? • Die Suid-Afrikaanse vlag: herkenning van die vlag en plekke waar ons dit sien wapper • Die Suid-Afrikaanse volkslied: luister en sing Nota: Die volkslied kan deur die kwartaal aangeleer word. Sluit leerders van ander lande ook in om, indien moontlik, hul eie vlae te bring. Onderwerp: Maniere waarop ons kommunikeer - 6 ure • Praat - verduideliking, gesprek, digkuns en sang • Skryf - briewe/kaarte en hoe om dit te pos • Lees - instruksies en advertensies • Luister - radio, stories • Kyk - liplees, vingertaal en gebare Onderwerp: Naglewe - 6 ure • Goed wat ek saans doen - gereed vir die bed, lees en stories vertel, slaap en droom • Mense wat in die nag werk, soos veiligheidswagte, dokters, vlieëniers, trokdrywers • Nagdiere, soos uile, marmotjies, ystervarke, luiperds, jakkalse Godsdienstige en ander spesiale dae - 2 ure Konsolidasie van onderwerpe en assessering - 2 ure LEWENSVAARDIGHEID GRAAD R-3 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 1 GRAAD 2 Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom. Die volgende inhoud moet deur die loop van kwartaal 1 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende kuns en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming van die liggaam: asemhalingsoefeninge en gebruik van verskillende gewrigte soos enkels; punt en fleks en polsdraaie • Opwarming van die stem: gebruik liedjies, sing vokale, rympies en tongknopers • Sing liedjies saam, in kanon, en roep-en-antwoord • Lyfslagwerk - hou ‘n vaste ritme en maak van toonkleur (klik, klap, stamp) gebruik • Beweging: stap, hardloop, huppel, spring (alleen of met ‘n maat) in verskillende rigtings • Niebeweging: reik na, buig, opstrek (alleen of met ‘n maat) • Interaktiewe storievertellingsaktiwiteite: luister en reageer op gepaste wyse na ‘n maat, byvoorbeeld vertel stories oor my ‘gunsteling kos’, stapelstories, eggostories, ensovoorts • Afkoeling en ontspanning: Lê op rug, asem in en uit, visualiseer kleur as ‘n stimulus Improviseer en interpreteer • Skep ‘n kort toneelstukkie wat op ‘n gepaste onderwerp gebaseer is, fokus op die storielyn • Skep gepaste karakters: dui verskille tussen karakters en die karakters se standpunte in kort toneelstukkies aan • Ritmiese patrone deur van kernwoorde uit geselekteerde onderwerpe gebruik te maak, soos mense wat werk: houtkapper wat kap-kap-kap, slagter wat sny-sny-sny, en ander • Gebruik bostaande voorbeelde om gepaste tempo en dinamika te ontdek, soos kap-kap-kap sal hard en vinnig wees en sny-sny-sny sal sag en stadig wees • Leer die bewegings van ‘n Suid-Afrikaanse dans aan, byvoorbeeld die rubbersteweldans, en ander Visuele kuns - 10 ure 2D-ontwerpe • Verf prente van jouself saam met ander in aksie (hardloop, spring, dans, ensovoorts) en bespreek primêre en sekondêre kleure, koel en warm kleure, vorm en lyn • Ontwerp patrone deur geometriese vorms te gebruik; bespreek ritme en herhaling 3D-ontwerpe (konstruksies) • Gebruik klei om houers te maak en te versier; bespreek patrone, geometriese vorm, lyn, bespreek oppervlaktekstuur en korrekte lastegnieke LEWENSVAARDIGHEID GRAAD R-3 KABV 49 KWARTAAL 2 GRAAD 2 Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom. Die volgende inhoud moet deur die loop van kwartaal 2 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming van die stem: ontwikkel artikulasie (lippe, tong, kakebeen) deur verbeeldingspeletjies • Opwarming van die liggaam: kontrasterende beweging deur van verbale en klanktekens gebruik te maak, soos Vries! Gaan! Op! • Ritmiese speletjies wat fokus op luistervaardighede en herroep kontrasterende ritmiese patrone • Speel slaginstrumente/lyfslagwerk in tyd met musiek en/of sang • Beweging: marsjeer, vorentoe spronge, op-en-af spronge, galop en draai op jou eie of saam met ‘n maat • Nie-beweging: rol, swaai, strek (alleen of saam met ‘n maat) • Afkoeling en ontspanning: gee uiting aan gemoedstemming en idees deur beweging soos om op ‘n wolk te dryf, slaperig te voel, ensovoorts Improviseer en interpreteer • Doen ritmiese patrone wat met beweging gekombineer word, soos klap die ritme byvoorbeeld perdjie-galop, marsjering, huppel, ensovoorts • Sing liedjies wat fokus op dinamika soos hard en sag, stadig en vinnig • Rolspel wat betrekking het op onderwerpe of stories wat deur die onderwyser vertel word, werk saam met ‘n maat in ‘n rol en ruil ook rolle om • Gebruik dramategnieke om karakters se gedagtes en gevoelens te ontdek, byvoorbeeld vries die opvoering, raak elke karakter aan die skouer en die karakter moet sy/haar gevoelens op daardie oomblik weergee, ensovoorts Visuele kuns - 10 ure 2D-ontwerpe • Teken of verf prente wat op die onderwerpe van die kwartaal betrekking het - fokus terloops op lyn, toon, tekstuur, kleur • Gebruik herwinbare voorwerpe en dik verf om gedrukte oppervlakke te ontwerp - praat oor geometriese en natuurlike vorms 3D-ontwerpe (konstruksies) • Gebruik herwinbare materiaal om ‘n masker te maak; bespreek vorm, tekstuur; ontwikkeling van kunsvlytvaardighede LEWENSVAARDIGHEID GRAAD R-3 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD 2 Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom. Die volgende inhoud moet deur die loop van kwartaal 3 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming van die liggaam: krul en strek die ruggraat terwyl daar op die vloer gesit word, krul op in ‘n bal, maak weer die ruggraat reguit, ensovoorts • Hop, huppel, spring op-en-af en spring vorentoe deur lig op die voete te land (toon-bal-hak, buig die knieë) • Beweging: gly die voete op die vloer en hardloop met spronge (alleen of saam met ‘n maat) • Niebeweging: draai, val, stamp, skop (alleen of saam met ‘n maat) • Poliritmes deur lyfslagwerk of slaginstrumente te gebruik • Luister na musiek en identifiseer gemoedstemming soos hartseer, gelukkig, kalm, opgewonde • Eenvoudige mimiek: maak alledaagse aktiwiteite na en fokus op gewig en vorm, soos tel ‘n swaar klip op, tel ‘n ligte veer op, ensovoorts • Speletjies wat op wiskunde en tale fokus, soos getalliedjies en -rympies, deelnemende stories, gebruik beweging om lettervorme na te maak, skryf name met die tone, verbale dinamika (trek, draai, strek, buig, tol) • Afkoeling en ontspanning: lê op die rug en trek die spiere saam en ontspan, maak stywe vuiste, trek die skouers saam en ontspan om die liggaam swaar te maak op die vloer, ensovoorts Improviseer en interpreteer • Gebruik afvalmateriaal om ‘n handpop te maak: kouspoppe, vingerpoppe, skadupoppe • Hou ‘n eie poppekas en gebruik gepaste karakterisering en manipulasie van eie handpop • Skep klanke en ritmes om by die gemoedstoestand van die karakter van die handpop te pas deur van stem, instrumente en ander voorwerpe gebruik te maak • Ontdek die bewegingskaraktereienskappe van die handpop soos ‘n honger leeu wat ‘n muis bekruip Visuele kuns - 10 ure 2D-ontwerpe • Verf of teken voëls, visse, insekte, ensovoorts deur gebruik te maak van oliepastelle in warm kleure en was oor in ink met koel kleure; bespreek kleur, vorm, tekstuur, patroon en beklemtoning; kyk na en bespreek bekende toepaslike kunswerke • Gebruik die verbeelding om plante en blomme te verf; bespreek primêre en sekondêre kleure, beklemtoning en konsepte soos agter, voor, onder, ensovoorts 3D-ontwerpe (konstruksies) • Gebruik herwinbare materiale en papiermaché om bruikbare artikels te skep: eierhouers, houers, planthouers, ensovoorts. Versier deur patrone te gebruik; bespreek geometriese vorms, koel en warm kleure, ontwikkel kunsvlytvaardighede LEWENSVAARDIGHEID GRAAD R-3 KABV 51 KWARTAAL 4 GRAAD 2 Skeppende kunste 20 ure Aanbevole hulpbronne Verwys na die standaard hulpbronne vir lewensvaardigheid wat in afdeling 2 voorkom. Die volgende inhoud moet deur die loop van kwartaal 4 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende kuns en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming van die liggaam: gebruik sirkels, hoeke, kurwes en sig-sag • Opwarming van die stem: gebruik liedjies en rympies, fokus op hoë en lae note en vinnige en stadige tempo • Ontwikkel die vermoë om nootvas te sing • Kombineer niebeweging en beweging, byvoorbeeld draai gekombineer met galop (alleen of saam met ‘n maat) • Eenvoudige mimiek: maak alledaagse aktiwiteite na en fokus op gewig, vorm en ruimte , byvoorbeeld: buk in ‘n smal grot, skop ‘n bal op ‘n groot sokkerveld, ensovoorts • Komponeer ‘n klanklandskap deur gebruik te maak van dinamika, toonhoogte, -kleur en tempo om karaktergevoelens en -gemoedstoestande uit te beeld, byvoorbeeld oupa - hard, lae toonhoogte, stadig; voël - sag, hoë toonhoogte, vinnig, ensovoorts • Afkoeling en ontspanning: beweeg stadig op die maat van rustige musiek Improviseer en interpreteer • Luister na musiek en identifiseer hoe die dinamika, toonhoogte, -kleur en tempo gekombineer word om ‘n storie te vertel, byvoorbeeld Pieter en die wolf • Gebruik gepaste bewegings en karakters deur middel van middellynaksies en vlakke om stories soos Pieter en die wolf te interpreteer • Ontwerp ‘n poppekas en fokus op die gesprek tussen die handpoppe • Ontdek die houding, status en verhoudings tussen die handpoppe: karakters soos die skelm, diere, die heks, die prinses, ensovoorts Visuele kuns - 10 ure 2D-ontwerpe • Verf prente wat betrekking het op die onderwerpe wat gedurende die kwartaal gedek is: bespreek kleur, toon, tekstuur, kontras, vorm 3D-ontwerpe (konstruksies) • Maak kleimodelle LEWENSVAARDIGHEID GRAAD R-3 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 1 GRAAD 2 Liggaamsopvoeding 20 ure Aanbevole hulpbronne • Kolwe, balle, boontjiesakke, hindernisbaan • Houers wat as teikens kan dien Die volgende inhoud moet deur die loop van kwartaal 1 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hier ingesluit word. Pas die aktiwiteite aan vir gestremde leerders. Beweging • Speel inheemse speletjies, byvoorbeeld Upuca • Aartappelresies • Eier-en-lepel-resies - balanseer ‘n klein balletjie op ‘n groot lepel Perseptueel-motories • Gooi boontjiesakke in die lug op en vang dit • In pare: gooi en slaan balle Ritme • Spring oor parallelle toue; herhaal en skuif die toue al verder van mekaar af weg • Spring tou Koördinasie • Gooi boontjiesak na ‘n maat • Leerders staan agter mekaar en gee die bal onder deur die bene aan Balans • Werk in pare, kyk na mekaar met uitgestrekte bene en voete wat aanmekaar raak, hou hande, trek en stoot vorentoe en agtertoe, hou voetsole teenmekaar • Staan op met voete plat op die grond, kyk na mekaar en stoot teen mekaar se hande • Balanseer ‘n boontjiesak op verskillende liggaamsdele terwyl daar op/in ‘n reguit lyn geloop word • Beheer, koördinasie en balanseeroefeninge Ruimtelike oriëntasie • Strek en krul: maak liggaam so groot en so klein moontlik, so lank en so kort moontlik Lateraliteit • Stel aktiwiteite bekend wat die niedominante liggaamsdele gebruik (arms en bene) LEWENSVAARDIGHEID GRAAD R-3 KABV 53 KWARTAAL 2 GRAAD 2 Liggaamsopvoeding 20 ure Aanbevole hulpbronne • ‘n Verskeidenheid balle, kegels, boontjiesakke Die volgende inhoud moet deur die loop van kwartaal 2 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hier ingesluit word. Pas die aktiwiteite vir gestremde leerders aan. Beweging • Stimuleer aktiwiteite soos Volg-die-leier • Aflosresies met of sonder toerusting • Aflosresies; dribbel ‘n bal; sig-sag deur kegels of merkers • Inoefen van reaksiespeletjies, byvoorbeeld boks met die knieë, gryp die bal voor jou maat, ensovoorts Perseptueel-motories • Balvaardighede - marsjeer op die plek en bons die bal • Balvaardighede - bons die bal teen die muur • Balvaardighede - bons die bal om hindernisse Ritme • Spring met of sonder springtoue; spring op die plek en oor ‘n afstand • Hou by die maat van die musiek/dromslae, beweeg verskillende liggaamsdele - kop ... arms ... heupe ... bene en voete Koördinasie • Werk met ‘n maat - een rol die bal terwyl die ander dit terugskop voordat dit ophou rol • Gooi ‘n groot bal na ‘n teiken, byvoorbeeld ‘n doelhok of netbalring • Nabootsingsaktiwiteite, byvoorbeeld ‘pluk appels’, ‘spit in die tuin’, ‘saag ‘n plank’, ensovoorts Balans • Eendgevegte of haangevegte in pare • Speel eenvoudige speletjies soos S.T.O.P • Springspeletjies (hop-scotch) Ruimtelike oriëntasie • Speel kat-en-muis in ‘n sirkelformasie • Hindernisbaan Lateraliteit • In pare: vang ‘n bal met die niedominante hand • In pare: skop ‘n bal met die niedominante voet Sport en speletjies • Speletjies wat trek, hardloop en hoepels insluit, byvoorbeeld toutrek • Speel speletjies soos Wolf, wolf hoe laat is dit? LEWENSVAARDIGHEID GRAAD R-3 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD 2 Liggaamsopvoeding 20 ure Aanbevole hulpbronne • Hindernisbaantoerusting • Boontjiesakke • Verskeidenheid balle Die volgende inhoud moet deur die loop van kwartaal 3 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hier ingesluit word. Pas die aktiwiteite aan vir gestremde leerders. Beweging • Hindernisbaan met boontjiesak op hand/skouer/voet/kop • Inoefening van reaksiespeletjies, byvoorbeeld reageer op die onderwyser se bevel: hardloop, val neer, hop, stop, ensovoorts Perseptueel-motories • Vryspel en tyd om met die gebruike van ‘n boontjiesak te eksperimenteer • Waarnemingspeletjies wat ‘n patroon volg - plaas items in die korrekte volgorde, byvoorbeeld hardloop en plaas merkers op vooraf opgestelde plekke • Vang en gooi ‘n tennisbal Ritme • Hang aan die stawe van die hangbruggie deur die oorhandgreep te gebruik (versterking van skouerspiere) • Swaai aan die horisontale stawe van die klimraam deur die oorhandgreep te gebruik Koördinasie • Hardloop kloksgewys en antikloksgewys in ‘n sirkelformasie • Beweeg voort op die stawe van die klimraam deur die oorhandgreep te gebruik Balans • Balanseer op een been • Balanseer deur op toue, planke, balanseerbalke te beweeg (balanseer op een been met arms horisontaal uitgestrek) • Perd-en-wa • Swaai hoepels met arms, heupe en nek Ruimtelike oriëntasie • Stel vooroorrol en agteroorrolle bekend - beklemtoon veiligheid • Wolf-en-skaap - optimale gebruik van die speelarea • Kruip deur ‘n ‘tonnel’, byvoorbeeld onder deur ‘n stoel, motorbande of selfgemaakte tonnels Lateraliteit • Gooi ‘n bal kloks- en antikloksgewys in ‘n sirkelformasie • Laterale borsbewegings, byvoorbeeld gooi ‘n bal sywaarts, en links en regs soos in rugby Sport en speletjies • Deel leerders in spanne en neem deel aan aflosresies - verduidelik die reëls en hoe dit werk • Tradisionele speletjies wat deur die leerders gekies word LEWENSVAARDIGHEID GRAAD R-3 KABV 55 KWARTAAL 4 GRAAD 2 Liggaamsopvoeding 20 ure Aanbevole hulpbronne • Toue • Fluitjies • Matte • Skottels vir wateraktiwiteite • Minikriekettoerusting Die volgende inhoud moet deur die loop van kwartaal 4 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hier ingesluit word. Pas die aktiwiteite vir gestremde leerders aan. Beweging/Niebeweging • Spring hoog; loop met groot treë; loop met klein treetjies; huppel; hop • Atletiek - naellope • Atletiek - aflosresies Perseptueel-motories • Flitskaarte met verskillende aksiewoorde - spring, hardloop, huppel, hop, sit, staan, loop • Tennis en krieket Ritme • Loop 10 keer op en af op trappies of balanseervorme • Swem, asemhalingsoefeninge deur van skottels met water gebruik te maak Koördinasie • Swemoefeninge - lê op die rug en skop die bene; lê op die maag - skop bene en beweeg arms in swemaksie Balans • Atletiek - voorbereidende verspringaktiwiteite • Atletiek - voorbereidende hoogspringaktiwitete Ruimtelike oriëntasie • Volg aanwysings, byvoorbeeld: loop 6 treë vorentoe, 10 treë agtertoe en 3 treë na links. Stop. Loop sywaarts deur jou bene te kruis. Hop 6 keer op die een been en 9 keer op die ander een • Huppel in die speelarea (alleen of saam met ‘n maat) Lateraliteit • Strek op en sywaarts Sport en speletjies • Speel ‘n verskeidenheid speletjies • Minikrieket • Swemoefeninge - asemhalingsoefeninge. Oefen om borrels deur ‘n strooitjie te blaas • Leerders plaas gesigte in water en blaas borrels LEWENSVAARDIGHEID GRAAD R-3 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 1 GRAAD 3 Aanvangskennis en per￾soonlike en sosiale welsyn 30 ure (3 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Prente, stories, rympies oor gevoelens • Handpoppe en maskers • ‘n Eenvoudige noodhulptassie • Gebruik ‘n klaskalender om daagliks die dae en maande deur die jaar te bespreek. • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word, moet deur die kwartaal, soos dit plaasvind, bespreek word (Drie ure per kwartaal word hiervoor toegewys) Onderwerp: Oor my - 6 ure • Wat is ‘n tydlyn? • Tydlyn van my lewe: geboortedatum, wanneer ek skool toe gegaan het, enige ander interessante feit • ‘n Interessante voorwerp/item uit my verlede Onderwerp: Gevoelens - 6 ure • Wat maak my gelukkig/ongelukkig? • Herken gevoelens soos vrees, woede, bekommernis, eensaamheid • Goeie maniere om my gevoelens uit te druk • Verskoning: hoe om te sê jy is jammer Nota: Gebruik prente, stories, rympies, handpoppe en maskers. Onderwerp: Gesondheidsvoorligting - 3 ure • Basiese eerstehulppraktyke in situasies soos tydens neusbloedings, insekbyte, snye en brandwonde • Basiese gesondheid en higiëne - moenie aan ander mense se bloed raak nie Onderwerp: Hou my liggaam veilig - 6 ure • Ons is nie saam met enigeen veilig nie • Reëls om my liggaam veilig te hou • Vertrou ja- en nee-gevoelens • Hoe om nee te sê vir enige vorm van mishandeling • Hoe om mishandeling aan te meld Nota: Hierdie onderwerp behoort op die voorkoming van fisieke en seksuele mishandeling te fokus. Onderwerp: Regte en verantwoordelikhede - 6 ure • Leerders se regte en verantwoordelikhede • Regte en verantwoordelike van ander - By die huis - By die skool - In ons gemeenskap - In die omgewing Godsdienstige en ander spesiale dae - 3 ure LEWENSVAARDIGHEID GRAAD R-3 KABV 57 KWARTAAL 2 GRAAD 3 Aanvangskennis en per￾soonlike en sosiale welsyn 30 ure (3 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Voorbeelde van voedsel uit voedeselgroepe • Biblioteek/inligtingsboeke • Voorbeelde van verskillende soorte afval • Herwinningsdrom • Vergrootglas • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word moet deur die kwartaal, soos dit plaasvind, bespreek word (Drie ure per kwartaal word hiervoor toegewys) Onderwerp: Gesonde eetgewoontes - 6 ure • Voedselgroepe • Vitamiene: vrugte en groente • Koolhidrate: brood, mielies/mieliemeel • Proteïene: eiers, boontjies, vleis, neute • Suiwel: melk, kaas, jogurt • ‘n Gebalanseerde dieet Onderwerp: Insekte - 9 ure • Eienskappe van ‘n insek • Verskillende insekte, soos ‘n vlieg, muskiet, mier, besie • Waarneming en tekening van ‘n insek • Hoe insekte ons help • Hoe sommige insekte skadelik vir ons kan wees Onderwerp: Lewensiklusse - 6 ure • Wat is ‘n lewensiklus? • Lewensiklus van die volgende: - Soogdier, byvoorbeeld ‘n hond - Insek, byvoorbeeld ‘n skoenlapper - Amfibieë, byvoorbeeld padda - Voël, byvoorbeeld ‘n hoender Onderwerp: Herwinning - 6 ure • Wat gebeur met ons afval? • Hergebruik (dinge wat ons weer kan gebruik) • Herwinning (gebruikte goed wat in iets nuuts gemaak kan word) • Vermindering - gebruik minder • Items wat nie herwin kan word nie • Herwinning by die huis en by die skool • Maak kompos uit verrotte materiaal • Die hergebruik van water Godsdienstige en ander spesiale dae - 3 ure LEWENSVAARDIGHEID GRAAD R-3 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD 3 Aanvangskennis en per￾soonlike en sosiale welsyn 30 ure (3 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Prente van planete: die aarde vanuit die hemelruim • Stories en navorsing oor ruimtereise • Gevaartekens en simbole • Ouer familie- en gemeenskapslede • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word, moet deur die kwartaal, soos dit plaasvind, bespreek word (Drie ure per kwartaal word hiervoor toegewys) Onderwerp: Openbare veiligheid - 6 ure • Gevaarlike speelplekke: ashope, treinspore, paaie, konstruksieareas • Veilige trein- en taxiritte • Die gevare van elektrisiteit • Giftige en vlambare stowwe • Waarskuwingstekens Onderwerp: Besoedeling - 6 ure • Wat is besoedeling? • Verskillende soorte besoedeling: water, land, lug, geraas • Die uitwerking van besoedeling op mense • Die uitwerking van besoedeling op die omgewing Nota: Ondersoek en maak ‘n gebied skoon, dit sal as ‘n inleiding tot veldwerk dien. Onderwerp: Leefwyses uit die verlede - 9 ure • Stories en ervaringe van ouer familie- en gemeenskapslede: kos, klere en vervoer • Voorwerpe wat deur ouer familie- en gemeenskapslede gebruik is: gereedskap, speelgoed, eetgerei • Versameling van ou prente en foto’s uit familiealbums en boeke • Lewenswyses van die verlede en die hede (verandering en kontinuïteit) Nota: Nooi ouer familie en gemeenskapslede uit om die klas te besoek. Onderwerp: Ruimte - 6 ure • Die aarde vanuit die ruimte - hoe dit lyk (land, see, wolke) • Sterre en planete - wat dit is • Die name van die planete • Teleskope • Ruimtereise • Satelliete en die inligting wat ons kry Nota: Waar moontlik, besoek ‘n planetarium of sterrewag. Godsdienstige en ander spesiale dae - 3 ure LEWENSVAARDIGHEID GRAAD R-3 KABV 59 KWARTAAL 4 GRAAD 3 Aanvangskennis en per￾soonlike en sosiale welsyn 30 ure (3 ure per week) Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Vloeidiagramme om prosesse aan te dui • Inligting/biblioteekboeke en prente • Koerante en televisieverslae oor rampe • Stories oor diere wat mense help • Hersiening, assessering en terugvoering moet op ‘n deurlopende basis gedoen word (tydtoewysing maak voorsiening daarvoor) • Godsdienstige en ander spesiale dae wat deur die gemeenskap gevier word moet deur die kwartaal, soos dit plaasvind, bespreek word (Drie ure per kwartaal word hiervoor toegewys) Onderwerp: Produkte en prosesse - 6 ure • Plante - Wat kry ons van plante? - Die proses van suikerriet tot suiker • Die aarde - Wat kry ons vanuit die aarde? - Die proses van klei tot baksteen Onderwerp: Rampe en wat ons behoort te doen - 9 ure • Soorte rampe - Vloede - Brande • Ander verskynsels - Weerlig - Aardbewing - Storms en sterk winde Nota: Gebruik persoonlike ervaringe, asook koerante en televisieverslae oor rampe. Onderwerp: Diere en kreature wat ons help - 9 ure • Diere wat kos en/of klere aan ons verskaf - Bye - Hoenders - Koeie - Skape • Diere wat vir ons werk - Honde: gidshonde, waghonde, snuffelhonde - Donkies en perde Nota: Vind en lees stories oor ander diere, soos dolfyne, wat mense gehelp het. Godsdienstige en ander spesiale dae - 3 ure Konsolidasie van onderwerpe wat gedurende die kwartaal gedek is en wat as voorbereiding vir graad 4 dien - 3 ure LEWENSVAARDIGHEID GRAAD R-3 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 1 GRAAD 3 Skeppende kunste 20 ure Aanbevole hulpbronne Die volgende inhoud moet deur die loop van kwartaal 1 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming: koördinasie van afsonderlike liggaamsdele, soos arms wat swaai • Opwarming deur op asemhaling te fokus, byvoorbeeld verf met jou asem, hyg soos ‘n hond, ensovoorts • Opwarming van die stem en die sing van liedjies (saam, in kanon en roep-en-antwoordliedjies) - nootvas en op maat van die musiek • Dramaspeletjies: ontwikkel interaktiewe speletjies, soos tel-, naamspeletjies, ensovoorts • Speel ritmiese patrone en eenvoudige poliritmes in 2-, 3- of 4- tyd op slaginstrumente • Beweging: hop/galop vorentoe, agtertoe, sywaarts en draai in verskillende bane (diagonaal, sirkels, S-vorm, ensovoorts) • Niebeweging: buig, strek, koördineer arms en bene op maat van die musiek • Afkoeling en ontspanning: uitdrukking van gemoedstoestand en idees deur beweging Improviseer en interpreteer • Luister na Suid-Afrikaanse musiek (inheems en Westers). Fokus op ritme en maatslag van 2-, 3- of 4-tyd • Voer deur middel van slaginstrumente genoteerde ritmiese patrone uit (notasie, Franse nootname of bladmusiek) wat heel note, halwe note, kwart note en rustekens bevat • Rolspel met ‘n begin, middel en einde deur ‘n stimulus te gebruik, byvoorbeeld ‘n Suid-Afrikaanse gedig, storie, liedjie of prent • Gebruik waarneming, nabootsing en oordrywing om karakters en voorwerpe in rolspel uit te beeld • Leer en kombineer bewegings van ‘n Suid-Afrikaanse dans met gepaste musiek, byvoorbeeld ‘n Indiese dans, of die Pantsula Visuele kuns - 10 ure 2D-ontwerpe • Formele onderrig van teken en verf: gebruik ‘n verskeidenheid mediums • Stel oorvleueling bekend: voor, agter • ‘n Verskeidenheid papiergroottes en -formate: moedig leerders aan om meer detail in hul werk aan te bring en op verskillende skale te werk 3D-ontwerpe (konstruksies) • Kleimodelle: diere, drake, kleipotte en ander • Kunselemente: vorm, tekstuur • Onderrig eenvoudige tegnieke: rol, knyp, modelleer; die behandeling van oppervlakteksture • Die gebruik van gereedskap: veiligheid, neem ander in aanmerking, deel bronne Visuele geletterdheid • Kunselemente: identifiseer en benoem alle kunselemente • Gebruik kunswerke en visuele stimuli om dit met eie werk in verband te bring. LEWENSVAARDIGHEID GRAAD R-3 KABV 61 KWARTAAL 2 GRAAD 3 Skeppende kunste 20 ure Aanbevole hulpbronne Die volgende inhoud moet deur die loop van kwartaal 2 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming: fokus op postuur, plaas knieë oor die middeltone wanneer gebuig en voete gedraai en gepunt word • Opwarming: fokus op artikulasie en stemtoon deur rympies, liedjies, kreatiewe speletjies en tongknopers te gebruik • Sensoriese bewustheid: voel, smaak, hoor en sig in dramatiese aktiwiteite soos stukkende telefoonspeletjie en om geblinddoek te word, ensovoorts • Ritmiese speletjies: luistervaardighede, herroep kontrasterende, ritmiese patrone, hou ‘n vaste ritme, gebruik verskillende toonkleure • Ontwikkel kontrole, koördinasie, balans en hoogte in springaksies met sagte landings • Beweging en niebeweging met gekoördineerde armbewegings op maat van die musiek • Afkoeling en ontspanning: lê op die rug, asem in en uit en visualiseer kleur as stimulus Improviseer en interpreteer (wat deur die kwartaal gedek moet word) • Interpreteer en repeteer Suid-Afrikaanse liedjies: kanon, roep-en-antwoord • Gebruik ‘n bestaande storie wat op gepaste onderwerpe gebaseer is, ontwikkel eie slotgebeure en dramatiseer dit in groepe • Klaskamerdramas: druk gevoelens uit en gee temas weer uit die omgewing en eie lewe, byvoorbeeld tel rommel in my buurt op • Bewegings wat die begin, middel en einde van ‘n geselekteerde onderwerp aandui. Werk in kleiner groepe Visuele kuns - 10 ure 2D-ontwerpe • Formele onderrig van teken en verf, byvoorbeeld om ‘n verskeidenheid mediums te ontdek • Soortgelyk aan die vorige kwartaal; beklemtoon ‘n groter bewustheid van die liggaam in beweging; oorvleueling 3D-ontwerpe (konstruksies) (beeldhou met kartondose) • Onderrig en brei eenvoudige konstruksietegnieke uit om ‘n beeldhouwerk te skep: stapel, las, oppervlakversiering • Ruimtelike bewustheid: bewusmaking van hoe om in ruimtes te werk Visuele geletterdheid • Gebruik kunselemente en ontwerpbeginsels vir beskrywing en bespreking, bekendstelling van balans • Gebruik kunswerke en visuele stimuli en bring dit in verband met eie werk • Beskrywing van eie kunswerk: bewustelike gebruik van kunswoordeskat LEWENSVAARDIGHEID GRAAD R-3 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD 3 Skeppende kunste 20 ure Aanbevole hulpbronne Die volgende inhoud moet deur die loop van kwartaal 3 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarming van die liggaam: kombineer liggaamsdele, byvoorbeeld maak gelyktydige rolbewegings met die polse en heupe • Opwarming van die stem: fokus op uitdrukking en betrokkenheid in digkuns, rympies en kreatiewe dramaspeletjies • Waarneming en konsentrasievaardighede: drama-aktiwiteite, byvoorbeeld: stel ‘n mimiekreeks in pare voor • Lyfslagwerk en/of slaginstrumente om Suid-Afrikaanse musiek te begelei (opgeneem of lewendig), fokus op repeterende, ritmiese patrone • Verbind beweging in kort bewegingsinne en onthou dit • Kombineer hardloop met tolbewegings • Afkoeling en ontspanning: strek stadig in verskillende rigtings op stadige en rustige musiek Improviseer en interpreteer (wat deur die kwartaal gedek moet word) • Skep ‘n bewegingsin in klein groepe en gebruik dit om patrone te maak • Komponeer ‘n repeterende, ritmiese patroon wat op Suid-Afrikaanse musiek gebaseer is. Fokus op gepaste tempo/ dinamika • Klaskamerdramas: illustreer verskillende karakters deur middel van stem en fisiese karakterisering, byvoorbeeld beweeg en praat soos die moeder, die oupa, die dokter, ensovoorts • Opvoer van gedigte in groepe, byvoorbeeld koorspraak, gekombineer met beweging en gebare Visuele kuns - 10 ure 2D-ontwerpe • Teken en verf: ontdek ‘n verskeidenheid mediums • Verhoogde waarneming en interpretasie van patrone en drukwerk in die persoonlike wêreld: oorvleueling, randpatrone, vorm binne-in ‘n vorm, herhaling • Ontwerpbeginsels: bewustelike aanwending en benoeming van kontras, verhouding, klem en balans • Onderrig patroon en drukwerk met verskeie voorwerpe en in verskillende mediums vir sensories-motoriese ervaring 3D-ontwerpe (konstruksies) • Kunsvlyt uit herwinbare materiale: rame met patrone vir eie kunswerke, houers vir die klaskamer, ensovoorts • Kunselemente: benoem en gebruik geometriese en natuurlike vorme • Beklemtoon patrone en oppervlakversiering van die kunswerke Visuele geletterdheid • Verhoog bewustheid van patroon en drukwerk in Afrika, byvoorbeeld Ndbele-verfwerk, kralewerk, versierde keramiek: kyk, praat, luister na inligting oor patrone LEWENSVAARDIGHEID GRAAD R-3 KABV 63 KWARTAAL 4 GRAAD 3 Skeppende kunste 20 ure Aanbevole hulpbronne Die volgende inhoud moet deur die loop van kwartaal 4 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van uitvoerende en visuele kuns te bepaal. Uitvoerende kuns - 10 ure Kreatiewe speletjies en vaardighede • Opwarmingsaktiwiteite: fokus op verlenging en sametrekking van die ruggraat • Kreatiewe dramaspeletjies: ontwikkel fokus en visualisering, byvoorbeeld gooi ‘n denkbeeldige bal en konsentreer op grootte, vorm en gewig • Reageer op stimuli soos prente, frases, idiome, dramaspeletjies, gedigte of rympies om lyftaal, gebare en gesiguitdrukking te ontdek • Beweging: toon beheer en ‘n sterk rug, byvoorbeeld: loop met trots, marsjeer soos ‘n soldaat, ensovoorts • Afkoeling en ontspanning: lê op die rug/trek die spiere saam, maak stywe vuiste, trek die skouers saam en ontspan al die spiere om die liggaam swaar te maak, ensovoorts Improviseer en interpreteer • Luister na Suid-Afrikaanse musiek: konsentreer op die manier waarop tempo, dinamika en toonkleur die unieke klank weergee • Luister na en identifiseer bekende Suid-Afrikaanse instrumente, verken die unieke eienskappe van die instrumente • Skep van atmosfeer: gebruik verbale dinamika, betekenisvolle klanke en beweging, gebruik ‘n gedig, prent of liedjie • Skep bewegings wat op prente of ‘n reeks bewegingsinne gebaseer is en dui die begin, middel en einde aan Visuele kuns - 10 ure 2D-ontwerpe • Teken en verf: verken ‘n verskeidenheid mediums • Teken oorvleueling, liggaam in aksie, samestelling van meer as twee persone 3D-ontwerpe (konstruksies) • Onderrig handwerktegnieke van papiermaché: skep voorwerpe deur plak, knip, skeur, gelyk maak, ensovoorts • Kunselemente: tekstuur, vorm • Ontwerpbeginsels: bewustelike gebruik en benaming van verhoudinge, balans, kontras • Ruimtelike bewustheid: verleng bewusmaking van hoe om in ruimtes te werk Visuele geletterdheid • Kunselemente: identifiseer en benoem al die kunselemente • Ontwerpbeginsels: benoem en gebruik kontras, verhoudings, klem en balans • Vrae om waarneming van elemente en ontwerpbeginsels te verstaan LEWENSVAARDIGHEID GRAAD R-3 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 1 GRAAD 3 Liggaamsopvoeding 20 ure Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Serpe vir driebeenresies • Balle; krieketkolwe en paaltjies; tennisstelle; toue • Sagte grasoppervlakte Die volgende inhoud moet deur die loop van kwartaal 1 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hier ingesluit word. Pas die aktiwiteite vir gestremde leerders aan. Beweging • Kruiwastoot, driebeenresies • Minikrieket, hardloop tussen paaltjies • Atletiek: naellope Perseptueel-motories • Minitennis - Loop, bons ‘n tennisbal in die lug, op die grond en aan albei kante van die spaan - In pare, vlughoue - In pare, slaan die bal oor die net deur die voorhand te gebruik - In pare, slaan die bal oor die net deur die rughand te gebruik Ritme • Atletiek: hurk in ‘n wegspringposisie (Op julle merke ... gereed ... gaan!) • Atletiek: verspringaksie, bepaal die wegspringvoet • Atletiek: hoogspringaksie, bepaal die wegspringvoet Koördinasie • Atletiek: gooi ‘n tennisbal • Hand-oog-koördinasie: bons ‘n tennisbal op die minitennis-spaan: ... in die lug ... op die grond, terwyl daar geloop word Balans • Minitennis: hardloop, voorhandhou, rughandhou en vlughoue oor die net/tou • Krieket: kolf Ruimtelike oriëntasie • Verandering van rigting • Navigeer ‘n ingewikkelde hindernisbaan wat stoot, trek, klim en verandering van rigting insluit Lateraliteit • Skop ‘n bewegende bal met die linker- en die regtervoet Sport en speletjies • Atletiek: aflosresies • Minitennis • Minikrieket LEWENSVAARDIGHEID GRAAD R-3 KABV 65 KWARTAAL 2 GRAAD 3 Liggaamsopvoeding 20 ure Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Kegels • Balle • Hokkiestokke • Springtoue Die volgende inhoud moet deur die loop van kwartaal 2 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hier ingesluit word. Pas die aktiwiteite vir gestremde leerders aan. Beweging • Nabootsaktiwiteite, byvoorbeeld hardloop soos ‘n perd, loop soos ‘n eend, spring soos ‘n padda, ensovoorts Perseptueel-motories • Die vang en gooi van ‘n hoë bal Ritme • Spring tou in groepe van 3 • Individueel: touspring - begin met albei voete • Individueel: touspring - spring met een voet en hardloop weg Koördinasie • Stasie 1: basketbal - dribbel ‘n bal met die hand, sig-sag om merkers • Stasie 2: hokkie - dribbel ‘n bal tussen hindernisse deur • Stasie 3: netbal - gee die bal aan terwyl jy hardloop • Stasie 4: rugby - hardloop en gee die bal in ‘n agterlynaksie aan • Stasie 5: sokker - dribbel die bal met die voet om merkers Balans • Aflosresies: sig-sag om kegels/merkers • Balanseer op een been • Gimnastiek: kopstand/handstand • Brugstand Ruimtelike oriëntasie • Ingewikkelde hindernisbaan Lateraliteit • Reeks bewegings met handapparate, soos hoepels of linte, wat dieselfde aksies na links en regs vereis Sport en speletjies • Inheemse speletjies • Minisokker, hokkie, rugby, netbal en basketbal LEWENSVAARDIGHEID GRAAD R-3 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 GRAAD 3 Liggaamsopvoeding 20 ure Aanbevole hulpbronne Die volgende hulpbronne kan as aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Balle • Toue • Kleurbande • Oefenmat/grasoppervlakte • Merkers Die volgende inhoud moet deur die loop van kwartaal 3 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hier ingesluit word. Pas die aktiwiteite vir gestremde leerders aan. Beweging • Niebeweging soos kronkel (twist), draai, buig, krul, kombineer en koördineer in groepe • Hop oor ‘n afstand deur ‘n maat se hande vas te hou en iets te dra • Spring op een of albei voete vanuit ‘n staanposisie • Spring vorentoe: nabootsaksies - kangaroe, springbok, hasie, ensovoorts Perseptueel-motories • Skop ‘n bewegende bal na ‘n teiken of ‘n maat, en verander van rigting • Gooi balle hoog en ver met een en twee hande, na teikens en vir ‘n maat Ritme • Touspring - gevorderde beweging, soos oorkruis, dubbelswaai, ensovoorts • Gimnastiekbeweging, soos vooroorrol, agteroorrol, handsprong en wawiel Koördinasie • Vlugbalaktiwiteite: hand-oog-koördinasie, dien (afslaan) en verskillende handhoue • Wydsbeen oor ‘n maat se rug spring Balans • Staan en loop op tone en hakke • Kruip op hande en knieë • Balanseerloop vorentoe en agtertoe • Klim op ‘n klimraam: beweeg vrylik op ‘n balanseerpaal/-balk • Klim maklik van die apparaat af • Gimnastiek: balanseeraktiwiteite soos handstand, kopstand, ensovoorts Ruimtelike oriëntasie • Hindernisbaan wat kruip-, spring- en landingsaktiwiteite van ‘n sekere hoogte, ratsheid en spoed vereis • Speletjies soos Een-teen-drie • Jaagspeletjie, vang jou maat se ‘stert’ Lateraliteit • In pare: trek en stoor bewegings L/R • Wipplank Sport en speletjies • Minisokker • Vlugbal • Kat-en-muis LEWENSVAARDIGHEID GRAAD R-3 KABV 67 KWARTAAL 4 GRAAD 3 Liggaamsopvoeding 20 ure Aanbevole hulpbronne Die volgende hulpbronne kan ter aanvulling tot die standaard hulpbronne vir lewensvaardigheid gebruik word: • Groot skottels met water/swembad • Minikrieketstelle • Tennisstelle • Oefenmatjies Die volgende inhoud moet deur die loop van kwartaal 4 behandel word. Selekteer toepaslike lewensvaardigheidsonderwerpe vir die kwartaal om die konteks van liggaamsopvoedingslesse te bepaal. Alternatiewe aktiwiteite en skoolsport mag ook hier ingesluit word. Pas die aktiwiteite vir gestremde leerders aan. Beweging • Volg visuele instruksies (handtekens, prente) om te loop, hardloop, spring, huppel, klim, ensovoorts. Leerders hou hande vas en loop in ‘n sirkel. Die grootte en die aantal sirkels mag verskil, verander die rigting waarin die sirkel beweeg, onderskeie sirkels beweeg deur en om mekaar Perseptueel-motories • Skadunabootsing: een leerder is die skaduwee en ander leerder boots die bewegings na • Tennis: voorhand, rughand en vlughoue • Krieket: kolf, boul, veldwerk en paaltjiewagterswerk Ritme • Ritmiese reekse met/sonder apparaat Koördinasie • Gimnastiek: vorentoe- en agteroorrolle • Swem: gly deur die water, dryf, skop, handroei en armbewegings Balans • Balanseer op een en dan albei voete op ‘n voorwerp, balanseer dan ‘n boontjiesak en/of ander voorwerp op die kop en in die hande • Gimnastiek: handstand, kopstand, krapstand Ruimtelike oriëntasie • Hindernisbaan • Swem: oefeninge om selfvertroue te bou en watervrees te oorkom, soos om die oë en ore binne in die water te plaas, asemhalingsoefeninge Lateraliteit • Swem: skop met die linker- en die regtervoet; armaksies met die linker- en die regterarm Sport en speletjies • Waterspeletjies - Ring-a-Ring-a-Rosie, reuse treë, resies, ensovoorts • Driebeenresies • Vang die draak se stert • Minitennis • Minikrieket LEWENSVAARDIGHEID GRAAD R-3 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING 4.1 Inleiding Assessering is ‘n deurlopende, beplande proses van identifisering, versameling en interpretering van inligting wat die prestasie van leerders deur die gebruik van verskeie assesseringsvorme meet. Dit behels vier stappe: genereer en versameling van bewyse van prestasie; evaluering van die bewyse; rekordhouding van bevindinge en gebruik van die inligting om die leerders se ontwikkelingsvlak te verstaan, en sodoende die proses van onderrig en leer te bevorder en te ondersteun. Assessering behoort informeel (assessering vir leer) en formeel (assessering van leer) te wees. In albei gevalle moet gereelde terugvoering aan leerders gegee word sodat dit die leerervaring kan bevorder. In die grondslagfase moet die assessering van lewensvaardigheid op ‘n deurlopende en beplande manier plaasvind deur leerders gedurende hul daaglikse roetine-, en gestruktureerde en vryspelaktiwiteite waar te neem. Dit beteken dat leerders in die grondslagfase deur rolspel en demonstrasie geassesseer word, veral in Skeppende kunste en liggaamsopvoeding, terwyl geskrewe optekening meer gepas sal wees vir aanvangskennis en persoonlike en sosiale welsyn. Lewensvaardigheid gee aan leerders die geleentheid om die wêreld rondom hulle te ontdek en dit te verstaan. Die doel van die assessering van lewensvaardigheid is om die ontwikkeling van begrippe, vaardighede en waardes te assesseer wat sal help met die voorbereiding van meer formele assessering gedurende die intermediêre fase. Die doel van assessering in al vier die studie-areas van lewensvaardigheid is om die leerders te ondersteun en aan te moedig en die leerder se holistiese ontwikkeling te meet. Die ontwikkeling van die begrippe en vaardighede word deur die leerder se deelname aan relevante aktiwiteite ten opsigte van hierdie konsepte waargeneem. Informele assessering vir lewensvaardigheid gedurende die grondslagfase word op ‘n deurlopende basis gedoen. ‘n Goeie manier om dit te doen, is om ‘n waarnemingsboek by te hou. Enige interessante inligting of bekommernis rakende die leerder moet in die waaarnemingsboek aangeteken word en dit moet daagliks opgevolg word. Hierdie notas moet ook die onderwyser se beplanning en toekomstige assessering insluit. Die leerder behoort deur middel van waarneming en geskrewe optekening formeel geassesseer te word, en dit moet ten minste een keer per kwartaal in elke studie-area van lewensvaardigheid plaasvind. Die vorme van assessering moet vir die ouderdom en ontwikkelingsvlak van die leerders gepas wees. Die samestelling van die take moet die inhoud van die vak dek en ‘n verskeidenheid take insluit wat ontwerp is om die doelwit in die vak te bereik. Assessering kan individueel, in kleiner of groter groepe, gedurende vryspel, of as deel van gestruktureerde aktiwiteite plaasvind. Kontrolelyste en rubrieke kan ook vir die optekening van assessering gebruik word. Formele en informele assessering sal die onderwyser in staat stel om die leerder se vordering deur die kwartaal te moniteer. Assessering word opgeteken en daar word aan ouers verslag gelewer. Dit is nie nodig om al die leerder se werk in lewensvaardigheid formeel aan te teken nie. Dit is wenslik om sekere van die leerder se werkstukke te behou wat vordering oor ‘n tydperk kan aandui. Die onderwyser kan die leerder ‘n keuse gee om van die werk te hou, wat ‘n goeie aanduiding van die leerder se vaardighede op ‘n bepaalde tydstip sal gee. Dit kan in lêers geplaas word en tydens oueraande en onderhoude uitgestal word. Andersins kan leerders se werk in die klaskamer uitgestal word. Leerders kan hul werk op ‘n sekere stadium huis toe neem sodat die klaskamer nie oorvol en deurmekaar raak nie. LEWENSVAARDIGHEID GRAAD R-3 KABV 69 4.2 Assesseringsprogram Assessering in lewensvaardigheid gedurende die grondslagfase is meestal informeel en deurlopend van aard. Die formele assessering van elke leerder wat een keer per kwartaal moet plaasvind, moet formeel deur die onderwyser opgeteken word. 4.3 Inklusiwiteit Vir die meeste leerders sal graad R en graad 1 ‘n totaal nuwe ondervinding wees. Hulle sal verskillende opvoedkundige ondervindinge beleef en verskillende vaardighede ontwikkel. Die onderwyser moet elke leerder se behoefte deur middel van formele en informele assessering identifiseer. Dit mag vir leerders nodig wees om werk in te haal, terwyl ander leerders verrykende aktiwiteite kan doen. Die onderwyser moet daartoe in staat wees om alle leerders in die leerplanne en in die assessering te akkommodeer. 4.4 Rekordering en verslaggewing Rekordering is die proses waarby die onderwyser die vlak van die leerder se prestasie in ‘n spesifieke assesseringstaak bepaal. Dit dui die leerder se vordering ten opsigte van die bemeestering van kennis aan soos wat dit in die Kurrikulum en Assesseringsbeleidsverklaring uiteengesit is. ‘n Verslag van die leerder se prestasie is ‘n bewys van die leerder se konseptuele vordering binne die graad en of sy/hy gereed is om na die volgende graad bevorder te word. Deur verslaghouding word leerderprestasie aan leerders, ouers, skole en ander betrokkenes bekend gemaak. Verslaggewing van leerderprestasie kan op verskeie maniere plaasvind. Dit sluit rapporte, ouervergaderings, skoolbesoekdae, ouer-onderwyserkonferensies, telefoongesprekke, briewe, klas/skoolnuusbriewe, ensovoorts in. In alle grade word daar persentasiegewys oor vakke verslag gelewer. Die prestasievlakke word op ‘n sewepuntskaal vir elke vak vanaf graad R tot graad 12 aangedui. Die verskillende prestasievlakke en die ooreenstemmende persentasies verskyn in die volgende tabel. Kodes en persentasies vir rekordering en verslaghouding PRESTASIEKODES BESKRYWING VAN DIE VAARDIGHEID PERSENTASIE 7 Uitnemende prestasie 80 - 100 6 Merieteprestasie 70 - 79 5 Substansiële prestasie 60 - 69 4 Bevredigende prestasie 50 - 59 3 Gemiddelde prestasie 40 - 49 2 Elementêre prestasie 30 - 39 1 Nie bereik nie 0 - 29 Onderwysers sal die werklike punte teenoor die taak aanteken deur van ‘n rekorderingsblad gebruik te maak; en lewer dan verslag met persentasies vir die vakke op die leerders se rapportkaarte. LEWENSVAARDIGHEID GRAAD R-3 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.5 Algemeen Hierdie dokument moet in samehang met die volgende gelees word: 4.5.1 die National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R - 12; en 4.5.2 die beleidsdokument, National Protocol for Assessment Grades R - 12. LEWENSVAARDIGHEID GRAAD R-3 KABV 71 LEWENSVAARDIGHEID GRAAD R-3 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     ENGLISH LIFE SKILLS Foundation Phase Grades R-3 Curriculum and Assessment Policy Statement National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement Grades R-3 LIFE SKILLS LIFE SKILLS GRADES R-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0422-0 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works LIFE SKILLS GRADES R-3 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document. From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines with the (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION LIFE SKILLS GRADES R-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LIFE SKILLS GRADES R-3 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS..3 1.1 Foundation Phase .......................................................................................................................................... 3 1.2 Intermediate Phase ........................................................................................................................................ 3 1.3 Senior Phase................................................................................................................................................... 4 1.4 Grades 10-12................................................................................................................................................... 6 SECTION 2: INTRODUCTION TO LIFE SKILLS ......................................................................................8 2.1 What is Life Skills?......................................................................................................................................... 8 2.2 Specific Aims.................................................................................................................................................. 8 2.3 Explaining the Life Skills study areas.......................................................................................................... 8 2.4 Teaching in the Foundation Phase............................................................................................................. 10 2.5 Resources.................................................................................................................................................... 12 2.6 Time allocation ............................................................................................................................................. 13 2.7 Topics............................................................................................................................................................ 14 2.8 Weighting of topics...................................................................................................................................... 14 2.9 Sequencing and progression...................................................................................................................... 14 SECTION 3: Outline of course material ..................................................................................15 SECTION 4: ASSESSMENT IN LIFE SKILLS ........................................................................................66 4.1 Introduction .................................................................................................................................................. 66 4.2 Programme of assessment ......................................................................................................................... 66 4.3 Inclusion........................................................................................................................................................ 67 4.4 Recording and reporting ............................................................................................................................. 67 4.5 General.......................................................................................................................................................... 67 LIFE SKILLS GRADES R-3 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LIFE SKILLS GRADES R-3 CAPS 3 sECTION 1 INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for LIFE skills gradeS R-3 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; LIFE SKILLS GRADES R-3 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; LIFE SKILLS GRADES R-3 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). LIFE SKILLS GRADES R-3 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 LIFE SKILLS GRADES R-3 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. LIFE SKILLS GRADES R-3 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2 2.1 What is Life Skills? The Life Skills subject is central to the holistic development of learners. It is concerned with the social, personal, intellectual, emotional and physical growth of learners, and with the way in which these are integrated. In the Curriculum and Assessment Policy Statement (CAPS) the subject Life Skills in Foundation Phase (Grades R-3) has been organised into four study areas: Beginning Knowledge, Personal and Social Well-being, Creative Arts and Physical Education. Life Skills has been organised in this way in order to ensure that the foundational skills, values and concepts of early childhood development and of the subjects offered in Grades 4 - 12 are taught and developed in Grades R-3. Beginning Knowledge and Personal and Social Well-being are integrated in the topics. Life Skills is a cross cutting subject that should support and strengthen the teaching of the other core Foundation Phase subjects namely Languages (Home and First Additional) and Mathematics. 2.2 Specific Aims The Life Skills subject is aimed at guiding and preparing learners for life and its possibilities, including equipping learners for meaningful and successful living in a rapidly changing and transforming society. Through Life Skills learners are exposed to a range of knowledge, skills and values that strengthen their • physical, social, personal, emotional and cognitive development; • creative and aesthetic skills and knowledge through engaging in dance, music, drama and visual art activities; • knowledge of personal health and safety; • understanding of the relationship between people and the environment; • awareness of social relationships, technological processes and elementary science. 2.3 Explaining the Life Skills study areas Beginning Knowledge and Personal and Social Well-being Beginning Knowledge The content and concepts of Beginning Knowledge have been drawn from Social Sciences (History and Geography); Natural Sciences and Technology. The key concepts and skills relating to these disciplines in the curriculum at the Foundation Phase level are detailed below: Social science concepts; conservation, cause and effect, place, adaptation, relationships and interdependence, diversity and individuality, and change; Natural Science concepts; life and living, energy and change, matter and materials; planet earth and beyond; Scientific process skills; the process of enquiry which involves observing, comparing, classifying, measuring, experimenting, and communicating; Technological process skills; investigate, design, make, evaluate, communicate. LIFE SKILLS GRADES R-3 CAPS 9 Personal and Social Well-being: Personal and Social Well-being is an important study area for young learners because they are still learning how to look after themselves and keep themselves healthy. This study area includes social health, emotional health, and relationships with other people and our environment, including values and attitudes. The study area Personal and Social Well-being will help learners to make informed, morally responsible and accountable decisions about their health and the environment. It addresses issues relating to nutrition, diseases (including HIV/AIDS), safety, violence, abuse and environmental health. Learners will develop the skills to relate positively and make a contribution to family, community and society, while practising the values embedded in the Constitution. Learners will learn to exercise their constitutional rights and responsibilities, to respect the rights of others and to show tolerance for cultural and religious diversity in order to contribute to a democratic society. Creative Arts Creative Arts exposes learners to four art forms: dance, drama, music and the visual arts. The main purpose of Creative Arts is to develop learners as creative, imaginative individuals, with an appreciation of the arts. It also provides basic knowledge and skills to be able to participate in creative activities. Foundation Phase learners are inherently creative and play is their natural way of learning in the arts. Learners should be guided to use their natural inclinations to use their imagination, manipulate and work with materials, move and make music and tell stories. Learners should explore and develop their creative ideas based on their personal experiences, using their senses, emotions and observations. The focus of the learning should be on the development of skills through enjoyable, experiential processes, rather than on working towards highly polished products in each term. The introduction of these creative skills is essential in refining and controlling the gross and fine motor skills. Creative Arts aims to create a foundation for balanced creative, cognitive, emotional and social development. In the curriculum, Creative Arts is organized in two parallel and complementary streams - Visual Art and Performing Arts (Dance, Drama, Music). VisualArts develops sensory-motor skills and fine and gross motor co-ordination through the manipulation of materials and the mastery of a variety of art techniques. Two-dimensional (2D) work aims to enrich the learner’s experience of the real world through visual and sensory stimulation, discussion and questioning, and through encouraging the drawing of the physical body in motion: climbing, running, sitting, lying. There is no ‘right’ way to draw, and learners should be encouraged to express themselves freely, without fearing criticism. Three-dimensional (3D) work develops the concept of shape in space through joining pieces of clay, gluing or pasting of paper onto paper, cutting shapes, folding, tying and wrapping. The formal application of one or more of the art elements should be incorporated into each visual arts lesson. This means that learners should use and talk about lines, shapes and colours. Performing Arts in the Foundation Phase allows learners the opportunity to creatively communicate, dramatise, sing, make music, dance and explore movement. Through the performing arts, learners develop their physical skills and creativity. Performing Arts stimulates memory, promotes relationships and builds self-confidence and self-discipline. Creative games and skills prepare the body and voice, and games are used as tools for learning skills. Improvise and interpret allows learners to create music, movement and drama individually and collaboratively. Physical Education The development of the learner’s gross and fine motor skills and perceptual development is fundamental in the Foundation Phase. Physical and motor development is integral to the holistic development of learners. It makes a significant contribution to learners’ social, personal and emotional development. Play, movement, games and sport contribute to developing positive attitudes and values. This area focuses on perceptual and locomotor development, rhythm, balance and laterality. The focus in the Foundation Phase is on games and some activities that will form the basis of participating in sports later on. Physical growth, development, recreation and play are emphasised. LIFE SKILLS GRADES R-3 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.4 Teaching in the Foundation Phase Grade R learners can fall within the 0-4 stage of development. For this reason the National Early Learning Development Standards (NELDS) is an important reference document for planning, teaching and learning. There are important skills that very young learners need to master and understand before they go to Grade 1 and Grade R should help them, acquiring those skills. One of the most important roles of the Grade R teacher is to provide learners with an environment that is safe, clean and caring, with adequate opportunities to play and explore the world under the careful guidance of their teacher. The teacher should provide: • routine, structured and free play activities for learners that are enjoyable and manageable; • a range of resources for routine, structured and free play activities; • a well-managed, child-friendly and freely accessible environment. All Foundation Phase learners, but Grade R learners in particular, should not be stuck in chairs behind desks all morning. They rather need comfortable spaces with blankets and cushions and workspaces with chairs and tables in which they can play, work and move around freely. Generally the Foundation Phase timetable consists of routine activities, free play activities indoors and outdoors, and structured activities. Routine and free play activities have been built into the Life Skills CAPS document because they usually involve learners in physical education or health education. 2.4.1 Routine Activities Routine activities take place at a regular time each day. At least ten minutes of the time allocated to each Life Skills study area should be used daily for routine activities e.g. the date chart can take ten minutes of the time allocated to Beginning Knowledge, because learners learn about the days of the week, months and dates. Ten minutes of the time allocated to Creative Arts can be used for a ‘tidying up’ routine since that is an important life skill. Ten minutes of the time allocated to Personal and Social Well-being can be used for weekly or monthly health check routines, in addition to putting away equipment and dressing in appropriate clothing. Routine activities include: • arrival and departure greetings; • toilet routine; • birthday chart; • date chart; • health chart; • preparation for creative art and physical education activities e.g. putting on aprons, taking off shoes; • tidying up time after creative arts and free play. LIFE SKILLS GRADES R-3 CAPS 11 2.4.2 Free play activities indoors and outdoors Free play activities can take place indoors or outdoors or both. The time allocated to Physical Education and Creative Arts can be used for free play time because the physical skills learned and practised during free play, support the learning in these two study areas. Examples of free play activities include: Free play inside Free play outside Free art (painting, drawing, modelling) Water (and mud) play Tearing, cutting Sand play Pasting Sensory play Block area Fantasy play Fine motor activities (pencil grip activities, tongs, tweezers, puzzles, threading, weaving, dressing frames, etc.) Gross motor play (climbing, swinging, balancing etc.) Sand box Block play Fantasy play Ball play Book area Wheel toys Discovery area (interest table, matching /sorting cards, sensory activities, Construction Music area Gardening Writing area Caring for animals Block play Outside art activities 2.4.3 Structured Activities Structured activities are short teaching and learning activities, often guided by the teacher. They can be done with individual learners, in small groups or as a whole class, depending on the nature of the lesson. The concepts, content and skills for structured activities are specified in the study areas in the curriculum document. 2.4.4 Perceptual Skills The development of perceptual skills in young learners is extremely important in laying a foundation for all future development and learning. Perception means using the senses to acquire information about the surroundings, environment or situation. The development of perceptual skills potentially occurs throughout all learning. Teachers should focus on the development of perceptual skills across all four study areas, and in Languages and Mathematics as well. The following are key perceptual skills that teachers should pay attention to: Visual perception - acquiring and interpreting information through the eyes - accurate visual perception enables the learner to read, write and do mathematics; Visual discrimination - the ability to see similarities, differences and details of objects accurately; Visual memory - the ability to remember what the eyes have seen and the correct sequence in which things have been perceived; Auditory perception - acquiring and interpreting information through the ears - accurate auditory perception enables the learner to give meaning to what is heard; LIFE SKILLS GRADES R-3 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Auditory discrimination - the ability to hear similarities and differences in sounds; Auditory memory - the ability to remember what the ears have heard and the correct sequence in which sounds have been perceived; Hand-eye co-ordination - the hands and eyes working together when performing a movement, e.g. throwing or catching a ball; Body image - a complete awareness of one’s own body, i.e. how it moves and how it functions; Laterality - showing an awareness of each side of the body, e.g. which hand is waving; Dominance - preferring to use one hand or side of the body, i.e. either right or left dominant; Crossing the mid-line - being able to work across the vertical mid-line of the body, e.g. being able to draw a line from one side of the page to the other without changing the tool from one hand to the other; Figure-ground perception - being able to focus attention on a specific object or aspect while ignoring all other stimuli, the object of the attention is therefore in the foreground of the perceptual field while all the rest is in the background e.g. being able to read one word in a sentence; Form perception - the ability to recognise forms, shapes, symbols, letters, etc. regardless of position, size, background, e.g. can recognise a circle because of its unique shape; Spatial orientation - the ability to understand the space around the body, or the relationship between the object and the observer, e.g. the hat is on my head; 2.5 Resources for Life Skills Some equipment is standard material for a Foundation Phase class. Some materials are easier to obtain than others. Ideally learners should have access to this standard material all the time. They can use these resources during free play activities, structured activities, when they have finished a teacher-directed task, or simply when they need ‘time out’. This standard material includes: • bean bags, ropes, hoops, balls of different sizes, balancing beams/planks/tyres, outdoor play equipment (tyres, jungle gym, climbing ropes, trees), scarves/strips of cloth, bats, containers (bowls, buckets, tins to be used as targets), skittles/bottles (as targets), hard, flat open surface, sticks, storage containers, swings, bricks, cones, balloons • dry media: wax crayons, paper, oil pastels, chalk, 2B pencils, felt-tipped pens, charcoal, sand • wet media: paint, ink, dyes, mud • brushes of different sizes • sheets of paper or scrap paper in various sizes and colours • earthenware clay, papier maché, play dough, mud • beads (glass, paper, plastic), straws, macaroni, shells, etc. for threading LIFE SKILLS GRADES R-3 CAPS 13 • recyclable materials: boxes, toilet rolls, polystyrene containers and packing materials, corks, wrapping paper, tin foil, wool, string, stones, seeds, old newspapers/magazines • glue, cardboard strips for glue applicators, scissors, pre-mixed starch • CD player, CDs, musical instruments • old clothes, utensils, containers, to be used as ‘props’ for fantasy and dramatic play • puzzles and other manipulative educational toys, bought and home made • pictures, wall charts and maps • information and story books (library) • plastic lens/ magnifying glass • people - older family members and invited guests. For Creative Arts specifically, the following is required: • open space • musical instruments, including found and made • audio and audiovisual equipment with a range of suitable music • charts and posters • variety of props e.g. materials, balls, different sized and shaped objects, old clothes • visual stimuli for drawing and construction. Specific materials required for particular topics are specified in Section 3. 2.6 Time allocation of study areas in Life Skills in Foundation Phase The per term time allocation for Life Skills is 60 hours per term for Grades R to 2, and 70 hours per term for Grade 3. This means that in a 5-day week cycle, Beginning Knowledge and Personal and Social Well-being will be taught for 2 hours a week, Creative Arts for 2 hours, Physical Education for 2 hours in Grades R to 2, and Beginning Knowledge and Personal and Social Well-being will be taught for 3 hours a week, Creative Arts for 2 hours and Physical Education for 2 hours in Grade 3. LIFE SKILLS GRADES R-3 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADES R-2 TOTAL TIME ALLOCATION PER TERM GRADE 3 TOTAL TIME ALLOCATION PER TERM Beginning Knowledge and Personal and Social Well-being 2 hours per week 60 HOURS Beginning Knowledge and Personal and Social Well-being 3 hours per week 70 HOURS Creative Arts 2 hours per week Creative Arts 2 hours per week Physical Education 2 hours per week Physical Education 2 hours per week These components are fundamental in the holistic development of the learner and should be covered in the Grade R-3 curriculum either daily or weekly. 2.7 Topics Beginning Knowledge and Personal and Social Well-being in the Life Skills curriculum are organised in topics. The use of topics is suggested as a means to integrate the content from the different study areas where possible and appropriate. Teachers are encouraged to adapt the topics so that they are suitable for their school contexts. Teachers are also encouraged to choose their own topics should they judge these to be more appropriate. 2.8 Weighting of topics The curriculum is designed across 40 weeks of the year. Approximate time allocations are given for each topic during each term, indicating the weighting that each topic should receive. Routine activities and indoor and outdoor free play also need to be incorporated into the teaching schedule. Teachers may organize their time as they wish e.g. they may decide to do 30 minutes of Beginning Knowledge and Personal and Social Well-being every day, except Friday and Creative Arts on Tuesday and Thursday for and hour. 2.9 Sequencing and Progression A suggested order for the topics is provided as one of the important principles of early childhood education is to begin with what is familiar to the learner and introduce less familiar topics and skills later. Therefore sequencing and progression have been built into the design of the topics. The sequence of the topics can be changed, but teachers should pay attention to the progression and level at which the topic is addressed. LIFE SKILLS GRADES R-3 CAPS 15 SECTION 3 Outline of course material GRADE R Term 1 Grade R Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources • A selection of books • Flashcards • Pictures • Equipment for good hygiene practices • A summer interest table • Objects of different shapes and colours • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Festivals and special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: Me - 2 hours • Personal details - name, age, address, contact number • What makes me special - include name, language/s, gender • Abilities and interests Note: Only some learners will manage their address and contact number. Return to this later. Topic: At school - 2 hours • Name of school, teacher, principal • Toilets and play areas • Rules and routines at school Topic: In the classroom - 2 hours • Where I keep my things in the classroom • Classroom rules • Working together in the classroom • How to show my feelings in the classroom • How to express what I feel Topic: Books 2 hours • Why we need books • Looking after books • Using books for information • Stories I like • Where I can find books Topic: Days of the week - 2 hours • Days of the week • What we do on different days • Yesterday, today and tomorrow LIFE SKILLS GRADES R-3 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 1 Grade R Topic: My body - 2 hours • Identify and name body parts - include how many of each • Functions of different body parts • Who may or may not touch my body • What my body needs to keep healthy Topic: Healthy living - 2 hours Good basic hygiene practices • Washing regularly • Cleaning teeth, hair, nails • Washing fruit before eating • Good toilet habits • Sleep • Exercise Topic: Summer - 2 hours • The weather in summer • How nature is affected • How animals are affected • How people are affected - e.g. what we eat, wear, do, games we play Topic: Shapes and colours around us - 2 hours • Look at and name different shapes • The shapes that make up different objects • Look at and name the different colours • Shades of colours - e.g. light, dark Festivals and special days - 2 hours LIFE SKILLS GRADES R-3 CAPS 17 Term 2 Grade R Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources • Examples of things we use at home • Photographs of family celebrations • Pictures to show different weather conditions • An autumn interest table • Different things that make sounds - including musical instruments • Different things to taste, touch and smell • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Festivals and special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: Home - 2 hours • Who lives at home • What I do at home • Who works at home • Different jobs we do at home Topic: Safety - 2 hours • How to be safe at home • Safe places to play • Unsafe places to play • Being safe on the road Topic: My family - 2 hours • Who belongs to my family • Activities my family do together • Activities my family celebrate - e.g. wedding, good news, birthdays Note: Learners come from many different types of family. Ensure inclusivity. Topic: Weather - 2 hours • What the sky looks like - include colour and clouds • Hot days, cold days, sunny days, rainy days, windy days -include what we wear on these days Note: Ensure learners never look at the sun Topic: Autumn - 2 hours • The weather in autumn • How nature is affected • How animals are affected • How people are affected - e.g. what we eat, wear, do, games we play LIFE SKILLS GRADES R-3 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 2 Grade R Topic: Sound - 2 hours • Sounds we hear • What makes the sounds we hear • Music I like • How hearing keeps us safe • Looking after my ears Note: Adapt curriculum as necessary for learners who are hearing impaired. Topic: Sight - 2 hours • Things around me • Light, dark and shadows • How being able to see keeps us safe • Looking after my eyes Note: Adapt curriculum as necessary for learners who are blind or partially sighted. Topic: Touch - 2 hours • Different things feel different • Introduce new words: hard, soft, smooth, rough, cold, hot, warm, cool • Experiencing different temperatures and textures Topic: Taste and smell - 2 hours • Tastes and smells I like • Tastes that are new to me • Safety when tasting • Different smells around us • Where smells come from Festivals and special days - 2 hours LIFE SKILLS GRADES R-3 CAPS 19 Term 3 Grade R Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • A winter interest table • Pictures to show transport long ago • Pictures of people doing different jobs • Invited visitor to talk about an interesting job • Water play area with measuring and pouring containers • Objects that float and sink • A selection of different fruits and vegetables • Various empty dairy product containers • A ball of wool and products made from wool • Examples of materials that can be recycled • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Festivals and special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: Winter - 2 hours • The weather in winter • How nature is affected • How animals are affected • How people are affected - e.g. what we eat, wear, do, games we play Topic: Transport - 2 hours • Getting to school • Different kinds of transport • Transport long ago Topic: Jobs people do - 2 hours Work relating to: • Transport e.g. train, truck and taxi drivers; traffic officers; pilots and crew • Health e.g. doctor, dentist, ambulance driver • Food e.g. shop keepers, waiters, baker, farmer • Services e.g. builder, plumber, electrician, painter Note: Remind learners that a man or a woman can choose to do any job. Topic: Water - 2 hours • Objects that float and sink • Things that live in the water • Mixing different things in water to change what it looks like • Pouring and measuring water • Saving water Topic: Fruit - 2 hours • Different types of fruit • Tastes and textures of fruit • Where fruit comes from • Colours and shapes of fruit LIFE SKILLS GRADES R-3 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade R Topic: Vegetables - 2 hours • Different types of vegetables • Tastes and textures of vegetables • Where vegetables come from • Colours and shapes of vegetables Topic: Dairy farming - 2 hours • Dairy products and the animals they come from • How we get butter Topic: Wool farming - 2 hours • A sheep farm • Where wool comes from • Uses of wool Topic: Healthy environment - 2 hours • The importance of a clean environment • Ways in which people pollute the environment • The importance of recycling Festivals and special days - 2 hours LIFE SKILLS GRADES R-3 CAPS 21 Term 4 Grade R Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • A spring interest table • Library/ information books • Pictures • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Festivals and special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: Spring - 2 hours • The weather in spring • How nature is affected • How animals are affected • How people are affected - e.g. what we eat, wear, do, games we play Topic: Birds - 2 hours • Different types of birds • General characteristics of a bird - feathers, two legs, beak, lays eggs • Birds that cannot fly - ostrich, penguin • Nests Topic: Reptiles - 2 hours • Different reptiles - e.g. crocodile, snake, lizard • Characteristics of reptiles - cold-blooded, scaly body, lays eggs • Find out more about at least one reptile Topic: Dinosaurs - 2 hours • Different dinosaurs • How dinosaurs lived • How we know about dinosaurs today Note: Use picture books from the library Topic: Wild animals - 2 hours • What is a wild animal? • Types of wild animals • Where we find wild animals • How wild animals live Topic: Finding out about one wild animal - 2 hours • Choose one wild animal to study - What the animal looks like - Where it lives - What it eats - Babies and where they are born - An additional interesting fact Topic: Sport - 2 hours • Sport I like • Why we have rules in sport • Why playing sport is good for me Festivals and special days - 2 hours Consolidation of topics and assessment 4 hours LIFE SKILLS GRADES R-3 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 1 Grade R Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 1. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up and breathing using every day actions, such as waking up and getting dressed - stretching, curling, twisting, shaking, crossing the midline • Developing spatial awareness: freeze games, finding own space no bumping • Keeping a steady beat: playing rhythmic games such as clapping, stamping, percussion using different rhythms and tempos • Exploring music, movement and voice: focusing on tempo: fast and slow • Singing action songs using different parts of the body to interpret the song • Spontaneous use of voice and movement in participatory rhymes and stories • Cooling down the body and relaxing (e.g. ice cream melting activity) Improvise and interpret • Improvising stories based on fantasy or own life experiences using voice (singing/speaking), movement, music, props/ objects and drama techniques • Expressing moods and ideas through movement and song (e.g. an angry lion, a hungry mouse) • Exploring the senses through dramatising stories, rhymes and songs, (e.g. ‘leading the blind’, feeling different textures of objects) Visual Arts - 10 hours Create in 2D • Draw and give own interpretation to drawings using the week’s topic using wax crayon, oil pastels and other drawing media • Painting: use pre-mixed tempera paint or coloured inks or dyes in primary and secondary colours to respond to the week’s topic • Art elements: informal experience and use of shape in drawing and painting • Design principles: informal use of contrast (big/small, long/short) in drawing and painting • Variation of paper size and format: encourage working in different scales Create in 3D (constructing) • Fine-motor and sensory co-ordination: (eye-hand-mind) manipulation of scissors and other tools and equipment. Visual Literacy (to be covered throughout the term) • Naming shape in own work LIFE SKILLS GRADES R-3 CAPS 23 Term 2 Grade R Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 2. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up using everyday activities such as ‘cleaning my shoes’, ‘making my bed’ • Body awareness exploring space and direction such as large, small, high, low, far, near • Music, voice and movement: focusing on dynamics such as loud and soft, strong and gentle • Indigenous songs, rhythmic games and rhymes using different dynamics (loud, soft, strong, gentle) with clapping and stamping • Locomotor movements such as skipping and hopping, while sharing space, without bumping into others • Listening skills: reacting to signals, cues, stories, rhymes and songs, such as ‘Freeze!’, ‘Up!’, ‘Down!’ Improvise and interpret • Interpretation of indigenous and other songs using dynamics such as soft, loud, etc. • Dramatising make-believe situations, fantasy and own life experiences • Creating and imitating sound effects in stories, such as bees ‘buzz’, horses ‘clip-clop’, trains ‘chook chook’ • Directions, levels (high, medium and low) and shapes explored through creative movement and stories • Dramatisation, using an existing indigenous story, poem, nursery rhyme or song as stimulus • Use of objects or props creatively in movement, dramatic play and music Visual Arts - 10 hours Create in 2D • Informal use of art elements shape and colour in drawing and painting in response to week’s topic • Work in different sizes to increase awareness of detail • Interpreting body parts in drawing and painting • Simple print-making techniques using found objects such as bottle tops, stones, leaves, hands Create in 3D (modeling and constructing) • Craft skills and techniques: cutting, pasting, tearing • Use playdough to model freely: shaping, twisting, rolling Visual Literacy • Looking at and talking about book illustrations: naming shape and colour in book illustrations, identifying contrasts big/ small, long/short in book illustrations LIFE SKILLS GRADES R-3 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade R Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of the term 3. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up movements using actions to stories as a stimulus • Pony gallops using rhythm and movement • Music, voice and movement, focusing on pitch: high and low • Using percussion instruments to keep a steady beat and develop numeracy skills by counting • Using body percussion and/or percussion instruments to perform simple rhythm patterns • Spatial awareness through movement making shapes, circles and lines • Gestures and facial expressions to communicate emotions such as ‘sad’, ‘happy’ • Cooling down the body and relaxation: e.g. floating in the water like a leaf Improvise and interpret • Songs: focus on pitch such as ‘Twinkle, Twinkle little star’ (high) and ‘My grandfather’s clock’ (low) • Rhythms: long and short note values (durations) using body percussion and/or percussion instruments • Dramatising make-believe situations or own life experiences with movement and song • Concrete objects to represent other objects in dramatic play, such as: a spoon as a magic wand, a hat as a steering wheel, etc. Visual Arts - 10 hours Create in 2D • Draw and paint freely using the week’s topic • Mixing of own paint to correct consistency • Informal rendering of the body in action: hopping, running, sleeping and other • Working in different formats and paper sizes and brushes of different sizes to work with increased detail Create in 3D (Constructing and modeling) • Create freely using a range of materials: small boxes, recyclable materials like buttons, egg boxes, cardboard off-cuts, and other • Encourage development of skills through manipulation of the materials • Use playdough to improve fine-motor ability; rolling, pinching, joining Visual Literacy • Looking at and talking about colour and shape in pictures and photographs • Responding to questions to show awareness of colour and shape LIFE SKILLS GRADES R-3 CAPS 25 Term 4 Grade R Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of the term 4. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up the body using levels (high, low and medium) such as reaching for a frisbee, crawling like a worm, roller￾skating, etc. • Making shapes with the body, focusing on circles and squares • Balancing on one leg such as being a stork, a flower blowing in the breeze, walking on a tight rope, etc. • Cooling down the body and relaxation: leaf blowing in gentle wind, etc Improvise and interpret • Simple mime actions such as eating an ice cream, baking a cake, planting and watering a seed, etc. • Listening to a story, and then interpreting moments in the story through facial expression, movement and appropriate sound effects • Spatial awareness through movement with sound effects such as travelling in a car, aeroplane, train, bus, helicopter, taxi, scooters, bicycles, etc. Visual Arts - 10 hours Create in 2D • Drawing and painting using the week’s topic • Intentional use of drawn pattern; awareness of pattern in own world • Use colour to create pattern • Simple printmaking techniques to create informal pattern Create in 3D (construction and modeling) • Develop craft skills and fine motor control; tying, wrapping and other • Use greater detail in playdough modeling: pinching, pulling, rolling smaller pieces • Informal modeling in clay Visual Literacy • More specific naming of colour and shape (light and dark colour, simple geometric shapes) and contrasts through answering questions LIFE SKILLS GRADES R-3 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 1 Grade R Physical Education 20 hours Recommended resources In addition to the standard resources for Life Skills you will need: A range of logs, planks, tyres, balls, bean bags, wheel toys for learners to use during free play. Markers, jungle gym, obstacle course items; music Locomotor • Walk and run in different directions without bumping into each other • Running on all fours • Running around two markers • Shuttle running between two markers • Non-locomotor, using senses: proprioception, learners climb through hoops, making their bodies “tall, medium, and small.” Perceptual motor • Using senses: observing a simple obstacle course set up e.g. jumping, running, throwing, climbing. Learners observe where they should go. • Using sense of touch: run around and touch various objects on the playing field, walls, tree trunks, jungle gym frames, stones, etc. They experience the feel of different surfaces. • Using sense of touch: blind-folded, learners find objects by touching such as bean bags, plastic skittles, ball, etc. Rhythm • Jumping with feet together and on alternate feet • Using sense of hearing: play hide-and-seek with a person hiding, ringing a bell so that the others can follow the sound • Using sense of hearing: play with objects that make sounds such as bottle tops put into a tin to make a sound or stringed around their legs. Learners jump or move to a specific rhythm. Co-ordination • Throwing and catching beanbags • Jungle gym - arm travelling while hanging with over-grasp • Jungle gym, climb up a ladder Balance • Dodging games around skittles changing direction • Identify different ways of moving across balancing beams • Jungle gym - balance walking on lower balancing forms • Balancing on one foot in various games Spatial orientation • Run in different directions without bumping into others using all available space • Different formations: circle, square, diamond • Jump over and move under obstacles, crawling, climbing, jumping, etc. • Jungle gym, crawling and weaving through the frames using different parts of the body Laterality • Activities using the non-dominant side of the body, i.e turn left/right; use L/R hand, etc. • Lying on the ground sideways rolling L/R Sports and games • Hide-and-seek • Multi-sensory activities, play in water with various plastic objects LIFE SKILLS GRADES R-3 CAPS 27 Term 2 Grade R Physical Education 20 hours Recommended resources In addition to the standard resources for Life Skills you will need: Obstacle course items; music, bean bags, balls, etc. Ropes; jungle gym, etc. Locomotion /non-locomotion • Body parts: sing songs and rhymes while learning the body parts, i.e. head, shoulders, neck, chest, hips, legs, knees, toes, nose, mouth, chin, elbow, wrist, hands, finders and feet. • Running backwards and forwards • Running faster and slower Perceptual motor • Simple obstacle course e.g. jumping, running, crawling, sliding on tummies, climbing, etc. • Role a big ball to a partner... partner returns the ball • Balloon push Rhythm • Using music or body percussion, identify body parts and move rhythmically as instructions are given, i.e. touch the toes… touch the head… touch the nose, etc. Co-ordination • Throwing and catching beanbags • Jungle gym - hanging and swinging with over-grasp on a horizontal bar of the jungle gym • Jungle gym - climb up and down a ladder of a jungle gym Balance • Body parts: using bean bags learners copy the teacher where to place the bean bag, i.e while walking place the bean bag on the head; place the bean bag on the knee (L/R) while balancing on one leg; place the bean bag on the shoulder (L/R) while walking, etc. • Balancing: walking on a line; balance on low level objects Spatial Orientation • Run in different directions on command of the teacher using all available space • Different formation: circle running round and round • Jump over and move under obstacles, crawling, climbing, jumping, etc. • Jungle gym crawling and weaving through the frames using different parts of the body Laterality • Body parts - running … falling face down, lying on the ground… rolling onto their backs and on their sides L/R • Moving sideways L/R Sports and games • Throw bean bags /balls into containers • Bouncing, catching, throwing LIFE SKILLS GRADES R-3 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade R Physical Education 20 hours Recommended resources In addition to the standard resources for Life Skills you will need: Balls, markers and skittles, colour sashes, ropes, ribbons Low objects like tyres, rocks, logs. Locomotor • Walk and run in different directions • Walking, marching, hopping, sliding, skipping, galloping, jumping and rolling • Non-locomotor: bending, stretching and curling the body into various shapes Perceptual motor • Simple obstacle course e.g. jumping, running, throwing, climbing, etc. • Skip over a swinging rope • Jump over low obstacles such as low held rope • Jump to cover distances on the ground Rhythm • Jumping with feet together and on alternate feet • Simple hop-scotch, single take-off to single landing; single take-off to double feet landing; double take-off to single foot landing Co-ordination • Throwing and catching beanbags • Jungle gym - arm travelling while hanging with over-grasp • Jungle gym - climb up a ladder Balance • Climbing over low level objects such as tyres, chairs, etc. • Balancing: Walking on a rope, walking on tyres, logs, planks, stones, etc. • Identify different ways of moving across balancing beams, jump off and soft landing (bend the knees) • Jungle gym - balance walking on lower balancing forms • Balancing on one foot L/R Spatial orientation • Direction and pathways: walking in a straight line, curved line and zigzag • Speed: walking fast, march faster, running faster along a straight line, curved line and zigzag • Jump over and move under obstacles, crawling, climbing, jumping, etc. • Jungle gym: crawling and weaving through the frames using different parts of the body Laterality • Moving sideways L/R in a straight pathway, curved pathway and zigzag • Hopping on non-dominant foot Sports and Games • Buck and hunters; cat and mouse; wolf and sheep; catch the tail; etc. LIFE SKILLS GRADES R-3 CAPS 29 Term 4 Grade R Physical Education 20 hours Recommended resources Obstacle course items, whistle, variety of balls, newspaper bats, etc. Locomotor • Obstacle course training: motor memory, learners start with first activity and end with last activity in fixed sequence and remember what to do at each of the stations • Walk in different directions at different speeds, including stopping on instruction, or to do a new movement • Non-locomotor: twisting, curling, uncurling, stretching, bending, etc. Perceptual motor • Hand-eye co-ordination: throw a big ball at a target; roll a smaller ball to a target • Catch a large ball; medium ball and small ball at various distances or heights • In partners, bounce and catch a large ball • Striking: with the flat hand, strike a balloon, large ball and progress to a tennis ball Rhythm • Using action songs: learners copy the movement of the teacher - movements include, marching, galloping, hopping, skipping, rotation and balance Co-ordination • Hand eye co-ordination: bounce a big; medium and small ball • Throw and catch a bean bag with both hands; and with either L/R hands • Throw a bean bag into a hoop placed on the ground two metres away • Striking: use a plastic cricket bat or rolled-up newspaper and strike a ball from a “T “and progress to bowling and striking activities with soft texture balls (tennis balls) • Hand-foot co-ordination: greet each other with the feet; dribble a ball with feet L/R; kick a ball at a target Balance • Walking on ropes placed on the ground; tyres; balance on alternate legs. • Games, learners walk on cans (48 ounce jam cans) tied with ropes to the feet, hold rope in the hands to balance Spatial orientation • Tunnel games, i.e. crawl through the legs of each other; crawl through the legs of a row of learners straddle standing in single file; crawl through make-shift tunnels such as tyres, hoops, drums, etc. Laterality • Activities using the non-dominant side of the body • Rolling activities, lie on the ground and roll left or right Sports and games • Follow instructions to walk, run, jump, skip, climb, etc. • Walk in a circle joining hands; vary the size of the circle and the number of circles, and change direction of the movement of the circle • Striking games such as hand tennis, T-ball, balloon push, etc. LIFE SKILLS GRADES R-3 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 1 Term 1 Grade 1 Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • Weather chart • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Use a class calendar to discuss the day and the month daily throughout the year. • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Religious days and other special days celebrated by the community should be discussed as they occur through the term. (Two hours per term are allocated for this) Topic: Me - 6 hours • Personal details - such as name, address, telephone numbers and age • We are special and unique • Things I can do • How I am the same as my friends • How I am different from my friends Topic: At school - 4 hours • Name of school, teacher and principal • Where to find different places in the school - include toilet, office, play areas • Classroom routines and rules • How I get to school Note: Learners may volunteer for different roles in the classroom, but the teacher should make sure that everyone has a turn to do something throughout the term. Topic: Healthy habits - 4 hours • Sleep • Eating healthy food • Proper use of toilet • Washing hands • Keeping clean - Hair, teeth and nails - Washing regularly • Regular exercise and play • Limited television Topic: The weather - 4 hours • A daily weather chart - Regular observation of weather conditions - Hot, cold, windy, cloudy, sunny, misty, rainy - Symbols to describe conditions on weather chart • The weather and us - include clothes, food, activities Notes: The weather chart should be updated throughout the year. Explain to learners why they should never look directly into the sun. Religious days and other special days - 2 hours LIFE SKILLS GRADES R-3 CAPS 31 Term 2 Grade 1 Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • Pictures of different kinds of family • Examples of danger/ poison signs • Examples to stimulate senses: textures, tastes, sounds, smells • Charts to show body parts • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Use a class calendar to discuss the day and the month daily throughout the year. • Keep daily weather chart updated. • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Religious days and other special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: My family - 4 hours • What a family is • Members of my family - immediate and extended • Caring for each other at home Note: Learners come from many different types of family. Ensure inclusivity. Topic: Safety in the home - 4 hours • Dangers at home - When cooking - When washing - Lighting and electricity - Outside areas - Medicines - Poisonous substances - types and recognising warning symbols • Keeping safe when home alone • Emergency number card Topic: My body - 6 hours • Different parts of my body • Different parts of my body which move • Parts of my body that I cannot see - include lungs, heart, stomach, brain, skeleton • The five senses and their uses - touch, smell, sound, sight and taste Topic: Keeping my body safe - 4 hours • Safe and unsafe situations and places - such as waiting for transport, alone in shopping areas • ‘Yes’ and ‘No’ feelings • Practising saying ‘No’ • Protecting our bodies from illness - Covering mouth and nose when sneezing or coughing - Never touching another person’s blood - Washing fruit and vegetables before eating - Making water safe to drink Religious days and other special days - 2 hours LIFE SKILLS GRADES R-3 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade 1 Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • Pictures and stories of community places, people and pets • Nature corner/ discovery table with plants • Pictures of plants and foods /different foods and packages • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Keep daily weather chart updated. • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Religious days and other special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: My community - 4 hours • Places in my community - include buildings and places where we meet • People in my community - people who help me; people who sell things; other people I know • Looking after facilities in my community - such as public telephones, public transport and public toilets • Keeping places clean - include using bins and not littering Topic: Pets - 2 hours • Animals we can keep as pets • How to look after pets at home - include shelters, food, water, animal cleanliness • Treating animals appropriately - such as giving exercise, not teasing, not locking in a car Topic: Manners and responsibilities - 2 hours • Greeting people we know and greeting strangers • Waiting my turn • Listening to others • Sharing • Showing kindness • Being honest • Respecting other people and what belongs to them Notes: Use role play. Consolidate manners and responsibilities throughout the year Topic: Plants and seeds - 4 hours • Why we need plants - include food, shade, shelter for animals • What plants look like - roots, stem, leaves, flowers • Different plants - similarities and differences • Seeds and where they come from • What plants need to grow • Growing a plant from a seed - such as a bean or a lentil Topic: Food - 6 hours • Foods we eat • Where different foods come from: fruit; vegetables; dairy; meat • Healthy eating - Healthy and unhealthy foods - Healthy choices and the right amount of food • Storing food - fresh, tinned, dried, frozen Religious days and other special days - 2 hours LIFE SKILLS GRADES R-3 CAPS 33 Term 4 Grade 1 Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • Picture maps with stories • Pictures of homes • Examples of different building materials • Pictures of the moon • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Keep daily weather chart updated. • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Religious days and other special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: Homes - 4 hours • Types of homes - include flats, houses, shacks, traditional homes • Homes to suit different weather conditions • What different homes are made of - include wood, mud, bricks, tin, stone, hardboard, plastic Topic: Picture maps - 4 hours • Finding places and things on a picture map • Finding the way from one place to another (use words such as: along, over, under, up, down) • Finding where on a picture map events in a story happened Notes:A picture map is a drawing to show where things are located in a given area. Picture maps develop geographical skills of location, distance and space. Topic: Water - 4 hours • Uses of water - home and school • Ways water is wasted • Ways of saving water • Safe and unsafe drinking water • Storing clean water Topic: The sky at night - 4 hours • Changing from day to night • What the night sky looks like • The moon - What the moon looks like - When we can see the moon - How the moon seems to change shape • Stars - A star burns like the sun (the sun is a star) Notes: It is possible to see the moon during the day. Include observation and drawing activities Religious days and other special days - 2 hours Consolidation of topics and assessment - 2 hours LIFE SKILLS GRADES R-3 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 1 Grade 1 Creative Arts 20 hours Recommended resources • Musical instruments, including found and made • Audio equipment with a range of suitable music • Paint in primary colours and white and black, coloured inks, brushes and paper of different sizes • 2B pencils, wax crayons, oil pastels, coloured chalks • Glue and applicators • Items for printing: geometric shapes found in recyclable boxes, etc The following content is to be covered in the course of term 1. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up body parts such as ‘playing the piano’, ‘washing body’, ‘shaking off water ’, etc. • Safe environment: finding own and sharing space with no bumping • Locomotor movements: walking, skipping and running forwards and backwards • Non-locomotor movements: bending knees, shoulder and wrist circles • Warming up voice: breathing exercises and creative games such as blowing out candles, etc. • Body awareness exploring space and direction such as below, behind, above, using bodies or obstacles • Keeping a steady beat with changes in tempo whilst clapping or moving in time to music such as walking in fours, skipping in twos • Cooling down the body and relaxation: e.g. ‘candle melting’, ‘balloon deflating’ Improvise and interpret • Exploring shape and weight using action words and movements such as crooked, narrow, wide, feathery, pulling a heavy box, etc. • Singing indigenous songs using appropriate movements and dramatisation • Simple improvisation around familiar experiences in own family and community such as the ‘birthday party’, ‘umdlalo’, playing ‘pophuis’, etc. • Dramatisation: making up short stories of no more than a few sentences, based on a box of interesting objects - an object is selected, and imagined to be alive Visual Arts - 10 hours Create in 2D • Draw pictures of self using different media, thick wax crayons or chalk • Draw and paint pictures of self interacting with others • Paint own portrait adding features - eyes, ears, nose and mouth; discuss features on the head, shape, colour and line • Print patterns with thick paint Create in 3D (constructing) • Box constructions using recyclable boxes; emphasis on geometric shapes; discuss shapes LIFE SKILLS GRADES R-3 CAPS 35 Term 2 Grade 1 Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 and resources for Term 1 The following content is to be covered in the course of term 2. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up the body: circling the hands and ankles, making shapes with the body such as large and small, wide and narrow • Freeze games focusing on control, eye focus and use of space • Locomotor movements: hopping, jumping and galloping forwards and sideways • Axial movements: twisting, swinging the arms and side bends • Exploring beginnings, middles and endings of songs, stories and movements • Copying of movements, rhythms and movement patterns such as follow the leader, walking, skipping, clapping • Isolate body parts through movement such as pointing and flexing the feet, etc. • Vocal exercises such as rhymes, tongue twisters and songs with focus and clarity in vocal exercises • Cooling down the body and relaxation: games such as ‘rocking a baby’, ‘swaying’, etc. Improvise and interpret • Role play (stepping into the shoes of somebody else) • Developing short sentences of dialogue such as a conversation between the elephant and the mouse • Movements appropriate to a role in different situations, e.g. during a meal, a classroom, a bus • Singing songs using contrasts such as soft and loud, fast and slow Visual Arts - 10 hours Create in 2D • Finger painting or brush painting: discuss mixing of primary colours to achieve secondary colours • Make drawings of self with family involved in an activity; discuss line and shape • Make drawings and paintings of self in action; encourage awareness of body in action; name and discuss active body parts Create in 3D • Make models out of clay/playdough; encourage correct use of materials and tools • Construct houses/imaginary shelters using recyclable boxes and other materials. Encourage the correct use of glue and applicators. LIFE SKILLS GRADES R-3 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade 1 Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 3. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Art - 10 hours Creative games and skills • Warming up the body: e.g. leading with the nose, elbow, knee • Combining locomotor and non-locomotor movements such as run-run-turn, run-forward-shrink-stretch-up • Mime actions showing emotion using visualisation such as eating my favourite food, opening a gift • Games focusing on numeracy and literacy such as number songs and rhymes, making letter shapes through movement • Listening skills through music games using different tempo, pitch, dynamics, duration • Cooling down the body and relaxation: using imagery or words such as ‘shrink slowly’ and ‘grow slowly’ Improvise and interpret • Choosing and making own movement sentences to interpret a theme with a beginning and an ending • Clapping rhythms in three or four time. Moving to music in three or four time. • Dramatising a make-believe situation based on a South African poem, song or story guided by teacher Visual Arts - 10 hours Create in 2D • Make paintings and drawings of real or imaginary creatures; encourage awareness of line and shape, and added detail; describe own pictures • Make paintings and drawings of self using various modes of transport; encourage awareness of line and shape, colour, and contrast (e.g. big/small, long/short) Create in 3D (constructing) • Make models of imaginative creatures using clay, playdough or recyclable materials; emphasize appropriate use of materials and spatial awareness. LIFE SKILLS GRADES R-3 CAPS 37 Term 4 Grade 1 Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 4. Select appropriate Life Skills topics for the term to provide the context in Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming- up the body: using different levels such as high: picking an apple, low: crawling and medium: crouching • Locomotor movements: hopping, jumping, galloping, running and skipping with a partner and changing directions • Non-locomotor movements: combining twisting, swinging the arms, side bends and jumps • Clapping games with a partner developing focus and co-ordination • Listening to music and describing how it makes you feel using words such as happy, sad, etc. • Cooling down the body and relaxation: ‘feel like a feather and float through the sky’, etc. Improvise and interpret • Representing objects and ideas in movement and sound such as: making a machine, a magic forest, ambulance, individually and in groups • Classroom performance incorporating a South African song/poem/story with movement and dramatisation Visual Arts - 10 hours Create in 2D • Make drawings or paintings relevant to the term’s topics. Focus on body in action, line, shape and colour Create in 3D (constructing) • Make models of self in action in own environment using clay/playdough; encourage personal expression, appropriate use of materials and spatial awareness LIFE SKILLS GRADES R-3 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 1 Grade 1 Physical Education 20 hours Recommended resources for Term 1 Beanbags and balls Markers, skittles, sashes, ribbons Hop-scotch marked out on a clean flat surface The following content is to be covered in the course of term 1. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Dodging and walking in different directions • Dodging games around skittles changing direction • Using senses: observing - obstacle course • Using senses: hearing - listen to instructions while moving around Perceptual motor • Rolling a large ball to a partner • Passing a ball from one member of a group to another • Throwing and catching large balls Rhythm • Hop-scotch • Rope skipping • Rhymes singing while performing body actions Co-ordination • Throwing and catching beanbags • Jungle gym - arm travelling while hanging with over-grasp • Jungle gym - climbing up a ladder Balance • Dodging games around skittles changing direction • Identify different ways of moving across balancing beams • Jungle gym - balance walking on low level balancing form. Spatial Orientation • Using senses: proprioception - navigate body through various obstacles • Run in different directions without bumping into others using all available space • Different formation: circle • Jump over and move under obstacles, crawling, climbing, jumping, etc. • Jungle gym crawling and weaving through the frames using different parts of the body Laterality • Activities using the non-dominant side of the body Sports and games • Play favourite games selected by the learners • Movement games - concepts of size, distance, space and quantity covered LIFE SKILLS GRADES R-3 CAPS 39 Term 2 Grade 1 Physical Education 20 hours Recommended resources for Term 2 Balls, containers and skittles Hoops Jungle gym or similar equipment The following content is to be covered in the course of term 2. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Body parts: singing songs or recite rhymes while touching various parts of the body such as touch the knees, toes, nose, head, ears, etc. • Games - “ Simon Says” - moving different parts of the body Perceptual motor • Ball skills - passing a ball around a circle; over heads; under legs while standing in a straight line; throw a ball to a partner; bounce and catch a ball with a partner • Hitting balloons in the air Rhythm • Jumping and hopping • Jump up and down; jump high and low; jump forwards, backwards and sideways • Finger play activities - finger rhymes Co-ordination • Eye-hand-foot co-ordination - dribbling balls around skittles and kicking balls between skittles • Balloon push- push a balloon through a target or goal post Balance • Walking on a rope or line marked on the ground • Balance on a low level beam/plank • Balance on chairs Spatial orientation • Complete obstacle course using the jungle gym or similar equipment Laterality • Roll sideways in both directions, roll forwards and backwards • Throw and catch a bean bag with non-dominant hand • Balance on non-dominant leg Sports and games • Traditional/indigenous games chosen by the learners LIFE SKILLS GRADES R-3 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade 1 Physical Education 20 hours Recommended resources for Term 3 Scarves/lengths of material Soccer balls and goal posts Old car tyres The following content is to be covered in the course of term 3. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Move - jump, run, climb and crawl • Walk backwards on heels; walk backwards on toes • Walk forwards crossing dominant leg over • Follow instructions to move slow and fast Perceptual motor • Learners help to set up an obstacle course and move through the obstacle course safely - climbing on, climbing over, crawling, hanging onto bars and balancing Rhythm • Rope skipping, alone, in groups of three, two swing and the other jumps, rotate roles Co-ordination • Hand-eye co-ordination - throw a tennis ball in the air and catch it, bounce it on the ground; pass it to a partner • Jumping over a swinging stocking ball Balance • Balance on motor car tyres, laid flat on the ground or standing up • Play games using bean bags to balance on different parts of the body e.g. “Simon Says” - balance the bean bag on your shoulder, etc. Spatial orientation • Crawl through tyres that have been set up in a line Laterality • Hop-scotch jump with non-dominant leg • Running and swinging a rope/ sash / ribbon using the non-dominant hand Sports and games • Play “Hide-and-Seek” • Buck and hunters LIFE SKILLS GRADES R-3 CAPS 41 Term 4 Grade 1 Physical Education 20 hours Recommended resources for Term 4 Ropes, sashes, etc. Different sized balls The following content is to be covered in the course of term 4. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Walk, run and skip using signals to change from walking to running or skipping • Non-locomotor: spin - different ways of spinning; spin alone and with a partner Perceptual motor • Circle formation - games such as “beat the ball” Rhythm • Games using ropes - Ugqaphu/Kgati/Ntimo (two learners swing the rope and a third jumps over it while the rest of the group sing rhymes) • Follow instructions using a drum to signal change in rhythm Co-ordination • Hand soccer with big balls • Foot-eye co-ordination, greeting each other by touching the feet Balance • Walk on ropes - backwards, forwards and sideways with or without crossing feet over • Walk on ropes with hands on heads, hands behind backs, hands on hips • Stand on tip toes, crouch on haunches, walk on the balls of the feet, walk on the heels slowly. Spatial orientation • Playing games like cats amongst the pigeons in a demarcated area • Human shapes - form shapes of numbers 1, 2, 3 or letters A, B, C, etc. in a human chain Laterality • Turn on the spot to the left and to the right • Kick a ball at a target using L/R foot; throw a ball through a hoop with L/R hand. Sports and games • Play games of catches, i.e. cats amongst the pigeons • Walking races - walking on tip toes, walking on heels, walking on flat feet • Relay games LIFE SKILLS GRADES R-3 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 2 Term 1 Grade 2 Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • Examples of things that help people - such as reading glasses, walking frames, guide dogs, hearing aids • Equipment to show simple ways of purifying water • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Use a class calendar to discuss the day and the month daily throughout the year. • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Religious days and other special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: What we need to live - 4 hours • Different types of food - for growth, energy, health • Water - why we need water, sources of water • Air - clean air • Sunlight - include protection from the sun Note: There is no need to include the water cycle at this level. Topic: Myself and others - 4 hours • Friends - qualities of a good friend • People at school and at home - include sharing, helping, showing respectDealing positively with conflict - include self￾esteem and bullying Topic: Everyone is special - 6 hours • People are similar and people are different • Things that help people - such as reading glasses, walking frames, guide dogs, hearing aids • Caring for people with disabilities • I can be a hero Topic: Healthy living - 4 hours • Protecting food we eat - include protection from flies, keeping food cool • Simple ways of purifying water • Things that harm us - smoking, alcohol, drugs • Good habits - such as regular exercise, limited television Religious days and other special days - 2 hours LIFE SKILLS GRADES R-3 CAPS 43 Term 2 Grade 2 Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • Examples of clothes for different seasons • Pictures and information books • Do routine activities and free play activities indoors and outdoors as specified in Section 2 • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Religious days and other special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: Seasons - 6 hours • The four seasons • How seasons affect us - clothes, food, activities • How seasons affect growing things - sowing, growing and harvesting • How seasons affect animals - include farming e.g. sheep shearing, animal dipping; birds e.g. migration and nesting Topic: Animals - 4 hours • Farm animals - Types - Uses - such as food and clothing • Wild animals - Types - Camouflage Topic: Animals and creatures that live in water - 4 hours • Fresh water - River - e.g. fish, crocodile - Ponds and dams - e.g. frog, dragonfly • Salt water - Sea - e.g. shark, crayfish - Rock pools - e.g. starfish, crab Topic: Animal homes - 4 hours • Animals and creatures that make their homes - such as birds, some bees, ants • Animals and creatures that find a home - such as baboons, snakes, squirrels • Animals and creatures that carry their homes - such as snails, tortoises Religious days and other special days - 2 hours LIFE SKILLS GRADES R-3 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade 2 Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • Samples of different soil types • Picture and information books • Road signs • Community members who help others • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Religious days and other special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: Soil - 4 hours • Different soils - colours and textures • Creatures that live in the soil - such as earthworms, moles • Soil for the growth of plants; the value of growing vegetables Topic: Transport - 6 hours • What transport is • Road transport • Rail transport • Air transport • Water transport • Uses of different kinds of transport Topic: Road safety - 4 hours • Road safety rules - Pedestrians - Cyclists - Passengers • Road signs for pedestrians and cyclists • Scholar patrol • How traffic officers help us Topic: People who help us - 4 hours • People who help us in our community - such as clinic nurse, after-care teacher, librarian • How different people help me • How I ask for information and assistance - Good manners • How I ask for help in an emergency - Who to contact - What information to give Note: Invite someone who works in the community to visit the school Religious days and other special days - 2 hours LIFE SKILLS GRADES R-3 CAPS 45 Term 4 Grade 2 Beginning Knowledge and Personal and Social Well-being 20 hours (2 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • A wall map of South Africa divided into provinces • The South African flag • Examples of different instruments of communication • Pictures and items about religious festivals • Photographs and information books • Do routine activities and free play activities indoors and outdoors as specified in Section 2 • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Religious days and other special days celebrated by the community should be discussed as they occur throughout the term. (Two hours per term are allocated for this) Topic: Our country - 4 hours • A map of South Africa - Name and location of own province - Where we live • South African flag - include recognising the flag and places where we can see it flying • South African anthem - listening and singing Notes:Anthem can be learnt throughout the term.Include learners from other countries by including their flags where possible. Topic: Ways we communicate - 6 hours • Speaking - include explaining, conversation, poetry and song • Writing - include writing a letter or card and posting it • Reading - include instructions and advertisements • Listening - include radio and stories • Looking - include lip reading, signing and gestures Topic: Life at night - 6 hours • Things I do at night - get ready for bed, read and tell stories, sleep and dream • People who work at night - such as security officers, doctors, pilots, truck drivers • Night animals - such as owls, hamsters, porcupines, leopards, jackal Religious days and other special days - 2 hours Consolidation of topics and assessment - 2 hours LIFE SKILLS GRADES R-3 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 1 Grade 2 Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 1. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up the body: breathing exercises and use of different joints such as ankles; pointing and flexing and wrists circling, etc. • Warming up the voice: using songs, singing vowels, rhymes and tongue twisters • Singing songs using unison, rounds, and call and response • Body percussion: keeping a steady beat and the use of different timbres (click, clap, stamp) • Locomotor movements: walking, running, skipping, hopping in different directions on own and with a partner • Non-locomotor movements: reaching, bending, rising on their own and with a partner • Interactive story telling activities: listen and respond appropriately to partners, such as telling stories in pairs on ‘my favourite food’, accumulation stories, echo stories, etc. • Cooling down and relaxation: lying down on back, breathing in and out, visualising colour as a stimulus Improvise and interpret • Creating short scenes based on appropriate topics, focusing on storyline • Creating appropriate characters: show differences between characters and character’s point of view in short scenes • Rhythm patterns using key words from selected topics such as people at work: ‘woodcutter’ chop-chop-chop, ‘butcher’ = slice-slice, and others • Using above examples to explore appropriate tempo and dynamics such as: ‘chop-chop-chop’ will be loud and fast, ‘slice￾slice’ will be quiet and slow • Learn movements from a South African dance, such as gumboot dancing, and others Visual Arts - 10 hours Create in 2D • Paint pictures of self with others in action (running, jumping, dancing, etc.) and discuss primary and secondary colours, cool and warm colours, shape and line • Create patterns using geometric shapes; discuss rhythm and repetition Create in 3D (constructing) • Use clay to make and decorate containers; discuss pattern, geometric shape, line, discuss surface texture and correct joining techniques LIFE SKILLS GRADES R-3 CAPS 47 Term 2 Grade 2 Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of the term 2. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up the voice: developing articulation (lips, tongue, jaw) through imaginative play • Warming up the body: contrasting movements using verbal and sound signals such as ‘Freeze!’, ‘Go!’, ‘Up!’ • Rhythm games focusing on listening skills and recalling contrasting rhythm patterns • Playing percussion instruments/body percussion in time to music and/or class singing • Locomotor movements: marching, leaping, jumping, galloping, turning on their own and with a partner • Non-locomotor movements: rolling, swinging, stretching alone and with a partner • Cooling down the body and relaxation: express moods and ideas through movement such as floating on a cloud, feeling sleepy, etc. Improvise and interpret • Performing rhythm patterns combined with locomotor movements such as clapping the rhythm of pony gallops, marching, skipping, etc. • Performing songs focusing on dynamics such as: loud and soft, slow and fast • Role play related to selected topics or stories told by the teacher, working with a partner in role and switching roles • Using drama techniques to explore characters’ thoughts and feelings, e.g. the drama is frozen and each character in turn is tapped on the shoulder, and asked to reveal what s/he is feeling at that moment, etc. Visual Arts - 10 hours Create in 2D • Draw or paint pictures related to topics of the term; focus informally on line, tone, texture, colour • Use recyclable objects and thick paint to create a printed surface; talk about geometric and organic shapes Create in 3D (constructing) • Construct a mask using recyclable materials; discuss shape, texture, develop craft skills LIFE SKILLS GRADES R-3 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade 2 Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 3. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up the body: curling and stretching the spine sitting on the floor, curling into a tight ball, unfolding lengthening the spine, etc. • Landing softly through the feet (toe-ball-heel, bending knees) while hopping, skipping, jumping and leaping, etc. • Locomotor movements: sliding the feet on the floor and running with a leap on their own and with a partner • Non-locomotor movements: turning, falling, stamping, kicking on their own and with a partner • Polyrhythms using body percussion and/or percussion instruments • Listening to music and identifying moods such as ‘sad’, ‘happy’, ‘calm’ and ‘excited’ • Simple mime; imitating everyday activities focusing on weight and shape, such as picking up a ‘heavy rock’ or a ‘light feather’, etc. • Games focusing on numeracy and literacy such as number songs and rhymes, participatory stories, making letter shapes through movement, writing names with toes, verbal dynamics (pull, twist, stretch, bend, spin) • Cooling down the body and relaxation: lying on the back tightening/contracting all the muscles, making tight fists, clenching shoulders and then releasing all the muscles making body heavy on the floor, etc. Improvise and interpret • Creating a simple puppet using waste material: sock puppets, finger puppets, shadow puppets • Own puppet performance based on appropriate vocal characterisation and manipulation of own puppet • Create sounds and rhythms specific to the mood or character of the puppet by using voice, instruments or found objects • Exploring the movement characteristics of the puppet such as: ‘the hungry lion crawling and creeping about to catch the mouse’, etc. Visual Arts - 10 hours Create in 2D • Make paintings or drawings of birds, fish, insects, reptiles, etc. use oil pastels in warm colours and wash over in inks of cool colours; discuss colour, shape, texture, pattern and emphasis; look at and discuss famous artworks of natural world • Make paintings of fantasy plants and flowers; discuss primary and secondary colours, emphasis, and concepts like behind, in front of, underneath, etc. Create in 3D (constructing) • Use recyclable materials and papier maché to make useful objects: egg cups, containers, plant holders, etc. decorate using pattern; discuss geometric shapes and cool and warm colours, develop craft skills LIFE SKILLS GRADES R-3 CAPS 49 Term 4 Grade 2 Creative Arts 20 hours Recommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 4. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up the body: using circles, angles, curves and zig-zags • Warming up the voice: using songs and rhymes focusing on high and low notes and fast and slow tempo • Singing songs to improve the ability to sing in tune • Combining non-locomotor and locomotor movements such as twisting combined with galloping on their own and with a partner • Simple mime: imitating everyday activities focusing on weight, shape and space such as ‘crouching in a narrow cave’, ‘kicking a ball on a big soccer field’, etc. • Composing soundscapes, using dynamics, pitch, timbre and tempo to express character, feelings and mood such as: ‘grandfather = loud, low pitch, slow’, ‘bird = quiet, high pitch, fast’, etc. • Cooling down the body and relaxation: moving to slow soothing music Improvise and interpret • Listening to music and identifying how dynamics, pitch, timbre and tempo combine to tell a story such as ‘Peter and the Wolf’, etc. • Improvising appropriate movements and characters using axial, locomotor and levels to interpret a story such as ‘Peter and the Wolf’, etc. • Developing a puppet performance by focusing on a conversation between puppets • Exploring attitude, status and relationships of puppet - characters such as the villain, animal characters, the witch, the princess, etc. Visual Arts - 10 hours Create in 2D • Make paintings relevant to the term’s topics; discuss colour, tone, texture, contrast, shape Create in 3D (constructing) • Make clay models LIFE SKILLS GRADES R-3 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 1 Grade 2 Physical Education 20 hours Recommended resources for Term 1 Bats, balls, bean bags, obstacle course equipment Containers as targets The following content is to be covered in the course of term 1. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Play an indigenous game, e.g. Upuca • Potato races • Egg-and-spoon races - balance a small ball on a large spoon Perceptual motor • Throwing bean bags up in the air and catching them • Throwing and hitting balls in pairs Rhythm • Jump over ropes that are placed parallel to one another - repeat and move ropes further apart • Rope skipping Co-ordination • Throwing bean bags to a partner • Passing ball under legs with learners standing one behind the other Balance • Work in pairs, face one another with legs stretched out and feet touching, holding hands, pull and push forwards and backwards, soles of feet together • Repeat standing up, using hands to push against one another with feet flat on the ground • Balancing a bean bag on different parts of the body while walking on a straight line • Control, co-ordination and balance exercises Spatial orientation • Stretch and curl - make body as tall and as small as possible, as long and as short as possible Laterality • Introduce activities using the non-dominant body part, arms and legs LIFE SKILLS GRADES R-3 CAPS 51 Term 2 Grade 2 Physical Education 20 hours Recommended resources Variety of balls, skittles, bean bags The following content is to be covered in the course of term 2. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Simulation activities such as “follow-the-leader” • Relay running with or without equipment • Relay running; dribble a ball; zigzag through skittles or markers • Reaction drills, such as knee boxing; grab the ball before your partner does, etc. Perceptual motor • Ball skills - bouncing balls while marching on the spot • Ball skills - bouncing balls against the wall • Ball skills - bouncing balls around obstacles Rhythm • Skipping with and without skipping ropes; skipping on the spot and across a distance • Keep the beat of music or drumming, move various parts of the body - head … arms… hips… legs and feet Co-ordination • Work with a partner - one rolls ball to other who kicks it back before it stops rolling • Throw a large ball at a target e.g. goal post or netball ring • Simulation activities, i.e. picking apples, digging in the garden, sawing a plank, etc. Balance • In pairs duck fighting or cock fighting • Play simple games such as S.T.O.P • Hop-scotch Spatial orientation • Circle formation playing “cat and mouse” • Obstacle course Laterality • In pairs catch a ball with the non-dominant hand • In pairs kick a ball with non-dominant foot Sports and games • Games involving pulling, running, jumping and hoops, e.g. ‘tug-of-war’ • Play games such as “Wolf, wolf what’s the time?” LIFE SKILLS GRADES R-3 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade 2 Physical Education 20 hours Recommended resources Obstacle course equipment; bean bags; balls of various kinds The following content is to be covered in the course of term 3. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Obstacle course with bean bag on hand/shoulder/foot/head • Reaction time drills, i.e. at the teacher’s command… run…hit the deck… hop… stop… etc. Perceptual motor • Free play and time to experiment with different ways of using a bean bag • Perception games following a pattern - placing items in the correct order, i.e. running and place markers on predetermined places, using the correct order • Catching and throwing a tennis ball Rhythm • Layout swing on a jungle gym using over-grasp • Using over-grasp, swing on a horizontal bar of a jungle gym Co-ordination • Circle formation running clock wise and anti-clock wise • Using over-grasp, arm travelling on jungle gym Balance • Balancing on one leg • Balancing moves along ropes, planks, balancing beams (balance on one leg; arms horizontal) • “Horse and cart” • Hula hoop swings with arm, hips and neck Spatial orientation • Introduce forward and backward rolls - explain safety • “Wolf and Sheep” using the optimal play area • Crawl through a “tunnel”, i.e. underneath a chair, through motor tyres or make-shift tunnels Laterality • In circle formation throw a ball clock wise… anti-clock wise • Lateral trunk movements such as throw a ball sideways L/R like in rugby Sports and games • Divide learners into teams and compete in relay races - explain rules and how this works • Traditional games of the learner’s own choosing LIFE SKILLS GRADES R-3 CAPS 53 Term 4 Grade 2 Physical Education 20 hours Recommended resources Ropes, whistles, mats, buckets for water activities; mini cricket equipment The following content is to be covered in the course of term 4. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor/Non-locomotor • Jump high; walk with big steps; walk with small steps; skip; hop • Athletics - sprinting • Athletics - relay running Perceptual motor • Flashcards with different action words on them - jump, run, skip, hop, sit, walk and stand. • Tennis and cricket activities Rhythm • Step up and down on steps or balancing forms - 10 times • Swimming, breathing exercises using buckets of water Co-ordination • Swimming exercises - lie on back and kick legs; lie on stomach; kick legs and move arms in a swimming action Balance • Athletics - long jump build-up activities • Athletics - high jump build-up activities Spatial orientation • Following directions, e.g. ‘Walk 6 steps forward, 10 steps backward and 3 steps to the left. Stop. Walk sideways crossing legs. Hop 6 times on one leg and 9 times on the other leg’ • Skipping around play area alone and with a partner Laterality • Stretching, up and sideways Sports and games • Play various games • Mini cricket • Swimming exercises - breathing exercises. Practise blowing bubbles through a straw in water. • Learners put faces into water and blow bubbles LIFE SKILLS GRADES R-3 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 1 Grade 3 Beginning Knowledge and Personal and Social Well-being 30 hours (3 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • pictures, stories, rhymes about feelingspuppets and masks • a simple First Aid kit • Use a class calendar to discuss the day and the month daily throughout the year.Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.)Festivals and special days that people in the community celebrate should be discussed as they occur throughout the term. (Three hours per term are allocated for this) Topic: About me - 6 hours • What a timeline is • Timeline of own life - include date of birth, starting school, at least one interesting fact • An interesting object from my past Topic: Feelings - 6 hours • Things that make me happy and things that make me sad • Recognising feelings - such as anger, fear, worry, loneliness • Good ways to express what we feel • Apologies - how to say sorry Note: Use pictures, stories, rhymes, puppets and masks Topic: Health protection - 3 hours • Basic first aid practices in situations such as nose bleeds, animal bites, cuts and burns • Basic health and hygiene - include not touching other people’s blood Topic: Keeping my body safe - 6 hours • We are not safe with everyone • Rules to keep my body safe • Trusting ‘Yes’ and ‘No’ feelings • How to say ‘No’ to any form of abuse • How to report abuse Note: This topic should focus on the prevention of physical and sexual abuse Topic: Rights and responsibilities - 6 hours • Learners’ rights and responsibilities • Rights and responsibilities of others - At home - At school - In our community - In the environment Religious days and other special days - 3 hours LIFE SKILLS GRADES R-3 CAPS 55 Term 2 Grade 3 Beginning Knowledge and Personal and Social Well-being 30 hours (3 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • Examples of foods from different food groups • Library/ information books • Examples of different kinds of waste • Recycling bins • Plastic lens/magnifying glass • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Festivals and special days that people in the community celebrate should be discussed as they occur throughout the term. (Three hours per term are allocated for this) Topic: Healthy eating - 6 hours • Food groups - Vitamins - fruit and vegetables - Carbohydrates - bread, maize/mielie meal - Proteins - eggs, beans, meat, nuts - Dairy - milk, cheese, yoghurt • A balanced diet Topic: Insects - 9 hours • Characteristics of an insect • Different insects - such as fly, mosquito, ant, beetle • Observing and drawing an insect • How insects help us • How some insects harm us Topic: Life cycles - 6 hours • What a life cycle is • Lifecycle of a: - Mammal (e.g. dog) - Insect (e.g. butterfly) - Amphibian - (e.g. frog) - Bird - (e.g. chicken) Topic: Recycling - 6 hours • What happens to our waste • Re-using (things that can be used again) • Recycling (used things that can be made into something new) • Reducing (using less) • What cannot be recycled • Recycling at home and at school • Making compost out of things that rot • Re-using water Religious days and other special days - 3 hours LIFE SKILLS GRADES R-3 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade 3 Beginning Knowledge and Personal and Social Well-being 30 hours (3 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • Pictures of planets - including Earth from space • Stories of space travel and research • Danger signs and symbols • Older family and community members • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Festivals and special days that people in the community celebrate should be discussed as they occur throughout the term. (Three hours per term are allocated for this) Topic: Public Safety - 6 hours • Dangerous places to play - include rubbish dumps, train tracks, roads, construction sites • Riding trains and taxis safely • Dangers of electricity • Poisonous and inflammable substances • Signs that warn us of danger Topic: Pollution - 6 hours • What pollution is • Different types of pollution - water, land, air, noise • Effects of pollution on people • Effects of pollution on the environment Note: Survey and clean an area - this will serve as an introduction to field work Topic: How people lived long ago - 9 hours • Stories and experiences of older family and community members - include food, clothes and transport • Objects used by older family and community members - such as tools, toys, cooking utensils • Selections of old pictures and photographs from family albums and books • How people lived then and now (change and continuity) Note: Invite older family and community members to visit the class Topic: Space - 6 hours • Earth from space - what it looks like (land, sea, clouds) • Stars and planets - what they are • Names of the planetsTelescopes • Space travel • Satellites and information we get Note: Where possible, visit a planatarium or observatory Religious days and other special days - 3 hours LIFE SKILLS GRADES R-3 CAPS 57 Term 4 Grade 3 Beginning Knowledge and Personal and Social Well-being 30 hours (3 hours/ week) Recommended resources In addition to the standard resources for Life Skills you will need: • Flow charts to show processes • Information/ library books and pictures • Newspaper and television reports of disasters • Stories about animals that help people • Revision, assessment and feedback should be done on an ongoing basis. (Time allocations allow this.) • Festivals and special days that people in the community celebrate should be discussed as they occur throughout the term. (Three hours per term are allocated for this) Topic: Products and processes - 6 hours • Plants - What we get from plants - Process - from sugar cane to sugar • The earth - What we get from the earth - Process - from clay to brick Topic: Disasters and what we should do - 9 hours • Types of disaster - Floods - Fire • Other phenomena - Lightening - Earthquakes - Storms and strong winds Note: Use personal experiences as well as newspaper and television reports of disasters Topic: Animals and creatures that help us - 9 hours • Animals that give us food and/or clothes - Bees - Chickens - Cows - Sheep • Animals that work for us - Dogs - guide dogs, watch dogs, sniffer dogs - Donkeys and horses Note: Find and read stories about other animals, like dolphins, that have helped people Religious days and other special days - 3 hours Consolidation of topics covered and preparation for transition to Grade 4 - 3 hours LIFE SKILLS GRADES R-3 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 1 Grade 3 Creative Arts 20 hours Recommended resources The following content is to be covered in the course of term 1. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up: co-ordination of isolated body parts such as arms swinging, swaying • Warming up by focusing on breathing: e.g. ‘painting with your breath’, ‘panting like a dog’, etc. • Warming-up the voice and singing songs (unison, rounds and call and response songs) in tune and in time • Drama games: develop interaction and cause and effect such as counting games, name games, etc. • Playing rhythm patterns and simple polyrhythms in 2, 3 or 4 time on percussion instruments • Locomotor movement: skip/gallop forwards, backwards, sideways and turning in different pathways (diagonal, circles, S-shapes, etc.) • Non-locomotor movements: bending, rising, reaching, co-ordinating arms and legs in time to music • Cooling down the body and relaxation: express moods and ideas through movement Improvise and interpret • Listen to South African music (indigenous and western) focusing on rhythm and beat, 2, 3 or 4 time • Perform notated rhythm patterns (notation or French note names or graphic scores) containing the equivalent of semibreves, minims, crotchets, quavers and rests, using body percussion • Role play with beginning, middle, end using stimulus e.g. South African poem, story, song or picture • Portraying character and objects in the role play using observation, imitation and exaggeration • Learn and combine movements from South African dance e.g. Indian dance, Pantsula, with appropriate music Visual Arts - 10 hours Create in 2D • Formal teaching of drawing and painting and other: exploring a variety of media • Introduce overlapping: behind, in front of • Variation of paper size and format: encourage working in different scale and degrees of detail Create in 3D (constructing) • Clay modelling: animals, dragons, pinch pots and other • Art elements: shape/form, texture • Teach simple modelling techniques: rolling, pinching, modelling; include surface textural treatment • Use of tools: safety, consideration of others, sharing resources Visual Literacy • Art elements: identify and name all art elements • Use artworks and visual stimuli to relate to own work LIFE SKILLS GRADES R-3 CAPS 59 Term 2 Grade 3 Creative Arts 20 hours Recommended resources The following content is to be covered in the course of term 2. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up: focus on posture, alignment of knees over the middle toes when bending and pointing feet • Warming up: focus on articulation and vocal tone using rhymes, songs, creative games and tongue twisters • Sensory awareness: touch, taste, smell, hearing and sight in dramatic activities such as blindfold activities and broken telephone game, etc. • Rhythm games: listening skills, recall contrasting rhythm patterns, keep a steady beat, use different timbres • Developing control, co-ordination, balance and elevation in jumping actions with soft landings • Locomotor and non-locomotor movements with co-ordinated arm movements in time to music • Cooling down and relaxation: lying down on back breathing in and out visualising colour as a stimulus Improvise and interpret (to be covered throughout the term) • Interpret and rehearse South African songs: rounds, call and response • Dramatise in groups using an existing story based on appropriate topics, to develop own endings • Classroom dramas: express feelings and portray themes from the environment and own life such as ‘collecting rubbish in my neighbourhood’, etc. • Movement sentence showing beginning, middle and end on a selected topic working in small group Visual Arts - 10 hours Create in 2D • Formal teaching of drawing and painting etc.: exploring a variety of media • Similar to previous term; include emphasis on greater awareness of the body in motion; overlapping Create in 3D (box sculptures) • Teach and extend simple construction techniques to create box sculpture: stacking, joining, surface decoration • Spatial awareness: same as before: extend conscious awareness of working in space Visual Literacy • Use of art elements and design principles in description and discussion; introduce balance • Use artworks and visual stimuli to relate to own work • Description of own artwork: use art vocabulary consciously LIFE SKILLS GRADES R-3 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade 3 Creative Arts 20 hours Recommended resources The following content is to be covered in the course of term 3. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up body: combine body parts and isolations e.g. make circles with wrists and hips simultaneously • Warming up voice: focus on expressiveness and involvement in poetry, rhymes and creative drama games • Observation and concentration skills: drama activities like building a mime sequence in pairs, etc. • Body percussion and/or percussion instruments to accompany South African music (recorded or live), focusing on cyclic (circular) rhythm patterns • Linking movements in short movement sentences and remembering them • Running combined with spinning movements • Cooling down body and relaxation: stretching slowly in different directions with slow and soothing music Improvise and interpret (to be covered throughout the term) • Create a movement sentence in small groups and use it to make patterns • Compose cyclic rhythm patterns based on South African music. Focus on appropriate tempo /dynamic choices • Classroom dramas: illustrate different characters through vocal and physical characterisation e.g. moving and speaking as the mother, the grandfather, the doctor, etc. • Poetry performances in groups e.g. choral verse combined with movement and gestures Visual Arts - 10 hours Create in 2D • Drawing and painting: exploring a variety of media • Increased observation and interpretation of pattern and printmaking in the personal world; include overlapping, border patterns, shape within shape, repetition • Design principles: conscious application and naming of contrast, proportion, emphasis and balance • Teach pattern and printmaking with found objects and different media for sensory-motor experience Create in 3D (constructing) • Craft from recyclable materials: patterned frames for own artworks, containers for classroom, etc. • Art elements: naming and using geometric and organic shapes/ forms • Emphasis on pattern and surface decoration for craft objects Visual Literacy • Increase awareness of pattern and printmaking in Africa, e.g. Ndebele painting, beadwork, decorative ceramics: looking, talking, listening about pattern LIFE SKILLS GRADES R-3 CAPS 61 Term 4 Grade 3 Creative Arts 20 hours Recommended resources The following content is to be covered in the course of term 4. Select appropriate Life Skills topics for the term to provide the context in Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up activities: focus on lengthening and curling the spine • Creative drama games: develop focus and visualisation e.g. ‘throwing’ an imaginary ball concentrating on size, shape and weight • Responding to stimuli like pictures, phrases, idioms, drama games, poems or rhymes to explore body language, gestures and facial expression • Locomotor: show control and a strong back e.g. walk with pride, march like a soldier, etc. • Cooling down body and relaxation: lie on back tightening/contracting all the muscles, make tight fists, clench shoulders, then release all the muscles making body heavy on the floor, etc. Improvise and interpret • Listening to South African music: focus on how tempo, dynamics, timbre contribute to unique sound • Listening to and identify prominent South African instruments, explore unique qualities of instruments • Creating a mood: use verbal dynamics, expressive sounds and movement, use poem, picture or song • Creating movements based on pictures, movement sentence (sequence), showing beginning, middle, end Visual Arts - 10 hours Create in 2D • Drawing and painting: exploring a variety of media • Drawing overlapping, body in motion, compositions of more than two people Create in 3D (constructing) • Teach craft technique of papier machê: create objects by pasting, cutting, tearing, smoothing, • Art elements: texture, shape/form • Design principles: conscious use and naming of proportion, balance, contrast • Spatial awareness: extend conscious awareness of working in space Visual Literacy • Art elements: identify and name all art elements • Design principles: name and use contrast, proportion, emphasis and balance • Questions to deepen and extend observation of elements and design principles LIFE SKILLS GRADES R-3 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 1 Grade 3 Physical Education 20 hours Recommended resources In addition to the standard resources for Life Skills you will need: Scarves for three legged race. Balls; cricket bats and stumps; tennis set bats; ropes. Soft grass surface. The following content is to be covered in the course of term 1. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Wheel barrow, three-legged race • Mini-cricket: Running between wickets • Athletics: Sprinting Perceptual motor • Tennis-set - Walking, bounce tennis ball in the air, on the ground and with alternative sides of the bat - With a partner, volley - With a partner, hit the ball over the net using forehand - With a partner, hit the ball over the net using back hand Rhythm • Athletics: crouch start in sprinting (on your marks... get set...go!) • Athletics: long jump action determining take-off foot • Athletics: high jump action determining take-off foot Co-ordination • Athletics: throw a tennis ball • Hand-eye co-ordination: bounce a tennis ball on a tennis-set bat… in the air… on the ground while walking Balance • Mini-tennis: running, hitting forehand, backhand and volley shots over net/rope • Cricket: batting Spatial orientation • Changing direction • Navigate a complicated obstacle course including pushing, pulling, climbing, changing direction Laterality • Kick moving ball with left and right foot Sports and Games • Athletics: relay running • Mini-tennis • Mini-cricket LIFE SKILLS GRADES R-3 CAPS 63 Term 2 Grade 3 Physical Education 20 hours Recommended resources In addition to the standard resources for Life Skills you will need: Skittles, balls, hockey sticks, skipping ropes. The following content is to be covered in the course of term 2. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Simulation activities such as running like a horse, walk like a duck, jump like a frog, etc. Perceptual motor • Catch/ throw a high ball Rhythm • Rope skipping in groups of three • Rope skipping individual double take-off • Rope skipping individual single take-off while running Co-ordination • Station 1: Basketball- dribble a ball zigzag through markers • Station 2: Hockey - dribble a ball though obstacles • Station 3: Netball - pass while running • Station 4: Rugby - running and passing the ball in a backline action • Station 5: Soccer - dribble a ball through markers Balance • Relay running: zigzag through skittles/markers • Balance on one leg • Gymnastics: Head stand/ hand stand • Bridge standing Spatial Orientation • Complex obstacle course Laterality • Hand apparatus sequences such as hula hoops or ribbons that require left and right actions of similar kind Sports and Games • Indigenous games • Mini - soccer, hockey, rugby, netball and basketball LIFE SKILLS GRADES R-3 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Term 3 Grade 3 Physical Education 20 hours Recommended resources In addition to the standard resources for Life Skills you will need: Balls, ropes, sashes, gym mats/grass surface, markers The following content is to be covered in the course of term 3. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Non-locomotor movements like twisting, turning, bending, curling, combined and co-coordinated in groups • Hopping over a distance carrying something and holding hands with a partner • Jumping while standing ... double take-off and single take-off • Leaping: simulating actions - kangaroo, springbuck, rabbit, etc. Perceptual motor • Kick a moving ball and change direction, to a target or a partner • Throwing balls to targets and between partners with one and two hands, high and far Rhythm • Rope skipping - advanced movement such as cross over, double skip, etc. • Gymnastic movement such as forward roll, backward roll, hand spring, and cartwheel Co-ordination • Volleyball activities: hand-eye co-ordination, serve, dig and set actions • Partner activities such as straddle vault over the bent back of a partner Balance • Stand and walk on tiptoe and heel • Crawling on hand and knees • Balance walking forward and backwards • Climbing on a jungle gym: moving freely on balancing pole/beam • Simple dismounts off apparatus • Gymnastics: balancing actions such as hand stand, head stand, launches, etc. Spatial orientation • Obstacle course that includes activities for crawling, jump and land from a certain height, agility, speed, etc. • Games such as “one against three” • Partner tag; catch your partner’s tail Laterality • Partner activities: pulling and pushing movements L/R • See-saw Sports and Games • Mini-soccer • Volleyball • Cat-and-mouse LIFE SKILLS GRADES R-3 CAPS 65 Term 4 Grade 3 Physical Education 20 hours Recommended resources In addition to the standard resources for Life Skills you will need: • Large buckets with water/ swimming-pool • Mini cricket equipment • Tennis set • Gym mats The following content is to be covered in the course of term 4. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. Locomotor • Follow visual instructions (hand/body signals, pictures) to walk, run, jump, skip, climb, etc. Learners walk in a circle joining hands. They vary the size of the circle and the number of circles, and change direction of the movement of the circle, move circles through and around each other Perceptual motor • Shadow imitations: one learner is the shadow of another learner and copies movements • Tennis: forehand, backhand and volley • Cricket: batting, bowling, field work and wicket keeping Rhythm • Rhythmic sequence with or without apparatus Co-ordination • Gymnastics: forward and backward rolls • Swimming: gliding, buoyancy, kicking and paddling and arm action Balance • Balancing on one and two feet on objects, and balancing bean bags and other objects on head or in hands • Gymnastics: Head stand, hand stand, crab stand Spatial orientation • Obstacle course • Swimming: confidence exercises to overcome water phobia such as putting eyes and ears in the water, breathing exercises Laterality • Swimming: kicking with L/R legs; arm actions with L/R arms Sports and games • Water games - Ring-a-Ring-a-Rosie; giant steps; races; etc. • Three legged games • Catch the dragon’s tail • Tennis set • Mini-cricket LIFE SKILLS GRADES R-3 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4 4.1 Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. In Life Skills, during the Foundation Phase, the emphasis in assessment is on observing learners in an ongoing and planned way, during their daily routine, structured and free play activities. This means that learners in the Foundation Phase are assessed through discussion, role-play and demonstration mainly in Creative Arts and Physical Education, whilst written recording will be more appropriate for Beginning Knowledge and Physical and Social Well-being. Life Skills gives learners an opportunity to explore their world and begin to understand it. The purpose of assessment of Life Skills during the Foundation Phase is to assess the development of concepts, skills and values that will help to prepare them for more formal assessment during the Intermediate Phase. Across all four Life Skills study areas the purpose of assessment is to support and encourage the learners, and to assess the learners’ holistic development. We know that learners have developed concepts and skills by observing a learner’s participation and engagement in activities related to those concepts. Informal assessment of Life Skills during the Foundation Phase is conducted on an ongoing basis. One good way to do this is to keep an observation book. Anything interesting or of concern should be noted in the observation book, and followed up each day. These notes should also include planning of teaching, and can also include future assessments. In Life Skills during the Foundation Phase each learner should be formally assessed through observations and written recording at least once per term in each of the study areas. The forms of assessment should be age and development level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of that specific subject. Assessment can take place individually, in small groups or in large groups during free play and as part of structured activities. Checklists and rubrics may also be used to record assessments. Assessments both formal and informal will enable the teacher to track and monitor the learner’s progress throughout the term. Assessment is recorded and reported to parents. It is not necessary to keep a formal record of all learner’s work in Life Skills. It is useful, however, to keep some work that can show progress over time. Teachers can give learners a choice of keeping work that gives a good indication of the learner’s abilities at a particular time. These can be kept in files, and displayed during parent interviews and evenings. Otherwise, learners’ work should be displayed in the classroom. At certain points learners can take their work home so that the classroom does not become cluttered. 4.2 Programme of Assessment Assessment in Life Skills during the Foundation Phase is largely informal, and is on-going. The formal assessment of each learner once per term, should be formally recorded by the teacher. LIFE SKILLS GRADES R-3 CAPS 67 4.3 Inclusion For most learners coming into Grade R and Grade 1 will be a new experience. They will have had different educational experiences up to that point, and acquired different skills. The teacher needs to identify each learner’s needs through formal and informal assessment. It may be necessary to allow some learners to catch up and other learners to do extension activities. Based on on-going assessment, the teacher is expected to accommodate all learners in programmes of learning and assess that. 4.4 Recording and reporting recording is a process in which the teacher documents the level of a learner’s performance and progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s progression within a grade and her /his readiness to progress to the next grade. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways , including report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are shown in the table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 - 100 6 Meritorious achievement 70 - 79 5 Substantial achievement 60 - 69 4 Adequate achievement 50 - 59 3 Moderate achievement 40 - 49 2 Elementary achievement 30 - 39 1 Not achieved 0 - 29 Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.5 General This document should be read in conjunction with: 4.5.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and 4.5.2 The policy document, National Protocol for Assessment Grades R-12. LIFE SKILLS GRADES R-3 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CODING AND ROBOTICS National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement INTERMEDIATE PHASE GRADE 4 – 6 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2024 Department of Basic Education ISBN: 978-1-4315-3989-5 Design and Layout by: Department of Basic Education CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CODING AND ROBOTICS INTERMEDIATE PHASE GRADE 4 – 6 CAPS CODING AND ROBOTICS 1 FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy, we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic • values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT CONTENTS 1 Section 1 Introduction to the Curriculum and Assessment Policy Statement for Coding and Robotics Intermediate Phase (Grade 4 – 6).......................................................................................................................................4 1.1 Background.....................................................................................................................................................................4 1.2 Overview................................................................................................................................................................4 1.3 General aims of the South African Curriculum.................................................................................................5 1.4 Time Allocation .....................................................................................................................................................6 2 Section 2: Definition, Aims, Skills and Content..........................................................................................................8 2.1 Introduction............................................................................................................................................................8 2.2 What is Coding and Robotics .............................................................................................................................9 2.3 Specific Aims.........................................................................................................................................................9 2.4 Specific Skills ......................................................................................................................................................10 2.5 High-Level Competencies – Coding and Robotics........................................................................................12 2.6 Coding and Robotics Concepts, Practices and Perspectives......................................................................12 2.7 Approach to Teaching Coding and Robotics..................................................................................................16 2.8 Linking Coding and Robotics with Other Subjects.........................................................................................21 2.9 Time Allocation ...................................................................................................................................................22 2.10 Resources Required to offer Coding and Robotics in Intermediate Phase ...............................................23 2.11 Overview of Intermediate Phase Coding and Robotics ................................................................................26 2.12 Focus of Content Areas.....................................................................................................................................27 2.13 Envisaged Learner .............................................................................................................................................35 2.14 Career Opportunities..........................................................................................................................................35 2.15 Progression and Exit Skills Per Grade of Focus Areas ................................................................................36 3 Section 3 Content Specific Clarification per Grade per Term................................................................................56 3.1 Grade 4 ................................................................................................................................................................57 3.2 Grade 5 ................................................................................................................................................................94 3.3 Grade 6 ..............................................................................................................................................................126 4 Section 4 Assessment...............................................................................................................................................169 4.1 Assessment.......................................................................................................................................................169 4.2 Problem-based Learning .................................................................................................................................170 4.3 Recording and Reporting ................................................................................................................................171 4.4 General ..............................................................................................................................................................172 Annexure A: Terminology .....................................................................................................................................................173 A.1 Coding .................................................................................................................................................................173 A.2 Robotics...............................................................................................................................................................174 A.3 Digital Concepts ..................................................................................................................................................174 Annexure B: Assessment Examples ......................................................................................................................................176 B.1 Cooperative Learning ..........................................................................................................................................176 B.2 Pair Programming /Completing a Task in Pairs...................................................................................................177 B.3 Design Thinking ...................................................................................................................................................177 Annexure C: Teaching Resources..........................................................................................................................................178 CAPS CODING AND ROBOTICS 3 C1 KWLS Chart..........................................................................................................................................................178 C2 Concept Maps .....................................................................................................................................................179 TABLES AND FIGURES Tables Table 2-1 Coding content and skills........................................................................................................................................13 Table 2-2 Robotics content and skills .....................................................................................................................................14 Table 2-3 Time allocation for Intermediate Phase Coding and Robotics................................................................................22 Table 2-4: Coding content focus and progression ..................................................................................................................27 Table 2-5: Robotics content focus and progression ...............................................................................................................29 Table 2-6: Digital Concepts content focus and progression ...................................................................................................32 Table 2-7 Intermediate phase coding concepts, content and skills breakdown and progression..........................................36 Table 2-8 Intermediate phase robotics concepts, content and skills breakdown and progression .......................................47 Table 4-9 Minimum formal assessment requirements for Coding and Robotics.................................................................170 Table A-10 Coding - Clarification of concepts and terms...........................................................................................................i Table A-11 Robotics - Clarification of concepts and terms.......................................................................................................ii Table A-12 Digital Concepts - Clarification of concepts and terms...........................................................................................ii Figures Figure 2.1 Coding and Robotics as a STEAM discipline.............................................................................................................8 Figure 2.2: Coding and Robotics as a multi-disciplinary subject................................................ Error! Bookmark not defined. Figure 2.3: Overview of Coding and Robotics as a Subject.......................................................................................................9 Figure 2.4: Computational Thinking Pillars.............................................................................................................................10 Figure 2 5: Design Thinking and Problem-Solving Process .....................................................................................................11 Figure 2 6: High-level Curriculum Competencies....................................................................................................................12 Figure 2.7 Coding Concepts, Practices and Perspectives........................................................................................................12 Figure 2.8 Robotics Concepts, Practices and Perspectives.....................................................................................................13 Figure 2-9 Digital Citizenship Concepts ..................................................................................................................................15 Figure 2-10 Digital Awareness Concepts................................................................................................................................15 Figure 2-11 Digital Skills Concepts..........................................................................................................................................15 Figure 2.9: Programming resources for Coding and Robotics ................................................................................................23 CONTENTS 1 Section 1 Introduction to the Curriculum and Assessment Policy Statement for Coding and Robotics Intermediate Phase (Grade 4 – 6).......................................................................................................................................4 1.1 Background.....................................................................................................................................................................4 1.2 Overview................................................................................................................................................................4 1.3 General aims of the South African Curriculum.................................................................................................5 1.4 Time Allocation .....................................................................................................................................................6 2 Section 2: Definition, Aims, Skills and Content..........................................................................................................8 2.1 Introduction............................................................................................................................................................8 2.2 What is Coding and Robotics .............................................................................................................................9 2.3 Specific Aims.........................................................................................................................................................9 2.4 Specific Skills ......................................................................................................................................................10 2.5 High-Level Competencies – Coding and Robotics........................................................................................12 2.6 Coding and Robotics Concepts, Practices and Perspectives......................................................................12 2.7 Approach to Teaching Coding and Robotics..................................................................................................16 2.8 Linking Coding and Robotics with Other Subjects.........................................................................................21 2.9 Time Allocation ...................................................................................................................................................22 2.10 Resources Required to offer Coding and Robotics in Intermediate Phase ...............................................23 2.11 Overview of Intermediate Phase Coding and Robotics ................................................................................26 2.12 Focus of Content Areas.....................................................................................................................................27 2.13 Envisaged Learner .............................................................................................................................................35 2.14 Career Opportunities..........................................................................................................................................35 2.15 Progression and Exit Skills Per Grade of Focus Areas ................................................................................36 3 Section 3 Content Specific Clarification per Grade per Term................................................................................56 3.1 Grade 4 ................................................................................................................................................................57 3.2 Grade 5 ................................................................................................................................................................94 3.3 Grade 6 ..............................................................................................................................................................126 4 Section 4 Assessment...............................................................................................................................................169 4.1 Assessment.......................................................................................................................................................169 4.2 Problem-based Learning .................................................................................................................................170 4.3 Recording and Reporting ................................................................................................................................171 4.4 General ..............................................................................................................................................................172 Annexure A: Terminology .....................................................................................................................................................173 A.1 Coding .................................................................................................................................................................173 A.2 Robotics...............................................................................................................................................................174 A.3 Digital Concepts ..................................................................................................................................................174 Annexure B: Assessment Examples ......................................................................................................................................176 B.1 Cooperative Learning ..........................................................................................................................................176 B.2 Pair Programming /Completing a Task in Pairs...................................................................................................177 B.3 Design Thinking ...................................................................................................................................................177 Annexure C: Teaching Resources..........................................................................................................................................178 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT 1 SECTION 1 INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT FOR CODING AND ROBOTICS INTERMEDIATE PHASE (GRADE 4 – 6) 1.1 BACKGROUND The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R - 12. 1.2 OVERVIEW (a) The National Curriculum Statement Grades R – 12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) National Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and (iii) The policy document, National Protocol for Assessment Grades R – 12 (January 2012). (b) The National Curriculum Statement Grades R – 12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R - 9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10 - 12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs (a) and (b) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R – 12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R - 9 and Grades 10 – 12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R – 12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (c) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document, constitute the norms and standards of the National Curriculum Statement Grades R – 12. It will therefore, in terms of section 6A of the South African CAPS CODING AND ROBOTICS 5 Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM  The National Curriculum Statement Grades R - 12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.  The National Curriculum Statement Grades R - 12 serves the purposes of:  equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country;  providing access to higher education;  facilitating the transition of learners from education institutions to the workplace; and  providing employers with a sufficient profile of a learner’s competences.  The National Curriculum Statement Grades R - 12 is based on the following principles:  Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population;  Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;  High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;  Progression: content and context of each grade shows progression from simple to complex;  Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R – 12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;  Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and  Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.  The National Curriculum Statement Grades R - 12 aims to produce learners that can:  identify and solve problems and make decisions using critical and creative thinking;  work effectively as individuals and with others as members of a team;  organise and manage themselves and their activities responsibly and effectively;  collect, analyse, organise and critically evaluate information;  communicate effectively using visual, symbolic and/or language skills in various modes;  use science and technology effectively and critically showing responsibility towards the environment and the health of others; and  demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.  Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). 1 SECTION 1 INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT FOR CODING AND ROBOTICS INTERMEDIATE PHASE (GRADE 4 – 6) 1.1 BACKGROUND The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R - 12. 1.2 OVERVIEW (a) The National Curriculum Statement Grades R – 12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) National Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and (iii) The policy document, National Protocol for Assessment Grades R – 12 (January 2012). (b) The National Curriculum Statement Grades R – 12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R - 9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10 - 12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs (a) and (b) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R – 12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R - 9 and Grades 10 – 12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R – 12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (c) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document, constitute the norms and standards of the National Curriculum Statement Grades R – 12. It will therefore, in terms of section 6A of the South African 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.4 TIME ALLOCATION 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: Subject Grade R (Hours) Grades 1-2 (Hours) Grade 3 (Hours) Home Language 10 7/8 7/8 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills  Beginning Knowledge  Creative Arts  Physical Education  Personal and Social Well-being 5 (1) (1,5) (1,5) (1) 5 (1) (1,5) (1,5) (1) 5 (1,5) (1,5) (1) (1) Coding and Robotics (1) (1) (2) Total 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades R – 2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase The instructional time in the Intermediate Phase is as follows: Subject Hours Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences 2,5 Social Sciences 3 Life Skills  Creative Arts  Physical Education  Personal and Social Well-being 3 (1) (1) (1) Coding and Robotics 2 Total 27,5 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: Subject Choice: Option 1 Subject Choice: Option 2 Hours Home Language Home Language 5 First Additional Language First Additional Language 4 Mathematics Mathematics 4,5 Natural Science Natural Science 3 Social Sciences Social Sciences 3 *Technology *Economic Management Sciences 2 Coding and Robotics Coding and Robotics 2 Life Orientation Life Orientation 2 Creative Arts Creative Arts 2 Total 27,5 * Schools/Learners can follow Option 1 (MST Stream) or Option 2 (Business Stream) CAPS CODING AND ROBOTICS 7 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) I. Home Language II. First Additional Language III. Mathematics IV. Life Orientation V. A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12, subject to the provisos stipulated in paragraph 28 of the said policy document. 4.5 4.5 4.5 2 12 (3x4h) The allocated time per week may be utilised only for the minimum required NCS subjects as specified above and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. 1.4 TIME ALLOCATION 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: Subject Grade R (Hours) Grades 1-2 (Hours) Grade 3 (Hours) Home Language 10 7/8 7/8 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills  Beginning Knowledge  Creative Arts  Physical Education  Personal and Social Well-being 5 (1) (1,5) (1,5) (1) 5 (1) (1,5) (1,5) (1) 5 (1,5) (1,5) (1) (1) Coding and Robotics (1) (1) (2) Total 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades R – 2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase The instructional time in the Intermediate Phase is as follows: Subject Hours Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences 2,5 Social Sciences 3 Life Skills  Creative Arts  Physical Education  Personal and Social Well-being 3 (1) (1) (1) Coding and Robotics 2 Total 27,5 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: Subject Choice: Option 1 Subject Choice: Option 2 Hours Home Language Home Language 5 First Additional Language First Additional Language 4 Mathematics Mathematics 4,5 Natural Science Natural Science 3 Social Sciences Social Sciences 3 *Technology *Economic Management Sciences 2 Coding and Robotics Coding and Robotics 2 Life Orientation Life Orientation 2 Creative Arts Creative Arts 2 Total 27,5 * Schools/Learners can follow Option 1 (MST Stream) or Option 2 (Business Stream) 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2 SECTION 2: DEFINITION, AIMS, SKILLS AND CONTENT 2.1 INTRODUCTION Coding and Robotics represents an interdisciplinary and multidisciplinary subject that integrates various components of STEAM (Science (including Computer Science), Technology, Engineering, Arts, and Mathematics). Figure 2.1 Coding and Robotics as a STEAM discipline The main driving force behind the uptake and surge of Coding and Robotics as a subject at school level is the link to the 4th and 5th industrial revolution (4IR, and 5IR). In the context of this curriculum the focus resides in the grounding concepts of STEAM related subjects. Science Technology Engineering Arts Maths Coding & Robotics Arts Computer Science Electrical Engineering Mechanical Engineering Figure 2.2: Coding and Robotics as a multi-disciplinary subject CAPS CODING AND ROBOTICS 9 2.2 WHAT IS CODING AND ROBOTICS Coding and Robotics combine the principles of programming with the design, construction, and operation of robots. Programming concepts, practices, and perspectives are applied to control devices to perform specific tasks. It includes digital concepts that refer to various ideas, principles and processes that are associated with digital technologies and their use. The Coding and Robotics curriculum is based on the following pillars as depicted in the figure below. Figure 2.3: Overview of Coding and Robotics as a Subject Coding is the process of creating a logical set of instructions that a human or a computing device can understand and execute, which require a deep understanding of computational thinking and problem solving. Robotics deals with the design, operation, and use of devices and robots that can be programmed to perform tasks autonomously or semi-autonomously or by direct control. It presents the learners with the opportunity to see their thinking, design, and code in action. Digital concepts encompass a range of digital literacy skills and awareness that enables learners to leverage digital technologies to their fullest potential and use digital tools responsibly. 2.3 SPECIFIC AIMS The teaching and learning of Coding and Robotics (C&R) aim to develop the following for the learner to be able to:  develop computational thinking skills to solve problems.  advance design thinking to develop creative and human-centred approaches to solve problems. Coding Decomposition Pattern recognition Abstraction Algorithm Design Debugging Robotics Inspiration Ideation Implementation Digital Concepts Digital Citizenship Digital Awareness Digital Skills Coding and Robotics Computational Thinking Design Thinking Problem Solving Communication Collaboration Creativity Perseverance Logical and Critical Thinking Solution development 2 SECTION 2: DEFINITION, AIMS, SKILLS AND CONTENT 2.1 INTRODUCTION Coding and Robotics represents an interdisciplinary and multidisciplinary subject that integrates various components of STEAM (Science (including Computer Science), Technology, Engineering, Arts, and Mathematics). Figure 2.1 Coding and Robotics as a STEAM discipline The main driving force behind the uptake and surge of Coding and Robotics as a subject at school level is the link to the 4th and 5th industrial revolution (4IR, and 5IR). In the context of this curriculum the focus resides in the grounding concepts of STEAM related subjects. Science Technology Engineering Arts Maths Coding & Robotics Arts Computer Science Electrical Engineering Mechanical Engineering Figure 2.2: Coding and Robotics as a multi-disciplinary subject 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT  become part of a generation of creative, innovative systems thinkers that can use coding, robotics, and digital competencies to express their ideas.  foster creativity, critical thinking, collaboration, communication, and innovation.  function ethically and effectively in a digital and information-driven world.  develop a critical awareness of how technologies impact society at large.  instil self-efficacy and confidence to deal with situations requiring computational thinking, design thinking and problem solving.  prepare for future careers in STEAM related fields.  adopt a culture of being self-directed, life-long learners who can apply their skills in a wide range of contexts and situations (adaptable, flexible and resilient). 2.4 SPECIFIC SKILLS The following skills are specifically emphasised: 2.4.1 Computational Thinking Computational thinking is an attitude and a skill set where one uses specific techniques and strategies to complete tasks successfully and to solve problems systematically. It further helps one in arriving at a solution that both humans and a computer can understand. Figure 2.4: Computational Thinking Pillars In Coding and Robotics, computational thinking helps learners to develop problem-solving strategies which they can apply when developing coding solutions (algorithms) as well as robotics solutions. It can also be applied to solve everyday life. In terms of robotics, learners are demonstrating computational thinking concepts and practices when designing, constructing, and programming a robot. The robot’s performance demonstrates the result of the learner’s computational thinking practices as they iteratively test and debug their coding. Focusing on the relevant and important information and ignoring unrelated and irrelevant things. Helps you to get to the heart of the problem and to find general principles that create patterns Abstraction Solving a complex problem by breaking it into small, manageable parts where each part is more straightforward and easier to solve Decomposition Identifying similarities and differences. It helps you to make connections between similar problems and experiences. Recognising the same patterns in other problems helps you in solving a new problem Pattern Recognition Defining a precise sequence of steps or instructions to perform a task. An algorithm is a set of rules or instructions that anyone can follow to perform a task or solve a problem Algorithm CAPS CODING AND ROBOTICS 11 2.4.2 Design Thinking In education, design thinking (DT) refers to a human-centred approach that encourages creativity and innovation when generating user-focused products, services, or experiences. Design Thinking is often expressed as an activity that involves the three I processes, namely:  Inspiration: where creative thinking is applied to tackle a problem or challenge at hand, by gaining a deeper understanding of the problem and its context as well as to identify opportunities for innovation.  Ideation: involves the generation of a wide range of ideas and potential solutions using various approaches such as brainstorming, prototyping and experimentation.  Implementation: where the ideas and potential solutions are put into action. It includes testing, getting feedback and subsequent improvements of the design or solution. Related to the three Is, is the notion that Design Thinking is also a problem-solving approach that combines creativity with structure and human-centred methods to understand and tackle challenges which involves empathizing with users, defining their needs, ideating possible solutions, prototyping, and testing those solutions, and iterating based on feedback. The following describes the design process:  Empathise: involves gaining an understanding of who the end user is in a specific context, and how the envisaged solution will be appropriate towards addressing the problem.  Define: relates to specifying in detail what the users’ needs are, which could include the goals, skills available, and core principles that will guide the work to be done.  Ideate: pertains to the creation of ideas and solutions using techniques such as brainstorming.  Prototype: concerns the creation of one or several solutions to address the problem at hand.  Test: relates to the process of determining how well the solution solves or address the problem. In this phase, feedback is important as the feedback could be used towards the improvement and enhancement and/or redesign of the complete solution or artefact. Figure 2.6 depicts the relationship between the Design Thinking and Design Problem Solving approach. Figure 2 5: Design Thinking and Problem-Solving Process Inspiration Implementation Ideation Empathize Define Prototype Ideate Test Design Thinking  become part of a generation of creative, innovative systems thinkers that can use coding, robotics, and digital competencies to express their ideas.  foster creativity, critical thinking, collaboration, communication, and innovation.  function ethically and effectively in a digital and information-driven world.  develop a critical awareness of how technologies impact society at large.  instil self-efficacy and confidence to deal with situations requiring computational thinking, design thinking and problem solving.  prepare for future careers in STEAM related fields.  adopt a culture of being self-directed, life-long learners who can apply their skills in a wide range of contexts and situations (adaptable, flexible and resilient). 2.4 SPECIFIC SKILLS The following skills are specifically emphasised: 2.4.1 Computational Thinking Computational thinking is an attitude and a skill set where one uses specific techniques and strategies to complete tasks successfully and to solve problems systematically. It further helps one in arriving at a solution that both humans and a computer can understand. Figure 2.4: Computational Thinking Pillars In Coding and Robotics, computational thinking helps learners to develop problem-solving strategies which they can apply when developing coding solutions (algorithms) as well as robotics solutions. It can also be applied to solve everyday life. In terms of robotics, learners are demonstrating computational thinking concepts and practices when designing, constructing, and programming a robot. The robot’s performance demonstrates the result of the learner’s computational thinking practices as they iteratively test and debug their coding. Focusing on the relevant and important information and ignoring unrelated and irrelevant things. Helps you to get to the heart of the problem and to find general principles that create patterns Abstraction Solving a complex problem by breaking it into small, manageable parts where each part is more straightforward and easier to solve Decomposition Identifying similarities and differences. It helps you to make connections between similar problems and experiences. Recognising the same patterns in other problems helps you in solving a new problem Pattern Recognition Defining a precise sequence of steps or instructions to perform a task. An algorithm is a set of rules or instructions that anyone can follow to perform a task or solve a problem Algorithm 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.5 HIGH-LEVEL COMPETENCIES – CODING AND ROBOTICS The three main topical areas of Coding and Robotics each comprises a set of key learning competencies central to their area of focus. The following diagram outlines the three main topical areas and the main learning competencies, associated at the final stage of curriculum cognition wherein the learner demonstrates competence and proficiency at the appropriate level. Figure 2 6: High-level Curriculum Competencies A competence is a combination of knowledge skills, attitudes, and values which is reflected in behaviour that can be observed, measured, and evaluated. It refers to the ability to perform a specific task successfully and efficiently or in a manner that yields desirable outcomes. 2.6 CODING AND ROBOTICS CONCEPTS, PRACTICES AND PERSPECTIVES 2.6.1 Coding In coding, the following concepts, practices, and perspectives must be developed and practised repeatedly: Figure 2.7 Coding Concepts, Practices and Perspectives Coding and Robotics Coding Robotics Digital concepts C.1 – Apply computational thinking skills do develop a set of logical instructions to solve a problem. C.2 – Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition and conditional constructs. C.3 – Interpret and execute a given symbolic or written set of commands C.4 – Debug a given symbolic or written set of instructions. C.5 – Evaluate a given solution towards potential improvement. C.6 – Recognise and interpret patterns in symbolic sets of data or visualisations. C.7 – Create or complete a pattern to represent a particular data set. R.1 – Explain what a robot is in simple terms. R.2 – Identify different types of robots. R.3 – Outline the different components of a robot R.4 – Present an understanding of how robots affect the world. R.5 – Design a simple product (artefact) based on a set of design specifications. R.6 – Mimic the operations of a robot. R.7 – Create, test and execute a set of robotic instructions. D.1 – Outline the concept of technology and purpose of information technology (IT). D.2 – Recognise that he or she is living as citizens in a digital world. D.3 – Demonstrate an understanding of the concept of a computing device. D.4 – Identify the common uses of ICT in the real world. D.5 – Differentiate between the components of an ICT system. D.6 – Explain how the adaption of technology impacted the world we work and live in. D.7 – Present a basic understanding of the concept of input processing and output. D.8 – Interpret a pattern to represent or communicate a message or image. D.9 – Create a pattern to represent or communicate a message or image. D.10 – Demonstrate a basic proficiency in the application of digital skills.# Concepts •Algorithm •Sequence • Loop (Iteration) • Conditional (Decisions) • Operator • Logic • Data •Event • Debug • Representation •Parallelism •Automation Practices •Abstraction • Decomposition •Pattern Recognision • Generalisation •Algorithm Design •Incremental Development • Testing and Debugging •Evaluation • Modularise • Logical thinking • Creating computational artefacts Perspectives •Expressing and Creating • Questioning • Connecting • Collaboration •Perserverance • Choice of Conduct CAPS CODING AND ROBOTICS 13 The table below describes the coding content to be covered and the skills to be developed. Table 2-1 must be read in conjunction with Table 2-4 in Section 2.12.1 and Table 2-7 in Section 2.15.1 for progression per grade. Table 2-1 Coding content and skills Concept Content/Skills Algorithm  Definition and importance of algorithms in computer programming.  Characteristics of a good algorithm.  Examples of algorithms in everyday tasks and programming.  Algorithm development using computational thinking. Sequence  Understanding the concept of sequential execution of instructions.  Introduction to basic programming constructs like statements and expressions.  Writing simple programs to perform sequential tasks. Loop (iteration)  Explanation of loops and their purpose in programming.  Different types of loops (e.g., while loop, for loop) and their syntax.  Examples demonstrating the use of loops for repetitive tasks.  Writing simple programs to perform tasks that include repetition Conditional (Decision)  Understanding conditional statements (if…then, if…then…else)) and their role in decision-making.  Using comparison operators in conditional statements.  Writing programs with conditional logic to handle different scenarios. Operator  Assignment, comparison, and logical operators.  Precedence and associativity rules for operators.  Use of operators in expressions and assignments in programs Logic  Introduction to Boolean logic and truth tables.  Understanding logical operators (AND, OR, NOT) and their application in programming.  Writing programs that implement logical operations and evaluate conditions. Data  Types of data (e.g. numbers, string, Boolean) and their use in programming.  Variables and data types.  Input/output and processing operations for data manipulation. Event  Concept of events and event-driven programming.  Handling user interactions and system events in programs.  Implementing event handlers in programs. Debug  Techniques for identifying and fixing errors in code (debugging).  Using debugging tools and techniques (e.g., trace tables).  Debug common programming errors (syntax errors, logic errors). Representation  Understanding data representations (binary).  Exploring the concept of abstraction in programming. Automation  Exploring automation concepts and their significance.  Writing scripts to automate repetitive tasks. Parallelism  Concept of parallelism using e.g. two scripts, running concurrently, allowing different actions to happen simultaneously (e.g. broadcast & receiving, clones, parallel blocks, e.g. "forever" block can run continuously while other code executes concurrently. 2.6.2 Robotics In addition to the coding concepts, practices and perspectives, in robotics, the following concepts, practices, and perspectives must be developed and practised repeatedly: Figure 2.8 Robotics Concepts, Practices and Perspectives Concepts • Motion •Sensor •Actuator • Controller • Logic •Power Source •Automation •Instruction • Communication • Coding (Programming) Practices • Computational Thinking • Design Thinking •Prototyping • Design and Construction •Algorithm Design • Testing and Reconfiguration • Reflection and Iteration • Creative Thinking • Logical thinking • Creating robotics artefacts Perspectives •Expressing and Creating •Innovation • Questioning • Connecting • Collaboration •Perserverance • Choice of Conduct 2.5 HIGH-LEVEL COMPETENCIES – CODING AND ROBOTICS The three main topical areas of Coding and Robotics each comprises a set of key learning competencies central to their area of focus. The following diagram outlines the three main topical areas and the main learning competencies, associated at the final stage of curriculum cognition wherein the learner demonstrates competence and proficiency at the appropriate level. Figure 2 6: High-level Curriculum Competencies A competence is a combination of knowledge skills, attitudes, and values which is reflected in behaviour that can be observed, measured, and evaluated. It refers to the ability to perform a specific task successfully and efficiently or in a manner that yields desirable outcomes. 2.6 CODING AND ROBOTICS CONCEPTS, PRACTICES AND PERSPECTIVES 2.6.1 Coding In coding, the following concepts, practices, and perspectives must be developed and practised repeatedly: Figure 2.7 Coding Concepts, Practices and Perspectives Coding and Robotics Coding Robotics Digital concepts C.1 – Apply computational thinking skills do develop a set of logical instructions to solve a problem. C.2 – Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition and conditional constructs. C.3 – Interpret and execute a given symbolic or written set of commands C.4 – Debug a given symbolic or written set of instructions. C.5 – Evaluate a given solution towards potential improvement. C.6 – Recognise and interpret patterns in symbolic sets of data or visualisations. C.7 – Create or complete a pattern to represent a particular data set. R.1 – Explain what a robot is in simple terms. R.2 – Identify different types of robots. R.3 – Outline the different components of a robot R.4 – Present an understanding of how robots affect the world. R.5 – Design a simple product (artefact) based on a set of design specifications. R.6 – Mimic the operations of a robot. R.7 – Create, test and execute a set of robotic instructions. D.1 – Outline the concept of technology and purpose of information technology (IT). D.2 – Recognise that he or she is living as citizens in a digital world. D.3 – Demonstrate an understanding of the concept of a computing device. D.4 – Identify the common uses of ICT in the real world. D.5 – Differentiate between the components of an ICT system. D.6 – Explain how the adaption of technology impacted the world we work and live in. D.7 – Present a basic understanding of the concept of input processing and output. D.8 – Interpret a pattern to represent or communicate a message or image. D.9 – Create a pattern to represent or communicate a message or image. D.10 – Demonstrate a basic proficiency in the application of digital skills.# Concepts •Algorithm •Sequence • Loop (Iteration) • Conditional (Decisions) • Operator • Logic • Data •Event • Debug • Representation •Parallelism •Automation Practices •Abstraction • Decomposition •Pattern Recognision • Generalisation •Algorithm Design •Incremental Development • Testing and Debugging •Evaluation • Modularise • Logical thinking • Creating computational artefacts Perspectives •Expressing and Creating • Questioning • Connecting • Collaboration •Perserverance • Choice of Conduct 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT The following table describes the robotics content to be covered and the skills to be developed. Table 2-2 must be read in conjunction with Table 2-5 in Section 2.12.2 and Table 2-8 in Section 2.15.2 for competencies and progression per grade Table 2-2 Robotics content and skills Concept Content/Skills Motion  Introduction to different types of robot motion: linear, rotational, and combined.  Exploring methods of locomotion such as wheels, tracks, legs, and aerial mechanisms. Sensor  Overview of sensors used in robotics, including proximity sensors, cameras, ultrasonic, microphone, temperature sensors.  Explanation of sensor principles and how they gather data from the environment.  Applications of sensors in navigation, obstacle avoidance, object detection, and environmental monitoring. Actuator  Introduction to actuators responsible for converting electrical energy into mechanical motion.  Types of actuators: electric motors (DC motors, servo motors).  Understanding the role of actuators in robot manipulation, locomotion, and control. Controller  Components as part of a robot responsible for controlling the robot, gathering input, and providing output. (Examples: Arduino, Raspberry Pi, Micro: bit) Logic  Introduction to logical operations and decision-making in robotics.  Understanding Boolean logic and its application in robot control.  Implementing logical operations for conditional behaviour, state transitions, and autonomous decision-making. Power Source  Overview of power sources for robotics, including batteries, and external power supplies (e.g. solar).  Understanding power requirements and considerations for selecting appropriate power sources.  Designing power distribution systems and managing power consumption for optimal robot performance. Automation  Explanation of automation in robotics as the process of performing tasks with minimal human intervention.  Applications of automation in manufacturing, logistics, agriculture, healthcare, and service industries.  Designing automated systems using robots for repetitive, dangerous, or labour-intensive tasks. Instruction  Understanding instructions as commands given to robots to perform specific actions.  Types of instructions: sequential instructions, conditional instructions, repetitive instructions (loops).  Writing clear and precise instructions for programming robots to accomplish desired tasks. Communication  Basic overview of communication technologies used between two or more devices, e.g. Wi-Fi, Bluetooth. Coding  Introduction to a robotics programming environment.  Basics of robot programming: variables, data types, control structures (sequence, if statements, loops), functions, and libraries.  Hands-on coding exercises and projects to develop skills in algorithm development and in robot programming. 2.6.3 Digital Concepts Digital concepts are fundamental ideas and principles that underpin and support coding and robotics. They encompass various aspects of technology and computer science, providing the context and application for these fields. In Coding and Robotics, digital concepts are divided into the following topics: Digital Citizenship, Digital Awareness and Digital Skills. The following must be read in conjunction with Table 2-6 in Section 2.12.3. 2.6.3.1 Digital Citizenship The rights, responsibilities and behaviours (respect, integrity, and safety) displayed by individuals in the digital world. It encompasses a spectrum of behaviours, spanning from respecting the privacy of others to protecting personal data, being mindful of online threats and ensuring one's safety in the digital sphere. CAPS CODING AND ROBOTICS 15 Figure 2-9 Digital Citizenship Concepts Digital Citizenship helps to develop an awareness of responsible and ethical behaviour in the digital world as it provides principles for shaping the digital landscape and influencing individual and collective behaviour online. In Coding and Robotics, understanding digital citizenship is important when developing software and robotics applications to ensure they are used in a responsible and ethical manner. 2.6.3.2 Digital Awareness The recognition of the competencies, expertise, and the mindset needed by individuals effectively to use digital tools, entail understanding and the applications of technologies in a world that is becoming more interconnected. This emphasises the essential sense of familiarity, adaptability, and proficiency needed for utilising fundamental technology. Figure 2-10 Digital Awareness Concepts 2.6.3.3 Digital Skills An essential set of a range of abilities that enable individuals to effectively use digital devices, software, and platforms to perform various tasks. Figure 2-11 Digital Skills Concepts Responsible behaviour Implications of digital citizenship Responsible and ethical behaviour in the digital realm. Cybersecurity awareness such as protecting personal information online, recognising cyber threads and practising safe online behaviour. Privacy & security (strong passwords, not sharing personal information), cyberbullying, digital footprint and netiquette. Digital health and welfare. Information Assessment Credibility and reliability of online sources and information. Fake news Intellectual property and its implications. Impact and Responsibility Awareness of how technology adaptation influence our work and lifestyle Consequences and implications of online actions. Lasting impact of online content (digital footprint) Ethical use of computers, including software and robotics applications. Dangers of the online world, computer/cyber crime Data and Information Data collection, storage and processing Transformation of data into information. Utilisation of data and information for decision-making and innovation. Computing devices Technology vs Information Technology (IT) Basic model of a computing device (input, processing, output and storage). Different types of computing devices in Coding and Robotics. Hardware components for input, processing and output. Computing devices and their purpose. Hardware vs Software Interaction between harware and software. Networks and Communication Internet as example of a network. Information and Communication Technology (ICT) - components and real-world uses. Application Skills Use and manage applications used in Coding and Robotics (software environment). File and Folder management Input, processing and output in computing and robotics Use an application such as Paint to create backgrounds and sprites Patterns and Communication Patterns in coding and robotics for communication, including data analysis, visualisation and conveying messages or information. Digital Literacy Find, evaluate and use informaiion effectively and ethically The following table describes the robotics content to be covered and the skills to be developed. Table 2-2 must be read in conjunction with Table 2-5 in Section 2.12.2 and Table 2-8 in Section 2.15.2 for competencies and progression per grade Table 2-2 Robotics content and skills Concept Content/Skills Motion  Introduction to different types of robot motion: linear, rotational, and combined.  Exploring methods of locomotion such as wheels, tracks, legs, and aerial mechanisms. Sensor  Overview of sensors used in robotics, including proximity sensors, cameras, ultrasonic, microphone, temperature sensors.  Explanation of sensor principles and how they gather data from the environment.  Applications of sensors in navigation, obstacle avoidance, object detection, and environmental monitoring. Actuator  Introduction to actuators responsible for converting electrical energy into mechanical motion.  Types of actuators: electric motors (DC motors, servo motors).  Understanding the role of actuators in robot manipulation, locomotion, and control. Controller  Components as part of a robot responsible for controlling the robot, gathering input, and providing output. (Examples: Arduino, Raspberry Pi, Micro: bit) Logic  Introduction to logical operations and decision-making in robotics.  Understanding Boolean logic and its application in robot control.  Implementing logical operations for conditional behaviour, state transitions, and autonomous decision-making. Power Source  Overview of power sources for robotics, including batteries, and external power supplies (e.g. solar).  Understanding power requirements and considerations for selecting appropriate power sources.  Designing power distribution systems and managing power consumption for optimal robot performance. Automation  Explanation of automation in robotics as the process of performing tasks with minimal human intervention.  Applications of automation in manufacturing, logistics, agriculture, healthcare, and service industries.  Designing automated systems using robots for repetitive, dangerous, or labour-intensive tasks. Instruction  Understanding instructions as commands given to robots to perform specific actions.  Types of instructions: sequential instructions, conditional instructions, repetitive instructions (loops).  Writing clear and precise instructions for programming robots to accomplish desired tasks. Communication  Basic overview of communication technologies used between two or more devices, e.g. Wi-Fi, Bluetooth. Coding  Introduction to a robotics programming environment.  Basics of robot programming: variables, data types, control structures (sequence, if statements, loops), functions, and libraries.  Hands-on coding exercises and projects to develop skills in algorithm development and in robot programming. 2.6.3 Digital Concepts Digital concepts are fundamental ideas and principles that underpin and support coding and robotics. They encompass various aspects of technology and computer science, providing the context and application for these fields. In Coding and Robotics, digital concepts are divided into the following topics: Digital Citizenship, Digital Awareness and Digital Skills. The following must be read in conjunction with Table 2-6 in Section 2.12.3. 2.6.3.1 Digital Citizenship The rights, responsibilities and behaviours (respect, integrity, and safety) displayed by individuals in the digital world. It encompasses a spectrum of behaviours, spanning from respecting the privacy of others to protecting personal data, being mindful of online threats and ensuring one's safety in the digital sphere. 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.7 APPROACH TO TEACHING CODING AND ROBOTICS Coding and Robotics, as a subject, is process-driven as it focuses on Coding and Robotics processes, rather than just exit skills or products. Coding develops cognitive and critical thinking skills as it emphasises the development of knowledge, skills, strategies, and attitudes that enable learners to become more effective individuals. Coding and Robotics also supports learners to develop metacognitive skills, which include planning, developing, testing, evaluation and reflecting. 2.7.1 Problem-based Learning Teaching and learning will follow a problem-based learning approach. Problem-based learning (PBL) is an active and learner-centred approach to learning involving several cognitive processes that aims to develop critical thinking, problem-solving, and collaboration skills. The goal of PBL is to help learners learn how to apply knowledge and skills using problems, rather than just memorising information for tests. PBL also encourages learners to ask questions and seek answers, rather than passively receiving information. It also supports the development of self-directed learning. In Intermediate Phase, learners will be given small, manageable problems which they need to solve using a problem-solving process. To develop and enhance self-efficacy (the learner’s belief that he/she will be able to complete the task or solve the problem), the challenge of the task or problem should match the learners’ competencies. Example of a manageable problem and algorithm development using computational thinking and the problem￾solving process in Intermediate Phase: Problem: Calculate the surface area of a box. Step 1: Understand the problem. What is surface area? Surface area is the amount of area covered by the surface of the box, i.e. all the sides (top, bottom, back, front, left and right) of the box If one takes off the lid (top), it looks like the figure below and one can see all the sides: Step 2: Analyse the problem  The box has six (6) sides.  Each side is a rectangle.  Calculating the area of each rectangle will provide the surface area of the box. Step 3: Break down the problem into smaller, more manageable problems.  Decompose (break down) the problem, into more familiar ones, using abstraction. o Unfold the box – this helps to break the problem into smaller parts (six (6) rectangles). o Each part can now be solved individually. CAPS CODING AND ROBOTICS 17 o Each ‘small’ solution can then be combined again to solve the ‘big’ problem. Step 4: Look for patterns (Pattern recognition) The top and bottom rectangles are the same (length = 7 cm and width = 5 cm) The left and right rectangles are the same (length = 5 cm and width = 3 cm) The front and back rectangles are the same (length = 7 cm and width = 3 cm) Step 5: Develop a high-level solution or algorithm (abstraction) Calculate the surface of each side (rectangle): Step 1: Calculate area of top. Step 2: Calculate are of front side. Step 3: Calculate area of left side Step 6: Detailed Algorithm (Decomposition) 1. Step 1: Calculate the area of the top. 1.1. Multiply the area of the top by 2 (to add the area of the bottom side/rectangle). 2. Step 2: Calculate the area of the front side. 2.1. Multiply the area of the front side by 2 (to add the area of the back rectangle). 3. Step 3: Calculate the area of the left side. 3.1. Multiply the area of the left side by 2 (to add the area of the right rectangle). 4. Step 4: Add the areas of Step 1.1, 1.2 and 1.4 to get the surface area of the box. Step 7: Test and Debug the Algorithm.  Was the surface area calculated correctly?  If the answer is yes, the problem is solved else you need to identify the error and fix the algorithm (debug). Computational thinking is also about drawing on previous experience with tasks or problems to complete similar tasks or solve similar problems, for example, the following can flow from the problem discussed above: Extention Learners can use their knowledge and experience form unfolding a box and calculating the surface area of the box to do the same for a cube, realisinng that, to calculate the surface area of a cube can be done in the same way: Algorithm Step 1: Calculate the area of one square Step 2: Multiply the answer (area) by 6. Write code for the extention (towards end of Grade 6) Abstraction also helps us to realise that we can ignore 3 of the rectangles / only focusing on 3 rectangles – one of each size to solve the problem. Abstraction involves simplifying ideas by focusing on essential details. It also helps to break down a problem into manageable parts to understand the underlying structure. Each step in the high-level algorithm was broken down into more specific, detailed steps, giving more detailed instructions. It involves finding the similarities or patterns among small, decomposed problems that can help us solve more complex problems more easily and efficiently. As a next step, one can write code that will accept (as input) the measurements of the box and calculate the surface area (once variables are done) We can now break the problem into three rather easy sub-problems or main ideas (decomposition, using abstraction). This seems like a good technique. Abstraction helps with decomposition and to simplify the problem or make it easier to understand by ignoring detail we do not need. 2.7 APPROACH TO TEACHING CODING AND ROBOTICS Coding and Robotics, as a subject, is process-driven as it focuses on Coding and Robotics processes, rather than just exit skills or products. Coding develops cognitive and critical thinking skills as it emphasises the development of knowledge, skills, strategies, and attitudes that enable learners to become more effective individuals. Coding and Robotics also supports learners to develop metacognitive skills, which include planning, developing, testing, evaluation and reflecting. 2.7.1 Problem-based Learning Teaching and learning will follow a problem-based learning approach. Problem-based learning (PBL) is an active and learner-centred approach to learning involving several cognitive processes that aims to develop critical thinking, problem-solving, and collaboration skills. The goal of PBL is to help learners learn how to apply knowledge and skills using problems, rather than just memorising information for tests. PBL also encourages learners to ask questions and seek answers, rather than passively receiving information. It also supports the development of self-directed learning. In Intermediate Phase, learners will be given small, manageable problems which they need to solve using a problem-solving process. To develop and enhance self-efficacy (the learner’s belief that he/she will be able to complete the task or solve the problem), the challenge of the task or problem should match the learners’ competencies. Example of a manageable problem and algorithm development using computational thinking and the problem￾solving process in Intermediate Phase: Problem: Calculate the surface area of a box. Step 1: Understand the problem. What is surface area? Surface area is the amount of area covered by the surface of the box, i.e. all the sides (top, bottom, back, front, left and right) of the box If one takes off the lid (top), it looks like the figure below and one can see all the sides: Step 2: Analyse the problem  The box has six (6) sides.  Each side is a rectangle.  Calculating the area of each rectangle will provide the surface area of the box. Step 3: Break down the problem into smaller, more manageable problems.  Decompose (break down) the problem, into more familiar ones, using abstraction. o Unfold the box – this helps to break the problem into smaller parts (six (6) rectangles). o Each part can now be solved individually. 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT Generally, problem-based learning  enables learners to develop problem solving strategies as well as subject knowledge and skills.  enables learners to be more engaged in learning.  stimulates critical thinking.  promotes self-directed learning as learners generate problem-solving strategies.  promotes metacognition as learners compare and reflect on solutions.  assesses learning in ways which demonstrate understanding and competency. See Section 4.2 for problem-based learning assessment guidance. PBL could incorporate strategies such as cooperative learning where learners work in small groups to solve a coding or robotics problem or use pair programming where learners work in pairs to solve a coding or robotics problem. 2.7.2 Cooperative Learning Cooperative learning is an active teaching-learning strategy where learners work in small groups, they help each other learn, and in doing so, increase their joy and skills in the learning process. Learning activities and roles are structured and overseen by the teacher, and each member of the group oversees the academic performance of the others. To successfully implement cooperative learning, leading authors in the field (David Johnson and Roger Johnson) emphasise the intentional stimulation of five basic elements (Johnson & Johnson, 2021:55-56) namely:  Positive interdependence: Learners should feel like they are linked in such a way that one cannot succeed unless all in the group succeeds. Teachers should thus find ways of stimulating positive interdependence in their group activities – one possibility is giving learners different roles to fulfil; hence the group cannot move forward unless all roles are successfully fulfilled.  Individual accountability: Learners should know that all will be assessed individually as well. “The purpose of cooperative learning groups is to make each member a stronger individual in his or her right”. One way of stimulating individual accountability is by giving learners individual marks for how well they contributed to the group activity – this assessment can occur either via teacher assessment or peer assessment – by doing this, everyone will know that they cannot get a freeride during the group activity as their inputs are also individually assessed.  Promotive interaction: Learners’ successes are increased due to the sharing of resources, support provided, and praise and encouragement given by their group members. Teachers thus need to stimulate promotive interaction, which can be done by giving different resources to different learners. Giving learners different roles also stimulate promotive interaction. CAPS CODING AND ROBOTICS 19  Social skills: Stimulating social skills becomes an intentional endeavour of the teacher. Teachers could provide learners with resources on how to effectively form part of a team, how to communicate well and how to resolve conflict, should it arise.  Group processing: Group processing forms part of reflection during and after the group activity. Teachers can stimulate group processing by giving learners a reflection sheet or by asking them open￾ended questions to stimulate reflective conversations. Questions such as: “What worked well during your group activity”? or “Describe the best experiences and worst experiences of the group activity”. Cooperative learning can improve the learner's performance and teaches the value of teamwork, cooperation, communication, self-denial, and initiative taking. 2.7.2.1 Implementing cooperative learning in Intermediate Phase Coding and Robotics Example of cooperative learning activity for Intermediate phase learners on the topic of robotics (see Grade 4 (C.3)): Execute a simple set of commands in relation to R.6, physically, on paper or with an educational tool. Task: Determine where a robot (simulated by one of the learners) will end after executing a set of instructions, including at most nine steps, provided in an algorithm. Divide the class into groups of four. Two learners could take on the roles of instructor and interpreter respectively and the other two learners the roles of robot and debugger.  Instructor: Reads out the steps from the algorithm  Interpreter: Puts steps from algorithm into “layman’s English” /Explain steps in plain English  Robot: Executes the steps from the interpreter  Debugger: Evaluates the movement of the robot to determine whether it executed steps correctly. Tools that can be used to develop the algorithm: pen-and-paper, coding cards (e.g. Tanks) for algorithm and interpretation, then, code algorithm using blocks from block-based coding platform, implement, test and debug in block-based coding environment. Refer to Annexure B for cooperative learning assessment guidance. Pair programming could also be used as a cooperative teaching and learning strategy to solve programming problems. 2.7.3 Pair Programming Pair programming is a pedagogical approach that involves two learners working together on one computer or one piece of paper to complete a shared goal/task. It emanates from the programming industry yet has proven to be successful even at school level. One of the learners fulfils the role of the “driver” while the other learner fulfils the role of the “navigator”. The driver is the learner who may use the computer and handles the keyboard, or draws on the paper and handles the pencil, whereas the navigator is the learner who utilises the resources, and reviews the driver’s work throughout, providing feedback and suggestions to the driver, pointing out errors and asking questions of the teacher. Pair programming is a collaborative effort that involves a lot of communication, discussion, and problem-solving. Generally, problem-based learning  enables learners to develop problem solving strategies as well as subject knowledge and skills.  enables learners to be more engaged in learning.  stimulates critical thinking.  promotes self-directed learning as learners generate problem-solving strategies.  promotes metacognition as learners compare and reflect on solutions.  assesses learning in ways which demonstrate understanding and competency. See Section 4.2 for problem-based learning assessment guidance. PBL could incorporate strategies such as cooperative learning where learners work in small groups to solve a coding or robotics problem or use pair programming where learners work in pairs to solve a coding or robotics problem. 2.7.2 Cooperative Learning Cooperative learning is an active teaching-learning strategy where learners work in small groups, they help each other learn, and in doing so, increase their joy and skills in the learning process. Learning activities and roles are structured and overseen by the teacher, and each member of the group oversees the academic performance of the others. To successfully implement cooperative learning, leading authors in the field (David Johnson and Roger Johnson) emphasise the intentional stimulation of five basic elements (Johnson & Johnson, 2021:55-56) namely:  Positive interdependence: Learners should feel like they are linked in such a way that one cannot succeed unless all in the group succeeds. Teachers should thus find ways of stimulating positive interdependence in their group activities – one possibility is giving learners different roles to fulfil; hence the group cannot move forward unless all roles are successfully fulfilled.  Individual accountability: Learners should know that all will be assessed individually as well. “The purpose of cooperative learning groups is to make each member a stronger individual in his or her right”. One way of stimulating individual accountability is by giving learners individual marks for how well they contributed to the group activity – this assessment can occur either via teacher assessment or peer assessment – by doing this, everyone will know that they cannot get a freeride during the group activity as their inputs are also individually assessed.  Promotive interaction: Learners’ successes are increased due to the sharing of resources, support provided, and praise and encouragement given by their group members. Teachers thus need to stimulate promotive interaction, which can be done by giving different resources to different learners. Giving learners different roles also stimulate promotive interaction. 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT Although pair programming can be implemented as a collaborative “unstructured” pair activity, it is best to stimulate the five basic elements of cooperative learning as described above, when implementing pair programming in the classroom. It also appears particularly promising in situations where there are not enough computing devices for learners to work individually, as well as for increasing learning and engagement with technology by learners with limited device experience. It is also suggested that learners show higher confidence when programming in pairs. It allows learners to share knowledge and learn from each other, thereby improving the quality of the learning engagement. 2.7.3.1 Implementing pair programming in Intermediate Phase Coding and Robotics Example of pair programming activity for Intermediate phase on the topic of Coding (C.1 and C.2): Apply computational thinking skills to develop a set of logical instructions to solve a problem. Learners are divided into pairs. Learners should draw a square using a set of instructions. One learner fulfils the role of “driver” and the other “navigator”.  Driver – The learner acting as the driver will be the one completing the steps in a block-based program and/or unplugged on a piece of paper.  Navigator – The learner acting as the navigator may consult the textbook and/or other resources. The learner may also ask the teacher for help. Learners need to find a way to draw a rectangle using a set of instructions. This implies having the drawing tool “turn” several degrees and moving forward several pixels/steps. Learners should be able to first work this out by “directing” each other and then put these instructions over into algorithm. Note: The teacher may swop the learners’ roles as the activity progresses to ensure that both learners have a chance to fulfil each role. You may also ask any one of the learners to present their work to the class. This ensures that both learners feel a need to engage and gives more learners an opportunity to practice communication skills. 2.7.4 Deliberate Practise A subject such as Coding and Robotics not only requires thinking skills, but also requires focused teaching and ample practise. This practise should, however, be purposeful, well thought through with gradual increase in complexity. The curriculum is designed to encourage deliberate practise, as competencies are repeated within and across grades. The concept of deliberate practise is particularly focused on skill acquisition and development and is key in the development of competency and expertise in subjects such as coding. Deliberate practise is a specific type of practise that involves setting specific goals, receiving feedback, and making focused efforts to acquire and improve skills and performance. It is not simply repeating skills over-and￾over again, but rather adjusting to improve competencies as well as gradually adding additional competencies that lead to mastery. It therefore involves purposeful repetition, feedback-driven metacognition, and extension to improve performance (Ericsson, 2008; Deans for Impact, 2016; Ericsson et. al., 2018). In terms of extension, deliberate practice involves extending the amount of time spent practising, adding new features, and increasing the complexity of tasks. The goal is to push beyond one's comfort zone to achieve growth and improvement. CAPS CODING AND ROBOTICS 21 2.7.5 Science of Learning Science of Learning, a multidisciplinary field combines research from cognitive psychology, neuroscience, educational psychology, and other related disciplines to understand how people learn. It also aims to identify the most effective teaching and learning strategies based on empirical evidence that has been shown to improve long-term retention of information and enhance learning outcomes. Learning is an iterative process that requires that one continually revisits what one has learned earlier, update it, and connect it with new knowledge. Learning always builds on a store of prior knowledge and is the residue of thought. New learning requires a considerable amount of practise and meaningful connections to existing knowledge. Learning, therefore, requires learners thinking (Brown et al., 2014; Dereck Bok Center, Harvard University, 2023). Science of learning includes the following learning strategies (Weinstein et al., 2018):  Retrieval practice: Bringing learned information to mind from long-term memory.  Spaced practice: Spreading learning activities out over time/reviewing previously learned information at gradually increasing intervals.  Interleaving: Switching between topics while learning.  Examples: When learning abstract concepts, illustrating them with various examples or experiences.  Dual coding: For example, combining visuals with text.  Elaboration: Classroom discussions that require learners to relate new material to what they already know and to recall previously learned information, including asking why and how questions with learners explaining in their own words.  Interactive activities: Engage actively with learning material using activities that require one to retrieve (recall) previously learned information. 2.8 LINKING CODING AND ROBOTICS WITH OTHER SUBJECTS Coding and Robotics concepts can be linked to Language, Mathematics, Natural Science and Technology and Life Skills in the Intermediate Phase. These cross-cutting concepts should therefore be integrated into Coding and Robotics to enhance the learning experience. For example, coding often involves mathematical concepts such as logic, arithmetic, and geometry whilst Robotics combines coding with principles of physics, engineering, and materials science, highlighting the interdisciplinary nature of digital concepts and skills. Other examples: Algorithms involve sequencing and summarising in literacy and breaking down complex problems into simpler steps in mathematics. Modularity: Involves breaking down tasks into manageable units in computer science, while in mathematics, it involves breaking down a complex problem into smaller, manageable parts. Control structures: Determine how a set of instructions are executed within a program, while heuristic thinking in mathematics involves using logical thinking and trial and error to solve problems. Coding and natural language: The process of learning to code is also often likened to language acquisition, as learners progress through six distinct stages of understanding. These stages bear close resemblance to the stages of literacy development. Design: Designing robotics artefacts links to aspects of Creative Arts. Digital concepts: Aspects such as the impact of technology and being a digital citizen, links to Life Skills. By developing these skills in Coding and Robotics, learners can develop habits of mind and analytical thinking that will be valuable in all other subjects. Although pair programming can be implemented as a collaborative “unstructured” pair activity, it is best to stimulate the five basic elements of cooperative learning as described above, when implementing pair programming in the classroom. It also appears particularly promising in situations where there are not enough computing devices for learners to work individually, as well as for increasing learning and engagement with technology by learners with limited device experience. It is also suggested that learners show higher confidence when programming in pairs. It allows learners to share knowledge and learn from each other, thereby improving the quality of the learning engagement. 2.7.3.1 Implementing pair programming in Intermediate Phase Coding and Robotics Example of pair programming activity for Intermediate phase on the topic of Coding (C.1 and C.2): Apply computational thinking skills to develop a set of logical instructions to solve a problem. Learners are divided into pairs. Learners should draw a square using a set of instructions. One learner fulfils the role of “driver” and the other “navigator”.  Driver – The learner acting as the driver will be the one completing the steps in a block-based program and/or unplugged on a piece of paper.  Navigator – The learner acting as the navigator may consult the textbook and/or other resources. The learner may also ask the teacher for help. Learners need to find a way to draw a rectangle using a set of instructions. This implies having the drawing tool “turn” several degrees and moving forward several pixels/steps. Learners should be able to first work this out by “directing” each other and then put these instructions over into algorithm. Note: The teacher may swop the learners’ roles as the activity progresses to ensure that both learners have a chance to fulfil each role. You may also ask any one of the learners to present their work to the class. This ensures that both learners feel a need to engage and gives more learners an opportunity to practice communication skills. 2.7.4 Deliberate Practise A subject such as Coding and Robotics not only requires thinking skills, but also requires focused teaching and ample practise. This practise should, however, be purposeful, well thought through with gradual increase in complexity. The curriculum is designed to encourage deliberate practise, as competencies are repeated within and across grades. The concept of deliberate practise is particularly focused on skill acquisition and development and is key in the development of competency and expertise in subjects such as coding. Deliberate practise is a specific type of practise that involves setting specific goals, receiving feedback, and making focused efforts to acquire and improve skills and performance. It is not simply repeating skills over-and￾over again, but rather adjusting to improve competencies as well as gradually adding additional competencies that lead to mastery. It therefore involves purposeful repetition, feedback-driven metacognition, and extension to improve performance (Ericsson, 2008; Deans for Impact, 2016; Ericsson et. al., 2018). In terms of extension, deliberate practice involves extending the amount of time spent practising, adding new features, and increasing the complexity of tasks. The goal is to push beyond one's comfort zone to achieve growth and improvement. 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.10 RESOURCES REQUIRED TO OFFER CODING AND ROBOTICS IN INTERMEDIATE PHASE Figure 2.12: Programming resources for Coding and Robotics Coding cards or Symbols Simple character instructions Simple visual code symbols and constructs (Tangible or on paper) Program code Tangible coding with objects and verbal instructions Foundation Phase Intermediate Phase Senior Phase Simple Pseudocode Sentence Algorithms Visual code symbols and constructs (Flowcharts) Cognitive load (Level of abstraction) More concrete to less concrete Physical coding and play activities Written instructions Regression and Progression FET Phase 2.9 TIME ALLOCATION In Intermediate Phase, 2 hours per week (20 hours per term) is allocated for Coding and Robotics. The following table provides the time allocation as a percentage of the total available time per term: Table 2-3 Time allocation for Intermediate Phase Coding and Robotics Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Coding 50 50 50 50 45 45 Robotics 25 25 30 30 35 35 Digital Concepts 25 25 20 20 20 20 Available time should be allocated as indicated by the percentages in the table above. Note: Sections 2.12.1 (coding content) 2.12.2 (robotics content) and 2.12.3 (digital concepts content) are linked and support each other. Various competencies across the three strands can therefore be linked and dealt with in an integrated fashion. Section 3 (unpacking of the content) provides examples and notes and suggests pedagogical approaches. CAPS CODING AND ROBOTICS 23 2.10 RESOURCES REQUIRED TO OFFER CODING AND ROBOTICS IN INTERMEDIATE PHASE Figure 2.12: Programming resources for Coding and Robotics Coding cards or Symbols Simple character instructions Simple visual code symbols and constructs (Tangible or on paper) Program code Tangible coding with objects and verbal instructions Foundation Phase Intermediate Phase Senior Phase Simple Pseudocode Sentence Algorithms Visual code symbols and constructs (Flowcharts) Cognitive load (Level of abstraction) More concrete to less concrete Physical coding and play activities Written instructions Regression and Progression FET Phase 2.9 TIME ALLOCATION In Intermediate Phase, 2 hours per week (20 hours per term) is allocated for Coding and Robotics. The following table provides the time allocation as a percentage of the total available time per term: Table 2-3 Time allocation for Intermediate Phase Coding and Robotics Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Coding 50 50 50 50 45 45 Robotics 25 25 30 30 35 35 Digital Concepts 25 25 20 20 20 20 Available time should be allocated as indicated by the percentages in the table above. Note: Sections 2.12.1 (coding content) 2.12.2 (robotics content) and 2.12.3 (digital concepts content) are linked and support each other. Various competencies across the three strands can therefore be linked and dealt with in an integrated fashion. Section 3 (unpacking of the content) provides examples and notes and suggests pedagogical approaches. CAPS CODING AND ROBOTICS 24 2.10.1 Coding Resources Refer to Figure 2.12: In intermediate phase, learners will follow a block-based coding approach. It allows users, especially novices and kids, to create programs using visual elements like blocks and symbols. In this type of environment, users can drag and drop various blocks representing commands and snap them together like puzzle pieces to create their programs. It helps learners to the learn the foundational concepts and principals of coding without getting overwhelmed by the intricacies of text-based syntax and it minimises errors (such a formatting, punctuation, or spelling mistakes, semantics that could discourage learners) associated with the complex syntax of text-based environments. By abstracting away the textual complexities, it therefore reduces cognitive load and allows learners to focus on the problem and the foundational coding concepts as well as the underlying logic of their programs, rather than too much mental effort on the code syntax. It therefore serves as an effective steppingstone for beginners to develop their problem-solving and programming skills before transitioning to more advanced coding environments. Research also suggests that teaching computational thinking with block-based coding, learners (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from block-based to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline (Grover, Pea & Cooper, 2015). Examples include: Scratch Snap mBlock Note A program is a sequence of symbols that specifies a computation. A programming language is a set of rules that specify which sequences of symbols constitute a program, and what computation the program describes. A programming language is an abstraction mechanism. It enables a programmer to specify a computation abstractly, and to let a program (usually called an assembler, compiler or interpreter) implement the specification in the detailed form needed for execution on a computer (Ben-Ari, 2006) Where learners struggle, physical coding or coding cards could be used as support and remediation. “Computer programming is a highly cognitive skill, which requires mastery of multiple domains, and is acknowledged as being difficult to learn, making it essential to take into account the cognitive loads (CLs) imposed on learners, as well as their abilities to absorb this knowledge during the teaching and learning process”. Berssanette & de Francisco (2022). 25 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.10.2 Robotics resources The tables below list resources used in some example projects throughout this document. The list is not exhaustive. Refer to Section 2.15.3: Plastic gears, fans, base plates (Lego plates) Rubber bands Fans Pully’s Connectors Pipe cleaners Googley eyes Plastic wheels Screws and nuts Pipe cleaners Simple switches Wire Straws String or Cable ties Double sided tape Small pieces of wooden blocks (available from arts and craft shops) Plastic bottle caps (for wheels) Servo Motor (E.g., SG90) PIR Motion Sensor (E.g., HC-SR501) Crocodile to Male pin connectors Crocodile to Female pin connectors Crocodile clips (Clips at both ends) Batteries LEDs Connection wire with pins Foil Microcontroller For robotics, learners will follow a block-based coding approach. Block-based coding helps learners to the learn the basics and foundational concepts of coding in a visual, syntax-free environment. Visualised coding minimises errors associated with the complex syntax of text-based environments. It reduces cognitive load and allows learners to focus on the coding problem and the foundational coding concepts. 2.10.3 Digital Concepts Resources  Sample technologies and components (e.g., mobile phone, tablet, laptop (with input and output devices, etc.)  Pictures of computing devices, input devices, output devices  Simple diagrams of networks, etc. CAPS CODING AND ROBOTICS 26 2.11 OVERVIEW OF INTERMEDIATE PHASE CODING AND ROBOTICS Figure 2.10 Coding & Robotics Overview Grade 4 - 6 Grade 4 Grade 5 Grade 6 Simple problem solving in an algorithm including: fixed repetition and a basic standard condition Ideation, design, creation and reflection Debugging reflection, tracing and improvement Physical reinforcement and concrete strengthening with tangible objects Generic sequencing of everyday life scenarios and algorithms Block-Based Coding Simple code sequence Elementary triggers Basic repetition Input placeholder (answer) Elementary conditions Pattern recognition completion and interpretation Simple sequencing with problem solving Ask Imagine Plan Create Test Improve Design and Creation Creation of artefacts Paper based activities Conditions with basic relational operators. If else conditions. Forever loop + 1 (nested conditional structure) Ideation, design, creation and reflection Debugging reflection, tracing and improvement Generic sequencing of everyday life scenarios and algorithms. Block-Based Coding Code sequence Triggers Simple conditional repetition Basic introduction to variables Basic condition Pattern recognition completion and interpretation. Sequencing with problem solving. +Variable controlled repetition. Paper-based activities Microcontroller coding (Simulation based) Display Triggers Basic operators Creation of artefacts Physical reinforcement and concrete strengthening with tangible objects and educational robots Loop + Singular nested conditional structure. Stacking (nesting of blocks) for calculations string output (Join) Ideation, design, creation and reflection Debugging reflection, tracing and improvement Variable controlled repetition. Conditions with basic relational operators. If else conditions. Pattern recognition completion and interpretation. Sequencing with problem solving. Code sequence Simple repetition + 1 Nested single condition Basic variables Basic condition Microcontroller coding + Single sensor / Actuator Sensors, actuators and hardware Triggers and read and write to pins Basic operators Triggers + Broadcast Block-Based Coding Creation of artefacts Paper-based activities Physical reinforcement and concrete strengthening with tangible objects and educational robots 2.10.2 Robotics resources The tables below list resources used in some example projects throughout this document. The list is not exhaustive. Refer to Section 2.15.3: Plastic gears, fans, base plates (Lego plates) Rubber bands Fans Pully’s Connectors Pipe cleaners Googley eyes Plastic wheels Screws and nuts Pipe cleaners Simple switches Wire Straws String or Cable ties Double sided tape Small pieces of wooden blocks (available from arts and craft shops) Plastic bottle caps (for wheels) Servo Motor (E.g., SG90) PIR Motion Sensor (E.g., HC-SR501) Crocodile to Male pin connectors Crocodile to Female pin connectors Crocodile clips (Clips at both ends) Batteries LEDs Connection wire with pins Foil Microcontroller For robotics, learners will follow a block-based coding approach. Block-based coding helps learners to the learn the basics and foundational concepts of coding in a visual, syntax-free environment. Visualised coding minimises errors associated with the complex syntax of text-based environments. It reduces cognitive load and allows learners to focus on the coding problem and the foundational coding concepts. 2.10.3 Digital Concepts Resources  Sample technologies and components (e.g., mobile phone, tablet, laptop (with input and output devices, etc.)  Pictures of computing devices, input devices, output devices  Simple diagrams of networks, etc. CAPS CODING AND ROBOTICS 27 2.12 FOCUS OF CONTENT AREAS 2.12.1 Coding Table 2-4: Coding content focus and progression Competency Grade 4 (beginner level) Grade 5 (advanced beginner level) Grade 6 (moderate level) C.1 Apply computational thinking skills to develop a set of logical instructions to solve a problem. Progression in problem-solving mostly lies in gradually increasing the scope and complexity of problems. Using foundational problems:  Develop a set of logical instructions to solve a foundational problem that includes (where appropriate): - sequences of commands - single repetition - simple conditional constructs Refer to Table 2-7  Trace, evaluate, correct or complete a set of logical instructions (algorithm) (link to C.2, C.3, C.4, C.5, C.6 and C.7) Using basic problems:  Develop a set of logical instructions to solve a basic problem that includes (where appropriate): - sequences of commands - single repetition - simple conditional constructs Refer to Table 2-7  Trace, evaluate, correct or complete a set of logical instructions (algorithm) (link to C.2, C.3, C.4, C.5, C.6 and C.7) Using simple problems:  Develop a set of logical instructions to solve a simple problem that includes (where appropriate): - sequences of commands - single repetition - simple conditional constructs Refer to Table 2-7  Trace, evaluate, correct or complete a set of logical instructions (algorithm) (link to C.2, C.3, C.4, C.5, C.6 and C.7)) Computational thinking is infused and used in all aspects of coding/problem solving activities as follows: Use abstraction to simplify complex problems by reducing it to its most essential components. It helps to gain a deeper understanding of their underlying structure and develop more effective solutions. It allows you to focus on the essential aspects while minimizing distractions from irrelevant details. Abstraction is also used to make a visual representation of solution. Use decomposition to help to simplify complex problems by breaking them down into manageable parts, that allows one to address each component individually. It enables a systematic approach to problem-solving and enhances ones understanding of the problem's structure and relationships. Use pattern recognition to leverage existing knowledge and experiences to identify meaningful regularities in data or situations. Recognising patterns, helps to gain insights, make predictions, apply them to new problems, and develop more effective problem-solving strategies. Use algorithmic thinking to develop a series of precise, logical steps or instructions (algorithm) to accomplish a task or solve a problem in an organised and methodical manner. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Working with a coding solution (set of logical instructions) for foundational coding problems:  Translate an elementary coding solution (set of instructions/algorithm) into programming code (e.g. block￾based coding instructions / coding cards, etc.).  Use code (symbols/ blocks/written statements to represent actions and operations to accomplish a particular task/solve a programming problem.  Group instructions/code blocks to represent repetition (or a statement indicating repetition) (Done in relation to C.1) Working with a coding solution (set of logical instructions) for basic coding problems:  Translate a basic coding solution (set of instructions/algorithm) into programming code (e.g. block-based coding instructions / Coding cards, etc.).  Use code (symbols/ blocks/written statements to represent actions and operations to accomplish a particular task/solve a programming problem.  Group instructions/code blocks to represent repetition (or a statement indicating repetition) (Done in relation to C.1) Working with a coding solution (set of logical instructions) for simple coding problems: (Translate a simple coding solution (set of instructions/algorithm) into programming code (e.g. block-based coding instructions/Coding cards, etc.).  Use code (symbols/ blocks/written statements to represent actions and operations to accomplish a particular task/solve a programming problem.  Group instructions/code blocks to represent repetition (or a statement indicating repetition) (Done in relation to C.1) C.3 Interpret and execute a given symbolic or written set of commands Using foundational coding problems:  Execute a set of commands using unplugged activities (physically, on paper, coding cards) or an educational tool (e.g. block-based coding software). Done in relation to C.1 and C.2  Determine the output of a given algorithm (set of commands) or of given program code (e.g. trace block￾based commands) to determine the output or explain what the code/program does). Using basic coding problems:  Execute a set of commands using unplugged activities (physically, on paper, coding cards) or an educational tool (e.g. block-based coding software). Done in relation to C.1 and C.2  Determine the output of a given algorithm (set of commands) or of given program code (e.g. trace block￾based commands) to determine the output or explain what the code/program does). Using simple coding problems:  Execute a set of commands using unplugged activities (physically, on paper, coding cards) or an educational tool (e.g. block-based coding software). Done in relation to C.1 and C.2  Determine the output of a given algorithm (set of commands) or of given program code (e.g. trace block￾based commands) to determine the output or explain what the code/program does). 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT C.4 Debug a given symbolic or written set of instructions.  Reinforce reading and understanding a foundational problem.  Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved.  Complete an incomplete a set of commands provided to solve a given foundational problem.  Inspect/trace a foundational coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged) Done in relation to C.1, C.2, C.3 and C.4  Reinforce reading and understanding a basic problem.  Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved.  Complete an incomplete a set of commands provided to solve a given basic problem.  Inspect/trace a basic coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged) (Done in relation to C.1, C.2, C.3 and C.4  Reinforce reading and understanding a simple problem.  Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved.  Complete an incomplete a set of commands provided to solve a given simple problem.  Inspect/trace a simple coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged) Done in relation to C.1, C.2, C.3 and C.4 C.5 Evaluate a given solution towards potential improvement. Using foundational coding problems:  Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved?  Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7. Using basic coding problems:  Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved?  Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7 Using simple coding problems:  Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved?  Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7 C.6 Recognise and interpret patterns in symbolic sets of data or visualisations.  Identify a foundational pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc)  Interpret, explain and complete/ extend a foundational pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2  Identify a basic pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc)  Interpret, explain and complete/ extend a basic pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2  Identify a simple pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc)  Interpret, explain and complete/ extend a simple pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2 C.7 Create or complete a pattern to represent a data set.  Complete a foundational pattern that is part of a data set or programming solution.  Create a foundational pattern to form part of a data set or a programming solution. Done in relation to C.6 Link to C.1 and C.2  Complete a basic pattern that is part of a data set or programming solution.  Create a basic pattern to form part of a data set or a programming solution.  Generalise a basic pattern based on the pattern rule. Done in relation to C.6 Link to C.1 and C.2  Complete a simple pattern that is part of a data set or programming solution.  Create a simple pattern to form part of a data set or a programming solution.  Generalise a simple pattern based on the pattern rule.  Incorporate the generalised pattern as part of a programming solution. Done in relation to C.6 Link to C.1 and C.2 Note Linked competencies can be grouped/done together within one lesson/activity where appropriate. CAPS CODING AND ROBOTICS 29 2.12.2 Robotics Table 2-5: Robotics content focus and progression Outcome Grade 4 (beginner level) Grade 5 (advanced beginner level) Grade 6 (moderate level) R.1 Explain what a robot is in simple terms. Provide a foundational definition of a robot that includes elementary features and purpose. Link to R.2 and R.3 Provide a basic description of a robot in terms of (extend from Grade 4):  attributes  purpose  the origin of the term  concept of a controller (extend from Grade 4)  contexts in which they operate.  evolution of robots (automation – mechanical) Link to R.2 and R.3 Provide a simple description of a robot in terms of (extend from Grade 5):  definition (what it is)  purpose  the contexts that they operate in.  concepts regarding the relationship between the composition of a robot - basic parts (sensors, controllers, actuators, power source)  evolution of robots / advancements of robots (also link to the concept of AI – elementary reference to automatic decisions) Link to R.2 and R.3 R.2 Identify different types of robots. Provide a foundational overview of different types of robots and their uses (virtual vs physical robots) Provide a foundational description to distinguish between a virtual and physical robot. Link to R.1 and R.3 Provide a basic overview of different types of robots and their uses (range: industrial, service, educational, medical, exploration) Give a basic description of different types including a basic description of their composition and purpose (range: mobile, Industrial, medical, education and service) Link to R.1 and R.3 Provide a simple overview of different types of robots and their uses (range: industrial, service, educational, medical, exploration) Classify robots in terms of their description, attributes and uses (range: industrial, service, educational, medical, mobile, exploration, autonomous and remote controlled) Link to R.1 and R.3 R.3 Outline the different components of a robot Provide a foundational reference to the basic components of a robot and their purpose. (range: motors and mechanics for movement, sensors for observation, and actuators to respond, processor, and power source) Link to R.1, R.2 and R.4 – R.7  Outline the basic components of a robot, with a basic explanation of the purpose of each (range: sensors, communication, grippers and attachments, actuators, controllers, power sources, structural components)  Present a basic diagrammatical outline of a robot (showing the various components)  Present a basic outline of an educational controller and its parts (e.g. buttons, sensors, LEDs, sound)  Present a basic understanding that robots are controlled by controllers, and act based on sensory or triggered input.  Present a basic outline of how a robot is coded to perform tasks. Link to R.1, R.2 and R.4 – R.7  Outline the basic components of a robot, with a simple explanation of the purpose of each (range: sensors, communication, grippers and attachments, actuators, controllers, power sources, structural components)  Outline, at a simple level, how sensors are used in basic robots (different sensors and their purpose) (Range: Ultrasonic, microphone, Motion sensor).  Present a simple outline of an educational controller and its parts (e.g. buttons, sensors, LEDs, sound, etc) (Extend on sensors e.g. sound sensors)  Present a simple understanding that robots are controlled by controllers, and act based on sensory or triggered input.  Provide a simple outline of the process of sensing, perception, cognition, acting (in terms of how a robot interacts with the real world)  Provide a simple` outline of how a robot is controlled. Link to R.1, R.2 and R.4 – R.7 R.4 Present an understanding of At a foundational level, compare the role of robots and people in the real-world doing the same task. (range: time  At a basic level, compare the role of robots and people in the real-world doing the same task expanded with a  At a simple level, compare the role of robots and people in the real-world doing the same task. C.4 Debug a given symbolic or written set of instructions.  Reinforce reading and understanding a foundational problem.  Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved.  Complete an incomplete a set of commands provided to solve a given foundational problem.  Inspect/trace a foundational coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged) Done in relation to C.1, C.2, C.3 and C.4  Reinforce reading and understanding a basic problem.  Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved.  Complete an incomplete a set of commands provided to solve a given basic problem.  Inspect/trace a basic coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged) (Done in relation to C.1, C.2, C.3 and C.4  Reinforce reading and understanding a simple problem.  Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved.  Complete an incomplete a set of commands provided to solve a given simple problem.  Inspect/trace a simple coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged) Done in relation to C.1, C.2, C.3 and C.4 C.5 Evaluate a given solution towards potential improvement. Using foundational coding problems:  Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved?  Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7. Using basic coding problems:  Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved?  Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7 Using simple coding problems:  Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved?  Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7 C.6 Recognise and interpret patterns in symbolic sets of data or visualisations.  Identify a foundational pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc)  Interpret, explain and complete/ extend a foundational pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2  Identify a basic pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc)  Interpret, explain and complete/ extend a basic pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2  Identify a simple pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc)  Interpret, explain and complete/ extend a simple pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2 C.7 Create or complete a pattern to represent a data set.  Complete a foundational pattern that is part of a data set or programming solution.  Create a foundational pattern to form part of a data set or a programming solution. Done in relation to C.6 Link to C.1 and C.2  Complete a basic pattern that is part of a data set or programming solution.  Create a basic pattern to form part of a data set or a programming solution.  Generalise a basic pattern based on the pattern rule. Done in relation to C.6 Link to C.1 and C.2  Complete a simple pattern that is part of a data set or programming solution.  Create a simple pattern to form part of a data set or a programming solution.  Generalise a simple pattern based on the pattern rule.  Incorporate the generalised pattern as part of a programming solution. Done in relation to C.6 Link to C.1 and C.2 Note Linked competencies can be grouped/done together within one lesson/activity where appropriate. 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT how robots affect the world. saving, assistance, education, entertainment) Link to R.1 – R3 and R.5 - R.7 short description.  Provide a basic outline of the benefits and risks associated with the use of robots.  Basic explanation of what software for robots / embedded system are used for, is given that reference for specific concepts that robots can be programmed to react to their environment. Incorporates elements of R.1.5 and R.2.5  Present a basic definition of AI and its relationship to the field of robotics Link to R.1 – R3 and R.5 - R.7  Provide a simple outline the benefits and risks associated with the use of robots.  Present a simple outline the ethical considerations related to the use of robots.  Simple explanation of what software for robots / embedded system are used for, is given that reference for specific concepts that robots can be programmed to react to their environment. Incorporates elements of R.1.5 and R.2.5  Simple outline of how AI is applied in the field of robotics Link to R.1 – R3 and R.5 - R.7 R.5 Design a simple artefact based on a set of design specifications.  Provide a foundational outline of design thinking (inspire, ideate (imagine), implement).  Design foundational robot artefacts using the design thinking process. Link to R.1 – R.4 and R.6, R.7  Provide a basic definition of design thinking and the design thinking process.  Provide a basic outline of the design thinking process (steps).  Design basic robot artefacts using the design thinking process/ Link to R.1 – R.4 and R.6, R.7  Provide a simple definition of design thinking and of the design thinking process.  Provide a simple outline of the design thinking process (steps)  Design simple robot artefacts using the design thinking process.  Provide a simple outline of the relationship between the concept of hydraulics and robots.  Provide a simple introduction to an open and closed circuit.  Provide a simple introduction to a basic, single pin (Read)  Use On pin - Pressed  Basic introduction to: - an LED - a PiR sensor (Sensor as input trigger) - a Servo motor (Servo motor as an actuator) Link to R.1 – R.4 and R.6, R.7 Design thinking is infused and used when creating robotic artifacts as follows: Empathise: Ask questions to find out what the problem is and to identify challenges related to the problem as well as to identify ways to solve the challenges Define: Specify the detail of the problem Ideate: Imagine and brainstorm different ideas for solving the problem and choose the best idea Prototype (Plan and design): Draw a simple picture (abstraction) and write down the material you will need. Then write down step-by-step instructions (algorithm) for implementing the idea. Test (Create/implement, test, reflect and improve): Follow the design (picture) and plan (algorithm) and build the artefact. Then test it to see if it works and correct/improve where necessary. The progression mostly lies in the gradual increase in scope and complexity of artefacts. R.6 Mimic the operations of a robot Use a simulated environment (such as Scratch or any other free educational software tool) to mimic the operations of a robot:  Align coding concepts to be used with the coding concepts covered and mastered in the coding section.  Include role play (acting out), and tangible activities.  Includes the use of appropriate paper￾based exercises. Link to R.3, R.5 and R.7 Use a simulated environment (such as MakeCode (for micro: bit)) or any other free educational software tool) to mimic the operations of a robot:  Align coding concepts to be used with the coding concepts covered and mastered in the coding section.  Include role play (acting out), and tangible activities.  Include the use of appropriate paper￾based exercises. Link to R.3, R.5 and R.7 Use a simulated environment (such as MakeCode (for micro: bit) or any other free educational software tool) with a physical microcontroller (board) to mimic the operations of a robot:  Align coding concepts to be used with the coding concepts covered and mastered in the coding section.  Includes role play (acting out), and tangible activities.  Includes the use of appropriate paper￾based exercises. CAPS CODING AND ROBOTICS 31 In addition, schools can also opt to use tangible tools and educational robots (OPTIONAL) for reinforcement. In addition, schools can also opt to use tangible tools and educational robots (OPTIONAL) for reinforcement. Link to R.3, R.5 and R.7 In addition, schools can also opt to use tangible tools and educational robots (OPTIONAL) for reinforcement. The scope and complexity are gradually increased in relation to the coding features, operations and structures (code blocks/coding constructs – coding knowledge and skills) introduced per term per year as well as in terms of the complexity of the problem. Refer to table 2-8 R.7 Create, test, and execute a set of robotic instructions. Using foundational problems:  Develop foundational solutions to solve a specific problem.  Translate solution instructions (algorithms) into code (using virtual robots with instructions in a tangible or non-tangible coding environment (software) or using physical educational robotic tools or both).  Implement, test, modify and/or improve foundational solutions. (Link to C.1 to C.5 as well as R.5 to R.6) Using basic problems:  Develop basic solutions to solve a specific problem.  Translate solution instructions (algorithms) into code (using virtual robots with instructions in a tangible or non-tangible coding environment (software) or using physical educational robotic tools or both).  Implement, test, modify and/or improve basic solutions. (Link to C.1 to C.5 as well as R.5 to R.6) Using simple problems:  Develop simple solutions to solve a specific problem.  Translate solution instructions (algorithms) into code (using virtual robots with instructions in a tangible or non-tangible coding environment (software) or using physical educational robotic tools or both).  Implement, test, modify and/or improve simple solutions. (Link to C.1 to C.5 as well as R.5 to R.6) The scope and complexity are gradually increased in relation to the coding features, operations and structures (code blocks/coding constructs) introduced per term per year as well as in terms of the complexity of the problem. Note Linked competencies can be grouped/done together within one lesson/activity where appropriate. Note Learning to walk to school independently involves carefully considering each step at first. Sidewalks are identified, crosswalks are used appropriately, and perhaps even a song is sung to remember the route. However, with repeated walks to school, the process becomes progressively easier. Landmarks like houses and shops become recognizable. Stopping and checking for cars becomes automatic, and foot placement requires less conscious thought. The experience transforms into a game-like activity. Similarly, problem-solving skills are developed. Initial attempts may necessitate assistance. But through continued practice, proficiency increases. Patterns are identified, and plans are formulated independently, akin to navigating a puddle on the sidewalk. Ultimately, these skills become ingrained. Their use may even go unnoticed. Just like walking to school, the process becomes second nature. Repeated practice, however, leads to continued improvement in critical thinking and problem-solving abilities, regardless of the situation encountered. how robots affect the world. saving, assistance, education, entertainment) Link to R.1 – R3 and R.5 - R.7 short description.  Provide a basic outline of the benefits and risks associated with the use of robots.  Basic explanation of what software for robots / embedded system are used for, is given that reference for specific concepts that robots can be programmed to react to their environment. Incorporates elements of R.1.5 and R.2.5  Present a basic definition of AI and its relationship to the field of robotics Link to R.1 – R3 and R.5 - R.7  Provide a simple outline the benefits and risks associated with the use of robots.  Present a simple outline the ethical considerations related to the use of robots.  Simple explanation of what software for robots / embedded system are used for, is given that reference for specific concepts that robots can be programmed to react to their environment. Incorporates elements of R.1.5 and R.2.5  Simple outline of how AI is applied in the field of robotics Link to R.1 – R3 and R.5 - R.7 R.5 Design a simple artefact based on a set of design specifications.  Provide a foundational outline of design thinking (inspire, ideate (imagine), implement).  Design foundational robot artefacts using the design thinking process. Link to R.1 – R.4 and R.6, R.7  Provide a basic definition of design thinking and the design thinking process.  Provide a basic outline of the design thinking process (steps).  Design basic robot artefacts using the design thinking process/ Link to R.1 – R.4 and R.6, R.7  Provide a simple definition of design thinking and of the design thinking process.  Provide a simple outline of the design thinking process (steps)  Design simple robot artefacts using the design thinking process.  Provide a simple outline of the relationship between the concept of hydraulics and robots.  Provide a simple introduction to an open and closed circuit.  Provide a simple introduction to a basic, single pin (Read)  Use On pin - Pressed  Basic introduction to: - an LED - a PiR sensor (Sensor as input trigger) - a Servo motor (Servo motor as an actuator) Link to R.1 – R.4 and R.6, R.7 Design thinking is infused and used when creating robotic artifacts as follows: Empathise: Ask questions to find out what the problem is and to identify challenges related to the problem as well as to identify ways to solve the challenges Define: Specify the detail of the problem Ideate: Imagine and brainstorm different ideas for solving the problem and choose the best idea Prototype (Plan and design): Draw a simple picture (abstraction) and write down the material you will need. Then write down step-by-step instructions (algorithm) for implementing the idea. Test (Create/implement, test, reflect and improve): Follow the design (picture) and plan (algorithm) and build the artefact. Then test it to see if it works and correct/improve where necessary. The progression mostly lies in the gradual increase in scope and complexity of artefacts. R.6 Mimic the operations of a robot Use a simulated environment (such as Scratch or any other free educational software tool) to mimic the operations of a robot:  Align coding concepts to be used with the coding concepts covered and mastered in the coding section.  Include role play (acting out), and tangible activities.  Includes the use of appropriate paper￾based exercises. Link to R.3, R.5 and R.7 Use a simulated environment (such as MakeCode (for micro: bit)) or any other free educational software tool) to mimic the operations of a robot:  Align coding concepts to be used with the coding concepts covered and mastered in the coding section.  Include role play (acting out), and tangible activities.  Include the use of appropriate paper￾based exercises. Link to R.3, R.5 and R.7 Use a simulated environment (such as MakeCode (for micro: bit) or any other free educational software tool) with a physical microcontroller (board) to mimic the operations of a robot:  Align coding concepts to be used with the coding concepts covered and mastered in the coding section.  Includes role play (acting out), and tangible activities.  Includes the use of appropriate paper￾based exercises. 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.12.3 Digital Concepts Table 2-6: Digital Concepts content focus and progression Competency Grade 4 Grade 5 Grade 6 D.1 Outline the concept of technology and the purpose of information technology (IT).  Present a foundational explanation of what technology is.  Present a foundational explanation of what information technology is.  Relate the concept of technology and information technology to that of a tool.  Identify the information technology used in a specific real-world scenario (home/school environment) and explain the purpose.  Identify examples of information technology and relate their use and purpose to everyday life. Link to D.3, D.4 and D.5  Provide a basic explanation of what a computer in the context of information technology is.  Relate the concept of computers to that of an IT tool.  List examples of computers and relate their use and purpose to everyday life.  Understand the purpose of information technology and its role in general.  Identify the information technology used in a specific real-world scenario (e.g. entertainment, shopping) and explain the purpose. Link to D.3, D.4 and D.5  Provide a simple explanation of what a computer in the context of information technology is.  Relate the concept of computers to that of an ICT tool.  Describe examples of computers and relate their use and purpose to everyday life.  Compare and evaluate the role of information technology in two different contexts (e.g. education, shopping, and entertainment) and discuss advantages and disadvantages. Link to D.3, D.4 and D.5 D.2 Recognise that he or she is living as citizens in a digital world.  Understand what the digital world is.  Provide a foundational understanding of a digital world and a digital citizen.  Understand how to use technology and computers in the classroom responsibly.  Recognise the dangers of the online environment (online predators, addiction, and distraction).  Provide a foundational understanding of - Cyberbullying and how to deal with it. - Reason for using passwords/ pins (security). - The concept and dangers/risks of sharing information like personal information, usernames, and passwords. - A digital footprint Link to D.6  Give a basic explanation of the digital world all around us.  Provide a basic description of a digital world and digital citizenship.  Understand how to use technology and computers in the classroom responsibly and when to report unsuitable use, unauthorised access of content and/or contact.  Understand the dangers of the online environment (online predators, addiction, false information)  Provide a simple understanding of - Cyberbullying and how to deal with it. - Reason for using passwords/ pins (security). - The concept and dangers of sharing information like personal information, usernames, and passwords/pins. - A digital footprint Link to D.6  Provide a simple explanation of the digital world all around us.  Explain digital citizenship.  Explain how to use technology and computers in the classroom responsibly and when to report unsuitable use, unauthorised access of content and/or contact.  Understand ethical issues and dangers associated with the use of information technology, including privacy, security, copyright, false information and inappropriate content.  Provide guidelines on how to manage: - Cyberbullying - Passwords/pins (security). - Sharing of personal information. - Digital footprints Link to D.6 D.3 Demonstrate an understanding of the concept of a computing device.  Provide a foundational definition of a computing device, including concepts of input, processing, output, and storage.  Identify common computing devices, e.g., tablet, PC and what they are used for. (Link to D.1 and D.2)  Understand the concepts of hardware and software (“apps”). (Link to C.2)  Provide a basic description of a computing device, including the concepts of input, processing, output, and storage.  Distinguish between the concepts of hardware and software.  Provide a list of common computing devices and describe what they are used for.  Provide a list of common apps found on devices (e.g., WhatsApp) (Link to D.1 and D.2)  Describe and demonstrate the concept of working in and navigating an application (app) (Link to C.2)  Identify the software (‘apps’) one can use on the devices identified  Explain what a computing device, is in terms of input, processing, output, and storage.  List common input, output, and storage devices.  Explain the purpose and role of hardware (as input, processing, storage, and output devices) and software as a list of instructions (apps) that the computer can follow.  Describe the common computing devices and describe their input, output, and storage devices. (Link to D.1 and D.2)  Identify the software (‘apps’) one can use on the devices and the basic function/purpose of those CAPS CODING AND ROBOTICS 33 (e.g., block-based coding app to write computer programs).  Explain and demonstrate the concept of working in and navigating an application (app) (Link to C.2) D.4 Identify the common uses of ICT in the real world.  Provide a foundational definition of what ICT is (inclusion of the concept of ‘communication’ in ‘IT’ that allows people to interact in the digital world).  Identify everyday uses of ICTs, e.g., mobile phones (communication) (Link to D.1, D.2, D.3 and D.4)  Provide a basic definition of what ICT is (inclusion of ‘communication’ in ‘IT’ that allows people to interact in the digital world).  Provide a basic understanding of everyday uses of ICTs, e.g., computers connected using a network.  Basic understanding of a network (e.g. school network / entertainment / shopping) (Link to D.1, D.2, D.3 and D.4)  Provide a simple definition of what ICT is (ICT is an umbrella term that includes any communication devices and systems).  Provide a simple explanation of everyday uses of ICTs, e.g., smart TV (entertainment), point-of-sales (business).  Simple understanding of a network; (devices connected in e.g. shopping, cellular, education). (Link to D.1, D.2, D.3 and D.4) D.5 Differentiate between the components of an ICT system.  Provide a foundational understanding of an ICT system (includes hardware, software (computing devices and communication) – a foundational understanding that additional hardware/technology is required to enable communication (‘form networks’). (Link to D.1, D.2, D.3 and D.4)  Provide a basic understanding of an ICT system (includes hardware, software (computing devices) and communication (concept of network)) – a basic understanding that additional hardware/technology is required to enable communication (‘form networks’)). (Link to D.1, D.2, D.3 and D.4)  Provide a simple understanding of an ICT system (includes hardware, software (computing devices) and communication (concept of network) and people) – a simple understanding that additional hardware/technology is required to enable communication (‘form networks’)) (Link to D.1, D.2, D.3 and D.4) D.6 Explain how the adaptation of technology impacted the world we work and live in.  Provide a foundational understanding of how technology impact how we interact with others. (Link to D.2, D3, D.4 and D.5).  Provide a basic understanding of how technology impacts the following: - Interaction with others - Communication - False information/Fake news (Link to D.2, D3, D.4 and D.5).  Provide a simple understanding of how technology impacts the following: - Interaction with others - Access to information - Entertainment (movie/audio streams, music instruments, games) - False information/Fake news (including fact checking) (Link to D.2, D3, D.4 and D.5). D.7 Present a basic understanding of the concept of input processing and output.  Present a foundational understanding that input results in some form of output.  Illustrate through a foundational activity how input results in some form of output (e.g. open & close programs).  Present a foundational understanding of the concept that processing takes place between input and output.  Provide a foundational understanding that different forms of input result in different actions/outputs. (e.g., traffic light, boom gate.)  Understand that a program must be saved for processing at a later stage (Link to D.3, D.4, D.10, C.2, R.6, R.7)  Present a basic understanding that input results in some form of output.  Illustrate through a basic activity how input results in some form of output.  Understand that different forms of input result in different actions/ outputs. (e.g., traffic light, boom gate.)  Present a basic understanding of the concept that processing takes place between input and output.  Identify output as a form of communication from the device.  Understand that a program must be saved for processing at a later stage. (Link to D.3, D.4, D.10, C.2, R.6, R.7)  Demonstrate/mimic a simple activity where input results in some form of output.  Distinguish between input through instructions that are executed and results in action and output as a form of communication from the device.  Describe the interaction/relationship between input, processing, and output (e.g. when coding).  An elementary understanding of storage elsewhere (not on device e.g. cloud storage).  Understand that incorrect input results in incorrect output (GIGO) (Link to D.3, D.4, D.10, C.2, R.6, R.7) D.8 Interpret a pattern to represent or communicate a message  Interpret a foundational pattern (e.g., representations such as a coloured paper or flags or a torch/flashlight) to communicate  Interpret a basic pattern (e.g., representations such as morse code or a basic cipher) to communicate (decode) a basic message.  Interpret a simple pattern (e.g., representations such as morse code, binary code, a basic cipher) to communicate (decode) a simple 2.12.3 Digital Concepts Table 2-6: Digital Concepts content focus and progression Competency Grade 4 Grade 5 Grade 6 D.1 Outline the concept of technology and the purpose of information technology (IT).  Present a foundational explanation of what technology is.  Present a foundational explanation of what information technology is.  Relate the concept of technology and information technology to that of a tool.  Identify the information technology used in a specific real-world scenario (home/school environment) and explain the purpose.  Identify examples of information technology and relate their use and purpose to everyday life. Link to D.3, D.4 and D.5  Provide a basic explanation of what a computer in the context of information technology is.  Relate the concept of computers to that of an IT tool.  List examples of computers and relate their use and purpose to everyday life.  Understand the purpose of information technology and its role in general.  Identify the information technology used in a specific real-world scenario (e.g. entertainment, shopping) and explain the purpose. Link to D.3, D.4 and D.5  Provide a simple explanation of what a computer in the context of information technology is.  Relate the concept of computers to that of an ICT tool.  Describe examples of computers and relate their use and purpose to everyday life.  Compare and evaluate the role of information technology in two different contexts (e.g. education, shopping, and entertainment) and discuss advantages and disadvantages. Link to D.3, D.4 and D.5 D.2 Recognise that he or she is living as citizens in a digital world.  Understand what the digital world is.  Provide a foundational understanding of a digital world and a digital citizen.  Understand how to use technology and computers in the classroom responsibly.  Recognise the dangers of the online environment (online predators, addiction, and distraction).  Provide a foundational understanding of - Cyberbullying and how to deal with it. - Reason for using passwords/ pins (security). - The concept and dangers/risks of sharing information like personal information, usernames, and passwords. - A digital footprint Link to D.6  Give a basic explanation of the digital world all around us.  Provide a basic description of a digital world and digital citizenship.  Understand how to use technology and computers in the classroom responsibly and when to report unsuitable use, unauthorised access of content and/or contact.  Understand the dangers of the online environment (online predators, addiction, false information)  Provide a simple understanding of - Cyberbullying and how to deal with it. - Reason for using passwords/ pins (security). - The concept and dangers of sharing information like personal information, usernames, and passwords/pins. - A digital footprint Link to D.6  Provide a simple explanation of the digital world all around us.  Explain digital citizenship.  Explain how to use technology and computers in the classroom responsibly and when to report unsuitable use, unauthorised access of content and/or contact.  Understand ethical issues and dangers associated with the use of information technology, including privacy, security, copyright, false information and inappropriate content.  Provide guidelines on how to manage: - Cyberbullying - Passwords/pins (security). - Sharing of personal information. - Digital footprints Link to D.6 D.3 Demonstrate an understanding of the concept of a computing device.  Provide a foundational definition of a computing device, including concepts of input, processing, output, and storage.  Identify common computing devices, e.g., tablet, PC and what they are used for. (Link to D.1 and D.2)  Understand the concepts of hardware and software (“apps”). (Link to C.2)  Provide a basic description of a computing device, including the concepts of input, processing, output, and storage.  Distinguish between the concepts of hardware and software.  Provide a list of common computing devices and describe what they are used for.  Provide a list of common apps found on devices (e.g., WhatsApp) (Link to D.1 and D.2)  Describe and demonstrate the concept of working in and navigating an application (app) (Link to C.2)  Identify the software (‘apps’) one can use on the devices identified  Explain what a computing device, is in terms of input, processing, output, and storage.  List common input, output, and storage devices.  Explain the purpose and role of hardware (as input, processing, storage, and output devices) and software as a list of instructions (apps) that the computer can follow.  Describe the common computing devices and describe their input, output, and storage devices. (Link to D.1 and D.2)  Identify the software (‘apps’) one can use on the devices and the basic function/purpose of those 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT or image. (decode) a foundational message to be interpreted/decoded.  Interpret an image (e.g. a ‘road sign’ or symbolic representations such as smileys)  Decode/decrypt a foundational message. (Link to D.9 and C.1, C.2)  Interpret an image (e.g. a ‘road sign’ or symbolic representations such as smileys)  Decode/decrypt a basic message. (Link to D.9 and C.1, C.2, R.5, R.6 and R.7) message.  Interpret an image (e.g. a ‘road sign’ or symbolic representations such as smileys)  Decode/decrypt a simple message. (Link to D.9 and C.1, C.2, R.5, R.6 and R.7) D.9 Create a pattern to represent or communicate a message or image.  Create a foundational pattern to communicate a message (e.g., design a ‘road sign’ using a grid to communicate a message using pen￾and-paper).  Design a message, e.g. a ‘road sign’ using an XY grid in a block-based application. (Link to D.8 and C.1, C.2)  Create a basic pattern to communicate a message (e.g., use a cipher such as Caesar cipher to create (encrypt/encode), communicate a ‘message or design and communicate a message using symbols such as a ‘heart’ or smileys using a microcontroller (LEDs on grid).  Simulate/display the message (e.g., symbols such as a smiley or heart) on a microcontroller (LEDs on grid). (Link to D.8, C.1, C.2, R.5, R.6 and R.7)  Create a simple pattern to communicate a message (e.g., use a simple cipher to create (encode/encrypt) and communicate a message or design an image (e.g., text to communicate a message)  Simulate/display a simple message/ game (e.g., scrolling ’billboard message’ or rock, paper, scissors game) on a microcontroller (LEDs on grid). (Link to D.8, C.1, C.2, R.5, R.6 and R.7) D.10 Demonstrate a basic proficiency in the application of digital skills.  Switch on/power up a computing device, e.g., tablet or PC (hardware).  Open a software application, e.g., block-based coding application.  Work in the IDE of the block-based coding environment and navigate the IDE (software/’app’).  Provide real-world examples, e.g., open and save a program/save a friend’s phone number on a mobile phone.  Apply basic file management to open a file (e.g., block-based application) and save a file, e.g., save block-based application file (storage).  Design a simple sprite, using an application such as Paint use in a block-based application (Link to D.9). (Link to C.2 – C.5 and R.5 – R.7)  Switch on/power up a computing device, e.g., tablet or PC.  Open a software application, e.g., block-based coding application.  Describe and demonstrate the concept of saving files using a descriptive filename.  Create and name a folder for saving files created in block-based coding application and write down the file path.  Describe and demonstrate the concept of opening a file from within an application (e.g., block-based coding application) as well as using a file path (from folder created).  Save and Open filles from within an application as well as following a file path.  Design a simple sprite and a simple backdrop, using an application such as Paint, to use in a block-based application (link to D.9). (Link to C.2 – C.5 and R.5 – R.7)  Load/open, save, and run a block￾based coding application.  Explain and demonstrate the concept of saving files using a descriptive filename and file extension.  Explain the purpose of a file extension.  Create and name a simple folder structure for saving files.  Explain file and storage management – basic file management.  Save and Open filles from within an application as well as following a file path.  Fluent use of different input and output devices to perform tasks and functions.  Design a simple sprite and a simple backdrop to import and use in a block-based application, using an application such as Paint (link to D.9).  Design a customised ‘GUI’ for a block-based application. (Link to C.2 – C.5 and R.5 – R.7) Note Linked competencies can be grouped/done together within one lesson/activity where appropriate. 35 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.13 ENVISAGED LEARNER The Coding and Robotics learner shows an interest in technology and its application in the world. The learner can think logically and critically and is able to solve problems. Furthermore, the learner is creative and innovative as well as disciplined, focused, and persistent. The learner can also work well with others to achieve a common goal. 2.14 CAREER OPPORTUNITIES Today, digital technologies are integrated in all aspects of our lives. Digital competencies such as Coding and Robotics skills make one more employable and effective in any job and support further studies. The growing ubiquity of digital technologies and the developments around the Internet of Things (IoT), automation and artificial intelligence (AI) have seen the inclusion of skills such a computational thinking, design thinking, software development (coding) and robotics in every sector of employment and entrepreneurship. Therefore, Coding and Robotics aims to equip learners with knowledge and skills that will allow them to thrive in any career and specifically in careers such as software development, robotics engineering, artificial intelligence, etc. CAPS CODING AND ROBOTICS 36 2.15 PROGRESSION AND EXIT SKILLS PER GRADE OF FOCUS AREAS 2.15.1 Coding The following table provides the coding competencies that learners must demonstrate by the end of each Grade in Intermediate Phase: Table 2-7 Intermediate phase coding concepts, content and skills breakdown and progression Scratch for Intermediate and Senior phase (content breakdown and concept progression) Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Only 0,0 for middle and to fixed given starting coordinates. 2.13 ENVISAGED LEARNER The Coding and Robotics learner shows an interest in technology and its application in the world. The learner can think logically and critically and is able to solve problems. Furthermore, the learner is creative and innovative as well as disciplined, focused, and persistent. The learner can also work well with others to achieve a common goal. 2.14 CAREER OPPORTUNITIES Today, digital technologies are integrated in all aspects of our lives. Digital competencies such as Coding and Robotics skills make one more employable and effective in any job and support further studies. The growing ubiquity of digital technologies and the developments around the Internet of Things (IoT), automation and artificial intelligence (AI) have seen the inclusion of skills such a computational thinking, design thinking, software development (coding) and robotics in every sector of employment and entrepreneurship. Therefore, Coding and Robotics aims to equip learners with knowledge and skills that will allow them to thrive in any career and specifically in careers such as software development, robotics engineering, artificial intelligence, etc. 37 CURRICULUM AND ASSESSMENT POLICY STATEMENT CAPS CODING AND ROBOTICS 38 Stacking of blocks (basic concept mastered in Grade 5) - To nest commands. Single if with answer block as extended opportunity for highflyers (Optional). If with answer Fixed values e.g., 5 + 6 Programs should not require more than two nested structures Double nested loops allowed with guidance in the problem statement. Double nested loop with guidance in problem statement where one loop is a fixed counter loop. NO additional nesting conditions. If condition + Relational operators with answer block, e.g., Single command. From term 3 onwards a maximum of two related commands can be grouped. E.g., (Move and Point in direction, Move and stamp, Move and wait) etc. If with answer or (key pressed, e.g., space) If touching colour to continue Grade 3 knowledge With answer as a left side value Broadcast of a single message Fixed counter loop with a single If…then…else allowed 39 CURRICULUM AND ASSESSMENT POLICY STATEMENT Stacking of blocks (basic concept mastered in Grade 5) - To nest commands. Single if with answer block as extended opportunity for highflyers (Optional). If with answer Fixed values e.g., 5 + 6 Programs should not require more than two nested structures Double nested loops allowed with guidance in the problem statement. Double nested loop with guidance in problem statement where one loop is a fixed counter loop. NO additional nesting conditions. If condition + Relational operators with answer block, e.g., Single command. From term 3 onwards a maximum of two related commands can be grouped. E.g., (Move and Point in direction, Move and stamp, Move and wait) etc. If with answer or (key pressed, e.g., space) If touching colour to continue Grade 3 knowledge With answer as a left side value Broadcast of a single message Fixed counter loop with a single If…then…else allowed CAPS CODING AND ROBOTICS 40 User defined Blocks Pen Text to speech Video sensing These blocks and functions can be used to illustrate the concept of AI to the learners Video Sensing – Optional for highflyer learners Lists ** Display random ITEM from a list Create a simple list. Guide the learners with instructions towards its implementation in the solution Term 2 onwards (Only) Only two variables per application (basic) with guidance Limited to three – four variables in the same problem with some guidance in the problem statement Multiple variables may be introduced with some guidance in the problem statement Stacking of blocks (Nesting commands) Space manually typed after first word. 41 CURRICULUM AND ASSESSMENT POLICY STATEMENT User defined Blocks Pen Text to speech Video sensing These blocks and functions can be used to illustrate the concept of AI to the learners Video Sensing – Optional for highflyer learners Lists ** Display random ITEM from a list Create a simple list. Guide the learners with instructions towards its implementation in the solution Term 2 onwards (Only) Only two variables per application (basic) with guidance Limited to three – four variables in the same problem with some guidance in the problem statement Multiple variables may be introduced with some guidance in the problem statement Stacking of blocks (Nesting commands) Space manually typed after first word. CAPS CODING AND ROBOTICS 42 use and implementation of variables.  Introduce the basic concept of a list (A list should be given as part of a partial or incomplete solution)  Select and display random items from a list (Concept of a list to store and use items, e.g., Values for display)  Fixed counter outer loop, with nested simple conditions  Change the backdrop based on a condition or broadcast.  Draw more integrate shapes with loops based on user input.  Forever loops  Loop + Singular nested conditional structure  Stacking (nesting of blocks) for calculations string output.  Guide the learners on the use and implementation of variables and the development of more complex solutions.  Select and display random items from a list (Concept of a list to store and use items, e.g., Values for display)  Create a simple list nested simple conditions  Change the backdrop based on a condition or broadcast.  Draw shapes with loops based on user input.  Forever loops  Loop + Singular nested conditional structure  Stacking (nesting of blocks) for calculations string output.  Guide the learners on the use and implementation of variables.  Perform basic operations on lists.  Introduce the concept of procedures through the implementation of lists.  Access and modify an individual element in a list.  Add and delete elements in a list.  Solve more complex problems with guidance in the problem statement. Use of sprites One sprite only. A maximum of two sprites. A maximum of two sprites. Maximum of three sprites As required by the problem As required by the problem Example - Simple sequential block Example with IF answer block Example with a loop and singular nested conditional structure NOTE: In this activity the learners should be instructed and guided towards the use of the variables. The example below can be presented using scaffolding. - Program with two fixed numbers and the answer is checked. - Program with two variables and the answer is checked. - Program including a fixed loop for (e.g., 5 questions) - Adding a variable to count the correct answers. Application skills (IDE) Select your own sprite Select your own background Save your program Open an existing program (Change a given sprite) Import a picture as a sprite Import an animated gif as a sprite with costumes Import a background Concepts, constructs and practices  Simple sequential algorithms  Everyday scenarios  Sequences for integration with other subjects (e.g., Languages) + Songs  Iteration on one single command for a fixed number of times  Singular condition (with answer (input value) as reference comparison  Fixed value calculations  Simple sequential algorithms  Everyday scenarios  Sequences for integration with other subjects (e.g., Languages) + Songs  Change the costume of a sprite  Forever loops  Singular condition with else (with answer (input value) as reference comparison  Forever loop + 1 (nested conditional structure)  Simple sequential algorithms  Everyday scenarios  Sequences for integration with other subjects (e.g. Languages) + Songs + Modelling a traffic light.  Change the costume of a sprite  Use of iteration (simple) with variable condition  Change the backdrop  Draw shapes with loops  Forever loops  Loop + Singular nested conditional structure  Stacking (nesting of blocks) for calculations string output.  Guide the learners on the use and implementation of variables  Sequential algorithms  Everyday scenarios with simple problems  Sequences for integration with other subjects (e.g., Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation.  Change the costume of a sprite based on a condition or broadcast  Use of iteration (simple) with variable condition  Fixed counter outer loop, with nested simple conditions  Change the backdrop  Draw shapes with loops  Forever loops  Loop + Singular nested conditional structure  Stacking (nesting of blocks) for calculations string output.  Guide the learners on the  Sequential algorithms  Everyday scenarios with simple problems and integration with other subjects with strengthening of concepts using other subject domains. E.g. Smart plant watering system.  Double nested loops with guidance  Sequences for integration with other subjects (e.g. Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation.  Change the costume of a sprite based on a condition or broadcast.  Add multiple sprites to a solution including stamping images.  Use of iteration (simple) with variable condition  Sequential algorithms  Everyday scenarios with simple problems and integration with other subjects with strengthening of concepts using other subject domains. E.g., Smart plant watering system.  Double nested loops with guidance  Sequences for integration with other subjects (e.g., Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation.  Change the costume of a sprite.  Add multiple sprites to a solution including stamping images.  Use of iteration (simple) with variable condition  Fixed counter outer loop, with 43 CURRICULUM AND ASSESSMENT POLICY STATEMENT use and implementation of variables.  Introduce the basic concept of a list (A list should be given as part of a partial or incomplete solution)  Select and display random items from a list (Concept of a list to store and use items, e.g., Values for display)  Fixed counter outer loop, with nested simple conditions  Change the backdrop based on a condition or broadcast.  Draw more integrate shapes with loops based on user input.  Forever loops  Loop + Singular nested conditional structure  Stacking (nesting of blocks) for calculations string output.  Guide the learners on the use and implementation of variables and the development of more complex solutions.  Select and display random items from a list (Concept of a list to store and use items, e.g., Values for display)  Create a simple list nested simple conditions  Change the backdrop based on a condition or broadcast.  Draw shapes with loops based on user input.  Forever loops  Loop + Singular nested conditional structure  Stacking (nesting of blocks) for calculations string output.  Guide the learners on the use and implementation of variables.  Perform basic operations on lists.  Introduce the concept of procedures through the implementation of lists.  Access and modify an individual element in a list.  Add and delete elements in a list.  Solve more complex problems with guidance in the problem statement. Use of sprites One sprite only. A maximum of two sprites. A maximum of two sprites. Maximum of three sprites As required by the problem As required by the problem Example - Simple sequential block Example with IF answer block Example with a loop and singular nested conditional structure NOTE: In this activity the learners should be instructed and guided towards the use of the variables. The example below can be presented using scaffolding. - Program with two fixed numbers and the answer is checked. - Program with two variables and the answer is checked. - Program including a fixed loop for (e.g., 5 questions) - Adding a variable to count the correct answers. Application skills (IDE) Select your own sprite Select your own background Save your program Open an existing program (Change a given sprite) Import a picture as a sprite Import an animated gif as a sprite with costumes Import a background Concepts, constructs and practices  Simple sequential algorithms  Everyday scenarios  Sequences for integration with other subjects (e.g., Languages) + Songs  Iteration on one single command for a fixed number of times  Singular condition (with answer (input value) as reference comparison  Fixed value calculations  Simple sequential algorithms  Everyday scenarios  Sequences for integration with other subjects (e.g., Languages) + Songs  Change the costume of a sprite  Forever loops  Singular condition with else (with answer (input value) as reference comparison  Forever loop + 1 (nested conditional structure)  Simple sequential algorithms  Everyday scenarios  Sequences for integration with other subjects (e.g. Languages) + Songs + Modelling a traffic light.  Change the costume of a sprite  Use of iteration (simple) with variable condition  Change the backdrop  Draw shapes with loops  Forever loops  Loop + Singular nested conditional structure  Stacking (nesting of blocks) for calculations string output.  Guide the learners on the use and implementation of variables  Sequential algorithms  Everyday scenarios with simple problems  Sequences for integration with other subjects (e.g., Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation.  Change the costume of a sprite based on a condition or broadcast  Use of iteration (simple) with variable condition  Fixed counter outer loop, with nested simple conditions  Change the backdrop  Draw shapes with loops  Forever loops  Loop + Singular nested conditional structure  Stacking (nesting of blocks) for calculations string output.  Guide the learners on the  Sequential algorithms  Everyday scenarios with simple problems and integration with other subjects with strengthening of concepts using other subject domains. E.g. Smart plant watering system.  Double nested loops with guidance  Sequences for integration with other subjects (e.g. Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation.  Change the costume of a sprite based on a condition or broadcast.  Add multiple sprites to a solution including stamping images.  Use of iteration (simple) with variable condition  Sequential algorithms  Everyday scenarios with simple problems and integration with other subjects with strengthening of concepts using other subject domains. E.g., Smart plant watering system.  Double nested loops with guidance  Sequences for integration with other subjects (e.g., Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation.  Change the costume of a sprite.  Add multiple sprites to a solution including stamping images.  Use of iteration (simple) with variable condition  Fixed counter outer loop, with CAPS CODING AND ROBOTICS 44 Example – Fly around (Two events click) Example – Draw simple shapes (Pen) Shapes pen – Symmetry Learners are provided with a stage, with a partial geometrical shape. The learners must then code how to draw the corresponding symmetrical shape. Example – Sequential (Input Output) Example - If on Edge Bounce Example with repeats Learners are guided with the use of variables. 45 CURRICULUM AND ASSESSMENT POLICY STATEMENT Example – Fly around (Two events click) Example – Draw simple shapes (Pen) Shapes pen – Symmetry Learners are provided with a stage, with a partial geometrical shape. The learners must then code how to draw the corresponding symmetrical shape. Example – Sequential (Input Output) Example - If on Edge Bounce Example with repeats Learners are guided with the use of variables. CAPS CODING AND ROBOTICS 46 2.15.2 Robotics The following table provides the robotics competencies that learners must demonstrate by the end of each Grade in Intermediate Phase: Table 2-8 Intermediate phase robotics concepts, content and skills breakdown and progression Make Code (Microbit) for Intermediate and Senior phase (content breakdown and concept progression) Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 In terms of coding, typically, problems could require learners to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. depending on the competency/(ies) the learner needs to demonstrate. 47 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.15.2 Robotics The following table provides the robotics competencies that learners must demonstrate by the end of each Grade in Intermediate Phase: Table 2-8 Intermediate phase robotics concepts, content and skills breakdown and progression Make Code (Microbit) for Intermediate and Senior phase (content breakdown and concept progression) Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 In terms of coding, typically, problems could require learners to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. depending on the competency/(ies) the learner needs to demonstrate. CAPS CODING AND ROBOTICS 48 Check while Shake = sensors describe Clearly differentiate between the on (event) and the if as a conditional construct. 49 CURRICULUM AND ASSESSMENT POLICY STATEMENT Check while Shake = sensors describe Clearly differentiate between the on (event) and the if as a conditional construct. CAPS CODING AND ROBOTICS 50 Extenstions Application Skills (IDE) Save your program Open an existing program (Change a given application) Download a program to the device (Hex file) Multiple variables may be introduced with some guidance in the problem statement 51 CURRICULUM AND ASSESSMENT POLICY STATEMENT Extenstions Application Skills (IDE) Save your program Open an existing program (Change a given application) Download a program to the device (Hex file) Multiple variables may be introduced with some guidance in the problem statement CAPS CODING AND ROBOTICS 52 (for enrichment with block-based coding) Educational robot (for enrichment with block-based coding) Connections with crocodile clips only (NO soldering and no breadboards) C to M or F C to C Educational robot (for enrichment with block-based coding) RGB LED Moisture Ultrasonic Resistors Push￾Button Connections with crocodile clips only (NO soldering and no breadboards) C to M or F C to C Educational robot Interact with onboard sensors and onboard output components. ONE (or TWO additional hardware components (Maximum TWO) Connected to MicroController – Or breakout board) e.g. LED Servo PiR Resistor RGB LED Moisture Ultrasonic Resistors Temp-rature and humidity DC Water pump Push-Button Connections with crocodile clips and M2F and M2M and/or Jumper wires (NO soldering) Breakout board & motor driver LED Servo PiR Resistor RGB LED Moisture Ultrasonic Resistors Temp￾rature and humidity DC Water pump Single chanwel relay External DC power source e.g. batteries DC Motors IR proximaty sensor Push￾Button NeoPixel RGB Strip Connections with crocodile clips and M2F and M2M and/or Jumper wires (NO soldering) DBE Go A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND 2.15.3 Robotics progression Grade 4 – Grade 9 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Virtual robot in a code/simulated environment Block based coding for robot control Optional Educational Robot – Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller Interact with onboard sensors and onboard output components only. Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller Interact with onboard sensors and onboard output components. ONE additional hardware component e.g. LED Servo PiR + Resistor Push￾Button Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller Interact with onboard sensors and onboard output components. ONE (or TWO additional hardware components (Maximum)) e.g. LED Servo PiR Resistor Virtual robot in a code/simulated environment Block based coding for robot control ONE Microcontroller (or TWO Microcontrollers for - Radio Communication) Virtual robot in a code/simulated environment Block based coding for robot control ONE Microcontroller (or TWO Microcontrollers for - Radio Communication) Interact with onboard sensors and onboard output components. A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND 53 CURRICULUM AND ASSESSMENT POLICY STATEMENT (for enrichment with block-based coding) Educational robot (for enrichment with block-based coding) Connections with crocodile clips only (NO soldering and no breadboards) C to M or F C to C Educational robot (for enrichment with block-based coding) RGB LED Moisture Ultrasonic Resistors Push￾Button Connections with crocodile clips only (NO soldering and no breadboards) C to M or F C to C Educational robot Interact with onboard sensors and onboard output components. ONE (or TWO additional hardware components (Maximum TWO) Connected to MicroController – Or breakout board) e.g. LED Servo PiR Resistor RGB LED Moisture Ultrasonic Resistors Temp-rature and humidity DC Water pump Push-Button Connections with crocodile clips and M2F and M2M and/or Jumper wires (NO soldering) Breakout board & motor driver LED Servo PiR Resistor RGB LED Moisture Ultrasonic Resistors Temp￾rature and humidity DC Water pump Single chanwel relay External DC power source e.g. batteries DC Motors IR proximaty sensor Push￾Button NeoPixel RGB Strip Connections with crocodile clips and M2F and M2M and/or Jumper wires (NO soldering) DBE Go A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND 2.15.3 Robotics progression Grade 4 – Grade 9 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Virtual robot in a code/simulated environment Block based coding for robot control Optional Educational Robot – Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller Interact with onboard sensors and onboard output components only. Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller Interact with onboard sensors and onboard output components. ONE additional hardware component e.g. LED Servo PiR + Resistor Push￾Button Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller Interact with onboard sensors and onboard output components. ONE (or TWO additional hardware components (Maximum)) e.g. LED Servo PiR Resistor Virtual robot in a code/simulated environment Block based coding for robot control ONE Microcontroller (or TWO Microcontrollers for - Radio Communication) Virtual robot in a code/simulated environment Block based coding for robot control ONE Microcontroller (or TWO Microcontrollers for - Radio Communication) Interact with onboard sensors and onboard output components. A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND CAPS CODING AND ROBOTICS 54 C to M or F C to C Educational robot + Breakout board & motor driver (For Obstacle avoidance using Ultrasonic sensor only) Simple breadboard circuits C to M or F C to C Jumper Wires Educational robot + Breakout board & motor driver + Line following robot with 2 IR proximity sensors Simple breadboard circuits A B 3.3V 1 2 3 4 GND A B 3.3V 1 2 3 4 GND NOTE: Learners are not required to assemble a collision avoidance robot. They only need to understand the principles of its operation. NOTE: Learners are not required to assemble a line following robot. They only need to understand the principles of its operation. 55 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3 SECTION 3 CONTENT SPECIFIC CLARIFICATION PER GRADE PER TERM The following tables provide the content clarification per term and per grade. This section should be read in conjunction with Tables 2-1 to 2-11 and Figures 2-7 to 2-10. In Intermediate Phase, the curriculum is designed to also strengthen the specific concepts and content that link to other subjects such as Mathematics, Natural Sciences and Technology and Life Skills. Content clarification is done with examples as Coding and Robotics is a new subject. Note: This section contains examples that clarify the content and competencies. These examples serve as illustrations to better understand the topics and the competencies learners are expected to develop. However, teachers should see these examples as a starting point for teaching the content and competencies. While the examples are beneficial, teachers should not limit themselves to just those activities. They are encouraged to include other exercises and tasks to ensure deliberate practise, retrieval practice and a deeper understanding of the concepts and skills being taught. The content and competencies are also grouped based on the main topic areas. This organisation helps teachers understand which skills and knowledge are related and how they are connected. The content and competencies are therefore not necessarily listed in the order they must be taught. Teachers have flexibility in how they sequence the topics based on the context of their teaching environment and the needs of their leaners. However, there is an indication of how different competencies relate to each other. This linkage could help teachers understand the progression of skills and how they support or build upon one another or could be taught in relation with other skills and competencies. Teachers should therefore develop their Annual Teaching Plans (ATPs) sequencing content and competencies in a manner that will make sense for their learners and their teaching and learning environment to foster a positive learning experience. The goal of developing the ATPs is to maximize the learners' learning outcomes, acquisition of competencies and achievement. It is also important to note that physical and paper-based activities should not be neglected once learners start to work on a computer. Optional components – (For enrichment) 7 Segment Display 8x8 Led Display LCD 16x2 Display Resistors Additional components for enrichment - Thermistor Simple Sample Projects Based on using board only Simple Sample Projects (Single component only + Onboard components)  Soil Moisture with two conductors (e.g. nails)  Monster Munch (Servo project)  Own switch with foil (LED Project)  Simple alarm with PIR and onboard buzzer Simple Sample Projects (One or two components + Onboard components)  Automatic dustbin or opener (railway crossing sensor and servo)  Soil Moisture with sensor  RGB LED Project  Ultrasonic sensor Project  Alarm with PIR or Ultrasonic sensor and additional component e.g., External buzzer, LED.  BASIC robot car with 2 x 360 Servo’s  Traffic light with 3LED’s Sample Projects (One or two components + Onboard components)  Obstacle avoidance robot (Only conceptual)  Self-watering plant  “Smart device” (Combination of sensor and responder device) Sample Projects (Four components Max + Onboard components)  Line following robot (Only conceptual)  Smart home / Greenhouse (2 Sensors + “2 Actions”. E.g., PIR and auto light on & Temperature and auto fan on)  “Smart device” (Combination of sensors and responder device and output display) CAPS CODING AND ROBOTICS 56 3 SECTION 3 CONTENT SPECIFIC CLARIFICATION PER GRADE PER TERM The following tables provide the content clarification per term and per grade. This section should be read in conjunction with Tables 2-1 to 2-11 and Figures 2-7 to 2-10. In Intermediate Phase, the curriculum is designed to also strengthen the specific concepts and content that link to other subjects such as Mathematics, Natural Sciences and Technology and Life Skills. Content clarification is done with examples as Coding and Robotics is a new subject. Note: This section contains examples that clarify the content and competencies. These examples serve as illustrations to better understand the topics and the competencies learners are expected to develop. However, teachers should see these examples as a starting point for teaching the content and competencies. While the examples are beneficial, teachers should not limit themselves to just those activities. They are encouraged to include other exercises and tasks to ensure deliberate practise, retrieval practice and a deeper understanding of the concepts and skills being taught. The content and competencies are also grouped based on the main topic areas. This organisation helps teachers understand which skills and knowledge are related and how they are connected. The content and competencies are therefore not necessarily listed in the order they must be taught. Teachers have flexibility in how they sequence the topics based on the context of their teaching environment and the needs of their leaners. However, there is an indication of how different competencies relate to each other. This linkage could help teachers understand the progression of skills and how they support or build upon one another or could be taught in relation with other skills and competencies. Teachers should therefore develop their Annual Teaching Plans (ATPs) sequencing content and competencies in a manner that will make sense for their learners and their teaching and learning environment to foster a positive learning experience. The goal of developing the ATPs is to maximize the learners' learning outcomes, acquisition of competencies and achievement. It is also important to note that physical and paper-based activities should not be neglected once learners start to work on a computer. Optional components – (For enrichment) 7 Segment Display 8x8 Led Display LCD 16x2 Display Resistors Additional components for enrichment - Thermistor Simple Sample Projects Based on using board only Simple Sample Projects (Single component only + Onboard components)  Soil Moisture with two conductors (e.g. nails)  Monster Munch (Servo project)  Own switch with foil (LED Project)  Simple alarm with PIR and onboard buzzer Simple Sample Projects (One or two components + Onboard components)  Automatic dustbin or opener (railway crossing sensor and servo)  Soil Moisture with sensor  RGB LED Project  Ultrasonic sensor Project  Alarm with PIR or Ultrasonic sensor and additional component e.g., External buzzer, LED.  BASIC robot car with 2 x 360 Servo’s  Traffic light with 3LED’s Sample Projects (One or two components + Onboard components)  Obstacle avoidance robot (Only conceptual)  Self-watering plant  “Smart device” (Combination of sensor and responder device) Sample Projects (Four components Max + Onboard components)  Line following robot (Only conceptual)  Smart home / Greenhouse (2 Sensors + “2 Actions”. E.g., PIR and auto light on & Temperature and auto fan on)  “Smart device” (Combination of sensors and responder device and output display) 57 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.1 GRADE 4 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. 3.1.1 Term 1 Content (Grade 4 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 Example activity 1 - What is computational thinking? Use the videos (links in notes section) on computational thinking and prepare a worksheet with questions based on the videos for learners to complete afterwards. Learners watch the videos on CT and make notes or write down questions they would like to find answers to using a KWLS chart (Refer to Annexure C). After watching the videos, divide learners into pairs, and hand out a worksheet to each pair to discuss and answer the questions on the worksheet and complete the KWLS chart. Let some learners report back and discuss the following examples with learners. Abstraction:  Your timetable is an example of abstraction of time and activities. It represents a week in terms of days and periods, helping you to prepare for school and to attend the correct class at the correct time.  A plan of the school grounds is an abstraction. It helps you to find the building or classroom that you want to go to. Decomposition:  Cleaning your room by first making your bed, then packing away your clothes, then dusting and then vacuuming the floor.  You need to fetch 10 l water from the river to your house in the village. You know that you are not strong enough to carry one container with 10l water. You decide to use a 5l container and doing two trips. Pattern recognition:  Noticing that all birds have feathers, two wings, a beak and two legs.  Realising that the difference between terms in a series of even numbers is two, e.g. 10, 12, 14, 16 … Algorithms:  Baking a cake following a recipe. The set of rules, steps or instructions to bake a cake is an algorithm.  Directing someone from your home to the nearest shopping centre.  A user manual for assembling something or repairing something. Learners must understand the following:  What computational thinking is  What abstraction is  What decomposition is  What pattern recognition is  What an algorithm is  What makes a good algorithm  How to use CT to develop a good algorithm that can be coded to implemented in a coding environment Learners must understand that Computational thinking (CT) is an attitude and a skill set where one uses specific techniques and strategies (abstraction, decomposition, pattern recognition, algorithm design) that help one to complete tasks successfully and to solve problems systematically. It further helps us arriving at a solution that both humans and a computer can understand. Encourage learners to become proficient with computational thinking when engaging in all activities in this curriculum. Links to CT videos: https://youtu.be/mUXo-S7gzds (intro) Note: These activities would span about 3 – 4 30-minute lessons and are done unplugged (pen-and-paper – no computing device required). Note: Before proceeding with the activity in C.2, first do activities in D.10 (switching on computer, open block-based coding application, navigate the coding environment (IDE) and ensure learners are comfortable to implement example activity 4 in the coding environment. CAPS CODING AND ROBOTICS 58 Content (Grade 4 / Term 1) Notes/Examples  Direction in which sprite/object must ‘face’  Basic pen/draw commands Other skills to be introduced:  Change sprite/object  Change size of sprite/object  Change pen colour  Optional: change line thickness (pen size) Note: Allow learners to tinker and figure this out themselves. Do not merely tell them how to solve it. If learners struggle and the navigator requests help/resources, teachers can provide a video for them to watch, e.g. https://youtu.be/-kKMV-iCpy0 Example Activity 3 – Follow instructions – Introduce Point in direction Use the following instructions (algorithm) to code a block-based program: Open the block-based application Grid1.sb.: Change the Cat sprite to an arrow and set its size to 50 Change the size of the ball sprite to 80 (the background should now look like the one on the right) Write code for the arrow to do the following 1. Go to position (0;0) on the grid 2. Point in direction 180 3. Move 120 steps 4. Turn right 5. Move 90 steps (onto the ball) 6. Turn around (point in opposite direction) 7. Now, move (walk) back to original position (0;0) by reversing steps 3 to 5 (do not use the goto instruction) Example activity 4 – follow instructions – Change background and costume Open the block-based application Change the background to 30 px grid (1 block = 30 steps) Change the sprite to the balloon Write code to move the sprite 5 blocks west (to the left) from its current position. Change to the next costume and wait 2 seconds Change to the next costume again and wait 2 seconds Example Activity 5 – open ended (Link to C.7) Learners work individually and use what they have learned so far and create a block￾based coding app of their choice. They first need to plan their app and write an algorithm (which they can do at home). Then code the algorithm (in class), execute the code and make ensure it works. ability to understand and arrange purposeful patterns of actions, behaviours, ideas, or thoughts. Attention to detail is also important as it helps prevent mistakes and ensures successful completion of a task. Note: Debugging at this stage is therefore incidental learning – it is only addressed formally in Term 2 Saving the program files is done in relation to D.10. Initially, use default folder. Note: These activities are based on discovery learning where learners can tinker. (Debugging at this stage is therefore incidental learning – it is only addressed formally in Term 2). Start with activity 1 once done with D.10 (introduction to app Note Ensure that learners understand all new blocks/cod/concepts introduced. Note: Activity 3 could be done on a grid outside and learners acting the algorithm out as first step. Note Activity 4 can also be linked to C.7 Note: Ensure that learners understand the basic structure of a block-based program: Start (when green flag is clicked) Code blocks (sequence of instructions) End (stop all) C_4_1_Blokkie.sb3 Content (Grade 4 / Term 1) Notes/Examples Example activity 2 – What is an algorithm (set of logical instructions) and what makes a good algorithm? Learners write the steps / instructions for making a peanut butter sandwich. Learners then watch the following video: https://www.youtube.com/watch?v=Ct-lOOUqmyY Learners then work in pairs and write down what they think a good algorithm entails and to improve the algorithm for making a peanut butter sandwich. Now that learners have some idea of what CT entails and what makes a good algorithm, proceed with activity 3. Example activity 3 Divide learners in pairs. Allocate the roles of driver and navigator. Learners use pen-and-paper to create an algorithm to draw a square (do not provide the algorithm) The driver walk-out the square step-by-step and the navigator write down the instructions step-by-step. The pair test the steps by asking and acting it out. Note: A computer program is a sequence or set of instructions in a programming language for a computer to follow to perform a specific task. Note Evidence suggests that learners should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practise (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to D.10 and D.1 (Start with D10 before doing C.2) Example activity 1 – Introduce Go to middle of screen Move and Wait Provide learners with the following code on the computer and the following instructions on a worksheet or the board:  Run the code, then inspect the code and explain what the code does.  Add instructions to do the following:  After the sprite moved the first 10 steps and waited 1 second, add an instruction to reduce the size of the sprite by half.  After the sprite moved and waited for the second time, add an instruction for the sprite to think: ‘Hmm, I’m getting smaller as I move forward’ for 2 seconds.  Run the changed code and ensure that it works. Example activity 2 – Introduce Pen extension with draw and Turn Left/Right 90 degrees (proceed from C.1 activity 4) Then learners work in pairs to translate the algorithm done in activity 4 (C.1) into block-based code and run the program in a block-based coding environment. One learner fulfils the role of “driver” and the other “navigator”. If working with computer/device the driver is the one managing the device and typing. The navigator takes direction from the teacher and consults the teacher and resources. Learners will need to add the pen extension and change the default sprite to a pen (reducing the size of the pen is also advisable) The activity requires the drawing tool “turn” several degrees (they need to figure out that ‘turn right’ (in the algorithm) means 90 degrees)) and moving forward several pixels/steps. Blocks to be introduced with this activity:  When green flag is clicked (event)  Go to a specific position on the backdrop/grid (learner decide) Leaners will first be introduced to the block-based coding platform (Refer to D.10) – use For activity 1, guide them on how to add the drawing tools (pen) Click on in the left-hand corner of the IDE – a window will open and click on Pen. The pen extension is added and a in the blocks pallet on the left-hand side. Also guide them to change the default sprite to a pen or let them look at the tutorial. Introduce the code blocks as they are used in the activities. Refer to Table 2-7. Initially, focus on sequential coding – having instructions in the correct sequence is important in coding and learners sometimes struggle with this. Sequencing is putting events or information in a specific order. It is the skill that to plan what steps to take in which order to perform a task successfully. When sequencing, we learn about patterns in relationships, and we learn to understand the order of things. It also helps to develop the 59 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 1) Notes/Examples  Direction in which sprite/object must ‘face’  Basic pen/draw commands Other skills to be introduced:  Change sprite/object  Change size of sprite/object  Change pen colour  Optional: change line thickness (pen size) Note: Allow learners to tinker and figure this out themselves. Do not merely tell them how to solve it. If learners struggle and the navigator requests help/resources, teachers can provide a video for them to watch, e.g. https://youtu.be/-kKMV-iCpy0 Example Activity 3 – Follow instructions – Introduce Point in direction Use the following instructions (algorithm) to code a block-based program: Open the block-based application Grid1.sb.: Change the Cat sprite to an arrow and set its size to 50 Change the size of the ball sprite to 80 (the background should now look like the one on the right) Write code for the arrow to do the following 1. Go to position (0;0) on the grid 2. Point in direction 180 3. Move 120 steps 4. Turn right 5. Move 90 steps (onto the ball) 6. Turn around (point in opposite direction) 7. Now, move (walk) back to original position (0;0) by reversing steps 3 to 5 (do not use the goto instruction) Example activity 4 – follow instructions – Change background and costume Open the block-based application Change the background to 30 px grid (1 block = 30 steps) Change the sprite to the balloon Write code to move the sprite 5 blocks west (to the left) from its current position. Change to the next costume and wait 2 seconds Change to the next costume again and wait 2 seconds Example Activity 5 – open ended (Link to C.7) Learners work individually and use what they have learned so far and create a block￾based coding app of their choice. They first need to plan their app and write an algorithm (which they can do at home). Then code the algorithm (in class), execute the code and make ensure it works. ability to understand and arrange purposeful patterns of actions, behaviours, ideas, or thoughts. Attention to detail is also important as it helps prevent mistakes and ensures successful completion of a task. Note: Debugging at this stage is therefore incidental learning – it is only addressed formally in Term 2 Saving the program files is done in relation to D.10. Initially, use default folder. Note: These activities are based on discovery learning where learners can tinker. (Debugging at this stage is therefore incidental learning – it is only addressed formally in Term 2). Start with activity 1 once done with D.10 (introduction to app Note Ensure that learners understand all new blocks/cod/concepts introduced. Note: Activity 3 could be done on a grid outside and learners acting the algorithm out as first step. Note Activity 4 can also be linked to C.7 Note: Ensure that learners understand the basic structure of a block-based program: Start (when green flag is clicked) Code blocks (sequence of instructions) End (stop all) C_4_1_Blokkie.sb3 Content (Grade 4 / Term 1) Notes/Examples Example activity 2 – What is an algorithm (set of logical instructions) and what makes a good algorithm? Learners write the steps / instructions for making a peanut butter sandwich. Learners then watch the following video: https://www.youtube.com/watch?v=Ct-lOOUqmyY Learners then work in pairs and write down what they think a good algorithm entails and to improve the algorithm for making a peanut butter sandwich. Now that learners have some idea of what CT entails and what makes a good algorithm, proceed with activity 3. Example activity 3 Divide learners in pairs. Allocate the roles of driver and navigator. Learners use pen-and-paper to create an algorithm to draw a square (do not provide the algorithm) The driver walk-out the square step-by-step and the navigator write down the instructions step-by-step. The pair test the steps by asking and acting it out. Note: A computer program is a sequence or set of instructions in a programming language for a computer to follow to perform a specific task. Note Evidence suggests that learners should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practise (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to D.10 and D.1 (Start with D10 before doing C.2) Example activity 1 – Introduce Go to middle of screen Move and Wait Provide learners with the following code on the computer and the following instructions on a worksheet or the board:  Run the code, then inspect the code and explain what the code does.  Add instructions to do the following:  After the sprite moved the first 10 steps and waited 1 second, add an instruction to reduce the size of the sprite by half.  After the sprite moved and waited for the second time, add an instruction for the sprite to think: ‘Hmm, I’m getting smaller as I move forward’ for 2 seconds.  Run the changed code and ensure that it works. Example activity 2 – Introduce Pen extension with draw and Turn Left/Right 90 degrees (proceed from C.1 activity 4) Then learners work in pairs to translate the algorithm done in activity 4 (C.1) into block-based code and run the program in a block-based coding environment. One learner fulfils the role of “driver” and the other “navigator”. If working with computer/device the driver is the one managing the device and typing. The navigator takes direction from the teacher and consults the teacher and resources. Learners will need to add the pen extension and change the default sprite to a pen (reducing the size of the pen is also advisable) The activity requires the drawing tool “turn” several degrees (they need to figure out that ‘turn right’ (in the algorithm) means 90 degrees)) and moving forward several pixels/steps. Blocks to be introduced with this activity:  When green flag is clicked (event)  Go to a specific position on the backdrop/grid (learner decide) Leaners will first be introduced to the block-based coding platform (Refer to D.10) – use For activity 1, guide them on how to add the drawing tools (pen) Click on in the left-hand corner of the IDE – a window will open and click on Pen. The pen extension is added and a in the blocks pallet on the left-hand side. Also guide them to change the default sprite to a pen or let them look at the tutorial. Introduce the code blocks as they are used in the activities. Refer to Table 2-7. Initially, focus on sequential coding – having instructions in the correct sequence is important in coding and learners sometimes struggle with this. Sequencing is putting events or information in a specific order. It is the skill that to plan what steps to take in which order to perform a task successfully. When sequencing, we learn about patterns in relationships, and we learn to understand the order of things. It also helps to develop the CAPS CODING AND ROBOTICS 60 Content (Grade 4 / Term 1) Notes/Examples Example activity 5 Provide the following on a worksheet: The stage and the code (on the right) and ask learners to explain what the code does (without running the code – just by reading and interpreting it): C_4_1_Bug walk.sb3 Discuss their answers, then run the code (for all learners to see) and let them compare their answers to what they see happens when the code is executed and let them reflect on their own interpretations and discuss what they might have interpreted incorrectly and why. Then explain code where necessary. Example activity 6 When done with activity 5, ask the learners to write an algorithm (using computational thinking) for a similar activity (let their ‘robot’ move in a specific pattern). They first need to design the activity on a grid, then write down the steps (algorithm). When the algorithm is done, let them translate it into block-based code and implement it in a block-based application. They need to get it to work correctly (though debugging at this stage is therefore incidental learning – it is only addressed formally in Term 2). Example activity 7 Let learners design another, similar activity using a grid and translate it into code (unplugged). Now, in pairs let learners swap their code (which is on paper) and explain each other’s code to each other to see if they can interpret it correctly. Afterwards they can run each other’s programs to see if they interpreted it correctly (if the code does not work, it must be corrected – incidentally learning re debugging) Example activity 8 Open-ended (individual) Use what you have learned so for and write a program of your choice. In groups of 4, let learners demonstrate their programs and discuss them in the groups  debug an algorithm or block-based program (find the bug, describe the bug and correct it).  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. When sequencing, one learns to understand the order of things and about patterns and relationships. By learning to sequence, we develop the ability to understand and arrange purposeful patterns of actions, behaviours, ideas, or thoughts that supports the logical sequencing of coding instructions. In terms of problems that provide a partial solution where some code instructions are missing and learners must fill in the missing code instructions, the concept of Parsons Puzzles could be helpful as it provides scaffolding for learning programming. It helps learners to develop logical thinking, The concept is a type of scaffolded program construction tasks where the learner is given a set of code blocks of a single or multiple lines of code, and the task is to piece together a program from these or to fill in missing code from these. Example 1 – Fill in missing coding instructions using blocks provided Provide a problem description and a partial program to solve the problem in the scripts area (leave gaps where missing code instructions should be placed). Also provide the missing code blocks randomly placed (not in sequence) in the scripts area. Learners need to figure out where the missing code blocks fit to complete the program and solve the problem. Example 2 – Complete a program using code blocks provided Provide a problem description and all the code blocks to solve the problem, randomly placed in the scripts area (not in sequence) Learners then need to fit the blocks of code together in the correct sequence to solve the problem and ensure it function correctly. Parsons programming puzzles are an evidence-based teaching practice that reduces the cognitive load and time spent for learners. Content (Grade 4 / Term 1) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and R.6 and D.8 -D.10 Example activity 1 Provide learners with a set of block-based instructions (from the blocks already covered) on a worksheet (unplugged) and ask them to explain what the code does (what will happen if the code is run). Then let them run the code and compare their explanation with what happens. Example activity 2 Provide learners with an algorithm which they need to must explain regarding what it does/what output it will give, then translate the instructions to code and execute to see if they explained it correctly (program with code blocks already encountered and 1 new block/concept) Example activity 3 Provide learners with the following program and let them load (from default folder on their computers -refer to D.10 and run the program and inspect the code). Then ask them to write a similar program (e.g. make a cup of coffee). Learners swap programs and evaluate each other’s algorithms (e.g. make a cup of coffee) against their understanding about features that makes a good algorithm (C.1) Example activity 4 – Introduce FOREVER loop and Next backdrop Provide learners with the following code on paper: C_4_1_Backdrop Change Colour loop_V1.sb3 In pairs, learners figure out what the code does. Learners then code the example provided in the block-based environment and run the code, comparing the outcome to their interpretation. Teacher now explains the new blocks/concepts introduced with this activity. Learners are then requested to add an additional functionality (add additional code to do something e) to the program. Literature suggests that it is important that learners must also read and explain in plain language (their own words) what the code does. This type of activities should be done unplugged (pen-and-paper) and only implemented after learners explained the results. Many of these types of exercises are necessary to ground concepts, skills and understanding of algorithms and coding. Note: While learners should be able to describe what each line (block) of code does, (describing a code segment line-by-line/block-by-block) it is very important that learners explain the overall purpose of the code, i.e. what the program does/the purpose of the program is. Note: When interpreting the given commands, reiterate the use of decompression and abstraction in the process. The bug walk activity also links to R.6 (simulate the operations of a virtual robot (the bug can be seen as a virtual robot)) In Grade 4, keep to simple, basic, small activities teaching one or two concepts at a time with lots of repetition to ensure that coding concepts and principles are well grounded and to avoid misconceptions. However also allow learner who are ready to tinker just beyond their comfort zone but avoid giving them tasks that are too complicated as these may impede their self-efficacy. Note: Learners need to be exposed to a wide variety of coding problems. Typically, at this stage, problems could require learners to  read code and explain what it does.  work through (trace) / act out code (physically or simulated) / using pen-and-paper to determine the output or the correctness.  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete.  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions)).  Add additional functionality to code provided/and existing program Blocks introduced:  When key pressed – event that triggers next backdrop to show.  Clear graphics effects – reset the appearance of a sprite/object  Forever loop (instruction inside will keep running as long as program is active)  Play specific sound  They can also watch the tutorial Add a backdrop 61 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 1) Notes/Examples Example activity 5 Provide the following on a worksheet: The stage and the code (on the right) and ask learners to explain what the code does (without running the code – just by reading and interpreting it): C_4_1_Bug walk.sb3 Discuss their answers, then run the code (for all learners to see) and let them compare their answers to what they see happens when the code is executed and let them reflect on their own interpretations and discuss what they might have interpreted incorrectly and why. Then explain code where necessary. Example activity 6 When done with activity 5, ask the learners to write an algorithm (using computational thinking) for a similar activity (let their ‘robot’ move in a specific pattern). They first need to design the activity on a grid, then write down the steps (algorithm). When the algorithm is done, let them translate it into block-based code and implement it in a block-based application. They need to get it to work correctly (though debugging at this stage is therefore incidental learning – it is only addressed formally in Term 2). Example activity 7 Let learners design another, similar activity using a grid and translate it into code (unplugged). Now, in pairs let learners swap their code (which is on paper) and explain each other’s code to each other to see if they can interpret it correctly. Afterwards they can run each other’s programs to see if they interpreted it correctly (if the code does not work, it must be corrected – incidentally learning re debugging) Example activity 8 Open-ended (individual) Use what you have learned so for and write a program of your choice. In groups of 4, let learners demonstrate their programs and discuss them in the groups  debug an algorithm or block-based program (find the bug, describe the bug and correct it).  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. When sequencing, one learns to understand the order of things and about patterns and relationships. By learning to sequence, we develop the ability to understand and arrange purposeful patterns of actions, behaviours, ideas, or thoughts that supports the logical sequencing of coding instructions. In terms of problems that provide a partial solution where some code instructions are missing and learners must fill in the missing code instructions, the concept of Parsons Puzzles could be helpful as it provides scaffolding for learning programming. It helps learners to develop logical thinking, The concept is a type of scaffolded program construction tasks where the learner is given a set of code blocks of a single or multiple lines of code, and the task is to piece together a program from these or to fill in missing code from these. Example 1 – Fill in missing coding instructions using blocks provided Provide a problem description and a partial program to solve the problem in the scripts area (leave gaps where missing code instructions should be placed). Also provide the missing code blocks randomly placed (not in sequence) in the scripts area. Learners need to figure out where the missing code blocks fit to complete the program and solve the problem. Example 2 – Complete a program using code blocks provided Provide a problem description and all the code blocks to solve the problem, randomly placed in the scripts area (not in sequence) Learners then need to fit the blocks of code together in the correct sequence to solve the problem and ensure it function correctly. Parsons programming puzzles are an evidence-based teaching practice that reduces the cognitive load and time spent for learners. Content (Grade 4 / Term 1) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and R.6 and D.8 -D.10 Example activity 1 Provide learners with a set of block-based instructions (from the blocks already covered) on a worksheet (unplugged) and ask them to explain what the code does (what will happen if the code is run). Then let them run the code and compare their explanation with what happens. Example activity 2 Provide learners with an algorithm which they need to must explain regarding what it does/what output it will give, then translate the instructions to code and execute to see if they explained it correctly (program with code blocks already encountered and 1 new block/concept) Example activity 3 Provide learners with the following program and let them load (from default folder on their computers -refer to D.10 and run the program and inspect the code). Then ask them to write a similar program (e.g. make a cup of coffee). Learners swap programs and evaluate each other’s algorithms (e.g. make a cup of coffee) against their understanding about features that makes a good algorithm (C.1) Example activity 4 – Introduce FOREVER loop and Next backdrop Provide learners with the following code on paper: C_4_1_Backdrop Change Colour loop_V1.sb3 In pairs, learners figure out what the code does. Learners then code the example provided in the block-based environment and run the code, comparing the outcome to their interpretation. Teacher now explains the new blocks/concepts introduced with this activity. Learners are then requested to add an additional functionality (add additional code to do something e) to the program. Literature suggests that it is important that learners must also read and explain in plain language (their own words) what the code does. This type of activities should be done unplugged (pen-and-paper) and only implemented after learners explained the results. Many of these types of exercises are necessary to ground concepts, skills and understanding of algorithms and coding. Note: While learners should be able to describe what each line (block) of code does, (describing a code segment line-by-line/block-by-block) it is very important that learners explain the overall purpose of the code, i.e. what the program does/the purpose of the program is. Note: When interpreting the given commands, reiterate the use of decompression and abstraction in the process. The bug walk activity also links to R.6 (simulate the operations of a virtual robot (the bug can be seen as a virtual robot)) In Grade 4, keep to simple, basic, small activities teaching one or two concepts at a time with lots of repetition to ensure that coding concepts and principles are well grounded and to avoid misconceptions. However also allow learner who are ready to tinker just beyond their comfort zone but avoid giving them tasks that are too complicated as these may impede their self-efficacy. Note: Learners need to be exposed to a wide variety of coding problems. Typically, at this stage, problems could require learners to  read code and explain what it does.  work through (trace) / act out code (physically or simulated) / using pen-and-paper to determine the output or the correctness.  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete.  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions)).  Add additional functionality to code provided/and existing program Blocks introduced:  When key pressed – event that triggers next backdrop to show.  Clear graphics effects – reset the appearance of a sprite/object  Forever loop (instruction inside will keep running as long as program is active)  Play specific sound  They can also watch the tutorial Add a backdrop CAPS CODING AND ROBOTICS 62 Content (Grade 4 / Term 1) Notes/Examples Robotics R.1 Explain what a robot is in simple terms. Link to R.2 Ask learners what they think a robot is and use their descriptions to formulate a simple definition for ‘wat a robot is’. (R,1 and R.2 can be done together) A robot is a machine that can move independently, sense its environment, make decisions and perform actions. It can be programmed and controlled by humans or operate autonomously. Robots can mostly do the following typical things: sense, compute and act. What Is a robot? - ROBOTS: Your Guide to the World of Robotics (robotsguide.com) R.2 Identify different types of robots. Link to R.1 Explain, at an elementary level, to learners that one gets virtual as well as physical robots: Virtual robots These are software programs designed to simulate the actions and behaviours of physical robots, such as the sprite/object in the block-based programming app. A sprite operates within a virtual environment. When working a block-based environment, one can mimic a robot. Physical robots These are tangible, mechanical machines that can interact with the physical world. They have a physical presence and can move, manipulate objects, and interact with their surroundings. They are designed to perform specific tasks in real-word environments, such as robot in a factory that assembles cars. A physical robot operates in the real world. Emphasise that both are programmed and respond to instructions – the one in the real-world environment and the one in a software environment. Note: Can be done with R.1 if time allows Learners need to  acknowledge that robots are diverse and used for different purposes.  point out the similarities and differences between virtual and physical robots. As learners are working in a block-based coding environment, one can use the sprite/object in this environment to discuss the concept of virtual robots (link toC.1-C.7 (virtual robot)) The concept of a sprite in a block-based coding environment shares similarities with a physical robot in that both are programmable entities that respond to commands and interact with their environment. While a physical robot operates in the real world, a sprite operates within the virtual environment of a block-based project. Users can give commands to the sprite to make it perform certain actions, just like programming a robot to carry out specific tasks R.6 Mimic the operations of a robot Done in relation to C.1 and C.2 and C.3 Example activity 1 Learners design an activity on a grid and place obstacles and write instructions to move a ‘robot’ from one point to another, following rules and/or avoiding obstacles (like C.6 activity 2), then act out the instructions (learner acts as robot and follow instructions). Example activity 2 Learners now code the activity designed in activity 1 using a block-based coding environment (like C.3 activity 5) Refer to grid activities in C.3 and C.6 and C.7 Activities can be done unplugged (e.g. physical grid (like foundation phase – acting out instructions) on floor or with pen-and-paper) as a transition from foundation phase. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3 Example activity: Classification of technological and non-technological artefacts Using pictures and artefacts of technology and non-technology, learners classify these into technology or non-technology and identify the purpose of each. They must also group the pictures and artefacts as technology only and information technology and describe the difference. The activity/discussion must help them to, at an elementary level, explain what technology is, what information technology is (and by implication the difference and purpose of each) and provide examples of both. This can be done as cooperative learning in groups. Technology is a broad term for using tools, machines, techniques and processes with the purpose to accomplish a task or solve a problem. Examples are inventions such as the wheel, electricity, computers and mobile phones. Information technology is a subset of technology that focuses on the use of computers as well as hardware and software with the purpose to store, process, retrieve and manage data and information and includes various computing devices. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.1 and D.3 Discuss the concepts of digital world and digital citizenship. (D.2 and D.3 can be done together) Content (Grade 4 / Term 1) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2, C.3 and D.8, D.9 Example activity 1 Bruno has seven kinds of clothes: Figure 11 https://olympiad.org.za/talent-search/past-papers/pen-and-paper/  Bruno’s dad carefully arranges his clothes into four piles  Bruno puts on his clothes in the order that they are in the pile, starting from the top of the pile.  Bruno wants to wear the braces over his shirt. With which piles (A B C D) will Bruno be happy with? Example activity 2 Turtles live in small gardens. Each garden is divided into squares, covered with either grass or stones. The turtles cannot cross stony areas. But they can move from one grass square to the next, as shown in the picture. Each turtle needs to take a feeding path in its garden:  It needs to move to all grass squares while visiting each of them only once.  Unfortunately, one turtle cannot take a feeding path in its garden. Which one? Select its garden (A B C or D below. 2022-TS-Elementary-Question-Paper.pdf (olympiad.org.za) Example activity 3 1. Look at the code for drawing a block (square) in C.2 Activity 2. 2. Now write an algorithm for drawing a rectangle (use your experience from doing activity 2 in C.2), following a similar pattern Ask yourself questions such as how does a square differ from a rectangle and how are they similar? Use your previous experience about drawing a square. 3. When done, translate the algorithm into block-based code and run the program. Did it work? Use both pen-and-paper (unplugged) activities and coding activities to expose learners to recognise and interpret patterns. Explain to learners that, one uses computational thinking subconsciously daily and that with computational thinking, one also uses previous experience to help one do similar or new tasks or solve similar or new problems, for example, just think about baking cupcakes: One breaks the task of baking cupcakes into smaller tasks such as preheating the oven, mixing the batter and preparing the icing while the cupcakes are baking – one small task at a time. One may also use previous experience from baking cupcakes when knowing to bake them slightly longer than the recipe calls for. One also knows that chocolate chips are not a vital ingredient in cupcakes, so one can skip that step if one does not have any available. One also knows to start preheating the oven before pouring the mix into the cups and that, when one takes them out of the oven, one needs to let them cool down before putting on the icing. As one gets more experienced, one may also realise that one could prepare the icing the day before. The above will help learners to understand that they can use their experience with activity 2 (C.2) to help them complete activity 3. Learners must be encouraged to use their experience to solve similar or new problems or complete similar or new tasks Pattern recognition is the process to identify and extract meaningful patterns from a dataset. It involves using analysing a set of data to find regularities or repeating structures that can be used to make predictions, classify objects, or solve problems. 63 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 1) Notes/Examples Robotics R.1 Explain what a robot is in simple terms. Link to R.2 Ask learners what they think a robot is and use their descriptions to formulate a simple definition for ‘wat a robot is’. (R,1 and R.2 can be done together) A robot is a machine that can move independently, sense its environment, make decisions and perform actions. It can be programmed and controlled by humans or operate autonomously. Robots can mostly do the following typical things: sense, compute and act. What Is a robot? - ROBOTS: Your Guide to the World of Robotics (robotsguide.com) R.2 Identify different types of robots. Link to R.1 Explain, at an elementary level, to learners that one gets virtual as well as physical robots: Virtual robots These are software programs designed to simulate the actions and behaviours of physical robots, such as the sprite/object in the block-based programming app. A sprite operates within a virtual environment. When working a block-based environment, one can mimic a robot. Physical robots These are tangible, mechanical machines that can interact with the physical world. They have a physical presence and can move, manipulate objects, and interact with their surroundings. They are designed to perform specific tasks in real-word environments, such as robot in a factory that assembles cars. A physical robot operates in the real world. Emphasise that both are programmed and respond to instructions – the one in the real-world environment and the one in a software environment. Note: Can be done with R.1 if time allows Learners need to  acknowledge that robots are diverse and used for different purposes.  point out the similarities and differences between virtual and physical robots. As learners are working in a block-based coding environment, one can use the sprite/object in this environment to discuss the concept of virtual robots (link toC.1-C.7 (virtual robot)) The concept of a sprite in a block-based coding environment shares similarities with a physical robot in that both are programmable entities that respond to commands and interact with their environment. While a physical robot operates in the real world, a sprite operates within the virtual environment of a block-based project. Users can give commands to the sprite to make it perform certain actions, just like programming a robot to carry out specific tasks R.6 Mimic the operations of a robot Done in relation to C.1 and C.2 and C.3 Example activity 1 Learners design an activity on a grid and place obstacles and write instructions to move a ‘robot’ from one point to another, following rules and/or avoiding obstacles (like C.6 activity 2), then act out the instructions (learner acts as robot and follow instructions). Example activity 2 Learners now code the activity designed in activity 1 using a block-based coding environment (like C.3 activity 5) Refer to grid activities in C.3 and C.6 and C.7 Activities can be done unplugged (e.g. physical grid (like foundation phase – acting out instructions) on floor or with pen-and-paper) as a transition from foundation phase. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3 Example activity: Classification of technological and non-technological artefacts Using pictures and artefacts of technology and non-technology, learners classify these into technology or non-technology and identify the purpose of each. They must also group the pictures and artefacts as technology only and information technology and describe the difference. The activity/discussion must help them to, at an elementary level, explain what technology is, what information technology is (and by implication the difference and purpose of each) and provide examples of both. This can be done as cooperative learning in groups. Technology is a broad term for using tools, machines, techniques and processes with the purpose to accomplish a task or solve a problem. Examples are inventions such as the wheel, electricity, computers and mobile phones. Information technology is a subset of technology that focuses on the use of computers as well as hardware and software with the purpose to store, process, retrieve and manage data and information and includes various computing devices. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.1 and D.3 Discuss the concepts of digital world and digital citizenship. (D.2 and D.3 can be done together) Content (Grade 4 / Term 1) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2, C.3 and D.8, D.9 Example activity 1 Bruno has seven kinds of clothes: Figure 11 https://olympiad.org.za/talent-search/past-papers/pen-and-paper/  Bruno’s dad carefully arranges his clothes into four piles  Bruno puts on his clothes in the order that they are in the pile, starting from the top of the pile.  Bruno wants to wear the braces over his shirt. With which piles (A B C D) will Bruno be happy with? Example activity 2 Turtles live in small gardens. Each garden is divided into squares, covered with either grass or stones. The turtles cannot cross stony areas. But they can move from one grass square to the next, as shown in the picture. Each turtle needs to take a feeding path in its garden:  It needs to move to all grass squares while visiting each of them only once.  Unfortunately, one turtle cannot take a feeding path in its garden. Which one? Select its garden (A B C or D below. 2022-TS-Elementary-Question-Paper.pdf (olympiad.org.za) Example activity 3 1. Look at the code for drawing a block (square) in C.2 Activity 2. 2. Now write an algorithm for drawing a rectangle (use your experience from doing activity 2 in C.2), following a similar pattern Ask yourself questions such as how does a square differ from a rectangle and how are they similar? Use your previous experience about drawing a square. 3. When done, translate the algorithm into block-based code and run the program. Did it work? Use both pen-and-paper (unplugged) activities and coding activities to expose learners to recognise and interpret patterns. Explain to learners that, one uses computational thinking subconsciously daily and that with computational thinking, one also uses previous experience to help one do similar or new tasks or solve similar or new problems, for example, just think about baking cupcakes: One breaks the task of baking cupcakes into smaller tasks such as preheating the oven, mixing the batter and preparing the icing while the cupcakes are baking – one small task at a time. One may also use previous experience from baking cupcakes when knowing to bake them slightly longer than the recipe calls for. One also knows that chocolate chips are not a vital ingredient in cupcakes, so one can skip that step if one does not have any available. One also knows to start preheating the oven before pouring the mix into the cups and that, when one takes them out of the oven, one needs to let them cool down before putting on the icing. As one gets more experienced, one may also realise that one could prepare the icing the day before. The above will help learners to understand that they can use their experience with activity 2 (C.2) to help them complete activity 3. Learners must be encouraged to use their experience to solve similar or new problems or complete similar or new tasks Pattern recognition is the process to identify and extract meaningful patterns from a dataset. It involves using analysing a set of data to find regularities or repeating structures that can be used to make predictions, classify objects, or solve problems. CAPS CODING AND ROBOTICS 64 Content (Grade 4 / Term 1) Notes/Examples Ask the learners to draw what the finished dish would look like. Then, place the imaginary finished dishes or pictures representing the cooked meals in the "Output" column. Introduce the concept of "Storage" by asking where the food/leftovers will be kept. Briefly reiterate the concepts of input, processing, output and storage by referring to the model in D.3 as well as a computer, tablet or mobile phone. Discuss how the ‘magic kitchen’ activity links to the input, processing and output when working with a computer. instructions (code) and provide output (actions) based on the processing (executing the code) D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 and C.3 When working on the computer in the block-based coding environment, guide learners to become familiar with the environment by being able to switch on a device, open and close applications. This must be done in relation to C.2. (When learners start using the block-based coding environment) Teacher explicitly guides learners through the process of switching on, opening the block-based coding application and to understand that they work in an integrated development environment (IDE) Teacher shows them.  the main parts of the IDE and explain what it is. o IDE – where one develops programs. o Stage/backdrop – where your project comes alive (one sees the results of one’s coding) The stage could also have a backdrop (background for your code/story o Sprites – objects or ‘characters’ that appear on the screen. o Script/code area – the collections of blocks that are interlocked. These blocks determine how sprites react on the stage. o Blocks palette – the blocks one uses to create code (the coloured dot indicates the type of blocks) and the blocks displayed will depend on the type.  basic file management o Open a block-based coding file from the default location. o Save a block-based coding file in the default location.  how to navigate the environment and let them start working through the tutorials at the top of the screen. Show learners the block-based coding environment and explain what each section means or let them watch a video: https://youtu.be/NqMd44Oi2l4 (Intro to coding environment) Show them the sections for the programming palette, where they code (scripts section), the stage, etc. Getting-Started-With-Scratch-3.0.pdf (mit.edu) Let learners work through the at the top of the screen. Start with Getting Started tutorial to introduce the green flag event and adding a backdrop. Show and explain on a just-in-time basis – what they will need at a particular stage or for completing a specific activity. The process of input, processing/storage and output can also be demonstrated by saving a friend’s phone number on a mobile phone. Teachers could also let learners watch videos introducing the environment such as https://youtu.be/-kKMV-iCpy0 Note: There is a wealth of material, including tutorials and videos that explains the block-based environment Content (Grade 4 / Term 1) Notes/Examples As citizens we use computing devices – ask learners what they use computing devices for. (Now link to D.3 to learn about the concept of a computing device and how to care for a computing device) Taking care of devices: General care issues such as cleanliness: Keep hands clean and avoid eating or drinking near the device. Screen care – cleaning gently with a microfiber cloth. Place the device in a protective case when carrying it around to prevent accidental drops or scratches. Properly shut down the device. Immediately inform the teacher if you notice any problems with the device, such as malfunctioning keys loose connections, or unexpected behaviour. Learners need to acknowledge that the digital world is a virtual/online environment and is created using digital technologies. It forms part of a huge, interconnected network that allows us to use devices to communicate, share information and interact with each other in various ways. We need to use these technologies responsibly and take care of the devices we use in the classroom. Digital citizenship refers to the responsible, ethical, and safe use of digital technology and the internet. Li As digital citizens we need to act responsibly and respectful. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.2 and D.7 and C.2 and C.3 The teacher briefly revises the concept of what technological artefacts are, what their purpose is, and that technology comprises different components. All general-purpose computing devices, generally follow the same basic model of input, processing, and output: Generally, in elementary terms, the computing device receives input though an input device, processes input received and provide the result as output through an output device. The computing device generally also store data. General purpose computers - Computers - Edexcel - GCSE Computer Science Revision - Edexcel - BBC Bitesize Example activity: Caring for my device. Focus on the use of the devices at home and the ones they use in the classroom. In pairs, provide learners with a random list of instructions to care for e.g., pets/devices/something precious. Learners need to indicate in a second column of the list if the example is related to a technological device and provide feedback on certain aspects on the list. Based on the feedback, teacher addresses misconceptions and discusses caring about the devices in the classroom. Consolidate by letting each learner create his/her own list of how to care for the devices and discuss and exchange ideas. Then finalise a list for the class on how to care for the devices in the classroom/computer lab. Every time learners enter the class, remind them of the rules they created for caring about the classroom devices and that as digital citizens they need to be responsible and respect the devices. A computing device is an electronic device that can process data, perform calculations, and execute tasks based on instructions provided by the user or pre-programmed software. They can take input, process the input (data) and then provide output. Computing devices are designed to perform various operations and solve problems quickly and efficiently. D.7 Present a basic understanding of the concept of input processing and output. Link to D.3 and C.1, C.2 and C.3 Introduce the concept of input, processing, and output by explaining that these are the three main steps that occur in a computer or any other device to perform tasks. Example activity: Magical Kitchen – Learners then act out the concept of input, processing, output as follows: Draw three large, labelled columns on the poster board or whiteboard: "Input," "Processing," and "Output." In the activity, learners will be running a magical kitchen, where they must prepare delicious meals using various ingredients. Hand out small pieces of paper to each learner and ask them to write down or draw a food item they would like to cook in the magical kitchen. Once everyone has written or drawn their food item, ask the learners to gather around the "Input" column on the poster board or whiteboard. Then ask the learners to share their chosen food item and place it in the "Input" column. Explain that this represents the input stage where the ingredients or information is entered into the magical kitchen. After all the food items are placed in the "Input" column, move to the "Processing" column. Explain that this is where the magical kitchen processes the ingredients to create a delicious meal. Take the food items from the "Input" column and pretend to mix, chop, or cook them in a magical way. Once the processing is complete, move to the "Output" column. Explain that this is where the magical kitchen presents the result. Input, output and processing are the three main steps that occur in a computer or any other computing devices to perform tasks. All general-purpose computing devices follow the same basic model: (link to D.3) Input is from an input device such as a keyboard, mouse, camera or touch screen. The processor (CPU) receives instructions and data from an input or storage device. The instructions and data are processed by the CPU and the results are either sent to an output device such as the monitor or speaker or transferred to a storage device. When learners create or execute their programs using the block￾based programming environment, reiterate this process by referring the program that receives input (click green flag), process/follow the 65 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 1) Notes/Examples Ask the learners to draw what the finished dish would look like. Then, place the imaginary finished dishes or pictures representing the cooked meals in the "Output" column. Introduce the concept of "Storage" by asking where the food/leftovers will be kept. Briefly reiterate the concepts of input, processing, output and storage by referring to the model in D.3 as well as a computer, tablet or mobile phone. Discuss how the ‘magic kitchen’ activity links to the input, processing and output when working with a computer. instructions (code) and provide output (actions) based on the processing (executing the code) D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 and C.3 When working on the computer in the block-based coding environment, guide learners to become familiar with the environment by being able to switch on a device, open and close applications. This must be done in relation to C.2. (When learners start using the block-based coding environment) Teacher explicitly guides learners through the process of switching on, opening the block-based coding application and to understand that they work in an integrated development environment (IDE) Teacher shows them.  the main parts of the IDE and explain what it is. o IDE – where one develops programs. o Stage/backdrop – where your project comes alive (one sees the results of one’s coding) The stage could also have a backdrop (background for your code/story o Sprites – objects or ‘characters’ that appear on the screen. o Script/code area – the collections of blocks that are interlocked. These blocks determine how sprites react on the stage. o Blocks palette – the blocks one uses to create code (the coloured dot indicates the type of blocks) and the blocks displayed will depend on the type.  basic file management o Open a block-based coding file from the default location. o Save a block-based coding file in the default location.  how to navigate the environment and let them start working through the tutorials at the top of the screen. Show learners the block-based coding environment and explain what each section means or let them watch a video: https://youtu.be/NqMd44Oi2l4 (Intro to coding environment) Show them the sections for the programming palette, where they code (scripts section), the stage, etc. Getting-Started-With-Scratch-3.0.pdf (mit.edu) Let learners work through the at the top of the screen. Start with Getting Started tutorial to introduce the green flag event and adding a backdrop. Show and explain on a just-in-time basis – what they will need at a particular stage or for completing a specific activity. The process of input, processing/storage and output can also be demonstrated by saving a friend’s phone number on a mobile phone. Teachers could also let learners watch videos introducing the environment such as https://youtu.be/-kKMV-iCpy0 Note: There is a wealth of material, including tutorials and videos that explains the block-based environment Content (Grade 4 / Term 1) Notes/Examples As citizens we use computing devices – ask learners what they use computing devices for. (Now link to D.3 to learn about the concept of a computing device and how to care for a computing device) Taking care of devices: General care issues such as cleanliness: Keep hands clean and avoid eating or drinking near the device. Screen care – cleaning gently with a microfiber cloth. Place the device in a protective case when carrying it around to prevent accidental drops or scratches. Properly shut down the device. Immediately inform the teacher if you notice any problems with the device, such as malfunctioning keys loose connections, or unexpected behaviour. Learners need to acknowledge that the digital world is a virtual/online environment and is created using digital technologies. It forms part of a huge, interconnected network that allows us to use devices to communicate, share information and interact with each other in various ways. We need to use these technologies responsibly and take care of the devices we use in the classroom. Digital citizenship refers to the responsible, ethical, and safe use of digital technology and the internet. Li As digital citizens we need to act responsibly and respectful. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.2 and D.7 and C.2 and C.3 The teacher briefly revises the concept of what technological artefacts are, what their purpose is, and that technology comprises different components. All general-purpose computing devices, generally follow the same basic model of input, processing, and output: Generally, in elementary terms, the computing device receives input though an input device, processes input received and provide the result as output through an output device. The computing device generally also store data. General purpose computers - Computers - Edexcel - GCSE Computer Science Revision - Edexcel - BBC Bitesize Example activity: Caring for my device. Focus on the use of the devices at home and the ones they use in the classroom. In pairs, provide learners with a random list of instructions to care for e.g., pets/devices/something precious. Learners need to indicate in a second column of the list if the example is related to a technological device and provide feedback on certain aspects on the list. Based on the feedback, teacher addresses misconceptions and discusses caring about the devices in the classroom. Consolidate by letting each learner create his/her own list of how to care for the devices and discuss and exchange ideas. Then finalise a list for the class on how to care for the devices in the classroom/computer lab. Every time learners enter the class, remind them of the rules they created for caring about the classroom devices and that as digital citizens they need to be responsible and respect the devices. A computing device is an electronic device that can process data, perform calculations, and execute tasks based on instructions provided by the user or pre-programmed software. They can take input, process the input (data) and then provide output. Computing devices are designed to perform various operations and solve problems quickly and efficiently. D.7 Present a basic understanding of the concept of input processing and output. Link to D.3 and C.1, C.2 and C.3 Introduce the concept of input, processing, and output by explaining that these are the three main steps that occur in a computer or any other device to perform tasks. Example activity: Magical Kitchen – Learners then act out the concept of input, processing, output as follows: Draw three large, labelled columns on the poster board or whiteboard: "Input," "Processing," and "Output." In the activity, learners will be running a magical kitchen, where they must prepare delicious meals using various ingredients. Hand out small pieces of paper to each learner and ask them to write down or draw a food item they would like to cook in the magical kitchen. Once everyone has written or drawn their food item, ask the learners to gather around the "Input" column on the poster board or whiteboard. Then ask the learners to share their chosen food item and place it in the "Input" column. Explain that this represents the input stage where the ingredients or information is entered into the magical kitchen. After all the food items are placed in the "Input" column, move to the "Processing" column. Explain that this is where the magical kitchen processes the ingredients to create a delicious meal. Take the food items from the "Input" column and pretend to mix, chop, or cook them in a magical way. Once the processing is complete, move to the "Output" column. Explain that this is where the magical kitchen presents the result. Input, output and processing are the three main steps that occur in a computer or any other computing devices to perform tasks. All general-purpose computing devices follow the same basic model: (link to D.3) Input is from an input device such as a keyboard, mouse, camera or touch screen. The processor (CPU) receives instructions and data from an input or storage device. The instructions and data are processed by the CPU and the results are either sent to an output device such as the monitor or speaker or transferred to a storage device. When learners create or execute their programs using the block￾based programming environment, reiterate this process by referring the program that receives input (click green flag), process/follow the CAPS CODING AND ROBOTICS 66 Write code to do the following: The cat must: 1. Go to the middle of the screen. 2. Switch to costume 1 3. Walk 10 steps 4. Change to the next costume 5. Wait 1 second 6. Add 3 ,4 and 5 another 7 times below. 7. Run the program Activity 3 – Random position Provide learners with the code on the right. Let them first read the code and explain what it does/predict what it would do, then execute the code and compare the results with what they predicted. Example activity 4 – Introduce IF…THEN Provide learners with the following code (on the right) Let learners study the code and explain what it does and what the output will be. Let them run the code and compare with their explanation and output prediction Now, explain to learners how the IF-THEN statement works, showing them the following: Example activity 5 – IF..THEN with ANSWER block Provide learners with the code on the right Let learners study the code and explain what it does and what the output will be. Let them run the code and compare with their explanation and output prediction Activity 6 – open ended (they do their own thing with what they know – can also explore something new) Plan, design and develop a block-based application of your choice, using the knowledge, skills and experience you have gained so far. Amongst blocks, also need to use the Random block as well as the Ask and Answer block. Note Programming concepts are mostly abstract and intermediate phase learners still didn't reach the formal stage of cognitive development. Therefore, abstract thinking is still not reached. It is therefore important to make concepts concrete and ensure that learners understand the concept well. Introduce simple IF…THEN statement formally. Learners need to understand:  What a condition is  How program flow is impacted by the outcome of the condition  Compare to where they intuitively used an if, e.g. if on edge bounce The diamond represents a decision based on a condition. C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4 and link to D.10 If A = B Compare two values. Branch based on the outcome:- yes or no / true of false If outcome is no or false, instructions after the if-block are executed If outcome is yes or true, instructions within the if-block are executed, then instructions after the if-block are executed. 3.1.2 Term 2 Content (Grade 4 / Term 2) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2-C.7, R.5-R.7, D.8-D.9 Example activity 1 Building a tower using Lego blocks Revise, from term 1, what computational thinking is and what an algorithm is. Explain that they are going to focus on characteristics of a good algorithm. Divide learners into small groups (not more than 4) and provide each group with a set of blocks/bricks (e.g. Lego bricks) and an activity worksheet that contains a sequence of steps to follow for building a tower. The instructions must include a mixture of specific instructions and some missing details or mistakes in the sequence. The learners must fill in the missing details or correct the errors to build the tower correctly. (missing details could be the exact placement and orientation of bricks, lack of detail such as size or colour of blocks, and challenges could be incorrect sequence of steps, more than one way to interpret an instruction (ambiguity) etc.) Learners must follow the instructions literally as presented and realise that it does not result in the correct end-product. Example of possible instructions: 1. Place a 2x2 brick at the bottom 2. Add a yellow brick on to 3. Add two a 2x4 brick on top of the yellow brick 4. Add another brick on top of the previous one 5. Finally add a 2x6 brick on the top Groups present their final products and compare with that of other groups and then answer the following questions: Groups then answer the following questions: Why is it essential to follow the instructions in the correct order? How did you handle the missing details or errors in the algorithm? What happens when steps are missed or out of order? Groups now swop instructions and must improve the instructions received by filling in missing details, correcting the sequence, etc. (focusing on detail and sequence) Example activity 2 You need to explain to someone that is using WhatsApp for the first time how to send a WhatsApp message. You found the following instructions to send a WhatsApp message:  Type message  Open WhatsApp  Send message Rewrite the above instructions to include more detail/steps to make them more precise so that anyone that follows the steps will exactly know what to do and be able to perform the task successfully. Then hand your instructions to a friend to check your instructions for sequence and detail. Both sequence and detail are important when developing an algorithm Attention to detail is also important as it helps prevent mistakes and ensures successful completion of a task. Detail means considering every aspect or minor part of something. It is to describe or give exact information about something. The steps or instructions to perform a task need to be unambiguous – they need to be precise and clear to avoid misinterpretation or different interpretations by different people. An Algorithm is a set of well-defined steps or instructions that are followed to perform a specific task or solve a particular problem. The instruction set can be sequential or can include branching (decision structure) or repetition (loops). Key characteristics of a good algorithm: Each step  must be clear and unambiguous.  must be at the right level of detail and specific.  consists of a single task (be at the most basic level)  must be in the correct, logical sequence  must be correct/solve the problem Remember One uses CT in all tasks that one wants to complete appropriately, as it helps one to approach problems more systematically and develop well-structured solutions. or find an efficient an effective solution for C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3 and C.4 Example activity 1 – Introduce if on edge, bounce Provide learners with a worksheet with the following code (on the right). First, they need to explain what the code does, then run the code to see if they could describe the function of the code correctly. Now, ensure that learners understand the instruction, if on edge bounce C42SingleSpriteForever Example Activity 2 – Random position and next costume The CAT sprite has two costumes, and. If it switches between the two costumes, it looks like it is walking. Literature suggests that learners need to read and explain code before they write code. 67 CURRICULUM AND ASSESSMENT POLICY STATEMENT Write code to do the following: The cat must: 1. Go to the middle of the screen. 2. Switch to costume 1 3. Walk 10 steps 4. Change to the next costume 5. Wait 1 second 6. Add 3 ,4 and 5 another 7 times below. 7. Run the program Activity 3 – Random position Provide learners with the code on the right. Let them first read the code and explain what it does/predict what it would do, then execute the code and compare the results with what they predicted. Example activity 4 – Introduce IF…THEN Provide learners with the following code (on the right) Let learners study the code and explain what it does and what the output will be. Let them run the code and compare with their explanation and output prediction Now, explain to learners how the IF-THEN statement works, showing them the following: Example activity 5 – IF..THEN with ANSWER block Provide learners with the code on the right Let learners study the code and explain what it does and what the output will be. Let them run the code and compare with their explanation and output prediction Activity 6 – open ended (they do their own thing with what they know – can also explore something new) Plan, design and develop a block-based application of your choice, using the knowledge, skills and experience you have gained so far. Amongst blocks, also need to use the Random block as well as the Ask and Answer block. Note Programming concepts are mostly abstract and intermediate phase learners still didn't reach the formal stage of cognitive development. Therefore, abstract thinking is still not reached. It is therefore important to make concepts concrete and ensure that learners understand the concept well. Introduce simple IF…THEN statement formally. Learners need to understand:  What a condition is  How program flow is impacted by the outcome of the condition  Compare to where they intuitively used an if, e.g. if on edge bounce The diamond represents a decision based on a condition. C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4 and link to D.10 If A = B Compare two values. Branch based on the outcome:- yes or no / true of false If outcome is no or false, instructions after the if-block are executed If outcome is yes or true, instructions within the if-block are executed, then instructions after the if-block are executed. 3.1.2 Term 2 Content (Grade 4 / Term 2) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2-C.7, R.5-R.7, D.8-D.9 Example activity 1 Building a tower using Lego blocks Revise, from term 1, what computational thinking is and what an algorithm is. Explain that they are going to focus on characteristics of a good algorithm. Divide learners into small groups (not more than 4) and provide each group with a set of blocks/bricks (e.g. Lego bricks) and an activity worksheet that contains a sequence of steps to follow for building a tower. The instructions must include a mixture of specific instructions and some missing details or mistakes in the sequence. The learners must fill in the missing details or correct the errors to build the tower correctly. (missing details could be the exact placement and orientation of bricks, lack of detail such as size or colour of blocks, and challenges could be incorrect sequence of steps, more than one way to interpret an instruction (ambiguity) etc.) Learners must follow the instructions literally as presented and realise that it does not result in the correct end-product. Example of possible instructions: 1. Place a 2x2 brick at the bottom 2. Add a yellow brick on to 3. Add two a 2x4 brick on top of the yellow brick 4. Add another brick on top of the previous one 5. Finally add a 2x6 brick on the top Groups present their final products and compare with that of other groups and then answer the following questions: Groups then answer the following questions: Why is it essential to follow the instructions in the correct order? How did you handle the missing details or errors in the algorithm? What happens when steps are missed or out of order? Groups now swop instructions and must improve the instructions received by filling in missing details, correcting the sequence, etc. (focusing on detail and sequence) Example activity 2 You need to explain to someone that is using WhatsApp for the first time how to send a WhatsApp message. You found the following instructions to send a WhatsApp message:  Type message  Open WhatsApp  Send message Rewrite the above instructions to include more detail/steps to make them more precise so that anyone that follows the steps will exactly know what to do and be able to perform the task successfully. Then hand your instructions to a friend to check your instructions for sequence and detail. Both sequence and detail are important when developing an algorithm Attention to detail is also important as it helps prevent mistakes and ensures successful completion of a task. Detail means considering every aspect or minor part of something. It is to describe or give exact information about something. The steps or instructions to perform a task need to be unambiguous – they need to be precise and clear to avoid misinterpretation or different interpretations by different people. An Algorithm is a set of well-defined steps or instructions that are followed to perform a specific task or solve a particular problem. The instruction set can be sequential or can include branching (decision structure) or repetition (loops). Key characteristics of a good algorithm: Each step  must be clear and unambiguous.  must be at the right level of detail and specific.  consists of a single task (be at the most basic level)  must be in the correct, logical sequence  must be correct/solve the problem Remember One uses CT in all tasks that one wants to complete appropriately, as it helps one to approach problems more systematically and develop well-structured solutions. or find an efficient an effective solution for C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3 and C.4 Example activity 1 – Introduce if on edge, bounce Provide learners with a worksheet with the following code (on the right). First, they need to explain what the code does, then run the code to see if they could describe the function of the code correctly. Now, ensure that learners understand the instruction, if on edge bounce C42SingleSpriteForever Example Activity 2 – Random position and next costume The CAT sprite has two costumes, and. If it switches between the two costumes, it looks like it is walking. Literature suggests that learners need to read and explain code before they write code. CAPS CODING AND ROBOTICS 68 Example activity 1 – Debug Learners work individually. The teacher presents each learner with the set of code and explains that the robot is supposed to move 100 steps then turn 90’ and then repeat this process four times till the robot has turned all the way around and moved in a “square”. However, the code provided does not achieve the outcome. Learners need to debug the code: Trace the code using pen-and-paper, find the bug and correct it. Run the program to test if it is working. Example activity 2 Provide learners with a problem and incorrect code to solve the problem. Learners then need to debug the code. Learners need to debug (find the error and fix the code to achieve the intended outcome) incorrect code. Learners can tinker and apply problem solving to “fix” the code C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 Example activity 1 Five boxes have different shapes drawn on them. Compare the weight of the boxes with the aid of a seesaw. The see-saw was used five times, with the following results: Example activity 2 Learners use computational thinking to solve the problem Pattern recognition is part of computational thinking and is used to identify patterns in coding problems and/or data by identifying similarities or differences that can help to solve the problem or refine the algorithm. Which box is the heaviest? 2021-TS-Elementary-Question-Paper.pdf (olympiad.org.za) Example activity 1 (pen-and-paper) Vuyo needs to walk through the maze from the entrance to the exit. Below are instructions someone started but did not complete: Enter the maze (step onto the red dot) Turn right, Walk 8 steps, Turn left, Walk 3 steps Turn left, Walk 1 step, Turn left, Walk 2 steps Turn left Complete the instructions (algorithm) that will guide Vuyo through the maze successfully. Example activity 2 – Link to D.10 Learners are provided with a stage, with a partial geometrical shape (purple line below). The learners must then plan and write the algorithm and translate the algorithm to code to draw the corresponding symmetrical shape (red line below) to code, execute and debug until correct. On worksheets (pen-and-paper-based activities)  provide learners with algorithms and let them explain in plain language what the code does/what the output would be.  Provide learners with block-based code, let them explain in plain language what the code does/what the output would be, then implement the code in the block-based app and discuss their initial interpretation of the code and where they might have misinterpreted the code and why. Note: As a first step to scaffold learning, example activity 2 can be done physically on a grid or using pen-and-paper. Note: The role and use of suitable paper-based activities should not be neglected. In the example below pseudocode is written as simple instructions to solve a problem. SSB wants to collect all the carrots jumping over the logs. Note: The inclusion of e.g., a calculator in a mathematics curriculum does not exclude the requirement to still do and solve maths problems on paper. The same principle applies to problem solving and computational thinking in coding across grades. C.4 Debug a given symbolic or written set of instructions Link to C.1, C.2 and C.3 as well as R.6 and D.10 69 CURRICULUM AND ASSESSMENT POLICY STATEMENT Example activity 1 – Debug Learners work individually. The teacher presents each learner with the set of code and explains that the robot is supposed to move 100 steps then turn 90’ and then repeat this process four times till the robot has turned all the way around and moved in a “square”. However, the code provided does not achieve the outcome. Learners need to debug the code: Trace the code using pen-and-paper, find the bug and correct it. Run the program to test if it is working. Example activity 2 Provide learners with a problem and incorrect code to solve the problem. Learners then need to debug the code. Learners need to debug (find the error and fix the code to achieve the intended outcome) incorrect code. Learners can tinker and apply problem solving to “fix” the code C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 Example activity 1 Five boxes have different shapes drawn on them. Compare the weight of the boxes with the aid of a seesaw. The see-saw was used five times, with the following results: Example activity 2 Learners use computational thinking to solve the problem Pattern recognition is part of computational thinking and is used to identify patterns in coding problems and/or data by identifying similarities or differences that can help to solve the problem or refine the algorithm. Which box is the heaviest? 2021-TS-Elementary-Question-Paper.pdf (olympiad.org.za) Example activity 1 (pen-and-paper) Vuyo needs to walk through the maze from the entrance to the exit. Below are instructions someone started but did not complete: Enter the maze (step onto the red dot) Turn right, Walk 8 steps, Turn left, Walk 3 steps Turn left, Walk 1 step, Turn left, Walk 2 steps Turn left Complete the instructions (algorithm) that will guide Vuyo through the maze successfully. Example activity 2 – Link to D.10 Learners are provided with a stage, with a partial geometrical shape (purple line below). The learners must then plan and write the algorithm and translate the algorithm to code to draw the corresponding symmetrical shape (red line below) to code, execute and debug until correct. On worksheets (pen-and-paper-based activities)  provide learners with algorithms and let them explain in plain language what the code does/what the output would be.  Provide learners with block-based code, let them explain in plain language what the code does/what the output would be, then implement the code in the block-based app and discuss their initial interpretation of the code and where they might have misinterpreted the code and why. Note: As a first step to scaffold learning, example activity 2 can be done physically on a grid or using pen-and-paper. Note: The role and use of suitable paper-based activities should not be neglected. In the example below pseudocode is written as simple instructions to solve a problem. SSB wants to collect all the carrots jumping over the logs. Note: The inclusion of e.g., a calculator in a mathematics curriculum does not exclude the requirement to still do and solve maths problems on paper. The same principle applies to problem solving and computational thinking in coding across grades. C.4 Debug a given symbolic or written set of instructions Link to C.1, C.2 and C.3 as well as R.6 and D.10 CAPS CODING AND ROBOTICS 70 Service (Home) Vacuum cleaner Cleaning robot Using brushes to suck up dust and debris and transfer it to their built-in waste bin. They are object avoidance robots – sensors detect walls and obstacles and let them turn away. They also use sensors to detect dust and debris. Industry (Factory) Robots assembling cars Assembling robots Could include cameras for sensors to ‘see’ Mechanics like arms that can move Education (Social robots) Social robots in education Learning assistants Social robots can act as learning assistants to teach kids skills such as language, chess, etc.  specific robots perform specific tasks. and provide an example for each of the fields R.3 Outline the different components of a robot Link to R.1 and R.2 Example activity Learners in pairs: The one learner is the ‘robot’ (follows instructions), the other learner is the ‘controller’(processor) and gives the instructions. The ‘robot’ sticks out both hands with fingers up (sensor to feel). The robot can walk in any direction (walk towards a wall) The ‘controller’ gives the instruction “start” to start walking and the ‘robot’ starts walking towards a wall. When the ‘robot’ touches the wall (with the hands (sensors), the ‘controller’ gives the instruction “stop” and the ‘robot’ stops. Pretty much like we humans receive inputs from our sensory organs (like when the ‘learner robot’ touched the wall), our brains process the input (our brain tells us that we touched something hard), and we carry out the desired action (we stop) because our brain told us we could not go further); robots too have the same building blocks:  Like we receive ‘input’ through our senses (see (eyes), hear (ears), feel (our hands), we smell (our nose), taste (our tongue), robots receive input via sensors.  Like our brain processes the input we receive, for robots the processing is done by the controller (processor)  Like we react based on the input received because the brain processes it and tells us how to react, and we react, e.g. by stopping, the robot’s processor instructs the robot to react (output) in a certain way such as to stop.  Like we need energy (food) to act, the robot needs power to perform.  Like our bodies house our brain, arms and feet, the chassis houses the components of the robot. Adapted from: Anatomy of a Robot | STANFORD magazine So, we see that a robot has five main components: Sensors, processor (controller), actuators/mechanical mechanisms (for output), a power source and a chassis to keep the first four together. Any robot is made up of three parts – Sensors (for input), CPU (processor), and Mechanical Actions (for output). Learners need to list the following man components of a robot and briefly outline the function of each. Robots are amazing machines that use sensors, controllers, and actuators (mechanisms/mechanical actions) to do their jobs. Sensors are like their eyes and ears, helping them see and hear what is happening around them. They can sense things like temperature, pressure, and can move, grab things, and do their jobs well. movement, which gives them vital information. Controllers are like their smart brains. They use the information from the sensors to make decisions and give commands. And actuators are like their strong arms and legs. They follow the commands from the controllers to do tasks and interact with the world. All these parts work together so robots.A Simple Explanation of How Do Robots Work - Tech Spirited At an elementary level, learners need to know that a robot is made up of the following main components:  Sensors (for input)  Controller (for processing (processor like a computer))  Mechanical actions (for output) (actuators))  Power source (e.g., battery)  Chassis that houses all the above and the basic role of each Beaver is heading home from school, but first, he must make an appointment at the dentist. Beaver plays a game where he tries to complete the journey by only going straight ahead or turning right. He can do these two rules as many times as he wants and, in any combination, but he must NOT go diagonally. Is it possible to reach first the dentist and then home if Beaver follows his rules? Figure out and choose the right answer below. 2022-TS-Elementary-Question-Paper.pdf (olympiad.org.za) Now write the algorithm for beaver heading home following his rules. Robotics R.1 Explain what a robot is in simple terms. R.1 and, R.2 can be done together R.2 Identify different types of robots. Learners need to acknowledge that robots are diverse and used for different purposes. Some use wheels to move, while others walk around on two, four, or even six legs. Underwater robots can swim, and drones can take to the skies. There are robots the size of a coin and robots bigger than refrigerators. Some robots can make pancakes. Others can land on Mars. Show learners examples for an overview of different types of robots – robots used for the following purposes: industrial (e.g. robot hand), service (e.g. vacuum cleaner), education (Lego-we-do), medical (e.g. therapy (Paro therapeutic tool) and exploration (e.g. drones). Some background on the examples could provide context (no need that they must know all of this – just overview) Robots play diverse roles in various sectors, leading to increased automation and improved efficiency. Learners need to know that  robots come in various forms shapes and sizes.  robots are used in various industries. Briefly ask questions for learners to retrieve their knowledge about what a robot is. Then remind them of the two ‘types’ they learned about in term 1 (virtual and physical). Also remind them that they use a virtual robot when coding (sprites/objects). Now, expand on physical robots: Example activity Provide each learner with a KWLS chart and ask them to write down what they know about robots and what they want to know (first two columns). Learners watch a video what a robot is and expand on types of robots https://youtu.be/8wHJjLMnikU and complete the KWLS chart’s columns on what they have learned about robots and what they still want to learn about robots. Ask learners to report back on what they have written on the KWLS charts and facilitate a class discussion. Show learners picture examples of different types of robots in different fields and briefly discuss what they do, e.g. Field Robot Use Medical Paro (resemble a baby harp seal) Therapeutic robot (It shows lifelike movements and sounds) Designed to provide emotional support and companionship, particularly for individuals in need of social interaction or who might benefit from animal-assisted therapy. It exhibits lifelike movements and sounds. It has touch-sensitive sensors, that can make the whiskers move and that silently move its limbs and body. It also responds to petting by moving its tail and closing its eyes A. It is not possible to reach both places following these rules. B. It is possible if he turns right exactly 4 times. C. It is possible if he turs right exactly 2 times. D. It is possible if he turs right exactly 6 times. One of the main tasks of coding is to search for possible solutions, solutions that follow certain conditions. The question that is often asked is whether there is at least one possible solution. 71 CURRICULUM AND ASSESSMENT POLICY STATEMENT Service (Home) Vacuum cleaner Cleaning robot Using brushes to suck up dust and debris and transfer it to their built-in waste bin. They are object avoidance robots – sensors detect walls and obstacles and let them turn away. They also use sensors to detect dust and debris. Industry (Factory) Robots assembling cars Assembling robots Could include cameras for sensors to ‘see’ Mechanics like arms that can move Education (Social robots) Social robots in education Learning assistants Social robots can act as learning assistants to teach kids skills such as language, chess, etc.  specific robots perform specific tasks. and provide an example for each of the fields R.3 Outline the different components of a robot Link to R.1 and R.2 Example activity Learners in pairs: The one learner is the ‘robot’ (follows instructions), the other learner is the ‘controller’(processor) and gives the instructions. The ‘robot’ sticks out both hands with fingers up (sensor to feel). The robot can walk in any direction (walk towards a wall) The ‘controller’ gives the instruction “start” to start walking and the ‘robot’ starts walking towards a wall. When the ‘robot’ touches the wall (with the hands (sensors), the ‘controller’ gives the instruction “stop” and the ‘robot’ stops. Pretty much like we humans receive inputs from our sensory organs (like when the ‘learner robot’ touched the wall), our brains process the input (our brain tells us that we touched something hard), and we carry out the desired action (we stop) because our brain told us we could not go further); robots too have the same building blocks:  Like we receive ‘input’ through our senses (see (eyes), hear (ears), feel (our hands), we smell (our nose), taste (our tongue), robots receive input via sensors.  Like our brain processes the input we receive, for robots the processing is done by the controller (processor)  Like we react based on the input received because the brain processes it and tells us how to react, and we react, e.g. by stopping, the robot’s processor instructs the robot to react (output) in a certain way such as to stop.  Like we need energy (food) to act, the robot needs power to perform.  Like our bodies house our brain, arms and feet, the chassis houses the components of the robot. Adapted from: Anatomy of a Robot | STANFORD magazine So, we see that a robot has five main components: Sensors, processor (controller), actuators/mechanical mechanisms (for output), a power source and a chassis to keep the first four together. Any robot is made up of three parts – Sensors (for input), CPU (processor), and Mechanical Actions (for output). Learners need to list the following man components of a robot and briefly outline the function of each. Robots are amazing machines that use sensors, controllers, and actuators (mechanisms/mechanical actions) to do their jobs. Sensors are like their eyes and ears, helping them see and hear what is happening around them. They can sense things like temperature, pressure, and can move, grab things, and do their jobs well. movement, which gives them vital information. Controllers are like their smart brains. They use the information from the sensors to make decisions and give commands. And actuators are like their strong arms and legs. They follow the commands from the controllers to do tasks and interact with the world. All these parts work together so robots.A Simple Explanation of How Do Robots Work - Tech Spirited At an elementary level, learners need to know that a robot is made up of the following main components:  Sensors (for input)  Controller (for processing (processor like a computer))  Mechanical actions (for output) (actuators))  Power source (e.g., battery)  Chassis that houses all the above and the basic role of each Beaver is heading home from school, but first, he must make an appointment at the dentist. Beaver plays a game where he tries to complete the journey by only going straight ahead or turning right. He can do these two rules as many times as he wants and, in any combination, but he must NOT go diagonally. Is it possible to reach first the dentist and then home if Beaver follows his rules? Figure out and choose the right answer below. 2022-TS-Elementary-Question-Paper.pdf (olympiad.org.za) Now write the algorithm for beaver heading home following his rules. Robotics R.1 Explain what a robot is in simple terms. R.1 and, R.2 can be done together R.2 Identify different types of robots. Learners need to acknowledge that robots are diverse and used for different purposes. Some use wheels to move, while others walk around on two, four, or even six legs. Underwater robots can swim, and drones can take to the skies. There are robots the size of a coin and robots bigger than refrigerators. Some robots can make pancakes. Others can land on Mars. Show learners examples for an overview of different types of robots – robots used for the following purposes: industrial (e.g. robot hand), service (e.g. vacuum cleaner), education (Lego-we-do), medical (e.g. therapy (Paro therapeutic tool) and exploration (e.g. drones). Some background on the examples could provide context (no need that they must know all of this – just overview) Robots play diverse roles in various sectors, leading to increased automation and improved efficiency. Learners need to know that  robots come in various forms shapes and sizes.  robots are used in various industries. Briefly ask questions for learners to retrieve their knowledge about what a robot is. Then remind them of the two ‘types’ they learned about in term 1 (virtual and physical). Also remind them that they use a virtual robot when coding (sprites/objects). Now, expand on physical robots: Example activity Provide each learner with a KWLS chart and ask them to write down what they know about robots and what they want to know (first two columns). Learners watch a video what a robot is and expand on types of robots https://youtu.be/8wHJjLMnikU and complete the KWLS chart’s columns on what they have learned about robots and what they still want to learn about robots. Ask learners to report back on what they have written on the KWLS charts and facilitate a class discussion. Show learners picture examples of different types of robots in different fields and briefly discuss what they do, e.g. Field Robot Use Medical Paro (resemble a baby harp seal) Therapeutic robot (It shows lifelike movements and sounds) Designed to provide emotional support and companionship, particularly for individuals in need of social interaction or who might benefit from animal-assisted therapy. It exhibits lifelike movements and sounds. It has touch-sensitive sensors, that can make the whiskers move and that silently move its limbs and body. It also responds to petting by moving its tail and closing its eyes A. It is not possible to reach both places following these rules. B. It is possible if he turns right exactly 4 times. C. It is possible if he turs right exactly 2 times. D. It is possible if he turs right exactly 6 times. One of the main tasks of coding is to search for possible solutions, solutions that follow certain conditions. The question that is often asked is whether there is at least one possible solution. CAPS CODING AND ROBOTICS 72 Expansion on the Grabber – With unplugged activities. The following is an example of a design-based Coding and Robotics, unplugged activity. The learners are expected to build a grabber based on a design and then improve on it. Thereafter the grabber is used as an educational tool in a coding activity that simulates a realistic robotic operation. The basic design of the grabber mechanism is schematically represented on the right: Six wide bamboo (or hard carton) ice cream sticks are used with 7 split pins and two small pieces of off-cut ice cream sticks. The hole markings on each stick are measured to ensure that there is a hole in the middle and equally spaced holes at the end of the stick. The two off cut grabber pieces can also be marked. A punch used upside down without the cover, which allows for the easy alignment and punching of holes. (Note not all sticks need to be cut with three holes) This improved grabber (see Notes in right column) can then be used to mimic the “sorting operations of a robot in a factory”. In the example below a 1 x 4 grid represents a “factory floor”. Pom poms in two different colours are placed on the first part of the factory floor. A robot with a grabber arm will move to the first block and then needs to sort the pompoms into the correct paper cup bins. Note: The effectiveness of the grabber can then be tested to see if simple objects such as pom-pom’s, cotton wool balls, paper cups etc can be lifted and “moved”. The learners may want to redesign the grabbing portion by including other grabbing pieces such as paper clips, smaller additional sticks, or carton attachments etc. As part of the activity the learners may also be posed the question: How would you improve the design of your grabber? (This open-ended question allows the learners to think and any appropriate answer such as: “The grabber is made of wood, maybe plastic will be better?”. “The split pins could be replaced with a simple bolt and nut.” In addition, the learners could also be shown an alternative design of a grabber and do an evaluation of the two. In the alternative design a rubber band is included and the first part of the grabber, the middle joint is connected with a split-pin to a sturdier and bigger “ice cream stick”. Pulling on the string created tension and releasing the string releases the grip as well. Example 2 illustrates a gripper using a basic hydraulic system with an action and reaction. The water is displaced from one syringe to another causing the peg to open. Now, each pair draws a picture of a robot, showing the parts. Refer to the types of robots and the types they learned about in Term 1 and discuss. R.4 Present an understanding of how robots affect the world Link to R.1, R.2, and R.3 Learners have now learned the basics of what a robot is, examples of different types of robots, what the basic components of a robot is and some applications (how the affect the world) of robots. Briefly revise the above concepts and extend on how they affect the world from Term 1 and R.2. Use the examples used in R,2 term 2 (types of robots), divide learners in small groups (not more than four), give each group, on a worksheet, one of the example robots (picture) and let learners discuss and write down what they think the impact of the specific example is (possible positive as well as negative impact). Random groups report back, and teacher write the main points on the board. Teacher concludes by summarising the impact of each. Robots have a significant impact on the world, touching various aspects of society, economy, and daily life. Industry: Robots have revolutionized industrial processes by taking over repetitive tasks such as assembling cars. R.5 Design a simple artefact based on a set of design instructions Link to R.1 – R.5 and R.6 Example activity – End effector - Gripper Concept of end effector:  An end effector is an important part of a robot that helps it interact with the world around it. Think of it as the "hand" or "tool" of the robot. Just like we use our hands to pick up objects or perform tasks, the end effector is what the robot uses to do its work.  The end effector can come in different shapes and sizes depending on the robot's purpose. It can have things like grippers, claws, or specialized tools attached to it. For example, a robot in a factory might have a clamp-like end effector to pick up and move objects. Another robot in a laboratory might have a small arm with a precise tool for conducting delicate experiments.  The end effector is usually located at the end of the robot's arm or manipulator. It can be controlled by the robot's computer or by a human operator. The robot can use its end effector to perform tasks like picking up objects, assembling parts, painting, or even playing games. Learners first need to design the project, using design thinking and the engineering design process. Build 1 Gripper with a paper cup Build 2 – Improvement using masking tape, straws, string and two paper cups. Example activity 2 – Hydraulic gripper Learners design and make a robot gripper that will pick up paper and put it in a recycle bin. The gripper project must enable learners to acknowledge, at an elementary level, the mechanism of the gripper and how it is controlled - a key concept in robotics. Explain the concept of Explain the concept of an end effector. In simpler terms, the end effector is like the robot's hand that allows it to interact with its environment and perform different tasks. It's an essential part of the robot that helps it be useful and perform its designated job. The following gripper could also be considered: (gripper made with ice cream sticks and filing-split pins. Holes punched using a paper hole-punch). 73 CURRICULUM AND ASSESSMENT POLICY STATEMENT Expansion on the Grabber – With unplugged activities. The following is an example of a design-based Coding and Robotics, unplugged activity. The learners are expected to build a grabber based on a design and then improve on it. Thereafter the grabber is used as an educational tool in a coding activity that simulates a realistic robotic operation. The basic design of the grabber mechanism is schematically represented on the right: Six wide bamboo (or hard carton) ice cream sticks are used with 7 split pins and two small pieces of off-cut ice cream sticks. The hole markings on each stick are measured to ensure that there is a hole in the middle and equally spaced holes at the end of the stick. The two off cut grabber pieces can also be marked. A punch used upside down without the cover, which allows for the easy alignment and punching of holes. (Note not all sticks need to be cut with three holes) This improved grabber (see Notes in right column) can then be used to mimic the “sorting operations of a robot in a factory”. In the example below a 1 x 4 grid represents a “factory floor”. Pom poms in two different colours are placed on the first part of the factory floor. A robot with a grabber arm will move to the first block and then needs to sort the pompoms into the correct paper cup bins. Note: The effectiveness of the grabber can then be tested to see if simple objects such as pom-pom’s, cotton wool balls, paper cups etc can be lifted and “moved”. The learners may want to redesign the grabbing portion by including other grabbing pieces such as paper clips, smaller additional sticks, or carton attachments etc. As part of the activity the learners may also be posed the question: How would you improve the design of your grabber? (This open-ended question allows the learners to think and any appropriate answer such as: “The grabber is made of wood, maybe plastic will be better?”. “The split pins could be replaced with a simple bolt and nut.” In addition, the learners could also be shown an alternative design of a grabber and do an evaluation of the two. In the alternative design a rubber band is included and the first part of the grabber, the middle joint is connected with a split-pin to a sturdier and bigger “ice cream stick”. Pulling on the string created tension and releasing the string releases the grip as well. Example 2 illustrates a gripper using a basic hydraulic system with an action and reaction. The water is displaced from one syringe to another causing the peg to open. Now, each pair draws a picture of a robot, showing the parts. Refer to the types of robots and the types they learned about in Term 1 and discuss. R.4 Present an understanding of how robots affect the world Link to R.1, R.2, and R.3 Learners have now learned the basics of what a robot is, examples of different types of robots, what the basic components of a robot is and some applications (how the affect the world) of robots. Briefly revise the above concepts and extend on how they affect the world from Term 1 and R.2. Use the examples used in R,2 term 2 (types of robots), divide learners in small groups (not more than four), give each group, on a worksheet, one of the example robots (picture) and let learners discuss and write down what they think the impact of the specific example is (possible positive as well as negative impact). Random groups report back, and teacher write the main points on the board. Teacher concludes by summarising the impact of each. Robots have a significant impact on the world, touching various aspects of society, economy, and daily life. Industry: Robots have revolutionized industrial processes by taking over repetitive tasks such as assembling cars. R.5 Design a simple artefact based on a set of design instructions Link to R.1 – R.5 and R.6 Example activity – End effector - Gripper Concept of end effector:  An end effector is an important part of a robot that helps it interact with the world around it. Think of it as the "hand" or "tool" of the robot. Just like we use our hands to pick up objects or perform tasks, the end effector is what the robot uses to do its work.  The end effector can come in different shapes and sizes depending on the robot's purpose. It can have things like grippers, claws, or specialized tools attached to it. For example, a robot in a factory might have a clamp-like end effector to pick up and move objects. Another robot in a laboratory might have a small arm with a precise tool for conducting delicate experiments.  The end effector is usually located at the end of the robot's arm or manipulator. It can be controlled by the robot's computer or by a human operator. The robot can use its end effector to perform tasks like picking up objects, assembling parts, painting, or even playing games. Learners first need to design the project, using design thinking and the engineering design process. Build 1 Gripper with a paper cup Build 2 – Improvement using masking tape, straws, string and two paper cups. Example activity 2 – Hydraulic gripper Learners design and make a robot gripper that will pick up paper and put it in a recycle bin. The gripper project must enable learners to acknowledge, at an elementary level, the mechanism of the gripper and how it is controlled - a key concept in robotics. Explain the concept of Explain the concept of an end effector. In simpler terms, the end effector is like the robot's hand that allows it to interact with its environment and perform different tasks. It's an essential part of the robot that helps it be useful and perform its designated job. The following gripper could also be considered: (gripper made with ice cream sticks and filing-split pins. Holes punched using a paper hole-punch). CAPS CODING AND ROBOTICS 74 D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.4, D.5 and D.6 Revise the concept of technology by asking the learners if they can remember what "technology" means and write down their answers on a board. Remind them that technology refers to any tool or invention created by humans to solve problems and make tasks easier. Revise the concept of information technology, reminding them that it specifically deals with the use of computers and software to manage and process data and information and solve problems. Example activity: Distinguishing between Technology and Information Technology  Provide a handout with pictures about technology, including its definitions (such as the wheel, computers, smartphones, cars, etc.).  Divide the learners into three groups and provide each group with a worksheet with two empty circles that intersects. The one circle is named Technology, and the other circle is named Information Technology.  Ask the groups to identify which pictures belong to technology, information technology and which intersect.  Display the learner's visual representations and discuss their similarities and differences. Reinforce and extend from Term 1 using different activity. Technology refers to any tool or invention created by humans to solve problems and make tasks easier. Information technology specifically deals with the use of computing devices (hardware) and software to manage and process data and information and solve problems. Discuss similarities and differences. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Example activity: Design a good digital citizenship "road" sign that digital citizens will obey. Link digital citizenship to good citizens that obey road signs. Show examples of road signs and ask learners what road signs they see on their way to school and why one needs to obey them. The teacher leads the discussion around signs (instructions) that humans and robots can use. The teacher makes learners aware of what good digital citizens do and makes a list of rules, e.g.  Do not share a password/pin (use your head to think about your safety)  Do not be a bully (use your heart and care for others)  Do not share private information (use your head to think about your safety)  Do not talk to strangers (use your head to think about your safety)  Balance time spent on digital devices (use your arms to balance yourself)  Care for your devices (use your heart to care for your devices)  Stay safe online (use your head and think about your safety)  Beware of what tracks you leave online (use your feet responsibly)  Be kind and respectful online (use your heart and care for others)  Don't start a fight online (use your heart, head and your feet) While the teacher discusses the rules, each learner writes a rule on a strip of paper and throws it into a box. Learners are then divided into pairs, a navigator (gives instructions to the driver) and a driver (carries out all instructions given by the navigator and draws the sign). Each pair draws a rule from the box and create a good digital citizenship "road" sign. Pairs take turns, hold up their signs and pledge to obey the rule that appears on their sign. Reinforce from Term 1 the concepts of concepts of digital world and digital citizenship – what it means. The online world also comes with its own dangers and challenges such as security and privacy issues. We therefore need to use passwords/pins to protect our access to devices/private information. Refer to online bullying. In the online/digital world, we all leave a digital footprint (just as the one we leave when walking on sand) The digital footprints may let others know things about us that we do not want them to know which could misused by people to bully us. Provide a brief overview (to create a basic awareness) of the above and briefly discuss (overview) the aspects of good digital citizenship (detail are dealt with in later terms and grades). Do with D.8 – each digital citizenship "road" sign communicates a message. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.5, D.7 Briefly explain the basic concepts of hardware and software by asking learners what they remember by the concepts of “hardware” and “software”. Refer to D.1. Ensure learners understand the difference between the two and their features. Example activity: Classify the following according to hardware or software by making a cross in the hardware or software row: Technology (Hardware and Software) Hardware Software Reinforce and extend from Term 1 using different activities. The components of a computer system are made up of: Hardware which are the physical parts of the computer, for example, input devices, output devices, Central Processing Unit (CPU) and storage devices. Hardware is also the electric, electronic and mechanical parts of a computer. Software is the computer programs or applications, used to perform a specific function. Also link the concept of software to the coding app that they use and the concept of hardware to the device they need to use the coding app. D.4 Identify the common uses of ICT in the real world Link to D.1 and D.3 and D.5 The robot arm will move to the start position above the pom poms. Learners use coding cards with different commands to design a coding solution to control the grabber to sort the pom-poms into the correct cup. The following actions are represented in each of the cards where the  START indicates the start of the code/operation  D states that the grabber should go down.  G indicates grab  U indicates the grabber should go up one position  R indicates that the grabber should move right one position.  The diamond card represents a condition (if the pom-pom is white) then  REL – Release  Ret S which states return to start position. The coding cards represent a solution to pick up one pom-pom and place it in the correct cup. Thus, for three pom poms the learners could recognise (if this activity is done at a later grade e.g. grade 6 that a repetition structure could be included) To repeat the instructions whist there are still more pompoms left. R.6 Mimic the operations of a robot Link to R.5 and C.1, C.2, C.3 and C.4 Example activity 1 (link to R.5 – gripper) Learners use the gripper to pick up objects and observe how it works in picking up something. Example activity 2 The rectangle on the right shows the map of a park divided into sections. The number in each square tells you how many pieces of trash visitors left in that section of the park. The park rangers have two robots, Anton and Boris, that collect the trash they find in every section they enter. Anton was sent first with the following instructions: Once Anton was done, Boris was sent with the same instructions: How many pieces of trash will Boris collect? 2019-TS-Elementary-Question-Paper.pdf (olympiad.org.za) At an elementary level, learners must be able to acknowledge how the gripper works and is controlled to pick up an object. Object/Sprite in block-based coding application is a virtual robot Writing instructions for the virtual robot/sprite to move on the grid Digital Concepts 75 CURRICULUM AND ASSESSMENT POLICY STATEMENT D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.4, D.5 and D.6 Revise the concept of technology by asking the learners if they can remember what "technology" means and write down their answers on a board. Remind them that technology refers to any tool or invention created by humans to solve problems and make tasks easier. Revise the concept of information technology, reminding them that it specifically deals with the use of computers and software to manage and process data and information and solve problems. Example activity: Distinguishing between Technology and Information Technology  Provide a handout with pictures about technology, including its definitions (such as the wheel, computers, smartphones, cars, etc.).  Divide the learners into three groups and provide each group with a worksheet with two empty circles that intersects. The one circle is named Technology, and the other circle is named Information Technology.  Ask the groups to identify which pictures belong to technology, information technology and which intersect.  Display the learner's visual representations and discuss their similarities and differences. Reinforce and extend from Term 1 using different activity. Technology refers to any tool or invention created by humans to solve problems and make tasks easier. Information technology specifically deals with the use of computing devices (hardware) and software to manage and process data and information and solve problems. Discuss similarities and differences. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Example activity: Design a good digital citizenship "road" sign that digital citizens will obey. Link digital citizenship to good citizens that obey road signs. Show examples of road signs and ask learners what road signs they see on their way to school and why one needs to obey them. The teacher leads the discussion around signs (instructions) that humans and robots can use. The teacher makes learners aware of what good digital citizens do and makes a list of rules, e.g.  Do not share a password/pin (use your head to think about your safety)  Do not be a bully (use your heart and care for others)  Do not share private information (use your head to think about your safety)  Do not talk to strangers (use your head to think about your safety)  Balance time spent on digital devices (use your arms to balance yourself)  Care for your devices (use your heart to care for your devices)  Stay safe online (use your head and think about your safety)  Beware of what tracks you leave online (use your feet responsibly)  Be kind and respectful online (use your heart and care for others)  Don't start a fight online (use your heart, head and your feet) While the teacher discusses the rules, each learner writes a rule on a strip of paper and throws it into a box. Learners are then divided into pairs, a navigator (gives instructions to the driver) and a driver (carries out all instructions given by the navigator and draws the sign). Each pair draws a rule from the box and create a good digital citizenship "road" sign. Pairs take turns, hold up their signs and pledge to obey the rule that appears on their sign. Reinforce from Term 1 the concepts of concepts of digital world and digital citizenship – what it means. The online world also comes with its own dangers and challenges such as security and privacy issues. We therefore need to use passwords/pins to protect our access to devices/private information. Refer to online bullying. In the online/digital world, we all leave a digital footprint (just as the one we leave when walking on sand) The digital footprints may let others know things about us that we do not want them to know which could misused by people to bully us. Provide a brief overview (to create a basic awareness) of the above and briefly discuss (overview) the aspects of good digital citizenship (detail are dealt with in later terms and grades). Do with D.8 – each digital citizenship "road" sign communicates a message. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.5, D.7 Briefly explain the basic concepts of hardware and software by asking learners what they remember by the concepts of “hardware” and “software”. Refer to D.1. Ensure learners understand the difference between the two and their features. Example activity: Classify the following according to hardware or software by making a cross in the hardware or software row: Technology (Hardware and Software) Hardware Software Reinforce and extend from Term 1 using different activities. The components of a computer system are made up of: Hardware which are the physical parts of the computer, for example, input devices, output devices, Central Processing Unit (CPU) and storage devices. Hardware is also the electric, electronic and mechanical parts of a computer. Software is the computer programs or applications, used to perform a specific function. Also link the concept of software to the coding app that they use and the concept of hardware to the device they need to use the coding app. D.4 Identify the common uses of ICT in the real world Link to D.1 and D.3 and D.5 The robot arm will move to the start position above the pom poms. Learners use coding cards with different commands to design a coding solution to control the grabber to sort the pom-poms into the correct cup. The following actions are represented in each of the cards where the  START indicates the start of the code/operation  D states that the grabber should go down.  G indicates grab  U indicates the grabber should go up one position  R indicates that the grabber should move right one position.  The diamond card represents a condition (if the pom-pom is white) then  REL – Release  Ret S which states return to start position. The coding cards represent a solution to pick up one pom-pom and place it in the correct cup. Thus, for three pom poms the learners could recognise (if this activity is done at a later grade e.g. grade 6 that a repetition structure could be included) To repeat the instructions whist there are still more pompoms left. R.6 Mimic the operations of a robot Link to R.5 and C.1, C.2, C.3 and C.4 Example activity 1 (link to R.5 – gripper) Learners use the gripper to pick up objects and observe how it works in picking up something. Example activity 2 The rectangle on the right shows the map of a park divided into sections. The number in each square tells you how many pieces of trash visitors left in that section of the park. The park rangers have two robots, Anton and Boris, that collect the trash they find in every section they enter. Anton was sent first with the following instructions: Once Anton was done, Boris was sent with the same instructions: How many pieces of trash will Boris collect? 2019-TS-Elementary-Question-Paper.pdf (olympiad.org.za) At an elementary level, learners must be able to acknowledge how the gripper works and is controlled to pick up an object. Object/Sprite in block-based coding application is a virtual robot Writing instructions for the virtual robot/sprite to move on the grid Digital Concepts CAPS CODING AND ROBOTICS 76 D.8 Interpret a pattern to represent or communicate a message or image Link to C.1, C.2, C.3 Example 1 Interpret messages Albert is the father of Beatrix and Richard. Albert is a guard on the local beach. When Beatrix and Richard are playing on the beach, Albert uses flags to send them messages. Below is a description of what the flags mean: Top Flag Middle Flag Bottom Flag Answer the following questions:  What do the flags on the pole on the right mean?  Draw a pole with three flags (as indicated above) that will send the following message: o Beatrix and Richard, drinks available, no need to hurry.  Now, in pairs, each learner compiles their own message and draw a pole with three flags (as prescribed above), then show the message to their friend to ‘read’/interpret 2017-TS-ELEMENTARY-Q-paper.pdf (olympiad.org.za) Example 2 Learners create road signs communicating ‘rules’ for being a good digital citizen (link to D.2) Note: Example 2 can be done with D.2 D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2, C.3, C.4 and C.5 and D.3 and D.7 Elementary file management – create their own folder to save their coding programs, using an appropriate name for their folder. Open files from and save files to their own folder. File names: saving the file using a meaningful file name so that it is easier to identify and retrieve at a later stage. Highlight the concept of a file extension – indicates to the computer which program to use to open the file. When they need to save the coding programs they created (C.2 and C.3), explain the process of input, processing, output and storage and the computer parts/ devices involved and link to D.3 and D.7 (initially, saving their work is initially incidental learning as learners will use the default folder to save their programs. Also, when they need to open their saved program files, explain the concepts of input, processing, output and storage again. Revise and extend from term 1. Learners must be able to do elementary file management on the computing device:  Create a folder with their name for saving their block-based programs.  Retrieve and open their saved programs from their folder.  File naming conventions  Importance of file extension (only .sb3) (or .sb2/1 if earlier versions ore used) Learners must also link file management to input-processing-output concepts Linking to what ICTs are and what the different components of an ICT system is, briefly explain to learners that IT mostly deals with computing and data and information management, whilst ICT adds ‘communication’ – being able to exchange data and information over networks. ICTs are therefore used to communicate with people who all over the world. Daily, we can use ICT to send WhatsApp messages, emails, and make phone calls. It is also used to store information like pictures, videos, and documents. We can use ICT to find information on the internet. We can also use it to learn new things like math, science, and history. In schools, teachers use ICT to teach learners by showing them videos or pictures on a computer or whiteboard or digital projector. Ask learners to provide more examples of ICTs in their daily lives and discuss these. Done in relation to D.5 (first do D.5 then do D.4) ICT is broader than IT. IT includes ‘communication’. As computer networks became more prevalent and the internet revolutionised communication and data sharing, the scope of IT expanded to include these communication aspects, leading to the term ICT. Learners need to know:  What ICT is  How it differs from IT  Identify some common uses in their daily lives D.5 Differentiate between the components of an ICT system Link to D.3, D.7 Computers and Devices: They are the computers, laptops, tablets, and smartphones we use (like team members in the system) Internet: Allows all the computers and computing devices to communicate and send information and data (Like a magical road that connects all the team members (computers and devices together)) People: We are the most important part of the ICT system! We use the computers and the internet to do so many exciting things. We can talk to our friends and family, explore fun websites, and learn new things. The sales point in the shop has a scanner that reads the barcode on the item and adda the price of each item to give you the total amount payable. Another part, the card machine reads your banking details and make a payment (use examples that learners understand) Parts include:  Hardware (input and output devices), e.g., till, barcode reader and the card reader  Software (code) – programs that enable the system to work.  Data that is processed and stored, e.g., read barcode on items to get prices and calculate amount due  The Internet (network) that communicates with the bank to make a payment / communication between till and barcode reader or the card reader.  People that operate the devices and users that communicate with others using ICT systems. ICT system is like a big team of computers, devices, the internet, and people working together to make our lives better and more fun! Example activity: Differentiate and sort the components of an ICT system. Set up a designated wall space for sorting the components. Divide the wall into sections for each component of the ICT system. Divide the class into groups. Each group will receive a set of cards with pictures representing the various components of an ICT system. Ask each group to sort their cards and place them on the designated sections of the poster board or wall. Explain the correct placement of each component, providing further clarification or examples where needed for learners to have a clear understanding of the different components. Elaborate on the interactions and relationships between the components within an ICT system. Learners need to understand, at a basic level, that: An ICT system is made up of computing devices (e.g. computers), programs (the instructions that tells the devices what to do), data and information and networks (including the internet) that allows the devices to communicate and send data and information as well as the people that use all of this. Components of an ICT system  Hardware (e.g., computers)  Software (e.g., operating systems, applications, programs)  Data (e.g., information)  Networks (e.g., internet)  People (e.g., users) D.7 Present a basic understanding of the concept of input processing and output. Link to C.2- C.5 and D.10 Examples: Simple, everyday example: Cooking an egg. Egg (input)  boiling in water (processing) cooked egg (output) Using the point of sales ICT system (shopping) The barcode scanner linked to the cash register (hardware) inputs the item codes, then the processor of the cash register processes the item prices and then provides output in the form of the amount payable (on screen) and a slip (on paper) using a printer (output device). The person that operates the pay point (till – hardware) is also part of the ICT system; so is the code (software instructions) that calculates the prices. Also use other examples such as  A program they write in the block-based application – when they click the green flag (input), the code is processed (executed) and there is some result (output) such as the sprite/object doing something.  What they have learned from their understanding of the components of a robot e.g. (sensors (input), controller (processing), movement (output)) Present learners with various examples of input-process-output, starting with an everyday example, then moving to ICT examples and programming examples Learners need to acknowledge that, when working with IT or ICT systems, there are input (from input devices such as keyboard, mouse, scanner), processing (processor) and output (from an output device such as a screen, printer, speaker) 77 CURRICULUM AND ASSESSMENT POLICY STATEMENT D.8 Interpret a pattern to represent or communicate a message or image Link to C.1, C.2, C.3 Example 1 Interpret messages Albert is the father of Beatrix and Richard. Albert is a guard on the local beach. When Beatrix and Richard are playing on the beach, Albert uses flags to send them messages. Below is a description of what the flags mean: Top Flag Middle Flag Bottom Flag Answer the following questions:  What do the flags on the pole on the right mean?  Draw a pole with three flags (as indicated above) that will send the following message: o Beatrix and Richard, drinks available, no need to hurry.  Now, in pairs, each learner compiles their own message and draw a pole with three flags (as prescribed above), then show the message to their friend to ‘read’/interpret 2017-TS-ELEMENTARY-Q-paper.pdf (olympiad.org.za) Example 2 Learners create road signs communicating ‘rules’ for being a good digital citizen (link to D.2) Note: Example 2 can be done with D.2 D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2, C.3, C.4 and C.5 and D.3 and D.7 Elementary file management – create their own folder to save their coding programs, using an appropriate name for their folder. Open files from and save files to their own folder. File names: saving the file using a meaningful file name so that it is easier to identify and retrieve at a later stage. Highlight the concept of a file extension – indicates to the computer which program to use to open the file. When they need to save the coding programs they created (C.2 and C.3), explain the process of input, processing, output and storage and the computer parts/ devices involved and link to D.3 and D.7 (initially, saving their work is initially incidental learning as learners will use the default folder to save their programs. Also, when they need to open their saved program files, explain the concepts of input, processing, output and storage again. Revise and extend from term 1. Learners must be able to do elementary file management on the computing device:  Create a folder with their name for saving their block-based programs.  Retrieve and open their saved programs from their folder.  File naming conventions  Importance of file extension (only .sb3) (or .sb2/1 if earlier versions ore used) Learners must also link file management to input-processing-output concepts Linking to what ICTs are and what the different components of an ICT system is, briefly explain to learners that IT mostly deals with computing and data and information management, whilst ICT adds ‘communication’ – being able to exchange data and information over networks. ICTs are therefore used to communicate with people who all over the world. Daily, we can use ICT to send WhatsApp messages, emails, and make phone calls. It is also used to store information like pictures, videos, and documents. We can use ICT to find information on the internet. We can also use it to learn new things like math, science, and history. In schools, teachers use ICT to teach learners by showing them videos or pictures on a computer or whiteboard or digital projector. Ask learners to provide more examples of ICTs in their daily lives and discuss these. Done in relation to D.5 (first do D.5 then do D.4) ICT is broader than IT. IT includes ‘communication’. As computer networks became more prevalent and the internet revolutionised communication and data sharing, the scope of IT expanded to include these communication aspects, leading to the term ICT. Learners need to know:  What ICT is  How it differs from IT  Identify some common uses in their daily lives D.5 Differentiate between the components of an ICT system Link to D.3, D.7 Computers and Devices: They are the computers, laptops, tablets, and smartphones we use (like team members in the system) Internet: Allows all the computers and computing devices to communicate and send information and data (Like a magical road that connects all the team members (computers and devices together)) People: We are the most important part of the ICT system! We use the computers and the internet to do so many exciting things. We can talk to our friends and family, explore fun websites, and learn new things. The sales point in the shop has a scanner that reads the barcode on the item and adda the price of each item to give you the total amount payable. Another part, the card machine reads your banking details and make a payment (use examples that learners understand) Parts include:  Hardware (input and output devices), e.g., till, barcode reader and the card reader  Software (code) – programs that enable the system to work.  Data that is processed and stored, e.g., read barcode on items to get prices and calculate amount due  The Internet (network) that communicates with the bank to make a payment / communication between till and barcode reader or the card reader.  People that operate the devices and users that communicate with others using ICT systems. ICT system is like a big team of computers, devices, the internet, and people working together to make our lives better and more fun! Example activity: Differentiate and sort the components of an ICT system. Set up a designated wall space for sorting the components. Divide the wall into sections for each component of the ICT system. Divide the class into groups. Each group will receive a set of cards with pictures representing the various components of an ICT system. Ask each group to sort their cards and place them on the designated sections of the poster board or wall. Explain the correct placement of each component, providing further clarification or examples where needed for learners to have a clear understanding of the different components. Elaborate on the interactions and relationships between the components within an ICT system. Learners need to understand, at a basic level, that: An ICT system is made up of computing devices (e.g. computers), programs (the instructions that tells the devices what to do), data and information and networks (including the internet) that allows the devices to communicate and send data and information as well as the people that use all of this. Components of an ICT system  Hardware (e.g., computers)  Software (e.g., operating systems, applications, programs)  Data (e.g., information)  Networks (e.g., internet)  People (e.g., users) D.7 Present a basic understanding of the concept of input processing and output. Link to C.2- C.5 and D.10 Examples: Simple, everyday example: Cooking an egg. Egg (input)  boiling in water (processing) cooked egg (output) Using the point of sales ICT system (shopping) The barcode scanner linked to the cash register (hardware) inputs the item codes, then the processor of the cash register processes the item prices and then provides output in the form of the amount payable (on screen) and a slip (on paper) using a printer (output device). The person that operates the pay point (till – hardware) is also part of the ICT system; so is the code (software instructions) that calculates the prices. Also use other examples such as  A program they write in the block-based application – when they click the green flag (input), the code is processed (executed) and there is some result (output) such as the sprite/object doing something.  What they have learned from their understanding of the components of a robot e.g. (sensors (input), controller (processing), movement (output)) Present learners with various examples of input-process-output, starting with an everyday example, then moving to ICT examples and programming examples Learners need to acknowledge that, when working with IT or ICT systems, there are input (from input devices such as keyboard, mouse, scanner), processing (processor) and output (from an output device such as a screen, printer, speaker) CAPS CODING AND ROBOTICS 78 Content (Grade 4 / Term 3) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4 Example activity 1 – Answer block Provide learners with the code on the right using a worksheet (paper-based) Learners need to study and interpret the code and explain what it does and predict the output. After explaining, learners now compile the code in the block￾based environment. Learners then run the code and compare it to their interpretation and predicted output Example activity 2 – IF…THEN with Answer On a worksheet, provide learners with the code on the right. Learners need to study the code and explain what it does. Then answer the following questions about the code:  What will happen if the user enters 4 (the user is in grade 4)? What output would the program give?  What will happen if the user enters 5 (the user is in grade 5)? What output would the program give? Learner can now implement the code in the block-based environment, enter 4 and 5 as input and compare their answers with what they expected it to be. If their answers differed from the output when the code is implemented, they first need to check if their code is correct. If correct, they need to ensure that they understand why the output differ and where their reasoning might have been wrong. Example activity 3 – Open-ended Using computational thinking, learners design a game with the knowledge, skills and experience gained up to now. Concepts they could include: repeat, random position, if on edge, bounce, when sprite is clicked, ask & answer using a grid to find a treasure, etc. Introduce Answer-block to learners The answer block is a sensing block and a reporter block. It reports the most recent text/value inputted with the Ask and wait block. The main purpose of the answer block is to store the answer (that was typed by the user in the input field) and, if needed, it can also display it on the screen. Note: The answer-block should not be seen as a variable (though it ‘holds’ the most recent text/value inputted) as it reports specific things/most recent inputted while variables can be changed to whatever you want/ through code) Variables are only introduced in Grade 6 as, generally, learners struggle with conceptual understanding of introductory programming concepts such as variables, expressions, and loops (Grover et al, 2019). Learners, therefore, only need to understand the concept of keeping a value, e.g. ‘answer’ getting ‘something’ from the user and ‘keeping’ it to use or display it. Note: It is important to engage in pen-and-paper activities where learners need to study code, explain what it does / provide the output of the code 3.1.3 Term 3 Content (Grade 4 / Term 3) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.4 and C.6 and R.1-R.6 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 and D.10 Done with C.1 Example activity 1 Write a program that does the following: A sprite moves to a random position forever If you click on the sprite, it says ‘ouch’ Solution on the right. Example activity 2 – Introduce Repeat with fixed number Use Example activity from Term 1 (draw square) Learners must identify the pattern and use a repeat construct to rewrite the code for drawing a square New code using a Repeat 4 times to replace sequential code Note: Loops also ask questions, such as how many times?, but ask the question over-and-over again and perform actions over￾and-over until the condition is satisfied Example activity 4 Open-ended Using computational thinking, learners design a game with the knowledge, skills and experience gained up to now. Concepts they could include: random position, repeat, if on edge, bounce, when sprite is clicked, using a grid to find a treasure, etc. Introduce Repeat with fixed number (constant value) Learners generally also struggle with loops, therefore, in Grade 4, only the repeat with a fixed value is introduced to scaffold the concept of loops. Learners first need to identify the pattern to be repeated (computational thinking) Note: Generally, most learners are comfortable with tasks/problems that require them to write code that requires them to combine one or two concepts at a time. Manny learners, however, struggle when they must combine many coding concepts at a time/in one program as it increases the difficulty level as well as the complexity of the task/problem. It is therefore advisable that leaners practise coding concepts using small, basic, manageable tasks/problems until they are ready for the next step. Practical paper-based activities can be applied to strengthen the mastering of the content. In the example below pseudocode is written as simple instructions to solve a problem. SSB wants to collect all the carrots jumping over the logs and equivalent solution is presented using code blocks. How many times 79 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 3) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4 Example activity 1 – Answer block Provide learners with the code on the right using a worksheet (paper-based) Learners need to study and interpret the code and explain what it does and predict the output. After explaining, learners now compile the code in the block￾based environment. Learners then run the code and compare it to their interpretation and predicted output Example activity 2 – IF…THEN with Answer On a worksheet, provide learners with the code on the right. Learners need to study the code and explain what it does. Then answer the following questions about the code:  What will happen if the user enters 4 (the user is in grade 4)? What output would the program give?  What will happen if the user enters 5 (the user is in grade 5)? What output would the program give? Learner can now implement the code in the block-based environment, enter 4 and 5 as input and compare their answers with what they expected it to be. If their answers differed from the output when the code is implemented, they first need to check if their code is correct. If correct, they need to ensure that they understand why the output differ and where their reasoning might have been wrong. Example activity 3 – Open-ended Using computational thinking, learners design a game with the knowledge, skills and experience gained up to now. Concepts they could include: repeat, random position, if on edge, bounce, when sprite is clicked, ask & answer using a grid to find a treasure, etc. Introduce Answer-block to learners The answer block is a sensing block and a reporter block. It reports the most recent text/value inputted with the Ask and wait block. The main purpose of the answer block is to store the answer (that was typed by the user in the input field) and, if needed, it can also display it on the screen. Note: The answer-block should not be seen as a variable (though it ‘holds’ the most recent text/value inputted) as it reports specific things/most recent inputted while variables can be changed to whatever you want/ through code) Variables are only introduced in Grade 6 as, generally, learners struggle with conceptual understanding of introductory programming concepts such as variables, expressions, and loops (Grover et al, 2019). Learners, therefore, only need to understand the concept of keeping a value, e.g. ‘answer’ getting ‘something’ from the user and ‘keeping’ it to use or display it. Note: It is important to engage in pen-and-paper activities where learners need to study code, explain what it does / provide the output of the code 3.1.3 Term 3 Content (Grade 4 / Term 3) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.4 and C.6 and R.1-R.6 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 and D.10 Done with C.1 Example activity 1 Write a program that does the following: A sprite moves to a random position forever If you click on the sprite, it says ‘ouch’ Solution on the right. Example activity 2 – Introduce Repeat with fixed number Use Example activity from Term 1 (draw square) Learners must identify the pattern and use a repeat construct to rewrite the code for drawing a square New code using a Repeat 4 times to replace sequential code Note: Loops also ask questions, such as how many times?, but ask the question over-and-over again and perform actions over￾and-over until the condition is satisfied Example activity 4 Open-ended Using computational thinking, learners design a game with the knowledge, skills and experience gained up to now. Concepts they could include: random position, repeat, if on edge, bounce, when sprite is clicked, using a grid to find a treasure, etc. Introduce Repeat with fixed number (constant value) Learners generally also struggle with loops, therefore, in Grade 4, only the repeat with a fixed value is introduced to scaffold the concept of loops. Learners first need to identify the pattern to be repeated (computational thinking) Note: Generally, most learners are comfortable with tasks/problems that require them to write code that requires them to combine one or two concepts at a time. Manny learners, however, struggle when they must combine many coding concepts at a time/in one program as it increases the difficulty level as well as the complexity of the task/problem. It is therefore advisable that leaners practise coding concepts using small, basic, manageable tasks/problems until they are ready for the next step. Practical paper-based activities can be applied to strengthen the mastering of the content. In the example below pseudocode is written as simple instructions to solve a problem. SSB wants to collect all the carrots jumping over the logs and equivalent solution is presented using code blocks. How many times CAPS CODING AND ROBOTICS 80 Content (Grade 4 / Term 3) Notes/Examples C.7 Create or complete a pattern to represent a data set Example activity A calculator displays numbers using the following pattern: For example, the number 2 is displayed switching on the following segments must be on: A B G E D 1. Complete the table for all the other numbers following the pattern above. 2. Write down the segments for displaying a capital letter C and a lowercase c 3. Using the 0s and 1s that represent the letters, write the word Hallo. 4. See how many letters from the alphabet one would be able to display. Also provide coding problems where learners need to use patterns / loops for repeated code Robotics R.1 Explain what a robot is in simple terms. Link to R.2, R.3 R.2 Identify different types of robots. Note: R.1, R.2 and R.3 can be done together A Simple Explanation of How Do Robots Work - Tech Spirited Revise and extend from previous terms. Extend to different types of sensors: Learners need to know (at an elementary level):  The sensory inputs that the robot takes can be anything from smell, touch, visual differences, etc.  The central processing unit is the microprocessor or microcontroller that processes this input, searches for the corresponding function to perform from an instruction set, and then sends the signal on to the output mechanism.  Upon reception of this signal, the robot will perform the desired action. R.3 Outline the different components of a robot Briefly revise what a robot is and let learners identify different types or robots. (from previous grade and terms) Ask learners to write down what they think the different components of a robot is. Hand them a worksheet with questions that they need to answer while/after watching the video. Now, let them watch the video https://youtu.be/CrQ5atmjSqQ After completing the worksheets, ask random learners to provide their answers to the questions and discuss their answers. Consolidate using the following example: If a robot is built to move freely in any direction but to stop once it bumps into any object):  Receive power (from e.g. a battery) to start working/moving  Input: via a sensor that detects when the robot bumps into an object  The processor (controller) will process the bump action and ‘instruct’ the robot to perform an action (output)  Output: stop the motor (mechanical action)  Chassis Once the robot bumps into an object, its input sensor (touch) will be activated (turned on). This sensor will send signal to the processor when it turns on. The processor will look up in its list of instructions to find the relevant action to be performed upon the reception of this signal. R.4 Present an understanding of how robots affect the world Link to R.1 – R.3 Content (Grade 4 / Term 3) Notes/Examples Example 4 – Interpret code and fill in the missing code The girl sprite wants to greet the user by first asking the user’s name, then greet the user using the name as illustrated below using the code on the right Study the code and fill in the missing code that will result in the above output C.4 Debug a given symbolic or written set of instructions Example activity 1 Provide them with incorrect directions from the class to the principal’s office. The need to find the error and correct it and test it to ensure that any person (even someone that does not know the environment/where the principal’s office is) that follows the corrected directions will be able to reach the principal’s office. Provide learners with incorrect algorithms (pen-and-paper) as well as incorrect block-based code (programs) and a description of what it should do/what the outcome should be, which they then need to correct. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity Music follows a pattern. Use the information/pattern on the right to complete the names of each music note by writing down the names of each music note as indicated for the Bana ba Sekole song below (the first six is already done) Also provide coding problems where learners need to identify patterns / code repetition Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis. 81 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 3) Notes/Examples C.7 Create or complete a pattern to represent a data set Example activity A calculator displays numbers using the following pattern: For example, the number 2 is displayed switching on the following segments must be on: A B G E D 1. Complete the table for all the other numbers following the pattern above. 2. Write down the segments for displaying a capital letter C and a lowercase c 3. Using the 0s and 1s that represent the letters, write the word Hallo. 4. See how many letters from the alphabet one would be able to display. Also provide coding problems where learners need to use patterns / loops for repeated code Robotics R.1 Explain what a robot is in simple terms. Link to R.2, R.3 R.2 Identify different types of robots. Note: R.1, R.2 and R.3 can be done together A Simple Explanation of How Do Robots Work - Tech Spirited Revise and extend from previous terms. Extend to different types of sensors: Learners need to know (at an elementary level):  The sensory inputs that the robot takes can be anything from smell, touch, visual differences, etc.  The central processing unit is the microprocessor or microcontroller that processes this input, searches for the corresponding function to perform from an instruction set, and then sends the signal on to the output mechanism.  Upon reception of this signal, the robot will perform the desired action. R.3 Outline the different components of a robot Briefly revise what a robot is and let learners identify different types or robots. (from previous grade and terms) Ask learners to write down what they think the different components of a robot is. Hand them a worksheet with questions that they need to answer while/after watching the video. Now, let them watch the video https://youtu.be/CrQ5atmjSqQ After completing the worksheets, ask random learners to provide their answers to the questions and discuss their answers. Consolidate using the following example: If a robot is built to move freely in any direction but to stop once it bumps into any object):  Receive power (from e.g. a battery) to start working/moving  Input: via a sensor that detects when the robot bumps into an object  The processor (controller) will process the bump action and ‘instruct’ the robot to perform an action (output)  Output: stop the motor (mechanical action)  Chassis Once the robot bumps into an object, its input sensor (touch) will be activated (turned on). This sensor will send signal to the processor when it turns on. The processor will look up in its list of instructions to find the relevant action to be performed upon the reception of this signal. R.4 Present an understanding of how robots affect the world Link to R.1 – R.3 Content (Grade 4 / Term 3) Notes/Examples Example 4 – Interpret code and fill in the missing code The girl sprite wants to greet the user by first asking the user’s name, then greet the user using the name as illustrated below using the code on the right Study the code and fill in the missing code that will result in the above output C.4 Debug a given symbolic or written set of instructions Example activity 1 Provide them with incorrect directions from the class to the principal’s office. The need to find the error and correct it and test it to ensure that any person (even someone that does not know the environment/where the principal’s office is) that follows the corrected directions will be able to reach the principal’s office. Provide learners with incorrect algorithms (pen-and-paper) as well as incorrect block-based code (programs) and a description of what it should do/what the outcome should be, which they then need to correct. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity Music follows a pattern. Use the information/pattern on the right to complete the names of each music note by writing down the names of each music note as indicated for the Bana ba Sekole song below (the first six is already done) Also provide coding problems where learners need to identify patterns / code repetition Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis. CAPS CODING AND ROBOTICS 82 Content (Grade 4 / Term 3) Notes/Examples R.6 Mimic the operations of a robot Link to R.5 and do in relation to Cs Example activity 1  On a grid, act out the algorithm created in Term 2 C.6 in activity 2 (debug if necessary)  Someone translated the algorithm into a block-based coding language but made a mistake (remember one can only go forward and turn right). Correct the error so that the sprite (arrow) can first visit the dentist and go home following the rules (sprite must end on the block with the home (middle block, top row) Activity 2 – open ended Learners use block-based programming environment to create a robot sprite with instructions that mimics the operations of a robot. Note:(Activity 2) Object/Sprite in block-based coding application is a virtual robot. Writing instructions for the virtual robot/sprite to move on the grid R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 and C.1 – C.7 Use computational thinking, design thinking and the engineering design process to plan, build, test and debug a robotic artefact – the speedster robot (R.5) Done with R.5 and R.6 When learners design and build robotics artefacts, they use computational thinking and design thinking and follow the engineering design thinking process which include executing, testing and debugging. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.2 – D.7 and D.10 Revise the concept of technology by asking the learners if they can remember what "technology" means and write down their answers on the board. Remind them that technology refers to any tool or invention created by humans to solve problems and make tasks easier.  Facilitate a class discussion on: o how technology have impacted their lives o how their lives would have been without technology o what potential impacts technology could have on society? their ideas and predictions for technology in the future. Do with D.6 D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Start a discussion about the dangers they experience in their world and how they should behave to avoid the dangers. Continue the discussion to make a list of the potential dangers they may encounter in the online world and create safety tips to make safe and responsible choices while using the internet. Example activity: Safety tips for online dangers Divide learners into different groups to create a poster about safety tips for online dangers. Each group is assigned one online danger and will be asked to create safety tips to avoid becoming a victim of the online danger. Ask learners to create a poster with the safety tips they discussed about the online danger assigned to them. Group present their safety tips to the rest of the class. The online world also comes with its own dangers and challenges such as security and privacy issues. We need to use passwords/pins to protect your information. Dangers on the internet: (provide a brief overview)  Cyberbullying: Mean messages or threats online.  Stranger Danger: Avoiding communication with unknown people online.  Personal Information: Not sharing private information with strangers.  Inappropriate Content: Understanding what content is safe to view and what to avoid.  Online Games and Friends: Being cautious about sharing personal information or meeting online friends in person. Content (Grade 4 / Term 3) Notes/Examples Example activity – Class discussion of how robots affect the world we live in. Aspects to discuss: Robots are amazing machined that can help and make our lives better. Compare the role of robots and people in the real world doing the same task. Consider aspects such as saving time, making work easier, helping people, exploring new things, entertainment) Robots make our lives easier: Robots help grown-ups do chores and tasks faster, so they have more time to spend with their families and do things they enjoy. Healthcare Heroes: Robots can help doctors and nurses take care of sick people. They can even do surgeries and help find cures for diseases Discovering New Places: Robots explore places humans can't go, like deep oceans or faraway planets. They send back pictures and information to help scientists learn more about our world. Building Things Better: Robots help make things in factories, like cars and toys. This means we can have more things that are made just right. Learning and Fun: Robots can be our friends and help us learn new things. They can play games with us and teach us cool stuff. Note: Can be done with R.1 and R.2 if time allows Robots are machines that can do different tasks on their own without any help from humans. They can be very helpful and have an impact on our world in many ways. R.5 Design a simple artefact based on a set of design instructions Link to R.4 and R.6 and R.7 Example activity – Movable artefact with DC motor - Wigglebot Final product Steps Learners use design thinking and follow design process to build the robotics artefact. With a wigglebot the off-centre placement of a weight on a DC motor shakes the structure to make it move around. Explain that motors in robots make them move: Motors use electricity to spin and create motion. Robots have motors placed in different parts, like wheels or arms.  If a robot has wheels, the motor makes them turn.  If it has an arm, the motor controls its movement. The motors are controlled by signals that tell them how to move, like going forward or lifting an arm. Note: There is no soldering involved in this project. At and elementary level, explain to learners the robotics concepts used. Note: In some instances, depending on the context, one can provide learners with pre-packaged kits to practise their building skills, e.g. Project built from a KIT (Adapted) Using a pre-packaged kit also has educational value as it typically includes sets of instructions for the assembly. This requires the leaners to apply the steps (i.e., follow an algorithm). In many cases debugging or corrections are also required. The learners can then be tasked to add alterations and or improvements to the artefact Delivering groceries 83 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 3) Notes/Examples R.6 Mimic the operations of a robot Link to R.5 and do in relation to Cs Example activity 1  On a grid, act out the algorithm created in Term 2 C.6 in activity 2 (debug if necessary)  Someone translated the algorithm into a block-based coding language but made a mistake (remember one can only go forward and turn right). Correct the error so that the sprite (arrow) can first visit the dentist and go home following the rules (sprite must end on the block with the home (middle block, top row) Activity 2 – open ended Learners use block-based programming environment to create a robot sprite with instructions that mimics the operations of a robot. Note:(Activity 2) Object/Sprite in block-based coding application is a virtual robot. Writing instructions for the virtual robot/sprite to move on the grid R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 and C.1 – C.7 Use computational thinking, design thinking and the engineering design process to plan, build, test and debug a robotic artefact – the speedster robot (R.5) Done with R.5 and R.6 When learners design and build robotics artefacts, they use computational thinking and design thinking and follow the engineering design thinking process which include executing, testing and debugging. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.2 – D.7 and D.10 Revise the concept of technology by asking the learners if they can remember what "technology" means and write down their answers on the board. Remind them that technology refers to any tool or invention created by humans to solve problems and make tasks easier.  Facilitate a class discussion on: o how technology have impacted their lives o how their lives would have been without technology o what potential impacts technology could have on society? their ideas and predictions for technology in the future. Do with D.6 D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Start a discussion about the dangers they experience in their world and how they should behave to avoid the dangers. Continue the discussion to make a list of the potential dangers they may encounter in the online world and create safety tips to make safe and responsible choices while using the internet. Example activity: Safety tips for online dangers Divide learners into different groups to create a poster about safety tips for online dangers. Each group is assigned one online danger and will be asked to create safety tips to avoid becoming a victim of the online danger. Ask learners to create a poster with the safety tips they discussed about the online danger assigned to them. Group present their safety tips to the rest of the class. The online world also comes with its own dangers and challenges such as security and privacy issues. We need to use passwords/pins to protect your information. Dangers on the internet: (provide a brief overview)  Cyberbullying: Mean messages or threats online.  Stranger Danger: Avoiding communication with unknown people online.  Personal Information: Not sharing private information with strangers.  Inappropriate Content: Understanding what content is safe to view and what to avoid.  Online Games and Friends: Being cautious about sharing personal information or meeting online friends in person. Content (Grade 4 / Term 3) Notes/Examples Example activity – Class discussion of how robots affect the world we live in. Aspects to discuss: Robots are amazing machined that can help and make our lives better. Compare the role of robots and people in the real world doing the same task. Consider aspects such as saving time, making work easier, helping people, exploring new things, entertainment) Robots make our lives easier: Robots help grown-ups do chores and tasks faster, so they have more time to spend with their families and do things they enjoy. Healthcare Heroes: Robots can help doctors and nurses take care of sick people. They can even do surgeries and help find cures for diseases Discovering New Places: Robots explore places humans can't go, like deep oceans or faraway planets. They send back pictures and information to help scientists learn more about our world. Building Things Better: Robots help make things in factories, like cars and toys. This means we can have more things that are made just right. Learning and Fun: Robots can be our friends and help us learn new things. They can play games with us and teach us cool stuff. Note: Can be done with R.1 and R.2 if time allows Robots are machines that can do different tasks on their own without any help from humans. They can be very helpful and have an impact on our world in many ways. R.5 Design a simple artefact based on a set of design instructions Link to R.4 and R.6 and R.7 Example activity – Movable artefact with DC motor - Wigglebot Final product Steps Learners use design thinking and follow design process to build the robotics artefact. With a wigglebot the off-centre placement of a weight on a DC motor shakes the structure to make it move around. Explain that motors in robots make them move: Motors use electricity to spin and create motion. Robots have motors placed in different parts, like wheels or arms.  If a robot has wheels, the motor makes them turn.  If it has an arm, the motor controls its movement. The motors are controlled by signals that tell them how to move, like going forward or lifting an arm. Note: There is no soldering involved in this project. At and elementary level, explain to learners the robotics concepts used. Note: In some instances, depending on the context, one can provide learners with pre-packaged kits to practise their building skills, e.g. Project built from a KIT (Adapted) Using a pre-packaged kit also has educational value as it typically includes sets of instructions for the assembly. This requires the leaners to apply the steps (i.e., follow an algorithm). In many cases debugging or corrections are also required. The learners can then be tasked to add alterations and or improvements to the artefact Delivering groceries CAPS CODING AND ROBOTICS 84 Content (Grade 4 / Term 3) Notes/Examples Elementary IPO table Input Processing Output What will the input for the program be (e.g., press the 'space' key). What actions will the program perform based on the input (e.g., move the sprite 10 steps forward and turns). What will the outcome of the process provide (e.g., sprite moves forward and turns). D.8 Interpret a pattern to represent or communicate a message or image Link to C.6 and C.7 Example activity Beavers Anna, Bella and Lena made necklaces to spell out their names. They used different patterns of just two beads for each letter. To separate the letters in the necklaces, they used beads. The finished necklaces looked like the ones on the right: Which necklace did Lena make? 2022-TS-Junior-Question-Paper.pdf (olympiad.org.za) Revise the concept of patterns and how they can be used to represent or communicate messages or images. Show examples of patterns, such as a repeated sequence of shapes, colours, or symbols. Explain that patterns can be used creatively to convey meaning or create visual representations. Interpret patterns created in C.6 and extend to display on Scratch. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to D.7 and C.1 – C.7 Introduce Paint - Explore the Paint environment. Open Paint and give a brief tour of the software's interface. Point out essential elements, such as the drawing canvas, toolbar, colour palette, and different tools available. Demonstrate how to use basic drawing tools, such as the pencil, brush, and eraser. Show learners how to change the size and colour of the drawing tools to create different effects. Encourage learners to experiment with these tools on their own and draw simple shapes or objects. Example activity: Design a sprite. Learners design an elementary sprite that they can use as part of their coding, using paint. Explain saving their sprite as an image file (PNG or JPEG) on their computers using the folder they created for all their projects. Remind them to choose a descriptive name for their sprite so they can easily find it later. Importing the Sprite into block-based coding app - learners open the block-based coding environment and create a new project. Guide them how to import their saved sprite image. Learners now create a program using their sprite. Encourage share to share any challenges they faced during the design and import process and what they learned from the experience. Learners use Paint to design their own sprites to be used with the block-based app (coding) Highlight that with their newfound skills, learners can now create more sprites and add them to their coding projects to make them more exciting and interactive. Reinforce and extend:  open, close and save.  basic file management – learners save their paint files to their working folder.  file naming conventions and extensions (.png. and .jpeg)  navigating to a folder to open a file from within an application to open (or save) a file. Content (Grade 4 / Term 3) Notes/Examples D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.1 – D.5 from previous terms and R.1 – R.5 Example activity: Differentiate between Technology, Information Technology, ICT Divide learners in small groups (not more than 4). Remind them that technology is all around us (and has been for centuries), and it includes all the tools and machines we use to make our lives easier and better. It can be something simple, like a pencil or a bicycle, or something more complex, like a computer or a smartphone. Technology helps us do things faster, communicate with others, and learn new things. Use the evolution of the following technology: (technology à information technology à information and communication technology) as basis for discussion in groups and provide each group with the following pictures: Technology Information Technology Information and Communication Technology (Allows communication through networks) Teacher gives background on  typewriter and how we communicated by typing letters and sending it via post.  First computers (without internet)  Today, with computing devices that communicate via internet. Learners need to make a table with 3 columns – one for T, one for IT and one for ICT. In each column they write what people could/can do and could not/cannot do with each. Focus on the evolution from technology (T) to information technology (IT) to information and communication technology (ICT) Remind learners: Technology can be anything that makes our lives easier (e.g., electricity) Information Technology (IT) is a special kind of technology that focuses on computers and how we use them to process and manage information. IT includes things like computers, laptops, tablets, and the software we use to create documents, play games, and do many other things. IT helps us store and organize information, like pictures, videos, and documents, so we can access them whenever we need them. Information and Communications Technology (ICT): Now, let's add one more word to our technology journey: Communications. Information and Communications Technology, or ICT, is a big idea that combines Information Technology with how we communicate with others. It's like bringing together computers and other devices, like smartphones and the internet, to help us talk to our friends and family, even if they are far away. ICT lets us do exciting things, like sending messages instantly to people anywhere in the world, making video calls to see and talk to our loved ones, and sharing our ideas and creations with others online. It's like having a magic box that connects us to people and information all around the globe! In summary, they need to understand that it started with basic technology, which includes various tools we use (mostly non-digital). Then we moved to IT, which focuses on computers managing information. Finally, we reached ICT, which combines computers and computing devices to help us communicate with others and access information from faraway places. Technology keeps getting more amazing, and ICT is one of the coolest parts of it. D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.4 Example activity: Introduction to an IPO table Use a simple algorithm that requires input, processing and output. Provide each learner with an empty IPO table and a simple algorithm. Learners need to complete the IPO table, by providing the following:  Input: What will be the input for their program (e.g., press the 'space' key).  Process: What actions the program will perform based on the input (e.g., move the sprite up by 10 steps).  Output: What will be the outcome of the process (e.g., sprite moves up). Learners then translate the algorithm into code by looking at what the input is (and how the program will receive the input, e.g., ask and answer), what processing needs to be done (and how) and what the output would be (using e.g. say) Explain Input-Processing-Output (IPO) in a block-based coding example (C.1 – C.4) using a simple IPO tablet. Learners need to know that.  An IPO table is a way to organize information about a program's input, process, and output.  Input: The data or information that is provided to the program at the beginning.  Process: The actions or operations that the program performs with the input.  Output: The result or outcome of the process that the program produces. 85 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 3) Notes/Examples Elementary IPO table Input Processing Output What will the input for the program be (e.g., press the 'space' key). What actions will the program perform based on the input (e.g., move the sprite 10 steps forward and turns). What will the outcome of the process provide (e.g., sprite moves forward and turns). D.8 Interpret a pattern to represent or communicate a message or image Link to C.6 and C.7 Example activity Beavers Anna, Bella and Lena made necklaces to spell out their names. They used different patterns of just two beads for each letter. To separate the letters in the necklaces, they used beads. The finished necklaces looked like the ones on the right: Which necklace did Lena make? 2022-TS-Junior-Question-Paper.pdf (olympiad.org.za) Revise the concept of patterns and how they can be used to represent or communicate messages or images. Show examples of patterns, such as a repeated sequence of shapes, colours, or symbols. Explain that patterns can be used creatively to convey meaning or create visual representations. Interpret patterns created in C.6 and extend to display on Scratch. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to D.7 and C.1 – C.7 Introduce Paint - Explore the Paint environment. Open Paint and give a brief tour of the software's interface. Point out essential elements, such as the drawing canvas, toolbar, colour palette, and different tools available. Demonstrate how to use basic drawing tools, such as the pencil, brush, and eraser. Show learners how to change the size and colour of the drawing tools to create different effects. Encourage learners to experiment with these tools on their own and draw simple shapes or objects. Example activity: Design a sprite. Learners design an elementary sprite that they can use as part of their coding, using paint. Explain saving their sprite as an image file (PNG or JPEG) on their computers using the folder they created for all their projects. Remind them to choose a descriptive name for their sprite so they can easily find it later. Importing the Sprite into block-based coding app - learners open the block-based coding environment and create a new project. Guide them how to import their saved sprite image. Learners now create a program using their sprite. Encourage share to share any challenges they faced during the design and import process and what they learned from the experience. Learners use Paint to design their own sprites to be used with the block-based app (coding) Highlight that with their newfound skills, learners can now create more sprites and add them to their coding projects to make them more exciting and interactive. Reinforce and extend:  open, close and save.  basic file management – learners save their paint files to their working folder.  file naming conventions and extensions (.png. and .jpeg)  navigating to a folder to open a file from within an application to open (or save) a file. Content (Grade 4 / Term 3) Notes/Examples D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.1 – D.5 from previous terms and R.1 – R.5 Example activity: Differentiate between Technology, Information Technology, ICT Divide learners in small groups (not more than 4). Remind them that technology is all around us (and has been for centuries), and it includes all the tools and machines we use to make our lives easier and better. It can be something simple, like a pencil or a bicycle, or something more complex, like a computer or a smartphone. Technology helps us do things faster, communicate with others, and learn new things. Use the evolution of the following technology: (technology à information technology à information and communication technology) as basis for discussion in groups and provide each group with the following pictures: Technology Information Technology Information and Communication Technology (Allows communication through networks) Teacher gives background on  typewriter and how we communicated by typing letters and sending it via post.  First computers (without internet)  Today, with computing devices that communicate via internet. Learners need to make a table with 3 columns – one for T, one for IT and one for ICT. In each column they write what people could/can do and could not/cannot do with each. Focus on the evolution from technology (T) to information technology (IT) to information and communication technology (ICT) Remind learners: Technology can be anything that makes our lives easier (e.g., electricity) Information Technology (IT) is a special kind of technology that focuses on computers and how we use them to process and manage information. IT includes things like computers, laptops, tablets, and the software we use to create documents, play games, and do many other things. IT helps us store and organize information, like pictures, videos, and documents, so we can access them whenever we need them. Information and Communications Technology (ICT): Now, let's add one more word to our technology journey: Communications. Information and Communications Technology, or ICT, is a big idea that combines Information Technology with how we communicate with others. It's like bringing together computers and other devices, like smartphones and the internet, to help us talk to our friends and family, even if they are far away. ICT lets us do exciting things, like sending messages instantly to people anywhere in the world, making video calls to see and talk to our loved ones, and sharing our ideas and creations with others online. It's like having a magic box that connects us to people and information all around the globe! In summary, they need to understand that it started with basic technology, which includes various tools we use (mostly non-digital). Then we moved to IT, which focuses on computers managing information. Finally, we reached ICT, which combines computers and computing devices to help us communicate with others and access information from faraway places. Technology keeps getting more amazing, and ICT is one of the coolest parts of it. D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.4 Example activity: Introduction to an IPO table Use a simple algorithm that requires input, processing and output. Provide each learner with an empty IPO table and a simple algorithm. Learners need to complete the IPO table, by providing the following:  Input: What will be the input for their program (e.g., press the 'space' key).  Process: What actions the program will perform based on the input (e.g., move the sprite up by 10 steps).  Output: What will be the outcome of the process (e.g., sprite moves up). Learners then translate the algorithm into code by looking at what the input is (and how the program will receive the input, e.g., ask and answer), what processing needs to be done (and how) and what the output would be (using e.g. say) Explain Input-Processing-Output (IPO) in a block-based coding example (C.1 – C.4) using a simple IPO tablet. Learners need to know that.  An IPO table is a way to organize information about a program's input, process, and output.  Input: The data or information that is provided to the program at the beginning.  Process: The actions or operations that the program performs with the input.  Output: The result or outcome of the process that the program produces. CAPS CODING AND ROBOTICS 86 Content (Grade 4 / Term 4) Notes/Examples Example activity 1 The jar must collect as many sweets as possible while walking through the cells in the grid, taking it to the party hat in the top right cell. Each cell in the grid contains 0, 1 2 or 3 sweets. The jar starts in the bottom left cell and must end in the top right cell (with the party hat). The jar can only move upwards and to the right. Someone wrote the following code and collected x sweets. However, more sweets can be collected. Change the code to collect the most sweets possible if the jar only moves upwards and right. In this activity, learners need to interpret code as well as plan code (new route) using computational thinking and change (write) code) Adapted from: TS-2018-Solutions-Guide.pdf (olympiad.org.za) Example activity 2 Guessing game 1 Guess the number I am thinking of – it is between 1 and 5 – you only have one chance to guess. Learners write the code for the above game using the answer block so the player can type in what he/she guesses. (possible solution below) Example activity 3 Guessing game 2 (possible solution on the right) Guess the number I am thinking of – it is between 1 and 5 – you only have one chance Learners improve on the previous activity’s code by providing feedback (lower or higher) Learners should write effective code, e.g. use repeat blocks where appropriate instead of repeating actions. Note: Provide learners with activities to  read code and explain what it does.  work through (trace) / act out code (physically or simulated) to determine the purpose/output or the correctness. While learners should be able to describe what each line (block) of code does, (describing a code segment line-by-line) it is very important that learners explain the overall purpose of the code, i.e. what the program does/the purpose of the program. Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. 3.1.4 Term 4 Content (Grade 4 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Example activity 1 – Abstraction and decomposition Katlego watched a tournament of races and recorded the winners of each stage on the board on the right. The runners wore the same numbers, from 1 to 8, throughout the tournament. Katlego used numbered cards to represent each runner. When the tournament was over his younger brother Tumelo mixed up all the cards, except those from the first stage of the tournament. TS-2018-Solutions-Guide.pdf (olympiad.org.za) Work out who (which number) the winner of the tournament is. Example activity 2 Algorithm The maze shown on the right consists of empty squares and brick walls. John can move from one empty square to the neighbouring empty square horizontally or vertically (not diagonally). John needs to get to the diamond in the top right corner. He has only enough dynamite to remove three (3) walls Use instructions Forward, Turn Right, Turn Left and Remove Wall to write a set of instructions (an algorithm) for John to get to the diamond by only removing 3 walls. Provide small activities for  Abstraction  Decomposition  Pattern recognition (link to C.6 and C.7)  Algorithms When solving problems and creating an algorithm, it is important to notice all the possible conditions (IF construct /branch structures) that depend on the solution of the task. In the tournament task, the condition checking procedure must be repeated (loop construct) until one winner is selected and the problem is solved. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 – C.5 C.2 and C3 done together C.3 Interpret and execute a given symbolic or written set of commands 87 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 4) Notes/Examples Example activity 1 The jar must collect as many sweets as possible while walking through the cells in the grid, taking it to the party hat in the top right cell. Each cell in the grid contains 0, 1 2 or 3 sweets. The jar starts in the bottom left cell and must end in the top right cell (with the party hat). The jar can only move upwards and to the right. Someone wrote the following code and collected x sweets. However, more sweets can be collected. Change the code to collect the most sweets possible if the jar only moves upwards and right. In this activity, learners need to interpret code as well as plan code (new route) using computational thinking and change (write) code) Adapted from: TS-2018-Solutions-Guide.pdf (olympiad.org.za) Example activity 2 Guessing game 1 Guess the number I am thinking of – it is between 1 and 5 – you only have one chance to guess. Learners write the code for the above game using the answer block so the player can type in what he/she guesses. (possible solution below) Example activity 3 Guessing game 2 (possible solution on the right) Guess the number I am thinking of – it is between 1 and 5 – you only have one chance Learners improve on the previous activity’s code by providing feedback (lower or higher) Learners should write effective code, e.g. use repeat blocks where appropriate instead of repeating actions. Note: Provide learners with activities to  read code and explain what it does.  work through (trace) / act out code (physically or simulated) to determine the purpose/output or the correctness. While learners should be able to describe what each line (block) of code does, (describing a code segment line-by-line) it is very important that learners explain the overall purpose of the code, i.e. what the program does/the purpose of the program. Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. 3.1.4 Term 4 Content (Grade 4 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Example activity 1 – Abstraction and decomposition Katlego watched a tournament of races and recorded the winners of each stage on the board on the right. The runners wore the same numbers, from 1 to 8, throughout the tournament. Katlego used numbered cards to represent each runner. When the tournament was over his younger brother Tumelo mixed up all the cards, except those from the first stage of the tournament. TS-2018-Solutions-Guide.pdf (olympiad.org.za) Work out who (which number) the winner of the tournament is. Example activity 2 Algorithm The maze shown on the right consists of empty squares and brick walls. John can move from one empty square to the neighbouring empty square horizontally or vertically (not diagonally). John needs to get to the diamond in the top right corner. He has only enough dynamite to remove three (3) walls Use instructions Forward, Turn Right, Turn Left and Remove Wall to write a set of instructions (an algorithm) for John to get to the diamond by only removing 3 walls. Provide small activities for  Abstraction  Decomposition  Pattern recognition (link to C.6 and C.7)  Algorithms When solving problems and creating an algorithm, it is important to notice all the possible conditions (IF construct /branch structures) that depend on the solution of the task. In the tournament task, the condition checking procedure must be repeated (loop construct) until one winner is selected and the problem is solved. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 – C.5 C.2 and C3 done together C.3 Interpret and execute a given symbolic or written set of commands CAPS CODING AND ROBOTICS 88 Content (Grade 4 / Term 4) Notes/Examples Robotics R.1 Explain what a robot is in simple terms. Link to R.2, R.3, R.4 R.2 Identify different types of robots. R.1 – R.4 done together Consolidate and revise through retrieval practice. Learners must not be able to  Describe a robot.  Acknowledge the difference and similarities of a virtual and physical robot.  Identify types of robots (physical).  List the various parts that a robot could have.  State what a robot can do (and cannot do).  Describe how robots move.  Explain how robots impact the world around us. Using retrieval practice, this activity encourages learners to actively engage with the material and reinforce their understanding of the concepts related to robots. It also promotes collaboration and critical thinking as learners work together to explore and describe robots in various ways. R.3 Outline the different components of a robot R.4 Present an understanding of how robots affect the world Example activity Briefly revise robots with the learners. Recap what they have previously learned about robots and remind them of the main concepts: describing robots, identifying types of robots, explaining their parts, capabilities, movements, and impact on the world. Engage learners in a ‘robot explorer’ game. Divide learners into small groups of max 4 learners and explain that they or now ‘Robot Explorers’ on a mission to share information about robots.  Provide each group with a set of flashcards containing questions related to robots (prepared beforehand). This is used to retrieve what the have learned in previous terms. Learners in each group take turns to pick a flashcard, read the question aloud then the group discuss the answer together. Encourage learners to use prior knowledge and memory to answer the questions.  After all the groups have answered their flashcard questions, gather the learners back together. Ask each group to take turns sharing their answers to specific questions. Provide positive feedback and additional explanations as needed to reinforce the concepts.  Now, have each group draw and label a robot on the whiteboard or paper. They should include the different parts of the robot that they learned about, such as sensors, actuators, arms, wheels, etc. Encourage creativity!  After drawing the robot, each group should take turns describing what their robot can do and cannot do based on the concepts they've learned. For example, can it pick up objects, move around, follow commands, etc.  Now, engage the learners in a group discussion about how robots impact the world around us. Discuss both the positive and negative impacts, such as increasing efficiency in industries, performing dangerous tasks, and potential job implications. As a concluding activity, provide learners with a quiz (using apps such as Kahoot!, Google forms, MS Forms, Quizlet, etc.) about what they have learned about robots during the year. R.5 Design a simple artefact based on a set of design instructions Link to R.1, R.2, R.3, R.5, R.6, R.7 and C.1 – C.7 R.6 Mimic the operations of a robot Note: R.5, R.6 and R.7 are done together Leaners need to acknowledge the basic principles of wheels and axles and use this knowledge to design and build a simple wheeled robot that can move easily on a flat surface Wheels and Axles: Acknowledge the function and importance of wheels and axles in facilitating movement. Robotics: Basic principles of building a robot, including the integration of wheels and axles. After building the wheeled project, learners start with their end-of-year assessment project. R.7 Create, test and execute a set of robotic instructions Example activity 1 – Desing and build a basic wheeled robot This is an enabling activity before starting with the project – learners will use the knowledge and skills gained with this activity when doing their project. Steps Content (Grade 4 / Term 4) Notes/Examples C.4 Debug a given symbolic or written set of instructions Link to C.1 – C.3 and C.5 – C.7 and R.6 and R.7 Example activity 1 Provide learners with code that contains an error, e.g. a logical error (incorrect sequence, incorrect use of control structures, etc.) which they need to find and correct Also, as errors that require debugging are part and parcel of coding, every piece of code they write/problem they solve requires debugging. Teach learners debugging techniques such as tracing code Debugging is an essential element of programming. One way to debug is to go through your code line by line, reading it and explaining it out loud as you go. This enables you to check the logic in your mind versus what is happening in your code C.5 Evaluate a given solution towards potential improvement Example activity 1 A worm is sitting at the end of the branch (at F) on the tree shown on the right. It wants to eat all the apples by moving through the tree’s branches (The tree is made of 1-meter-long branch sections) All the nodes (end nodes (apples/end of branch) and where branches meet)) are named A, B, C…K.  Describe the shortest route using the nodes, e.g. FGGHHIIJJCCJ etc.  In meters, how long is the shortest route? Adapted from 2018-TS-ELEMENTARY-Q-paper.pdf (olympiad.org.za) Example activity 2 Provide learners with a solution to a problem that can be improved, e.g. shortened by using a repeat Also provide learners with two different solutions to a problem and discuss the most efficient/better solution. Provide learners with  code which they need to improve, e.g. code that repeat which they can shorten by using a repeat (with fixed value)  more than one solution to a problem from which they need to find the shortest/most efficient, etc. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity 1 –Forever, Next costume, jumping Provide learners with the code Let them study the code and explain what it does Example activity 2 Provide learners with code where steps are repeated (sequential steps) and they need to identify the pattern and rewrite the code using a repeat with a fixed value (constant) Provide learners with code where steps are repeated (sequential steps) and they need to identify the pattern and rewrite the code using a repeat with a fixed value (constant) C.7 Create or complete a pattern to represent a data set Example activity 1 In the illustration on the right, each arrow represents one minute of walking. The beaver must follow the arrows; he cannot go in the direction against the arrows. What is the shortest time (in minutes) for the beaver to reach home. Use instructions: Move up Move down Turn left Turn right to create the set of instructions the beaver must follow to meet the conditions of task. 2018-TS-ELEMENTARY-Q-paper.pdf (olympiad.org.za) Note: Concrete activities remain important as literature suggests that the primary weakness of today’s pedagogy of programming is that it doesn’t provide enough opportunity for the novice to develop concrete operational skills, via the correct types of exercises…. due to too much emphasis on writing large amounts of code, and problem solving. 89 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 4) Notes/Examples Robotics R.1 Explain what a robot is in simple terms. Link to R.2, R.3, R.4 R.2 Identify different types of robots. R.1 – R.4 done together Consolidate and revise through retrieval practice. Learners must not be able to  Describe a robot.  Acknowledge the difference and similarities of a virtual and physical robot.  Identify types of robots (physical).  List the various parts that a robot could have.  State what a robot can do (and cannot do).  Describe how robots move.  Explain how robots impact the world around us. Using retrieval practice, this activity encourages learners to actively engage with the material and reinforce their understanding of the concepts related to robots. It also promotes collaboration and critical thinking as learners work together to explore and describe robots in various ways. R.3 Outline the different components of a robot R.4 Present an understanding of how robots affect the world Example activity Briefly revise robots with the learners. Recap what they have previously learned about robots and remind them of the main concepts: describing robots, identifying types of robots, explaining their parts, capabilities, movements, and impact on the world. Engage learners in a ‘robot explorer’ game. Divide learners into small groups of max 4 learners and explain that they or now ‘Robot Explorers’ on a mission to share information about robots.  Provide each group with a set of flashcards containing questions related to robots (prepared beforehand). This is used to retrieve what the have learned in previous terms. Learners in each group take turns to pick a flashcard, read the question aloud then the group discuss the answer together. Encourage learners to use prior knowledge and memory to answer the questions.  After all the groups have answered their flashcard questions, gather the learners back together. Ask each group to take turns sharing their answers to specific questions. Provide positive feedback and additional explanations as needed to reinforce the concepts.  Now, have each group draw and label a robot on the whiteboard or paper. They should include the different parts of the robot that they learned about, such as sensors, actuators, arms, wheels, etc. Encourage creativity!  After drawing the robot, each group should take turns describing what their robot can do and cannot do based on the concepts they've learned. For example, can it pick up objects, move around, follow commands, etc.  Now, engage the learners in a group discussion about how robots impact the world around us. Discuss both the positive and negative impacts, such as increasing efficiency in industries, performing dangerous tasks, and potential job implications. As a concluding activity, provide learners with a quiz (using apps such as Kahoot!, Google forms, MS Forms, Quizlet, etc.) about what they have learned about robots during the year. R.5 Design a simple artefact based on a set of design instructions Link to R.1, R.2, R.3, R.5, R.6, R.7 and C.1 – C.7 R.6 Mimic the operations of a robot Note: R.5, R.6 and R.7 are done together Leaners need to acknowledge the basic principles of wheels and axles and use this knowledge to design and build a simple wheeled robot that can move easily on a flat surface Wheels and Axles: Acknowledge the function and importance of wheels and axles in facilitating movement. Robotics: Basic principles of building a robot, including the integration of wheels and axles. After building the wheeled project, learners start with their end-of-year assessment project. R.7 Create, test and execute a set of robotic instructions Example activity 1 – Desing and build a basic wheeled robot This is an enabling activity before starting with the project – learners will use the knowledge and skills gained with this activity when doing their project. Steps Content (Grade 4 / Term 4) Notes/Examples C.4 Debug a given symbolic or written set of instructions Link to C.1 – C.3 and C.5 – C.7 and R.6 and R.7 Example activity 1 Provide learners with code that contains an error, e.g. a logical error (incorrect sequence, incorrect use of control structures, etc.) which they need to find and correct Also, as errors that require debugging are part and parcel of coding, every piece of code they write/problem they solve requires debugging. Teach learners debugging techniques such as tracing code Debugging is an essential element of programming. One way to debug is to go through your code line by line, reading it and explaining it out loud as you go. This enables you to check the logic in your mind versus what is happening in your code C.5 Evaluate a given solution towards potential improvement Example activity 1 A worm is sitting at the end of the branch (at F) on the tree shown on the right. It wants to eat all the apples by moving through the tree’s branches (The tree is made of 1-meter-long branch sections) All the nodes (end nodes (apples/end of branch) and where branches meet)) are named A, B, C…K.  Describe the shortest route using the nodes, e.g. FGGHHIIJJCCJ etc.  In meters, how long is the shortest route? Adapted from 2018-TS-ELEMENTARY-Q-paper.pdf (olympiad.org.za) Example activity 2 Provide learners with a solution to a problem that can be improved, e.g. shortened by using a repeat Also provide learners with two different solutions to a problem and discuss the most efficient/better solution. Provide learners with  code which they need to improve, e.g. code that repeat which they can shorten by using a repeat (with fixed value)  more than one solution to a problem from which they need to find the shortest/most efficient, etc. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity 1 –Forever, Next costume, jumping Provide learners with the code Let them study the code and explain what it does Example activity 2 Provide learners with code where steps are repeated (sequential steps) and they need to identify the pattern and rewrite the code using a repeat with a fixed value (constant) Provide learners with code where steps are repeated (sequential steps) and they need to identify the pattern and rewrite the code using a repeat with a fixed value (constant) C.7 Create or complete a pattern to represent a data set Example activity 1 In the illustration on the right, each arrow represents one minute of walking. The beaver must follow the arrows; he cannot go in the direction against the arrows. What is the shortest time (in minutes) for the beaver to reach home. Use instructions: Move up Move down Turn left Turn right to create the set of instructions the beaver must follow to meet the conditions of task. 2018-TS-ELEMENTARY-Q-paper.pdf (olympiad.org.za) Note: Concrete activities remain important as literature suggests that the primary weakness of today’s pedagogy of programming is that it doesn’t provide enough opportunity for the novice to develop concrete operational skills, via the correct types of exercises…. due to too much emphasis on writing large amounts of code, and problem solving. CAPS CODING AND ROBOTICS 90 Content (Grade 4 / Term 4) Notes/Examples Alternative How motors are used to drive robots. Motors in robots make them move. They use electricity to spin and create motion. Robots have motors placed in different parts, like wheels or arms. If a robot has wheels, the motor makes them turn. If it has an arm, the motor controls its movement. The motors are controlled by signals that tell them how to move, like going forward or lifting an arm. Note When learners design and build robotics artefacts, they use computational thinking and design thinking and follow the engineering design thinking process which include executing, testing and debugging. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3 and D.7 Example activity 1 As a concluding activity, provide learners with a quiz that test their knowledge about what they have learned so far. Include pictures, diagrams, etc. as part of the quiz Retrieval practice Create a quiz (using apps such as Kahoot! Google forms, MS Forms, Quizlet, etc.) about what they have learned so far D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 and D.7 Digital Footprint – Does what you do online always stay online? Learners learn that the information they share online leaves a digital footprint or "trail." Depending on how they manage it, this trail can be big or small, and harmful or helpful. Learners compare different trials and think critically about what kinds of information they want to leave behind. Discuss how these footprints can be permanent and visible to others, potentially affecting their reputation, relationships, and future opportunities. People can also use this information to harm you, e.g., it can lead to stealing your identity, malicious individuals stalking you online, tracking your physical location, etc. Example activity: Collecting information and discussing privacy. Create a handout with questions that learners should answer. Provide space for three names. E.g., What is your name? What is your surname? How old are you? What is your birthdate? What is your favourite colour? How many siblings do you have? Tell learners to gather data about three other learners. Have a discussion in class about the data gathered and why certain information should not be shared. In the online/digital world, we all leave a digital footprint (just as the one we leave when walking on sand). This digital footprint links all online activities on the internet like visiting websites, posting, liking, commenting, etc. to a person. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1 Reinforce and extend from the previous terms. The concepts of “hardware” and “software”. Use simple and relatable examples to explain the difference between the two. Show some real hardware components, such as a keyboard, mouse, and USB drive, and describe their functions. Explain that hardware refers to physical parts of a tech device, while software consists of programs and instructions that make the hardware work. Content (Grade 4 / Term 4) Notes/Examples Use computational thinking, design thinking and the engineering design process to plan, build, test and debug a robotic artefact – the speedster robot (R.5) Example Project (for assessment) Exploring motion with DC motor - example is of a speedster robot connected to a geared DC motor with two points. Note: There is no soldering involved. The battery box wires are connected to the DC motor by twisting the exposed wire to the connectors. In the example two ice cream sticks are glued together to form a sturdy base. Double sided tape was used to attach the motor and the battery box to the base. The front wheel was made by using a kebab stick and two bottle caps glued together. For “wire” a paper clip was bent to form the front fork. (There are various approaches that could have been followed to create a front wheel or set of wheels.) The speedster robot built in R.5 moves, mimicking the operations of a robot. Alternative A simpler more toned-down version of a DC car can be created using a simple 3V DC motor, and a fan. For axel casings straws glued and taped to a flat piece of wood could be used. Plastic wheels from a hobby kit with o-rings was attached with cut toothpicks. The example contains no soldering, and the wires were twisted together. Learners need to know  The working basics of DC motors regarding creating moving objects such as a car  The principles of DC motors and how it is used to drive motion in objects Link to learner’s prior knowledge of wheels an axle. This is done with  R.7 (design, test and execute and debug a set of robotic instructions) and  R.6 – when the artefact moves, it illustrates the operations of a robot Resources required:  3v DC motor  2 x AAA cells / 2 x AA batteries  AAA / AA battery holder with on/off switch  Battery box  Ice cream sticks  Glue  Double-sided tape  Kebab stick  Bottle caps  Paper clip  Sosatie sticks or dowels and straws The design of the “speedster” robot was done by a grade 4 learner under the guidance of an educator. The learner suggested the use of cable ties. As part of the first construction the learner discovered that the motor was placed “upside-down” having the speedster go backwards. As part of the problem solving and improvement process the learner figured out that he had to flip the motor. Before the final reassembly the rotation of the wheels was checked. The final speedster then correctly A rubber-band powered car can also be created as drove forward when switched on. shown below. See: https://www.youtube.com/watch?v=0W9iaB42QDU 91 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 4) Notes/Examples Alternative How motors are used to drive robots. Motors in robots make them move. They use electricity to spin and create motion. Robots have motors placed in different parts, like wheels or arms. If a robot has wheels, the motor makes them turn. If it has an arm, the motor controls its movement. The motors are controlled by signals that tell them how to move, like going forward or lifting an arm. Note When learners design and build robotics artefacts, they use computational thinking and design thinking and follow the engineering design thinking process which include executing, testing and debugging. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3 and D.7 Example activity 1 As a concluding activity, provide learners with a quiz that test their knowledge about what they have learned so far. Include pictures, diagrams, etc. as part of the quiz Retrieval practice Create a quiz (using apps such as Kahoot! Google forms, MS Forms, Quizlet, etc.) about what they have learned so far D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 and D.7 Digital Footprint – Does what you do online always stay online? Learners learn that the information they share online leaves a digital footprint or "trail." Depending on how they manage it, this trail can be big or small, and harmful or helpful. Learners compare different trials and think critically about what kinds of information they want to leave behind. Discuss how these footprints can be permanent and visible to others, potentially affecting their reputation, relationships, and future opportunities. People can also use this information to harm you, e.g., it can lead to stealing your identity, malicious individuals stalking you online, tracking your physical location, etc. Example activity: Collecting information and discussing privacy. Create a handout with questions that learners should answer. Provide space for three names. E.g., What is your name? What is your surname? How old are you? What is your birthdate? What is your favourite colour? How many siblings do you have? Tell learners to gather data about three other learners. Have a discussion in class about the data gathered and why certain information should not be shared. In the online/digital world, we all leave a digital footprint (just as the one we leave when walking on sand). This digital footprint links all online activities on the internet like visiting websites, posting, liking, commenting, etc. to a person. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1 Reinforce and extend from the previous terms. The concepts of “hardware” and “software”. Use simple and relatable examples to explain the difference between the two. Show some real hardware components, such as a keyboard, mouse, and USB drive, and describe their functions. Explain that hardware refers to physical parts of a tech device, while software consists of programs and instructions that make the hardware work. Content (Grade 4 / Term 4) Notes/Examples Use computational thinking, design thinking and the engineering design process to plan, build, test and debug a robotic artefact – the speedster robot (R.5) Example Project (for assessment) Exploring motion with DC motor - example is of a speedster robot connected to a geared DC motor with two points. Note: There is no soldering involved. The battery box wires are connected to the DC motor by twisting the exposed wire to the connectors. In the example two ice cream sticks are glued together to form a sturdy base. Double sided tape was used to attach the motor and the battery box to the base. The front wheel was made by using a kebab stick and two bottle caps glued together. For “wire” a paper clip was bent to form the front fork. (There are various approaches that could have been followed to create a front wheel or set of wheels.) The speedster robot built in R.5 moves, mimicking the operations of a robot. Alternative A simpler more toned-down version of a DC car can be created using a simple 3V DC motor, and a fan. For axel casings straws glued and taped to a flat piece of wood could be used. Plastic wheels from a hobby kit with o-rings was attached with cut toothpicks. The example contains no soldering, and the wires were twisted together. Learners need to know  The working basics of DC motors regarding creating moving objects such as a car  The principles of DC motors and how it is used to drive motion in objects Link to learner’s prior knowledge of wheels an axle. This is done with  R.7 (design, test and execute and debug a set of robotic instructions) and  R.6 – when the artefact moves, it illustrates the operations of a robot Resources required:  3v DC motor  2 x AAA cells / 2 x AA batteries  AAA / AA battery holder with on/off switch  Battery box  Ice cream sticks  Glue  Double-sided tape  Kebab stick  Bottle caps  Paper clip  Sosatie sticks or dowels and straws The design of the “speedster” robot was done by a grade 4 learner under the guidance of an educator. The learner suggested the use of cable ties. As part of the first construction the learner discovered that the motor was placed “upside-down” having the speedster go backwards. As part of the problem solving and improvement process the learner figured out that he had to flip the motor. Before the final reassembly the rotation of the wheels was checked. The final speedster then correctly A rubber-band powered car can also be created as drove forward when switched on. shown below. See: https://www.youtube.com/watch?v=0W9iaB42QDU CAPS CODING AND ROBOTICS 92 Content (Grade 4 / Term 4) Notes/Examples Example activity – Create a cipher disc Pair the learners. Provide each pair with two paper plates, scissors and a pencil. Cut the inner disk from the centre of a paper plate. Write the letters of the alphabet around a whole paper plate. Make sure they are equal distances apart. Place the inner disk on top of the whole plate. Randomly write letters of the alphabet on the inner ring. Make sure that each letter lines up with a letter on the whole plate. Once done, each pair write their own messages and write cryptograms. Then each pair tries to solve the encrypted message of another pair. At a basic level, learners need to know that: Encryption is linked to cybersecurity and is a way of protecting the confidentiality of messages by making them unreadable to anyone who does not have the key to decode/ decrypt them Cybersecurity is the act of keeping information, ranging from credit card numbers to national secrets, private and viewed by only the right people. Encryption and decryption go together. D.9 – Learners encrypt a message using a cipher D.8 – Learners interpret the cipher and decrypt the message. D.10 Demonstrate a basic proficiency in the application of digital skills. Link D.8 and D.9. Guide learners through the process of creating simple repetitive patterns using Microsoft Paint. Emphasise that duplication is used to form patterns. Encourage learners to experiment with different colours and sizes to create their own unique patterns. Have learners create their own digital artwork using patterns they have learned or discovered in Paint. Learners also create sprites and backgrounds to import for their coding apps. Done in relation to C.2 – C.7 Emphasise good  file management  File naming conventions  File extensions (.sb3 and .png /.jpeg) Content (Grade 4 / Term 4) Notes/Examples D.4 Identify the common uses of ICT in the real world Link to D.5 D.5 Differentiate between the components of an ICT system Link to D.4 Example activity 1 As a concluding activity, provide learners with a quiz that test their knowledge about what they have learned so far. Include pictures, diagrams, etc. as part of the quiz Retrieval practice Create a quiz (using apps such as Kahoot!, Google forms, MS Forms, Quizlet, etc..) about what they have learned so far D.6 Explain how the adaptation of technology impacted the world we work and live in Link to all D.1 to D.5, D.7 and D.10 Example activity: Positive and negative impact of ICT In small groups, learners discuss some positive and negative impacts of ICT and make a list of two positive and two negative impacts. Learners now need to suggest solutions to minimize the negative impacts and to make the best use of technology. For example, answering the following questions:  How can we limit our screen time and balance it with other activities that enrich our lives, such as also spending time with family and friends?  How can use technology mindfully and purposefully, rather than impulsively and compulsively.  How can we protect our privacy by using strong passwords?  How can we ensure a positive footprint?  How can we treat others with respect when online? Groups create a poster that highlights the positive and negative impacts and provide solutions for minimising negative impacts/ Revise and extend from Term 3 using different activities. Learners need to acknowledge that ICT impacted our lives / the world we live in, both positively and negatively and have its drawbacks and challenges. Positive  Enabled us to communicate, learn, work, and entertain ourselves more easily and efficiently. Negative  Can be addictive, distracting, and isolating which could affect our mental and physical well-being, as well as our interpersonal relationships and social skills.  Can pose risks to our privacy, security, and environment.  Can create social inequalities, ethical dilemmas, and cultural conflicts. Technology can also affect our mental and physical well￾being, as well as our interpersonal relationships and social skills. D.7 Present a basic understanding of the concept of input processing and output. Link to D.7 and C.2 – C.5 Example activity: Revise and extend the concept of input, processing and output. Teacher demonstrates input (e.g., typing into a search engine such as Google and output (the results (webpages) of the search displayed on the screen) and explains that the input was processed (looking for the information on the internet) to provide the results. In pairs, learners need to write down examples of input, and the resultant output, then describe what processing they think took place to provide the output, e.g. typing a text message on a keyboard (WhatsApp) to be sent to a friend or clicking on icons or buttons on a GUI to perform certain actions such as opening an application. Processing - when you perform a search on a search engine, the system processes your query to find relevant results from its index. Output - The search engine displays a list of relevant web pages as search results. Reinforce and extend from D.7 Term 3 Learners need to acknowledge that:  Input, processing, and output are fundamental concepts in computing and information processing.  They are essential components of any system that deals with data and information.  Users provide data as input, which is processed by the computer system to produce meaningful results as output. o Input refers to the data or information that is provided to a computer system for processing. o This data can come from various sources, such as keyboards, mice, touchscreens, sensors,  Processing refers to the manipulation and transformation of the input data by the computer. o The processing step involves various operations, such as calculations.  Output is the result or information produced by the computer system after processing the input data. o Output can be displayed in the form of text, graphics, images, etc. on a computer screen or a printer or sound through a speaker D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1 D.9 Create a pattern to represent or communicate a message or image Link to D.8 and C.1 93 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 4 / Term 4) Notes/Examples Example activity – Create a cipher disc Pair the learners. Provide each pair with two paper plates, scissors and a pencil. Cut the inner disk from the centre of a paper plate. Write the letters of the alphabet around a whole paper plate. Make sure they are equal distances apart. Place the inner disk on top of the whole plate. Randomly write letters of the alphabet on the inner ring. Make sure that each letter lines up with a letter on the whole plate. Once done, each pair write their own messages and write cryptograms. Then each pair tries to solve the encrypted message of another pair. At a basic level, learners need to know that: Encryption is linked to cybersecurity and is a way of protecting the confidentiality of messages by making them unreadable to anyone who does not have the key to decode/ decrypt them Cybersecurity is the act of keeping information, ranging from credit card numbers to national secrets, private and viewed by only the right people. Encryption and decryption go together. D.9 – Learners encrypt a message using a cipher D.8 – Learners interpret the cipher and decrypt the message. D.10 Demonstrate a basic proficiency in the application of digital skills. Link D.8 and D.9. Guide learners through the process of creating simple repetitive patterns using Microsoft Paint. Emphasise that duplication is used to form patterns. Encourage learners to experiment with different colours and sizes to create their own unique patterns. Have learners create their own digital artwork using patterns they have learned or discovered in Paint. Learners also create sprites and backgrounds to import for their coding apps. Done in relation to C.2 – C.7 Emphasise good  file management  File naming conventions  File extensions (.sb3 and .png /.jpeg) Content (Grade 4 / Term 4) Notes/Examples D.4 Identify the common uses of ICT in the real world Link to D.5 D.5 Differentiate between the components of an ICT system Link to D.4 Example activity 1 As a concluding activity, provide learners with a quiz that test their knowledge about what they have learned so far. Include pictures, diagrams, etc. as part of the quiz Retrieval practice Create a quiz (using apps such as Kahoot!, Google forms, MS Forms, Quizlet, etc..) about what they have learned so far D.6 Explain how the adaptation of technology impacted the world we work and live in Link to all D.1 to D.5, D.7 and D.10 Example activity: Positive and negative impact of ICT In small groups, learners discuss some positive and negative impacts of ICT and make a list of two positive and two negative impacts. Learners now need to suggest solutions to minimize the negative impacts and to make the best use of technology. For example, answering the following questions:  How can we limit our screen time and balance it with other activities that enrich our lives, such as also spending time with family and friends?  How can use technology mindfully and purposefully, rather than impulsively and compulsively.  How can we protect our privacy by using strong passwords?  How can we ensure a positive footprint?  How can we treat others with respect when online? Groups create a poster that highlights the positive and negative impacts and provide solutions for minimising negative impacts/ Revise and extend from Term 3 using different activities. Learners need to acknowledge that ICT impacted our lives / the world we live in, both positively and negatively and have its drawbacks and challenges. Positive  Enabled us to communicate, learn, work, and entertain ourselves more easily and efficiently. Negative  Can be addictive, distracting, and isolating which could affect our mental and physical well-being, as well as our interpersonal relationships and social skills.  Can pose risks to our privacy, security, and environment.  Can create social inequalities, ethical dilemmas, and cultural conflicts. Technology can also affect our mental and physical well￾being, as well as our interpersonal relationships and social skills. D.7 Present a basic understanding of the concept of input processing and output. Link to D.7 and C.2 – C.5 Example activity: Revise and extend the concept of input, processing and output. Teacher demonstrates input (e.g., typing into a search engine such as Google and output (the results (webpages) of the search displayed on the screen) and explains that the input was processed (looking for the information on the internet) to provide the results. In pairs, learners need to write down examples of input, and the resultant output, then describe what processing they think took place to provide the output, e.g. typing a text message on a keyboard (WhatsApp) to be sent to a friend or clicking on icons or buttons on a GUI to perform certain actions such as opening an application. Processing - when you perform a search on a search engine, the system processes your query to find relevant results from its index. Output - The search engine displays a list of relevant web pages as search results. Reinforce and extend from D.7 Term 3 Learners need to acknowledge that:  Input, processing, and output are fundamental concepts in computing and information processing.  They are essential components of any system that deals with data and information.  Users provide data as input, which is processed by the computer system to produce meaningful results as output. o Input refers to the data or information that is provided to a computer system for processing. o This data can come from various sources, such as keyboards, mice, touchscreens, sensors,  Processing refers to the manipulation and transformation of the input data by the computer. o The processing step involves various operations, such as calculations.  Output is the result or information produced by the computer system after processing the input data. o Output can be displayed in the form of text, graphics, images, etc. on a computer screen or a printer or sound through a speaker D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1 D.9 Create a pattern to represent or communicate a message or image Link to D.8 and C.1 CAPS CODING AND ROBOTICS 94 Content (Grade 5 / Term 1) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C4, and C.6 Example activity In the following example the learners must interpret the code and determine where the aeroplane will end up on the stage. Each small block in the grid is 30 x 30, implying a move of 30 steps will move the aeroplane one block forward. The learners must interpret the code and determine where the aeroplane will be once all the code has executed. Note: While learners should be able to describe what each line (block) of code does, (describing a code segment line-by-line) it is very important that learners explain the overall purpose of the code, i.e. what the program does/the purpose of the program. Note An Algorithm is a set of well-defined steps or instructions that are followed to perform a specific task or solve a particular problem. The instruction set can be sequential or can include branching (decision structure) or repetition (loops). Key characteristics of a good algorithm: Each step  must be clear and unambiguous.  must be at the right level of detail and specific.  consists of a single task (be at the most basic level)  must be in the correct, logical sequence  must be correct/solve the problem C.4 Debug a given symbolic or written set of instructions C.3 and C.4 done together and C.6 Example activity 1 – Debug Help Smiley get through the arrow maze back to his house. When standing in a square with an arrow, Smiley must move to the next square by following the direction of the arrow. Smiley can choose to start from either shaded square with a start flag. Now it is impossible for Smiley to reach his house. By changing the direction of one of the arrows, Smiley will be able to follow the arrow to his home. Which arrow needs to change direction? Example activity 2 Use the corrected algorithm from the above activity and write the code in a block-based environment for Smiley, the star to get home. (The background is customised, imported into a block-based coding environment) The Ss indicate the starting points C.3 is generally done with all programs that learners write, complete or change Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively, using different activities and combinations of concepts. Alternative solution 3.2 GRADE 5 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex programs. Also, in Grade 5, it is advisable to complete all the Coding in Term 1 and Term 2 and then complete the Robotics in Term 3 and Term 4. Digital concepts are spread across the four terms as it supports both Coding and Robotics. 3.2.1 Term 1 Content (Grade 5 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7, R.5 – R.7 Computational thinking is applied in all coding activities Computational thinking is used when solving coding problems C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C1, C.3 – C.7 and R.5 – R.7 Example activity 1 – Introduce pick random number Provide learners with the code on the right. Learners run the code several times and each time write down the output (the number displayed) Learners then explain what the code does. Example activity 3 – Complete code (missing code instructions) Complete the code on the right as follows: If the number displayed is greater than 5, the sprite must say “greater than 5”. All the code must be executed 5 times. Example activity 4 – Algorithm to code, implement test and debug (introduce glide to random position) A robot can only respond if the correct activation code is entered. Possible solution Code the following algorithm to implement in a block-based coding environment. 1. Robot starts at position x:0;y:0 2. Ask the user to enter the activation code. 3. If the activation code is correct (ABC123) the computer plays a beep sound 4. The robot responds by saying “beep, beep Robot activated!” for 2 seconds. 5. The robot then glides to a random position. Example activity 5 – Debug code Provide learners with a problem and incorrect code to solve the problem and let them debug the code to solve the problem. Example activity 6 – Open ended Learners use their knowledge, skills and experience to design, code, implement, test and debug a program of their choice Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. 95 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 1) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C4, and C.6 Example activity In the following example the learners must interpret the code and determine where the aeroplane will end up on the stage. Each small block in the grid is 30 x 30, implying a move of 30 steps will move the aeroplane one block forward. The learners must interpret the code and determine where the aeroplane will be once all the code has executed. Note: While learners should be able to describe what each line (block) of code does, (describing a code segment line-by-line) it is very important that learners explain the overall purpose of the code, i.e. what the program does/the purpose of the program. Note An Algorithm is a set of well-defined steps or instructions that are followed to perform a specific task or solve a particular problem. The instruction set can be sequential or can include branching (decision structure) or repetition (loops). Key characteristics of a good algorithm: Each step  must be clear and unambiguous.  must be at the right level of detail and specific.  consists of a single task (be at the most basic level)  must be in the correct, logical sequence  must be correct/solve the problem C.4 Debug a given symbolic or written set of instructions C.3 and C.4 done together and C.6 Example activity 1 – Debug Help Smiley get through the arrow maze back to his house. When standing in a square with an arrow, Smiley must move to the next square by following the direction of the arrow. Smiley can choose to start from either shaded square with a start flag. Now it is impossible for Smiley to reach his house. By changing the direction of one of the arrows, Smiley will be able to follow the arrow to his home. Which arrow needs to change direction? Example activity 2 Use the corrected algorithm from the above activity and write the code in a block-based environment for Smiley, the star to get home. (The background is customised, imported into a block-based coding environment) The Ss indicate the starting points C.3 is generally done with all programs that learners write, complete or change Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively, using different activities and combinations of concepts. Alternative solution 3.2 GRADE 5 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex programs. Also, in Grade 5, it is advisable to complete all the Coding in Term 1 and Term 2 and then complete the Robotics in Term 3 and Term 4. Digital concepts are spread across the four terms as it supports both Coding and Robotics. 3.2.1 Term 1 Content (Grade 5 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7, R.5 – R.7 Computational thinking is applied in all coding activities Computational thinking is used when solving coding problems C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C1, C.3 – C.7 and R.5 – R.7 Example activity 1 – Introduce pick random number Provide learners with the code on the right. Learners run the code several times and each time write down the output (the number displayed) Learners then explain what the code does. Example activity 3 – Complete code (missing code instructions) Complete the code on the right as follows: If the number displayed is greater than 5, the sprite must say “greater than 5”. All the code must be executed 5 times. Example activity 4 – Algorithm to code, implement test and debug (introduce glide to random position) A robot can only respond if the correct activation code is entered. Possible solution Code the following algorithm to implement in a block-based coding environment. 1. Robot starts at position x:0;y:0 2. Ask the user to enter the activation code. 3. If the activation code is correct (ABC123) the computer plays a beep sound 4. The robot responds by saying “beep, beep Robot activated!” for 2 seconds. 5. The robot then glides to a random position. Example activity 5 – Debug code Provide learners with a problem and incorrect code to solve the problem and let them debug the code to solve the problem. Example activity 6 – Open ended Learners use their knowledge, skills and experience to design, code, implement, test and debug a program of their choice Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. CAPS CODING AND ROBOTICS 96 Content (Grade 5 / Term 1) Notes/Examples No switch Switch  energy can be stored in cells or batteries,  a circuit transfers electrical energy, and  how a switch can control the flow of electricity R.5 Design a simple artefact based on a set of design instructions Link to R.3 Learners design and build their own basic electric circuit to light a bulb Learners build a simple circuit with a power source, light bulb and switch Learners must be able to, at an elementary level, describe a circuit and how it works. R.6 Mimic the operations of a robot Link to R.5 and C.1-C.7 Example activity Design a grid with obstacles and a virtual robot (sprite). The sprite moves on the grid and when the sprite touches an obstacle, it responds in a specific way. Learners mimic the operations of a robot using a virtual robot in the block-based coding environment. Use a grid background with obstacles placed on the grid. The sprite/virtual robot performs specific actions when it touches an object. In terms of problems that provide a partial solution where some code instructions are missing and learners must fill in the missing code instructions, the concept of Parsons Puzzles could be helpful as it provides scaffolding for learning programming. It helps learners to develop logical thinking, Refer to Grade 4 Term 1 C.3. Content (Grade 5 / Term 1) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.4 and R.5 and R.6 and D.6 and D.7 Example activity On the lake, beavers can go from one lily pad to another but only in the direction the arrows indicate. Bob (in a red vest) and Nora (in a yellow vest) would like to meet on one of the lily pads. They start on different lily pads as you can see below. Which lily would they meet on? Pack out (using the arrows) the path that each must follow to be able to meet. It is important that pen-and-paper coding exercises are not neglected. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. A pattern may be numerical, visual or behavioural. In Computer Science/coding one analyses patterns in data and make predictions and generalisations based on the pattern analysis. Robotics R.1 Explain what a robot is in simple terms. R.1 and R.2 can be done together Reinforce and extend from Grade 4: Include concept of artificial agent and the origin of the term ‘robot’ Discuss types of robots: Mobile, Industrial, autonomous, remote controlled R.2 Identify different types of robots. A robot is also an artificial agent, meaning it acts as a substitute for a person, doing things it is designed for. The term comes from a Slavic root, robot-, with meanings associated with labour. Robots are usually machines controlled by a computer program or electronic circuitry. They may be directly controlled by humans. They may be designed to look like humans, in which case their behaviour may suggest intelligence or thought. Most robots do a specific job, and they do not look like humans. They can come in many forms. Different types of robots: Mobile robots are designed to move and navigate in different environments.  They can have wheels, tracks, or legs to enable mobility.  Examples include robot vacuums, delivery robots, or rovers used for planetary exploration. Industrial Robots: used in manufacturing and production processes.  They are typically large and powerful machines.  Designed to perform repetitive tasks, such as assembly, welding, or packaging in factories. Autonomous Robots: Autonomous robots are capable of operating and making decisions without constant human control.  They have onboard sensors, processors, and algorithms to perceive and navigate their environment.  Can perform tasks and adapt to changing conditions independently. Remote Controlled Robots: Operated by a person through a remote-control device  Remote controlled robots are operated by a person through a remote-control device.  They require constant human input and control.  Movements and actions are controlled by a person from a distance, using joysticks or buttons on the remote control. R.3 Outline the different components of a robot Link to R.5 Example activity Present the basic concepts and principles of electric circuits and switches and how electricity flows from the energy source, through the conductor and the load. Basic electrical components: Knowledge of batteries as a source of energy, wires as conductors, and a bulb as a load in the circuit. Basic flow of electricity: Know how electricity flows from the energy source, through the conductor, and to the load. Basic switches: Know the function of a switch in a circuit, which is to control the flow of electricity. Learners need to know that, when a robot uses a power source such as batteries, it includes basic electrical components such as circuits and switches. Therefore, they need to, at a basic level, know the basic concepts and principles of the above. Learners need to know how 97 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 1) Notes/Examples No switch Switch  energy can be stored in cells or batteries,  a circuit transfers electrical energy, and  how a switch can control the flow of electricity R.5 Design a simple artefact based on a set of design instructions Link to R.3 Learners design and build their own basic electric circuit to light a bulb Learners build a simple circuit with a power source, light bulb and switch Learners must be able to, at an elementary level, describe a circuit and how it works. R.6 Mimic the operations of a robot Link to R.5 and C.1-C.7 Example activity Design a grid with obstacles and a virtual robot (sprite). The sprite moves on the grid and when the sprite touches an obstacle, it responds in a specific way. Learners mimic the operations of a robot using a virtual robot in the block-based coding environment. Use a grid background with obstacles placed on the grid. The sprite/virtual robot performs specific actions when it touches an object. In terms of problems that provide a partial solution where some code instructions are missing and learners must fill in the missing code instructions, the concept of Parsons Puzzles could be helpful as it provides scaffolding for learning programming. It helps learners to develop logical thinking, Refer to Grade 4 Term 1 C.3. Content (Grade 5 / Term 1) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.4 and R.5 and R.6 and D.6 and D.7 Example activity On the lake, beavers can go from one lily pad to another but only in the direction the arrows indicate. Bob (in a red vest) and Nora (in a yellow vest) would like to meet on one of the lily pads. They start on different lily pads as you can see below. Which lily would they meet on? Pack out (using the arrows) the path that each must follow to be able to meet. It is important that pen-and-paper coding exercises are not neglected. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. A pattern may be numerical, visual or behavioural. In Computer Science/coding one analyses patterns in data and make predictions and generalisations based on the pattern analysis. Robotics R.1 Explain what a robot is in simple terms. R.1 and R.2 can be done together Reinforce and extend from Grade 4: Include concept of artificial agent and the origin of the term ‘robot’ Discuss types of robots: Mobile, Industrial, autonomous, remote controlled R.2 Identify different types of robots. A robot is also an artificial agent, meaning it acts as a substitute for a person, doing things it is designed for. The term comes from a Slavic root, robot-, with meanings associated with labour. Robots are usually machines controlled by a computer program or electronic circuitry. They may be directly controlled by humans. They may be designed to look like humans, in which case their behaviour may suggest intelligence or thought. Most robots do a specific job, and they do not look like humans. They can come in many forms. Different types of robots: Mobile robots are designed to move and navigate in different environments.  They can have wheels, tracks, or legs to enable mobility.  Examples include robot vacuums, delivery robots, or rovers used for planetary exploration. Industrial Robots: used in manufacturing and production processes.  They are typically large and powerful machines.  Designed to perform repetitive tasks, such as assembly, welding, or packaging in factories. Autonomous Robots: Autonomous robots are capable of operating and making decisions without constant human control.  They have onboard sensors, processors, and algorithms to perceive and navigate their environment.  Can perform tasks and adapt to changing conditions independently. Remote Controlled Robots: Operated by a person through a remote-control device  Remote controlled robots are operated by a person through a remote-control device.  They require constant human input and control.  Movements and actions are controlled by a person from a distance, using joysticks or buttons on the remote control. R.3 Outline the different components of a robot Link to R.5 Example activity Present the basic concepts and principles of electric circuits and switches and how electricity flows from the energy source, through the conductor and the load. Basic electrical components: Knowledge of batteries as a source of energy, wires as conductors, and a bulb as a load in the circuit. Basic flow of electricity: Know how electricity flows from the energy source, through the conductor, and to the load. Basic switches: Know the function of a switch in a circuit, which is to control the flow of electricity. Learners need to know that, when a robot uses a power source such as batteries, it includes basic electrical components such as circuits and switches. Therefore, they need to, at a basic level, know the basic concepts and principles of the above. Learners need to know how CAPS CODING AND ROBOTICS 98 Content (Grade 5 / Term 1) Notes/Examples Discuss how digital citizenship contributes to a positive digital world. Include caring for your device as a good citizen. Example activity: Exploring the digital world like a magical playground. Explain to learners that the digital world is like a big, magical playground that exists inside computers and the internet. It's a place where you can do so many cool things, just like in the real world, but even more exciting and full of possibilities! Let learners create a diagram in Paint where a magical online playground is simulated. Ask them to include shapes/patterns that represent communicating with friends, exploring the world, sharing pictures with family, etc. Discuss that like any playground, the digital world comes with some rules to keep everyone safe and happy. Being kind to others is essential, just like you would in the real world. Avoid using mean words or doing things that might hurt someone's feelings. Treat people online the way you'd want them to treat you. It's also essential to be careful about sharing personal information with people you don't know well. Always check with your parents or teachers before giving out any personal details, like your full name, age, address, or school. Continue with the activity and ask learners to include symbols of the good digital citizenship road signs (see Grade 4 Term 2 D.2) created about rules to follow, to be a good digital citizen. The digital world is an interconnected realm of information and communication technology that surrounds us in our everyday lives. It encompasses various digital technologies and platforms that facilitate the creation, processing, storage, and sharing of data and information through electronic means. The digital world has transformed the way we live, work, communicate, and access knowledge. Digital citizenship refers to the responsible, ethical, and respectful use of digital technologies and the internet. It involves understanding the rights, responsibilities, and risks associated with participating in the digital world. Digital citizenship encompasses various aspects, including online behaviour, information literacy, digital communication, privacy, security, and copyright awareness. Being a responsible digital citizen means using technology responsibly, treating others with respect online, protecting personal information, and being mindful of the impact of one’s actions on others in the digital space. By embracing the principles of digital citizenship, you become a positive force in the digital world. You contribute to creating a safe, respectful, and supportive online environment for everyone to enjoy and learn. Just like in the real world, being a good digital citizen is a lifelong journey of learning and growth. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, R.3, R. Revise and extend the concepts of “hardware” and “software”. Show some real hardware components, such as a keyboard, mouse, and USB drive, and describe their functions. Discuss the concept of a computing device, what it is and its importance in our daily lives. Choose a device and observe and examine the external components of a specific computing device. Ask them to identify and describe each component, such as the screen, keyboard, touchpad/trackpad. Discuss the basic function of each. Identify the apps found on these devices, e.g., block-based coding app. (Link to D.1. and D.2.)  Provide a basic description of a computing device, including the concepts of input, processing, output, and storage.  Distinguish between the concepts of hardware and software.  Provide a list of common computing devices and describe what they are used for.  Provide a list of common apps found on devices (e.g., WhatsApp) (Link to D.1 and D.2)  Describe and demonstrate the concept of working in and navigating an application (app). Link to C.2)  Navigating applications  Allow the learners to locate and open the different applications on their devices.  Request the learners to write down the common components in the different user interfaces of the applications they are working with  Discuss the purpose and functions of common buttons and icons that learners encountered  Request the learners to write down the different components in the user interface of the applications  Discuss the purpose and functions of new/unknown buttons and icons that learners encountered Learners need to:  Know what a computing device is (electronic machines capable of processing data and performing tasks according to instructions.)  Distinguish between hardware and software,  Name common computing devices and their uses  Name common apps found on these devices,  Know that a computing device is made up of hardware and software  Know that hardware refers to physical parts of a tech device, while software consists of programs and instructions that make the hardware work. Note: Some aspects covered here can be done while learners work on computing devices in class, e.g., while busy with Coding and Robotics D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 and D.3 Reinforce and extend from the previous grade. Focus on the evolution from technology (T) to information technology (IT) to information and communication technology (ICT) Remind learners” Content (Grade 5 / Term 1) Notes/Examples Note: Evidence suggests that pupils should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practice (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). R.7 Create, test and execute a set of robotic instructions Link to R.5 and C.1 – C.7 Example activity Using computational thinking, design thinking and the engineering design process:  Plan, create a basic electric circuit with a switch to turn on a light bulb.  Execute and test the design and debug/fix if required. Do with R.5 Learners need to use computational thinking and design thinking while following the steps on the left when they design an artefact based on a set of design instructions (R.5) Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, and D.7 Learners should be able to:  explain what a computer in the context of information technology is  relate the concept of computers to that of an IT tool Example activity: Explain the basic concept of computers in everyday life Explain the basic concept of computers in the context of information technology. Define what a computer is, emphasising that it is an electronic device capable of performing various tasks using instructions. Present examples of IT tools on presentation slides or posters (e.g., laptops, smartphones, tablets, servers, etc.). Discuss how each of these devices is a type of computer that serves different purposes within the field of information technology. Display images of various computers commonly used in everyday life, such as personal computers, smartphones, ATMs, self-checkout machines, etc. Ask learners to list the examples they recognise and relate the use and purpose of each computer to their own daily routines and activities. D.1, D.3 and D.7 can be done together Learners need to understand that Information Technology (IT) specifically refers to the use of computers, networks, and software to manage and process data and information. The purpose of Information Technology (IT) is to use computers, software, networks, and other technology tools to manage, process, store, and present information in various contexts. A computer is an electronic device that processes data and performs various tasks according to a set of instructions provided through software or programs. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.4 and D.6 Give a basic explanation of the digital world all around us. Provide a basic description of a digital world and digital citizenship. D.2, D.4 and D.6 can be done together 99 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 1) Notes/Examples Discuss how digital citizenship contributes to a positive digital world. Include caring for your device as a good citizen. Example activity: Exploring the digital world like a magical playground. Explain to learners that the digital world is like a big, magical playground that exists inside computers and the internet. It's a place where you can do so many cool things, just like in the real world, but even more exciting and full of possibilities! Let learners create a diagram in Paint where a magical online playground is simulated. Ask them to include shapes/patterns that represent communicating with friends, exploring the world, sharing pictures with family, etc. Discuss that like any playground, the digital world comes with some rules to keep everyone safe and happy. Being kind to others is essential, just like you would in the real world. Avoid using mean words or doing things that might hurt someone's feelings. Treat people online the way you'd want them to treat you. It's also essential to be careful about sharing personal information with people you don't know well. Always check with your parents or teachers before giving out any personal details, like your full name, age, address, or school. Continue with the activity and ask learners to include symbols of the good digital citizenship road signs (see Grade 4 Term 2 D.2) created about rules to follow, to be a good digital citizen. The digital world is an interconnected realm of information and communication technology that surrounds us in our everyday lives. It encompasses various digital technologies and platforms that facilitate the creation, processing, storage, and sharing of data and information through electronic means. The digital world has transformed the way we live, work, communicate, and access knowledge. Digital citizenship refers to the responsible, ethical, and respectful use of digital technologies and the internet. It involves understanding the rights, responsibilities, and risks associated with participating in the digital world. Digital citizenship encompasses various aspects, including online behaviour, information literacy, digital communication, privacy, security, and copyright awareness. Being a responsible digital citizen means using technology responsibly, treating others with respect online, protecting personal information, and being mindful of the impact of one’s actions on others in the digital space. By embracing the principles of digital citizenship, you become a positive force in the digital world. You contribute to creating a safe, respectful, and supportive online environment for everyone to enjoy and learn. Just like in the real world, being a good digital citizen is a lifelong journey of learning and growth. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, R.3, R. Revise and extend the concepts of “hardware” and “software”. Show some real hardware components, such as a keyboard, mouse, and USB drive, and describe their functions. Discuss the concept of a computing device, what it is and its importance in our daily lives. Choose a device and observe and examine the external components of a specific computing device. Ask them to identify and describe each component, such as the screen, keyboard, touchpad/trackpad. Discuss the basic function of each. Identify the apps found on these devices, e.g., block-based coding app. (Link to D.1. and D.2.)  Provide a basic description of a computing device, including the concepts of input, processing, output, and storage.  Distinguish between the concepts of hardware and software.  Provide a list of common computing devices and describe what they are used for.  Provide a list of common apps found on devices (e.g., WhatsApp) (Link to D.1 and D.2)  Describe and demonstrate the concept of working in and navigating an application (app). Link to C.2)  Navigating applications  Allow the learners to locate and open the different applications on their devices.  Request the learners to write down the common components in the different user interfaces of the applications they are working with  Discuss the purpose and functions of common buttons and icons that learners encountered  Request the learners to write down the different components in the user interface of the applications  Discuss the purpose and functions of new/unknown buttons and icons that learners encountered Learners need to:  Know what a computing device is (electronic machines capable of processing data and performing tasks according to instructions.)  Distinguish between hardware and software,  Name common computing devices and their uses  Name common apps found on these devices,  Know that a computing device is made up of hardware and software  Know that hardware refers to physical parts of a tech device, while software consists of programs and instructions that make the hardware work. Note: Some aspects covered here can be done while learners work on computing devices in class, e.g., while busy with Coding and Robotics D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 and D.3 Reinforce and extend from the previous grade. Focus on the evolution from technology (T) to information technology (IT) to information and communication technology (ICT) Remind learners” Content (Grade 5 / Term 1) Notes/Examples Note: Evidence suggests that pupils should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practice (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). R.7 Create, test and execute a set of robotic instructions Link to R.5 and C.1 – C.7 Example activity Using computational thinking, design thinking and the engineering design process:  Plan, create a basic electric circuit with a switch to turn on a light bulb.  Execute and test the design and debug/fix if required. Do with R.5 Learners need to use computational thinking and design thinking while following the steps on the left when they design an artefact based on a set of design instructions (R.5) Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, and D.7 Learners should be able to:  explain what a computer in the context of information technology is  relate the concept of computers to that of an IT tool Example activity: Explain the basic concept of computers in everyday life Explain the basic concept of computers in the context of information technology. Define what a computer is, emphasising that it is an electronic device capable of performing various tasks using instructions. Present examples of IT tools on presentation slides or posters (e.g., laptops, smartphones, tablets, servers, etc.). Discuss how each of these devices is a type of computer that serves different purposes within the field of information technology. Display images of various computers commonly used in everyday life, such as personal computers, smartphones, ATMs, self-checkout machines, etc. Ask learners to list the examples they recognise and relate the use and purpose of each computer to their own daily routines and activities. D.1, D.3 and D.7 can be done together Learners need to understand that Information Technology (IT) specifically refers to the use of computers, networks, and software to manage and process data and information. The purpose of Information Technology (IT) is to use computers, software, networks, and other technology tools to manage, process, store, and present information in various contexts. A computer is an electronic device that processes data and performs various tasks according to a set of instructions provided through software or programs. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.4 and D.6 Give a basic explanation of the digital world all around us. Provide a basic description of a digital world and digital citizenship. D.2, D.4 and D.6 can be done together CAPS CODING AND ROBOTICS 100 Content (Grade 5 / Term 1) Notes/Examples D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1 Example activity: Plotting a map using patterns.  Print out the map and ask learners the following questions.  Give learners a route e.g., 1, 5, 16, 15, 11, 7, 18, 4, 19, 10, 14 and ask them to trace the route with a marker. Give several routes to follow and use different colours.  You are a game ranger at the Kruger National Park, and you must work out a one-day route that takes tourists to main attractions. Follow the following rules:  Tourists will start at Orpen and want to make a half-way stop at Satara.  Tourists may not pass through the same point twice (where possible).  They must start and end at the same place.  The tourists would like to visit as many points as possible.  Write down the route you suggest by giving the number sequence.  Guide the learners through the process of creating simple repetitive patterns. Link to patterns created in C.6. and C.7.  Teacher can include different questions based on the context of the learners. Include map of the area where learners stay. Ask similar questions. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.1 – C.7 and R.5 – R.7 Reinforce and extend from the previous year. Example Activity File and folder management Activity done in relation to prior knowledge and skills in previous grades. Explain the importance of file and folder management on a computer. Discuss how organizing files and folders helps in easy access to information, reduces clutter, and improves productivity. Define what files and folders are and explain their relationship (folders can contain files or other folders). Show examples of common file types (e.g., documents, images, videos) and folders (e.g., My Documents, Pictures, Videos). Demonstrate how to create a new folder. Have learners follow along and create their own folders with different names. Discuss best practices for naming folders (e.g., using clear and descriptive names). Revise open, save, close, etc. Basic file management – create own folder. Open and save from own folder. File names Content (Grade 5 / Term 1) Notes/Examples Remind learners that technology is all around us (and has been for centuries), and it includes all the tools and machines we use to make our lives easier and better. It can be something simple, like a pencil or a bicycle, or something more complex, like a computer or a smartphone. Technology helps us do things faster, communicate with others, and learn new things. If the teacher has access to old technology devices (e.g., old cell phones, a floppy disk, a VCR, typewriter, and telephones), bring the artefacts to the class. Allow learners to handle and explore these older devices, comparing them to the current technology they use. Alternative show the learner’s pictures of old artefacts. Example activity: Impact of technology – Tech Time Capsule Explain the concept of a time capsule as a container that holds items representing a specific time for future generations to discover. Discuss with the learners the idea of creating a “Tech Time Capsule” to capture the impact of technology in their lives right now. Distribute worksheets or paper to each student and ask them to reflect on the impact of technology in their lives. (Link with other subjects such as NST, SS, LS). Prompt questions like:  How has technology changed the way you learn or play?  What are some of your favourite technological gadgets or apps, and why do you like them?  How has technology changed the way your family communicates or spends time together?  Can you think of any ways technology has helped people in the world, such as in emergencies or healthcare?  Now ask learners to draw a picture of a device and place it in the “Tech Time Capsule”. Let them fold the pictures up and place them in a box. Technology can be anything that makes our lives easier (e.g., electricity). Information Technology (IT) is a special kind of technology that focuses on computers and how we use them to process and manage information. IT includes things like computers, laptops, tablets, and the software we use to create documents, play games, and do many other things. IT helps us store and organize information, like pictures, videos, and documents, so we can access them whenever we need them. Information and Communication Technology (ICT): Add one more concept. Communication. Information and Communications Technology, or ICT, is a big idea that combines Information Technology with how we communicate with others. It’s like bringing together computers and other devices, like smartphones and the internet, to help us talk to our friends and family, even if they are far away. D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.5 Provide a basic description of a computing device, including the concepts of input, processing, output, and storage. Let learners draw a diagram for understanding. Connect the diagram to the IPO table. Revise the use of the IPO table. Give some real-life examples of the IPO process. Connect to the IPO cycle in a computer. Explain the concept of GIGO to the participants. Tell them that GIGO is an important principle in computer science and data analysis, which emphasises that the quality of output is only as good as the quality of the input data. Example activity GIGO story telling. Divide the learners into small groups of 3-4 people. Each group will create a short fictional story collaboratively. However, there’s a twist: the story must include some absurd or ridiculous elements that don’t make logical sense. Emphasise that the story should be funny and creative but shouldn’t follow any coherent structure. After the groups have finished creating their stories, have them share their stories with the rest of the class. As each group shares their story, ask the others in the class to identify the absurd or illogical elements in the story. Lead a short discussion about how the concept of GIGO applies to the activity. Summarise the activity by reinforcing the importance of data quality and how it affects the results we get from any process and computer algorithm. Elementary IPO table Input Processing Output What will the input for the program be (e.g., press the ‘space’ key). What actions will the program perform based on the input (e.g., move the sprite 10 steps forward and turns). What will the outcome of the process provide (e.g., sprite moves forward and turns). Everyday examples 101 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 1) Notes/Examples D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1 Example activity: Plotting a map using patterns.  Print out the map and ask learners the following questions.  Give learners a route e.g., 1, 5, 16, 15, 11, 7, 18, 4, 19, 10, 14 and ask them to trace the route with a marker. Give several routes to follow and use different colours.  You are a game ranger at the Kruger National Park, and you must work out a one-day route that takes tourists to main attractions. Follow the following rules:  Tourists will start at Orpen and want to make a half-way stop at Satara.  Tourists may not pass through the same point twice (where possible).  They must start and end at the same place.  The tourists would like to visit as many points as possible.  Write down the route you suggest by giving the number sequence.  Guide the learners through the process of creating simple repetitive patterns. Link to patterns created in C.6. and C.7.  Teacher can include different questions based on the context of the learners. Include map of the area where learners stay. Ask similar questions. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.1 – C.7 and R.5 – R.7 Reinforce and extend from the previous year. Example Activity File and folder management Activity done in relation to prior knowledge and skills in previous grades. Explain the importance of file and folder management on a computer. Discuss how organizing files and folders helps in easy access to information, reduces clutter, and improves productivity. Define what files and folders are and explain their relationship (folders can contain files or other folders). Show examples of common file types (e.g., documents, images, videos) and folders (e.g., My Documents, Pictures, Videos). Demonstrate how to create a new folder. Have learners follow along and create their own folders with different names. Discuss best practices for naming folders (e.g., using clear and descriptive names). Revise open, save, close, etc. Basic file management – create own folder. Open and save from own folder. File names Content (Grade 5 / Term 1) Notes/Examples Remind learners that technology is all around us (and has been for centuries), and it includes all the tools and machines we use to make our lives easier and better. It can be something simple, like a pencil or a bicycle, or something more complex, like a computer or a smartphone. Technology helps us do things faster, communicate with others, and learn new things. If the teacher has access to old technology devices (e.g., old cell phones, a floppy disk, a VCR, typewriter, and telephones), bring the artefacts to the class. Allow learners to handle and explore these older devices, comparing them to the current technology they use. Alternative show the learner’s pictures of old artefacts. Example activity: Impact of technology – Tech Time Capsule Explain the concept of a time capsule as a container that holds items representing a specific time for future generations to discover. Discuss with the learners the idea of creating a “Tech Time Capsule” to capture the impact of technology in their lives right now. Distribute worksheets or paper to each student and ask them to reflect on the impact of technology in their lives. (Link with other subjects such as NST, SS, LS). Prompt questions like:  How has technology changed the way you learn or play?  What are some of your favourite technological gadgets or apps, and why do you like them?  How has technology changed the way your family communicates or spends time together?  Can you think of any ways technology has helped people in the world, such as in emergencies or healthcare?  Now ask learners to draw a picture of a device and place it in the “Tech Time Capsule”. Let them fold the pictures up and place them in a box. Technology can be anything that makes our lives easier (e.g., electricity). Information Technology (IT) is a special kind of technology that focuses on computers and how we use them to process and manage information. IT includes things like computers, laptops, tablets, and the software we use to create documents, play games, and do many other things. IT helps us store and organize information, like pictures, videos, and documents, so we can access them whenever we need them. Information and Communication Technology (ICT): Add one more concept. Communication. Information and Communications Technology, or ICT, is a big idea that combines Information Technology with how we communicate with others. It’s like bringing together computers and other devices, like smartphones and the internet, to help us talk to our friends and family, even if they are far away. D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.5 Provide a basic description of a computing device, including the concepts of input, processing, output, and storage. Let learners draw a diagram for understanding. Connect the diagram to the IPO table. Revise the use of the IPO table. Give some real-life examples of the IPO process. Connect to the IPO cycle in a computer. Explain the concept of GIGO to the participants. Tell them that GIGO is an important principle in computer science and data analysis, which emphasises that the quality of output is only as good as the quality of the input data. Example activity GIGO story telling. Divide the learners into small groups of 3-4 people. Each group will create a short fictional story collaboratively. However, there’s a twist: the story must include some absurd or ridiculous elements that don’t make logical sense. Emphasise that the story should be funny and creative but shouldn’t follow any coherent structure. After the groups have finished creating their stories, have them share their stories with the rest of the class. As each group shares their story, ask the others in the class to identify the absurd or illogical elements in the story. Lead a short discussion about how the concept of GIGO applies to the activity. Summarise the activity by reinforcing the importance of data quality and how it affects the results we get from any process and computer algorithm. Elementary IPO table Input Processing Output What will the input for the program be (e.g., press the ‘space’ key). What actions will the program perform based on the input (e.g., move the sprite 10 steps forward and turns). What will the outcome of the process provide (e.g., sprite moves forward and turns). Everyday examples CAPS CODING AND ROBOTICS 102 Content (Grade 5 / Term 2) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link toC.4 Example activity 1 – Introduce length block and stacked join blocks. Provide learners with the code on the right. Learners study the code and explain what it does. Learners run the code and compare with what they expected. Let learners explain what the length function does. Let them come up with ideas where it could be useful when programming. Learners now write their own program using the length function. Learners must be able to explain  What a condition is  The branching or the flow (based on the condition)  The difference between an if…then… and an If…then…else  Understand when two separates if…then…statements can be written as an if…then…else statement Provide learners with pen-an-paper activities to practise the Join instruction as learners generally struggle with the layers (stacks) when using more than two ‘joins’ C.4 Debug a given symbolic or written set of instructions Link to C.3 Example activity 1 The codes F, P and J, on the right represents the instructions Forward, Pick-up and Jump respectively. The numbers indicate how many times an instruction must be executed. SSB, wants to pick up all the carrots and land on the X block at the end. The code on the right contains errors, correct the code enable SSB accomplish his task. Example activity 2 The Twinkledust fairy wants to cast a spell that will duplicate herself 5 times at different places on the screen. The following code has been provided, but it does not seem to work. Find the bug and correct it. Debugging is an integral and important part of coding. While learners need to debug all the code the write, learners must also be provided with incorrect code which they need to debug. Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively, using different activities and combinations of concepts and constructs. Note: Literature suggests that the biggest problem of novice programmers does not seem to be the understanding of basic coding concepts [in isolation] but rather learning to apply them [and combine them].to complete a task or solve a problem Therefore, at this level, beware of giving learners programming tasks that combine too many concepts (Robins, 2019). Explain: what a condition is branching (flow) Do, if condition is true Do, if condition is false 3.2.2 Term 2 Content (Grade 5 / Term 2) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7 Example activity You have two containers – an empty container and a container with milk. You also have a glass filled with orange juice. You want to pour the milk into the glass to drink, but you also want to save the orange juice for later. Two different people compiled instructions to achieve the task using the available objects only: the two containers and the one glass filled with orange juice. However, the instructions do not seem to work properly. Study the different instructions. None of the instructions are working correctly. Instruction set 1 Instruction set 2 1. Take off the cap from the milk container 2. Pour the milk into the empty container 3. Put the cap back on the container 4. Pour the orange juice into the milk container 5. Put the cap onto the container now containing the orange juice 6. Rinse the glass 7. Pour the milk into the glass 8. Drink the milk 9. Put the container with the orange juice in the fridge 1. Take off the cap from the empty container 2. Pour the orange juice into the empty container 3. Pour the milk into the glass 4. Put the cap back on the now empty container 5. Rinse the glass 6. Rinse the now empty container 7. Put the container with the orange juice back in the fridge 8. Put the cap on orange juice container 9. Drink the milk Use the instructions and write you own set of precise instructions so that the task can be achieved in the most efficient (the shortest and best way without mixing the milk and orange juice in any way) manner and be understood by anyone following it. Does one need an extra container? Computational thinking is the foundation of all programming tasks. Provide pen-and-paper computational thinking activities to develop computational thinking. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 C.3 – C.7 Example activity 1 – Introduce join block (two aspects only, e.g. say with text and answer) Provide learners with the following code which they need to study and explain what it does. Let them run the code to check their interpretation and ask them to specifically explain what the join instruction does. Explain the join block if necessary. Then, on a worksheet, provide various instructions that they need to join and which they must test in a block-based coding environment. Example activity 2 – Introduce Point towards mouse pointer Run the code on the right (keep moving your mouse on the stage) Explain what the code does. See if you could have the beetle draw a triangle based on How you move your mouse. Provide learners with pen-an-paper activities to practise the Join instruction. Token based tangible coding applications can also be deployed to strengthen the mastery of content and outcomes. 103 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 2) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link toC.4 Example activity 1 – Introduce length block and stacked join blocks. Provide learners with the code on the right. Learners study the code and explain what it does. Learners run the code and compare with what they expected. Let learners explain what the length function does. Let them come up with ideas where it could be useful when programming. Learners now write their own program using the length function. Learners must be able to explain  What a condition is  The branching or the flow (based on the condition)  The difference between an if…then… and an If…then…else  Understand when two separates if…then…statements can be written as an if…then…else statement Provide learners with pen-an-paper activities to practise the Join instruction as learners generally struggle with the layers (stacks) when using more than two ‘joins’ C.4 Debug a given symbolic or written set of instructions Link to C.3 Example activity 1 The codes F, P and J, on the right represents the instructions Forward, Pick-up and Jump respectively. The numbers indicate how many times an instruction must be executed. SSB, wants to pick up all the carrots and land on the X block at the end. The code on the right contains errors, correct the code enable SSB accomplish his task. Example activity 2 The Twinkledust fairy wants to cast a spell that will duplicate herself 5 times at different places on the screen. The following code has been provided, but it does not seem to work. Find the bug and correct it. Debugging is an integral and important part of coding. While learners need to debug all the code the write, learners must also be provided with incorrect code which they need to debug. Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively, using different activities and combinations of concepts and constructs. Note: Literature suggests that the biggest problem of novice programmers does not seem to be the understanding of basic coding concepts [in isolation] but rather learning to apply them [and combine them].to complete a task or solve a problem Therefore, at this level, beware of giving learners programming tasks that combine too many concepts (Robins, 2019). Explain: what a condition is branching (flow) Do, if condition is true Do, if condition is false 3.2.2 Term 2 Content (Grade 5 / Term 2) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7 Example activity You have two containers – an empty container and a container with milk. You also have a glass filled with orange juice. You want to pour the milk into the glass to drink, but you also want to save the orange juice for later. Two different people compiled instructions to achieve the task using the available objects only: the two containers and the one glass filled with orange juice. However, the instructions do not seem to work properly. Study the different instructions. None of the instructions are working correctly. Instruction set 1 Instruction set 2 1. Take off the cap from the milk container 2. Pour the milk into the empty container 3. Put the cap back on the container 4. Pour the orange juice into the milk container 5. Put the cap onto the container now containing the orange juice 6. Rinse the glass 7. Pour the milk into the glass 8. Drink the milk 9. Put the container with the orange juice in the fridge 1. Take off the cap from the empty container 2. Pour the orange juice into the empty container 3. Pour the milk into the glass 4. Put the cap back on the now empty container 5. Rinse the glass 6. Rinse the now empty container 7. Put the container with the orange juice back in the fridge 8. Put the cap on orange juice container 9. Drink the milk Use the instructions and write you own set of precise instructions so that the task can be achieved in the most efficient (the shortest and best way without mixing the milk and orange juice in any way) manner and be understood by anyone following it. Does one need an extra container? Computational thinking is the foundation of all programming tasks. Provide pen-and-paper computational thinking activities to develop computational thinking. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 C.3 – C.7 Example activity 1 – Introduce join block (two aspects only, e.g. say with text and answer) Provide learners with the following code which they need to study and explain what it does. Let them run the code to check their interpretation and ask them to specifically explain what the join instruction does. Explain the join block if necessary. Then, on a worksheet, provide various instructions that they need to join and which they must test in a block-based coding environment. Example activity 2 – Introduce Point towards mouse pointer Run the code on the right (keep moving your mouse on the stage) Explain what the code does. See if you could have the beetle draw a triangle based on How you move your mouse. Provide learners with pen-an-paper activities to practise the Join instruction. Token based tangible coding applications can also be deployed to strengthen the mastery of content and outcomes. CAPS CODING AND ROBOTICS 104 Content (Grade 5 / Term 2) Notes/Examples Robotics R.1 Explain what a robot is in simple terms. Revise and extend from previous terms and grades R.1 – R.3 is done together At a basic level, learners need to acknowledge the following main components of a robot and what they are used for:  Sensors (for input) – a device that detects and responds to some type of input from the physical environment, e.g. light, motion, moisture, temperature, pressure, etc.  Controller (processor) Mechanical actions (actuator) (for output) – s mechanism that converts an electrical signal into a corresponding physical quantity such as movement. Actuator Mechanism that converts an electrical signal into a corresponding physical quantity such as movement, force, sound Sensor A device that detects and responds to some type of input from the physical environment, e.g. light, heat, motion, moisture, pressure R.2 Identify different types of robots. R.3 Outline the different components of a robot Pretty much like we humans receive inputs from our sensory organs, process them in our brain, and carry out the desired action; robots too have the same building blocks. The input to the robots is via sensors, the processing is done by the CPU unit, and then the desired output is obtained. Any robot is made up of three main parts – Sensors (for input), CPU (processor), and Mechanical Actions (for output). The sensory inputs that the robot takes can be anything from smell, touch, visual differences, etc. The central processing unit is the microprocessor or microcontroller that processes this input quantity, searches for the corresponding function to perform from the previously fed or programmed instruction set, and then sends the signal on to the output port. Upon reception of this signal, the robot will perform the desired action. Let us take an example of a robot that will stop once it meets any obstacle. Robot: Obstacle Avoider Input: Touch Output: Stop the motors Purpose: In this example, the robot is to move freely in any direction, and stop once it collides with any object. Once the robot meets any object, its input sensor (touch) will be activated. This sensor will send signal to the processing unit, as soon as it turns on. The CPU will look up in its instruction set to find the relevant action to be performed upon the reception of this signal. R.4 Present an understanding of how robots affect the world Link to R.1 – R.3 Robots are fascinating machines that have a big impact on our world. Let's dive a little deeper into how they affect our lives. Example activity Provide learners with a KWLS chart / or they draw one in their workbooks. Learners write down what they already know and what they want to know about the topic Play a video on how robots affect the world, e.g. https://youtu.be/6_TpuJ3bnL8 and https://youtu.be/rBNzAGlSfnI Learners write down what they have learned and what they still want to know. Encourage learners to look for the information that they still want to learn. Discuss the aspects in the video and supplement with the information on the right. Notes  Making Work Easier: Robots are designed to perform tasks that are difficult, dangerous, or repetitive for humans. They can help assemble products in factories, perform surgeries in hospitals, or even assist in farming by planting and harvesting crops. This makes work more efficient and frees up human workers to focus on more creative or complex tasks.  Saving Time: Robots are super speedy! They can complete tasks much faster than humans. For example, in warehouses, robots can swiftly move heavy boxes from one place to another, making the process quicker and more efficient. Similarly, in our homes, robotic vacuum cleaners can zip around and clean the floors in no time, giving us more time to do other things we enjoy.  Helping People: Some robots are designed to assist people with disabilities or special needs. These robots can help individuals with limited mobility by fetching objects, turning on lights, or even providing companionship. Robotic prosthetic limbs can help people who have lost a hand or a leg to regain their mobility and independence. Revise and extend from Grade 4 using different examples and activities.  Making Work Easier.  Saving Time  Helping People  Exploring New.  Entertainment and Recreation: Note: It is important to remember that robots are tools created by humans. They need humans to program them and give them instructions. While robots can be incredibly helpful, they are not meant to replace us. Instead, they work alongside us, making our lives easier, safer, and more enjoyable. Content (Grade 5 / Term 2) Notes/Examples Possible Answer Jimmy your friend noticed that it seems as if after the code has been corrected and the Green flag is clicked again as the fairy keeps on duplicating. How should this be fixed? Possible Answer (second part) Answer Add an erase all block C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2 and D.6 and D.7L Example activity In pairs, run the following code (on the right) in a block-based environment: Figure out what it does. Now, learners write similar code that uses keyboard input and changing sprite size, colour and other properties. Example activity 2 The numbers alongside each column and row in the drawing below are the sums of the values represented by the symbols within each column and row. Study the patterns and figure out what number should replace the question marks. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis 105 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 2) Notes/Examples Robotics R.1 Explain what a robot is in simple terms. Revise and extend from previous terms and grades R.1 – R.3 is done together At a basic level, learners need to acknowledge the following main components of a robot and what they are used for:  Sensors (for input) – a device that detects and responds to some type of input from the physical environment, e.g. light, motion, moisture, temperature, pressure, etc.  Controller (processor) Mechanical actions (actuator) (for output) – s mechanism that converts an electrical signal into a corresponding physical quantity such as movement. Actuator Mechanism that converts an electrical signal into a corresponding physical quantity such as movement, force, sound Sensor A device that detects and responds to some type of input from the physical environment, e.g. light, heat, motion, moisture, pressure R.2 Identify different types of robots. R.3 Outline the different components of a robot Pretty much like we humans receive inputs from our sensory organs, process them in our brain, and carry out the desired action; robots too have the same building blocks. The input to the robots is via sensors, the processing is done by the CPU unit, and then the desired output is obtained. Any robot is made up of three main parts – Sensors (for input), CPU (processor), and Mechanical Actions (for output). The sensory inputs that the robot takes can be anything from smell, touch, visual differences, etc. The central processing unit is the microprocessor or microcontroller that processes this input quantity, searches for the corresponding function to perform from the previously fed or programmed instruction set, and then sends the signal on to the output port. Upon reception of this signal, the robot will perform the desired action. Let us take an example of a robot that will stop once it meets any obstacle. Robot: Obstacle Avoider Input: Touch Output: Stop the motors Purpose: In this example, the robot is to move freely in any direction, and stop once it collides with any object. Once the robot meets any object, its input sensor (touch) will be activated. This sensor will send signal to the processing unit, as soon as it turns on. The CPU will look up in its instruction set to find the relevant action to be performed upon the reception of this signal. R.4 Present an understanding of how robots affect the world Link to R.1 – R.3 Robots are fascinating machines that have a big impact on our world. Let's dive a little deeper into how they affect our lives. Example activity Provide learners with a KWLS chart / or they draw one in their workbooks. Learners write down what they already know and what they want to know about the topic Play a video on how robots affect the world, e.g. https://youtu.be/6_TpuJ3bnL8 and https://youtu.be/rBNzAGlSfnI Learners write down what they have learned and what they still want to know. Encourage learners to look for the information that they still want to learn. Discuss the aspects in the video and supplement with the information on the right. Notes  Making Work Easier: Robots are designed to perform tasks that are difficult, dangerous, or repetitive for humans. They can help assemble products in factories, perform surgeries in hospitals, or even assist in farming by planting and harvesting crops. This makes work more efficient and frees up human workers to focus on more creative or complex tasks.  Saving Time: Robots are super speedy! They can complete tasks much faster than humans. For example, in warehouses, robots can swiftly move heavy boxes from one place to another, making the process quicker and more efficient. Similarly, in our homes, robotic vacuum cleaners can zip around and clean the floors in no time, giving us more time to do other things we enjoy.  Helping People: Some robots are designed to assist people with disabilities or special needs. These robots can help individuals with limited mobility by fetching objects, turning on lights, or even providing companionship. Robotic prosthetic limbs can help people who have lost a hand or a leg to regain their mobility and independence. Revise and extend from Grade 4 using different examples and activities.  Making Work Easier.  Saving Time  Helping People  Exploring New.  Entertainment and Recreation: Note: It is important to remember that robots are tools created by humans. They need humans to program them and give them instructions. While robots can be incredibly helpful, they are not meant to replace us. Instead, they work alongside us, making our lives easier, safer, and more enjoyable. Content (Grade 5 / Term 2) Notes/Examples Possible Answer Jimmy your friend noticed that it seems as if after the code has been corrected and the Green flag is clicked again as the fairy keeps on duplicating. How should this be fixed? Possible Answer (second part) Answer Add an erase all block C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2 and D.6 and D.7L Example activity In pairs, run the following code (on the right) in a block-based environment: Figure out what it does. Now, learners write similar code that uses keyboard input and changing sprite size, colour and other properties. Example activity 2 The numbers alongside each column and row in the drawing below are the sums of the values represented by the symbols within each column and row. Study the patterns and figure out what number should replace the question marks. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis CAPS CODING AND ROBOTICS 106 Content (Grade 5 / Term 2) Notes/Examples Reinforce and extend from the previous grades Example activity: Cyberbullying Introduce cyberbullying asking learners if they have heard about it and what it is. Discuss the seriousness of cyberbullying and how it can lead to emotional distress, anxiety, and even harm to the victim's mental health. Provide examples of cyberbullying and engage learners in a discussion about the consequences of cyberbullying on the victim, the bully, and the broader community. Now, divide the learners into small groups. Provide each group with a different cyberbullying scenario handout. Instruct the groups to discuss the scenario and come up with an appropriate response and coping strategy for the victim. After the discussion, have each group present their scenario and share the coping strategy they developed. Emphasize that cyberbullying is never acceptable, and everyone has a responsibility to create a safe and respectful online environment. Ask learners to share their thoughts on how cyberbullying might make someone feel and how it can impact their daily life and well-being. Reinforce the importance of empathy, respect, and responsible behaviour online Encourage learners to be upstanders, not bystanders, and to support anyone facing cyberbullying. Remind learners that they can always seek help from adults if they or someone they know experiences cyberbullying Learners now write a short reflection on the lesson, sharing their thoughts on cyberbullying and how they can contribute to a safer digital environment for themselves and others. Cyberbullying is use of technology, such as social media, instant messaging, or email, to harass, intimidate, or humiliate someone repeatedly. Learners need to understand that cyberbullying includes  Sending mean messages or comments online  Spreading rumours or lies about someone through social media  Creating fake profiles to mock or embarrass someone  Sharing embarrassing photos or videos without permission  Coping strategies for deal with cyberbullying  The consequences of cyberbullying Present coping strategies for dealing with cyberbullying. Some strategies include:  Do not respond or retaliate to cyberbullying messages; it can escalate the situation.  Block and report the cyberbully on the platform where the bullying is occurring.  Save evidence of cyberbullying, such as screenshots or messages, for reporting purposes.  Reach out for help and support from a trusted adult, parent, teacher, or school counsellor.  Encourage open communication and empathy among peers to build a supportive school community.  Promote positive online behaviour and remind learners about the impact their words can have on others. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.4 and D.5 Link to computing devices as part of an ICT system Done with D.4 and D.5 D.4 Identify the common uses of ICT in the real world Link to D.5 Briefly remind learners that IT mostly deals with computing and data and information management, whilst ICT adds ‘communication’ – being able to exchange data and information over networks. ICTs are used to communicate with people all over the world. Identify everyday uses of ICTs, e.g., mobile phones (communication). Provide examples of how ICT improves communication, e.g., WhatsApp, and social media. In schools, teachers use ICT to teach learners by showing them videos or pictures on a computer or whiteboard or digital projector. Ask learners to provide more examples of ICTs in their daily lives and discuss these examples and the difference between ICT and IT. Basic understanding of a network (e.g., school network / entertainment / shopping as an example) Example activity: Basic concept of networks Using an example such as mobile phones that communicate with each other via cell phone towers (wireless connection), computers can also communicate via a network (physically connected or wireless). Draw a simple diagram of a network on the board, showing several devices connected to each other. Emphasize that networks allow devices to share information, files, and resources, making it easier for people to communicate and work together. Where do we find networks? At Home: Explain that this type of network is found in homes and connects devices within a family, allowing them to share internet access and files. At School: Mention that schools have networks connecting computers, printers, and other devices, making it easier for learners and teachers to share resources. Reinforce and extend from previous Grades and terms. using different examples and activities. Learners should be able, at a basic level to explain what a network is and understand that computing devices in a network can communicate / send data and information over the network. Use examples that learners will understand, e.g., school network or a cellphone network. Content (Grade 5 / Term 2) Notes/Examples  Exploring New Frontiers: Robots have the amazing ability to go where humans can't easily reach. For example, rovers like NASA's Mars rovers explore the surface of Mars and send back valuable information about the planet. Underwater robots called ROVs (Remotely Operated Vehicles) can dive deep into the ocean to study marine life and explore underwater habitats that are too dangerous for humans.  Entertainment and Recreation: Robots are not only practical but also a lot of fun! You might have seen robot toys that can walk, talk, or even play soccer. Robots are also used in movies and shows, bringing fantastical characters to life. Additionally, robot competitions, such as robot sumo or robot races, provide exciting entertainment and encourage learning about robotics and engineering. R.5 Design a simple artefact based on a set of design instructions Link to R.6 and R.7 Example activity - Exploring Electricity, DC Motors, and Control Through a Fun Game Design and create a simple electric circuit that powers a fan using a DC motor. The fan should be controllable with a switch, allowing it to be turned on and off. The design should focus on the functionality of the fan, its stability, and the effectiveness of the switch in controlling the fan's operation. Create a fun and interactive game using a DC motor, a light bulb, and a switch. This activity will help learners to delve into the basics of circuits, electricity, and robotics. Instead of coding, we will use a hands-on activity to engage students and explore the principles of robotics. Note: Evidence suggests that pupils should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practice (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). R.6 Mimic the operations of a robot Link to R.5 and R.7 Example activity 1 The fan built in R.5 moves, mimicking the operations of a robot. Example activity 2 Design a grid activity (in block-based coding environment) with a virtual robot and obstacles. Virtual robot then follows instructions to avoid obstacles and/or react in specific ways when it touches the obstacles) (Can also be done physically on the floor where learners act as robots) Use virtual robot in block-based coding environment R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Example activity Using computational thinking, design thinking and the engineering design process:  Plan, create a basic fan as described in R.5.  Execute and test the design and debug/fix if required. Do with R.5 Learners need to use computational thinking and design thinking while following the steps on the left when they design an artefact based on a set of design instructions (R.5) Digital Concepts D.2 Recognise that he or she is living as citizens in a digital world. 107 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 2) Notes/Examples Reinforce and extend from the previous grades Example activity: Cyberbullying Introduce cyberbullying asking learners if they have heard about it and what it is. Discuss the seriousness of cyberbullying and how it can lead to emotional distress, anxiety, and even harm to the victim's mental health. Provide examples of cyberbullying and engage learners in a discussion about the consequences of cyberbullying on the victim, the bully, and the broader community. Now, divide the learners into small groups. Provide each group with a different cyberbullying scenario handout. Instruct the groups to discuss the scenario and come up with an appropriate response and coping strategy for the victim. After the discussion, have each group present their scenario and share the coping strategy they developed. Emphasize that cyberbullying is never acceptable, and everyone has a responsibility to create a safe and respectful online environment. Ask learners to share their thoughts on how cyberbullying might make someone feel and how it can impact their daily life and well-being. Reinforce the importance of empathy, respect, and responsible behaviour online Encourage learners to be upstanders, not bystanders, and to support anyone facing cyberbullying. Remind learners that they can always seek help from adults if they or someone they know experiences cyberbullying Learners now write a short reflection on the lesson, sharing their thoughts on cyberbullying and how they can contribute to a safer digital environment for themselves and others. Cyberbullying is use of technology, such as social media, instant messaging, or email, to harass, intimidate, or humiliate someone repeatedly. Learners need to understand that cyberbullying includes  Sending mean messages or comments online  Spreading rumours or lies about someone through social media  Creating fake profiles to mock or embarrass someone  Sharing embarrassing photos or videos without permission  Coping strategies for deal with cyberbullying  The consequences of cyberbullying Present coping strategies for dealing with cyberbullying. Some strategies include:  Do not respond or retaliate to cyberbullying messages; it can escalate the situation.  Block and report the cyberbully on the platform where the bullying is occurring.  Save evidence of cyberbullying, such as screenshots or messages, for reporting purposes.  Reach out for help and support from a trusted adult, parent, teacher, or school counsellor.  Encourage open communication and empathy among peers to build a supportive school community.  Promote positive online behaviour and remind learners about the impact their words can have on others. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.4 and D.5 Link to computing devices as part of an ICT system Done with D.4 and D.5 D.4 Identify the common uses of ICT in the real world Link to D.5 Briefly remind learners that IT mostly deals with computing and data and information management, whilst ICT adds ‘communication’ – being able to exchange data and information over networks. ICTs are used to communicate with people all over the world. Identify everyday uses of ICTs, e.g., mobile phones (communication). Provide examples of how ICT improves communication, e.g., WhatsApp, and social media. In schools, teachers use ICT to teach learners by showing them videos or pictures on a computer or whiteboard or digital projector. Ask learners to provide more examples of ICTs in their daily lives and discuss these examples and the difference between ICT and IT. Basic understanding of a network (e.g., school network / entertainment / shopping as an example) Example activity: Basic concept of networks Using an example such as mobile phones that communicate with each other via cell phone towers (wireless connection), computers can also communicate via a network (physically connected or wireless). Draw a simple diagram of a network on the board, showing several devices connected to each other. Emphasize that networks allow devices to share information, files, and resources, making it easier for people to communicate and work together. Where do we find networks? At Home: Explain that this type of network is found in homes and connects devices within a family, allowing them to share internet access and files. At School: Mention that schools have networks connecting computers, printers, and other devices, making it easier for learners and teachers to share resources. Reinforce and extend from previous Grades and terms. using different examples and activities. Learners should be able, at a basic level to explain what a network is and understand that computing devices in a network can communicate / send data and information over the network. Use examples that learners will understand, e.g., school network or a cellphone network. Content (Grade 5 / Term 2) Notes/Examples  Exploring New Frontiers: Robots have the amazing ability to go where humans can't easily reach. For example, rovers like NASA's Mars rovers explore the surface of Mars and send back valuable information about the planet. Underwater robots called ROVs (Remotely Operated Vehicles) can dive deep into the ocean to study marine life and explore underwater habitats that are too dangerous for humans.  Entertainment and Recreation: Robots are not only practical but also a lot of fun! You might have seen robot toys that can walk, talk, or even play soccer. Robots are also used in movies and shows, bringing fantastical characters to life. Additionally, robot competitions, such as robot sumo or robot races, provide exciting entertainment and encourage learning about robotics and engineering. R.5 Design a simple artefact based on a set of design instructions Link to R.6 and R.7 Example activity - Exploring Electricity, DC Motors, and Control Through a Fun Game Design and create a simple electric circuit that powers a fan using a DC motor. The fan should be controllable with a switch, allowing it to be turned on and off. The design should focus on the functionality of the fan, its stability, and the effectiveness of the switch in controlling the fan's operation. Create a fun and interactive game using a DC motor, a light bulb, and a switch. This activity will help learners to delve into the basics of circuits, electricity, and robotics. Instead of coding, we will use a hands-on activity to engage students and explore the principles of robotics. Note: Evidence suggests that pupils should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practice (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). R.6 Mimic the operations of a robot Link to R.5 and R.7 Example activity 1 The fan built in R.5 moves, mimicking the operations of a robot. Example activity 2 Design a grid activity (in block-based coding environment) with a virtual robot and obstacles. Virtual robot then follows instructions to avoid obstacles and/or react in specific ways when it touches the obstacles) (Can also be done physically on the floor where learners act as robots) Use virtual robot in block-based coding environment R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Example activity Using computational thinking, design thinking and the engineering design process:  Plan, create a basic fan as described in R.5.  Execute and test the design and debug/fix if required. Do with R.5 Learners need to use computational thinking and design thinking while following the steps on the left when they design an artefact based on a set of design instructions (R.5) Digital Concepts D.2 Recognise that he or she is living as citizens in a digital world. CAPS CODING AND ROBOTICS 108 3.2.3 Term 3 Content (Grade 5 / Term 3) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to all Cs Example activity Use CT Read through the description below, study the picture on the right and then use computational thinking to answer the questions that follow A river flows from a swamp to a lake. Halfway down the river is a pier with a cafe. Visitors at the cafe enjoy a view of branches on the river next to the pier. At the cafe visitors can also book a steamboat trip to the carousel which is located at the mouth of the river. On the return trip from the lake to the pier the steamboat will stop at a barbecue near the carousel for a lunch of smoked fish. As the steamboat returns to the pier, to the left, visitors will enjoy a view of the hundred-year-old oak tree which is in the swamp and a hill which is located between the pier and a windmill. Question: Place the correct letters for each landmark in the correct order to indicate their location along the riverbank, starting at the swamp and ending at the lake. Write the letters of the correct answers in the empty circles in the picture above. 2018-TS-JUNIOR-Q-paper.pdf (olympiad.org.za) Abstraction helps to focus on the important information in the description of the problem as it helps to reduce complexity. Decomposition helps to break the problem in smaller sub-problems that makes it easier to understand and approach the problem by solving each induvial part. Pattern recognition helps to find patterns and relationships among parts which helps in solving the problem. Algorithmic thinking helps us to create a clear and logical pathway to reach a solution Note: Often, in real life or as a programmer, we get information from another people’s chaotic description. Then we must change a vaguely described sequence of actions into an exact and logically ordered sequence to complete a task or develop a computer program. People often describe their ideas of what the program should do by lengthy sentences and descriptions and often do not use a clear order in which things must happen. Therefore, a programmer must be ready to transform such descriptions into a more exact form. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3 – C.7 and R.6 – R.7 C.3 Interpret and execute a given symbolic or written set of commands C.2 and C.3 done together Note: Interaction between two sprites is made possible using the time laps between the 2 sprites Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively, using different activities and combinations of concepts. Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated /pen￾and-paper) to determine the output or the correctness or Example activity 1 – Using 2 sprites that interact Provide learners with the code for both sprites and let them first inspect the code for both sprites and explain what it does. They then run the program and compare what is happening with their interpretation. You need to click the green flag at the top to execute both sprites’ code. Content (Grade 5 / Term 2) Notes/Examples Use an analogy of sending letters by passing notes from one learner to the other until the note gets to the intended recipient to explain how data contain information and are sent from one device to another until they reach their destination. Emphasize that devices in a network need unique addresses to identify them, like how people have unique addresses for their homes. D.5 Differentiate between the components of an ICT system Link to D.3, D.4 and D.7 Reinforce and extend from the previous term (Refer to Grade 4 Term 2 D.5.) Discussion about the differences between components and their functions. Learners need to understand that the basic components of an ICT system.  Hardware (e.g., computers)  Software (e.g., applications/ programs)  Data (e.g., files,)  Networks (e.g., internet)  People (e.g., users,) Example activity: Computer components carnival – exploring components. Introduce the concept of computer components and explain that today, they will embark on an exciting journey through the “Computer Carnival” to learn about components. Divide the classroom into several stations, each representing a different computer component. Allow learners to create cards for their components. Include the description of the component, what the function is and how it works. Allow groups to present their components. End the lesson with a fun quiz game related to computer components. Create multiple-choice or true/false questions based on the information presented during the “Computer Carnival.” For an extended creative project, learners can work in pairs or small groups to design and create their own “Computer Carnival” posters or exhibits. Each group can focus on one computer component and create an attractive and informative display to showcase. Learners should recognize the components of technology, such as hardware (e.g., computers, smartphones, tablets) and software (e.g., applications, operating systems). They should understand how these components work together to deliver technological solutions. An ICT system is made up of computing devices (e.g., computers), programs (the instructions that tells the devices what to do), data and information and networks (including the internet) that allows the devices to communicate and send data and information as well as the people that use all of this. D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 Ask learners what they think technology is and write down their answers on the whiteboard or flip chart paper. After collecting their responses, provide a simple definition of technology, such as "Technology refers to tools, machines, and techniques used to solve problems and improve our lives." Example activity: Technology in the world we live in Divide the learners into small groups of 3-4 learners. Assign each group a specific area of technology, such as communication, transportation, or entertainment. Ask each group to brainstorm and discuss examples of technology in their assigned area. They should also think about how those technologies have impacted society and improved our lives. Ask each group to present their findings to the rest of the class. As they present, facilitate a brief discussion on the impact of each technology and how it has changed the way we live. Indicate that technology has both positive and negative effects. Explain to the learners that information technology (IT) is a branch of technology that focuses on the use of computers and software to store, retrieve, transmit, and manipulate data or information. Discuss how IT plays a crucial role in various aspects of our lives, such as communication, education, entertainment, and business. Depending on the available resources, you can ask learners to work individually or in pairs on the following: Research and create a one-page report on a specific technology (e.g., smartphones, social media, online learning platforms) and its impact on society. Gather the learners back together as a whole class. Ask them to share their findings from the application exercise or display their reports. Facilitate a discussion on the importance of responsible use of technology and its potential benefits and drawbacks. D.7 Present a basic understanding of the concept of input processing and output. Link to C.2 – C.5 Revise Input-Processing-Output from previous grades and terms. Example activity: IPO table using coding Learners develop an algorithm for a daily activity, indicating, the input, process and output. Do with C.2 – C.5 IPO can be done when learners develop algorithms/programs in the block-based coding environment (C.2). IPO can be done when working on devices, emphasising input and output devices (processing between input and output) and storage for later use (store their files in their folders for later use) D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Ds Reinforce and extend from the previous grades and terms using different examples and activities. Align to activity in D.3, D.7. Done in relation to & Link to C.1 – 7 109 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.2.3 Term 3 Content (Grade 5 / Term 3) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to all Cs Example activity Use CT Read through the description below, study the picture on the right and then use computational thinking to answer the questions that follow A river flows from a swamp to a lake. Halfway down the river is a pier with a cafe. Visitors at the cafe enjoy a view of branches on the river next to the pier. At the cafe visitors can also book a steamboat trip to the carousel which is located at the mouth of the river. On the return trip from the lake to the pier the steamboat will stop at a barbecue near the carousel for a lunch of smoked fish. As the steamboat returns to the pier, to the left, visitors will enjoy a view of the hundred-year-old oak tree which is in the swamp and a hill which is located between the pier and a windmill. Question: Place the correct letters for each landmark in the correct order to indicate their location along the riverbank, starting at the swamp and ending at the lake. Write the letters of the correct answers in the empty circles in the picture above. 2018-TS-JUNIOR-Q-paper.pdf (olympiad.org.za) Abstraction helps to focus on the important information in the description of the problem as it helps to reduce complexity. Decomposition helps to break the problem in smaller sub-problems that makes it easier to understand and approach the problem by solving each induvial part. Pattern recognition helps to find patterns and relationships among parts which helps in solving the problem. Algorithmic thinking helps us to create a clear and logical pathway to reach a solution Note: Often, in real life or as a programmer, we get information from another people’s chaotic description. Then we must change a vaguely described sequence of actions into an exact and logically ordered sequence to complete a task or develop a computer program. People often describe their ideas of what the program should do by lengthy sentences and descriptions and often do not use a clear order in which things must happen. Therefore, a programmer must be ready to transform such descriptions into a more exact form. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3 – C.7 and R.6 – R.7 C.3 Interpret and execute a given symbolic or written set of commands C.2 and C.3 done together Note: Interaction between two sprites is made possible using the time laps between the 2 sprites Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively, using different activities and combinations of concepts. Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated /pen￾and-paper) to determine the output or the correctness or Example activity 1 – Using 2 sprites that interact Provide learners with the code for both sprites and let them first inspect the code for both sprites and explain what it does. They then run the program and compare what is happening with their interpretation. You need to click the green flag at the top to execute both sprites’ code. Content (Grade 5 / Term 2) Notes/Examples Use an analogy of sending letters by passing notes from one learner to the other until the note gets to the intended recipient to explain how data contain information and are sent from one device to another until they reach their destination. Emphasize that devices in a network need unique addresses to identify them, like how people have unique addresses for their homes. D.5 Differentiate between the components of an ICT system Link to D.3, D.4 and D.7 Reinforce and extend from the previous term (Refer to Grade 4 Term 2 D.5.) Discussion about the differences between components and their functions. Learners need to understand that the basic components of an ICT system.  Hardware (e.g., computers)  Software (e.g., applications/ programs)  Data (e.g., files,)  Networks (e.g., internet)  People (e.g., users,) Example activity: Computer components carnival – exploring components. Introduce the concept of computer components and explain that today, they will embark on an exciting journey through the “Computer Carnival” to learn about components. Divide the classroom into several stations, each representing a different computer component. Allow learners to create cards for their components. Include the description of the component, what the function is and how it works. Allow groups to present their components. End the lesson with a fun quiz game related to computer components. Create multiple-choice or true/false questions based on the information presented during the “Computer Carnival.” For an extended creative project, learners can work in pairs or small groups to design and create their own “Computer Carnival” posters or exhibits. Each group can focus on one computer component and create an attractive and informative display to showcase. Learners should recognize the components of technology, such as hardware (e.g., computers, smartphones, tablets) and software (e.g., applications, operating systems). They should understand how these components work together to deliver technological solutions. An ICT system is made up of computing devices (e.g., computers), programs (the instructions that tells the devices what to do), data and information and networks (including the internet) that allows the devices to communicate and send data and information as well as the people that use all of this. D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 Ask learners what they think technology is and write down their answers on the whiteboard or flip chart paper. After collecting their responses, provide a simple definition of technology, such as "Technology refers to tools, machines, and techniques used to solve problems and improve our lives." Example activity: Technology in the world we live in Divide the learners into small groups of 3-4 learners. Assign each group a specific area of technology, such as communication, transportation, or entertainment. Ask each group to brainstorm and discuss examples of technology in their assigned area. They should also think about how those technologies have impacted society and improved our lives. Ask each group to present their findings to the rest of the class. As they present, facilitate a brief discussion on the impact of each technology and how it has changed the way we live. Indicate that technology has both positive and negative effects. Explain to the learners that information technology (IT) is a branch of technology that focuses on the use of computers and software to store, retrieve, transmit, and manipulate data or information. Discuss how IT plays a crucial role in various aspects of our lives, such as communication, education, entertainment, and business. Depending on the available resources, you can ask learners to work individually or in pairs on the following: Research and create a one-page report on a specific technology (e.g., smartphones, social media, online learning platforms) and its impact on society. Gather the learners back together as a whole class. Ask them to share their findings from the application exercise or display their reports. Facilitate a discussion on the importance of responsible use of technology and its potential benefits and drawbacks. D.7 Present a basic understanding of the concept of input processing and output. Link to C.2 – C.5 Revise Input-Processing-Output from previous grades and terms. Example activity: IPO table using coding Learners develop an algorithm for a daily activity, indicating, the input, process and output. Do with C.2 – C.5 IPO can be done when learners develop algorithms/programs in the block-based coding environment (C.2). IPO can be done when working on devices, emphasising input and output devices (processing between input and output) and storage for later use (store their files in their folders for later use) D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Ds Reinforce and extend from the previous grades and terms using different examples and activities. Align to activity in D.3, D.7. Done in relation to & Link to C.1 – 7 CAPS CODING AND ROBOTICS 110 Content (Grade 5 / Term 3) Notes/Examples Example activity 4 – open-ended Learners use their knowledge, skills and experience to design, code, implement, test and debug a program of their choice C.4 Debug a given symbolic or written set of instructions Link to C,1 – C.3 andC.5 – C.7 as well as R.5 – R.7 Example activity Fatima wants to sing a song for the class. The code written for the popular song: Head’s Shoulders, Knees, and Toes. When the code is executed, the song is not sung correctly. How should the code be changed to have Fatima sing the song correctly? Note: Learners generally struggle to debug. Teach them to persist. Note: Concrete activities remain important as literature suggests that the primary weakness of today’s pedagogy of programming is that it doesn’t provide enough opportunity for the novice to develop concrete operational skills, via the correct types of exercises…due to too much emphasis on writing large amounts of code, and problem solving. C.5 Evaluate a given solution towards potential improvement Example activity 1 – Improve code Learners wrote sequential instructions (code) in Grade 4 (bug walk). Learners work in pairs. Provide learners with the sequential code on a worksheet: Learners need to improve the code by identifying patterns / code that are repeated and could be placed in a loop to reduce the number of instructions using pen-and-paper. Inform learners that they could use the following to improve the above solution: Repeat (14x) and If touching colour. After planning the improved solution, learners code the improved solution, execute the code, test, and debug until it works. Learners are provided with code which they need to improve. Refer to the activity in Term1 R.6 Possible solution Learners need to compare the solutions and explain why the solution using a loop is a better solution. It is very important that learners understand how to look for patterns to improve code / write better solutions Content (Grade 5 / Term 3) Notes/Examples Example activity 2 – Introduce Set rotational style Provide learners with the code below Let them run the code and explain what it does Let them click on the drop-down arrow and experiment with the different Example activity 3 – If touching mouse pointer Provide learners with the code on the right. Learners study and execute the code, then explain what it does, Learners now code the following algorithm: When the user presses any key, then if the mouse pointer touches the sprite, it should greet the user, else it should say “Bye” to the user and switch costume Possible solution for activity 3 (algorithm – touch mouse pointer)  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging.  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. Click to experiment with different rotational styles. 111 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 3) Notes/Examples Example activity 4 – open-ended Learners use their knowledge, skills and experience to design, code, implement, test and debug a program of their choice C.4 Debug a given symbolic or written set of instructions Link to C,1 – C.3 andC.5 – C.7 as well as R.5 – R.7 Example activity Fatima wants to sing a song for the class. The code written for the popular song: Head’s Shoulders, Knees, and Toes. When the code is executed, the song is not sung correctly. How should the code be changed to have Fatima sing the song correctly? Note: Learners generally struggle to debug. Teach them to persist. Note: Concrete activities remain important as literature suggests that the primary weakness of today’s pedagogy of programming is that it doesn’t provide enough opportunity for the novice to develop concrete operational skills, via the correct types of exercises…due to too much emphasis on writing large amounts of code, and problem solving. C.5 Evaluate a given solution towards potential improvement Example activity 1 – Improve code Learners wrote sequential instructions (code) in Grade 4 (bug walk). Learners work in pairs. Provide learners with the sequential code on a worksheet: Learners need to improve the code by identifying patterns / code that are repeated and could be placed in a loop to reduce the number of instructions using pen-and-paper. Inform learners that they could use the following to improve the above solution: Repeat (14x) and If touching colour. After planning the improved solution, learners code the improved solution, execute the code, test, and debug until it works. Learners are provided with code which they need to improve. Refer to the activity in Term1 R.6 Possible solution Learners need to compare the solutions and explain why the solution using a loop is a better solution. It is very important that learners understand how to look for patterns to improve code / write better solutions Content (Grade 5 / Term 3) Notes/Examples Example activity 2 – Introduce Set rotational style Provide learners with the code below Let them run the code and explain what it does Let them click on the drop-down arrow and experiment with the different Example activity 3 – If touching mouse pointer Provide learners with the code on the right. Learners study and execute the code, then explain what it does, Learners now code the following algorithm: When the user presses any key, then if the mouse pointer touches the sprite, it should greet the user, else it should say “Bye” to the user and switch costume Possible solution for activity 3 (algorithm – touch mouse pointer)  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging.  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. Click to experiment with different rotational styles. CAPS CODING AND ROBOTICS 112 Content (Grade 5 / Term 3) Notes/Examples Sensors: These are like the robot's senses. Sensors help the robot gather information about its surroundings. They can detect things like light, sound, temperature, and distance. For example, a robot might use a sensor to "see" if there's an obstacle in front of it or to "hear" a sound. Communication: Just like we talk to each other using words, robots need a way to communicate too. They use special devices to send and receive information. It's like how we use a phone to call someone or send a message. Robots can communicate with their human operators or with other robots to share important information. Grippers and Attachments: These are like the robot's hands or tools. Grippers are used to grab and hold objects, just like we use our hands to pick up things. Robots can have different types of grippers depending on what they need to do. Some robots might have a claw-like gripper, while others might have a suction cup or even a magnetic attachment. Actuators: Actuators are like the muscles of a robot. They help the robot move or perform certain actions. For example, a motor is a type of actuator that can make a robot's wheels turn or make a robot's arm move up and down. Actuators help the robot do the tasks it's programmed to do. Controllers: Controllers are like the brains of a robot. They tell the robot what to do based on the information it receives from sensors and commands from its human operator. Controllers are like the robot's instructions or rules that guide its actions. They make sure the robot knows how to respond to different situations. R.5 Design a simple artefact based on a set of design instructions Link to R.5 and R.7 and D.10 Project Start with D.10 to introduce the environment. Introduce the micro controller programming environment. Note: Learners need to transfer the programming knowledge and skills acquired in the block-based coding environment (use their experience with another environment) to the new micro controller block-based coding environment. It is a good idea to quickly revise the knowledge and skills required for the new coding environment by linking it to the first coding environment learned and explain how it works in the new environment. Note: In Grade 5, learners do not work with the physical microcontroller, but only use the virtual one on the screen. Note: Evidence suggests that pupils should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practice (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). R.6 Mimic the operations of a robot Example activity 1 Introduce the coding environment taking learners through the virtual environment or using a video, e.g. https://youtu.be/46nqNwqVE1w Example activity 2 Example activity 3 Input, sequence and basic loop Write code to display the following images using different inputs (Button A pressed, Button B pressed and Button A+B pressed): Content (Grade 5 / Term 3) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations Link to C.1 = C.5 and C.7 as well as R.5 – R.6 Example activity 1 Provide learners with the following code. Let them work through the code, line-by-line, explaining each line of code. Now, let them explain wat the program does. Learners now run the code and compare with their interpretation. Now, add another sprite (elephant) Copy the code to the new sprite (elephant) For the new sprite, let them change the code so that the sprite walks a rectangle. (only 2 changes need to be made) Learners study code to see what it does and then write a similar program for another situation Learners change existing code to enable another effect. C.7 Create or complete a pattern to represent a data set Link to C.1 A Latin square has two important properties:  A row or column never contains the same figure/number twice  Every row and column contain the same figures/numbers On the right-hand side is an example of a full Latin square For each of the Latin squares below (A-F), figure out which of the four numbers belongs in the place of the question mark. A B C E E F Robotics Link to R.1 – R.6 R.1 Explain what a robot is in simple terms. R.1-R.3 is done together R.2 Identify different types of robots. R.3 Outline the different components of a robot Briefly revise aspects of R.1 and R.2 Discus and explain the following, linking to R.5, R.6 and R.7: 113 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 3) Notes/Examples Sensors: These are like the robot's senses. Sensors help the robot gather information about its surroundings. They can detect things like light, sound, temperature, and distance. For example, a robot might use a sensor to "see" if there's an obstacle in front of it or to "hear" a sound. Communication: Just like we talk to each other using words, robots need a way to communicate too. They use special devices to send and receive information. It's like how we use a phone to call someone or send a message. Robots can communicate with their human operators or with other robots to share important information. Grippers and Attachments: These are like the robot's hands or tools. Grippers are used to grab and hold objects, just like we use our hands to pick up things. Robots can have different types of grippers depending on what they need to do. Some robots might have a claw-like gripper, while others might have a suction cup or even a magnetic attachment. Actuators: Actuators are like the muscles of a robot. They help the robot move or perform certain actions. For example, a motor is a type of actuator that can make a robot's wheels turn or make a robot's arm move up and down. Actuators help the robot do the tasks it's programmed to do. Controllers: Controllers are like the brains of a robot. They tell the robot what to do based on the information it receives from sensors and commands from its human operator. Controllers are like the robot's instructions or rules that guide its actions. They make sure the robot knows how to respond to different situations. R.5 Design a simple artefact based on a set of design instructions Link to R.5 and R.7 and D.10 Project Start with D.10 to introduce the environment. Introduce the micro controller programming environment. Note: Learners need to transfer the programming knowledge and skills acquired in the block-based coding environment (use their experience with another environment) to the new micro controller block-based coding environment. It is a good idea to quickly revise the knowledge and skills required for the new coding environment by linking it to the first coding environment learned and explain how it works in the new environment. Note: In Grade 5, learners do not work with the physical microcontroller, but only use the virtual one on the screen. Note: Evidence suggests that pupils should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practice (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). R.6 Mimic the operations of a robot Example activity 1 Introduce the coding environment taking learners through the virtual environment or using a video, e.g. https://youtu.be/46nqNwqVE1w Example activity 2 Example activity 3 Input, sequence and basic loop Write code to display the following images using different inputs (Button A pressed, Button B pressed and Button A+B pressed): Content (Grade 5 / Term 3) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations Link to C.1 = C.5 and C.7 as well as R.5 – R.6 Example activity 1 Provide learners with the following code. Let them work through the code, line-by-line, explaining each line of code. Now, let them explain wat the program does. Learners now run the code and compare with their interpretation. Now, add another sprite (elephant) Copy the code to the new sprite (elephant) For the new sprite, let them change the code so that the sprite walks a rectangle. (only 2 changes need to be made) Learners study code to see what it does and then write a similar program for another situation Learners change existing code to enable another effect. C.7 Create or complete a pattern to represent a data set Link to C.1 A Latin square has two important properties:  A row or column never contains the same figure/number twice  Every row and column contain the same figures/numbers On the right-hand side is an example of a full Latin square For each of the Latin squares below (A-F), figure out which of the four numbers belongs in the place of the question mark. A B C E E F Robotics Link to R.1 – R.6 R.1 Explain what a robot is in simple terms. R.1-R.3 is done together R.2 Identify different types of robots. R.3 Outline the different components of a robot Briefly revise aspects of R.1 and R.2 Discus and explain the following, linking to R.5, R.6 and R.7: CAPS CODING AND ROBOTICS 114 Content (Grade 5 / Term 3) Notes/Examples Example activity Use the steps as outlined above and the information provided, then write the code to produce music for the song, Bana ba Sekolo, The music for the song must play when Button A is pressed. This activity allows learners to also interpret symbols and recognise patterns Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.1, D.3, D.4, D.5 and D.7, Reinforce and extend from the previous grades and terms using different examples and activities. Using their knowledge skills and experience gained, learners create concept maps to illustrate and summarise the following: Technology  Information technology  Information and Communication Technology (ICT) Computing devices (including the concept of input, processing and output) Quiz As a concluding activity, provide learners with a quiz (using apps such as Kahoot!, Google forms, MS Forms, Quizlet, etc.) about what they have learned about technology, the purpose of IT. D.1, D.3, D.4, D.5 and D.7 are done together by reinforcing concepts learned from previous Grades and terms Content (Grade 5 / Term 3) Notes/Examples Example activity 4 Example activity 5 R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Basic outline of how a robot is coded to perform tasks.  Define the Task: The first step in coding a robot is to decide what task or action you want the robot to perform. For example, you might want the robot to move forward, turn, or pick up an object with its gripper.  Plan the Steps: Once you know the task, you need to plan the steps or actions the robot should take to accomplish it. Break down the task into smaller actions. For example, if the task is to move forward, the steps might be to activate the motors in the robot's wheels.  Write the Code: Coding is like giving instructions to the robot in a language it can understand. You write the code using a programming language, which is a set of commands and rules that the robot can follow. Each command tells the robot what action to take. For example, you might write a line of code that tells the robot to turn on the motors and move the wheels forward.  Test and Debug: After writing the code, it's time to test it and see if the robot performs the desired task correctly. Sometimes there may be errors or bugs in the code that cause the robot to behave differently than expected. This is called debugging. If something doesn't work as intended, you can go back to the code, identify the problem, and make corrections.  Upload the Code: Once the code is working correctly, you need to upload it to the robot's controller. This is usually done using a computer or a special device that connects to the robot. The controller will receive the code and start executing the instructions.  Execute the Task: Once the code is uploaded, the robot's controller will interpret the instructions and send signals to the actuators, such as motors or grippers, to perform the desired actions. The robot will start executing the task based on the code you wrote.  Refine and Iterate: Sometimes, the robot may not perform the task perfectly on the first try. That's okay! You can refine and iterate on the code to improve the robot's performance. You can adjust, add new instructions, or change the sequence of actions to make the robot perform the task better. Learners write code in a block-based coding environment using a micro controller to play a song. 115 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 3) Notes/Examples Example activity Use the steps as outlined above and the information provided, then write the code to produce music for the song, Bana ba Sekolo, The music for the song must play when Button A is pressed. This activity allows learners to also interpret symbols and recognise patterns Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.1, D.3, D.4, D.5 and D.7, Reinforce and extend from the previous grades and terms using different examples and activities. Using their knowledge skills and experience gained, learners create concept maps to illustrate and summarise the following: Technology  Information technology  Information and Communication Technology (ICT) Computing devices (including the concept of input, processing and output) Quiz As a concluding activity, provide learners with a quiz (using apps such as Kahoot!, Google forms, MS Forms, Quizlet, etc.) about what they have learned about technology, the purpose of IT. D.1, D.3, D.4, D.5 and D.7 are done together by reinforcing concepts learned from previous Grades and terms Content (Grade 5 / Term 3) Notes/Examples Example activity 4 Example activity 5 R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Basic outline of how a robot is coded to perform tasks.  Define the Task: The first step in coding a robot is to decide what task or action you want the robot to perform. For example, you might want the robot to move forward, turn, or pick up an object with its gripper.  Plan the Steps: Once you know the task, you need to plan the steps or actions the robot should take to accomplish it. Break down the task into smaller actions. For example, if the task is to move forward, the steps might be to activate the motors in the robot's wheels.  Write the Code: Coding is like giving instructions to the robot in a language it can understand. You write the code using a programming language, which is a set of commands and rules that the robot can follow. Each command tells the robot what action to take. For example, you might write a line of code that tells the robot to turn on the motors and move the wheels forward.  Test and Debug: After writing the code, it's time to test it and see if the robot performs the desired task correctly. Sometimes there may be errors or bugs in the code that cause the robot to behave differently than expected. This is called debugging. If something doesn't work as intended, you can go back to the code, identify the problem, and make corrections.  Upload the Code: Once the code is working correctly, you need to upload it to the robot's controller. This is usually done using a computer or a special device that connects to the robot. The controller will receive the code and start executing the instructions.  Execute the Task: Once the code is uploaded, the robot's controller will interpret the instructions and send signals to the actuators, such as motors or grippers, to perform the desired actions. The robot will start executing the task based on the code you wrote.  Refine and Iterate: Sometimes, the robot may not perform the task perfectly on the first try. That's okay! You can refine and iterate on the code to improve the robot's performance. You can adjust, add new instructions, or change the sequence of actions to make the robot perform the task better. Learners write code in a block-based coding environment using a micro controller to play a song. CAPS CODING AND ROBOTICS 116 Content (Grade 5 / Term 3) Notes/Examples Open a new project and give it a name. Now study the IDE. You will see the  Microcontroller simulator with LED matrix (simulates/outputs the result of your coding on the microcontroller).  Toolbox (where you find your coding blocks)  Workspace (where the coding happens) You the Welcome pop-up to guide you through the above main areas of the app Show and explain on a just-in-time basis – what they will need at a particular stage or for completing a specific activity. Learners can now start developing their first microcontroller app (Refer to R.5) Note: Learners only work with the microcontroller simulator on the screen. The physical microcontroller is only introduced in Grade 6 Do when the robotics coding environment is introduced (move to term 1 if coding (C.2 – C.5) and robotics (R.5 - R.7) is done in parallel) Teacher guides the learners  the main parts of the IDE  the new blocks that will be used  how to navigate the new environment  tutorials for the new IDE  Reinforce and extend file extensions and file management to align to the new file type used by the IDE.  Basic file management (open and save program files) Link concepts to the block-based coding IDE that learners already know and explain to them that the coding concepts that will be used here are like what they have learned in coding. Content (Grade 5 / Term 3) Notes/Examples D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Reinforce and extend from the previous grades and terms using different examples and activities.) Review caring applicable to the device in use, e.g., tablet, computer, microcontroller. Example activity 1: Combining choice structures with digital citizenship. The teacher introduces life choices, e.g. Will I greet my friend? Will I be friendly today? Will I obey the rules? Using think-pair-share, (two learners sitting next to each other) to come up with one rule for good citizenship that they can remember. The teacher gives an example of a drawing showing a road that splits into a fork and explain that when one reaches a fork in the road, one needs to decide which way to go e.g., doing homework? or Watching TV? (Just like the IF…THEN construct when doing coding) Note: for this activity the one choice must include a positive outcome and the orher a negative outcome The small group should now draw their own pathway for a good digital citizenship rule and write positive outcomes and negative outcomes. One learner writes the positive outcome, and the other learner writes the negative outcome One can extend the activity by letting the road split into another fork, with another choice and a positive outcome and a negative outcome. Allow learners to share their choices and the possible outcomes they came up with. The teacher revises the concepts and adds to the discussion and addresses misconceptions. Example activity 2: Different outcomes game Play a game by starting to pose critical decisions to players. The main objective is for players to explore the different story paths by making critical decisions that define their journey through a made-up world. Each path offers unique challenges, experiences, and outcomes, allowing players to replay the game to discover all the possible storylines. See game Common Sense:: Digital Compass :: Game. Reinforce and extend from previous Grades and terms using different examples and activities. We must make choices every day, some with positive consequences and others with negative consequences Link to C.2 – C.5: IF…THEN….ELSE coding structure D.8 Interpret a pattern to represent or communicate a message or image Link to C.1, C.6 and C.7 D.9 Create a pattern to represent or communicate a message or image D.8 and D.9 can be done together Learners need to know  Encryption - a process of encoding messages to keep them secret, so only "authorized" parties can read it.  Decryption - a process that reverses encryption, taking a secret message and reproducing the original plain text.  Cipher - the generic term for a technique (or algorithm) that performs encryption. Example activity Provide learners with a square containing the letters of the alphabet. Explain to them that this cipher uses lowercase letters and number to encrypt and decrypt messages, e.g., the world HELLO is encrypted as b3a5c2c2c5 Note: there can be variations of the grid, e.g., a different way of ‘packing’ the alphabet or both rows and columns could be numbers or both rows and columns could be letters. Divide learners into pair. Each pair encrypt a message using a grid. Pairs swop their cipher grids with the and the encrypted message and decrypt the message D.10 Demonstrate a basic proficiency in the application of digital skills. Link to R.5 When working on the computer in the block-based coding environment, guide learners to become familiar with the environment (Link to R.5 – R.7) Teacher explicitly guides learners through the process of switching on, opening the new block-based coding application and to understand that they work in a new integrated development environment (IDE) Open the microcontroller app Introduce the block-based robotics application environment. This must be done in relation to R.5 Note: Either way, teacher is going to react after my decision (something is going to happen) 117 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 3) Notes/Examples Open a new project and give it a name. Now study the IDE. You will see the  Microcontroller simulator with LED matrix (simulates/outputs the result of your coding on the microcontroller).  Toolbox (where you find your coding blocks)  Workspace (where the coding happens) You the Welcome pop-up to guide you through the above main areas of the app Show and explain on a just-in-time basis – what they will need at a particular stage or for completing a specific activity. Learners can now start developing their first microcontroller app (Refer to R.5) Note: Learners only work with the microcontroller simulator on the screen. The physical microcontroller is only introduced in Grade 6 Do when the robotics coding environment is introduced (move to term 1 if coding (C.2 – C.5) and robotics (R.5 - R.7) is done in parallel) Teacher guides the learners  the main parts of the IDE  the new blocks that will be used  how to navigate the new environment  tutorials for the new IDE  Reinforce and extend file extensions and file management to align to the new file type used by the IDE.  Basic file management (open and save program files) Link concepts to the block-based coding IDE that learners already know and explain to them that the coding concepts that will be used here are like what they have learned in coding. Content (Grade 5 / Term 3) Notes/Examples D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Reinforce and extend from the previous grades and terms using different examples and activities.) Review caring applicable to the device in use, e.g., tablet, computer, microcontroller. Example activity 1: Combining choice structures with digital citizenship. The teacher introduces life choices, e.g. Will I greet my friend? Will I be friendly today? Will I obey the rules? Using think-pair-share, (two learners sitting next to each other) to come up with one rule for good citizenship that they can remember. The teacher gives an example of a drawing showing a road that splits into a fork and explain that when one reaches a fork in the road, one needs to decide which way to go e.g., doing homework? or Watching TV? (Just like the IF…THEN construct when doing coding) Note: for this activity the one choice must include a positive outcome and the orher a negative outcome The small group should now draw their own pathway for a good digital citizenship rule and write positive outcomes and negative outcomes. One learner writes the positive outcome, and the other learner writes the negative outcome One can extend the activity by letting the road split into another fork, with another choice and a positive outcome and a negative outcome. Allow learners to share their choices and the possible outcomes they came up with. The teacher revises the concepts and adds to the discussion and addresses misconceptions. Example activity 2: Different outcomes game Play a game by starting to pose critical decisions to players. The main objective is for players to explore the different story paths by making critical decisions that define their journey through a made-up world. Each path offers unique challenges, experiences, and outcomes, allowing players to replay the game to discover all the possible storylines. See game Common Sense:: Digital Compass :: Game. Reinforce and extend from previous Grades and terms using different examples and activities. We must make choices every day, some with positive consequences and others with negative consequences Link to C.2 – C.5: IF…THEN….ELSE coding structure D.8 Interpret a pattern to represent or communicate a message or image Link to C.1, C.6 and C.7 D.9 Create a pattern to represent or communicate a message or image D.8 and D.9 can be done together Learners need to know  Encryption - a process of encoding messages to keep them secret, so only "authorized" parties can read it.  Decryption - a process that reverses encryption, taking a secret message and reproducing the original plain text.  Cipher - the generic term for a technique (or algorithm) that performs encryption. Example activity Provide learners with a square containing the letters of the alphabet. Explain to them that this cipher uses lowercase letters and number to encrypt and decrypt messages, e.g., the world HELLO is encrypted as b3a5c2c2c5 Note: there can be variations of the grid, e.g., a different way of ‘packing’ the alphabet or both rows and columns could be numbers or both rows and columns could be letters. Divide learners into pair. Each pair encrypt a message using a grid. Pairs swop their cipher grids with the and the encrypted message and decrypt the message D.10 Demonstrate a basic proficiency in the application of digital skills. Link to R.5 When working on the computer in the block-based coding environment, guide learners to become familiar with the environment (Link to R.5 – R.7) Teacher explicitly guides learners through the process of switching on, opening the new block-based coding application and to understand that they work in a new integrated development environment (IDE) Open the microcontroller app Introduce the block-based robotics application environment. This must be done in relation to R.5 Note: Either way, teacher is going to react after my decision (something is going to happen) CAPS CODING AND ROBOTICS 118 Content (Grade 5 / Term 4) Notes/Examples Example activity 1 – forever spike pattern In pairs, provide learners with the code on the right. Leaners run the code and observe what it does. Learners then study the code and discuss its working. Learners explain to each other to see if they understand how it works. Learners then use this example to write their own code to achieve a similar outcome. Example activity 2 Provie learners with a programming task where they must use some of the coding they have learned so far (combining 2 or three concepts, however, keep it manageable) Example activity 3 – open-ended Learners use their knowledge, skills and experience to design, code, implement, test and debug a program of their choice. Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block￾based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging.  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. C.4 Debug a given symbolic or written set of instructions Example activity 1 What is wrong with the following code? Explain what is wrong, then correct the code. C.5 Evaluate a given solution towards potential improvement Example activity – Improve code The code on the right uses two IF statements. Change the code to use an IF…ELSE statement instead, but it must still provide the same output/ solve the same problem. The program must still have the same outcome. Improve code below using IF…THEN…ELSE (show grade 4 code and give new code – compare and explain the difference 3.2.4 Term 4 Content (Grade 5 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Provide learners with a quiz (in Google/MS Forms/Kahoot!/ etc.) to test their understanding of computational thinking. Example activity For each of the following, indicate if it refers to Abstraction, Decomposition, Pattern Recognition, Algorithm (or maybe more than one): 1. Your timetable 2. Cleaning your room by packing away your clothes, then making your bed, then dusting and then vacuuming the floor. 3. Baking a cake following a recipe. 4. A plan of the school grounds 5. Noticing that all birds have feathers, two wings, a beak and two legs. 6. Directing someone from your home to the nearest shopping centre 7. You need to fetch 10 l water from the river to your house in the village. You know that you are not strong enough to carry one container with 10l water. You decide to use a 5l container and doing two trips. 8. Realising that the difference between terms in a series of even numbers is two, e.g. 10, 12, 14, 16 … People use computational thinking all the time One can also include pictures as part of the quiz: C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.3 C.3 Interpret and execute a given symbolic or written set of commands C.2 and C.3 are done together Note: Note Sequence –Learners must now be able to write basic code in the correct logical sequence. Learners must now be able to use the following control structures: Selection – learners must now be able to do a basic IF…THEN IF….THEN….ELSE Based on a simple condition Repetition – learners must be able to use a  Forever loop  Repat loop with a fixed number (constant) of iterations It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively, using different activities and combinations of concepts. Also refer to Table 2-7 for other coding concepts that learners must be able to use. By now, learners need to understand the following: Sequence Selection Repetition A series of actions are performed in a specific order, the first action first, then the second action, then the next action until the last action. There is sometimes more than one path to follow, and we need to ask a question to decide which path to follow Loops also ask questions, such as how many times? but ask the question over-and-over again and perform actions over-and-over until the condition is satisfied How many times 119 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 4) Notes/Examples Example activity 1 – forever spike pattern In pairs, provide learners with the code on the right. Leaners run the code and observe what it does. Learners then study the code and discuss its working. Learners explain to each other to see if they understand how it works. Learners then use this example to write their own code to achieve a similar outcome. Example activity 2 Provie learners with a programming task where they must use some of the coding they have learned so far (combining 2 or three concepts, however, keep it manageable) Example activity 3 – open-ended Learners use their knowledge, skills and experience to design, code, implement, test and debug a program of their choice. Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block￾based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging.  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. C.4 Debug a given symbolic or written set of instructions Example activity 1 What is wrong with the following code? Explain what is wrong, then correct the code. C.5 Evaluate a given solution towards potential improvement Example activity – Improve code The code on the right uses two IF statements. Change the code to use an IF…ELSE statement instead, but it must still provide the same output/ solve the same problem. The program must still have the same outcome. Improve code below using IF…THEN…ELSE (show grade 4 code and give new code – compare and explain the difference 3.2.4 Term 4 Content (Grade 5 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Provide learners with a quiz (in Google/MS Forms/Kahoot!/ etc.) to test their understanding of computational thinking. Example activity For each of the following, indicate if it refers to Abstraction, Decomposition, Pattern Recognition, Algorithm (or maybe more than one): 1. Your timetable 2. Cleaning your room by packing away your clothes, then making your bed, then dusting and then vacuuming the floor. 3. Baking a cake following a recipe. 4. A plan of the school grounds 5. Noticing that all birds have feathers, two wings, a beak and two legs. 6. Directing someone from your home to the nearest shopping centre 7. You need to fetch 10 l water from the river to your house in the village. You know that you are not strong enough to carry one container with 10l water. You decide to use a 5l container and doing two trips. 8. Realising that the difference between terms in a series of even numbers is two, e.g. 10, 12, 14, 16 … People use computational thinking all the time One can also include pictures as part of the quiz: C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.3 C.3 Interpret and execute a given symbolic or written set of commands C.2 and C.3 are done together Note: Note Sequence –Learners must now be able to write basic code in the correct logical sequence. Learners must now be able to use the following control structures: Selection – learners must now be able to do a basic IF…THEN IF….THEN….ELSE Based on a simple condition Repetition – learners must be able to use a  Forever loop  Repat loop with a fixed number (constant) of iterations It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively, using different activities and combinations of concepts. Also refer to Table 2-7 for other coding concepts that learners must be able to use. By now, learners need to understand the following: Sequence Selection Repetition A series of actions are performed in a specific order, the first action first, then the second action, then the next action until the last action. There is sometimes more than one path to follow, and we need to ask a question to decide which path to follow Loops also ask questions, such as how many times? but ask the question over-and-over again and perform actions over-and-over until the condition is satisfied How many times CAPS CODING AND ROBOTICS 120 Content (Grade 5 / Term 4) Notes/Examples Robotics R.4 Present an understanding of how robots affect the world Link to R.1, R.2 and R.3 Example activity – Robots and its relationship to AI + Basic definition AI, which stands for Artificial Intelligence, is when machines or computers are designed to think and learn like humans. It's like giving them a brain to make decisions and solve problems on their own. AI is used in many different things, like computer games, smartphones, and even robots. Relationship between AI and robotics. Robotics is a field that focuses on building and using robots. And guess what? AI plays a big role in robotics! Robots with AI can do more than just follow commands. They can learn from their surroundings, make decisions, and even interact with people. AI helps robots become smarter and more helpful in doing tasks, just like how our brains help us think and learn. It's really cool to see how technology is advancing and making robots more like us Robots and Artificial Intelligence (AI) Learners need to acknowledge that AI and robotics work together to create intelligent robots that can do things on their own and adapt to different situations.! R.5 Design a simple artefact based on a set of design instructions Project – Design and create your very own favourite animal prototype. Use computational thinking, design thinking and the engineering design process to plan and design your animal prototype as follows:  Use reusable materials and a microcontroller and bring your animal character to life by programming its movement and incorporating sound.  Securely attach a microcontroller to control the movement and incorporate sound.  Link to R.7 to code the instructions for the animal character Content (Grade 5 / Term 4) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.5 and C.6 and R.6 Example activity ASCII is a character encoding standard for electronic communication. ASCII codes represent text in computers. A computer sorts characters and strings (words) according to ASCII values. The ASCII-value of letters are as follows: ASCII values of special characters:  The ASCII value for the space is 32  ASCII value of the apostrophe (‘) is 39  ASCII value of hyphen (-) is 45 Arrange the following surnames alphabetically according to the ASCII-values: Nel, McCracken, Dada, de Lange, le Clerque, Mudau, van Buuren, De Lange, Vandeventer, Delport, MCDonald, Nell, Van Deventer, O’Niel, Naidoo, Mini, StBernard, Leclerque, Nel-Pieters, Olwage Learners use decomposition. First order the surnames alphabetically (normal alphabet) Then separate the surnames starting with uppercase letters from those with lowercase Now consider special characters C.7 Create or complete a pattern to represent a data set Link to C.1 – C.6 and R.6 Example activity 1 Help the robot to exit the maze. The robot can only act on the following commands: F = move one block forward (in the direction it is facing) R = turn right (stay in same block, face in walking direction) L = Turn right (stay in same block, face in walking direction)) Adapted from: 2017-TS-JUNIOR-Eng-Q-paper.pdf (olympiad.org.za) Write a set of instructions to help the robot exit the maze using the above instructions. The robot starts on the left top block, facing in the direction the arrow is showing and must end on the red block, facing in the same direction as it started. Identify the pattern for moving through the maze. How many times does the pattern repeat? Activity 2 – Which is bigger? Study the code on the right. What would the output be? Explain your answer. Now, run the code and see what the output is. Explain the output. This activity is implemented in a block-based coding environment to mimic the operations of a robot (R.6). However, it is important that learners first do it as a pen-and-paper activity in C.7 as it then serves as the planning part for the coding activity. Learners need to explain the output based on what they have learned in C.6 (ASCII codes) 121 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 4) Notes/Examples Robotics R.4 Present an understanding of how robots affect the world Link to R.1, R.2 and R.3 Example activity – Robots and its relationship to AI + Basic definition AI, which stands for Artificial Intelligence, is when machines or computers are designed to think and learn like humans. It's like giving them a brain to make decisions and solve problems on their own. AI is used in many different things, like computer games, smartphones, and even robots. Relationship between AI and robotics. Robotics is a field that focuses on building and using robots. And guess what? AI plays a big role in robotics! Robots with AI can do more than just follow commands. They can learn from their surroundings, make decisions, and even interact with people. AI helps robots become smarter and more helpful in doing tasks, just like how our brains help us think and learn. It's really cool to see how technology is advancing and making robots more like us Robots and Artificial Intelligence (AI) Learners need to acknowledge that AI and robotics work together to create intelligent robots that can do things on their own and adapt to different situations.! R.5 Design a simple artefact based on a set of design instructions Project – Design and create your very own favourite animal prototype. Use computational thinking, design thinking and the engineering design process to plan and design your animal prototype as follows:  Use reusable materials and a microcontroller and bring your animal character to life by programming its movement and incorporating sound.  Securely attach a microcontroller to control the movement and incorporate sound.  Link to R.7 to code the instructions for the animal character Content (Grade 5 / Term 4) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.5 and C.6 and R.6 Example activity ASCII is a character encoding standard for electronic communication. ASCII codes represent text in computers. A computer sorts characters and strings (words) according to ASCII values. The ASCII-value of letters are as follows: ASCII values of special characters:  The ASCII value for the space is 32  ASCII value of the apostrophe (‘) is 39  ASCII value of hyphen (-) is 45 Arrange the following surnames alphabetically according to the ASCII-values: Nel, McCracken, Dada, de Lange, le Clerque, Mudau, van Buuren, De Lange, Vandeventer, Delport, MCDonald, Nell, Van Deventer, O’Niel, Naidoo, Mini, StBernard, Leclerque, Nel-Pieters, Olwage Learners use decomposition. First order the surnames alphabetically (normal alphabet) Then separate the surnames starting with uppercase letters from those with lowercase Now consider special characters C.7 Create or complete a pattern to represent a data set Link to C.1 – C.6 and R.6 Example activity 1 Help the robot to exit the maze. The robot can only act on the following commands: F = move one block forward (in the direction it is facing) R = turn right (stay in same block, face in walking direction) L = Turn right (stay in same block, face in walking direction)) Adapted from: 2017-TS-JUNIOR-Eng-Q-paper.pdf (olympiad.org.za) Write a set of instructions to help the robot exit the maze using the above instructions. The robot starts on the left top block, facing in the direction the arrow is showing and must end on the red block, facing in the same direction as it started. Identify the pattern for moving through the maze. How many times does the pattern repeat? Activity 2 – Which is bigger? Study the code on the right. What would the output be? Explain your answer. Now, run the code and see what the output is. Explain the output. This activity is implemented in a block-based coding environment to mimic the operations of a robot (R.6). However, it is important that learners first do it as a pen-and-paper activity in C.7 as it then serves as the planning part for the coding activity. Learners need to explain the output based on what they have learned in C.6 (ASCII codes) CAPS CODING AND ROBOTICS 122 Content (Grade 5 / Term 4) Notes/Examples R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Example activity 1 – The purpose of this animation is to let a pet scroll across the screen. Display an image of a “pet” or object that can move (e.g. person, car) on the microcontroller. When you press button A the image must scroll from left to the right, until the image is not visible anymore. When you press button B the image must scroll from right to left, until the image is not visible anymore. (Tip: Display an updated “grid” each time). Example activity 2 Code the animal character, execute and test the code and debug to fix if required. Execute the code to mimic the operations of your animal character (robot) Do with R.5 and R.6 Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, D.4. and D.5. Case Study: "Tech Tales - Exploring the World of Information Technology" Introduction: A group of grade 5 learners who embark on a virtual journey to discover the purpose of information technology, the fascinating world of computing devices, and the components of an ICT (Information and Communication Technology) system. Through their exploration, they will learn how technology impacts our lives and shapes the way we work and interact with the world. Characters: Emma: A curious and tech-savvy student who loves exploring new gadgets and learning about technology. Liam: A creative problem solver who enjoys using computers for drawing and designing. Olivia: A book lover who is excited to learn how technology helps in research and sharing information. Ethan: A sports enthusiast who wonders how technology is used in sports and fitness. Scenario: One day, Emma, Liam, Olivia, and Ethan visit a state-of-the-art technology exhibition held at their school. They encounter various interactive displays and activities that introduce them to the world of information technology and its many wonders. Activities and Discoveries: The Purpose of Information Technology: Emma learns about the primary purpose of information technology, which is to process, store, and transmit information efficiently. Liam discovers how technology empowers individuals to be creative and use computers for various tasks, like graphic design and animation. Olivia finds out how information technology aids in research, enabling access to vast amounts of information and knowledge. Ethan learns how technology enhances sports and fitness through wearable devices, training tools, and data analysis. Exploring Computing Devices: The learners interact with different computing devices, such as laptops, tablets, and smartphones. They learn how each device has unique features and functions designed for specific purposes. The learners discuss the advantages and disadvantages of different computing devices and how they impact daily life and learning. Components of an ICT System: At another exhibit, the learners discover the essential components of an ICT system. They learn about hardware components like the CPU, RAM, storage devices, and input/output devices (keyboard, mouse, monitor). The learners also explore software components, such as the operating system and applications, and how they work together to perform tasks. D.1, D.3, D.4 and D.5 done together Reinforce and extend the following concepts: Technology  Information Technology (IT) ICT Computing devices Possible discussion questions for case study  What is the purpose of information technology, and how does it impact different aspects of our lives?  How do computing devices differ in terms of size, features, and functions, and how do they help us in various tasks?  Can you identify any instances where information technology has played a role in improving sports performance or health and fitness? D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Example activity: Case study on digital citizenship Scenario: In a 5th-grade classroom, Alex, a tech-savvy student, discovers a funny meme on social media featuring a classmate, Emma. Excited, Alex screenshots it and shares it in a group chat. Unaware of Emma's feelings, she finds the meme hurtful and embarrassing, as it was shared without her consent. Guiding Principles for Responsible Use of Technology (to be discussed with learners):  Care for your device Possible discussion Questions for case study:  What did Alex do in this situation? Was it a responsible use of technology? Why or why not?  How do you think Emma felt when she saw the meme? How could this have affected her emotionally? Content (Grade 5 / Term 4) Notes/Examples Learner code smiley faces using the microcontroller with a block￾based coding environment. If it is possible to download the code to the physical micro controller, they can do so and create ‘robots’ Or they can stick a paper robot to the screen around the virtual micro controller (on screen) to create similar characters. R.6 Mimic the operations of a robot Link to C.7, R.5 and R.7 Example activity 1 – Solve problem using code blocks provided Refer to the activity in C.7 (moving through the maze). Someone coded the activity in a block-based coding application but did not complete the code. Open the activity Maze2.sb3, look at the algorithm in C.7, Consider the pattern, study the code provided and complete the code for the robot to move through the maze. The instructions are provided. Arrange them in the correct order. Test your program and debug until it works correctly. Learners need to refer to the steps outlined for coding a robot to perform a task (R.7 term 2) Example activity 2 - Flip-a-coin simulator Write code to do the following: The microcontroller must simulate flip-a-coin. Decide which picture you want to display for heads and for tails. Possible solution: Choose a random number between 0 and 1. If 0, display “head” if 1, display “tail”.) Example activity 1 is an example of using the concept of Parsons puzzles – Refer to Grade 4 Term 1 C.3 The concept of Parsons puzzles is a type of scaffolded program construction tasks where the learner is given a set of code blocks of a single or multiple lines of code, and the task is to piece together a program from these or to fill in missing code from these. It helps learners to develop logical thinking. 123 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 4) Notes/Examples R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Example activity 1 – The purpose of this animation is to let a pet scroll across the screen. Display an image of a “pet” or object that can move (e.g. person, car) on the microcontroller. When you press button A the image must scroll from left to the right, until the image is not visible anymore. When you press button B the image must scroll from right to left, until the image is not visible anymore. (Tip: Display an updated “grid” each time). Example activity 2 Code the animal character, execute and test the code and debug to fix if required. Execute the code to mimic the operations of your animal character (robot) Do with R.5 and R.6 Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, D.4. and D.5. Case Study: "Tech Tales - Exploring the World of Information Technology" Introduction: A group of grade 5 learners who embark on a virtual journey to discover the purpose of information technology, the fascinating world of computing devices, and the components of an ICT (Information and Communication Technology) system. Through their exploration, they will learn how technology impacts our lives and shapes the way we work and interact with the world. Characters: Emma: A curious and tech-savvy student who loves exploring new gadgets and learning about technology. Liam: A creative problem solver who enjoys using computers for drawing and designing. Olivia: A book lover who is excited to learn how technology helps in research and sharing information. Ethan: A sports enthusiast who wonders how technology is used in sports and fitness. Scenario: One day, Emma, Liam, Olivia, and Ethan visit a state-of-the-art technology exhibition held at their school. They encounter various interactive displays and activities that introduce them to the world of information technology and its many wonders. Activities and Discoveries: The Purpose of Information Technology: Emma learns about the primary purpose of information technology, which is to process, store, and transmit information efficiently. Liam discovers how technology empowers individuals to be creative and use computers for various tasks, like graphic design and animation. Olivia finds out how information technology aids in research, enabling access to vast amounts of information and knowledge. Ethan learns how technology enhances sports and fitness through wearable devices, training tools, and data analysis. Exploring Computing Devices: The learners interact with different computing devices, such as laptops, tablets, and smartphones. They learn how each device has unique features and functions designed for specific purposes. The learners discuss the advantages and disadvantages of different computing devices and how they impact daily life and learning. Components of an ICT System: At another exhibit, the learners discover the essential components of an ICT system. They learn about hardware components like the CPU, RAM, storage devices, and input/output devices (keyboard, mouse, monitor). The learners also explore software components, such as the operating system and applications, and how they work together to perform tasks. D.1, D.3, D.4 and D.5 done together Reinforce and extend the following concepts: Technology  Information Technology (IT) ICT Computing devices Possible discussion questions for case study  What is the purpose of information technology, and how does it impact different aspects of our lives?  How do computing devices differ in terms of size, features, and functions, and how do they help us in various tasks?  Can you identify any instances where information technology has played a role in improving sports performance or health and fitness? D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Example activity: Case study on digital citizenship Scenario: In a 5th-grade classroom, Alex, a tech-savvy student, discovers a funny meme on social media featuring a classmate, Emma. Excited, Alex screenshots it and shares it in a group chat. Unaware of Emma's feelings, she finds the meme hurtful and embarrassing, as it was shared without her consent. Guiding Principles for Responsible Use of Technology (to be discussed with learners):  Care for your device Possible discussion Questions for case study:  What did Alex do in this situation? Was it a responsible use of technology? Why or why not?  How do you think Emma felt when she saw the meme? How could this have affected her emotionally? Content (Grade 5 / Term 4) Notes/Examples Learner code smiley faces using the microcontroller with a block￾based coding environment. If it is possible to download the code to the physical micro controller, they can do so and create ‘robots’ Or they can stick a paper robot to the screen around the virtual micro controller (on screen) to create similar characters. R.6 Mimic the operations of a robot Link to C.7, R.5 and R.7 Example activity 1 – Solve problem using code blocks provided Refer to the activity in C.7 (moving through the maze). Someone coded the activity in a block-based coding application but did not complete the code. Open the activity Maze2.sb3, look at the algorithm in C.7, Consider the pattern, study the code provided and complete the code for the robot to move through the maze. The instructions are provided. Arrange them in the correct order. Test your program and debug until it works correctly. Learners need to refer to the steps outlined for coding a robot to perform a task (R.7 term 2) Example activity 2 - Flip-a-coin simulator Write code to do the following: The microcontroller must simulate flip-a-coin. Decide which picture you want to display for heads and for tails. Possible solution: Choose a random number between 0 and 1. If 0, display “head” if 1, display “tail”.) Example activity 1 is an example of using the concept of Parsons puzzles – Refer to Grade 4 Term 1 C.3 The concept of Parsons puzzles is a type of scaffolded program construction tasks where the learner is given a set of code blocks of a single or multiple lines of code, and the task is to piece together a program from these or to fill in missing code from these. It helps learners to develop logical thinking. CAPS CODING AND ROBOTICS 124 Content (Grade 5 / Term 4) Notes/Examples D. 8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.2 – C.5 and R.5 – R.7 Provide learners with a ‘pattern’/rules/algorithm for decrypting a message which they need to interpret and figure out. Explain to them that the same pattern for encrypting a message is used for decrypting the message. Act like a detective! Example activity 1 Agent Sipho and Agent Alice send each other encrypted messages using the following algorithm. https://olympiad.org.za/talent-search/past-papers/pen-and-paper/ Study the encryption algorithm and write the algorithm to decrypt the message. Agent Alice receives the encrypted message “PMGEP" from Agent Sipho. Use your decryption algorithm to decode the message and write down the decoded message. Codes and ciphers are forms of secret communication. A code replaces words, phrases, or sentences with groups of letters or numbers, while a cipher rearranges letters or uses substitutes to disguise the message. Learners need to know, at a basic level, that Sensitive/confidential information on the internet such as credit card numbers and passwords are encrypted using various encryption ‘rules’/programs (software) D.9 Create a pattern to represent or communicate a message or image Link to D.8 and C.2 and C.5 and R.5- R.7 Learners use block-based coding applications to interpret and communicate messages using text/images/LEDs/interactive stories, etc. D.8 and D.9 can be done together D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Rs Revise and extend from previous grades and terms. Learners use Paint to create sprites and backgrounds for their block-based coding applications to import into their block-based coding applications Learners practise file and folder management Content (Grade 5 / Term 4) Notes/Examples  Respect Others: Always think about how your actions might affect others before sharing or posting anything online. Treat others with kindness and respect in your digital interactions, just as you would in person.  Think Before You Post: Take a moment to consider the potential consequences of what you are about to share online. Ask yourself if it is appropriate, kind, and if you have the permission to share it.  Seek Consent: Before using someone else's photos, videos, or personal information, always ask for their permission. Respect their decision, even if they decline.  Be Empathetic: Put yourself in others' shoes and try to understand how they might feel about what you're sharing or posting. Avoid anything that might hurt or embarrass others.  Report Inappropriate Content: If you come across inappropriate or hurtful content online, report it to a trusted adult or a teacher immediately. Do your part in helping maintain a safe online environment.  Report inappropriate behaviour  Can you think of any ways in which Alex could have used technology more responsibly in this situation?  What are some potential consequences of sharing inappropriate content or memes without permission?  How could this situation have been handled differently to ensure a positive online environment for everyone? D.3 Demonstrate an understanding of the concept of a computing device. Refer to D.1 D.4 Identify the common uses of ICT in the real world Done with D.1 D.5 Differentiate between the components of an ICT system D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 Case Study: "Tech Transformations - How Technology Reshaped Our World" In this case study, we will explore how the adaptation of technology has significantly impacted the world we work and live in. We will follow the journey of a town called Techville and its inhabitants, as they experience various technological advancements and their effects on their daily lives and work. Characters: Sarah: A grade 5 student living in Techville, curious about the changes brought by technology. Mr. Khumalo: A shop owner in Techville who has witnessed the evolution of technology in the business world. Mrs. Mbhele: A teacher who has experienced the transformation of education through technology. Mr. Johnson: A farmer in Techville who embraces modern agricultural technology. Scenario: Techville was once a small town with limited access to technology. Over the years, technology has gradually found its way into the lives of its residents, revolutionizing the way they work and live. Activities and Discoveries: The Early Days: Sarah interviews Mr. Khumalo, who has been running a family-owned shop for decades. Mr. Khumalo shares how he used to manage inventory manually and the challenges he faced in reaching customers. Sarah learns about the impact of the internet and e-commerce on Mr. Khumalo’s business, allowing him to expand his customer base and streamline operations. Education in the Digital Age: Sarah talks to Mrs. Mbhele, a long-time teacher, about the changes in education due to technology. Mrs. Mbhele explains how traditional teaching methods have evolved with the introduction of digital tools and online resources. Sarah discovers how technology has enriched learning experiences and made education more accessible to learners. Revolutionizing Agriculture: Sarah visits Mr. Johnson's farm, where she witnesses the use of advanced agricultural technology. Mr. Johnson demonstrates how modern farming tools, such as tractors with GPS, help optimize crop yield and reduce manual labour. Sarah learns about the importance of precision agriculture and its positive impact on sustainable farming practices. Possible discussion questions for case study:  How has technology transformed Mr. Anderson's shop, and what benefits has he experienced from embracing e-commerce?  How has technology enhanced Mrs. Mbhele’s teaching methods, and what role does it play in enriching learners' learning experiences?  What are the advantages of modern agricultural technology, as demonstrated by Mr. Johnson, and how does it contribute to sustainable farming practices? D.7 Present a basic understanding of the concept of input processing and output. Link to D.1 Part of case study with D.1. Done with D.1 125 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 5 / Term 4) Notes/Examples D. 8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.2 – C.5 and R.5 – R.7 Provide learners with a ‘pattern’/rules/algorithm for decrypting a message which they need to interpret and figure out. Explain to them that the same pattern for encrypting a message is used for decrypting the message. Act like a detective! Example activity 1 Agent Sipho and Agent Alice send each other encrypted messages using the following algorithm. https://olympiad.org.za/talent-search/past-papers/pen-and-paper/ Study the encryption algorithm and write the algorithm to decrypt the message. Agent Alice receives the encrypted message “PMGEP" from Agent Sipho. Use your decryption algorithm to decode the message and write down the decoded message. Codes and ciphers are forms of secret communication. A code replaces words, phrases, or sentences with groups of letters or numbers, while a cipher rearranges letters or uses substitutes to disguise the message. Learners need to know, at a basic level, that Sensitive/confidential information on the internet such as credit card numbers and passwords are encrypted using various encryption ‘rules’/programs (software) D.9 Create a pattern to represent or communicate a message or image Link to D.8 and C.2 and C.5 and R.5- R.7 Learners use block-based coding applications to interpret and communicate messages using text/images/LEDs/interactive stories, etc. D.8 and D.9 can be done together D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Rs Revise and extend from previous grades and terms. Learners use Paint to create sprites and backgrounds for their block-based coding applications to import into their block-based coding applications Learners practise file and folder management Content (Grade 5 / Term 4) Notes/Examples  Respect Others: Always think about how your actions might affect others before sharing or posting anything online. Treat others with kindness and respect in your digital interactions, just as you would in person.  Think Before You Post: Take a moment to consider the potential consequences of what you are about to share online. Ask yourself if it is appropriate, kind, and if you have the permission to share it.  Seek Consent: Before using someone else's photos, videos, or personal information, always ask for their permission. Respect their decision, even if they decline.  Be Empathetic: Put yourself in others' shoes and try to understand how they might feel about what you're sharing or posting. Avoid anything that might hurt or embarrass others.  Report Inappropriate Content: If you come across inappropriate or hurtful content online, report it to a trusted adult or a teacher immediately. Do your part in helping maintain a safe online environment.  Report inappropriate behaviour  Can you think of any ways in which Alex could have used technology more responsibly in this situation?  What are some potential consequences of sharing inappropriate content or memes without permission?  How could this situation have been handled differently to ensure a positive online environment for everyone? D.3 Demonstrate an understanding of the concept of a computing device. Refer to D.1 D.4 Identify the common uses of ICT in the real world Done with D.1 D.5 Differentiate between the components of an ICT system D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 Case Study: "Tech Transformations - How Technology Reshaped Our World" In this case study, we will explore how the adaptation of technology has significantly impacted the world we work and live in. We will follow the journey of a town called Techville and its inhabitants, as they experience various technological advancements and their effects on their daily lives and work. Characters: Sarah: A grade 5 student living in Techville, curious about the changes brought by technology. Mr. Khumalo: A shop owner in Techville who has witnessed the evolution of technology in the business world. Mrs. Mbhele: A teacher who has experienced the transformation of education through technology. Mr. Johnson: A farmer in Techville who embraces modern agricultural technology. Scenario: Techville was once a small town with limited access to technology. Over the years, technology has gradually found its way into the lives of its residents, revolutionizing the way they work and live. Activities and Discoveries: The Early Days: Sarah interviews Mr. Khumalo, who has been running a family-owned shop for decades. Mr. Khumalo shares how he used to manage inventory manually and the challenges he faced in reaching customers. Sarah learns about the impact of the internet and e-commerce on Mr. Khumalo’s business, allowing him to expand his customer base and streamline operations. Education in the Digital Age: Sarah talks to Mrs. Mbhele, a long-time teacher, about the changes in education due to technology. Mrs. Mbhele explains how traditional teaching methods have evolved with the introduction of digital tools and online resources. Sarah discovers how technology has enriched learning experiences and made education more accessible to learners. Revolutionizing Agriculture: Sarah visits Mr. Johnson's farm, where she witnesses the use of advanced agricultural technology. Mr. Johnson demonstrates how modern farming tools, such as tractors with GPS, help optimize crop yield and reduce manual labour. Sarah learns about the importance of precision agriculture and its positive impact on sustainable farming practices. Possible discussion questions for case study:  How has technology transformed Mr. Anderson's shop, and what benefits has he experienced from embracing e-commerce?  How has technology enhanced Mrs. Mbhele’s teaching methods, and what role does it play in enriching learners' learning experiences?  What are the advantages of modern agricultural technology, as demonstrated by Mr. Johnson, and how does it contribute to sustainable farming practices? D.7 Present a basic understanding of the concept of input processing and output. Link to D.1 Part of case study with D.1. Done with D.1 CAPS CODING AND ROBOTICS 126 Content (Grade 6 / Term 1) Notes/Examples Rewrite the above instructions to include more detail/steps to make them more precise so that anyone that follows the steps will exactly know what to do and be able to perform the task successfully. Then hand your instructions to a friend to check your instructions for sequence and detail. It helps one to approach problems more systematically and develop well-structured solutions. or find an efficient an effective solution to a problem. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C..1 and C.3 – C.7 By now learners need to understand the following concepts Sequence Selection Repetition A series of actions are performed in a specific order, the first action first, then the second action, then the next action until the last action. There is sometimes more than one path to follow, and we need to ask a question to decide which path to follow Loops also ask questions, such as how many times? but ask the question over-and-over again and perform actions over-and-over until the condition is satisfied Note Sequence –Learners must now be able to write basic code in the correct logical sequence. Learners must now be able to use the following control structures when completing simple tasks/solving simple problems: Selection – learners must now be able to do a basic IF…THEN IF….THEN….ELSE Based on a simple condition Repetition – learners must be able to use a  Forever loop  Repeat loop with a fixed number (constant) of iterations Note Programming concepts are abstract and intermediate phase learners still didn't reach the formal stage of cognitive development. Therefore, abstract thinking is still not reached. How many times 3.3 GRADE 6 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex programs. Also, in Grade 6, it is advisable to complete all the Coding in Term 1 and Term 2 and then complete the Robotics in Term 3 and Term 4. Digital concepts are spread across the four terms as it supports both Coding and Robotics. 3.3.1 Term 1 Content (Grade 6 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7, R.5 – R.7 Example activity 1 – Follow a set of instructions: Provide learners with the instructions below. They must the following instructions exactly to draw a picture. 1. Draw a diagonal line. 2. Draw another diagonal line connected to the top of the first one. 3. Draw a straight line from the point where the diagonal lines meet. 4. Draw a horizontal line over the straight line. 5. At the bottom of the straight line, draw a curvy line. 6. Draw a diagonal line from the bottom of the first diagonal to the straight line. 7. Draw a diagonal line from the bottom of the second diagonal line to the straight line. When done, ask some learners to show their drawings and compare the drawings, then ask learners to answer the following questions:  Are they different?  Why?  What was difficult about following the instructions?  What was missing from the instructions? Now tell them that the drawing was supposed to be a kite and ask them to write a set of improved instructions that that someone could follow to draw the picture. They must make sure that:  There is only one way to interpret each step, that is, all instructions are unambiguous.  To break down (decompose) instructions where required.  To provide enough detail in each step  That the instructions are in the correct order Now, in pairs or small groups, let them write down the characteristics of a good algorithm. Example activity 2 You need to explain to someone that is using WhatsApp for the first time how to send a WhatsApp message. You found the following instructions to send a WhatsApp message:  Type message  Open WhatsApp  Send message Both sequence and detail are important when developing an algorithm Attention to detail is also important as it helps prevent mistakes and ensures successful completion of a task. Detail means considering every aspect or minor part of something. It is to describe or give exact information about something. The steps or instructions to perform a task also need to be unambiguous – they need to be precise and clear to avoid misinterpretation or different interpretations by different people. An Algorithm is a set of well-defined steps or instructions that are followed to perform a specific task or solve a particular problem. The instruction set can be sequential or can include branching (decision structure) or repetition (loops). Key characteristics of a good algorithm: Each step  must be clear and unambiguous.  must be at the right level of detail and specific.  consists of a single task (be at the most basic level)  must be in the correct, logical sequence  must be correct/solve the problem Remember One uses CT in all tasks that one wants to complete appropriately. This activity illustrates the importance of sequence and detail. It is important that learners follow the instructions precisely as they interpret. They cannot ask for help, and they may not look at a friend’s work (they must do it themselves) 127 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 1) Notes/Examples Rewrite the above instructions to include more detail/steps to make them more precise so that anyone that follows the steps will exactly know what to do and be able to perform the task successfully. Then hand your instructions to a friend to check your instructions for sequence and detail. It helps one to approach problems more systematically and develop well-structured solutions. or find an efficient an effective solution to a problem. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C..1 and C.3 – C.7 By now learners need to understand the following concepts Sequence Selection Repetition A series of actions are performed in a specific order, the first action first, then the second action, then the next action until the last action. There is sometimes more than one path to follow, and we need to ask a question to decide which path to follow Loops also ask questions, such as how many times? but ask the question over-and-over again and perform actions over-and-over until the condition is satisfied Note Sequence –Learners must now be able to write basic code in the correct logical sequence. Learners must now be able to use the following control structures when completing simple tasks/solving simple problems: Selection – learners must now be able to do a basic IF…THEN IF….THEN….ELSE Based on a simple condition Repetition – learners must be able to use a  Forever loop  Repeat loop with a fixed number (constant) of iterations Note Programming concepts are abstract and intermediate phase learners still didn't reach the formal stage of cognitive development. Therefore, abstract thinking is still not reached. How many times 3.3 GRADE 6 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex programs. Also, in Grade 6, it is advisable to complete all the Coding in Term 1 and Term 2 and then complete the Robotics in Term 3 and Term 4. Digital concepts are spread across the four terms as it supports both Coding and Robotics. 3.3.1 Term 1 Content (Grade 6 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7, R.5 – R.7 Example activity 1 – Follow a set of instructions: Provide learners with the instructions below. They must the following instructions exactly to draw a picture. 1. Draw a diagonal line. 2. Draw another diagonal line connected to the top of the first one. 3. Draw a straight line from the point where the diagonal lines meet. 4. Draw a horizontal line over the straight line. 5. At the bottom of the straight line, draw a curvy line. 6. Draw a diagonal line from the bottom of the first diagonal to the straight line. 7. Draw a diagonal line from the bottom of the second diagonal line to the straight line. When done, ask some learners to show their drawings and compare the drawings, then ask learners to answer the following questions:  Are they different?  Why?  What was difficult about following the instructions?  What was missing from the instructions? Now tell them that the drawing was supposed to be a kite and ask them to write a set of improved instructions that that someone could follow to draw the picture. They must make sure that:  There is only one way to interpret each step, that is, all instructions are unambiguous.  To break down (decompose) instructions where required.  To provide enough detail in each step  That the instructions are in the correct order Now, in pairs or small groups, let them write down the characteristics of a good algorithm. Example activity 2 You need to explain to someone that is using WhatsApp for the first time how to send a WhatsApp message. You found the following instructions to send a WhatsApp message:  Type message  Open WhatsApp  Send message Both sequence and detail are important when developing an algorithm Attention to detail is also important as it helps prevent mistakes and ensures successful completion of a task. Detail means considering every aspect or minor part of something. It is to describe or give exact information about something. The steps or instructions to perform a task also need to be unambiguous – they need to be precise and clear to avoid misinterpretation or different interpretations by different people. An Algorithm is a set of well-defined steps or instructions that are followed to perform a specific task or solve a particular problem. The instruction set can be sequential or can include branching (decision structure) or repetition (loops). Key characteristics of a good algorithm: Each step  must be clear and unambiguous.  must be at the right level of detail and specific.  consists of a single task (be at the most basic level)  must be in the correct, logical sequence  must be correct/solve the problem Remember One uses CT in all tasks that one wants to complete appropriately. This activity illustrates the importance of sequence and detail. It is important that learners follow the instructions precisely as they interpret. They cannot ask for help, and they may not look at a friend’s work (they must do it themselves) CAPS CODING AND ROBOTICS 128 Content (Grade 6 / Term 1) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Example activity 1 Backdrop changes while music plays (graphic effects and brightness) Run the code on the left, then study the code and explain what it does, Example activity 2 Write code to implement effects like that of example activity 1. Combine these effects with code of your choice. Example activity 3 – Introduce IF…THEN..ELSE Revise the IF…THEN structure Now, demonstrate the program in the right to learners. Draw their attention to the IF…THEN…ELSE structure Discuss the structure does Provide learners with the code to study Example activity 4 - Consolidation Teacher provides learners with a task/problem that uses an IF…THEN…ELSE structure and some other code that they learned so far, which they need to plan, code, execute, test and debug. Example activity 5 – Open ended Leaners use their knowledge, skills and experience to write a program of their choice that uses a variable Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. Note: Evidence suggests that pupils should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practice (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). Content (Grade 6 / Term 1) Notes/Examples Example activity 1 – two sprites, same action Provide learners with the code on the right (two sprites have the same code) Let them execute the code and watch what happens. Learners now explain the code. Now, learners write their own code for two sprites to interact, using their knowledge, skills and experience gained thus far Example activity 2 – Length of word/string and join multiple words/characters Learners study the code on the right and write down what the output would be. Then they explain what the program does. Example activity 3 – practise multiple joins Provide learners with activities to practise multiple joins. Example activity 4 – Forever touching colour On a worksheet, provide learners with the code on the right. Let them study the code and describe what the program does. Now, let them implement the code in a block-based coding environment and compare their description with the outcome after executing the code. Example activity 5 – Open ended Leaners use their knowledge, skills and experience to write a program of their choice that uses similar code and some other concepts that they have learned so for Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively. Note: Learners generally struggle to stack an output that uses multiple joins correctly. Note: While learners should be able to describe what each line (block) of code does, (describing a code segment line-by￾line/block-by-block) it is important that learners explain the overall purpose of the code, i.e. what the program does/the purpose of the program. Remember An Algorithm is a set of well-defined steps or instructions that are followed to perform a specific task or solve a particular problem. The instruction set can be sequential or can include branching (decision structure) or repetition (loops). Key characteristics of a good algorithm: Each step  must be clear and unambiguous.  must be at the right level of detail and specific.  consists of a single task (be at the most basic level)  must be in the correct, logical sequence  must be correct/solve the problem 129 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 1) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Example activity 1 Backdrop changes while music plays (graphic effects and brightness) Run the code on the left, then study the code and explain what it does, Example activity 2 Write code to implement effects like that of example activity 1. Combine these effects with code of your choice. Example activity 3 – Introduce IF…THEN..ELSE Revise the IF…THEN structure Now, demonstrate the program in the right to learners. Draw their attention to the IF…THEN…ELSE structure Discuss the structure does Provide learners with the code to study Example activity 4 - Consolidation Teacher provides learners with a task/problem that uses an IF…THEN…ELSE structure and some other code that they learned so far, which they need to plan, code, execute, test and debug. Example activity 5 – Open ended Leaners use their knowledge, skills and experience to write a program of their choice that uses a variable Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. Note: Evidence suggests that pupils should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practice (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). Content (Grade 6 / Term 1) Notes/Examples Example activity 1 – two sprites, same action Provide learners with the code on the right (two sprites have the same code) Let them execute the code and watch what happens. Learners now explain the code. Now, learners write their own code for two sprites to interact, using their knowledge, skills and experience gained thus far Example activity 2 – Length of word/string and join multiple words/characters Learners study the code on the right and write down what the output would be. Then they explain what the program does. Example activity 3 – practise multiple joins Provide learners with activities to practise multiple joins. Example activity 4 – Forever touching colour On a worksheet, provide learners with the code on the right. Let them study the code and describe what the program does. Now, let them implement the code in a block-based coding environment and compare their description with the outcome after executing the code. Example activity 5 – Open ended Leaners use their knowledge, skills and experience to write a program of their choice that uses similar code and some other concepts that they have learned so for Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively. Note: Learners generally struggle to stack an output that uses multiple joins correctly. Note: While learners should be able to describe what each line (block) of code does, (describing a code segment line-by￾line/block-by-block) it is important that learners explain the overall purpose of the code, i.e. what the program does/the purpose of the program. Remember An Algorithm is a set of well-defined steps or instructions that are followed to perform a specific task or solve a particular problem. The instruction set can be sequential or can include branching (decision structure) or repetition (loops). Key characteristics of a good algorithm: Each step  must be clear and unambiguous.  must be at the right level of detail and specific.  consists of a single task (be at the most basic level)  must be in the correct, logical sequence  must be correct/solve the problem CAPS CODING AND ROBOTICS 130 Content (Grade 6 / Term 1) Notes/Examples Example activity 3- Forever circle pattern Learners study the code on the right, execute the code and explain what it does. Learners then change some of the values and study the effect. Example activity 4 – Open ended Leaners use their knowledge, skills and experience to write a program of their choice using what they have learned. Possible solution for activity 2: C.7 Create or complete a pattern to represent a data set Example activity 1 – Draw triangle Provide learners with the following drawings: Requestion leaners use their knowledge, skills and experience from drawing a square and a rectangle in previous grades to draw an equilateral (all sides are of equal length and all angles are the same size) triangle. They need to understand that the sprite turns on right, i.e. on the outside edge (120 degrees). Let them explain how the instructions for drawing a triangle differ from the instructions for drawing a square? Learner now builds on drawing a shape from Grade 4 and Grade 5 (where they coded a square and rectangle) Content (Grade 6 / Term 1) Notes/Examples Robotics R.1 Explain what a robot is in simple terms. Link to R.2 and R.3 R.2 Identify different types of robots. R.1 – R.3 done together Revise and extend to include the following sensors and their purpose  Vision sensors (cameras) enable the robot to "see" and recognize objects, colours, and shapes.  Infrared sensors help the robot detect proximity or measure temperature, allowing it to navigate and avoid obstacles. R.3 Outline the different components of a robot Example activity 1 Briefly revise what a robot is, different types of robots and the main components of a robot from previous grades. Extend by showing learners the picture below an discuss the different sensors that robots could have. Content (Grade 6 / Term 1) Notes/Examples C.4 Debug a given symbolic or written set of instructions Provide learners with a program where an error that leads to incorrect output. (Tell them what the output should be) Learners need to study the code and correct the output. Though debugging is part and parcel of coding, provide learners with code where a deliberate error was made, and let them find and correct the error. C.5 Evaluate a given solution towards potential improvement Example activity Kanthan and Sipo both wrote a program to evaluate the possible correctness of 10 cellphone numbers (a cellphone number is possibly correct if it contains 10 digits) Evaluate their respective programs and determine which code is better. Explain why. Both the programmes only test for one number. Complete and improve the code to achieve the outcome (test 10 numbers). Learners also need to evaluate code, e.g. two programs with the same outcome but different approaches in code. They need to understand that there can be more than one solution to a problem, however, some solutions are better/more efficient than others. Note: Literature suggests that the biggest problem of novice programmers does not seem to be the understanding of basic coding concepts but rather learning to apply them. Therefore, at this level, beware of giving learners programming tasks that combine too many concepts (Robins, 2019). C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity 1 Maps and routes You are a hotel tour guide. Tourists staying in your hotel expect to be taken on a tour visiting all the city’s attractions. You have been given an underground map that shows all the locations of the attractions and how you can get from one to another using the underground network. You must work out a route that starts from the hotel and takes your tour group to every tourist site. The tourists will be unhappy if they pass through the same place twice. They also want to end up back at their hotel that evening cs4fnpuzzlebook11.pdf (wordpress.com) Example activity 2 – Bouncing ball Write code for the following algorithm: Turn right in a random direction (degrees) Go to the middle of the stage. Forever Move 10 steps If on edge bounce Execute the code, test, and debug until the required outcome is achieved. Note: Concrete activities remain important as literature suggests that the primary weakness of today’s pedagogy of programming is that it doesn’t provide enough opportunity for the novice to develop concrete operational skills, via the correct types of exercises…due to too much emphasis on writing large amounts of code, and problem solving. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis. Explain to learners that, in the algorithm the indented instructions below the Forever instruction implies that the indented instructions are part of the loop. 131 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 1) Notes/Examples Example activity 3- Forever circle pattern Learners study the code on the right, execute the code and explain what it does. Learners then change some of the values and study the effect. Example activity 4 – Open ended Leaners use their knowledge, skills and experience to write a program of their choice using what they have learned. Possible solution for activity 2: C.7 Create or complete a pattern to represent a data set Example activity 1 – Draw triangle Provide learners with the following drawings: Requestion leaners use their knowledge, skills and experience from drawing a square and a rectangle in previous grades to draw an equilateral (all sides are of equal length and all angles are the same size) triangle. They need to understand that the sprite turns on right, i.e. on the outside edge (120 degrees). Let them explain how the instructions for drawing a triangle differ from the instructions for drawing a square? Learner now builds on drawing a shape from Grade 4 and Grade 5 (where they coded a square and rectangle) Content (Grade 6 / Term 1) Notes/Examples Robotics R.1 Explain what a robot is in simple terms. Link to R.2 and R.3 R.2 Identify different types of robots. R.1 – R.3 done together Revise and extend to include the following sensors and their purpose  Vision sensors (cameras) enable the robot to "see" and recognize objects, colours, and shapes.  Infrared sensors help the robot detect proximity or measure temperature, allowing it to navigate and avoid obstacles. R.3 Outline the different components of a robot Example activity 1 Briefly revise what a robot is, different types of robots and the main components of a robot from previous grades. Extend by showing learners the picture below an discuss the different sensors that robots could have. Content (Grade 6 / Term 1) Notes/Examples C.4 Debug a given symbolic or written set of instructions Provide learners with a program where an error that leads to incorrect output. (Tell them what the output should be) Learners need to study the code and correct the output. Though debugging is part and parcel of coding, provide learners with code where a deliberate error was made, and let them find and correct the error. C.5 Evaluate a given solution towards potential improvement Example activity Kanthan and Sipo both wrote a program to evaluate the possible correctness of 10 cellphone numbers (a cellphone number is possibly correct if it contains 10 digits) Evaluate their respective programs and determine which code is better. Explain why. Both the programmes only test for one number. Complete and improve the code to achieve the outcome (test 10 numbers). Learners also need to evaluate code, e.g. two programs with the same outcome but different approaches in code. They need to understand that there can be more than one solution to a problem, however, some solutions are better/more efficient than others. Note: Literature suggests that the biggest problem of novice programmers does not seem to be the understanding of basic coding concepts but rather learning to apply them. Therefore, at this level, beware of giving learners programming tasks that combine too many concepts (Robins, 2019). C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity 1 Maps and routes You are a hotel tour guide. Tourists staying in your hotel expect to be taken on a tour visiting all the city’s attractions. You have been given an underground map that shows all the locations of the attractions and how you can get from one to another using the underground network. You must work out a route that starts from the hotel and takes your tour group to every tourist site. The tourists will be unhappy if they pass through the same place twice. They also want to end up back at their hotel that evening cs4fnpuzzlebook11.pdf (wordpress.com) Example activity 2 – Bouncing ball Write code for the following algorithm: Turn right in a random direction (degrees) Go to the middle of the stage. Forever Move 10 steps If on edge bounce Execute the code, test, and debug until the required outcome is achieved. Note: Concrete activities remain important as literature suggests that the primary weakness of today’s pedagogy of programming is that it doesn’t provide enough opportunity for the novice to develop concrete operational skills, via the correct types of exercises…due to too much emphasis on writing large amounts of code, and problem solving. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis. Explain to learners that, in the algorithm the indented instructions below the Forever instruction implies that the indented instructions are part of the loop. CAPS CODING AND ROBOTICS 132 Content (Grade 6 / Term 1) Notes/Examples Example activity 3 – Use light sensor on microcontroller to control and LED Introduce learners to the concept of analogue inputs, IF-THEN-ELSE statements, and the use of sensors in programming Show how the LED turns on when the room is dark and off when the room is light. Explain that this is done using an IF-THEN-ELSE statement in the code. Example activity 4 – LED music visualiser Use the microcontroller to play a melody and display a light show on an LED at the same time. This show learners to the concept of random numbers, simultaneous execution of tasks, and the use of music in programming. Example activity 5 – LEDs blink in a continuous loop Use microcontroller to demonstrate a forever-loop with blinking LEDs Note: Coding concepts and principles are learned in the coding section and need to be transferred to the robotics block￾based environment. Note: Evidence suggests that pupils should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practice (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). R.6 Mimic the operations of a robot Link to R.5 and Cs R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling activities in R.5 are completed) to complete the project. Learners need to demonstrate how  LEDs work  to connect them to a microcontroller and  how to program the LEDs to change colours after a specific time, simulating the ‘stop’ and ‘go’ signals of a pedestrian crossing Project - Design and Create a Pedestrian Crossing using Microcontrollers and LEDs Content (Grade 6 / Term 1) Notes/Examples (https://www.researchgate.net/figure/Mobile-robot-sensor-systems_fig1_221909161)  Sound sensors (microphones) allow the robot to perceive and interpret audio cues, such as speech or specific sounds.  Ultrasonic sensors assist the robot in measuring distances and detecting obstacles for effective navigation and obstacle avoidance.  Motion sensors can trigger specific actions or alert the robot to the presence of movement in its surroundings.  Wheel encoders provide precise information about the robot's movement, speed, and distance travelled, aiding in accurate navigation and control. By using a combination of these sensors, robots can gather a comprehensive understanding of their environment, make informed decisions, and perform tasks more efficiently. https://www.futurelearn.com/info/courses/robotic￾future/0/steps/29367 R.5 Design a simple artefact based on a set of design instructions Link to R.6 and R.7 Example activity 1 – Introduce the physical microcontroller. Explore physical computing using the microcontroller device; discuss and demonstrate out how it can be used to develop understanding of programming through creative digital projects. exploring the in-built buttons, LEDs, and sensors for detecting movement, sound, light and heat. Show learners how to setup the device. The following video could be used to introduce learners to physical computing: https://youtu.be/X3zxNSIFsdQ Example activity 2 – Blinking LED Learners use the microcontroller to control an LED, making it blink in a continuous loop. R.5, R.6 and R.7 are done together in Term 1, using basic activities Learners are introduced to physical computing. They need to explore the physical microcontroller and link this to the virtual microcontroller that they experienced in Grade 5. Learners are gradually exposed to the built-in buttons, LEDs and sensors for movement, sound, light and heat through various activities Learners need to know  what an LED is and  how it can be controlled using digital signals.  The concepts of digital and analogue input 133 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 1) Notes/Examples Example activity 3 – Use light sensor on microcontroller to control and LED Introduce learners to the concept of analogue inputs, IF-THEN-ELSE statements, and the use of sensors in programming Show how the LED turns on when the room is dark and off when the room is light. Explain that this is done using an IF-THEN-ELSE statement in the code. Example activity 4 – LED music visualiser Use the microcontroller to play a melody and display a light show on an LED at the same time. This show learners to the concept of random numbers, simultaneous execution of tasks, and the use of music in programming. Example activity 5 – LEDs blink in a continuous loop Use microcontroller to demonstrate a forever-loop with blinking LEDs Note: Coding concepts and principles are learned in the coding section and need to be transferred to the robotics block￾based environment. Note: Evidence suggests that pupils should be taught – initially at least – in small bite-sized chunks. These steps in the learning process should be well-thought out and gradual as well as allow plenty of opportunity for practice (see, for example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019). R.6 Mimic the operations of a robot Link to R.5 and Cs R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling activities in R.5 are completed) to complete the project. Learners need to demonstrate how  LEDs work  to connect them to a microcontroller and  how to program the LEDs to change colours after a specific time, simulating the ‘stop’ and ‘go’ signals of a pedestrian crossing Project - Design and Create a Pedestrian Crossing using Microcontrollers and LEDs Content (Grade 6 / Term 1) Notes/Examples (https://www.researchgate.net/figure/Mobile-robot-sensor-systems_fig1_221909161)  Sound sensors (microphones) allow the robot to perceive and interpret audio cues, such as speech or specific sounds.  Ultrasonic sensors assist the robot in measuring distances and detecting obstacles for effective navigation and obstacle avoidance.  Motion sensors can trigger specific actions or alert the robot to the presence of movement in its surroundings.  Wheel encoders provide precise information about the robot's movement, speed, and distance travelled, aiding in accurate navigation and control. By using a combination of these sensors, robots can gather a comprehensive understanding of their environment, make informed decisions, and perform tasks more efficiently. https://www.futurelearn.com/info/courses/robotic￾future/0/steps/29367 R.5 Design a simple artefact based on a set of design instructions Link to R.6 and R.7 Example activity 1 – Introduce the physical microcontroller. Explore physical computing using the microcontroller device; discuss and demonstrate out how it can be used to develop understanding of programming through creative digital projects. exploring the in-built buttons, LEDs, and sensors for detecting movement, sound, light and heat. Show learners how to setup the device. The following video could be used to introduce learners to physical computing: https://youtu.be/X3zxNSIFsdQ Example activity 2 – Blinking LED Learners use the microcontroller to control an LED, making it blink in a continuous loop. R.5, R.6 and R.7 are done together in Term 1, using basic activities Learners are introduced to physical computing. They need to explore the physical microcontroller and link this to the virtual microcontroller that they experienced in Grade 5. Learners are gradually exposed to the built-in buttons, LEDs and sensors for movement, sound, light and heat through various activities Learners need to know  what an LED is and  how it can be controlled using digital signals.  The concepts of digital and analogue input CAPS CODING AND ROBOTICS 134 Content (Grade 6 / Term 1) Notes/Examples D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.7, C.1 – C.5 and R.5 – R.7 Example activity 1 – Reinforce and extend concepts previously learned. Provide learners with a diagram of a computing device. Learners describe and give examples of  Computing device  Input  Output  Processing  Storage A computer is an electronic device that processes data and performs various tasks according to a set of instructions provided through software or programs. It consists of hardware components that work together to enable users to interact with software, access information from the internet, create documents, and perform countless other activities. Input: Device or component that allows information to be given to a computer (e.g., keyboard, mouse, touch screen, sensors, etc) Output: Device or component that receives information from the computer Processing: Steps that are done with the information, e.g., calculating, sorting, etc. Introduce the microcontroller as computing device Example activity 2: The microcontroller as a computing device Use the microcontroller and let learners describe the input, e.g., sensors, and buttons on the device. Allow them to identify the output from the microcontroller, e.g., speaker. Ask them which app can be used with the device and the function of the app. Learners watch the following videos: https://youtu.be/Y9tk07CzTAA (processor and https://youtu.be/NkoS2JXaBuM (input and output) Input: the data or signals that a device receives from its surroundings. In the context of the microcontroller, input can come from various sensors and external components. The microcontroller has built-in sensors and buttons that serve as sources of input Processing: involves taking the input data, performing calculations or operations on it, and making decisions based on that data. Output: Refers to the results or actions produced by processing the input data. In the case of the microcontroller output is typically displayed on its LED matrix or heard through its built-in speaker. Learners need to  Explain what a computing device, is in terms of input, processing, output, and storage (in the context of IT).  List common input, output, and storage devices.  Explain the purpose and role of hardware (as input, processing, storage, and output devices) and software as a list of instructions (apps) that the computer can follow’. Extend the concept of a computing device to the microcontroller (See D.7) Learners need to understand that the microcontroller is a small computer that can receive input, do some processing and provide output, though, e.g., buttons, pins and sensors. These inputs are processed and provide output through e.g., LEDs D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 The technological ease of copying, pasting, clicking and sharing content online has given rise to the fast spreading of false/fake news. Example activity: Unravelling False/Incorrect Information/Fake news. Learners watch the following videos: https://youtu.be/D0Cd9-eJ-No and https://youtu.be/xDLohXNgF4o Provide learners with a worksheet with the following questions:  What is false information? /Fake news?  Why do people spread false information?  Is it a matter-of-fact vs opinion?  Is it sponsored stories disguised as news on social media? Learners need to understand that, however, they have access to information they must be aware that anyone can post information on the internet of distribute information via social media, so they need to be vigilant and able to identify incorrect/false information or fake news. Fake news/False information News or stories on the internet that are not true. They may be in the form of disinformation or misinformation. Disinformation False information that’s created and shared to deliberately cause harm. Content (Grade 6 / Term 1) Notes/Examples Use computational thinking, design thinking and the engineering design process plan, develop, execute and test a set of instructions to simulate a pedestrian crossing Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, and D.7 and C.2 and R.5 Learners relate the concept of IT to  ways for processing large amounts of data and information rapidly, e.g., supermarkets need to process tons of sales every day such as calculating the total amount of sales using software (spreadsheets, sales programs) that enables one to just click a button to see daily sales and breakdowns of the sales, etc.  the application of statistical and mathematical methods to decision-making, e.g., if the weather forecast tells us that there is an 80% probability of rain, we decide to take an umbrella when we go out.  the simulation of higher-order thinking through computer What Is Information Technology? ~ 3 Little-known Definitions of IT ~ | Yoshi's IT (yoshi-it.com) programs such as a racing video game that simulates the behaviour of a car using computing devices that enable the above Done with D.3 and D.7 Learners need to understand that  Information Technology (IT) specifically refers to the use of computers and software to manage and process data and information.  The purpose of Information Technology (IT) is to use computers, software, and other technology tools to manage, process, store, and present information in various contexts.  In the context of information technology, a computer is an electronic device designed to process, store, and retrieve data through various programs and applications. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 and D.3 Provide a simple explanation of the digital world all around us and remind learners what digital citizenship means and that it can be described as the quality of habits, actions and consumption patterns that impact the ecology of digital content and communities. Explain how to use technology and computers in the classroom responsibly Focus on caring for the computing devices. Example activity Learners engage in an activity that let them understand: Just like we take care of our precious physical possessions, we also need to take care of the computing devices we use in the classroom to ensure their longevity and to contribute to a safer and more sustainable digital environment. Focus on aspects such as physical care, secure storage, etc. Done with D.6 The Digital World: The digital world is a vast and interconnected realm of information and communication that surrounds us in our daily lives. It encompasses all the digital technologies and networks that enable us to access information, communicate with others, and interact with various digital platforms. Digital Citizenship: Digital citizenship refers to the responsible and ethical use of technology, particularly in the online space. It involves using digital tools, devices, and platforms in a way that respects the rights and privacy of others. 135 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 1) Notes/Examples D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.7, C.1 – C.5 and R.5 – R.7 Example activity 1 – Reinforce and extend concepts previously learned. Provide learners with a diagram of a computing device. Learners describe and give examples of  Computing device  Input  Output  Processing  Storage A computer is an electronic device that processes data and performs various tasks according to a set of instructions provided through software or programs. It consists of hardware components that work together to enable users to interact with software, access information from the internet, create documents, and perform countless other activities. Input: Device or component that allows information to be given to a computer (e.g., keyboard, mouse, touch screen, sensors, etc) Output: Device or component that receives information from the computer Processing: Steps that are done with the information, e.g., calculating, sorting, etc. Introduce the microcontroller as computing device Example activity 2: The microcontroller as a computing device Use the microcontroller and let learners describe the input, e.g., sensors, and buttons on the device. Allow them to identify the output from the microcontroller, e.g., speaker. Ask them which app can be used with the device and the function of the app. Learners watch the following videos: https://youtu.be/Y9tk07CzTAA (processor and https://youtu.be/NkoS2JXaBuM (input and output) Input: the data or signals that a device receives from its surroundings. In the context of the microcontroller, input can come from various sensors and external components. The microcontroller has built-in sensors and buttons that serve as sources of input Processing: involves taking the input data, performing calculations or operations on it, and making decisions based on that data. Output: Refers to the results or actions produced by processing the input data. In the case of the microcontroller output is typically displayed on its LED matrix or heard through its built-in speaker. Learners need to  Explain what a computing device, is in terms of input, processing, output, and storage (in the context of IT).  List common input, output, and storage devices.  Explain the purpose and role of hardware (as input, processing, storage, and output devices) and software as a list of instructions (apps) that the computer can follow’. Extend the concept of a computing device to the microcontroller (See D.7) Learners need to understand that the microcontroller is a small computer that can receive input, do some processing and provide output, though, e.g., buttons, pins and sensors. These inputs are processed and provide output through e.g., LEDs D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 The technological ease of copying, pasting, clicking and sharing content online has given rise to the fast spreading of false/fake news. Example activity: Unravelling False/Incorrect Information/Fake news. Learners watch the following videos: https://youtu.be/D0Cd9-eJ-No and https://youtu.be/xDLohXNgF4o Provide learners with a worksheet with the following questions:  What is false information? /Fake news?  Why do people spread false information?  Is it a matter-of-fact vs opinion?  Is it sponsored stories disguised as news on social media? Learners need to understand that, however, they have access to information they must be aware that anyone can post information on the internet of distribute information via social media, so they need to be vigilant and able to identify incorrect/false information or fake news. Fake news/False information News or stories on the internet that are not true. They may be in the form of disinformation or misinformation. Disinformation False information that’s created and shared to deliberately cause harm. Content (Grade 6 / Term 1) Notes/Examples Use computational thinking, design thinking and the engineering design process plan, develop, execute and test a set of instructions to simulate a pedestrian crossing Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, and D.7 and C.2 and R.5 Learners relate the concept of IT to  ways for processing large amounts of data and information rapidly, e.g., supermarkets need to process tons of sales every day such as calculating the total amount of sales using software (spreadsheets, sales programs) that enables one to just click a button to see daily sales and breakdowns of the sales, etc.  the application of statistical and mathematical methods to decision-making, e.g., if the weather forecast tells us that there is an 80% probability of rain, we decide to take an umbrella when we go out.  the simulation of higher-order thinking through computer What Is Information Technology? ~ 3 Little-known Definitions of IT ~ | Yoshi's IT (yoshi-it.com) programs such as a racing video game that simulates the behaviour of a car using computing devices that enable the above Done with D.3 and D.7 Learners need to understand that  Information Technology (IT) specifically refers to the use of computers and software to manage and process data and information.  The purpose of Information Technology (IT) is to use computers, software, and other technology tools to manage, process, store, and present information in various contexts.  In the context of information technology, a computer is an electronic device designed to process, store, and retrieve data through various programs and applications. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 and D.3 Provide a simple explanation of the digital world all around us and remind learners what digital citizenship means and that it can be described as the quality of habits, actions and consumption patterns that impact the ecology of digital content and communities. Explain how to use technology and computers in the classroom responsibly Focus on caring for the computing devices. Example activity Learners engage in an activity that let them understand: Just like we take care of our precious physical possessions, we also need to take care of the computing devices we use in the classroom to ensure their longevity and to contribute to a safer and more sustainable digital environment. Focus on aspects such as physical care, secure storage, etc. Done with D.6 The Digital World: The digital world is a vast and interconnected realm of information and communication that surrounds us in our daily lives. It encompasses all the digital technologies and networks that enable us to access information, communicate with others, and interact with various digital platforms. Digital Citizenship: Digital citizenship refers to the responsible and ethical use of technology, particularly in the online space. It involves using digital tools, devices, and platforms in a way that respects the rights and privacy of others. CAPS CODING AND ROBOTICS 136 3.3.2 Term 2 Content (Grade 6 / Term 2) Notes/Examples C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Example activity CT in real life Using computational thinking, learners plan their birthday party: Break down the most important aspects of a birthday party (main ideas – abstraction + decomposition) in terms of tasks and timeframes, e.g. 1 month before determining final date and time for the party, etc. Develop a programme (algorithm – step-by-step guide) for the day – what will happen when and in which order, etc. Using their experience of party planning and abstracting the important information, identify patterns such as always start with identifying the date, budget, the guest list, theme and venue. Break down organising the party into steps, asking questions by first look at the pattern such as the order of the tasks and the time frame and decompose tasks, e.g.  1 month before: o When? Budget? Theme? Where?  3 weeks before o Book venue o Who will I invite? (Guest list) o Design an invitation card o Distributing the invitations to all names on the guest list  2 weeks before o  1 week before, etc Etc. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3-C.7 and R.5 – R.7 Example activity 1 – Introduce variables Explain to learners what a variable is and how to create a variable. Like each strawberry can only have ONE size, a variable can only hold one value at a time. Example activity 1:  If Bafana Bafana and Brazil play a soccer game, before the game starts, the scoreboard shows the value of 2 variables, i.e., scoreBafana and scoreBrazil as indicated on the right. As none of the teams has scored the values for both are 0  If, after 10 minutes Bafana Bafana scores a goal, the scoreboard changes as indicated on the right (The value of the variable scoreBafana now changes to 1, but the value for scoreBrazil remains 0  After another 15 minutes Bafana Bafana scores another goal, and the scoreboard changes again (The value of the variable scoreBafana now changes to 2 as indicated on the right (the previous score (1) is overwritten)  Just 5 minutes before the final whistle Brazil scores a goal and once more the scoreboard changes to reflect the latest score (The value of the variable scoreBrazil now changes to 1 as indicated on the right: Like the values of the variables called scoreBafana and scoreBrazil that change when one of the teams scores a goal and can only contain one value at any specific time during the game, a variable in a program can change through input by the user (like the Ask and Answer) or writing code to change the value of a variable. scoreBafana scoreBrazil 0 0 scoreBafana scoreBrazil 1 0 scoreBafana scoreBrazil 2 0 scoreBafana scoreBrazil 2 1 In previous grades learners used ANSWER to keep a value to be used later in a program. However, ANSWER is a sensing block and a reporter block. It reports the most recent text/value inputted with the Ask and wait block. Introduce variables Variables are needed to run all but the simplest computer programs. As a program runs, it needs to hold information in its memory. Variables allow us to store, change and access this information as the program runs or executes. Imagine you are playing a game. Every time you win, you get a point that is added to your score.  A variable is used to store the score (value).  A variable can only store ONE value at a time  The value of a variable can change  We can change the value of a variable through code  The value of the variable can be accessed throughout the program (unlike with answer that only provides the most recent input of the Ask block)  A variable has a name and a value (we will not deal with type now) Content (Grade 6 / Term 1) Notes/Examples  Is it deliberate to achieve some or other goal?  What potential harm could be caused by allowing false information to stand uncorrected? Learners could also use KWLS chart with the above activity Misinformation Generally used to refer to misleading information created or disseminated without a deliberate intent to cause harm. Learners need to know:  What false information/fake news is  Why people spread false information/fake news.  What potential harm it can cause D.7 Present a basic understanding of the concept of input processing and output. Link to D.1, D.3, and C.1 – C.5 and R.5 – R.7 Example activity 1 input, processing and output between a computer and a microcontroller. Example activity 2 Illustrate the concept of IPO using a simple real-life example like a recipe:  Input: Ingredients (e.g., flour, sugar, eggs)  Process: Mixing the ingredients and baking  Output: A delicious cake Emphasize that just like in cooking, computers follow the same input-process-output approach. Present a scenario where GIGO can cause problems with the recipe, e.g. too much flour or adding replacement ingredients, etc. What will happen with the output? (cake) Discuss how bad inputs can lead to inaccurate outputs and highlight the importance of providing accurate data when programming Done with D.1, D.3 Learners need to  Distinguish between input through instructions that are executed and results in action and output as a form of communication from the device.  Describe the interaction/relationship between input, processing, and output. (e.g., using algorithms/black-based coding)  Compare input, processing and output of computer and microcontroller  An elementary understanding of storage elsewhere (not on device e.g., cloud storage).  Know that incorrect input results in incorrect output (GIGO) D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1 – C.5 and R.5 – R.7 D.9 Create a pattern to represent or communicate a message or image D.8 and D.9 done together Learners need to understand: Encryption and decryption are sides of the same coin - one uses the same ‘rules’ to decrypt as what were used to encrypt a message. Communicate a message using encryption and decryption  Use a simple cipher to create (encrypt) and communicate a message or design an image (e.g., text to communicate a message)  Decrypt an encrypted message using the same cypher that was used to encrypt a message.  Communicate a message using images, e.g., LEDs on micro-controller (Do with R.5 – R.7). D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Example activity 1: Creating a file structure and naming conventions for Grade 6 work (include purpose of and understanding of file extensions) Explain the concept of a file structure. Explain that a file structure is like a virtual filing cabinet that helps organize files and folders on a computer. Demonstrate how to create a simple file structure using a flowchart or diagram. For example:  Main Folder (e.g., "School Work")  Sub-Folders (e.g., "Math," "English," "Science")  Files (e.g., Programming. LED_light_Program.bbb ") Discuss the benefits of using a file structure, such as easy access, efficient searching, and avoiding clutter. Emphasise good file and folder naming conventions. Example activity 2 – File management Distribute worksheets with partially organized file structures and incomplete file names. Learners need to  complete the file structures and rename the files following the naming conventions discussed.  Write down the file path to specific files Revise and extend the following competencies:  Load/open, save, and run a block-based coding application.  Explain the purpose of a file extension.  Explain and demonstrate the concept of saving files using a descriptive filename and file extension.  Create and name a simple folder structure for saving files.  Explain file and storage management – basic file management.  Save and Open filles from within an application as well as following a file path.  Design a simple sprite and a simple backdrop using an application such as Paint to import and use in a block-based application.  Design a customised ‘GUI’ for a block-based application 137 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.3.2 Term 2 Content (Grade 6 / Term 2) Notes/Examples C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Example activity CT in real life Using computational thinking, learners plan their birthday party: Break down the most important aspects of a birthday party (main ideas – abstraction + decomposition) in terms of tasks and timeframes, e.g. 1 month before determining final date and time for the party, etc. Develop a programme (algorithm – step-by-step guide) for the day – what will happen when and in which order, etc. Using their experience of party planning and abstracting the important information, identify patterns such as always start with identifying the date, budget, the guest list, theme and venue. Break down organising the party into steps, asking questions by first look at the pattern such as the order of the tasks and the time frame and decompose tasks, e.g.  1 month before: o When? Budget? Theme? Where?  3 weeks before o Book venue o Who will I invite? (Guest list) o Design an invitation card o Distributing the invitations to all names on the guest list  2 weeks before o  1 week before, etc Etc. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3-C.7 and R.5 – R.7 Example activity 1 – Introduce variables Explain to learners what a variable is and how to create a variable. Like each strawberry can only have ONE size, a variable can only hold one value at a time. Example activity 1:  If Bafana Bafana and Brazil play a soccer game, before the game starts, the scoreboard shows the value of 2 variables, i.e., scoreBafana and scoreBrazil as indicated on the right. As none of the teams has scored the values for both are 0  If, after 10 minutes Bafana Bafana scores a goal, the scoreboard changes as indicated on the right (The value of the variable scoreBafana now changes to 1, but the value for scoreBrazil remains 0  After another 15 minutes Bafana Bafana scores another goal, and the scoreboard changes again (The value of the variable scoreBafana now changes to 2 as indicated on the right (the previous score (1) is overwritten)  Just 5 minutes before the final whistle Brazil scores a goal and once more the scoreboard changes to reflect the latest score (The value of the variable scoreBrazil now changes to 1 as indicated on the right: Like the values of the variables called scoreBafana and scoreBrazil that change when one of the teams scores a goal and can only contain one value at any specific time during the game, a variable in a program can change through input by the user (like the Ask and Answer) or writing code to change the value of a variable. scoreBafana scoreBrazil 0 0 scoreBafana scoreBrazil 1 0 scoreBafana scoreBrazil 2 0 scoreBafana scoreBrazil 2 1 In previous grades learners used ANSWER to keep a value to be used later in a program. However, ANSWER is a sensing block and a reporter block. It reports the most recent text/value inputted with the Ask and wait block. Introduce variables Variables are needed to run all but the simplest computer programs. As a program runs, it needs to hold information in its memory. Variables allow us to store, change and access this information as the program runs or executes. Imagine you are playing a game. Every time you win, you get a point that is added to your score.  A variable is used to store the score (value).  A variable can only store ONE value at a time  The value of a variable can change  We can change the value of a variable through code  The value of the variable can be accessed throughout the program (unlike with answer that only provides the most recent input of the Ask block)  A variable has a name and a value (we will not deal with type now) Content (Grade 6 / Term 1) Notes/Examples  Is it deliberate to achieve some or other goal?  What potential harm could be caused by allowing false information to stand uncorrected? Learners could also use KWLS chart with the above activity Misinformation Generally used to refer to misleading information created or disseminated without a deliberate intent to cause harm. Learners need to know:  What false information/fake news is  Why people spread false information/fake news.  What potential harm it can cause D.7 Present a basic understanding of the concept of input processing and output. Link to D.1, D.3, and C.1 – C.5 and R.5 – R.7 Example activity 1 input, processing and output between a computer and a microcontroller. Example activity 2 Illustrate the concept of IPO using a simple real-life example like a recipe:  Input: Ingredients (e.g., flour, sugar, eggs)  Process: Mixing the ingredients and baking  Output: A delicious cake Emphasize that just like in cooking, computers follow the same input-process-output approach. Present a scenario where GIGO can cause problems with the recipe, e.g. too much flour or adding replacement ingredients, etc. What will happen with the output? (cake) Discuss how bad inputs can lead to inaccurate outputs and highlight the importance of providing accurate data when programming Done with D.1, D.3 Learners need to  Distinguish between input through instructions that are executed and results in action and output as a form of communication from the device.  Describe the interaction/relationship between input, processing, and output. (e.g., using algorithms/black-based coding)  Compare input, processing and output of computer and microcontroller  An elementary understanding of storage elsewhere (not on device e.g., cloud storage).  Know that incorrect input results in incorrect output (GIGO) D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1 – C.5 and R.5 – R.7 D.9 Create a pattern to represent or communicate a message or image D.8 and D.9 done together Learners need to understand: Encryption and decryption are sides of the same coin - one uses the same ‘rules’ to decrypt as what were used to encrypt a message. Communicate a message using encryption and decryption  Use a simple cipher to create (encrypt) and communicate a message or design an image (e.g., text to communicate a message)  Decrypt an encrypted message using the same cypher that was used to encrypt a message.  Communicate a message using images, e.g., LEDs on micro-controller (Do with R.5 – R.7). D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Example activity 1: Creating a file structure and naming conventions for Grade 6 work (include purpose of and understanding of file extensions) Explain the concept of a file structure. Explain that a file structure is like a virtual filing cabinet that helps organize files and folders on a computer. Demonstrate how to create a simple file structure using a flowchart or diagram. For example:  Main Folder (e.g., "School Work")  Sub-Folders (e.g., "Math," "English," "Science")  Files (e.g., Programming. LED_light_Program.bbb ") Discuss the benefits of using a file structure, such as easy access, efficient searching, and avoiding clutter. Emphasise good file and folder naming conventions. Example activity 2 – File management Distribute worksheets with partially organized file structures and incomplete file names. Learners need to  complete the file structures and rename the files following the naming conventions discussed.  Write down the file path to specific files Revise and extend the following competencies:  Load/open, save, and run a block-based coding application.  Explain the purpose of a file extension.  Explain and demonstrate the concept of saving files using a descriptive filename and file extension.  Create and name a simple folder structure for saving files.  Explain file and storage management – basic file management.  Save and Open filles from within an application as well as following a file path.  Design a simple sprite and a simple backdrop using an application such as Paint to import and use in a block-based application.  Design a customised ‘GUI’ for a block-based application CAPS CODING AND ROBOTICS 138 Content (Grade 6 / Term 2) Notes/Examples Example activity 3 – Create and change variable each time space bar is pressed Provide learners with the code on the right. Let them run the code and execute the code. Ask them to pay attention to the value of the variable iScore How many times did you press the spacebar? Why is it necessary to set the score to 0 when the program starts (green flag is clicked)? Let learners explain what the code does. Example activity 4 – Create and change a variable Provide learners with the code on the right Let them study the code and predict what the outputt would be Let them run the code and compare the output to their prediction Now, let them explain what the Change instruction does. Example activity 5 - Consolidation Teacher provides learners with a task/problem that uses a variable which they need to plan, code, execute, test and debug. Example activity 6 – Open ended Leaners use their knowledge, skills and experience to write a program of their choice that uses a variable and some other concepts that they have learned. Generally, conventions for variables are as follows:  Variable names describe the data they will contain. For example: Variable name: “Amount” will contain numbers.  Variables names start with a single letter prefix describing the data type of the variable, e.g. iNumber.  Variable names use CamelCase. This means the first letter is lowercase and each word thereafter starts with an uppercase, for example, nameSurname.  All variable names must be unique. Two variables cannot have the same name. It will confuse the memory of the computer. A computer is not as clever as you think it is.  Variable names may not contain any spaces, for example “My Name” is an incorrect variable name, but tMyName would be correct.  Variable names may not start with numbers but may contain numbers, for example “12Names” is incorrect, but “Names12” would be correct.  Variable names may not contain any special characters (!,@,#,$,%,^ etc.) except for underscore (_), for example “Name&Surname” will be incorrect, while “Name_Surname” will be correct. C.3 Interpret and execute a given symbolic or written set of commands Example activity 1 – Two variables with IF…THEN…ELSE Translate the following algorithm into code:  Ask the user what their Name is  Ask the user their age  If the age is under 19, greet the user, saying Hello [name], your [age] indicates that you are probably still at school.  Else (if age is 19 or more), greet the user saying Hello [name], your [age] indicates that you are probably no longer at school. Run the code, test, and debug. Example activity 2 – Open ended Leaners use their knowledge, skills and experience to write a program of their choice that uses a variable and other concepts that they have learned so far. Note In Grade 6, learners are not expected to use more than two variables in one program. The concept of Parsons puzzles is a type of scaffolded program construction tasks where the learner is given a set of code blocks of a single or multiple lines of code, and the task is to piece together a program from these or to fill in missing code from these. It helps learners to develop logical thinking. Content (Grade 6 / Term 2) Notes/Examples Example activity 2 – Create and use a variable Select the “Variable” Blocks and the following will appear. Click on Make a variable and type the variable name in the window that pops up On the stage, in the left corner, you will see your variable (starting with a 0 – just like the soccer scoreboard) Now write the code on the right, then run the program and watch what happens This example still works pretty much like the Ask and Answer, except for one difference: The name is now stored in the variable, tName (the 0 has been overwritten and the value of the variable is now Vusi) Now, let us add to the code on the right, but first make another variable called iAge You will now see two variables at the top: Can you already explain the differnce between only using Ask and Answer vs using variables? Add the folllowing blocks and run the program What would have happened if you did not use variables (only used Ask and Answer? What would then have been displayed? See if your answer is correct by wrrting the following code then run it: Now, explain what the Set instruction does Note: Consciousness about teaching variables to novices is important as many novices form misconceptions (incorrect mental models) of programming concepts, of which misconceptions about variables are common. If learners gain misconceptions about variables, it is likely that they will also struggle to master other programming concepts like branching or repeating (Zanko et al, 2019). Some misconceptions include, e.g.:  Assignment (set…to (answer or other value)), e.g. Learners may believe that iNumber will contain the first assigned value (10) Or maybe the sum of the two values (15)  Output (e.g., say…) Learners may believe that the variable name rather than its value will be outputted (say…) Note: As many learners tend to struggle with the concept of a variable, it is important that learners initially, practise in writing many small, basic programs using one variable with each program. Initially learners should be explicitly instructed to declare and include variables as part of their programs. They should not be required to deduce that a variable is required to solve a problem. Towards term 4, some elementary problems may be introduced where the learners are expected to deduce that a variable is required. Variables should not be assessed earlier. Variables should not be over assessed. It should not count more than 5% in any assessment in term 4. Scratch is not very strict on variable types or variable names. Other programming languages are much stricter with variable types and names. To ensure good programming practices, names of variables are selected according to certain naming conventions. A naming convention is mainly used so that programmers understand each other’s code. Can you explain the difference between using only Ask and Answer as opposed to using variables? Click on arrow to see all variables. 139 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 2) Notes/Examples Example activity 3 – Create and change variable each time space bar is pressed Provide learners with the code on the right. Let them run the code and execute the code. Ask them to pay attention to the value of the variable iScore How many times did you press the spacebar? Why is it necessary to set the score to 0 when the program starts (green flag is clicked)? Let learners explain what the code does. Example activity 4 – Create and change a variable Provide learners with the code on the right Let them study the code and predict what the outputt would be Let them run the code and compare the output to their prediction Now, let them explain what the Change instruction does. Example activity 5 - Consolidation Teacher provides learners with a task/problem that uses a variable which they need to plan, code, execute, test and debug. Example activity 6 – Open ended Leaners use their knowledge, skills and experience to write a program of their choice that uses a variable and some other concepts that they have learned. Generally, conventions for variables are as follows:  Variable names describe the data they will contain. For example: Variable name: “Amount” will contain numbers.  Variables names start with a single letter prefix describing the data type of the variable, e.g. iNumber.  Variable names use CamelCase. This means the first letter is lowercase and each word thereafter starts with an uppercase, for example, nameSurname.  All variable names must be unique. Two variables cannot have the same name. It will confuse the memory of the computer. A computer is not as clever as you think it is.  Variable names may not contain any spaces, for example “My Name” is an incorrect variable name, but tMyName would be correct.  Variable names may not start with numbers but may contain numbers, for example “12Names” is incorrect, but “Names12” would be correct.  Variable names may not contain any special characters (!,@,#,$,%,^ etc.) except for underscore (_), for example “Name&Surname” will be incorrect, while “Name_Surname” will be correct. C.3 Interpret and execute a given symbolic or written set of commands Example activity 1 – Two variables with IF…THEN…ELSE Translate the following algorithm into code:  Ask the user what their Name is  Ask the user their age  If the age is under 19, greet the user, saying Hello [name], your [age] indicates that you are probably still at school.  Else (if age is 19 or more), greet the user saying Hello [name], your [age] indicates that you are probably no longer at school. Run the code, test, and debug. Example activity 2 – Open ended Leaners use their knowledge, skills and experience to write a program of their choice that uses a variable and other concepts that they have learned so far. Note In Grade 6, learners are not expected to use more than two variables in one program. The concept of Parsons puzzles is a type of scaffolded program construction tasks where the learner is given a set of code blocks of a single or multiple lines of code, and the task is to piece together a program from these or to fill in missing code from these. It helps learners to develop logical thinking. Content (Grade 6 / Term 2) Notes/Examples Example activity 2 – Create and use a variable Select the “Variable” Blocks and the following will appear. Click on Make a variable and type the variable name in the window that pops up On the stage, in the left corner, you will see your variable (starting with a 0 – just like the soccer scoreboard) Now write the code on the right, then run the program and watch what happens This example still works pretty much like the Ask and Answer, except for one difference: The name is now stored in the variable, tName (the 0 has been overwritten and the value of the variable is now Vusi) Now, let us add to the code on the right, but first make another variable called iAge You will now see two variables at the top: Can you already explain the differnce between only using Ask and Answer vs using variables? Add the folllowing blocks and run the program What would have happened if you did not use variables (only used Ask and Answer? What would then have been displayed? See if your answer is correct by wrrting the following code then run it: Now, explain what the Set instruction does Note: Consciousness about teaching variables to novices is important as many novices form misconceptions (incorrect mental models) of programming concepts, of which misconceptions about variables are common. If learners gain misconceptions about variables, it is likely that they will also struggle to master other programming concepts like branching or repeating (Zanko et al, 2019). Some misconceptions include, e.g.:  Assignment (set…to (answer or other value)), e.g. Learners may believe that iNumber will contain the first assigned value (10) Or maybe the sum of the two values (15)  Output (e.g., say…) Learners may believe that the variable name rather than its value will be outputted (say…) Note: As many learners tend to struggle with the concept of a variable, it is important that learners initially, practise in writing many small, basic programs using one variable with each program. Initially learners should be explicitly instructed to declare and include variables as part of their programs. They should not be required to deduce that a variable is required to solve a problem. Towards term 4, some elementary problems may be introduced where the learners are expected to deduce that a variable is required. Variables should not be assessed earlier. Variables should not be over assessed. It should not count more than 5% in any assessment in term 4. Scratch is not very strict on variable types or variable names. Other programming languages are much stricter with variable types and names. To ensure good programming practices, names of variables are selected according to certain naming conventions. A naming convention is mainly used so that programmers understand each other’s code. Can you explain the difference between using only Ask and Answer as opposed to using variables? Click on arrow to see all variables. CAPS CODING AND ROBOTICS 140 Content (Grade 6 / Term 2) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to and R.5 – R.7 Example activity You need to draw a house with a cross on the walls as shown on the right: You must follow the following ‘rules’ when drawing the house:  You may not lift your hand/pen.  You may not draw on a line that has already been drawn. Someone created two algorithms for drawing the house according to the above rules. Follow each algorithm to see if it complies with the rules above. If you find that the algorithm does not comply with the rules, rewrite it so that it is in line with the rules. The coordinates are in the format (x,y), e.g. (1, 2) refers to x=1 and y=2 on the grid. After completing the activity, ask learners if there could be more than one starting point to achieve the same outcome. C.7 Create or complete a pattern to represent a data set Example activity 1 – Circle pattern Provide learners with the code on the right Let them run the code and observe what happens. Let them explain the code Example activity 2 Open ended Leaners use their knowledge, skills and experience to write a program of their choice to create a similar program. Previous experience also plays a big role when we solve problems Content (Grade 6 / Term 2) Notes/Examples Example activities – Parsons puzzle concept Example 1 – Fill in missing coding instructions using blocks provided Provide a problem description and a partial program to solve the problem in the scripts area (leave gaps where missing code instructions should be placed). Also provide the missing code blocks randomly placed (not in sequence) in the scripts area. Learners need to figure out where the missing code blocks fit to complete the program and solve the problem. Example 2 – Complete a program using code blocks provided Provide a problem description and all the code blocks to solve the problem, randomly placed in the scripts area (not in sequence) Learners then need to fit the blocks of code together in the correct sequence to solve the problem and ensure it function correctly. Parsons programming puzzles are an evidence-based teaching practice that reduces the cognitive load and time spent for learners. C.4 Debug a given symbolic or written set of instructions Example activity Provide learners with the code on the right on paper Provide learners with the following input values to test the code: Learners run the program and enter their marks. The program provides incorrect output. Learners need to figure out what is wrong and correct the code. Learners trace code using input values provided. Learners test code and evaluate the output for correctness. Learners correct the code C.5 Evaluate a given solution towards potential improvement Example activity 1 – Improve code Mary wrote a program for her little sister to practise her 6x table. Evaluate the code and improve the code to include the following: If her sister gave the wrong answer, the program must tell her it is wrong Instead of running the program over-and-over again (repeatedly clicking the green flag) if she wants to continue testing her 6x table, improve the program so that her sister could test herself 12 times before it is necessary to click the green flag again. Test your improved code and debug your code after improving it, if necessary. Learners improve code to be more efficient. Improvement should include an IF…THEN…ELSE and a REPEAT (12x) loop 141 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 2) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to and R.5 – R.7 Example activity You need to draw a house with a cross on the walls as shown on the right: You must follow the following ‘rules’ when drawing the house:  You may not lift your hand/pen.  You may not draw on a line that has already been drawn. Someone created two algorithms for drawing the house according to the above rules. Follow each algorithm to see if it complies with the rules above. If you find that the algorithm does not comply with the rules, rewrite it so that it is in line with the rules. The coordinates are in the format (x,y), e.g. (1, 2) refers to x=1 and y=2 on the grid. After completing the activity, ask learners if there could be more than one starting point to achieve the same outcome. C.7 Create or complete a pattern to represent a data set Example activity 1 – Circle pattern Provide learners with the code on the right Let them run the code and observe what happens. Let them explain the code Example activity 2 Open ended Leaners use their knowledge, skills and experience to write a program of their choice to create a similar program. Previous experience also plays a big role when we solve problems Content (Grade 6 / Term 2) Notes/Examples Example activities – Parsons puzzle concept Example 1 – Fill in missing coding instructions using blocks provided Provide a problem description and a partial program to solve the problem in the scripts area (leave gaps where missing code instructions should be placed). Also provide the missing code blocks randomly placed (not in sequence) in the scripts area. Learners need to figure out where the missing code blocks fit to complete the program and solve the problem. Example 2 – Complete a program using code blocks provided Provide a problem description and all the code blocks to solve the problem, randomly placed in the scripts area (not in sequence) Learners then need to fit the blocks of code together in the correct sequence to solve the problem and ensure it function correctly. Parsons programming puzzles are an evidence-based teaching practice that reduces the cognitive load and time spent for learners. C.4 Debug a given symbolic or written set of instructions Example activity Provide learners with the code on the right on paper Provide learners with the following input values to test the code: Learners run the program and enter their marks. The program provides incorrect output. Learners need to figure out what is wrong and correct the code. Learners trace code using input values provided. Learners test code and evaluate the output for correctness. Learners correct the code C.5 Evaluate a given solution towards potential improvement Example activity 1 – Improve code Mary wrote a program for her little sister to practise her 6x table. Evaluate the code and improve the code to include the following: If her sister gave the wrong answer, the program must tell her it is wrong Instead of running the program over-and-over again (repeatedly clicking the green flag) if she wants to continue testing her 6x table, improve the program so that her sister could test herself 12 times before it is necessary to click the green flag again. Test your improved code and debug your code after improving it, if necessary. Learners improve code to be more efficient. Improvement should include an IF…THEN…ELSE and a REPEAT (12x) loop CAPS CODING AND ROBOTICS 142 Content (Grade 6 / Term 2) Notes/Examples Perception: Once the robot has gathered sensory input, it needs to make sense of that information. This is called perception. The robot's perception system processes the sensory data and tries to understand what it means. For example, the robot's camera might capture images of objects, and the perception system analyses those images to recognize and identify different objects in its surroundings. Cognition: After perceiving the environment, the robot's cognition comes into play. Cognition refers to the robot's ability to think, reason, and make decisions based on the information it has gathered. The robot's cognitive system uses algorithms and programming to analyse and interpret the perceived data. It can use pre-defined rules, machine learning, or artificial intelligence techniques to understand the situation and determine the best course of action. Taking Action: Once the robot has processed the sensory information and made decisions, it's time to act. The robot uses its actuators, such as motors or grippers, to physically interact with the real world. For example, if the robot has determined that it needs to pick up an object, it will activate its gripper to grasp the object. If it needs to move, it will command its motors to start moving in the desired direction. Feedback and Iteration: After the robot has acted, it can use its sensors again to gather feedback on the results of its actions. This feedback is essential for the robot to evaluate whether it has achieved its goal or if any adjustments are necessary. Based on the feedback, the robot can modify its future actions, refine its perception or cognition algorithms, and improve its overall performance. By continuously gathering information, interpreting it, making decisions, and executing actions, the robot can adapt to different situations and carry out tasks in its environment. This cycle of sensing, perception, cognition, and action helps the robot learn, adapt, and accomplish a wide range of functions and tasks. R.5 Design a simple artefact based on a set of design instructions Example activity 1 – Rock-Paper-Scissors Example activity 2 – Simulating a dice Example activity 3 – Musical Faces Learners are introduced to variables in a very simplistic form. Using the variable relate the concept of the single variable to that of the answer block used in other block-based languages. Learners should be guided in all activities as to which and when variables are to be declared. The learners should not deduce when variables are to be used in given problems. Note It is very important that variables are introduced correctly to avoid future misconceptions. Learners generally struggle with the concept of variables. Learners generally struggle with conceptual understanding of introductory programming concepts such as variables, expressions, and loops (Grover et al, 2019). They suggest that conceptual exploration support preliminary engagement with and learning of foundational and often hard-to-grasp programming concepts for novices (Grade 6 – 8 learners). Variables in coding are similar but not the same as in Maths. In coding, variables should be introduced as objects that can be manipulated rather than just a placeholder for an unknown value. Leaners need to understand that variables can be set or changed by code and that some variables affect other variables within the code. Variables have a value and a name, but also a type. Certain operations in coding can only be performed on certain types. Content (Grade 6 / Term 2) Notes/Examples Content (Grade 6 / Term 2) Notes/Examples Robotics R.1 Explain what a robot is in simple terms. Link to R.2 and R.3 R.2 Identify different types of robots. R.1 – R.4 can be done together Extend to how a robot is controlled in terms of input, process (role of components such as sensors, controller, actuators) and output How a robot is controlled A robot can be controlled to perform specific tasks. The human operator gives instructions, the sensors provide information about the environment, the controller processes the data and makes decisions, and the actuators carry out the actions. It's like a cycle where the robot takes input, processes it, and produces an output based on that input. Briefly revise what a robot is and summarise different types of robots, e.g. providing pictures and discuss briefly. How a robot is controlled Input: The first step in controlling a robot is giving it instructions. Just like we use a remote control to tell a toy car what to do, robots receive instructions too. These instructions can come from a human operator who uses a computer, a tablet, or buttons to give commands to the robot. Sensors: Robots have sensors that help them understand what's happening around them. Sensors can detect things like obstacles, sounds, or even light. When the robot receives information from its sensors, it can use that information to make decisions about what actions to take. Controller: The controller is like the brain of the robot. It's a special computer that receives the instructions from the human operator and processes the information from the sensors. The controller tells the robot what actions to take based on the instructions and the sensor data. Actuators: Actuators are the parts of the robot that make it move or perform tasks. They are like the robot's muscles. The controller sends signals to the actuators, such as motors or hydraulic systems, to tell them how and when to move. For example, if the robot needs to walk forward, the controller will send a signal to the motors in its legs to start moving. Output: The output is what the robot does or how it behaves based on the instructions and sensor information. It can be actions like moving, picking up an object with its gripper, or even speaking if the robot has a voice. The robot's output is a result of the controller sending signals to the actuators. Feedback: After the robot performs an action, it may use its sensors again to check if the action was successful. This is called feedback. For example, if a robot is programmed to avoid obstacles, it will use its sensors to detect if there's anything in its path. If it senses an obstacle, it will adjust its movements to avoid it. Feedback helps the robot adjust and improve its performance. R.3 Outline the different components of a robot Robotic interactions with the world Sensing: The robot uses its sensors to gather information about its environment. Sensors can include cameras, microphones, touch sensors, and more. Each sensor detects specific aspects of the world, such as detecting light, sound, objects, or even temperature. The robot receives input from these sensors, which provides data about its surroundings. Learners need to understand: This process of sensing, perception, cognition, and acting enables the robot to interact with and navigate the real world. 143 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 2) Notes/Examples Perception: Once the robot has gathered sensory input, it needs to make sense of that information. This is called perception. The robot's perception system processes the sensory data and tries to understand what it means. For example, the robot's camera might capture images of objects, and the perception system analyses those images to recognize and identify different objects in its surroundings. Cognition: After perceiving the environment, the robot's cognition comes into play. Cognition refers to the robot's ability to think, reason, and make decisions based on the information it has gathered. The robot's cognitive system uses algorithms and programming to analyse and interpret the perceived data. It can use pre-defined rules, machine learning, or artificial intelligence techniques to understand the situation and determine the best course of action. Taking Action: Once the robot has processed the sensory information and made decisions, it's time to act. The robot uses its actuators, such as motors or grippers, to physically interact with the real world. For example, if the robot has determined that it needs to pick up an object, it will activate its gripper to grasp the object. If it needs to move, it will command its motors to start moving in the desired direction. Feedback and Iteration: After the robot has acted, it can use its sensors again to gather feedback on the results of its actions. This feedback is essential for the robot to evaluate whether it has achieved its goal or if any adjustments are necessary. Based on the feedback, the robot can modify its future actions, refine its perception or cognition algorithms, and improve its overall performance. By continuously gathering information, interpreting it, making decisions, and executing actions, the robot can adapt to different situations and carry out tasks in its environment. This cycle of sensing, perception, cognition, and action helps the robot learn, adapt, and accomplish a wide range of functions and tasks. R.5 Design a simple artefact based on a set of design instructions Example activity 1 – Rock-Paper-Scissors Example activity 2 – Simulating a dice Example activity 3 – Musical Faces Learners are introduced to variables in a very simplistic form. Using the variable relate the concept of the single variable to that of the answer block used in other block-based languages. Learners should be guided in all activities as to which and when variables are to be declared. The learners should not deduce when variables are to be used in given problems. Note It is very important that variables are introduced correctly to avoid future misconceptions. Learners generally struggle with the concept of variables. Learners generally struggle with conceptual understanding of introductory programming concepts such as variables, expressions, and loops (Grover et al, 2019). They suggest that conceptual exploration support preliminary engagement with and learning of foundational and often hard-to-grasp programming concepts for novices (Grade 6 – 8 learners). Variables in coding are similar but not the same as in Maths. In coding, variables should be introduced as objects that can be manipulated rather than just a placeholder for an unknown value. Leaners need to understand that variables can be set or changed by code and that some variables affect other variables within the code. Variables have a value and a name, but also a type. Certain operations in coding can only be performed on certain types. Content (Grade 6 / Term 2) Notes/Examples Content (Grade 6 / Term 2) Notes/Examples Robotics R.1 Explain what a robot is in simple terms. Link to R.2 and R.3 R.2 Identify different types of robots. R.1 – R.4 can be done together Extend to how a robot is controlled in terms of input, process (role of components such as sensors, controller, actuators) and output How a robot is controlled A robot can be controlled to perform specific tasks. The human operator gives instructions, the sensors provide information about the environment, the controller processes the data and makes decisions, and the actuators carry out the actions. It's like a cycle where the robot takes input, processes it, and produces an output based on that input. Briefly revise what a robot is and summarise different types of robots, e.g. providing pictures and discuss briefly. How a robot is controlled Input: The first step in controlling a robot is giving it instructions. Just like we use a remote control to tell a toy car what to do, robots receive instructions too. These instructions can come from a human operator who uses a computer, a tablet, or buttons to give commands to the robot. Sensors: Robots have sensors that help them understand what's happening around them. Sensors can detect things like obstacles, sounds, or even light. When the robot receives information from its sensors, it can use that information to make decisions about what actions to take. Controller: The controller is like the brain of the robot. It's a special computer that receives the instructions from the human operator and processes the information from the sensors. The controller tells the robot what actions to take based on the instructions and the sensor data. Actuators: Actuators are the parts of the robot that make it move or perform tasks. They are like the robot's muscles. The controller sends signals to the actuators, such as motors or hydraulic systems, to tell them how and when to move. For example, if the robot needs to walk forward, the controller will send a signal to the motors in its legs to start moving. Output: The output is what the robot does or how it behaves based on the instructions and sensor information. It can be actions like moving, picking up an object with its gripper, or even speaking if the robot has a voice. The robot's output is a result of the controller sending signals to the actuators. Feedback: After the robot performs an action, it may use its sensors again to check if the action was successful. This is called feedback. For example, if a robot is programmed to avoid obstacles, it will use its sensors to detect if there's anything in its path. If it senses an obstacle, it will adjust its movements to avoid it. Feedback helps the robot adjust and improve its performance. R.3 Outline the different components of a robot Robotic interactions with the world Sensing: The robot uses its sensors to gather information about its environment. Sensors can include cameras, microphones, touch sensors, and more. Each sensor detects specific aspects of the world, such as detecting light, sound, objects, or even temperature. The robot receives input from these sensors, which provides data about its surroundings. Learners need to understand: This process of sensing, perception, cognition, and acting enables the robot to interact with and navigate the real world. CAPS CODING AND ROBOTICS 144 Content (Grade 6 / Term 2) Notes/Examples Highlight the concept of an end effector. An end effector is an important part of a robot that helps it interact with the world around it. Think of it as the "hand" or "tool" of the robot. Just like we use our hands to pick up objects or perform tasks, the end effector is what the robot uses to do its work. The end effector can come in different shapes and sizes depending on the robot's purpose. It can have things like grippers, claws, or specialised tools attached to it. For example, a robot in a factory might have a clamp-like end effector to pick up and move objects. Another robot in a laboratory might have a small arm with a precise tool for conducting delicate experiments. The end effector is usually located at the end of the robot's arm or manipulator. It can be controlled by the robot's computer or by a human operator. The robot can use its end effector to perform tasks like picking up objects, assembling parts, painting, or even playing games. In simpler terms, the end effector is like the robot's hand that allows it to interact with its environment and perform different tasks. It's an essential part of the robot that helps it be useful and perform its designated job. Content (Grade 6 / Term 2) Notes/Examples R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7 Example activity - Musical die Write code to do the following: Shake a microcontroller to display a random number between 1 and 6 that can be used as a die. Choose a sound for each number and display the number and make a sound that is associated with that number. Link to R.5 and R.7 R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling activities in R.5 are completed) to complete the project Project – Exploring servo motors Use computational thinking, design thinking and the engineering design process plan, develop, execute and test a set of instructions to program the servo motor to control the opening and closing of the animal's mouth. Servo inside an empty tea box. This tea box was used to create the blue box monster with a moustache. Learners need to demonstrate  how to use a microcontroller (e.g. micro:bit) to control a servo motor  Knowledge of the working principles of servo motors,  how to connect them to the microcontroller pins, and  how to control their movement using code Other examples of projects to be considered: Example B - Waving hand Microbit Waving hand (Servo) https://www.wonkitz.com/classroom-activities/motion/microbit-how￾to-use-a-servo-to-make-a-waving-hand/ https://www.wonkitz.com/classroom-activities/motion/microbit-how￾to-use-a-servo-to-make-a-waving-hand/ https://learn.adafruit.com/makey-paper-craft/overview Straw Bot https://classroom.strawbees.com/resource/make-a-facebot￾microbit#materials 145 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 2) Notes/Examples Highlight the concept of an end effector. An end effector is an important part of a robot that helps it interact with the world around it. Think of it as the "hand" or "tool" of the robot. Just like we use our hands to pick up objects or perform tasks, the end effector is what the robot uses to do its work. The end effector can come in different shapes and sizes depending on the robot's purpose. It can have things like grippers, claws, or specialised tools attached to it. For example, a robot in a factory might have a clamp-like end effector to pick up and move objects. Another robot in a laboratory might have a small arm with a precise tool for conducting delicate experiments. The end effector is usually located at the end of the robot's arm or manipulator. It can be controlled by the robot's computer or by a human operator. The robot can use its end effector to perform tasks like picking up objects, assembling parts, painting, or even playing games. In simpler terms, the end effector is like the robot's hand that allows it to interact with its environment and perform different tasks. It's an essential part of the robot that helps it be useful and perform its designated job. Content (Grade 6 / Term 2) Notes/Examples R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7 Example activity - Musical die Write code to do the following: Shake a microcontroller to display a random number between 1 and 6 that can be used as a die. Choose a sound for each number and display the number and make a sound that is associated with that number. Link to R.5 and R.7 R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling activities in R.5 are completed) to complete the project Project – Exploring servo motors Use computational thinking, design thinking and the engineering design process plan, develop, execute and test a set of instructions to program the servo motor to control the opening and closing of the animal's mouth. Servo inside an empty tea box. This tea box was used to create the blue box monster with a moustache. Learners need to demonstrate  how to use a microcontroller (e.g. micro:bit) to control a servo motor  Knowledge of the working principles of servo motors,  how to connect them to the microcontroller pins, and  how to control their movement using code Other examples of projects to be considered: Example B - Waving hand Microbit Waving hand (Servo) https://www.wonkitz.com/classroom-activities/motion/microbit-how￾to-use-a-servo-to-make-a-waving-hand/ https://www.wonkitz.com/classroom-activities/motion/microbit-how￾to-use-a-servo-to-make-a-waving-hand/ https://learn.adafruit.com/makey-paper-craft/overview Straw Bot https://classroom.strawbees.com/resource/make-a-facebot￾microbit#materials CAPS CODING AND ROBOTICS 146 Content (Grade 6 / Term 2) Notes/Examples Guide the learners through the process of connecting the LED circuit to the microcontroller and ensuring the USB cable is properly connected to the computer. Software and Programming Explain that to communicate with the microcontroller, we need software called an Integrated Development Environment (IDE). Demonstrate a simple program being downloaded to the microcontroller and that turns the LED on and off using the microcontroller. Hands-on Activity Allow the learners to experiment with the microcontroller by changing the program to make the LED blink at different intervals. Encourage creativity and problem-solving, letting them explore various programming options. data sent from the computer to the microcontroller), resulting in an elementary network. Input processing and output of an ICT system (link to C.7) D.6 Explain how the adaptation of technology impacted the world we work and live in Example activity - False information (extend from Term 1) Divide learners into pairs and provide learners with a worksheet with questions to answer. Learners now watch the following videos: https://youtu.be/BIv9054dBBI and https://youtu.be/KX8-BOc7Z0c Learners answer the questions while watching the videos. Teacher discusses the questions. Possible discussion questions  What is fake news?  Types of fake news  Why do people create fake news?  How do we explain the difference between fake news and facts?  What roles do social media play in spreading fake news?  How can fake news be identified?  Who benefits from fake news?  Does fake news have any victims?  What are the consequences of fake news?  How can fake news be prevented?  Fake news – humans or bots or both?  What are social media platforms doing to prevent the spread of fake news?  What is the right thing to do when you spot fake news? Learners need to  understand what fake/false news is  Know types of fake news  How fake/false news is spread  provide examples of fake news  Identify fake news  How to respond to fake news  how fake news/false information could impact our lives D.7 Present a basic understanding of the concept of input processing and output. Link to D.4 and D.5 Reinforce and extend from the previous grades and terms using different examples and activities. Discuss input, processing and output of a basic ICT system Done with D.4 and D.5 D.8 Interpret a pattern to represent or communicate a message or image Link to C.6 and C.7 Reinforce and extend from the previous grades and terms using different examples and activities. Create patterns using the coding app and microcontroller app D.9 Create a pattern to represent or communicate a message or image Link to C.6 and C.7 Reinforce and extend from the previous grades and terms using different examples and activities. Example activity: Transfer a pattern on paper to a program. Continue with activity in D.8. in Term 1. Learners created a smiley face on paper. Let them convert this to Scratch by:  Draw the smiley face using familiar tools such as Paint. – smileys should have different costumes  Import the sprite(s) into the block-based coding app  Add code blocks to switch between Sprites (costumes can be created for different smiley faces).  Write a story using the smileys using Add a Forever loop and delays. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5, and R.5 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. Coding and Robotics activities done on the computer. Content (Grade 6 / Term 2) Notes/Examples Digital Concepts D.2 Recognise that he or she is living as citizens in a digital world. Reinforce and extend from the previous grades and terms using different examples and activities.  Understand ethical issues and dangers associated with the use of information technology, including privacy, security, copyright, false information and inappropriate content. Example activity: Dangers associated with IT. Divide the learners into small teams. Provide each team with a set of printed scenario cards describing various IT dangers. Each scenario should outline a potentially risky situation that users may encounter while using information technology. Instruct the teams to read and discuss the scenarios. Ask them to identify the potential dangers and suggest safe actions to handle the situations. Digital citizenship can be defined as the quality of habits, actions and consumption patterns that impact the ecology of digital content and communities D.4 Identify the common uses of ICT in the real world Link to D.5, D, 7 and C.7, R.3 – R.7 D.5 Differentiate between the components of an ICT system Link to D.4, D,7 and C.7, R.3 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. A basic ICT system consists of the following basic components:  Hardware (computing devices (computer and microcontroller), USB cable (allowing communication to take place)  Software (microcontroller app on the computer to code instructions for the microcontroller)  Data (input and output via e.g., input devices/buttons, sensors)  People (the users of the system) Example activity: Connecting a Microcontroller to a Computer (communication between two computing devices – elementary ICT system) Explain to learners that one needs to connect the microcontroller to the computer to allow the code to be executed on the microcontroller. The connection allows us to write instructions and send the instructions and data to the microcontroller. Components Required for Connection Show the physical microcontroller board to the learners and explain its different parts, such as input/output pins, power connector, and USB port. Discuss the USB cable and its role in establishing a connection between the microcontroller and the computer. Explain that the USB cable is used for both supply power and data communication between the microcontroller and the computer. Connecting the Microcontroller Demonstrate the steps of connecting the microcontroller to the computer using a USB cable. D.4 and D.5 is done together Learners need to Know that and ICT system is:  Diverse set of technology tools and resources used to communicate, create, disseminate, store and manage information.  An ICT System is focused on managing data and information, e.g., Point of Sale System (POS)  Name common uses of ICT systems in the real world  Know that an ICT system consists of four basic components. • Hardware • Software • Data • People Learners need to: Know that connecting the microcontroller to the computer allows communication between two computing devices (instructions and 147 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 2) Notes/Examples Guide the learners through the process of connecting the LED circuit to the microcontroller and ensuring the USB cable is properly connected to the computer. Software and Programming Explain that to communicate with the microcontroller, we need software called an Integrated Development Environment (IDE). Demonstrate a simple program being downloaded to the microcontroller and that turns the LED on and off using the microcontroller. Hands-on Activity Allow the learners to experiment with the microcontroller by changing the program to make the LED blink at different intervals. Encourage creativity and problem-solving, letting them explore various programming options. data sent from the computer to the microcontroller), resulting in an elementary network. Input processing and output of an ICT system (link to C.7) D.6 Explain how the adaptation of technology impacted the world we work and live in Example activity - False information (extend from Term 1) Divide learners into pairs and provide learners with a worksheet with questions to answer. Learners now watch the following videos: https://youtu.be/BIv9054dBBI and https://youtu.be/KX8-BOc7Z0c Learners answer the questions while watching the videos. Teacher discusses the questions. Possible discussion questions  What is fake news?  Types of fake news  Why do people create fake news?  How do we explain the difference between fake news and facts?  What roles do social media play in spreading fake news?  How can fake news be identified?  Who benefits from fake news?  Does fake news have any victims?  What are the consequences of fake news?  How can fake news be prevented?  Fake news – humans or bots or both?  What are social media platforms doing to prevent the spread of fake news?  What is the right thing to do when you spot fake news? Learners need to  understand what fake/false news is  Know types of fake news  How fake/false news is spread  provide examples of fake news  Identify fake news  How to respond to fake news  how fake news/false information could impact our lives D.7 Present a basic understanding of the concept of input processing and output. Link to D.4 and D.5 Reinforce and extend from the previous grades and terms using different examples and activities. Discuss input, processing and output of a basic ICT system Done with D.4 and D.5 D.8 Interpret a pattern to represent or communicate a message or image Link to C.6 and C.7 Reinforce and extend from the previous grades and terms using different examples and activities. Create patterns using the coding app and microcontroller app D.9 Create a pattern to represent or communicate a message or image Link to C.6 and C.7 Reinforce and extend from the previous grades and terms using different examples and activities. Example activity: Transfer a pattern on paper to a program. Continue with activity in D.8. in Term 1. Learners created a smiley face on paper. Let them convert this to Scratch by:  Draw the smiley face using familiar tools such as Paint. – smileys should have different costumes  Import the sprite(s) into the block-based coding app  Add code blocks to switch between Sprites (costumes can be created for different smiley faces).  Write a story using the smileys using Add a Forever loop and delays. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5, and R.5 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. Coding and Robotics activities done on the computer. Content (Grade 6 / Term 2) Notes/Examples Digital Concepts D.2 Recognise that he or she is living as citizens in a digital world. Reinforce and extend from the previous grades and terms using different examples and activities.  Understand ethical issues and dangers associated with the use of information technology, including privacy, security, copyright, false information and inappropriate content. Example activity: Dangers associated with IT. Divide the learners into small teams. Provide each team with a set of printed scenario cards describing various IT dangers. Each scenario should outline a potentially risky situation that users may encounter while using information technology. Instruct the teams to read and discuss the scenarios. Ask them to identify the potential dangers and suggest safe actions to handle the situations. Digital citizenship can be defined as the quality of habits, actions and consumption patterns that impact the ecology of digital content and communities D.4 Identify the common uses of ICT in the real world Link to D.5, D, 7 and C.7, R.3 – R.7 D.5 Differentiate between the components of an ICT system Link to D.4, D,7 and C.7, R.3 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. A basic ICT system consists of the following basic components:  Hardware (computing devices (computer and microcontroller), USB cable (allowing communication to take place)  Software (microcontroller app on the computer to code instructions for the microcontroller)  Data (input and output via e.g., input devices/buttons, sensors)  People (the users of the system) Example activity: Connecting a Microcontroller to a Computer (communication between two computing devices – elementary ICT system) Explain to learners that one needs to connect the microcontroller to the computer to allow the code to be executed on the microcontroller. The connection allows us to write instructions and send the instructions and data to the microcontroller. Components Required for Connection Show the physical microcontroller board to the learners and explain its different parts, such as input/output pins, power connector, and USB port. Discuss the USB cable and its role in establishing a connection between the microcontroller and the computer. Explain that the USB cable is used for both supply power and data communication between the microcontroller and the computer. Connecting the Microcontroller Demonstrate the steps of connecting the microcontroller to the computer using a USB cable. D.4 and D.5 is done together Learners need to Know that and ICT system is:  Diverse set of technology tools and resources used to communicate, create, disseminate, store and manage information.  An ICT System is focused on managing data and information, e.g., Point of Sale System (POS)  Name common uses of ICT systems in the real world  Know that an ICT system consists of four basic components. • Hardware • Software • Data • People Learners need to: Know that connecting the microcontroller to the computer allows communication between two computing devices (instructions and CAPS CODING AND ROBOTICS 148 3.3.3 Term 3 Content (Grade 6 / Term 3) Notes/Examples C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Example activity Watch the following video and complete the following activity:https://youtu.be/II7tuwpifIM  In a group of 2-3, write instructions for a 1-minute dance sequence  Swap your dance instructions with another group and see if you can correctly carry out each other’s moves.  If your instructions are not specific enough, revise them and test them again. Use computational thinking to develop instructions C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Operations in programming You have learned about the following calculations: plus, minus multiply and divide (+ - * /): One can also do the following: integer division (mod) and round Note that the symbol for multiplication (*) and division (/) differ from what we do in maths Example activity 1 – Calculations Vusi wrote the following program for his litte brother to practise integer division. In pairs, run the code and explain the code line-by-line (instruction block-by instruction block) and write down what the result of each calculation would be. Example activity 3 – Use and change a variable Divide learners into pairs. On a worksheet, provide each pair with the following code: Now, learners study the code provided below: Integer division Round Remind learners that when doing calculations, the order of preference (BODMAS) is the same as with mathematics. Explain to learners how integer division (mod) works. Note: Many learners tend to focus on very small parts of the code and lose sight of the "big picture". They are also prone to focus on superficial aspects of the task/problem that are not functionally central to the solution (Lister & Teague, 2014) Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. Content (Grade 6 / Term 2) Notes/Examples Basic folder and file management and naming conventions Example activity Provide learners with diagram of a folder structure on a worksheet, e.g. Learners:  create the folder structure on their computing device  write down paths to specific folders  create files which they save in a specific folder  Let them add/delete/move folders Explain what happens when folders (and files) are deleted (concept of recycle bin) Example activity 2 Use Paint to create sprites and backgrounds to import to block-based coding app Save the files in the correct folder using descriptive names, etc. CAPS CODING AND ROBOTICS 149 3.3.3 Term 3 Content (Grade 6 / Term 3) Notes/Examples C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Example activity Watch the following video and complete the following activity:https://youtu.be/II7tuwpifIM  In a group of 2-3, write instructions for a 1-minute dance sequence  Swap your dance instructions with another group and see if you can correctly carry out each other’s moves.  If your instructions are not specific enough, revise them and test them again. Use computational thinking to develop instructions C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Operations in programming You have learned about the following calculations: plus, minus multiply and divide (+ - * /): One can also do the following: integer division (mod) and round Note that the symbol for multiplication (*) and division (/) differ from what we do in maths Example activity 1 – Calculations Vusi wrote the following program for his litte brother to practise integer division. In pairs, run the code and explain the code line-by-line (instruction block-by instruction block) and write down what the result of each calculation would be. Example activity 3 – Use and change a variable Divide learners into pairs. On a worksheet, provide each pair with the following code: Now, learners study the code provided below: Integer division Round Remind learners that when doing calculations, the order of preference (BODMAS) is the same as with mathematics. Explain to learners how integer division (mod) works. Note: Many learners tend to focus on very small parts of the code and lose sight of the "big picture". They are also prone to focus on superficial aspects of the task/problem that are not functionally central to the solution (Lister & Teague, 2014) Note: Provide learner with activities enabling them to  read code and explain what it does or  work through (trace) / act out code (physically or simulated) to determine the output or the correctness or  provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or  translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))  add some functionality/instructions to an existing program.  rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or  choose the correct solution from 2-3 options or  compare different solutions to evaluate efficiency or  debug an algorithm or block-based program (find the bug, describe the bug and correct it)  develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. Content (Grade 6 / Term 2) Notes/Examples Basic folder and file management and naming conventions Example activity Provide learners with diagram of a folder structure on a worksheet, e.g. Learners:  create the folder structure on their computing device  write down paths to specific folders  create files which they save in a specific folder  Let them add/delete/move folders Explain what happens when folders (and files) are deleted (concept of recycle bin) Example activity 2 Use Paint to create sprites and backgrounds to import to block-based coding app Save the files in the correct folder using descriptive names, etc. CAPS CODING AND ROBOTICS 150 Content (Grade 6 / Term 3) Notes/Examples C.4 Debug a given symbolic or written set of instructions Link to C.2, C.3 Example activity – Debug a program using a variable Divide learners into pairs. Each pair has a driver and a navigator The driver loads the program, runs it a few times using different values for input (name and age - use different names and ages each time the program is run) The navigator must provide the output (write down the input and the corresponding output) each time that the program is run. Do they notice the mistake in the output? The navigator points out the mistake in the output (can draw a red circle on the output that was written down) Why is there a mistake in the output? (Study the programming code.) The pair changes roles (swop navigator and driver) and corrects the programming code, then tests the program again using different data sets (different names and ages) to check if the problem is solved/error has been corrected. Each pair now explains what the problem was and how it was corrected. It is important that learners discover the error themselves and correct it themselves. Teacher can provide the datasets for testing if necessary C.5 Evaluate a given solution towards potential improvement Provide learners with code which need improvement and ask them to improve the code, e.g. repetitive steps where a loop can be used or multiple if...then statements which can be replaced by an If…then…else, etc. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity 1 You are provided with four instructions and a pattern: Use the four instructions provided, a repeat structure and select the algorithm below that will draw the pattern provided Pattern recognition is part of computational thinking and is used to identify patterns in coding problems and/or data by identifying similarities or differences that can help to solve the problem or refine the algorithm. Content (Grade 6 / Term 3) Notes/Examples Learners first describe the code line-by-line (what each line (block) of code does) Then learners explain what the program does. Leaners now need to understand that, if we want to display the 12-times table, we could use a loop that executes exactly 12 times. We need to use a variable that starts at 1, and increases by one, each time the loop executes to display all the answers from 1 x 12 up to 12 x 12. Let learners now write a program for the 7 times table using the above example. You want to interleave practise in problems. “It is important that problem types must differ, for example, you want to randomly have a problem of one type and then solve a problem of another type and then a problem of another type. And in doing that, it feels difficult, and it doesn’t feel fluent. And the signals to your brain are, I’m not getting this. I’m not doing very well. But in fact, that effort to try to figure out what kinds of approaches do I need for each problem as I encounter a different kind of problem, that’s producing learning. That’s producing robust skills that stick with you.” Dr Mark A. McDaniel, Harvard University Note: Coding is not just about writing code; it's about thinking logically and algorithmically and developing a problem-solving mindset that transcends specific programming languages and technologies C.3 Interpret and execute a given symbolic or written set of commands Example activity 1 Code the following high-level algorithm:  A user must type in a number  The program must determine if the number entered is even or odd  The program must display the number that the user typed in and tell the user whether the number is even or odd Example activity 2 Provide learners with the code on the right. Learners study the code and explain what it does. Example activity 2 – Open-ended Leaners use their knowledge, skills and experience to write a program of their choice that does something similar. Possible answer for activity 1 Set variable to 1 (must start at 1 for 1 x 12) The instructions in the loop will be repeated exactly 12 times to mimic the 12x table Increase variable by 1 to get the next number: for 2 x 12, then 3 x 12….12 x 12 (The code now changes the value of the variable (overwrites the previous value) The first time the loop executes it will calculate 1 x 12 1 x 12 = 12 2 x 12 = 24 : : 11 x 12 = 121 12 x 12 - 144 151 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 3) Notes/Examples C.4 Debug a given symbolic or written set of instructions Link to C.2, C.3 Example activity – Debug a program using a variable Divide learners into pairs. Each pair has a driver and a navigator The driver loads the program, runs it a few times using different values for input (name and age - use different names and ages each time the program is run) The navigator must provide the output (write down the input and the corresponding output) each time that the program is run. Do they notice the mistake in the output? The navigator points out the mistake in the output (can draw a red circle on the output that was written down) Why is there a mistake in the output? (Study the programming code.) The pair changes roles (swop navigator and driver) and corrects the programming code, then tests the program again using different data sets (different names and ages) to check if the problem is solved/error has been corrected. Each pair now explains what the problem was and how it was corrected. It is important that learners discover the error themselves and correct it themselves. Teacher can provide the datasets for testing if necessary C.5 Evaluate a given solution towards potential improvement Provide learners with code which need improvement and ask them to improve the code, e.g. repetitive steps where a loop can be used or multiple if...then statements which can be replaced by an If…then…else, etc. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity 1 You are provided with four instructions and a pattern: Use the four instructions provided, a repeat structure and select the algorithm below that will draw the pattern provided Pattern recognition is part of computational thinking and is used to identify patterns in coding problems and/or data by identifying similarities or differences that can help to solve the problem or refine the algorithm. Content (Grade 6 / Term 3) Notes/Examples Learners first describe the code line-by-line (what each line (block) of code does) Then learners explain what the program does. Leaners now need to understand that, if we want to display the 12-times table, we could use a loop that executes exactly 12 times. We need to use a variable that starts at 1, and increases by one, each time the loop executes to display all the answers from 1 x 12 up to 12 x 12. Let learners now write a program for the 7 times table using the above example. You want to interleave practise in problems. “It is important that problem types must differ, for example, you want to randomly have a problem of one type and then solve a problem of another type and then a problem of another type. And in doing that, it feels difficult, and it doesn’t feel fluent. And the signals to your brain are, I’m not getting this. I’m not doing very well. But in fact, that effort to try to figure out what kinds of approaches do I need for each problem as I encounter a different kind of problem, that’s producing learning. That’s producing robust skills that stick with you.” Dr Mark A. McDaniel, Harvard University Note: Coding is not just about writing code; it's about thinking logically and algorithmically and developing a problem-solving mindset that transcends specific programming languages and technologies C.3 Interpret and execute a given symbolic or written set of commands Example activity 1 Code the following high-level algorithm:  A user must type in a number  The program must determine if the number entered is even or odd  The program must display the number that the user typed in and tell the user whether the number is even or odd Example activity 2 Provide learners with the code on the right. Learners study the code and explain what it does. Example activity 2 – Open-ended Leaners use their knowledge, skills and experience to write a program of their choice that does something similar. Possible answer for activity 1 Set variable to 1 (must start at 1 for 1 x 12) The instructions in the loop will be repeated exactly 12 times to mimic the 12x table Increase variable by 1 to get the next number: for 2 x 12, then 3 x 12….12 x 12 (The code now changes the value of the variable (overwrites the previous value) The first time the loop executes it will calculate 1 x 12 1 x 12 = 12 2 x 12 = 24 : : 11 x 12 = 121 12 x 12 - 144 CAPS CODING AND ROBOTICS 152 Content (Grade 6 / Term 3) Notes/Examples Use the built-in temperature sensor and display the current temperature on a LED matrix. Example activity 3 – PIR Alarm An SR505 is also a good alternative and does not require any fine tuning. It is important to double check the PIN configuration on all electronic components before it is used in projects. Ensure that ground, is connected to ground and VCC to voltage and the signal channel to an appropriate pin. Content (Grade 6 / Term 3) Notes/Examples Robotics R.4 Present an understanding of how robots affect the world Link to R.5 – R.7 Example activity Discuss with learners benefits and risks of robots Benefits:  Making work easier and faster: Robots can do difficult, dangerous, or repetitive tasks, freeing up humans to focus on more creative or complex work.  Saving time: Robots are speedy and efficient, completing tasks faster than humans.  Helping people: Robots can assist individuals with disabilities, perform surgeries, and provide companionship.  Exploring new frontiers: Robots can go to places humans can't reach, like Mars or deep oceans, to gather information and expand our knowledge.  Entertainment and fun: Robots can be toys or appear in movies and shows, providing enjoyment and excitement. Risks:  Job displacement: As robots can perform tasks previously done by humans, some jobs may no longer be needed, leading to unemployment for some workers.  Dependence on technology: If we rely too much on robots, we may become dependent on them and lose certain skills or abilities.  Privacy and security: Robots equipped with cameras or sensors can raise concerns about privacy invasion or potential security risks if they are hacked or misused.  Ethical considerations: As robots become more advanced, questions arise about their use in areas like warfare or decision-making where human judgment is important.  It's essential to strike a balance, using robots in ways that benefit society while considering potential risks and addressing any ethical concerns. Ethical considerations towards the use and implementation of robots  Keeping people safe: Robots should be designed to make sure they don't hurt people and to follow safety rules.  Making good decisions: Some robots can make decisions by themselves. We need to think about how much freedom they should have and who is responsible if something goes wrong.  Being honest: Robots should be programmed in a way that we can understand why they do things. They shouldn't keep secrets or do things without telling us.  Protecting privacy: Robots can collect personal information, like our names or where we live. We need to make sure that this information is kept safe and used properly.  Fairness for everyone: Robots should be available to everyone and not just some people. We need to make sure that everyone has a chance to use them.  Thinking about jobs: Sometimes robots can take over jobs that people used to do. We need to find ways to help people find new jobs and make sure everyone has a fair chance.  Being good for the environment: We need to think about how robots are made and used. We should make sure they don't harm the environment and that they are made in a way that is good for the Earth. Focus on benefits and risks and ethical considerations. Robots have both benefits and risks associated with their use. Also, extend to focus on ethical considerations when using robots Learners need to list and briefly describe  Benefits and risks of using robots  Ethical considerations of using robots R.5 Design a simple artefact based on a set of design instructions Link to R.6 – R.7 and C.1 – C.7 and D.6 and D.7 Example activity 1 – Temperature display Example activity 2 – LED temperature alert u 153 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 3) Notes/Examples Use the built-in temperature sensor and display the current temperature on a LED matrix. Example activity 3 – PIR Alarm An SR505 is also a good alternative and does not require any fine tuning. It is important to double check the PIN configuration on all electronic components before it is used in projects. Ensure that ground, is connected to ground and VCC to voltage and the signal channel to an appropriate pin. Content (Grade 6 / Term 3) Notes/Examples Robotics R.4 Present an understanding of how robots affect the world Link to R.5 – R.7 Example activity Discuss with learners benefits and risks of robots Benefits:  Making work easier and faster: Robots can do difficult, dangerous, or repetitive tasks, freeing up humans to focus on more creative or complex work.  Saving time: Robots are speedy and efficient, completing tasks faster than humans.  Helping people: Robots can assist individuals with disabilities, perform surgeries, and provide companionship.  Exploring new frontiers: Robots can go to places humans can't reach, like Mars or deep oceans, to gather information and expand our knowledge.  Entertainment and fun: Robots can be toys or appear in movies and shows, providing enjoyment and excitement. Risks:  Job displacement: As robots can perform tasks previously done by humans, some jobs may no longer be needed, leading to unemployment for some workers.  Dependence on technology: If we rely too much on robots, we may become dependent on them and lose certain skills or abilities.  Privacy and security: Robots equipped with cameras or sensors can raise concerns about privacy invasion or potential security risks if they are hacked or misused.  Ethical considerations: As robots become more advanced, questions arise about their use in areas like warfare or decision-making where human judgment is important.  It's essential to strike a balance, using robots in ways that benefit society while considering potential risks and addressing any ethical concerns. Ethical considerations towards the use and implementation of robots  Keeping people safe: Robots should be designed to make sure they don't hurt people and to follow safety rules.  Making good decisions: Some robots can make decisions by themselves. We need to think about how much freedom they should have and who is responsible if something goes wrong.  Being honest: Robots should be programmed in a way that we can understand why they do things. They shouldn't keep secrets or do things without telling us.  Protecting privacy: Robots can collect personal information, like our names or where we live. We need to make sure that this information is kept safe and used properly.  Fairness for everyone: Robots should be available to everyone and not just some people. We need to make sure that everyone has a chance to use them.  Thinking about jobs: Sometimes robots can take over jobs that people used to do. We need to find ways to help people find new jobs and make sure everyone has a fair chance.  Being good for the environment: We need to think about how robots are made and used. We should make sure they don't harm the environment and that they are made in a way that is good for the Earth. Focus on benefits and risks and ethical considerations. Robots have both benefits and risks associated with their use. Also, extend to focus on ethical considerations when using robots Learners need to list and briefly describe  Benefits and risks of using robots  Ethical considerations of using robots R.5 Design a simple artefact based on a set of design instructions Link to R.6 – R.7 and C.1 – C.7 and D.6 and D.7 Example activity 1 – Temperature display Example activity 2 – LED temperature alert u CAPS CODING AND ROBOTICS 154 Content (Grade 6 / Term 3) Notes/Examples R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7 Example activity 1 - Microcontroller pet mood detector Write code to do the following: Shake the microcontroller to generate a random number that will indicate the mood or state of your pet. Display the pet’s mood or state. Number 0: Pet is hungry Number 1: Pet is happy. Number 2: Pet is tired. Number 3: Pet wants to play. Number 4: Pet is scared. Number 5: Pet loves you. R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling activities in R.5 are completed) to complete the project Project – Sound-Controlled Light Pole Develop a project to turn on the light and set off the alarm when you clap your hands. Content (Grade 6 / Term 3) Notes/Examples (Also see basic cardboard alarm) https://microbit.org/projects/make-it-code-it/pressure-switch-alarm/ Alternate version: Using large ice cream sticks 155 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 3) Notes/Examples R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7 Example activity 1 - Microcontroller pet mood detector Write code to do the following: Shake the microcontroller to generate a random number that will indicate the mood or state of your pet. Display the pet’s mood or state. Number 0: Pet is hungry Number 1: Pet is happy. Number 2: Pet is tired. Number 3: Pet wants to play. Number 4: Pet is scared. Number 5: Pet loves you. R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling activities in R.5 are completed) to complete the project Project – Sound-Controlled Light Pole Develop a project to turn on the light and set off the alarm when you clap your hands. Content (Grade 6 / Term 3) Notes/Examples (Also see basic cardboard alarm) https://microbit.org/projects/make-it-code-it/pressure-switch-alarm/ Alternate version: Using large ice cream sticks CAPS CODING AND ROBOTICS 156 Content (Grade 6 / Term 3) Notes/Examples 5. How is a digital footprint used? 6. Why is it important to understand your digital footprint? 7. What are the consequences of a digital footprint? 8. How can you manage your digital footprint? 9. What advice can you give to people about digital footprints? 10. What are the online activities leading to a digital footprint? D.3 Demonstrate an understanding of the concept of a computing device. Link with C.3 Reinforce and extend from the previous grades and terms using different examples and activities. Example activity 1: Microcontrollers as Computing Devices  Learners program a microcontroller, which involves giving it a set of instructions to perform specific tasks. Example activity 2  Provide learners with real live examples, e.g., pictures of various everyday devices that contain microcontrollers.  Explain how each device uses a microcontroller and what tasks it performs (e.g., a microwave oven uses a microcontroller to set cooking time and temperature).  Discuss the advantages of using microcontrollers in these devices, such as automation and precise control. Learners need to  Know what a microcontroller is  Know what input, processing and output is in the context of a microcontroller  Know the CPU is the brain of the microcontroller, responsible for processing instructions  Know that I/O ports (e.g., sensors, buttons) allow communication with external devices  list example of every device that use microcontrollers (e.g., as microwave ovens, remote controls, washing machines, and traffic lights) D.6 Explain how the adaptation of technology impacted the world we work and live in Link to R.1 – R.4 Reinforce and extend from the previous grades and terms using different examples and activities. Example activity: Understanding how Technology has transformed our lives Give learners the following as a printout. Hand out a KWLS chart or let learners draw one in their learner books. Technology has transformed our lives in many ways, both positive and negative. On the one hand, technology has enabled us to communicate, learn, work, and entertain ourselves more easily and efficiently. For example, we can use smartphones, laptops, and tablets to access the internet, social media, and online platforms. We can use online courses, e-books, and podcasts to learn new skills and knowledge. We can use email, video conferencing, and cloud computing to work remotely and collaboratively. We can use streaming services, gaming consoles, and virtual reality to enjoy various forms of entertainment. On the other hand, technology also has some drawbacks and challenges. Technology can be addictive, distracting, and isolating. For instance, we can spend too much time on our devices, neglecting our other responsibilities and interests. We can lose our focus and concentration, as we are constantly bombarded by notifications and messages. We can feel lonely and depressed, as we lack face-to-face interactions and meaningful connections. Technology can also pose risks to our privacy, security, and environment. For example, we can expose our personal data and information to hackers, scammers, and advertisers. We can become victims of cyberattacks, identity theft, and online harassment. We can contribute to the pollution and depletion of natural resources, as we consume more energy and generate more electronic waste. Technology can create social inequalities, ethical dilemmas, and cultural conflicts. For instance, we can face digital divide, discrimination, and exclusion based on our access to and use of technology. We can encounter moral and legal issues related to artificial intelligence, biotechnology, and genetic engineering. We can experience cultural clashes and misunderstandings due to the diversity and complexity of the online world. Technology can also affect our mental and physical well-being, as well as our interpersonal relationships and social skills. For example, we can suffer from stress, anxiety, insomnia, and eye strain due to the excessive use of technology. We can develop poor posture, obesity, and chronic diseases due to the lack of physical activity and healthy habits. We can have conflicts, arguments, and breakups due to miscommunication and misunderstanding caused by technology. Let learners use the KWLS chart to identify what they know, what they want to know, what they have learned and what they still need to know. Content (Grade 6 / Term 3) Notes/Examples Alternative project (3 LED Trafic Light) This project shows, A, R, G depending on the state of the lights. Digital Concepts D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Example activity: Understand your Digital Footprint Provide learners with a worksheet with the following introduction and questions Everyone who uses the Internet has a digital footprint. It is wise to consider what trail of data you are leaving behind in the online world. Understanding your digital footprint may prevent you from sending a hurtful email, since the message might remain online forever. It may also guide you to be more sensitive in what you publish on social media websites. While you can often delete content from social media sites, once digital data has been shared online, there is no guarantee you will ever be able to remove it from the Internet. Now, watch the following videos: https://youtu.be/RHNLGaVRxyI and https://youtu.be/dmQGq_FNBpE Answer the following questions about how your digital footprint could impact your live? 1. What is a digital footprint? 2. How is a digital footprint created? 3. How can you find your digital footprint? 4. What are examples of a digital footprint? Digital Passport™ by Common Sense Education Provide learners with guidelines on how to manage o Cyberbullying o Passwords/pins. o Sharing of personal information. o Digital footprints GREEN = P0 RED = P1 AMBER = P2 157 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 3) Notes/Examples 5. How is a digital footprint used? 6. Why is it important to understand your digital footprint? 7. What are the consequences of a digital footprint? 8. How can you manage your digital footprint? 9. What advice can you give to people about digital footprints? 10. What are the online activities leading to a digital footprint? D.3 Demonstrate an understanding of the concept of a computing device. Link with C.3 Reinforce and extend from the previous grades and terms using different examples and activities. Example activity 1: Microcontrollers as Computing Devices  Learners program a microcontroller, which involves giving it a set of instructions to perform specific tasks. Example activity 2  Provide learners with real live examples, e.g., pictures of various everyday devices that contain microcontrollers.  Explain how each device uses a microcontroller and what tasks it performs (e.g., a microwave oven uses a microcontroller to set cooking time and temperature).  Discuss the advantages of using microcontrollers in these devices, such as automation and precise control. Learners need to  Know what a microcontroller is  Know what input, processing and output is in the context of a microcontroller  Know the CPU is the brain of the microcontroller, responsible for processing instructions  Know that I/O ports (e.g., sensors, buttons) allow communication with external devices  list example of every device that use microcontrollers (e.g., as microwave ovens, remote controls, washing machines, and traffic lights) D.6 Explain how the adaptation of technology impacted the world we work and live in Link to R.1 – R.4 Reinforce and extend from the previous grades and terms using different examples and activities. Example activity: Understanding how Technology has transformed our lives Give learners the following as a printout. Hand out a KWLS chart or let learners draw one in their learner books. Technology has transformed our lives in many ways, both positive and negative. On the one hand, technology has enabled us to communicate, learn, work, and entertain ourselves more easily and efficiently. For example, we can use smartphones, laptops, and tablets to access the internet, social media, and online platforms. We can use online courses, e-books, and podcasts to learn new skills and knowledge. We can use email, video conferencing, and cloud computing to work remotely and collaboratively. We can use streaming services, gaming consoles, and virtual reality to enjoy various forms of entertainment. On the other hand, technology also has some drawbacks and challenges. Technology can be addictive, distracting, and isolating. For instance, we can spend too much time on our devices, neglecting our other responsibilities and interests. We can lose our focus and concentration, as we are constantly bombarded by notifications and messages. We can feel lonely and depressed, as we lack face-to-face interactions and meaningful connections. Technology can also pose risks to our privacy, security, and environment. For example, we can expose our personal data and information to hackers, scammers, and advertisers. We can become victims of cyberattacks, identity theft, and online harassment. We can contribute to the pollution and depletion of natural resources, as we consume more energy and generate more electronic waste. Technology can create social inequalities, ethical dilemmas, and cultural conflicts. For instance, we can face digital divide, discrimination, and exclusion based on our access to and use of technology. We can encounter moral and legal issues related to artificial intelligence, biotechnology, and genetic engineering. We can experience cultural clashes and misunderstandings due to the diversity and complexity of the online world. Technology can also affect our mental and physical well-being, as well as our interpersonal relationships and social skills. For example, we can suffer from stress, anxiety, insomnia, and eye strain due to the excessive use of technology. We can develop poor posture, obesity, and chronic diseases due to the lack of physical activity and healthy habits. We can have conflicts, arguments, and breakups due to miscommunication and misunderstanding caused by technology. Let learners use the KWLS chart to identify what they know, what they want to know, what they have learned and what they still need to know. Content (Grade 6 / Term 3) Notes/Examples Alternative project (3 LED Trafic Light) This project shows, A, R, G depending on the state of the lights. Digital Concepts D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Example activity: Understand your Digital Footprint Provide learners with a worksheet with the following introduction and questions Everyone who uses the Internet has a digital footprint. It is wise to consider what trail of data you are leaving behind in the online world. Understanding your digital footprint may prevent you from sending a hurtful email, since the message might remain online forever. It may also guide you to be more sensitive in what you publish on social media websites. While you can often delete content from social media sites, once digital data has been shared online, there is no guarantee you will ever be able to remove it from the Internet. Now, watch the following videos: https://youtu.be/RHNLGaVRxyI and https://youtu.be/dmQGq_FNBpE Answer the following questions about how your digital footprint could impact your live? 1. What is a digital footprint? 2. How is a digital footprint created? 3. How can you find your digital footprint? 4. What are examples of a digital footprint? Digital Passport™ by Common Sense Education Provide learners with guidelines on how to manage o Cyberbullying o Passwords/pins. o Sharing of personal information. o Digital footprints GREEN = P0 RED = P1 AMBER = P2 CAPS CODING AND ROBOTICS 158 Content (Grade 6 / Term 3) Notes/Examples D.9 Create a pattern to represent or communicate a message or image Link to C.2 – C.5, and R.5 – R.7 Example activity: Simulate/display a simple message/ game (e.g., scrolling ’billboard message’ or rock, paper, scissors game) on a microcontroller (LEDs on grid). Learners need to represent or communicate a message or an image using  Ciphers (pen-and-paper)  Microcontroller with microcontroller app, e.g., road signs, morse code, smileys, etc  Block-based coding app, e.g., an interactive story D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. Basic folder and file management and naming conventions Integrate with Coding and Robotics activities done on the computer. Content (Grade 6 / Term 3) Notes/Examples Reinforce and extend from the previous grades and terms using different examples and activities. Example activity: Using technology to enhance learning. Ask each learner to take some time to think about their interactions with technology in the classroom and during remote learning experiences. Prompt them to consider questions such as:  How has technology been used in their classrooms or learning environments?  What digital tools or resources have they found helpful?  Have they encountered any challenges or drawbacks related to technology in their education?  How has technology impacted their engagement, understanding, and overall learning experience?  Interaction with others  Access to information  Entertainment (Movie/Audio streams, music instruments, games) D.7 Present a basic understanding of the concept of input processing and output. Link to R.5 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. Example activity: Understanding of the concept of input processing and output using a microcontroller Scenario: Smart Plant Care System The smart system has sensors for soil moisture, light intensity, and temperature. The desired levels are set for soil moisture (60%), light intensity (800 lux), and temperature (20°C to 25°C). The system collects data from the sensors and evaluates the plant's conditions. Based on the data, the system waters the plants when soil moisture is low, adjusts lighting when intensity drops, and cools the environment if the temperature exceeds the preferred range. It ensures the plants receive optimal care for healthy growth. Create an IPO table to decompose the plant care system scenario, e.g. Input Processing Output Soil moisture sensor Microprocessor evaluates soil moisture level Activates watering system if soil moisture is below the desired level (60%) Light intensity sensor Microprocessor analyses light intensity Adjusts lights to maintain the preferred light intensity (around 800 lux) Temperature sensor Microprocessor checks the temperature Activates cooling system if the temperature exceeds the preferred range (20°C to 25°C) The IPO table summarizes the inputs, processing, and corresponding outputs of the Smart Plant Care System. Inputs from various sensors provide data on soil moisture, light intensity, temperature, occupancy patterns, and potentially other environmental factors. The microprocessor processes this data to determine the appropriate actions needed to care for the plants optimally. Outputs include activating the watering system, adjusting the artificial grow lights, activating the cooling system, and customizing plant care actions based on occupancy or specific environmental conditions. This smart system ensures the plants receive optimal care for their growth and health. Learners need to  know that computing devices uses input, processing and output  plan input, processing an output when programming a microcontroller D.8 Interpret a pattern to represent or communicate a message or image Link to D.9, C.1 – C.7, R.5 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. Example activity: Use a logic game to use patterns to convey a message The beavers are playing a logic game that involves drinking orange juice. John can drink from a bottle when both of the following rules are met: A) there is a bottle with less juice immediately to the left of this bottle, and B) there is a bottle with more juice immediately to the right of this bottle. Which bottles can John drink from: Learners need interpret a pattern that represents or communicates a message or an image using  Ciphers (pen-and-paper) – decrypt an encrypted message  Microcontroller with microcontroller app, e.g., road signs, morse code, smileys, etc.  Block-based coding app, e.g., an interactive story 159 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 3) Notes/Examples D.9 Create a pattern to represent or communicate a message or image Link to C.2 – C.5, and R.5 – R.7 Example activity: Simulate/display a simple message/ game (e.g., scrolling ’billboard message’ or rock, paper, scissors game) on a microcontroller (LEDs on grid). Learners need to represent or communicate a message or an image using  Ciphers (pen-and-paper)  Microcontroller with microcontroller app, e.g., road signs, morse code, smileys, etc  Block-based coding app, e.g., an interactive story D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. Basic folder and file management and naming conventions Integrate with Coding and Robotics activities done on the computer. Content (Grade 6 / Term 3) Notes/Examples Reinforce and extend from the previous grades and terms using different examples and activities. Example activity: Using technology to enhance learning. Ask each learner to take some time to think about their interactions with technology in the classroom and during remote learning experiences. Prompt them to consider questions such as:  How has technology been used in their classrooms or learning environments?  What digital tools or resources have they found helpful?  Have they encountered any challenges or drawbacks related to technology in their education?  How has technology impacted their engagement, understanding, and overall learning experience?  Interaction with others  Access to information  Entertainment (Movie/Audio streams, music instruments, games) D.7 Present a basic understanding of the concept of input processing and output. Link to R.5 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. Example activity: Understanding of the concept of input processing and output using a microcontroller Scenario: Smart Plant Care System The smart system has sensors for soil moisture, light intensity, and temperature. The desired levels are set for soil moisture (60%), light intensity (800 lux), and temperature (20°C to 25°C). The system collects data from the sensors and evaluates the plant's conditions. Based on the data, the system waters the plants when soil moisture is low, adjusts lighting when intensity drops, and cools the environment if the temperature exceeds the preferred range. It ensures the plants receive optimal care for healthy growth. Create an IPO table to decompose the plant care system scenario, e.g. Input Processing Output Soil moisture sensor Microprocessor evaluates soil moisture level Activates watering system if soil moisture is below the desired level (60%) Light intensity sensor Microprocessor analyses light intensity Adjusts lights to maintain the preferred light intensity (around 800 lux) Temperature sensor Microprocessor checks the temperature Activates cooling system if the temperature exceeds the preferred range (20°C to 25°C) The IPO table summarizes the inputs, processing, and corresponding outputs of the Smart Plant Care System. Inputs from various sensors provide data on soil moisture, light intensity, temperature, occupancy patterns, and potentially other environmental factors. The microprocessor processes this data to determine the appropriate actions needed to care for the plants optimally. Outputs include activating the watering system, adjusting the artificial grow lights, activating the cooling system, and customizing plant care actions based on occupancy or specific environmental conditions. This smart system ensures the plants receive optimal care for their growth and health. Learners need to  know that computing devices uses input, processing and output  plan input, processing an output when programming a microcontroller D.8 Interpret a pattern to represent or communicate a message or image Link to D.9, C.1 – C.7, R.5 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. Example activity: Use a logic game to use patterns to convey a message The beavers are playing a logic game that involves drinking orange juice. John can drink from a bottle when both of the following rules are met: A) there is a bottle with less juice immediately to the left of this bottle, and B) there is a bottle with more juice immediately to the right of this bottle. Which bottles can John drink from: Learners need interpret a pattern that represents or communicates a message or an image using  Ciphers (pen-and-paper) – decrypt an encrypted message  Microcontroller with microcontroller app, e.g., road signs, morse code, smileys, etc.  Block-based coding app, e.g., an interactive story CAPS CODING AND ROBOTICS 160 Content (Grade 6 / Term 4) Notes/Examples Example activity 3 Study the code on the right and explain what it does. Change the code so that the sprite must only draw when it touches the mouse pointer C.4 Debug a given symbolic or written set of instructions Link to C.1 – C.3 Example activity Provide learners with the code on the right. Let them study the code and explain what the program does. Now, let them run the code and provide input as requested. The program does not provide the correct output. Learners need to find the bug and correct it. Extension activity The following activity can be used as an extension to the activity on the left (Two sprites are used – Cube and Cube unfolded with broadcast) This activity teaches learners about the surface area of a cube. Note: Encourage learners to create a block-based program like the extension activity to teach younger learners something. The extension activity also provides an opportunity for learners to exhibit their skills to create sprites using a program such as Paint to import The extension activity is used to teach learners about the surface area of a cube (Learners can write Scratch code to ‘teach’ concepts to tother learners) 3.3.4 Term 4 Content (Grade 6 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7 and R.5 – R.7 Do with C.1 – C.7 Broadcasting is a way to send messages between sprites1 A broadcast is a message that is sent through the program, activating scripts with the matching hat blocks. With broadcast, users can broadcast some messages across the all the code (program). This illustrates the concept of parallelism in coding – when more than one action occurs at the same time/events that happen at the same time. This is an interesting feature that makes projects more interactive and creative. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Example activity 1 Broadcast and When I receive Provide learners with the program on the right. Let them run the program and watch what happens. Let them study the code and explain wat it does, Which sprite is broadcasting the message? Which sprite is receiving the message? Example activity 2 Provide learners with a task/problem in where they need to use the Broadcast and When I receive. Example activity 3 Open-ended Leaners use their knowledge, skills and experience to write a program of their choice that uses broadcast and when I receive. Encourage them to also include a few other concepts learned. C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4, C.5 Example activity 1 – Wait until Provide learners with the code on the right. Let learners run the code and describe what it does. Now, let learners explain what the wait until command does Example activity 2– Video motion Execute the following code and watch what happens. (Move your hands in front of the PC camera) The wait until uses a condition (like an IF…THEN). Note; It is also advisable that learners create IPO tables as part of the planning to code a solution to a problem (also in coding C1,.1, C.2) e.g. 161 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 4) Notes/Examples Example activity 3 Study the code on the right and explain what it does. Change the code so that the sprite must only draw when it touches the mouse pointer C.4 Debug a given symbolic or written set of instructions Link to C.1 – C.3 Example activity Provide learners with the code on the right. Let them study the code and explain what the program does. Now, let them run the code and provide input as requested. The program does not provide the correct output. Learners need to find the bug and correct it. Extension activity The following activity can be used as an extension to the activity on the left (Two sprites are used – Cube and Cube unfolded with broadcast) This activity teaches learners about the surface area of a cube. Note: Encourage learners to create a block-based program like the extension activity to teach younger learners something. The extension activity also provides an opportunity for learners to exhibit their skills to create sprites using a program such as Paint to import The extension activity is used to teach learners about the surface area of a cube (Learners can write Scratch code to ‘teach’ concepts to tother learners) 3.3.4 Term 4 Content (Grade 6 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7 and R.5 – R.7 Do with C.1 – C.7 Broadcasting is a way to send messages between sprites1 A broadcast is a message that is sent through the program, activating scripts with the matching hat blocks. With broadcast, users can broadcast some messages across the all the code (program). This illustrates the concept of parallelism in coding – when more than one action occurs at the same time/events that happen at the same time. This is an interesting feature that makes projects more interactive and creative. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Example activity 1 Broadcast and When I receive Provide learners with the program on the right. Let them run the program and watch what happens. Let them study the code and explain wat it does, Which sprite is broadcasting the message? Which sprite is receiving the message? Example activity 2 Provide learners with a task/problem in where they need to use the Broadcast and When I receive. Example activity 3 Open-ended Leaners use their knowledge, skills and experience to write a program of their choice that uses broadcast and when I receive. Encourage them to also include a few other concepts learned. C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4, C.5 Example activity 1 – Wait until Provide learners with the code on the right. Let learners run the code and describe what it does. Now, let learners explain what the wait until command does Example activity 2– Video motion Execute the following code and watch what happens. (Move your hands in front of the PC camera) The wait until uses a condition (like an IF…THEN). Note; It is also advisable that learners create IPO tables as part of the planning to code a solution to a problem (also in coding C1,.1, C.2) e.g. CAPS CODING AND ROBOTICS 162 Content (Grade 6 / Term 4) Notes/Examples C.7 Create or complete a pattern to represent a data set Link to D.6 and D.7 and C.1 Example activity 1 Three spotlights are used to light the theatre stage, a red one, a green one and a blue one. The colour of the stage depends on which of the three spotlights are turned on. The table below shows the possible combinations of colours. https://olympiad.org.za/talent-search/past-papers/pen-and-paper/ From the beginning of the show, the lights will be switched on and off in the following pattern:  The red light repeats the sequence: two minutes off, two minutes on.  The green light repeats the sequence: one minute off, one minute on.  The blue light repeats the sequence: four minutes on, four minutes off. What will the colour of the stage be in the first 4 minutes of the show Robotics R.1 Explain what a robot is in simple terms. R.1 – R.4 can be done together R.2 Identify different types of robots. Revise and extend from previous grades and terms and extend to application of artificial intelligence (AI) in robotics The input to the robot will be via sensors and transducers. The various sensors used in robotics include:  Contact/touch sensors  Temperature sensors  Light sensors  Sound sensor  Proximity sensor  Distance sensor  Pressure sensor, etc. Input Based on the type of the sensor output, digital or analogue, the further circuitry is decided. Output The output of the robot will vary according to its driving load. The most common output units are: R.3 Outline the different components of a robot R.4 Present an understanding of how robots affect the world Example activity – How AI is applied in robotics AI is applied in robotics to make robots smarter and more capable. Here's how AI is used in robotics: Perception: AI helps robots understand and perceive the world around them. Sensors, cameras, and other devices provide information to the robot, and AI algorithms analyse and interpret that data. This allows robots to recognize objects, understand speech, detect obstacles, and navigate their surroundings. Learning and Adaptation: AI enables robots to learn from experience and improve their performance over time. Machine learning algorithms, a type of AI, allow robots to gather data, identify patterns, and make predictions. By learning from their interactions, robots can adapt their behaviour, refine their skills, and become more efficient in completing tasks. Decision-Making: With AI, robots can make decisions based on the information they gather and analyse. They can evaluate different options, consider factors such as safety and efficiency, and choose the best course of action. AI algorithms help robots reason, plan, and make intelligent choices, allowing them to perform complex tasks autonomously. Human-Robot Interaction: AI enables robots to interact with humans in more natural and intuitive ways. Natural language processing allows robots to understand and respond to voice commands, while computer vision enables them to recognize facial expressions and gestures. This makes it easier for people to communicate and collaborate with robots, opening possibilities for assistance, companionship, and teamwork. Content (Grade 6 / Term 4) Notes/Examples C.5 Evaluate a given solution towards potential improvement Link to C.1 – C.4 Example activity 1 Provide learners with two programs that achieve the same goal, but in different ways (using different code) Let them study the code of both programs and explain the difference in code. Ask them if they think the one is ‘better’ than the other and why? Learners need to evaluate code to determine which is the better code/more efficient code C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to D.6 and D.7 and C.1 Example activity 1 The crane in the port of Durban responds to six different input commands: 1. Left 2. Right 3. Up 4. Down 5. Grab 6. Release Crate A is in the left position, crate B is in the position on the right Which is the correct set of instructions to swap the position of the two crates? Write down the letter of the correct answer. A (Down, Grab, Up, Right, Down, Release, Up) B (Down, Grab, Up, Right, Down, Release, Up) (Right, Down, Grab, Up, Left, Left. Down, Release, Up) (Right, Down, Grab, Up, Right, Down, Release) C (Right, Right, Down, Grab, Up) (Left, Left, Down, Release, Up) D (Down, Grab, Up, Right, Right, Down, Release, Up) (Down, Grab, Left, Down, Release, Up) (Down, Grab, Up, Right, Down, Release, Up Example activity 2 Learners write code to implement the algorithm of Term 3 C;6 Activity 1 (write code to draw the pattern) Example activity 3 Forever circle pattern Provide learners with the code on the right and let them run the code. Now learners explain what the code does and discuss the pattern Note: Learners need to understand that when swopping two items, one needs an extra ‘place’ to keep one item temporarily. This concept is later used in programming when one wants to swop two variables. https://olympiad.org.za/talent-search/past-papers/pen-and￾paper/ 163 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 4) Notes/Examples C.7 Create or complete a pattern to represent a data set Link to D.6 and D.7 and C.1 Example activity 1 Three spotlights are used to light the theatre stage, a red one, a green one and a blue one. The colour of the stage depends on which of the three spotlights are turned on. The table below shows the possible combinations of colours. https://olympiad.org.za/talent-search/past-papers/pen-and-paper/ From the beginning of the show, the lights will be switched on and off in the following pattern:  The red light repeats the sequence: two minutes off, two minutes on.  The green light repeats the sequence: one minute off, one minute on.  The blue light repeats the sequence: four minutes on, four minutes off. What will the colour of the stage be in the first 4 minutes of the show Robotics R.1 Explain what a robot is in simple terms. R.1 – R.4 can be done together R.2 Identify different types of robots. Revise and extend from previous grades and terms and extend to application of artificial intelligence (AI) in robotics The input to the robot will be via sensors and transducers. The various sensors used in robotics include:  Contact/touch sensors  Temperature sensors  Light sensors  Sound sensor  Proximity sensor  Distance sensor  Pressure sensor, etc. Input Based on the type of the sensor output, digital or analogue, the further circuitry is decided. Output The output of the robot will vary according to its driving load. The most common output units are: R.3 Outline the different components of a robot R.4 Present an understanding of how robots affect the world Example activity – How AI is applied in robotics AI is applied in robotics to make robots smarter and more capable. Here's how AI is used in robotics: Perception: AI helps robots understand and perceive the world around them. Sensors, cameras, and other devices provide information to the robot, and AI algorithms analyse and interpret that data. This allows robots to recognize objects, understand speech, detect obstacles, and navigate their surroundings. Learning and Adaptation: AI enables robots to learn from experience and improve their performance over time. Machine learning algorithms, a type of AI, allow robots to gather data, identify patterns, and make predictions. By learning from their interactions, robots can adapt their behaviour, refine their skills, and become more efficient in completing tasks. Decision-Making: With AI, robots can make decisions based on the information they gather and analyse. They can evaluate different options, consider factors such as safety and efficiency, and choose the best course of action. AI algorithms help robots reason, plan, and make intelligent choices, allowing them to perform complex tasks autonomously. Human-Robot Interaction: AI enables robots to interact with humans in more natural and intuitive ways. Natural language processing allows robots to understand and respond to voice commands, while computer vision enables them to recognize facial expressions and gestures. This makes it easier for people to communicate and collaborate with robots, opening possibilities for assistance, companionship, and teamwork. Content (Grade 6 / Term 4) Notes/Examples C.5 Evaluate a given solution towards potential improvement Link to C.1 – C.4 Example activity 1 Provide learners with two programs that achieve the same goal, but in different ways (using different code) Let them study the code of both programs and explain the difference in code. Ask them if they think the one is ‘better’ than the other and why? Learners need to evaluate code to determine which is the better code/more efficient code C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to D.6 and D.7 and C.1 Example activity 1 The crane in the port of Durban responds to six different input commands: 1. Left 2. Right 3. Up 4. Down 5. Grab 6. Release Crate A is in the left position, crate B is in the position on the right Which is the correct set of instructions to swap the position of the two crates? Write down the letter of the correct answer. A (Down, Grab, Up, Right, Down, Release, Up) B (Down, Grab, Up, Right, Down, Release, Up) (Right, Down, Grab, Up, Left, Left. Down, Release, Up) (Right, Down, Grab, Up, Right, Down, Release) C (Right, Right, Down, Grab, Up) (Left, Left, Down, Release, Up) D (Down, Grab, Up, Right, Right, Down, Release, Up) (Down, Grab, Left, Down, Release, Up) (Down, Grab, Up, Right, Down, Release, Up Example activity 2 Learners write code to implement the algorithm of Term 3 C;6 Activity 1 (write code to draw the pattern) Example activity 3 Forever circle pattern Provide learners with the code on the right and let them run the code. Now learners explain what the code does and discuss the pattern Note: Learners need to understand that when swopping two items, one needs an extra ‘place’ to keep one item temporarily. This concept is later used in programming when one wants to swop two variables. https://olympiad.org.za/talent-search/past-papers/pen-and￾paper/ CAPS CODING AND ROBOTICS 164 Content (Grade 6 / Term 4) Notes/Examples Example activity 3 – Basic light-controlled Servo Move the servo to a position based on the light level, using a variable to store the servo's position. Note: Sensor refers to the sensor on the Microcontroller. R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7 Example 1 Flip-a-coin simulator The microcontroller must simulate flip-a-coin. Decide which picture you want to display for heads and for tails. Possible solution: Choose a random number between 0 and 1. If 0, display “head” if 1, display “tail”.) Example 2 Pet mood detector Shake the microcontroller to generate a random number that will indicate the mood or state of your pet. Display the pet’s mood or state. Number 0: Pet is hungry Number 1: Pet is happy. Number 2: Pet is tired. Number 3: Pet wants to play. Number 4: Pet is scared. Number 5: Pet loves you. Learners can create various programs in a block-based programming environment temperature (Co) Temp Sensor Variable = answer Content (Grade 6 / Term 4) Notes/Examples Autonomous Operation: AI empowers robots to operate autonomously, meaning they can perform tasks without constant human supervision. Robots equipped with AI can analyse their environment, make decisions, and execute actions independently. This autonomy allows robots to be more efficient, work in challenging environments, and carry out tasks that would otherwise be difficult or dangerous for humans. By combining AI with robotics, we can create intelligent machines that can perceive, learn, reason, and interact with the world around them. This integration enables robots to perform a wide range of tasks, from manufacturing and healthcare to exploration and assistance, making our lives easier and advancing technology to new frontiers. Example activity 2 Learners create a concept map of a robot that includes what it a robot is with the different components with their functions (See Annexure A)  Actuator  Relays  Speakers  CD screens, etc. based on the applications the carrier changes. For wired applications, cables and wires are used while for wireless robots RF, RFID, Wi-Fi, DTMF, etc., technologies are used. Processing As far as processing is concerned, a microcontroller or microprocessor can be used. This choice will depend on the driving load. A microcontroller is cheap and is easy to program than a microprocessor. However, a microcontroller has very low output power, and so cannot drive large loads. On the other hand, its PC counterpart, the microprocessor can drive large loads at its output. The complexity of the operations being performed by the robot will depend on its processing unit. R.5 Design a simple artefact based on a set of design instructions Link to R.6 – R.7 and C.1 – C.7 Example activity 1 – Servo incremental movement with loop Use while loops and variables to control a servo motor's incremental movement. Coding to make the servo motor move in increments of 10 degrees from 0 to 180 when button A is pressed and then back to 0 when button B is pressed Example activity 2 – Make an LED blink continuously until the room becomes sufficiently bright Introduction to variables should be done on a very gradual manner. In Grade 6 term 4, only the concept of a single variable relating to the (answer block in Scratch) should be introduced. The learners should be introduced to variables where the variable has a similar name than that of the sensor value read. An analogy of the sensor value being the same as the answer block is then used. The answer is then assigned to a variable with an equivalent name. One variable only! 165 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 4) Notes/Examples Example activity 3 – Basic light-controlled Servo Move the servo to a position based on the light level, using a variable to store the servo's position. Note: Sensor refers to the sensor on the Microcontroller. R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7 Example 1 Flip-a-coin simulator The microcontroller must simulate flip-a-coin. Decide which picture you want to display for heads and for tails. Possible solution: Choose a random number between 0 and 1. If 0, display “head” if 1, display “tail”.) Example 2 Pet mood detector Shake the microcontroller to generate a random number that will indicate the mood or state of your pet. Display the pet’s mood or state. Number 0: Pet is hungry Number 1: Pet is happy. Number 2: Pet is tired. Number 3: Pet wants to play. Number 4: Pet is scared. Number 5: Pet loves you. Learners can create various programs in a block-based programming environment temperature (Co) Temp Sensor Variable = answer Content (Grade 6 / Term 4) Notes/Examples Autonomous Operation: AI empowers robots to operate autonomously, meaning they can perform tasks without constant human supervision. Robots equipped with AI can analyse their environment, make decisions, and execute actions independently. This autonomy allows robots to be more efficient, work in challenging environments, and carry out tasks that would otherwise be difficult or dangerous for humans. By combining AI with robotics, we can create intelligent machines that can perceive, learn, reason, and interact with the world around them. This integration enables robots to perform a wide range of tasks, from manufacturing and healthcare to exploration and assistance, making our lives easier and advancing technology to new frontiers. Example activity 2 Learners create a concept map of a robot that includes what it a robot is with the different components with their functions (See Annexure A)  Actuator  Relays  Speakers  CD screens, etc. based on the applications the carrier changes. For wired applications, cables and wires are used while for wireless robots RF, RFID, Wi-Fi, DTMF, etc., technologies are used. Processing As far as processing is concerned, a microcontroller or microprocessor can be used. This choice will depend on the driving load. A microcontroller is cheap and is easy to program than a microprocessor. However, a microcontroller has very low output power, and so cannot drive large loads. On the other hand, its PC counterpart, the microprocessor can drive large loads at its output. The complexity of the operations being performed by the robot will depend on its processing unit. R.5 Design a simple artefact based on a set of design instructions Link to R.6 – R.7 and C.1 – C.7 Example activity 1 – Servo incremental movement with loop Use while loops and variables to control a servo motor's incremental movement. Coding to make the servo motor move in increments of 10 degrees from 0 to 180 when button A is pressed and then back to 0 when button B is pressed Example activity 2 – Make an LED blink continuously until the room becomes sufficiently bright Introduction to variables should be done on a very gradual manner. In Grade 6 term 4, only the concept of a single variable relating to the (answer block in Scratch) should be introduced. The learners should be introduced to variables where the variable has a similar name than that of the sensor value read. An analogy of the sensor value being the same as the answer block is then used. The answer is then assigned to a variable with an equivalent name. One variable only! CAPS CODING AND ROBOTICS 166 Content (Grade 6 / Term 4) Notes/Examples  Alex: Enjoys spending a lot of time on digital devices, especially playing video games and watching online videos. Alex often stays up late at night using a smartphone or tablet.  Mia: Uses digital devices for schoolwork and educational purposes, such as research and online learning. She also likes to connect with friends and family through social media.  Jake: Tries to limit his screen time and uses digital devices mainly for schoolwork or when necessary. He enjoys spending time outdoors and engaging in sports and hobbies. Scenario: One weekend, Alex, Mia, and Jake all have a project to complete for their science class. They need to research different animal species and create a presentation about their findings. They also want to use their devices to have some fun during their free time. Actions and Consequences: Alex's Approach: Alex spends most of the weekend playing video games and watching YouTube videos. As a result, Alex does not have enough time to work on the science project until the last minute. On Monday morning, Alex is stressed and unprepared for the science class presentation, which affects the overall quality of the project. Mia's Approach: Mia uses digital devices responsibly and allocates specific time for research, completing her project, and connecting with friends and family. She finds reliable online sources for her research, which adds depth to her science project and impresses her teacher with well-structured content. Jake's Approach: Jake balances his time between outdoor activities, schoolwork, and digital device use. He spends some time researching for the science project, but he also makes sure to get enough rest and engage in physical activities during the weekend. Jake delivers a well-prepared presentation that showcases his knowledge and creativity. Example Discussion Questions:  How did Alex's excessive use of digital devices impact his performance on the science project?  How did Mia's balanced approach benefit her in completing the project effectively?  What positive habits did Jake demonstrate in his use of digital devices, and how did it contribute to his overall well-being? Example activity 2: Understanding living as citizens in a digital world (Dangers, screen time, etc.) Learners watch the following video: Film Mesir "L'altra par" #2 - YouTube After watching, learners write down one problem identified in this video and how to overcome this problem. Have a class discussion about what is identified in the video, how society can overcome these problems, which of these problems learners are experiencing, etc.  Using digital devices for educational purposes can be beneficial, but it's essential to set time limits and stay focused on the task at hand.  A balanced approach to using digital devices can lead to better time management and improved performance in school and other activities.  Screentime D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.5 Example activity 1 Learners complete a concept map of a computing device: What it is, components and functions, etc. (See Annexure A) Done with D.1 D.4 Identify the common uses of ICT in the real world Link to D.1 and D.5 Example activity 1: Embracing the Digital Revolution: The Impact of ICT on Work and Life Use a case study to revise. Introduction: Information and Communication Technology (ICT) has revolutionised the world we live and work in, transforming various industries and daily activities. This case study explores the common uses of ICT in the real world and delves into the profound impact it has had on society, both professionally and personally. Common Uses of ICT in the Real World: ICT has found its application across multiple sectors, enhancing productivity, communication, and access to information. The case study examines how ICT is utilised in various areas, such as: Reinforce and extend from the previous grades and terms using different examples and activities. Content (Grade 6 / Term 4) Notes/Examples R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling activities in R.5 are completed) to complete the project Project – Automated System: Sound-Controlled Friendly Monster Demonstrate how servos, sensors, and microcontrollers can interact to create automated systems. Project - Musical Memory Box Design and assemble a musical memory box using a Microcontroller and a servo motor. Each compartment of the box should play a distinct tune when revealed. Digital Concepts D.2 Recognise that he or she is living as a citizen in a digital world. Link to D.6 Example activity: "Digital Devices Dilemma” Case Study: Introduction: In this case study, we will explore the story of three friends, Alex, Mia, and Jake, who are in the sixth grade. They each have different approaches to using digital devices, and their experiences will help us understand the importance of responsible and balanced use of technology. Characters: Aspects addressed  Responsible use of digital devices involves balancing screen time with other activities, such as schoolwork, physical activities, and spending time with family and friends.  Overusing digital devices, especially late at night, can negatively affect sleep patterns and overall well-being. 167 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 4) Notes/Examples  Alex: Enjoys spending a lot of time on digital devices, especially playing video games and watching online videos. Alex often stays up late at night using a smartphone or tablet.  Mia: Uses digital devices for schoolwork and educational purposes, such as research and online learning. She also likes to connect with friends and family through social media.  Jake: Tries to limit his screen time and uses digital devices mainly for schoolwork or when necessary. He enjoys spending time outdoors and engaging in sports and hobbies. Scenario: One weekend, Alex, Mia, and Jake all have a project to complete for their science class. They need to research different animal species and create a presentation about their findings. They also want to use their devices to have some fun during their free time. Actions and Consequences: Alex's Approach: Alex spends most of the weekend playing video games and watching YouTube videos. As a result, Alex does not have enough time to work on the science project until the last minute. On Monday morning, Alex is stressed and unprepared for the science class presentation, which affects the overall quality of the project. Mia's Approach: Mia uses digital devices responsibly and allocates specific time for research, completing her project, and connecting with friends and family. She finds reliable online sources for her research, which adds depth to her science project and impresses her teacher with well-structured content. Jake's Approach: Jake balances his time between outdoor activities, schoolwork, and digital device use. He spends some time researching for the science project, but he also makes sure to get enough rest and engage in physical activities during the weekend. Jake delivers a well-prepared presentation that showcases his knowledge and creativity. Example Discussion Questions:  How did Alex's excessive use of digital devices impact his performance on the science project?  How did Mia's balanced approach benefit her in completing the project effectively?  What positive habits did Jake demonstrate in his use of digital devices, and how did it contribute to his overall well-being? Example activity 2: Understanding living as citizens in a digital world (Dangers, screen time, etc.) Learners watch the following video: Film Mesir "L'altra par" #2 - YouTube After watching, learners write down one problem identified in this video and how to overcome this problem. Have a class discussion about what is identified in the video, how society can overcome these problems, which of these problems learners are experiencing, etc.  Using digital devices for educational purposes can be beneficial, but it's essential to set time limits and stay focused on the task at hand.  A balanced approach to using digital devices can lead to better time management and improved performance in school and other activities.  Screentime D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.5 Example activity 1 Learners complete a concept map of a computing device: What it is, components and functions, etc. (See Annexure A) Done with D.1 D.4 Identify the common uses of ICT in the real world Link to D.1 and D.5 Example activity 1: Embracing the Digital Revolution: The Impact of ICT on Work and Life Use a case study to revise. Introduction: Information and Communication Technology (ICT) has revolutionised the world we live and work in, transforming various industries and daily activities. This case study explores the common uses of ICT in the real world and delves into the profound impact it has had on society, both professionally and personally. Common Uses of ICT in the Real World: ICT has found its application across multiple sectors, enhancing productivity, communication, and access to information. The case study examines how ICT is utilised in various areas, such as: Reinforce and extend from the previous grades and terms using different examples and activities. Content (Grade 6 / Term 4) Notes/Examples R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling activities in R.5 are completed) to complete the project Project – Automated System: Sound-Controlled Friendly Monster Demonstrate how servos, sensors, and microcontrollers can interact to create automated systems. Project - Musical Memory Box Design and assemble a musical memory box using a Microcontroller and a servo motor. Each compartment of the box should play a distinct tune when revealed. Digital Concepts D.2 Recognise that he or she is living as a citizen in a digital world. Link to D.6 Example activity: "Digital Devices Dilemma” Case Study: Introduction: In this case study, we will explore the story of three friends, Alex, Mia, and Jake, who are in the sixth grade. They each have different approaches to using digital devices, and their experiences will help us understand the importance of responsible and balanced use of technology. Characters: Aspects addressed  Responsible use of digital devices involves balancing screen time with other activities, such as schoolwork, physical activities, and spending time with family and friends.  Overusing digital devices, especially late at night, can negatively affect sleep patterns and overall well-being. 168 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 6 / Term 4) Notes/Examples a. Communication: The widespread use of smartphones, email, social media platforms, and video conferencing has revolutionized the way people communicate globally. ` b. Business and Industry: ICT has streamlined business processes by allowing communication, sharing and collaboration. c. Education: E-learning platforms, digital libraries, and interactive educational tools have transformed the way learners access and engage with knowledge. d. Healthcare: ICT has enabled telemedicine, remote patient monitoring, electronic health records, and medical research advancements. e. Entertainment: Online streaming services, gaming platforms, and virtual reality experiences have reshaped the entertainment industry. Questions: a. How has ICT enhanced communication in personally and in business? b. In what ways has the integration of ICT improved productivity in businesses? D.5 Differentiate between the components of an ICT system Link to D.4 Example activity Provide learners with a picture diagram indicating of a common ICT system (e.g. basic point-of-sales) Let them label the components and briefly describe the role/function of each within the system Discuss the picture diagram with the class and let learners correct what they might have misinterpreted or got wrong. D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 Combine with case study D.1. Done with D.4 D.7 Present a basic understanding of the concept of input processing and output. Link to D.3, C.1-C.5 and R.5-R.7 Link to concept map activity in D.3 Done with D.3 D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. Basic folder and file management and naming conventions. Use Paint to create sprites and backgrounds to import to block-based coding app. Do with Coding and Robotics activities done on the computer. CAPS CODING AND ROBOTICS 169 4 SECTION 4 ASSESSMENT 4.1 ASSESSMENT Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement, evaluating this evidence, recording the findings, and using this information to understand and thereby assist the learner’s development to improve the process of learning and teaching. Assessment involves activities that are undertaken throughout the year. Assessment comprises two different but related activities: informal daily assessment (assessment for learning) and formal assessment (assessment of learning). Assessment in Coding and Robotics should encourage computational thinking practices, i.e. integrating the power of human thinking with the capabilities of ICTs and computer programming. However, cognisance should also be taken of what is being assessed. Certain competencies are best assessed with particular forms of assessment. Different kinds of assessments are appropriate to the competencies necessary for different topics at different age groups. It is useful to use an observation checklist to assess learners measuring in the early grades. Rubrics, for example, can be used to evaluate learner’s Coding and Robotics as well as problem solving skills. Assessment involves activities that are undertaken throughout the year. In grades 4 – 6 assessment comprises two different but related activities: informal daily assessment (assessment for learning) and formal assessment (assessment of learning). Assessment in Coding and Robotics should encourage computational thinking practices, i.e. integrating the power of human thinking with the capabilities of ICTs and computer programming. 4.1.1 Informal or daily assessment Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is the daily monitoring of learners’ daily progression and should also focus on how learners learn and retain new information. It should therefore include retrieval practice (as described by the science of learning –section 2.7.5) as well as deliberate practise (See Section 2.7.4). Trying to remember something enhances memory, and teachers can use quizzes or self-tests for this purpose. As learners learn and retain new information by focusing on the meaning of the content, teachers can assign tasks that require learners to explain or organise the material (e.g. concept maps), which helps them think about the meaning of content. In learning Coding and Robotics, practise is also essential, and teachers can focus on regular practise and retrieval as well as spaced practise and retrieval over time to aid long-term retention. Teachers can also interleave different types of practice and use multiple modalities to enhance learning Informal assessment and retrieval practise may be as simple as stopping during the lesson to ask questions or have learners writing down what they can remember about what was learned in a previous lesson and provide feedback to the learners. Informal assessment does not need be recorded. It’s part of all learning activities taking place in the classroom. Learners or teachers can mark these tasks. Self-assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not used for promotion and certification purposes. 4.1.2 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and Content (Grade 6 / Term 4) Notes/Examples a. Communication: The widespread use of smartphones, email, social media platforms, and video conferencing has revolutionized the way people communicate globally. ` b. Business and Industry: ICT has streamlined business processes by allowing communication, sharing and collaboration. c. Education: E-learning platforms, digital libraries, and interactive educational tools have transformed the way learners access and engage with knowledge. d. Healthcare: ICT has enabled telemedicine, remote patient monitoring, electronic health records, and medical research advancements. e. Entertainment: Online streaming services, gaming platforms, and virtual reality experiences have reshaped the entertainment industry. Questions: a. How has ICT enhanced communication in personally and in business? b. In what ways has the integration of ICT improved productivity in businesses? D.5 Differentiate between the components of an ICT system Link to D.4 Example activity Provide learners with a picture diagram indicating of a common ICT system (e.g. basic point-of-sales) Let them label the components and briefly describe the role/function of each within the system Discuss the picture diagram with the class and let learners correct what they might have misinterpreted or got wrong. D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 Combine with case study D.1. Done with D.4 D.7 Present a basic understanding of the concept of input processing and output. Link to D.3, C.1-C.5 and R.5-R.7 Link to concept map activity in D.3 Done with D.3 D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Reinforce and extend from the previous grades and terms using different examples and activities. Basic folder and file management and naming conventions. Use Paint to create sprites and backgrounds to import to block-based coding app. Do with Coding and Robotics activities done on the computer. 170 CURRICULUM AND ASSESSMENT POLICY STATEMENT certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance, and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, etc. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and subject. The following tables provide the formal assessment requirements for Coding and Robotics: Table 4-9 Minimum formal assessment requirements for Coding and Robotics Forms of assessment Minimum requirements per term No of tasks per year Weighting Term 1 Term 2 Term 3 Term 4 SBA Tests 1 1 75% Examination 1 1 Practical Tasks 1 1 1 Project 1 Total 2 2 2 2 8 End-of-year examination 25% The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. 4.2 PROBLEM-BASED LEARNING Assessment in Coding and Robotics can be done assessing the learner in action, for example, watching the learner solving the problem without stopping the moment. This can be done using the following strategies: 4.2.1 Individual Problem-based Learning (coding) Problem solving is the process of designing, evaluating, and implementing a strategy to answer question, complete a task or achieve a desired goal. 4.2.1.1 Types of problems In terms of coding, typically, problems could require learners to:  provide missing code instructions (code instructions are provided with some instructions or code elements missing / to be completed or  choose the correct solution from 2-3 options or  work through (trace) / act out code to determine if it is correct and correct if required or  rewrite a set of coding instructions to be more efficient or  compare different solutions to evaluate efficiency or  translate verbal/written instructions to code (e.g. packing arrows)  develop the solution/algorithm (code instructions) themselves using computational thinking and following problem-solving process. The above will depend on the competency the learner needs to demonstrate. Coding problems need to gradually increase in terms of complexity. 4.2.1.2 Assessing problem-based learning (coding) The learner is assigned a problem he/she must solve and in doing so:  needs to understand the problem.  analyses the problem (what is given and what is needed / what is important and what can be ignored - abstraction).  identifies the main steps (abstraction / high level solution).  identifies the detailed steps (decomposition / breaking down the main steps). CAPS CODING AND ROBOTICS 171 certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance, and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, etc. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and subject. The following tables provide the formal assessment requirements for Coding and Robotics: Table 4-9 Minimum formal assessment requirements for Coding and Robotics Forms of assessment Minimum requirements per term No of tasks per year Weighting Term 1 Term 2 Term 3 Term 4 SBA Tests 1 1 75% Examination 1 1 Practical Tasks 1 1 1 Project 1 Total 2 2 2 2 8 End-of-year examination 25% The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. 4.2 PROBLEM-BASED LEARNING Assessment in Coding and Robotics can be done assessing the learner in action, for example, watching the learner solving the problem without stopping the moment. This can be done using the following strategies: 4.2.1 Individual Problem-based Learning (coding) Problem solving is the process of designing, evaluating, and implementing a strategy to answer question, complete a task or achieve a desired goal. 4.2.1.1 Types of problems In terms of coding, typically, problems could require learners to:  provide missing code instructions (code instructions are provided with some instructions or code elements missing / to be completed or  choose the correct solution from 2-3 options or  work through (trace) / act out code to determine if it is correct and correct if required or  rewrite a set of coding instructions to be more efficient or  compare different solutions to evaluate efficiency or  translate verbal/written instructions to code (e.g. packing arrows)  develop the solution/algorithm (code instructions) themselves using computational thinking and following problem-solving process. The above will depend on the competency the learner needs to demonstrate. Coding problems need to gradually increase in terms of complexity. 4.2.1.2 Assessing problem-based learning (coding) The learner is assigned a problem he/she must solve and in doing so:  needs to understand the problem.  analyses the problem (what is given and what is needed / what is important and what can be ignored - abstraction).  identifies the main steps (abstraction / high level solution).  identifies the detailed steps (decomposition / breaking down the main steps).  Identifies patterns to determine the need for using coding structures such as repetition.  implements and tests the solution (algorithm).  debugs the solution if required. Refer to Annexure B for rubric example to assess problem solving. 4.2.2 Cooperative Learning Instead of encouraging learners to compete for grades or achievement, cooperative learning asks them to work together and participate in group learning activities (small groups, e.g. 4 learners), under the guidance of a teacher. Assessing cooperative learning in Intermediate Phase Coding and Robotics Example rubric to assess cooperative learning activity: Defining a robot and its different parts. Refer to Section 2.7.2 for example cooperative learning activity. Refer to Annexure B for rubric example to assess cooperative learning. 4.2.3 Pair Programming Assessing pair programming in Intermediate Phase Coding and Robotics Example rubric to assess cooperative learning activity: Identifying, completing and creating patterns. Refer to Section 2.7.3 for example pair programming learning activity. Refer to Annexure B for rubric example to assess pair programming. 4.3 RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her / his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in several ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the Table below. 172 CURRICULUM AND ASSESSMENT POLICY STATEMENT 4.4 GENERAL This document should be read in conjunction with:  National policy pertaining to the programme and promotion requirements of national Curriculum statement Grades R-12; and  The policy document, National Protocol for Assessment Grades R-12 CAPS CODING AND ROBOTICS 173 4.4 GENERAL This document should be read in conjunction with:  National policy pertaining to the programme and promotion requirements of national Curriculum statement Grades R-12; and  The policy document, National Protocol for Assessment Grades R-12 A.i ANNEXURE A: TERMINOLOGY The following tables provide clarity on some terminology used in the CAPS A.1 CODING Table A-10 Coding - Clarification of concepts and terms Term/Concept Explanation Algorithm An algorithm is a set of logical instructions/commands that a human or computer can execute to solve a specific problem or accomplish a particular task. It is a computational process that uses a finite number of steps (logical instructions or commands), carried out in a specific sequence to solve a problem. Coding Coding is the process of writing instructions that a computer can understand and execute These instructions are written in a programming language, which is a set of rules that define how the instructions should be written. The purpose of coding is to create software programs that can perform specific tasks, such as running a website, playing a video game, or analysing data. Computation In computing, computation refers to any type of arithmetic or non-arithmetic calculation that is well￾defined. It can involve mathematical equations, computer algorithms, and other types of calculations. Computational Thinking It refers to a problem-solving approach that involves breaking down complex problems into smaller, more manageable parts and using algorithms and logical reasoning to solve them. It involves skills such as abstraction, decomposition, pattern recognition, and algorithmic thinking. It is a way of thinking that is used in computer science, but it can also be applied to other fields. In education, computational thinking is used to teach learners how to think logically and solve problems systematically. Conditional (choice/ decision) statement A control structure that selects one alternative from two or more possible execution sequences to be executed Control statement A control structure that is used to modify the order in which instructions are executed such as a loop or conditional statement Event A signal or notification that something has happened. Expression Refers to a combination of one or more values, operators that can be evaluated to produce a result. Input In computing, input refers to the data that is entered into a computer system, such as text, images, or sound, IPO table Input-Processing-Output table describes the inputs processing and outputs of program. Loop statement A control structure that allows a sequence of instructions to be continually repeated until a certain condition is reached Operator Operators are symbols or keywords that represent computations or actions performed on operands. Operators include: Arithmetic operators (+, -, x, /, modulo), comparison operators (=, >, <, ≤, ≥, ≠), Boolean operators OR, AND, NOT, string operators for manipulating strings/text (length, concatenate, indexing) Operators provide the building blocks for creating expressions and performing operations Output In computing, output refers to the result of the processed data that is presented to the user in a usable format. This can be in the form of text, sound, image, or video. Processing In computing, processing refers to the operations performed by the computer to manipulate or analyse the input data. Program A program is a sequence of instructions that a computer can execute to perform a specific task. Trace table In programming, a trace table is a technique used to test an algorithm and predict step by step how the computer will run the algorithm. Statements are executed step by step, and the values of variables change as an assignment statement is executed. A trace table simulates the flow of execution by showing the values of variables at each step of the algorithm. Trace tables are typically used by novice programmers to understand how an algorithm works and to identify errors in the algorithm 2 Variable In programming, a variable is a named storage location that holds a value or data. Variables are essential for storing and manipulating data in computer programs. The values in variables can change during the execution of a program. 174 CURRICULUM AND ASSESSMENT POLICY STATEMENT A.ii A.2 ROBOTICS Table A-11 Robotics - Clarification of concepts and terms Term/Concept Explanation Actuator Refers to a device that converts energy into physical motion, such as rotation or translation. Actuators are often called the muscles of robots, as they enable robots to perform various tasks and interact with the environment Controller Refers to a device that commands, directs, and regulates the behaviour of a robotic system. It takes input signals from the robot’s sensors, processes them based on programmed instructions, and then sends output signals to the robot’s actuators to perform the desired actions. Microcontroller Refer to a type of small computer that can control the functions and behaviour of a robotic system. It generally consists of a processor, memory, input/output ports and other peripherals that can be programmed to perform specific tasks. It can receive data from sensors, process it according to the programmed instructions and send commands to actuators. Robot A robot is a machine that can perform a series of actions automatically, either by being programmed by a computer or by being guided by an external control device. Sensor Refers to a device that can measure or detect some physical property of the environment or the robot itself and convert it into an electrical signal. Examples include light sensor, touch sensor, sound sensor, etc. A.3 DIGITAL CONCEPTS Table A-12 Digital Concepts - Clarification of concepts and terms Term/Concept Explanation Cipher A cipher, also known as an encryption algorithm, is a set of well-defined rules used to transform information into a scrambled form, called ciphertext. It is used to encrypt messages so that they can only be read by someone who knows how to decrypt them. Computing device A general-purpose machine that can execute instructions for any data processing purpose. A computing device can receive input, do something with the input and provide a result or output. Data Raw, unprocessed facts and figures. Decode Reconstructing the original (encoded) information. It involves taking an encoded representation and converting it back into its original form Decrypt The reverse process of encryption, taking ciphertext and using the appropriate key to convert it back into its original, readable plaintext form. Digital Citizen A person who uses the Internet and other digital technology to communicate with other and engage in society. Digital Citizenship The ability to participate in online society. It includes concepts like respecting others' privacy, avoiding cyberbullying, netiquette, digital health and welfare, ability to assess the credibility and reliability of online information, intellectual property, impact and responsibility of online actions and deeds. Digital Footprint The trail of traceable digital activities, actions, contributions, and communications one leaves behind when using the Internet or digital devices. Encode Converting information into a specific format (transforming data or messages into another format) Encrypt The process of transforming readable data (plaintext) into an unreadable, scrambled form (ciphertext) using a cryptographic algorithm (cipher) and a secret key. Hardware The physical building blocks of a computing device or the tangible parts you can see and touch. It includes:  Central Processing Unit (CPU): the component responsible for executing instructions.  Random Access Memory (RAM): Component for temporary storage of programs and data the computing device is currently working with.  Storage devices: E.g. hard drives, solid-state drives (SSDs), for permanent data storage.  Input devices such as keyboard, mouse, screen, microphone mouse, used to interact with the computer.  Output devices such as screen, speakers, printer, etc., used to display and output information. Information Data that has been processed and organised to convey meaning. Information and Communications Technology (ICT) ICT is the use of computing and telecommunication technologies, systems, and tools to facilitate the way information is created, collected, processed, transmitted, accessed and stored CAPS CODING AND ROBOTICS 175 A.ii A.2 ROBOTICS Table A-11 Robotics - Clarification of concepts and terms Term/Concept Explanation Actuator Refers to a device that converts energy into physical motion, such as rotation or translation. Actuators are often called the muscles of robots, as they enable robots to perform various tasks and interact with the environment Controller Refers to a device that commands, directs, and regulates the behaviour of a robotic system. It takes input signals from the robot’s sensors, processes them based on programmed instructions, and then sends output signals to the robot’s actuators to perform the desired actions. Microcontroller Refer to a type of small computer that can control the functions and behaviour of a robotic system. It generally consists of a processor, memory, input/output ports and other peripherals that can be programmed to perform specific tasks. It can receive data from sensors, process it according to the programmed instructions and send commands to actuators. Robot A robot is a machine that can perform a series of actions automatically, either by being programmed by a computer or by being guided by an external control device. Sensor Refers to a device that can measure or detect some physical property of the environment or the robot itself and convert it into an electrical signal. Examples include light sensor, touch sensor, sound sensor, etc. A.3 DIGITAL CONCEPTS Table A-12 Digital Concepts - Clarification of concepts and terms Term/Concept Explanation Cipher A cipher, also known as an encryption algorithm, is a set of well-defined rules used to transform information into a scrambled form, called ciphertext. It is used to encrypt messages so that they can only be read by someone who knows how to decrypt them. Computing device A general-purpose machine that can execute instructions for any data processing purpose. A computing device can receive input, do something with the input and provide a result or output. Data Raw, unprocessed facts and figures. Decode Reconstructing the original (encoded) information. It involves taking an encoded representation and converting it back into its original form Decrypt The reverse process of encryption, taking ciphertext and using the appropriate key to convert it back into its original, readable plaintext form. Digital Citizen A person who uses the Internet and other digital technology to communicate with other and engage in society. Digital Citizenship The ability to participate in online society. It includes concepts like respecting others' privacy, avoiding cyberbullying, netiquette, digital health and welfare, ability to assess the credibility and reliability of online information, intellectual property, impact and responsibility of online actions and deeds. Digital Footprint The trail of traceable digital activities, actions, contributions, and communications one leaves behind when using the Internet or digital devices. Encode Converting information into a specific format (transforming data or messages into another format) Encrypt The process of transforming readable data (plaintext) into an unreadable, scrambled form (ciphertext) using a cryptographic algorithm (cipher) and a secret key. Hardware The physical building blocks of a computing device or the tangible parts you can see and touch. It includes:  Central Processing Unit (CPU): the component responsible for executing instructions.  Random Access Memory (RAM): Component for temporary storage of programs and data the computing device is currently working with.  Storage devices: E.g. hard drives, solid-state drives (SSDs), for permanent data storage.  Input devices such as keyboard, mouse, screen, microphone mouse, used to interact with the computer.  Output devices such as screen, speakers, printer, etc., used to display and output information. Information Data that has been processed and organised to convey meaning. Information and Communications Technology (ICT) ICT is the use of computing and telecommunication technologies, systems, and tools to facilitate the way information is created, collected, processed, transmitted, accessed and stored A.iii Information Technology (IT) IT refers to the use of computer systems to manage, process, protect, and exchange data and information. Input In computing, input refers to the data that is entered into a computer system, such as text, images, or sound. Output In computing, output refers to the result of the processed data that is presented to the user in a usable format. This can be in the form of text, sound, image, or video. Personal information In computing, personal information or personal data is any information or data that can identify a person, from one’s name and address to one’s device identifier and account number. Processing In computing, processing refers to the operations performed by the computer to manipulate or analyse the input data. This includes executing software applications, performing calculations, sorting and filtering data, and running programs. Software The intangible programs and applications (instructions) that give life to the physical components. Examples include:  Operating System (OS) that manages the hardware resources and provides a platform for running other programs. (e.g., Windows, macOS, Linux)  Application software: Specific programs designed for performing tasks like word processing, image editing, games, etc.  Programming languages used to create new software by writing instructions the computer can understand. Technology Encompasses any tool, technique, or process used to solve problems and manipulate our environment. Technology is designed with a purpose of solving problems that meet human needs and wants. It refers to tools, machines, or devices that make our lives easier or better. 176 CURRICULUM AND ASSESSMENT POLICY STATEMENT ANNEXURE B: ASSESSMENT EXAMPLES B.1 COOPERATIVE LEARNING Example rubric to assess cooperative learning activity: Defining a robot and its different parts. Learner name #Definition of robot #Flashcards utilised well. #Drawing illustrates robot *Learner fulfilled role well 1. 2. 3. 4. #Replace with suitable criteria depending on the task/problem *Will remain the same irrespective of task/problem Note: Although all learners in the group get the same mark for the first three criteria, each learner gets an individual mark for the “Learner fulfilled role well” – this is based on how well each learner contributed based on their set role. The teacher can give mark these while learners are completing the activity and hence it should not require much extra time. Each of the aspects listed in the table above, could be assessed using the following example: Aspect assessed Beginning (1) Developing (2) Accomplished (3) Exemplary (4) Definition of concept, e.g. robot Key information is missing (e.g. no parts included) and the definition is unclear and difficult to follow Some key information is included, and the definition is generally clear and easy to follow but may be incomplete or somewhat disorganised. Most of the key information is included (e.g. most of the parts) and it is mostly well￾organised and easy to follow The learner demonstrates full understanding in that the definition is well-organised, complete, and easy to follow. Flashcard utilised well Flashcards are not used effectively Some attempt is made to use the flashcard to explain the concept, but it lacks detail and key information Flashcards are used appropriately to explain the concept and includes most of the key information Flashcards used effectively/innovatively to support a complete explanation of the concept and all key information Drawing illustrates concept, e.g. robot Drawing attempts to convey the concept, but the drawing is incomplete and/or difficult to interpret Drawing includes some relevant details that may not all be accurate and conveys the concept but lack detail Drawing includes most of the relevant and accurate details that appropriately convey the concept drawing includes rich, and accurate details that effectively convey the concept. Learner fulfilled role well Learner does not understand his/her role and makes no contribution or unrelated contributions Shares ideas or tries to fulfil her/his role, but does not work with group and most of the contributions are unrelated Tries to understand his/her role and mostly makes relevant contributions. Can work on her/his part and take part in the group Generates ideas and builds upon other’s ideas to develop a larger plan. Works independently to do his/her part and is invested in the other group members (e.g. helps when needed, cares about the group product) CAPS CODING AND ROBOTICS 177 ANNEXURE B: ASSESSMENT EXAMPLES B.1 COOPERATIVE LEARNING Example rubric to assess cooperative learning activity: Defining a robot and its different parts. Learner name #Definition of robot #Flashcards utilised well. #Drawing illustrates robot *Learner fulfilled role well 1. 2. 3. 4. #Replace with suitable criteria depending on the task/problem *Will remain the same irrespective of task/problem Note: Although all learners in the group get the same mark for the first three criteria, each learner gets an individual mark for the “Learner fulfilled role well” – this is based on how well each learner contributed based on their set role. The teacher can give mark these while learners are completing the activity and hence it should not require much extra time. Each of the aspects listed in the table above, could be assessed using the following example: Aspect assessed Beginning (1) Developing (2) Accomplished (3) Exemplary (4) Definition of concept, e.g. robot Key information is missing (e.g. no parts included) and the definition is unclear and difficult to follow Some key information is included, and the definition is generally clear and easy to follow but may be incomplete or somewhat disorganised. Most of the key information is included (e.g. most of the parts) and it is mostly well￾organised and easy to follow The learner demonstrates full understanding in that the definition is well-organised, complete, and easy to follow. Flashcard utilised well Flashcards are not used effectively Some attempt is made to use the flashcard to explain the concept, but it lacks detail and key information Flashcards are used appropriately to explain the concept and includes most of the key information Flashcards used effectively/innovatively to support a complete explanation of the concept and all key information Drawing illustrates concept, e.g. robot Drawing attempts to convey the concept, but the drawing is incomplete and/or difficult to interpret Drawing includes some relevant details that may not all be accurate and conveys the concept but lack detail Drawing includes most of the relevant and accurate details that appropriately convey the concept drawing includes rich, and accurate details that effectively convey the concept. Learner fulfilled role well Learner does not understand his/her role and makes no contribution or unrelated contributions Shares ideas or tries to fulfil her/his role, but does not work with group and most of the contributions are unrelated Tries to understand his/her role and mostly makes relevant contributions. Can work on her/his part and take part in the group Generates ideas and builds upon other’s ideas to develop a larger plan. Works independently to do his/her part and is invested in the other group members (e.g. helps when needed, cares about the group product) B.2 PAIR PROGRAMMING /COMPLETING A TASK IN PAIRS Example rubric to assess pair programming activity: Identifying, completing and creating patterns. Learner name #Concept1 #Concept2 #Concept2 *Learner fulfilled role well 1. 2. #Replace with suitable criteria depending on the task/problem *Will remain the same irrespective of task/problem Note: Although both learners get the same mark for the first three criteria, each learner gets an individual mark for the “Learner fulfilled role well” – this is based on how well each learner contributed based on their set role. The teacher can give most of these marks while learners are completing the activity and hence it should not require much extra time. Each of the aspects listed in the table above, must be assessed using a rubric: B.3 DESIGN THINKING A process that emphasizes creativity, experimentation, and iteration to arrive at the best solution that meets user needs. Competencies Beginning (1) Developing (2) Accomplished (3) Exemplary (4) Inspiration: Learner applies creative thinking to create a product or complete a task  Demonstrates limited creative thinking and understanding of the problem or task  Applies creative thinking to understand the problem or task and identifies some opportunities for innovation  Applies creative thinking effectively to gain a deeper understanding of the problem or task and identifies significant opportunities for innovation.  Demonstrates exceptional creative thinking and in-depth understanding of the problem or task, uncovering unique insights and opportunities for innovation Ideation: Learner can create own ideas to create a product or completing a task.  Unsure about what is expected so any idea is scattered or unfocused and ideas do not clearly connect to the problem or task.  Generally, mimics ideas from others (rather than creating new ideas) that are related to the problem or task.  Creates new ideas that include enough detail and that are directly related to the problem or task.  Creates many clear ideas by considering lots of possibilities that focuses on key information and fully addresses the problem or task Implementation: Learner can use best ideas to create a product or complete a task.  Creates a product or performance, but the product has limited functionality or detail and does not clearly address the problem, or the product is not useful.  Creates a product or performance with some functionality that is somehow related to the challenge or problem.  Uses ideas to create a product or performance with good functionality that is directly related to the problem or task.  Creates clear ideas to create a product or performance with precision and full functionality and that fully addresses the problem or task. Testing & Improving  Provides minimal or no feedback and does not reflect on the quality to consider improvements or iterations  Collects some feedback and reflects somewhat on the quality for considering minor improvements or iterations  Collects thorough feedback, reflects accurately on the quality to inform improvements, and iterates on the solution  Collects extensive feedback, conducts rigorous testing, and iterates on the design or solution based on feedback, leading to transformative improvements. Note: All rubrics serve as examples only and may be adapted 178 CURRICULUM AND ASSESSMENT POLICY STATEMENT ANNEXURE C: TEACHING RESOURCES C1 KWLS CHART The KWLS chart is a learning strategy that helps learners engage with a topic in a structured and reflective manner. The chart helps learners organize their thoughts and track their progress as they explore a particular topic or concept. The KWLS chart is a valuable tool for learners of all ages and levels of education. It promotes active engagement with the learning material, fosters critical thinking and inquiry, and supports metacognitive skills development. By using the KWLS chart, learners become more self-directed and aware of their learning process, leading to a more enriched and effective learning experience. - What I Know: In this section, learners write down what they already know about the topic. This step helps them activate their prior knowledge and make connections with the new information they are about to encounter. Identifying what they already know also helps learners build a foundation for further learning and enables them to understand how the new information fits into their existing knowledge framework. - What I Want to Know: In this part, learners jot down questions or areas of interest they have about the topic. These are the aspects they hope to learn more about or understand better as they engage with the subject matter. This step encourages curiosity and sets the stage for active exploration. By noting down their questions, learners become more focused and motivated to seek answers and engage with the learning materials more critically. - What I Have Learned: As learners progress through their learning journey, they record the new information, insights, and understanding gained about the topic. This section allows learners to summarise and consolidate their learning experiences. It reinforces the concepts they have grasped and helps them reflect on the new knowledge acquired. Reflecting on what has been learned enhances comprehension and retention of the material. - What I Still Want to Learn: In the last section, learners identify any remaining questions, uncertainties, or areas they would like to explore further. Even after learning a considerable amount about the topic, learners may realize that some aspects still require clarification or deeper investigation. This step encourages a growth mindset, as learners recognize that learning is an ongoing process, and there is always more to discover. K • What I know W • What I want to know L • What I have learned S • What I still want to know K W L S CAPS CODING AND ROBOTICS 179 ANNEXURE C: TEACHING RESOURCES C1 KWLS CHART The KWLS chart is a learning strategy that helps learners engage with a topic in a structured and reflective manner. The chart helps learners organize their thoughts and track their progress as they explore a particular topic or concept. The KWLS chart is a valuable tool for learners of all ages and levels of education. It promotes active engagement with the learning material, fosters critical thinking and inquiry, and supports metacognitive skills development. By using the KWLS chart, learners become more self-directed and aware of their learning process, leading to a more enriched and effective learning experience. - What I Know: In this section, learners write down what they already know about the topic. This step helps them activate their prior knowledge and make connections with the new information they are about to encounter. Identifying what they already know also helps learners build a foundation for further learning and enables them to understand how the new information fits into their existing knowledge framework. - What I Want to Know: In this part, learners jot down questions or areas of interest they have about the topic. These are the aspects they hope to learn more about or understand better as they engage with the subject matter. This step encourages curiosity and sets the stage for active exploration. By noting down their questions, learners become more focused and motivated to seek answers and engage with the learning materials more critically. - What I Have Learned: As learners progress through their learning journey, they record the new information, insights, and understanding gained about the topic. This section allows learners to summarise and consolidate their learning experiences. It reinforces the concepts they have grasped and helps them reflect on the new knowledge acquired. Reflecting on what has been learned enhances comprehension and retention of the material. - What I Still Want to Learn: In the last section, learners identify any remaining questions, uncertainties, or areas they would like to explore further. Even after learning a considerable amount about the topic, learners may realize that some aspects still require clarification or deeper investigation. This step encourages a growth mindset, as learners recognize that learning is an ongoing process, and there is always more to discover. K • What I know W • What I want to know L • What I have learned S • What I still want to know K W L S C2 CONCEPT MAPS A concept map is a diagram that shows the relationships between different ideas. This helps you understand how they’re connected. Every concept map — whether it’s simple or complex — is made up of two key elements:  CONCEPTS: These are typically represented by circles, ovals, or boxes and are called “nodes.”  RELATIONSHIPS: These are represented by arrows that connect the concepts, and the arrows often include a connecting word or verb (but they don’t have to). These arrows are called “cross-links.” Example of a simple high-level concept map for understanding robots Other resources to be considered: https://www.teachwithict.com/ http://code-it.co.uk/gold/ https://sites.google.com/gshare.blackgold.ca/blackgoldmicrobit/microbit https://www.instructables.com/ https://www.101computing.net/bbc-microbit-counter-using-a-7-segment-display/ https://www.robotique.tech/type/microbit/     AFRIKAANS HUISTAAL Kurrikulum- en assesseringsbeleidsverklaring Intermediêre fase Graad 4-6 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 4-6 AFRIKAANS HUISTAAL AFRIKAANS HUISTAAL GRAAD 4-6 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education ISBN: 978-1-4315-0456-5 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works AFRIKAANS HUISTAAL GRAAD 4-6 KABV FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION AFRIKAANS HUISTAAL GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS HUISTAAL GRAAD 4-6 KABV 1 INHOUD AFDELING 1: NASIONALE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING ................. 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10-12............................................................................................................................................ 7 AFDELING 2: INLEIDING TOT HUISTAAL............................................................................................... 8 2.1 Tale in die kurrikulum- en assesseringsbeleidsverklaring.......................................................................... 8 2.1.1 Taalvlakke ............................................................................................................................................... 8 2.1.2 Die Taalvaardighede ............................................................................................................................... 9 2.1.3 Taalonderrigbenaderings....................................................................................................................... 12 2.2 Tydstoekenning vir Huistaal in die kurrikulum........................................................................................... 13 2.3 Leer- en onderrigmateriaal........................................................................................................................... 14 AFDELING 3: INHOUD EN ONDERRIGPLANNE VIR TAALVAARDIGHEDE ....................................... 16 3.1 Oorsig van vaardighede, inhoud en strategieë .......................................................................................... 16 3.2 Verspreiding van tekste vanaf graad 4 tot graad 6 .................................................................................... 22 3.3 Lengte van tekste vir Huistaal...................................................................................................................... 30 3.4 Taalstrukture en -konvensies....................................................................................................................... 32 AFRIKAANS HUISTAAL GRAAD 4-6 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN HUISTAAL......................................................................................... 86 4.1 Inleiding.......................................................................................................................................................... 86 4.2 Informele of daaglikse assessering............................................................................................................. 87 4.3 Formele assessering..................................................................................................................................... 87 4.4 Die formele assesseringsprogram .............................................................................................................. 90 4.5 Optekening en rapportering....................................................................................................................... 100 4.6 Moderering van assessering...................................................................................................................... 100 4.7 Algemeen ..................................................................................................................................................... 101 WOORDELYS ........................................................................................................................................ 102 AFRIKAANS HUISTAAL GRAAD 4-6 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 7 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; AFRIKAANS HUISTAAL GRAAD 4-6 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleids￾verklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid-Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en niekritiese leer van gegewe waarhede; AFRIKAANS HUISTAAL GRAAD 4-6 KABV 5 • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die National Curriculum Statement Grades R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die National Curriculum Statement Grades R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld is n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). AFRIKAANS HUISTAAL GRAAD 4-6 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 AFRIKAANS HUISTAAL GRAAD 4-6 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onder￾hewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. AFRIKAANS HUISTAAL GRAAD 4-6 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: INLEIDING TOT HUISTAAL IN DIE INTERMEDIÊRE FASE 2.1 TALE IN DIE NASIONALE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING Taal is ’n instrument vir denke en kommunikasie. Dit is ook ‘n kulturele en estetiese middel wat mense deel om beter sin te maak van die wêreld waarin hulle leef. Die doeltreffende gebruik van taal stel leerders in staat om kennis te verwerf, hulle identiteit, gevoelens en idees uit te druk, in interaksie te tree met ander en om hul eie leefwêrelde te bestuur. Dit voorsien leerders ook van ’n ryk, kragtige en diepgewortelde stel beelde en idees wat hulle kan gebruik om hulle wêreld te verander en te verbeter. Deur taal word uitdrukking gegee aan kulturele diversiteit en word sosiale verhoudings opgebou en aangeknoop. Juis deur taal word hierdie verhoudings aangepas, verbreed en verfyn. 2.1.1 Taalvlakke Taalonderrig in die Intermediêre Fase sluit al die amptelike tale in Suid-Afrika in, naamlik Afrikaans, Engels, isiNdebele, isiXhosa, isiZulu, Sesotho, Sepedi (Sesotho sa Leboa), Setswana, siSwati, Tshivenda en Xitsonga – asook Gebaretaal en Nie-Amptelike Tale. Hierdie tale kan op verskillende vlakke aangebied word. Huistaal is die taal wat leerders eerste aanleer, terwyl Huistaal die taal is wat bykomend tot die Huistaal geleer word. Baie Suid-Afrikaanse skole bied twee tale op huistaalvlak aan, maar dit kan gebeur dat hierdie tale nie die huistaal van sommige of al die ingeskrewe leerders is nie. Dit beteken dat die name Huistaal en Tweede Addisionele Taal verwys na die vaardigheidsvlak waarop die tale aangebied word en nie na die moedertaal (Huistaal) of verworwe taal (soos in die addisionele tale) nie. Vir die doel van hierdie beleidsdokument verwys Huistaal dus na die onderrigvlak waarop dit aangebied word en nie na die taal op sigself nie. Huistaalvlak maak voorsiening vir taalvaardighede wat basiese interpersoonlike kommunikasievaardighede en kognitiewe akademiese vaardighede reflekteer. Basiese interpersoonlike kommunikasievaardighede word benodig in sosiale situasies en kognitiewe akademiese vaardighede is nodig vir leer oor die kurrikulum heen. Klem word op die onderrig van luister-, praat-, lees- en skryfvaardighede gelê. Hierdie vlak bevorder leerders se literêre, estetiese en verbeeldingryke bevoegdhede sodat hulle oor die vermoëns beskik om hulle leefwêrelde te herskep, beter te begryp en hul verbeelding te gebruik. Vanaf Graad 7 word minder klem op die onderrig van luister- en praatvaardighede en meer klem op die onderrig van lees- en skryfvaardighede geplaas. Die Eerste Addisionele Taal-vlak verwys na 'n taal wat nie 'n leerder se moedertaal is nie, maar wat gebruik word vir kommunikatiewe funksies in die gemeenskap, te wete, as medium vir onderrig en leer. Die kurrikulum bied sterk ondersteuning aan leerders wat Huistaal as die taal vir onderrig en leer wil gebruik. Teen die einde van Graad 9 sal hierdie leerders daartoe in staat wees om hul huistaal en hul eerste addisionele taal ewe effektief en met selfvertroue vir ’n verskeidenheid doeleindes – wat leer insluit – te gebruik. In Suid-Afrika neem baie leerders hul Huistaal as die onderrigtaal in Graad 4. Die Eerste Addisionele Taal-vlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Die kurrikulum in die eerste skooljare het ten doel om die leerder se vermoë om die taal te praat en te verstaan, te ontwikkel – basiese interpersoonlike kommunikasievaardighede. In Graad 2 en 3 begin leerders om geletterdheid te ontwikkel op grond van hulle mondelinge taalverwerwing. Hulle gebruik ook geletterdheidsvaardighede wat hulle alreeds in die Huistaal geleer het. In die Intermediêre en Senior Fase hou die leerders aan om hul luister, praat, lees en skryfvaardighede te versterk. Op hierdie stadium leer die meeste van hulle deur die medium van die Eerste Addisionele Taal. Groter klem word AFRIKAANS HUISTAAL GRAAD 4-6 KABV 9 geplaas op denke en beredenering. Dit stel die leerders in staat om hul kognitiewe en akademiese vaardighede te ontwikkel. Hulle gaan ook in groter diepte om met literêre tekste en begin om estetiese en kreatiewe vermoëns in hul Addisionele taal te ontwikkel. Teen die tyd dat leerders in Senior Fase kom, behoort hulle redelik bedrewe in hul Huistaal te wees ten opsigte van sowel interpersoonlike as kognitiewe akademiese vaardighede. In werklikheid kan baie leerders in hierdie stadium egter steeds nie goed in hul addisionele taal kommunikeer nie. Die uitdaging in die Intermediêre Fase is dus om hierdie leerders te ondersteun en om terselfdertyd 'n kurrikulum te voorsien wat leerders in staat stel om aan die vereiste standaard van die daaropvolgende grade te voldoen. Hierdie standaarde moet sodanig wees dat leerders hul addisionele taal op ‘n hoë vlak kan gebruik om hulle voor te berei vir verdere of hoër onderwys of vir die wêreld van werk. Om hierdie rede moet die kognitiewe vlak van die Huistaal sodanig wees dat dit as taal vir onderrig en leer gebruik kan word. Luister-, praat- en taalgebruiksvaardighede sal verder ontwikkel en verfyn word in die Intermediêre Fase sowel as om doe leerders se lees- en skryfvaardighede te ontwikkel. 2.1.2 Die taalvaardighede Die Huistaalkurrikulum word volgens die volgende vaardighede gestruktureer. 1 Luister en Praat 2 Lees en Kyk 3 Skryf en Aanbied 4 Taalstrukture en -konvensies Luister en Praat Luister en praat is die middelpunt van leer in alle vakke. Deur effektiewe luister- en praatstrategieë kan leerders inligting insamel en sintetiseer, kennis opbou, probleme oplos, idees uitdruk en menings uitspreek. Kritiese luistervaardighede stel leerders in staat om waardes en houdings in tekste te herken, en manipulerende taal waar te neem en aan te spreek. Huistaal-leerders in die Intermediêre Fase gebruik luister- en praatvaardighede om menings uit te spreek en oor betekenis te onderhandel. Leerders bou voort op die vaardighede wat hulle in die grondslagfase ontwikkel het deur volgehoue gesprekke, besprekings en kort mondelinge aanbiedinge te lewer. Leerders se gesproke taal benodig nog baie ondersteuning in hierdie fase (byvoorbeeld, modellering en ondersteuning deur middel van woordeskat en sinsrame). Die onderwyser moet seker maak dat geleenthede geskep word waar die leerders Afrikaans kan praat. Alle leerders vorder nie teen dieselfde tempo nie, daarom moet die onderwyser hom of haar op praatgeleenthede toespits (byvoorbeeld deur die tipe vrae wat gevra word) wat op die leerders se vlak is. Soos leerders deur die grade beweeg, word daar van hulle verwag om meer te praat en langer verduidelikings te gee. Leerders sal voortbou op die tekstipes wat in die grondslagfase bekend gestel is (byvoorbeeld stories, persoonlike vertellings en instruksies) en nuwe tekstipes sal nou aan hulle voorgestel word, byvoorbeeld, feitelike verslae, verskillende literêre genres, mondelinge verslae en kort praatjies. Daaglikse, kort luister- en praataktiwiteite, asook langer, gefokusde aktiwiteite moet gedurende die week by die onderrigtyd ingesluit word. AFRIKAANS HUISTAAL GRAAD 4-6 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Lees en Kyk Goedontwikkelde leesvaardighede is oor die hele kurrikulum belangrik vir suksesvolle leer, asook vir volle deelname in die gemeenskap en binne die werksopset. Leerders ontwikkel leesvaardighede en soek inligting in 'n wye reeks literêre en nieliterêre tekste, insluitend visuele tekste. Leerders herken en besef hoe genre en register die doel uitbeeld. Deur klaslees en onafhanklike lees word leerders kritiese en kreatiewe denkers. In die Intermediêre Fase word daar op die grondslag wat in graad R – 3 gelê is, voortgebou. Gedeelde lees kan aan die begin van graad 4 gebruik word om leerders in hierdie fase te lei. Hierdie metode kan gebruik word indien die onderwyser gepaste Grootboeke op hierdie vlak het en dit as alternatief vir storievertelling kan dien. Indien Grootboeke wat vir hierdie vlak geskik is, nie beskikbaar is nie, kan tekste van handboeke of ander leesboeke gebruik word. Metodes soos lees saam met die hele klas, en lees vir die hele klas kan ook gebruik word. Gebruik groepsbegeleide lees, selfstandig lees en lees in pare as metodes waarmee leerders geleidelik aangespoor kan word om meer selfstandig te lees. Selfstandige lees wat in die onderrigplanne gestipuleer word, moet in die tyd wat vir lees toegeken is, geakkommodeer word. Moedig leerders aan om in hul vrye tyd boeke van hul eie keuse selfstandig te lees. Onderwysers moet ook 'n verskeidendheid leesbegripsaktiwiteite opstel om seker te maak dat leerders verstaan wat hulle lees. Die leesproses Die leesproses bestaan uit 'n pre-lees, gedurende lees en ‘n post-leesstadium. Aktiwiteite wat leerders kan uitvoer, kan soos volg opgesom word: Pre-lees • Aktiveer bestaande kennis. • Stel vas wie die bron, die skrywer en wat die publikasiedatum is. • Lees die eerste en laaste paragrawe van ‘n afdeling. • Maak voorspellings oor onder andere die inhoud en tema. Gedurende lees • Neem ruspouses om begrip te toets en idees te laat insink. • Vergelyk die inhoud met wat afgelei is. • Maak gebruik van die inhoud om waar moontlik die betekenis van onbekende woorde vas te stel, anders kan 'n woordeboek gebruik word. • Visualiseer wat gelees word. • Leerders moet aanhou lees al verstaan hulle nie sekere dele nie. • Leerders lees gedeeltes weer oor indien hulle dit glad nie verstaan nie. Lees dele hardop en teen 'n stadiger tempo indien inhoud verwarrend is. AFRIKAANS HUISTAAL GRAAD 4-6 KABV 11 • Vra 'n maat om te help om moeilike gedeeltes te verstaan. • Maak leesmerke en maak notas van hoofpunte. • Lewer verslag oor wat gelees is. Post-lees • Ontwerp’n grafiese voorstelling of wys hoofgedagtes uit en maak 'n paar ondersteunende notas om spesifieke inligting later te herroep. • Maak afleidings. • Maak 'n opsomming om hoofgedagtes te kan herroep. • Leerders dink na oor die onderwerp en stel nuwe vrae daaroor saam. • Leerders vra vrae om vas te stel of hulle hul doel bereik het. • Leerders stel vas of hulle die teks verstaan. • Evalueer die teks vir vooroordeel of partydigheid, asook die gehalte daarvan. • Leerders verbreed hul denke – gebruik idees wat in die teks voorkom. Skryf en aanbied Skryf is 'n kragtige instrument vir kommunikasie wat leerders toelaat om gedagtes en idees uit te bou en duidelik daaroor te kommunikeer. Gereelde skriftelike aktiwiteite oor 'n verskeidenheid tekste, take en vakke, stel leerders in staat om funksioneel en kreatief te kommunikeer. Die doel is om vaardige, gebalanseerde skrywers te kweek wat in staat sal wees om hul vaardighede verder te ontwikkel en gepaste skriftelike aanbiedinge, visuele en multimedia tekste vir 'n verskeidenheid prosesse te lewer. In die Intermediêre Fase het Eerste Addisionele Taal-leerders sorgvuldige ondersteuning en leiding nodig om die vaardigheid te ontwikkel om gepaste geskrewe tekste te skep. Skryf is belangrik omdat dit leerders dwing om oor grammatika en spelling na te dink. Leerders word dus aangemoedig om die taal te prosesseer en akkuraatheid te bevorder. Leerders leer om 'n wye keuse van kreatiewe en inligtingstekste te skryf deur die aanvanklike gebruik van skryframe as ondersteuning, en sal geleidelik leer om spesifieke tekstipes selfstandig te skryf. Die skryfproses kom dus tot sy reg in goedgeorganiseerde, grammatikaal korrekte skryftekste. Benadering tot die skryfproses Skryf en beplanning van tekste is 'n proses wat uit die volgende stappe bestaan: (a) Pre-skryf / beplanning (b) Skryf 'n konsep (c) Hersiening (d) Proeflees / redigering (e) Aanbieding AFRIKAANS HUISTAAL GRAAD 4-6 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Leerders moet geleenthede gebied word om hierdie prosesse in te oefen. • Besluit op die doel van die teks en vir wie dit beplan word. • Verkry idees uit 'n dinkskrum of deur van geheuekaarte en vloeidiagramme gebruik te maak. • Raadpleeg relevante bronne, kies relevante inligting en organiseer idees. • Skryf 'n eerste konsep wat die doel, gehoor, onderwerp en teksstrukture in ag neem. • Lees die konsep krities en kry terugvoering van ander (klasmaats of die onderwyser). • Redigeer en proeflees die konsep. • Lewer 'n netjiese, leesbare, geredigeerde finale weergawe van jou skryfwerk. Taalstukture en –konvensies Goeie woordeskat- en grammatikale kennis lê die grondslag vir vaardigheids-ontwikkeling (luister, praat, lees en skryf) in Eerste Addisionele Taal. Leerders in die Intermediêre Fase bou voort op die grondslag wat in graad R – 3 gelê is. Leerders ondersoek die gebruik van taal, en ontwikkel 'n gedeelde taal vir praat oor taal (metataal), sodat hulle hul eie teks en dié van ander krities kan evalueer ten opsigte van betekenis (van woord- en sinsvlakke tot die hele teks), en om die verband tussen die konteks en die teks te bepaal. Deur interaksie met 'n verskeidenheid tekste, verbreed leerders hul woordeskat en hul begrip van taalstrukture en konvensies. Daar word verwag dat taalstrukture en -konvensies binne konteks aangeleer moet word, net soos wat ander taalvaardighede aangeleer en ontwikkel word. In die Intermediêre Fase word dertig minute vir formele instruksies, en vir oefening in taalstruktuur en -konvensies gebruik. Die onderrigplanne bestaan uit 'n lys taalitems wat in elke graad gedek moet word. Wanneer luister- en leestekste vir elke tweeweeksiklus gekies word, moet seker gemaak word die tekste bevat sekere van die taalitems wat in daardie kwartaal behandel moet word. Aktiwiteite wat vir die teks beplan word, moet leerders in staat stel om hierdie items binne konteks te gebruik. Leerders sal ook met die skryf van tekste sekere van hierdie taalitems insluit. Ondersteun leerders om gepaste en korrekte taalstrukture te gebruik. Die onderwyser kan sekere taalstrukture waarmee leerders probleme ondervind, insluit by formele aktiwiteite sodat leerders dit kan inoefen (tydens die dertig minute per week wat daarvoor toegewys is). 2.1.3 Benaderings tot taalonderrig Die benaderings tot taalonderrig is teksgebaseerd, kommunikatief, geïntegreerd en prosesgeoriënteerd. Die teksgebaseerde en kommunikatiewe benaderings is beide afhanklik van die voortdurende gebruik en produsering van tekste. ’n Teksgebaseerde benadering stel leerders in staat om vaardige, vrymoedige en kritiese lesers, skrywers en ontwerpers van en kykers na tekste te word. Dit sluit die luister en kyk na, en lees en ontleding van tekste in om te verstaan hoe dit saamgestel is en watter effekte dit het. Deur hierdie kritiese interaksie ontwikkel leerders die vermoë om tekste te evalueer. Die teksgebaseerde benadering sluit ook die produsering van verskillende tekste vir spesifieke doelstellings en teikengroepe in. ’n Begrip van die manier waarop tekste saamgestel word, rugsteun hierdie benadering. AFRIKAANS HUISTAAL GRAAD 4-6 KABV 13 Die kommunikatiewe benadering beteken dat ’n leerder baie en ryke blootstelling aan die teikentaal moet kry. Om dit te bereik moet leerders vele geleenthede gebied word om taal te gebruik en te oefen vir sosiale en praktiese doeleindes. Taalaanleer moet in die klaskamer oorgedra word waar lees en kyk sowel as skryf en aanbied aangeleer moet word deur baie te lees en om te skryf deur baie te skryf. Taalonderrig gebeur op 'n geïntegreerde wyse waar die onderwyser goeie praktyke modelleer, die leerders die gepaste vaardighede in groepe inoefen voordat die leerders hierdie vaardighede op hul eie toepas. Die struktuur van die les moet sodanig wees dat die hele klas eers betrek moet word, daarna in goepe oefen voordat hulle die vaardighede indivudueel toepas. Die terme wat gebruik word is Luister en Praat, Gedeelde Lees en Skryf, Groep, Begeleide en Onafhanklike Lees en Skryf. 2.2 TYDSTOEKENNING Die onderrigtyd vir Huistaal is 6 uur per week. Alle taalinhoud word binne 'n tweeweeksiklus (12 uur) onderrig. Roosters behoort vir dubbelperiodes per week voorsiening te maak. In 'n tweeweeksiklus word die volgende tydstoekenning vir die verskillende taalvaardighede voorgestel. Vaardighede Tydstoekenning per tweeweeksiklus (uur) Graad 4 Graad 5 Graad 6 Luister en praat 2 Lees en kyk 5 Skryf en aanbied 4 Taalstrukture en -konvensies 1 Taalstrukture en -konvensies word binne die tydstoekenning van die vaardighede wat hierbo genoem is, geïntegreer. Daar is ook tyd toegeken vir formele inoefening van taalstrukture. Denke en beredenering is geïntegreer met die vaardighede en strategieë wat vereis word vir Luister en Praat, Lees en Kyk en vir Skryf en aanbied. AFRIKAANS HUISTAAL GRAAD 4-6 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Voorstelle vir onderrigtye per week Die tabel hieronder gee 'n aanduiding van hoe onderrigtye vir die verskillende taalvaardighede toegeken kan word. Die onderrig van taalvaardighede moet doelgerig (planmatig) regdeur die tweeweeksiklus onderrig word. Tyd Maandag Dinsdag Woensdag Donderdag Vrydag 1 uur Gedeelde lees (vir luisterdoeleindes) Gedeelde skryf – om 'n skryfraam te ontwikkel Gedeelde lees ('n nuwe teks of die voortsetting van 'n teks wat voorheen gelees is) Gedeelde skryf – besin oor progressie en besondere vaardighede Gedeelde lees ('n nuwe teks of die voortsetting van 'n teks wat voorheen gelees is) Bespreking van die teks met gebruik van gepaste taalstrukture (praat) Groep- en begeleide skryf Bespreking van die teks met gebruik van gepaste taalstrukture (praat) Groep en begeleide skryf; maat- en / of onderwyserhersiening van beplanning en skryf Bespreking van die teks met gebruik van gepaste taalstrukture (praat) Groepbegeleide lees (insluitend individuele hardoplees) Groepbegeleide groep (insluitend individuele hardoplees) Leesbegrip (elke tweede week) aan die hand van dieselfde tekstipe Besinning oor selfstandige leeswerk Besinning oor selfstandige leeswerk 30 minute Selfstandige skryf Selfstandige skryf 2.3 ONDERRIG- EN LEERMATERIAAL Leerders behoort in Graad 4 – 6 die volgende bronne vir Huistaal te hê. Graad 4 – 6 Kernmateriaal Goedgekeurde taalhandboek √ Woordeboek √ Literatuur Kortverhale √ Novelle / Jeugverhale √ Dramas √ Gedigte √ Mediamateriaal Koerante √ Tydskrifte √ AFRIKAANS HUISTAAL GRAAD 4-6 KABV 15 Huistaal onderwysers behoort die volgende te hê: (a) Die Kurrikulum- en Assesseringsbeleidsverklaring (b) Die Taal in Onderrig-beleid (c) Die goedgekeurde taalhandboeke vir gebruik deur leerders en aanvullende taalhandboeke vir naslaandoeleindes (d) Woordeboeke (eentalig, tweetalig, veeltalig, tesourusse, ensiklopedieë) (e) Voorgeskrewe letterkundige genres (f) 'n Verskeidenheid koerante, tydskrifte en brosjures (g) Toegang tot oudiovisuele hulpmiddels vir gebruik in die klaskamer Klaskamer hulpbronne a) 'n Reeks tekste om voorsiening te maak vir verskillende leesvlakke bv 'n versameling leesreekse met gnoegsame kopieë vir elke vlak in die klas. b) 'n Versameling van media materiaal: Koerante, tydskrifte, brosjures, advertensies, plakkate kennisgewings ens. c) Audio/visuele hulpmiddels AFRIKAANS HUISTAAL GRAAD 4-6 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 3: INHOUD EN ONDERRIGPLANNE VIR TAALVAARDIGHEDE 3.1 OORSIG VAN VAARDIGHEDE, INHOUD EN STRATEGIEË Die volgende is 'n oorsig van die inhoud, vaardighede en strategieë wat in die onderrigplanne gebruik is. Tabel van inhoud, vaardighede en strategieë Graad 4 – 6 Vaardighede Inhoud Strategieë en subvaardighede Luister en praat Luisterbegrip Verskillende vorme van mondelinge kommunikasie: • Gesprek • Aanwysings en instruksies • Storievertelling • Rolspel • Groepbespreking • Kort praatjies • Kort gedigte en rympies • Taalspeletjies Luisterbegrip • Vind hoof- en ondersteunende idees deur die maak van notas, kontrolelyste, opsommings, oorvertelling, verduidelikings • Verduidelik vrae • Kommunikasie vir sosiale doeleindes • Die inisiëring en instandhouding van gesprekke • Beurtnemingskonvensies • Aanmoediging in die gebruik van die addisionele taal Kort voorbereide en onvoorbereide praatjies • Navorsing • Samehangende organisering van inligting • Die keuse en ontwikkeling van hoofgedagtes en ondersteunende idees met voorbeelde • Korrekte formaat, woordeskat, taal en konvensies • Stemtoon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare • Effektiewe inleiding en slot • Gebruik van gepaste visuele, oudio- en / of oudiovisuele hulpmiddels, soos kaarte, plakkate, prente AFRIKAANS HUISTAAL GRAAD 4-6 KABV 17 Lees en kyk Aanbevole tekstipes • Stories, byvoorbeeld kontemporêre, realistiese fiksie, tradisionele stories (mites en legendes, volksverhale, fabels), avontuurverhale, wetenskapfiksie, biografieë, historiese fiksie • Poësie • Inligtingstekste, byvoorbeeld prosedures, feitelike verslae, inligtingsverslae • Sosiale tekste, byvoorbeeld uitnodigings, groetekaartjies, briewe • Mediatekste soos advertensies, koerantberigte, tydskrifartikels, kennisgewings, pamflette Lees- en kykstrategieë • Visuele geletterdheid: reklame (plakkate, pamflette, advertensies), spotprente, strokies, diagramme / grafieke / tabelle / kaarte • Begrip • Voorbereide en onvoorbereide hardoplees Lees en kyk Gebruik pre-lees-, lees- en post-leesstrategieë om die volgende te doen: • Die teks te verstaan • Kritiese lees van die teks (leesbegrip) te bevorder • Selfstandige lees te demonstreer (lees wyd vir die genot, inligting en vir leer) • Stel leerders bekend aan die volgende: • Tekskenmerke – titels, illustrasies, grafieke, kaarte, diagramme, opskrifte, subopskrifte, nommers, onderskrifte, formaat, byvoorbeeld koerantkolomme, ensovoorts. • Teksstrukture – lyste, volgorde, beskrywings, prosedures, belangrikste idees en ondersteunende idees, verhalende tekste, volgorde • Dele van 'n boek – die titelbladsy, inhoudsopgawe, hoofstukke, glossarium, indeks, ensovoorts. Lees- en kykstrategieë • Vluglees en soeklees vir die hoofgedagtes • Aandagtige lees vir ondersteunende besonderhede • Afleiding van betekenis van onbekende woorde en beelde deur die gebruik van woordaanpakvaardighede en kontekstuele leidrade • Herlees • Die maak van notas (hoof- en ondersteunende idees) • Puntsgewyse opsomming van hoof- en ondersteunende idees volgens verlangde lengte • Verduideliking • Gevolgtrekkings maak • Verduidelik die skrywer se perspektief / standpunt • Maak gevolgtrekkings / lug eie mening • Visuele geletterdheid • 'n Verskeidenheid grafiese en visuele tekste, soos advertensies, kennisgewings, plakkate, strokiesverhale, spotprente, foto’s, prente • Oorredingstegnieke: gevoelstaal, partydigheid • Impak van die gebruik van uitleg en ontwerpkenmerke, byvoorbeeld skriftipes en -groottes, opskrifte, byskrifte en beelde AFRIKAANS HUISTAAL GRAAD 4-6 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Lees en kyk Poësie • Letterlike betekenis • Tema en boodskap • Beelde, byvoorbeeld vergelyking, personifikasie • Woordkeuse • Klankmiddels soos ritme en rym, punktuasie, herhaling, alliterasie, klanknabootsing Stories en dramas / tonele • Verhaallyn • Karakters • Ruimte / milieu • Tyd • Tema / boodskap • Teksstruktuur en -formaat • Belangrikste kenmerke van die teks Inligtings- en sosiale tekste • Teikengroep en doel • Hoofgedagtes en ondersteunende idees / spesifieke besonderhede • Teksstruktuur en -formaat • Belangrikste kenmerke van die teks Voorbereide Lees (hardoplees) • Gebruik van gepaste stemtoon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare • Korrekte uitspraak van woorde Onvoorbereide lees (hardoplees) • Lees vloeiend volgens doel • Korrekte uitspraak van woorde • Gebruik van gepaste stemtoon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare AFRIKAANS HUISTAAL GRAAD 4-6 KABV 19 Skryf en aanbied • Woordelyste • Skryf van sinne • Die skryf van paragrawe Kreatiewe skryfwerk • Beskrywende skryfwerk, byvoorbeeld beskrywings van mense, plekke, diere, plante, voorwerpe, ensovoorts • Verhalende tekste soos stories, persoonlike vertellings • Verbeeldingryke skryfwerk, byvoorbeeld kort gedigte • Gesprekke en kort toneelstukke gebaseer op stories Transaksionele skryfwerk (sosiale, funksionele, media- en inligtingstekste) • Notas, boodskappe, briewe, groetekaartjies, uitnodigings • Plakkate, kennisgewings, brosjures, advertensies • Kort, geskrewe toesprake • Instruksionele en verhalende tekste • Feitelike vertelling, inligtingstekste, byvoorbeeld nuus, tekste uit ander vakke, grafiese tekste Prosesskryf Pre-skryf / beplanning • Oorweeg teikengroep en doel • Oorweeg skryfvorm • Hou 'n dinkskrum met behulp van kopkaarte / lyste • Organiseer idees Eerste weergawe • Woordkeuse • Bou van sinne • Hoof- en ondersteunende idees • Spesifieke eienskappe van die vereiste teks (soos die direkte rede vir 'n dialoog) • Kritiese lees en skryfwerk • Terugvoering van klasmaats en onderwyser Hersiening, redigering, proeflees en aanbieding • Hersien: verbeter inhoud en struktuur van idees • Verfyn woordkeuse, sin- en paragraafstruktuur • Wysig: korrigeer foute in grammatika, spelling en punktuasie • Skryf netjiese, leesbare, finale weergawe Taalkonvensies • Klankpatrone (vokale, konsonante, diftonge) • Oorronding, ontronding • Klankgrepe en lettergrepe • Alfabetiese rangskikking • Afbreek van woorde • Punktuasie • Skryftekens • Spelling en spelpatrone • Akronieme, verkortings, afkortings Werk met woorde (woordeskatuitbreiding) • Sinonieme – woorde met skynbaar dieselfde betekenis bv reusagtig / massief • antonieme – woorde met min of meer teenoorgestelde betekenis bv hard / sag • homonieme – woorde uit verskillende tale met toevallig uitspraak bv sy (meisie) en sy (materiaal) • homofone – woorde van dieselfde taal met dieselfde uitspraak bv maar / maer • Woordvorming • Samestelling – woorde met meer as een stam bv tafel+poot • afleidings – woorde met 'n voorvoegsel of agtervoegsel of beide bv gekoopte • voorvoegsel – onselfstandige woorddele voor aan 'n woord bv bewoord • agtervoegsels – onselfstandige woorddele agter aan 'n woord bv tafeltjie AFRIKAANS HUISTAAL GRAAD 4-6 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Werk met sinne Woordsoorte: selfstandige naamwoorde • soortnaam – verwys na alledaagse voorwerpe bv tafel • eienaam – name van spesifieke persone of dinge bv Randy / Renault • versamelnaam – verwys na versamelings bv duiwe • massanaam – verwys na ontelbare selfstandige naamwoorde bv sand; sout Lidwoorde • bepaald – verwys na spesifieke persoon of voorwerp bv die kar • onbepaald – verwys nie na 'n spesifieke persoon of voorwerp nie bv 'n motor Voornaamwoorde • persoonlik - word in die plek van 'n persoon gebruik bv Hy was hier. • onpersoonlik – word in die plek van 'n voorwerp gebruik bv Dit het gebreek. • besitlik – dui besitting aan bv Myne is stukkend. • betreklik – het betrekking op persone of voorwerpe bv Die een wat ek gebring het is soek. • vraend – word gebruik om vrae aan te dui bv Wie het dit gebring? • aanwysend – wys persone of voorwerp aan bv Daardie een is stukkend. Byvoeglike naamwoorde • verbuiging – aanpassing aan die woord afhangend van die posisie in die sin bv Dit is 'n verlepte blom. • intensiewe vorme – gebruik om betekenis te versterk bv Sy is met 'n stokou man getroud. • trappe van vergelyking – dui verskillende vorme van die byvoeglike naamwoord aan bv Dit is nie die beste ding om te doen nie. Lidwoorde • Bepaald – Hy het die kar gestamp. • Onbepaald – Ek het 'n kar gekoop. Werkwoorde • hoofwerkwoord – die selfstandige werkwoord in die sin bv Kom eet saam met my. • hulpwerkwoorde van tyd – werkwoorde wat nie op hul eie in bepaalde sinne gebruik word nie bv Sy het by my geëet. • Modaliteit – Hy wou nie by my eet nie Bywoorde • tyd – dui die tyd van aksies aan bv Sy het gister by my geëet. • wyse – druk die manier uit waarop aksies gedoen is bv Sy het lekker geëet. • plek – dui die plek aan waar aksies onderneem is bv Ons het tuis geëet. Voorsetsels • in vaste verbindings – werk saam in besondere uitdrukkings bv Hy doen dit ten bate van welsyn. • vrye verbindings – kan wissel in verskillende sinne bv Sy sit langs die tafel. Telwoorde • hooftelwoorde - woorde wat getal uitdruk bv Daar is tien spelers. • rangtelwoorde – woorde wat posisie uitdruk bv Hy was die elfde om op te daag. - Voegwoorde – woorde wat gebruik word om sinne en frases aan mekaar te las bv Hy het laat gekom en die vliegtuig verpas. AFRIKAANS HUISTAAL GRAAD 4-6 KABV 21 Sinsoorte • stelsin - 'n stelling word gemaak bv Die kos was lekker. • bevelsin - 'n opdrag word gegee bv Gaan eet nou! • uitroepsin - 'n uitroep word gemaak bv Sies! • vraagsin - 'n vraag word gevra bv Wat maak jy daar? Tydsvorme • teenwoordig – die hede bv Ons eet lekker. • verlede – tyd wat verby is bv Ons het lekker geëet. • toekomend – verwys na wat nog moet gebeur bv Ons sal lekker eet. Sinne • Enkelvoudig –het net een werkwoord bv Die motor ry vinnig. • Veelvoudige – het 'n hoofsin en bysinne bv Die motor wat ek onlangs gekoop het, ry vinnig. • Saamgesteld – het meer as een hoofsinne bv Hy het 'n motor gekoop en sy het in die garagedeur vasgery. • Bysinne - Bywoordelike bysin – Die seun praat sodat die dak dreun. - Byvoeglike bysin - Die kinders wat groot voete het, kon nie skoene kry nie. - Betrekike bysin – Kinders wie se ouers karre het kan help om ander te vervoer. • Frases - Bywoordelike frase – Al die leerders wat hard leer, sal slaag. - Byvoeglike frase - Die meisie met die mooi stem het gewen. • Ontkenning – sake word in die negatiewe vorm gestel bv Sy het nie 'n bestuurslisensie nie. • Woordorde – die omruiling van die posisie van werkwoord en selfstandige naamwoord bv Bly liewer stil as jy nie gaan help nie. • Direkte rede – mense se direkte woorde word aangehaal bv “Vat die kind hier weg.” • Indirekte – verslag word gegee van mense se woorde bv Hy het gesê dat ek die kind daar weg moet neem. • Bedrywende - gewone stelvorm van sinne met onderwerp en gesegde id die normale posisie bv Honde kan soms mense lelik byt. • Lydende vorm- omruiling van onderwerpe met voorwerpe van sinne bv Mense kan soms lelik deur honde gebyt word. • Letterlike taalgebruik – die normale betekenis van die woord word gebruik bv Turksvye smaak baie lekker. • Figuurlike taalgebruik – die woord staan in die plek van 'n ander saak bv Ek weet nie hoe om die saak te hanteer nie, dit is nogal 'n turksvy. AFRIKAANS HUISTAAL GRAAD 4-6 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2 VERSPREIDING VAN TEKSTE GRAAD 4 – 6 Om te verseker dat 'n verskeidenheid van tekste regdeur die jaar en elke graad en ook oor die fase aangespreek word, is 'n matriks gebruik om die gebruik van tekste vir die onderrigplan vir elke graad uiteen te sit. Ses verskillende tekstipes is gebruik om die tekste vir die fase te organiseer, te wete inligitings-, verhalend-, oorredend, instruksionele (prosedure), transaksionele en literêre (gedigte, drama en prosa) tekste. Tekste moet gekies word as goeie voorbeeld van die genre omdat dit gebruik gaan word as skryfraam. 'n Verskeidenheid tekste is vir elke tweeweeksiklus gekies. Die kerntekste word hieronder aangedui. Leerders sal met sommige, of met al die tekste in 'n tweeweeksiklus omgaan. Hulle sal daarna luister, daaroor praat, dit lees, daarna kyk of daaroor skryf. Alle onderrig en leer behoort op hierdie tekste gebaseer te wees en te fokus op die ontwikelling van taalvaardighde soos hierbo uiteengesit. 3.2.1 Verspreiding van tekste Graad 4 Graad 5 Graad 6 Kwartaal 1 Week 1 en 2 Stories en persoonlike vertellinge Storie / gedig / persoonlike vertellinge Inligtingsteks, byvoorbeeld ‘n koerantberig / artikel / onderhoud / storie, taalspeletjie Week 3 en 4 Inligtingsteks, byvoorbeeld ‘n nuusberig, feitelike verslag, kaart Inligtingsteks: prosedures / instruksies / aanwysings / Storie karakters (mite of legende) / dagboek Inligtingsteks: nuusberig / feitelike verslag / brief / mediateks, byvoorbeeld advertensie Week 5 en 6 Storie en beskrywings van mense of karakters (mite of legende) ‘n inligtingsteks, byvoorbeeld ‘n koerantberig Oorredende teks: advertensies / oorredende toespraak Week 7 en 8 Inligtingsteks: prosedures / instruksies / aanwysings / lyste folklore stories (mite / legende) Inligtingsteks met visuele toneelstuk / drama / dialoog / onderhoud Week 9 - 10 Liedjie, gedig Liedjie, gedig Gedig / beskrywing van 'n persoon / beskrywing van 'n voorwerp, dier, plant , plek / taalspeletjie AFRIKAANS HUISTAAL GRAAD 4-6 KABV 23 Kwartaal 2 Week 1 en 2 Inligtingsteks met visuele komponente, byvoorbeeld diagram, tabel, prent, grafiek, plakkaat / aanwysings / beskrywing van 'n voorwerp Instruksionele teks: prosedures, instruksies, aanwysings, feitelike verslag Instruksionele teks: prosedures, instruksies, aanwysings Week 3 en 4 Storie, persoonlike vertelling en boodskap Verslae met hulpmiddels, soos tabelle / kaarte outobiografie / biografie Week 5 en 6 Storie en persoonlike vertelling (fabels / legendes / mites) gedigte / persoonlike vertelling (fabels / legendes / mites) fabels / legendes / mites Week 7 en 8 Prosedures / instruksies / inligtingsteks met visuele komponente, byvoorbeeld diagram, tabel, prent, grafiek folklore (mite / legende) prosa / kortverhaal Week 9 en 10 Formele assessering Kwartaal 3 Week 1 en 2 Verhalende teks soos joernaalinskrywing, byvoorbeeld koerantberig biografie / dagboek Inligtingstekste, byvoorbeeld dagboekinskrywings Week 3 en 4 Inligtingsteks / Storie / brief / beskrywing van persoon, dier, karakter / dialoog / boekverslag Inligtingstekste: advertensies / plakkaat Vriendskaplike brief / dagboek Week 5 en 6 kortverhaal / verhalende teks kortverhaal / verhalende teks mite / legende) kortverhaal / verhalende teks Week 7 en 8 Inligtingsteks soos weerverslag / feitelike vertelling, nuusberig, verslag / visuele teks, byvoorbeeld plakkaat; kennisgewing / gesprek Inligtingsteks met visuele komponente, byvoorbeeld weerverslag / diagram / tabel / kopkaart / kaart / prent / grafiek; kennisgewing / strooibiljet Inligtingsteks met visuele komponente, byvoorbeeld diagram, tabel, kopkaart, kaart, prent, grafiek / gesprek / opname / verslag / brosjure Week 9 en 10 Drama / rolspel / dialoog / boekverslag Drama / gesprek / dialoog Drama / dialoog AFRIKAANS HUISTAAL GRAAD 4-6 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Kwartaal 4 Week 1 en 2 Inligtingsteks met visuele komponente, byvoorbeeld diagram, tabel, prent / onderhoud / geselsprogram / visuele teks, byvoorbeeld plakkaat / kennisgewing / boodskap Storie / gedig / persoonlike vertelling / boekverslag radio-onderhoud / geskrewe onderhoude Week 3 en 4 Gesprek / onderhoud / dialoog / taalspeletjie / storie Storie / taalspeletjie / persoonlike vertelling Beskrywende opstel Week 5 en 6 Informatiewe tekste / advertensie / taalspeletjie / dagboek Inligtingsteks, byvoorbeeld tydskrifartikel, nuusberig / feitelike teks, byvoorbeeld plakkaat / kennisgewing / strooibiljet Boekverslag Week 7 en 8 Storie / kortverhaal / gesprek / praatjie / inligtingsteks / visuele tekste, byvoorbeeld plakkaat / kennisgewing Inligtingstekste, byvoorbeeld brief / gedig / verslag, gesprek / visuele tekste, byvoorbeeld plakkaat, grafiek, diagram / kennisgewing / strooibiljet Gedigte Week 9 en 10 Formele assessering AFRIKAANS HUISTAAL GRAAD 4-6 KABV 25 3.2.2 Opsomming van tekstipes in Graad 4 – 6 Die tabel hieronder beskryf die tekstipes wat leerder onderrig behoort te word in graad 4 – 6. Ander tekste kan ook ingesluit word waar gepas. Sommige van hierdie tekstipes is nie in die onderrigplanne ingesluit nie. Dit beteken nie dat dit nie deel moet vorm van onderrig en leer nie omdat dit net so belangrik is. Stelstukke Tekstipe Doel Teksstruktuur Taalstrukture Verhalend Om te vermaak Begin met ruimte en karakter bv. Eendag was daar 'n ou vrou wat saam met haar seun, Jack, gewoon het. Hulle was baie arm. Gebeure verdiep bv. Jack het al sy geld uitgegee op boontjies. Sy ma was baie kwaad. 'n Oplossing bv. Jack het met die reus se skatte teruggekom en hulle was gelukkig vir ewig en altyd. In die eerste – of derdepersoon geskryf. In die verlede tyd geskryf. Gebeure in logiese volgorde. Voegwoorde wat tyd aandui. Gebruik dialoog. Taal wat 'n impak op die leser maak bv. beeldende woorde, bywoorde en byvoeglike naamwoorde. Beskrywende opstelle Helder beskrywing Inleiding: gee 'n algemene inleiding tot die onderwerp bv. Daar was 'n groot dierasie Beskrywing: beskryf kenmerke van die onderwerp bv. Dit het 'n massiewe lyf gehad met geswole puisies waaruit groen slymerige etter getap het. In die verlede of teenwoordige tyd geskryf. Skep 'n prentjie in woorde Gebruik bywoorde en byvoeglike naamwoorde. Gebruik figuurlike taal bv. vergelyking, metafoor en personifikasie. Transaksionele tekste Tekstipe Doel Teksstruktuur Taalstrukture Persoonlike brief Om 'n verhouding in stand te hou Adres, datum en aanhef Struktuur van die boodskap sal afhang van die doel bv. inlig, gelukwens, simpatiseer. Mag persoonlike hervertelling gebruik. Afsluiting, handtekening Gewoonlik informele styl, maar kan wissel bv. brief van simpatie mag meer formeel wees. Taalstrukture sal wissel afhangend van die doel van die brief. Besigheids￾brief Verskillende doelwitte bv. aansoek vir werk, aansoek om 'n beurs, klag, versoek ens. Skrywer se adres, datum, ontvanger se adres, Mag 'n opskrif hê. Struktuur van boodskap mag wissel afhangend van die doel bv. brief aan die pers. Afsluiting, handtekening Gewoonlik informele styl Gebruik konvensies soos Liewe Heer/ Dame, Die uwe Kort en op die man af. AFRIKAANS HUISTAAL GRAAD 4-6 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Curriculum vitae (CV) Om 'n kort opsomming van iemand se lewe te gee Persoonlike besonderhede: naam en van; geboortedatum; geslag; nasionaliteit; ID nommer; fisiese adres; posadres; kontakbesonderhede ens Stokperdjies en belangstellings. Referente Onwerp en uitleg is belangrik Kort en kragtig Opskrifte en aandagkolle Formeel en direkte styl Dagboek / joernaal Optekening van persoonlike ervarings Gewoonlik in 'n spesiale boek geskryf. Inskrywings gereeld; daagliks of weekliks Datums by inskrywings Persoonlike hervertelling Gewoonweg in die verlede tyd geskryf. Informele styl. Die skrywer skryf vir hom- of haarself. E-pos / sms Inligting deur te gee Die ontvanger se adres en die diensverskaffer bv. rcornel@pgwc.gov. za • CC: Dit is die persone wat ook kennis moet neem van die skrywe. • Subject (Onderwerp): Dit is die onderwerp van die skrywe. • Message (Boodskap): Die boodskap wat oorgedra word. • Sender’s name (Stuurder): Die naam van die persoon wat die boodskap stuur. NB: Die een wat die pos stuur se naam wys outomaties as die e-pos ontvang word. Die stuurder mag besluit om ander persoonlike inligting by te voeg. Dit kom ooreen met spraaktaal. Uitnodiging Om iemand iewers na toe te nooi of te vra om iets te doen. Kan die vorm van 'n persoonlike brief of 'n uitnodigingskaartjie aanneem. Dit sluit in: Die aard van die funksie Waar die funksie sal plaasvind Die datum en tyd Kleredrag Naam van die genooide Dit mag grafiese elemente hê Kan formeel of informeel wees Gewoonlik kort en op die man af Gebruik konvensionele frases soos Ek wil jou graag nooi om... Antwoorde is beleefd bv. Baie dankie vir jou uitnodiging... Aanwysings Om te verduidelik hoe om by 'n plek uit te kom • Gebruik chronologiese volgorde • Verwys na spesifieke rigtings • Dui afgeronde afstande aan • Gee inligting oor bakens langs die pad • Gebruik opdragvorme • Gebruik kort en duidelike sinne AFRIKAANS HUISTAAL GRAAD 4-6 KABV 27 Prosedure (bv. instruksies, aanwsysings en reëls) Om te beskryf of instruksies te gee van hoe om iets te doen deur 'n reeks stappe te volg Doel: 'n stelling oor wat bereik wil word bv. Hoe om die omslag van 'n portefeulje te maak. Material/gereedskap wat benodig word bv. papier, verf ens Geordende stappe om die doel te bereik bv. Verf eers die papier blou ... Mag vergesel word van 'n visuele teks of diagramme. Geskryf in opdragvorm bv. Verf die papier voor jy dit plak. In logiese volgorde. Kan benommering of aandagkolle gebruik. Fokus op die algemene in plaas van spesifike persone bv. 'n Mens... Opmerkings oor oorsaak en gevolg Advertensies / plakkate / kennisgewings Om iemand te oorreed om iets te koop of 'n diens te gebruik. Kan 'n verskeidenheid vorms aanneem Gebruik slagspreuke en kentekens Gebruik visuele en ander ontwerpelemente Gebruik advertensietegnieke Gebruik ontwerpelemente om die aanbieding aantreklik te maak. Figuurlike taalgebruik om impak te maak en treffende taalgebruik soos vergelyking, metafoor, alliterasie, herhaling, ritme en rym. Literêre en mediatekste Tekstipe Doel Teksstruktuur Taalstrukture Persoonlike vertelling Vertel van 'n persoonlike ervaring Inleiding: Ruimte of konteks word geskets bv. Dit was in die skoolvakansie... Vertelling van die gebeure wat plaasgevind het, dikwels in chronologiese volgorde bv. Ons het eers na Tumelo se plek gegaan en daarna ... en toe ... Sommige addisionele inligting oor 'n gebeurtenis bv. Hy was verras om my te sien. Afsluiting - 'n stelling wat meer inligting mag bevat bv. Ek hoop ek sal meer tyd met Tumelo kan spandeer. Ons het baie pret gehad. Gewoonlik in die verlede tyd geskryf Vertelling in die eerste of derde persoon Tydsaanduidende woorde word gebruik bv. eers, toe, daarna, terwyl ens. Fokus op individue of groepe Kan informele styl hê Dialoog Dit is die optekening van gebeure, direk van die spreker se gesigspunt. Wanneer 'n dialoog geskryf word: • skryf die name van die karakters aan die linkerkant van die bladsy; • gebruik 'n dubbelpunt na die naam van die persoon wat praat; • gebruik 'n nuwe reël vir elke spreker; • gee advies tussen hakies aan die leser voor die woorde gespreek word oor hoe om te lees of aan te bied; • skets die agtergrond voor jy begin skryf. As die dialoog familie of vriende insluit, word 'n baie informele styl gebruik. Bekende interaksieformules word gebruik vir vrae, versoeke en stellings. Wanneer vreemdelinge ook betrokke is, word 'n meer beleefde aanslag gebruik vir vrae en stellings. AFRIKAANS HUISTAAL GRAAD 4-6 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Resensies (bv. verhale, boeke of films Om op te som, te ontleed en te reageer op literêre tekste of aanbiedings Konteks: agtergrondinligting oor die skrywer, illustreerder en tekstipe word gegee Beskrywing van elemente van die teks of produksie soos karakters, kerngebeure en stilistiese kenmerke Evaluering van die werk deur 'n mening of oordeel uit te druk In die verlede tyd of hede geskryf. Gebruik oordeels-woorde soos genotvol, snaaks, lagwekkend, belangrik, uitstekend ens. Koerantartikel / feitelike verslae Om in te lig, op te voed en die publiek te vermaak • Stel feite kortliks maar akkuraat • Strewe daarna om die kern weer te gee sonder om die leser te verloor. • Som akkuraat op sonder om die waarheid te skeef. • Gee 'n gepaste titel en subopskrif. • Begin met die belangrikste feite: die wie, wat, waar, hoe, waarom en tot watter graad. • Kort en helder taal • Geskryf in die derde persoon • Gebruik lydende of bedrywende vorm afhangende van die fokus en watter meer aanloklik vir die leser is. • Behoort aanhalings, menings, opmerkings, stellings en waarnemings van betrokkenes of kundiges in te sluit. Tydskrif￾artikels Om in te lig, op te voed en die publiek te vermaak • Die opskrif moet interessant en uitlokkend wees. • Die styl moet persoonlik wees en die leser direk aanspreek. • Die styl kan ook beskrywend en figuratief wees om te spreek tot die verbeelding van die leser. • Name, plekke, tye, posisies en ander noodsaaklike besonderhede behoort in die artikel. • Die artikel moet belangstelling uitlok en die leser boei. • Direkte aanhalings van persone • Langer paragrawe • Beskrywende skryfwerk • Kan formele en informele taal gebruik, insluitende alledaagse uitdrukkings en sêgoed. • Retoriese vrae • Emotiewe woorde • Beeldryke taal en beskrywing. 3.2.3 Lengte van tekste wat deur leerders geproduseer moet word Taak Graad 4 Graad 5 Graad 6 Paragraaf • Woorde • Sinne 50 – 60 woorde 60 – 80 woorde 80 – 100 woorde 5 – 6 sinne 2-3 paragrawe 6 – 8 sinne 3-5 paragrawe 8 – 10 sinne 4-6 paragrawe Opstel 100 – 120 woorde 2-3 paragrawe 120 – 140 woorde 3-5 paragrawe 140 – 150 woorde 6-8 paragrawe Kortverhaal, insluitend volksvertelling 120 – 140 woorde 140 – 160 woorde 160 – 170 woorde Langer transaksionele tekste, byvoorbeeld briewe Inhoudteks 60 – 80 woorde 80 – 100 woorde 100 – 120 woorde Korter tekste 30 – 40 woorde 40 – 60 woorde 60 – 80 woorde Leesbegrip 150 – 160 woorde 160 – 180 woorde 180 – 200 woorde Opsomming 40 – 50 woorde vir ‘n teks van 230 woorde 50 – 60 woorde vir ‘n teks van 250 woorde 60 – 70 woorde vir ‘n teks van 280 woorde AFRIKAANS HUISTAAL GRAAD 4-6 KABV 29 3.2.4 Lengte van Luister en Leestekste vir Huistaal Taak Graad 4 Graad 5 Graad 6 Langer luistertekste bv storie, onderhoude, drama en nuusverslae 150–200 woorde of tot 5 min 200–250 woorde of tot 5 min 250–300 woorde of tot 5 min Korter luistertekste bv aankondigings, inligtingstekste, instruksies en aanwysings 60-70 woorde/1-2 min 70-80 woorde/1-2 min 80-100 woord/1-2 min Leesbegrip 150-200 woorde 200-250 woorde 250-300 woorde Die lengte van uitgebreide leeswerk is nie voorgeskryf nie omdat dit van die tipe teks asook die moeilikheidsgraad en die leesvlakke van die leerders afhang. 3.2.5 Aantal woorde wat deur Huistaalleerders bemeester moet word. Kwartaal 1 2 3 4 Woordeskat (Algemene woorde) Graad 4 1700 – 2500 1850 – 3000 2000 – 3500 3500-4000 Graad 5 2400 – 4000 2700 – 4250 3000 – 4500 4500-5000 Graad 6 3500 – 5000 3700 – 5250 4000 – 5500 5500-6000 Leeswoordeskat (Nuwe woorde) Graad 4 800 – 1900 (75 – 250) 900 – 2200 (75 – 250) 1000 – 2500 (75 – 250) 2500-3000 (75 – 250) Graad 5 1500 – 3000 1750 – 3300 2000 – 3500 3500-4000 Graad 6 2200–3800 2400–4200 2700–4600 3000–5000 AFRIKAANS HUISTAAL GRAAD 4-6 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.3 ONDERRIGPLANNE Die onderrigplan dui die minimum inhoud aan wat per kwartaal gedek moet word. Die volgorde van die inhoud wat in 'n tweeweeksiklus gedek moet word, word nie voorgeskryf nie. Die tydstoewysing gee 'n benaderde aanduiding van hoe lank dit behoort te neem om die inhoud te dek. Onderwysers moet hul werkskedules met behulp van hul handboeke uitwerk om met die inhoud vir die tweeweeksiklus tred te hou. Die inhoud wat in 'n tweeweeksiklus aangedui word, bevat die kerntekste / -aktiwiteite met die belangrikste vaardighede en strategieë wat leerders moet ontwikkel. 3.3.1 Hoe tekste met mekaar skakel in ‘n tweeweeksiklus Verskillende tekste is as 'n basis vir die ontwerp van die tweeweeklikse onderrigsiklus gebruik. Tekste is gekies op grond van hoe hulle skakel om 'n geïntegreerde eenheid te vorm. Leerders sal, byvoorbeeld, luister na 'n storie en dan die storie lees. Hulle kan gevra word om 'n storie te skryf of 'n kort mondelinge beskrywing van 'n plek, persoon of voorwerp te gee of hulle kan gevra word om 'n brief aan 'n karakter te skryf. Die onderwyser kies 'n tema vir elke tweeweeksiklus sodat aktiwiteite met mekaar verband hou. Die rede vir die gebruik van temas is om dit moontlik te maak om voortdurend woordeskat en taalstrukture in betekenisvolle kontekste vas te lê. 3.3.2 Die volgorde van tekste en aktiwiteite in ‘n tweeweeksiklus Tekste hoef nie in ’n bepaalde volgorde gebruik te word nie. In die meeste gevalle moet daar 'n luister- en praataktiwiteit wees om die leerders vir lees of skryf voor te berei. Soms het die luister- en praataktiwiteite hul oorsprong in die teks. Leerders moet deur mondelinge en leestekste met die verskillende soorte tekste vertroud raak, voordat hulle gevra word om hierdie tekste te skryf. In die meeste gevalle sal die luisterteks op 'n hoër vlak wees as die een wat leerders sal lees. Dit is omdat hul luistervaardighede verder as hul leesvaardighede ontwikkel is. 3.3.3 Aanbevole en voorgeskrewe tekstipes Daar is voorgeskrewe tekstipes wat in elke tweeweeksiklus onderrig moet word. Dit word in die onderrigplan uiteengesit en behoort in die voorgeskrewe handboeke vervat te word. In die meeste gevalle is geen spesifieke storie voorgeskryf nie. 'n Keuse kan uit 'n verskeidenheid moderne stories, verbeeldingryke stories (soos avontuurverhale, wetenskapfiksie), historiese verhale (soos biografieë) en tradisionele stories (soos mites, legendes, fabels) gemaak word. Dieselfde geld vir gedigte en toneelstukke. Daar is ook 'n opdrag wat vra dat leerders oor tekste reflekteer wat selfstandig of in pare gelees is. Hierdie tekste kan gekies word uit die klasleesboek / leesreeks / ander boeke wat die voorgeskrewe tekstipes ondersteun. Dit kan dieselfde tekstipe wees wat in die klas onderrig is (om die struktuur van die tekstipe beter te verstaan), óf 'n ander tekstipe (om leeslus en verdere leesvaardigheid te stimuleer. Dit moet egter onthou word dat die uiteindelike doelwit behoort te wees om die kinders te kry om selfstandig te lees en 'n onafhanklike leesgewoonte te ontwikkel. Gedurende die indiviuele leessessie moet die leerders daarom geleentheid gegee word om boeke binne hul eie belangstellingsveld(e) te lees en daaroor te refelekteer. 3.3.4 Die aantal kerntekste in 'n tweeweeksiklus Vroeg in die jaar word daar gewoonlik slegs een of twee tekstipes of aktiwiteite per tweeweeksiklus ingepas Later mag daar twee of drie tekstipes of aktiwiteite per tweeweeksiklus voorkom. Onderrig hierdie tekstipes en die verwante aktiwiteite en hou in gedagte dat leerders talle kere deur die loop van die jaar daaraan blootgestel sal word. AFRIKAANS HUISTAAL GRAAD 4-6 KABV 31 3.3.5 Die onderrig van taalstrukture en -konvensies Die inhoud vir taalstrukture en -konvensies word onder die opskrifte Luister en praat, Lees en kyk en Skryf en aanbied aangetref. Taalstrukture moet tydens die onderrigtyd vir Luister en praat, Lees en kyk, en Skryf en aanbied, aandag kry. Wanneer 'n storie byvoorbeeld gelees word, kan leerders tekste lees wat in die verlede tyd geskryf is. Dit is ook belangrik dat aktiwiteite op bepaalde taalstrukture sal fokus en dat taalstrukture in konteks onderrig word. Kies taalitems uit die afdeling “Taalstrukture en -konvensies” en gee leerders addisionele oefening hierin. Ontwikkel aktiwiteite wat vir leerders betekenisvol is en wat met die tekste wat hulle in die tweeweeksiklus bestudeer het, verband hou. Meer aktiwiteite van hierdie aard moet gedoen word wanneer leerders van graad 4 tot 6 vorder. Kies versigtig watter taalreëls aan die leerders verduidelik moet word en beperk dit tot 'n minimum. Eerste Addisionele Taal-leerders leer 'n taal deur middel van gedurige blootstelling daaraan aan en deur daarvan gebruik te maak. Oefening in taalstrukture en taalkonvensies sal hierdie vaardighede verfyn. Onderrig behoort al die taalvaardighede en taalstrukture so te integreer dat hulle interafhanklik van mekaar is. Alle taalstrukture moet in konteks aangeleer word. Neem ook kennis dat daar ook spesifieke tyd toegeken is vir die formele onderrig van taalstrukture en – konvensies. AFRIKAANS HUISTAAL GRAAD 4-6 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.4 INHOUD EN ONDERRIGPLANNE VIR HUISTAAL GRAAD 4 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luister na ‘n kortverhaal Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer intrige, karakters en agtergrond • Voorspel inhoud • Beantwoord vrae mondeling Hervertel ‘n storie • Hervertel gebeure in die korrekte volgorde Benoem die karakters korrek Lees ‘n kortverhaal / volksverhaal Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling gebaseer op die titel en prente • Gebruik leesstrategieë soos vluglees, soeklees, begripslees, aandagtig lees, • Bespreek nuwe woordeskat uit die leesteks • Identifiseer en lewer kommentaar op die intrige en karakters • Gee en verduidelik eie gevoelens oor die teks • Lees hardop met duidelike uitspraak, frasering, tempo • Gebruik ‘n woordeboek Besin oor selfstandig gelese tekste • Hervertel die storie of hoofgedagtes in 3 – 5 sinne • Druk emosionele respons op die gelese tekste uit Verwys na eie lewe Skryf ‘n storie wat op ‘n persoonlike ervaring / voorval gebaseer is • Kies toepaslike inhoud vir die onderwerp • Gebruik die storiestruktuur as ‘n raam • Sluit intrige en karakters in • Gebruik toepaslike taal, spelling en punktuasie • Gebruik ‘n reeks woordeskat wat met die onderwerp verband hou • Ontwerp ‘n persoonlike dagboek Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Alfabetiese rangskikking • Sinonieme en antonieme Werk met sinne • Werkwoorde • Tydsvorme • Sinsoorte (stelsin, vraagsin, bevelsin, uitroepsin) Spelling en punktuasie • Spelling (kappie) en spelpatrone (d/t; f/v) • Hoofletters • Punt, komma Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 33 GRAAD 4 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Bespreek aktuele sake wat op koerant- of tydskrifartikels gebaseer is Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Bespreek die hoofgedagte en besonderhede • Deel idees en spreek opinies uit • Maak beurte Bied ‘n voorbereide toespraak aan • Selekteer toepaslike inhoud • Gebruik ‘n begin, ‘n middel en ‘n einde • Hou by die onderwerp • Gebruik logiese rangskikking van idees • Gebruik aanbiedingsvaardighede, byvoorbeeld volume, pousering, postuur Lees ‘n inligtingsteks, byvoorbeeld ‘n nuusberig / onderhoud Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling – gebaseer op die titel en prente • Bespreek hoofopskrifte • Bespreek hoofgedagte en besonderhede • Lewer kommentaar op die keuse van prente in die teks • Verduidelik die betekenis van onbekende woorde Besin oor selfstandig gelese tekste • Druk emosionele respons op die gelese tekste uit Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n inligtingsteks, byvoorbeeld ‘n nuusberig wat op ‘n persoonlike ervaring / voorval gebaseer is • Gebruik kop, subopskrif, hoofparagraaf, antwoorde op: Wie? Wat? Waar? Wanneer? Waarom? Hoe? • Selekteer toepaslike inhoud • Gebruik ‘n toepaslike skryfraam • Skryf ‘n hoofopskrif / titel • Plaas gebeure in die korrekte volgorde • Gebruik toepaslike woordeskat • Gebruik toepaslike taal, spelling en punktuasie • Korrigeer spelling deur die gebruik van ‘n woordeboek Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde: • Vokaalgroep 1 en 2 • Woordfamilies • Lettergrepe en klankgrepe Werk met sinne: • Werkwoorde • Selfstandige naamwoorde (meervoud, verkleining, geslag) Spelling en punktuasie: • Spelling (deelteken) en spelpatrone (ei/y) • Hoofletters • Punt, komma Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na ‘n storie, byvoorbeeld folklore (mite of legende) Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer intrige, karakters en agtergrond • Bespreek die boodskap / tema • Voorspel inhoud • Beantwoord mondelinge vrae Hervertel ‘n storie • Hervertel gebeure in die korrekte volgorde • Benoem die karakters korrek • Druk gedagtes en gevoelens uit Lees ‘n storie, byvoorbeeld folklore (mite of legende) Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling wat op die titel en prente gebaseer is • Gebruik leesstrategieë: maak voorspellings, gebruik kontekstuele leidrade om betekenis te vind • Bespreek intrige, hoofkarakters en agtergrond • Bespreek die boodskap • Druk mening en eie gevoelens oor die teks uit • Onderskei tussen realistiese en onrealistiese gebeure Besin oor selfstandig gelese tekste • Bespreek met verwysing na eie ervaring Skryf ‘n storie, byvoorbeeld folklore (mite of legende) • Probeer ‘n natuurlike verskynsel verduidelik • Ontwikkel intrige, karakters en agtergrond • Sluit waarskynlike en onwaarskynlike elemente in • Gebruik taal verbeeldingryk, veral ‘n uitgebreide woordeskat • Gebruik toepaslike taal, spelling en punktuasie • Skryf woorde en hul betekenisse in ‘n persoonlike woordeboek neer • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Vokaalgroep 3 • Alfabetiese rangskikking • Afbreek van woorde • Lettergrepe en klankgrepe Werk met sinne • Byvoeglike naamwoorde • Enkelvoudige sin (onderwerp, voorwerp, gesegde) Spelling en punktuasie • Spelling en spelpatrone • Koppelteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 35 GRAAD 4 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Voer instruksies uit, byvoorbeeld instruksies / ‘n resep vir die maak van iets Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Bespreek besonderhede van die teks • Vra vrae om inligting te bekom • Luister en reageer toepaslik Gee instruksies • Gebruik besonderhede korrek • Gebruik korrekte volgorde • Gebruik die opdragvorm van die werkwoord Lees ‘n instruksionele teks Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling wat op die titel en prente gebaseer is • Bespreek besonderhede van die teks • Bespreek die volgorde van die opdragte Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Besin oor selfstandig gelese tekste • Vergelyk boeke wat gelees is Skryf instruksies / aanwysings • Lys materiaal en bestanddele • Gebruik korrekte besonderhede • Gebruik die korrekte volgorde • Gebruik die bevelsvorm van die werkwoord • Gebruik korrekte struktuur en formaat • Skryf woorde en hul betekenisse in ‘n persoonlike woordeboek neer • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Vokaalgroep 3 • Afbreek van woorde • Lettergrepe en klankgrepe • Sinonieme en antonieme Werk met sinne • Hoof- en hulpwerkwoorde • Byvoeglike naamwoorde (verbuiging, trappe van vergelyking, intensiewe vorme) • Tyd (teenwoordige en verlede) • Idiomatiese uitdrukkings Spelling en punktuasie • Spelling en spelpatrone • Koppelteken • Kappie en deelteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Luister na ‘n gedig / lied Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Herroep hoofgedagte • Bespreek sentrale idee / boodskap • Verwys na eie ervaring • Identifiseer ritme en lewer kommentaar op die effek daarvan op die luisteraar • Druk gevoelens uit wat deur die gedig gestimuleer is • Bied lied / gesekteerde reëls aan Lees ‘n gedig / lied Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Bespreek hoofgedagte(s) • Druk gevoelens uit wat deur die lied gestimuleer is • Identifiseer ritme en rym en die effek daarvan • Verdeel woorde in lettergrepe om ritme te verstaan Besin oor selfstandig gelese tekste • Hervertel storie of hoofidees in 3 – 5 sinne • Druk gevoelens oor gelese tekste uit Skryf ‘n eenvoudige gedig / lied • Selekteer toepaslike inhoud • Gebruik gepaste struktuur en formaat • Beplan, ontwerp en hersien ‘n gedig / lied • Gebruik toepaslike ritme en rym • Gebruik kennis van lettergrepe om ritme te ontwikkel • Skryf woorde en hul betekenisse in ‘n persoonlike woordeboek neer • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Sinonieme en antonieme Werk met sinne • Bywoorde van tyd, plek en wyse • Sinsoorte • Enkelvoudige sin • Woordorde • Ontkenning Spelling en punktuasie • Spelling en spelpatrone Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 37 GRAAD 4KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luister na inligtingstekste, soos weerverslae / berigte Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer en lewer kommentaar op hoofgedagtes en besonderhede • Lewer kommentaar op die doel en die teikengroep • Bring in verband met persoonlike ervaring Lees inligtingstekste met visuele komponente soos kaarte / tabelle Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling wat op die titel en prente / visuele gebaseer is • Gebruik leesstrategieë soos vluglees, soeklees • Identifiseer en lewer kommentaar op die hoofgedagtes • Lewer kommentaar op die doel en teikengroep • Interpreteer visuele tekste Besin oor selfstandig gelese tekste • Vergelyk boeke / gelese tekste Skryf ‘n inligtingsteks, soos ‘n verslag • Organiseer inligting logies • Sluit besonderhede in • Gebruik onderwerp en ondersteunende sinne om samehangende paragrawe te ontwikkel • Ontwikkel toepaslike hulpmiddels soos kaarte en tabelle • Gebruik toepaslike taal, spelling en punktuasie • Gebruik toepaslike woordeskat • Skryf woorde en hul betekenisse in ‘n persoonlike woordeboek neer • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Homonieme • Homofone • Woordvorming: stam / basis Werk met sinne • Voegwoorde • Voorsetsels • Telwoorde • Uitbreiding van ‘n enkelvoudige sin • Saamgestelde sin Spelling en punktuasie • Spelling en spelpatrone • Afkappingsteken • Vraagteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luister na stories Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer intrige, karakters en agtergrond • Voorspel inhoud • Beantwoord mondelinge vrae Hervertel ‘n storie • Hervertel gebeure in die korrekte volgorde • Benoem die karakters korrek Luister na en gee aanwysings • Luister vir besonderhede • Gebruik besonderhede akkuraat • Gebruik die korrekte taalvorm Lees kontemporêre stories Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling wat op die titel en prente gebaseer is • Identifiseer en lewer kommentaar op die hoofkarakters en agtergrond (plek en tyd) • Bespreek ‘n karakter, insluitend wat hy / sy sê of wat aan hom / haar gedoen word • Versterk redes vir handelinge in die storie • Gee en verduidelik eie gevoelens en menings oor die teks • Bespreek nuwe woorde uit die gelese teks • Gebruik ‘n woordeboek Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Besin oor selfstandig gelese tekste • Som ‘n boek op sonder om die einde te onthul • Maak aanbevelings Gee ‘n beskrywing van ‘n persoon · Gee besonderhede • Gebruik onderwerp en ondersteunende sinne om samehangende paragrawe te ontwikkel • Gebruik ‘n uitgebreide woordeskat, insluitend sinonieme en byvoeglike naamwoorde • Gebruik die woordeboek om spelling en betekenisse van woorde te kontroleer Gee ‘n beskrywing van ‘n plek • Gee besonderhede • Gebruik onderwerp en ondersteunende sinne om samehangende paragrawe te ontwikkel • Gebruik ‘n uitgebreide woordeskat, insluitend sinonieme, antonieme en byvoeglike naamwoorde Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Basisvorme • Voor- en agtervoegsels Werk met sinne • Enkelvoudige sin (onderwerp, gesegde, voorwerp) • Ontkenning Spelling en punktuasie • Spelling en spelpatrone • Afkappingsteken • Vraagteken en uitroepteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 39 GRAAD 4KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na fabels / legendes / mites Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Luister en verwys na eie ervaring • Identifiseer besonderhede • Hou by die onderwerp Neem deel aan groepbesprekings • Gee gebalanseerde en konstruktiewe terugvoering • Gebruik toepaslike intonasie en gesigsuitdrukkings Lees fabels / legendes / mites Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling wat op die titel en prente gebaseer is • Gebruik leesstrategieë soos vluglees en soeklees • Identifiseer en lewer kommentaar op die intrige • Gee redes vir handeling • Identifiseer hoof- en ondersteunende idees • Identifiseer en bespreek waardes in die teks Besin oor onafhanklik gelese tekste • Hervertel storie of hoofidees in 3 – 5 sinne • Druk emosies op gelese tekste uit Skryf ‘n verhalende teks, soos ‘n fabel • Selekteer toepaslike inhoud vir die onderwerp • Gebruik die storiestruktuur as ‘n raam • Gebruik onderwerp en ondersteunende sinne om samehangende paragrawe te ontwikkel • Verbind paragrawe deur die gebruik van aansluitingswoorde en frases • Gebruik ‘n uitgebreide woordeskat • Gebruik toepaslike taal, spelling, punktuasie en spasies tussen paragrawe • Gebruik die woordeboek om spelling en betekenisse van woorde te kontroleer. • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk. Werk met woorde • Afleiding • Samestelling • Sinonieme, antonieme, homonieme, homofone • Woorde wat verwar Werk met sinne • Woordorde • Deelwoorde in sinne • Direkte en indirekte rede Spelling en punktuasie • Spelling en spelpatrone • Afkappingsteken • Deelteken en kappie Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na en voer instruksies uit, byvoorbeeld resep / instruksies vir die maak van iets Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Bespreek besonderhede van die teks • Vra vrae om inligting te bekom • Luister en reageer toepaslik Bied ‘n feitelike verslag aan • Gebruik navorsingsvaardighede om toepaslike inligting te vind • Gebruik toepaslike struktuur (inleiding, liggaam en slot) • Lê hoofgedagte en ondersteunende besonderhede voor • Gebruik toepaslike lyftaal en aanbiedingsvaardighede, byvoorbeeld oogkontak, volume Bespreek ‘n aanbieding • Vra toepaslike vrae en gee terugvoering • Bespreek die spreker se woordgebruik, frases en lyftaal Lees ‘n instruksionele teks Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling wat op die titel en prente gebaseer is • Bespreek besonderhede van die teks • Bespreek volgorde van instruksies Lees ‘n informatiewe teks • Pre-lees: voorspelling wat op die titel en prente gebaseer is; kyk vooraf na teks, soos na opskrifte • Identifiseer hoof- en ondersteunende idees • Som inligting op • Gebruik teksstruktuur, taalgebruik, doel en gehoor Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Visualisering • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Besin oor selfstandig gelese tekste • Maak van toepassing op eie lewe Skryf ‘n instruksionele teks • Kies gepaste inhoud vir die onderwerp • Gebruik die toepaslike struktuur as ‘n raam • Orden inligting logies • Gebruik kern- en ondersteunende sinne om samehangende paragrawe te ontwikkel • Gebruik toepaslike taal, spelling en punktuasie • Bied werk netjies aan deur opskrifte, spasies vir paragrawe te gebruik. • Skryf woorde en hul betekenisse in ‘n persoonlike woordeboek neer Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Afleidings • Samestellings • Woorde wat verwar Werk met sinne • Voorsetsels, bywoorde, voegwoorde en voornaamwoorde • Saamgestelde sinne • Direkte en indirekte rede Spelling en punktuasie • Spelling en spelpatrone • Dubbelpunt Woordeskat in konteks WEEK 9– 10 FORMELE ASSESSERING AFRIKAANS HUISTAAL GRAAD 4-6 KABV 41 GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1– 2 Luister na ‘n beskrywende of verhalende teks, soos ‘n joernaalinskrywing / vertelling Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Herroep hoofidees • Herroep besonderhede • Bespreek die sosiale, morele en kulturele waardes Neem aan groepbesprekings deel • Maak beurte • Hou by die onderwerp • Vra relevante vrae • Moenie van die onderwerp afdwaal nie • Reageer met empatie en respek op ander se idees Lees ‘n biografie / verhaal Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling wat op die titel en prente gebaseer is • Interpreteer en verduidelik die boodskap / tema • Gebruik leesstrategieë soos vluglees vir algemene idee, soeklees vir besonderhede, maak voorspellings, gebruik kontekstuele leidrade om betekenis te bepaal, maak afleidings • Bespreek gevoelens oor die teks deur redes te gee • Bespreek karakters, tyd, ruimte, verhaallyn • Besin oor selfstandig gelese tekste Skryf ‘n dagboek / dagboekinskrywings Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Selekteer toepaslike inhoud vir die onderwerp • Gebruik gevoelstaal • Gebruik ‘n eerstepersoonsvertelling • Gebruik die toepaslike struktuur as ‘n raam • Gebruik onderwerp en ondersteunende sinne om samehangende paragrawe te ontwikkel • Gebruik toepaslike taal, spelling, punktuasie en spasies tussen paragrawe • Skryf woorde en hul betekenisse in ‘n persoonlike woordeboek neer Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Basisvorm • Samestellings en afleidings • Sinonieme, antonieme, homonieme Werk met sinne • Voornaamwoorde, bywoorde, voorsetsels • Ontkenning • Idiome en idiomatiese uitdrukkings • Letterlike en figuurlike taalgebruik Spelling en punktuasie • Spelling en spelpatrone • Dubbelpunt AFRIKAANS HUISTAAL GRAAD 4-6 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luister na en bied voorbereide praat aan Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Bied ‘n voorbereide toespraak aan • Verander register, woorde en styl om verskillende gehore te pas • Ondersoek maniere om iemand te vra om iets te doen • Gebruik taal met gemak vir interpersoonlike kommunikasie • Gebruik toepaslike intonasie en gesigsuitdrukkings • Gebruik toepaslike lyftaal en aanbiedingsvaardighede Lees informatiewe teks, byvoorbeeld oor sosiale kwessies Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling wat op die titel en prente gebaseer is • Lees kort gedrukte bronne • Samel inligting uit verskillende bronne in • Selekteer relevante idees • Som inligting op • Identifiseer verskillende doelstellinge van tekste • Identifiseer en bespreek waardes in die teks Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Besin oor selfstandig gelese tekste • Vergelyk boeke / gelese tekste Skryf ‘n informatiewe teks, byvoorbeeld ‘n verslag / voorbereide praatjie • Kies toepaslike inhoud vir die onderwerp • Gebruik ‘n gepaste struktuur as ‘n raam • Gebruik onderwerp en ondersteunende sinne om samehangende paragrawe te ontwikkel • Skep visuele hulpmiddels vir aanbieding • Som inligting op • Druk emosies uit • Fel oordele • Kom tot ‘n gevolgtrekking • Gebruik ‘n woordeboek om spelling en betekenis van woorde te kontroleer Skryf ‘n brosjure • Voorafskryf: bestudeer die formaat, struktuur en taalgebruik in brosjures • Kies die korrekte formaat • Kies toepaslike inligting • Gebruik gepaste struktuur • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde: • Basisvorm, samestellings en afleidings • Voor- en agtervoegsels (affikse) • Sinonieme, antonieme, homonieme Werk met sinne: • Voornaamwoorde, bywoorde, voorsetsels • Ontkenning • Idiome en idiomatiese uitdrukkings • Letterlike en figuurlike taalgebruik • Direkte en indirekte rede Spelling en punktuasie • Spelling en spelpatrone • Dubbelpunt • Aanhalingstekens Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 43 GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na stories Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Luister en verwys na eie ervaring • Identifiseer besonderhede • Hou by die onderwerp Neem aan groepbesprekings deel • Gee gebalanseerde en konstruktiewe terugvoering • Gebruik toepaslike intonasie en uitdrukkings Lees stories Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling wat op die titel en prente gebaseer is • Gebruik leesstrategieë: vlug- en soeklees • Identifiseer en lewer kommentaar op die intrige • Gee redes vir handeling • Identifiseer hoof- en ondersteunende idees • Identifiseer en bespreek waardes in die teks Besin oor selfstandig gelese tekste • Hervertel storie of hoofidees in 3 – 5 sinne • Druk emosies oor gelese tekste uit Skryf ‘n storie • Selekteer toepaslike inhoud vir die onderwerp • Gebruik die storiestruktuur as ‘n raam • Gebruik fantasiekarakters • Baseer storie op ‘n idioom / morele sedeles • Gebruik onderwerp en ondersteunende sinne om samehangende paragrawe te ontwikkel • Verbind paragrawe deur verbindingswoorde en -frases te gebruik • Gebruik ‘n uitgebreide woordeskat • Gebruik toepaslike taal, spelling en spasies tussen paragrawe • Skryf woorde en hul betekenisse in ‘n persoonlike woordeboek neer • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Basisvorm, samestellings en afleidings • Voor- en agtervoegsels (affikse) • Klankverandering • Sinonieme, antonieme, homonieme • Leenwoorde Werk met sinne • Direkte en indirekte rede • Figuurlike gebruik • Vergelykings • Idiome en spreekwoorde Spelling en punktuasie • Spelling en spelpatrone • Leestekens en skryftekens Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na 'n weerverslag / berig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer en lewer kommentaar op hoofidees en besonderhede • Lewer kommentaar oor die doel en teikengroep • Verwys na persoonlike ervaring Lees ‘n informatiewe teks met visuele komponente, soos kaarte / tabelle / kopkaarte Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling wat op die titel, prente en hulpmiddels gebaseer is • Identifiseer en lewer kommentaar op die hoofgedagte en besonderhede • Lewer kommentaar oor die doel en teikengroep Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Besin oor selfstandig gelese tekste • Bring in verband met eie lewe Skryf ‘n informatiewe teks met visuele komponente, soos ‘n boekomslag / advertensie / tydlyn • Organiseer inligting logies, insluitend besonderhede • Gebruik onderwerp en ondersteunende sinne om samehangende paragrawe te ontwikkel • Ontwerp toepaslike hulpmiddels soos kaarte en tabelle • Gebruik toepaslike taal, spelling en punktuasie • Gebruik toepaslike woordeskat • Gebruik die woordeboek om spelling en woordbetekenisse te kontroleer • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Vokaalgroep 1, 2 en 3 • Diftonge • Alfabetiese rangskikking • Klank- en lettergrepe • Afbreek van woorde • Leenwoorde Werk met sinne • Sinsoorte (stelsin, bevelsin, vraagsin, uitroepsin) • Enkelvoudige sin • Saamgestelde sin • Lydende en bedrywende vorm • Idiome en idiomatiese uitdrukkings Spelling en punktuasie • Spelling en spelpatrone • Leestekens en skryftekens Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 45 GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Luister na ‘n verhalende teks, soos radio- of televisiedrama / storie / gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Maak voorspellings op grond van die titel • Hervertel die storie in volgorde • Benoem die karakters korrek • Luister na besonderhede • Gebruik besonderhede akkuraat • Druk gedagtes en gevoelens uit • Gebruik die korrekte taalvorm • Vertolk die rol van ‘n karakter Lees ‘n drama / storie / gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Maak voorspellings op grond van die titel • Gebruik leesstrategieë • Bespreek karakters, sentrale idees en agtergrond • Druk gevoelens uit wat deur die teks gestimuleer word • Besin oor selfstandig gelese tekste Skryf ‘n dialoog • Selekteer toepaslike karakters • Organiseer die gesprek logies • Skryf sinne deur die direkte en indirekte rede te gebruik • Gebruik ‘n uitgebreide woordeskat • Gebruik toepaslike taal, spelling, punktuasie en spasiëring • Lewer verslag oor woorde en hul betekenis in ‘n persoonlike woordeboek • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde: • Vokaalgroep 1, 2 en 3 • Diftonge • Alfabetiese rangskikking • Klank- en lettergrepe • Afbreek van woorde • Antonieme, sinonieme, homonieme, homofone • Basisvorme, voor- en agtervoegsels Werk met sinne • Werkwoorde en deelwoorde • Selfstandige naamwoord (geslag, verkleining, meervoud) • Byvoeglike naamwoord (trappe van vergelyking, verboë vorme, intensiewe vorme Spelling en punktuasie • Spelling en spelpatrone • Kommapunte Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1– 2 Luister na ‘n voorlesing van ‘n inligtingsteks, byvoorbeeld ‘n koerantberig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Neem aan besprekings deel • Vra relevante vrae en reageer daarop • Vergelyk eie idees met ander se idees • Respekteer ander se idees • Gee opinies en konstruktiewe terugvoering Neem aan ‘n debat deel • Kies ‘n relevante onderwerp • Hou by die onderwerp • Gebruik oorredende argumente • Gebruik oorredende taal • Vra kritiese vrae • Gee menings • Reageer met sensitiwiteit op idees en voorstelle • Gebruik toepaslike hulpmiddels Lees ‘n kontemporêre storie wat sosiale kwessies beklemtoon Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Maak voorspellings op grond van die titel • Lei redes vir handelinge in storie af • Verduidelik oorsaak en gevolg in ‘n storie • Druk gevoelens oor die teks uit en gee redes • Bespreek waardes in die teks • Bespreek die woordkeuse en beeldspraak • Herken die struktuur, taalgebruik, doel en gehoor van die storie • Besin oor selfstandig gelese tekste • Vergelyk boeke / gelese tekste Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n storie • Ontwikkel intrige, karakters en agtergrond • Gebruik inhoud toepaslik vir die gehoor en doel van die teks • Gebruik storiestruktuur • Gebruik ‘n uitgebreide woordeskat • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Verbind paragrawe deur verbindingswoorde en -frases te gebruik • Gebruik toepaslike taal, spelling en punktuasie • Gebruik deurlopend verskillende woordsoorte • Gebruik die woordeboek om spelling en die betekenis van woorde te kontroleer • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Vokaalgroep 1, 2 en 3 • Diftonge • Alfabetiese rangskikking • Klank- en lettergrepe • Afbreek van woorde • Woordvorming • Sinonieme, antonieme, homofone, homonieme • Een woord vir ‘n omskrywing Werk met sinne • Woordsoorte • Sinsoorte • Enkelvoudige en saamgestelde sinne • Direkte en indirekte rede • Bedrywende en lydende vorm • Ontkenning • Woordorde • Idiome en idiomatiese uitdrukkings Spelling en punktuasie • Spelling en spelpatrone • Afkortings Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 47 GRAAD 4 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luister na en rolspeel onderhoude / dialoog / geselsprogram • Herroep hoofidees • Vra relevante vrae • Reageer toepaslik • Gee opinies Luister na eie briewe • Identifiseer hoofidee en besonderhede • Bespreek die struktuur, taal, doel en teikengroep Lees ‘n geskrewe onderhoud / dialoog / brief • Pre-lees: Maak voorspellings op grond van die titel en prente • Gebruik ‘n reeks leesstrategieë soos vlug- en soeklees • Identifiseer en lewer kommentaar op die sosiale, morele en kulturele waardes in die teks • Verduidelik hoe betekenisse wat nie ooglopend genoem word nie, oorgedra word • Som die teks op deur sleutelpunte te gebruik Lees briewe • Identifiseer hoofidee en besonderhede • Bespreek die struktuur, taal, doel en gehoor Besin oor selfstandig gelese tekste • Hervertel storie of hoofgedagte in 3 – 5 sinne • Druk emosies op gelese tekste uit Skryf ‘n onderhoud / dialoog / brief • Gebruik toepaslike formaat, struktuur en taal • Gebruik gepaste inhoud vir die gehoor en doel van die teks • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Gebruik toepaslike taal, spelling en punktuasie • Beweeg konsekwent en toepaslik van een tydsvorm na ‘n ander • Gebruik die woordeboek om spelling en betekenis van woorde te kontroleer Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Vokaalgroep 1, 2 en 3 • Diftonge • Alfabetiese rangskikking • Klank- en lettergrepe • Afbreek van woorde • Woordvorming • Sinonieme, antonieme, homofone, homonieme • Een woord vir ‘n omskrywing Werk met sinne • Woordsoorte • Sinsoorte • Enkelvoudige en saamgestelde sinne • Direkte en indirekte rede • Bedrywende en lydende vorm • Ontkenning • Woordorde • Idiome en idiomatiese uitdrukkings Spelling en punktuasie • Spelling en spelpatrone • Afkortings Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na tekste, soos advertensies / kennisgewing / strooibiljet Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Interpreteer en bespreek boodskap, insluitend die waardes in die teks • Bespreek die struktuur, taalgebruik, doel en gehoor van die teks • Neem aan ‘n groepbespreking deel oor ‘n sosiale kwessie wat met die advertensies verband hou • Bespreek sosiale waardes • Vra relevante vrae deur toepaslike vraagvorme te gebruik, soos wie, watter, wanneer hoe, waarom Bied ‘n voorbereide toespraak aan • Selekteer toepaslike inhoud • Gebruik ‘n begin, ‘n middel en ‘n einde • Hou by die onderwerp • Gebruik logiese rangskikking van idees • Gebruik aanbiedingsvaardighede, byvoorbeeld volume, pousering, postuur Lees ‘n informatiewe tekste, soos ‘n advertensie / kennisgewing / strooibiljet Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Interpreteer en bespreek die boodskap, insluitend die waardes in die teks • Bespreek die struktuur, doel en gehoor van die teks • Bespreek taalgebruik, insluitend oorredende en emotiewe taal en die ekonomiese gebruik van taal • Vra relevante, kritiese vrae deur toepaslike vraagvorme te gebruik, soos wie, watter, wat, wanneer, hoe, waarom • Identifiseer en bespreek stereotipes • Identifiseer en bespreek grafiese tegnieke soos kleur, ontwerp, keuse van beelde, ensovoorts en hoe dit die boodskap wat oorgedra word, beïnvloed Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Besin oor selfstandig gelese tekste • Druk emosies op gelese tekste uit Skryf ‘n advertensie / kennisgewing / strooibiljet • Gebruik toepaslike inhoud vir die doel en gehoor • Gebruik toepaslike hulpmiddels en uitleg vir die doel • Gebruik toepaslike taal en woordeskat • Gebruik taal kreatief • Gebruik die woordeboek om spelling en betekenis van woorde te kontroleer • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde: • Geïntegreerde taalleer (hersiening) Werk met sinne: • Geïntegreerde taalleer (hersiening) Spelling en punktuasie: • Geïntegreerde taalleer (hersiening) Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 49 GRAAD 4 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na ‘n storie, soos ‘n kortverhaal / folklore / fabel Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Bespreek sentrale idee en karakters • Bespreek gebeure • Gee opinies • Vra kritiese vrae • Bespreek morele en kulturele waardes, houdings en aannames Lees ‘n storie, soos ‘n kortverhaal / folklore / fabel Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Maak voorspellings wat op die titel en prente gebaseer is • Gebruik leesstrategieë • Bespreek karakters • Identifiseer en bespreek sosiale, morele en kulturele waardes in stories • Herken die struktuur, taalgebruik, doel en gehoor van die teks • Bespreek die woordkeuse en beeldspraak • Bespreek hoe die keuse van taal die leser beïnvloed Besin oor selfstandig gelese tekste • Bring met eie ervarings in verband Skryf ‘n storie / fabel met dialoog • Gebruik karakters (dierekarakters in geval van ‘n fabel) • Gebruik intrige • Organiseer logies • Brei sinne met byvoeglike naamwoorde en bywoorde uit • Gebruik uitgebreide woordeskat • Gebruik korrekte formaat • Gebruik figuurlike taal soos vergelykings • Gebruik toepaslike taal, spelling en punktuasie • Gebruik toepaslike formaat, struktuur en taal • Gebruik die woordeboek om spelling en betekenis van woorde te kontroleer • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Hersiening Werk met sinne • Hersiening Spelling en punktuasie • Hersiening WEEK 9 – 10 FORMELE ASSESSERING AFRIKAANS HUISTAAL GRAAD 4-6 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1– 2 Luister na ‘n storie / gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer hoofgedgates en besonderhede • Bring met eie ervarings in verband • Bespreek en gee opinie • Neem aan groepbesprekings deel, soos kwessies wat met die teks verband hou • Vra toepaslike vrae • Gee terugvoering • Hou by die onderwerp • Reageer met empatie en respek vir ander se idees • Maak beurte Lees hardop (voorbereid) • Lees vloeiend en hoorbaar • Let op na leestekens • Spreek woorde duidelik uit • Gebruik toepaslike stemtoon, pousering, oogkontak Lees ‘n storie / gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Maak voorspellings wat op die titel en prente gebaseer is • Gebruik leesstrategieë soos voorspelling; gebruik klank- en kontekstuele leidrade • Bespreek nuwe woordeskat uit die teks • Bespreek die sentrale idee, intrige, karakters en agtergrond • Druk gevoelens en opinies uit • Bespreek oorsaak en gevolg in die storie • Gebruik ‘n woordeboek vir woordeskat-ontwikkeling Besin oor selfstandig gelese tekste • Hervertel storie of hoofidees • Druk emosies op gelese tekste uit • Bring met eie ervarings in verband • Vergelyk boeke gelese tekste Skryf ‘n storie / gedig • Voorafskryf: lees die storie / gedig en bespreek die struktuur, taalgebruik, doel en gehoor • Selekteer toepaslike inhoud vir die doel • Gebruik toepaslike taal- en teksstruktuur • Gebruik die korrekte formaat • Skryf ‘n kort opsomming van die storie / gedig • Gebruik aanhalings • Maak aanbevelings • Gebruik toepaslike taal, spelling en punktuasie • Gebruik ‘n woordeboek vir spelling en woordeskatontwikkeling Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Afbreek van woorde • Woorde met d/t; v/f • Lettergrepe en klankgrepe • Afkortings Werk met sinne • Sinsoorte • Tydsvorme • Ontkenning Spelling en punktuasie • Spelling en spelpatrone • Hoofletters • Punt, komma, uitroepteken, vraagteken • Skryftekens: kappie en deelteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 51 GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1– 2 Luister na ‘n storie / gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer hoofgedgates en besonderhede • Bring met eie ervarings in verband • Bespreek en gee opinie • Neem aan groepbesprekings deel, soos kwessies wat met die teks verband hou • Vra toepaslike vrae • Gee terugvoering • Hou by die onderwerp • Reageer met empatie en respek vir ander se idees • Maak beurte Lees hardop (voorbereid) • Lees vloeiend en hoorbaar • Let op na leestekens • Spreek woorde duidelik uit • Gebruik toepaslike stemtoon, pousering, oogkontak Lees ‘n storie / gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Maak voorspellings wat op die titel en prente gebaseer is • Gebruik leesstrategieë soos voorspelling; gebruik klank- en kontekstuele leidrade • Bespreek nuwe woordeskat uit die teks • Bespreek die sentrale idee, intrige, karakters en agtergrond • Druk gevoelens en opinies uit • Bespreek oorsaak en gevolg in die storie • Gebruik ‘n woordeboek vir woordeskat-ontwikkeling Besin oor selfstandig gelese tekste • Hervertel storie of hoofidees • Druk emosies op gelese tekste uit • Bring met eie ervarings in verband • Vergelyk boeke gelese tekste Skryf ‘n storie / gedig • Voorafskryf: lees die storie / gedig en bespreek die struktuur, taalgebruik, doel en gehoor • Selekteer toepaslike inhoud vir die doel • Gebruik toepaslike taal- en teksstruktuur • Gebruik die korrekte formaat • Skryf ‘n kort opsomming van die storie / gedig • Gebruik aanhalings • Maak aanbevelings • Gebruik toepaslike taal, spelling en punktuasie • Gebruik ‘n woordeboek vir spelling en woordeskatontwikkeling Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Afbreek van woorde • Woorde met d/t; v/f • Lettergrepe en klankgrepe • Afkortings Werk met sinne • Sinsoorte • Tydsvorme • Ontkenning Spelling en punktuasie • Spelling en spelpatrone • Hoofletters • Punt, komma, uitroepteken, vraagteken • Skryftekens: kappie en deelteken Woordeskat in konteks GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Gee instruksies / aanwysings Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Gee spesifieke besonderhede • Gebruik korrekte volgorde • Vra relevante vrae en reageer toepaslik • Voer opdragte uit • Pas volume en tempo aan Bied ‘n voorbereide toespraak aan • Daar moet ‘n begin, middel en einde wees • Gebruik logiese organisasie van idees • Selekteer toepaslike taal en styl vir gehoor en doel • Gebruik toepaslike intonasie en gesigsuitdrukking • Gebruik toepaslike lyftaal, postuur en aanbiedingsvaardighede soos tempo en volume Lees ‘n instruksionele teks Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Maak voorspellings wat op die titel en prente gebaseer is • Gebruik leesstrategieë soos voorspelling en kontekstuele leidrade • Bespreek besonderhede van teks • Bespreek volgorde van instruksies • Voer opdragte / prosedure uit Lees ‘n inligtingsteks (leesbegrip) • Pre-lees: Maak voorspellings wat op die titel en prente gebaseer is • Bespreek sentrale idee en besonderhede • Lewer kommentaar op die keuse van prente in die teks • Gebruik leesstrategieë soos tekstuele en kontekstuele leidrade • Deel idees en bied opinies deur middel van spekulasie aan • Gebruik ‘n kopkaart / notas om inligting op te som Skryf instruksies / aanwysings • Selekteer relevante inligting • Gebruik korrekte besonderhede, volgorde en formaat • Gebruik die opdragvorm van die werkwoord • Gebruik toepaslike taal, spelling en punktuasie Skryf ‘n inligtingsteks / voorbereide toespraak • Gebruik relevante inhoud toepaslik doel en teikengroep • Druk inligting duidelik uit • Organiseer inhoud logies • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Gebruik ‘n verskeidenheid sinsoorte • Gebruik toepaslike taal, spelling en punktuasie Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde: • Vokaalgroepe 1, 2, 3 • Woorde met d/t; f/v; ei/y • Woordvorming: stam, voor- en agtervoegsels • Afkortings en akronieme Werk met sinne: • Woordsoorte in konteks: selfstandige en byvoeglike naamwoorde, lidwoorde • Enkelvoudige sin (onderwerp, voorwerp, gesegde) • Veelvoudige sin Spelling en punktuasie • Spelling en spelpatrone • Hoofletters • Punt, komma, uitroepteken, vraagteken • Skryftekens: koppelteken, afkappingsteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister en reageer op ‘n inligtingsteks, byvoorbeeld ‘n koerantberig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Luister vir besonderhede • Identifiseer die hoofboodskap • Bring met eie ervaring in verband • Bespreek die hoofgedagte en besonderhede • Bespreek die sosiale, morele en kulturele waardes in die teks • Bespreek die skrywer se standpunt • Neem aan ‘n bespreking deel Lees ‘n teks, byvoorbeeld ‘n koerantberig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling gebaseer op kop, dra teks oor • Maak voorspellings deur kontekstuele leidrade te gebruik om betekenis te bepaal en om afleidings te maak • Identifiseer en verduidelik die ooreenkomste en verskille van iets Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n koerantberig • Gebruik kop, subopskrif, kernparagraaf, antwoord op Wie, Wat, Waar, Wanneer en Waarom / Hoe • Selekteer inhoud volgens doel en teikengroep • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Beplan, ontwerp en verfyn stories in paragraafvorm (minimum van 3 paragrawe) • Gebruik ‘n wye verskeidenheid van woordeskat, toepaslike taal, en punktuasie Gebruik die stappe van die skrses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde: • Vokaalgroepe 1, 2, 3 • Woordvorming: stam, voor- en agtervoegsels • Afkortings en verkortings • Antonieme en sinonieme Werk met sinne: • Woordsoorte in konteks: selfstandige en byvoeglike naamwoorde, lidwoorde • Enkelvoudige sin (onderwerp, voorwerp, gesegde) • Veelvoudige sin • Idiomatiese taalgebruik Spelling en punktuasie • Spelling en spelpatrone • Punt, komma, uitroepteken, vraagteken • Skryftekens: koppelteken, afkappingsteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 53 GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na en bespreek storie, bv. folklore (mite/legende) Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer die sentrale idee, intrige, agtergrond, atmosfeer en karakters van ‘n fiktiewe storie • Onderskei tussen realistiese en fiktiewe gebeure • Neem deel aan besprekings, regverdig eie mening • Reageer sensitief op idees en suggesties • Gee terugvoering • Neem deel aan groepbesprekings • Gee gebalanseerde en konstruktiewe terugvoering van: intrige, tema, agtergrond • Gebruik toepaslike intonasie en gesigsuitdrukking Lees ‘n storie, soos folklore (mite / legende) Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Gebruik ‘n reeks leesstrategieë: vluglees, soeklees, kontekstuele leidrade en vorige kennis • Verduidelik hoe skrywers woordeskat en taal gebruik om die agtergrond te beskryf • Lees selfstandig hardop met duidelike uitdrukking • Lewer kommentaar op intrige, tema, agtergrond Skryf ‘n storie soos folklore (mite / legende) • Gebruik karakters en agtergrond • Selekteer inhoud toepaslik vir die gehoor en doel van die teks • Gebruik taal verbeeldingryk, veral ‘n uitgebreide woordeskat • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Gebruik toepaslike taal, spelling en punktuasie • Beplan, ontwerp en verfyn stories Gee beskrywings van mense / karakters / gebeure • Kies relevante inhoud • Hou by die onderwerp • Gebruik beskrywende woordeskat, veral ‘n reeks byvoeglike naamwoorde • Gebruik figuurlike taal soos vergelykings en metafore Werk met woorde: • Afbreek van woorde • Klank- en lettergrepe • Woordvorming: afleiding en samestelling • Afkortings Werk met sinne • Woordsoorte: werkwoorde, voornaamwoorde, voegwoord • Sinsoorte • Sinslengtes • Tydsvorme: teenwoordige en verlede tyd Spelling en punktuasie • Spelling en spelpatrone Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Luister na ‘n teks, byvoorbeeld ‘n gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Waardeer en reageer op die klankeffek wat deur die gedig gestimuleer word • Bespreek die sentrale idee • Bring met eie ervaring in verband • Identifiseer rym en ritme en lewer kommentaar op die effek daarvan op die luisteraar • Druk gevoelens uit wat deur die gedig gestimuleer is • identifiseer die stemming in die gedig Lewer ‘n gedig / geselekteerde versreëls • Gebruik toepaslike intonasie en gesigsuitdrukkings • Gebruik toepaslike lyftaal, postuur en aanbiedingsvaardighede soos tempo en volume Lees ‘n gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Maak voorspelling wat op titel gebaseer is • Bespreek boodskap / tema, agtergrond en stemming • Beskryf emosie op tekste • Identifiseer rym, alliterasie en klanknabootsing en die effek daarvan • Identifiseer en verduidelik vergelykings en metafore Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n kort gedig • Kies toepaslike inhoud • Gebruik die korrekte formaat • Gebruik taal verbeeldingryk en kreatief • Gebruik alliterasie en assonansie • Gebruik ‘n uitgebreide woordeskat • Gebruik figuurlike taal soos vergelykings, metafore • Gebruik toepaslike ritme en rym Skryf kreatiewe beskrywings van gebeure • Kies relevante inhoud • Hou by die onderwerp • Gebruik beskrywende woorde, veral ‘n reeks werkwoorde en bywoorde • Gebruik figuurlike taal soos vergelykings en metafore Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde: • Afbreek van woorde • Klank- en lettergrepe • Woordvorming: afleiding en samestelling • Afkortings • Sinonieme en antonieme Werk met sinne • Woordsoorte: werkwoorde, voornaamwoorde, voegwoord • Sinsoorte • Sinslengtes • Tydsvorme: teenwoordige en verlede tyd • Figuurlike taalgebruik Spelling en punktuasie • Spelling en spelpatrone • Skryftekens Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 55 GRAAD 5 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Gee en voer instruksies uit Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Gee besonderhede • Gebruik korrekte volgorde • Vra relevante vrae en reageer toepaslik • Voer opdragte uit • Pas volume, tempo aan Bied ‘n voorbereide toespraak aan • Gebruik begin, middel en einde • Gebruik logiese organisasie van idees • Selekteer toepaslike taal en styl vir gehoor en doel • Gebruik toepaslike intonasie en gesigsuitdrukkings • Gebruik toepaslike lyftaal, postuur en aanbiedingsvaardighede; pas tempo en volume aan Lees ‘n instruksionele teks Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Maak voorspellings wat op die titel en prente gebaseer is • Gebruik leesstrategieë soos voorspelling en kontekstuele leidrade • Bespreek besonderhede in die teks • Bespreek volgorde van instruksies • Voer opdragte / prosedure uit Lees informatiewe teks • Pre-lees: Maak voorspellings wat op die titel, opskrifte en prente gebaseer is • Bespreek sentrale idee en besonderhede • Lewer kommentaar op keuse van prente in die teks • Gebruik leesstrategieë soos tekstuele en kontekstuele leidrade • Deel idees en gee opinies wat op spekulasie berus • Gebruik ‘n kopkaart / notas om inligting op te som Skryf instruksies • Kies toepaslike inligting • Gebruik korrekte besonderhede, volgorde, formaat • Gebruik bevelsinne • Gebruik toepaslike taal, spelling en punktuasie Skryf ‘n informatiewe teks / geskrewe voorbereide toespraak • Gebruik relevante inhoud toepaslik vir die gehoor en die doel van die teks • Druk inligting duidelik uit • Lok emosionele respons uit • Organiseer inhoud logies • Skryf ‘n kernsin en sluit relevante inligting in om ‘n samehangende paragraaf te ontwikkel • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Gebruik ‘n verskeidenheid sinsoorte • Gebruik toepaslike taal, spelling en punktuasie • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Alfabetiese rangskikking • Homonieme, homofone • Sinonieme en antonieme • Woordvorming: basisvorme, afleiding, samestelling, voor- en agtervoegsels Werk met sinne • Woordsoorte: hulpwerkwoorde / medewerkwoorde, deelwoorde • Enkelvoudige sin (sinsuitbreiding met byvoeglike en bywoordelike bepalings) • Saamgestelde sinne • Idiomatiese uitdrukkings Spelling en punktuasie • Spelling en spelpatrone • Koppelteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Neem aan onderhoude deel om inligting in te samel Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Formuleer relevante vrae om navorsing vir inligting te lei • Bied inligting aan deur ‘n tabel / kaart / grafiek te gebruik • Ontleed inligting • Som inligting op Neem deel aan groepbespreking • Hou by die onderwerp • Gee konstruktiewe terugvoering • Handhaaf bespreking • Toon sensitiwiteit vir die regte en gevoelens van ander Lees ‘n verslag met hulpmiddels, soos tabelle / kaarte / grafiese voorstellings Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Maak voorspellings wat op die titel, opskrifte en prente gebaseer is • Bespreek sentrale idee en besonderhede • Gebruik leesstrategieë soos voorspellings, tekstuele en kontekstuele leidrade • Interpreteer grafiese inligting • Deel idees en gee opinies wat op spekulasie en veronderstellings berus • Gebruik ‘n kopkaart of notas om inligting op te som Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n verslag • Gebruik wat, wanneer, waar, wie • Orden inligting logies • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde en verbindingswoorde te gebruik • Gebruik toepaslike taal, spelling en punktuasie • Bied werk netjies aan deur korrekte opskrifte en spasiëring tussen paragrawe te gebruik Skryf inligting vanaf ‘n tabel na ‘n paragraaf • Selekteer relevante inligting • Vertaal grafiese inligting korrek na paragrawe • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde en verbindingswoorde te gebruik • Gebruik toepaslike taal, spelling en punktuasie • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Alfabetiese rangskikking • Sinonieme en antonieme • Woordvorming: basisvorme, afleiding, samestelling, voor- en agtervoegsels Werk met sinne • Woordsoorte: hulpwerkwoorde / medewerkwoorde, deelwoorde • Enkelvoudige sin (sinsuitbreiding met byvoeglike en bywoordelike bepalings) • Saamgestelde sinne • Idiomatiese uitdrukkings Spelling en punktuasie • Spelling en spelpatrone • Koppelteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 57 GRAAD 5 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na ‘n gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Waardeer en reageer op die klankeffek wat deur die gedig gestimuleer is • Bespreek sentrale idee • Verwys na eie ervaring • Identifiseer rym en ritme en lewer kommentaar op die effek daarvan op die luisteraar • Dui gevoelens aan wat deur die gedig gestimuleer word • Bespreek toon en taalgebruik en die effek daarvan op die luisteraar, insluitend hoe taal gebruik word om atmosfeer te skep Dra ‘n mondelinge gedig voor • Selekteer toepaslike toon en uitdrukking om inhoud en gevoel uit te druk • Gebruik toepaslike lyftaal, beweging en aanbiedingsvaardighede soos tempo en volume Lees ‘n gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Maak voorspellings wat op die titel, opskrifte en prente gebaseer is • Gebruik leesstrategieë, maak voorspellings, gebruik klank en kontekstuele leidrade; voorspel die einde • Bespreek die sentrale idee, intrige, karakters en agtergrond • Druk gevoelens en opinies uit • Bring met eie ervaring in verband • Bespreek oorsaak en effek in die storie • Gebruik woordeboek vir woordeskat-ontwikkeling Besin oor selfstandig gelese tekste • Hervertel storie of hoofidees in 3 – 5 sinne • Druk emosies oor die gelese teks uit • Bring met eie ervaring in verband • Vergelyk boeke / gelese tekste Reageer op of skryf ‘n gedig • Gebruik dierekarakters • Ontwikkel intrige, karakters en agtergrond • Baseer inhoud op ‘n idioom / morele les • Selekteer toepaslike inhoud volgens doel en teikengroep • Gebruik ‘n tema of boodskap • Gebruik taal verbeeldingryk, veral ‘n uitgebreide woordeskat • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Gebruik toepaslike taal, spelling en punktuasie • Gebruik verskillende tye deurlopend • Gebruik ‘n woordeboek vir spelling en woordeskatontwikkeling Skryf ‘n dialoog • Selekteer relevante inhoud • Ont wikkel dialoog sodat dit sin maak • Gebruik toepaslike inleiding, middel en slotsom vir dialoog • Gebruik korrekte formaat • Gebruik toepaslike taal, spelling en punktuasie • Gebruik die stappe van die skryfproses Werk met woorde • Alfabetiese rangskikking • Sinonieme en antonieme • Woordvorming: basisvorme, afleiding, samestelling, voor- en agtervoegsels Werk met sinne • Woordsoorte: selfstandige naamwoorde (meervoud, verkleining, versamelname), byvoeglike naamwoord • Enkelvoudige sin (sinsuitbreiding met byvoeglike en bywoordelike bepalings) • Saamgestelde sinne • Tydsvorme • Idiomatiese uitdrukkings Spelling en punktuasie • Spelling en spelpatrone • Vraagteken, uitroepteken • Kommapunt Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na en bespreek folklore (mite / legende) Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer die sentrale idee, intrige, agtergrond, atmosfeer en karakters van ‘n fiktiewe storie • Onderskei tussen realistiese en fiktiewe gebeure • Neem deel aan besprekings; regverdig eie opinie • Reageer sensitief op idees en suggesties • Gee terugvoering Rolspeel ‘n storie • Hervertel die storie in volgorde • Hou by die intrige van die storie • Sluit karakters van die storie in Lees folklore (mite / legende) Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Verduidelik hoe skrywers woordeskat en taal gebruik om die agtergrond te beskryf, • Lees individueel hardop met duidelike uitdrukking • Lewer kommentaar op intrige, tema, agtergrond • Gee redes vir handeling Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf folklore (mite / legende) • Ontwikkel intrige, karakters en agtergrond • Selekteer toepaslike inhoud vir die gehoor en doel van die teks • Gebruik taal verbeeldingryk, veral ‘n uitgebreide woordeskat • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Gebruik toepaslike taal, spelling en punktuasie • Beplan, ontwerp en verfyn stories Skryf ‘n beskrywende paragraaf oor ‘n persoon / dinge • Kies relevante inhoud • Hou by die onderwerp • Gebruik beskrywende woordeskat, veral ‘n verskeidenheid byvoeglike naamwoorde • Gebruik figuurlike taal soos vergelyking en metafore Werk met woorde • Alfabetiese rangskikking • Sinonieme en antonieme • Woordvorming: basisvorme, afleiding, samestelling, voor- en agtervoegsels Werk met sinne • Woordsoorte: selfstandige naamwoorde (meervoud, verkleining, versamelname), byvoeglike naamwoord, voorsetsels • Enkelvoudige sin (sinsuitbreiding met byvoeglike en bywoordelike bepalings) • Saamgestelde sinne • Tydsvorme • Idiomatiese uitdrukkings Spelling en punktuasie • Spelling en spelpatrone • Vraagteken, uitroepteken • Kommapunt WEEK 9– 10 FORMELE ASSESSERING AFRIKAANS HUISTAAL GRAAD 4-6 KABV 59 GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Bespreek persoonlike ervarings Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Kies relevante inhoud • Hou by die onderwerp • Verduidelik logies • Bespreek hoofidees en besonderhede • Vra relevante vrae en reageer toepaslik • Gebruik aanbiedingsvaardighede Beskryf gebeure • Selekteer relevante inhoud van persoonlike ervaring • Verduidelik gebeure in volgorde • Druk gevoelens in ooreenstemming met gebeure uit Lees ‘n biografie / dagboek Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Maak voorspelling wat op titel gebaseer is en bespreek verbandhoudende temas / inhoud • Identifiseer en verduidelik die sentrale gebeure • Bespreek die karakters • Identifiseer en bespreek gevoelens • Verbind gebeure en karakters met eie ervarings • Gebruik ‘n reeks leesstrategieë • Bespreek die struktuur, taalgebruik, doel en gehoor • Identifiseer die verskil(le) tussen biografieë / dagboeke en stories • Gebruik ‘n woordeboek vir woordeskatontwikkeling Besin oor selfstandig gelese tekste • Hervertel storie of hoofidees in 3 – 5 sinne • Druk emosies op gelese tekste uit • Bring met eie ervarings in verband • Vergelyk boeke / gelese tekste Skryf ‘n dagboek / dagboekinskrywing • Voorafskryf: luister na uittreksels uit ‘n dagboek • Selekteer inhoud toepaslik vir die doel – lewer verslag van waargenome gebeure en rapporteer • Gebruik toepaslike taal- en teksstruktuur • Gebruik die korrekte formaat • Organiseer inhoud logies en chronologies • Gebruik toepaslike taal, spelling en punktuasie • Gebruik ‘n woordeboek vir spelling en woordeskat Skryf ‘n persoonlike brief • Voorafskryf: luister na persoonlike briewe • Gebruik korrekte uitleg / tipografie • Gebruik toepaslike toon • Selekteer en organiseer toepaslike inhoud en taal vir die doel • Gebruik toepaslike teksstruktuur en korrekte formaat • Verbind sinne tot samehangende paragrawe deur voornaamwoorde en verbindingswoorde te gebruik • Gebruik toepaslike taal, spelling en punktuasie • Gebruik ‘n woordeboek vir spelling en woordeskat • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Sinonieme en antonieme • Woordvorming: basisvorme, afleiding, samestelling, voor- en agtervoegsels Werk met sinne • Woordsoorte: bywoorde, telwoorde, voornaamwoorde • Sinsoorte • Direkte en indirekte rede • Idiomatiese uitdrukkings Spelling en punktuasie • Spelling en spelpatrone • Vraagteken, uitroepteken • Hoofletters • Komma, kommapunt, aanhalings￾tekens, dubbelpunt AFRIKAANS HUISTAAL GRAAD 4-6 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luister na en bespreek ‘n radio￾advertensie Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer sleutelkwessies • Bespreek die effektiwiteit van die advertensie • Druk gedagtes en gevoelens op ‘n verbeeldingryke wyse uit • Luister vir spesifieke besonderhede • Reageer sensitief op idees en voorstelle • Gee terugvoering • Deel idees en gee opinies oor minder bekende onderwerpe Lees ‘n advertensie / plakkaat Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Gebruik leesstrategieë: vluglees vir spesifieke besonderhede, soeklees vir algemene idees, voorspelling inhoud, gebruik vorige kennis of tekstuele leidrade, maak afleidings • Neem waar en lewer kommentaar op grafiese tegnieke wat gebruik word in visuele tekste: kleur, lettertipe uitleg Lees informatiewe tekste (leesbegrip) • Pre-lees: Maak voorspellings wat op titel, opskrifte en prente gebaseer is • Bespreek sentrale idees en besonderhede • Gebruik leesstrategieë soos voorspellings en tekstuele en kontekstuele leidrade • Deel idees en gee opinies wat op spekulasie en veronderstellings berus • Druk eie opinie uit en motiveer • Vra kritiese vrae wat nie voor die hand liggende antwoorde het nie • Reageer denkend op kritiese vrae • Gebruik ‘n kopkaart of notas om inligting op te som Besin oor uitgebreide leestekste Skryf ‘n advertensie / plakkaat • Druk idees duidelik en logies uit • Gebruik ‘n uitgebreide woordeskat, toepaslike taal, spelling en punktuasie • Gebruik taal vir kreatiewe en verbeeldingryke uitdrukking van gevoelens Beskryf ‘n voorwerp • Kies relevante inhoud • Hou by die onderwerp • Gebruik beskrywende byvoeglike naamwoorde • Gebruik figuurlike taal soos vergelyking en metafore • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Sinonieme en antonieme • Woordvorming: basisvorme, afleiding, samestelling, voor- en agtervoegsels Werk met sinne • Woordsoorte: bywoorde, telwoorde, voornaamwoorde, byvoeglike naamwoorde • Sinsoorte • Direkte en indirekte rede • Idiomatiese uitdrukkings Spelling en punktuasie • Spelling en spelpatrone • Vraagteken, uitroepteken • Hoofletters • Komma, kommapunt, aanhalings￾tekens, dubbelpunt AFRIKAANS HUISTAAL GRAAD 4-6 KABV 61 GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na en bespreek stories soos folklore (mite / legende) Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer die sentrale idee, intrige, agtergrond, atmosfeer en karakters van ‘n fiktiewe verhaal • Onderskei tussen realistiese en fiktiewe gebeure • Neem aan besprekings deel, motiveer eie opinie • Reageer sensitief op idees en voorstelle • Gee terugvoering • Behou oogkontak • Gebruik toepaslike gesigsuitdrukkings soos toon, tempo en volume • Selekteer toon en uitdrukking wat vir die inhoud en styl van die gedig toepaslik is • Gebruik toepaslike intonasie en gesigsuitdrukkings • Gebruik toepaslike lyftaal, postuur en aanbiedingsvaardighede soos tempo en volume Lees ‘n storie soos folklore (mite / legende) Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Maak voorspellings wat op die titel berus • Gebruik ‘n reeks leesstrategieë soos vluglees, soeklees, kontekstuele leidrade en vorige kennis • Verduidelik hoe skrywers woordeskat en taal gebruik om die agtergrond te beskryf • Lees individueel hardop, met duidelike uitdrukking • Lewer kommentaar op intrige, tema en agtergrond • Gee redes vir handeling • Bespreek hoofidee, karakters en agtergrond • Interpreteer en verduidelik die betekenis van die gedig • Beskryf emosies op tekste Skryf folklore (mite / legende) • Ontwikkel intrige, karakters en agtergrond • Selekteer inhoud wat toepaslik is op die gehoor en doel van die teks • Gebruik verbeeldingryke taal en ‘n uitgebreide woordeskat • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Gebruik toepaslike taal, spelling en punktuasie • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Gee beskrywings van mense • Kies relevante inhoud • Hou by die onderwerp • Gebruik beskrywende byvoeglike naamwoorde • Gebruik figuurlike taal soos vergelykings en metafore • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Sinonieme en antonieme • Woordvorming: basisvorme, afleiding, samestelling, voor- en agtervoegsels Werk met sinne • Woordsoorte: bywoorde, telwoorde, voornaamwoorde, byvoeglike naamwoorde • Sinsoorte • Direkte en indirekte rede • Idiomatiese uitdrukkings • Letterlike en figuurlike taalgebruik Spelling en punktuasie • Spelling en spelpatrone • Vraagteken, uitroepteken • Hoofletters • Komma, kommapunt, aanhalings- tekens, dubbelpunt AFRIKAANS HUISTAAL GRAAD 4-6 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na en bespreek visuele tekste, byvoorbeeld ‘n weerverslag / plakkaat Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Luister vir spesifieke besonderhede • Bespreek bruikbaarheid van die inligting • Bring inligting met eie ervarings in verband • Bespreek moontlike gevolge vir mense • Neem aan besprekings deel, motiveer eie opinie • Identifiseer kenmerke van die teks: register en die aard van taal wat gebruik word • Gebruik interaksie-strategieë om effektief in groepsituasies te kommunikeer • Interpreteer en bespreek meer komplekse visuele tekste Wys rigting aan • Gebruik spesifieke besonderhede • Luister vir besonderhede • Gebruik besonderhede akkuraat • Gebruik die korrekte taalvorm Lees /kyk na ‘n visuele teks, byvoorbeeld ‘n weerverslag / plakkaat Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer en verduidelik ooreenkomste en verskille • Identifiseer die wyse waarop die teks georganiseer is • Lees ‘n informatiewe teks met hulpmiddels soos kaarte of grafiese voorstellings • Pre-lees: Voorspel na aanleiding van titel, opskrifte en prente • Bespreek sentrale idee en besonderhede • Gebruik leesstrategieë soos voorspellings, tekstuele en kontekstuele leidrade • Interpreteer hulpmiddels • Gebruik ‘n kopkaart of notas om inligting op te som Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n verslag / plakkaat • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Lê inligting voor deur ‘n kaart, landkaart, grafiek of diagram te gebruik Skryf (gee) ’n feitelike beskrywing van ‘n plek / persoon / gebeurtenis • Kies relevante inhoud • Hou by die onderwerp • Gebruik beskrywende byvoeglike naamwoorde Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Sinonieme, antonieme, homonieme, homofone • Woordvorming: basisvorme, afleiding, samestelling, voor- en agtervoegsels Werk met sinne • Woordsoorte: bywoorde, telwoorde, voornaamwoorde, byvoeglike naamwoorde (intensiewe vorme, trappe van vergelyking), werkwoorde, voegwoorde • Sinsoorte • Direkte en indirekte rede • Idiomatiese uitdrukkings • Letterlike en figuurlike taalgebruik Spelling en punktuasie • Spelling en spelpatrone • Vraagteken, uitroepteken • Hoofletters • Komma, kommapunt, aanhalings￾tekens, dubbelpunt Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 63 GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na en bespreek visuele tekste, byvoorbeeld ‘n weerverslag / plakkaat Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Luister vir spesifieke besonderhede • Bespreek bruikbaarheid van die inligting • Bring inligting met eie ervarings in verband • Bespreek moontlike gevolge vir mense • Neem aan besprekings deel, motiveer eie opinie • Identifiseer kenmerke van die teks: register en die aard van taal wat gebruik word • Gebruik interaksie-strategieë om effektief in groepsituasies te kommunikeer • Interpreteer en bespreek meer komplekse visuele tekste Wys rigting aan • Gebruik spesifieke besonderhede • Luister vir besonderhede • Gebruik besonderhede akkuraat • Gebruik die korrekte taalvorm Lees /kyk na ‘n visuele teks, byvoorbeeld ‘n weerverslag / plakkaat Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer en verduidelik ooreenkomste en verskille • Identifiseer die wyse waarop die teks georganiseer is • Lees ‘n informatiewe teks met hulpmiddels soos kaarte of grafiese voorstellings • Pre-lees: Voorspel na aanleiding van titel, opskrifte en prente • Bespreek sentrale idee en besonderhede • Gebruik leesstrategieë soos voorspellings, tekstuele en kontekstuele leidrade • Interpreteer hulpmiddels • Gebruik ‘n kopkaart of notas om inligting op te som Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n verslag / plakkaat • Verbind sinne tot ‘n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Lê inligting voor deur ‘n kaart, landkaart, grafiek of diagram te gebruik Skryf (gee) ’n feitelike beskrywing van ‘n plek / persoon / gebeurtenis • Kies relevante inhoud • Hou by die onderwerp • Gebruik beskrywende byvoeglike naamwoorde Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Sinonieme, antonieme, homonieme, homofone • Woordvorming: basisvorme, afleiding, samestelling, voor- en agtervoegsels Werk met sinne • Woordsoorte: bywoorde, telwoorde, voornaamwoorde, byvoeglike naamwoorde (intensiewe vorme, trappe van vergelyking), werkwoorde, voegwoorde • Sinsoorte • Direkte en indirekte rede • Idiomatiese uitdrukkings • Letterlike en figuurlike taalgebruik Spelling en punktuasie • Spelling en spelpatrone • Vraagteken, uitroepteken • Hoofletters • Komma, kommapunt, aanhalings￾tekens, dubbelpunt Woordeskat in konteks GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Luister en reageer op ‘n drama / toneel Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer en bespreek die sentrale idee, intrige, agtergrond, atmosfeer en karakters • Druk gedagtes en gevoelens uit Rolspeel ‘n karakter • Varieer stem en gesigsuitdrukking • Verander register, taalstrukture en idiome Lees ‘n drama / toneel Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Gebruik ‘n reeks leesstrategieë: vluglees, soeklees, kontekstuele leidrade en vorige kennis • Verduidelik hoe skrywers woordeskat en taal gebruik om die agtergrond, atmosfeer en karakters te beskryf • Verduidelik die gevolg van woorde en beeldspraak • Identifiseer oorsaak en gevolg in mondelinge en geskrewe tekste en verduidelik die verwantskap • Lees hardop, verander spoed soos toepaslik Skryf ‘n toneel / dialoog • Beskryf agtergrond • Ontwikkel intrige • Gebruik korrekte formaat • Stel toon of stemming vas • Beplan, ontwerp en verfyn die teks • Skryf sinne deur direkte en indirekte rede te gebruik • Lê ‘n eerste konsep met sentrale idee en goedontwikkelde ondersteunende paragrawe voor • Gebruik toepaslike taal, spelling en punktuasie Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Sinonieme, antonieme, homonieme, homofone • Woordvorming: basisvorme, afleiding, samestelling, voor- en agtervoegsels Werk met sinne • Woordsoorte: bywoorde, telwoorde, voornaamwoorde, byvoeglike naamwoorde (intensiewe vorme, trappe van vergelyking), werkwoorde, voegwoorde • Sinsoorte • Direkte en indirekte rede • Idiomatiese uitdrukkings • Letterlike en figuurlike taalgebruik Spelling en punktuasie • Spelling en spelpatrone • Vraagteken, uitroepteken • Hoofletters • Komma, kommapunt, aanhalings￾tekens, dubbelpunt Woordeskat in konteks WEEK 9 – 10 FORMELE ASSESSERING AFRIKAANS HUISTAAL GRAAD 4-6 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luister na ‘n storie/ gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer die sentrale idee, intrige, agtergrond, atmosfeer en karakters van ‘n fiktiewe storie • Beskryf gebeure • Lewer kommentaar op die sosiale, morele en kulturele waardes in verskillende tekste • Vra en reageer op gedagteprikkelende vrae Voer die storie op / hardoplees • Selekteer toepaslike inhoud • Plaas gebeure in die korrekte volgorde • Behou oogkontak en verander gesigsuitdrukking, toon en tempo • Druk gedagtes en gevoelens op ‘n verbeeldingryke wyse uit • Gebruik gepaste praatvaardighede Lees ‘n storie / gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer en lewer kommentaar op die karakters, temas en kwessies in ‘n fiktiewe storie • Voorspel inhoud of einde • Verduidelik oorsaak en gevolg • Onthou belangrike punte • Bespreek boodskap wat oorgedra is • Beskryf emosies op tekste • Bespreek hoe skrywers en visuele kunstenaars met hul lesers kan assosieer • Gebruik ‘n woordeboek vir woordeskat-ontwikkeling Besin oor selfstandig gelese tekste • Hervertel storie of hoofidees in 3 – 5 sinne • Druk emosies op gelese tekste uit • Bring met eie ervarings in verband • Doen ‘n kort mondelinge boekresensie deur ‘n toepaslike raam te gebruik • Vergelyk boeke / gelese tekste Skryf ‘n storie / gedig • Ontwikkel geloofwaardige karakters en gebeure • Beplan, ontwerp en verfyn stories deur skakelparagrawe, ‘n inleidingsin, ‘n uitgebreide woordeskat, toepaslike taal, verskillende woordsoorte, spelling en punktuasie te gebruik • Verander van een tyd na ‘n ander • Verbind sinne tot samehangende paragrawe deur die korrekte punktuasie te gebruik • Gebruik die stappe van die skryfproses • Gedig: gebruik toepaslike woordkeuse, tema, sinstrukture, herhaling, personifikasie, beeldspraak Werk met woorde • Woordvorming: basis, afleiding, samestelling, voor- en agtervoegsels, klankverandering Werk met sinne • Woordsoorte: byvoeglike naamwoord (intensiewe vorme, trappe van vergelyking, verboë vorme), werkwoord • Tydsvorme: teenwoordige, verlede en toekomende tyd • Sinsdele (onderwerp, gesegde, voorwerp) • Lydende en bedrywende vorm Spelling en punktuasie • Spelling en spelpatrone • Skryftekens: kappie, deelteken, afkappingsteken, koppelteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 65 GRAAD 5 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luister na inligtingstekste, byvoorbeeld ‘n verslag, soos nuus, gesprek, aktuele kwessies Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer hoofidees en besonderhede • Bring met eie ervarings in verband • Druk eie opinie uit en motiveer dit • Vra kritiese vrae wat nie ooglopende antwoorde het nie • Reageer denkend op kritiese vrae • Bespreek formaat, kenmerke, taalgebruik en -struktuur van die teks Bied ‘n mondelinge verslag aan • Gebruik toepaslike struktuur, inleiding, liggaam en slotsom • Bied sentrale idee en ondersteunende besonderhede aan • Gebruik toepaslike lyftaal en aanbiedingsvaardighede soos oogkontak, volume • Neem aan ‘n bespreking deel • Hou by die onderwerp • Gee konstruktiewe terugvoering • Hou vol met bespreking • Toon sensitiwiteit vir die regte en gevoelens van ander • Gebruik toepaslike intonasie, gesigsuitdrukking en gebare Lees ‘n inligtingsteks met visuele komponente, byvoorbeeld prente, diagramm, kaarte, illustrasies Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: Voorspel op grond van titel, opskrifte en prente • Bespreek sentrale idee en besonderhede • Lewer kommentaar oor keuse van prente in teks • Gebruik leesstrategieë soos voorspellings en tekstuele en kontekstuele leidrade • Deel idees en gee opinie op grond van spekulasie en veronderstelling • Druk eie opinie uit en motiveer dit • Vra kritiese vrae wat nie ooglopende antwoorde het nie • Reageer denkend op kritiese vrae • Gebruik ‘n kopkaart of notas om inligting op te som • Gebruik ‘n woordeboek vir woordeskat-ontwikkeling Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n verslag • Orden inligting logies • Gebruik toepaslike taal, spelling en punktuasie • Bied werk netjies aan deur die gebruik van ‘n behoorlike vorm, soos opskrifte, spasiëring tussen paragrawe, ensovoorts. Gee ‘n feitelike beskrywing van ‘n plek / gebeure • Kies relevante inhoud • Hou by die onderwerp • Gebruik ‘n reeks byvoeglike naamwoorde • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Woordvorming: basis, afleiding, samestelling, voor- en agtervoegsels, klankverandering Werk met sinne • Woordsoorte: byvoeglike naamwoord (intensiewe vorme, trappe van vergelyking, verboë vorme), werkwoord • Tydsvorme: teenwoordige, verlede en toekomende tyd • Sinsdele (onderwerp, gesegde, voorwerp) • Lydende en bedrywende vorm • Direkte en indirekte rede Spelling en punktuasie • Spelling en spelpatrone • Skryftekens: kappie, deelteken, afkappingsteken, koppelteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na en bespreek ‘n inligtingsteks Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Neem aan besprekings deel, verduidelik eie opinie • Identifiseer en verduidelik oorsaak en gevolg • Lewer kommentaar op die sosiale, morele en kulturele waardes • Vra kritiese vrae • Druk eie opinie uit en motiveer dit • Gebruik interaksiestrategieë om effektief in groepsituasies te kommunikeer Hou ‘n debat • Kies ‘n relevante onderwerp • Hou by die onderwerp • Gebruik oorredende argumente • Gebruik oorredende taal • Vra kritiese vrae • Gee menings • Reageer met sensitiwiteit op idees en voorstelle • Gebruik toepaslike hulpmiddels Lees ‘n inligtingsteks met visuele komponente, byvoorbeeld kaarte, grafiese voorstellings, tabelle Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Gebruik ‘n reeks leesstrategieë om die hoof- en ondersteunende idees te identifiseer • Som inligting op • Interpreteer hulpmiddels • Gebruik vorige kennis of tekstuele leidrade om betekenis vas te stel • Maak afleidings • Dra inligting van die visuele na die verhalende vorm oor Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n inligtingsteks • Ontwikkel verskillende perspektiewe oor bekende onderwerpe • Plaas ‘n reeks gebeure in logiese volgorde • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk Werk met woorde • Woordvorming: basisvorme, voor- en agtervoegsels, afleidings, samestellings • Sinonieme, antonieme, homonieme, homofone • Leenwoorde, nuwe woorde (nuutskepping) Werk met sinne • Woordsoorte (hersiening) • Enkelvoudige sinne (hersiening) • Saamgestelde sinne (hersiening) • Veelvoudige sinne (hersiening) • Ontkenning (hersiening) • Lydende en bedrywende vorm (hersiening) • Direkte en indirekte rede (hersiening) • Idiome en idiomatiese taalgebruik (hersiening) Spelling en punktuasie • Spelreëls en spelpatrone (hersiening) • Skryftekens (hersiening) Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 67 GRAAD 5 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na ‘n brief / gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Luister vir besonderhede • Deel idees en gee opinies • Verduidelik die boodskap Lees ‘n brief / gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Gebruik leesstrategieë soos vluglees om die algemene idee te kry, soeklees vir besonderhede • Identifiseer en bespreek motiewe en gevoelens • Gebruik ‘n woordeboek vir woordeskatuitbreiding Lees ‘n biografie / verhaal • Pre-lees: voorspel op grond van titel en bespreek verwante temas / inhoud • Identifiseer en verduidelik die sentrale gebeure • Bespreek die karakters • Identifiseer en bespreek gevoelens • Verwys na gebeure en karakters uit eie ervaring • Gebruik ‘n reeks leesstrategieë • Bespreek die struktuur, taalgebruik, doel en gehoor • Identifiseer die verskil(le) tussen biografieë / dagboeke en stories • Gebruik ‘n woordeboek vir woordeskat Skryf ‘n brief / gedig • Plaas die gebeure in volgorde • Verbind sinne tot samehangende paragrawe deur die korrekte punktuasie te gebruik • Gebruik toepaslike taal, spelling en punktuasie Skryf oor ‘n persoonlike ervaring / dagboekinskrywing • Pre-lees: luister na uittreksels uit ‘n teks, soos ‘n dagboek / storie • Selekteer inhoud wat toepaslik vir die doel is • Gebruik chronologiese volgorde • Gee objektiewe besonderhede • Gebruik toepaslike taal en teksstruktuur • Gebruik die korrekte formaat • Organiseer inhoud logies • Gebruik toepaslike taal, spelling en punktuasie • Gebruik ‘n woordeboek vir spelling en woordeskat Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Hersiening Werk met sinne • Hersiening Spelling en punktuasie • Hersiening Woordeskat in konteks WEEK 9 – 10 FORMELE ASSESSERING AFRIKAANS HUISTAAL GRAAD 4-6 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luister na radio- of koerantberigte en bespreek algemene, bekende kwessies Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Luister vir besonderhede • Identifiseer hoe stereotipes ontstaan • Vra uitdagende, kritiese vrae en soek alternatiewe verduidelikings • Luister vir inligting in ’n reeks mondelingtekste: doen verslag en som hoofidees op • Ontwikkel ‘n gebalanseerde argument oor relevante en uitdagende kwessies • Spreek ‘n opinie uit en ondersteun met bewyse • Luister aktief en met sensitiwiteit • Erken opinies wat met eie bots en reageer toepaslik • Bespreek die geldigheid van inligting in vergelyking met ander bronne Mondeling: verwelkoming en bedanking Lees inligtingstekste, soos ‘n koerantberig / artikel / onderhoud / spotprente Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-leesaktiwiteite: Maak ‘n voorspelling wat op die titel en /of grafiese voorstellings gegrond is • Identifiseer en bespreek die verskuilde kulturele boodskappe • Gebruik verskillende leesstrategieë: vluglees, soeklees, voorspelling • Bespreek hoe die boodskap gemanipuleer kan word • Bespreek hoe die tegnieke wat deur skrywers, grafiese ontwerpers en fotograwe gebruik word, sekere sienings van die wêreld saamstel • Ontdek en beskryf voorkeurresultate of -eindes • Veronderstel en bied alternatiewe oplossings vir probleme Skryf ‘n inligtingsteks, byvoorbeeld ‘n koerantberig / artikel / onderhoud • Gebruik hoofopskrif, subopskrif, kernparagraaf, antwoorde op Wie, Wat, Waar, Wanneer en Waarom / Hoekom • Skryf ‘n kernsin en sluit relevante inligting in om ‘n samehangende paragraaf te ontwikkel • Selekteer, klassifiseer en kategoriseer relevante inligting uit verskillende bronne • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk • Besin oor en evalueer skryf- en kreatiewe werk • Skryf netjies en leesbaar Gebruik ‘n duidelike struktuur • Begin • Middel • Einde Werk met woorde • Vokaalgroepe • Klankbeeld en skrifbeeld • Alfabetiese rangskikking • Afbreek van woorde • Basisvorme • Lettergrepe en klankgrepe Werk met sinne • Woordsoorte in konteks: hoofwerkwoord, selfstandige naamwoorde, abstrakte selfstandige naamwoorde, lidwoorde, byvoeglike naamwoorde, voegwoorde Spelling en punktuasie • Skryftekens: deelteken en koppelteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 69 GRAAD 6 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luister na en bespreek folklore (mite of legende) / verhaal Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Inleidende aktiwiteite: voorspelling • Vertel van ‘n vakansie, gebeure / gebeure in die verlede • Herroep gebeure in die korrekte volgorde en gebruik die korrekte tydsvorm • Werk positief op mekaar in gedurende groepbesprekings Luister • Identifiseer hoe stereotipes ontwikkel en die effek op die luisteraar • Bespreek karakters • Bespreek intrige, konflik en agtergrond • Bespreek boodskappe in die teks • Besin oor kulturele gebruike, waardes en gelowe • Besin oor konflik in die verhaal Mondeling: verwelkoming en bedanking Lees folklore (mite of legende) / verhaal / visuele tekste Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-leesaktiwiteite, byvoorbeeld voorspelling wat op die titel en grafiese voorstellings gegrond is • Interpreteer visuele tekste • Bespreek elemente van fabels / verhale soos karakters en boodskappe • Verduidelik interpretasie van die teks • Ontdek en beskryf voorkeurresultate of -eindes Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf folklore (mite of legende) / verhaal • Skryf vir persoonlike, ontdekkende, speelse, verbeeldingryke en kreatiewe doeleindes • Beskryf karakters, verteller • Gebruik toepaslike woordeskat • Verkry idees uit ‘n dinkskrum vir ‘n onderwerp en ontwikkel hierdie idees • Druk idees duidelik en logies uit • Besin oor en evalueer skryfwerk en kreatiewe werk • Skryf ‘n eerste konsep met inagneming van die sentrale idee en toepaslike taal en konvensies vir die spesifieke doel en teikengroep • Skryf ‘n karakterskets Werk met woorde • Vokaalgroepe • Klankbeeld en skrifbeeld • Alfabetiese rangskikking • Afbreek van woorde • Basisvorme • Lettergrepe en klankgrepe Werk met sinne • Woordsoorte in konteks: hoofwerkwoord, selfstandige naamwoorde, abstrakte selfstandige naamwoorde, lidwoorde, byvoeglike naamwoorde, voegwoorde Spelling en punktuasie • Skryftekens: deelteken en koppelteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na ‘n oorredende teks, byvoorbeeld ‘n advertensie / oorredende toespraak Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Vra uitdagende vrae deur toepaslike taal te gebruik • Identifiseer opinies wat van die eie verskil • Kontrasteer teenoorgestelde perspektiewe en gee redes • Laat wisselwerking positief tydens groepbesprekings plaasvind • Deel idees en bied opinies oor uitdagende onderwerpe op ‘n logiese, samehangende en gestruktureerde wyse • Ontwikkel feitelike en redelike argumente om opinies te motiveer • Kontrasteer teenoorgestelde perspektiewe en motiveer • Fokus op beskrywing Lees ‘n oorredende teks, byvoorbeeld ‘n advertensie Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-leesaktiwiteite, byvoorbeeld voorspelling wat op die titel of grafiese voorstellings gegrond is • Gebruik verskillende leesstrategieë: vluglees, soeklees, voorspelling • Identifiseer en bespreek kulturele en sosiale waardes krities in tekste • Interpreteer die skrywer eksplisiete en verskuilde boodskappe • Identifiseer verskillende perspektiewe binne meer komplekse tekste en gee eie perspektiewe wat uit die teks gemotiveer is • Bespreek die diversiteit van sosiale en kulturele waardes in die teks Skryf ‘n oorredende teks, byvoorbeeld ‘n advertensie oorredende toespraak • Lok emosionele respons uit van gehoor • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk • Verkry idees uit ‘n dinkskrum vir ‘n onderwerp en ontwikkel hierdie idees • Besin oor en evalueer skryfwerk • Druk idees duidelik en logies uit • Toon begrip vir styl en register • Lê werk voor met klem op netheid en verhoog gehalte van aanbieding • Dra betekenis duidelik en toepaslik oor • Skryf ‘n kernsin neer en sluit relevante inligting in om ‘n samehangende paragraaf te ontwikkel • Kom tot ‘n slotsom en maak ‘n aanbeveling • Ontwerp en beskryf voorkeurgevolg of -einde Werk met woorde • Woorde met v/f; d/t • Sinonieme, antonieme, homonieme, homofone Werk met sinne • Woordsoorte in konteks; hoofwerkwoord, hulpwerkwoorde, voegwoorde, voornaamwoord • Sinsoorte • Idiome en spreekwoorde Spelling en punktuasie • Leestekens: komma, punt, vraagteken, aanhalings-tekens, ellips • Hoofletters • Skryftekens: kappies • afkortings Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 71 GRAAD 6 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na en bespreek ‘n monoloog / dialoog / onderhoud Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Luister vir inligting uit ‘n verskeidenheid mondelinge tekste • Som hoofidees op en neem besonderhede waar • Wisselwerking moet positief tydens groepbesprekings plaasvind • Identifiseer en bespreek hoofkenmerke • Bespreek inhoud, spreker se lyftaal, inhoud, register en woordkeuse • Vergelyk tekste • Vergelyk en kontrasteer inligting en idees en toon die basis vir die vergelyking aan Lees ‘n eenvoudige toneelstuk / drama Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-leesaktiwiteite: voorspelling wat op die titel en / of grafiese voorstellings gegrond is • Lees Suid-Afrikaanse en internasionale fiksie en niefiksie: kort toneelstukke • Identifiseer en bespreek tegnieke soos klankeffekte, keuse van beelde • Bespreek skrywer se siening • Verduidelik temas, intriges, agtergrond en karakterisering Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n dialoog / onderhoud • Beskryf agtergrond, ontwikkel intrige • Stel karakters bekend • Vestig toon of stemming • Lê ‘n eerste konsep voor met bewustheid van die sentrale idee • Toon begrip van styl en register • Besin oor en evalueer skryfwerk • Gebruik ‘n verskeidenheid saamgestelde sinne • Bespreek die formaat van die teks • Bespreek punktuasie Werk met woorde • Sinonieme, antonieme, homonieme, homofone Werk met sinne • Woordsoorte in konteks; hoofwerkwoord, hulpwerkwoorde, voegwoorde, voornaamwoord • Sinsoorte • Direkte en indirekte rede Spelling en punktuasie • Leestekens: komma, punt, vraagteken, aanhalings-tekens, ellips • Hoofletters • Skryftekens: kappies • afkortings Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Luister na en bespreek ‘n gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Druk emosies op ‘n sensitiewe wyse uit • Wisselwerking moet positief gedurende groepbesprekings plaasvind • Lewer kommentaar op klank￾en visuele effekte soos ritme, alliterasie en vergelykings • Interpreteer inhoud van die gedig • Som die gedig op • Kategoriseer en klassifiseer inligting en verduidelik wat hierdie prosesse behels Luisterbegrip • Bespreek luisterproses en luisterstrategieë • Luister aandagtig • Maak notas • Beantwoord vrae Lees ‘n eenvoudige gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-leesaktiwiteite, soos voorspelling wat op die titel en / of grafiese voorstellings gebaseer is • Lees fiksie en fiksietekste, byvoorbeeld poësie • Lees hardop teen toepaslike tempo, duidelike uitspraak en gepaste frasering • Pas die wyse waarop ‘n teks gelees word by die luisteraar aan • Toon begrip vir die teks en bring dit in verband met eie ervaring • Identifiseer en analiseer die kenmerke van tekstipe, byvoorbeeld ritme, rym, personifikasie, metafoor Skryf ‘n gedig / respons op ‘n gedig • Gebruik alliterasie, assonansie, metafoor, vergelyking • Gebruik beskrywende taal • Beplan, ontwikkel en verfyn skryfwerk • Voorsien ‘n eerste konsep met klem op die sentrale idee • Toon begrip vir styl en register • Gebruik gepaste paragraafskakeling • Reflekteer op en evalueer skryfwerk • Gebruik toepaslike leestekens Werk met woorde • Basisvorme • Voor- en agtervoegsels, afleidings, samestellings • Nuutskeppings (neologismes) • Homonieme, homofone, sinonieme, antonieme Werk met sinne • Woordsoorte in konteks: werkwoorde, tussenwerpsels, telwoorde • Ontkenning • Kritiese taalbewustheid: stereotipering en partydigheid Spelling en punktuasie • Aandagstrepe • Kommapunte • Skryftekens: afkappingsteken Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 73 GRAAD 6 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luister na en bespreek ‘n instruksionele teks, byvoorbeeld ‘n resep Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Herroep prosedure • Identifiseer die kenmerke van ‘n instruksionele teks • Let op sleutelopskrifte • Gee duidelike instruksies • Maak notas en pas instruksies toe • Vra vrae vir duidelikheid • Lewer kommentaar op duidelikheid van instruksies Lees instruksionele tekste Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Ontleed kenmerke van die teks • Orden opdragte • Gebruik toepaslike lees- en begripstrategieë • Toon begrip vir die teks • Herken en verduidelik die verskillende strukture, taalgebruik en doeleindes • Identifiseer en evalueer register van ‘n teks • Begryp en gebruik inligtingstekste toepaslik • Vergelyk twee verskillende inligtingstekste Lees ‘n gedig / kortverhaal • Verduidelik titel en tema • Herken ritme, rym en rymsoorte in ‘n gedig • Verken karakter, ruimte en tyd in ‘n kortverhaal • Beantwoord kontekstuele vrae Skryf ‘n instruksionele teks, byvoorbeeld hoe om iets te maak • Gee logiese opdragte • Maak ‘n lys van toerusting / bestanddele • Gebruik woordeboeke • Ontwikkel ‘n skryfraam • Gebruik verbindingswoorde en organisatoriese metodes • Definieer prosedures • Organiseer woorde en sinne toepaslik Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Woordvorming: basis, voor- en agtervoegsels, klinker verandering Werk met sinne • Woordsoorte: bywoord, deelwoorde • Ontkenning • Direkte en indirekte rede • Idiomatiese taalgebruik Spelling en punktuasie • Skryftekens: akuut en gravis • Afkortings en akronieme Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luister na ‘n inligtingsteks, byvoorbeeld ‘n biografie Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Vertel opeenvolgende gebeure • Identifiseer inligting wat deur die teks gegee is • Bespreek moontlike inligting om in te sluit • Toon begrip vir die teks en bring dit in verband met eie ervaring • Evalueer en bespreek gebeure • Identifiseer en bespreek waardes • Identifiseer en bespreek boodskap in die teks Lewer ‘n mondelinge aanbieding oor ‘n spesifieke onderwerp Lees ‘n biografie Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer belangrikste gebeure • Som hoof- en ondersteunende idees op • Interpreteer die skrywer se eksplisiete en verskuilde boodskappe • Bespreek skrywer se perspektief • Toon begrip vir die teks en hoe dit met eie ervaring verband hou • Bespreek die teks • Lees hardop en sag, pas leesstrategieë aan om die doel en gehoor te pas Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n inligtingsteks, byvoorbeeld ‘n outobiografie / biografie • Ontwikkel ‘n karakter • Gee objektiewe besonderhede • Gebruik chronologiese orde • Gebruik die eerstepersoon • Kom tot gevolgtrekkings • Orden inligting deur gebeure in volgorde te plaas • Verander die geskrewe biografie in ‘n kort, eenvoudige CV deur ‘n toepaslike raam te gebruik wat slegs op persoonlike besonderhede fokus Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Woordvorming: basis, voor- en agtervoegsels, klinker verandering Werk met sinne • Woordsoorte: bywoord, deelwoorde • Ontkenning • Direkte en indirekte rede • Idiomatiese taalgebruik Spelling en punktuasie • Skryftekens: akuut en gravis • Afkortings en akronieme Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 75 GRAAD 6 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na en bespreek ‘n fabel / legende Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer temas, vra vrae en bring idees met eie lewenservaring in verband • Identifiseer en bespreek hoe stereotipes gevorm word • Bespreek teks • Bespreek sosiale, morele en kulturele waardes in verskillende tekste en lewer kommentaar op hoe dit in die teks oorgedra word, byvoorbeeld deur stereotipering • Gebruik aanbiedingsvaardighede soos volume, pousering, postuur, gebaar, ensovoorts Lees ‘n kortverhaal / fabel / legende Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-leesaktiwiteite: voorspelling wat op die titel en / of grafiese voorstellings gegrond is • Lees hardop en sag, pas leesstrategieë aan om die doel en gehoor te pas • Identifiseer en ontleed kenmerke van die genre • Bespreek sosiale en kulturele waardes in tekste • Interpreteer en bespreek boodskap • Toon begrip vir die teks en hoe dit met eie ervaring verband hou Skryf ‘n fabel / legende • Gebruik karakters, agtergrond • Gebruik intrige • Gebruik ‘n tema of boodskap • Druk idees duidelik en logies uit • Ontwikkel en organiseer idees • Voorsien ‘n eerste konsep met bewustheid van die sentrale idee en toepaslike taal en konvensies vir die spesifieke doel en gehoor • Besin oor en evalueer self die finale produk, asook met klasmaats en onderwyser • Gebruik klanke en spelreëls om te spel Werk met woorde • Woordvorming: basisvorm, afleiding, samestelling • Woordbetekenisse (woordeboekgebruik) • Leenwoorde Werk met sinne • Woordsoorte: voorsetsels • Enkelvoudige sin: gesegde, onderwerp, voorwerp, bepalings • Woordorde Spelling en punktuasie • Spelling en spelpatrone • Afkortings, verkortings en akronieme Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na prosa / kortverhaal Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Herroep hoofidees en besonderhede • Bespreek karakter en agtergrond • Identifiseer en bespreek waardes in die teks • Reageer krities • Evalueer en bespreek gebeure • Identifiseer en bespreek boodskappe in die teks • Berei mondeling voor oor ‘n karakter Lees prosa / kortverhaal Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Lees ‘n uitgebreide teks • Identifiseer die storielyn • Identifiseer hoof- en ondersteunende idees • Interpreteer en bespreek boodskap • Bespreek agtergrond en invloed op karakters • Bespreek tipe karakters • Suggereer alternatiewe eindes Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf prosa / kortverhaal • Skep geloofwaardige karakters • Toon kennis van karakter, intrige, agtergrond, konflik, klimaks • Toon hoofgebeure deur ‘n vloeidiagram / kopkaart te gebruik • Orden gebeure logies • Druk idees duidelik en logies uit • Besin oor en evalueer skryfwerk • Voorsien ‘n eerste konsep Werk met woorde • Simplekse, komplekse • Sinonieme, antonieme Werk met sinne • Woordsoorte in konteks: voegwoorde, byvoeglike naamwoorde • Enkelvoudige, saamgestelde en veelvoudige sinne • Kritiese taalbewustheid: dubbelsinnigheid Spelling en punktuasie • Spelling en spelpatrone • Afkortings, verkortings en akronieme Woordeskat in konteks WEEK 9 – 10 FORMELE ASSESSERING AFRIKAANS HUISTAAL GRAAD 4-6 KABV 77 GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luister na ‘n inligtingsteks, byvoorbeeld ‘n koerantberig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Herroep gebeure in die korrekte volgorde en gebruik die korrekte tydsvorm • Identifiseer hoof- en ondersteunende idees • Identifiseer hoofgebeure • Ontwerp ‘n tydlyn Groepbespreking • Maak beurte • Hou by die onderwerp • Vra relevante vrae • Hou ‘n onderhoudende bespreking • Reageer met empatie en respek op ander se idees Lees ‘n inligtingsteks, byvoorbeeld ‘n koerantberig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-leesaktiwiteite: voorspelling wat op die titel en / of grafiese voorstellings gebaseer is • Evalueer die teks vir verskuilde boodskappe en som die hoofidees en ondersteunende idees op • Bespreek kulturele en sosiale waardes in teks krities • Identifiseer verskillende perspektiewe en gee eie perspektief wat uit die teks gemotiveer is • Dra die besonderhede van een vorm na ‘n ander oor • Maak afleidings • Gebruik kontekstuele leidrade om ‘n mening te vorm en gevolgtrekkings te maak Skryf ‘n eenvoudige dagboek / dagboekinskrywings • Gebruik chronologie • Gebruik eerstepersoonsvertelling • Gebruik gedetailleerde inskrywings • Gee verslag van gebeure wat waargeneem en gerapporteer is • Identifiseer en gebruik saamgestelde sinne • Gebruik punktuasie korrek • Gebruik verbindingswoorde, sinonieme en antonieme om sinne tot samehangende paragrawe te verbind • Maak gevolgtrekkings, skryf ‘n kort verslag oor die bevindings Werk met woorde • Afbreek van woorde • Samestellings en afleidings Werk met sinne • Woordsoorte: hoofwerkwoord en hulpwerkwoorde • Saamgestelde en enkelvoudige sinne • Lydende en bedrywende vorm Spelling en punktuasie • Spelling en spelpatrone • Afkortings, verkortings en akronieme Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luister na en bespreek ‘n vriendskaplike brief Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Luister na spelerige, verbeeldingryke en kreatiewe briewe • Bespreek die inhoud van die briewe • Bespreek hoofkenmerke van die briewe • Luister en toon sensitiwiteit vir sosiale en kulturele verskille deur erkenning en taalgebruik • Bespreek toon en register in die briewe • Identifiseer waardes in die briewe Lees fiksie Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer verskillende perspektiewe en gee eie perspektief wat uit die teks gemotiveer is Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n vriendskaplike brief • Gebruik korrekte uitleg • Toon bewustheid vir gehoor en styl • Gebruik toepaslike toon • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk, fokus op verbeterde taal, spelling, tye en verbind sinne tot samehangende paragrawe • Gebruik verbindingswoorde, sinonieme en antonieme om sinne tot samehangende paragrawe te verbind • Gebruik korrekte spelling en punktuasie Werk met woorde • Antonieme, sinonieme, homonieme, homofone • Samestellings en afleidings Werk met sinne • Woordsoorte: voegwoorde • Enkelvoudige sinne (gesegde, onderwerp, voorwerp, bepalings • Veelvoudige sinne • Saamgestelde sinne (hoofsinne, bysinne) • Lydende en bedrywende vorm Spelling en punktuasie • Spelling en spelpatrone • Afkortings, verkortings en akronieme Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 79 GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na ‘n kortverhaal / verhalende teks Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Bespreek kenmerke, soos tema, agtergrond, tyd en karakterisering • Luister en toon sensitiwiteit vir sosiale en kulturele verskille • Identifisieer hoe stereotipes ontwikkel en hoe dit die luisteraar affekteer • Identifiseer oordrywing (indien van toepassing) Onvoorbereide praat • Gebruik praatvaardighede (stemtoon, volume, pousering, gesigsuitdrukking, liggaamshouding) korrek • Gebruik leesvaardighede korrek Lees ‘n kort fiktiewe storie / verhalende teks Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Pre-leesaktiwiteite: voorspelling wat op die titel en / of grafiese voorstellings gebaseer is • Ondersoek die teks vir verskuilde boodskappe en • Som die hoof- en ondersteunende idees op • Verduidelik hoe die skrywer die leser se persepsies manipuleer (tegnieke) • Bespreek krities die kulturele en sosiale waardes in die teks • Bespreek: intrige, tema, agtergrond, karakterisering Skryf ‘n kort storie / verhalende opstel • Fokus op tema, agtergrond, karakterisering • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk • Fokus op verbeterde spelling, tye, en verbind sinne tot samehangende paragrawe • Toon begrip vir agtergrond, intrige, karakters, konflik en tema • Korrekte gebruik van tye Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Antonieme, sinonieme, homonieme, homofone • Samestellings en afleidings Werk met sinne • Woordsoorte: voegwoorde • Enkelvoudige sinne (gesegde, onderwerp, voorwerp, bepalings • Veelvoudige sinne • Saamgestelde sinne (hoofsinne, bysinne) • Lydende en bedrywende vorm • Tydsvorme • Ontkenning • Idiomatiese taalgebruik Spelling en punktuasie • Spelling en spelpatrone • Afkortings, verkortings en akronieme Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na oudio- / visuele / leestekste Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Neem waar en bespreek inhoud en boodskap van die teks • Bespreek toepaslikheid van die grafiese voorstellings vir die teks • Bespreek die effektiwiteit van die grafiese voorstellings en musiek / byklanke • Deel idees oor die titel en die teks • Bespreek enige nuwe woorde wat belangrik vir die verstaan van die teks is • Identifiseer en bespreek hoe persepsies deur die inhoud, keuse van woorde en die spreker se lyftaal beïnvloed word Luisterbegrip • Luister aandagtig na voorgelese teks • Maak notas • Luister ‘n tweede keer • Beantwoord vrae Lees ‘n inligtingsteks Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Volg kort, gedrukte opdragte en interpreteer dit • Verduidelik eenvoudige visuele teks: grafiek / diagram / kopkaart / tabel • Pre-leesaktiwiteite: voorspelling wat op die titel en / of grafiese voorstellings gegrond is • Ondersoek die teks vir verskuilde boodskappe en som die hoof- en ondersteunende idees op • Verduidelik hoe die skrywer die leser se persepsie manipuleer (tegnieke) • Bespreek kulturele en sosiale waardes in die teks • Identifiseer verskillende perspektiewe en gee eie perspektief wat uit die teks gemotiveer is • Interpreteer besonderhede in grafiese tekste • Dra besonderhede van een vorm na ‘n ander oor Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n inligtingsteks, byvoorbeeld ‘n kort verslag / advertensie / plakkaat • Definieer die konsep • Sit die manuskrip in breë trekke uiteen • Gebruik korrekte formaat, doel en teikengroep • Ontwerp en skryf visuele tekste deur taal, prente en klank te gebruik wat kreatiwiteit beïnvloed, soos in ‘n televisie-advertensie • Gebruik verskillende bronne om inligting na te vors, te prosesseer en te evalueer Werk met woorde • Lettergrepe en klankgrepe • Sinonieme, antonieme • Nuutskeppings Werk met sinne • Direkte en indirekte rede • Woordorde • Vaste uitdrukkings en idiome • Vergelykings Spelling en punktuasie • Spelling en spelpatrone • Afkortings, verkortings en akronieme • Leestekens: aanhalings-tekens • Skryftekens: kappie, deelteken, afkappingsteken, aksenttekens Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 81 GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na oudio- / visuele / leestekste Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Neem waar en bespreek inhoud en boodskap van die teks • Bespreek toepaslikheid van die grafiese voorstellings vir die teks • Bespreek die effektiwiteit van die grafiese voorstellings en musiek / byklanke • Deel idees oor die titel en die teks • Bespreek enige nuwe woorde wat belangrik vir die verstaan van die teks is • Identifiseer en bespreek hoe persepsies deur die inhoud, keuse van woorde en die spreker se lyftaal beïnvloed word Luisterbegrip • Luister aandagtig na voorgelese teks • Maak notas • Luister ‘n tweede keer • Beantwoord vrae Lees ‘n inligtingsteks Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Volg kort, gedrukte opdragte en interpreteer dit • Verduidelik eenvoudige visuele teks: grafiek / diagram / kopkaart / tabel • Pre-leesaktiwiteite: voorspelling wat op die titel en / of grafiese voorstellings gegrond is • Ondersoek die teks vir verskuilde boodskappe en som die hoof- en ondersteunende idees op • Verduidelik hoe die skrywer die leser se persepsie manipuleer (tegnieke) • Bespreek kulturele en sosiale waardes in die teks • Identifiseer verskillende perspektiewe en gee eie perspektief wat uit die teks gemotiveer is • Interpreteer besonderhede in grafiese tekste • Dra besonderhede van een vorm na ‘n ander oor Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n inligtingsteks, byvoorbeeld ‘n kort verslag / advertensie / plakkaat • Definieer die konsep • Sit die manuskrip in breë trekke uiteen • Gebruik korrekte formaat, doel en teikengroep • Ontwerp en skryf visuele tekste deur taal, prente en klank te gebruik wat kreatiwiteit beïnvloed, soos in ‘n televisie-advertensie • Gebruik verskillende bronne om inligting na te vors, te prosesseer en te evalueer Werk met woorde • Lettergrepe en klankgrepe • Sinonieme, antonieme • Nuutskeppings Werk met sinne • Direkte en indirekte rede • Woordorde • Vaste uitdrukkings en idiome • Vergelykings Spelling en punktuasie • Spelling en spelpatrone • Afkortings, verkortings en akronieme • Leestekens: aanhalings-tekens • Skryftekens: kappie, deelteken, afkappingsteken, aksenttekens Woordeskat in konteks GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Luister na en bespreek ‘n kort drama Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Bespreek sleutelkenmerke van die teks en hoe dit vir verskillende gehore en doelstellinge sal verander • Identifiseer hoe stereotipes ontstaan en hoe dit die leser beïnvloed • Identifiseer temas, vra vrae • Identifiseer en bespreek waardes in die teks • Verbind inhoud en boodskappe in die teks met eie ervaring • Lewer kritiese kommentaar op boodskappe in die teks Lees resensies van toneelstuk / drama Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Verduidelik die uitwerking van woorde, beeldspraak en klankeffekte in ‘n radio- of TV￾drama • Verduidelik hoe die skrywer die leser se persepsies manipuleer (tegnieke soos karakterisering) • Bespreek kultuur en sosiale waardes in die teks • Identifiseer verskillende perspektiewe en gee eie perspektiefwat uit die teks gemotiveer is • Interpreteer besonderhede in grafiese tekste Skryf ‘n rolspel of dialoog • Gebruik karakterisering • Skep spanning • Bevorder die intrige • Ontwikkel toon of stemming • Toon begrip vir styl en register • Verbind sinne tot samehangende paragrawe Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Lettergrepe en klankgrepe • Sinonieme, antonieme • Nuutskeppings Werk met sinne • Direkte en indirekte rede • Woordorde • Vaste uitdrukkings en idiome • Vergelykings Spelling en punktuasie • Spelling en spelpatrone • Afkortings, verkortings en akronieme • Leestekens: aanhalings-tekens • Skryftekens: kappie, deelteken, afkappingsteken, aksenttekens Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luister na TV- / radio- / geskrewe onderhoude / (rolspeel onderhoud in klas) Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Identifiseer hoofidees en reageer toepaslik • Doen ‘n mondelinge aanbieding voor die gehoor • Toon ‘n bewustheid vir verskillende gehore • Varieer die volume, toon en tempo van stem • Besin sensitief oor eie en ander se aanbiedinge en vaardighede • Gee gebalanseerde en konstruktiewe terugvoering • Kom tot gevolgtrekkings en maak aanbevelings Lees onderhouds-vraelys Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Bespreek hoe die keuses wat deur die skrywer gemaak word, die leser beïnvloed • Bespreek die diversiteit van sosiale en kulturele waardes in die onderhoud • Beskryf die effek van stereotipering, partydigheid en vooroordeel in die onderhoud • Bied opinies oor stereotipering, partydigheid en vooroordeel aan Skryf ‘n onderhouds-vraelys en teken response aan • Ontwerp ‘n onderhouds-vraelys • Gebruik wat, wanneer, waar, wie • Ondervra en delf vir antwoorde • Gebruik oopvrae en opvolgvrae • Beplan, skryf ‘n eerste weergawe en verfyn skryfwerk • Gebruik ‘n uitgebreide woordeskat en toepaslike taal • Gebruik verskillende bronne vir navorsing en prosesse • Evalueer inligting • Gebruik verskillende tye • Gebruik korrekte spelling en punktuasie Werk met woorde • Woordvorming • Sinonieme, antonieme, homonieme, homofone Werk met sinne • Woordsoorte: selfstandige en byvoeglike naamwoorde, werkwoord, bywoord, voorsetsel • Ontkenning • Idiomatiese taalgebruik • Kritiese taalbewustheid: versagting, oordrywing, dubbelsinnigheid, veeldoelige betekenis Spelling en punktuasie • Spelling en spelpatrone • Afkortings, verkortings en akronieme • Leestekens: aanhalings-tekens • Skryftekens: kappie, deelteken, afkappingsteken, aksenttekens Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 83 GRAAD 6 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luister na en bespreek beskrywende tekste Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Luister krities na opstelle, let op besonderhede • Manipuleer taal om te redeneer en ander te oorreed • Neem deel aan bespreking / debat oor die opstel en vra relevante vrae • Reageer op die vrae Hou ‘n debat • Gebruik debatsprosedures Lees ‘n beskrywende teks, soos ‘n opstel • Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Lees ‘n verskeidenheid tekste deur plaaslike en internasionale skrywers • Neem waar dat verskillende tipes teks verskillende taalstrukture gebruik • Verduidelik oorsaak en gevolg in ‘n storie Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n beskrywende opstel • Fokus op een moment • Beskryf gevoelens en agtergrond • Gebruik beskrywende woorde / frases • Gebruik woorde wat dui op sintuiglike waarneming • Gebruik ‘n vaste struktuur: begin , middel, einde Gebruik die stappe van die skryfproses • Hou ‘n dinkskrum vir idees deur kopkaarte te gebruik • Skryf die eerste weergawe • Hersien • Proeflees • Skryf die finale weergawe Werk met woorde • Woordvorming: basis, agter- en voorvoegsels, afleiding, samestelling • Sinonieme, antonieme, homonieme, homofone Werk met sinne • Woordsoorte: selfstandige naamwoord (meervoud, verkleining), werkwoord (hoof- en hulpwerkwoorde), bywoord, byvoeglike naamwoord (verboë vorme, intensiewe vorme, trappe van vergelyking) • Figuurlike / idiomatiese taalgebruik Spelling en punktuasie • Spelling en spelpatrone • Afkortings, verkortings en akronieme Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 4-6 84 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luister na ‘n boekresensie Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Reageer krities deur die hoofkenmerke van ‘n boekresensie te identifiseer en te bespreek • Herroep hoofidees en besonderhede • Lewer kommentaar op resensies oor die boek • Hervertel dele van ‘n storie • Lewer kommentaar op emosionele reaksies op die boek • Identifiseer en bespreek boodskappe en waardes in die teks • Dink voorkeuruitslae of -eindes uit en beskryf dit • Gebruik toepaslike aanbiedingsvaardighede Lees (dele van) ‘n boek • Lees ‘n uitgebreide teks • Identifiseer hoof- en ondersteunende idees • Interpreteer die boodskap • Lewer kommentaar op die storielyn • Lewer kommentaar op die reaksies op die teks • Lewer kommentaar op boodskappe en waardes in die teks • Dink voorkeurresultate of -eindes uit Skryf ‘n emosionele respons op ‘n boek • Skryf ‘n kort opsomming • Baken hoofgebeure af deur ‘n vloeidiagram te gebruik • Orden idees logies • Druk idees duidelik en logies uit • Gee ‘n beskrywing oor die doel van die boek • Gebruik aanhalings uit die boek • Maak aanbevelings • Voorsien ‘n eerste konsep met inagneming van die sentrale idee • Hersien en redigeer konsep • Skryf finale teks Werk met woorde • Woordvorming: basis, agter￾en voorvoegsels, afleiding, samestelling • Sinonieme, antonieme, homonieme, homofone Werk met sinne • Woordsoorte: selfstandige naamwoord (meervoud, verkleining), werkwoord (hoof￾en hulpwerkwoorde), bywoord, byvoeglike naamwoord (verboë vorme, intensiewe vorme, trappe van vergelyking) • Figuurlike / idiomatiese taalgebruik Spelling en punktuasie • Spelling en spelpatrone AFRIKAANS HUISTAAL GRAAD 4-6 KABV 85 GRAAD 6 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luister na en bespreek gedigte Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Reageer krities op gedigte • Lewer kommentaar op die gebruik van alliterasie, repetisie en onomatopee in gedigte en gebruik dit vir kreatiewe en verbeeldingryke uitdrukking • Luister vir inligting en som hoofidees op en kyk na besonderhede • Bespreek sosiale, morele en kulturele waardes in die gedig • Lewer kommentaar op waardes en boodskappe in die gedig Lees ‘n gedig Gebruik ‘n teks van ‘n handboek of uit die onderwyser se hulpbronlêer • Lees en reageer krities op poësie • Lees hardop en ook stil • Interpreteer die boodskap • Bring in verband met eie ervaring Lees en kyk vir begrip • Vluglees en soeklees • Aandagtige lees • Maak voorspellings en afleidings • Lei die betekenis van onbekende woorde en beelde af deur die gebruik van kontekstuele leidrade • Toon kritiese taalbewustheid Skryf ‘n gedig / respons op ‘n gedig • Gebruik alliterasie, assonansie, metafoor, onomatopee, vergelyking, simbool, tema • Besin oor en evalueer skryfwerk • Ontwikkel en organiseer idees deur die stappe van prosesskryf • Hersien werk, fokus daarop om die taal, organisasie en styl te verbeter • Gebruik terugvoering van klasmaats en / of onderwyser Werk met woorde • Hersiening Werk met sinne • Hersiening Spelling en punktuasie • Hersiening Woordeskat in konteks WEEK 9 – 10 FORMELE ASSESSERING AFRIKAANS HUISTAAL GRAAD 4-6 86 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN HUISTAAL 4.1 INLEIDING Assessering is ‘n deurlopende, beplande proses om inligting oor leerderprestasie te identifiseer, te versamel en te vertolk. Verskeie vorme van assessering word in hierdie proses gebruik. Dit behels vier stappe: die generering en insameling van bewyse van prestasie; evaluering van die bewyse; rekordhouding van die bevindinge en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en te ondersteun. Sodoende word die onderrig en leerproses bevorder en ondersteun. Assessering behoort informeel (assessering vir leer) sowel as formeel (assessering van leer) te wees. In albei gevalle moet gereelde terugvoering gegee word sodat dit die leerervaring kan bevorder. Assessering in tale is deurlopend en ondersteun die groei en ontwikkeling van die leerders. Dit is 'n integrale deel van onderrig en leer omdat dit inligting gee vir onderrig en leer. Dit behoort deel gemaak te word van onderrig en leer en moet nie as 'n aparte entiteit beskou word nie. Geïntegreerde assessering van verskeie taalaspekte moet gebruik word. Ons kan byvoorbeeld begin met 'n leesstuk en 'n begripstoets daaroor opstel. Vrae oor taalstrukture en konvensies kan ook daaroor gevra word. Daarna kan die leerders gevra word om op die teks te reageer deur byvoorbeeld 'n brief te skryf oor 'n saak wat in die teks aangesny word of 'n ander kreatiewe respons op die inhoud van die teks te lewer. Om dié aktiwiteit af te rond kan besprekings oor die onderwerp gehou word en op hierdie wyse spreek ons al die taalvaardighede op 'n vloeiende, geïntgreerde manier aan. Assessering van die verskillende taalvaardighede moet nie gesien word as aparte aktiwiteite nie, maar as een geïntgreerde aktiwiteit. Assesseringsmatrikse moet dus die verskillende taalvaardighede in die taak aanspreek. Leerders se luistervaardighede, praatvermoë, die vermoë om vrae te beantwoord, deelname in besprekings en skriftelike optekeningsvaardighede behoort daagliks waargeneem te word. Dit is ook belangrik dat die leerders se begrip van dit wat hulle lees geassesseer word en nie net hulle vermoë om woorde te herken of te dekodeer nie; daarom moet assessering van lees gereeld plaasvind en nie net ’n enkele keer nie. Formele leesassessering behoort op hardoplees te fokus, asook op aktiwiteite wat die leerder se begrip bepaal, byvoorbeeld deur die storie oor te vertel of vrae te beantwoord. Assessering van skriftelike werk sal op leerders se vermoë fokus om betekenis oor te dra, asook hoe korrek hulle geskryf het, byvoorbeeld deur die korrekte gebruik van taalstrukture en -gebruik, spelling en punktuasie. Alle assessering berus op die feit dat die aanleer van ‘n taal ‘n proses is en dat leerders nie heeltemal korrekte werk die eerste keer sal lewer nie, Daarom moet die verskillende stadiums van die skryfproses ook geassesseer word. Wanneer ‘n formele assesseringstaak gegee word, word daar op ‘n spesifieke vaardigheid gefokus, byvoorbeeld luister en praat, of lees en kyk, of skryf en aanbied. Aangesien die aanleer van ’n taal ’n geïntegreerde proses is, word meer as een vaardigheid gebruik. Die taalstrukture moet dus in konteks geassesseer word. Assessering moet nie slegs skriftelik plaasvind nie, maar daar moet ook voorsiening gemaak word vir praktiese en mondelinge werk. Dit is belangrik om te assesseer wat leerders verstaan en nie net wat hulle kan memoriseer nie. Vaardighede moet dus soveel as moontlik in konteks geassesseer word. Byvoorbeeld: Leerders kan dalk tydens ‘n toets al hul woorde korrek spel, maar kan dieselfde woorde tydens skriftelike werk, soos ’n verslag van persoonlike nuus of die skryf van ’n storie, korrek gespel word? AFRIKAANS HUISTAAL GRAAD 4-6 KABV 87 Tydens die onderrig en assessering van tale behoort daar voorsiening gemaak te word vir die insluiting van alle leerders, en daar moet strategieë gevind word om alle leerders te help om toegang tot taaltekste te hê en dit weer te gee. Leerders wat leerprobleme ervaar, mag dalk nie sommige van die doelwitte behaal soos wat dit in die Kurrikulum- en Assesseringsbeleidsverklaring uiteengesit is nie. Die assesseringsprogram maak voorsiening vir summatiewe assessering wat aan die einde van die kwartaal die vorm van 'n toets of eksamen kan aannneem. Slegs die werk wat deur die verloop van die kwartaal gedek is, moet geassesseer word. Die assesseringsitems moet op verskillende kognitiewe vlakke wees om geldigheid te verseker. 4.2 INFORMELE OF DAAGLIKSE ASSESSERING Die doel van assessering is om deur aaneenlopende insameling van inligting oor leerders se prestasie, leer te bevorder. Informele assessering behels die daaglikse monitering van leerders se vordering. Dit word gedoen deur waarnemings, besprekings, praktiese demonstrasies, leerder-onderwyser-konferensies, informele klaskamerinteraksie, ensovoorts. Informele assessering word gebruik om terugvoering aan leerders te gee en om vir verdere onderrig te beplan, maar dit hoef nie opgeteken te word nie. Assessering van taalbevoegdheid sal in die vorm van waarneming, skriftelike oefeninge, mondelinge aktiwiteite, hardoplees en ander assesseringsvorme wees. Informele assessering word gebruik om terugvoering aan leerders te gee, en die beplanning vir onderrig te hanteer, maar nie vir rekordhouding en rapporteringsdoeleiendes nie. Dit moet nie apart van die leeraktiwiteite wat in die klas plaasvind, beskou word nie en enige van die leeraktiwiteite kan gebruik word om die leerders se vordering informeel te assesseer. In sommige gevalle kan spesifieke assesseringsaktiwiteite gestel word om die leerders aan te moedig om te leer, byvoorbeeld gereelde speltoetse. Leerders of onderwysers kan hierdie assesseringstake nasien. Dit word aanbeveel dat die eerste twee weke van ‘n kwartaal gebruik word om grondlynassessering te doen. Onderwysers kan die aktiwiteite van die eerste twee weke van die onderrigplan hiervoor gebruik. Dit sal onderwysers in staat stel om te bepaal watter tipe ondersteuning leerders nodig het soos die werk vorder. Selfassessering en portuurassessering betrek leerders direk by assessering. Dit is belangrik omdat dit leerders toelaat om van hul eie prestasie te leer en daaroor te besin. Die uitslae van informele, daaglikse assessering word nie formeel opgeteken nie, behalwe as die onderwyser dit graag wil doen. Onderwysers mag besluit om hul eie informele verslae van individuele leerders se vordering in die verskillende komponente van die vak te hou, om te gebruik vir verdere beplanning en om te verseker dat individuele leerders die vereiste vaardighede en begrip ontwikkel. Die uitslag van die daaglikse assesseringstake word nie in ag geneem vir bevordering en sertifisering nie. 4.3 FORMELE ASSESSERING Alle assesseringstake wat deel vorm van die formele assesseringsprogram vir die jaar word beskou as formele assessering. Formele assesseringstake word nagesien en formeel opgeteken deur die onderwyser vir progressie en sertifisering. Alle formele assesseringstake word gemodereer ter wille van gehalteversekering en om te verseker dat gepaste standaarde gehandhaaf word. Formele assessering voorsien aan onderwysers ‘n sistematiese manier om te evalueer hoe goed leerders in ‘n graad en in ‘n betrokke vak vorder. Voorbeelde van formele assesseringstake sluit in toetse, eksamens, praktiese take, projekte, mondelinge aanbiedings, demonstrasies (soos die hervertelling van ‘n storie), optredes (soos rolspel), opstelle, deelname aan mondelinge take (soos dialoë, gesprekke, besprekings), skriftelike take (soos die invul van ‘n werkkaart, skryf van paragrawe of ander tekstipes), ens. AFRIKAANS HUISTAAL GRAAD 4-6 88 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Die doel van 'n assesseringsprogram is om geldigheid, betroubaarheid, regverdigheid en genoegsaamheid te verseker deur spesifieke riglyne te gee oor die tipe aktiwiteite en die persentasie wat aan elke taalvaardigheid binne 'n taak toegeken is. Dit spreek ook die fokusse van assessering aan; die manier waarop take benader moet word. Tydens formele assessering word memoranda, rubrieke, kontrolelyste, metingskale, sowel as ander gepaste assesseringsinstrumente gebruik om leerders se vlakke van begrip en vaardigheid waar te neem, te assesseer en aan te teken. Maak van ‘n assesseringsinstrument gebruik wat gepas is vir die tipe aktiwiteit. ‘n Rubriek is, byvoorbeeld, meer gepas as ’n memorandum vir die assessering van ’n kreatiewe skryfstuk. ’n Memorandum is meer gepas vir ‘n speltoets of ‘n leesbegripsaktiwiteit. 4.3.1 Vereistes vir formele assessering vir Huistaal Die formele assesseringsprogram vir graad 4-6 bestaan uit sewe (7) take wat 75% van die bevorderingspunt uitmaak sowel as 'n jaareindeksamen wat 25% van die totaal tel. Die formele assesseringsvereistes vir die Huistaal is soos volg: • Twee formele assesseringstake moet gedurende die eerste drie kwartale voltooi word en een in die vierde kwartaal. Een van die take moet 'n halfjaareksamen wees. Die totaal is dus sewe vir die skooljaar. Hierdie sewe formele assesseringstake vorm 75% van die totale punt vir Huistaal in grade 4, 5 en 6. Die formele assesseringspunt sluit die halfjaartoets of eksamen in, indien daar ‘n eksamen geskryf word. • Die eerste formele assesseringstaak in ‘n kwartaal moet in die middel van die kwartaal gedoen word. Die tweede formele assesseringstaak van elke kwartaal moet aan die einde van die kwartaal gedoen word. • Aan die einde van die jaar word ’n eksamen afgelê en dit vorm 25% van die punte. • Elke formele assesseringstaak sal uit aktiwiteite bestaan wat luister en praat, lees en kyk, skryf en aanbied, en taalstrukture en -konvensies sal assesseer, en dit moet oor ‘n tydperk van ‘n paar dae plaasvind. Taalstrukture en -konvensies moet in konteks geassesseer word. • Formele assesseringstake moet ’n reeks aspekte van taalvaardighede assesseer, sodat kernaspekte gedurende die kwartale en versprei oor die jaar, geassesseer kan word. Onderwysers moet seker maak dat hierdie aspekte reeds informeel geassesseer is, sodat terugvoering aan leerders gegee kan word voordat hulle formeel geassesseer word. • Alle assessering in die Intermediêre Fase is intern. 4.3.2 Vorme van assessering per kwartaal Die vorme van assessering moet gepas vir die ouderdom en ontwikkelingsvlak van die leerders wees. Die samestelling van die take moet die inhoud van die vak dek en 'n verskeidenheid take insluit, wat ontwerp is om die doelwit van die vak te bereik. Gebruik die onderrigplanne vir elke graad om die tipe aktiwiteit en die vaardighede vir elke deel van die formele assesseringstaak te kies. Byvoorbeeld: Indien kreatiewe, skriftelike werk in graad 4, kwartaal 1 vereis word en die leerders moet ’n gedig skryf, kan daar net van hulle verwag word om sinne wat rym en dieselfde lengte het, te skryf, en indien dit reeds onderrig is. ‘n Gepaste raamwerk sal gebruik word indien leerders ’n inligtingsteks in die eerste kwartaal moet skryf. Dieselfde geld vir luister en praat. Daar sal nie van leerders verwag word om 'n kort toespraak in graad 4, kwartaal 1 te lewer nie, omdat dit eers later onderrig word. AFRIKAANS HUISTAAL GRAAD 4-6 KABV 89 Formele assessering moet voorsiening maak vir 'n verskeidenheid van kognitiewe vlakke soos hieronder aangedui. 'n Verskeidenheid van vraagtipes soos meerkeusevrae, cloze, vergelyking en direkte vrae behoort gebruik te word. Tabel van kognitiewe vlakke van vrae Kognitiewe vlakke Aktiwiteit Persentasie per taak Letterlik (Vlak 1) Herorganisasie (Vlak 2) Vrae wat handel oor inligting wat direk / eksplisiet in die teks staan. • Noem die dinge / mense / plekke / elemente ... • Noem die feite / redes / aspekte / idees ... • Identifiseer die redes / persone / oorsake ... • Maak ‘n lys van die aspekte / feite / name / redes ... • Beskryf die plek / persoon / karakter ... • Vertel van die insident / episode / ervaring ... Vrae wat analise, sintese of herorganisasie vereis van inligting wat direk / eksplisiet in die teks staan. • Maak ‘n opsomming van die kerngedagtes / voordele / nadele ... • Groepeer bekende elemente / faktore ... • Gee die verskille / ooreenkomste ... • Gee ‘n oorsig van ... Vlakke 1 en 2: 40% Afleiding (Vlak 3) Vrae wat vereis dat leerders inligting interpreteer wat nie eksplisiet genoem word nie, dit in verband bring met inligting van die verskillende dele van ‘n teks, of dat leerders aspekte in die teks in verband bring met hulle bestaande kennis of ervarings, en gevolgtrekkings maak. • Verduidelik hoe ‘n hoofgedagte verband hou met tema / boodskap ... • Verduidelik die idees / houdings / aksies ... • Wat is die skrywer (of karakter) se bedoeling / houding / motivering / rede ... • Verduidelik die oorsaak / gevolg van … • Wat openbaar ‘n handeling / kommentaar / houding (ens.) van ‘n verteller / skrywer / karakter ... • Hoe beïnvloed die metafoor / vergelyking / beeld jou begrip van ... • Wat, dink jy, sal die uiteindelike gevolg / effek van ‘n handeling / situasie wees ... Vlak 3: 40% AFRIKAANS HUISTAAL GRAAD 4-6 90 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Evaluering (Vlak 4) Waardering (Vlak 5) Hierdie vrae handel oor die beoordeling van waardes, houdings en oortuigings. Dit sluit in beoordeling van die werklikheid, geloofwaardigheid, feite en menings, geldigheid, logika en beredenering, asook kwessies soos die gewenstheid en aanvaarbaarheid van besluite en optredes in terme van morele waardes. • Dink jy wat hieruit voortvloei, geloofwaardig / realisties / moontlik is? • Is die skrywer se argument geldig / logies / oortuigend ... • Bespreek / lewer kritiese kommentaar oor die optrede / bedoeling / houding / implikasie ... • Stem jy saam met die siening / standpunt / waarneming / vertolking ... • Dink jy die skrywer / verteller / karakter is geregverdig as hy / sy voorstel dat ... (Motiveer jou antwoord. / Gee redes vir jou antwoord.) • Is die karakter se houding / gedrag / handeling na jou mening regverdigbaar of aanvaarbaar? Gee ‘n rede vir jou antwoord. • Wat sê ‘n karakter se optredes / houding(s) oor hom / haar binne konteks van universele waardes? • Bespreek krities / Lewer kommentaar oor die waardeoordele wat in die teks gemaak word. Die doel van hierdie vrae is om die sielkundige en estetiese impak van die teks op die leerder te assesseer. Die vrae fokus op die leerder se emosionele response op die inhoud, identifisering met karakters of gebeure, en reaksies op die skrywer se taalgebruik (soos woordkeuse en beelde). • Bespreek jou reaksie op die teks / insident / situasie / konflik / dilemma ... • Simpatiseer jy met die karakter? Wat sou jy doen / besluit indien jy in dieselfde situasie was? • Bespreek / Lewer kommentaar op die skrywer se taalgebruik ... • Bespreek die doeltreffendheid van die skrywer se styl / inleiding / gevolgtrekking / beeldspraak / gebruik van poëtiese tegnieke / literêre stylfigure ... Vlak 4 en 5: 20% 4.4 ASSESSERINGSPROGRAM Die assesseringsprogram is ontwikkel om formele assesseringstake in alle vakke in ‘n skool oor ‘n kwartaal te versprei. 'n Assesseringsprogram moet deur die skool opgestel word waarin die datums aangedui word waarop take gedoen word. Vakvereistes Vereistes vir die opstel van ’n taak word in persentasies weergegee. Waar die program 20% vir ’n taalvaardigheid aandui, beteken dit dat die finale puntetoekenning vir daardie taalvaardigheid twintig persent moet wees en nie twintig punte nie. Skole word nie beperk tot ’n aantal punte wat aan ‘n taalvaardigheid toegeken moet word nie, solank die gewigskriteria vir elke taalvaardigheid en vir elke taak in aanmerking geneem word volgens die persentasie wat in die assesseringsprogram toegewys is. Byvoorbeeld: ‘n Taalkennistoets vir 10 punte of meer mag byvoorbeeld in Graad 4 opgestel word, solank die finale gewig nie die gewig wat in die assesseringsprogram aangedui word, oorskry nie. AFRIKAANS HUISTAAL GRAAD 4-6 KABV 91 In Skryf behoort gedeeltes van die beplanningsproses, of die hele proses, ten minste een keer per kwartaal geassesseer te word. Daar moet streng by die lengte van die geskrewe teks, soos aangedui in Afdeling 3.4, gehou word. Eksamens Inhoud vir die eksamen behoort geneem te word uit werk wat gedoen is voor die eksamen en behoort 'n versameling van vaardighede en aktiwiteite in te sluit wat sal wys dat die leerder in staat sal wees dat hy/.sy gereed is vir die werk in die volgende periode, graad of jaar. Die eksamen sal uit die volgende bestaan: • Leesbegrip, insluitende woordeskatwerk • Skryf van 'n kort kreatiewe teks, insluitende gepaste en korrekte formaat, taalkonvensies, punktiasie en spelling • Skryf van 'n kort transaksionele (inligtings-, media-, sosiale) teks, insluitende gepaste en korrekte gebruik van formaat, taalkonvensies, punktuasie en spelling. • Taalgebruik en konvensies om kennis en begrip van taalstrukture, punktuasie en spelling te toets. • Luister- en Praatvaardighede sal nie as deel van die eksamen geassesseer word nie omdat dit ten beste oor tyd geassesseer word. Dit word egter verwag dat 'n summatiewe punt vir Luister en Praat opgeteken moet word as 'n eksamenpunt. Die assesseringsprogram KWARTAAL 1 Graad 4 Graad 5 Graad 6 Taak 1 % Taak 1 % Taak 1 % Verhalende teks Verhalende teks Verhalende teks Luister na en praat oor onderwerpe soos familie / vriende / troeteldiere / sport / sake van die dag 25 Luister na en praat oor onderwerpe soos familie / vriende / troeteldiere / sport / sake van die dag 20 Luister na en praat oor onderwerpe soos familie / vriende / troeteldiere / sport / sake van die dag 20 Taalstrukture en -konvensies in praat oor verhalende tekste 15 Taalstrukture en -konvensies in praat oor verhalende tekste 15 Taalstrukture en -konvensies in praat oor verhalende tekste 15 Hardoplees 20 Hardoplees 20 Hardoplees 15 Terugvoering oor stories / tekste wat selfstandig gelees word 15 Terugvoering oor stories / tekste wat selfstandig gelees word 15 Terugvoering oor stories / tekste wat selfstandig gelees word 20 Skryf ‘n paragraaf oor onderwerpe soos familie / vriende / troeteldiere / sport / sake van die dag 25 Skryf ‘n paragraaf oor onderwerpe soos familie / vriende / troeteldiere / sport / sake van die dag 30 Skryf ‘n paragraaf oor onderwerpe soos familie / vriende / troeteldiere / sport / sake van die dag 30 Totaal 100 Totaal 100 Totaal 100 AFRIKAANS HUISTAAL GRAAD 4-6 92 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Taak 2 % Taak 2 % Taak 2 % Literatuur (poësie) Literatuur (poësie) Literatuur (poësie) Luister na en praat oor poësie 20 Luister na en praat oor poësie 20 Luister na en praat oor poësie 20 Leesbegrip 30 Leesbegrip (gedig) 30 Leesbegrip (gedig) 30 Taalstrukture en -konvensies in konteks 20 Taalstrukture en -konvensies in konteks 20 Taalstrukture en -konvensies in konteks 20 Skryf ‘n gedig 30 Skryf ‘n gedig 30 Skryf ‘n gedig 30 Totaal 100 Totaal 100 Totaal 100 KWARTAAL 2 Graad 4 Graad 5 Graad 6 Taak 1 % Taak 1 % Taak 1 % Instruksionele teks Instruksionele teks Instruksionele teks Luister na en reageer op instruksionele teks 25 Luister na en reageer op instruksionele teks 20 Luister na en reageer op instruksionele teks. 20 Taalstrukture en -konvensies in konteks 15 Taalstrukture en -konvensies in konteks 15 Taalstrukture en -konvensies in konteks 15 Lees hardop 20 Lees hardop 20 Lees hardop 15 Terugvoering oor stories / tekste wat selfstandig gelees is 15 Terugvoering oor stories / tekste wat selfstandig gelees is 15 Terugvoering oor stories / tekste wat selfstandig gelees is 20 Skryf ‘n instruksionele teks 25 Skryf ‘n instruksionele teks 30 Skryf ‘n instruksionele teks 30 Totaal 100 Totaal 100 Totaal 100 Taak 2 (Junie-toets / -eksamen) % Taak 2 (Junie-toets / -eksamen) % Taak 2 (Junie-toets / -eksamen) % Vraestel 1: Luister en Praat, hardoplees 30 Vraestel 1: Luister en Praat, hardoplees 30 Vraestel 1: Luister en Praat, hardoplees 30 Vraestel 2 (2 ure) Leesbegrip Taal in konteks Skryf – opstel Skryf – transaksionele teks 25 15 20 10 Vraestel 2 (2 uur) Leesbegrip Taal in konteks Skryf – opstel Skryf – transaksionele teks 25 15 20 10 Vraestel 2 (1 uur) Skryf – opstel Skryf – transaksionele teks 20 10 Vraestel 3 (1 uur) Leesbegrip Taal in konteks 25 15 Totaal 100 Totaal 100 Totaal 100 AFRIKAANS HUISTAAL GRAAD 4-6 KABV 93 KWARTAAL 3 Taak 1 % Taak 1 % Taak 1 % Verhalende teks (verbeeldingsteks) Verhalende teks (verbeeldingsteks) Verhalende teks (verbeeldingsteks) Luister na en praat oor stories 25 Luister na en praat oor stories 20 Luister na en praat oor stories 20 Taalstrukture en -konvensies in konteks van ‘n storie 15 Taalstrukture en -konvensies in konteks van ‘n storie 15 Taalstrukture en -konvensies in konteks van ‘n storie 15 Lees hardop 20 Lees hardop 20 Lees hardop 15 Besin oor stories / tekste wat selfstandig gelees word 15 Besin oor stories / tekste wat selfstandig gelees word 15 Besin oor stories / tekste wat selfstandig gelees word 20 Skryf eie storie / verbeeldingsteks 25 Skryf eie storie / verbeeldingsteks 30 Skryf eie storie / verbeeldingsteks 30 Totaal 100 Totaal 100 Totaal 100 Taak 2 % Taak 2 % Taak 2 % Dialoog / drama Dialoog / drama Dialoog / drama Luister na en praat oor dialoë 20 Luister na en praat oor dialoë 20 Luister na en praat oor dramas 20 Leesbegrip (dialoog) 30 Leesbegrip (dialoog) 30 Leesbegrip (drama) 30 Taalstrukture en -konvensies in konteks van die dialoog 20 Taalstrukture en -konvensies in konteks van die dialoog 20 Taalstrukture en -konvensies in konteks van die dialoog 20 Skryf ‘n dialoog 30 Skryf ‘n dialoog 30 Skryf ‘n drama 30 Totaal 100 Totaal 100 Totaal 100 AFRIKAANS HUISTAAL GRAAD 4-6 94 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 4 Taak 1 % Taak 1 % Taak 1 % Oorredende teks (advertensie) Oorredende teks (toespraak) Oorredende teks (boekverslag) Luister na en praat oor ‘n toespraak 25 Luister na en praat oor ‘n toespraak 20 Luister na en praat oor ‘n toespraak 20 Taalstrukture en -konvensies in konteks 15 Taalstrukture en -konvensies in konteks 15 Taalstrukture en -konvensies in konteks 15 Lees hardop 20 Lees hardop 20 Lees hardop 15 Besin oor stories / tekste wat selfstandig gelees is 15 Besin oor stories / tekste wat selfstandig gelees is 15 Besin oor stories / tekste wat selfstandig gelees is 20 Skryf ‘n advertensie 25 Skryf ‘n toespraak 30 Skryf ‘n boekverslag 30 Totaal 100 Totaal 100 Totaal 100 Taak 2 (November-toets / -eksamen) % Taak 2 % Taak 2 % Vraestel 1: Luister en Praat, hardoplees 30 Vraestel 1: Luister en Praat, hardoplees 30 Vraestel 1: Luister en Praat, hardoplees 30 Vraestel 2 (2 ure) Leesbegrip Taal in konteks Skryf – opstel Skryf – transaksionele teks 25 15 20 10 Vraestel 2 (2 ure) Leesbegrip Taal in konteks Skryf – opstel Skryf – transaksionele teks 25 15 20 10 Vraestel 2 (1 uur) Skryf – opstel Skryf – transaksionele teks 20 10 Vraestel 3 (1 uur) Leesbegrip Taal in konteks 25 15 Totaal 100 Totaal 100 Totaal 100 AFRIKAANS HUISTAAL GRAAD 4-6 KABV 95 Skoolgebaseerde Assessering en eksamens in Graad 4 en 5 Programme of Assessment SBA per Term SBA 75% Kwartaal 1: 2 Take Kwartaal 2: 1 Taak + 1 Eksamen (middel van die jaar) 2 Vraestelle: Vraestel 1: Mondeling; Hardoplees, Luister en Praat Vraestel 2 (2 ure): Geskrewe: Leesbegrip, Taal in konteks en Skryf - kreatiewe tekste en transaksionele tekste) Kwartaal 3: 2 Take Kwartaal 4: 1 Taak EXAMINATIONS 25% 1 Jaareind-eksamen: 2 Vraestelle: Vraestel 1: Mondeling: Hardoplees, Luister en Praat Vraestel 2 ( 2 ure): Geskrewe: Leesbegrip , Taal in konteks en Skryf - kreatiewe tekste en transaksionele tekste) Assesseringsprogram AFRIKAANS HUISTAAL GRAAD 4-6 96 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 SBA per Term SBA 75% Kwartaal 1: 2 Take Kwartaal 2: 1 Taak + 1 Middeljaar￾eksamen- bestaande uit comprising: 3 Vraestelle: Vraestel 1: Mondeling: Hardoplees, Luister en Praat Vraestel 2 (1 uur): Geskrewe: Skryf – kreatiewe tekste en transaksionele tekste Vraestel 3 (1 uur): Geskrewe: Leesbegrip and Taal in konteks Kwartaal 3: 2 Take Kwartaal 4: 1 Taak EXAMINATIONS 25% 1 Jaareind-eksamen bestaande uit: 3 Vraestelle: Vraestel 1: Mondeling: Hardoplees, Luister en Praat Vraestel 2 (1 uur): Geskrewe: Skryf – kreatiewe tekste en transaksionele tekste Vraestel 3 (1 uur): Geskrewe: Leesbegrip and Taal in konteks AFRIKAANS HUISTAAL GRAAD 4-6 KABV 97 Formaat van eksamenvraestelle vir Graad 4 – 6 Graad 4-5 Die voorgestelde riglyne vir die halfjaar en jaareindeksamenvraestelle for die Huistaal in graad 4 en 5 is soos volg: Vraestel Beskrywing %: GR.4 & 5 1 Mondeling: Mondeling: Hardoplees, Luister en Praat 30 2 (2 ure) Geskrewe: Leesbegrip , Taal in konteks Skryf – kreatiewe tekste Skryf - transaksionele tekste 25 15 20 10 TOTAAL VIR DIE EKSAMEN 100 Die voorgestelde riglyne vir die halfjaar en jaareindeksamenvraestelle for die Huistaal in graad 6 is soos volg: Vraestel Beskrywing %: GR.6 1 Mondeling: Hardoplees, Luister en Praat 30 2 (1 uur) Skryf: kreatiewe tekste Skryf: transaksionele tekste 20 10 3 (1 uur) Leesbegrip Taal in konteks 25 15 TOTAAL VIR DIE EKSAMEN 100 AFRIKAANS HUISTAAL GRAAD 4-6 98 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Voorgestelde formaat vir elk van die vraestelle in graad 4 en 5 VRAESTEL AFDELING % 1 Mondeling: lees/ luister/ praat Gr 4 Gr 5 A : Hardoplees 15 15 B: Luister en Praat: Voorbereide Praat / onvoorbereide Praat / gesprekvoering / onderhoud / debat / dramatisering / rolspel / besprekings / luisterbegrip / mimiek 15 15 TOTAAL VIR VRAESTEL 1 30 30 2 (2 ure) Leesbegrip en taal in konteks GR4 GR5 A : Leesbegrip ('n Reeks tekste kan gebruik word, insluitende visuele en grafiese tekste) 25 25 B : Taal Taalstrukture (woorde en sinne) behoort in konteks geassesseer te word aan die hand van 'n verskeidenheid tekste 15 15 Skryf A : Een kreatiewe skryfteks Grade 4-5: verhalend / beskrywende teks insluitende persoonlike vertellings (Let asseblief op die voorgestelde aantal woorde per graad soos onder 3.3.2 gespesifiseer.) 20 20 B: Een transaksionele teks Formele en informele briewe aan die pers / formele aansoekbriewe / / versoeke / klagtes / simpatie / uitnodiging / dankie sê / gelukwensings en besigheidsbriewe / vriendskaplike briewe / tydskrifartikels / koerantartikels / memoranda / notules & agendas / doodsberigte / verslae (formeel en informeel) / resensies / geskrewe en informele toesprake / Curriculum Vitae’s / brosjures / geskrewe onderhoude / dialoë/feitelike verslae/proseduretekste 10 10 TOTAAL VIR VRAESTEL 2 70 70 GROOTTOTAAL 100 100 AFRIKAANS HUISTAAL GRAAD 4-6 KABV 99 Voorgestelde formaat vir elk van die vraestelle in graad 6 VRAESTEL AFDELING % 1 Oral: reading/ listening/ speaking A : Hardoplees 15 B: Listening & Speaking: Luister en Praat: Voorbereide Praat / onvoorbereide Praat / gesprekvoering / onderhoud / debat / dramatisering / rolspel / besprekings / luisterbegrip / mimiek / huldeblyk 15 TOTAAL VIR VRAESTEL 1 30 2 (1 uur) Leesbegrip en taal in konteks A : Leesbegrip ('n Reeks tekste kan gebruik word, insluitende visuele en grafiese tekste) 25 B : Taal Taalstrukture (woorde en sinne) behoort in konteks geassesseer te word aan die hand van 'n verskeidenheid tekste 15 TOTAL FOR PAPER 2 40 3 (1 uur) Skryf A : Een kreatiewe teks Grade 6: verhalend / beskrywende teks insluitende persoonlike vertellings (Let asseblief op die voorgestelde aantal woorde per graad soos onder 3.2.3 gespesifiseer.) 20 B: Een transaksionele teks Formele en informele briewe aan die pers / formele aansoekbriewe / / versoeke / klagtes / simpatie / uitnodiging / dankie sê / gelukwensings en besigheidsbriewe / vriendskaplike briewe / tydskrifartikels / koerantartikels en rubrieke / memoranda / notules & agendas / doodsberigte / verslae (formeel en informeel) / resensies / geskrewe en informele toesprake / Curriculum Vitae’s / brosjures / geskrewe onderhoude / dialoë/feitelike verslae/proseduretekste (Let asseblief op die voorgestelde aantal woorde per graad soos onder 3.2.3 gespesifiseer.) 10 TOTAL FOR PAPER 3 30 OVERALL TOTAL 100 AFRIKAANS HUISTAAL GRAAD 4-6 100 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.5 OPTEKENING EN RAPPORTERING Verslaghouding is ‘n proses waartydens die onderwyser die vlak van ‘n leerder se prestasie in ‘n spesifieke assesseringstaak bepaal. Dit dui die leerder se vordering in die bemeestering van die kennis, inhoud en vaardighede aan soos voorgeskryf in die Nasionale Kurrikulum- en Assesseringsbeleidsverklarings. ‘n Verslag van ‘n leerder se prestasie is ‘n bewys van die leerder se konseptuele vordering in ‘n graad en ‘n aanduiding of hy / sy gereed is om na die volgende graad te vorder of bevorder te word. Verslae van leerderprestasie behoort ook gebruik te word om vordering wat onderwysers en leerders in die onderrig- en leerproses gemaak het, te bevestig. Rapportering is ‘n proses waarvolgens leerderprestasie aan leerders, ouers, skole en ander rolspelers gekommunikeer word. Daar kan op verskeie maniere oor leerderprestasie verslag gelewer word. Dit sluit in rapporte (verslagkaarte), ouervergaderings, skoolbesoekdae, ouer-onderwyser-konferensies, telefoonoproepe, briewe, klas- of skoolnuusbriewe ensovoorts. Onderwysers in alle grade lewer in persentasies verslag oor die vak. Sewe bevoegdheidsvlakke vir elke vak in Graad R-12 word gebruik. Die verskillende vlakke met die ooreenstemmende persentasies word in onderstaande tabel aangedui. Kodes en persentasies vir optekening en rapportering Prestasiekode Beskrywing van vaardigheid Persentasie 7 Uitmuntende prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Beduidende prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Matige prestasie 40 – 49 2 Basiese prestasie 30 – 39 1 Ontoereikende prestasie 0 – 29 Nota: Die sewe-puntskaal moet ‘n duidelik gedetailleerde beskrywing van elke vlak gee. Onderwysers sal die werklike punte teenoor die taak aanteken deur van ‘n optekeningsblad gebruik te maak, en verslag doen deur persentasies vir die vakke op die leerders se rapporte of verslagkaarte aan te bring. 4.6 MODERERING VAN ASSESSERING Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort op skool-, distriks-, provinsiale en nasionale vlakke plaas te vind. Omvattende en gepaste modereringspraktyke moet ingestel word vir die gehalteversekering van alle vakassesserings. Dit moet minstens een keer per kwartaal te geskied. Moderering moet verseker dat alle assessering geldig, regverdig, betroubeer en genoegsaam is. Geldigheid beteken dat die taak die vorderingsvlak moet meet van die vaardighede wat onderrig is, in lyn met die KABV dokument. Die taak moet die vordering in spesifieke vaardighede meet. In die opstel van begriptoetsvrae byvoorbeeld, moet die leerders se vermoë om te ontleed en sinteses te maak in 'n gegewe teks geassesseer word, en nie vrae te vra oor algemene kennis wat met die teks verband hou nie. Moderering op skoolvlak moet gehalte kommentaar verseker om die assesseringsproses op skool te bevorder. Moderering kan nie slegs gedoen word om te verseker dat die korrekte aantal assesseringstake gedoen is, of dat 'n memorandum korrek gebruik is nie. In Tale beteken dit dat die moderator konstruktiewe kommentaar moet lewer, onder andere, oor die vlakke van vraagstelling vir leesbegrip, die gereeldheid van uitgebreide skryf, die kwaliteit van AFRIKAANS HUISTAAL GRAAD 4-6 KABV 101 die assesseringsinstrumente, die ontwikkelingsgeleenthede wat gebied word, die onderwyser se betrokkenheid by leerders se werkboeke en bewyse van leerders se prestasie. Die modereringsproses moet verseker dat meting eenvormig in al die klasse in die graad, en in al die grade in die fase, toegepas word. Byvoorbeeld: Indien 'n meting van 3 deur een onderwyser toegeken word, moet 'n ander onderwyser ook 3 vir dieselfde vaardigheid en kennis toeken. Dit is dus belangrik dat ons betroubare meetinstrumente moet gebruik en dat vakhoofde ook gereelde interne moderering moet doen. 4.7 ALGEMEEN Hierdie dokument moet in samehang met die volgende gelees word: 4.7.1 die National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R-12; en 4.7.2 die beleidsdokument, National Protocol for Assessment Grades R-12. AFRIKAANS HUISTAAL GRAAD 4-6 102 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) WOORDELYS addisionele taal (verwys ook na huistaal) – ’n taal wat bykomend tot die huistaal geleer word afgeleide betekenis – die skep van betekenis uit wat geïmpliseer word om ’n nuwe begrip te vorm; dit wat tussen die reëls staan aflei – ’n oordeel vorm uit wat vooraf gegee is of gebeur het; om die implikasies van wat gesê of geskryf is te bepaal afleiding – ’n woord wat bestaan uit ’n basisvorm (stam) en voor- en / of agtervoegsels (hierdie proses vorm dikwels ’n ander woordsoort), bv. ritus: rituele gebruike akronieme (ook letterwoorde) – afkortings wat soos woorde optree; word uitgespreek as ’n woord, gevorm deur die eerste letters van ander woorde, bv. Soweto vir South Western Townships of VIGS / vigs vir verworwe immuniteitsgebreksindroom aktiewe luister – wanneer ’n mens aandagtig luister na wat iemand sê en probeer om jouself in die spreker se posisie te plaas alliterasie – herhaling van dieselfde beginletters (medeklinkers / konsonante) in beklemtoonde lettergrepe; ’n algemene stylmiddel, bv. kind nog kraai anekdote – ’n kort, onderhoudende storie; klein voorvalle of gebeure wat vir ’n spesifieke doel vertel word, bv. inligting, vermaak, humor, venyn, of om karakter te openbaar animasie – aanmekaarlas van stil prente of tekeninge om die illusie van lewe of beweging te skep antiklimaks – die omgekeerde van klimaks; onverwagte teleurstellende uiteinde, afloop; ommeswaai van iets belangriks na iets nietigs, gewoonlik met ’n komiese effek antitese – teenstelling van gedagtes wat uitgedruk word deur parallelisme wat skerp teenoor mekaar staan, bv. hoe meer haas hoe minder spoed antoniem – woorde wat min of meer die teenoorgestelde betekenis van ander woorde uitdruk, bv. kurkdroog en sopnat assessering – ’n deurlopende beplande proses van inligtingversameling op verskillende maniere oor leerderprestasie assonansie – herhaling van klinkers of vokale in beklemtoonde lettergrepe in twee of meer woorde, bv. Oor die groen poel wat stil en dik / was van die bronslaai en die warm slik (N.P. van Wyk Louw, Raka) beeld – ’n prent of visuele voorstelling beelding – ook figuurlike taal; woorde wat beelde (in konteks / sinsverband) in die gedagtes oproep; sluit implikasieverskynsels in beeldspraak – taaluiting wat van figuurlike, oordragtelike taal gebruik maak, bv. vergelykings, metafore,personifikasie, metonimia (oornoeming), sinekdogee (gedeeltelike aanduiding), antonomasia (naamsverwisseling) AFRIKAANS HUISTAAL GRAAD 4-6 KABV 103 beklemtoning – die klem lê op, aksentueer, benadruk beurtnemingskonvensies – die gebruike wat die vloei van gesprekke tussen mense reguleer soos om ander toe te laat om ’n opinie te lug, stiltes te hanteer, inligting te herhaal vir duidelikheid, aan te moedig waar gepas, te vra vir duidelikheid, inligting te verskaf, tussenbeide te tree om fokus te herstel cliché – afgesaagde, verslete beeldspraak; holruggeryde uitdrukking of idee wat so dikwels gebruik word dat dit uitdrukkingskrag verloor, bv. laaste, maar nie die minste nie debat – debattering deur twee spanne oor ‘n saak. Hulle probeer om die beoordelaar en die gehoor van hul standpunt te oortuig denotasie (teenoorgestelde van konnotasie) – dit wat die begripsinhoud weergee of saamvat, die letterlike betekenis van ’n woord of uitdrukking deurlopende assessering – dit is assesseringsaktiwiteite wat deur die loop van die jaar plaasvind dialek – ‘n variëteit van ‘n taal wat deur ‘n sekere taalgemeenskap gepraat word diskriminerende taalgebruik – taal wat kwessies met onderskeid behandel, bv. om manlike terme vir alle persone te gebruik dramatiese doelstelling – om ’n spesifieke reaksie by die toeskouer / leser te ontlok dramatiese ironie – ’n vorm van kontras; die karakter is onbewus van die ware toedrag van sake, terwyl die leser / toeskouer / ander karakters weet wat werklik plaasvind. Dié ironie verhoog (of ontlont) spanning, genot en gehoordeelname dramatiese struktuur – die bou van die drama (eksposisie / aanloop, motoriese moment, verwikkeling, ontwikkeling, klimaks / hoogtepunt, ontknoping / afloop) dubbelsinnigheid – tweërlei betekenis geskep deur die manier waarop woorde of sinne gebruik word; meer as een betekenis of vertolking hê. Wanneer dit onbewus gebruik word, kan dubbelsinnigheid betekenis versluier eksplisiet (in teenstelling met implisiet) – betekenis wat duidelik of direk gestel word evalueer – om ‘n opinie te vorm, ‘n oordeel te vel oor ‘n teks eufemisme – versagtende uitdrukking of omskrywing; verbloeming; word gebruik om nie gevoelens seer te maak nie, bv. lang vingers hê (steel) figuurlike taal (teenoor letterlike taal) – sinnebeeldig, metafories, oordragtelik; woorde en frases wat gebruik word om ’n spesifieke effek te bereik soos vergelykings, personifikasie, metafoor. Literêre tekste maak baie van figuurlike taal gebruik formaat – die vorm van tekssoorte soos ’n verslag, brief; ook grootte van iets forumdebat – groepe leerders debatteer ‘n onderwerp. Elke groep bestaan uit vier lede en elke lid praat oor een en verskillende aspek van die onderwerp. AFRIKAANS HUISTAAL GRAAD 4-6 104 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) gebaar – die beweging van die gesig of liggaam wat betekenis kommunikeer soos om die kop ter bevestiging te knik gebalanseerde benadering tot geletterdheid – ’n benadering wat leerders se vormende geletterdheid ondersteun, hulle aanmoedig om tekste te geniet en om op betekenis te fokus, en wat hulle ook help om tegnieke en strategieë te ontwikkel wat die kode van die geskrewe woord ontsluit geestigheid – oorspronklike, verrassende, lagwekkende, grappige uitdrukking geïmpliseerde betekenis – betekenis wat gevolgtrekking inhou of toelaat; betekenis wat nie eksplisiet in die teks uitgedruk word nie geletterdhede – daar is verskillende soorte geletterdheid: lees / kyk en skryf / aanbied (tradisionele basiese geletterdhede), kulturele geletterdheid (begrip van die kulturele, sosiale en ideologiese waardes wat ons lees van tekste vorm), kritiese geletterdheid (die vermoë om krities op die boodskap in tekste te reageer), visuele geletterdheid (die vermoë om beelde, tekens, prente, visuele simbole, ens. te lees / teken / skryf), mediageletterdheid (die lees van koerante, tydskrifte, TV en film as kulturele boodskappe), inligtingsgeletterdheid (die vermoë om inligting te vind, ontsluit, evalueer, berg, gebruik, ens.) en rekenaargeletterdheid (die vermoë om rekenaars en rekenaarprogramme – ook die internet – te gebruik) geletterdheid – die vermoë om te lees en geskrewe inligting te gebruik en om vir verskillende doeleindes te skryf. Dit is ’n deel van ’n algemene menslike vermoë om sin van jou wêreld te maak genre – ’n soort letterkunde, bv. drama, kortverhale, gedigte, roman, volksverhale / folklore gepastheid – taal moet gepas wees vir die konteks waarin dit gebruik word. Die groetwyse “Goeiedag, mnr.Vosloo” is gepas in ’n formele situasie, teenoor “Hallo, Vossie” vir ’n informele situasie. gevoelstaal (ook emotiewe taal) – taal en styl wat persoonlik is; sterk gevoelens wek; teenoorgestelde van nugtere, saaklike taal gevolg (sien ook oorsaak) – die resultaat van handeling / gebeure of ‘n aksie grafiese voorstelling – produkte van die visuele en tegniese kunste soos teken, ontwerp; lewendig beskrywende, skilderende voorstelling groeptaal – variëteit van ’n taal wat deur ’n bepaalde groep mense soos boere, vissers, fabriekswerkers, studente, tieners gepraat word, en dit van die algemene taal onderskei deur onder andere uitdrukkings en betekenisverskille herlees – ‘n leesstrategie wat die leser nog ‘n kans gee om ‘n uitdagende teks te verstaan herformuleer – ‘n leesstrategie waarvolgens die leser die betekenis van ‘n gelese gedeelte mondelings of skriftelik oorvertel, verkort of opsom hiperbool – ’n stylfiguur waarin buitensporige, doelbewuste oordrywing gebruik word; om iets groter as wat dit werklik is, voor te stel, bv. Hulle het ons ’n berg koek gegee om te eet holistiese benadering – dit is ’n benadering wat al die vaardighede en verskillende soorte kennis in aktiwiteite integreer en nie op elkeen afsonderlik fokus nie homofone – woorde wat dieselfde klankvorm as ’n ander woord in ’n taal het, maar in betekenis en spelling verskil, bv. ’n blyk van waardering; die wasgoed bleik in die son AFRIKAANS HUISTAAL GRAAD 4-6 KABV 105 homonieme – woorde met dieselfde klank- en spelvorm, maar wat verskil in betekenis, bv. Sy het ’n kuiltjie in haar ken; Hy ken al die name van die bome in die wildtuin houdings – maniere van optrede of gedrag huistaal (sien ook addisionele taal) – die taal wat kinders eerste aangeleer het deur by die huis en / of in hul gemeenskap konstant daaraan blootgestel te wees; dit is die taal “waarin ’n mens dink” idiomatiese uitdrukking – ’n uitdrukking wat die idioom of taaleie betref, kenmerkend van ‘n sekere taal; idiome sluit in spreekwoorde, segswyses, gesegdes en spreuke implisiet (teenoor eksplisiet) – dit wat nie direk in ’n teks gestel word nie, maar wel afgelei kan word inklusiwiteit – die beginsel om onderwys toeganklik vir alle leerders te maak, ten spyte van hul leerstyl, agtergrond en vermoëns; neiging om in te sluit, te omvat, op te neem inisieer – om te begin (bv. om ‘n gesprek te inisieer) intonasie – vloei van die stem by praat, stembuiging intrige – verwikkelde situasie wat ’n skrywer uitdink en waarop die verhaal gebaseer is (verwikkeling) ironie – woordgebruik waarmee ’n mens die teenoorgestelde sê van wat jy bedoel; omstandigheid of stand van sake wat die teenoorgestelde is van wat ’n mens kon verwag het jargon – taal van bepaalde groepe; vaktaal (bv. rekenaargebruikers verwys na “RAM”). Jargon kan soms gebruik word om luisteraars / lesers uit te sluit. karikatuur – ’n oordrewe uitbeelding (geskrewe of visueel) van ’n karakter en wat die spot dryf met persoonlike karaktertrekke of voorkoms; spotprent, spotbeeld, spotfiguur klankbewustheid (ook fonologiese bewustheid) – die vermoë om tussen die afsonderlike klanke van ’n taal te onderskei klanknabootsing (ook onomatopee) – die gebruik van klanknabootsende woorde om dit wat genoem word, te beskryf, bv. Toktokkie klem (in ‘n woord of ‘n sin) – om ‘n lettergreep in ‘n woord of ‘n woord in ‘n sin te benadruk klimaks (ook hoogtepunt) – die opwindendste, effektiefste of belangrikste deel van die storie. Hierdie belangrike deel is nie noodwendig aan die einde van die verhaal nie. koherensie – samehang in ‘n paragraaf en die samehang binne die verskillende paragrawe van ‘n teks wat idees saambind kohesie – samehang binne sinne komposisie – samestelling van verskillende dele tot een geheel konflik – stryd; botsing; worsteling; die stryd wat tussen karakters of individue of groepe en hul omstandighede ontstaan; konflik in letterkunde kan ook as gevolg van strydende begeertes of waardes tussen karakters ontstaan AFRIKAANS HUISTAAL GRAAD 4-6 106 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) konnotasie – wat gesuggereer word deur ’n woord of ding, dieperliggend as die letterlike of eksplisiete betekenis konteks – die konteks waarbinne ’n teks geskep en ontvang word, verwys na die breë en onmiddellike situasie waarin dit bestaan en wat daarin oorgedra word kontekstuele leidrade – ’n leestegniek om alle aanduidings of leidrade in ’n teks te gebruik om betekenis te verklaar kontras (ook antitese, teenstelling) – stylmiddel waarin twee uiterstes teenoor mekaar gestel word konvensies – aanvaarde gebruike of reëls in taalgebruik. Sommige konvensies help om betekenis te skep (bv. taalreëls, punktuasie, hoofletters); sommige help met die aanbieding van inhoud (bv. inhoudsopgawe, algemene uiteensetting, opskrifte, voetnotas, kaarte, onderskrifte, lyste, prente, indeks) en ander weerspieël ’n vaste taalpatroon, bv. groetvorme. kopkaarte / breinkaarte – grafiese netwerkvoorstelling van idees of ‘n onderwerp in die vorm van sleutelwoorde en illustrasies kreatiewe denke – die denkproses oor idees of situasies op skeppende en ongewone maniere, met die doel om die situasie of idee beter te verstaan en op ’n nuwe en konstruktiewe manier daarop te reageer kritiese taalbewustheid – die vermoë om die konstruksie van betekenis te ontleed deur begrip van magsverhoudings binne en tussen tale. Dit bemagtig die leerder om manipulasie te weerstaan en om taal sensitief te gebruik. leenwoorde – woorde wat aan ’n ander taal ontleen is, vreemde woorde wat nou deel van Afrikaans is letterlik (teenoor figuurlik) – die eenvoudigste, mees direkte betekenis van woorde lettertipe – die soort letters wat gebruik word wanneer daar geskryf, getik of gedruk word (bv. Times New Roman) lettergrootte – die grootte van die letters wat gebruik word wanneer daar geskryf, getik of gedruk word (bv. 12 pt Times New Roman) literêre tegnieke – letterkundige begrippe wat in literêre tekste gebruik word magsverhoudings – verhoudings gemeet aan gesag en invloed manipulerende taal – taal wat daarop gemik is om ’n onregverdige voorsprong te kry of ander te beïnvloed, meesal op ’n onderduimse manier metafoor – gebruik een ding om ’n ander met soortgelyke eienskappe te beskryf metataal – taalterminologie om oor taal te praat; dit sluit terminologie in soos teks, konteks, teikengroep, genre en polisemie multimedia – ’n geïntegreerde reeks modusse wat teks, visuele materiaal, klank, video, ens. kan insluit oorsaak (sien ook gevolg) – dit wat aanleiding gee tot ‘n handeling / gebeure / aksie of ‘n toestand onderbeklemtoning – die uitdruk van iets op ’n terughoudende wyse, eerder as om die volle feite of waarheid te ontbloot, gewoonlik vir beklemtoning onderhoud – ‘n proses of ‘n gesprek om inligting in te samel om ‘n spesifieke doel te bereik AFRIKAANS HUISTAAL GRAAD 4-6 KABV 107 onderskrif – ’n titel of kommentaar saam met ’n artikel, prent, foto, ens. outentieke tekste – tekste wat buite die klaskamer (“in die regte lewe”) gebruik word soos tydskrifartikels, koerantberigte, radio- of televisieopnames, advertensies, verpakkingsetikette, brosjures, vorms, briewe paneelbespreking – ‘n groep wat byeenkom om ‘n onderwerp te bespreek, vrae te beantwoord en op kommentaar te reageer paradoks – skynbare teenstrydigheid, bv. om die waarheid te sê, moet ek lieg parafrase – die herbewoording van ’n idee in jou eie woorde paronieme – woorde van dieselfde wortel of stam afgelei, bv. drink, drank, dronk; besin, versin; inwoner, bewoner partydig – eensydig, vooringenome, wat by ’n beoordeling die saak nie onbevange beskou nie personifikasie – beeldspraak waardeur menslike eienskappe en handelinge aan lewelose dinge, diere of plante toegeken word, bv. As ek ’n huis kon hê / met sulke mure wat sing... (Marlise Joubert, Domus) perspektief – ‘n karakter / verteller se standpunt / siening oor kwessies in ‘n roman of drama posisie – plasing, plek; posisionering van die onderwerp op vlak (fokus, in of naby die voorkant van die raam) postuur – die manier waarop ’n mens staan of jouself oordra terwyl jy praat rame – gewoonlik reghoekige omlyning van die onderwerp van visuele teks redigering – die proses van proeflees en herskryf van ’n teks, insluitend taalgebruik, punktuasie en spelling en om samehang van idees en struktuur na te gaan; in die finale vorm sit, vir publikasie inlewer, gereed maak register – die woorde, styl en grammatika wat in verskillende kontekste of situasies deur sprekers en skrywers gebruik word (amptelike dokumente word byvoorbeeld in ’n formele register geskryf, regsdokumente in ’n regsregister) retoriek – valse, oordrewe, verslete beeldspraak wat as oorversiering aangebied word; uitgedien, afgesaag, geyk retoriese middels – middels soos pouses en herhaling, deur ’n spreker / skrywer / aanbieder gebruik om doeltreffend te oortuig retoriese vraag – ’n vraag wat gevra word nie om iets uit te vind nie, maar vir beklemtoning, 'n mening uit te spreek of vir dramatiese effek (bv. Weet jy hoe gelukkig jy is?) ritme – afgemete beweging; in poësie die natuurlike beweging veroorsaak deur die reëlmatige opeenvolging van beklemtoonde en minder beklemtoonde lettergrepe rym – ooreenstemming van klank in die laaste lettergreep of woorde in digreëls samehang – onderlinge verband, deurlopendheid, aaneenskakeling simbool – ’n teken / voorwerp wat ’n ander saak verteenwoordig; ’n tradisionele simbool soos ’n kruis is as beeldspraakvorm nie net ’n afbeelding van die werklikheid nie, maar dit kry ook ’n dieper betekenis deurdat dit na iets anders verwys sinoniem (teenoor antoniem) – ’n woord wat min of meer dieselfde betekenis as ’n ander het AFRIKAANS HUISTAAL GRAAD 4-6 108 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) sintetiseer – die saamvoeg van idees uit verskeie bronne; ‘n duidelike opsomming van hierdie saamgevoegde idees soeklees – om jou oë oor ’n teks te laat beweeg om spesifieke inligting te vind, soos wanneer jy ’n naam of nommer in ’n telefoongids soek of ’n trein- of busrooster raadpleeg stemprojeksie – luidheid, volume van stem spelstrategieë – uitwerk van maniere om korrek te spel standaardtaal – die standaardvariëteit van ’n taal, die vorm wat meestal in koerante, amptelike dokumente en taalboeke gebruik word. Dit is nie noodwendig die beste vorm van die taal nie, maar dit is die vorm wat om historiese en / of politieke redes as die standaardvariëteit aanvaar is. stem – dit verwys ook na die skrywer se eie persona – wie die skrywer is. As ’n mens lees of kyk, kan jy ’n indruk van die skrywer se bedoeling / voorneme kry. stemming – atmosfeer of emosie in geskrewe tekste; dit toon karakters se gemoedsgesteldheid; dit verwys ook na die atmosfeer wat deur visuele-, oudio- en oudiovisuele tekste geskep word. stereotipe – vaste (en dikwels partydige) siening oor ’n spesifieke soort persoon (bv. vrou, immigrant, priester) styl – trant of manier van skryf; die unieke manier waarop ‘n skrywer woorde en sinne “rangskik” om ‘n bepaalde effek te verkry. Dit sluit woordkeuse, toon, asook sinslengte in. stylfigure (ook stylleer) – uitdrukking wat ’n styleffek teweegbring deur woorde nie in hulle normale of letterlike betekenis en funksie aan te wend nie (afwyking in woordgebruik), maar op ’n besondere wyse groter krag of dramatiese beeld aan skryfwerk verleen, bv. klanknabootsing, hiperbool, kontras, ironie, satire, humor, sarkasme, antiklimaks, klimaks, simboliek, eufemisme, antitese, elisie, woordspeling strategie – ’n sekere prosedure gebruik om ’n probleem te hanteer subintrige – ondergeskikte verwikkelde situasie wat ’n skrywer uitdink en waarop die verhaal gebaseer is (knoop, verwikkeling) taalflater (ook malapropisme) – die verkeerdelike of deurmekaar gebruik van lang woorde om indruk te skep. Alhoewel hierdie woorde soms byna korrek klink, bly dit verkeerd en kan humoristies wees taalvariëteite (sien ook variëteit) – vorme van ’n taal wat patroonmatig van mekaar verskil teikengroep – die bedoelde lesers van, luisteraars na, toeskouers of waarnemers van ’n spesifieke teks of kopers van ‘n produk. Tydens beplanning van ’n skryfstuk / aanbieding, moet ’n skrywer / spreker die doel en teikengroep in aanmerking neem deur ’n gepaste formaat te kies. teks – dit is enige geskrewe, gesproke of visuele vorm van kommunikasie tekstuur – rangskikking en samestelling van bestanddele, struktuur tema – die sentrale idee of idees in ’n literêre werk. ’n Teks mag meer as een tema hê en dit mag dalk nie eksplisiet / vanselfsprekend wees nie. tempo – tydmaat, snelheid van byvoorbeeld praat AFRIKAANS HUISTAAL GRAAD 4-6 KABV 109 tesourus – ’n woordeboek wat volgens saakverbande georden is, saakwoordeboek toevoegende veeltaligheid – ’n taalvermoë verwerf deur die aanleer van ’n taal of tale benewens jou huistaal. Dit vervang nie die huistaal nie, maar word daarmee saam geleer. In ’n toevoegende, veeltalige program word die huistaal versterk en bevestig, terwyl enige verdere taal aangeleer, waarde toevoeg toon – klank van ’n bepaalde hoogte, toonhoogte, stembuiging wat ’n gevoelsboodskap van ’n teks kan oordra. In ’n geskrewe teks, word dit in woorde uitgedruk. In films kan toon ook deur musiek of agtergrond geskep word. transaksionele skryfwerk – funksionele skryfwerk (bv. briewe, notules, verslae, fakse) transformasie – verandering van die vorm van sinne, bv. van bedrywende na lydende vorm trappe van vergelyking – soos van toepassing op byvoeglike naamwoorde en bywoorde soos mooi, mooier, mooiste en gou, gouer, gouste vaktaal – taalgebruik by die beoefening van ’n vak, beroep of enige spesifieke groep soos rekenaartaal verbindingswoord – ’n woord soos 'n voegwoord of 'n betreklike voornaamwoord wat gebruik word om sinne of sinsdele tot een sin te verbind vergelyk (verwys ook na kontras) – om vas te stel op watter maniere dinge eenders of verskillend is vergelyking – naasmekaarstelling van dinge om die ooreenkoms of verskil te vergelyk; stylfiguur. Woorde soos soos en net soos of nes word gebruik om aandag op die vergelyking te vestig verslag (formeel of informeel) – om presiese terugvoering oor ‘n situasie / geleentheid te gee, bv. ‘n ongeluk vertellersperspektief – verteller se standpunt vanuit ’n spesifieke hoek gesien (alwetend, alomteenwoordig, eerste￾en derdepersoon) visuele voorstellings – boodskappe wat deur middel van die sintuig van gesig oorgedra word (bv. foto’s, spotprente, modelle, tekeninge, skilderye, rekenaarbeelde) vloeidiagramme – oorsigtelike, grafiese uiteensetting (voorstelling) vluglees – om ’n teks baie vinnig te lees ten einde ’n oorsig te verkry, soos om die koerantopskrifte vir hoofnuus te vluglees voegwoord – ‘n woord wat twee sinsnedes / frases of sinne verbind vooroordeel – vooropgestelde idees oor ’n individu, groep, idee of saak. Sodanige neiging om een saak bo ’n ander te bevoordeel, bring mee dat billike assessering baie moeilik word. weergawe – ontwerp, voorlopige plan, konsep woordaanpakvaardighede – die strategieë wat gebruik word vir die lees van onbekende woorde (bv. verdeling van woorde in lettergrepe om na die betekenis van die voor- en agtervoegsels te kyk of om betekenis uit die konteks af te lei) woordoortolligheid – plekke in tekste waar woorde voorkom wat weggelaat kan word sonder om die betekenis te beïnvloed AFRIKAANS HUISTAAL GRAAD 4-6 110 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) woordspeling – die humoristiese gebruik van ’n woord om ’n ander betekenis uit te bring; maak op geestige wyse gebruik van woorde wat verskillende betekenisse kan hê of woorde wat eenders klink, bv. woordspeling by grappe AFRIKAANS HUISTAAL GRAAD 4-6 KABV 111 AFRIKAANS HUISTAAL GRAAD 4-6 112 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     ENGLISH HOME LANGUAGE Curriculum and Assessment Policy Statement Intermediate Phase Grades 4-6 National Curriculum Statement (NCS) CAPS CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 4-6 ENGLISH HOME LANGUAGE ENGLISH HOME LANGUAGE GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education ISBN: 978-1-4315-0455-8 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works ENGLISH HOME LANGUAGE GRADES 4-6 CAPS FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION ENGLISH HOME LANGUAGE GRADES 4-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 1 CONTENTS SECTION 1 NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT............................. 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African curriculum............................................................................................. 4 1.4 Time allocation ................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 6 1.4.3 Senior Phase........................................................................................................................................... 7 1.4.4 Grades 10-12 .......................................................................................................................................... 7 SECTION 2: INTRODUCING THE HOME LANGUAGE IN THE INTERMEDIATE PHASE ..................... 8 2.1 Languages in the National Curriculum and Assessment Policy Statement.............................................. 8 2.1.1 Language levels...................................................................................................................................... 8 2.1.2 The language skills ................................................................................................................................. 9 2.1.3 Language teaching approaches............................................................................................................ 12 2.2 Time allocation of the Home Language ...................................................................................................... 14 2.3 Learning and Teaching Support Materials.................................................................................................. 15 SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS ..................................... 16 3.1 Overview of skills, content and strategies.................................................................................................. 16 3.2 Spread of texts across Grades 4 – 6 ........................................................................................................... 25 3.2.1 Spread of text table............................................................................................................................... 25 3.2.2 Summary of text types across the phase.............................................................................................. 27 3.2.3 Lenght of text for Home Language (to be produced by learners) ......................................................... 32 3.2.4 Lenght of text for Home Language (for learners to engage with) ......................................................... 33 3.2.5 Vocabulary to be achieved by Home Language learners ..................................................................... 34 3.3 Teaching plans .............................................................................................................................................. 35 3.4 Content and teaching plans for Home Language ...................................................................................... 36 ENGLISH HOME LANGUAGE GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: ASSESSMENT IN HOME LANGUAGE.............................................................................. 88 4.1 Introduction ................................................................................................................................................... 88 4.2 Informal or daily assessment....................................................................................................................... 89 4.3 Formal assessment....................................................................................................................................... 89 4.4. Programme of Assessment.......................................................................................................................... 93 4.5 Recording and reporting ............................................................................................................................ 102 4.6 Moderation of assessment......................................................................................................................... 103 4.7 General ............................................................................................................................................................. 104 GLOSSARY............................................................................................................................................ 105 ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 3 SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.1 BACKGROUND The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 OVERVIEW (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A ENGLISH HOME LANGUAGE GRADES 4-6 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). ENGLISH HOME LANGUAGE GRADES 4-6 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 TIME ALLOCATION 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: SUBJECT TIME ALLOCATION PER WEEK (HOURS) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. ENGLISH HOME LANGUAGE GRADES 4-6 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: INTRODUCING THE HOME LANGUAGE IN THE INTERMEDIATE PHASE 2.1 LANGUAGES IN THE NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined. 2.1.1 Language levels Language learning in the Intermediate Phase includes all the official languages in South Africa, namely, Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga – as well as Non-official Languages. These languages can be offered at different language levels. Home Language is the language first acquired by learners. However, many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at Home Language level. As a result, the labels Home Language and First Additional Language refer to the proficiency levels at which the language is offered and not the native (Home) or acquired (as in the additional languages) language. For the purposes of this policy, any reference to Home Language should be understood to refer to the level and not the language itself. The Home Language level provides for language proficiency that reflects the basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in. However, the emphasis and the weighting for Listening and Speaking from Grade 7 onwards are lower than those of the reading and writing skills. The First Additional Language refers to a language which is not a mother tongue but which is used for certain communicative functions in a society, that is, medium of learning and teaching in education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. In South Africa, many children start using their additional language, English, as the Language of Learning and Teaching (LoLT) in Grade 4. This means that they must reach a high level of competence in English by the end of Grade 3, and they need to be able to read and write well in English. The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language – basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in their Home Language. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 9 In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills. At this stage the majority of children are learning through the medium of their First Additional Language, English, and should be getting more exposure to it. Greater emphasis is therefore placed on using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills, which they need to study subjects like Science in English. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language. By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in the Intermediate Phase, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their Additional Language at a high level of proficiency to prepare them for further or higher education or the world of work. 2.1.2 The language skills The Home Language curriculum is packaged according to the following skills: 1 Listening and Speaking 2 Reading and Viewing 3 Writing and Presenting 4 Language Structures and Conventions Listening and Speaking Listening and Speaking are central to learning in all subjects. Through effective Listening and Speaking, learners collect and synthesise information, construct knowledge, solve problems, and express ideas and opinions. Critical listening skills enable learners to recognise values and attitudes embedded in texts and to challenge biased and manipulative language. In the Intermediate Phase, Home Language learners will use Listening and Speaking skills to interact and negotiate meaning. They will build on skills developed in the Foundation Phase to carry on more sustained conversations, discussions and short oral presentations. In this phase, learners’ spoken language still needs to be strengthened (i.e. modelled and supported, for example, with vocabulary and sentence frames). The teacher needs to make sure that all the children get opportunities to speak in their Home Languages. Because learners will progress at a different pace, the teacher needs to tailor speaking opportunities (e.g. the questions she asks) to the level of the individual child. As the learners move through the grades, the teacher should expect learners to speak more and their utterances should become longer and more complex. Learners will transmit these skills into their additional languages. Learning will build on the text types introduced in the Foundation Phase (e.g. story, personal recounts, and instructions) and learners will be introduced to new text types (e.g. factual recounts, different story genres, oral reports, short talks). Teaching time should include daily practice of short Listening and Speaking activities as well as longer focused activities spread out through the week. ENGLISH HOME LANGUAGE GRADES 4-6 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Reading and Viewing Well-developed Reading and Viewing skills are central to successful learning across the curriculum. Learners develop proficiency in Reading and Viewing a wide range of literary and non-literary texts, including visual texts. Learners recognise how genre and register reflect the purpose, audience and context of texts. Through classroom and independent reading, learners become critical and creative thinkers. Reading gives learners more exposure to their additional language. We know from research that children’s vocabulary development is heavily dependent on the amount of reading they do. In the Intermediate Phase, you will build on the foundation set in Grades R to 3. If necessary, use shared reading at the beginning of Grade 4 to guide learners into this phase. You can use this method some of the time if you have sufficient Big Books at this level, and alternate with storytelling. If you do not have Big Books at this level, then use texts from your textbook or reader/s. You may also use methods such as Reading with and Reading to the whole class. Use guided group reading and independent/pair reading methods and gradually get learners to do more and more independent reading. The independent reading stipulated in the teaching plans must be accommodated within the time allocated for reading. Encourage your learners to do independent reading in any spare time that they have. You will also set a variety of comprehension activities to ensure that learners understand what they read. The reading process The reading process consists of pre-reading, reading and post reading stages. The activities the learner will be engaged in can be summarised as follows: Pre-reading: • Activating prior knowledge • Looking at the source, author, and publication date. • Reading the first and last paragraphs of a section. • Making predictions. Reading: • Pause occasionally to check your comprehension and to let the ideas sink in • Compare the content to your predictions • Use the context to work to work out the meaning of unknown words as much as is possible; where this is not possible, use a dictionary • Visualise what you are reading • Keep going even if you don’t understand a part here and there. • Reread a section if you do not understand at all. Read confusing sections aloud, at a slower pace, or both. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 11 • Ask someone to help you understand a difficult section • Add reading marks and annotate key points • Reflect on what you read Post reading: • If you will need to recall specific information, make a graphic organiser or outline of key ideas and a few supporting details • Draw conclusions • Write a summary to help you clarify and recall main ideas. • Think about and write new questions you have on the topic • Ask yourself if you accomplished your purpose? • Understanding – confirm your understanding of the text • Evaluate – bias, accuracy, quality of the text • Extend your thinking – use ideas you saw in text Writing and Presenting Writing is a powerful instrument of communication that allows learners to construct and communicate thoughts and ideas coherently. Frequent writing practice across a variety of contexts, tasks and subjects enables learners to communicate functionally and creatively. Writing which is appropriately scaffolded using writing frames, produces competent, versatile writers who will be able to use their skills to develop and present appropriate written, visual and multi-media texts for a variety of purposes. Writing is important because it forces learners to think about grammar and spelling. This encourages learners to process the language, speeds up language acquisition and increases accuracy. Learners will learn to write a range of creative and informational texts, initially using writing frames as support and gradually learning to write particular text types independently. They will also employ the writing process to produce well organised, grammatically correct writing texts. Process approach to writing Writing and designing texts is a process which consists of the following stages: • Pre-writing/planning • Drafting • Revision • Editing/Proofreading • Publishing/presenting ENGLISH HOME LANGUAGE GRADES 4-6 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Learners need an opportunity to put this process into practice and they should: • decide on the purpose and audience of a text to be written and/or designed; • brainstorm ideas using, for example, mind maps, flow charts or lists; • consult relevant sources, select relevant information and organise ideas; • produce a first draft which takes into account purpose, audience, topic and text structure • read drafts critically and get feedback from others (classmates or the teacher); • edit and proofread the draft; and • produce a neat, legible, edited final version. Language Structures and Conventions A good knowledge of vocabulary and grammar provides the foundation for skills development (listening, speaking, reading and writing) in the Home Language. Intermediate Phase learners will build on the foundation that was laid in Grades R – 3. Learners will learn how Language Structures and Conventions are used, and will develop a shared language for talking about language (a ‘meta-language’), so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and accuracy. They will also be able to use this knowledge to experiment with language to build meaning from word and sentence levels to whole texts, and to see how a text and its context are related. Through interacting with a variety of texts, learners extend their use of vocabulary and correctly apply their understanding of Language Structures and Conventions. It is expected that Language Structures and Conventions should be taught in context as other language skills are taught and developed. The teaching plans contain a list of Language Structures and Conventions (items) that should be covered in each grade. When selecting listening and reading texts for each two-week cycle, make sure that they contain some of the language items you want to cover. Create activities related to these texts that will enable learners to use these items, in context. Similarly, the writing texts learners will write will include some of the language items. Give your learners guidance on appropriate and correct usage of these items. Select some of the items your learners have difficulty with and give them formal practice. In the Intermediate Phase, thirty minutes is set aside for formal instruction and practice in language structure and conventions. 2.1.3 Language teaching approaches The approaches to teaching language are text-based, communicative and process orientated. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. A text-based approach explores how texts work. The purpose of a text-based approach is to enable learners to become competent, confident and critical readers, writers, viewers and designers of texts. It involves listening to, reading, viewing and analysing texts to understand how they are produced and what their effects are. Through this critical interaction, learners develop the ability to evaluate texts. The text-based approach also involves producing different kinds of texts for particular purposes and audiences. This approach is informed by an understanding of how texts are constructed. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 13 A communicative approach suggests that when learning a language, a learner should have an extensive exposure to the target language and many opportunities to practise or produce the language by communicating for social or practical purposes. Language learning should be carried over into the classroom where literacy skills of reading/ viewing and writing/presenting are learned through frequent opportunities to read and write. Language teaching happens in an integrated way, with the teacher modelling good practice, the learners practising the appropriate skills in groups before applying these skills on their own. The structure of each lesson should be one that engages the whole class before practising in groups and applying the new skill individually. The terms used are Listening and Speaking, Shared Reading and Writing, Group, Guided and Independent Reading/Writing. ENGLISH HOME LANGUAGE GRADES 4-6 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.2 TIME ALLOCATION FOR THE HOME LANGUAGE The teaching time for Home Language is 6 hours per week. All language content is taught within a two-week cycle (12 hours). Timetabling should make provision for continuous double periods per week. In a two-week cycle the following time allocation for the different language skills is suggested. Skills Time Allocation per Two-week Cycle (Hours) Grade 4 Grade 5 Grade 6 *Listening & Speaking (Oral) 2 hours *Reading and Viewing 5 hours *Writing & Presenting 4 hours Language Structures and Conventions 1 hour *Language Structures and Conventions and their usage are integrated within the time allocation of the four language skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for Listening and Speaking, for Reading and Viewing, and for Writing and Presenting. Suggestions for teaching times per week The following grid gives an indication of how teaching time could be allocated to the different language skills. Throughout the two-week cycle language/grammar must be taught explicitly. Time Monday Tuesday Wednesday Thursday Friday 1 hour Shared reading (for Listening purposes) Shared writing – establishing a frame Shared reading (a new text or continuation of a text read previously) Shared writing – reflecting on progress and specific skills Shared reading (a new text or continuation of a text read previously) Discussions on the text using appropriate language structures (Speaking) Group and guided writing Discussions on the text using appropriate language structures (Speaking) Group and guided writing – peer and or teacher reviews of planning or writing Discussions on the text using appropriate language structures (Speaking) Group guided reading (including individuals reading aloud) Group guided reading (including individuals reading aloud) Comprehension exercise (every second week) using the same text type Reflecting on independent reading Reflecting on independent reading 30 minutes Individual writing Individual writing ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 15 2.3 LEARNING AND TEACHING SUPPORT MATERIALS Learners should have the following for Home Language study in Grades 4 – 6: Grades 4 – 6 Core materials Prescribed language textbook √ Dictionary √ A reader/readers containing the following text types Folklore √ Short stories √ Novel √ Drama √ Poetry √ Media materials Newspapers √ Magazines √ Television programmes √ Radio programmes √ Home language teachers should have: (a) A Curriculum and Assessment Policy Statement document (b) Language in Education Policy (c) The prescribed language textbook used by learners and other textbooks for resource purposes in addition to the prescribed one (d) Dictionary (monolingual, bilingual, multilingual, thesaurus, encyclopaedia) (e) Prescribed literature genres (f) A variety of media materials: newspapers, magazines, brochures (g) Access to audio/visual aids to be used in the classroom Classroom resources a) A range of texts to accommodate different reading levels, e.g. a selection of readers with sufficient copies of texts at each level for the class. b) A variety of media materials: newspapers, magazines, brochures, flyers, advertisements, posters, notices, etc. c) Audio/visual aids ENGLISH HOME LANGUAGE GRADES 4-6 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS 3.1 OVERVIEW OF SKILLS, CONTENT AND STRATEGIES The following is an overview of the content, skills and strategies to be found in the teaching plans. Overview of content, skills and strategies table GRADES 4 – 6 Skills Content Strategies and sub-skills Listening and Speaking • Listening comprehension • Different forms of oral communication: • Prepared and unprepared speech • Prepared and unprepared reading aloud • Speaking: directions and instructions • Story telling • Vote of thanks • Role-play • Group discussion • Debate • Interview Listening comprehension and speaking • Re-tell the story • Recall specific detail in a text • Reflect on values and messages in a text • Reflect on stereotyping and other biases • Discuss character, plot and setting • Express opinions • Clarifying questions Communication for social purposes • Initiating and sustaining conversations • Turn taking conventions • Defending a position • Negotiation • Filling in gaps and encouraging the speaker • Sharing ideas and experiences and show understanding of concepts Prepared speech • Research • Organise material coherently • Choose and develop main ideas and supporting ideas with examples • Correct format, vocabulary, language and conventions • Tone, voice projection, pace, eye contact, posture and gestures • Effective introduction and conclusion • Incorporate appropriate visual, audio and/ or audiovisual aids such as charts, posters, images ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 17 GRADES 4 – 6 Skills Content Strategies and sub-skills Reading & Viewing Prescribed literature genre • Folklore • Short story • Drama • Poetry Reading and Viewing strategies • Summary • Visual literacy: advertising (poster, pamphlet), cartoon, comic strip, diagram/graph/ table/ charts • Critical language awareness (being aware of the denotation and connotation of words and that it carries hidden meanings and messages, e.g. stereotypes, the speaker’s prejudices and intentions) • Comprehension • Prepared and unprepared reading aloud Reading/viewing strategies: Use pre-reading, reading and post reading strategies: • To understand the text • For close and critical reading of the text (reading comprehension) • To demonstrate independent reading (reading widely for pleasure, information and learning) Introduce learners to : • Text features – titles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format, e.g. newspaper columns, etc. • Text structures – lists, sequential order, description, procedures, main point and supporting points, narrative sequence. • Parts of a book – title page, table of contents, chapters, glossary, etc. • Reading and Viewing strategies - Skimming for main ideas - Scanning for supporting details - Inferring meaning of unfamiliar words and images by using word attack skills and contextual clues - Rereading - Making notes (main and supporting ideas) - Summarise main and supporting ideas in point form/paragraph as per required length - Clarifying - Making inferences - Explaining writer’s point of view - Drawing conclusions/own opinion • Visual literacy (range of graphic and visual texts e.g. advertisements, notices, posters, comics, cartoons, photographs, pictures): • Persuasive techniques: emotive language, bias • Impact of use of layout and design features, e.g. font types and sizes, headings and captions, images ENGLISH HOME LANGUAGE GRADES 4-6 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADES 4 – 6 Skills Content Strategies and sub-skills Poetry • Literal meaning • Figurative meaning • Theme and message • Imagery, e.g. simile and personification, word choice, tone, emotional responses • Sound devices, e.g. Lines, words, stanzas, rhyme, rhythm, punctuation, repetition, refrain, alliteration (assonance and consonance), onomatopoeia Stories, Drama, Key features of texts • Plot • Characters • Characterisation • Theme and messages • Background and setting – relation to character and theme • Text structure and format • Key features of the text Information and social texts • Audience and purpose • Main idea and supporting ideas/specific details • Text structure and format • Key features of the text Prepared Reading (Reading aloud) • Use of tone, voice projection, pace, eye contact, posture and gestures • Pronounce words without distorting meaning Unprepared reading (reading aloud) • Read fluently according to purpose • Pronounce words without distorting meaning • Use tone, voice projection, pace, eye contact, posture and gestures correctly ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 19 GRADES 4 – 6 Skills Content Strategies and sub-skills Writing & Presenting • Word writing, e.g. lists • Sentence writing • Paragraph writing Creative writing • Descriptive, e.g. descriptions of people, places, animals, plants, objects, etc. • Narrative, e.g. stories, personal recounts • Imaginative, e.g. short poems • Dialogues and short play scripts based on stories Transactional writing (social, functional, media and information texts) • Notes, messages, letters, greeting cards, invitations • Posters, notices, brochures, advertisements • Short written speeches • Procedural texts and recounts • Factual recounts, information texts, e.g. news reports, texts for other subjects, graphic texts Process writing • planning / pre-writing, • drafting, • revising, • editing, • proofreading, and • presenting Pre-writing/planning • Consider target audience and purpose • Consider type of writing • Brainstorm using mind-maps/lists • Organise ideas Drafting • Word choice • Structuring sentences • Main and supporting ideas • Specific features of the required text (e.g. direct speech for dialogue) • Reads own writing critically • Gets feedback from peers and teacher Revising, editing, proofreading and presenting • Revises: improves content and structure of ideas • Refines word choice, sentence and paragraph structure • Edits: corrects mistakes in grammar, spelling and punctuation • Presents neat, legible final version ENGLISH HOME LANGUAGE GRADES 4-6 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Example of Language Structures and Conventions Punctuation Full stop, exclamation mark, question mark, comma, colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses, hyphen Spelling Spelling patterns, spelling rules and conventions, abbreviations, dictionary usage Parts of words Prefixes, roots, and suffixes Nouns Noun prefixes (including gerund / infinitive class prefix (African languages)) Countable (e.g. chair/chairs) and uncountable (e.g. furniture) nouns Number (singular and plural), e.g. chair/chairs Nouns with no change in number in the singular form, e.g. scissors, trousers Common nouns (e.g. woman) and proper nouns (e.g. Thandi) Abstract nouns, e.g. love, fear, respect, honesty Compound noun, e.g. rainbow, childlock Concrete nouns, e.g. ball, chair Possessive forms of nouns, e.g. Lesego’s desk, learners’ desks children’s toys Collective nouns and classifiers, e.g. a swarm of bees, a bar of soap Gerunds, e.g. swimming is good, driving is pleasant, crying is therapeutic Predicate and object, Gender, e.g. cock, hen, stallion, mare Diminutives, e.g. cigar, cigarette, river, rivulet Augmentatives Articles, e.g. a, an and the Nouns derived from other parts of speech Determiners Indefinite article: a book, an apple Definite article: the book, the furniture, the apples Demonstratives: this, that, those, these (e.g. That book is mine.) Quantity 1: all, some, most, no, none (e.g. Most learners understood the lesson.) Quantity 2: both, either, neither (e.g. Both learners stood up.) Quantity 3: much, little, many, few, more, less, fewer (e.g. The school has many learners.) Quantity 4: some, any, another, other, each, every (e.g. Each learner received a book.) Pronouns Personal pronouns as subject: I, you, he, she, it, we, they (e.g. She is reading the book.) Personal pronouns as direct or indirect object: me, you, him, her, it, us, them (e.g. She gave it to me.) Reflexive pronouns: myself, yourself, himself, herself, ourselves, yourselves, themselves (e.g. He washed himself with soap.) Relative pronouns: which, who, that, whose, where (e.g. The man who is standing by the window is my teacher.) Interrogative pronouns: who, what, which, whose, whom (e.g. Whose book is this?) Demonstrative pronouns: I don’t like that one. Indefinite pronouns: anyone, anywhere, everyone ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 21 Adjectives Position of adjectives, e.g. The old man (before a noun); The boy was mischievous (after a verb) Adjectives ending in -ing, e.g. amazing, boring, exciting (e.g. The lesson was boring.) Adjectives ending in -ed, e.g. amazed, bored, excited (e.g. The student was bored.) Comparison of adjectives, e.g. happy, happier, happiest; intelligent, more intelligent, most intelligent (e.g. It was the happiest day of my life./She is the most intelligent student in the class.) Numerical: one, two, second, single Demonstrative: this, that, such Relative: which, whatever Adverbs Adverbs of manner, e.g. quietly, carefully, politely, softly, quickly Adverbs of time, e.g. yesterday, tomorrow, last year, last week, the other day, next month, previous day, following day Adverbs of frequency, e.g. always, usually, often, sometimes, never Adverbs of probability, e.g. certainly, definitely, maybe, perhaps, possibly Adverbs of duration, e.g. still, yet, any more Adverbs of degree, e.g. completely, strongly, totally, quite, rather Adverbial phrases, e.g. in the garden, on the table Prepositions Simple preposition (one word preposition), e.g. to, in, on, at, with, etc Compound preposition (two words preposition), e.g. according to, Complex preposition, (three and more words preposition), e.g. as far as, by means of, in addition to, in front of, etc Preposition of time: She came on Monday Preposition of place: I live on 780 Giyani Street; The dog is in the garden Preposition of movement: He ran to, through, across, along, down, over, round Preposition of mathematics: Divided by – Ten divided by two is five; Ten minus eight is two; etc. Adjective + preposition, e.g. afraid of, ashamed of, bored with, impatient with, rude to Noun + preposition, e.g. invitation to, approach to, reason for, respect for, comment on ENGLISH HOME LANGUAGE GRADES 4-6 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Verbs Main, transitive, intransitive, finite, non-finite, copulative, regular, irregular, phrasal, Stative, verbal extensions (derivatives), Verbs with two objects (direct and indirect), e.g. He gave me the book. Moods • Subjunctive: If I should see her, I will show her. • Imperative: Don’t drink and drive! Be careful! • Indicative: Ostriches cannot fly. Auxiliary linked to modals To express ability/inability, e.g. I can speak German./I can’t speak French./He is able to return to work./He is not able to return to work. To express permission, e.g. May I use the bathroom? Could I leave early? Can I ask a question? Yes, of course you can. To express instructions/requests, e.g. Would you open the window, please./Could you let me in? To express possibility/impossibility, e.g. This can cause difficulty./You can’t be serious./You could be right./He couldn’t have known. To express probability/improbability, e.g. We should arrive in Jo’burg at 10 p.m./We ought to arrive in Jo’burg at 10 p.m./There shouldn’t be any problem/There ought not to be any problem. To express certainty, e.g. They must have forgotten. Verb tenses Simple present tense, e.g. I play tennis every week./Snakes are reptiles. Present progressive (or continuous) tense, e.g. She is watching television at the moment. Present perfect tense, e.g. I have lived in Durban all my life. Present perfect progressive (or continuous) tense, e.g. He has been studying hard the whole week. Simple past tense, e.g. He woke up early and got out of bed. Past progressive (or continuous) tense, e.g. The children were sleeping when the fire broke out. Past perfect, e.g. He went home because he had forgotten his keys. Past perfect progressive (or continuous), e.g. I had been waiting for two hours by the time he finally arrived. Expressing future time: Will/shall + infinitive, e.g. Mrs Molefe will teach the Grade 10 class./I am sure you will enjoy the movie. I shall come to see you tomorrow. Going to + infinitive, e.g. They are going to visit her grandparents./I think it is going to rain tomorrow. Simple present tense used to talk about the future, e.g. Tomorrow is a holiday. Future progressive (or continuous), e.g. I will be working the whole of next week. Future perfect, e.g. By next week I will have finished the job. Future perfect progressive (or continuous), e.g. Next year I will have been teaching at this school for twenty years. Concord Subject–verb concord, e.g. He has just arrived./They have just arrived; I was going./They were going. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 23 Conjunctions and transition words Chronological/sequential order: first, second, third, before, after, when, later, until, at last, next, recently, previously, afterwards Explanation/cause and effect: hence, consequently, because, for this reason, since, as a result of, is due to, therefore, thus, consequently, hence, it follows that, if … then Procedure: first, second, third Compare/contrast: similar, different, smaller than, bigger than, however, but Order of importance: always, finally Spatial order: above, below, left, right, etc. Generalisations: generally, in conclusion Choice paragraph: in my opinion, belief, idea, understanding, I think that, I consider, I believe, it seems to me, I prefer/like/dislike/hope/feel Classification paragraph: is a kind of, can be divided into, is a type of, falls under, belongs to, is a part of, fits into, is grouped with, is related to, is associated with Description paragraph: above, below, beside, near, north/east/south/west, size, colour, shape, purpose, length, width, mass/weight, speed, is like, resembles Evaluation paragraph: good/bad, correct/incorrect, moral/immoral, right/wrong, important/trivial, suggest, recommend, advise, argue Definition paragraph: is defined as, is a kind of Concluding paragraph: to conclude, to sum up, in summary, in short, as you can see Interjectives / ideophones E.g. boom, splash, oh, wow Vocabulary development and figurative language Synonyms, antonyms, paronyms, polysemes, homonyms, homophones, alliteration (consonance and assonance), one word for a phrase Figures of speech (simile, metaphor, personification, oxymoron, metonymy, onomatopoeia, hyperbole, contrast, irony, sarcasm, anti-climax, symbol, euphemism, litotes, oxymoron, paradox, pun, understatement, synecdoche) Idiomatic expressions/idioms/proverbs Borrowed, inherited, new words (neologisms), and etymology (origin of words) Clauses Main clause (independent), e.g. We visited Durban last June. Dependent clause (subordinate), e.g. We visited Durban last June, and then we went to Phalaborwa in December. Adverbial clause, e.g. We visited Durban in June because it is warm in winter. Adjectival clause, e.g. This is the town that we visited last year. Noun clause, e.g. What we saw at Table Mountain was amazing. Conditional clause (if), e.g. If I see you tonight, I will give you your money. Phrases Absolute phrases: Heritage sites being the top Limpopo attraction, the Mapungubwe is the place to go. Noun phrase: The University of Cape Town is one of the best in Africa. Gerund phrase: Visiting Kruger National Park, we were excited about the beauty of nature. Verb phrase: The first democratic election was held in 1994. Prepositional phrase: During my last visit to Johannesburg in 2002, I took the Gautrain to O R Tambo Airport. Sentences Simple, compound and complex ENGLISH HOME LANGUAGE GRADES 4-6 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Conditional sentences First conditional to express a real possibility, e.g. If it rains, we will cancel the trip. Second conditional to express something that is unlikely or improbable, e.g. If I won the lottery, I would buy my mother a house with ten bedrooms. Third conditional to express something that is hypothetical, e.g. If I had worked harder at school, I would have passed matric. Passive voice Simple present tense, e.g. The gate is locked at 6 o’clock every night. Present progressive (continuous) tense, e.g. The room is being cleaned at the moment. Present perfect tense, e.g. A new supermarket has been opened this year. Simple past tense, e.g. The library was closed for the holidays. Past progressive (or continuous), e.g. They had to wait because the car was still being cleaned. Past perfect, e.g. He had been poisoned by his girlfriend. Future time, e.g. Next year the class will be taught by Mr Dube./ Next year a new library is going to be built. Reported speech Reported questions, e.g. She asked me why I was so late./ He asked me what kind of music I liked. ‘That’ clauses, e.g. She said that she didn’t know./ He told me that he had lost the book. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 25 3.2 SPREAD OF TEXTS ACROSS GRADES 4 – 6 To ensure that a variety of types of text are addressed throughout the year in each grade and also across the grades in the phase, a grid is used to plot the use of texts for the teaching plan for each grade. Six different types of text are used to organise texts for the phase, namely, informational, narrative, persuasive, instructional (procedural), transactional and literary (poetry, drama and prose) texts. A number of texts of the same variety could be used within the two-week unit depending of the length of the source (first) text. Texts should be chosen as good examples of the genre as it could be used as a writing frame. A variety of texts have been selected for each two-week period. The key texts are captured below. Learners will engage with some or all of the texts in a two-week period, that is, they will listen to or present orally or read or write a text. All learning and teaching should be based on these texts, focusing on the development of language skills and sub-skills as detailed above. 3.2.1 Spread of texts table Weeks Grade 4 Grade 5 Grade 6 Term 1 Weeks 1&2 Short story and personal recount Short story and personal recount Newspaper / magazine / radio article Weeks 3&4 Poetry Information text with visuals e.g. charts/tables/ diagrams/ mindmaps/maps/pictures/ graphs; conversation; factual recount Folklore Weeks 5&6 Folklore Newspaper / magazine article Persuasive text – advertisement Weeks 7&8 Instructional text Folklore Drama Weeks 9&10 Newspaper or magazine text Poetry Poetry Term 2 Weeks 1&2 Information text - weather Information text: instructions Information text: instructions Weeks 3&4 Short story Information text with visuals e.g. charts/tables/ diagrams/ mindmaps/maps/pictures/ graphs; descriptions of object/s/ plants/animals/places Novel Weeks 5&6 Folklore Poetry Short story Weeks 7&8 Procedures, instructions information text with visuals e.g. charts/ tables/ diagrams/ pictures/graphs. Folklore Information text: weather chart Weeks 9&10 SUMMATIVE ASSESSMENT ENGLISH HOME LANGUAGE GRADES 4-6 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Grade 4 Grade 5 Grade 6 Term 3 Weeks 1&2 Novel Novel Novel Weeks 3&4 Information text e.g. factual recount/news article/report; visual text e.g. poster/ notices; conversation Information text with visuals e.g. charts/tables/ diagrams/ mindmaps/maps/pictures/ graphs; Folklore Weeks 5&6 Poem Folklore Short story, letter, diary Weeks 7&8 Information text with visuals e.g. charts/ tables/ diagrams/ pictures; descriptions of places/plants/animals/objects procedures Information text – weather report Visual text Weeks 9&10 Drama Drama Drama Term 4 Weeks 1&2 Newspaper or magazine article Short story Information text Descriptive essay Weeks 3&4 Short story Information text with visuals e.g. charts/tables/ diagrams/ / pictures Instructional text Weeks 5&6 Information text: advertisement Information text with visuals e.g. charts/tables/ diagrams/ mindmaps/maps/graphs; Short story Weeks 7&8 Drama Information text – procedures/ instructions Poetry Weeks 9&10 SUMMATIVE ASSESSMENT ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 27 3.2.2 Summary of text types across the phase The tables below describe the range of text types that learners should be taught to write in Grades 4-6; other texts could also be included where appropriate. Some of these texts are not included in the teaching plan tables. This does not mean that they should not form part of teaching and learning as they are equally important. Essays Text type Purpose Text structure Language features Narrative text/essay To entertain Orientation that introduces characters and setting, e.g. Once upon time there was an old woman who lived with her son called Jack. They were very poor. Events leading to a complication, e.g. Jack spent all the money his mother gave him on some magic beans. His mother was angry. Resolution and ending, e.g. Jack came back with the Giant’s treasure and they lived happily ever after. Written in the first or third person Written in the past tense Events described sequentially Connectives that signal time, e.g. Early that morning, later on, once Makes use of dialogue Language used to create an impact on the reader, e.g. adverbs, adjectives, images Descriptive text/essay To describe something in a vivid way Identification: gives a general orientation to the subject, e.g. There was a huge beast Description: describes features or characteristics of the subject, e.g. It had a huge bulbous body with bloated pustules dripping green slimy liquid onto the floor. May be written in past or present tense Creates a picture in words Uses adjectives, adverbs Uses figurative language, e.g. simile, metaphor, personification, alliteration Transactional texts Text type Purpose Text structure Language features Personal (friendly) letter To inform and maintain a relationship Address, date and salutation Structure of message will vary depending on purpose (e.g. catch up on news, congratulate, sympathise) May use personal recount text type (see below) Closing, signature Usually informal in style but can vary, e.g. letter of condolence will be more formal Language features will vary according to purpose of message Official letter Various, e.g. to apply for a job or bursary; to complain, request, etc. Writer’s address, date, recipient’s address, salutation May have a heading Structure of message will vary depending on purpose, e.g. letter to the press Closing, signature Usually formal in style Makes use of language conventions, e.g. Dear Sir/ Madam, Yours sincerely Generally concise – brief and to the point ENGLISH HOME LANGUAGE GRADES 4-6 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Transactional texts Text type Purpose Text structure Language features Curriculum vitae (CV) To provide a summary of a person’s life Personal details: name, date of birth, gender, nationality, ID number, physical address, postal address, contact number (can be of parents / guardian), etc. Hobbies and interests Referees Design and layout is important Concise – half a page Headings and bullets Formal and direct in style Diary/journal To record and reflect on personal experience Usually written in a special book (a diary or a journal) Entries written regularly (e.g. daily or weekly) Entries dated May use personal recount text type Usually written in past tense Informal in style The writer is writing for him or herself E-mail / sms To inform and maintain a relationship The recipient’s address – which, in most cases, is the recipient’s name and the server point, as well as the country in which the server point is based. For example, moloiq (name)@ webmail. (server) za (country). Moloi.q@webmail.co.za • CC: these may be the recipients whose attention is called to the email. • Subject: This is a summary of the content of the email. • Message • Sender’s name. NB: The sender’s address reflects automatically when the email is received. The sender may choose to provide other contact details at the end. This is called a signature speech-like communication ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 29 Transactional texts Text type Purpose Text structure Language features Invitation To invite someone to an event or to do something (and either accept or decline) May take the form of a personal letter or use an invitation card. Includes: Nature of the event Where it will take place Date and time May include dress code Name of invitee May include RSVP May have a visual, design element The response may be in the form of a note or letter. Can be formal or informal in style Generally concise – brief and to the point Makes use of conventional phrases, e.g. I would like to invite you … Response is polite, e.g. Thank you so much for inviting me but I’m afraid I won’t be able to attend. Obituary To commemorate and inform others of someone’s death Full name; date of death, where the person was living at the time of death; date of birth; birthplace; key survivors (spouse, children) and their names; time, date, place of funeral Some of the following may also be included: Cause of death; biographical information; memorial tribute information Formal in style May use euphemisms, e.g. passed away instead of died Usually concise Makes uses of language conventions, e.g. In lieu of flowers, donations may be made to Giving directions • To tell someone how to get somewhere • Use chronological order • Refer to a specific direction • Indicate the approximate distance • Provide information about landmarks along the way • Use mostly the imperative form • Use concise and clear sentences Procedures (e.g. instructions, directions, and rules) To describe or instruct how something is done through a series of sequenced steps Goal: a statement of what is to be achieved, e.g. How to make a cover for a portfolio Materials/equipment needed listed in order, e.g. Large sheet of art paper, paints, etc. Sequenced steps to achieve the goal, e.g. First, paint a blue background on the paper. May have accompanying visual text, e.g. storyboard, diagrams, etc. Written in the imperative, e.g. Paint a blue background … In chronological order, e.g. First … next … Use of numbers and bullet points to signal order Focus on generalised human agents rather than named individuals Expressions of cause and effect ENGLISH HOME LANGUAGE GRADES 4-6 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Transactional texts Text type Purpose Text structure Language features Advertisement/ posters/notices To persuade someone to buy something or use a service Can take a variety of forms Make use of slogans and logos Usually have a visual, design element Use advertising techniques Use design to make the advertisement eye-catching and memorable Figurative language and poetic devices used to create impact and make the language memorable, e.g. metaphor, simile , alliteration, repetition, rhyme, rhythm Literary and media texts Text type Purpose Text structure Language features Personal recount To tell about a personal experience Orientation: scene setting or establishing context, e.g. It was in the school holidays An account of the events that took place, often in chronological order, e.g. I went to Tumelo’s place … Then … Some additional detail about each event, e.g. He was surprised to see me. Reorientation – a closing statement that may include elaboration, e.g. I hope I can spend more time with Tumelo. We had fun. Usually written in the past tense Told in first or third person Time connectives are used, e.g. First, then, next, afterwards, just before that, at last, meanwhile Tends to focus on individual or group participants Can be informal in style Dialogue It is a record of the exchanges as they occur, directly from the speaker’s point of view When writing a dialogue; •write the names of the characters on the left side of the page; •use a colon after the name of the character who is speaking; •use a new line to indicate each new speaker; •advice to characters(or readers) on how to speak or present the action must be given in brackets before the words are spoken; •sketch a scenario before you start writing. When the dialogue involves family or close friends the (casual style” is used .Well-known formulae for requests, questions, orders, suggestions and acknowledgement are used When the conversation involves strangers the consultative style is used more elaborate politeness procedures are added to the well-known formulae for requests, questions, orders, suggestions and acknowledgement ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 31 Review (e.g. story, book or film review) To summarise, analyse and respond to literary texts or performances Context: background information such as author, illustrator, type of work Text description: describes elements of the text or production such as main characters, key incidents and stylistic features Judgment: evaluation of the work by expressing an opinion or judgment Written in the present/past tense Use of appreciation vocabulary to evaluate text, e.g. enjoyable, heart-warming, funny, exciting, amusing, important, informative, outstanding Newspaper article/factual recounts To inform, educate, enlighten and entertain the public • State facts briefly but accurately. • Strive to communicate the essence without losing the reader. • Summarise accurately, without slanting the truth. • Give a succinct title and add a clear sub-title. • Start with the most important facts: the who, what, how, when, where, why, and to what degree. • Clear and concise language • written in 3rd person. • Can use an active or passive voice, depending on the focus and which is more engaging for the reader. • Should include quotes, comments, opinions, statements and observations from people involved or experts on the topic. Magazine article To inform, educate, enlighten and entertain the public • The heading must be attractive and interesting. • The style should be personal, speaking directly to the reader. • The style can be descriptive and figurative, appealing to the imagination of the readers • Names, places, times, positions, and any other necessary details should be included in the article. • The article should stimulate interest and keep the reader absorbed. • Quotes from people; direct quotes • Longer paragraphs • Descriptive writing • May use a mixture of formal and informal language including everyday expressions and colloquialisms • Rhetorical questions • Emotive words • Use of imagery and description ENGLISH HOME LANGUAGE GRADES 4-6 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2.3 Length of Texts for Home Language (to be produced by learners) Task Grade 4 Grade 5 Grade 6 • Paragraph • Words • Sentences 50 – 60 words 60 – 80 words 80 – 100 words 5 – 6 sentences 2-3 paragraphs 6 – 8 sentences 3-5 paragraphs 8 – 10 sentences 4-6 paragraphs Oral creative texts, e.g. recounts, retelling or telling stories, short talks 2 min 2min 2-3 min Essay 100 – 120 words 2-3 paragraphs 120 – 140 words 3-5 paragraphs 140 – 150 words 4-6 paragraphs Short story, inc folktale 120 – 140 words 3-5 paragraphs 140 – 160 words 4-6 paragraphs 160 – 170 words 6 – 8 paragraphs Summary 40 – 50 words 50 – 60 words 60 – 70 words Longer transactional texts, e.g. letters Body text 60 – 80 words 80 – 100 words 100 – 120 words Shorter texts 30 – 40 words 40 – 60 words 60 – 80 words Comprehension 150 – 160 words 160 – 180 words 180 – 200 words Summary 40 – 50 words for 230 words text 50 – 60 words for 250 words text 60 – 70 words for 280 words text 3.2.4 Length of Texts for Home Language (for learners to engage with) Task Grade 4 Grade 5 Grade 6 Longer listening comprehension texts e.g. story, interviews, plays, news reports 150-200 / up to 5 mins 200-250 / up to 5 mins 250-300 / up to 5 mins Shorter listening comprehension texts e.g. announcements, information texts, instructions, directions 60-70 words / 1-2 mins 70-80 words / 1-2 mins 80-100 words / 1-2 mins Reading comprehension/ intensive reading texts 150-200 words 200-250 words 250-300 words The length of texts for extended reading is not prescribed as this depends on the type of text, the complexity of the language and the reading level of the learners. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 33 3.2.5 Vocabulary to be achieved by Home Language learners Term 1 2 3 4 Vocabulary Common spoken words Grade 4 1700–2500 1850–3000 2000–3500 3500-4000 Grade 5 2400–4000 2700–4250 3000–4500 4500-5000 Grade 6 3500–5000 3700–5250 4000–5500 5500-6000 Reading vocabulary (new words) Grade 4 800–1900 (75–250) 900–2200 (75–250) 1000–2500 (75–250) 2500-3000 (75–250) Grade 5 1500–3000 1750–3300 2000–3500 3500-4000 Grade 6 2200–3800 2400–4200 2700–4600 3000–5000 ENGLISH HOME LANGUAGE GRADES 4-6 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.3 TEACHING PLANS The teaching plan indicates the minimum content to be covered every two weeks per term. Teachers are not compelled to exhaust all the contents prescribed over a two week cycle. The sequence of the content listed is not prescribed and the time given is an approximate indication of how long it could take to cover the content. It shouldn’t be followed as is. Teachers should design their lesson plans from their textbook and from any other relevant sources and teach the content per term using an appropriate sequence and pace. Teachers are encouraged to also use content or concepts that are contextual to their environment. 3.3.1 How texts link together in the two-week cycle Different texts have been used as a basis for designing the two-week teaching cycle. They have been selected on the basis of how they link together to form an integrated unit, for example learners will listen to a story and then read a story. They will be asked to write a short oral description of a place or person (that will link to the story) or they might be asked to write a letter to a character in the story. Select a theme for each two-week cycle that will enable you to link the activities successfully. The reason for using themes is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. 3.3.2 How the texts/activities are sequenced across the two-week cycle The texts do not have to be taught in a particular order. In most cases, there should be a Listening and Speaking activity/text to prepare for the reading or writing activity. Sometimes, the Listening and Speaking activity should derive from the reading text. Learners should engage with the different kinds of texts orally and in reading before they are asked to write these texts. In most cases, the text to be listened to, e.g. a story or news report, will be different to and at a higher level than the one that learners will read. This is because their listening skills are more developed than their reading skills. 3.3.3 The type of texts prescribed and recommended There are prescribed text types that are to be taught in every two-week cycle. These are specified in the teaching plan and should be contained in the prescribed textbook. In most cases, no specific story type is prescribed. Choices may be made from the variety of contemporary stories, imaginative stories (e.g. adventure, science fiction) historical stories (e.g. biographies) and traditional stories (e.g. myths, legends and fables) that are available. The same is true of poems and plays. There is also a section entitled ‘Reflects texts read during independent or pair reading’. These will be texts chosen from the reader/readers/other books and will support the texts read in the prescribed section. They can either be the same text type (to emphasise understanding of text structure) or a different text type (to stimulate further interest and extend the range of reading abilities). In all cases, this additional reading should relate to the topics and themes chosen for the prescribed texts in that two-week cycle. It should however be kept in mind that ultimate aim should be to get learners to read independently and to develop reading habit. During the individual reading session, children should therefore be given the opportunity to read books within their own field of interest and to reflect on what they have read. 3.3.4 Number of key texts in a two-week cycle In the early part of the year, there is usually only one text type or activity per two-week cycle. Later on, there will be two and sometimes three text types or activities per two-week cycle. Teach these text types and the related activities bearing in mind that learners will be exposed to them numerous times during the course of the year. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 35 3.3.5 How the Language Structures and Conventions are addressed The content of the ‘Language Structures and Conventions’ section is related in most cases to the types of texts prescribed under the headings Listening and Speaking, Reading and Viewing, and Writing and Presenting, and will naturally be given attention in the process of engaging with the texts and during the time allocated for Listening and Speaking, Reading and Viewing, Writing and Presenting. For example, if a story is being done, learners will naturally use the simple past tense and will read texts using this tense. However, it is also important that activities be developed that focus on particular language structures, in context. Choose items from the ‘Language Structures and Conventions’ section to teach learners language that appears naturally in the focus text type and in an order that supports a natural and logical approach to language acquisition. Not all items must be taught within that given cycle but ensure that all the items listed in the overview are covered by the end of the year. Construct activities that are meaningful to learners and that relate to the texts they are studying in the two-week cycle. More activities of this nature should be done as learners make progress from Grade 4 to 6. Select very carefully which rules you explain to learners and keep these to a minimum. Practice in Language Structures and Conventions will refine these skills. Teaching should integrate all the language skills and language structures as they are interrelated. All of these should be taught in context. Note however that there is also specific time allocated to formal instruction in Language Structures and Conventions. ENGLISH HOME LANGUAGE GRADES 4-6 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.4 CONTENT AND TEACHING PLANS FOR ENGLISH HOME LANGUAGE GRADE 4 GRADE 4 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1 – 2 Listens to a short story Text from the textbook or TRF • Introductory activities: prediction • Identifies characters • Recalls main idea • Answers oral questions Retells a story • Retells events in correct sequence • Names the characters correctly Reads a short story Text from the textbook or TRF Pre-reading: predicting from title and pictures • Uses reading strategies: making predictions, uses phonic and contextual clues • Discusses new vocabulary from the read text • Identifies and comments on the characters • Gives and explains own feelings about the text • Reads aloud with clear pronunciation, phrasing, tempo, • Uses a dictionary Reflects on texts read independently • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read. • Relates to own life Writes a story based on a personal experience/ event • Chooses appropriate content for the topic • Uses the story structure as a frame • Includes characters • Uses appropriate grammar, spelling and punctuation. • Uses a range of vocabulary related to topic • Creates a personal dictionary Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: common nouns, proper nouns, countable and uncountable nouns Sentence level work: simple sentences Spelling and punctuation: full stop, capital and lower case (small) letters ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 37 GRADE 4 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3 – 4 Listens to a poem/song Text from the textbook or TRF • Introductory activities: prediction • Recalls main idea • Discusses central idea • Relates to own experience • Identifies rhyme and rhythm • Expresses feelings stimulated by the poem • Performs song/selected lines Reads a poem/song Text from the textbook or TRF • Discusses main idea/s • Expresses feelings stimulated by the song • Identifies rhythm and rhyme and their effects • Breaks up words into syllables to understand rhythm Reflects on texts read independently • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read Writes a simple poem/song • Selects appropriate content • Uses the relevant structure and format • Plans, drafts and revises a song • Uses appropriate rhythm and rhyme • Uses knowledge of syllables to develop rhythm of the text • Records words and their meanings in a personal dictionary Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: abstract and concrete nouns, compound nouns Sentence level work: simple sentences Word meaning: rhymes, borrowed words Spelling and punctuation: full stop, comma ENGLISH HOME LANGUAGE GRADES 4-6 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5 – 6 Listens to a story, e.g. folklore (myth or legend) Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Identifies plot, characters and setting • Discusses main message • Answers oral questions Retells a story • Retells events in correct sequence • Names the characters correctly • Expresses thoughts and feelings Reads a story, e.g. folklore (myth or legend) Text from the textbook or TRF • Pre-reading: predicting from title and pictures • Uses reading strategies: makes predictions, uses contextual clues to find meaning • Discusses plot, main characters and setting • Discusses the message • Expresses opinions and own feelings about the text • Distinguishes between realistic and unrealistic events Reflects on texts read independently • Relates to own life Writes a story/(folklore, e.g. myth/ legend) • Develops structure (beginning, middle and ending) plot)), characters and setting • Uses language imaginatively especially a variety of vocabulary • Uses appropriate grammar, spelling and punctuation • Records words and their meanings in a personal dictionary Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: prefix, roots and suffix Sentence level work: simple sentences, complex sentences Word meaning: proverbs, idioms Punctuation: full stop, comma, colon, semi-colon ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 39 GRADE 4 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7 – 8 Listens to and discusses an instructional text, e.g. recipe • Introductory activities: prediction • Recalls procedure • Identifies the features of instructional text • Gives clear instructions, e.g. on how to make a cup of tea • Makes notes and applies instructions read • Asks questions to clarify • Comments on clarity of instructions Reads instructional text Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures • Uses reading strategies, e.g. prediction, contextual clues • Discusses specific details of text • Discusses sequence of instructions Writes instructions e.g. how to make a cup of tea • Lists materials and ingredients • Uses correct specific details • Uses correct sequence • Uses the command form of the verb • Uses correct structure and format • Records words and their meanings in a personal dictionary Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: personal pronouns, possessive pronouns, demonstrative Sentence level work: subject, object Word meaning: borrowed words ENGLISH HOME LANGUAGE GRADES 4-6 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 9 – 10 Listens to and discusses current issues based on newspaper or magazine article • Introductory activities: prediction • Listens for specific details • Identifies the main message • Relates to own life • Discusses the main ideas and specific detail • Uses information from the text in response to the questions • Discusses the social, moral and cultural values in the text • Participates in a discussion Presents a prepared speech • Selects relevant content • Uses beginning, middle and ending • Stays on topic • Uses logical organisation of ideas • Uses presentation skills, e.g. volume, pause, posture Reads information text, e.g. news article Text from the textbook or TRF • Pre-reading: predicting from title and pictures • Uses reading strategies, e.g. makes predictions, uses contextual clues to find meaning, skims for general idea • Uses headline, by-line, lead paragraph, answers to Who, What, Where, When and Why/How • Discusses headlines • Discusses central idea and specific details • Comments on choice of pictures in text • Explains meaning of unfamiliar words Reflects on texts read independently • Expresses emotional response to texts read Writes a news report based on personal experience/event • Uses headline, by-line, lead paragraph, answers to Who, What, Where, When and Why/How • Selects appropriate content • Uses an appropriate frame • Writes a headline/title • Sequences events correctly • Uses appropriate vocabulary • Uses appropriate grammar, spelling and punctuation • Corrects spelling using a dictionary. Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: Articles (English & Afrikaans), plurals (noun prefixes – African languages) Sentence level work: simple sentences, statements, questions Word meaning: antonyms Spelling and punctuation: question mark, exclamation mark, dictionary use ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 41 GRADE 4 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1 – 2 Listens to weather reports Text from the textbook or TRF • Introductory activities: prediction • Listens for specific details • Discusses usefulness of the information • Links information to own life • Discusses possible effects on people • Compares conditions in different places, indicates preferred destinations with reasons • Participates in discussions, justifying own opinion • Identifies features of weather reports: register and the nature of language used • Uses interaction strategies to communicate effectively in group situations Reads information texts with visuals, e.g. charts/tables/maps Text from the textbook or TRF • Pre-reading: predicting from title and pictures/visuals • Uses reading strategies: skims to get the general idea, scans for specific details • Identifies the way the text is organised • Compares differences and similarities in different places • Reads an information text with visuals e.g. map • Uses dictionary to check meaning of new vocabulary Writes information text e.g. weather chart • Organises information logically • Includes specific details • Uses topic and supporting sentences to develop coherent paragraphs • Designs appropriate visuals, e.g. charts/tables/maps • Uses appropriate grammar, spelling and punctuation • Uses appropriate vocabulary • Records words and their meanings in a personal dictionary Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: adjectives, degrees of comparison Sentence level work: simple past tense, future tense ENGLISH HOME LANGUAGE GRADES 4-6 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3 – 4 Listens to and discusses a short story Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Identifies main ideas and specific details • Discusses plot, setting and characters • Relates to own life • Discusses and gives opinion • Participates in group discussion e.g. on issues related to the story • Asks relevant questions • Gives feedback • Maintains discussion • Responds to others’ ideas with empathy and respect • Takes turns to speak Reads a short story Pre-reading: predicting from title and pictures • Identifies and comments on the main character, plots and setting • Uses reading strategies: makes predictions and inferences, uses phonic and contextual clues • Discusses a character including what he or she says or does and what other characters say about him or her or do to him or her • Infers reasons for actions in the story • Gives and explains own feelings and opinions about the text • Discusses new vocabulary from the read text • Uses a dictionary Writes a description of a character • Gives specific details • Uses topic and supporting sentences to develop coherent paragraphs • Uses a variety of vocabulary including synonyms and antonyms and adjectives • Uses the dictionary to check spelling and meanings of words Uses the writing process • Brainstorms ideas using mind maps • Produces first draft • Editing • Proofreads • Writes final draft Word level work: Adjectives, verbs – main verbs, regular verbs, transitive and intransitive verbs Sentence level work: subject, object, subject-verb agreement, present tense Spelling and punctuation: full stop, comma, question mark, exclamation mark, etc. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 43 GRADE 4 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5 – 6 Listens to and discusses a fable/ myth/legend Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Identifies the central idea, plot, setting, and characters of a fiction story • Distinguishes between realistic and unrealistic events • Participates in discussions, justifying own opinion • Responds sensitively to ideas and suggestions • Gives feedback • Gives balanced and constructive feedback on: plot, theme, setting Reads fables/ myth/legend Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies: skimming and scanning • Identifies and comments on the plot, setting and characters • Gives reasons for actions of characters • Understands the vocabulary • Identifies main and supporting ideas • Identifies and discusses values in the text Reflects on texts read independently • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read Writes a fable/ myth/legend • Uses animals as characters • Selects appropriate content for the topic • Uses the story structure as a frame • Uses topic and supporting sentences to develop coherent paragraphs • Links paragraphs using connecting words and phrases • Uses a variety of vocabulary • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs • Uses the dictionary to check spelling and meanings of words Uses the writing process • Brainstorms ideas using mind maps • Produces first draft • Edit • Revises • Proofreads • Writes final draft Word level work: regular and irregular verbs, finite and infinite verbs, stative verbs Sentence level work: subject-verb agreement, past tense Word meaning: idioms and proverbs ENGLISH HOME LANGUAGE GRADES 4-6 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7 – 8 Listens to and carries out instructions, e.g. recipe/instructions for making something Text from the textbook or TRF • Introductory activities: prediction • Recalls procedure • Identifies the features of instructional text • Notes key headings • Gives clear instructions, e.g. on how to make a sandwich • Makes notes and applies instructions read • Asks questions for clarity • Comments on clarity of instructions Listens to and gives directions • Listens for specific details • Uses details accurately • Uses the correct language form Reads an instructional text Text from the textbook or TRF • Pre-reading: predicting from title and pictures • Uses reading strategies: prediction, contextual clues • Discusses specific details of text • Discusses sequence of instructions • Uses the dictionary to check spelling and meanings of words Writes an instructional text e.g. how to make a sandwich Text from the textbook or TRF • Selects appropriate content for the topic • Uses the appropriate structure as a frame • Orders information logically • Uses topic and supporting sentences to develop coherent paragraphs • Uses appropriate grammar, spelling and punctuation • Presents work neatly using headings, spacing for paragraphs • Records words and their meanings in a personal dictionary Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: auxiliary verbs, modal verbs, moods Sentence level work: future tense Spelling and punctuation: word division, dictionary use WEEK 9 – 10 SUMMATIVE ASSESSMENT ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 45 GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1-2 Listens to an extract from a novel Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Listen to extracts from the novel • Listens for specific details • Identifies the main message • Relates to own life • Discusses the main ideas and specific detail • Uses information from the text in response to questions • Discusses the social, moral and cultural values in the text Participates in group discussion • Takes turns • Stays on topic • Asks relevant questions • Maintains discussion • Responds to others’ ideas with empathy and respect Reads a novel Text from the textbook or TRF Pre-reading: predicts from title and pictures • Interprets and explains the message • Uses reading strategies, e.g. skims for general idea, scans for specific details, makes predictions, uses contextual clues to determine meaning, makes inferences • Describes feelings about the text giving reasons • Discusses characters ,plot ,setting • Uses the dictionary to check spelling and meanings of words Reflects on texts read independently Writes diary entries • Uses a correct format • Selects appropriate content for the topic • Uses emotive words • Uses first person narration • Uses the appropriate structure as a frame • Uses topic and supporting sentences to write their text • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs • Records words and their meanings in a personal dictionary Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: Adverbs Sentence level work: complex sentences Word meaning: one word for a phrase ENGLISH HOME LANGUAGE GRADES 4-6 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3 – 4 Listens and discusses information text Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Discusses specific details • Asks questions to obtains information • Listens and responds appropriately • Answers oral questions • Relates own experiences Reads information text, e.g. on social issues Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. scans for specific details, skims for general idea • Reads short printed resources • Locates information from different sources • Selects the relevant ideas • Identifies different purposes of texts • Identifies and discusses values in the text Reflects on texts read independently • Compares books/texts read Writes a descriptive paragraph (2 paragraphs) • Selects appropriate content for the topic • Uses the appropriate structure as a frame • Uses topic and supporting sentences to develop coherent paragraphs (2 paragraphs) • Creates visual aids for presentation • Uses the dictionary to check spelling and meanings of words Word level work: conjunctions, prepositions Sentence level work: past continuous tense, future continuous tense Word meaning: figurative, similes, metaphors Spelling and punctuation: Capital and small letters, full stop, comma ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 47 GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5 – 6 Listens to a poem • Introductory activities: prediction • Appreciates and responds to the sound effect stimulated by the poem • Discusses central idea • Relates to own experience • Identifies rhyme and rhythm and comments on their effect on the listener • Expresses feelings stimulated by the poem • Identify the atmosphere in the poem Performs a poem/selected lines • Selects tone and expression appropriate to content and style of poem • Uses appropriate intonation and facial expressions • Uses appropriate body language, posture and presentation skills, e.g. adjusts tempo, volume and pacing • Uses appropriate intonation Reads a poem • Pre-reading: predicting from title • Describes and analyses emotional response to texts • Identifies rhyme, alliteration and onomatopoeia and their effects • Identifies and explains similes and metaphors • Uses dictionary to check the meaning of words Writes a poem • Selects appropriate content • Uses the correct format • Uses language imaginatively and creatively • Uses Alliteration, Assonance, Consonance • Uses a variety of vocabulary • Uses figurative language e.g. similes, metaphors • Uses appropriate rhythm and rhyme Uses the writing process • Brainstorms ideas using mind maps • Produces first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft Word level work: conjunctions Sentence level work: statements, simple sentences Word meaning: personification, alliteration, similes, metaphors, rhythm, rhyme Spelling and punctuation: dictionary use, abbreviations – acronyms, truncation, initialisation ENGLISH HOME LANGUAGE GRADES 4-6 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7 – 8 Listens to information texts with visuals e.g. charts/tables/maps Text from the textbook or TRF • Introductory activities: prediction • Listens for specific details • Discusses usefulness of the information • Interprets visuals • Links information to own life • Participates in discussions, justifying own opinion • Uses interaction strategies to communicate effectively in group situations Reads information texts with visuals, e.g. charts/tables/maps Text from the textbook or TRF • Pre-reading: predicting from title and pictures/visuals • Uses reading strategies: skims to get the general idea, scans for specific details • Reads an information text with visuals e.g. map • Identifies the way the text is organised • Interprets visuals Writes information from a table/ graph/map into a paragraph • Selects relevant information • Translates graphical information correctly into paragraphs • Links sentences into a coherent paragraph using pronouns and connecting words • Uses appropriate grammar, spelling and punctuation • Uses appropriate vocabulary • Uses the dictionary to check spelling and meanings of words Uses the writing process • Brainstorms ideas using mind maps • Produces first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft Word level work: stems Sentence level work: simple sentences, complex sentences Sentence level work: verb clause Spelling and punctuation: colon ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 49 GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 9 – 10 Listens to a drama from radio, TV or written text • Introductory activities: prediction from title • Retells the drama scene in sequence • Names characters correctly • Listens to specific details • Uses details accurately • Expresses thoughts and feelings about the text • Uses the correct language form Role plays a character Reads a drama Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading predicting from title • Uses reading strategies • Discusses characters, central idea and setting • Expresses feelings stimulated by the text • Uses a dictionary to check the meaning of words Reflects on texts read independently Writes a dialogue • Selects appropriate characters • Uses a correct format • Organises the conversation logically • Uses a variety of vocabulary • Uses appropriate grammar, spelling, punctuation and spacing • Records words and their meanings in a personal dictionary Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: collective nouns, reflexive pronouns, stems Sentence level work: subject-verb agreement Spelling and punctuation: full stop, commas, colon, semi-colon, question marks ENGLISH HOME LANGUAGE GRADES 4-6 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1 – 2 Listens to a newspaper article / magazine Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Listens for specific details • Identifies the main message • Relates to own life • Discusses the main ideas and specific detail • Discusses the social, moral and cultural values in the text Participates in discussions • Asks relevant questions and responds to questions • Compares own ideas with others • Respects others’ ideas • Gives opinions and constructive feedback Reads a newspaper article / magazine that highlights social issues Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies • Infers reasons for actions in the story • Explains the cause and the effects in a story • Expresses feelings about the text giving reasons • Discusses values in the text • Discusses the choice of words and imagery • Recognises the structure, language use, purpose and audience of the story • Discusses new vocabulary from the read text • Uses a dictionary Reflects on texts read independently • Compares books/texts read Writes a newspaper article / magazine about a social issue • Uses content appropriate to the audience and purpose of the text • Uses a frame • Uses language imaginatively especially a variety of vocabulary • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation • Links paragraphs using connecting words and phrases • Uses appropriate grammar, spelling and punctuation • Uses different tenses consistently • Uses the dictionary to check spelling and meanings of words Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: conjunctions, auxiliary verbs Sentence level work: subject, object, subject-verb agreement, tenses Word meaning: synonyms, antonyms Spelling and punctuation: dictionary use, word order, word division ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 51 GRADE 4 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3 – 4 Listens to short story Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Listens and relates to own experience • Identifies specific details • Keeps to the topic • Identifies plot setting and characters • Answer oral questions based on the story • Retells the story Participates in group discussions • Takes turns to speak • Stays on topic • Asks relevant questions • Maintains discussion • Responds to others’ ideas with empathy and respect • Gives balanced and constructive feedback Reads short story Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies: skimming and scanning • Identifies and comments on the plot, setting and characters • Gives reasons for action of the characters • Understands the vocabulary • Identifies main and supporting ideas • Identifies and discusses values in the text • Discusses new vocabulary from the read text • Uses a dictionary Reflects on texts read independently • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read Writes a friendly letter/diary entry • Uses a correct format • Selects appropriate content for the topic • Uses topic and supporting sentences to develop coherent paragraphs • Links paragraphs using connecting words and phrases • Uses a variety of vocabulary • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs • Uses the dictionary to check spelling and meanings of words Uses the writing process • Brainstorms ideas using mind maps • Produces first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft with correct spacing between paragraphs Word level work: adverbs of place and degree, tenses, conjunctions, pronouns (focus on concepts that have been covered) Sentence level work: noun phrase, noun clause Spelling and punctuation: Capital letters, full stops, commas, word division ENGLISH HOME LANGUAGE GRADES 4-6 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5 – 6 Listens to advertisements Text from the textbook or Teacher’s Resource File (TRF) or any other source • Introductory activities : Prediction • Interprets and discusses message including the values in the text • Discusses the structure, language use, purpose and audience of the text Participates in group discussion on a social issue related to the advertisements • Discusses social values • Asks relevant questions using appropriate question forms, e.g. who, which, what, when, how, why Reads information text, e.g. advertisement Text from the textbook or Teacher’s Resource File (TRF) or any other source • Interprets and discusses the message including the values in the text • Discusses the structure, purpose and audience of the text • Discusses language use including persuasive and emotive language and the economical use of language • Asks relevant, critical questions using appropriate question forms, e.g. who, which, what, when, how, why • Identifies and discusses stereotypes • Identifies and discusses graphical techniques such as colour, design, choice of images etc. and how they affect the message conveyed Reflects on texts read independently • Expresses emotional response to texts read Writes an advertisement • Uses content appropriate for purpose and audience • Uses appropriate visuals and layout for the purpose • Use appropriate grammar and vocabulary • Uses language creatively • Uses the dictionary to check spelling and meanings of words Uses the writing process • Brainstorms ideas using mind maps • Produces first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft Word level work: conjunctions Sentence level work: adjectives, adverbs Spelling and punctuation: exclamation mark, colons, capital letters ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 53 GRADE 4 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7 – 8 Listens a dialogue • Introductory activities : prediction • Listens and relates to own experience • Identifies specific details Participates in group discussions • Takes turns to speak • Stays on topic • Asks relevant questions • Maintains discussion • Responds to others’ ideas with empathy and respect • Gives balanced and constructive feedback Reads a drama • Pre-reading: predicts from title and pictures • Uses reading strategies: skimming and scanning • Identifies and comments on the plot • Gives reasons for action • Understands the vocabulary • Identifies main and supporting ideas • Identifies and discusses values in the text • Discusses new vocabulary from the read text • Uses a dictionary Reflects on texts read independently • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read Writes a character sketch • Thinks about characterisation • Uses descriptive words to compare characters • Plans, drafts and refines writing, focusing on improving spelling, tenses and linking sentences into cohesive paragraphs • Shows understanding of setting, plot, characters, conflict and theme • Correct use of tenses Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: infinitive verbs Sentence level work: main clause, dependent clause (simple) Word meaning: similes, metaphor, idioms and proverbs WEEK 9 – 10 SUMMATIVE ASSESSMENT ENGLISH HOME LANGUAGE GRADES 4-6 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 ENGLISH HOME LANGUAGE GRADE 5 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1 – 2 Listens to a story Text from the textbook or TRF • Introductory activities: prediction • Identifies main ideas and specific details • Relates to own life • Discusses and gives opinion • Participates in group discussion e.g. on issues related to the story • Asks relevant questions • Gives feedback • Maintains discussion • Responds to others’ ideas with empathy and respect • Takes turns to speak Reads a story Text from the textbook or TRF: • Pre-reading: predicting from title and pictures • Uses reading strategies, e.g. makes predictions, uses phonic and contextual clues • Discusses new vocabulary from the text • Discusses the central idea, plot, characters and setting • Expresses feelings and opinions • Discusses cause and effect in the story • Uses a dictionary for vocabulary development Reflects on texts read independently • Retells story or main ideas • Expresses emotional response to texts read • Relates to own life • Compares books/texts read Writes a story • Pre-writing: reads a book review and discusses the structure, language use, purpose and audience • Selects content appropriate for the purpose • Uses appropriate language and text structure • Uses the correct format • Writes a topic sentence and includes relevant information to develop a coherent paragraph • Writes a short summary • Uses quotations • Makes recommendations • Uses appropriate grammar, spelling and punctuation • Uses a dictionary for spelling and vocabulary development • Uses complex tenses Uses the writing process • Brainstorms ideas using mind maps • Produces first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft Word level work: common and proper nouns, noun prefixes, suffixes Sentence level work: simple present tense, complex tense Word meaning: synonyms Spelling and punctuation: full stop, comma, quotation marks, question marks, dictionary use ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 55 GRADE 5 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3 – 4 Listens to and discusses an information text Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Participates in discussions, explaining own opinion • Identifies and explains cause and effect • Comments on the social, moral and cultural values • Asks critical questions • Expresses and justifies own opinion with reasons • Uses interaction strategies to communicate effectively in group situation Presents an unprepared speech • Has beginning, middle and ending • Uses logical organisation of ideas • Selects appropriate language and style for audience and purpose • Uses appropriate intonation • Uses appropriate body language, posture and presentation skills, e.g. adjusts tempo, volume and pacing • Uses appropriate intonation and facial expressions Reads information text • Pre-reading: predicting from title, headings and pictures • Discusses central idea and specific details • Comments on choice of pictures in text • Uses reading strategies e.g. uses textual and contextual clues • Shares ideas and offers opinions using speculation • Uses a mind-map/notes to summarise information • Uses a dictionary for vocabulary development Writes information text • Writes three – four paragraphs • Uses relevant content appropriate to the audience and purpose of the text • Expresses information clearly • Organises content logically • Writes a topic sentence and includes relevant information to develop a coherent paragraph • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation • Uses a variety of sentence types • Uses appropriate grammar, spelling and punctuation Uses the writing process • Brainstorms ideas using mind maps • Produces first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft Word level work: finite verbs, infinite verbs Sentence level work: subject -verb agreement, tenses Word meaning: personification, proverbs, idiom, simile ENGLISH HOME LANGUAGE GRADES 4-6 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5 – 6 Listens and responds to a newspaper article • Introductory activities: prediction • Listens for specific details • Identifies the main message • Relates to own life • Discusses the main ideas and specific detail • Uses information from the text in response to questions • Discusses the social, moral and cultural values in the text • Discusses the assumptions and the intention of the writer • Participates in a discussion Reads a newspaper article from the textbook or TRF or any other source • Pre-reading: predicting from headlines, surveying the text • Uses a range of reading strategies, e.g. skimming, scanning, using previous knowledge • Makes predictions, uses contextual clues to determine meaning, and makes inferences • Identifies and explains the similarities and differences of something • Discusses new vocabulary from the read text • Uses a dictionary Writes a newspaper article Uses headline, by-line, lead paragraph, answers to Who, What, Where, When and Why/How • Selects content appropriate to the audience and purpose of the text • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation • Plans, drafts and refines stories in paragraph form (minimum of 3 paragraphs) • Uses a wide variety of vocabulary, appropriate grammar, spelling and punctuation Uses the writing process • Brainstorms ideas using mind maps • Produces first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft Word meaning: prepositions, determiners, articles Sentence level work: simple past tense, simple future tense Word meaning: antonyms Spelling and punctuation: question marks, dictionary use, word order ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 57 GRADE 5 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7 – 8 Listens to and discusses story, e.g. folklore story (myth/legend) from a class reader. · Introductory activities: prediction • Identifies the central idea, plot, setting, atmosphere and characters of a fiction story • Distinguishes between realistic and unrealistic events • Participates in discussions, justifying own opinion • Responds sensitively to ideas and suggestions • Participates in group discussions • Gives balanced and constructive feedback on: plot, theme, setting Reading a story, e.g. a folklore story (myth/legend) from the textbook or class reader • Uses a range of reading strategies: skimming, scanning, contextual clues and previous knowledge • Explains how writers use vocabulary and language to describe the setting • Reads aloud individually with clear expression • Comments on plot, theme, characters and setting • Discusses new vocabulary from the read text • Uses a dictionary Writing a story, e.g. a folklore story (myth/legend) • Uses animal characters • Develops plot, characters and setting • Selects content appropriate to the audience and purpose of the text • Uses language imaginatively especially a variety of vocabulary • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation • Uses appropriate grammar, spelling and punctuation • Plans, drafts and refines stories • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation Writes descriptive / narrative text • Chooses relevant content • Stays on topic • Uses descriptive / narrative vocabulary especially a range of adjectives • Uses figurative language, e.g. similes, metaphors Word level work: noun prefixes, adjectives, adverbs, pronouns, conjunctions Sentence level work: subject, object, subject-verb agreement, concords, Word meaning: proverbs, idioms, metaphor Spelling and punctuation: dictionary use, word order ENGLISH HOME LANGUAGE GRADES 4-6 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 9 – 10 Listens to a poem • Introductory activities: prediction • Appreciates and responds to the sound effect stimulated by the poem • Discusses central idea • Relates to own experience • Identifies rhyme and rhythm and comments on their effect on the listener • Expresses feelings stimulated by the poem • Identify the atmosphere in the poem Performs a poem/selected lines • Selects tone and expression appropriate to content and style of poem • Uses appropriate intonation and facial expressions • Uses appropriate body language, posture and presentation skills, e.g. adjusts tempo, volume and pacing • Uses appropriate intonation and facial expressions Reads a poem • Pre-reading: predicting from title • Identifies rhyme, alliteration and onomatopoeia and their effects • Identifies and explains similes and metaphors • Discusses new vocabulary from the read text • Uses a dictionary Writes a poem • Selects appropriate content • Uses the correct format • Uses language imaginatively and creatively • Uses Alliteration, Assonance, Consonance • Uses a variety of vocabulary • Uses figurative language e.g. similes, metaphors • Uses appropriate rhythm and rhyme Word level work: conjunctions Sentence level work: statements, simple sentences Word meaning: personification, alliteration, similes, onomatopoeia, metaphors, rhymes, rhythm Spelling and punctuation: capital letters, word division, dictionary use ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 59 GRADE 5 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1 – 2 Gives and follows instructions Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Listens and gives specific detail • Uses correct sequence • Asks relevant questions and responds appropriately • Carries out instructions Reads an instructional text containing a sequence of instructions Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures • Uses reading strategies: prediction, contextual clues • Discusses specific details of text • Discusses sequence of instructions • Carries out instructions/procedure • Discusses new vocabulary from the read text • Uses a dictionary Writes instructions e.g. how to make a sandwich • Selects relevant information • Uses correct specific details • Uses correct sequence • Uses correct format • Uses the command form of the verb and imperatives • Uses appropriate grammar, spelling and punctuation Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: adverbs of manner, time, place, degree; prepositions, moods, adjectives Sentence level work: simple sentences, complex sentences Spelling and punctuation: full stop, exclamation marks, abbreviations – acronyms, initialisation, truncation ENGLISH HOME LANGUAGE GRADES 4-6 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3 – 4 Participates in interviews to collect information Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Formulates relevant questions to guide search for information • Presents information using a table/ chart/graph • Analyses information • Summarises information Participates in group discussion • Stays on topic • Gives constructive feedback • Maintains discussion • Shows sensitivity to the rights and feelings of others Reads a report with visuals (e.g. tables/charts/graphs/diagrams/maps) Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title, headings and pictures • Discusses central idea and specific details • Uses reading strategies, e.g. makes predictions and uses textual and contextual clues • Interprets graphic information • Shares ideas and offers opinion using speculation and hypothesis • Uses a mind-map/notes to summarise information • Discusses new vocabulary from the read text • Uses a dictionary Writes a report • Formulate relevant content based on investigation • Converts information from one form to another • Uses what, when, where, who • Orders information logically • Links sentences into a coherent paragraph using pronouns and connecting words • Uses appropriate grammar, spelling and punctuation • Presents work neatly using proper form, such as headings, spacing for paragraphs etc. Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: adjectives, pronouns, conjunctions, connections Sentence level work: past continuous tense, future continuous tense, active and passive voice, reported speech, question form Spelling and punctuation: ellipsis, exclamation mark, quotation marks, question marks ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 61 GRADE 5 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5 – 6 Listens to a poem Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Appreciates and responds to the sound effect stimulated by the poem • Discusses central idea • Relates to own experience • Expresses feelings stimulated the poem • Discusses tone and language use and its effect on the listener, including how language is used to create an atmosphere Performs an oral poem/choral chant • Selects appropriate tone and expression to express content and feeling • Uses appropriate body language, gestures and presentation skills, e.g. adjusts tempo, volume and pacing • Uses appropriate intonation and facial expressions Reads a poem Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies: makes predictions, uses phonic and contextual clues; predicts ending • Identifies rhyme and rhythm and comments on their effect on the listener • Expresses feelings and opinions • Relates to own life • Uses a dictionary for vocabulary development Writes a poem • Uses alliteration, (consonance and assonance), metaphor, simile • Uses descriptive language • Plans, drafts and refines writing, • Produces a first draft with awareness of the central idea • Shows understanding of style and register • Reflects on and evaluates writing and creative work • Uses appropriate punctuation rules Word level work: collective nouns, abstract nouns, interjections Sentence level work: present continuous tense Word meaning: alliteration, (assonance, consonance), personification , rhythm, rhyme, metaphor, simile Spelling and punctuation: word division, dictionary use, exclamation mark ENGLISH HOME LANGUAGE GRADES 4-6 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7 – 8 Listens to and discusses folklore (myth/legend) Text from the textbook, class reader or Teacher’s Resource File (TRF) • Introductory activities: prediction • Identifies the central idea, plot, setting, atmosphere and characters of a fiction story • Distinguishes between realistic and unrealistic events • Participates in discussions, justifying own opinion • Responds sensitively to ideas and suggestions • Gives feedback Reads folklore (myth/legend) from the class reader, textbook or Teacher’s Resource File (TRF) • Uses a range of reading strategies, e.g. skimming, scanning, contextual clues and previous knowledge • Explains how writers use vocabulary and language to describe the setting, • Reads aloud individually with clear expression • Comments on plot, theme, setting • Gives reasons for action of characters Discusses new vocabulary from the read text • Uses a dictionary Writes a folklore (myth/legend) • Uses animal characters • Develops plot, characters and setting • Selects content appropriate to the audience and purpose of the text • Uses language imaginatively especially a variety of vocabulary • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation • Uses appropriate grammar, spelling and punctuation • Plans, drafts and refines stories • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation Writes descriptions of characters • Chooses relevant content • Stays on topic • Use descriptive vocabulary especially a range of adjectives • Uses figurative language, e.g. similes, metaphors Word level work: infinite verbs, gerund, singular and plural, diminutive prefixes (African languages), adjectives Sentence level work: object; questions, direct and indirect speech Spelling and punctuation: quotation marks WEEK 9 – 10 SUMMATIVE ASSESSMENT ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 63 GRADE 5 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1 – 2 Listens to a novel Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Listen to extracts from the novel • Listens for specific details • Identifies the main message • Relates to own life • Discusses the main ideas and specific detail • Uses information from the text in response • Discusses the social, moral and cultural values in the text Describes events • Selects relevant content from personal experience • Explains events clearly and in sequence • Expresses feelings in relation to events Reads a novel Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and discusses related themes/content • Identifies and explains the central events • Discusses the characters • Identifies and discusses feelings expressed • Relates events and characters to own life • Uses a range of reading strategies • Discusses the structure, language use, purpose and audience • Identifies the difference/s between biographies/diaries and stories • Uses a dictionary for vocabulary development Reflects on texts read independently • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read. • Relates to own life • Compares books/texts read Writes a book review • Uses a frame • Pre-writing: listens to extracts from a read novel • Selects content appropriate for the purpose • Uses appropriate language and text structure • Uses the correct format • Organises content logically - uses chronology • Uses appropriate grammar, spelling and punctuation, including subject- verb concord • Uses a dictionary for spelling and vocabulary development Word level work: relative pronouns, reflexive pronouns, adjectives, adverbs, conjunctions, connections, interjections Sentence level work: simple present tense, simple past tense, concords Word meaning: similes, proverbs, idioms Spelling and punctuation: full stop, comma, dictionary use, word division ENGLISH HOME LANGUAGE GRADES 4-6 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3 – 4 Listens to and discusses an advertisement Text from the textbook or Teacher’s Resource File (TRF) or any other source • Introductory activities: prediction • Identifies key issues • Discusses the effectiveness of the advertisement • Expresses thoughts and feelings in an imaginative way • Listens for specific details • Responds sensitively to ideas and suggestions • Gives feedback • Shares ideas and offers opinions on less familiar topics Reads an advertisement from a textbook or Teacher’s Resource File (TRF). • Uses reading strategies: scans for specific details, skims for general idea, predicts content, uses previous knowledge or textual clues, makes inferences • Views and comments on graphical techniques used in visual texts: colour, lettering, layout Writes an advertisement • Expresses ideas clearly and logically • Uses appropriate visuals and layout for the purpose • Uses a wide variety of vocabulary, appropriate grammar, spelling and punctuation • Uses language for creative and imaginative self-expression Writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: degrees of comparison, adverbs Sentence level work: simple short sentences, subject-verb agreement Spelling and punctuation: abbreviations, inverted commas ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 65 GRADE 5 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5 – 6 Listens to and discusses stories, e.g. folklore (myth/legend) from a class reader Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Identifies the central idea, plot, setting, atmosphere and characters of a fiction story • Distinguishes between realistic and unrealistic events • Participates in discussions, justifying own opinion • Responds sensitively to ideas and suggestions Reads a story, e.g. a folklore (myth/ legend) from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title • Uses a range of reading strategies: skimming, scanning, contextual clues and previous knowledge • Discusses main idea, characters and setting • Explains how writers use vocabulary and language to describe the plot ,setting, characters • Reads aloud individually with clear expression • Comments on plot, theme, setting • Gives reasons for action of characters Writes a story e.g. folklore (myth/ legend) • Develops plot, characters and setting • Selects content appropriate to the audience and purpose of the text • Uses language imaginatively especially a variety of vocabulary • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation • Uses appropriate grammar, spelling and punctuation • Plans, drafts and refines stories Writes descriptions of characters • Chooses relevant content • Stays on topic • Use descriptive vocabulary especially a range of adjectives • Uses figurative language, e.g. similes, metaphors • Plans, drafts and refines writing Word level work: verbs (infinitives), adjectives, adverbs, pronouns, conjunctions, types of nouns Sentence level work: statements, questions, commands, direct and indirect speech Word meaning: metaphors, similes, idioms, proverbs, homophones Spelling and punctuation: colon, semi- colon, inverted comma, capital letters ENGLISH HOME LANGUAGE GRADES 4-6 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7 – 8 Listens to and discusses a weather report Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Listens for specific details • Discusses usefulness of the information • Links information to own life • Discusses possible effects on people • Compares conditions in different places, indicates preferred destinations with reasons • Participates in discussions, justifying own opinion • Identifies features of weather reports: register and the nature of language used • Uses interaction strategies to communicate effectively in group situations • Interprets and discusses more complex visual texts Reads a weather report from newspaper, a textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title, headings and pictures • Uses reading strategies, e.g. makes predictions and uses textual and contextual clues • Identifies and explains similarities and differences • Uses reading strategies: skims to get the general idea, scans for specific details • Identifies the way the text is organised • Reads an information text with visuals e.g. map • Interprets visuals • Uses a mind-map/notes to summarise information Writes a weather report • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation • Presents information using a map, chart, graph or diagram. Writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: verbs (gerunds, pronouns, adverbs, adjectives, conjunctions, abstract nouns Sentence level work: simple sentences, compound sentences, future tense Word meaning: onomatopoeia, homophones, homonyms, polysemy, antonyms, synonyms ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 67 GRADE 5 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 9 – 10 Listens and responds to a play Text from the class reader, textbook or Teacher’s Resource File (TRF) • Introductory activities: predicts from title/picture • Retells the drama scene in sequence • Identifies and discusses the central idea, plot, setting, atmosphere and characters • Listens to specific details • Uses details accurately • Expresses thoughts and feelings • Uses the correct language form Role-plays a character • Varies voice and facial expression • Changes register, grammar structure and idioms Reads a play from the class reader or Teacher’s Resource File (TRF). • Uses a range of reading strategies: skimming, scanning, contextual clues and previous knowledge • Explains how writers use vocabulary and language to describe the plot, • setting, atmosphere and characters • Explains the effects of words and imagery • Identifies cause and effect in oral and written texts and explains the relationship • Reads aloud, changing speed as appropriate Writes a play script/dialogue • Creates characters • Describes setting • Develops plot • Uses correct format • Establishes tone or mood • Plans, drafts and refines the text • Writes sentences using direct and indirect speech • Produces a first draft with central idea and well-developed supporting paragraphs • Uses subject-verb concord • Uses appropriate grammar, spelling and punctuation Word level work: verbs (gerunds) Sentence level work: statements, questions, commands, simple sentences, compound sentences, direct and indirect speech Word meaning: oxymoron Spelling and punctuation: quotation marks, semi-colon, inverted commas ENGLISH HOME LANGUAGE GRADES 4-6 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1 – 2 Listens to a story Text from the class reader, textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Identifies the central idea, plot, setting, atmosphere and characters of a fiction story • Describes events • Comments on the social, moral and cultural values in different texts • Asks and responds to thought￾provoking questions Acts out the story • Selects appropriate content • Sequences events correctly • Keeps eye contact and changing facial expression, tone, tempo, volume and pace • Expresses thoughts and feelings in an imaginative way Reads a story from the class reader, textbook or the Teacher’s Resource File (TRF). • Predicts content or ending • Uses a range of reading strategies: skimming, scanning, contextual clues and previous knowledge • Identifies and comments on the characters, themes and issues in a fiction story • Explains cause and effect • Remembers important points • Discusses message conveyed • Describes and analyses emotional response to text • Uses a dictionary for vocabulary development [to be repeated with every activity] Reflects on texts read independently • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read. • Relates to own life • Does a short oral book review using an appropriate frame • Compares books/texts read Writes a friendly letter/A diary entry • Uses correct layout • Shows awareness of audience and style • Uses appropriate tone • Plans, drafts and refines writing, focusing on improving language, spelling, tenses and linking sentences into cohesive paragraphs • Uses connecting words, e.g. ‘however’, synonyms and antonyms to link sentences into cohesive paragraphs • Uses correct spelling and punctuation Word level work: prepositions, determiners, adjectives, adverbs, nouns, pronouns Sentence level work: subject, object, one word for a phrase, conditional clauses Spelling and punctuation: word division, dictionary, capital letters ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 69 GRADE 5 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3 – 4 Listens to a report, e.g. news, topical issues Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Identifies main ideas and specific details • Relates to own life • Expresses and justifies own opinion with reasons • Asks critical questions which do not have obvious answers • Responds thoughtfully to critical questions • Discusses format, features, language use and structure of the text Presents an oral report • Uses appropriate structure: introduction, body and conclusion • Presents central idea and supporting details • Uses appropriate body language and presentation skills, e.g. makes eye contact, volume • Participates in a discussion • Stays on topic • Gives constructive feedback • Maintains discussion • Shows sensitivity to the rights and feelings of others Reads an information text with visuals (e.g. pictures/diagrams/maps) Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title, headings and pictures • Discusses central idea and specific details • Comments on choice of pictures in text • Uses reading strategies, e.g. makes predictions and uses textual and contextual clues • Shares ideas and offers opinion using speculation and hypothesis • Expresses and justifies own opinion with reasons • Asks critical questions which do not have obvious answers, • Responds thoughtfully to critical questions • Uses a mind-map/notes to summarise information • Uses a dictionary for vocabulary development [to be repeated with every activity] Writes a report • Writes a report using a frame • Orders information logically • Uses appropriate grammar, spelling and punctuation • Presents work neatly using proper form, such as headings, spacing for paragraphs etc. Writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: conjunctions, moods Sentence level work: noun phrase, adjectival phrase, adverbial phrase, prepositional phrase Word meaning: synonyms, antonyms, homophones, homonyms, polysemy Spelling and punctuation: word division, dictionary, capital letters ENGLISH HOME LANGUAGE GRADES 4-6 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5 – 6 Listens to and discusses information text Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Participates in discussions, explaining own opinion • Identifies and explains cause and effect • Comments on the social, moral and cultural values • Asks critical questions • Expresses and justifies own opinion with reasons • Uses interaction strategies to communicate effectively in group situations Reads information text with visuals, e.g. maps/graphs/charts/tables Text from the textbook or Teacher’s Resource File (TRF) • Uses a range of reading strategies to identify the main and supporting ideas and • Summarises information • Interprets visuals • Uses previous knowledge or textual clues to determine meaning • Makes inferences • Transfers information from the visual to narrative form • Writes descriptive essay • Creative writing (four paragraphs) • Chooses relevant content • Stays on topic • Uses descriptive vocabulary especially a range of adjectives • Uses figurative language, e.g. similes, metaphors • Sequences a series of steps or events in a logical way and explains the logic • Writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: definite and indefinite articles, adjectives Sentence level work: noun clause, verb clause, negative form, question form Word meaning: metaphors, similes, proverbs, idioms Spelling and punctuation: dictionary use, word division ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 71 GRADE 5 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7 – 8 Listens to and discusses an instructional text, e.g. recipe, directions • Introductory activities: prediction • Recalls procedure • Identifies the features of instructional text • Gives clear instructions, e.g. on how to make a cup of tea • Makes notes and applies instructions read • Asks questions to clarify • Comments on clarity of instructions Reads an instructional text e.g. recipe, directions • Analyses the characteristics of the text: organisation and conventions of instructional texts • Orders jumbled instructions • Uses appropriate reading and comprehension strategies: scanning • Shows understanding of the text and how it functions: literal reading • Recognises and explains the different structures, language use and purposes • Identifies and evaluates register of a text • Understands and uses information texts appropriately • Compares two different recipes or instructions Writes an instructional text • Orders logically • Lists materials and ingredients • Uses dictionaries • Uses imperatives • Develops a frame for writing • Uses linking phrases and organisational methods • Defines procedures • Organises words and sentences appropriately Writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: stems, prefixes, suffixes Sentence level work: subject-verb agreement, verb phrase, clauses, phrases Word meaning: antonyms, synonyms, metonymy Spelling and punctuation: dictionary use, vocabulary development WEEK 9 – 10 SUMMATIVE ASSESSMENT ENGLISH HOME LANGUAGE GRADES 4-6 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 ENGLISH HOME LANGUAGE GRADE 6 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1 – 2 Listens to radio or newspaper reports and discusses current issues • Introductory activities: prediction • Listens for specific details in radio and television programmes • Identifies how stereotypes are created • Asks critical questions that challenge and seek alternative explanations • Listens for information in a variety of oral texts: reports, and summarises main ideas • Develops a balanced argument on relevant and challenging issues • Expresses an opinion and supports it with solid evidence • Listens actively and with sensitivity • Acknowledges opinions that conflict with own and responds appropriately in the context • Discusses the validity of information by comparison with other sources Reads newspaper articles from the textbook or from the TRF • Pre-reading activities; prediction based on title and/or graphics • Identifies and discusses both the intended and hidden cultural messages • Uses different reading strategies in order to understand what is being read: skimming, scanning, prediction • Discusses how the message can be manipulated • Discusses how the techniques used by writers, graphic designers and photographers construct particular views of the world • Invents and describes preferred results or endings • Hypothesises and offers alternatives when trying to solve a problem Writes a newspaper article • Uses headline, by-line, lead paragraph, answers to Who, What, Where, When and Why/How • Writes a topic sentence and includes relevant information to develop a coherent paragraph • Selects, classifies and categorises relevant information from different sources • Plans, drafts and refines writing, • Reflects on and evaluates writing and creative work • Writes neatly and legibly Uses clear structure: • Beginning • Middle • Ending Word level work: nouns, pronouns (Interrogative), tenses Sentence level work: subject, subject - verb agreement, reported speech Spelling and punctuation: word division, dictionary use, full stop, comma, colon, semi-colon, question mark, exclamation mark ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 73 GRADE 6 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3 – 4 Listens to and discusses a folklore, e.g. a myth or a legend , • Introductory activities: prediction • Recalls events in the correct sequence and using the correct tense • Interacts positively during group discussions • Identifies how stereotypes are created and their effects on the listener. • Discusses characters • Discusses plot, conflict and setting • Discusses messages in the text • Reflects cultural customs, values and beliefs • Reflects on the struggle between good and evil Reads a folklore, e.g. a myth or a legend from the textbook or from the Teacher’s Resource File (TRF). • Pre-reading activities e.g. prediction based on title and or graphics • Reading strategies: skimming, scanning, prediction, views different visual texts, in order to interpret • Discusses elements of fables, e.g. characters and messages • Explains interpretation and overall response to text • Invents and describes preferred results or endings • Uses a dictionary for vocabulary development Writes a folklore, e.g. a myth or legend • Writes for personal, exploratory, playful, imaginative and creative purposes • Tries to teach a moral lesson • Uses superhuman characters • Uses appropriate vocabulary • Brainstorms ideas for a topic and develops ideas • Expresses ideas clearly and logically • Reflects on and evaluates writing and creative work • Produces a first draft with awareness of the central idea, and appropriate language and conventions for the specific purpose and audience Writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: common and abstract nouns Sentence level work: simple present tense, simple past tense, simple future tense Word meaning: antonyms, proverbs, metaphors, idioms Spelling and punctuation: dictionary use ENGLISH HOME LANGUAGE GRADES 4-6 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5 – 6 Listens to a persuasive text, e.g. radio advertisement • Introductory activities: prediction • Asks thought-provoking questions using appropriate language • Identifies opinions which differ from own • Contrasts opposing perspectives and gives reasons • Interacts positively during group discussions • Shares ideas and offers opinions on challenging topics in a logical, coherent and structured way. • Develops factual and reasonable arguments to justify opinions. • Contrasts opposing perspectives and gives reasons • Focuses on description Reads a persuasive text from the textbook or from the Teacher’s Resource File (TRF). • Pre-reading activities, e.g. prediction based on title and or graphics • Uses different reading strategies in order to understand what is being read: skimming, scanning, prediction • Identifies and critically discusses cultural and social values in texts • Interprets the writer’s intentional and unintentional messages • Identifies different perspectives within more complex texts and gives own perspectives based on evidence within the text • Discusses the diversity of social and cultural values in texts • Uses a dictionary for vocabulary development Writes a persuasive text, e.g. a speech/ advert • Evokes emotional responses • Makes promises • Stirs the audience • Plans, drafts and refines writing • Brainstorms ideas for a topic and develops ideas • Reflects on and evaluates writing and creative work • Expresses ideas clearly and logically • Shows understanding of style and register • Presents work with attention to neatness and enhanced presentation • Clearly and appropriately conveys meaning • Writes a topic sentence and includes relevant information to develop a coherent paragraph • Draws conclusions and makes recommendations • Invents and describes preferred results or endings Word level work: conjunctions Sentence level work: simple sentences, complex sentences Word meaning: idioms and proverbs ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 75 GRADE 6 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7 – 8 Listens to and discusses a dialogue • Introductory activities: prediction • Listens for information in a variety of oral texts in a dialogue • Summarises main ideas, and notes specific details • Interacts positively during group discussions • Identifies and discusses key features • Discusses context, speaker’s body language, content, register, and choice of words • Discusses format of the text Reads a simple play or drama from the textbook, class reader or from the Teacher’s Resource File (TRF). • Pre-reading activities: prediction based on title and or graphics • Explains themes, plot, setting, and characterisation • Discusses author’s point of view. • Uses a dictionary for vocabulary development Writes a dialogue • Reveals characters and motivation • Establishes tone or mood • Creates or adds to existing conflict • Produces a first draft with awareness of the central idea • Shows understanding of style and register • Reflects on and evaluates writing and creative work • Uses a variety of compound and complex sentences Spelling and punctuation: quotation marks Sentence level work: simple sentences, complex sentences Word meaning: synonyms, antonyms WEEK 9 – 10 Listens to and discusses a poem • Introductory activities: prediction • Expresses emotions in a sensitive way • Interacts positively during group discussions • Comments on sound and visual effects such as rhythm, repetition, alliteration, and comparisons • Interprets content of poem • Summarises the poem • Discusses rhythm and rhyme • Discusses different forms of poem • Discusses structures of poems Reads a simple poem from the textbook or from the Teacher’s Resource File (TRF). • Pre-reading activities, e.g. prediction based on title and or graphics • Reads aloud with appropriate tempo, clear pronunciation, and proper phrasing • Adjusts the way in which a text is read to suit the listener • Shows understanding of the text, its relationship to own life • Identifies and analyses the characteristics of various writing genres or text types, e.g. rhythm, rhyme, personification, metaphor • Uses a dictionary for vocabulary development Writes a poem • Uses alliteration, (consonance and assonance), metaphor, simile • Uses descriptive language • Plans, drafts and refines writing, • Produces a first draft with awareness of the central idea • Shows understanding of style and register • Reflects on and evaluates writing and creative work Writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: prepositions Sentence level work: statements, questions, commands Word meaning: alliteration (consonance and assonance), metaphor, simile, personification, ENGLISH HOME LANGUAGE GRADES 4-6 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1 – 2 Listens to and discusses an instructional text, e.g. recipe, directions • Introductory activities: prediction • Recalls procedure • Identifies the features of instructional text • Notes key headings • Gives clear instructions, e.g. on how to make a cup of tea • Makes notes and applies instructions read • Asks questions to clarify Comments on clarity of instructions Reads a recipe or other instructional text • Analyses the characteristics of the text: organisation and conventions of instructional texts • Orders jumbled instructions • Uses appropriate reading and comprehension strategies: scanning • Shows understanding of the text and how it functions: literal reading • Recognises and explains the different structures, language use and purposes • Identifies and evaluates register of a text • Understands and uses information texts appropriately • Compares two different recipes or instructions Writes an instructional text, e.g. on how to make a cup of tea • Orders logically • Lists materials and ingredients • Uses dictionaries • Uses imperatives • Develops a frame for writing • Uses linking phrases and organisational methods • Defines procedures • Organises words and sentences appropriately Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: stems, prefixes, suffixes Sentence level work: subject, object Spelling and punctuation: word division, dictionary use ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 77 GRADE 6 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3 – 4 Listens to a novel Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Listen to extracts from the novel • Listens for specific details • Identifies the main message • Relates to own life • Discusses the main ideas and specific detail • Uses information from the text in response • Discusses the social, moral and cultural values in the text Participates in group discussion • Takes turns to turn • Stays on topic • Asks relevant questions • Maintains discussion Responds to others’ ideas with empathy and respect Reads a short novel Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and discusses related themes/content • Identifies and explains the central events • Identifies and discusses point of view • Discusses the characters • Identifies and discusses feelings expressed • Relates events and characters to own life • Uses a range of reading strategies • Discusses the structure, language use, purpose and audience • Identifies the difference/s between biographies/diaries and stories • Uses a dictionary for vocabulary development Reflects on texts read independently • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read. • Relates to own life experiences • Compares books/texts read Writes a book review • Uses a frame • Pre-writing: listens to extracts from a read novel • Selects content appropriate for the purpose • Uses appropriate language and text structure • Uses the correct format • Organises content logically - uses chronology • Uses appropriate grammar, spelling and punctuation, including subject- verb concord • Uses a dictionary for spelling and vocabulary development Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: verbs (finite, infinitives) Sentence level work: present continuous tense, past continuous tense, future continuous tense Spelling and punctuation: dictionary use ENGLISH HOME LANGUAGE GRADES 4-6 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5 – 6 Listens to and discusses a story • Introductory activities: prediction • Identifies themes, asks questions, and relates ideas to own life experiences • Identifies and discusses how stereotypes are created • Discusses response to text • Links to own life • Discusses social, moral and cultural values in different texts and comments on how these are conveyed in the text, e.g. stereotyping. • Uses presentation skills, e.g. volume, pace, pausing, posture, gesture etc. Reads a story from the textbook or from the Teacher’s Resource File (TRF) or class reader. • Pre-reading activities: prediction based on title and or graphics • Reads aloud and silently, adjusting reading strategies to suit the purpose and audience • Discusses social and cultural values in texts • Interprets and discusses message • Shows understanding of the text, its relationship to own life, its purpose and how it functions Writes a story • Creates believable characters • Shows knowledge of character, plot, setting, conflict, climax • Plots main events using a flow chart – beginning (exposition), middle (rising action, climax) and ending (denouement) • Orders logically • Expresses ideas clearly and logically • Uses a theme or message Word level work: auxiliary verbs Sentence level work: present perfect tense Word meaning: idioms ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 79 GRADE 6 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7 – 8 Listens to and discusses an information text e.g a weather report Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Listens for specific details • Discusses usefulness of the information • Links information to own life • Discusses possible effects on people • Compares conditions in different places, indicates preferred destinations with reasons • Participates in discussions, justifying own opinion • Identifies features of weather reports: register and the nature of language used • Uses interaction strategies to communicate effectively in group situations • Interprets and discusses more complex visual texts Reads an information text e.g. weather report from newspaper, a textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title, headings and pictures • Uses reading strategies: skims to get the general idea, scans for specific details • Identifies the way the text is organised • Compares differences and similarities in different places • Reads an information text with visuals e.g. map • Uses reading strategies, e.g. makes predictions and uses textual and contextual clues • Interprets visuals • Uses a dictionary for vocabulary development Writes an information text e.g a weather chart • Selects appropriate visuals and content for the purpose • Presents information using a map, chart, graph or diagram. Writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: adjectives (attributive) Sentence level work: simple past tense Spelling and punctuation: dictionary usage WEEK 9 – 10 SUMMATIVE ASSESSMENT ENGLISH HOME LANGUAGE GRADES 4-6 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING WRITING LANGUAGE STRUCTURES AND CONVENTIONS WEEK 1 – 2 Discusses a novel Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Listening to read novel extract • Predicts what is going to happen • Explains author and reader’s point of view • Stays on topic • Explains logically • Discusses main ideas and specific details • Asks relevant questions and responds appropriately Reads a novel Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and discusses related themes/content • Identifies and explains the central idea • Discusses the characters • Identifies and discusses feelings expressed • Discusses suspense and twist • Relates events and characters to own life • Uses a range of reading strategies • Discusses the structure, language use, purpose and audience • Uses a dictionary for vocabulary development Reflects on texts read independently • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read. • Relates to own life • Compares books/texts read Writes a book review • Uses a frame • Pre-writing: listens to extracts from a read novel • Selects content appropriate for the purpose • Uses appropriate language and text structure • Uses the correct format • Organises content logically - uses chronology • Uses appropriate grammar, spelling and punctuation, including subject￾verb concord • Uses a dictionary for spelling and vocabulary development Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: interrogative, demonstrative, indefinite pronouns Sentence level work: simple present tense, past tense, future tense Spelling and punctuation: dictionary usage, word division ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 81 GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING WRITING LANGUAGE STRUCTURES AND CONVENTIONS WEEK 3 – 4 Listens to and discusses a folklore, e.g. a myth or a legend, • Introductory activities: prediction • Recalls events in the correct sequence and using the correct tense • Interacts positively during group discussions • Listening: • Identifies how stereotypes are created and their effects on the listener. • Discusses characters • Discusses plot, conflict and setting • Discusses messages in the text • Reflects cultural customs, values and beliefs • Reflects on the struggle between good and evil Reads a folklore, e.g. a myth or a legend from the textbook or from the Teacher’s Resource File (TRF). • Pre-reading activities e.g. prediction based on title and or graphics • Uses reading strategies: skimming, scanning, prediction, views visuals in order to interpret • Discusses elements of fables, e.g. characters and messages • Explains interpretation and overall response to text • Invents and describes preferred results or endings Writes a character sketch • Thinks about characterisation • Uses descriptive words to compare characters • Plans, drafts and refines writing, focusing on improving spelling, tenses and linking sentences into cohesive paragraphs • Shows understanding of setting, plot, conflict and theme. • Correct use of tenses Uses the writing process • Planning / pre-writing, • Drafting, • Revising, • Editing, • Proofreading, and • Presenting Word level work: verbs (gerunds) Sentence level work: future perfect tense Spelling and punctuation: commas ENGLISH HOME LANGUAGE GRADES 4-6 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING WRITING LANGUAGE STRUCTURES AND CONVENTIONS WEEK 5 – 6 Listens to a short story • Introductory activities: prediction • Recalls events in the correct sequence and using the correct tense • Interacts positively during group discussions • Identifies how stereotypes are created and their effects on the listener. • Discusses characters • Discusses plot, conflict and setting • Discusses messages in the text Reads a short story from the textbook, class reader or from the Teacher’s Resource File (TRF). • Pre-reading activities: prediction based on title and or graphics • Examines the text for hidden messages and summarizes the main and supporting ideas • Explains how the writer manipulates the reader’s perceptions: the techniques used, characterisation • Critically discusses cultural and social values in text • Discusses plot, theme, setting and characterisation • Uses a dictionary for vocabulary development Writes a friendly letter/A diary entry • Uses correct layout • Shows awareness of audience and style • Uses appropriate tone • Plans, drafts and refines writing, focusing on improving language, spelling, tenses and linking sentences into cohesive paragraphs • Uses connecting words, e.g. ‘however’, synonyms and antonyms to link sentences into cohesive paragraphs • Uses correct spelling and punctuation Word level work: adjectives (predicative), tenses, connecting words Sentence level work: past perfect tense; future perfect tense Spelling and punctuation: word division, dictionary usage ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 83 GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING WRITING LANGUAGE STRUCTURES AND CONVENTIONS WEEK 7 – 8 Listens or view audio/visual /read text: cartoon / comic strips • Introductory activities: prediction • Views and discusses content and messages of the text • Discusses appropriateness of the graphics to the text • Discusses the effectiveness of the graphics and music • Shares ideas on the title and the text • Discusses any new words vital to the understanding of the programme • Discusses main characters and the underlying message • Identifies and discusses how perceptions are influenced by the content, choice of words and the speaker’s body language Reads a cartoon / comic strips from the textbook or from the Teacher’s Resource File (TRF). • Follows short printed instructions and interprets them and explains simple visual text: graphs, diagrams, graphics • Examines the text for hidden messages and summarises the main and supporting ideas • Explains how the writer manipulates the reader’s perceptions: the techniques used, characterisation • Critically discusses cultural and social values in text • Identifies different perspectives and gives own perspective based on evidence in the text • Interprets and analyses details in graphical texts • Transfers detail from one form to another Writes a cartoon / comic script • Uses a frame • Defines the concept • Outlines the script • Uses correct format • Uses interesting main and supporting characters • Uses effective plot and conflict • Writes and designs visual texts using language, pictures and sound effects creatively, e.g. an advertisement for television Uses the Writing process: • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: verbs (participle), moods, adverbs, adjectives Sentence level work: active voice, passive voice, direct and indirect speech Spelling and punctuation: dictionary use, word division ENGLISH HOME LANGUAGE GRADES 4-6 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING WRITING LANGUAGE STRUCTURES AND CONVENTIONS WEEK 9 – 10 Listens to and discusses drama • Introductory activities: prediction • Discusses key feature of the text. • Identifies how stereotypes are created and how this affects the listener • Identifies themes, asks questions • Identifies and discusses values in the text • Links content and messages in the text to own life • Gives critical comment on messages in the text Reads reviews of play/drama • Pre-reading activities, e.g. prediction based on title and or graphics • Uses different reading strategies e.g. :skimming, scanning to identify main and supporting ideas • Critically discusses cultural and social values in text • Identifies different perspectives and gives own perspective based on evidence in the text Writes a dialogue / a short play script • Uses characterisation • Uses correct layout • Establishes tone or mood • Shows an understanding of style and register Uses the writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: stems, prefixes, suffixes Sentence level work: active voice, passive voice Spelling and punctuation: quotation marks ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 85 GRADE 6 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING WRITING LANGUAGE USE WEEK 1 – 2 Listens to and discusses an information text Text from the textbook or Teacher’s Resource File (TRF) • Introductory activities: prediction • Identifies main ideas and responds appropriately • Participates in discussions, explaining own opinion • Identifies and explains cause and effect • Comments on the social, moral and cultural values • Asks critical questions • Expresses and justifies own opinion with reasons • Uses interaction strategies to communicate effectively in group situations Role play interview in class • Makes an oral presentation facing the audience • Shows an awareness of different audiences • Varies the volume, tone and tempo of voice • Reflects on own, and others’ presentations and skills, sensitively • Gives balanced and constructive feedback Reads an information text Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading activities, e.g. prediction based on title and or graphics • Uses different reading strategies e.g. :skimming, scanning to identify the main and supporting ideas and responds appropriately • Identifies and explains cause and effect • Uses previous knowledge or textual clues to determine meaning • Makes inferences Writes a descriptive paragraph Creative writing (four paragraphs) • Chooses relevant content • Stays on topic • Uses descriptive vocabulary especially a range of adjectives • Uses figurative language, e.g. similes, metaphors • Sequences a series of steps or events in a logical way Uses the writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Word level work: adverbs of degree, duration, frequency Sentence level work: direct speech, indirect speech Word meaning: understatement, multiple meaning, ambiguity Spelling and punctuation: question mark ENGLISH HOME LANGUAGE GRADES 4-6 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING WRITING LANGUAGE USE WEEK 3 – 4 Listens to and discusses an instructional text, e.g. recipe, directions • Introductory activities: prediction • Recalls procedure • Identifies the features of instructional text • Notes key headings • Gives clear instructions, e.g. on how to make a cup of tea • Makes notes and applies instructions read • Asks questions to clarify • Comments on clarity of instructions Reads an instructional text e.g. recipe, direction • Analyses the characteristics of the text: organisation and conventions of instructional texts • Orders jumbled instructions • Uses appropriate reading and comprehension strategies: scanning • Shows understanding of the text and how it functions: literal reading • Recognises and explains the different structures, language use and purposes • Identifies and evaluates register of a text • Understands and uses information texts appropriately • Compares two different recipes or instructions Writes an instructional text • Orders logically • Lists materials and ingredients • Uses dictionaries • Uses imperatives • Develops a frame for writing • Uses linking phrases and organisational methods • Defines procedures • Organises words and sentences appropriately Word level work: adverbs of manner, time, place Sentence level work: compound sentences, complex sentences ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 87 GRADE 6 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING WRITING LANGUAGE USE WEEK 5 – 6 Listens to a Story • Introductory activities: prediction • Responds critically by identifying the key elements of a book review • Recalls main ideas and details from a text • Retells part of a story • Identifies and discusses values • Identifies and discusses messages in the text • Invents and describes preferred results or endings Reads a Story • Pre-reading activities, e.g. prediction based on title and or graphics • Uses different reading strategies e.g. :skimming, scanning • Identifies main and supporting ideas • Interprets and discusses message • Comments on storyline • Comments on response to the text • Comments on values • Comments on messages in the text • Invents and describes preferred results or endings Writes a short summary • Writes a short summary • Plots main events using a flow chart • Orders logically • Expresses ideas clearly and logically • Reflects on emotional response • Makes recommendations Use the writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Sentence level work: noun phrases and clauses Sentence level work: verb phrases and clauses Word meaning: pun Spelling and punctuation: colon, semi-colon, contraction WEEK 7 – 8 Listens to and discusses poems • Introductory activities: prediction • Listens for information and summarises main ideas, and notes specific details • Discusses social, moral and cultural values in the text • Comments on how values and messages are conveyed in the text • Sensitively gives balanced and constructive feedback Reads a poem • Pre-reading activities, e.g. prediction based on title and or graphics • Uses different reading strategies e.g. :skimming, scanning • Responds critically to poems • Comments on the use of alliteration, repetition, simile and onomatopoeia • Reads and responds critically to poetry • Interprets and discusses message • Shows understanding of the poem and its relationship to own life Writes a poem • Uses alliteration, metaphor, onomatopoeia, simile, symbol, theme • Reflects on and evaluates writing and creative work • Develops and organises ideas through a writing process Use the writing process • Planning/pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Sentence level work: subject; object Word meaning: similes, metaphors, personification, simile, onomatopoeia, symbol Spelling and punctuation: parentheses WEEK 9 – 10 SUMMATIVE ASSESSMENT ENGLISH HOME LANGUAGE GRADES 4-6 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: ASSESSMENTIN HOME LANGUAGE 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners. It involves four steps: generating and collecting evidence of achievement; evaluating evidence; recording the findings and using information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. Assessment in Languages is ongoing and supports the growth and development of learners. It is an integral part of teaching and learning as it provides feedback for teaching and learning. It should be incorporated in teaching and learning instead of being dealt with as a separate entity. Furthermore, integrated assessment of various language aspects should be practiced. For example, we could start off with a reading piece and do a comprehension test. Language knowledge questions could also be addressed based on the same text. Post-reading the text learners could be asked to respond to the text by, for example, writing a letter about the issues raised in the text or to write some creative response to the content of the text. To wrap up this activity, discussions could be held about the topic and in this way we address all of the language skills in one fluent, integrated activity. Assessing the different language skills should not be seen as separate activities but one integrated activity. Assessment rubrics should thus address the different language skills in the task. Learners’ listening skills, oral competence, ability to answer questions, participation in discussions and written recording skills where necessary should be observed daily. It is important, too, that learners’ understanding of what they are reading is assessed and not just their ability to recognise or decode words. Assessment of reading should therefore also take place regularly and not just be a once￾off assessment. Formal reading assessment should focus on reading aloud as well as activities which help you to determine how much the learner has understood, for example, retelling a story or answering questions. Assessment of written work will focus primarily on the learner’s ability to convey meaning, as well as how correctly they have written, for example, correct language structures and use, spelling and punctuation. All assessment should recognise that language learning is a process and that learners will not produce a completely correct piece of work the first time round. Therefore the various stages in the writing process should also be assessed. When giving a formal assessment task, there will be a focus on a particular skill, for example, Listening and Speaking or Reading or Writing. However, because language learning is an integrated process, more than one skill will be used. The language structures should be assessed in context. It must be ensured that assessment is not only done as written work, but allows for practical and oral work too. It is important to assess what learners understand and not what they can just memorise, so assess skills in context as much as possible, e.g. learners may spell all their words correctly during a test on Friday, but are they able to use those same words correctly spelt when writing/ recording their personal news or a story? Teaching and assessment of languages should make provision for inclusion of all learners, and strategies should be found to assist all learners to access or produce language texts. Some students experiencing barriers may not be able to attain some of the aims as they are presented in the Curriculum and Assessment Policy Statement. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 89 The programme of assessment allows for summative assessment, which could take the form of a test or examination, at the end of every term. The work on which assessment is conducted must have been covered during the term. The assessment items must be pitched at different cognitive levels to ensure validity. 4.2 INFORMAL OR DAILY ASSESSMENT Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner–teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Assessment of language competence will be in the form of observation, written exercises, oral activities and presentations, written tests, reading aloud and other forms of assessment. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom and you may use many of your learning activities to assess learners’ performance informally. In some cases, you might want to set specific assessment type of activities to motivate your learners to learn, such as regular spelling texts. Learners or teachers can mark these assessment tasks. It is suggested that you use the first two-weeks of the term to do a baseline assessment of learners. You should use the activities given in the first two-weeks of the teaching plans to do this assessment. This will enable you to establish the kind of attention your learners will need as you proceed. Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. Teachers may however which to keep their own informal records of how individual learners are progressing in the different aspects of the subject to assist with planning and ensuring that individual learners develop the required skills and understanding. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 4.3 FORMAL ASSESSMENT All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations (such as retelling a story, matching), performances (such as acting out), essays, participation in oral tasks (such as dialogues, conversations, discussions), written tasks (such as completing a worksheet, writing paragraphs or other types of texts), etc. ENGLISH HOME LANGUAGE GRADES 4-6 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The purpose of designing a Programme of Assessment (POA) is to ensure validity, reliability, fairness and sufficiency of assessment by giving explicit guidance on the types of activities and the percentage allocated to each language skill within a task. It also addresses the focus of assessment, i.e. the way tasks should be addressed. In formal assessment, use memoranda, rubrics, checklists and rating scales as well as other appropriate assessment tools to observe, assess and record learners’ levels of understanding and skill. Choose an assessment tool that is most appropriate for the type of activity. For example, a rubric is more suitable than a memorandum for a creative writing piece. A memorandum is better suited to a spelling test or a reading comprehension activity. 4.3.1 Formal Assessment requirements for Home Language The formal Programme of Assessment for Grades 4-6 comprises of seven (7) tasks which make up 75% of the promotion mark and one end-of-the-year examination for the final 25%. The formal assessment requirements for Home Language are as follows: • Two formal assessment tasks to be completed at the end of each of the first three terms AND one in the fourth term. One of the tasks must be a mid-year examination. The total number of formal tasks should be seven. These seven formal assessment tasks make up 75% of the total mark for Home Language in Grades 4, 5 and 6. This formal assessment mark will include the mid-year examination. • The first formal assessment task in each term should be done in the middle of the term. The second formal assessment task in each term should be done towards the end of the term. • There will be an examination at the year-end which will count for 25% of the mark. • Each formal assessment task should be made up of activities that assess Listening and Speaking, Reading and Viewing, Writing and Presenting, and Language Structures and Conventions, and should take place over a period of days. Language Structures and Conventions should be assessed in context. • Formal assessment tasks must assess a range of aspects of the language skills so that key aspects will be assessed over the course of the term and the year. Ensure that these aspects have been informally assessed and feedback given to the learner before they are formally assessed. • All assessment in the Intermediate Phase is internal. 4.3.2 The form of tasks per term The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. It should be based on the knowledge and skills done during that term. Use the term plans for each grade to select the kind of activities and the set of skills required for each part of the formal assessment task. For example, if you set a creative writing piece in Grade 4, Term 1 and want learners to write a poem, you can only expect them to ‘write sentences of the same length that rhyme’, as that is what you would have taught. If you set an information text in the first term, they will have to write using an appropriate frame. Similarly for Listening and Speaking, you will not ask learners to give a short talk in Grade 4, Term 1, as that is only taught later on. Formal assessment must cater for a range of cognitive levels as shown below. A variety of types of questions such as multiple choice, cloze procedure, comparison and direct questions should be used. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 91 Cognitive Levels table Cognitive levels Activity Percentage of task Literal (Level 1) Reorganisation (Level 2) Questions that deal with information explicitly stated in the text. • Name the things/people/places/elements … • State the facts/reasons/points/ideas … • Identify the reasons/persons/causes … • List the points/facts/names/reasons … • Describe the place/person/character ... • Relate the incident/episode/experience … Questions that require analysis, synthesis or organisation of information explicitly stated in the text. • Summarize the main points/ideas/pros/cons/ … • Group the common elements/factors … • State the similarities/differences … • Give an outline of … Levels 1 and 2: 40% Inference (Level 3) Questions that require a candidate’s engagement with information explicitly stated in the text in terms of his/her personal experience. • Explain the main idea … • Compare the ideas/attitudes/actions … • What is the writer’s (or character’s) intention / attitude/motivation/reason … • Explain the cause/effect of … • What does an action/comment/attitude (etc.) reveal about the narrator/ writer/character … • How does the metaphor/simile/image affect your understanding … • What, do you think, will be the outcome/effect (etc.) of an action/a situation … Level 3: 40% ENGLISH HOME LANGUAGE GRADES 4-6 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Cognitive levels Activity Percentage of task Evaluation (Level 4) Appreciation (Level 5) These questions deal with judgments concerning value and worth. These include judgments regarding reality, credibility, facts and opinions, validity, logic and reasoning, and issues such as the desirability and acceptability of decisions and actions in terms of moral values. • Do you think that what transpires is credible/ realistic/ possible …? • Is the writer’s argument valid/logical/conclusive … • Discuss/Comment critically on the action/ intention/ motive/ attitude/suggestion/ implication … • Do you agree with the view/statement/ observation/ interpretation that… • In your view, is the writer/narrator/character justified in suggesting/ advocating that … (Substantiate your response/Give reasons for your answer.) • Is the character’s attitude/behaviour/action justifiable or acceptable to you? Give a reason for your answer. • What does a character’s actions/attitude(s)/ motives … show about him/her in the context of universal values? • Discuss critically/Comment on the value judgments made in the text. These questions are intended to assess the psychological and aesthetic impact of the text on the candidate. They focus on emotional responses to the content, identification with characters or incidents, and reactions to the writer’s use of language (such as word choice and imagery). • Discuss your response to the text/incident/ situation/ conflict/dilemma. • Do you empathize with the character? What action/decision would you have taken if you had been in the same situation? • Discuss/Comment on the writer’s use of language … • Discuss the effectiveness of the writer’s style/ introduction/ conclusion/imagery/metaphors/use of poetic techniques/ literary devices … Levels 4 and 5: 20% ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 93 4.4 PROGRAMME OF ASSESSMENT The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. A programme for assessment must be drawn up by the school indicating the dates on which tasks will be done. Subject requirements Requirements for the compilation of a task is given in percentages. Where the programme indicates 20 per cent for a language skill it means that in the final allocation of marks for that language skill should be 20 per cent of the total and not twenty marks. Schools are not limited to a number of marks allocated to a language skill as long as the weighting for each language skill is observed for each task according to the percentage allocated in the assessment programme. For example in Grade 4, a language knowledge test may be set for 50 marks or more, as long as the final weighting does not exceed the weighting indicated in the assessment programme. In Writing parts of the planning process or the whole process should be assessed at least once per term. The lengths of texts for writing as indicated in Section 3.3 should be strictly adhered to. The following tables provide the formal assessment requirements for Home Languages: Examinations Content for the examination should be drawn from the work done in the period preceding the examination and should be a selection of skills and activities that will enable the learner to show that he/she is ready to engage with the work in the next period/year. The examination will consist of the following: • Reading comprehension, including vocabulary work • Writing of a short creative text, including appropriate and correct usage of format, grammar, punctuation and spelling • Writing of a short transactional (information/media/social) text, including appropriate and correct usage of format, grammar, punctuation and spelling • Language Structures and Conventions to show knowledge and understanding of grammar, punctuation and spelling • Listening and Speaking skills will not be assessed as part of the examination as these are best assessed over a longer period of time. However, it is expected that a summative mark, based on the formal assessments done for Listening and Speaking, will be allocated as an examination mark. The following tables provide the formal assessment requirements for FAL Languages: ENGLISH HOME LANGUAGE GRADES 4-6 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The Programme of Assessment table TERM 1 Grade 4 Grade 5 Grade 6 Task 1 % Task 1 % Task 1 % Narrative / descriptive text Narrative / descriptive text Narrative / descriptive text Listens to and speaks about family / friends / pets / favourite sport / current issues 25 Listens to and speaks about family / friends / pets / favourite sport / current issues 20 Listens to and speaks about family / friends / pets / favourite sport / current issues 20 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Reads aloud 20 Reads aloud 20 Reads aloud 15 Reflects on stories/text read independently 15 Reflects on stories/text read independently 15 Reflects on stories/text read independently 20 Writes a paragraph about family / friends / pets / favourite sport / current issues 25 Writes about family / friends/ pets / favourite sport / current issues 30 Writes about family / friends/ pets / favourite sport / current issues 30 Total 100 Total 100 Total 100 Task 2 % Task 2 % Task 2 % Literature (poetry) Literature (poetry) Literature (poetry) Listens to and speaks about poetry 20 Listens to and speaks about poetry 20 Listens to and speaks about poetry 20 Comprehension test 30 Comprehension test (poem) 30 Comprehension test (poem) 30 Language Structures and Conventions in context 20 Language Structures and Conventions in context 20 Language Structures and Conventions in context 20 Writes a poem 30 Writes a poem 30 Writes a poem 30 Total 100 Total 100 Total 100 ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 95 TERM 2 Grade 4 Grade 5 Grade 6 Task 1 % Task 1 % Task 1 % Information text Information text Information text Listening comprehension (Listening and responding to instructional texts) 25 Listening and responding to instructional texts 20 Listening and responding to instructional texts 20 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Reads aloud 20 Reads aloud 20 Reads aloud 15 Reflects on stories/text read independently 15 Reflects on stories/text read independently 15 Reflects on stories/text read independently 20 Writes an instructional text 25 Writes an instructional text 30 Writes an instructional text 30 Total 100 Total 100 Total 100 Task 2 (June test/ examination) % Task 2 (June test/ examination) % Task 2 (June test/ examination) % Paper 1: Oral: Reading aloud, listening & speaking 30 Paper 1: Oral: Reading aloud, listening & speaking 30 Paper 1: Oral: Reading aloud, listening & speaking 30 Paper 2 (2 hours): Reading comprehension Language in context Writing – essays and transactional texts 25152010 Paper 2 (2 hours): Reading comprehension Language in context Writing – essays and transactional texts 25152010 Paper 2 (1 hours): Writing – essays and transactional texts 2010 Paper 3 (1 hour): Reading comprehension Language in context 2515 Total 100 Total 100 Total 100 ENGLISH HOME LANGUAGE GRADES 4-6 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 3 Task 1 % Task 1 % Task 1 % Narrative texts Narrative texts Narrative texts Listening comprehension (Listens to and speaks about short stories) 25 Listening comprehension (Listens to and speaks about short stories) 20 Listening comprehension (Listens to and speaks about short stories) 20 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Reads aloud 20 Reads aloud 20 Reads aloud 15 Reflects on stories/text read independently 15 Reflects on stories/text read independently 15 Reflects on stories/text read independently 20 Writes own short story 25 Writes own short story 30 Writes own short story 30 Total 100 Total 100 Total 100 Task 2 % Task 2 % Task 2 % Dialogue/drama Dialogue/drama Dialogue/drama Listening and speaking Role play a familiar situation 20 Listening and speaking Role play a familiar situation 20 Listening and speaking Role play a familiar situation 20 Comprehension test 30 Comprehension test 30 Comprehension test 30 Language Structures and Conventions in context 20 Language Structures and Conventions in context 20 Language Structures and Conventions in context 20 Writes a dialogue 30 Writes a book review 30 Writes a short play script 30 Total 100 Total 100 Total 100 ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 97 TERM 4 Task 1 % Task 1 % Task 1 % Information text with visuals Information texts with visuals Information texts with visuals Listening comprehension (Listens to and speaks about a speech) 25 Listening comprehension (Listens to and speaks about a text) 20 Listening comprehension (Listens to and speaks about a text) 20 Language Structures and Conventions taken from an advertisement 15 Language Structures and Conventions taken from a text 15 Language Structures and Conventions taken from a text 15 Reads aloud 20 Reads aloud 20 Reads aloud 15 Reflects on text read independently 15 Reflects on text read independently 15 Reflects on text read independently 20 Writes an advertisement 25 Writes a report 30 Writes a report 30 Total 100 Total 100 Total 100 Task 2 (End of the year examination) % Task 2 (End of the year examination) % Task 2 (End of the year examination) % Paper 1: Oral: Reading aloud, listening & speaking 30 Paper 1: Oral: Reading aloud, listening & speaking 30 Paper 1: Oral: Reading aloud, listening & speaking 30 Paper 2 (2 hours): Reading comprehension Language in context Writing – essays and transactional texts 25152010 Paper 2 (2 hours): Reading comprehension Language in context Writing – essays and transactional texts 25152010 Paper 2 (1 hour): Writing – essays and transactional texts 2010 Paper 3 (1 hour): Reading comprehension Language in context 2515 Total 100 Total 100 Total 100 ENGLISH HOME LANGUAGE GRADES 4-6 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) School Based Assessment and Examinations Grades 4-5 Programme of Assessment SBA per Term SBA 75% Term 1: 2 Tasks Term 2: 1 Task + 1 Mid-year examination comprising: 2 Papers: Paper 1: Oral: Reading, Listening and Speaking Paper 2 (2 hours): Integrated Paper (Comprehension, language and writing – essays and transactional texts) Term 3: 2 Tasks Term 4: 1 Task EXAMINATIONS 25% 1 End of year examination comprising: 2 Papers: Paper 1: Oral: Reading, Listening and Speaking Paper 2 (2 hours): Integrated Paper (Comprehension, language and writing – essays and transactional texts) ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 99 School Based Assessment and Examinations Grade 6 Programme of Assessment SBA per Term SBA 75% Term 1: 2 Tasks Term 2: 1 Task + 1 Mid-year examination comprising: 3 Papers: Paper 1: Oral: Reading, Listening and Speaking Paper 2 (1 hour): Writing – Essays and transactional text Paper 3 (1 hour): Comprehension and language Term 3: 2 Tasks Term 4: 1 Task EXAMINATIONS 25% 1 End of year examination comprising: 3 Papers: Paper 1: Oral: Reading, Listening and Speaking Paper 2 (1 hour): Writing – Essays and transactional text Paper 3 (1 hour): Comprehension and language ENGLISH HOME LANGUAGE GRADES 4-6 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) FORMAT OF EXAMINATION PAPERS FOR GRADES 4-6 GRADES 4-5 The suggested outline for the midyear and end-of-year examination papers for the Home Languages in Grades 4-5 is as follows: PAPER DESCRIPTION %: GR.4 1 Oral: Reading, listening & speaking 30 2 (2 hours) Reading comprehension Language in context Writing – essays and Transactional texts 25 15 20 10 TOTAL FOR EXAM 100 GRADE 6 PAPER DESCRIPTION %: GR.6 1 Oral: Reading, listening & speaking 30 2 (1 hour) Writing – essays and Transactional texts 20 10 3 (1 hour) Reading comprehension Language in context 25 15 TOTAL FOR EXAM 100 ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 101 Suggested format for each of the examination papers for Grade 4-5 PAPER SECTION % 1 Oral: reading/ listening/ speaking GR4 GR5 A : Reading aloud 15 15 B: Listening & Speaking: Prepared speech / unprepared speech / conversation / interview / debate / dramatization / role-play / discussions / listening comprehension / eulogies / mime 15 15 TOTAL FOR PAPER 1 30 30 2 (2 hours) Language in context GR4 GR5 A : Comprehension (A range of texts can be used including visual or graphic texts) 25 25 B : Language • Language structures (words & sentences) should be assessed in context using a variety of texts • Critical language awareness 15 15 Writing GR4 GR5 A : One Essay Grade 4-6: narrative / descriptive (Please note that the number of words and paragraphs for the different Grades are specified 20 20 B: One text - transactional text Formal & informal letters to the press / Formal letters of application, request, complaint, sympathy, invitation, thanks, congratulations, & business letters / Friendly letters / Magazine articles & columns / Memoranda / Minutes & agendas, Newspaper articles & columns / Obituaries/ Reports (formal & informal) / Reviews / Written formal & informal speeches / Curriculum Vitae / Editorials / Brochures / Written interviews / Dialogues 10 10 TOTAL FOR PAPER 2 70 70 OVERALL TOTAL 100 100 ENGLISH HOME LANGUAGE GRADES 4-6 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Suggested format for each of the examination papers for Grade 6 PAPER SECTION % 1 Oral: reading/ listening/ speaking A : Reading aloud 15 B: Listening & Speaking: Prepared speech / unprepared speech / conversation / interview / debate / dramatization / role-play / discussions / listening comprehension / eulogies / mime 15 TOTAL FOR PAPER 1 30 2 (1 hour) Language in context A : Comprehension (A range of texts can be used including visual or graphic texts) 25 B : Language • Language structures (words & sentences) should be assessed in context using a variety of texts • Critical language awareness 15 TOTAL FOR PAPER 2 35 3 (1 hour) Writing A : One Essay Grade 4-6: narrative / descriptive (Please note that the number of words for the different Grades are specified under 3.3.2 of this document) 20 B: One text- Longer transactional text Formal & informal letters to the press / Formal letters of application, request, complaint, sympathy, invitation, thanks, congratulations, & business letters / Friendly letters / Magazine articles & columns / Memoranda / Minutes & agendas (asked as a combination) Newspaper articles & columns / Obituaries/ Reports (formal & informal) / Reviews / Written formal & informal speeches / Curriculum Vitae / Editorials / Brochures / Written interviews / Dialogues (Please note that the number of words for the different Grades are specified under 3.3.2 of this document) 10 TOTAL FOR PAPER 3 35 OVERALL TOTAL 100 4.5 RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and his or her readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters etc. Teachers in all grades report in percentages against the subject. Seven levels of competence have been described for each subject listed for Grades R-12. The various achievement levels and their corresponding percentage bands are as shown in the table below. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 103 CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 Note: The seven-point scale should have clear descriptors that give detailed information for each level. Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.6 MODERATION OF ASSESSMENT TASKS Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, cluster, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. This should be done at least once per term. Moderation should ensure that all assessments are valid, fair, reliable and sufficient. Validity means that the task should measure the attainment of skills that were taught in line with the skills indicated in the CAPS document. The task must measure the level of achievement of specific skills. In setting comprehension questions for example, the learners’ ability to analyse and synthesize information given in a text and not to ask questions about general knowledge related to the text should be tested. Moderators at school level must give quality comments based on the requirements above to ensure that the assessment practice at school is enhanced. Moderation cannot simply be a monitoring exercise to check that the number of tasks have been done or that a memorandum has been applied correctly. In Languages it means that the moderator will give good comment, among other things, on the levels of questioning in comprehension testing; the frequency of extended writing; the quality of assessment instruments and the developmental opportunities afforded and the teacher’s engagement with learner workbooks and evidence of learner performance. The moderation process must also ensure that the ratings given are consistent across all classes in the grade, and all grades in the phase. For example, a rating of 3 given by one teacher should represent the same level of skill and knowledge as the same rating given by another teacher. It is therefore important for Subject Heads to do internal moderation regularly. ENGLISH HOME LANGUAGE GRADES 4-6 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.7 GENERAL This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and 4.7.2 The policy document, National Protocol for Assessment Grades R-12. ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 105 GLOSSARY acronym – a pronounceable word formed from the first letter or letters in phrase or name (e.g. Aids, Unisa, etc) additional language ( also see Home Language) – a language learned in addition to one’s home language additive multilingualism – when a person learns a language (or languages) in addition to his or her Home Language. This language does not replace the home language but is learned alongside it. In an additive multilingual programme, the home language is strengthened and affirmed while any further language learned is seen as adding value (e.g. all Additional Languages, including the Language of Learning and Teaching, are taught alongside the Home Language but do not replace it) alliteration – a pattern of sound that includes the repetition of sounds. Repetition of consonant sounds is called consonance; whereas repetition of vowels is called assonance. The repetition can be located at the beginning of successive words or inside the words. anecdotes – narratives of small incidents or events told for the purpose of information, entertainment, humour, malice, or to reveal character antonym – a word that is opposite in meaning to another word in the same language (e.g. ‘happy’ and ‘sad’) assessment – a continuous structured process of gathering information on learner competence in many different ways assessment activity – an activity used to assess learners consisting of a number of sub-activities or parts assonance – 1. repetition (mostly) of vowel sounds in two or more words e.g. ‘It is June and the world is all in tune’ 2. the vowel sounds do not have to be precisely the same: assonance could consist of a series of vowel sounds that create a certain effect audience – 1. the intended reader(s), listener(s) or viewer(s) of a particular text; in planning a piece of writing speakers/writers must take into the consideration the purpose and audience when choosing an appropriate form of writing 2. in particular, an audience is those attending a live performance of music or drama authentic texts – texts which have a practical function and are not literary (e.g. magazine and newspaper articles, recordings from radio and television, advertisements, product labels, travel brochures, government forms, examples of real letters) bias – 1. a tendency to favour one thing, idea, attitude or person over another which makes it difficult to make a fair assessment 2. in the game of bowls, the ‘wood’ or bowl has a weight on one side which makes it turn towards that side caption – a title or comment attached above or below an article, a picture, a photo, and so on cause (see also effect) – that which gives rise to an action or condition ENGLISH HOME LANGUAGE GRADES 4-6 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) clarify making the meaning of the text clear to the reader clause – Put in the right place. ‘The man who was wearing a red shirt ran away.’ The main sentence is ‘The man ran away.’ The words ‘who was wearing a red shirt’ is a subordinate clause. It cannot stand by itself, although the verb is complete (finite). Subordinate clauses start with a conjunction (when, because) or a relative pronoun (who, which). The conjunction links the clause to some part of the main sentence. ‘The man wearing a red shirt ran away.’ In this sentence ‘wearing a red shirt’ is not a clause but a phrase. The verb is not complete (it is participle) climax – the most exciting, effective, or important part of the story; this important part is not necessarily at the end closed questions – questions that require a specific answer. For example, ‘Do you like coffee?’ The answer must be ‘yes’ or ‘no’. ‘How old are you?’ The answer will be, e.g. ‘Ten’. coherence – 1. the underlying logical relationship which links ideas together and gives a passage or paragraph unity 2. it may also imply adequate grammar to convey the meaning, or orderly sentence structure. Chaotic grammar may make a statement incoherent cohesion – the linking of sentences or paragraphs by means of logical connectors such as conjunctions, pronouns or repetition comparative (see also superlative) – degrees of comparison as found in adjectives and adverbs are positive, comparative or superlative (e.g. ‘long’ (positive), ‘longer’ (comparative), ‘longest’ (superlative) compare (see also contrast) – to assess the way in which things are similar conflict – the struggle that arises between characters or between individuals and their fate or circumstances; conflict in literature can also arise from opposing desires or values in a character’s own mind conjunction – a word used to join two clauses, words, phrases or sentences connotative meaning (see also denotative) – both the positive and negative associations that a word collects through usage that go beyond the literal (primary) meaning context – a text is always used and produced in a context; the context includes the broad and immediate situation including aspects such as social, cultural and political background; the term can also refer to that which precedes or follows a word or text and is essential to its meaning context clues – using words surrounding an unknown word to determine its meaning. This reading strategy can be taught in conjunction with vocabulary contrast (see also compare) – to consider the way in which things differ conventions – accepted practices or rules in the use of language. Some conventions help to convey meaning (e.g. the rules of grammar, punctuation, typefaces, capital letters); some assist in the presentation of content (e.g. table of contents, general layout, headings, footnotes, charts, captions, lists, pictures, index); and others reflect a pattern of language that has become formulaic (e.g. greetings, small talk) continuous assessment – it involves assessment activities that are undertaken throughout the year ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 107 critical language awareness - the analysis of how meaning is constructed with understanding of power relations in and between languages; it empowers the learner to resist manipulation and to use language sensitively debate – in debating, two opposing teams compete with one another. They aim to convince the adjudicator and the audience that their viewpoint about a given topic is more reasonable and justifiable than that of the opposing team denotative meaning (see also connotative meaning) – the literal or primary meaning of a word derivative – a word derived from another or from a root; usually formed by adding a prefix or suffix (e.g. ‘quickly from ‘quick’) dialect – a form of a language adapted by a particular community; it is significantly different from other forms of the same language in terms of words, structures and/or pronunciation dramatic structure – 1. the special literary style in which plays are written 2. the arrangement of plot, acts, scenes, characters and possibly also features of language in a play drawing conclusions – using written or visual clues to figure out something that is not directly stated in the reading editing – the process of drafting and redrafting a text, including correcting grammatical usage, punctuation and spelling errors and checking writing for coherence of ideas and cohesion of structure; in media, editing involves the construction, selection and lay-out of texts effect (see also cause) – the result or consequence of an action or condition emotive language – language which arouses strong feelings explicit (as opposed to implicit) – meaning which is clearly or directly stated evaluate – form opinions, make judgements, and develop ideas from reading figurative (as opposed to literal) – words or phrases used in a non-literal way to create a desired effect; literal texts often make concentrated use of figurative language (e.g. simile, personification, metaphor) fluency – 1. the word comes from the flow of a river and suggests a coherence and cohesion that gives language use quality of being natural, easy to use and easy to interpret 2. having a fair degree of grammatical control (though perhaps not total grammatical accuracy) forum - team speaking or forum debate may be used against other schools, or in the classroom by dividing learners into teams of four, each of whom will speak on a different aspect of the same topic. An adjudicator decides on the winning team genre – the types or categories into which texts are grouped, e.g. novel, drama, poetry, business letter, personal letter gesture – a movement of the face or body which communicates meaning (e.g. nodding of head to indicate agreement) graphics – products of the visual and technical arts (e.g. drawing, designing) ENGLISH HOME LANGUAGE GRADES 4-6 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) guided reading – a group reading session where children are all of the same instructional level and the teacher scaffolds learning so that children increasingly take control guided writing – involves individuals or small groups of children writing a range of text types after the teacher has provided mini-lessons on aspects of writing such as format, punctuation, grammar or spelling higher-order questions – questions that require children to bring together information from different parts of a text (i.e. synthesise), to infer (i.e. read between the lines), to evaluate what happens (i.e. give an opinion) and/or to appreciate a text (e.g. say whether one liked or disliked it and why) Home Language (see also additional language) – the language first acquired by children through immersion at home; the language in which we think homonym – a word which has both the same sound and the same spelling as another but has a different meaning (e.g. the noun ‘the bear’ and the verb ‘to bear’) homophone – a word which sounds the same as another but is spelled differently and has a different meaning (e.g. ‘one’ and ‘won’) image – a picture or a visual representation of something imagery – words, phrases, and sentences which create images in our minds, such as similes, metaphors, personification implicit (as opposed to explicit ) – something implied or suggested in the text but not expressed directly implied (as opposed to direct meaning) – meaning suggested by the text but not directly stated inclusivity – the principle that education should be accessible to all learners whatever their learning styles, backgrounds, and abilities independent reading level – the level at which a reader can read text with 95% accuracy (i.e. no more than one error per 20 words read). Independent reading level is fairly easy text for the reader. infer – to pick up meaning behind what is stated and to deduce all the implications initiate – to start (e.g. to initiate a conversation) interview – task of gathering information or a face-to-face discussion between people, directed toward some specific purpose intonation – 1. the pattern of the pitch or the melody of an utterance which marks grammatical structures such as sentences or clauses 2. it also distinguishes between statements and questions and indicates the speaker’s attitude or feelings language varieties –.language varieties found when minor adaptations in terms of vocabulary, structure and/or pronunciation have been made; they can vary from one region or country to another literacies – different kinds of literacy (e.g. critical, visual, graphic, computer, media, socio-cultural) ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 109 literacy (see also literacies) – the ability to process and use information for a variety of purposes and contexts and to write for different purposes; the ability to decode texts, allowing one to make sense of one’s world. The capacity to read and write literal (as opposed to figurative) – the plainest, most direct meaning that can be attributed to words lower-order questions – questions which require children to remember facts, e.g. Who were the main characters in the story? What was the main character’s name? Where did she go to school? manipulative language – language which is aimed at obtaining an unfair advantage or gaining influence over others, e.g. advertisements, sales talk, political speeches meta-language – the language used to talk about literature and language and grammatical terms; it includes terminology such as ‘context’, ‘style’, ‘plot’ and ‘dialogue’ metaphor – using one thing to describe another thing which has similar qualities (e.g. ‘Education is the key to success.’) mind map – a representation of a theme or topic in which key words and ideas are organised graphically mode – a method, way or manner in which something is presented; a way of communicating (e.g. the written mode, the spoken or oral mode, the visual mode (which includes graphic forms such as charts); information can be changed from one mode to another (e.g. by converting a graph into a passage) mood – atmosphere or emotion in written texts; it shows the feeling or the frame of mind of the characters; it also refers to the atmosphere produced by visual, audio or multi-media texts multi-media – an integrated range of modes that could include written texts, visual material, sound, video, and so on narrative – a spoken or written account of connected events in order of occurrence; a story narrative voice/point of view – the voice of the person telling the story (e.g. a distinction can be made between first person narrative – ‘I’ (who is often a character in the story) – and third person narrative, in which the narrator refers to characters as ‘he’, ‘she’ or ‘they’) onomatopoeia – the use of words to recreate the sounds they describe (e.g. the whoosh of the wind as it rushed through the trees) open-ended questions – questions that can be answered in different ways; the learner has to answer the questions in his or her own words. For example, Why do you think the boy ran away? What do you think he should have done? oxymoron – a combination of words with contradictory meanings, used deliberately for effect; it’s usually formed by using an adjective to qualify a noun with an opposite meaning (e.g. an open secret) panel discussion - groups are formed to discuss a topic, answer questions, and respond to tasks paraphrase – a restatement of an idea or text in one’s own words paronym – word formed from a foreign word (e.g. enjambment) ENGLISH HOME LANGUAGE GRADES 4-6 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) personification – attributing human characteristics to non-human things plot – the interrelatedness of the main events in a text; plot involves more than a simple sequence of events as it suggests a pattern of relationships between events and a web of causation point of view – the perspective of a character in relation to issues in a novel or play prejudice – intolerance of or a pre-judgement against an individual, a group, an idea or a cause projection – the placement and delivery of volume, clarity, and distinctness of voice for communicating to an audience publish – when learners publish their work, they make it public by sharing it, e.g. by handing it in to the teacher, putting it on the class wall or notice board, or including it in a class anthology. pun – a play on words which are identical or similar in sound in order to create humour (e.g. ‘Seven days without water makes one week/weak.’) register – the use of different words, style, grammar, pitch, and tone for different contexts or situations (e.g. official documents are written in a formal register and friendly letters are usually written in an informal register) report - (formal and informal) giving exact feedback of a situation, e.g. an accident rereading - rereading is a reading strategy that gives the reader another chance to make sense out of a challenging text restating- restating is a reading strategy where the reader will retell, shorten, or summarise the meaning of a passage or chapter, either orally or in written form rhyme – words or lines of poetry that end with the same sound including a vowel rhythm – a regular and repeated pattern of sounds sarcasm – an ironic expression or tone of voice which is used in order to be unkind or offensive or to make fun of someone satire – the use of ridicule, sarcasm, and irony to comment critically on society or an individual or a situation scan – to run one’s eyes over a text in order to find specific information (e.g. scan a telephone directory for a name and number) shared reading – an activity in which children share the reading of an enlarged text with the teacher. This is a lesson with the whole class. The text used is aimed at the top group in the class. Some children will be at a listening level, others will be beginning to engage in the reading and more will be engaging fully. The same text is used over several days. Each day a new focus is selected by the teacher. The text is used to introduce text features, phonics, grammar and reading skills in context. simile – comparing one thing directly with another, a word such as ‘like’ or ‘as’ is used to draw attention to the comparison skim – to read a text very quickly to get an overview (e.g. skim the newspaper headlines for the main news) stereotype – a fixed conventional (and often biased) view about the role a particular person is expected to play ENGLISH HOME LANGUAGE GRADES 4-6 CAPS 111 strategy – a certain broad procedure or plan used to tackle a problem stress (in a word or sentence) – to give force to a particular syllable in a word or a word in a sentence style – the distinctive and unique manner in which a writer arranges words to achieve particular effects. Style essentially combines the idea to be expressed with the individuality of the author. These arrangements include individual word choices as well as such matters as length and structure of sentences, tone, and use of irony symbol – something which stands for or represents something else synonym (as opposed to antonym) – a word which has the same meaning or almost the same meaning as another word in the same language. Synonyms in English tend to have important differences in connotation synthesise – the drawing together of ideas from a variety of sources; a clear summary of these combined ideas text – a statement or creation in any written, spoken, or visual form of communication theme – the central idea or ideas in a text; a text may contain several themes and these may not be explicit or obvious tone – quality and timbre of the voice that conveys the emotional message of a spoken text. In written text, it is achieved through words that convey the attitude of the writer. In film, tone can be created through music or visual effects transactional writing – functional writing (e.g. letters, minutes of meetings, reports, faxes) turn-taking – the customs which govern the flow of conversation between people such as allowing others to give their opinion, restating to clarify meaning, intervening to redirect focus, asking for clarification visual texts – visual representations which can be seen and which convey messages (e.g. film images, photos, computer graphics, cartoons, models, drawing, paintings) voice (see narrative voice) – the author’s persona: who the author is; when reading or viewing one gains an impression of the author and his/her intentions. word-attack skills - strategies used when reading an unknown word (e.g. breaking it into syllables or looking at the meaning of the prefixes or suffixes) ENGLISH HOME LANGUAGE GRADES 4-6 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     AFRIKAANS EERSTE ADDISIONELE TAAL Kurrikulum- en assesseringsbeleidsverklaring Intermediêre fase Graad 4-6 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 4-6 AFRIKAANS EERSTE ADDISIONELE TAAL AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education ISBN: 978-1-4315-0467-1 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 1 INHOUD AFDELING 1: KURRIKULUM- EN ASSESSERINGS-BELEIDSVERKLARING ...................................... 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 7 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10–12 ........................................................................................................................................... 8 AFDELING 2: INLEIDING TOT TALE ....................................................................................................... 9 2.1 Tale in die Kurrikulum en Assesseringsbeleidsverklaring.......................................................................... 9 2.1.1 Taalvlakke ............................................................................................................................................... 9 2.1.2 Die taalvaardighede .............................................................................................................................. 10 2.1.3 Taalonderrigbenaderings....................................................................................................................... 14 2.2 Tydstoekenning vir Eerste Addisionele Taal in die kurrikulum ................................................................ 15 2.3 Onderrig- en leermateriaal............................................................................................................................ 15 AFDELING 3: INHOUD EN ONDERRIGPLANNE VIR TAALVAARDIGHEDE IN DIE INTERMEDIÊRE FASE............................................................................................................................ 17 3.1 Oorsig van vaardighede, inhoud en strategieë .......................................................................................... 17 3.2 Verspreiding van tekste vanaf graad 4 tot graad 6 .................................................................................... 23 3.3 Onderrigplanne.............................................................................................................................................. 30 3.4 Inhoud en onderrigplanne vir Afrikaans Eerste Addisionele Taal ............................................................ 32 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING................................................................................................................ 90 4.1 Inleiding.......................................................................................................................................................... 90 4.2 Informele of daaglikse assessering............................................................................................................. 91 4.3 Formele assessering..................................................................................................................................... 92 4.4 Die formele assesseringsprogram .............................................................................................................. 95 4.5 Optekening en rapportering....................................................................................................................... 104 4.6 Moderering van assessering...................................................................................................................... 105 4.7 Algemeen ..................................................................................................................................................... 106 WOORDELYS ........................................................................................................................................ 107 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 7 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleids￾verklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid-Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en niekritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 5 • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die National Curriculum Statement Grades R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die National Curriculum Statement Grades R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld is n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 7 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onder￾hewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 9 AFDELING 2: INLEIDING TOT TALE 2.1 TALE IN DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING Taal is 'n instrument vir denke en kommunikasie. Dit is ook 'n kulturele en estetiese middel wat mense deel om beter sin te maak van die wêreld waarin hulle leef. Die doeltreffende gebruik van taal stel leerders in staat om kennis te verwerf, hulle identiteit, gevoelens en idees uit te druk, in interaksie te tree met ander en om hul eie leefwêrelde te bestuur. Dit voorsien leerders ook van 'n ryk, kragtige en diepgewortelde stel beelde en idees wat hulle kan gebruik om hulle wêreld te verander en te verbeter. Deur taal word uitdrukking gegee aan kulturele diversiteit en word sosiale verhoudings opgebou en aangeknoop. Juis deur taal word hierdie verhoudings aangepas, verbreed en verfyn. 2.1.1 Taalvlakke Taalonderrig in die Intermediêre Fase sluit al die amptelike tale in Suid-Afrika in, naamlik Afrikaans, Engels, isiNdebele, isiXhosa, isiZulu, Sesotho, Sepedi (Sesotho sa Leboa), Setswana, siSwati, Tshivenda en Xitsonga – asook Gebaretaal en Nie-Amptelike Tale. Hierdie tale kan op verskillende vlakke aangebied word. Huistaal is die taal wat leerders eerste aanleer, terwyl Eerste Addisionele Taal die taal is wat bykomend tot die Huistaal geleer word. Baie Suid-Afrikaanse skole bied twee tale op huistaalvlak aan, maar dit kan gebeur dat hierdie tale nie die huistaal van sommige of al die ingeskrewe leerders is nie. Dit beteken dat die name Huistaal en Eerste Addisionele Taal verwys na die vaardigheidsvlak waarop die tale aangebied word en nie na die moedertaal (Huistaal) of verworwe taal (soos in die addisionele tale) nie. Vir die doel van hierdie beleidsdokument verwys Huistaal dus na die onderrigvlak waarop dit aangebied word en nie na die taal op sigself nie. Huistaalvlak maak voorsiening vir taalvaardighede wat basiese interpersoonlike kommunikasievaardighede en kognitiewe akademiese vaardighede reflekteer. Basiese interpersoonlike kommunikasievaardighede word benodig in sosiale situasies en kognitiewe akademiese vaardighede is nodig vir leer oor die kurrikulum heen. Klem word op die onderrig van luister-, praat-, lees- en skryfvaardighede gelê. Hierdie vlak bevorder leerders se literêre, estetiese en verbeeldingryke bevoegdhede sodat hulle oor die vermoëns beskik om hulle leefwêrelde te herskep, beter te begryp en hul verbeelding te gebruik. Vanaf Graad 7 word minder klem op die onderrig van luister- en praatvaardighede en meer klem op die onderrig van lees- en skryfvaardighede geplaas. Die Eerste Addisionele Taal-vlak verwys na 'n taal wat nie 'n leerder se moedertaal is nie, maar wat gebruik word vir kommunikatiewe funksies in die gemeenskap, te wete, as medium vir onderrig en leer. Die kurrikulum bied sterk ondersteuning aan leerders wat Eerste Addisionele Taal as die taal vir onderrig en leer wil gebruik. Teen die einde van Graad 9 sal hierdie leerders daartoe in staat wees om hul huistaal en hul eerste addisionele taal ewe effektief en met selfvertroue vir 'n verskeidenheid doeleindes – wat leer insluit – te gebruik. In Suid-Afrika neem baie leerders hul Eerste Addisionele Taal as die onderrigtaal in Graad 4. Die Eerste Addisionele Taal-vlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Die kurrikulum in die eerste skooljare het ten doel om die leerder se vermoë om die taal te praat en te verstaan, te ontwikkel – basiese interpersoonlike kommunikasievaardighede. In Graad 2 en 3 begin leerders om geletterdheid te ontwikkel op grond van hulle mondelinge taalverwerwing. Hulle gebruik ook geletterdheidsvaardighede wat hulle alreeds in die Huistaal geleer het. In die Intermediêre en Senior Fase hou die leerders aan om hul luister, praat, lees en skryfvaardighede te versterk. Op hierdie stadium leer die meeste van hulle deur die medium van die Eerste Addisionele Taal. Groter klem word AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) geplaas op denke en beredenering. Dit stel die leerders in staat om hul kognitiewe en akademiese vaardighede te ontwikkel. Hulle gaan ook in groter diepte om met literêre tekste en begin om estetiese en kreatiewe vermoëns in hul Addisionele taal te ontwikkel. Teen die tyd dat leerders in Senior Fase kom, behoort hulle redelik bedrewe in hul Eerste Addisionele Taal te wees ten opsigte van sowel interpersoonlike as kognitiewe akademiese vaardighede. In werklikheid kan baie leerders in hierdie stadium egter steeds nie goed in hul addisionele taal kommunikeer nie. Die uitdaging in die Intermediêre Fase is dus om hierdie leerders te ondersteun en om terselfdertyd 'n kurrikulum te voorsien wat leerders in staat stel om aan die vereiste standaard van die daaropvolgende grade te voldoen. Hierdie standaarde moet sodanig wees dat leerders hul addisionele taal op 'n hoë vlak kan gebruik om hulle voor te berei vir verdere of hoër onderwys of vir die wêreld van werk. Om hierdie rede moet die kognitiewe vlak van die Eerste Addisionele Taal sodanig wees dat dit as taal vir onderrig en leer gebruik kan word. Luister-, praat- en taalgebruiksvaardighede sal verder ontwikkel en verfyn word in die Intermediêre Fase sowel as om die leerders se lees- en skryfvaardighede te ontwikkel. 2.1.2 Die taalvaardighede Die Eerste Addisionele Taalkurrikulum word volgens die volgende vaardighede gestruktureer. 1 Luister en Praat 2 Lees en Kyk 3 Skryf en Aanbied 4 Taalstrukture en -konvensies Luister en Praat Luister en praat is die middelpunt van leer in alle vakke. Deur effektiewe luister- en praatstrategieë kan leerders inligting insamel en sintetiseer, kennis opbou, probleme oplos, idees uitdruk en menings uitspreek. Kritiese luistervaardighede stel leerders in staat om waardes en houdings in tekste te herken, en manipulerende taal waar te neem en aan te spreek. Eerste Addisionele Taal-leerders in die Intermediêre Fase gebruik luister- en praatvaardighede om menings uit te spreek en oor betekenis te onderhandel. Leerders bou voort op die vaardighede wat hulle in die grondslagfase ontwikkel het deur volgehoue gesprekke, besprekings en kort mondelinge aanbiedinge te lewer. Leerders se gesproke taal benodig nog baie ondersteuning in hierdie fase (byvoorbeeld, modellering en ondersteuning deur middel van woordeskat en sinsrame). Die onderwyser moet seker maak dat geleenthede geskep word waar die leerders Afrikaans kan praat. Alle leerders vorder nie teen dieselfde tempo nie, daarom moet die onderwyser hom of haar op praatgeleenthede toespits (byvoorbeeld deur die tipe vrae wat gevra word) wat op die leerders se vlak is. Soos leerders deur die grade beweeg, word daar van hulle verwag om meer te praat en langer verduidelikings te gee. Leerders sal voortbou op die tekstipes wat in die grondslagfase bekend gestel is (byvoorbeeld stories, persoonlike vertellings en instruksies) en nuwe tekstipes sal nou aan hulle voorgestel word, byvoorbeeld, feitelike verslae, verskillende literêre genres, mondelinge verslae en kort praatjies. Daaglikse, kort luister- en praataktiwiteite, asook langer, gefokusde aktiwiteite moet gedurende die week by die onderrigtyd ingesluit word. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 11 Lees en Kyk Goedontwikkelde leesvaardighede is oor die hele kurrikulum belangrik vir suksesvolle leer, asook vir volle deelname in die gemeenskap en binne die werksopset. Leerders ontwikkel leesvaardighede en soek inligting in 'n wye reeks literêre en nieliterêre tekste, insluitend visuele tekste. Leerders herken en besef hoe genre en register die doel uitbeeld. Deur klaslees en onafhanklike lees word leerders kritiese en keratiewe denkers. Lees is baie belangrik vir leerders wat Afrikaans as die taal van onderrig en leer in Graad 4 wil gebruik. Dis vir hulle noodsaaklik om in staat te wees om in ander vakke te lees en te skryf, asook om Afrikaans-handboeke in die Intermediêre Fase te gebruik. Dit vereis hoë vlakke van geletterdheid en veral 'n uitgebreide woordeskat in Afrikaans. Lees verskaf aan leerders meer blootstelling in hul addisionele taal. Volgens navorsing hang leerders se woordeskatontwikkeling grootliks af van die hoeveelheid lees waaraan hulle blootgestel word. In die Intermediêre Fase word daar op die grondslag wat in graad R – 3 gelê is, voortgebou. Gedeelde lees kan aan die begin van graad 4 gebruik word om leerders in hierdie fase te lei. Hierdie metode kan gebruik word indien die onderwyser gepaste Grootboeke op hierdie vlak het en dit as alternatief vir storievertelling kan dien. Indien Grootboeke wat vir hierdie vlak geskik is, nie beskikbaar is nie, kan tekste van handboeke of ander leesboeke gebruik word. Metodes soos lees saam met die hele klas, en lees vir die hele klas kan ook gebruik word. Gebruik groepsbegeleide lees, selfstandig lees en lees in pare as metodes waarmee leerders geleidelik aangespoor kan word om meer selfstandig te lees. Selfstandige lees wat in die onderrigplanne gestipuleer word, moet in die tyd wat vir lees toegeken is, geakkommodeer word. Moedig leerders aan om in hul vrye tyd boeke van hul eie keuse selfstandig te lees. Onderwysers moet ook 'n verskeidendheid leesbegripsaktiwiteite opstel om seker te maak dat leerders verstaan wat hulle lees. Die leesproses Die leesproses bestaan uit 'n pre-lees, gedurende lees en 'n post-leesstadium. Aktiwiteite wat leerders kan uitvoer, kan soos volg opgesom word: Pre-lees (Voorbeelde) • Aktiveer bestaande kennis. • Stel vas wie die bron, die skrywer en wat die publikasiedatum is. • Lees die eerste en laaste paragrawe van 'n afdeling. • Maak voorspellings oor onder andere die inhoud en tema. Gedurende lees (Voorbeelde) • Neem ruspouses om begrip te toets en idees te laat insink. • Vergelyk die inhoud met wat afgelei is. • Maak gebruik van die inhoud om waar moontlik die betekenis van onbekende woorde vas te stel, anders kan 'n woordeboek gebruik word. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Visualiseer wat gelees word. • Leerders moet aanhou lees al verstaan hulle nie sekere dele nie. • Leerders lees gedeeltes weer oor indien hulle dit glad nie verstaan nie. Lees dele hardop en teen 'n stadiger tempo indien inhoud verwarrend is. • Vra 'n maat om te help om moeilike gedeeltes te verstaan. • Maak leesmerke en maak notas van hoofpunte. • Lewer verslag oor wat gelees is. Post-lees (Voorbeelde) • Ontwerp'n grafiese voorstelling of wys hoofgedagtes uit en maak 'n paar ondersteunende notas om spesifieke inligting later te herroep. • Maak afleidings. • Maak 'n opsomming om hoofgedagtes te kan herroep. • Leerders dink na oor die onderwerp en stel nuwe vrae daaroor saam. • Leerders vra vrae om vas te stel of hulle hul doel bereik het. • Leerders stel vas of hulle die teks verstaan. • Evalueer die teks vir vooroordeel of partydigheid, asook die gehalte daarvan. • Leerders verbreed hul denke – gebruik idees wat in die teks voorkom. Skryf en aanbied Skryf is 'n kragtige instrument vir kommunikasie wat leerders toelaat om gedagtes en idees uit te bou en duidelik daaroor te kommunikeer. Gereelde skriftelike aktiwiteite oor 'n verskeidenheid tekste, take en vakke, stel leerders in staat om funksioneel en kreatief te kommunikeer. Die doel is om vaardige, gebalanseerde skrywers te kweek wat in staat sal wees om hul vaardighede verder te ontwikkel en gepaste skriftelike aanbiedinge, visuele en multimedia tekste vir 'n verskeidenheid prosesse te lewer. In die Intermediêre Fase het Eerste Addisionele Taal-leerders sorgvuldige ondersteuning en leiding nodig om die vaardigheid te ontwikkel om gepaste geskrewe tekste te skep. Skryf is belangrik omdat dit leerders dwing om oor grammatika en spelling na te dink. Leerders word dus aangemoedig om die taal te prosesseer en akkuraatheid te bevorder. Leerders leer om 'n wye keuse van kreatiewe en inligtingstekste te skryf deur die aanvanklike gebruik van skryframe as ondersteuning, en sal geleidelik leer om spesifieke tekstipes selfstandig te skryf. Die skryfproses kom dus tot sy reg in goedgeorganiseerde, grammatikaal korrekte skryftekste. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 13 Benadering tot die skryfproses Skryf en beplanning van tekste is 'n proses wat uit die volgende stappe bestaan: • Pre-skryf / beplanning • Skryf 'n konsep • Hersiening • Proeflees / redigering • Aanbieding Leerders moet geleenthede gebied word om hierdie prosesse in te oefen. • Besluit op die doel van die teks en vir wie dit beplan word. • Verkry idees uit 'n dinkskrum deur van geheuekaarte en vloeidiagramme gebruik te maak. • Raadpleeg relevante bronne, kies relevante inligting en organiseer idees. • Skryf 'n eerste konsep wat die doel, gehoor, onderwerp en teksstrukture in ag neem. • Lees die konsep krities en kry terugvoering van ander (klasmaats of die onderwyser). • Redigeer en proeflees die konsep. • Lewer 'n netjiese, leesbare, geredigeerde finale weergawe van jou skryfwerk. Taalstukture en -konvensies Goeie woordeskat- en grammatikale kennis lê die grondslag vir vaardigheids-ontwikkeling (luister, praat, lees en skryf) in Eerste Addisionele Taal. Leerders in die Intermediêre Fase bou voort op die grondslag wat in graad R – 3 gelê is. Leerders se gebruik van woordeskat en taalstruktuur word bevorder deur interaksie met 'n verskeidenheid tekste. In die Intermediêre Fase sal leerders meer kennis neem van woorde en grammatikale strukture waarmee hulle reeds sedert die grondslagfase vertroud is. Hulle verken die struktuur van die addisionele taal en neem bewustelik beheer daarvan. Hulle gebruik hierdie ontwikkelingskennis om seker te maak dat hulle taalgebruik korrek is, veral in skryftake. Leerders ondersoek die gebruik van taal, en ontwikkel 'n gedeelde taal vir praat oor taal (metataal), sodat hulle hul eie teks en dié van ander krities kan evalueer ten opsigte van betekenis (van woord- en sinsvlakke tot die hele teks), en om die verband tussen die konteks en die teks te bepaal. Daar word verwag dat taalstrukture en -konvensies binne konteks aangeleer moet word, net soos wat ander taalvaardighede aangeleer en ontwikkel word. In die Intermediêre Fase word dertig minute vir formele onderrig en vir oefening in taalstruktuur en -konvensies gebruik. Die onderrigplanne bestaan uit 'n lys taalitems wat in elke graad gedek moet word. Wanneer luister- en leestekste vir elke tweeweeksiklus gekies word, moet seker gemaak word die tekste bevat sekere van die taalitems wat in daardie siklus behandel moet word. Aktiwiteite wat vir die teks beplan word, moet leerders in staat stel om hierdie items binne konteks te gebruik. Leerders sal ook met die skryf AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) van tekste sekere van hierdie taalitems insluit. Ondersteun leerders om gepaste en korrekte taalstrukture te gebruik. Die onderwyser kan sekere taalstrukture waarmee leerders probleme ondervind, insluit by formele aktiwiteite sodat leerders dit kan inoefen (tydens die dertig minute per week wat daarvoor toegewys is). 2.1.3 Benaderings tot taalonderrig Die benaderings tot taalonderrig is teksgebaseerd, kommunikatief, geïntegreerd en prosesgeoriënteerd. Die teksgebaseerde en kommunikatiewe benaderings is beide afhanklik van die voortdurende gebruik en produsering van tekste. 'n Teksgebaseerde benadering stel leerders in staat om vaardige, vrymoedige en kritiese lesers, skrywers en ontwerpers van en kykers na tekste te word. Dit sluit die luister en kyk na, en lees en ontleding van tekste in om te verstaan hoe dit saamgestel is en watter effekte dit het. Deur hierdie kritiese interaksie ontwikkel leerders die vermoë om tekste te evalueer. Die teksgebaseerde benadering sluit ook die produsering van verskillende tekste vir spesifieke doelstellings en teikengroepe in. 'n Begrip van die manier waarop tekste saamgestel word, rugsteun hierdie benadering. Hierdie benadering vereis heelwat modellering en ondersteuning in die Eerste Addisionele Taal. Voorstelle hiervoor kom in die onderrigplanne voor. Die kommunikatiewe benadering beteken dat 'n leerder baie en ryke blootstelling aan die teikentaal moet kry. Om dit te bereik moet leerders vele geleenthede gebied word om taal te gebruik en te oefen vir sosiale en praktiese doeleindes. Die prosesbenadering word gebruik wanneer leerders mondelinge en geskrewe tekste produseer. Leerders is betrokke by die verskillende stadiums van die luister-, praat-, lees- en skryfproses. Hulle moet gedurende hierdie prosesse aan die gehoor en die doelstellings dink. Dit sal hulle daartoe in staat stel om op 'n natuurlike wyse te kommunikeer en hulle denke oor te dra. Leerders leer om te lees deur baie te lees en om te skryf deur baie te skryf. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 15 2.2 TYDSTOEKENNING VIR DIE EERSTE ADDISIONELE TAAL Onderrigtyd vir die Eerste Addisionele Taal is 5 uur per week in die Intermediêre Fase. Alle taalinhoud word oor 'n tweeweeksiklus versprei. Roosters moet vir een deurlopende dubbelperiode per week voorsiening maak. Die volgende tydstoekenning word vir die verskillende taalvaardighede voorgestel: Tydstoekenning per tweeweeksiklus (Ure) Vaardighede Graad 4 Graad 5 Graad 6 Luister en praat 2 uur 2 uur 2 uur Lees en kyk 5 uur 5 uur 4 uur Skryf en aanbied 2 uur 2 uur 3 uur Taalstrukture en -konvensies Totaal 1 uur 1 uur 1 uur Taalstrukture en -konvensies is in die tydstoekenning van die vier taalvaardighede vervat. Daar word ook 30 minute aan formele oefeninge toegeken. Denk- en redeneervaardighede word in die vaardighede en strategieë geïnkorporeer wat vir luister en praat, lees en skryf voorsien is. 2.3 LEER- EN ONDERRIGONDERSTEUNINGSMATERIAAL Leerders behoort toegang te hê tot die volgende leermateriaal in graad 4 – 6: Graad 4 – 6 Kernmateriaal Voorgeskrewe handboeke vir Eerste Addisionele Taal √ 'n Woordeboek √ Leesboek/e wat die volgende tekstipes bevat Stories / vervolgverhale √ Tonele / kortverhale √ Poësie √ Inligtingstekste √ Sosiale tekste √ Media- / grafiese tekste √ Mediatekste Koerante √ Tydskrifte √ Televisieprogramme √ Radioprogramme √ AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Die onderwyser behoort die volgende te hê: • 'n Kurrikulum- en Assesseringsbeleidsverklaring; • die Language in Education Policy (LiEP); • 'n voorgeskrewe taalhandboek vir Eerste Addisionele Taal wat deur die leerders gebruik word; ander handboeke as hulpmiddels en vir navorsingsdoeleindes; • leesboeke wat uit die voorgestelde tekstipes bestaan; • 'n woordeboek (verklarende en tweetalige woordeboek, tesourus, sinoniemwoordeboek), ensiklopedieë, ensovoorts; en • 'n onderwysershulpbronlêer: dit kan 'n lêer wees wat uit gekose inligtingstukke saamgestel is, of 'n kommersiële, gepubliseerde onderwysersgids. Klaskamerhulpmiddels Die leerder behoort die volgende te hê: a) Tekste vir gedeelde lees in Graad 4. Dit mag Grootboeke wees, of ander vergrote tekste, of voorgeskrewe handboeke of leesboeke. b) 'n Reeks tekste om verskillende leesvlakke te akkommodeer, byvoorbeeld 'n versameling leesboeke / 'n gegradeerde leesreeks vir die klas, met genoeg kopieë van tekste op elke leesvlak. c) 'n Verskeidenheid mediamateriaal: koerante, tydskrifte, pamflette, advertensies, plakkate, kennisgewings. d) Oudio- / visuele hulpmiddels AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 17 AFDELING 3: INHOUD EN ONDERRIGPLANNE VIR EERSTE ADDISIONELE TAAL VAARDIGHEDE IN DIE INTERMEDIÊRE FASE 3.1 OORSIG VAN VAARDIGHEDE, INHOUD EN STRATEGIEË Die volgende is 'n oorsig van die inhoud, vaardighede en strategieë wat in die onderrigplanne gebruik is. Tabel van inhoud, vaardighede en strategieë GRAAD 4 – 6 Vaardig￾hede Inhoud Strategieë en subvaardighede Luister en praat Luisterbegrip Verskillende vorme van mondelinge kommunikasie: • Gesprek • Aanwysings en instruksies • Storievertelling • Rolspel • Groepbespreking • Kort praatjies • Kort gedigte en rympies • Taalspeletjies Luisterbegrip • Vind hoof- en ondersteunende idees deur die maak van notas, kontrolelyste, opsommings, oorvertelling, verduidelikings • Verduidelik vrae Kommunikasie vir sosiale doeleindes • Die inisiëring en instandhouding van gesprekke • Beurtnemingskonvensies • Aanmoediging in die gebruik van die addisionele taal Voorbereide kort praatjies • Navorsing • Samehangende organisering van inligting • Die keuse en ontwikkeling van hoofgedagtes en ondersteunende idees met voorbeelde • Korrekte formaat, woordeskat, taal en konvensies • Stemtoon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare • Effektiewe inleiding en slot • Gebruik van gepaste visuele, oudio- en / of oudiovisuele hulpmiddels, soos kaarte, plakkate, prente en videos AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 – 6 Vaardig￾hede Inhoud Strategieë en subvaardighede Lees en kyk Aanbevole tekstipes • Stories, byvoorbeeld kontemporêre, realistiese fiksie, tradisionele stories (mites en legendes, volksverhale, fabels), avontuurverhale, wetenskapfiksie, biografieë, historiese fiksie • Poësie • Inligtingstekste, byvoorbeeld prosedures, feitelike verslae, inligtingsverslae • Sosiale tekste, byvoorbeeld uitnodigings, groetekaartjies, briewe • Mediatekste soos advertensies, koerantberigte, tydskrifartikels, kennisgewings, pamflette • Lees- en kykstrategieë • Visuele geletterdheid: reklame (plakkate, pamflette, advertensies), spotprente, strokies, diagramme / grafieke / tabelle / kaarte • Begrip • Voorbereide en onvoorbereide hardoplees Lees en kyk Gebruik pre-lees-, lees- en post-leesstrategieë om die volgende te doen: • Die teks te verstaan • Kritiese lees van die teks (leesbegrip) te bevorder • Selfstandige lees te demonstreer (lees wyd vir die genot, inligting en vir leer) • Stel leerders bekend aan die volgende: • Tekskenmerke – titels, illustrasies, grafieke, kaarte, diagramme, opskrifte, subopskrifte, nommers, onderskrifte, formaat, byvoorbeeld koerantkolomme, ensovoorts. • Teksstrukture – lyste, volgorde, beskrywings, prosedures, belangrikste idees en ondersteunende idees, verhalende tekste, volgorde • Dele van 'n boek – die titelbladsy, inhoudsopgawe, hoofstukke, glossarium, indeks, ensovoorts. Lees- en kykstrategieë • Vluglees en soeklees vir die hoofgedagtes • Aandagtige lees vir ondersteunende besonderhede • Afleiding van betekenis van onbekende woorde en beelde deur die gebruik van woordaanpakvaardighede en kontekstuele leidrade • Herlees • Die maak van notas (hoof- en ondersteunende idees) • Puntsgewyse opsomming van hoof- en ondersteunende idees volgens verlangde lengte • Verduideliking • Gevolgtrekkings maak • Verduidelik die skrywer se perspektief / standpunt • Maak gevolgtrekkings / lug eie mening Visuele geletterdheid • 'n Verskeidenheid grafiese en visuele tekste, soos advertensies, kennisgewings, plakkate, strokiesverhale, spotprente, foto’s, prente • Oorredingstegnieke: gevoelstaal, partydigheid • Impak van die gebruik van uitleg en ontwerpkenmerke, byvoorbeeld skriftipes en -groottes, opskrifte, byskrifte en beelde Poësie • Letterlike betekenis • Tema en boodskap • Beelde, byvoorbeeld vergelyking, personifikasie • Woordkeuse • Klankmiddels soos ritme en rym, punktuasie, herhaling, alliterasie, klanknabootsing AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 19 GRAAD 4 – 6 Vaardig￾hede Inhoud Strategieë en subvaardighede Stories en dramas / tonele • Verhaallyn • Karakters • Ruimte / milieu • Tyd • Tema / boodskap • Teksstruktuur en -formaat • Belangrikste kenmerke van die teks Inligtings- en sosiale tekste • Teikengroep en doel • Hoofgedagtes en ondersteunende idees / spesifieke besonderhede • Teksstruktuur en -formaat • Belangrikste kenmerke van die teks Voorbereide en onvoorbereide lees (hardoplees) • Gebruik van gepaste stemtoon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare • Korrekte uitspraak van woorde AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 – 6 Vaardig￾hede Inhoud Strategieë en subvaardighede Skryf en aanbied • Woordelyste • Skryf van sinne • Die sSkryf van paragrawe Kreatiewe skryfwerk • Beskrywende skryfwerk, byvoorbeeld beskrywings van mense, plekke, diere, plante, voorwerpe, ensovoorts • Verhalende tekste soos stories, persoonlike vertellings • Verbeeldingryke skryfwerk, byvoorbeeld kort gedigte • Gesprekke en kort toneelstukke gebaseer op stories • Transaksionele skryfwerk (sosiale, funksionele, media- en inligtingstekste) • Notas, boodskappe, briewe, groetekaartjies, uitnodigings • Plakkate, kennisgewings, brosjures, advertensies • Kort, geskrewe toesprake • Instruksionele en verhalende tekste • Feitelike vertelling, inligtingstekste, byvoorbeeld nuus, tekste uit ander vakke, grafiese tekste Prosesskryf Pre-skryf / beplanning • Oorweeg teikengroep en doel • Oorweeg skryfvorm • Hou 'n dinkskrum met behulp van kopkaarte / lyste • Organiseer idees Eerste weergawe • Woordkeuse • Bou van sinne • Hoof- en ondersteunende idees • Spesifieke eienskappe van die vereiste teks (soos die direkte rede vir 'n dialoog) • Kritiese lees en skryfwerk • Terugvoering van klasmaats en onderwyser Hersiening, redigering, proeflees en aanbieding • Hersien: verbeter inhoud en struktuur van idees • Verfyn woordkeuse, sin- en paragraafstruktuur • Wysig: korrigeer foute in grammatika, spelling en punktuasie • Skryf netjiese, leesbare, finale weergawe AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 21 TAALKONVENSIES • Klankpatrone (vokale, konsonante, diftonge) • Oorronding, ontronding • Klankgrepe en lettergrepe • Alfabetiese rangskikking • Afbreek van woorde • Punktuasie • Skryftekens • Spelling en spelpatrone • Akronieme, verkortings, afkortings WERK MET WOORDE (WOORDESKATUITBREIDING) • Sinonieme – woorde met skynbaar dieselfde betekenis bv reusagtig / massief • antonieme – woorde met min of meer teenoorgestelde betekenis bv hard / sag • homonieme – woorde uit verskillende tale met toevallig uitspraak bv bank (instansie) en bank (om op te sit) • homofone – woorde van dieselfde taal met dieselfde uitspraak bv maar / maer • Woordvorming - Samestelling – woorde met meer as een stam bv tafel+poot - afleidings – woorde met 'n voorvoegsel of agtervoegsel of beide bv gekoopte - voorvoegsel – onselfstandige woorddele voor aan 'n woord bv bewoord - agtervoegsels – onselfstandige woorddele agter aan 'n woord bv tafeltjie WERK MET SINNE • Woordsoorte: selfstandige naamwoorde - soortnaam – verwys na alledaagse voorwerpe bv tafel - eienaam – name van spesifieke persone of dinge bv Randy / Renault - versamelnaam – verwys na versamelings bv duiwe - massanaam – verwys na ontelbare selfstandige naamwoorde bv sand; sout • Lidwoorde - bepaald – verwys na spesifieke persoon of voorwerp bv die kar - onbepaald – verwys nie na 'n spesifieke persoon of voorwerp nie bv 'n motor • Voornaamwoorde - persoonlik - word in die plek van 'n persoon gebruik bv Hy was hier. - onpersoonlik – word in die plek van 'n voorwerp gebruik bv Dit het gebreek. - besitlik – dui besitting aan bv Myne is stukkend. - betreklik – het betrekking op persone of voorwerpe bv Die een wat ek gebring het is soek. - vraend – word gebruik om vrae aan te dui bv Wie het dit gebring? - aanwysend – wys persone of voorwerp aan bv Daardie een is stukkend. • Byvoeglike naamwoorde - verbuiging – aanpassing aan die woord afhangend van die posisie in die sin bv Dit is 'n verlepte blom. - intensiewe vorme – gebruik om betekenis te versterk bv Sy is met 'n stokou man getroud. - trappe van vergelyking – dui verskillende vorme van die byvoeglike naamwoord aan bv Dit is nie die beste ding om te doen nie. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Werkwoorde - hoofwerkwoord – die selfstandige werkwoord in die sin bv Kom eet saam met my. - hulpwerkwoord – werkwoorde wat nie op hul eie in bepaalde sinne gebruik word nie bv Sy het by my geëet. • Bywoorde - tyd – dui die tyd van aksies aan bv Sy het gister by my geëet. - wyse – druk die manier uit waarop aksies gedoen is bv Sy het lekker geëet. - plek – dui die plek aan waar aksies onderneem is bv Ons het tuis geëet. • Voorsetsels - in vaste verbrindings – werk saam in besondere uitdrukkings bv Hy doen dit ten bate van welsyn. - vrye verbindings – kan wissel in verskillende sinne bv Sy sit langs die tafel. • Telwoorde - hooftelwoorde - woorde wat getal uitdruk bv Daar is tien spelers. - rangtelwoorde – woorde wat posisie uitdruk bv Hy was die elfde om op te daag. • Voegwoorde – woorde wat gebruik word om sinne en frases aan mekaar te las bv Hy het laat gekom en die vliegtuig verpas. • Sinsoorte - stelsin - 'n stelling word gemaak bv Die kos was lekker. - bevelsin - 'n opdrag word gegee bv Gaan eet nou! - uitroepsin - 'n uitroep word gemaak bv Sies! - vraagsin - 'n vraag word gevra bv Wat maak jy daar? • Tydsvorme - teenwoordig – die hede bv Ons eet lekker. - verlede – tyd wat verby is bv Ons het lekker geëet. - toekomend – verwys na wat nog moet gebeur bv Ons sal lekker eet. • Sinne - Enkelvoudig –het net een werkwoord bv Die motor ry vinnig. - Veelvoudige – het 'n hoofsin en bysinne bv Die motor wat ek onlangs gekoop het, ry vinnig. - Saamgesteld – het meer as een hoofsinne bv Hy het 'n motor gekoop en sy het in die garagedeur vasgery. • Ontkenning – sake word in die negatiewe vorm gestel bv Sy het nie 'n bestuurslisensie nie. • Woordorde – die omruiling van die posisie van werkwoord en selfstandige naamwoord bv Bly liewer stil as jy nie gaan help nie. • Direkte rede – mense se direkte woorde word aangehaal bv “Vat die kind hier weg.” • Indirekte – verslag word gegee van mense se woorde bv Hy het gesê dat ek die kind daar weg moet neem. • Bedrywende - gewone stelvorm van sinne met onderwerp en gesegde in die normale posisie bv Honde kan soms mense lelik byt. • Lydende vorm- omruiling van onderwerpe met voorwerpe van sinne bv Mense kan soms lelik deur honde gebyt word. • Letterlike taalgebruik – die normale betekenis van die woord word gebruik bv Turksvye smaak baie lekker. • Figuurlike taalgebruik – die woord staan in die plek van 'n ander saak bv Ek weet nie hoe om die saak te hanteer nie, dit is nogal 'n turksvy. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 23 3.2 VERSPREIDING VAN TEKSTE GRAAD 4 – 6 'n Verskeidenheid tekste is vir elke tweeweeklikse siklus gekies. Die kerntekste word hieronder aangedui. Leerders sal met sommige, of met al die tekste in 'n tweeweeklikse siklus omgaan. Hulle sal daarna luister, daaroor praat, dit lees, daarna kyk of daaroor skryf. Alle onderrig en leer behoort op hierdie tekste gebaseer te wees en te fokus op die ontwikelling van taalvaardighde soos hierbo uiteengesit. Die tabel hieronder is 'n opsomming van die tekste wat ingesluit is in elke tweeweeksiklus on die onderrigplanne in afdeling 3.5. 3.2.1 Verspreiding van tekste GRAAD 4 GRAAD 5 GRAAD 6 KWARTAAL 1 Week 1 – 2 Stories en persoonlike vertellinge Stories en persoonlike vertellinge Stories, taalspeletjies; woordspeletjies Week 3 – 4 Inligtingsteks, byvoorbeeld onderhoud nuusberig / feitelike verslag, kaart Inligtingsteks met beeldmateriaal, byvoorbeeld diagramme / tabelle; kopkaarte; kaarte; foto’s; grafieke; gesprekke; feitelike verslae Inligtingsteks: nuusberig; feitelike verslag; briewe; mediatekste, byvoorbeeld advertensies Week 5 – 6 Stories en beskrywings van mense of karakters Stories, rolspel, beskrywing van mense; uitnodiging; boodskap Stories; dagboeke Week 7 – 8 Inligtingsteks: prosedures, instruksies, lyste Inligtingsteks: prosedures; instruksies, taalspeletjies Inligtingsteks met beeldmateriaal, byvoorbeeld diagramme; tabelle; kopkaarte; kaarte; foto’s; grafieke; prosedures; instruksies; definisies Week 9 – 10 Liedjie, gedig Liedjie, gedig Gedig; beskrywing van 'n persoon; beskrywing van 'n voorwerp; dier; plant; plek; taalspeletjies AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 2 Week 1 – 2 Stories, persoonlike vertelling en die boodskap Stories, gesprek; boekverslag Stories Week 3 – 4 Inligtingsteks met beeldmateriaal, byvoorbeeld diagramme; tabelle; prente; grafieke; plakkate; rigtings, beskrywing van 'n voorwerp Inligtingsteks met beeldmateriaal byvoorbeeld diagramme; tabelle; kopkaarte; kaarte; foto’s; grafieke; beskrywings van die items; plante; diere; plekke Inligtingsteks, byvoorbeeld verslae; beskrywing van items; diere; plante; plekke Visuele teks, byvoorbeeld diagramme; tabelle, ensovoorts Week 5 – 6 Stories en gedigte Stories Stories, persoonlike vertellings; vriendskaplike brief; rolspel Week 7 – 8 Instruksies: Verduidelik prosedure Inligtingsteks met visuele komponente, byvoorbeeld diagramme; tabelle; prente; grafieke. Instruksies: Verduidelik prosedure; feitelike verslae Lees Inligtingsteks met beeldmateriaal, byvoorbeeld roosters en TV-skedules; diagramme; tabelle; kopkaarte; kaarte; foto’s; definisies; boekverslae; opnames; vraelyste, taalspeletjies Week 9 – 10 FORMELE ASSESSERING Kwartaal 3 Week 1 – 2 Stories, beskrywing van persone; dier; karakter, dialoë, boekverslae Stories; mondelinge beskrywing van plekke, mense, persoonlike vertellings Stories; vriendskaplike brief, dagboek; mondelinge beskrywings van plekke; diere; plante; voorwerpe Week 3 – 4 Inligtingsteks soos feitelike vertelling; nuusartikels; verslae; visuele teks byvoorbeeld plakkate; kennisgewings; gesprekke Inligtingsteks met beeldmateriaal, byvoorbeeld diagramme; tabelle; kopkaarte; kaarte; foto’s; grafieke Inligtingsteks met beeldmateriaal, byvoorbeeld diagramme; tabelle; kopkaarte; kaarte; foto’s; grafieke; gesprekke; opnames; verslae Week 5 – 6 Stories; gedigte Stories; gedigte Stories; gedigte Week 7 – 8 Inligtingsteks met beeldmateriaal, byvoorbeeld diagramme; tabelle; prente, beskrywings van plekke; plante; diere; voorwerpe; prosedures Inligtingstekste: prosedures; gesprekke; taalspeletjies; Inligtingstekste vanuit die kurrikulum, byvoorbeeld verslae Inligtingstekste: prosedures / instruksies; verslae; taalspeletjies; kopkaarte Week 9 – 10 Dramas; rolspel; dialoë; boekverslae Dramas; gesprekke; dialoë Dramas AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 25 Kwartaal 4 Week 1 – 2 Gesprekke; taalspeletjies; stories Stories; taalspeletjies; persoonlike vertellings Stories; briewe Week 3 – 4 Inligtingsteks met beeldmateriaal, byvoorbeeld diagramme; tabelle; prente; onderhoude; geselsprogramme Visuele teks, byvoorbeeld plakkate; kennisgewings; boodskappe Inligtingsteks: tydskrifartikels; nuusberig, Feitelike teks: plakkate Inligtingsteks, byvoorbeeld verslae; gesprekke; taalspeletjies; definisies Week 5 – 6 Stories; taalspeletjies; dagboeke Stories; gedigte; persoonlike vertellings; boekverslae Verhale; gedigte; boekverslae; briewe Week 7 – 8 Gesprekke; praatjies; inligtingstekste; visuele tekste, byvoorbeeld plakkate; kennisgewings Inligtingstekste, byvoorbeeld verslae; gesprekke; plakkate; Visuele tekste, soos grafieke; diagramme Mediatekste soos tydskrifartikels; nuusberigte; plakkate; kennisgewings; besprekings Week 9 – 10 FORMELE ASSESSERING 3.2.2 Opsomming van tekstipes in Graad 4 – 6 Die tabel hieronder beskryf die tekstipes wat leerder onderrig behoort te word in graad 4 – 6. Ander tekste kan ook ingesluit word waar gepas. Sommige van hierdie tekstipes is nie in die onderrigplanne ingesluit nie. Dit beteken nie dat dit nie deel moet vorm van onderrig en leer nie omdat dit net so belangrik is. Stelstukke Tekstipe Doel Teksstruktuur Taalstrukture Verhalend Om te vermaak Begin met ruimte en karakter bv. Eendag was daar 'n ou vrou wat saam met haar seun, Jack, gewoon het. Hulle was baie arm. Gebeure verdiep bv. Jack het al sy geld uitgegee op boontjies. Sy ma was baie kwaad. 'n Oplossing bv. Jack het met die reus se skatte teruggekom en hulle was gelukkig vir ewig en altyd. In die eerste – of derdepersoon geskryf. In die verlede tyd geskryf. Gebeure in logiese volgorde. Voegwoorde wat tyd aandui. Gebruik dialoog. Taal wat 'n impak op die leser maak bv. beeldende woorde, bywoorde en byvoeglike naamwoorde. Beskrywende opstelle Helder beskrywing Inleiding: gee 'n algemene inleiding tot die onderwerp bv. Daar was 'n groot dierasie Beskrywing: beskryf kenmerke van die onderwerp bv. Dit het 'n massiewe lyf gehad met geswole puisies waaruit groen slymerige etter getap het. In die verlede of teenwoordige tyd geskryf. Skep 'n prentjie in woorde Gebruik bywoorde en byvoeglike naamwoorde. Gebruik figuurlike taal bv. vergelyking, metafoor en personifikasie. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Transaksionele tekste Tekstipe Doel Teksstruktuur Taalstrukture Persoonlike brief Om 'n verhouding in stand te hou Adres, datum en aanhef Struktuur van die boodskap sal afhang van die doel bv. inlig, gelukwens, simpatiseer. Mag persoonlike hervertelling gebruik. Afsluiting, handtekening Gewoonlik informele styl, maar kan wissel bv. brief van simpatie mag meer formeel wees. Taalstrukture sal wissel afhangend van die doel van die brief. Besigheids￾brief Verskillende doelwitte bv. aansoek vir werk, aansoek om 'n beurs, klag, versoek ens. Skrywer se adres, datum, ontvanger se adres, Mag 'n opskrif hê. Struktuur van boodskap mag wissel afhangend van die doel bv. brief aan die pers. Afsluiting, handtekening Gewoonlik informele styl Gebruik konvensies soos Liewe Heer/ Dame, Die uwe Kort en op die man af. Curriculum vitae (CV) Om 'n kort opsomming van iemand se lewe te gee Persoonlike besonderhede: naam en van; geboortedatum; geslag; nasionaliteit; ID nommer; fisiese adres; posadres; kontakbesonderhede ens Stokperdjies en belangstellings. Referente Onwerp en uitleg is belangrik Kort en kragtig Opskrifte en aandagkolle Formeel en direkte styl Dagboek / joernaal Optekening van persoonlike ervarings Gewoonlik in 'n spesiale boek geskryf. Inskrywings gereeld; daagliks of weekliks Datums by inskrywings Persoonlike hervertelling Gewoonweg in die verlede tyd geskryf. Informele styl. Die skrywer skryf vir hom- of haarself. E-pos / sms Inligting deur te gee Die ontvanger se adres en die diensverskaffer bv. rcornel@pgwc.gov. za • CC: Dit is die persone wat ook kennis moet neem van die skrywe. • Subject (Onderwerp): Dit is die onderwerp van die skrywe. • Message (Boodskap): Die boodskap wat oorgedra word. • Sender’s name (Stuurder): Die naam van die persoon wat die boodskap stuur. NB: Die een wat die pos stuur se naam wys outomaties as die e-pos ontvang word. Die stuurder mag besluit om ander persoonlike inligting by te voeg. Dit kom ooreen met spraaktaal. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 27 Uitnodiging Om iemand iewers na toe te nooi of te vra om iets te doen. Kan die vorm van 'n persoonlike brief of 'n uitnodigingskaartjie aanneem. Dit sluit in: Die aard van die funksie Waar die funksie sal plaasvind Die datum en tyd Kleredrag Naam van die genooide Dit mag grafiese elemente hê Kan formeel of informeel wees Gewoonlik kort en op die man af Gebruik konvensionele frases soos Ek wil jou graag nooi om... Antwoorde is beleefd bv. Baie dankie vir jou uitnodiging... Aanwysings Om te verduidelik hoe om by 'n plek uit te kom • Gebruik chronologiese volgorde • Verwys na spesifieke rigtings • Dui afgeronde afstande aan • Gee inligting oor bakens langs die pad • Gebruik opdragvorme • Gebruik kort en duidelike sinne Prosedure (bv. instruksies, aanwsysings en reëls) Om te beskryf of instruksies te gee van hoe om iets te doen deur 'n reeks stappe te volg Doel: 'n stelling oor wat bereik wil word bv. Hoe om die omslag van 'n portefeulje te maak. Material/gereedskap wat benodig word bv. papier, verf ens Geordende stappe om die doel te bereik bv. Verf eers die papier blou ... Mag vergesel word van 'n visuele teks of diagramme. Geskryf in opdragvorm bv. Verf die papier voor jy dit plak. In logiese volgorde. Kan benommering of aandagkolle gebruik. Fokus op die algemene in plaas van spesifike persone bv. 'n Mens... Opmerkings oor oorsaak en gevolg Advertensies / plakkate / kennisgewings Om iemand te oorreed om iets te koop of 'n diens te gebruik. Kan 'n verskeidenheid vorms aanneem Gebruik slagspreuke en kentekens Gebruik visuele en ander ontwerpelemente Gebruik advertensietegnieke Gebruik ontwerpelemente om die aanbieding aantreklik te maak. Figuurlike taalgebruik om impak te maak en treffende taalgebruik soos vergelyking, metafoor, alliterasie, herhaling, ritme en rym. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Literêre en mediatekste Tekstipe Doel Teksstruktuur Taalstrukture Persoonlike vertelling Vertel van 'n persoonlike ervaring Inleiding: Ruimte of konteks word geskets bv. Dit was in die skoolvakansie... Vertelling van die gebeure wat plaasgevind het, dikwels in chronologiese volgorde bv. Ons het eers na Tumelo se plek gegaan en daarna ... en toe ... Sommige addisionele inligting oor 'n gebeurtenis bv. Hy was verras om my te sien. Afsluiting - 'n stelling wat meer inligting mag bevat bv. Ek hoop ek sal meer tyd met Tumelo kan spandeer. Ons het baie pret gehad. Gewoonlik in die verlede tyd geskryf Vertelling in die eerste of derde persoon Tydsaanduidende woorde word gebruik bv. eers, toe, daarna, terwyl ens. Fokus op individue of groepe Kan informele styl hê Dialoog Dit is die optekening van gebeure, direk van die spreker se gesigspunt. Wanneer 'n dialoog geskryf word: • skryf die name van die karakters aan die linkerkant van die bladsy; • gebruik 'n dubbelpunt na die naam van die persoon wat praat; • gebruik 'n nuwe reël vir elke spreker; • gee advies tussen hakies aan die leser voor die woorde gespreek word oor hoe om te lees of aan te bied; • skets die agtergrond voor jy begin skryf. As die dialoog familie of vriende insluit, word 'n baie informele styl gebruik. Bekende interaksieformules word gebruik vir vrae, versoeke en stellings. Wanneer vreemdelinge ook betrokke is, word 'n meer beleefde aanslag gebruik vir vrae en stellings. Resensies (bv. verhale, boeke of films Om op te som, te ontleed en te reageer op literêre tekste of aanbiedings Konteks: agtergrondinligting oor die skrywer, illustreerder en tekstipe word gegee Beskrywing van elemente van die teks of produksie soos karakters, kerngebeure en stilistiese kenmerke Evaluering van die werk deur 'n mening of oordeel uit te druk In die verlede tyd of hede geskryf. Gebruik oordeels-woorde soos genotvol, snaaks, lagwekkend, belangrik, uitstekend ens. Koerantartikel / feitelike verslae Om in te lig, op te voed en die publiek te vermaak • Stel feite kortliks maar akkuraat • Strewe daarna om die kern weer te gee sonder om die leser te verloor. • Som akkuraat op sonder om die waarheid te skeef. • Gee 'n gepaste titel en subopskrif. • Begin met die belangrikste feite: die wie, wat, waar, hoe, waarom en tot watter graad. • Kort en helder taal • Geskryf in die derde persoon • Gebruik lydende of bedrywende vorm afhangende van die fokus en watter meer aanloklik vir die leser is. • Behoort aanhalings, menings, opmerkings, stellings en waarnemings van betrokkenes of kundiges in te sluit. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 29 Tydskrifartikels Om in te lig, op te voed en die publiek te vermaak • Die opskrif moet interessant en uitlokkend wees. • Die styl moet persoonlik wees en die leser direk aanspreek. • Die styl kan ook beskrywend en figuratief wees om te spreek tot die verbeelding van die leser. • Name, plekke, tye, posisies en ander noodsaaklike besonderhede behoort in die artikel. • Die artikel moet belangstelling uitlok en die leser boei. • Direkte aanhalings van persone • Langer paragrawe • Beskrywende skryfwerk • Kan formele en informele taal gebruik, insluitende alledaagse uitdrukkings en sêgoed. • Retoriese vrae • Emotiewe woorde • Beeldryke taal en beskrywing. 3.2.3 Lengte van tekste vir Eerste Addisionele Taal Taak Graad 4 Graad 5 Graad 6 Paragraaf • Woorde • Sinne 30 – 40 woorde 40 – 50 woorde 50 – 60 woorde 6 tot 8 sinne 8 tot 10 sinne 12 tot 16 sinne Mondelinge, kreatiewe tekste soos oorvertelling of die vertel van stories 100 – 120 woorde 120 – 130 woorde 130 – 150 woorde Geskrewe kreatiewe en inligtingstekste soos oorvertellings, stories, verslae Ten minste 50 woorde 1 tot 2 paragrawe Ten minste 100 woorde 3 paragrawe Ten minste 150 woorde 5 paragrawe Langer transaksionele tekste, byvoorbeeld briewe Slegs inhoud 40 – 60 woorde 60 – 80 woorde 80 – 100 woorde Korter tekste, byvoorbeeld: • boodskappe, notas • opsommings, dagboek inskrywings, beskrywings 20 – 30 woorde 30 – 40 woorde 30 – 40 woorde 40 – 50 woorde 40 – 60 woorde 50 – 60 woorde 3.2.4 Lengte van tekste vir Eerste Addisionele Taal (luister en lees) Taak Graad 4 Graad 5 Graad 6 Langer luistertekste bv storie, onderhoude, drama en nuusverslae 100–150 woorde of tot 5 min 100–200 woorde of tot 5 min 150–250 woorde of tot 5 min Korter luistertekste bv aankondigings, inligtingstekste, instruksies en aanwysings 40-60 woorde/1-2 min 50-70 woorde/1-2 min 60-80 woord/1-2 min Leesbegrip 100-150 woorde 150-200 woorde 200-250 woorde Die lengte van uitgebreide leeswerk is nie voorgeskryf nie omdat dit van die tipe teks asook die moeilikheidsgraad en die leesvlakke van die leerders afhang. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2.5 Aantal woorde wat deur Eerste Addisionele Taalleerders bemeester moet word. Kwartaal 1 2 3 4 Woordeskat (Algemene woorde) Graad 4 1600 –2000 1700 – 2500 1850 – 3000 2000 – 3500 Graad 5 2200 – 3750 2400 – 4000 2700 – 4250 3000 – 4500 Graad 6 3250 – 4750 3500 – 5000 3700 – 5250 4000 – 5500 Leeswoordeskat (Nuwe woorde) Graad 4 750 – 1700 (75 – 250) 800 – 1900 (75 – 250) 900 – 2200 (75 – 250) 1000 – 2500 (75 – 250) Graad 5 1250 – 2700 1500 – 3000 1750 – 3300 2000 – 3500 Graad 6 2200 – 3800 2400 – 4200 2700 – 4600 3000 – 5000 3.3 ONDERRIGPLANNE Die onderrigplan dui die minimum inhoud aan wat per kwartaal gedek moet word. Die volgorde van die inhoud wat in 'n tweeweeksiklus gedek moet word, word nie voorgeskryf nie. Die tydstoewysing gee 'n benaderde aanduiding van hoe lank dit behoort te neem om die inhoud te dek. Onderwysers moet hul werkskedules met behulp van hul handboeke uitwerk om met die inhoud vir die tweeweeksiklus tred te hou. Die inhoud wat in 'n tweeweeksiklus aangedui word, bevat die kerntekste / -aktiwiteite met die belangrikste vaardighede en strategieë wat leerders moet ontwikkel. 3.3.1 Hoe tekste met mekaar skakel in 'n tweeweeksiklus Verskillende tekste is as 'n basis vir die ontwerp van die tweeweeklikse onderrigsiklus gebruik. Tekste is gekies op grond van hoe hulle skakel om 'n geïntegreerde eenheid te vorm. Leerders sal, byvoorbeeld, luister na 'n storie en dan die storie lees. Hulle kan gevra word om 'n storie te skryf of 'n kort mondelinge beskrywing van 'n plek, persoon of voorwerp te gee of hulle kan gevra word om 'n brief aan 'n karakter te skryf. Die onderwyser kies 'n tema vir elke tweeweeksiklus sodat aktiwiteite met mekaar verband hou. Die rede vir die gebruik van temas is om dit moontlik te maak om voortdurend woordeskat en taalstrukture in betekenisvolle kontekste vas te lê. 3.3.2 Die volgorde van tekste en aktiwiteite in 'n tweeweeksiklus Tekste hoef nie in 'n bepaalde volgorde gebruik te word nie. In die meeste gevalle moet daar 'n luister- en praataktiwiteit wees om die leerders vir lees of skryf voor te berei. Soms het die luister- en praataktiwiteite hul oorsprong in die teks. Leerders moet deur mondelinge en leestekste met die verskillende soorte tekste vertroud raak, voordat hulle gevra word om hierdie tekste te skryf. In die meeste gevalle sal die luisterteks op 'n hoër vlak wees as die een wat leerders sal lees. Dit is omdat hul luistervaardighede verder as hul leesvaardighede ontwikkel is. 3.3.3 Aanbevole en voorgeskrewe tekstipes Daar is voorgeskrewe tekstipes wat in elke tweeweeksiklus onderrig moet word. Dit word in die onderrigplan uiteengesit en behoort in die voorgeskrewe handboeke vervat te word. In die meeste gevalle is geen spesifieke storie voorgeskryf nie. 'n Keuse kan uit 'n verskeidenheid moderne stories, verbeeldingryke stories (soos avontuurverhale, wetenskapfiksie), historiese verhale (soos biografieë) en tradisionele stories (soos mites, legendes, fabels) gemaak word. Dieselfde geld vir gedigte en toneelstukke. Daar is ook 'n opdrag wat vra dat leerders oor tekste reflekteer wat selfstandig of in pare gelees is. Hierdie tekste kan gekies word uit die klasleesboek / leesreeks / ander boeke wat die voorgeskrewe tekstipes ondersteun. Dit kan dieselfde tekstipe wees wat in die klas onderrig is (om die struktuur van die tekstipe beter te verstaan), óf 'n AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 31 ander tekstipe (om leeslus en verdere leesvaardigheid te stimuleer). Die addisionele leeswerk kan verband hou met die onderwerpe en temas van die voorgeskrewe tekstipe volgens die tweeweeksiklus. Hierdie aspek is belangrik omrede dit die leerder se kennis en begrip van die woordeskat en begrippe wat verband hou met die onderwerp / tema, konsolideer. Dit moet egter onthou word dat die uiteindelike doelwit behoort te wees om die kinders te kry om selfstandig te lees en 'n onafhanklike leesgewoonte te ontwikkel. Gedurende die indiviuele leessessie moet die leerders daarom geleentheid gegee word om boeke binne hul eie belangstellingsveld(e) te lees en daaroor te refelekteer. 3.3.4 Die aantal kerntekste in 'n tweeweeksiklus Vroeg in die jaar word daar gewoonlik slegs een of twee tekstipes of aktiwiteite per tweeweeksiklus ingepas. Later mag daar twee of drie tekstipes of aktiwiteite per tweeweeksiklus voorkom. Onderrig hierdie tekstipes en die verwante aktiwiteite en hou in gedagte dat leerders talle kere deur die loop van die jaar daaraan blootgestel sal word. 3.3.5 Die onderrig van taalstrukture en -konvensies Die inhoud vir taalstrukture en -konvensies word onder die opskrifte Luister en praat, Lees en kyk en Skryf en aanbied aangetref. Taalstrukture moet tydens die onderrigtyd vir Luister en praat, Lees en kyk, en Skryf en aanbied, aandag kry. Wanneer 'n storie byvoorbeeld gelees word, kan leerders tekste lees wat in die verlede tyd geskryf is. Dit is ook belangrik dat aktiwiteite op bepaalde taalstrukture sal fokus en dat taalstrukture in konteks onderrig word. Kies taalitems uit die afdeling “Taalstrukture en -konvensies” en gee leerders addisionele oefening hierin. Ontwikkel aktiwiteite wat vir leerders betekenisvol is en wat met die tekste wat hulle in die tweeweeksiklus bestudeer het, verband hou . Meer aktiwiteite van hierdie aard moet gedoen word wanneer leerders van graad 4 tot 6 vorder. Kies versigtig watter taalreëls aan die leerders verduidelik moet word en beperk dit tot 'n minimum. Eerste Addisionele Taal-leerders leer 'n taal deur middel van gedurige blootstelling daaraan aan en deur daarvan gebruik te maak. Oefening in taalstrukture en taalkonvensies sal hierdie vaardighede verfyn. Onderrig behoort al die taalvaardighede en taalstrukture so te integreer dat hulle interafhanklik van mekaar is. Alle taalstrukture moet in konteks aangeleer word. Neem ook kennis dat daar ook spesifieke tyd toegeken is vir die formele onderrig van taalstrukture en – konvensies. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.4 INHOUD EN ONDERRIGPLANNE VIR EERSTE ADDISIONELE TAAL GRAAD 4 GRAAD 4 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luisterbegrip: luister aandagtig na stories Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike vertellings / avontuurverhale / werklike lewensverhale) • Verduidelik stappe van die luisterproses • Beantwoord eenvoudige vrae • Vertel 'n storie in die regte volgorde • Benoem karakters in die storie korrek • Druk gevoelens oor die storie uit • Gee 'n eenvoudige, persoonlike vertelling • Gebruik eie ervaring • Kies toepaslike onderwerp • Bly by die onderwerp • Vertel 'n gebeurtenis in die korrekte volgorde Oefen luister en praat (kies 'n teks vir daaglikse gebruik) • Dra 'n eenvoudige rympie, gedig of lied voor • Reageer fisies op instruksies • Speel 'n eenvoudige taalspeletjie Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente / illustrasies • Gebruik leesstrategieë soos die maak van voorspellings, gebruik klank- en kontekstuele leidrade • Beantwoord vrae oor die teks • Verduidelik die verhaallyn en identifiseer die hoofkarakters • Vertel 'n storie in korrekte volgorde • Druk gevoelens oor die storie uit Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Bespreek nuwe woordeskat uit die teks • Spel tien woorde uit die teks • Gebruik 'n woordeboek om alfabetiese volgorde vas te lê Besin oor tekste wat reeds gelees is • Hervertel storie of hoofgedagtes Skryf oor die storie • Skryf sinne oor die storie (byvoorbeeld 'n opsomming of 'n eie slot) • Skryf sinne om uitdrukking aan menings of gevoelens oor die storie te gee • Gebruik punktuasie korrek Skryf 'n eenvoudige, persoonlike vertelling met behulp van 'n raam, byvoorbeeld: gister … / toe ... • Maak gebruik van 'n raam • Skryf uit eie ervaring • Kies 'n toepaslike onderwerp • Bly by die onderwerp • Vertel gebeurtenis in die korrekte volgorde Werk met woorde • Gebruik woordeboeke vir korrekte spelling van woorde • Skep 'n persoonlike woordeboek: • Skryf die letters van die alfabet bo￾aan bladsye • Skryf 5 woorde en hul betekenisse neer, of teken die woord, gebruik dit in 'n sin of gee 'n verduideliking van die woord • Alfabetiese rangskikking van woorde • Vokale en konsonante • Sinonieme Werk met sinne • Selfstandige naamwoord: soortname (meervoud, geslag, verkleining) • Idiomatiese uitdrukkings • Spelling en punktuasie • Spel bekende woorde korrek • Hoofletters • Leestekens: punt, komma, vraagteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 33 GRAAD 4 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luisterbegrip: luister na inligtingstekste, byvoorbeeld 'n feitelike vertelling of eenvoudige nuusberig Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Beantwoord vrae • Beskryf die gebeurtenis • Deel idees en lug eie mening Gee 'n feitelike vertelling van 'n nuusgebeurtenis wat op persoonlike ervaring gebaseer is • Vertel oor / beskryf die voorval in ten minste 3 sinne • Kies gepaste inhoud • Vertel in die korrekte volgorde Luister na en reageer op eenvoudige, mondelinge aanwysings • Volg die voorskrifte • Toon begrip van woordeskat wat met rigting verband hou, byvoorbeeld links, regs, bo, onder Oefen luister en praat (kies 'n teks vir daaglikse gebruik) • Dra 'n eenvoudige rympie, gedig of lied voor • Reageer op instruksies • Speel 'n eenvoudige taalspeletjie Leesbegrip: lees 'n inligtingsteks soos 'n feitelike vertelling of 'n nuusberig Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente / illustrasies • Gebruik leesstrategieë, byvoorbeeld deur voorspellings te maak en kontekstuele leidrade te gebruik om betekenis te skep • Bespreek die titel en kop van nuusberigte / bespreek opskrifte en subopskrifte Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Beantwoord vrae oor die hoofgedagte en spesifieke besonderhede • Verduidelik betekenis van onbekende woorde • Lees 'n eenvoudige kaart • Identifiseer plekke op 'n kaart • Volg 'n roete op 'n kaart • Beskryf 'n roete op die kaart met woordeskat wat met rigting verband hou Besin oor tekste wat gelees is • Vertel die storie of verduidelik hoofgedagtes Skryf 'n feitelike verhaal of skryf 'n nuusgebeurtenis wat op persoonlike ervaring gebaseer is • Skryf sinne oor 'n gebeurtenis aan die hand van 'n raam • Kies toepaslike inhoud • Skep 'n titel • Gebruik gepaste woordeskat • Gebruik gepaste grammatika, spelling en punktuasie • Korrigeer spelling aan die hand van 'n woordeboek Byskrifte by 'n eenvoudige kaart • Skryf die name van die plekke en ander kenmerke op die kaart Werk met woorde • Skryf woorde en hul betekenisse in eie woordeboek • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voornaamwoord (persoonlik, onpersoonlik), telwoord, voegwoord, bywoord, voorsetsels • Idiome en idiomatiese uitdrukkings Spelling en punktuasie • Hoofletters • Spel bekende woorde korrek • Verdubbeling van konsonante en vokale • Vokaaltekens in geslote lettergrepe (aap, oor) Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike vertellings / avontuurverhale / werklike lewensverhale) • Voorspel wat volgende gaan gebeur • Beantwoord eenvoudige vrae • Vertel 'n storie in die regte volgorde • Kry name van karakters in die storie korrek • Identifiseer karakters uit mondelinge beskrywings • Druk gevoelens oor die storie uit Beskryf die mense / karakters uit die storie • Verduidelik hoe die mense / voorwerpe lyk • Gebruik 'n paar nuwe woorde wat uit die storie geleer is • Gebruik byvoeglike naamwoorde Oefen luister en praat / hardoplees (kies 'n teks vir daaglikse gebruik) • Lees hardop met toepaslike uitspraak en uitdrukking • Dra 'n eenvoudige rympie, gedig of liedjie voor • Reageer op instruksies • Speel 'n eenvoudige taalspeletjie Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente / illustrasies • Gebruik leesstrategieë, byvoorbeeld die maak van voorspellings, gebruik klank- en kontekstuele leidrade • Verduidelik die verhaallyn en identifiseer die hoofkarakters • Hervertel die storie in korrekte volgorde • Druk gevoelens oor die storie uit • Beantwoord vrae oor die teks Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Bespreek nuwe woordeskat uit die teks • Spel tien woorde uit die teks Besin oor tekste wat selfstandig gelees is • Vertel die storie of hoofgedagtes Skryf oor 'n storie • Skryf sinne oor die storie (byvoorbeeld 'n paragraaf of 'n eie einde) • Skryf eie sinne om aan menings of gevoelens oor die storie uitdrukking te gee • Gebruik punktuasie korrek Skryf 'n beskrywing (paragraaf) van mense of karakters uit die storie met behulp van 'n skryfraam • Skryf sinne oor hoe die mense lyk • Gebruik 'n paar nuwe woorde wat ut die storie geleer is • Gebruik byvoeglike naamwoorde • Korrigeer spelling deur 'n woordeboek te gebruik Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Sinonieme en antonieme • Samestellings • Skryf woorde en hul betekenis in 'n persoonlike woordeboek op • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Selfstandige naamwoord (getal, geslag, verkleining), byvoeglike naamwoord, hoof- en hulpwerk-woorde, voegwoord, voornaamwoord • Tydsvorme • Letterlike en figuurlike taalgebruik Spelling en punktuasie • Spel bekende woorde korrek • Afkappingsteken • Woorde op d / t en woorde met i / ie • Afkortings Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 35 GRAAD 4 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luisterbegrip: luister na en voer instruksies uit, byvoorbeeld resep / instruksies vir vervaardiging of hoe om iets te doen / te maak Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Beantwoord vrae • Vra vrae om inligting te bekom • Luister en reageer gepas • Beskryf wat gedoen moet word Gee eenvoudige instruksies • Gebruik die korrekte besonderhede en volgorde • Gebruik die bevelvorm van die werkwoord Oefen luister en praat / hardoplees (kies 'n teks vir daaglikse gebruik) • Lees hardop met toepaslike uitspraak en uitdrukking • Dra 'n eenvoudige rympie, gedig of lied voor • Reageer op instruksies • Speel 'n taalspeletjie Leesbegrip: lees instruksietekste byvoorbeeld resep / instruksies vir die vervaardiging of hoe om iets te doen / te maak Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en foto’s • Gebruik leesstrategieë, byvoorbeeld voorspelling, prente / illustrasies, gebruik kontekstuele leidrade • Beantwoord vrae oor die teks • Beskryf wat gedoen moet word • Bespreek besonderhede van die teks • Bespreek volgorde van instruksies • Volg die instruksies Besin oor tekste wat selfstandig gelees is • Vergelyk boeke wat gelees is Skryf eenvoudige instruksies met behulp van 'n skryfraam • Nommer die instruksies • Gebruik die korrekte besonderhede • Gebruik die regte volgorde • Skryf die instruksies met behulp van 'n skryfraam • Gebruik werkwoorde korrek • Korrigeer spelling deur 'n woordeboek te gebruik Skryf 'n lys • Skryf 'n lys van items • Gebruik die korrekte formaat • Gee die lys 'n opskrif • Gebruik sinne korrek Werk met woorde • Voor- en agtervoegsels • Samestellings • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Sinsoorte: bevelsinne • Woordsoorte: voornaamwoord (aanwysend en besitlik), selfstandige naamwoord, lidwoord, telwoord Spelling en punktuasie • Hoofletters • Komma, punte • Skryftekens: kappie en deelteken • Spel bekende woorde korrek • Verdubbeling van konsonante en vokale Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Luisterbegrip: luister na 'n liedjie of eenvoudige gedig Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Herroep die hoofgedagte • Bespreek die sentrale idee • Bespreek met betrekking tot eie ervaring • Identifiseer rym en ritme • Breek woorde in lettergrepe op • Druk gevoelens uit wat deur die teks gestimuleer is • Dra liedjie / gekose reëls voor Speel 'n meer gevorderde taalspeletjie / rolspel • Volg instruksies korrek • Gebruik 'n verskeidenheid van woordeskat • Neem beurte, gee ander 'n geleentheid om te praat Oefen luister en praat / hardoplees (kies 'n teks vir daaglikse gebruik) • Lees hardop met toepaslike uitspraak, ritme en uitdrukking • Dra 'n eenvoudige rympie, gedig of lied voor • Reageer fisies op instruksies Leesbegrip: lees 'n eenvoudige gedig Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van titel en foto’s • Gebruik leesstrategieë, byvoorbeeld voorspelling, kyk na prente / illustrasies, gebruik kontekstuele leidrade • Beantwoord vrae oor die teks • Identifiseer ritme en rym (alliterasie, assonansie) • Verdeel woorde in lettergrepe • Druk gevoelens uit wat deur die teks gestimuleer is Los 'n woordraaisel op • Spel woorde korrek • Toon begrip van betekenis van woorde Bespreek tekste wat selfstandig gelees is • Bespreek emosionele reaksie op tekste. Skryf 'n eenvoudige gedig aan die hand van 'n skryfraam • Skryf pare sinne van dieselfde lengte wat rym • Gebruik gepaste ritme en rym • Gebruik kennis van lettergrepe om die ritme te ontwikkel Oefen skriftelik • Skryf woorde wat met dieselfde klank begin, byvoorbeeld: Oulike Ousus Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Lettergrepe en klankgrepe • Vokale en konsonante • Sinonieme en antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voorsetsels, byvoeglike naamwoord (intensiewe vorme, trappe van vergelyking) • Woordorde in sinne • Letterlike en figuurlike taalgebruik Spelling en punktuasie • Spel bekende woorde korrek • Verdubbeling van vokale en konsonante • Vraagteken, uitroepteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 37 GRAAD 4 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings/ avontuurverhale / werklike lewensverhale Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Verduidelik stappe van die luisterproses • Voorspel wat volgende gaan gebeur • Beantwoord eenvoudige vrae • Hervertel 'n storie in die regte volgorde • Benoem die karakters in die storie korrek • Identifiseer karakters uit mondelinge beskrywings • Gee 'n persoonlike reaksie op die storie Gee 'n persoonlike hervertelling • Kies uit eie ervaring • Kies 'n toepaslike onderwerp • Bly by die onderwerp • Hervertel gebeurtenis in korrekte volgorde Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, uitdrukking en tempo • Dra 'n eenvoudige rympie, gedig of lied voor • Reageer op instruksies • Speel 'n eenvoudige taalspeletjie Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling op grond van titel en foto’s • Gebruik leesstrategieë byvoorbeeld die maak van voorspellings en gevolgtrekkings, gebruik klank en kontekstuele leidrade • Stel en beantwoord vrae oor die storie • Identifiseer intrige, ruimte en karakter • Verduidelik menings oor die teks Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Bespreek nuwe woordeskat uit die leesteks • Gebruik 'n woordeboek Besin oor tekste wat selfstandig gelees is • Deel menings oor die boek Skryf 'n boodskap Kies toepaslike inhoud • Gebruik die korrekte formaat • Adresseer teks aan 'n persoon • Eindig met eie naam Skryf 'n persoonlike hervertelling aan die hand van 'n skryfraam (byvoorbeeld gister ... daarna ...) • Maak van 'n skryfraam gebruik • Skryf uit eie ervaring • Kies toepaslike onderwerp • Bly by die onderwerp • Hervertel gebeurtenis in korrekte volgorde • Gebruik uitgebreide woordeskat Werk met woorde • Verdubbeling van konsonante en vokale • Sinonieme en antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord, byvoeglike naamwoord, werkwoord, voornaamwoord (vraend) • Idiome en idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens: kappie en deelteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luisterbegrip: luister na 'n inligtingsteks, byvoorbeeld weerverslae of 'n beskrywing van 'n plek Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Identifiseer spesifieke besonderhede • Interpreteer die inligting wat met persoonlike ervarings verband hou Luister na 'n beskrywing en beskryf 'n voorwerp / 'n gebeurtenis • Identifiseer beskrywende woorde • Gebruik 'n paar nuwe woorde • Gebruik byvoeglike naamwoorde Oefen luister en praat (gedeelde teks vir die dag) • Dra 'n eenvoudige rympie, gedig of lied voor • Reageer op instruksies • Speel 'n eenvoudige taalspeletjie Leesbegrip: lees 'n inligtingsteks met visuele komponente, byvoorbeeld 'n diagram / tabel / kopkaart / kaart / prent / illustrasie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling op grond van titel en prente / visuele leidrade • Gebruik leesstrategieë, soos vluglees • Stel en beantwoord vrae • Bespreek hoofgedagte en spesifieke besonderhede • Interpreteer die inligting in die visuele teks Lees 'n visuele teks, byvoorbeeld 'n plakkaat wat 'n gebeurtenis adverteer • Pre-lees: bespreek prent / illustrasie • Interpreteer die inligting • Bespreek die doel van die teks • Bespreek die taal wat gebruik word • Identifiseer en bespreek ontwerpken-merke soos kleur en verskillende groottes of lettertipes Besin oor tekste wat selfstandig gelees is • Vergelyk boeke / tekste wat gelees is Som 'n inligtingsteks op • Vul die ontbrekende woorde in in 'n opsomming of op 'n grafiek / tabel / kopkaart • Gebruik gepaste woordeskat • Gebruik 'n paar nuwe woorde uit die gelese teks Ontwerp 'n visuele teks, byvoorbeeld 'n plakkaat wat 'n gebeurtenis adverteer • Kies toepaslike inligting • Gebruik die korrekte formaat • Gebruik ontwerpselemente soos kleur en verskillende groottes of lettertipes Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Oop- en geslote lettergrepe • Antonieme, sinonieme, homofone • Woordeboek-vaardighede • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: bywoord (tyd, plek, wyse), byvoeglike naamwoord (intensiewe vorme, trappe van vergelyking) • Voorsetsels (ook in vaste verbindings) Spelling en punktuasie • Spel bekende woorde korrek • Woorde wat eindig op t / d; woorde met ei / y • Leestekens: punt, komma, vraagteken, uitroepteken, aanhalingsteken, dubbelpunt Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 39 GRAAD 4 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer Kies uit kontemporêre, realistiese fiksie; tradisionele stories; persoonlike hervertellings; avontuurverhale; staaltjies; fantasie; lewensverhale of historiese fiksie • Voorspelling wat volgende gaan gebeur • Bespreek intrige, ruimte en karakters • Bespreek gebeure in die verhaal • Gee 'n persoonlike reaksie op die storie • Hervertel storie in die regte volgorde, verbind woorde Speel 'n meer komplekse taalspeletjie • Volg instruksies korrek • Gebruik 'n verskeidenheid woordeskat • Neem beurte, gee ander 'n kans om te praat Oefen luister en praat / hardoplees (gedeelde teks) • Lees hardop met toepaslike uitspraak en uitdrukking • Dra 'n eenvoudige rympie, gedig of lied voor • Gee en volg eenvoudige instruksies / opdragte • Hervertel eie nuus Leesbegrip: lees 'n storie met dialoog Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling na aanleiding van die titel en prente • Gebruik leesstrategieë, byvoorbeeld voorspelling, kontekstuele leidrade • Bespreek intrige, ruimte en karakters • Bespreek gebeure in die verhaal • Gee 'n persoonlike reaksie op die storie • Som storie op • Identifiseer watter dele van die verhaal in die dialoog voorkom • Rolspeel die storie of 'n deel van die storie Lees 'n dagboek of dagboek￾inskrywings • Pre-lees: voorspel na aanleiding van titel en prente / illustrasies • Gebruik leesstrategieë, byvoorbeeld voorspelling, kontekstuele leidrade • Identifiseer en bespreek die skrywer van die dagboek • Druk gevoelens uit gestimuleer deur die teks Besin oor tekste wat selfstandig gelees is • Lê verbande met eie ervaring Skryf 'n storie met dialoog • Kies toepaslike inhoud • Maak gebruik van 'n raam • Gebruik die direkte rede vir 'n dialoog • Brei sinne uit deur byvoeglike naamwoorde en bywoorde te gebruik • Gebruik uitgebreide woordeskat, insluitend voornaamwoorde en Verbindingswoorde • Gebruik gepaste grammatika, spelling en punktuasie Werk met woorde • Afleidings en samestellings • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: bywoord, byvoeglike naamwoord • Direkte en indirekte rede Spelling en punktuasie • Spel bekende woorde korrek • Spelpatrone • Leestekens (aanhalingstekens) Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luisterbegrip: luister na en voer instruksies uit byvoorbeeld resep / instruksies vir die vervaardiging, of hoe om iets te doen Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Bespreek spesifieke besonderhede van die teks • Vra vrae om inligting te bekom • Luister en reageer gepas Gee instruksies (ten minste twee stappe) • Gebruik gepaste woordeskat • Gebruik werkwoorde korrek • Gee instruksies in die korrekte volgorde Klassifiseer dinge • Verdeel items in groepe volgens spesifieke kriteria • Verduidelik waarom dinge saam hoort Oefen luister en praat (gedeelde teks) • Reageer op instruksies • Gee en volg eenvoudige instruksies / opdragte Leesbegrip: lees 'n prosedure-teks, byvoorbeeld 'n resep / instruksies Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente / illustrasies • Gebruik leesstrategieë, byvoorbeeld voorspelling, kontekstuele leidrade • Bespreek spesifieke besonderhede • Bespreek volgorde van instruksies Lees 'n inligtingsteks met visuele komponente, byvoorbeeld 'n plakkaat / pamflet • Pre-lees: voorspel volgens titel / prent / illustrasie • Vra en beantwoord vrae • Verduidelik hoofgedagte • Interpreteer visuele teks Besin oor tekste wat selfstandig gelees is • Bespreek emosionele reaksie op teks Skryf 'n prosedureteks, byvoorbeeld 'n resep / instruksies • Voltooi besonderhede in 'n raam • Hou by onderwerp • Gebruik gepaste woordkeuse, spelling en leestekens Skryf en ontwerp 'n visuele teks, byvoorbeeld 'n plakkaat / pamflet / kennisgewing • Gebruik korrekte formaat • Kies toepaslike inligting en woordkeuse • Gebruik ontwerpselemente soos kleur en verskillende lettertipe en -groottes Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Sinonieme, antonieme, homofone • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord (versamelname), voornaamwoord (persoonlik, besitlik) • Enkelvoudige sin (onderwerp, gesegde, voorwerp) • Woordorde Spelling en punktuasie • Spel bekende woorde korrek • Spelpatrone • Leestekengebruik in sinne Woordeskat in konteks (uit gelese teks) WEEK 9 – 10 FORMELE ASSESSERING AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 41 GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike verslae/ avontuurverhale / snaakse stories / fantasieë / werklike lewenstories) • Verduidelik stappe van luisterproses • Bespreek intrige, ruimte en karakters • Beantwoord eenvoudige vrae • Noem korrekte name van karakters in die storie • Hervertel 'n storie in die regte volgorde • Druk gevoelens oor die storie uit • Beskryf oorsake en gevolge van die optrede of gebeure Beskryf 'n persoon / dier / karakter uit die storie / plek waar die storie afspeel • Verduidelik hoe die persoon / dier / karakter / plek lyk • Gebruik 'n paar nuwe woorde uit die storie • Gebruik byvoeglike naamwoorde vir beskrywing Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente • Interpreteer en verduidelik die boodskap • Gebruik leesstrategieë, byvoorbeeld voorspelling, kontekstuele leidrade, afleidings maak • Hervertel gebeure in die korrekte volgorde • Spreek gevoelens oor die teks uit en motiveer • Bespreek die hoofkarakter en ander karakters • Doen rolspel wat op die storie gebaseer is Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees 'n eenvoudige boekresensie • Identifiseer belangrike inligting, byvoorbeeld die titel, skrywer • Identifiseer hoofgedagtes • Bespreek formaat van die resensie • Bespreek respons op die resensie Skryf 'n dialoog • Kies toepaslike inhoud vir die onderwerp • Gebruik die raam gepas • Karakters se “dialoog” volg in logiese volgorde • Gebruik gepaste grammatika, spelling, leestekens en spasies tussen paragrawe Gee 'n beskrywing (paragraaf) van 'n persoon / dier / plek • Beskryf duidelik • Gebruik behoorlik gekonstrueerde, volledige sinne • Gebruik hoof- en ondersteun-ende gedagtes • Gebruik gepaste grammatika, spelling en punktuasie Werk met woorde • Sinonieme en antonieme • Homonieme en homofone • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord, bywoord, byvoeglike naamwoord • Direkte en indirekte rede Spelling en punktuasie • Spel bekende woorde korrek • Hoofletters • Koppelteken • Afkortings Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES Oefen luister en praat / hardoplees (kies 'n teks vir daaglikse gebruik) • Lees hardop met toepaslike uitspraak, uitdrukking en tempo • Dra 'n eenvoudige rympie, gedig of lied voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / opdragte • Hervertel eie nuus • Hervertel 'n storie wat jy gehoor of gelees het Besin oor tekste wat selfstandig gelees is / lees in pare • Gee 'n kort mondelinge resensie van 'n boek • Gee 'n kort, mondelinge resensie deur 'n geskikte raam te gebruik AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 43 GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luisterbegrip: luister na inligtingsteks, byvoorbeeld 'n feitelike hervertelling / verslag / nuusberig Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Beantwoord vrae • Beskryf die gebeurtenis • Deel idees en bied opinies aan Neem aan 'n kort gesprek oor 'n bekende onderwerp deel • Neem beurte • Hou by die onderwerp • Vra relevante vrae Oefen luister en praat / hardoplees (kies 'n teks vir daaglikse gebruik) • Lees hardop met toepaslike uitspraak, uitdrukking en tempo • Dra 'n eenvoudige rympie, gedig of lied voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / opdragte • Hervertel eie nuus • Hervertel 'n storie wat jy gehoor of gelees het Leesbegrip: lees 'n inligtingsteks, byvoorbeeld 'n feitelike hervertelling / verslag / nuusberig Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van titel en prente • Gebruik leesstrategieë, byvoorbeeld soeklees vir spesifieke besonderhede, vluglees vir die algemene idee • Antwoorde komplekse vrae byvoorbeeld: Waarom …? Hoe dink jy ...? Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees 'n visuele teks, byvoorbeeld 'n plakkaat of 'n kennisgewing • Pre-lees: bespreek prente / illustrasies • Bespreek die inhoud van die teks • Identifiseer spesifieke inligting • Interpreteer die inligting • Bespreek die doel van die teks • Bespreek taalgebruik • Identifiseer en bespreek ontwerpselemente, soos kleur, lettertipes en -groottes Besin oor tekste wat selfstandig gelees is / lees is pare • Vergelyk boeke / tekste wat gelees is Opsomming van 'n inligtingsteks • Vul die ontbrekende woorde in in 'n skriftelike opsomming • Gebruik gepaste woordeskat • Gebruik nuwe woorde uit die leesteks Ontwerp en skep 'n visuele teks byvoorbeeld 'n plakkaat of 'n kennisgewing • Gebruik die korrekte formaat • Kies toepaslike inligting • Gebruik ontwerpselemente soos kleur en verskillende lettertipes en -groottes Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik • Verbindingswoorde Werk met sinne • Sinsoorte • Enkelvoudige en saamgestelde sinne • Ontkenning • Woordorde Spelling en punktuasie • Spel bekende woorde korrek • Afkortings • Skryftekens: kappie, deelteken • Hoofletters Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Luister en verwys na eie ervaring • Identifiseer spesifieke besonderhede • Hervertel in die korrekte volgorde • Beskryf oorsaak en gevolg, byvoorbeeld die effek van 'n handeling of gebeurtenis • Verduidelik die boodskap van die storie Luister na 'n gedig • Bespreek waaroor die gedig handel • Lê verband met eie ervaring • Identifiseer rym en ritme • Identifiseer klanknabootsende woorde • Druk gevoelens uit wat deur die gedig gestimuleer is • Dra gedig / gekose reëls voor Oefen luister en praat / hardoplees • Lees hardop met toepaslike uitspraak, uitdrukking en tempo • Oefen met woorde wat klank naboots, byvoorbeeld bye wat zoem, glas wat rinkel Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van titel en prente / illustrasies • Gebruik leesstrategieë, byvoorbeeld voorspelling, kontekstuele leidrade • Identifiseer en lewer kommentaar op die intrige • Verduidelik die boodskap van die storie • Beskryf oorsaak en gevolg, byvoorbeeld die effek van 'n handeling of gebeurtenis • Identifiseer en bespreek stereotipes Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees 'n gedig • Pre-lees: voorspel na aanleiding van titel en foto’s • Gebruik leesstrategieë, byvoorbeeld voorspelling, kyk na prente, gebruik kontekstuele leidrade • Identifiseer ritme en rym • Breek woorde in lettergrepe op • Druk gevoelens uit wat deur die gedig gestimuleer is Besin oor tekste wat selfstandig gelees is / lees in pare • Hervertel storie of hoofgedagtes in 3 tot 5 sinne • Bepreek eie emosies na aanleiding van gelese tekste Skryf 'n storie deur die gebruik van 'n raam • Kies toepaslike inhoud vir die onderwerp • Gebruik die raam korrek • Gebruik 'n uitgebreide woordeskat, insluitend verbindingswoorde en frases • Gebruik gepaste grammatika, spelling, leestekens en spasies tussen paragrawe Skryf sinne wat rym • Skryf pare sinne wat dieselfde lengte het en rym • Gebruik gepaste ritme en rym • Gebruik kennis van lettergrepe om die ritme te ontwikkel Werk met woorde • Sinonieme en antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Selfstandige naamwoord (verkleining, meervoud, geslag), werkwoord • Ontkenning • Veelvoudige en saamgestelde sinne • Idiome en idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Spelpatrone: woorde wat einde op d / t • Los en vas skryf Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 45 GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luisterbegrip: luister na inligtingsteks, soos 'n feitelike hervertelling / beskrywing Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Beantwoord vrae • Identifiseer en lewer kommentaar op die hoofgedagte en spesifieke besonderhede • Deel idees en spreek menings uit • Gebruik 'n uitgebreide woordeskat Luister na 'n beskrywing van plekke / plante / diere / voorwerpe • Identifiseer plekke korrek • Gebruik woorde wat die plek korrek beskryf • Gebruik 'n paar nuwe woorde • Gebruik byvoeglike naamwoorde Oefen luister en praat (kies 'n teks vir daaglikse gebruik) • Dra 'n eenvoudige rympie, gedig of lied voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / opdragte • Vertel eie nuus • Hervertel 'n storie wat gehoor of gelees is Leesbegrip: lees inligtingstekste met visuele komponente, byvoorbeeld 'n diagram / tabel / kopkaart / kaart/ prente Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling van titel en foto’s • Gebruik leesstrategieë, byvoorbeeld vluglees • Identifiseer die hoofgedagte en spesifieke besonderhede en lewer kommentaar daarop • Interpreteer inligting in die visuele teks Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees prosedure tekste, byvoorbeeld eenvoudige instruksies • Pre-lees: voorspelling na aanleiding van titel en prente • Gebruik leesstrategieë, byvoorbeeld voorspelling, kyk na prente, gebruik kontekstuele leidrade • Beantwoord vrae oor die teks • Beskryf wat gedoen moet word • Bespreek spesifieke besonderhede van die teks • Bespreek volgorde van instruksies • Volg die instruksies Besin oor tekste wat selfstandig gelees is • Lê verband met eie ervaring Etikette en / of visuele tekste, byvoorbeeld 'n diagram / tabel / kopkaart / kaart / prente • Gebruik gepaste woordeskat • Gebruik die korrekte formaat vir etikette, byvoorbeeld slegs een of twee woorde Gebruik inligting uit 'n visuele teks om 'n beskrywende paragraaf te skryf • Interpreteer die inligting korrek • Gebruik gepaste woordeskat Werk met woorde • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik • Bou op kennis van hoëfrekwensie￾woorde Werk met sinne • Woordsoorte: selfstandige naamwoord, voorsetsels, byvoeglike naamwoord, bywoord • Letterlike en figuurlike taalgebruik Spelling en punktuasie • Spel bekende woorde korrek • Spelpatrone: woorde met i / ie • Los en vas skryf van woorde Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Luisterbegrip: luister na 'n toneelstuk wat hardop gelees word of oor die radio / TV Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Voorspel na aanleiding van die titel • Hervertel 'n drama in volgorde • Gee die name van die karakters korrek • Rolspeel 'n karakter of 'n bekende situasie • Kies toepaslike inhoud • Gebruik besonderhede akkuraat • Druk gedagtes en gevoelens uit • Hou by die onderwerp • Toon bewustheid van sosiale verskille • Skakel van een taal na 'n ander indien toepaslik Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, uitdrukking en tempo • Dra 'n eenvoudige rympie, gedig of lied voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / opdragte • Hervertel eie nuus • Hervertel 'n storie wat gehoor of gelees is Leesbegrip: lees 'n toneelstuk Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling volgens titel • Gebruik leesstrategieë • Identifiseer die storielyn • Bespreek karakters en agtergrond • Druk gevoelens uit wat deur die teks gestimuleer is • Bespreek kenmerke van die teks, veral punktuasie en formaat • Voer die toneelstuk of 'n kort gedeelte daarvan op Besin oor tekste wat selfstandig / in pare gelees is • Gee 'n kort, mondelinge resensie gebaseer op 'n toepaslike raam Skryf 'n dialoog • Kies toepaslike karakters • Organiseer die gesprek logies • Gebruik die raam korrek • Gebruik die direkte rede gepas • Gebruik 'n uitgebreide woordeskat • Gebruik gepaste grammatika, spelling, punktuasie en spasiëring Skryf 'n eenvoudige boekresensie, gebruik 'n raam • Kies toepaslike inhoud • Gee eie mening Werk met woorde • Lettergrepe • Voor- en agtervoegsels • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik • Verdubbeling van konsonante en vokale Werk met sinne • Woordsoorte: selfstandige naamwoord, werkwoord, voorsetsels • Direkte en indirekte rede • Sinsoorte • Saamgestelde sinne • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Spelpatrone • Verdubbeling van vokale en konsonante Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 47 GRAAD 4 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Neem aan gesprek oor 'n bekende onderwerp deel Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Stel relevante vrae en reageer op vrae • Respekteer ander se idees Speel 'n meer komplekse taalspeletjie • Volg instruksies korrek • Gebruik 'n uitgebreide woordeskat • Maak beurte om te praat, gee ander 'n kans om te praat Oefen luister en praat (Kies een aktiwiteit vir daaglikse oefening) • Dra 'n eenvoudige rympie, gedig of lied voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / opdragte • Vertel eie nuus • Hervertel 'n storie wat jy gehoor of gelees het Leesbegrip: Lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasieë / werklike lewenstories) • Pre-lees: voorspel na aanleiding van die titel en prente • Gebruik leesstrategieë, byvoorbeeld voorspelling • Vra meer komplekse vrae, byvoorbeeld: Hoekom nie? Hoe dink jy? • Hervertel storie in volgorde, Gebruik verbindingswoorde • Verduidelik redes vir handelinge in die storie • Verduidelik die oorsaak en die gevolg in die verhaal. • Gee 'n persoonlike reaksie op die teks Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Besin oor tekste wat selfstandig / in pare gelees is • Vergelyk boeke / gelese tekste Skryf 'n storie volgens 'n raam • Kies toepaslike inhoud vir die onderwerp • Gebruik die raam korrek • Gebruik 'n uitgebreide woordeskat • Gebruik gepaste grammatika, spelling, leestekens en spasies tussen paragrawe • Teken woorde en hul betekenis in 'n persoonlike woordeboek aan • Gebruik taal verbeeldingryk Werk met woorde • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik • Bou op kennis van hoëfrekwensie- woorde Werk met sinne • Woordsoorte: voegwoord, voornaamwoord, selfstandige naamwoord (soortname: meervoud, geslag, verkleining) • Lydende en bedrywende vorm • Volgorde van sinne Spelling en punktuasie • Spel bekende woorde korrek • Spelpatrone Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luisterbegrip: luister na 'n onderhoud / 'n geselsprogram Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêerHerroep hoofgedagtes • Vra relevante vrae • Reageer gepas • Gee opinies Luister na en gee mondelinge boodskap /pe • Identifiseer hoofgedagte en besonderhede • Identifiseer aan wie die boodskap gerig is en van wie dit kom • Kies toepaslike inhoud vir boodskappe Oefen luister en praat (kies 'n teks vir daaglikse gebruik) • Dra 'n eenvoudige rympie, gedig of lied voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / opdragte • Vertel eie nuus • Hervertel 'n storie wat gehoor of gelees is Leesbegrip: lees 'n inligtingsteks met visuele komponente, byvoorbeeld 'n diagram / tabel / geheuekaart / kaart / prent Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente • Gebruik 'n verskeidenheid leesstrategieë, byvoorbeeld voorspelling, kontekstuele leidrade, vluglees vir spesifieke inligting • Beantwoord en vra meer komplekse vrae, byvoorbeeld: Hoekom? Hoe dink jy? • Interpreteer en bespreek visuele middele • Som die teks op Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees sosiale tekste, byvoorbeeld boodskappe • Identifiseer hoofgedagte en besonderhede • Identifiseer aan wie die boodskap gerig is en van wie dit is • Verduidelik die formaat Skryf 'n paragraaf aan die hand van 'n skryfraam • Gebruik gepaste inhoud • Gebruik 'n uitgebreide woordeskat • Gebruik gepaste grammatika, spelling en punktuasie Voltooi 'n visuele teks, byvoorbeeld 'n grafiek / tabel / kopkaart / kaart / prente • Gee die inligting korrek weer • Toon die skakels aan tussen die verskillende dele van die visuele teks • Skryf sinne wat die grafiek beskryf • Gebruik gepaste woordeskat Skryf sosiale tekste, byvoorbeeld 'n boodskap • Kies toepaslike inhoud vir die boodskap • Gebruik die korrekte formaat • Adresseer die boodskap korrek • Rangskik die inligting logies • Skryf eie naam aan die einde Werk met woorde • Sinonieme, antonieme, homonieme, homofone • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voornaamwoorde (vraend) • Sinsoorte • Direkte en indirekte rede • Lydende en bedrywende vorm • Ontkenning • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens • Los en vas skryf Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 49 GRAAD 4 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES Lees 'n visuele teks, byvoorbeeld 'n plakkaat / advertensie / kennisgewing / pamflet • Pre-lees: bespreek prente en inhoud van die teks • Identifiseer en interpreteer spesifieke inligting Bespreek die doel, teikengroep en taalgebruik Besin oor tekste wat selfstandig gelees is • Hervertel storie of hoofgedagtes in 3-5 sinne • Druk emosies oor gelese tekste uit. Ontwerp en skep 'n plakkaat / advertensie / kennisgewing / pamflet • Gebruik die korrekte formaat • Kies toepaslike inligting • Gebruik ontwerpselemente soos kleur, verskillende lettertipes of -groottes • Gebruik gepaste uitleg AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuurverhale / staaltjies / fantasie / lewensverhale / historiese fiksie) • Voorspel wat volgende gaan gebeur • Bespreek intrige, ruimte en karakters • Bespreek gebeure in die verhaal • Reageer op die storie • Hervertel die storie in die regte volgorde • Verbind woorde Speel 'n meer komplekse taalspeletjie • Volg instruksies korrek • Gebruik 'n uitgebreide woordeskat • Maak beurte om te praat, gee ander 'n kans om te praat Oefen luister en praat / hardoplees (kies 'n teks vir daaglikse gebruik) • Lees hardop met toepaslike uitspraak en uitdrukking • Dra 'n eenvoudige rympie, gedig of lied voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / opdragte • Hervertel eie nuus • Hervertel 'n storie wat gehoor of gelees is Leesbegrip: lees 'n storie met dialoog Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling na aanleiding van die titel en prente • Gebruik leesstrategieë, byvoorbeeld voorspelling, met behulp van kontekstuele leidrade • Bespreek intrige, ruimte en karakters • Bespreek gebeure in die verhaal • Reageer op die storie • Som die storie op • Identifiseer watter dele van die verhaal dialog is • Rolspeel die storie of 'n gedeelte van die storie Lees 'n dagboek / dagboek inskrywings / gedig • Pre-lees: voorspel na aanleiding van titel • Gebruik leesstrategieë, byvoorbeeld voorspelling, kontekstuele leidrade • Identifiseer en bespreek die skrywer / verteller • Druk gevoelens uit wat deur die teks gestimuleer is Besin oor tekste wat selfstandig / in pare gelees is • Lê verbande met eie ervaring Skryf 'n storie met dialoog • Kies toepaslike inhoud • Gebruik die raam • Gebruik die direkte rede vir dialoog • Brei Brei sinne uit deur die byvoeging van byvoeglike naamwoorde en bywoorde • Gebruik uitgebreide woordeskat • Gebruik gepaste grammatika, spelling en punktuasie Werk met woorde • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik • Bou op kennis van hoëfrekwensie￾woorde • Hersiening Werk met sinne • Woordsoorte (hersiening) • Sinsoorte (hersiening) • Enkelvoudige, veelvoudige en saamgestelde sinne (hersiening)\ direkte en indirekte rede (hersiening) • Lydende en bedrywende vorm (hersiening) • Ontkenning (hersiening) • Woordorde (hersiening) • Idiomatiese taalgebruik (hersiening) Spelling en punktuasie • Spel bekende woorde korrek • Hersiening Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 51 GRAAD 4 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Neem aan gesprek oor 'n bekende onderwerp deel Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Stel relevante vrae en reageer op vrae • Gee uitdrukking aan menings • Respekteer ander se idees Luisterbegrip: luister na 'n kort praatjie of aankondiging byvoorbeeld oor die radio, of TV, of lees die teks uit die handboek • Verduidelik die belangrikste boodskap • Interpreteer en bespreek die boodskap Oefen luister en praat (kies 'n teks vir daaglikse gebruik) • Dra 'n eenvoudige rympie, gedig of lied voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / opdragte • Vertel eie nuus • Hervertel 'n storie wat gehoor of gelees is Leesbegrip: lees 'n inligtingsteks Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente • Gebruik 'n verskeidenheid leesstrategieë, byvoorbeeld voorspelling, kontekstuele leidrade, vluglees vir spesifieke inligting • Beantwoord en vra meer komplekse vrae, byvoorbeeld: Hoekom nie? Hoe dink jy? • Interpreteer en bespreek visuele middele • Maak opsommings van die teks • Vul die ontbrekende woorde in 'n skriftelike opsomming in Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees visuele teks, byvoorbeeld 'n plakkaat, kennisgewing of pamflet • Pre-lees: bespreek prente • Bespreek die inhoud van die teks • Identifiseer en interpreteer inligting • Bespreek die doel, teikengroep en taalgebruik • Identifiseer en bespreek ontwerpselemente soos kleur en verskillende lettertipes en -groottes • Bespreek die uitleg van die teks • Bespreek die keuse van beelde Besin oor tekste wat selfstandig / in pare gelees is • Druk emosies na aanleiding van gelese tekste uit. Skryf 'n paragraaf aan die hand van 'n skryfraam • Gebruik gepaste inhoud • Gebruik 'n uitgebreide woordeskat • Gebruik gepaste grammatika, spelling en punktuasie Ontwerp en skep 'n plakkaat, kennisgewing of pamflet • Gebruik die korrekte formaat • Kies toepaslike inligting • Gebruik ontwerps elemente soos kleur en verskillende lettertipes of -groottes • Gebruik gepaste uitleg Werk met woorde • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik • Hersiening Werk met sinne • Woordsoorte (hersiening) • Sinsoorte (hersiening) • Enkelvoudige, veelvoudige en saamgestelde sinne (hersiening)\ direkte en indirekte rede (hersiening) • Lydende en bedrywende vorm (hersiening) • Ontkenning (hersiening) • Woordorde (hersiening) • Idiomatiese taalgebruik (hersiening) Spelling en punktuasie • Spel bekende woorde korrek • Hersiening Woordeskat in konteks (uit gelese teks) WEEK 9 – 10 FORMELE ASSESSERING AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luisterbegrip: luister na 'n kort storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasieë / werklike lewenstories / historiese fiksie) • Beantwoord letterlike vrae • Spreek 'n eenvoudige mening oor die storie uit • Voorspel wat volgende gaan gebeur Hervertel 'n storie • Hervertel gebeure in die korrekte volgorde, deur teenwoordige tyd te gebruik • Herhaal die karakters se name korrek Oefen luister en praat / hardoplees (Die gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid, en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus Leesbegrip: lees 'n kort storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel gegrond op titel en prente • Gebruik leesstrategieë, byvoorbeeld die maak van voorspellings, kontekstuele leidrade • Bespreek nuwe woordeskat uit die leesteks • Bespreek die titel, intrige en plek waar die storie plaasvind (agtergrond) • Spreek 'n eenvoudige mening oor die storie uit • Gebruik 'n woordeboek Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Besin oor tekste wat selfstandig / in pare gelees is • Hervertel storie of hoofgedagtes in 3 tot 5 sinne • Gee opinie oor storie Skryf 'n persoonlike hervertelling van die gebeure • Kies uit eie ervaring • Kies toepaslike inhoud vir die onderwerp • Hou by die onderwerp • Gebruik skryfraam • Gebruik gepaste grammatika, spelling en punktuasie. • Gebruik woordeskat wat met onderwerp verband hou Skryf 'n mening oor 'n storie • Preskryf: bespreek waarvan hulle hou / nie hou nie • Skryf 2 sinne om uit te druk waarvan hulle hou / nie hou nie Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Skep 'n persoonlike woordeboek • Merk bladsye met letters van die alfabet • Voeg Skryf 5 woorde en die betekenis daarvan neer (tekening of sin ter verduideliking) • Gaan voort om woorde in die Graad 4 woordeboek by te voeg • Lettergrepe en klankgrepe Woordvorming (samestelling en afleiding) Werk met sinne • Woordsoorte: werkwoord, voegwoord, selfstandige naamwoord (meervoud, verkleining) • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Spelling van nuwe woorde (spelpatrone) • Afkortings Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 53 GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Neem deel aan 'n gesprek oor 'n bekende onderwerp Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Vra en beantwoord eenvoudige vrae oor die onderwerp • Gebruik kodewissel indien nodig • Gee ander leerders 'n kans om te praat • Luister na hulle en moedig hul pogings aan om hulle addisionele taal te praat • Moedig ander groeplede aan om medeleerders te ondersteun Lewer 'n feitelike verslag • Hervertel 'n onlangse voorval • Vertel gebeure in die korrekte volgorde Oefen luister en praat / hardoplees (kies 'n teks vir daaglikse gebruik) • Lees hardop met toepaslike uitspraak, vlotheid, en uitdrukking Voer 'n kort gedig op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / leiding • Vertel eie nuus Leesbegrip: lees 'n inligtingsteks met visuele materiaal byvoorbeeld 'n diagram / tabel / kopkaart / kaart / foto / grafiek Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: lees en bespreek titel en kyk na prente / foto / diagram / kaart • Gebruik leesstrategieë byvoorbeeld vluglees vir die algemene idee, gebruik kontekstuele leidrade om betekenis te vind • Identifiseer hoofgedagtes • Verduidelik betekenis van onbekende woorde • Beantwoord vrae oor die teks Besin oor tekste wat onafhanklik / in groepe gelees is • Deel opinies oor die boek Verbind teks met eie lewe Skryf 'n feitelike hervertelling • Kies toepaslike inhoud • Skryf 'n titel • Plaas gebeure in korrekte volgorde • Gebruik gepaste woordeskat, grammatika, spelling en punktuasie • Korrigeer spelling deur 'n woordeboek en woordherken- ningsvaardighede te gebruik • Teken, voltooi en merk 'n visuele teks, soos 'n kaart / tabel / diagram / kopkaart /kaart • Kies belangrike inligting • Sluit relevante etikette in Werk met woorde • Alfabetiese rangskikking • Afleidings en samestellings • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord, voornaam-woord, bywoord, lidwoord, voorsetsels • Sinsuitbreiding Spelling en punktuasie • Spel bekende woorde korrek • Skryfteken: koppelteken • Leestekens: punt, komma, uitroepteken, vraagteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuurverhale / staaltjies / fantasie / lewensverhale / historiese fiksie) • Voorspel wat volgende gaan gebeur • Bespreek intrige, ruimte en karakters • Bespreek gebeure in die verhaal • Reageer op die storie • Hervertel die storie in die regte volgorde • Verbind woorde Rolspeel 'n bekende situasie • Neem deel aan 'n dialoog • Sluit belangrike inligting in • Geruik korrekte tydsvorme (teenwoordige tyd) Oefen luister en praat / hardoplees (kies 'n teks vir daaglikse gebruik) • Lees hardop met toepaslike uitspraak en uitdrukking • Dra 'n eenvoudige rympie, gedig of lied voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / opdragte • Hervertel eie nuus Leesbegrip: lees 'n storie met dialoog Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente • Gebruik leesstrategieë, byvoorbeeld voorspelling, kontekstuele leidrade • Bespreek intrige, ruimte en karakters • Bespreek gebeure in die verhaal • Reageer op die storie • Som die storie op • Identifiseer watter dele van die verhaal in dialoogvorm is • Rolspeel die storie of 'n gedeelte van die storie Lees 'n dagboek / dagboekinskrywing • Pre-lees: voorspel na aanleiding van titel en prente • Gebruik leesstrategieë, byvoorbeeld voorspelling, kyk na prente, gebruik kontekstuele leidrade • Identifiseer en bespreek die skrywer / verteller • Druk gevoelens uit wat deur die teks gestimuleer is Besin oor tekste wat selfstandig / in pare gelees is • Lê verbande met eie ervaring Skryf 'n kort boodskap • Kies toepaslike inhoud • Organiseer inhoud in logiese volgorde • Gebruik korrekte formaat • Gebruik korrekte sinskonstruksies Skryf 'n paragraaf oor 'n karakter / karakters • Gebruik beskrywende woorde • Organiseer inhoud in 'n logiese volgorde • Gebruik verbindingswoorde • Kontroleer spelling en leestekens Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Sinonieme en antonieme • Verbindingswoorde (soos voegwoorde) • Klanknabootsende woorde • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord, byvoeglike naamwoord (trappe van vergelyking, intensiewe vorme) • Idiomatiese taalgebruik • Direkte en indirekte rede • Sinsoorte: bevelsinne Spelling en punktuasie • Spel bekende woorde korrek • Woorde wat eindig op t / d • Leestekens: aanhalingstekens Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 55 GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luisterbegrip: luister na en voer instruksies uit, byvoorbeeld om iets te maak of te doen Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Reageer korrek op instruksies • Volg korrekte volgorde Beskryf 'n eenvoudige proses • Gebruik verbindingswoorde, byvoorbeeld eerste, volgende, laastens, ensovoorts • Onderskei die dele van die geheel Speel 'n taalspeletjie • Gee instruksies • Maak beurte • Gebruik teenwoordige tyd Oefen luister en praat / hardoplees (kies 'n teks vir daaglikse gebruik) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Vertel eie nuus Leesbegrip: lees 'n instruksionele (prosedure) teks Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van titel en prente • Gebruik leesstrategieë, byvoorbeeld voorspelling, kontekstuele leidrade • Bespreek spesifieke besonderhede van die teks • Bespreek volgorde van instruksies • Verduidelik wat gedoen moet word • Voer instruksies uit Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Besin oor tekste wat selfstandig / in pare gelees is • Gee kort, mondelinge verslag • Sluit belangrike punte in, byvoorbeeld titel, en / onderwerp • Gee persoonlike mening oor die teks Skryf instruksies • Gebruik korrekte besonderhede • Gebruik korrekte volgorde (soos verbindingswoorde eerste, volgende, ensovoorts) • Gebruik teenwoordige tyd • Gebruik die korrekte struktuur en formaat Skryf 'n verslag oor die proses • Skryf 'n verduideliking van wat gedoen moet word, of gee verslag van die prosedure wat uitgevoer is • Skryf verslag in 'n logiese volgorde • Gebruik verbindingswoorde • Lewer kommentaar op die proses wat uitgevoer is Werk met woorde • Bou op kennis van hoëfrekwensie- woorde • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord (soortname, versamelname), hoofwerkwoorde, hulpwerkwoorde • Tydsvorme • Sinsoorte: bevelsin • Lydende en bedrywende vorm Spelling en punktuasie • Spel bekende woorde korrek • Woorde wat eindig op d / t • Skryfteken: deelteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 1 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Luisterbegrip: luister na 'n gedig of 'n lied Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Praat oor die gedig en waaroor dit handel • Bring dit in verband met eie ervaringe • Identifiseer rym en ritme • Gee persoonlike reaksie op die gedig (of jy van die gedig hou of nie) Dra die gedig voor • Spreek die woorde korrek uit • Toon begrip vir die gedig • Dra die gedig met ritme voor Oefen luister en praat / hardoplees • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Spreek die woorde korrek uit teen die gepaste pas en tempo • Speel 'n eenvoudige taalspeletjie • Gee eenvoudige instruksies en voer dit uit • Vertel eie nuus Leesbegrip: lees 'n gedig of gedigte Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Bespreek die tema en hoofgedagtes in die gedig • Bespreek ritme en rym (alliterasie en assonansie) • Bespreek klanknabootsende woorde • Bespreek vergelykings • Beantwoord vrae oor die gedig (mondeling of skriftelik) Besin oor tekste wat selfstandig / in pare gelees is • Vergelyk boeke, stories en tekste wat voorheen gelees is Skryf 'n eenvoudige gedig aan die hand van 'n raamwerk, of met rymende sinne • Herhaal dieselfde struktuur om 'n poëtiese patroon en ritme te skep • Gebruik klanknabootsende woorde • Gebruik woorde wat met dieselfde klanke begin Skryf oor gedigte • Verduidelik waaroor gedigte handel • Druk gevoelens oor die gedig uit Werk met woorde • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik • Spel bekende woorde korrek • Vokale en konsonante • Sinonieme en antonieme Werk met sinne • Woordsoorte: selfstandige naamwoord (geslag, soos bul x koei), byvoeglike naamwoord (verboë vorme) • Lydende en bedrywende vorm • Toekomende tyd Spelling en punktuasie • Spel bekende woorde korrek • Hoofletters • Skryftekens: deelteken • Woorde wat eindig op d / t Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 57 GRAAD 5 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTUUR EN -KONVENSIES WEEK 1 – 2 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Beantwoord letterlike vrae • Beantwoord vrae oor wat eerste, tweede, derde gebeur het • Beantwoord meer komplekse vrae, byvoorbeeld: Waarom doen hulle dit nie? Wat sou jy doen? • Druk gevoelens en menings uit, byvoorbeeld: Waarom kon ... nie ...? Neem deel aan 'n gesprek oor 'n bekende onderwerp, gebruik kodewisseling indien nodig • Vra vrae en beantwoord vrae • Respekteer ander leerders deur na hulle te luister • Moedig ander leerders aan om te praat Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid, en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus / eie ervarings Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: lees en bespreek titel en kyk na prente • Gebruik leesstrategieë, byvoorbeeld die maak van voorspellings, kontekstuele leidrade • Bespreek nuwe woordeskat • Identifiseer volgorde van gebeure, agtergrond en karakters • Formuleer vrae oor die storie • Gebruik 'n woordeboek Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees 'n eenvoudige boek / storie / resensie • Identifiseer die belangrikste kenmerke, byvoorbeeld die titel, • Gee opinie oor 'n resensie Besin oor tekste wat selfstandig / in pare gelees is • Lewer 'n kort, mondelinge boekresensie Skryf 'n eenvoudige storie met 'n raam • Skryf 'n gepaste openingsin • Skryf logies oor die gebeure • Gebruik verbindingswoorde (en, maar) • Gebruik byvoeglike naamwoorde as trappe van vergelyking • Skryf 'n gepaste einde Skryf 'n eenvoudige boek- of storieresensie aan die hand van 'n raam • Gebruik raam korrek • Sluit titel, karakters en intrige in • Sluit opsomming van intrige in. • Gee persoonlike mening oor die teks Werk met woorde • Homonieme en homofone • Voor- en agtervoegsels • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voorsetsels, selfstandige naamwoord (verkleining en meervoud), voornaamwoorde • Direkte en indirekte rede • Tydsvorme • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Hoofletters • Skryftekens: deelteken en kappie Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTUUR EN -KONVENSIES WEEK 3 – 4 Luisterbegrip: luister na 'n inligtingsteks,byvoorbeeld 'n mondelinge beskrywing van voorwerpe / plante / diere / plekke Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Identifiseer die voorwerp/e • Beskryf waarvoor dit gebruik word • Teken en benoem dit • Klassifiseer dinge volgens bepaalde kriteria, byvoorbeeld hul doel of vermoë • Sorteer dinge in groepe • Verduidelik waarom dinge saam hoort • Voltooi 'n tabel onder gepaste hofies Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus • Vertel van eie ervarings Leesbegrip: lees 'n inligtingsteks met visuele materiaal,byvoorbeeld kaarte / tabelle / diagramme / kopkaarte / landkaarte / prente / grafieke Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspelling na aanleiding van titel en prente / visuele materiaal • Gebruik leesstrategieë, byvoorbeeld vluglees en soeklees • Soeklees vir spesifieke inligting, byvoorbeeld roosters of skedules • Beantwoord vrae oor die teks en visuele materiaal Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Besin oor tekste wat selfstandig / in pare gelees is • Hervertel 'n storie wat gelees is Gee 'n kort beskrywing van voorwerpe / plante / diere / plekke met behulp van 'n raam · Gebruik die raam korrek • Sluit besonderhede in • Gebruik relevante woordeskat en punktuasie korrek • Maak 'n kopkaart / opsomming van 'n kort inligtingsteks • Identifiseer ten minste drie belangrike punte • Gebruik sleutelwoorde • Teken / voltooi en merk visuele materiaal, byvoorbeeld kaarte / tabelle / diagramme / kopkaarte / landkaarte / prente • Gebruik inligting uit 'n geskrewe of visuele teks • Sluit besonderhede in • Gebruik gepaste woordeskat Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Sinonieme en antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voornaamwoord (persoonlik, onpersoonlik, aanwysend), selfstandige naamwoord (meervoud en verkleining), bywoorde (tyd, wyse, plek) • Woordorde in sinne Spelling en punktuasie • Spel bekende woorde korrek • Koppelteken en afkappingsteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 59 GRAAD 5 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTUUR EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na stories Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Beantwoord letterlike vrae • Beantwoord meer komplekse vrae, byvoorbeeld: Waarom doen hulle dit nie ...? Wat sou jy doen ...? • Druk gevoelens en menings uit • Teken relevante inligting uit die storie met behulp van die sleutelwoorde aan • Merk / voltooi visuele teks, byvoorbeeld 'n diagram of tabel oor die storie Hervertel die storie • Gebruik verlede tyd en korrekte volgorde • Gebruik verbindingswoorde Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Vertel eie ervarings Leesbegrip: lees stories Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van titel en prente • Lees vir besonderhede en gebruik kontekstuele leidrade om betekenis te vind • Identifiseer en lewer kommentaar op die intrige • Gee redes vir aksie • Verstaan die woordeskat • Beantwoord vrae oor die storie • Hervertel storie in die korrekte volgorde (mondeling of skriftelik) Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Besin oor tekste wat selfstandig / in pare gelees is • Bring lees in verband met eie ervaring Skryf 'n storie deur 'n raam te gebruik • Skryf ten minste twee paragrawe • Verbind paragrawe deur Verbindingswoorde te gebruik • Gebruik nuwe woordeskat en punktuasie wat geleer is • Gebruik tegnieke vir skryfwerk, byvoorbeeld vergelykings • Gebruik gepaste grammatika, spelling, punktuasie en spasies tussen paragrawe • Gebruik die woordeboek om spelling en betekenis na te gaan Werk met woorde • Vergelykings • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: hoofwerkwoord, hulpwerkwoord, voegwoord, bywoord, selfstandige naamwoord (verkleining) • Tydsvorme Spelling en punktuasie • Spel bekende woorde korrek • Leestekens (komma, uitroepteken, vraagteken, dubbelpunt, aanhalingstekens) Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTUUR EN -KONVENSIES WEEK 7 – 8 Luisterbegrip: luister na en reageer op mondelinge instruksies Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Toon begrip van die opdragwoorde • Verduidelik wat moet gebeur (indien instruksies nie uitgevoer kan word nie) • Rolspeel bekende situasies, gee byvoorbeeld instruksies • Gee ten minste 4 rigtings / instruksies in die korrekte volgorde • Gebruik gepaste taal / woordeskat en gebare, byvoorbeeld rigtingwoorde, die opdragvorm van die werkwoord Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg instruksies Leesbegrip: lees 'n instruksionele (prosedure) teks, byvoorbeeld 'n resep of instruksies vir die vervaardiging van iets Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van titel en prente • Gebruik leesstrategieë soos soeklees vir besonderhede • Bespreek besonderhede van die teks • Bespreek volgorde van instruksies • Beantwoord vrae oor die teks • Volg die instruksies korrek Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Besin oor tekste wat selfstandig / in pare gelees is • Vergelyk gelese boeke of tekste • Lê verbande met eie ervaring Skryf 'n resep of instruksies vir die vervaardiging van iets of om iets te doen met behulp van 'n raam • Gebruik die raam korrek • Sluit lys van bestanddele in • Sluit metode in die korrekte volgorde in • Gebruik gepaste woordeskat • Gebruik teenwoordige tyd • Spel bekende woorde korrek • Gebruik 'n woordeboek om spelling te korrigeer • Bied werk netjies aan deur die geskikte formaat te gebruik, soos opskrifte Skryf 'n kort verslag van die prosedure wat gevolg word • Sluit alle relevante inligting in • Skryf die verslag in die korrekte volgorde • Maak 'n opmerking oor die prosedure wat gevolg word Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Sinsoorte (bevelsin, vraagsin, vraagwoorde) • Ontkenning • Woordsoorte: byvoeglike naamwoord, bywoord • Woordorde in sinne Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens: kappie en deelteken • Hoofletters Woordeskat in konteks (uit gelese teks) WEEK 9 – 10 FORMELE ASSESSERING AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 61 GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES SKRYF TAALSTRUKTUUR EN -KONVENSIES WEEK 1 – 2 Luisterbegrip: luister na mondelinge beskrywing van plekke / mense Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Identifiseer plekke / mense • Teken relevante inligting uit 'n storie aan, byvoorbeeld op 'n kaart / tabel • Identifiseer ooreenkomste en verskille Luister na en lewer persoonlike verslae • Vertel eie ervarings in die regte volgorde • Beantwoord vrae oor wat eerste, tweede, ensovoorts gebeur het Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Pre-lees: voorspel na aanleiding van titel en prente • Verstaan die kenmerke van die teks • Gebruik leesstrategieë, byvoorbeeld kontekstuele leidrade om betekenis te bepaal, maak afleidings • Druk oorsaak en gevolg in 'n storie uit, byvoorbeeld: Wat het gebeur toe ...? • Beantwoord vrae oor die storie • Identifiseer en bespreek karakters Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees 'n kort paragraaf • Bespreek hoofgedagte en besonderhede • Opsommings, byvoorbeeld kies die beste opsomming Besin oor tekste wat selfstandig / in pare gelees is • Doen 'n Lewer 'n kort mondelinge boekresensie deur 'n geskikte raam te gebruik Skryf 'n eenvoudige verhaal met behulp van 'n raam • Gebruik die verlede tyd • Identifiseer die belangrikste gebeurtenisse • Vertel die gebeure in die korrekte volgorde • Gebruik gepaste grammatika, spelling, punktuasie en spasies tussen paragrawe Werk met woorde • Voor- en agtervoegsels • Woorde wat verwar • Sinonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voorsetsels, selfstandige naamwoord (verkleining en meervoud), byvoeglike naamwoord (intensiewe vorm), voornaamwoord • Direkte en indirekte rede • Tydsvorme (teenwoordig) • Idiome en idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Hoofletters • Komma • Skryftekens: kappie, deelteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES SKRYF TAALSTRUKTUUR EN -KONVENSIES WEEK 3 – 4 Praat voorbereid oor 'n bekende onderwerp • Beplan en berei belangrike punte voor • Praat ten minste 5 sinne oor die onderwerp • Beantwoord vrae Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus Lees inligtingstekste met visuele komponente, byvoorbeeld 'n kaart / tabel / diagram / kopkaart / landkaart / poskaart / prente / grafiek Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: soeklees vir belangrike besonderhede • Bespreek belangrikste inligting en die besonderhede • Kies relevante inligting om vrae te beantwoord Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Gebruik gepaste leesstrategieë, byvoorbeeld vluglees, soeklees, kontekstuele leidrade, afleidings, eie mening Besin oor tekste gelees tydens selfstandige lees / lees in pare • Hervertel 'n teks in ongeveer 5 sinne Teken / voltooi en merk eenvoudige visuele tekste, byvoorbeeld kaarte / tabelle / diagramme / landkaarte / poskaart / prente / grafieke • Gebruik inligting uit 'n visuele of geskrewe teks • Organiseer inligting netjies • Dra inligting korrek oor • Gebruik gepaste simbole / diagram Maak 'n opsomming (kopkaart) van 'n kort teks • Identifiseer ten minste drie belangrike punte • Gebruik die korrekte struktuur Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Afleidings en samestellings • Sinonieme en antonieme • Samestelling • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: werkwoord, selfstandige naamwoord, byvoeglike naamwoord, voornaamwoord, bywoord • Sinsoorte (vraagsin) • Enkelvoudige en veelvoudige sinne • Idiomatiese uitdrukkings, spreekwoorde Spelling en punktuasie • Spel bekende woorde korrek • Hoofletters • Komma • Skryftekens: koppelteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 63 GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES SKRYF TAALSTRUKTUUR EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na stories Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Beantwoord letterlike vrae • Lewer persoonlike respons op die stories • Gee eie opinie en motiveer dit Hervertel die verhaal • Beskryf die gebeure in volgorde • Verwys na die hoofkarakters • Stel 'n alternatiewe einde vir die verhaal voor Oefen luister en praat / hardoplees • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Begryp hoe karakters en die intrige die realiteit verteenwoordig • Beantwoord vrae oor die storie • Identifiseer die kerngedagte in die storie Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees 'n gedig / gedigte • Pre-lees: voorspel na aanleiding van titel en prente • Gebruik leesstrategieë soos voorspelling deur op die kontekstuele leidrade te let • Bespreek die tema en die kerngedagte in die gedig/te • Bespreek rym en vergelykings • Druk gevoelens uit wat deur die gedig gestimuleer is Besin oor tekste wat selfstandig / in pare gelees is • Bring tekste met eie ervaringe in verband • Gee opinie oor die teks Skryf 'n eenvoudige storie wat dialoog bevat • Skryf 'n interessante storie • 'n Storie moet 'n begin, 'n middel en 'n einde hê • Gebruik die gepaste tydsvorm, byvoorbeeld teenwoordige of verledetyd • Verbind sinne met en en maar • Gebruik leestekens (aanhalings￾tekens) • Begin die stappe vir prosesskryf gebruik Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Produseer eerste konsep • Proeflees • Skryf die finale weergawe Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Sinonieme, antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord (geslag, verkleining), byvoeglike naamwoord, voornaamwoord, telwoord • Tydsvorme • Woordorde • Direkte rede • Vergelykings Spelling en punktuasie • Spel bekende woorde korrek • Afkortings • Hoofletters • Punt, komma, aanhalingstekens, dubbelpunt • Skryftekens: koppelteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES SKRYF TAALSTRUKTUUR EN -KONVENSIES WEEK 7 – 8 Neem deel aan 'n gesprek oor 'n bekende onderwerp • Vra en beantwoord vrae • Respekteer ander leerders deur na hulle te luister • Moedig groeplede aan om medeleerders te ondersteun • Gebruik konsepte en woordeskat wat met ander vakke verband hou. • Gebruik kodewisseling indien nodig Speel 'n taalspeletjie • Volg instruksies korrek • Gebruik 'n uitgebreide woordeskat • Maak beurte om te praat, gee ander 'n kans om te praat Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus Leesbegrip: lees 'n inligtingsteks (prosedure), byvoorbeeld instruksies vir 'n eenvoudige wetenskap-eksperiment of 'n projek Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van titel en opskrifte en prente / visuele materiaal • Gebruik vluglees en soeklees • Vind besonderhede • Interpreteer visuele materiaal • Beskryf volgorde en formaat • Volg instruksies Lees inligtingstekste oor die kurrikulum heen, byvoorbeeld 'n kort verslag, beskrywing of verduideliking van 'n ander vak (soos 'n tydlyn) • Pre-lees: voorspelling na aanleiding van titel en opskrifte en prente / visuele tekste • Gebruik vluglees en soeklees • Bespreek die belangrikste idees en besonderhede • Interpreteer en bespreek visuele materiaal Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Besin oor tekste wat selfstandig / in pare gelees is • Deel menings oor die teks Skryf 'n inligtingsteks, byvoorbeeld tekste wat in ander vakke gebruik word • Skryf 2 tot 3 paragrawe • Organiseer inligting logies • Gebruik formele taal • Sluit besonderhede in • Gebruik lydende vorm gepas • Gebruik die woordeboek om spelling en betekenis na te gaan Gebruik die stappe van die skryfproses • Hou 'n dinkskrum oor idees • Skryf die eerste konsep • Kontroleer spelling • Skryf die finale weergawe Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Samestellings (met verbindingsklanke) • Afleiding (voor- en agtervoegsels) • Sinonieme, antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voornaamwoord (betreklik), byvoeglike naamwoord, bywoord, voorsetsel • Woordorde • Ontkenning • Saamgestelde sin • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Afkortings Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 65 GRAAD 5 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES SKRYF TAALSTRUKTUUR EN -KONVENSIES WEEK 9 – 10 Neem deel aan 'n gesprek oor 'n bekende onderwerp • Vra en beantwoord vrae • Respekteer ander leerders deur na hulle te luister • Moedig ander groeplede aan om medeleerders te ondersteun • Gebruik kodewisseling indien nodig • Vra en beantwoord meer komplekse vrae, byvoorbeeld: Wat sou jy doen ...? Voer 'n eenvoudige toneelstuk op / rolspel • Gebruik gepaste inhoud en taal • Gebruik die direkte rede • Ontwikkel 'n sinvolle storielyn • Gebruik stem, uitdrukking en gebare om betekenis oor te dra • Dra dialoog hoorbaar en korrek oor Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met behoorlike uitspraak, tempo, volume, gevoel, en toon begrip van die teks • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus Leesbegrip: lees 'n toneelstuk Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel • Gebruik leesstrategieë • Identifiseer die storielyn • Bespreek karakters, agtergrond en aksie • Druk gevoelens uit wat deur die teks gestimuleer is • Bespreek die formaat van die toneelstuk Leesbegripsaktiwiteit: mondeling of skriftelik Besin oor tekste wat selfstandig / in pare gelees is • Vergelyk gelese tekste Skryf 'n kort dialoog deur 'n raam te gebruik • Kies toepaslike karakters • Organiseer die dialoog en handeling logies • Gebruik die direkte rede • Gebruik 'n informele skryfstyl • Gebruik gepaste punktuasie, byvoorbeeld dubbelpunte, uitroeptekens en vraagtekens Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Produseer eerste konsep • Hersien • Proeflees • Skryf die finale weergawe • Bied netjiese, leesbare finale weergawe met die korrekte spasiëring aan Werk met woorde • Bou op kennis van hoëfrekwensie- woorde • Samestelling • Sinonieme, antonieme, homonieme, homofone • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voorsetsels, voegwoord (woordorde na voegwoord) • Werkwoordtye • Direkte en indirekte rede (ook punktuasie) • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Los en vas skryf • Afkortings Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES SKRYF TAALSTRUKTUUR EN -KONVENSIES WEEK 1 – 2 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Verstaan stories • Beantwoord letterlike vrae • Vra relevante vrae en reageer daarop • Beantwoord en vra meer komplekse vrae, byvoorbeeld: Waarom kon … nie ...? Wat ...? Hoe dink jy ...? • Bespreek etiese, sosiale en kritieke kwessies in 'n storie, gebruik kodewisseling indien nodig Speel 'n taalspeletjie • Gee en volg instruksies korrek • Gebruik 'n uitgebreide woordeskat • Maak beurte, gee ander 'n kans om te praat Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente • Gebruik leesstrategieë, byvoorbeeld kontekstuele leidrade om die betekenis van nuwe woorde uit te vind • Bespreek hoofgedagte en besonderhede • Identifiseer die volgorde van gebeure • Identifiseer die agtergrond en karakters • Beantwoord en vra meer komplekse vrae, byvoorbeeld: Waarom kon … nie ...? Wat ...? Hoe dink jy ...? • Bespreek etiese, sosiale en kritieke kwessies in 'n storie, gebruik kodewisseling, indien nodig Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees en los 'n woordraaisel op • Gebruik relevante woordeskat • Spel woorde korrek • Verduidelik betekenis van woorde / gebruik dit in 'n sin Besin oor tekste wat selfstandig / in pare gelees is • Hervertel 'n storie in 5 of 6 sinne • Lewer 'n kort, mondelinge boekresensie Skryf 'n persoonlike verslag van gebeure • Kies onderwerp en inhoud van eie ervaring • Vertel gebeurtenis in volgorde • Druk oorsaak en gevolg uit Skryf 'n eenvoudige storie • Gebruike storiestruktuur • Gebruik taal verbeeldingryk • Verbind Verbind sinne tot 'n samehangende paragraaf deur voornaamwoorde, verbindingswoorde en korrekte punktuasie te gebruik • Gebruik deurlopend die korrekte tydsvorm Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Skryf die eerste konsep • Herskryf na terugvoering Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Afleiding, samestelling, voor- en agtervoegsels • Sinonieme en antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord (soortnaam, geslag, verkleining, meervoud), voornaamwoord, hoofwerkwoord, hulpwerkwoord (tye), bywoord, tussenwerpsel • Tydsvorme (bepalers toe / nou) • Enkelvoudige en saamgestelde sinne • Lydende en bedrywende vorm • Ontkenning • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Spelpatrone: y- / ei-woorde • Verkortings en akronieme • Skryftekens: koppelteken, afkappingsteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 67 GRAAD 5 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES SKRYF TAALSTRUKTUUR EN -KONVENSIES WEEK 3 – 4 Neem aan 'n bespreking deel Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Bespreek bekende onderwerpe, insluitend uit ander vakke • Gebruik hoërvlak-denkvaardighede, byvoorbeeld om voordele en nadele te bespreek en opinies te gee • Gebruik konsepte en woordeskat uit ander vakke • Maak beurte om te praat, toon respek vir ander, respekteer ander se opinies Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus Lees 'n mediateks, byvoorbeeld 'n tydskrifartikel of nuusberig Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel waaroor teks handel • Gebruik leesstrategieë: soeklees, vluglees, aandagtige lees • Beantwoord vrae • Bespreek hoofgedagtes en besonderhede • Verstaan die uitleg en ontwerp van mediatekste Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees en verstaan 'n plakkaat • Pre-lees: bespreek plakkaat / prent • Interpreteer die inligting • Bespreek die doel van die teks • Bespreek die taalgebruik Besin oor tekste wat selfstandig / in pare gelees is • Bespreek emosionele reaksies op gelese tekste • Lê verbande tussen teks en eie ervaring Skryf 'n inligtingsteks met behulp van 'n raam • Kies 'n relevante onderwerp • Sluit relevante inligting in • Sluit inligting oor voordele en nadele in • Organiseer voordele en nadele in 'n tabel Ontwerp 'n plakkaat • Sluit relevante inligting in • Sluit 'n prent in • Gebruik papiergrootte effektief • Bied netjiese, leesbare, finale weergawe aan Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Skryf die eerste konsep • Herskryf na terugvoering Werk met woorde • Bou op kennis van hoëfrekwensie- woorde • Verdubbeling van konsonante en vokale • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voornaamwoord, hoofwerkwoord, hulpwerkwoord, bywoord, telwoord, voegwoord • Sinsoorte • Ontkenning • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Spelpatrone • Afkortings, verkortings en akronieme • Skryftekens Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES SKRYF TAALSTRUKTUUR EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Identifiseer intrige, karakters en handelinge • Som storie op • Lug 'n mening en motiveer • Gebruik tye wat in vorige grade gebruik is, byvoorbeeld verlede- en toekomende tyd Vertel 'n storie • Sluit karakters en agtergrond in • Sluit 'n eenvoudige intrige in • Gee 'n sinvolle Vertel gebeure in korrekte volgorde Oefen luister en praat / hardoplees (die gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus • Herroep gebeure of ervarings in die regte volgorde Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente • Gebruik leesstrategieë, byvoorbeeld kontekstuele leidrade vir die betekenis van nuwe woorde • Bespreek hoofgedagte en besonderhede. • Identifiseer die volgorde van gebeure • Identifiseer die agtergrond en karakters • Beantwoord en vra meer komplekse vrae, byvoorbeeld: Waarom kon … nie ...? Wat ...? Hoe dink jy ...? • Bespreek etiese, sosiale en kritieke kwessies in 'n storie, gebruik kodewisseling, indien nodig Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees gedig/te • Pre-lees: voorspel na aanleiding van titel en prente • Gebruik leesstrategieë, byvoorbeeld kontekstuele leidrade • Beantwoord vrae oor die gedig • Druk gevoelens uit wat deur die gedig gestimuleer is • Bespreek rym (alliterasie en assonansie) en vergelykings Besin oor tekste wat selfstandig / in pare gelees is • Gee 'n kort, mondelinge boekresensie Skryf 'n persoonlike verslag van gebeure • Kies onderwerp en inhoud uit eie ervaring • Vertel gebeure in volgorde • Verstaan oorsaak en gevolg • Gebruik gepaste grammatika, woordeskat, spelling en inligting • Gebruik die stappe van die skryfproses Skryf 'n eenvoudige boekresensie deur 'n raam te gebruik • Kies toepaslike inhoud • Gebruik raam korrek • Spreek eie mening uit en motiveer • Sluit titel, karakter, agtergrond en opsomming van die storie in Gebruik die stappe van die skryfproses • Hou 'n dinkskrum oor idees • Skryf die eerste konsep • Herskryf na terugvoering • Bied aan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Verdubbeling van konsonante en vokale • Sinonieme en antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord (verkleining), byvoeglike naamwoord (intensiewe vorme, trappe van vergelyking), werkwoorde (ook tye), voegwoord, voornaamwoord, voorsetsels • Ontleed eenvoudige sinne in onderwerp, gesegde en voorwerp, byvoorbeeld: Thandi lees 'n boek • Verbindingswoorde (sodat, as, dan) • Idiome Spelling en punktuasie • Spel bekende woorde korrek • Spelpatrone: f- / y-woorde • Afkortings, verkortings, akronieme • Skryftekens: kappie, deelteken, koppelteken Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 69 GRAAD 5 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES SKRYF TAALSTRUKTUUR EN -KONVENSIES WEEK 7 – 8 Neem aan 'n gesprek deel • Vra en beantwoord vrae • Respekteer ander • Luister na ander en moedig aan om te praat • Gebruik kodewisseling indien nodig • Neem aan bespreking oor minder bekende onderwerpe deel, byvoorbeeld verbeel en beskryf moontlikhede van 'n situasie, soos wat hulle met R100 sal doen • Kies relevante inhoud • Gebruik die voorwaardelike vorm Oefen luister en praat (gedeelde teks vir die dag) • Voer 'n kort gedig of rympie op • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies • Vertel eie nuus Lees inligtingsteks, byvoorbeeld 'n kort verslag, beskrywing of verduideliking uit 'n ander vak Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: lees en bespreek opskrifte en prente • Gebruik leesstrategieë, byvoorbeeld soeklees vir inligting • Let op na die rol wat prente en foto’s in die toneelstuk speel in die bou van betekenis • Beantwoord vrae oor die teks • Som 'n paragraaf op Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Lees en verstaan 'n plakkaat • Pre-lees: bespreek prente • Interpreteer die inligting • Bespreek die doel van die teks • Bespreek die taalgebruik • Identifiseer en bespreek ontwerps elemente soos kleur en verskillende lettertipes en -groottes • Bespreek die uitleg van die teks Besin oor tekste wat selfstandig / in pare gelees is • Deel menings oor die teks • Meet die teks aan ander tekste wat gedurende die jaar gelees is Ontwerp 'n plakkaat • Sluit relevante inligting in • Sluit 'n prent in • Gebruik lettergroottes effektief • Bied netjiese, leesbare, finale weergawe aan Skryf 'n inligtingsteks met behulp van 'n raam • Kies toepaslike inligting • Sluit 'n kaart, grafiek of diagram in indien toepaslik • Skryf 2 tot 3 paragrawe • Gebruik die korrekte feite en organiseer dit korrek • Gebruik die korrekte spelling en punktuasie • Gebruik verbindingswoorde Gebruik die stappe van die skryfproses • Skryf die eerste konsep • Hersien • Proeflees • Skryf die finale weergawe • Bied 'n netjiese, leesbare finale weergawe aan Werk met woorde • Klankpatrone: vokale en konsonante (hersiening) • Woordvorming (hersiening) • Sinonieme, antonieme, homonieme, homofone (hersiening) Werk met sinne • Woordsoorte (hersiening) • Sinsoorte (hersiening) • Sinsbou (hersiening) • Tydsvorme (hersiening) • Lydende en bedrywende vorm (hersiening) • Direkte en indirekte rede (hersiening) • Ontkenning (hersiening) • Woordorde • Idiome en idiomatiese uitdrukkings (hersiening) Spelling en punktuasie • Spel bekende woorde korrek • Hersiening van spelpatrone en leestekens • Skryftekens (hersiening) Woordeskat in konteks (uit gelese teks) WEEK 9 – 10 FORMELE ASSESSERING AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 GRAAD 6 KWARTAAL 1 WEKE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Beantwoord letterlike vrae om begrip te toon • Gee 'n persoonlike reaksie op die storie deur dit met eie ervaring te verbind Speel taalspeletjie/s • Volg en gee instruksies korrek • Gebruik 'n uitgebreide woordeskat • Maak beurte om te praat, gee ander 'n kans om te praat Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n gedig op • Gee en volg instruksies / rigting • Bespreek 'n onderwerp Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Pre-lees: voorspelling na aanleiding van titel en prente • Gebruik leesstrategieë bv. die maak van voorspellings, deur klank en kontekstuele leidrade te gebruik • Bespreek nuwe woordeskat uit die gelese teks • Bespreek die titel, intrige en waar die storie afspeel (plek / ruimte) • Beantwoord vrae oor die storie Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Doen 'n woordraaisel • Gebruik relevante woordeskat korrek • Verduidelik betekenis van woorde / gebruik hulle in 'n sin Besin oor tekste wat onafhanklik / in pare gelees is • Lewer 'n kort mondelinge boekresensie • Lê verbande tussen teks en eie lewe Skryf 'n eenvoudige storie • Gebruik 'n raam indien nodig • Gebruik 'n kopkaart of vloeidiagram om te beplan • Kies 'n toepaslike onderwerp en inhoud • Skryf 'n gepaste openingsin • Gebruik verbindingswoorde • Skryf 'n gepaste einde • Gebruik gepaste grammatika, woordeskat, spelling en punktuasie Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Skryf 'n eerste konsep • Hersien • Redigeer • Skryf die finale weergawe en bied netjies en leesbare aan Werk met woorde • Klankpatrone: vokale, konsonante, tweeklanke • Oorronding en ontronding • Lettergrepe en klankgrepe • Oop en geslote lettergrepe • Samestelling • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord: soortnaam, (meervoud, verkleining, geslag), eienaam, versamelnaam, massanaam • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Verdubbeling van konsonante en vokale • Spelpatrone: woorde met f / v • Afkortings Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 71 GRAAD 6 KWARTAAL 1 WEKE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 • Luisterbegrip: luister na 'n feitelike verslag, byvoorbeeld 'n nuusberig Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Verstaan begrippe en woordeskat rakende ander vakke • Druk eie opinie uit en motiveer Bespreek die teks Voer 'n gesprek oor 'n bekende onderwerp • Vra en beantwoord vrae • Respekteer ander leerders deur na hulle te luister en hulle aan te moedig om te praat Oefen luister en praat (gedeelde teks vir die dag) • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Leesbegrip: lees 'n eenvoudige feitelike verslag, byvoorbeeld 'n nuusberig Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van titel en prente • Gebruik leesstrategieë, byvoorbeeld voorspellings, kontekstuele leidrade • Bespreek nuwe woordeskat uit die gelese teks • Beantwoord vrae oor die teks • Druk oorsaak en gevolg uit Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees sosiale tekste, byvoorbeeld persoonlike briewe • Bespreek hoofgedagte en besonderhede • Identifiseer kenmerke, byvoorbeeld formaat, aanhef Lees mediatekste, soos advertensies / pamflette / plakkate • Identifiseer die belangrikste boodskap • Bespreek die gebruik van die uitleg, kleur, lettertipe en beelde • Verstaan hoe prente en woorde gebruik word om te oorreed Besin oor tekste wat selfstandig / in pare gelees is • Som die teks in 'n paar sinne op Deel menings oor die teks Skryf 'n eenvoudige feitelike verslag • Gebruik 'n raam, indien nodig • Kies toepaslike inligting • Organiseer hoofgedagte en ondersteunende besonderhede • Gebruik verbindingswoorde, voornaamwoorde toepaslik Skryf 'n eenvoudige, vriendskaplike brief • Gebruik 'n raam • Kies toepaslike inhoud • Stuur brief aan die regte persoon • Redigeer eie skryfwerk deur grammatika, punktuasie en spelfoute te korrigeer Gebruik die stappe van die skryfproses • Hou 'n dinkskrum oor idees • Skryf 'n eerste konsep • Hersien • Redigeer • Skryf die finale weergawe • Bied die netjiese, leesbare finale konsep aan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Alfabeties rangskikking • Afbreek van woorde aan einde van sinne • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik • Klankpatrone • Sinonieme en antonieme Werk met sinne • Woordsoorte: selfstandige naamwoord, voornaamwoord, voorsetsels • Sinsoorte: stelsin, uitroepsin, vraagsin • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Hoofletters • Spelpatrone: woorde wat eindig op d / t • Leestekens: punt, komma, uitroep￾en vraagteken, dubbelpunt, aanhalingstekens) • Skryftekens kappie, deelteken, koppelteken, afkapping, aksent) • Afkortings Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 WEKE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Som storie op • Verstaan en gebruik vrae, byvoorbeeld: Hoekom dink jy ...? Waarom nie? ... eie ervarings? Herroep gebeurtenisse in die regte volgorde Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid, pas en uitdrukking • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Leesbegrip- lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Pre-lees: voorspel na aanleiding van titel en prente • Gebruik leesstrategieë, byvoorbeeld voorspellings, kontekstuele leidrade • Bespreek nuwe woordeskat uit die gelese teks • Beantwoord vrae oor die teks • Identifiseer titel, agtergrond en intrige Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Lees 'n persoonlike verslag, byvoorbeeld 'n dagboek / dagboek inskrywings • Bespreek die hoofgedagte en besonderhede • Identifiseer kenmerke, byvoorbeeld formaat, aanhef, ensovoorts Besin oor tekste wat selfstandig / in pare gelees is • Spreek eie mening uit Skryf vir persoonlike besinning, byvoorbeeld 'n dagboek / dagboekinskrywing volgens 'n raam • Gebruik 'n raam korrek • Gebruik 'n informele styl • Kies toepaslike inhoud vir die onderwerp • Gee die gebeure in die korrekte volgorde weer • Gebruik verbindingswoorde • Gebruik gepaste grammatika, spelling, punktuasie en spasies tussen paragrawe Werk met woorde • Woordvorming: afleiding en samestelling • Sinonieme en antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Selfstandige naamwoord, lidwoord, hoof- en hulpwerkwoord (het / sal), voegwoord (groepe 1, 2, 3) • Sinsoorte: vraagsin en stelsin • Idiome en idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens: kappie en deelteken • Afkortings, verkortings en akronieme Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 73 GRAAD 6 KWARTAAL 1 WEKE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Luisterbegrip: luister na en gee 'n reeks instruksies Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Reageer op 'n komplekse reeks instruksies • Gee logiese instruksies • Gebruik verbindingswoorde • Gebruik die korrekte volgorde Beskryf 'n proses • Gee sinvolle inligting in die beskrywing • Gebruik verbindingswoorde • Gebruik die korrekte volgorde • Verstaan begrippe en gebruik woordeskat wat aan ander vakke verwant is Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid, pas en uitdrukking • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Leesbegrip: lees 'n inligtingsteks met visuele komponente, byvoorbeeld 'n kaart / tabel / diagram / kopkaart / landkaart / prente / grafiek • Pre-lees: voorspelling na aanleiding van die titel, prente en opskrifte • Gebruik leesstrategieë soos soeklees vir inligting • Verstaan visuele kenmerke, byvoorbeeld sleutels, simbole, ensovoorts • Interpreteer inligting in die visuele teks • Volg instruksies Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Voltooi 'n woordraaisel • Gebruik toepaslike woordeskat • Verduidelik betekenis van woorde / gebruik dit in 'n sin Besin oor tekste wat selfstandig / in pare gelees is • Som teks in 'n paar sinne op • Deel menings oor die teks Gee 'n beskrywing van 'n eenvoudige proses • Gee sinvolle inligting in die beskrywing • Gebruik verbindingswoorde • Skryf in die korrekte volgorde • Gebruik formele taal • Gebruik woordeskat uit ander vakke Ontwerp, teken en voltooi 'n visuele teks, byvoorbeeld 'n kaart / tabel / diagram / kopkaart / landkaart / prente / grafiek • Voeg korrekte byskrifte by • Sluit toepaslike inligting in • Gebruik sleutelwoorde Skryf eenvoudige definisies deur 'n raam te gebruik • Pre-skryf: bestudeer verskillende definisies • Kies toepaslike items om te definieer • Gebruik konkrete, relevante voorbeelde • Gebruik woordeskat wat met ander vakke verband hou • Skryf bondig Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Samestelling (verbindings-klank) • Afleiding • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voornaamwoord (persoonlik en onpersoonlik), byvoeglike naamwoord, hulpwerkwoorde (kan, mag, moet, sal, wil) • Sinsoort: bevelsin, uitroepsin • Enkelvoudige sin (onderwerp, voorwerp, gesegde) • Saamgestelde sin • Idiomatiese taalgebruik Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens: kappie en deelteken • Afkortings, verkortings en akronieme Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 WEKE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Luisterbegrip: luister na gedigte / liedjies Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Gebruik 'n mondelinge beskrywing om mense of voorwerpe te identifiseer Speel 'n taalspeletjie • Gee en volg instruksies korrek • Maak beurte • Voltooi die spel binne die gegewe tyd Oefen hardoplees • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking Leesbegrip: lees gedigte Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Bespreek die onderwerp en die hoofgedagte • Verstaan op 'n eenvoudige manier sommige elemente van poësie, byvoorbeeld rym, alliterasie, assonansie, klanknabootsing, vergelyking, personifikasie • Bespreek nuwe woordeskat uit die gelese teks • Gebruik 'n woordeboek Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Besin oor tekste wat selfstandig / in pare gelees is • Vergelyk gelese tekste Gee 'n beskrywing van 'n persoon • Kies toepaslike inhoud • Fokus op fisieke beskrywing • Skryf kreatief, met behulp van byvoeglike naamwoorde en bywoorde • Redigeer eie skryfwerk • Korrigeer spelfoute Gee Gee 'n beskrywing van 'n voorwerp / dier / plant / plek • Kies toepaslike inhoud • Fokus op fisieke beskrywing • Skryf kreatief, met behulp van byvoeglike naamwoorde en bywoorde • Redigeer eie skryfwerk • Korrigeer spelfoute Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Skryf 'n eerste konsep • Hersien • Redigeer Redigeer • Skryf die finale weergawe • Bied die netjiese, leesbare weergawe aan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Woordvorming: afleiding, samestelling, voor- en agtervoegsels • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voornaamwoord (persoonlik en onpersoonlik), byvoeglike naamwoord (verboë en intensiewe vorme, trappe van vergelyking, voor en na s.nwe.), bywoorde (tyd, wyse, plek) • Sinsoorte • Enkelvoudige sin (onderwerp, voorwerp, gesegde) • Idiome Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens: afkappings- en koppelteken • Afkortings, verkortings en akronieme Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 75 GRAAD 6 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Beantwoord letterlike vrae • Teken relevante inligting aan • Vertel en hervertel stories Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Bespreek 'n onderwerp • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: lees en bespreek titel en kyk na prente • Gebruik leesstrategieë, voorspellings deur kontekstuele leidrade te gebruik • Bespreek nuwe woordeskat • Identifiseer volgorde van gebeure, agtergrond en karakters, byvoorbeeld: beskryf karakters se gevoelens en gesels oor redes vir hul optredes • Druk oorsaak en gevolg uit • Gebruik 'n woordeboek Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Besin oor tekste wat selfstandig / in pare gelees is • Gee menings en verwys na verband tussen boeke en eie ervaring Skryf 'n eenvoudige storie met behulp van 'n raam • Gebruik storiestruktuur as 'n raam • Skryf 'n gepaste openingsin • Gebruik verbindingswoorde • Gebruik byvoeglike naamwoorde • Skryf 'n gepaste slot • Hou by die onderwerp • Verbind sinne tot 'n samehangende paragraaf deur verbindingswoorde • Gebruik gepaste grammatika, spelling en punktuasie • Gebruik 'n woordeboek om spelling en betekenis van woorde na te gaan • Skryf 'n paragraaf om 'n mening uit te druk • Skryf 2 tot 3 sinne • Kies relevante inligting • Gee eie persoonlike mening • Verduidelik sinvol • Teken woorde en hul betekenis in 'n persoonlike woordeboek aan • Skryf sinne met behulp van die woorde of verduidelikings Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Skryf 'n eerste konsep • Hersien • Redigeer • Skryf die finale weergawe • Bied die netjiese, leesbare weergawe aan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Woordvorming: afleiding, samestelling, voor- en agtervoegsels • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voornaamwoord (persoonlik, onpersoonlik, besitlik, betreklik, vraend, aanwysend) • Letterlike en figuurlike taalgebruik Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens: kappies en deeltekens • Afkortings en verkortings Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luisterbegrip: luister na mondelinge beskrywings van voorwerpe / diere / plante / plekke Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Identifiseer wat dit is • Beskryf waarvoor dit gebruik word • Onderskei die dele van die geheel • Teken en benoem dit • Gebruik woordeskat wat met ander vakke verband hou Ontleed en klassifiseer dinge • Identifiseer ooreenkomste en verskille • Sorteer in groepe • Verduidelik waarom dinge saam hoort • Gebruik woordeskat wat met ander vakke verband hou Oefen luister en praat (gedeelde teks vir die dag) • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Leesbegrip: lees inligtingstekste, byvoorbeeld uit ander vakke Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: bespreek die onderwerp en hersien sleutelwoordeskat • Lees 'n paragraaf en identifiseer die hoofgedagte en kernsinne • Beantwoord vrae oor die teks en visuele middele, byvoorbeeld 'n grafiek, diagram, tabel Besin oor tekste wat selfstandig / in pare gelees is • Som in 'n paar sinne op wat gelees is Gee 'n beskrywing van voorwerpe / diere / plante / plekke • Sluit relevante besonderhede in • Beskryf fisiese voorkoms • Gebruik die korrekte determineerders • Gebruik relevante woordeskat • Gebruik korrekte punktuasie • Ontwerp, skryf, kry terugvoering, redigeer en herskryf Ontwerp, teken en merk 'n visuele teks, byvoorbeeld 'n kaart / tabel / diagram / kopkaart / landkaart / prente / grafiek • Gebruik inligting uit 'n geskrewe of visuele teks • Sluit besonderhede in • Gebruik sleutelwoorde en frases • Gebruik gepaste woordeskat Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Skryf 'n eerste konsep • Hersien • Redigeer • Skryf die finale weergawe • Bied 'n netjiese, leesbare weergawe aan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: lidwoord, voornaamwoord (persoonlik, onpersoonlik, aanwysend) • Byvoeglike naamwoord (verbuiging), bywoord • Sinsoorte • Woordorde • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens: kappies, deeltekens, afkappingsteken, koppelteken • Afkortings Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 77 GRAAD 6 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na 'n persoonlike verslag van 'n gebeurtenis • Identifiseer belangrikste idees en mense • Beantwoord vrae oor wat eerste, tweede, ensovoorts gebeur het • Herhaal dieselfde gebeurtenis Luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Beantwoord letterlike vrae • Gee 'n persoonlike reaksie • Verwys in storie na eie ervaring • Spreek eie opinie uit en motiveer • Vra vrae en beantwoord dit deur 'n mening te gee, byvoorbeeld: Hoekom dink jy ...? Waarom is … nie? Rolspeel enkele bekende situasies • Gebruik gepaste taal en handelinge • Organiseer inhoud sinvol Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n gedig op • Speel 'n taalspeletjie • Vertel of hervertel stories Leesbegrip: lees stories Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie • Pre-lees: voorspelling na aanleiding van titel en prente • Lees vir besonderhede en gebruik kontekstuele leidrade om betekenis te vind • Identifiseer en lewer kommentaar op die intrige • Motiveer die aksie • Verstaan die woordeskat • Beantwoord vrae oor die storie Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Lees persoonlike en sosiale tekste, byvoorbeeld 'n persoonlike dagboek of 'n brief • Lewer kommentaar op hoofgedagtes • Lees vir besonderhede en let op informele styl • Lewer kommentaar op formaat en aanhef Besin oor tekste wat selfstandig / in pare gelees is • Bespreek emosies na aanleiding van gelese tekste • Trek verbande tussen lees en eie ervaring Skryf 'n eenvoudige, persoonlike brief • Gebruik 'n raam • Gebruik 'n informele styl • Skryf ten minste twee paragrawe • Gebruik nuwe woordeskat en punktuasie • Gebruik gepaste grammatika, spelling,punktuasie en spasies tussen paragrawe Gebruik stappe van prosesskryf • Hou 'n dinkskrum vir idees • Skryf 'n eerste konsep • Skryf die finale weergawe • Bied die netjiese, leesbare weergawe aan Werk met woorde • Vokaaltekens in geslote lettergrepe • Oop en geslote lettergrepe • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Selfstandige naamwoord (soortnaam, eienaam, stofnaam, massanaam, versamelnaam), telwoord (hoof en rang) • Hoof- en hulpwerkwoord • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens: kappies, deeltekens, afkappingsteken, koppelteken Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 2 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Voer 'n klasopname uit byvoorbeeld, onderhoude met klasmaats en aanteken van response op 'n grafiek of kaart • Vra en beantwoord vrae • Hanteer onderhoude beleefd • Teken inligting akkuraat aan • Gebruik die struktuur korrek • Gebruik sleutelwoorde en frases Voer 'n gesprek oor 'n bekende onderwerp • Luister na ander en gee ander leerders 'n kans om te praat • Vra en beantwoord vrae • Gee 'n mening Speel 'n taalspeletjie • Gee en volg instruksies • Maak beurte om te praat Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Leesbegrip: lees 'n inligtingsteks met visuele komponente, byvoorbeeld 'n rooster en TV￾skedule / diagram / tabel / kopkaart / kaart / prente / grafiek • Pre-lees: bespreek die onderwerp en hersien sleutelwoordeskat • Lees 'n paragraaf en identifiseer die hoofgedagte en kernsinne • Beantwoord vrae oor die teks en visuele komponente • Soeklees vir spesifieke inligting Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees 'n eenvoudige boekresensie • Identifiseer die belangrikste kenmerke, byvoorbeeld titel, lys van die karakters, kort opsomming en die beoordeling • Identifiseer die soort taal wat gebruik word • Onderskei tussen feite en menings Los woordraaisels op • Gebruik relevante woordeskat • Spel woorde korrek • Verduidelik betekenis van woorde • Gebruik die woorde in 'n sin • Gebruik 'n woordeboek Besin oor tekste wat selfstandig / in pare gelees is • Vergelyk boeke en tekste wat gelees is Skryf eenvoudige definisies • Kies relevante inligting • Gee voorbeelde • Skryf formeel en saaklik • Gebruik woordeskat wat met ander vakke verband hou Ontwikkel 'n eenvoudige vraelys • Skryf vrae duidelik • Gebruik die vraagvorm korrek Skryf 'n paragraaf om 'n opinie uit te druk en te verduidelik • Skryf 4 tot 5 sinne • Kies relevante inligting • Gee persoonlike mening • Verduidelik sinvol Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Skryf 'n eerste konsep • Hersien • Redigeer • Skryf die finale weergawe • Bied die netjiese, leesbare weergawe aan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Afleidings en samestellings • Sinonieme en antoniem • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord, byvoeglike naamwoord, voornaamwoord, voorsetsels (ook in vaste verbindings) • Sinsoorte • Enkelvoudige en veelvoudige sinne • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens • Afkortings, verkortings, akronieme • Komma Woordeskat in konteks (uit gelese tekste) WEEK9 – 10 FORMELE ASSESSERING AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 79 GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Beantwoord letterlike vrae • Bespreek die belangrikste karakter • Teken relevante inligting op 'n kaart aan, byvoorbeeld op 'n tydlyn • Som die storie op Luister na mondelinge beskrywings van plekke / diere / plante / voorwerpe, ensovoorts • Identifiseer plekke • Teken relevante inligting aan, byvoorbeeld op 'n kaart / tabel • Identifiseer ooreenkomste en verskille Oefen luister en praat (gedeelde teks vir die dag) • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Hervertel ervarings of gebeure in die regte volgorde deur Verbindingswoorde te gebruik Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van titel en prente • Beskryf die kenmerke van die teks • Gebruik leesstrategieë, byvoorbeeld kontekstuele leidrade om betekenis te bepaal en afleidings te maak • Beantwoord vrae oor die storie • Identifiseer en bespreek die agtergrond en karakters • Beskryf oorsaak en gevolg in 'n storie • Gee 'n persoonlike reaksie op die storie • Verbind dit met eie ervaring Lees eenvoudige persoonlike briewe • Identifiseer hoofgedagtes • Beantwoord letterlike vrae • Identifiseer kenmerke van die teks, byvoorbeeld die datum en aanhef Besin oor tekste wat selfstandig / in pare gelees is • Lewer 'n gestruktureerde boekresensie deur middel van 'n goeie mondelinge aanbieding Skryf dagboek inskrywings • Kies toepaslike inhoud vir die onderwerp • Gebruik die gepaste struktuur as 'n raam • Vertel die gebeure in die korrekte volgorde • Gebruik verbindingswoorde • Gebruik gepaste grammatika, spelling, punktuasie en spasies tussen paragrawe Gebruik die stappe van prosesskryf • Hou 'n dinkskrum vir idees • Skryf 'n eerste konsep • Hersien • Redigeer • Skryf die finale weergawe • Bied die netjiese, leesbare weergawe aan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Voor- en agtervoegsels • Sinonieme en anotnieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord (verkleining, meervoud), voorsetsels, voornaamwoord, hulpwerkwoorde (toe, wanneer) • Direkte en indirekte rede • Tydsvorme • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • hoofletters • Skryftekens: kappie en deelteken Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Luisterbegrip: luister na 'n eenvoudige praatjie oor 'n onderwerp • Vra en beantwoord meer komplekse vrae • Bespreek die hoofgedagte • Gee opinies • Respekteer ander leerders deur na hulle te luister • Moedig ander groeplede aan om medeleerders te ondersteun Praat oor 'n kwessie na voorbereiding • Kies 'n toepaslike onderwerp en inhoud • Hou by die onderwerp • Organiseer inhoud logies Versamel inligting, byvoorbeeld eenvoudige navorsing vir 'n opname • Kies vrae om beantwoord te word • Vra en beantwoord vrae • Teken inligting aan as notas in die vraelys wat ontwikkel is Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Leesbegrip: lees inligtingstekste met visuele middele byvoorbeeld 'n kaart / tabel / diagram / kopkaart / landkaart / prente / grafiek Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: soeklees vir belangrike besonderhede • Vra vrae • Kies relevante inligting om vrae te beantwoord • Maak 'n kopkaart-opsomming van die teks Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Doen Doen'n woordraaisel • Gebruik relevante woordeskat • Spel woorde korrek • Verduidelik betekenis van woorde • Gebruik dit in 'n sin Besin oor tekste wat selfstandig / in pare gelees is • Som teks in ongeveer 5 sinne op Skryf 'n inligtingsteks met behulp van visuele middele, byvoorbeeld 'n kaart / tabel / diagram / kopkaart / landkaart / prente / grafiek • Lees / kyk na gekose teks • Gebruik inligting uit die teks om die visuele teks te teken, byvoorbeeld met behulp van tabelle, kaarte of grafieke • Toon duidelik die verhouding tussen die verskillende dele van die diagram of ander visuele teks aan Verander teks na 'n grafiese teks (gebruik notas van versamelde inligting) • Dra inligting in grafiese vorm oor, byvoorbeeld 'n grafiek of tabel • Ontleed inligting Skryf 'n kort verslag oor inligting ingesamel • Evalueer inligting • Maak besluite en motiveer • Gebruik 'n gepaste struktuur vir die verslag • Organiseer paragrawe korrek, byvoorbeeld 'n inleidingsin (kernsin) en ondersteunende sinne Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Afleidings en samestellings • Sinonieme en antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige en byvoeglike naamwoord, voornaamwoord (persoonlik, onpersoonlik; betreklik – verbind met sinne) • Sinsoorte • Enkelvoudige en veelvoudige sinne • Idiomatiese uitdrukkings • Vergelykings Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens: koppeltekens Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 81 GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na stories Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Beantwoord letterlike vrae • Gee 'n persoonlike reaksie wat verband hou met eie ervaring • Gee eie mening en motiveer die mening • Gee 'n alternatiewe slot, gebruik verbeelding en beskryf moontlikhede Hervertel 'n storie • Gebruik die korrekte volgorde van gebeure • Verwys korrek na die karakters in die verhaal • Gebruik tydsvorme wat in vorige grade bekendgestel is • Gee 'n alternatiewe slot Luister na 'n lied / eenvoudige gedigte • Herroep die hoofgedagte en bespreek dit • Lê verbande met eie ervaringe • Identifiseer rym • Druk gevoelens uit wat deur die gedig gestimuleer is • Voer lied / gekose reëls uit Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die prente • Bespreek titel, intrige, karakters en die agtergrond • Bespreek hoe die intrige van 'n storie 'n sekere idee van die wêreld kan verteenwoordig • Beantwoord vrae oor die storie • Som die storie mondeling op • Identifiseer die lewensles of boodskap van die storie Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees gedigte • Pre-lees: voorspel na aanleiding van titel en prente • Gebruik leesstrategieë, byvoorbeeld kontekstuele leidrade • Beantwoord vrae oor die gedig • Druk gevoelens uit wat deur die gedig opgeroep is • Bespreek rympatroon • Bespreek vergelykings wat in die gedig voorkom Besin oor tekste wat selfstandig / in pare gelees is • Lê verbande met eie ervaringe Skryf 'n eenvoudige storie (gebruik stappe vir prosesskryf meer onafhanklik) • Kies interessante inhoud • Gebruik die storiestruktuur as 'n raam • Skep 'n begin, middel en slot • Vertel gebeure in gepaste volgorde • Gebruik 'n geskikte tydsvorm en verbindingswoorde(en, maar) • Gebruik 'n groter verskeidenheid punktuasie, insluitend aanhalingstekens • Gebruik gepaste spasiëring vir paragrawe Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Skryf die eerste konsep • Kry terugvoering omtrent die inhoud en gebruik van grammatika en woordeskat • Kontroleer spelling • Skryf die finale weergawe Skryf vir genot, byvoorbeeld 'n eenvoudige vierreëlige gedig of rymende sinne • Kies onderwerp • Skryf rymende sinne oor die onderwerp • Gebruik een vergelyking Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Afleidings en samestellings • Sinonieme, antonieme, homonieme, homofone • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord, byvoeglike naamwoord, voornaamwoord, bywoord, voegwoord, werkwoord • Saamgestelde sinne • woordorde • Letterlike en figuurlike taalgebruik Spelling en punktuasie • Spel bekende woorde korrek • Punt, komma • Skryftekens Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met gevoel, en toon begrip • Lees hardop met behoorlike uitspraak, tempo en volume • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp WEEK 7 – 8 Luisterbegrip: luister na en voer instruksies uit byvoorbeeld 'n prosedure • Voorspel wat volgende kan gebeur • Bespreek besonderhede van die teks • Bespreek volgorde van instruksies • Bespreek die vorm van die werkwoord wat gebruik is Speel 'n taalspeletjie • Volg instruksies korrek • Gebruik 'n uitgebreide woordeskat • Maak beurte om te praat, gee ander 'n kans om te praat Oefen luister en praat (gedeelde teks vir die dag) • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Lees 'n inligtingsteks (prosedure) byvoorbeeld 'n resep / instruksies vir 'n wetenskap-eksperiment / projek Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van titel en opskrifte • Dra die teks in verkorte vorm oor, byvoorbeeld deur 'n inhoudsopgawe of indeks op te stel • Gebruik leesstrategieë, byvoorbeeld vluglees of soeklees • Interpreteer visuele materiaal • Beantwoord vrae oor die teks • Beskryf wat gedoen moet word • Bespreek besonderhede van die teks • Bespreek die formaat van die teks • Bespreek die volgorde van instruksies • Volg die instruksies Skryf 'n inligtingsteks byvoorbeeld tekste wat in ander vakke gebruik is • Skryf 2 tot 3 paragrawe • Organiseer inligting logies • Gebruik 'n kernsin en ondersteunende sinne • Gebruik woordeskat wat met ander vakke verband hou • Gebruik formele taal • Sluit spesifieke besonderhede in • Gebruik die lydende vorm gepas Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Afleidings en samestellings • Sinonieme, antonieme, homonieme, homofone • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: selfstandige naamwoord (massanaam), voornaamwoord, bywoord, voorsetsels • Woordorde • Ontkenning • Lydende en bedrywende vorm • Idiomatiese uitdrukkings AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 83 GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES Lees inligtingstekste soos 'n kort verslag / 'n beskrywing / 'n verklaring uit 'n ander vak • Pre-lees: voorspel na aanleiding van titel en opskrifte • Dra die teks in verkorte weergawe oor, byvoorbeeld 'n inhoudsopgawe of indeks • Gebruik soeklees en vluglees vir spesifieke inligting • Interpreteer visuele materiaal • Beantwoord vrae oor die teks • Gee hoofgedagtes en ondersteunende besonderhede Besin oor tekste wat selfstandig / in pare gelees is • Gee hoofgedagtes • Beskryf die kenmerke van 'n paar van die gelese tekste, byvoorbeeld naslaanboeke met 'n inhoudsopgawe of indeks Maak 'n kopkaart-opsomming van 'n kort teks • Identifiseer ten minste drie hoofpunte • Organiseer inligting netjies • Gebruik gepaste simbole / diagramme / 'n ander relevante grafiese teks • Toon duidelik die verhouding tussen die verskillende dele van die diagram of ander grafiese teks aan • Gebruik gepaste woordeskat • Kontroleer spelling • Gebruik 'n woordeboek om spelling en betekenis van woorde na te gaan Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Skryf die eerste konsep • Kontroleer Kontroleer spelling • Skryf die finale weergawe Spelling en punktuasie • Spel bekende woorde korrek • Los en vas skryf • Skryftekens • Afkortings Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 84 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 9 – 10 Neem deel aan 'n gesprek oor 'n bekende onderwerp Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Vra relevante vrae en reageer op vrae • Hou vol met Hou vol met gesprekvoering • Gee uitdrukking aan menings • Respekteer ander se idees • Moedig ander leerders aan om die addisionele taal te praat Voer eenvoudige toneelstukke op • Gebruik gepaste inhoud en taal • Gebruik die direkte rede • Ontwikkel 'n sinvolle storielyn • Gebruik stem, gebare en uitdrukking om betekenis oor te dra • Spreek woorde hoorbaar en korrek uit Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop met gevoel, wat begrip van die teks toon • Lees hardop met behoorlike uitspraak, tempo en volume • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Lees 'n toneelstuk Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel • Gebruik leesstrategieë • Identifiseer die storielyn • Bespreek karakters, plek/ruimte en handeling • Druk eie gevoelens uit, na aanleiding van die teks • Bespreek kenmerke van die teks, veral punktuasie en formaat Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Besin oor tekste wat selfstandig / in pare gelees is • Bied 'n kort mondelinge boekverslag met toepaslike inhoud en struktuur aan • Gee eie mening Skryf 'n kort toneelstuk in 'n meer informele skryfstyl • Kies toepaslike karakters • Ontwikkel die gesprek en handeling logies • Gebruik die direkte rede • Gebruik gepaste punktuasie, byvoorbeeld dubbelpunte, uitroeptekens en vraagtekens Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Produseer eerste konsep • Kry terugvoering en hersien konsep • Proeflees • Skryf die finale weergawe • Bied die netjiese, leesbare, weergawe met die korrekte spasiëring aan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Klankpatrone (hersien) • Afleiding, samestelling, voor- en agtervoegsels • Oop- en geslote lettergrepe (hersien) • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: lidwoord, byvoeglike naamwoord, voornaamwoord, hulpwerkwoord • Direkte en indirekte rede • Ontkenning • Idiomatiese uitdrukkings • Verbindingswoorde (vir paragrawe) Spelling en punktuasie • Spel bekende woorde korrek • Los en vas skryf • Skryftekens • afkortings Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 85 GRAAD 6 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 1 – 2 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre, realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Vra relevante vrae en reageer op vrae • Som die storie op • Vra en beantwoord meer komplekse vrae • Bespreek etiese, sosiale en kritieke kwessies in 'n storie, gebruik kodewisseling indien nodig Vertel eie storie • Kies toepaslike inhoud en titel • Organiseer gebeure logies • Benoem die karakters • Gebruik verbindingswoorde Bied 'n mondelinge boekresensie aan • Kies toepaslike inhoud en struktuur • Spreek eie opinie uit en motiveer • Bied resensie vlot aan Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop, met gevoel wat begrip toon • Lees hardop met behoorlike uitspraak, tempo en volume • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente • Gebruik leesstrategieë: gebruik kontekstuele leidrade om die betekenis van nuwe woorde te vind • Bespreek intrige, plek/ruimte en karakters • Bespreek die volgorde van gebeure • Beantwoord vrae oor wat eerste, tweede, ensovoorts gebeur het • Vra en beantwoord meer komplekse vrae • Spreek eie opinie uit en motiveer die opinie • Bespreek hoe die karakters 'n bepaalde siening van die wêreld verteenwoordig • Bespreek die rol wat visuele beelde speel • Bespreek alternatiewe maniere van aanbieding van karakters Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees persoonlike briewe • Pre-lees: voorspel gebaseer op vluglees van die teks • Gebruik leesstrategieë: kontekstuele leidrade om die betekenis van nuwe woorde te vind • Identifiseer hoofgedagte en spesifieke besonderhede • Bespreek die doel van die brief • Bespreek die formaat van die brief Besin oor tekste wat selfstandig / in pare gelees is • Hervertel die storie in 5 of 6 sinne Skryf 'n eenvoudige storie • Gebruik die storie-struktuur as 'n raam • Gebruik verbeeldingryke taal en 'n uitgebreide woordeskat • Verbind sinne tot 'n samehangende paragraaf deur voornaamwoorde, Verbindingswoorde • Gebruik gepaste grammatika, spelling en punktuasie • Gebruik konsekwent die korrekte tydsvorm • Gebruik die woordeboek om spelling en betekenis na te gaan Gebruik die stappe van die skryfproses • Hou 'n dinkskrum vir idees • Skryf 'n eerste konsep • Hersien • Redigeer • Skryf die finale weergawe • Bied 'n netjiese, leesbare weergawe aan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Alfabetiese rangskikking • Klankgrepe en lettergrepe • Afleiding, samestelling, voor- en agtervoegsels • Sinonieme en antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: voornaamwoord, selfstandige naamwoord, hoof- en hulpwerkwoord, bywoord, telwoord, voegwoord, tussenwerpsel • Ontkenning • Idiomatiese uitdrukkings Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens • Hoofletters • Afkortings, verkortings, akronieme Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 86 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 3 – 4 Neem aan 'n bespreking deel • Bespreek voor- en nadele • Gebruik konsepte en woordeskat, byvoorbeeld dié wat met ander vakke verband hou • Maak beurte om te praat • Respekteer ander se opinies • Moedig ander aan om te praat Luister na en bespreek 'n praatjie • Bespreek hoofgedagtes en besonderhede • Dui spesifieke inligting op 'n kaart of kopkaart aan Speel 'n taalspeletjie • Volg instruksies korrek • Gebruik 'n uitgebreide woordeskat • Maak beurte, gee ander 'n kans om te praat Oefen luister en praat / hardoplees(gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Leesbegrip: lees 'n inligtingsteks Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: lees en bespreek opskrifte en prente • Gebruik leesstrategieë, byvoorbeeld soeklees vir inligting • Let op na die rol wat prente en foto’s in die bou van betekenis speel • Beantwoord vrae oor die teks • Identifiseer voor- en nadele • Som 'n paragraaf op (met hulp) Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Lees en los 'n woordraaisel op • Gebruik woorde korrek • Toon begrip van woordbetekenis • Gebruik relevante woordeskat Besin oor tekste wat selfstandig / in pare gelees is • Spreek emosies na aanleiding van gelese tekste uit • Bring teks met eie ervaring in verband Gebruik inligting uit 'n visuele teks, byvoorbeeld 'n kaart / tabel / diagram / kopkaart / landkaart / prente / grafiek om 'n teks te skryf • Skryf 2 tot 3 paragrawe • Organiseer feite korrek en goed • Spelling en punktuasie is korrek Skryf 'n visuele inligtingsteks • Maak 'n kopkaart-opsomming van 'n kort teks • Organiseer voor- en nadele in 'n tabel Skryf definisies met voorbeelde • Kies toepaslike items om te definieer • Gebruik konkrete, relevante voorbeelde • Kies toepaslike inligting • Gebruik woordeskat wat met ander vakke verband hou • Gebruik 'n woordeboek om spelling en betekenis na te gaan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Klankpatrone • Oop en geslote lettergrepe • Afleidings en samestellings • Sinonieme, antonieme, homonieme homofone • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte: hersiening • Verkleining, meervoud, geslag (hersiening) • Sinsoorte (hersiening) • Enkelvoudige sin (hersiening) • Ontkenning (hersiening) Spelling en punktuasie • Hersiening van leestekens en skryftekens • Afkortings, verkorting, akronieme • Hoofletters Woordeskat in konteks (uit gelese tekste) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 87 GRAAD 6 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 5 – 6 Luisterbegrip: luister na 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer (Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike verslae / avontuurverhale / snaakse stories / fantasie / werklike lewenstories / historiese fiksie) • Vra relevante vrae en reageer op vrae • Som die storie op • Beantwoord en vra meer komplekse vrae • Lug 'n mening en motiveer dit, byvoorbeeld oor etiese, sosiale en kritieke kwessies in 'n storie, gebruik kodewisseling indien nodig • Gebruik tydsvorme wat in vroeëre grade bekend gestel is, byvoorbeeld verlede en toekomende tyd Luister na 'n gedig /te Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Herroep die hoofgedagte • Bespreek die sentrale idee • Lê verbande met eie ervaringe • Identifiseer rym en woorde wat met dieselfde klanke begin (alliterasie) • Identifiseer en bespreek vergelykings • Bespreek gevoelens na aanleiding van die gedig • Voer lied / versreëls op Leesbegrip: lees 'n storie Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel na aanleiding van die titel en prente • Gebruik leesstrategieë om die betekenis van nuwe woorde uit te vind • Bespreek intrige, agtergrond en karakters • Bespreek die volgorde van gebeure • Beantwoord vrae oor wat eerste, tweede, ensovoorts gebeur het • Vra en beantwoord meer komplekse vrae • Spreek eie mening uit en motiveer dit Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) • Lees gedigte • Pre-lees: voorspel na aanleiding van titel en prente • Gebruik leesstrategieë, byvoorbeeld kontekstuele leidrade • Beantwoord vrae oor die gedig • Bespreek eie gevoelens na aanleiding van die gedig • Bespreek rym en alliterasie • Bespreek vergelykings wat in die gedig voorkom Skryf 'n boekresensie • Kies toepaslike inhoud en struktuur • Spreek eie opinie uit en motiveer dit • Sluit titel, karakters en opsomming in Skryf 'n persoonlike brief • Kies toepaslike inhoud • Gebruik slegs 'n raam indien nodig • Dui boodskap reg aan • Orden inligting logies • Skryf eie naam onderaan • Gebruik 'n informele skryfstyl wat vir die doel gepas is Gebruik die stappe van die skryfproses • Hou 'n dinkskrum oor idees • Skryf 'n eerste konsep • Hersien • Redigeer • Skryf die finale weergawe en bied dit aan • Gebruik 'n woordeboek om spelling en betekenis na te gaan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Verdubbeling van konsonante en vokale • Sinonieme en antonieme • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelik-ings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte (hersiening) • Enkelvoudige, veelvoudige en saamgestelde sinne (hersiening) • Sinsoorte (hersiening) • Tydsvorme • Ontkenning (hersiening) • Woordorde • Verbindingswoorde (sodat, as, dan) • Idiome Spelling en punktuasie • Spel bekende woorde korrek • Spelpatrone: f- / y-woorde; i / ie￾woorde; woorde wat eindig op d / t • Afkortings, verkortings, akronieme • Skryftekens (hersiening) Woordeskat in konteks (uit gelese teks) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 88 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES Oefen luister en praat / hardoplees (gedeelde teks vir die dag) • Lees hardop, met gevoel wat begrip toon • Lees hardop met behoorlike uitspraak, tempo en volume • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp • Hervertel gebeurtenisse of ervarings in die regte volgorde en beantwoord vrae oor wat eerste, tweede, derde, ensovoorts gebeur het Besin oor tekste wat selfstandig / in pare gelees is • Lewer 'n gestruktureerde boekresensie in 'n goeie mondelinge aanbieding AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 89 GRAAD 6 KWARTAAL 4 VAARDIGHEDE LUISTER EN PRAAT (MONDELING) LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES WEEK 7 – 8 Neem aan 'n gesprek deel • Vra en beantwoord vrae • Respekteer ander leerders • Luister na ander leerders en moedig hulle aan om te praat Neem aan 'n bespreking deel • Gebruik verbeelding en beskryf moontlikhede • Gebruik die voorwaardelike vorm • Maak beurte • Respekteer ander se opinies • Moedig ander aan om te praat Oefen luister en praat / hardoplees (die gedeelde teks vir die dag) • Lees hardop met toepaslike uitspraak, vlotheid en uitdrukking • Voer 'n gedig op • Speel 'n taalspeletjie • Gee en volg instruksies • Bespreek 'n onderwerp Lees mediatekste,byvoorbeeld 'n tydskrifartikel of 'n nuusberig Gebruik 'n teks van 'n handboek of uit die onderwyser se hulpbronlêer • Pre-lees: voorspel waaroor teks handel • Gebruik vluglees en soeklees • Beantwoord vrae • Bespreek hoofgedagtes en besonderhede • Bespreek uitleg en ontwerp van teks • Vergelyk uitleg en ontwerp met dié van 'n koerant Leesbegripsaktiwiteit oor die teks (mondeling of skriftelik) Lees en verstaan 'n grafiese mediateks, byvoorbeeld plakkate en advertensies • Pre-lees: bespreek prente • Interpreteer die inligting • Bespreek die doel en taalgebruik van die teks • Identifiseer en bespreek ontwerpselemente, soos kleur en verskillende lettertipes en -groottes • Bespreek die uitleg • Vergelyk verskillende tekste, byvoorbeeld plakkate en advertensies Besin oor tekste wat selfstandig / in pare gelees is • Deel Spreek menings uit oor tekste Skryf 'n eenvoudige nuusberig deur die gebruik van 'n raam • Sluit toepaslike inligting in • Sluit 'n duidelike hoofgedagte in • Ontwikkel inligting logies • Gebruik verbindingswoorde en organiseer paragrawe behoorlik • Gebruik die korrekte formaat • Gebruik gepaste grammatika, woordeskat, spelling en punktuasie Ontwerp 'n plakkaat • Sluit relevante inligting in • Sluit 'n prent in • Gebruik die korrekte formaat • Gebruik ontwerpselemente, soos kleur en verskillende lettertipes en -groottes • Bied 'n leesbare, finale weergawe aan Gebruik die stappe van die skryfproses • Skryf die eerste konsep • Hersien • Proeflees • Skryf die finale weergawe en bied dit aan Werk met woorde • Bou op kennis van hoëfrekwensie￾woorde • Klankpatrone, oorronding, ontronding (hersiening) • Oop en geslote lettergrepe (hersiening) • Afleiding en samestelling (hersiening) • Sinonieme, antonieme, homonieme, homofone (hersiening) • Skryf woorde en hul betekenis in 'n persoonlike woordeboek neer • Gebruik sinne, tekeninge of verduidelikings om betekenis van woorde te verduidelik Werk met sinne • Woordsoorte (hersiening) • Lydende en bedrywende vorm (hersiening) • Direkte en indirekte rede (hersiening) • Idiome (hersiening) Spelling en punktuasie • Spel bekende woorde korrek • Skryftekens (hersiening) • Leestekens (hersiening) Woordeskat in konteks (uit gelese tekste) WEEK 9 – 10 FORMELE ASSESSERING AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 90 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN EERSTE ADDISIONELE TAAL 4.1 INLEIDING Assessering is 'n deurlopende, beplande proses om inligting oor leerderprestasie te identifiseer, te versamel en te vertolk. Verskeie vorme van assessering word in hierdie proses gebruik. Dit behels vier stappe: die generering en insameling van bewyse van prestasie; evaluering van die bewyse; rekordhouding van die bevindinge en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en te ondersteun. Sodoende word die onderrig en leerproses bevorder en ondersteun. Assessering behoort informeel (assessering vir leer) sowel as formeel (assessering van leer) te wees. In albei gevalle moet gereelde terugvoering gegee word sodat dit die leerervaring kan bevorder. Assessering in tale is deurlopend en ondersteun die groei en ontwikkeling van die leerders. Dit is 'n integrale deel van onderrig en leer omdat dit inligting gee vir onderrig en leer. Dit behoort deel gemaak te word van onderrig en leer en moet nie as 'n aparte entiteit beskou word nie. Geïntegreerde assessering van verskeie taalaspekte moet gebruik word. Ons kan byvoorbeeld begin met 'n leesstuk en 'n begripstoets daaroor opstel. Vrae oor taalstrukture en konvensies kan ook daaroor gevra word. Daarna kan die leerders gevra word om op die teks te reageer deur byvoorbeeld 'n brief te skryf oor 'n saak wat in die teks aangesny word of 'n ander kreatiewe respons op die inhoud van die teks te lewer. Om dié aktiwiteit af te rond kan besprekings oor die onderwerp gehou word en op hierdie wyse spreek ons al die taalvaardighede op 'n vloeiende, geïntgreerde manier aan. Assessering van die verskillende taalvaardighede moet nie gesien word as aparte aktiwiteite nie, maar as een geïntgreerde aktiwiteit. Assesseringsmatrikse moet dus die verskillende taalvaardighede in die taak aanspreek. Die leerders se luistervaardighede, mondelinge bevoegdheid, hul vermoë om vrae te beantwoord, deel te neem aan besprekings, en skriftelike vaardighede moet op 'n daaglikse basis waargeneem word. Dit is ook belangrik dat die leerders se begrip van dit wat hulle lees geassesseer word en nie net hulle vermoë om woorde te herken of te dekodeer nie; daarom moet assessering van lees gereeld plaasvind en nie net 'n enkele keer nie. Formele leesassessering behoort op hardoplees te fokus, asook op aktiwiteite wat die leerder se begrip bepaal, byvoorbeeld deur die storie oor te vertel of vrae te beantwoord. Assessering van skriftelike werk sal op leerders se vermoë fokus om betekenis oor te dra, asook hoe korrek hulle geskryf het, byvoorbeeld deur die korrekte gebruik van taalstrukture en -gebruik, spelling en punktuasie. Alle assessering berus op die feit dat die aanleer van 'n taal 'n proses is en dat leerders nie heeltemal korrekte werk die eerste keer sal lewer nie, Daarom moet die verskillende stadiums van die skryfproses ook geassesseer word. Wanneer 'n formele assesseringstaak gegee word, word daar op 'n spesifieke vaardigheid gefokus, byvoorbeeld luister en praat, of lees en kyk, of skryf en aanbied. Aangesien die aanleer van 'n taal 'n geïntegreerde proses is, word meer as een vaardigheid gebruik. Die taalstrukture moet dus in konteks geassesseer word. Assessering moet nie slegs skriftelik plaasvind nie, maar daar moet ook voorsiening gemaak word vir praktiese en mondelinge werk. Dit is belangrik om te assesseer wat leerders verstaan en nie net wat hulle kan memoriseer nie. Vaardighede moet dus soveel as moontlik in konteks geassesseer word. Byvoorbeeld: Leerders kan dalk tydens 'n toets al hul woorde korrek spel, maar kan dieselfde woorde tydens skriftelike werk, soos 'n verslag van persoonlike nuus of die skryf van 'n storie, korrek gespel word? AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 91 Tydens die onderrig en assessering van tale behoort daar voorsiening gemaak te word vir die insluiting van alle leerders, en daar moet strategieë gevind word om alle leerders te help om toegang tot taaltekste te hê en dit weer te gee. Leerders wat leerprobleme ervaar, mag dalk nie sommige van die doelwitte behaal soos wat dit in die Kurrikulum- en Assesseringsbeleidsverklaring uiteengesit is nie. Die Eerste Addisionele Taal-leerder se sukses hang af van gereelde informele assessering en terugvoering van die onderwyser soos hulle met tekste en aktiwiteite omgaan. Die onderrigplanne sit die vereiste inhoud, vaardighede en strategieë vir die jaar uiteen. Dit behoort teenoor groeiende vlakke van ontwikkeling ïassesseer te word. Nie alles wat onderrig word hoef formeel getoets te word nie. Dit is egter noodsaaklik dat die leerder se vordering geassesseer word deur formele sowel as informele assessering omdat dit beplanning onderlê. Die onderriprogram maak voorsiening vir assessering van leer wat aan die einde van die kwartaal die vorm van 'n toets of eksamen kan aanneem. Die werk wat geëksamineer word moet gedoen word op werk wat gedurende die kwartaal gedoen is. Die moeilikheidsgraad van die assesseringsitems moet op verskillende kognitiewe vlakke gestel word om geldigheid te verseker. 4.2 INFORMELE OF DAAGLIKSE ASSESSERING Die doel van assessering is om deur aaneenlopende insameling van inligting oor leerders se prestasie, leer te bevorder. Informele assessering behels die daaglikse monitering van leerders se vordering. Dit word gedoen deur waarnemings, besprekings, praktiese demonstrasies, leerder-onderwyser-konferensies, informele klaskamerinteraksie, ensovoorts. Informele assessering word gebruik om terugvoering aan leerders te gee en om vir verdere onderrig te beplan, maar dit hoef nie opgeteken te word nie. Assessering van taalbevoegdheid sal in die vorm van waarneming, skriftelike oefeninge, mondelinge aktiwiteite, hardoplees en ander assesseringsvorme wees. Informele assessering word gebruik om terugvoering aan leerders te gee, en die beplanning vir onderrig te hanteer, maar nie vir rekordhouding en rapporteringsdoeleiendes nie. Dit moet nie apart van die leeraktiwiteite wat in die klas plaasvind, beskou word nie en enige van die leeraktiwiteite kan gebruik word om die leerders se vordering informeel te assesseer. In sommige gevalle kan spesifieke assesseringsaktiwiteite gestel word om die leerders aan te moedig om te leer, byvoorbeeld gereelde speltoetse. Leerders of onderwysers kan hierdie assesseringstake nasien. Dit word aanbeveel dat die eerste twee weke van 'n kwartaal gebruik word om grondlynassessering te doen. Onderwysers kan die aktiwiteite van die eerste twee weke van die onderrigplan hiervoor gebruik. Dit sal onderwysers in staat stel om te bepaal watter tipe ondersteuning leerders nodig het soos die werk vorder. Selfassessering en portuurassessering betrek leerders direk by assessering. Dit is belangrik omdat dit leerders toelaat om van hul eie prestasie te leer en daaroor te besin. Die uitslae van informele, daaglikse assessering word nie formeel opgeteken nie, behalwe as die onderwyser dit graag wil doen. Onderwysers mag besluit om hul eie informele verslae van individuele leerders se vordering in die verskillende komponente van die vak te hou, om te gebruik vir verdere beplanning en om te verseker dat individuele leerders die vereiste vaardighede en begrip ontwikkel. Die uitslag van die daaglikse assesseringstake word nie in ag geneem vir bevordering en sertifisering nie. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 92 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.3 FORMELE ASSESSERING Alle assesseringstake wat deel vorm van die formele assesseringsprogram vir die jaar word beskou as formele assessering. Formele assesseringstake word nagesien en formeel opgeteken deur die onderwyser vir progressie en sertifisering. Alle formele assesseringstake word gemodereer ter wille van gehalteversekering en om te verseker dat gepaste standaarde gehandhaaf word. Formele assessering voorsien aan onderwysers 'n sistematiese manier om te evalueer hoe goed leerders in 'n graad en in 'n betrokke vak vorder. Voorbeelde van formele assesseringstake sluit in toetse, eksamens, praktiese take, projekte, mondelinge aanbiedings, demonstrasies (soos die hervertelling van 'n storie), optredes (soos rolspel), opstelle, deelname aan mondelinge take (soos dialoë, gesprekke, besprekings), skriftelike take (soos die invul van 'n werkkaart, skryf van paragrawe of ander tekstipes), ens. Die doel van 'n assesseringsprogram is om geldigheid, betroubaarheid, regverdigheid en genoegsaamheid te verseker deur spesifieke riglyne te gee oor die tipe aktiwiteite en die persentasie wat aan elke taalvaardigheid binne 'n taak toegeken is. Dit spreek ook die fokusse van assessering aan; die manier waarop take benader moet word. Tydens formele assessering word memoranda, rubrieke, kontrolelyste, metingskale, sowel as ander gepaste assesseringsinstrumente gebruik om leerders se vlakke van begrip en vaardigheid waar te neem, te assesseer en aan te teken. Maak van 'n assesseringsinstrument gebruik wat gepas is vir die tipe aktiwiteit. 'n Rubriek is, byvoorbeeld, meer gepas as 'n memorandum vir die assessering van 'n kreatiewe skryfstuk. 'n Memorandum is meer gepas vir 'n speltoets of 'n leesbegripsaktiwiteit. 4.3.1 Vereistes vir formele assessering vir Eerste Addisionele Taal Die formele assesseringsprogram vir graad 4-6 bestaan uit sewe (7) take wat 75% van die bevorderingspunt uitmaak sowel as 'n jaareindeksamen wat 25% van die totaal tel. Die formele assesseringsvereistes vir die Eerste Addisionele Taal is soos volg: • Twee formele assesseringstake moet gedurende die eerste drie kwartale voltooi word en een in die vierde kwartaal. Die totaal is dus sewe vir die skooljaar. Hierdie sewe formele assesseringstake vorm 75% van die totale punt vir Eerste Addisionele Taal in grade 4, 5 en 6. Die formele assesseringspunt sluit die halfjaartoets of eksamen in, indien daar 'n eksamen geskryf word. • Die eerste formele assesseringstaak in 'n kwartaal moet in die middel van die kwartaal gedoen word. Die tweede formele assesseringstaak van elke kwartaal moet aan die einde van die kwartaal gedoen word. • Aan die einde van die jaar word 'n eksamen afgelê en dit vorm 25% van die punte. • Elke formele assesseringstaak sal uit aktiwiteite bestaan wat luister en praat, lees en kyk, skryf en aanbied, en taalstrukture en -konvensies sal assesseer, en dit moet oor 'n tydperk van 'n paar dae plaasvind. Taalstrukture en -konvensies moet in konteks geassesseer word. • Formele assesseringstake moet 'n reeks aspekte van taalvaardighede assesseer, sodat kernaspekte gedurende die kwartale en versprei oor die jaar, geassesseer kan word. Onderwysers moet seker maak dat hierdie aspekte reeds informeel geassesseer is, sodat terugvoering aan leerders gegee kan word voordat hulle formeel geassesseer word. • Alle assessering in die Intermediêre Fase word intern gedoen. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 93 4.3.2 Tipes formele assessering vir Eerste Addisionele Taal Die vorme van assessering moet gepas vir die ouderdom en ontwikkelingsvlak van die leerders wees. Die samestelling van die take moet die inhoud van die vak dek en 'n verskeidenheid take insluit, wat ontwerp is om die doelwit van die vak te bereik. Gebruik die onderrigplanne vir elke graad om die tipe aktiwiteit en die vaardighede vir elke deel van die formele assesseringstaak te kies. Byvoorbeeld: Indien kreatiewe, skriftelike werk in graad 4, kwartaal 1 vereis word en die leerders moet 'n gedig skryf, kan daar net van hulle verwag word om sinne wat rym en dieselfde lengte het, te skryf, en indien dit reeds onderrig is. 'n Gepaste raamwerk sal gebruik word indien leerders 'n inligtingsteks in die eerste kwartaal moet skryf. Dieselfde geld vir luister en praat. Daar sal nie van leerders verwag word om 'n kort toespraak in graad 4, kwartaal 1 te lewer nie, omdat dit eers later onderrig word. Formele assessering moet voorsiening maak vir 'n verskeidenheid van kognitiewe vlakke soos hieronder aangedui. 'n Verskeidenheid van vraagtipes soos meerkeusevrae, cloze, vergelyking en direkte vrae behoort gebruik te word. Tabel van kognitiewe vlakke van vrae Kognitiewe vlakke Aktiwiteit Persentasie per taak Letterlik (Vlak 1) Herorganisasie (Vlak 2) Vrae wat handel oor inligting wat direk / eksplisiet in die teks staan. • Noem die dinge / mense / plekke / elemente ... • Noem die feite / redes / aspekte / idees ... • Identifiseer die redes / persone / oorsake ... • Maak 'n lys van die aspekte / feite / name / redes ... • Beskryf die plek / persoon / karakter ... • Vertel van die insident / episode / ervaring ... Vrae wat analise, sintese of herorganisasie vereis van inligting wat direk / eksplisiet in die teks staan. • Maak 'n opsomming van die kerngedagtes / voordele / nadele ... • Groepeer bekende elemente / faktore ... • Gee die verskille / ooreenkomste ... • Gee 'n oorsig van ... Vlakke 1 en 2: 40% Afleiding (Vlak 3) Vrae wat vereis dat leerders inligting interpreteer wat nie eksplisiet genoem word nie, dit in verband bring met inligting van die verskillende dele van 'n teks, of dat leerders aspekte in die teks in verband bring met hulle bestaande kennis of ervarings, en gevolgtrekkings maak. • Verduidelik hoe 'n hoofgedagte verband hou met tema / boodskap ... • Verduidelik die idees / houdings / aksies ... • Wat is die skrywer (of karakter) se bedoeling / houding / motivering / rede ... • Verduidelik die oorsaak / gevolg van … • Wat openbaar 'n handeling / kommentaar / houding (ens.) van 'n verteller / skrywer / karakter ... • Hoe beïnvloed die metafoor / vergelyking / beeld jou begrip van ... • Wat, dink jy, sal die uiteindelike gevolg / effek van 'n handeling / situasie wees ... Vlak 3: 40% AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 94 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Kognitiewe vlakke Aktiwiteit Persentasie per taak Evaluering (Vlak 4) Waardering (Vlak 5) Hierdie vrae handel oor die beoordeling van waardes, houdings en oortuigings. Dit sluit in beoordeling van die werklikheid, geloofwaardigheid, feite en menings, geldigheid, logika en beredenering, asook kwessies soos die gewenstheid en aanvaarbaarheid van besluite en optredes in terme van morele waardes. • Dink jy wat hieruit voortvloei, geloofwaardig / realisties / moontlik is? • Is die skrywer se argument geldig / logies / oortuigend ... • Bespreek / lewer kritiese kommentaar oor die optrede / bedoeling / houding / implikasie ... • Stem jy saam met die siening / standpunt / waarneming / vertolking ... • Dink jy die skrywer / verteller / karakter is geregverdig as hy / sy voorstel dat ... (Motiveer jou antwoord. / Gee redes vir jou antwoord.) • Is die karakter se houding / gedrag / handeling na jou mening regverdigbaar of aanvaarbaar? Gee 'n rede vir jou antwoord. • Wat sê 'n karakter se optredes / houding(s) oor hom / haar binne konteks van universele waardes? • Bespreek krities / Lewer kommentaar oor die waardeoordele wat in die teks gemaak word. Die doel van hierdie vrae is om die sielkundige en estetiese impak van die teks op die leerder te assesseer. Die vrae fokus op die leerder se emosionele response op die inhoud, identifisering met karakters of gebeure, en reaksies op die skrywer se taalgebruik (soos woordkeuse en beelde). • Bespreek jou reaksie op die teks / insident / situasie / konflik / dilemma ... • Simpatiseer jy met die karakter? Wat sou jy doen / besluit indien jy in dieselfde situasie was? • Bespreek / Lewer kommentaar op die skrywer se taalgebruik ... • Bespreek die doeltreffendheid van die skrywer se styl / inleiding / gevolgtrekking / beeldspraak / gebruik van poëtiese tegnieke / literêre stylfigure ... Vlak 4 en 5: 20% AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 95 4.4 ASSESSERINGSPROGRAM Die assesseringsprogram is ontwikkel om formele assesseringstake in alle vakke in 'n skool oor 'n kwartaal te versprei. 'n Assesseringsprogram moet deur die skool opgestel word waarin die datums aangedui word waarop take gedoen word. Vakvereistes Vereistes vir die opstel van 'n taak word in persentasies weergegee. Waar die program 20% vir 'n taalvaardigheid aandui, beteken dit dat die finale puntetoekenning vir daardie taalvaardigheid twintig persent moet wees en nie twintig punte nie. Skole word nie beperk tot 'n aantal punte wat aan 'n taalvaardigheid toegeken moet word nie, solank die gewigskriteria vir elke taalvaardigheid en vir elke taak in aanmerking geneem word volgens die persentasie wat in die assesseringsprogram toegewys is. Byvoorbeeld: 'n Taalkennistoets vir 20 punte of meer mag byvoorbeeld in Graad 4 opgestel word, solank die finale gewig nie die gewig wat in die assesseringsprogram aangedui word, oorskry nie. In skryf behoort gedeeltes van die beplanningsproses, of die hele proses, ten minste een keer per kwartaal geassesseer te word. Daar moet streng by die lengte van die geskrewe teks, soos aangedui in Afdeling 3.3, gehou word. Eksamens Inhoud vir die eksamen behoort geneem te word uit werk wat gedoen is voor die eksamen en behoort 'n versameling van vaardighede en aktiwiteite in te sluit wat sal wys dat die leerder in staat sal wees dat hy/.sy gereed is vir die werk in die volgende periode, graad of jaar. Die eksamen sal uit die volgende bestaan: • Leesbegrip, insluitende woordeskatwerk • Skryf van 'n kort kreatiewe teks, insluitende gepaste en korrekte formaat, taalkonvensies, punktiasie en spelling • Skryf van 'n kort transaksionele (inligtings-, media-, sosiale) teks, insluitende gepaste en korrekte gebruik van formaat, taalkonvensies, punktuasie en spelling. • Taalgebruik en konvensies om kennis en begrip van taalstrukture, punktuasie en spelling te toets. • Luister- en Praatvaardighede sal nie as deel van die eksamen geassesseer word nie omdat dit ten beste oor tyd geassesseer word. Dit word egter verwag dat 'n summatiewe punt vir Luister en Praat opgeteken moet word as 'n eksamenpunt. Die volgende tabel dui die fromele vereistes vir die Eerste Addisionele Taal aan. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 96 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Die Assesseringsprogram KWARTAAL 1 Graad 4 Graad 5 Graad 6 Taak 1 % Taak 1 % Taak 1 % Luister na en bespreek 'n storie / Luister na en gee 'n persoonlike of feitelike hervertelling 20 Luister na en bespreek 'n storie / Luister na en gee 'n feitelike hervertelling / neem deel in 'n gesprek of rolspel 15 Luister na en bespreek 'n storie / feitelike hervertelling / neem deel in 'n gesprek van rolspel 15 Lees 'n voorbereide teks hardop 10 Lees 'n voorbereide teks hardop 10 Lees 'n voorbereide teks hardop 10 Taalstrukture en -konvensies in konteks 15 Taalstrukture en -konvensies in konteks 15 Taalstrukture en -konvensies in konteks 15 Leesbegrip van 'n storie / feitelike hervertelling / nuusverslag 20 Leesbegrip van 'n storie / inligtingsteks / 20 Leesbegrip van 'n storie / feitelike hervertelling / sosiale teks 20 Praat oor stories / tekste wat onafhanklik gelees is 10 Praat oor stories / tekste wat onafhanklik gelees is 10 Praat oor stories / tekste wat onafhanklik gelees is 10 Skryf 'n paragraaf: persoonlike hervertelling deur 'n raam te gebruik / beskrywing van mense deur 'n raam te gebruik 25 Skryf 'n paragraaf: 'n feitelike hervertelling / beskrywing van mense / boodskappe 30 Skryf drie paragrawe wat op die tema van 'n storie gebaseer is 30 Totaal 100 Totaal 100 Totaal 100 Taak 2 % Taak 2 % Taak 2 % Luister na en gee instruksies / dra 'n gedig of liedjie met begrip voor 20 Luister na en gee instruksies / beskryf 'n proses / dra 'n gedig of liedjie met begrip voor 20 Luister na en gee instruksies / beskryf 'n proses / dra 'n gedig of liedjie met begrip voor 20 Leesbegrip van 'n prosedureteks / gedig / liedjie 30 Leesbegrip van 'n prosedureteks / gedig / liedjie 30 Leesbegrip van 'n inligtingsteks / gedig / liedjie 30 Taalstrukture en -konvensies in konteks 20 Taalstrukture en -konvensies in konteks 20 Taalstrukture en -konvensies in konteks 20 Skryf eenvoudige instruksies deur 'n raam te gebruik / 'n eenvoudige gedig deur 'n raam te gebruik 30 Skryf instruksies / 'n feitelike hervertelling / 'n eenvoudige gedig deur 'n raam te gebruik 30 Skryf 'n van 'n eenvoudige proses / eenvoudige definitions deur 'n raam te gebruik / beskrywing van 'n persoon / voorwerp / ens 30 Totaal 100 Totaal 100 Totaal 100 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 97 KWARTAAL 2 Graad 4 Graad 5 Graad 6 Taak 1 % Taak 1 % Taak 1 % Luister na en bespreek inligtingsteks of storie / Luister na en voer instruksies uit / beskryf 'n voorwerp / 20 Luister na en bespreek inligtingsteks / storie insluitende hervertelling van 'n storie 15 Luister na en bespreek mondelinge beskrywings van voorwerpe / diere / ens. / luister na persoonlike hervertellings / neem deel in 'n rolspel 15 Lees 'n onvoorbereide teks hardop 10 Lees 'n onvoorbereide teks hardop 10 Lees 'n onvoorbereide teks hardop 10 Taalstrukture en -konvensies in konteks 15 Taalstrukture en -konvensies in konteks 15 Taalstrukture en -konvensies in konteks 15 Leesbegrip van 'n inligtingsteks / storie 20 Leesbegrip van 'n inligtingsteks / storie 20 Leesbegrip van 'n inligtingsteks / storie / sosiale teks 20 Praat oor stories / tekste wat onafhanklik gelees is 10 Praat oor stories / tekste wat onafhanklik gelees is 10 Praat oor stories / tekste wat onafhanklik gelees is 10 Som 'n inligtingsteks op / skryf 'n storie deur 'n raam te gebruik 25 Skryf 'n beskrywing van objekte / plante / ens deur 'n raam te gebruik / skryf 'n storie deur 'n raam te gebruik 30 Skryf 'n beskrywing van objekte / plante / ens / Skryf 'n persoonlike brief 30 Totaal 100 Totaal 100 Totaal 100 Taak 2 (Junie toets / eksamen) % Taak 2 (Junie toets / eksamen) % Taak 2 (Junie toets / eksamen) % Vraestel 1: Mondeling Hardoplees, Luister en Praat 30 Vraestel 1: Mondeling Hardoplees, Luister en Praat 30 Vraestel 1: Mondeling Hardoplees, Luister en Praat 30 Vraestel 2 (2 ure): Skriftelik Leesbegrip Taalkonvensies in konteks Skryf– paragrawe 30 15 25 Vraestel 2 (2 ure): Skriftelik Leesbegrip Taalkonvensies in konteks Skryf– paragrawe 30 15 25 Vraestel 2 (1 uur): Skriftelik Skryf– paragrawe 30 Vraestel 3 (1 uur): Skriftelik Leesbegrip Taalkonvensies in konteks 25 15 Totaal 100 Totaal 100 Totaal 100 Nota: Die punt vir Vraestel 1 sal 'n summatiewe punt wees van die assessering van die leerder se vordering in die tweede helfte van die jaar, tot op die tyd van die eksamen. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 98 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KWARTAAL 3 Taak 1 % Taak 1 % Taak 1 % Luister na en bespreek inligtingsteks of storie / neem deel in 'n gesprek / dra 'n gedig voor 20 Lewer kort praatjie / hervertel 'n storie 15 Lewer kort praatjie / hervertel 'n storie 15 Lees 'n voorbereide teks hardop 10 Lees 'n voorbereide teks hardop 10 Lees 'n voorbereide teks hardop 10 Taalstrukture en -konvensies in konteks 15 Taalstrukture en -konvensies in konteks 15 Taalstrukture en -konvensies in konteks 15 Leesbegrip van inligtingsteks / 'n visuele teks / storie / gedig 20 Leesbegrip van inligtingsteks met visuele teks / storie / gedig 20 Leesbegrip van inligtingsteks with visuele teks / storie / gedig 20 Praat oor 'n teks wat onafhanklik gelees is 10 Praat oor 'n teks wat onafhanklik gelees is 10 Praat oor 'n teks wat onafhanklik gelees is 10 Skryf 'n opsomming van 'n inligtingsteks met ondersteuning / 'n storie deur 'n raam te gebruik 25 Voltooi visuele teks / skep 'n kopkaart / opsomming / skryf 'n eenvoudige storie met dialoog 30 Voltooi visuele teks / skryf 'n eenvoudige storie 30 Totaal 100 Totaal 100 Totaal 100 Taak 2 % Taak 2 % Taak 2 % Listens to inligtingsteks / luister na en beskryf plekke of plante ens. / Rolspeel 'n bekende situasie 20 Neem deel in 'n gesprek / 'n rolspel 20 Luister na en voer instruksies uit / neem deel in 'n gesprek / rolspel 20 Leesbegrip van 'n inligtingsteks met 'n visuele teks / prosedureteks / rolspel 30 Leesbegrip van prosedureteks / inligtingsteks / 'n rolspel 30 Leesbegrip van prosedureteks / inligtingsteks / rolspel 30 Taalstrukture en -konvensies in konteks 20 Taalstrukture en -konvensies in konteks 20 Taalstrukture en -konvensies in konteks 20 Skryf 'n inligtingsteks / 'n dialoog / 'n resensie deur 'n raam te gebruik 30 Skryf inligtingsteks / kort dialoog deur 'n raam te gebruik 30 Skryf 'n inligtingsteks / 'n kort drama 30 Totaal 100 Totaal 100 Totaal 100 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 99 KWARTAAL 4 Taak 1 % Taak 1 % Taak 1 % Luister na onderhoude en boodskappe / begrip van 'n storie 20 Neem deel in besprekings / vertel 'n storie 15 Neem deel in besprekings / luister na 'n storie 15 Lees 'n onvoorbereide teks hardop 10 Lees 'n onvoorbereide teks hardop 10 Lees 'n onvoorbereide teks hardop 10 Taalstrukture en -konvensies 15 Taalstrukture en -konvensies 15 Taalstrukture en -konvensies 15 Leesbegrip van inligtingsteks with visuele teks / 'n storie met dialoog / 'n dagboek 20 Leesbegrip van mediateks / plakkaat / storie 20 Leesbegrip van inligtingsteks / 'n storie / gedig 20 Praat oor 'n teks wat onafhanklik gelees is 10 Praat oor 'n teks wat onafhanklik gelees is 10 Praat oor 'n teks wat onafhanklik gelees is 10 Skryf 'n paragraaf deur 'n raam te gebruik / sosiale teks / produseer 'n visuele teks bv 'n plakkaat / storie met dialogue 25 Skryf inligtingsteks deur 'n raam te gebruik / persoonlike hervertelling / skep 'n plakkaat / skryf 'n resensie deur 'n raam te gebruik 30 Skryf inligtingsteks / definisies met voorbeelde / persoonlike brief 30 Totaal 100 Totaal 100 Totaal 100 Taak 2 (Jaareindeksamen) % Taak 2 (Jaareindeksamen) % Taak 2 (Jaareindeksamen) % Vraestel 1: Mondeling: Hardoplees, luister en praat 30 Vraestel 1: Mondeling: Hardoplees, luister en praat 30 Vraestel 1: Mondeling: Hardoplees, luister en praat 30 Vraestel 2 (2 ure): Skriftelik Leesbegrip Taalkonvensies in konteks Skryf– kreatiewe teks en transaksionele teks 30 15 25 Vraestel 2 (2 ure): Skriftelik Leesbegrip Taalkonvensies in konteks Skryf– kreatiewe teks en transaksionele teks 30 15 25 Vraestel 2 (1 uur): Skriftelik Skryf– Kreatiewe teks en transaksionele teks 30 Vraestel 3 (1 uur): Skriftelik Leesbegrip Taalkonvensies in konteks 25 15 Totaal 100 Totaal 100 Totaal 100 Nota: Die punt vir Vraestel 1 sal 'n summatiewe punt wees van die assessering van die leerder se vordering in die tweede helfte van die jaar, tot op die tyd van die eksamen. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 100 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Skoolgebaseerde Assessering en eksamens in Graad 4 en 5 Programme of Assessment SBA per Term SBA 75% Kwartaal 1: 2 Take Kwartaal 2: 1 Taak + 1 Halfjaar eksamen 2 Vraestelle: Vraestel 1: Mondeling; Hardoplees, Luister en Praat Vraestel 2 (2 ure): Skriftelik: Leesbegrip , Taal in konteks en Skryf - kreatiewe tekste en transaksionele tekste) Kwartaal 3: 2 Take Kwartaal 4: 1 Taak EXAMINATIONS 25% 1 Jaareind-eksamen: 2 Vraestelle: Vraestel 1: Mondeling: Hardoplees, Luister en Praat Vraestel 2: Skriftelik: Leesbegrip , Taal in konteks en Skryf - kreatiewe tekste en transaksionele tekste) Assesseringsprogram AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 101 Graad 6 SBA per Term SBA 75% Kwartaal 1: 2 Take Kwartaal 2: 1 Taak + 1 Halfjaar-eksamen￾bestaande uit comprising: Vraestel 1: Mondeling: Hardoplees, Luister en Praat Vraestel 2 (1 uur): Skriftelik: Skryf – kreatiewe tekste en transaksionele tekste Vraestel 3 (1 uur): Skriftelik: Leesbegrip and Taal in konteks Kwartaal 3: 2 Take Kwartaal 4: 1 Taak EXAMINATIONS 25% 1 Jaareind-eksamen bestaande uit: 3 Vraestelle: Vraestel 1: Mondeling: Hardoplees, Luister en Praat Vraestel 2 (1 uur): Skriftelik: Skryf – kreatiewe tekste en transaksionele tekste Vraestel 3 (1 uur): Skriftelik: Leesbegrip and Taal in konteks AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 102 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Formaat van eksamenvraestelle vir Graad 4 – 6 Graad 4-5 Die voorgestelde riglyne vir die halfjaar en jaareindeksamenvraestelle for die Eerste Addisionele Taal in graad 4 en 5 is soos volg: Vraestel Beskrywing %: GR.4 & 5 1 Mondeling: Mondeling: Hardoplees, Luister en Praat 30 2 (2 ure) Skriftelik: Leesbegrip , Taal in konteks Skryf – kreatiewe tekste en transaksionele tekste 30 15 25 TOTAAL VIR DIE EKSAMEN 100 Die voorgestelde riglyne vir die halfjaar en jaareindeksamenvraestelle for die Eerste Addisionele Taal in graad 6 is soos volg: Vraestel Beskrywing %: GR.6 1 Mondeling: Hardoplees, Luister en Praat 30 2 (1 uur) Skriftelik: kreatiewe tekste en transaksionele tekste 30 3 (1 uur) Leesbegrip Taal in konteks 25 15 TOTAAL VIR DIE EKSAMEN 100 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 103 Voorgestelde formaat vir elk van die vraestelle in graad 4 en 5 VRAESTEL AFDELING % 1 Mondeling: lees/ luister/ praat GR 4 GR 5 A : Hardoplees 15 15 B: Luister en Praat: Voorbereide Praat / onvoorbereide Praat / gesprekvoering / onderhoud / debat / dramatisering / rolspel / besprekings / luisterbegrip / mimiek 15 15 TOTAAL VIR VRAESTEL 1 30 30 2 (2 ure) Leesbegrip en taal in konteks GR4 GR5 A : Leesbegrip ('n Reeks tekste kan gebruik word, insluitende visuele en grafiese tekste) 30 30 B : Taal Taalstrukture (woorde en sinne) behoort in konteks geassesseer te word aan die hand van 'n verskeidenheid tekste 15 15 Skryf GR4 GR5 A : Een kreatiewe skryfteks Grade 4-5: verhalend / beskrywende teks insluitende persoonlike vertellings (Let asseblief op die voorgestelde aantal woorde per graad soos onder 3.3.2 gespesifiseer.) 15 15 B: Een transaksionele teks Formele en informele briewe aan die pers / formele aansoekbriewe / / versoeke / klagtes / simpatie / uitnodiging / dankie sê / gelukwensings en besigheidsbriewe / vriendskaplike briewe / tydskrifartikels / koerantartikels / memoranda / notules & agendas / doodsberigte / verslae (formeel en informeel) / resensies / geskrewe en informele toesprake / Curriculum Vitae’s / brosjures / geskrewe onderhoude / dialoë/ feitelike verslae/proseduretekste 10 10 TOTAAL VIR VRAESTEL 2 70 70 GROOTTOTAAL 100 100 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 104 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Voorgestelde formaat vir elk van die vraestelle in graad 6 VRAESTEL AFDELING % 1 Oral: reading/ listening/ speaking A : Hardoplees 15 B: Listening & Speaking: Luister en Praat: Voorbereide Praat / onvoorbereide Praat / gesprekvoering / onderhoud / debat / dramatisering / rolspel / besprekings / luisterbegrip / mimiek / huldeblyk 15 TOTAAL VIR VRAESTEL 1 30 2 (1 uur) Leesbegrip en taal in konteks A : Leesbegrip ('n Reeks tekste kan gebruik word, insluitende visuele en grafiese tekste) 25 B : Taal Taalstrukture (woorde en sinne) behoort in konteks geassesseer te word aan die hand van 'n verskeidenheid tekste 15 TOTAL FOR PAPER 2 40 3 (1 uur) Skryf A : Een kreatiewe teks Grade 6: verhalend / beskrywende teks insluitende persoonlike vertellings (Let asseblief op die voorgestelde aantal woorde per graad soos onder 3.3.2 gespesifiseer.) 15 B: Een transaksionele teks Formele en informele briewe aan die pers / formele aansoekbriewe / / versoeke / klagtes / simpatie / uitnodiging / dankie sê / gelukwensings en besigheidsbriewe / vriendskaplike briewe / tydskrifartikels / koerantartikels en rubrieke / memoranda / notules & agendas / doodsberigte / verslae (formeel en informeel) / resensies / geskrewe en informele toesprake / Curriculum Vitae’s / brosjures / geskrewe onderhoude / dialoë/feitelike verslae/proseduretekste (Let asseblief op die voorgestelde aantal woorde per graad soos onder 3.3.2 gespesifiseer.) 15 TOTAL FOR PAPER 3 30 OVERALL TOTAL 100 4.5 OPTEKENING EN RAPPORTERING Verslaghouding is 'n proses waartydens die onderwyser die vlak van 'n leerder se prestasie in 'n spesifieke assesseringstaak opteken. Dit dui die leerder se vordering in die bemeestering van die kennis, inhoud en vaardighede aan soos voorgeskryf in die Kurrikulum- en Assesseringsbeleidsverklarings. 'n Verslag van 'n leerder se prestasie is 'n bewys van die leerder se konseptuele vordering in 'n graad en 'n aanduiding of hy / sy gereed is om na die volgende graad te vorder of bevorder te word. Verslae van leerderprestasie behoort ook gebruik te word om vordering wat onderwysers en leerders in die onderrig- en leerproses gemaak het, te bevestig. Rapportering is 'n proses waarvolgens leerderprestasie aan leerders, ouers, skole en ander rolspelers gekommunikeer word. Daar kan op verskeie maniere oor leerderprestasie verslag gelewer word. Dit sluit in rapporte (verslagkaarte), ouervergaderings, skoolbesoekdae, ouer-onderwyser-konferensies, telefoonoproepe, briewe, AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 105 klas- of skoolnuusbriewe ensovoorts. Onderwysers in alle grade lewer in persentasies verslag oor die vak. Sewe bevoegdheidsvlakke vir elke vak in Graad R – 12 word gebruik. Die verskillende vlakke met die ooreenstemmende persentasies word in onderstaande tabel aangedui. Kodes en persentasies vir optekening en rapportering Prestasiekode Beskrywing van vaardigheid Persentasie 7 Uitmuntende prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Beduidende prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Matige prestasie 40 – 49 2 Basiese prestasie 30 – 39 1 Ontoereikende prestasie 0 – 29 Nota: Die sewe-puntskaal moet 'n duidelik, gedetailleerde beskrywing van elke vlak gee. Onderwysers sal die werklike punte teenoor die taak aanteken deur van 'n optekeningsblad gebruik te maak, en verslag doen deur persentasies vir die vakke op die leerders se rapporte of verslagkaarte aan te bring. 4.6 MODERERING VAN ASSESSERING Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort op skool-, distriks-, provinsiale en nasionale vlakke plaas te vind. Omvattende en gepaste modereringspraktyke moet ingestel word vir die gehalteversekering van alle vakassesserings. Dit moet minstens een keer per kwartaal te geskied. Moderering moet verseker dat alle assessering geldig, regverdig, betroubaar en genoegsaam is. Geldigheid beteken dat die taak die vorderingsvlak moet meet van die vaardighede wat onderrig is, in lyn met die KABV dokument. Die taak moet die vordering in spesifieke vaardighede meet. In die opstel van begriptoetsvrae byvoorbeeld, moet die leerders se vermoë om te ontleed en sinteses te maak in 'n gegewe teks geassesseer word, en nie vrae te vra oor algemene kennis wat met die teks verband hou nie. Moderering op skoolvlak moet gehalte kommentaar verseker om die assesseringsproses op skool te bevorder. Moderering kan nie slegs gedoen word om te verseker dat die korrekte aantal assesseringstake gedoen is, of dat 'n memorandum korrek gebruik is nie. In Tale beteken dit dat die moderator konstruktiewe kommentaar moet lewer, onder andere, oor die vlakke van vraagstelling vir leesbegrip, die gereeldheid van uitgebreide skryf, die kwaliteit van die assesseringsinstrumente, die ontwikkelingsgeleenthede wat gebied word, die onderwyser se betrokkenheid by leerders se werkboeke en bewyse van leerders se prestasie. Die modereringsproses moet verseker dat meting eenvormig in al die klasse in die graad, en in al die grade in die fase, toegepas word. Byvoorbeeld: Indien 'n meting van 3 deur een onderwyser toegeken word, moet 'n ander onderwyser ook 3 vir dieselfde vaardigheid en kennis toeken. Dit is dus belangrik dat ons betroubare meetinstrumente moet gebruik en dat vakhoofde ook gereelde interne moderering moet doen. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 106 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.7 ALGEMEEN Hierdie dokument moet in samehang met die volgende gelees word: 4.7.1 die National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R – 12; en 4.7.2 die beleidsdokument, National Protocol for Assessment Grades R – 12. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 107 WOORDELYS addisionele taal (verwys ook na huistaal) – 'n taal wat bykomend tot die huistaal geleer word afgeleide betekenis – die skep van betekenis uit wat geïmpliseer word om 'n nuwe begrip te vorm; dit wat tussen die reëls staan aflei – 'n oordeel vorm uit wat vooraf gegee is of gebeur het; om die implikasies van wat gesê of geskryf is te bepaal afleiding – 'n woord wat bestaan uit 'n basisvorm (stam) en voor- en / of agtervoegsels (hierdie proses vorm dikwels 'n ander woordsoort), bv. ritus: rituele gebruike akronieme (ook letterwoorde) – afkortings wat soos woorde optree; word uitgespreek as 'n woord, gevorm deur die eerste letters van ander woorde, bv. Soweto vir South Western Townships of VIGS / vigs vir verworwe immuniteitsgebreksindroom aktiewe luister – wanneer 'n mens aandagtig luister na wat iemand sê en probeer om jouself in die spreker se posisie te plaas alliterasie – herhaling van dieselfde beginletters (medeklinkers / konsonante) in beklemtoonde lettergrepe; 'n algemene stylmiddel, bv. kind nog kraai anekdote – 'n kort, onderhoudende storie; klein voorvalle of gebeure wat vir 'n spesifieke doel vertel word, bv. inligting, vermaak, humor, venyn, of om karakter te openbaar animasie – aanmekaarlas van stil prente of tekeninge om die illusie van lewe of beweging te skep antiklimaks – die omgekeerde van klimaks; onverwagte teleurstellende uiteinde, afloop; ommeswaai van iets belangriks na iets nietigs, gewoonlik met 'n komiese effek antitese – teenstelling van gedagtes wat uitgedruk word deur parallelisme wat skerp teenoor mekaar staan, bv. hoe meer haas hoe minder spoed antoniem – woorde wat min of meer die teenoorgestelde betekenis van ander woorde uitdruk, bv. kurkdroog en sopnat assessering – 'n deurlopende beplande proses van inligtingversameling op verskillende maniere oor leerderprestasie assonansie – herhaling van klinkers of vokale in beklemtoonde lettergrepe in twee of meer woorde, bv. Oor die groen poel wat stil en dik / was van die bronslaai en die warm slik (N.P. van Wyk Louw, Raka) beeld – 'n prent of visuele voorstelling beelding – ook figuurlike taal; woorde wat beelde (in konteks / sinsverband) in die gedagtes oproep; sluit implikasieverskynsels in beeldspraak – taaluiting wat van figuurlike, oordragtelike taal gebruik maak, bv. vergelykings, metafore,personifikasie, metonimia (oornoeming), sinekdogee (gedeeltelike aanduiding), antonomasia (naamsverwisseling) beklemtoning – die klem lê op, aksentueer, benadruk AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 108 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) beurtnemingskonvensies – die gebruike wat die vloei van gesprekke tussen mense reguleer soos om ander toe te laat om 'n opinie te lug, stiltes te hanteer, inligting te herhaal vir duidelikheid, aan te moedig waar gepas, te vra vir duidelikheid, inligting te verskaf, tussenbeide te tree om fokus te herstel cliché – afgesaagde, verslete beeldspraak; holruggeryde uitdrukking of idee wat so dikwels gebruik word dat dit uitdrukkingskrag verloor, bv. laaste, maar nie die minste nie debat – debattering deur twee spanne oor 'n saak. Hulle probeer om die beoordelaar en die gehoor van hul standpunt te oortuig denotasie (teenoorgestelde van konnotasie) – dit wat die begripsinhoud weergee of saamvat, die letterlike betekenis van 'n woord of uitdrukking deurlopende assessering – dit is assesseringsaktiwiteite wat deur die loop van die jaar plaasvind dialek – 'n variëteit van 'n taal wat deur 'n sekere taalgemeenskap gepraat word diskriminerende taalgebruik – taal wat kwessies met onderskeid behandel, bv. om manlike terme vir alle persone te gebruik dramatiese doelstelling – om 'n spesifieke reaksie by die toeskouer / leser te ontlok dramatiese ironie – 'n vorm van kontras; die karakter is onbewus van die ware toedrag van sake, terwyl die leser / toeskouer / ander karakters weet wat werklik plaasvind. Dié ironie verhoog (of ontlont) spanning, genot en gehoordeelname dramatiese struktuur – die bou van die drama (eksposisie / aanloop, motoriese moment, verwikkeling, ontwikkeling, klimaks / hoogtepunt, ontknoping / afloop) dubbelsinnigheid – tweërlei betekenis geskep deur die manier waarop woorde of sinne gebruik word; meer as een betekenis of vertolking hê. Wanneer dit onbewus gebruik word, kan dubbelsinnigheid betekenis versluier eksplisiet (in teenstelling met implisiet) – betekenis wat duidelik of direk gestel word evalueer – om 'n opinie te vorm, 'n oordeel te vel oor 'n teks eufemisme – versagtende uitdrukking of omskrywing; verbloeming; word gebruik om nie gevoelens seer te maak nie, bv. lang vingers hê (steel) figuurlike taal (teenoor letterlike taal) – sinnebeeldig, metafories, oordragtelik; woorde en frases wat gebruik word om 'n spesifieke effek te bereik soos vergelykings, personifikasie, metafoor. Literêre tekste maak baie van figuurlike taal gebruik formaat – die vorm van tekssoorte soos 'n verslag, brief; ook grootte van iets forumdebat – groepe leerders debatteer 'n onderwerp. Elke groep bestaan uit vier lede en elke lid praat oor een en verskillende aspek van die onderwerp. gebaar – die beweging van die gesig of liggaam wat betekenis kommunikeer soos om die kop ter bevestiging te knik AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 109 gebalanseerde benadering tot geletterdheid – 'n benadering wat leerders se vormende geletterdheid ondersteun, hulle aanmoedig om tekste te geniet en om op betekenis te fokus, en wat hulle ook help om tegnieke en strategieë te ontwikkel wat die kode van die geskrewe woord ontsluit geestigheid – oorspronklike, verrassende, lagwekkende, grappige uitdrukking geïmpliseerde betekenis – betekenis wat gevolgtrekking inhou of toelaat; betekenis wat nie eksplisiet in die teks uitgedruk word nie geletterdhede – daar is verskillende soorte geletterdheid: lees / kyk en skryf / aanbied (tradisionele basiese geletterdhede), kulturele geletterdheid (begrip van die kulturele, sosiale en ideologiese waardes wat ons lees van tekste vorm), kritiese geletterdheid (die vermoë om krities op die boodskap in tekste te reageer), visuele geletterdheid (die vermoë om beelde, tekens, prente, visuele simbole, ens. te lees / teken / skryf), mediageletterdheid (die lees van koerante, tydskrifte, TV en film as kulturele boodskappe), inligtingsgeletterdheid (die vermoë om inligting te vind, ontsluit, evalueer, berg, gebruik, ens.) en rekenaargeletterdheid (die vermoë om rekenaars en rekenaarprogramme – ook die internet – te gebruik) geletterdheid – die vermoë om te lees en geskrewe inligting te gebruik en om vir verskillende doeleindes te skryf. Dit is 'n deel van 'n algemene menslike vermoë om sin van jou wêreld te maak genre – 'n soort letterkunde, bv. drama, kortverhale, gedigte, roman, volksverhale / folklore gepastheid – taal moet gepas wees vir die konteks waarin dit gebruik word. Die groetwyse “Goeiedag, mnr.Vosloo” is gepas in 'n formele situasie, teenoor “Hallo, Vossie” vir 'n informele situasie. gevoelstaal (ook emotiewe taal) – taal en styl wat persoonlik is; sterk gevoelens wek; teenoorgestelde van nugtere, saaklike taal gevolg (sien ook oorsaak) – die resultaat van handeling / gebeure of 'n aksie grafiese voorstelling – produkte van die visuele en tegniese kunste soos teken, ontwerp; lewendig beskrywende, skilderende voorstelling groeptaal – variëteit van 'n taal wat deur 'n bepaalde groep mense soos boere, vissers, fabriekswerkers, studente, tieners gepraat word, en dit van die algemene taal onderskei deur onder andere uitdrukkings en betekenisverskille herlees – 'n leesstrategie wat die leser nog 'n kans gee om 'n uitdagende teks te verstaan herformuleer – 'n leesstrategie waarvolgens die leser die betekenis van 'n gelese gedeelte mondelings of skriftelik oorvertel, verkort of opsom hiperbool – 'n stylfiguur waarin buitensporige, doelbewuste oordrywing gebruik word; om iets groter as wat dit werklik is, voor te stel, bv. Hulle het ons 'n berg koek gegee om te eet holistiese benadering – dit is 'n benadering wat al die vaardighede en verskillende soorte kennis in aktiwiteite integreer en nie op elkeen afsonderlik fokus nie homofone – woorde wat dieselfde klankvorm as 'n ander woord in 'n taal het, maar in betekenis en spelling verskil, bv. 'n blyk van waardering; die wasgoed bleik in die son AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 110 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) homonieme – woorde met dieselfde klank- en spelvorm, maar wat verskil in betekenis, bv. Sy het 'n kuiltjie in haar ken; Hy ken al die name van die bome in die wildtuin houdings – maniere van optrede of gedrag huistaal (sien ook addisionele taal) – die taal wat kinders eerste aangeleer het deur by die huis en / of in hul gemeenskap konstant daaraan blootgestel te wees; dit is die taal “waarin 'n mens dink” idiomatiese uitdrukking – 'n uitdrukking wat die idioom of taaleie betref, kenmerkend van 'n sekere taal; idiome sluit in spreekwoorde, segswyses, gesegdes en spreuke implisiet (teenoor eksplisiet) – dit wat nie direk in 'n teks gestel word nie, maar wel afgelei kan word inklusiwiteit – die beginsel om onderwys toeganklik vir alle leerders te maak, ten spyte van hul leerstyl, agtergrond en vermoëns; neiging om in te sluit, te omvat, op te neem inisieer – om te begin (bv. om 'n gesprek te inisieer) intonasie – vloei van die stem by praat, stembuiging intrige – verwikkelde situasie wat 'n skrywer uitdink en waarop die verhaal gebaseer is (verwikkeling) ironie – woordgebruik waarmee 'n mens die teenoorgestelde sê van wat jy bedoel; omstandigheid of stand van sake wat die teenoorgestelde is van wat 'n mens kon verwag het jargon – taal van bepaalde groepe; vaktaal (bv. rekenaargebruikers verwys na “RAM”). Jargon kan soms gebruik word om luisteraars / lesers uit te sluit. karikatuur – 'n oordrewe uitbeelding (geskrewe of visueel) van 'n karakter en wat die spot dryf met persoonlike karaktertrekke of voorkoms; spotprent, spotbeeld, spotfiguur klankbewustheid (ook fonologiese bewustheid) – die vermoë om tussen die afsonderlike klanke van 'n taal te onderskei klanknabootsing (ook onomatopee) – die gebruik van klanknabootsende woorde om dit wat genoem word, te beskryf, bv. Toktokkie klem (in 'n woord of 'n sin) – om 'n lettergreep in 'n woord of 'n woord in 'n sin te benadruk klimaks (ook hoogtepunt) – die opwindendste, effektiefste of belangrikste deel van die storie. Hierdie belangrike deel is nie noodwendig aan die einde van die verhaal nie. koherensie – samehang in 'n paragraaf en die samehang binne die verskillende paragrawe van 'n teks wat idees saambind kohesie – samehang binne sinne komposisie – samestelling van verskillende dele tot een geheel konflik – stryd; botsing; worsteling; die stryd wat tussen karakters of individue of groepe en hul omstandighede ontstaan; konflik in letterkunde kan ook as gevolg van strydende begeertes of waardes tussen karakters ontstaan AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 111 konnotasie – wat gesuggereer word deur 'n woord of ding, dieperliggend as die letterlike of eksplisiete betekenis konteks – die konteks waarbinne 'n teks geskep en ontvang word, verwys na die breë en onmiddellike situasie waarin dit bestaan en wat daarin oorgedra word kontekstuele leidrade – 'n leestegniek om alle aanduidings of leidrade in 'n teks te gebruik om betekenis te verklaar kontras (ook antitese, teenstelling) – stylmiddel waarin twee uiterstes teenoor mekaar gestel word konvensies – aanvaarde gebruike of reëls in taalgebruik. Sommige konvensies help om betekenis te skep (bv. taalreëls, punktuasie, hoofletters); sommige help met die aanbieding van inhoud (bv. inhoudsopgawe, algemene uiteensetting, opskrifte, voetnotas, kaarte, onderskrifte, lyste, prente, indeks) en ander weerspieël 'n vaste taalpatroon, bv. groetvorme. kopkaarte / breinkaarte – grafiese netwerkvoorstelling van idees of 'n onderwerp in die vorm van sleutelwoorde en illustrasies kreatiewe denke – die denkproses oor idees of situasies op skeppende en ongewone maniere, met die doel om die situasie of idee beter te verstaan en op 'n nuwe en konstruktiewe manier daarop te reageer kritiese taalbewustheid – die vermoë om die konstruksie van betekenis te ontleed deur begrip van magsverhoudings binne en tussen tale. Dit bemagtig die leerder om manipulasie te weerstaan en om taal sensitief te gebruik. leenwoorde – woorde wat aan 'n ander taal ontleen is, vreemde woorde wat nou deel van Afrikaans is letterlik (teenoor figuurlik) – die eenvoudigste, mees direkte betekenis van woorde lettertipe – die soort letters wat gebruik word wanneer daar geskryf, getik of gedruk word (bv. Times New Roman) lettergrootte – die grootte van die letters wat gebruik word wanneer daar geskryf, getik of gedruk word (bv. 12 pt Times New Roman) literêre tegnieke – letterkundige begrippe wat in literêre tekste gebruik word magsverhoudings – verhoudings gemeet aan gesag en invloed manipulerende taal – taal wat daarop gemik is om 'n onregverdige voorsprong te kry of ander te beïnvloed, meesal op 'n onderduimse manier metafoor – gebruik een ding om 'n ander met soortgelyke eienskappe te beskryf metataal – taalterminologie om oor taal te praat; dit sluit terminologie in soos teks, konteks, teikengroep, genre en polisemie multimedia – 'n geïntegreerde reeks modusse wat teks, visuele materiaal, klank, video, ens. kan insluit oorsaak (sien ook gevolg) – dit wat aanleiding gee tot 'n handeling / gebeure / aksie of 'n toestand onderbeklemtoning – die uitdruk van iets op 'n terughoudende wyse, eerder as om die volle feite of waarheid te ontbloot, gewoonlik vir beklemtoning onderhoud – 'n proses of 'n gesprek om inligting in te samel om 'n spesifieke doel te bereik AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 112 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) onderskrif – 'n titel of kommentaar saam met 'n artikel, prent, foto, ens. outentieke tekste – tekste wat buite die klaskamer (“in die regte lewe”) gebruik word soos tydskrifartikels, koerantberigte, radio- of televisieopnames, advertensies, verpakkingsetikette, brosjures, vorms, briewe paneelbespreking – 'n groep wat byeenkom om 'n onderwerp te bespreek, vrae te beantwoord en op kommentaar te reageer paradoks – skynbare teenstrydigheid, bv. om die waarheid te sê, moet ek lieg parafrase – die herbewoording van 'n idee in jou eie woorde paronieme – woorde van dieselfde wortel of stam afgelei, bv. drink, drank, dronk; besin, versin; inwoner, bewoner partydig – eensydig, vooringenome, wat by 'n beoordeling die saak nie onbevange beskou nie personifikasie – beeldspraak waardeur menslike eienskappe en handelinge aan lewelose dinge, diere of plante toegeken word, bv. As ek 'n huis kon hê / met sulke mure wat sing... (Marlise Joubert, Domus) perspektief – 'n karakter / verteller se standpunt / siening oor kwessies in 'n roman of drama posisie – plasing, plek; posisionering van die onderwerp op vlak (fokus, in of naby die voorkant van die raam) postuur – die manier waarop 'n mens staan of jouself oordra terwyl jy praat rame – gewoonlik reghoekige omlyning van die onderwerp van visuele teks redigering – die proses van proeflees en herskryf van 'n teks, insluitend taalgebruik, punktuasie en spelling en om samehang van idees en struktuur na te gaan; in die finale vorm sit, vir publikasie inlewer, gereed maak register – die woorde, styl en grammatika wat in verskillende kontekste of situasies deur sprekers en skrywers gebruik word (amptelike dokumente word byvoorbeeld in 'n formele register geskryf, regsdokumente in 'n regsregister) retoriek – valse, oordrewe, verslete beeldspraak wat as oorversiering aangebied word; uitgedien, afgesaag, geyk retoriese middels – middels soos pouses en herhaling, deur 'n spreker / skrywer / aanbieder gebruik om doeltreffend te oortuig retoriese vraag – 'n vraag wat gevra word nie om iets uit te vind nie, maar vir beklemtoning, 'n mening uit te spreek of vir dramatiese effek (bv. Weet jy hoe gelukkig jy is?) ritme – afgemete beweging; in poësie die natuurlike beweging veroorsaak deur die reëlmatige opeenvolging van beklemtoonde en minder beklemtoonde lettergrepe rym – ooreenstemming van klank in die laaste lettergreep of woorde in digreëls samehang – onderlinge verband, deurlopendheid, aaneenskakeling simbool – 'n teken / voorwerp wat 'n ander saak verteenwoordig; 'n tradisionele simbool soos 'n kruis is as beeldspraakvorm nie net 'n afbeelding van die werklikheid nie, maar dit kry ook 'n dieper betekenis deurdat dit na iets anders verwys sinoniem (teenoor antoniem) – 'n woord wat min of meer dieselfde betekenis as 'n ander het AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 113 sintetiseer – die saamvoeg van idees uit verskeie bronne; 'n duidelike opsomming van hierdie saamgevoegde idees soeklees – om jou oë oor 'n teks te laat beweeg om spesifieke inligting te vind, soos wanneer jy 'n naam of nommer in 'n telefoongids soek of 'n trein- of busrooster raadpleeg stemprojeksie – luidheid, volume van stem spelstrategieë – uitwerk van maniere om korrek te spel standaardtaal – die standaardvariëteit van 'n taal, die vorm wat meestal in koerante, amptelike dokumente en taalboeke gebruik word. Dit is nie noodwendig die beste vorm van die taal nie, maar dit is die vorm wat om historiese en / of politieke redes as die standaardvariëteit aanvaar is. stem – dit verwys ook na die skrywer se eie persona – wie die skrywer is. As 'n mens lees of kyk, kan jy 'n indruk van die skrywer se bedoeling / voorneme kry. stemming – atmosfeer of emosie in geskrewe tekste; dit toon karakters se gemoedsgesteldheid; dit verwys ook na die atmosfeer wat deur visuele-, oudio- en oudiovisuele tekste geskep word. stereotipe – vaste (en dikwels partydige) siening oor 'n spesifieke soort persoon (bv. vrou, immigrant, priester) styl – trant of manier van skryf; die unieke manier waarop 'n skrywer woorde en sinne “rangskik” om 'n bepaalde effek te verkry. Dit sluit woordkeuse, toon, asook sinslengte in. stylfigure (ook stylleer) – uitdrukking wat 'n styleffek teweegbring deur woorde nie in hulle normale of letterlike betekenis en funksie aan te wend nie (afwyking in woordgebruik), maar op 'n besondere wyse groter krag of dramatiese beeld aan skryfwerk verleen, bv. klanknabootsing, hiperbool, kontras, ironie, satire, humor, sarkasme, antiklimaks, klimaks, simboliek, eufemisme, antitese, elisie, woordspeling strategie – 'n sekere prosedure gebruik om 'n probleem te hanteer subintrige – ondergeskikte verwikkelde situasie wat 'n skrywer uitdink en waarop die verhaal gebaseer is (knoop, verwikkeling) taalflater (ook malapropisme) – die verkeerdelike of deurmekaar gebruik van lang woorde om indruk te skep. Alhoewel hierdie woorde soms byna korrek klink, bly dit verkeerd en kan humoristies wees taalvariëteite (sien ook variëteit) – vorme van 'n taal wat patroonmatig van mekaar verskil teikengroep – die bedoelde lesers van, luisteraars na, toeskouers of waarnemers van 'n spesifieke teks of kopers van 'n produk. Tydens beplanning van 'n skryfstuk / aanbieding, moet 'n skrywer / spreker die doel en teikengroep in aanmerking neem deur 'n gepaste formaat te kies. teks – dit is enige geskrewe, gesproke of visuele vorm van kommunikasie tekstuur – rangskikking en samestelling van bestanddele, struktuur tema – die sentrale idee of idees in 'n literêre werk. 'n Teks mag meer as een tema hê en dit mag dalk nie eksplisiet / vanselfsprekend wees nie. tempo – tydmaat, snelheid van byvoorbeeld praat AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 114 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) tesourus – 'n woordeboek wat volgens saakverbande georden is, saakwoordeboek toevoegende veeltaligheid – 'n taalvermoë verwerf deur die aanleer van 'n taal of tale benewens jou huistaal. Dit vervang nie die huistaal nie, maar word daarmee saam geleer. In 'n toevoegende, veeltalige program word die huistaal versterk en bevestig, terwyl enige verdere taal aangeleer, waarde toevoeg toon – klank van 'n bepaalde hoogte, toonhoogte, stembuiging wat 'n gevoelsboodskap van 'n teks kan oordra. In 'n geskrewe teks, word dit in woorde uitgedruk. In films kan toon ook deur musiek of agtergrond geskep word. transaksionele skryfwerk – funksionele skryfwerk (bv. briewe, notules, verslae, fakse) transformasie – verandering van die vorm van sinne, bv. van bedrywende na lydende vorm trappe van vergelyking – soos van toepassing op byvoeglike naamwoorde en bywoorde soos mooi, mooier, mooiste en gou, gouer, gouste vaktaal – taalgebruik by die beoefening van 'n vak, beroep of enige spesifieke groep soos rekenaartaal verbindingswoord – 'n woord soos 'n voegwoord of 'n betreklike voornaamwoord wat gebruik word om sinne of sinsdele tot een sin te verbind vergelyk (verwys ook na kontras) – om vas te stel op watter maniere dinge eenders of verskillend is vergelyking – naasmekaarstelling van dinge om die ooreenkoms of verskil te vergelyk; stylfiguur. Woorde soos soos en net soos of nes word gebruik om aandag op die vergelyking te vestig verslag (formeel of informeel) – om presiese terugvoering oor 'n situasie / geleentheid te gee, bv. 'n ongeluk vertellersperspektief – verteller se standpunt vanuit 'n spesifieke hoek gesien (alwetend, alomteenwoordig, eerste￾en derdepersoon) visuele voorstellings – boodskappe wat deur middel van die sintuig van gesig oorgedra word (bv. foto’s, spotprente, modelle, tekeninge, skilderye, rekenaarbeelde) vloeidiagramme – oorsigtelike, grafiese uiteensetting (voorstelling) vluglees – om 'n teks baie vinnig te lees ten einde 'n oorsig te verkry, soos om die koerantopskrifte vir hoofnuus te vluglees voegwoord – 'n woord wat twee sinsnedes / frases of sinne verbind vooroordeel – vooropgestelde idees oor 'n individu, groep, idee of saak. Sodanige neiging om een saak bo 'n ander te bevoordeel, bring mee dat billike assessering baie moeilik word. weergawe – ontwerp, voorlopige plan, konsep woordaanpakvaardighede – die strategieë wat gebruik word vir die lees van onbekende woorde (bv. verdeling van woorde in lettergrepe om na die betekenis van die voor- en agtervoegsels te kyk of om betekenis uit die konteks af te lei) woordoortolligheid – plekke in tekste waar woorde voorkom wat weggelaat kan word sonder om die betekenis te beïnvloed AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 KABV 115 woordspeling – die humoristiese gebruik van 'n woord om 'n ander betekenis uit te bring; maak op geestige wyse gebruik van woorde wat verskillende betekenisse kan hê of woorde wat eenders klink, bv. woordspeling by grappe AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 4-6 116 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     ENGLISH FIRST ADDITIONAL LANGUAGE Curriculum and Assessment Policy Statement Intermediate Phase Grades 4-6 National Curriculum Statement (NCS) CAPS CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 4-6 ENGLISH FIRST ADDITIONAL LANGUAGE ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education ISBN: 978-1-4315-0466-4 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 1 CONTENTS SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT .... 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African Curriculum ............................................................................................ 4 1.4 Time Allocation................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 7 1.4.3 Senior Phase........................................................................................................................................... 7 SECTION 2: INTRODUCING THE LANGUAGES..................................................................................... 8 2.1 Languages in the National Curriculum and Assessment Policy Statement ................................................ 8 2.1.1 Language levels ....................................................................................................................................... 8 2.1.2 The language skills................................................................................................................................... 9 2.1.3 Language teaching approaches............................................................................................................. 13 2.2 Time allocation for the First Additional Language in the curriculum........................................................... 13 2.3 Learning and Teaching Support Materials...................................................................................................... 14 SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS IN THE INTERMEDIATE PHASE ......................................................................................................................... 15 3.1 Overview of skills, content and strategies .................................................................................................... 15 3.2 Spreads of text across Grades 4-6................................................................................................................. 22 3.2.1 Spread of texts table ............................................................................................................................. 22 3.2.2 Summary of text types across the phase ............................................................................................... 24 3.2.3 Length of texts for First Additional Language........................................................................................ 30 3.2.4 Length of Texts for First Additional Language (for learners to engage with)......................................... 30 3.2.5 Vocabulary to be achieved by First Additional Language learners ....................................................... 30 3.3 Teaching plans................................................................................................................................................ 31 3.4 Content and teaching plans for English First Additional Language.......................................................... 33 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: ASSESSMENT IN FIRST ADDITIONAL LANGUAGE....................................................... 94 4.1 Introduction...................................................................................................................................................... 94 4.2 Informal or daily assessment .......................................................................................................................... 95 4.3 Formal assessment .......................................................................................................................................... 96 4.4 Programme of Assessment.............................................................................................................................. 97 4.5 Recording and reporting................................................................................................................................ 108 4.6 Moderation of assessment tasks .................................................................................................................. 108 4.7 General ............................................................................................................................................................. 109 GLOSSARY.............................................................................................................................................110 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 3 SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.1 BACKGROUND The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 OVERVIEW (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 TIME ALLOCATION 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: SUBJECT TIME ALLOCATION PER WEEK (HOURS) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: INTRODUCING THE LANGUAGES 2.1 LANGUAGES IN THE CURRICULUM AND ASSESSMENT POLICY STATEMENT Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined. 2.1.1 Language levels Language learning in the Intermediate Phase includes all the official languages in South Africa, namely, Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga – as well as Non-official Languages. These languages can be offered at different language levels. Home Language is the language first acquired by learners. However, many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at Home Language level. As a result, the labels Home Language and First Additional Language refer to the proficiency levels at which the language is offered and not the native (Home) or acquired (as in the additional languages) language. For the purposes of this policy, any reference to Home Language should be understood to refer to the proficiency level and not the language itself. The Home Language level provides for language proficiency that reflects the basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in. However, the emphasis and the weighting for Listening and Speaking from Grades 7 onwards are lower than those of the reading and writing skills. The First Additional Language refers to a language which is not a mother tongue but which is used for certain communicative functions in a society, that is, medium of learning and teaching in education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. In South Africa, many children start using their additional language, which is often English, as the Language of Learning and Teaching (LoLT) in Grade 4. This means that they must reach a high level of competence in English by the end of Grade 3. The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language – basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in their Home Language. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 9 In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills. At this stage the majority of children are learning through the medium of their First Additional Language, English, and should be getting more exposure to it. Greater emphasis is therefore placed on using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills, which they need to study subjects like Science in English. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language. By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in the Intermediate Phase, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their Additional Language at a high level of proficiency to prepare them for further or higher education or the world of work. It is for this reason that the cognitive level of the First Additional Language should be such that it may be used as a language of learning and teaching. Listening, speaking and language usage skills will be further developed and refined in the Intermediate Phase developing the learners’ reading and writing skills. 2.1.2 The language skills The First Additional Language curriculum is packaged according to the following skills: 1 Listening and Speaking 2 Reading and Viewing 3 Writing and Presenting 4 Language Structures and Conventions Listening and Speaking Listening and Speaking are central to learning in all subjects. Through effective Listening and Speaking, learners collect and synthesise information, construct knowledge, solve problems, and express ideas and opinions. Critical listening skills enable learners to recognise values and attitudes embedded in texts and to challenge biased and manipulative language. In the Intermediate Phase, First Additional Language learners will use Listening and Speaking skills to interact and negotiate meaning. They will build on skills developed in the Foundation Phase to carry on more sustained conversations, discussions and short oral presentations. In this phase, learners’ spoken language still needs to be scaffolded (i.e. modelled and supported, for example, with vocabulary and sentence frames). The teacher needs to make sure that all the children get opportunities to speak in English. Because children will progress at a different pace, the teacher needs to tailor speaking opportunities (e.g. the questions she asks) to the level of the individual child. As the children move through the grades, the teacher should expect children to speak more and their utterances should become longer. Learning will build on the text types introduced in the Foundation Phase (e.g. story, personal recounts, and instructions) and learners will be introduced to new text types (e.g. factual recounts, different story genres, oral reports, short talks). Teaching time should include daily practice of short Listening and Speaking activities as well as longer focused activities spread out through the week. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Reading and Viewing Well-developed Reading and Viewing skills are central to successful learning across the curriculum. Learners develop proficiency in reading and viewing a wide range of literary and non-literary texts, including visual texts. Learners recognise how genre and register reflect the purpose, audience and context of texts. Through classroom and independent reading, learners become critical and creative thinkers. Reading is very important for children who will be using English as the LoLT in Grade 4. They will need to be able to read and write in their other subjects, and use English textbooks in the Intermediate Phase. This will require high levels of literacy, and especially a wide vocabulary, in English. Reading gives learners more exposure to their additional language. We know from research that children’s vocabulary development is heavily dependent on the amount of reading they do. In the Intermediate Phase, you will build on the foundation set in Grades R to 3. If necessary, use shared reading at the beginning of Grade 4 to guide learners into this phase. You can use this method some of the time if you have sufficient Big Books at this level, and alternate with storytelling. If you do not have Big Books at this level, then use texts from your textbook or reader/s. You may also use methods such as Reading with and Reading to the whole class. Use guided group reading and independent/pair reading methods and gradually get learners to do more and more independent reading. The independent reading stipulated in the teaching plans must be accommodated within the time allocated for reading. Encourage your learners to do independent reading in any spare time that they have. You will also set a variety of comprehension activities to ensure that learners understand what they read. The reading process The reading process consists of the pre-reading, reading and post reading stages. The activities the learner will be engaged in can be summarised as follows: Pre-reading: • Activating prior knowledge • Looking at the source, author, and publication date. • Reading the first and last paragraphs of a section. • Making predictions. Reading: • Pause occasionally to check your comprehension and to let the ideas sink in • Compare the content to your predictions • Use the context to work to work out the meaning of unknown words as much as is possible; where this is not possible, use a dictionary • Visualise what you are reading • Keep going even if you don’t understand a part here and there. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 11 • Reread a section if you do not understand at all. Read confusing sections aloud, at a slower pace, or both. • Ask someone to help you understand a difficult section • Add reading marks and annotate key points • Reflect on what you read Post reading: • If you will need to recall specific information, make a graphic organiser or outline of key ideas and a few supporting details • Draw conclusions • Write a summary to help you clarify and recall main ideas. • Think about and write new questions you have on the topic • Ask yourself if you accomplished your purpose. • Understanding – confirm your understanding of the text • Evaluate – bias, accuracy, quality of the text • Extend your thinking – use ideas you saw in text Writing and Presenting Writing is a powerful instrument of communication that allows learners to construct and communicate thoughts and ideas coherently. Frequent writing practice across a variety of contexts, tasks and subjects enables learners to communicate functionally and creatively. Writing which is appropriately scaffolded using writing frames, produces competent, versatile writers who will be able to use their skills to develop and present appropriate written, visual and multi-media texts for a variety of purposes. In the Intermediate Phase, First Additional Language learners will need careful support and guidance to develop the skills of producing sustained written text. Writing is important because it forces learners to think about grammar and spelling. This encourages learners to process the language, speeds up language acquisition and increases accuracy. Learners will learn to write a range of creative and informational texts, initially using writing frames as support and gradually learning to write particular text types independently. They will also employ the writing process to produce well organised, grammatically correct writing texts. Process approach to writing Writing and designing texts is a process which consists of the following stages: • Pre-writing/planning • Drafting • Revision ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Editing/Proofreading • Publishing/presenting Learners need an opportunity to put this process into practice and they should: • decide on the purpose and audience of a text to be written and/or designed; • brainstorm ideas using, for example mind maps, flow charts or lists; • consult relevant sources, select relevant information and organise ideas; • produce a first draft which takes into account purpose, audience, topic and text structure • read drafts critically and get feedback from others (classmates or the teacher); • edit and proofread the draft; and • produce a neat, legible, edited final version. Language Structures and Conventions A good knowledge of vocabulary and grammar provides the foundation for skills development (listening, speaking, reading and writing) in the First Additional Language. Intermediate Phase learners will build on the foundation that was laid in Grades R – 3. Learners will learn how Language Structures and Conventions are used, and will develop a shared language for talking about language (a ‘meta-language’), so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and accuracy. They will also be able to use this knowledge to experiment with language to build meaning from word and sentence levels to whole texts, and to see how a text and its context are related. Through interacting with a variety of texts, learners extend their use of vocabulary and correctly apply their understanding of Language Structures and Conventions. Through interacting with a variety of texts, learners extend their use of vocabulary and correctly apply their understanding of Language Structures and Conventions. In the Intermediate Phase, First Additional Language learners will take more notice of words and grammatical structures they are already familiar with from the Foundation Phase, explore the way their additional language works and take some conscious control of it, and use this developing knowledge to check their use of language, especially when writing. Learners will explore how language is used, and develop a shared language for talking about language (a ‘meta￾language’), so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and accuracy. They will also be able to use this knowledge to experiment with language to build meaning (from word and sentence levels to whole texts), and to see how a text and its context are related. It is expected that Language Structures and Conventions should be taught in context as other language skills are taught and developed. The teaching plans contain a list of Language Structures and Conventions (items) that should be covered in each grade. When selecting listening and reading texts for each two-week cycle, make sure that they contain some of the language items you want to cover. Create activities related to these texts that will enable learners to use these items, in context. Similarly, the writing texts learners will write will include some of the language items. Give your learners guidance on appropriate and correct usage of these items. Select some of the items your learners ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 13 have difficulty with and give them formal practice. In the Intermediate Phase, thirty minutes per week is set aside for formal instruction and practice in Language Structures and Conventions. 2.1.3 Language teaching approaches The approaches to teaching language are text-based, communicative and process orientated. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. A text-based approach explores how texts work. The purpose of a text-based approach is to enable learners to become competent, confident and critical readers, writers and viewers of texts. It involves listening to, reading, viewing and analysing texts to understand how they are produced and what their effects are. Through this critical interaction, learners develop the ability to evaluate texts. The text-based approach also involves producing different kinds of texts for particular purposes and audiences. This approach is informed by an understanding of how texts are constructed. This approach will require quite a lot of modelling, support and scaffolding in the First Additional Language classroom. Suggestions for these are built into the teaching plans. A communicative approach suggests that when learning a language, a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language by communicating for social or practical purposes. Language learning should be a natural, informal process carried over into the classroom where the literacy skills of reading/viewing and writing/presenting are learned in a ‘natural’ way – learners read by doing a great deal of reading and learn to write by doing a range of writing. 2.2 TIME ALLOCATION FOR THE FIRST ADDITIONAL LANGUAGE IN THE CURRICULUM The teaching time for the First Additional Language in the Intermediate Phase is 5 hours per week. All language content is provided within a two-week cycle (10 hours). The following time allocation for the different language skills is suggested: Skills Time Allocation per Two-week Cycle (Hours) Grade 4 Grade 5 Grade 6 *Listening & speaking (Oral) 2 hours 2 hours 2 hours *Reading and Viewing 5 hours 5 hours 4 hours *Writing & Presenting 2 hours 2 hours 3 hours Language Structures and Conventions 1 hour 1 hour 1 hour *Language Structures and Conventions and their usage are integrated within the time allocation of the four language skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for Listening and Speaking, for Reading and Viewing, and for Writing and Presenting. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.3 LEARNING AND TEACHING SUPPORT MATERIALS Learners should have access to the following for the First Additional Language in Grades 4-6: Grades 4-6 Core materials Prescribed FAL language textbook √ Dictionary √ A reader/readers containing the following text types Stories √ Drama √ Poetry √ Information texts √ Social texts √ Media texts √ Media materials Newspapers √ Magazines √ Television programmes √ Radio programmes √ The teacher should have: a) A Curriculum and Assessment Policy Statement document b) National Language in Education Policy c) The prescribed FAL language textbook used by learners; textbooks for resource purposes in addition to the prescribed one d) A reader/readers containing the recommended text types e) Dictionaries and reference books (monolingual, bilingual and multilingual dictionaries; thesaurus; encyclopaedia, a good grammar reference book, etc.) f) A Teacher’s Resource File/Book: this may be a file made up of materials collected by the teacher or a commercially published Teacher’s Guide Classroom resources a) Texts for shared reading in Grade 4. These may be Big Books or other enlarged texts or the prescribed textbook or readers. b) A range of texts to accommodate different reading levels, e.g. a selection of readers with sufficient copies of texts at each level for the class/group. Single copies of readers can be used for pair/independent reading. c) A variety of media materials: newspapers, magazines, brochures, flyers, advertisements, posters, notices, etc. d) Audio/visual aids ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 15 SECTION 3: CONTENT AND TEACHING PLANS FOR FIRST ADDITIONAL LANGUAGE SKILLS IN THE INTERMEDIATE PHASE 3.1 OVERVIEW OF CONTENT, SKILLS AND STRATEGIES The following is an overview of the content, skills and strategies to be found in the teaching plans. Overview of content, skills and strategies table GRADES 4-6 Skills Content Strategies and sub-skills Listening and Speaking • Listening comprehension • Different forms of oral communication: - Conversation - Directions and instructions - Retelling stories - Story-telling - Role-play - Group discussion - Short talks - Short poems and rhymes - Language games Listening comprehension and speaking • Make notes, lists, make summaries, retell, describe, ask clarifying questions, express opinions • Recall specific detail, reflect on values and messages, reflect on stereotyping and other biases, describe and discuss characters, story line and setting Communication for social purposes • Initiating and sustaining conversations • Turn taking conventions • Sharing ideas and experiences • Encouraging use of the additional language Prepared and unprepared short talks • Research • Organise material coherently • Choose and develop main ideas and supporting ideas with examples • Correct format, vocabulary, language and conventions • Tone of voice, voice projection, pace, eye contact, posture and gestures • Effective introduction and conclusion • Incorporate appropriate visual, audio and/or audiovisual aids such as charts, posters, drawings/ photographs, radio cassette, etc. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADES 4-6 Skills Content Strategies and sub-skills Reading and Viewing Prescribed text types: • Stories, e.g. contemporary realistic fiction, traditional stories (myths and legends, folk tales, fables), adventure stories, science fiction, biographies, historical fiction • Plays • Poetry • Information texts, e.g. procedures, factual recounts, general knowledge texts, informative texts such as reports • Social texts, e.g. invitations, greeting cards, letters, notices • Media texts, e.g. advertisements, newspaper reports, magazine articles, notices, pamphlets • Visual literacy: advertising (posters, pamphlets, advertisements), notices, drawings, photographs, cartoon, comic strip, diagram/graph/table/ charts • Types of reading • Close reading of texts: comprehension activities, making summaries, etc. • Extended reading of texts: oral discussions, book reviews, projects, etc. • Prepared and unprepared reading aloud Reading/viewing Use pre-reading, reading and post reading strategies: • To understand the text • For close and critical reading of the text (reading comprehension) • To demonstrate independent reading (reading widely for pleasure, information and learning) • Introduce learners to : • Text features – titles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format, e.g. newspaper columns, etc. • Text structures – lists, sequential order, description, procedures, main point and supporting points, narrative sequence. • Parts of a book – title page, table of contents, chapters, glossary, etc. • Reading and Viewing strategies - Skimming for main ideas - Scanning for supporting details - Inferring meaning of unfamiliar words and images by using word attack skills and contextual clues - Rereading - Making notes (main and supporting ideas) - Summarising main and supporting ideas in point form/paragraph as per required length - Clarifying - Making inferences - Explaining writer’s point of view - Drawing conclusions/own opinion • Visual literacy - Persuasive techniques: emotive language, bias - Impact of use of layout and design features, e.g. font types and sizes, headings and captions, images Poetry • Literal meaning • Figurative meaning • Theme and message • Imagery, e.g. simile and personification, word choice, tone, emotional responses • Sound devices, e.g. Lines, words, stanzas, rhyme, rhythm, punctuation, repetition, refrain, alliteration (assonance and consonance), onomatopoeia ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 17 GRADES 4-6 Skills Content Strategies and sub-skills Stories and Plays Key features of texts • Story line • Characters • Background and setting • Text structure and format • Key features of the text Information, social and media texts • Audience and purpose • Main idea and supporting ideas/specific details • Text structure and format • Key features of the text Prepared Reading (Reading aloud) • Use of tone, pace, eye contact, • Pronounce words without distorting meaning Unprepared reading (reading aloud) • Read fluently according to purpose • Pronounce words without distorting meaning • Use tone, pace, eye contact ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADES 4-6 Skills Content Strategies and sub-skills Writing and Presenting • Word writing, e.g. lists • Sentence writing • Paragraph writing Creative writing • Descriptive, e.g. descriptions of people, places, animals, plants, objects, etc. • Narrative, e.g. stories, personal recounts, diaries/ diary entries, autobiography • Imaginative, e.g. short poems • Dialogues and short play scripts based on stories Transactional writing (social, media and information texts) • Notes, messages, letters, greeting cards, invitations • Posters, notices, brochures, advertisements • Short written speeches • Procedural texts e.g. recipes, instructions, experiments • Factual recounts, e.g. news reports, reports of procedures, reports of phenomena observed • Information texts e.g. texts for other subjects, informative texts, book/story reviews • Visual literacy texts e.g. tables, charts, mind maps, diagrams, drawings, graphs Process writing • planning / pre-writing, • drafting, • revising, • editing, • proofreading, and • presenting Pre-writing/planning • Consider target audience and purpose • Consider type of writing • Brainstorm using mind-maps/lists • Organise ideas Drafting • Word choice • Structuring sentences • Main and supporting ideas • Specific features of the required text (e.g. direct speech for dialogue, labels and captions for diagrams) • Reads own writing critically • Gets feedback from peers and teacher Revising, editing, proofreading and presenting • Revises: improves content and structure of ideas • Refines word choice, sentence and paragraph structure • Edits: corrects mistakes in grammar, spelling and punctuation • Presents neat, legible final version Language Structures and Conventions The content that should be covered is listed below. Strategies and sub-skills: Learners are required to identify, understand and use the grammatical structures and conventions listed below in context. They should also learn how to apply the rules. Vocabulary development is included in this section. NOUNS Revises nouns from the Foundation Phase. Revises common nouns: countable nouns e.g. book – books and uncountable nouns e.g. sugar, hair Uses nouns that only have plurals e.g. scissors, trousers Revises the possessive form of the noun e.g. Bongi’s nose Uses proper nouns correctly e.g. with capital letter Uses the gender forms of some nouns e.g. cow - bull Uses abstract nouns, e.g. love, faith Uses concrete nouns, e.g. desk, chair Uses compound nouns, e.g. teaspoon, hairdryer ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 19 DETERMINERS Revises “a” and “the” with nouns; uses “an”. Understands there is no article with uncountable nouns (e.g. I like fish.) Uses determiners that indicate quantity e.g. one, two, and first, second, last; some, few, many, enough PRONOUNS Revises use of personal pronouns e.g. I, you, he, she, it, they; me, you, him, her, it, us, them Revises use of demonstrative pronouns e.g. this, that, those, these Uses possessive pronouns e.g. mine, yours, his, hers, ours, theirs Uses reflexive pronouns such as myself, yourself ADJECTIVES Revises comparative and superlative adjectives e.g. big, bigger, biggest Revises use of adjectives before nouns e.g. The small dog. Uses adjectives after nouns e.g. The dog is small Uses different types of adjectives including those relating to age e.g. old, young; temperature e.g. hot, cold; what things are made of e.g. woollen, golden VERBS Develops use of subject verb concord e.g. There is one book/There are two books. Uses the command form of the verb e.g. Stop. Uses regular and irregular forms of the verb e.g. walk – walked, run – ran Uses forms of the verb ‘to be’ e.g. am – is - are; was - were Uses negative concord e.g. “I do not have/She does not have.” TENSE Develops tenses used in the Foundation Phase including simple past, simple present, present progressive and future tenses Uses tenses appropriate for the text type being studied, including: • Simple present to describe regular actions e.g. “I brush my teeth every day” and universal statements e.g. “The sun sets in the west.” Uses tenses appropriate for the text type being studied, including: • Present perfect e.g. I have lived in Durban all my life. Uses tenses appropriate for the text type being studied, including: Past progressive for an action that was going on when a second one took place e.g. It was raining when we left the house. Uses tenses appropriate for the text type being studied, including: Future using the present progressive tense e.g. We are going to Cape Town next week. MODALS Revises use of modals e.g. “can” to show ability, “may” to ask for permission Begins to use “must”, “should” and “have to” to show obligation and “must” to show necessity Uses “shall” and “will” to show intention. Uses “will” to indicate something that will happen e.g. There will be a storm today. Uses “might” to convey possibility. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ADVERBS Begins to use adverbs of time e.g. tomorrow, yesterday; adverbs of place e.g. here, there; and adverbs of manner e.g. quickly, slowly Uses adverbs of frequency e.g. She often visits me. Begins to use adverbs of degree e.g. very, too PREPOSITIONS Revises prepositions that show position e.g. on, under, above Uses prepositions that show direction e.g. to, from, up, down; time e.g. on, at; possession e.g. with CONNECTING WORDS Uses connecting words to show addition e.g. and; sequence e.g. then, next Uses connecting words to show contrast e.g. but Uses connecting words to show reason e.g. because SENTENCE STRUCTURE Constructs simple sentences Constructs compound sentences. Uses the command form. Uses question forms e.g. who, what, when, which, why, how Uses negative forms Uses the conditional e.g. If ..., then ... . Uses the passive voice. Uses direct speech. Begins to recognise and use reported speech. PUNCTUATION Revises punctuation done in the Foundation Phase e.g. capital letters, full stops, commas, questions marks. Uses capital letters for proper nouns, for titles and initials of people Uses commas for separating nouns in a list Uses exclamation marks Uses apostrophes for showing possession Uses quotation marks for direct speech Uses a colon for indicating direct speech in a play script or dialogue; uses a colon for listing items VOCABULARY DEVELOPMENT Begins to understand and uses: - Words belonging to the same lexical field e.g. ‘cat’ and ‘dog’ belong to the lexical field “animals” - Synonyms (words that are similar in meaning e.g. fast/quickly) - Antonyms (words that are opposite in meaning e.g. loud/soft) - Homonyms (words that are pronounced or spelled alike but have different meanings e.g. flower/flour) Recognises how words are formed • Compound words e.g. classroom • Joining prefixes or suffixes to a base word • Shortening words e.g. television/TV • Abbreviations – initialism, e.g. HIV; acronyms, e.g. AIDS; truncation, e.g. Dec, Tues; clipped, e.g. fridge – refrigerator, phone – telephone ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 21 Begins to understand and use some fixed expressions • Phrasal verbs e.g. divide up, move in • Collocations e.g. ‘Happy birthday’ not ‘Merry birthday; fish and chips • Idioms e.g. Look before you leap. SPELLING AND SPELLING RULES Builds on phonic knowledge from the Foundation Phase to spell words e.g. builds word families based on how they sound or look. Builds on knowledge of sight words and high frequency words from Foundation Phase. Spells familiar words correctly, using a personal dictionary, including words which are often confused e.g. diary, dairy Uses the dictionary to check spelling and meanings of words Rereads own writing and makes spelling corrections. Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Builds new words by changing one letter/sound for another e.g. nation, station Breaks long words into smaller chunks e.g. be-cause; sen-ten-ce SPELLING RULES Draws on spelling rules: • Words starting with g and followed by -e, -i or –y: start with g even though it sounds like j e.g. germ Draws on spelling rules: • Words starting with c and followed by -e, -i or –y: pronounce as s e.g. centre, city • Words starting with a k sound and followed by e or i: use a k to spell the word • Words starting with a k sound and followed by a, u or o: use a c to spell the word e.g. can, cot, cup Draws on spelling rules: • Add s to form most plurals • Add –es to form plurals of words ending in -s, -sh, -ch, or –z: e.g. bunch, bunches; brush, brushes Draws on spelling rules: • Words ending in a vowel and a -y(-ay , -ey, -oy): just add the ending, e.g. play, playing, played; boy, boys Draws on spelling rules: • Words ending in -l : double the l when you add a suffix, e.g. travel, travelling Draws on spelling rules: • Words with long vowel sounds: add the silent –e at the end e.g. cake, pole, mine, tune ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2 SPREADS OF TEXTS ACROSS GRADES 4-6 A variety of texts have been selected for each two-week period. The key texts, drawn from Table 3.1., are captured below. Learners will engage with some or all of the texts in a two-week period, that is, they will listen to or present orally or read or write. All learning and teaching should be based on these texts, focusing on the development of language skills and sub-skills as detailed above. The table below is a summary of the texts included in each two week cycle in the Teaching Plans in Section 3.5. 3.2.1 Spread of texts table Grade 4 Grade 5 Grade 6 Term 1 Weeks 1&2 Story, personal recount Story; personal recount Story; language game, word puzzle Weeks 3&4 Information text, e.g. news report/ factual recount, map Information text with visuals, e.g. charts/tables/ diagrams/ mind￾maps/maps/pictures/ graphs; conversation; factual recount Information text: factual recount e.g. news report/factual account; letter; media text, e.g. advert; conversation Weeks 5&6 Story and descriptions of people or characters Story, role-play, description of people; invitation; message Story; personal recounts e.g. diary/ diary entries Weeks 7&8 Information text e.g. procedures; instructions, lists Information text e.g. procedures; instructions; factual recount, language game Information text with visuals, e.g. charts/tables/ diagrams/ mind-maps/maps/pictures/ graphs; procedures; instructions; definitions, factual recounts, word puzzle Weeks 9&10 Song/ poem, game Poem/ song Poem; description of a person; description of an object/animal/ plant/place; language game Term 2 Weeks 1&2 Story, personal recount, message Story, conversation; book/story review Story Weeks 3&4 Information text with visuals, e.g. charts/ tables/ diagrams/ pictures/graphs; poster; directions, description of an object, visual text e.g. poster Information text with visuals, e.g. charts/tables/ diagrams/ mind￾maps/maps/pictures/ graphs; descriptions of object/s/plants/ animals/places; mind map summary Information text from across the curriculum, e.g. report; description of object/animal/ plant/place; visual text, e.g. charts/tables/ diagrams/ etc. Weeks 5&6 Story and poem Story Story, personal recount; personal diary/letter; role play Weeks 7&8 Information text e.g. procedures, instructions, information text with visuals, e.g. charts/ tables/ diagrams/ pictures/graphs. Information text e.g. procedures; instructions; factual recounts, role￾play Reads information text with visuals, e.g. timetables and television schedules/charts/ tables/ diagrams/mind-maps/ maps/ pictures; definitions; book review; survey; questionnaire; language game, conversation, word puzzles Weeks 9&10 SUMMATIVE ASSESSMENT ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 23 Grade 4 Grade 5 Grade 6 Term 3 Weeks 1&2 Story, description of person/animal/ character; dialogue, book review Story; oral description of places/ people; personal recount Story; personal letter; diary; oral descriptions of places/animals/ plants/objects Weeks 3&4 Information text, e.g. factual recount/news article/report; visual text, e.g. poster/ notices Short talk; information text with visuals, e.g. charts/tables/ diagrams/ mindmaps/maps/ pictures/graphs; mind map summary Information text with visuals, e.g. charts/tables/ diagrams/ mindmaps/ maps/pictures/graphs; talk; survey; report Weeks 5&6 Story; poem Story; poem Story; poem Weeks 7&8 Information text with visuals, e.g. charts/ tables/ diagrams/ pictures; descriptions of places/plants/ animals/objects; and procedures Information text e.g. procedures; conversation; language game; information text from across the curriculum, e.g. report Information texts e.g. procedures; instructions; information text from across the curriculum, e.g. report; language game; mind map summary Weeks 9&10 Play, role-play; dialogue; book review Play; conversation; dialogue Conversation, play Term 4 Weeks 1&2 Conversation, language game; story Story, language game; personal recount, word puzzle Story; letter, book review Weeks 3&4 Information text with visuals, e.g. charts/ tables/ diagrams/ pictures; Interviews/ talk shows; visual text, e.g. posters/ notices; messages Information text: magazine article/ news report; factual text; poster Information text from across the curriculum, e.g. report; short talk; visual text; language game; definitions; word puzzle Weeks 5&6 Story, language game, diary Story, poem, personal recount; book review Story, poem, book review; personal letter Weeks 7&8 Conversation; short talk/ announcement; Information text; visual text, e.g. poster/notice Information text from across the curriculum, e.g. report; conversation; visual text, e.g. poster Media text, e.g. magazine article/ news report; poster; advertisement, conversation, discussion Weeks 9&10 SUMMATIVE ASSESSMENT ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2.2 Summary of text types across the phase The tables below describe the range of text types that learners should be taught to write in Grades 4-6; other texts could also be included where appropriate. Some of these texts are not included in the teaching plan tables. This does not mean that they should not form part of teaching and learning as they are equally important. Essays Text type Purpose Text structure Language features Narrative text/ essay To entertain Orientation that introduces characters and setting, e.g. Once upon time there was an old woman who lived with her son called Jack. They were very poor. Events leading to a complication, e.g. Jack spent all the money his mother gave him on some magic beans. His mother was angry. Resolution and ending, e.g. Jack came back with the Giant’s treasure and they lived happily ever after. Written in the first or third person Written in the past tense Events described sequentially Connectives that signal time, e.g. Early that morning, later on, once Makes use of dialogue Language used to create an impact on the reader, e.g. adverbs, adjectives, images Descriptive text/ essay To describe something in a vivid way Identification: gives a general orientation to the subject, e.g. There was a huge beast Description: describes features or characteristics of the subject, e.g. It had a huge bulbous body with bloated pustules dripping green slimy liquid onto the floor. May be written in past or present tense Creates a picture in words Uses adjectives, adverbs Uses figurative language, e.g. simile, metaphor, personification, alliteration ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 25 Transactional texts Text type Purpose Text structure Language features Personal (friendly) letter To inform and maintain a relationship Address, date and salutation Structure of message will vary depending on purpose (e.g. catch up on news, congratulate, sympathise) May use personal recount text type (see below) Closing, signature Usually informal in style but can vary, e.g. letter of condolence will be more formal Language features will vary according to purpose of message Official letter Various, e.g. to apply for a job or bursary; to complain, request, etc. Writer’s address, date, recipient’s address, salutation May have a heading Structure of message will vary depending on purpose, e.g. letter to the press Closing, signature Usually formal in style Makes use of language conventions, e.g. Dear Sir/ Madam, Yours sincerely Generally concise – brief and to the point Curriculum vitae (CV) To provide a summary of a person’s life Personal details: name, date of birth, gender, nationality, ID number, physical address, postal address, contact number (can be of parents / guardian), etc. Hobbies and interests Referees Design and layout is important Concise – half a page Headings and bullets Formal and direct in style Diary/journal To record and reflect on personal experience Usually written in a special book (a diary or a journal) Entries written regularly (e.g. daily or weekly) Entries dated May use personal recount text type Usually written in past tense Informal in style The writer is writing for him or herself ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Transactional texts Text type Purpose Text structure Language features E-mail / sms To inform and maintain a relationship The recipient’s address – which, in most cases, is the recipient’s name and the server point, as well as the country in which the server point is based. For example,tatanamabunda (name)@ webmail. (server) za (country). tatanamabunda@ webmail.co.za • CC: these may be the recipients whose attention is called to the email. • Subject: This is a summary of the content of the email. • Message • Sender’s name. NB: The sender’s address reflects automatically when the email is received. The sender may choose to provide other contact details at the end. This is called a signature speech-like communication Invitation To invite someone to an event or to do something (and either accept or decline) May take the form of a personal letter or use an invitation card. Includes: Nature of the event Where it will take place Date and time May include dress code Name of invitee May include RSVP May have a visual, design element The response may be in the form of a note or letter. Can be formal or informal in style Generally concise – brief and to the point Makes use of conventional phrases, e.g. I would like to invite you … Response is polite, e.g. Thank you so much for inviting me but I’m afraid I won’t be able to attend. Giving directions • To tell someone how to get somewhere • Use chronological order • Refer to a specific direction • Indicate the approximate distance • Provide information about landmarks along the way • Use mostly the imperative form • Use concise and clear sentences ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 27 Transactional texts Text type Purpose Text structure Language features Procedures (e.g. instructions, directions, and rules) To describe or instruct how something is done through a series of sequenced steps Goal: a statement of what is to be achieved, e.g. How to make a cover for a portfolio Materials/equipment needed listed in order, e.g. Large sheet of art paper, paints, etc. Sequenced steps to achieve the goal, e.g. First, paint a blue background on the paper. May have accompanying visual text, e.g. storyboard, diagrams, etc. Written in the imperative, e.g. Paint a blue background … In chronological order, e.g. First … next … Use of numbers and bullet points to signal order Focus on generalised human agents rather than named individuals Expressions of cause and effect Advertisement/ posters/notices To persuade someone to buy something or use a service Can take a variety of forms Make use of slogans and logos Usually have a visual, design element Use advertising techniques Use design to make the advertisement eye-catching and memorable Figurative language and poetic devices used to create impact and make the language memorable, e.g. metaphor, simile , alliteration, repetition, rhyme, rhythm ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Literary and media texts Text type Purpose Text structure Language features Personal recount To tell about a personal experience Orientation: scene setting or establishing context, e.g. It was in the school holidays An account of the events that took place, often in chronological order, e.g. I went to Tumelo’s place … Then … Some additional detail about each event, e.g. He was surprised to see me. Reorientation – a closing statement that may include elaboration, e.g. I hope I can spend more time with Tumelo. We had fun. Usually written in the past tense Told in first or third person Time connectives are used, e.g. First, then, next, afterwards, just before that, at last, meanwhile Tends to focus on individual or group participants Can be informal in style Dialogue It is a record of the exchanges as they occur, directly from the speaker’s point of view When writing a dialogue; •write the names of the characters on the left side of the page; •use a colon after the name of the character who is speaking; •use a new line to indicate each new speaker; •advice to characters(or readers) on how to speak or present the action must be given in brackets before the words are spoken; •sketch a scenario before you start writing. When the dialogue involves family or close friends the casual style is used. Well-known formulae for requests, questions, orders, suggestions and acknowledgement are used When the conversation involves strangers the consultative style is used more elaborate politeness procedures are added to the well￾known formulae for requests, questions, orders, suggestions and acknowledgement Review (e.g. story, book or film review) To summarise, analyse and respond to literary texts or performances Context: background information such as author, illustrator, type of work Text description: describes elements of the text or production such as main characters, key incidents and stylistic features Judgment: evaluation of the work by expressing an opinion or judgment Written in the present/past tense Use of appreciation vocabulary to evaluate text, e.g. enjoyable, heart￾warming, funny, exciting, amusing, important, informative, outstanding Newspaper article/ factual recounts To inform, educate, enlighten and entertain the public • State facts briefly but accurately. • Strive to communicate the essence without losing the reader. • Summarise accurately, without slanting the truth. • Give a succinct title and add a clear sub-title. • Start with the most important facts: the who, what, how, when, where, why, and to what degree. • Clear and concise language • written in 3rd person. • Can use an active or passive voice, depending on the focus and which is more engaging for the reader. • Should include quotes, comments, opinions, statements and observations from people involved or experts on the topic. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 29 Literary and media texts Text type Purpose Text structure Language features Magazine article To inform, educate, enlighten and entertain the public • The heading must be attractive and interesting. • The style should be personal, speaking directly to the reader. • The style can be descriptive and figurative, appealing to the imagination of the readers • Names, places, times, positions, and any other necessary details should be included in the article. • The article should stimulate interest and keep the reader absorbed. • Quotes from people; direct quotes • Longer paragraphs • Descriptive writing • May use a mixture of formal and informal language including everyday expressions and colloquialisms • Rhetorical questions • Emotive words • Use of imagery and description ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2.3 Length of Texts for First Additional Language (to be produced by learners) Task Grade 4 Grade 5 Grade 6 Paragraph • Words • Sentences 30–40 40–50 50–60 4-5 sentences 5-6 sentences 6-8 sentences Oral creative texts, e.g. recounts, retelling or telling stories, short talks 1 min 1min 1-2 min Written creative and information text, e.g. recounts, stories, reports At least 50 words 1 to 2 paragraphs At least 100 words 2-4 paragraphs At least 150 words 3-5 paragraphs Longer transactional texts, e.g. letters Content only 40–60 words 60–80 words 80–100 words Shorter texts, e.g. • Messages, notes • Diary entries, descriptions, etc 20–30 words 30–40 words 30–40 40–50 words 40–60 50–60 words Summaries 30-40 words from 100 40-50 words from 120 60-70 words from 180 3.2.4 Length of Texts for First Additional Language (for learners to engage with) Task Grade 4 Grade 5 Grade 6 Longer listening comprehension texts e.g. story, interviews, plays, news reports 100–150/up to 5 mins 100–200/up to 5 mins 150–250/up to 5 mins Shorter listening comprehension texts e.g. announcements, information texts, instructions, directions 40-60 words/1-2 mins 50-70 words/1-2 mins 60-80 words/1-2 mins Reading comprehension/ intensive reading texts 100-150 words 150-200 words 200-250 words The length of texts for extended reading is not prescribed as this depends on the type of text, the complexity of the language and the reading level of the learners. 3.2.5 Vocabulary to be achieved by First Additional Language learners Term 1 2 3 4 Vocabulary Common spoken words Grade 4 1600–2000 1700–2500 1850–3000 2000–3500 Grade 5 2200–3750 2400–4000 2700–4250 3000–4500 Grade 6 3250–4750 3500–5000 3700–5250 4000–5500 Reading vocabulary (new words) Grade 4 750–1700 (75–250) 800–1900 (75–250) 900–2200 (75–250) 1000–2500 (75–250) Grade 5 1250–2700 1500–3000 1750–3300 2000–3500 Grade 6 2200–3800 2400–4200 2700–4600 3000–5000 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 31 3.3 TEACHING PLANS The teaching plan indicates the minimum content to be covered every two weeks per term. The sequence of the content listed is not prescribed and the time given is an approximate indication of how long it could take to cover the content. Teachers should design their Work Schedules using the teaching plans, their textbooks and other resources to teach the content using appropriate sequence and pace. Teachers are encouraged to also use content or concepts that are contextual to their environment. 3.3.1 How texts link together in the two-week cycle Different texts have been used as a basis for designing the two-week teaching cycle. They have been selected on the basis of how they link together to form an integrated unit, for example learners will listen to a story and then read a story. They will be asked to write a short oral description of a place or person (that will link to the story) or they might be asked to write a letter to a character in the story. Select a theme or topic for each two-week cycle that will enable you to link the activities successfully. The reason for using themes or topics is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. 3.3.2 How the texts/activities are sequenced across the two-week cycle The texts do not have to be taught in a particular order. In most cases, there should be a Listening and Speaking activity/text to prepare for the reading or writing activity. Sometimes, the Listening and Speaking activity should derive from the reading text. Learners should engage with the different kinds of texts orally and in reading before they are asked to write these texts. In most cases, the text to be listened to, e.g. a story or news report will be different to and at a higher level than the one that learners will read. This is because their listening skills are more developed than their reading skills. 3.3.3 The type of texts prescribed and recommended The prescribed text types to be taught in every two-week cycle are specified in the teaching plan and should be contained in the prescribed textbook. In most cases, no specific story type is prescribed. Choices may be made from the variety of contemporary stories, imaginative stories (e.g. adventure, science fiction) historical stories (e.g. biographies) and traditional stories (e.g. myths, legends and fables) that are available. The same is true of poems and plays. There is also a section entitled ‘Reflects on texts read during independent or pair reading’. These will be texts chosen from the reader/readers/other books (extended reading) and will support the texts read in the prescribed section. They can either be the same text type (to emphasise understanding of text structure) or a different text type (to stimulate further interest and extend the range of reading abilities). In all cases, this additional reading should relate to the topics and themes chosen for the prescribed texts in that two-week cycle. This is very important as it consolidates the First Additional Language learner’s knowledge and understanding of the vocabulary and concepts related to the topic. It should however be kept in mind that ultimate aim should be to get learners to read independently and to develop reading habit. During the individual reading session, children should therefore be given the opportunity to read books within their own field of interest and to reflect on what they have read. 3.3.4 Number of key texts in a two-week cycle In the early part of the year, there is usually only one text type or activity per two-week cycle. Later on, there will be two and sometimes three text types or activities per two-week cycle. Teach these text types and the related activities bearing in mind that learners will be exposed to them numerous times during the course of the year. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.3.5 How the Language Structures and Conventions are addressed The content of the ‘Language structures and conventions’ section is related in most cases to the types of texts prescribed under the headings Listening and Speaking, Reading and Viewing, and Writing and Presenting, and will naturally be given attention in the process of engaging with the texts and during the time allocated for Listening and Speaking, Reading and Viewing, Writing and Presenting. For example, if a story is being done, learners will naturally use the simple past tense and will read texts using this tense. However, it is also important that activities be developed that focus on particular language structures, in context. Choose items from the ‘Language Structures and Conventions’ section to teach learners language that appears naturally in the focus text type and in an order that supports a natural and logical approach to language acquisition. Not all items must be taught within that given cycle but ensure that all the items listed in the overview are covered by the end of the year. Construct activities that are meaningful to learners and that relate to the texts they are studying in the two-week cycle. More activities of this nature should be done as learners make progress from Grade 4 to 6. Select very carefully which rules you explain to learners and keep these to a minimum. First Additional Language learners learn a language through constant exposure to it and through using to it. Practice in language structures and use will refine these skills. Teaching should integrate all the language skills and language structures as they are interrelated. All of these should be taught in context. Note however that there is also specific time allocated to formal instruction in Language Structures and Conventions. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 33 3.4 CONTENT AND TEACHING PLANS FOR ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 4 GRADE 4 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1 – 2 Listens to story Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/real life stories Text from the textbook or Teacher’s Resource File Answers simple questions • Retells the story in the right sequence • Names characters in the story correctly • Expresses feelings about the story Gives a simple personal recount • Selects from own experience • Selects appropriate topic • Stays on topic • Tells event in sequence Practises Listening and Speaking (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a simple language game Reads a story Text from the textbook or reader/s or Teacher’s Resource File • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. making predictions, uses phonic and contextual clues • Answers questions about the text • Explains the story line and identifies the main characters • Retells the story in sequence • Expresses feelings about the story Does comprehension activity on the text (oral or written) • Discusses new vocabulary from the read text • Spells ten words from read text • Uses a dictionary to revise alphabetical order Reflects on texts read during independent/pair reading • Retells story or main ideas Writes about the story • Writes sentences about the story (e.g. summary or own ending) • Writes sentences to expresses opinions or feelings about the story) • Uses punctuation correctly Writes a simple personal recount using a frame, (e.g. yesterdayI....... Then I..........) From the textbook or Teacher’s Resource File • Uses the frame • Selects from own experience • Selects appropriate topic • Stays on topic • Tells event in sequence Creates a personal dictionary • Labels pages with letters of alphabet • Enters 5 words and meanings (drawing/sentence using the word/ explanation of word) Spelling and punctuation Spells familiar words correctly, using a personal dictionary Uses the dictionary to check spelling and meanings of words Punctuates correctly: full stop, capital and small letters Working with words and sentences Understands and uses countable nouns (e.g. book – books) Understands and uses uncountable nouns (e.g. chalk) Begins to use determiners such as one, two, etc. and first, second, last. Builds on understanding and use of simple past Vocabulary in context Synonyms (words that are similar in meaning, e.g. soft/gentle) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Listens to information text, e.g. a factual recount/simple news report Text from the textbook or Teacher’s Resource File (TRF) • Answers questions • Describes the event • Shares ideas and offers opinions Gives a factual recount of a news event based on personal experience • Tells about the event in at least 3 sentences • Selects appropriate content • Tells about the event in the correct sequence Listens to and responds to simple oral directions • Follows the directions • Shows understanding of vocabulary relating to direction, e.g. left, right, up, down Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a simple language game Reads information text, e.g. factual recount/news report Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. makes predictions, uses contextual clues to find meaning • Discusses the title and headlines/ headings and sub-headings Does comprehension activity on the text (oral or written) • Answers questions about main idea and specific details • Explains meaning of unfamiliar words Reads a simple map • Identifies the place/s on the map • Follows a route on the map • Describes a route on the map using vocabulary relating to direction Reflects on texts read during independent/ pair reading • Retells story or explains main ideas Writes a factual recount/writes about a news event based on personal experience • Writes sentences about an event using a frame • Selects appropriate content • Writes a title • Uses appropriate vocabulary • Uses appropriate grammar, spelling and punctuation • Corrects spelling using a dictionary Labels a simple map • Writes the names of place/s and other features on the map Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling and punctuation Builds on knowledge of sight words and high frequency words Words starting with c and followed by -e, -i or –y: pronounce as s, e.g. centre, city Punctuates correctly: full stop, comma Working with words and sentences Builds on use of adjectives (before nouns), e.g. The small dog Understands and uses verbs to describe actions Builds on understanding and use of simple past Builds on understanding and use of present progressive Begins to use connecting words to show contrast (but), reason (because) and purpose (so that). Vocabulary in context Antonyms (words that are opposite in meaning, e.g. loud/soft) Abbreviations such as acronyms e.g. AIDS and initialism, e.g. HIV ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 35 GRADE 4 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5&6 Listens to a story Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/real life stories Text from the textbook or Teacher’s Resource File • Predicts what will happen next • Answers simple questions • Retells the story in the right sequence • Names characters in the story correctly • Identifies characters from oral descriptions • Expresses feelings about the story Describes people/characters from the story • Explains what the people look like • Uses a few new words learnt from story • Uses adjectives Practises Listening and Speaking (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a simple language game Reads a story from the textbook or reader/s or Teacher’s Resource File • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. making predictions, uses phonic and contextual clues • Explains the story line and identifies the main characters • Retells the story in sequence • Expresses feelings about the story • Answers questions about the text Does comprehension activity on the text (oral or written) • Discusses new vocabulary from the read text • Spells ten words from read text Practises reading • Reads aloud with appropriate pronunciation and expression Reflects on texts read during independent/pair reading • Retells story or main ideas Writes about a story • Writes sentences about the story (e.g. summary or own ending) • Writes own sentences to expresses opinions or feelings about the story • Uses punctuation correctly Writes a description of people/ characters from the story using a frame • Writes sentences about what people look like • Uses a few new words learnt from story • Uses adjectives • Corrects spelling using a dictionary Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Breaks long words into smaller chunks, e.g. be-cause; sen-ten-ce Words starting with a k sound and followed by e or i: use a k to spell the word Shortening words, e.g. television - telly, telephone – phone Uses abbreviations correctly: acronyms, initialisation, truncation Working with words and sentences Builds on use of subject verb concord, e.g. There is one book/There are two books ... Uses regular forms of the verb, e.g. walk, walked Uses adverbs of frequency (e.g. ‘She hardly ever visits me.’) Builds on use of prepositions that show position (on, under, above) Uses connecting words to show addition (and) and sequence (then, before) Uses different types of adjectives including those relating to age e.g. old, young Vocabulary in context Compound words, e.g. playground ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7-8 Listens to and carries out instructions, e.g. recipe/instructions for making or doing something Text from the textbook or Teacher’s Resource File (TRF) • Answers questions • Asks questions to obtain information • Listens and responds appropriately • Describes what needs to be done Gives simple instructions • Uses correct specific details • Uses correct sequence • Uses the command form of the verb Practises Listening and Speaking (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a language game Reads procedural texts, e.g. recipe/ instructions for making or doing something Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. prediction, looks at pictures carefully, uses contextual clues • Answers questions about the text • Describes what needs to be done • Discusses specific details of text • Discusses sequence of instructions • Follows the instructions Practises reading • Reads aloud with appropriate pronunciation and expression Reflects on texts read during independent/pair reading • Compares books read Writes simple instructions using a frame • Number the instructions • Uses correct specific details • Uses the right sequence • Writes the instructions using a frame • Uses verbs correctly • Corrects spelling using a dictionary Writes a list with headings • Writes a list of items • Uses the correct format • Gives the list a heading • Uses singular and plural correctly Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Uses the dictionary to check spelling and meanings of words Words starting with a k sound and followed by a, u or o: use a c to spell the word, e.g. can, cot, cut Add s to form most plurals Working with words and sentences Uses the command form. Understands and uses negative forms Revises common nouns: countable nouns e.g. book – books Present perfect tense (e.g. ‘I have finished.’) Begins to use ‘must’, ‘should’ and ‘have to’ to show obligation. Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 37 GRADE 4 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 9–10 Listens to a song/simple poem Text from the textbook or Teacher’s Resource File (TRF) • Recalls main idea • Discusses central idea • Relates to own experience • Identifies rhyme and rhythm • Identifies words which begin with the same sound • Expresses feelings stimulated by the text • Performs song/selected lines Plays a more complex language game • Follows instructions correctly • Uses a range of vocabulary • Takes turns, giving others a chance to speak Practises Listening and Speaking (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a simple language game Reads a simple poem/s Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. prediction, looks at pictures carefully, uses contextual clues • Answers questions about text • Identifies rhythm and rhyme • Breaks up words into syllables • Expresses feelings stimulated by the text Reads and solves a word puzzle • Spells words correctly • Shows understanding of meanings of words Practises reading • Reads aloud with appropriate pronunciation, rhythm and expression Reflects on texts read during independent/pair reading • Expresses emotional response to texts read. Writes sentences that rhyme or simple poem with frame • Writes pairs of sentences of the same length that rhyme • Uses appropriate rhythm and rhyme • Uses knowledge of syllables to develop the rhythm Practises writing • Writes words that begin with the same sound, e.g. Naughty Nomsa Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling and punctuation Spells familiar words correctly, using a personal dictionary Uses the dictionary to check spelling and meanings of words Punctuates correctly: question mark, exclamation mark Working with words and sentences Uses forms of the verb ‘to be’, e.g. be/ been/ being; am/ is/ are; was/ were Present progressive tense (e.g. ‘He is reading.’); Builds on use of adjectives (before nouns), e.g. The small dog Revises common nouns: countable nouns e.g. book – books Revises use of personal pronouns e.g. I, you, he, she, it, they; me, you, him, her, it, us, them Vocabulary in context Words taken from shared or individually read texts Words belonging to the same lexical field, e.g. ‘cat’ and ‘dog’ belong to the lexical field ‘animals’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1–2 Listens to a story Choose from contemporary realistic fiction/traditional stories/personal accounts/ adventure/real life stories Text from the textbook or Teacher’s Resource File (TRF) • Predicts what will happen next • Answers simple questions • Retells the story in the right sequence • Names characters in the story correctly • Identifies characters from oral descriptions • Gives a personal response to the story Gives a personal recount • Selects from own experience • Selects appropriate topic • Stays on topic • Tells event in sequence Practises Listening and Speaking (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a simple language game Reads a story Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures • Uses reading strategies, e.g. making predictions and inferences, uses phonic and contextual clues • Asks and answers questions about the story • Identifies plot, setting and character • Explains opinions about the text Does comprehension activity on the text (oral or written) • Discusses new vocabulary from the read text • Uses a dictionary Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Reflects on texts read during independent/pair reading • Share opinions on the book Writes a message • Chooses appropriate content • Uses correct format • Addresses text to a person • Ends with own name Writes a personal recount using a frame, (e.g. yesterday I.......Then I..........) From the textbook or Teacher’s Resource File • Uses the frame • Selects from own experience • Selects appropriate topic • Stays on topic • Tells event in sequence • Uses varied vocabulary Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Add –es to form plurals of words ending in -s, -sh, -ch, or –z:, e.g. bunch, bunches; brush, brushes Working with words and sentences Builds on use of proper nouns, e.g. with capital letter Uses different types of adjectives including those relating to age Uses different types of adjectives including those relating temperature Begins to use irregular forms of some verbs, e.g. run, ran Constructs simple sentences using subject, verb, object, e.g. ‘Bongi / read / her book’ Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 39 GRADE 4 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Listens to information text, e.g. weather report or a description of a place Text from the textbook or Teacher’s Resource File (TRF) • Identifies specific details • Interprets the information given • Relates to personal experience Listens to and responds to simple oral directions • Follows the directions • Shows understanding of vocabulary relating to direction Listens to a description and describes an object • Identifies the object described correctly • Uses words that correctly describe the object • Uses some new words • Uses adjectives Practises Listening and Speaking (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a simple language game Reads information text with visuals, e.g. charts/tables/ diagrams/ mindmaps/maps/pictures Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures/visuals • Uses reading strategies, e.g. skimming • Asks and answers questions • Discusses main idea and specific details • Interprets the information in the visuals Reads a visual text, e.g. a poster advertising an event • Pre-reading: discusses pictures • Interprets the information • Discusses the purpose of the text • Discusses some of the language used • Identifies and discusses design features such as colour and different sizes or kinds of print (font) Reflects on texts read during independent/pair reading • Compares books/texts read Summarises information text with support • Fills in missing words in a written summary or in a chart/table/mindmap • Uses appropriate vocabulary • Uses some new words from the read text Designs a visual text, e.g. a poster advertising an event • Selects appropriate information • Uses the correct format • Uses design features such as colour and different sizes or kinds of print (font) Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Add –es to form plurals of words ending in -s, -sh, -ch, or –z:, e.g. bunch, bunches; brush, brushes Words with long vowel sounds: add the silent –e at the end, e.g. cake, pole, mine, tune Working with words and sentences Revises ‘a’ and ‘the’ with nouns. Begins to understand there is no article with uncountable nouns (e.g. I like fish.) Simple present to describe universal statements, e.g. ‘The sun sets in the west.’ Future tense (e.g. ‘I will see him tomorrow.’ ‘I’m going to see him tomorrow.’) Develops understanding and use of connecting words showing addition, sequence and contrast. Vocabulary in context Words taken from shared or individually read texts Synonyms (words that are similar in meaning, e.g. soft/gentle) Collocations, e.g. Happy birthday, fish and chips ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listens to a story Choose from contemporary realistic fiction/ traditional stories/ personal accounts/ adventure/real life stories/ Text from the textbook or Teacher’s Resource File • Listens and relates to own experience • Identifies specific details • Retells the story • Describes the effect of an action or event • Explains the message of the story Listens to a poem/s • Explains • what the poem is about • Relates to own experience • Identifies rhyme and rhythm • Identifies words which begin with the same sound • Expresses feelings stimulated by the poem • Performs poem/selected lines Practises Listening and Speaking • Practises using words that imitate their sounds, e.g. bees buzz, glass tinkles Reads a story • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. predicting, • uses phonic and contextual clues • Identifies the plot • Explains the message of story • Describes the effect of an action or event • Identifies stereotypes Does comprehension activity on the text (oral or written) Reads a poem/s • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. prediction, looks at pictures carefully, uses contextual clues • Identifies rhythm and rhyme • Breaks up words into syllables • Expresses feelings stimulated by the poem Practises reading • Reads aloud with appropriate expression and tempo Reflects on texts read during independent/pair reading • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read. Writes a story using a frame • Selects appropriate content for the topic • Uses the frame correctly • Uses a variety of vocabulary including connecting words and phrases • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs • Records words and their meanings in a personal dictionary Writes sentences that rhyme • Writes pairs of sentences of the same length that rhyme • Uses appropriate rhythm and rhyme • Uses knowledge of syllables to develop the rhythm Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Words starting with c and followed by -e, -i or –y: pronounce as s, e.g. centre, city Words starting with a k sound and followed by e or i: use a k to spell the word Working with words and sentences Understands and uses countable nouns (e.g. book – books) Builds on use of adjectives (before nouns), e.g. The small dog Uses forms of the verb ‘to be’, e.g. be/ been/ being; am/ is/ are; was/ were Builds on understanding and use of simple past Begins to use adverbs of degree, e.g. ‘very, really, almost, too’ Vocabulary in context Words taken from shared or individually read texts Phrasal verbs, e.g. divide up, move in ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 41 GRADE 4 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Listens to and carries out instructions, e.g. recipe/instructions for making or doing something Text from the textbook or Teacher’s Resource File (TRF) • Discusses specific details of text • Asks questions to obtain information • Listens and responds appropriately Gives instructions (at least two steps) • Uses appropriate vocabulary • Uses verbs correctly • Gives instructions in the correct sequence Classifies things • Divides items into groups according to specific criteria • Explains why things belong together Practises Listening and Speaking (Choose one for daily practice) • Responds physically to instructions • Gives and follows simple instructions/directions Reads procedural text, e.g. a recipe/ instructions for doing or making something Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures • Uses reading strategies, e.g. prediction, contextual clues • Discusses specific details of text • Discusses sequence of instructions Reads information text with visuals, e.g. diagrams/ drawings/tables/charts/ mindmaps/pictures • Pre-reading: predicts from title and pictures; previews text, e.g. surveys headings • Asks and answers questions • Explains main ideas • Interprets information in the visual Does comprehension activity on the information text (oral or written) Reflects on texts read during independent/pair reading • Relates to own life Writes about a procedure with support Text from the textbook or Teacher’s Resource File (TRF) • Fills details into a frame • Uses specific details • Stays on topic • Uses appropriate grammar, spelling and punctuation • Records words and their meanings in a personal dictionary Labels and/or completes a visual text, e.g. diagram/drawing/table/ chart/ mindmap • Listens to oral information • Includes specific details • Uses appropriate vocabulary • Writes labels in correct place Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Words with long vowel sounds: add the silent –e at the end, e.g. cake, pole, mine, tune Spells familiar words correctly, using a personal dictionary Uses the dictionary to check spelling and meanings of words Builds on knowledge of sight words and high frequency words Working with words and sentences Uses the command form of the verb, e.g. Stop. Builds on use of modals, e.g. ‘can’ to show ability, ‘may’ to ask for permission Uses ‘must’ to show necessity Begins to use ‘shall’ and ‘will’ to show intention. Uses adverbs of place (here, there) Uses adverbs of manner (e.g. quickly, slowly) Vocabulary in context Antonyms (words that are opposite in meaning, e.g. loud/soft) Words taken from shared or individually read texts WEEK 9-10 SUMMATIVE ASSESSMENT ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1–2 Listens to a story Choose from contemporary realistic fiction/traditional stories/personal accounts/ adventure/funny/fantasy/real life stories Text from the textbook or Teacher’s Resource File (TRF) • Discusses plot, setting and characters • Answers simple questions • Names characters in the story correctly • Retells the story in the right sequence • Expresses feelings about the story • Describes causes and effects of actions or events Describes a person/animal character from story/place from the story • Explains what the person/animal/ character/ place looks like • Uses a few new words learnt from story • Uses adjectives Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news • Retells a story heard or read Reads a story Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Interprets and explains the message • Uses reading strategies, e.g. makes predictions, uses contextual clues to determine meaning, makes inferences • Retells events in correct sequence • Describes feelings about the text giving reasons • Discusses the main character and other character • Does a role-play based on the story Does comprehension activity on the text (oral or written) Reads a simple book review • Identifies key information, e.g. title of book being reviewed, writer, etc. • Identifies main points • Discusses format of the review • Discusses response to the review Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Reflects on texts read during independent/pair reading • Does a short oral book review using an appropriate frame Writes dialogue • Selects appropriate content for the topic • Uses the frame appropriately • Characters’ ‘speech’ follows in logical order • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs • Records words and their meanings in a personal dictionary Writes a description of a person/ animal/place • Description is clear • Uses properly constructed complete sentences. • Uses appropriate grammar (adjectives), spelling and punctuation Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling and spelling Punctuates correctly: colon, semi￾colon, inverted commas, commas, full stop Builds on phonic knowledge to spell words, e.g. builds word families based on how they sound or look. Builds on knowledge of sight words and high frequency words Breaks long words into smaller chunks, e.g. be-cause; sen-ten-ce Add s to form most plurals Add –es to form plurals of words ending in -s, -sh, -ch, or –z: e.g. bunch, bunches; brush, brushes Working with words and sentences Builds on use of personal pronouns (e.g. I, you, it, us, them) Builds on use of demonstrative pronouns (e.g. this, that, those, these) Revises common nouns: countable nouns e.g. book – books Uses regular forms of the verb, e.g. walk, walked Understands and uses verbs to describe actions Constructs simple sentences using subject, verb, object, e.g. ‘Bongi/read/ her book’ Uses direct speech Uses quotation marks for direct speech Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 43 GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1–2 Listens to a story Choose from contemporary realistic fiction/traditional stories/personal accounts/ adventure/funny/fantasy/real life stories Text from the textbook or Teacher’s Resource File (TRF) • Discusses plot, setting and characters • Answers simple questions • Names characters in the story correctly • Retells the story in the right sequence • Expresses feelings about the story • Describes causes and effects of actions or events Describes a person/animal character from story/place from the story • Explains what the person/animal/ character/ place looks like • Uses a few new words learnt from story • Uses adjectives Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news • Retells a story heard or read Reads a story Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Interprets and explains the message • Uses reading strategies, e.g. makes predictions, uses contextual clues to determine meaning, makes inferences • Retells events in correct sequence • Describes feelings about the text giving reasons • Discusses the main character and other character • Does a role-play based on the story Does comprehension activity on the text (oral or written) Reads a simple book review • Identifies key information, e.g. title of book being reviewed, writer, etc. • Identifies main points • Discusses format of the review • Discusses response to the review Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Reflects on texts read during independent/pair reading • Does a short oral book review using an appropriate frame Writes dialogue • Selects appropriate content for the topic • Uses the frame appropriately • Characters’ ‘speech’ follows in logical order • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs • Records words and their meanings in a personal dictionary Writes a description of a person/ animal/place • Description is clear • Uses properly constructed complete sentences. • Uses appropriate grammar (adjectives), spelling and punctuation Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling and spelling Punctuates correctly: colon, semi￾colon, inverted commas, commas, full stop Builds on phonic knowledge to spell words, e.g. builds word families based on how they sound or look. Builds on knowledge of sight words and high frequency words Breaks long words into smaller chunks, e.g. be-cause; sen-ten-ce Add s to form most plurals Add –es to form plurals of words ending in -s, -sh, -ch, or –z: e.g. bunch, bunches; brush, brushes Working with words and sentences Builds on use of personal pronouns (e.g. I, you, it, us, them) Builds on use of demonstrative pronouns (e.g. this, that, those, these) Revises common nouns: countable nouns e.g. book – books Uses regular forms of the verb, e.g. walk, walked Understands and uses verbs to describe actions Constructs simple sentences using subject, verb, object, e.g. ‘Bongi/read/ her book’ Uses direct speech Uses quotation marks for direct speech Vocabulary in context Words taken from shared or individually read texts GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Listens to information text, e.g. a factual recount/report/news article Text from the textbook or Teacher’s Resource File (TRF) • Answers questions • Describes the event • Share ideas and offer opinions Participates in short conversation on a familiar topic • Takes turns • Stays on topic • Asks relevant questions Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news • Retells a story heard or read Reads information text, e.g. a factual recount/report/news article Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. scans for specific details, skims for general idea • Answers complex questions, e.g. Why...? How do you think...? Does comprehension activity on the text (oral or written) Reads visual text, e.g. poster or notices • Pre-reading: discusses pictures • Discusses what the text is about • Identifies specific information • Interprets the information • Discusses the purpose of the text • Discusses some of the language use • Identifies and discusses design features such as colour and different sizes or kinds of print (font) Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Reflects on texts read during independent/pair reading • Compares books/texts read Summarises information text with support • Fills in missing words in a written summary • Uses appropriate vocabulary • Uses some new words from the read text • Uses the dictionary to check spelling and meanings of words Designs and produces a visual text, e.g. poster or notice • Uses the correct format • Selects appropriate information • Uses design features such as colour and different sizes or kinds of print (font) Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Words starting with g and followed by -e, -i or –y: start with g even though it sounds like j, e.g. germ Working with words and sentences Uses nouns that have only plurals, e.g. scissors and trousers Revises ‘a’ and ‘the’ with nouns. Begins to use determiners such as one, two, etc. and first, second, last. Builds on understanding and use of comparative adjectives Builds on use of subject verb concord, e.g. There is one book/There are two books ... Begins to recognise and use reported speech Vocabulary in context Words taken from shared or individually read texts Shortening words, e.g. television – telly, telephone - phone Acronyms, e.g. AIDS Initialism, e.g. HIV ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listens to a story Choose from • Listens and relates to own experience • Identifies specific details • Retells in correct sequence • Describes cause and effect, e.g. the effect of an action or event • Explains the moral of story Listens to a poem/s • Discusses what the poem is about • Relates to own experience • Identifies rhyme and rhythm • Identifies words which begin with the same sound • Expresses feelings stimulated by the poem • Performs poem/selected lines Practises Listening and Speaking • Practises using words that imitate their sounds, e.g. bees buzz, glass tinkles Reads a story • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g predicting, uses phonic and contextual clues • Identifies and comments on the plot • Explains the moral of story • Describes cause and effect, e.g. the effect of an action or event • Identifies and discusses stereotypes Does comprehension activity on the text (oral or written) Reads a poem/s • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. prediction, looks at pictures carefully, uses contextual clues • Identifies rhythm and rhyme • Breaks up words into syllables • Expresses feelings stimulated by the poem Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Reflects on texts read during independent/pair reading • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read. Writes a story using a frame • Selects appropriate content for the topic • Uses the frame correctly • Uses a variety of vocabulary including connecting words and phrases • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs • Records words and their meanings in a personal dictionary Writes sentences that rhyme • Writes pairs of sentences of the same length that rhyme • Uses appropriate rhythm and rhyme • Uses knowledge of syllables to develop the rhythm Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Words starting with c and followed by -e, -i or –y: pronounce as s, e.g. centre, city Words starting with a k sound and followed by e or i: use a k to spell the word Working with words and sentences Understands and uses countable nouns (e.g. book – books) Builds on use of adjectives (before nouns), e.g. The small dog Uses forms of the verb ‘to be’, e.g. be/ been/ being; am/ is/ are; was/ were Builds on understanding and use of simple past Begins to use adverbs of degree, e.g. ‘very, really, almost, too’ Uses alliteration, assonance, consonance, personification, rhyme, rhythm, etc. Vocabulary in context Words taken from shared or individually read texts Phrasal verbs, e.g. divide up, move in ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 45 GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Listens to information text, e.g. factual recount/report/description Text from the textbook or Teacher’s Resource File (TRF) • Answers questions • Identifies and comments on main idea and specific details • Share ideas and offer opinions • Uses a range of vocabulary Listens to description of and describes places/plants/ animals/ objects • Identifies places correctly • Uses words that correctly describe the place • Uses some new words • Uses adjectives Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news • Retells a story heard or read Reads information text with visuals, e.g. charts/tables/mindmaps/ maps/ pictures Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures/visuals • Uses reading strategies, e.g. skimming • Identifies and comments on main idea and specific details • Interprets information in the visual text Does comprehension activity on the text (oral or written) Reads procedural texts, e.g. a recipe or simple instructions Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. prediction, looks at pictures carefully, uses contextual clues • Answers questions about the text • Describes what needs to be done • Discusses specific details of text • Discusses sequence of instructions • Follows the instructions Reflects on texts read during independent/pair reading • Relates to own life Labels and/or completes visual text, e.g. charts/ tables/mindmaps/maps/ pictures • Uses appropriate vocabulary • Labels the text correctly • Uses correct format for labels, e.g. one or two words only Uses information from a visual text to write information text • Interprets the information correctly • Captures the information correctly • Uses appropriate vocabulary • Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary · Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Words with long vowel sounds: add the silent –e at the end, e.g. cake, pole, mine, tune Working with words and sentences Uses prepositions that show direction (towards), time (on, during), possession (with) Extends use of forms of the verb ‘to be’, e.g. be/ been/ being; am/ is/ are; was/ were Builds on use of modals, e.g. ‘can’ to show ability, ‘may’ to ask for permission Begins to use connecting words to show contrast (but), reason (because) and purpose (so that). Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 9–10 Listens to a play read aloud or from radio or TV Text from the textbook or Teacher’s Resource File (TRF) • Predicts from title • Retells the drama in sequence • Names characters correctly Role plays a character or a familiar situation • Selects appropriate content • Uses details accurately • Expresses thoughts and feelings • Stays on topic • Shows awareness of social differences • Switches from one language to another as appropriate Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news • Retells a story heard or read Reads a play Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading predicting from title • Uses reading strategies • Identifies the story-line • Discusses characters and setting • Expresses feelings stimulated by the text • Discusses features of the text especially punctuation and format • Acts out the play or a short section of the play Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Reflects on texts read during independent/pair reading • Does a short oral book review using an appropriate frame Writes a dialogue • Selects appropriate characters • Organises the conversation logically • Uses the frame correctly • Uses direct speech appropriately • Uses a variety of vocabulary • Uses appropriate grammar, spelling, punctuation and spacing • Records words and their meanings in a personal dictionary Writes a simple book review using a frame • Selects appropriate content • Gives own opinion Records words and their meanings in a personal dictionary Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling and punctuations Spells familiar words correctly, using a personal dictionary Uses the dictionary to check spelling and meanings of words Punctuates correctly: full stop, commas, colon, semi-colon, question marks, exclamation mark Working with words and sentences Builds on understanding and use of simple present Builds on understanding and use of future tense Present progressive tense (e.g. ‘He is reading.’) Uses adverbs of time (e.g. tomorrow, yesterday) Begins to recognise and use reported speech. Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 47 GRADE 4 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1–2 Participates in conversation on a familiar topic Text from the textbook or Teacher’s Resource File (TRF) • Asks relevant questions and responds to questions • Maintains the conversation • Respects others’ ideas Plays a more complex language game • Follows instructions correctly • Uses a range of vocabulary • Takes turns, giving others a chance to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news • Retells a story heard or read Reads a story Choose from contemporary realistic fiction/traditional stories/personal accounts/ adventure/funny/fantasy/real life stories Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies, e.g. predicting what will happen next • Answers and begins to ask more complex questions, e.g. Why? How do you think? • Retells story in sequence using connecting words • Guesses and explains reasons for actions in the story • Explains the cause and the effect in the story. • Gives a personal response to the text Does comprehension activity on the text (oral or written) Reflects on texts read during independent/pair reading • Compares books/texts read Writes a story with structured support • Selects appropriate content for the topic • Uses the frame correctly • Uses a variety of vocabulary including pronouns and connecting words and phrases. • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs • Records words and their meanings in a personal dictionary • Uses language imaginatively Records words and their meanings in a personal dictionary · Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Words starting with a k sound and followed by a, u or o: use a c to spell the word, e.g. can, cot, cut Working with words and sentences Begins to understand there is no article with uncountable nouns (e.g. I like fish.) Builds on use of subject verb concord, e.g. There is one book/There are two books ... Uses ‘will’ to indicate something that will happen, e.g. There will be a storm today Builds on use of prepositions that show position (on, under, above) Uses questions marks Uses exclamation marks Vocabulary in context Words taken from shared or individually read texts Homonyms (words that are pronounced or spelled alike but have different unrelated meanings, e.g. flour/ flower) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3-4 Listens to interviews/talk show Text from the textbook or Teacher’s Resource File (TRF) • Recalls main ideas • Asks relevant questions • Responds appropriately • Gives opinions Listens to and gives oral message/s • Identifies main idea and specific details • Identifies who the message is addressed to and who it is from • Selects appropriate content for messages Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news • Retells a story heard or read Reads information text with visuals, e.g. charts/tables/ mindmaps/ maps/ pictures Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses a range of reading strategies, e.g. predicting, using phonic and contextual clues, scanning for specific information • Answers and begins to ask more complex questions, e.g. Why? How do you think? • Interprets and discusses visuals • Summarises the text with support, e.g. fills in missing words in a written summary Does comprehension activity on the text (oral or written) Reads social texts, e.g. messages • Identifies main idea and specific details • Identifies who the message is addressed to and who it is from • Explains the format used Writes a paragraph using a frame • Uses appropriate content • Uses a variety of vocabulary including pronouns and connecting words and phrases. • Uses appropriate grammar, spelling and punctuation • Uses the dictionary to check spellings and meanings of words Draws, labels and/or completes a visual text, e.g. chart/tables/ mindmaps/ maps/pictures • Captures the information correctly • Shows the links between different parts of the visual correctly • Writes sentences describing the chart • Uses appropriate vocabulary • Uses the dictionary to check spelling and meanings of words Writes social texts, e.g. messages • Selects appropriate content for messages • Uses the correct format • Addresses the message correctly • Orders the information logically • Writes own name at the end Spelling Spells familiar words correctly, using a personal dictionary Working with words and sentences Uses connecting words to show addition (and) and sequence (then, before) Develops understanding and use of connecting words showing addition, sequence and contrast. Begins to use connecting words to show cause-and-effect (so that) Revises use of personal pronouns e.g. I, you, he, she, it, they; me, you, him, her, it, us, them Vocabulary in context Words taken from shared or individually read texts Joining prefixes or suffixes to a base word ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 49 GRADE 4 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3-4 Reads visual text, e.g. poster or notice or pamphlet Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: discusses pictures • Discusses what the text is about • Identifies specific information • Interprets the information • Discusses the purpose and audience of the text • Discusses some of the language use Reflects on texts read during independent/pair reading • Retells story or main ideas in 3 to 5 sentences • Expresses emotional response to texts read. Designs and produces a visual text, e.g. poster or notice or pamphlet • Uses the correct format • Selects appropriate information • Uses design features such as colour and different sizes or kinds of print (font) • Uses appropriate layout Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listens to a story Choose from Text from the textbook or Teacher’s Resource File (TRF) • Predicts what will happen next • Discusses plot, setting and characters • Discusses events in the story • Gives a personal response to the story • Retells story in the right sequence using connecting words Plays a more complex language game • Follows instructions correctly • Uses a range of vocabulary • Takes turns, giving others a chance to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news • Retells a story heard or read Reads a story with dialogue Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies, e.g. predicting, using contextual clues • Discusses plot, setting and characters • Discusses events in the story • Gives a personal response to the story • Summarises story with help • Identifies which parts of the story is the dialogue • Role plays the story or a part of the story Reads a diary or diary entries • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. prediction, looks at pictures carefully, uses contextual clues • Identifies and discusses the person writing the diary • Expresses feelings stimulated by the text Practises reading • Reads aloud with appropriate pronunciation and expression Reflects on texts read during independent/pair reading • Relates to own life Writes a story with structured support with dialogue • Selects content appropriate • Uses the frame • Uses direct speech for dialogue • Extends sentences by adding adjectives and adverbs • Uses extended vocabulary including pronouns and connecting words and phrases • Uses appropriate grammar, spelling and punctuation • Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling and punctuation Uses the dictionary to check spelling and meanings of words Punctuates correctly: comma, colon, semi colon, inverted commas, question mark, exclamation mark, full stop Working with words and sentences Begins to use connecting words to show choice (e.g., either…or…). Begins to recognise and use reported speech. Develops use of direct speech. Uses quotation marks for direct speech Uses commas for separating nouns in a list Uses apostrophes for showing possession Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 51 GRADE 4 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Participates in conversation on a familiar topic Text from the textbook or Teacher’s Resource File (TRF) • Asks relevant questions and responds to questions • Maintains the conversation • Expresses opinions • Respects others’ ideas Listens to short talk or announcements, e.g. on radio, TV or read out Text from the textbook or Teacher’s Resource File (TRF) • Explains the main message • Interprets and discusses message Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news • Retells a story heard or read Reads information text Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses a range of reading strategies, e.g. predicting, using phonic and contextual clues, scanning for specific information • Answers and begins to ask more complex questions, e.g. Why? How do you think? • Interprets and discusses visuals • Summarises the text with support, e.g. fills in missing words in a written summary Does comprehension activity on the text (oral or written) Reads visual text, e.g. poster or notice or pamphlet Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: discusses pictures • Discusses what the text is about • Identifies specific information • Interprets the information Writes a paragraph using a frame • Uses appropriate content • Uses a variety of vocabulary including pronouns and connecting words and phrases. • Uses appropriate grammar, spelling and punctuation • Uses the dictionary to check spellings and meanings of words Designs and produces a visual text, e.g. poster or notice or pamphlet • Uses the correct format • Selects appropriate information • Uses design features such as colour and different sizes or kinds of print (font) • Uses appropriate layout Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary Working with words and sentences Begins to recognise and use reported speech. Uses adverbs of place (here, there) Uses adverbs of manner (e.g. quickly, slowly) Builds on understanding and use of present progressive Vocabulary in context Words taken from shared or individually read texts Compound words, e.g. playground Joining prefixes or suffixes to a base word ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS • Discusses the purpose and audience of the text • Discusses some of the language use • Identifies and discusses design features such as colour and different sizes or kinds of print (font) WEEK 9–10 SUMMATIVE ASSESSMENT ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 53 GRADE 5 GRADE 5 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1–2 Listens to a short story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or Teacher’s Resource File (TRF) [instruction will be repeated every fortnight] • Answers literal questions • Expresses simple opinion on the story • Predicts what will happen next Retells a story • Retells events in correct sequence, using simple past • Names the characters correctly Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/ directions • Tells own news Reads a short story Text from the textbook or reader/s or Teacher’s Resource File (TRF) [instruction will be repeated every fortnight] • Pre-reading: predicting from title and pictures • Uses reading strategies, e.g. making predictions, uses phonic and contextual clues • Discusses new vocabulary from the read text • Discusses the title, plot and where the story takes place (setting) • Expresses simple opinion on the story • Uses a dictionary Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Retells story or main ideas in 3 to 5 sentences • Gives opinion on story Writes a personal recount of events • Selects from experience • Chooses appropriate content for the topic • Stays on the topic • Frame used by struggling learners • Uses appropriate grammar, spelling and punctuation. • Uses vocabulary related to topic Writes an opinion on a story • Pre-writing: discusses what they like/ dislike • Writes 2 sentences to express what they like/dislike Creates a personal dictionary • Labels pages with letters of alphabet • Enters 5 words and meanings (drawing/sentence using the word/ explanation of word) • Or continues to enter words into dictionary created in Grade 4 Spelling and punctuation Uses the dictionary to check spelling and meanings of words Builds on phonic knowledge to spell words, e.g. builds word families based on how they sound or look. Builds on knowledge of sight words and high frequency words Revises full stop, question mark and exclamation mark Working with words and sentences Understands and uses countable nouns (e.g. book – books) Builds on use of proper nouns, e.g. with capital letter Revises ‘a’ and ‘the’ with nouns. Builds on use of personal pronouns (e.g. I, you, it, us, them) Builds on use of subject verb concord, e.g. There is one book/There are two books ... Builds on understanding and use of simple past Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Takes part in a conversation about a familiar topic • Asks and answers simple questions on the topic • Code switches if necessary • Gives other learners a chance to speak • Listens to them and encourages their attempts to speak their additional language • Encourages other group members to support fellow learners. Gives a factual recount • Recounts a recent event • Tells events in correct sequence Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/ directions • Tells own news Reads information text with visuals, e.g. charts/tables/diagrams/ mindmaps/ maps/pictures/ graphs Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: read and discuss title and look at pictures/diagrams/maps • Uses reading strategies, e.g. skims for general idea, uses contextual clues to find meaning • Identifies main facts • Explains meaning of unfamiliar words • Answers questions about the text Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Shares opinions on the book • Relates text to own life Writes a factual recount • Selects appropriate content • Writes a title • Sequences events correctly • Uses appropriate vocabulary • Uses appropriate grammar, spelling and punctuation • Corrects spelling using a dictionary and redrafts • Draws/completes and labels visuals, e.g. charts/tables/ diagrams/ mindmaps/maps/plans/diagrams Selects important information • Includes relevant labels Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Working with words and sentences Builds on understanding and use of simple present Builds on use of modals, e.g. ‘can’ to show ability, ‘may’ to ask for permission Uses ‘must’ to show necessity Uses regular and irregular forms of the verb, e.g. walk, walked; run, ran Uses adverbs of time (e.g. tomorrow, yesterday) or frequency (often) Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 55 GRADE 5 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or Teacher’s Resource File (TRF) • Chooses from oral descriptions to identify people in the story • Uses an oral description to identify people in the story • Expresses feelings and opinions about the story • Answers oral questions about the story Role plays some familiar situations • Participates in dialogue Includes relevant information • Uses correct tense Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/ directions • Tells own news Reads a story. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. makes predictions, uses contextual clues to find meaning, reads to find detail • Answers questions about the story Reads social texts, e.g. invitations • Explains main message • Identifies features of text • Discusses purpose of text • Uses a dictionary to find meaning of new words • Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Expresses emotional responses to texts read Writes a simple description of people • Writes at least one paragraph • Writes creatively • Uses appropriate adjectives • Uses present simple and present progressive tenses Writes a short message • Chooses relevant content • Organises information correctly • Uses correct format, e.g. salutation, date, etc. • Constructs sentences correctly Writes paragraphs • Describes a planned event • Organises actions and events logically • Uses connecting words • Uses the future tense • Checks spelling and punctuation Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling and punctuation Spells familiar words correctly, using a personal dictionary Punctuates correctly: comma, colon, semi colon, inverted commas, question mark, exclamation mark, full stop Working with words and sentences Understands and uses uncountable nouns (e.g. chalk) Builds on use of prepositions that show position (on, under, above) Uses connecting words to show addition (and) and sequence (then, before) Uses question forms, e.g. who, what, when, which, why, how Understands and uses reported speech. Capital letters for proper nouns, for titles and initials of people Vocabulary in context Words taken from shared or individually read texts Compound words, e.g. playground ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Listens to and carries out instructions, e.g. for making or doing something. Text from the textbook or Teacher’s Resource File (TRF) • Responds correctly to instructions, • Follows sequence correctly Describes a simple process • Uses connecting words,, e.g. first, next, finally, etc. • Distinguishes parts from the whole Plays a language game • Gives instructions • Takes turns • Uses simple present tense Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Tells own news Reads procedural text Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures • Uses reading strategies, e.g. prediction, contextual clues • Discusses specific details of text • Discusses sequence of instructions • Explains what must be done • Carries out instructions (if possible) Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Gives short oral review • Includes key points, e.g. title, and/ topic • Gives personal opinion of text Writes instructions • Uses correct specific details • Uses correct sequence, using connecting words, e.g. first, next, etc. • Uses present simple tense • Uses correct structure and format Writes account of procedure • Writes explanation of what must be done or factual recount, i.e. account of the procedure carried out • Writes account in logical sequence • Uses connecting words • Comments on the procedure carried out Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Working with words and sentences Understands and uses of the possessive form of the noun (e.g. Bongi’s eyes) Begins to use determiners such as one, two, etc. and first, second, last. Begins to use possessive pronouns (e.g. mine, yours, his, hers, ours, theirs) Builds on understanding and use of comparative adjectives Uses forms of the verb ‘to be’, e.g. be/ been/ being; am/ is/ are; was/ were Uses apostrophes for showing possession Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 57 GRADE 5 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 9–10 Listens to a poem/song Text from the textbook or Teacher’s Resource File (TRF) • Talks about the poem (what poem is about) • Relates to own experience • Identifies rhyme and rhythm • Gives personal response (likes/ dislikes the poem) Performs the poem • Pronounces words correctly • Shows understanding • Conveys rhythm Practises Listening and Speaking (Choose one for daily practice) • Plays a simple language game • Gives and follows instructions / directions • Tells own news Reads poem/poems Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Discusses the topic and main ideas in the poem • Discusses rhyme • Discusses words that begin with the same sound • Discusses words that imitate their sound • Discusses comparisons, e.g. ‘He sings like a bird.’; ‘She is a star.’ • Answers questions about the poem/s (oral or written) Practises reading • Reads aloud with appropriate expression, showing understanding • Uses good pronunciation, phrasing and tempo Reflects on texts read during independent/pair reading • Compares books/stories/texts read Writes a simple poem/s with a frame or rhyming sentences: • Repeats the same structure to create a poetic rhythm and pattern • Uses words which imitate their sounds • Uses words beginning with the same sound. Writes about poem/s • Explains what poem is about • Expresses feelings about the poem Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Working with words and sentences Uses the gender forms of some nouns (e.g. cow/bull) Uses different types of adjectives including what things are made of, e.g. woollen Begins to use irregular forms of some verbs, e.g. run, ran Uses ‘will’ to indicate something that will happen, e.g. There will be a storm today Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS TERM 2 WEEK 1–2 Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Answers literal questions • Answers questions about what came first, second, third, etc. • Gives a personal response • Answers more complex questions, e.g. Why don’t they…? What would you do…? • Expresses feelings and opinions, e.g. Why couldn’t …? Takes part in a conversation on a familiar topic, code-switching if necessary • Asks and answers question • Respects other learners by listening to them • Encourages other learners to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows instructions / directions • Tells own news • Tells of own related experiences Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: reads and discusses title and looks at pictures • Uses reading strategies, e.g. making predictions, using contextual clues • Discusses new vocabulary • Identifies sequence of events, setting and characters • Makes up questions about the story • Uses a dictionary Does comprehension activity on the text (oral or written) Reads a simple book/story review • Identifies key features, e.g. title, list of characters, brief summary and rating • Gives opinion of the review Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Does a short oral book review Writes a simple story with a frame • Writes an appropriate opening sentence • Writes about events logically • Uses connecting words (and, but) • Uses some adjectives as comparatives and superlatives • Writes an appropriate ending Writes a simple book/story review with a frame • Uses frame correctly • Includes title, main characters and plot/topic • Includes summary of plot • Gives personal opinion of text Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Working with words and sentences Uses nouns that have only plurals, e.g. scissors and trousers Begins to understand there is no article with uncountable nouns (e.g. I like fish.) Builds on use of adjectives (before nouns), e.g. The small dog Uses some adjectives as comparatives and superlatives Develops the use of question forms e.g. who, what, when, which, why, how Uses connecting words to show addition e.g. and contrast e.g. but Vocabulary in context Words taken from shared or individually read texts Collocations, e.g. Happy birthday, fish and chips ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 59 GRADE 5 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Listens to information text, e.g. oral description/s of object/s/plants/animals/ places Text from the textbook or Teacher’s Resource File (TRF) • Identifies the object/s • Describes what it/they are used for • Draw and label it Classifies things according to criteria such as their purpose or capability • Sorts things into groups • Explains why things go together • Completes a table under appropriate headings Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/ directions • Tells own news • Tells of own related experiences Reads information text with visuals, e.g. charts/tables/ diagrams/mindmaps/ maps/pictures/graphs Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures/visuals • Uses reading strategies, e.g. skimming • Scans for specific information, e.g. timetables or schedules • Answers questions on text and visuals Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Retells a story read Writes a short description of objects/ plants/animals/places using a frame • Uses the frame correctly • Includes specific details • Uses correct determiners • Uses relevant vocabulary • Punctuation is correct Make a mind map summary of a short information text • Identifies at least three main points • Uses key words • Draws/completes and labels visuals, e.g. charts/tables/ diagrams/ mindmaps/maps/ pictures Uses information from a written or visual text • Includes specific details • Uses appropriate vocabulary Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Working with words and sentences Builds on use of proper nouns, e.g. with capital letter Builds on understanding and use of future tense Simple present to describe universal truths, e.g. ‘The sun sets in the west.’ Extends use of forms of the verb ‘to be’, e.g. be/ been/ being; am/ is/ are; was/ were Uses prepositions that show direction (towards), time (on, during), possession (with) Vocabulary in context Words taken from shared or individually read texts • Antonyms (words that are opposite in meaning e.g. sad/happy) • Joining prefixes or suffixes to a base word ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listens to stories (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/ funny/fantasy/real life stories/historical fiction) • Answers literal questions • Gives a personal response • Answers more complex questions, e.g. Why don’t they…? What would you do…? • Expresses feelings and opinions, e.g. Why couldn’t • Notes relevant information from the story using key words • Labels/completes visual text, e.g. diagram or table about the story Retells the story • Uses the simple past tense • Uses the correct sequence • Uses connecting words Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Tells of own related experiences Reads stories. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Reads for detail and uses contextual clues to find meaning • Identifies and comments on the plot • Gives reasons for action • Understands the vocabulary • Answers questions on the story • Retells story in correct sequence (oral or writing) Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Expresses emotional response to texts read • Relates reading to own life Writes a story using a frame • Writes at least two paragraphs • Links paragraphs using connecting words • Uses new vocabulary and punctuation learnt • Uses techniques for creative writing, e.g. uses comparisons • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs • Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Breaks long words into smaller chunks, e.g. be-cause; sen-ten-ce Working with words and sentences Uses different types of adjectives including those relating to age/ temperature/ what things are made of Understands and uses verbs to describe actions Begins to use ‘must’, ‘should’ and ‘have to’ to show obligation. Begins to use ‘shall’ and ‘will’ to show intention. Begins to use the conditional, e.g. If ..., then ... Vocabulary in context Words taken from shared or individually read texts • Synonyms (words that are similar in meaning e.g. soft/gentle) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 61 GRADE 5 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Listens to and responds to oral instructions • Text from the textbook or reader/s or Teacher’s Resource File (TRF) Follows the instructions • Shows understanding of command words • Explains what should happen (if instructions cannot be carried out) Role plays familiar situations, e.g. giving instructions • Gives at least 4 directions/ instructions in the correct sequence • Uses appropriate language/ vocabulary and gestures, e.g. direction words, the command form of the verb Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/ directions Reads procedural text, e.g. a recipe or instructions for making or doing something Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures • Uses reading strategies such as scanning for specific detail • Discusses specific details of text • Discusses sequence of instructions • Answers questions on the text • Follows the instructions correctly Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Compares books or texts read • Relates to own experience Writes a recipe or instructions for making or doing something using a frame Text from the textbook or Teacher’s Resource File (TRF) • Uses the frame correctly • Includes list of ingredients • Includes method in correct sequence • Uses appropriate vocabulary • Uses present simple tense • Spells familiar words correctly • Uses dictionary to check spelling • Presents work neatly using proper form, such as headings Writes a short account of the procedure followed, i.e. a factual recount • Includes all relevant information • Writes the account in the correct sequence • Makes a comment on the procedure followed Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Words starting with g and followed by -e, -i or –y: start with g even though it sounds like j, e.g. germ Working with words and sentences Uses adverbs of place (here, there) Begins to use adverbs of degree, e.g. ‘very, really, almost, too’ Future tense (e.g. ‘I will see him tomorrow.’ ‘I’m going to see him tomorrow.’) Begins to use connecting words to show contrast (but), reason (because) and purpose (so that). Uses question marks Uses exclamation marks Vocabulary in context Words taken from shared or individually read texts WEEK 9–10 SUMMATIVE ASSESSMENT ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1–2 Listens to oral description of places/people • Text from the textbook or reader/s or Teacher’s Resource File (TRF) Identifies places/people • Notes relevant information from a story, e.g. on a chart/table • Identifies similarities and differences Listens to and gives personal recounts • Recalls own experiences in the right sequence • Answers questions about what happened first, second, etc. Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news Reads a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/ fantasy/real life stories/historical fiction). Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Understands the features of the text • Uses reading strategies, e.g. uses contextual clues to determine meaning, makes inferences • Expresses cause and effect in a story, e.g. What happened when…? • Answers questions about the story • Identifies and discusses characters Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads a short paragraph • Discusses main idea and specific details • Summarises with support, e.g. chooses the best summary Reflects on texts read during independent/pair reading • Does a short oral book review using an appropriate frame Rewrites the story in own words, using a frame • Uses the simple past tense • Identifies the main events • Tells the events in the correct order • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Words starting with g and followed by -e, -i or –y: start with g even though it sounds like j, e.g. germ Working with words and sentences Understands and uses countable nouns (e.g. book – books) Builds on use of personal pronouns (e.g. I, you, it, us, them) Builds on understanding and use of comparative adjectives Builds on use of subject verb concord, e.g. There is one book/There are two books ... Uses forms of the verb ‘to be’, e.g. be/ been/ being; am/ is/ are; was/ were Uses exclamation marks Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 63 GRADE 5 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Talks about a familiar topic with preparation • Plans and prepares important points • Says at least 5 sentences on the topic • Answers questions Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news Reads information texts with visuals, e.g. charts/tables/ diagrams/ mindmaps/maps/pictures/ graphs Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: scans for important details • Discusses main information given and the specific details • Selects relevant details to answer questions Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading • Retells a text in about 5 sentences. Draws/completes and labels simple visual texts, e.g. charts/tables/ diagrams/ maps/pictures/graphs Text from the textbook or Teacher’s Resource File (TRF) • Uses information from a visual or written text • Organises information neatly • Conveys information correctly • Uses appropriate symbols/diagrams Makes a mind map summary of a short text • Identifies at least three main points • Uses the correct structure Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Words starting with c and followed by -e, -i or –y: pronounce as s, e.g. centre, city Working with words and sentences Uses the simple present to describe universal truths e.g. The sun sets in the west. Begins to use determiners such as one, two, etc. and first, second, last. Begins to use possessive pronouns (e.g. mine, yours, his, hers, ours, theirs) Uses different types of adjectives including those relating age/ temperature/what things are made of Vocabulary in context Words taken from shared or individually read texts Phrasal verbs, e.g. divide up, move in ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listens to stories (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Understands stories, answering literal questions • Giving personal response • Expresses and explains own opinion Retells the story • Describes events in sequence • Refers to main characters • Retelling of story line makes sense • Suggests an alternative ending • Uses tenses introduced in previous grades Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news Reads a story with dialogue Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Understands how a plot and characters can represent a particular view of the world • Answers questions about story • Identifies the moral/main message of the story Does comprehension activity on the text (oral or written) Reads poem/s • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. prediction, looks at pictures carefully, uses contextual clues • Discusses topic and main idea • Discusses rhyme and comparisons (similes) • Expresses feelings stimulated by the poem Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading • Relates texts to own life • Shares opinions on the text Writes a simple story including dialogue • Writes an interesting story • (Story has a beginning, a middle and an ending) • Uses an appropriate tense • Co-ordinates sentences with ‘and’ and ‘but’ • Uses a wider range of punctuation, including inverted commas • Begins to use the writing process Uses the writing process • Brainstorms ideas using, e.g. mind maps • Writes first draft • Checks spelling • Writes final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling and punctuations Spells familiar words correctly, using a personal dictionary Words starting with a k sound and followed by e or i: use a k to spell the word Punctuates correctly: comma, colon, semi colon, inverted commas, question mark, exclamation mark, full stop Working with words and sentences Constructs simple sentences using subject, verb, object, e.g. ‘Bongi/read/ her book’ Begins to use connecting words to show condition (if, then) Develops use of direct speech. Begins to recognise and use reported speech. Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 65 GRADE 5 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Takes part in a conversation on a familiar topic • Asks and answers questions • Respects other learners by listening to them • Encourages group members to support fellow learners • Uses concepts and vocabulary relating to other subjects. • Code switches if necessary Plays language game/s • Follows instructions correctly • Uses a range of vocabulary • Takes turns, giving others a chance to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows instructions / directions • Tells own news Reads procedural text, e.g. instructions for a simple scientific experiment or a project Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and headings and pictures/visuals • Uses reading strategies, e.g. skimming • Finds specific details • Interprets visuals • Describes the sequence and format • Follows the instructions Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads information texts from across the curriculum, e.g. a short report, description or explanation from another subject • Pre-reading: predicting from title and headings and pictures/visuals • Uses reading strategies, e.g. skimming • Discusses main ideas and specific details • Interprets and discusses visuals Does comprehension activity on the text (oral or written) Reflects on texts read during independent/pair reading • Shares opinions on the text Writes information text, e.g. texts used in other subjects • Writes two to three paragraphs • Organises information logically • Uses formal language • Includes specific details • Uses passive voice appropriately • Uses the dictionary to check spelling and meanings of words • Uses the writing process Uses the writing process • Brainstorms ideas using, e.g. mind maps • Writes first draft • Checks spelling • Writes final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Words starting with a k sound and followed by a, u or o: use a c to spell the word, e.g. can, cot, cut Working with words and sentences Develops understanding and use of connecting words showing addition, sequence and contrast. Uses prepositions that show position and direction Understands and uses reported speech. Understands and uses negative forms Uses the passive voice Vocabulary in context Words taken from shared or individually read texts Joining prefixes or suffixes to a base word ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 9–10 Takes part in a conversation on a familiar topic • Asks and answers questions • Respects other learners by listening to them • Encourages other group members to support fellow learners • Code switches if necessary • Asks and answers more complex questions, e.g. What would you do…? Performs simple plays Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Uses appropriate content and language • Uses direct speech • Develops sensible story line • Uses voice and expression and gestures to convey meaning • Pronounces words audibly and correctly Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows instructions/ directions • Tells own news Reads a play Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading predicting from title • Uses reading strategies • Identifies the story-line • Discusses characters, setting and action • Expresses feelings stimulated by the text • Discusses the play format Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with expression, showing understanding of the text • Reads aloud using proper pronunciation, pacing and volume. Reflects on texts read independently • Compares texts read Writes a short dialogue/play script using a frame • Selects appropriate characters • Organises the dialogue and action logically • Uses direct speech • Uses an informal style of writing • Uses appropriate punctuation, e.g. colon, exclamation and question marks Uses writing process • Brainstorms ideas using mind maps • Produces first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft with correct spacing Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling and punctuation Uses the dictionary to check spelling and meanings of words Add –es to form plurals of words ending in -s, -sh, -ch, or –z:, e.g. bunch, bunches; brush, brushes Punctuates correctly: comma, colon, semi colon, inverted commas, question mark, exclamation mark, full stop Working with words and sentences Uses the gender forms of some nouns (e.g. cow/bull) Revises ‘a’ and ‘the’ with nouns. Uses regular forms of the verb, e.g. walk, walked Uses direct and indirect speech correctly Builds on understanding and use of simple past Builds on understanding and use of simple present Begins to use connecting words to show choice (e.g., either…or…) Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 67 GRADE 5 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1–2 Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Understands stories • Answers literal questions • Asks relevant questions and responds to questions • Answers and begins to ask some more complex questions, e.g. Why couldn’t …?; What…? How do you think …? • Discusses ethical, social and critical issues in a story, code switching if necessary Plays a language game • Follows and gives instructions correctly • Uses a range of vocabulary • Takes turns, giving others a chance to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows instructions/ directions • Tells own news Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies, e.g. uses contextual clues to find the meaning of new words • Discusses main idea and other details. • Identifies the sequence of events • Identifies the setting and characters • Answers and begins to ask some more complex questions, e.g. Why couldn’t …?; What…? How do you think …? • Discusses ethical, social and critical issues in a story, code switching if necessary Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads and solves a word puzzle • Uses relevant vocabulary • Spells words correctly • Explains meanings of words/uses them in a sentence Reflects on texts read during independent/pair reading • Retells the story in 5 or 6 sentences • Does a short, oral book review Writes a personal recount of events • Selects topic and content from own experience • Tells event in sequence • Expresses cause and effect Writes a simple story • Uses story structure • Uses language imaginatively especially a variety of vocabulary • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation • Uses correct tense consistently • Uses the dictionary to check spelling and meanings of words Uses the following writing process to write the story • Brainstorms ideas using, e.g. mind maps • Writes first draft • Rewrites after feedback Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Words ending in -l : double the l when you add a suffix,, e.g. travel, travelling Working with words and sentences Understands and uses uncountable nouns (e.g. chalk) Begins to understand there is no article with uncountable nouns (e.g. I like fish.) Builds on use of personal pronouns (e.g. I, you, it, us, them) Uses different types of adjectives including age/temperature/ what things are made of, e.g. woollen Builds on use of subject verb concord, e.g. There is one book/There are two books ... Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Participates in discussion • Discusses familiar topics including from other subjects • Uses higher level thinking skills, e.g. discusses advantages and disadvantages, gives opinions • Uses concepts and vocabulary from other subjects • Takes turns, shows respect for others, respects others opinions Practises Listening and Speaking (Choose one for daily practice) · Performs a short poem or rhyme · Plays a simple language game · Gives and follows simple instructions/directions · Tells own news Reads media text, e.g. a magazine article or news report. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts what text is about by previewing it • Uses a range of reading strategies, e.g. skimming, scanning • Answers questions • Discusses main ideas and specific details • Understands the layout and design of media texts Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads and understands a poster • Pre-reading: discusses pictures • Interprets the information • Discusses the purpose of the text • Discusses some of the language use Reflects on texts read during independent/pair reading • Expresses emotional response to texts read • Relates text to own life Writes information text using a frame • Selects a relevant topic • Includes relevant information • Includes information about advantages and disadvantages • Organise advantages and disadvantages into a table Uses the following writing process • Brainstorms ideas using, e.g. mind maps • Writes first draft • Rewrites after feedback Uses the dictionary to check spelling and meanings of words Designs a poster • Includes relevant information • Includes a picture • Uses print sizes effectively • Presents neat, legible, final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Words with long vowel sounds: add the silent –e at the end, e.g. cake, pole, mine, tune Working with words and sentences Uses nouns that have only plurals, e.g. scissors and trousers Builds on use of demonstrative pronouns (e.g. this, that, those, these) Builds on use of adjectives (before nouns), e.g. The small dog Uses different types of adjectives including those relating to age/ temperature/ what things are made of Begins to use irregular forms of some verbs, e.g. run, ran Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 69 GRADE 5 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) • Text from the textbook or reader/s or Teacher’s Resource File (TRF) Identifies plot, characters and actions • Summarises story with support • Expresses an opinion, giving a reason for it • Uses tenses introduced in the earlier grades, e.g. simple past and future Tells a story • Includes characters and a setting • Includes a simple plot • Sequence of story makes sense Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news • Recalls events or experiences in the right sequence Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies, e.g. uses contextual clues to find the meaning of new words • Discusses main idea and other details. • Identifies the sequence of events • Identifies the setting and characters • Answers and begins to ask some more complex questions, e.g. Why couldn’t …?; What…? How do you think …? • Discusses ethical, social and critical issues in a story, code switching if necessary Does comprehension activity on the text (oral or written) Reads poem/s • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. uses contextual clues • Answers questions about the poem • Expresses feelings stimulated by the poem • Discusses rhyme, words that begin with the same sounds and comparisons Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading • Does a short, oral book review Writes a personal recount of events • Selects topic and content from own experience • Tells events in sequence • Expresses cause and effect • Uses appropriate grammar, vocabulary, spelling and information. • Uses the writing process Writes a simple book review using a frame • Selects appropriate content • Uses frame correctly • Expresses and explains own opinion • Includes title, character, settings and summary of story Uses the following writing process • Brainstorms ideas using mind maps or lists, etc. • Writes first draft • Rewrites after feedback Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Add s to form most plurals Working with words and sentences Builds on use of modals, e.g. ‘can’ to show ability, ‘may’ to ask for permission Uses adverbs of time (e.g. tomorrow, yesterday) Uses adverbs of frequency (e.g. ‘She hardly ever visits me.’) Uses prepositions that show direction (towards), time (on, during), possession (with) Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Takes part in a conversation • Asks and answers questions • Respects other learners • Listens to them and encourages them to speak • Code switches if necessary Participates in discussion on less familiar topics, e.g. imagines and describes possibilities regarding the imaginary situation, such as what they would do with R100 • Chooses relevant content • Uses the conditional form Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/directions • Tells own news Reads information text from across the curriculum, e.g. a short report, description or explanation from another subject Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: reads and discusses headings and pictures • Uses reading strategies, e.g. scans for information • Notices the role that pictures and photographs play in constructing meaning • Answers questions about the text • Summarises a paragraph with support Does comprehension activity on the text (oral or written) Reads and understands a poster • Pre-reading: discusses pictures • Interprets the information • Discusses the purpose of the text • Discusses some of the language use • Identifies and discusses design features such as colour and different sizes or kinds of print (font) • Discusses the layout Reflects on texts read during independent/pair reading • Shares opinions on the text • Rates text against others read during the year Designs a poster • Includes relevant information • Includes a picture • Uses print sizes effectively • Presents neat, legible, final draft Writes information text using a frame • Selects appropriate information • Includes a chart, graph or diagram if appropriate • Writes two to three paragraphs • Uses correct facts and organises facts properly • Uses correct spelling and punctuation • Uses connecting words Uses the writing process • Writes first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft Spelling Uses the dictionary to check spelling and meanings of words singular and plural forms of nouns Working with words and sentences Develops use of connecting words showing reason and purpose. Uses adverbs of manner (e.g. quickly, slowly) Future tense: uses ‘will’ to indicate something that will happen, e.g. There will be a storm today Begins to use adverbs of degree, e.g. ‘very, really, almost, too’ Present progressive tense (e.g. ‘He is reading.’) Uses the passive voice. Vocabulary in context Words taken from shared or individually read texts WEEK 9–10 SUMMATIVE ASSESSMENT ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 71 GRADE 6 GRADE 6 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1-2 Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Answers literal questions to show understanding • Gives a personal response to the story, connecting it to own life Plays language game/s • Follows and gives instructions correctly • Uses a range of vocabulary • Takes turns, giving others a chance to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. making predictions, uses phonic and contextual clues • Discusses new vocabulary from the read text • Discusses the title, plot and where the story takes place (setting) • Answers questions on the story Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Does a word puzzle • Uses relevant vocabulary • Spells words correctly • Explains meanings of words/uses them in a sentence Reflects on texts read during independent/pair reading • Does a short oral book review • Relates text to own life Writes a simple story • Uses a frame only if necessary • Uses a mind map or flowchart to plan • Selects appropriate topic and content • Writes an appropriate opening sentence • Uses connecting words • Writes an appropriate ending • Uses appropriate grammar, vocabulary, spelling and punctuation Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Builds on phonic knowledge to spell words, e.g. builds word families based on how they sound or look. Builds on knowledge of sight words and high frequency words Working with words and sentences Understands and uses countable nouns (e.g. book – books) Builds on use of personal pronouns (e.g. I, you, it, us, them) Builds on use of subject verb concord, e.g. There is one book/There are two books ... Builds on understanding and use of simple past Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Listens to a factual recount, e.g. news report, factual account Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Understands concepts and uses vocabulary relating to other subjects • Expresses and explains own opinion • Discusses the text Sustains a conversation on a familiar topic • Asks and answers questions • Respects other learners by listening to them and encouraging them to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads a simple factual recount, e.g. a news article or factual account Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. making predictions, uses phonic and contextual clues • Discusses new vocabulary from the read text • Answers questions on text • Expresses cause and effect Does comprehension activity on the text (oral or written) Reads social texts, e.g. personal letter/s • Discusses main idea and specific details • Identifies features, e.g. format, salutation, etc. Reads media texts, e.g. advertisements/ pamphlets/posters • Identifies the main message • Discusses the use of layout, colour, typeface and images • Understands how pictures and words are used to persuade Reflects on texts read during independent/pair reading • Summarises the text in a few sentences • Shares opinions on the text Writes a simple factual recount • Uses a frame if necessary • Selects appropriate information • Organises main idea and supporting details • Uses connecting words, pronouns appropriately Writes a simple personal letter • Uses a frame • Selects appropriate content • Directs letter at appropriate person for the purpose • Edits own writing by correcting grammar, punctuation and spelling errors Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Breaks long words into smaller chunks, e.g. be-cause; sen-ten-ce Working with words and sentences Revises ‘a’ and ‘the’ with nouns. Builds on understanding and use of comparative and superlative adjectives Builds on understanding and use of present progressive Builds on use of modals, e.g. ‘can’ to show ability, ‘may’ to ask for permission Uses adverbs of time (e.g. tomorrow, yesterday) Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 73 GRADE 6 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) Summarises story with support • Understands and uses questions, e.g. Why do you think…? Why doesn’t …?Recalls experiences and events in the right sequence Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. makes predictions, uses phonic and contextual clues • Discusses new vocabulary from the read text • Answers questions on text • Identifies title, setting and plot Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, pacing and expression Reads personal recounts, e.g. a diary/ diary entries • Discusses main idea and specific details • Identifies features, e.g. format, salutation, etc. Reflects on texts read during independent/pair reading • Expresses own opinion Writes for personal reflection, e.g. a diary using a frame • Uses the frame correctly • Uses an informal style • Selects appropriate content for the topic • Tells the events in the correct order • Uses connecting words • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Words starting with g and followed by -e, -i or –y: start with g even though it sounds like j, e.g. germ Working with words and sentences Builds on use of personal pronouns (e.g. I, you, it, us, them) Understands and uses verbs to describe actions Builds on use of prepositions that show position (on, under, above) Uses connecting words to show addition (and) and sequence (then, before), Uses question forms, e.g. who, what, when, which, why, how Capital letters for proper nouns, for titles and initials of people Vocabulary in context Words taken from shared or individually read texts Homonyms (words that are pronounced or spelled alike but have different meanings, e.g. flour/flower) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Listens to and gives a sequence of instructions • Responds physically to complex sequence of instructions • Instructions given make sense • Uses connecting words • Uses the correct order Describes a process • Information given in the description makes sense • Uses connecting words • Uses the correct order • Understands concepts and uses vocabulary relating to other subjects Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads information text with visuals, e.g. charts/tables/ diagrams/ mindmaps/maps/pictures/ graphs/plans Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title, pictures and headings • Uses reading strategies: scans for information • Understands visual features, e.g. keys, symbols, etc. • Interprets information in the visual text • Follows instructions Practises reading • Reads aloud with appropriate pronunciation, fluency, pacing and expression Does comprehension activity on the text (oral or written) Does a word puzzle • Uses relevant vocabulary • Spells words correctly • Explains meanings of words/uses them in a sentence Reflects on texts read during independent/pair reading • Summarises the text in a few sentences • Shares opinions on the text Writes a description of a simple process • Information given in the description makes sense • Uses connecting words • Writes in the correct sequence • Uses formal language • Uses vocabulary from other subjects Designs, draws and completes visual text, e.g. charts/tables/ diagrams/mindmaps/ maps/pictures/ graphs/ plans • Adds correct labels • Includes relevant information • Uses key words Writes simple definitions using a frame • Prewriting: studies different definitions • Selects appropriate items to define • Uses concrete, relevant examples • Uses vocabulary relating to other subjects • Writes concisely Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning. Spelling Uses the dictionary to check spelling and meanings of words Words starting with c and followed by -e, -i or -y: pronounce as s, e.g. centre, city Working with words and sentences Uses the command form of the verb Begins to use determiners such as one, two, etc. and first, second, last. Uses negative concord (e.g. ‘I don’t have’, ‘she doesn’t have’) Uses ‘must’ to show necessity Uses past progressive Begins to use prepositions that show direction (towards), time (on, during), possession (with) Understands and uses negative forms Vocabulary in context Words taken from shared or individually read texts Synonyms (words that are similar in meaning, e.g. soft/gentle) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 75 GRADE 6 TERM 1 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 9–10 Listens to poems/songs Text from the textbook or Teacher’s Resource File (TRF) • Uses an oral description to identify people or objects Plays a language game • Gives and follows instructions correctly • Takes turns • Completes the game in the time allocated Reads poems Text from the textbook or Teacher’s Resource File (TRF) • Discusses topic and main idea • Understands in a simple way some elements of poetry, e.g. rhyme, alliteration, onomatopoeia, comparisons, personification • Discusses new vocabulary from the read text • Uses a dictionary Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading • Compares texts read Writes a description of a person • Selects appropriate content • Focuses on physical description • Writes creatively, using adjectives and adverbs • Edits own writing, correcting spelling errors Writes a description of an object/ animal/plant/place • Selects appropriate content • Focuses on physical description • Writes creatively, using adjectives and adverbs • Edits own writing, correcting spelling errors Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Spelling Spells familiar words correctly, using a personal dictionary Words starting with a k sound and followed by e or i: use a k to spell the word Working with words and sentences Understands and uses of the possessive form of the noun (e.g. Bongi’s eyes) Uses different types of adjectives including age/temperature/what things are made of, e.g. woollen Simple present to describe regular actions, e.g. ‘I brush my teeth every day’ or universal truths e.g. ‘The sun sets in the west.’ Vocabulary in context Words taken from shared or individually read texts Compound words, e.g. playground ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS TERM 2 WEEK 1–2 Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Answers literal questions • Notes relevant information • Tells and retells stories Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: reads and discusses title and looks at pictures • Uses reading strategies, e.g. makes predictions, using contextual clues • Discusses new vocabulary • Identifies sequence of events, setting and characters (e.g. describes characters’ feelings, and talks about reasons for their actions) • Expresses cause and effect • Uses a dictionary Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading • Gives opinions and relates books to own life Writes a simple story using a frame • Uses story structure as a frame • Writes an appropriate opening sentence • Uses connecting words • Uses some adjectives • Writes an appropriate ending • Stays on the topic • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation • Uses appropriate grammar, spelling and punctuation • Uses the dictionary to check spelling and meanings of words Writes a paragraph to express and explain an opinion • Writes 2 to 3 sentences • Selects relevant information • Gives own personal opinion • Explains sensibly Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Spelling Spells familiar words correctly, using a personal dictionary Words starting with a k sound and followed by a, u or o: use a c to spell the word, e.g. can, cot, cut Working with words and sentences Understands and uses uncountable nouns (e.g. chalk) Builds on use of demonstrative pronouns (e.g. this, that, those, these) Builds on use of adjectives before nouns, e.g. The small dog and begins to use those that come after nouns, e.g. The dog is small. Begins to use irregular forms of some verbs, e.g. run, ran Builds on understanding and use of simple present Begins to use ‘must’, ‘should’ and ‘have to’ to show obligation. Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 77 GRADE 6 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Listens to oral descriptions of objects/ animals/ plants/ places Text from the textbook or Teacher’s Resource File (TRF) • Identifies what it is • Describes what it is for • Distinguishes parts from the whole • Draws and label it • Uses vocabulary relating to other subjects Analyses and classifies things • Identifies similarities and differences • Sorts into groups • Explains why they belong together • Uses vocabulary relating to other subjects Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads information texts, e.g. from other subjects. Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: discusses the topic and revises key vocabulary • Reads a paragraph and identifies main idea and topic sentence • Answers questions on text and visuals, e.g. graphs, diagrams, tables Reflects on texts read during independent/pair reading • Summarises what they have read in a few sentences Writes a description of objects/ animals/plants/places • Includes relevant, specific details • Describes physical appearance • Uses correct determiners • Uses relevant vocabulary • Punctuation is correct • Drafts writing, gets feedback, edits and rewrites Designs, draws and labels visual text, e.g. e.g. charts/tables/ diagrams/ mindmaps/maps/pictures/graphs/plans • Uses information from a written or visual text • Includes specific details • Uses key words and phrases • Uses appropriate vocabulary Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Spelling Uses the dictionary to check spelling and meanings of words Add –es to form plurals of words ending in -s, -sh, -ch, or –z:, e.g. bunch, bunches; brush, brushes Working with words and sentences Uses nouns that have only plurals, e.g. scissors and trousers Begins to use possessive pronouns (e.g. mine, yours, his, hers, ours, theirs) Begins to use adjectives that come after nouns e.g. The dog is small. Builds on understanding and use of comparative and superlative adjectives Uses adverbs of manner (e.g. quickly, slowly) Develops understanding and use of connecting words showing addition, sequence and contrast. Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listen to a personal recount of an event • Identifies most important ideas and people • Answers questions about what happened first, second, etc., recounting the same event Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Answers literal questions • Gives a personal response, relating story to own life • Expresses and explains own opinion • Asks and answers questions, giving an opinion, e.g. Why do you think…? Why doesn’t …? Role-plays some familiar situations • Uses appropriate language and actions • Organises content sensibly Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Tells or retells stories Reads stories (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Reads for detail and uses contextual clues to find meaning • Identifies and comments on the plot • Gives reasons for action • Understands the vocabulary • Answers questions on the story Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads personal and social texts, e.g. a personal diary or letter • Comments on main ideas • Reads for detail and notices informal style • Comments on format and salutation Reflects on texts read during independent/pair reading • Expresses emotional response to texts read • Relates reading to own life Writes a simple personal letter • Uses a frame • Uses an informal style • Writes at least two paragraphs • Uses new vocabulary and punctuation learnt • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Words ending in -l : double the l when you add a suffix, e.g. travel, travelling Working with words and sentences Uses regular and irregular forms of the verb, e.g. walk, walked; run, ran Uses forms of the verb ‘to be’, e.g. be/ been/ being; am/ is/ are; was/ were Present perfect tense (e.g. ‘I have finished.’) Uses adverbs of frequency (e.g. ‘She hardly ever visits me.’). Begins to use connecting words to show contrast (but), reason (because) and purpose (so that). Vocabulary in context Words taken from shared or individually read texts Antonyms (words that are opposite in meaning, e.g. loud/soft) Phrasal verbs, e.g. divide up, move in ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 79 GRADE 6 TERM 2 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Carries out a class survey, e.g. interviews class mates), recording responses on a chart or graph • Asks and answers questions • Handles interviews politely • Records information accurately • Uses the structure correctly • Uses key words and phrases Sustains a conversation on a familiar topic • Listens to and gives other learners a chance to speak • Asks and answers questions • Gives an opinion, e.g. Why do you think…? Plays a language game • Gives and follows instructions • Takes turns Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads information text with visuals, e.g. timetables and television schedules/charts/tables/ diagrams/ mindmaps/maps/pictures/graphs Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: discusses the topic and revises key vocabulary • Reads a paragraph and identifies main idea and topic sentence • Answers questions on text and visuals • Scans for specific information Does comprehension activity on the text (oral or written) Reads a simple book review • Identifies key features, e.g. title, list of characters, brief summary and rating • Identifies the language used to give facts and to give opinions Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Solves word puzzles • Uses relevant vocabulary • Spells words correctly • Explains meanings of words/uses them in a sentence • Uses a dictionary Reflects on texts read during independent/pair reading • Compares books and texts read Writes simple definitions • Selects relevant information • Give examples • Writes formally and concisely • Uses vocabulary relating to other subjects Develops a simple questionnaire • Writes questions clearly • Leaves space for answers • Uses the question form correctly Writes a paragraph to express and explain an opinion • Writes 4 to 5 sentences • Selects relevant information • Gives own personal opinion • Gives a sensible explanation Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Words with long vowel sounds: add the silent –e at the end, e.g. cake, pole, mine, tune Working with words and sentences Extends use of forms of the verb ‘to be’, e.g. be/ been/ being; am/ is/ are; was/ were Builds on understanding and use of future tense Begins to use ‘must’, ‘should’ and ‘have to’ to show obligation. Begins to use adverbs of degree, e.g. ‘very, really, almost, too’ Vocabulary in context Words taken from shared or individually read texts Antonyms (words that are opposite in meaning, e.g. loud/soft) WEEK 9–10 SUMMATIVE ASSESSMENT ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1–2 Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Answers literal questions • Discusses the key character • Notes relevant information on a chart, e.g. timeline • Summarises the story Listens to oral descriptions of places/animals/plants/objects/etc. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Identifies places • Notes relevant information, e.g. on a chart/table • Identifies similarities and differences Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Recounts experiences or events in the right sequence, using connecting words Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Describes the features of the text • Uses reading strategies, e.g. uses contextual clues to determine meaning, makes inferences • Answers questions about the story • Identifies and discusses the setting and characters • Describes cause and effect in a story, e.g. What happened when…? Or Why do you think ... happened? • Gives a personal response to the story • Connects it to own life Reads simple personal letters • Identifies main ideas • Answers literal questions • Identifies features of text, e.g. date, salutation Reflects on texts read during independent/pair reading • Does a structured book review with good oral presentation Writes diary entries • Selects appropriate content for the topic • Uses the appropriate structure as a frame • Tells the events in the correct order • Uses connecting words • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Add s to form most plurals Working with words and sentences Builds on use of proper nouns, e.g. with capital letter Simple present to describe universal statements, e.g. ‘The sun sets in the west.’ Uses ‘will’ to indicate something that will happen, e.g. There will be a storm today Begins to use connecting words to show cause-and-effect (so that) Vocabulary in context Words taken from shared or individually read texts Synonyms (words that are similar in meaning, e.g. soft/gentle) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 81 GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Listens to a simple talk on an issue • Asks and answers more complex questions • Discusses the main idea • Gives opinions • Respects other learners by listening to them • Encourages other group members to support fellow learners Talks about an issue after preparation • Selects appropriate topic and content • Stays on topic • Organises content logically Collects information, e.g. carries out simple research such as a survey • Selects questions to be asked • Asks and answers questions • Records information as notes in the questionnaire developed Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads information texts with visuals, e.g. charts/tables/ diagrams/ mindmaps/maps/pictures/graphs. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: scans for important details • Asks questions • Selects relevant details to answer questions • Makes a mind map summary of the text/selection of the text Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Does a word puzzle • Uses relevant vocabulary • Spells words correctly • Explains meanings of words/uses them in a sentence Reflects on texts read during independent/pair reading • Summarises text in about 5 sentences. Writes information text and completes visuals, e.g. charts/tables/ diagrams/ mindmaps/maps/pictures/ graphs Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Reads selected text • Uses information from the text to draw and label visual text, e.g. tables or charts or graphs • Shows clearly the relationship between different parts of the diagram or other visual text Transfers text into graphic form, e.g. uses notes of information collected • Transfers information into graphic form, e.g. a graph or table • Analyses information Writes a short report on information collected • Evaluates information and makes judgements, giving reasons for them • Uses an appropriate structure for the report • Organises paragraphs correctly, for example using a topic and supporting sentences Spelling Uses the dictionary to check spelling and meanings of words Working with words and sentences Uses the gender forms of some nouns (e.g. cow/bull) Builds on use of adjectives before and after nouns, e.g. The small dog … The dog is small. Builds on use of subject verb concord, e.g. There is one book/There are two books ... Simple present Present progressive tense (e.g. ‘He is reading.’) Vocabulary in context Words taken from shared or individually read texts Words belonging to the same lexical field, e.g. cover and page belong to the lexical field ‘book’ ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listens to stories (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Answers literal questions • Gives a personal response, relating story to own life • Expresses and explains own opinion • Suggests an alternative ending, imagining and describing possibilities Retells a story • Uses the correct sequence of events • Refers correctly to the characters in the story • Uses tenses introduced in previous grades • Suggests an alternative ending. Listens to a song/simple poems Text from the textbook or Teacher’s Resource File (TRF) • Recalls main idea • Discusses central idea • Relates to own experience • Identifies rhyme • Expresses feelings stimulated by the poem • Performs song/selected lines Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from pictures • Discusses title, plot, characters and setting • Discusses how a plot of as story can represent a particular view of the world • Answers questions about story • Summarises the story orally • Identifies the moral or message of the story Does comprehension activity on the text (oral or written) Reads poems • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. uses contextual clues • Answers questions about the poem • Expresses feelings stimulated by the poem • Discusses rhyme • Discusses comparisons made in the poem Practises reading • Reads aloud with expression, showing understanding • Reads aloud using proper pronunciation, pacing and volume. Reflects on texts read during independent/pair reading • Relates texts to own life Writes a simple story, using the writing process more independently • Selects interesting content • Uses the story structure as a frame • Uses a beginning, middle and end • Tells events in appropriate order • Uses an appropriate tense and co￾ordinates sentences with ‘and’ and ‘but’ • Uses a wider range of punctuation, including inverted commas • Uses appropriate spacing for paragraphs Uses the writing process • Brainstorms ideas using, e.g. mind maps • Writes first draft • Gets feedback on content and use of grammar and vocabulary • Checks spelling • Writes final draft Writes for fun, e.g. simple four line poem or rhyming sentences • Chooses topic • Writes rhyming sentences on topic • Uses one comparison Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Shortening words, e.g. television – telly, telephone – phone Uses abbreviations correctly: acronyms, initialisation, truncation, etc. Working with words and sentences Revises ‘a’ and ‘the’ with nouns. Builds on use of personal pronouns (e.g. I, you, it, us, them) Builds on understanding and use of comparative and superlative adjectives Builds on understanding and use of simple past Begins to use ‘shall’ and ‘will’ to show intention. Uses adverbs of place (here, there) Begins to use possessive pronouns (e.g. mine, yours, his, hers, ours, theirs) Uses past progressive Vocabulary in context Words taken from shared or individually read texts Joining prefixes or suffixes to a base word ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 83 GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Listens to and carries out instructions, e.g. a procedure • Predicts what might come next • Discusses specific details of text • Discusses sequence of instructions • Discusses the form of the verb used in Plays a language game • Follows instructions correctly • Uses a range of vocabulary • Takes turns, giving others a chance to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads procedural text, e.g. recipe/ instructions for a simple scientific experiment/project. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and headings and surveys the text, e.g. contents page or index • Uses reading strategies, e.g. skimming • Interprets visuals • Answers questions about the text • Describes what needs to be done • Discusses specific details of text • Discusses the format of the text • Discusses sequence of instructions • Follows the instructions Reads information texts across the curriculum such as a short report/ description/explanation from another subject • Pre-reading: predicts from title and headings and surveys the text, e.g. contents page or index • Uses reading strategies, e.g. scanning for specific information • Interprets visuals • Answers questions about the text • Gives the main ideas and supporting details Reflects on texts read during independent/pair reading • Gives main ideas • Describes features of some of texts read, e.g. reference books with content pages and index Writes information text, e.g. texts used in other subjects • Writes two to three paragraphs • Organises information logically • Uses a topic sentence and supporting sentences • Uses vocabulary relating to other subjects • Uses formal language • Includes specific details • Uses passive voice appropriately Makes a mind map summary of a short text • Identifies at least three main points • Organises information neatly • Uses appropriate symbols/diagrams/ other relevant graphic text • Shows clearly the relationship between different parts of the diagram or other graphic text • Uses appropriate vocabulary • Checks spelling • Uses the dictionary to check spelling and meanings of words Uses the writing process • Brainstorms ideas using, e.g. mind maps • Writes first draft • Checks spelling • Writes final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Words which are often confused (e.g. diary/dairy) Working with words and sentences Understands and uses of the possessive form of the noun (e.g. Bongi’s eyes) Uses different types of adjectives including what things are made of, e.g. woollen Understands and uses verbs to describe actions Present perfect tense (e.g. ‘I have finished.’) Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 85 GRADE 6 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 9–10 Participates in conversation on a familiar topic Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Asks relevant questions and responds to questions • Sustains the conversation • Expresses opinions • Respects others’ ideas • Encourages other learners to speak the additional language Performs simple plays • Uses appropriate content and language • Uses direct speech • Develops sensible story line • Uses voice and expression and gestures to convey meaning • Pronounces words audibly and correctly Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads a play Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading predicting from title • Uses reading strategies • Identifies the story-line • Discusses characters, setting and action • Expresses feelings stimulated by the text • Discusses features of the text especially punctuation and format Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with expression, showing understanding of the text • Reads aloud using proper pronunciation, pacing and volume. Reflects on texts read during independent/pair reading • Presents a short oral book report with appropriate content and structure • Gives own opinion Writes a short play script, using a more informal style of writing • Selects appropriate characters • Develops the conversation and action logically • Uses direct speech • Uses appropriate punctuation, e.g. colon, exclamation and question marks • Uses writing process • Brainstorms ideas using mind maps • Produces first draft • Gets feedback and revises • Proofreads • Writes final draft • Presents neat, legible final draft with correct spacing Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Builds on phonic knowledge to spell words, e.g. builds word families based on how they sound or look. Working with words and sentences Begins to use determiners such as one, two, etc. and first, second, last. Uses different types of adjectives including those relating to where things come from Develops use of adverbs Vocabulary in context Words taken from shared or individually read texts Homonyms (words that are pronounced or spelled alike but have different meanings, e.g. flour/flower) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1–2 Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Asks relevant questions and responds to questions • Summarises the story • Answers and begins to ask and answer more complex questions, e.g. Why couldn’t …?; What…? How do you think …? • Discusses ethical, social and critical issues in a story, code switching if necessary Tells own story • Selects appropriate content and title • Organises events logically • Names characters in story • Uses connecting words Presents an oral book review • Selects appropriate content and structure • Expresses and explains own opinion • Presents clearly with fluent expression Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies: uses contextual clues to find the meaning of new words • Discusses plot, setting and characters • Discusses the sequence of events, answering questions about what happened first, second, etc. • Asks and answers more complex questions, e.g. Why couldn’t …?; What…? How do you think …? • Expresses and explains own opinion • Discusses how characters represent a particular view of the world • Discusses the role that visual images play • Discusses alternative ways of presenting characters Does comprehension activity on the text (oral or written) Writes a simple story • Uses story structure as a frame • Uses language imaginatively especially a variety of vocabulary • Links sentences into a coherent paragraph using pronouns, connecting words and correct punctuation • Uses appropriate grammar, spelling and punctuation • Uses correct tense consistently • Uses the dictionary to check spelling and meanings of words Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Spells familiar words correctly, using a personal dictionary Builds on knowledge of sight words and high frequency words Working with words and sentences Understands and uses countable nouns (e.g. book – books) Builds on use of demonstrative pronouns (e.g. this, that, those, these) Builds on use of adjectives (before nouns), e.g. The small dog Uses the command form of the verb, e.g. Stop. Uses past progressive Uses adverbs of time (e.g. tomorrow, yesterday) Begins to use prepositions that show direction (towards), time (on, during), possession (with) Vocabulary in context Words taken from shared or individually read texts Antonyms (words that are opposite in meaning, e.g. loud/soft) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 87 GRADE 6 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 1–2 Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads personal letters • Pre-reading: predicts based on skimming the text • Uses reading strategies: uses contextual clues to find the meaning of new words • Identifies main idea and specific details • Discusses the purpose of the letter • Discusses the format of the letter Practises reading • Reads aloud with expression, showing understanding • Reads aloud using proper pronunciation, pacing and volume Reflects on texts read during independent/pair reading • Retells the story in 5 or 6 sentences ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 3–4 Participates in discussion • Discusses advantages and disadvantages • Uses a concepts and vocabulary, e.g. those relating to other subjects • Takes turns • Respects others’ opinions • Encourages others to speak Listens to and discusses a talk • Discusses main ideas and specific details • Records specific information on a chart or mind map Plays a language game • Follows instructions correctly • Uses a range of vocabulary • Takes turns, giving others a chance to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads information text, e.g. from across the curriculum Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: reads and discusses headings and pictures • Uses reading strategies, e.g. scans for information • Notices the role that pictures and photographs play in constructing meaning • Answers questions about the text • Identifies advantages and disadvantages • Summarises a paragraph with support Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads and solves a word puzzle • Spells words correctly • Shows understanding of meanings of words • Uses relevant vocabulary Reflects on texts read during independent/pair reading • Expresses emotional response to texts read • Relates text to own life Uses information from a visual text, e.g. charts/ tables/diagrams/ mindmaps/maps/ pictures/ graphs to write a text · Writes two to three paragraphs · Facts are correct and well organised · Spelling and punctuation are correct Writes visual information text • Makes a mind map summary of a short text • Organises advantages and disadvantages into a table Writes definitions with examples • Selects appropriate items to define • Uses concrete, relevant examples • Selects appropriate information • Use vocabulary relating to other subjects Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Working with words and sentences Begins to understand there is no article with uncountable nouns (e.g. I like fish.) Begins to use possessive pronouns (e.g. mine, yours, his, hers, ours, theirs) Builds on understanding and use of simple present Uses connecting words to show addition (and) Constructs compound sentences using ‘and’ Begins to use relative clauses (e.g. ‘Gold, which is mined in Gauteng, is an important export.’) Uses commas for separating nouns in a list Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 89 GRADE 6 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 Listens to a story (Choose from contemporary realistic fiction/traditional stories/personal accounts/adventure/funny/fantasy/real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Asks relevant questions and responds to questions • Summarises the story • Answers and begins to ask and answer more complex questions, e.g. Why couldn’t …?; What…? How do you think …? • Expresses an opinion, giving a reason for it, e.g. on ethical, social and critical issues in a story, code switching if necessary • Uses tenses introduced in the earlier grades, e.g. simple past and future Listens to a poem/s Text from the textbook or Teacher’s Resource File (TRF) • Recalls main idea • Discusses central idea • Relates to own experience • Identifies rhyme and words that begin with the same sounds (alliteration) Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies: uses contextual clues to find the meaning of new words • Discusses plot, setting and characters • Discusses the sequence of events, answering questions about what happened first, second, etc. • Asks and answers more complex questions, e.g. Why couldn’t …?; What…? How do you think …? • Expresses and explains own opinion Does comprehension activity on the text (oral or written) Reads poems • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g. uses contextual clues • Answers questions about the poem • Expresses feelings stimulated by the poem • Discusses rhyme and alliteration Writes a book review • Selects appropriate content and structure • Expresses and explains own opinion • Includes title, characters and summary Writes a personal letter • Selects appropriate content • Uses a frame only if necessary • Addresses the message correctly • Orders the information logically • Writes own name at the end • Uses an informal style of writing appropriate for the purpose Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Spelling Uses the dictionary to check spelling and meanings of words Words belonging to the same lexical field, e.g. cover and page belong to the lexical field ‘book’ Working with words and sentences Uses question forms, e.g. who, what, when, which, why, how Develops use of connecting words showing reason and purpose. Begins to use connecting words to show choice (e.g., either…or…). Future tense (e.g. ‘I will see him tomorrow.’ ‘I’m going to see him tomorrow.’) Uses direct speech Uses quotation marks for direct speech Vocabulary in context Words taken from shared or individually read texts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 5–6 • Identifies and discusses comparisons (e.g. similes) • Expresses feelings stimulated by the poem • Performs song/selected lines Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic • Recounts events or experiences in the right sequence, answering questions about what happened first, second, third, etc. • Discusses comparisons made in the poem (similes) Practises reading • Reads aloud with expression, showing understanding • Reads aloud using proper pronunciation, pacing and volume Reflects on texts read during independent/pair reading • Does a structured book review with good oral presentation ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 91 GRADE 6 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEK 7–8 Takes part in a conversation • Asks and answers questions • Respects other learners • Listens to other learners and encourages them to speak Participates in discussion • Imagines and describes possibilities • Uses the conditional • Takes turns • Respects others’ opinions • Encourages others to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads media texts, e.g. magazine article/news report. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts what text is about by previewing it • Uses a range of reading strategies, e.g. skimming, scanning • Answers questions • Discusses main ideas and specific details • Discusses the layout and design of the text • Compares layout and design to that of newspaper Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads and understands graphic media text, e.g. posters and advertisements • Pre-reading: discusses pictures • Interprets the information • Discusses the purpose of the text • Discusses some of the language use Writes a simple news report using a frame • Includes relevant information • Includes a clear main idea • Develops information logically • Uses connecting words and organises paragraphs properly • Uses the correct format • Uses appropriate grammar, vocabulary, spelling and punctuation Designs a poster • Includes relevant information • Includes a picture • Uses the correct format • Uses design features such as colour and different sizes or kinds of print (font) • Presents neat, legible, final draft Uses the writing process • Writes first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft Spelling Spells familiar words correctly, using a personal dictionary Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Working with words and sentences Uses ‘must’ to show necessity Begins to use connecting words to show condition Uses comparatives (e.g. as ... as …) Uses question marks Uses exclamation marks Vocabulary in context Words taken from shared or individually read texts Compound words, e.g. playground ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 4 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS • Identifies and discusses design features such as colour and different sizes or kinds of print (font) • Discusses the layout • Compares different texts, e.g. posters and advertisements Reflects on texts read during independent/pair reading • Shares opinions on texts Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. WEEK 9–10 SUMMATIVE ASSESSMENT ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 93 SECTION 4: ASSESSMENT IN FIRST ADDITIONAL LANGUAGE 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. Assessment in Languages is ongoing and supports the growth and development of learners. It is an integral part of teaching and learning as it provides feedback for teaching and learning. It should be incorporated in teaching and learning instead of being dealt with as a separate entity. Furthermore, integrated assessment of various language aspects should be practiced. For example, we could start off with a reading piece and do a comprehension test. Language knowledge questions could also be addressed based on the same text. Post-reading the text learners could be asked to respond to the text by, for example, writing a letter about the issues raised in the text or to write some creative response to the content of the text. To wrap up this activity, discussions could be held about the topic and in this way we address all of the language skills in one fluent, integrated activity. Assessing the different language skills should not be seen as separate activities but one integrated activity. Assessment rubrics should thus address the different language skills in the task. Learners’ listening skills, oral competence, ability to answer questions, participation in discussions and written recording skills where necessary should be observed daily. It is important, too, that learners’ understanding of what they are reading is assessed and not just their ability to recognise or decode words. Assessment of reading should therefore also take place regularly and not just be a once￾off assessment. Formal reading assessment should focus on reading aloud as well as activities which help you to determine how much the learner has understood, for example, retelling a story or answering questions. Assessment of written work will focus primarily on the learner’s ability to convey meaning, as well as how correctly they have written, for example, correct language structures and use, spelling and punctuation. All assessment should recognise that language learning is a process and that learners will not produce a completely correct piece of work the first time round. Therefore the various stages in the writing process should also be assessed. When giving a formal assessment task, there will be a focus on a particular skill, for example Listening and Speaking or Reading or Writing. However, because language learning is an integrated process, more than one skill will be used. The language structures should be assessed in context. It must be ensured that assessment is not only done as written work, but allows for practical and oral work too. It is important to assess what learners understand and not what they can just memorise, so assess skills in context as much as possible, e.g. learners may spell all their words correctly during a test on Friday, but are they able to use those same words correctly spelt when writing/ recording their personal news or a story? Teaching and assessment of languages should make provision for inclusion of all learners, and strategies should be found to assist all learners to access or produce language texts. Some students experiencing barriers may not be able to attain some of the aims as they are presented in the Curriculum and Assessment Policy Statement. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The First Additional Language learners’ success depends on regular, informal assessment and feedback from the teacher as they engage with the texts and activities. The teaching plan sets out the required content, skills and strategies for teaching and learning over a year. This is what will be assessed at increasing levels of development (progression). Not everything taught needs to be formally assessed. However, it is essential that learners’ progress is assessed through both a formal and an informal assessment programme, as this informs planning. The programme of assessment allows for summative assessment, which could take the form of a test or examination, at the end of every term. The work on which assessment is conducted must have been covered during the term. The assessment items must be pitched at different cognitive levels to ensure validity. 4.2 INFORMAL OR DAILY ASSESSMENT Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner–teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Assessment of language competence will be in the form of observation, written exercises, oral activities and presentations, written tests, reading aloud and other forms of assessment. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom and you may use many of your learning activities to assess learners’ performance informally. In some cases, you might want to set specific assessment type of activities to motivate your learners to learn, such as regular spelling tests. Learners or teachers can mark these assessment tasks. It is suggested that you use the first two-weeks of the term to do a baseline assessment of learners. You should use the activities given in the first two-weeks of the teaching plans to do this assessment. This will enable you to establish the kind of attention your learners will need as you proceed. Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. Teachers may however which to keep their own informal records of how individual learners are progressing in the different aspects of the subject to assist with planning and ensuring that individual learners develop the required skills and understanding. The results of daily assessment tasks are not taken into account for promotion and certification purposes. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 95 4.3 FORMAL ASSESSMENT All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations (such as retelling a story, matching), performances (such as acting out), essays, participation in oral tasks (such as dialogues, conversations, discussions), written tasks (such as completing a worksheet, writing paragraphs or other types of texts), etc. The purpose of designing a Programme of Assessment (POA) is to ensure validity, reliability, fairness and sufficiency of assessment by giving explicit guidance on the types of activities and the percentage allocated to each language skill within a task. It also addresses the focus of assessment, i.e. the way tasks should be addressed. In formal assessment, use memoranda, rubrics, checklists and rating scales as well as other appropriate assessment tools to observe, assess and record learners’ levels of understanding and skill. Choose an assessment tool that is most appropriate for the type of activity. For example, a rubric is more suitable than a memorandum for a creative writing piece. A memorandum is better suited to a spelling test or a reading comprehension activity. 4.3.1 Formal assessment requirements for First Additional Language was just a paragraph The formal Programme of Assessment for Grades 4-6 comprises of seven (7) tasks which make up 75% of the promotion mark and one end-of-the-year examination for the final 25%. The formal assessment requirements for First Additional Language are as follows: • Two formal assessment tasks to be completed during each of the first three terms AND one in the fourth term. One of the tasks must be a mid-year examination. The total number of formal tasks should be seven. These seven formal assessment tasks make up 75% of the total mark for First Additional Language in Grades 4, 5 and 6. This formal assessment mark will include the mid-year examination. • The first formal assessment task in each term should be done by the middle of the term, that is, week 5. The second formal assessment task in each term should be done towards the end of the term. • There will be an examination at the year-end which will count for 25% of the mark. • Each formal assessment task should be made up of activities that assess Listening and Speaking, Reading and Viewing, Writing and Presenting, and Language Structures and Conventions, and should take place over a period of days. Language Structures and Conventions should be assessed in context. • Formal assessment tasks must assess a range of aspects of the language skills so that key aspects will be assessed over the course of the term and the year. Ensure that these aspects have been informally assessed and feedback given to the learner before they are formally assessed. • All assessment in the Intermediate Phase is internal. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.3.2 Types of formal assessment for First Additional Language Content The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. It should be based on the knowledge and skills done during that term. Use the term plans for each grade to select the kind of activities and the set of skills required for each part of the formal assessment task. For example, if you set a creative writing piece in Grade 4, Term 1 and want learners to write a poem, you can only expect them to ‘write sentences of the same length that rhyme’, as that is what you would have taught. If you set an information text in the first term, they will have to write using an appropriate frame. Similarly for Listening and Speaking, you will not ask learners to give a short talk in Grade 4, Term 1, as that is only taught later on. Formal assessment must cater for a range of cognitive levels as shown below. A variety of types of questions such as multiple choice, cloze procedure, comparison and direct questions should be used. Cognitive Levels table Cognitive levels Activity Percentage of task Literal (Level 1) Reorganisation (Level 2) Questions that deal with information explicitly stated in the text. • Name the things/people/places/elements … • State the facts/reasons/points/ideas … • Identify the reasons/persons/causes … • List the points/facts/names/reasons … • Describe the place/person/character ... • Relate the incident/episode/experience … Questions that require analysis, synthesis or organisation of information explicitly stated in the text. • Summarize the main points/ideas/pros/cons/ … • Group the common elements/factors … • State the similarities/differences … • Give an outline of … Levels 1 and 2: 40% Inference (Level 3) Questions that require a candidate’s engagement with information explicitly stated in the text in terms of his/her personal experience. • Explain the main idea … • Compare the ideas/attitudes/actions … • What is the writer’s (or character’s) intention /attitude/motivation/reason … • Explain the cause/effect of … • What does an action/comment/attitude (etc.) reveal about the narrator/ writer/character … • How does the metaphor/simile/image affect your understanding … • What, do you think, will be the outcome/effect (etc.) of an action/a situation … Level 3: 40% ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 97 Cognitive levels Activity Percentage of task Evaluation (Level 4) Appreciation (Level 5) These questions deal with judgments concerning value and worth. These include judgments regarding reality, credibility, facts and opinions, validity, logic and reasoning, and issues such as the desirability and acceptability of decisions and actions in terms of moral values. • Do you think that what transpires is credible/realistic/ possible …? • Is the writer’s argument valid/logical/conclusive … • Discuss/Comment critically on the action/ intention/ motive/ attitude/ suggestion/implication … • Do you agree with the view/statement/observation/ interpretation that… • In your view, is the writer/narrator/character justified in suggesting/ advocating that … (Substantiate your response/Give reasons for your answer.) • Is the character’s attitude/behaviour/action justifiable or acceptable to you? Give a reason for your answer. • What does a character’s actions/attitude(s)/motives … show about him/ her in the context of universal values? • Discuss critically/Comment on the value judgments made in the text. These questions are intended to assess the psychological and aesthetic impact of the text on the candidate. They focus on emotional responses to the content, identification with characters or incidents, and reactions to the writer’s use of language (such as word choice and imagery). • Discuss your response to the text/incident/situation/ conflict/dilemma. • Do you empathise with the character? What action/decision would you have taken if you had been in the same situation? • Discuss/Comment on the writer’s use of language … • Discuss the effectiveness of the writer’s style/ introduction/ conclusion/ imagery/metaphors/use of poetic techniques/ literary devices … Levels 4 and 5: 20% 4.4 PROGRAMME OF ASSESSMENT The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. A programme for assessment must be drawn up by the school indicating the dates on which tasks will be done. Subject requirements Requirements for the compilation of a task are given in percentages. Where the programme indicates 20 per cent for a language skill it means that in the final allocation of marks for that language skill should be 20 per cent of the total and not twenty marks. Schools are not limited to a number of marks allocated to a language skill as long as the weighting for each language skill is observed for each task according to the percentage allocated in the assessment programme. For example in Grade 4, a language knowledge test may be set for 20 marks or more, as long as the final weighting does not exceed the weighting indicated in the assessment programme. In Writing parts of the planning process or the whole process should be assessed at least once per term. The lengths of texts for writing as indicated in Section 3.3 should be adhered to. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Examinations Content for the examination should be drawn from the work done in the period preceding the examination and should be a selection of skills and activities that will enable the learner to show that he/she is ready to engage with the work in the next period/year. The examination will consist of the following: • Reading comprehension, including vocabulary work • Writing of a short creative text, including appropriate and correct usage of format, grammar, punctuation and spelling • Writing of a short transactional (information/media/social) text, including appropriate and correct usage of format, grammar, punctuation and spelling • Language Structures and Conventions to show knowledge and understanding of grammar, punctuation and spelling • Listening and Speaking skills will not be assessed as part of the examination as these are best assessed over a longer period of time. However, it is expected that a summative mark, based on the formal assessments done for Listening and Speaking, will be allocated as an examination mark. The following tables provide the formal assessment requirements for FAL Languages: ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 99 The Programme of Assessment table TERM 1 Grade 4 Grade 5 Grade 6 Task 1 % Task 1 % Task 1 % Listens to and speaks about a story /gives a personal or factual recount 20 Listens to and speaks about a story/gives a factual recount/takes part in a conversation or role-play 15 Listens to and speaks about a story / factual recount/ takes part in a conversation or discussion 15 Reads aloud a prepared text 10 Reads aloud a prepared text 10 Reads aloud a prepared text 10 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Reading comprehension of a story/factual recount/news report 20 Reading comprehension of a story/information text/ 20 Reading comprehension of a story/factual recount/ social text 20 Reflects on stories/text read independently 10 Reflects on stories/text read independently 10 Reflects on stories/text read independently 10 Writes a paragraph: personal recount using a frame/ description of people using a frame 25 Writes a paragraph: a factual recount/ description of people/message 30 Writes three paragraphs based on the theme of the story 30 Total 100 Total 100 Total 100 Task 2 % Task 2 % Task 2 % Listens to and gives instructions/performs poem or song with oral comprehension 20 Listens to and gives instructions/ describes a process/performs a poem or song with oral comprehension 20 Listens to and gives instructions/ describes a process/performs a poem or song with oral comprehension 20 Reading comprehension of a procedural text/ poem/song 30 Reading comprehension of a procedural text/poem/ song 30 Reading comprehension of an information text/poem/ song 30 Language Structures and Conventions in context 20 Language Structures and Conventions in context 20 Language Structures and Conventions in context 20 Writes simple instructions using a frame/a simple poem with a frame 30 Writes instructions/a factual recount/a simple poem with a frame 30 Writes a description of a simple process/simple definitions using a frame/ description of a person/ object/etc 30 Total 100 Total 100 Total 100 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 Grade 4 Grade 5 Grade 6 Task 1 % Task 1 % Task 1 % Listens to and speaks about information text or story/gives and carries out directions/ describes an object/ 20 Listens to and speaks about information text/ story including retelling of the story 15 Listens to and speaks about oral descriptions of objects/animals/etc/ listens to personal recount or takes part in a role-play 15 Reads aloud an unprepared text 10 Reads aloud an unprepared text 10 Reads aloud an unprepared text 10 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Reading comprehension of information text/ story 20 Reading comprehension of information text/ story 20 Reading comprehension of information texts/story/social text 20 Reflects on stories/text read independently 10 Reflects on stories/text read independently 10 Reflects on stories/text read independently 10 Summarises information text/writes a story using a frame 25 Writes a description of objects/plants/etc with a frame/ writes a story using a frame 30 Writes a description of objects/ plants/etc/Write a personal letter/ 30 Total 100 Total 100 Total 100 Task 2 (June test/ examination) % Task 2 (June test/ examination) % Task 2 (June test/examination) % Paper 1: Oral Reading aloud, listening & speaking 30 Paper 1: Oral Reading aloud, listening & speaking 30 Paper 1: Oral Reading aloud, listening & speaking 30 Paper 2 ( 2 hours): Written Reading comprehension Language in context Writing – paragraphs 30 15 25 Paper 2 ( 2 hours): Written Reading comprehension Language in context Writing – paragraphs 30 15 25 Paper 2 (1 hour): Written Writing – paragraphs 30 Paper 3 (1 hour): Written Reading comprehension Language in context 25 15 Total 100 Total 100 Total 100 Note. The mark for Paper 1 will be a summative assessment of the learner’s progress up to the time of this examination. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 101 TERM 3 Task 1 % Task 1 % Task 1 % Listens to and speaks about information text or story/takes part in a conversation/performs a poems 20 Delivers a short talk/retells a story 15 Delivers a short talk/retells a story 15 Reads aloud a prepared text 10 Reads aloud a prepared text 10 Reads aloud a prepared text 10 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Language Structures and Conventions in context 15 Reading comprehension of information text/a visual text/ story/poem 20 Reading comprehension of information text with visuals/ story/poem 20 Reading comprehension of information text with visuals/ story/poem 20 Reflects on text read independently 10 Reflects on text read independently 10 Reflects on text read independently 10 Writes summary of information text with support/a story using a frame 25 Completes visual text/ makes a mind map summary/writes a simple story with dialogue 30 Completes visual text/writes a simple story 30 Total 100 Total 100 Total 100 Task 2 % Task 2 % Task 2 % Listens to information text/ listens to and describes places or plants, etc/ Role- plays a familiar situation 20 Takes part in a conversation/a play 20 Listens to and carries out instructions/takes part in a conversation/ play 20 Reading comprehension of a information text with visuals/ procedural text/play 30 Reading comprehension of procedural text/ information text/a play 30 Reading comprehension of procedural text/information text/play 30 Language Structures and Conventions in context 20 Language Structures and Conventions in context 20 Language Structures and Conventions in context 20 Writes information text/ adialogue/a book review with a frame 30 Writes information text/short dialogue or play script with a frame 30 Writes information text/a short play script 30 Total 100 Total 100 Total 100 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 Task 1 % Task 1 % Task 1 % Listens to interviews or a talk show/ listens to or gives messages/ comprehension of a story 20 Takes part in discussion/ tells a story 15 Takes part in a discussion/listens to a story 15 Reads aloud an unprepared text 10 Reads aloud an unprepared text 10 Reads aloud an unprepared text 10 Language Structures and Conventions 15 Language Structures and Conventions 15 Language Structures and Conventions 15 Reading comprehension of information text with visuals/visual text/a story with dialogue/a diary 20 Reading comprehension of media text/ a poster/ story 20 Reading comprehension of information text/a story/ poem 20 Reflects on text read independently 10 Reflects on text read independently 10 Reflects on text read independently 10 Writes a paragraph with a frame/ social texts/produces visual text e.g. a poster/story with dialogue 25 Writes information text with a frame/personal recount/produces a poster/writes a book review with a frame 30 Writes information text/ definitions with examples/ book review/personal letter 30 Total 100 Total 100 Total 100 Task 2 (End of the year examination) % Task 2 (End of the year examination) % Task 2 (End of the year examination) % Paper 1: Oral: Reading aloud, listening & speaking 30 Paper 1: Oral: Reading aloud, listening & speaking 30 Paper 1: Oral: Reading aloud, listening & speaking 30 Paper 2 ( 2 hours): Written Reading comprehension Language in context Writing – creative texts and transactional texts 30 15 25 Paper 2 ( 2 hours): Written Reading comprehension Language in context Writing – creative texts and transactional texts 30 15 25 Paper 2 (1 hour): Written Writing – Creative texts and transactional texts 30 Paper 3 (1 hour): Written Reading comprehension Language in context 25 15 Total 100 Total 100 Total 100 Note. The mark for Paper 1 will be a summative assessment of the learner’s progress in the second half of the year, up to the time of this examination. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 103 School Based Assessment and Examinations Grades 4-5 table Programme of Assessment SBA per Term SBA 75% Term 1: 2 Tasks Term 2: 1 Task + 1 Mid-year examination comprising: 2 Papers: Paper 1: Oral: Reading aloud, Listening and Speaking Paper 2 (2 hours): Written: Reading comprehension, Language in context and Writing – creative texts and transactional texts) Term 3: 2 Tasks Term 4: 1 Task EXAMINATIONS 25% 1 End of year examination comprising: 2 Papers: Paper 1: Oral: Reading aloud, Listening and Speaking Paper 2 (1 hour): Written: Reading comprehension, Language in context and Writing – creative texts and transactional texts) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) School Based Assessment and Examinations Grade 6 table Programme of Assessment SBA per Term SBA 75% Term 1: 2 Tasks Term 2: 1 Task + 1 Mid-year examination comprising: 3 Papers: Paper 1: Oral: Reading aloud, Listening and Speaking Paper 2 (1 hour): Written: Writing – creative texts and transactional text Paper 3 (1 hour): Written: Reading comprehension and Language in context Term 3: 2 Tasks Term 4: 1 Task EXAMINATIONS 25% 1 End of year examination comprising: 3 Papers: Paper 1: Oral: Reading aloud, Listening and Speaking Paper 2 (1 hour): Written: Writing – creative texts and transactional text Paper 3 (1 hour): Written: Reading comprehension and Language in context ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 105 Format of examination papers for Grades 4-6 tables Grades 4-5 The suggested outline for the midyear and end-of-year examination papers for the First Additional Languages in Grades 4-5 is as follows: PAPER DESCRIPTION %: GR.4 1 Oral: Reading aloud, listening & speaking 30 2 (2 hours) Written: Reading comprehension, Language in context Writing – creative texts and transactional texts 30 15 25 TOTAL FOR EXAM 100 Grade 6 The suggested outline for the midyear and end-of-year examination papers for the First Additional Languages in Grades 6 is as follows: PAPER DESCRIPTION %: GR.6 1 Oral: Reading aloud, listening & speaking 30 2 (1 hour) Writing – creative texts and transactional texts 30 3 (1 hour) Reading comprehension Language in context 25 15 TOTAL FOR EXAM 100 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Suggested format for each of the examination papers for Grade 4-5 PAPER SECTION % 1 Oral: reading/ listening/ speaking Gr 4 Gr 5 A : Reading aloud 15 15 B: Listening & Speaking: Prepared speech / unprepared speech / conversation / interview / debate / dramatization / role-play / discussions / listening comprehension / mime 15 15 TOTAL FOR PAPER 1 30 30 2 (2 hours) Language in context GR4 GR5 A : Comprehension (A range of texts can be used including visual or graphic texts) 30 30 B : Language • Language structures (words & sentences) should be assessed in context using a variety of texts 15 15 Writing A : One creative writing text Grade 4-6: narrative / descriptive text including personal recounts (Please note that the number of words and paragraphs for the different grades are specified) 15 15 B: One text - transactional text Formal & informal letters to the press / Formal letters of application, request, complaint, sympathy, invitation, thanks, congratulations, & business letters / Friendly letters / Magazine articles & columns / Memoranda / Minutes & agendas, Newspaper articles & columns / Obituaries/ Reports (formal & informal) / Reviews / Written formal & informal speeches / Curriculum Vitae / Editorials / Brochures / Written interviews / Dialogues/Factual recounts/Procedural texts/ 10 10 TOTAL FOR PAPER 2 70 70 OVERALL TOTAL 100 100 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 107 Suggested format for each of the examination papers for Grade 6 PAPER SECTION 1 Oral: reading/ listening/ speaking % A : Reading aloud 15 B: Listening & Speaking: Prepared speech / unprepared speech / conversation / interview / debate / dramatization / role-play / discussions / listening comprehension / eulogies / mime 15 TOTAL FOR PAPER 1 30 2 (1 hour) Language in context A : Comprehension (A range of texts can be used including visual or graphic texts) 25 B : Language • Language structures (words & sentences) should be assessed in context using a variety of texts 15 TOTAL FOR PAPER 2 40 3 (1 hour) Writing A : One creative writing text Grade 4-6: narrative / descriptive/personal recount (Please note that the number of words for the different Grades are specified under 3.3.2 of this document) 15 B: One text- Longer transactional text Formal & informal letters to the press / Formal letters of application, request, complaint, sympathy, invitation, thanks, congratulations, & business letters / Friendly letters / Magazine articles & columns / Memoranda / Minutes & agendas (asked as a combination) Newspaper articles & columns / Obituaries/ Reports (formal & informal) / Reviews / Written formal & informal speeches / Curriculum Vitae / Editorials / Brochures / Written interviews / Dialogues/Factual recounts/ Procedural texts (Please note that the number of words for the different grades are specified under 3.3.2 of this document) 15 TOTAL FOR PAPER 3 30 OVERALL TOTAL 100 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.5 RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. Seven levels of competence have been described for each subject listed for Grades R-12. The various achievement levels and their corresponding percentage bands are as shown in the Table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 Note: The seven-point scale should have clear descriptors that give detailed information for each level. Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.6 MODERATION OF ASSESSMENT TASKS Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, cluster, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. This should be done at least once per term. Moderation should ensure that all assessments are valid, fair, reliable and sufficient. Validity means that the task should measure the attainment of skills that were taught in line with the skills indicated in the CAPS document. The task must measure the level of achievement of specific skills. In setting comprehension questions for example, the learners’ ability to analyse and synthesize information given in a text and not to ask questions about general knowledge related to the text should be tested. Moderators at school level must give quality comments to ensure that the assessment practice at school is enhanced. Moderation cannot simply be a monitoring exercise to check that the correct number of tasks has been done or that a memorandum has been applied correctly. In Languages it means that the moderator will give good comment, among ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 109 other things, on the levels of questioning in comprehension testing; the frequency of extended writing; the quality of assessment instruments and the developmental opportunities afforded, and the teacher’s engagement with learner workbooks and evidence of learner performance. The moderation process must also ensure that the ratings given are consistent across all classes in the grade, and all grades in the phase. For example, a rating of 3 given by one teacher should represent the same level of skill and knowledge as the same rating given by another teacher. It is therefore important for Subject Heads to do internal moderation regularly. 4.7 GENERAL This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and 4.7.2 The policy document, National Protocol for Assessment Grades R-12. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GLOSSARY acronym – a pronounceable word formed from the first letter or letters in phrase or name (e.g. Aids, Unisa, etc). Note that HIV is not an example of acronym but initialism. additional language ( also see Home Language) – a language learned in addition to one’s home language additive multilingualism – when a person learns a language (or languages) in addition to his or her Home Language. This language does not replace the home language but is learned alongside it. In an additive multilingual programme, the home language is strengthened and affirmed while any further language learned is seen as adding value (e.g. all Additional Languages, including the Language of Learning and Teaching, are taught alongside the Home Language but do not replace it) alliteration – a pattern of sound that includes the repetition of sounds. Repetition of consonant sounds is called consonance; whereas repetition of vowels is called assonance. The repetition can be located at the beginning of successive words or inside the words. anecdotes – narratives of small incidents or events told for the purpose of information, entertainment, humour, malice, or to reveal character antonym – a word that is opposite in meaning to another word in the same language (e.g. ‘happy’ and ‘sad’) assessment – a continuous structured process of gathering information on learner competence in many different ways assessment activity – an activity used to assess learners consisting of a number of sub-activities or parts assonance – 1. repetition (mostly) of vowel sounds in two or more words e.g. ‘It is June and the world is all in tune’ 2. the vowel sounds do not have to be precisely the same: assonance could consist of a series of vowel sounds that create a certain effect audience – 1. the intended reader(s), listener(s) or viewer(s) of a particular text; in planning a piece of writing speakers/writers must take into the consideration the purpose and audience when choosing an appropriate form of writing 2. in particular, an audience is those attending a live performance of music or drama authentic texts – texts which have a practical function and are not literary (e.g. magazine and newspaper articles, recordings from radio and television, advertisements, product labels, travel brochures, government forms, examples of real letters) bias – 1. a tendency to favour one thing, idea, attitude or person over another which makes it difficult to make a fair assessment 2. in the game of bowls, the ‘wood’ or bowl has a weight on one side which makes it turn towards that side caption – a title or comment attached above or below an article, a picture, a photo, and so on cause (see also effect) – that which gives rise to an action or condition ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 111 clarify making the meaning of the text clear to the reader clause – Put in the right place. ‘The man who was wearing a red shirt ran away.’ The main sentence is ‘The man ran away.’ The words ‘who was wearing a red shirt’ is a subordinate clause. It cannot stand by itself, although the verb is complete (finite). Subordinate clauses start with a conjunction (when, because) or a relative pronoun (who, which). The conjunction links the clause to some part of the main sentence. ‘The man wearing a red shirt ran away.’ In this sentence ‘wearing a red shirt’ is not a clause but a phrase. The verb is not complete (it is participle) climax – the most exciting, effective, or important part of the story; this important part is not necessarily at the end closed questions – questions that require a specific answer. For example, ‘Do you like coffee?’ The answer must be ‘yes’ or ‘no’. ‘How old are you?’ The answer will be, e.g. ‘Ten’. code-switching – change from one language to another within the same oral text. coherence – 1. the underlying logical relationship which links ideas together and gives a passage or paragraph unity 2. it may also imply adequate grammar to convey the meaning, or orderly sentence structure. Chaotic grammar may make a statement incoherent cohesion – the linking of sentences or paragraphs by means of logical connectors such as conjunctions, pronouns or repetition comparative (see also superlative) – degrees of comparison as found in adjectives and adverbs are positive, comparative or superlative (e.g. ‘long’ (positive), ‘longer’ (comparative), ‘longest’ (superlative) compare (see also contrast) – to assess the way in which things are similar conflict – the struggle that arises between characters or between individuals and their fate or circumstances; conflict in literature can also arise from opposing desires or values in a character’s own mind conjunction – a word used to join two clauses, words, phrases or sentences connotative meaning (see also denotative) – both the positive and negative associations that a word collects through usage that go beyond the literal (primary) meaning context – a text is always used and produced in a context; the context includes the broad and immediate situation including aspects such as social, cultural and political background; the term can also refer to that which precedes or follows a word or text and is essential to its meaning context clues – using words surrounding an unknown word to determine its meaning. This reading strategy can be taught in conjunction with vocabulary contrast (see also compare) – to consider the way in which things differ conventions – accepted practices or rules in the use of language. Some conventions help to convey meaning (e.g. the rules of grammar, punctuation, typefaces, capital letters); some assist in the presentation of content (e.g. table of contents, general layout, headings, footnotes, charts, captions, lists, pictures, index); and others reflect a pattern of language that has become formulaic (e.g. greetings, small talk) continuous assessment – it involves assessment activities that are undertaken throughout the year ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) critical language awareness - the analysis of how meaning is constructed with understanding of power relations in and between languages; it empowers the learner to resist manipulation and to use language sensitively debate – in debating, two opposing teams compete with one another. They aim to convince the adjudicator and the audience that their viewpoint about a given topic is more reasonable and justifiable than that of the opposing team denotative meaning (see also connotative meaning) – the literal or primary meaning of a word derivative – a word derived from another or from a root; usually formed by adding a prefix or suffix (e.g. ‘quickly from ‘quick’) dialect – a form of a language adapted by a particular community; it is significantly different from other forms of the same language in terms of words, structures and/or pronunciation dramatic structure – 1. the special literary style in which plays are written 2. the arrangement of plot, acts, scenes, characters and possibly also features of language in a play drawing conclusions – using written or visual clues to figure out something that is not directly stated in the reading editing – the process of drafting and redrafting a text, including correcting grammatical usage, punctuation and spelling errors and checking writing for coherence of ideas and cohesion of structure; in media, editing involves the construction, selection and lay-out of texts effect (see also cause) – the result or consequence of an action or condition emotive language – language which arouses strong feelings explicit (as opposed to implicit) – meaning which is clearly or directly stated evaluate – form opinions, make judgements, and develop ideas from reading figurative (as opposed to literal) – words or phrases used in a non-literal way to create a desired effect; literal texts often make concentrated use of figurative language (e.g. simile, personification, metaphor) fluency – 1. the word comes from the flow of a river and suggests a coherence and cohesion that gives language use quality of being natural, easy to use and easy to interpret 2. having a fair degree of grammatical control (though perhaps not total grammatical accuracy) forum - team speaking or forum debate may be used against other schools, or in the classroom by dividing learners into teams of four, each of whom will speak on a different aspect of the same topic. An adjudicator decides on the winning team genre – the types or categories into which texts are grouped, e.g. novel, drama, poetry, business letter, personal letter gesture – a movement of the face or body which communicates meaning (e.g. nodding of head to indicate agreement) graphics – products of the visual and technical arts (e.g. drawing, designing) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 113 guided reading – a group reading session where children are all of the same instructional level and the teacher scaffolds learning so that children increasingly take control guided writing – involves individuals or small groups of children writing a range of text types after the teacher has provided mini-lessons on aspects of writing such as format, punctuation, grammar or spelling higher-order questions – questions that require children to bring together information from different parts of a text (i.e. synthesise), to infer (i.e. read between the lines), to evaluate what happens (i.e. give an opinion) and/or to appreciate a text (e.g. say whether one liked or disliked it and why) Home Language (see also additional language) – the language first acquired by children through immersion at home; the language in which we think homonym – a word which has both the same sound and the same spelling as another but has a different meaning (e.g. the noun ‘the bear’ and the verb ‘to bear’) homophone – a word which sounds the same as another but is spelled differently and has a different meaning (e.g. ‘one’ and ‘won’) image – a picture or a visual representation of something imagery – words, phrases, and sentences which create images in our minds, such as similes, metaphors, personification implicit (as opposed to explicit ) – something implied or suggested in the text but not expressed directly implied (as opposed to direct meaning) – meaning suggested by the text but not directly stated inclusivity – the principle that education should be accessible to all learners whatever their learning styles, backgrounds, and abilities independent reading level – the level at which a reader can read text with 95% accuracy (i.e. no more than one error per 20 words read). Text at an independent reading level is fairly easy text for the reader. infer – to pick up meaning behind what is stated and to deduce all the implications initiate – to start (e.g. to initiate a conversation) interview – task of gathering information or a face-to-face discussion between people, directed toward some specific purpose intonation – 1. the pattern of the pitch or the melody of an utterance which marks grammatical structures such as sentences or clauses 2. it also distinguishes between statements and questions and indicates the speaker’s attitude or feelings language varieties –.language varieties found when minor adaptations in terms of vocabulary, structure and/or pronunciation have been made; they can vary from one region or country to another literacies – different kinds of literacy (e.g. critical, visual, graphic, computer, media, socio-cultural) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 114 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) literacy (see also literacies) – the ability to process and use information for a variety of purposes and contexts and to write for different purposes; the ability to decode texts, allowing one to make sense of one’s world. The capacity to read and write literal (as opposed to figurative) – the plainest, most direct meaning that can be attributed to words lower-order questions – questions which require children to remember facts, e.g. Who were the main characters in the story? What was the main character’s name? Where did she go to school? manipulative language – language which is aimed at obtaining an unfair advantage or gaining influence over others, e.g. advertisements, sales talk, political speeches meta-language – the language used to talk about literature and language and grammatical terms; it includes terminology such as ‘context’, ‘style’, ‘plot’ and ‘dialogue’ metaphor – using one thing to describe another thing which has similar qualities (e.g. ‘Education is the key to success.’) mind map – a representation of a theme or topic in which key words and ideas are organised graphically mode – a method, way or manner in which something is presented; a way of communicating (e.g. the written mode, the spoken or oral mode, the visual mode (which includes graphic forms such as charts); information can be changed from one mode to another (e.g. by converting a graph into a passage) mood – atmosphere or emotion in written texts; it shows the feeling or the frame of mind of the characters; it also refers to the atmosphere produced by visual, audio or multi-media texts multi-media – an integrated range of modes that could include written texts, visual material, sound, video, and so on narrative – a spoken or written account of connected events in order of occurrence; a story narrative voice/point of view – the voice of the person telling the story (e.g. a distinction can be made between first person narrative – ‘I’ (who is often a character in the story) – and third person narrative, in which the narrator refers to characters as ‘he’, ‘she’ or ‘they’) onomatopoeia – the use of words to recreate the sounds they describe (e.g. the whoosh of the wind as it rushed through the trees) open-ended questions – questions that can be answered in different ways; the learner has to answer the questions in his or her own words. For example, Why do you think the boy ran away? What do you think he should have done? oxymoron – a combination of words with contradictory meanings, used deliberately for effect; it’s usually formed by using an adjective to qualify a noun with an opposite meaning (e.g. an open secret) panel discussion - groups are formed to discuss a topic, answer questions, and respond to tasks paraphrase – a restatement of an idea or text in one’s own words paronym – word formed from a foreign word (e.g. enjambment) personification – attributing human characteristics to non-human things ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 CAPS 115 plot – the interrelatedness of the main events in a text; plot involves more than a simple sequence of events as it suggests a pattern of relationships between events and a web of causation point of view – the perspective of a character in relation to issues in a novel or play prejudice – intolerance of or a pre-judgement against an individual, a group, an idea or a cause projection – the placement and delivery of volume, clarity, and distinctness of voice for communicating to an audience publish – when learners publish their work, they make it public by sharing it, e.g. by handing it in to the teacher, putting it on the class wall or notice board, or including it in a class anthology. pun – a play on words which are identical or similar in sound in order to create humour (e.g. ‘Seven days without water makes one week/weak.’) register – the use of different words, style, grammar, pitch, and tone for different contexts or situations (e.g. official documents are written in a formal register and friendly letters are usually written in an informal register) report - (formal and informal) giving exact feedback of a situation, e.g. an accident rereading - rereading is a reading strategy that gives the reader another chance to make sense out of a challenging text restating- restating is a reading strategy where the reader will retell, shorten, or summarise the meaning of a passage or chapter, either orally or in written form rhyme – words or lines of poetry that end with the same sound including a vowel rhythm – a regular and repeated pattern of sounds sarcasm – an ironic expression or tone of voice which is used in order to be unkind or offensive or to make fun of someone satire – the use of ridicule, sarcasm, and irony to comment critically on society or an individual or a situation scan – to run one’s eyes over a text in order to find specific information (e.g. scan a telephone directory for a name and number) shared reading – an activity in which children share the reading of an enlarged text with the teacher. This is a lesson with the whole class. The text used is aimed at the top group in the class. Some children will be at a listening level, others will be beginning to engage in the reading and more will be engaging fully. The same text is used over several days. Each day a new focus is selected by the teacher. The text is used to introduce text features, phonics, grammar and reading skills in context. simile – comparing one thing directly with another, a word such as ‘like’ or ‘as’ is used to draw attention to the comparison skim – to read a text very quickly to get an overview (e.g. skim the newspaper headlines for the main news) stereotype – a fixed conventional (and often biased) view about the role a particular person is expected to play strategy – a certain broad procedure or plan used to tackle a problem ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 4-6 116 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) stress (in a word or sentence) – to give force to a particular syllable in a word or a word in a sentence style – the distinctive and unique manner in which a writer arranges words to achieve particular effects. Style essentially combines the idea to be expressed with the individuality of the author. These arrangements include individual word choices as well as such matters as length and structure of sentences, tone, and use of irony symbol – something which stands for or represents something else synonym (as opposed to antonym) – a word which has the same meaning or almost the same meaning as another word in the same language. Synonyms in English tend to have important differences in connotation synthesise – the drawing together of ideas from a variety of sources; a clear summary of these combined ideas text – a statement or creation in any written, spoken, or visual form of communication theme – the central idea or ideas in a text; a text may contain several themes and these may not be explicit or obvious tone – quality and timbre of the voice that conveys the emotional message of a spoken text. In written text, it is achieved through words that convey the attitude of the writer. In film, tone can be created through music or visual effects transactional writing – functional writing (e.g. letters, minutes of meetings, reports, faxes) turn-taking – the customs which govern the flow of conversation between people such as allowing others to give their opinion, restating to clarify meaning, intervening to redirect focus, asking for clarification visual texts – visual representations which can be seen and which convey messages (e.g. film images, photos, computer graphics, cartoons, models, drawing, paintings) voice (see narrative voice) – the author’s persona: who the author is; when reading or viewing one gains an impression of the author and his/her intentions. word-attack skills - strategies used when reading an unknown word (e.g. breaking it into syllables or looking at the meaning of the prefixes or suffixes)     AFRIKAANS TWEEDE ADDISIONELE TAAL Kurrikulum- en assesseringsbeleidsverklaring Intermediêre fase Graad 4-6 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 4-6 AFRIKAANS TWEEDE ADDISIONELE TAAL AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education ISBN: 978-1-4315-0478-7 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 1 INHOUD AFDELING 1: INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING ..... 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Grades 10-12 .......................................................................................................................................... 7 AFDELING 2: INLEIDING TOT TALE ....................................................................................................... 8 2.1 Tale in die Kurrikulum- en Assesseringsbeleidsverklaring......................................................................... 8 Taalvlakke.......................................................................................................................................................... 8 2.2 Tydstoekenning vir die Eerste Addisionele Taal ........................................................................................ 16 2.3 Leer- en onderrigondersteuningsmateriaal................................................................................................ 16 AFDELING 3: INHOUD AND ONDERRIGPLANNE VIR TAALVAARDIGHEDE .................................... 18 3.1 Oorsig van vaardighede, inhoud en strategieë .......................................................................................... 18 3.2 Verspreiding van tekste van Graad 4-6 ....................................................................................................... 24 3.3 Onderrigplanne.............................................................................................................................................. 30 3.4 Onderrigplanne vir Afrikaans Tweede Addisionele Taal............................................................................ 32 AFDELING 4: ASSESSERING IN EERSTE ADDISIONELE TAAL ........................................................ 82 4.1 Inleiding.......................................................................................................................................................... 82 4.2 Informele van daaglikse assessering.......................................................................................................... 83 4.3 Formele assessering..................................................................................................................................... 83 4.4 Assesseringsprogram .................................................................................................................................. 84 4.4.1 Oorsig van vereistes............................................................................................................................... 87 4.4.2 Eksamens............................................................................................................................................... 87 4.5 Optekening en rapportering......................................................................................................................... 88 4.6 Moderering van assesserering .................................................................................................................... 89 4.7 Algemeen ....................................................................................................................................................... 89 WOORDELYS .......................................................................................................................................... 90 AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 7 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleids￾verklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid-Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en niekritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 5 Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die National Curriculum Statement Grades R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die National Curriculum Statement Grades R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld is n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 1.4.3 Senior Fase AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 7 (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onder￾hewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2 INLEIDING TOT TALE 2.1 TALE IN DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING Taal is ’n instrument vir denke en kommunikasie. Dit is ook ‘n kulturele en estetiese middel wat mense deel om beter sin te maak van die wêreld waarin hulle leef. Die doeltreffende gebruik van taal stel leerders in staat om kennis te verwerf, hulle identiteit, gevoelens en idees uit te druk, in interaksie te tree met ander en om hul eie leefwêrelde te bestuur. Dit voorsien leerders ook van ’n ryk, kragtige en diepgewortelde stel beelde en idees wat hulle kan gebruik om hulle wêreld te verander en te verbeter. Deur taal word uitdrukking gegee aan kulturele diversiteit en word sosiale verhoudings opgebou en uitgeleef. Juis deur taal word hierdie verhoudings aangepas, verbreed en verfyn. 2.1.1 Taalvlakke Taalonderrig in die Intermediêre Fase sluit al die amptelike tale in Suid-Afrika in, naamlik Afrikaans, Engels, isiNdebele, isiXhosa, isiZulu, Sesotho, Sepedi (Sesotho sa Leboa), Setswana, siSwati, Tshivenda en Xitliedjie ‘n – asook Gebaretaal en Nie-Amptelike Tale. Hierdie tale kan op verskillende vlakke aangebied word. Ook nie-amptelike tale soos Arabies, Frans, Duits, Gujarati, Joods, Hindi, Italiaans, Latyn, MOderne Grieks, Portugees, Spaans, Tamil, Telugu en Urdu. Taalleer in Graad 4 – 9 sluit al die amptelike tale van Suid-Afrika in. Al die amptelike tale kan op Huis, Eerste Addisionele of Tweede Addisionele Taalvlak aangebied word. Nie-amptelike kan aangebied word op ten minste Tweede Addisionele Taalvlak. Huistaal is die taal wat leerders eerste aanleer, terwyl Eerste Addisionele Taal die taal is wat bykomend tot die Huistaal geleer word. Die Tweede Addisionele Taal is 'n bykomende taal wat 'n leerder kan aanleer, wat breër kommunikasie en multilingualisme bevorder soos in die Grondwet en die Taal in die Opvoedingsbeleid (Language in Education Policy (LiEP) beliggaam. Die taal mag in die gemeenskap of kultuur gebruik word en nasiebou en interkulturele begrip versterk. Baie Suid-Afrikaanse skole bied twee tale op huistaalvlak aan, maar dit kan gebeur dat hierdie tale nie die huistaal van sommige of al die ingeskrewe leerders is nie. Dit beteken dat die name Huistaal en Eerste Addisionele Taal verwys na die vaardigheidsvlak waarop die tale aangebied word en nie na die moedertaal (Huistaal) of verworwe taal (soos in die addisionele tale) nie. Vir die doel van hierdie beleidsdokument verwys Huistaal dus na die onderrigvlak waarop dit aangebied word en nie na die taal op sigself nie. Huistaalvlak maak voorsiening vir taalvaardighede wat basiese interpersoonlike kommunikasievaardighede en kognitiewe akademiese vaardighede reflekteer. Klem word geplaas op die onderrig van luister, praat, lees en skryfvaardighede op hierdie taalvlak. Hierdie vlak voorsien ook die leerders van 'n ‘n literêre, estetiese en kreatiewe vermoë wat hulle sal voorsien van die vermoë om te skep, verbeel en hul te bemagtig om die wêreld waarin hulle woon te verstaan. Die klem en punte toegeken is egter groter op Lees en Skryf van Graad 7 en verder as praat en luister omdat die eise op leerders se Geletterdheid vermeerder wanneer hulle voorberei vir verder en hoër opvoeding en die wêreld van werk. Die Eerste Addisionele Taal-vlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Die kurrikulum in die eerste skooljare het ten doel om die leerder se vermoë om die taal te praat en te verstaan, te ontwikkel – basiese interpersoonlike kommunikasievaardighede. In Graad 2 en 3 begin leerders om geletterdheid te ontwikkel op grond van hulle mondelinge taalverwerwing. Hulle gebruik ook geletterdheidsvaardighede wat hulle alreeds in die Huistaal geleer het. In die Intermediêre en Senior Fase hou die leerders aan om hul luister, praat, lees en skryfvaardighede te versterk. Op hierdie stadium leer die meeste van hulle deur die medium van die Eerste Addisionele Taal, Engels, en behoort AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 9 meer blootstelling daaraan te kry. Groter klem word geplaas op denke en beredenering. Dit stel die leerders in staat om hul kognitiewe en akademiese vaardighede te ontwikkel, wat hulle nodig het om vakke soos Wetenskap en Engels te studeer. Hulle gaan ook in groter diepte om met literêre tekste en begin om estetiese en kreatiewe vermoëns in hul Addisionele taal te ontwikkel. Teen die tyd dat leerders in Senior Fase kom, behoort hulle redelik bedrewe in hul Eerste Addisionele Taal te wees ten opsigte van sowel interpersoonlike as kognitiewe akademiese vaardighede. In werklikheid kan baie leerders in hierdie stadium egter steeds nie goed in hul addisionele taal kommunikeer nie. Die uitdaging in die Intermediêre Fase is dus om hierdie leerders te ondersteun en om terselfdertyd 'n kurrikulum te voorsien wat leerders in staat stel om aan die vereiste standaard van die daaropvolgende grade te voldoen. Hierdie standaarde moet sodanig wees dat leerders hul addisionele taal op ‘n hoë vlak kan gebruik om hulle voor te berei vir verdere of hoër onderwys of vir die wêreld van werk. Die Eerste Addisionele Taal-vlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Dit fokus op die blootstelling aan Tweede Addisionele Taal is op die ontwikkelende leerder se vermoë om die taal te verstaan en te praat - basiese interpersoonlik kommunikasie vaardighede. In Graad 4 - 6 begin leerders om hul mondeling en geletterdheidsvaardighede te ontwikkel. Hulle gebruik ook geletterdheidsvaardighede wat hulle alreeds in die Huistaal en Eerste Addisionele Taal geleer het. In Graad 7-9, sal die leerders aanhou hul Luister en Praatvaardighede te ontwikkel sowel as hul Lees- en Skryfvaardighede. Teen die tyd dat leerders in Graad 7 kom, behoort hulle te probeer om in hul Tweede Addisionele Taal te kommunikeer op beide interpersoonlike en sosiale vlakke. Die realiteit is egter dat baie leerders in hierdie stadium steeds nie in hul Addisionele taal kan kommunikeer nie. Die uitdaging in Graad 4-6, is daarom om ondersteuning te voorsien vir hierdie leerders terwyl die kurrikulum terselfdertyd die leerder bemagtig om die standaarde te bereik wat in die volgende graad verwag word. 2.1.1.1 Spesifieke doelwitte vir die aanleer van die Tweede Addisionele Taal Die aanleer van 'n Tweede Addisionele Taal behoort die leerders in staat te stel om: • die taalvaardighede wat benodig word om op 'n gepaste vlak in die teikentaal te komunikeer, op 'n basiese vlak te bemeester; • die taal luister, praat, lees / kyk en skryf met groeiende vertroue en genot. Hierdie vaardighede en houdings vorm die basis vir lewenslange leer; • hulself uit te druk, mondeling en skriftelik en om gemaklik in die taal te voel; • taal en hul verbeelding te gebruik om meer oor hulself en die verskillende kulture en die wêreld rondom hulle te leer. Dit sal hulle bemagtig om hul ervarings en bevindings van die wêreld rondom hulle mondelings en skriftelik uit te druk; • taal te bekom en te gebruik om in verskillende kontekste te kommunikeer. Inligtingsgeletterdheid is 'n sleutelvaardigheid in ‘inligtingera” en vorm die basis vir lewenslange leer; • taal as ‘n middel vir uitdrukking oor bekende onderwerpe te gebruik; vir interaksie met 'n verskeidenheid van bekende tekste; en vir lees vir genot, basies inligting en kommunikasie. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.1.1.2 Onderrig in die Tweede Addisionele Taal Om 'n Tweede Addisionele Taal effektief aan te leer, het 'n mens so veel as moontlik blootstelling daaran nodig om aan taalvermoë en gespreksvaardigheid te bou. Onderwysers behoort daarom seker te maak dat die leerders daarna luister en dit lees in die tyd wat daarvoor toegeken is. Die leerders het nodig om na die Addisionele Taal te luister vir inligting en begrip (bv. 'n dialoog) asook vir genot (bv. 'n liedjie). Meer belangrik is dat hulle geleenthede nodig het om in die Addisionele Taal te lees en kyk vir inligting (bv. hoe om 'n toebroodjie te maak) en genot (bv. 'n eenvoudige storie). Navorsing het gewys dat die beste manier om 'n groot woordeskat te ontwikkel is deur gepaste tekste te lees. Dit is belangrik dat mondeling, geskrewe en visuele tekste op die regte vlak vir die leerders moet wees. As tekset te moeilik is, mag dit hulle afskrik en hulle sal ontmoedig word om lees en nie enigiets leer nie. As dit te maklik is, sal daar weinig uitdaging wees en min leer sal plaasvind. 'n Belangrike rol van die taalonderwyser is om die vlak van die teks by die leerders te pas. Regdeur die Intermediêre Fase behoort leerders na tekste te luister en tekste te lees wat in lyn is met hul ontwikkelende taalvaardighede. Leerders moet ook hul Addisionele Taal so veel as moontlik gebruik. Hulle moet geleentheid kry om te luister, praat, lees en om in 'n minder mate die Addisionele Taal vir interpersoonlik redes te skryf (bv. dialoë), om hul kreatiwiteit te ontwikkel (bv. 'n liedjie voordra, rolspel ens.) en om kommunikatiewe vaardighede te ontwikkel (bv. uitdruk van 'n mening, mense ontmoet en groet). Leerders moet die doel verstaan waarom hulle praat. Regdeur die Intermediêre Fase behoort leerders mondeling oefeninge te doen wat in lyn is met hul ontwikkelende taalvaardighede. Dit is nodig dat leerders gereelde en tydige terugvoering kry oor hul mondeling vaardighede, sodat hulle weet waar en hoe om verbeter. 'n Belangrike rol van 'n taalonderwyser is om leerders te voorsien van goeie terugvoering, wat die kern is van goeie assessering. Leerders moet die basis van taal ken: taalstrukture en -konvensies, woordeskat, spelling en punktuasie. Oor die algemeen sal die onderwsyer hierdie aspekte van taal in konteks hanteer. Hulle kan byvoorbeeld leerders bewusmaak van die struktuur en kenmerke in aanwysings gee (opdragte gee). Daar is ook ruimte vir direkte / eksplisiete onderrig van die basiese en die geleentheid om dit oefen. Wanneer 'n tweeweeklikse eenheid van lesse bepal word, behoort onderwyser taalvaardighede te integreer. Hulle behoort 'n teks en 'n onderwerp / tema te kies wat die leerders sal interesseer; weinig leer sal plaasvind as leerders nie met die taal omgaan nie en gedemotiveer is. 'n Onderwerp vir sinne of frases mag dalk “My skool” wees. Onderwysers kan die onderwerp bekend stel deur 'n luisterteks en die taal en woordeskat te bou en daardeur kennis wat nodig is vir praat te ontwikkel. Leerders kan 'n kort teks lees en die woordeskat en taalstrukture ondersoek. Wanneer die leerders bekend is met die taal wat nodig vir hierdie onderwerp, kan hulle die frases / sinne neerskryf. Dit sal verder geleenthede om met taal te werk, voorsien. Onderwysers behoort regdeur die proses terugvoering te gee en 'n gepaste assesseringsaktiwiteit teen die einde te gebruik. In Graad 4 – 6, is dit belangrik dat: • daar ‘n sterk fokus op Luister en Praat is; • daar voortdurend ondersteuning is vir die ontwikkeling van woordeskat, sin- en paragraaf konstruksie, en taalstrukture en -konvensies in konteks; en • leerders met ‘n verskeidenheid van tekste, insluitend visuele teks werk. Die tekste moet in moeilikheidgraad verhoog soos hulle van graad tot graad beweeg. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 11 2.1.2 Die taalvaardighede Die Eerste Addisionele Taalkurrikulum word volgens die volgende vaardighede gestruktureer. 1 Luister en Praat 2 Lees en Kyk 3 Skryf en Aanbied 4 Taalstrukture en -konvensies Luister en Praat Luister en praat is die middelpunt van leer in alle vakke. Deur effektiewe luister- en praatstrategieë kan leerders inligting insamel en sintetiseer, kennis opbou, probleme oplos, idees uitdruk en menings uitspreek. Kritiese luistervaardighede stel leerders in staat om waardes en houdings in tekste te herken, en manipulerende taal waar te neem en aan te spreek. In hierdie fase benodig leerder se gesproke taal ondersteuning deur woordeskat en sinne te modelleer. Die onderwyser moet seker maak dat alle leerders geleentheid kry om in die teikentaal te praat. Omdat leerders teen verskillende tempo sal vorder, het die onderwyser nodig om praatgeleenthede te skep (bv. die vrae wat gevra word) om by die vlak van individuele kinders te pas. Soos die kinders deur die grade beweeg, behoort die onderwyser van die kinders te verwag om meer te praat en dat hul gesprekke langer en langer moet word. Onderrigtyd behoort kort Luister en Praataktiwiteite daagliks in te sluit, sowel as langer gefokusde aktiwiteite wat deur die week versprei is. In Graad 4- 6, behoort onderwysers luister te benader as ‘n drie-fase aktiwiteit: • Pre-luister: Dit berei leerders voor om na 'n mondeling teks in hulle Addisionele Taal te luister. Die onderwyser kan byvoorbeeld van ‘n luisterteks gebruik maak en fokusvrae vra wat die leerders moet antwoord nadat hulle na die teks geluister het. • Gedurende luister: Dit is goeie praktyk vir die onderwyser om 'n luisterteks (of toneelstuk) 'n hele paar keer te lees en 'n verskillende vraag elk keer te vra. Dit is wenslik om te beweeg van vrae die leerders help om die algemene betekenis van die teks te verstaan, na meer spesifieke vrae wat dieper begrip van die teks vereis. Deur dit te doen, help die onderwyser die leerders om hul luisterstrategieë te ontwikkel. • Post luister: Leerders antwoord verdere vrae, hersien notas, gebruik inligting (bv. om 'n prentjie te etiketteer). Praat gebeur informeel in die klaskamer, by voorbeeld in groepwerk. Leerders moet ook geleenthede kry om informele gesprekke te oefen wat hulle dalk nie normaalweg in die klaskamer doen nie. Onderwysers behoort instruksies te gee vir formele praat en aanbied, by voorbeeld vir voorbereide hardoplees ens. Dit sal ‘n twee-fase proses wees: • beplanning en organisering van idees en inligting • oefen en aanbied: demonstreer bewsutheid van gehoor en konteks; gebruik van gepaste en akkurate Taalstrukture en -konvensies; helder aanbieding; gebruik van gepaste verbale en nie-verbale tegnieke ens. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Lees en Kyk Lees en Kykvaardighede staan sentraal tot suksesvolle leer oor die kurrikulum, sowel as vir volle deelname in die gemeenskap, die wêreld van werk en die globale konteks. Leerders ontwikkel Lees- en Kyk vaardighede van ‘n bekend verskeidenheid van tekste, insluitend visuele teks. Indien nodig, gebruik gedeelde lees aan die begin van Graad 4 om leerders in hierdie fase te lei. Die metode kan van tyd tot tyd gebruik word as genoegsame boeke op hierdie vlak beskikbaar is. Dit kan afgewissel met storievertelling. As boeke op hierdie vlak nie beskikbaar is nie, tekste uit ‘n handboek of leesreeks gebruik word. Gebruik ook metodes soos paarlees en voorlees vir die hele klas. Gebruik begeleide groeplees en onafhanklike / paarlees metodes en kry leerders geleidelik om meer en meer onafhanklike te lees. Die onafhanklike lees wat in die onderrigplanne aangedui is, moet geakkomodeer word in die tyd wat toegeken is vir lees. Moedig leerders aan om onafhanklike leeswerk te doen in enige spaartyd wat hulle mag hê. Stel basiese begripsvrae om verseker dat leerders verstaan wat hulle lees. Die leesproses Die leesproses bestaan uit 'n pre-lees, gedurende lees en ‘n post-leesstadium. Aktiwiteite wat leerders kan doen, kan soos volg opgesom word: Pre-lees (Voorbeelde) • Aktiveer bestaande kennis. • Stel vas wie die bron, die skrywer en wat die publikasiedatum is. • Lees die eerste en laaste paragrawe van ‘n afdeling. • Maak voorspellings oor onder andere die inhoud en tema. Gedurende lees (Voorbeelde) • Neem ruspouses om begrip te toets en idees te laat insink. • Vergelyk die inhoud met wat afgelei is. • Maak gebruik van die inhoud om waar moontlik die betekenis van onbekende woorde vas te stel, anders kan 'n woordeboek gebruik word. • Visualiseer wat gelees word. • Leerders moet aanhou lees al verstaan hulle nie sekere dele nie. • Leerders lees gedeeltes weer oor indien hulle dit glad nie verstaan nie. Lees dele hardop en teen 'n stadiger tempo indien inhoud verwarrend is. • Vra 'n maat om help om moeilike gedeeltes te verstaan. • Maak leesmerke en maak notas van hoofpunte. • Lewer verslag oor wat gelees is. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 13 Post-lees (Voorbeelde) • Ontwerp’n grafiese voorstelling van, wys hoofgedagtes uit en maak 'n paar ondersteunende notas om spesifieke inligting later te herroep. • Maak afleidings. • Maak 'n opsomming om hoofgedagtes te kan herroep. • Leerders dink om oor die onderwerp en stel nuwe vrae daaroor saam. • Leerders vra vrae om vas te stel van hulle hul doel bereik het. • Leerders stel vas van hulle die teks verstaan. • Evalueer die teks vir vooroordeel en partydigheid, asook die gehalte daarvan. • Leerders verbreed hul denke – gebruik idees wat in die teks voorkom. Skryf en aanbied Skryf is 'n kragtige instrument vir kommunikasie wat leerders toelaat om gedagtes en idees uit te bou en duidelik daaroor te kommunikeer. Gereelde skriftelike aktiwiteite oor 'n verskeidenheid tekste, take en vakke, stel leerders in staat om funksioneel en kreatief te kommunikeer. Die doel is om vaardige, gebalanseerde skrywers te kweek wat in staat sal wees om hul vaardighede verder te ontwikkel en gepaste skriftelike aanbiedinge, visuele en multidia tekste vir 'n verskeidenheid doelwitte te lewer. In die Intermediêre Fase het Eerste Addisionele Taal-leerders sorgvuldige ondersteuning en leiding nodig om die vaardigheid te ontwikkel om gepaste geskrewe tekste te skep. Skryf is belangrik omdat dit leerders dwing om oor grammatika en spelling om dink. Leerders word dus aangemoedig om die taal te prosesseer en akkuraatheid te bevorder. Leerders leer om 'n wye keuse van kreatiewe en inligtingstekste te skryf deur die aanvanklike gebruik van 'n skryraam as ondersteuning, en sal geleidelik leer om spesifieke tekstipes selfstandig te skryf. Die skryfproses kom dus tot sy reg in goedgeorganiseerde, grammatikaal korrekte skryftekste. Benadering tot die skryfproses Skryf en beplanning van tekste is 'n proses wat uit die volgende stappe bestaan: (a) Pre-skryf / beplanning (b) Skryf 'n konsep (c) Hersiening (d) Proeflees / redigering (e) Aanbieding Leerders moet geleenthede gebied word om hierdie prosesse in te oefen. • Besluit op die doel van die teks en vir wie dit beplan word. • Verkry idees uit 'n dinkskrum deur van geheuekaarte en vloeidiagramme gebruik te maak. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Raadpleeg relevante bronne, kies relevante inligting en organiseer idees. • Skryf 'n eerste konsep wat die doel, gehoor, onderwerp en teksstrukture in ag neem. • Lees die konsep krities en kry terugvoering van ander (klasmaats van die onderwyser). • Redigeer en proeflees die konsep. • Lewer 'n netjiese, leesbare, geredigeerde finale weergawe van jou skryfwerk. Taalstukture en -konvensies Goeie woordeskat- en grammatikale kennis lê die grondslag vir vaardigheidsontwikkeling (luister, praat, lees en skryf) in Tweede Addisionele Taal. Leerders in die Intermediêre Fase sal vertroud gemaak word met taalstrukture en -konvensies in die teikentaal. Deur interaksie met 'n verskeidenheid van tekste verbreed leerders hul woordeskat en pas taalstrukture meer effektief toe. In die Intermediêre Fase sal Tweede Addisionele Taal leerders groter kennis neem van taalstrukture as waarmee hulle reeds vertroud is. Leerders sal toenemend ondersoek hoe taal gebruik word. Hulle sal ook hierdie kennis kan gebruik om met taal te eksperimenteer en om betekenis te skep. (van woord- en sinsvlak, tot hele tekste) en om sien hoe teks en konteks verwant is. Dit word verwag dat taalstrukture en –konvensies in konteks onderrig sal word soos ander vaardigheid onderrig en ontwikkel word. In die Intermediêre Fase behoort tyd egter opsy gesit word vir die formele onderrig van taalstrukture en –konvensies. Die onderrigplanne dui 'n lys van taalitems aan wat in elke graad onderrig moet word. Wanneer luister- en leestekste vir elke tweeweeksiklus gekies word, moet seker gemaak word die tekste bevat sekere van die taalitems wat in daardie siklus behandel moet word. Aktiwiteite wat vir die teks beplan word, moet leerders in staat stel om hierdie items binne konteks te gebruik. Leerders sal ook met die skryf van tekste sekere van hierdie taalitems insluit. Gee leiding aan die leerders oor die korrekte gebruik van taalstrukture. Die onderwyser kan sekere taalstrukture waarmee leerders probleme ondervind, insluit by formele aktiwiteite sodat leerders dit kan inoefen (tydens die dertig minute per week wat daarvoor toegewys is). 2.1.3 Benaderings tot taalonderrig Die benaderings tot taalonderrig is teksgebaseerd, kommunikatief, geïntegreerd en prosesgeoriënteerd. Die teksgebaseerde en kommunikatiewe benaderings is beide afhanklik van die voortdurende gebruik en produsering van tekste. ’n Teksgebaseerde benadering stel leerders in staat om vaardige, vrymoedige en kritiese lesers, skrywers en ontwerpers van en kykers na tekste te word. Dit sluit die luister en kyk na, en lees en ontleding van tekste in om te verstaan hoe dit saamgestel is en watter effekte dit het. Deur hierdie kritiese interaksie ontwikkel leerders die vermoë om tekste te evalueer. Die teksgebaseerde benadering sluit ook die produsering van verskillende tekste vir spesifieke doelstellings en teikengroepe in. ’n Begrip van die manier waarop tekste saamgestel word, rugsteun hierdie benadering. Hierdie benadering vereis heelwat modellering en ondersteuning in die Tweede Addisionele Taal. Voorstelle hiervoor kom in die onderrigplanne voor. Die kommunikatiewe benadering beteken dat ’n leerder baie en 'n ryke blootstelling aan die teikentaal moet kry. Om dit te bereik moet leerders vele geleenthede gebied word om taal te gebruik en te oefen vir sosiale en praktiese AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 15 doeleindes. Die prosesbenadering word gebruik wanneer leerders mondelinge en geskrewe tekste produseer. Leerders is betrokke by die verskillende stadiums van die luister-, praat-, lees- en skryfproses. Hulle moet gedurende hierdie prosesse aan die gehoor en die doelstellings dink. Dit sal hulle daarna in staat stel om op ’n natuurlike wyse te kommunikeer en hulle denke oor te dra. Leerders leer om lees deur baie te lees en om te skryf deur baie te skryf. Benaderings om literatuur te onderrig / met teks te werk Die belangrikste rede vir die lees van literatuur / tekste in die klaskamer is om geleenthede te skep om pasaangeleerde taalvaardighede toe te pas. Die onderrig van literatuur / tekste is nooit maklik nie, maar it is onmoontlik sonder persoonlike, deurdagte, en eerlike interpretasies en opmerkings van die leerders self. Behalwe as hulle leer hoe om tekste op hul eie te verstaan, sal hulle nie veel leer nie. Maniere om die onderrig van literatuur te benader mag sommige of alles van die volgende insluit: • Doen moeite om te verseker dat soveel as moontlik van 'n teks gelees word voordat dit onderbreek word. Dit is belangrik dat leerders 'n helder idee het van wat aangaan in die teks. Lees soveel as moontlik in die klas en verseker dat die leerders gedigte ook lees. • Skryfaktiwiteite, wat ‘n basiese begrip van die teks wat gelees word vereis, kan baie nuttig wees om taalvaardigheidsvlakke te verhoog en die waardering van vaardigheidsvlakke wat bereik word. Klasbesprekings kan vrugtevol wees solank as wat almal aktief betrokke is en dit na geskrewe werk lei. • Werk met tekste behoort, uiteindelik, as 'n eenheid benader te word. Die volgende is ‘n opsomming van die belangrikste tekstipes wat in die Intermediêre Fase ondersoek sal word en die taalstrukture inherent aan hierdie tekstipes. Die inligting sal help met die strukturering van aktiwiteite op die verskillende tekste sodat leerders met hierdie taalstrukture kan omgaan. Kies slegs ‘n paar taalstrukture om aandag aan te gee elke keer wanneer hierdie tekstipes onderrig word. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.2 TYDSTOEKENNING VIR DIE EERSTE ADDISIONELE TAAL Onderrigtyd vir die Tweede Addisionele Taal is 1.5 uur per week in die Intermediêre Fase. Alle taalinhoud word oor ’n tweeweeksiklus versprei. Roosters moet vir een deurlopende dubbelperiode per week voorsiening maak. Die volgende tydstoekenning word vir die verskillende taalvaardighede voorgestel: Vaardighede Tyd toekenning per week (Ure) Tyd toekenning per Twee Weekiklus (Minute) % Luister en praat 1.5 75 40 Lees & Kyk: Begrip & Literatuur 55 30 Skryf & Aanbied 35 20 Taal Strukture en -Konvensies (hierdie is ook geïntegreer in die 4 taalvaardighede) 15 10 Total 180min (3 ure) 100 2.3 LEER- EN ONDERRIGONDERSTEUNINGSMATERIAAL • Elke leerder behoort die volgende te hê: (a) 'n Goedgekeurde taalhandboek (b) 'n Boek / leesreeks met die volgende genres / tekstipes: • Stories • Digkuns • Inligtingstekste • Sosiale tekste (c) 'n Woordeboek of woordelys (d) Toegang tot ‘n verskeidenheid van leesmateriaal om verskillende leesvlakke te akkomodeer bv. ‘n keuse van leesreekse met genoegsame kopieë van tekste vir elke vlak in ‘n klas of skool. (e) Tekste vir gedeelde lees in Graad 4. Dit mag boeke of ander vergrote tekste wees of die voorgeskrewe handboek of leesreeks. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 17 Die onderwyser behoort die volgende te hê: • ‘n Kurrikulum- en Assesseringsbeleidsverklaring; • die Language in Education Policy (LiEP); • ‘n voorgeskrewe taalhandboek vir Tweede Addisionele Taal wat deur die leerders gebruik word; ander handboeke as hulpmiddels en vir navorsingsdoeleindes; • leesboeke wat uit die voorgestelde tekstipes bestaan; • ‘n woordeboek (verklarende en tweetalige woordeboek, tesourus, sinoniemwoordeboek), ensiklopedieë, ensovoorts; • ‘n onderwysershulpbronlêer: dit kan ‘n lêer wees wat uit gekose inligtingstukke saamgestel is, of ‘n kommersiële, gepubliseerde onderwysersgids. • toegang tot leesmateriaal in die klas-, skool- van openbare biblioteek om die leerders se leespraktyke te ondersteun; en • Oudio- / visuele hulpmiddels. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 3: INHOUD AND ONDERRIGPLANNE VIR TAALVAARDIGHEDE 3.1 OORSIG VAN VAARDIGHEDE, INHOUD EN STRATEGIEË Die volgende is ‘n oorsig van die inhoud, vaardighede en strategieë wat in die onderrigplanne gevind kan word. Tabel van inhoud, vaardighede en strategieë GRAAD 4-6 Vaardighede Inhoud Strategies en sub-vaardighede Luister en Praat • Luisterbegrip • Luister vir inligting • Uitspraak • Luister vir genot • Verskillende vorme van mondeling kommunikasie: - Gesprek - Aanwysings / instruksies / prosedure - Storievertelling - Rolspel - Groepbespreking - Kort gedigte en rympies - Taalspeletjies - Persoonlike / feitelike hervertelling Luisterproses • Pre-luister • Gedurende luister - Luisterbegrip - Teken belangrikste idees op by oorvertelling, - verduideliking - Luister na en reageer op eenvoudige vrae • Post- luister Die praatproses • Beplanning, navorsing en organisering • Oefen en aanbied Kommunikasie vir sosiale doeleindes • Eenvoudige gesprekke • Beurtnemingskonvensies • Aanmoediging by die gebruik van die addisionele taal • Vra en reaksie op vrae Hervertel gebeurtenis • Informele aanbieding van bekende gebeurtenis • Korrekte formaat, woordeskat, taal en konvensies AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 19 Lees en Kyk Aanbevole tekstipes: • Stories bv. kontemporêre realistiese fiksie, tradisionele stories (mites en legendes, volksverhale , fabels), avontuurverhale , prentjiestories met byskrifte • Digkuns / Liedjies • Inleidende inligtingstekste bv. prosedures, feitelike hervertelling, • Sosiale tekste bv. uitnodigings, groetekaartjies, briewe • Mediateks te bv. advertensies, kennisgewings, pamflette • Visuele teks: advertensie (plakkate, pamflette, advertensies), strokiesprente, diagramme / grafieke / tabelel / kaarte / foto’s / sketse • Begrip paragrawe • Tekste vir voorbereide lees hardoplees • Tekste vir inligting Lees en Kyk proses: • Gebruik pre-lees, lees en post lees proses en strategieë: • Leesbegrip • Studielees van die teks (leesbegrip) • Demonstreer onafhanklike lees (lees vir genot of inligting) • Bekendstelling aan: • Teks kenmerke – titels, illustrasies, opskrifte, subopskrifte, benommering, opskrifte, koppe, formaat. • Teksstrukture – lyste, logiese volgorde, beskrywing, prosedures, belangrikste punt en verhalende volgorde. • Dele van ‘n boek – titel bladsy, inhoudsopgawe, hoofstukke, woordelys,ens. • Lees en Kyk strategieë - Herlees - Verheldering - Maak afleidings / eie mening • Visuele Geletterdheid – ('n Verskeidenheid van grafieke en visuele tekste bv. advertensies, Kennisgewings, plakkate, strokiesprente, foto’s, prentjies) • Lees van literêre teks • Digkuns / Liedjies • Letterlike betekenis • Boodskappe • Klankeffekte bv. rym, ritme, punktuasie, herhaling • Storie - Verhaallyn - Karakters - Ruimte Inligtings- en sosiale teks • Gehoor en doel • Voorbereide en onvoorbereid lees (Lees hardop) • Gebruik van toon , stemprojeksie, tempo, oogkontak, postuur en gebare • Spreek woorde reg uit AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Skryf en aanbied • Woord skyfwerk bv. lyste • Sinne • Paragrawe Tekstipes Kreatiewe skryf • Beskrywend bv. beskrywings van mense, plekke, diere, plante, voorwerpe,ens • Verhalend bv. stories, persoonlik hervertelling • Prentjie stories • Eenvoudige Dialoë Transaksionele skyfwerk (sosiale, funksionele, en inligtingsteks) • Boodskappe, groete kaartjies, uitnodigings • plakkate, kennisgewings, advertensies • Voltooi ‘n eenvoudige vorm. Die skryfproses Voor-skryf / beplanning • Gedagtewisseling van woordeskat en idees in groepe • Organiseer idees Beplanning • Woordkeuse • Struktureer sinne • Algemene idees • Lees eie skyfwerk • Kry terugvoering van onderwyser Hersien, redigeer, proeflees en aanbied • Hersien: verbeter inhoud en struktuur van idees • Verfyn woordkeuse, sin en paragraafstrukture • Bied aan netjiese, leesbare finale weergawe Taal Strukture en Konvensies Werk met woorde (Woordeskat ontwikkeling): gebruik van woordeboek, spelling, betekenis, lettergrepe, klanke, sinonieme, antonieme, homonieme, voorvoegsels, agtervoegsels Werk met sinne Rededele bv. selfstandige naamwoorde, lidwoorde, selfstandige naamwoorde, byvoeglike naamwoorde, bywoorde, voorsetsels, voegwoorde Sin strukture: enkelvoudige, en saamgestelde sinne, bevelsinne, vraagsinne, stellings, Tye van die werkwoord Woordorde Negatiewe vorme Direkte en indirekte rede Taal konvensies Bekendstelling aan eenvoudige taalreëls Punktuasie Spelling Klanke Verwysingslys Taal Strukture en -Konvensies Taalstrukture en Konvensies – Verwysinglys Die volgende taalstrukture sal in die konteks van Lees en Skryf, en ook as deel van ‘n sistematiese taalstrukture en -konvensies program, onderrig word. Die strukture moet geleidelik deur die grade bekend gestel word. NB: Die unieke kenmerke van die taal moet in oorweging geneem word. As ‘n gevolg sal slegs kenmerke van toepassing op ‘n spesifieke taal aandag kry in die teks hieronder. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 21 Selfstandige naamwoorde Telbare bv. stoel / stoel en ontelbare bv. gereedskap selfstandige naamwoorde Getal (enkelvoud en meervoud) bv. stoel / stoele Stofname soos sout Soortname bv. vrou en eiename bv. Thandi Abstrakte selfstandige naamwoorde bv. liefde, haat, respek, eerlikheid Besitlike selfstandige naamwoorde bv. Lesego se bank, My roomys Versamelname bv. ‘n swerm bye, ‘n skool visse Bepalers (lidwoorde) Onbepaalde lidwoorde: ‘n boek, 'n appel Bepaalde lidwoorde: die boek, die meubels, die appels Voornaamwoorde Persoonlike voornaamwoorde as subject: (bv. Ek lees die boek.) Vraende voornaamwoorde: bv. Wie lees die boek? Aanwysende voornaamwoorde: bv. Daardie boek is myne. Besitlike voornaamwoord: bv. My man is siek. Byvoeglike naamwoorde Byvoeglike naamwoorde bv. Die ou man. Trappe van vergelyking bv. bv. Dit was die lekkerste dag van my lewe. Bywoorde Bywoorde van manier bv. Loop versigtig asseblief Bywoorde van tyd bv. Hy het gister hier aangekom. Bywoorde van frekwensie bv. Hy kom gereeld hier. Bywoorde van graad bv. Hy is verskriklik slim. Voorsetsels Plek bv. Sy sit langs die tafel. Tye van die werkwoord Eenvoudige teenwoordige tyd bv.Ek eet lekker. Eenvoudige verlede tyd bv. HY het lekker geëet. Toekomende tyd bv. Hy sal lekker eet. Modale hulpwerkwoorde Modale hulpwerkwoorde bv. Hy behoort betyds te wees. Lydende en bedrywende vorme Lydende vorm bv. Ek skop die bal Bedrywende vorm bv. Die bal word deur my geskop. Direkte en indirekte rede Direkte rede bv. Hy het gesê “Bring die bal na my toe!” Indirekte rede bv. Hy het gesê dat ek die bal na hom toe moet bing. Voegwoorde Voegwoorde bv. Hy het gekom, maar sy het weggebly. Sinsoorte Stelsin bv. Sy is laat soos gewoonlik. Vraagsin bv. Is sy alweer laat? Bevelsinne bv. Jy sorg dat jy nie weer laat is nie! Woordeskat ontwikkeling en figuurlike taal Sinomieme, antonieme, een woord vir ‘n frase Beeldspraak (vergelyking, metafoor, personifikasie) idiomatiese uitdrukkings / idiome / spreuke geleende woorde Spelling Spelpatrone en, -konvensies, afkortings, akronieme Punktuasie Koppelteken, dubbelpunt, kommapunt, afkappingsteken, aanhalingstekens, hakies, ellipse, uitroetekens, vraagtekens, kommas AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Uitdrukkings in gespreksafrikaans – Verwysingslys VRA TOESTEMMING / VERSOEKE • Kan ek…..? • Mag ek….? • Sal dit moontlik wees…..? • Is dit reg as ek….? • Sal dit in die haak wees…? • Gee jy om …? • Laat my toe om … • Sal jy saamstem dat ons …? ONDERBREKING • Verskoon my, mag ek...? • Jammer, dink jy...? • Verskoon my...? • Verskoon my, kan jy dalk …? HULP AANBIED • Kan ek jou help? • Soek jy vir iets? • Kan iemand my help? • Moet iemand jou help? • Wat kan ek vir jou doen vandag? HULP SOEK • Kan ek help met…..? • Sal jy my toelaat …..? • Moet ek help met …? … • Help my asseblief..? • Gee asseblief ‘n handjie …? VERSKONING • Jammer... • Ek’s jammer…. • Verskoon my asseblief … • Ek vra om verskoning … • Verskoon my… KLAGTES • Ek is jammer om kla, maar... • Ek is jammer om kla... • Miskien het jy vergeet... • Ek dink jy het dalk vergeet om…. • Jammer as ek uit my beurt uit praat, maar... • Daar is dalk ‘n misverstand... • Moet my nie verkeerd verstaan nie... ADVIES GEE • Ek dink nie jy behoort te … • Jy behoort te … • As ek jy was, sou ek … • As ek in jou skoene was … • As ek in jou posisie was … • Jy moet liewer …. • Jy behoort nie... • Wat jy ook al doen... VOORKEUR UITDRUK • Sal jy liewer wou …. • Ek sou liewer…… • Hoekom maak ons nie...? • Ek sou verkies… Wat dink jy? • Wat dink jy behoort ons te doen? • AS dit van my afgehang het … • Ek dink ons behoort te …. AFLEIDINGS MAAK • Ek dink hy was van plan om... • Dit kan wees... • Dit lyk asof... • Miskien soek hy… • Miskien wil hulle... • Dis moeilik om sê, maar ek dink … • Ek is nie regtig seker nie, maar ek dink... ONJUISTE INLIGTING GEE • Daar is omtrent …. • Daar is min of meer... • Daar is ‘n groot getal …. • Ek skat so ….. • Dis min of meer … • Dis die soort van … • Dis moeilik om sê, maar ek skat … • Ek is nie regtig seker nie, maar ek skat … AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 23 TOTSIENS Sê • Geniet dit! • Geniet die vakansie. • Lekker reis. • Mag julle ‘n lekker tyd hê. GROETE NA UITSTAPPIE • Hoe was jou vakansie in…? • Het julle jul tydjie geniet …? • Hoe was jou vlug / rit …? SELFEVALUERING • Dit het goed gewerk, want…. • Ek het dit goed gedoen, want…. • Dit sou beter gewees het as ek dit gedoen het... • Dit kan beter gedoen gewees het…. • Dit lyk nie of dit beter gaan nie … • Dit het geslaag, want … AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2 VERSPREIDING VAN TEKSTE VAN GRAAD 4-6 'n Verskeidenheid van tekste is geselekteer vir elke twee week periode. Die sleuteltekste is hieronder aangedui. Leerders sal omgaan met sommige of al die tekste in ‘n twee week periode. Hulle sal luister of aanbied of lees of skryf. 3.2.1 Verspreiding van tekste table GRAAD 4 GRAAD 5 GRAAD 6 WEEK KWARTAAL 1 1 - 2 Storie Storie Storie; taalspeletjies 3 - 4 Inligtingsteks bv. verhalende vertelling, kaart Inligtingsteks met visuele tekste bv. kaarte / prentjies / gesprekke; verhalende vertelling Inligtingsteks: beskrywende vertelling; mediateks bv. advertensie 5 - 6 Storie en beskrywings van mense of karakters Storie, rolspel , beskrywing van mense; uitnodiging; boodskap Storie 7 - 8 Inligtingsteks: instruksies, lyste Inligtingsteks: instruksies; taalspeletjies Inligtingsteks met visuele tekste bv. kaarte / prentjies instruksies; definisies 9 - 10 Liedjies, gedig Gedig; liedjie Gedig; Liedjies beskrywing van ‘n persoon; beskrywing van ‘n voorwerp / dier / plant / plek; taalspeletjies WEEK KWARTAAL 2 11 - 12 Storie Storie Storie en boodskap, gesprekke 13 - 14 Inligtingsteks met visuele tekste bv. prentjies; plakkaat; aanwysings, beskrywing van ‘n voorwerp Inligtingsteks met visuele tekste bv. kaarte / prentjies; beskrywings van voorwerp / plante / diere / plekke Inligtingsteks bv. beskrywing van voorwerp / dier / plant / plek; visuele teks bv. prentjies / kaarte / foto’s 15 - 16 Persoonlike vertelling Persoonlike vertelling Storie, persoonlik vertelling; rolspel 17- 18 Procedures, instruksies Inligtingsteks met visuele tekste bv. prentjies / kaarte / foto’s Inligtingsteks: instruksies; feitelike vertelling Lees Inligtingsteks met visuele tekste bv. tyd tabelle en televisie programme / kaarte / prentjies; definisies; taalspeletjies 19 - 20 FORMELE ASSESSERING AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 25 WEEK KWARTAAL 3 21- 22 Storie, beskrywing van persoon / dier / karakter , dialoë Storie; mondelinge beskrywing van plekke / mense; persoonlik vertelling Storie; mondelinge beskrywings van plekke / diere / plante / voorwerpe 23 - 24 Inligtingsteks bv. feitelike vertelling audio-visuele teks bv. plakkaat / kennisgewings; gesprekke Inligtingsteks met visuele tekste bv. kaarte / prentjies Inligtingsteks met visuele tekste bv. / kaarte / prentjies / praatjies 25 - 26 Storie; gedig Storie; gedig Storie; gedig 27- 28 Inligtingsteks met visuele tekste bv. prentjies; beskrywings van plekke / plante / diere / voorwerpe prosedures Inligtingsteks; gesprekke; taalspeletjies; beskrywings van plekke / plante / diere / voorwerpe prosedures Inligtingstekste; taalspeletjies; kopkaarte; beskrywings van plekke / plante / diere / voorwerpe prosedures 2 9 - 30 rolspel; dialoë gesprekke; dialoë gesprekke; dialoë WEEK KWARTAAL 4 31- 32 Gesprek, taalspeletjies; stories Stories, taalspeletjies; persoonlik hervertelling Stories; gesprekke; dialoë 33 - 34 Inligtingsteks met visuele tekste bv. prentjies; visuele teks bv. plakkate / kennisgewings; boodskapppe Inligtingsteks: feitelike teks; plakkaat Inligtingsteks talk; taalspeletjies; definisies 35 - 36 Storie, taalspeletjies Storie, gedig, persoonlik hervertelling Storie, gedig 37 - 38 Gesprek; praatjie; Inligtingsteks; visuele teks bv. plakkaat / kennisgewing Inligtingsteks, gesprekke; plakkaat; visuele teks bv. kaart Inligtingsteks en visuele teks plakkaat; advertensie 39 - 40 FORMELE ASSESSERING AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2.2 Opsomming van tekstipes oor die fase Die tabel hieronder beskryf die verskeidenheid van tekstipes wat in Graad 4-6 onderrig behoort te word. Ander tekste kan ook ingesluit word waar gepas. Sommige van hierdie tekste is nie ingesluit in die onderrigplanne nie. Dit beteken nie dat hulle nie deel behoort te vorm van onderrig en leer nie, omdat dit ewe belangrike is. TEKSTIPE TAALSTRUKTURE Persoonlike vertelling Beskrywende taal bv. byvoeglike naamwoorde, bywoorde Tye van die werkwoord bv. verlede tyd Voegwoorde bv. bywoorde van tyd Vraagwoorde soos waar, wanneer, met wie, hoe Enkelvoudige sinne Voegwoorde bv. en, omdat, nadat, toe,ens. Direkte en indirekte rede Selfstandige naamwoorde en voornaamwoorde Feitelike hervertelling Bywoorde en bywoordelike frases Selfstandige naamwoorde en voornaamwoorde Voorsetsels Tye van die werkwoord bv. verlede tyd (eenvoudige verlede) Werkwoorde Stories en toneelstukke Werkwoorde Bywoorde om aksies te beskryf Byvoeglike naamwoorde om ruimte en karakters te beskryf Enkelvoudige en saamgestelde sinne Voegwoorde bv. en, omdat, nadat, toe,ens. Direkte en Indirekte Rede 'n Verskeidenheid van werkwoorde - veral in die verlede tyd Punktuasie bv. dubbelpunt, uitroeptekens, vraagtekens Gedigte Figuurlike taal bv. personifikasie, vergelyking , metafoor,ens. Selfstandige naamwoorde Byvoeglike naamwoorde Voornaamwoorde Bywoorde Voorsetsels Enkelvoudige sinne Prosedure / Instruksies / Aanwysings Werkwoorde wat aksie aandui Bevelvorm van die werkwoord Bywoorde Vraagwoorde soos waar, wanneer, met wie, hoe Voegwoorde bv. en, omdat, nadat, toe,ens. Voorsetsels Tye van die werkwoord, veral teenwoordige tyd Bepalers (lidwoorde) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 27 TEKSTIPE TAALSTRUKTURE Gesprekke Werkwoorde Voorsetsels Voornaamwoorde Vraagsinne Tye van die werkwoord, veral verlede tyd Inligtingsteks Selfstandige naamwoorde Tye van die werkwoord, veral teenwoordige tyd Werkwoorde Byvoeglike naamwoorde Voorsetsels Bepalers (lidwoorde) Voornaamwoorde Punktuasie bv. komma Definisies Tye van die werkwoord bv.teenwoordige tyd Selfstandige naamwoorde Byvoeglike naamwoorde Bepalers (lidwoorde) Beskrywings Tye van die werkwoord, veral verlede tyd Selfstandige naamwoorde Byvoeglike naamwoorde om besonderhede te gee Bepalers (lidwoorde) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 GRAAD 5 GRAAD 6 INLIGTINGSTEKSTE • Verhalend en beskrywende hervertelling bv. nuus, stories, beskrywing van iets – op feite gebaseer • Algemene kennis teks • Mediatekste soos radio aankondigings • Instruksies soos vir eksperimente, reëls van speletjies, aanwysings • Visuele teks: kaarte, foto’s, prentjies • Feitelike / verhalende / beskrywende hervertelling bv. nuus stories, beskrywing van iets – op feite gebaseer • Algemene kennis teks • Inligtingsteks • Mediatekste bv. radio aankondigings • Instruksies soos vir eksperimente, reëls van speletjies, aanwysings • Visuele teks: foto’s, prentjies • Verduidelikings soos naslaanboeke , woordeboeke, definisies, tekste oor ander onderwerpe • Feitelike hervertellings soos nuusverslae (koppe, die liggaam, opmerkings), ooggetuie vertellings • Inligtingsteks • Mediateks: advertensies, plakkate, tydskrif artikels • Instruksies soos vir eksperimente, reëls van speletjies, aanwysings • Visuele teks: kaarte, foto’s, prentjies LETTERKUNDIG • Verhale: kontemporêre realistiese fiksie, mites en legendes, fabels , fantasie , avontuurverhale , snaakse stories, werklike lewensverhale, stories. • Persoonlike vertellings soos staaltjies (gebeurtenis in volgorde), dagboekinskrywings • gedigte, toneelstukke , rolspel • Verhale bv. kontemporêre realistiese fiksie, mites en legendes, fabels , fantasie , avontuurverhale , snaakse stories , werklike lewensverhale, stories, historiese fiksie • Persoonlike vertellings soos staaltjies (agtergrondsketsing, gebeurtenis in volgorde), dagboekinskrywings • gedigte, toneelstukke , rolspel • Verhale soos kontemporêre realistiese fiksie, mites en legendes, fabels , fantasie , avontuurverhale, snaakse stories, werklike lewensverhale stories, historiese fiksie, Wetenskap fiksie, verhalende, gedig • Persoonlike vertellings soos staaltjies (agtergrondsketsing, gebeurtenis in logiese volgorde, persoonlike opmerking), dagboekinskrywings, autobiografieë • gedigte, toneelstukke , rolspel SOSIAAL / FUNKSIONEEL • Gesprekke bv. navrae , gee inligting oor familie • Kort sosiale teks: groetekaartjies, notas, boodskapppe • Gesprekke : versoeke rig, verduideliking, inligting gee oor gemeenskap • Kort sosiale tekste: kennisgewings, boodskapppe • Gesprekke : versoeke rig, verduideliking, gee inligting oor gemeenskap • Kort sosiale / funksionele teks: kennisgewings, boodskapppe AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 29 3.2.3 Lengte van tekste vir Tweede Addisionele Taal (deur leerders geproduseer) TEKS GRAAD 4 GRAAD 5 GRAAD 6 Paragrawe Woorde Sinne 10 – 20 woorde 20 - 30 woorde 30 - 40 woorde 3 – 4 sinne 4 – 6 sinne 6 – 8 sinne Mondelinge kreatiewe tekste bv. hervertelling, oorvertelling van stories 3 min 3 min 3-4 min Kreatiewe en inligtingstekste bv. hervertelling, stories, verslae 20 woorde 1 paragraaf 30 woorde 1 paragraaf 40 woorde 2 paragrawe Korter teks bv. boodskappe, notas beskrywings 10 – 20 woorde 20 – 30 woorde 30 – 40 woorde 3.2.4 Lengte van tekste vir Tweede Addisionele Taal (vir leerders om mee om te gaan) TAAK GRAAD 4 GRAAD 5 GRAAD 6 Langer luisterbegriptekste bv. storie, onderhoude, toneelstukke, nuusverslae 100-150 tot 5 mins 150-200 tot 5 mins 200-250 tot 5 mins Korter luisterbegriptekste bv. aankondigings, Inligtingsteks, instruksies, aanwysings 50-60 woorde 1-2 min 60-70 woorde 1-2 min 70-80 woorde 1-2 min Leesbegrip / studielees tekste 100-150 woorde 150-200 woorde 200-250 woorde 3.2.5 Woordeskat wat deur Tweede Addisionele Taalleerders bemeester moet word KWARTAAL 1 2 3 4 Woordeskat Algemeen gesproke woorde Graad 4 20 – 30 30 – 40 40 – 50 50 – 60 Graad 5 60 – 710 70 – 80 80 – 90 90 – 100 Graad 6 100 – 110 110 – 120 120 – 130 130 – 150 Lees woordeskat (nuwe woorde) Graad 4 30 – 50 (10 – 20) 30 – 50 (10 – 20) 30 – 50 (10 – 20) 30 – 50 (10 – 20) Graad 5 50 – 80 50 – 80 50 – 80 50 – 80 Graad 6 80 – 100 80 – 100 80 – 100 80 – 100 AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.3 ONDERRIGPLANNE Die onderrigplan dui die minimum inhoud aan wat per kwartaal gedek moet word. Die volgorde van die inhoud wat in 'n tweeweeksiklus gedek moet word, word nie voorgeskryf nie. Die tydstoewysing gee 'n benaderde aanduiding van hoe lank dit behoort te neem om die inhoud te dek. Onderwysers moet hul werkskedules met behulp van hul handboeke uitwerk om met die inhoud vir die tweeweeksiklus tred te hou. Die inhoud wat in 'n tweeweeksiklus aangedui word, bevat die kerntekste / -aktiwiteite met die belangrikste vaardighede en strategieë wat leerders moet ontwikkel. 3.3.1 Hoe tekste met mekaar skakel in ‘n tweeweeksiklus Verskillende tekste is as 'n basis vir die ontwerp van die tweeweeklikse onderrigsiklus gebruik. Tekste is gekies op grond van hoe hulle skakel om 'n geïntegreerde eenheid te vorm. Leerders sal, byvoorbeeld, luister na 'n storie en dan die storie lees. Hulle kan gevra word om 'n storie te skryf van 'n kort mondelinge beskrywing van 'n plek, persoon of voorwerp te gee. Van hulle kan gevra word om 'n brief aan 'n karakter te skryf. Die onderwyser kies 'n tema vir elke tweeweeksiklus sodat aktiwiteite met mekaar verband hou. Die rede vir die gebruik van temas is om dit moontlik te maak om voortdurend woordeskat en taalstrukture in betekenisvolle kontekste vas te lê. Integrasie vereis verskeidenheid in praktyk: verskeidenheid van vorme, van aktiwiteite, van tekste en temas (sien die voorgestelde temas in die verwysingslys hier onder). 3.3.2 Die volgorde van tekste en aktiwiteite in ‘n tweeweeksiklus Tekste hoef nie in ’n bepaalde volgorde gebruik te word nie. In die meeste gevalle moet daar 'n luister- en praataktiwiteit wees om die leerders vir lees van skryf voor te berei. Soms het die luister- en praataktiwiteite hul oorsprong in die teks. Leerders moet deur mondelinge en leestekste met die verskillende soorte tekste vertroud raak, voordat hulle gevra word om hierdie tekste te skryf. In die meeste gevalle sal die luisterteks op 'n hoër vlak wees as die een wat die leerders sal lees. Dit is omdat hul luistervaardighede verder as hul leesvaardighede ontwikkel is. 3.3.3 Aanbevole en voorgeskrewe tekstipes Daar is voorgeskrewe tekstipes wat in elke tweeweeksiklus onderrig moet word. Dit word in die onderrigplan uiteengesit en behoort in die voorgeskrewe handboeke vervat te word. In die meeste gevalle is geen spesifieke storie voorgeskryf nie. 'n Keuse kan uit 'n verskeidenheid moderne stories, verbeeldingryke stories (soos avontuurverhale, wetenskapfiksie), historiese verhale (soos biografieë) en tradisionele stories (soos mites, legendes, fabels) gemaak word. Dieselfde geld vir gedigte en tooneelstukke. Die addisionele leeswerk kan verband hou met die onderwerpe en temas van die voorgeskrewe tekstipe volgens die tweeweeksiklus. Hierdie aspek is belangrik omrede dit die leerder se kennis en begrip van die woordeskat en begrippe wat verband hou met die onderwerp / tema, konsolideer. Dit moet egter onthou word dat die uiteindelike doelwit behoort te wees om die kinders te kry om selfstandig te lees en 'n onafhanklike leesgewoonte te ontwikkel. Gedurende die indiviuele leessessie moet die leerders daarom geleentheid gegee word om boeke binne hul eie belangstellingsveld(e) te lees en daaroor te refelekteer. 3.3.4 Aantal sleuteltekste in ‘n tweeweeksiklus In die vroeë deel van die jaar is daar gewoonlik slegs een tekstipe per tweeweeksiklus. Daar sal somtyds twee of meer tekstipes per tweeweeksiklus wees. Met die onderrig van elk van hierdie tekstipes en die verwante aktiwiteite moet onthou word dat leerders verskeie kere gedurende die jaar daaraan blootgestel gaan word. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 31 3.3.5 Die onderrig van taalstrukture en -konvensies Die inhoud vir taalstrukture en -konvensies word onder die opskrifte Luister en praat, Lees en kyk en Skryf en aanbied aangetref. Taalstrukture moet tydens die onderrigtyd vir Luister en praat, Lees en kyk, en Skryf en aanbied, aandag kry. Wanneer 'n storie byvoorbeeld gelees word, kan leerders tekste lees wat in die verlede tyd geskryf is. Dit is ook belangrik dat aktiwiteite op bepaalde taalstrukture sal fokus en dat taalstrukture in konteks onderrig sal word. Kies taalitems uit die afdeling “Taalstrukture en -konvensies” en gee leerders addisionele oefening hierin. Ontwikkel aktiwiteite wat vir leerders betekenisvol is en wat met die tekste wat hulle in die tweeweeksiklus bestudeer het, verband hou. Meer aktiwiteite van hierdie aard moet gedoen word wanneer leerders van graad 4 tot 6 vorder. Kies versigtig watter taalreëls aan die leerders verduidelik moet word en beperk dit tot 'n minimum. Eerste Addisionele Taal-leerders leer 'n taal deur middel van gedurige blootstelling daaraan aan en deur daarvan gebruik te maak. Oefening in taalstrukture en taalkonvensies sal hierdie vaardighede verfyn. Onderrig behoort al die taalvaardighede en taalstrukture so te integreer dat hulle interafhanklik van mekaar is. Alle taalstrukture moet in konteks aangeleer word. VOORGESTELDE TEMAS – VERWYSINGSLYS Diere Liggaam Klere Kleure Dae en maande Emosies Familie Kos Groete Stokperdjies Huise Hou van / nie hou van Musiek Natuur en omgewing Plekke Skool Sport Tyd Vervoer Weer en seisoene AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.4 ONDERRIGPLANNEVIR AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4 GRAAD 4 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 1-2 Basiese gesprek in teikentaal • Antwoord eenvoudige vrae • Benoem karakters in 'n storie • Kodewisseling na moedertaal mag gebruik word Oefen luister en praat • Beklemtoon die gebruik van klanke Lees Lees woorde wat op geskrewe gesprek gebaseer is • Antwoord basiese vrae oor die teks • Druk gevoelens oor die teks uit • Bespreek nuwe woorde uit die gelese teks • Spel enkele woorde uit die gelese teks Inleidende skryfaktiwiteite Skryf basiese woorde • Skryf woorde uit 'n storie neer Werk met woorde • Bou op klankkennis van woordfamilies om woorde te spel . • Bou op sigwoordeskat Werk met woorde • Verstaan en gebruik woorde in konteks Woordeskat in konteks 3-4 Luister en Praat Gesprekke in teikentaal • Beantwoord vrae • Bespreek nuwe woorde • Kodewisseling na moedertaal mag gebruik word Lees Lees woorde op 'n gesprek gebaseer Skryf Inleidende skryfaktiwiteite Skryf basiese woorde • Gebruik gepaste woordeskat Werk met woorde • Bou op klankkennis van woordfamilies om woorde te spel . • Bou op sigwoordeskat Woordeskat in konteks 5-6 Luister na 'n storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die onderwyser se Bronnelêer • Antwoord eenvoudige vrae • Benoem karakters in 'n storie korrek • Dui woorde aan om gevoelens te beskryf • Kodewisseling na moedertaal mag gebruik word Lees Lees inligting uit die handboek of die onderwyser se Bronnelys • Pas woorde uit 'n teks by mekaar • Beskryf eie gevoelens oor 'n storie • Beantwoord vrae oor die teks Oefen hardoplees • Lees hardop met aandag aan uitspraak en uitdrukking Inleidende skryfaktiwiteite Skryf oor 'n storie • Skryf woorde of frases oor 'n storie • Beskryf eie gevoelens oor 'n storie Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Breek woorde in lettergrepe op bv be￾gin; sin-ne • Let op beginletters van woorde Werk met sinne • Oefen gebruik van enkelvoudige sinne • Gebruik die eenvoudige vorm van werkwoorde (teenwoordig, verlede en toekomstig) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 33 GRAAD 4 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 7-8 Luister na en voer basiese instruksies uit Tekste uit die onderwyser se Bronnelêer • Beantwoord vrae • Luister en reageer gepas Gee eenvodige instruksies • Gebruik gepaste besonderhede • Gebruik korrekte volgorde Beoefen luister en praat vir verryking Kies een vir daaglikse oefening • Dra 'n eenvoudige rympie, gedig of liedjie voor • Reageer fisies op opdragte • Speel 'n taalspeletjie • Beklemtoon die gebruik van klanke Lees instruksionele teks bv resep / instruksies vir die maak van iets Tekste uit die onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel en prentjies • Beantwoord vrae oor die teks • Bespreek instruksies en volgorde • Volg die instruksies Oefen hardoplees • Lees hardop met gepaste uitspraak, vlotheid, tempo en uitdrukking Inleidende skryfaktiwiteite Skryf eenvoudige instruksies aan die hand van 'n skryfraam. • Nommer die instruksies • Gebruik en herrangskik in die korrekte volgorde • Skryf instruksies aan die hand van raam • Korrigeer spelling deur woordeboek te gebruik Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of woorde om betekenis uit te druk, ensovoorts. Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Gebruik 'n woordeboek om spelling en betekenis na te gaan Werk met sinne • Gebruik die bevelvorm van sinne. • Verstaan en gebruik negatiewe vorme • Gebruik gepaste tye van die werkwoord (bv. ‘Ek is klaar’) • Oefen gebruik van enkelvoud en meervoud Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 9-10 Luister na 'n liedjie of gedig Tekste uit die onderwyser se Bronnelêer • Bespreek hoofgedagte • Lê verbande met eie ervaring • Kodewisseling na moedertaal mag gebruik word • Identifiseer woorde wat met dieselfde klank begin • Druk gevoelens uit wat deur die teks gestimuleer is • Dra 'n liedjie of dele daarvan voor Speel 'n taalspeletjie • Volg instruksies effektief • Gebruik gepaste woordeskat Beoefen luister en praat vir verryking Kies een vir daaglikse oefening • Dra 'n eenvoudige rympie, gedig of liedjie voor • Reageer fisies op opdragte • Speel 'n eenvoudige taalspeletjie • Beklemtoon die gebruik van klanke Lees 'n eenvoudige gedig / te Tekste uit die onderwyser se Bronnelêer • Pre-lees: Voorspel op grond van titel en prentjies • Gebruik leesstrategieë bv voorspelling op grond van titel en prentjies • Beantwoord vrae oor teks • Identifiseer ritme en rym • Breek woorde in lettergrepe op • Druk gevoelens uit wat deur die teks gestimuleer is Los 'n eenvoudige blokkiesraaisel op • Spel bekende woorde korrek • Wys begrip van woordbetenis Oefen hardoplees • Lees hardop met gepaste uitspraak, ritme en uitdrukking Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Druk basiese emosiese reaksie op tekste (hou van of nie) Inleidende skryfaktiwiteite Skryf 2-3 sinne oor 'n gedig aan die hand van 'n skryfraam. • Skryf eenvoudige frases Beoefen skryf vir verryking • Skryf woorde wat met dieselfde klank begin bv oulike Ousus. Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne / frases / woorde of verduidelikings om betekenis uit te druk. Werk met woorde • Woorde verwant aan mekaar soos omslag en bladsy (die leksikale veld “boek”) Werk met sinne • Gebruik vraagtekens • Gebruik uitroeptekens Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 35 GRAAD 4 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 11-12 Luister na 'n kort storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Tekste uit die onderwyser se Bronnelêer • Voorspel wat volgende sal gebeur • Antwoord eenvoudige vrae • Benoem karakters in 'n storie korrek Beoefen luister en praat vir verryking Kies een vir daaglikse oefening • Dra 'n eenvoudige rympie, gedig of liedjie voor • Reageer fisies op opdragte • Speel 'n eenvoudige taalspeletjie • Beklemtoon die gebruik van klanke Lees instruksionele teks bv resep / instruksies vir die maak van iets Tekste uit die onderwyser se Bronnelêer • Pre-lees en bespreking: voorspelling op grond van titel en prentjies • Beantwoord vrae oor die storie • Identifiseer ruimte en karakter Doen mondelinge begripsaktiwiteit • Bespreek nuwe woorde uit die gelese teks • Gebruik 'n woordeboek Oefen hardoplees • Lees hardop met gepaste uitspraak, uitdrukking en tempo Inleidende skryfaktiwiteite Skryf 'n kort boodskap • Kies gepaste inhoud • Addresseer 'n skrywe aan 'n persoon • Eindig met eie naam Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Bou op klankkennis van woordfamilies om woorde te spel . • Bou op sigwoordeskat en hoëfrekwensie woorde • Gebruik kennis van alfabetiese volgorde en eerste letters van 'n woord om woorde in 'n woordeboek te vind. • Enkelvoud en meervoud • Gebruik die geslagsvorme van sommige selfstandige naamwoorde Werk met sinne • Bou op die gebruik van selfstandige naamwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 13-14 Luister na 'n inligtingsteks en eenvoudige gesprekke Tekste uit die onderwyser se Bronnelêer • Identifiseer spesifieke besonderhede • Lê verbande met eie ervaring • Kodewisseling na moedertaal mag gebruik word Luister na en reageer op eenvoudige vrae instruksies en beskrywings • Volg instruksies • Wys begrip van woordeskat verwant aan ‘n onderwerp / instruksies Luister na 'n beskrywing en beskryf 'n voorwerp • Identifiseer 'n voorwerp wat beskryf word • Gebruik woorde wat die voorwerp reg beskryf • Gebruik nuwe woorde • Gebruik byvoeglike naamwoorde Oefen luister en praat Kies een vir daaglikse oefening • Dra 'n eenvoudige rympie, gedig of liedjie voor • Reageer fisies op opdragte • Speel 'n eenvoudige taalspeletjie • Beklemtoon die gebruik van klanke Lees inligtingsteks met grafika bv prentjies / kaarte / skets en foto’s Tekste uit die onderwyser se Bronnelêer • Pre-lees en bespreking: voorspelling op grond van titel en prentjies / visuals • Bespreek hoofgedagte • Interpreteer die inligting van grafika Lees 'n grafiese teks bv 'n plakkaat wat 'n geleentheid adverteer • Pre-lees: bespreek prentjies • Interpreteer inligting • Bespreek doel van die teks • Bespreek taalgebruik • Gebruik ontwerpkenmerke soos kleur en skrifgroottes Skryf 'n inligtingsteks aan die hand van 'n skryfraam • Vul die ontbrekende woord in in 'n teks of opsomming • Gebruik gepaste woordeskat • Gebruik nuwe woorde from the read text Ontwerp visuele tekste bv plakkate • Inleidende skryfaktiwiteite • Kies gepaste inligting • Gebruik die korrekte formaat • Gebruik ontwerpkenmerke soos kleur en skrifgroottes Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Stel meervoude bekend • Lettergrepe: kort en lank Werk met sinne • Verstaan en gebruik die besitlike vorm van die selfstandige naamwoord • Hersien die gebruik van “'n” en “die” met selfstandige naamwoorde. • Stel tye van die werkwoord bekend Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste • Sinonieme (woorde met skynbaar dieselfde betekenis) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 37 GRAAD 4 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 15-16 Luister na 'n kort storie Kies uit tradisionele stories / persoonlike vertellings / avontuur / werlike lewensverhale Tekste uit die onderwyser se Bronnelêer • Voorspel wat volgende sal gebeur • Antwoord eenvoudige vrae • Benoem karakters in 'n storie • Identifiseer karakters uit beskrywings Oefen luister en praat Kies een vir daaglikse oefening • Dra 'n eenvoudige rympie, gedig of liedjie voor • Reageer fisies op opdragte • Speel 'n eenvoudige taalspeletjie • Beklemtoon die gebruik van klanke Lees instruksionele teks bv resep / instruksies vir die maak van iets Tekste uit die onderwyser se Bronnelêer • Pre-lees en bespreking: voorspelling op grond van titel en prentjies • Beantwoord vrae oor die storie • Stel ruimte en karakter bekend • Doen mondelinge begripsaktiwiteit • Bespreek nuwe woorde uit die gelese teks • Gebruik 'n woordeboek Oefen hardoplees • Lees hardop met gepaste uitspraak, uitdrukking en tempo Skryf 'n kort boodskap / notes • Kies gepaste inhoud • Addresseer 'n skrywe aan 'n persoon • Eindig met eie naam Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Gebruik kennis van alfabetiese volgorde en eerste letters van 'n woord om woorde in 'n woordeboek te vind. • Versterk Enkelvoud en meervoud • Gebruik die geslagsvorme van sommige selfstandige naamwoorde Werk met sinne • Bou op die gebruik van selfstandige naamwoorde • Stel werkwoorde bekend • Gebruik verskillende soort byvoeglike naamwoorde • Oefen tye van die werkwoord • Oefen tye van die werkwoord Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 17-18 Luister na en voer basiese instruksies uit Tekste uit die onderwyser se Bronnelêer • Bespreek besonderhede van die teks • Vra vrae om antwoorde te kry • Luister en reageer gepas Gee instruksies met ten minste twee stappe • Gebruik gepaste woordeskat • Stel die gebruik van werkwoorde bekend • Gee instruksies in die korrekte volgorde Oefen luister en praat (Kies een vir daaglikse oefening) • Reageer fisies op opdragte • Gee en volg eenvoudige instruksies / aanwysings • Beklemtoon die gebruik van klanke Lees basiese prosedureteks / instruksies bv. 'n resep / instruksies om iets te maak Tekste uit die onderwyser se Bronnelêer • Pre-lees bespreking: voorspelling op grand van titel en prentjies • Bespreek besonderhede van 'n teks • Bespreek instruksies en volgorde Inleidende skryfaktiwiteite Skryf 'n prosedureteks aan die hand van 'n skryfraam. Tekste uit die onderwyser se Bronnelêer • Vul besonderhede in 'n raam in • Gebruik besonderhede • Bly by die onderwerp • Gebruik gepaste taal, spelling en punktuasie • Teken woorde en hul betekenisse in 'n persoonlike woordeboek op Etiketteer 'n visuele teks gepas • Gebruik gepaste besonderhede • Gebruik gepaste woordeskat • Skryf eenvoudige etikette Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Woorde met lang vokale • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Bou op sigwoordeskat en hoëfrekwensie woorde Werk met sinne • Gebruik die bevelvorm • Onderrig vraagwoorde Woordeskat in konteks • Antonieme (woorde met teenoorgestelde betekenis) • Woorde uit gedeelde of individueel gelese tekste 19-20 FORMELE ASSESSERING AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 39 GRAAD 4 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 21-22 Luister na 'n inligtingsteks en eenvoudige gesprekke (Familie) • Identifiseer spesifieke besonderhede • Lê verbande met eie ervaring • Kodewisseling na moedertaal mag gebruik word Luister na en reageer op eenvoudige vrae • Volg die instruksies • Wys begrip van woordeskat verwant aan ‘n onderwerp / instruksies Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n eenvoudige rympie, gedig of liedjie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus • Hervertel 'n storie wat gehoor of gelees is • Beklemtoon die gebruik van klanke Lees inligtingsteks met grafika bv prentjies / kaarte / skets en foto’s Tekste uit die onderwyser se Bronnelêer • Pre-lees en bespreking: voorspelling op grond van titel en prentjies / visuals • Vra en antwoord eenvoudigie vrae • Bespreek hoofgedagte • Interpreteer die inligting van grafika Doen mondelinge begripsaktiwiteit Lees 'n eenvoudige teks. • Bespreek hoofgedagtes • Reageer op eenvoudige vrae Oefen hardoplees • Lees hardop met gepaste uitspraak, uitdrukking en tempo Inleidende skryfaktiwiteite Etiketteer 'n visuele teks gepas. • Gebruik gepaste besonderhede • Gebruik gepaste woordeskat • Skryf eenvoudige etikette Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Bou op klankkennis van woordfamilies om woorde te spel . • Bou op sigwoordeskat en hoëfrekwensie woorde • Breek woorde in lettergrepe op • Oefen gebruik van enkelvoud en meervoud Werk met sinne • Versterk die gebruik van persoonlike voornaamwoorde • Versterk die gebruik van voegwoorde • Versterk die gebruik van betreklike voornaamwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 23-24 Neem deel aan ‘n bespreking oor ‘n bekende onderwerp • Neem beurte • Bly by die onderwerp • Vra gepaste vrae Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n eenvoudige rympie, gedig of liedjie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus • Hervertel 'n storie wat gehoor of gelees is • Beklemtoon die gebruik van klanke Lees inligtingstekste bv kortverhaal / storie / gedig Tekste uit die onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel en prentjies • Antwoord eenvoudige vrae BV Wat, wanneer, waar ens • Stel die gebruik van meer ingewikkelde vrae bekend bv Wat dink jy..? Doen mondelinge begripsaktiwiteit Oefen hardoplees • Lees hardop met gepaste uitspraak, uitdrukking en tempo Inleidende skryfaktiwiteite Skryf kort inligtingsteks met ondersteuning • Vul woorde in om ‘n teks te voltooi • Gebruik gepaste woordeskat • Gebruik nuwe woorde • Gebruik 'n woordeboek om spelling na te gaan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Gebruik kennis van alfabetiese volgorde en eerste letters van 'n woord om woorde in 'n woordeboek te vind. Werk met sinne • Gebruik meervoudsvorme • Hersien die gebruik van “'n” en “die” met selfstandige naamwoorde. • Gebruik hoof- en rangtelwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 41 GRAAD 4 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 25-26 Luister na inligting wat vanaf 'n plakkaat gelees word • Identifiseer spesifieke besonderhede • Luister na ander en deel eie ervarings • Bespreek gelese teks • Kodewisseling van een taal na ‘n ander Luister na 'n liedjie of gedig • Bespreek die inhoud van die gedig • Lê verbande met eie ervaring • Identifiseer ritme en rym • Identifiseer woorde wat met dieselfde klank begin • Druk gevoelens uit wat deur die gedig ontlok is • Dra 'n gedig of dele daarvan voor Beoefen luister en praat vir verryking • Gebruik klanknabootsing • Beklemtoon die gebruik van klanke Lees inligtingsteks min 'n plakkaat • Pre-lees: bespreek prentjies • Bespreek die inhoud van die teks • Identifiseer spesifieke inligting • Verstaan die inligting • Bespreek doel van die teks • Bespreek taalgebruik • Identifiseer en bespreek basiese ontwerpkenmerke soos kleur en skrifgroottes Lees 'n gedig / liedjie vir verryking • Pre-lees: Voorspel op grond van titel en prentjies • Gebruik leesstrategieë bv voorspelling op grond van titel en prentjies • Identifiseer ritme en rym • Breek woorde in lettergrepe op • Druk gevoelens uit wat deur die gedig ontlok is Oefen hardoplees • Lees hardop met gepaste uitspraak, uitdrukking en tempo Inleidende skryfaktiwiteite Ontwerp visuele tekste bv plakkate en kennisgewings • Gebruik die korrekte formaat • Kies gepaste inligting • Gebruik basiese konsepte van kleur en lettergrootte • Skryf sinne oor 'n teks • Gebruik gepaste woordeskat • Gebruik kennis van lettergrepe Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Let op beginletters van woorde Werk met sinne • Verstaan en gebruik telbare selfstandige naamwoorde • Versterk die gebruik van byvoeglike naamwoorde • Gebruik werkwoorde gepas • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 27-28 Luister na 'n inligtingsteks bv feitelike verslae Tekste uit die onderwyser se Bronnelêer Luister na 'n inligtingsteks bv mondelinge beskrywings van diere, plante ens • Identifiseer plekke • Gebruik woorde wat die plek reg beskryf • Gebruik nuwe woorde • Gebruik byvoeglike naamwoorde Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n eenvoudige rympie, gedig of liedjie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus • Hervertel 'n storie wat gehoor of gelees is • Beklemtoon die gebruik van klanke Lees inligtingsteks met visuele leidrade bv kaarte / prentjies / foto’s Tekste uit die onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Gebruik verskeidenheid leesstrategieë • Identifiseer en praat oor hoofgedagtes en ondersteunende gedagtes • Interpreteer inligting in 'n visuele teks Doen begripstoets, mondeling of skriftelik Inleidende skryfaktiwiteite Etiketteer 'n visuele teks gepas kaarte / perente / strokiesprente / foto’s ens • Gebruik gepaste woordeskat • Etiketteer visuele tekste gepas • Gebruik korrekte formaat Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Woorde met lang en kort vokale Werk met sinne • Begin om voorsetsels te gebruik • Oefen tye van die werkwoord • Versterk die gebruik van voegwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 43 GRAAD 4 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 29-30 Luister na 'n radioverhaal Tekste uit die onderwyser se Bronnelêer Rolspeel 'n bekende karakter of situasie • Kies gepaste inhoud • Gebruik besonderhede op akkurate wyse • Bly by die onderwerp • Kodewisseling mag gebruik word Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n eenvoudige rympie, gedig of liedjie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus • Hervertel 'n storie wat gehoor of gelees is • Beklemtoon die gebruik van klanke Lees 'n dialoog Tekste uit die onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel • Herken die verhaallyn • Bespreek karakter, ruimte en gebeure • Gebruik eenvoudige woordeskat om gevoelens uit te druk wat deur die teks gestimuleer is • Bespreek kenmerke van die teks, veral punktuasie Oefen hardoplees • Lees hardop met gepaste uitspraak, uitdrukking en tempo Inleidende skryfaktiwiteite Skryf 'n diagram aan die hand van 'n skryfraam of spraakborrels • Kies gepaste karakters • Organiseer gedagtes logies • Gebruik die skryfraam effektief • Gebruik die direkte rede appropriately • Gebruik gepaste woordeskat • Gebruik gepaste taal, spelling en punktuasie • Teken woorde en hul betekenisse in 'n persoonlike woordeboek op Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Gebruik 'n woordeboek om spelling en betekenis na te gaan Werk met sinne • Versterk die gebruik van tye van die werkwoord • Gebruik bywoorde van tyd • Herken en gebruik direkte rede en verwante punktuasie Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 31-32 Neem deel aan ‘n bespreking oor ‘n bekende onderwerp Tekste uit die onderwyser se Bronnelêer • Vra gepaste vrae en beantwoord vrae • Onderhou die gesprek • Respekteer ander se menings Lees 'n kort storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Tekste uit die onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel en prentjies • Antwoord eenvoudige vrae Doen mondelinge begripsaktiwiteit Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Praat oor inhoud en boodskappe Skryf 'n opstel aan die hand van 'n skryfraam • Vul die regte woorde in • Gebruik uitgebreide woordeskat • Teken woorde en hul betekenisse in 'n persoonlike woordeboek op Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Gebruik 'n woordeboek om spelling na te gaan • Let op beginletters van woorde Werk met sinne • Gebruik hoof- en rangtelwoorde • Oefen gebruik van enkelvoudige sinne • Verstek die gebruik van die tye van die werkwoord • Versterk die gebruik van voorsetsels Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 45 GRAAD 4 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 33-34 Luister na aankondigings • Tekste uit die onderwyser se Bronnelêer • Bespreek hoofgedagtes • Vra en beantwoord vrae • Reageer gepas Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n eenvoudige rympie, gedig of liedjie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus • Hervertel 'n storie wat gehoor of gelees is Lees inligtingsteks met visuele leidrade bv kaarte / prentjies / foto’s / strokiesprente Tekste uit die onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel en prentjies • Antwoord eenvoudige vrae Doen begripstoets, mondeling of skriftelik Lees visuele teks bv plakkaat of pamflet Tekste uit die onderwyser se Bronnelêer • Pre-lees: bespreek prentjies • Bespreek die inhoud van die teks • Identifiseer spesifieke inligting • Interpreteer inligting • Bespreek doel en gehoor van die teks • Bespreek taalgebruik Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Hervertel die storie in 3-5 sinne • Druk emosies uit wat deur teks ontlok is Skryf 'n paragraaf van 2-3 sinne aan die hand van 'n skryfraam • Gebruik algemene woordeskat insluitende voornaamwoorde • Gebruik gepaste taal, spelling en punktuasie • Gebruik die woordeboek om speling na te gaan Teken, etiketteer of voltooi ‘n visuele teks · Teken inligting effektief op • Dui die verwantsakp tussen die dele van ‘n visuele teks aan • Skryf sinne oor 'n visuele teks • Gebruik gepaste woordeskat • Gebruik 'n woordeboek om spelling na te gaan Ontwerp visuele tekste bv etikette Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik Werk met sinne • Gebruik voegwoorde effektief Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 35-36 Luister na 'n kort storie met diagloog Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Tekste uit die onderwyser se Bronnelêer • Voorspel wat volgende sal gebeur • Bespreek ruimte en karakter • Bespreek hoofgebeure in die verhaal • Gee 'n persoonlike respons op die verhaal Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n eenvoudige rympie, gedig of liedjie voor or part of a story • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus • Hervertel 'n storie wat gehoor of gelees is Lees instruksionele teks bv resep / instruksies vir die maak van ietswith dialogue Tekste uit die onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel en prentjies • Bespreek ruimte en karakter • Bespreek hoofgebeure in die verhaal • Gee 'n persoonlike respons op die verhaal • Herken dialoog • Rolspeel ‘n verhaal of deel daarvan Oefen hardoplees • Lees hardop met gepaste uitspraak en uitdrukking Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Lê verbande met eie ervaring Skryf 'n storie aan die hand van 'n skryfraam Vul die regte woorde in • Gebruik uitgebreide woordeskat • Gebruik 'n woordeboek om spelling na te gaan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan Werk met sinne • Verstek die gebruik van voegwoorde • Ontwikkel die gebruik van die direkte rede. • Stel die gebruik van aanhalingstekens vir direkte rede bekend Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 47 GRAAD 4 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 37-38 Neem deel aan ‘n bespreking oor ‘n bekende onderwerp Tekste uit die onderwyser se Bronnelêer • Vra gepaste vrae en beantwoord vrae • Hou 'n gesprek vol • Respekteer ander se menings Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n eenvoudige rympie, gedig of liedjie voor or part of a story • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus • Hervertel 'n storie wat gehoor of gelees is Lees inligtingsteks oor bekende onderwerp Tekste uit die onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel en prentjies • Antwoord eenvoudige vrae en begin moeiliker vrae vra • Bespreek visuele tekste Doen mondelinge begripsaktiwiteit Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Druk emosies uit wat deur teks ontlok is Skryf 'n paragraaf aan die hand van 'n skryfraam • Gebruik gepaste inhoud • Gebruik uitgebreide woordeskat insluitende voornaamwoorde • Gebruik gepaste taal, spelling en punktuasie • Gebruik die woordeboek om speling na te gaan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik sketse of sinne om betekenis te skep Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Gebruik kennis van alfabetiese volgorde en eerste letters van 'n woord om woorde in 'n woordeboek te vind Werk met sinne • Herken indirekte rede • Verstek die gebruik van byvoeglike naamwoorde en bywoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste 39-40 FORMELE ASSESSERING AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 GRAAD 5 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 1-2 Luister na 'n kort storie met diagloog Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Tekste uit die onderwyser se Bronnelêer • Beantwoord vrae • Voorspel wat volgende gaan gebeur Hervertel die storie • Hervertel die storie in korrekte volgorde • Benoem die karakters Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus Lees 'n kort storie Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Gebruik leesstrategieë bv voorspelling op grond van titel en prentjies • Bespreek nuwe woorde uit die gelese teks • Bespreek die titel en ruimte van die teks • Druk opinie oor die storie uit • Gebruik 'n woordeboek Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste uitdrukking, vlotheid en uitdrukking Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Hervertel die storie in 3-5 sinne • Gee 'n mening en motiveer dit Skryf 'n persoonlike weergawe van gebeure • Gebruik inligting uit eie ervaring • Kies gepaste inhoud vir onderwerp • Bly by die onderwerp • Skryfraam wor effektief gebruik • Gebruik gepaste taal, spelling en punktuasie. • Gebruik gepaste woordeskat verwant aan onderwerp Skryf 'n mening oor 'n verhaal aan die hand van 'n skryfraam. • Pre-skryf: Bespreek waarvan hulle hou of nie hou nie • Skryf 2 sinne oor dinge waarvan hulle hou of nie hou nie Skep 'n persoonlike woordeboek • Benommer bladsye met letters van die alfabet • Skryf 5 woorde in persoonlike woordeboek • Hou aan om die woordeboek te gebruik Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Bou op klankkennis van woordfamilies om woorde te spel . • Bou op sigwoordeskat en hoëfrekwensie woorde Werk met sinne • Verstaan en gebruik telbare selfstandige naamwoorde • Bou op die gebruik van selfstandige naamwoorde • Hersien die gebruik van “'n” en “die” met selfstandige naamwoorde. • Versterk die gebruik van persoonlike voornaamwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 49 GRAAD 5 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 3-4 Neem deel aan 'n gesprek oor 'n bekende onderwerp • Vra en antwoord eenvoudigie vrae oor die onderwerp • Kodewisseling na moedertaal mag gebruik word • Gee ander leerders 'n kans om te praat • Luister na ander Gee feitelike of beskrywende verslag • Hervertel 'n onlangse gebeurtenis • Vertel gebeure in volgorde Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n kort gedig / rympie of kortverhaal voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus Lees inligtingsteks met visuele leidrade bv kaarte / prentjies / foto’s / sketse / strokiesprente • Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel / diagramme / kaarte ens. • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Identifiseer belangrikste punte • Verduidelik die betekenis van nuwe woorde • Beantwoord vrae oor die teks Oefen hardoplees • Lees hardop met gepaste uitspraak, vlotheid en uitdrukking Praat oor tekste wat gedurende selfstandige of in pare gelees is • Gee 'n mening en motiveer dit • Bring teks in verband met eie ervaring Skryf 'n persoonlike weergawe van gebeure (Feitelik / beskrywend) • Kies gepaste inhoud • Volgorde korrek • Gebruik gepaste woordeskat • Gebruik gepaste taal, spelling en punktuasie • Korrigeer spelling deur woordeboek te gebruik Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Bou op klankkennis van woordfamilies om woorde te spel . • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik Werk met sinne • Versterk die gebruik van tye van die werkwoord • Versterk die gebruik van modale hulpwerkwoorde • Gebruik die eenvoudige vorm van werkwoorde (teenwoordig, verlede en toekomstig) • Gebruik bywoorde van tyd Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 5-6 Luister na 'n storie met dialoog Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Tekste uit die onderwyser se Bronnelêer • Gebruik mondelinge beskrywing om persone te identifiseer • Druk gevoelens uit wat deur die gedig ontlok is • Antwoord mondelinge vrae oor die verhaal (bv inhoud en boodskap) Rolspeel bekende situasies • Neem deel in ‘n dialoog • Sluit gepaste inligting in • Gebruik korrekte tye van die werkwoord Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus Lees 'n kort storie. Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: Voorspel op grond van titel en prentjies • Gebruik leesstrategieë bv voorspelling op grond van titel en prentjies • Beantwoord vrae oor die storie Lees 'n sosiale teks bv 'n uitnodiging • Bespreek die doel van die teks • Gebruik 'n woordeboek om betekenis van woorde te vind Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Praat oor tekste wat gedurende selfstandige of in pare gelees is • Gebruik woorde wat gevoelens oor 'n teks uit te druk Skryf 'n eenvoudige beskrywing van mense • Skryf 'n paragraaf aan die hand van 'n skryfraam. • Skryf op kreatiewe wyse • Gebruik byvoeglike naawoorde • Gebruik eenvoudige sinne Skryf 'n kort boodskap • Organiseer gedagtes logies • Gebruik korrekte formaat • Bou sinne op korrekte wyse Skryf 'n paragraaf • Beskryf ‘n gebeurtenis • Gebruik voegwoorde • Gaan spelling en punktuasie na Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Bou op klankkennis van woordfamilies om woorde te spel . • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik Werk met sinne • Versterk die gebruik van voorsetsels • Gebruik voegwoorde effektief • Gebruik hoofletters gepas Woordeskat in konteks Woorde uit gedeelde of individueel gelese tekste • Ondersoek woordvorming (samestellings) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 51 GRAAD 5 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 7-8 Luister na en voer basiese instruksies uit Tekste uit die onderwyser se Bronnelêer • Reageer effektief op instruksies • Gebruik die korrekte volgorde Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor / song • Vertel nuus Lees 'n instruksionele teks Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Bespreek besonderhede van 'n teks • Bespreek instruksies en volgorde • Voer opdragte uit waar moontlik Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Praat oor tekste wat gedurende selfstandige of in pare gelees is • Gee 'n kort mondelinge oorsig • Reflekteer oor titel en hoofgedagte • Gee 'n mening en motiveer dit Skryf instruksies aan die hand van 'n skryfraam. • Gebruik gepaste besonderhede • Gebruik voegwoorde in die korrekte volgorde • Gebruik eenvoudige sinne • Gebruik korrekte struktuur en formaat Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Bou op klankkennis van woordfamilies om woorde te spel . • Gebruik 'n woordeboek om spelling en betekenis na te gaan Werk met sinne • Verstaan en gebruik die besitlike vorm van die selfstandige naamwoord • Gebruik hoof- en rangtelwoorde • Begin om besitlike voornaamwoorde te gebruik • Versterk trappe van vergelyking • Gebruik werkwoorde gepas Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 9-10 Luister na 'n gedigong Tekste uit die onderwyser se Bronnelêer • Praat oor die inhoud van die gedig/ storie • Lê verbande met eie ervaring • Identifiseer ritme en rym • Gee 'n persoonlike respons op die gedig (hou of nie hou van) Dra 'n gedig voor • Spreek woorde hoorbaar en korrek uit • Demonstreer begrip • Demonstreer ritme Lees gedigte / liedjies Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Bespreek die onderwerp en hoofgedagtes van die gedig • Bespreek rym • Bespreek woorde wat met dieselfde klank begin • Bespreek klanknabootsing • Bespreek vergelyking • Beantwoord vrae oor die gedig Oefen hardoplees • Lees hardop met gepaste uitdrukking om begrip te demonstreer • Gebruik gepaste uitspraak, frasering en tempo Praat oor tekste wat gedurende selfstandige of in pare gelees is • Vergelyk boeke en ander gelese tekste Skryf 'n paragraaf oor 'n gedig • Bespreek die inhoud van die teks Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Bou op klankkennis van woordfamilies om woorde te spel . • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik Werk met sinne • Gebruik die geslagsvorme van sommige selfstandige naamwoorde • Gebruik verskillende soort byvoeglike naamwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 53 GRAAD 5 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 11-12 Luister na 'n kort storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Beantwoord vrae • Vra eenvoudige vrae Neem deel aan 'n gesprek oor 'n bekende onderwerp, met kodewisseling indien nodig • Vra en beantwoord vrae • Respekteer ander deur na hulle te luister Lees 'n kort storie Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prente • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Bespreek nuwe woorde • Herken volgorde van gebeure, ruimte en karakters • Gebruik 'n woordeboek Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Bespreek 'n kortverhaal Skryf 'n eenvoudige paragraaf aan die hand van 'n skryfraam • Skryf 'n gepaste openingsin • Skryf op logiese wyse • Gebruik voegwoorde • Gebruik byvoeglike naamwoorde • Skryf gepaste einde Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Gebruik kennis van alfabetiese volgorde en eerste letters van 'n woord om woorde in 'n woordeboek te vind. Werk met sinne • Gebruik meervoudsvorme • Versterk die gebruik van byvoeglike naamwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 13-14 Luister na 'n inligtingsteks bv mondelinge beskrywings van diere, plante ens Tekste uit die onderwyser se Bronnelêer • Herken voorwerpe na aanleiding van beskrywing • Beskryf diere of plante na aanleiding van ‘n prent • Skets dit wat beskryf word en etiketteer dit Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus • Hervertel ‘n verwante verhaal in eie woorde Lees inligtingstekste met visuele leidrade bv kaarte / tabelle / diagramme ens Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Gebruik verskeidenheid leesstrategieë • Lees vir spesifieke inligting • Beantwoord vrae oor die teks en grafika Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Praat oor tekste wat gedurende selfstandige of in pare gelees is • Hervertel die storie Skryf 'n kort beskrywing van voorwerpe / plante / diere / plekke aan die hand van 'n raam • Gebruik die skryfraam effektief • Sluit besonderhede in • Gebruik lidwoorde gepas • Gebruik gepaste woordeskat • Gebruik korrekte punktuasie Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde Spel bekende woorde korrek, deur die gebruik van 'n persoonlike woordeboek • Gebruik kennis van alfabetiese volgorde en eerste letters van 'n woord om woorde in 'n woordeboek te vind. Werk met sinne • Versterk die gebruik van die teenwoordige tyd • Gebruik teenwoordige tyd om aksies te beskryf • Oefen tye van die werkwoord • Gebruik voorsetsels Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 55 GRAAD 5 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 15-16 Neem deel aan 'n gesprek oor 'n bekende onderwerp Vra en antwoord eenvoudigie vrae oor die onderwerp • Kodewisseling na moedertaal mag gebruik word • Gee ander leerders 'n kans om te praat • Luister na ander en bemoedig hulle Gee feitelike of beskrywende verslag • Hervertel 'n onlangse gebeurtenis • Vertel gebeure in volgorde Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n kort gedig / rympie of kortverhaal voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus • Teken 'n diagram van die storie Lees stories Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: Voorspel op grond van titel en prentjies • Lees vir besonderhede en gebruik kontekstuele leidrade • Herken en lewer kommentaar op die boodskap • Verstaan die woordeskat • Beantwoord vrae oor die storie • Hervertel die storie in eie woorde Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Skryf 'n opstel aan die hand van 'n skryfraam • Skryf ten minste twee paragrawe • Skakel sinne en paragrawe met behulp van voegwoorde, punktuasie ens • Gebruik nuwe woorde en punktuasie • Gebruik gepaste taal, spelling en punktuasie • Gebruik 'n woordeboek om spelling na te gaan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Breek woorde in lettergrepe op Werk met sinne • Gebruik verskillende soort byvoeglike naamwoorde • Verstaan en gebruik werkwoorde om aksies te beskryf Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 17-18 Luister na en reageer op mondelinge vrae • Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Volg die instruksies • Demonstreer begripof command words Rolspeel ‘n bekende situasie • Gee ten minste 4 instruksies in die korrekte volgorde • Gebruik gepaste taal, spelling en punktuasie Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor or part of a story • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings Lees proseduretekste bv resep of instruksies vir die maak van 'n voorwerp Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Gebruik verskeidenheid leesstrategieë • Beantwoord vrae oor die teks • Volg instruksies effektief Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Praat oor tekste wat gedurende selfstandige of in pare gelees is • Vergelyk boeke en ander gelese tekste Skryf 'n resesp aan die hand van 'n skryfraam. Tekste uit die onderwyser se Bronnelêer • Gebruik die skryfraam effektief • Sluit 'n lys van bestanddele in • Sluit 'n metode in • Gebruik gepaste woordeskat Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek • Let op beginletters van woorde Werk met sinne • Gebruik bywoorde gepas • Begin om besitlike bywoorde (tyd,manier en wyse) te gebruik • Gebruik die toekomende tyd • Begin om voegwoorde te gebruik • Gebruik vraagtekens • Gebruik uitroeptekens Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste 19-20 FORMELE ASSESSERING AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 57 GRAAD 5 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 21-22 Luister na 'n mondelinge beskrywings van bv diere en plante • Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Herken ruimte en karakters • Teken relevante inligting uit ‘n storie op Luister na en gee persoonlike vertellings • Hervertel eie ervaringe • Beantwoord vrae oor wat eerste, tweede ens gebeur het Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor or part of a short story • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus Lees instruksionele teks bv resep / instruksies vir die maak van iets Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: Voorspel op grond van titel en prentjies • Verstaan die kenmerke van die teks • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep; maak afleidings • Beantwoord vrae oor die storie • Herken ruimte en karakters Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Lees 'n kort paragraaf • Bespreek hoofgedagte en besonderhede Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Bespreking van gelese teks Herskryf 'n paragraaf in eie woorde • Gebruik die teenwoordige tyd • Herken die belangrikste gebeure Hervertel ‘n verwante verhaal in eie woorde • Hervertel die gebeure in die korrekte volgorde • Gebruik gepaste taal, spelling en punktuasie Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Let op beginletters van woorde Werk met sinne • Verstaan en gebruik selfstandige naamwoorde • Versterk die gebruik van persoonlike voornaamwoorde • Versterk die begrip “byvoeglike naamwoord” • Oefen gebruik van enkelvoudige sinne • Gebruik vraagsinne effektief • Versterk die gebruik van uitroepsinne Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 23-24 Praat oor ‘n bekende onderwerp • Beplan en berei belangrike punte voor • Praat ten minste 3 sinne oor die onderwerp • Beantwoord vrae Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor of deel daarvan • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus Lees inligtingsteks met visuele leidrade bv kaarte / tabelle / kopkaarte ens. Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: bespreek woorde verwant aan die onderwerp • Bespreek belangrikste inligting en selekteer besonderhede om vrae te beantwoord Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Hervertel die storie in 5 sinne Teken, etiketteer of voltooi ‘n visuele teks Tekste uit die onderwyser se Bronnelêer • Gebruik inligting uit 'n visuele of geskrewe teks • Organiseer gedagtes logies • Gee inligting Som op in die vorm van 'n kopkaart • Herken ten minste drie hoofpunte Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Woorde vir persoonlike woordeboek Werk met sinne • Verstaan en gebruik selfstandige naamwoorde • Gebruik hoof- en rangtelwoorde • Begin om voornaamwoorde te gebruik • Gebruik verskillende soort byvoeglike naamwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 59 GRAAD 5 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 25-26 Luister na stories Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Verstaan stories, answering questions • Druk opinie uit Hervertel die storie • Verwys na hoofkarakters • Hervertel die storie in eie woorde • Gebruik die tye wat in die vorige graad gebruik is Lees instruksionele teks bv resep / instruksies vir die maak van iets Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Bespreek karakters • Beantwoord vrae oor story • Herken die morele boodskap van die storie Doen begripstoets, mondeling of skriftelik Lees gedigte / liedjies • Bespreek onderwerp en hoofgedagte Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Bring teks in verband met eie ervaring Skryf 'n eenvoudige storie aan die hand van 'n skryfraam • 'n Storie het 'n begin, middel en 'n einde Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Let op beginletters van woorde. Werk met sinne • Ontleed eenviudige sinne in onderwerp, gesegde en voorwerp • Begin om voegwoorde te gebruik • Ontwikkel die gebruik van die direkte rede. • Herken en gebruik indirekte rede Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste 27-28 Neem deel aan 'n gesprek oor 'n bekende onderwerp • Vra en beantwoord vrae • Respekteer ander deur na hulle te luister • Kodewisseling na moedertaal mag gebruik word Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor or a part of a story • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus Lees prosedureteks bv instruksies om iets te maak Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Volg besonderhede • Interpreteer inligting in 'n visuele teks • Bespreek volgorde van gebeure Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Doen begripstoets, mondeling of skriftelik Skryf 'n inligtingsteks • Skryf een of twee paragrawe • Organiseer gedagtes logieslogically • Gebruik 'n woordeboek om spelling na te gaan • Gebruik die skryfproses Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Woorde vir persoonlike woordeboek Werk met sinne • Ontwikkel begrip van die gebruik van voegwoorde • Verstaan en gebruik indirekte rede • Verstaan en gebruik negatiewe vorme Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 29-30 Neem deel aan 'n gesprek oor 'n bekende onderwerp • Vra en beantwoord vrae • Respekteer ander deur na hulle te luister • Kodewisseling na moedertaal mag gebruik word • Vra en beantwoord meer komplekse vrae bv Wat sou jy doen...? Neem deel aan 'n rolspel Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Ontwikkel ‘n geloofwaardige storielyn • Spreek woorde hoorbaar en korrek uit Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor or a part of a story • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus Lees 'n teks Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Gebruik leesstrategieë: bespreek kontekstuele leidrade • Herken die verhaallyn • Bespreek karakter, ruimte en gebeure • Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste uitdrukking wat begrip van die teks demonstreer • Lees hardop met gepaste uitspraak, tempo en luidheid. Praat oor tekste wat gedurende selfstandige of in pare gelees is • Vergelyk boeke en ander gelese tekste Skryf 'n kort dialoog aan die hand van 'n raam • Kies gepaste karakters • Organiseer die skryftuk op logiese wyse • Gebruik die direkte rede • Gebruik 'n informele skryfstyl • Gebruik gepaste punktuasie • Gebruik die skryfproses Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Versterk meervoudsvorme Werk met sinne • Gebruik die geslagsvorme van sommige selfstandige naamwoorde • Hersien die gebruik van “'n” en “die” met selfstandige naamwoorde. • Gebruik die eenvoudige vorm van werkwoorde (teenwoordig, verlede en toekomstig) • Versterk die begrip van tye van die werkwoord • Hersien die gebruik van voegwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 61 GRAAD 5 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 31-32 Luister na 'n kort storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Verstaan stories • Beantwoord vrae • Vra gepaste vrae en beantwoord vrae • Antwoord vrae en stel meer komplekse vrae soos Waarom...? Wat dink jy..? Lees instruksionele teks bv resep / instruksies vir die maak van iets of 'n gedig of 'n liedjie Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Bespreek hoofgedagte en ander besonderhede • Herken die volgorde van gebeure • Herken ruimte en karakters • Antwoord vrae en stel meer komplekse vrae soos Waarom...? Wat dink jy..? • Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Bespreek die teks Skryf 'n hervertelling aan die hand van 'n skryfraam. • Vertel 'n verhaal in volgorde Skryf 'n eenvoudige paragraaf aan die hand van 'n skryfraam • Gebruik verhaalstruktuur • Skakel sinne en paragrawe met behulp van voegwoorde, punktuasie ens • Gebruik korrekte tye van die werkwoord • Gebruik 'n woordeboek om spelling na te gaan • Gebruik die skryfproses Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Woorde vir persoonlike woordeboek Werk met sinne • Verstaan en gebruik selfstandige naamwoorde • Versterk die gebruik van persoonlike voornaamwoorde • Gebruik verskillende soort byvoeglike naamwoorde • Oefen gebruik van enkelvoudige sinne Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 33-34 Neem deel aan ‘n bespreking • Bespreek bekende onderwerpe • Neem beurte, respekteer ander en hul menings Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus Lees 'n inligtingsteks Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prente • Beantwoord vrae • Bespreek hoofgedagte en spesifieke besonderhede Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Lees en verstaan 'n plakkaat • Pre-lees: bespreek prentjies • Interpreteer inligting • Bespreek die inhoud van die teks Skryf 'n inligtingsteks aan die hand van 'n skryfraam. • Kies gepaste onderwerp • Sluit gepaste inligting in • Gebruik die skryfproses met ondersteuning • Gebruik 'n woordeboek om spelling na te gaan Ontwerp 'n plakkaat • Sluit gepaste inligting in • Sluit 'n prentjie in • Gebruik skrifgrootte effektief • Bied ‘n netjiese finale weergawe aan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Woorde met lang en kort vokale Werk met sinne • Gebruik selfstandige naamwoorde en voornaamwoorde • Versterk die gebruik van byvoeglike naamwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 63 GRAAD 5 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 35-36 Luister na 'n kort storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Herken die verhaallyn, karakters en gebeure • Antwoord letterlike vrae oor die verhaal Hervertel die verhaal in eie woorde • Vertel in die korrekte volgorde Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus • Hervertel gebeure in die korrekte volgorde aan die hand van voegwoorde Lees 'n kort storie Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Bespreek hoofgedagte en ander besonderhede • Herken die volgorde van gebeure • Herken ruimte en karakters • Antwoord vrae en stel meer komplekse vrae soos Waarom...? Wat dink jy..? Skryf 'n hervertelling aan die hand van 'n skryfraam. in a frame • Vertel 'n verhaal in volgorde • Gebruik gepaste taal, woordeskat en spelling • Gebruik die skryfproses Gebruik 'n woordeboek om spelling na te gaan • Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Versterk enkelvoud en meervoud Werk met sinne • Versterk die begrip van tye van die werkwoord • Versterk die gebruik van modale hulpwerkwoorde • Gebruik bywoorde van tyd • Gebruik voorsetsels Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 37-38 Neem deel aan 'n gesprek oor 'n bekende onderwerp • Vra en beantwoord vrae • Respekteer ander deur na hulle te luister • Luister na ander en moedig hulle aan om te praat • Kodewisseling na moedertaal mag gebruik word Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig of rympie voor • Speel 'n eenvoudige taalspeletjie • Gee en volg eenvoudige instruksies / aanwysings • Vertel nuus Lees gedigte • Pre-lees: Voorspel op grond van titel en prentjies • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Beantwoord vrae oor die gedig • Druk gevoelens uit wat deur die gedig ontlok is • Bespreek rym en vergelyking Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Ontwerp 'n plakkaat • Sluit gepaste inligting in • Sluit 'n prentjie in • Gebruik skrifgrootte effektief • Bied ‘n netjiese finale weergawe aan Skryf 'n inligtingsteks aan die hand van 'n skryfraam. • Kies gepaste inligting • Skryf een of twee paragrawe • Gebruik gepaste spelling en punktuasie • Gebruik voegwoorde • Gebruik die skryfproses Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Versterk enkelvoud en meervoud Werk met sinne • Ontwikkel begrip van die gebruik van voegwoorde • Gebruik bywoorde gepas Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste 39-40 FORMELE ASSESSERING AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 65 GRAAD 6 GRAAD 6 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 1-2 Luister na 'n kort storie met diagloog Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Beantwoord vrae om begrip te demonstreer • Gee 'n persoonlike respons op die verhaal Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Gee en volg aanwysings • Bespreek 'n onderwerp Lees 'n kort storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel en prentjies • Gebruik leesstrategieë bv voorspelling op grond van titel en prentjies • Bespreek nuwe woorde uit die gelese teks • Bespreek die titel en ruimte van die teks • Antwoord eenvoudige vrae oor die storie Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Skryf 'n paragraaf aan die hand van 'n skryfraam. • Gebruik 'n skryfraam • Skryf 'n gepaste begin aan die hand van 'n skryfraam. • Gebruik voegwoorde • Skryf 'n gepaste einde aan die hand van 'n skryfraam. • Gebruik gepaste taal, woordeskat, speling en punktuasie Gebruik die skryfproses • Ruil idees oor 'n onderwerp • Skryf 'n eerste weergawe • Hersien • Redigeer • Skryf finale kopie • Bied netjiese finale weergawe aan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Bou op klankkennis van woordfamilies om woorde te spel . • Bou op sigwoordeskat en hoëfrekwensie woorde Werk met sinne • Verstaan en gebruik telbare selfstandige naamwoorde • Versterk die gebruik van persoonlike voornaamwoorde • Oefen gebruik van enkelvoudige sinne • Versterk die gebruik van tye van die werkwoord Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 3-4 Onderhou 'n gesprek oor 'n bekende onderwerp • Vra en beantwoord vrae • Respekteer ander deur na hulle te luister Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Bespreek 'n bekende onderwerp Lees 'n eenvoudige beskrywende / verhalende teks Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel en prentjies • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Bespreek nuwe woorde uit die gelese teks • Antwoord eenvoudige vrae oor tekste Doen begripstoets, mondeling of skriftelik Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Gee 'n mening en motiveer dit Skryf 'n eenvoudige nota • Bespreek die kenmerke van 'n persoonlike nota • Gebruik 'n skryfraam • Is bewus van teikengehoor • Redigeer eie skryfwerk deur taalgebruik en spelling na te gaan Gebruik die skryfproses • Ruil idees oor 'n onderwerp • Skryf 'n eerste weergawe • Hersien • Redigeer • Skryf finale kopie • Bied netjiese finale weergawe aan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te demonstreer Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Gebruik kennis van alfabetiese volgorde en eerste letters van 'n woord om woorde in 'n woordeboek te vind. • Breek woorde in lettergrepe op Werk met sinne • Hersien die gebruik van “'n” en “die” met selfstandige naamwoorde. • Versterk die gebruik van tye van die werkwoord • Verstek die gebruik van byvoeglike naamwoorde en bywoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 67 GRAAD 6 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 5-6 Luister na 'n kort storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale • Verstaan basiese vrae Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig of deel daarvan voor • Speel 'n taalspeletjie • Bespreek 'n bekende onderwerp Lees 'n teks Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel en prentjies • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Bespreek nuwe woorde uit die gelese teks • Beantwoord vrae oor die teks Oefen hardoplees • Lees hardop met gepaste uitdrukking, vlotheid, tempo en uitdrukking Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Bespreek eie gevoelens Skryf vir persoonlike refleksies aan die hand van 'n skryfraam. • Bespreek die kenmerke van dagboeke • Maak gebruik van die skryfraam • Gebruik 'n informele skryfstyl • Hervertel ‘n verhaal in die korrekte volgorde • Gebruik voegwoorde • Gebruik gepaste taal, spelling en punktuasie Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Gebruik kennis van alfabetiese volgorde en eerste letters van 'n woord om woorde in 'n woordeboek te vind. Werk met sinne • Versterk die gebruik van persoonlike voornaamwoorde • Verstaan en gebruik werkwoorde om aksies te beskryf • Versterk die gebruik van voorsetsels • Gebruik voegwoorde effektief, • Gebruik sinne in vraagvorm • Gebruik hoofletters gepas Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 7-8 Luister na en bespreek basiese instruksies • Reageer fisies op vrae • Gebruik voegwoorde • Gebruik die korrekte volgorde Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig vooror song or a part of a story • Speel 'n taalspeletjie • Gee en volg aanwysings • Bespreek 'n onderwerp Lees prosedureteks met visuele illustrasies bv instruksies om iets te maak Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel en prentjies • Gebruik leesstrategieë: bespreek visuele leidrade en interpreteer inligting • Volg instruksies Oefen hardoplees • Lees hardop met gepaste uitdrukking, vlotheid, tempo en uitdrukking Doen begripstoets, mondeling of skriftelik Doen 'n blokkiesraaisel vir verryking • Gebruik gepaste woordeskat • Spel bekende woorde korrek • Verduidelik die betekenis van nuwe woorde en gebruik dit in sinne Voltooi ‘n visuele teks met diagramme, prentjies ens • Bring gepaste etikette aan • Sluit gepaste inligting in • Gebruik kernwoorde gepas Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling na te gaan Werk met sinne • Gebruik die bevelvorm van sinne • Gebruik hoof- en rangtelwoorde • Gebruik die negatiewe stelvorm • Gebruik modale hulpwerkwoorde • Gebruik tye van die werkwoord effektief • Gebruik voorsetsels • Verstaan en gebruik negatiewe vorme Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste • Sinonieme (woorde met skynbaar dieselfde betekenis) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 69 GRAAD 6 KWARTAAL 1 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 9-10 Luister na gedigte / liedjies Tekste uit die onderwyser se Bronnelêer • Gebruik mondelinge beskrywing om persone te identifiseer Speel 'n taalspeletjie vir verryking • Gee en volg aanwysings • Neem beurte Voltooi 'n visuele teks met prente, diagramme ens • Voltooi die speletjie in die tyd toegeken Lees gedigte Tekste uit die onderwyser se Bronnelêer • Bespreek onderwerp en hoofgedagte • Verstaan eenvoudige elemente van poësie • Bespreek nuwe woorde uit die gelese teks • Gebruik 'n woordeboek Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Skryf 'n beskrywing van 'n persoon of voorwerp • Kies gepaste inhoud • Fokus op fisiese beskrywing • Skryf op kreatiewe wyse, met bywoorde en byvoeglike naamwoorde • Redigeer eie skryfwerk, korrigeer spelling Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys • Gebruik die skryfproses • Ruil idees oor 'n onderwerp • Skryf 'n eerste weergawe • Hersien • Redigeer • Skryf finale kopie • Bied netjiese finale weergawe aan Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik Werk met sinne • Verstaan en gebruik die besitlike vorm van die selfstandige naamwoord • Herken en gebruik stofname of massaname • Gebruik verskillende soort byvoeglike naamwoorde • Verstek die gebruik van die tye van die werkwoord Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste • Ondersoek woordvorming (samestellings) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 11-12 Luister na 'n kort storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Antwoord letterlike vrae oor die verhaal • Teken relevante inligting uit ‘n storie op • Hervertel ‘n verhaal Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Gee en volg aanwysings • Bespreek 'n onderwerp Lees 'n kort storie Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prente • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Bespreek nuwe woorde • Identifiseer gebeure in korrekte volgorde, ruimte en karakters • Druk oorsaak en gevolg uit • Gebruik 'n woordeboek Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Gee 'n mening en motiveer dit Skryf 'n eenvoudige storie • Gebruik die storiestruktuur as 'n skryfraam • Skryf 'n gepaste openingsin • Gebruik voegwoorde • Gebruik byvoeglike naamwoorde • Skryf gepaste einde • Bly by die onderwerp • Skakel sinne en paragrawe met behulp van voegwoorde, punktuasie ens • Gebruik gepaste taal, spelling en punktuasie • Gebruik 'n woordeboek om spelling na te gaan Skryf 'n paragraaf om 'n mening uit te druk • Skryf 2-3 sinne • Kies gepaste inligting • Gee 'n mening en motiveer dit • Verduidelik op betekenisvolle wyse Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Gebruik die skryfproses • Ruil idees oor 'n onderwerp • Skryf 'n eerste weergawe • Hersien • Redigeer • Skryf finale kopie • Bied netjiese finale weergawe aan Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik Werk met sinne • Verstaan en gebruik stofname bv sout • Versterk die gebruik van betreklike voornaamwoorde • Versterk die gebruik van byvoeglike naamwoorde • Versterk die gebruik van werkwoorde • Versterk die Teenwoordige en Verlede tyd • Begin om modale hulpwerkwoorde te gebruik Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 71 GRAAD 6 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 13-14 Luister na 'n mondelinge beskrywings van bv diere en plante Tekste uit die onderwyser se Bronnelêer • Herken voorwerpe op grond van beskrywings • Beskryf waarvoor iets gebruik word • Onderskei dele van die geheel • Teken en etiketteer dit • Gebruik gepaste woordeskat uit ander vakke Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Gee en volg aanwysings • Bespreek 'n onderwerp Lees inligtingstekste uit ander vakke. Tekste uit die onderwyser se Bronnelêer • Pre-lees: bespreek die onderwerp • Lees 'n paragraaf en identifiseer die hoofgedagte en onderwerpsin • Beantwoord vrae oor die teks en grafika bv kaarte, tabelle ens Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Som gelese gedeeltes op Skryf 'n beskrywing van 'n persoon of voorwerp • Sluit gepaste inligting en besonderhede in • Beskryf fisiese voorkoms • Gebruik lidwoorde gepas • Gebruik gepaste woordeskat • Gebruik korrekte punktuasie • Skryf eerste weergawe, hersien en herskryf Ontwerp, teken en etiketteer visuele tekste bv kaarte, tabelle ens • Gebruik inligting uit 'n visuele of geskrewe teks • Sluit besonderhede in • Gebruik kernwoorde gepas and phrases • Gebruik gepaste woordeskat Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Gebruik die skryfproses • Ruil idees oor 'n onderwerp • Skryf 'n eerste weergawe • Hersien • Redigeer • Skryf finale kopie • Bied netjiese finale weergawe aan Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Versterk enkelvoud en meervoud Werk met sinne • Gebruik stofname of massaname • Begin om besitlike voornaamwoorde te gebruik • Gebruik verskillende soort byvoeglike naamwoorde • Gebruik bywoorde gepas • Ontwikkel begrip van die gebruik van voegwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 15-16 Luister na die hervertelling van ‘n gebeurtenis • Herken die belangrikste idees en mense • Beantwoord vrae oor wat eerste gebeur het, tweede ens Rolspeel ‘n bekende situasie • Gebruik gepaste taal en aksies • Organiseer gedagtes logies Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Hervertel ‘n verhaal Lees stories Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prente • Lees vir besonderhede en gebruik kontekstuele leidrade • Verstaan die woordeskat • Antwoord vrae oor die verhaal (bv inhoud en boodskap) Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking • Lees persoonlike en sosiale tekste bv dagboek of brief • Lewer kommentaar op hoofgedagtes • Lees vir besonderhede en herken styl • Lewer kommentaar op formaat en aanhef Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Lê verbande met eie lewe Skryf 'n eenvoudige, persoonlike brief • Bespreek die kenmerke van 'n informele brief bekend • Gebruik 'n skryfraam • Gebruik 'n informele skryfstyl • Skryf twee kort pargawe aan die hand van 'n skryfraam. • Gebruik nuwe woorde en punktuasie • Gebruik gepaste taal, spelling en punktuasie Gebruik die skryfproses • Ruil idees oor 'n onderwerp • Skryf 'n eerste weergawe • Hersien • Redigeer • Skryf finale kopie • Bied netjiese finale weergawe aan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik Werk met sinne • Gebruik die eenvoudige vorm van werkwoorde (teenwoordig, verlede en toekomstig) • Gebruik bywoorde van tyd (frekwensie) • Begin om voegwoorde te gebruik Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste • Antonieme (woorde met teenoorgestelde betekenis) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 73 GRAAD 6 KWARTAAL 2 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 1 7-18 Voer 'n onderhoud en teken respones op (met grafika) • Vra en beantwoord vrae • Hanteer onderhoude op bedagsame wyse • Teken inligting akkuraat op • Gebruik die korrekte struktuur • Gebruik kernwoorde gepas Onderhou 'n gesprek oor 'n bekende onderwerp • Luister na en gee ander geleentheid om te praat • Vra en beantwoord vrae • Gee 'n mening en motiveer dit Lees besonderhede in teks; let op styl • Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: bespreek die onderwerp en woordeskat • Lees 'n paragraaf en identifiseer die hoofgedagte en onderwerpsin • Beantwoord vrae oor die teks en grafika • Soeklees vir spesifieke inligting Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Los woordraaisels op vir verryking • Gebruik gepaste woordeskat • Spel bekende woorde korrek • Verduidelik die betekenis van nuwe woorde en gebruik dit in sinne • Gebruik 'n woordeboek Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Vergelyk boeke en ander gelese tekste Ontwikkel ‘n eenvoudige vraelys • Formuleer vrae duidelik • Laat ruimte vir antwoorde • Gebruik die vraagvorm van sinne korrek Skryf 'n paragraaf om 'n mening uit te druk • Skryf 3-4 sinne met ondersteuning • Kies gepaste inligting • Gee 'n mening en motiveer dit • Verduidelik op betekenisvolle wyse Gebruik die skryfproses • Ruil idees oor 'n onderwerp • Skryf 'n eerste weergawe • Hersien • Redigeer • Skryf finale kopie • Bied netjiese finale weergawe aan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Lettergrepe: kort en lank Werk met sinne • Oefen tye van die werkwoord • Versterk die gebruik van die teenwoordige tyd • Begin om modale hulpwerkwoorde te gebruik • Begin om bywoorde te gebruik Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste • Antonieme (woorde met teenoorgestelde betekenis) 19-20 FORMELE ASSESSERING AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 21-22 Luister na 'n mondelinge beskrywings van bv diere en plante Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Herken plekke • Teken relevante inligting uit ‘n storie op • Herken ooreenkomste en verskille Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Gee en volg aanwysings • Hervertel gebeure in die korrekte volgorde aan die hand van voegwoorde Lees instruksionele teks bv resep / instruksies vir die maak van iets Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: Voorspel op grond van titel en prentjies • Beskryf kenmerke van die teks • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep; maak afleidings • Beantwoord vrae oor die storie • Herken ruimte en karakters • Beskryf oorsaak en gevolg bv Wat het gebeur? Waarom? Lees persoonlike briewe vir verryking • Herken die belangrikste gedagtes • Antwoord letterlike vrae oor die verhaal • Herken kermerke van 'n teks Skryf dagboekinskrywings • Kies gepaste inligting vir die onderwerp • Gebruik die gepaste skryfraam • Hervertel ‘n verhaal in die korrekte volgorde • Gebruik voegwoorde • Gebruik gepaste taal, spelling en punktuasie Gebruik die skryfproses • Ruil idees oor 'n onderwerp • Skryf 'n eerste weergawe • Hersien • Redigeer • Skryf finale kopie • Bied netjiese finale weergawe aan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Versterk meervoude Werk met sinne • Bou op die gebruik van selfstandige naamwoorde • Verstek die gebruik van die tye van die werkwoord • Gebruik modale hulpwerkwoorde • Begin om voegwoorde te gebruik Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste • Sinonieme (woorde met skynbaar dieselfde betekenis) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 75 GRAAD 6 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 23-24 Luister na 'n praatjie oor 'n sosiale aangeleentheid • Vra en beantwoord vrae • Bespreek die hoofgedagte • Gee 'n mening • Respekteer ander deur na hulle te luister Lewer ‘n praatjie oor ‘n sosiale aangeleetheid • Kies gepaste onderwerp en inhoud • Bly by die onderwerp • Organiseer gedagtes logies Lees inligtingstekste met visuele leidrade bv kaarte / tabelle / diagramme ens. Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: soek belangrike woorde • Vra en beantwoord vrae • Kies gepaste inligting • Som op in die vorm van kopkaart Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Skryf inligtingsteks met grafika bv tabelle / kaarte / diagramme ens • Lees geselekteerde teks • Gebruik inligting uit teks om bv om byskrifte op tabelle of kaarte aan te bring Skryf teks in ‘n ander vorm oor bv storie na plakkaat • Skryf teks in ‘n ander vorm oor bv storie na grafiek of tabel • Ontleed inligting Skryf 'n kort verslag aan die hand van 'n raam • Evalueer die inligting • Gebruik gepaste struktuur vir 'n verslag Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan Werk met sinne • Gebruik die geslagsvorme van sommige selfstandige naamwoorde • Versterk die gebruik van byvoeglike naamwoorde • Oefen gebruik van enkelvoudige sinne • Verstek die gebruik van die tye van die werkwoord Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste • Woorde verwant aan mekaar soos omslag en bladsy (die leksikale veld “boek”) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 25-26 Luister na 'n liedjie of gedig Tekste uit die onderwyser se Bronnelêer • Herroep hoofgedagtes • Bespreek hoofgedagte • Lê verbande met eie ervaring • Herken rym • Druk gevoelens uit wat deur die gedig ontlok is • Dra 'n liedjie of dele daarvan voor Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Gee en volg aanwysings • Bespreek 'n onderwerp Lees gedigte or songs • Pre-lees: Voorspel op grond van titel en prentjies • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Beantwoord vrae oor die gedig • Druk gevoelens uit wat deur die gedig ontlok is • Bespreek rym • Bespreek vergelyking Oefen hardoplees • Lees hardop met gepaste uitdrukking wat begrip demonstreer • Lees hardop met gepaste uitspraak, tempo en luidheid. Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Bring teks in verband met eie ervaring Skryf 'n eenvoudige paragraaf aan die hand van 'n skryfraam • Gebruik interessante inligting • Gebruik die struktuur van die verhaal as 'n raam • Gebruik 'n begin, middel en einde • Hervertel ‘n verhaal in die korrekte volgorde • Gebruik voegwoorde en tye van die werkwoord effektief • Gebruik gepaste punktuasie • Gebruik gepaste spasie by paragrawe Gebruik die skryfproses • Ruil idees oor 'n onderwerp deur die gebruik van 'n kopkaart • Skryf eerste kopie • Kry terugvoering oor taalgebruik en spelling • Gaan spelling na • Skryf finale kopie Vir verryking: Skryf vir genot bv gedigte en stories • Kies gepaste onderwerp • Skryf rympies • Gebruik vergelykings Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek deur die gebruik van 'n persoonlike woordeboek Werk met sinne • Hersien die gebruik van “'n” en “die” met selfstandige naamwoorde. • Versterk die gebruik van persoonlike voornaamwoorde • Gebruik bywoorde van tyd • Begin om voornaamwoorde te gebruik Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste • Brei woord uit met voor- en agtervoegsels AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 77 GRAAD 6 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 27-28 Luister na en voer basiese instruksies uit • Voorspel wat volgende gaan gebeur • Bespreek besonderhede van 'n teks • Bespreek instruksies en volgorde • Bespreek die tye van die werkwoord Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Gee en volg aanwysings • Bespreek 'n onderwerp Lees prosedureteks bv resep of ander instruksies Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Beantwoord vrae oor die teks • Bespreek wat gedoen moet word • Bespreek instruksies en volgorde • Volg die instruksies Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Bespreek inhoud en boodskappe in die teks Som op in die vorm van kopkaart • Herken ten minste drie hoofpunte • Organiseer gedagtes logiesneatly • Gebruik gepaste lees- en skryftekens • Gebruik gepaste woordeskat • Gaan spelling na • Gebruik 'n woordeboek om spelling na te gaan Gebruik die skryfproses • Ruil idees oor 'n onderwerp using e.g. mind maps • Skryf eerste kopie • Gaan spelling na • Skryf finale kopie Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan Werk met sinne • Verstaan en gebruik die besitlike vorm van die selfstandige naamwoord • Gebruik verskillende soort byvoeglike naamwoorde • Verstaan en gebruik werkwoorde om aksies te beskryf • Versterk tye van die werkwoord Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 2 9-30 Neem deel aan ‘n bespreking oor ‘n bekende onderwerp Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Vra gepaste vrae en beantwoord vrae • Onderhou 'n gesprek oor 'n bekende onderwerp • Druk mening uit • Respekteer ander se menings • Moedig ander aan om te praat Neem deel aan 'n rolspel • Gebruik gepaste inhoud en taal • Gebruik die direkte rede • Ontwikkel ‘n geloofwaardige storielyn • Gebruik stem en gebaretaal effektief • Spreek woorde hoorbaar en korrek uit Lees 'n rolspel Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: Voorpsel op grond van titel • Gebruik verskeidenheid leesstrategieë • Herken die verhaallyn • Bespreek karakter, ruimte en gebeure • Druk gevoelens uit wat deur die teks gestimuleer is • Bespreek kenmerke van die teks, veral punktuasie Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste uitdrukking wat begrip van die teks demonstreer • Lees hardop met gepaste uitspraak, tempo en luidheid. Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Bied ‘n kort boekverslag met behoorlike struktuur aan • Gee 'n mening Skryf 'n kort, informele dialoog • Kies gepaste karakters • Ontwikkel die storielyn en aksie • Gebruik die direkte rede • Gebruik gepaste leestekens Gebruik die skryfproses • Ruil idees oor 'n onderwerp deur die gebruik van 'n kopkaart • Skryf eerste weergawe • Kry teurgvoering oor taalgebruik en spelling en hersien • Proofreads • Skryf finale kopie • Bied netjiese finale weergawe met die korrekte spasiëring Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Bou op klankkennis van woordfamilies om woorde te spel . Werk met sinne • Gebruik hoof- en rangtelwoorde • Gebruik verskillende soort byvoeglike naamwoorde including those relating temperature • Gebruik verskillende soort byvoeglike naamwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 79 GRAAD 6 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 31-32 Luister na 'n kort storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Vra gepaste vrae en beantwoord vrae • Antwoord vrae en stel meer komplekse vrae soos Waarom...? Wat dink jy..? Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Gee en volg aanwysings • Bespreek 'n onderwerp Lees instruksionele teks bv resep / instruksies vir die maak van iets Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Bespreek verhaallyn, ruimte en karakters • Bespreek volgorde van gebeure • Vra meer komplekse vrae soos Waarom..? Wat dink jy..? ens Doen begripstoets, mondeling of skriftelik Lees persoonlike brief • Pre-lees: voorspel op grond van vluglees • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Herken die hoofgedagte en spesifieke besonderhede • Bespreek doel van die teks • Bespreek die formaat van die brief Oefen hardoplees • Lees hardop met gepaste uitdrukking wat begrip demonstreer • Lees hardop met gepaste uitspraak, tempo en luidheid Skryf 'n eenvoudige storie • Gebruik die storiestruktuur as 'n skryfraam • Gebruik taal op kreatiewe wyse • Skakel sinne en paragrawe met behulp van voegwoorde, punktuasie ens • Gebruik gepaste taal, spelling en punktuasie • Gebruik korrekte tye van die werkwoord • Gebruik 'n woordeboek om spelling na te gaan Gebruik die skryfproses • Ruil idees oor 'n onderwerp • Skryf 'n eerste weergawe • Hersien • Redigeer • Skryf finale kopie • Bied netjiese finale weergawe aan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek, deur 'n persoonlike woordeboek te gebruik • Bou op sigwoordeskat en hoëfrekwensie woorde Werk met sinne • Verstaan en gebruik telbare selfstandige naamwoorde • Versterk die gebruik van betreklike voornaamwoorde • Versterk die gebruik van byvoeglike naamwoorde • Gebruik bywoorde van tyd • Gebruik voorsetsels Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste • Antonieme (woorde met teenoorgestelde betekenis) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 33-34 Luister na en bespreek 'n praatjie • Bespreek hoofgedagte en spesifieke besonderhede • Teken inligting akkuraat op Beoefen luister en praat vir verryking (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Gee en volg aanwysings • Bespreek 'n onderwerp Lees inligtingstekste Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Herken die rol wat grafika speel in betekenisskepping • Beantwoord vrae oor die teks • Som gelese gedeeltes op Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Druk emosies uit wat deur teks ontlok is • Bring teks in verband met eie ervaring Gebruik inligting uit 'n visuele of geskrewe teks bv tabelle / kaarte / diagramme / prentjies / grafieke om 'n teks te skryf • Skryf 2 tot 3 paragrawe • Gaan spelling en punktuasie na Skep visuele inligtingsteks • Som op in die vorm van kopkaart • Organiseer voor- en nadele in ‘n tabel • Gebruik 'n woordeboek om spelling na te gaan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling en betekenis na te gaan • Gebruik kennis van alfabetiese volgorde en eerste letters van 'n woord om woorde in 'n woordeboek te vind. Werk met sinne • Herken en gebruik stofname of massaname • Begin om besitlike voornaamwoorde te gebruik • Versterk die Teenwoordige en Verlede tyd • Gebruik voegwoorde effektief • Ontleed eenvoudige sinne in onderwerp , gesegde en voorwerp • Verstaan en gebruik indirekte rede • Gebruik betreklike voornaamwoorde • Gebruik kommas om selfstandige naamwoorde te skei • Gebruik aanhalingstekens by die direkte rede Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 81 GRAAD 6 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 35-36 Luister na 'n kort storie Kies uit kontemporêre realistiese fiksie / tradisionele stories / persoonlike hervertellings / avontuur of werklike lewensverhale Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Vra gepaste vrae en beantwoord vrae • Som gelese gedeeltes op • Antwoord vrae en stel meer komplekse vrae soos Waarom...? Wat dink jy..? • Gee 'n mening (met redes) oor sosiale kwessies met kodewisseling waar nodig • Gebruik verskillende tye van die werkwoord Luister na 'n gedig Tekste uit die onderwyser se Bronnelêer • Herroep hoofgedagtes • Bespreek hoofgedagte • Lê verbande met eie ervaring • Herken rym • Herken en bespreek vergelykings • Druk gevoelens uit wat deur die gedig ontlok is • Dra 'n liedjie of dele daarvan voor Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Gee en volg aanwysings • Bespreek 'n onderwerp • Hervertel gebeure in die korrekte volgorde aan die hand van voegwoorde Lees 'n kort storie Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prentjies • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Bespreek verhaallyn, ruimte en karakters • Bespreek volgorde van gebeure • Vra meer komplekse vrae soos Waarom..? Wat dink jy..? ens • Druk opinie uit en verduidelik dit Doen begripstoets, mondeling of skriftelik Lees gedigte • Pre-lees: Voorspel op grond van titel en prentjies • Gebruik leesstrategieë: gebruik kontekstuele leidrade om betekenis te skep • Beantwoord vrae oor die gedig • Druk gevoelens uit wat deur die gedig ontlok is • Bespreek rym en alliterasie • Bespreek vergelyking Oefen hardoplees • Lees hardop met gepaste uitdrukking wat begrip demonstreer • Lees hardop met gepaste uitspraak, tempo en luidheid Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Doen 'n gestruktureerde mondelinge boekverslag Skryf 'n boekverslag aan die hand van 'n skryfraam. • Kies gepaste inhoud and structure • Druk opinie uit en verduidelik dit • Sluit titel, karakters en opsomming in Skryf 'n persoonlike brief aan die hand van 'n skryfraam. • Kies gepaste inhoud • Gebruik 'n skryfraam • Gebruik die korrekte aanhef • Orden inligting op logiese wyse • Skep eie naam aan die einde • Gebruik 'n skryfstyl gepas by die doel van die teks Gebruik die skryfproses • Ruil idees oor 'n onderwerp • Skryf 'n eerste weergawe • Hersien • Redigeer • Skryf finale kopie • Bied netjiese finale weergawe aan Gebruik 'n woordeboek om spelling na te gaan • Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Gebruik 'n woordeboek om spelling na te gaan • Woorde verwant aan mekaar soos omslag en bladsy (die leksikale veld “boek”) Werk met sinne • Gebruik sinne in vraagvorm • Ontwikkel begrip van die gebruik van voegwoorde • Begin om voegwoorde te gebruik • Gebruik die toekomende tyd • Versterk die gebruik van werkwoorde Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 4 WEEK LUISTER EN PRAAT LEES EN KYK SKRYF EN AANBIED TAALSTRUKTURE EN -KONVENSIES 37-38 Neem deel aan 'n gesprek oor 'n bekende onderwerp • Vra en beantwoord vrae • Respekteer ander deur na hulle te luister • Luister na ander en bemoedig hulle Neem deel aan ‘n bespreking • Verbeel en beskryf moontlikhede • Neem beurte • Respekteer ander se menings • Moedig ander aan om te praat Oefen luister en praat (Kies een vir daaglikse oefening) • Dra 'n gedig voor • Speel 'n taalspeletjie • Gee en volg aanwysings • Bespreek 'n onderwerp Lees en media tekste bv tydskrifartikels en nuusverslae Teks uit die handboek of leesreeks of onderwyser se Bronnelêer • Pre-lees: voorspel op grond van titel en prente • Gebruik verskillende leesstrategieë bv soeklees, vluglees en studielees • Beantwoord vrae • Bespreek hoofgedagte en spesifieke besonderhede • Bespreek die ontwerp van die teks • Vergelyk ontwerp van mediatekste Doen begripstoets, mondeling of skriftelik Oefen hardoplees • Lees hardop met gepaste vlotheid, uitspraak en uitdrukking Lees en verstaan grafiese tekste bv plakkate en advertensies • Pre-lees: bespreek prentjies • Interpreteer inligting • Bespreek doel van die teks • Bespreek taalgebruik • Gebruik ontwerpkenmerke soos kleur en skrifgroottes • Bespreek die ontwerp van die teks • Vergelyk visuele tekste Praat oor tekste wat gedurende onafhanklike- / paarlees gelees is • Gee 'n mening Skryf 'n eenvoudige paragraaf aan die hand van 'n skryfraam • Sluit gepaste inligting in • Gebruik 'n duidelike hoofgedagte • Ontwikkel storie op logiese wyse • Gebruik voegwoorde effektief • Gebruik die korrekte formaat • Gebruik gepaste taal, woordeskat, speling en punktuasie Ontwerp 'n plakkaat vir verryking • Sluit gepaste inligting in • Sluit 'n prentjie in • Gebruik die korrekte formaat • Gebruik ontwerpkenmerke soos kleur en skrifgroottes • Bied ‘n netjiese finale weergawe aan Gebruik die skryfproses • Skryf eerste kopie • Hersien • Proofreads • Skryf finale kopie • Bied netjiese finale weergawe aan Teken woorde en hul betekenisse in 'n persoonlike woordeboek op • Gebruik woorde in sinne om die betekenis te wys Werk met woorde • Spel bekende woorde korrek deur die gebruik van 'n persoonlike woordeboek • Gebruik kennis van alfabetiese volgorde en eerste letters van 'n woord om woorde in 'n woordeboek te vind. Werk met sinne • Gebruik modale hulpwerkwoorde • Begin om voegwoorde te gebruik • Gebruik vergelykende voegwoorde • Gebruik vraagtekens • Gebruik uitroeptekens Woordeskat in konteks • Woorde uit gedeelde of individueel gelese tekste • Ondersoek woordvorming (samestellings) 39-40 FORMELE ASSESSERING AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 83 AFDELING 4: ASSESSERING IN EERSTE ADDISIONELE TAAL 4.1 INLEIDING Assessering is ‘n deurlopende, beplande proses om inligting oor leerderprestasie te identifiseer, te versamel en te vertolk. Verskeie vorme van assessering word in hierdie proses gebruik. Dit behels vier stappe: die generering en insameling van bewyse van prestasie; evaluering van die bewyse; optekening van die bevindinge en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en te ondersteun. Sodoende word die onderrig en leerproses bevorder en ondersteun. Assessering behoort informele (assessering vir leer) sowel as formeel (assessering van leer) te wees. In albei gevalle moet gereelde terugvoering gegee word sodat dit die leerervaring kan bevorder. Die Tweede Addisionele Taalleerder se sukses hang af van gereelde, informele assessering en terugvoering van die onderwyser as hulle omgaan met die tekste en aktiwiteite. Die onderrigplanne sit die vereiste inhoud, vaardighede en strategieë vir die jaar uiteen. Dit behoort teenoor groeiende vlakke van ontwikkeling geassesseer te word. Nie alles wat onderrig word hoef formeel getoets te word nie. Dit is egter noodsaaklik dat die leerder se vordering geassesseer word deur formele sowel as informele assessering omdat dit beplanning onderlê. Die leerders se luistervaardighede, mondelinge bevoegdheid, hul vermoë om vrae te beantwoord, deel te neem aan besprekings, en skriftelike vaardighede moet op ’n daaglikse basis waargeneem word. Dit is ook belangrik dat die leerders se begrip van dit wat hulle lees geassesseer word en nie net hulle vermoë om woorde te herken of te dekodeer nie; daarom moet assessering van lees gereeld plaasvind en nie net ’n enkele keer nie. Formele leesassessering behoort op hardoplees te fokus, asook op aktiwiteite wat die leerder se begrip bepaal, byvoorbeeld deur die storie oor te vertel en vrae te beantwoord. Assessering van skriftelike werk sal op leerders se vermoë fokus om betekenis oor te dra, asook of korrek hulle geskryf het, byvoorbeeld deur die korrekte gebruik van taalstrukture, spelling en punktuasie. Alle assessering berus op die feit dat die aanleer van ‘n taal ‘n proses is en dat leerders nie heeltemal korrekte werk die eerste keer sal lewer nie, daarom moet die verskillende stadiums van die skryfproses ook geassesseer word. Wanneer ‘n formele assesseringstaak gegee word, word daar op ‘n spesifieke vaardigheid gefokus, byvoorbeeld luister en praat, of lees en kyk, of skryf en aanbied. Aangesien die aanleer van ’n taal ’n geïntegreerde proses is, word meer as een vaardigheid gebruik. Die taalstrukture moet dus in konteks geassesseer word. Assessering moet nie slegs skriftelik plaasvind nie, maar daar moet ook voorsiening gemaak word vir praktiese en mondelinge werk. Dit is belangrik om te assesseer wat leerders verstaan en nie net wat hulle kan memoriseer nie. Vaardighede moet dus soveel as moontlik in konteks geassesseer word. Leerders kan dalk tydens ‘n toets al hul woorde korrek spel, maar kan nie altyd dieselfde woorde tydens skriftelike werk korrek spel nie. Tydens die onderrig en assessering van tale behoort daar voorsiening gemaak te word vir die insluiting van alle leerders, en daar moet strategieë gevind word om alle leerders te help om toegang tot taaltekste te hê en daaroor te praat. Leerders wat leerprobleme ervaar, mag dalk nie sommige van die doelwitte behaal soos wat dit in die Kurrikulum- en Assesseringsbeleidsverklaring uiteengesit is nie AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 84 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.2 INFORMELE VAN DAAGLIKSE ASSESSERING Die doel van assessering is om deur aaneenlopende insameling van inligting oor leerders se prestasie, leer te bevorder. Informele assessering behels die daaglikse monitering van leerders se vordering. Dit word gedoen deur waarnemings, besprekings, praktiese demonstrasies, leerder-onderwyser-konferensies, informele klaskamerinteraksie, ensovoorts. Informele assessering word gebruik om terugvoering aan leerders te gee en om vir verdere onderrig te beplan, maar dit hoef nie opgeteken te word nie. Assessering van taalbevoegdheid sal in die vorm van waarneming, skriftelike oefeninge, mondelinge aktiwiteite, hardoplees en ander assesseringsvorme wees. Informele assessering word gebruik om terugvoering aan leerders te gee, en die beplanning vir onderrig te hanteer, maar nie vir optekening en rapporteringsdoeleiendes nie. Dit moet nie as deel van die leeraktiwiteite wat in die klas plaasvind, beskou word nie en enige van die leeraktiwiteite kan gebruik word om die leerders se vordering informeel te assesseer. In sommige gevalle kan spesifieke assesseringsaktiwiteite gestel word om die leerders aan te moedig om te leer, byvoorbeeld gereelde speltoetse. Leerders of onderwysers kan hierdie assesseringstake nasien. Dit word aanbeveel dat die eerste twee weke van ‘n kwartaal gebruik word om grondlynassessering te doen. Onderwysers kan die aktiwiteite van die eerste twee weke van die onderrigplan hiervoor gebruik. Dit sal onderwysers in staat stel om te bepaal watter tipe ondersteuning leerders nodig het soos die werk vorder. Selfassessering en portuurassessering betrek leerders direk by assessering. Dit is belangrik omdat dit leerders toelaat om van hul eie prestasie te leer en daaroor te besin. Die uitslae van informele, daaglikse assessering word nie formeel opgeteken nie, behalwe as die onderwyser dit graag wil doen. Onderwysers mag besluit om hul eie informele verslae van individuele leerders se vordering in die verskillende komponente van die vak te hou, om te gebruik vir verdere beplanning en om te verseker dat individuele leerders die vereiste vaardighede en begrip ontwikkel. Die uitslag van die daaglikse assesseringstake word nie in ag geneem vir bevordering en sertifisering nie. 4.3 FORMELE ASSESSERING Alle assesseringstake wat deel vorm van die formele assesseringsprogram vir die jaar word beskou as formele assessering. Formele assesseringstake word nagesien en formeel opgeteken deur die onderwyser vir progressie en sertifisering. Alle formele assesseringstake word gemodereer ter wille van gehalteversekering en om verseker dat gepaste standaarde gehandhaaf word. Formele assessering voorsien aan onderwysers ‘n sistematiese manier om te evalueer hoe goed leerders in ‘n graad en in ‘n betrokke vak vorder. Voorbeelde van formele assesseringstake sluit in toetse, eksamens, praktiese take, projekte, mondelinge aanbiedings, demonstrasies (soos die hervertelling van ‘n storie), optredes (soos rolspel), opstelle, deelname aan mondelinge take (soos dialoë, gesprekke, besprekings), skriftelike take (soos die invul van ‘n werkkaart, skryf van paragrawe van ander tekstipes), ens. Formele assesseringstake vorm deel van ‘n jaar-lange formele assesserinsprogram in elke graad en vak. Formele assesseringstake moet nie slegs leerders se kennis en vaardighede assesseer nie, maar ook hulle gebruik van taal in konteks. Tydens formele assesserering word memoranda, rubrieke, kontrolelyste, metingskale, sowel as ander gepaste assessereringsinstrumente gebruik om leerders se vlakke van begrip en vaardigheid waar te neem, te assesseereer AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 85 en op te teken. Maak van ‘n assessereringsinstrument gebruik wat gepas is vir die tipe aktiwiteit. ‘n Rubriek is, byvoorbeeld, meer gepas as ’n memorandum vir die assesserering van ’n kreatiewe skryfstuk. ’n Memorandum is meer gepas vir ‘n speltoets van ‘n leesbegripsaktiwiteit. Die formele assessereringsvereistes vir die Eerste Addisionele Taal is soos volg: • Een formele assessereringstaak moet gedurende die eerste en derde kwartale voltooi word en een eksamen in die tweede en die vierde kwartaal. Die totaal is dus vier vir die skooljaar. Hierdie drie formele assessereringstake vorm 75% van die totale punt vir Tweede Addisionele Taal in graad 4, 5 en 6. Die formele assessereringspunte sluit die halfjaartoets van eksamen in, indien daar ‘n eksamen geskryf word. • Die eerste formele assessereringstaak in ‘n kwartaal moet in die middel van die kwartaal gedoen word. Die tweede formele assessereringstaak van elke kwartaal moet aan die einde van die kwartaal gedoen word. • Aan die einde van die jaar word ’n eksamen afgelê en dit vorm 25% van die totaal. • Elke formele assessereringstaak sal uit aktiwiteite bestaan wat luister en praat, lees en kyk, skryf en aanbied, en taalstrukture en -konvensies sal assesseer, en dit moet oor ‘n tydperk van ‘n paar dae plaasvind. Taalstrukture en -konvensies moet in konteks geassesseer word. • Formele assessereringstake moet ’n reeks aspekte van taalvaardighede assesseer, sodat kernaspekte gedurende die kwartale en versprei oor die jaar, geassesseer kan word. Onderwysers moet seker maak dat hierdie aspekte reeds informeel geassesseer is, sodat terugvoering aan leerders gegee kan word voordat hulle formeel geassesseer word. • Alle assesserering in die Intermediêre Fase word intern gedoen. Die vorme van assesserering moet gepas vir die ouderdom en ontwikkelingsvlak van die leerders wees. Die samestelling van die take moet die inhoud van die vak dek en 'n verskeidenheid take insluit, wat ontwerp is om die doelwit van die vak te bereik. Formele assessereringstake Elke formele assesseringstaak behoort die volgende aspekte te dek en het bepaalde gewigswaarde. Dit behoort gebaseer te wees op die kennis en vaardighede wat gedurende die kwartaal gedoen is. Die voorbeelde wat hieronder gegee is, is slegs voorbeelde om die soort aktiwiteit om te illustreer wat gestel behoort te word. Gebruik die onderrigplanne vir elke graad om die tipe aktiwiteit en die vaardighede vir elke deel van die formele assessereringstaak te kies. Vereistes vir die samestelling van ‘n taak is in persentasies gegee. Waar dertig persent vir ‘n taalvaardigheid aangedui is, beteken dit dat die finale puntetoekenning vir die taalvaardigheid dertig persent van die totaal tel en nie dertig punte nie. Skole word nie beperk in terme van die aantal punte wat vir ‘n taalvaardigheid toegeken word nie, solank as die gewigswaarde vir elke taalvaardigheid gebruik word volgens die persentasie wat daarvoor toegeken is. In graad 4 byvoorbeeld mag ‘n taalkennistoets tien of meer punte tel, solank as die finale punt nie die voorgeskrewe gewigswaarde oorskry nie. In Skryf behoort deel van die beplanningsproses of die hele proses ten minste een keer per kwartaal geassesseer te word. Die minimum lengte van skryftekste is aangedui in afdeling 3.4 en behoort streng nagevolg te word. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 86 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SAMESTELLING VAN ‘N FORMELE ASSESSERINGSTAAK (FAT) GRAAD 4 GRAAD 5 GRAAD 6 LUISTER EN PRAAT 40 % 40 % 40 % Luister ‘n Aktiwiteit om te wys dat die leerder geluister en verstaan het bv. luister en volg instruksies / luister om vrae oor ‘n teks te beantwoord, mondelings of skriftelik 20 % 20 % 20 % Praat ‘n Aktiwiteit om te wys dat die leerder hom- of haarself mondelings kan uitdruk bv. neem deel in gesprekke of dialoë / bespreek ‘n onderwerp of teks / gee instruksies of aanwysings / dra ‘n gedig voor / gee ‘n kort praatjie 20 % 20 % 20 % OF Een of meer gekombineerde Luister en Praat aktiwiteit om die vermoë te om verstaan en mondeling uit te druk te demonstreer bv. luister om en ‘n storie te hervertel / luister na ‘n praatjie en bespreek it 40% 40% 40% LEES 30% 30% 30%% Lees hardop ‘n Aktiwiteit om te wys dat die leerder vloeiend hardop kan lees bv. die lees van ‘n bekende teks (Kwartaal 1 tot 4) / hardop lees van ‘n ongesiene teks (Kwartaal 3 en 4). Dit moet ‘n paar vrae insluit om vas te stel of die leerder verstaan wat hy/sy gelees het. 10% 10% 10% Leesbegrip Twee of meer aktiwiteite om te wys dat die leerder die betekenis van die teks verstaan en kenmerke van die teks herken bv. antwoord vrae / hervertel ‘n storie / gee eie einde / gee ‘n opsomming / gee eie mening / beskryf kenmerke van die teks. Tekste wat gedurende onafhanklike lees gebruik word, mag kort uittreksels of uitgebreide leestekste wees. Die aktiwiteit moet pas by die tipe teks en vlak van die leerder. 20% 20% 20% SKRYF 20% 20% 20% Kreatiewe skryfwerk Een aktiwiteit om te wys dat die leerder sy/haar idees op kreatiewe wyse in skyfwerk kan uitdruk bv. skryf ‘n besondere kreatiewe teks (of ‘n kort paragraaf / opstel) of deel daarvan of sinne. Die aktiwiteit moet die gebruik van taalstrukture in konteks wys. 10% 10% 10% AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 87 Inligtingsteks / Transaksionele skryfwerk Een aktiwiteit om te wys dat die leerder inligting in skyfwerk kan weergee bv. skryf ‘n sosiale of funksionele teks (soos ‘n verslag / plakkaat / etiket / diagram / sinne / eenvoudige dialoë) of deel daarvan. Die aktiwiteit moet die gebruik van taalstrukture in konteks wys. 10% 10% 10% Taal struktuur en -konvensies 10% 10% 10% Formele taalgebruik Een of meer aktiwiteite om te wys dat die leerder kennis van taalstrukture het en hulle gebruik bv. korrekte punktuasie / spelling / gepaste gebruik van rededele en sinstrukture 10% 10% 10% Total persentasie vir elke taak 100% 100% 100% 4.4 ASSESSERINGSPROGRAM Die assessereringsprogram is ontwikkel om formele assessereringstake in alle vakke in ‘n skool oor ‘n kwartaal te versprei. 'n Assesseringsprogram moet deur die skool opgestel word waarin die datums aangedui word waarop take gedoen word. 4.4.1 Oorsig van vereistes Die volgende tabel voorsien ‘n oorsig van die Assesseringsprogramvereistes vir elke kwartaal vir Tweede Addisionele Taal: Tabel 4.1: Graad 4 – 6 KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 Graad 4 FAT 1 FAT 2 Halfjaar eksamen FAT 3 FAT 4 Jaareind eksamen Graad 5 FAT 1 FAT 2 Halfjaar eksamen FAT 3 FAT 4 Jaareind eksamen Graad 6 FAT 1 FAT 2 Halfjaar eksamen FAT 3 FAT 4 Jaareind eksamen Samestelling van finale punt Deurlopende assesserering 75% Jaareind eksamen 25% AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 88 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.4.2 Eksamens Inhoud vir die jaareindeksamen behoort geneem te word uit die werk wat vir die jaar gedoen is en behoort ‘n versameling van vaardighede en aktiwiteite te wees wat die leerder in staat sal stel om te wys dat hy / sy gereed is om om te gaan met die werk vir die volgende jaar. Die eksamen sal uit die volgende bestaan: • Leesbegrip, insluitend woordeskatwerk • Skryf van ‘n kort kreatiewe teks, insluitend gepaste en korrekte gebruik van formaat, taalstrukture en -konvensies, punktuasie en spelling • Skryf van ‘n kort transaksionele teks, insluitend gepaste en korrekte gebruik van formaat, taalstrukture en -konvensies, punktuasie en spelling • Kennis en begrip van taalstrukture en -konvensies, punktuasie en spelling • Luister en Praat vaardighede sal nie geassesseer word as deel van die eksamen nie, omdat dit die beste oor ‘n langer periode geassesseer word. Die gewigswaardes van punte vir die eksamen is soos volg: GRAAD 4 GRAAD 5 GRAAD 6 Leesbegrip 60% 60% 50% Skryf 25% 25% 35% Taalstrukture en -konvensies 15% 15% 15% Totale persentasie 100% 100% 100% 4.5 OPTEKENING EN RAPPORTERING Verslaghouding is ‘n proses waartydens die onderwyser die vlak van ‘n leerder se prestasie in ‘n spesifieke assessereringstaak opteken. Dit dui die leerder se vordering in die bemeestering van die kennis, inhoud en vaardighede aan soos voorgeskryf in die Kurrikulum- en Assesseringsbeleidsverklarings. ‘n Verslag van ‘n leerder se prestasie is ‘n bewys van die leerder se konseptuele vordering in ‘n graad en ‘n aanduiding dat hy / sy gereed is om na die volgende graad bevorder te word. Verslae van leerderprestasie behoort ook gebruik te word om vordering wat onderwysers en leerders in die onderrig- en leerproses gemaak het, te bevestig. Rapportering is ‘n proses waarvolgens leerderprestasie aan leerders, ouers, skole en ander rolspelers gekommunikeer word. Daar kan op verskeie maniere oor leerderprestasie verslag gelewer word. Dit sluit in rapporte (verslagkaarte), ouervergaderings, skoolbesoekdae, ouer-onderwyser-konferensies, telefoonoproepe, briewe, klas- van skoolnuusbriewe ensovoorts. Onderwysers in alle grade lewer in persentasies verslag oor die vak. Sewe bevoegdheidsvlakke vir elke vak in Graad R – 12 word gebruik. Die verskillende vlakke met die ooreenstemmende persentasies word in onderstaande tabel aangedui. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 89 Kodes en persentasies vir optekening en rapportering Prestasiekode Beskrywing van vaardigheid Persentasie 7 Uitmuntende prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Beduidende prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Matige prestasie 40 – 49 2 Basiese prestasie 30 – 39 1 Ontoereikende prestasie 0 – 29 Nota: Die sewepuntskaal moet ‘n duidelik, gedetailleerde beskrywing van elke vlak gee. Onderwysers sal die werklike punte teenoor die taak aanteken deur van ‘n optekeningsblad gebruik te maak, en verslag doen deur persentasies vir die vakke op die leerders se rapporte of verslagkaarte aan te bring. 4.6 MODERERING VAN ASSESSERERING Moderering verwys na die proses wat verseker dat die assessereringstake regverdig, geldig en betroubaar is. Moderering behoort op skool-, distriks-, provinsiale en nasionale vlakke plaas te vind. Omvattende en gepaste modereringspraktyke moet ingestel word vir die gehalteversekering van alle vakassessererings. Dit moet minstens een keer per kwartaal te geskied. Moderering moet verseker dat alle assesserering geldig, regverdig, betroubaar en genoegsaam is. Geldigheid beteken dat die taak die vorderingsvlak moet meet van die vaardighede wat onderrig is, in lyn met die KABV dokument. Die taak moet die vordering in spesifieke vaardighede meet. In die opstel van begriptoetsvrae byvoorbeeld, moet die leerders se vermoë om te ontleed en sinteses te maak in 'n gegewe teks geassesseer word, en nie vrae te vra oor algemene kennis wat met die teks verband hou nie. Moderering op skoolvlak moet gehalte kommentaar verseker om die assessereringsproses op skool te bevorder. Moderering kan nie slegs gedoen word om verseker dat die korrekte aantal assessereringstake gedoen is, of dat 'n memorandum korrek gebruik is nie. In Tale beteken dit dat die moderator konstruktiewe kommentaar moet lewer, onder andere, oor die vlakke van vraagstelling vir leesbegrip, die gereeldheid van uitgebreide skryf, die kwaliteit van die assessereringsinstrumente, die ontwikkelingsgeleenthede wat gebied word, die onderwyser se betrokkenheid by leerders se werkboeke en bewyse van leerders se prestasie. 4.7 ALGEMEEN Hierdie dokument moet in samehang met die volgende gelees word: 4.7.1 die National policy pertaining to the programme en promotion requirements of the National Curriculum Statement, Graad R – 12; en 4.7.2 die beleidsdokument, National Protocol for Assessment Grade R – 12. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 90 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) WOORDELYS addisionele taal (verwys ook na huistaal) – ’n taal wat bykomend tot die huistaal geleer word afgeleide betekenis – die skep van betekenis uit wat geïmpliseer word om ’n nuwe begrip te vorm; dit wat tussen die reëls staan aflei – ’n oordeel vorm uit wat vooraf gegee is of gebeur het; om die implikasies van wat gesê of geskryf is te bepaal afleiding – ’n woord wat bestaan uit ’n basisvorm (stam) en voor- en / of agtervoegsels (hierdie proses vorm dikwels ’n ander woordsoort), bv. ritus: rituele gebruike akronieme (ook letterwoorde) – afkortings wat soos woorde optree; word uitgespreek as ’n woord, gevorm deur die eerste letters van ander woorde, bv. Soweto vir South Western Townships of VIGS / vigs vir verworwe immuniteitsgebreksindroom aktiewe luister – wanneer ’n mens aandagtig luister na wat iemand sê en probeer om jouself in die spreker se posisie te plaas alliterasie – herhaling van dieselfde beginletters (medeklinkers / konsonante) in beklemtoonde lettergrepe; ’n algemene stylmiddel, bv. kind nog kraai anekdote – ’n kort, onderhoudende storie; klein voorvalle of gebeure wat vir ’n spesifieke doel vertel word, bv. inligting, vermaak, humor, venyn, of om karakter te openbaar animasie – aanmekaarlas van stil prente of tekeninge om die illusie van lewe of beweging te skep antiklimaks – die omgekeerde van klimaks; onverwagte teleurstellende uiteinde, afloop; ommeswaai van iets belangriks na iets nietigs, gewoonlik met ’n komiese effek antitese – teenstelling van gedagtes wat uitgedruk word deur parallelisme wat skerp teenoor mekaar staan, bv. hoe meer haas hoe minder spoed antoniem – woorde wat min of meer die teenoorgestelde betekenis van ander woorde uitdruk, bv. kurkdroog en sopnat assessering – ’n deurlopende beplande proses van inligtingversameling op verskillende maniere oor leerderprestasie assonansie – herhaling van klinkers of vokale in beklemtoonde lettergrepe in twee of meer woorde, bv. Oor die groen poel wat stil en dik / was van die bronslaai en die warm slik (N.P. van Wyk Louw, Raka) beeld – ’n prent of visuele voorstelling beelding – ook figuurlike taal; woorde wat beelde (in konteks / sinsverband) in die gedagtes oproep; sluit implikasieverskynsels in beeldspraak – taaluiting wat van figuurlike, oordragtelike taal gebruik maak, bv. vergelykings, metafore,personifikasie, metonimia (oornoeming), sinekdogee (gedeeltelike aanduiding), antonomasia (naamsverwisseling) beklemtoning – die klem lê op, aksentueer, benadruk AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 91 beurtnemingskonvensies – die gebruike wat die vloei van gesprekke tussen mense reguleer soos om ander toe te laat om ’n opinie te lug, stiltes te hanteer, inligting te herhaal vir duidelikheid, aan te moedig waar gepas, te vra vir duidelikheid, inligting te verskaf, tussenbeide te tree om fokus te herstel cliché – afgesaagde, verslete beeldspraak; holruggeryde uitdrukking of idee wat so dikwels gebruik word dat dit uitdrukkingskrag verloor, bv. laaste, maar nie die minste nie debat – debattering deur twee spanne oor ‘n saak. Hulle probeer om die beoordelaar en die gehoor van hul standpunt te oortuig denotasie (teenoorgestelde van konnotasie) – dit wat die begripsinhoud weergee of saamvat, die letterlike betekenis van ’n woord of uitdrukking deurlopende assessering – dit is assesseringsaktiwiteite wat deur die loop van die jaar plaasvind dialek – ‘n variëteit van ‘n taal wat deur ‘n sekere taalgemeenskap gepraat word diskriminerende taalgebruik – taal wat kwessies met onderskeid behandel, bv. om manlike terme vir alle persone te gebruik dramatiese doelstelling – om ’n spesifieke reaksie by die toeskouer / leser te ontlok dramatiese ironie – ’n vorm van kontras; die karakter is onbewus van die ware toedrag van sake, terwyl die leser / toeskouer / ander karakters weet wat werklik plaasvind. Dié ironie verhoog (of ontlont) spanning, genot en gehoordeelname dramatiese struktuur – die bou van die drama (eksposisie / aanloop, motoriese moment, verwikkeling, ontwikkeling, klimaks / hoogtepunt, ontknoping / afloop) dubbelsinnigheid – tweërlei betekenis geskep deur die manier waarop woorde of sinne gebruik word; meer as een betekenis of vertolking hê. Wanneer dit onbewus gebruik word, kan dubbelsinnigheid betekenis versluier eksplisiet (in teenstelling met implisiet) – betekenis wat duidelik of direk gestel word evalueer – om ‘n opinie te vorm, ‘n oordeel te vel oor ‘n teks eufemisme – versagtende uitdrukking of omskrywing; verbloeming; word gebruik om nie gevoelens seer te maak nie, bv. lang vingers hê (steel) figuurlike taal (teenoor letterlike taal) – sinnebeeldig, metafories, oordragtelik; woorde en frases wat gebruik word om ’n spesifieke effek te bereik soos vergelykings, personifikasie, metafoor. Literêre tekste maak baie van figuurlike taal gebruik formaat – die vorm van tekssoorte soos ’n verslag, brief; ook grootte van iets forumdebat – groepe leerders debatteer ‘n onderwerp. Elke groep bestaan uit vier lede en elke lid praat oor een en verskillende aspek van die onderwerp. gebaar – die beweging van die gesig of liggaam wat betekenis kommunikeer soos om die kop ter bevestiging te knik AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 92 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) gebalanseerde benadering tot geletterdheid – ’n benadering wat leerders se vormende geletterdheid ondersteun, hulle aanmoedig om tekste te geniet en om op betekenis te fokus, en wat hulle ook help om tegnieke en strategieë te ontwikkel wat die kode van die geskrewe woord ontsluit geestigheid – oorspronklike, verrassende, lagwekkende, grappige uitdrukking geïmpliseerde betekenis – betekenis wat gevolgtrekking inhou of toelaat; betekenis wat nie eksplisiet in die teks uitgedruk word nie geletterdhede – daar is verskillende soorte geletterdheid: lees / kyk en skryf / aanbied (tradisionele basiese geletterdhede), kulturele geletterdheid (begrip van die kulturele, sosiale en ideologiese waardes wat ons lees van tekste vorm), kritiese geletterdheid (die vermoë om krities op die boodskap in tekste te reageer), visuele geletterdheid (die vermoë om beelde, tekens, prente, visuele simbole, ens. te lees / teken / skryf), mediageletterdheid (die lees van koerante, tydskrifte, TV en film as kulturele boodskappe), inligtingsgeletterdheid (die vermoë om inligting te vind, ontsluit, evalueer, berg, gebruik, ens.) en rekenaargeletterdheid (die vermoë om rekenaars en rekenaarprogramme – ook die internet – te gebruik) geletterdheid – die vermoë om te lees en geskrewe inligting te gebruik en om vir verskillende doeleindes te skryf. Dit is ’n deel van ’n algemene menslike vermoë om sin van jou wêreld te maak genre – ’n soort letterkunde, bv. drama, kortverhale, gedigte, roman, volksverhale / folklore gepastheid – taal moet gepas wees vir die konteks waarin dit gebruik word. Die groetwyse “Goeiedag, mnr.Vosloo” is gepas in ’n formele situasie, teenoor “Hallo, Vossie” vir ’n informele situasie. gevoelstaal (ook emotiewe taal) – taal en styl wat persoonlik is; sterk gevoelens wek; teenoorgestelde van nugtere, saaklike taal gevolg (sien ook oorsaak) – die resultaat van handeling / gebeure of ‘n aksie grafiese voorstelling – produkte van die visuele en tegniese kunste soos teken, ontwerp; lewendig beskrywende, skilderende voorstelling groeptaal – variëteit van ’n taal wat deur ’n bepaalde groep mense soos boere, vissers, fabriekswerkers, studente, tieners gepraat word, en dit van die algemene taal onderskei deur onder andere uitdrukkings en betekenisverskille herlees – ‘n leesstrategie wat die leser nog ‘n kans gee om ‘n uitdagende teks te verstaan herformuleer – ‘n leesstrategie waarvolgens die leser die betekenis van ‘n gelese gedeelte mondelings of skriftelik oorvertel, verkort of opsom hiperbool – ’n stylfiguur waarin buitensporige, doelbewuste oordrywing gebruik word; om iets groter as wat dit werklik is, voor te stel, bv. Hulle het ons ’n berg koek gegee om te eet holistiese benadering – dit is ’n benadering wat al die vaardighede en verskillende soorte kennis in aktiwiteite integreer en nie op elkeen afsonderlik fokus nie homofone – woorde wat dieselfde klankvorm as ’n ander woord in ’n taal het, maar in betekenis en spelling verskil, bv. ’n blyk van waardering; die wasgoed bleik in die son AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 93 homonieme – woorde met dieselfde klank- en spelvorm, maar wat verskil in betekenis, bv. Sy het ’n kuiltjie in haar ken; Hy ken al die name van die bome in die wildtuin houdings – maniere van optrede of gedrag huistaal (sien ook addisionele taal) – die taal wat kinders eerste aangeleer het deur by die huis en / of in hul gemeenskap konstant daaraan blootgestel te wees; dit is die taal “waarin ’n mens dink” idiomatiese uitdrukking – ’n uitdrukking wat die idioom of taaleie betref, kenmerkend van ‘n sekere taal; idiome sluit in spreekwoorde, segswyses, gesegdes en spreuke implisiet (teenoor eksplisiet) – dit wat nie direk in ’n teks gestel word nie, maar wel afgelei kan word inklusiwiteit – die beginsel om onderwys toeganklik vir alle leerders te maak, ten spyte van hul leerstyl, agtergrond en vermoëns; neiging om in te sluit, te omvat, op te neem inisieer – om te begin (bv. om ‘n gesprek te inisieer) intonasie – vloei van die stem by praat, stembuiging intrige – verwikkelde situasie wat ’n skrywer uitdink en waarop die verhaal gebaseer is (verwikkeling) ironie – woordgebruik waarmee ’n mens die teenoorgestelde sê van wat jy bedoel; omstandigheid of stand van sake wat die teenoorgestelde is van wat ’n mens kon verwag het jargon – taal van bepaalde groepe; vaktaal (bv. rekenaargebruikers verwys na “RAM”). Jargon kan soms gebruik word om luisteraars / lesers uit te sluit. karikatuur – ’n oordrewe uitbeelding (geskrewe of visueel) van ’n karakter en wat die spot dryf met persoonlike karaktertrekke of voorkoms; spotprent, spotbeeld, spotfiguur klankbewustheid (ook fonologiese bewustheid) – die vermoë om tussen die afsonderlike klanke van ’n taal te onderskei klanknabootsing (ook onomatopee) – die gebruik van klanknabootsende woorde om dit wat genoem word, te beskryf, bv. Toktokkie klem (in ‘n woord of ‘n sin) – om ‘n lettergreep in ‘n woord of ‘n woord in ‘n sin te benadruk klimaks (ook hoogtepunt) – die opwindendste, effektiefste of belangrikste deel van die storie. Hierdie belangrike deel is nie noodwendig aan die einde van die verhaal nie. koherensie – samehang in ‘n paragraaf en die samehang binne die verskillende paragrawe van ‘n teks wat idees saambind kohesie – samehang binne sinne komposisie – samestelling van verskillende dele tot een geheel konflik – stryd; botsing; worsteling; die stryd wat tussen karakters of individue of groepe en hul omstandighede ontstaan; konflik in letterkunde kan ook as gevolg van strydende begeertes of waardes tussen karakters ontstaan AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 94 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) konnotasie – wat gesuggereer word deur ’n woord of ding, dieperliggend as die letterlike of eksplisiete betekenis konteks – die konteks waarbinne ’n teks geskep en ontvang word, verwys na die breë en onmiddellike situasie waarin dit bestaan en wat daarin oorgedra word kontekstuele leidrade – ’n leestegniek om alle aanduidings of leidrade in ’n teks te gebruik om betekenis te verklaar kontras (ook antitese, teenstelling) – stylmiddel waarin twee uiterstes teenoor mekaar gestel word konvensies – aanvaarde gebruike of reëls in taalgebruik. Sommige konvensies help om betekenis te skep (bv. taalreëls, punktuasie, hoofletters); sommige help met die aanbieding van inhoud (bv. inhoudsopgawe, algemene uiteensetting, opskrifte, voetnotas, kaarte, onderskrifte, lyste, prente, indeks) en ander weerspieël ’n vaste taalpatroon, bv. groetvorme. kopkaarte / breinkaarte – grafiese netwerkvoorstelling van idees of ‘n onderwerp in die vorm van sleutelwoorde en illustrasies kreatiewe denke – die denkproses oor idees of situasies op skeppende en ongewone maniere, met die doel om die situasie of idee beter te verstaan en op ’n nuwe en konstruktiewe manier daarop te reageer kritiese taalbewustheid – die vermoë om die konstruksie van betekenis te ontleed deur begrip van magsverhoudings binne en tussen tale. Dit bemagtig die leerder om manipulasie te weerstaan en om taal sensitief te gebruik. leenwoorde – woorde wat aan ’n ander taal ontleen is, vreemde woorde wat nou deel van Afrikaans is letterlik (teenoor figuurlik) – die eenvoudigste, mees direkte betekenis van woorde lettertipe – die soort letters wat gebruik word wanneer daar geskryf, getik of gedruk word (bv. Times New Roman) lettergrootte – die grootte van die letters wat gebruik word wanneer daar geskryf, getik of gedruk word (bv. 12 pt Times New Roman) literêre tegnieke – letterkundige begrippe wat in literêre tekste gebruik word magsverhoudings – verhoudings gemeet aan gesag en invloed manipulerende taal – taal wat daarop gemik is om ’n onregverdige voorsprong te kry of ander te beïnvloed, meesal op ’n onderduimse manier metafoor – gebruik een ding om ’n ander met soortgelyke eienskappe te beskryf metataal – taalterminologie om oor taal te praat; dit sluit terminologie in soos teks, konteks, teikengroep, genre en polisemie multimedia – ’n geïntegreerde reeks modusse wat teks, visuele materiaal, klank, video, ens. kan insluit oorsaak (sien ook gevolg) – dit wat aanleiding gee tot ‘n handeling / gebeure / aksie of ‘n toestand onderbeklemtoning – die uitdruk van iets op ’n terughoudende wyse, eerder as om die volle feite of waarheid te ontbloot, gewoonlik vir beklemtoning onderhoud – ‘n proses of ‘n gesprek om inligting in te samel om ‘n spesifieke doel te bereik AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 95 onderskrif – ’n titel of kommentaar saam met ’n artikel, prent, foto, ens. outentieke tekste – tekste wat buite die klaskamer (“in die regte lewe”) gebruik word soos tydskrifartikels, koerantberigte, radio- of televisieopnames, advertensies, verpakkingsetikette, brosjures, vorms, briewe paneelbespreking – ‘n groep wat byeenkom om ‘n onderwerp te bespreek, vrae te beantwoord en op kommentaar te reageer paradoks – skynbare teenstrydigheid, bv. om die waarheid te sê, moet ek lieg parafrase – die herbewoording van ’n idee in jou eie woorde paronieme – woorde van dieselfde wortel of stam afgelei, bv. drink, drank, dronk; besin, versin; inwoner, bewoner partydig – eensydig, vooringenome, wat by ’n beoordeling die saak nie onbevange beskou nie personifikasie – beeldspraak waardeur menslike eienskappe en handelinge aan lewelose dinge, diere of plante toegeken word, bv. As ek ’n huis kon hê / met sulke mure wat sing... (Marlise Joubert, Domus) perspektief – ‘n karakter / verteller se standpunt / siening oor kwessies in ‘n roman of drama posisie – plasing, plek; posisionering van die onderwerp op vlak (fokus, in of naby die voorkant van die raam) postuur – die manier waarop ’n mens staan of jouself oordra terwyl jy praat rame – gewoonlik reghoekige omlyning van die onderwerp van visuele teks redigering – die proses van proeflees en herskryf van ’n teks, insluitend taalgebruik, punktuasie en spelling en om samehang van idees en struktuur na te gaan; in die finale vorm sit, vir publikasie inlewer, gereed maak register – die woorde, styl en grammatika wat in verskillende kontekste of situasies deur sprekers en skrywers gebruik word (amptelike dokumente word byvoorbeeld in ’n formele register geskryf, regsdokumente in ’n regsregister) retoriek – valse, oordrewe, verslete beeldspraak wat as oorversiering aangebied word; uitgedien, afgesaag, geyk retoriese middels – middels soos pouses en herhaling, deur ’n spreker / skrywer / aanbieder gebruik om doeltreffend te oortuig retoriese vraag – ’n vraag wat gevra word nie om iets uit te vind nie, maar vir beklemtoning, 'n mening uit te spreek of vir dramatiese effek (bv. Weet jy hoe gelukkig jy is?) ritme – afgemete beweging; in poësie die natuurlike beweging veroorsaak deur die reëlmatige opeenvolging van beklemtoonde en minder beklemtoonde lettergrepe rym – ooreenstemming van klank in die laaste lettergreep of woorde in digreëls samehang – onderlinge verband, deurlopendheid, aaneenskakeling simbool – ’n teken / voorwerp wat ’n ander saak verteenwoordig; ’n tradisionele simbool soos ’n kruis is as beeldspraakvorm nie net ’n afbeelding van die werklikheid nie, maar dit kry ook ’n dieper betekenis deurdat dit na iets anders verwys sinoniem (teenoor antoniem) – ’n woord wat min of meer dieselfde betekenis as ’n ander het AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 96 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) sintetiseer – die saamvoeg van idees uit verskeie bronne; ‘n duidelike opsomming van hierdie saamgevoegde idees soeklees – om jou oë oor ’n teks te laat beweeg om spesifieke inligting te vind, soos wanneer jy ’n naam of nommer in ’n telefoongids soek of ’n trein- of busrooster raadpleeg stemprojeksie – luidheid, volume van stem spelstrategieë – uitwerk van maniere om korrek te spel standaardtaal – die standaardvariëteit van ’n taal, die vorm wat meestal in koerante, amptelike dokumente en taalboeke gebruik word. Dit is nie noodwendig die beste vorm van die taal nie, maar dit is die vorm wat om historiese en / of politieke redes as die standaardvariëteit aanvaar is. stem – dit verwys ook na die skrywer se eie persona – wie die skrywer is. As ’n mens lees of kyk, kan jy ’n indruk van die skrywer se bedoeling / voorneme kry. stemming – atmosfeer of emosie in geskrewe tekste; dit toon karakters se gemoedsgesteldheid; dit verwys ook na die atmosfeer wat deur visuele-, oudio- en oudiovisuele tekste geskep word. stereotipe – vaste (en dikwels partydige) siening oor ’n spesifieke soort persoon (bv. vrou, immigrant, priester) styl – trant of manier van skryf; die unieke manier waarop ‘n skrywer woorde en sinne “rangskik” om ‘n bepaalde effek te verkry. Dit sluit woordkeuse, toon, asook sinslengte in. stylfigure (ook stylleer) – uitdrukking wat ’n styleffek teweegbring deur woorde nie in hulle normale of letterlike betekenis en funksie aan te wend nie (afwyking in woordgebruik), maar op ’n besondere wyse groter krag of dramatiese beeld aan skryfwerk verleen, bv. klanknabootsing, hiperbool, kontras, ironie, satire, humor, sarkasme, antiklimaks, klimaks, simboliek, eufemisme, antitese, elisie, woordspeling strategie – ’n sekere prosedure gebruik om ’n probleem te hanteer subintrige – ondergeskikte verwikkelde situasie wat ’n skrywer uitdink en waarop die verhaal gebaseer is (knoop, verwikkeling) taalflater (ook malapropisme) – die verkeerdelike of deurmekaar gebruik van lang woorde om indruk te skep. Alhoewel hierdie woorde soms byna korrek klink, bly dit verkeerd en kan humoristies wees taalvariëteite (sien ook variëteit) – vorme van ’n taal wat patroonmatig van mekaar verskil teikengroep – die bedoelde lesers van, luisteraars na, toeskouers of waarnemers van ’n spesifieke teks of kopers van ‘n produk. Tydens beplanning van ’n skryfstuk / aanbieding, moet ’n skrywer / spreker die doel en teikengroep in aanmerking neem deur ’n gepaste formaat te kies. teks – dit is enige geskrewe, gesproke of visuele vorm van kommunikasie tekstuur – rangskikking en samestelling van bestanddele, struktuur tema – die sentrale idee of idees in ’n literêre werk. ’n Teks mag meer as een tema hê en dit mag dalk nie eksplisiet / vanselfsprekend wees nie. tempo – tydmaat, snelheid van byvoorbeeld praat AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 97 tesourus – ’n woordeboek wat volgens saakverbande georden is, saakwoordeboek toevoegende veeltaligheid – ’n taalvermoë verwerf deur die aanleer van ’n taal of tale benewens jou huistaal. Dit vervang nie die huistaal nie, maar word daarmee saam geleer. In ’n toevoegende, veeltalige program word die huistaal versterk en bevestig, terwyl enige verdere taal aangeleer, waarde toevoeg toon – klank van ’n bepaalde hoogte, toonhoogte, stembuiging wat ’n gevoelsboodskap van ’n teks kan oordra. In ’n geskrewe teks, word dit in woorde uitgedruk. In films kan toon ook deur musiek of agtergrond geskep word. transaksionele skryfwerk – funksionele skryfwerk (bv. briewe, notules, verslae, fakse) transformasie – verandering van die vorm van sinne, bv. van bedrywende na lydende vorm trappe van vergelyking – soos van toepassing op byvoeglike naamwoorde en bywoorde soos mooi, mooier, mooiste en gou, gouer, gouste vaktaal – taalgebruik by die beoefening van ’n vak, beroep of enige spesifieke groep soos rekenaartaal verbindingswoord – ’n woord soos 'n voegwoord of 'n betreklike voornaamwoord wat gebruik word om sinne of sinsdele tot een sin te verbind vergelyk (verwys ook na kontras) – om vas te stel op watter maniere dinge eenders of verskillend is vergelyking – naasmekaarstelling van dinge om die ooreenkoms of verskil te vergelyk; stylfiguur. Woorde soos soos en net soos of nes word gebruik om aandag op die vergelyking te vestig verslag (formeel of informeel) – om presiese terugvoering oor ‘n situasie / geleentheid te gee, bv. ‘n ongeluk vertellersperspektief – verteller se standpunt vanuit ’n spesifieke hoek gesien (alwetend, alomteenwoordig, eerste￾en derdepersoon) visuele voorstellings – boodskappe wat deur middel van die sintuig van gesig oorgedra word (bv. foto’s, spotprente, modelle, tekeninge, skilderye, rekenaarbeelde) vloeidiagramme – oorsigtelike, grafiese uiteensetting (voorstelling) vluglees – om ’n teks baie vinnig te lees ten einde ’n oorsig te verkry, soos om die koerantopskrifte vir hoofnuus te vluglees voegwoord – ‘n woord wat twee sinsnedes / frases of sinne verbind vooroordeel – vooropgestelde idees oor ’n individu, groep, idee of saak. Sodanige neiging om een saak bo ’n ander te bevoordeel, bring mee dat billike assessering baie moeilik word. weergawe – ontwerp, voorlopige plan, konsep woordaanpakvaardighede – die strategieë wat gebruik word vir die lees van onbekende woorde (bv. verdeling van woorde in lettergrepe om na die betekenis van die voor- en agtervoegsels te kyk of om betekenis uit die konteks af te lei) woordoortolligheid – plekke in tekste waar woorde voorkom wat weggelaat kan word sonder om die betekenis te beïnvloed AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 98 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) woordspeling – die humoristiese gebruik van ’n woord om ’n ander betekenis uit te bring; maak op geestige wyse gebruik van woorde wat verskillende betekenisse kan hê of woorde wat eenders klink, bv. woordspeling by grappe AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 KABV 99 AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 4-6 100 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     ENGLISH SECOND ADDITIONAL LANGUAGE Curriculum and Assessment Policy Statement Intermediate Phase Grades 4-6 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 4-6 ENGLISH SECOND ADDITIONAL LANGUAGE ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0477-0 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 1 CONTENTS Section 1: Curriculum and Assessment Policy Statement............................................... 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African curriculum............................................................................................. 4 1.4 Time allocation ................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 6 1.4.3 Senior Phase........................................................................................................................................... 7 1.4.4 Grades 10-12 .......................................................................................................................................... 7 Section 2: Introducing the Second Additional Language in the Intermediate PhasE............................................................................................................... 8 2.1 Languages in the Curriculum and Assessment Policy Statement............................................................. 8 Language levels .............................................................................................................................................. 8 2.2 Time allocation .............................................................................................................................................. 15 2.3 Learning and Teaching Support Materials...................................................................................................... 16 Section 3: Content and Teaching Plans for Language Skills ..................................... 17 3.1 Overview of skills, content and strategies.................................................................................................. 17 3.2 Spreads of texts across Grades 4-6 ............................................................................................................ 24 3.3 Teaching plans .............................................................................................................................................. 28 3.4 Content and teaching plans for English Second Additional Language................................................... 30 Section 4: Assessment in the Second Additional Language.......................................... 82 4.1 Introduction ................................................................................................................................................... 82 4.2 Informal or daily assessment....................................................................................................................... 83 4.3 Formal assessment....................................................................................................................................... 83 4.4 Programme of Assessment.......................................................................................................................... 86 4.4.1 Overview of requirements ..................................................................................................................... 86 4.4.2 Examinations......................................................................................................................................... 86 4.5 Recording and reporting .............................................................................................................................. 87 4.6 Moderation of assessment........................................................................................................................... 87 4.7 General........................................................................................................................................................... 88 ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Glossary.............................................................................................................................................. 89 ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 3 Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R - 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: INTRODUCING THE SECOND ADDITIONAL LANGUAGE IN THE INTERMEDIATE PHASE 2.1 Languages in the Curriculum and Assessment Policy Statement Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better than it is; clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined. 2.1.1 Language levels Language learning in the Intermediate Phase includes all the official languages in South Africa, namely, Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga and non-official languages, namely, Arabic, French, German, Gujarati, Hebrew, Hindi, Italian, Latin, Modern Greek, Portuguese, Spanish, Tamil, Telugu, Urdu. All official languages can be offered at Home, First Additional, or Second Additional Language levels. All non-official languages are offered on at least Second Additional Language level. Language learning in Grades 4 - 9 includes all the official languages in South Africa. All these official languages can be offered at Home, First Additional, or Second Additional Language levels. Non-official languages may be offered on at least Second Additional Language level where such languages have been developed. The Home Language is the language first acquired by learners while First Additional language is the language learnt in addition to one’s home language. The Second Additional Language is the further language that a learner can learn, that enables broader communication and promotes multilingualism as enshrined in the Constitution and the Language in Education Policy. The language may be in use within the community or culture and will enhance nation building and intercultural understanding. Many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at home language level. As a result, the names Home Language, First Additional and Second Additional Language refer to the proficiency levels at which the language is offered, and not the native (Home) or acquired (as in the Additional) languages. For the purposes of this policy, any reference to Home Language should be understood to refer to the level and not the language itself. The Home Language level provides for language proficiency that reflects the mastery of basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, Reading and Writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in. However, the emphasis and marks allocated for Reading and Writing from Grades 7 onwards are greater than that for speaking and listening because the demands on learners’ literacy increase as they prepare for further and higher education and the world of work. The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in their Home Language. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 9 In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, Reading and Writing skills. At this stage the majority of children are learning through the medium of their First Additional Language, English, and should be getting more exposure to it. Greater emphasis is therefore given to using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills, which they need to study subjects like Science in English. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language. By the time learners enter Grade 7, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 4-6, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their additional language at a high level of proficiency to prepare them for further or higher education or the world of work. The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 4 - 6 learners start to build their oral and literacy skills. They also apply the oral and literacy skills they have already learned in their Home and First Additional Languages. In Grades 7-9, learners will continue to strengthen their Listening and Speaking while developing their Reading and Writing skills. By the time learners enter Grade 7, they should try to communicate in their Second Additional Language at both interpersonal and social levels. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 4-6, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their additional language at a level of proficiency to prepare them for further or higher education or the world of work. 2.1.1.1 Specific aims of learning Second Additional Languages Learning a Second Additional Language should enable learners to: • acquire the language skills necessary to communicate appropriately in the target language at a basic level; • listen, speak, read/view and write the language with growing confidence and enjoyment. These skills and attitudes form the basis for life-long learning; • express, orally and in writing, and emotions in order to become comfortable in the language; • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing; • use language to access and manage communication in other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; • use language as a means for expressing information on familiar topics; for interacting with a familiar range of texts; and for reading texts for enjoyment, basic information and communication. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.1.1.2 Teaching the Second Additional Language In order to learn an Additional Language well, one needs as much exposure to it as possible in order to build linguistic competence and basic discourse competence. Teachers should therefore ensure that learners listen to and read the Additional Language in the time allocated for various purposes. The learners need opportunities to listen to the Additional Language for information and comprehension (e.g. a dialogue) and for pleasure (e.g. a song). Even more importantly, they need opportunities to read and view the Additional Language for information (e.g. instructions to make a sandwich), pleasure (e.g. a simple story). Research shows that the best way to develop a wide vocabulary is through reading of appropriate texts. It is very important that oral, written and visual texts are at the right level for learners. If the texts are too difficult, learners will get discouraged and they will not learn anything; if they are too easy, there will be no challenge and little learning will take place. An important role of the language teacher is to match the level of text to the level of the learner. Throughout the Intermediate Phase, learners should be listening to and reading texts that are in line with their developing language skills. Learners also need to use their Additional Language as often as possible. They need opportunities to listen, speak, read and, to a lesser extent, write the Additional Language for interpersonal reasons (e.g. a dialogue), to develop their creativity (e.g. performing a song, role playing, etc.), to develop communicative skills (e.g. expressing an opinion, meeting and greeting). Learners need to understand the purpose for which they are speaking. Throughout the Intermediate Phase, learners should be doing oral exercises that are in line with their developing language skills. It is necessary that learners get regular and timely feedback on their orals so that they know where and how to improve. An important role of a language teacher is to provide high quality feedback, which is at the heart of good assessment. Learners also need to know the basics of language: grammar, vocabulary, spelling and punctuation. Generally, teachers will deal with these aspects of language in context. For example, they can make learners aware of the structure and features used in giving directions (commands are used). There is also a place for direct/explicit teaching of the basics and the opportunity to practise them. When planning a two-week unit of lessons, teachers should integrate language skills, together with the basics of language. They should choose a text type and a topic / theme that will interest learners; little learning can be achieved if learners are not engaged and motivated. For example, a topic for phrases / sentences might be ‘My school’. Teachers could introduce the topic through listening and/or reading, building the language and vocabulary knowledge necessary for speaking. For example, learners could read a short text presenting the vocabulary and language structures. Once learners are familiar with the language necessary for this topic, they could then write the phrase / sentence. This would provide further opportunities for working with language. Teachers should provide feedback throughout the process and administer an appropriate assessment activity at the end. In Grades 4 - 6, it is important that: • There is a strong focus on Listening and Speaking • There is continued support for the development of vocabulary, sentence and paragraph construction, and grammar in context • Learners work with a variety of texts, including visual texts. These texts increase in difficulty as they move through the grades ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 11 2.1.2 The language skills The Second Additional Language curriculum is packaged according to the following skills: 1 Listening and Speaking 2 Reading and Viewing 3 Writing and Presenting 4 Language Structures and Conventions Listening and Speaking Listening and Speaking are central to learning in all subjects. Through effective Listening and Speaking strategies, learners collect and synthesise information, construct knowledge, solve problems, and express ideas and opinions. In Grades 4 - 6, Second Additional Language learners will use Listening and Speaking skills to communicate at a basic level. In this phase, learners’ spoken language still needs to be scaffolded (i.e. modelled and supported, for example, with vocabulary and sentence frames). The teacher needs to make sure that all learners get opportunities to speak in the target language. Because learners will progress at a different pace, the teacher needs to tailor speaking opportunities (e.g. the questions asked) to the level of the individual child. As the children move through the grades, the teacher should expect children to speak more and their utterances should become longer. Teaching time should include daily practice of short Listening and Speaking activities as well as longer focused activities spread out through the week. In Grades 4- 6, teachers should approach listening as a three-phase activity: • Pre-listening: This prepares learners for listening to an oral text in their Additional Language. For example, the teacher could use a visual text and ask a general, focusing question in advance which the learners must answer after they have listened to the text for the first time. • During listening: It is good practice for the teacher to read (or play) a listening text several times, asking different questions each time. It is helpful to move from questions which enable learners to understand the general meaning of the text, to more specific questions that require a more detailed understanding of the text. By doing this, the teacher is helping learners to develop listening strategies. • Post listening: Learners answer further questions, review notes, use information (e.g. to label a picture). Speaking happens informally in the classroom, for example, in group work. Learners also need opportunities to practise the kind of informal conversations they might not normally have in the classroom. Teachers should provide instruction in formal speaking and presenting, for example, a prepared, reading aloud, etc. This will often be a two￾step process: • Planning and organising ideas and information • Practising and presenting: demonstrating an awareness of audience and context; the use of appropriate and accurate Language Structures and Conventions; clear delivery; use of appropriate verbal and non-verbal techniques, etc. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Reading and Viewing Reading and viewing skills are central to successful learning across the curriculum, as well as for full participation in society, the world of work and the global context. Learners develop reading and viewing skills of a familiar range of texts, including visual texts, for information. If necessary, use shared reading at the beginning of Grade 4 to guide learners into this phase. This method can be used from time to time if sufficient books at this level are available. This could be alternated with storytelling. If books at this level are not available, then use texts from a textbook or reader/s. Use also methods such as Reading with and Reading to the whole class. Use guided group reading and independent/pair reading methods and gradually get learners to do more and more independent reading. The independent reading stipulated in the teaching plans must be accommodated within the time allocated for reading. Encourage learners to do independent reading in any spare time that they have. Set basic comprehension activities to ensure that learners understand what they read. The reading process The introduction of the reading process consists of the pre-reading, reading and post reading stages. Activities that the Teacher will assist the learner in can be summarised as follows: Pre-reading: • Activating prior knowledge and making connections. • Looking at the source, author, publication date and type of text. • Browsing through the first paragraph of a section - formulating expectancies. Reading: • Pause occasionally to check comprehension and to let the ideas sink in • Use the context to work out the meaning of unknown words as much as is possible; where this is not possible, use a dictionary • Visualise what is being read • Continue reading even if parts are not always clearly understood. • Reread a section if it is not understood at all. Read confusing sections aloud, at a slower pace, or both. • Ask someone to help for understanding a difficult section • Add reading marks and annotate key points • Reflect on what is being read Post reading: • When the need arises to recall specific information, outline key ideas and a few supporting details ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 13 • Write key words to help clarifying and recalling main ideas. • Think about new questions on the topic • Understanding - confirm the understanding of the text • Extend thinking - use ideas that are seen in the text Writing and presenting Writing is a powerful instrument of communication that allows learners to construct and communicate thoughts and ideas coherently. Frequent writing practice across a variety of familiar contexts, tasks and subjects enables learners to communicate functionally and creatively. The aim is to introduce writing skills to develop and present appropriate written texts. In the Intermediate Phase, Second Additional Language learners will need careful support and guidance to develop writing skills. Writing is important because it forces learners to think about grammar and spelling. This encourages learners to process the language, speeds up language acquisition and increases accuracy. Learners will learn to write a range of familiar creative and informational texts, initially using writing frames as support and gradually learning to write particular text types independently. They will also employ the writing process to produce well organised, grammatically correct writing texts. Process approach to writing Writing and designing texts is a process which consists of the following stages: • Pre-writing / planning • Drafting • Revision, editing, proofreading • Presenting Learners need an opportunity to put this process into practice and they should: • decide on the purpose and audience of a text to be written and/or designed; • brainstorm ideas using, for example, mind maps, flow charts or lists; • consult relevant sources, select relevant information and organise ideas; • produce a first draft which takes into account purpose, audience, topic and text structure • read drafts and get feedback from others (classmates or the teacher); • edit and proofread the draft; and • produce a neat, legible, edited final version. Language Structures and Conventions ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) A good knowledge of vocabulary and grammar provides the foundation for skills development (listening, speaking, Reading and Writing) in the Second Additional Language. Intermediate Phase learners will be introduced to language structure and conventions in the target language. Through interacting with a variety of familiar texts, learners extend their use of vocabulary and correctly apply language structures. In the Intermediate Phase, Second Additional Language learners will take more notice of words and grammatical structures they are already familiar with. Learners will explore progressively how language is used. They will also be able to use this knowledge to experiment with language to build meaning (from word and sentence levels to whole texts), and to see how a text and its context are related. It is expected that Language Structures and Conventions will be taught in context as other language skills are taught and developed. However, in the Intermediate Phase time should be set aside for formal instruction and practice in Language Structures and Conventions. The teaching plans contain a list of language items that should be covered in each grade. These are listed at the beginning of each term. When selecting listening and reading texts for each two week cycle, make sure that they contain some of the language items that need to be covered that term. Create activities related to these texts that will enable learners to use these items, in context. Similarly, the writing texts learners will write will include some of the language items. Give learners guidance on appropriate and correct usage of these items. Select some of the items that learners have difficulty with and give them formal practice (during the time per week set aside for this). 2.1.3 Language teaching approaches The approaches to teaching language in these documents are text-based, communicative, integrated and process oriented. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. A text-based approach teaches learners to become competent, confident and critical readers, writers, viewers, and designers of texts. It involves listening to, reading, viewing, and understanding texts. Authentic texts are the main source of content and context for the communicative, integrated learning and teaching of languages. The text-based approach also involves producing different kinds of simple texts for particular purposes. A communicative approach suggests that when learning a language a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language. Learners learn to read by doing a great deal of reading and learn to write by doing much writing. The process approach is used when learners produce oral and written texts. The learners engage in different stages of the listening, speaking, reading, and writing processes. They must think of the audience and the purpose during these processes. This will enable them to communicate and express their thoughts in a natural way. For example, the teaching of writing does not focus on the product only but also focuses on the purpose and process of writing. During process writing, learners are taught how to generate ideas, to think about the purpose and audience, to write drafts, to edit their work, and to present a written product that communicates their thoughts. Approaches to teaching literature / working with texts The main reason for reading literature / texts in the classroom is to create opportunities to apply learned language skills. The teaching of literature / texts is never easy, but it is impossible without personal, thoughtful, and honest ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 15 interpretations and comments from the learners themselves. Unless they learn how to understand texts on their own, they will not have learned much. Ways to approach the teaching of literature would involve some or all of the following: • Make every attempt to read as much of the text in class as possible without breaking for any other activity. It is essential that learners have a clear idea of what is going on at the most basic level of the text. Read as many as possible in class, and ensure that learners read poems as well. • Writing activities that demand a basic understanding of the text being read can prove very helpful in raising language skills levels and raising appreciation of skills levels attained. Class discussions can be fruitful as long as everyone is involved and it leads to written work. • Finally, work with texts should be approached as a unit, a whole. Following is a summary of the main text types encountered in the Intermediate Phase and the language structures inherent in these text types. This information will assist in structuring activities on the different texts so that learners can engage with these language structures. Select only a few language structures to give attention to each time when teaching these text types. 2.2 Time allocation The recommended teaching time for Second Additional Language in the Intermediate Phase is 1.5 hours per week. All language content is provided within a two week cycle (3 hours). The following time allocation for the different language skills is suggested. Skills Time allocation per week (Hours) Time Allocation per Two Week Cycle (Minutes) % Listening & Speaking 1.5 75 40 Reading & Viewing: Comprehension & Literature 55 30 Writing & Presenting 35 20 Language Structures and Conventions (this is also integrated into the 4 skills) 15 10 Total 180 (3 hours) 100 ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.3 Learning and Teaching Support Materials • Each learner should have: (a) An approved language textbook (b) A reader/readers containing the following genre / text types: • Stories • Poetry • Information texts • Social texts (c) A dictionary or word list (d) Access to a range of reading material to accommodate different reading levels e.g. a selection of readers with sufficient copies of texts at each level in a class and school. (e) Texts for shared reading in Grade 4. These may be books or other enlarged texts or the prescribed textbook or readers. • The teacher should have: a) A Curriculum and Assessment Policy Statement b) Language in Education Policy (LiEP) c) The language textbook used by learners and other textbooks for resourcepurposes in addition to the approved text d) A reader/readers containing the recommended genre / text types e) Dictionaries and reference books (monolingual, bilingual and multilingual dictionaries; thesaurus; encyclopaedia, a good grammar reference book, etc.) f) A Teacher’s Resource File/Book: this may be a file made up of materials collected by the teacher or a commercially published Teacher’s Guide g) Access to reading material in a class, school and/or public library in order to guide learners’ reading h) Audio/visual aids ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 17 SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS 3.1 Overview of skills, content and strategies The following is an overview of the content, skills and strategies to be found in the teaching plans. Overview of content, skills and strategies table Skills Grades 4-6 Content Strategies and sub-skills Listening and Speaking • Listening comprehension • Listening for information • Pronunciation • Listening for enjoyment • Different forms of oral communication: - Conversation - Directions / instructions / procedures - Story telling - Role-play - Group discussion - Short poems and rhymes - Language games - Personal / factual recounts Refer to Expressions used in conversational English - Reference list Listening process • Pre-listening • During listening • Listening comprehension - Recording main ideas by retelling, - explaining - Listen to and respond to simple questions • Post- listening The speaking process • Planning, researching and organising • Practising and presenting Communication for social purposes • Simple conversations • Turn taking conventions • Encouraging use of the additional language • Ask and respond to questions. Recount events • Informal presentation of familiar event • Correct format, vocabulary, language and conventions ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Reading and viewing Recommended text types: • Stories e.g. contemporary realistic fiction, traditional stories (myths and legends, folk tales, fables), adventure stories, picture stories with captions • Poetry /Song • Introductory Information texts e.g. procedures, factual recounts, • Social texts e.g. invitations, greeting cards, letters • Media texts e.g. advertisements, notices, pamphlets • Visual texts: advertising (posters, pamphlets, advertisements), • cartoon, comic strip, diagram / graph / table / charts / photographs / drawings • Comprehension paragraphs • Text for prepared reading aloud • Texts for information Reading and viewing process: Use pre-reading, reading and post reading process and strategies: • To understand the text • For close reading of the text (reading comprehension) • To demonstrate independent reading progressively (reading for pleasure, information and learning) Introduce learners to : • Text features - titles, illustrations, headings, subheadings, numbering, captions, headlines, format. • Text structures - lists, sequential order, description, procedures, main point and narrative sequence. • Parts of a book - title page, table of contents, chapters, glossary, etc. • Reading and viewing strategies - Rereading - Clarifying - Drawing conclusions / own opinion • Visual Literacy - (a familiar range of graphic and visual texts e.g. advertisements, notices, posters, comics, cartoons, photographs, pictures): • Reading of literary texts Poetry/Song • Literal meaning • Message • Sound devices e.g. rhyme, rhythm, punctuation, repetition Story • Storyline • Characters • Setting Information and social texts • Audience and purpose Prepared and unprepared reading (Reading aloud ) • Use of tone, voice projection, pace, eye contact, posture and gestures • Pronounce words correctly ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 19 Writing and presenting • Word writing e.g. lists • Sentence writing • Paragraph writing Text types Creative writing • Descriptive e.g. descriptions of people, places, animals, plants, objects, etc • Narrative e.g. stories, personal recounts • Picture stories • Simple Dialogues Transactional writing (social, functional, and information texts) • Messages, greeting cards, invitations • Posters, notices, advertisements • Completing a simple form. Process writing: Pre-writing/planning • Brainstorming of vocabulary and ideas in a group • Organise ideas Drafting • Word choice • Structuring sentences • General ideas • Reads own writing • Gets feedback from teacher Revising, editing, proofreading and presenting • Revises: improves content and structure of ideas • Refines word choice, sentence and paragraph structure • Presents neat, legible final version Language Structures and Conventions Working with words (Vocabulary development): use of dictionary, spelling, meaning, syllables, phonics, synonyms, antonyms, homonyms, prefixes, suffixes Working with sentences Parts of speech, e.g. nouns, determiners, pronouns, adjectives, adverbs, prepositions, connectors Sentence structure: simple, and complex sentences, command form, questions, statements, Verb tenses Concord: subject-verb concord Word order Negative forms Direct and indirect speech Language conventions Introduce simple language rules Punctuation Spelling Sounds Refer to Language Structures and Conventions - Reference list Language Structures and Conventions - Reference list The following language structures will be taught in the context of Reading and Writing, and also as part of a systematic grammar programme. These structures need to be introduced progressively throughout the grades. NB: The unique features of the language must be taken into consideration. As a result, only features applicable to a specific language should be given attention in the text below. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Nouns Countable (e.g. chair/chairs) and uncountable (e.g. furniture) nouns Number (singular and plural) e.g. chair/chairs Nouns with no change in number in the singular form e.g. scissors, trousers Common (e.g. woman) and proper nouns (e.g. Thandi) Abstract nouns e.g. love, fear, respect, honesty Possessive forms of nouns e.g. Lesego’s desk, learners’ desks children’s toys Collective nouns and classifiers e.g. a swarm of bees, a bar of soap Determiners Indefinite article: a book, an apple Definite article: the book, the furniture, the apples Demonstratives: this, that, those, these (e.g. That book is mine.) Quantity 1: all, some, most, no, none (e.g. Most learners understood the lesson.) Quantity 2: both, either, neither (e.g. Both learners stood up.) Quantity 3: much, little, many, few, more, less, fewer (e.g. The school has many learners.) Quantity 4: some, any, another, other, each, every (e.g. Each learner received a book.) Pronouns Personal pronouns as subject: I, you, he, she, it, we, they (e.g. She is reading the book.) Personal pronouns as direct or indirect object: me, you, him, her, it, us, them (e.g. She gave it to me.) Reflexive pronouns: myself, yourself, himself, herself, ourselves, yourselves, themselves (e.g. He washed himself with soap.) Relative pronouns: which, who, that, whose, where (e.g. The man who is standing by the window is my teacher.) Interrogative pronouns: who, what, which, whose, whom (e.g. Whose book is this?) Adjectives Position of adjectives e.g. The old man (before a noun); The boy was mischievous (after a verb) Adjectives ending in -ing e.g. amazing, boring, exciting (e.g. The lesson was boring.) Adjectives ending in -ed e.g. amazed, bored, excited (e.g. The student was bored.) Comparison of adjectives e.g. happy, happier, happiest; intelligent, more intelligent, most intelligent (e.g. It was the happiest day of my life. / She is the most intelligent student in the class.) Adverbs Adverbs of manner e.g. quietly, carefully, politely, softly, quickly Adverbs of time e.g. yesterday, tomorrow, last year, last week, the other day Adverbs of frequency e.g. always, usually, often, sometimes, never Adverbs of probability e.g. certainly, definitely, maybe, perhaps, possibly Adverbs of duration e.g. still, yet, any more Adverbs of degree e.g. completely, strongly, totally, quite, rather Adverbial phrases e.g. in the garden, on the table Prepositions Place and direction e.g. above, below, in, under, at, on, behind, between, beside Adjective + preposition e.g. afraid of, ashamed of, bored with, impatient with, rude to Noun + preposition e.g. invitation to, approach to, reason for, respect for, comment on Verbs Transitive and intransitive verbs e.g. He bought a pen./The girl laughed. Verbs with two objects (direct and indirect) e.g. He gave me the book. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 21 Verb tenses Simple present tense e.g. I play tennis every week./Snakes are reptiles. Present progressive (or continuous) tense e.g. She is watching television at the moment. Present perfect tense e.g. I have lived in Durban all my life. Present perfect progressive (or continuous) tense e.g. He has been studying hard the whole week. Simple past tense e.g. He woke up early and got out of bed. Past progressive (or continuous) tense e.g. The family were sleeping, when the fire broke out. Past perfect e.g. He went home because he had forgotten his keys. Past perfect progressive (or continuous) e.g. I had been waiting for two hours by the time he finally arrived. Expressing future time: Will/shall + infinitive e.g. Mrs Molefe will teach the Grade 10 class./I am sure you will enjoy the movie. Going to + infinitive e.g. They are going to visit her grandparents./I think it is going to rain tomorrow. Simple present tense used to talk about the future e.g. Tomorrow is a holiday. Future progressive (or continuous) e.g. I will be working the whole of next week. Future perfect e.g. By next week I will have finished the job. Future perfect progressive (or continuous) e.g. Next year I will have been teaching at this school for twenty years. Concord Subject-verb concord e.g. He has just arrived./They have just arrived; I was going./They were going. Modals To express ability/inability e.g. I can speak German./I can’t speak French./He is able to return to work./He is not able to return to work. To express permission e.g. May I use the bathroom? Could I leave early? Can I ask a question? Yes, of course you can. To express instructions/requests: Would you open the window, please./Could you let me in. To express possibility/impossibility e.g. This can cause difficulty./You can’t be serious./You could be right./He couldn’t know. To express probability/improbability e.g. We should arrive in Jo’burg at 10 p.m./We ought to arrive in Jo’burg at 10 p.m./There shouldn’t be any problem/There ought not to be any problem. To express certainty e.g. They must have forgotten. Conditional sentences First conditional to express a real possibility e.g. If it rains, we will cancel the trip. Second conditional to express something that is unlikely or improbable e.g. If I won the lottery, I would buy my mother a house with ten bedrooms. Third conditional to express something that is hypothetical e.g. If I had worked harder at school, I would have passed matric. Passive and active voice Simple present tense e.g. The gate is locked at 6 o’clock every night. Present progressive (continuous) tense e.g. The room is being cleaned at the moment. Present perfect tense e.g. A new supermarket has been opened this year. Simple past tense e.g. The library was closed for the holidays. Past progressive (or continuous) e.g. They had to wait because the car was still being cleaned. Past perfect e.g. He had been poisoned by his girlfriend. Future time: e.g. Next year the class will be taught by Mr Dube./Next year a new library is going to be built. Reported speech Reported questions e.g. She asked me why I was so late./He asked me what kind of music I liked. ‘That’ clauses: She said that she didn’t know./He told me that he had lost the book. Sentence structures Statement Questions Command / imperative Spelling Spelling patterns, spelling rules and conventions, abbreviations, acronyms ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Vocabulary development and figurative language Synonyms, antonyms, one word for a phrase Figures of speech (simile, metaphor, personification) Idiomatic expressions/idioms/proverbs Borrowed words Punctuation Hyphen, colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses, exclamation marks, question marks, comma Connectors Logical connectors to link sentences in a paragraph: • addition: and • sequence in time: next, soon, after, then, before, later, suddenly, afterwards, etc. • ordering ideas: firstly, secondly, finally, etc. • cause/effect: because, therefore, etc. Expressions used in conversational English - Reference list ASKING PERMISSION / REQUESTS • Can I…..? • May I….? • Would it be possible for me…..? • Is it all right if….? • Would it be ok if…? • Do you mind if I …? • Please let / permit / allow me to … • Would you agree to …? INTERRUPTING • Excuse me, could I ...? • Sorry, do you think I could ...? • Excuse me, do you know ...? • I beg your pardon, could you help me? (formal) OFFERING HELP • May I help you? • Can I help you? • Are you looking for something? • Would you like some help? • Do you need some help? • What can I do for you today? SEEKING ASSISTANCE • Can I have help with…..? • Would you help me to…..? • I need help with … • Please assist me … (formal) • Please lend a hand with … APOLOGISING • Sorry. • I’m sorry for…. • I regret…… • Please forgive me for … • I apologise for … • Pardon me. • Excuse me. • I beg your pardon. COMPLAINING • I’m sorry to have to say this, but... • I’m sorry to bother you, but... • Maybe you forgot to... • I think you might have forgotten to... • Excuse me if I’m out of line, but... • There may have been a misunderstanding about... • Don’t get me wrong, but ... ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 23 GIVING ADVICE • I don’t think you should …….. • You ought to….. • You ought not to……... • If I were you, I’d ……. • If I were in your position, I’d … • If I were in your shoes, I’d …. • You had better …. • You shouldn’t……. • Whatever you do, don’t……. STATING A PREFERENCE • Would you like to …. • I’d rather…… • Why don’t we ...? • Well, I’d prefer …….. What do you think? • What do you think we should do? • If it were up to me, I’d … • I think we should …. GUESSING, INFERRING • I’d say he’s about ready to ... • It might need some … • He could be ... • It looks like ... • Perhaps he needs some… • Maybe they want to ... • It’s difficult to say, but I’d guess that … • I’m not really sure, but I think … GIVING IMPRECISE INFORMATION • There are about …. • There are approximately. • There are a large number of …. • ……. predicts up to ….. • It’s kind of … • It’s the type of … • They’re the sort of ….. • It’s difficult to say, but I’d guess • I’m not really sure, but I think … SAYING GOODBYE Long trips, vacations, short outings • Have a good trip. • Enjoy your vacation. • Have a good journey. • Enjoy your holidays. • Enjoy! • Have a good time at (destination place such as a restaurant) • Have a good time in (destination city) GREETING AFTER A TRIP • How was your vacation / holiday in…? • Did you enjoy your time in (destination)? • How was your journey / flight / trip? EVALUATING YOURSELF • This worked well / was effective because…. • I did this well because…. • It would have been better if I had ... • This could be improved by…. • Progress is /is not evident because … • This succeeds because … ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2 Spreads of texts across Grades 4-6 A variety of texts have been selected for each two week period. The key texts are captured below. Learners will engage with some or all of the texts in a two week period, that is, they will listen to or present orally or read or write. 3.2.1 Spread of texts table Grade 4 Grade 5 Grade 6 Weeks Term 1 1 - 2 Story Story Story; language game 3 - 4 Information text e.g. narrative recount, map, Information text with visuals e.g. maps/pictures/ conversation; narrative recount Information text: descriptive account; media text e.g. advert 5 - 6 Story and descriptions of people or characters Story, role-play, description of people; invitation; message Story 7 - 8 Information text : instructions, lists Information text: instructions; language game Information text with visuals e.g. maps/ pictures instructions; definitions 9 - 10 Song, poem Poem; song Poem; Song description of a person; description of an object/animal/plant/place; language game Weeks Term 2 11 - 12 Story Story Story and message, conversation 13 - 14 Information text with visuals e.g. pictures; poster; directions, description of an object Information text with visuals e.g. maps/pictures; descriptions of object/s/ plants/animals/places Information text e.g. description of object/ animal/ plant/place; visual text e.g. pictures /maps /photographs 15 - 16 Personal recount Personal recount Story, personal recount; role play 17- 18 Procedures, instructions information text with visuals e.g. pictures/ maps/ photographs Information text: instructions; factual account Reads information text with visuals e.g. timetables and television schedules/ maps/ pictures; definitions; language game 19 - 20 FORMAL ASSESSMENT Weeks Term 3 21- 22 Story, description of person/ animal/character, dialogue Story; oral description of places/ people; personal recount Story; oral descriptions of places/animals/ plants / objects 23 - 24 Information text e.g. factual recount audio-visual text e.g. poster/ notices; conversation Information text with visuals e.g. maps/pictures Information text with visuals e.g. /maps/ pictures/ talk; 25 - 26 Story; poem Story; poem Story; poem 27- 28 Information text with visuals e.g. pictures; descriptions of places/plants/animals/objects procedures Information text -; conversation; language game; descriptions of places/plants/animals/objects procedures Information texts -language game; mind map descriptions of places/plants/animals/ objects procedures 2 9 - 30 role-play; dialogue; conversation; dialogue conversation; dialogue ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 25 Weeks Term 4 31- 32 Conversation, language game; story Story, language game; personal recount Story; conversation; dialogue 33 - 34 Information text with visuals e.g. pictures; visual text e.g. posters/notices; messages Information text: factual text; poster information text talk; language game; definitions; 35 - 36 Story, language game Story, poem, personal recount Story, poem 37 - 38 Conversation; talk; Information text; visual text e.g. poster/notice Information text, conversation; poster; visual text e.g. chart Information text and visual text poster; advertisement 39 - 40 FORMAL ASSESSMENT 3.2.2 Summary of text types across the phase The tables below describe the range of text types that learners should be taught to write in Grades 4-6; other texts could also be included where appropriate. Some of these texts are not included in the teaching plan tables. This does not mean that they should not form part of teaching and learning as they are equally important. Text type Language structures found in each text type Personal recounts Descriptive language, e.g. adjectives, adverbs Verb tenses, e.g. past tense (simple past) Time words to connect events, e.g. adverbs of time Words which tell us where, when, with whom, how Simple Sentences Connectors, e.g. next, soon, after, then, etc. Direct and Indirect Speech Nouns and pronouns Factual recounts Adverbs and Adverbial phrases Nouns and pronouns Prepositions Verb tenses, e.g. past tense (simple past) Verbs Story and plays Action words, e.g. verbs Adverbs to describe actions Adjectives to describe characters and setting Simple and complex sentences Connectors (especially time words) for showing sequence of events, e.g. next, soon, after, then, etc Direct and Indirect Speech A range of verb tenses especially past tense - simple Punctuation, e.g. colon, exclamation marks, question marks ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Text type Language structures found in each text type Poems Figurative language, e.g. personification, simile, metaphor, etc. Nouns Adjectives Pronouns Adverbs Prepositions Simple sentences Procedures/ Instructions/ Directions Verbs often at the beginning of each instruction Command form of the verb Adverbs Words which tell us how, when, where, with whom Connectors to show the sequence in steps, e.g. next, soon, after, then, etc Prepositions Verb tenses, e.g. simple present tense Determiners Conversations Verbs Prepositions Pronouns Sentence structures, e.g. questions Verb tenses, e.g..simple present, past Information texts Nouns Verb tenses, e.g..simple present Verbs Adjectives Prepositions Determiners Pronouns Vocabulary development, e.g. vocabulary for comparing, contrasting relationships Punctuation, e.g. comma Definitions Verb tenses, e.g..simple present Nouns Adjectives Determiners Descriptions Verb tenses, e.g..simple present, simple past tenses Nouns Adjectives used to give details Determiners ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 27 Grade 4 Grade 5 Grade 6 INFORMATION • Narrative and descriptive recounts e.g. news, stories, description of something - based on fact • General knowledge texts • Media texts such as radio announcements • Instructions such as instructions for experiments, rules of games, directions • Visual texts: maps, photographs, pictures • Factual /narrative/descriptive recounts e.g. news stories, description of something - based on fact • General knowledge texts • Information texts • Media texts e.g. radio announcements • Instructions such as instructions for experiments, rules of games, directions • Visual texts: photographs, pictures • Explanations such as reference books, dictionaries, definitions, texts from other subjects • Factual recounts such as news reports (headline, explain the headline, body, comment), eye￾witness accounts • Information texts: • Media texts: advertisements, posters, magazine articles • Instructions such as instructions for experiments, rules of games, directions • Visual texts: maps, photographs, pictures LITERARY • Narratives: contemporary realistic fiction, myths and legends, fables, fantasy, adventure, funny, real life stories. • Personal recounts such as oral anecdotes (events in order), diary entries • Poem, play, role play • Narratives e.g. contemporary realistic fiction, myths and legends, fables, fantasy, adventure, funny, real life stories, historical fiction • Personal recounts such as oral anecdotes (sets the scene, events in order), diary entries • Poem, play, role play • Narratives such contemporary realistic fiction, myths and legends, fables, fantasy, adventure, funny, real life stories, historical fiction, science fiction, narrative poems • Personal recounts such as. oral anecdotes (sets the scene, events in order, personal comment), diary entries, autobiographies • Poem, play, role play SOCIAL/FUNCTIONAL • Conversations e.g. making enquiries, giving information about family • Short social texts: greeting cards, notes, messages • Conversations: making requests, explaining, giving information about community • Short social texts: notices, messages • Conversations: making requests, explaining, giving information about community • Short social/functional texts: notices, messages 3.2.3 Length of Texts for Second Additional Language (to be produced by learners) Text Grade 4 Grade 5 Grade 6 Paragraph • Words • Sentences 10 - 20 words 20 - 30 words 30 - 40 words 3 - 4 sentences 4 - 6 sentences 6 - 8 sentences Oral creative texts e.g. recounts, retelling or telling stories 3 min 3 min 3-4 min Written creative and information texts e.g. recounts, stories, reports 20 words 1 paragraph 30 words 1 paragraph 40 words 2 paragraphs Shorter texts, e.g. • Messages, notes • descriptions 10 - 20 words 20 - 30 words 30 - 40 words ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2.4 Length of Texts for Home Language (for learners to engage with) Task Grade 4 Grade 5 Grade 6 Longer listening comprehension texts e.g. story, interviews, plays, news reports 100-150 / up to 5 mins 150-200 / up to 5 mins 200-250 / up to 5 mins Shorter listening comprehension texts e.g. announcements, information texts, instructions, directions 50-60 words / 1-2 mins 60-70 words / 1-2 mins 70-80 words / 1-2 mins Reading comprehension/ intensive reading texts 100-150 words 150-200 words 200-250 words 3.2.5 Vocabulary to be achieved by Home Language learners Term 1 2 3 4 Vocabulary Common spoken words Grade 4 20 - 30 30 - 40 40 - 50 50 - 60 Grade 5 60 - 710 70 - 80 80 - 90 90 - 100 Grade 6 100 - 110 110 - 120 120 - 130 130 - 150 Reading vocabulary (new words) Grade 4 30 - 50 (10 - 20) 30 - 50 (10 - 20) 30 - 50 (10 - 20) 30 - 50 (10 - 20) Grade 5 50 - 80 50 - 80 50 - 80 50 - 80 Grade 6 80 - 100 80 - 100 80 - 100 80 - 100 3.3 Teaching plans The teaching plan indicates the minimum content to be covered per term. The sequence of the content listed in a two week cycle is not prescribed and the time given is an approximate indication of how long it should take to cover the content. Teachers should design their teaching plans / work schedules using their textbooks to teach the content per two week cycle using appropriate sequence and pace. The content given in a two week cycle are key texts/activities with the main skills and strategies learners need to develop. 3.3.1 How texts link together in the two week cycle Different texts have been used as a basis for designing the two week teaching cycle. They have been selected on the basis of how they link together to form an integrated unit, for example learners will listen to a story and then read a story. They will be asked to write a short oral description of a place or person (that will link to the story) or they might be asked to write a message about the story. Select a theme for each two week cycle that will enable the teacher to link the activities successfully. The reason for using themes is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. In practice, integration suggests variety: variety of forms, of activities, of texts and themes (see Suggested Themes - Reference List below) 3.3.2 How the texts/activities are sequenced across the two week cycle The texts do not have to be taught in a particular order. In most cases, there should be a Listening and Speaking activity/text to prepare for the reading or writing activity. Sometimes, the Listening and Speaking activity should derive ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 29 from the reading text. Learners should engage with the different kinds of texts orally and in reading before they are asked to write these texts. In most cases, the text to be listened to e.g. a story will be different to and at a higher level than the one that learners will read. This is because their listening skills are more developed than their reading skills. 3.3.3 The type of texts prescribed and recommended There are prescribed text types that are to be taught in every two week cycle. These are specified in the teaching plan and should be contained in the prescribed textbook. In most cases, no specific story type is prescribed. Choices may be made from the variety of contemporary stories, imaginative stories (e.g. adventure, and traditional stories (e.g. myths, legends and fables) that are available. The same is true of poems and songs. In all cases, this additional reading should relate to the topics and themes chosen for the prescribed texts in that two week cycle. This is very important as it consolidates the Second Additional Language learner’s knowledge and understanding of the vocabulary and concepts related to the topic. 3.3.4 Number of key texts in a two week cycle In the early part of the year, there is usually only one text type or activity per two week cycle. There will sometimes be two text types or activities per two week cycle. Teach these text types and the related activities bearing in mind that learners will be exposed to them numerous times during the course of the year. 3.3.5 How the Language Structures and Conventions are addressed The content of the “Language Structures and Conventions” section is derived from the types of texts prescribed under the headings Listening and Speaking, Reading, and Writing and will naturally be given attention in the process of engaging with the texts and during the time allocated for Listening and Speaking, Reading and Writing. For example, if a story is being done, learners will naturally use the simple past tense and will read texts using this tense. However, it is also important that activities be developed that focus on particular language structures, in context. Choose items from the “Language Structure and Conventions” section to give learners additional practice in these aspects. Construct activities that are meaningful to learners and that relate to the texts they are studying in the two week cycle. More activities of this nature should be done as learners make progress from Grade 4 to 6. Select very carefully which rules to be explained to learners and keep these to a minimum. Second Additional Language learners learn a language through constant exposure to it and through using to it. Practice in Language Structures and Conventions will refine these skills. Teaching should integrate all the language skills and language structures as they are interrelated. All of these should be taught in context. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Suggested Themes - Reference List • Animals • Body • Clothes • Colours • Days and Months • Emotions • Family • Food • Greetings • Hobbies • House • Likes and dislikes • Music • Nature/environment • Places • School • Sport • Time • Transport • Weather and seasons 3.4 Content and teaching plans for English Second Additional Language GRADE 4 ENGLISH SECOND ADDITIONAL LANGUAGE GRADE 4 TERM 1 Skill Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listening and Speaking basic conversation in target language (e.g. greetings) • Answers simple questions • Names characters in the story • Code switches if necessary Practises Listening and Speaking • Emphasize the practice of phonics Reading Reads words based on written conversation • Answers basic questions about the text • Expresses feelings about the text • Discusses new vocabulary from the read text • Spells five words from read text Introduce script Writes a basic words • Writes words about the story Working with words • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. • Builds on knowledge of sight words Working with words • Understands and uses words in context Vocabulary in context 3-4 Listening and Speaking conversation in target language (e.g. communication in the classroom) • Answers questions • Discusses new vocabulary • Code switches if necessary Reading Reads words based on conversation Writing Introduce script Writes a basic words • Uses appropriate vocabulary Working with words • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. • Builds on knowledge of sight words Vocabulary in context ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 31 GRADE 4 TERM 1 Skill Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 5-6 Listens to a story Choose from contemporary realistic fiction/traditional stories/ personal accounts/ adventure/real life stories Text from the textbook or Teacher’s Resource File • Answers simple questions • Names characters in the story correctly • Uses words to express feelings about the story • Code switches if necessary Reading Reads an extract from the textbook or reader/s or Teacher’s Resource File • Mixing and matching words about the story with support • Expresses feelings about the story • Answers questions about the text Practises reading • Reads aloud introduce the idea of appropriate pronunciation and expression Introduce script Writes about a story • Writes words or phrases about the story • Writes own words to expresses feelings about the story Records words and their meanings in a personal dictionary • Uses drawings or words using the words or explanations to show the meaning, etc. Working with words • Breaks words into syllables, e.g. be￾cause; sen-ten-ce • Words starting with selected letters Working with sentences • Builds on use of subject verb concord e.g. There is one book/There are two books ... • Uses regular forms of the verb e.g. walk, walked 7-8 Listens to and carries out basic instructions e.g. recipe/instructions for making or doing something Text from the textbook or Teacher’s Resource File (TRF) • Answers questions • Listens and responds appropriately Gives simple instructions • Uses correct specific details • Uses correct sequence Practises Listening and Speaking for enrichment (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a language game • Emphasize the practice of phonics Reads basic procedural (instructions)texts e.g. recipe/instructions for making or doing something Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading and discussion: predicts from title and pictures • Answers questions about the text • Discusses sequence of instructions • Follows the instructions Practises reading • Reads aloud introduce the idea of appropriate pronunciation and expression Introduce script Writes simple instructions using a frame • Number the instructions • Uses the right sequence (rearrange in correct order) • Writes the instructions/ words using a frame • Corrects spelling using a dictionary Records words and their meanings in a personal dictionary • Uses drawings or words to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Uses the dictionary to check spelling and meanings of words Working with sentences • Uses the command form. • Understands and uses negative forms • Uses tenses (e.g. ‘I have finished.’) • Introduces uses of singular and plural correctly Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 Skill Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 9-10 Listens to a song/ simple poem Text from the textbook or Teacher’s Resource File (TRF) • Discusses central idea • Relates to own experience • Code switches if necessary • Identifies words which begin with the same sound • Expresses feelings stimulated by the text • Performs song/selected lines Plays a language game • Follows instructions correctly • Uses vocabulary Practises Listening and Speaking for enrichment (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a simple language game • Emphasize the practice of phonics Reads a simple poem/s Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies e.g. prediction, looks at pictures carefully, uses contextual clues • Answers questions about text • Identifies rhythm and rhyme • Breaks up words into syllables • Expresses feelings stimulated by the text Reads and solves a word puzzle(for enrichment) • Spells words correctly • Shows understanding of meanings of words Practises reading • Reads aloud with appropriate pronunciation, rhythm and expression Reflects on texts read during independent/pair reading • Expresses basic emotional response (likes and dislikes ) to texts read. Introduce script Writes 2-3 sentences about the selected poem in a frame • Writes simple phrases Practises writing for enrichment • Writes words that begin with the same sound e.g. Naughty /Nomsa Records words and their meanings in a personal dictionary • Uses drawings or sentences/phrases / words using the words or explanations to show the meaning, etc. Working with words • Words belonging to the same lexical field e.g. cover and page belong to the lexical field “book” Working with sentences • Uses question marks • Uses exclamation marks Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 33 GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 11-12 Listens to a story Choose from contemporary realistic fiction/traditional stories/ personal accounts/ adventure/real life stories Text from the textbook or Teacher’s Resource File (TRF) • Predicts what will happen next • Answers simple questions • Names characters in the story correctly Practises Listening and Speaking for enrichment (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a simple language game • Emphasize the practice of phonics Reads a story Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading and discussion: predicting from title and pictures • answers questions about the story • Identifies setting and character Does comprehension activity on the text (oral) • Discusses new vocabulary from the read text • Uses a dictionary Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Introduce script Writes a short message • Chooses appropriate content • Addresses text to a person • Ends with own name Records words and their meanings in a personal dictionary • Uses drawings or sentences/phrases using the words or explanations to show the meaning, etc. Working with words • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. • Builds on knowledge of sight words and high frequency words • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. • Singular and Plural examples • Uses the gender forms of some nouns (e.g. cow/bull) Working with sentences • Builds on use of proper nouns Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 13-14 Listens to information text e.g. simple topics e.g. Communication at the garage or supermarket Text from the textbook or Teacher’s Resource File (TRF) • Identifies specific details • Relates to personal experience/ • Code switches if necessary • Listens to and responds to simple oral conversation/ instructions / description Follows the Instructions/ description Shows understanding of vocabulary relating to conversation / instructions / description Listens to a description and describes an object • Identifies the object described correctly • Uses words that correctly describe the object • Uses some new words • Uses adjectives Practises Listening and Speaking (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a simple language game • Emphasize the practice of phonics Reads information text with visuals e.g. / pictures/maps/drawings and photographs Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading and discussion: predicting from title and pictures/ visuals • Asks and answers simple questions • Discusses main idea • Interprets the information in the visuals Reads a visual text e.g. a poster advertising an event • Pre-reading: discusses pictures • Interprets the information • Discusses the purpose of the text • Discusses some of the language used • Identifies and discusses design features such as colour and different sizes or kinds of print (font) Writes information text with support (in a frame) • Fills in missing words in a written text/summary • Uses appropriate vocabulary • Uses some new words from the read text Designs a visual text e.g. a poster advertising an event • Introduce script • Selects appropriate information • Uses the correct format • Uses design basic features such as colour and different sizes or kinds of print (font) Records words and their meanings in a personal dictionary • Uses drawings or sentences/phrases using the words or explanations to show the meaning, etc. Working with words • Introduces plurals • Words with long vowel sounds: Working with sentences • Understands and uses of the possessive form of the noun (e.g. Bongi’s eyes) • Revises “a” and “the” with nouns. • Introduces tenses Vocabulary in context • Words taken from shared or individually read texts • Synonyms (words that are similar in meaning e.g. soft/gentle) ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 35 GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 15-16 Listens to a story Choose from traditional stories/personal accounts/ adventure/real life stories Text from the textbook or Teacher’s Resource File (TRF) • Predicts what will happen next • Answers simple questions • Names characters in the story • Identifies characters from oral descriptions Practises Listening and Speaking (choose one for daily practice) • Performs a simple rhyme, poem or song • Responds physically to instructions • Plays a simple language game • Emphasize the practice of phonics Reads a story Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading and discussion: predicting from title and pictures • answers questions about the story • Introduces setting and character Does comprehension activity on the text (oral) • Discusses new vocabulary from the read text • Uses a dictionary Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Writes a short message/ notes • Chooses appropriate content • Addresses text to a person • Ends with own name Records words and their meanings in a personal dictionary • Uses drawings or sentences/phrases using the words or explanations to show the meaning, etc. Working with words • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. • Reinforce Singular and Plural examples • Uses the gender forms of some nouns (e.g. cow/bull) Working with sentences • Builds on use of proper nouns • Introduce verbs • Uses different types of adjectives • Builds on understanding and use tenses • Builds on use of subject verb concord Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 17-18 Listens to and carries out basic instructions e.g. recipe/instructions for making or doing something Text from the textbook or Teacher’s Resource File (TRF) • Discusses specific details of text • Asks questions to obtain information • Listens and responds appropriately Gives instructions (at least two steps) • Uses appropriate vocabulary • Introduces the uses of verbs • Gives instructions in the correct sequence Practises Listening and Speaking (Choose one for daily practice) • Responds physically to instructions • Gives and follows simple instructions / directions • Emphasize the practice of phonics Reads basic procedural (instructions) text e.g. a recipe/instructions for doing or making something Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading with discussion: predicting from title and pictures • Discusses specific details of text • Discusses sequence of instructions Introduce script Writes about a procedure with support Text from the textbook or Teacher’s Resource File (TRF) • Fills details into a frame • Uses specific details • Stays on topic in a frame • Uses appropriate grammar, spelling and punctuation • Records words and their meanings in a personal dictionary Labels and/or completes a visual text e.g. /drawing/ / pictures/cartoons/maps/ photographs • Listens /read information Includes specific details • Uses appropriate vocabulary • Writes labels in correct place Records words and their meanings in a personal dictionary • Uses drawings or sentences/phrases / words or explanations to show the meaning, etc. Working with words • Words with long and double vowel sounds: • Spells familiar words correctly, using a personal dictionary • Uses the dictionary to check spelling and meanings of words • Builds on knowledge of sight words and high frequency words Working with sentences • Uses the command form of the verb e.g. Stop. • Teach interrogatives Vocabulary in context • Antonyms (words that are opposite in meaning e.g. loud/soft) • Words taken from shared or individually read texts 19-20 FORMAL ASSESSMENT ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 37 GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 21-22 Listens to information text e.g. simple topics e.g. My family Text from the textbook or Teacher’s Resource File (TRF) • Identifies specific details • Relates to personal experience/ • Code switches if necessary Listens to and responds to simple oral / description • Follows the /description • Shows understanding of vocabulary relating to description Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/ • directions • Tells own news • Retells a story heard or read • Emphasize the practice of phonics Reads information text with visuals e.g. / pictures/maps/drawings and photographs Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading and discussion: predicting from title and pictures/ visuals • Asks and answers simple questions • Discusses main idea • Interprets the information in the visuals Does comprehension activity on the text (oral) Reads a simple text. • Discusses main ideas • Responds to simple questions Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Introduce script Labels and/or completes a visual text e.g. drawing /pictures / cartoons / maps / photographs • Listens /read information Includes specific details • Uses appropriate vocabulary • Writes labels in correct place Records words and their meanings in a personal dictionary • Uses drawings or sentences/words/ phrases to show the meaning, etc. Working with words • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. • Builds on knowledge of sight words and high frequency words • Breaks long words into smaller chunks e.g. be￾cause; sen-ten-ce • Builds on the use of singular and plural forms of nouns Working with sentences • Builds on use of personal pronouns (e.g. I, you, it, us, them) • Reinforces connectors • Builds on use of demonstrative pronouns (e.g. this, that, those, these) Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 23-24 Participates in short conversation on a familiar topic • Takes turns • Stays on topic • Asks relevant questions Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/ • directions • Tells own news • Retells a story heard or read • Emphasize the practice of phonics Reads information text e.g. a short text / story / poem / song Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading and discussion: predicts from title and pictures • Answers simple questions e.g. What ? Who? When? Introduce complex questions Why...? How do you think...? Does comprehension activity on the text (oral) Practises reading • Reads aloud striving for appropriate pronunciation, expression and tempo Introduce script Write short information text with support • Fills in missing words in a written summary/text • Uses appropriate vocabulary • Uses some new words from the read text • Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Working with words • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. • Reinforces words starting with selected letters Working with sentences • Uses nouns and plurals Revises “a” and “the” with nouns. • Begins to use determiners such as one, two, etc and first, second, last. Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 39 GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 25-26 Listens to information contained in a poster • Identifies specific details • Listens and relates to own experience • Discuss information own words • Code switching Listens to a poem/s/ song for enrichment • Discusses what the poem is about • Relates to own experience • Identifies rhyme and rhythm • Identifies words which begin with the same sound • Expresses feelings stimulated by the poem • Performs poem/ selected lines Practises Listening and Speaking for enrichment • Practises using words that imitate their sounds e.g. bees buzz, glass tinkles • Emphasize the practice of phonics Reads information contained in a poster Reads visual text e.g. poster • Pre-reading: discusses pictures • Discusses what the text is about • Identifies specific information • Understands the information • Discusses the purpose of the text • Discusses some of the language use • Identifies and discusses basic design features such as colour and different sizes or kinds of print (font) Reads a poem/s/song for enrichment • Pre-reading: predicts from title and pictures • Uses reading strategies with support e.g. prediction, looks at pictures or text carefully, uses contextual clues • Identifies rhythm and rhyme • Breaks up words into syllables • Expresses feelings stimulated by the poem Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Introduce script Designs and produces a visual text e.g. poster or notice • Uses the correct format • Selects appropriate information • Uses basic design features such as colour and different sizes or kinds of print (font) Writes sentences • Writes sentences of • Uses appropriate vocabulary • Uses knowledge of syllables to develop new words Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Working with words • Words starting with selected letters Working with sentences • Understands and uses countable nouns (e.g. book - books) • Builds on use of adjectives before nouns e.g. The small dog • Uses forms of the verb ‘to be’ e.g. be/ been/ being; am/ is/ are; was/ were • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 27-28 Listens to information text e.g. factual recount / narrative Text from the textbook or Teacher’s Resource File (TRF) Listens to description of and describes places/plants/ animals/ objects • Identifies places correctly • Uses words that correctly describe the place • Uses some new words • Uses adjectives Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/ directions • Tells own news • Retells a story heard or read • Emphasize the practice of phonics Reads information text with visuals e.g. maps / pictures / photographs Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures/ visuals • Uses reading strategies • Identifies and comments on main idea and specific details with support • Interprets information in the visual text Does comprehension activity on the text (oral or written) Introduce script Labels and/or completes visual text e.g. maps / pictures / cartoons / photographs / drawings • Uses appropriate vocabulary • Labels the text correctly • Uses correct format for labels e.g. one or two words only Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Working with words • Words with long / short and double vowel sounds: Working with sentences • Begins to use prepositions • Extends use of forms of the verb • Builds on use of connectors to show contrast (but), reason (because) and purpose (so that). Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 41 GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 29-30 Listens to a dialogue read aloud or from radio or TV Text from the textbook or Teacher’s Resource File (TRF) Introduction to Role plays a character or a familiar situation • Selects appropriate content with support • Uses details accurately • Stays on topic • Switches from one language to another as appropriate Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/ • directions • Tells own news • Retells a story heard or read • Emphasize the practice of phonics Reads dialogue Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading predicting from title • Identifies the story-line • Discusses characters and setting • Using basic vocabulary to Expressing feelings stimulated by the text • Discusses features of the text especially punctuation and format Practises reading • Reads aloud with appropriate pronunciation, expression and tempo Introduce script Writes a dialogue using a frame or speech bubbles • Selects appropriate characters • Organises the conversation logically • Uses the frame correctly • Uses direct speech appropriately • Uses vocabulary • Uses appropriate grammar, spelling, punctuation and spacing • Records words and their meanings in a personal dictionary Records words and their meanings in a personal dictionary Uses drawings or sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Uses the dictionary to check spelling and meanings of words Working with sentences • Builds on understanding and use of tenses • Uses adverbs of time (e.g. tomorrow, yesterday) • Begins to recognise and use reported speech and related punctuations Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 31-32 Participates in conversation on a familiar topic ( e.g. The School) Text from the textbook or Teacher’s Resource File (TRF) • Asks relevant questions and responds to questions • Maintains the conversation • Respects others’ ideas Reads a short text Choose from contemporary /traditional stories/personal accounts/ adventure//real life stories Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading with support: predicts from the title and pictures • Answers simple questions Does comprehension activity on the text (oral) Reflects on texts read during independent/pair reading • visual texts read Writes a passage with structured support • Uses the frame and fill in missing words • Uses common vocabulary • Records words and their meanings in a personal dictionary Records words and their meanings in a personal dictionary • Uses drawings or sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words Words starting with selected letters or sounds Working with sentences • Begins to use determiners such as one, two, etc and first, second, last. • Builds on use of subject verb concord e.g. There is one book/There are two books ... • Builds on the use of tenses • Builds on use of prepositions that show position (on, under, above) Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 43 GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 33-34 Listens to simple announcements Text from the textbook or Teacher’s Resource File (TRF) • Discusses main ideas • Asks t questions • Responds appropriately Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/ • directions • Tells own news • Retells a story heard or read Reads information text with visuals e.g. maps / pictures / photographs / cartoons Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading with support: predicts from the title and pictures • Answers simple questions Does comprehension activity on the text (oral) Reads visual text e.g. poster or notice or pamphlet Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: discusses pictures • Discusses what the text is about • Identifies specific information • Interprets the information • Discusses the purpose and audience of the text • Discusses some of the language use Reflects on texts read during independent/pair reading • Retells story or main ideas in 2 to 3 sentences • Expresses emotional response to texts read. Writes a paragraph or 2 - 3 short sentences using a frame • Uses common /familiar vocabulary including pronouns, connectors and phrases. • Uses appropriate grammar, spelling and punctuation • Uses the dictionary to check spellings and meanings of words Draws, labels and/or completes a visual text e.g. maps / pictures / photographs / cartoons • Captures the information correctly • Shows the links between different parts of the visual correctly • Writes sentences describing the visual text • Uses appropriate vocabulary • Uses the dictionary to check spelling and meanings of words Designs and produces a Records words and their meanings in a personal dictionary • Uses drawings or sentences or words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary Working with sentences • Uses connectors to show addition (and) and sequence (then, before) Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 35-36 Listens to a short story with dialogue Choose from Text from the textbook or Teacher’s Resource File (TRF) • Predicts what will happen next • Discusses setting and characters • Discusses main events in the story • Gives a personal response to the story Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a simple rhyme, poem or song or part of a story • Plays a simple language game • Gives and follows simple instructions/ • directions • Tells own news • Retells a story heard or read Reads a story with dialogue Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading with support: predicts from the title and pictures • Discusses, setting and characters • Discusses main events in the story • Gives a personal response to the story • Identifies which parts of the story is the dialogue • Role plays the story or a part of the story Practises reading • Reads aloud with appropriate pronunciation and expression Reflects on texts read during independent/pair reading • Relates to own life Writes a short story with structured supportUses the frame to fill in missing words/ phrases • Uses extended vocabulary including pronouns, connectors and phrases • Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Uses drawings or sentences /using the or words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words Working with sentences • Builds on the use of connectors • Develops use of direct speech. • Introduces the uses quotation marks for direct speech Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 45 GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 37-38 Participates in conversation on a familiar topic (e.g. My Friends) Text from the textbook or Teacher’s Resource File (TRF) • Asks relevant questions and responds to questions • Maintains the conversation • Respects others’ ideas Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a simple rhyme, poem or song or part of a story • Plays a simple language game • Gives and follows simple instructions/ • directions • Tells own news • Retells a story heard or read Reads information text on familiar topic Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading with support: predicts from the title and pictures • Answers simple questions and begins to ask more complex questions e.g. Why? How do you think? • discusses visuals Does comprehension activity on the text (oral) Reflects on texts read during independent/pair reading • Expresses emotional response to texts read. Writes a paragraph / sentences using a frame or speech bubbles • Uses appropriate content • Uses common a vocabulary including pronouns, connectors and phrases. • Uses appropriate spelling and punctuation • Uses the dictionary to check spellings and meanings of words Records words and their meanings in a personal dictionary • Uses drawings or sentences /words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary Working with sentences • Begins to recognise basic reported speech. • Builds on the use of adverbs and adjectives Vocabulary in context • Words taken from shared or individually read texts 39-40 FORMAL ASSESSMENT ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.5.2 Grade 5 GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a short story (Choose from fiction / traditional stories / personal accounts / adventure / funny / fantasy / real life stories / historical fiction) Text from the textbook or Teacher’s Resource File (TRF) [instruction will be repeated every fortnight] • Answers questions • Predicts what will happen next Retells a story • Retells events in own words correct sequence, using simple past • Names the characters correctly Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions/ directions • Tells own news Reads a short story Text from the textbook or reader/s or Teacher’s Resource File (TRF) [instruction will be repeated every fortnight] • Pre-reading: predicting from title and pictures • Uses reading strategies e.g. making predictions, uses phonic and contextual clues • Discusses new vocabulary from the read text • Discusses the title, and where the story takes place (setting) • Expresses simple opinion on the story • Uses a dictionary Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with striving towards appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Retells story or main ideas in 3 to sentences • Gives opinion on story Writes a personal (narrative / descriptive ) recount of events • Selects from experience • Chooses appropriate content for the topic • Stays on the topic • Frame used by all learners • Uses appropriate grammar, spelling and punctuation. • Uses vocabulary related to topic Writes an opinion on a story (for enrichment) • Pre-writing: discusses what they like / dislike • Writes 2 sentences to express what they like / dislike Creates a personal dictionary • Labels pages with letters of alphabet • Enters 5 words and meanings (drawing/ sentence using the word/explanation of word) • Or continues to enter words into dictionary created in Grade 4 Working with words • Uses the dictionary to check spelling and meanings of words • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. • Builds on knowledge of sight words and high frequency words Working with sentences • Understands and uses countable nouns (e.g. book - books) • Builds on use of proper nouns e.g. with capital letter • Revises “a” and “the” with nouns. • Builds on use of personal pronouns (e.g. I, you, it, us, them) Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 47 GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 3-4 Takes part in a conversation about a familiar topic • Asks and answers simple questions on the topic • Code switches if necessary • Gives other learners a chance to speak • Listens to them Gives a factual / descriptive recount • Recounts a recent event • Tells events in sequence Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a short poem or rhyme/or part of a short story • Plays a simple language game • Gives and follows simple instructions / • directions • Tells own news Reads information text with visuals e.g. charts/ tables/ diagrams/ mind maps/ maps/ pictures/ graphs/ photographs/ drawings/ cartoons Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: read and discuss title and look at pictures / diagrams / maps • Uses reading strategies e.g. for general idea, uses contextual clues to find meaning • Identifies main facts • Explains meaning of unfamiliar words • Answers questions about the text Practises reading • Reads aloud striving towards appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Shares opinions on the text • Relates text to own life Writes a factual / descriptive recount in a frame • Selects appropriate content • Sequences events correctly • Uses appropriate vocabulary • Uses appropriate grammar, spelling and punctuation • Corrects spelling using a dictionary and redrafts Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. • Spells familiar words correctly, using a personal dictionary Working with sentences • Builds on understanding and use of simple tenses Builds on use of modals e.g. “can” to show ability, “may” to ask for permission, uses “must” to show necessity • Uses regular forms of the verb e.g. walk, walked • Uses adverbs of time (e.g. tomorrow, yesterday) Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 5-6 Listens to a story with dialogue (Choose from fiction/ traditional stories/ personal accounts/ adventure/ /real life stories/ Text from the textbook or Teacher’s Resource File (TRF) • Uses an oral description to identify people in the story • Expresses feelings and opinions about the story • Answers oral questions about the story Role play: familiar situations • Participates in dialogue • Includes relevant information • Uses correct tense Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions / • directions • Tells own news Reads a story. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies e.g. makes predictions, uses contextual clues to find meaning, reads to find detail • Answers questions about the story Reads social texts e.g. invitations • Discusses purpose of text • Uses a dictionary to find meaning of new words Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Uses words to express feelings about the text read Writes a simple description of people • Writes at least one paragraph • Writes creatively • Uses appropriate adjectives • Uses simple tenses Writes a short message • Organises information • Uses correct format e.g. salutation, date, etc. • Constructs sentences correctly Writes a paragraph • Describes an event • Uses connectors • Checks spelling and punctuation Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. • Spells familiar words correctly, using a personal dictionary Working with sentences • Builds on use of prepositions that show position (on, under, above) • Uses connectors to show addition (and) and sequence (then, before) • Capital letters for proper nouns, for titles and initials of people Vocabulary in context • Words taken from shared or individually read texts • Compound words e.g. playground ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 49 GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 7-8 Listens to and carries out instructions e.g. for making or doing something. Text from the textbook or Teacher’s Resource File (TRF) • Responds correctly to instructions, • Follows sequence correctly Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a short poem or rhyme/song • Tells own news Reads procedural (instructions ) text Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures • Uses reading strategies e.g. prediction, contextual clues • Discusses specific details of text • Discusses sequence of instructions • Carries out instructions (if possible) Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Gives short oral review • Includes key points e.g. title, and / topic • Gives personal opinion of text Writes instructions within a frame • Uses correct specific details • Uses correct sequence, using connectors e.g. first, next, etc. • Uses simple tenses • Uses correct structure and format Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. • Uses the dictionary to check spelling and meanings of words Working with sentences • Understands and uses of the possessive form of the noun (e.g. Bongi’s eyes) • Begins to use determiners such as one, two, etc and first, second, last. • Begins to use possessive pronouns (e.g. mine, yours, his, hers, ours, theirs) • Builds on understanding and use of comparative adjectives • Uses forms of the verb ‘to be’ e.g. be/ been/ being; am/ is/ are; was/ were • Builds on understanding and use of present progressive Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 9-10 Listens to a poem/song Text from the textbook or Teacher’s Resource File (TRF) • Talks about the poem /song (what poem is about) • Relates to own experience • Identifies rhyme and rhythm • Gives personal response (likes / dislikes the poem) Performs the poem for enrichment • Pronounces words correctly • Shows understanding • Conveys rhythm Reads poem/songs Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Discusses the topic and main ideas in the poem • Discusses rhyme • Discusses words that begin with the same sound • Discusses words that imitate their sound • Discusses comparisons e.g. “He sings like a bird.”, “She is a star.” • Answers questions about the poem/s (oral or written) Practises reading • Reads aloud with appropriate expression, showing understanding • Uses good pronunciation, phrasing and tempo Reflects on texts read during independent/pair reading • Compares e.g. stories / texts / poems / songs read Writes a passage about poem/s • Discusses what passage is about Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. • Spells familiar words correctly, using a personal dictionary Working with sentences • Uses the gender forms of some nouns (e.g. cow/bull) • Uses different types of adjectives including what things are made of e.g. woollen Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 51 GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 11-12 Listens to a story (Choose from fiction/ traditional stories/ personal accounts/) Text from the textbook or reader/s or Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) • Answers questions • Answers simple questions Takes part in a conversation on a familiar topic, code￾switching if necessary • Asks and answers question • Respects other learners by listening to them Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: reads with support and discusses title and looks at pictures • Uses reading strategies e.g. making predictions, using contextual clues • Discusses new vocabulary • Identifies sequence of events, setting and characters • Uses a dictionary Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Discusses a short story Writes a simple a paragraph with a frame • Writes an appropriate opening sentence • Writes about events logically • Uses connectors (and, but) • Uses some adjectives Writes an appropriate ending Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Working with sentences • Uses nouns and plurals e.g. scissors and trousers • Builds on use of adjectives before nouns e.g. The small dog Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 13-14 Listens to information text e.g. oral description/s of object/s/ plants / animals / places Text from the textbook or Teacher’s Resource File (TRF) • Identifies the object/s • Describes what it/they are used for • Draw and label it Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme • Plays a simple language game • Gives and follows simple instructions / directions • Tells own news • Tells of own related experiences Reads information text with visuals e.g. charts / tables / diagrams/ mind maps/ maps / pictures / graphs / photographs/ drawings / cartoons Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures/ visuals • Uses reading strategies • Read for specific information e.g. timetables or schedules • Answers questions on text and visuals Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Retells a text read Writes a short description of objects / plants / animals / places using a frame (3-4 sentences) • Uses the frame correctly • Includes specific details • Uses correct determiners • Uses relevant vocabulary • Punctuation is correct Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Working with sentences • Builds on understanding and use of future tense • Simple present to describe regular actions e.g. “I brush my teeth every day” • Extends use of forms of the verb “to be” e.g. be / been / being; am / is / are; was / were • Begins to use prepositions that show direction (towards), time (on, during), possession (with) Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 53 GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 15-16 Takes part in a conversation about a familiar topic (e. g. Role models ) • Asks and answers simple questions on the topic • Code switches if necessary • Gives other learners a chance to speak • Listens to them Gives a factual / descriptive recount • Recounts a recent event • Tells events in sequence Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a short poem or rhyme/or part of a short story • Plays a simple language game • Gives and follows simple instructions / directions • Tells own news • Diagram or table about the story Reads stories. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Reads for detail and uses contextual clues to find information • Identifies and comments on the message • Understands the vocabulary • Answers questions on the story • Retells story in own words (oral or writing) Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Writes a passage using a frame • Writes at least two paragraphs in a frame • Links paragraphs using connectors • Uses new vocabulary and punctuation learnt • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs • Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Breaks long words into smaller chunks e.g. be￾cause; sen-ten-ce • Working with sentences • Uses different types of adjectives • Understands and uses verbs to describe actions Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 17-18 Listens to and responds to oral instructions • Text from the textbook or reader/s or Teacher’s Resource File (TRF) Follows the instructions • Shows understanding of command words Role plays familiar situations e.g. giving instructions • Gives at least 4 2 directions / instructions in the correct sequence • Uses appropriate language / vocabulary and gestures e.g. direction words, the command form of the verb Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a short poem or rhyme or part of a story • Plays a simple language game • Gives and follows simple instructions / directions Reads procedural (instructions) text e.g. a recipe or instructions for making or doing something Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicting from title and pictures • Uses reading strategies • Answers questions on the text • Follows the instructions correctly Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading • Compares texts read Writes a recipe using a frame Text from the textbook or Teacher’s Resource File (TRF) • Uses the frame correctly • Includes list of ingredients • Includes method in correct sequence • Uses appropriate vocabulary Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Words starting with selected letters Working with sentences • Uses adverbs of place (here, there) • Begins to use adverbs of degree e.g. “very, really, almost, too” • Future tense (e.g. ‘I will see him tomorrow.’ ‘I’m going to see him tomorrow.’) • Begins to use connectors to show contrast (but), reason (because) and purpose (so that). • Uses question marks • Uses exclamation marks Vocabulary in context • Words taken from shared or individually read texts 19-20 FORMAL ASSESSMENT ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 55 GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 21-22 Listens to oral description of places / people • Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Identifies places/people • Notes relevant information from a story e.g. on a chart / table Listens to and gives personal recounts • Recalls own experiences Answers questions about what happened first, second, etc. Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme or song or part of a short story • Plays a simple language game • Gives and follows simple instructions / directions • Tells own news Reads a story (Choose from contemporary realistic fiction/traditional stories/ personal accounts/ adventure/funny/fantasy/ real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Understands the features of the text • Uses reading strategies e.g. uses contextual clues to determine meaning, makes inferences • Answers questions about the story • Identifies characters Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads a short paragraph • Discusses main idea and specific details Reflects on texts read during independent/pair reading • Discussion on text studied Rewrites the a paragraph/passage in own words, using a frame • Uses the simple tenses • Identifies the main events • Tells the events in the correct order • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Words starting with selected letters Working with sentences • Understands and uses nouns Builds on use of personal pronouns (e.g. I, you, it, us, them) • Builds on understanding and use of adjectives • Builds on use of subject verb concord e.g. There is one book/There are two books ... • Uses forms of the verb ‘Builds on the use of question marks • Builds on the use of exclamation marks Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 23-24 Talks about a familiar topic with preparation • Plans and prepares important points • Says at least 3 sentences on the topic • Answers questions Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme or song or part of the story • Plays a simple language game • Gives and follows simple instructions / directions • Tells own news Reads information texts with visuals e.g. charts/ tables/ diagrams/ mind maps / maps / pictures / graphs / photographs / drawings / cartoons Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: focuses on important details • Discusses main information given Selects relevant details to answer questions Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading • Retells a text in about 3 sentences. Draws/completes and labels simple visual texts e.g. charts/tables/ diagrams/ mind maps/ maps/pictures/graphs/ photographs/drawings/ cartoons Text from the textbook or Teacher’s Resource File (TRF) • Uses information from a visual or written text • Organises information • gives information Makes a mind map summary of a short text • Identifies at least three main points Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Words starting with selecting letters Working with sentences • Understands and uses of the noun • Begins to use determiners such as one, two, etc and first, second, last. • Begins to use pronouns Uses different types of adjectives Vocabulary in context • Words taken from shared or individually read texts 25-26 Listens to stories (Choose from contemporary realistic fiction/traditional stories/ personal accounts/ adventure/funny/fantasy/ real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Understands stories, answering questions • Expresses own opinion Retells the story • Refers to main characters • Retelling of story in own words • Uses tenses introduced in previous grades Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Discusses characters • Answers questions about story • Identifies the moral/ main message of the story Does comprehension activity on the text (oral or written) Reads poem/s or song/s • Discusses topic and main idea Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading • Relates texts to own life Writes a simple story in a frame Writes an story • Story has a beginning, a middle and an ending Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Words starting with selected letters. Working with sentences • Analyses simple sentences into subject, verb, object • Begins to use connectors (if, then) • Develops use of direct speech. • Begins to recognise and use reported speech. Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 57 GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 27-28 Takes part in a conversation on a familiar topic (e.g. the weather) • Asks and answers questions • Respects other learners by listening to them • Code switches if necessary Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme or song or a part of a story • Plays a simple language game • Gives and follows simple instructions / directions • Tells own news Reads procedural text e.g. instructions Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Finds specific details • Interprets visuals • Discusses the sequence Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Does comprehension activity on the text (oral or written) Writes on a information text previously used • Writes one to two paragraphs • Organises information logically • Uses the dictionary to check spelling and meanings of words • Uses the writing process with support Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Words starting with selecting letters Working with sentences • Develops understanding and use of connecting • Understands and uses reported speech. • Understands and uses negative forms Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 29-30 Takes part in a conversation on a familiar topic • Asks and answers questions • Respects other learners by listening to them • Code switches if necessary • Asks and answers more complex questions e.g. What would you do…? Performs simple role plays Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Develops sensible story line • Pronounces words audibly and correctly Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a short poem or rhyme or song or a part of a story • Plays a simple language game • Gives and follows simple instructions / directions • Tells own news Reads a text Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicting from title • Uses reading strategies with support • Identifies the story-line • Discusses characters, setting Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with expression, showing understanding of the text • Reads aloud using proper pronunciation, pacing and volume. Reflects on texts read independently • Compares texts read Writes a short dialogue/ using a frame • Selects appropriate characters • Organises the dialogue logically • Uses direct speech • Uses an informal style of writing • Uses appropriate punctuation e.g. colon, exclamation and question mark • Uses writing process Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Reinforces plural forms Working with sentences • Uses the gender forms of some nouns (e.g. cow/bull) • Revises “a” and “the” with nouns. • Uses regular forms of the verb e.g. walk, walked • Builds on understanding tenses • Revises use of connecors to show choice (e.g., either… or…) Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 59 GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 31-32 Listens to a story (Choose from /traditional stories/personal accounts/adventure / real life stories / historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Understands stories • Answers questions • Asks relevant questions and responds to questions • Answers and begins to ask some more complex questions e.g. Why couldn’t …? What…?; How do you think …? Reads a story or poem or song Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies e.g. uses contextual clues to find the meaning of new words • Discusses main idea and other details. • Identifies the sequence of events • Identifies the setting and characters • Answers simple question and begins to ask some more complex questions e.g. Why couldn’t …?; What…?; How do you think …? Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading • Discusses texts studied Writes a recount of events Relates event Writes a simple story / paragraph / passage in a frame • Uses story structure • Links sentences into a coherent paragraph using pronouns, connectors and correct punctuation • Uses correct tense Uses the dictionary to check spelling and meanings of words • Uses the following writing process with support Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Words ending in selecting letters Working with sentences • Understands and uses nouns (e.g. chalk) • Builds on use of personal pronouns (e.g. I, you, it, us, them) • Uses different types of adjectives • Builds on use of subject verb concord e.g. There is one book/There are two books ... Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 33-34 Participates in discussion • Discusses familiar topics • Takes turns, shows respect for others, respects others opinions Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme or song • Plays a simple language game • Gives and follows simple instructions / directions • Tells own news Reads text Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts what text is about by previewing it • Answers questions • Discusses main ideas and specific details Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads and understands a poster • Pre-reading: discusses pictures • Interprets the information • Discusses the text Writes information text using a frame • Selects a relevant topic • Includes relevant information • Uses the following writing process with support Uses the dictionary to check spelling and meanings of words Designs a poster • Includes relevant information • Includes a picture • Uses print sizes effectively • Presents neat, legible, final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Words with long and short vowel sounds: Working with sentences • Uses nouns Builds on use of pronouns • Builds on use of adjectives Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 61 GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 35-36 Listens to a story (Choose from /traditional stories/personal accounts/ /real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) Identifies plot, characters and actions • Answer questions Tells same story in own words with support • Sequence of story makes sense Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme or song • Plays a simple language game • Gives and follows simple instructions / directions • Tells own news • Recalls events or experiences in the right sequence Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies e.g. uses contextual clues to find the meaning of new words • Discusses main idea and other details. • Identifies the sequence of events • Identifies the setting and characters • Answers and begins to ask some more complex questions e.g. Why couldn’t … ?; What…? How do you think …? Reads poem/s • Pre-reading: predicts from title and pictures • Uses reading strategies e.g. uses contextual clues • Answers questions about the poem • Expresses feelings stimulated by the poem • Discusses rhyme, words that begin with the same sounds and comparisons Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Writes a recount of events in a frame • Relates events in sequence • Uses appropriate grammar, vocabulary, spelling and information. • Uses the writing process with support Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Singular and plural forms of nouns Working with sentences • Builds on understanding tenses • Builds on use of modals e.g. “can” to show ability, “may” to ask for permission • Uses adverbs of time (e.g. tomorrow, yesterday) • Begins to use prepositions that show direction (towards), time (on, during), possession (with) Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 37-38 Takes part in a conversation • Asks and answers questions • Respects other learners • Listens to them and encourages them to speak • Code switches if necessary Practises Listening and Speaking (Choose one for daily practice) • Performs a short poem or rhyme or song • Plays a simple language game • Gives and follows simple instructions / directions • Tells own news Designs a poster • Includes relevant information • Includes a picture • Uses print sizes effectively • Presents neat, legible, final draft Writes information text using a frame • Selects appropriate information • Writes one to two paragraphs • Uses correct spelling and punctuation • Uses connectors • Uses the writing process with support Working with words • Uses the dictionary to check spelling and meanings of words • singular and plural forms of nouns Working with sentences • Develops use of connectors • Uses adverbs of manner (e.g. quickly, slowly) Vocabulary in context • Words taken from shared or individually read texts 39-40 FORMAL ASSESSMENT ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 63 3.5.3 Grade 6 GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a short story (Choose from contemporary realistic fiction/traditional stories/ personal accounts/ adventure/ funny/fantasy/ real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Answers questions to show understanding • Gives a personal response to the story, Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions / directions • Discusses a topic Reads a short story (Choose from contemporary realistic fiction/traditional stories/ personal accounts/ adventure/funny / fantasy/ real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading with support: predicts from title and pictures • Uses reading strategies e.g. making predictions, uses phonic and contextual clues • Discusses new vocabulary from the read text • Discusses the title, and where the story takes place (setting) • Answers simple questions on the story Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Writes a paragraph with support • Uses a frame • Writes an appropriate opening sentence with support • Uses connectors • Writes an appropriate ending with support • Uses appropriate grammar, vocabulary, spelling and punctuation Uses the writing process with support • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. • Builds on knowledge of sight words and high frequency words Working with sentences • Understands and uses countable nouns (e.g. book - books) • Builds on use of personal pronouns (e.g. I, you, it, us, them) • Builds on use of subject verb concord e.g. There is one book/There are two books ... • Builds on understanding and use of tenses Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 3-4 Sustains a conversation on a familiar topic (e.g. Body and Health) • Asks and answers questions • Respects other learners by listening to them Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a poem • Plays a language game • Discusses a familiar topic Reads a simple descriptive / narrative recount Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading with support : predicts from title and pictures • Uses reading strategies e.g. making predictions, uses pictures / phonic and contextual clues • Discusses new vocabulary from the read text • Answers simple questions on text Does comprehension activity on the text (oral or written) Reflects on texts read during independent/pair reading • Shares opinions on the text Writes a simple personal note or message • Reinforces the features of a personal note / message • Uses a frame • Directs message at appropriate person • Edits own writing with support by correcting grammar, punctuation and spelling errors Uses the writing process with support • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. • Breaks long words into smaller chunks e.g. be￾cause; sen-ten-ce Working with sentences • Revises “a” and “the” with nouns. • Builds on understanding and use of tenses • Builds on the use of adverbs and adjectives Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 65 GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 5-6 Listens to a story (Choose from contemporary realistic fiction/traditional stories/ personal accounts/ adventure/ /real life stories/ Text from the textbook or reader/s or Teacher’s Resource File (TRF) Summarises story with support in a frame • Understands basic questions Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a poem or a part of a story • Plays a language game • Discusses a familiar topic Reads a text (Choose from contemporary /traditional stories/personal accounts/adventure/real life stories) e.g. a diary/ diary entries Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading with support: predicts from title and pictures • Uses reading strategies with support e.g. makes predictions, uses phonic and contextual clues • Discusses new vocabulary from the read text • Answers questions on text Practises reading • Reads aloud with appropriate pronunciation, fluency, pacing and expression Reflects on texts read during independent/pair reading • Discusses own feelings Writes for personal reflection e.g. a diary using a frame • Introduce and discuss the features of the diary • Uses the frame • Uses an informal style • Tells the events in order • Uses connectors • Uses appropriate grammar, spelling, punctuation Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Working with sentences • Builds on use of personal pronouns (e.g. I, you, it, us, them) • Understands and uses verbs to describe actions • Builds on use of prepositions that show position (on, under, above) • Uses connectors to show addition (and) and sequence (then, before), • Uses question forms e.g. who, what, when, which, why, how • Capital letters for proper nouns, for titles and initials of people Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 7-8 Listens to and discusses basic instructions • Responds physically to simple instructions • Uses connectors • Uses the correct order Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a poem or song or a part of a story • Plays a language game • Gives and follows instructions / directions • Discusses a topic Reads procedural text e.g. instructions with visuals e.g. diagrams / pictures / graphs / photographs / drawings Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading with support: predicts from title, pictures and headings • Uses reading strategies with support : Discusses some visual features Interprets information in the visual text • Follows instructions Practises reading • Reads aloud with appropriate pronunciation, fluency, pacing and expression Does comprehension activity on the text (oral or written) Does a word puzzle for enrichment • Uses relevant vocabulary • Spells words correctly • Explains meanings of words/uses them in a sentence completes visual text e.g. diagrams / pictures / graphs / photographs /drawings • Adds correct labels • Includes relevant information • Uses key words Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Words starting with c and followed by -e, -i or -y: pronounce as s e.g. centre, city Working with sentences • Uses the command form of the verb • Begins to use determiners such as one, two, etc and first, second, last. • Uses the negative concord (e.g. ‘I don’t have’; ‘she doesn’t have’) • Uses “must” to show necessity • Uses past progressive/ past perfect progressive • Begins to use prepositions that show direction (towards), time (on, during), possession (with) • Understands and uses negative forms Vocabulary in context • Words taken from shared or individually read texts • Synonyms (words that are similar in meaning e.g. soft/gentle) ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 67 GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 9-10 Listens to poems/songs Text from the textbook or Teacher’s Resource File (TRF) • Uses an oral description to identify people or objects Plays a language game for enrichment • Gives and follows instructions correctly • Takes turns • Completes the game in the time allocated Reads poems Text from the textbook or Teacher’s Resource File (TRF) • Discusses topic and main idea • Understands in a simple way some elements of poetry e.g. rhyme, alliteration, • Discusses new vocabulary from the read text • Uses a dictionary Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Writes a description of a person / an object / animal / plant / place • Selects appropriate content • Focuses on physical description • Writes creatively, using adjectives and adverbs • Edits own writing, correcting spelling errors Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process with support • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Working with words • Spells familiar words correctly, using a personal dictionary Working with sentences • Understands and uses of the possessive form of the noun (e.g. Bongi’s eyes) • Begins to understand there is no article with uncountable nouns (e.g. I like fish.) • Uses different types of adjectives • Builds on the uses of tenses Vocabulary in context • Words taken from shared or individually read texts • Compound words e.g. playground ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 11-12 Listens to a story (Choose from contemporary realistic fiction/traditional stories/ personal accounts/ adventure/ funny/fantasy/ real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Answers literal questions • Notes relevant information • Tells and retells stories Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions / directions • Discusses a topic Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: reads and discusses title and looks at pictures • Uses reading strategies e.g. makes predictions, using contextual clues • Discusses new vocabulary • Identifies sequence of events, setting and characters (e.g. describes characters’ feelings, and talks about reasons for their actions) • Expresses cause and effect • Uses a dictionary Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading • Gives opinions and relates books to own life Writes a simple story using a frame • Uses story structure as a frame • Writes an appropriate opening sentence • Uses connectors • Uses some adjectives • Writes an appropriate ending • Stays on the topic • Links sentences into a coherent paragraph using pronouns, connectors and correct punctuation • Uses appropriate grammar, spelling and punctuation • Uses the dictionary to check spelling and meanings of words Writes a paragraph to express and explain an opinion • Writes 2 to 3 sentences • Selects relevant information • Gives own personal opinion • Explains sensibly Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process with support • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Working with words • Spells familiar words correctly, using a personal dictionary Working with sentences • Understands and uses uncountable nouns (e.g. chalk) • Builds on use of demonstrative pronouns (e.g. this, that, those, these) • Builds on use of adjectives before nouns e.g. The small dog • Begins to use irregular forms of some verbs e.g. run, ran • Builds on understanding and use of simple present • Begins to use “must”, “should” and “have to” to show obligation. Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 69 GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 13-14 Listens to oral descriptions of objects/ animals/ plants/ places Text from the textbook or Teacher’s Resource File (TRF) • Identifies what it is • Describes what it is for • Distinguishes parts from the whole • Draws and label it • Uses vocabulary relating to other subjects Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions / directions • Discusses a topic Reads information texts e.g. from other subjects. Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: discusses the topic with support and revises key vocabulary • Reads a paragraph and identifies main idea and topic sentence • Answers questions on text and visuals e.g. graphs, diagrams, tables Reflects on texts read during independent/pair reading • Summarises what they have read in a few sentences Writes a description/ paragraph/sentences of objects / animals/plants/ places • Includes relevant, specific details • Describes physical appearance • Uses correct determiners • Uses relevant vocabulary • Punctuation is correct • Drafts writing, gets feedback, edits and rewrites Designs, draws and labels visual text e.g. e.g. charts/tables/ diagrams/ mind maps/ maps/pictures/graphs/ plans • Uses information from a written or visual text • Includes specific details • Uses key words and phrases • Uses appropriate vocabulary Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process with support • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Working with words • Uses the dictionary to check spelling and meanings of words • Reinforce singular and plural forms Working with sentences • Uses nouns that have only plurals e.g. scissors and trousers • Begins to use possessive pronouns (e.g. mine, yours, his, hers, ours, theirs) • Uses different types of adjectives • Uses adverbs of manner (e.g. quickly, slowly) • Develops understanding and use of connectors showing addition, sequence and contrast. Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 15-16 Listen to a personal recount of an event • Identifies most important ideas and people • Answers questions about what happened first, second, etc, recounting the same event Role-plays some familiar situations • Uses appropriate language and actions • Organises content sensibly Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a poem • Plays a language game • Tells or retells stories Reads stories (Choose from contemporary realistic fiction/traditional stories/ personal accounts/ adventure/funny/fantasy/ real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts with support from title and pictures • Reads for detail and uses contextual clues to find meaning • Understands the vocabulary • Answers basic questions on the story (e.g. message and setting) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads personal and social texts e.g. a personal diary or letter • Comments on main ideas • Reads for detail and notices informal style • Comments on format and salutation Reflects on texts read during independent/pair reading • Relates reading to own life Writes a simple personal letter • Introduce features of the informal letter • Uses a frame • Uses an informal style • Writes at least two short paragraphs • Uses new vocabulary and punctuation learnt • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs Uses the writing process with support • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary Working with sentences • Uses regular forms of the verb e.g. walk, walked • Uses forms of the verb ‘to be’ e.g. be/ been/ being; am/ is/ are; was/ were • Phrasal verbs e.g. divide up, move in • Uses adverbs of frequency (e.g. ‘She hardly ever visits me.’). • Begins to use connectors to show contrast (but), reason (because) and purpose (so that). Vocabulary in context • Words taken from shared or individually read texts • Antonyms (words that are opposite in meaning e.g. loud/soft) ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 71 GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1 7-18 Carries out a class survey e.g. interviews class mates), recording responses on a chart or graph • Asks and answers questions • Handles interviews politely • Records information accurately • Uses the structure correctly • Uses key words and phrases Sustains a conversation on a familiar topic for enrichment • Listens to and gives other learners a chance to speak • Asks and answers questions • Gives an opinion e.g. Why do you think…? Reads information text with visuals e.g. timetables and television schedules/charts/tables/ diagrams/mind maps/ maps/pictures/graphs Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: discusses the topic and revises key vocabulary • Reads a paragraph and identifies main idea and topic sentence • Answers questions on text and visuals • Scans for specific information Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Solves word puzzles for enrichment • Uses relevant vocabulary • Spells words correctly • Explains meanings of words/uses them in a sentence • Uses a dictionary Reflects on texts read during independent/pair reading • Compares books and texts read Develops a simple questionnaire • Writes questions clearly • Leaves space for answers • Uses the question form correctly Writes a paragraph to express and explain an opinion • Writes 3-4 sentences with support • Selects relevant information • Gives own personal opinion • Explains sensibly Uses the writing process with support • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Words with long vowel sounds: add the silent -e at the end e.g. cake, pole, mine, tune Working with sentences • Extends use of forms of the verb “to be” e.g. be/ been/ being; am/ is/ are; was/ were • Builds on understanding and use of future tense • Begins to use “must”, “should” and “have to” to show obligation. • Begins to use adverbs Vocabulary in context • Words taken from shared or individually read texts • Antonyms (words that are opposite in meaning e.g. loud/soft) 19-20 FORMAL ASSESSMENT ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 21-22 Listens to oral descriptions of places/ animals/ plants /objects/ etc Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Identifies places • Notes relevant information e.g. on a chart / table • Identifies similarities and differences Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions / directions • Recounts experiences or events in the right sequence, using connectors Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Describes the features of the text • Uses reading strategies e.g. uses contextual clues to determine meaning, makes inferences • Answers questions about the story • Identifies and discusses the setting and characters • Describes cause and effect in a story e.g. What happened when…? Or Why do you think ... happened? Reads simple personal letters for enrichment • Identifies main ideas • Answers literal questions • Identifies features of text e.g. date, salutation Writes diary entries • Selects appropriate content for the topic • Uses the appropriate structure as a frame • Tells the events in the correct order • Uses connectors • Uses appropriate grammar, spelling, punctuation and spaces between paragraphs Uses the writing process with support • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Add s to form most plurals Working with sentences • Builds on use of proper nouns e.g. with capital letter • Builds on the use of tenses • Uses “will” to indicate something that will happen e.g. There will be a storm today • Begins to use connectors to show cause-and-effect (so that) Vocabulary in context • Words taken from shared or individually read texts • Synonyms (words that are similar in meaning e.g. soft/gentle) ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 73 GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 23-24 Listens to a simple talk on an issue • Asks and answers simple questions • Discusses the main idea • Gives opinions • Respects other learners by listening to them Talks about an issue after preparation • Selects appropriate topic and content • Stays on topic • Organises content logically Reads information texts with visuals e.g. charts/ tables/ diagrams/ mind maps/ maps/pictures/ graphs. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: scans for important details • Asks questions • Selects relevant details to answer questions • Makes a mind map summary of the text/ selection of the text Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Writes information text using visuals e.g. charts/ tables/ diagrams/ mind maps/ maps/ pictures/ graphs Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Reads selected text • Uses information from the text to draw and label visual text e.g. tables or charts or graphs Transfers text into graphic form e.g. uses notes of information collected • Transfers information into graphic form e.g. a graph or table • Analyses information Writes a short report in a frame on information collected • Evaluates with support the information Uses an appropriate structure for the report Working with words • Uses the dictionary to check spelling and meanings of words Working with sentences • Uses the gender forms of some nouns (e.g. cow/bull) • Builds on use of adjectives before nouns e.g. The small dog • Builds on use of subject verb concord e.g. There is one book/There are two books ... • Builds on the use of tenses Vocabulary in context • Words taken from shared or individually read texts • Words belonging to the same lexical field e.g. cover and page belong to the lexical field “book” ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 25-26 Listens to a song/ simple poems Text from the textbook or Teacher’s Resource File (TRF) • Recalls main idea • Discusses central idea • Relates to own experience • Identifies rhyme • Expresses feelings stimulated by the poem • Performs song/selected lines Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions / directions • Discusses a topic Reads poems or songs • Pre-reading: predicts from title and pictures • Uses reading strategies e.g. uses contextual clues • Answers questions about the poem • Expresses feelings stimulated by the poem • Discusses rhyme • Discusses comparisons made in the poem Practises reading • Reads aloud with expression, showing understanding • Reads aloud using proper pronunciation, pacing and volume. Reflects on texts read during independent/pair reading • Relates texts to own life Writes a simple passage / paragraph using the writing process with support • Selects interesting content • Uses the story structure as a frame • Uses a beginning, middle and end • Tells events in appropriate order • Uses an appropriate tense and co-ordinates sentences with “and” and “but” • Uses punctuation, • Uses appropriate spacing for paragraphs Uses the writing process with support • Brainstorms ideas using e.g. mind maps • Writes first draft • Gets feedback on content and use of grammar and vocabulary • Checks spelling • Writes final draft For enrichment: Writes for fun e.g. simple four line poem or rhyming sentences • Chooses topic • Writes rhyming sentences on topic • Uses one comparison Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Shortening words e.g. television/TV Working with sentences • Revises “a” and “the” with nouns. • Builds on use of personal pronouns (e.g. I, you, it, us, them) • Uses adverbs of • Begins to use pronouns Vocabulary in context • Words taken from shared or individually read texts • Joining prefixes or suffixes to a base word ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 75 GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 27-28 Listens to and carries out instructions e.g. a procedure • Predicts what might come next • Discusses specific details of text • Discusses sequence of instructions • Discusses the form of the verb used in Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions / directions • Discusses a topic Reads procedural text e.g. recipe/instructions (e.g. folding a paper box) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and headings Interprets visuals • Answers questions about the text • Discusses what needs to be done • Discusses sequence of instructions • Follows the instructions Reflects on texts read during independent/pair reading • Describes features of some of texts read Makes a mind map / summary of a short text with a frame • Identifies at least three main points • Organises information neatly • Uses appropriate symbols /diagrams/ other relevant graphic text • Uses appropriate vocabulary • Checks spelling • Uses the dictionary to check spelling and meanings of words Uses the writing process with support • Brainstorms ideas using e.g. mind maps • Writes first draft • Checks spelling • Writes final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Words which are often confused (e.g. • diary/dairy) Working with sentences • Understands and uses of the possessive form of the noun (e.g. Bongi’s eyes) • Uses different types of adjectives • Understands and uses verbs to describe actions • Build on the use of tenses Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 2 9-30 Participates in conversation on a familiar topic ( e.g. The Weather) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Asks relevant questions and responds to questions • Sustains the conversation • Expresses opinions • Respects others’ ideas • Encourages other learners to speak the additional language Performs simple role plays • Uses appropriate content and language • Uses direct speech • Develops sensible story line • Uses voice and expression and gestures to convey meaning • Pronounces words audibly and correctly Reads a role play Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading predicting from title • Uses reading strategies • Identifies the story-line • Discusses characters, setting and action • Expresses feelings stimulated by the text • Discusses features of the text especially punctuation and format Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with expression, showing understanding of the text • Reads aloud using proper pronunciation, pacing and volume. Reflects on texts read during independent/pair reading • Presents a short oral book report with appropriate content and structure • Gives own opinion Writes a short dialogue, using a more informal style of writing (in a frame) • Selects appropriate characters • Develops the conversation and action logically • Uses direct speech • Uses appropriate punctuation e.g. colon, exclamation and question marks Uses writing process with support • Brainstorms ideas using mind maps • Produces first draft • Gets feedback and revises • Proofreads • Writes final draft • Presents neat, legible final draft with correct spacing Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Builds on phonic knowledge to spell words e.g. builds word families based on how they sound or look. Working with sentences • Begins to use determiners such as one, two, etc and first, second, last. • Uses different types of adjectives including those relating temperature • Uses different types of adjectives including those relating to age Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 77 GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 31-32 Listens to a story (Choose from contemporary realistic fiction/traditional stories/ personal accounts/ adventure/funny/fantasy/ real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Asks relevant questions and responds to questions • Answers simple and begins to ask and answer more complex questions e.g. Why couldn’t … ?; What…? How do you think …? Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies: uses contextual clues to find the meaning of new words • Discusses plot, setting and characters • Discusses the sequence of events, answering questions about what happened first, second, etc • Asks and answers more complex questions e.g. Why couldn’t … ?; What…? How do you think …? Does comprehension activity on the text (oral or written) Reads personal letters (for enrichments) • Pre-reading: predicts based on skimming the text • Uses reading strategies: uses contextual clues to find the meaning of new words • Identifies main idea and specific details • Discusses the purpose of the letter • Discusses the format of the letter Practises reading • Reads aloud with expression, showing understanding • Reads aloud using proper pronunciation, pacing and volume Writes a simple story / passage • Uses story structure as a frame • Uses language imaginatively especially a variety of vocabulary • Links sentences into a coherent paragraph using pronouns, connectors and correct punctuation • Uses appropriate grammar, spelling and punctuation • Uses correct tense consistently • Uses the dictionary to check spelling and meanings of words Uses the writing process with support • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Builds on knowledge of sight words and high frequency words Working with sentences • Understands and uses countable nouns (e.g. book - books) • Builds on use of demonstrative pronouns (e.g. this, that, those, these) • Builds on use of adjectives before nouns e.g. The small dog • Uses adverbs of time (e.g. tomorrow, yesterday) • Begins to use prepositions that show direction (towards), time (on, during), possession (with) Vocabulary in context • Words taken from shared or individually read texts • Antonyms (words that are opposite in meaning e.g. loud/soft) ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 33-34 Listens to and discusses a talk • Discusses main ideas and specific details • Records specific information on a chart or mind map Practises Listening and Speaking for enrichment (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ directions • Discusses a topic Reads information text Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: reads and discusses headings and pictures • Notices the role that pictures and photographs play in constructing meaning • Answers questions about the text • Summarises a paragraph with support Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading • Expresses emotional response to texts read • Relates text to own life Uses information from a visual text e.g. charts/ tables/ diagrams/mind maps/ maps/ pictures/ graphs to write a text • Writes two to three paragraphs • Spelling and punctuation are correct Writes visual information text • Makes a mind map summary of a short text with support • Organises advantages and disadvantages into a table Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Working with sentences • Begins to understand there is no article with uncountable nouns (e.g. I like fish.) • Begins to use possessive pronouns (e.g. mine, yours, his, hers, ours, theirs) • Builds on understanding and use of simple present • Uses connectors to show addition (and) and sequence (then, before) • Analyses simple sentences into subject, verb, object e.g. “Bongi / read / her book” • Understands and uses reported speech. • Uses relative clauses (e.g. ‘Gold, which is mined in Gauteng, is an important export.’) • Uses commas for separating nouns in a list • Uses quotation marks for direct speech Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 79 GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 35-36 Listens to a story (Choose from fiction/ traditional stories/ personal accounts/ adventure/ funny/fantasy/ real life stories/historical fiction) Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Asks relevant questions and responds to questions • Summarises the story • Answers and begins to ask and answer more complex questions e.g. Why couldn’t … ?; What…? How do you think …? • Expresses an opinion, giving a reason for it e.g. on ethical, social and critical issues in a story, code switching if necessary • Uses tenses introduced in the earlier grades e.g. simple past and future Listens to a poem/s Text from the textbook or Teacher’s Resource File (TRF) • Recalls main idea • Discusses central idea • Relates to own experience • Identifies rhyme and words that begin with the same sounds (alliteration) • Identifies and discusses comparisons (e.g. similes) • Expresses feelings stimulated by the poem • Performs song/selected lines Reads a story Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts from the title and pictures • Uses reading strategies: uses contextual clues to find the meaning of new words • Discusses plot, setting and characters • Discusses the sequence of events, answering questions about what happened first, second, etc • Asks and answers more complex questions e.g. Why couldn’t … ?; What…? How do you think …? • Expresses and explains own opinion Does comprehension activity on the text (oral or written) Reads poems • Pre-reading: predicts from title and pictures • Uses reading strategies e.g. uses contextual clues • Answers questions about the poem • Expresses feelings stimulated by the poem • Discusses rhyme and alliteration • Discusses comparisons made in the poem (similes) Practises reading • Reads aloud with expression, showing understanding • Reads aloud using proper pronunciation, pacing and volume Writes a book review • Selects appropriate content and structure • Expresses and explains own opinion • Includes title, characters and summary Writes a personal letter • Selects appropriate content • Uses a frame only if necessary • Addresses the message correctly • Orders the information logically • Writes own name at the end • Uses an informal style of writing appropriate for the purpose Uses the writing process • Brainstorms ideas • Writes a first draft • Revises • Edits • Writes final draft • Presents neat, legible final draft • Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Uses the dictionary to check spelling and meanings of words • Words belonging to the same lexical field e.g. cover and page belong to the lexical field “book” Working with sentences • Uses question forms e.g. who, what, when, which, why, how • Develops use of connectors showing reason and purpose. • Begins to use connectors to show choice (e.g., either… or…). • Future tense (e.g. ‘I will see him tomorrow.’ ‘I’m going to see him tomorrow.’) • Builds on understanding and use of present progressive Vocabulary in context • Words taken from shared or individually read texts ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 35-36 Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/ • directions • Discusses a topic • Recounts events or experiences in the right sequence, answering questions about what happened first, second, third, etc Reflects on texts read during independent/pair reading • Does a structured book review with good oral presentation ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 81 GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 37-38 Takes part in a conversation (e. g. Role models) • Asks and answers questions • Respects other learners • Listens to other learners and encourages them to speak Participates in discussion • Imagines and describes possibilities • Uses the conditional • Takes turns • Respects others’ opinions • Encourages others to speak Practises Listening and Speaking (Choose one for daily practice) • Performs a poem • Plays a language game • Gives and follows instructions/directions • Discusses a topic Reads media texts e.g. magazine article/news report. Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Pre-reading: predicts what text is about by previewing it • Uses a range of reading strategies e.g. skimming, scanning • Answers questions • Discusses main ideas and specific details • Discusses the layout and design of the text • Compares layout and design to that of newspaper Does comprehension activity on the text (oral or written) Practises reading • Reads aloud with appropriate pronunciation, fluency and expression Reads and understands graphic media text e.g. posters and advertisements • Pre-reading: discusses pictures • Interprets the information • Discusses the purpose of the text • Discusses some of the language use • Identifies and discusses design features such as colour and different sizes or kinds of print (font) • Discusses the layout • Compares different texts e.g. posters and advertisements Reflects on texts read during independent/pair reading • Shares opinions on texts Writes a simple paragraph/passage using a frame • Includes relevant information • Includes a clear main idea • Develops information logically • Uses connectors and organises paragraphs properly • Uses the correct format • Uses appropriate grammar, vocabulary, spelling and punctuation Designs a poster for enrichment • Includes relevant information • Includes a picture • Uses the correct format • Uses design features such as colour and different sizes or kinds of print (font) • Presents neat, legible, final draft Uses the writing process with support • Writes first draft • Revises • Proofreads • Writes final draft • Presents neat, legible final draft Records words and their meanings in a personal dictionary • Writes sentences using the words or explanations to show the meaning, etc. Working with words • Spells familiar words correctly, using a personal dictionary • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary. Working with sentences • Uses “must” to show necessity • Begins to use connectors to show condition • Uses comparatives (e.g. as ... as, whereas) • Uses question marks • Uses exclamation marks Vocabulary in context • Words taken from shared or individually read texts • Compound words e.g. playground 39-40 FORMAL ASSESSMENT ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4 ASSESSMENT IN THE SECOND ADDITIONAL LANGUAGE 4.1 Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. The Second Additional Language learners’ success depends on regular, informal assessment and feedback from the teacher as they engage with the texts and activities. The teaching plan sets out the required content, skills and strategies for teaching and learning over a year. This is what will be assessed at increasing levels of development (progression). Not everything taught needs to be formally assessed. However, it is essential that learners’ progress is assessed through both a formal and an informal assessment programme, as this informs planning. Learners’ listening skills, oral competence, ability to answer questions, participation in discussions and written recording skills where necessary should be observed on a daily basis. It is important, too, that learners’ understanding of what they are reading is assessed and not just their ability to recognise or decode words. Assessment of reading should therefore also take place regularly and not just be a once￾off assessment. Formal reading assessment should focus on reading aloud as well as activities which help a teacher to determine how much the learner has understood, for example, retelling a story or answering questions. Assessment of written work will focus primarily on the learner’s ability to convey meaning, as well as how correctly they have written, for example, correct Language Structures and Conventions, spelling and punctuation. All assessment should recognise that language learning is a process and that learners will not produce a completely correct piece of work the first time round. Therefore the various stages in the writing process should also be introduced. When giving a formal assessment task, there will be a focus on a particular skill, for example Listening and Speaking, or Reading or Writing. However, because language learning is an integrated process, more than one skill will be used. The language structures should be assessed in context. It must be ensured that assessment is not only done as written work, but allows for practical and oral work too. It is important to assess what learners understand and not what they can just memorise, so assess skills in context as much as possible e.g. learners may spell all their words correctly during a test on Friday, but are they able to use those same words correctly spelt when writing/ recording their personal news or a story? Teaching and assessment of languages should make provision for inclusion of all learners, and strategies should be found to assist all learners to access or produce language texts. Some students experiencing barriers may not be able to attain some of the aims as they are presented in the Curriculum and Assessment Policy Statement. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 83 4.2 Informal or daily assessment Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Assessment of language competence will be in the form of observation, written exercises, oral activities and presentations, written tests, reading aloud and other forms of assessment. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Many of the learning activities may be used to assess learners’ performance informally. In some cases, teachers might want to set specific assessment types of activities to motivate learners to learn, such as regular spelling texts. Learners or teachers can mark these assessment tasks. It is suggested that teachers use the first two weeks of the term to do a baseline assessment of learners. Use the activities given in the first two weeks of the teaching plans to do this assessment. This will enable teachers to establish the kind of attention that learners will need as they proceed. Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. Teachers may however wish to keep their own informal records of how individual learners are progressing in the different aspects of the subject to assist with planning and ensuring that individual learners develop the required skills and understanding. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 4.3 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, oral presentations, demonstrations (such as retelling a story, matching), performances (such as role play), paragraphs/passages participation in oral tasks (such as dialogues, conversations, discussions), written tasks (such as completing a worksheet, writing paragraphs or other types of texts), etc. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject. While preparations for formal assessment tasks could be done outside the classroom, the final version should be done under controlled conditions, in the classroom. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject. Formal assessment tasks must assess not only learners’ knowledge and skill but also their use of the language in context. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) In formal assessment, use memoranda, rubrics, checklists and rating scales as well as other appropriate assessment tools to observe, assess and record learners’ levels of understanding and skill. Choose an assessment tool that is most appropriate for the type of activity. For example, a rubric is more suitable than a memorandum for a creative writing piece. A memorandum is better suited to a spelling test or a reading comprehension activity. The formal assessment requirements for Second Additional Language are as follows: • One formal assessment tasks for the first and third terms must be completed and one in the fourth term, totalling five in all for the school year. These five formal assessment tasks make up 75% of the total mark for Second Additional Language in Grades 4, 5 and 6. This formal assessment mark will include the mid-year test or examination, if this is given. • The first formal assessment task in each term should be done in the middle of the term. The mid-year test formal assessment task in term 2 should be done towards the end of the term. • There will be an examination at the year-end which will count for 25% of the mark. • Each formal assessment task should be made up of activities that assess Listening and Speaking, Reading, Writing, and Language Structures and Conventions, and should take place over a period of days. Language Structures and Conventions should be assessed in context. • Formal assessment tasks must assess a range of aspects of the language skills so that key aspects will be assessed over the course of the term and the year. Ensure that these aspects have been informally assessed and feedback given to the learner before they are formally assessed. • All assessment in the Intermediate Phase is internal. The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. Formal assessment tasks Each formal assessment task should cover the following aspects and have the following weighting. It should be based on the knowledge and skills done during that term. The examples given below are merely to illustrate the kind of activity that should be set. Use the term plans for each grade to select the kind of activities and the set of skills required for each part of the formal assessment task. Requirements for the compilation of a task are given in percentages. Where thirty percent for a language skill is indicated, it means that the final allocation of marks for that language skill should be thirty percent of the total and not thirty marks. Schools are not limited to a number of marks allocated to a language skill as long as the weighting for each language skill is observed for each task according to the percentage allocated. In grade four for example, a language knowledge test may be set for ten marks or more, as long as the final weighting does not exceed the weighting indicated. In Writing parts of the planning process or the whole process should be assessed at least once per term. The lengths of texts for writing as indicated in Section 3.4 should be strictly adhered to. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 85 Composition of a formal assessment task (FAT) Grade 4 Grade 5 Grade 6 Listening and Speaking 40 % 40 % 40 % Listening An activity to show that the learner has listened and understood e.g. listen and follow instructions/listen to a text and answer questions about it, orally or in writing 20 % 20 % 20 % Speaking An activity to show that the learner can express him/ herself orally e.g. take part in a conversation or dialogue/discuss a topic or text/give instructions or directions/perform a poem/give a short talk 20 % 20 % 20 % OR One or more combined Listening and Speaking activities to demonstrate ability to understand and express oral language e.g. listen to and retell a story/ listen to a talk and discuss it 40% 40% 40% Reading 30% 30% 30%% Reading aloud An activity to show that the learner can read fluently e.g. read aloud from a familiar text (Terms 1 to 4)/read aloud from an unfamiliar text (Terms 3 and 4). This must include a few questions to determine whether the learner has understood what has been read. 10% 10% 10% Reading comprehension Two or more activities to show that the learner can understand the meaning of the text and recognises features of the text e.g. answer questions/retell a story/make up own ending/give a summary/give own opinion/describe features of the text. Texts used may be short extracts or extended reading texts read during independent reading. The activity must suit the type of text chosen. 20% 20% 20% Writing 20% 20% 20% Creative writing One activity to show the learner can express ideas creatively in writing e.g. writes a particular creative text type (or a short paragraph/passage) or part of it or sentences. The activity must show use of language structures in context. 10% 10% 10% Informational/ Transactional writing One activity to show the learner can give information in writing e.g. writes a particular social or functional text type (such as a report/poster/ labelling diagrams/ sentences/simple dialogues) or part of it. The activity must show use of language structures in context. 10% 10% 10% Language structure and conventions 10% 10% 10% Formal language usage One or more activities to show learner has knowledge of language structures and their use e.g. correct punctuation/ spelling/appropriate use of parts of speech and sentence structures 10% 10% 10% Total percentage for each task 100% 100% 100% ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.4 Programme of Assessment The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. A programme for assessment must be drawn up by the school indicating the dates on which tasks will be done. 4.4.1 Overview of requirements The following table provides an overview of the Programme of Assessment requirements for each term for Second Additional Languages: Table 4.1: Grades 4 - 6 Term 1 Term 2 Term 3 Term 4 Grade 4 FAT 1 FAT 2 FAT 3 / Mid-year examination FAT 4 FAT 5 End-of-year examination Grade 5 FAT 1 FAT 2 FAT 3 / Mid-year examination FAT 4 FAT 5 End-of-year examination Grade 6 FAT 1 FAT 2 FAT 3 / Mid-year examination FAT 4 FAT 5 End-of-year examination Composition of final mark Continuous assessment 75% End-of-year examination 25% 4.4.2 Examinations Content for the end-of-year examination should be drawn from the work done for the year and should be a selection of skills and activities that will enable the learner to show that he/she is ready to engage with the work in the next year. The examination will consist of the following: • Reading comprehension, including vocabulary work • Writing of a short creative text, including appropriate and correct usage of format, grammar, punctuation and spelling • Writing of a short transactional text, including appropriate and correct usage of format, grammar, punctuation and spelling • Knowledge and understanding of grammar, punctuation and spelling • Listening and Speaking skills will not be assessed as part of the examination as these are best assessed over a longer period of time. The weighting of marks for the examination is as follows: Grade 4 Grade 5 Grade 6 Reading Comprehension 60% 60% 50% Writing 25% 25% 35% Language Structures and Conventions 15% 15% 15% Total percentage 100% 100% 100% ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 87 4.5 Recording and reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her / his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. Seven levels of competence have been described for each subject listed for Grades R - 12. The various achievement levels and their corresponding percentage bands are as shown in the Table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 - 100 6 Meritorious achievement 70 - 79 5 Substantial achievement 60 - 69 4 Adequate achievement 50 - 59 3 Moderate achievement 40 - 49 2 Elementary achievement 30 - 39 1 Not achieved 0 - 29 Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.6 Moderation of assessment Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. Moderators at school level must give quality comments to ensure that the assessment practice at school is enhanced. Moderation cannot simply be a monitoring exercise to check that the correct number of tasks has been done or that a memorandum has been applied correctly. In Languages it means that the moderator will give good comment, among other things, on the levels of questioning in comprehension testing; the frequency of extended writing; the quality of assessment instruments and the developmental opportunities afforded, and the teacher’s engagement with learner workbooks and evidence of learner performance. The moderation process must also ensure that the ratings given are consistent across all classes in the grade, and all grades in the phase. For example, a rating of 3 given by one teacher should represent the same level of skill and knowledge as the same rating given by another teacher. It is therefore important for Subject Heads to do internal moderation regularly. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.7 General This document should be read in conjunction with: 4.7.1 The National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R - 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R - 12. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 89 GLOSSARY acronym - a word made up from the first letters of the name of something, e.g. CAPS is an acronym for Curriculum and Assessment Policy Statement aesthetic - the use of language to create something artistic, fine and beautiful alliteration - the use of several words together that begin with the same sound or letter, e.g. Round the rocks the ragged rascal ran allusion - writing or speaking that mentions a subject, person, etc. indirectly, e.g. He alluded to the president’s ill health ambiguity - a possible double meaning which may make a message unclear when used by mistake, e.g. I am going out for the present may mean I am leaving for this time OR I am going to get a gift anecdote - a short story of based on personal experience anti-climax - a situation or event that is less exciting because it happens after something that was much better. In literature study anti-climax suggests that the expectations built up by the writer are deliberately disappointed. antonym - a word that is opposite in meaning to another word in the same language, e.g. tall and short are antonyms in English appreciation - pleasure you express when you realise something is good, useful, or well done; an understanding of the importance or meaning of something appropriate - correct or suitable for a particular time, situation, or purpose assonance - repetition of vowel sounds in two or more words, e.g. All is in tune in the world in June assumptions - something that you think is true although you have no definite proof. Underlying assumption --a belief that is used as the basis for an idea, but which may not be correct bias - an opinion about whether something is good or bad which influences how you deal with it chronological - arranged according to when things happened or were made, e.g. The poems were arranged in chronological order. clip (video clip/audio clip) - a short part of a film, television or radio programme that is shown by itself, especially as an advertisement, e.g. clips from the new James Bond film cognitive academic skills - these are skills such as inferencing, synthesising and evaluating; the term cognitive academic language proficiency (CALP) was coined by Jim Cummins to describe abstract, decontextualised, cognitively demanding language i.e. the kind of language that you would find in a science textbook coherent - something which makes logical sense; a coherent paragraph has a clear development of ideas and sentences have logical links cohesive - a cohesive text is one which flows and has unity. It makes use of connectives, conjunctions and pronouns, which hold the text together, e.g. Punctuation is important because it makes written language easier to understand. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) colloquial - language or words that are used mainly in informal conversations rather than in writing or formal speech, e.g. just chuck it there (colloquial) instead of please place it there (formal) conjunctive - in conjunctive writing systems (e.g. isiZulu and isiXhosa) there are spaces between grammatical words rather than morphemes; words are therefore longer than in disjunctive writing systems (e.g. Sesotho and Setswana) connotation - the meanings which a word suggests, e.g. plump has positive connotations such as attractive, comfortable, cheerful; whereas fat has more negative connotations climax - the most exciting, effective or important part of a story, which usually comes near the end conflict - struggle that arises between characters, between characters and their circumstances or from opposing desires or values critical language awareness - the analysis of how meaning is constructed by those in power to maintain their position; the analysis of language forms to reveal the mechanics of power-based relationships. It empowers the learner to resist manipulation and to use language sensitively critique - a detailed explanation or evaluation of something such as political beliefs decoding - to discover the meaning of a word or message decontextualised - taken out of the situation, events, or information related to it denotation - the literal or straightforward meaning of a word denouement - the exciting last part of a story or play disjunctive - in disjunctive writing systems (e.g. Sesotho and Setswana) there are spaces between morphemes; words are therefore shorter than in conjunctive writing systems (e.g. isiZulu and isiXhosa) dramatic irony - when the people watching a play know something that the characters do not, and can understand the real importance or meaning of what is happening element - one part or feature of a whole system, plan, piece of work etc., especially one that is basic or important emotive - emotive language is language which arouses strong feelings euphemism - a polite word or expression that you use instead of a more direct one to avoid shocking or upsetting someone, e.g. Pass away is a euphemism for die evocative - making people remember something by producing a feeling or memory in them explicit - clearly or directly stated (as opposed to implicit) exposure - given the chance to experience new ideas, ways of life, cultures etc. falling action - refers to events that happen after the climax, where the tension has been released and the story moves towards its end. This is also known as the denouement generic - relating to a whole group of things rather than to one thing ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 91 genre - a genre is a particular kind of text written with a specific purpose and audience in mind; it has a recognisable structure and language features. Examples are: novel, drama, poetry, short stories, film, diaries, journals, academic articles, comics, etc. homograph - a word that is spelled the same as another, but is different in meaning, origin, grammar, or pronunciation, e.g. the noun record is a homograph of the verb record homonym - a word which has both the same sound and spelling as another word but a different meaning, e.g. the noun bear and the verb to bear homophone - a word which sounds the same as another but is spelled differently and has a different meaning, e.g. one and won hyperbole - an exaggeration, e.g. to describe something so that it appears bigger than it really is, for example, He gave me a mountainous plate of food. icon - a small sign or picture on a page or computer screen that is used to indicate or start a particular operation or activity, e.g. To open a new file, click on the icon. impact - the effect or influence that an event, situation etc. has on someone or something implied - meaning that is suggested but not directly stated, e.g. “It’s ten o’clock” may imply that the other is late infer - to read between the lines to form an opinion about something inference - something that you think is true based on the information you have inflection - the way your voice goes up and down when you are speaking to communicate meaning inhibition - a feeling of shyness or embarrassment that stops you doing or saying what you really want interpersonal communication skills - this is face-to-face language where the context helps speakers to make interpret meaning; Jim Cummins coined the term Basic Interpersonal Communication Skills (BICS) intonation - a pattern of rise and fall in the pitch of one’s voice which contributes to the meaning of sentences, e.g. questions are spoken with a rising intonation irony - something which is the opposite of what is expected; using words to mean the opposite of what is expected key word searches - these can be carried out when the text is on the internet or in the computer’s memory. The programme can be asked to search for specific words or phrases manipulative - clever at controlling or deceiving people to get what you want. Manipulative language is aimed at getting an influence or unfair advantage over others, e.g. in advertising or political speeches - a language (or terminology) used to talk about language, e.g. irony, hyperbole, alliteration metre - the arrangement of sounds in poetry into patterns of strong and weak beats. It creates rhythm ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) mode - a method, way or manner in which something is presented; a way of communicating (e.g. the written mode, the spoken or oral mode, the visual mode (which includes graphic forms such as charts); information can be changed from one mode to another (e.g. by converting a graph into a passage). There are different modes of communication: the written mode, the spoken or oral mode, the visual mode, the kinetic mode which makes use of gestures; some texts combine these modes and are therefore called multimodal texts modulation - to change the sound of your voice monitor - to watch and check a situation carefully in order to see how it changes over a period of time motion --a proposal that is made formally at a meeting which is then usually decided on by voting, e.g. The motion was defeated by 201 votes to 159. multimodal - multimodal texts are designed to make use of more than one mode of communication, e.g. sound, print, images and gestures onomatopoeia - words which sound like what they describe, e.g. a brush swishes, a cow moos pace - the speed at which something happens or is done perspective --a way of thinking about something, especially a way of thinking which is influenced by the type of person you are or by your experiences point of view - a particular way of thinking about or judging a situation, e.g. From an economic point of view, the new development will benefit the town greatly. Also someone’s personal opinion or attitude about something, e.g. I respect your point of view, but I’m not sure I agree with you. posture - the way you position your body when sitting or standing pull down menus - a list of things a computer program can do. You make a pull-down menu appear on the computer screen by clicking on a special word or icon. pun - a play on words, e.g. Seven days without water makes a person weak. rapport - friendly agreement and understanding between people, a cooperative relationship reflect - to think carefully about something, or to say something that you have been thinking about refrain - part of a song or poem that is repeated, especially at the end of each verse register - the words, style and grammar used by speaker and writers in different contexts or situations, e.g. official documents are written in a bureaucratic register, legal documents are written in a legal register resolution - when a problem or difficult situation in a story, play or novel is solved rhetorical question - a question that is asked for emphasis or dramatic effect rather than to get an answer, e.g. Do you know how lucky you are? rhythm - a regular and repeated pattern of sounds, e.g. of strongly and weakly stressed syllables rising action - in the early part of a play, novel, story or film one or more conflicts are developed. Because of the increased sense of conflict the action is said to be ‘rising’ towards a climax. ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 93 sarcasm - speaking or writing using expressions which clearly mean the opposite of what is felt in order to be unkind of offensive in an amusing way, e.g. saying to someone who has arrived at a meeting very late, So good of you to come. scan - to run one’s eyes over a text in order to find specific information, e.g. you scan a telephone directory for a name and number, or a timetable for the time of a train or bus skim - to read a text very quickly to get an overview, e.g. skim the newspaper headlines for the main news stage direction - a written instruction to an actor to do something in a play stereotype - a fixed (and often biased) view about what a particular type of person (e.g. a woman, a foreigner, a particular race group) is like strategies - a planned series of actions for achieving something symbol - something which stands for or represents something else, e.g. a dove is a symbol of peace synonym - a word which has the same meaning or nearly the same meaning as another word in the same language, e.g. big and large are synonyms in English synthesise, synthesis - to draw together and combine information or ideas from a variety of sources; a synthesis is a clear and succinct summary of these combined ideas tempo (e.g. speech tempo) - the speed at which spoken words are delivered, e.g. in a speech or performance of a poem testimony - a formal statement saying that something is true, OR a fact or situation that proves very clearly that something exists or is true text type - text types are broad categories of texts defined by their purpose, structure and language features, e.g. recount, procedure, information report, narrative, explanation, discussion tone - tone is the emotional message of a text. In a written text it is achieved through words (e.g. neutral words to create an objective tone). In a film it could be created through music or the setting. turn-taking conventions - customs of behaviour and attitudes that people accept in order to cooperate and communicate understatement - a statement which is not strong enough to express the true or full facts or feelings, e.g. To say I am angry is the understatement of the year. visualise (visualising) - to form a picture of someone or something in your mind vivid - something that is particularly clear, bright, or seems very real voice projection - to enable listeners to hear clearly what you are saying; to “throw” your voice into an audience word attack skills - strategies for working out the meaning of unfamiliar words by recognising parts of them, e.g. that rearrange suggests that the action is being repeated because of the prefix re ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) word family - A group of words that share a common root, to which different prefixes and suffixes are added, e.g. agree - agreeable, agreement, disagree, disagreement ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 CAPS 95 ENGLISH GENERIC SECOND ADDITIONAL LANGUAGE GRADES 4-6 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     LIFE SKILLS Curriculum and Assessment Policy Statement Intermediate Phase Grades 4-6 National Curriculum Statement (NCS) CAPS CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 4-6 LIFE SKILLS LIFE SKILLS GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education ISBN: 978-1-4315-0491-6 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works LIFE SKILLS GRADES 4-6 CAPS FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION LIFE SKILLS GRADES 4-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LIFE SKILLS GRADES 4-6 CAPS 1 CONTENTS SECTION 1:NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT FOR LIFE SKILL INTERMEDIATE PHASE GRADES 4 – 6................................................................................................. 3 1.1 Background ....................................................................................................................................................3 1.2 Overview .....................................................................................................................................................3 1.3 General aims of the South African curriculum............................................................................................4 1.4 Time allocations .............................................................................................................................................6 1.4.1 Foundation Phase..................................................................................................................................6 1.4.2 Intermediate Phase................................................................................................................................6 1.4.3 Senior Phase..........................................................................................................................................7 1.4.4 Grades 10-12 .........................................................................................................................................7 SECTION 2: INTRODUCTION TO LIFE SKILLS ..................................................................................... 8 2.1 What is Life Skills?.........................................................................................................................................8 2.2 Specific aims ................................................................................................................................................10 2.3 Time allocation for Life Skills in the curriculum .......................................................................................10 2.4 Weighting of study areas.............................................................................................................................10 SECTION 3: TEACHING PLAN...............................................................................................................11 3.1 Overview of topics............................................................................................................................................ 11 3.1.1 Personal and Social Well-being ........................................................................................................... 11 3.1.2 Physical Education...............................................................................................................................12 3.1.3 Creative Arts.........................................................................................................................................12 3.2 Annual Teaching Plan .................................................................................................................................15 3.2.1 Personal and Social Well-being ...........................................................................................................15 3.2.2 Physical Education...............................................................................................................................27 3.2.3 Creative Arts.........................................................................................................................................33 SECTION 4: ASSESSMENT IN LIFE SKILLS ....................................................................................... 51 4.1 Introduction .................................................................................................................................................51 4.2 Informal or daily assessment......................................................................................................................51 4.3 Formal assessment......................................................................................................................................51 LIFE SKILLS GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.4 Programme of assessment .........................................................................................................................52 4.4.1 Assessment in Personal and Social Well-being ..................................................................................52 4.4.2 Assessment in Physical Education ......................................................................................................54 4.4.3 Assessment in Creative Arts ................................................................................................................56 4.5 Reporting and recording .............................................................................................................................57 4.6 Moderation of assessment..........................................................................................................................58 4.7 General ...................................................................................................................................................59 LIFE SKILLS GRADES 4-6 CAPS 3 SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; LIFE SKILLS GRADES 4-6 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; LIFE SKILLS GRADES 4-6 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). LIFE SKILLS GRADES 4-6 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 LIFE SKILLS GRADES 4-6 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: SUBJECT TIME ALLOCATION PER WEEK (HOURS) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. LIFE SKILLS GRADES 4-6 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2 INTRODUCTION TO LIFE SKILLS 2.1 WHAT IS LIFE SKILLS? Life Skills deals with the holistic development of the learner throughout childhood. It equips learners with knowledge, skills and values that assist them to achieve their full physical, intellectual, personal, emotional and social potential. The subject encourages learners to acquire and practise life skills that will assist them to become independent and effective in responding to life’s challenges and to play an active and responsible role in society. The subject aims to develop learners through three different, but interrelated study areas, that is, Personal and Social Well-being, Physical Education and Creative Arts. 1. Personal and Social Well-being Personal and Social Well-being is the study of the self in relation to the environment and society. The study area provides opportunities for learners to practise life skills required to make informed choices regarding personal lifestyle, health and social well-being. It provides learners with skills to relate positively with and contribute to family, community and society. Learners are equipped with skills that will assist them to deal with challenging situations positively and recognise, develop and communicate their abilities, interests and skills with confidence. They learn values such as respect for the rights of others and tolerance for cultural and religious diversity in order to build a democratic society. In the Life Skills curriculum for Grades 4 to 6, Personal and Social Well-being is expressed as a study area containing three topics. The three topics are: 1) Development of the self 2) Health and environmental responsibility 3) Social responsibility The issues dealt with in each topic are related to the issues covered in the other two topics of the study area. Owing to the interrelated nature of the study area, the three topics of Personal and Social Well-being function interdependently, and therefore, are considered to be of equal importance. 2. Physical Education Physical Education (PE) aims to develop learners’ physical well-being and knowledge of movement and safety. During engagement in this study area, learners will develop motor skills and participate in a variety of physical activities. Participation in PE will nurture positive attitudes and values that will assist learners to be physically fit, mentally alert, emotionally balanced and socially well adjusted. Learners will directly experience the benefits of such participation and be better able to understand the importance of a physically active lifestyle. During movement activities teachers will also address the development of other skills such as relationship skills, problem solving skills and the enhancement of self-esteem. The content for Personal and Social Well-being and Physical Education study areas addressed in Grades 4, 5 and 6 relates to that in Life Skills in the Foundation Phase and Life Orientation in the Senior and FET Phases. It focuses on similar areas of skills, knowledge and values and prepares learners to continue with the subject in Grades 7 to 12. LIFE SKILLS GRADES 4-6 CAPS 9 Creative Arts Creative Arts provides exposure to and study of a range of art forms including dance, drama, music, and visual arts. The purpose of Creative Arts is to develop learners as creative, imaginative individuals, with an appreciation of the arts. It also provides basic knowledge and skills to be able to participate in creative activities. A safe and supportive environment is created for learners to explore, experience and express thoughts, ideas and concepts within an atmosphere of openness and acceptance. Creative Arts provides opportunities for learners to give expression to their feelings and understandings, individually and in collaboration with others. It creates a foundation for balanced creative, cognitive, emotional and social development. Creative Arts education, when successfully applied, has been proven to improve literacy and to reduce education dropout levels. By the end of the Intermediate Phase Creative Arts, learners should have a basic knowledge and appreciation of all four art forms, and should be able to make an informed choice about the two art forms they would like to focus on during the Senior Phase. Creative Arts will be studied in two parallel and complementary streams – Visual Arts and Performing Arts (Dance, Drama, Music). Visual Arts provides the learner with an opportunity to discover through play, while building on the skills and techniques that were mastered in the Foundation Phase. Visual Arts encourages an awareness of art elements and design principles found in the natural and the built environment, and enriches the learner’s personal experience of the world. Opportunities are provided for social, emotional and intellectual development, and through non-verbal expression and the process of creating art, the learner comes to understand symbolic language. Visual Arts in the intermediate phase provides the learner with the opportunity to explore, and to make decisions about the choice of this discipline in the senior phase. The three topics for Visual Arts are: 1) Visual literacy 2) Create in 2D 3) Create in 3D While Performing Arts recognises that in African arts practice, integration is fundamental, it also notes the need for the learning of skills separately in dance, drama and music. There are many complementary and overlapping areas of practice in these arts forms and the focus is on the inclusive nature of the arts. Since the nature of integrated arts practice is such that it may be difficult to develop specialised skills in the classroom within the allocated time, it is suggested that learners wanting to specialise in a particular musical instrument or in a particular dance form, take extra-mural classes for this purpose. The four topics for Performing Arts are: 1) Warm up and play – preparing the body and voice, and using games as tools for learning skills; 2) Improvise and create – using arts’ skills spontaneously to demonstrate learning, individually and collaboratively; 3) Read, interpret and perform – learning the language of the art form, and interpreting and performing artistic products in the classroom; 4) Appreciate and reflect – demonstrating understanding and appreciation of own and others’ artistic processes and/or products. LIFE SKILLS GRADES 4-6 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The focus of the learning should be on the development of skills through enjoyable, experiential processes, rather than on working towards highly polished products in each term. Classroom performances of short examples of learning should take place in a non-threatening environment, where the contribution of each learner is valued and acknowledged. Formative assessment should be continuous and integrated into the programme of learning through ongoing feedback to learners. 2.2 SPECIFIC AIMS The subject Life Skills aims to: 1) guide learners to achieve their full physical, intellectual, personal, emotional and social potential; 2) teach learners to exercise their constitutional rights and responsibilities and to respect the rights of others; 3) guide learners to make informed and responsible decisions about their health and environment; 4) develop creative, expressive and innovative individuals; 5) develop skills such as self-awareness, problem-solving, interpersonal relations, leadership, decision-making, and effective communication; 6) provide learners with exposure to experiences and basic skills in dance, drama, music and visual arts including arts literacy and appreciation; and 7) allow learners to enjoy the health benefits of exercise and develop social skills through participation in Physical Education. 2.3 TIME ALLOCATION FOR LIFE SKILLS IN THE CURRICULUM Four hours per week is allocated to Life Skills in the NCS. The content is grouped in Section 3 of this document and is paced across the 40 weeks (160 hours) of the school year to ensure coverage of the Life Skills curriculum. 2.4 WEIGHTING OF STUDY AREAS Study area Time allocation per week Time allocation per year Grade 4 Grade 5 Grade 6 Personal and Social Well-being 1½ hours 60 hours 60 hours 60 hours Physical Education 1 hour 40 hours 40 hours 40 hours Creative Arts 1½ hours 60 hours 60 hours 60 hours Total 4 hours 160 hours 160 hours 160 hours Weeks 40 40 40 LIFE SKILLS GRADES 4-6 CAPS 11 SECTION 3 TEACHING PLAN 3.1 OVERVIEW OF TOPICS 3.1.1 Personal and Social Well-being (PSW) Topics Grade 4 Grade 5 Grade 6 1.Development of the self • Personal strengths • Respect for own and others’ bodies • Emotions: understanding a range of emotions • Dealing with conflict • Personal experience of working in a group • Bullying: appropriate responses to bullying • Reading for enjoyment • Positive self-concept formation • Receiving and giving feedback • Coping with emotions • Relationships with peers, older people and strangers • Reading skills: reading with understanding and using a dictionary • Positive self-esteem: body image • Abilities, interests and potential • Peer pressure • Problem solving skills in conflict situations • Self management skills • Bullying: getting out of the bullying habit • Reading skills: reading with understanding and fluency 2.Health and environmental responsibility • Dangers in and around water: home and public swimming pools, rivers and dams • Traffic rules relevant to road users: pedestrians and cyclists • Personal and household hygiene • Dietary habits of children • Healthy environment and personal health: home, school and community • HIV and AIDS education: basic facts • Safety measures at home and the environment • Water as an important basic need • Healthy eating for children • Local environmental health problems • HIV and AIDS education: dealing with stigma • Substance abuse • Basic first aid in different situations • Food hygiene • Communicable diseases • HIV and AIDS education: myths and realities 3.Social responsibility • Children’s rights and responsibilities • Cultures and moral lessons • Knowledge of major religions in South Africa: Judaism, Christianity, Islam, Hinduism, Buddhism, Baha’i Faith and African Religion • Concepts: discrimination, stereotype and bias • Child abuse • Dealing with violent situations • Issues of age and gender • Festivals and customs of a variety of religions in South Africa • The dignity of the person in a variety of religions in South Africa • Cultural rites of passage • Caring for animals • Caring for people • Nation-building and cultural heritage • Gender stereotyping, sexism and abuse LIFE SKILLS GRADES 4-6 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.1.2 Physical Education Grade 4 Grade 5 Grade 6 • Different ways to locomote, rotate, elevate and balance, using various parts of the body with control • A variety of modified invasion games • Rhythmic movements with focus on posture • Basic field and track athletics or swimming activities • Safety measures • Movement sequences that require consistency and control in smooth and continuous combinations • A variety of target games • Rhythmic movements and steps with attention to posture and style • A variety of field and track athletics or swimming activities • Safety measures • Physical fitness programme to develop particular aspects of fitness • A variety of striking and fielding games • Rhythmic patterns of movement with co-ordination and control • Refined sequences emphasising changes of shape, speed and direction through gymnastic actions or swimming activities • Safety measures 3.1.3 Creative Arts Performing Arts Topics Grade 4 Grade 5 Grade 6 1. Warm up and play Physical warm-up including: • active relaxation • travelling movements and freezing • body part isolations • floor work • neutral posture and character postures • jumps (soft landings) Games exploring: • rhythm and music • creativity • direction • call and response • concentration and focus • sensory awareness • trust and listening Voice warm ups, including: • breathing awareness • humming, yawning and sighing • action songs Physical warm up as in Grade 4, including: • rolling up and down spine • arm swings, knee bends and rises • cool downs Games as in Grade 4, including: • spatial and group awareness • body percussion (in unison, canon and/or call & response) Vocal warm ups, as in Grade 4, including: • sliding notes • harmonizing • articulation Singing warm ups, including songs: • in unison • in canon • in harmony • and/or with actions Physical warm up as in Grade 5, including: • controlled, relaxed use of joints in floor and aerial movements • transfer of weight movements in all directions • dance steps and sequences Games as in Grade 5, including: • action and reaction • leading and following • story development Vocal warm up as in Grade 5, including: • breath control • centring the voice • resonance • chanting Singing warm up, as in Grade 5 including songs: • with call and response LIFE SKILLS GRADES 4-6 CAPS 13 Topics Grade 4 Grade 5 Grade 6 2. Improvise and create • Rhythmic patterns using body percussion • Movement sequences (locomotor and non-locomotor) • Instruments using found objects • Sound pictures to explore mood • Movement exploring mood and verbal dynamics • Characters from props • Imaginary objects using mime • Physical shapes using gesture, posture and balance • Tableaux in groups • Rhythmic patterns using body percussion, repetition, accent, call & response, echo • Movement sequences (locomotor and non-locomotor) exploring elements of time and force • Mimed actions • Pair movement sequences, using copying, leading, following and mirroring, ‘question and answer’, ‘meeting and parting’ • Pair role play • Character ‘hot seats’ • Improvisation reflecting a social, cultural or environmental issue • Musical phrases exploring dynamics, pitch and rhythmic patterns • Sound pictures expressing a mood or idea • Expressive movement/mime using elements of time, space, weight, energy, force, and developing relationships • Musical forms (binary and ternary form) • Conflict (in dialogue, movement and musical phrases) • Improvisation of stories from music • African story using puppetry (optional). 3. Read, interpret and perform • Rhythmic patterns in meter (2/4, 3/4, 4/4) • Musical notation (stave, note values, rests, tonic solfa) • Songs in unison • Movement sentences using props, and in 4/4 • Animation of objects • Classroom dramas from characters and tableaux • Sound pictures • Movement, dance and mime sequences, exploring contrasts, sensory detail, emotional expression, and geometric concepts • Musical notation (stave, note values, rests, clef, tonic solfa, letter names) • Songs in two or three parts • Group role play • Classroom dance/drama presentation reflecting a social, cultural or environmental issue • Rhythmic patterns using drumming techniques • Melodies in C major • Musical notation (stave, note values, rests, clef, tonic solfa, letter names, C major) • African folktale or traditional story • Cultural dance • South African songs • Cultural ritual or ceremony • Puppet performance 4. Appreciate and reflect on • A range of music using percussive and melodic instruments (African and Western): Individual and group performances and processes • A range of music using percussive and melodic instruments (African and Western), and reflecting different genres and styles • Two contrasting dance performances • A live or recorded drama presentation • Own and others performances and processes. • Comparison of two types of drama, dance, music in South Africa • Cultural rituals and ceremonies • Key audience behaviours • Own and others performances and processes LIFE SKILLS GRADES 4-6 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Visual Arts Topic Grade 4 Grade 5 Grade 6 1. Visual Literacy • Develop visual literacy: encourage understanding of own world by expressing in words: description of own and others’ artwork, visual stimuli, popular culture and famous artworks; incorporate art elements and design principles • Introduce local environment and deepen awareness of art elements and design principles in visual stimuli • Introduce national environment and extend range and observation of art elements and design principles: contrast, proportion, emphasis, balance and unity • Apply learning to own work • Apply and identify in own work • Apply, identify and personally interpret in own work 2. Create in 2D • Themes interpreting the personal and social world using 2-dimensional techniques that encourage manipulation of media, colour mixing, and problem-solving • Extend themes to include local environment; develop techniques • Extend to include national environment; further develop use of media and techniques • Art elements: formal teaching of the art elements, such as line, shape, secondary and related colour, tints and shades • Formal introduction to complementary colour, develop use of all art elements • Formal introduction to monochromatic colour, further develop use of all art elements • Design principles: formal teaching of contrast and proportion • Introduce emphasis and further develop use of design principles • Introduce conscious use of balance, and further develop use of design principles • Creative lettering and/or pattern- making projects: shape, line, colour, texture, drawing, cutting and sticking shapes in series • Lettering and/or pattern￾making projects as surface decoration • Lettering and/or pattern￾making: include radiating patterns; awareness of composition 3. Create in 3D • Themes interpreting the personal and social world using 3-dimensional techniques that encourage manipulation of media and awareness of shape in space: ‘behind, in front of, next to, above, underneath’, etc. • Extend to include local environment; develop techniques; deepen awareness of personal use of space • Extend to include national environment; further develop use of media and techniques; properties of 3-dimensional work (form/volume, deep and shallow space) • Art elements: texture, shape/ form and colour • Increase conscious use of all art elements • Deepen and extend conscious use of all art elements • Design principles: contrast, proportion • Introduce emphasis and further develop use of design principles • Introduce conscious use of balance, and further develop use of design principles • Skills and techniques for 3D work • Develop techniques • Develop techniques • Use of tools: safety, consideration of others, shared resources • Care of tools • Responsibility for shared space and tidiness • Concern for the environment: use of recyclable materials • Awareness and value of recycling • Intentional choice of recyclable materials LIFE SKILLS GRADES 4-6 CAPS 15 3.2 ANNUAL TEACHING PLAN 3.2.1 Personal and Social Well-being TERM 1 GRADE 4 Recommended resources Topic 1: Development of the self 6 hours Textbook, pictures from magazines, books on role models, successful people or confident people, newspaper articles • Personal strengths: identify, explore and appreciate own strengths - Strengths of others - Successful experiences as a result of own strengths: achievements and exciting experiences at school and home - Less successful experiences - Ways to convert less successful experiences into positive learning experiences: use strengths to improve weaknesses • Weekly reading by learners: reading for enjoyment - Reading about role models or successful people or confident people Development of the self 4½ hours Textbook, books on care and respect for body, newspaper articles • Respect for own and others’ bodies: privacy, bodily integrity and not subjecting one’s body to substance abuse - How to respect and care for own body - How to respect others’ bodies - Reasons for respecting own and others’ bodies • Weekly reading by learners: reading for enjoyment - Reading about care and respect for body Development of the self 3 hours Textbook, books on conflict situations • Dealing with conflict: examples of conflict situations at home and school - Strategies to avoid conflicts - Useful responses to conflict situations • Weekly reading by learners: reading for enjoyment - Reading about safe environments and how to avoid conflict situations Formal assessment 1½ hours Activities done during the term • Consolidation of work done during the term • Assignment/ design and make It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 GRADE 4 Recommended resources Development of the self 4½ hours Textbook, newspaper articles, posters, books on emotions • Emotions - Understanding a range of emotions: love, happiness, grief, fear and jealousy - Understanding own emotions: appropriate ways to express own emotions - How to understand and consider others emotions • Weekly reading by learners: reading for enjoyment - Reading about how people express different emotions Development of the self 3 hours Textbook, newspaper articles, books on teamwork • Personal experience of working in a group: at school and home - School: as member of a class, in a school or class or small group project or activity - Home: as member of a family, working and getting along with siblings - Benefits of working in a group - Challenges of working in a group - Useful responses to challenges of working in a group • Weekly reading by learners: reading for enjoyment - Reading about ways to succeed in working in a group Development of the self 3 hours Textbook, newspaper articles, books on bullying • Bullying: how to protect self from acts of bullying - Examples of acts of bullying - Appropriate responses to bullying: where to find help • Weekly reading by learners: reading for enjoyment - Reading about appropriate responses to bullying Topic 2: Social responsibility 3 hours Textbook, posters, pictures from magazines, Constitution of SA, Children’s Act, newspaper articles, books about children’s rights and responsibilities • Children’s rights and responsibilities: name, health, safety, education, shelter, food and environment - Children’s rights as stipulated in the South African Constitution - Children’s responsibilities in relation to their rights • Weekly reading by learners: reading for enjoyment - Reading about children’s rights and responsibilities Formal assessment 1½ hours Activities done during the term • Consolidation of work done during the term • Test must cover work done in term 1 and 2 It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed LIFE SKILLS GRADES 4-6 CAPS 17 TERM 3 GRADE 4 Recommended resources Social responsibility 4½ hours Textbook, posters, books on cultures and moral lessons, newspaper articles • Cultures and moral lessons: - Cultural groups in South Africa - Menus from different cultures in South Africa - Moral lessons selected from the narratives of cultural groups in South Africa • Weekly reading by learners: reading for enjoyment - Reading about moral lessons found in narratives of different cultures Social responsibility 6 hours Textbook, books on religions in South Africa, newspaper articles • Knowledge of major religions in South Africa: Judaism, Christianity, Islam, Hinduism, Buddhism, Baha’i Faith and African Religion - Significant places, buildings and worship symbols of different religions • Weekly reading by learners: reading for enjoyment - Reading about religions in South Africa Topic 3: Health and environmental responsibility 3 hours Textbook, water safety equipment, books on dangers in and around water • Dangers in and around water: at home and public swimming pools and in rivers and dams - Responsible safety measures in and around water • Weekly reading by learners: reading for enjoyment - Reading about dangers in and around water Formal assessment 1½ hours Activities done during the term • Consolidation of work done during the term • Project (recording of marks) It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 GRADE 4 Recommended resources Health and environmental responsibility 1½ hours Textbook, posters relevant traffic signs, books on traffic rules • Traffic rules relevant to road users: - Pedestrians and cyclists - Passenger behavior - Railway safety • Weekly reading by learners: reading for enjoyment - Reading about traffic rules relevant to road users Health and environmental responsibility 3 hours Textbook, posters, books on personal and household hygiene • Personal and household hygiene: - Personal hygiene items that cannot be shared - Germ breeding areas in the house • Dietary habits of children: - Impact on dental and oral hygiene • Weekly reading by learners: reading for enjoyment - Reading about personal and household hygiene and dietary habits of children Health and environmental responsibility 4½ hours Textbook, magazines, posters, books on healthy environments and personal health • Healthy environment and personal health: home, school and community - Examples of environments that are unhealthy: pollution (air, water and land) including illegal dumping sites - Dangers of unhealthy environments to personal health - Strategies to keep environments healthy: conservation of environment - Celebrating arbor day • Weekly reading by learners: reading for enjoyment - Reading about healthy environments and personal health Health and environmental responsibility 3 hours Textbook, Life skills books, books on HIV and AIDS • HIV and AIDS education: basic facts including blood management - Basic explanation of HIV and AIDS - Transmission of HIV through blood - How HIV is not transmitted - How to protect oneself against infection through blood • Weekly reading by learners: reading for enjoyment - Reading basic facts about HIV and AIDS Formal assessment 3 hours Activities done during the year • Consolidation of work done during the year • End-of-year examination must cover work done for the whole year It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 19 TERM 1 GRADE 5 Recommended resources Topic 1: Development of the self 3 hours Textbook, posters, reading books • Positive self-concept formation - Influence of others on self-concept: adults and peers - Personal successes as contributing factors to positive self-concept - Action plan for continued positive self-concept formation • Reading skills: reading with understanding and using a dictionary - Reading about activities and/ or actions that build positive self-concept: recall and relate Development of the self 3 hours Textbook, newspaper articles, magazines • Giving and receiving feedback: giving feedback to peers and receiving feedback from peers and adults - Appropriate ways of giving feedback: positive and negative feedback - Appropriate ways of receiving negative and positive feedback • Reading skills: reading with understanding and using a dictionary - Reading about appropriate ways of giving and receiving feedback: recall and relate Development of the self 4½ hours Textbook, books on coping with emotions • Coping with emotions: empathy, compassion, anger, disappointment and sadness - Skills to manage emotions in a positive way - Significance of friends in times of sadness, tragedy and change • Reading skills: reading with understanding and using a dictionary - Reading about friendships that are caring and supportive: recall and relate Development of the self 3 hours Textbook, books on relationships • Relationships with peers, older people and strangers: - Safe and unsafe relationships - Bad and good relationships - Benefits of good and safe relationships • Reading skills: reading with understanding and using a dictionary - Reading about relationships that are safe and good: recall and relate Formal assessment 1½ hours Activities done during the term • Consolidation of work done during the term • Assignment/ case study/ design and make It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed LIFE SKILLS GRADES 4-6 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 GRADE 5 Recommended resources Topic 2: Social responsibility 3 hours Textbook, posters, story books, Bill of Rights, Children’s Act, books on discrimination, stereotype and bias • Concepts: discrimination, stereotype and bias - Violation of children’s rights: discrimination, stereotype and bias - Responses to violations of children’s rights: ways to protect self and others from violations and where to find help - A plan to deal with violations of children’s rights in own local context • Reading skills: reading with understanding and using a dictionary - Reading about individuals who have taken action against violations of children’s rights: recall and relate Social responsibility 4½ hours Textbook, newspaper articles, posters on the forms of abuse, books on abuse • Child abuse: - Different forms of child abuse: physical and emotional - Effects of abuse on personal health - Strategies to deal with abuse - Where to get help and report abuse • Reading skills: reading with understanding and using a dictionary - Reading about ways to protect self and others from abuse: recall and relate Social responsibility 3 hours Textbook, posters on violent situations, books on violent situations • Dealing with violent situations: - Identify potential violent situations at home, school and community - Responding effectively to violent situations - Ways to avoid and protect oneself from violent situations and where to find help • Reading skills: reading with understanding and using a dictionary - Reading about protection agencies and places of safety for children: recall and relate Social responsibility 3 hours Textbook, books on relationships and different cultures • Issues of age and gender in different cultural contexts in South Africa: - Relationship between elders and children in different cultural contexts - Responsibilities of boys and girls in different cultural contexts - Contributions of women and men in different cultural contexts • Reading skills: reading with understanding and using a dictionary - Reading about issues of age and gender in different cultural contexts: recall and relate Formal assessment 1½ hours Activities done during the year • Consolidation of work done during the term • Test must cover the work done in term 1 and 2 It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed LIFE SKILLS GRADES 4-6 CAPS 21 TERM 3 GRADE 5 Recommended resources Social responsibility 4½ hours Textbooks, books on different religions • Festivals and customs from a variety of religions in South Africa • Reading skills: reading with understanding and using a dictionary - Reading about festivals and customs of different religions in South Africa: recall and relate Topic 3: Health and environmental responsibility 3 hours Textbook, magazines, posters safety measures at home and the environment • Safety measures at home and the environment: - Harmful household products and medication - Fire safety • Reading skills: reading with understanding and using a dictionary - Reading about harmful household products and medication and fire safety: recall and relate Health and environmental responsibility 3 hours Textbook, appropriate magazines, posters, books on water as an important basic need • Water as an important basic need: - Importance of water - Different ways of saving water - Different ways of protecting the quality of water • Reading skills: reading with understanding and using a dictionary - Reading about the importance of water and how to save and protect the quality of water: recall and relate Health and environmental responsibility 3 hours Textbook, posters on healthy eating habits • Healthy eating for children: - South African Food-Based Dietary Guidelines - Dietary needs of children - Factors influencing food intake of children • Reading skills: reading with understanding and using a dictionary - Reading about healthy eating for children: recall and relate Formal assessment 1½ hours Activities done during the term • Consolidation of work done during the term • Project (recording of marks) LIFE SKILLS GRADES 4-6 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 GRADE 5 Recommended resources Health and environmental responsibility 6 hours Textbook, magazines, health information resources, books on environmental health • Local environmental health problems: - Locally occurring health problems such as tuberculosis, diarrhoea, malaria, measles, etc. - Causes of health problems - Symptoms of health problems - Available treatment for health problems • Reading skills: reading with understanding and using a dictionary - Reading about causes, symptoms and treatment of locally occurring health problems: recall and relate Health and environmental responsibility 3 hours Textbook, Life skills books, books on HIV and AIDS • HIV and AIDS education - Dealing with stigma - Stigma about HIV and AIDS - How to change attitudes towards people infected with HIV and AIDS • Reading skills: reading with understanding and using a dictionary - Reading about changing attitudes and perceptions about HIV and AIDS: recall and relate Health and environmental responsibility 3 hours Textbook, appropriate magazines, health information resources, books on substance abuse • Substance abuse: - Types of drugs used: legal and illegal drugs including tobacco, alcohol and over the counter medication - Negative impact of substances on health: effects of drugs on body and mind • Reading skills: reading with understanding and using a dictionary - Reading about dangers of substance abuse: recall and relate Formal assessment 3 hours Activities done during the year • Consolidation of work done during the year • End-of-year examination must cover work done for the whole year It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed LIFE SKILLS GRADES 4-6 CAPS 23 TERM 1 GRADE 6 Recommended resources Topic 1: Development of the self 3 hours Textbook, magazines, posters • Positive self-esteem: body image - Understanding and respecting body changes - Other influences on body image: media and society - Acceptance of the self • Reading skills: reading with understanding and fluency • Reading about positive influences on body image: interpret/explain and relate what has been studied Development of the self 4½ hours Textbook • Abilities, interests and potential - Identify own abilities, interests and potential - Relationship between abilities, interests and potential - Create opportunities for making the most of own abilities, interests and potential: explore a variety of sources - Action plan to improve own abilities, pursue own interests and develop own potential • Reading skills: reading with understanding and fluency - Reading texts on how to identify and develop own abilities, interests and potential: interpret/explain and relate what has been studied Development of the self 3 hours Textbook, life skills books • Peer pressure: - Examples of peer pressure in different situations: school and community - Appropriate responses to peer pressure in different situations • Reading skills: reading with understanding and fluency • Reading about ways to resist peer pressure: interpret/explain and relate what has been studied Development of the self 3 hours Textbook, newspaper articles • Problem solving skills in conflict situations: keeping safe and how to protect self and others - Mediation skills - Peacekeeping skills: acceptance of self and others, demonstration of respect for others, co-operation, personal responsibility for one’s actions, listening • Reading skills: reading with understanding and fluency - Reading about peacekeeping and mediation skills: interpret/explain and relate what has been studied Formal assessment 1½ hours Activities done during the term • Consolidation of work done during the term • Assignment/case study It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 GRADE 6 Recommended resources Development of the self 3 hours Textbook, life skills books • Self management skills: - Responsibilities at school and home - Prioritising responsibilities - Developing an activity plan: homework, house chores and playing time • Reading skills: reading with understanding and fluency - Reading about self management skills: interpret/explain and relate what has been studied Development of the self 3 hours Textbook, life skills books • Bullying: reasons for bullying - Getting out of the bullying habit: where to find help • Reading skills: reading with understanding and fluency - Reading about how to get out of the habit of bullying: interpret/explain and relate what has been studied Topic 2: Social responsibility 4½ hours Textbook, newspaper articles • Cultural rites of passage: - Important stages in the individual’s life in South African cultures: birth, baptism, wedding and death - Meaning of each stage - Personal and social significance of each stage • Reading skills: reading with understanding and fluency - Reading about important life stages in different cultures: interpret/explain and relate what has been studied Social responsibility 3 hours Textbook, newspaper articles • The dignity of the person in a variety of religions in South Africa • Reading skills: reading with understanding and fluency - Reading about the dignity of a person in different religions: interpret/explain and relate what has been studied Formal assessment 1½ hours Activities done during the term • Consolidation of work done during the term • Test must cover work done in term 1 and 2 It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed LIFE SKILLS GRADES 4-6 CAPS 25 TERM 3 GRADE 6 Recommended resources Social responsibility 3 hours Textbook • Caring for animals: - Acts of cruelty to animals - Taking care of and protecting animals - Places of safety for animals • Reading skills: reading with understanding and fluency - Reading about ways of taking care of animals and places of safety for animals: interpret/explain and relate what has been studied Social responsibility 3 hours Textbook • Caring for people: - Considering others’ needs and views - Communicating own views and needs without hurting others - Acts of kindness towards other people • Reading skills: reading with understanding and fluency - Reading about different people’s acts of kindness towards others: interpret/explain and relate what has been studied Social responsibility 4½ hours Textbook, newspaper articles , national symbols • Nation-building and cultural heritage : definition of concepts - How cultural heritage unifies the nation: national symbols, national days - National symbols such as flag, anthem, code of arms, etc. - Celebrating national days: Human Rights Day, Freedom Day, Heritage Day, Reconciliation Day, Children’s Day, Women’s Day, Africa Day, Mandela Day • Reading skills: reading with understanding and fluency - Reading about nation-building and cultural heritage: interpret/explain and relate what has been studied Social responsibility 3 hours Textbook, magazines, Constitution of SA • Gender stereotyping, sexism and abuse: definition of concepts - Effects of gender stereotyping and sexism on personal and social relationships - Effects of gender-based abuse on personal and social relationships - Dealing with stereotyping, sexism and abuse • Reading skills: reading with understanding and fluency - Reading about ways to deal with stereotyping, sexism and abuse: interpret/explain and relate what has been studied Formal assessment 1½ hours Activities done during the term • Consolidation of work done during the term • Project (recording of marks) It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 GRADE 6 Recommended resources Topic 3: Health and environmental responsibility 1½ hours Textbook, Basic First Aid kit • Basic first aid in different situations: cuts and gazes, burns, scalds and sunburn, stings and bites, bruises, poisoning, bleeding, choking • Reading skills: reading with understanding and fluency • Reading about basic first aid: interpret/explain and relate what has been studied Health and environmental responsibility 4 ½ hours Textbook • Food hygiene: - Safe and harmful ingredients - Food preparation - Food storage - Food-borne diseases • Reading skills: reading with understanding and fluency - Reading about food hygiene: interpret/explain and relate what has been studied Health and environmental responsibility 4½ hours Text book, health information resources • Communicable diseases such as mumps, tuberculosis, common colds, chickenpox, athletes’ foot, etc. - Causes of communicable diseases - Signs and symptoms of communicable diseases - Where to find information: o Prevention strategies o Available treatment • Reading skills: reading with understanding and fluency - Reading about communicable diseases: interpret/explain and relate what has been studied Health and environmental responsibility 1½ hours Textbook, life skills books • HIV and AIDS education: myths and realities about HIV and AIDS including risks and perceptions about HIV and AIDS - Caring for people with AIDS • Reading skills: reading with understanding and fluency - Reading about caring for people with AIDS: interpret/explain and relate what has been studied Formal assessment 3 hours All activities done during the year Consolidation of work done during the year End-of-year examination must cover work done for the whole year It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 27 3.2.2 Physical Education TERM 1 GRADE 4 3 hours Recommended resources Textbook Resources for sports and games Resources for safety Participation in activities that promote different ways to locomote, rotate, elevate and balance using various parts of the body with control Safety measures relating to locomotion, rotation, elevation and balancing activities 2 hours Movement performance in activities that promote different ways to locomote, rotate, elevate and balance using various parts of the body with control Examples of possible activities Activities such as walking, running, hopping, skipping, leaping, etc. 3 hours Participation in activities that promote different ways to locomote, rotate, elevate and balance using various parts of the body with control Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, water safety, spacing 2 hours of learners during activities, following instructions Movement performance in activities that promote different ways to locomote, rotate, elevate and balance using various parts of the body with control TERM 2 GRADE 4 3 hours Recommended resources Textbook Resources for sports and games Resources for safety Participation in a variety of modified invasion games Safety issues during games 2 hours Movement performance in a variety of modified invasion games Examples of possible activities Netball, basketball, soccer, rugby, indigenous or community 3 hours games, etc. Participation in a variety of modified invasion games Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, spacing of learners during activities, following instructions 2 hours Movement performance in a variety of modified invasion games LIFE SKILLS GRADES 4-6 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 3 GRADE 4 3 hours Recommended resources Textbook Resources for rhythmic movements/activities Resources for safety Participation in rhythmic movements with focus on posture Safety measures during rhythmic movements 2 hours Movement performance in rhythmic movements with focus on posture Examples of possible activities Marching, aerobics, stepping, rhythmic gymnastics, etc. 3 hours Participation in rhythmic movements with focus on posture Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, water safety, spacing of learners during activities, following instructions 2 hours Movement performance in rhythmic movements with focus on posture TERM 4 GRADE 4 3 hours Recommended resources Textbook Resources for athletic activities Resources for swimming activities Resources for safety Participation in basic field and track athletics or swimming activities Safety measures during athletic or swimming activities 2 hours Movement performance in basic field and track athletics or swimming activities. Examples of possible activities • Field athletics: adapted shot put, discus, javelin, long jump, high jump, etc. • Track athletics: sprints, middle and long distances and relays, etc. • Swimming: confidence exercises, breathing, kicking, gliding, arm and leg actions of various swimming styles, swimming races, etc. 3 hours Participation in basic field and track athletics or swimming activities. 2 hours Movement performance in basic field and track athletics or swimming activities. Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, water safety, spacing of learners during activities, following instructions LIFE SKILLS GRADES 4-6 CAPS 29 TERM 1 GRADE 5 3 hours Recommended resources Textbook Resources for athletic activities Resources for safety Participation in movement sequences that require consistency and control in smooth and continuous combinations: rotation, balance, locomotion, elevation Safety measures relating to movement sequences 2 hours Movement performance in movement sequences that require consistency and control in smooth and continuous combinations: rotation, balance, locomotion, elevation Examples of possible activities Gymnastics sequences which combine two or more of the following movements: running, walking, jumping, hopping, 3 hours skipping, rolling, etc. Participation in movement sequences that require consistency and control in smooth and continuous combinations: rotation, balance, locomotion, elevation 2 hours Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, water safety, spacing of learners during activities, following instructions Movement performance in movement sequences that require consistency and control in smooth and continuous combinations: rotation, balance, locomotion, elevation TERM 2 GRADE 5 3 hours Recommended resources Textbook Resources for games and sports Resources for safety Participating in a variety of target games Safety measures during target games 2 hours Examples of possible activities Modified netball, basketball, soccer, rugby, hockey, obstacle course, indigenous or community games, etc. Movement performance in a variety of target games. 3 hours Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, spacing of learners during activities, following instructions Participation in a variety of target games 2 hours Movement performance in a variety of target games. TERM 3 GRADE 5 3 hours Recommended resources Textbook Resources for rhythmic movements Resources for safety Participation in rhythmic movements with focus on posture and style Safety measures relating to rhythmic movements 2 hours Movement performance in rhythmic movements with focus on posture and style Examples of possible activities Aerobics, galloping, marching, hopping, skipping, steps, 3 hours sliding, leaping, etc. Participation in rhythmic movements with focus on posture and style Safety measures Surface of the play area , use and condition of apparatus warm up and cool down, basic first aid, water safety, spacing of learners during activities, following instructions 2 hours Movement performance in rhythmic movements with focus on posture and style LIFE SKILLS GRADES 4-6 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 GRADE 5 3 hours Recommended resource Textbook Resources on athletic activities Resources on swimming Resources on safety Participation in a variety of field and track athletics or swimming activities Safety measures during field and track athletics or swimming activities 2 hours Examples of possible activities • Field athletics: adapted shot put, discus, javelin, long jump, high jump, etc. • Track athletics: sprints, middle and long distances and relays, etc. • Swimming: confidence exercise, breathing, kicking, gliding, arm and leg actions with various swimming styles, swimming races, etc. Movement performance in a variety of field and track athletics or swimming activities 3 hours Participation in a variety of field and track athletics or swimming activities 2 hours Movement performance in a variety of field and track athletics or swimming activities Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, water safety, spacing of learners during activities, following instructions TERM 1 GRADE 6 3 hours Recommended resources Textbook Resources for games and sport Resources for safety Participation in a variety of striking and fielding games Safety measures during striking and fielding games 2 hours Examples of possible activities Movement performances in a variety of striking and fielding Modified cricket, baseball, softball, tennis, etc. games 3 hours Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, spacing of learners during activities, following instructions Participation in a variety of striking and fielding games 2 hours Movement performances in a variety of striking and fielding games LIFE SKILLS GRADES 4-6 CAPS 31 TERM 2 GRADE 6 3 hours Recommended resources Textbook Resources for sequence movement activities Resources for safety Participation in a physical fitness programme to develop particular aspects of fitness Safety measures relating to physical fitness activities 2 hours Examples of possible activities • Agility: running zigzag • Power: running on the spot • Speed: sprints • Flexibility: stretching all body regions, rope skipping • Endurance: squad jumps, push-ups, lunges • Circuit training Movement performance in a physical fitness programme to develop particular aspects of fitness 3 hours Participation in a physical fitness programme to develop particular aspects of fitness 2 hours Movement performance in a physical fitness programme to develop particular aspects of fitness Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, spacing of learners during activities, following instructions TERM 3 GRADE 6 3 hours Recommended resources Textbook Resources for rhythmic movement activities Resources for safety Participation in rhythmic patterns of movement with co￾ordination and control Safety measures relating to rhythmic patterns of movement 2 hours Examples of possible activities Aerobics, galloping, marching, hopping, skipping, steps, sliding, leaping, etc. Movement performance in rhythmic patterns of movement with coordination and control 3 hours Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, water safety, spacing of learners during activities, following instructions Participation in rhythmic patterns of movement with coordination and control 2 hours Movement performance in rhythmic patterns of movement with coordination and control LIFE SKILLS GRADES 4-6 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 GRADE 6 3 hours Recommended resources Textbook Resources for sequenced movement activities Resources for swimming activities Resources for safety Participation in refined sequences emphasising changes of shape, speed and direction or swimming activities Safety measures relating to sequenced movement activities. 2 hours Examples of possible activities • Gymnastics sequences which combine two or more of the following movements: running, walking, jumping, hopping, skipping, rolling, rotation, balance, locomotion, etc. • Swimming: confidence exercise, breathing, kicking, gliding, arm and leg actions with various swimming styles, swimming races, etc. Movement performance in refined sequences emphasising changes of shape, speed and direction or swimming activities 3 hours Participation in refined sequences emphasising changes of shape, speed and direction or swimming activities 2 hours Safety measures Surface of the play area , use and condition of apparatus, warm up and cool down, basic first aid, water safety, spacing of learners during activities, following instructions Movement performance in refined sequences emphasising changes of shape, speed and direction or swimming activities LIFE SKILLS GRADES 4-6 CAPS 33 3.2.3 Creative Arts Performing Arts TERM 1 GRADE 4 Resources: • Open space • Found or made musical instruments, including drum/tambourine • Audio equipment and audiovisuals with a range of suitable music • CD player with a range of suitable music • Charts of musical notes/substitutes such as animals representing note values • Props, including cans, stones, newspapers, materials, chairs, balls and a large variety of different sized and shaped objects • Textbook Topic 1: Warm up and play Suggested contact time: 15 minutes per class (total 2,5 hours per term) • Active relaxation in stillness and movement (e.g. tense and release exercises; use of imagery to loosen hands, fingers, shoulders, neck, face, spine, hip joints, legs, feet) • Travelling (consider direction, weight, levels) and freezing: - in personal (own) and general (shared) space - in movement and in games - in duple or quadruple meter (2/4 or 4/4), or free • Name games (e.g. using clapped rhythms and body percussion to explore the meter/accent of the names) • Concentration and listening games • Creativity games (e.g. using props in turn as anything but what they are) • Voice warm up, using humming • Action songs to accompany physical warm ups Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Short rhythm patterns (crotchets, crotchet rests, minims and minim rests) using body percussion and/or percussion instruments • Locomotor and non-locomotor movements, individually and in unison, in time to a beat (include jump, turn, bend, stretch, twist, skip, gallop, crawl, roll, slide, swing, sway, reach, push, pull) , with and without imagery • Rhythm patterns, combining locomotor movements with sound (voice/body percussion), to walking, running, and skipping note values Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • Rhythms (crotchets, minims, crotchet rests, minim rests) using body percussion and/or percussion instruments • Songs, in unison, in tune and in time to accompaniment of the group • Movement sentences, using props, including cans, stones, newspapers, materials, chairs, balls and a large variety of objects • Animation (bringing to life) of objects (props, puppets) to portray a character or tell a simple story Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour per term • The expressive qualities of percussive musical instruments in an African music piece. Classify several instruments as part of a family or group in terms of appearance, name, how the sound is produced and pitch classification (high-low). • Own and other’s performances and processes using simple creative arts terminology. Key terms: warm up, relaxation, tension, freeze, travelling, personal space, general space, improvise, concentration, body percussion, crotchet, minim, rest, unison. It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 GRADE 4 Resources: • Open space • Found or made musical instruments, including drum/tambourine • Audio equipment and audiovisuals with a range of suitable music • Music may include pieces composed specifically to demonstrate the instruments of the orchestra, such as “Carnival of the Animals” by Saint-Saens, “Peter and the Wolf” by Prokofiev, “The Sorcerer’s Apprentice” by Dukas, etc. • Charts and posters of musical notes/substitutes e.g. animals representing note values • Objects for making instruments: stones, cans, seeds, rice, pipes, bottles, containers, etc. • Textbook Topic 1: Warm up and play Suggested contact time: 15 minutes per class (total 2,5 hours per term) • Awareness of breathing in relaxation and movement (e.g. simple sequences where each movement is on an ’in’ or ‘out’ breath, to music or drum beat) • Imaginative breathing exercises (such as ‘painting’ imaginary pictures, inspired by music, with the breath) • Rolling up and down the spine • Body part isolations in warm ups as part of an imaginative experience (e.g. waking up ritual; on a sailing ship; the market, etc.) • Directional games in general space • Creative games combining music and movement (e.g. physical movements to describe high/low notes) • Call and response games (e.g. call and response songs with movements) • Rhythm games (e.g. recall contrasting rhythm patterns, keeping a steady beat and using different timbres) Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Instruments using found objects (e.g. stones, cans, seeds, pipes, bottles etc.) • Sound pictures based on themes (a thunderstorm, a train journey) using voice, body and found or made instruments (considering pitch, dynamics, tempo and rhythms). • Movement responses to sound pictures (considering levels, directions, rhythms and weights of movement) Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • Melodies to demonstrate difference in pitch and note values, using voice and found and natural instruments, in range of 5th (doh to soh). • Rhythmic patterns (e.g. crotchets, quavers, minims, crotchet rests, minim rests) in meter (2/4, 3/4, 4/4) using body percussion or percussion instruments • Movement sentences in 4/4, using units of action: travelling, stillness and gesture (considering levels, directions and weights of movement) in pairs, using call and echo, or meeting and parting Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour in term • The expressive qualities of melodic musical instruments in an African music piece. Classify several instruments as part of a family or group in terms of appearance, name, how the sound is produced and pitch (high-low). • Own and other’s performances and processes using simple creative arts terminology. Key terms: Spine, pitch, call and response, sound pictures, crotchet, quaver, minim, rest, stave, doh-soh, time signature, travelling, stillness/freeze, gesture, call and echo, meeting and parting. It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 35 TERM 3 GRADE 4 Resources: • Open space • Found or made musical instruments, including drum/tambourine • Audio equipment and audiovisuals with a range of suitable music • Charts and posters of musical notes on stave. • Objects for sensory work including shakers, triangles, feathers, stones, sandpaper, etc. • Props such as cans, suitcases, hats, newspapers, balls and a large variety of different sized and shaped objects • Textbook Topic 1: Warm up and play Suggested contact time: 15 minutes per class (total 2,5 hours per term) • Rolling up and down the spine and side bends • Floor work, including rounding and lengthening the spine and stretching, sitting and lying down • Body part isolations in warm ups as part of imaginative experience (e.g. flexing/pointing feet and hands, raising/lowering head) • Concentration and focus games • Sensory awareness games (including listening, seeing, touching, smelling, tasting in simple actions) • Voice warm ups (e.g. humming, yawning and sighing) • Call and response games (in speaking, singing and movement) • Action songs (doing actions related to the specific rhythms of the song) Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Movement responses to different types of music, exploring how mood of music informs mood of movement, and vice versa • Movement sequences exploring verbal dynamics in words such as action words, directional words (words conveying a straight, turning or broken movement), contrasting words (big/small, wide/narrow, expand/contract; stretch/shrink), and word sequences • Characters, using props as stimulus. (Ask: “Who would use this prop? How would they use it? Why would they use it?”) Consider body language, posture and gesture Topic 3: Read, interpret and perform Suggested contact time: total of 3, 5 hours per term • Building a drama from a stimulus: characters (connect to Topic 2). Develop storyline (beginning/ middle/ end), characters, space and time through mimed action • Songs to improve ability to sing in tune. Relate character of the chosen songs to suit characters in the drama. Recognise melodies in range of 5th using tonic solfa (doh to soh) • Sound pictures using instruments (body percussion, self-made, found, traditional) to create a soundtrack for the drama and to introduce characters (considering dynamics, pitch, timbre and tempo) Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour per term • The expressive qualities of musical instruments in music used in Topic 2. Classify several instruments as part of a family or group in terms of appearance, name, how the sound is produced and pitch (high-low) • Own and other’s performances and processes using simple creative arts terminology Key terms: character, posture, gesture, facial expression, prop, emotion, spine, isolation, timbre, doh-soh, pitch, sound picture (soundscape) It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 GRADE 4 Resources: • Open space • Found or made musical instruments, including drum/ tambourine • Audio equipment and audiovisuals with a range of suitable music • Charts and posters of musical notes, stave and tonic solfa (doh-soh) • Sheet music of simple melodies/songs • Blindfolds • Textbook Topic 1: Warm up and play Suggested contact time: 15 minutes per class (total 2,5 hours per term) • Posture games, exploring neutral posture and character's postures • Body part isolations and stretching as part of imaginative experiences • Different kinds of jumps (with soft landings) and other travelling movements • Trust and listening games (such as blindfolding and leading a partner, etc.) • Body percussion “songs” in unison and in canon • Musical games focusing on numeracy and literacy (such as number songs and rhymes) Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Mime using imaginary objects, expressing feelings and ideas through movement, gesture and facial expression • Physical shapes using gesture, posture and balance (balancing on different body parts) • Group tableaux (frozen pictures) in response to locations and/or themes (considering focus and levels) • Melodies and rhythms on self-made, found or traditional instruments to enhance the mood of a tableau Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • Building a drama from a stimulus: tableaux in response to location or theme Consider: - introducing and resolving conflict - storyline, characters, space and time - tableaux to start and end the drama - limited dialogue appropriate to the drama • Sound pictures using instruments (body percussion, self-made, found, traditional) to create appropriate soundtrack for the drama, including interludes (between actions) and underscoring (during action) • Songs to improve in-tune singing, related to the themes of the drama, recognising melodies in range of 5th (doh to soh) • Musical symbols of stave, minims, crotchets, quavers and respective rests in short musical phrases Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour per term • Own and other’s performances and processes using simple creative arts terminology Key terms: tableau/x, trust, balance, canon, interludes, underscoring, focus, levels, gesture, time, space, mood, theme, storyline It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 37 TERM 1 GRADE 5 Resources: • Open space • Found or made musical instruments, including drum/tambourine • Audio equipment and audiovisuals with a range of suitable music • Charts and posters (including musical notation on a stave of a single line) • Pictures of and recorded/live music using Western or African string and woodwind instruments • Textbook Topic 1: Warm up and play Suggested contact time: 15 minutes per class (total 2,5 hours in term) • Rhythm games using body percussion and movement • Physical warm up for co-ordination and control (including spinal warm up, body part isolations, arm swings, etc.) • Vocal warm up (including breathing awareness exercises with co-ordinated arm swings, into sighs, into hums at different pitches, etc.) • Singing warm up (including South African songs in unison, in canon and/or with actions) • Concentration and focus games, using travelling and freezing, to music Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Rhythm patterns of different note values (semibreve, minim, crotchet, quaver and the equivalent rests), using body percussion and percussive instruments • Locomotor and non-locomotor movement sequences exploring elements of time (tempo, beats, meter), individually and in unison (including jump, turn, bend, stretch, twist, skip, gallop, crawl, roll, slide, swing, sway, reach, push, pull) • Mimed actions, using the five senses (seeing, hearing, tasting, touching, smelling) Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • Movement sequences exploring contrasts including contrasts in time (slow/quick), levels (high/medium/low), direction (forwards/backwards/sideways/upwards/downwards/diagonally) and force (smooth/jerky, strong/light) • Mime sequences around a central action, using the five senses and exploring contrasts in time, levels, directions and force • Musical phrases with voice and/or instruments that explore contrasts in dynamics, pitch and rhythmic patterns • Notation of rhythms on single line stave (semi-breve, crotchet, minim and quaver note values and equivalent rests) Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour per term • Selected examples of Western or African music, classifying instruments both visually and aurally (listening and viewing pictures), considering timbre and expression of different moods • Own and other’s performances and processes using simple creative arts terminology Key terms: breathing, focus, canon, call and response, semi-breve, minim, crotchet, quaver, rest, rhythm, senses, time, level, direction, force, pitch, mood It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 GRADE 5 Resources: • Open space • Found or made musical instruments, including drum/tambourine • Audio equipment and audiovisuals with a range of suitable music, illustrating different types of music • Charts and posters (such as music alphabet on treble stave) • Objects for use in sensory games • Textbook Topic 1: Warm up and play Suggested contact time: 15 minutes per class (total 2,5 hours per term) • Physical warm up for co-ordination and control (including floor work, body part isolations, knee bends and rises) • Vocal warm up (including breathing awareness exercises, sliding sighs, rolled consonants, using wide range of notes sliding from high to low) • Singing warm up (including South African songs in unison, canon, and call and response) • Sensory games responding to aural, oral, visual, tactile and kinesthetic stimuli • Spatial awareness games (including lunges, arm swings, transfers of weight, etc.) Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Movement sequences, using transfers of weight from different body parts, different kinds of jumps (with safe landings), lunges and balances • Combinations of two or more movements with a partner using extreme energy changes and elements of force: smooth and jerky, strong and light • Melodic and rhythmic phrases (on voice, found and/or made instruments) that use repetition, call and response, and contrast Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • Mime sequence using sensory detail and emotional expression, and showing weight, size and shape • Dance sequence exploring the movement range of each body part, geometric concepts such as parallel, symmetry, distance, volume and mass • Musical notation of treble clef and the letter names of notes on lines and in spaces on a treble stave and their differences in pitch Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour per term • Two selected pieces of music/songs representing different genres (such as Blues, Pop, Kwaito, Classical, Traditional, Free-Kiba, Opera, Musicals, Malombo, Kwassa-Kwassa, Techno, Soukous), considering the genre, style, instruments, and elements of music in each • Own and other’s performances and processes using simple creative arts terminology Key terms: senses, transfer of weight, jumps, balance, force, repetition, accent, call and response, lunge, parallel, symmetry, distance, volume, mass, musical genre names, stave, treble clef It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 39 TERM 3 GRADE 5 Resources: • Open space • Found or made musical instruments, including drum/tambourine • Audio equipment and audiovisuals with a range of suitable music • Charts and posters (such as musical notation on a stave of a single line, and other) • DVDs or access to live performance of two different dance types • Research material on dance types • Textbook Topic 1: Warm up and play Suggested contact time 15 minutes per class (total 2,5 hours per term) • Physical warm up for co-ordination and control (including spinal rolls, swings, floor work, body part isolations, knee bends and rises) • Vocal warm up (including breathing awareness exercises, harmonizing of vowels on different notes) • Singing warm up (including South African songs in unison, canon, two-part harmony, and call and response) • Trust games, in pairs and small groups (e.g. sharing body weight, and other) • Cool downs (including stretches and flowing movements) Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Musical phrases, in pairs, using repetition, accent, call and response, and/or echo • Balancing in different ways on one leg, alone and with a partner • Partner skills such as copying, leading, following and mirroring • Movement phrases in pairs using ‘question and answer’ and ‘meeting and parting’ • Pair role-plays, using appropriate language, movement, facial expression and gesture • Character ‘hot seats’ in pairs to develop roles, using appropriate language, body language and gesture Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • Musical notation of notes on lines and in spaces on a treble stave using letter names on C major scale • Group role-play using characters created in Topic 2 (considering characterisation, interaction, conflict and resolution) Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour per term (plus outside class time for viewing of dance) • Two contrasting dance performances (live or on DVD), considering the context, the purpose and the style of the selected dance Key terms: treble stave, C major, role play, character, hot seat, repetition, call and response, echo, balance, leading and following, mirroring It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 GRADE 5 Resources: • Open space • Found or made musical instruments, including drums and marimbas • Audio equipment and audiovisuals with a range of suitable music • Charts and posters (such as C major scale on treble stave, etc.) • DVDs/CDs or access to live performance of drama (radio, television, community, professional or classroom) • Textbook Topic 1: Warm up and play Suggested contact time 15 minutes per class (total 2,5 hours per term) • Physical warm ups for strength and flexibility (including spinal rolls, swings, floor work and body part isolations) • Vocal warm ups (including strengthening articulation through rhymes and tongue twisters) • Singing warm ups (including South African songs in unison, and two-part harmony) • Call and response games • Group awareness games (such as creating a machine through complementary movements) • Cool downs (including stretches and flowing movements) Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Short drama/dance improvisations, reflecting a social, cultural or environmental issue relevant to the learners • Short music piece, combining a number of instruments (drums, marimba, etc.) including two or more parts in a textural blend, reflecting a mood related to the social, cultural or environmental issue Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • Drama/dance presentation, reflecting a social, cultural or environmental issue relevant to the learners, and using selected tableaux, movement, poetry and speaking/singing in unison or individually • Short composition of poetry and song to draw attention to social, cultural and environmental issues, to be used in above presentation • Singing a song in two or three parts, recognising the difference between voice types (such as bass, tenor, alto, soprano) Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour per term (plus outside class time for viewing of drama) • Own and others’ performances and processes, using simple creative arts terminology • A live or recorded drama (television, radio, community, professional or classroom) in terms of: - recognising key moments in a drama - identifying themes, ideas and moods - discussing why particular techniques were used - being sensitive to the social and cultural contexts Key terms: tongue twisters, social, cultural, environmental, poetry, tableaux, C major, intervals, bass, tenor, alto, soprano, theme, contexts It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 41 TERM 1 GRADE 6 Resources: • Open space • Found or made musical instruments, including drums • Audio equipment and audiovisuals with a range of suitable music • Charts and posters (such as C major scale on treble stave, etc.) • African folktales or traditional stories • Resources on South African drama • Textbook Topic 1: Warm up and play Suggested contact time 15 minutes per class (total 2,5 hours per term) • Body percussion games (including in unison, in canon, in two parts, and/or call and response) • Physical warm ups for co-ordination and control (including spinal warm up, body part isolations, the controlled and relaxed use of the joints, especially the knees, hips and ankles in dance steps and sequences) • Vocal warm ups (including breath control exercises, resonance, tonal qualities in speech/song) • Singing warm ups (including traditional songs in unison, canon, in two-part harmony and/or call and response). • Concentration and focus games (using freezing/travelling, and sensory awareness) • Cool downs (including stretches and flowing movements) Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Music phrases with voice and/or instruments, exploring dynamics, tempo, articulation, pitch and rhythm • Sound pictures using instruments of different tone colour, pitch and dynamics to express a mood or idea • Movement sequences inspired by sound pictures to express a mood or idea • Expressive movement and mime in response to cues from teacher, focusing on all body parts, including showing emotions, characters and actions Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • An African folktale or traditional story. Read and interpret an appropriate story, then improvise and develop a short drama for presentation Consider: - clear plot and credible characters - highlighting key moments - using space and narrative devices effectively. • Simple rhythmic patterns on a drum or equivalent, exploring techniques such as base slap, open slap, muffle, etc. Use these at key moments in the drama performance to underscore action, create an interlude, introduce tension and/or character • C Major scale and simple melodies in C Major Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour per term (and time outside class for research and viewing of drama) • Two different types of drama in South Africa, considering social or cultural context, purpose and unique characteristics (such as praise poetry, traditional storytelling, workshop theatre, physical theatre, children’s theatre, pantomime) • Key audience behaviours, such as respect, support, appreciation, silence while watching, applause • Own and other’s performances and processes using simple creative arts terminology Key terms: breathing, focus, canon, call and response, two-part, C major, scale, African folktales, key moments, underscore, interlude, audience behaviour, drumming technique, drama types It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 2 GRADE 6 Resources: • Open space • Found or made musical instruments, including drums and marimbas • Audio equipment and audiovisuals with a range of suitable music • Charts and posters (such as C major scale on treble stave, etc.) • DVDs/CDs or access to live performance of two different kind of South African dances • Textbook Topic 1: Warm up and play Suggested contact time 15 minutes per class (total 2,5 hours per term) • Physical warm ups for co-ordination and control (including spinal warm up, arm swings with knee bounces, knee bends and rises, parallel and turned out feet, feet together and feet apart, and co-ordinating with arms; dance steps and sequences) • Vocal warm ups (including breath control exercises, articulation in tongue twisters, proverbs, etc.) • Singing warm ups (including traditional songs in unison, canon, two-part harmony, and/or call and response) • Spatial awareness games (including lunges, jumps, arm swings, etc.) • Cool downs (including stretches and flowing movements Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Movement sequences, using elements of dance, including time: rhythms; space: patterning, symmetry and asymmetry; force: strong and light, jerky and smooth • Movement sequences to develop relationships in small groups, leading with different body parts and considering eye contact and focus • Short musical pieces, structured in binary form (A B), and ternary form (A B A) Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • Select a cultural dance; observe and discuss the steps and styles of the dance in recorded or live performance; rehearse the cultural dance for presentation Consider: - patterns, repetition and sequencing in the dance - musical accompaniment to the dance, focusing on rhythm - varying use of energy such as tension/relaxation, stillness and flow, etc. - performance area and audience arrangement - appropriate entrances and exits • Simple rhythmic patterns on a drum or equivalent, exploring techniques such as base slap, open slap, muffle and other, to accompany selected cultural dance (NOTE: Class to divide in half, some to dance, others to perform music, and then swop) Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour in term (with additional time outside of clas for research and viewing of dances) • Two different types of dance in South Africa, considering social or cultural context, purpose and unique characteristics (such as Kwaito, Domba, Pantsula, Gumboot, Kwassa-kwassa, Contemporary, Ballet, Indian dance). • Own and other’s performances and processes using simple creative arts terminology Key terms: breathing, focus, canon, call and response, two-part, tongue twister, African dance genres, key moments, drumming technique It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 43 TERM 3 GRADE 6 Resources: • Open space • Found or made musical instruments, including drums • Audio equipment and audiovisuals with a range of suitable music • Charts and posters (e.g. middle C scale on treble clef, etc.) • South African songs from a range of cultural traditions • Resources on South African music • Textbook Topic 1: Warm up and play Suggested contact time 15 minutes per class (total 2,5 hours per term) • Vocal warm ups (including centring the voice, humming on voiced consonants and vowels, resonance) • Singing warm ups (including South African songs in unison, canon, two-part harmony and call and response) • Physical warm ups for co-ordination and control (including spinal warm up, floor work, locomotor and axial movements, stretches, transfer of weight in all directions with turning, relaxed use of joints and safe landings in runs, leaps and gallops) • Action and reaction games • Cool downs (including stretches and flowing movements) Topic 2: Improvise and create Suggested contact time: total of 3 hours per term • Short dialogues, exploring conflict within a specific context (Who? What? Where? When?) • Movement sequences exploring conflict, using movement elements (time, space, energy, etc.) and a combination of locomotor and non-locomotor movements • Music phrases exploring conflict, using voice, found or made instruments, rhythm and melody appropriately • Rhythmic patterns including the note values and rests studied, using body percussion, and any available instrument or voice Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • Musical notation (note names on the lines and spaces of the treble clef) by singing notated songs and using tonic solfa • Rhythmic patterns in 2/4, 3/4 and 4/4, using body percussion and/or percussion instruments • Songs from at least two cultural traditions of South Africa in unison, canon, round or two-part harmony. Consider: - dynamics, melodic and rhythmic patterns - the movement (posture, facial expression, gesture) or dance element related to the song - style and mood Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour per term (with additional time outside of class for research and attending a music performance) • Two different types of South African music, discussing the use of repetition and contrast and considering cultural context, lyrical content, mood and purpose of the music. • Own and other’s performances and processes using simple creative arts terminology Key terms: action, reaction, conflict, locomotor, non-locomotor, canon, round, two-part, centring, music types, repetition, musical alphabet, lyrics, rhythm, melody It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 4 GRADE 6 Resources: • Open space • Found or made musical instruments, including drums • Audio equipment and audiovisuals with a range of suitable music • Resources on South African cultural rituals (including DVD material, photographs, etc.) • African traditional/contemporary stories • Found or recycled materials for making puppets, or already made puppets (hand/head) • Textbook Topic 1: Warm up and play Suggested contact time 15 minutes per class (total 2,5 hours per term) • Physical warm ups for co-ordination and control (including spinal warm up, flexibility, jumps and leaps (safe landings) from one foot to the other in different directions and patterns) • Vocal warm ups (including breathing, with chanting) • Singing warm ups (including songs in unison, canon, in two-part harmony and/or call and response) • Leading and following games • Story development games • Cool downs (including stretches and flowing movements) Topic 2: Improvise and create Suggested contact time: total of 3 hours per term (with time outside of class for puppet-making) • Short story inspired by listening to a suitable piece of music and identifying the impact of the different musical elements • Movement sequences to explore aspects of the above story, using elements of dance (time, space, weight, energy), and combinations of locomotor and non-locomotor movements Optional: Puppetry • Basic hand and/or head puppets, using found or recycled materials, inspired by an African story (traditional or contemporary) NOTE: Already-made puppets may also be used • Musical signature tunes for each of the puppet characters using voice, found or made instruments Topic 3: Read, interpret and perform Suggested contact time: total of 3,5 hours per term • Select a cultural ritual or ceremony (recorded or live); observe, discuss and rehearse for presentation to the class. Consider: - patterns, repetition and sequencing - elements of music, dance, costume and props (if appropriate) - performance area and audience arrangement - appropriate entrances and exits Optional: Puppetry • A puppet performance, using dialogue, puppet movement and musical accompaniment. Consider characters, relationships and structure (conflict and resolution). Topic 4: Appreciate and reflect on Suggested contact time: total of 1 hour per term (with time outside of class for research) • Cultural rituals and ceremonies, considering elements, including pattern, repetition and sequence • Own and other’s performances and processes using simple creative arts terminology Key terms: cultural ritual, ceremony, patterns, repetition, sequence, canon, round, two-part harmony, chants, time, space, weight, energy, puppetry It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 45 Visual Arts TERM 1 GRADE 4 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli in photographs and real objects to identify and name all art elements in images of the human body in action • Observe and discuss visual stimuli in photographs and real objects to identify and name contrast in images of the human body in action • Apply learning to own work Topic 1: Create in 2D, family and friends 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: secondary colour used in own images of self and others • Design principles: contrast used in own images of self and others Topic 2: Create in 3D, self and others 2 hours Earthenware clay • Skills and techniques: earthenware clay • Art elements: texture, shape/form used in own models of human figure • Design principles: use and naming of contrast, e.g. in shapes and sizes of components of own model • Spatial awareness: conscious use of space, e.g. front, back and sides of model to be completed • Appropriate use of tools TERM 2 GRADE 4 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli like photographs and real objects to identify and name all art elements in lettering and/or pattern-making • Observe and discuss visual stimuli like photographs and real objects to identify and name contrast and proportion in lettering and/or pattern-making • Questions to deepen and extend observation of elements and design principles in lettering and/or pattern-making • Apply learning to own work Topic 1: Create in 2D, creative lettering and/ or pattern-making 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: line, shape, colour used in own lettering and/or pattern-making; drawing, cutting and sticking shapes in series • Design principles: contrast used in own shapes and sizes of lettering and/or pattern Topic 2: Create in 3D, mobiles or stabiles 2 hours Recyclable materials: cardboard/ paper off-cuts, beads, sequins, ribbon, natural objects, various other suitable materials, cotton, wire for hanging, wood glue, etc. • Skills and techniques like pasting, cutting, wrapping, tying, joining various recyclable materials • Art elements: texture, shape/form used in own construction of mobile • Design principles: introduce proportion, e.g. the size of one form in relation to another in construction of own mobile • Spatial awareness: conscious use of space, e.g. front, back and sides of objects for mobile to be completed • Appropriate use of tools It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 3 GRADE 4 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name all art elements in images of wild and domestic animals • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name contrast and proportion in images of wild and domestic animals • Questions to deepen and extend observation of elements and design principles in images of wild or domestic animals • Apply learning to own work Topic 1: Create in 2D, wild or domestic animals and their environment 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: use related colour in own images of wild or domestic animals • Design principles: reinforce use of contrast and proportion through own images of wild or domestic animals Topic 2: Create in 3D, wild or domestic animals 2 hours Earthenware clay • Skills and techniques: earthenware clay • Art elements: texture, shape/form reinforced through own modeling of wild or domestic animals • Design principles: reinforce conscious use and naming of contrast and proportion in own models of wild or domestic animals • Spatial awareness: reinforce conscious awareness of working in space, e.g. model to be viewed from front, back and sides • Appropriate use of tools It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. TERM 4 GRADE 4 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name art elements found in the natural world • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name examples of contrast and proportion found in the natural world • Questions to deepen and extend observation of elements and design principle • Apply learning to own work Topic 1: Create in 2D, the natural world 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: reinforce secondary and related colour in own images of the natural world, including tints and shades • Design principles: reinforce use of contrast and proportion in own images of the natural world Topic 2: Create in 3D, a kite/dream catcher/ bird feeder 2 hours Recyclable materials: cardboard/ paper off-cuts, beads, sequins, ribbon, cotton, string, natural objects and any other suitable materials, wood glue, etc. • Skills and techniques like pasting, cutting, wrapping, tying, joining various recyclable materials • Art elements: texture, shape/form, colour reinforced through use in own construction • Design principles: reinforce conscious use and naming of contrast and proportion in construction • Spatial awareness: reinforce conscious awareness of extending parts of models into space • Appropriate use of tools It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 47 TERM 1 GRADE 5 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name complementary colour in images of the human body in action • Observe and discuss visual stimuli in photographs ,artworks and real objects to identify and name emphasis in images of the human body in action • Questions to deepen and extend observation of elements and design principles Apply to own and others’ work Topic 1: Create in 2D, images of self and others in local environment 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: use of complementary colour in own images of self and others in local environment • Design principles: emphasis (focal point) used in own images of self and others in local environment Topic 2: Create in 3D, self and others in local environment 2 hours Earthenware clay • Skills and techniques: earthenware clay • Art elements: reinforce texture, shape/form in own models of human figure • Design principles: introduce emphasis in own models of human figure • Spatial awareness: reinforce conscious awareness of working in space, e.g. front, back and sides of model to be completed • Appropriate use of tools It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. TERM 2 GRADE 5 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name all art elements in lettering and/or pattern-making and African body adornment • Observe and discuss visual stimuli in photographs and real objects to identify and name emphasis in lettering and pattern￾making and in African body adornment • Questions to deepen and extend observation of elements and design principles in lettering and/or pattern-making and African body adornment • Apply to own and others’ work Topic 1: Create in 2D, creative lettering and/ or pattern-making 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: Use complementary colour in own lettering and/or pattern-making as surface decoration • Design principles: use emphasis in colours, shapes and sizes of lettering and/or pattern Topic 2: Create in 3D, African body adornment 2 hours Recyclable materials: cardboard/ paper off-cuts, beads, sequins, ribbon, cotton, natural objects, and any other suitable materials wood glue, etc. • Skills and techniques like pasting, cutting, wrapping, tying, joining various recyclable materials • Art elements: use line, shape colour in own surface decoration of body adornment • Design principles: use emphasis in own work, e.g. the visual focus of the body adornment • Spatial awareness: reinforce conscious awareness of working in space, e.g. sections of body adornment could extend into space • Appropriate use of tools It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 3 GRADE 5 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name all art elements in images of reptiles, insects, etc. • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name emphasis in images of reptiles, insects, etc. • Questions to deepen and extend observation of elements and design principles images of reptiles, insects, etc. • Apply to own and others’ work Topic 1: Create in 2D, reptiles, insects, etc. in their environment 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: reinforce relevant art elements through use in own images of reptiles, insects, etc. • Design principles: reinforce design principle emphasis through use in own images of reptiles, insects, etc. Topic 2: Create in 3D, reptiles, insects, etc. 2 hours Earthenware clay • Skills and techniques: earthenware clay • Art elements: reinforce texture, shape/form through modeling own reptiles, insects, etc. • Design principles: reinforce emphasis through use in own models of reptiles, insects, etc. • Spatial awareness: reinforce conscious awareness of working in space, e.g. model to be viewed from front, back and sides, parts of model can extend into space • Appropriate use of tools It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. TERM 4 GRADE 5 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli in photographs and real objects to identify and name art elements found in images of things that fly (natural or mechanical) • Observe and discuss visual stimuli in photographs and real objects to identify and name examples of contrast and proportion found in images of things that fly (natural or mechanical) • Questions to deepen and extend observation of elements and design principles • Apply to own and others’ work Topic 1: Create in 2D, things that fly (natural or mechanical) 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: overview of use of appropriate art elements found in own images of things that fly (natural or mechanical) • Design principles: reinforce emphasis in own images of things that fly (natural or mechanical) Topic 2: Create in 3D, things that fly 2 hours Recyclable materials: cardboard/ paper off-cuts, beads, sequins, ribbon, natural objects and any other suitable materials, cotton, wire for hanging, wood glue, etc. • Skills and techniques like pasting, cutting, wrapping, tying, joining various recyclable materials • Art elements: reinforce texture, shape/form, colour through own construction of things that fly (natural or mechanical) • Design principles: reinforce contrast and proportion through use in own construction • Spatial awareness: reinforce conscious awareness of working in space, e.g. model to be viewed from front, back and sides, parts of model can extend into space • Appropriate use of tools It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 49 TERM 1 GRADE 6 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli in photographs, artworks and real objects to identify monochromatic colour in images • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name balance in images of figures with animals • Questions to deepen and extend observation of elements and design principles • Apply, identify and personally interpret in own work Topic 1: Create in 2D, figures with animals 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, dry pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: monochromatic colour used in own images of figures in an environment • Design principles: balance used in own images of figures in an environment Topic 2: Create in 3D, figures with animals 2 hours Earthenware clay • Skills and techniques: earthenware clay • Art elements: reinforce texture, shape/form in own models of human figure interacting with animal • Design principles: introduce balance in own models of the human figure interacting with an animal • Spatial awareness: reinforce conscious awareness of working in space, e.g. model to be viewed from front, back and sides, parts of model can extend into space • Appropriate tidiness and sharing of space It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. TERM 2 GRADE 6 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name relevant art elements in lettering and/or radiating pattern • Observe and discuss visual stimuli in photographs and real objects to identify and name balance in lettering and/or radiating patterns • Questions to deepen and extend observation of elements and design principles in lettering and/or radiating patterns • Apply, identify and personally interpret in own work Topic 1: Create in 2D, creative lettering and/ or radiating pattern-making 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, dry pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: relevant use of art elements in own images of radiating pattern • Design principles: reinforce balance in colours, shapes and sizes of own examples of lettering and/or radiating patterns Topic 2: Create in 3D, a relief mandala/ radiating pattern 2 hours Recyclable materials: cardboard/ paper off-cuts, beads, sequins, ribbon, cotton, natural objects, and any other suitable materials wood glue, etc. • Skills and techniques like pasting, cutting, wrapping, tying, joining various recyclable materials • Art elements: reinforce in own construction of relief mandala/radiating pattern • Design principles: use balance in own construction of relief mandala/radiating pattern • Spatial awareness: use of shallow and deeper space in own relief construction, e.g. some areas extending further into space than others • Appropriate tidiness and sharing of space It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TERM 3 GRADE 6 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name all art elements in images relating to own practical work • Observe and discuss visual stimuli in photographs, artworks and real objects to identify and name balance in images • Questions to deepen and extend observation of elements and design principles in images • Apply, identify and personally interpret in own work Topic 1: Create in 2D, images of people and/ or objects 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, dry pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: reinforce relevant art elements through use in own observed images of portraits, shells, shoes, etc. • Design principles: reinforce design principle emphasis through use in own observed images of portraits, shells, shoes, etc. Topic 2: Create in 3D, modeling images 2 hours Earthenware clay • Skills and techniques: earthenware clay • Art elements: reinforce texture, shape/form through use in own observed models • Design principles: reinforce balance through use in own observed models • Spatial awareness: reinforce conscious awareness of working in deep and shallow space, e.g. model to be viewed from front, back and sides, parts of model can extend into space • Appropriate tidiness and sharing of space It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. TERM 4 GRADE 6 Recommended resources Topic 3: Visual literacy 1 hour Textbook, visual stimuli • Observe visual stimuli in photographs and real objects to identify and name relevant art elements found in images of buildings and architecture • Observe visual stimuliin photographs and real objects to identify and name examples of design principles found in images of buildings and architecture • Questions to deepen and extend observation of elements and design principles • Apply, identify and personally interpret in own work Topic 1: Create in 2D, buildings, architecture and the environment 2 hours Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, dry pastels, tempera paint • Drawing and/or colour media: exploring a variety of media and techniques • Art elements: overview of developed use of all art elements found in own images of buildings, architecture and the environment • Design principles: reinforce relevant design principles in own images of buildings, architecture and the environment Topic 2: Create in 3D or relief, buildings, architecture and the environment 2 hours Recyclable materials: cardboard/ paper off-cuts, beads, sequins, ribbon, cotton, natural objects, and any other suitable materials wood glue, etc. • Skills and techniques such as pasting, cutting, wrapping, tying, joining various recyclable materials • Art elements: reinforce relevant art elements through own construction of buildings and architecture • Design principles: reinforce relevant design principles through use in own construction • Spatial awareness: reinforce conscious awareness of working in deep and shallow space, e.g. model to be viewed from front, back and sides, parts of model can extend into space • Appropriate tidiness and sharing of space It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE SKILLS GRADES 4-6 CAPS 51 SECTION 4 ASSESSMENT IN LIFE SKILLS 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. 4.2 INFORMAL OR DAILY ASSESSMENT Informal or daily assessment has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. It is a daily monitoring of learners’ progress, and may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching. It should not be seen as separate from learning activities taking place during a lesson. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. Informal assessment in the Personal and Social Well-being study area provides learners with a variety of opportunities to develop and master the knowledge, skills and values related to the study area. It is done during and after the teaching and learning process. The teacher may choose any of the following as a daily assessment task: a short class test, a discussion, a practical demonstration, a mind map, debate, role-play, an interview, design and make, case study, oral and written presentation. The teacher does not have to mark each of these tasks, but can guide learners to assess their own performance or that of peers with relevant assessment tools such as a memorandum for tests, or a checklist for an observation exercise. The use of an observation checklist in daily assessment tasks helps learners to determine their progress towards the knowledge, skills and values that will be assessed in the Formal Assessment tasks. 4.3 FORMAL ASSESSMENT All assessment tasks which make up a formal programme of assessment for the year are, regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical demonstration, projects, design and make, case study and assignments. The forms of assessment used should be age and development level appropriate. LIFE SKILLS GRADES 4-6 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.4 PROGRAMME OF ASSESSMENT The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout the school year. 4.4.1 Assessment in Personal and Social Well-being In the Personal and Social Well-being study area, learners are expected to complete a total of four formal assessment tasks per grade. The four formal tasks make up 30% of the total mark for the subject for each of Grades 4, 5 and 6. The weighting of marks for the four internal formal assessment tasks for Personal and Social Well-being is as follows: Task 1 Task 2 Task 3 Task 4 Grade 4 Grade 5 Grade 6 Grade 4 – 6 Grades 4 and 5 Grade 6 Assignment/ Design and make: 30 marks Assignment/ Case study/ Design and make: 30 marks Assignment/ Case study: 30 marks Test: 30 marks Project: 30 marks End-of-year examination: 30 marks End-of-year examination: 60 marks Note: For Grade 6, the examination will count 60 and divided by 2, that is, 60 / 2 = 30 marks for recording. a. Project The Personal and Social Well-being project will be any piece of work in which knowledge, skills and values which lead towards competence in specified content are demonstrated. The task will involve collecting, interpreting and presenting findings into a written product that may be reported or performed by the learners. Learners will collect data/resources/ information to perform the task outside of contact time. The completion of the project will be facilitated by the teacher in class time to ensure the authenticity of the product. The nature of the project will be determined by the content covered according to the annual teaching plan. Learners should be given adequate guidance at the outset of the project and progress should be monitored throughout. All assessment criteria applicable to the project has to be discussed with the learners prior to the commencement of the project. Learners must be given enough time to complete the project, it should be given before the end of the second term for submission during the third term. b. Assignment This form of assessment will allow for a more holistic assessment of knowledge, skills and values and their application in different contexts. The assignment will be a problem-solving exercise with clear guidelines and of a specified length. The focus and nature of the task will be determined by the content covered according to the annual teaching plan for the Personal and Social Well-being study area. The teacher will provide learners with resources and information required to deliver the task. c. Case study The case study will involve a detailed description of a specific situation or phenomenon. The description can either be real or hypothetical and can be taken from a book, newspaper, magazine, video or the radio. The case study will enable the teacher to assess whether learners can apply the knowledge, skills and values to an unfamiliar context. The focus will be determined by the content covered according to the annual teaching plan for the Personal and LIFE SKILLS GRADES 4-6 CAPS 53 Social Well-being study area. The teacher will provide learners with resources and information required to deliver the task. d. Design and make Design and making involves the production of the actual product using creative processes to achieve a certain competency. An object is the end product of a design. Learners will be required to design, make and write descriptive statements on the task and show an understanding of knowledge gained and the application of knowledge and skills. The focus will be determined by the content covered according to the annual teaching plan. The teacher will provide learners with resources and information required to deliver the task. All assessment criteria applicable to the task has to be discussed with the learners prior to the commencement of the task. e. Test Tests will be administered at the end of the second term during the Personal and Social Well-being period. This test will cover work done in term 1 and 2. They will consist of a range of questions that will assess knowledge recall, understanding and application of knowledge. f. Examinations Examinations of at least 45 minutes in Grades 4 and 5 and 75 minutes in Grade 6 will be administered at the end of the year as part of the internal examination timetable of the school/district/province. The examination will cover work done for the whole year. The examinations will address the knowledge and skills covered according to the annual teaching plan for the Personal and Social Well-being study area. They will incorporate more than one type of question and require the application of knowledge and skills. Outline for examinations and tests The outline below will be followed when setting the Personal and Social Well-being examination and test papers. The Grades 4 and 5 examinations and tests will consist of two sections. Total for examination or test: 30 Marks Section A: 15 marks Section B: 15 marks All questions are compulsory. • The questions will be matching columns and/or fill in/ complete sentences and/or lists. • Questions will test understanding and factual knowledge. All questions are compulsory. • Case study may be used. • The questions will be a combination of three or more types of questions, ranging from state, explain, discuss and describe. • Questions will be short open-ended and knowledge-based questions that include information that learners have acquired from the Personal and Social Well-being class. • Learners will provide direct responses and full sentences in point form. • One question will focus on the application of knowledge and skills and responses will either be full sentences in point form or a short paragraph. • Learners will solve problems, make decisions and give advice. They will provide a few direct responses. Note. Information provided in the case studies should be current, up-to-date, age-appropriate and learner-friendly. LIFE SKILLS GRADES 4-6 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The Grade 6 test will follow the Grades 4 and 5 examination outline. The Grade 6 examination paper will consist of three sections. Total for examination: 60 Marks Section A: 25 marks Section B: 20 marks Section C: 15 marks All questions are compulsory. • The questions will be matching columns, true or false, multiple choice or list. • Questions will test understanding and factual knowledge. • Response will be short and direct and may be one word, a phrase or a sentence. All questions are compulsory. • Case study may be used. • The questions will be a combination of three or more types of questions, ranging from state, explain, discuss and describe. • Questions will be short open-ended and knowledge-based and include information that learners have acquired from the Personal and Social Well-being class. • Learners will provide direct responses and full sentences in point form. Learners will be expected to answer a 10-mark and a 5-mark question. • Questions will focus on the application of knowledge and skills. • Learners will make decisions and give advice. They will provide a few direct responses and a short paragraph that states, explains or describes an issue. • Each question will focus on the specific information or the integration of content. • A short text/ diagram/ data can be provided as a stimulus. Note. Information provided in the texts must be current, up-to-date, age-appropriate and learner-friendly. NB. A marking memorandum or guideline suitable to each of the tasks above must be used to assess learner performance. The nature of the task and the knowledge, skills and values that are to be assessed will provide guidance on the type of the assessment tool. Provision must be made in the marking memorandum or guideline for the learner’s own interpretation of the questions. Examples of assessment tools that are appropriate to assess learner performance in personal and Social Well-being are the marking memorandum or guideline, criteria checklist, observation sheet or rubric. 4.4.2 Assessment in Physical Education The Physical Education Task (PET) is evaluated across all four school terms in Grades 4, 5 and 6. Learners are expected to participate in Physical Education periods every week which are timetabled to take place in fixed periods, labelled Physical Education on the school timetable. All Physical Education periods will focus on practical physical and mass participation in movement activities for enjoyment and enrichment purposes. Learner participation and movement performance in the PET will be assessed through class observation and reported at the end of each term. The mark allocation for the PET is 30% of the total mark for the subject. The subject advisor will moderate the PET during announced school visits by observing learners performing the actual assessment task. The focus of assessment within the PET falls into two broad categories: • Participation: exposes learners to an understanding of the value of regular participation in physical activity. Participation should encourage further development, enjoyment and the building of confidence. • Movement performance: each learner will be assessed at the level at which they are capable of performing. Movement performance must not encourage a sense of competition. The teacher will observe whether the performance of a movement has a desired outcome, focusing on the overall performance of the movement rather than the detailed mechanics of the movement. However, once a teacher has gained confidence and can break down a motor skill and movement sequence into different parts, additional criteria LIFE SKILLS GRADES 4-6 CAPS 55 can be added to assess the performance in greater depth Assessment Tool for Physical Education The assessment tool to assess learner performance in the two criteria of the task: Level Limited Adequate Proficient Excellent Criterion 1: Frequency of participation during Physical Education periods (20 marks) 0% = 0 marks (did not participate at all) 1-5% = 1 mark 6-10% = 2 marks 11-15% = 3 marks 16-20% = 4 marks 21-25% = 5 marks 26-30% = 6 marks 31-35% = 7 marks 36-40% = 8 marks 41-45% = 9 marks 46-50% = 10 marks 51-55% = 11 marks 56-60% = 12 marks 61-65% = 13 marks 66-70% = 14 marks 71-75% = 15 marks 76-80% = 16 marks 81-85% = 17 marks 86-90% = 18 marks 91-95% = 19 marks 96-100% = 20 marks Criterion 2: Outcome of movement performance (5x2=10 marks) Requires significant attention: movements do not produce the desired outcome at all (0-1 mark) Requires further attention and refinement: lapses in movements which do not always produce the desired outcome (2-3 marks) Efficient, effective and appropriate: movements mostly produce the correct desired outcome (4 marks) Exceptional level of skill: movements always produce the desired outcome (5 marks) A class list will be used to generate a mark out of 20 for participation and a mark out of 10 for movement performance at the end of each term. This means, four lists for each of Grades 4, 5 and 6. The number of PE periods per term will depend on the Department of Basic Education school calendar for the year. Example of the class list for participation and movement performance in Physical Education: TERM 1 1. Frequency of participation PE periods per term (P1= period 1) 2. Movement performance TOTAL FOR TERM Learners’ Names P1 P2 P3 P4 P5 P6 % Marks 20 1st Observation 2nd Observation Total marks 10 30 1. 2. 3. 4. 5. Note. Criterion 1: frequency of participation Each learner will be allocated a mark out of 20 at the end of each term based on his/her frequency of participation across the Physical Education periods. An ‘a’ will indicate that the learner was absent for that particular period and an ‘x’ that the learner was present in class, but did not participate. A learner who always participates when he/she is present in class should not be penalised when absent, but a learner who participates on and off when present should be penalised when absent. Divide number of times a learner participated by number of PE periods per term and multiply by 100 to obtain a LIFE SKILLS GRADES 4-6 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) percentage and then convert to a mark out 20 according to the assessment tool above. Criterion 2: movement performance While a record will be kept of learner participation per week, each learner will not be assessed on movement performance in every Physical Education period, but will be formally observed at least twice across a school term for formal assessment purposes to determine the level of movement performance. Allocate a mark out of five (5) for each of the two observations to obtain a final mark out of ten (10) according to the assessment tool above. Total for the term The marks awarded for frequency of participation and movement performance respectively for the term are added up to arrive at a mark out of 30 per learner. The mark obtained out of 30 is the PET mark to be formally recorded on the record sheet for the term. 4.4.3 Assessment in Creative Arts The most important aim of Creative Arts at this level is that learners should engage fully in experiential learning, to develop creativity, expressiveness, communicating in different ways and enjoyment of the arts. There should be feedback from the teacher (brief, meaningful, constructive comments appearing in each learner’s report) for both Visual Arts and Performing Arts at the end of each term. The teacher will observe learners’ participation and ability to respond to instructions, improvise with confidence, communicate through visual or performance arts’ tools, work sensibly with others and be creative. Formal Assessment Requirements: The Creative Arts Task (CAT) is administered twice a year for each stream (Visual and Performing Arts) in Grades 4, 5 and 6. By mid-year, a CAT for each of Visual and Performing Arts should have been administered, and again by the end of the year. This means that a CAT assessment should be held in each term. Participation in both streams will be assessed informally through class observation and reported in each term. Ability for only one stream will be formally assessed per term. When assessing Performing Arts, it is important that the teacher choose a CAT that comprises of at least TWO of the three art forms. The two Visual Arts CATs will add up to a total of 80 marks and similarly, the two Performing Arts CATs will add up to a total of 80 marks. The marks obtained give a total mark out of 160 for the CAT at the end of each grade. The mark allocation for the CAT is 40% of the total mark out of 400 for Life Skills, that is, 160 marks. Visual Arts CATs can take the form of any creative task from the term, which takes a minimum of 3 periods to complete. Performing Arts CATs can be taken from any of the tasks in Topics 2 or 3 for the term, which combine use of at least LIFE SKILLS GRADES 4-6 CAPS 57 TWO of three art forms. Creative Arts Year Plan: Term 1: CAT (Visual or Performing Arts) 40 marks Term 2: CAT (Performing or Visual Arts) 40 marks NOTE: By mid-year, both streams should have been assessed. Term 3: CAT (Visual or Performing Arts) 40 marks Term 4: CAT (Performing or Visual Arts) 40 marks NOTE: By end-year, both streams should have been assessed for the second time, to indicate progression. TOTAL CREATIVE ARTS MARKS FOR THE YEAR: 160 marks In Creative Arts formal assessment is done through practical assessment tasks, not written examinations. 4.5 RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to progress or to be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways which include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers will record LIFE SKILLS GRADES 4-6 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. When recording and reporting on learner performance in Life Skills, the following marks are applicable per term: Term Grade 4 Tasks Grade 5 Tasks Grade 6 Tasks Marks per term For recording For reporting 1 Assignment/ Design and make Assignment/Case study/ Design and make Assignment/ Case study 30 100 PET PET PET 30 CAT CAT CAT 40 2 PSW: Test PSW: Test PSW: Test 30 PET PET PET 30 100 CAT CAT CAT 40 3 PSW: Project PSW: Project PSW: Project 30 PET PET PET 30 100 CAT CAT CAT 40 4 PSW: Examination PSW: Examination PSW: Examination 30 PET PET PET 30 100 CAT CAT CAT 40 Total 400 400 N.B. The assignment, design and make, case study, test, project and examination are formal assessment tasks for Personal and Social Well-being (PSW) for each of the Grades 4,5 and 6. The various achievement levels and their corresponding percentage bands are as follows:. Codes and percentages for recording and reporting Rating Code Description of Competence Percentage 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 - 29 4.6 MODERATION OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices should be in place for the quality assurance of the subject assessments. All Personal and Social Well-being formal assessment tasks should be internally moderated by the head of the department or subject head at a school. The subject advisor will moderate a sample of these tasks during her/his school visits, to verify the standard of the internal moderation LIFE SKILLS GRADES 4-6 CAPS 59 4.7 GENERAL This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and 4.7.2 National Protocol for Assessment Grades R-12. LIFE SKILLS GRADES 4-6 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     MATHEMATICS Curriculum and Assessment Policy Statement Intermediate Phase Grades 4-6 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 4-6 MATHEMATICS MATHEMATICS GRADES 4-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0491-6 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works MATHEMATICS GRADES 4-6 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION MATHEMATICS GRADES 4-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADES 4-6 CAPS 1 CONTENTS Section 1: INTRODUCTION AND BACKROUND .................................................................................3 1.1. Background .................................................................................................................................................... 3 1.2. Overview ..................................................................................................................................................... 3 1.3. General aims of the South African curriculum............................................................................................ 4 1.4. Time allocations ............................................................................................................................................. 6 1.4.1 Foundation Phase.................................................................................................................................. 6 1.4.2 Intermediate Phase................................................................................................................................ 6 1.4.3 Senior Phase.......................................................................................................................................... 7 1.4.4 Grades 10-12 ......................................................................................................................................... 7 SECTION 2: DEFINITION, AIMS, SKILLS AND CONTENT .....................................................................8 2.1 Introduction .................................................................................................................................................... 8 2.2 What is Mathematics?.................................................................................................................................... 8 2.3 Specific aims .................................................................................................................................................. 8 2.4 Specific skills.................................................................................................................................................. 8 2.5 Focus of content areas.................................................................................................................................. 9 Mathematics content knowledge.................................................................................................................... 10 2.6 Weighting of content areas ......................................................................................................................... 12 2.7 Specification of content............................................................................................................................... 12 • Numbers, Operations and Relationships .................................................................................................. 13 • Patterns, Functions and Algebra............................................................................................................... 18 • Space and Shape (Geometry) .................................................................................................................. 21 • Measurement ............................................................................................................................................ 26 • Data handling............................................................................................................................................ 30 SECTION 3: CLARIFICATION OF CONTENT ........................................................................................32 3.1 Introduction .................................................................................................................................................. 32 3.2 Allocation of teaching time ......................................................................................................................... 32 3.3 Clarification notes with teaching guidelines ............................................................................................. 33 3.3.1 Clarification of content for Grade 4 ...................................................................................................... 35 • Grade 4 term 1................................................................................................................................ 35 • Grade 4 term 2................................................................................................................................ 66 MATHEMATICS GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Grade 4 term 3................................................................................................................................ 86 • Grade 4 term 4.............................................................................................................................. 104 3.3.2 Clarification of content for Grade 5 .................................................................................................... 123 • Grade 5 term 1.............................................................................................................................. 123 • Grade 5 term 2.............................................................................................................................. 154 • Grade 5 term 3.............................................................................................................................. 174 • Grade 5 term 4.............................................................................................................................. 194 3.3.3. Clarification of content for Grade 6 .................................................................................................... 213 • Grade 6 term 1.............................................................................................................................. 213 • Grade 6 term 2.............................................................................................................................. 239 • Grade 6 term 3.............................................................................................................................. 257 • Grade 6 term 4.............................................................................................................................. 276 SECTION 4: ASSESSMENT .................................................................................................................293 4.1 Introduction ............................................................................................................................................... 293 4.2 Types of assessment ................................................................................................................................. 293 4.3 Informal or daily assessment.................................................................................................................... 294 4.4 Formal assessment.................................................................................................................................... 294 4.5 Recording and reporting ........................................................................................................................... 296 4.6 Moderation of assessment........................................................................................................................ 297 4.7 General ................................................................................................................................................. 297 MATHEMATICS GRADES 4-6 CAPS 3 Section 1: INTRODUCTION AND BACKGROUND 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; MATHEMATICS GRADES 4-6 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; MATHEMATICS GRADES 4-6 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). MATHEMATICS GRADES 4-6 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 MATHEMATICS GRADES 4-6 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. MATHEMATICS GRADES 4-6 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: DEFINITION, AIMS, SKILLS AND CONTENT 2.1 Introduction In Section 2, the Intermediate Phase Mathematics Curriculum and Assessment Policy Statement (CAPS) provides teachers with a definition of mathematics, specific aims, specific skills, focus of content areas, weighting of content areas and content specification. 2.2 What is Mathematics? Mathematics is a language that makes use of symbols and notations to describe numerical, geometric and graphical relationships. It is a human activity that involves observing, representing and investigating patterns and quantitative relationships in physical and social phenomena and between mathematical objects themselves. It helps to develop mental processes that enhance logical and critical thinking, accuracy and problem-solving that will contribute in decision-making. 2.3 Specific Aims The teaching and learning of Mathematics aims to develop: • a critical awareness of how mathematical relationships are used in social, environmental, cultural and economic relations; • confidence and competence to deal with any mathematical situation without being hindered by a fear of Mathematics • a spirit of curiosity and a love for Mathematics • an appreciation for the beauty and elegance of Mathematics • recognition that Mathematics is a creative part of human activity • deep conceptual understanding in order to make sense of Mathematics • Acquisition of specific knowledge and skills necessary for: - the application of Mathematics to physical, social and mathematical problems - the study of related subject matter (e.g. other subjects) - further study in Mathematics. 2.4 Specific Skills To develop essential mathematical skills the learner should • develop the correct use of the language of Mathematics • develop number vocabulary, number concept and calculation and application skills MATHEMATICS GRADES 4-6 CAPS 9 • learn to listen, communicate, think, reason logically and apply the mathematical knowledge gained • learn to investigate, analyse, represent and interpret information • learn to pose and solve problems • build an awareness of the important role th at Mathematics plays in real life situations including the personal development of the learner. 2.5 Focus of content areas Mathematics in the Intermediate Phase covers five Content Areas. • Numbers, Operations and Relationships; • Patterns, Functions and Algebra; • Space and Shape (Geometry); • Measurement; and • Data Handling. Each content area contributes towards the acquisition of specific skills. The table below shows the general focus of the content areas as well as the specific focus of the content areas for the Intermediate Phase. MATHEMATICS GRADES 4-6 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS CONTENT KNOWLEDGE Content area General content focus Intermediate Phase specific content focus Numbers, Operations and Relationships Development of number sense that includes: • the meaning of different kinds of numbers • relationship between different kinds of numbers • the relative size of different numbers • representation of numbers in various ways • the effect of operating with numbers • the ability to estimate and check solutions. • The range of numbers developed by the end of the Intermediate Phase is extended to at least 9-digit whole numbers, decimal fractions to at least 2 decimal places, common fractions and fractions written in percentage form. • In this phase, the learner is expected to move from counting reliably to calculating fluently in all four operations. The learner should be encouraged to memorise with understanding ,multiply fluently, and sharpen mental calculation skills. • Attention needs to be focused on understanding the concept of place value so that the learner develops a sense of large numbers and decimal fractions. • The learner should recognize and describe properties of numbers and operations, including identity properties, factors, multiples, and commutative, associative and distributive properties. Patterns, Functions and Algebra Algebra is the language for investigating and communicating most of Mathematics and can be extended to the study of functions and other relationships between variables. A central part of this content area is for the learner to achieve efficient manipulative skills in the use of algebra. It also focuses on the: • description of patterns and relationships through the use of symbolic expressions, graphs and tables • identification and analysis of regularities and change in patterns, and relationships that enable learners to make predictions and solve problems. • Numeric and geometric patterns are extended with a special focus on the relationships: - between terms in a sequence - between the number of the term (its place in the sequence) and the term itself. • The study of numeric and geometric patterns develops the concepts of variables, relationships and functions. The understanding of these relationships will enable learners to describe the rules generating the patterns. • This phase has a particular focus on the use of different, yet equivalent, representations to describe problems or relationships by means of flow diagrams, tables, number sentences or verbally. Space and Shape (Geometry) The study of Space and Shape improves understanding and appreciation of the pattern, precision, achievement and beauty in natural and cultural forms. It focuses on the properties, relationships, orientations, positions and transformations of two-dimensional shapes and three-dimensional objects. • The learner’s experience of space and shape in this phase moves from recognition and simple description to classification and more detailed description of characteristics and properties of two-dimensional shapes and three-dimensional objects. • Learners should be given opportunities to: - draw two-dimensional shapes and make models of three-dimensional objects - describe location, transformations and symmetry. MATHEMATICS GRADES 4-6 CAPS 11 MATHEMATICS CONTENT KNOWLEDGE Content area General content focus Intermediate Phase specific content focus Measurement Measurement focuses on the selection and use of appropriate units, instruments and formulae to quantify characteristics of events, shapes, objects and the environment. It relates directly to the learner’s scientific, technological and economic worlds, enabling the learner to: • make sensible estimates • be alert to the reasonableness of measurements and results. • Learners should be exposed to a variety of measurement activities. • Learners should be introduced to the use of standardised units of measurement and appropriate instruments for measuring. They should be able to estimate and verify results through accurate measurement. • Learners should be able to select and convert between appropriate units of measurement. • Measurement in this phase should also enable the learner to: - informally measure angles, area, perimeter and capacity/volume; - discuss and describe the historical development of measuring instruments and tools • Measurement provides a context for learners to use common fractions and decimal fractions. Data handling Data handling involves asking questions and finding answers in order to describe events and the social, technological and economic environment. Through the study of data handling, the learner develops the skills to collect, organize, represent, analyze, interpret and report data. • The study of probability enables the learner to develop skills and techniques for making informed predictions, and describing randomness and uncertainty. It develops awareness that - different situations have different probabilities of occurring - for many situations, there are a finite number of different possible outcomes. • Learners should focus on all the skills that enable them to move from collecting data to reporting on data.. • Learners should be exposed to: - a variety of contexts for collecting and interpreting data - a range of questions that are posed and answered related to data • Learners should begin to analyse data critically through exposure to some factors that impact on data such as from whom, when and where data is collected. • The focus of probability is to perform repeated events in order to list, count and predict outcomes.. • Learners are not expected to calculate the probability of events occurring MATHEMATICS GRADES 4-6 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.6 Weighting of content areas • The weighting of Mathematics content areas serves two primary purposes: • guidance regarding the time needed to adequately address the content within each content area guidance on the spread of content in the examination (especially end- of-the year summative assessment). The weighting of the content areas is the same for each grade in this phase. WEIGHTING OF CONTENT AREAS Content Area Grade 4 Grade 5 Grade 6 Numbers, Operations and Relationships* 50% 50% 50% Patterns, Functions and Algebra 10% 10% 10% Space and Shape (Geometry) 15% 15% 15% Measurement 15% 15% 15% Data handling 10% 10% 10% 100% 100% 100% * The weighting of Number, Operations and Relationships has been increased to 50% for all three grades. This is an attempt to ensure that learners are sufficiently numerate when they enter the Senior Phase. 2.7 Specification of content The Specification of Content in Section 2 shows progression in terms of concepts and skills from Grade 4 to Grade 6 for each Content Area. However, in certain topics the concepts and skills are similar in two or three successive grades. The Clarification of Content in Section 3 provides guidelines on how progression should be addressed in these cases. The Specification of Content in Section 2 should therefore be read in conjunction with the Clarification of Content in Section 3. MATHEMATICS GRADES 4-6 CAPS 13 SPECIFICATION OF CONTENT (Phase Overview) Numbers, Operations and Relationships • The main progression in Numbers, Operations and Relationships happens in three ways: - the number range increases - different kinds of numbers are introduced - the calculation techniques change. • The number range for doing calculations is different from the number range for ordering numbers and for finding multiples and factors. • As the number range for doing calculations increases up to Grade 6, learners should develop more efficient techniques for calculations, including using columns and learning how to use the calculator. These techniques however should only be introduced and encouraged once learners have an adequate sense of place value and understanding of the properties of numbers and operations. • Contextual problems should consider the number range for the grade as well as the calculation competencies of learners. • Contexts for solving problems should build awareness of other subject and content areas, as well as social, economic and environmental issues. TOPICS GRADE 4 GRADE 5 GRADE 6 1.1 Whole numbers Mental calculations involving: • Addition and subtraction of: - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 10 x 10 • Multiplication facts of: - units by multiples of 10 - Units by multiples of 100 Mental calculations involving: • Addition and subtraction of: - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 10 x 10 • Multiplication facts of: - units by multiples of 10 - units by multiples of 100 - units by multiples of 1 000 - units by multiples of 10 000 Mental calculations involving: • Addition and subtraction of: - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 12 x 12 • Multiplication facts of: - units and tens by multiples of 10 - units and tens by multiples of 100 - units and tens by multiples of 1 000 - units and tens by multiples of 10 000 MATHEMATICS GRADES 4-6 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 4 GRADE 5 GRADE 6 1.1 Whole numbers Number range for counting, ordering, comparing and representing, and place value of digits • Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 10 000. • Order, compare and represent numbers to at least 4-digit numbers • Represent odd and even numbers to at least 1 000. • Recognize the place value of digits in whole numbers to at least 4-digit numbers • Round off to the nearest 10, 100, 1 000 Number range for calculations • Addition and subtraction of whole numbers of at least 4 digits • Multiplication of at least whole 2-digit by 2-digit numbers • Division of at least whole 3-digit by 1-digit numbers Calculation techniques • Use a range of techniques to perform and check written and mental calculations of whole numbers including - estimation - building up and breaking down numbers - rounding off and compensating - doubling and halving - using a number line - using addition and subtraction as inverse operations - using multiplication and division as inverse operations Number range for counting, ordering, comparing, representing and place value of digits • Count forwards and backwards in whole number intervals up to at least 10 000 • Order, compare and represent numbers to at least 6-digit numbers • Represent odd and even numbers to at least 1 000. • Recognize the place value of digits in whole numbers to at least 6 digit numbers. • Round off to the nearest 5, 10, 100 and 1 000 Number range for calculations • Addition and subtraction of whole numbers of at least 5 digits • Multiplication of at least whole 3-digit by 2-digit numbers • Division of at least whole 3-digit by 2-digit numbers Calculation techniques • Using a range of techniques to perform and check written and mental calculations of whole numbers including: - estimation - adding and subtracting in columns - building up and breaking down numbers - using a number line - rounding off and compensating - doubling and halving - using addition and subtraction as inverse operations - using multiplication and division as inverse operations Number range for counting, ordering, comparing, representing and place value of digits • Order, compare and represent numbers to at least 9-digit numbers • Represent prime numbers to at least 100 • Recognizing the place value of digits in whole numbers to at least 9-digit numbers • Round off to the nearest 5, 10, 100, 1 000, 100 000, and 1 000 000 Number range for calculations • Addition and subtraction of whole numbers of at least 6 digits • Multiplication of at least whole 4-digit by 3-digit numbers • Division of at least whole 4-digit by 3-digit numbers • Multiple operations on whole numbers with or without brackets Calculation techniques • Using a range of techniques to perform and check written and mental calculations of whole numbers including: - estimation - adding, subtracting and multiplying in columns - long division - building up and breaking down numbers - rounding off and compensating - using addition and subtraction as inverse operations - using multiplication and division as inverse operations - using a calculator MATHEMATICS GRADES 4-6 CAPS 15 TOPICS GRADE 4 GRADE 5 GRADE 6 1.1 Whole numbers Number range for multiples and factors • Multiples of 1-digit numbers to at least 100 Properties of whole numbers • Recognize and use the commutative, associative, and distributive properties with whole numbers Solving problems • Solve problems in contexts involving whole numbers, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) - grouping and equal sharing with remainders Number range for multiples and factors • Multiples of 2-digits whole numbers to at least 100 • Factors of 2-digit whole numbers to at least 100 Properties of whole numbers • Recognize and use the commutative, associative, distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Solving problems • Solve problems involving whole numbers, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) - grouping and equal sharing with remainders Number range for multiples and factors • Multiples of 2-digit and 3-digit numbers • Factors of 2-digit and 3-digit whole numbers • Prime factors of numbers to at least 100 Properties of whole numbers • Recognize and use the commutative, associative, distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Solving problems • Solve problems involving whole numbers and decimal fractions, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) - grouping and equal sharing with remainders MATHEMATICS GRADES 4-6 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 4 GRADE 5 GRADE 6 1.2 Common Fractions Describing and ordering fractions: • Compare and order common fractions with different denominators (halves; thirds, quarters; fifths; sixths; sevenths; eighths) • Describe and compare common fractions in diagram form Calculations with fractions: • Addition of common fractions with the same denominators • Recognize, describe and use the equivalence of division and fractions Solving problems • Solve problems in contexts involving fractions, including grouping and equal sharing Equivalent forms: • Recognize and use equivalent forms of common fractions (fractions in which one denominator is a multiple of another) Describing and ordering fractions: • Count forwards and backwards in fractions • Compare and order common fractions to at least twelfths Calculations with fractions: • Addition and subtraction of common fractions with the same denominators • Addition and subtraction of mixed numbers • Fractions of whole numbers which result in whole numbers • Recognize, describe and use the equivalence of division and fractions Solving problems • Solve problems in contexts involving common fractions, including grouping and sharing Equivalent forms: • Recognize and use equivalent forms of common fractions (fractions in which one denominator is a multiple of another) Describing and ordering fractions: • Compare and order common fractions, including tenths and hundredths Calculations with fractions: • Addition and subtraction of common fractions in which one denominator is a multiple of another • Addition and subtraction of mixed numbers • Fractions of whole numbers Solving problems • Solve problems in contexts involving common fractions, including grouping and sharing Percentages • Find percentages of whole numbers Equivalent forms: • Recognize and use equivalent forms of common fractions with 1-digit or 2-digit denominators (fractions in which one denominator is a multiple of another) • Recognize equivalence between common fraction and decimal fraction forms of the same number • Recognize equivalence between common fraction, decimal fraction and percentage forms of the same number MATHEMATICS GRADES 4-6 CAPS 17 TOPICS GRADE 4 GRADE 5 GRADE 6 1.3 Decimal fractions Recognizing, ordering and place value of decimal fractions • Count forwards and backwards in decimal fractions to at least two decimal places • Compare and order decimal fractions to at least two decimal places • Place value of digits to at least two decimal places Calculations with decimal fractions • Addition and subtraction of decimal fractions with at least two decimal places • Multiply decimal fractions by 10 and 100 Solving problems • Solve problems in context involving decimal fractions Equivalent forms: • Recognize equivalence between common fraction and decimal fraction forms of the same number • Recognize equivalence between common fraction, decimal fraction and percentage forms of the same number MATHEMATICS GRADES 4-6 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SPECIFICATION OF CONTENT (Phase Overview) Patterns, Functions and Algebra • The main progression in Patterns, Functions and Algebra occurs in the range and complexity of relationships between numbers in the patterns. • In Patterns, Functions and Algebra, learners are given opportunities to: - complete and extend patterns - represent patterns in different forms - identify and describe patterns. This prepares learners to describe rules for patterns, which become more formalized in algebraic work in the Senior Phase. • In this phase, the emphasis is on practice with completing and extending number patterns as well as representing patterns in different forms. • Patterns, Functions and Algebra also provide opportunities to develop an understanding of the properties of operations with whole numbers e.g. commutative, distributive, and inverse operations. • Finding input and output values gives learners practice in thinking about and describing functional relationships between numbers. • Writing and solving number sentences prepares learners for writing algebraic expressions and solving equations in the Senior Phase. Writing and solving number sentences also provides opportunity to consolidate learners’ number knowledge. TOPICS GRADE 4 GRADE 5 GRADE 6 2.1 Numeric patterns Investigate and extend patterns • Investigate and extend numeric patterns looking for relationships or rules of patterns: - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values • Determine input values, output values and rules for patterns and relationships using - flow diagrams - tables Investigate and extend patterns • Investigate and extend numeric patterns looking for relationships or rules of patterns: - sequences not limited to a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values • Determine input values, output values and rules for the patterns and relationships using flow diagrams - flow diagrams - tables Investigate and extend patterns • Investigate and extend numeric patterns looking for relationships or rules of patterns: - sequences not limited to a constant difference or ratio - of learner’s own creation - represented in tables • Describe the general rules for the observed relationships Input and output values • Determine input values, output values and rules for the patterns and relationships using: - flow diagrams - tables MATHEMATICS GRADES 4-6 CAPS 19 TOPICS GRADE 4 GRADE 5 GRADE 6 2.1 Numeric patterns Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • in a table • by a number sentence Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • in a table • by a number sentence Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • in a table • by a number sentence 2.2 Geometric patterns Investigate and extend patterns • Investigate and extend geometric patterns looking for relationships or rules of patterns - represented in physical or diagram form - sequences not limited to a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for the patterns and relationships using flow diagrams Equivalent forms • Determine equivalence of different descriptions of the same relationship or rule presented - verbally - in a flow diagram - by a number sentence Investigate and extend patterns • Investigate and extend geometric patterns looking for relationships or rules of patterns - represented in physical or diagram form - sequences not limited to a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for the patterns and relationships using flow diagrams Equivalent forms • Determine equivalence of different descriptions of the same relationship or rule presented - verbally - in a flow diagram - by a number sentence Investigate and extend patterns • Investigate and extend geometric patterns looking for relationships or rules of patterns - represented in physical or diagram form - sequences not limited to a constant difference or ratio - of learner’s own creation - represented in tables • Describe the general rules for the observed relationships Input and output values Determine input values, output values and rules for the patterns and relationships using • flow diagrams • tables Equivalent forms • Determine equivalence of different descriptions of the same relationship or rule presented - verbally - in a flow diagram - in a table - by a number sentence MATHEMATICS GRADES 4-6 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 4 GRADE 5 GRADE 6 2.3 Number sentences (Introduction to Algebraic Expressions) Number sentences • Write number sentences to describe problem situations • Solve and complete number sentences by - inspection - trial and improvement • Check solution by substitution Number sentences • Write number sentences to describe problem situations • Solve and complete number sentences by - inspection - trial and improvement • Check solution by substitution Number sentences • Write number sentences to describe problem situations • Solve and complete number sentences by - inspection - trial and improvement • Check solution by substitution MATHEMATICS GRADES 4-6 CAPS 21 SPECIFICATION OF CONTENT (Phase Overview) Space and Shape (Geometry) • The main progression in Space and Shape (Geometry) is achieved by a focus on new properties and characteristics of 2-D shapes and 3-D objects in each grade. • Learners are given opportunities to identify and describe characteristics of 2-D shapes and 3-D objects and to develop their abilities to classify shapes and objects in the Senior Phase TOPICS GRADE 4 GRADE 5 GRADE 6 3.1 Properties of 2-D shapes Range of shapes • Recognize, visualize and name 2-D shapes in the environment and geometric settings - regular and irregular polygons – triangles, squares, rectangles, other quadrilaterals, pentagons, hexagons - circles Characteristics of shapes • Describe, sort and compare 2-D shapes in terms of - straight and curved sides - number of sides Range of shapes • Recognize, visualize and name 2-D shapes in the environment and geometric setting, focusing on • regular and irregular polygons - triangles, squares, rectangles, other quadrilaterals, pentagons, hexagons, heptagons • circles • similarities and differences between squares and rectangles Characteristics of shapes • Describe, sort and compare 2-D shapes in terms of - straight and curved sides - number of sides - lengths of sides - angles in shapes, limited to ◊ right angles ◊ angles smaller than right angles ◊ angles greater than right angles Further activities • Draw 2-D shapes on grid paper Range of shapes • Recognize, visualize and name 2-D shapes in the environment and geometric settings, focusing on - regular and irregular polygons - triangles, squares, rectangles, parallelograms, other quadrilaterals, pentagons, hexagons, heptagons, octagons - circles - similarities and differences between rectangles and parallelograms Characteristics of shapes • Describe, sort and compare 2-D shapes in terms of - number of sides - lengths of sides - sizes of angles ◊ acute ◊ right ◊ obtuse ◊ straight ◊ reflex ◊ revolution Further activities • Draw 2-D shapes on grid paper • Draw circles, patterns in circles and patterns with circles using a pair of pair of compasseses MATHEMATICS GRADES 4-6 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 4 GRADE 5 GRADE 6 3.1 Properties of 2-D shapes Further activities • Draw 2-D shapes on grid paper Angles • Recognize and describe angles in 2-D shapes: - right angles - angles smaller than right angles - angles greater than right angles Angles • Recognize and name the following angles in 2-D shapes: - acute - right - obtuse - straight - reflex - revolution 3.2 Properties of 3-D objects Range of objects • Recognize, visualize and name 3-D objects in the environment and geometric settings, focusing on: - rectangular prisms, - spheres - cylinders - pyramids characteristics of objects • Describe, sort and compare 3-D objects in terms of - shapes of faces - flat and curved surfaces Further activities • Make 3-D models using cut out polygons Range of objects • Recognize, visualize and name 3-D objects in the environment and geometric settings, focusing on: - rectangular prisms and other prisms - cubes - cylinders - cones - pyramids - similarities and differences between cubes and rectangular prisms characteristics of objects • Describe, sort and compare 3-D objects in terms of - shape of faces - number of faces - flat and curved surfaces Further activities • Make 3-D models using cut out polygons • Cut open boxes to trace and describe their nets Range of objects • Recognize, visualize and name 3-D objects in the environment and geometric settings, focusing on - rectangular prisms - cubes - tetrahedrons - pyramids - similarities and differences between tetrahedrons and other pyramids characteristics of objects • Describe, sort and compare 3-D objects in terms of - number and shape of faces - number of vertices - number of edges Further activities • Make 3-D models using: - drinking straws, toothpicks etc - nets MATHEMATICS GRADES 4-6 CAPS 23 TOPICS GRADE 4 GRADE 5 GRADE 6 3.3 Symmetry Symmetry • Recognize, draw and describe line(s) of symmetry in 2-D shapes Symmetry • Recognize, draw and describe line(s) of symmetry in 2-D shapes Symmetry • Recognize, draw and describe line(s) of symmetry in 2-D shapes 3.4 Transformations Build composite shapes • Put 2-D shapes together to make different composite 2-D shapes including some shapes with line symmetry. Tessellations • Pack out 2-D shapes to make tessellated patterns including some patterns with line symmetry. Describe patterns • Refer to lines, 2-D shapes, 3-D objects and lines of symmetry when describing patterns - in nature - from modern everyday life - our cultural heritage Use transformations to make composite shapes • Make composite 2-D shapes including shapes with line symmetry by tracing and moving a 2-D shape in one or more of the following ways: - by rotation - by translation - by reflection Use transformations to make tessellations • Make tessellated patterns including some patterns with line symmetry by tracing and moving 2-D shapes in one or more of the following ways - by rotation - by translation - by reflection Describe patterns • Refer to lines, 2-D shapes, 3-D objects, lines of symmetry, rotations, reflections and translations when describing patterns - in nature - from modern everyday life - from our cultural heritage Enlargement and reductions • Draw enlargement and reductions of 2-D shapes to compare size and shape of - triangles - quadrilaterals Describe patterns • Refer to lines, 2-D shapes, 3-D objects, lines of symmetry, rotations, reflections and translations when describing patterns - in nature - from modern everyday life - from our cultural heritage 3.5 Viewing of objects Position and views • Match different views of everyday objects • Identify everyday objects from different views Position and views Links the position of viewer to views of: • single everyday objects • collections of everyday objects or everyday scenes Position and views Links the position of viewer to views of: • single everyday objects or collections of objects • single or composite geometric objects MATHEMATICS GRADES 4-6 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 4 GRADE 5 GRADE 6 3.6 Position and movement Location and directions • Locate position of objects, drawings or symbols on a grid with alpha-numeric grid references • Locate positions of objects on a map by using alpha-numeric grid references Location and directions • Locate position of objects, drawings or symbols on a grid with alpha-numeric grid references • Locate positions of objects on a map by using alpha-numeric grid references • Follow directions to trace a path between positions on a map Location and directions • Locate position of objects, drawings or symbols on a grid with alpha-numeric grid references • Locate positions of objects on a map by using alpha-numeric grid references • Give directions to move between positions or places on a map MATHEMATICS GRADES 4-6 CAPS 25 SPECIFICATION OF CONTENT (Phase Overview) Measurement • The main progression in measurement across the grades is achieved by - the introduction of new measuring units, particularly in Grades 4 and 6. - the increase in number range and complexity of calculations that learners are able to do in each grade • Practical measuring using measuring instruments is central to measurement in this phase. • In the sequencing of measurement topics within each grade, cognizance should be taken of the number work that has already been covered in that year, particularly with regard to calculations and solving problems. TOPICS GRADE 4 GRADE 5 GRADE 6 4.1 Length Practical measuring of 2-D shapes and 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments: rulers, metre sticks, tape measures, trundle wheels Units: millimetres (mm), centimetres (cm), metres (m), kilometres (km) Calculations and problem-solving involving length • Solve problems in contexts involving length • Conversions include converting between - millimetres (mm), and centimetres (cm) - centimetres (cm) and metres (m) - metres (m) and kilometres (km) • Conversions limited to whole numbers and common fractions Practical measuring of 2-D shapes and 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments: rulers, metre sticks, tape measures, trundle wheels Units: millimetres (mm), centimetres (cm), metres (m), kilometres (km) Calculations and problem-solving involving length • Solve problems in contexts involving length • Conversions include converting between any of the following units: - millimetres (mm) - centimetres (cm) - metres (m) - kilometres (km) • Conversions limited to whole numbers and common fractions Practical measuring of 2-D shapes and 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments: rulers, metre sticks, tape measures, trundle wheels Units: millimetres (mm), centimetres (cm), metres (m), kilometres (km) • Calculations and problem-solving involving length • Solve problems in contexts involving length • Conversions include converting between any of the following units: - millimetres (mm) - centimetres (cm) - metres (m) - kilometres (km) • Conversions should include common fraction and decimal fractions to 2 decimal places MATHEMATICS GRADES 4-6 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 4 GRADE 5 GRADE 6 4.2 Mass Practical measuring of 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments: bathroom scales, kitchen scales and balances Units: grams (g) and kilograms (kg); Calculations and problem-solving involving mass include: • problems in contexts involving mass • converting between grams and kilograms limited to examples with whole numbers and fractions Practical measuring of 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments: bathroom scales, kitchen scales and balances Units: grams (g) and kilograms (kg); Calculations and problem-solving involving mass include: • problems in contexts involving mass • converting between grams and kilograms limited to examples with whole numbers and fractions Practical measuring of 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments: bathroom scales (analogue and digital); , kitchen scales (analogue and digital) and balances Units: grams (g) and kilograms (kg); Calculations and problem-solving involving mass include: • problems in contexts involving mass • converting between grams and kilograms • conversions should include fraction and decimal forms (to 2 decimal places) 4.3 Capacity/Volume Practical measuring of 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments: measuring spoons, measuring cups, measuring jugs Units: millilitres (ml) , litres (l) Calculations and problem solving involving capacity/volume include: • problems in contexts involving capacity/volume • converting between litres and millilitres limited to examples with whole numbers and fractions Practical measuring of 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments: measuring spoons, measuring cups, measuring jugs Units: millilitres (ml) , litres (l) Calculations and problem solving involving capacity/volume include: • problems in contexts involving capacity/volume • converting between litres and millilitres limited to examples with whole numbers and fractions Practical measuring of 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments: measuring jugs Units: millilitres (ml), litres (l) and kilolitres (kl) Calculations and problem solving involving capacity/volume include: • problems in contexts involving capacity/volume • converting between kilolitres, litres and millilitres - conversions should include fraction and decimal forms (to 2 decimal places) MATHEMATICS GRADES 4-6 CAPS 27 TOPICS GRADE 4 GRADE 5 GRADE 6 4.4 Time Reading time and time instruments • Read, tell and write time in 12-hour and 24-hour formats on both analogue and digital instruments in- hours - minutes - seconds • Instruments include clocks and watches Reading calendars Calculations and problem solving time include • problems in contexts involving time • calculation of the number of days between any two dates within the same or consecutive years • calculation of time intervals where time is given in minutes or hours only History of time Know some ways in which time was measured and represented in the past Reading time and time instruments • Read, tell and write time in 12-hour and 24-hour formats on both analogue and digital instruments in- hours - minutes - seconds • Instruments include clocks, watches and stopwatches Reading calendars Calculations and problem solving time include • problems in contexts involving time • calculation of time intervals where time is given in - seconds and/or minutes - minutes and/or hours - hours and/or days - days, weeks and/or months - years and/or decades History of time Know some ways in which time was measured and represented in the past Reading time and time instruments • Read, tell and write time in 12-hour and 24-hour formats on both analogue and digital instruments in- hours - minutes - seconds • Instruments include clocks, watches and stopwatches Reading calendars Calculations and problem solving time include • problems in contexts involving time • reading time zone maps and calculating time differences based on time zones • calculation of time intervals where time is given in - seconds and/or minutes - minutes and/or hours - hours and/or days - days, weeks and/or months - years and/or decades - centuries, decades and/or years History of time Know some ways in which time was measured and represented in the past. MATHEMATICS GRADES 4-6 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 4 GRADE 5 GRADE 6 4.5 Temperature Practical measuring of temperature by • estimating • measuring • recording • comparing and ordering Measuring instruments: • thermometers Units: • degrees Celsius Calculations and problem-solving related to temperature include: • problems in contexts related to temperatures • calculating temperature differences limited to positive whole numbers Practical measuring of temperature by • estimating • measuring • recording • comparing and ordering Measuring instruments: • thermometers (analogue and digital) Units: • degrees Celsius Calculations and problem-solving related to temperature include: • problems in contexts related to temperatures • calculating temperature differences limited to positive whole numbers 4.6 Perimeter, surface area and volume Perimeter Measure perimeter using rulers or measuring tapes Measurement of area • Find areas of regular and irregular shapes by counting squares on grids in order to develop an understanding of square units Measurement of volume • Find volume/capacity of objects by packing or filling them in order to develop an understanding of cubic units Perimeter Measure perimeter using rulers or measuring tapes Measurement of area • Find areas of regular and irregular shapes by counting squares on grids in order to develop an understanding of square units Measurement of volume • Find volume/capacity of objects by packing or filling them in order to develop an understanding of cubic units Perimeter Measure perimeter using rulers or measuring tapes Measurement of area • Continue to find areas of regular and irregular shapes by counting squares on grids • Develop rules for calculating the areas of squares and rectangles Measurement of volume • Continue to find volume/capacity of objects by packing or filling them • Develop an understanding of why the volume of rectangular prisms is given by length multiplied by width multiplied by height Investigate • Relationship between perimeter and area of rectangles and squares. • Relationship between surface area and volume of rectangular prisms MATHEMATICS GRADES 4-6 CAPS 29 TOPICS GRADE 4 GRADE 5 GRADE 6 4.7 History of measurement Know some ways in which people measured and recorded measurement in the past. MATHEMATICS GRADES 4-6 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SPECIFICATION OF CONTENT (Phase Overview) Data Handling • The main progression in Data Handling across the grades is achieved by - working with new forms of data representation - developing new analytic tools for interpreting and reporting data. • Learners should work through the full data cycle a few times a year – this involves collecting, organizing, representing, analyzing, interpreting and reporting data. • Some of the above aspects of data handling can also be dealt with as discrete activities. • Data handling contexts should be selected to build awareness of social, economic and environmental issues. • Learners should become sensitized to how data-gathering contexts can impact on the interpretations and predictions of the data. • Data handling also provides the opportunity for completing projects TOPICS GRADE 4 GRADE 5 GRADE 6 5.1 Collecting and Organising data Collecting and organising data • Collect data using tally marks and tables for recording Collecting and organising data • Collect data using tally marks and tables for recording • Order data from smallest group to largest group Collecting and organising data • Collect data - using tally marks and tables for recording - using simple questionnaires (yes/no type response) • Order data from smallest group to largest group 5.2 Representing data Representing data Draw a variety of graphs to display and interpret data including: • pictographs (one-to-one correspondence between data and representation) • bar graphs Representing data Draw a variety of graphs to display and interpret data including: • pictographs (many-to-one correspondence) • bar graphs Representing data Draw a variety of graphs to display and interpret data including: • pictographs (many-to-one correspondence) • bar graphs and double bar graphs MATHEMATICS GRADES 4-6 CAPS 31 TOPICS GRADE 4 GRADE 5 GRADE 6 5.3 Analysing, Interpreting and Reporting data Interpreting data Critically read and interpret data represented in • words • pictographs • bar graphs • pie charts Analysing data Analyse data by answering questions related to data categories Reporting data Summarise data verbally and in short written paragraphs Interpreting data Critically read and interpret data represented in • words • pictographs • bar graphs • pie charts Analysing data Analyse data by answering questions related to: • data categories • data sources and contexts Reporting data Summarise data verbally and in short written paragraphs that include • drawing conclusions about the data • making predictions based on the data Ungrouped data Examine ungrouped numerical data to determine the most frequently occurring score in the data set (mode) Interpreting data Critically read and interpret data represented in • words • pictographs • bar graphs • double bar graphs • pie charts Analysing data Analyse data by answering questions related to: • data categories, including data intervals • data sources and contexts • central tendencies – (mode and median) Reporting data Summarise data verbally and in short written paragraphs that includes. • drawing conclusions about the data • making predictions based on the data Ungrouped data Examine ungrouped numerical data to determine • the most frequently occurring score in the data set (mode) • the middlemost score in the data set (median) 5.4 Probability Probability experiments • Perform simple repeated events and list possible outcomes for experiments such as: - tossing a coin - rolling a die Probability experiments • Perform simple repeated events and list possible outcomes for experiments such as: - tossing a coin - rolling a die - spinning a spinner • Count and compare the frequency of actual outcomes for a series of trials up to 20 trials Probability experiments • Perform simple repeated events and list possible outcomes for experiments such as: - tossing a coin - rolling a die - spinning a spinner • Count and compare the frequency of actual outcomes for a series of trials up to 50 trials MATHEMATICS GRADES 4-6 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 3: CLARIFICATION of CONTENT 3.1 Introduction • In this section, content clarification includes - teaching guidelines - suggested sequencing of topics per term - suggested pacing of topics over the year • Each content area has been broken down into Topics. The sequencing of topics within terms provides an idea of how content areas can be spread and re-visited throughout the year. • Teachers may choose to sequence and pace the contents differently from the recommendations in this section. However, cognisance should be taken of the relative weighting and number of teaching hours of the content areas for this phase. 3.2 Allocation of teaching time Time has been allocated in the following way: • 10 weeks per term, with 6 hours for Mathematics per week • Between 3 and 6 hours have been allocated for revision per term. In addition 6 hours have been allocated for summative assessment for all subjects in Terms 2 and 4. • Therefore, 210 notional hours have been distributed across the aontent areas. • The distribution of time per topic, has taken account of the weighting for the Content Area as specified for the Intermediate Phase in section 2. • The weighting of content areas represents teaching hours; therefore, the recommended distribution of hours may vary slightly across grades. MATHEMATICS GRADES 4-6 CAPS 33 3.3 Clarification notes with teaching guidelines The tables below provide the teacher with: • content areas and topics per grade per term; • concepts and skills per term; • clarification notes with teaching guidelines; and • the duration of time allocated per topic in hours. MATHEMATICS GRADES 4-6 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Time allocation per topic: Grade 4 Term 1 Term 2 Term 3 Term 4 Topic Time Topic Time Topic Time Topic Time Mental Mathematics (10 minutes daily) 8 hours Mental Mathematics (10 minutes daily) 7 hours Mental Mathematics (10 minutes daily) 8 hours Mental Mathematics (10 minutes daily) 7 hours Whole numbers: counting, ordering, comparing, representing and place value (3-digit numbers) 2 hours Whole numbers: counting, ordering, comparing, representing and place value (4-digit numbers) 1 hour Capacity/volume 6 hours Whole numbers: counting, ordering, comparing, representing and place value (4-digit numbers) 1 hour Number sentences 3 hours Whole numbers: addition and subtraction (4-digit numbers) 4 hours Common fractions 5 hours Whole numbers: addition and subtraction (4-digit numbers) 4 hours Whole numbers: addition and subtraction (3-digit numbers) 8 hours Common fractions 6 hours Whole numbers: counting, ordering, comparing, representing and place value (4-digit numbers) 1 hour Mass 6 hours Numeric patterns 4 hours Length 7 hours Whole numbers: addition and subtraction (4-digit numbers) 4 hours Properties of 3-D objects 4 hours Whole numbers: multiplication and division (1-digit by 1 digit) 4 hours Whole number: multiplication (2-digit by 2-digit) 6 hours Viewing objects 2 hours Common fractions 5 hours Time 6 hours Properties of 3-D objects 5 hours Properties of 2-D shapes 4 hours Whole numbers: dvision (3-digit by 1-digit) 3 hours Data handling 10 hours Geometric patterns 4 hours Data handling 7 hours Perimeter , area & volume 7 hours Properties of 2-D shapes 5 hours Symmetry 2 hours Numeric patterns 4 hours Position and movement 2 hours Whole numbers: multiplication and division (2-digit by 1- digit) 5 hours Whole numbers: addition and subtraction (4-digit numbers) 4 hours Whole numbers: addition and subtraction (4-digit numbers) 4 hours Transformations 3 hours Whole numbers: division (3-digit by 1- digit) 4 hours Whole numbers: multiplication (2-digit by 2-digit) 5 hours Geometric patterns 2 hours Number sentences 3 hours Whole numbers: addition and subtraction (4-digit numbers) 3 hours Transformations 3 hours Probability 2 hours Revision 5 hours Revision 4 hours Revision 4 hours Revision 5 hours Assessment (all subjects) 6 hours Assessment (all subjects) 6 hours Total: 60 hours Total: 60 hours Total: 60 hours Total: 60 hours MATHEMATICS GRADES 4-6 CAPS 35 3.3.1 Clarification of content for Grade 4 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction facts for: - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 10 x 10 • Multiplication facts for: - units by multiples of 10 - units by multiples of 100 Number range for counting, ordering, comparing and representing, and place value of digits • Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 10 000 • Order, compare and represent numbers to at least 4-digit numbers. • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 4-digit numbers • Round off to the nearest 10, 100, 1 000 The mental Mathematics programme should be developed systematically over the year. Learners should not be asked to do random calculations each day. As learners cover topics and develop calculating techniques in the main part of the lesson, so aspects of these can be incorporated into the mental Mathematics programme. Concepts and skills are developed through the main lesson, and then practised, with smaller number ranges in the mental Mathematics programme. Keep the number range lower in Term 1 and increase it during the year. At the start of the year, number ranges and calculations techniques can be based on those developed in Grade 3. The mental Mathematics should systematically develop three aspects of learners’ number knowledge: • Number facts - number bonds: addition and subtraction facts for: ◊ units ◊ multiples of 10 - times tables involving multiplication of whole numbers to at least 10 x 10 • Calculation techniques - doubling and halving, - using multiplication to do division, - multiplying by 10 and 100 - multiplying by multiples 10 and 100 - dividing by 10, 100 and 1 000 - rounding off to the nearest 10 and compensating - building up and breaking down numbers, - adding and subtracting units, multiples of 10 and multiples of 100 to/from any 3-digit number - using the inverse relationship between addition and subtraction 10 minutes every day MATHEMATICS GRADES 4-6 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative; associative; and distributive properties of whole numbers • Number concept - counting: ◊ count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, between 0 and at least 500 ◊ count forwards and backwards in 100s between 0 and at least 1 000 - ordering and comparing up to 3-digit numbers - place value of up to 3-digit numbers - odd and even numbers - multiples Some mental Mathematics can be done without apparatus, but it is often useful to do mental Mathematics with apparatus. Recommended apparatus • a number line (structured and empty) • a number grid • place value cards (flash cards) • counting beads MATHEMATICS GRADES 4-6 CAPS 37 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers: counting, ordering, comparing, representing and place value of digits Number range for counting, ordering, comparing, representing and place value of digits • Count forwards and backwards in 2s, 3s, 5s,10s 25s, 50s and 100s between 0 and at least 10 000 • Order, compare and represent numbers to at least 4-digit numbers • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 4-digit numbers • Round off to the nearest 10, 100, 1 000 In Term 1, learners should revise and consolidate work done in Grade 3. The list on the left is required by the end of the year. Recommended specifications are provided below. What is different to Grade 3? • Rounding off to the nearest Counting • Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 1 000 • Counting should not only be thought of as verbal counting. Learners should count using apparatus such as - counters - counting beads - number grids - structured, semi-structured and empty number lines - pictures of objects, especially pictures of large numbers of objects that are presented in a grouped or structured way. An example of a picture of objects suitable for counting is provided at the end of the Grade 4 section of Numbers, Operations and Relationships. - arrays or diagrams of arrays e.g. - other diagrams for counting e.g. + 25 + 25 31 +25 + 25 + 25 2 hours MATHEMATICS GRADES 4-6 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers: counting, ordering, comparing, representing and place value of digits • Counting should not always start on the first multiple, nor should it always start on any other multiple e.g. counting in 2s can start from 5 or 27 or 348. Place value (number range 0 to 999) • Learners should be able to break up numbers into hundreds, tens and units using - the number names (number words) - place value or flash cards - expanded notation • Recommended apparatus: place value/flash cards; Dienes blocks Compare and order (number range 0 to 999) • Learners should be given a range of exercises such as: - Arrange the given numbers below from the smallest to the biggest or biggest to smallest - Fill in missing numbers in ◊ a sequence ◊ on a number grid - Show a given number on a structured or semi-structured number line, e.g. show which number is halfway between 340 and 350 on a number line - Indicate which of two numbers is greater or smaller e.g. 5 431 or 5 413 - Replace * with <,= or > Example: 89 * 98, 109 * 190 • All work developed here can be practised throughout the year in the mental Mathematics programme. MATHEMATICS GRADES 4-6 CAPS 39 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Number sentences (introduction to algebraic expressions) Number sentences • Write number sentences to describe problem situations • Solve and complete number sentences by: - inspection - trial and improvement - substitution Writing number sentences can be seen as a way of preparing learners to write algebraic equations. Number sentences can be used to describe problem situations. Number sentences can also be used as an equivalent form of expression to sections of flow diagram or tables. Sometimes learners in the Intermediate Phase work with number sentences in isolation. However, it is more common for learners to work with number sentences and other forms of representation e.g. problems specified in words, numbers and calculations represented in flow diagrams. Examples of the above should be included at appropriate times throughout the year. Number sentences are also a way of showing equivalence. It seems obvious that what is written on the one side of the equal sign is equal to what is written on the other side. However but learners need to be trained to understand the equivalence. In the Intermediate Phase it is useful to use number sentences as statements of equivalence. Patterns made up of number sentences will assist learners to make sense of and learn the following: • Patterns in addition and subtraction number bonds for: - multiples of 10 - multiples of 100 - multiples of 1 000 • The inverse relationship between addition and subtraction • The commutative, associative, and distributive properties of whole numbers and how we can use these properties to build up and break down numbers when we add and subtract The steps in any calculation are sets of equivalent statements. Exploring, understanding and learning the logic of the equivalent statements by working through patterns made up of number sentences, helps learners to learn calculating techniques. At the start of the year learners can work with number sentences that help them to understand and learn about how to use the commutative and associative properties when calculating whole numbers. This will prepare them for the calculations that follow. 3 hours MATHEMATICS GRADES 4-6 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Number sentences (introduction to algebraic expressions) • Using number sentences to help learners understand and use the fact that addition and subtraction are inverse operations Subtraction can undo what addition does and addition can undo what subtraction does if you keep the numbers the same. Learners are not expected to use the expression “inverse operations”. They are expected to know that - they can use addition to check subtraction calculations - they can use subtraction to check addition calculations - if they add and subtract the same number from a number, the number remains unchanged Examples: 58 – 58 = £ 264 – 264 = £ 304 – £ = 304 After completing a number of similar examples, they can be asked to explain what they notice in their own words. Learners are expected to be able to say “When you subtract a number from itself you get zero”. Further examples: 37 – 4 + 4 = £ 27 + 6 – 6 = £ After completing a number of similar examples, the learners can be asked to explain what they notice in their own words. Learners are expected to be able to say “When you add a number and then take away the same number you end with the number you started with”. As an extension of the above calculations, learners can work with pairs of equivalent number sentences, in which the numbers in each pair of addition – subtraction number sentences are the same. • Using number sentences helps learners develop addition and subtraction techniques Examples: 36+13 = £ therefore 49 – 13 = £ 261+36 = £ therefore 297 – 36 = £ MATHEMATICS GRADES 4-6 CAPS 41 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Number sentences (introduction to algebraic expressions) After completing a number of similar examples, they can be asked to explain what they notice in their own words. Learners are expected to be able to say “You can use addition to check subtraction”. • Commutative property of addition Numbers can be added in any order. Example: 29 + 19 = 19 + 26 Further Examples: 13 + 49 = £ or 49 + 13 = £ 36 + 297= £ or 297 + 36= £ 27 + 94 = £ or 94 + 27= £ After completing a number of similar examples, they can be asked to explain what they notice in their own words. Learners are not expected to know the names of the properties of operations e.g. commutative property. They only need to know how to use this property to make their calculations easier or to make a number sentence true. • Associative property of addition The associative property allows numbers to be grouped in different ways when adding more than wo numbers, without it affecting the answer. Examples: (31 + 26) + 19= £ is the same as 31 +(26+ 19) = £ 51 +(13 + 49) = £ is the same as (51 + 13) + 49 = £ After completing a number of similar examples, they can be asked to explain what they notice in their own words. Learners are not expected to know the names of the properties of operations e.g. associative property. They only need to know how to use them to make their calculations easier or to make a number sentence true. In many calculations where learners break up numbers before adding, they change the way numbers are grouped. Example: • When learners write 349 + 273 = 300 + 200 + 40 + 70 + 9 + 3, they are in effect changing the way the numbers are grouped. They are using the commutative and associative properties of addition simulteneously. • When learners calculate by rounding off and compensating or filling up to tens or hundreds, they are also changing the way the numbers are grouped, e.g. 489 + 27 = 489 + (11 + 16) = (489 + 11) + 16 = 500 + 16 = 516 MATHEMATICS GRADES 4-6 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Number sentences (introduction to algebraic expressions) • Order of subtraction: When you change the order in which you subtract numbers, the answers will NOT be the same. The commutative property does NOT hold for subtraction. Example: 26 – 19 ≠ 19 – 26 Since learners do not work with negative numbers yet, learners cannot complete pairs of number sentences with the same numbers but subtracted in different order. Here it is best to use number sentences with True and False. Examples: - True or false? 49 – 13 = 13 – 49 - True or false? 297 – 36 = 36 – 297 • Using number sentences to help learners see and use patterns in addition and subtraction number bonds for: - 10 - multiples of 10 - multiples of 100 Examples: • Ten 3 + 7= £ 4 + 6 = £ 2 + 8 = £ 5 + 5 = £ 7 + £= 10 4 + £= 10 8 + £= 10 3 + £= 10 10 – 7 = £ 10 – £= 4 10 – £= 6 10 – £= 5 • Multiples of 10 13 + 7 = £ 14 + 6 = £ 12 + 8= £ 15 + 5 = £ 17 + £= 20 1 4 + £= 20 8 + £= 20 3 + £= 20 20 – 7 =£ 20 – £= 4 20 – £= 6 20 – £= 5 Similar examples can be given for other multiples of such as 30; 40; 50; 60; 70; 80; 90 • Multiples of 100 Similar examples can be given for multiples of 100 such as 200; 300; 400; 500; 600; 700; 800; 900 All concepts and techniques developed here can be practised throughout the year in the mental Mathematics programme. MATHEMATICS GRADES 4-6 CAPS 43 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Number range for calculations Addition and subtraction of whole numbers to at least 4 digits. Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Properties of whole numbers Recognize and use the commutative and associative properties of whole numbers Solving problems Solve problems in contexts involving whole numbers, including financial contexts Numbers, operations and relationships make up half the Mathematics that learners do in the Intermediate Phase. Rather than do all the addition and subtraction in one block, it is recommended that learners revisit calculations regularly. In this suggested sequencing of work, learners do addition and subtraction in each term in Grade 4. Eight hours are allocated to addition and subtraction in Term 1. In Term 1, learners should revise and consolidate work done in Grade 3. Learners add and subtract numbers up to 3-digits numbers. What is different to Grade 3? Rounding off to the nearest 10 and 100 as a way of estimating answers. Learners should solve problems in contexts and do context free calculations. It helps learners to become more confident in and more independent at Mathematics, if they have techniques to: • check their solutions themselves • judge the reasonableness of their solutions Judging reasonableness of solutions Learners should be trained to judge the reasonableness of solutions. One way to do this is to estimate the answers before calculating. They can round off the numbers involved in the calculations. When adding or subtracting 2-digit numbers, learners can round off to the nearest 10When adding or subtracting 3-digit numbers, learners can round off to the nearest 100 When adding two numbers that are close to each other e.g. 345 and 340, learners can use doubling as a way of estimating the answers. Checking solutions Learners should know that they can • check an addition calculation by subtraction. Example: If 96 +48 =144, then 144 – 48 = 96 • check a subtraction calculation by adding. Example:144 – 48 = 96, then 96 + 48 = 144 Using the inverse operation to check solutions, is one reason for teaching addition and subtraction simulteneously. 8 hours MATHEMATICS GRADES 4-6 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Another reason for doing the two operations at the same time is that when learners solve problems, it is sometimes possible to solve the same problem by doing either addition or subtraction. Example: Veli’s shopping costs R163. He pays with a R200 note. How much change does he get? Some learners may add on from R163 to get R200 e.g. R163 + R7= R170 →R170 + R30 = R200. Veli gets R37 change. Most calculation techniques that learners use in Grade 4 involve breaking down numbers. • Breaking down all numbers according to place value parts to add Example: Calculate 362 + 486 362 + 486 = 300 + 60 + 2 + 400 + 80 + 6 2 + 6 = 8 = 300 + 400 + 60 + 80 + 2 + 6 OR and 60 + 80 = 14 = 700 + 140 + 8 and 300 + 400 = 700 = 848 means 362 + 486 = 848 • Adding on (by breaking down the number to be added) Example: Calculate 362 + 486 362 + 400 → 762 + 80 → 842 + 6 → 848 • Filling up tens (by breaking down the number to be added). This can also be called rounding off and compensating. Example: Calculate 96 + 48 96 + 48 = 96 + 4 – 4 + 48 = 100 + 48 – 4 = 100 + 44 = 144 • Breaking down both numbers according to place value parts to subtract Example: Calculate 687 – 143 687 – 143 = 600 + 80 + 7 – 100 – 40 – 3 7 – 3 = 4 = 600 – 100 + 80 – 40 + 7 – 3 OR and 80 – 40 = 40 = 500 + 40 + 4 and 600 – 100 = 500 = 544 means 687 – 143 = 544 MATHEMATICS GRADES 4-6 CAPS 45 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction • Breaking down all numbers according to place value parts to add using compensation (counterbalance) Learners cannot subtract 4 from 3 or 80 from 40. Instead of breaking down 743 into 700 + 40 + 3 they will break down 743 into 600 + 130 + 13. Then they can subtract 4 from 13 and 80 from 130. Example:Calculate: 743 – 684 743 – 684 = 700 + 40 + 3 – 600 – 80 – 4 = 600 + 130 + 13 – 600 – 80 – 4 (Break up 743 into 600 + 130 + 13) = 600 - 600 + 130 – 80 + 13 – 4 = 50 + 9 = 59 • Subtracting by breaking down the number to be subtracted Example: Calculate 687 – 143 687 – 100 → 587 – 40 → 547 – 3 = 544 or 687 – 140 – 3 = 547 – 3 = 544 Kinds of problems Summation, increase and decrease, comparison by difference See the description of problem types at the end of the grade notes ASSESSMENT: At this stage learns should have been assessed on: • 3-digit numbers • adding and subtracting with 3-digit numbers • working with number sentences as well as the additive property of 0 and the properties of operations MATHEMATICS GRADES 4-6 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Concepts, skills and number range for Term 1 Investigate and extend patterns • Investigate and extend numeric patterns looking for relationships or rules of patterns: - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for patterns and relationships using flow diagrams Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented: • verbally • in a flow diagram • by a number sentence What is different to Grade 3? In Grade 3 learners copy, extend and describe patterns made with numbers. The descriptions are only verbal. In Grade 4 learners also work with flow diagrams, as a form of input-output diagram. The kinds of patterns become more complex in Grade 4. Sequences of numbers: Examples of the above are illustrated in Term 3. For Term 1 the recommendation is to focus on using input-output diagrams, with a focus on developing multiplication tables and the properties of operations. Patterns given in input-output diagrams Input-output diagrams are sometimes called function diagrams, function machines or flow diagrams because they are a way of introducing learners to functional relationships diagrammatically. Functional relationships become very important in the Senior Phase and FET Mathematics. The forms of input-output diagrams that learners use in the Intermediate Phase most often are flow diagrams or spidergrams. When using flow diagrams, the correspondence between input and output values should be clear in its representational form i.e. the first input produces the first output, the second input produces the second output, etc. Examples Input Output Rule 1 3 5 7 9 × 3 Input 5 13 25 45 Output Rule 1 3 5 9 11 + 1 × 4 4 hours MATHEMATICS GRADES 4-6 CAPS 47 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Concepts, skills and number range for Term 1 Investigate and extend patterns • Investigate and extend numeric patterns looking for relationships or rules of patterns: - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for patterns and relationships using flow diagrams Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented: • verbally • in a flow diagram • by a number sentence What is different to Grade 3? In Grade 3 learners copy, extend and describe patterns made with numbers. The descriptions are only verbal. In Grade 4 learners also work with flow diagrams, as a form of input-output diagram. The kinds of patterns become more complex in Grade 4. Sequences of numbers: Examples of the above are illustrated in Term 3. For Term 1 the recommendation is to focus on using input-output diagrams, with a focus on developing multiplication tables and the properties of operations. Patterns given in input-output diagrams Input-output diagrams are sometimes called function diagrams, function machines or flow diagrams because they are a way of introducing learners to functional relationships diagrammatically. Functional relationships become very important in the Senior Phase and FET Mathematics. The forms of input-output diagrams that learners use in the Intermediate Phase most often are flow diagrams or spidergrams. When using flow diagrams, the correspondence between input and output values should be clear in its representational form i.e. the first input produces the first output, the second input produces the second output, etc. Examples Input Output Rule 1 3 5 7 9 × 3 Input 5 13 25 45 Output Rule 1 3 5 9 11 + 1 × 4 4 hours GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns An input-output diagram can allow learners to see or work out the • input values, if the rule and a corresponding output value are given • output values, if the rule and a corresponding input values are given • rule, if the rule works for every given input value and its corresponding output value Tables are a useful way to record patterns in Grades 4 & 5. In Grade 4 it is useful to sometimes include the rule in a table. Example: 1 2 3 4 5 6 7 8 9 10 x 6 6 12 18 30 60 In Term 1 it is recommended that number patterns be used to develop concepts and skills that will be used in multiplication and division. The focus can be on input-output flow diagrams that help learners to understand and learn about • the inverse operation between multiplication and division • the multiplication of units by multiples of ten • the associative property with whole numbers and how we can use this property when we multiply by multiples of 10 Using flow diagrams help learners to understand and use the fact that multiplication and division are inverse operations Learners are not expected to use the expression “inverse operations”. They are expected to know that • they can use multiplication to check division calculations • they can use division to check multiplication calculations MATHEMATICS GRADES 4-6 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Examples: Input Output Rule 1 3 5 7 9 ×! Input Output Rule 3 9 15 21 27 ÷ ! After completing a number of similar examples, learners can be asked to explain what they notice in their own words. If learners write pairs of matching number sentences based on the input and output values in the flow diagrams, they can discuss using multiplication to check division and using division to check multiplication. Further example Learners can use the above knowledge to indicate how they could complete the missing input numbers in a flow diagram Input Output Rule 1 3 8 40 ×! 88 Once learners have completed the flow diagram, they can discuss how they found the missing input values from the corresponding output values and rule. MATHEMATICS GRADES 4-6 CAPS 49 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Using flow diagrams to help learners develop multiplication and division techniques Associative property Numbers can be multiplied in any order. Example: 11 x (3 x 2) = (11 x 3) x 2 Input 630 Output Rule 127911 ×! ×! 12 Input 642 Output Rule 125911 ×! ×! Learners can discuss what they notice when they compare the examples. Learners are not required to know the names of the properties. They are only expected to use them to make calculations easier or use equivalent number sentences. MATHEMATICS GRADES 4-6 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Using flow diagrams to help learners think about and use techniques for multiplying by 10 Learners complete a flow diagram like the one below. They then explain using their own words what they notice about the input and output values 100 Input Output Rule 1 2 5 9 50 ×!" Using flow diagrams to help learners think about and use techniques for multiplying by multiples of 10 Learners complete a flow diagram like the one below. They then explain using their own words what they notice when they compare the flow diagrams. 1 3 5 9 20 ×!" 100 Output Input Rule Input 20 140 Output Rule 1 3 5 9 11 ×! ×!" 60 220 MATHEMATICS GRADES 4-6 CAPS 51 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Do further examples involving multiplying by other multiples of 10 Further examples Let learners compare the flow diagrams below Output Input Rule 1259 66 ×! 30 Input 630 Output Rule 127910 ×! ×! 12 Learners can then be asked: “What is another way to multiply by 6?” Learners can develop fast mental and written techniques based on this. All concepts and calculating techniques developed here can be practised throughout the year in the mental Mathematics programme. MATHEMATICS GRADES 4-6 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication and division Number range for calculations • Multiplication of at least whole 2-digit by 2-digit numbers • Division of at least whole 3-digit by 1-digit numbers Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative; associative; and distributive properties ofwhole numbers Solving problems • Solve problems in contexts involving whole numbers: - financial contexts - measurement contexts Rather than do all the multiplication and division in one time frame, it is recommended that learners revisit calculations regularly. In this suggested sequencing of work, learners do multiplication and division in 3 of the 4 terms in Grade 4. Nine hours are allocated to multiplication and division for Term 1, but this is split into 2 different sections. Learners can first consolidate multiplying 1-digit numbers by numbers up to ten, dividing numbers up to 99 by 1-digit numbers and discover which properties of operations are valid for multiplication and division. In the first section on multiplication and division in Term 1, it is recommended that learners develop and practise multiplication tables. What is different to Grade 3? In Grade 3, learners do not learn multiplication tables. In this section of work Grade 4 learners should • move from skip counting and repeated addition to seeing the patterns in multiplication tables up to 10 x 10 • learn short cuts and fast techniques for multiplying by one digit numbers and by ten Once learners have understood the basics of each multiplication table, they should learn it. The tables can be practised in the daily mental Mathematics programme. Learners should solve problems in contexts and do context free calculations. Learners can use pictures of grouped objects to count in groups. Learners can also use diagrams of arrays to count in groups. They can then complete tables like the one below. Example 1 2 3 4 5 6 7 8 9 10 x 7 7 14 21 35 70 Learners can also use flow diagrams to record multiplication facts. 4 hours MATHEMATICS GRADES 4-6 CAPS 53 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication and division • Solve problems involving whole numbers: - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) - grouping and equal sharing with remainders Example: Output Input Rule 13579 Commutative property of multiplication Numbers can be multiplied in any order. Example: 3 x 4 = 4 x 3 Learners can be convinced of this by providing them with an array of counters, which can be turned Example This array shows 36 counters. Learners can write a multiplication number sentence for the array before and after it is turned. This allows them to see that 4 x 9 = 9 x 4 Learners can also write division number sentences for the array: 36 ÷ 4 = 9 and 36 ÷ 9 = 4 This helps learners to see that multiplication and division are inverse operations. Breaking up numbers to multiply Learners can compare flow diagrams to learn useful ways to break up numbers for multiplying. x3 MATHEMATICS GRADES 4-6 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication and division Example: Input 6 Output Rule 1 2 7 9 11 X3 X2 30 x2 x3 Output Input Rule 1 2 5 9 30 48 66 x6 Learners can discuss what they notice when they compare the examples. Some easy calculations techniques can be covered in this way £ x 6 = £ x 2 x 3 Multiplying by both 2 and 3, is the same as multiplying by 6. £ x 8 = £ x 2 x 2 x 2 £ x 9 = £ x 3 x 3 £ x 5 = £ x 10 ÷ 2 Multiplying by 10 and then dividing by 2 is the same as multiplying by 5 Multiplication and division as inverse operations It is important that learners understand that they can change any division statement into a multiplication statement. Example: 48 ÷ 8 = £ can be changed into £ x 8 = 48 or 8 x £ = 48. Further Examples 5 x £ = 35 35 ÷ 5 = £ 6 x £ = 24 24 ÷ 6 = £ 8 x £ = 56 56 ÷ 8 = £ MATHEMATICS GRADES 4-6 CAPS 55 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication and division Learners can also use arrays to investigate the relationship between multiplication and division. There are two kinds of problems that result in division. It is important that learners experience both of these, namely • problems involving sharing: 6 learners share 32 sweets. How many sweets does each learner get? • problems involving grouping: Samkele has one large packet with 32 sweets. How many smaller packets can she make with 6 sweets in each? Some problems and calculations should have a remainder, and some should not. Kinds of problems Multiplication as repeated addition, treating groups as units, see the description of problem types at the end of the Grade 4 notes All work developed here can be practised throughout the year in the mental Mathematics programme. MEASUREMENT 4.4 Time Reading time and time instruments Read, tell and write time in 12-hour and 24-hour formats on both analogue and digital instruments in: • hours • minutes • seconds Instruments include clocks and watches Reading calendars Calculations and problem solving with time include • Calculation of the number of days between any two dates within the same or consecutive years • Calculation of time intervals where time is given in minutes or hours only History of time Knows how time was measured and represented in ancient times What is different to Grade 3? In Grade 3 learners work with analogue and digital clocks using 12-hour format. In Grade 4 learners move onto digital 24-hour format. Once learners have been lernt to tell the time, further practise can take place during mental mathematics time. Learners continue to read calendars. Calculations and problem-solving with time include • calculation of the number of days between any two dates within the same or consecutive years • calculation of time intervals where time is given in minutes and/or hours only • calculations should be limited to whole numbers and common fractions Learners should continue to read clocks and tell the time at frequent intervals during the entire year. This can be done during the mental Mathematics time or just before or after break time or before learners go home, or when they come in from a class in another venue. 6 hours MATHEMATICS GRADES 4-6 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) ASSESSMENT: At this stage learners should have been assessed on: • time • multiplying and dividing with single-digit numbers • number patterns MATHEMATICS GRADES 4-6 CAPS 57 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLING 5.1 Collecting and organising data Collect data using tally marks and tables for recording What is different to Grade 3? The following are new in Grade 4 • learners read, interpret, analyse and summarise pie charts, where the information is presented in fractions only • learners read, analyse data represented in word i.e. short paragraphs - the data presented in words should be represented in other forms and then analysed • learners summarise the information in the graph by writing a short paragraph Teachers in the phase should ensure that different topics are chosen for data collection and analysis in each of the grades. 10 hours 5.2 Representing data Draw a variety of graphs to display and interpret data including: • pictographs (one-to-one representation) • bar graphs Complete data cycle including making class bar graph: context personal data The complete data cycle includes asking a question, collecting data, organising data, representing data, analyzing and interpreting data and reporting on the data. The class works through the whole data cycle to make a class bar graph using contexts that relate to themselves, their class, their school or their family. Making a class graph allows you to assess and consolidate the knowledge and skills learners have learned and remembered from Grade 3 e.g. Do they know • where and how to label the graph (graph title)? • where and how to label the axes (axes titles)? • how to place the bars? • how to read the graph? In the first example of the year, you will need to guide learners on how to write a complete paragraph that summarises the data. Suitable topics include: • favourite sports / favourite movies / favourite music / favourite TV programmes / foods or cool drinks/ favourite colours, etc. • models/makes of cars passing the school grounds MATHEMATICS GRADES 4-6 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 5.3 Analysing, interpreting and reporting data Critically read and interpret data represented in • words • pictographs • bar graphs • pie charts Analyse data by answering questions related to data categories Summarise data verbally and in short written paragraphs Analysing graphs Analyse graphs on environmental or socio-economic contexts by answering questions on graphs. Both graphs and questions to be provided by teacher or textbook. Learners should work with at least • 2 pie graphs: where the information is given in fraction-form and not percentages • 1 pictograph • 1 bar graph Suitable topics include: • quantities of materials recycled in the town, province, country • quantities of recycling materials collected by schools around the country • sources of lighting and heating in SA • kinds of toilets in SA homes • kinds of homes in SA Complete data cycle including drawing bar graph: context environmental data Work through whole data cycle to create an individual bar graph using an environmental context. Suitable topics include: • how much water is used per family/per household per day • amount and kinds of litter in school playgrounds • amount and kinds of recycling material collected by the school MATHEMATICS GRADES 4-6 CAPS 59 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 Properties of 2-D shapes Shapes learners need to know and name • Regular and irregular polygons: - triangles - squares, rectangles - other quadrilaterals - pentagons - hexagons • Circles The characteristics which learners use to distinguish, describe, sort and compare shapes • straight and/curved sides • number of sides Further activities to focus onthe characteristics of shapes Draw 2-D shapes on grid paper What is different to Grade 3? Pentagons, hexagons and irregular quadrilaterals are new shapes. Learners were not taught to count the number of sides of straight-sided 2-D shapes (polygons) Shapes and their distinguishing characteristics There are two ways in which learners distinguish shapes in Grade 4. 1.Check whether the shapes have straight or curved sides. Two dimensional shapes can be grouped as follows: • Closed shapes with curved sides only: Examples The only 2-D shape that has curved sides that learners are expected to name is the circle. They should, however, be exposed to other shapes with curved sides which they are not expected to name, e.g. all the shapes above have curved sides. • Closed shapes with curved and straight sides: Examples Learners are not expected to name any of these shapes. • Closed shapes with straight sides only: Examples of polygons. MATHEMATICS GRADES 4-6 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 Properties of 2-D shapes 2.When looking at the group of shapes with straight sides, learners group them according to the number of sides. Closed shapes with straight sides are called polygons. Polygons A regular polygon is a straight-sided closed shape of which all sides are equal and all angles the same size. Learners do not have to know the terms “regular” and “irregular”. Learners should be able to identify polygons according to their number of sides. They need to be able to identify any hexagon or pentagon. Examples of hexagons Examples of pentagons Learners need to know that all closed shapes with 4 straight sides are called quadrilaterals. Examples of quadrilaterals. In Grade 4 learners need to identify and name squares and rectangles. For other quadrilaterals they use the group name, quadrilateral. Learners should be exposed to a range of different triangles, but are not expected to name types of triangles in Grade 4. MATHEMATICS GRADES 4-6 CAPS 61 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 Properties of 2-D shapes Activities to focus learners on characteristics of shapes Most commercially available sets of 2-D shapes do not show irregular shapes. They are however easy to cut out of cardboard. Learners can draw irregular shapes on grid paper, or if they have geoboards, they can create irregular shapes on geoboards. Learners can also put cut-out card or plastic shapes together to make composite irregular shapes. Some examples are given below. This is further described under transformations. Written exercises and recording Learners should do practical work with concrete apparatus, but they should also do written exercises. In Term 1 learners should be introduced to all the 2-D shapes they need to know. They should learn about the characteristics that they need to use to identify shapes. They should draw 2-D shapes and if they have apparatus create composite shapes or create shapes on geoboards. They should do written exercises involving 2-D shapes. 5 hours MATHEMATICS GRADES 4-6 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUM BERS, O PERATIONS AND RELATIONS HIP S 1.1 Whole numbers Multiplication and division Number range for calculations • Multiplication of at least whole 2-digit by 2-digit numbers • Division of at least whole 3-digit by 1-digit numbers Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative; associative; and distributive properties of whole numbers Solving problems • Solve problems in contexts involving whole numbers, including - financial contexts - measurement contexts This is the second time that learners do multiplication and division in Term 1. Learners should already be familiar with the multiplication tables to 10 x 10 and be able to use these in multiplying and dividing 2-digit numbers In Term 1, learners should revise and consolidate work done in Grade 3 .i.e. • learners multiply at least 2-digit by 2-digit numbers • learners divide at least whole 2-digit by 1-digit numbers What is different to Grade 3? Rounding off to the nearest 10, to estimate answers. Learners should do context free calculations and solve problems in contexts Remember, that it helps learners to become more confident in and more independent at Mathematics, if they have techniques • to check their solutions themselves • to judge the reasonableness of their solutions Judging reasonableness of solutions Learners should estimate their answers before calculating. They can round off the numbers involved in the calculations. Learners can round off to the nearest 10 when multiplying or dividing with 2-digit numbers Checking solutions • Learners should know that they can check a division calculation by multiplying Example: If 69 ÷ 3 = 23; then 23 x 3 = 69 • When learners need to check a division calculation with a remainder, they will need to be taught to first multiply and then add the remainder Example: If 70 ÷ 3 = 23 remainder 1; then 23 x 3 = 69 therefore 69 + 1=70 • Using the inverse operation to check solutions is one reason for teaching multiplication and division together. Another reason for looking at multiplication and division together is that we almost always use multiplication to solve division. In Grade 4 learners break up numbers to multiply. There are different ways of doing this. Sometimes the numbers involved in the calculation make different methods easier or more difficult. Learners have already seen how to use the associative and commutative properties to make multiplication easier. 5 hours MATHEMATICS GRADES 4-6 CAPS 63 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication and division • Solve problems involving whole numbers, including - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) - grouping and equal sharing with remainders Multiplication and the distributive property of multiplication over addition/ subtraction One way for learners to understand how and why the distributive property works, is to break up arrays and write number sentences to describe the arrays. Example + + 9 x 6 = 5 x 6 + 4 x 6 The distributive law allows you to split the number and then multiply each part separately. Using factors to multiply Example: Calculate 47 x 6 47 x 6 = 47 x 2 x 3 = 94 x 3 = (90 + 4) x 3 = 90 x 3 + 4 x 3 = 270 + 12 = 282 Using the distributive property to multiply Example: 47 x 5 = 40 x 5 + 7 x 5 ( using the distributive property) = 4 x 10 x 5 + 35 = 4 x 5 x 10 + 35 = 200 + 35 = 235 MATHEMATICS GRADES 4-6 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication and division or 47 x 5 = (50 – 3) x 5 (using the distributive property) = 50 x 5 – (3 x 5) = 5 x 5 x 10 – 15 = 250 – 15 = 235 Dividing Learners use what they know about multiplication to do division. In the past learners have sometimes been taught to write out the whole times table, which they were encouraged to work out by repeated addition. It is better not to limit learners’ division ability to repeated addition. Rather let them work with useful and easily remembered multiplication facts, especially multiples of , and then doubling and halving. Example 75 ÷ 4 Learners can write out a “clue board” of what they know about multiplying by 4 Example: 4 x 10 = 40 4 x 20 = 80 (doubling the first statement) 4 x 5 = 20 (halving the first statement) 4 x 4 = 16 4 x 3 = 12 Learners multiply and then subtract to calculate Multiply Subtract 4 x 10 = 40 75 – 40 = 35 4 x 5 = 20 35 – 20 = 15 4 x 3 = 12 15 – 12 = 3 75 ÷ 4 = 10 + 5 + 3 + remainder 3 = 18 remainder 3 MATHEMATICS GRADES 4-6 CAPS 65 GRADE 4 TERM 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication and division Learners should check their calculations by multiplying: 18 x 4 = 72 therefore 72 + 3 = 75. Kinds of problems Sharing, grouping, treating groups as units, rate, See the description of problem types at the end of the grade notes ASSESSMENT: At this stage learners should have been assessed on: • data handling • 2-D shapes • multiplication and division of 2-digit numbers by 1-digit numbers REVISION 5 hours MATHEMATICS GRADES 4-6 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUM BERS, O PERATIONS AND RELATIONS HIP S Mental Mathematics Mental calculations involving • Addition and subtraction facts for: - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 10 x 10 • Multiplication facts for: - units by multiples of 10 - units by multiples of 100 Number range for counting, ordering, comparing and representing and place value of digits • Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 10 000. • Order, compare and represent numbers to at least 4-digit numbers • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 4-digit numbers • Round off to the nearest and 10, 100, 1 000 The mental Mathematics programme should be developed systematically over the year. Learners should not simply be asked to do random calculations each day. As learners cover topics and develop calculating techniques in the main part of the lesson, so aspects of these can be incorporated into the mental Mathematics programme: concepts and skills are developed through the main lesson, and then practised, sometimes with smaller number ranges in the mental Mathematics programme. From Term 2 onwards the number range should be increased towards towards that required by the end of the year. The mental Mathematics should systematically develop three aspects of learners number knowledge • Number facts - number bonds: addition and subtraction facts for ◊ units ◊ multiples of 10 ◊ multiples of 100 ◊ multiples of 1000 - times tables: multiplication of whole numbers to at least 10 x 10 • Calculation techniques - doubling and halving. - using multiplication to do division. - multiplying by and - multiplying by 10, 100 and 1 000. - multiplying by multiples of 10, 100 and 1 000. - dividing by 10, 100 and 1 000. - building up and breaking down numbers. - rounding off and compensating: rounding off to 10, 100 and 1 000. - adding and subtracting of units, multiples of 10 and multiples of 100 to/from any 4-digit number. 10 minutes every day MATHEMATICS GRADES 4-6 CAPS 67 GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Calculation techniques Use a range of techniques to perform and check written and mental calculations with whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative, associative, and distributive properties of whole numbers • Number concept - counting forwards and backwards (in 2s, 3s, 5s, 10s, 25s, 50s, 100s) between 0 and at least 10 000 - ordering and comparing up to 4-digit numbers - place value up to 4-digit numbers - building up and breaking down numbers - odd and even numbers - multiples Recommend techniques • building up and breaking down numbers • rounding off and compensating • doubling and halving • reciprocal relationship between multiplication and division • inverse relationship between addition and subtraction Some mental Mathematics can be done without apparatus, but it is often useful to do mental Mathematics with apparatus Recommended apparatus • numbered or un-numbered numberline • a number grid • place value cards • counting beads MATHEMATICS GRADES 4-6 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Counting, ordering, comparing, representing and place value of digits Number range for counting, ordering, comparing and representing, and place value of digits • Count forwards and backwards (in 2s, 3s, 5s, 10s, 25s, 50s, 100s) between 0 and at least 10 000 • Order, compare and represent numbers to at least 4-digit numbers • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 4-digit numbers • Round off to the nearest 10, 100 and 1 000 What is different to Term 1? • Counting number range increased to 10 000 • Rounding off to the nearest 10 and 100 • Number range for place value, ordering, comparing and representing numbers increased to 4 digits. See notes for Term 1 All work developed here can be practised throughout the year in the mental Mathematics programme. 1 hour MATHEMATICS GRADES 4-6 CAPS 69 GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and Subtraction Number range for calculating Addition and subtraction of whole numbers of at least 4-digits. Calculation techniques Use a range of techniques to perform and check written and mental calculations with whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations Properties of whole numbers Recognize and use the commutative and associative properties of whole numbers Solving problems Solve problems in contexts involving whole numbers, including financial contexts What is different to Term 1? • In Term 2, learners add and subtract numbers up to 4 digits. • Rounding-off includes rounding off to the nearest 1 000 as a way of estimating answers. Learners should solve problems in contexts and do context free calculations Learners continue to • check their solutions themselves by using the inverse operation • judge the reasonableness of their solutions by rounding off numbers and estimating answers. The calculation techniques continue to mostly involve breaking down numbers. As the numbers learners work with get larger, learners may begin to lose track of some numbers when they break up numbers to do calculations. Using brackets is helpful to show grouping of numbers and so helps learners keep track of what they are doing. Since the operations in brackets have to be done first, it removes any confusion about the order of operations. Learners thus do not have to learn rules such as BODMAS if brackets are used routinely to indicate which operations have to be done first. • Breaking down all numbers according to place value parts to add Example Calculate 5 362 + 2 486 5 362 + 2 486 = 5 000 + 300 + 60 + 2 + 2 000 + 400 + 80 + 6 2 + 6 = 8 =5 000 + 2 000 + 300 + 400 + 60 + 80 + 2 + 6 OR and 60 + 80 = 140 =7 000 + 700 + 140 + 8 and 300 + 400 = 700 =7 848 and 5 000 + 2 000 = 7 000 means 5 362 + 2 486 = 7 848 • Adding on by breaking down the number to be added Example Calculate 5 362 + 2 486 5 362 + 2 000 → 7 362 + 400 → 7 762 + 80 →7 6 842 + 6 → 7 848 4 hours MATHEMATICS GRADES 4-6 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and Subtraction • Filling up tens by breaking down the number to be added. This can also be called rounding off and compensating. Here, compensating means that whatever is added, must be subtracted again so that the statements remain equivalent. Example Calculate 2 486 + 48 2 486 + 48 = (2 486 + 14) – 14 + 48 = 2 500 + (48 –1 4) = 2 500 + 34 = 2 534 • Breaking down both numbers to subtract Example Calculate 4 687 – 2 143 4 687 – 2 143 = 4 000 + 600 + 80 + 7 – 2 000 - 100 – 40 – 3 OR 7 – 3 = 4 = (4 000 – 2 000) + (600 – 100) + (80 – 40) + (7 – 3) and 80 – 40 = 40 = 2 000 + 500 + 40 + 4 and 600 – 100 = 500 = 2 544 and 4 000 – 2 000 = 2 000 This means that: 4 687 – 2 143 = 2 000 + 500 + 40 + 4 = 2 544 • Breaking down all the numbers to add using compensation (counterbalance) Learners cannot subtract 4 from 3 or 80 from 40. Instead of breaking down 743 into 700 + 40 + 3 they will break down 743 into 600 + 130 + 13. Then they can subtract 4 from 13 and 80 from 130. Calculate: 8 743 – 5 684 8 743 – 5 684 = (8 000 + 700 + 40 + 3) – 5 000 – 600 – 80 – 4 = (8 000 + 600 + 130 + 13) – 5 000 – 600 – 80 – 4 (breaking up 743 into 600 + 130 + 13) = (8 000 – 5 000) + (600 – 600) + (130 – 80) + (13 – 4) = 3 000 + 0 + 50 + 9 = 3 059 MATHEMATICS GRADES 4-6 CAPS 71 GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and Subtraction • Subtracting by breaking down the number to be subtracted Calculate 4 687 – 2 143 4 687 – 2 000 → 2 687 – 100 → 2 587 – 40 → 2 547 – 3 → 2 544 Kinds of problems Summation, Increase and decrease, comparison by difference; comparison by ratio See the description of problem types at the end of the grade notes NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Concepts, skills and number range for Term 1 Solving problems Solve problems in contexts involving fractions, including grouping and equal sharing Describing and ordering fractions • Compare and order common fractions of different denominators (halves, thirds, quarters, fifths, sixths, sevenths, eighths) • Describe and compare common fractions in diagram form Calculations with fractions: • Recognize, describe and use the equivalence of division and fractions • Addition of common fractions with same denominators Equivalent forms: Recognize and use equivalent forms of common fractions (denominators which are multiples of each other) What is different to Grade 3? Sevenths are new. There are different ways to understand fractions. This means that learners should develop the concept of fractions in a variety of ways. Problem-solving contexts can help learners to understand many ways of thinking about fractions. A variety of problems should be given to learners. See the types of fractions problems stated at the end of the Grade notes. The concept of a fraction should first be developed before learners focus on equivalence and calculating. Learners can also work with apparatus and diagrams. Different diagrams or apparatus develop different ways of thinking about fractions: • Region or area models develop the concept of fractions as part of a whole. If used in particular ways they can also develop the concept of a fraction as a measure. Examples of area models include circles cut into fraction pieces or diagrams of pies, rectangles or other geometric shapes divided into fraction pieces (paper folding), fractions using square or dotty grid paper, geoboards • Length or measurement models can be used to develop the concept of fractions as part of a whole and if used in particular ways also fraction as a measure Examples of length models include fraction strips, Cuisenaire rods, number lines • Set models develop the concept of a fraction of a collection of objects and can lay the basis for thinking about a fraction of a number e.g. 13 of 12 Examples of set models include counters of any kind in different arrangements MATHEMATICS GRADES 4-6 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Learners should not only work with one kind of model, because this can limit their understanding of fractions. For example, fractions in diagram forms should include region models (circles and other geometric shapes divided into fraction parts), length models (including number lines) and set models (which show collections of objects). In Term 1 learners should revise and consolidate what they learned about fractions in Grade 3. Learners should solve problems as well as work with apparatus and diagrams involving area, length and set models to ensure that they • understand the relationship between fractions and division i.e. if you share amongst 3 learners you will be making thirds • are able to name fractions.Terminology like “3 over 4” should be avoided as it tends to encourage learners to think about each fraction as two different numbers, rather than 34 being a number which is greater 12 than but less than 1. When naming fraction parts it is useful for learners to rather use the form “3 quarters”. Learners should, through work with apparatus, diagrams and solving problems, learn the new fractions that they will deal with in Grade 4. 6 hours ASSESSMENT: At this stage learners should have been assessed on: • 4-digit numbers • adding and subtracting with 4-digit numbers • fractions MATHEMATICS GRADES 4-6 CAPS 73 GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.1 Length Practical measuring of 2-D shapes and 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments rulers, metre sticks, tape measures, trundle wheels Units millimetres (mm), centimetres (cm), metres (m), kilometres (km) Calculations and problem-solving related to length Solve problems in contexts related to length Conversions include converting between • millimetres (mm), and centimetres (cm) • centimetres (cm) and metres (m) • metres (m) and kilometres (km) Conversions are imited to whole numbers and fractions What is different to Grade 3? In Grade 3 learners work with non-standard or informal units when measuring. They are introduced to metres and centimetres. They use rulers to measure in centimetres only. In Grade 3 learners use metre sticks or lengths of string to measure in metres. They do not learn that there are 100 cm in 1 m. They do not do conversions between units. In Grade 4 learners work with new measuring instruments. Millimetres and kilometres are introduced and learners do conversions between units. Grade 4 learners need to understand and learn the relationship between metres and centimetres, centimetres and millimetres, metres and kilometres. Reading instruments for measuring lengths Learners should measure lengths using • rulers (mm, cm) • metre sticks (m) • tape measures (m, cm, mm) • trundle wheels (m) Learners find rulers easy to use for measuring because: • centimetres are always numbered • there are always 10mm divisions in a centimetre In Grade 4 learners normally record their measurements with rulers as millimetres or centimetres or millimetres and centimetres e.g. the pencil is 11 centimetres and 3 millimetres long. Learners can sometimes record their measurements in centimetres and fractions of centimetres e.g. the eraser is 2 12 cm long. This is easy to do because on a ruler, the 5th millimetre gradation line is normally longer. Once learners have learned, from reading commercial mass and capacity packaging, that is the same as 2,5, they will also be able to use the decimal 5 in their recording i.e. 2,5cm long. Check that learners know to start measuring from zero, or to subtract the initial measurement from the final measurement. MATHEMATICS GRADES 4-6 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.1 Length This is illustrated below. Example: The eraser is 2cm + 7mm or 20mm + 7mm or 27mm long The eraser is (3cm –1cm ) + 7mm = 2cm + 7mm or 20mm + 7mm or 27mm long Once learners have some experience of measuring in each unit, they should estimate before every measurement. It is useful to have everyday referents as comparisons e.g. the width of a door and height of a window are often 1 m, the width of a match is often 1 mm. Tape measures that are longer than 1 m and 2 m should also be used e.g. builder tapes or surveyor tapes can be more than 10 metres. The longer measuring tapes are more difficult to use. Learners cannot only read off the number corresponding with the final measurement. They also need to know for how many metres they have unrolled the tape, e.g, the distance may be 4 m and 78 cm, but the tape may only show the number 78. When using the longer measuring tapes, estimation becomes even more important. Compare and order lengths up to 4 digits in mm, cm, m, km In Grades R to 2 learners place objects next to each other and discuss which is longer or shorter. In the Intermediate Phase learners need to compare lengths and heights when given drawings of objects with specified lengths, or written descriptions of objects with specified lengths. At first learners can compare length given in the same units, but once they know how to convert between units, they can compare lengths and heights of objects which are specified in different units. Calculations (including conversions) and problem-solving Measurement provides a context in which to practise skills acquired in Numbers, Operations and Relationships. The skills, operations and number ranges that learners have worked with so far in the year, are given below. 7 Hours MATHEMATICS GRADES 4-6 CAPS 75 GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.1 Length Estimate and calculate using mm, cm, m, km • rounding numbers up or down to the appropriate unit of length • rounding off to 10, 100, 1 000 • addition and subtraction of up to 4-digit numbers • multiplication of 2-digit by 1-digit numbers • division of 2-digit by 1-digit numbers • add fractions in measurement contexts (using only halves, thirds, quarters, fifths, sixths, sevenths and eighths) By the end of the year the number ranges and operations can be increased to include everything that is covered under Numbers, Operations and Relationships. Solve problems relating to distance and length Include rate and ratio problems Conversions between units mm ↔ cm cm ↔ m m ↔ km Converting between the units of measurement above provides a context for practising multiplying and dividing by 10; 100 and 1 000. Conversions should be limited to whole numbers and fractions given only as halves, thirds, quarters, fifths, sixths, sevenths, eighths. In Grade 4 learners do not calculate using decimals. When doing division they sometimes have a remainder e.g. 37 ÷ 4 = 9 remainder 1. Similarly when converting between units, they may give their answers in a combination of units e.g. • 35mm = 3cm and 5mm or 312 cm • 526cm = 5m and 26cm • 2 500m = 2m and 500cm • 412 km = 4 500m MATHEMATICS GRADES 4-6 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication Number range for calculations • Multiplication of at least whole 2-digit by 2-digit numbers Calculation techniques Use a range of techniques to perform and check written and mental calculations with whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative; associative; and distributive properties of whole numbers What is different to Term 1? • In Term 2, learners multiply 2-digit by 2-digit numbers. • Rounding includes rounding off to the nearest 1 000 as a way of estimating answers. Learners should do context free calculations and solve problems in contexts and do context free calculations Learners should continue to judge the reasonableness of their solutions e.g. by estimating before calculating, using rounding off to the nearest 10 As the numbers learners work with get larger, learners may begin to lose track of some numbers when they break up numbers to do calculations. Using brackets is helpful to show grouping of numbers and so helps learners keep track of what they are doing. Since the operations in brackets have to be done first, it removes any confusion about the order of operations. Learners thus do not have to learn rules such as BODMAS if brackets are used routinely to indicate which operations have to be done first. Using the distributive property to multiply Example: Calculate 47 x 45 47 x 45 = 47 x (40 + 5) (breaking up one number) =47 x 40 + (47 x 5) (using the distributive property) =1 880 + 235 =2 115 Or 47 x 45 = 47 x (50 – 5) (rounding up and compensating) =47 x 50 – (47 x 5) (using the distributive property) =2 350 – 235 =2 115 Checking the reasonableness by rounding off Example: 47x45≈47x50≈2 350 (by approximating the multiplicand). 47x45≈50x45≈2 250 (by approximating the multiplier). MATHEMATICS GRADES 4-6 CAPS 77 GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication Solving problems • Solve problems in contexts involving whole numbers, including financial contexts • Solve problems involving whole numbers, including - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) Breaking down numbers into factors to multiply Examples: Calculate a) 47 x 12 = 47 x 2 x 6 b) 53 x 45 = 53 x 9 x 5 = 47 x 2 x 2 x 3 = 53 x 3 x 3 x 5 = 94 x 2 x 3 = 159 x 3 x 5 = 188 x 3 = 477 x 5 = (100 + 80 + 8) x 3 = (400 + 70 + 7) x 5 = 300 + 240 + 24 = 2 000 + 350 + 35 = 564 = 2 385 Kinds of problems Treating groups as units, rate (see the description of problem types at the end of the Grade 4 notes) 6 hours MATHEMATICS GRADES 4-6 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SHAPE AND SPACE 3.2 Properties of 3-D objects Objects learners need to know and name • rectangular prisms • spheres • cylinders • cones • square-based pyramids characteristics which learners use to distinguish, describe, sort and compare objects • shapes of faces • flat and curved surfaces Further activities to focus learners on characteristics of objects Create 3-D models using cut-out polygons What is different to Grade 3? Learners focus on the same 3-D geometrical objects, but in Grade 3 they spoke of • boxes, and in Grade 4 they call these rectangular prisms • ball shapes and in Grade 4 they call these spheres Objects and their distinguishing characteristics There are two ways in which learners distinguish 3-D objects in Grade 4. 1.Check whether they have flat or curved surfaces. Three dimensional objects can be grouped as follows: • Objects with a curved surface only: Example: a sphere • Objects with flat and curved surfaces Cones Cylinders • Objects with only flat surfaces. In Grade 4 learners only identify and name them. Examples rectangular prisms. pyramids: square- base pyramid 2.When looking at the group of objects with flat surfaces, learners should know that the flat surfaces of a 3-D object are called faces. They describe these objects according to the kinds of 2-D shapes that make up the flat surfaces e.g. the faces of a rectangular prism can all be rectangles or some can be squares. Square-based pyramids have one square face and the other faces are triangles. 5 hours MATHEMATICS GRADES 4-6 CAPS 79 GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SHAPE AND SPACE 3.2 Properties of 3-D objects Making models of 3-D objects Making 3-D objects by putting together cut-out polygons, helps to focus attention on the shapes of the faces of the 3-D objects. Interpreting drawings of 3-D objects and written exercises Learners need to work with real objects. However, they also need to do written exercises on 3-D objects. Interpreting pictures of 3-D objects is more difficult than working with the real objects. Learners should practise interpreting drawings of 3-D objects. They should identify and name 3-D objects in drawings; compare 3-D objects from drawings; identify everyday objects that look like geometric objects e.g. a milk carton looks like a rectangular prism; describe the surfaces of objects when shown drawings of 3-D objects; match the 2-D shapes that have the same shape as the face of 3-D objects. ASSESSMENT: At this stage learners should have been assessed on: • length • multiplying 2-digit numbers by 2-digit numbers • 3-D objects MATHEMATICS GRADES 4-6 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns Investigate and extend patterns • Investigate and extend geometric patterns looking for relationships or rules of patterns - represented in physical or diagram form - sequences involving a constant difference - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values • Determine input values, output values and rules for the patterns and relationships using flow diagrams Equivalent forms • Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • by a number sentence What is different to Grade 3? In Grade 3 learners copy, extend and describe patterns made with numbers, objects or drawings The descriptions are only verbal. They also createtheir own patterns. The kinds of patterns become more complex in Grade 4. In Grade 4 learners are introduced to a new way to represent patterns: the input￾output flow diagram (some learners may have used this in Foundation Phase, but it is not a specification). Learners show the same patterns in different ways: in a diagram, as a verbal description, as a flow diagram and in a number sentence. Sometimes learners are able to see different aspects of a pattern when they change the form in which the pattern is presented. Learners work with patterns that are made from 2-D shapes and 3-D objects or from drawings/diagrams of these shapes and objects. In Patterns, Functions and Algebra we choose geometric patterns that can be re-described using a number pattern (this does not mean that it can’t be described in words, in fact the description in words is usually the starting point). In Shape and Space learners also work with visual patterns that are geometric. However, in Shape and Space they are only required to describe the patterns using the language of geometry and to copy the patterns. While many of these patterns can be described using algebraic expressions, this is beyond the scope of Intermediate Phase learners. What kinds of geometric patterns should learners work with? • Simple repeating patterns – but this is really more of a focus in the Foundation Phase Example: Complete the pattern • Patterns in which the shapes grow or decrease in different ways. We can describe these patterns by the way they look. - patterns in which the shape keeps its form, but gets larger (or smaller) in each stage. 4 hours MATHEMATICS GRADES 4-6 CAPS 81 GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns - patterns in which a shape or part of a shape is added at each stage In each of the examples above the patterns are made by adding on the same number of matches in each successive shape. In the top pattern 3 matches are added each time. In the second pattern two matches are added each time. Both patterns show number patterns with a constant difference. Most geometric patterns learners see in Grade 4, will be patterns with a constant difference. They are more likely to get patterns with a constant ratio when working only with number sequences. • Patterns with neither a constant difference nor a constant ratio... Example What should learners do? • Copy and extend the pattern. This helps them to understand how the pattern is formed. • Describe the pattern in words - Different learners will describe different aspects of the pattern - You want learners to describe the relationship between shapes in the sequence or rules in their in own words. To do this, learners need to discuss how they made the pattern or to answer the question “How do I get from one stage in the pattern to the next?” Learners need to have opportunities to see that sometimes changing the form of representation (geometric to verbal or to a flow diagram or to a table ) can help them to understand the pattern in different ways. Learners should “translate” these geometric sequences into other forms of expression or representation, namely • verbally describe the pattern • number sequences which can also be recorded in a table form. MATHEMATICS GRADES 4-6 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns Example: Extending the pattern: Describing the pattern in own words “It is a pattern of triangles” “ Each triangle is bigger than the one before” Describing how they made the pattern or answering the question “how to I get from one stage to the next?” “I added one more matchstick to each side of each triangle” “Each triangle has one more matchstick in each side than the triangle on its left” Recording the number pattern in a table. When learners fill in the table like the one shown below, they will see that the number of matchsticks used for each triangle is 3 times the position of the triangle in the sequence. They will see that the rule is triangle number times 3. Learners can then be asked to predict how many matches they will use for triangles they have not built, e.g. 10th, 100th etc. Triangle number 1 2 3 4 5 5 10 Number of matchsticks 3 6 9 SHAPE AND SPACE 3.3 Symmetry Recognize, draw and describe line of symmetry in 2-D shapes This should include shapes in which there are more than one line of symmetry. Drawings of 2-D shapes should include those where the line of symmetry is not necessarily vertical. 2 hours MATHEMATICS GRADES 4-6 CAPS 83 GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Number range for calculating Addition and subtraction of whole numbers of at least 4 digits. Calculation techniques Use a range of techniques to perform and check written and mental calculations with whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative and associative properties with whole numbers Solving problems Solve problems in contexts involving whole numbers, including financial contexts This is the second time that learners work with addition and subtraction with up to 4-digit numbers in Term 2. Learners revise and consolidate what they have done earlier in the term. See previous notes. 4 hours MATHEMATICS GRADES 4-6 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Division Number range for calculations • Division of at least whole 3-digit by 1-digit numbers. Calculation techniques • Use a range of techniques to perform and check written and mental calculations of whole numbers including - estimation - building up and breaking down numbers - rounding off and compensating - doubling and halving - using multiplication and division as inverse operations Number range for multiples and factors • Multiples of 1-digit numbers to at least 100 Properties of whole numbers • Recognize and use the commutative; associative; and distributive properties of whole numbers Solving problems • Solve problems in contexts involving whole numbers - financial contexts - measurement contexts • Solve problems involving whole numbers, including - grouping and equal sharing with remainders What is different to Term 1? In Term 1, learners revise and consolidate work done in Grade 3.i.e. learners divide at least whole 2-digit by 1-digit numbers. In term 2, learners divide 3-digit numbers by 1-digit numbers Learners should solve problems in contexts and do context free calculations The following problem types remain important: • sharing, grouping, rate See the description of problem types at the end of theGrade notes Learners continue • to check their solutions themselves, by using multiplication • to judge the reasonableness of their solutions, by estimating before calculating Dividing Learners continue to use what they know about multiplication to do division. With all calculations in Grade 4, learners are not encouraged to treat the digits separately, but rather to consider the number as a whole and to keep in mind the value of the parts of the number. In the past Grade 4 learners were taught to write out the whole times table, which they were encouraged to work out by repeated addition. At other times in the past , Grade 4 learners were encouraged to divide by doing repeated subtraction of the divisor. Most Grade 4 learners got lost in the extensive repeated subtraction of the divisor when dividing 3-digit by 1-digit numbers. When dividing 3-digit by 1-digit numbers, it is preferable for learners to work with the easily remembered multiplication facts of multiples of 10 and then doubling and halving. These large groups of numbers can then be subtracted from the number being divided into. In this way learners do fewer subtractions and are more likely to arrive at the correct answer Example 375 ÷ 8 Learners can write out a “clue board” of what they know about multiplying by 8. This generally includes multiplying by 10 and multiples of 10. Multiply by 5 (halve the multiplying by 10 value). Multiply by 2, 4, 8 (through doubling). 4 Hours MATHEMATICS GRADES 4-6 CAPS 85 GRADE 4 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Division - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) Filling in other multiples as they need to use them. CLUE BOARD 10 x 8 = 80 20 x 8 = 160 30 x 8 = 240 40 x 8 = 320 5 x 8 = 40 6 x 8 = 48 3 x 8 = 24 Learners multiply and then subtract to calculate. Multiply Subtract 40 x 8 = 320 375 – 320 = 55 6 x 8 = 48 55 – 48 = 7 375 ÷ 8 = 40 + 6 + remainder 7 = 46 remainder 7 Learners should check their calculations by multiplying: 46 x 8 = 368, and 368 + 7 = 375. Example of checking reasonableness by rounding off With division it makes more sense for learners to round off the dividend to a multiple of the divisor e.g. 400 ÷ 8 = 50 and 320 ÷ 8 = 40. Therefore, the answer should lie between 40 and 50. ASSESSMENT: At this stage learners should have been assessed on: • dividing 3-digit numbers by 1-digit numbers • adding and subtracting 4-digit numbers • geometric patterns REVISION 4 hours Assessment (Half-yearly) 6 hours MATHEMATICS GRADES 4-6 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 4 Term 3 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction of: - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 10 x 10 • Multiplication facts of: - units by multiples of 10 - units by multiples of 100 • Number range for counting, ordering, representing and place value of digits count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s) between 0 and at least 10 000 • order, compare and represent numbers to at least 4-digit numbers • represent odd and even numbers to at least 1 000 • recognize the place value of digits in whole numbers to at least 4-digit numbers • round off to the nearest 10, 100 or 1 000. Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers The mental Mathematics programme should be developed systematically over the year. Learners should not simply be asked to do random calculations each day. As learners cover topics and develop calculating techniques in the main part of the lesson, so aspects of these can be incorporated into the mental Mathematics programme: concepts and skills are developed through the main lesson, and then practised, sometimes with smaller number ranges in the mental Mathematics programme. See further notes in Term 1 and Term 2 10 minutes every day MATHEMATICS GRADES 4-6 CAPS 87 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative; associative; and distributive properties of whole numbers MATHEMATICS GRADES 4-6 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity/ volume Practical measuring of 3-D objects by • estimating • measuring • recording • comparing and ordering Measuring instruments measuring spoon, measuring cups, measuring jugs Units millilitre (ml) , litres (l) Calculations and problem-solving related to capacity/volume include: • Solve problems in contexts using capacity • Convert between litres and millilitres, limited to examples of whole numbers and fractions What is different to Grade 3? In Grade 3 learners work with non-standard or informal units when measuring capacity. They also work with litres and millilitres. They do not learn that there are 1 000 millilitres in 1 litre. They do not do conversions between units. They work with measuring cups and measuring spoons. They begin to work with measuring jugs, but only read off measurements where the calibration line is numbered. Grade 4 learners work with new measuring instruments, and convert between units. Grade 4 learners need to • consolidate their sense of how much 1 litre is; • further develop a sense of how much 1 millilitre is; • understand and know the relationship between the two units of capacity; and • read any measurement on a measuring jug i.e. at both numbered and unnumbered calibration lines. What is capacity? What is volume? Capacity is the amount of substance that an object can hold or the amount of space inside the object. Volume is the amount of space that an object occupies. So a bottle can have a 1 litre capacity, but it may not be filled to its full capacity. It could for example, only contain a volume of 250 ml. Measuring capacity/ volume and reading capacity/ volume measuring instruments Learners find it easy to measure with measuring spoons or measuring cups, because this requires filling them and pouring the contents out. Measuring with calibrated measuring jugs or other instruments with numbered and un-numbered gradation lines is more difficult. Learners need to be taught the skills involved. These include • knowing where to stand to read the measuring jug correctly • knowing how to read the numbered gradation lines and to calculate what the unnumbered gradation lines mean. Learners need to read • different kinds of measuring jugs • measuring jugs on which the numbered intervals/gradation lines/calibration represent different intervals /amounts • measuring jugs on which there are a different number of un-numbered intervals within each numbered interval. 6 Hours MATHEMATICS GRADES 4-6 CAPS 89 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity/ volume Learners need practice with examples in which the numbered intervals are divided into: - 2 un-numbered intervals - 4 un-numbered intervals - 5 un-numbered intervals - 10 un-numbered intervals An example is given below. Here the numbered gradation lines on the jugs show 1-litre amounts. 1 litre 2 litres Let’s think about the gradations as a number line. There are 4 spaces between each litre. 1 litre 2 litres This means that each small space shows 1 000ml ÷ 4 = 250ml The liquid is filled to 1 space above 1 litre i.e. 1 000ml + 250ml = 1 250ml It is sometimes easier and cheaper to get a range of syringes with calibrated gradation lines, than it is to get a range of measuring jugs. Learners will learn the same measurement reading skills if they work with syringes than with jugs. Compare capacities up to 4 digits in ml, l Learners should sequence containers marked in millilitres and / or litres. Here learners need to be able to translate the decimal numbers on some packaging into fractions e.g. 1,5 litres of cool drink is the same as 112 litres of cool drink. One should also choose examples that allow learners to realize that the height of a container is not directly proportional to the capacity and that learners need to take into account the diameter of the container. MATHEMATICS GRADES 4-6 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity/ volume Recording capacities Because learners work only with decimal fractions in Grade 6, they should record capacities as • litres only e.g. 5 litres • millilitres only e.g. 250ml • litres and millilitres together e.g. 2 litres and 80 millilitres • litres and fractional parts of litres e.g. 234 litres • since learners will be reading half litres in decimal-form on some packaging they can also write half litres in decimal-form. However but this is not a requirement in this grade. Calculations (including conversions) and problem-solving Measurement provides a context in which to practise skills acquired in Numbers, Operations and Relationships. The skills, operations and number ranges required are given below. Estimate and calculate using ml, l • rounding numbers up or down to the most appropriate unit of measurement • rounding off to 10, 100, 1 000 • addition and subtraction of up to 4-digit numbers • multiplication 2-digit by 2-digit numbers • division: 3-digit by 1-digit numbers • counting in fractions e.g. 14 litre, 34 litres, 1 litre as they measure with measuring cups hold 14 litre • add fractions in contexts (using only halves, thirds, quarters, fifths, sixths, sevenths and eighths) Solve problems relating to capacity Include rate and ratio problems Convert between units ml ↔ l Converting between the units of measurement provides a context for practising multiplying and dividing by 1 000. Conversions should be limited to whole numbers and fractions given only as halves, thirds, quarters, fifths, sixths, sevenths, eighths. Conversions can also include converting the decimal half to the common fraction form of a half. Remember learners can also state their answers in a combination of units, e.g. 3l and 4ml or 5l and 26ml MATHEMATICS GRADES 4-6 CAPS 91 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Solving problems • Solve problems in contexts involving fractions, including grouping and equal sharing Describing and ordering fractions • Compare and order common fractions with different denominators (halves; thirds, quarters; fifths; sixths; sevenths; eighths) • Describe and compare common fractions in diagram form Calculations with fractions • Addition of common fractions with same denominators • Recognize, describe and use the equivalence of division and fractions Equivalent forms: • Recognize and use equivalent forms of common fractions (denominators which are multiples of each other) Learners should develop the concept of fractions in a variety of ways, including • a range of problem-solving contexts (see the types of fractions problems stated at the end of the Grade 4 notes). • a range of apparatus and diagrams (see notes Term 1) Equivalent forms A focus of Term 2 can be on equivalence (which should be developed through problem-solving and working with diagrams and apparatus). The fractions that learners will be assessed on in Grade 4 were stated in Term 1. Learners are not expected to be able to give equivalent fractions in symbolic (number) form without having diagrams which they can refer or without a problem context in which to make sense of the equivalence. It is recommended that fraction strips or fraction walls are provided when learners are formally assessed on equivalence. Comparing and ordering fractions: Learners should also compare and order fractions either with the aid of diagrams (fractions as shapes or number lines) or through problem contexts or using the two together. Calculations with fractions: Calculations with fractions are limited to • making fractions through grouping or sharing which is linked with understanding the relationship between division and fractions e.g. If 5 children share sweets equally, they will each get 15 of the sweets • adding fractions with the same denominators Calculations as with other aspects of fractions should be developed either through problem contexts or with the use of apparatus or diagrams. Learners should be given problem contexts in which they need to add fraction parts. Learners should also be given either fraction pieces to count e.g. 38 + 48 can be done by counting out and counting on in eighths with apparatus or by colouring in diagrams or by “hopping” in eighths on a number line. Measurement is an important context through which to develop and consolidate the notion of fractions. If the suggested sequencing in this document is followed then learners will have covered length and capacity already. Length and capacity can be used to develop the concepts of fractions, equivalence, and adding with fractions. 5 hours MATHEMATICS GRADES 4-6 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUM BERS, O PERATIONS AND RELATIONS HIP S 1.1 Whole numbers Counting, ordering, comparing, representing and place value of digits • Number range for counting, ordering, comparing, representing and place value of digits • Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 10 000 • Order, compare and represent numbers to at least 4-digit numbers • Represent odd and even numbers to at least 1 000 • recognize the place value of digits in whole numbers to at least 4-digit numbers • round off to the nearest 10, 100 or 1 000 See notes in Term 2 All work developed here can be practised throughout the year in the mental Mathematics programme. 1 hour MATHEMATICS GRADES 4-6 CAPS 93 Grade 4 Term 3 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Number range for calculating Addition and subtraction of whole numbers of at least 4 digits. Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations Properties of whole numbers Recognize and use the commutative and associative properties with whole numbers Solving problems Solve problems in contexts involving whole numbers, including financial contexts This is further practice of addition and subtraction done in Term 2. Refer to those notes. 4 hours ASSESSMENT: At this stage learners should have been assessed on: • 4-digit numbers • adding and subtracting with 4-digit numbers • fractions • capacity MATHEMATICS GRADES 4-6 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SHAPE AND SPACE 3.5 Viewing objects Position and views Match different views of everyday objects Identify everyday objects from different views This links with the work done in Geography in Map Skills. Learners work with side views, plan views and top views of simple single objects such as a cup, hat, shoe, box, apple. They also work with side views and plan views of a classroom, simple buildings, school fields. The skills of identifying everyday objects and collections of objects can be developed in the Geography lessons and practised in the Mathematics lessons. 2 hours SHAPE AND SPACE 3.1 Properties of 2-D shapes Shapes learners need to know and name • Regular and irregular polygons: - triangles - squares, rectangles, other quadrilaterals - pentagons - hexagons • Circles Characteristics which learners use to distinguish, describe, sort and compare shapes • straight and curved sides • number of sides Further activities to focus on characteristics of shapes Draw 2-D shapes on grid paper This is revision and consolidation of work done in Term 1. See notes in Term 1 Learners should do both written exercises and some practical work with apparatus 4 hours MATHEMATICS GRADES 4-6 CAPS 95 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLING 5.1 Collecting and organising data Collect data using tally marks and tables for recording Teachers in this phase should ensure that different topics are chosen for data collection in each of the grades. The following are new in Term 3 of Grade 4 • learners read, interpret, analyse and summarise pie charts, where the information is presented in fractions only • learners read, analyse data represented in words i.e. short paragraphs - the data presented in words should be represented in other forms and then analysed Analysing graphs Analyse graphs on environmental or socio-economic contexts and answer questions on graphs. Both graphs and questions to be provided by teacher or textbook. Learners should work with at least • 1 pie graph where the information is given in common fractions and not percentages • 1 bar graph Suitable topics include: • quantities of materials recycled in the town, province, country • quantities of recycling materials collected by schools around the country • sources of lighting and heating in SA • kinds of toilets in SA homes • kinds of homes in SA 7 hours 5.2 Representing data Draw a variety of graphs to display and interpret data including: • pictographs (one-to-one representation) • bar graphs 5.3 Analysing, interpreting and reporting data Critically read and interpret data represented in • words • pictographs • bar graphs • pie charts Analyse data by answering questions related to data categories Summarise data verbally and in short written paragraphs MATHEMATICS GRADES 4-6 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Data represented in words The data presented in words should be represented in other forms such as tally marks, tables or pictographs and then analysed. Complete data cycle including drawing pictograph: context personal data This is can be used as a Maths project for the year. Learners work through whole data cycle to create an individual pictograph using contexts that relate to themselves, their class, their school or their family. Suitable topics include favourite sports / favourite movies / favourite music / favourite TV programmes / foods or cool drinks/ favourite colours etc. Developing critical analysis skills Learners compare graphs on the same topic but where data has been collected from different groups of people, at different times, in different places or in different ways. Here learners will be able to discuss the differences between the graphs. The aim is for learners to become aware of factors that can impact on the data. Learners should do at least 1 example. Learners can summarize the findings of their comparison in a paragraph. Examples could include: • comparing data about cars that pass the school at different times or comparing data about cars that pass different venues (busy and quiet areas, poorer and richer areas, etc.) • comparing data collected at your school to national data from Census At School e.g. favourite sports; favourite subjects; transport to school; type of dwelling; access to goods and services at home • comparing data collected from girls and boys e.g. favourite sports, favourite movies, favourite school subjects ASSESSMENT At this stage learners should have been assessed on: • views • 2-D shapes • data handling (recommended form of assessment: project) MATHEMATICS GRADES 4-6 CAPS 97 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Investigate and extend patterns • Investigate and extend numeric patterns looking for relationships or rules of patterns: - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for patterns and relationships using flow diagrams Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • by a number sentence In Term 1 learners worked with flow diagrams in order to learn about • Inverse operation between multiplication and division • Multiplication of units by multiples of ten • The associative property with whole numbers and how we can use this property when we multiply Flow diagrams are further developed in this term. Learners also work with number sequences. It is useful for learners to be given examples which continue to focus on the properties of operations. For example learners have seen that they can multiply in any order, and that they can add in any order. They can compare flow diagrams to see whether order makes a difference when they add and multiply in any order. Example Input Output Rule 135911Input Output Rule 135911 x2+3 +3x2 Learners should discuss whether the order of the operations made a difference Once learners have had practice in finding inputs and outputs when the rule is stated, they can be given examples where inputs and outputs are provided but no rule is given. At first these can be flow diagrams in which there is a “one stage rule” i.e. add; or subtract or multiply or divide. 4 hours MATHEMATICS GRADES 4-6 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Example Find the rule Input Rule 1 3 5 7 9 Output 8 24 40 56 72 Then they can work with examples which have a two stage rule e.g. multiply and then add, where one stage is left out Example Determine the rule Input Output Rule 1 3 5 8 11 6 9 19 29 34 44 59 +4 Sequences of numbers: In the Intermediate Phase learners extend sequences of numbers. In Grade 4 they work with two kinds of sequences. 1.Sequences involving a constant difference Examples a)2; 4; 6; 8… b)18; 16; 14; 12… In the examples above learners are adding 2 or subtracting 2 to make the pattern. Learners may describe it as a pattern of counting on or counting back in twos. Learners should also be given examples which do not start on a multiple of the number they are adding or subtracting. MATHEMATICS GRADES 4-6 CAPS 99 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Examples a) 1; 4; 7; 10……. b) 87; 66; 45; …….. 2.Sequences involving a constant ratio Example 1 600; 800; 400; ... In the above example learners are dividing by 2. All the numbers in the sequence are multiples of 2. Learners should also be given examples in which the numbers in the sequence are not multiples of the number they are multiplying or dividing by. Examples a) 3; 6; 12; 24; ... b) 10; 30; 90; 270; ... MATHEMATICS GRADES 4-6 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Number range for calculating Addition and subtraction of whole numbers of at least 4 digits. Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative and associative properties of whole numbers Solving problems Solve problems in contexts involving whole numbers, including financial contexts This is further practice of Addition and Subtraction done in Term 2. Refer to those notes 4 hours MATHEMATICS GRADES 4-6 CAPS 101 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication Number range for calculations Multiplication of at least whole 2-digit by 2-digit numbers Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative; associative; and distributive properties of whole numbers Solving problems Solve problems in contexts involving whole numbers, including • financial contexts • measurement contexts Solve problems involving whole numbers, including • comparing two or more quantities of the same kind (ratio) • comparing two quantities of different kinds (rate) This is further practice of Multiplication done in Term 2. Refer to those notes 5 hours MATHEMATICS GRADES 4-6 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.3 Number sentences (introduction to algebraic expressions) Number sentences • Write number sentences to describe problem situations • Solve and complete number sentences - by: - inspection - trial and improvement • Check the solution by substitution This is a continuation of the work done on number sentences in Term 1. In this term learners are given practice in writing number sentences to describe problem situations. Learners have the opportunity to practise a mixture of all problem types (see the notes on problem types at the end of Grade 4) that they have encountered so far during the year. At some point, they are asked to write a number sentence to describe the problem. As before, number sentences are used to develop the concept of equivalence. But they can also relate to all aspects of number work covered during the year. During the second part of the year you can give learners practice in answering multiple choice questions, which is a common format in national systemic tests. Example using place value 2 000 + £ + 30 + 9 = 2 739 Choose the correct answer a)7 b) 739 c) 700 d) 2 739 Number sentences can also consolidate the idea of expressing a rule: For which pairs of numbers can you use the rule ‘multiply the first number by 6 to get the second number’ First number Second number a) 3 18 b) 5 66 c) 2 12 d) 11 30 This is done to especially focus learners’ attention on the properties of operations. The examples can focus more on the concept of equivalence. Example: Which of the following statements are TRUE? 8 x £ = £ + 8 8 x £ = £ – 8 8 x £ = £ x 8 8 x £ = 7 + £ 3 hours MATHEMATICS GRADES 4-6 CAPS 103 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.3 Number sentences (introduction to algebraic expressions) Example: How much is 14 x 18 less than 15 x 18? a)1 b)18 c)14 d)15 SPACE AND SHAPE 3.4 Transforma- tions Build composite shapes Put 2-D shapes together to create different composite 2-D shapes including some shapes with line symmetry. Tessellations Pack out 2-D shapes to create tessellating patterns including some patterns with line symmetry. Describe patterns Refer to lines, 2-D shapes, 3-D objects and lines of symmetry when describing patterns • in nature • from modern everyday life • our cultural heritage In this suggested sequencing of Grade 4 Mathematics, transformations are done again inTerm 4. For Term 3 learners can focus on building composite shapes. In Term 4 learners can focus on tessellations and describing patterns in the world. Build composite shapes Learners put together 2-D shapes to make composite 2-D shapes. Tangram puzzles are an example of this. Sometimes learners should be instructed to put together 2-D shapes to make composite shapes with a line of symmetry. 3 hours REVISION 4 hours MATHEMATICS GRADES 4-6 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 4 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction facts for: - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 10 x 10 • Multiplication facts for: - units by multiples of 10 - units by multiples of 100 Number range for counting, ordering, comparing and representing and place value of digits • Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 10 000 • Order, compare and represent numbers to at least 4-digit numbers • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 4-digit numbers • Round off to the nearest 10, 100 or 1 000 The mental Mathematics programme should be developed systematically over the year. Learners should not simply be asked to do random calculations each day. As learners cover topics and develop calculating techniques in the main part of the lesson, so aspects of these can be incorporated into the mental Mathematics programme: concepts and skills are developed through the main lesson, and then practised, sometimes with smaller number ranges in the mental Mathematics programme. See further notes in Term 1 and Term 2 10 minutes every day MATHEMATICS GRADES 4-6 CAPS 105 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Calculation techniques Use a range of techniques to perform and check written and mental calculations with whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative, associative and distributive properties of whole numbers MATHEMATICS GRADES 4-6 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUM BERS, O PERATIONS AND RELATIONS HIP S 1.1 Whole numbers: Counting; Ordering, comparing, representing and place value of digits Number range for counting, ordering, comparing and representing, and place value of digits • Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 10 000 • Order, compare and represent numbers to at least 4-digit numbers • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 4-digit numbers • Round off to the nearest 10, 100 or 1 000. See Term 2 notes All work developed here can be practiced in the Mental Mathematics Programme for the rest of the year 1 hour MATHEMATICS GRADES 4-6 CAPS 107 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Number range for calculating Addition and subtraction of whole numbers with at least 4 digits. Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations Properties of whole numbers Recognize and use the commutative and associative properties of whole numbers Solving problems Solve problems in contexts involving whole numbers, including financial contexts This is further practice of addition and subtraction done in Term 2: Refer to those notes 4 hours MATHEMATICS GRADES 4-6 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass Practical measuring of 3-D objects by • estimating • measuring, recording • comparing and ordering • 3-D objects using mass Measuring instruments bathroom scales, kitchen scales and balances Units grams (g) and kilograms (kg) What is different to Grade 3? In Grade 3 learners work with non-standard or informal units when measuring mass. They also work with kilograms and grams. They read bathroom scales but only read the mass at the numbered calibration lines. They do not learn that there are 1 000g in 1kg. They do not convert between units. The Grade 4 learners must learn the relationship between the two units. Grade 4 learners need to • consolidate their sense of how much 1kg is • further develop a sense of how much 1g is • understand and know the relationship between grams and kilogram • convert between grams and kilograms • read measurements on scales indicated on both numbered and unnumbered calibration lines. Reading instruments and measuring mass Learners need to • estimate mass in grams and kilograms • read the masses stipulated on packaging • read the mass on pictures of kitchen scales (in g & kg) and bathroom scales (in kg) and balance scales (in g & kg) • read the mass on real kitchen scales in (g & kg) and bathroom scales (in kg) and balance scales (in g & kg). Reading the mass on kitchen and bathroom scales involves - knowing where to stand to read the scale correctly - knowing how to read the numbered gradation lines and to calculate what the unnumbered gradation lines mean Learners need to read ◊ different kinds of mass meters ◊ mass meters on which the numbered intervals/ gradation lines / calibration represent different intervals /masses ◊ apparatus which have different numbers of un-numbered intervals within each numbered interval. 6 hours MATHEMATICS GRADES 4-6 CAPS 109 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass Calculations and problem-solving with mass include problems in contexts with mass converting between grams and kilograms limited to examples with whole numbers and fractions Learners need to practice with examples in which the numbered intervals are divided into: ◊ 2 un-numbered intervals ◊ 4 un-numbered intervals ◊ 5 un-numbered intervals ◊ 10 un-numbered intervals Example: Here the numbered lines show 100g intervals: 100g, 200g, 300g, 400g, 500g, 600g, 700g, 800g, 900g, 1 000g It is sometimes useful to convert the circular dial into a number line for learners 600 g 700 g There are 10 spaces between each 100g. Each 100g interval has been divided into 10 smaller spaces. This means that each un-numbered interval shows 100g ÷ 10 = 10g Compare masses with up to 4 digits in grams and kilograms Learners should sequence containers marked in grams and/kilograms. Here learners need to be able to translate the decimal numbers on some packaging into fractions e.g. 2,5kg of flour is the same as 212 kg of flour. One should also choose examples that allow learners to realize that the size of a container or the volume it contains is not directly proportional to the mass: some substances have a greater density than others. Calculations (including conversions) and problem-solving Measurement provides a context in which to practice skills acquired in Numbers, Operations and Relationships. The skills, operations and number ranges required are given below. MATHEMATICS GRADES 4-6 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass Calculate and estimate (using grams and kilograms) • round numbers up or down to the appropriate unit of mass • rounding to 10, 100, 1 000 • addition and subtraction of up to 4-digit numbers • multiplication 2-digit by 2-digit numbers • division: 3-digit by 1-digit numbers • add fractions in context (using only halves, thirds, quarters, fifths, sixths, sevenths and eighths) Solve problems relating to mass • include rate especially rands per kilograms and ratio problems e.g. increasing or decreasing the mass of ingredients in a recipe by a set ratio • write number sentences to describe problems Convert between units: g ↔ kg Converting between the units of measurement above provides a context for practising multiplying and dividing by 1 000. Conversions should be limited to whole numbers and fractions given only as halves / thirds / quarters / fifths / sixths / sevenths / eighths. Conversions can also include converting the decimal half to the common fraction form of half. When learners do division in Grade 4 the answers may have remainders e.g. 115 ÷ 25 = 4 remainder 15. Similarly when converting grams to kilograms, learners may get part of the answer in kilograms and state the remaining part in grams e.g. 4 250g = 4kg and 250g Recording masses Because learners will only work with decimal fractions in Grade 6, they should record masses in • kilograms only e.g. 5kg • grams only e.g. 250g Since learners will be reading half kilograms in decimal form on some packaging, they can also write half kilograms in the decimal form. However this is not a requirement in this grade. MATHEMATICS GRADES 4-6 CAPS 111 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SHAPE AND SPACE 3.2 Properties of 3-D objects Objects which learners need to know and name • rectangular prisms • spheres • cylinders • cones • square-based pyramids The characteristics which learners use to distinguish, describe, sort and compare objects • shapes of faces • flat and curved surfaces Further activities to focus learners on charactersistics of objects Make 3-D models using cut out polygons This is revision and consolidation of work done in Term 2. See notes in Term 2. Learners should do both written exercises and practical work with apparatus 4 Hours ASSESSMENT: At this stage learners should have been assessed on: • 4-digit numbers • adding and subtracting with 4-digit numbers • mass • 3-D objects MATHEMATICS GRADES 4-6 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Solving problems Solve problems in contexts involving fractions, including grouping and equal sharing Describing and ordering fractions • Compare and order common fractions with different denominators (halves; thirds, quarters; fifths; sixths; sevenths; eighths) • Describe and compare common fractions in diagram form Calculations with fractions • addition of common fractions with the same denominators • recognize, describe and use the equivalence of division and fractions Equivalent forms Recognize and use equivalent forms of common fractions with denominators which are multiples of each other This is revision and consolidation of the concepts developed in Term 3. See Term 3 notes In Term 4 length, capacity and mass can be used as contexts for fractions. 5 hours MATHEMATICS GRADES 4-6 CAPS 113 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Division Number range for calculations Division of at least whole 3-digit by 1-digit numbers Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using multiplication and division as inverse operations Properties of whole numbers Recognize and use the commutative, associative, and distributive properties with whole numbers Solving problems • Solve problems in contexts involving whole numbers, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including - grouping and equal sharing with remainders - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) This is further practice of division of 3-digit numbers by 1-digit numbers done in Term 2. Refer to those notes. 3 hours MATHEMATICS GRADES 4-6 114 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.6 Perimeter, area and volume Perimeter Measure perimeter using rulers or measuring tapes Measurement of area Find areas of regular and irregular shapes by counting squares on grids in order to develop an understanding of square units Measurement of volume Find volume/capacity of objects (by packing or filling them in order to develop an understanding of cubic units What is different to Grade 3? • Area and volume are only measured informally in the Intermediate Phase. Learners are not required to know or apply formulae for the perimeter, area or volume of any shape or objects. • In Grade 3 learners only measured perimeter informally by finding the distance around two-dimensional shapes using string. Learners in Grade 3 are not required to state or write how long a perimeter is. They only show the string length or compare different perimeters by comparing string lengths. • In Grade 4 learners measure the perimeters of shapes and spaces with rulers and measuring tapes. They are required to state and record this measurement in standard units: mm, cm, m. They are also required to work from drawings in which side lengths are specified in mm, cm, m, km. Here they add the lengths. In Grade 4 they will also count the lengths of the perimeters by counting the number of sides of square grids on which shapes are drawn. Here learners need to know that the diagonal distances between corners of a grid square are longer than the vertical or horizontal distances between corners of a grid square. • In Grade 3 learners only investigate areas using tiling. In Grade 4 area measurements continue to be informal, but now learners use both tiling and square grids. Learners count how many grid squares the shape covers. The area is stated in number of grid squares. Shapes should include - regular shapes with straight sides where the sides are all the same length. - irregular shapes length with straight sides where the sides are not all the same - shapes with curved sides • Learners do not work with volume in Grade 3. In Grade 4 learners - count how many cubes or rectangular prisms are used to fill a container - The volume of the container is stated in number of cubes or rectangular prisms such as boxes or blocks - make stacks with cubes or rectangular prisms The volume of the stack is stated in number of cubes or rectangular prisms such as boxes or blocks 7 hours MATHEMATICS GRADES 4-6 CAPS 115 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) - interpret pictures of ◊ stacks made of cubes or rectangular prisms in order to state the volume in terms of the number of cubes or rectangular prisms ◊ containers filled with cubes or rectangular prisms in order to state the volume in terms of the number of cubes or rectangular prisms What is capacity? What is volume? Capacity is the amount of substance that an object can hold or the amount of space inside the object. Volume is the amount of space that an object occupies. A bottle can have a 1 litre capacity, but it may not be filled to its full capacity, it could for example, only contain a volume of 250ml. ASSESSMENT: At this stage learners should have been assessed on: • fractions • division of 3-digit numbers by 1-digit numbers • perimeter, area and volume SHAPE AND SPACE 3.6 Position and movement Location and directions Locate position of objects, drawings or symbols on grid using alpha-numeric grid references Locate positions of objects on a map using alpha-numeric grid references • Cells in a grid are often labelled with a letter and a number e.g. D4; A3; E7. This is called alpha-numeric referencing. This links with the work done in Geography in Map Skills. The skills described below can be developed in the Geography lesson and practised in the Mathematics lesson. • Learners work with alpha-numeric grid references on grids and maps. Locate objects using the grid references. When learners work with grid references they need to learn - to find the cell i.e. to answer questions like “What is in cell B3?” - in which cell an object is i.e. to answer questions like “Where is the cow?” 2 hours MATHEMATICS GRADES 4-6 116 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) S H A P E AND S PA C E 3.4 Transforma￾tions Build composite shapes Put 2-D shapes together to make different composite 2-D shapes including some shapes with line symmetry Tessellations Pack out 2-D shapes to create tessellating patterns including some patterns with line symmetry Describe patterns Refer to lines, 2-D shapes, 3-D objects and lines of symmetry when describing patterns • in nature • from modern everyday life • our cultural heritage In the suggested sequencing of Grade 4 Mathematics, transformations were done in Term 3. In that term learners focused on building composite shapes including some shapes with line symmetry. In Term 4 learners focus on tessellations and describing patterns in real life. Tessellations Learners use 2-D shapes to create tessellation patterns. In Grade 4 these tiling patterns can be made by packing out the tiles. Learners need to identify and describe tessellation patterns. Grade 4 learners are not required to create the patterns by rotating, translating or reflecting a single shape. Describe patterns Learners describe patterns by talking about the shapes they see in the pattern e.g. • the pattern I see on the crane is made of straight lines • the pattern we see on the honeycomb looks like a tessellation pattern of hexagons • the pattern I see on the bead bracelet looks like a tessellation pattern of triangles Learners describe patterns by discussing the symmetry of shapes e.g. the butterfly’s wings make a symmetrical pattern Learners often find patterns easier to describe, once they have copied or made the patterns. It is useful to link the process of making or copying patterns with the descriptions of patterns from nature, modern everyday life and our cultural heritage. Often the geometrical process you use to make a copy of the pattern is not the same as the original process used to make the pattern. Bees do not tessellate with hexagons to make a honeycomb, but if learners tessellate with a hexagon, they can make a pattern that looks similar to the pattern they see in the honeycomb. 3 hours MATHEMATICS GRADES 4-6 CAPS 117 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns Investigate and extend patterns • Investigate and extend geometric patterns looking for relationships or rules of patterns - represented in physical or diagram form - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for the patterns and relationships using flow diagrams Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • by a number sentence This is consolidation of what was done in Term 2. See notes in Term 2. In Term 4 learners should just do more examples. 2 hours MATHEMATICS GRADES 4-6 118 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1. Whole numbers Addition and subtraction Addition and subtraction of whole numbers with at least 4 digits. Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including: • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations Number range for multiples and factors Multiples of 1-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative and associative properties with whole numbers Solving problems in contexts involving whole numbers, including financial contexts This is further practice of Addition and Subtraction done in Term 2. Refer to those notes 3 hours MATHEMATICS GRADES 4-6 CAPS 119 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLING 5.1. Probability Perform simple repeated events and list possible outcomes for events such as: • tossing a coin • rolling a die What is different from Grade 3? Learners do not work with probability in Grade 3. Everything about probability is new in Grade 4. Performing simple repeated events Learners need to perform experiments by tossing a coin or rolling a die. Doing experiments with a coin is easier than with a die because the coin can only have two outcomes (heads or tails), while rolling the die can have 6 outcomes (numbers1-6). Learners should first list the possible outcomes before doing the experiments. They should learn how to record the results of their experiments in a table using tally marks. 2 hours ASSESSMENT: At this stage leaners should have been assessed on: • addition and subtraction with 4-digit numbers • transformations • location • probability REVISION 5 hours ASSESSMENT 6 hours MATHEMATICS GRADES 4-6 120 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Problem type Additional notes Examples Summation A sum A man buys cell phones for all his stores. He buys 6 789 black phones, 1 567 brown cell phones and 4 532 red cell phones. How many cell phones did he buy altogether? Missing part of a given sum Farm workers picked 2 345 oranges during the morning. After lunch they picked some more. By the end of the day, they had 6 589 oranges. How many oranges did they pick after lunch? Increase and decrease Calculate the result The price for a container of barley is R8 231. Since some of the barley is ruined, the price is decreased by R3 789. What price does a shop owner pay for the container of barley? Calculate the change A salesman earned R4 328 during November. During December, the amount increased to R7 435. How much more money did he earn during December than in November? Calculate the initial value A farmer struggles to sell some of his sheep. He decreases the original price of one sheep by R1 456. He sells the sheep for R 4 787 each. What was the original price that the farmer wanted for his sheep? Multiplication as repeated addition Learners sell sweets during market day. They put 25 sweets in a packet. How many sweets will they need to fill 15 packets? Grouping Grouping problems which are solved with division and/or repeated subtraction Answers to problems which have or do not have remainders A rich company gives boxes of toys to a school. Each box contains 8 toys. How many boxes are needed to pack 375 toys? Grouping problems which are solved with multiplication and/or repeated addition. Answers to problems which have or do not have remainders A school gives 15 bags of soccer balls to a poor school. Each bag contains 45 soccer balls. How many soccer balls does the school give away? Grouping problems in an array form Problems solved by division (or repeated subtraction) or multiplication (repeated addition) A farmer plants 34 rows of apple trees. There are 56 apple trees in each row. How many apple trees are there in total? or A farmer wants to plant 1 904 apple trees. He wants to plant the same number of trees in each of 34 rows. How many apple trees must he plant in each row? Sharing Sharing problems solved by division/ repeated subtraction Smaller groups of equal size formed from a given amount. Answers to calculations which have remainders lead to the concept of fractions (common or decimal fractions) The school shares 174 chocolate cakes equally between 9 hospitals. How many cakes does each hospital get? Comparison by difference Zwi collected 6 231 bottles for recycling during the year. She collected 2 879 fewer bottles than a class mate. How many bottles did the classmate collect? Treating groups as units You can buy 15 candles for R56. What will you pay for 195 of the same candles? MATHEMATICS GRADES 4-6 CAPS 121 Problem type Additional notes Examples Rate Learners calculate the total if given rate per object One box of chocolates costs R28. How much will 45 boxes of these boxes of chocolate cost? Learners calculate the rate per object The mass of 6 containers of equal size of flour is 234 kg. What is the mass of one of these containers of flour? Learners first calculate the rate and then apply it to generate more information If 9 bowls cost R135, how much will 56 of these bowls cost? Comparison by ratio Zwi collected 65 bottles for recycling. Her friend collected twelve times as many bottles as Zwi. How many bottles did the friend collect? Proportional sharing Feroza works for 3 hours and Daniel works for 1 hour cleaning homes. Together they are paid R520. How should the money be fairly shared between the two? Meaning of a fraction Examples of problems Part of a whole where the whole is a single object Susan eats two eighths of a chocolate bar. What fraction of the chocolate bar is left? Show your answer in a drawing. Part of a whole where the whole is a collection of objects Five friends share 21 chocolates equally. How many chocolates does each person get? Relationship Barry earns a third of what his father earns per hour. If his father earns R267 per hour, how much does Barry earn per hour? Ratio 25 of a cup of milk is needed to make one batch of biscuits. How many cups of milk are needed to make 5 batches of these biscuits? Comparator Which is the longest? 23 of a metre or 14 of a metre? Unit of measurement I need 125 m material to make a shirt, and I have 45 m. How much material do I still need to buy? Number Name two numbers between 412 and 5 Fractional parts put together to make a whole (iterative) After a game, 55 athletes get 12 of an orange each. How many oranges are needed for the 55 athletes? MATHEMATICS GRADES 4-6 122 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Time Allocation per Topic: Grade 5 Term 1 Term 2 Term 3 Term 4 Topic Time Topic Time Topic Time Topic Time Mental Mathematics (10 minutes daily) 8 hours Mental Mathematics (10 minutes daily) 7 hours Mental Mathematics (10 minutes daily) 8 hours Mental Mathematics (10 minutes daily) 7 hours Whole numbers: counting, ordering, comparing, representing and place value (4-digit numbers) 2 hours Whole numbers: counting, ordering, comparing, representing and place value (6-digit numbers) 1 hour Common fractions 5 hours Whole numbers: counting, ordering, comparing, representing and place value (6-digit numbers) 1 hour Number sentences 3 hours Whole numbers: addition and subtraction (5-digit numbers) 5 hours Mass 5 hours Whole numbers: addition and subtraction (5-digit numbers) 5 hours Whole numbers: addition and subtraction (5-digit numbers) 5 hours Common fractions 5 hours Whole numbers: counting, ordering, comparing, representing and place value (6-digit numbers) 1 hour Properties of 3-D objects 5 hours Numeric patterns 4 hours Length 6 hours Whole numbers: addition and subtraction 5 hours Common fractions 5 hours Whole numbers: multiplication (2-digit by 2-digit) and division (3-digit by 1-digit) 6 hours Whole numbers: multiplication (3-digit by 2- digit) 7 hours Viewing objects 3 hours Whole numbers: division (3-digit by 2-digit) 7 hours Time 6 hours Properties of 3-D objects 6 hours Properties of 2-D objects 4 hours Area, perimeter & volume 7 hours Data handling 10 hours Geometric patterns 4 hours Transformations 3 hours Position and movement 2 hours Properties of 2-D shapes 7 hours Symmetry 2 hours Temperature 2 hours Transformations 4 hours Capacity/volume 5 hours Whole numbers: division (4-digit by 2 digit) 8 hours Data handling 9 hours Geometric patterns 2 hours Numeric patterns 5 hours Number sentences 3 hours Whole numbers: multiplication (3-digit by 2- digit) 7 hours Probability 2 hours Revision 4 hours Revision 3 hours Revision 3 hours Revision 4 hours Assessment (all subjects) 6 hours Assessment (all subjects) 6 hours TOTAL: 60 HOURS TOTAL: 60 HOURS TOTAL: 60 HOURS TOTAL: 60 HOURS MATHEMATICS GRADES 4-6 CAPS 123 3.3.2 Clarification of content for Grade 5 Grade 5 Term 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction facts of: - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 10 x 10 • Multiplication facts for: - units by multiples of 10 - units by multiples of 100 - units by multiples of 1 000 - units by multiples of 10 000 Number range for counting, ordering, comparing, and representing numbers and for the place value of digits • Count forwards and backwards in whole number intervals up to at least 10 000 • Order, compare and represent numbers to at least 4-digit numbers • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 4-digit numbers • Round off to the nearest 5, 10, 100 and 1 000 The mental Mathematics programme should be developed systematically over the year. Learners should not be asked to do random calculations each day. As learners cover topics and develop calculating techniques in the main part of the lesson, so aspects of these can be incorporated into the mental Mathematics programme. Concepts and skills are developed through the main lesson, and then practised, sometimes with smaller number ranges in the mental Mathematics programme. You can keep the number range lower in Term 1 and increase it during the year. At the start of the year, number ranges and calculations techniques can be based on those developed in Grade 4. The mental Mathematics should systematically develop three aspects of learners’ number knowledge • number facts - number bonds: addition and subtraction facts for: ◊ units ◊ multiples of 10 - times tables involving multiplication of whole numbers to at least 10x10 • calculation techniques - doubling and halving - using multiplication to do division - multiplying by 10, 100 and 1 000 - multiplying by multiples or 10, 100 and 1 000, - dividing by 10, 100 and 1 000, - building up and breaking down numbers - rounding off to the nearest 10, 100 and 1 000 and compensating - adding and subtracting of units, multiples of 10, 100, 1 000 to/from any 4-digit number 10 minutes every day MATHEMATICS GRADES 4-6 124 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Calculation techniques Using a range of techniques to perform and check written and mental calculations of whole numbers including: • estimation • adding and subtracting in columns • building up and breaking down numbers • using a number line • rounding off and compensating • doubling and halving • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors • Multiples of 2-digit whole numbers to at least 100 • Factors of 2-digit whole numbers to at least 100 Properties of whole numbers • Recognize and use the commutative associative, distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property • number concept - counting ◊ count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, between 0 and at least 1 000 ◊ count forwards and backwards in 100s between 0 and at least 10 000. - ordering and comparing up to 4-digit numbers - place value for numbers of up to 4-digits - building up and breaking down numbers - odd and even numbers - multiples Some mental Mathematics can be done without apparatus, but it is often useful to do mental Mathematics with apparatus Recommended apparatus - a number line - a number grid - place value cards - counting beads MATHEMATICS GRADES 4-6 CAPS 125 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Counting, ordering, comparing, representing and place value of digits Number range for counting, ordering, comparing and representing and place value of digits • Count forwards and backwards in whole number intervals up to at least 10 000 • Order, compare and represent numbers to at least 4-digit numbers • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 6-digit numbers • Rounding off to the nearest 5, 10, 100 and 1 000 In Term 1, learners should revise and consolidate work done in Grade 4 • Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 1 000 • Count forwards and backwards in 100s between 0 and at least 10 000. • Order, compare and represent numbers to at least 4-digit numbers. • Recognize the place value of digits in whole numbers to at least 4-digit numbers. • Round off to the nearest 10 and 100 Counting Counting should not only be thought of as verbal counting. Learners should count using apparatus such as • counters • counting beads • number grids • structured, semi-structured and empty number lines • pictures of objects, especially pictures of large numbers of objects that are presented in a grouped or structured way. An example of a picture of objects suitable for counting is provided at the end of the Grade 5 section on Numbers, Operations and relationships. • arrays or diagrams of arrays e.g. • other diagrams for counting e.g. + 9 + 9 + 9 + 9 + 9 + 9 + 9 31 Counting should not always start on the first multiple. Nor should it always start on any other multiple e.g. counting in 2s can start from 5 or 27 or 348. 2 hours MATHEMATICS GRADES 4-6 126 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Counting, ordering, comparing, representing and place value of digits Place value (number range 0 to 999 ) Learners should be able to break up numbers into hundreds, tens and units using • the number names (number words) • place value or flash cards • expanded notation, Recommended apparatus: place value/flash cards, Dienes blocks Compare and order (number range 0 to 999) Here learners should be given a range of exercises, e.g. • Arrange the given numbers below from the smallest to the biggest, or biggest to smallest • Fill in missing numbers in - a sequence - on a number grid • Show a given number on a numbered or un-numbered number line e.g. on a number show line which number is halfway between 1 340 and 1 350. • Indicate which of two numbers is greater or smaller e.g. 5 431 or 5 413. • Replace * with <, = or > e.g. 7 889 * 7 898, 41 09 * 5 190 All work developed here can be practised throughout the year in the mental Mathematics programme. MATHEMATICS GRADES 4-6 CAPS 127 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Counting, ordering, comparing, representing and place value of digits Place value (number range 0 to 999 ) Learners should be able to break up numbers into hundreds, tens and units using • the number names (number words) • place value or flash cards • expanded notation, Recommended apparatus: place value/flash cards, Dienes blocks Compare and order (number range 0 to 999) Here learners should be given a range of exercises, e.g. • Arrange the given numbers below from the smallest to the biggest, or biggest to smallest • Fill in missing numbers in - a sequence - on a number grid • Show a given number on a numbered or un-numbered number line e.g. on a number show line which number is halfway between 1 340 and 1 350. • Indicate which of two numbers is greater or smaller e.g. 5 431 or 5 413. • Replace * with <, = or > e.g. 7 889 * 7 898, 41 09 * 5 190 All work developed here can be practised throughout the year in the mental Mathematics programme. CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Number sentences (introduction to algebraic expressions) Number sentences • Write number sentences to describe problem situations • Solve and complete number sentences by - inspection - trial and improvement • Check the solution by substitution Writing number sentences can be seen as a way of preparing learners to write algebraic equations. Number sentences can be used to describe problem situations. Number sentences can also be used as an equivalent form of expression to sections of flow diagrams or tables. Sometimes in the Intermediate Phase learners work with number sentences in isolation. However, it is more common for learners to work with number sentences and other forms of representation e.g. problems specified in words, numbers and calculations represented in diagrams (including flow diagrams). Examples of the above should be included at appropriate times throughout the year. Number sentences are also a way of showing equivalence. It seems obvious that what is written on the one side of the equal sign is equal to what is written on the other side. However learners need to be taught that these are equivalent expressions on either side of the equal sign. In the Intermediate Phase it is useful to use number sentences, and patterns made up of number sentences to assist learners to make sense of and learn the following: • The inverse relationship between addition and subtraction • The commutative, associative, and distributive properties with whole numbers and how we can use these properties together with building up and breaking down numbers when we add and subtract • Addition and subtraction facts for: - units - multiples of 10 - multiples of 100 - multiples of 1 000 Exploring, understanding and learning the logic of equivalent statements, by working through patterns made up of number sentences, helps learners to learn calculation techniques. At the start of the year number sentences can be used to help learners understand and use the commutative and associative properties when calculating with whole numbers. This will prepare them for the calculations that they will do early in the first term 3 hours MATHEMATICS GRADES 4-6 128 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Number sentences (introduction to algebraic expressions) Using number sentences to consolidate learners’ understanding of the additive properties of Examples: 63 – 63 = £ 742 – 742 = £ 7 654 – £ = 7 654 After completing a number of similar examples, learners should explain in their own words what they notice. Further examples: a) 79 – 4 + 4 = £ b) 237 + 6 – 6 = £ c) 6 997 + 6 – 6 = £ d) 54 + 6 – £ = 54 After completing a number of similar examples, learners should explain what they notice in their own words. Further examples a) 62 + 5= £+ 4 (learners can use the fact that 5 = 4 + 1, so 62 + 1 + 4 = 63+ 4 b) 23 + 7 – £ = 22 c) 20 – 12 = £+ 12 – 12 Using number sentences to focus attention on addition and subtraction as inverse operations and to encourage learners to use them in calculations Subtraction can undo what addition does and addition can undo what subtraction does if you keep the numbers the same. Learners are not expected to use the expression “inverse operations”. They are expected to know that • addition can be used to check subtraction calculations • subtraction can be used to check addition calculations Examples: 54 – 12 = £ therefore 42 + 12 = £ 387 – 142 = £ therefore 245 + 142 = £ 482+ 200 = £ therefore 682 – 200 = £ 262 + 237 = £ therefore 499 – 237 = £ MATHEMATICS GRADES 4-6 CAPS 129 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Number sentences (introduction to algebraic expressions) After completing a number of similar examples, learners should explain in their own words what they notice Using number sentences to focus attention on multiplication and division as inverse operations and to encourage learners to use them in calculations Examples: 8 x 9 = £ therefore 72 ÷ 9 = £ 6 x 7 = £ therefore 42 ÷ 7 = £ 32 x 3 = £ therefore 6 ÷ 3 = £ 4 x 1 000 = £ therefore 4 000 ÷ 1 000 = £ Using number sentences to consolidate learners understanding of the multiplicative properties of 1 a) 45 x 1 = £ b) 8 ÷ 8 = £ c) 74 ÷ 74 = £ d) 7 654 ÷ 7 654 = £ e) £÷ 9 = 1 After completing a number of similar examples, learners should explain what they notice in their own words. They are expected to be able to say: “When you divide a number by itself, you get 1”; “When you multiply or divide a number by 1 it remains unchanged”. Further examples: a) 63 ÷ 7 x7 = £ b) 54 ÷ 6 x 6 = £ c) 6 997 ÷ 6x 6 = £ After completing a number of similar examples, learners should explain what they notice in their own words. They are expected to conclude: “When you multiply and divide by the same number, you get back to the number you started with”. MATHEMATICS GRADES 4-6 130 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Number sentences (introduction to algebraic expressions) Using number sentences to help learners consolidate the commutative and associative properties Commutative property Numbers can be added in any order. Example: 26 + 19 = 19 + 26 Examples: 16 + 47 = £ or 47 + 16 = £ 35 + 468 = £ or 468 + 35 = £ 627 + 67 = £ or 67 + 627 = £ After completing a number of similar examples, learners should explain in their own words what they notice. Learners are not expected to know the names of the properties of operations e.g. commutative property. They only need to know how to use this property to make their calculations easier or use equivalent statements. Associative property The associative property allows numbers to be grouped in different ways when adding more than two numbers without it affecting the answer. Examples: (42 + 33) + 18 = £ has the same aswer as 42 + (33 + 18) = £ 251 + (27 + 49) = £ has the same aswer as (251 + 27) + 49 = £ After completing a number of similar examples, learners should explain in their own words what they notice. Learners are not expected to know the names of the properties of operations e.g. associative property. They only need to know how to use them to make their calculations easier or to use equivalent statements. In most calculations where learners break up numbers before adding, learners should change the way numbers are grouped. Example: • when learners write 349 + 273 = 300 + 200 + 40 + 70 + 9 + 3 they are in effect changing the way the numbers are grouped. • when learners calculate by rounding off and compensating or filling up to tens or hundreds, learners should change the way the numbers are grouped. Example: 489 + 27 = 489 + (11 + 16) = (489 + 11) + 16 = 500 + 16 = 516. MATHEMATICS GRADES 4-6 CAPS 131 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Number sentences (introduction to algebraic expressions) Order of subtraction When you change the order in which you subtract numbers, the answers will NOT be the same. The commutative property does NOT hold for subtraction. Example: 26 – 19 ≠ 19 – 26. Learners do not work with negative numbers yet. It is best to ask whether the number are True and False. Examples: True or false? 49 – 13 = 13 – 49 True or false? 297 – 36 = 36 – 297 Similar examples can be given to consolidate learners’ understanding of the commutative property of multiplication and also the associative property of multiplication.This can be done using number patterns and flow diagrams. Addition and subtraction facts for 10 Example: a) 10 = 5 + ….. b) 10 – 5 = c) 10 = 9 + ….. d) 10 – 9 = e) 10 = 4 + ….. f) 10 – 4 = Addition and subtraction facts for 100 Example: a) 100 = 50 + ….. b) 100 – 50 = c) 100 = 90 + ….. d) 100 – 90 = e) 100 = 40 + ….. f) 100 – 40 = After learners have completed sets of number sentences like those above, learners should be asked what they notice, how this can help them with calculating and how this can help them to check their answers. Once learners can work easily with pairs of multiples of ten that make up 100, the examples can be extended. More addition and subtraction facts for 100 Example: a) 100 = 54 + ….. b) 100 – 54 = c) 100 = 91 + ….. d) 100 – 91 = e) 100 = 47 + ….. f) 100 – 47 = Addition and subtraction facts for 1 000 Similar exercises can be set for pairs of numbers that make up MATHEMATICS GRADES 4-6 132 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Number range for calculations Addition and subtraction of whole numbers with at least 5-digit numbers Calculation techniques Using a range of techniques to perform and check written and mental calculations with whole numbers including • estimation • adding and subtracting in columns • building up and breaking down numbers • using a number line • rounding off and compensating • doubling and halving • using addition and subtraction as inverse operations Properties of whole numbers • Recognize and use the commutative, associative and distributive properties with whole numbers • O in terms of its additive property • 1 in terms of its multiplicative property Solving problems • Solve problems involving whole numbers, including • financial contexts • measurement contexts Numbers, operations and relationships make up about half the Mathematics that learners do in the Intermediate Phase. Rather than focus on addition and subtraction once in the year, it is recommended that learners revisit addition and subtraction each term in Grade 5. In Term 1, learners should revise and consolidate work done in Grade 4. Learners add and subtract numbers with up to digits. Learners round off numbers to the nearest 10, 100 where appropriate Learners should do context free calculations and solve problems in contexts It helps learners to become more confident in and more independent at Mathematics, if they have techniques • to check their solutions themselves • to judge the reasonableness of their solutions Judging reasonableness of solutions Learners should be trained to judge the reasonableness of solutions. One way to do this is to estimate their answers before calculating. They can round off the number involved in the calculations. When adding or subtracting -digit numbers, learners can round off to the nearest When adding two numbers that are close to each other e.g. 3 345 and 3 340 learners can use doubling as a way of estimating their answers. Checking solutions Learners should know that they can • check an addition calculation by subtraction. Example: If 5 362 + 2 488 = 7 848 then 7 848 – 2 488 = 5 362 • check a subtraction calculation by addion Example: If 4 687 – 2 134 = 2 544 then 2 544 + 2 134 = 4 687 Using the inverse operation to check solutions is one reason for teaching addition and subtraction simultaneously. Another reason for doing the two operations at the same time is that when learners solve problems, it is sometimes possible to solve the same problem by doing either addition or subtraction Example: Veli’s shopping costs R163. He pays with a R200 note. How much change does he get”? Some learners may add on from R163 to get R200 e.g. R163 + R7 = R170 and R170 + R30 = R200. This means Veli gets R37 change. 5 hours MATHEMATICS GRADES 4-6 CAPS 133 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Number range for calculations Addition and subtraction of whole numbers with at least 5-digit numbers Calculation techniques Using a range of techniques to perform and check written and mental calculations with whole numbers including • estimation • adding and subtracting in columns • building up and breaking down numbers • using a number line • rounding off and compensating • doubling and halving • using addition and subtraction as inverse operations Properties of whole numbers • Recognize and use the commutative, associative and distributive properties with whole numbers • O in terms of its additive property • 1 in terms of its multiplicative property Solving problems • Solve problems involving whole numbers, including • financial contexts • measurement contexts Numbers, operations and relationships make up about half the Mathematics that learners do in the Intermediate Phase. Rather than focus on addition and subtraction once in the year, it is recommended that learners revisit addition and subtraction each term in Grade 5. In Term 1, learners should revise and consolidate work done in Grade 4. Learners add and subtract numbers with up to digits. Learners round off numbers to the nearest 10, 100 where appropriate Learners should do context free calculations and solve problems in contexts It helps learners to become more confident in and more independent at Mathematics, if they have techniques • to check their solutions themselves • to judge the reasonableness of their solutions Judging reasonableness of solutions Learners should be trained to judge the reasonableness of solutions. One way to do this is to estimate their answers before calculating. They can round off the number involved in the calculations. When adding or subtracting -digit numbers, learners can round off to the nearest When adding two numbers that are close to each other e.g. 3 345 and 3 340 learners can use doubling as a way of estimating their answers. Checking solutions Learners should know that they can • check an addition calculation by subtraction. Example: If 5 362 + 2 488 = 7 848 then 7 848 – 2 488 = 5 362 • check a subtraction calculation by addion Example: If 4 687 – 2 134 = 2 544 then 2 544 + 2 134 = 4 687 Using the inverse operation to check solutions is one reason for teaching addition and subtraction simultaneously. Another reason for doing the two operations at the same time is that when learners solve problems, it is sometimes possible to solve the same problem by doing either addition or subtraction Example: Veli’s shopping costs R163. He pays with a R200 note. How much change does he get”? Some learners may add on from R163 to get R200 e.g. R163 + R7 = R170 and R170 + R30 = R200. This means Veli gets R37 change. 5 hours CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction For the first part of Grade 5 addition and subtraction techniques are still based on breaking down numbers. As the numbers learners work with get larger, learners may begin to lose track of some numbers when they break up numbers to do calculations. Using brackets is helpful to show grouping of numbers and so helps learners keep track of what they are doing. Since the operations in brackets have to be done first, it removes any confusion about the order of operations. Learners thus do not have to learn rules such as BODMAS if brackets are used routinely to indicate which operations have to be done first. • Breaking down all numbers according to place value parts to add Example: Calculate 5 362 + 2 486 = 5 000 + 300 + 60 + 2 + 2 000 + 400 + 80 + 6 = 5 000 + 2 000 + 300 + 400 + 60 + 80 + 2 + 6 = 7 000 + 700 + 140 + 8 = 7 848 OR 2 + 6 = 8 and 60 + 80 = 140 and 300 + 400 = 700 and 5 000 + 2 000 = 7 000 and 7 000 + 700 + 140 + 8 = 7 848 means 5 362 + 2 486 = 7 848 • Adding on (by breaking down the number to be added) Example: Calculate 5 362 + 2 486 5 362 + 2 000 → 7 362 + 400 → 7 762 + 80 → 7 6 842 + 6 → 7 848 This may get unwieldy if more than numbers are added • Filling up tens or hundreds by breaking down the number to be added This can also be called rounding off and compensating. MATHEMATICS GRADES 4-6 134 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Example: Calculate 2 486 + 148 2 486 + 148 = 2 486 + 14 – 14 + 148 = 2 500 + 134 = 2 500 + 100 + 34 = 2 634 This may get unwieldy if more than 2 numbers are added. • Breaking down both numbers to subtract Example: Calculate 4 687 – 2 143 4 687 – 2 143 = 4 000 + 600 + 80 + 7– 2 000 – 100 – 40 – 3 = (4 000 – 2 000) + (600 – 100) + (80 – 40) + (7 – 3) = 2 000 + 500 + 40 + 4 = 2 544 OR 7 – 3 = 4 and 80 – 40 = 40 and 600 – 100 = 500 and 4 000 – 2 000 = 2 000 means 4 687 – 2 143 = 2 544 • Breaking down all numbers to add using compensation (counterbalance) Learners cannot subtract 4 from 3 or 80 from 40. Instead of breaking down 743 into 700 + 40 + 3 they will break down 743 into 600 + 130 + 13. Then they can subtract 4 from 13 and 80 from 130. Calculate: 8 743 – 5 684 8 743–5 684=8000+700+40+3–5 000–600–80–4 (compensate by breaking up 743 into 600 + 130 + 13) =8000+600+130+13 – 5 000 – 600 – 80 – 4 = 8 000 – 5 000 + 600 – 600 + 130 – 80 + 13 – 4 = 3 000 + 0 + 50 + 9 = 3 059 MATHEMATICS GRADES 4-6 CAPS 135 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction • Subtracting by breaking down the number to be subtracted Calculate 4 687 – 2 143 4 687 – 2 000 → 2 687 – 100 → 2 587 – 40 → 2 547 – 3 = 2544 This may get unwieldy if more than 2 numbers are subtracted. • Using the additive property of zero by compensation to calculate Calculate 2 696 + 2 387: 2 296+ 2 387=2 296 + 4 – 4+ 2387 =2 300 + 2387 – 4 =2 300 +2 683 = 4 983 This may get unwieldy if more than 2 numbers are added. This method may work better if smaller numbers are added e.g. 2-digit or 3-digit numbers. Kinds of problems Summation, Iincrease and decrease, comparison by difference comparison by ratio See the description of problem types at the end of the Grade 5 notes ASSESSMENT: At this stage learners should have been assessed on: • 4-digit numbers • adding and subtracting with 4-digit numbers • working with number sentences MATHEMATICS GRADES 4-6 136 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Investigate and extend patterns • Investigate and extend numeric patterns looking for relationships or rules of patterns - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for patterns and relationships using flow diagrams Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • by a number sentence Sequences of numbers: Examples of the above are illustrated in Term 3. Patterns given in input-output diagrams Input-output diagrams are sometimes called function diagrams or function machines because they are a way of introducing learners to functional relationships diagrammatically. Functional relationships become very important in the Senior Phase and FET Mathematics. The forms of input-output diagrams that learners in the Intermediate Phase work with most often are Flow diagrams or spidergrams. When using flow diagrams, the correspondence between input and output values should be clear in its representational form i.e. the first input produces the first output values, the second input values produces the second output values, etc. Example. Input 5 13 25 45 Output Rule 13 5 9 11 + 1 × 4 Any input-output diagram can allow learners to see or work out: • the inputs, if the rule is given as well as corresponding output values • the outputs, if the rule is given as well as corresponding input values • the rule, if the rule works for every given input value and its corresponding output value. Tables are a useful way to record patterns in Grades 4 and 5. In Grade 5 it is useful to sometimes include the rule on the table, e.g. 1 2 3 4 5 6 7 8 9 10 x 6 6 12 18 30 60 In Term 1 it is recommended that number patterns are used to develop concepts and skills that will be used in multiplication and division. The focus can be on input-output flow diagrams that help learners to understand and learn about 4 hours MATHEMATICS GRADES 4-6 CAPS 137 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns • inverse operation between multiplication and division • multiplication of units by multiples of 10, 100 and 1 000 • the associative property with whole numbers and how we can use this property when we multiply e.g. multiplying by multiples of 10 Using flow diagrams to focus attention on multiplication and division as inverse operations Learners are not expected to use the expression “inverse operations”. They are expected to know that • multiplication can be used to do division calculations • multiplication can be used to check division calculations Provide learners with appropriate flow diagrams which they complete and discuss. Examples: Input Rule 132579 Output Input Rule 721354963 Output x7 ÷7 After completing a number of similar examples, learners should explain in their own words what they notice. If learners then write pairs of matching number sentences based on the flow diagrams, they can discuss using multiplication to check division and using multiplication to check division. Further examples Learners can use the above knowledge to indicate how they could complete the missing input numbers in a flow diagram: Input Output Rule 138 4088 x8 MATHEMATICS GRADES 4-6 138 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Once learners have completed the flow diagram, they can discuss how they found the missing input numbers from the corresponding output number and rule. This can be consolidated by giving learners pairs of number sentences in which the same numbers are multiplied and divided. Using flow diagram to help learners develop multiplication and division techniques Associative property Numbers can be multiplied in any order. Example:(13 x 5) x 2 = 13 x (5 x 2) 130 Input 10 50 Output Rule 1 2 7 9 13 130 Input 10 50 Output Rule 1 2 7 9 13 x5 x2 x5 x2 Learners discuss what they notice when they compare the examples. Learners are not required to know the name of the associative property. They are only expected to be able to use it to make calculations easier or use equivalent statements. Using flow diagrams to help learners think about and use techniques for multiplying by multiples of 10 Learners complete a flow diagram like the one below. They then explain using their own words what they notice when they compare the flow diagrams. They then diiscuss a short way to multiply by MATHEMATICS GRADES 4-6 CAPS 139 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Once learners have completed the flow diagram, they can discuss how they found the missing input numbers from the corresponding output number and rule. This can be consolidated by giving learners pairs of number sentences in which the same numbers are multiplied and divided. Using flow diagram to help learners develop multiplication and division techniques Associative property Numbers can be multiplied in any order. Example:(13 x 5) x 2 = 13 x (5 x 2) 130 Input 10 50 Output Rule 1 2 7 9 13 130 Input 10 50 Output Rule 1 2 7 9 13 x5 x2 x5 x2 Learners discuss what they notice when they compare the examples. Learners are not required to know the name of the associative property. They are only expected to be able to use it to make calculations easier or use equivalent statements. Using flow diagrams to help learners think about and use techniques for multiplying by multiples of 10 Learners complete a flow diagram like the one below. They then explain using their own words what they notice when they compare the flow diagrams. They then diiscuss a short way to multiply by CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Input Output Input Output 50 350 1 3 5 9 11 150 550 1 2 5 9 50 250 11 x10 x5 x50 This can be consolidated by multiplying by other multiples of 10. Similar pairs of flow diagrams can be used, to help learners develop techniques for multiplying by multiples of Other quick multiplication techniques can be developed in this way Examples Input Output Input Output 200 1 2 7 8 10 75 25 1 2 7 8 175 250 10 x100 ÷4 x25 Learners can develop fast mental and written techniques based on this. Once learners understand these techniques for multiplying and dividing, further practice can be given in the mental mathematics programme. MATHEMATICS GRADES 4-6 140 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUM BERS, O PERATIONS AND RELATIONS HIP S 1.1 Whole numbers Multiplication and division Number range for calculations • multiplication of at least whole -3-digit by 2-digit numbers • division of at least whole 3-digit by 1-digit numbers Calculation techniques Using a range of techniques to perform and check written and mental calculations of whole numbers including: • estimation • building up and breaking down numbers • using a number line • rounding off and compensating • doubling and halving • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors • Multiples of 2-digit whole numbers to at least 100 • Factors of 2-digit whole numbers to at least 100 Properties of whole numbers • Recognize and use the commutative; associative; distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Rather than do all the multiplication and division in one block, it is recommended that learners revisit calculations regularly. In this suggested sequencing of work, learners do multiplication and division in 3 of the 4 terms in Grade 4. Nine hours are allocated to multiplication and division for Term 1. What is different to Grade 4? In Term 1, learners revise and consolidate work done in Grade 4 .i.e. • learners multiply at least 2-digit numbers by 2-digit numbers • learners divide at least whole 3-digit by1-digit numbers Learners can recap the properties of multiplication and division and brush up on their skills Learners should do context free calculations and solve problems in contexts The following problem types remain important: sharing, grouping, treating groups as units, rate, ratio(see the description of problem types at the end of the Grade 5 notes) Remember, that it helps learners to become more confident in and more independent in Mathematics, if they have techniques • to check their solutions themselves • to judge the reasonableness of their solutions Judging reasonableness of solutions Learners should estimate their answers before calculating. They can round off the numbers involved in the calculations. Learners can round off to the nearest when multiplying or dividing with 2-digit numbers Checking solutions Learners should know that they can check a division calculation by doing multiplication. Example: If 69 ÷ 3 = 23; then 23 x 3 = 69 When learners check a division calculation involving a remainder, they must be taught to first multiply the quotient by the divisor and then to add the remainder Example: If 70 ÷ 3 = 23 remainder 1; then 23 x 3 = 69 and 69 + 1 = 70 Using the inverse operation to check solutions is one reason for teaching multiplication and division simulteneously. Another reason for combining multiplication and division is that we almost always use multiplication to solve division problems. 6 hours MATHEMATICS GRADES 4-6 CAPS 141 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication and division Solving problems • Solve problems involving whole numbers, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including: - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) - grouping and equal sharing with remainders In Grade 5 learners continue to break up numbers to multiply. There are different ways of doing this. Sometime the numbers involved in the calculation make different methods easier or more difficult. Learners are already able to use the associative and commutative properties to multiply two or more numbers. Multiplication and the distributive law One way for learners to understand how and why the distributive property works, is to split arrays and write number sentences to describe the arrays. Example 9 x 6 = 5 x 6 + 4 x 6 The distributive law allows you to break down the number and then multiply each part separately. As the numbers learners work with get larger, learners may begin to lose track of some numbers when they break up numbers to do calculations. Using brackets is helpful to show grouping of numbers and so helps learners keep track of what they are doing. Since the operations in brackets have to be done first, it removes any confusion about the order of operations. Learners thus do not have to learn rules such as BODMAS if brackets are used routinely to indicate which operations have to be done first. Using the distributive property to multiply 47x 45 47 x (40 + 5) ( breaking up one number) = 47 x40 + 47 x 5 ( using the distributive property) = 1880 + 235 = 2 115 or 47x 50 – 5= 47 x 50– 47 x 5 (using the distributive property) = 2 350–235 = 2 115 MATHEMATICS GRADES 4-6 142 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication and division Example of checking reasonableness by rounding off 47 x 45 ≈ 47 x 50 ≈ 2 350 by approximating the multiplicand. or 54 x 26 ≈ 50 x 45 ≈ 2 250 by approximating the multiplier. Breaking down numbers into suitable factors to multiply Example: a) Calculate 47 x 12 47 x 12 = 47 x 2 x 6 (breaking down 12 into its factors) =(47 x 2) x 2 x 3 (breaking down 6 into its factors) =(94 x 2) x 3 = 188 x 3 =(100 + 80 + 8)x 3 = 300 + 240 + 24 = 564 b) Calculate 53 x 45 53 x 45 = 53 x 9 x 5 (breaking down 45 into its factors) =(53 x 3) x 3x 5 (breaking down 9 into its factors) =(159 x 3) x 5 =477 x 5 =(400 + 70 + 7) x 5 = 2 000 + 350 + 35 = 2 385 Dividing Problems There are two kinds of problems that result in division. It is important that learners experience both of these: • sharing problems: e.g. 6 learners share 32 sweets equally. How many sweets does each learner get.? • grouping: e.g. Samkele has a large packet with 32 sweets. How many smaller packets can she make with 6 sweets each? MATHEMATICS GRADES 4-6 CAPS 143 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication and division Some problems and calculations should have a remainder, and some should not. See the description of problem types at the end of the Grade 5 notes Learners continue to use what they know about multiplication to do division. As with Grade 4, learners are not encouraged to treat the digits separately, but rather to consider the number as a whole and to keep the value of the parts of the number in mind. Sometimes in the past, learners were taught to write out the whole times table, which they were encouraged to work out by repeated addition. At other times in the past learners were encouraged to divide by doing repeated subtraction of the divisor. Many learners got lost in the extensive repeated subtraction of the divisor when dividing 3-digit by 1-digit numbers. When dividing 3-digit by 1-digit numbers, it is preferable for learners to work with the easily remembered multiplication facts of multiples of 10 and then doubling and halving. These large groups of numbers can then be subtracted from the number being divided into. In this way learners do fewer subtractions and are more likely to arrive at the correct answer Example Claculate 375 ÷ 8 Learners can write out a “clue board” of what they know about multiplying by 8. • This generally includes multiplying by 10 and multiples of 10 • Multiplying by 5 (halve the multiplying by 10 value). • Multiplying by 2, 4, 8 (learners get this through doubling). • Filling in other multiples as they need to use them. Learners use multiplication and then subtraction to calculate. Clue board 10x8 = 80 20x8 = 160 30x8 = 240 40x8 = 320 5x8 = 40 6x8 = 48 3x8 = 24 Multiply to get an approximate answer Subtract to find the difference 40 x 8 = 320 375 – 320 = 55 6 x 8 = 48 55 – 48 = 7 375 ÷ 8 = 40 + 6 + remainder 7 = 46 remainder 7 Learners should check their calculations by multiplying 46 by 8 and the adding 7. Example of checking reasonableness by rounding off With division it makes more sense for learners to round off the dividend to a multiple of the divisor e.g. 400 ÷ 8 = 50 and 320 ÷ 8 = 40. So the answer should lie between 40 and 50. MATHEMATICS GRADES 4-6 144 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.4 Time Reading time and time instruments Read, tell and write time in 12-hour and 24-hour formats on both analogue and digital instruments in • hours • minutes • seconds Instruments include clocks, watches and stopwatches Reading calendars Calculations and problem solving related to time include Calculation of time intervals where time is given in • seconds and/or minutes • minutes and/or hours • hours and/or days • days and/or weeks and/or months • months and/or years • years and/or decades History of time Know how time was measured and expressed in ancient times. What is different to Grade 4? Stopwatches are introduced. Learners can either use stopwatches that occur as single instruments, or stopwatches on cell phones or wrist watches. Learners continue to read, record and calculate time in -hour and -hour formats and to work with analogue and digital instruments. This is practised regularly. Once learners have been taught to tell the time, it can be practised during the mental Mathematics section of the lesson, and frequently at other times during the day. Learners continue to read calendars Calculations and problem-solving related to time Decades are introduced. Calculations should be limited to whole numbers and fractions. 6 hours ASSESSMENT: At this stage learners should have been assessed on: • multiplication ( 2-digit by 2-digit numbers) and division (3-digit by 1-digit numbers) • time • 2-D shapes including identifying right angles MATHEMATICS GRADES 4-6 CAPS 145 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLING 5.1 Collecting and organising data • Collect data using tally marks and tables for recording • Order data from smallest group to largest group What is different to Grade 4? The following are new in Grade 5 • ordering data sets • analyzing data not only according to categories, but also taking into account contexts and sources of data • analyzing ungrouped numerical data sets to find the mode • pictographs which show a many-to-one correspondence • conclusions and predictions when analysing and summarising data Teachers in this phase should ensure that different topics are chosen for data collection and analysis in each of the grades. Complete data cycle including drawing bar graph: context personal data The complete data cycle includes asking a question, collecting, organising, representing, analyzing,interpreting data and reporting on the data. Work through whole data cycle to make individual bar graph using contexts that relate to themselves, their class, their school or their family. Suitable topics include: • favourite sports / favourite movies / favourite music / favourite TV programmes / foods or cool drinks/ favourite colours, etc. • models/makes of cars passing the school grounds Analysing graphs Analysing graphs on environmental or socio-economic contexts by answering questions on graphs. Both graphs and questions to be provided by teacher or textbook. Learners should work with at least • 2 pie graphs where the information is given in fractions and not percentages • 1 pictograph with a many-to-one representation • 1 bar graph • Suitable topics include • quantities of materials recycled in the town, province, country • quantities of recycling materials collected by schools around the country • sources of lighting and heating in SA • kinds of toilets in SA homes • kinds of homes in SA 10 hours 5.2 Representing data Draw a variety of graphs to display and interpret data including • pictographs (many-to-one correspondence) • bar graphs 5.3 Analysing, interpreting and reporting data Critically read and interpret data represented in • words • pictographs • bar graphs • pie charts Analyse data by answering questions related to • data categories • data sources and contexts Summarise data verbally and in short written paragraphs that include • drawing conclusions about the data • making predictions based on the data Examine ungrouped numerical data to determine the most frequently occurring score in the data set (mode) MATHEMATICS GRADES 4-6 146 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Drawing pictographs: context socio-economic data This is recommended as the Maths project for Grade 5 Learners should be given socio-economic data, preferably national or regional, so that the numbers are large. This can be provided as unstructured data, in a paragraph, in a list or in a table or tally. Learners sort and order the data and draw a pictograph with many-to-one representation. They then complete the rest of the data cycle. Suitable topics include: • Facilities at schools in SA • Sources of water for families in SA e.g. piped to house, piped to yard, piped to communal source outside the property, borehole, spring, etc. • what source/sources of lighting for families in SA, e.g. electricity, candles, paraffin, etc. • kinds of homes in SA Assessment point Recommended form of assessment: Project MATHEMATICS GRADES 4-6 CAPS 147 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 2-D shapes Shapes learners need to know and name • Regular and irregular polygons - triangles, squares, rectangles, other quadrilaterals, pentagons, hexagons, heptagons, • Circles • Similarities and differences between squares and rectangles Characteristics learners use to distinguish, describe, sort and compare shapes • Straight and / curved sides • Number of sides • Length of sides • Angles: limited to - right angles - angles smaller than right angles - angles greater than right angles Further activities to focus learners on charatceristics of shapes Draw 2-D shapes on grid paper Angles limited to • right angles • angles smaller than right angles • Angles greater than right angles What is different to Grade 4? • Heptagons are a new shape. • Learners also examine the length of the sides of shapes; so that they can describe the differences between squares and rectangles. • Learners start to focus on angle. In Grade 5 the focus is on right angles. Shapes and their distinguishing characteristics There are four ways in which learners distinguish shapes in Grade 5. 1.By checking whether they have straight or curved sides. Two dimensional shapes can be grouped as follows: • Closed shapes with curved sides only: Examples The only 2-D shape that has curved sides that learners are expected to name is the circle. They should, however, be exposed to other shapes with curved sides which they are not expected to name • Closed shapes with curved and straight sides: Examples Learners are not expected to name any of these shapes. • Closed shapes with straight sides only: Examples 2.When looking at the group of shapes with straight sides, learners group them according to the number of sides. A polygon is a closed shape with only straight sides. Learners are not expected to know the name polygon. 7 hours MATHEMATICS GRADES 4-6 148 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 2-D shapes Polygons A regular polygon is a straight sided closed shape that has all its sides the same length and all its angles the same size. Learners do not have to know the terms “regular” and “irregular”. Learners should be able to identify polygons according to their number of sides. They need to be able to identify any heptagon, hexagon or pentagon. Examples of heptagons/septagons Examples of hexagons Examples of pentagons Learners need to know that all closed shapes with straight sides are called quadrilaterals. They need to be able to identify and name, squares and rectangles, for other quadrilaterals they use the group name, quadrilateral in Grade 5 Examples of quadrilaterals. Learners should be exposed to a range of different triangles, but are not expected to name types of triangles in Grade 5 MATHEMATICS GRADES 4-6 CAPS 149 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 2-D shapes 3.Learners distinguish shapes by looking at the length of the sides. Learners differentiate between squares and rectangles by looking at the lengths of the sides. However, learners can also discuss the lengths of sides of other shapes e.g. a learner may say that the following shape is a pentagon whose sides are not all the same length 4.Learners distinguish shapes by looking at the size of their angles. Here learners need to know how to identify a right angle (see notes below). They check whether shapes are rectangles or squares by checking whether all their angles are right angles. Angles In the Intermediate Phase learners measure angles informally. They do not use protractors or discuss angles in terms of degrees. In Grade 5 learners only need to know what a right angle looks like. All other angles are described as either bigger or smaller than right angles. Learners can be introduced to angles as a 'how much turning has taken place between the arms or sides of the angle'. Here a right angle is equivalent to a quarter turn or revolution. Learners use informal angle measurers such as the corner of a sheet of paper or a page folded to make a right angle, to check whether shapes or objects have right angles. Learners should first learn characteristics of each shape, before discussing comparisons between shapes. Activities to focus learners on characteristics of shapes Most commercially available sets of 2-D shapes do not show irregular shapes. They are however easy to cut out of cardboard. Learners can draw irregular shapes on grid paper or if they have geoboards, they can create irregular shapes on geoboards. Learners can also combine cut-out or plastic shape to create composite irregular shapes Examples Written exercises and recording Learners should do practical work with concrete apparatus but they should also do written exercises. MATHEMATICS GRADES 4-6 150 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity/ Volume Practical measuring of 3-D objects by estimating measuring recording comparing and ordering Measuring instruments measuring spoons, measuring cups, measuring jugs Units millilitre (ml) litre (l) Calculations and problem-solving related to capacity / volume include solving problems in contexts using capacity/volume converting between litres and millilitres limited to examples with whole numbers and fractions What is capacity? What is volume? Capacity is the amount of a substance that an object can hold or the amount of space inside the object. Volume is the amount of space that an object occupies. A bottle can have a 1 litre capacity, but it may not be filled to its full capacity. It could for example, only contain a volume of 250ml. In Grade 5 learners work with the same units of capacity that they worked with in Grade 4. They also work with the same measuring instruments. Learners need to: • consolidate their sense of how much 1 litre is • consolidate their sense of how much 1 millilitre is • understand and know the relationship between litres and millilitres. Check whether learners have a sense of which units and instruments are appropriate for measuring which various capacities. For example learners need to know which units to use to state the capacity of • a kettle • a petrol tank • a baby’s milk bottle Learners should have a sense of which instruments are appropriate for measuring various capacities. For example they need to know what instruments to use to measure • liquid medicine to give to a baby • milk for a pudding recipe • water to dilute a packet of powdered cool drink Measuring capacity and reading capacity measuring instruments Learners find it easy to measure with measuring spoons or measuring cups, because this just requires filling them and pouring out the contents. Measuring with calibrated measuring jugs or other instruments with numbered and un￾numbered gradation lines is more difficult. Learners need to be taught the skills of • where to stand to read a measuring jug correctly • how to read the numbered gradation lines and to calculate what the un￾numbered gradation lines mean. 5 hours MATHEMATICS GRADES 4-6 CAPS 151 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity/ Volume Learners need to read • different kinds of measuring jugs • measuring jugs on which the numbered intervals, gradation lines or calibration represent different levels of the content. • measuring jugs on which there are a different number of un-numbered intervals within each numbered interval. Learners need practice with examples in which the numbered intervals are divided into - 2 un-numbered intervals - 4 un-numbered intervals - 5 un-numbered intervals - 10 un-numbered intervals Example: Here the numbered gradation lines on the jug shows 1 litre measurement readings. Think of the gradations as a number line. 1 litre 2 litres There are 4 spaces between each litre. 1 litre 2 litres This means that each small space shows 1 000ml ÷ 4 = 250ml The liquid is filled to space above litre i.e. 1 000ml + 250ml = 1 250ml It is sometimes easier and cheaper to get a range of syringes with calibrated gradation lines, than it is to get a range of measuring jugs. Learners will learn the same measurement reading skills if they work with syringes rather than jugs. MATHEMATICS GRADES 4-6 152 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity/ Volume Compare capacities in millilitres and litres Learners should sequence containers marked in millilitres and litres. Here learners need to translate the decimal numbers on some packaging into fractions e.g. 1,5 litres of cool drink is the same as 112 litres of cool drink. One should also choose examples that allow learners to realize that the height of a container is not directly proportional to the capacity and that learners need to take into account the diameter of the container. Recording capacities Because learners will only work with decimal fractions in Grade 6, they should record capacities as • litres only e.g. 5 litres • millilitres only e.g. 250ml • litres and millilitres together e.g. 2 litres and 80 millilitres • litres and fractional parts of litres e.g. 234 litres • since learners will be reading half litres in decimal form off some packaging they can also write half litres in the decimal form, but this is not a requirement in this grade. Calculations (including conversions) and problem-solving Measurement provides a context in which to practise skills acquired in Numbers, Operations and Relationships. The skills, operations and number ranges required are appropriate for Term 1. By the end of the year the number ranges and operations can be increased to include everything that is covered under Numbers, Operations and Relationships. Estimate and calculate using millilitres and litres • rounding numbers up or down to the most appropriate unit of capacity • rounding off to10, 100, 1 000 (Doing rounding off when reading measuring instruments can help learners to understand the reasons for rounding up or down) • addition and subtraction of up to 4-digit numbers • multiplication up to 2-digit by 2-digit numbers • division up to 3-digit by 1-digit numbers • add fractions in measurement contexts (using only halves, thirds, quarters, fifths, sixths, sevenths and eighths) MATHEMATICS GRADES 4-6 CAPS 153 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity/ Volume Solve problems relating to capacity including • rate problems (especially price per litre) • ratio problems ( e.g. increasing ingredients in a recipe by fixed ratios, or calculations where ingredients are mixed in a fixed ratio e.g. 1 part to 4 parts) Convert between units: ml ↔ l Converting between litres and millilitres provides a context for practising multiplication and dividision by 1 000 . Conversions should be limited to whole numbers and fractions (given only as halves, thirds, quarters, fifths, sixths, sevenths, eighths). Conversions can also include converting the decimal half to the common fraction form of half. In Grade 5 learners do not calculate with decimals. When doing division they sometimes have a remainder e.g. 37 ÷ 4 = 9 remainder 1. Similarly when converting between units they may state their answers in a combination of units e.g. • 3 750 ml = 2 litres and 750millilitres • 4 12 litres = 4 500millilitres ASSESSMENT: At this stage learners should have been assessed on: • data handling • capacity REVISION 5 hours MATHEMATICS GRADES 4-6 154 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction facts of: - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 10 x 10 • Multiplication facts of: - units by multiples of 10 - units by multiples of 100 - units by multiples of 1 000 - units by multiples of 10 000 Number range for counting, ordering, comparing and representing, and place value of digits • Count forwards and backwards in whole number intervals up to at least 10 000 • Order, compare and represent numbers to at least 6-digit numbers • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 6-digit numbers. • Round off to the nearest 5, 10, 100, 1 000 The mental Mathematics programme should be developed systematically over the year. Learners should not simply be asked to do random calculations each day. As learners cover topics and develop calculating techniques in the main part of the lesson, so aspects of these can be incorporated into the mental Mathematics programme: concepts and skills are developed through the main lesson, and then practised with smaller number ranges in the mental Mathematics programme. The mental Mathematics should systematically develop three aspects of learners’ number knowledge • number facts - number bonds: addition and subtraction facts of ◊ units ◊ multiples of 10 ◊ multiples of 100 ◊ multiples of 1 000 - times tables up to 10 x 10 • calculation techniques - doubling and halving - using multiplication to do division - multiplying by 10, 100 and 1 000 - multiplying by multiples or 10, 100 and 1 000 - dividing by 10, 100 and 1 000 - building up and breaking down numbers - rounding off and compensating: rounding off to 5, 10, 100 and 1 000 - Adding and subtracting of units, multiples of 10, 100 and 1 000 to/from any 5-digit number • number concept - counting forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 10 000. - ordering and comparing up to 6-digit numbers - place value for up to 6-digit numbers - building up and breaking down numbers - odd and even numbers - multiples - factors 10 minutes every day MATHEMATICS GRADES 4-6 CAPS 155 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Calculation techniques Using a range of techniques to perform and check written and mental calculations of whole numbers including: • estimation • adding and subtracting in columns • building up and breaking down numbers • using a number line • rounding off and compensating • doubling and halving • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors • Multiples of 2-digits whole numbers to at least 100 • Factors of 2-digit whole numbers to at least 100 Properties of whole numbers • Recognize and use the commutative; associative; distributive properties with whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Some mental Mathematics can be done without apparatus, but it is often useful to do mental Mathematics with apparatus Recommended apparatus • number lines including structured and unstructured number lines • a number grid • place value cards • counting beads MATHEMATICS GRADES 4-6 156 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUM BERS, O PERATIONS AND RELATIONS HIP S 1.1 Whole numbers Counting, ordering, comparing, representing and place value of digits Number range for counting, ordering, representing and place value of digits • Count forwards and backwards in whole number intervals up to at least 10 000 • Order, compare and represent numbers to at least 6-digit numbers • Represent odd and even numbers to at least1 000 • Recognize the place value of digits in whole numbers to at least 6-digit numbers. • Rounding off to the nearest 5, 10, 100 or 1000 What is different to Term 1 • counting number range increased – learners count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 10 000. • learners also count in fractions (after the topic of fractions has been covered in the main lesson – see comment in that section about counting in fractions) • Rounding off to the nearest 10, 100, 1 000 • number range for place value, ordering, comparing and representing numbers increased to 6 digits See further notes in Term 1, but be aware that number ranges have increased in Term 2. The increased number ranges are shown in the column on the left. All work learnt here can be practiced throughout the year in the mental Mathematics programme. 1 Hour MATHEMATICS GRADES 4-6 CAPS 157 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Number range for calculations Addition and subtraction of whole numbers with at least 5-digit numbers Calculation techniques Using a range of techniques to perform and check written and mental calculations of whole numbers including: • estimation • adding and subtracting in columns • building up and breaking down numbers • using a number line • rounding off and compensating • doubling and halving • using addition and subtraction as inverse operations Properties of whole numbers • Recognize and use the commutative; associative; distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Solving problems Solve problems involving whole numbers, including the following: • financial contexts • measurement contexts What is different to Term 1? • In Term 2, learners add and subtract numbers with up to 5 digits. • Rounding off as a way of estimating answers to include rounding off to the nearest 1 000 as well as rounding off to the nearest 10, 100 Learners should solve problems in contexts and do context free calculations As number ranges get larger many learners tend to lose the parts of the number that they break up, when they try to combine again. This is especially the case when more than two 5-digit numbers are being added. It is for this reason that column addition and column subtraction are introduced in Grade 5. In Term 2 one can still encourage learners to expand the numbers as they write them in columns. In Term 1, an option of a column method was provided, but it consisted of putting different place values into different rows. Learners continue to: • check their solutions themselves e.g. by using the inverse operation • judge the reasonableness of their solutions e.g. by rounding off numbers and estimating answers Example: Calculate: 56 423 +7 581 +21 479 • Breaking down all the numbers to add Adding in a row (horizontally) 50 000+6 000+400+20+3+7 000+500+80+1+20 000+1 000+400 +70+9 = 50 000+20 000+ 6 000+7 000+1 000+400+500 +4 00+20+ 80 +70+ 3+1+9 = 70 000 + 14 000 + 1 300 + 170 + 14 = 70 000 + 10 000 + 4 000 + 1 000 + 300 + 100 + 70 + 10 + 4 = 80 000 + 5 000 + 400 + 80+ 4 = 85484 The horizontal method may get unwieldy when more than two 5-digit numbers are added. The alternative is to use the expanded vertical method. 5 hours MATHEMATICS GRADES 4-6 158 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction • Expanded vertical method 56 423 = 50 000 + 6 000 + 400 + 20 + + 7 581 = 7 000 + 500 + 80 + 1 + 21 479 = 20 000+ 1 000 + 400 + 70 + 9 70 000+ 14 000 + 1300 + 170 + 10 = 70 000 + 10 000 + 5 000 + 400 + 80+ 4 = 85484 • Adding on (by breaking down the number to be added) Calculate: 56 423 + 7 581 56 423 + 7 000 → 63 423 + 500 → 63 923 + 80 → 64 003 + 1 → 64 004 This tends to work better if only two numbers are added. If a third or fourth number is added, they can be broken up and added one at a time, but the expanded column method is more efficient. • Breaking down all the numbers cording to place value parts to subtract using compensation (counterbalance) Example: Calculate: 8 743 – 5 684 8 743 – 5 684 = 8 000 + 700 + 40 + 3 – 5 000 – 600 – 80 – 4 = 8 000 + 600 + 130 + 13 – 5 000 – 600 – 80 – 4 (by breaking up 743 into 600 + 130 + 13) = 8 000 – 5 000 + 600 – 600 + 130 – 80 + 13 – 4 = 3 000 + 0 + 50 = 3 059 • Breaking down numbers and using the expanded column method Calculate: 98 743 – 45 684 Learners cannot subtract 4 from 3 or 80 from 40. Instead of breaking down 743 into 700 + 40 + 3 they will break down 743 into 600 + 130 + 13. Then they can subtract 4 from 13 and 80 from 130. MATHEMATICS GRADES 4-6 CAPS 159 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction 600 130 13 9 8 7 4 3 = 90 000+ 8 000 + 700 + 40 + 3 – 4 5 6 8 4 40 000+ 5 000 + 600 + 80 + 4 50 000+ 3 000 + 0 + 50 + 9 = 53 059 • Subtracting by breaking down number to be subtracted Calculate 74 687 – 52 143 74 687 – 50 000→24 687 – 2 000 → 22 687 – 100 → 22 587 – 40 → 22 547 – 3 = 22544 or 25 746 – 10 000 – 4 000 – 500 – 30 – 2 = (15 746 – 4 000) – 500 – 30 – 2 = (11 746 – 500) – 30 – 2 = (11 246 – 30) – 2 = 11 216 – 2 = 11 214 This tends to work better if only one number is subtracted from another. If a second or third number is subtracted, they can be broken up and subtracted one at a time, but the expanded column method is more efficient. Problems Summation, increase and decrease, comparison by difference; comparison by ratio See the description of problem types at the end of the grade notes MATHEMATICS GRADES 4-6 160 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Concepts, skills and number range • Describing and ordering fractions • Count forwards and backwards in fractions • Compare and order common fractions to at least twelfths Calculations with fractions • Addition of common fractions with the same denominator • Recognize, describe and use the equivalence of division and fractions Solving problems Solve problems in contexts involving common fractions, including grouping and sharing Equivalent forms: Recognize and use equivalent forms of common fractions with denominators which are multiples of each other. What is different to Grade 4? • Ninths, tenths, elevenths and twelfths • Learners count in fractions • Subtraction of fractions with the same denominators • Addition and subtraction of mixed numbers • Fractions of whole numbers that result in whole numbers Most of the new work mentioned above can be developed in Terms 3 and 4. However, learners can begin to count in fractions Learners should develop the concept of fractions in a variety of ways. Problem solving contexts can help learners to understand many ways of thinking about fractions. A variety of problems should be given to learners. See the types of fractions problems stated at the end of the grade notes. Learners can also work with apparatus and diagrams. Different diagrams or apparatus develop different ways of thinking about fractions. • Region or area models develop the concept of fractions as part of a whole. If used in particular ways they can also develop the concept of fraction as a measure. Examples of area models include circles cut into fraction pieces (or diagrams of pies), rectangles or other geometric shapes divided into fraction pieces (paper folding), fractions using square or dotty grid paper, geoboards. • Length or measurement models can be used to develop the concept of fractions as part of a whole and if used in particular ways also fraction as a measure. Examples of length models include fraction strips, Cuisenaire rods, number lines. • Set models develop the concept of fraction of a collection of objects (and can lay the basis for thinking about a fraction of a number e.g. 13 of 12) Examples of set models include counters of any kind in different arrangements. Learners should not only work with one kind of model, because this can limit their understanding of fractions. For example fractions in diagram forms should include region model (circles and other geometric shapes divided into fraction parts), length models (including number lines) and set models (which show collections of objects). In Term 2 learners should revise and consolidate what they learned about fractions in Grade 4. This is described below, but learners can also count in fractions. 5 hours MATHEMATICS GRADES 4-6 CAPS 161 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Counting in fractions can happen • as learners place down fraction pieces • on the number line • or in number chains like the one shown below. 3 + 12 +12 + 12 + 12 + 12 + 12 + 12 Learners should solve problems as well as work with apparatus and diagrams (area, length and set models) to ensure that they • understand the relationship between fractions and division i.e. if you share equally amongst 3 learners you will be making thirds • are able to name fractions (terminology like “3 over 4” should be avoided as it tends to encourage learners to think about each fraction as two different numbers, rather than 34 being a number which is greater than 12 but less than 1). Learners should, through work with apparatus, diagrams and solving problems, deal with at least the list of fractions required in Grade 4. This should be extended to include the full range of fractions required in Grade 5. The initial focus on fractions should deal with understanding the concept of a fraction. Once learners have consolidated this they can move on to working with equivalence, then comparing and then calculating with fractions. Equivalence, comparing and ordering Equivalence should be approached using apparatus, diagrams or problem contexts. Learners are not expected to be able to give equivalent fractions in symbolic (number) form without having diagrams to which they can refer or a problem context in which to make sense of the equivalence. Once learners are comfortable with equivalence, it is easy for them to compare and order fractions. Calculations with fractions: Calculations with fractions in the first term can focus on • making fractions through grouping or sharing which is linked with understanding the relationship between division and fractions e.g. If children share sweets equally, they will each get 15 of the sweets • adding fractions with the same denominators MATHEMATICS GRADES 4-6 162 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Calculations as with other aspects of fractions should be developed either through problem contexts or with the use of apparatus or diagrams. Learners should be given problem contexts in which they need to add fraction parts. Learners should also be given either fraction pieces to count e.g. 38 + 48 can be done by counting out and counting on in eighths with apparatus or by colouring in diagrams or by “hopping” in eighths on a number line. ASSESSMENT: At this stage learners should have been assessed on: • 6-digit numbers • adding and subtracting up to 5-digit numbers • fractions MATHEMATICS GRADES 4-6 CAPS 163 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.1 Length Practical measuring of 2-D shapes and 3-D objects by: estimating measuring recording comparing and ordering Measuring instruments rulers, metre sticks, tape measures, trundle wheels Units: millimetres (mm), centimetres (cm), metres (m), kilometres (km) Calculations and problem-solving related to length Solve problems in context related to length Conversions include converting between any of the following units: millimetres (mm), centimetres (cm), metres (m) and kilometres (km) Conversions limited to whole numbers and fractions In Grade 5 learners work with the same units of length that they worked with in Grade 4. They also work with the same measuring instruments. Check whether learners have a sense of which units and instruments are appropriate for measuring various lengths, heights and distances Learners should have a sense of which units are appropriate for measuring different lengths. For example, they need to know which units to use to state • the length and width of a desk • the distance to the next town • the length of a nail Learners should have a sense of which instruments are appropriate for measuring different lengths. For example,they need to know which instruments to use to measure: • the length and width of a desk • the length of the classroom • the length of a rugby field Reading instruments for measuring lengths Learners should measure lengths using • rulers (mm, cm) • metre sticks (m) • tape measures (m, cm, mm) • trundle wheels (m) Learners find rulers easy to use for measuring. This is because • centimetres are always numbered • there are always 10mm divisions in a centimetre. Stating and recording length measurements In Grade 5 learners continue to record their measurements using rulers, as millimetres or centimetres or millimetres and centimetres e.g. the pencil is 11 centimetres and 3 millimetres long. They can sometimes record their measurements in centimetres and fractions of centimetres e.g. the eraser is 212 cm long. This is easy to do because on a ruler, the 5th millimetre gradation line is normally longer. Once learners have learned, from reading commercial mass and capacity packaging, that 212 is the same as 2,5 , they will also be able to use the decimal ',5' in their recording i.e. 2,5cm long. 7 hours MATHEMATICS GRADES 4-6 164 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.1 Length Tape measures that are longer than 1m and 2m should also be used e.g. builder tapes or surveyor tapes can be more than 10 metres. The longer measuring tapes are more difficult to use. Learners cannot only read off the number corresponding with the final measurement. They also need to know for how many metres they have unrolled the tape, e.g, the distance may be 4m and 78cm, but the tape may only show the number 78. When using the longer longer measuring tapes, estimation becomes even more important. Compare and order lengths up to 6 digits in mm, cm, m, km In the Intermediate Phase learners need to work with drawings of objects with specified lengths, or written descriptions of objects with specified lengths. At first learners can compare length given in the same units, but once they know how to convert between units, they can compare lengths and heights of objects which are specified in different units Calculations (including conversions) and problem-solving Measurement provides a context in which to practise skills acquired in Numbers, Operations and Relationships. The skills, operations and number ranges required are given below. Estimate and calculate using • Round numbers up or down to the appropriate unit of length • Rounding off to 5, 10, 100 and1 000 • Addition and subtraction up to 5-digit numbers • Multiplication: 3-digit number by 2-digit number • Division: 3-digit number by 2-digit number • Add common fractions in the context of measurement (using only halves, thirds, quarters, fifths, sixths, sevenths and eighths) By the end of the year the number ranges and operations can be increased to include everything that is covered under Numbers, Operations and Relationships. Solve problems relating to distance and length including rate and ratio problems. Conversions between units mm ↔ cm cm ↔ m m ↔ km Converting between the units of measurement above provides a context for practising multiplication and division by 10, 100, 1 000 Conversions should be limited to whole numbers and fractions given only as halves / thirds / quarters / fifths / sixths / sevenths / eighths. MATHEMATICS GRADES 4-6 CAPS 165 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.1 Length In Grade 5 learners do not calculate using decimals. When doing division there will sometimes be a remainder in the answer, e.g. 37 ÷ 4 = 9 remainder 1. Similarly when converting between units, answers may be stated in a combination of units e.g. • 35cm = 3cm and 5mm or 312cm • 526cm = 5m and 26cm • 2 500m = 2m and 500cm • 4 12 km = 4 500m MATHEMATICS GRADES 4-6 166 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUM BERS, O PERATIONS AND RELATIONS HIP S 1.1 Whole numbers Multiplication Number range for calculations Multiplication of at least whole 3-digit by 2-digit numbers Calculation techniques Using a range of techniques to perform and check written and mental calculations of whole numbers including: • estimation • building up and breaking down numbers • using a number line • rounding off and compensating • doubling and halving Number range for multiples and factors • Multiples of 2-digits whole numbers to at least 100 • Factors of 2-digit whole numbers to at least 100 Properties of whole numbers • Recognize and use the commutative; associative and distributive properties with whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Solving problems • Solve problems involving whole numbers, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including comparing two or more quantities of the same kind (ratio) What is different to Term 1? In Term 1, learners multiply 2-digit by 2-digit numbers. In Term 2, learners multiply 3-digit by 2-digit numbers Learners should do context free calculations and solve problems in contexts Focus on multiples and factors, so that learners’ knowledge of multiples and factors can be used in multiplication. Learners should continue to judge the reasonableness of their solutions e.g. by estimating before calculating using rounding off to the nearest 10, 100, 1 000 Using the distributive property to multiply 547 x (40 + 5) = 547 x40 + 547 x 5 ( using the distributive property) = 21 880 + 2 735 = 24 615 or 547x (50 – 5) = 547 x 50 – 547 x5 (using the distributive property) = 27 350 – 2 735 = 24 615 Using rounding-off to estimate and judge reasonableness of answer 547 x 45 = 547 x 50 ≈ 27 350 Breaking down numbers into factors to multiply Example: Calculate 547 x 42 547 x 42 = 547 x 7 x 6 = 547 x 2 x 3 x 7 = 1 094 x 3 x 7 = 3 282 x 7 = (7 x 3 000) + (7 x 200) + (7 x 80) + (7 x 2) = 21 000 + 1 400 + 560 + 14 = 22 974 Notice that as numbers get larger, learners will tend to use more than one calculating technique at the same time e.g. in the above example the factors of the multiplier are used but the multiplicant is split into place value parts. Kinds of problems Treating groups as units/rate See the description of problem types at the end of the Grade 5 notes 6 hours MATHEMATICS GRADES 4-6 CAPS 167 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.2 Properties of 3-D objects Objects learners need to know and name • rectangular prisms and other prisms • cubes • cylinders • cones • pyramids • similarities and differences between cubes and rectangular prisms Charactersistics learners use to distinguish, describe, sort and compare shapes • shape of faces • number of faces • flat and curved surfaces • Further activities to focus learners on charactersistics of objects • make 3-D models using cut out polygons • cutting open boxes to trace and describe their nets What is different to Grade 4? • cubes are introduced • learners work with prisms as a group for the first time • in the same way that learners distinguish between rectangles and squares, using the lengths of their sides, so they distinguish between cubes and rectangular prisms using the shapes of their faces • learners count the number of faces on 3-D objects and use this as part of their descriptions of objects Objects and their distinguishing charactersistics There are three ways in which learners distinguish 3-D objects in Grade 5 1.By checking whether they have flat or curved surfaces. Three dimensional objects can be grouped as follows: • Objects with a curved surface only: Example: sphere • Objects with flat and curved surfaces Examples: cones cylinders • Objects with only flat surfaces. In Grade 5 learners only identify and name rectangular prisms cubes: 6 Hours MATHEMATICS GRADES 4-6 168 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.2 Properties of 3-D objects other prisms pyramids: square based pyramid. 2.When looking at the group of objects with flat surfaces, learners should know that the flat surfaces of a 3-D object are called faces. They describe these objects according to the kinds of 2-D shapes that make up the flat surfaces e.g. the faces of a rectangular prism can all be rectangles or some can be squares. Square-based pyramids have one square face and the other faces are triangles. 3.Learners can also look for right angles on the faces of objects. If the object that they are examining has faces with only right angles, then it will be either a cube or a rectangular prism. Further activities to focus learners on characteristics of objects: Learners create 3-D objects by putting together cut-out polygons, which helps to focus attention on the shapes of the faces of the 3-D objects. Learners cut open boxes to make nets. They describe the nets of the boxes. Interpreting drawings of 3-D objects and written exercises Learners need to work with real objects. However they also need to do written exercises on 3-D objects. Interpreting pictures of 3-D objects is more difficult than working with the real objects. Learners should practice interpreting drawings of 3-D objects. They should identify and name 3-D objects in drawings and identify everyday objects that look like geometric objects e.g. a milk carton looks like a rectangular prisms. Describe the surfaces of objects when shown drawing of 3-D objects, match the 2-D shapes that have the same shape as the faces of 3-D objects, match nets of rectangular prisms to the appropriate drawing of rectangular prisms and compare 3-D objects from drawings. ASSESSMENT: At this stage learnes should have been assessed on: • length • multiplication of up to 3-digit numbers by 2-digit numbers • 3-D objects MATHEMATICS GRADES 4-6 CAPS 169 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns Investigate and extend patterns • Investigate and extend geometric patterns looking for relationships or rules of patterns - represented in physical or diagram form - sequences involving a constant difference - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for the patterns and relationships using flow diagrams Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • by a number sentence In Geometric Patterns in the Intermediate Phase the aim is for learners to get more practice in working with geometric patterns each year. Learners continue to do the activities they did in Grade 4. They just learn to do them more quickly. Learners no longer work with simple repeating patterns. Learners work with patterns that are made from 2-D shapes and 3-D objects or from drawings / diagrams of these shapes and objects. In Patterns, Functions and Algebra we choose geometric patterns that can be re-described using a number pattern, this does not mean that it can’t be described in words. In fact the description in words is usually the starting point. In Shape and Space learners also work with visual patterns that are geometric. However they are only required to describe the patterns using the language of geometry and to copy the patterns. While many of these patterns can be described using algebraic expressions, this is beyond the scope of Intermediate Phase learners. Learners show the same patterns in different ways: in a diagram, as a verbal description, as a flow diagram and in a number sentence. Sometimes learners are able to see different aspects of a pattern when they change the form in which the pattern is presented. What kinds of geometric patterns should learners work with? Patterns in which the shapes grow (increase) or decrease in different ways. • patterns in which the shape keeps its form, but gets larger (or smaller) at each stage e.g. • patterns in which a shape or part of a shape is added at each stage e.g. In each of the examples above the pattern is made by adding on the same number of matchsticks. In the top pattern four matchsticks are added each time. In the second pattern three matchsticks are added each time. Both number patterns are patterns with a constant difference. Most geometric patterns learners see in Grade 5 will be patterns with a constant difference. They are more likely to get patterns with a constant ratio when working with number sequences. 4 Hours MATHEMATICS GRADES 4-6 170 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns The pattern below is also a pattern with a constant difference: four squares are added each time. Patterns with neither a constant difference nor a constant ratio Example: What should learners do? • Copy and extend the pattern This helps them to understand how the pattern is formed • Describe the pattern in words. Different learners will describe different aspects of the pattern. Learners are required to describe the relationship between shapes in the sequence or rules in own words. To do this, learners need discuss how they made the pattern or be able to answer the question “How do I get from one stage in the pattern to the next?” • Learners need opportunities to see that changing the form of representation from geometric to verbal or to a flow diagram or to a table can sometimes help them to understand the pattern. Learners should “translate” these geometric sequences into other forms of expression or representation namely by: - verbal description of the pattern - flow diagrams or input –output diagrams - number sequences which can be recorded in a table form. MATHEMATICS GRADES 4-6 CAPS 171 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns Example: Extending the pattern: Describing the pattern in own words “It is a pattern of squares” “ Each square is bigger than the one before” Describing how they made the pattern or answering the question “How did you get from one stage to the next?” “I added one more matchstick to each side of each square” “Each square has one more matchstick in each side than the square to the left of it” Recording the number pattern in a table When learners fill in a table like the one below, they can see that the number of matchsticks used for each square is 4 times the position number of the square. Learners can then be asked to predict how many matches they will use for squares they have not built e.g. 10th, 100th , etc, Square’s position number 1 2 3 4 5 6 10 Number of match sticks 4 8 12 SPACE AND SHAPE 3.3 Symmetry Recognize, draw and describe lines of symmetry in 2-D shapes This should include shapes in which there is more than one line of symmetry. Drawings of 2-D shapes where the line of symmetry is not necessarily vertical. 2 hours MATHEMATICS GRADES 4-6 172 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Division Number range for calculations Division of at least whole 3-digit by 2-digit numbers Calculation techniques Use a range of techniques to perform and check written and mental calculations with whole numbers including • estimation • building up and breaking down numbers • using multiplication and division as inverse operations Number range for counting, ordering and representing, and place value of digits • Recognize the place value of digits in whole numbers to at least 6-digit numbers. • Round off to the nearest 10, 100, 1 000 Number range for multiples and factors • Multiples of 2-digit numbers to at least 100 • Factors of 2-digit whole numbers to at least 100 Multiplication facts • Units by multiples of 10 • Units by multiples of 100 Properties of whole numbers • Recognize and use the commutative; associative; and distributive properties of whole numbers • 1 in terms of its multiplicative property What is different to Term 1? In Term 1, learners revised and consolidated work done in Grade 4, i.e.learners divided at least whole 3-digit by 1-digit numbers. In term 2, learners divide 3-digit numbers by 2-digit numbers. Learners should do context free calculations and solve problems in contexts. The following problem types remain important: sharing, grouping and rate (see the description of problem types at the end of the Grade 5 notes) Learners continue to: • check their solutions themselves, by using multiplying • judge the reasonableness of their solutions, by estimating before calculating. Dividing Learners continue to use what they know about multiplication to do division. Focus on multiples and factors, so that learners’ knowledge of multiples and factors can be used in division. Learners should continue to be given problems with and without remainders. Learners are still not encouraged to treat the digits separately, but rather to consider the number as a whole and to keep the value of the parts of the number in mind. Sometimes in the past learners were taught to write out a whole times table, which they were encouraged to work out by repeated addition. At other times in the past learners were encouraged to divide by doing repeated subtraction of the divisor. Many learners got lost in the extensive repeated subtraction of the divisor when dividing 3-digit by 2-digit numbers. When dividing 3-digit by 2-digit numbers, it is preferable for learners to work with the easily remembered multiplication facts of multiples of 10 and then doubling and halving. These large groups of numbers can then be subtracted from the number being divided into. In this way learners do fewer subtractions and are more likely to arrive at the correct answer. 8 hours MATHEMATICS GRADES 4-6 CAPS 173 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Division Solving problems Solve problems in contexts involving whole numbers, including financial contexts Solve problems involving whole numbers, including • comparing two or more quantities of the same kind (ratio) • comparing two quantities of different kinds (rate) • grouping and equal sharing with remainders Example 442 ÷ 17 Learners can write out a “clue board” of what they know about multiplying by 17. While they do not know the 17 times table, they do know 17 x 10 and how to use this to get multiples of 17 x 10 . Learners find 17 x 5 by halving 17 x 10 Learners use doubling to find 17 x 2; 17 x 4; 17 x 8. Lerners fill in other multiples as they need to use them e.g. Clue board 10 x 17 = 170 20 x 17 = 340 30 x 40 = 510 5 x 17 = 85 2 x 17 = 34 3 x 17 = 51 6 x 17 = 102 Learners usemultiply and then subtract to calculate by approximation. Multiply to get an approximate answer Subtract to find the difference 20 x 17 = 340 442 – 340 = 102 6 x 17 = 102 102 – 102 = 0 442 ÷ 17 = 20 + 6 = 26 Learners should check their calculations by multiplying: 26 x 17 = (26 x 10) + (26 x 7) = 260 + 182 = 422 REVISION 3 hours ASSESSMENT (Half yearly) 6 hours MATHEMATICS GRADES 4-6 174 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 3 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction facts of - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 10 x10 • Multiplication facts of - units by multiples of 10 - units by multiples of 100 - units by multiples of 1 000 - units by multiples of 10 000 Number range for counting, ordering, comparing and representing and place value of digits • Count forwards and backwards in whole number intervals up to at least 10 000 • Order, compare and represent numbers to at least 6-digit numbers • Represent odd and even numbers to at least 1 000. • Recognize the place value of digits in whole numbers to at least 6-digit numbers. • Rounding off to the nearest 5, 10, 100 and 1 000 The mental Mathematics programme should be developed systematically over the year. Learners should not simply be asked to do random calculations each day. As learners cover topics and develop calculating techniques in the main part of the lesson, so aspects of these can be incorporated into the mental Mathematics programme. Concepts and skills are developed through the main lesson, and then practised, sometimes with smaller number ranges in the mental Mathematics programme. See further notes in Term 1 and Term 2, but be aware that number ranges have increased. The increased number ranges are shown in the column on the left. 10 minutes every day MATHEMATICS GRADES 4-6 CAPS 175 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Calculation techniques Using a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • adding and subtracting in columns • building up and breaking down numbers • using a number line • rounding off and compensating • doubling and halving • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors • Multiples of 2-digits whole numbers to at least 100 • Factors of 2-digit whole numbers to at least 100 Properties of whole numbers • Recognize and use the commutative; associative; distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property MATHEMATICS GRADES 4-6 176 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Describing and ordering fractions: • count forwards and backwards in fractions • compare and order common fractions to at least twelfths Calculations with fractions: • addition and subtraction of common fractions with same denominator • addition and subtraction of mixed numbers • fractions of whole numbers which result in whole numbers • recognise, describe and use the equivalence of division and fractions Solving problems Solve problems in contexts involving common fractions, including grouping and sharing Equivalent forms: Recognize and use equivalent forms of common fractions with denominators which are multiples of each other Learners should develop the concept of fractions in a variety of ways, including • a range of problem-solving contexts (see the types of fractions problems stated at the end of the Grade 5 notes). • a range of apparatus and diagrams (see notes in Term 1) Learners are not expected to be able to give equivalent fractions in symbolic (number) form without having diagrams to which they can refer or a problem context in which to make sense of the equivalence. It is recommended that fraction strips or fraction walls are provided when learners are formally assessed on equivalence. Once learners are comfortable with equivalence, it is easy for them to compare and order fractions. Calculations with fractions: Learners continue to • make fractions through grouping or sharing which is linked with understanding the relationship between division and fractions e.g. If 5 children share sweets equally, they will each get 15 of the sweetss • add fractions with the same denominators Calculations as with other aspects of fractions should be developed either through problem contexts or with the use of apparatus or diagrams. Learners should be given problem contexts in which they need to add fraction parts. Learners should also be given either fraction pieces to count e.g. 38 + 48 can be done by counting out and counting on in eighths with apparatus or by colouring in diagrams or by “hopping” in eighths on a number line. Learners are also expected to: • find fractions of whole numbers which result in whole numbers e.g. what is 14 of 24? If learners have worked with drawings of collections of objects, and they know the relationship between division and fractions, this can be done without learning a rule or method. Learners can simply draw 24 objects and then make 4 equal groups • subtract fractions with the same denominators • add and subtract mixed numbers It is not expected that learners know rules for simplifying fractions or for converting between mixed numbers and fraction forms. Learners should 5 hours MATHEMATICS GRADES 4-6 CAPS 177 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions know from working with equivalence, when a fraction is equal to or greater than Examples The examples below are illustrated without contexts, but could equally arise in a problem situation. 235 + 345 = 575 = 5 + 55 + 25 = 625 Similarly with subtraction, learners can first subtract the whole numbers, and then use equivalence and compensation to complete the calculation. 635 – 2 45 = 4 + 35 – 45 = 3 + 55 + 35 – 45 = 3 45 Measurement is an important context through which to develop and consolidate the concept of fractions. If the suggested sequencing in this document is followed then learners will alredy have covered length and capacity. Length and capacity can be used to develop the concepts of fractions, equivalence, and adding with fractions. MATHEMATICS GRADES 4-6 178 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass Practical measuring of 3-D objects by estimating, measuring, recording, comparing and ordering Measuring instruments bathroom scales, kitchen scales and balances Units grams (g) and kilograms (kg); Calculations and problem-solving related to mass include Solve problems in contexts related to mass Converting between grams and kilograms limited to examples with whole numbers and fractions In Grade 5 learners work with the same units of mass as they did in Grade 4. They also work with the same measuring instruments. Learners need to • consolidate their sense of how much 1kg is • consolidate their sense of how much 1g is • understand and know the relationship between kilograms and grams. Learners should have a sense of which units are appropriate for measuring different masses. For example they need to know which units to use to state the mass of • a cow • a baby • flour for baking a cake Learners should understand which instruments are appropriate for measuring different masses. For example they need to know which instruments to use to measure • their own mass • the mass of flour for baking a cake Reading instruments and measuring mass Learners need to • estimate mass in grams and kilograms, including being able to match objects to the appropriate unit of measurement before measuring them • choose, with reasons, the most appropriate scale to use for particular objects from a range of scales provided • read kitchen scales in g and kg and bathroom scales in kg and balances in g and kg This includes reading the mass on real scales balances and pictures of scales. The skills involved include - knowing where to stand to read the scale correctly - knowing how to read the numbered gradation lines and to calculate what the un-numbered gradation lines mean. Learners need to read - different kinds of measuring apparatus - apparatus in which the numbered intervals, gradation lines or calibration represent different intervals. 5 hours MATHEMATICS GRADES 4-6 CAPS 179 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass - apparatus in which there are a different numbers of un-numbered intervals within each numbered interval. Learners need practice using examples in which the numbered intervals are divided into: - 2 un-numbered intervals - 4 un-numbered intervals - 5 un-numbered intervals - 10 un-numbered intervals Example Here the numbered lines show 100g intervals: 100g; 200g; 300g; 400g; 500g; 600g; 700g; It is sometimes useful to convert a circular dial into a number line for learners 600 g 700 g 100 g 200 g 300 g 400 g 500 g 600 g 700 g There are 10 spaces between each 100g. Each 100g interval has been divided into 10 smaller spaces. This means that each un-numbered interval shows 100g ÷ 10 = 10g Compare masses with up to 6-digits in grams and kilograms. If learners have not done this in previous grades, they should sequence containers marked in grams and kilograms. Here learners need to be able to translate the decimal numbers on some packaging into fractions e.g. 2,5kg of flour is the same as 2 12 kg of flour. One should also choose examples that allow learners to realize that the size of a container or the volume it contains is not directly proportional to the mass. Some substances have a greater density than others. Calculations (including conversions) and problem-solving Measurement provides a context in which to practise skills acquired in Numbers, Operations and Relationships. MATHEMATICS GRADES 4-6 180 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass Estimate and calculate using grams and kilograms. • Rounding up or down to the most appropriate unit of measurement addition and subtraction with up to 5-digit numbers • Rounding off to 5, 10, 100, 1 000. Doing rounding off when reading measuring instruments can help learners to understand the reasons for rounding up or down • Multiplication of 3-digit by 2-digit • Division of 3-digit by 2-digit • Add and subtract common fractions and mixed numbers with same denominator (using only halves, thirds, quarters, fifths, sixths, sevenths , eighths, ninths, tenths, elevenths and twelfths) • Determine fractions of whole numbers that result in whole numbers Solve problems relating to mass including rate (especially rands per kilogram) and ratio problems e.g. increasing or decreasing the mass of ingredients in a recipe by a set ratio Convert between units: g ↔ kg Converting between the units of measurement provides a context for practising multiplying and dividing by 1 000. When learners do division in Grade 4 a remainder may result e.g. 115 ÷ 25 = 4 remainder 15. Similarly when converting grams to kilograms learners may get part of the answer in kilograms and state the remaining part in grams e.g. 4 250g = 4kg and 250g Conversions should be limited to whole numbers and fractions given only as halves / thirds / quarters / fifths / sixths / sevenths / eighths. Conversions can also include converting the decimal half to the common fraction form of half. Recording mass Because learners will only work with decimal fractions in Grade 6, they should record masses as • kilograms only e.g. 5kg • grams only e.g. 250g • kilograms and grams together e.g. 3 kilograms and 45 grams • kilograms and fractional parts of kilograms e.g. 2 34 kilograms • since learners will be reading half kilograms in decimal form off some packaging they can also write half kilograms in the decimal form, but this is not a requirement in this grade. MATHEMATICS GRADES 4-6 CAPS 181 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass Estimate and calculate using grams and kilograms. • Rounding up or down to the most appropriate unit of measurement addition and subtraction with up to 5-digit numbers • Rounding off to 5, 10, 100, 1 000. Doing rounding off when reading measuring instruments can help learners to understand the reasons for rounding up or down • Multiplication of 3-digit by 2-digit • Division of 3-digit by 2-digit • Add and subtract common fractions and mixed numbers with same denominator (using only halves, thirds, quarters, fifths, sixths, sevenths , eighths, ninths, tenths, elevenths and twelfths) • Determine fractions of whole numbers that result in whole numbers Solve problems relating to mass including rate (especially rands per kilogram) and ratio problems e.g. increasing or decreasing the mass of ingredients in a recipe by a set ratio Convert between units: g ↔ kg Converting between the units of measurement provides a context for practising multiplying and dividing by 1 000. When learners do division in Grade 4 a remainder may result e.g. 115 ÷ 25 = 4 remainder 15. Similarly when converting grams to kilograms learners may get part of the answer in kilograms and state the remaining part in grams e.g. 4 250g = 4kg and 250g Conversions should be limited to whole numbers and fractions given only as halves / thirds / quarters / fifths / sixths / sevenths / eighths. Conversions can also include converting the decimal half to the common fraction form of half. Recording mass Because learners will only work with decimal fractions in Grade 6, they should record masses as • kilograms only e.g. 5kg • grams only e.g. 250g • kilograms and grams together e.g. 3 kilograms and 45 grams • kilograms and fractional parts of kilograms e.g. 2 34 kilograms • since learners will be reading half kilograms in decimal form off some packaging they can also write half kilograms in the decimal form, but this is not a requirement in this grade. CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Counting, ordering, comparing, representing and place value of digits Number range for counting, ordering, comparing, representing and place value of digits • Count forwards and backwards in whole number intervals up to at least 10 000 • Order, compare and represent numbers to at least 6-digit numbers • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 6-digit numbers • Round off to the nearest 5, 10, 100 or 1000 See further notes in Term 1, but be aware that number ranges have increased. The increased number ranges are shown in column 3 on the left and summarised in Term 2 notes, clarifications and teaching guidelines. All work developed here can be practised throughout the year in the mental Mathematics programme. 1 hour MATHEMATICS GRADES 4-6 182 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Number range for calculations • Addition and subtraction of whole numbers with at least 5-digit numbers Calculation techniques Using a range of techniques to perform and check written and mental calculations of whole numbers including: • estimation • adding and subtracting in columns • building up and breaking down numbers • using a number line • rounding off and compensating • doubling and halving • using addition and subtraction as inverse operations Properties of whole numbers • recognize and use the commutative, associative and distributive properties with whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Solving problems Solve problems involving whole numbers, including: • financial contexts • measurement contexts This is further practice of Addition and Subtraction with up to 5-digit numbers done in Term 2. Refer to those notes. You can revise the expanded column method shown below. Learners can then begin to use the traditional column methods. Learners continue to: • check their solutions themselves e.g. by using the inverse operation • judge the reasonableness of their solutions e.g. by rounding off numbers and estimating answers • Expanded vertical column method to add 56 423 = 50 000 + 6 000 + 400 + 20 + 3 + 7 581 = 7 000 + 500 + 80 + 1 + 21 479 = 20 000 + 1 000 + 4 00 + 70 + 9 Total = 70 000 + 14 000 + 1 300 + 170 + 14 = 70 000 + 10 000 + 5 000 + 400 + 80 + 4 = 85 484 • The vertical column method to add. 1 1 1 5 6 4 2 3 + 7 5 8 1 6 4 0 0 4 • The expanded column method to subtract Calculate: 74 687 – 52 143 Learners cannot subtract 4 from 3 or 80 from 40. Instead of breaking down 743 into 700 + 40 + 3 they will break down 743 into 600 + 130 + 13. Then they can subtract 4 from 13 and 80 from 130. 600 130 13 98 743 = 90 000 + 8 000 + 700 + 40 + 3 – 45 684 = 40 000 + 5 000 + 600 + 80 + 4 Total = 50 000 + 3 000 + 0 + 50+ 9 = 53 059 5 hours MATHEMATICS GRADES 4-6 CAPS 183 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction • The vertical column method to subtract Or 8 6 13 13 2 5 7 4 6 8 7 4 3 –1 4 5 3 2 –5 6 8 4 1 1 2 1 4 3 0 5 9 ASSESSMENT: At this stage learners should have been assessed on: • fractions • mass • addition and subtraction of up to 5-digit numbers MATHEMATICS GRADES 4-6 184 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SHAPE AND SPACE 3.5 Viewing objects Position and views Link the position of viewer to views of single everyday objects, collections of everyday objects or scenes from everyday life What is different to Grade 4? • In Grade 4 learners matched different views of single everyday objects. • In Grade 5 learners work with views of single everyday objects or collections of everyday objects. They match views of the object or objects with the position of the viewer. Position and views Learners are presented with multiple views of an everyday object or collection of everyday objects or scenes from everyday life, as well as positions of viewers in relation to the object or objects. They match each view with a viewer or viewpoint. Everyday objects often have more irregular surfaces than geometric objects e.g. compare a teapot to a sphere or a person to a cube. This makes it easier to identify views and viewpoints of everyday objects. 5 hours SPACE AND SHAPE 3.1 Properties of 2-D shapes Shapes learners need to know and name are • regular and irregular polygons - triangles, squares, rectangles, other quadrilaterals, pentagons, hexagons, heptagons, • circles • similarities and differences between squares and rectangles Characteristics learners use to distinguish, describe, sort and compare shapes • Straight and / curved sides • Number of sides • Length of sides • Angles: limited to - right angles - angles smaller than right angles - angles greater than right angles Further activities to focus learners on characteristics of shapes Draw 2-D shapes on grid paper Angles limited to • right angles • angles smaller than right angles • angles greater than right angles This is revision and consolidation of the work done in Term 1: see Term 1 notes. Learners should continue to do practical work with concrete apparatus, but they should also continue to do written exercises. 4 hours MATHEMATICS GRADES 4-6 CAPS 185 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SHAPE AND SPACE 3.4 Transforma- tions Use transformations to create composite shapes Create composite 2-D shapes including shapes with line symmetry by tracing and moving a 2-D shape by • rotation • translation • reflection Use transformations to create tessellations Make tessellated patterns including some patterns with line symmetry by tracing and moving 2-D shapes by • rotation • translation • reflection Describe patterns Refer to lines, 2-D shapes, 3-D objects and /or lines of symmetry and/ or rotations and/or reflections and/or translations when describing patterns In this suggested sequencing of Grade 5 Mathematics, transformations are done in Terms 3 and 4. For Term 3 learners can focus on building composite shapes. In Term 4 learners can focus on tessellations and describing patterns in the world. What is different to Grade 4? • In Grade 4 learners create composite shapes by placing 2-D shapes next to each other. In Grade 5 learners trace and move a 2-D shape using reflections, rotations and translations to draw composite shapes. • In Grade 4 learners create tessellations by packing out shapes. In Grade 5 learners trace and move a 2-D shape using reflections, rotations and translations to draw tessellations. Use transformations to create composite shapes Learners use a 2-D shape as a template which they trace and move by reflecting, translating and rotating to create composite shapes. Some of the new shapes drawn should have lines of symmetry. Learners describe how they moved the shape to create the pattern using the words “rotation, translation and reflection” 3 hours MATHEMATICS GRADES 4-6 186 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.5 Temperature Practical measuring of temperature by estimating, measuring, recording, comparing and ordering Measuring instruments thermometers Units degrees Celsius (oC) Calculations and problem-solving related to temperature Solve problems in contexts involving to Temperature Calculate temperature differences limited to positive whole numbers Measuring temperature is a new topic in Grade 5 Mathematics and Geography. Learners need to develop a sense of how hot or cold things are when described in degrees Celsius. This can be achieved through learning common temperature referents e.g. • the freezing point of pure water is 0oC • the boiling point of pure water is 100oC • the average normal human body temperature is 37 0oC • the daily environmental temperatures. Reading temperature measurement Learners should read temperatures on pictures of thermometers. Where possible learners should read temperatures on real thermometers. Reading calibrated capacity measuring instruments Reading analogue thermometers requires learners to read the temperature on numbered and un-numbered gradation lines. In thermometers designed to read the environmental temperatures the unnumbered gradation lines often refer to whole degrees. In thermometers designed to read human body temperature the unnumbered gradation lines often refer to fractions of degrees. Recording and reporting on temperature measurements Learners should record and report on temperature measurements they have read off thermometers in whole numbers. This may involve rounding up or down. They can also record and report temperatures by using fraction notion. Calculations and problem-solving related to temperature Calculations and problem-solving involvingtemperatures should be limited to positive whole numbers and fractions (although learners in Grade 5 work with halves, thirds, quarters, fifths, sixths, sevenths, eighths, ninths, tenths, elevenths and twelfths, with temperature calculations it makes sense to use tenths, quarters and halves) 2 hours ASSESSMENT: At this stage learners should have been assessed on: • views • tranformations- making composite shapes by rotating, translating and reflecting • temperature MATHEMATICS GRADES 4-6 CAPS 187 CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLIN G 5.1 Collecting and organising data • collect data using tally marks and tables for recording • order data from smallest group to largest group What is different to Grade 4? The following are new in Grade 5 • ordering data sets • analyzing data not only according to categories but also taking into account contexts and sources of data • analyzing ungrouped numerical data sets to find the mode • pictographs which show many-to-one correspondence • conclusions and predictions when analysing and summarising data Teachers in this phase should ensure that different topics are chosen for data collection and analysis in each of the grades. Analysing graphs Analysing graphs on environmental or socio-economic contexts by answering questions on graphs. Both graphs and questions to be provided by the teacher or textbook. Learners should work with at least • 1 pictograph with many to one correspondence • 1 bar graph Suitable topics include • quantities of materials recycled in the town, province, country • quantities of recycling materials collected by schools around the country • sources of lighting and heating in SA • kinds of toilets in SA homes • kinds of homes in SA Develop critical analysis skills Learners compare graphs on the same topic, but where data has been collected from different groups of people, at different times, in different places or in different ways. Here learners will be able to discuss the differences between the graphs. The aim is also for learners to become aware of factors that can impact on the data. Learners can summarize the findings of their comparison in a paragraph. Examples could include: • comparing data about cars that pass the school at different times or comparing data about cars that pass different venues (busy and quiet areas, poorer and richer areas etc) 9 hours 5.2 Representing data Draw a variety of graphs to display and interpret data including: • pictographs with a many-to-one representation • bar graphs 5.3 Analysing, Interpreting and reporting data Critically read and interpret data represented in • words • pictographs • bar graphs • pie charts Analyse data by answering questions related to: • data categories • data sources and contexts Summarise data verbally and in short written paragraphs that include • drawing conclusions about the data • making predictions based on the data MATHEMATICS GRADES 4-6 188 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) • comparing data collected at your school to national data from ‘Census At School e.g. favourite sports; favourite subjects; transport to school; time taken to get to school; type of dwelling; access to goods and services at home • comparing data collected from girls and boys e.g. favourite sports, favourite movies, favourite school subjects • comparing rainfall each month for a town in summer and winter rainfall areas Learners should do at least 1 example in which they compare graphs. Complete data cycle: context personal data The complete data cycle includes asking a question, collectin, organising, representing, analyzing and interpreting data and reporting on the data. Choose a different topic to Term 1. Work through the whole data cycle to make an individual bar graph using contexts that relate to themselves, their class, their school or their family. Suitable topics include: • favourite sports / favourite movies / favourite music / favourite TV programmes / foods or cool drinks/ favourite colours, etc. • heights of learners in class • mass of learners in class • shoe size of learners in class • average time taken to get from home to school • number of people staying in homes of learners in the class Analyse ungrouped numerical data using measures of central tendency Learners determine the mode of ungrouped numerical data sets. Suitable topics include: • heights of learners in the class • mass of learners in the class • shoe size of learners in the class • average time taken to get from home to school • number of people staying in the homes of learners in the class • temperatures for a month MATHEMATICS GRADES 4-6 CAPS 189 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Investigate and extend patterns • Investigate and extend numeric patterns looking for relationships or rules of patterns - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for patterns and relationships using flow diagrams. Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • by a number sentence In Term 1 learners worked with flow diagrams in order to learn about • multiplication and division as inverse operations • multiplication of units by multiples of ten, 100, 1 000 • the associative property with whole numbers and how we can use this property when we multiply Flow diagrams are further developed in this term. Learners also work with number sequences. It is useful for learners to be given examples which continue to focus on the properties of operations. For example, learners have seen that they can multiple in any order, and that they can add in any order. They can contrast flow diagrams to see whether order makes a difference if they add and multiply. Example 7Input Output Rule 111359 + 3 × 2 7Input Output Rule 111359 + 3 +3 x2 Learners should discuss whether the order of the operations made a difference. Once learners have had practice in finding input values and output values when the rule is stated, they can be given examples where input values and output values are provided but no rule is given. At first these can be flow diagrams in which there is a “one stage rule” i.e. add or subtract or multiply or divide. 5 hours MATHEMATICS GRADES 4-6 190 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Example Determine the rule 8 24 56 72 1 3 5 9 40 7 Work with examples which have a two stage rule e.g. multiply and then add, where one stage is left out Example Determine the rule 1 3 6 8 11 19 44 5 34 9 29 59 +4 Example where learners have to find a rule with two parts Determine the rule 1 2 6 8 11 8 44 3 20 5 11 59 Sequences of numbers: In the Intermediate Phase learners extend sequences of numbers. In Grade 5 they look at three kinds of sequences: • sequences involving a constant difference • sequences involving a constant ratio MATHEMATICS GRADES 4-6 CAPS 191 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns • sequences without a constant difference or ratio Some examples of patterns with a constant difference • 2; 4; 6; 8……. • 18; 16; 14; 12 ……….. In the above examples learners are adding 2 or subtracting 2 to create the pattern. Learners may describe it as a pattern of counting on or counting back in twos. Learners should also be given examples which do not start with a multiple of the number they are adding to or subtracting from. Two examples are given below. • 1; 4; 7; 10……. • 87; 66; 45; …….. Examples of patterns with a constant ratio • 1 600; 800; 400; ……… • In the above example learners are dividing by 2. All the numbers in the sequence are multiples of 2. Learners should also be given examples in which the numbers in the sequence are not multiples of the number they are multiplying or dividing by e.g. 3; 6; 12; 24 …… 10; 30; 90; 270; …… Examples of patterns without a constant difference or ratio 3; 7; 12; 18; 0; 2; 6; 12; 24 1, 4; 9; 16; 25; …….. MATHEMATICS GRADES 4-6 192 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication Number range for calculations Multiplication of at least whole 3-digit by 1-digit numbers Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers Number range for counting, ordering, representing and place value of digits • Recognize the place value of digits in whole numbers to at least 6-digit numbers. • Round off to the nearest 10, 100 or 1 000 Number range for multiples and factors • Multiples of 2-digit numbers to at least 100 • Factors of 2-digit whole numbers to at least 100 Multiplication facts for • units by multiples of 10 • units by multiples of 100 Properties of whole numbers • Recognize and use the commutative, associative and distributive properties with whole numbers • 1 in terms of its multiplicative property This is further practice of multiplication done in Term 2. Refer to those notes 7 hours MATHEMATICS GRADES 4-6 CAPS 193 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication Solving problems Solve problems in contexts involving whole numbers, including financial contexts Solve problems involving whole numbers, including • comparing two or more quantities of the same kind (ratio) • comparing two quantities of different kinds (rate) ASSESSMENT: At this stage learners should have been assessed on: • data handling • number patterns • multiplication to at least 3-digits by 2-digits REVISION 3 hours MATHEMATICS GRADES 4-6 194 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 5 Term 4 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction facts of - units - multiples of 10 - multiples of 100 - multiples of 1000 • Multiplication of whole numbers to at least 10 x 10 • Multiplication facts for - units by multiples of 10 - units by multiples of 100 - units by multiples of 1000 - units by multiples of 10 000 Number range for counting, ordering, comparing and representing, and place value of digits • Count forwards and backwards in whole number intervals up to at least 10 000 • Order, compare and represent numbers to at least 6-digit numbers • Represent odd and even numbers to at least 1 000 • Recognize the place value of digits in whole numbers to at least 6-digit numbers • Rounding off to the nearest and 5, 10, 100 and 1000 See the notes in Term 2, but be aware that number ranges have increased. The increased number ranges are shown in the column on the left. The mental Mathematics programme should be developed systematically over the year. 10 minutes every day MATHEMATICS GRADES 4-6 CAPS 195 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Calculation techniques Using a range of techniques to perform and check written and mental calculations of whole numbers including: • estimation • adding and subtracting in columns • building up and breaking down numbers • using a number line • rounding off and compensating • doubling and halving • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors • Multiples of 2-digits whole numbers to at least 100 • Factors of 2-digit whole numbers to at least 100 Properties of whole numbers • Recognize and use the commutative, associative and distributive properties with whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property MATHEMATICS GRADES 4-6 196 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Counting, ordering, comparing, representing and place value of digits Number range for counting, ordering, comparing and representing, and place value of digits • Count forwards and backwards in whole number intervals up to at least 10 000 • Order, compare and represent numbers to at least 6-digit numbers • Represent odd and even numbers to at least 1 000. • Recognize the place value of digits in whole numbers to at least 6-digit numbers • Round off to the nearest and 5, 10, 100 and 1000 See further notes in Term 1, but be aware that number ranges have increased. The increased number ranges are shown in the column 3 on the left and summarised in Term 2. Notes clarifications and teaching guidelines. All work dealt with here can be practised throughout the year in the mental Mathematics programme. 1 hour MATHEMATICS GRADES 4-6 CAPS 197 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Number range for calculating Addition and subtraction of whole numbers of at least 5 digits. Calculation techniques Use a range of techniques to perform and check written and mental calculations of whole numbers including • estimation • building up and breaking down numbers • rounding off and compensating • doubling and halving • using a number line • using addition and subtraction as inverse operations Number range for multiples and factors Multiples of 2-digit numbers to at least 100 Properties of whole numbers Recognize and use the commutative and associative properties with whole numbers Solving problems Solve problems in contexts involving whole numbers, including financial contexts. This is further practice of addition and subtraction with 5-digit numbers done in Terms 2 and 3.Refer to those notes in both these terms. 5 hours MATHEMATICS GRADES 4-6 198 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.2 Properties of 3-D objects Objects learners need to know and name: • Rectangular prisms and other prisms • Cubes • Cylinders • Cones • Pyramids • Similarities and differences between cubes and rectangular prisms Characteristics learners use to distinguish, describe, sort and compare shapes • Shape of faces • Number of faces • Flat and curved surfaces Further activities to focus learners on characteristics of objects • Create 3-D models using cut-out polygons • Cutting open boxes to trace and describe their nets This is further practice of 3-D objects done in Term 2. Refer to the notes in Term 2 5 hours ASSESSMENT: At this stage learners should have been assessed on: • addition and subtraction of 5-digit numbers • 3-D objects MATHEMATICS GRADES 4-6 CAPS 199 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Describing and ordering fractions • Count forwards and backwards in fractions • Compare and order common fractions to at least twelfths Calculations with fractions • Addition and subtraction of common fractions with the same denominator • Addition and subtraction of mixed numbers • Fractions of whole numbers which result in whole numbers • Recognize, describe and use the equivalence of division and fractions Solving problems Solve problems in contexts involving common fractions, including grouping and sharing Equivalent forms: Recognize and use equivalent forms of common fractions with denominators which are multiples of each other. This is further practice of fractions done in Term 3. Refer to those notes. In Term 4 length, capacity and mass can be used as contexts for fractions. 5 hours MATHEMATICS GRADES 4-6 200 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Division Number range for calculations Division of at least whole 3-digit by 2-digit numbers. Calculation techniques Use a range of techniques to perform and check written and mental calculations with whole numbers including • estimation • building up and breaking down numbers Number range for counting, ordering and representing, and place value of digits • Recognize the place value of digits in whole numbers to at least 6-digit numbers • Round off to the nearest and 10, 100, 1 000 Number range for multiples and factors • Multiples of 2-digit numbers to at least 100 • Factors of 2-digit whole numbers to at least 100 Multiplication facts • Units by multiples of 10 • Units by multiples of 100 Properties of whole numbers • Recognize and use the commutative; associative and distributive properties with whole numbers • 1 in terms of its multiplicative property This is further practice of division of 3-digit numbers by 2-digit numbers done in Term 2. Refer to those notes. 7 hours MATHEMATICS GRADES 4-6 CAPS 201 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Division Solving problems Solve problems in contexts involving whole numbers, including financial contexts. Solve problems involving whole numbers, including • comparing two or more quantities of the same kind (ratio) • comparing two quantities of different kinds (rate) • grouping and equal sharing with remainders MATHEMATICS GRADES 4-6 202 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.6 Perimeter, area and volume Perimeter Measure perimeter using rulers or measuring tapes Measurement of area Find areas of regular and irregular shapes by counting squares on grids in order to develop an understanding of square units Measurement of volume Find volume/capacity of objects by packing or filling them in order to develop an understanding of cubic units Learners are not required to know or apply formulae for the perimeter, area or volume of any shape or objects in the Intermediate Phase. Area and volume are only measured informally in the Intermediate Phase. Grade 5 learners practise and consolidate what they have learned about perimeter, area and volume in Grade 4. In Grade 5 learners measure the perimeters of shapes and spaces with rulers and measuring tapes. They are required to state and record this measurement in standard units: mm, cm, m. They are also required to work from drawings in which side lengths are specified in mm, cm, m or km. Here they add the lengths. At times in Grade 5 they will also count the lengths of the perimeters by counting the number of sides of the square grids. Here learners need to know that the diagonal distances between corners of a grid square are longer than the vertical or horizontal distances between corners of a grid square. In Grade 5 area measurements continue to be informal. Learners continue to count how many grid squares the shape covers. The area is stated in number of grid squares. Shapes should include • regular shapes with straight sides where the sides are all the same length • irregular shapes with straight sides where the sides are not all the same length • shapes with curved sides In Grade 5 learners continue to • count how many cubes or rectangular prisms they use to fill a container - the volume of the container is stated in number of cubes or rectangular prisms (boxes or blocks) • make stacks with cubes or rectangular prisms - the volume of the stack is stated in number of cubes or rectangular prisms (boxes or blocks) • interpret pictures of - stacks made of cubes, rectangular prisms so that they are able to state the volume in terms of the number of cubes or rectangular prisms - containers filled with cubes, rectangular prisms so that they are able to state the volume in terms of the number of cubes or rectangular prisms What is capacity? What is volume? Capacity is the amount of substance that an object can hold or the amount of space inside the object. Volume is the amount of space that an object occupies. So a bottle can have a 1 litre capacity, but it may not be filled to its full capacity, it could e.g., only contain a volume of 250ml. 7 hours MATHEMATICS GRADES 4-6 CAPS 203 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) ASSESSMENT: At this stage learners should have been assessed on: • fractions • division of up to 3-digit numbers by 2-digit numbers • area, perimeter and volume MATHEMATICS GRADES 4-6 204 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) S H A P E AND S PA C E 3.6 Position and movement Location and directions Locate position of objects / drawings/ symbols on grid using alpha-numeric grid references Locate positions of objects on a map using alpha-numeric grid references Follow directions to trace a path between positions on a map Cells in a grid are often labelled with a letter and a number e.g. D4; A3; E7. This is called alpha-numeric referencing. What is different to Grade 4? • In Grade 4 learners located positions on grids and maps using alpha-numeric references • In Grade 5 learners follow directions to trace a path between positions on a map with a grid Location and directions In Geography in Grade 4, Term 1, learners give directions using left, right and landmarks. In Term 2 of Grade 4 and Term 2 of Grade 5 they also use pair of compasses directions. Learners draw on the work done on alpha-numeric grids in Geography and Mathematics in Grade 4 and the work done involving directions in Grade 4 & 5 Geography, when they find positions and follow directions on grids and maps. The work is developed in Geography and practised in Mathematics. 2 hours MATHEMATICS GRADES 4-6 CAPS 205 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) SHAPE AND SPACE 3.4 Transforma- tions Use transformations to make composite shapes Make composite 2-D shapes including shapes with line symmetry by tracing and moving a 2-D shape in one or more of the following ways: • by rotation • by translation • by reflection Use transformations to make tessellations Make tessellated patterns including some patterns with line symmetry by tracing and moving 2-D in one or more of the following ways: • by rotation • by translation • by reflection Describe patterns Refer to lines, 2-D shapes, 3-D objects, lines of symmetry, rotations, reflections and translations when describing patterns. In the suggested sequencing of Grade 5 Mathematics, transformations have already been done in Term 3. In that term learners focused on building composite shapes including some shapes with symmetry. In Term 4 learners extend this to focus on tessellations and describing patterns in the world. What is different to Grade 4? In Grade 4 learners make tessellations by packing out shapes. In Grade 5 learners trace and move a 2-D shape using reflections, rotations and translations to draw tessellations Use transformations to make tessellations Learners use 2-D shapes to make tessellation patterns. In Grade 4 these tiling patterns can be made by packing out the tiles. Grade 5 learners are required to make the patterns by rotating, translating of reflecting a single shape. Learners trace and move a 2-D shape to draw the pattern. Learners need to identify and describe tessellation patterns Describe patterns Learners describe patterns of the shapes they see and how they would move that shape if they wanted to continue the pattern e.g. • the pattern I see on the honeycomb looks like a tessellation pattern of hexagons. I can make this pattern by translating a hexagon. • the pattern I see on the bead bracelet looks like a tessellation pattern of triangles. I can make this pattern by reflecting a triangle Learners identify symmetry in patterns e.g. symmetry in Ndebele mural art Learners often find patterns easier to describe, once they have copied or made the patterns. It is useful to link the process of making or copying patterns with the descriptions of patterns from nature, modern everyday life and our cultural heritage. Often the geometrical process you use to make a copy of the pattern is not the same as the original process used to make the pattern. Bees do not tessellate with hexagons to make a honeycomb, but if learners tessellate with a hexagon, they can make a pattern that looks similar to the pattern they see in the honeycomb. 4 hours MATHEMATICS GRADES 4-6 206 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns Investigate and extend patterns • Investigate and extend geometric patterns looking for relationships or rules of patterns: - represented in physical or diagram form - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for the patterns and relationships using flow diagrams Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • by a number sentence This is consolidation of what was done in Term 2. See notes in Term 2. In Term 4 learners should just do moreexamples. 2 hours MATHEMATICS GRADES 4-6 CAPS 207 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.3 Number sentences (introduction to algebraic expressions) Number sentences • Write number sentences to describe problem situations • Solve and complete number sentences by: - inspection - trial and improvement • Check solution by substitution This is a continuation of the work done with number sentences in Term 1. In this term learners are given practice in writing number sentences to describe problem situations. Learners have the opportunity to practise a mixture of all problem types that they have encountered so far during the year. At some point they are asked to write a number sentence to describe the problem. As before number sentences are used to develop the concept of equivalence, but they can also relate to all aspects of number work covered during the year. If learners have not had experience answering multiple choice questions, give them some examples in this second half of the year as it is a common format used in external systemic tests. Number sentences can also consolidate the idea of expressing a rule. For which pairs of numbers does the rule “multiply the first number by and thensubtract to get the second number“ apply? (a) 16 ² 2 (b) 5 ² 38 (c) 38 ² 5 (d) 3 ² 22 Term 1 we used number sentences to focus learners’ attention on the properties of operations. Since learners have been using these properties, the examples can focus more on the notion of equivalence. Some examples are provided below: Examples focusing on the properties of operations Which of the following statements is TRUE? (a) 9 x £ = £+ 9 b) 9 x £ = £ 9 (c) 9 x £ = £ x 9 (d) 9 x £ = 9 + £ How much is 24 x 17 less than 25 x 17? (a) 1 (b)17 (c) 25 (d) 45 Choose the correct answer: (26 x 39) + (26 x 1) = (a) 26 x 27 (b) 400 (c) 26 x 4 (d) 26 x 40 Which of the statements below is equivalent to 15 x (4 x 9)? (a) (15 x 4) x 9 (b) 15 x 2 x 2 x 3 x 3 (c) (15 x 4 ) + (15 x 9) (d) (10 – 1)(15 x 4) 3 hours MATHEMATICS GRADES 4-6 208 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) DATA HANDLIN G 5.2 Probability Perform simple repeated events and list possible outcomes for events such as • tossing a coin • rolling a die • spinning a spinner Count and compare the frequency of actual outcomes for a series of trials up to 20 trials. Performing simple repeated events Learners need to perform experiments by tossing a coin, rolling a die, or spinning a spinner. Doing experiments with a coin is easier than with a die because the coin can only have two outcomes (heads or tails), while rolling the die can have 6 outcomes (numbers1 - 6). The spinner can have any number of outcomes, depending on number of divisions made on the spinner. Learners must first list the possible outcomes before doing the experiments. They should learn how to record the results of their experiments in a table using tally marks. They then count how many times heads or tails, or each number, or colour on a spinner, occurs in 20 trials. If learners do this in groups, the results from all the groups can be collated. They can then compare the number of outcomes that occur as the number of trials increase. 2 hours REVISION 4 hours ASSESSMENT 6 hours MATHEMATICS GRADES 4-6 CAPS 209 Problem type Additional notes Examples Summation A sum A farmer sells fruit to several stores in his city. He sold 13 789 pears, 35 278 apples and 24 678 oranges in one month. How much fruit did he sell in one month? Missing part of a given sum Farm workers picked 42 345 pears during the morning. After lunch they picked some more. By the end of the day, they had picked 16 589 pears. How many pears did they pick after lunch? Increase and decrease Calculate the result The price for a container of beans is R65 231. Some of the beans are ruined and the price is decreased by R14 789. What is the price of the container of beans now? Calculate the change A salesman earned R34 328 during November. During December, the amount earned increased to R47 435. How much more money did he earn during December tha in November? Calculate the initial result A farmer struggled to sell his farm. He decreased the original price of his farm by R10 456. He sold the farm for R 85 787. What was the original price that the farmer wanted for his farm? Grouping • Grouping problems that are solved with division and/or repeated subtraction • Answers to problems have or do not have remainders A shop gives boxes of toys to a poor school. Each box contains 48 toys. If there are 875 toys, how many boxes are needed? or A company gives 35 bags of soccer balls to a soccer club. If there are 315 soccer balls, how many balls are there in a bag? • Grouping problems that are solved with multiplication and/or repeated addition • Answers to problems have or do not have remainders A school gave 45 boxes of toys to an orphanage. Each box contains 548 toys. How many toys did the school donate? • Grouping problems in an array form • These problems can be solved with division (or repeated subtraction) or multiplication (repeated addition) On a farm there are 134 rows of tomatoes. Each row has 56 tomato plants. How many tomato plants are there in total? Sharing • Sharing problems can be solved with division/repeated subtraction • Smaller groups of equal size are formed from a given amount • Answers to calculations that have remainders can lead to the concept of common fractions. See Grade 4 example. A farmer shares 654 apples equally between 45 shops. How many apples does each shop get? How many apples are left over? Comparison by difference Joey and Tana each own a srapyard. Joey’s scrapyard sold 65 346 car parts in a year. Tana’s scrapyard should sell 34 968 more car parts in a year to equal Joey’s number of car parts sold. How many car parts has Tana sold so far? MATHEMATICS GRADES 4-6 210 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Problem type Additional notes Examples Treating groups as units 25 candles cost R236. How much will 375 of the same candles cost? Rate Learners calculate the total if given rate per object One box of sweets costs R48. How much will 135 of the same boxes of sweets cost? Learners calculate the rate per object The mass of 12 same-sized bags of sugar is 300 kg. What is the mass of 1 bag of sugar? Learners first calculate the rate and then apply it to generate more information If 16 small tables cost R720, how much will 124 of the same small tables cost? Comparison by ratio Joey bought 240 metres of wire to fence his farm. This is 15 times more than Peter bought. How much wire did Peter buy? Proportional sharing Feroza works for 7 hours and Jamie for 6 hours at the fast food restaurant. Together they are paid R975. How should the money be shared fairly to reflect the number of hours worked by each one? MATHEMATICS GRADES 4-6 CAPS 211 Meaning of the fraction Examples of problems Part of a whole where the whole is a single object Susan eats 13 of a chocolate cake. Another 14 is given away. How much cake is left over? Part of a whole where the whole is a collection of objects A wall has 124 panels. A painter paints 13 of these panels. How many panels has he painted? How many panels must still be painted? Or Sue uses 23 of an apple to make a cake. If she has 30 apples, how many cakes can she bake? Relationship The daughter earns a quarter of what her father earns per hour. If her father earns R267 per hour, how much does the daughter earn? Ratio The recipe says that for every 2 cups of sugar, 14 cup of butter is needed. If 50 cups of sugar are used; how many cups of butter are needed? Comparator What is the longest? 69 metres or 23 metres of a strip of material? Unit of measurement How many 13 of a metre is there in 5 23 metre? Number Give a number that is greater than 323 , but less than 31112 Fractional parts put together to make a whole (iterative) 35 children get cool drink. If each child gets 211 of a bottle of cool drink, how many bottles are needed to serve all the children? MATHEMATICS GRADES 4-6 212 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Time Allocation per Topic: Grade 6 Term 1 Term 2 Term 3 Term 4 Topic Time Topic Time Topic Time Topic Time Mental Mathematics (10 minutes daily) 8 hours Mental Mathematics (10 minutes daily) 7 hours Mental Mathematics (10 minutes daily) 8 hours Mental Mathematics (10 minutes daily) 7hours Whole numbers: counting, ordering, comparing, representing and place value (6-digit numbers) 2 hours Whole numbers: counting, ordering, comparing, representing and place value (9-digit numbers) 1 hour Mass 5 hours Whole numbers: Counting, ordering, comparing, representing and place value (9-digit numbers) 1 hour Number sentences 3 hours Whole numbers: multiplication (4-digit by 2- digit) 5 hours Whole numbers: counting, ordering, comparing, representing and place value (9-digit numbers) 1 hour Whole numbers: Multiplication (4-digit by 3-digit) 5 hours Whole numbers: addition and subtraction (5-digit numbers) 7 hours Properties of 3-D objects 5 hours Whole numbers: addition and subtraction (6-digit numbers) 8 hours Common fractions 5 hours Common fractions 10 hours Geometric patterns 6 hours Viewing objects 3 hours Properties of 3-D objects 5 hours Time 4 hours Symmetry 2 hours Properties of 2-D shapes 4 hours Area, perimeter & volume 7 hours Properties of 2-D shapes 8 hours Whole numbers: division (4-digit by 2-digit) 8 hours Transformations 3 hours History 1 hour Data handling 10 hours Decimal fractions 10 hours Temperature 1 hour Whole numbers: Division (4-digit by 3-digit) 7 hours Numeric patterns 4 hours Capacity/volume 5 hours Percentages 5 hours Number sentences 3 hours Data handling 9 hours Transformations 3 hours Numeric patterns 5 hours Position and movement 2 hours Length 5 hours Probability 2 hours Revision 4 hours Revision 5 hours Revision 3 hours Revision 6 hours Assessment (all subjects) 6 hours Assessment (all subjects) 6 hours TOTAL: 60 HOURS TOTAL: 60 HOURS TOTAL: 60 HOURS TOTAL: 60 HOURS MATHEMATICS GRADES 4-6 CAPS 213 3.3.3 Clarification of content for Grade 6 Grade 6 Term 1 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction facts of: - units - multiples of 10 - multiples of 100 - multiples of 1 000 • Multiplication of whole numbers to at least 12 x 12 • Multiplication facts of: - units and tens by multiples of 10 - units and tens by multiples of 100 - units and tens by multiples of 1 000 - units and tens by multiples of 10 000 Number range for counting, ordering, comparing and representing, and place value of digits • Order, compare and represent numbers at least 9-digit numbers • Represent prime numbers to at least • Recognizing the place value of digits in whole numbers to at least 9-digit numbers • Rounding off to the nearest 5, 10, 100 and 1 000 Calculation techniques Using a range of techniques to perform and check written and mental calculations with whole numbers including: • estimation The mental Mathematics programme should be developed systematically over the year. Learners should not be asked to do random calculations each day. As learners cover topics and develop calculating techniques in the main part of the lesson, so aspects of these can be incorporated into the mental Mathematics programme. Concepts and skills are developed through the main lesson, and then practised, sometimes with smaller number ranges in the mental Mathematics programme. Keep the number range lower in Term 1 and increase it during the year. At the start of the year, number ranges and calculations techniques can be based on those developed in Grade 5. The mental Mathematics should systematically develop three aspects of learners’ number knowledge • number facts - number bonds: addition and subtraction facts of: ◊ units ◊ multiples of 10 ◊ multiples of - times tables (multiplication of whole numbers to at least • calculation techniques - doubling and halving, - using multiplication to do division, - multiplying by 10, 100 and 1 000 - multiplying by multiples or 10, 100 and 1 000 - dividing by 10, 100 and 1 000 - building up and breaking down numbers, - rounding off to the nearest 5, 10, 100 and1 000 and compensating - adding and subtracting of units, multiples of 10, 100 and 1 000 to/from any 5-digit number • number concept - counting - ordering and comparing 10 minutes every day MATHEMATICS GRADES 4-6 214 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics • adding, subtracting and multiplying in columns • long division • building up and breaking down numbers • rounding off and compensating • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors • multiples of 2-digit and 3-digit numbers • factors of 2-digit and 3-digit whole numbers • prime factors of numbers to at least 100 Properties of whole numbers • recognize and use the commutative; associative; distributive properties with whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property - place value - building up and breaking down numbers - odd and even numbers - multiples Some mental Mathematics can be done without apparatus, but it is often useful to do mental Mathematics with apparatus Recommended apparatus • a number line (structured, semi-structured or unstructured) • a number grid • place value cards • counting beads MATHEMATICS GRADES 4-6 CAPS 215 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Counting, ordering, representing and place value of digits Number range for counting, ordering and representing, and place value of digits • Order, compare and represent numbers up to at least 9-digit numbers • Represent prime numbers to at least 100 • Recognize the place value of digits in whole numbers to at least 9-digit numbers • Round off to the nearest 5, 10, 100 and 1 000 Although counting in whole numbers is not specified in Grade 6, learners should be proficient in the Grade 5 level of counting. In Term 1, learners should revise and consolidate work done in Grade 5 Counting Counting should not only be thought of as verbal counting. Learners should count using apparatus such as • counters • counting beads • number grids • structured, semi-structured and empty number lines • pictures of objects, especially pictures of large numbers of objects that are presented in a grouped or structured way. An example of a picture of objects suitable for counting is provided at the end of the Grade 5 section of Numbers, Operations and Relationships. • arrays or diagrams of arrays e.g. • other diagrams for counting e.g. + 9 + 9 + 9 + 9 + 9 + 9 + 9 2461 Counting should not always start with the first multiple. Nor should it always start on any other multiple e.g. counting in 25s can start from 27 or 113 , counting in 9’s can start from 2 641 or from 38 Place value(number range 0 to 999999) Learners should be able to break up numbers into hundreds, tens and units using • the number names (number words) • place value or flash cards • expanded notation Recommended apparatus: place value, flash cards, Dienes blocks 2 hours MATHEMATICS GRADES 4-6 216 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Counting, ordering, representing and place value of digits Compare and order Here learners should be given a range of exercises • Arrange the given numbers below from the smallest to the biggest: or biggest to smallest • Fill in missing numbers in - a sequence - on a number grid ◊ Show a given number on a number line – structured or semi-structured e.g. show on a number line which number is halfway between 471 340 and 471 350. • Indicate which of two numbers is greater or smaller: 395431 or 395413? • Fill in <, = or > between the following: a)247 889 £ 247 898 b)784 109 £ 785 190 All work developed here can be practised throughout the year in the mental Mathematics programme. MATHEMATICS GRADES 4-6 CAPS 217 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, Functions and Algebra 2.1 Number sentences (introduction to algebraic expressions) Number sentences • Write number sentences to describe problem situations • Solve and complete number sentences by - inspection - trial and improvement • Check solutions by substitution • Writing number sentences can be seen as a way of preparing learners to write algebraic equations. • Number sentences can be used to describe problem situations. • Sometimes in the Intermediate Phase learners work with number sentences in isolation from other work. However, it is more common for learners to work with number sentences together with other forms of representation e.g. problems specified in words, numbers and calculations represented in diagrams, flow diagrams. Examples are specified in appropriate places at different times of the year. • Number sentences are also a way of showing equivalence. It seems obvious that what is on the one side of the equal sign is equal to what is on the other side. However learners need to be trained to see that there are equivalent expressions on either side of the equals sign. • In Grade 6 it is useful to use number sentences, and patterns made up of number sentences to assist learners to make sense of and learn the following: - multiple operations with and without brackets and the order of operations - multiplication and division as inverse operations - the commutative, associative, and distributive properties with whole numbers and how we can use these properties together with building up and breaking down numbers when we calculate - quick mental calculation techniques especially multiplying by multiples of 10, 100, 100, 10 000 - dividing by 10, 100, 1 000 as this is useful for decimal fractions • The steps in a calculation are sets of equivalent statements. Exploring, understanding and learning the logic of the equivalent statements by working through patterns made up of number sentences, helps learners to learn calculating techniques. • In Grade 6 learners do multiple operations with and without brackets. Learners can practise completing calculations in which the number sentence is written with brackets. This removes any confusion about the order of operations. Learners thus do not have to learn rules such as BODMAS if brackets are used routinely to indicate which operations have to be done first. • Completing number sentences with multiple operations 3 hours MATHEMATICS GRADES 4-6 218 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, Functions and Algebra 2.1 Number sentences (introduction to algebraic expressions) Examples a) 12 ÷ (4 + 2) x 5 b) (23 – 7) x (8 – 4) c) (88 ÷ 4) – (88 ÷ 11) d) (79 – 21) ÷ 2 Example 25 x 27 is equivalent to which of the following? a) 25 x (20 x 7) b) (20 + 5) x (20 + 7) c) 25(20 + 7) d) 20(20 + 7) + 5(20 + 7) Example 39 x 14 is equivalent to which of the following? a) 39 x (10 x 4) b) (30 + 9) x (10 + 4) c) 14 (40 – 1) d) 10 (40 – 1) + 4(40 – 1) e) 30 (10 + 4) + 8 (10 + 4) Using number sentences helps learners to consolidate the commutative and associative properties By Grade 6, learners should be familiar with the fact that you can add numbers in any order and that you can change the way you group numbers before adding them. Learners should know how to use the commutative and associative property of addition to simplify calculations. Commutative property of multiplication Numbers can be multiplied in any order. Example: 37 x 9 = 9 x 37 It is useful to confirm this by using arrays and number sentences. Learners can write a number sentence to show an array and then turn it through a right angle and write another multiplication number sentence to describe it. MATHEMATICS GRADES 4-6 CAPS 219 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, Functions and Algebra 2.1 Number sentences (introduction to algebraic expressions) Example This array shows 36 counters. Learners can write multiplication number sentences for the array before and after it is turned. This allows them to see that 4 x 9 = 9 x4. Learners can also write division number sentences for the array e.g. 36 ÷ 4 = 9 and 36 ÷ 9 = 4. This helps learners to see that multiplication and division are inverse operations. Multiplication and division as inverse operations Learners can continue to use number sentences for thinking about multiplication and division as inverse operations, and how they can change any division calculation into a multiplication calculation. This is especially useful for doing division mentally e.g. if a learner forgets the answer to 49 ÷ 7, they can change this into 7 x £= 49 . Often this is easier to remember. Examples: 42 ÷ 7 = £ because 6 x £= 42 63 ÷ 7 = £ because 7 x £= 63 175 ÷ 7 = £ because 7 x £ =175 After completing a number of similar examples, learners should explain in their own words what they notice. Learners are not expected to know the names of the properties of operations e.g. commutative property. They only need to know how to use this property to make their calculations or to use equivalent statements. Examples: a) 27 ÷ 7 x 7 =£ b) 38 ÷ 6 x 6 =£ c) 7 997 ÷6 x 6 =£ MATHEMATICS GRADES 4-6 220 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, Functions and Algebra 2.1 Number sentences (introduction to algebraic expressions) After completing a number of similar such examples, learners should explain in their own words what they notice. They are expected to be able to conclude “When you multiply and divide a number by the same number the number is unchanged”. Using number sentences to consolidate learners’ understanding of the multiplicative properties of 1 a) 92 x 1 = £ b) 18 ÷ 18 = £ c) 67 154 ÷ 67 154 = £ d) £÷ 9 = 1 After completing a number of similar examples, learners should explain in their own words what they notice. They are expected to be able to conclude “When you multiply or divide a number by 1 it does not change the number”; “when you divide a number by itself you get one”. Associative property You can change the way you group numbers when multiplying more than 2 numbers. Example (18 x 4) x 5 = 18 x (5 x 4) Examples: (8 x 7) x 3 = £ 8 x (7 x 3) = £ After completing a number of similar examples, learners should explain in their own words what they notice. Learners are not expected to know the names of the properties of operations e.g. associative property. They only need to know how to use them to simplify their calculations. Using number sentences to consolidate learners’ understanding of the additive properties of 0 Examples: a) 79 – 4 + 4 = £ b) 237 + 6 – 6 = £ c) 6 997 + 6 – 6 = £ d) 54 + 6 – £ = 54 MATHEMATICS GRADES 4-6 CAPS 221 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, Functions and Algebra 2.1 Number sentences (introduction to algebraic expressions) After completing a number of similar examples, learners should explain in their own words what they notice. They are expected to say “When you add a number and then subtract the same number you get back to the number you have actually added 0”. Examples: a) 62 + 5 = £ + 4 (learners can use the fact that 5 = 4 + 1, so that 62 + 5 = 63 + 4 b) 47 + 7– £ =46 c) 30 – 14= £ +14 – 14 d) True or false: 200 + 17 = 212 + 5 Revise multiplying by multiples of ten, hundred and thousand. Examples: 4 x 20 = 4 x 2 x 10 = 5 x 30 = 5 x 3 x 10 = 7 x 70 = 7 x 7 x 10 = Learners should discuss what they notice 2 x 400= 2 x 4 x 100= 6 x 500= 6 x 5 x 100= 8 x 900= 8 x 9 x 100 = Learners should discuss what they notice. Similar patterns of number sentences can be set for multiplying by multiples of 1 000. Number sentences can also be used to focus on dividing by tens, hundreds and thousands. Learners can draw on these techniques when converting between units of measurement and also when they work with decimal fractions. Examples: Dividing by 10 50 ÷ 10 = 70 ÷ 10 = 90 ÷ 10 = 500 ÷ 10 = 700 ÷ 10 = 900 ÷ 10 = 5 000 ÷ 10 = 7 000 ÷ 10 = 9 000 ÷ 10 = MATHEMATICS GRADES 4-6 222 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, Functions and Algebra 2.1 Number sentences (introduction to algebraic expressions) Examples: Dividing by 100 600 ÷ 100 = 800 ÷ 100 = 400 ÷ 100 = 6 000 ÷ 100 = 8 000 ÷ 100 = 4 000 ÷ 100= 60 000 ÷ 100 = 80 000 ÷ 100 = 40 000 ÷ 100 = Learners discuss what they notice Similar patterns of number sentences can be set for dividing by 1 000 All concepts developed here can be practised throughout the year in the mental Mathematics programme. NUM BERS, O PERATIONS AND RELATIONS HIP S 1.1 Whole numbers Addition and subtraction Number range for counting, ordering, comparing and representing, and place value of digits • Order, compare and represent numbers at least 9-digit numbers • Represent prime numbers to at least 100 • Recognizing the place value of digits in whole numbers to at least 9-digit numbers • Rounding off to the nearest 5, 10, 100 and 1 000 Number range for calculations • addition and subtraction of whole numbers with at least 6-digit number • multiple operations on whole numbers with or without brackets Calculation techniques Using a range of techniques to perform and check written and mental calculations with whole numbers including • estimation • adding, subtracting in columns • building up and breaking down numbers Numbers, operations and relationships make up about half the Mathematics that learners do in the Intermediate Phase. Rather than focus on addition and subtraction once in the year, it is recommended that learners revisit addition and subtraction in the third term of Grade 6. Although learners can start by revising Grade 5 work i.e. adding and subtracting with numbers up to 5 digits, the number range should be increased to include numbers of any size and more complex problem-solving can be addressed. Learners should solve problems in contexts and do context free calculations It helps learners to become more confident in and more independent at Mathematics, if they have techniques • to check their solutions themselves • to judge the reasonableness of their solutions Judging reasonableness of solutions Learners should be trained to judge the reasonableness of solutions. One way to do this is to estimate their answers before calculating. They can round off the number involved in the calculations. • When adding or subtracting 4-digit numbers, learners can round off to the nearest 1 000. • When adding or subtracting 5-digit numbers, learners can round off to the nearest 10 000, following the same principles as the rounding they have done with rounding off to smaller numbers, or they can continue to round to 1 000 as the calculations will be sufficiently simplified to do without a calculator. Example: 45 678 + 12 345 Rounding off both numbers to the the nearest 1 000 gives 46 000 + 12 000 which equals 58 000. Learners should be able to do this mentally. When adding two numbers that are close to each other e.g. 3 345 and 3 340 learners can use doubling as a way of estimating their answers. 7 hours MATHEMATICS GRADES 4-6 CAPS 223 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction • rounding off and compensating • using addition and subtraction as inverse operations • using a calculator Properties of whole numbers • Recognize and use the commutative; associative; distributive properties of whole numbers • 0 in terms of its additive property Solving problems • Solve problems involving whole numbers and decimal fractions, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including comparing two or more quantities of the same kind (ratio) Checking solutions Learners should know that they can • check an addition calculation by subtraction. Example: If 45 362 + 32 488 = 77 848; then 77 848 – 32 488 = 45 362 • check a subtraction calculation by addition Example: If 54 687 – 32 134 = 22 544, then 22 544 + 32 134 = 54 687 Using the inverse operation to check solutions is one reason for teaching addition and subtraction simulteneously. Another reason for doing the two operations at the same time is that when learners solve problems, it is sometimes possible to solve the same problem by doing either addition or subtraction. Example: Veli’s shopping costs R163. He pays with a R200 note. How much change does he get”? Some learners may add on from R163 to get R200 as follows: R163 + R7= R170, then R170 + R30 = R200. Veli gets R37 change. Example: Calculate: 56 423 + 7 581 + 21 479 • Column method for adding By Grade 6 learners should have had enough experience with breaking up numbers to add and subtract them. The horizontal method of expanding numbers before adding them can get unwieldy when more than two 5-digit numbers are added. Term 1 learners can revisit the expanded vertical method, and then move on to the traditional column method • Expanded vertical column method to add 56 423 = 50 000 + 6 000 + 400 + 20 + 3 +7 581 = 7 000 + 500 + 80 + 1 +21 479 = 20 000 + 1 000 + 400 + 70 + 9 Total = 70 000 + 14 000 + 1 300 + 170 + 13 This can be written as 70 000 + 10 000 + 5 000 + 400 + 80 + 3 = 85 483 MATHEMATICS GRADES 4-6 224 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction • The vertical column method to add. 1 1 1 1 56 423 + 21 479 + 7 581 85 483 • Expanded vertical column method to subtract Example: Calculate: 98 743 – 45 684 600 130 13 98 743 = 90 000 + 8 000 + 700 + 40 + 3 – 45 684 = 40 000 + 5 000 + 600 + 80 + 4 Total = 50 000 + 3 000 + 0 + 50 + 9 Therefore 50 000 + 3 000 + 0 + 50 + 9 = 53 059 • The vertical column method to subtract 6 13 13 98 743 – 45 684 53 059 Problems Summation, increase and decrease, comparison by difference; comparison by ratio See the description of problem types at the end of the Grade 6 notes Working with calculators • The mental Mathematics programme contains work on number concept, number facts and mental calculation techniques. Daily work on mental Mathematics combined with daily written calculations will prevent learners from becoming dependent on calculators and not knowing how to calculate without them. Calculators are a useful way for learners to explore number patterns and when working with very large numbers. MATHEMATICS GRADES 4-6 CAPS 225 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and subtraction Learners should be taught how to use calculators including how to clear an incorrectly entered number. Learners should always estimate answers before doing a calculation on a calculator. Learners should estimate whether their answers will be in tens, hundreds, thousands, ten thousands, hundred thousands or millions. For example when adding 12 345 and 87 654 they should estimate that the answer will be between 90 and 100 thousand. ASSESSMENT: At this stage learners should have been assessed on: • 6-digit numbers • adding and subtracting with 5-digit numbers • working with number sentences MATHEMATICS GRADES 4-6 226 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUM BERS, O PERATIONS AND RELATIONS HIP S 1.2 Common fractions Describing and ordering fractions: Compare and order common fractions, including specifically tenths and hundredths Calculations with fractions: • Addition and subtraction of common fractions in which one denominator is a multiple of another • Addition and subtraction of mixed numbers • Fractions of whole numbers Solving problems Solve problems in contexts involving common fractions, including grouping and sharing Percentages Find percentages of whole numbers Equivalent forms: Learnes should recognize • equivalent forms of common fractions with 1-digit or 2-digit denominators (denominators which are multiples of each other) • equivalence between common fraction and decimal fraction forms of the same number • equivalence between common fraction, decimal fraction and percentage forms of the same number What is different to Grade 5? • In Grade 6 learners name, order and compare all common fractions • There is a special focus on tenths and hundredths in Grade 6. This is to lay the basis for decimals and percentages. • In Grade 5 learners only added and subtracted common fractions with the same denominator. In Grade 6 they use their knowledge of equivalence and add and subtract common fractions in which one denominator is a multiple of another • When learners calculate fractions of whole numbers, the answers may contain whole numbers or fractions or both. • Decimal fractions are introduced. Learners work with decimals to 2 decimal places • Percentages are introduced. • Learners work with equivalence between - common fraction and decimal fraction forms of the same number - common fraction and percentage forms of the same number - decimal fraction and percentage forms of the same number In Term 1 learners focus on common fractions, which will then be consolidated in Term 4. Learners start by focusing on the meaning of a fraction. Learners should develop the concept of fractions in a variety of ways. Problem-solving contexts can help learners to understand many ways of thinking about fractions. A variety of problems should be given to learners. (See the types of fractions problems stated at the end of the grades notes). Learners can also work with apparatus and diagrams. Different diagrams or apparatus develop different ways of thinking about fractions: • Region or area models develop the concept of fractions as part of a whole. They can also develop the concept of a fraction as a measure. Examples of area models include circles cut into fraction pieces or diagrams of pies, rectangles or other geometric shapes divided into fraction pieces by paper folding, fractions using square or dotty grid paper, geoboards • Length or measurement models can be used to develop the concept of fractions as part of a whole and if used in particular ways also of a fraction as a measure Example: length models include fraction strips, Cuisenaire rods, number lines. • Set models develop the concept of a fraction of a collection of objects and can lay the basis for thinking about a fraction of a number e.g. 1 3 of 12. Examples of set models include counters of any kind in different arrangements 5 hours MATHEMATICS GRADES 4-6 CAPS 227 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Learners should not only work with one kind of model, because this can limit their understanding of fractions. For example fractions in diagram forms should include region models e.g. circles and other geometric shapes divided into fraction parts, length models including number lines and set models which show collections of objects. Special attention should be paid to tenths and hundredths as learners will need this background when they work with decimal fractions up to 2 decimal places. Learners have been naming fractions since Grade 2. Extending the range of common fractions should not cause difficulties. Time should rather be spent on equivalence, comparing fractions and doing calculations with fractions and calculating. Once learners are comfortable with equivalence, it is easy for them to compare and order fractions. Calculations with fractions: Learners continue to • determine fractions through grouping or sharing which is linked to understanding the relationship between division and fractions e.g. If 5 children share sweets equally, they will each get 15 of the sweets • add fractions with the same denominators • subtract fractions with the same denominators • add and subtract mixed numbers. It is not expected that learners know rules for simplifying fractions or for converting between mixed numbers and fraction forms. Learners should know when a fraction is equal to or greater than 1. Examples The examples below are illustrated without contexts, but could equally arise in a problem situation. 235 + 345 = 575 = 5 + 55 + 25 = 625 Similarly to do subtraction, learners can first subtract the whole numbers and then use equivalence and compensation to complete the calculation. 635 – 245 = 4 + 35 – 45 =3 + 55 + 35 – 45 = 345 Learners also find fractions of whole numbers. In Grade 6 learners should do examples in which the answer can be a whole number, a fraction or a mixed number e.g. What is 14 of 18 ? If learners have worked with pictures of collections of objects, and they know the relationship between division and fractions, this can be done without learning a rule or method. Learners can simply draw 18 objects and then create 4 equal groups. An extention of this question would be to find 34 of 18. Here learners first calculate 14 of 18 and use multicplication to find the answer. Measurement is an important context through which to develop and consolidate the fraction concept. Length, mass and capacity can be used to develop the concepts of fractions, equivalence, and adding with fractions, since learners have worked with these since Grade 1. MATHEMATICS GRADES 4-6 228 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.4 Time Reading time and time instruments Read, tell and write time in 12-hour and 24-hour formats on both analogue and digital instruments in • hours • minutes • seconds Instruments include clocks, watches and stopwatches Reading calendars Calculations and problem-solving related to time Solve problems in contexts involving time Read time zone maps and calculating time differences based on time zones Calculation of time intervals where time is given in • seconds and/or minutes; • minutes and/or hours • hours and /or days • days and/or weeks and/or months • years and/or decades • centuries, decades and years History of time Know some ways in which time was measured and represented in the past. What is different to Grade 5? • Time zones are introduced. • Centuries are introduced Once learners have been taught to tell the time, this can be practised during the mental Mathematics section of the lesson. Learners continue to read calendars, and do calculations based on dates. Calculations and problem-solving related to time include calculations with and conversions between all the units mentioned in the column on the left.time zones Learners should be able to: • read time zone maps and do calculations using zoned maps. Help learners to understand why there are time zone differences between different places in the world • calculate time differences when given clock faces showing the times in different places. 4 hours MATHEMATICS GRADES 4-6 CAPS 229 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 Properties of 2-D shapes Shapes learners need to know and name • Regular and irregular polygons - triangles, squares, rectangles, parallelograms, other quadrilaterals, pentagons, hexagons, heptagons, octagons • Similarities and differences between rectangles and parallelograms Features of shapes Describe, sort and compare 2-D shapes in terms of • number of sides • length of sides • size of angles - acute - right - obtuse - straight - reflex - revolution Further activities • Draw 2-D shapes on grid paper • Draw circles, patterns in circles and patterns with circles using a pair of compasses Angles What is different to Grade 5? • Octagons are new shapes. • Parallelograms are new shapes. • Learners to name angles according to their sizes but still do not work with protractors. Nor do they measure angles in degrees. • Learners use angles, in particular right angles to distinguish shapes. This is the case when distinguishing between rectangles and parallelograms 2-D shapes and their distinguishing features Learners should first learn characteristics of each shape, before discussing comparisons between shapes. There are four ways in which learners distinguish shapes in Grade 6. 1.By checking whether they have straight or curved sides. 2-D shapes can be grouped as follows: • Closed shapes with curved sides only. Examples The only 2-D shape that has curved sides that learners are expected to name is the circle. They should, however, be exposed to other shapes with curved sides which they are not expected to name: for example all these shapes have curved sides • Closed shapes with curved and straight sides: Examples Learners are not expected to name any of these shapes. 8 hours MATHEMATICS GRADES 4-6 230 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 Properties of 2-D shapes Recognize and name the following angles in 2-D shapes: - acute - right - obtuse - straight - reflex - revolution • Closed shapes with straight sides only: Examples of polygons. 2.By grouping shapes with straight sides according to the number of sides. A polygon is a closed shape with only straight sides. Learners are not expected to know the name polygon. Polygons A regular polygon is a straight sided, closed shape with all sides the same length and all its angles the same size. Learners do not have to know the terms “regular” and “irregular”. Learners should be able to identify polygons according to their number of sides. They must be able to identify any octagon, heptagon, hexagon or pentagon. Examples of octagons Examples of heptagons/septagons Examples of hexagons MATHEMATICS GRADES 4-6 CAPS 231 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 Properties of 2-D shapes Example of pentagons Learners need to know that all closed shapes with 4 straight sides are called quadrilaterals. Examples of quadrilaterals. Learners should identify and name squares, rectangles and parallelograms. For other quadrilaterals Grade 6 learners use the group name, quadrilateral. Triangles: Learners should be exposed to a range of different triangles, but are not expected to name types of triangles in Grade 6 3.By looking at the length of their sides. Learners differentiate between squares and rectangles by looking at the lengths of their sides. However, learners can also discuss the lengths of the sides of other shapes e.g. a learner may say that the following shape is a pentagon whose sides are not all the same length. 4.By looking at the sizes of their angles. Here learners need to know how to check for a right angle (see notes below). They check whether shapes are rectangles or squares by checking whether all their angles are right angles. Angles In the Intermediate Phase learners measure angles informally. They do not use protractors or discuss angles in terms of degrees. In Grade 6 learners identify the following angles by comparing them with right angles and straight angles: MATHEMATICS GRADES 4-6 232 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 Properties of 2-D shapes • An acute angle is smaller than a right angle • A right angle • An obtuse angle bigger than a right angle but smaller than a right angle • A straight angle • A reflex angle bigger than a straight angle but smaller than a revolution • A revolution a complete circle Learners can also be introduced to the size of an angle as the amount of turning between the arms or sides of the angle. Here a right angle is equivalent to a quarter turn; a straight angle is equivalent to a half turn, and a revolution is equivalent to a full turn. Learners use informal angle measurers such as the corner and side of a sheet of paper to check whether shapes or objects have right angles or straight angles. Activities to focus learners on characteristics of shapes Most commercially available sets of 2-D shapes do not show irregular shapes. They are however, easy to cut out of cardboard. Learners can draw irregular shapes on grid paper, or if they have geoboards, they can make irregular shapes on geoboards. Learners can also put cut-out or plastic shapes together to create composite irregular shapes. Some examples are given below (this is further described under Transformations). Written exercises and recording Learners should do practical work with concrete apparatus, but they should also do written exercises. Work with pair of compasseses and drawing patterns with circles can be left until the fourth term MATHEMATICS GRADES 4-6 CAPS 233 CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLIN G 5.1 Collecting and organising data Collect data • Use tally marks and tables for recording • Use simple questionnaires (yes/no type response) Order data from smallest group to largest group Teachers in the phase should ensure that different topics are chosen for data collection in each of the grades. What is different to Grade 5? The following are new in Grade 6 • percentages – graphs can include data expressed in percentages after percentages have been covered in Term 3 (this is important in pie charts, but bar graphs can also sometimes be given in percentages) • collecting data by using simple questionnaires • double bar graphs • median Complete data cycle including creating an individual bar graph: context environmental data The complete data cycle includes asking a question, collecting, organising, representing, analyzing and interpreting data and reporting on the data. Work through whole data cycle to create an individual bar graph using environmental data. Suitable topics include: • how much water is used per month by families of learners in the class • amount and kinds of litter in school playgrounds • amount and kinds of recycling collected by the school Analysing graphs Analyse graphs on environmental or socio-economic contexts by answering questions on graphs. Both graphs and questions to be provided by teacher or textbook. Learners should work with at least • 2 pie graphs • 1 pictograph with a many to one representation Suitable topics include: • infant mortality rates per country in Southern Africa • common causes of death of children in SA • quantities of materials recycled in the town, province, country • quantities of recycling materials collected by schools around the country • amount of water stored in dams in your province 10 hours 5.2 Represent￾ing data Draw a variety of graphs to display and interpret data including • pictographs with many-to-one representations • bar graphs and double bar graphs 5.3 Analysing, interpreting and reporting data Critically read and interpret data represented in • words • pictographs • bar graphs • double bar graphs • pie charts Analyse data by answering questions related to • data categories, including data intervals • data sources and contexts • central tendencies – (mode and median) Summarise data verbally and in short written paragraphs that include • drawing conclusions about the data • making predictions based on the data MATHEMATICS GRADES 4-6 234 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLING Examine ungrouped numerical data to determine • the most frequently occurring score in the data set (mode) • the middlemost score in a data set Representing and analyzing data presented in words: The data presented in words should be represented in other forms such as tally marks, tables or pictographs and then analysed. Drawing pictographs: using data from socio-economic context This is recommended as the Mathematics project in Grade 6 Learners should be given socio-economic data, preferably national or regional, so that the numbers are large. This can be provided as unstructured data, in a paragraph, in a list or in a table or tally. Learners sort and order the data and draw pictographs with many to one correspondence. They then complete the rest of the data cycle. Suitable topics include: • facilities at schools in SA • sources of water of families in SA e.g. piped to house, piped to yard, piped to communal source outside the property, borehole, spring, etc. • what source / sources of lighting used by families in SA e.g. electricity, candles, paraffin, gas, etc. • kinds of homes in SA Assessment Recommended form of assessment: Project MATHEMATICS GRADES 4-6 CAPS 235 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Investigate and extend patterns • Investigate and extend numeric patterns looking for relationships or rules of patterns: - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for patterns and relationships using flow diagrams Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • by a number sentence Sequences of numbers: Examples of the above are illustrated in Term 3. Patterns given in input-output diagrams Input-output diagrams are sometimes called function diagrams or function machines because they are a way of introducing learners to functional relationships diagrammatically. Functional relationships become very important in the Senior Phase and FET Mathematics. The forms of input-output diagrams that learners in the Intermediate Phase work with most often are flow diagrams or spidergrams. When using flow diagrams, the correspondence between input and output values should be clear in its representational form i.e. the first input value produces the first output value, the second input produces the second output value etc. Example 1: Input Output Rule 135911 5132545 +1 x4 Example 2: Input Output Rule 127810 2575200 x100 +4 Any input-output diagram can allow learners to see or work out: • the input value, if the rule is given as well as a corresponding output value • the output value, if the rule is given as well as a corresponding input value • the rule, if the rule works for every given input value and its corresponding output value. 4 hours MATHEMATICS GRADES 4-6 236 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Learners have already worked with tables in which the rule has been included. In grade 6 learners can work with tables in which the rule has not been stated and use patterns to find the rule. In Term 1 it is recommended that number patterns are used to develop concepts and skills that will be used in multiplication and division. The focus here can be on input-output flow diagrams. In Term 1 it is recommended that learners spend 4 hours working with flow diagrams that help them to understand and learn about • Multiplication and division as inverse operations • Multiplication of units by multiples of 10 multiples of 100 and multiples of 1 000 • The associative property with whole numbers and how to use this property when we multiply. e.g. multiplying by multiples of 10 Using flow diagrams to help learners understand and use multiplication and division as inverse operations Learners are not expected to use the expression “inverse operations”. They are expected to know that • multiplication can be used to do division calculations • division can be used to check division calculations Using flow diagrams to help learners develop multiplication and division techniques Commutative property Numbers can be multiplied in any order. Example: 13 x 5 x 2 = 13 x 2 x 5.. Input Output Rule 12 7 9 11 10 50 110 x5 x2 MATHEMATICS GRADES 4-6 CAPS 237 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Learners have already worked with tables in which the rule has been included. In grade 6 learners can work with tables in which the rule has not been stated and use patterns to find the rule. In Term 1 it is recommended that number patterns are used to develop concepts and skills that will be used in multiplication and division. The focus here can be on input-output flow diagrams. In Term 1 it is recommended that learners spend 4 hours working with flow diagrams that help them to understand and learn about • Multiplication and division as inverse operations • Multiplication of units by multiples of 10 multiples of 100 and multiples of 1 000 • The associative property with whole numbers and how to use this property when we multiply. e.g. multiplying by multiples of 10 Using flow diagrams to help learners understand and use multiplication and division as inverse operations Learners are not expected to use the expression “inverse operations”. They are expected to know that • multiplication can be used to do division calculations • division can be used to check division calculations Using flow diagrams to help learners develop multiplication and division techniques Commutative property Numbers can be multiplied in any order. Example: 13 x 5 x 2 = 13 x 2 x 5.. Input Output Rule 12 7 9 11 10 50 110 x5 x2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Input Output Rule 1 2 5 9 10 20 70 x5 x2 Learners can discuss what they notice when they compare the examples. Learners are not required to know the name of the commutative property. They are only expected to be able to use it to simplify calculations or to use equivalent statements. Using flow diagrams to help learners think about and use techniques for multiplying by multiples of 10: Learners complete flow diagrams like the one below. They then explain using their own words what they notice when they compare the flow diagrams. They then discuss a short way to multiply by 50 Input Output Rule 1 3 5 9 11 50 150 350 550 Input Rule 1 3 5 9 11 Output 50 150 350 550 x5 x10 x50 MATHEMATICS GRADES 4-6 238 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Similar pairs of flow diagrams can be used, to help learners develop techniques for multiplying by multiples of 100. Other quick multiplication techniques can be developed in this way. Example Input Output Rule 12 7 8 10 25 75 200 +4 x100 Input Rule 1 2 7 8 10 Output 25 75 200 x25 Learners can develop fast mental and written techniques based on this. All concepts developed here can be practised throughout the year in the mental Mathematics programme. ASSESSMENT: At this stage learners should have been assessed on: • fractions • time • 2-D shape including angles • number patterns REVISION 4 hours MATHEMATICS GRADES 4-6 CAPS 239 Grade 6 Term 2 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction facts of: - units - multiples of 10 - multiples of 100 - multiples of 1000 • Multiplication of whole numbers to at least 12x12 • Multiplication facts of: - units and tens by multiples of 10 - units and tens by multiples of 100 - units and tens by multiples of 1000 - units and tens by multiples of 10 000 Number range for counting, ordering, representing and place value of numbers • Order, compare and represent numbers at least 9-digit numbers • Represent prime numbers to at least 100 • Recognize the place value of digits in whole numbers to at least 9-digit numbersRound off to the nearest 5, 10, 100 and 1000 Calculation techniques Using a range of techniques to perform and check written and mental calculations with whole numbers including: • estimation • adding, subtracting and multiplying in columns The mental Mathematics programme should be developed systematically over the year. See Term 1 notes, but notice the increased number range in the column on the left in Term 2 10 minutes every day MATHEMATICS GRADES 4-6 240 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics • long division • building up and breaking down numbers • rounding off and compensating • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors • Multiples of 2-digit and 3-digit numbers • Factors of 2-digit and 3-digit whole numbers • Prime factors of numbers to at least 100 Properties of whole numbers • Recognize and use the commutative; associative; distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Counting, ordering, comparing, representing digits Number range for counting, ordering, comparing and representing, and place value of digits - Order, compare and represent numbers to at least 9-digit numbers - Represent prime numbers to at least 100 - Recognize the place value of digits in whole numbers to at least 9-digit numbers - Round off to the nearest 5, 10, 100 and 1 000 See Term 1 notes, but notice the increased number range in the column on the left in Term 2 All concepts developed here can be practised throughout the year in the mental Mathematics programme. 1 hour MATHEMATICS GRADES 4-6 CAPS 241 CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUM BERS, O PERATIONS AND RELATIONS HIP S 1.1 Whole numbers Multiplication Number range for counting, ordering, comparing and representing, and place value of digits • Order, compare and represent numbers to at least 9-digit numbers • Represent prime numbers to at least 100 • Recognize the place value of digits in whole numbers to at least 9-digit numbers • Round off to the nearest 5, 10, 100 or 1 000 Number range for calculations • Multiplication of at least whole 4-digit by 3-digit numbers • Multiple operations on whole numbers with or without brackets Calculation techniques include • estimation • multiplying in columns • building up and breaking down numbers • rounding off and compensating • using a calculator Number range for multiples and factors • Multiples of 2-digit and 3-digit numbers • Factors of 2-digit and 3-digit whole numbers • Prime factors of numbers to at least 100 What is different to Grade 5? In Grade 5, learners multiply 3-digit by 2-digit numbers, and they still use methods in which they break up numbers. Learners in Grade 6 can start by revising this and then move on to multiply 4-digit by 3-digit numbers using column multiplication. Learners should do context free calculations and solve problems in contexts As the numbers learners work with get larger, learners may begin to lose track of some numbers when they break up numbers to do calculations. Using brackets is helpful to show grouping of numbers and so helps learners keep track of what they are doing. Since the operations in brackets have to be done first, it removes any confusion about the order of operations. Learners thus do not have to learn rules such as BOD MAS if brackets are used routinely to indicate which operations have to be done first. Using the distributive property to multiply Example: Calculate 547 x 45 547 x 40 + 5 = 547 x 40 + 547 x 5 → (using the distributive property) = 21 880 + 2 735 = 24 615 or 547 x 50 – 5 = 547x 50 – 547 x 5 → (using the distributive property) = 27 350 – 2 735 = 24 615 Using rounding-off to estimate and judge reasonableness of answer 547 x 45 = 547 x 50 ≈ 27 350 Using factors to multiply Example: Calculate 547 x 42 547 x 42 = 547 x 6 x7 → breaking up 42 into its factors =547 x 2 x 3 x 7 → breaking up 6 into its factors =(547 x 2) x 3 x 7 =(1 094 x3) x 7 = 3 282 x 7 = 7 x 3 000+ 7 x 200+ 7 x 80+ 7 x 2 = 21 000 + 1 400 + 560 + 14 = 22 974 5 hours MATHEMATICS GRADES 4-6 242 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication Properties of whole numbers • Recognize and use the commutative; associative; distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Solving problems • Solve problems involving whole numbers and decimal fractions, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) Notice that as numbers get larger learners will tend to use more than one calculating strategy at the same time e.g. in the above example the multiplier is broken up into factors, but the multiplicant is broken down into place value parts. The horizontal method of expanding numbers before multiplying the parts can get unwieldy when using the number ranges recommended for Grade 6.The traditional column method helps learners to make sure that they do not lose parts of larger numbers. After about 2 hours consolidating the Grade 5 work, the number ranges can be increased to 4-digit by 3-digit numbers. Estimation Learners should judge the reasonableness of their solutions e.g. by estimating before calculating using rounding off to the nearest 10, 100 and 1 000. Depending on which numbers learners round off, and what they round them off to, they will get different estimations. If they round off both numbers, the calculations are easier to do mentally, but the approximation is not as close to the actual answer. Example 4 362 x 108 ≈ 4 000 x 100 ≈ 400 000 4 362 x 108 ≈ 4 400 x 108 ≈ 475 200 4 362 x 108 ≈ 4 362 x 100 ≈ 436 200 4 362 x 108 ≈ 4 000 x 108 ≈ 432 000 By the end of the year in Grade 6, learners should have an idea realise the impact their choice of rounding off has on the answer. This depends on how accurate they chose to be or to the numbers in the calculation. • Use the vertical column method 4 362 x 108 34 896 8 x 4 362 436 200 100 x 4 362 471 096 108 x 4 362 Problems Treating groups as units, see the description of problem types at the end of the Grade 6 notes MATHEMATICS GRADES 4-6 CAPS 243 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication Working with calculators The mental Mathematics programme contains work on number concept, number facts and mental calculating techniques. Daily work on mental Mathematics combined with daily written calculations will prevent learners from becoming dependent on calculators and not knowing how to calculate without them. Calculators are useful tools to explore number patterns, or when working with very large numbers, e.g. multiplying and dividing numbers with more than 4 digits. Learners should be taught how to use calculators including how to clear an incorrectly entered number. Learners should always estimate answers before doing a calculation on a calculator. Learners should estimate whether their answers will be in tens, hundreds, thousands, ten thousands, hundred thousands or millions. For example, when adding 12 345 and 87 654 they should estimate that the answer will be in the 90 thousands but closer to 100 thousand. Similarly if learners calculate 2 345 x 7, they should be able to estimate that the answer will be in the region of 2 000 x 70 or 20 000 x 7 ASSESSMENT: At this stage learners should have been assessed on: • whole number with up to 9-digits • Multiplication of up to 4-digit by 3-digit numbers • 3-D objects MATHEMATICS GRADES 4-6 244 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.2 Properties of 3-D objects Objects learners need to know and name • rectangular prisms • cubes • tetrahedrons and other pyramids • similarities and differences between tetrahedrons and other pyramids Features learners use to distinguish, describe, sort and compare objects Describe, sort and compare 2-D shapes and 3-D objects in terms of: • number and shape of faces • number of vertices • number of edges Further activities to focus learners on charactaristics of objects Make 3-D models using: • drinking straws/toothpicks, etc. to form a skeleton • nets What is different to Grade 5? • Tetrahedrons are new objects • Other pyramids are new objects • Learners distinguish between tetrahedrons and other pyramids by looking at the shapes of their bases, • Learners use nets to build objects • Learners match nets with drawings of objects • Learners count the number of edges of 3-D objects • Learners build skeleton objects using drinking straws • Learners count the number of vertices of objects. Objects and their distinguishing characteristics There are three ways in which learners distinguish 3-D objects in Grade 6. 1.Checking whether they have flat or curved surfaces. Three dimensional objects can be grouped as follows: • Objects with a curved surface only: spheres Sphere • Objects with flat and curved surfaces Cone Cylinders MATHEMATICS GRADES 4-6 CAPS 245 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.2 Properties of 3-D objects • Objects with only flat surfaces. In Grade 6 learners only identify and name the objects. Prisms rectangular prisms cubes other prisms Pyramids: tetrahedron or triangular pyramid other pyramids MATHEMATICS GRADES 4-6 246 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.2 Properties of 3-D objects 2.When looking at the group of objects with flat surfaces, learners should know that the flat surfaces of 3-D objects are called faces. They describe these objects according to • the kinds and numbers of 2-D shapes that make up the flat surfaces e.g. a rectangular prism can have 6 faces that are rectangles or 4 that are rectangles and 2 that are squares. • the number of edges • the number of vertices 3.Learners can also look for right angles on the faces of objects. If the object that they are examining has faces with only right angles, then it will be either a cube or a rectangular prism. Further activities: making models of 3-D objects Learners create 3-D objects from nets Learners create skeletons of 3-D objects with straws / toothpicks, etc. Interpreting drawings of 3-D objects and written exercises Learners need to work with real objects. However they also need to do written exercises on 3-D objects. Interpreting pictures of 3-D objects is more difficult than working with the real objects. Learners should practise interpreting drawings of 3-D objects. They should identify and name 3-D objects in drawings identify everyday objects that look like geometric objects e.g. a milk carton looks like a rectangular prism, match nets of objects to drawing of objects, describe 3-D objects by stating the number of flat and curved surfaces, count the number of vertices, edges, and number and shape of faces when shown drawings of 3-D objects. In Term 2 learners focus on the kind of surface the shape number of faces of 3-D object. They also build objects using nets. In Term 4 they can consolidate what they have learned in Term 1 and build skeleton shapes with straws or toothpicks. They will then focus on the edges and vertices of the objects. This means that by the end of the year they will be able to describe 3-D geometric objects according to surfaces, faces, edges and vertices. MATHEMATICS GRADES 4-6 CAPS 247 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns Investigate and extend patterns • Investigate and extend geometric patterns looking for relationships or rules of patterns: - represented in physical or diagram form - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for the patterns and relationships using flow diagrams Equivalent forms • Determine equivalence of different descriptions of the same relationship or rule presented: - verbally - in a flow diagram - by a number sentence Learners work with patterns that are made from 2-D shapes and 3-D objects or from drawings / diagrams of these shapes and objects. In Patterns, Functions and Algebra we choose geometric patterns that can be re-described using a number pattern this does not mean that it can’t be described in words. In fact the description in words is usually the starting point. In Shape and Space learners also work with visual patterns that are geometric. However, in Shape and Space they are only required to describe the patterns using the language of geometry and to make copies of the patterns. While many of these patterns can be described using algebraic expressions, this is beyond the scope of Intermediate Phase learners. Learners show the same patterns in different ways: in a diagram, as a verbal description, as a flow diagram, a table and in a number sentence. Sometimes learners are able to see different aspects of a pattern when they change the form in which the pattern is presented. What is different to Grade 5? There is more emphasis on presenting patterns in tables. There is more emphasis on stating the general rule of the pattern. What kinds of geometric patterns should learners work with? The patterns shown below are in picture or diagram form. Learners can also work with patterns which are made from real shapes, or objects concrete apparatus. What kinds of patterns should learners work with? Patterns in which the shapes grow or decrease in different ways. Examples: • Patterns in which the shape keeps its form, but gets larger (or smaller) at each stage. • Patterns in which a shape or part of a shape is added at each stage. MATHEMATICS GRADES 4-6 248 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns In each of the examples above the patterns are made by adding the same number of matches. In the top pattern 3 matches are added each time. In the second pattern two matches are added each time. Both patterns are patterns with a constant difference. Most geometric patterns learners see in Grade 6 will be patterns with a constant difference. They are more likely to get patterns with a constant ratio when working only with number sequences. The pattern below is also a pattern with a constant difference: two squares are added each time • Patterns with neither a constant difference nor a constant ratio Examples: What should learners do? • Copy and extend the pattern. This helps them to understand how the pattern is formed. • Describe the pattern in words. - Different learners will describe different aspects of the pattern - Learners should describe the relationship between shapes in the sequence or rules in their own words. To do this, learners need discuss how they made the pattern or be able to answer the question “How do I get from one stage in the pattern to the next?” • Learners need to have opportunities to see that changing the form of representation e.g geometric to verbal or to a flow diagram or to a table can sometimes help them to understand the pattern in different ways. Learners should “translate” these geometric sequences into other forms of expression or representation namely: - verbally describe the pattern - draw flow diagrams or input–output diagrams - record number sequence in a table-form MATHEMATICS GRADES 4-6 CAPS 249 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.2 Geometric patterns Example: Extending the pattern: Describing the pattern in own words “It is a pattern of hexagons” “Each hexagon is bigger than the one before” Describing how they made the pattern or answering the question “How do I get from one stage to the next?” “I added one more match to each side of each hexagon” “Each hexagon has one more match in each side than the hexagon on the left” Recording the number pattern in a table When learners fill in a table like the one below, they can begin to see that the number of matches used for each hexagon is 6 multiplied by the position number of the hexagon in the sequence. They will see that the rule is hexagon position number multiplied by 6. Learners can then be asked to predict how many matches will be used for hexagons not built e.g. 10th, 100th, etc. Hexagon number 1 2 3 4 5 10 Number of matches 6 12 18 6 hours SHAPE AND SPACE 3.3 Symmetry Recognize, draw and describe lines of symmetry in 2-D shapes This should include shapes in which there is more than one line of symmetry. Drawings of 2-D shapes should include those where the line of symmetry is not necessarily vertical. 2 hours MATHEMATICS GRADES 4-6 250 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUM BERS, O PERATIONS AND RELATIONS HIP S 1.1 Whole numbers Division Number range for counting, ordering and representing, and place value of digits • Order, compare and represent numbers up to at least 9-digit numbers • Represent prime numbers to at least 100 • Recognize the place value of digits in whole numbers up to at least 9-digit numbers • Round off to the nearest 5, 10, 100 and 1 000 Number range for calculations • Division of at least whole 4-digit by 3-digit numbers • Multiple operations on whole numbers with or without brackets Calculation techniques • estimation • using the reciprocal relationship between multiplication and division • long division • building up and breaking down numbers • rounding off and compensating • using a calculator Number range for multiples and factors • Multiples of 2-digit and 3-digit numbers • Factors of 2-digit and 3-digit whole numbers • Prime factors of numbers up to at least 100 What is different to Grade 5? Initially learners revise and consolidate work done in Grade 5 .i.e. learners divide at least whole 3-digit by 1-digit numbers. Then they move on to divide 4-digit numbers by 3-digit numbers. Learners should solve problems in contexts and do context free calculations The following problem types remain important: sharing, grouping, rate (see the description of problem types at the end of the Grade 6 notes) Learners should continue to be given problems with and without remainders. Learners continue to • check their solutions themselves, by multiplying or using a calculator • judge the reasonableness of their solutions, by estimating before calculating. Using multiplying to divide Example 3 447 ÷ 17 Learners can write out a “clue board” of what they know about multiplying by 17. While they do not know the multiplication table of 17, learners should know 17 x 10 and how to use this to get multiples of 17 x 10, and 17 x 100 and how to use this to get multiples of 17 x 100. Learners find 17 x 5 by halving 17 x 10 Learners use doubling to find 17 x 2; 17 x 4; 17 x 8. Learners fill in other multiples as they need to use them Learners use this to calculate by approximation. Multiplying and then subtracting. CLUE BOARD 100 x 17 = 1 700 200 x 17 = 3 400 10 x 17 = 170 20 x 17 = 340 5 x 17 = 85 2 x 17 = 34 3 x 17 = 51 Multiply Subtract 200 x 17 = 3400 3447 – 3400 = 47 2 x 17 = 34 47 – 34 = 13 3447 ÷ 17 = 200 + 2 + remainder 13= 202 remainder 13 8 hours MATHEMATICS GRADES 4-6 CAPS 251 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Division Properties of whole numbers • Recognize and use the commutative; associative; distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Solving problems • Solve problems involving whole numbers and decimal fractions, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) - grouping and equal sharing with remainders Learners should check their calculations by multiplying: 202x17=202x10+202 x 7 =2020+1414 = 3434 +13 (NOTE: 13 is the remainder) =3447 The size of the numbers required in Grade 6, means that methods used until now can become cumbersome. Now it is advisiableto use the traditional long division method. The skills learnt in previous methods, will now be used in long division. The long division method: Example: Calculate: 3 848 ÷ 132 132 26 remainder 52 3 848 - 2 640 132 x 20 848 - 792 132 x 6 52 Learners should check their calculations by multiplying with or without a calculator. Learners can also check their manual division by dividing on a calculator. Working with calculators The mental Mathematics programme contains work on number concept, number facts and mental calculating techniques. Daily work on mental mathematics combined with daily written calculations will prevent learners from becoming dependent on calculators and not knowing how to calculate without them. Use of calculators is a useful way for learners to explore number patterns. They are also helpful when working with very large numbers e.g. multiplying and dividing numbers with more than 4 digits. Learners should be taught how to use calculators including how to clear an incorrectly entered number. Learners should always estimate answers before doing a calculation on a calculator. Learners should estimate whether their answers will be in tens, hundreds, thousands, ten thousands, hundred thousands or millions. For example if multiplying 2 345 x 67, they should be able to estimate that the answer will be in the region of 20 000 x 70 = 140 000 MATHEMATICS GRADES 4-6 252 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.3 Decimal fractions Recognizing, ordering and place value of decimal fractions • Count forwards and backwards in decimal fractions to at least two decimal places • Compare and order decimal fractions to at least two decimal places • Place value of digits to at least two decimal places Calculations with decimal fractions • Addition and subtraction of decimal fractions of at least two decimal places • Multiply decimal fractions by 10 and 100 Solving problems Solve problems in context involving decimal fractions Equivalent forms: Recognize equivalence between common fraction and decimal fraction forms of the same number Decimal fraction is a new topic for Grade 6 learners. Learners should already have worked with tenths and hundredths in common fraction form. They should start by rewriting and converting tenths and hundredths in common fraction form to decimal fractions. Where denominators of other fractions are factors of 10 e.g. 2, 5 or factors of 100 e.g. 2, 4, 25, 20, 50 learners can convert these to hundredths using what they know about equivalence Dividing whole numbers by 10, 100, 1 000, etc. helps to build learners’ understanding of the place value of the digits in decimal fractions. Calculators can be useful tools for learners to learn about patterns when multiplying or dividing decimal fractions by 10, 100, etc. Counting in decimals Learners should not spend a lot of time doing verbal counting in decimals. A more useful exercise is using number chains like the one below: These counting or “adding on” exercises often help learners to increase their understanding of place value. 0 +0,03 +0,03 +0,03 +0,03 Possible error: At this point learners often lose track of the place value and instead of writing 12 hundredths as 0,12 they write it as 0,012 +0,03 +0,03 +0,03 Exercises like the one above can be checked using calculators and learners can explain any differences between their answers and those shown by the calculator. Equivalence between common fractions and decimal fraction forms Learners are not expected to be able to convert all common fraction into its decimal fraction form, merely to see the relationship between tenths and hundredths in their decimal forms. Calculating using decimals Learners add and subtract decimal fractions. Learner should estimate their answers before calculating. They should be able to judge the reasonableness of answers and also check their own answers. Understanding place value of digits in decimals will help learners when adding and subtracting. Learners can use the column method as they do with whole numbers. All problem types that are used for whole numbers can be used for decimal fractions. During lessons on measurement, learners can practise what they know about decimals. 10 hours MATHEMATICS GRADES 4-6 CAPS 253 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity / volume Practical measuring of 3-D objects byestimating, measuring, recording, comparing and ordering Measuring instruments measuring jugs Units millilitre (ml); litres (l) and kilolitres (kl) Calculations and problem-solving related to capacity/volume include: • solving problems in context with capacity • converting between kilolitres, litres and millilitres • conversions should include fraction and decimal forms to 2 decimal places What is capacity? What is volume? Capacity is the amountof substance that an object can hold or the amount of space inside the object. Volume is the amount of space an object occupies. So a bottle can have a 1 litre capacity, but it may not be filled to its full capacity It could, for example, only contain a volume of 250ml What is different to Grade 5? • Decimals are introduced. • Kilolitres are introduced. In Grade 6 learners continue work with litres and millilitres, but now they also work with kilolitres. Learners work with the same measuring instruments as they did in Grades 4 and 5 but less emphasis is placed on measuring spoons and cups. Learners need to: • consolidate their sense of how much 1 litre is • consolidate their sense of how much 1 millilitre is • understand and know the relationship between litres and millilitres • understand and know the relationship between kilolitres and litres and millilitres Check whether learners have a sense of which units and instruments are appropriate for measuring which sorts of capacities e.g. What units would you use if you wanted to measure • the amount of water you use in a month • the amount of water to use when mixing baby milk formula for one feed • the amount of water in a full bathtub. What instrument would you use if you wanted to measure: • liquid medicine to give to a baby • milk for a pudding recipe • water to dilute a packet of powdered cool drink. Measuring capacity and reading capacity measuring instruments Learners find it easy to measure with measuring spoons or measuring cups, because this only requires filling them and pouring the contents out. Measuring with calibrated measuring jugs or other instruments with numbered and un- numbered gradation lines is more difficult. Learners need to be taught the skills which include 5 hours MATHEMATICS GRADES 4-6 254 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity / volume • knowing where to stand to read the measuring jug correctly • knowing how to read the numbered gradation lines and to calculate what the un￾numbered gradation lines mean Learners need to read • different kinds of measuring jugs • measuring jugs in which the numbered intervals, gradation lines, calibration represent different intervals /amounts. • measuring jugs in which there are a different number of un-numbered intervals within each numbered interval. Learners need practice using examples in which the numbered intervals are divided into: • 2 un-numbered intervals • 4 un-numbered intervals • 5 un-numbered intervals • 10 un-numbered intervals Example: Here the numbered gradation lines on the jugs show 1 litre amounts. Think about the gradations as a number line. 1 litre 2 litres 1 litre 2 litres There are 4 spaces between each litre. This means that each small space shows 1 000ml ÷ 4 = 250ml The liquid is filled to 1space above 1 litre i.e. 1 000ml + 250ml = 1 250ml It is sometimes easier and cheaper to get a range of syringes with calibrated gradation lines, than it is to get a range of measuring jugs. Learners will learn the same measurement reading skills if they work with syringes rather than jugs. MATHEMATICS GRADES 4-6 CAPS 255 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity / volume Compare capacities with up to 6 digits in millilitres and litres Learners should already in previous grades haves equenced containers marked in millilitres and/litres. Here learners need to be able to translate the decimal numbers on some packaging into fractions e.g. 1,5 litres of cool drink is the same as 112 litres of cool drink. Examples should be chosen to allow learners to realize that the height of a container is not directly proportional to the capacity and that learners need to take into account the diameter of the container. In Grade 6 this can be done as an exercise from the textbook. Recording capacities Measurement provides a context within which learners can practise what they have learned about decimal fractions. In Grade 6 they should record capacities as • kilolitres only e.g. 20l • litres only e.g. 5l • millilitres only e.g. 250ml • fractional parts of kilolitres or litre, written either as common or decimal fractions e.g. 234 litres or 2,75 litres Calculations including conversions and problem solving Measurement provides a context in which to practise skills acquired in Numbers, Operations and Relationships. The skills, operations and number ranges required are given below. Estimate and calculate using millilitres and litres • rounding numbers up or down to the most appropriate unit of capacity • rounding off to 5, 10, 100 and 1 000 Measurement especially when focusing on measuring instruments can help learners to understand the meaning behind rounding up or down • adding and subtracting numbers Calculations and problems should include fractional parts of litres or kilolitres expressed either as common fractions or decimal fractions up to 2 decimal places • multiplication of up to 4-digit by 3-digit whole numbers • division of up to 4-digit by 3-digit whole numbers • find percentages of whole numbers • multiple operations with or without brackets MATHEMATICS GRADES 4-6 256 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.3 Capacity / volume Solve problems relating to capacity • including rate e.g price per liter and ratio problems e.g. increasing ingredients in a recipe by fixed ratios, or calculations where ingredients are mixed in a fixed ratio e.g. 1 part to 4 parts • problems with decimals should be limited to addition and subtraction Convert between units: ml↔l l↔kl ml↔kl Conversions can also include converting whole numbers, fractions and decimal fractions.Decimal fraction calculations should be carefully chosen so as only to include, even in the answers, decimal fractions with one or two decimal places. Problems with decimals should be limited to addition and subtraction ASSESSMENT: At this stage learners should have been assessed on: • division to 4-digit by 3-digit numbers • 3-D objects REVISION 5 hours ASSESSMENT 6hours MATHEMATICS GRADES 4-6 CAPS 257 Grade 6 Term 3 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction facts of: - units - multiples of 10 - multiples of 100 - multiples of 1000 • Multiplication of whole numbers to at least 12x12 • Multiplication facts of: - units and tens by multiples of 10 - units and tens by multiples of 100 - units and tens by multiples of 1 000 - units and tens by multiples of 10 000 Number range for counting, ordering and representing, and place value of digits • Order, compare and represent numbers to least 9-digit numbers • Represent prime numbers to at least 100 • Recognize the place value of digits in whole numbers to at least 9-digit numbers • Round off to the nearest 5, 10, 100 and 1 000 Calculation techniques Using a range of techniques to perform and check written and mental calculations with whole numbers including: • estimation • adding, subtracting and multiplying in columns The mental Mathematics programme should be developed systematically over the year. See Term 1 notes, but notice the increased number range in the column on the left in Term 2 10 minutes every day MATHEMATICS GRADES 4-6 258 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics • long division • building up and breaking down numbers • rounding off and compensating • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors • Multiples of 2-digit and 3-digit numbers • Factors of 2-digit and 3-digit whole numbers • Prime factors of numbers to at least 100 Properties of whole numbers • Recognize and use the commutative; associative; distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property MATHEMATICS GRADES 4-6 CAPS 259 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass Practical measuring of 3-D objects byestimating measuring recording comparing and ordering Measuring instruments bathroom scales (analogue and digital), kitchen scales (analogue and digital) and balances Units grams (g) and kilograms (kg) Calculations and problem-solving related to mass include Solve problems in context using mass converting between grams and kilograms conversions should include fraction and decimal forms (to 2 decimal places). What is different to Grade 5? It makes sense to let learners work with digital scales, particularly ones that give readings up to one or two decimal places. Problems, calculations and conversions around mass provide a context for practising calculating with decimal fractions. Supermarkets with electronic scales often print the mass labels including decimal places e.g. 2,25kg potatoes. These contexts can be used to practise the reading, writing and understanding of decimal fractions, and for rounding off, converting, adding and subtracting decimal fractions. In Grade 6 learners work with the same units of mass they worked with in Grades 4 and 5. They also work with the same measuring instruments. Learners need to • consolidate their sense of how much is 1kg • consolidate their sense of how much is 1g • to understand and know the relationship between kilograms and grams. Learners should have a sense of which units are appropriate for measuring which different masses. For example, they need to know which units to use to state the mass of • a cow • a baby • flour for baking a cake • their own mass Reading scales and balances Learners need to • estimate mass in grams and kilograms • read kitchen scales (grams and kilograms) bathroom scales (kilograms) and balances scales (grams and kilograms) This includes reading the mass on: • real digital scales • pictures of decimal scales • real analogue scales • pictures of analogue scales 5 hours MATHEMATICS GRADES 4-6 260 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass The skills involved in reading analogue scales include • knowing where to stand to read the scales correctly • Knowing how to read the numbered gradation lines and to calculate what the un-numbered gradation lines indicate. Learners need to read • different kinds of measuring apparatus • apparatus in which the numbered intervals,gradation lines or calibration represent different intervals • Apparatus in which there are a different number of un-numbered intervals within each numbered interval. Learners need practice with examples in which the numbered intervals are divided into - 2 un-numbered intervals - 4 un-numbered intervals - 5 un-numbered intervals - 10 un-numbered intervals Example: Here the numbered lines show 100 g intervals: 100g; 200g; 300g; 400g; 500g; 600g; 700g. It is sometimes useful to convert the circular dial into a number line There are 10 spaces between each 100g. Each 100g interval has been divided into 10 smaller spaces. This means that each un-numbered interval shows 100g ÷ 10 = 10g MATHEMATICS GRADES 4-6 CAPS 261 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass The skills involved in reading analogue scales include • knowing where to stand to read the scales correctly • Knowing how to read the numbered gradation lines and to calculate what the un-numbered gradation lines indicate. Learners need to read • different kinds of measuring apparatus • apparatus in which the numbered intervals,gradation lines or calibration represent different intervals • Apparatus in which there are a different number of un-numbered intervals within each numbered interval. Learners need practice with examples in which the numbered intervals are divided into - 2 un-numbered intervals - 4 un-numbered intervals - 5 un-numbered intervals - 10 un-numbered intervals Example: Here the numbered lines show 100 g intervals: 100g; 200g; 300g; 400g; 500g; 600g; 700g. It is sometimes useful to convert the circular dial into a number line There are 10 spaces between each 100g. Each 100g interval has been divided into 10 smaller spaces. This means that each un-numbered interval shows 100g ÷ 10 = 10g CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.2 Mass Compare, order, sequence masses of up to 9 digits in grams and kilograms If learners have not in previous grades sequenced containers marked in grams and kilograms, it is worth doing. Choose examples that allow learners to realize that the size of a container or the volume it contains is not directly proportional to the mass because some substances have a greater density than others. Learners should do exercises from their textbook that ask them to order and compare the mass of objects including grocery items labelled in grams and kilograms. Learners should also compare, order, sequence masses stated in different units. Calculations (including conversions) and problem-solving Measurement provides a context in which to practise skills acquired in Numbers, Operations and Relationships. The skills, operations and number rangesusing grams and kilograms required are given below. • Rounding numbers up or down to the most appropriate unit of mass • Rounding off to 5, 10, 100 and 1 000 Measurement especially when focusing on reading analogue measuring instruments can help learners to understand the meaning behind rounding up or down • Addition and subtraction Calculations and problems should include fractional parts of kilograms expressed either as common fractions or decimal fractions￾up to 2 decimal places • Multiplication of up to 4-digit by 3-digit whole numbers • Division of up to 4-digit by 3-digit whole numbers • Find percentages of whole numbers • Multiple operations with or without brackets Solve problems relating to mass • Including rate e.g price per kilogram and ratio problems • problems with decimals should be limited to addition and subtration Convert between units: g↔kg Conversions should be given in the following forms: whole numbers, common fractions, decimal fractions up to 2 decimal places This provides a context for learners to practise multiplying and dividing by 1 000 If conversions require more than 2 decimal places e.g. 3 245 grams converted to kilograms learners can continue to write this as 3kg and 245g as in previous grades. On the whole though examples should be chosen to avoid this problem. MATHEMATICS GRADES 4-6 262 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Counting, ordering, comparing, representing and place value of digits Number range for counting, ordering, comparing and representing, and place value of digits • Order, compare and represent numbers to at least 9-digit numbers • Represent prime numbers to at least 100 • Recognize the place value of digits in whole numbers to at least 9-digit numbers • Round off to the nearest 5, 10, 100 and 1 000 See Term 1 notes, but notice the increased number range in the column on the left in Term 2 1 hour NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and Subtraction Number range for counting, ordering, comparing and representing, and place value of digits • Order, compare and represent numbers at least 9-digit numbers • Represent prime numbers to at least 100 • Recognizing the place value of digits in whole numbers to at least 9-digit numbers • Rounding off to the nearest 5, 10, 100 and 1 000 Number range for calculations • Addition and subtraction of whole numbers of at least 6-digit numbers • Multiple operations on whole numbers with or without brackets Calculation techniques Using a range of techniques to perform and check written and mental calculations of whole numbers including: • estimation Learners should get a lot of practice adding and subtracting large numbers. Problem situations can become more complex. Learners can also focus on multiple operations, especially in problem contexts. Learners should continue to judge the reasonableness of the solutions and to check their answers. When learners can add and subtract 6 digit numbers confidently, they may beasked to add or subtract very large numbers until more than 6 digits with or without using calculators. The mental Mathematics programme contains work on number concept, number facts and mental calculating techniques. Daily work on mental Mathematics combined with daily written calculations will prevent learners from becoming dependent on calculators and not knowing how to calculate without them. 8 hours MATHEMATICS GRADES 4-6 CAPS 263 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Addition and Subtraction • adding, subtracting in columns • building up and breaking down numbers • rounding off and compensating • using addition and subtraction as inverse operations • using a calculator Properties of whole numbers • Recognize and use the commutative; associative; distributive properties of whole numbers • 0 in terms of its additive property Solving problems • Solve problems involving whole numbers and decimal fractions, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including comparing two or more quantities of the same kind (ratio) SPACE AND SHAPE 3.5 Viewing objects Position and views Link the position of viewer to views of single or composite objects, or collections of objects, can include both everyday and geometric objects What is different to Grade 5? In Grade 5 learners work with views of single everyday objects or collections of everyday objects. They match views of the object or objects with the position of the viewer. In Grade 6 this is extended to geometric objects or collections of geometric objects or composite geometric objects. Learners are presented with multiple views of an everyday or geometric object or collections of objects or composite geometric objects, as well as positions of viewers in relation to the object or objects. They match each view with a viewer or viewpoint. 3 hours ASSESSMENT: At this stage learnes should have beeen assessed on: • mass • 9-digit numbers • addition and subtraction of whole numbers • views MATHEMATICS GRADES 4-6 264 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.1 Properties of 2-D shapes Shapes learners need to know and name • Regular and irregular polygons - triangles, squares, rectangles, parallelograms, other quadrilaterals, pentagons, hexagons, heptagons, octagons • Similarities and differences between rectangles and parallelograms Characteristics learners use to distinguish, describe, sort and compare shapes: • number of sides • length of sides • size of angles - acute - right - obtuse - straight - reflex - revolution Further activities to focus learners on characteristicsof shapes • Draw 2-D shapes on grid paper • Draw circles, patterns in circles and patterns with circles using a pair of compasses What is different to Term 1? Learners draw circles and patterns with circles using a pair of pair of compasses Learners revise and consolidate what they learned in Term 1 (see notes). They also spend time working with a pair of compasseses and drawing circles and patterns in and with circles. 4 hours MATHEMATICS GRADES 4-6 CAPS 265 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) SPACE AND SHAPE 3.4 Transforma- tions Describe patterns Refer to lines, 2-D shapes, 3-D objects and/or lines of symmetry and/ or rotations and/or reflections and/or translations when describing patterns • in nature, • from modern everyday life • from our cultural heritage Enlargement and reductions Draw enlargement and reductions of 2-D shapes to compare size and shape of: • triangles • quadrilaterals What is different to Grade 5? Learners are no longer required to draw composite shapes or tessellations using reflections, rotations, and translations. They are only required to use the transformation concepts in describing patterns. Use transformation to describe patterns Learners describe patterns by discussing the shapes they see in the pattern and how they would transform that shape if they wanted to extend the pattern • The pattern I see on the honeycomb looks like a tessellation pattern of hexagons. I can make this pattern by translating the hexagon. • The pattern I see on the bead bracelet looks like a tessellation pattern of triangles. I can make this pattern by reflecting the triangle. • I can make a pattern like the one I see on the doily by translating the parallelogram. Use symmetry to describe patterns Learners identify symmetry in patterns. Although learners are not required to draw the patterns in Grade 6, they often find patterns easier to describe, once they have copied or made the patterns. It is useful to link the process of making or copying patterns with the descriptions of patterns from nature, modern everyday life and our cultural heritage. Often the geometrical process you use to make a copy of the pattern is not the same as the original process used to make the pattern. Bees do not tessellate with hexagons to make a honeycomb, but if learners tessellate with a hexagon, they can make a pattern that looks similar to the pattern they see in the honeycomb. Enlargements and reductions This can be dealt with in Term 4 3 hours MATHEMATICS GRADES 4-6 266 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.5 Temperature Practical measuring of temperature by estimating measuring recording comparing and ordering Measuring instruments thermometers (analogue and digital) Units degrees Celsius Calculations and problem-solving related temperature include Solving problems in contexts related to temperatures What is new in Grade 6? It makes sense to allow learners to read digital thermometers, since the reading is given in a decimal form. Recording, calculating and solving problems concerning temperature can also be used as a context for practising reading and calculating with decimal fractions. Learners need to consolidate their sense of how hot or cold things are when described in degrees Celsius. This can be achieved through learning about common temperature referents, e.g. • The freezing point of pure water is 0oC • The boiling point of pure water is 100oC • The average normal human body temperature is 37oC • daily environmental temperatures Reading temperature measurement Learners should read temperatures off pictures of both digital and analogue thermometers. Where possible learners should read temperatures off real of both digital and analogue thermometers. Reading temperatures and temperature measuring instruments Reading analogue thermometers requires learners to be able to read off the temperature at numbered and un-numbered gradation lines. In thermometers designed to read the environmental temperatures the un-numbered gradation lines often refer to whole degrees. In thermometers designed to read human body temperature the un-numbered gradation lines often refer to fractions of degrees. Recording and reporting on temperature measurements Learners should record and report on whole number temperature measurements read on thermometers. This may involve rounding up or down. They can also record and report temperatures by using decimal fraction notation e.g. 36,7oC Calculations and problem-solving related to temperature Calculations and problem-solving related to temperatures should be limited to positive whole numbers and decimal fractions 1 hour MATHEMATICS GRADES 4-6 CAPS 267 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Percentages Calculations Find percentages of whole numbers Equivalent forms: • Recognize equivalence between common fraction and decimal fraction forms of the same number • Recognize equivalence between common fraction, decimal fraction and percentage forms of the same number Percentages is a new topic for Grade 6 learners. Learners have already worked with tenths and hundredths in common fraction form. They should start by rewriting and converting tenths and hundredths in common fraction form to percentages. Where denominators of other fractions are factors of 10 e.g. 2, 5 or factors of 100 e.g. 2, 4, 5, 20, 25, 50 learners can convert these to hundredths using what they know about equivalence. Equivalence between common fractions and percentage Learners are not expected to be able to convert any common fraction into its percentage form, merely to see the relationship between tenths and hundredths in their percentage form. Learners should be able to convert any decimal fraction in tenths or hundredths into a percentage. Calculations Learners should be able to find percentages of whole numbers e.g. What is 25% of R300? Here learners use what they know about both converting between percentage and common fraction form and also what they know about finding fractions of whole numbers e.g. 25% of R30 = 14 of R300 = R75. 5 hours ASSESSMENT: At this stage learners should have been assessed on: • 2-D shapes • transformation especially describing patterns • temperature • percentages MATHEMATICS GRADES 4-6 268 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS AND S KILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLIN G 5.1 Collecting and organising data Collect data using: • tally marks and tables for recording • simple questionnaires with a (yes/ no type response) order data from smallest group to largest group Teachers in this phase should ensure that different topics are chosen for data collection in each of the grades. What is different to Grade 5? The following are new in Grade 6 • graphs can include data expressed in percentages. This is important in pie charts, but percentages can also be used in bar graphs or double bar graphs • collecting data by using simple questionnaires • double bar graphs • the median of a data set Complete a data cycle including drawing a double bar graph: context personal data This is recommended as the Mathematics project in Grade 6 The complete data cycle includes posing a question, collecting, organising, representing, analyzing, interpreting data and reporting on the data. Learners work through the whole data cycle to make an individual double bar graph using contexts that relate to themselves, their class, their school or their family. Suitable topics include: • favourite sports / favourite movies / favourite music / favourite TV programmes / foods or cool drinks/ favourite colours, etc. Include boys versus girls • heights of learners in class. Include boys versus girls • mass of learners in class. Include boys versus girls • shoe size of learners in class. Include boys versus girls Analysing ungrouped numerical data using measures of central tendency Learners find the mode and median of ungrouped numerical data sets. Suitable topics include: • heights of learners in class • mass of learners in class • shoe sizes of learners in class • average time taken to get from home to school • number of people staying in homes of learners in the class • temperatures for a month 9 hours 5.2 Representing data Draw a variety of graphs to display and interpret data including: • pictographs (many-to-one correspondence) • bar graphs and double bar graphs 5.3 Analysing, Interpreting and reporting data Critically read and interpret data represented in • words • pictographs • par graphs • double bar graphs • pie charts Analyse data by answering questions related to: • data categories, including data intervals • data sources and contexts • central tendencies (mode and median) Summarise data verbally and in short written paragraphs that include • drawing conclusions about the data • making predictions based on the data Examine ungrouped numerical data to determine • the most frequently occurring score in the data set called the mode • the middlemost score in the data set called the median of the data set MATHEMATICS GRADES 4-6 CAPS 269 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLING Analysing graphs Analyse graphs on environmental or socio-economic contexts by answering questions on graphs. Both graphs and questions must be provided by the teacher or a textbook. Learners should work with at least • 2 pie charts involving percentages • 2 double bar graphs Suitable topics include: • populations of the provinces of SA • percentage of foreign tourists from different countries visiting SA • percentage of pregnant women who are HIV positive in each province • percentage of population with access to safe drinking water in countries in Africa • infant mortality rates per country in Southern Africa • common causes of death in children in SA • quantities of materials recycled in the town, province, country • quantities of recycling materials collected by schools around the country • amount of water stored in dams in your province • comparison of the rainfall of a summer rainfall and a winter rainfall town • percentages of girls and boys who smoke in Grades 6 – 10 or age group 12 – 18 • Size of rural and urban population per province in SA • Size of rural and urban population per country in Southern Africa Developing critical analysis skills Learners compare graphs on the same topic but where data has been collected from different groups of people, at different times, in different places or in different ways. Here learners will be able to discuss the differences between the graphs. The aim is also for learners to become aware of factors that can impact on the data. Learners should do at least one example. Learners can summarize the findings of their comparison in a paragraph for at least one example. Examples could include: • comparing data about cars that pass the school at different times or comparing data about cars that pass different venues (busy and quiet areas, poorer and richer areas, etc.) • comparing national data from Statistics South Africa (StatsSA) to data collected at your school e.g. sources of heating, sources of lighting, sources of water • comparing data collected over a month or over a year, e.g. average rainfall figures for different towns for a month or for a year MATHEMATICS GRADES 4-6 270 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Investigate and extend patterns • Investigate and extend numeric patterns looking for relationships or rules of patterns: - sequences involving a constant difference or ratio - of learner’s own creation • Describe observed relationships or rules in learner’s own words Input and output values Determine input values, output values and rules for patterns and relationships using flow diagrams Equivalent forms Determine equivalence of different descriptions of the same relationship or rule presented • verbally • in a flow diagram • by a number sentence In Term 1 learners worked with flow diagrams in order to learn about • multiplication and division as inverse operations • multiplication of units by multiples of ten, multiples of 100 , multiplies of 1 000 • the associative property of whole numbers and how this property can be used when multiplying numbers. Flow diagrams are further developed in this term. Learners also work with number sequences. Learners have been working with flow diagrams since Grade 4. Towards the end of Grade 6 the focus can be on “finding the rule”. First these can be flow diagrams in which there is a “one stage rule” i.e. add; or subtract or multiply or divide. Example: Determine the rule Input Rule 1 3 5 9 11 7 88 Output 8 24 40 56 72 Then they can work with examples which have a two-stage rule e.g. multiply and then add, where one stage is left out Example: Determine the rule Input Output Rule 13 5 8 11 6 9 19 29 34 44 59 +4 5 hours MATHEMATICS GRADES 4-6 CAPS 271 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Example where learners have to find a rule involving 2 operations Determine the rule Input Output Rule 1238116 5811202635 Learners can do similar examples using a table format. Start with a simple example where the rule has one operation. Input 1 2 3 4 5 6 7 8 9 10 Output 17 34 51 70 170 Learners should state the rule e.g. in this case “input value x17” Then do more complicated examples where the rule invovles two operations Input 1 2 3 4 5 6 7 8 9 10 Output 3 3,5 4 4,5 5 7,5 Learners should not only complete the table, because this can sometimes be done by counting on. They should also try to state the rule e.g. “add 5 to the input value and then diveide by 2. Sequences of numbers: In the Intermediate Phase learners extend sequences of numbers. In Grade 6 they study: • sequences involving a constant difference • sequences involving a constant ratio • sequences without a constant difference or ratio Examples of patterns with a constant difference • 125; 250; 375; 500;… • 16; 14; 12 … MATHEMATICS GRADES 4-6 272 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA 2.1 Numeric patterns In the example above learners are subtracting 2 to create the pattern. Learners may describe it as a pattern of counting back in twos. Learners should also be given examples which do not start on a multiple of the number they are adding or subtracting. Examples: a)1; 4; 7; 10; … b)87; 66; 45; ... c)857; 807; 757; 707; … Patterns involving a constant ratio: In the sequence 400, 200, 100, ... all the numbers are multiples of 2 and learners must divide by 2 to get the next number. Learners should also be given examples in which the numbers in the sequence are not multiples of the number they are multiplying or dividing by, e.g. 8; 24; 72;... Examples of patterns without a constant difference or ratio: a)1; 2; 4; 7; 11; 16; b)1; 6; 3; 8; 5; 10; 7 …….. MEASUREMENT 4.1 Length Practical measuring of 2-D shapes and 3-D objects by estimating, measuring, recording, comparing and ordering Measuring instruments rulers, metre sticks, tape measures, trundle wheels Units millimetres (mm), centimetres (cm), metres (m), kilometres (km) Calculations and problem-solving related to length Solve problems in contexts related to length Conversions include converting between any of the following units: millimetres (mm), centimetres (cm), metres (m) and kilometres (km) Conversions should include fraction and decimal forms (to 2 decimal places) In Grade 6 learners work with the same units of length that they worked with in Grades 4 & 5 .They also work with the same measuring instruments. Check whether learners understand which units and instruments are appropriate for measuring which lengths, heights and distances. Learners should understand which units are appropriate for measuring various lengths or distances. They need to know which units to use in order to find: • the length and width of a desk • the distance to the next town • the length of a nail Learners must know which instrument to use to measure: • the length and width of a desk • the length of a classroom • the length of a rugby field What is different to Grade 6? Decimals are introduced. This allows learners to express conversions and parts of measures in decimal fraction form to one or two decimal places. Use the contexts of length measurement to practise the reading, writing and understanding of decimal fractions, and for rounding off, converting, adding and subtracting with decimal fractions. 5 Hours MATHEMATICS GRADES 4-6 CAPS 273 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.1 Length Reading instruments for measuring lengths Learners should measure lengths using • rulers (mm, cm) • metre sticks (m) • tape measures (m, cm, mm) • trundle wheels (in m) Learners find rulers easy to use for measuring because • centimetres are always numbered • there are always 10mm divisions in a centimetre Stating and recording length measurements In Grade 6 learners should be given opportunities to record their measurements using rulers, in decimal fraction from e.g. e.g. the eraser is 2,5cm long. Tape measures that are longer than 1m and 2m should also be used e.g. builder tapes or surveyor tapes can be more than 10 metres. The longer measuring tapes are more difficult to use. Learners can’t only read off the number at the end of the distance. They also need to know how many metres they have unrolled the tape. For example, the distance may be 4m and 78cm, but at the end of the object / distance the tape may only show the number 78. With these longer tape measures estimation becomes even more important. Recording this in one unit of measurement can also become more complex: in this example 4,78m or 478cm. But if the measurement is 4m and 7cm, learners need to remember to convert correctly into 4,07m or 407cm Compare and order lengths up to 9 digits in mm, cm, m, km In the Intermediate Phase learners need to work with drawings of objects with specified lengths, or written descriptions of objects with specified lengths. In Grade 6 the focus is on comparing lengths given in decimal form Calculations (including conversions) and problem-solving Measurement provides a context in which to practise skills acquired in Numbers, Operations and Relationships. The skills, operations and number ranges required are given below. MATHEMATICS GRADES 4-6 274 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.1 Length Estimate and calculate using mm, cm, m, km • round numbers up or down to the appropriate unit of length • rounding off to 5, 10, 100, 1 000 (reading measurements from rulers and tape measures can help learners to understand the meaning behind rounding up or down) • addition and subtraction calculations can include calculations with common fractions and decimal fractions to 2 decimal places • multiplication of 4-digit by 3-digit numbers • division of 4-digit by 3-digit numbers • find percentages of whole numbers • multiple operations with or without brackets Solve problems relating to distance and length • Include rate and ratio problems. • Problems with decimals should be limited to adding and subtracting the numbers. Conversions between units • mm ↔ cm • cm ↔ m • m ↔ km • mm ↔ m • mm ↔ km • cm ↔ km using whole numbers, common fractions and decimal fractions. This provides a context for learners to practise multiplying and dividing by 10, 100 and 1 000. If conversions require more than 2 decimal places e.g. 3245m converted to kilometres, learners can continue to write this as 3km and 245m as they have in previous grades. On the whole though examples should be chosen to avoid this problem. MATHEMATICS GRADES 4-6 CAPS 275 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) ASSESSMENT: At this stage learners should have been assessed on: • data handling • number patterns • length REVISION 3 hours MATHEMATICS GRADES 4-6 276 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 6 Term 4 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics Mental calculations involving: • Addition and subtraction facts of: - units - multiples of 10 - multiples of 100 - multiples of 1000 • Multiplication of whole numbers to at least 12x12 • Multiplication facts of: - units and tens by multiples of 10 - units and tens by multiples of 100 - units and tens by multiples of 1 000 - units and tens by multiples of 10 000 Number range for counting, ordering and representing, and place value of digits • Order, compare and represent numbers to at least 9-digit numbers • Represent prime numbers to at least 100 • Recognize the place value of digits in whole numbers to at least 9-digit numbers • Round off to the nearest 5, 10, 100 and 1 000 Calculation techniques Using a range of techniques to perform and check written and mental calculations with whole numbers including: • estimation See the notes in Term 2, but be aware that number ranges have increased. The increased number ranges are shown in the column on the left. The mental Mathematics programme should be developed systematically over the year. 10 minutes every day MATHEMATICS GRADES 4-6 CAPS 277 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS Mental Mathematics • adding, subtracting and multiplying in columns • long division • building up and breaking down numbers • rounding off and compensating • using addition and subtraction as inverse operations • using multiplication and division as inverse operations Number range for multiples and factors • Multiples of 2-digit and 3-digit numbers • Factors of 2-digit and 3-digit whole numbers • Prime factors of numbers to at least 100 Properties of whole numbers • Recognize and use the commutative, associative and distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property MATHEMATICS GRADES 4-6 278 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers: Counting, ordering and representing and place value of digits Number range for counting, ordering and representing, and place value of digits • Order, compare and represent numbers at least 9-digit numbers • Represent prime numbers to at least 100 • Recognize the place value of digits in whole numbers to at least 9-digit numbers • Round off to the nearest 5, 10, 100 and 1 000 • Round off to the nearest 10, 100 and1 000. See Term 1 notes, but notice the increased number range in the column on the left in Term 2 1 hour NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication Number range for counting, ordering and representing, and place value of digits • Order, compare and represent numbers at least 9-digit numbers • Represent prime numbers to at least 100 • Recognize the place value of digits in whole numbers to at least 9-digit numbers • Round off to the nearest 5, 10, 100 and1 000 Number range for calculations • Multiplication of at least whole 4-digit by 3-digit numbers • Multiple operations on whole numbers with or without brackets Calculation techniques • estimation • multiplying in columns This is further practice of multiplication of 4-digit by 3-digit numbers done in Term 2. Refer to those notes. 5 hours MATHEMATICS GRADES 4-6 CAPS 279 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Multiplication • building up and breaking down numbers • rounding off and compensating • using a calculator Number range for multiples and factors • Multiples of 2-digit and 3-digit numbers • Factors of 2-digit and 3-digit whole numbers • Prime factors of numbers to at least 100 Properties of whole numbers • Recognize and use the commutative, associative and distributive properties of whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Solving problems • Solve problems involving whole numbers and decimal fractions, including: - financial contexts - measurement contexts • Solve problems involving whole numbers, including the following types of problems: - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) MATHEMATICS GRADES 4-6 280 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Describing and ordering fractions • Compare and order common fractions, including specifically tenths and hundredths Calculations using fractions • Addition and subtraction of common fractions with denominators which are multiples of each other. • Addition and subtraction of mixed numbers • Fractions of whole numbers Solving problems • Solve problems in contexts involving common fractions, including grouping and sharing Percentages • Calculate percentages of whole numbers Equivalent forms: • Recognize and use equivalent forms of common fractions with 1-digit or 2-digit denominators with denominators which are multiples of each other • Recognize equivalence between common fraction and decimal fraction forms of the same number • Recognize equivalence between common fraction, decimal fraction and percentage forms of the same number This is revision and consolidation of the concepts developed in Term 2. See Term 1 notes. However, since decimals and percentages have both been done, it is useful to practise equivalence between the common fraction, decimal fractions and percentage forms of the same number in Term 4. 5 hours MATHEMATICS GRADES 4-6 CAPS 281 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) ASSESSMENT: At this stage learners should have been assessed on: • 9-digit numbers • multiplication with up to 4-digits by 3-digits • fractions 3.2 3-D objects Objects learners need to know and name • Rectangular prisms • Cubes • Tetrahedrons • Pyramids • Similarities and differences between tetrahedrons and other pyramids Charateristics which learners use to distinguish, describe, sort and compare objects Describe, sort and compare 2-D shapes and 3-D objects in terms of: • number and shape of faces • number of vertices • number of edges Further activities to focus learners on characteristics of objects Create 3-D models using • drinking straws, toothpicks, etc. to make a skeleton • nets What is different to Term 2? • Learners build skeleton objects using drinking straws • Learners count the number of vertices of objects. In Term 4 learners should consolidate what they learnt about 3-D objects earlier in the year. This includes working with all of the objects described in the column on the left. Learners focused on the kind of surface and the shape and number of faces. They built objects using nets in Term 2. In Term 4 learners can build skeleton shapes with straws or toothpicks. They will then focus on the edges and vertices of the objects. This means that by the end of the year they will be able to describe 3-D geometric objects according to the number and shape of faces and the number of edges and vertices of 3-D Objects. Learners need to work with real objects. However, they also need to do written exercises on 3-D objects. Interpreting pictures about 3-D objects is more difficult than working with the real objects. Learners should practise interpreting drawings of 3-D objects. They should identify and name 3-D objects in drawings; identify everyday objects that look like geometric objects (e.g. a milk carton looks like a rectangular prism), match nets of objects to drawing of objects, describe 3-D objects by stating the number of flat and/or curved surfaces, the number of vertices, edges, and number and shape of faces when shown drawings of 3-D objects. 5 hours MATHEMATICS GRADES 4-6 282 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.6 Perimeter, area and volume Perimeter Measure perimeter using rulers or measuring tapes Measurement of area • Continue to find areas of regular and irregular shapes by counting squares on grids • Develop an understanding of why the area of rectangles can be described as their length multiplied by their width Learners are not required to know or apply formulae for the perimeter, area or volume of any shape or object in the Intermediate Phase. Area and volume are only measured informally in the Intermediate Phase. Perimeter In Grade 6 learners measure the perimeters of shapes and spaces with rulers and measuring tapes. They are required to state and record this measurement in standard units: mm, cm, m. They are also required to work from drawings in which side lengths are specified in mm / cm / m / km. Here they add up the distances. At times in Grade 6 they will also count the lengths of the perimeters by counting the number of sides of square grids on which shapes are drawn or placed. Here learners need to know that the diagonal distances between corners of a grid square are longer than the vertical or horizontal distances between corners of a grid square. No formulae for perimeters of shapes are required Area In Grade 6 area measurements continue to be informal. Learners should examine the areas of • regular shapes where the sides are all the same length with straight sides • irregular shapes where the sides are not all the same length with straight sides • shapes with curved sides. Learners continue to count how many grid squares are covered by the shape. The area is stated in number of grid squares. Learners have been stating the areas of shapes in terms of squares counted since Grade 4. In Grade 6 they should investigate why the area of a rectangle can be stated as its length multiplied by its width. They are not required to know this formula off by heart, nor are they required to apply this formula in area calculations. The relationship between the area and perimeter of rectangles and squares. This investigation can be done as an Assessment Task. There are two different investigations that learners can do. • If learners are given the perimeter of a rectangle, they can draw a number of rectangles of differing areas. Does this also work with squares? Similarly if they are given the area of a square, there will only be one possibility for the length of the sides. Is this the same for rectangles? • Investigating the relationship between the areas and perimeters of squares and rectangles can be combined with the shape and space requirement. Draw enlargements and reductions of 2-D shapes using grid paper to compare their size and shape. 7 hours MATHEMATICS GRADES 4-6 CAPS 283 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) MEASUREMENT 4.6 Perimeter, area and volume Measurement of volume • Continue to find volume/capacity of objects (by packing or filling them. • Develop an understanding of why the volume of rectangular prisms can be described as their length multiplied by their width multiplied by their height Investigate the: • relationship between perimeter and area of rectangles and squares • relationship between surface area and volume of rectangular prisms Here learners can draw a square or rectangle with specified side lengths. Then they can investigate what happens to the area of the shape, if the length of one pair of opposite sides of the shape are doubled or halved. Volume In Grade 6 learners continue to • count how many cubes or rectangular prisms they use to fill a container. The volume of the container is stated in number of cubes or rectangular prisms such as boxes or blocks. • make stacks with cubes or rectangular prisms. The volume of the stack is stated in number of cubes or rectangular prisms such as boxes or blocks. • interpret pictures of: - stacks made of cubes / rectangular prisms so that they are able to state the volume in terms of the number of cubes / rectangular prisms - containers filled with cubes / rectangular prisms so that they are able to state the volume in terms of the number of cubes / rectangular prisms. MEASUREMENT 4.7 History of measurement Know how people measured and recorded measurement in the past. Here learners should read and discuss a short history of measurement provided in the textbook. 1 hour ASSESSMENT: At this stage learners should have been assessed on: • 3-D objects • area and rerimeter • volume MATHEMATICS GRADES 4-6 284 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Division Number range for counting, ordering, comparing and representing, and place value of digits • Order, compare and represent numbers up to at least 9-digit numbers • Represent prime numbers to at least 100 • Recognize the place value of digits in whole numbers to at least 9-digit numbers • Round off to the nearest 5, 10, 100 and 1 000 Number range for calculations • Division of at least whole 4-digit by 3-digit numbers • Multiple operations on whole numbers with or without brackets Calculation techniques include • estimation • using the reciprocal relationship between multiplication and division • long division • building up and breaking down numbers • rounding off and compensating • using a calculator Number range for multiples and factors • Multiples of 2-digit and 3-digit numbers • Factors of 2-digit and 3-digit whole numbers This is further practice of division of 4-digit numbers by 3-digit numbers done in Term 2. Refer to those notes 7 hours MATHEMATICS GRADES 4-6 CAPS 285 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers Division • Prime factors of numbers to at least 100 Properties of whole numbers • Recognize and use the commutative, associative distributive properties with whole numbers • 0 in terms of its additive property • 1 in terms of its multiplicative property Solving problems • Solve problems involving whole numbers and decimal fractions, including - financial contexts - measurement contexts • Solve problems involving whole numbers, including - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) - grouping and equal sharing with remainders MATHEMATICS GRADES 4-6 286 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA Number sentences (introduction to algebraic expressions) Number sentences • Write number sentences to describe problem situations • Solve and complete number sentences by: - inspection - trial and improvement • Check answers by substitution This is a continuation of the work done on number sentences in Term 1. In this term learners are given practice in writing number sentences to describe problem situations. Learners have the opportunity to practise a mixture of all problem types see the notes on problem types at the end of the grade that they have encountered so far during the year. See the notes. As before, number sentences are used to develop the concept of equivalence, but they can also relate to all aspects of number work covered during the year. If learners have not had experience of answering multiple choice questions, then provide examples in the second half of the year to prepare them for this format which is commonly used in systemic external tests. A number sentence can also consolidate the idea of expressing a rule For which pair of numbers does the rule “multiply the first number by 7 and then subtract 5 to get the second number apply“? (a) 11²2 (b) 5 ²30 (c) 30² 5 (d) 3 ²10 In Term 1 we used number sentences to focus learners’ attention on the properties of operations. Learners should now focus more on the concept of equivalence. Examples focusing on the properties of arithmetic Which of the following will always have the same value as 17 x £? a) £ + 17 b) £ – 17 c) £ x 17 d) 9 + £ Which statement below is equivalent to: (26 x 39) + (26 x 1)? a) 26 x 27 b) 400 c) 26 x 4 d) 26 x 40 3 hours MATHEMATICS GRADES 4-6 CAPS 287 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) PATTERNS, FUNCTIONS AND ALGEBRA Number sentences (introduction to algebraic expressions) By how much is 34 x 17 less than 35 x 17? a) 1 b) 17 c) 35 d) 65 Which of the statements below are equivalent to: 15 x (4 x 9)= ? a) (15 x 4) x 9 b) 15 x 2 x 2 x 3 x 3 c) (15 x 4) + (15 x 9) d) (10 – 1)(15 x 4) Choose the correct answer to (48 x 48) + (48 x 2) a) 2 400 b) 4 000 c) 4 800 d) 9 600 Learners can be challenged to use what they know about equivalence and applying it to a number sentence in which the parts are not equal. Which of the following values will make the number sentence true: 4 x £ < 17? a) 5 b) 4 c) 3 d) 2 e) 1 MATHEMATICS GRADES 4-6 288 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) S PA C E AND S H A P E 3.4 Transforma￾tions Describe patterns Refer to lines, 2-D shapes, 3-D objects and/or lines of symmetry and/ or rotations and/or reflections and/or translations when describing patterns • in nature • from modern everyday life • from our cultural heritage Enlargement and reductions Draw enlargement and reductions of 2-D shapes to compare size and shape of • triangles • quadrilaterals What is different to Term 3? Learners should focus on drawing enlargements and reductions in this term. This links with work that they have done on area. Learners can revise using language of transformation to describe patterns see notes Term 3 notes. Enlargements and reductions Learners draw a larger or smaller copy of a triangle by increasing or decreasing the lengths of all sides by the same ratio, e.g. doubling. This is a practical geometrical ratio problem. Learners discuss what has changed and what has stayed the same regarding shape and size. Learners draw larger or smaller copies of quadrilaterals by increasing or decreasing the lengths of one or both pairs of opposite sides of quadrilaterals. See area investigation under Measurement. 3 hours S PA C E AND S H A P E 3.6 Location and directions Location and directions Locate position of objects / drawings/ symbols on grid with alpha-numeric grid references Locate positions of objects on a map by using alpha-numeric grid references Give directions to move between positions or places on a map Cells in a grid are often labelled with a letter and a number e.g. D4; A3; E7. This is called alpha-numeric referencing. What is different to Grade 5? In Grade 5 learners locate objects on grids and maps using alpha-numeric codes. They follow directions to trace a path between positions on a map with a grid. In Grade 6 they give directions to move between positions on a grid or map. In Geography in Grades 4 & 5 learners give directions using left and right, landmarks, street names, and compass directions. The work is developed in Geography and practised in Mathematics. In Geography and Mathematics in Grade 4 & 5 learners work with alpha-numeric grids and maps with alpha-numeric codes. Locating positions in an alpha-numeric grid and giving directions for moving between positions on the grid are skills learners should already have mastered. These skills are merely practised and consolidated in Mathematics 2 hours MATHEMATICS GRADES 4-6 CAPS 289 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) DATA HANDLING 5.1 Probability Perform simple repeated events and list possible outcomes for events such as: • tossing a coin • rolling a die • spinning a spinner Count and compare the frequency of actual outcomes for a series of trials: • Up to 50 trials Performing simple repeated events Learners need to perform experiments by tossing a coin, rolling a die or spinning a spinner. Doing experiments with a coin is easier than with a die because the coin can only have two outcomes (heads or tails), while rolling the die can have 6 outcomes (numbers 1 - 6). The spinner can have any number of outcomes, depending on the number of divisions made on the spinner. Learners must first list the possible outcomes before doing the experiments. They should learn how to record the results of their experiments in a table using tally marks. Learners then count how many times heads or tails, or each number, or colour on a spinner, occurs in 20 trials. If learners do this in groups, the results from all the groups can be collated. They can then compare the number of outcomes that occur as the number of trials increase. 2 hours ASSESSMENT: At this stage learners should have been assessed on: • division with up to 4-digit numbers by 3-digit numbers • number Sentences • transformations • probability REVSION 6 hours ASSESSMENT (end of the year) 6 hours MATHEMATICS GRADES 4-6 290 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Problem type Additional notes Examples Summation A sum A man buys a specific brand of DVD players for all his stores. He buys 126 789 black, 341 567 white and 344 532 silver DVD players. How many DVD players did he buy altogether? Missing part of a given sum Farm workers picked 342 345 pears during the morning. After lunch they picked some more. By the end of the day, they had 866 589 pears. How many pears did they pick after lunch? Increase and decrease Calculate the result The price of anumber of containers of sugar is R268 231. Water leaked into some of the containers and the price was decreased by R43 789. Calculae the decreased price of the sugar? Calculate the change A clothing factory generated R864 328 during November. During December, the amount decreased to R367 435. How much less money did the factory generate during December than in November? Calculate the initial result A farmer struggled to sell his farm. He decreased the original price of his farm by R10 456. He sold the farm for R985 787. What was the original price that the farmer wanted for his farm? Grouping • Grouping problems that are solved with division and/or repeated subtraction • Answers to problems have or do not have remainders A rich man gave 5375 toys packed in boxes to a school. Each box contained 126 toys. How many boxes of toys did the school get? • Grouping problems that are solved with multiplication and/or repeated addition • Answers to problems have or do not have remainders This year a company gave 523 boxes of rugby balls to schools. Each box contained 3 126 rugby balls. How many rugby balls did the company give away? • Grouping problems in an array form • These problems can be solved using division (or repeated subtraction) or multiplication (repeated addition) A farmer wants to plant 6 708 apple trees. He wants to plant the same number of trees in each of 156 rows. How many apple trees must he plant in each row? Sharing • Sharing problems can be solved using division/repeated subtraction • Smaller groups of equal size are formed from a given quantity or number • Answers to calculations that have remainders can lead to the concept of common fractions decimal fractions - see Grade 4 example A man owns 346 shops. He bought 8 654 radios on sale and shares them equally between these shops. How many radios does each shop get? Comparison by difference Thombi spent R175 322 on building materials for his house. Ziggi spent R25 789 more than Thombi on building materials. How much money did Ziggi spend? Treating groups as units Houses in a town need new toilets. 123 toilets will cost the municipality R4 132. How much will 17 835 of these new toilets cost? MATHEMATICS GRADES 4-6 CAPS 291 Problem type Additional notes Examples Rate • Calculate the total if given rate per object • Calculate the rate per object • First calculate the rate and then apply it to generate more information A second hand MP3 player costs R145. How much will 3 445 of the same MP3 players cost? 156 pairs of shoes cost R7 020. How much will one pair of the same shoes cost? If 12 chairs cost R2 808, how much will 2 567 of the same chairs cost? Comparison by ratio Zwi collected 132 bottles for recycling. Her friend collected 56 of this number of bottles. How many bottles did the friend collect? Proportional sharing Denozo works for 8 days and Chino works for 7 days at a building site. Together they are paid R6 780. How should the money be shared fairly between the two to show the number of days each worked? MATHEMATICS GRADES 4-6 292 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Meaning of the fraction Grade 6 Part of a whole where the whole is a single object Susan eats one half of a chocolate bar. The remainder is equally divided between two friends. How much does each one get? Show your answer in a drawing. Part of a whole where the whole is a collection of objects During the holidays, Avril spends 13 of his day watching TV and 14 of his day sleeping. How many hours of his day are left? Relationship The son earns 20 100 of what his father earns per month. If his father earns R18 000 per month, how much does the son earn? Ratio 25 cup of milk is needed to make 40 biscuits. How many cups are needed for 2 000 biscuits? Or is 10litre of milk enough to bake 2 000 of these biscuits? Comparison comparator What is the longest? 6 100 of a metre or 7 10 of a metre of material? Unit of measurement Nomfundo needs 2 210 metres of rope to make a basked. How many baskets can she make with 2815 metres of rope? Number Indicate the position of the numbers 0,1; 810 ; 25 ; 1 40 100 on a number line Fractional parts put together to make a whole (iterative) On a sports day, 500 children get: 20 100 of a bottle of cool drink and 410 of a bar of chocolate. How many bottles and chocolate bars are needed to serve all the children? Operator Calculate: 23 x336 MATHEMATICS GRADES 4-6 CAPS 293 SECTION 4: ASSESSMENT 4.1 Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information regarding the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement, evaluating this evidence, recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal and formal. In both cases regular feedback should be provided to learners to enhance the learning experience. This will assist the learner to achieve the minimum performance level of 40% to 49% required in Mathematics for promotion purposes. 4.2 Types of assessment The following types of assessment are very useful in Mathematics and teachers are encouraged to use them to serve the purpose associated with each. Baseline assessment: Mathematics teachers who might want to establish whether their learners meet the basic skills and knowledge levels required to learn a specific Mathematics topic will use baseline assessment. Knowing learners’ level of proficiency in a particular mathematics topic enables the teacher to plan her/his Mathematics lesson appropriately and to pitch it at the appropriate level. Baseline assessment, as the name suggests, should therefore be administered prior to teaching a particular mathematics topic. The results of the baseline assessment should not be used for promotion purposes. Diagnostic assessment: It is not intended for promotion purposes but to inform the teacher about the learner’s Mathematics problem areas that have the potential to hinder performance. Two broad areas form the basis of diagnostic assessment viz. content-related challenges where learners find certain difficulties to comprehend, and psycho-social factors such as negative attitudes, mathematics anxiety, poor study habits, poor problem-solving behaviour, etc. Appropriate interventions should be implemented to assist learners in overcoming these challenges early in their school careers. Formative assessment: Formative assessment is used to aid the teaching and learning processes, hence assessment for learning. It is the most commonly used type of assessment because it can be used in different forms at any time during a mathematics lesson, e.g. short class works during or at the end of each lesson, verbal questioning during the lesson. It is mainly informal and should not be used for promotion purposes. The fundamental distinguishing characteristic of formative assessment is constant feedback to learners, particularly with regard to learners’ learning processes. The information provided by formative assessment can also be used by teachers to inform their methods of teaching. Summative assessment: Contrary to the character of formative assessment, summative assessment is carried out after the completion of a Mathematics topic or a cluster of related topics. It is therefore referred to as assessment of learning since it is mainly focusing on the product of learning. The results of summative assessment are recorded and used for promotion purposes. The forms of assessment presented in Table 4.1 are examples of summative assessment. MATHEMATICS GRADES 4-6 294 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.3 Informal or daily assessment Assessment for learning has the purpose of continuously collecting information about learner performance, that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from the learning activities taking place in the classroom. Self-assessment and peer assessment actively allow learners to assess themselves. This is important as it allows learners to learn from, and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion purposes. 4.4 Formal assessment Formal assessment comprises School-Based Assessment (SBA) and End of the year Examination. Formal assessment tasks are marked and formally recorded by the teacher for promotion purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. The SBA component may take various forms. However, tests, examinations, projects, assignments and investigations are recommended for Mathematics. The Intermediate Phase Mathematics minimum formal programme of assessment tasks are outlined in Table 4.1 Table 4.1 Minimum requirements for formal assessment: Intermediate Phase Mathematics Forms of assessment Minimum requirements per term Number of tasks per year Weighting Term 1 Term 2 Term 3 Term 4 SBA Tests 1 1 1 3 75% Examination 1 1 Assignment 1 1 2 Investigation 1 1 Project 1 1 Total 2 2 2 2 8* End of the year Examination 1 25% *To be completed before the End of the year Examination Tests and examinations are individualised assessment tasks and should be carefully designed to ensure that learners demonstrate their full potential in Mathematics content. The questions should be carefully spread to cater for different cognitive levels of learners. Tests and examinations are predominantly assessed using a memorandum. Assignment, as is the case with tests and examinations, is mainly an individualised task. It can be a collection of past questions, but should focus on the more demanding work as any resource material can be used, which is not the case in a task that is done in class under supervision. MATHEMATICS GRADES 4-6 CAPS 295 Projects are used to assess a range of skills and competencies. Through projects, learners are able to demonstrate their understanding of different Mathematics concepts and apply them in real-life situations. Caution should however; be exercised not to give projects that are above learners’ cognitive levels. The assessment criteria should be clearly indicated on the project specification and should focus on the Mathematics involved and not on duplicated pictures and facts copied from reference material. Good projects contain the collection and display of real data, followed by deductions that can be substantiated. An Investigation promotes critical and creative thinking. It can be used to discover rules or concepts and may involve inductive reasoning, identifying or testing patterns or relationships, drawing conclusions, and establishing general trends. To avoid having to assess work which is copied without understanding, it is recommended that whilst initial investigation could be done at home, the final write-up should be done in class, under supervision, without access to any notes. Investigations are assessed with rubrics, which can be specific to the task, or generic, listing the number of marks awarded for each skill. These skills include • organizing and recording ideas and discoveries, e.g. diagrams and tables • communicating ideas with appropriate explanations • calculations showing clear understanding of mathematical concepts and procedures • generalizing and drawing conclusions. The forms of assessment used should be appropriate to the age and cognitive level of learners. The design of these tasks should cover the content of the subject and designed to achieve the broad aims of the subject. Appropriate instruments, such as rubrics and memoranda, should be used for marking. Formal assessments should cater for a range of cognitive levels and abilities of learners as shown in Table 4.2. MATHEMATICS GRADES 4-6 296 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Table 4.2 Cognitive levels Cognitive levels Description of skills to be demonstrated Examples Knowledge (≈25%) • Estimation and appropriate rounding off of numbers • Straight recall • Identification and direct use of correct formula • Use of mathematical facts • Appropriate use of mathematical vocabulary 1.Write down the next three numbers in the sequence: 103; 105; 107…[Grade 4] 2.Determine the factors of 64 [Grade 5] 3.Write down the prime numbers that are factors of 36 [Grade 6] Routine procedures (≈45%) • Perform well-known procedures • Simple applications and calculations, which might involve many steps • Derivation from given information may be involved • Identification and use (after changing the subject) of correct formula generally similar to those encountered in class 1.Determine the value for if x + 4 = 10. [Grade 4] 2.Use three different techniques of calculating 488 16 [Grade 5] 3.Calculate: 1 1 5 + 3 10 – 1 2 . [Grade 6] Complex procedures (≈20%) • Problems involving complex calculations and/or higher order reasoning • Investigations to describe rules and relationships - there is often not an obvious route to the solution • Problems not based on a real world context - could involve making significant connections between different representations • Conceptual understanding 1.Peggy is 4 years old and Jock is 8 years old. Determine the ratio between their ages. Write the ratio in simplest fractional form. [Grade 4] 2.Investigate the properties of rectangles and squares to identify similarities and differences. [Grade 5] 3.There were 20 sweets in the packet. William and his friend ate 2 5 of the sweets. How many sweets are left? [Grade 6] Problem- solving (≈10%) • Unseen, non-routine problems (which are not necessarily difficult) • Higher order understanding and processes are often involved • Might require the ability to break the problem down into its constituent parts 1.The sum of three consecutive whole numbers is 27. Find the numbers. [Grade 4] 2.Heidi divided a certain number by 16.He found an answer of 246 with a remainder of 4. What is the number? [Grade 5] 3.Busi has a bag containing six coloured balls: 1 blue, 2 red ball and 3 yellow balls. She puts her hand in the bag and draws a ball. What is the chance that she will draw a red ball? Write the answer in simplest fractional form. [Grade 6] 4.5 Recording and reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates the learner’s progress towards the achievement of the knowledge as prescribed in the National Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Primary schooling is a critical period for the acquisition of foundational Mathematics skills and conceptual knowledge. MATHEMATICS GRADES 4-6 CAPS 297 Reporting of learner performance is therefore essential and should not be limited to the quarterly report card. Other methods of reporting should be explored, e.g. parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters. These extreme, but worthwhile modalities will ensure that any underperformance is communicated promptly and appropriate measures of intervention are implemented collaboratively by teachers and parents. Formal reporting is done on a 7-point rating scale. Table 4.3: Scale of achievement for the National Curriculum Statement Grades 4 - 6 RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 4.6 Moderation of assessment Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be carried out internally at school and/or externally at district, provincial and national levels. Given that the promotion of learners in the Intermediate Phase is largely dependent upon the SBA (which contributes 75%) the moderation process should be intensified to ensure that: • learners are not disadvantaged by invalid and unreliable assessment tasks, • quality assessment is given and high but achievable standards are maintained. 4.7 General This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and 4.7.2 National Protocol for Assessment Grades R-12. MATHEMATICS GRADES 4-6 298 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADES 4-6 CAPS 299 MATHEMATICS GRADES 4-6 300 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     NATURAL SCIENCES AND TECHNOLOGY Curriculum and Assessment Policy Statement Intermediate Phase Grades 4-6 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 4-6 NATURAL SCIENCES AND TECHNOLOGY NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn:978-1-4315-0490-9 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement .... 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African Curriculum ............................................................................................ 4 1.4 Time Allocation................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 6 1.4.3 Senior Phase........................................................................................................................................... 7 1.4.4 Grades 10-12 .......................................................................................................................................... 7 SECTION 2: introduction to natural sciences and technology .................................... 8 2.1 Introduction ..................................................................................................................................................... 8 2.2 Teaching Natural Sciences and Technology ................................................................................................ 8 2.3 How Natural Sciences and Technology complement each other............................................................... 9 2.4 Organisation of the Natural Sciences and Technology Curriculum......................................................... 10 2.5 Allocation of teaching time .......................................................................................................................... 10 2.6 Specific aims ................................................................................................................................................. 10 2.7 Major Process and Design Skills................................................................................................................. 11 2.8 Resource........................................................................................................................................................ 12 2.9 Progression map of Natural Sciences and Technology content knowledge and concepts .................. 13 2.10 Detailed summary of Natural Sciences and Technology concepts and content, and time allocations...................................................................................................................................... 15 SECTION 3: CONTENT TABLES............................................................................................................ 16 Natural Sciences and Technology: Grade 4.......................................................................................................... 16 Natural Sciences and Technology: Grade 5.......................................................................................................... 31 Natural Sciences and Technology: Grade 6.......................................................................................................... 47 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Section 4: assessment.................................................................................................................... 65 4.1 Introduction ................................................................................................................................................... 65 4.2 Informal assessment or daily assessment................................................................................................. 65 4.3 Formal assessment....................................................................................................................................... 66 4.4 Programme of formal assessment for natural sciences and technology grades 4, 5 and 6.................. 67 4.5 Recording and reporting .............................................................................................................................. 68 4.6 Moderation of assessment........................................................................................................................... 74 4.7 General........................................................................................................................................................... 74 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 3 Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: INTRODUCTION TO NATURAL SCIENCES AND TECHNOLOGY: 2.1 Introduction Science as we know it today has roots in African, Arabic, Asian, European and American cultures. It has been shaped by the search to understand the natural world through observation, testing and proving of ideas, and has evolved to become part of the cultural heritage of all nations. In all cultures and in all times people have wanted to understand how the physical world works and have needed explanations that satisfy them. What is Science & Technology? Science is a systematic way of looking for explanations and connecting the ideas we have. In Science certain methods of inquiry and investigation are generally used. These methods lend themselves to replication and a systematic approach to scientific inquiry that attempts at objectivity. The methods include formulating hypotheses, and designing and carrying out experiments to test the hypotheses. Repeated investigations are undertaken, and the resulting methods and results are carefully examined and debated before they are accepted as valid. The science knowledge we teach at school is not in doubt – most of it has been tested and known since the 1800s – but a good teacher will tell the learners something of the arguments and confusion among the people who were the first to investigate this knowledge. And of course we do touch on some science at the frontiers of the unknown – Why is climate changing around the world? What is making the universe expand? What causes the earth’s magnetic field to change? Nobody knows for sure. Technology has also existed throughout history. People use the combination of knowledge, skills and available resources to develop solutions that meet their daily needs and wants. Economic and environmental factors and a wide range of attitudes and values need to be taken into account when developing technological solutions. Technology also advances as our knowledge and needs expand. Technological methods include identifying needs, planning, designing, making and evaluating products. The knowledge and skills used to make stone-age tools are an example of this. Science and Technology have made a major impact, both positive and negative, on our world. Knowledge grows out of a view of how the world works. One of the differences between modern Science and Technology and traditional, indigenous knowledge systems is that they have their origins in different world views. As with all knowledge, scientific knowledge changes over time as scientists acquire new information and people change their ways of viewing the world. 2.2 Teaching Natural Sciences and Technology Careful selection of content, and use of a variety of ways of teaching and learning Science and Technology, should promote understanding of: • Science and Technology as activities that sustain enjoyment and curiosity about the world and natural phenomena • the history of Science and the relationship between Natural Sciences and Technology and other subjects. Learners should understand the different cultural contexts in which indigenous knowledge systems were developed. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 9 • the contribution of Science and Technology to social justice and societal development • the need for using scientific and technological knowledge responsibly in the interest of ourselves, of society and the environment • the practical and ethical consequences of decisions based on Science and Technology. Natural Sciences and Technology lays the basis of further studies in Science and Technology. It prepares learners for active participation in a democratic society that values human rights and promotes responsibility towards the environment. Natural Sciences and Technology can also prepare learners for economic activity and self￾expression. 2.3 How Natural Sciences and Technology complement each other Natural Sciences Technology Goal Pursuit of new knowledge and understanding of the world around us and of natural phenomena The creation of structures, systems and processes to meet peoples’ needs and improving the quality of life Focus Focus is on understanding the natural world Focus is on understanding the need for human–made objects and environments to solve problems Developmental methods Discovery through carrying out investigations Making products though design, invention and production Major processes Investigative and logical processes • planning investigations • conducting investigations and collecting data • evaluating data and communicating findings Practical solution-orientated processes • identifying a need • planning and designing • making (constructing) • evaluating and improving products • communicating Evaluation methods Analysis, generalisation and creation of theories Analysis and application of design ideas NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.4 Organisation of the Natural Sciences and Technology Curriculum In this curriculum, Grades 4 to 6 Natural Sciences and Technology are combined into one subject which is compulsory for all learners. Natural Sciences and Technology are also both compulsory subjects for all learners in Grades 7 to 9. The Knowledge Strands in Natural Sciences and Technology In this curriculum, the knowledge strands below are used as a tool for organising the content of the subject Natural Sciences and Technology. Natural Sciences Strands Technology Strands Life and Living Matter and Materials Energy and Change Planet Earth and Beyond Structures Processing Systems and Control 2.5 Allocation of teaching time Time for Natural Sciences and Technology has been allocated in the following way: • 10 weeks per term, with 3½ hours per week • Grades 4, 5 and 6 have been designed to be completed within 38 weeks • 7 hours have been included for assessment in terms 1, 2 & 3 • Term 4 work will cover 8 weeks plus 2 weeks for revision and examinations The time allocated per topic is a guideline and should be applied flexibly according to circumstances in the classroom and to accommodate the interests of the learners. The time allocations given to the different topics provide an indication of the weighting of each topic. In all Grades, a significant amount of time should be spent on doing practical tasks and investigations which are an integral part of the teaching and learning process. See detailed time allocation in Section 2.9 2.6 Specific aims This curriculum aims to provide learners with opportunities to put together ideas they have about nature so that they make sense. It also encourages learners to ask questions that could lead to further research and investigation. There are three specific aims in Natural Sciences and Technology: Specific Aim 1: ‘Doing Science and Technology’ Learners should be able to complete investigations, analyse problems and use practical processes and skills in designing and evaluating solutions. This means that learners plan and do simple investigations and solve problems that need some practical ability. There are attitudes and values that underpin this ability. Respect for living things is an example of this – learners NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 11 should not strip leaves off bushes just to compare them; if they examine small animals they should care for them and release them unharmed in the place they found them. Specific Aim 2: ‘Understanding and connecting ideas’ Learners should have a grasp of scientific, technological and environmental knowledge and be able to apply it in new contexts. The main task of teaching is to build a framework of knowledge for learners and to help them make connections between the ideas and concepts in their minds – this is different to learners just knowing a lot of facts. When learners do an activity, just answering the set questions is not enough. Discussion must relate to previously acquired knowledge and experience and connections must be made. Specific Aim 3: ‘Science, Technology and Society’ Learners should understand the practical uses of Natural Sciences and Technology in society and the environment and have values that make them caring and creative citizens. Science and Technology learnt at school should produce learners who understand that school science can be relevant to their lives outside of school. Issues such as improving water quality, growing food without damaging the land, and building energy-efficient houses are examples of everyday applications. Similarly, Science and Technology can lead learners to a range of career and job possibilities. An appreciation of the history of scientific discoveries and technological solutions, and their relationship to indigenous knowledge and different world views, enriches our understanding of the connections between Science, Technology and Society. 2.7 Major Process and Design Skills The teaching and learning of Natural Sciences and Technology involves the development of a range of process and design skills that may be used in everyday life, in the community and in the workplace. Learners also develop the ability to think objectively and use a variety of forms of reasoning while they use these skills. Learners can gain these skills in an environment that taps into their curiosity about the world, and that supports creativity, responsibility and growing confidence. The following are the cognitive and practical process and design skills that learners will be able to develop in Natural Sciences and Technology 1. Accessing and recalling information – being able to use a variety of sources to acquire information, and to remember relevant facts and key ideas, and to build a conceptual framework 2. Observing – noting in detail objects, organisms and events 3. Comparing – noting similarities and differences between things 4. Measuring – using measuring instruments such as rulers, thermometers, clocks and syringes (for volume) 5. Sorting and classifying – applying criteria in order to sort items into a table, mind-map, key, list or other format 6. Identifying problems and issues – being able to articulate the needs and wants of people in society NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 7. Raising questions – being able to think of, and articulate relevant questions about problems, issues, and natural phenomena 8. Predicting – stating, before an investigation, what you think the results will be for that particular investigation 9. Hypothesizing – putting forward a suggestion or possible explanation to account for certain facts. A hypothesis is used as a basis for further investigation which will prove or disprove the hypothesis 10. Planning investigations – thinking through the method for an activity or investigation in advance. Identifying the need to make an investigation a fair test by keeping some things (variables) the same whilst other things will vary 11. Doing investigations – this involves carrying out methods using appropriate apparatus and equipment, and collecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying. Sometimes an investigation has to be repeated to verify the results. 12. Recording information – recording data from an investigation in a systematic way, including drawings, descriptions, tables and graphs 13. Interpreting information – explaining what the results of an activity or investigation mean (this includes reading skills) 14. Designing – showing (e.g. by drawing) how something is to be made taking into account the design brief, specifications and constraints 15. Making/constructing – building or assembling an object using appropriate materials and tools and using skills such as measuring, cutting, folding, rolling, gluing 16. Evaluating and Improving products – using criteria to assess a constructed object and then stating or carrying out ways to refine that object 17. Communicating – using written, oral, visual, graphic and other forms of communication to make information available to other people Developing Language Skills: Reading and Writing The ability to read well is central to successful learning across the curriculum. Writing is also a powerful instrument of communication. Writing allows learners to construct and communicate thoughts and ideas coherently. Frequent reading and writing practice across a variety of tasks and subjects enables learners to communicate functionally and creatively. Learners are required to read and write particular genres of texts (including instructions, reports and explanations) during Natural Sciences and Technology lessons. Learners need regular opportunities to read and write a range of genres in order to improve their reading and writing skills. The ability to read and write well is also critical when learners are assessed, both informally and formally. 2.8 Resources The resources needed for teaching Natural Sciences and Technology are listed against each topic in order to assist teachers with planning and preparation. The list is a guide and suitable alternative tools and materials may be used. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 13 Every learner must have his/her own textbook. Teachers should ensure that a system is in place for recovering textbooks at the end of every year. Schools must provide secure storage space where textbooks, and other equipment, can be stored safely. Ideally every learner should have access to sufficient workspace and equipment to carry out investigations and for designing and making things. For safety and educational reasons it is recommended that no more than three learners share space and equipment. Teachers should ensure that learners are familiar with rules regarding the safe use of equipment. Schools must make every effort to ensure that the essential equipment is provided. Tools, apparatus, materials and consumables must be acquired through a planned budgeting process. Secure storage for equipment must be provided by the school. While it is acknowledged that it is not ideal to have to improvise equipment, teachers should remember that it is more important for learners to have the experience of carrying out a variety of investigations and for learners to make their own technology models than to depend on the availability of equipment. In instances where equipment is limited, teachers should be encouraged to improvise. The same knowledge and skills can be successfully developed using improvised equipment. In instances where there is no alternative, it is more effective for teachers to demonstrate an investigation than not to do investigations or construct models due to a lack of equipment. 2.9 Progression map of Natural Sciences and Technology content knowledge and concepts In all Grades, learners must be supported when doing Investigations and addressing the technological design process. They need to expand on the concepts or knowledge to which they have been introduced and to deepen their understanding of the subject matter. • Each term includes a Natural Sciences and Technology strand • The strands are organised to promote clear progression of concepts across the Grades and in the phase. • It is important to emphasise the conceptual links between the Science and Technology in the different topics. However in certain topics the conceptual links are stronger and more obvious. • At least two Technology strands will be developed in each Grade. All strands will have been developed over the Intermediate phase. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 4 Strands NS & Tech Strands NS & Tech Strands NS & Tech Strands NS & Tech Life and Living Structures Matter and Materials Structures Energy and Change Systems and control Planet Earth and Beyond Systems and control Living and non- living things Structure of plants and animals What plants need to grow Habitats of animals Structures for animal shelters Materials around us Solid materials Strength￾ening materials Strong frame structures Energy and Energy transfer Energy around us Energy and sound Movement energy in a system Planet Earth The Sun The Earth & the Sun The Moon Rocket systems Grade 5 Strands NS & Tech Strands NS & Tech Strands NS & Tech Strands NS & Tech Life and Living Structures Matter and materials Processing Energy and change Systems and control Planet Earth and Beyond Systems and control Plants and animals on Earth Animal skeletons Food chains Life cycles Skeletons as structures Metals and non-metals Uses of metals Processing materials Processed materials Stored energy in fuels Energy and electricity Energy and movement Systems for moving things Planet Earth Surface of the Earth Sedimentary rocks Fossils Grade 6 Strands NS & Tech Strands NS & Tech Strands NS & Tech Strands NS & Tech Life and Living Processing Matter and materials Processing Energy and change Systems and control Planet Earth and Beyond Systems and control Photosyn￾thesis Nutrients in food Nutrition Ecosystems and Food webs Food Processing Solids, liquids and gases Mixtures Solutions as special mixtures Dissolving Mixtures and water resources Processes to purify water Electric circuits Electrical conductors and insulators Mains electricity Systems to solve problems The Solar System Movements of the Earth and planets The movement of the Moon Systems for looking into space Systems to explore the Moon and Mars Teachers have the freedom to expand concepts and to design and organise learning experiences according to their own local circumstances. Examples of indigenous knowledge that teachers select for study should, as far as possible, reflect different South African cultural groupings. They should also link directly to specific content in the Natural Sciences and Technology. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 15 2.10 Detailed summary of Natural Sciences and Technology concepts and content, and time allocations GRADE 4 GRADE 5 GRADE 6 TERM TOPIC TIME IN WEEKS TOPIC TIME IN WEEKS TOPIC TIME IN WEEKS TERM 1 Life & Living • Living and non￾living things • Structures of plants and animals • What plants need to grow • Habitats of animals • Structures for animal shelters 2 2 ½ 1 2 2 ½ (10 weeks) • Plants and animals on Earth • Animal skeletons • Skeletons as structures • Food chains • Life cycles 2 ½ 1 ½ 2 ½ 1 ½ 2 (10 weeks) • Photosynthesis • Nutrients in food • Nutrition • Food Processing • Ecosystems and Food webs 2 ½ 1 ½ 1 ½ 2 ½ 2 (10 weeks) TERM 2 Matter & Materials • Materials around us • Solid materials • Strengthening materials • Strong frame structures 3 ½ 2 2 2 ½ (10 weeks) • Metals and non￾metals • Uses of metals • Processing materials • Processed materials 2 2 ½ 3 ½ 2 (10 weeks) • Solids, liquids and gases • Mixtures • Solutions as special mixtures • Dissolving • Mixtures and water resources • Processes to purify water ½ 1 2 ½ 1 2 ½ 2 ½ (10 weeks) TERM 3 Energy & Change • Energy and Energy transfer • Energy around us • Movement energy in a system • Energy and sound 2 ½ 2 ½ 2 ½ 2 ½ (10 weeks) • Stored energy in fuels • Energy and electricity • Energy and movement • Systems for moving things 3 3 1 3 (10 weeks) • Electric circuits • Electrical conductors and insulators • Systems to solve problems • Mains electricity 2 ½ 2 2 ½ 3 (10 weeks) TERM 4 Planet Earth & Beyond • Planet Earth • The Sun • The Earth & the Sun • The Moon • Rocket systems 2 1 1 2 2 (8 weeks) • Planet Earth • Surface of the Earth • Sedimentary rocks • Fossils 1 2 ½ 2 2 ½ (8 weeks) • The Solar System • Movements of the Earth and planets • The movement of the Moon • Systems for looking into space • Systems to explore the Moon and Mars 2 ½ 1 1 1 2 ½ (8 weeks) Totals* 38 weeks 38 weeks 38 weeks Notes: * These totals include the 7 hours per term for continuous assessment but exclude the 2 weeks set aside for the end of year examinations General: Time spent on each topic should serve as a guideline for weighting of marks in Tests and Exams. The purpose of using times as guidelines is to ensure that all topics are assessed. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) section 3: content tables Natural Sciences and Technology: Grade 4 GRADE 4 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: STRUCTURES Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Living and non-living things Living things • there are many different kinds of living things • living plants and animals can carry out all the seven life processes - feeding, growing, reproducing, breathing, excreting, sensing, moving • some things appear not to be living (such as dried beans, dried yeast, a fertilised bird egg), but carry on ‘living’ given the right conditions Non-living things • non-living things cannot carry out all of the seven life processes • some things were living and are now dead: dead wood, dry leaves. • begin Intermediate Phase by looking at pictures and/or real examples of different living things, including plants, animals, bread mould, germs* • germinating bean seeds (providing warmth, and moisture)** • growing yeast (in warm water with sugar) • looking at pictures of hatched eggs (warmth) • identifying, sorting and comparing a selection of living and non-living things (including fire, rivers, rocks) and all the interesting differences between them. • Examples and pictures of living and non-living things, including plants, animals, bread mould • Seeds • Yeast • Pictures of hatched eggs Notes: * Point out that germs are living although they are too small to be seen with the naked eye ** The germinated seeds can be used for the investigation below NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 17 GRADE 4 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: STRUCTURES Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Structure of plants and animals Structure of plants • basic structure of plants: roots, stems, leaves, flowers, fruits, seeds • visible differences between plants: such as size, shape and colour of roots, stems, leaves, flowers, fruits and seeds Structure of animals • basic structure of animals: head, tail, body, limbs, sense organs • visible differences between animals: such as size, shape, body covering and sense organs • identifying, labelling and describing the parts of a plant • describing the visible differences between at least three plants • drawing, labelling and describing the parts of at least one animal • describing the visible differences between at least three animals • Pictures / examples of plant parts • Pictures of animals 1 week (3 ½ hours) What plants need to grow Conditions for growth • plants need light, water and air to grow • new plants can grow from cuttings and seeds • seeds need water and warmth to grow (germination of seeds) • Investigating the growth of plants from seeds and cuttings by observing, measuring*** and recording the growth over time **** [This can be used as a possible project] • Seeds and cuttings • Rulers and measuring tape Notes: *** Learners can count the number of leaves as the plant grows and measure the height of the stem **** The investigation and observations of this practical task will be done over time while learners continue with further work NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: STRUCTURES Equipment and Resources: Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Habitats of animals Different habitats • a habitat is the place where a plant or animal lives • there are different kinds of habitats such as grassland, forest, river, sea Need for a habitat • animals need a habitat for food, water, a place to shelter, have babies and escape from dangers • identifying, drawing and describing a habitat on or close to the school grounds • matching different animals to their habitats and giving reasons why the animal can live there • describing and writing about habitats of three African* wild animals and why they are suited to living in those habitats • Pictures of plants and animals and their habitats 2 ½ weeks (8 ¾ hours) Structures for animal shelters Animal shelters • animal shelters can be natural including nests, shells, hollow trees, wasp nests or human made including dog kennels, cages, kraals, stables • animal shelters can be shell or frame structures, can have different shapes and sizes, and can be made from different materials • identifying natural and human made animal shelters • looking at pictures of different shell and frame structures for sheltering animals • case study about the need for an animal shelter • designing and drawing an animal shelter, taking into account its: - purpose - shape and size - materials • evaluating the suitability of the design • Pictures and examples of animal shelters Notes: * This refers to animals that are indigenous to Africa NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 19 GRADE 4 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: STRUCTURES Equipment and Resources: Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 7 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • sort a selection of living and non-living things • identify and describe the parts of a plant • identify and describe the parts of an animal • grow plants from seeds and measure and record their growth • describe different habitats • design, draw and evaluate an animal shelter NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: STRUCTURES Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 3 ½ weeks (12 ¼ hours) Materials around us Solids, liquids and gases • solids, liquids and gases make up all the materials around us • some properties of solids, liquids and gases - solids keep their shape - liquids flow and take the shape of their container - gases, such as air, tend to spread out, have no definite shape but can be contained (like in a balloon) Change of state • heating and cooling (removing heat) cause solids, liquids and gases to change state - a solid first changes to a liquid (melting) when heated and then the liquid changes to a gas (evaporating) on further heating - gas first changes to a liquid (condensing) when cooled and then the liquid changes to a solid (freezing/solidifying) when cooled further The water cycle • water evaporates, condenses, freezes and melts in the water cycle • sorting examples of common materials into solids, liquids and gases including wood, stone, plastic, fabric, water, juice, tea, air, cooking oil, cooking gas, and describing them • Investigating evaporating, condensing, freezing and melting using water and ice • Investigating melting and solidifying using different substances such as butter/ fat/ margarine, wax, icecream, chocolate • drawing and writing about the water cycle • Examples of materials and substances including wood, stone, plastic, fabric, water, juice, tea, air, cooking oil, cooking gas • Examples of different substances such as ice, butter, wax, ice cream, chocolate • Video clips from internet NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 21 GRADE 4 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: STRUCTURES Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Solid materials Raw and manufactured materials • examples of some raw materials we use to make other useful materials - sand is used to make glass - clay is used to make ceramics - coal and oil are used to make plastics, paints and fabrics - wood and fibre from plants are used to make paper - animal wool and hide are used to make fabrics and leather Properties of materials • raw and manufactured materials have specific properties. These properties can include being hard or soft, stiff or flexible, strong or weak, light or heavy, waterproof or absorbent • reading about how paper is made from plant fibres • describing the properties of raw and manufactured materials • Examples of raw and manufactured materials to examine the properties such as glass products, leather, ceramics, fabrics, wooden items, plastic products NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: STRUCTURES Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Strengthening materials Ways to strengthen materials • there are different ways to strengthen materials (such as paper) to build a strong structure: - we can fold paper into hollow pillars which are circular, triangular or square - we can roll paper into long thin tubes (struts) • Investigating which shape of pillar is the strongest (can support the most weight). Draw a bar graph of the results • making paper struts by rolling into long thin tubes (struts) • Paper, wooden dowels (30cm X 10mm) or sticks, sticky tape, paper fasteners to make struts 2 ½ weeks (8 ¾ hours) Strong frame structures Struts and frame structures • struts are joined into triangular shapes making a strong, stable structure, such as in roof trusses, bridges, cranes, pylons and skeletons (limb bones are struts) Indigenous structures • indigenous, traditional homes such as a Zulu hut (uguqa), Xhosa (rontabile and ungqu-phantsi) and Nama (matjieshuis) make use of a framework of struts (such as branches) • looking at pictures of frame structures strengthened with struts • exploring ways to join struts to make a strong structure (joining struts into triangular and square shapes) • designing, making and evaluating a strong structure using tubular struts, such as a model of a tower, bridge, pylon, chair [This can be used as a possible project] • Pictures of frame structures • Paper, wooden dowels (30cm X 10mm) or sticks, sticky tape, paper fasteners Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness and providing constructive feedback should be done regularly. Allow for a maximum of 7 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • distinguish between solids, liquids and gases • explain how selected materials may change their state • explain the water cycle in terms of change of state of water • give examples of raw materials used to make manufactured materials • describe the properties of raw and manufactured materials • demonstrate ways of strengthening materials • demonstrate ways of making and joining paper struts • design, make and evaluate a strong structure NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 23 GRADE 4 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Energy and Energy transfer Energy for life • we use energy for everything we do • we get our energy from food • energy in our food comes from the Sun (plants use the energy from the Sun to make food for themselves and for animals and people) Energy from the Sun • energy is transferred from the Sun, to plants, to animals in a sequence known as an energy chain/ food chain • identifying things that people and animals do that require energy such as carrying out the life processes and all other actions • drawing and writing about how the energy from the Sun is transferred through the food made by plants, to animals/a person’s body (energy chain – use arrows to show the direction in which the energy is transferred from the Sun) • Pictures and examples of a selection of machines and appliances including a kettle, stove, torch, radio, iron, fan/hair dryer, car/bicycle, drum • Video clips from the internet 2 ½ weeks (8 ¾ hours) Energy around us Energy • we are aware of energy around us, including movement, heat, light, sound • energy is also stored in sources such as food, wood, coal, oil products*, natural gas • energy can be transferred from a source to where it is needed Input and output energy • machines and appliances need an input of energy to make them work • machines and appliances provide an output of energy (work) useful to us • Using pictures to identify situations where energy is involved or transferred • describing the input and output of energy of a selection of machines and appliances including a kettle, stove, torch, radio, iron, fan/hair dryer, car/bicycle, drum Notes: * petrol, diesel, paraffin, jet fuel, candle wax are all products made from natural crude oil NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Movement and Energy in a system Movement and musical instruments • many musical instruments (systems) use movement input energy (such as blowing, beating and plucking) to make them work • many instruments have parts that can move or vibrate • musical instruments produce sound as the main output energy • reading about / looking at indigenous musical instruments and how they work • researching, designing, making and evaluating a musical instrument (such as a guitar, shaker, drum, blowing instrument such as pan pipes, whistles, flutes) that uses movement energy to make sounds [This can be used as a possible project] • Examples of musical instruments • Materials to make musical instruments NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 25 GRADE 4 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Energy and Sound Vibrations and sound • musical instruments make sounds through vibrations - the sound always moves outwards from the part that is vibrating - we can feel or hear vibrations - vibrations travel through materials such as air, water, plastic, metal and wood Making sounds • sounds can be made loud or soft (volume) • sounds can be made high or low (pitch) Noise pollution • sound that is loud, unpleasant or harmful to our ears and continues for a long time, is described as noise pollution • noise pollution can cause permanent damage to hearing (hearing aids can help people who are hearing-impaired) • looking at pictures of the human ear, its parts and how sound travels through it • making loud and soft sounds with your voice and/or musical instruments • making high and low pitched sounds with your voice and/or musical instruments • describing sources of noise pollution including at home, school, in the community and how best to protect ourselves from it • Pictures of the human ear, it’s parts and how one hears • Examples of musical instruments made by learners • Video clips from the internet NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 7 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • sequence an energy / food chain showing how the energy from the Sun is transferred through the food made by plants, to animals/a person’s body • explain the input and output of energy of a selection of machines and appliances • design, make and evaluate a musical instrument • describe noise pollution and how best to protect our hearing NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 27 GRADE 4 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Planet Earth Features of the Earth • the Earth is round like a ball (sphere) and is made of rock • the main surface features of the Earth are land (rocks and soil), water and air • most of the surface of the Earth is covered with water (oceans and seas) • the land we can see is made up of continents* and islands • there is a thin layer of air surrounding the Earth • the Earth has many different habitats for living things Earth and space • the Earth is a planet in space • from the Earth we can see the Sun, Moon and stars • interpreting pictures and models showing features of the Earth including visible features such as oceans, seas, lakes, continents, islands and polar ice caps • making drawings or models of the Earth • writing descriptions of the Earth and its features • Pictures of Earth showing its main features • Pictures of the Moon, Sun and planets • Models of the Earth, Moon and the Sun • Video clips 1 week (3 ½ hours) The Sun Our closest star • the Sun is a star - the Sun is made of hot gas and gives out heat and light - the Sun is very big (much bigger than the Earth) - the Sun is very far away, but is the closest star to the Earth - the Sun provides heat and light to the Earth for living things • interpreting pictures and models of the Sun • making drawings or models of the Sun • writing descriptions of the Sun Notes: * Continents refer to larger land masses on the surface of the Earth NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 1 week (3 ½ hours) The Earth and the Sun Moving around the Sun • the Earth moves around the Sun in a pathway called the orbit - the Sun is a star and is at the centre of the solar system** - the Earth is one of eight planets*** in the solar system The Sun and life • the Earth gets the right amount of light and heat from the Sun for supporting life • interpreting pictures and models of the solar system • making drawings and writing about the Earth and its orbit around the Sun Notes: ** This is a basic introduction to the concept of the solar system *** Pluto is now called a dwarf planet, and is therefore not included as a planet NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 29 GRADE 4 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources: Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) The Moon Features of the Moon • the Moon is a ball of rock in space - there is no air and water on the Moon - the Moon is smaller than the Earth - the Moon is closer to the Earth than the Sun Phases of the Moon • the Sun’s light shines onto the surface of the Moon - we can only see that part of the Moon which the sunlight shines on - the changing pattern of sunlight on the Moon is called the phases of the moon - the pattern repeats every 29 ½ days (about a month) Moon stories • cultural stories about the Moon tell us about the importance of the Moon in people’s lives • interpreting pictures and models of the Moon • making drawings or models of the Moon • writing descriptions of the Moon • Investigating - observing and recording the changing shape of light on the Moon each night for at least a month (Moon watch)* • Calendar for recording phases of the Moon • Cultural stories about the Moon • video clips 2 weeks (7 hours) Rocket systems Modelling a rocket • people have used rockets to go into space and to travel to the Moon • a rocket is a system used to propel vehicles into space - A rocket moves by pushing exhaust gases out through its back end • Designing, making and evaluating a rocket model using a balloon - attach a balloon to a drinking straw threaded onto a fishing line pulled tight between two points - release the inflated balloon and measure how far it travels along the fishing line. Draw bar graphs and evaluate different balloon rockets [This can be used as a possible project] • Apparatus including balloons of different sizes, straws and fishing line, hooks, measuring tapes Notes: * carry out the Moon watch while continuing with other work NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources: Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. As this is the exam term, the final two weeks may be required for revision of the year’s work and for examinations. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • identify and describe the main features of the Earth • describe the main features of the Sun and the Moon • explain how Earth moves around the Sun • recognise that the phases of the Moon are a result of the changing pattern of sunlight that we can see on the Moon • make a model of a balloon rocket, and test it • record and compare the distances travelled by different balloon rockets • evaluate balloon rockets NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 31 Natural Sciences and Technology: Grade 5 GRADE 5 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: STRUCTURES Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Plants and animals on Earth Many different plants and animals • there are many different plants and animals living in different habitats on Earth* (South Africa has a wide variety of indigenous plants and animals and their habitats) Inter-dependence • plants and animals depend on each other • they also depend on the resources available (such as air, water, soil, food, and places to hide) in their own habitats Animal types • there are many different kinds of animals, - some do not have bones, and some have hard outer ‘skins’ or shells (invertebrates) - some have bones (vertebrates) • counting the number of plants in a given area and distinguishing them apart by looking at the shapes and colours of their leaves or flowers or fruits • describing - animals without bones, such as worms, millipedes, insects, spiders, scorpions, crabs - animals with bones, such as fish, frogs, reptiles, birds, mammals • Pictures of plants and animals Notes: * Plants and animals, and their habitats make up the total biodiversity of the Earth NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: STRUCTURES Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 1 ½ weeks (5 ¼ hours) Animal skeletons Skeletons of vertebrates • a vertebrate skeleton consists of bones and joints, and is inside the body • bones are hard and form a strong frame structure • a skeleton provides support for an animal’s body and protection for its organs; - skull - protects the brain - backbone with vertebrae - protects the spinal cord - ribs - protect the lungs and heart - shoulder blades, arms, legs, hip bones – for movement Movement • vertebrate animals can move because there are - muscles attached to the skeleton - joints between the bones*** • looking at examples of skeletons including - fish, frogs, birds, reptiles, mammals (including humans), and identifying the following parts: - the skull - the backbone - ribs - limbs - shoulder and hip girdles** • describing how different vertebrate animals move (including humans) • Pictures and examples of animal skeletons / bones Notes: ** Not all animals have shoulder and hip girdles or limbs (such as fish and snakes) *** In this grade, details about how muscles are attached, and the structure of joints are not required NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 33 GRADE 5 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: STRUCTURES Equipment and Resources: Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Skeletons as structures Frame and shell structures • a vertebrate skeleton is a frame structure (also refer to grade 4 Matter & Materials) • some invertebrate skeletons are shell structures such as that of a crab • making a model* of a vertebrate skeleton using struts made from rolled paper or drinking straws [This can be used as a possible project] • Paper, drinking straws, wooden dowels or sticks (30cm X 10mm), sticky tape, metal paper fasteners 1 ½ week (5 ¼ hours) Food chains Food and feeding • green plants make their own food** and build their branches and stems using water and carbon dioxide from the air, and energy from sunlight. Plants use carbon dioxide from the air and release oxygen into the air • animals need food to carry out their life processes (to move, feed, grow, sense the environment, excrete, breathe and reproduce) • all animals depend on plants as their primary source of food (herbivores, carnivores and omnivores) • a food chain describes the feeding relationships between plants and animals. • a food chain - starts with a plant, (produces foods) - then follows with an animal that eats the plant - after that with an animal that eats that animal - includes the transfer of energy which flows from the plant through to the last animal in the chain • sequencing pictures and drawing plants and animals which form food chains with up to four organisms each, describing their relationships • Pictures of various plants and animals Notes: * This is a problem solving activity, where learners have to work out how a skeleton fits together ** This important process is called “photosynthesis.” However no further detail is required in this grade, learners will deal with it in detail only in higher grades NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: STRUCTURES Equipment and Resources: Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Life Cycles Growth and development • plants and animals grow and develop throughout their lives • a life cycle describes the stages and processes that take place as a plant or animal grows and develops • a life cycle describes how one generation of a plant or animal gives rise to the next generation through reproduction • death can occur at any stage of the life cycle • many animals care for their young in order for them to grow and develop • sequencing pictures and drawings of the stages of development in life cycles of - a plant – identifying and labelling the stages (including seed, seedling, adult plant, flowering plant, fruiting plant) and some of the processes that occur (including germinating, growing, maturing, flowering, being pollinated and dispersing seeds) - a vertebrate animal - identifying and labelling the stages [including baby, young animal, mature adults (male & female)] and some of the processes that occur including growing, maturing, mating, producing eggs and babies • Pictures of different stages in the development of various plants and animals Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 7 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • demonstrate an understanding of the variety of plants and animals on Earth and their inter-dependence • identify animals with and without bones • identify and describe different bones and their functions in a vertebrate skeleton • use struts to make a model of a vertebrate animal skeleton • show the links and relationships in different food chains • show the stages and processes in the life cycle of a plant and an animal NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 35 GRADE 5 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Metals and non-metals Properties of metals • metals are used to make things because they have certain properties • some properties of metals - shiny - hard - strong - can be hammered, shaped (malleable) and made into thin wires without breaking (ductile) - melt at high temperatures • metals are mined from the Earth* Properties of non-metals • non-metals are used to make things because they have certain properties • some properties** of solid non-metals - dull - can break easily (brittle) • Investigating, comparing and recording the properties of some metal objects (such as copper wire, coins, nails, cooking pots, knives and forks) and some non-metal objects (such as a piece of chalk, a stone, a pile of sand, a piece of coal) • Investigating ways to make old and dull metal objects shiny again • Examples of metal objects such as copper wire, coins, nails, cooking pots, knives and forks • Examples of non- metal objects such as a piece of chalk, a pile of sand, a piece of coal Notes: * How and where metals are mined is covered in Social Sciences ** There are many different non-metals and they have a variety of different properties. Here the focus is only on two of the most general properties NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Uses of metals Other properties of metals • metals are useful because of their special properties - metals conduct heat - some metals are magnetic and some are not - only iron rusts (some metals tarnish or become dull) Uses of metals • metals are used to make things such as coins, wire, jewellery, furniture, buildings and bridges, motor cars, kitchen utensils, roofs • testing different metal objects (such as coins, iron filings, nails, drawing pins, paper clips, wire) to see if they are attracted by a magnet • placing different objects in water (such as coins, iron filings, nails, drawing pins, paper clips, wire) to see if they rust*** • researching and writing about the uses of metals and giving reasons for their use**** [This can be used as a possible project] • Magnets and objects such as coins, iron filings, nails, drawing pins, paper clips, wire Notes: *** Rusting is a slow process; learners carry on with other work while waiting for the results **** Focus on uses of metals in daily life NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 37 GRADE 5 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 3 ½ weeks (12 ¼ hours) Processing materials Combining materials • materials can be processed to make new materials/ products, such as - mixing and setting (such as plaster of Paris (or Polyfilla) and water to make plaster) - mixing and setting (such as sand, gravel, cement and water to make concrete) - mixing (such as flour and water to make a sticky paste that can be used as glue) - mixing and cooking (such as making dough) - mixing and cooling (such as jelly powder and water to make jelly) - mixing, drying and/or firing (such as wet clay and straw to make clay bricks) • the properties of the new materials/products may be different from the properties of the materials we started with • processing selected* different materials, recording and comparing their properties before and after • writing about the uses of these processed materials/ products • Materials and substances such as: plaster of Paris(or Polyfilla), sand,gravel, cement, flour, ingredients to make dough, jelly powder, wet clay and straw Notes: * Leaners need not carry out all these examples, but should experience at least two of them. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Processed materials Properties and uses • materials such as plaster of Paris, concrete, fabrics, ceramics and glass, plastics and paints, have their own special properties • processed materials are useful because of their special properties. They can be strong, durable, waterproof, fire resistant, have interesting colours or textures Traditional processing • in Africa people have processed materials for hundreds of years to make - clay pots and bricks - baskets, hats, mats, thatched roofs made from plant fibre such as grasses and reeds • finding examples of where and how different non-metal materials are used at home, school and in the community and explaining the properties that make them useful - presenting findings through writing, drawing and pictures [This can be used as a possible project] • making an object from clay (modelling) • finding examples of objects made from plant fibre (by weaving and stitching) • Clay • Pictures and examples of objects made by weaving plant material Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 7 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • compare the properties of some metal and some non-metal objects • identify objects that are attracted by magnets • identify objects that can rust in water • process selected materials by mixing them and describe their properties before and after mixing • describe the usefulness of different materials at home, school or community NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 39 GRADE 5 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 3 weeks (10 ½ hours) Stored energy in fuels Fuels • energy is stored in fuels (including food*) • we use fuels as sources of useful energy • everyday fuels that we use include coal, wood, petrol, paraffin, gas and candle wax • when we burn these fuels we get useful output energy such as heat and light Burning fuels • fuels need heat to set them alight, and air (oxygen) to keep on burning Safety with fire • fires can be a threat in our communities • examining various fuels including wood, coal, candle (wax), paraffin, peanut, a biscuit. Burning three different fuels from above, and comparing and describing the - input energy needed to make them burn - output energy obtained from the fuel • Investigating how long a candle will burn when covered with different sized glass containers (the candles will stop burning when all the oxygen is used up) • writing and drawing about fires in our communities including causes, prevention and act out what action to take during a fire [This can be used as a possible project] • Examples of substances including wood, coal, candle (wax), paraffin, peanut, a biscuit. • Candles and different sized glass containers Notes: * Food is often described as fuel for the body. Oxygen is required to release energy from food. This process is called respiration and is not a focus for grade 5 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 3 weeks (10 ½ hours) Energy and electricity Cells and batteries • energy can be stored in torch cells and batteries • a circuit is a system that transfers electrical energy to where it is needed Mains electricity • electricity from the power station is transferred in a circuit to our homes and back to the power station • a power station needs a source of energy • the source of energy in a power station can be a fuel such as coal** Safety with electricity • safety precautions should be taken when using electricity • connecting up a cell, wires, and a light bulb to make a simple circuit • drawing and writing to trace how the electricity comes from the power station to our homes/schools, including power station, pylons, substation, electricity boxes, wall sockets, plugs and appliances • Cells (batteries), lengths of wire, light bulbs Notes: ** The focus here is on coal-fired power stations. There are also other power stations such as hydro-electric and nuclear power stations NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 41 GRADE 5 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 1 week (3 ½ hours) Energy and movement Elastic and springs • we can make things move using stretched or twisted elastic and compressed springs • when we stretch or twist elastic or compress a spring, we store energy in it • when we release the elastic or spring again, we get movement energy • describing how things work that use stretched elastic bands and compressed springs in order to move, including a catapult*, elastic powered aeroplanes, ‘jack-in-a-box’ • Elastic bands and and compressed springs, a catapult, elastic powered aeroplanes, ‘jack-in- a- box’ 3 weeks (10 ½ hours) Systems for moving things Wheels and axles • many vehicles are systems that use wheels and axles • wheels and axles help vehicles to move more easily • identifying different vehicles that have wheels and axles including prams, bicycles, motor bikes, cars, trucks • making wheels and axles and evaluating whether they move easily (use materials such as bottle tops, round tins or cardboard circles for the wheels, sosatie sticks or dowels and straws for the axles) • Apparatus including cardboard, bottle tops, round tins or cardboard circles for the wheels, sosatie sticks or dowels and straws for the axles Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 7 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • describe the output energy we get from burning most fuels • explain what a fire needs to start and continue burning (fuel, heat, oxygen) • demonstrate an understanding of the causes of fire, along with methods of prevention and what actions to take during a fire • draw and label the components of a simple circuit correctly • trace the electricity from the power station to our homes/schools • describe the output energy (movement) obtained from a stretched elastic band or compressed spring • make and evaluate sets of wheels and axles Notes: * A catapult can be extremely dangerous – Teacher demonstration only NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 1 week (3 ½ hours) Planet Earth The Earth moves • the Earth travels in an orbit (pathway) around the Sun • the Earth takes about 365 days to travel once around the Sun, this is called a year • the Earth spins on its own axis • the Earth takes about 24 hours to spin once, this is called a day • interpreting pictures and models of the solar system • making drawings and writing about the Earth and its orbit around the Sun • Pictures and models of Earth, Moon, Sun and planets. • Light source such as torch, lamp, or candle • Samples of different types of soil • Measuring cylinders, funnels and filter paper, beakers • Seeds and rulers to measure length NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 43 GRADE 5 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Surface of the Earth Rocks • the surface of the Earth is called the crust, and consists of rocks (even under the oceans), and soil • soil, air, water and sunlight support life on Earth Soil comes from rocks • the land is made up of rocks, subsoil and top soil • soil supports life on Earth • top soil lies on the surface - top soil is formed when rocks break into small grains over time Soil types • soil is usually a mixture of different types of soil grains in different proportions - sandy soil – has a high proportion of course sand grains - clayey soil – has a high proportion of fine grains of clay - loamy soil – has a mixture of sand, clay and other soil grains. Loamy soil also contains humus (decomposed compost) • the soil also has air, water, remains of dead organisms and very small living organisms in it • soil forms very slowly in nature – once topsoil is lost, it cannot be replaced, and thus we need to conserve it • Investigating – different soil types - writing and drawing about the colour, smell and texture of the soil - measuring and recording on a table how much water different soils can hold* - using the results to draw bar graphs and / or Investigating – growing seedlings in different soil types** (Integrating with Life & Living) - measuring, recording and comparing the heights of the seedlings - using the results to draw bar graphs [This can be used as a possible project] Notes: * The same volumes of soil and water must be used to make it a fair test ** This investigation can be done while continuing with other work NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Sedimentary rocks Formation of sedimentary rock • sedimentary rocks are formed over a very long time in the following way: - first, rocks break down into small grains - then, mud and sand is moved by wind and water - after that, mud and sand gets deposited in low lying areas - over time, new layers of mud and sand are deposited on top of existing layers - after a very long time, these layers become compacted and hardened and form sedimentary rock • sedimentary rocks always have visible layers within the rock • examples of sedimentary rock are shale, sandstone and limestone Uses of sedimentary rock • limestone is used to make cement • sandstone and shale are used in buildings • making a series of drawings to show a rock breaking down into smaller grains over time • drawing and explaining how sedimentary rocks are formed • interpreting pictures showing the layers in sedimentary rocks • looking at specimens/pictures of sedimentary rock including shale, sandstone and limestone • Pictures and or samples of sedimentary rocks such as limestone and sandstone NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 45 GRADE 5 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Fossils Fossils in rock • fossils are the remains of ancient plants and animals preserved in rock - fossils are found in some layers of sedimentary rock - fossils are evidence/a record of the history of life on Earth • there are two main types of fossils; body and trace fossils Body and trace fossils • body fossils form from the hard parts of plant and animal bodies including teeth, bones, shells, stems, leaves and seeds • trace fossils form from traces left by animals including footprints, nests, eggs and droppings • some features of fossils resemble the features of plants and animals living today Importance of South African fossils • South Africa has a particularly rich fossil record of plants, animals and early humans • important fossils found in South Africa include the Coelacanth and African dinosaurs • the “Cradle of humankind” is one of the sites where important fossils of humankind have been found in South Africa • making a model to show the layers of sedimentary rocks with fossils embedded in them (using a medium such as play dough, clay, plaster of Paris, and remains of living things such as leaves, shells and bones) • interpreting pictures of fossils and comparing them to plants and animals living today • reading about fossils including the Coelacanth and African dinosaurs • Pictures and or samples of sedimentary rocks • Play dough, clay, plaster of Paris, variety of parts of plants and animals • Pictures of fossils • Information texts about South African fossils NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. As this is the exam term, the final two weeks may be required for revision of the year’s work and for examinations. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • demonstrate the Earth’s movement in its orbit around the Sun • describe the Earth’s movement on its own axis • identify the main elements (soil, air, water, sunlight) that support life on Earth • identify and describe different soil types correctly • explain the formation of sedimentary rock • distinguish between body and trace fossils • explain aspects of South Africa’s fossil record NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 47 Natural Sciences and Technology: Grade 6 GRADE 6 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Photosynthesis Plants and food • plants make their own food (glucose sugar) by a process called photosynthesis • photosynthesis takes place mainly in the leaves • during photosynthesis the plant uses sunlight energy, carbon dioxide (from the air) and water to make glucose sugar • plants change some of the glucose sugar into starch which they store in their leaves, stems and roots, flowers, fruits and seeds Plants and air • during photosynthesis the plant uses carbon dioxide from the air and gives off oxygen into the air • animals, including people, use the oxygen from the air for breathing and give out carbon dioxide which is used by plants for photosynthesis • drawing and writing about how plants make food and the things they take in and give out during this process • comparing glucose sugar (such as glucose sweets) and starch (such as maize flour) according to their taste and colour • testing starch with iodine solution to show the colour change* • testing foods for starch including cooked rice, flour, potato, bread, oil, boiled egg, cheese** • Glucose powder, maize flour, iodine solution, plastic droppers, examples of foods such as cooked rice, flour, potato, bread, oil, boiled egg, cheese • Video clips from the internet Notes: * Iodine solution is used as an indicator - when dropped onto starch it turns from brown to a blue-black colour ** Many foods that come directly from plants contain starch while foods that come directly from animals do not contain starch NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 1 ½ week (5 ¼ hours) Nutrients in food Food Groups • foods can be grouped according to their functions in the body and the main nutrients they supply: - foods for energy - carbohydrates - foods for growth and repair - proteins - foods for storing energy (in the form of body fats) and providing insulation and protection for nerves and organs - fats and oils - foods for building bones and teeth, and maintaining a healthy immune system - vitamins and minerals • most natural foods contain a mixture of more than one nutrient group • most processed (manufactured) foods have added salt, sugar, preservatives, flavourings and colourings • sorting foods into the four different nutrient groups - carbohydrates in foods such as bread, sugar, mealie meal, potato, rice, pasta - proteins in foods such as eggs, beans, meat, fish, cheese - fats and oils in foods such as margarine, cooking oil, butter - vitamins and minerals in foods such as fresh fruits and vegetables, milk (source of calcium) • reading labels on food packaging to look for the nutrients and/or the additives in the food • Examples of different foods representing the different food groups and food packaging. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 49 GRADE 6 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 1 ½ weeks (5 ¼ hours) Nutrition Balanced diets • a diet refers to the selection of foods we eat everyday • a balanced diet contains sufficient quantities of food from all four nutrient groups, as well as water and fibre • some diseases can be related to diet • evaluating a given diet to determine if it contains food from all nutrient groups • finding out about a disease that could be diet related, such as tooth decay, obesity, diabetes or deficiency diseases • Lists of different diets • Pictures and information about food-related illnesses 2 ½ weeks (8 ¾ hours) Food processing Need for processing food • food is processed to: - make it edible (preparing, cooking) - make it last longer (preserving) - improve its nutrient value (fermenting) • during processing many foods may lose some of their nutrients Methods for processing food • there are many different methods (ways) to process food • researching how to process food (raw material) by combining, cooking, freezing, pickling, fermenting, drying and salting to make a product, including indigenous ways of processing of food in different communities • choosing a food and processing it in some way • Pictures and information about how food is processed • Foods for processing NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Ecosystems and Food webs Different ecosystems • an ecosystem is an area where living and non-living things depend on each other in many different ways • there are many different ecosystems such as rivers, mountains, sea, rocky shore, ponds, wetlands, grasslands, forests and deserts, which support different kinds of living things Living and non-living things in ecosystems • in an ecosystem there are certain relationships between living things (plants, animals/people, microorganisms), and non-living things (air, water, sunlight, soil) in a particular area* Food webs • in an ecosystem plants and animals are connected by their feeding relationships. This is called a food web • a food web consists of: - plants (producers) which produce food for themselves and animals - animals (consumers) which are herbivores, carnivores, omnivores - microorganisms (decomposers) that break down dead plant and animal matter and return nutrients to the soil • selecting an ecosystem on/near the school grounds for this study. Roughly measure an area of 5m x 5m square. • drawing and writing about three plants and three animals that are found there - describing the food, water, amount of sunlight and shelter available - describing the feeding relationships (food webs) - identifying the possible threats to this ecosystem and possible ways to overcome them • drawing and labelling simple food webs • Pictures of ecosystems such as rivers, mountains, sea, rocky shore, ponds, wetlands, grasslands, forests and deserts Notes: * Healthy ecosystems depend on sufficient biodiversity of plants, animals and their habitats NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 51 GRADE 6 TERM 1 STRANDS: NATURAL SCIENCES: LIFE & LIVING TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 7 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • explain how plants make their own food (photosynthesis) • sort food into the four nutrient groups • describe a balanced diet • process food in some way • describe an ecosystem • elaborate on feeding relationships (food webs) NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations ½ week (1¾ hours) Solids, liquids and gases Arrangement of particles • all matter (solids, liquids and gases) is made up of particles • the particles are arranged differently in solids, liquids and gases - in solids the particles are closely packed in a regular pattern – spaces between the particles are small and particles vibrate in one place - in liquids the particles are closely packed in no fixed pattern – spaces between the particles are small but particles can move around each other - in gases the particles are far apart from each other – spaces between the particles are big and particles move in all directions • drawing* and writing about how particles are arranged in a solid, liquid and gas • Video clips from the internet 1 week (3½ hours) Mixtures Mixtures of materials • a mixture consists of at least two different substances/ materials mixed together • in some mixtures, the different substances are still clearly visible after mixing - the substances in such mixtures can be separated by physical means such as sieving, filtering, hand sorting, settling and decanting • making mixtures including: - two solids - salt and sand, sugar and tea leaves, peanuts and dried beans, different coins, mixture of different sweets - a solid and a liquid - sand and water, chalk and water, curry powder and water, grated cheese and milk - two liquids – oil and water, • drawing and writing about mixtures • Examples of materials and substances such as: salt, sand, sugar, tea leaves, peanuts, dried beans, coins, sweets, curry powder, grated cheese, milk, oil • Video clips from the internet Notes: * The drawings must show the same number of particles in the solid, the liquid and the gas. The particles must all be the same size. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 53 GRADE 6 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2½ weeks (8¾ hours) Solutions as special mixtures Solutions • solutions are also mixtures • some solutions can be made by mixing a solid and a liquid together such as sugar and water, salt and water • solutions are uniform in appearance and the solid cannot be seen after mixing Soluble substances • soluble solids (solutes) can dissolve* in water (solvent) • the substances in solutions cannot be separated by sieving, filtering, hand sorting, settling and decanting • some solutes can be recovered (separated) by evaporating the solvent (such as recovering salt from sea water) • when substances dissolve, solute particles become dispersed in the spaces between the solvent particles Saturated solutions • a solution is saturated when no more solute can dissolve in a given amount of solvent Insoluble substances • Some solids will not form a solution in water (insoluble solids) • Investigating different solids to see if they dissolve in water including: - salt, sugar (soluble substances) - sand, mealie meal, flour, maize flour, samp, curry powder, custard powder (insoluble substances) • drawing and writing about what happens to solids in solutions • Investigating solutions to see if we can recover the solute by: - filtering - settling - evaporating the water (crystallisation) • drawing and writing about crystallisation • Examples of materials and substances such as salt, sugar, sand, mealie meal, flour, maize flour, samp, curry powder, custard powder • Measuring cylinders, funnels, filter paper, beakers, evaporating dish, salt, food colouring Notes: * A common misconception is that sugar or salt “melts” away when added to water. Dissolving (in the case of sugar and salt in water) requires two materials to be mixed together. This is different from melting (in the case of ice) which is a result of heating one material to change its state. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 1 week (3 ½ hours) Dissolving Rates of dissolving • Factors that affect the rate (time taken) of dissolving - temperature of the mixture - stirring or shaking the mixture - grain size of the solute • Investigating, measuring and drawing graphs of the time taken to dissolve a solute:** - in hot or cold water - when stirring/shaking or not stirring/shaking - using coarse or fine salt • Containers, beakers, ice cream sticks for stirring, measuring spoons, hot water, salt (coarse and fine) Notes: ** For a fair test, make sure to use a given amount of solute [for example 1 teaspoon (5 ml)], and a given amount of water [for example ½ cup (125ml)], each time NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 55 GRADE 6 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2½ weeks (8¾ hours) Mixtures and water resources Water pollution • in the environment, many things mix or dissolve in water • water can be polluted by - insoluble substances, such as oil, plastics, tyres, tins, glass, toilet waste - soluble substances such as soaps, fertilizers, insecticides, acids and other poisons - living germs from toilet waste causing water-borne illnesses such as diarrhoea Importance of wetlands • natural wetlands are important for • removing soluble and insoluble substances from water • acting like sponges and regulating the flow of water • reading about/visit a specific wetland • writing a brief report on the importance of wetlands including: - habitats and biodiversity - water quality or • writing about the impact of loss of wetlands for biodiversity and water quality • Texts for reading about water pollution • Video clips from the internet 2½ weeks (8¾ hours) Processes to purify water Clean water • a clean supply of water is important for people, plants and animals • water can be cleaned by processes such as sieving, filtering, settling, decanting, boiling and adding chemicals to kill germs • municipal water is cleaned before and after we use it • Investigating how to best purify dirty water in class or/and at home* • designing, making and evaluating a simple system to clean dirty water, (such as a sand filter) according to specifications and constraints (refer to Section 2.7) [This can be used as a possible project] • Sieves, filter paper, funnels, containers, kettle, water purification tablets (if possible) Notes: * Learners should not drink this water NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 2 STRANDS: NATURAL SCIENCES: MATTER & MATERIALS TECHNOLOGY: PROCESSING Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 7 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • describe solids, liquids and gases in terms of the arrangement of their particles • explain different kinds of mixtures (including solutions) • distinguish between soluble and insoluble substances • recover the solute from the solvent and draw and write about the process • tell what factors affect the rate of dissolving • show an understanding of the importance of wetlands • design, make and evaluate a system to process and purify dirty water NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 57 GRADE 6 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Electric circuits A simple circuit • an electric circuit is a system for transferring energy • a simple circuit always has the following components: - source of energy (such as a cell/battery) - conducting material (such as wires) - device (such as a light bulb, buzzers, motors) for changing electricity into a useful output energy • a circuit is a complete, unbroken pathway for electricity • a switch can be added to break or complete the circuit pathway Circuit diagrams • symbols are used when drawing circuit diagrams • investigating how to make a simple circuit using cell/ battery, conducting wires, light bulb and design and make a switch to control the circuit • drawing simple electrical closed circuit diagrams including the symbols for cell/battery, bulb, conducting wire, switch • Equipment such as cells/batteries, conducting wires, light bulbs and switches NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 weeks (7 hours) Electrical conductors and insulators Conductors • some materials conduct electricity and are called conductors - most metals, especially copper, conduct electricity Insulators • some materials do not conduct electricity and are called insulators - most non-metals, such as plastics, do not conduct electricity • testing different materials (such as metal paper clips, nails, wire, steel-wool, coins, plastic, glass, ceramic, cardboard, paper, wood, rubber, chalk) in an electric circuit to see if they are conductors or insulators, and recording the results on a table • Identifying where electrical insulators are used such as in plastic insulated wires, rubber gloves used by electricians, glass and ceramic insulators on power lines • Different materials including metal paper clips, nails, wire, steel-wool, coins, plastic, glass, ceramic, cardboard, paper, wood, rubber, chalk • Different materials including plastic insulated wires, rubber gloves used by electricians, glass and ceramic 2 ½ weeks (8 ¼ hours) Systems to solve problems Using electric circuits • electric circuits are often used to solve problems that require energy, such as street lighting, alarms, electric gates, traffic lights, fans and heaters • electric circuits can also be used in models and toys • designing, making, evaluating and presenting a system that uses a circuit to produce movement, light, sound or heat* in a structure such as a steady hand game, house, light house or a toy. The circuit should include components such as cell/s, light bulb/s, buzzer/s, and switch/es (refer to Section 2.7) [This can be used as a possible project] • Basic components for a circuit, including components such as cell/s, light bulb/s conducting wire/s, buzzer/s, and switch/ es Notes: * It is generally more difficult to produce heat using cells, but this can be explored NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 59 GRADE 6 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 3 weeks (10 ½ hours) Mains electricity Fossil fuels and electricity • fossil fuels were formed in the Earth’s crust millions of years ago from dead plants and animals • coal, oil and natural gas are fossil fuels • in South Africa coal is mostly used as a fuel in power stations • coal was formed from fossilised plants which got their energy from the Sun originally • in a power station coal is used to boil water, the steam turns a turbine which turns a generator, which produces electricity • fossil fuels are non-renewable resources Cost of electricity • electricity is costly because - it requires infrastructure including coal mines, transport, power stations, pylons, substations, wiring - some electrical appliances require more electricity than others (heating appliances use the most) • the more electricity we use the more we pay and the more coal is used up • we can save energy in many ways including using energy saving light bulbs and solar water heaters Illegal connections • illegal electrical connections are a danger to people because they are often unsafe Renewable ways to generate electricity • people are looking for renewable ways to generate electricity • drawing and writing about to explain how fossil fuels such as coal were formed • drawing and writing to trace the electrical energy in a sequence from an appliance, such as from your TV set, to the coal-fired power station and back to the original source, the Sun • examining labels (in adverts, or real electrical appliances) to find out how much power they require (most kettles require more than 2000 W, whilst a radio might require about 15 W*). Recording findings on a table • Researching and writing about renewable ways to generate electricity including in wind power generators, solar panels (photovoltaics)**, hydro- electric power generators • Pictures and video clips of fuels and their various uses • Pictures to show how electricity is generated in a coal- fired power station • Examples of electrical appliances • Pictures of renewable ways to generate electricity, including examples of wind power generators, solar power generators, hydro- electric power generators Notes: * Learners in this grade do not have to know how Watts (W), kilo Watts (kW) and kilo Watt hours (kW.h) are measured and calculated ** Solar panels (photovoltaics) are different from solar water heaters NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 3 STRANDS: NATURAL SCIENCES: ENERGY & CHANGE TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 7 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • draw and label an electric circuit correctly • demonstrate open and closed circuits with the use of a switch • distinguish between conductors and insulators in a range of materials • trace the electrical energy in a sequence from an appliance, such as from your TV set, to the coal-fired power station and back to the original source, the Sun • explain how fossil fuels such as coal are formed • determine which appliances use more energy and explain why this is so NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 61 GRADE 6 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) The Solar System The Sun, Planets and Asteroids • the Sun (a star) is at the centre of our Solar System • there are eight planets and the asteroid belt (Mercury, Venus, Earth, Mars, Asteroid Belt, Jupiter, Saturn, Uranus, and Neptune) in orbit around the Sun • each planet has its own - features, size, orbit and position in relation to the Sun, composition (rocky and gas planets) and number of moons (some have no moons) • the planets and Asteroids take different amounts of time to revolve around the Sun* Moons • moons, including our Moon do not give out their own heat and light • our Moon can be seen from Earth because the light from the Sun shines onto its surface • on the Moon we can see craters, lighter areas which are mountains, and darker areas which are flat plains • researching/reading information about the planets focusing on size, distance from the Sun, average temperature, number of moons** and any other features • making models of the Solar System taking into account position in relation to the Sun, size and features of the planets*** • describing and drawing the objects in our Solar System • Detailed pictures and models of the Solar System • Pictures of the Moon Notes: * It is not necessary to memorize exact numbers of size of planets, number of moons, and distance from the Sun ** The number of moons around some planets may change as more are discovered *** It is not necessary to make the models of the Solar System to scale NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 1 week (3 ½ hours) Movements**** of the Earth and planets Rotation (Earth) • in our Solar System, each planet rotates (spins) on its own axis - the planet Earth is spinning, and one complete rotation takes about 24 hours. We experience this as a day and a night - during rotation the side of the Earth facing the Sun experiences daytime, and the opposite side of the Earth experiences night-time Revolution (Earth) • all planets also revolve (travel) around the Sun in their own orbits • planet Earth revolves around the Sun in its own orbit (pathway), and one complete revolution takes 365 ¼ days. We experience this as a year • demonstrating the movements (rotation and revolution) and of the Earth using models and body movements • demonstrating how day and night occur using a model of the Earth and a light source (for the Sun) • drawing and writing about the rotation of the Earth in relation to the Sun - how day and night occur • Models and a light source such as torch, lamp, or candle to demonstrate the movements of the Earth Notes: **** Video clips could be used to help clarify the movements of the planets NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 63 GRADE 6 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 1 week (3 ½ hours) The movement of the Moon Rotation (Moon) • the Moon is spinning and one complete rotation takes about 28 days Revolution (Moon) • the Moon revolves around the Earth and one revolution also takes about a month (about 28 days) • together, the Earth and the Moon revolve around the Sun • demonstrating rotation, and revolution of the Moon around the Earth, using models and body movements • drawing and writing about the movements of the Moon in relation to the Earth and the solar system • making a table of comparison between the Sun (a star), the Earth (a planet) and the Moon including: shape, composition, size, movement in relation to other space objects, ability to produce light • Models and a light source such as torch, lamp, or candle to demonstrate the movements of the Moon 1 week (3 ½ hours) Systems for looking into space Telescopes • telescopes are used to look into space and gather information • South Africa has built and uses some of the largest telescopes • reading a case study about telescopes such as simple telescopes, SALT (Southern African Large telescope), SKA (Square Kilometre Array) • Pictures and information about telescopes NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 TERM 4 STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND TECHNOLOGY: SYSTEMS & CONTROL Equipment and Resources Time Topic Content & Concepts Suggested Activities: Investigations, practical work, and demonstrations 2 ½ weeks (8 ¾ hours) Systems to explore the Moon and Mars Vehicles used on the Moon • a few people have visited the surface of the Moon and explored it using a vehicle called a Moon Rover Vehicles used on Mars • robots called Mars Rovers have been used to visit and explore the surface of Mars (people have not yet visited Mars) • researching the key features and purposes of the Mars or Moon Rovers including wheels and axles, cameras, mechanical arms, and systems for using solar energy and communications • designing, making and evaluating a model of one of these vehicles which can move by means of wheels and axles (refer to Section 2.7) • measuring how far the different vehicles can run down a ramp and draw bar graphs [This can be used as a possible project] • Pictures of the Moon Rovers and Mars Rovers • Apparatus including bottle tops, round tins or cardboard circles for the wheels, sosatie sticks or dowels and straws for the axles • Measuring tapes or meter sticks Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences and Technology (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. As this is the exam term, the final two weeks may be required for revision of the year’s work and for examinations. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • describe objects in our Solar System (planets, moons, the Sun, Asteroids) • demonstrate the Earth’s rotation and revolution • explain the movements of the Moon • identify the essential differences between the Earth, Sun and the Moon • explain the uses of telescopes and the important telescopes in South Africa • make and evaluate a model vehicle featuring wheels and axles NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 65 SECTION 4: ASSESSMENT 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering, interpreting and diagnosing, information about the performance of learners. All forms of assessment involve generating and collecting evidence of achievement; evaluating this evidence and using this information to understand and thereby assist the learner’s development and the teaching process. Assessment should be both informal and formal. In both cases regular feedback should be provided to learners to enhance the learning experience. In both cases regular feedback should be provided to learners. Informal and formal assessment Informal assessment consists of regular checking of learners’ class work (including practical tasks) asking ques￾tions orally and giving constructive feedback. Marks for informal assessment need not be recorded. Formal assessment consists of selected assessment tasks, the marks of which should be recorded formally. These assessment tasks are done throughout the year and include tests and examinations. All marks that are recorded formally contribute to the final year mark. Assessment should be mapped out against the content (concepts and skills) and specific aims for Natural Sciences and Technology. In both informal and formal assessments it is important to ensure that in the course of a school year: • all of the subject content is covered. • the full range of major skills is included. (See Section 2.7 and Section 4.5) • a variety of different forms of assessment are used. (See Section 4.4) 4.2 INFORMAL ASSESSMENT OR DAILY ASSESSMENT The purpose of Informal assessment is to continuously collect information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. It should not be seen as separate from the learning activities taking place in the classroom. Informal assessment can be done through observation, discussion, practical demonstrations, informal classroom interactions, classwork, investigations and so on. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should also be used to provide feedback to the learners and to inform planning for teaching. Self-assessment and peer assessment, as part of informal assessment, actively involves learners in assessment and a teacher playing an overseeing role. This is important as it allows learners to learn from and reflect on their own performance. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Selected informal assessment tasks may be marked by learners or teachers, but need not be recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes, but for improving teaching and learning. Informal, on-going assessments should be used to encourage the acquisition of knowledge and skills and should be the stepping stones leading up to the formal tasks in the Programme of Formal Assessment. (See Section 4.4) 4.3 FORMAL ASSESSMENT Formal assessment tasks and tests form part of a year-long formal Programme of Assessment in each grade and subject. Formal assessments are marked and recorded by the teacher for progression purposes. All Formal Assess￾ment tasks must be moderated for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a Grade and in a particular subject. Formal assessment tasks in Natural Sciences and Technology are tests, examina￾tions, practical tasks, which may include projects. (See details in Section 4.4.1) The School-Based Assessment component in the different phases is as follows: Grades Formal school-based End-of-year examinations R - 3 100% n/a 4 - 6 75% 25% 7 - 9 40% 60% 10 and 11 25% 75% 12 25% including school-based mid-year and ‘trial’ examinations External examination: 75% Formally assessed tests and tasks must together reflect the whole term’s work. Weighting of marks should reflect time allotted to each section in the curriculum content. The cognitive demands of assessment The cognitive demands of assessment used should be appropriate to the age and developmental level of the learn￾ers in the grade. Assessments in Natural Sciences and Technology must cater for a range of cognitive levels and abilities of learners within this context. The assessment tasks should be carefully designed to cover the content of the subject as well as the range of major skills that have been specified under the Major Process and Design skills. (See Section 2.7) The Specific Aims, the topics and content and the range of major skills must be used to inform the planning and development of assessment tasks. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 67 Cognitive levels for the assessment of content in Grades 4, 5 and 6 Setting tests and tasks for different cognitive levels Knowing science and technology Understanding science and technology Applying scientific and technological knowledge Evaluating, analyzing, synthesising scientific and technological Knowledge Percentages indicating the proportion of low, middle and high order questions in tasks, tests and exams Low order questions 50% Middle order questions 35% High order questions 15% Useful verbs to use when setting questions State Name Label List and others ... Explain Describe Compare Plan Rearrange Give an example and others … Predict Compare Design Use knowledge to demonstrate and others … Evaluate Suggest a reason Interpret and others ... These cognitive skills apply to all three Specific Aims for Natural Sciences and Technology. (See Section 2.6) 4.4 PROGRAMME OF FORMAL ASSESSMENT FOR NATURAL SCIENCES AND TECHNOLOGY Grades 4, 5 and 6 FORMAL ASSESSMENTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL % FOR THE YEAR School-based assessments • 1 Test • 1 selected practical task * • 1 Exam or test on work from terms 1 & 2 • 1 selected practical task • 1 Test • 1 selected practical task • 1 selected practical task 75% Exams ** • Exam on work from terms 3 & 4 25% Number of formal assessments 2 2 2 2 Total: 100% Notes: * Grade appropriate assessment on aspects of investigations and technological processes should form part of the selected practical tasks in the assessment programme for the year ** The class tests and examinations MUST include questions on both Natural Sciences and Technology A note on tests and examinations Examinations MUST include questions on both Natural Science and Technology. Weighting of marks should reflect time allotted to each section in the curriculum content. A single formal class test in a term will not necessarily provide the most accurate and reliable evidence of every learner’s performance. One formal class test in the first three terms is the minimum number that must be recorded. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Tests and examinations consist of a range of questions that cover the different cognitive levels – knowledge recall, understanding, application, evaluation, analysis and synthesis. Learners are required to respond to questions within a specified time under controlled conditions. Examinations are similar to tests - the only difference is that they cover more content. A note on practical tasks In carrying out practical tasks learners are required to demonstrate their skills or proficiencies. Learners use materi￾als, tools and equipment to create, produce or investigate something. The teacher observes the learner demonstrate specific practical skills (e.g. measuring the height of a plant, using tools to manipulate materials to make models, using a thermometer to measure temperature, etc.). Practical tasks can be very useful for assessing how learners draw on knowledge and values to carry out practical skills (manual and/or behavioural, e.g. safety and handling of equipment). Any practical task should provide opportunities for learners to demonstrate several different skills listed under Sec￾tion 2.7 and Section 4.5. These may or may not include design/plan investigation skills. However, there are some circumstances in which only some of these skills would apply and not every skill can be assessed in every practical task. Practical tasks include a range of activities where learners communicate what they know and can do. Include a range of tasks to ensure inclusivity and to accommodate different learning styles. These ways to communicate include: acting out, speaking, drawing, making models, doing science practical work, working in the environment, writing and doing calculations. A note on projects Certain practical activities in Section 3 have been suggested as suitable for possible projects, in which case the mark will still be included as part of the School-based assessment. A project is optional and varies in extent. It may be done in class and should be sufficiently diverse to promote inclusivity. One project per year may be done. 4.5 RECORDING AND REPORTING 4.5.1 Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Cur￾riculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to be promoted to the next Grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Records should be used to monitor learning and to plan ahead. Guidelines on how the major process skills can be recorded for marks in Natural Sciences and Technology Many of these major process skills (also refer to Section 2.7) are combined into one activity. Not every major skill needs to be marked and recorded in each task. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 69 Natural Sciences major investigation process skills Mark allocation Writing the topic Raising/ writing a question to investigate Making a prediction/ hypothesis Planning the investigation Collecting data Recording data Evaluating and communicating results Total Technology major process skills Mark allocation Stating a design brief Listing specifications Listing constraints Planning the product Drawing/designing the product Making the product Evaluating the product Presenting the product Total 4.5.2 Reporting is a process of communicating learner performance to learners, parents, schools, and other stake￾holders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. Percentages are reported and may be related to the 7-point rating code as given below. Schools are required to provide quarterly feedback to parents on the Programme of Formal Assessment, using a formal reporting tool, such as a report card. The schedule and the report card should indicate the overall level of performance of a learner. NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.5.3 Mark allocation A minimum mark allocation is prescribed for the tests, tasks and examinations for each Grade in the Intermediate Phase. See the guideline below for each Grade under A. However, should the teacher choose to allocate more marks for tests and tasks, these should also be converted to conform to the total weighting percentages for the Intermediate Phase. See the example below under B. A: Minimum mark allocation for Grades 4, 5 and 6 Grade 4 PROGRAMME OF FORMAL ASSESSMENT FORMAL ASSESSMENTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL MARKS FOR THE YEAR TOTAL School-based assessments • 1 Test [15 marks] • 1 selected practical task [10 marks] • 1 Exam or test on work from terms 1 & 2 [40 marks] • 1 selected practical task [10 marks] • 1 Test [15 marks] • 1 selected practical task [15 marks] • 1 selected practical task [15 marks] 120 marks Together make up 75% of total marks for the year Exams [60 Minutes] • Exam on work from terms 3 & 4 [40 marks] 40 marks Makes up 25% of total marks for the year Number of formal assessments 2 2 2 2 Total 8 assessments [160 marks] Total: 100% At the end of each term (Terms 1 – 3) : The marks can be reported as a percentage and related to the 7-point rating code. At the end of the year: STEP 1: ADD up all the School-based assessment raw marks from each term to get a total out of 120 marks STEP 2: ADD the Final Exam raw mark to the School-based assessment total mark in Step 1 STEP 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 71 Grade 5 PROGRAMME OF FORMAL ASSESSMENT FORMAL ASSESSMENTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL MARKS FOR THE YEAR TOTAL School-based assessments • 1 Test [15 marks] • 1 selected practical task [15 marks] • 1 Exam or test on work from terms 1 & 2 [45 marks] • 1 selected practical task [15 marks] • 1 Test [15 marks] • 1 selected practical task [15 marks] • 1 selected practical task [15 marks] 135 marks Together make up 75% of total marks for the year Exams [60 Minutes] • Exam on work from terms 3 & 4 [45 marks] 45 marks Makes up 25% of total marks for the year Number of formal assessments 2 2 2 2 Total 8 assessments [180 marks] Total: 100% At the end of each term (Terms 1 – 3): The marks can be reported as a percentage and related to the 7-point rating code. At the end of the year: Step 1: ADD up all the School-based assessment raw marks from each term to get a total out of 135 marks Step 2: ADD the Final Exam raw mark to the School-based assessment total mark in Step 1 Step 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 6 PROGRAMME OF FORMAL ASSESSMENT FORMAL ASSESSMENTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL MARKS FOR THE YEAR TOTAL School-based assessments • 1 Test [20 marks] • 1 selected practical task [15 marks] • 1 Exam or test on work from terms 1 & 2 [50 marks] • 1 selected practical task [15 marks] • 1 Test [20 marks] • 1 selected practical task [15 marks] • 1 selected practical task [15 marks] 150 marks Together make up 75% of total marks for the year Exams [60 Minutes] • Exam on work from terms 3 & 4 [50 marks] 50 marks Makes up 25% of total marks for the year Number of formal assessments 2 2 2 2 Total 8 assessments [200 marks] Total: 100% At the end of each term (Terms 1 – 3) : The marks can be reported as a percentage and related to the 7-point rating code. At the end of the year: Step 1: ADD up all the School-based assessment raw marks from each term to get a total out of 150 marks Step 2: ADD the Final Exam raw mark to the School-based assessment total mark in Step 1 Step 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required B: Should the teacher choose to allocate more marks for tests and tasks, the example below can be used. Recording and reporting for each term Marks should be recorded and converted into a percentage for each term. Percentages are reported and may be related to the 7-point rating code as given below. How to calculate each learner’s % for each term Step 1. Add together formally assessed marks achieved by each learner Step 2. Divide by total marks possible Step 3. Multiply this mark by 100 to give the % achieved For example: Learner score = 34 out of a possible 60 marks for the test and tasks added together for a term. 34 ÷ 60 x 100 = 56.6%* * rather than use decimal points round any fraction from .5 and bigger up to next whole percentage. The above example will be rounded up to 57% NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 CAPS 73 Recording and reporting at the end of the year • The four percentages for each term must be calculated to give 75% of the total. This is the School-based assessment mark. • The final exam mark must be converted to 25% of the total and added to the School-based assessment mark. How to calculate each learner’s % for reporting at the end of the year: Step 1. Use the following formula to convert the four term School-based assessment %’s to 75% of the total: 1st Term % + 2nd Term % + 3rd Term % + 4th Term %; then divide the total by 400; then multiply by 75. For example: (57% + 65% + 74% + 60%) ÷ 400 X 75 = 48 (This is the equivalent of 48 out of 75) Step 2. Convert the final year examination mark to 25 % using the following formula: Mark achieved in exam by learner ÷ total marks possible in exam X 25. For example: a learner scores 28 out of a total of 40 marks in the final exam: 28 ÷ 40 X 25 = 17.5 (This is the equivalent of 17.5 out of 25) Step 3. Add the calculated year mark (School-based assessment) to the exam mark as calculated above to reach the total % for the year. The learner in the example above has scored: 48 + 17.5 = 65.5 % for the year. (Round this up to 66%) • Percentages are reported and may be related to the 7-point rating code as given below. Codes and percentages for reporting in Grades R – 12 RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.6 MODERATION OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district and, if necessary provincial levels. Comprehensive and appropriate mod￾eration practices must be in place for the quality assurance of all subject assessments. In all Grades the formal School-based assessment (including the practical tasks) should be moderated by the rel￾evant subject specialist(s) at school and district levels in an ongoing way. Moderation serves the following purposes: 1. It should ascertain whether the subject content and skills have been taught and assessed. 2. It should ensure that the correct balance of cognitive demands is reflected in the assessment. 3. It should ensure that the assessments and marking are of an acceptable standard and consistency. 4. It should identify areas in which the teacher may need further development and should lead to support for such development. 5. It should reflect the scope covered by the teacher in line with the term’s requirement 4.7 GENERAL This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R – 12.     SOCIAL SCIENCES Curriculum and Assessment Policy Statement Intermediate Phase Grades 4-6 National Curriculum Statement (NCS) CAPS CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 4-6 SOCIAL SCIENCES SOCIAL SCIENCES GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education ISBN: 978-1-4315-0489-3 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works SOCIAL SCIENCES GRADES 4-6 CAPS FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION SOCIAL SCIENCES GRADES 4-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SOCIAL SCIENCES GRADES 4-6 CAPS 1 CONTENTS SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT .... 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African Curriculum ............................................................................................ 4 1.4 Time Allocation................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 7 1.4.3 Senior Phase........................................................................................................................................... 7 SECTION 2: INTRODUCTION TO SOCIAL SCIENCES........................................................................... 8 2.1 What is Social Sciences? ............................................................................................................................... 8 2.2 Resources........................................................................................................................................................ 8 2.3 Additional Resources ..................................................................................................................................... 9 2.4 History............................................................................................................................................................ 10 2.4.1 What is History?.................................................................................................................................... 10 2.4.2 Specific aims of History......................................................................................................................... 10 2.4.3 Skills and concepts of History ............................................................................................................... 10 2.4.4 Concepts in History............................................................................................................................... 12 2.5 Geography ..................................................................................................................................................... 12 2.5.1 What is Geography? ............................................................................................................................. 12 2.5.2 A note on developing mapping skills and using maps across the Geography curriculum .................... 13 2.5.3 Specific aims of Geography CAPS for Intermediate and Senior Phases.............................................. 13 2.6 Projects .......................................................................................................................................................... 14 2.6.1 Projects in Geography........................................................................................................................... 15 2.6.2 Projects in History: Suggested topics.................................................................................................... 15 2.7 Time allocations and weighting of topics................................................................................................... 16 2.8 Overview of topics ........................................................................................................................................ 17 SECTION 3: CONTENT OUTLINE AND ANNUAL TEACHING PLANS ................................................ 21 3.1 Intermediate phase Geography: Outline of what is to be taught ..................................................................... 21 3.2 Intermediate phase History: Outline of what is to be taught............................................................................ 33 SOCIAL SCIENCES GRADES 4-6 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: ASSESSMENT IN SOCIAL SCIENCES............................................................................................ 46 4.1 Introduction ................................................................................................................................................... 46 4.2 Informal or Daily Assessment...................................................................................................................... 46 4.3 Formal Assessment ...................................................................................................................................... 47 4.3.1 Formal assessment requirements of Social Science ............................................................................ 47 4.3.2 Types of formal assessment for Social Science.................................................................................... 47 4.4 Programme of Assessment.......................................................................................................................... 51 4.5 Recording and Reporting ............................................................................................................................. 52 4.6 Moderation of Assessment .......................................................................................................................... 53 4.7 General........................................................................................................................................................... 53 SOCIAL SCIENCES GRADES 4-6 CAPS 3 SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; SOCIAL SCIENCES GRADES 4-6 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; SOCIAL SCIENCES GRADES 4-6 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). SOCIAL SCIENCES GRADES 4-6 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 SOCIAL SCIENCES GRADES 4-6 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: SUBJECT TIME ALLOCATION PER WEEK (HOURS) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. SOCIAL SCIENCES GRADES 4-6 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: INTRODUCTION TO SOCIAL SCIENCES 2.1 WHAT IS SOCIAL SCIENCES? The subject Social Sciences consists of History and Geography. Both History and Geography should be taught and assessed during every term of the school year. Although the two disciplines are kept separate, this curriculum is designed to complement the knowledge (content, skills and concepts) outlined in each. Assessment marks for each subject should be shown separately on school reports – a score for History and another for Geography. They should then be added together and divided by two to give an average score for Social Sciences. This Social Sciences curriculum aims to provide opportunities for learners to look at their own worlds with fresh, critical eyes and perhaps more importantly, it aims to introduce learners to a world beyond their everyday realities. Schools should be special places that provide learners with knowledge to which they would otherwise not have access. The importance of depth of knowledge is recognised. Real knowledge demands that learners develop expertise and confidence as a result of in-depth learning. The topics in this curriculum specify pace through hours allocated. Times indicate the depth required. Learners are trained to speculate, to debate, to make connections, to select, to prioritise and to persist, in tackling real issues and important questions. It is essential in the teaching of both History and Geography that learners are encouraged to ask questions: Who? Where? What? Why? When? How? Should? Could? Is/Are? And, by the time they reach the Senior Phase: If? The questions learners ask give teachers a good indication of prior knowledge, perceptions, interests, insights and concerns. Language is an important element of both History and Geography. Different forms of text (oral, written and visual) are central to both disciplines. Learning takes place through interaction with these texts. It is important to remember that every teacher is a language teacher. Similarly, writing is a skill that is developed through these two subjects. Learners should write regularly, with a clear progression in length and complexity through the grades. The CAPS language documents specify levels of requirement for writing and should be consulted throughout. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. 2.2 RESOURCES • Each learner should have a quality textbook and a neatly kept notebook. Textbooks must be suitable for the grade, context and language level of the learner. They should provide accurate content that is aimed at the development of the appropriate skills, concepts and values. Textbooks must include appropriate and adequate assessment activities. It should be noted that the order in which the content in the sub-topics is listed is a guideline only. LTSM writers need not cover these sub-topics in the exact order in which they appear in this document. • Every Social Sciences classroom should have wall maps, a globe, access to a set of atlases and a dictionary, as well as access to a variety of reading books and visual material suitable for the grade. SOCIAL SCIENCES GRADES 4-6 CAPS 9 • Every teacher of Social Sciences should be familiar with the content to be taught, read widely on the content of the topics for the term and prepare lessons carefully. 2.3 ADDITIONAL RESOURCES It is important to bring the world into the Social Sciences classroom. Visual resources can make information more accessible to many learners. Teachers should therefore: • have magazines and newspapers available in the classroom for learners to use in their activities and acquire sets of pictures for classroom activities; • try to obtain access to a TV/DVD and/or CD player to present appropriate audio and audio-visual material to learners; and • try to use the Internet wherever possible. Many organisations and projects provide useful information through the Internet. Google Earth, for example, provides extensive aerial photographs. You-tube provides videos of many historical events. Maps for map skills: It is important that learners work with maps of their own local area. The MapPack Project is part of the Department of Rural Development and Land Reform. It provides five free maps to every school on request. These include local maps – 1:10 000 orthophoto map (if available) and 1:50 000 topographic map, and then ‘zoom out’ to a 1:250 000 map (covering two-degree squares which include the local area), a provincial map (scale varies) and a national map (1:2 000 000). Additional information, maps and aerial photographs are also available on request. Contact: The MapPack Project, Private Bag X10, Mowbray, 7700. Fax: 021 689 1351. Phone: 021 658 4300. Email: ngi@ruraldevelopment.gov.za. Web: www.ngi.gov.za SOCIAL SCIENCES GRADES 4-6 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.4 HISTORY 2.4.1 What is History? History is the study of change and development in society over time. The study of History enables people to understand and evaluate how past human action has an impact on the present and how it influences the future. History is about learning how to think about the past, and by implication the present, in a disciplined way. History is a process of enquiry and involves asking questions about the past: What happened? When did it happen? Why did it happen then? It is about how to think analytically about the stories people tell us about the past and how we internalise that information. The study of History also supports citizenship within a democracy by: 1. explaining and encouraging the values of the South African Constitution; 2. encouraging civic responsibility and responsible leadership, including raising current social and environmental concerns; 3. promoting human rights and peace by challenging prejudices involving race, class, gender, ethnicity and xenophobia; and 4. preparing young people for local, regional, national, continental and global responsibility. 2.4.2 Specific aims of History The specific aims of History are to create: • an interest in and enjoyment of the study of the past; • knowledge, understanding and appreciation of the past and the forces that shape it; • the ability to undertake a process of historical enquiry based on skills; and • an understanding of historical concepts, including historical sources and evidence. 2.4.3 Skills and concepts of History History is a process of historical enquiry. A rigorous process of enquiry enables learners to achieve the aims and demonstrate the skills in Table 2.3.1 SOCIAL SCIENCES GRADES 4-6 CAPS 11 Specific aims and skills of History CAPS for the Intermediate and Senior Phases The specific aims of History Examples of the skills involved • Finding a variety of kinds of information about the past. Being able to bring together information, for example, from text, visual material (including pictures, cartoons, television and movies), songs, poems and interviews with people; using more than one kind of written information (books, magazines, newspapers, websites). • Selecting relevant information. Being able to decide about what is important information to use. This might be choosing information for a particular history topic, or, more specifically, to answer a question that is asked. Some information that is found will not be relevant to the question, and some information, although relevant, will not be as important or as useful as other information. • Deciding about whether information can be trusted. Being able to investigate where the information came from: who wrote or created the information and why did they do it? It also involves checking to see if the information is accurate – comparing where the information came from with other information. Much information represents one point of view only. • Seeing something that happened in the past from more than one point of view. Being able to contrast what information would be like if it was seen or used from another point of view. It also requires being able to compare two or more different points of view about the same person or event. • Explaining why events in the past are often interpreted differently. Being able to see how historians, textbook writers, journalists, or producers and others come to differing conclusions from each other and being able to give a reason(s) for why this is so in a particular topic of history. • Debating about what happened in the past on the basis of the available evidence. Being able to take part in discussions or debates and developing points of view about aspects of history, based on the evidence that comes from the information available. • Writing history in an organised way, with a logical line of argument. Being able to write a piece of history which has an introduction, sets out the relevant information in a logical way and in chronological order, and comes to a conclusion that answers the question asked in a coherent way. • Understanding the importance of heritage and conservation. Being able to explain how and why people and events are publicly remembered in a community, town or city, province and the country. It also involves investigating how people and events in the past are commemorated in ceremonies, celebrations, museums and monuments. Following these aims and skills is critical to every content topic. In order for learners to achieve these aims and demonstrate these skills, they will need to have a full grasp and understanding of the content. Memory skills remain important. SOCIAL SCIENCES GRADES 4-6 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.4.4 Concepts in History Historical sources and evidence: History is not ‘the past’ itself. It is the interpretation and explanation of information from various sources. Evidence is created when sources are used to answer questions about the past. Multi-perspective approach: There are many ways of looking at the same thing in the past. Looking into the past may involve: • the different points of view of people in the past according to their position in society; • the different ways in which historians have written about them; and • the different ways in which people today see the actions and behaviour of people in the past. Cause and effect: The reasons for events and the results of these events. The consequences of events drive future events and help explain human behaviour. Change and continuity: Over a period of time it is possible to contrast what has changed and what has remained the same. Closely related contrasts that are used to teach history are similarity and difference and then and now, which help to make sense of the past and the present. Time and chronology: History is studied and written in sequence. It is important to be able to place events in the order in which they happened in time, and to consider their context. Timelines are often used to develop this concept. 2.5 GEOGRAPHY 2.5.1 What is Geography? Geography is the study of the human and physical environment. Geography is an integrated discipline that examines both physical and human processes over space and time. Geography helps us to understand our complex world. It offers us a bridge between the human and physical sciences. There are many branches of Geography. Physical Geography examines natural processes and features including the atmosphere, landforms, and ecosystems. Human Geography is concerned with the activities and impact of people on the earth. The concept that unifies Geography is space. All geographical phenomena have a spatial dimension. They also operate in a continuously changing environment. Geography therefore includes the study of: • spatial patterns and trends: the location of people and places in the world; • similarity and difference: how environments and lifestyles compare and the reasons for similarities and differences; • movement: how and why people, goods, water, land and air move and change, • Planet Earth: land, water and air; • human settlement: where people live and why; SOCIAL SCIENCES GRADES 4-6 CAPS 13 • human activities: what people do, how the environment affects them and how they affect the environment; • interdependence: the links between climate, vegetation, wildlife, resource distribution, and human settlement and activity; and • change: the changing nature of people and places. Geographical education contributes to literacy, oracy, numeracy and graphicacy or spatial literacy. It also supports the development of personal and social competence. 2.5.2 A note on developing mapping skills and using maps across the Geography curriculum Geographers use maps, aerial views, globes, graphs, and drawings to help them interpret and present the world. These visual skills contribute to a kind of literacy called ‘graphicacy’. Graphicacy includes a range of skills associated with interpreting information presented in a visual way. Graphicacy may be considered to be an essential kind of literacy along with numeracy (mathematics), oracy (listening and speaking) and textual literacy (reading). This CAPS curriculum places special focus on selected aspects of using and making maps and other visual sources for one term of each grade. These topics are designed to accomplish focussed and systematic development of skills. However, the use of maps is not confined to one term in a grade only. Learners are exposed to a mix of map use and geographical skills along with physical and human geography topics in each grade. Map use should be integrated into topics throughout each grade. 2.5.3 Specific aims of Geography CAPS for Intermediate and Senior Phases This Geography curriculum aims to develop the knowledge (content, skills and concepts) of its learners. The content and the associated concepts outlined in Section 3 of this document must be integrated with the geographical aims and skills listed below. The Geography curriculum aims to develop learners who: Examples of the skills involved. Learners will be able to: • Are curious about the world they live in 1.ask questions and identify issues 2.discuss and listen with interest 3.collect and refer to information (including newspapers books and, where possible, websites) • Have a sound general knowledge of places and the natural forces at work on earth 1.read and use sources in order to assimilate information 2.use information to describe, explain and answer questions about people, places and the relationship between the two • Understand the interaction between society and the natural environment 1.consider, synthesise and organise information 2.make links between cause and effect; change and continuity 3.acknowledge and appreciate diverse lifestyles and world views • Think independently and support their ideas with sound knowledge 1.use geographical knowledge to solve problems 2.discuss and debate issues 3.recognise bias and different points of view 4.develop own ideas based on new knowledge 5.suggest solutions to problems SOCIAL SCIENCES GRADES 4-6 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The Geography curriculum aims to develop learners who: Examples of the skills involved. Learners will be able to: • Care about their planet and the well-being of all who live on it 1.engage with issues relating to the planet, its people and resources with knowledge and sensitivity 2.act responsibly towards people and the environment • Understand and work with a range of sources – including maps, data and photographs 1.use and draw maps 2.identify and extract information from texts, atlases and other sources including visual sources such as photographs 3.work with data and statistics in the form of graphs, tables and diagrams 4.cross-reference information using different sources • Observe and engage with phenomena in their own environment 1.develop observation, interviewing and recording skills through fieldwork 2.interview people and apply social skills 3.process, interpret and evaluate data • Find out about places, people, events, and issues using different sources, e.g. books, people, photographs, the Internet 1.devise and frame questions 2.develop and apply research skills 3.analyse, process and present information • Communicate ideas and information 1.speak in a clear and informed way 2.write in a structured and coherent way 3.draw maps, sketches, simple illustrations, graphs, and flow charts 4.provide reasoned explanations • Make informed decisions and take appropriate action 1.work co-operatively and independently 2.plan and evaluate actions systematically and critically 2.6 PROJECTS Learners complete one project in Social Sciences in each grade. They therefore do a project in either History or Geography in a given year. Projects should be started towards the beginning of the term, and learners should be given a due date for handing in their projects. Teachers should make sure they have sufficient time for marking the projects before the formal assessments marks are due. Project progress must be regularly monitored by teachers. This CAPS curriculum divides the projects between the two subjects as follows: Intermediate Phase Grade 4 – term 1 History project Grade 5 – term 3 Geography project Grade 6 – term 3 History project Senior Phase Grade 7 – term 1 Geography project Grade 8 – term 3 Geography project Grade 9 – term 3 History project SOCIAL SCIENCES GRADES 4-6 CAPS 15 2.6.1 Projects in Geography All the Geography projects have a strong focus on field observation and research in the local environment. The Geography projects are specified as they form part of the essential knowledge required to complete the curriculum. Each project is identified and outlined at the relevant points in Section 3 of this CAPS curriculum document. 2.6.2 Projects in History: Suggested topics The following are recommended project topics. (These can be expanded and adapted to suit the context of the learners. Teachers can use the textbook for further guidance): History project for Grade 4 Term 1: Local history A local history project must be done during this term. The outline below is a suggestion only. Teachers may select their own topic for the project based on the resources they have available. The following class project will make the content for Term 1 more concrete for learners. Suggested project topic: Make a museum display: An interactive museum of everyday objects with labels to give them meaning. Find different kinds of information that show aspects of the local area. • Information can be from the past and from the present. • Learners should collect different kinds of information (pictures and photographs, written information and small objects) from home and their local area. • Learners should label the information they have collected. The label should identify what kind of information it is and what it tells about the local area. • Each learner should identify and interview one child or adult who has made a big or small difference for good in the area. Each learner should write down the name of the person and two to three sentences on what the person did to make a difference. • Information gathered should be carefully arranged and displayed in a museum display in a corner of the classroom. Notes: 1. In setting the projects up, there is a need to expand and explain the exact guidelines to be used in making a museum display and suggest an appropriate assessment exemplar. 2. Teachers should note that the word ‘sources’ has deliberately been changed to ‘how we find information about the past’ for Grades 4 – 6. The word ‘sources’ can be used if teachers feel that learners can grasp this concept. History project for Grade 6 Term 3: Suggested project topic: Life story of a leader 1. Teachers should introduce this research project at the beginning of the term. 2. A due date should be set so that learners can hand in their project in good time so that it can be marked and recorded as part of the term mark and feedback can be given. SOCIAL SCIENCES GRADES 4-6 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3. Teachers should help learners to make their choice of a leader. 4. Learners should do some of the work during lesson time and some of the work for homework. 5. Teachers must monitor the progress of the learners during the term. 6. Teachers should assist learners to gather information. 7. Parents and local groups can be approached for information. 8. Each learner should select a person to write about. Learners should write a biography of any South African who has contributed to building democracy. Ask and answer questions about the lives and qualities of good leaders Once learners have selected a leader, they should ask: Why is he or she an example of a good leader? Give examples of how this leader is an example of a good leader by explaining how he or she: 1. listens to people; 2. is a servant of the people and works for the good of others; 3. works with a team; 4. has courage; 5. is brave; 6. is dedicated and is wholeheartedly committed to his/her beliefs; 7. is dedicated and is wholeheartedly committed to others, and 8. is prepared to sacrifice or give up something for the sake of others. Note: Provide guidelines on how to do research and how to write a short biography. 2.7 TIME ALLOCATIONS AND WEIGHTING OF TOPICS Both subjects, History and Geography, should be taught and assessed in every term of the school year. Schools are free to organise their timetables within this constraint. The total time allocated for Social Sciences is three hours per week. A term of 10 weeks is therefore allocated 30 hours of contact time. Within this framework, it follows that: The time allocation for History is approximately 15 hours per 10-week term. The time allocation for Geography is approximately 15 hours per 10-week term. SOCIAL SCIENCES GRADES 4-6 CAPS 17 Important note: A suggested time allocation is given in hours for each topic and sub-topic. This is simply a guide, and need not be implemented rigidly. The suggested time allocations indicate the weighting or the depth of investigation required for each topic relative to other topics. 2.8 OVERVIEW OF TOPICS History SUMMARY: CONTENT OVERVIEW HISTORY INTERMEDIATE PHASE Term Grade 4 Grade 5 Grade 6 1 Local history Hunter-gatherers and herders in Southern Africa An African kingdom long ago in Southern Africa: Mapungubwe 2 Learning from leaders The first farmers in Southern Africa Explorers from Europe find Southern Africa 3 Transport through time An ancient African society: Egypt Democracy and citizenship in South Africa 4 Communication through time A heritage trail through the provinces of South Africa Medicine through time SUMMARY: CONTENT OVERVIEW HISTORY SENIOR PHASE Term Grade 7 Grade 8 Grade 9 1 The kingdom of Mali and the city of Timbuktu in the 14th century The Industrial Revolution in Britain and Southern Africa from 1860 World War II (1919-1945) 2 The Transatlantic Slave Trade The Mineral Revolution in South Africa The Nuclear Age and the Cold War (1945-1990) 3 Colonisation of the Cape in the 17th and 18th centuries The scramble for Africa: late 19th century Turning points in South African history 1948 and 1950s 4 Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century World War I (1914-1918) Turning points in South African history 1960, 1976 and 1994 Geography SUMMARY: CONTENT OVERVIEW GEOGRAPHY INTERMEDIATE PHASE Term Grade 4 Grade 5 Grade 6 1 Places where people live (settlements) Map skills (focus: Africa) Map skills (focus: World) 2 Map skills Physical features of South Africa Trade (focus: South Africa and world) 3 Food and farming in South Africa Weather, climate and vegetation of South Africa Climate and vegetation around the world 4 Water in South Africa Minerals and mining in South Africa Population – why people live where they do (focus: South Africa and world) SOCIAL SCIENCES GRADES 4-6 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SUMMARY: CONTENT OVERVIEW GEOGRAPHY SENIOR PHASE Term Grade 7 Grade 8 Grade 9 1 Map skills (focus: Local maps) Maps and globes (focus: Global and local) Maps skills (focus: Topographic and orthophoto maps) 2 Earthquakes, volcanoes and floods Climate regions (focus: South Africa and world) Development issues (focus: South Africa and world) 3 Population growth and change (focus: World) Settlement (Africa with a focus on South Africa) Surface forces that shape the earth (Physical Geography) 4 Natural resources and conservation in South Africa Transport and trade (focus: South Africa and world) Resource use and sustainability (focus: World) For reference purposes, all the topics in History and Geography from Grade 4 to Grade 12 are listed in full on the next two pages. HISTORY CONTENT TOPICS GRADES 4 – 12 TERM GRADE 4 1 Local history 2 Learning from leaders 3 Transport through time 4 Communication through time GRADE 5 1 Hunter-gatherers and herders in Southern Africa 2 The first farmers in Southern Africa 3 An ancient African society: Egypt 4 A heritage trail through the provinces of South Africa GRADE 6 1 An African kingdom long ago in Southern Africa: Mapungubwe 2 Explorers from Europe find Southern Africa 3 Democracy and citizenship in South Africa 4 Medicine through time GRADE 7 1 The kingdom of Mali and the city of Timbuktu in the 14th century 2 The Transatlantic Slave Trade 3 Colonisation of the Cape in the 17th and 18th centuries 4 Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century GRADE 8 1 The Industrial Revolution in Britain and Southern Africa from 1860 2 The Mineral Revolution in South Africa 3 The scramble for Africa: late 19th century 4 World War I (1914-1918) SOCIAL SCIENCES GRADES 4-6 CAPS 19 GRADE 9 1 World War II (1919-1945) 2 The Nuclear Age and the Cold War (1945-1990) 3 Turning points in South African history 1948 and 1950s 4 Turning points in South African history 1960, 1976 and 1994 TOPIC GRADE 10 1 The world around 1600 2 Expansion and conquest in the 15th – 18th centuries 3 The French Revolution 4 Transformations in Southern Africa after 1750 5 Colonial Expansion after 1750 6 The South African War and Union GRADE 11 1 Communism in Russia 1900-1940 2 Capitalism and the USA 1900-1940 3 Ideas of race in the late 19th and 20th Century 4 Nationalism: South Africa, the Middle East and Africa 5 Apartheid South Africa: 1940s-1960s GRADE 12 1 The Cold War 2 Independent Africa 3 Civil Society protests 1950s-1990s 4 Civil resistance 1970s-1980s: South Africa 5 The coming of democracy in South Africa and coming to terms with the past 6 The end of the Cold War and a new world order GEOGRAPHY CONTENT TOPICS GRADES 4 – 12 TERM GRADE 4 1 Places where people live 2 Map skills 3 Food and farming in South Africa 4 Water in South Africa GRADE 5 1 Map skills (focus: Africa) 2 Physical features of South Africa 3 Weather, climate and vegetation of South Africa 4 Minerals and mining in South Africa SOCIAL SCIENCES GRADES 4-6 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6 1 Map skills (focus: World) 2 Trade (focus: South Africa and World) 3 Climate and vegetation around the world 4 Population – why people live where they do (focus: South Africa and World) GRADE 7 1 Map skills (focus: local maps) 2 Earthquakes, volcanoes and floods 3 Population growth and change (focus: World) 4 Natural resources and conservation in South Africa GRADE 8 1 Maps and globes (focus: Global and local) 2 Climate regions (focus: South Africa and world) 3 Settlement (Africa with a focus on South Africa) 4 Transport and trade (focus: South Africa and world) GRADE 9 1 Maps skills (focus: topographic and orthophoto maps) 2 Development issues (focus: South Africa and world) 3 Surface forces that shape the Earth (Physical Geography) 4 Resource use and sustainability (focus: World) TOPIC GRADE 10 1 The composition and structure of the atmosphere 2 Plate tectonics, folding, faulting, volcanoes and earthquakes 3 Population: structure, growth, and movement 4 Water in the world: oceans, flooding, water management 5 Geographical techniques: topographic maps, GIS GRADE 11 1 Global air circulation, Africa’s weather and climate 2 Rocks and landforms, slopes, mass movements 3 Development: differences, issues, and opportunities 4 Resources and sustainability: soil, energy 5 Geographical techniques: topographic maps, aerial photos, orthophoto maps, GIS GRADE 12 1 Climate and weather: cyclones, local climate 2 Geomorphology: drainage systems and fluvial processes 3 Rural and urban settlement 4 Economic geography of South Africa 5 Geographical techniques: topographic maps, GIS, synoptic weather maps SOCIAL SCIENCES GRADES 4-6 CAPS 21 SECTION 3 3.1 INTERMEDIATE PHASE GEOGRAPHY: OUTLINE OF WHAT IS TO BE TAUGHT GRADE 4: INTERMEDIATE PHASE GEOGRAPHY - TERM 1 Topic: Places where people live (Settlements) Suggested contact time One term/15 hours Recommended resources • Collections of pictures and photographs to show different kinds of settlements and settlement features • Drawings or field sketches that show directions • Stories about the lives of people in different settlements • community members who have stories to tell Content and concepts • People and places * - 5 hours - Places to live in: farm, village, town, city - Work: jobs people do in different places ** - Buildings in different places and their uses – Buildings such as houses, animal shelters, shops, schools, clinics, banks, offices, places of worship, factories, garages and train stations - Roads and footpaths – how they are used within settlements • Landmarks and explaining the way - 3 hours - Identifying landmarks – natural and human made - Describing and drawing a short journey – such as the way to school *** - Explaining how to get from one place to another – left, right, straight, landmarks and names of roads. • People and their needs - 4 hours - What all people need: Water, food, shelter, health care, energy - Ways in which people meet their needs: Stories to describe how people in different places meet their needs **** • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Notes: *The focus should be on the functions, resources and human activities of different settlements. **Include primary, secondary and tertiary examples of human activities. There is no need to introduce this terminology at this level. ***Mapping skills are developed systematically in Term 2. This is a simple introduction and should focus on identifying and drawing a sequence of features and not on accuracy of mapping. ****Stories need not be case studies but should be based on real situations – both resourced and under resourced. (It is not necessary to cover all needs listed above.) This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4: INTERMEDIATE PHASE GEOGRAPHY - TERM 2 Topic: Map skills Suggested contact time One term/15 hours Recommended resources • Objects and pictures to show side and plan views • Blank maps: world (continents) South Africa (with provinces) • Map of South Africa (political) • Globe (model of the world) • World map (flat wall map) • Map puzzles (where possible) Content and concepts • Side views and plan views - 2 hours - Side views and views from above of simple objects – such as a cup, hat, - shoe, box, apple - Plan views – such as table, classroom, simple buildings, trees and a sports field - Pictures showing side views and plan views • Symbols and Keys * - 3 hours - Symbols as simple pictures or letters - Symbols on a simple large scale map - Keys as lists of symbols with their meanings on South African maps - Reading a map of a farm, village or part of town using symbols and a key - Drawing or completing own map using symbols and a key • Grid references * - 2 hours - Concept of alpha-numeric grid references - Grid references for symbols on a simple grid - Reading and giving grid references on a simple, large scale map • Compass Directions - 1 hour - north (N), south (S), east (E) and west (W) in local area - Compass directions (N, S, E and W) on a map ** • A map of South Africa *** - 2 hours - Sea and land on a map – how this is shown - Names of oceans along South Africa’s coastline - Provinces – names and locations on a map of South Africa - Main cities or towns of own province - Approximate location of own settlement on a map of South Africa • A globe and map of the world *** - 2 hours - The world is round like a ball – a map is flat - Continents – their names and where they are on a globe and on a map of the world - Oceans – Pacific, Atlantic and Indian - South Africa – a country on the continent of Africa (location) • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Notes: * Examples of different settlements and settlement features (Term 1) should be integrated into these map skills topics. ** Refer to maps of South Africa and the world with north at the top of the page. *** Learners should complete and colour blank maps. The focus here should be on transferring information from a completed map to a map of their own. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 23 GRADE 4: INTERMEDIATE PHASE GEOGRAPHY - TERM 3 Topic: Food and farming in South Africa Contact time One term/15 hours Recommended resources • Pictures of different crops, animals and types of food that people eat • Examples of foods – processed and unprocessed • Photographs of people working on farms • Flow diagrams with pictures to show food production processes • Map of South Africa with provinces Content and concepts • People and food - 2 hours - Food people eat – from plants and animals (classifying) * - Ways people get their food – buying; growing; collecting, fishing, hunting • Ways of farming - 3 hours - Farming for self and family (subsistence farming) - Farming crops and animals to sell (commercial farming) - Growing food in towns and cities • Crop and stock farming - 5 hours - Crop farming – important crops of South Africa - Case study of fruit farming in South Africa - Stock farming – large stock, small stock and poultry - Case study of stock farming in South Africa** - Location of main crop and stock farming areas in South Africa (symbols on a map) • Unprocessed and processed foods - 3 hours - Concepts of unprocessed and processed foods – with examples - How and why foods are processed – including cooking, drying, squeezing, cutting and mixing - From farm to factory to shop to home: wheat fields to bread to sandwich (flow diagram) • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 2 hours Notes * This does not include learning about food groups and balanced diets. These are included in curricula for Life Skills and Natural Science and Technology. ** Poultry farming is included in stock farming. LTSM writers and teachers may choose to select chicken farming or any other kind of stock farming as a case study. Highlight the need to take care of animals. This content and the associated concepts must be integrated with the geographical aims and skills listed in the Introduction. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4: INTERMEDIATE PHASE GEOGRAPHY - TERM 4 Topic: Water in South Africa Suggested contact time One term/15 hours Recommended resources • Pictures to illustrate sources of fresh water • Illustrated flow charts of the natural water cycle and cycles of water use • Stories of people collecting water/ keeping water clean/polluting water/ using water wisely Content and concepts • Uses of water - 2 hours - Daily uses in personal lives - Other uses – such as farming, factories, mines, electricity generation, gardens and recreation • Water as a resource - 5 hours - Salt water and fresh water on earth - The natural water cycle: from sea to land and back to sea - Fresh water in nature: rain, rivers, streams, wetlands, lakes and underground - Storing water: - Why people need to store water - Ways of storing water – such as in dams, water tanks, buckets and pots • How people get their water (access) - 3 hours - Rivers, streams and springs – people collecting and carrying water directly from natural sources - Boreholes and wells – getting water from underground - Trucks with water containers for places that do not have other sources - Taps – water travels along pipes from big dams to purification plants, reservoirs and finally to taps in communities, homes and other buildings • Pollution and wastewater - 2 hours - Personal, daily practices that pollute water - Factory and farming waste - Wastewater and sewage recycling - The water use cycle: how water, taken from the natural cycle, is used and returned to the sea • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 25 GRADE 5: INTERMEDIATE PHASE GEOGRAPHY - TERM 1 Topic: Map Skills (Focus: Africa) Suggested contact time One term/15 hours Recommended resources • World map • Globe • Political and physical maps of Africa (may be combined onto one map) • Photos of African landscapes • Compass Content and concepts • World map and compass directions - 2 hours - Position of equator, north and south poles on a globe - The seven continents (review from Grade 4) - Eight points of the compass – N /S/E/W/NE/NW/SE/SW - Eight directions from a fixed point on a world map • Africa our continent (oceans, countries and main cities) - 4 hours - Position of Africa on a world map and globe (review from Grade 4) - Oceans around Africa (names and locations) - Concepts of countries and borders - Countries of Africa o Location of all countries* o Landlocked or with a coastline; N,S, or on Equator* o Madagascar - a country and an island o Zanzibar - an island of Tanzania - Big cities of Africa – including Cairo, Lagos, Johannesburg, Nairobi - South Africa’s neighbours (Botswana, Lesotho, Mozambique, Namibia, Swaziland, Zimbabwe) - Concept of capital cities - Capital cities of South Africa and neighbouring countries • A physical map of Africa - 3 hours - Features on a physical map: high and low areas, mountains, rivers, lakes. - Ways of showing height above sea level on a physical map** - Location on a map* (including basic information about each feature) o Africa’s highest mountains: Kilimanjaro and Mount Kenya o Southern Africa’s highest peak: Thabana Ntlenyana in the uKhahlamba-Drakensberg range o Africa’s three largest lakes: Victoria, Tanganyika, Malawi o Africa’s great rivers: Nile, Niger, Congo, Zambezi, Limpopo, Gariep-Orange o Southern Africa’s famous waterfalls: Victoria, Maletsunyane, Augrabies o Africa’s great deserts: The Sahara and the Namib o Physical features as borders between countries – focus on rivers and lakes • Images of Africa - 3 hours - Photographs of a range of scenes and landscapes in Africa - such as physical features, settlement types, buildings and human activities (asking questions and extracting information)*** - Using grid references provided on a map to give approximate location of where photos were taken • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Notes: * These sections are for map reading and not for rote learning. ** Include shading and spot heights used on small scale map, such as a map of Africa. (Do not include contours.) *** Provide grid references of each photograph for a given map. This will allow for approximate location of photo on given map. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5: INTERMEDIATE PHASE GEOGRAPHY - TERM 2 Topic: Physical features of South Africa Suggested contact time One term/15 hours Recommended resources • Photographs of rivers, mountains, coastlines and other landscapes in South Africa • Pictures to show human activity in different physical environments • Physical map of South Africa Content and concepts • South Africa from above (physical map) 2 hours - High places and low places (review ‘sea level’ and ‘height above sea level’) - Coastal plain, escarpment, plateau (concepts and location of features in South Africa) - Location of the Highveld, Lowveld, Great Karoo, Little Karoo, Kalahari and Namaqualand • Physical features - 3 hours - Mountains, mountain ranges, valleys and hills, rivers, waterfalls, coastlines – capes and bays - Location of main physical features in own province - Location of selected physical features in South Africa – such as Table Mountain, the uKhahlamba-Drakensberg, Waterberg, Lake St. Lucia, Augrabies Falls, Cape Point, Algoa Bay * (map) - Place names – how a selection of three places/areas in South Africa got their names ** • Rivers - 3 hours - Where rivers begin and end – directions of flow from high areas to the sea - Concept of river systems – tributaries and catchment areas - Main rivers of South Africa – identifying the sources, major tributaries and directions of flow (map) • Physical features and human activities - 4 hours • Links between physical features, where people live and what they do (human activities) • Ways in which human activities change physical landscapes – case studies to include: o Impact of dams on the physical environment o Road building • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Notes: * Selected physical features should include a range of types of feature across South Africa. ** Select places associated with physical features This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 27 GRADE 5: INTERMEDIATE PHASE GEOGRAPHY - TERM 3 Topic: Weather, climate and vegetation of South Africa Suggested contact time One term/15 hours Recommended resources • Rain gauge, thermometer, wind sock or wind vane • Atlas with temperature and rainfall maps of South Africa • Photographs of different kinds of natural vegetation in South Africa • Rainfall statistics/graphs Content and concepts • Weather - 3 hours - Elements of weather – temperature, wind, cloud cover, rainfall - Precipitation – rain, hail and snow * - How temperature and rain can be measured (instruments and units of measurement) ** - Determining and describing wind direction - Weather maps in the media (newspaper and television) - How weather affects the daily lives of people • Observing and recording the weather (Independent project)*** - 2 hours - Observe and record the daily weather over a two-week period - Report on temperatures, cloud cover, precipitation and wind, using terms such as hot, warm, cold, cool, cloudy, partly cloudy, clear, dry, wet and windy **** - Include observations of wind direction and weather patterns over the period of observation - Observe and comment on how weather affects the daily lives of people • Rainfall - 2 hours - Rainfall in South Africa (distribution map) - Rainfall patterns – summer/winter/all year (maps; bar graphs for selected places) • Climate - 3 hours - Difference between weather and climate - Different kinds of climate in South Africa (hot, warm, cold, cool, dry, wet, humid) - Climate of own area – summer and winter • Natural vegetation - 3 hours - Concept of ‘natural vegetation’ - Links between natural vegetation and climate – examples of plants and adaptations to climate around South Africa - Case study – Savannah grasslands: o Location in South Africa o Links between climate, natural vegetation and wildlife • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 2 hours Notes * Precipitation: This is included to cover the concept of different kinds of precipitation. It is not necessary to include how different types of precipitation form. ** Making a rain gauge is a recommended activity *** This independent study is a project for formal assessment. Introduce this project early in the term for submission later in the term. It should not absorb much formal classroom time. However, some time for explaining and monitoring the project will be necessary. **** Learners with access to instruments of measurement (such as thermometer and rain gauge) should use them and record their findings using graphs where appropriate. Others should give descriptive observations. Drawing symbols for given terms on a daily calendar is recommended for all learners. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5: INTERMEDIATE PHASE GEOGRAPHY - TERM 4 Topic: Minerals and mining in South Africa Suggested contact time One term/15 hours Recommended resources • Map of South Africa to show distribution of main minerals across provinces • Pictures to illustrate all sections of topic Content and concepts • Mineral and coal resources of South Africa - 4 hours - Minerals as non-renewable resources - Main minerals mined in South Africa and their uses – including gold, platinum, diamonds, iron ore, chrome, copper, silver and manganese - Coal as a non-renewable resource o How coal is formed* o Uses of coal o Location of mineral and coal mines and links to settlement patterns (map) • Mining and the environment - 5 hours - Concept of mining - Ways of mining o Open pit/ surface mining o Shaft and deep level mining - Impact of mining on the environment – examples to include: o Pollution (water and air) o Destruction of vegetation and wildlife o Waste and waste disposal • Mining and people - 3 hours - Challenges of working in a deep gold mine – such as ventilation, heat, rock falls, dust - Health and safety risks for miners – including silicosis - Rules to protect health and safety of miners • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Notes * Coal is formed from organic plant remains and is therefore not a mineral. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 29 GRADE 6: INTERMEDIATE PHASE GEOGRAPHY - TERM 1 Topic: Map skills (Focus: World) Suggested contact time One term/15 hours Recommended resources • A set of atlases • Globe • Newspapers/magazines • 360° protractor Content and skills • Latitude and longitude (degrees) - 4 hours - Latitude and longitude on a globe (degrees) - Concept of hemisphere o Northern and southern hemispheres – divided by the equator o Eastern and western hemispheres – divided by the Greenwich Meridian and 180° longitude o Any place on the globe is in two hemispheres – north or south and east or west o Location of South Africa in southern and eastern hemispheres - Latitude and longitude on a map (degrees) – from a globe to a flat map - Locate selected countries and cities in degrees of latitude and longitude • Scale - 4 hours - Concept of scale o Small- and large-scale maps: different scales for different maps – from world maps to street maps * o Line scales o Word scales - Measuring straight-line distances between cities on a South African and world map • Atlases, global statistics and current events - 4 hours - Kinds of information provided in an atlas - How the content page of an atlas is organised - Own province in an atlas: What information can a map give about a province? - The world’s three: longest rivers/highest mountains/biggest deserts/biggest forests/biggest oceans**/ largest cities (population)/largest countries (area) - Locate major current events or places in the news on a map (on-going throughout the year) • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Notes: * Use word and line scales only. ** Note that all oceans join up to be one world ocean – it just has different names in different parts of the world. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6: INTERMEDIATE PHASE GEOGRAPHY - TERM 2 Topic: Trade (Focus: South Africa and the world) Suggested contact time One term/15 hours Recommended resources • Daily goods for practical exchange activities • Tables and graphs for data handling Content and skills • Why people trade - 2 hours - Trade as the exchange of goods - Trade as buying and selling of goods for money - Exports and imports – between South Africa and the world • What people trade - 2 hours - Goods: o Raw materials (primary products) o Manufactured goods (secondary products) - Skills and services • Resources and their values - 4 hours - Values of selected raw materials and manufactured goods - Case studies * o From cocoa to chocolate o From gold to jewellery • Fair trading - 4 hours - Concepts of ‘unfair trade’ and ‘fair trade’ - The human cost of unfair trade – work and exploitation - Fair trade – case study of a positive project • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours * Case studies here should demonstrate how resources change their values through the manufacturing process, the costs along the way and where profits are most marked. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 31 GRADE 6: INTERMEDIATE PHASE GEOGRAPHY - TERM 3 Topic: Climate and vegetation around the world Suggested contact time One term/15 hours Recommended resources • Atlas • World maps to show annual rainfall and summer and winter temperatures • Graphs with monthly temperature and rainfall data • Photographs of vegetation types • Photographs of people in their environments Content and concepts • Climate around the world * - 4 hours - Difference between weather and climate (review from Grade 5) - Hot, mild and cold climates of the world - including January and July temperature maps - Wet and dry areas of the world – including annual rainfall map • Tropical rainforests ** - 3 hours - Location on earth - Climate: temperature and rainfall patterns (monthly averages) - Natural vegetation and wildlife in a rainforest - Deforestation – reasons, consequences with a case study • Hot deserts - 3 hours - Location on Earth - Climate: temperature and rainfall patterns (monthly averages) - Natural vegetation and wildlife in a desert - How people live in a desert – examples of lifestyles • Coniferous forests - 3 hours - Location on earth - Climate: temperature and rainfall patterns (monthly averages) - Natural vegetation and wildlife in a coniferous forest - Human activities – examples to illustrate links between the natural environment and the ways that people make a living • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 2 hours Notes: * Factors influencing temperature and rainfall along with climate regions of the world are studied in Grade 8. Here the focus is on understanding climate variation and on reading and cross-referencing information on different maps. ** Savannah grasslands in South Africa are included as a case study in Grade 5. Here three more natural regions are introduced in preparation for ‘Climate regions of the world’ in Grade 8. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6: INTERMEDIATE PHASE GEOGRAPHY - TERM 4 Topic: Population – Why people live where they do (Focus: South Africa and the world) Suggested contact time One term/15 hours Recommended resources • Atlas • Statistics South Africa: Census in brief • Population distribution maps: South Africa and world Content and concepts • People and provinces in South Africa - 3 hours - Population distribution and population density - Population distribution in South Africa (distribution map) - Total population figures for each province (reading graphs) - Average population density for each province (reading graphs) • Why people live where they do (South Africa) - 5 hours - Reasons for location of settlements – such as climate, vegetation, natural features, laws (past and present), resources and human activities (such as mining, fishing and trade) - Concepts of rural and urban - Why people move from rural areas to towns and cities/urban areas • People around the world - 4 hours - Population distribution around the world (distribution map*) - The influence of climate, water and mineral resources on global settlement ** - Major cities and their population sizes (map*) - Case study of a major city to highlight the reasons for its location • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Notes: * The same population map may be used for these two sub-topics. ** While climate, water and mineral resources are not the only influences on global settlement, the strong influence of these factors should be noted on the world population distribution map. This should include cross-referencing with maps that show climate, physical features and mineral resources. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 33 3.2 INTERMEDIATE PHASE HISTORY: OUTLINE OF WHAT IS TO BE TAUGHT Rationale for selection of content Topics from the NCS that teachers are comfortable teaching have been kept. Some of the NCS topics that work well in the classroom were based on ‘themes’. This means that it has been difficult to maintain chronological coherence through every topic in every year and through the phases. Changes are based on the principle of ‘back to knowledge’ and have been made to: 1. allow for more depth in fewer topics; 2. allow for the development of History as a distinct discipline; 3. improve sequencing and increase chronological coherence within topics; 4. remove topics that are too cognitively demanding for the level; and 5. accommodate public comments. SUMMARY TABLE OF HISTORY CONTENT Term Grade 4 Grade 5 Grade 6 1 Local history Hunter-gatherers and herders in southern Africa An African kingdom long ago in southern Africa: Mapungubwe 2 Learning from leaders The first farmers in southern Africa Explorers from Europe find southern Africa 3 Transport through time An ancient African society: Egypt Democracy and citizenship in South Africa 4 Communication through time A heritage trail through the provinces of South Africa Medicine through time SOCIAL SCIENCES GRADES 4-6 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4: INTERMEDIATE PHASE HISTORY - TERM 1 Topic: Local History Suggested contact time One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background information: Teachers should note that the word ‘sources’ has deliberately been changed to ‘how we find information about the past’ for Grades 4 – 6. The word ‘sources’ can be used if teachers feel that learners can grasp this concept. Focus: Finding out about the past and applying this knowledge to local history. Content and concepts Finding a variety of kinds of information about the history of a local area • How we find out about the present in a local area - 2 hours - information from pictures - information from writing - information from stories and from interviews with people - information from objects • How we find out about the history of a local area - 3 hours - information from pictures - information from writing - information from stories and interviews with people - information from objects • History project for Grade 4: Local history 7 hours Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 35 GRADE 4: INTERMEDIATE PHASE HISTORY - TERM 2 • Topic: Learning from leaders • Suggested contact time • One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background information: The life stories of great leaders such as Mandela and Gandhi belong to all people all over the world. Their selection is based on their leadership qualities as human beings. Focus: The qualities of good leaders, using the life stories of Nelson Mandela and Mahatma Gandhi as examples. Content and concepts • Ask and answer questions about the lives and qualities of good leaders - 2 hours • A good leader: - listens to people; - is a servant of the people and works for the good of others; - works with a team; - has courage; - is brave; - is dedicated and is wholeheartedly committed to his or her beliefs; - is dedicated and is wholeheartedly committed to others; and - is prepared to sacrifice or give up something for the sake of others. • Life stories of leaders who show the above qualities: - Nelson Mandela - 5 hours - Mahatma Gandhi - 5 hours • Guiding questions: - Why is he an example of a good leader? - Is it always easy to be a good leader? - Are leaders always popular? - Are leaders always perfect? - How can ordinary people follow the example of good leaders? Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. Note: Teachers may add a local, provincial, national or international leader of their own choice if they have access to research material and if they have time. The leader must have contributed to the advance of democracy and human rights. SOCIAL SCIENCES GRADES 4-6 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 4: INTERMEDIATE PHASE HISTORY - TERM 3 Topic: Transport through time Suggested contact time 1 term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: How transport has changed people’s lives over time on land, water and in the air. Content and concepts • Transport on land - 6 hours - Animals - Carts, wagons and coaches - The bicycle - The steam engine and the train - The motor car - Common forms of transport of people and goods on land today • Case study: Environmental damage: exhaust fumes in a big city - 1 hour • Transport on water - 4 hours - Rafts, canoes and reed boats - Some of the first sailing ships: Chinese junks, Arab dhows, caravels, British tall ships, clippers - The first steamships - Modern forms of water transport • Transport in the air - 2 hours - Balloons and airships - Wright brothers and the invention of the first aeroplane - Modern forms of air transport Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 2 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 37 GRADE 4: INTERMEDIATE PHASE HISTORY - TERM 4 Topic: Communication through time Suggested contact time One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: How communication has changed over time, and how many forms of communication have stayed the same. Content and concepts • The oldest forms of human communication - 3 hours - Language, symbols, songs, art and dance • San hunter-gatherers (the first people in southern Africa) as an example • Change in modern forms of communication - 9 hours - Postal system - Radio - Early typewriters before electricity - Telegraph - Telephone - Camera - Television - Computer - Internet - Cell phone Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5: INTERMEDIATE PHASE HISTORY - TERM 1 Topic: Hunter-gatherers and herders in southern Africa Suggested contact time One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background information: The content listed below applies to the last 10 000 years of the Later Stone Age. Older Stone Age periods go back over hundreds of thousands of years. Farmers entered southern Africa about 1 700 years ago. Hunter-gatherers were not marginalised or out-competed, but shared the southern African farming landscape with farmers over much of the last 1 700 years. Focus: The way of life of the hunter-gatherers and herders, the earliest inhabitants of southern Africa, and how we find out about them. Content and concepts South Africa from 10 000 thousand years ago: people of the Later Stone Age • How we find out about hunter-gatherers and herders - 2 hours - Stories - Objects - Rock paintings - Books - In the present we find out about them by observing living societies (ethnography) • San hunter-gatherer society in the Later Stone Age - 8 hours - Lived off the environment (A deep knowledge of the environment meant the San knew when wild resources were seasonally available. They moved to coincide with that availability.) - The invention of the bow and arrow, which contributed to hunting effectiveness - Social organisation: all things were meant to be shared equally within a group - Plant medicines - San beliefs and religion - Rock art o Where, when, how and why it was created o Interpretations of rock art o South African Coat of Arms and the Linton Rock Art Panel • Khoikhoi herder society in the Later Stone Age - 2 hours - Pastoral way of life - How San and Khoikhoi shared the same landscape Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. Note: LTSM writers should not include detail on modern San in the Kgalagadi or in Namibia. SOCIAL SCIENCES GRADES 4-6 CAPS 39 GRADE 5: INTERMEDIATE PHASE HISTORY - TERM 2 Topic: The first farmers in southern Africa Suggested contact time One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background information: The first farmers in southern Africa were Bantu-speakers and archaeology shows that they entered southern Africa between 2 000 and 1 700 years ago. The study of Iron Age archaeology provides a history for the majority of present-day southern African and South African citizens. The term ‘Iron Age’ is a convenient label for this period, as people made tools from iron, but all the other facets of these societies should not be ignored. Archaeologists therefore use terms such as ‘agriculturists’ or ‘farmers’. The entry of farmers did not end the occupation of hunter-gatherers. They in fact shared the landscape – in some instances in intermarriage and in cultural interaction (all the clicks in the Nguni languages, for example, are derived from Khoisan languages). Iron Age societies were highly fluid, flexible and had a great capacity for change. People could move, shift and change their affiliation if they were not happy. The popular idea that Bantu-speaking people lived in ‘tribes’ is incorrect and the term must be avoided, as it assumes societies were static and unchanging. Instead, ‘chiefdom’ is a better term, but it must be remembered that chiefdoms were fluid and flexible – they came and went, and political power and citizenship changed constantly. Indigenous societies were political and strategically, economically and technologically innovative before the colonial period. The myth that so frequently surfaces is the contrast between societies with writing (‘civilised, progressive, innovative’), with indigenous societies (“tribal, mired in a static traditionalism”). All people all over the world are equally politically, economically, strategically and technologically innovative, irrespective of when they live and where they live. Focus: The way of life of the first farmers of southern Africa and how we find out about them. Content and concepts • When, why and where the first African farmers settled in Southern Africa - 2 hours - Attitudes to land Interaction with Khoisan – principles of generous acceptance of other people. (In Iron Age society it was important for political power that leaders accepted strangers and integrated them into their own societies). • How early African farmers lived in settled chiefdoms - 10 hours - Homesteads and villages - Agriculture: crops and livestock - Social, political and economic structures o Roles of men, women, boys and girls (Children were economically active from an early age and took pride in contributing to the well-being of the community. In their teens they were initiated and educated into the responsibilities of adulthood.) o A culture of co-operation, e.g. communal work parties during the ploughing season, helping a newcomer by lending calves for a year or two. This ensured the well-being and good social relations of the community as a whole. o The role of the chief o The role of cattle • Tools and weapons from iron and copper - Division of labour: gender-based activity: men - Metal working (iron, smelting and fire technology, smithery) • Pottery • Division of labour: gendered activity: women - Day-to-day use - Use in ceremonies with the Lydenburg Heads as an example - Trade - Medicine and healing - Hunting Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. Note: Societies are never static, but change continuously over time. Change occurred more slowly long ago, whereas today change is usually more rapid. Between 900 and 1300 AD, chiefdoms became bigger, more organised and more complex. Learners will study these changes in Grade 6. SOCIAL SCIENCES GRADES 4-6 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 5: INTERMEDIATE PHASE HISTORY - TERM 3 Topic: An ancient African society: Egypt Suggested contact time One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: The way of life in ancient Egyptian society. Content and concepts • The Nile River and how it influenced settlement - 2 hours • Way of life in ancient Egypt - 8 hours - Social structure in ancient Egypt - Beliefs and religion - Pharaohs - Sphinx, pyramids and temples - Hieroglyphics - Mathematics and astronomy - Medicine and physicians: diseases, anatomy, physiology and clinical examinations • Case study : The tomb of Tutankhamen - 2 hours - Discovery of the tomb, who, when, why - What the discovery revealed about ancient Egyptian society • The spread of Egypt’s advanced knowledge to other places, such as Europe and the Middle East - 1 hour Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 2 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 41 GRADE 5: INTERMEDIATE PHASE HISTORY - TERM 4 Topic: A heritage trail through the provinces of South Africa Suggested contact time 1 term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background information: We have a rich and diverse heritage that belongs to all South Africans today. Heritage can be tangible and intangible. Tangible heritage includes things we can see and touch. Intangible heritage includes things such as our family heritage, religion, praise poetry, music, songs, dance and festivals. This heritage trail takes us to places in different parts of South Africa and looks at some of the things of significance that we have inherited from the past. Focus: An example of heritage of significance from each province Content and concepts • The names of provinces and their capital cities on a map - 1 hour • What heritage is - 2 hours • Different examples of heritage from each province: 9 hours - Heritage in sites of significance: Example: Cradle of Humankind: Gauteng - Heritage in objects: Example: Golden objects at Mapungubwe: Limpopo - Heritage in people’s achievements: Example: Frances Baard: Northern Cape - Heritage in names of places: Example: Names of rivers, dams and towns: Free State - Heritage and changing identities: Example: The Castle: Western Cape - Heritage and indigenous medicine : Example: The healing properties of the aloe: Eastern Cape - Heritage in architecture: Example: Stone-walled town of Kaditshwene: North West - Natural heritage and indigenous knowledge systems (IKS): Example: Makhonjwa Mountains, the oldest in the world. Mountains and ancestors in IKS: Mpumalanga - Heritage in art: Example: San Rock art in the Drakensberg: Kwazulu Natal Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. Notes: • The examples for each province are a guide. Other examples for each province may be chosen by LTSM writers. LTSM writers must clearly explain the concepts of heritage in context. • Teachers may select further heritage examples from the province in which their school is situated if time allows and if resources are available. SOCIAL SCIENCES GRADES 4-6 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6: INTERMEDIATE PHASE HISTORY - TERM 1 Topic: An African kingdom long ago in southern Africa: Mapungubwe Suggested contact time One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background information: This topic provides an opportunity to expand ideas about change and technological, social and political innovation. The period from 900 AD was increasingly about southern African interior societies becoming part of a much wider world through trade, commerce and cultural exchange. Mapungubwe was a complex society of a much larger political scale than had been seen before in southern Africa. There were changes in political power, leadership and authority and in organising, managing and maintaining that political power. It is important to understand Mapungubwe in its historical context. This topic therefore provides a brief introductory overview of the settlements in the Limpopo Valley before Mapungubwe, and a brief concluding overview of Great Zimbabwe, which succeeded Mapungubwe as the centre of southern African trade. The topic also includes Marco Polo’s travels, as he was a European explorer in Asia at the same time as Mapungubwe was at the height of its power. This provides a useful comparison of societies across some parts of the world in the same time period. Focus: The main focus is on Mapungubwe, its internal structure and its trade within Africa and across the Indian Ocean. Content and concepts • Changes in societies in the Limpopo Valley between 900 AD and 1 300 AD: bigger, more organised and more complex - 1 hour • Settlements in the Limpopo Valley before Mapungubwe: K2 and Schroda • Mapungubwe: first state in southern Africa 1220 – 1300 - 6 hours - King and sacred leadership - First stone-walled palace - Significance of Mapungubwe Hill - First town - Distinct social classes - Golden rhinoceroses and other golden objects (symbols of royal power and political leadership) - Trade across Africa and across Indian Ocean and beyond (globablisation) - Goods traded - People’s journeys on foot: routes, dangers, finding the way - Today: World Heritage Site and Order of Mapungubwe • Change and continuity in East Coast trade with settlements inland - 1 hour • Great Zimbabwe • European explorer in Asia at the same time as Mapungubwe was at its height - 3 hours - European explorer Marco Polo and his travels - Marco Polo’s influence on European traders and explorers Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 43 GRADE 6: INTERMEDIATE PHASE HISTORY - TERM 2 Topic: Explorers from Europe find southern Africa Suggested contact time One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background information: The topics dealt with in term 1 included the kingdom of Great Zimbabwe. It is important to note that this complex Southern African society was at the height of its power at the same time as the European Renaissance occurred. Europeans had always been curious about Africa, but at this stage in European history, Europeans knew very little about Africa. Europeans only began to explore our continent about 600 years ago. The huge impact Europe later had on the continent of Africa (particularly the British impact on South Africa) will be studied in Grades 7, 8 and 9. Focus: Changes in Europe which enabled Europeans to explore other parts of world, and their early exploration of the Southern African coast. Content and concepts • Reasons for European exploration: 8 hours • The European Renaissance 15th and 16th centuries: a turning point in European history - Case studies: The contributions of: - Leonardo da Vinci - Galileo • New ideas and knowledge (including influence on Europe from elsewhere) • Inventions: gunpowder, magnetic compass, caravel (including influence on Europe from elsewhere) • Spreading the Christian religion • Trade and making a profit - European trade route to the East via southern Africa - 4 hours - Dias and his crew encounter the Khoikhoi in Mossel Bay 1488 - The journey of Dias - The journey of Da Gama VOC (Dutch East India Company) journeys - Life of a sailor on a VOC ship Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 6: INTERMEDIATE PHASE HISTORY - TERM 3 Topic: Democracy and citizenship Suggested contact time One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background information: South Africa became a democracy for the first time in 1994 after many years of struggle against apartheid. Focus: The meaning of democracy and good citizenship. Content and concepts • How people govern themselves in a democracy: our national government - 7 hours - The first democratic government in South Africa 1994 - Political parties and voting in national elections - The purpose of the Constitution - The role of Parliament - The importance of rules and laws - The justice system and equality under the law • Rights and responsibilities of citizens in a democracy - Case study: Fatima Meer: a leader in building democracy - The Constitutional Court - Case study: Pius Langa: Chief Justice and Head of the Constitutional Court: 2005 – 2009 • Children’s rights and responsibilities - 2 hours - Children’s Charter of South Africa • National symbols since 1994 - 2 hours - Coat of Arms - National flag - National anthem History research project for Grade 6: A biography of a South African who has contributed to building democracy. Class time for project work - 2 hours Note: Textbooks should provide details on how to do a research project and write a biography. Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 2 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 CAPS 45 GRADE 6: INTERMEDIATE PHASE HISTORY - TERM 4 Topic: Medicine through time Suggested contact time One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background information: In South Africa, indigenous medicine is associated with the herbs, remedies (or muti) and advice imparted by sangomas or nyangas. Indigenous healing tends to take a holistic approach to illness and treats the patient’s spiritual and physical well-being together. Western medicine is often contrasted with the approach taken by practitioners of indigenous medicine. Western medicine is associated with diseases of the physical body and is based on the principles of science, technology and knowledge developed mainly in Western Europe and Northern America. Western medicine has in the past often neglected the link between the spiritual and the physical, but a more holistic approach is now commonly part of the teaching in most Western medical schools. Focus: The changing ways of treating illness Content and concepts • Indigenous healing in South Africa - 3 hours - It is believed that illness has more than physical causes: illness has causes that can be cured in a holistic way by finding ways of setting the patient’s mind at rest, contacting ancestors, through dreams and indigenous medicine - Not all indigenous practices involve spiritual healing. Some healers have a vast knowledge of medicinal plants. Many traditional healers use herbs and plants, not spirits, to cure patients. Western companies are continuously discovering more and more pharmaceutical uses for indigenous plants - How people are identified and trained to be healers • Some modern Western scientific medical discoveries - 7 hours - The fight against infectious disease: o Vaccination against smallpox and the role of Edward Jenner o The connection between germs and disease and the role of Louis Pasteur o The germs that cause TB and the role of Robert Koch o The first antibiotic (penicillin) and the role of Alexander Fleming o Case study: A breakthrough in surgery: the first heart transplant o Brief overview of discoveries which made this surgery possible: anaesthetics; avoiding infection; blood transfusions; X-rays; o heart surgery: Christiaan Barnard and the world’s first heart transplant operation • Link between holistic and Western forms of healing today - 2 hours Revision, assessment (formal and informal) and feedback should take place on an ongoing basis - 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 4-6 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: ASSESSMENT IN SOCIAL SCIENCES 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement, evaluating this evidence, recording the findings and using this information to understand and thus assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience. Guidelines for good assessment practices in History and Geography The aims and skills in the subject must be applied to the content knowledge as well as to the tasks, projects, tests or examinations. In assessing knowledge, teachers will be assessing the learner’s ability to achieve the aims and demonstrate the skills outlined in Section 2 of this document. To enable learners to achieve the aims and demonstrate the skills, they will need to have a full grasp and understanding of the content and concepts outlined in Section 3. Memory skills remain important. Assessment usually involves writing. This means that learners should be taught writing skills and should be helped to practise them. Oral work, speaking, debating and drama can also be assessed and are sometimes very valuable for revision or preparation for written work. Learners often experience difficulty in writing at length and in essay format. They need to be trained to select the information they want to include (only to choose what is relevant), to arrange the information (to put it in order together with other information) and to connect information (to make a logical sequence, or argument). The quality of learners’ work depends on the care with which their tasks and questions are set. They should be given precise and detailed instructions, both to tell them what they must do and to tell them where they can find the information they need. It is often a good idea to break down substantial questions into a number of smaller ones, or steps. Plagiarism (using someone else’s work and pretending it is one’s own) is a particular problem, whether it involves someone else doing the work, copying another learner’s work, or cutting and pasting from the Internet. It is essential that learners be trained to show whenever they quote something and to give their references. Likewise, teachers need to set learners an example by always giving the references for information and sources that they use. 4.2 INFORMAL OR DAILY ASSESSMENT Assessment for learning has the purpose of continuously collecting information on learners’ achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for SOCIAL SCIENCES GRADES 4-6 CAPS 47 teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks. Self-assessment and peer assessment actively involve learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. Learners should read and write regularly, starting with sentences and paragraphs and building up to extended pieces of work. Much of this may be structured by working through activities provided in the textbook. Other reliable sources of information that may enrich the curriculum can be used with careful selection and discretion. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. 4.3 FORMAL ASSESSMENT All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations, performances, etc. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and subject. 4.3.1 Formal assessment requirements of Social Sciences History and Geography must be assessed separately. The forms of assessment used should be appropriate for learners’ age and developmental level. Learners must complete formal assessments each term for History and for Geography. Formal assessments include formally assessed tasks, along with projects and examinations. (Refer to programme of assessment on the next page.) 4.3.2 Types of formal assessment for Social Science Projects Learners complete one project in Social Sciences in each grade. They therefore do a project in either History or Geography in a given year. For more details on projects and when these are to be completed, refer to Section 2 of this document. Tests and examinations Tests and examinations for formal assessment should cover a substantial amount of content. Tests and examinations must be completed under strictly controlled conditions. SOCIAL SCIENCES GRADES 4-6 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Each test and examination must cater for a range of cognitive levels. (Refer to the table in the section on planning for assessing later in this section.) Cognitive level Percentage Lower order: Knowledge and recall 30 Middle order: Comprehension and application 50 Higher order: Analysis, Evaluation and Synthesis 20 Tasks Tasks should be designed to cover the content and concepts of the subject and include a variety of activities selected to assess the identified aims and skills. Formal assessment tasks may include one or a combination of the activities listed below. This list may be extended: • Writing short answers to questions (these may be single words, short phrases or sentences) • Writing paragraphs and, from Grade 7, sequencing these into passages of extended writing • Researching questions or topics • Writing up a small piece of research • Reading and summarising • Listening and note-taking • Recording observations • Answering questions (short and/or longer responses) • Asking questions (questions reveal insight) • Completing worksheets • Drawing and labelling • Matching, sorting, listing, describing and comparing texts, graphs, maps, photographs, pictures • Making connections between causes and effects • Identifying similarities and differences • Selecting and organising information • Analysing and synthesising information • Reading, completing and/ or drawing maps SOCIAL SCIENCES GRADES 4-6 CAPS 49 • Working with data (graphs and tables) • Finding and/or working with sources • Cross-referencing and comparing information • Giving an explanation (orally, written or visually) • Identifying and discussing issues • Expressing and justifying a view • Evaluating ideas and actions • Detecting bias • Doing a presentation (orally, written or visually) • Making a model, poster or chart • Interpreting photographs and writing captions • Participating in a structured, prepared discussion, debate or role play. Before handing out an assessment task to learners, teachers should ensure that they are able to answer all the questions themselves. When teachers set an assessment task, they should draw up a memorandum of answers and/or a rubric for the assessment. Refer to the seven-point rating code or scale of achievement when constructing a rubric. Teachers should mark assessment tasks without delay. Learners should receive continuous, constructive feedback both informally and formally. Feedback should acknowledge strengths and identify areas of weakness for learner’s developmental needs. Action plans on how learners will be supported should accompany this feedback. It is important that the feedback provided to learners encourages them to do better, and builds their self-confidence. Planning for Assessment Setting good assessment tasks can be very challenging and teachers are encouraged to use carefully selected textbooks as a guide, and to share good assessment tasks with teachers in other schools. Follow these steps when designing your own task or activity: 1. Clarify the purpose of the assessment (Why?) 2. Decide on the task activity or activities (Form of assessment) 3. Decide on the content, concepts and skills to be assessed (What?) 4. Select a format for learner presentation (Clarify the method: How?) Formal assessments must cater for a range of cognitive levels and abilities of learners as shown below. A formal assessment should include low, middle and high order activities or questions, with a weighting towards the cognitive level of the middle order. SOCIAL SCIENCES GRADES 4-6 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) KNOWLEDGE AND RECALL COMPREHENSION/ UNDERSTANDING APPLICATION CONCEPTUAL REASONING: ANALYSIS CONCEPTUAL REASONING: SYNTHESIS CONCEPTUAL REASONING: EVALUATION Low order Middle order High order Absorb Count Define Identify Label List Match Memorise Name Outline Point out Quote Recite Recognise Repeat Remember Reproduce Respond Select State Trace Classify Compare Convert Discuss Distinguish Define Demonstrate Describe Estimate Explain Generalise Give examples Illustrate Infer Interpret Match Paraphrase Restate Rewrite Select Summarise Translate Change Compute Construct Demonstrate Draw Illustrate Predict Relate Solve Use Breakdown Differentiate Discriminate Investigate Organise Relate Separate Subdivide Abstract Arrange Combine Compile Construct Create Design Discuss Formulate Generalise Generate Group Integrate Organise Summarise Appraise Conclude Contrast Create Critique Criticize Decide Dispute Evaluate Grade Judge Justify Interpret Support Recommend SOCIAL SCIENCES GRADES 4-6 CAPS 51 4.4 PROGRAMME OF ASSESSMENT The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. Intermediate Phase School-Based Assessment (SBA): 75% (including mid-year examination/test) Year-end examination: 25% Grade 4 Term 1 History Project School-Based Assessment (SBA) 75% Geography Task Term 2 History Task/Test Geography Task/ Test Term 3 History Task Geography Task Term 4 History Test/Examination Year-end test/examination 25% Geography Test/Examination Grade 5 Term 1 History Task School-Based Assessment (SBA) 75% Geography Task Term 2 History Task/Test Geography Task/Test Term 3 History Task Geography Project Term 4 History Test/Examination Year-end test/examination 25% Geography Test/Examination SOCIAL SCIENCES GRADES 4-6 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 6 Term 1 History Task School-Based Assessment (SBA) 75% Geography Task Term 2 History Task/Test Geography Task/Test Term 3 History Project Geography Task Term 4 History Test/Examination Year-end test/examination 25% Geography Test/Examination 4.5 RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the curriculum and assessment policy statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and his or her readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learners’ performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING Rating code Description of competence Percentage 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 Teachers will record actual marks against the task by using a record sheet and report percentages against the subject on the learners’ report cards. SOCIAL SCIENCES GRADES 4-6 CAPS 53 Social Sciences for Intermediate and Senior Phase learner reports: Show History and Geography separately and together on school report, as in the example below: Social Sciences History % Geography % Average (Social Sciences) 4.6 MODERATION OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. 4.7 GENERAL This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R – 12. SOCIAL SCIENCES GRADES 4-6 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     LEWENSVAARDIGHEDE Kurrikulum- en assesseringsbeleidsverklaring Intermediêre fase Graad 4-6 Nasionale Kurrikulumverklaring (NKV)     WISKUNDE Kurrikulum- en assesseringsbeleidsverklaring Intermediêre fase Graad 4-6 Nasionale Kurrikulumverklaring (NKV) WISKUNDE GRAAD 4-6 KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 4-6 WISKUNDE WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: + 27 12 357 3000 Faks: + 27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: + 27 21 465 1701 Faks: + 27 21 461 8110 Webtuiste: http: //www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0775-7 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery WISKUNDE GRAAD 4-6 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die gemeenskap van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot ‘n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1 WISKUNDE GRAAD 4-6 KABV INHOUD AFDELING 1: KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING........................................ 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10–12 ........................................................................................................................................... 7 AFDELING 2: DEFINISIES, DOELWITTE, VAARDIGHEDE EN INHOUD ............................................... 8 2.1 Inleiding ..................................................................................................................................................... 8 2.2 Wat is wiskunde? ........................................................................................................................................... 8 2.3 Spesifieke doelwitte....................................................................................................................................... 8 2.4 Spesifieke vaardighede ................................................................................................................................. 8 2.5 Fokus op inhoudsareas................................................................................................................................. 9 Wiskunde inhoudskennis................................................................................................................................ 10 2.6 Gewig van inhoudsareas............................................................................................................................. 13 2.7 Spesifikasie van inhoud .............................................................................................................................. 13 Getalle, Bewerkings en Verwantskappe......................................................................................................... 14 Patrone, Funksies en Algebra ........................................................................................................................ 19 Ruimte en Vorm (Meetkunde) ....................................................................................................................... 22 Meting............................................................................................................................................................. 26 Datahantering................................................................................................................................................. 32 2 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 3: VERDUIDELIKING VAN INHOUD.................................................................................... 35 3.1 Inleiding......................................................................................................................................................... 35 3.2 Tydstoewysing.............................................................................................................................................. 35 3.3 Verduidelikende notas met onderrig-riglyne ............................................................................................. 35 3.3.1 Verduideliking van Graad 4-inhoud...................................................................................................... 37 Graad 4 kwartaal 1............................................................................................................................... 37 Graad 4 kwartaal 2............................................................................................................................... 68 Graad 4 kwartaal 3............................................................................................................................... 88 Graad 4 kwartaal 4............................................................................................................................. 105 3.3.2 Verduideliking van Graad 5-inhoud.................................................................................................... 124 Graad 5 kwartaal 1............................................................................................................................. 124 Graad 5 kwartaal 2............................................................................................................................. 157 Graad 5 kwartaal 3............................................................................................................................. 178 Graad 5 kwartaal 4............................................................................................................................. 199 3.3.3. Verduideliking van Graad 6-inhoud.................................................................................................... 217 Graad 6 kwartaal 1............................................................................................................................. 217 Graad 6 kwartaal 2............................................................................................................................. 245 Graad 6 kwartaal 3............................................................................................................................. 264 Graad 6 kwartaal 4............................................................................................................................. 285 AFDELING 4: ASSESSERINGSRIGLYNE............................................................................................ 302 4.1 Inleiding ................................................................................................................................................. 302 4.2 Tipes assessering ...................................................................................................................................... 302 4.3 Informele of daaglikse assessering.......................................................................................................... 303 4.4 Formele assessering.................................................................................................................................. 303 4.5 Opteken en verslaggewing........................................................................................................................ 305 4.6 Moderering van assessering..................................................................................................................... 306 4.7 Algemeen ................................................................................................................................................. 306 3 WISKUNDE GRAAD 4-6 KABV AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; 4 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid￾Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; 5 WISKUNDE GRAAD 4-6 KABV • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). 6 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 7 WISKUNDE GRAAD 4-6 KABV 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. 8 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: DEFINISIES, DOELWITTE, VAARDIGHEDE EN INHOUD 2.1 INLEIDING In afdeling 2 word onderwysers in die Intermediêre Fase ingelig ten opsigte van ʼn definisie van Wiskunde, spesifieke vaardighede, fokus van die inhoudsareas, gewig van die inhoudsareas en spesifikasies met betrekking tot die inhoud. 2.2 WAT IS WISKUNDE? In wiskunde word ‘n eie, gespesialiseerde taal gebruik wat simbole en notasies behels om numeriese, meetkundige en grafiese verwantskappe te beskryf. Wiskunde is ‘n menslike aktiwiteit wat die volgende behels: Waarneming, voorstelling en ondersoek van patrone, en kwantitatiewe verwantskappe in fisiese en sosiale verskynsels, asook tussen wiskundige voorwerpe self. Deur hierdie proses word nuwe wiskundige idees en insigte ontwikkel. 2.3 SPESIFIEKE DOELWITTE Die onderrig en leer van wiskunde is daarop gerig om die volgende in die leerder te ontwikkel: • ‘n kritiese bewustheid van hoe wiskundige verwantskappe in sosiale-, omgewings-, kulturele- en ekonomiese verband gebruik word; • die nodige selfvertroue en bevoegdheid om enige wiskundige situasie te hanteer, sonder om deur ‘n vrees vir wiskunde gekniehalter te word; • ‘n gees van weetgierigheid en ‘n liefde vir wiskunde; • ‘n waardering vir die skoonheid en elegansie van wiskunde; • erkenning dat wiskunde ‘n kreatiewe deel van menslike aktiwiteit is; • diepgaande konseptuele begrippe ten einde wiskunde te verstaan; • spesifieke kennis en vaardighede wat nodig is vir: - die toepassing van wiskunde m.b.t. fisiese, sosiale en wiskundige probleme; - die studie van verwante vakmateriaal (byvoorbeeld ander vakke); - verdere studie van wiskunde. 2.4 SPESIFIEKE VAARDIGHEDE Vir die nodige wiskundige vaardighede, behoort die leerder: • die korrekte wiskundige taal aan te leer; • getalbegrip te ontwikkel, bewerkings en die toepassings daarvan te kan doen; • te leer om te luister, te kommunikeer, te dink en logies te redeneer, asook die wiskundige kennis, te kan toepas; 9 WISKUNDE GRAAD 4-6 KABV • inligting te ondersoek, te analiseer, te interpreteer en voor te stel; • vaardig te wees in probleemstelling en probleemoplossing; • ‘n bewustheid te ontwikkel van die belangrike rol wat wiskunde in alledaagse situasies speel. Dit sluit ook die persoonlike ontwikkeling van die leerder in. 2.5 FOKUS OP INHOUDSAREAS Wiskunde in die Intermediêre Fase bestaan uit vyf inhoudsareas: • Getalle, Bewerkings en Verwantskappe; • Patrone, Funksies en Algebra; • Ruimte en Vorm (Meetkunde); • Meting; en • Datahantering Elke inhoudsarea dra tot ‘n spesifieke vaardigheid by. Die volgende tabel dui die algemene, sowel as die spesifieke fokus van die inhoudsareas vir die Intermediêre Fase aan. 10 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE-INHOUDSKENNIS Inhoudsarea Algemene inhoudsfokus Spesifieke inhoudsfokus vir die Intermediêre Fase Getalle, bewerkings en verwantskappe Ontwikkeling van getalbegrip wat die volgende insluit: • die betekenis van verskillende soorte getalle; • die verwantskap tussen verskillende soorte getalle; • die relatiewe grootte van verskillende getalle; • hervoorstelling van getalle op verskillende maniere; • werk met getalle; • die vermoë om te skat en oplossings te kontroleer. • Die omvang van getalle wat teen die einde van graad 6 ontwikkel is, word uitgebrei na minstens 9-syferheelgetalle, desimale breuke tot minstens 2 desimale plekke, gewone breuke en breuke wat in persentasievorm geskryf word. • In hierdie fase word daar van die leerder verwag om te vorder van tel op ’n betroubare wyse tot die vermoë om berekeninge met al vier bewerkings vlot uit te voer. Die leerder behoort aangemoedig te word om met begrip te memoriseer, akkuraat te vermenigvuldig, en hoofberekeningsvaardighede te verskerp. • Aangesien die omvang van getalle waarmee die leerder werk, voortdurend uitbrei, moet veel aandag bestee word aan hoe om die begrip plekwaarde te verstaan sodat die leerder ’n aanvoeling vir groot getalle en desimale breuke kan ontwikkel. • Deur die studie van ’n verskeidenheid Numeriese patrone behoort die leerder eienskappe van getalle en bewerkings te herken en te beskryf, insluitend identiteitseienskappe, faktore, veelvoude, asook kommutatiewe, assosiatiewe en distributiewe eienskappe. Patrone, funksies en algebra Algebra is die taal waarin wiskunde die meeste ondersoek en gekommunikeer word. Algebra kan as ‘n veralgemeende rekenkunde beskou word, en dit kan na die studie van funksies en ander verwantskappe tussen veranderlikes uitgebrei word. ‘n Sentrale deel van hierdie uitkoms is daarop gerig om die leerder doeltreffende hanteringsvaardighede in die gebruik van algebra te laat verwerf. Dit fokus ook op die volgende: • die beskrywing van patrone en verwantskappe deur die gebruik van simboliese stellings, grafieke en tabelle; • die identifisering en ontleding van reëlmatigheid en variasie in patrone en verwantskappe wat leerders in staat stel om voorspellings te maak en probleme op te los. • In die Intermediêre Fase word die studie van numeriese en meetkundige patrone uitgebrei terwyl daar spesiaal op die volgende verwantskappe gefokus word: - tussen terme in ’n reeks; - tussen die nommer van die term (sy plek in die reeks) en die term self. • Die studie van numeriese en meetkundige patrone ontwikkel die begrippe veranderlike, verwantskap en funksie. Die leerder se begrip van hierdie verwantskappe sal hom of haar in staat stel om die reëls onderliggend aan die patrone te beskryf. • Hierdie fase fokus spesifiek op die gebruik van verskillende, dog gelykwaardige, voorstellings om probleme of verwantskappe met behulp van vloeidiagramme, tabelle, getallesinne of mondelinge kommunikasie te beskryf. 11 WISKUNDE GRAAD 4-6 KABV WISKUNDE-INHOUDSKENNIS Inhoudsarea Algemene inhoudsfokus Spesifieke inhoudsfokus vir die Intermediêre Fase Ruimte en vorm (Meetkunde) Die studie van Ruimte en Vorm verbeter die begrip en waardering van die patroon, noukeurigheid, prestasie en skoonheid in natuurlike en kulturele voorwerpe. Dit fokus op die volgende: • eienskappe en verwantskappe; • oriëntasie en posisies; • transformasie van tweedimensionele vorms en driedimensionele voorwerpe. • Die leerder se ervaring van ruimte en vorm in hierdie fase verskuif van herkenning en eenvoudige beskrywing na klassifisering en vollediger beskrywing van tweedimensionele vorms en driedimensionele voorwerpe se kenmerke en eienskappe. • Die leerder behoort geleentheid te kry om die volgende te doen: - teken tweedimensionele vorms en maak modelle van driedimensionele voorwerpe; - beskryf ligging, transformasies en simmetrie. Meting Meting fokus op die keuse en gebruik van geskikte eenhede, instrumente en formules om kenmerke van gebeure, vorms, voorwerpe en die omgewing te kwantifiseer. Meting hou direk verband met die leerder se wetenskaplike, tegnologiese en ekonomiese wêreld, en stel die leerder in staat om die volgende te doen: • sinvolle skattings te maak; • bedag te wees op die redelikheid van afmetings/ lesings en resultate. • In hierdie fase word die leerder aan gestandaardiseerde meeteenhede en geskikte meetinstrumente bekendgestel. • Die leerder behoort in staat te wees om resultate te skat en deur akkurate meting te verifieer. • ’n Sinvolle onderrig- en leerstrategie is die blootstelling van die leerder aan ’n verskeidenheid meetaktiwiteite wat dit moontlik sal maak om geskikte meeteenhede te kies en dit te herlei. • Meting in hierdie fase behoort die leerder ook in staat te stel om die volgende te doen: - meet van hoeke, oppervlakte, omtrek en kapasiteit/volume op informele wyse; - bespreek en beskryf die historiese ontwikkeling van meetinstrumente en -gereedskap. • Meting is ’n geleentheid om gewone breuke en desimale breuke in konteks te gebruik. 12 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) WISKUNDE-INHOUDSKENNIS Inhoudsarea Algemene inhoudsfokus Spesifieke inhoudsfokus vir die Intermediêre Fase Datahantering Datahantering behels die stel van vrae en die vind van antwoorde om gebeurtenisse asook die sosiale-, tegnologiese- en ekonomiese omgewing te beskryf. Die studie van datahantering ontwikkel die volgende vaardighede by die leerder: Die vermoë om te versamel; te organiseer; voor te stel; te ontleed en gegewe data te interpreteer en voor te stel. • Die studie van waarskynlikheid stel die leerder in staat daartoe om vaardighede en tegnieke te ontwikkel om ingeligte voorspellings te maak en om lukrake en onsekerhede te beskryf. Dit ontwikkel die bewustheid dat: - verskillende situasies verskeie moontlike oplossings bied; - baie situasies ’n beperkte aantal moontlike uitkomste het . • Die fokus in die onderrig en leer van datahantering in die Intermediêre Fase is op die ontwikkeling van vaardighede om data te versamel en op te som sodat dit geïnterpreteer kan word en voorspellings daarop gebaseer kan word. • Die leerder behoort bewus van die volgende te raak: - ’n verskeidenheid kontekste vir die versameling en interpretasie van data; - verskillende vrae wat gestel en beantwoord word t.o.v. die data. • Leerders analiseer die data deur blootstelling aan die faktore wat ’n invloed op die data het soos van wie, wanneer en waar die data versamel is. • Die fokus van waarskynlikheid is om herhaalde gebeure uit te voer om dit sodoende te lys, te tel en die uitkoms te voorspel. • In hierdie fase word daar nié van die leerder verwag om die waarskynlikheid dat gebeure gaan plaasvind, te bereken nie. 13 WISKUNDE GRAAD 4-6 KABV 2.6 GEWIG VAN DIE INHOUDSAREAs Die gewig van die wiskunde-inhoudsareas het ‘n tweeledige doel: • Eerstens gee die gewig ‘n aanduiding van die tydsduur wat benodig word om die inhoude grondig te onderrig. • Tweedens gee die gewigsaanduiding riglyne om die inhoud tydens die eksamens (veral ten opsigte van die jaar-einde se summatiewe assessering) eweredig te versprei. Die gewig van die inhoud is dieselfde vir elke graad in hierdie fase. GEWIG VAN DIE INHOUDSAREAS Inhoudsarea Graad 4 Graad 5 Graad 6 Getalle, Bewerkings en Verwantskappe* 50% 50% 50% Patrone, Funksies en Algebra 10% 10% 10% Ruimte en Vorm (Meetkunde) 15% 15% 15% Meting 15% 15% 15% Datahantering 10% 10% 10% 100% 100% 100% Die gewig van Getalle, Bewerkings en Verwantskappe is na 50% vermeerder vir al drie grade. Dit is ʼn poging om seker te maak dat leerders se getalbegrip goed gevestig is wanneer hulle na die Senior Fase beweeg.* 2.7 sPESIFIKASIE VAN iNHOUD Die spesifikasie van die inhoud in Afdeling 2 dui die progressie aan in terme van begrippe en vaardighede vanaf graad 4 tot graad 6 in elke inhoudsarea. In sekere onderwerpe is die begrippe en vaardighede egter dieselfde in twee of drie opeenvolgende grade. Die verduideliking van die inhoud in Afdeling 3 voorsien aan die onderwyser riglyne oor die metode waarop progressie aangepak moet word in hierdie gevalle. Die spesifikasie van die inhoud in Afdeling 2 behoort dus saam met die verduideliking van die inhoud in Afdeling 3 gelees te word. 14 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SPESIFIKASIE VAN INHOUD (FASE-OORSIG) Getalle, Bewerkings en Verwantskappe • Die vernaamste progressie in Getalle, Bewerkings en Verwantskappe vind op drie maniere plaas: - die getalgebied vergroot; - verskillende soorte getalle word bekendgestel; en - die berekeningstegnieke verander. • Die getalgebied waarin berekeninge gedoen word verskil van die getalgebied vir die ordening van getalle en die vind van veelvoude en faktore. • Soos wat die getalgebied vir berekeninge vergroot tot graad 6, ontwikkel leerders meer effektiewe tegnieke om die berekeninge te doen wat die gebruik van kolomme insluit asook die gebruik van sakrekenaars. Hierdie tegnieke behoort egter eers bekend gestel te word sodra die leerders se begrip van plekwaarde en die eienskappe van getalle en bewerkings voldoende ontwikkel is. • Kontekstuele probleme behoort die getalgebied van die graad asook die berekeningsvaardighede van die leerders in ag te neem. • Kontekste vir probleemoplossing behoort ʼn bewustheid van ander vakke en inhoudsareas asook sosiale-, ekonomiese en omgewingskwessies te kweek. ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 1.1 Heelgetalle Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot minstens 10 x 10. • Vermenigvuldigingsfeite van: - ene deur veelvoude van 10; - ene deur veelvoude van 100. Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot ten minste 10 x 10. • Vermenigvuldigingsfeite van: - ene deur veelvoude van 10; - ene deur veelvoude van 100; - ene deur veelvoude van 1 000; - ene deur veelvoude van 10 000. Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot ten minste 12 x 12. • Vermenigvuldigingsfeite van: - ene en tiene deur veelvoude van 10; - ene en tiene deur veelvoude van 100; - ene en tiene deur veelvoude van 1 000; - ene en tiene deur veelvoude van 10 000. 15 WISKUNDE GRAAD 4-6 KABV ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 1.1 Heelgetalle Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in 2’s, 3’e, 5’e, 10e, 25’s, 50’s, 100e tussen 0 en minstens 10 000. • Orden, beskryf en voorstelling van getalle tot minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 4-syferheelgetalle. • Afronding tot die naaste 10, 100, 1 000. Getalgebied vir berekeninge • Optel en aftrek van heelgetalle tot minstens 4 syfers. • Vermenigvuldiging van minstens 2-syferheelgetalle met 2-syferheelgetalle. • Deling van minstens 3-syferheelgetalle deur 1-syferheelgetalle. Berekeningstegnieke • Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - skatting; - opbou en afbreek van getalle; - afronding en kompensering; - verdubbeling en halvering; - gebruik van ʼn getallelyn; - gebruik optel en aftrek as omgekeerde bewerkings; - gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in heelgetal-intervalle tot minstens 10 000. • Orden, beskryf en voorstelling van minstens 6-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Getalgebied vir berekeninge • Optel en aftrek van heelgetalle van minstens 5 syfers. • Vermenigvuldiging van minstens 3-syferheelgetalle met 2-syferheelgetalle. • Deling van minstens 3-syferheelgetalle deur 2-syferheelgetalle. Berekeningstegnieke • Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - skatting; - optel en aftrek in kolomme; - opbou en afbreek van getalle; - gebruik van ʼn getallelyn; - afronding en kompensering; - verdubbeling en halvering; - gebruik optel en aftrek as omgekeerde bewerkings; - vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100, 1 000, 100 000 en 1 000 000. Getalgebied vir berekeninge: • Optel en aftrek van heelgetalle van minstens 6 syfers. • Vermenigvuldiging van minstens 4-syferheelgetalle met 3-syferheelgetalle. • Deling van minstens 4-syferheelgetalle deur 3-syferheelgetalle. • Verskeie bewerkings met heelgetalle met of sonder hakies. Berekeningstegnieke • Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - skatting; - optel, aftrek en vermenigvuldiging in kolomme; - langdeling; - opbou en afbreek van getalle; - afronding en kompensering; - gebruik optel en aftrek as omgekeerde bewerkings; - gebruik vermenigvuldiging en deling as omgekeerde bewerkings; - gebruik van ʼn sakrekenaar. 16 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 1.1 Heelgetalle Getalgebied vir veelvoude en faktore • Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: • herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); - groepering en gelyke verdeling met reste. Getalgebied vir veelvoude en faktore • Veelvoude van 2-syferheelgetalle tot minstens 100 • Faktore van 2-syferheelgetalle tot minstens 100 Eienskappe van heelgetalle: • herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); - groepering en gelyke verdeling met reste. Getalgebied vir veelvoude en faktore: • veelvoude van 2-syferheelgetalle en 3-syferheelgetalle; • faktore van 2-syferheelgetalle en 3-syferheelgetalle; • priemfaktore van getalle tot minstens 100. Eienskappe van heelgetalle: • herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Probleemoplossing: • Los probleme wat heelgetalle en desimale breuke behels, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); - groepering en gelyke verdeling met reste. 17 WISKUNDE GRAAD 4-6 KABV ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 1.2 Gewone Breuke Beskrywing en ordening van breuke: • Vergelyk en orden gewone breuke met verskillende noemers (halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes). • Beskryf en vergelyk gewone breuke in diagramvorm. Berekeninge met breuke: • Optelling van gewone breuke met dieselfde noemers. • Herken, beskryf en gebruik die ekwivalente vorms van verdeling en breuke. Probleemoplossing: • Los probleme in konteks op wat breuke behels, insluitend groepering en gelyke verdeling. Ekwivalente vorms: • Herken en gebruik ekwivalente vorms van gewone breuke (breuke waarvan een noemer ʼn veelvoud is van die ander). Beskrywing en ordening van breuke: • Tel aan en terug in breuke. • Vergelyk en orden gewone breuke tot minstens twaalfdes. Berekeninge met breuke: • Optelling van gewone breuke met dieselfde noemers. • Optel en aftrek van gemengde getalle. • Breuke van heelgetalle wat lei tot heelgetalle. • Herken, beskryf en gebruik die ekwivalente vorms van verdeling en breuke. Probleemoplossing: • Los probleme in konteks op wat gewone breuke behels, insluitend groepering en gelyke verdeling. Ekwivalente vorms: • Herken en gebruik ekwivalente vorms van gewone breuke (breuke waarvan een noemer ʼn veelvoud is van die ander). Beskrywing en ordening van breuke: • Vergelyk en orden gewone breuke, insluitend tiendes en honderdstes Berekeninge met breuke: • Optel en aftrek van gewone breuke waarvan een noemer ʼn veelvoud is van die ander. • Optel en aftrek van gemengde getalle. • Breuke van heelgetalle. Probleemoplossing: • Los probleme in konteks op wat gewone breuke behels, insluitend groepering en gelyke verdeling. Persentasies: • Bepaal persentasies van heelgetalle Ekwivalente vorms: • Herken en gebruik ekwivalente vorms van gewone breuke met 1- of 2-syferheelgetalle (breuke waarvan een noemer ʼn veelvoud is van die ander). • Herken ekwivalente tussen gewone breuke en desimale breukvorms van dieselfde getal. • Herken ekwivalente tussen gewone breuke, desimale breuke en persentasievorms van dieselfde getal. 18 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 1.3 Desimale breuke Herkenning, ordening en plekwaarde van desimale breuke: • Tel aan en terug in desimale breuke tot minstens twee desimale plekke. • Vergelyk en orden desimale breuke tot minstens twee desimale plekke. • Plekwaarde van syfers tot minstens twee desimale plekke. Berekeninge met desimale breuke: • Optel en aftrek van desimale breuke met minstens twee desimale plekke. • Vermenigvuldig desimale breuke met 10 en 100. Probleemoplossing: • Los probleme in konteks op wat desimale breuke behels. Ekwivalente vorms: • Herken die ekwivalente tussen gewone breuke en desimale breukvorms van dieselfde getal. • Herken die ekwivalente tussen gewone breuke, desimale breuke en persentasievorms van dieselfde getal. 19 WISKUNDE GRAAD 4-6 KABV SPESIFIKASIE VAN INHOUD (FASE-OORSIG) Patrone, Funksies en Algebra • Progressie in Patrone, Funksies en Algebra vind plaas in die getalgebied en kompleksiteit van verwantskappe tussen getalle in die patrone. • In Patrone, Funksies en Algebra, word leerders die geleentheid gebied om: - patrone te voltooi en uit te brei; - patrone in verskillende vorms voor te stel; - patrone te identifiseer en te beskryf. Die leerders word voorberei om reëls vir die patrone te beskryf wat meer formeel in algebraïese werk in die Senior Fase gedoen word. • In die Intermediêre Fase, is die klem op die inoefening van, voltooiing en uitbreiding van numeriese patrone asook die voorstelling van die patrone in verskillende vorms. • Patrone, Funksies en Algebra bied geleenthede om ʼn begrip vir die eienskappe van bewerkinge met heelgetalle te ontwikkel, byvoorbeeld kommutatiewe, distributiewe en omgekeerde bewerkings. • Die bepaling van die inset- en uitsetwaardes bied die leerders die geleentheid om oor die funksionele verwantskap tussen getalle te dink en dit te beskryf. • Die skryf en oplossing van getallesinne berei die leerders voor om gedurende die Senior Fase algebraïese uitdrukkings neer te skryf en stellings op te los. Die skryf en oplossing van getallesinne bied ook die geleentheid om die leerders se getallekennis te konsolideer. ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 2.1 Numeriese patrone Ondersoek en brei patrone uit: • Ondersoek en brei numeriese patrone uit deur na die verwantskap of reëls van die patrone te kyk: - reekse met ʼn konstante verskil of verhouding; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: • Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur die volgende te gebruik: - vloeidiagramme; - tabelle. Ondersoek en brei patrone uit: • Ondersoek en brei numeriese patrone uit deur na die verwantskap of reëls van die patrone te kyk: - reekse wat nie beperk is tot reekse met ʼn konstante verskil of verhouding nie; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: • Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur die volgende te gebruik: - vloeidiagramme; - tabelle. Ondersoek en brei patrone uit: • Ondersoek en brei numeriese patrone uit deur na die verwantskap of reëls van die patrone te kyk: - reekse wat nie beperk is tot reekse met ʼn konstante verskil of verhouding nie; - leerder se eie skepping; - voorstelling in tabelle. • Beskryf die algemene reëls vir die verwantskap wat waargeneem is. Inset- en uitsetwaardes: • Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur die volgende te gebruik: - vloeidiagramme; - tabelle. 20 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 2.1 Numeriese patrone Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • in ʼn tabel; • met getallesinne. Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • in ʼn tabel; • met getallesinne. Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • in ʼn tabel; • met getallesinne. 2.2 Meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei meetkundige patrone uit om verwantskappe of reëls van die patrone te vind: - voorgestel in fisiese of diagramvorm; - nie beperk tot reekse met ʼn konstante verskil of verhouding nie; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik. Ekwivalente vorms: • Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - met getallesinne. Ondersoek en brei patrone uit: • Ondersoek en brei meetkundige patrone uit om verwantskappe of reëls van die patrone te vind: - voorgestel in fisiese of diagramvorm; - nie beperk tot reekse met ʼn konstante verskil of verhouding nie; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik. Ekwivalente vorms: • Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - met getallesinne. Ondersoek en brei patrone uit: • Ondersoek en brei meetkundige patrone uit om verwantskappe of reëls van die patrone te vind: - voorgestel in fisiese of diagramvorm; - nie beperk tot reekse met ʼn konstante verskil of verhouding nie; - leerder se eie skepping; - in tabelle voorgestel. • Beskrywing van die algemene reëls vir die waargenome verwantskappe. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur die volgende te gebruik: • vloeidiagramme; • tabelle. Ekwivalente vorms: • Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in ʼn tabel; - met getallesinne. 21 WISKUNDE GRAAD 4-6 KABV ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Getallesinne: • Skryf getallesinne om ʼn probleemsituasie te beskryf. • Los getallesinne op en voltooi dit deur: - inspeksie; - proses van probeer en verbeter. • Kontroleer die oplossing deur vervanging. Getallesinne: • Skryf getallesinne om ʼn probleemsituasie te beskryf. • Los getallesinne op en voltooi dit deur: - inspeksie; - proses van probeer en verbeter. • Kontroleer die oplossing deur vervanging. Getallesinne: • Skryf getallesinne om ʼn probleemsituasie te beskryf. • Los getallesinne op en voltooi dit deur: - inspeksie; - proses van probeer en verbeter. • Kontroleer die oplossing deur vervanging. 22 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SPESIFIKASIE VAN INHOUD (FASE-OORSIG) Ruimte en Vorm (Meetkunde) • Progressie in Ruimte en Vorm (Meetkunde) word verkry deur op nuwe eienskappe van 2-D vorms en 3-D voorwerpe in elke graad te fokus. • Leerders word die geleentheid gebied om die eienskappe van die 2-D vorms en 3-D voorwerpe te identifiseer en te beskryf. Hul vermoë om die vorms en voorwerpe in die Senior Fase te klassifiseer word dus ook ontwikkel. ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 3.1 Eienskappe van 2-D vorms Reeks vorms: • Herken, visualiseer en benoem 2-D vorms in die omgewing en ʼn meetkundige agtergrond: - reëlmatige- en onreëlmatige veelhoeke – driehoeke, vierkante, reghoeke, ander vierhoeke, pentagone (vyfhoeke) ), heksagone (seshoeke); - sirkels. Eienskappe van vorms: • Beskryf, sorteer en vergelyk 2-D vorms in terme van: - reguit en geboë sye; - aantal sye. Aanvullende aktiwiteite: • Teken 2-D vorms op grafiekpapier. Reeks vorms: • Herken, visualiseer en benoem 2-D vorms in die omgewing en ʼn meetkundige agtergrond en fokus op: - reëlmatige- en onreëlmatige veelhoeke – driehoeke, vierkante, reghoeke, ander vierhoeke, pentagone (vyfhoeke) ), heksagone (seshoeke), heptagone (sewehoeke); - sirkels; - ooreenkomste en verskille tussen vierkante en reghoeke. Eienskappe van vorms: • Beskryf, sorteer en vergelyk 2-D vorms in terme van: - reguit en geboë sye; - aantal sye; - lengte van die sye; - hoeke in vorms, beperk tot: ◊ regte hoeke; ◊ hoeke wat kleiner is as regte hoeke; ◊ hoeke wat groter is as regte hoeke. Aanvullende aktiwiteite: • Teken 2-D vorms op grafiekpapier. Reeks vorms: • Herken, visualiseer en benoem 2-D vorms in die omgewing en ʼn meetkundige agtergrond en fokus op: - reëlmatige- en onreëlmatige veelhoeke – driehoeke, vierkante, reghoeke, parallelogramme, ander vierhoeke, pentagone (vyfhoeke) ), heksagone (seshoeke), heptagone (sewehoeke), oktogone (agthoeke); - sirkels; - ooreenkomste en verskille tussen reghoeke en parallelogramme. Eienskappe van vorms: • Beskryf, sorteer en vergelyk 2-D vorms in terme van: - aantal sye; - lengte van die sye; - grootte van hoeke: ◊ skerphoeke; ◊ regte hoeke; ◊ stomphoeke; ◊ gestrekte hoeke; ◊ inspringende hoeke; ◊ omwenteling (revolution). Aanvullende aktiwiteite: • Teken 2-D vorms op grafiekpapier. • Gebruik ʼn passer om sirkels, patrone in sirkels en patrone met sirkels te teken. 23 WISKUNDE GRAAD 4-6 KABV ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 3.1 Eienskappe van 2-D vorms Hoeke: • Herken en beskryf hoeke in 2-D vorms: - regte hoeke; - hoeke kleiner as regte hoeke; - hoeke groter as regte hoeke. Hoeke: • Herken en benoem die volgende hoeke in 2-D vorms: - skerphoeke; - regte hoeke; - stomphoeke; - gestrekte hoeke; - inspringende hoeke; - omwenteling (revolution) 3.2 Eienskappe van 3-D voorwerpe Reeks voorwerpe: • Herken, visualiseer en benoem 3-D vorms in die omgewing en ʼn meetkundige agtergrond en fokus op: - reghoekige prismas; - sfere; - silinders; - piramiedes. Eienskappe van voorwerpe: • Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: - vorm van vlakke; - plat en geboë oppervlakke. Aanvullende aktiwiteite: • Maak 3-D modelle deur uitgeknipte veelhoeke te gebruik. Reeks voorwerpe: • Herken, visualiseer en benoem 3-D vorms in die omgewing en ʼn meetkundige agtergrond en fokus op: - reghoekige prismas en ander prismas; - kubusse; - silinders; - keëls; - piramiedes; - ooreenkomste en verskille tussen kubusse en reghoekige prismas. Eienskappe van voorwerpe: • Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: - vorm van vlakke; - aantal vlakke; - plat en geboë oppervlakke. Aanvullende aktiwiteite: • Maak 3-D modelle deur uitgeknipte veelhoeke te gebruik. • Sny bokse oop om die net af te teken en te beskryf. Reeks voorwerpe: • Herken, visualiseer en benoem 3-D vorms in die omgewing en ʼn meetkundige agtergrond en fokus op: - reghoekige prismas; - kubusse; - viervlakke; - piramiedes; - ooreenkomste en verskille tussen viervlakke en ander piramiedes. Eienskappe van voorwerpe: • Beskryf, sorteer en vergelyk 3-D voorwerpe in terme van: - aantal en vorm van vlakke; - aantal hoekpunte; - aantal rande. Aanvullende aktiwiteite: • Maak 3-D modelle deur die volgende te gebruik: - strooitjies, tandestokkies, ens.; - nette. 24 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 3.3 Simmetrie Simmetrie: • Herken, teken en beskryf die simmetrielyn/e in 2-D vorms. Simmetrie: • Herken, teken en beskryf die simmetrielyn/e in 2-D vorms. Simmetrie: • Herken, teken en beskryf die simmetrielyn/e in 2-D vorms. 3.4 Transformasies Bou saamgestelde vorms: • Sit 2-D vorms bymekaar om verskillende saamgestelde 2-D vorms te bou en sluit vorms in wat ʼn simmetrielyn het. Tesselasies: • Pak 2-D vorms uit om tesselasie-patrone te maak en sluit vorms in wat ʼn simmetrielyn het. Beskryf patrone: • Verwys na lyne, 2-D vorms, 3-D voorwerpe en simmetrielyne wanneer patrone beskryf word: - in die natuur; - uit die moderne, alledaagse lewe; - uit ons kultuur-erfenis. Gebruik transformasie om saamgestelde vorms te maak: • Maak saamgestelde 2-D vorms insluitend vorms met ʼn simmetrielyn deur ʼn 2-D vorm af te trek en op een/meer van die volgende maniere te skuif: - deur rotasie; - deur verplasing; - deur refleksies (weerspieëlings). Gebruik transformasies om tesselasies te maak: • Maak tesselasie-patrone en sluit patrone in wat ʼn simmetrielyn het deur 2-D vorm af te trek en op een/meer van die volgende maniere te skuif: - deur rotasie; - deur verplasing; - deur refleksies (weerspieëlings). Beskryf patrone: • Verwys na lyne, 2-D vorms, 3-D voorwerpe, simmetrielyne, rotasies, refleksies en verplasings wanneer patrone beskryf word: - in die natuur; - uit die moderne, alledaagse lewe; - uit ons kultuur-erfenis. Vergrotings en verkleinings: • Teken vergrotings en verkleinings van 2-D vorms om die grootte en vorms te vergelyk van: - driehoeke; - vierhoeke. Beskryf patrone: • Verwys na lyne, 2-D vorms, 3-D voorwerpe, simmetrielyne, rotasies, refleksies en verplasings wanneer patrone beskryf word: - in die natuur; - uit die moderne, alledaagse lewe; - uit ons kultuur-erfenis. 3.5 Aansigte van voorwerpe Posisie en aansig: • Pas verskillende aansigte van alledaagse voorwerpe. • Identifiseer alledaagse voorwerpe vanuit verskillende aansigte. Posisie en aansig: Verbind die posisie van die persoon wat kyk met die aansigte van: • alledaagse voorwerpe; • versamelings alledaagse voorwerpe of uit die alledaagse omgewing. Posisie en aansig: Verbind die posisie van die persoon wat kyk met die aansigte van: • alledaagse voorwerpe - enkeles of versamelings; • enkele of saamgestelde meetkundige voorwerpe. 25 WISKUNDE GRAAD 4-6 KABV ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 3.6 Posisie en verplasings Ligging en rigtings: • Bepaal die ligging van voorwerpe, tekeninge of simbole op ʼn rooster met alfa-numeriese roosterverwysings. • Bepaal die ligging van voorwerpe op ʼn kaart deur alfa-numeriese roosterverwysings te gebruik. Ligging en rigtings: • Bepaal die ligging van voorwerpe, tekeninge of simbole op ʼn rooster met alfa-numeriese roosterverwysings. • Bepaal die ligging van voorwerpe op ʼn kaart deur alfa-numeriese roosterverwysings te gebruik. • Volg aanwysings om die pad tussen posisies op ʼn kaart te teken. Ligging en rigtings: • Bepaal die ligging van voorwerpe, tekeninge of simbole op ʼn rooster met alfa-numeriese roosterverwysings. • Bepaal die ligging van voorwerpe op ʼn kaart deur alfa-numeriese roosterverwysings te gebruik. • Gee aanwysings om tussen posisies of plekke op ʼn kaart te beweeg. 26 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SPESIFIKASIE VAN INHOUD (FASE-OORSIG) Meting • Progressie in Meting oor die grade heen word bereik deur: - die bekendstelling van nuwe maateenhede, veral in graad 4 en 6; - die vermeerdering van die getalgebied en die kompleksiteit van berekeninge wat die leerders in elke graad moet kan doen. • Praktiese meting deur die gebruik van meetinstrumente vorm 'n sentrale deel van meting in die Intermediêre Fase. • Die volgorde van die onderwerpe in meting word bepaal deur die getalwerk wat reeds gedurende daardie jaar gedoen is, veral met betrekking tot berekeninge en probleemoplossing. ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 4.1 Lengte Praktiese meting van 2-D vorms en 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: liniale, meterstokke, maatbande, klikwiele Eenhede: millimeters (mm), sentimeters (cm), meters (m), kilometers (km) Berekeninge en probleemoplossing met betrekking tot lengte: • Los probleme in konteks op met betrekking tot lengte. • Omskakeling tussen: - millimeters (mm) en sentimeters (cm); - sentimeters (cm) en meters (m); - meters (cm) en kilometers (cm). • Omskakelings is beperk tot heelgetalle en gewone breuke. Praktiese meting van 2-D vorms en 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: liniale, meterstokke, maatbande, klikwiele Eenhede: millimeters (mm), sentimeters (cm), meters (m), kilometers (km) Berekeninge en probleemoplossing met betrekking tot lengte: • Los probleme in konteks op met betrekking tot lengte. • Omskakelings tussen enige van die volgende eenhede: - millimeters (mm); - sentimeters (cm); - meters (m); - kilometers (km). • Omskakelings is beperk tot heelgetalle en gewone breuke. Praktiese meting van 2-D vorms en 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: liniale, meterstokke, maatbande, klikwiele Eenhede: millimeters (mm), sentimeters (cm), meters (m), kilometers (km) Berekeninge en probleemoplossing met betrekking tot lengte: • Los probleme in konteks op met betrekking tot lengte. • Omskakelings tussen enige van die volgende eenhede: - millimeters (mm); - sentimeters (cm); - meters (m); - kilometers (km). • Omskakelings behoort gewone breuke asook desimale breuke tot 2 desimale plekke in te sluit. 27 WISKUNDE GRAAD 4-6 KABV ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 4.2 Massa Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: Badkamerskale, kombuisskale en balanseerskale Eenhede: gramme (g) en kilogramme (kg). Berekeninge en probleemoplossing met betrekking tot massa: • Los probleme in konteks op met betrekking tot massa. • Omskakeling tussen gramme en kilogramme wat beperk is tot voorbeelde met heelgetalle en breuke. Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: Badkamerskale, kombuisskale en balanseerskale Eenhede: gramme (g) en kilogramme (kg). Berekeninge en probleemoplossing met betrekking tot massa: • Los probleme in konteks op met betrekking tot massa. • Omskakeling tussen gramme en kilogramme wat beperk is tot voorbeelde met heelgetalle en breuke. Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: Badkamerskale (analoog en digitaal), kombuisskale (analoog en digitaal), en balanseerskale Eenhede: gramme (g) en kilogramme (kg). Berekeninge en probleemoplossing met betrekking tot massa: • Los probleme in konteks op met betrekking tot massa. • Omskakeling tussen gramme en kilogramme. • Omskakelings behoort gewone breuke asook desimale breuke tot 2 desimale plekke in te sluit. 28 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 4.3 Kapasiteit/Volume Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: meetlepels, maatkoppies, maatbekers Eenhede: milliliters (ml), liters (l) Berekeninge en probleemoplossing met betrekking tot kapasiteit/volume insluitend: • Los probleme in konteks op met betrekking tot kapasiteit/volume. • Omskakeling tussen liters en milliliters wat beperk is tot voorbeelde met heelgetalle en breuke. Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: meetlepels, maatkoppies, maatbekers Eenhede: milliliters (ml), liters (l) Berekeninge en probleemoplossing met betrekking tot kapasiteit/volume insluitend: • Los probleme in konteks op met betrekking tot kapasiteit/volume • Omskakeling tussen liters en milliliters wat beperk is tot voorbeelde met heelgetalle en breuke. Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: maatbekers Eenhede: milliliters (ml), liters (l) en kiloliters (kl.) Berekeninge en probleemoplossing met betrekking tot kapasiteit/volume insluitend: • Los probleme in konteks op met betrekking tot kapasiteit/volume • Omskakeling tussen kiloliters, liters en milliliters - Omskakelings behoort gewone breuke asook desimale breuke tot 2 desimale plekke in te sluit. 29 WISKUNDE GRAAD 4-6 KABV ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 4.4 Tyd Lees van tyd en tydinstrumente: • Lees, sê en skryf 12-uur en 24-uur tyd op analoog- en digitale tyd in: - ure; - minute; - sekondes. • Instrumente sluit in polshorlosies en klokhorlosies. Lees van almanakke Berekeninge en probleemoplossing met betrekking tot tyd insluitend: • Los probleme in konteks op met betrekking tot tyd. • Berekening van die aantal dae tussen enige twee datums van dieselfde of twee opeenvolgende jare. • Berekening van tydintervalle waar die tyd slegs in minute of ure gegee word. Geskiedenis van tyd: Ken sommige maniere waarop tyd in die verlede gemeet en voorgestel is. Lees van tyd en tydinstrumente: • Lees, sê en skryf 12-uur en 24-uur tyd op analoog- en digitale tyd in: - ure; - minute; - sekondes. • Instrumente sluit in polshorlosies, klokhorlosies en stophorlosies. Lees van almanakke Berekeninge en probleemoplossing met betrekking tot tyd insluitend: • Los probleme in konteks op met betrekking tot tyd. • Berekening van tydintervalle waar die tyd gegee word in: - sekondes en/of minute; - minute en/of ure; - ure en/of dae; - dae en/of weke en/of maande; - jare en/of dekades. Geskiedenis van tyd: Ken sommige maniere waarop tyd in die verlede gemeet en voorgestel is. Lees van tyd en tydinstrumente: • Lees, sê en skryf 12-uur en 24-uur tyd op analoog- en digitale tyd in: - ure; - minute; - sekondes. • Instrumente sluit in polshorlosies, klokhorlosies en stophorlosies. Lees van almanakke Berekeninge en probleemoplossing met betrekking tot tyd insluitend: • Los probleme in konteks op met betrekking tot tyd. • Lees tydsones op kaarte en bereken tydsverskille gegrond op tydsones. • Berekening van tydintervalle waar die tyd gegee word in: - sekondes en/of minute; - minute en/of ure; - ure en/of dae; - dae, weke en/of maande; - jare en/of dekades; - eeue, dekades en/of jare. Geskiedenis van tyd: Ken sommige maniere waarop tyd in die verlede gemeet en voorgestel is. 30 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 4.5 Temperatuur Praktiese meting van temperature deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: termometers Eenhede: grade Celsius Berekeninge en probleemoplossing met betrekking tot temperatuur insluitend: • Los probleme in konteks op met betrekking tot temperature. • Bereken temperatuurverskille wat beperk is tot positiewe heelgetalle. Praktiese meting van temperature deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: termometers (analoog en digitaal) Eenhede: grade Celsius Berekeninge en probleemoplossing met betrekking tot temperatuur insluitend: • Los probleme in konteks op met betrekking tot temperature. • Bereken temperatuurverskille wat beperk is tot positiewe heelgetalle. 31 WISKUNDE GRAAD 4-6 KABV ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 4.6 Omtrek, oppervlakarea en volume Omtrek: Meet die omtrek deur liniale of maatbande te gebruik. Meting van oppervlakarea: • Bepaal die oppervlakarea van reëlmatige en onreëlmatige vorms deur die vierkante op ʼn rooster te tel om sodoende begrip vir vierkanteenhede te ontwikkel. Meting van volume: • Bepaal die volume/kapasiteit van voorwerpe deur dit te pak of te vul om sodoende ʼn begrip vir kubieke eenhede te ontwikkel. Omtrek: Meet die omtrek deur liniale of maatbande te gebruik. Meting van oppervlakarea: • Bepaal die oppervlakarea van reëlmatige en onreëlmatige vorms deur die vierkante op ʼn vierkantsrooster te tel om sodoende begrip vir vierkanteenhede te ontwikkel. Meting van volume: • Bepaal die volume/kapasiteit van voorwerpe deur dit te pak of te vul om sodoende ʼn begrip vir kubieke eenhede te ontwikkel. Omtrek: Meet die omtrek deur liniale of maatbande te gebruik. Meting van oppervlakarea: • Gaan voort om die oppervlakarea van reëlmatige en onreëlmatige vorms te bepaal deur die vierkante op ʼn rooster te tel • Ontwikkel reëls om die oppervlakarea van vierkante en reghoeke te bereken. Meting van volume: • Bepaal die volume/kapasiteit van voorwerpe deur dit te pak of te vul. • Ontwikkel ʼn begrip vir die rede waarom die volume van reghoekige prismas gegee word as lengte vermenigvuldig met breedte vermenigvuldig met hoogte. Ondersoek: • Verwantskap tussen omtrek en die oppervlakte van reghoeke en vierkante. • Verwantskap tussen die buite-oppervlakte en volume van reghoekige prismas. 4.7 Geskiedenis van meting • Ken maniere waarop meting in die verlede plaasgevind en gerekordeer is. 32 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SPESIFIKASIE VAN INHOUD (FASE-OORSIG) Datahantering • Progressie in Datahantering oor die grade heen word bereik deur: - werk met nuwe vorms van datavoorstelling; - ontwikkeling van nuwe analitiese instrumente vir die interpretasie en verslagdoening met betrekking tot data. • Leerders behoort ʼn paar keer gedurende die jaar deur die volle data-siklus te werk. Dit sluit in die versameling, organisering, voorstelling, analise, interpretasie en verslagdoening van die data-inligting. • Sommige van die bogenoemde aspekte t.o.v. datahantering kan as diskrete aktiwiteite behandel word. • Die konteks waarin Datahantering plaasvind behoort so gekies te word dat ʼn bewustheid van sosiale-, ekonomiese- en omgewingskwessies gekweek word. • Leerders behoort sensitief te wees vir die manier waarop die versameling van data die interpretasie en voorspellings van die data kan beïnvloed. • Datahantering voorsien ook die geleentheid om projekte te voltooi. ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 5.1 Versameling en organisering van data Versameling en organisering van data: • Versamel data deur telling en tabelle te gebruik vir rekordering. Versameling en organisering van data: • Versamel data deur telling en tabelle te gebruik vir rekordering. • Orden data vanaf die kleinste tot die grootste groep. Versameling en organisering van data: • Versamel data: - deur telling en tabelle te gebruik vir rekordering; - eenvoudige vraelyste te gebruik (ja/nee antwoorde). • Orden data vanaf die kleinste tot die grootste groep. 5.2 Voorstelling van data Voorstelling van data: Teken ʼn verskeidenheid grafieke om die data te vertoon en te interpreteer, insluitend: • piktogramme (een-tot-een verhouding tussen die data en die voorstelling); • staafgrafieke. Voorstelling van data: Teken ʼn verskeidenheid grafieke om die data te vertoon en te interpreteer, insluitend: • piktogramme (een-tot-een verhouding); • staafgrafieke. Voorstelling van data: Teken ʼn verskeidenheid grafieke om die data te vertoon en te interpreteer, insluitend: • piktogramme (een-tot-een verhouding); • staafgrafieke en dubbel staafgrafieke. 33 WISKUNDE GRAAD 4-6 KABV ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 5.3 Analise, interpretasie en verslagdoening van data Interpretasie van data: Kritiese lees en interpretasie van data wat voorgestel word: • woordeliks; • piktogramme; • staafgrafieke; • sirkeldiagramme. Analise van data: Analiseer data deur vrae te beantwoord wat verwant is aan die data-kategorieë. Verslagdoening van data: Opsomming van data mondelings en in kort skriftelike paragrawe. Interpretasie van data: Kritiese lees en interpretasie van data wat voorgestel word: • woordeliks; • piktogramme; • staafgrafieke; • sirkeldiagramme. Analise van data: Analiseer data deur vrae te beantwoord wat verwant is aan: • die data-kategorieë; • data-bronne en kontekste. Verslagdoening van data: Opsomming van data mondelings en in kort skriftelike paragrawe, insluitend: • kom tot gevolgtrekking m.b.t. die data; • maak van voorspellings wat op die data gegrond is. Ongegroepeerde data: Ondersoek ongegroepeerde numeriese data om die volgende te bepaal: • die telling wat die meeste voorkom (modus) in die datastel Interpretasie van data: Kritiese lees en interpretasie van data wat voorgestel word: • woordeliks; • piktogramme; • staafgrafieke; • sirkeldiagramme. Analise van data: Analiseer data deur vrae te beantwoord wat verwant is aan: • die data-kategorieë, insluitend data intervalle; • data-bronne en kontekste; • algemene tendense (modus en mediaan). Verslagdoening van data: Opsomming van data mondelings en in kort skriftelike paragrawe, insluitend: • kom tot gevolgtrekking m.b.t. die data; • maak van voorspellings wat op die data gegrond is. Ongegroepeerde data: Ondersoek ongegroepeerde numeriese data om die volgende te bepaal: • die telling wat die meeste voorkom (modus) in die datastel; • die telling wat presies in die middel is nadat die data georden is d.w.s. die middelwaarde (mediaan) in die datastel. 34 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERPE GRAAD 4 GRAAD 5 GRAAD 6 5.4 Waarskynlikheid Eksperimente t.o.v. waarskynlikheid: • Uitvoering van eenvoudige herhaalde gebeure en lys die moontlike uitkomste vir die eksperimente soos: - gooi van ʼn muntstuk; - rol van ʼn dobbelsteentjie. Eksperimente t.o.v. waarskynlikheid: • Uitvoering van eenvoudige herhaalde gebeure en lys die moontlike uitkomste vir die eksperimente soos: - gooi van ʼn muntstuk; - rol van ʼn dobbelsteentjie; - spin van ʼn draaibord. • Tel en vergelyk die gereeldheid van die werklike uitkomste vir ʼn reeks probeerslae tot 20 probeerslae. Eksperimente t.o.v. waarskynlikheid: • Uitvoering van eenvoudige herhaalde gebeure en lys die moontlike uitkomste vir die eksperimente soos: - gooi van ʼn muntstuk; - rol van ʼn dobbelsteentjie; - spin van ʼn draaibord. • Tel en vergelyk die gereeldheid van die werklike uitkomste vir ʼn reeks probeerslae tot 50 probeerslae. 35 WISKUNDE GRAAD 4-6 KABV AFDELING 3: VERDUIDELIKING VAN INHOUD 3.1 INLEIDING • Die verduideliking van die inhoud in hierdie afdeling sluit in: - onderrig-riglyne; - voorgestelde opeenvolging van die onderwerpe per kwartaal; - voorgestelde pas om die onderwerpe deur die jaar te dek. • Elke inhoudsarea is in verskillende onderwerpe opgedeel. Die opeenvolging van die onderwerpe in die kwartaal bied ʼn idee van die manier waarop die inhoudsarea deur die jaar versprei en ook hersien kan word. • Hoewel onderwysers die pas en volgorde van die onderwerpe effens kan aanpas, moet hulle steeds die gewig en tydstoewysing van die inhoudsareas vir die Intermediêre Fase volgens voorskrif volg. 3.2 TOEWYSING VAN ONDERRIGTyd Tyd word soos volg toegewys: • 10 weke per kwartaal, met 6 ure vir Wiskunde per week • Tussen 3 en 6 ure word toegewys vir hersiening per kwartaal. In kwartaal 2 en 4, word daar word ook 6 ure toegewys vir die summatiewe assessering van alle vakke. • Dus: 210 ure wat oor die inhoudsareas versprei is. • Die verspreiding van die tyd per onderwerp neem die gewig van die inhoudsarea in ag soos wat dit in die Intermediêre Fase Afdeling 2 gespesifiseer word. • Die gewig van die inhoudsareas verteenwoordig die onderrigure en die voorgestelde verspreiding mag dus effens van graad tot graad verskil. 3.3 VERKLARENDE NOTAS MET ONDERRIG-RIGLYNE Die tabel hieronder voorsien die onderwyser van: • Inhoudsareas en onderwerpe per graad per kwartaal; • Begrippe en vaardighede per kwartaal; • Verklarende notas met onderrig-riglyne; en • Die tydsduur in ure per onderwerp in ure. 36 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Tydstoewysing per Onderwerp: Graad 4 Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Hoofrekene (10 minute per dag) 8 ure Hoofrekene (10 minute per dag) 7 ure Hoofrekene (10 minute per dag) 8 ure Hoofrekene (10 minute per dag) 7 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (3-syferheelgetalle) 2 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (4-syferheelgetalle) 1 uur Kapasiteit/volume 6 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (4-syferheelgetalle) 1 uur Getallesinne 3 ure Heelgetalle: Optelling en aftrekking (4-syferheelgetalle) 4 ure Gewone breuke 5 ure Heelgetalle: Optelling en aftrekking (4-syferheelgetalle) 4 ure Heelgetalle: Optelling en aftrekking (3-syferheelgetalle) 8 ure Gewone breuke 6 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (4-syferheelgetalle) 1 uur Massa 6 ure Numeriese patrone 4 ure Lengte 7 ure Heelgetalle: Optelling en aftrekking (4-syferheelgetalle) 4 ure Eienskappe van 3-D voorwerpe 4 ure Heelgetalle: Vermenigvuldiging en deling (1-syferheelgetal met 1 syferheelgetal) 4 ure Heelgetalle: Vermenigvuldiging (2-syferheelgetal met 2-syferheelgetal) 6 ure Aansigte van voorwerpe 2 ure Gewone breuke 5 ure Tyd 6 ure Eienskappe van 3-D voorwerpe 5 ure Eienskappe van 2-D vorms 4 ure Heelgetalle: deling (3-syferheelgetalle deur 1-syferheelgetal) 3 ure Datahantering 10 ure Meetkundige patrone 4 ure Datahantering 7 ure Omtrek, oppervlak & volume 7 ure Eienskappe van 2-D vorms 5 ure Simmetrie 2 ure Numeriese patrone 4 ure Posisie en verplasing 2 ure Heelgetalle: Vermenigvuldiging en deling (2- syferheelgetal met 1- syferheelgetal) 5 ure Heelgetalle: optelling en aftrekking (4-syferheelgetalle) 4 ure Heelgetalle: optelling en aftrekking (4-syferheelgetalle) 4 ure Transformasies 3 ure Heelgetalle: deling (3-syferheelgetal deur 1- syferheelgetal) 4 ure Heelgetalle: vermenigvuldiging (2-syferheelgetal met 2- syferheelgetal) 5 ure Meetkundige patrone 2 ure Getallesinne 3 ure Heelgetalle: Optelling en aftrekking (4-syferheelgetalle) 3 ure Transformasies 3 ure Waarskynlikheid 2 ure Hersiening 5 ure Hersiening 4 ure Hersiening 4 ure Hersiening 5 ure Assessering (alle vakke) 6 ure Assessering (alle vakke) 6 ure Totaal: 60 ure Totaal: 60 ure Totaal: 60 ure Totaal: 60 ure 37 WISKUNDE GRAAD 4-6 KABV 3.3.1 Verduideliking van inhoud vir Graad 4 GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optelling- en aftrekkingsfeite vir: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot minstens 10 x 10. • Vermenigvuldigingsfeite vir: - ene deur veelvoude van 10; - ene deur veelvoude van 100. Getalgebied vir tel, ordening, vergelyking en voorstelling asook die plekwaarde van syfers: • Tel aan en terug in 2’s, 3’e, 5’e, 10e, 25’s, 50’s, 100e tussen 0 en minstens 10 000. • Orden, beskryf en voorstelling van getalle tot minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 4-syferheelgetalle. • Afronding tot die naaste 10, 100, 1 000. Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. Leerders behoort nie gevra te word om daagliks lukrake berekeninge te doen nie. Soos wat die leerders die onderwerpe dek en berekeningstegnieke ontwikkel in die kerngedeelte van die les, kan hoofrekene-aspekte geïnkorporeer word. Begrippe en vaardighede word gedurende die kerngedeelte van die les ontwikkel en ingeoefen deur kleiner getalgebiede in die hoofrekene-program te gebruik. Begin met ʼn laer getalgebied in kwartaal 1 en vergroot dit deur die jaar. Aan die begin van die jaar, kan die getalgebied en berekeningstegnieke gegrond word op dié wat in graad 3 ontwikkel is. Hoofrekene behoort die volgende drie aspekte van die leerder se getallekennis sistematies te ontwikkel: • Getalfeite: - getalkombinasies: optelling en aftrekkingsfeite vir: ◊ ene; ◊ veelvoude van 10. - Vermenigvuldigingstafels wat die vermenigvuldiging van heelgetalle tot minstens 10 x 10 insluit. • Berekeningstegnieke: - verdubbeling en halvering; - gebruik van vermenigvuldiging om deling te doen; - vermenigvuldiging van 10 en 100; - vermenigvuldiging van veelvoude van 10 en 100; - deling deur 10, 100 en 1 000; - afronding tot die naaste 10 en kompensering; - opbou en afbreek van getalle; - optelling en aftrekking van veelvoude van 10 en veelvoude van 100 tot/vanaf enige 3-syfergetal; - optelling en aftrekking van ene, - die omgekeerde verwantskap tussen optelling en aftrekking te gebruik. 10 minute per dag 38 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn; • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. • Getalbegrip: - Tel: ◊ Tel aan en terug in 2’s, 3’e, 5’e, 10’e, 25’s, 50’s, tussen 0 en minstens 500; ◊ Tel aan en terug in 100’e tussen 0 en minstens 1 000. - Ordening en vergelyking van tot 3-syferheelgetalle. - Plekwaarde van tot 3-syfergetalle. - Onewe en ewe getalle. - Veelvoude. Sommige van die hoofrekene kan sonder apparaat gedoen word, maar soms is dit sinvol om wel apparaat te gebruik. Aanbevole apparaat: • ʼn getallelyn (gestruktureerd en leeg); • ʼn getallekaart; • plekwaardekaarte (spreikaarte); • telkrale. 39 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle: Tel, ordening, vergelyking, voorstelling en plekwaarde van syfers Getalgebied vir tel, ordening, vergelyking, voorstelling en plekwaarde van syfers: • Tel aan en terug in 2’s, 3’e, 5’e, 10e, 25’s, 50’s, 100e tussen 0 en minstens 10 000. • Orden, beskryf en voorstelling van getalle tot minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 4-syferheelgetalle. • Afronding tot die naaste 10, 100, 1 000. In kwartaal 1, behoort leerders die werk wat in graad 3 gedoen is te hersien en te konsolideer. Die lys aan die linkerkant is die vereistes vir die einde van die jaar. Die voorgestelde spesifikasies word hieronder aangedui. Hoe verskil graad 4 van graad 3? • Afronding tot die naaste 10, 100 en 1 000. Tel: • Tel aan en terug in 2’s, 3’e, 5’e, 10’e, 25’s, 50’s, 100’e tussen 0 en minstens 1 000. • Tel behoort nie slegs as mondelinge tel gesien te word nie. Leerders behoort apparaat te gebruik tydens tel soos: - tellers; - telkrale; - getalkaarte; - gestruktureerde, semi-gestruktureerde en leë getallelyne; - prente van voorwerpe, veral prente met ʼn groot aantal voorwerpe wat in groepe of ʼn gestruktureerde manier voorgestel word. ʼn Voorbeeld van ʼn prent met voorwerpe wat geskik is vir ʼn telaktiwiteit word aan die einde van die graad 4 afdeling van Getalle, Bewerkings en Verwantskappe voorsien. - rye of diagramme van rye, bv. - ander diagramme vir tel bv. + 25 + 25 31 +25 + 25 + 25 2 ure 40 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle: Tel, ordening, vergelyking, voorstelling en plekwaarde van syfers • Tel behoort nie altyd met die eerste veelvoud of enige ander veelvoud te begin nie, bv. tel in 2’s kan vanaf 5 of 27 of 348 begin. Plekwaarde (getalgebied 0 tot 999) • Leerders behoort die getalle in honderde, tiene en ene te kan afbreek deur die volgende te gebruik: - die getalnaam; - plekwaarde of spreikaarte; - uitgebreide notasie. • Aanbevole apparaat: plekwaarde-/flitskaarte; Dienes blokkies Vergelyk en orden (getalgebied 0 tot 999) • Leerders behoort ʼn verskeidenheid aktiwiteite te doen soos: - Rangskik die gegewe getalle van die kleinste tot die grootste of van die grootste tot die kleinste; - Voltooi die ontbrekende getalle: ◊ in volgorde; ◊ op ʼn getallekaart. - Wys ʼn gegewe getal op ʼn gestruktureerde of ʼn semi-gestruktureerde getallelyn, bv. watter getal is halfpad tussen 340 en 350 op die getallelyn. - Dui aan watter van die twee getalle is groter of kleiner, bv. 5 431 of 5 413. - Vervang * met <, = of >. Voorbeeld: 89 * 98, 109 * 190 • Al die werk wat hier ontwikkel word kan gedurende die jaar in die hoofrekene￾program ingeoefen word. 41 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Getallesinne (Inleiding tot algebraïese uitdrukkings) Getallesinne • Skryf getallesinne om ʼn probleemsituasie te beskryf. • Los getallesinne op en voltooi dit deur: - inspeksie; - proses van probeer en verbeter; - kontroleer die oplossing deur vervanging. Die skryf van getallesinne kan gesien word as ʼn manier waarop leerders voorberei word om algebraïese uitdrukkings neer te skryf. Getallesinne kan gebruik word om probleemsituasies te beskryf. Getallesinne kan ook gebruik word as ʼn ekwivalente vorm van uitdrukking van gedeeltes van vloeidiagramme of tabelle. Soms werk leerders in die Intermediêre Fase met getallesinne in isolasie. Dit is egter meer algemeen vir leerders om met getallesinne en ander vorms van voorstelling te werk, bv. probleme wat in woorde gespesifiseer is asook getalle en berekeninge wat in vloeidiagramme weergegee word. Voorbeelde van bogenoemde behoort tydens gepaste tye regdeur die jaar ingesluit te word. Getallesinne is ook ʼn manier om ekwivalensie aan te toon. Dit blyk vanselfsprekend te wees dat dit wat aan die een kant van die is gelyk aan teken staan, gelyk is aan dit wat aan die ander kant is. Leerders moet egter gelei word om ekwivalensie te verstaan. In die Intermediêre Fase, is dit sinvol om getallesinne as stellings van ekwivalensie te gebruik. Patrone wat uit getallesinne bestaan sal leerders help om te leer en sin te maak van die volgende: • Patrone in optel en aftrek getalkombinasies van: - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Die omgekeerde verwantskap tussen optel en aftrek. • Die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle en hoe ons hierdie eienskappe kan gebruik om getalle op te bou en af te breek wanneer ons optel of aftrek. Die stappe in enige berekening is stelle van ekwivalente stellings. Ondersoek, begrip en die aanleer van die logika van ekwivalente stellings deur met patrone te werk wat uit getallesinne bestaan, help leerders om berekeningstegnieke aan te leer. Aan die begin van die jaar, kan leerders met getallesinne werk wat hulle sal help om te leer en te verstaan hoe om die kommutatiewe en assosiatiewe eienskappe te gebruik wanneer berekeninge met heelgetalle gedoen word. Dit sal hulle help met die daaropvolgende berekeninge. 3 ure 42 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) • Die gebruik van getallesinne help leerders om die feit dat optel en aftrek omgekeerde bewerkings is, te verstaan en te gebruik. Aftrekking kan dit wat optelling doen ongedaan maak, en optelling kan dit wat aftrekking doen ongedaan maak indien die getalle dieselfde gehou word. Daar word nie van leerders verwag om die term “omgekeerde bewerkings” te gebruik nie. Hulle moet weet dat: - hulle kan optelling gebruik om aftrekkingsberekeninge te kontroleer; - hulle kan aftrekking gebruik om optellingbewerkinge te kontroleer; - indien daar van dieselfde getal opgetel of afgetrek word, bly die getal onveranderd. Voorbeelde: 58 – 58 = £ 264 – 264 = £ 304 – £ = 304 Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Leerders moet dan kan sê: “Wanneer ʼn getal van homself afgetrek word is die antwoord nul.” Nog voorbeelde: 37 – 4 + 4 = £ 27 + 6 – 6 = £ Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Leerders moet dan kan sê: “Wanneer ʼn getal bygetel word en dieselfde getal word weer afgetrek, kry jy die getal waarmee jy begin het.” As ʼn uitbreiding van die bogenoemde berekeninge, kan leerders met pare ekwivalente getallesinne werk waarin die getalle in elke optel - aftrekgetallesinne dieselfde is. • Die gebruik van getallesinne ontwikkel optel- en aftrektegnieke. Voorbeelde: 36 + 13 = £ dus 49 – 13 = £ 261 + 36 = £ dus 297 – 36 = £ 43 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Leerders moet dan kan sê: “Optelling kan gebruik word om aftrekking te kontroleer.” • Kommutatiewe eienskap van optelling: Getalle kan in enige volgorde bymekaargetel word. Voorbeeld: 29 + 19 = 19 + 29 Nog voorbeelde: 13 + 49 = £ of 49 + 13 = £ 36 + 297 = £ of 297 + 36 = £ 27 + 94 = £ of 94 + 27 = £ Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Daar word nie van leerders verwag om die name van die bewerkingseienskappe, bv. kommutatiewe eienskap, te ken nie. Hulle moet slegs weet hoe om hierdie eienskap te gebruik om hul berekeninge te vergemaklik of om ʼn getallesin waar te maak. • Assosiatiewe eienskap van optelling: Die assosiatiewe eienskap laat getalle toe om op verskillende maniere gegroepeer te word wanneer meer as twee getalle opgetel word sonder dat dit die antwoord beïnvloed. Voorbeelde: (31 + 26) + 19 = £ is dieselfde as 31 + (26 + 19) = £ 51 + (13 + 49) = £ is dieselfde as (51 + 13) + 49 = £ Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Daar word nie van leerders verwag om die name van die bewerkingseienskappe, bv. assosiatiewe eienskap, te ken nie. Hulle moet slegs weet hoe om hierdie eienskap te gebruik om hul berekeninge te vergemaklik of om ʼn getallesin waar te maak. In berekeninge waar die leerders die getalle afbreek voordat dit opgetel word, moet hulle die groepering van die getalle verander. Voorbeeld: • Wanneer leerders 349 + 273 = 300 + 200 + 40 + 70 + 9 + 3 skryf, verander hulle die groepering van die getalle. Hulle gebruik die kommutatiewe en assosiatiewe eienskappe van optel gelyktydig. • Berekeninge wat afronding en kompensering of volmaak van tiene of honderde behels, word die groepering van die getalle ook verander, bv. 489 + 27 = 489 + (11 + 16) = (489 + 11) + 16 = 500 + 16 = 516 44 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) • Orde van aftrekking: Wanneer die getalle omgeruil word in aftrekking, sal die antwoorde VERSKIL. Die kommutatiewe eienskap is nie op aftrekking van toepassing nie. Voorbeeld: 26 – 19 ≠ 19 – 26 Aangesien leerders nog nie met negatiewe getalle werk nie, kan hulle nie pare getallesinne met dieselfde getal in verskillende orde aftrek nie. Hier sal dit beter wees om Waar/Vals vir die getallesinne te gebruik. Voorbeelde: - Waar of Vals? 49 – 13 = 13 – 49 - Waar of Vals? 297 – 36 = 36 – 297 • Gebruik van getallesinne sodat leerders die patrone in optel- en aftrekkombinasies kan sien en gebruik vir: - 10; - veelvoude van 10; - veelvoude van 100. Voorbeelde: • Tien: 3 + 7 = £ 4 + 6 = £ 2 + 8 = £ 5 + 5 = £ 7 + £ = 10 4 + £ = 10 8 + £ = 10 3 + £ = 10 10 – 7 = £ 10 – £ = 4 10 – £ = 6 10 – £ = 5 • Veelvoude van 10: 13 + 7 = £ 14 + 6 = £ 12 + 8 = £ 15 + 5 = £ 17 + £ = 20 1 4 + £ = 20 8 + £ = 20 3 + £ = 20 20 – 7 = £ 20 – £ = 4 20 – £ = 6 20 – £ = 5 Soortgelyke voorbeelde kan gegee word vir ander veelvoude soos van: 30; 40; 50; 60; 70; 80; 90. • Veelvoude van 100: Soortgelyke voorbeelde kan gegee word vir veelvoude van 100 soos 200; 300; 400; 500; 600; 700; 800; 900. Alle begrippe en tegnieke wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene-program ingeoefen word. 45 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Getalgebied vir berekeninge Optel en aftrek van heelgetalle tot minstens 4 syfers. Berekeningstegnieke Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn; • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe en assosiatiewe eienskappe van heelgetalle. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. Die helfte van die werk wat die leerders in die Intermediêre Fase doen, bestaan uit Getalle, Bewerkings en Verwantskappe. Daar word aanbeveel dat leerders berekeninge gereeld deur die jaar doen eerder as om al die optelling en aftrekking in een blok te doen. In hierdie voorgestelde opeenvolging van werk, doen die leerders optelling en aftrekking gedurende elke kwartaal van graad 4. Daar word agt ure vir optelling en aftrekking toegewys in kwartaal 1. In kwartaal 1 behoort leerders die werk wat in graad 3 gedoen is, te hersien en te konsolideer. Leerders doen optelling en aftrekking van getalle tot 3-syferheelgetalle. Hoe verskil graad 4 van graad 3? Afronding tot die naaste 10 en 100 as ʼn manier om antwoorde te skat. Leerders behoort probleme in konteks op te los en konteksvrye berekeninge te doen. Leerders sal meer selfvertroue hê en onafhanklik in Wiskunde kan werk indien hulle die tegnieke het om: • self hul oplossings te kontroleer; • die redelikheid van hul oplossings beoordeel. Beoordeling van die redelikheid van die oplossings: Leerders moet gelei word om die redelikheid van hul oplossings te kan beoordeel. Een manier waarop hulle dit kan doen is om die antwoorde te skat voordat berekeninge gedoen word. Die getalle wat in die berekeninge gebruik word, kan afgerond word. Wanneer 2-syferheelgetalle opgetel of afgetrek word, kan die getalle tot die naaste 10 afgerond word. Wanneer 3-syferheelgetalle opgetel of afgetrek word, kan die getalle tot die naaste 100 afgerond word. Wanneer twee getalle wat naby mekaar is, bv. 345 en 340, opgetel word kan die leerders die strategie van verdubbeling toepas as ʼn manier om die antwoord te skat. Kontrole van oplossings: Leerders behoort te weet dat hulle: • optelling kan kontroleer deur middel van aftrekking Voorbeeld: As 96 + 48 = 144, dan is 144 – 48 = 96 • aftrekking kan kontroleer deur middel van optelling Voorbeeld: 144 – 48 = 96, dan is 96 + 48 = 144 Die gebruik van omgekeerde bewerking om antwoorde te kontroleer is een rede waarom optelling en aftrekking gelyktydig onderrig word. 8 ure 46 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Dieselfde probleem kan soms opgelos word deur optelling of aftrekking wat nog ʼn rede is om die twee bewerkings terselfdertyd te doen. Voorbeeld: Veli se inkopies is R163. Hy betaal met ʼn R200 noot. Hoeveel kleingeld kry hy? Sommige leerders tel aan vanaf R163 om R200 te kry, bv. R163 + R7 = R170 →R170 + R30 = R200. Veli kry R37 kleingeld. Die meeste berekeningstegnieke wat leerders in Graad 4 gebruik, behels die afbreek van getalle. • Afbreek van alle getalle volgens plekwaarde om op te tel: Voorbeeld: Bereken: 362 + 486 362 + 486 = 300 + 60 + 2 + 400 + 80 + 6 OF 2 + 6 = 8 = 300 + 400 + 60 + 80 + 2 + 6 en 60 + 80 = 140 = 700 + 140 + 8 en 300 + 400 = 700 = 848 dus 362 + 486 = 848 • Optel (deur die getal wat bygetel moet word af te breek) : Voorbeeld: Bereken: 362 + 486 362 + 400 → 762 + 80 → 842 + 6 → 848 • Opvul van tiene (deur die getal wat bygetel moet word, af te breek) : Dit kan ook afronding of kompensering genoem word. Voorbeeld: Bereken: 96 + 48 96 + 48 = 96 + 4 – 4 + 48 = 100 + 48 – 4 = 100 + 44 = 144 • Afbreek van beide getalle volgens plekwaarde om af te trek: Voorbeeld: Bereken: 687 – 143 687 – 143 = 600 + 80 + 7 – 100 – 40 – 3 7 – 3 = 4 = 600 – 100 + 80 – 40 + 7 – 3 OF en 80 – 40 = 40 = 500 + 40 + 4 en 600 – 100 = 500 = 544 dus 687 – 143 = 544 47 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking • Afbreek van alle getalle volgens plekwaarde om op te tel deur die gebruik van kompensasie (balanseer [counterbalance]) : Leerders kan nie 4 van 3 of 80 van 40 aftrek nie. In plaas daarvan om 743 af te breek in 700 + 40 + 3, sal hulle 743 afbreek in 600 + 130 + 13. Dan kan hulle 4 van 13 en 80 van 130 aftrek. Voorbeeld: Bereken: 743 – 684 743 – 684 = 700 + 40 + 3 – 600 – 80 – 4 = 600 + 130 + 13 – 600 – 80 – 4 (Breek 743 op in 600 + 130 + 13) = 600 - 600 + 130 – 80 + 13 – 4 = 50 + 9 = 59 • Aftrekking deur die getalle wat afgetrek moet word, af te breek: Voorbeeld: Bereken: 687 – 143 687 – 100 → 587 – 40 → 547 – 3 = 544 of 687 – 140 – 3 = 547 – 3 = 544 Tipes probleme: Som van, vermeerder en verminder, vergelyking deur verskil. Kyk na die beskrywing van die tipes probleme in die notas wat aan die einde van die graad voorkom. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 3-syfergetalle • optelling en aftrekking met 3-syferheelgetalle • werk met getallesinne asook die optellingseienskappe van 0 en die eienskappe van bewerkings. 48 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Begrippe, vaardighede en getalgebied vir kwartaal 1 Ondersoek en brei patrone uit: • Ondersoek en brei numeriese patrone uit deur na die verwantskap of reëls van die patrone te kyk: - reekse met ʼn konstante verskil of verhouding; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur die volgende vloeidiagramme te gebruik Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • met getallesinne. Hoe verskil graad 4 van graad 3? In graad 3, is die leerders daartoe in staat om patrone te kopieer, uit te brei en te beskryf. Die beskrywings is slegs mondelings. In graad 4 werk die leerders ook met vloeidiagramme as ʼn vorm van ʼn inset-uitsetdiagram. Die tipes patrone raak meer ingewikkeld in graad 4. Opeenvolging van getalle: Voorbeelde van bogenoemde word in kwartaal 3 geïllustreer. Die fokus in kwartaal 1 is op inset-uitsetdiagramme met die oog op die ontwikkeling van vermenigvuldigingstafels en die eienskappe van die bewerkings. Gegewe patrone in inset-uitsetdiagramme: Inset-uitsetdiagramme word soms funksie-diagramme, funksie-masjiene of vloeidiagramme genoem. Funksionele verwantskappe is baie belangrik in die Senior Fase en in Wiskunde in die VOO. Die vorms van inset-uitsetdiagramme wat leerders in die Intermediêre Fase gebruik is meestal vloeidiagramme. Die ooreenkoms tussen inset- en uitsetwaardes moet duidelik in die verteenwoordigende vorm wees wanneer vloeidiagramme gebruik word, d.w.s. die eerste inset lei tot die eerste uitset, die tweede inset lei tot die tweede uitset, ens. Voorbeelde: Inset Uitset Reël Input Output Rule 1 3 5 7 9 × 3 Input 5 13 25 45 Output Rule 1 3 5 9 11 + 1 × 4 Inset Uitset Reël 4 ure 49 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone ʼn Inset-uitsetdiagram laat leerders toe om die insetwaardes te sien of uit te werk indien: • die insette as die reël en die ooreenstemmende uitsetwaarde gegee word; • die uitsette, as die reël en die ooreenstemmende insetwaardes gegee word; • die reël, as die reël van toepassing is op die gegewe insetwaarde en die ooreenstemmende uitsetwaarde gegee word. Vermenigvuldigingstafels is ʼn sinvolle manier om patrone in graad 4 en 5 te rekordeer. In graad 4 kan die reël soms in die tabel ingesluit word. Voorbeeld: 1 2 3 4 5 6 7 8 9 10 x6 6 12 18 30 60 In kwartaal 1 word voorgestel dat getallereekse gebruik word om begrippe en vaardighede te ontwikkel wat in vermenigvuldiging en deling gebruik gaan word. Die fokus kan op inset-uitsetvloeidiagramme geplaas word om leerders te help om: • die omgekeerde bewerkings tussen vermenigvuldiging en deling te verstaan en aan te leer; • die vermenigvuldiging van ene deur veelvoude van tien; • die assosiatiewe eienskap met heelgetalle en hoe ons hierdie eienskap kan gebruik wanneer ons met veelvoude van 10 vermenigvuldig. Gebruik van vloeidiagramme wat leerders help om te verstaan dat vermenigvuldiging en deling omgekeerde bewerkings is en dit te gebruik: Daar word nie van leerders verwag om die uitdrukking: “omgekeerde bewerking” te gebruik nie. Hulle moet weet dat: • hulle vermenigvuldiging kan gebruik om berekeninge met deling te kontroleer; • hulle deling kan gebruik om berekeninge met vermenigvuldiging te kontroleer. 50 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Voorbeelde: Input Output Rule 1 3 5 7 9 ×! Input Output Rule 3 9 15 21 27 ÷ ! Inset Inset Uitset Uitset Reël Reël Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. As leerders pare bypassende getallesinne geskryf het wat op die inset- en uitsetwaardes in die vloeidiagramme gegrond is, kan hulle dit bespreek deur vermenigvuldiging te gebruik om die deling te kontroleer, en die deling kan deur vermenigvuldiging gekontroleer word. Nog ʼn voorbeeld: Input Output Rule 1 3 8 40 ×! 88 Inset Uitset Reël Leerders kan die bostaande kennis gebruik om aan te dui hoe om die ontbrekende insetgetalle op die vloeidiagram te voltooi. Sodra leerders die vloeidiagram voltooi het, kan hulle bespreek hoe hulle die ontbrekende insetwaardes d.m.v. die ooreenstemmende uitsetwaardes en reël bepaal het. 51 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Gebruik van vloeidiagramme om leerders te help om vermenigvuldiging en deeltegnieke te ontwikkel: Assosiatiewe eienskap: Getalle kan in enige volgorde vermenigvuldig word. Voorbeeld: 11 x (3 x 2) = (11 x 3) x 2 Input 6 30 Output Rule 1 2 7 9 11 ×! ×! 12 Input 6 42 Output Rule 1 2 5 9 11 ×! ×! Inset Inset Uitset Uitset Reël Reël Leerders bespreek hulle gevolgtrekkings nadat hulle die voorbeeld vergelyk het. Daar word nie van leerders verwag om die name van die eienskappe te ken nie. Hulle moet dit egter gebruik om berekeninge te vergemaklik of om ekwivalente getallesinne te gebruik. 52 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Gebruik van vloeidiagramme om leerders te help om tegnieke te gebruik wanneer met 10 vermenigvuldig word: Leerders voltooi ʼn vloeidiagram soos die onderstaande een. Hulle verduidelik in hul eie woorde wat hulle gevolgtrekking is t.o.v. inset- en uitsetwaardes. 100 Input Output Rule 1 2 5 9 50 ×!" Inset Uitset Reël Gebruik van vloeidiagramme om leerders te help om tegnieke te gebruik wanneer met 10 vermenigvuldig word. Leerders voltooi ʼn vloeidiagram soos die onderstaande een. Hulle verduidelik in hul eie woorde wat hulle gevolgtrekking is t.o.v. inset- en uitsetwaardes. 1 3 5 9 20 ×!" 100 Output Input Rule Input 20 140 Output Rule 1 3 5 9 11 ×! ×!" 60 220 Inset Inset Uitset Uitset Reël Reël 53 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Doen nog voorbeelde met vermenigvuldiging deur ander veelvoude van 10 te gebruik. Nog voorbeelde: Laat leerders die onderstaande vloeidiagramme vergelyk. Output Input Rule 1 2 5 9 66 ×! 30 Input 6 30 Output Rule 1 2 7 9 10 ×! ×! 12 Inset Inset Uitset Uitset Reël Reël Leerders kan gevra word: “Op watter ander manier kan daar met 6 vermenigvuldig word?” Leerders ontwikkel skerp hoofberekeninge- en skriftelike tegnieke wat hierop gegrond is. Alle begrippe en berekeningstegnieke wat hier ontwikkel word kan regdeur die jaar in die hoofrekene-program ingeoefen word. 54 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling Getalgebied vir berekeninge: • Vermenigvuldiging van minstens 2-syferheelgetalle met 2-syferheelgetalle. • Deling van minstens 3-syferheelgetalle deur 1-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn; • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend: - finansiële kontekste; meting in konteks. In plaas daarvan om al die vermenigvuldiging en deling in een tydgleuf te behandel, word daar voorgestel dat leerders op gereelde grondslag berekeninge moet doen. In hierdie opeenvolging van werk, doen die leerders vermenigvuldiging en deling in 3 van die 4 kwartale in graad 4. Nege ure is toegewys aan vermenigvuldiging en deling vir kwartaal 1, maar dit is in 2 afsonderlike afdelings verdeel. Leerders konsolideer eers die vermenigvuldiging van 1-syfergetalle deur getalle tot tien, deling van getalle tot 99 deur 1-syferheelgetalle en ontdek watter eienskappe van die bewerkinge van toepassing is op vermenigvuldiging en deling. Leerders ontwikkel en oefen vermenigvuldigingsfeite in die eerste afdeling van kwartaal 1. Hoe verskil graad 4 van graad 3? In graad 3, leer die leerders nie die vermenigvuldigingstafels aan nie. In hierdie afdeling van die graad 4 werk behoort die leerders: • van oorslaantel en herhaalde optelling te beweeg na die waarneming van patrone in vermenigvuldigingstafels tot 10 x 10; • kortpaaie en vinnige tegnieke vir vermenigvuldiging aan te leer deur een￾syferheelgetalle en deur tien. Sodra leerders die basiese feite van elk van die vermenigvuldigingsfeite verstaan, moet dit aangeleer word. Die vermenigvuldigingstafels kan in die daaglikse hoofrekene-program ingeoefen word. Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge. Leerders kan prente van gegroepeerde voorwerpe gebruik om in groepe te tel. Leerders kan ook diagramme van rye gebruik om in groepe te tel. Hulle kan tabelle soos die onderstaande voltooi: Voorbeeld: 1 2 3 4 5 6 7 8 9 10 x7 7 14 21 35 70 Leerders kan ook vloeidiagramme gebruik om vermenigvuldigingsfeite te rekordeer. 4 ure 55 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling Getalgebied vir berekeninge: • Vermenigvuldiging van minstens 2-syferheelgetalle met 2-syferheelgetalle. • Deling van minstens 3-syferheelgetalle deur 1-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn; • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend: - finansiële kontekste; meting in konteks. In plaas daarvan om al die vermenigvuldiging en deling in een tydgleuf te behandel, word daar voorgestel dat leerders op gereelde grondslag berekeninge moet doen. In hierdie opeenvolging van werk, doen die leerders vermenigvuldiging en deling in 3 van die 4 kwartale in graad 4. Nege ure is toegewys aan vermenigvuldiging en deling vir kwartaal 1, maar dit is in 2 afsonderlike afdelings verdeel. Leerders konsolideer eers die vermenigvuldiging van 1-syfergetalle deur getalle tot tien, deling van getalle tot 99 deur 1-syferheelgetalle en ontdek watter eienskappe van die bewerkinge van toepassing is op vermenigvuldiging en deling. Leerders ontwikkel en oefen vermenigvuldigingsfeite in die eerste afdeling van kwartaal 1. Hoe verskil graad 4 van graad 3? In graad 3, leer die leerders nie die vermenigvuldigingstafels aan nie. In hierdie afdeling van die graad 4 werk behoort die leerders: • van oorslaantel en herhaalde optelling te beweeg na die waarneming van patrone in vermenigvuldigingstafels tot 10 x 10; • kortpaaie en vinnige tegnieke vir vermenigvuldiging aan te leer deur een￾syferheelgetalle en deur tien. Sodra leerders die basiese feite van elk van die vermenigvuldigingsfeite verstaan, moet dit aangeleer word. Die vermenigvuldigingstafels kan in die daaglikse hoofrekene-program ingeoefen word. Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge. Leerders kan prente van gegroepeerde voorwerpe gebruik om in groepe te tel. Leerders kan ook diagramme van rye gebruik om in groepe te tel. Hulle kan tabelle soos die onderstaande voltooi: Voorbeeld: 1 2 3 4 5 6 7 8 9 10 x7 7 14 21 35 70 Leerders kan ook vloeidiagramme gebruik om vermenigvuldigingsfeite te rekordeer. 4 ure GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); - groepering en gelyke verdeling met reste. Voorbeeld: Output Input Rule 1 3 5 7 9 Inset Uitset Reël Kommutatiewe eienskap van vermenigvuldiging: Getalle kan in enige volgorde vermenigvuldig word: Voorbeeld: 3 x 4 = 4 x 3 Leerders kan hiervan oortuig word deur hulle van rye tellers te voorsien wat omgedraai kan word. Voorbeeld: Hierdie ry toon 36 tellers aan. Leerders kan ʼn getallesin vir die vermenigvuldiging neerskryf voor en nadat dit gedraai is. Dit laat hulle toe om te sien dat: 4 x 9 = 9 x 4 Leerders kan ook getallesinne vir deling neerskryf van die rye: 36 ÷ 4 = 9 en 36 ÷ 9 = 4 Dit help die leerder om te sien dat vermenigvuldiging en deling omgekeerde bewerkings is. Afbreek van getalle om te kan vermenigvuldig: Leerders vergelyk vloeidiagramme om moontlikhede te sien waarop getalle opgebreek kan word vir vermenigvuldiging. 56 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling Voorbeeld: Input 6 Output Rule 1 2 7 9 11 X3 X2 30 x2 x3 Output Input Rule 1 2 5 9 30 48 66 x6 Inset Inset Uitset Uitset Reël Reël Leerders bespreek hul gevolgtrekkings wanneer die voorbeelde vergelyk word. Van die maklike berekeningstegnieke kan op hierdie manier gedek word. £ x 6 = £ x 2 x 3 Vermenigvuldiging deur beide 2 en 3, is dieselfde as om met 6 te vermenigvuldiging. £ x 8 = £ x 2 x 2 x 2 £ x 9 = £ x 3 x 3 £ x 5 = £ x 10 ÷ 2 Vermenigvuldiging met 10 en dan deel deur 2 is dieselfde as om met 5 te vermenigvuldig. Vermenigvuldiging en deling as omgekeerde bewerkinge: Dit is belangrik dat leerders verstaan dat hulle enige deling-stelling na vermenigvuldiging-stelling kan verander. Voorbeeld: 48 ÷ 8 = £ kan verander word na £ x 8 = 48 of 8 x £ = 48. Nog voorbeelde: 5 x £ = 35 35 ÷ 5 = £ 6 x £ = 24 24 ÷ 6 = £ 8 x £ = 56 56 ÷ 8 = £ 57 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling Leerders kan ook rye gebruik om die verwantskap tussen vermenigvuldiging en deling te ondersoek. Daar is twee tipes probleme wat tot deling lei. Dit is belangrik dat leerders beide ervaar, naamlik: • probleme wat deel behels: 6 leerders deel 32 lekkers. Hoeveel lekkers sal elke leerder kry? • probleme wat groepering behels: Samkele het een groot pak met 32 lekkers. Hoeveel kleiner pakkies kan sy maak met 6 lekkers in elk? Sommige probleme en berekeninge behoort ʼn res te hê en ander nie. Tipes probleme: Vermenigvuldiging as herhaalde optelling, hantering van groepe as eenhede, kyk na die beskrywing van tipes probleme in die notas aan die einde van die graad 4 afdeling. Alle werk wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene￾program ingeoefen word. METING 4.4 Tyd Lees van tyd en tydinstrumente: Lees, sê en skryf 12-uur en 24-uur tyd op analoog- en digitale tyd in: • ure; • minute; • sekondes. Instrumente sluit in polshorlosies en klokhorlosies. Lees van almanakke Berekeninge en probleemoplossing met betrekking tot tyd insluitend: • Berekening van die aantal dae tussen enige twee datums in dieselfde of twee opeenvolgende jare. • Berekening van tydintervalle waar die tyd slegs in minute of ure gegee word. Geskiedenis van tyd: Ken sommige maniere waarop tyd in die verlede gemeet en voorgestel is. Hoe verskil graad 4 van graad 3? In graad 3, werk leerders met analoog- en digitale tyd in die 12-uur formaat. In graad 4 beweeg leerders na die digitale 24-uur formaat. Sodra die leerders geleer het om tyd te lees, kan verdere oefening tydens die hoofrekene-tyd geskied. Leerders gaan voort om almanakke te lees. Berekeninge en probleemoplossing met tyd sluit in: • berekening van die aantal dae tussen enige twee datums in dieselfde of aaneenlopende jare; • berekening van tydintervalle waar die tyd slegs in minute en/of ure gegee word; • berekeninge behoort beperk te word tot heelgetalle en gewone breuke. Leerders gaan voort om op ʼn gereelde grondslag gedurende die jaar horlosies te lees en die tyd te sê. Dit kan tydens die hoofrekene-tyd of net voor/na pouse, voordat die leerders huis toe gaan, of wanneer hulle klas toe kom nadat hulle by ʼn ander plek was. 6 ure 58 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • tyd; • vermenigvuldiging en deling van enkel-syferheelgetalle; • getalpatrone. 59 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING 5.1 Versameling en organisering van data Versamel data deur telling en tabelle te gebruik vir rekordering. Hoe verskil graad 4 van graad 3? Die volgende is nuut in Graad 4: • leerders lees, interpreteer, analiseer en som sirkeldiagramme op waar die inligting slegs in breuke aangedui word; • leerders lees en analiseer voorgestelde data woordeliks in kort paragrawe - die woordelikse data behoort in enige vorm voorgestel te word waarna dit geanaliseer word; en • die leerders die inligting opsom deur ʼn kort paragraaf te skryf. Onderwysers in hierdie fase moet seker maak dat verskillende onderwerpe gekies word vir die versameling en analise van data in elk van die grade. 10 ure 5.2 Voorstelling van data Teken ʼn verskeidenheid grafieke om die data te vertoon en te interpreteer, insluitend: • piktogramme (een-tot-een verhouding tussen die data en die voorstelling); • staafgrafieke. Volledige data-siklus insluitend die teken van ʼn klasstaafgrafiek: konteks van persoonlike data: Die volledige data-siklus sluit in die vra van ʼn vraag, versameling van data, organisering van die data, analise en interpretasie van die data en die verslagdoening t.o.v. die data. Die klas werk deur die hele data-siklus om ʼn klasstaafgrafiek op te stel deur konteks m.b.t. hulself, hul klas, hul skool of hul familie/gesin te gebruik. Die klasstaafgrafiek laat die onderwyser toe om te assesseer en die leerders se kennis en vaardighede wat hulle in graad 3 opgedoen het, te konsolideer, bv. Weet hulle: • Waar en hoe om die grafiek te etiketteer (titel van die grafiek) ? • Waar en hoe om die asse te etiketteer (as titels) ? • Hoe om die stawe te plaas? • Hoe om die grafiek te lees? In die eerste voorbeeld van die jaar, moet die leerders gelei word om ʼn volledige paragraaf wat die data opsom, te skryf. Gepaste onderwerpe sluit in: • gunsteling sport/gunsteling fliek/gunsteling musiek/gunsteling TV program/kos of koeldrank/gunsteling kleur, ens. • modelle/motorfabrikate wat verby die skool ry. 60 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.3 Analise, interpretasie en verslagdoening van data Kritiese lees en interpretasie van data wat voorgestel word: • woordeliks; • piktogramme; • staafgrafieke; • sirkeldiagramme. Analise van data: Analiseer data deur vrae te beantwoord wat verwant is aan die data-kategorieë. Verslagdoening van data: Opsomming van data mondelings en in kort skriftelike paragrawe. Analise van grafieke: Analiseer grafieke oor omgewings- of sosio-ekonomiese kontekste deur vrae te beantwoord m.b.v. die grafieke. Beide die grafieke en die vrae word deur die onderwyser of handboek voorsien. Leerders werk met minstens: • 2 sirkeldiagramme waar die inligting in die vorm van breuke gegee is en nie deur persentasies nie; • 1 piktogram; • 1 staafgrafiek. Gepaste onderwerpe sluit in: • hoeveelheid materiaal wat in die dorp, provinsie, land herwin is; • hoeveelheid herwinbare materiaal wat deur skole in die land versamel is; • bronne van beligting en verhitting in Suid-Afrika; • tipes toilette in Suid-Afrikaanse huise; • tipes huise in Suid-Afrika. Volledige data-siklus insluitend die teken van ʼn klasstaafgrafiek: konteks van omgewingsdata: Die klas werk deur die hele data-siklus om individuele staafgrafiek te skep deur die omgewing as konteks te gebruik. Gepaste onderwerpe sluit in: • hoeveel water word per dag per familie/gesin/huishouding gebruik; • hoeveelheid en tipes rommel op die speelgrond; • hoeveelheid en tipes herwinningsmateriaal is deur die skool versamel. 61 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms Vorms wat leerders moet ken en kan benoem: • Reëlmatige en onreëlmatige veelhoeke: - driehoeke; - vierkante; - reghoeke; - ander vierhoeke; - pentagone (vyfhoeke) ); - heksagone (seshoeke). • Sirkels Die eienskappe wat leerders gebruik om vorms te eien, beskryf, sorteer en vergelyk: • reguit en geboë sye; • aantal sye. Aanvullende aktiwiteite om op die eienskappe van vorms te fokus: Teken 2-D vorms op grafiekpapier. Hoe verskil graad 4 van graad 3? Pentagone (vyfhoeke), heksagone (seshoeke) en onreëlmatige vierhoeke is nuwe vorms. Die leerders het nog nie geleer om die aantal sye van ʼn reguit-kantige 2-D vorm (veelhoek) te tel nie. Vorms en hul onderskeidende eienskappe: Daar is twee maniere waarop leerders die vorms in graad 4 onderskei: 1.Watter vorms het reguit sye en watter vorms het geboë sye; Tweedimensionele vorms kan as volg gegroepeer word: • Geslote vorms met slegs geboë sye: Voorbeelde Die enigste 2-D vorm wat die leerders moet kan benoem wat geboë sye het, is die sirkel. Hulle moet egter ook aan ander vorms met geboë sye blootgestel word, maar hulle hoef dit nie te benoem nie, bv. al die bogenoemde vorms het geboë sye. • Geslote vorms met reguit en geboë sye: Voorbeelde Daar word nie van die leerders verwag om enige van hierdie vorms te benoem nie. • Geslote vorms wat slegs reguit sye het: Voorbeelde van veelhoeke: 62 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms 2. ʼn Groep vorms met reguit sye word gegroepeer volgens die aantal sye. Geslote vorms met reguit sye word veelhoeke genoem. Veelhoeke: ʼn Reëlmatige veelhoek is ʼn geslote vorm met reguit sye waarvan al die sye gelyk is en al die hoeke dieselfde grootte is. Leerders hoef nie die terme “reëlmatig” of “onreëlmatig” te ken nie. Hulle behoort die veelhoeke te identifiseer volgens die aantal sye. Hulle moet enige seshoek of vyfhoek te kan identifiseer. Voorbeelde van heksagone (seshoeke): Voorbeelde van pentagone (vyfhoeke) : Leerders moet weet dat alle geslote vorms met 4 reguit sye vierhoeke genoem word. Voorbeelde van vierhoeke: In graad 4, moet leerders vierkante en reghoeke kan identifiseer en benoem. Ander vierhoeke staan slegs bekend onder die groepnaam: vierhoeke. Leerders behoort blootgestel te word aan verskillende driehoeke, maar daar word nie van hulle verwag om die tipes driehoeke in graad 4 te kan benoem nie. 63 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms Aktiwiteite om op die kenmerke van vorms te fokus: Meeste van die kommersieel beskikbare 2-D vormstelle het nie onreëlmatige vorms nie. Dit is egter maklik om dit uit karton te knip. Leerders kan onreëlmatige vorms op grafiekpapier teken, of indien hulle geoborde het, kan die vorms op die geoborde geskep word. Leerders kan ook die uitgeknipte karton of plastiek vorms bymekaarsit om saamgestelde onreëlmatige vorms te maak. ʼn Paar voorbeelde word hieronder aangedui. Dit word verder onder transformasies bespreek en beskryf. Skriftelike oefeninge en rekordering: Leerders behoort praktiese werk met konkrete apparaat te doen, maar hulle moet ook skriftelike oefeninge doen. In kwartaal 1, behoort leerders aan al die 2-D vorms wat hulle reeds ken bekendgestel te word. Hulle moet die eienskappe van die vorms aanleer sodat die vorms geïdentifiseer kan word. Hulle moet die 2-D vorms teken en indien die apparaat of geoborde beskikbaar is moet saamgestelde vorms geskep word. Hulle moet skriftelike oefeninge doen m.b.t. 2-D vorms. 5 ure 64 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling Getalgebied vir berekeninge: • Vermenigvuldiging van minstens 2-syferheelgetalle met 2-syferheelgetalle. • Deling van minstens 3-syferheelgetalle deur 1-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn. • gebruik optel en aftrek as omgekeerde bewerkings. • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend: - finansiële kontekste; - meting in konteks. Hierdie is die tweede keer wat die leerders vermenigvuldiging en deling in kwartaal 1 doen. Leerders behoort reeds bekend te wees met die vermenigvuldigingstafels tot 10 x 10 en hulle moet daartoe in staat wees om hierdie feite in vermenigvuldiging van en deling deur 2-syferheelgetalle. Die werk wat die leerders in graad 3 gedoen het, moet in kwartaal 1 hersien en gekonsolideer word, d.w.s. • leerders vermenigvuldig minstens 2-syferheelgetalle met 2-syferheelgetalle; • leerders deel minstens 2-syferheelgetalle deur 1-syferheelgetalle. Hoe verskil graad 4 van graad 3? Afronding tot die naaste 10 om sodoende antwoorde te skat. Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge: Leerders raak meer vertroud en onafhanklik m.b.t. Wiskunde indien hulle tegnieke het om: • hul eie oplossings te kan kontroleer; • die redelikheid van hul oplossings te kan beoordeel. Beoordeling van die redelikheid van die oplossings: Leerders behoort hul antwoorde te skat voordat berekeninge gedoen word. Hulle kan die getalle wat in die berekeninge gebruik word, afrond. Leerders kan tot die naaste 10 afrond wanneer hulle met 2-syferheelgetalle vermenigvuldig of deel. Kontrole van oplossings: • Leerders behoort te weet dat hulle: ʼn bewerking wat deling behels kan kontroleer deur middel van vermenigvuldiging. Voorbeeld: As 69 ÷ 3 = 23; dan is 23 x 3 = 69 • Wanneer leerders ʼn delingsbewerking met ʼn res moet kontroleer, moet hulle geleer word om eers te vermenigvuldig en dan die res by te tel. Voorbeeld: As 70 ÷ 3 = 23 res 1; dan is 23 x 3 = 69 dus 69 + 1 = 70. • Die gebruik die omgekeerde bewerking om antwoorde te kontroleer is een rede waarom vermenigvuldiging en deling gelyktydig onderrig word. Die feit dat ons byna altyd vermenigvuldiging gebruik om deling op te los is ʼn verdere rede waarom daar tegelykertyd met vermenigvuldiging en deling gewerk word. In graad 4, breek leerders getalle op om te vermenigvuldig. Daar is verskillende maniere waarop dit gedoen kan word, soms maak die getalle in die bewerking verskillende metodes makliker of moeiliker. Leerders het reeds gesien hoe die assosiatiewe en kommutatiewe eienskappe vermenigvuldiging vergemaklik. 5 ure 65 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); - groepering en gelyke verdeling met reste. Vermenigvuldiging en die distributiewe eienskap van vermenigvuldiging oor optelling/aftrekking: Een manier waarop leerders waarneem hoe en wanneer die distributiewe eienskap werk, is om die rye af te breek en getallesinne te skryf om die rye mee te beskryf. Voorbeeld: + + 9 x 5 = 5 x 5 + 4 x 5 Die distributiewe wet laat jou toe om die getal af te breek en dan elke deel afsonderlik te vermenigvuldig. Gebruik faktore om te vermenigvuldig: Voorbeeld: Bereken: 47 x 6 47 x 6 = 47 x 2 x 3 = 94 x 3 = (90 + 4) x 3 = 90 x 3 + 4 x 3 = 270 + 12 = 282 Gebruik die distributiewe eienskap om te vermenigvuldig: Voorbeeld: 47 x 5 = 40 x 5 + 7 x 5 (gebruik die distributiewe eienskap) = 4 x 10 x 5 + 35 = 4 x 5 x 10 + 35 = 200 + 35 = 235 66 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling of 47 x 5 = (50 – 3) x 5 (gebruik die distributiewe eienskap) = 50 x 5 – (3 x 5) = 5 x 5 x 10 – 15 = 250 – 15 = 235 Deling: Leerders gebruik hulle kennis van vermenigvuldiging om deling te doen. In die verlede, is leerders onderrig om al die vermenigvuldigingstafels uit te skryf, waar hulle aangemoedig is om herhaalde optelling te doen. Dit is beter om nie die leerders se vermoë om deling te doen te beperk tot herhaalde optelling nie. Laat hulle eerder met bruikbare en vermenigvuldigingsfeite werk wat maklik is om te onthou, veral veelvoude en dan verdubbeling en halvering. Voorbeeld: 75 ÷ 4 Leerders kan vir hulself ʼn “leidraadbord” skryf van dit wat hulle weet van die vermenigvuldiging deur 4. Voorbeeld: 4 x 10 = 40 4 x 20 = 80 (verdubbel die eerste stelling) 4 x 5 = 20 (halveer die eerste stelling) 4 x 4 = 16 4 x 3 = 12 Leerders vermenigvuldig en trek af om te bereken. Vermenigvuldig Trek af 4 x 10 = 40 75 – 40 = 35 4 x 5 = 20 35 – 20 = 15 4 x 3 = 12 15 – 12 = 3 75 ÷ 4 = 10 + 5 + 3 + res 3 = 18 res 3 67 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling Leerders kontroleer hul berekeninge deur vermenigvuldiging: 18 x 4 = 72 dus 72 + 3 = 75. Tipes probleme: Verdeling, groepering, hantering van groepe as eenhede, koers. Verwys na die beskrywing van die tipes probleme in die notas wat aan die einde van die graad se afdeling voorkom. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • datahantering; • 2-D vorms; • vermenigvuldiging en deling van 2-syferheelgetalle met 1-syferheelgetalle. HERSIENING 5 ure 68 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot minstens 10 x 10 - Vermenigvuldigingsfeite van: - ene deur veelvoude van 10; - ene deur veelvoude van 100. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in 2’s, 3’e, 5’e, 10e, 25’s, 50’s, 100e tussen 0 en minstens 10 000. • Orden, beskryf en voorstelling van getalle tot minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 4-syferheelgetalle. • Afronding tot die naaste 10, 100, 1 000. Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. Leerders behoort nie gevra te word om daagliks lukrake berekeninge te doen nie. Soos wat die leerders die onderwerpe dek en berekeningstegnieke ontwikkel in die kerngedeelte van die les, kan hoofrekene-aspekte geïnkorporeer word. Begrippe en vaardighede word gedurende die kerngedeelte van die les ontwikkel en ingeoefen deur kleiner getalgebiede in die hoofrekene-program te gebruik. Vanaf kwartaal 2 behoort die getalgebied vergroot te word na dit wat teen die einde van die jaar vereis word. Hoofrekene behoort die volgende drie aspekte van die leerder se getallekennis sistematies te ontwikkel: • Getalfeite: - getalkombinasies: optelling en aftrekkingsfeite vir: ◊ ene; ◊ veelvoude van 10; ◊ veelvoude van 100; ◊ veelvoude van 1000. • Vermenigvuldigingstafels wat die vermenigvuldiging van heelgetalle tot minstens 10 x 10 insluit. • Berekeningstegnieke: - verdubbeling en halvering; - gebruik van vermenigvuldiging om deling te doen; - vermenigvuldiging van 10 en 100; - vermenigvuldiging van 10 ,100 en 1 000; - vermenigvuldiging van veelvoude van 10, 100 en 1 000; - deling deur 10, 100 en 1 000; - opbou en afbreek van getalle; - afronding en kompensering: afronding tot die naaste 10, 100 en 1 000. - optelling en aftrekking van ene, veelvoude van 10 en veelvoude van 100 tot/ vanaf enige 4-syferheelgetalle. 10 minute per dag 69 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn. • gebruik optel en aftrek as omgekeerde bewerkings. • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. • Getalbegrip: - tel aan en terug in 2’s, 3’e, 5’e, 10’e, 25’s, 50’s en 100'e tussen 0 en minstens 10 000; - ordening en vergelyking van tot 4-syferheelgetalle; - plekwaarde van tot 4-syferheelgetalle; - onewe en ewe getalle; - veelvoude. Aanbevole tegnieke: • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • omgekeerde verwantskap tussen vermenigvuldiging en deling; • omgekeerde verwantskap tussen optelling en aftrekking. Sommige van die hoofrekene kan sonder apparaat gedoen word, maar soms is dit sinvol om wel apparaat te gebruik. Aanbevole apparaat: • ʼn genommerde of ongenommerde getallelyn; • ʼn getallekaart; • plekwaardekaarte (spreikaarte); • telkrale. 70 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, vergelyking, voorstelling en plekwaarde van syfers Getalgebied vir tel, ordening, vergelyking en voorstelling asook die plekwaarde van syfers • Tel aan en terug in 2’s, 3’e, 5’e, 10e, 25’s, 50’s, 100e tussen 0 en minstens 10 000. • Orden, beskryf en voorstelling van getalle tot minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 4-syferheelgetalle. • Afronding tot die naaste 10, 100, 1 000. Hoe verskil kwartaal 2 van kwartaal 1? • Die getalgebied vir tel vermeerder tot 10 000. • Afronding tot die naaste 10 en 100. • Die getalgebied vir plekwaarde, ordening, vergelyking en voorstelling van getalle vermeerder tot 4-syfers. Verwys na die notas vir kwartaal 1. Alle werk wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene￾program ingeoefen word. 1 uur 71 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Getalgebied vir berekeninge: Optel en aftrek van heelgetalle tot minstens 4 syfers. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn. • gebruik optel en aftrek as omgekeerde bewerkings. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe en assosiatiewe eienskappe van heelgetalle. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. Hoe verskil kwartaal 2 van kwartaal 1? • In kwartaal 2, doen die leerders optel en aftrek met getalle tot 4-syfers. • Afronding sluit in tot die naaste 1 000 as 'n manier om antwoorde te skat. Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge Leerders gaan voort om: • self hul oplossings te kontroleer; d.m.v. omgekeerde bewerking; • die redelikheid van hul oplossings beoordeel deur afronding en die skatting van antwoorde. Die berekeningstegnieke gaan voort deur meestal getalle af te breek. Soos wat die getalle waarmee die leerders werk groter word, mag die leerders tred verloor van sommige getalle wat hulle afbreek om berekeninge te doen. Die gebruik van hakies is ʼn sinvolle manier om die groepering van getalle aan te dui wat die leerders help om tred te hou met dit waarmee hulle besig is. Omdat die bewerkinge in die hakies eerste gedoen moet word, word enige verwarring oor die volgorde van die bewerkinge uit die weg geruim. Leerders hoef dus nie die reëls soos BODMAS aan te leer indien hakies gereeld gebruik word om aan te dui watter berekening eerste gedoen moet word nie. • Afbreek van alle getalle volgens plekwaarde om op te tel: Voorbeeld: Bereken: 5 362 + 2 486 5 362 + 2 486 = 5 000 + 300 + 60 + 2 + 2 000 + 400 + 80 + 6 2 + 6 = 8 = 5 000 + 2 000 + 300 + 400 + 60 + 80 + 2 + 6 OF en 60 + 80 = 140 = 7 000 + 700 + 140 + 8 en 300 + 400 = 700 = 7 848 en 5 000 + 2 000 = 7 000 dus 5 362 + 2 486 = 7 848 • Optelling deur die afbreek van die getalle wat opgetel moet word: Voorbeeld: Bereken: 5 362 + 2 486 5 362 + 2 000 → 7 362 + 400 → 7 762 + 80 →7 6 842 + 6 → 7 848 4 ure 72 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking • Opvul van tiene deur die afbreek van die getal wat opgetel moet word: Dit kan ook afronding of kompensering genoem word. Hier beteken dit dat die getal wat opgetel moet word, weer afgetrek moet word sodat die stelling ekwivalent bly. Voorbeeld: Bereken: 2 486 + 48 2 486 + 48 = (2 486 + 14) – 14 + 48 = 2 500 + (48 –1 4) = 2 500 + 34 = 2 534 • Afbreek van beide getalle om af te trek: Voorbeeld: Bereken: 4 687 – 2 143 4 687 – 2 143 = 4 000 + 600 + 80 + 7 – 2 000 - 100 – 40 – 3 OF 7 – 3 = 4 = (4 000 – 2 000) + (600 – 100) + (80 – 40) + (7 – 3) en 80 – 40 = 40 = 2 000 + 500 + 40 + 4 en 600 – 100 = 500 = 2 544 en 4 000 – 2 000 = 2 000 Dit beteken dat: 4 687 – 2 143 = 2 000 + 500 + 40 + 4 = 2 544 • Afbreek van alle getalle om op te tel deur die gebruik van kompensasie (balanseer [counterbalance]) : Leerders kan nie 4 van 3 of 80 van 40 aftrek nie. In plaas daarvan om 743 af te breek in 700 + 40 + 3, sal hulle 743 afbreek in 600 + 130 + 13. Dan kan hulle 4 van 13 en 80 van 130 aftrek. Bereken: 8 743 – 5 684 8 743 – 5 684 = (8 000 + 700 + 40 + 3) – 5 000 – 600 – 80 – 4 = (8 000 + 600 + 130 + 13) – 5 000 – 600 – 80 – 4 (breek 743 op 600 + 130 + 13) = (8 000 – 5 000) + (600 – 600) + (130 – 80) + (13 – 4) = 3 000 + 0 + 50 + 9 = 3 059 73 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking • Aftrekking deur die getalle wat afgetrek moet word, af te breek: Bereken: 4 687 – 2 143 4 687 – 2 000 → 2 687 – 100 → 2 587 – 40 → 2 547 – 3 → 2 544 Tipes probleme: Som van, vermeerder en verminder, vergelyking deur verskil, vergelyking deur verhouding (ratio). Kyk na die beskrywing van die tipes probleme aan die einde van die notas vir die graad. GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Begrippe, vaardighede en getalgebied vir kwartaal 2: Probleemoplossing: Los probleme in konteks op wat breuke behels, insluitend groepering en gelyke verdeling. Beskrywing en ordening van breuke: • Vergelyk en orden gewone breuke met verskillende noemers (halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes). • Beskryf en vergelyk gewone breuke in diagramvorm. Berekeninge met breuke: • Optelling van gewone breuke met dieselfde noemers. • Herken, beskryf en gebruik die ekwivalente vorms van deling en breuke. Ekwivalente vorms: Herken en gebruik ekwivalente vorms van gewone breuke (breuke waarvan een noemer ʼn veelvoud is van die ander). Hoe verskil graad 4 van graad 3? Sewendes is nuut. Daar is verskillende maniere om breuke te verstaan. Dit beteken dat leerders die begrip van breuke op verskillende maniere behoort te ontwikkel. Kontekste vir probleemoplossings kan leerders help om die verskillende maniere waarop daar oor breuke gedink word, te verstaan. ʼn Verskeidenheid probleme behoort aan die leerders gegee te word. Verwys na die tipes probleme met breuke wat in die notas aan die einde van die graad voorsien word. Die begrip van ʼn breuk behoort eers ontwikkel te word voordat die leerders op ekwivalensie en berekeninge fokus. Leerders kan ook met apparate en diagramme werk. Verskillende diagramme of apparaat ontwikkel verskillende maniere waarop daar oor breuke gedink word: • Streek- of areamodelle ontwikkel die begrip van breuke as ʼn geheel. Indien dit op sekere maniere gebruik word, kan die begrip dat breuke ook ʼn mate is, ontwikkel word. Voorbeelde van areamodelle sluit in sirkels wat in breukdele uitgeknip is of sirkeldiagramme; Reghoeke of ander meetkundige vorms wat in breukdele verdeel is (papier vou); Breuke deur die gebruik van grafiekpapier of grafiekpapier met kolletjies; Geoborde. • Breukmure en breukmodelle kan gebruik word om die begrip van breuke as deel van ʼn geheel te ontwikkel as dit op sekere maniere gebruik word. • Voorbeelde van lengtemodelle sluit in breukstroke, Cuisenaire stafies, getallelyne. • Vasgestelde modelle ontwikkel die begrip van ʼn breuk of ʼn versameling breuke en kan die grondslag lê vir die nadink oor ʼn breuk of ʼn getal, bv. 1 3 van 12. Voorbeelde van vasgestelde modelle sluit in tellers van enige tipe in verskillende rangskikkings. 74 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Leerders behoort nie slegs met een tipe model te werk nie omdat dit hulle begrip van breuke kan beperk. Breuke in diagramvorm behoort byvoorbeeld streekmodelle (sirkels en ander meetkundige vorms wat in breukdele gedeel is), breukemodelle (insluitend getallelyne) en vasgestelde modelle (wat versamelings voorwerpe aandui) in te sluit. In kwartaal 1, behoort die leerders die kennis wat hulle in graad 3 aangeleer het, te hersien en te konsolideer. Leerders behoort probleme op te los asook werk met apparate en diagramme wat oppervlak behels, lengte en vasgestelde modelle te doen om seker te maak dat hulle: • die verwantskap tussen breuke en deling verstaan, d.w.s. as jy iets tussen 3 leerders verdeel, sal jy derdes kry; • daartoe in staat wees om breuke te benoem. Terminologie soos “3 oor 4” behoort vermy te word omdat dit leerders aanmoedig om aan die breuk te dink as twee verskillende getalle, eerder as dat 3 4 ʼn getal is wat groter is as 'n 12 maar minder as 1. Wanneer breukdele benoem word, behoort leerders eerder die term “3 kwarte” te gebruik. Leerders behoort d.m.v. apparaat, diagramme en probleemoplossing die nuwe breuke waarmee hulle in graad 4 te doen gaan kry aan te leer. 6 ure ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 4-syferheelgetalle; • optel en aftrek met 4-syferheelgetalle; • breuke. 75 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.1 Lengte Praktiese meting van 2-D vorms en 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: liniale, meterstokke, maatbande, klikwiele Eenhede: millimeters (mm), sentimeters (cm), meters (m), kilometers (km) Berekeninge en probleemoplossing met betrekking tot lengte: Los probleme in konteks op met betrekking tot lengte. Omskakeling tussen: • millimeters (mm) en sentimeters (cm); • sentimeters (cm) en meters (m); • meters (cm) en kilometers (cm). Omskakelings is beperk tot heelgetalle en gewone breuke. Hoe verskil graad 4 van graad 3? In graad 3, gebruik leerders nie-standaard of informele eenhede tydens meting. Hulle word aan meters en sentimeters bekendgestel. Hulle gebruik liniale om slegs in sentimeters te meet. In graad 3, gebruik leerders meterstokke of lengtes lyn om in meters te meet. Hulle leer nie dat daar 100cm in 1m is nie. Hulle doen nie omskakelings tussen eenhede nie. In graad 4, werk leerders met nuwe meetinstrumente. Millimeters en kilometers word bekendgestel en leerders doen omskakelings tussen die eenhede. Graad 4 leerders moet die verwantskap tussen meters en sentimeters, sentimeters en millimeters, meters en kilometers verstaan en aanleer. Lees van instrumente om lengte te meet: Leerders behoort lengte te meet deur die volgende te gebruik: • liniale (mm, cm); • meterstokke (m); • maatbande (m, cm, mm); • klikwiele (m). Leerders vind dit maklik om liniale vir meting te gebruik omdat: • sentimeters altyd genommer is; • daar altyd 10mm verdelings in ʼn sentimeter is. In graad 4, rekordeer leerders gewoonlik hul meting met liniale as millimeters of sentimeters, of millimeters en sentimeters, bv. die potlood is 11 sentimeters en 3 millimeters lank. Soms rekordeer leerders hul meting in sentimeters en breuke van sentimeters, bv. die uitveër is 2 12 cm lank. Dit is maklik om te doen omdat die 5de millimeter graderingslyn op ʼn liniaal gewoonlik langer is. Leerders wat die verpakkings lees wat massa en kapasiteit in 2,5 aandui, sal die desimale 5 in hul eie rekordering kan gebruik, d.w.s. 2,5cm lank. Kontroleer dat leerders weet dat hulle vanaf die nul moet begin meet, of om die aanvanklike mate van die finale mate af te trek. 76 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.1 Lengte Dit word hieronder geïllustreer. Voorbeeld: Die uitveër is 2cm + 7mm of 20mm + 7mm of 27mm lank Die uitveër is (3cm –1cm) + 7mm = 2cm + 7mm of 20mm + 7mm of 27mm lank Sodra leerders ervaring opgebou het in die meting van elke eenheid, behoort hulle voor elke meting te skat. Dit sal help as daar daaglikse referente vir vergelykings is, bv. die wydte van ʼn deur en die hoogte van ʼn venster is dikwels 1m, die breedte van ʼn vuurhoutjie is dikwels 1mm. Maatbande wat langer as 1m en 2m is behoort gebruik te word, bv. maatbande wat bouers of opmeters gebruik kan langer as 10 meter wees. Die langer maatbande is moeiliker om te gebruik. Leerders kan nie slegs die ooreenstemmende getal met die finale mate lees nie. Hulle moet weet hoeveel meter van die band afgerol is, bv. die afstand mag dalk 4m en 78cm wees, maar die band wys slegs die getal 78. Wanneer langer maatbande gebruik word, raak skatting al hoe belangriker. Vergelyk en orden lengtes tot 4-syfers in mm, cm, m, km: In graad R tot 2, plaas leerders voorwerpe langs mekaar en bespreek watter voorwerp is langer of korter. In die Intermediêre Fase, moet leerders die lengte en hoogte vergelyk wanneer hulle tekeninge van voorwerpe van spesifieke lengtes, of skriftelike beskrywings van voorwerpe van spesifieke lengtes gegee word. Aanvanklik kan leerders die lengte wat in dieselfde eenhede gegee word, vergelyk. Sodra hulle weet hoe om die omskakeling tussen die eenhede te doen, kan hulle die lengte en hoogte van voorwerpe in verskillende eenhede vergelyk. Berekeninge (insluitend omskakelings) en probleemoplossing: Meting voorsien ʼn konteks waarin die vaardighede wat in Getalle, Bewerkings en Verwantskappe verwerf is, ingeoefen kan word. Die vaardighede, bewerkings en getalgebiede waarmee leerders tot dusver gewerk het, word hieronder aangedui. 7 ure 77 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.1 Lengte Skatting en berekeninge deur mm, cm, m, km te gebruik: • afronding van getalle (op of af) na die gepaste eenheid van lengte; • afronding tot die naaste 10, 100, 1 000; • optel en aftrek van tot 4-syferheelgetalle; • vermenigvuldiging van 2-syferheelgetalle met 1-syferheelgetalle; • deling van 2-syferheelgetalle deur 1-syferheelgetalle; • optel van breuke in ʼn konteks van meting (gebruik slegs halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes). Teen die einde van die jaar, kan die getalgebiede en bewerkinge vergroot word om alles in te sluit wat gedek is in Getalle, Bewerkings en Verwantskappe. Oplossing van probleme wat verband hou met afstand en lengte: Sluit probleme m.b.t. koers (rate) en verhouding (ratio) in. Omskakelings tussen eenhede: mm ↔ cm; cm ↔ m; m ↔ km. Die bostaande omskakeling tussen die eenhede van meting voorsien ʼn konteks vir die inoefening van vermenigvuldiging van en deling deur 10; 100 en 1 000. Omskakelings behoort beperk te word tot heelgetalle en breuke word slegs as halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes gegee. In graad 4, doen leerders nie bewerkings met desimale nie. Soms is daar ʼn res wanneer deling gedoen word, bv. 37 ÷ 4 = 9 res 1. So kan hulle antwoorde ʼn kombinasie van eenhede wees wanneer daar omskakelings tussen eenhede gedoen word, bv. • 35mm = 3cm en 5mm of 312 cm; • 526cm = 5m en 26cm; • 2 500m = 2m en 500cm; • 412 km = 4 500m. 78 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul diging Getalgebied vir berekeninge: • Vermenigvuldiging van minstens 2-syferheelgetalle met 2-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. Hoe verskil kwartaal 2 van kwartaal 1? • In kwartaal 2, vermenigvuldig leerders 2-syferheelgetalle met 2-syferheelgetalle. • Afronding sluit in afronding tot die naaste 1 000 as ʼn manier om antwoorde te skat. Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge: Leerders gaan voort om die redelikheid van hul oplossings te beoordeel, bv. deur te skat voordat berekeninge gedoen word en afronding tot die naaste 10 te gebruik. Soos wat die getalle waarmee die leerders werk groter word, mag die leerders tred verloor van sommige getalle wat hulle afbreek om berekeninge te doen. Die gebruik van hakies is ʼn sinvolle manier om die groepering van getalle aan te dui wat die leerders help om tred te hou met dit waarmee hulle besig is. Omdat die bewerkinge in die hakies eerste gedoen moet word, word enige verwarring oor die volgorde van die bewerkinge uit die weg geruim. Leerders hoef dus nie die reëls soos BODMAS aan te leer indien hakies gereeld gebruik word om aan te dui watter berekening eerste gedoen moet word nie. Gebruik van die distributiewe eienskap om te vermenigvuldig: Voorbeeld: Bereken: 47 x 45 47 x 45 = 47 x (40 + 5) (afbreek van een getal) = 47 x 40 + (47 x 5) (gebruik die distributiewe eienskap) = 1 880 + 235 = 2 115 Of 47 x 45 = 47 x (50 – 5) (afronding en kompensering) = 47 x 50 – (47 x 5) (gebruik van die distributiewe eienskap) = 2 350 – 235 = 2 115 Kontrolering van redelikheid deur afronding: Voorbeeld: 47x45≈47x50≈2 350 (benadering van die vermenigvuldigtal). 47x45≈50x45≈2 250 (benadering van die vermenigvuldiger). 79 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul diging Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R). Afbreek van getalle in faktore om te vermenigvuldig: Voorbeelde: Bereken: a) 47 x 12 = 47 x 2 x 6 b) 53 x 45 = 53 x 9 x 5 = 47 x 2 x 2 x 3 = 53 x 3 x 3 x 5 = 94 x 2 x 3 = 159 x 3 x 5 = 188 x 3 = 477 x 5 = (100 + 80 + 8) x 3 = (400 + 70 + 7) x 5 = 300 + 240 + 24 = 2 000 + 350 + 35 = 564 = 2 385 Tipes probleme: Hantering van groepe as eenhede, koers (rate) Verwys na die beskrywing van tipes probleme in die notas aan die einde van die graad 4-afdeling. 6 ure 80 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.2 Eienskappe van 3-D voorwerpe Voorwerpe wat leerders moet ken en benoem: • reghoekige prismas; • sfere; • silinders; • keëls; • vierkant-gebaseerde piramiedes. Eienskappe wat gebruik word om voorwerpe te herken, beskryf, sorteer en vergelyk: • vorm van vlakke • plat of geboë oppervlaktes Aanvullende aktiwiteite wat fokus op die eienskappe van voorwerpe: Maak 3-D modelle deur uitgeknipte veelhoeke te gebruik. Hoe verskil graad 4 van graad 3? Leerders fokus op dieselfde 3-D meetkundige voorwerpe, maar in graad 3 het hulle: • van bokse gepraat en in graad 4 word dit reghoekige prismas genoem; • balvorms en in graad 4 word dit sfere genoem. Voorwerpe en hulle onderskeidende kenmerke: Daar is twee maniere waarop leerders die 3-D voorwerpe in graad 4 onderskei: 1.Watter voorwerpe het plat of geboë oppervlaktes. Driedimensionele voorwerpe kan as volg gegroepeer word: Voorwerpe met slegs geboë oppervlakke: Voorbeeld: ʼn sfeer: Voorwerpe met reguit en geboë oppervlakke: Keëls Silinders Voorwerpe wat slegs plat oppervlakke het: In graad 4, word dit geïdentifiseer en benoem. Voorbeelde: Reghoekige prismas. piramiedes: met vierkantige basis 5 ure 81 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.Wanneer daar na 'n groep voorwerpe met plat oppervlakke gekyk word, moet leerders weet dat die plat oppervlakke van 3-D voorwerpe, vlakke genoem word. Hulle beskryf hierdie voorwerpe volgens die tipe 2-D vorms wat die plat oppervlakke maak, bv. die vlakke van 'n reghoekige prisma kan almal reghoeke wees of sommige kan vierkante wees. Piramiedes met vierkantige basisse het een vierkantige vlak en die ander vlakke is driehoeke. RUIMTE EN VORM 3.2 Eienskappe van 3-D voorwerpe Die maak van modelle van 3-D voorwerpe: Die maak van 3-D modelle deur uitgeknipte veelhoeke te gebruik, help om die aandag te fokus op die vorms of die vlakke van die 3-D voorwerpe. Interpretasie van tekeninge van 3-D voorwerpe en skriftelike oefeninge: Leerders moet met werklike voorwerpe werk. Hulle moet egter ook skriftelike oefeninge m.b.t. 3-D voorwerpe doen. Dit is moeiliker om prente van 3-D voorwerpe te interpreteer as wat dit is om die werklike voorwerpe te werk. Leerders behoort die interpretasie van 3-D voorwerpe te oefen. Hulle behoort 3-D voorwerpe in tekeninge te identifiseer en te benoem; 3-D voorwerpe vanuit tekeninge te vergelyk; alledaagse voorwerpe wat soos meetkundige voorwerpe lyk te identifiseer, bv. ʼn melkkarton lyk soos ʼn reghoekige prisma; die oppervlakke van die voorwerpe in tekeninge van 3-D voorwerpe te beskryf; die 2-D vorms wat dieselfde vorm het as die vlak van die 3-D voorwerp te pas. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • lengte; • vermenigvuldiging van 2-syferheelgetalle met 2-syferheelgetalle; • 3-D voorwerpe. 82 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei meetkundige patrone uit deur na die verwantskap of reëls van die patrone deur te kyk wat in - fisiese of diagramvorm voorgestel is; - reekse met ʼn konstante verskil; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: • Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik. Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • met getallesinne. Hoe verskil graad 4 van graad 3? In graad 3, word patrone wat gevorm word deur getalle, voorwerpe of tekeninge gekopieer, uitgebrei en beskryf. Die beskrywings is slegs mondeling. Leerders skep ook hul eie patrone. Die tipes patrone word meer ingewikkeld in graad 4. In graad 4, word leerders aan ʼn nuwe manier om patrone voor te stel bekendgestel: die inset-uitset vloeidiagram (sommige leerders mag dit alreeds in die grondslagfase gebruik het, maar dit is nie ʼn spesifikasie nie). Leerders dui dieselfde patrone op verskillende maniere aan: in ’n diagram, as ʼn mondelinge beskrywing, as ʼn vloeidiagram en in ʼn getallesin. Soms kan leerders verskillende aspekte van ʼn patroon sien wanneer hulle die vorm waarin die patroon voorgestel word, verander. Leerders werk met patrone wat van 2-D vorms en 3-D voorwerpe, of van tekeninge/diagramme van hierdie vorms en voorwerpe gemaak is. In Patrone, Funksies en Algebra, word meetkundige patrone gekies wat weer beskryf kan word deur getalpatrone te gebruik (Die woordelikse beskrywing is gewoonlik die beginpunt). In Ruimte en Vorm werk leerders ook met visuele meetkundige patrone. In Ruimte en Vorm, word daar slegs van hulle verwag om patrone te beskryf deur die meetkundige woordeskat te gebruik en om die patrone te kopieer. Hoewel baie van die patrone beskryf kan word d.m.v. algebraïese uitdrukkings, is dit nie binne van die Intermediêre Fase-leerder se vermoë nie. Watter tipe meetkundige patrone behoort die leerders mee te werk? • Eenvoudige, herhalende patrone - hoewel dit meer op die grondslagfase van toepassing is. Voorbeeld: Voltooi die patroon • Patrone waarin die vorms groei of kleiner word op verskillende maniere. Ons beskryf hierdie patrone volgens die manier waarop hulle lyk. - patrone waarin die vorm sy formaat behou, maar groter (of kleiner) word in elke stadium. - 4 ure 83 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone - patrone waarin ʼn vorm of deel van die vorm in elke stadium bygevoeg word. In elk van die bogenoemde voorbeelde, word die patrone gevorm deur dieselfde aantal vuurhoutjies in elke opeenvolgende vorm by te voeg. In die boonste patroon, word daar elke keer 3 vuurhoutjies bygevoeg. In die tweede patroon, word daar elke keer nog twee vuurhoutjies bygevoeg. Beide patrone toon die getal patrone met ʼn vaste verskil. Die meeste meetkundige patrone wat die leerders in graad 4 sien, sal patrone met vaste verskil wees. Hulle sal eerder patrone kry met ʼn konstante verhouding indien hulle slegs met getallereekse werk. • Patrone wat nie ʼn konstante verskil of ʼn konstante verhouding het nie: Voorbeeld Wat behoort leerders te doen? • Kopieer en brei die patroon uit. Dit help hulle om te verstaan hoe die patroon gevorm word. • Beskryf die patroon in woorde - Verskillende leerders sal verskillende aspekte van die patroon beskryf. - Leerders moet die verwantskap tussen die vorms in die volgorde of reëls in hul eie woorde beskryf. Leerders moet die manier waarop hulle die patroon gevorm het bespreek of hulle moet die volgende vraag beantwoord: “Hoe vorder ek van die een stadium van die patroon na die volgende stadium?” Leerders moet die geleentheid gebied word om waar te neem dat die verandering van die formaat waarin die patroon voorgestel word (meetkundig na mondeling of na ʼn vloeidiagram of na ʼn tabel) hulle kan help om die patroon op verskillende maniere te verstaan. Leerders moet hierdie meetkundige volgordes herlei na ander manier om dit uit te druk of voor te stel, naamlik: • om die patroon mondelings te kan beskryf; • getallereekse wat ook in tabelvorm neergeskryf kan word. 84 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone Voorbeeld: Brei die patroon uit: Beskryf die patroon in jou eie woorde: “Is dit ʼn patroon of is dit driehoeke” “Elke driehoek is groter as die vorige een” Beskryf hoe hulle die patroon gemaak het of beantwoord die vraag: “Hoe vorder ek van die een stadium tot die volgende stadium?" “Ek voeg nog ʼn vuurhoutjie by aan elke kant van elke driehoek.” “Elke driehoek het een vuurhoutjie meer aan elke kant as die driehoek aan die linkerkant.” Rekordering van die getallepatroon in ʼn tabel. Wanneer leerders ʼn tabel soos die onderstaande een voltooi, sal hulle sien dat die aantal vuurhoutjies wat vir elke driehoek gebruik is elke keer met 3 vermeerder in elke driehoek-patroon. Hulle neem waar dat die reël driehoekgetal vermenigvuldig met 3 is. Leerders kan dan gevra word om te voorspel hoeveel vuurhoutjies gebruik gaan word vir driehoeke wat hulle nog nie gebou het nie, bv. 10de, 100ste, ens. Driehoekgetal 1 2 3 4 5 6 10 Aantal vuurhoutjies 3 6 9 RUIMTE EN VORM 3.3 Simmetrie Herken, teken en beskryf die simmetrielyn/e in 2-D vorms. Vorms wat meer as een simmetrielyn het word ingesluit. Tekeninge van 2-D vorms behoort ook vorms in te sluit waar die simmetrielyn nie noodwendig vertikaal is nie. 2 ure 85 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Getalgebied vir berekeninge: Optel en aftrek van heelgetalle tot minstens 4 syfers. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn. • gebruik optel en aftrek as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe en assosiatiewe eienskappe van heelgetalle. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. Hierdie is die tweede keer wat leerders in kwartaal 2 met optelling en aftrekking werk tot 4-syferheelgetalle. Leerders hersien en konsolideer die werk wat hulle vroeër in die kwartaal gedoen het. Verwys na die vorige notas. 4 ure 86 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Getalgebied vir berekeninge: • Deling van minstens 3-syferheelgetalle deur 1-syferheelgetalle. Berekeningstegnieke: • Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - skatting; - opbou en afbreek van getalle; - afronding en kompensering; - verdubbeling en halvering; - gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - groepering en gelyke verdeling met reste. - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R). Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 1, hersien en konsolideer die leerders die werk wat in graad 3 gedoen is, d.w.s. hulle deel 2-syferheelgetalle deur 1-syferheelgetalle. In kwartaal 2, deel leerders 3-syferheelgetalle deur 1-syferheelgetalle Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge: Die volgende tipes probleme bly belangrik: • deel, groepering, koers (rate) Verwys na die beskrywing van die tipes probleme in die notas aan die einde van die graad. Leerders gaan voort om: • hul antwoorde self te kontroleer deur vermenigvuldiging te gebruik; • die redelikheid van hul oplossings te beoordeel deur te skat voordat bewerkings gedoen word. Deling: Leerders gaan voort om hulle kennis van vermenigvuldiging te gebruik om deling te doen. Leerders word aangemoedig om die getal as ʼn geheel te oorweeg en om die waarde van die dele in gedagte te hou eerder as om die syfers as afsonderlike entiteite te hanteer. In die verlede is graad 4 leerders onderrig om al die vermenigvuldigingstafels uit te skryf, waar hulle aangemoedig is om herhaalde optelling te doen. Graad 4 leerders is ook in die verlede aangemoedig om deling te doen deur herhaalde aftrekking van die deler. Die meeste graad 4 leerders het verlore geraak tydens die omvangryke herhaalde aftrekking van die deler wanneer ʼn 3-syfergetal deur 1-syferheelgetalle gedeel word. Wanneer 3-syferheelgetalle deur 1-syferheelgetalle gedeel word, is dit beter om met die vermenigvuldigingsfeite van veelvoude van 10 wat maklik onthou kan word, asook verdubbeling en halvering, te werk. Hierdie groot groepe getalle kan dan van die getal afgetrek word waardeur dit gedeel word. Sodoende doen die leerder minder aftrekkings en is meer geneig om by die korrekte antwoord uit te kom. Voorbeeld 375 ÷ 8 Leerders kan ʼn “leidraadbord” skryf van dit wat hulle weet van die vermenigvuldiging deur 8. Dit sluit gewoonlik vermenigvuldiging met 10 en veelvoude van 10 in. Vermenigvuldig met 5 (halveer die vermenigvuldiging met 10 se waarde). Vermenigvuldig met 2, 4, 8 (deur verdubbeling). 4 Ure 87 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Voltooi ander veelvoude soos wat dit nodig is om dit te gebruik. LEIDRAADBORD 10 x 8 = 80 20 x 8 = 160 30 x 8 = 240 40 x 8 = 320 5 x 8 = 40 6 x 8 = 48 3 x 8 = 24 Leerders vermenigvuldig en trek dan af om te bereken. Vermenigvuldig Aftrekking 40 x 8 = 320 375 – 320 = 55 6 x 8 = 48 55 – 48 = 7 375 ÷ 8 = 40 + 6 + res 7 = 46 res 7 Leerders behoort hul berekeninge te kontroleer deur vermenigvuldiging: 46 x 8 = 368, en 368 + 7 = 375. Voorbeeld om te kontroleer vir redelikheid deur afronding. Met deling, maak dit vir leerders meer sin om die deeltal af te rond na ʼn veelvoud van die deler, bv. 400 ÷ 8 = 50 en 320 ÷ 8 = 40. Dus behoort die antwoord tussen 40 en 50 te wees. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • deling van 3-syferheelgetalle deur 1-syferheelgetalle; • optelling en aftrekking van 4- syferheelgetalle; • meetkundige patrone. HERSIENING 4 ure ASSESSERING (Halfjaarliks) 6 ure 88 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot minstens 10 x 10 • Vermenigvuldigingsfeite van: - ene deur veelvoude van 10; - ene deur veelvoude van 100. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in 2’s, 3’e, 5’e, 10e, 25’s, 50’s, 100e tussen 0 en minstens 10 000. • Orden, beskryf en voorstelling van getalle tot minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 4-syferheelgetalle. • Afronding tot die naaste 10, 100, 1 000. Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. Leerders behoort nie gevra te word om daagliks lukrake berekeninge te doen nie. Soos wat die leerders die onderwerpe dek en berekeningstegnieke ontwikkel in die kerngedeelte van die les, kan hoofrekene-aspekte geïnkorporeer word. Begrippe en vaardighede word gedurende die kerngedeelte van die les ontwikkel en ingeoefen deur kleiner getalgebiede in die hoofrekene-program te gebruik. Verwys na die notas vir kwartaal 1 en kwartaal 2. 10 minute per dag 89 WISKUNDE GRAAD 4-6 KABV Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn; • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. 90 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit/ volume Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening Meetinstrumente: meetlepels, maatkoppies, maatbekers Eenhede: milliliters (ml), liters (l) Berekeninge en probleemoplossing met betrekking tot kapasiteit/volume insluitend: • Los probleme in konteks op met betrekking tot kapasiteit. • Omskakeling tussen liters en milliliters wat beperk is tot voorbeelde met heelgetalle en breuke. Hoe verskil graad 4 van graad 3? In graad 3, gebruik leerders nie-standaard of informele eenhede tydens meting van kapasiteit. Hulle werk met liters en milliliters. Hulle leer nie dat daar 1 000 milliliters in 1 liter is nie. Hulle doen nie omskakelings tussen eenhede nie. Hulle werk met maatkoppies en meetlepels. Hulle begin om met maatbekers te werk, maar hulle lees slegs die mates waar die kalibreringslyn genommer is. Graad 4 leerders werk met nuwe meetinstrumente, en doen omskakelings tussen eenhede. Graad 4 leerders moet: • hul sin vir die hoeveelheid van 1 liter konsolideer; • ʼn verdere sin vir die hoeveelheid van 1 milliliter is ontwikkel; • die verhouding tussen die twee eenhede van kapasiteit ken en verstaan; en • enige mate op ʼn maatbeker lees, d.w.s. beide genommerde en ongenommerde kalibreringslyne. Wat is kapasiteit? Wat is volume? Kapasiteit is die hoeveelheid wat ʼn voorwerp kan bevat of die hoeveelheid spasie in die voorwerp. Volume is die hoeveelheid ruimte wat ʼn voorwerp in beslag neem. So kan bottel ʼn kapasiteit van 1 liter hê, maar dit mag dalk nie tot volle kapasiteit gevul wees nie. Dit kan byvoorbeeld slegs ʼn volume van 250 ml hê. Meting van kapasiteit/ volume en die lees van instrumente wat kapasiteit/ volume meet Leerders vind dit maklik om met meetlepels of maatbekers te meet omdat dit van hulle vereis om dit te vul en die inhoud weer uit te gooi. Meting met gekalibreerde maatbekers of ander instrumente met genommerde en ongenommerde graderingslyne is moeiliker. Die leerders moet onderrig word in hierdie betrokke vaardighede. Dit sluit in: • waar om te staan om die lesing op die maatbeker korrek te lees; • weet hoe om die genommerde graderingslyne te lees en te bereken wat die ongenommerde graderingslyne beteken. Leerders lees die volgende: • verskillende soorte maatbekers; • maatbekers waarin die genommerde intervalle/graderingslyne/kalibrering verskillende intervalle/hoeveelhede voorstel; • maatbekers waarin daar ʼn verskillende aantal ongenommerde intervalle binne elke genommerde interval is. 6 Ure 91 WISKUNDE GRAAD 4-6 KABV Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit/ volume Leerders behoort met voorbeelde te oefen waarin die intervalle verdeel is in: - 2 ongenommerde intervalle - 4 ongenommerde intervalle - 5 ongenommerde intervalle - 10 ongenommerde intervalle ʼn Voorbeeld word hieronder gegee. Hier dui die genommerde graderingslyne op die beker 1-liter hoeveelhede aan. 1 litre 2 liter 2 litres 1 liter Kom ons dink oor die graderingslyne as ʼn getallelyn. Daar is vier spasies tussen elke liter. 1 litre 2 litres 1 liter 2 liter Dit beteken dat elke klein spasie 1 000ml ÷ 4 = 250ml verteenwoordig. Die vloeistof is tot 1 spasie bokant die 1 liter-merk, d.w.s. 1 000ml + 250ml = 1 250ml Soms is dit makliker en goedkoper om ʼn verskeidenheid spuitnaalde met gekalibreerde graderingslyne te kry as wat dit is om ʼn verskeidenheid maatbekers te kry. Dieselfde begrip en vaardighede m.b.t. meting word sodoende aangeleer. Vergelyking van kapasiteite tot 4 -syfers in ml, l: Leerders behoort houers, wat in milliliters en/of liters gemerk is te orden. Hier moet die leerders die desimale getalle op sommige verpakkingsmateriaal herlei na breuke, bv. 1,5 liter koeldrank is dieselfde as 112 liter koeldrank. Die voorbeelde wat gekies word, moet leerders toelaat tot die besef te kom dat die hoogte van ʼn houer nie direk proporsioneel is t.o.v. die kapasiteit nie en dat hulle die omtrek van die houer in ag moet neem. 92 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit/ volume Rekordering van kapasiteite: Omdat leerders eers met desimale breuke in graad 6 werk, behoort hulle kapasiteite as volg te rekordeer: • slegs liter, bv. 5 liter; • slegs milliliters, bv. 250ml; • liters en milliliters saam, bv. 2 liters en 80 milliliters; • liters en breukdele van liters, bv. 234 liters. Omdat leerders halwe liters in desimale vorm op verpakkingsmateriaal gaan lees, kan hulle ook die halwe liters in desimale vorm skryf. Dit is egter nie vereiste vir hierdie graad nie. Berekeninge (insluitend omskakelings) en probleemoplossing: Meting voorsien ʼn konteks waarin die vaardighede wat in Getalle, Bewerkings en Verwantskappe verwerf is, ingeoefen kan word. Die vaardighede, bewerkings en getalgebiede word hieronder aangedui. Skat en bereken deur ml, l te gebruik: • afronding (op of af) tot die mees geskikte eenheid van meting; • afronding tot die naaste 10, 100, 1 000; • optel en aftrek van tot 4-syferheelgetalle; • vermenigvuldiging van 2-syferheelgetalle met 2-syferheelgetalle; • deling van 3- syferheelgetalle deur 1- syferheelgetalle; • tel in breuke, bv. 14 liter, 34 liter, 1 liter soos wat hulle met maatbekers meet wat 1 4 liter bevat; • optel van breuke in konteks (gebruik halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes). Probleemoplossing m.b.t. kapasiteit: Sluit probleme m.b.t. koers (rate) en verhouding (ratio) in. Omskakeling tussen eenhede: ml ↔ l: Omskakeling tussen die maateenhede voorsien ʼn konteks vir die inoefening van vermenigvuldiging met en deel deur 1 000. Omskakelings behoort beperk te word tot heelgetalle en breuke wat aangedui word as halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes. Omskakelings kan ook die omskakeling van die desimale halwe na die algemene breukvorm van ʼn halwe insluit. Leerders kan hulle antwoorde as kombinasie van eenhede neerskryf, bv. 3l en 4ml of 5l en 26ml. 93 WISKUNDE GRAAD 4-6 KABV Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Probleemoplossing: • Los probleme in konteks op wat breuke behels, insluitend groepering en gelyke verdeling. Beskrywing en ordening van breuke: • Vergelyk en orden gewone breuke met verskillende noemers (halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes). • Beskryf en vergelyk gewone breuke in diagramvorm. Berekeninge met breuke: • Optelling van gewone breuke met dieselfde noemers. • Herken, beskryf en gebruik die ekwivalente vorms van deling en breuke. Ekwivalente vorms: • Herken en gebruik ekwivalente vorms van gewone breuke (breuke waarvan een noemer ʼn veelvoud is van die ander). Leerders behoort die begrip van breuke op verskeie manier te ontwikkel, insluitend: • ʼn verskeidenheid kontekste vir probleemoplossings (verwys na die tipes probleme met breuke wat in die notas aan die einde van graad 4 voorkom); • ʼn verskeidenheid apparaat en diagramme (verwys na die notas vir kwartaal 1). Ekwivalente vorms: ʼn Fokus vir kwartaal 2 kan op ekwivalensie wees (wat ontwikkel word deur probleemoplossing en werk met diagramme en apparaat). Die breuke waaroor leerders in graad 4 geassesseer gaan word, word in kwartaal 1 genoem. Daar word nie van leerders verwag om die ekwivalente breuke in die vorm van simbole te kan aandui sonder diagramme of konteks om na te verwys nie. Die aanbeveling is dat breukstroke of breukmure voorsien word wanneer leerders formeel oor ekwivalensie geassesseer word. Vergelyking en ordening van breuke: Leerders behoort breuke te vergelyk en te orden m.b.v. diagramme (breuke as vorms of getallelyne), of deur konteks te voorsien, of deur albei saam te gebruik. Berekeninge met breuke: Berekeninge met breuke word beperk tot: • vorm breuke deur groepering of verdeling wat die skakel is vir die begrip van die verwantskap tussen deling en breuke, bv. as 5 kinders lekkers gelykop verdeel, sal elkeen 15 van die lekkers kry; • optelling van breuke met dieselfde noemers. Berekeninge met ander aspekte van breuke behoort deur kontekste vir probleemoplossing of deur die gebruik van apparaat of diagramme ontwikkel te word. Leerders behoort probleme op te los waar die breukdele opgetel word. Hulle moet ook breukdele kan tel, bv. 38 + 48 kan gedoen word deur in agtstes uit te tel of aan te tel met apparaat, inkleur van diagramme of om in agtstes op ʼn getallelyn te “hop”. Meting is ʼn belangrike konteks waarin notasie van breuke ontwikkel en gekonsolideer word. Indien die voorgestelde volgorde in hierdie dokument gevolg word, sal leerders reeds lengte en kapasiteit gedek het. Lengte en kapasiteit kan gebruik word om die begrippe van breuke, ekwivalensie en die optel met breuke te ontwikkel. 5 ure 94 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, vergelyking, voorstelling en plekwaarde van syfers Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in 2’s, 3’e, 5’e, 10e, 25’s, 50’s, 100e tussen 0 en minstens 10 000. • Orden, beskryf en voorstelling van getalle tot minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 4-syferheelgetalle. • Afronding tot die naaste 10, 100, 1 000. Verwys na die notas vir kwartaal 2. Alle werk wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene￾program ingeoefen word. 1 uur 95 WISKUNDE GRAAD 4-6 KABV Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Getalgebied vir berekeninge: Optel en aftrek van heelgetalle tot minstens 4 syfers. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn; • gebruik optel en aftrek as omgekeerde bewerkings. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe en assosiatiewe eienskappe van heelgetalle. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. Hierdie is verdere inoefening van optelling en aftrekking wat in kwartaal 2 gedoen is. Verwys na daardie notas. 4 ure ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 4- syferheelgetalle; • optelling en aftrekking van 4-syferheelgetalle; • breuke; • kapasiteit. 96 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.5 Aansigte van voorwerpe Posisie en aansig: Pas verskillende aansigte van alledaagse voorwerpe. Identifiseer alledaagse voorwerpe vanuit verskillende aansigte. Dit sluit aan by die werk wat in Kaartvaardigheid in Geografie gedoen word. Leerders werk met sy-aansigte, aansigte op planne en bo-aansigte van eenvoudige voorwerpe soos ʼn koppie, hoed, skoen, boks, appel. Hulle werk ook met sy-aansigte en die aansigte op planne van klaskamer, eenvoudige geboue, skoolvelde. Die vaardigheid om alledaagse voorwerpe en versameling voorwerpe te identifiseer kan tydens die Geografie-lesse ontwikkel word en in die Wiskunde￾lesse ingeoefen word. 2 ure RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms Vorms wat leerders moet ken en kan benoem: • Reëlmatige en onreëlmatige veelhoeke: - driehoeke; - vierkante; - reghoeke; - ander vierhoeke; - pentagone (vyfhoeke) ); - heksagone (seshoeke). • Sirkels Die eienskappe wat leerders gebruik om vorms te eien, beskryf, sorteer en vergelyk: • reguit en geboë sye; • aantal sye. Aanvullende aktiwiteite om op die eienskappe van vorms te fokus: Teken 2-D vorms op grafiekpapier. Hierdie is hersiening en konsolidering van werk wat in kwartaal 1 gedoen is. Verwys na die notas vir kwartaal 1. Leerders behoort skriftelike oefeninge asook praktiese werk met apparaat te doen. 4 ure 97 WISKUNDE GRAAD 4-6 KABV Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.5 Aansigte van voorwerpe Posisie en aansig: Pas verskillende aansigte van alledaagse voorwerpe. Identifiseer alledaagse voorwerpe vanuit verskillende aansigte. Dit sluit aan by die werk wat in Kaartvaardigheid in Geografie gedoen word. Leerders werk met sy-aansigte, aansigte op planne en bo-aansigte van eenvoudige voorwerpe soos ʼn koppie, hoed, skoen, boks, appel. Hulle werk ook met sy-aansigte en die aansigte op planne van klaskamer, eenvoudige geboue, skoolvelde. Die vaardigheid om alledaagse voorwerpe en versameling voorwerpe te identifiseer kan tydens die Geografie-lesse ontwikkel word en in die Wiskunde￾lesse ingeoefen word. 2 ure RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms Vorms wat leerders moet ken en kan benoem: • Reëlmatige en onreëlmatige veelhoeke: - driehoeke; - vierkante; - reghoeke; - ander vierhoeke; - pentagone (vyfhoeke) ); - heksagone (seshoeke). • Sirkels Die eienskappe wat leerders gebruik om vorms te eien, beskryf, sorteer en vergelyk: • reguit en geboë sye; • aantal sye. Aanvullende aktiwiteite om op die eienskappe van vorms te fokus: Teken 2-D vorms op grafiekpapier. Hierdie is hersiening en konsolidering van werk wat in kwartaal 1 gedoen is. Verwys na die notas vir kwartaal 1. Leerders behoort skriftelike oefeninge asook praktiese werk met apparaat te doen. 4 ure Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING 5.1 Versameling en organisering van data Versameling en organisering van data: Versamel data deur telling en tabelle te gebruik vir rekordering. Onderwysers in hierdie fase moet seker maak dat verskillende onderwerpe vir die versameling van data gekies word vir elke graad. Die volgende is nuut in kwartaal 3 van graad 4: • leerders lees, interpreteer, analiseer en som sirkeldiagramme op waar die inligting slegs in breuke aangedui word; • leerders lees en analiseer voorgestelde data woordeliks in kort paragrawe - die woordelikse data behoort in enige vorm voorgestel te word waarna dit geanaliseer word. Analise van grafieke: Analiseer grafieke oor omgewings- of sosio-ekonomiese kontekste deur vrae te beantwoord m.b.v. die grafieke. Beide die grafieke en die vrae word deur die onderwyser of handboek voorsien. Leerders werk met minstens: • Een sirkeldiagram waar die inligting in die vorm van breuke gegee is en nie deur persentasies nie; • Een staafgrafiek. Gepaste onderwerpe sluit in: • hoeveelheid materiaal wat in die dorp, provinsie, land herwin is; • hoeveelheid herwinbare materiaal wat deur skole in die land versamel is; • bronne van beligting en verhitting in Suid-Afrika; • tipes toilette in Suid-Afrikaanse huise; • tipes huise in Suid-Afrika. 7 ure 5.2 Voorstelling van data Voorstelling van data: Teken ʼn verskeidenheid grafieke om die data te vertoon en te interpreteer, insluitend: • piktogramme (een-tot-een verhouding tussen die data en die voorstelling); • staafgrafieke. 5.3 Analise, interpretasie en verslagdoening Kritiese lees en interpretasie van data wat voorgestel word: • woordeliks; • piktogramme; • staafgrafieke; • sirkeldiagramme. Analise van data: Analiseer data deur vrae te beantwoord wat verwant is aan die data-kategorieë. Verslagdoening van data: Opsomming van data mondelings en in kort skriftelike paragrawe. 98 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 4 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Data-voorstelling in woorde: Die woordelikse data behoort voorgestel te word in telling, tabelle of piktogramme en moet dan geanaliseer word. Volledige data-siklus insluitend die teken van ʼn piktogram: konteks van persoonlike data: Dit kan gebruik word as ʼn Wiskunde-projek vir die jaar. Leerders werk deur die hele data-siklus om ʼn individuele piktogram te skep deur na hulself, hul klas, hul skool if hul familie/gesin te verwys. Gepaste onderwerpe sluit in: gunsteling sport/gunsteling fliek/gunsteling musiek/gunsteling TV program/kos of koeldrank/gunsteling kleur, ens. Ontwikkeling van kritiese analitiese vaardighede: Leerders vergelyk grafieke oor dieselfde onderwerp maar waar die data van verskillende groepe mense, op verskillende tye, plekke of maniere versamel is. Die leerders bespreek hier die verskille tussen die grafieke. Die doel is dat leerders bewus moet raak van die faktore wat ʼn invloed op die data kan hê. Leerders doen ten minste een voorbeeld. Hulle kan hul bevindinge opsom in ʼn paragraaf. Voorbeelde sluit in: • vergelyking van data oor motors wat op verskillende tye verby die skool ry of vergelyk data oor motors wat verby verskillende plekke ry (besige en stil gebiede, armer en ryker gebiede, ens.); • vergelyking van data wat by die skool versamel is met nasionale data vanuit Census At School bv. gunsteling sport, gunsteling vakke; vervoer skool toe, tipes behuising, toeganklikheid van goedere en dienste by die huis; • vergelyking van data wat deur seuns en dogters versamel is, bv. gunsteling sport, gunsteling fliek, gunsteling skoolvakke. ASSESSERING Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • aansigte; • 2-D vorms; • datahantering (aanbevole vorm van assessering: projek). 99 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Ondersoek en brei patrone uit: • Ondersoek en brei numeriese patrone uit deur na die verwantskap of reëls van die patrone te kyk: - reekse met ʼn konstante verskil of verhouding; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: • Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik: Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • met getallesinne. In kwartaal 1, het die leerders met vloeidiagramme gewerk om oor die volgende te leer: • die omgekeerde bewerking tussen vermenigvuldiging en deling; • vermenigvuldiging van ene deur veelvoude van tien; • die assosiatiewe eienskap met heelgetalle en hoe hierdie eienskap gebruik kan word in vermenigvuldiging. Vloeidiagramme word verder gedurende hierdie kwartaal ontwikkel. Leerders werk ook met getallereekse. Leerders moet voorbeelde gegee word waarin gefokus word op die eienskappe van die bewerkinge. Leerders het al byvoorbeeld waargeneem dat hulle in enige volgorde kan vermenigvuldig en dat hulle in enige volgorde kan optel. Hulle kan die vloeidiagramme vergelyk om waar te neem of dit ʼn verskil sal maak indien hulle in enige volgorde optel en vermenigvuldig. Voorbeeld: Input Output Rule 1 3 5 9 11 Input Output Rule 1 3 5 9 11 x2 +3 +3 x2 Inset Inset Uitset Uitset Reël Reël Leerders behoort ook te bespreek of die volgorde van die bewerkinge enigsins ’n verskil sal maak aan die uitkoms. Sodra leerders oefening gehad het om die insette en die uitsette te bepaal indien die reël vasgestel is, kan hulle voorbeelde gegee word waar die inset en uitset gegee word maar die reël ontbreek. Aanvanklik kan dit vloeidiagramme wees waarin daar slegs ʼn enkele reël voorkom, d.w.s. optel of aftrek of vermenigvuldig of deel. 4 ure 100 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Voorbeeld: Bepaal die reël: Input Rule 1 3 5 7 9 Output 8 24 40 56 72 Inset Uitset Reël Daarna kan hulle met voorbeelde werk waarin daar twee reëls voorkom, bv. vermenigvuldig en tel dan op, maar een van die reëls is uitgelaat. Voorbeeld: Bepaal die reël: Input Output Rule 1 3 5 8 11 6 9 19 29 34 44 59 +4 Inset Uitset Reël Getallereekse: In die Intermediêre Fase, brei leerders die getallereekse uit. In graad 4, werk hulle met twee tipes reekse. 1.Reekse met ʼn konstante verskil. Voorbeelde: a) 2; 4; 6; 8… b) 18; 16; 14; 12… In die bogenoemde voorbeelde, word 2 opgetel of afgetrek om die patroon te vorm. Leerders mag dit beskryf as ʼn patroon waarin daar in twees aangetel of teruggetel word. Leerders behoort ook voorbeelde te doen wat nie met veelvoud van die getal wat opgetel of afgetrek moet word, begin nie. 101 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Voorbeelde: a) 1; 4; 7; 10……. b) 87; 66; 45; ……. 2.Reekse wat ʼn konstante verhouding (ratio) behels. Voorbeeld: 1 600; 800; 400; .. In die bogenoemde voorbeeld word daar deur 2 gedeel. Al die getalle in die reeks is veelvoude van 2. Leerders behoort ook voorbeelde te doen waarin die getalle in die reeks nie veelvoude van die getal, is nie. Voorbeelde: a) 3; 6; 12; 24; .. b) 10; 30; 90; 270; .. GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Getalgebied vir berekeninge: Optel en aftrek van heelgetalle tot minstens 4 syfers. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn. • gebruik optel en aftrek as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe en assosiatiewe eienskappe van heelgetalle. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. Hierdie is verdere inoefening van optelling en aftrekking wat in kwartaal 2 gedoen is. Verwys na daardie notas. 4 ure 102 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul diging Getalgebied vir berekeninge: Vermenigvuldiging van minstens 2-syferheelgetalle met 2-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend: • finansiële kontekste; • meting in konteks. Los probleme wat heelgetalle behels op, insluitend: • vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); • vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); • groepering en gelyke verdeling met reste. Hierdie is verdere inoefening van vermenigvuldiging wat in kwartaal 2 gedoen is. Verwys na daardie notas. 5 ure 103 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Getallesinne: • Skryf getallesinne om ʼn probleemsituasie te beskryf. • Los getallesinne op en voltooi dit deur: - inspeksie; - proses van probeer en verbeter; • Kontroleer die oplossing deur vervanging. Hierdie is ʼn voortsetting van die werk wat in kwartaal 1 m.b.t. getallesinne gedoen is. Gedurende hierdie kwartaal, word die skryf van getallesinne ingeoefen wat probleemsituasies beskryf. Leerders het die geleentheid om al die tipes probleme wat hulle tot dusver in die jaar teëgekom het, in te oefen (verwys na die tipes probleme in die notas aan die einde van die graad 4-afdeling). Hulle moet ook ʼn getallesin kan skryf om die probleem te beskryf. Soos vantevore, word getallesinne gebruik om die begrip van ekwivalensie te ontwikkel. Dit sluit ook aan by al die getalwerk wat gedurende die jaar gedoen is. Gedurende die tweede deel van die jaar, word die beantwoording van veelvuldige keusevrae ingeoefen wat ʼn algemene tipe vraag is in nasionale sistemiese toetse. Voorbeeld deur die gebruik van plekwaarde: 2 000 + £ + 30 + 9 = 2 739 Kies die korrekte antwoord: a) 7 b) 739 c) 700 d) 2 739 Getallesinne konsolideer ook die idee dat ʼn reël uitgedruk kan word. Vir watter pare getalle kan jy die volgende reël gebruik: ‘vermenigvuldig die eerste getal met 6 om die tweede getal te kry’ Eerste getal Tweede getal a) 3 18 b) 5 66 c) 2 12 d) 11 30 Dit word veral gedoen om die leerders se aandag op die eienskappe van die bewerkings te fokus. Die voorbeelde fokus meer op die begrip van ekwivalensie. Voorbeeld: Watter van die volgende stellings is WAAR? 8 x £ = £ + 8 8 x £ = £ – 8 8 x £ = £ x 8 8 x £ = 7 + £ 3 ure 104 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Voorbeeld: Hoeveel is 14 x 18 minder as 15 x 18? a) 1 b) 18 c) 14 d) 15 RUIMTE EN VORM 3.4 Transformasies Bou saamgestelde vorms: Sit 2-D vorms bymekaar om verskillende saamgestelde 2-D vorms te bou en sluit vorms in wat ʼn simmetrielyn het. Tesselasies: Pak 2-D vorms uit om tesselasie￾patrone te maak en sluit vorms in wat ʼn simmetrielyn het. Beskryf patrone: Verwys na lyne, 2-D vorms, 3-D voorwerpe en simmetrielyne wanneer patrone beskryf word: • in die natuur; • uit die moderne, alledaagse lewe; • uit ons kultuur-erfenis. In hierdie voorgestelde volgorde van graad 4 Wiskunde, word transformasies weer in kwartaal 4 gedoen. Gedurende kwartaal 3, fokus leerders op die bou van saamgestelde vorms. In kwartaal 4, fokus hulle op tesselasies (teëling) en beskryf patrone in die wêreld om hulle. Bou saamgestelde vorms: Leerders sit 2-D vorms bymekaar om saamgestelde 2-D vorms te maak. Tangram legkaarte is ʼn voorbeeld hiervan. Soms behoort leerders 2-D vorms bymekaar te sit om saamgestelde vorms met ʼn simmetrielyn te maak. 3 ure HERSIENING 4 ure 105 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot minstens 10 x 10. • Vermenigvuldigingsfeite van: - ene deur veelvoude van 10; - ene deur veelvoude van 100. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in 2’s, 3’e, 5’e, 10e, 25’s, 50’s, 100e tussen 0 en minstens 10 000. • Orden, beskryf en voorstelling van getalle tot minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 4-syferheelgetalle. • Afronding tot die naaste 10, 100 of 1 000. Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. Leerders behoort nie gevra te word om daagliks lukrake berekeninge te doen nie. Soos wat die leerders die onderwerpe dek en berekeningstegnieke ontwikkel in die kerngedeelte van die les, kan hoofrekene-aspekte geïnkorporeer word. Begrippe en vaardighede word gedurende die kerngedeelte van die les ontwikkel en ingeoefen deur kleiner getalgebiede in die hoofrekene-program te gebruik. Verwys na die notas vir kwartaal 1 en kwartaal 2. 10 minute per dag 106 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn. • gebruik optel en aftrek as omgekeerde bewerkings. • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. 107 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle: Tel, ordening, vergelyking en voorstelling asook die plekwaarde van syfers Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in 2’s, 3’e, 5’e, 10e, 25’s, 50’s, 100e tussen 0 en minstens 10 000. • Orden, beskryf en voorstelling van getalle tot minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 4-syferheelgetalle. • Afronding tot die naaste 10, 100, 1 000. Verwys na die notas vir kwartaal 2. Alle werk wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene￾program ingeoefen word. 1 uur 108 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Getalgebied vir berekeninge: Optel en aftrek van heelgetalle tot minstens 4 syfers. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn; • gebruik optel en aftrek as omgekeerde bewerkings. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe en assosiatiewe eienskappe van heelgetalle. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. Hierdie is verdere inoefening van optelling en aftrekking wat in kwartaal 2 gedoen is. Verwys na daardie notas. 4 ure 109 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.2 Massa Praktiese meting van 3-D voorwerpe se massa deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: Badkamerskale, kombuisskale en balanseerskale. Eenhede: gramme (g) en kilogramme (kg). Hoe verskil graad 4 van graad 3? In graad 3, werk leerders met nie-standaard of informele eenhede wanneer massa gemeet word. Hulle werk ook met kilogramme en gramme. Hulle lees badkamerskale maar lees slegs die massa by die genommerde kalibrasie-lyne. Hulle leer nie dat daar 1 000g in 1kg is nie. Hulle doen ook nie omskakelings tussen die eenhede nie. Graad 4 leerders moet die verwantskap tussen die twee eenhede aanleer. Graad 4 leerders moet: • hulle sin vir die hoeveelheid van 1kg konsolideer; • ʼn sin ontwikkel van die hoeveelheid van 1g; • die verwantskap tussen gramme en kilogramme verstaan en ken; • omskakelings tussen gram en kilogram doen; • mates op skale lees wat genommerde en ongenommerde kalibrasie-lyne aandui. Die lees van instrumente en die meting van massa: Leerders moet: • massa in gramme en kilogramme skat; • massa op gestipuleerde verpakkings lees; • massa op prente van kombuisskale (in g & kg) en badkamerskale (in kg) en balanseerskale (in g & kg) lees; • massa op regte kombuisskale (g & kg) en badkamerskale (in kg) en balanseerskale lees. Die lees van massa op kombuis- en badkamerskale behels: - weet waar om te staan om die skaal korrek te lees; - weet hoe om die genommerde graderingslyne te lees en weet wat die ongenommerde graderingslyne beteken. Leerders lees: ◊ verskillende tipes instrumente om massa te meet; ◊ instrumente waarop die genommerde intervalle/graderingslyne/kalibrasie verskillende intervalle/massas voorstel; ◊ apparate wat verskillende getalle of ongenommerde intervalle in elke genommerde interval het. 6 ure 110 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.2 Massa Berekeninge en probleemoplossing met betrekking tot massa: • Los probleme in konteks op met betrekking tot massa. • Omskakeling tussen gramme en kilogramme wat beperk is tot voorbeelde met heelgetalle en breuke. Leerders moet met voorbeelde oefen waar die genommerde intervalle verdeel is in: • 2 ongenommerde intervalle; • 4 ongenommerde intervalle • 5 ongenommerde intervalle • 10 ongenommerde intervalle Voorbeeld: Hier wys die genommerde lyne 100g intervalle: 100g, 200g, 300g, 400g, 500g, 600g, 700g, 800g, 900g, 1 000g: Dit is soms ʼn goeie plan om die sirkelskyf na ʼn getallelyn om te skakel. 600 g 700 g Daar is 10 spasies tussen elke 100g. Elke 100g interval is verdeel in 10 kleiner spasies. Dit beteken dat elke ongenommerde interval 100g ÷ 10 = 10g aandui. Vergelyking van massa tot 4 syfers in gramme en kilogramme: Leerders behoort houers, wat in gramme en/of kilogramme gemerk is, te orden. Hier moet die leerders die desimale getalle op die verpakkings omskakel na breuke, bv. 2,5 kg meel is dieselfde as 212 kg meel. Die voorbeelde wat gekies word, moet leerders toelaat om tot die besef te kom dat die grootte van die houer of die volume wat dit het, nie direk proporsioneel is t.o.v. massa nie: sommige stowwe het ʼn groter densiteit as ander. Berekeninge (insluitend omskakelings) en probleemoplossing: Meting voorsien ʼn konteks waarin die vaardighede wat in Getalle, Bewerkings en Verwantskappe verwerf is, ingeoefen kan word. Die vaardighede, bewerkings en getalgebiede word hieronder aangedui. 111 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.2 Massa Skat en bereken (gebruik gramme en kilogramme) : • afronding (op of af) tot die mees geskikte eenheid van meting van massa; • afronding tot die naaste 10, 100, 1 000; • optel en aftrek van tot 4-syferheelgetalle; • vermenigvuldiging van 2-syferheelgetalle met 2-syferheelgetalle • deling van 3- syferheelgetalle deur 1- syferheelgetalle • optel van breuke in konteks (gebruik halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes) Probleemoplossing m.b.t. massa: • insluitend probleme m.b.t. koers - veral rand per kilogram, en probleme m.b.t. verhoudings bv. vermeerdering of vermindering van die massa van bestanddele in ʼn resep wat vasgestelde hoeveelhede het; • skryf van getallesinne om probleme te beskryf. Omskakeling tussen eenhede: g ↔ kg: Omskakeling tussen die maateenhede voorsien ʼn konteks vir die inoefening van vermenigvuldiging met en deel deur 1 000. Omskakelings behoort beperk te word tot heelgetalle en breuke wat aangedui word as halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes. Omskakelings kan ook die omskakeling van die desimale halwe na die algemene breukvorm van ʼn halwe insluit. Deling in graad 4 mag antwoorde hê wat ʼn res insluit, bv. 115 ÷ 25 = 4 res 15. Dit geld ook vir omskakelings tussen gramme en kilogramme. ʼn Gedeelte van die antwoord in kilogramme wees en die res van die antwoord kan in gramme gegee word, bv. 4 250g = 4kg en 250g. Rekordering van massa: Omdat leerders eers met desimale breuke in graad 6 werk, behoort hulle massa as volg te rekordeer: • slegs kilogramme bv. 5kg; • slegs gramme bv. 250g. Omdat leerders halwe kilogramme in desimale vorm op verpakkingsmateriaal gaan lees, kan hulle ook die halwe kilogramme in desimale vorm skryf. Dit is egter nie vereiste vir hierdie graad nie. 112 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.2 Eienskappe van 3-D voorwerpe Voorwerpe wat leerders moet ken en benoem: • reghoekige prismas; • sfere; • silinders; • keëls; • vierkant-gebaseerde piramiedes. Eienskappe wat gebruik word om voorwerpe te herken, beskryf, sorteer en vergelyk: • vorm van vlakke; • plat of geboë oppervlaktes. Aanvullende aktiwiteite om op die eienskappe van voorwerpe te fokus: Maak 3-D modelle deur uitgeknipte veelhoeke te gebruik. Hierdie is hersiening en konsolidasie van werk wat in kwartaal 2 gedoen is. Verwys na die notas vir kwartaal 2. Leerders behoort beide skriftelike oefeninge en praktiese werk met apparaat te doen. 4 ure ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 4-syferheelgetalle; • optel en aftrek met 4-syferheelgetalle; • massa; • 3-D voorwerpe. 113 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Probleemoplossing: Los probleme in konteks op wat breuke behels, insluitend groepering en gelyke verdeling. Beskrywing en ordening van breuke: • Vergelyk en orden gewone breuke met verskillende noemers (halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes). • Beskryf en vergelyk gewone breuke in diagramvorm. Berekeninge met breuke: • Optelling van gewone breuke met dieselfde noemers. • Herken, beskryf en gebruik die ekwivalente vorms van deling en breuke. Ekwivalente vorms: Herken en gebruik ekwivalente vorms van gewone breuke (breuke waarvan een noemer ʼn veelvoud is van die ander). Hierdie is hersiening en konsolidasie van werk wat in kwartaal 3 gedoen is. Verwys na die notas vir kwartaal 3. In kwartaal 4 kan lengte, kapasiteit en massa gebruik word as konteks vir breuke. 5 ure 114 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Getalgebied vir berekeninge: Deling van minstens 3-syferheelgetalle deur 1-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle. Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - groepering en gelyke verdeling met reste; - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R). Hierdie is verdere inoefening van deling van 3-syferheelgetalle deur 1-syferheelgetalle wat in kwartaal 2 gedoen is. Verwys na daardie notas. 3 ure 115 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.6 Omtrek, area en volume Omtrek: Meet die omtrek deur liniale of maatbande te gebruik Meting van oppervlakarea: Bepaal die oppervlakarea van reëlmatige en onreëlmatige vorms deur die vierkante op ʼn rooster te tel om sodoende begrip vir vierkanteenhede te ontwikkel. Meting van volume: Bepaal die volume/kapasiteit van voorwerpe deur dit te pak of te vul om sodoende ʼn begrip vir kubieke eenhede te ontwikkel. Hoe verskil graad 4 van graad 3? • Area en volume word slegs informeel in die Intermediêre Fase gemeet. Daar word nie van leerders verwag om die formules vir die omtrek, area of volume van enige vorm of voorwerp te ken of toe te pas nie. • In graad 3 het leerders die omtrek informeel gemeet deur die afstand rondom tweedimensionele vorms met lyn/tou te meet. Daar is nie van hulle verwag om die lengte van die omtrek te sê of te skryf nie. Hulle het die lyn-/toulengte gewys en die omtrek vergelyk deur die lyn-/toulengtes te vergelyk. • In graad 4 word die omtrek van vorms en ruimtes met liniale en maatbande gemeet. Daar word van die leerders verwag om oor die mates te praat en dit neer te skryf in S.I.-eenhede: mm, cm, m. Hulle moet ook met tekeninge werk waarin die sy-lengtes in mm, cm, m, km gespesifiseer is. Hier word die lengtes opgetel. • In graad 4 word die lengte van die omtrek getel deur die aantal sye op vierkantsroosters waarop vorms geteken is. Leerders moet weet dat die diagonale afstande tussen die hoeke op die vierkantsrooster langer is as die vertikale of horisontale hoeke van die vierkantsrooster. • In graad 3 word areas ondersoek deur teëling te gebruik. In graad 4 is die meting van area steeds informeel, maar nou gebruik leerders teëling en roosters. Die aantal vierkante wat die vorm op die rooster in beslag neem, word getel. Die area word bepaal deur die aantal vierkante op die rooster. Vorms sluit in: - reëlmatige vorms met reguit sye waar al die sye dieselfde lengte is; - onreëlmatige vorms met reguit sye waar al die sye nie dieselfde lengte is nie; - vorms met geboë sye. Leerders werk nie met volume in graad 3 nie. In graad 4 doen die leerders die volgende: - tel die aantal kubusse of reghoekige prismas wat gebruik word om ʼn houer te vul; - die volume van die houer word deur die aantal kubusse of reghoekige prismas - soos bokse of blokkies - aangedui; - maak stapels met kubusse of reghoekige prismas; - die volume van die houer word deur die aantal kubusse of reghoekige prismas - soos bokse of blokkies - aangedui; - interpreteer prente van: ◊ stapels wat van kubusse of reghoekige prismas gemaak is om die volume in terme van die aantal kubusse of reghoekige prismas te bepaal; ◊ houers wat met kubusse of reghoekige prismas gevul is om die volume in terme van die aantal kubusse of reghoekige prismas te bepaal 7 ure 116 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Wat is kapasiteit? Wat is volume? Kapasiteit is die hoeveelheid wat ʼn voorwerp kan bevat of die hoeveelheid spasie in die voorwerp. Volume is die hoeveelheid ruimte wat ʼn voorwerp in beslag neem. So kan bottel ʼn kapasiteit van 1 liter hê, maar dit mag dalk nie tot volle kapasiteit gevul wees nie. Dit kan byvoorbeeld slegs ʼn volume van 250 ml hê. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • breuke; • deling van 3-syferheelgetalle deur 1-syferheelgetalle; • omtrek, area en volume. 117 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.6 Posisie en verplasings Ligging en rigtings: Bepaal die ligging van voorwerpe, tekeninge of simbole op ʼn rooster met alfa-numeriese roosterverwysings. Bepaal die ligging van voorwerpe op ʼn kaart deur alfa-numeriese roosterverwysings te gebruik. • Selle in 'n rooster word dikwels met ʼn letter en nommer gemerk, bv. D4; A3; E7. Dit word alfa-numeriese verwysings genoem. Dit skakel met die werk wat in kaartwerk van Geografie gedoen word, en in die Wiskunde-les ingeoefen word. • Leerders werk met alfa-numeriese roosterverwysings op roosters en op kaarte. Bepaal die ligging van voorwerpe deur roosterverwysings te gebruik. Wanneer leerders met roosterverwysings werk, moet hulle die volgende aanleer: - bepaal die sel, d.w.s. beantwoord vrae soos: “Wat is in sel B3?” - in watter sel ʼn bepaalde voorwerp is, d.w.s. beantwoord vrae soos: “Waar is die koei?” 2 ure RUIMTE EN VORM 3.4 Transformasies Bou saamgestelde vorms: Sit 2-D vorms bymekaar om verskillende saamgestelde 2-D vorms te bou en sluit vorms in wat ʼn simmetrielyn het. Tesselasies: Pak 2-D vorms uit om tesselasie￾patrone te maak en sluit vorms in wat ʼn simmetrielyn het. Beskryf patrone: Verwys na lyne, 2-D vorms, 3-D voorwerpe en simmetrielyne wanneer patrone beskryf word: • in die natuur; • uit die moderne, alledaagse lewe; • uit ons kultuur-erfenis. In die voorgestelde volgorde van die graad 4 Wiskunde, is transformasies in kwartaal 3 gedoen. Leerders het op die bou van saamgestelde vorms gefokus, insluitend vorms met ʼn simmetrielyn. In kwartaal 4 word daar op tesselasies en beskrywing van patrone in die werklike lewe gefokus. Tesselasies: Leerders gebruik 2-D vorms om tesselasie-patrone te skep. In graad 4 kan hierdie patrone gemaak word deur die teëls uit te pak. Leerders moet die tesselasie￾patrone identifiseer en beskryf. Daar word nie van graad 4 leerders verwag om patrone te skep d.m.v. rotasie, omskakeling of om ’n enkele vorm te reflekteer nie. Beskryf patrone: Leerders beskryf patrone deur oor die vorm wat hulle in die patroon waarneem, te praat, bv. • die patroon op die kraan is deur reguit lyne gemaak; • die patroon op die heuningkoek lyk soos ʼn tesselasie-patroon van heksagone (seshoeke); • die patroon op die armband van krale lyk soos ʼn tesselasie-patroon van driehoeke. Leerders beskryf patrone deur die simmetrie van vorms te bespreek, bv. die skoenlapper se vlerke vorm ʼn simmetriese patroon. Leerders vind dit dikwels makliker om patrone te beskryf sodra hulle die patrone gekopieer of gemaak het. Die proses van die maak en kopieer van patrone moet gekoppel word aan die beskrywings van die patrone uit die natuur, moderne alledaagse lewe en vanuit ons kulturele erfenis te vorm. Die meetkundige proses wat gebruik word om ʼn kopie van die patroon te maak is dikwels nie dieselfde as die oorspronklike proses wat gebruik word om die patroon te maak nie. Bye tesseleer nie met heksagone (seshoeke) om ʼn heuningkoek te bou nie, maar as leerders met ʼn seshoek tesseleer, kan hulle ʼn patroon maak wat soos die patrone in heuningkoek lyk. 3 ure 118 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei meetkundige patrone uit om verwantskappe of reëls van die patrone te vind: - voorgestel in fisiese of diagramvorm; - beperk tot reekse met ʼn konstante verskil of verhouding; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik. Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • met getallesinne. Hierdie is konsolidasie van werk wat in kwartaal 2 gedoen is. Verwys na die notas vir kwartaal 2. In kwartaal 4 behoort die leerders net meer voorbeelde te doen. 2 ure 119 WISKUNDE GRAAD 4-6 KABV GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1. Heelgetalle Optelling en aftrekking Optel en aftrek van heelgetalle tot minstens 4 syfers. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • afronding en kompensering; • verdubbeling en halvering; • gebruik van ʼn getallelyn; • gebruik optel en aftrek as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: Veelvoude van 1-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe en assosiatiewe eienskappe van heelgetalle. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. Hierdie is verdere inoefening van optelling en aftrekking wat in kwartaal 2 gedoen is. Verwys na daardie notas. 3 ure 120 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING 5.4 Waarskyn￾likheid Uitvoering van eenvoudige herhaalde gebeure en lys die moontlike uitkomste vir die eksperimente soos: • gooi van ʼn muntstuk; • rol van ʼn dobbelsteentjie. Hoe verskil graad 4 van graad 3? Leerders werk nie met waarskynlikhede in graad 3 nie. Alles oor waarskynlikhede is nuut in graad 4. Uitvoering van eenvoudige herhalende gebeure Leerders moet eksperimenteer deur muntstuk te gooi of ʼn dobbelsteen te rol. Eksperimente met ʼn muntstuk is makliker as met ʼn dobbelsteen omdat ʼn muntstuk slegs twee uitkomste het (kruis of munt), terwyl die rol van ʼn dobbelsteen 6 uitkomste kan hê (nommer 1-6). Leerders behoort eers die moontlike uitkomste te lys voordat die eksperimente gedoen word. Hulle moet leer om die resultate van hul eksperimente op ʼn tabel te rekordeer deur tellings te maak. 2 ure ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • optel en aftrek met 4-syferheelgetalle; • transformasies; • ligging; • waarskynlikheid HERSIENING 5 ure ASSESSERING 6 ure 121 WISKUNDE GRAAD 4-6 KABV Probleemtipe Aanvullende notas Voorbeelde Som Som van ʼn Man koop selfone vir al sy winkels. Hy koop 6 789 swart selfone, 1 567 bruin selfone en 4 532 rooi selfone. Hoeveel selfone het hy altesaam gekoop? Ontbrekende deel van ʼn gegewe som Plaaswerkers het 2 345 lemoene gedurende die oggend gepluk. Na middagete, het hulle nog gepluk. teen die einde van die dag, het hulle 6 589 lemoene gehad. Hoeveel lemoene het hulle na middagete gepluk? Vermeerder en verminder Bereken die resultaat Die prys vir ʼn houer gort is R8 231. Aangesien van die gort onbruikbaar is, is die prys verminder met R3 789. Wat betaal die winkeleienaar vir die houer gort? Bereken die kleingeld ʼn Verkoopsman verdien R4 328 gedurende November. Gedurende Desember, vermeerder die bedrag na R7 435. Hoeveel meer geld moet hy gedurende Desember verdien as in November? Bereken die aanvanklike waarde ʼn Boer sukkel om van sy skape te verkoop. Hy verminder die oorspronklike prys van een skaap met R1 456. Hy verkoop die skape teen R 4 787 elk. Wat was die oorspronklike prys wat die boer vir sy skape wou gehad het? Vermenigvuldiging as herhaalde optel Leerders verkoop lekkers tydens markdag. Hulle sit 25 lekkers in ʼn pakkie. Hoeveel lekkers is nodig om 15 pakkies te vul? Groepering Probleme met groepering wat opgelos word deur deling en/of herhaalde aftrekking Antwoorde op probleme wat reste het/of nie. ʼn Welvarende maatskappy skenk bokse speelgoed aan ʼn skool. Elke boks bevat 8 speelgoed. Hoeveel bokse is nodig om 375 speelgoed te verpak? Probleme met groepering wat opgelos word deur vermenigvuldiging en/of herhaalde optel. Antwoorde op probleme wat reste het/of nie. ʼn Skool gee 15 sakke met sokkerballe aan ʼn behoeftige skool. Elke sak bevat 45 sokkerballe. Hoeveel sokkerballe het die skool weggegee? Probleme met groeperings wat in rye voorkom. Probleme wat deur deling (of herhaalde aftrekking) of vermenigvuldiging (herhaalde optelling) opgelos word. ʼn Boer plant 34 rye appelbome. Daar is 56 appelbome in elke ry. Hoeveel appelbome is daar in totaal? of ʼn Boer wil 1 904 appelbome plant. Hy wil dieselfde aantal bome in elk van die 34 rye plant. Hoeveel appelbome moet hy in elke ry plant? Verdeling Probleme met verdeling wat opgelos word deur deling/herhaalde aftrekking. Kleiner groepe van gelyke grootte wat met ʼn gegewe bedrag gevorm word. Antwoorde op berekeninge met reste wat tot die begrip van breuke lei (gewone- of desimale breuke). Die skool wil 174 sjokolade koeke gelykop tussen 9 hospitale verdeel. Hoeveel koeke sal elke hospitaal kry? Vergelyking deur verskil Christa versamel 6 231 bottels gedurende die jaar om te herwin. Sy het 2 879 minder bottels as haar maatjie. Hoeveel bottels het die maatjie versamel? 122 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Probleemtipe Aanvullende notas Voorbeelde Hantering van groepe as eenhede Jy kan 15 kerse vir R56 koop. Hoeveel sal jy betaal vir 195 van dieselfde kerse? Koers (Rate) Leerders bereken die totaal indien die koers per voorwerp aangedui is. Een dosie sjokolade kos R28. Hoeveel sal 45 dosies van hierdie dosies sjokolade kos? Leerders bereken die koers per voorwerp. Die massa van 6 ewe groot houers meel is 234 kg. Wat is die massa van een van hierdie houers meel? Leerders bereken eers die koers en pas dit dan toe om meer inligting te genereer. As 9 bakke R135 kos, hoeveel sal 56 van hierdie bakke kos? Vergelyking deur verhouding (ratio) Chantel versamel 65 bottels vir herwinning. Haar maat versamel twaalf keer soveel bottels as Chantel. Hoeveel bottels het die maat versamel? Proporsionele verdeling Fred werk vir 3 ure en Daniel werk vir 1 uur om huise skoon te maak. Saam word hulle R520 betaal. Hoe kan die geld regverdig tussen die twee verdeel word? Betekenis van ʼn breuk Voorbeelde van probleme Deel van ʼn geheel waar die geheel ʼn enkele voorwerp is Susan eet twee agtstes van ʼn sjokoladestafie. Watter breuk van die sjokoladestafie is oor? Illustreer jou antwoord. Deel van ʼn geheel waar die geheel ʼn versameling voorwerpe is Vyf maats deel 21 sjokolades gelykop. Hoeveel sjokolades sal elke persoon kry? Verwantskap Barry verdien ʼn derde van wat sy pa per uur verdien. As sy pa R267 per uur verdien, hoeveel verdien Barry per uur? Ratio 25 van ʼn koppie melk is nodig om een baksel koekies te bak. Hoeveel koppies melk is ’nodig om 5 baksels van hierdie koekies te bak? Vergelyking Wat is die langste? 2 3 van ’n meter of 14 van ’n meter? Maateenhede Ek benodig 125 m materiaal om ’n hemp te maak en ek het 45m. Hoeveel materiaal moet ek nog koop? Getalle Noem twee getalle tussen 412 en 5. Breukdele wat bymekaargesit word om ʼn hele te maak (herhalend) Na die wedstryd, kry 55 atlete elk 12 lemoen. Hoeveel lemoene is nodig vir die 55 atlete? 123 WISKUNDE GRAAD 4-6 KABV Tydstoewysing per Onderwerp: Graad 5 Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Hoofrekene (10 minute per dag) 8 ure Hoofrekene (10 minute per dag) 7 ure Hoofrekene (10 minute per dag) 8 ure Hoofrekene (10 minute per dag) 7 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (4-syferheelgetalle) 2 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (6-syferheelgetalle) 1 uur Gewone breuke 5 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (6-syferheelgetalle) 1 uur Getallesinne 3 ure Heelgetalle: Optelling en aftrekking (5-syferheelgetalle) 5 ure Massa 5 ure Heelgetalle: Optelling en aftrekking (5-syferheelgetalle) 5 ure Heelgetalle: Optelling en aftrekking (5-syferheelgetalle) 5 ure Gewone breuke 5 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (6-syferheelgetalle) 1 uur Eienskappe van 3-D voorwerpe 5 ure Numeriese patrone 4 ure Lengte 6 ure Heelgetalle: Optelling en aftrekking 5 ure Gewone breuke 5 ure Heelgetalle: Vermenigvuldiging (2-syferheelgetalle met 2-syferheelgetalle) en deling (3-syferheelgetalle deur 1-syferheelgetalle) 6 ure Heelgetalle: Vermenigvuldiging (3- syferheelgetal met 2- syferheelgetal) 7 ure Aansigte van voorwerpe 3 ure Heelgetalle: deling (3- syferheelgetalle deur 2- syferheelgetalle) 7 ure Tyd 6 ure Eienskappe van 3-D voorwerpe 6 ure Eienskappe van 2-D voorwerpe 4 ure Area, omtrek & volume 7 ure Datahantering 10 ure Meetkundige patrone 4 ure Transformasies 3 ure Posisie en verplasing 2 ure Eienskappe van 2-D vorms 7 ure Simmetrie 2 ure Temperatuur 2 ure Transformasies 4 ure Kapasiteit/volume 5 ure Heelgetalle: Deling (4-syferheelgetal deur 2 syferheelgetal) 8 ure Datahantering 9 ure Meetkundige patrone 2 ure Numeriese patrone 5 ure Getallesinne 3 ure Heelgetalle: Vermenigvuldiging (3-syferheelgetal met 2- syferheelgetal) 7 ure Waarskynlikheid 2 ure Hersiening 4 ure Hersiening 3 ure Hersiening 3 ure Hersiening 4 ure Assessering (alle vakke) 6 ure Assessering (alle vakke) 6 ure TOTAAL: 60 URE TOTAAL: 60 URE TOTAAL: 60 URE TOTAAL: 60 URE 124 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.3.2 Verduideliking van inhoud vir Graad 5 Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot ten minste 10 x 10. • Vermenigvuldigingsfeite van: - ene deur veelvoude van 10; - ene deur veelvoude van 100; - ene deur veelvoude van 1 000; - ene deur veelvoude van 10 000 Getalgebied vir tel, ordening, vergelyking en voorstelling asook die plekwaarde van syfers: • Tel aan en terug in heelgetal￾intervalle tot minstens 10 000. • Orden, beskryf en voorstelling van minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 4-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. Leerders behoort nie gevra te word om daagliks lukrake berekeninge te doen nie. Soos wat die leerders die onderwerpe dek en berekeningstegnieke ontwikkel in die kerngedeelte van die les, kan hoofrekene-aspekte geïnkorporeer word. Begrippe en vaardighede word gedurende die kerngedeelte van die les ontwikkel en ingeoefen deur kleiner getalgebiede in die hoofrekene-program te gebruik. Die getalgebied kan in kwartaal 1 laer gehou word en gedurende die jaar kan dit vergroot word. Aan die begin van die jaar, kan die getalgebiede en berekeningstegnieke gegrond word op dit wat in graad 4 ontwikkel is. Hoofrekene behoort die volgende drie aspekte van die leerder se getallekennis sistematies te ontwikkel: • Getalfeite: - getalkombinasies: optelling en aftrekkingsfeite vir: ◊ ene; ◊ veelvoude van 10; - vermenigvuldigingstafels van heelgetalle tot minstens 10x10 • Berekeningstegnieke: - verdubbeling en halvering; - gebruik vermenigvuldiging om deling te doen; - vermenigvuldiging met 10, 100 en 1 000 - vermenigvuldiging met veelvoude van 10, 100 en 1 000, - deling deur 10, 100 en 1 000, - opbou en afbreek van getalle; - afronding tot die naaste 10, 100 en 1 000 en kompensering; - optelling en aftrekking van ene, veelvoude van 10, 100, 1 000 na en vanaf enige 4-syfergetal. 10 minute per dag 125 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel en aftrek in kolomme; • opbou en afbreek van getalle; • gebruik van ʼn getallelyn; • afronding en kompensering; • verdubbeling en halvering; • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle tot minstens 100. • Faktore van 2-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. • Getalbegrip: - Tel: ◊ tel aan en terug in 2’s, 3’e, 5’e, 10’e, 25’s, 50’s, tussen 0 en minstens 1 000; ◊ tel aan en terug in 100’e tussen 0 en minstens 10 000; - ordening en vergelyking van tot 4-syferheelgetalle; - opbou en afbreek van getalle; - plekwaarde van getalle tot 4-syfers; - ewe en onewe getalle; - veelvoude. Sommige van die hoofrekene kan sonder apparaat gedoen word, maar soms is dit sinvol om wel apparaat te gebruik. Aanbevole apparaat: • ʼn getallelyn; • ʼn getallekaart; • plekwaardekaarte (spreikaarte); • telkrale. 126 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, vergelyking, voorstelling en plekwaarde van syfers Getalgebied vir tel, ordening, vergelyking en voorstelling asook die plekwaarde van syfers: • Tel aan en terug in heelgetal￾intervalle tot minstens 10 000. • Orden, beskryf en voorstelling van minstens 4-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. In kwartaal 1, behoort leerders die werk wat in graad 4 gedoen is, te hersien en te konsolideer. • Tel aan en terug in 2’s, 3’e, 5’e, 10’e, 25’s, 50’s, tussen 0 en minstens 1 000; • Tel aan en terug in 100’e tussen 0 en minstens 10 000; • Orden, vergelyk en voorstelling van minstens 4-syferheelgetalle; • Herkenning van die plekwaarde in heelgetalsyfers tot minstens 4-syferheelgetalle; • Afronding tot die naaste 10 en 100. Tel: Tel moet nie nét gesien word as mondelinge tel nie. Leerders behoort die volgende apparaat te gebruik wanneer hulle tel: • tellers; • telkrale; • getalkaarte; • gestruktureerde, semi-gestruktureerde en leë getallelyne; • prente van voorwerpe, veral prente van groot getalle voorwerpe wat in ’n groep of gestruktureerde manier voorgestel word. ’n Voorbeeld van ’n prent met voorwerpe wat geskik is vir telaktiwiteite word aan die einde van die graad 5 afdeling oor Getalle, Bewerkings en Verwantskappe voorsien; • rye of diagramme van rye, bv. • ander diagramme vir tel, bv. + 9 + 9 + 9 + 9 + 9 + 9 + 9 31 Tel-aksies behoort nie altyd op die eerste veelvoud te begin nie. Dit behoort ook nie altyd op enige ander veelvoud te begin nie bv. tel in 2’s.kan vanaf 5 of 27 of 348 begin. 2 ure 127 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, vergelyking, voorstelling en plekwaarde van syfers Plekwaarde (getalgebied 0 tot 999) : Leerders behoort getalle te opbreek in honderde, tiene en ene deur die volgende te gebruik: • die getalname; • plekwaarde of flitskaarte; • uitgebreide notasie. Aanbevole apparaat: plekwaarde/flitskaarte, Dienes blokkies. Vergelyk en orden (getalgebied 0 tot 999) : Leerders behoort ’n verskeidenheid oefeninge te doen, bv. • Rangskik die gegewe getalle van die kleinste tot die grootste, of die grootste tot die kleinste. • Voltooi die ontbrekende getal: - in ’n reeks; - op ’n getallekaart. • Dui ’n gegewe getal op ’n genommerde of ongenommerde getallelyn aan, bv. dui die getal wat halfpad tussen 1 340 en 1 350 is op ’n getallelyn aan. • Dui aan watter van die twee getalle is groter of kleiner, bv. 5 431 of 5 413. • Vervang die * met <, = of >, bv. 7 889 * 7 898, 4 109 * 5 190. Alle werk wat hier ontwikkel word, kan gedurende die jaar tydens die hoofrekene program ingeoefen word. 128 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Getallesinne: • Skryf getallesinne om ʼn probleemsituasie te beskryf. • Los getallesinne op en voltooi dit deur: - inspeksie; - proses van probeer en verbeter. • Kontroleer die oplossing deur vervanging. Die skryf van getallesinne kan gesien word as ʼn manier waarop leerders voorberei word om algebraïese uitdrukkings neer te skryf. Getallesinne kan gebruik word om probleemsituasies te beskryf. Getallesinne kan ook gebruik word as ʼn ekwivalente vorm van uitdrukking van gedeeltes van vloeidiagramme of tabelle. Soms werk leerders in die Intermediêre Fase met getallesinne in isolasie. Dit is egter meer algemeen vir leerders om met getallesinne en ander vorms van voorstelling te werk, bv. probleme wat in woorde gespesifiseer is, en getalle en berekeninge wat in vloeidiagramme weergegee word. Voorbeelde van bogenoemde behoort tydens gepaste tye regdeur die jaar ingesluit te word. Getallesinne is ook ʼn manier om ekwivalensie aan te toon. Dit blyk vanselfsprekend te wees dat dit wat aan die een kant van die is gelyk aan teken staan, gelyk is aan dit wat aan die ander kant is. Leerders moet egter onderrig word dat hierdie ekwivalente uitdrukkings is wat aan weerskante van die is gelyk aan teken is. In die Intermediêre Fase, is dit sinvol om getallesinne te gebruik en patrone wat uit Getallesinne bestaan sodat leerders die volgende kan aanleer: • die omgekeerde verwantskap tussen optelling en aftrekking; • die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle en hoe hierdie eienskappe gebruik kan word saam met die opbou en afbreek van getalle wanneer opgetel en afgetrek word. • Optellings- en aftrekkingsfeite vir: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. Ondersoek, begrip en die aanleer van die logika van ekwivalente stellings deur met patrone te werk wat uit getallesinne bestaan, help leerders om berekeningstegnieke aan te leer. Aan die begin van die jaar, kan leerders met getallesinne werk wat hulle sal help om te leer en te verstaan hoe om die kommutatiewe en assosiatiewe eienskappe te gebruik wanneer berekeninge met heelgetalle gedoen word. Dit sal hulle help met die berekeninge wat vroeg in die kwartaal gedoen word. 3 ure 129 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Gebruik van getallesinne om begrip van optellings-eienskappe te konsolideer. Voorbeelde: 63 – 63 = £ 742 – 742 = £ 7 654 – £ = 7 654 Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Nog voorbeelde: a) 79 – 4 + 4 = £ b) 237 + 6 – 6 = £ c) 6 997 + 6 – 6 = £ d) 54 + 6 – £ = 54 Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Nog voorbeelde: a) 62 + 5 = £ + 4 (Leerders kan die feit gebruik dat 5 = 4 + 1, so 62 + 1 + 4 = 63 + 4 b) 23 + 7 – £ = 22 c) 20 – 12 = £ + 12 – 12 Gebruik van getallesinne om die aandag te fokus op optel en aftrek as omgekeerde bewerkings en om die leerders aan te moedig om dit in hulle berekeninge te gebruik. Aftrekking kan dit wat optelling doen ongedaan maak, en optelling kan dit wat aftrekking doen ongedaan maak indien die getalle dieselfde gehou word. Daar word nie van leerders verwag om die term “omgekeerde bewerkings” te gebruik nie. Hulle moet weet dat: • hulle kan optelling gebruik om aftrekkingsberekeninge te kontroleer; • hulle kan aftrekking gebruik om optellingbewerkinge te kontroleer. Voorbeelde: 54 – 12 = £ dus 42 + 12 = £ 387 – 142 = £ dus 245 + 142 = £ 482 + 200 = £ dus 682 – 200 = £ 262 + 237 = £ dus 499 – 237 = £ 130 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Gebruik van getallesinne om die aandag te fokus op vermenigvuldiging en deling as omgekeerde bewerkings en om die leerders aan te moedig om dit in hulle berekeninge te gebruik. Voorbeelde: 8 x 9 = £ dus 72 ÷ 9 = £ 6 x 7 = £ dus 42 ÷ 7 = £ 32 x 3 = £ dus 96 ÷ 3 = £ 4 x 1 000 = £ dus 4 000 ÷ 1 000 = £ Gebruik van getallesinne om begrip van vermenigvuldigings-eienskappe van 1 te konsolideer. a) 45 x 1 = £ b) 8 ÷ 8 = £ c) 74 ÷ 74 = £ d) 7 654 ÷ 7 654 = £ e) £÷ 9 = 1 Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Daar word van hulle verwag om te sê: "Wanneer 'n getal deur homself gedeel word, is die antwoord 1." “Wanneer daar met die getal 1 vermenigvuldig of gedeel word, bly die getal onveranderd.” Nog voorbeelde: 63 ÷ 7 x7 = £ 54 ÷ 6 x 6 = £ 6 997 ÷ 6x 6 = £ Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Hulle moet tot die volgende slotsom kom: “Wanneer daar met dieselfde getal vermenigvuldig of gedeel word, kry jy weer die getal waarmee jy begin het”. 131 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Gebruik van getallesinne om die kommutatiewe en assosiatiewe eienskappe te konsolideer. Kommutatiewe eienskap: Getalle kan in enige volgorde bygetel word. Voorbeeld: 26 + 19 = 19 + 26 Voorbeelde: 16 + 47 = £ of 47 + 16 = £ 35 + 468 = £ of 468 + 35 = £ 627 + 67 = £ of 67 + 627 = £ Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Daar word nie van leerders verwag om die name van die bewerkingseienskappe, bv. kommutatiewe eienskap, te ken nie. Hulle moet slegs weet hoe om hierdie eienskap te gebruik om hul berekeninge te vergemaklik of om ʼn getallesin waar te maak. Assosiatiewe eienskap: Die assosiatiewe eienskap laat getalle toe om op verskillende maniere gegroepeer te word wanneer meer as twee getalle opgetel word sonder dat dit die antwoord beïnvloed. Voorbeelde: (42 + 33) + 18 = £ het dieselfde antwoord as 42 + (33 + 18) = £ 251 + (27 + 49) = £ het dieselfde antwoord as (251 + 27) + 49 = £ Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Daar word nie van leerders verwag om die name van die bewerkingseienskappe, bv. assosiatiewe eienskap, te ken nie. Hulle moet slegs weet hoe om hierdie eienskap te gebruik om hul berekeninge te vergemaklik of om ʼn getallesin waar te maak. In berekeninge waar die leerders die getalle afbreek voordat dit opgetel word, moet hulle die groepering van die getalle verander. Voorbeeld: • Wanneer leerders 349 + 273 = 300 + 200 + 40 + 70 + 9 + 3 skryf, verander hulle die groepering van die getalle. • Berekeninge wat afronding en kompensering of volmaak van tiene of honderde behels, word die groepering van die getalle ook verander Voorbeeld: 489 + 27 = 489 + (11 + 16) = (489 + 11) + 16 = 500 + 16 = 516. 132 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Orde van aftrekking: Wanneer die getalle omgeruil word, sal die antwoorde VERSKIL Die kommutatiewe eienskap is nie op aftrekking van toepassing nie. Voorbeeld: 26 – 19 ≠ 19 – 26. Aangesien leerders nog nie met negatiewe getalle werk nie sal dit beter wees om te vra of die getal Waar/Vals is. Voorbeelde: Waar of Vals? 49 – 13 = 13 – 49 Waar of Vals? 297 – 36 = 36 – 297 Soortgelyke voorbeelde kan gegee word om leerders se begrip van die kommutatiewe asook die assosiatiewe eienskap van vermenigvuldiging te konsolideer. Dit kan gedoen word deur getalpatrone en vloeidiagramme. Optel- en aftrekfeite van 10: Voorbeeld: a) 10 = 5 + …. b) 10 – 5 = c) 10 = 9 + …. d) 10 – 9 = e) 10 = 4 + …. f) 10 – 4 = Optel- en aftrekfeite van 100: Voorbeeld: a) 100 = 50 + …. b) 100 – 50 = c) 100 = 90 + …. d) 100 – 90 = e) 100 = 40 + …. f) 100 – 40 = Nadat leerders die stelle getallesinne soos hierbo voltooi het, moet hulle gevra word wat hulle waargeneem het, hoe dit hulle met hulle berekeninge kan help en hoe dit hulle kan help om hulle antwoorde te kontroleer. Die voorbeelde waarmee die leerders werk kan uitgebrei word sodra leerders met gemak met die pare veelvoude van tien wat 100 maak, kan werk. Nog optel- en aftrekfeite van 100: Voorbeeld: a) 100 = 54 + …. b) 100 – 54 = c) 100 = 91 + …. d) 100 – 91 = e) 100 = 47 + …. f) 100 – 47 = Optel- en aftrekfeite van 1 000 Soortgelyke oefeninge kan opgestel word van getalle wat 1 000 maak. 133 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Getalgebied vir berekeninge: • Optel en aftrek van heelgetalle van minstens 5 syfers. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel en aftrek in kolomme; • opbou en afbreek van getalle; • gebruik van ʼn getallelyn; • afronding en kompensering; • verdubbeling en halvering; • gebruik optel en aftrek as omgekeerde bewerkings. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend: • finansiële kontekste; • meting in konteks. Die helfte van die werk wat die leerders in die Intermediêre Fase doen, bestaan uit Getalle, Bewerkings en Verwantskappe. Daar word aanbeveel dat leerders berekeninge gereeld deur die jaar doen eerder as om slegs een keer per jaar op al die optelling en aftrekking te fokus. In hierdie voorgestelde opeenvolging van werk, doen die leerders optelling en aftrekking gedurende elke kwartaal van graad 5. In kwartaal 1, moet die werk wat in graad 4 gedoen is, gekonsolideer en hersien word. Leerders doen optelling en aftrekking van getalle tot 4-syferheelgetalle. Leerders rond getalle af tot die naaste 10, 100 waar van toepassing. Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge: Leerders sal meer selfvertroue hê en onafhanklik in Wiskunde kan werk indien hulle die tegnieke het om: • self hul oplossings te kontroleer; • die redelikheid van hul oplossings beoordeel. Beoordeling van die redelikheid van die oplossings: Leerders moet gelei word om die redelikheid van hul oplossings te kan beoordeel. Een manier waarop hulle dit kan doen is om die antwoorde te skat voordat berekeninge gedoen word. Die getalle wat in die berekeninge gebruik word, kan afgerond word. Wanneer 4-syferheelgetalle opgetel of afgetrek word, kan die getalle tot die naaste 100 afgerond word. Wanneer twee getalle wat naby mekaar is, bv. 3 345 en 3 340 opgetel word, kan die leerders die strategie van verdubbeling toepas as ʼn manier om die antwoord te skat. Kontrole van oplossings: Leerders behoort te weet dat hulle: • Optelling kan kontroleer deur middel van aftrekking. Voorbeeld: As 5 362 + 2 488 = 7 850 dan is 7 850 – 2 488 = 5 362 • Aftrekking kan kontroleer deur middel van optelling Voorbeeld: As 4 687 – 2 134 = 2 553 dan is 2 553 + 2 134 = 4 687 Die gebruik die omgekeerde bewerking om antwoorde te kontroleer is een rede waarom optelling en aftrekking gelyktydig onderrig word. Dieselfde probleem kan soms opgelos word deur optelling of aftrekking wat nog ʼn rede is om die twee bewerkings terselfdertyd te doen. Voorbeeld: Veli se inkopies is R163. Hy betaal met ʼn R200 noot. Hoeveel kleingeld kry hy? Sommige leerders tel aan vanaf R163 om R200 te kry, bv. R163 + R7 = R170 →R170 + R30 = R200. Veli kry R37 kleingeld. 5 ure 134 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking In die eerste gedeelte van graad 5, is die optel-en aftrektegnieke gegrond op die afbreek van getalle. Namate die getalle waarmee die leerders werk groter word, mag die leerders tred verloor van sommige getalle wat hulle afbreek om berekeninge te doen. Die gebruik van hakies is ʼn sinvolle manier om die groepering van getalle aan te dui wat die leerders help om tred te hou met dit waarmee hulle besig is. Omdat die bewerkinge in die hakies eerste gedoen moet word, word enige verwarring oor die volgorde van die bewerkinge uit die weg geruim. Leerders hoef dus nie die reëls soos BODMAS aan te leer indien hakies gereeld gebruik word om aan te dui watter berekening eerste gedoen moet word nie. Afbreek van alle getalle volgens plekwaarde om op te tel: Voorbeeld: Bereken: 5 362 + 2 486 = 5 000 + 300 + 60 + 2 + 2 000 + 400 + 80 + 6 = 5 000 + 2 000 + 300 + 400 + 60 + 80 + 2 + 6 = 7 000 + 700 + 140 + 8 = 7 848 OF 2 + 6 = 8 en 60 + 80 = 140 en 300 + 400 = 700 en 5 000 + 2 000 = 7 000 en 7 000 + 700 + 140 + 8 = 7 848 dus 5 362 + 2 486 = 7 848 Optelling deur die afbreek van die getalle wat opgetel moet word: Voorbeeld: Bereken: 5 362 + 2 486 5 362 + 2 000 → 7 362 + 400 → 7 762 + 80 → 7 842 + 6 → 7 848 Dit kan lomp raak indien meer getalle opgetel moet word. Opvul van tiene deur die afbreek van die getal wat opgetel moet word: Dit kan ook afronding of kompensering genoem word. 135 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Voorbeeld: Bereken: 2 486 + 148 2 486 + 148 = 2 486 + 14 – 14 + 148 = 2 500 + 134 = 2 500 + 100 + 34 = 2 634 Dit kan lomp raak indien meer getalle opgetel moet word. Afbreek van beide getalle om af te trek. Voorbeeld: Bereken: 4 687 – 2 143 4 687 – 2 143 = 4 000 + 600 + 80 + 7– 2 000 – 100 – 40 – 3 = (4 000 – 2 000) + (600 – 100) + (80 – 40) + (7 – 3) = 2 000 + 500 + 40 + 4 = 2 544 OF 7 – 3 = 4 en 80 – 40 = 40 en 600 – 100 = 500 en 4 000 – 2 000 = 2 000 dus 4 687 – 2 143 = 2 544 Afbreek van alle getalle om op te tel deur die gebruik van kompensasie (balanseer [counterbalance]) : Leerders kan nie 4 van 3 of 80 van 40 aftrek nie. In plaas daarvan om 743 af te breek in 700 + 40 + 3, sal hulle 743 afbreek in 600 + 130 + 13. Dan kan hulle 4 van 13 en 80 van 130 aftrek. Bereken: 8 743 – 5 684 8 743–5 684 = 8000 + 700 + 40 + 3–5 000–600–80–4 (kompenseer deur 743 in 600 + 130 + 13 op te breek) = 8000 + 600 + 130 + 13 – 5 000 – 600 – 80 – 4 = 8 000 – 5 000 + 600 – 600 + 130 – 80 + 13 – 4 = 3 000 + 0 + 50 + 9 = 3 059 136 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Aftrekking deur die getalle wat afgetrek moet word, af te breek: Bereken: 4 687 – 2 143 4 687 – 2 000 → 2 687 – 100 → 2 587 – 40 → 2 547 – 3 = 2544 Dit kan lomp raak indien meer as 2 getalle opgetel moet word. Gebruik van die optellingseienskap van nul deur kompensering om te bereken: Bereken: 2 696 + 2 387: 2 296 + 2 387 = 2 296 + 4 – 4 + 2387 = 2 300 + 2387 – 4 = 2 300 + 2 383 = 4 683 Dit kan lomp raak indien meer as 2 getalle opgetel moet word. Hierdie metode werk beter wanneer kleiner getalle opgetel word, bv. 2-syferheelgetalle of 3-syferheelgetalle. Tipes probleme: Som van, vermeerder en verminder, vergelyking deur verskil, vergelyking deur koers (ratio). Kyk na die beskrywing van die tipes probleme aan die einde van die notas vir graad 5. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 4-syferheelgetalle; • optel en aftrek met 4-syferheelgetalle; • werk met getallesinne. 137 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Ondersoek en brei patrone uit: • Ondersoek en brei numeriese patrone uit deur na die verwantskap of reëls van die patrone te kyk: - reekse wat nie beperk is tot reekse met ʼn konstante verskil of verhouding nie; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik. Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • met getallesinne. Getallereekse: Voorbeelde word in kwartaal 3 geïllustreer. Patrone wat in inset-uitsetdiagramme gegee word: Inset-uitsetdiagramme word soms funksie-diagramme, funksie-masjiene of vloeidiagramme genoem omdat dit ’n manier is waarop leerders aan die funksionele verwantskappe m.b.v. diagramme bekendgestel word. Funksionele verwantskappe is baie belangrik in die Senior Fase en in Wiskunde in die VOO. Die vorms van inset-uitsetdiagramme wat leerders in die Intermediêre Fase gebruik is meestal vloeidiagramme . Die ooreenkoms tussen Inset- en uitsetwaardes moet duidelik in die verteenwoordigende vorm wees wanneer vloeidiagramme gebruik word, d.w.s. die eerste inset lei tot die eerste uitset, die tweede inset lei tot die tweede uitset, ens. Voorbeeld: Input 5 13 25 45 Output Rule 13 5 9 11 + 1 × 4 Inset Uitset Reël ʼn Inset-uitsetdiagram laat leerders toe om die insetwaardes te sien of uit te werk: • die insette as die reël en die ooreenstemmende uitsetwaarde gegee word; • die uitsette, as die reël en die ooreenstemmende insetwaardes gegee word; • die reël, as die reël van toepassing is op die gegewe insetwaarde en die ooreenstemmende uitsetwaarde. 4 ure 138 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Vermenigvuldigingstafels is ʼn sinvolle manier om patrone in graad 4 en 5 te rekordeer. Soms kan die reël in die tabel ingesluit word, bv. 1 2 3 4 5 6 7 8 9 10 X6 6 12 18 30 60 In kwartaal 1 word voorgestel dat getallereekse gebruik word om begrippe en vaardighede te ontwikkel wat in vermenigvuldiging en deling gebruik gaan word. Die fokus kan op inset-uitsetvloeidiagramme geplaas word om leerders te help om die omgekeerde bewerkings tussen vermenigvuldiging en deling te verstaan en aan te leer: • die omgekeerde bewerking tussen vermenigvuldiging en deling; • die vermenigvuldiging van ene deur veelvoude van 10, 100 en 1 000; • die assosiatiewe eienskap met heelgetalle en hoe ons hierdie eienskap kan gebruik wanneer ons met veelvoude van 10 vermenigvuldig. 139 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Gebruik van vloeidiagramme wat leerders help om te verstaan dat vermenigvuldiging en deling omgekeerde bewerkings is en dit te gebruik: Daar word nie van leerders verwag om die uitdrukking: “omgekeerde bewerking” te gebruik nie. Hulle moet weet dat: • hulle vermenigvuldiging kan gebruik om berekeninge met deling te kontroleer; • hulle kan deling gebruik om berekeninge met vermenigvuldiging te kontroleer. Voorsien gepaste vloeidiagramme om te voltooi en te bespreek. Voorbeelde: Input Rule 1 3 25 7 9 Output Input Rule 7 21 35 49 63 Output x7 ÷7 Inset Inset Uitset Uitset Reël Reël Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. As leerders pare bypassende getallesinne geskryf het wat op die inset- en uitsetwaardes in die vloeidiagramme gegrond is, kan hulle dit bespreek deur vermenigvuldiging te gebruik om die deling te kontroleer, en die deling kan deur vermenigvuldiging gekontroleer word. Nog voorbeelde: Input Output Rule 1 3 8 40 88 x8 Inset Uitset Reël Leerders kan die bostaande kennis gebruik om aan te dui hoe om die ontbrekende insetgetalle op die vloeidiagram te voltooi. 140 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Sodra leerders die vloeidiagram voltooi het, kan hulle bespreek hoe hulle die ontbrekende insetwaardes d.m.v. die ooreenstemmende uitsetwaardes en reël bepaal het. Dit kan gekonsolideer word deur pare getallesinne waarin dieselfde getalle vermenigvuldig of gedeel word. Gebruik van vloeidiagramme om leerders te help om vermenigvuldiging en deeltegnieke te ontwikkel. Assosiatiewe eienskap: Getalle kan in enige volgorde vermenigvuldig word. Voorbeeld: (13 x 5) x 2 = 13 x (5 x 2) 130 Input 10 50 Output Rule 1 2 7 9 13 130 Input 10 50 Output Rule 1 2 7 9 13 x5 x2 x5 x2 Inset Inset Uitset Uitset Reël Reël Leerders bespreek hulle gevolgtrekkings nadat hulle die voorbeeld vergelyk het. Daar word nie van leerders verwag om die name van die assosiatiewe eienskap te ken nie. Hulle moet dit egter gebruik om berekeninge te vergemaklik of om ekwivalente getallesinne te gebruik. Gebruik van vloeidiagramme om leerders te help om tegnieke te gebruik wanneer met 10 vermenigvuldig word. Leerders voltooi ʼn vloeidiagram soos die onderstaande een. Hulle verduidelik in hul eie woorde wat hulle gevolgtrekking is wanneer die vloeidiagramme vergelyk word. Hulle bespreek ’n korter manier om met veelvoude van 10 te vermenigvuldig. 141 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Inset Uitset Inset Uitset 50 350 1 3 5 9 11 150 550 1 2 5 9 50 250 11 x10 x5 x50 Dit kan gekonsolideer word deur vermenigvuldiging met ander veelvoude van 10. Soortgelyke pare vloeidiagramme kan gebruik word om tegnieke vir vermenigvuldiging met veelvoude van 10 te ontwikkel. Ander vinnige tegnieke vir vermenigvuldiging kan op hierdie manier ontwikkel word. Voorbeelde Inset Uitset Inset Uitset 200 1 2 7 8 10 75 25 1 2 7 8 175 250 10 x100 ÷4 x25 Leerders ontwikkel skerp hoofberekeninge- en skriftelike tegnieke wat hierop gegrond is. Alle begrippe en berekeningstegnieke wat hier ontwikkel word kan regdeur die jaar in die hoofrekene-program ingeoefen word. 142 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling Getalgebied vir berekeninge: • Vermenigvuldiging van minstens 3-syferheelgetalle met 2-syferheelgetalle. • Deling van minstens 3-syferheelgetalle deur 2-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • gebruik van ʼn getallelyn; • afronding en kompensering; • verdubbeling en halvering; • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle tot minstens 100 • Faktore van 2-syferheelgetalle tot minstens 100 • Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. In plaas daarvan om al die vermenigvuldiging en deling in een tydgleuf te behandel, word daar voorgestel dat leerders op gereelde grondslag berekeninge moet doen. In hierdie opeenvolging van werk, doen die leerders vermenigvuldiging en deling in 3 van die 4 kwartale in graad 4. Nege ure is toegewys aan vermenigvuldiging en deling vir kwartaal 1. Hoe verskil graad 5 van graad 4? In kwartaal 1, word die werk wat in graad 4 gedoen is, hersien en gekonsolideer, d.w.s.: • leerders vermenigvuldig ten minste 2-syferheelgetalle met 2-syferheelgetalle; • leerders deel ten minste 3-syferheelgetalle deur 1-syferheelgetalle. Die eienskappe van vermenigvuldiging en deling word hersien en vaardighede word opgeskerp. Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge. Die volgende tipes probleme bly belangrik: deel, groepering, behandel groepe as eenhede, koers (rate), verhouding (ratio). (Verwys na die beskrywing van tipes probleme in die notas aan die einde van graad 5.) Leerders raak meer vertroud en onafhanklik m.b.t. Wiskunde indien hulle tegnieke het om: • hul eie oplossings te kan kontroleer; • die redelikheid van hul oplossings te kan beoordeel. Beoordeling van die redelikheid van die oplossings: Leerders behoort hul antwoorde te skat voordat berekeninge gedoen word. Hulle kan die getalle wat in die berekeninge gebruik word, afrond. Leerders kan tot die naaste 10 afrond wanneer hulle met 2-syferheelgetalle vermenigvuldig of deel. Kontrole van oplossings: Leerders behoort te weet dat hulle: ʼn bewerking wat deling behels kan kontroleer deur middel van vermenigvuldiging. Voorbeeld: As 69 ÷ 3 = 23; dan is 23 x 3 = 69 Wanneer leerders ʼn delingsbewerking met ʼn res moet kontroleer, moet hulle geleer word om eers die kwosiënt met die deler te vermenigvuldig en dan die res by te tel. Voorbeeld: As 70 ÷ 3 = 23 res 1; dan is 23 x 3 = 69 en 69 + 1 = 70 Die gebruik die omgekeerde bewerking om antwoorde te kontroleer is een rede waarom vermenigvuldiging en deling gelyktydig onderrig word. Die feit dat ons byna altyd vermenigvuldiging gebruik om deling op te los is ʼn verdere rede waarom daar tegelykertyd met vermenigvuldiging en deling gewerk word. 6 ure 143 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); - groepering en gelyke verdeling met reste. In graad 5, gaan leerders voort om getalle op te breek om te vermenigvuldig. Daar is verskillende maniere waarop dit gedoen kan word, soms maak die getalle in die bewerking verskillende metodes makliker of moeiliker. Leerders kan reeds die assosiatiewe en kommutatiewe eienskappe gebruik om vermenigvuldiging van twee of meer getalle te vergemaklik. Vermenigvuldiging en die distributiewe eienskap: Een manier waarop leerders leer hoe en wanneer die distributiewe eienskap werk, is om die rye af te breek en getallesinne skryf om die rye te beskryf. Voorbeeld: 9 x 6 = 5 x 6 + 4 x 6 Die distributiewe wet laat jou toe om die getal af te breek en dan elke deel afsonderlik te vermenigvuldig. Soos wat die getalle waarmee die leerders werk groter word, mag die leerders tred verloor van sommige getalle wat hulle afbreek om berekeninge te doen. Die gebruik van hakies is ʼn sinvolle manier om die groepering van getalle aan te dui wat die leerders help om tred te hou met dit waarmee hulle besig is. Omdat die bewerkinge in die hakies eerste gedoen moet word, word enige verwarring oor die volgorde van die bewerkinge uit die weg geruim. Leerders hoef dus nie die reëls soos BODMAS aan te leer indien hakies gereeld gebruik word om aan te dui watter berekening eerste gedoen moet word nie. Gebruik van die distributiewe eienskap om te vermenigvuldig: 47x 45 47 x (40 + 5) (opbreek van een getal) = 47 x40 + 47 x 5 (gebruik die distributiewe eienskap) = 1880 + 235 = 2 115 of 47x 50 – 5 = 47 x 50– 47 x 5 (gebruik die distributiewe eienskap) = 2 350–235 = 2 115 144 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling Voorbeeld van kontrolering van redelikheid deur afronding: 47 x 45 ≈ 47 x 50 ≈ 2 350 deur benadering van die vermenigvuldigtal of 54 x 26 ≈ 50 x 45 ≈ 2 250 benadering van die vermenigvuldiger. Afbreek van getalle in geskikte faktore om te vermenigvuldig: Voorbeeld: Bereken: 47 x 12 47 x 12 = 47 x 2 x 6 (opbreek van 12 in sy faktore) = (47 x 2) x 2 x 3 (opbreek van 6 in sy faktore) = (94 x 2) x 3 = 188 x 3 = (100 + 80 + 8) x 3 = 300 + 240 + 24 = 564 Bereken: 53 x 45 53 x 45 = 53 x 9 x 5 (opbreek van 45 in sy faktore) = (53 x 3) x 3x 5 (opbreek van 9 in sy faktore) = (159 x 3) x 5 = 477 x 5 = (400 + 70 + 7) x 5 = 2 000 + 350 + 35 = 2 385 Deling: Probleme: Daar is twee tipes probleme wat tot deling lei. Dit is belangrik dat leerders beide ervaar, naamlik: probleme wat deel behels: 6 leerders deel 32 lekkers. Hoeveel lekkers sal elke leerder kry? probleme wat groepering behels: Samkele het een groot pak met 32 lekkers. Hoeveel kleiner pakkies kan sy maak met 6 lekkers in elk? 145 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging en deling Sommige probleme en berekeninge behoort ʼn res te hê en ander nie. Verwys na die beskrywing van die tipes probleme in die notas aan die einde van graad 5. Leerders gaan voort om hulle kennis van vermenigvuldiging te gebruik om deling te doen. Soos in graad 4, word leerders nie aangemoedig om syfers as afsonderlike entiteite te behandel nie, maar om die getal eerder as ’n geheel te oorweeg en die waarde van elke deel ingedagte te hou. In die verlede is leerders onderrig om al die vermenigvuldigingstafels uit te skryf, waar hulle aangemoedig is om herhaalde optelling te doen. Leerders is ook in die verlede aangemoedig om deling te doen deur herhaalde aftrekking van die deler. Baie leerders het verlore geraak tydens die omvangryke herhaalde aftrekking van die deler wanner ʼn 3-syfergetal deur 1-syferheelgetalle gedeel word. Wanneer 3-syferheelgetalle deur 1-syferheelgetalle gedeel word, is dit beter om met die vermenigvuldigingstafels van veelvoude van 10 wat maklik onthou kan word, asook met verdubbeling en halvering, te werk. Hierdie groot groepe getalle kan dan van die getal afgetrek word waardeur gedeel word. Sodoende doen die leerder minder aftrekkings en is meer geneig om by die korrekte antwoord uit te kom. Voorbeeld: Bereken: 375 ÷ 8 Leerders kan ’n “leidraadbord” uitskryf oor hulle kennis van LEIDRAADBORD 10x8 = 80 20x8 = 160 30x8 = 240 40x8 = 320 5x8 = 40 6x8 = 48 3x8 = 24 vermenigvuldiging met 8. • Gewoonlik sluit dit vermenigvuldiging met 10 of • veelvoude van 10 in. • Vermenigvuldiging met 5 (halveer die waarde van die vermenigvuldiging met 10). • Vermenigvuldiging met 2, 4, 8 (word verkry deur verdubbeling). • Voltooiing van ander veelvoude soos wat dit benodig word. 146 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Leerders gebruik vermenigvuldiging en aftrekking om te bereken. Vermenigvuldig om ’n benaderde antwoord te kry Aftrekking om die verskil te bepaal 40 x 8 = 320 375 – 320 = 55 6 x 8 = 48 55 – 48 = 7 375 ÷ 8 = 40 + 6 + res 7 = 46 res 7 Leerders behoort hulle berekeninge te kontroleer deur 46 met 8 te vermenigvuldig en dan 7 by te tel. Voorbeeld om die redelikheid te kontroleer deur afronding. Wanneer deling gedoen word, maak dit vir die leerders meer sin om die deeltal af te rond tot ’n veelvoud van die deler, bv. 400 ÷ 8 = 50 en 320 ÷ 8 = 40. Die antwoord behoort dus tussen 40 en 50 te wees. METING 4.4 Tyd Lees van tyd en tydinstrumente: Lees, sê en skryf 12-uur en 24-uur tyd op analoog- en digitale tyd in: • ure; • minute; • sekondes. Instrumente sluit in polshorlosies, klokhorlosies en stophorlosies. Lees van almanakke Berekeninge en probleemoplossing met betrekking tot tyd insluitend: Berekening van tydintervalle waar die tyd gegee word in: • sekondes en/of minute; • minute en/of ure; • ure en/of dae; • dae en/of weke en/of maande; • jare en/of dekades. Geskiedenis van tyd: Ken sommige maniere waarop tyd in die verlede gemeet en voorgestel is. Hoe verskil graad 5 van graad4? Stophorlosies word bekendgestel. Leerders kan stophorlosies as enkel instrumente of stophorlosies op selfone of polshorlosies gebruik. Leerders gaan voort om tyd in uur te lees, neer te skryf en te bereken. Hulle werk ook met analoog en digitale instrumente. Dit word gereeld ingeoefen. Sodra die leerders geleer het om tyd te lees, kan verdere oefening tydens die hoofrekene-tyd geskied asook gereeld tydens ander tye van die dag. Leerders gaan voort om almanakke te lees. Berekeninge en probleemoplossing met tyd sluit in: Dekades word bekendgestel. Berekeninge behoort beperk te word tot heelgetalle en gewone breuke. 6 ure 147 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • vermenigvuldiging (2-syferheelgetalle met 2-syferheelgetalle) en deling (3-syferheelgetalle deur 1-syferheelgetalle); • tyd; • 2-D vorms insluitend identifisering van regte hoeke. 148 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING 5.1 Versameling en organisering van data Versameling en organisering van data: • Versamel data deur telling en tabelle te gebruik vir rekordering. • Orden data vanaf die kleinste tot die grootste groep. Hoe verskil graad 5 van graad4? Die volgende is nuut graad 5: • ordening van dataversamelings; • analise van data - nie net volgens kategorieë nie, maar ook deur die konteks en die bron van die data in ag te neem; • analise van ongegroepeerde numeriese dataversamelings om die telling wat die meeste voorkom (modus) van die datastel te bepaal; • prentdiagramme (piktogramme) wat ’n veel-tot-een-ooreenstemming aandui; • gevolgtrekkings en voorspellings tydens analise en opsomming van data. Onderwysers in hierdie fase moet seker maak dat verskillende onderwerpe gekies word vir die versameling en analise van data in elk van die grade. Volledige data-siklus insluitend die teken van ʼn staafgrafiek: konteks van persoonlike data: Die volledige data-siklus sluit in die vra van ʼn vraag, versameling van data, organisering van die data, analise en interpretasie van die data en die verslagdoening t.o.v. die data. Werk deur die hele data-siklus om ʼn individuele staafgrafiek op te stel deur konteks m.b.t. hulself, hul klas, hul skool of hul familie/gesin te gebruik. Gepaste onderwerpe sluit in: • gunsteling sport/gunsteling fliek/gunsteling musiek/gunsteling TV program/kos of koeldrank/gunsteling kleur, ens. • modelle/motorfabrikate wat verby die skool ry. 10 ure 5.2 Voorstelling van data Voorstelling van data: Teken ʼn verskeidenheid grafieke om die data te vertoon en te interpreteer, insluitend: • piktogramme (een-tot-een verhouding); • staafgrafieke. 149 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.3 Analise, interpretasie en verslagdoening van data Interpretasie van data: Kritiese lees en interpretasie van data wat voorgestel word: • woordeliks; • piktogramme; • staafgrafieke; • sirkeldiagramme. Analise van data: Analiseer data deur vrae te beantwoord wat verwant is aan: • die data-kategorieë; • data-bronne en kontekste. Verslagdoening van data: Opsomming van data mondelings en in kort skriftelike paragrawe, insluitend: • kom tot gevolgtrekking m.b.t. die data; • maak van voorspellings wat op die data gegrond is. Ongegroepeerde data: Ondersoek ongegroepeerde numeriese data om die telling wat die meeste in die datastel voorkom (modus), te bepaal. Analise van grafieke: Analiseer grafieke oor omgewings- of sosio-ekonomiese kontekste deur vrae te beantwoord m.b.v. die grafieke. Beide die grafieke en die vrae word deur die onderwyser of handboek voorsien. Leerders werk met minstens: • 2 sirkeldiagramme waar die inligting in die vorm van breuke gegee is en nie deur persentasies nie; • 1 piktogram; • 1 staafgrafiek. Gepaste onderwerpe sluit in: • hoeveelheid materiaal wat in die dorp, provinsie, land herwin is; • hoeveelheid herwinbare materiaal wat deur skole in die land versamel is; • bronne van beligting en verhitting in Suid-Afrika; • tipes toilette in Suid-Afrikaanse huise; • tipes huise in Suid-Afrika. Teken van piktogramme: konteks van sosio-ekonomiese data: Dit word as die Wiskunde projek vir graad 5 aanbeveel. Die sosio-ekonomiese data - verkieslik nasionale- of streeksdata omdat die getalle groot is - word aan die leerders gegee. Dit kan voorsien word as ongestruktureerde data in ’n paragraaf, lys, of in ’n tabel of telling. Die data word gesorteer en georden waarna ’n piktogram geteken word met ’n veel-tot-een￾ooreenstemming. Daarna word die res van die data-siklus voltooi. Gepaste onderwerpe sluit in: • fasiliteite by skole in Suid-Afrika; • bronne van water vir Suid-Afrikaanse families, bv. d.m.v. pype na huise, d.m.v. pyp na die erf, d.m.v. pype na gemeenskaplike bron buite die eiendom, boorgat, bron/fontein ens.; • bronne van beligting wat Suid-Afrikaanse gesinne gebruik, bv. elektrisiteit, kerse, paraffien ens.; • tipes huise in Suid-Afrika. ASSESSERINGSPUNT Aanbevole vorm van Assessering: Projek 150 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 2-D vorms Vorms wat die leerders moet ken en benoem: • reëlmatige en onreëlmatige veelhoeke – driehoeke, vierkante, reghoeke, ander vierhoeke, pentagone (vyfhoeke), heksagone (seshoeke), heptagone (sewehoeke); • sirkels; • ooreenkomste en verskille tussen vierkante en reghoeke. Eienskappe van vorms om dit te beskryf, sorteer en vergelyk: • reguit en geboë sye; • aantal sye; • lengte van die sye; • hoeke in vorms, beperk tot: - regte hoeke; - hoeke wat kleiner is as regte hoeke; - hoeke wat groter is as regte hoeke. Aanvullende aktiwiteite: • Teken 2-D vorms op grafiekpapier. Hoeke beperk tot: • regte hoeke; • hoeke kleiner as regte hoeke; • hoeke groter as regte hoeke. Hoe verskil graad 5 van graad4? • Heptagone (sewehoeke) is ’n nuwe vorm. • Die lengte van die vorms se sye word ondersoek sodat die verskil tussen vierkante en reghoeke beskryf kan word. • Leerder begin nou op die hoeke te fokus. In graad 5 is die fokus opregte hoeke. Vorms en hul onderskeidende eienskappe: Daar is vier maniere waarop leerders die vorms in graad 5 onderskei: 1. Kontroleer watter vorms het reguit-of geboë sye. Tweedimensionele vorms kan as volg gegroepeer word: Geslote vorms met slegs geboë sye: Voorbeelde Die enigste 2-D vorm wat die leerders moet kan benoem wat geboë sye het, is die sirkel. Hulle moet egter ook aan ander vorms met geboë sye blootgestel word, maar hulle hoef dit nie te benoem nie, bv. al die bogenoemde vorms het geboë sye. Geslote vorms met reguit en geboë sye: Voorbeelde: Daar word nie van die leerders verwag om enige van hierdie vorms te benoem nie. Geslote vorms wat slegs reguit sye het: Voorbeelde: 2. ʼn Groep vorms met reguit sye word gegroepeer volgens die aantal sye. Geslote vorms met reguit sye word veelhoeke genoem. 7 ure 151 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 2-D vorms Veelhoeke ʼn Reëlmatige veelhoek is ʼn geslote vorm met reguit sye waarvan al die sye gelyk is en al die hoeke dieselfde grootte is. Leerders hoef nie die terme “reëlmatig” of “onreëlmatig” te ken nie. Hulle behoort die veelhoeke te identifiseer volgens die aantal sye. Hulle moet enige sewehoek, seshoek of vyfhoek te kan identifiseer. Voorbeelde van heptagone (sewehoeke): Voorbeelde van heksagone (seshoeke): Voorbeelde van pentagone (vyfhoeke): Leerders moet weet dat alle geslote vorms met 4 reguit sye vierhoeke genoem word. Hulle moet vierkante en reghoeke kan benoem en identifiseer. Ander vierhoeke staan slegs bekend onder die groepnaam: vierhoeke. Voorbeelde van vierhoeke: Leerders behoort aan verskeie driehoeke blootgestel te word, maar daar word nie van hulle verwag om die tipe driehoeke te benoem in graad 5 nie. 152 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 2-D vorms 3. Leerders onderskei vorms deur na die lengte van die sye te kyk. Hulle differensieer tussen vierkante en reghoeke deur na die lengte van die sye te kyk. Die lengte van ander vorms se sye kan egter ook bespreek word, bv. die leerder kan sê dat die volgende vorms ’n vyfhoek is waarvan die sye nie almal ewe lank is nie. 4. Leerders onderskei vorms deur na die grootte van die hoeke te kyk. Leerders moet weet hoe om ’n regte hoek te identifiseer (verwys ’na onderstaande notas). Hulle kontroleer of vorms reghoeke of vierkante is deur te bepaal of al die hoeke regte hoeke is. Hoeke: In die Intermediêre Fase, word hoeke informeel gemeet. Leerders gebruik nie gradeboë nie en hoeke se grade word ook nie bespreek nie. In graad 5 moet leerders slegs weet hoe ‘n regte hoek lyk. Alle ander hoeke word as groter of kleiner as regte hoeke beskryf. Hoeke kan aan leerders bekendgestel word as ‘die hoeveelheid draai wat tussen die arms of sye van die hoek plaasgevind het’. Hier is ’n regte hoek gelyk aan ’n kwart van ’n draai of omwenteling. Leerders gebruik informele hoekmates soos die hoek van ’n stuk papier of ’n bladsy wat gevou is om ’n regte hoek te vorm. Sodoende word bepaal of vorms of voorwerpe regte hoeke het. Die eienskappe van elke vorm word aangeleer voordat vergelykings tussen vorms bespreek kan word. Aktiwiteite om op die kenmerke van vorms te fokus: Meeste van die kommersieel beskikbare 2-D vormstelle het nie onreëlmatige vorms nie. Dit is egter maklik om uit karton te knip. Leerders kan onreëlmatige vorms op grafiekpapier teken, of indien hulle geoborde het, kan die vorms op die geoborde geskep word. Leerders kan ook die uitgeknipte karton of plastiek vorms bymekaarsit om saamgestelde onreëlmatige vorms te maak. Voorbeelde: Skriftelike oefeninge en rekordering: Leerders behoort praktiese werk met konkrete apparaat te doen, maar hulle moet ook skriftelike oefeninge doen. 153 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit/ Volume Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: meetlepels, maatkoppies, maatbekers Eenhede: milliliters (ml), liters (l) Berekeninge en probleemoplossing met betrekking tot kapasiteit/volume insluitend: • Los probleme in konteks op met betrekking tot kapasiteit/volume. • Omskakeling tussen liters en milliliters wat beperk is tot voorbeelde met heelgetalle en breuke. Wat is kapasiteit? Wat is volume? Kapasiteit is die hoeveelheid wat ʼn voorwerp kan bevat of die hoeveelheid spasie in die voorwerp. Volume is die hoeveelheid ruimte wat ʼn voorwerp in beslag neem. So kan bottel ʼn kapasiteit van 1 liter hê, maar dit mag dalk nie tot volle kapasiteit gevul wees nie. Dit kan byvoorbeeld slegs ʼn volume van 250 ml hê. In graad 5, werk leerders met dieselfde eenhede van kapasiteit waarmee hulle in graad 4 gewerk het. Hulle werk ook met dieselfde meetinstrumente. Leerders moet: • hul sin vir die hoeveelheid van 1 liter konsolideer; • hul sin vir die hoeveelheid van 1 milliliter konsolideer; • die verwantskap tussen liters en milliliters ken en verstaan. Maak seker dat leerders weet watter eenhede en instrumente geskik is vir die soort kapasiteite wat gemeet moet word. Leerders moet byvoorbeeld weet watter eenhede gebruik moet word om die die volgende kapasiteite te meet: • ’n ketel; • ’n petroltenk; • baba se melkbottel. Leerders behoort ’n sin te hê van die gepaste instrumente om te gebruik vir verskillende kapasiteite. Hulle moet byvoorbeeld weet watter instrumente word gebruik om die volgende te meet: • baba se vloeibare medisyne; • melk vir ’n nagereg; • water om die pakkie aanmaakkoeldrank mee te meng. Meting van kapasiteit en die lees van instrumente om kapasiteit te meet: Leerders vind dit maklik om met meetlepels of maatbekers te meet omdat dit van hulle vereis om dit te vul en die inhoud weer uit te gooi. Meting met gekalibreerde maatbekers of ander instrumente met genommerde en ongenommerde graderingslyne is moeiliker. Die leerders moet onderrig word in hierdie betrokke vaardighede. Dit sluit in: • waar om te staan om die lesing op die maatbeker korrek te lees; • weet hoe om die genommerde graderingslyne te lees en te bereken wat die ongenommerde graderingslyne beteken. 5 ure 154 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit/ Volume Leerders lees die volgende: • verskillende soorte maatbekers; • maatbekers waarin die genommerde intervalle/graderingslyne/kalibrering verskillende intervalle/hoeveelhede voorstel; • maatbekers waarin daar ʼn verskillende aantal ongenommerde intervalle binne elke genommerde interval is. Leerders behoort met voorbeelde te oefen waarin die intervalle verdeel is in: - 2 ongenommerde intervalle - 4 ongenommerde intervalle - 5 ongenommerde intervalle - 10 ongenommerde intervalle ʼn Voorbeeld word hieronder gegee. Hier dui die genommerde graderingslyne op die beker 1-liter hoeveelhede aan. Dink aan die graderingslyne as ’n getallelyn. 1 litre 2 liter 2 litres 1 liter Daar is vier spasies tussen elke liter. 1 litre 2 litres 1 liter 2 liter Dit beteken dat elke klein spasie 1 000ml ÷ 4 = 250ml verteenwoordig. Die vloeistof is tot 1 spasie bokant die 1 liter-merk, d.w.s. 1 000ml + 250ml = 1 250ml Soms is dit makliker en goedkoper om ʼn verskeidenheid spuitnaalde met gekalibreerde graderingslyne te kry as wat dit is om ʼn verskeidenheid maatbekers te kry. Dieselfde begrip en vaardighede m.b.t. meting word sodoende aangeleer. 155 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit/ Volume Vergelyking van kapasiteit in milliliters en liters: Leerders behoort houers, wat in milliliters en/of liters gemerk is te orden. Hier moet die leerders die desimale getalle op sommige verpakkingsmateriaal herlei na breuke, bv. 1,5 liter koeldrank is dieselfde as 112 liter koeldrank. Die voorbeelde wat gekies word, moet leerders toelaat om tot die besef te kom dat die hoogte van ʼn houer nie direk proporsioneel is t.o.v. die kapasiteit nie en dat hulle die omtrek van die houer in ag moet neem. Rekordering van kapasiteite: Omdat leerders eers met desimale breuke in Graad 6 werk, behoort hulle kapasiteite as volg te rekordeer: • slegs liter, bv. 5 liter; • slegs milliliters, bv. 250ml; • liters en milliliters saam, bv. 2 liters en 80 milliliters; • liters en breukdele van liters, bv. 234 liters. Omdat leerders halwe liters in desimale vorm op verpakkingsmateriaal gaan lees, kan hulle ook die halwe liters in desimale vorm skryf. Dit is egter nie 'n vereiste vir hierdie graad nie. Berekeninge (insluitend omskakelings) en probleemoplossing: Meting voorsien ʼn konteks waarin die vaardighede wat in Getalle, Bewerkings en Verwantskappe verwerf is, ingeoefen kan word. Die nodige vaardighede, bewerkings en getalgebiede is van toepassing op kwartaal 1. Teen die einde van die jaar, kan die getalgebied en bewerkings vergroot word om alles in te sluit wat in Getalle, Bewerkings en Verwantskappe gedek word. Skat en bereken deur ml, l te gebruik: • afronding (op of af) tot die mees geskikte eenheid van meting; • afronding tot die naaste 10, 100, 1 000. (Die afronding van getalle tydens die lees van meetinstrumente help leerders om die doel van op- of afronding te verstaan); • optel en aftrek van tot 4-syferheelgetalle; • vermenigvuldiging van 2-syferheelgetalle met 2-syferheelgetalle • deling van 3- syferheelgetalle deur 1- syferheelgetalle • optel van breuke in konteks (gebruik halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes). 156 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit/ Volume Probleemoplossing m.b.t. kapasiteit insluitend: • koers (veral prys per liter); • verhouding (ratio) bv. vermeerdering van bestanddele in ’n resep met vasgestelde verhoudings, of berekeninge waar die bestanddele gemeng word volgens ’n vaste verhouding soos 1 deel teenoor 4 dele. Omskakeling tussen eenhede: ml ↔ l: Omskakeling tussen die maateenhede voorsien ʼn konteks vir die inoefening van vermenigvuldiging met en deel deur 1 000. Omskakelings behoort beperk te word tot heelgetalle en breuke wat aangedui word as halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes. Omskakelings kan ook die omskakeling van die desimale halwe na die algemene breukvorm van ʼn halwe insluit. In graad 5 doen leerders nie berekeninge met desimale nie. Soms is daar wel ’n res wanneer deling gedoen word, bv. 37 ÷ 4 = 9 res 1. Leerders kan hulle antwoorde as kombinasie van eenhede neerskryf, bv. • 3 750 ml = 2 liters en 750milliliters; • 412 liters = 4 500milliliters. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • datahantering; • kapasiteit. HERSIENING 5 ure 157 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optellings- en aftrekkingsfeite van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot ten minste 10 x 10. • Vermenigvuldigingsfeite van: - ene deur veelvoude van 10; - ene deur veelvoude van 100; - ene deur veelvoude van 1 000; - ene deur veelvoude van 10 000. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in heelgetal￾intervalle tot minstens 10 000. • Orden, beskryf en voorstelling van minstens 6-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. Leerders behoort nie gevra te word om daagliks lukrake berekeninge te doen nie. Soos wat die leerders die onderwerpe dek en berekeningstegnieke ontwikkel in die kerngedeelte van die les, kan hoofrekene-aspekte geïnkorporeer word. Begrippe en vaardighede word gedurende die kerngedeelte van die les ontwikkel en ingeoefen deur kleiner getalgebiede in die hoofrekene-program te gebruik. Hoofrekene behoort die volgende drie aspekte van die leerder se getallekennis sistematies te ontwikkel: • Getalfeite: - getalkombinasies: optelling en aftrekkingsfeite vir: ◊ ene; ◊ veelvoude van 10; ◊ veelvoude van 100; ◊ veelvoude van 1 000; - vermenigvuldigingstafels tot minstens 10 x 10. • Berekeningstegnieke: - verdubbeling en halvering; - gebruik vermenigvuldiging om deling te doen; - vermenigvuldiging met 10, 100 en 1 000 - vermenigvuldiging met veelvoude van 10, 100 en 1 000, - deling deur 10, 100 en 1 000, - opbou en afbreek van getalle; - afronding en kompensering: afronding tot die naaste 5, 10, 100 en 1 000; - optelling en aftrekking van ene, veelvoude van 10, 100, 1 000 na en vanaf enige 5-syfergetal. • Getalbegrip: - tel aan en terug in 2’s, 3’e, 5’e, 10’e, 25’s, 50’s, 100’e tussen 0 en minstens 10 000; - ordening en vergelyking van tot 6-syferheelgetalle; - opbou en afbreek van getalle; - plekwaarde van getalle tot 6-syfers; - ewe en onewe getalle; - veelvoude; - faktore. 10 minute per dag 158 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Berekeningstegnieke: • Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - skatting; - optel en aftrek in kolomme; - opbou en afbreek van getalle; - gebruik van ʼn getallelyn; - afronding en kompensering; - verdubbeling en halvering; - gebruik optel en aftrek as omgekeerde bewerkings; - gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle tot minstens 100. • Faktore van 2-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Sommige van die hoofrekene kan sonder apparaat gedoen word, maar soms is dit sinvol om wel apparaat te gebruik. Aanbevole apparaat: • getallelyne insluitend gestruktureerde en ongestruktureerde getallelyne; • ʼn getallekaart; • plekwaardekaarte (spreikaarte); • telkrale. 159 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, vergelyking, voorstelling en plekwaarde van syfers Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in heelgetal￾intervalle tot minstens 10 000. • Orden, beskryf en voorstelling van minstens 6-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Hoe verskil kwartaal 2 van kwartaal 1? • Die getalgebied vir tel vermeerder - leerders tel aan en terug in 2’s, 3’e, 5’e, 10’e, 25’s, 50’s, 100’e tussen 0 en minstens 10 000. • Leerders tel in breuke (nadat breuke in die kerngedeelte van die les gedek is - verwys na die kommentaar in daardie gedeelte oor tel in breuke). • Afronding tot die naaste 10, 100, 1 000. • Die getalgebied vir plekwaarde, ordening, vergelyking en voorstelling van getalle vergroot na 6-syfers. Verwys na die notas in kwartaal 1 maar neem kennis dat die getalgebied vergroot in kwartaal 2. Die vergrote getalgebiede word in die kolom aan die linkerkant aangedui. Alle werk wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene￾program ingeoefen word. 1 uur 160 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Getalgebied vir berekeninge: Optel en aftrek van heelgetalle met minstens 5-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel en aftrek in kolomme; • opbou en afbreek van getalle; • gebruik van ʼn getallelyn; • afronding en kompensering; • verdubbeling en halvering; • gebruik optel en aftrek as omgekeerde bewerkings. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend: • finansiële kontekste; • meting in konteks. Hoe verskil kwartaal 2 van kwartaal 1? • In kwartaal 2, doen leerders optel en aftrek tot 5-syfers. • Afronding word gedoen as ’n manier waarop antwoorde geskat word en sluit in afronding tot die naaste 10, 100 asook 1 000. Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge. Namate die getalgebied vergroot, neig leerders om die dele van die getal wat opgebreek moet word, te ‘verloor’ wanneer hulle dit weer probeer kombineer. Dit gebeur veral wanneer meer as twee 5-syferheelgetalle opgetel word. Daarom word optel en aftrek in kolomme in graad 5 bekendgestel. In kwartaal 2, kan die leerders aangemoedig word om die getalle te ontbind soos wat dit in die kolomme geskryf word. In kwartaal 1, is die opsie van die kolom-metode gegee, maar die verskillende plekwaardes is in verskillende rye geplaas. Leerders gaan voort om: • self hul oplossings te kontroleer, bv. deur die omgekeerde bewerking te gebruik; • die redelikheid van hul oplossings te oordeel, bv. deur afronding en skatting. Voorbeeld: Bereken: 56 423 + 7 581 + 21 479 • Afbreek van al die getalle om op te tel. Optel in ’n ry (horisontaal) 50 000 + 6 000 + 400 + 20 + 3 + 7 000 + 500 + 80 + 1 + 20 000 + 1 000 + 400 + 70 + 9 = 50 000 + 20 000 + 6 000 + 7 000 + 1 000 + 400 + 500 + 4 00 + 20 + 80 + 70 + 3 + 1 + 9 = 70 000 + 14 000 + 1 300 + 170 + 13 = 70 000 + 10 000 + 4 000 + 1 000 + 300 + 100 + 70 + 10 + 3 = 80 000 + 5 000 + 400 + 80 + 3 = 85483 Die horisontale metode mag lomp raak wanneer daar meer as twee 5-syferheelgetalle opgetel word. Die alternatief is om die uitgebreide vertikale metode te gebruik. 5 ure 161 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking • Uitgebreide vertikale metode: 56 423 = 50 000 + 6 000 + 400 + 20 + 3 + 7 581 = 7 000 + 500 + 80 + 1 + 21 479 = 20 000 + 1 000 + 400 + 70 + 9 70 000 + 14 000 + 1 300 + 170 + 10 = 70 000 + 10 000 + 5 000 + 400 + 80 + 3 = 85483 • Bytel (deur die getal wat bygetel moet word, af te breek) Bereken: 56 423 + 7 581 56 423 + 7 000 → 63 423 + 500 → 63 923 + 80 → 64 003 + 1 → 64 004 Hierdie metode werk beter indien daar slegs twee getalle opgetel word. Indien ’n derde of vierde getal bygetel word, kan die getalle opgebreek word en een op ’n slag bygetel word, hoewel die uitgebreide kolommetode meer effektief is. • Afbreek van al die getalle volgens die plekwaarde om af te trek d.m.v. kompensering (counterbalance). Voorbeeld: Bereken: 8 743 – 5 684 8 743 – 5 684 = 8 000 + 700 + 40 + 3 – 5 000 – 600 – 80 – 4 = 8 000 + 600 + 130 + 13 – 5 000 – 600 – 80 – 4 (opbreek van 743 in 600 + 130 + 13) = 8 000 – 5 000 + 600 – 600 + 130 – 80 + 13 – 4 = 3 000 + 0 + 50 = 3 059 • Afbreek van getalle en gebruik van die uitgebreide kolom-metode. Bereken: 98 743 – 45 684 Leerders kan nie 4 van 3 of 80 van 40 aftrek nie. In plaas daarvan om 743 af te breek in 700 + 40 + 3, sal hulle 743 afbreek in 600 + 130 + 13. Dan kan hulle 4 van 13 en 80 van 130 aftrek. 162 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking 600 130 13 9 8 7 4 3 = 90 000 + 8 000 + 700 + 40 + 3 – 4 5 6 8 4 40 000 + 5 000 + 600 + 80 + 4 50 000 + 3 000 + 0 + 50 + 9 = 53 059 • Aftrekking deur die getal wat afgetrek moet word, af te breek. Bereken: 74 687 – 52 143 74 687 – 50 000→24 687 – 2 000 → 22 687 – 100 → 22 587 – 40 → 22 547 – 3 = 22544 of 25 746 – 10 000 – 4 000 – 500 – 30 – 2 = (15 746 – 4 000) – 500 – 30 – 2 = (11 746 – 500) – 30 – 2 = (11 246 – 30) – 2 = 11 216 – 2 = 11 214 Dit is effektief indien slegs een getal van ’n ander afgetrek word. Indien ’n tweede of derde getal afgetrek word, kan die getalle opgebreek word en een vir een afgetrek word, maar die uitgebreide kolom-metode is meer effektief. Probleme: Som van, vermeerder en verminder, vergelyking deur verskil, vergelyking deur verhouding (ratio). Kyk na die beskrywing van die tipes probleme aan die einde van die notas vir die graad. 163 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Begrippe, vaardighede en getalgebied: • Beskrywing en ordening van breuke. • Tel aan en terug in breuke. • Vergelyk en orden gewone breuke tot minstens twaalfdes. Berekeninge met breuke: • Optelling van gewone breuke met dieselfde noemer. • Herken, beskryf en gebruik die ekwivalente vorms van verdeling en breuke. Probleemoplossing: Los probleme in konteks op wat gewone breuke behels, insluitend groepering en gelyke verdeling. Ekwivalente vorms: Herken en gebruik ekwivalente vorms van gewone breuke (breuke waarvan een noemer ʼn veelvoud is van die ander). Hoe verskil graad 5 van graad 4? • Negendes, tiendes, elfdes en twaalfdes. • Leerders tel in breuke. • Aftrekking van breuke met dieselfde noemer. • Optel en aftrek van gemengde getalle. • Breuke van heelgetalle wat lei tot heelgetalle. Die meeste van die bogenoemde nuwe werk kan in kwartale 3 en 4 ontwikkel word. Leerders begin om in breuke te tel. Die begrip van breuke word op verskeie maniere ontwikkel. Kontekste vir die oplossing van probleme kan leerders help om op verskillende maniere oor breuke te dink. Leerders behoort ’n verskeidenheid probleme op te los. Verwys na die tipes probleme wat in die notas aan die einde van die graad voorkom. Leerders moet ook met apparaat en diagramme werk. Verskillende diagramme of apparaat ontwikkel verskillende maniere waarop daar oor breuke gedink word. • Streek- of areamodelle ontwikkel die begrip van breuke as ʼn geheel. Indien dit op sekere maniere gebruik word, kan die begrip dat breuke ook ʼn mate is, ontwikkel word. Voorbeelde van areamodelle sluit in sirkel wat in breukdele uitgeknip is of sirkeldiagramme; reghoeke of ander meetkundige vorms wat in breukdele verdeel is (papier vou); breuke deur die gebruik van grafiekpapier of grafiekpapier met kolletjies; Geoborde. • Lengte of metingsmodelle kan gebruik word om die begrip van breuke as deel van ’n geheel te ontwikkel en indien dit op sekere maniere gebruik word ook van breuke as ’n mate. Voorbeelde van lengtemodelle sluit in breukstroke, Cuisenaire stafies, getallelyne. • Vasgestelde modelle ontwikkel die begrip van ʼn breuk of ʼn versameling breuke en kan die grondslag lê vir die nadink oor ʼn breuk of ʼn getal, bv. 13 van 12. Voorbeelde van vasgestelde modelle sluit in tellers van enige tipe in verskillende rangskikkings. Leerders behoort nie slegs met een tipe model te werk nie omdat dit hulle begrip van breuke kan beperk. Breuke in diagramvorm behoort byvoorbeeld streekmodelle (sirkels en ander meetkundige vorms wat in breukdele gedeel is), lengtemodelle (insluitend getallelyne) en vasgestelde modelle (wat versamelings voorwerpe aandui) in te sluit. In kwartaal 2, behoort die leerders die kennis wat hulle in graad 4 aangeleer het, te hersien en te konsolideer. Dit word hieronder beskryf, maar leerders kan ook in breuke tel. 5 ure 164 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Tel in breuke vind plaas wanneer leerders breukdele neerplaas: • op ’n getallelyn; • in getalkettings soos hieronder aangedui. 3 + 12 + 1 2 + 1 2 + 1 2 + 1 2 + 1 2 + 1 2 Leerders behoort probleme op te los en hulle moet met apparaat en diagramme werk (area, lengte en vasgestelde modelle) om seker te maak dat hulle: • die verwantskap tussen breuke en deling verstaan, d.w.s. indien iets gelykop tussen 3 leerders verdeel word, kry jy derdes; • daartoe in staat wees om breuke te benoem. Terminologie soos “3 oor 4” behoort vermy te word omdat dit leerders aanmoedig om aan die breuk te dink as twee verskillende getalle, eerder as dat 34 ʼn getal is wat groter is as 12 maar minder as 1. Leerders behoort d.m.v. apparaat, diagramme en probleemoplossing met die breuke wat in graad 4 gedoen is, te werk. Dit behoort uitgebrei te word om al die breuke wat in graad 5 gedoen moet word, in te sluit. Die aanvanklike fokus op breuke fokus op die begrip van ’n breuk. Daarna kan leerders na ekwivalensie, vergelyking en berekeninge met breuke vorder. Ekwivalensie, vergelyking en ordening: Ekwivalensie moet benader word deur die gebruik van apparate, diagramme of probleemoplossing. Daar word nie van leerders verwag om die ekwivalente breuke in vorm van simbole (nommers) aan te dui sonder om na diagramme of probleme te verwys nie. Namate leerders meer gemaklik raak met ekwivalensie, is dit vir hulle maklik om breuke te vergelyk en te orden. Berekeninge met breuke: Berekeninge met breuke in die eerste kwartaal fokus op: • maak van breuke deur groepering of verdeling wat gekoppel is aan die verwantskap tussen deling en breuke, bv. indien lekkers gelykop verdeel word, sal elkeen 15 van die lekkers kry; • optel van breuke met dieselfde noemers. 165 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Berekeninge met ander aspekte van breuke ontwikkel deur probleemoplossing of deur die gebruik van apparate of diagramme. Leerders behoort die konteks gegee te word vir probleme waarin hulle breukdele optel. Die breukdele wat opgetel moet word, moet gegee word, bv. 38 + 48 kan gedoen word deur die uittel of aantel in agtstes m.b.v apparaat, inkleur van diagramme of om in agtstes op ’n getallelyn te “hop”. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 6-syferheelgetalle; • optel en aftrek tot 5-syferheelgetalle; • breuke. 166 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.1 Lengte Praktiese meting van 2-D vorms en 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: liniale, meterstokke, maatbande, klikwiele Eenhede: millimeters (mm), sentimeters (cm), meters (m), kilometers (km) Berekeninge en probleemoplossing met betrekking tot lengte: • Los probleme in konteks op met betrekking tot lengte. • Omskakeling tussen millimeters (mm), sentimeters (cm); meters (m) en kilometers (cm). • Omskakelings is beperk tot heelgetalle en gewone breuke. In graad 5, werk leerders met dieselfde eenhede van lengte waarmee hulle in graad 4 gewerk het. Hulle werk ook met dieselfde meetinstrumente. Maak seker dat die leerders weet watter eenhede en instrumente gepas is vir die meting van verskeie lengtes, hoogtes en afstande. Leerders behoort te weet watter eenhede gebruik word om die volgende te meet: • die lengte en breedte van ’n tafel; • die afstand na die volgende dorp; • die lengte van ’n spyker Leerders behoort te weet watter instrumente gebruik sal word om die volgende te meet: • die lengte en breedte van ’n tafel; • die lengte van die klaskamer • die lengte van ’n rugbyveld. Lees van instrumente om lengte te meet: Leerders behoort lengte te meet deur die volgende te gebruik: • liniale (mm, cm); • meterstokke (m); • maatbande (m, cm, mm); • klikwiele (m). Leerders vind dit maklik om liniale vir meting te gebruik omdat: • sentimeters altyd genommer is; • daar altyd 10mm verdelings in ʼn sentimeter is. Bepaling en rekordering van meting in lengte: In graad 5 gaan leerders voort om hul meting met liniale te rekordeer as millimeters of sentimeters, of millimeters en sentimeters, bv. die potlood is 11 sentimeters en 3 millimeters lank. Soms rekordeer leerders hul meting in sentimeters en breuke van sentimeters, bv. die uitveër is 212 cm lank. Dit is maklik om te doen omdat die 5de graderingslyn op ʼn liniaal gewoonlik langer is. Leerders wat die verpakkings lees wat massa en kapasiteit in as 2,5 aandui, sal die desimale '5' in hul eie rekordering kan gebruik, d.w.s. 2,5cm lank. 7 ure 167 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.1 Lengte Maatbande wat langer as 1m en 2m is behoort gebruik te word, bv. maatbande wat bouers of opmeters gebruik kan langer as 10 meter wees. Die langer maatbande is moeiliker om te gebruik. Leerders kan nie slegs die ooreenstemmende getal met die finale mate lees nie. Hulle moet weet hoeveel meter van die band afgerol is, bv. die afstand mag dalk 4m en 78cm wees, maar die band wys slegs die getal 78. Wanneer langer maatbande gebruik word, raak skatting al hoe belangriker. Vergelyk en orden lengtes tot 6-syfers in mm, cm, m, km: In die Intermediêre Fase, werk leerders met tekeninge of met skriftelike beskrywings van voorwerpe van gespesifiseerde lengte. Aanvanklik kan leerders die lengte wat in dieselfde eenhede gegee word, vergelyk. Sodra hulle weet hoe om die omskakeling tussen die eenhede te doen, kan hulle die lengte en hoogte van voorwerpe in verskillende eenhede vergelyk. Berekeninge (insluitend omskakelings) en probleemoplossing: Meting voorsien ʼn konteks waarin die vaardighede wat in Getalle, Bewerkings en Verwantskappe verwerf is, ingeoefen kan word. Die vaardighede, bewerkings en getalgebiede waarmee leerders tot dusver gewerk het, word hieronder aangedui. Skatting en berekeninge deur mm, cm, m, km te gebruik: • afronding van getalle (op of af) na die gepaste eenheid van lengte; • afronding tot 5, 10, 100, 1 000; • optel en aftrek van tot 5-syferheelgetalle; • vermenigvuldiging van 3-syferheelgetalle met 2-syferheelgetalle; • deling van 3-syferheelgetalle deur 2-syferheelgetalle; • optel van gewone breuke in ʼn konteks van meting (gebruik slegs halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes). Teen die einde van die jaar, kan die getalgebiede en bewerkinge vergroot word om alles in te sluit wat gedek is in Getalle, Bewerkings en Verwantskappe. Oplossing van probleme wat verband hou met afstand en lengte: Sluit probleme m.b.t. koers (rate) en verhouding (ratio) in. Omskakelings tussen eenhede: mm ↔ cm cm ↔ m m ↔ km Die bostaande omskakeling tussen die eenhede van meting voorsien ʼn konteks vir die inoefening van vermenigvuldiging van en deling deur 10; 100 en 1 000. Omskakelings behoort beperk te word tot heelgetalle en breuke word slegs as halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes gegee. 168 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.1 Lengte In graad 5, doen leerders nie bewerkings met desimale nie. Soms is daar ʼn res wanneer deling gedoen word, bv. 37 ÷ 4 = 9 res 1. So kan hulle antwoorde ʼn kombinasie van eenhede wees wanneer daar omskakelings tussen eenhede gedoen word, bv. 35cm = 3cm en 5mm of 312 cm 526cm = 5m en 26cm 2 500m = 2m en 500cm 412 km = 4 500m 169 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul diging Getalgebied vir berekeninge: Vermenigvuldiging van minstens 3-syferheelgetalle deur 2-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • gebruik van ʼn getallelyn; • afronding en kompensering; • verdubbeling en halvering. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle tot minstens 100. • Faktore van 2-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding). Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 1, vermenigvuldig leerders 2-syferheelgetalle met 2-syferheelgetalle. In kwartaal 2, vermenigvuldig leerders 3-syferheelgetalle met 2-syferheelgetalle. Leerders behoort konteksvrye berekeninge asook probleemoplossing in konteks te doen. Fokus op veelvoude en faktore sodat die leerders se kennis van veelvoude en faktore in vermenigvuldiging gebruik kan word. Leerders behoort steeds die redelikheid van hul oplossings te beoordeel. bv. deur te skat voordat berekeninge gedoen word deur afronding tot die naaste 10, 100, 1 000 Gebruik van die distributiewe eienskap om te vermenigvuldig: 547 x (40 + 5) = 547 x40 + 547 x 5 (gebruik die distributiewe eienskap) = 21 880 + 2 735 = 24 615 of 547x (50 – 5) = 547 x 50 – 547 x5 (gebruik die distributiewe eienskap) = 27 350 – 2 735 = 24 615 Gebruik afronding om te skat en die redelikheid van die antwoord te beoordeel. 547 x 45 = 547 x 50 ≈ 27 350 Afbreek van getalle in faktore om te vermenigvuldig: Voorbeeld: Bereken: 547 x 42 547 x 42 = 547 x 7 x 6 = 547 x 2 x 3 x 7 = 1 094 x 3 x 7 = 3 282 x 7 = (7 x 3 000) + (7 x 200) + (7 x 80) + (7 x 2) = 21 000 + 1 400 + 560 + 14 = 22 974 Namate die getalle groter raak, neig leerders om meer as een berekeningstegniek tegelykertyd te gebruik. In die bogenoemde voorbeeld, is die faktore van die vermenigvuldiger gebruik maar die vermenigvuldigtal is in plekwaarde opgebreek. Tipes probleme: Hantering van groepe as eenhede, koers (rate) Verwys na die beskrywing van tipes probleme in die notas aan die einde van die graad 5-afdeling. 6 ure 170 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.2 Eienskappe van 3-D voorwerpe Voorwerpe wat leerders moet ken en benoem: • reghoekige en ander prismas; • kubusse; • silinders; • keëls; • piramiedes; • ooreenkomste en verskille tussen kubusse en reghoekige prismas. Eienskappe wat leerders gebruik om voorwerpe te onderskei, beskryf, sorteer en vergelyk: • vorm van vlakke; • aantal vlakke; • plat en geboë oppervlakke. Aanvullende aktiwiteite: • Maak 3-D modelle deur uitgeknipte veelhoeke te gebruik. • Sny bokse oop om die net af te teken en te beskryf. Hoe verskil graad 5 van graad 4? • Kubusse word bekendgestel. • Leerders werk vir die eerste keer met prismas as ’n groep. • Net soos wat die leerders tussen reghoeke en vierkante onderskei het deur na die lengtes van hulle sye te kyk, onderskei hulle tussen kubusse en reghoekige prismas deur na die vorm van hulle vlakke te kyk. • Die aantal vlakke op 3-D voorwerpe word getel en dit word gebruik as deel van die beskrywing van die voorwerp. Voorwerpe en hulle onderskeidende kenmerke: Daar is drie maniere waarop leerders die 3-D voorwerpe in graad 5 onderskei: 1. Watter het plat of geboë oppervlaktes. Driedimensionele voorwerpe kan as volg gegroepeer word: Voorwerpe met slegs geboë oppervlakke: Voorbeeld: sfeer Voorwerpe met reguit en geboë oppervlakke: Voorbeelde: Keëls Silinders Voorwerpe wat slegs plat oppervlakke het: In graad 5, word dit geïdentifiseer en benoem. Voorbeelde Reghoekige prismas Kubusse: 6 ure 171 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.2 Eienskappe van 3-D voorwerpe Ander prismas Piramiedes: met vierkantige basis 2.Wanneer daar na groep voorwerpe met plat oppervlakke gekyk word, moet leerders weet dat die plat oppervlakke van 'n 3-D voorwerp vlakke genoem word. Hulle beskryf hierdie voorwerpe volgens die tipe 2-D vorms wat die plat oppervlakke maak, bv. die vlakke van 'n reghoekige prisma kan almal reghoeke wees of sommige kan vierkante wees. Piramiedes met vierkantige basisse het een vierkantige vlak en die ander vlakke is driehoeke. 3. Leerders kan ook vir reghoeke kyk op die vlakke van die voorwerpe. Indien die vlakke van die voorwerpe slegs reghoeke het, is dit ’n kubus of ’n reghoekige prisma. Aanvullende aktiwiteite wat op die eienskappe van die voorwerpe fokus: Die maak van 3-D modelle deur uitgeknipte veelhoeke te gebruik, help om die aandag te fokus op die vorms of die vlakke van die 3-D voorwerpe. Sny bokse oop om vas te stel hoe die net lyk en beskryf dit. Interpreteer tekeninge van 3-D voorwerpe asook skriftelike oefeninge. Leerders moet met werklike voorwerpe werk. Hulle moet egter ook skriftelike oefeninge m.b.t. 3-D voorwerpe doen. Dit is moeiliker om prente van 3-D voorwerpe te interpreteer as wat dit is om die werklike voorwerpe te werk. Leerders behoort die interpretasie van 3-D voorwerpe te oefen. Hulle behoort 3-D voorwerpe in tekeninge te identifiseer en te benoem; 3-D voorwerpe vanuit tekeninge te vergelyk; alledaagse voorwerpe wat soos meetkundige voorwerpe lyk te identifiseer, bv. ʼn melkkarton lyk soos ʼn reghoekige prisma; die oppervlakke van die voorwerpe in tekeninge van 3-D voorwerpe te beskryf; die 2-D vorms wat dieselfde vorm het as die vlak van die 3-D voorwerp te pas; die nette van die reghoekige prismas met die gepaste tekening van die reghoekige prisma te pas en 3-D voorwerpe in tekeninge te vergelyk. 172 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • lengte; • vermenigvuldiging van tot 3-syferheelgetalle deur 2-syferheelgetalle; • 3-D voorwerpe. 173 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei meetkundige patrone uit om verwantskappe of reëls van die patrone te vind: - voorgestel in fisiese of diagramvorm; - nie beperk tot reekse met ʼn konstante verskil of verhouding nie; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik. Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • met getallesinne. Die doel van meetkundige patrone in die Intermediêre Fase is om elke jaar die meetkundige patrone in te oefen. Leerders gaan voort met die aktiwiteite wat hulle in graad 4 gedoen het, maar hulle leer om dit vinniger te doen. Hulle werk nie meer met eenvoudige herhalende patrone nie. Leerders werk met patrone wat van 2-D vorms en 3-D voorwerpe, of van tekeninge/ diagramme van hierdie vorms en voorwerpe gemaak is. In Patrone, Funksies en Algebra, word meetkundige patrone gekies wat weer beskryf kan word deur getalpatrone te gebruik. (Die woordelikse beskrywing is gewoonlik die beginpunt). In Ruimte en Vorm werk leerders ook met visuele meetkundige patrone. In Ruimte en Vorm, word daar slegs van hulle verwag om patrone te beskryf deur die meetkundige woordeskat te gebruik en om die patrone te kopieer. Hoewel baie van die patrone beskryf kan word d.m.v. algebraïese uitdrukkings, is dit nie binne die Intermediêre Fase-leerder se vermoë nie. Dieselfde patrone word op verskillende maniere aangedui: in ’n diagram, mondelinge beskrywing, as ’n vloeidiagram en in ’n getallesin. Soms is dit moontlik om verskillende aspekte van die patroon te sien wanneer die formaat waarin die patroon voorgestel word, verander. Watter tipe meetkundige patrone behoort die leerders mee te werk? Patrone waarin die vorms groei of kleiner word op verskillende maniere. Ons beskryf hierdie patrone volgens die manier waarop hulle lyk. • patrone waarin die vorm sy formaat behou, maar groter (of kleiner) word in elke stadium. • patrone waarin ʼn vorm of deel van die vorm in elke stadium bygevoeg word. In elk van die bogenoemde voorbeelde, word die patrone gevorm deur dieselfde aantal vuurhoutjies in elke opeenvolgende vorm bygevoeg. In die boonste patroon, word daar elke keer 3 vuurhoutjies bygevoeg. In die tweede patroon, word daar elke keer nog twee vuurhoutjies bygevoeg. Beide patrone toon die getal patrone met ʼn vaste verskil. Die meeste meetkundige patrone wat die leerders in graad 5 sien, sal patrone met vaste verskil wees. Hulle sal eerder patrone kry met ʼn konstante verhouding indien hulle slegs met getallereekse werk. 4 ure 174 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone Die onderstaande patroon het ’n konstante verskil: vier-vierkante word elke keer bygevoeg. Patrone wat nie ’n konstante verskil of ’n konstante verhouding het nie. Voorbeeld: Wat behoort leerders te doen? • Kopieer en brei die patroon uit. Dit help hulle om te verstaan hoe die patroon gevorm word. • Beskryf die patroon in woorde: - Verskillende leerders sal verskillende aspekte van die patroon beskryf. - Leerders moet die verwantskap tussen die vorms in die volgorde of reëls in hul eie woorde beskryf. Leerders moet die manier waarop hulle die patroon gevorm het bespreek of hulle moet die volgende vraag beantwoord: “Hoe vorder ek van die een stadium van die patroon na die volgende stadium?” Leerders moet die geleentheid gebied word om waar te neem dat die verandering van die formaat waarin die patroon voorgestel word (meetkundig na mondeling of na ʼn vloeidiagram of na ʼn tabel) hulle kan help om die patroon op verskillende maniere te verstaan. Leerders moet hierdie meetkundige volgordes herlei na ander manier om dit uit te druk of voor te stel, naamlik: • om die patroon mondelings te kan beskryf; • getallereekse wat ook in tabelvorm neergeskryf kan word; • vloeidiagramme of inset- –uitsetdiagramme. 175 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone Voorbeeld: Brei die patroon uit: Beskryf die patroon in jou eie woorde: “Is dit ʼn patroon of is dit vierkante” “Elke vierkant is groter as die vorige een” Beskryf hoe hulle die patroon gemaak het of beantwoord die vraag: “Hoe vorder ek van die een stadium tot die volgende stadium?" “Ek voeg nog ʼn vuurhoutjie by aan elke kant van elke vierkant.” “Elke vierkant het een vuurhoutjie meer aan elke kant as die vierkant aan die linkerkant.” Rekordering van die getallepatroon in ʼn tabel. Wanneer leerders ʼn tabel soos die onderstaande een voltooi, sal hulle sien dat die aantal vuurhoutjies wat vir elke vierkant gebruik is elke keer met 4 vermeerder in elke vierkant-patroon. Leerders kan dan gevra word om te voorspel hoeveel vuurhoutjies gebruik gaan word vir vierkante wat hulle nog nie gebou het nie, bv. 10de, 100ste, ens. Vierkant se posisie 1 2 3 4 5 6 10 Aantal vuurhoutjies 4 8 12 RUIMTE EN VORM 3.3 Simmetrie Simmetrie: • Herken, teken en beskryf die simmetrielyn/e in 2-D vorms. Vorms wat meer as een simmetrielyn het word ingesluit. Tekeninge van 2-D vorms behoort ook vorms in te sluit waar die simmetrielyn nie noodwendig vertikaal is nie. 2 ure 176 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Getalgebied vir berekeninge: Deling van minstens 3-syferheelgetalle deur 2-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 10, 100 en 1 000. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle tot minstens 100. • Faktore van 2-syferheelgetalle tot minstens 100. Vermenigvuldigingsfeite: • Ene deur veelvoude van 10; • Ene deur veelvoude van 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 1 in terme van sy vermenigvuldigingseienskap. Hoe verskil kwartaal 2 van kwartaal 1? In kwartaal 1, word die werk wat in graad 4 gedoen is, hersien en gekonsolideer, d.w.s. minstens 3-syferheelgetalle word deur 1-syferheelgetalle gedeel. In kwartaal 2, word 3-syferheelgetalle gedeel deur 2-syferheelgetalle. Konteksvrye berekeninge asook probleemoplossing in konteks word gedoen. Die volgende tipes probleme bly belangrik: verdeling, groepering, koers (rate) (Verwys na die beskrywing van die tipes probleme in die notas aan die einde van die graad 5). Leerders gaan voort om: • hul antwoorde self te kontroleer deur vermenigvuldiging te gebruik; • die redelikheid van hul oplossings te beoordeel deur te skat voordat bewerkings gedoen word. Deling: Leerders gaan voort om hulle kennis van vermenigvuldiging te gebruik om deling te doen. Fokus op veelvoude en faktore sodat dié kennis in deling gebruik kan word. Gaan voort om probleme met/sonder reste te doen. Leerders word aangemoedig om die getal as ʼn geheel te oorweeg en om die waarde van die dele in gedagte te hou eerder as om die syfers as afsonderlike entiteite te hanteer. In die verlede is graad 5 leerders onderrig om al die vermenigvuldigingstafels uit te skryf, waar hulle aangemoedig is om herhaalde optelling te doen. Graad 5 leerders is ook in die verlede aangemoedig om deling te doen deur herhaalde aftrekking van die deler. Die meeste graad 5 leerders het verlore geraak tydens die omvangryke herhaalde aftrekking van die deler wanneer ʼn 3-syfergetal deur 2-syferheelgetalle gedeel word. Wanneer 3-syferheelgetalle deur 2-syferheelgetalle gedeel word, is dit beter om met die vermenigvuldigingstafels van veelvoude van 10 wat maklik onthou kan word, asook verdubbeling en halvering, te werk. Hierdie groot groepe getalle kan dan van die getal afgetrek word waardeur gedeel word. Sodoende doen die leerder minder aftrekkings en is meer geneig om by die korrekte antwoord uit te kom. 8 ure 177 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. Los probleme op wat heelgetalle behels, insluitend: • vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); • vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); • groepering en gelyke verdeling met reste. Voorbeeld: 442 ÷ 17 Leerders kan ʼn “leidraadbord” skryf van dit wat hulle weet van die vermenigvuldiging deur 17. Alhoewel hulle nie die vermenigvuldigingstafels van 17 ken nie, weet hulle wel wat is 17x10 en hoe om dit te gebruik. - Leerders bepaal 17 x 5 deur halvering van 17 x 10 Leerders gebruik verdubbeling on die volgende te bepaal: 17 x 2; 17 x 4; 17 x 8. Voltooi die ander veelvoude soos wat dit benodig word, bv. Leidraadbord 10 x 17 = 170 20 x 17 = 340 30 x 17 = 510 5 x 17 = 85 2 x 17 = 34 3 x 17 = 51 6 x 17 = 102 Vermenigvuldig en trek af by benadering. Vermenigvuldig om 'n benaderde antwoord te kry Trek af om die verskil te bepaal 20 x 17 = 340 442 – 340 = 102 6 x 17 = 102 102 – 102 = 0 442 ÷ 17 = 20 + 6 = 26 Leerders kontroleer hul berekeninge deur vermenigvuldiging: 26 x 17 = (26 x 10) + (26 x 7) = 260 + 182 = 442 HERSIENING 3 ure ASSESSERING (Halfjaarliks) 6 ure 178 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot ten minste 10 x 10. • Vermenigvuldigingsfeite van: - ene deur veelvoude van 10; - ene deur veelvoude van 100; - ene deur veelvoude van 1 000; - ene deur veelvoude van 10 000. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in heelgetal￾intervalle tot minstens 10 000. • Orden, beskryf en voorstelling van minstens 6-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. Leerders behoort nie gevra word om daagliks lukrake berekeninge te doen nie. Soos wat die leerders die onderwerpe dek en berekeningstegnieke ontwikkel in die kerngedeelte van die les, kan hoofrekene-aspekte geïnkorporeer word. Begrippe en vaardighede word gedurende die hoofles ontwikkel en ingeoefen deur kleiner getalgebiede in die hoofrekene-program te gebruik. Verwys na verdere notas in kwartaal 1 en kwartaal 2, maar wees bewus van die feit dat die getalgebied vermeerder het. Die vergrote getalgebied word in die kolom aan die linkerkant aangedui. 10 minute per dag 179 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel en aftrek in kolomme; • opbou en afbreek van getalle; • gebruik van ʼn getallelyn; • afronding en kompensering; • verdubbeling en halvering; • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle tot minstens 100. • Faktore van 2-syferheelgetalle tot minstens 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. 180 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Beskrywing en ordening van breuke: • Tel aan en terug in breuke. • Vergelyk en orden gewone breuke tot minstens twaalfdes. • Berekeninge met breuke. • Optelling van gewone breuke met dieselfde noemers. • Optel en aftrek van gemengde getalle. • Breuke van heelgetalle wat lei tot heelgetalle. • Herken, beskryf en gebruik die ekwivalente vorms van verdeling en breuke. Probleemoplossing: Los probleme in konteks op wat gewone breuke behels, insluitend groepering en gelyke verdeling. Ekwivalente vorms: Herken en gebruik ekwivalente vorms van gewone breuke (breuke waarvan een noemer ʼn veelvoud is van die ander). Leerders behoort die begrip van breuke op verskeie manier te ontwikkel, insluitend: • ʼn verskeidenheid kontekste vir probleemoplossings (verwys na die tipes probleme met breuke wat in die notas aan die einde van graad 5 voorkom); • ʼn verskeidenheid apparaat en diagramme (verwys na die notas vir kwartaal 1). Daar word nie van leerders verwag om die ekwivalente breuke in die vorm van simbole (nommers) aan te dui sonder om na diagramme of probleme te verwys nie. Daar word aanbeveel dat breukstroke of breukmure voorsien word wanneer leerders formeel geassesseer word t.o.v. ekwivalensie. Namate leerders meer gemaklik raak met ekwivalensie, is dit vir hulle maklik om breuke te vergelyk en te orden. Berekeninge met breuke: Leerders gaan voort om: • breuke te vorm deur groepering of verdeling wat gekoppel is aan die verwantskap tussen deling en breuke, bv. indien lekkers gelykop tussen 5 kinders verdeel word, sal elkeen 15 van die lekkers kry; • breuke met dieselfde noemers op te tel. Berekeninge met ander aspekte van breuke ontwikkel deur probleemoplossing of deur die gebruik van apparate of diagramme. leerders behoort die konteks gegee te word vir probleme waarin hulle breukdele optel. Die breukdele wat opgetel moet word, moet gegee word, bv. 38 + 48 kan gedoen word deur die uittel of aantel in agtstes m.b.v apparaat, inkleur van diagramme of om in agtstes op ’n getallelyn te “hop”. Leerders moet ook: • breuke van heelgetalle bepaal wat tot heelgetalle lei, bv. Wat is 14 van 24? As leerders met tekeninge van versamelings voorwerpe gewerk het en hulle kan die verwantskap tussen deling en breuke, kan dit gedoen word sonder om ’n reël of ‘n metode aan te leer. Hulle kan 24 voorwerpe teken en dan 4 gelyke groepe maak. • Aftrek van breuke met dieselfde noemers. • Optel en aftrek van gemengde getalle. Daar word nie van leerders verwag om reëls te ken om breuke te vereenvoudig of om gemengde getalle en breukvorms om te skakel nie. Deur hulle kennis van ekwivalensie, behoort hulle te weet wanneer is ’n breuk gelyk aan of groter as 1. 5 ure 181 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Voorbeelde: Die onderstaande voorbeeld is sonder kontekste geïllustreer, maar kan maklik in ’n probleemsituasie opduik. 235 + 345 = 575 = 5 + 55 + 25 = 625 Dieselfde geld vir aftrekking. Leerders trek eers die heelgetalle af en gebruik dan ekwivalensie en kompensering om die berekening te voltooi. 635 – 2 45 = 4 + 35 – 45 = 3 + 55 + 35 – 45 = 3 45 Meting is ’n belangrike konteks waardeur die begrip van breuke ontwikkel en gekonsolideer word. Indien die voorgestelde volgorde in hierdie dokument gevolg word, sal leerders reeds lengte en kapasiteit gedek het. Lengte en kapasiteit kan gebruik word om die begrip van breuke, ekwivalensie en optel met breuke te ontwikkel. 182 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.2 Massa Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: Badkamerskale, kombuisskale en balanseerskale Eenhede: gramme (g) en kilogramme (kg) Berekeninge en probleemoplossing met betrekking tot massa: • Los probleme in konteks op met betrekking tot massa. • Omskakeling tussen gramme en kilogramme wat beperk is tot voorbeelde met heelgetalle en breuke. In graad 5, werk leerders met dieselfde eenhede van massa waarmee hulle in graad 4 gewerk het. Hulle werk ook met dieselfde meetinstrumente. Leerders moet: • hulle sin vir die hoeveelheid van 1kg konsolideer; • ʼn sin ontwikkel van die hoeveelheid van 1g; • die verwantskap tussen gramme en kilogramme verstaan en ken. Leerders moet ’n sin hê vir die gepaste eenhede waarmee verskillende massa gemeet word. Hulle moet byvoorbeeld weet watter eenhede van toepassing is op die massa van: • ’n koei; • ’n baba; • meel om ’n koek mee te bak. Leerders moet verstaan watter instrumente gepas is om die verskillende massa te meet. Hulle moet byvoorbeeld weet watter instrumente gebruik sal word om die volgende te meet: • hul eie massa; • die massa van die koekmeel vir die bak van ’n koek. Die lees van instrumente en die meting van massa: Leerders moet: • massa in gramme en kilogramme skat, insluitend die vermoë om voorwerpe volgens die gepaste eenheid te pas voordat dit gemeet word; • die mees gepaste skaal kies - met redes - om vir spesifieke voorwerpe te gebruik; • massa op kombuisskale (g & kg) en badkamerskale (in kg) en balanseerskale in g en kg lees. Dit sluit in die lees van massa op regte skale asook prente van skale. Hierdie vaardighede sluit in: - weet waar om te staan om die skaal korrek te lees; - weet hoe om die genommerde graderingslyne te lees en weet wat die ongenommerde graderingslyne beteken. Leerders lees: ◊ verskillende tipes instrumente om massa te meet; ◊ instrumente waarop die genommerde intervalle/graderingslyne/kalibrasie verskillende intervalle/massas voorstel; ◊ apparate wat verskillende getalle of ongenommerde intervalle in elke genommerde interval het. 5 ure 183 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.2 Massa Leerders moet met voorbeelde oefen waar die genommerde intervalle verdeel is in: • 2 ongenommerde intervalle; • 4 ongenommerde intervalle • 5 ongenommerde intervalle • 10 ongenommerde intervalle Voorbeeld: Hier wys die genommerde lyne 100g intervalle: 100g, 200g, 300g, 400g, 500g, 600g, 700g: Dit is soms ʼn goeie plan om die sirkelskyf na ʼn getallelyn om te skakel. 600 g 700 g 100 g 20 0 g 300 g 400 g 500 g 600 g 700 g 100 200 300 400 500 600 700 Daar is 10 spasies tussen elke 100g. Elke 100g interval is verdeel in 10 kleiner spasies. Dit beteken dat elke ongenommerde interval 100g ÷ 10 = 10g aandui. Vergelyking van massa tot 6 syfers in gramme en kilogramme: Indien leerders dit nie in die vorige grade gedoen het nie, behoort hulle houers, wat in gramme en/of kilogramme gemerk is, te orden. Hier moet die leerders die desimale getalle op die verpakkings omskakel na breuke, bv. 2,5 kg meel is dieselfde as 2 12 kg meel. Die voorbeelde wat gekies word, moet leerders toelaat om tot die besef te kom dat die grootte van die houer of die volume wat dit het nie direk proporsioneel is t.o.v. massa nie: sommige stowwe het ʼn groter densiteit as ander. Berekeninge (insluitend omskakelings) en probleemoplossing: Meting voorsien ʼn konteks waarin die vaardighede wat in Getalle, Bewerkings en Verwantskappe verwerf is, ingeoefen kan word. 184 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.2 Massa Skat en bereken (gebruik gramme en kilogramme) • afronding (op of af) tot die mees geskikte eenheid van meting met optel en aftrek van 5-syferheelgetalle; • afronding tot die naaste 5, 10, 100, 1 000. Afronding in die gebruik van meetinstrumente help leerders om die rede vir die afronding te verstaan; • vermenigvuldiging van 3-syferheelgetalle met 2-syferheelgetalle • deling van 3- syferheelgetalle deur 2- syferheelgetalle • optel en aftrek van gewone breuke en gemengde getalle met dieselfde noemer (gebruik halwes, derdes, kwarte, vyfdes, sesdes, sewendes, agtstes, negendes, tiendes, elfdes en twaalfdes); • Bepaal breuke met heelgetalle wat lei tot heelgetalle. Probleemoplossing m.b.t. Massa, insluitend koers (veral rand per kilogram) en probleme t.o.v. verhouding (vermeerdering of vermindering van bestanddele in ’n resep met ’n vasgestelde ratio). Omskakeling tussen eenhede: g ↔ kg Omskakeling tussen die maateenhede voorsien ʼn konteks vir die inoefening van vermenigvuldiging met en deel deur 1 000. Deling in graad 5 mag antwoorde hê wat ʼn res insluit, bv. 115 ÷ 25 = 4 res 15. Dit geld ook vir omskakelings tussen gramme en kilogramme. ʼn Gedeelte van die antwoord kan in kilogramme wees en die res van die antwoord kan in gramme gegee word, bv. 4 250g = 4kg en 250g. Omskakelings behoort beperk te word tot heelgetalle en breuke wat aangedui word as halwes, derdes, kwarte, vyfdes, sesdes, sewendes en agtstes. Omskakelings kan ook die omskakeling van die desimale halwe na die algemene breukvorm van ʼn halwe insluit. Rekordering van massa Omdat leerders eers met desimale breuke in Graad 6 werk, behoort hulle massa as volg te rekordeer: • slegs kilogramme bv. 5kg; • slegs gramme bv. 250g; • kilogramme en gramme saam, bv. 3 kilogram en 45 gram; • kilogramme en breukdele van kilogramme, bv. 234 kilogram. Omdat leerders halwe kilogramme in desimale vorm op verpakkingsmateriaal gaan lees, kan hulle ook die halwe kilogramme in desimale vorm skryf. Dit is egter nie vereiste vir hierdie graad nie. 185 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, vergelyking, voorstelling en plekwaarde van syfers Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in heelgetal￾intervalle tot minstens 10 000. • Orden, beskryf en voorstelling van minstens 6-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Verwys na verdere notas in kwartaal 1, maar wees bewus van die feit dat die getalgebied vergroot en in kolom 3 aan die linkerkant voorkom. Dit is ook opgesom in die notas, riglyne en verduideliking van kwartaal 2. Alle werk wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene￾program ingeoefen word. 1 uur 186 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Getalgebied vir berekeninge: Optel en aftrek van heelgetalle met minstens 5-syferheelgetalle . Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel en aftrek in kolomme; • opbou en afbreek van getalle; • gebruik van ʼn getallelyn; • afronding en kompensering; • verdubbeling en halvering; • gebruik optel en aftrek as omgekeerde bewerkings. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend: • finansiële kontekste; • meting in konteks. Hierdie is verdere oefening van optel en aftrek tot 5-syferheelgetalle wat in kwartaal 2 gedoen is. Verwys na daardie notas. Die onderstaande uitgebreide kolom-metode kan hersien word. Daarna kan die tradisionele kolom-metodes gebruik word. Leerders gaan voort om: • self hul oplossings te kontroleer, bv. deur omgekeerde bewerkings te gebruik; • die redelikheid van hul oplossings te beoordeel, bv. deur afronding en die antwoord te skat. Uitgebreide vertikale kolom-metode om op te tel: 56 423 = 50 000 + 6 000 + 400 + 20 + 3 + 7 581 = 7 000 + 500 + 80 + 1 + 21 479 = 20 000 + 1 000 + 4 00 + 70 + 9 Totaal = 70 000 + 14 000 + 1 300 + 170 + 13 = 70 000 + 10 000 + 5 000 + 400 + 80 + 3 = 85 483 Die vertikale kolom-metode om op te tel: 1 1 1 5 6 4 2 3 + 7 5 8 1 6 4 0 0 4 Uitgebreide vertikale kolom-metode om af te trek: Bereken: 74 687 – 52 143 Leerders kan nie 4 van 3 of 80 van 40 aftrek nie. In plaas daarvan om 743 af te breek in 700 + 40 + 3, sal hulle 743 afbreek in 600 + 130 + 13. Dan kan hulle 4 van 13 en 80 van 130 aftrek. 600 130 13 98 743 = 90 000 + 8 000 + 700 + 40 + 3 – 45 684 = 40 000 + 5 000 + 600 + 80 + 4 Totaal = 50 000 + 3 000 + 0 + 50 + 9 = 53 059 5 ure 187 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Die vertikale kolom-metode om af te trek: of 8 6 13 13 2 5 7 4 6 8 7 4 3 –1 4 5 3 2 –5 6 8 4 1 1 2 1 4 3 0 5 9 ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • breuke; • massa; • optel en aftrek van tot 5-syferheelgetalle. 188 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.5 Aansigte van voorwerpe Posisie en aansig: Verbind die posisie van die persoon wat kyk met die aansigte van: • alledaagse voorwerpe; • versamelings alledaagse voorwerpe of situasies uit die alledaagse omgewing. Hoe verskil graad 5 van graad 4? In graad 4, pas leerders verskillende aansigte van alledaagse voorwerpe. In graad 5, werk leerders met aansigte van een alledaagse voorwerp en met ’n versameling van alledaagse voorwerpe. Hulle pas die aansigte van die voorwerp/e met die posisie van die persoon wat daarna kyk. Posisie en aansigte: Leerders word blootgestel aan veelvuldige aansigte van alledaagse voorwerpe of tonele uit die alledaagse lewe asook die posisie van die persoon wat daarna kyk in verhouding tot die voorwerp/e. Elke aansig word verbind met die persoon wat daarna kyk. Alledaagse voorwerpe het dikwels meer onreëlmatige oppervlakke as wat meetkundige voorwerpe het, bv. vergelyk ’n teepot met ’n sfeer, of ’n persoon met ’n kubus. Dit maak dit makliker om aansigte van alledaagse voorwerpe te identifiseer. 5 ure 189 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms Vorms wat leerders moet ken en benoem: • reëlmatige en onreëlmatige veelhoeke – driehoeke, vierkante, reghoeke, ander vierhoeke, pentagone (vyfhoeke) ), heksagone (seshoeke), heptagone (sewehoeke) • sirkels • ooreenkomste en verskille tussen vierkante en reghoeke Eienskappe van vorms wat leerders moet onderskei, beskryf, sorteer en vergelyk: • reguit en geboë sye; • aantal sye; • lengte van die sye; • hoeke in vorms, beperk tot: - regte hoeke; - hoeke wat kleiner is as regte hoeke; - hoeke wat groter is as regte hoeke. Aanvullende aktiwiteite om die aandag op die eienskappe van vorms te fokus: • Teken 2-D vorms op grafiekpapier. Hoeke beperk tot: • regte hoeke; • hoeke kleiner as regte hoeke; • hoeke groter as regte hoeke. Hierdie is hersiening en konsolidasie van die werk wat in kwartaal 1 gedoen is. Verwys na kwartaal 1 se notas. Leerders gaan voort om praktiese werk met konkrete apparaat te doen, maar hulle moet ook voortgaan om skriftelike oefeninge doen. 4 ure 190 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.4 Transformasies Gebruik transformasie om saamgestelde vorms te maak: Maak saamgestelde 2-D vorms insluitend vorms met ʼn simmetrielyn deur ʼn 2-D vorm af te trek en op een/ meer van die volgende maniere te skuif: • deur rotasie; • deur verplasing; • deur refleksies (weerspieëlings). Gebruik transformasies om tesselasies te maak: Maak tesselasie-patrone en sluit patrone in wat ʼn simmetrielyn het deur 2-D vorm af te trek en op een/meer van die volgende maniere te skuif: • deur rotasie; • deur verplasing; • deur refleksies (weerspieëlings). Beskryf patrone: Verwys na lyne, 2-D vorms, 3-D voorwerpe, simmetrielyne, rotasies, refleksies en verplasings wanneer patrone beskryf word: • in die natuur; • uit die moderne, alledaagse lewe; • uit ons kultuur-erfenis. In hierdie voorgestelde volgorde van die graad 5 Wiskunde, word transformasies in kwartaal 3 en 4 gedoen. In kwartaal 3, fokus leerders op die bou van saamgestelde vorms. In kwartaal 4, fokus leerders op tesselasies en die beskrywing van patrone in die wêreld. Hoe verskil graad 5 van graad 4? • In graad 4, word saamgestelde vorms geskep deur 2-D vorms langs mekaar te plaas. In graad 5, word die 2-D vorm afgetrek en geskuif deur gebruik te maak van refleksies, rotasies en omskakelings om die saamgestelde vorms te teken. • In graad 4, word tesselasies geskep deur die vorms uit te pak. In graad 5, word die 2-D vorm afgetrek en geskuif deur die gebruik van refleksies, rotasies en omskakelings om tesselasies te teken. Gebruik transformasies om saamgestelde vorms te skep: Leerders gebruik ’n 2-D vorm as ’n sjabloon om saamgestelde vorms te skep wat hulle aftrek en skuif deur refleksies, omskakeling en rotasie. Sommige van die nuwe getekende vorms sal simmetrielyne hê. Leerders beskryf hoe hulle die vorm geskuif het om die patroon te skep deur die woorde “rotasie, omskakeling en refleksie” te gebruik. 3 ure 191 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.5 Temperatuur Praktiese meting van temperature deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: termometers (analoog en digitaal) Eenhede: grade Celsius (°C) Berekeninge en probleemoplossing met betrekking tot temperatuur insluitend: • Los probleme in konteks op met betrekking tot temperature. • Bereken temperatuurverskille wat beperk is tot positiewe heelgetalle. Meting van temperatuur is ’n nuwe onderwerp in graad 5 Wiskunde en Geografie. Leerders moet ’n sin hê vir hoe warm of koud iets is wanneer dit in grade Celsius beskryf word. Dit kan gedoen word deur die algemene temperatuur-referente aan te leer, bv.: • water se vriespunt is 0°C; • suiwer water se kookpunt is 100°C; • die gemiddelde menslike liggaamstemperatuur is 37°C; • alledaagse omgewingstemperatuur. Temperatuurlesings: Leerders behoort temperature op prente en termometers te lees. Waar moontlik, behoort die temperatuur op werklike termometers gelees te word. Lees van gekalibreerde meetinstrumente t.o.v. temperatuur: Die lees van analoog-termometers vereis dat leerders die temperatuur op genommerde en ongenommerde graderingslyne moet kan lees. Op sekere termometers wat ontwerp is om die omgewingstemperatuur te meet, verwys die ongenommerde graderingslyne dikwels na volle grade. By termometers wat ontwerp is om die menslike liggaam se temperatuur te meet, verwys die graderingslyne na breuke van grade. Rekordering en verslagdoening t.o.v. temperatuurlesings: Leerders behoort hulle temperatuurlesings wat van termometers verkry is, in heelgetalle neer te skryf en daaroor verslag te doen. Dit mag afronding insluit. Hulle kan ook temperature neerskryf en daaroor verslag doen deur breuknotasies te gebruik. Berekeninge en probleemoplossing t.o.v. temperatuur: Berekeninge en probleemoplossings behoort beperk te word tot positiewe heelgetalle en breuke (leerders in graad 5 werk met halwes, derdes, kwarte, vyfdes, sesdes, sewendes, agtstes, negendes, tiendes, elfdes en twaalfdes. Wanneer berekeninge met temperatuur gedoen word, is dit meer sinvol om tiendes, kwarte en halwes in berekeninge te gebruik). 2 ure ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • aansigte; • transformasies- skep van saamgestelde vorms d.m.v. rotasie, omskakeling en refleksie; • temperatuur. 192 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING 5.1 Versameling en organisering van data Versameling en organisering van data: • Versamel data deur tellings en tabelle te gebruik vir rekordering. • Orden data vanaf die kleinste tot die grootste groep. Hoe verskil graad 5 van graad 4? Die volgende is nuut in graad 5: • ordening van dataversamelings; • analise van data - nie net volgens kategorieë nie, maar ook deur die konteks en die bron van die data in ag te neem; • analise van ongegroepeerde numeriese dataversamelings om die telling wat die meeste voorkom (modus) van die datastel te bepaal; • prentdiagramme (piktogramme) wat ’n veel-tot-een-ooreenstemming aandui; • gevolgtrekkings en voorspellings tydens analise en opsomming van data. Onderwysers in hierdie fase moet seker maak dat verskillende onderwerpe gekies word vir die versameling en analise van data in elk van die grade. Analise van grafieke Analiseer grafieke oor omgewings- of sosio-ekonomiese kontekste deur vrae te beantwoord m.b.v. die grafieke. Beide die grafieke en die vrae word deur die onderwyser of handboek voorsien. Leerders werk met minstens: • 1 piktogram met veel-tot-een-ooreenstemming; • 1 staafgrafiek. Gepaste onderwerpe sluit in: • hoeveelheid materiaal wat in die dorp, provinsie, land herwin is; • hoeveelheid herwinbare materiaal wat deur skole in die land versamel is; • bronne van beligting en verhitting in Suid-Afrika; • tipes toilette in Suid-Afrikaanse huise; • tipes huise in Suid-Afrika. Ontwikkeling van kritiese analise-vaardighede: Leerders vergelyk grafieke oor dieselfde onderwerp maar waar die data van verskillende groepe mense, op verskillende tye, plekke of maniere versamel is. Die leerders bespreek hier die verskille tussen die grafieke. Die doel is dat leerders bewus moet raak van die faktore wat ʼn invloed op die data kan hê. Hulle kan hul bevindinge opsom in ʼn paragraaf. Voorbeelde sluit in: • vergelyking van data oor motors wat op verskillende tye verby die skool ry of vergelyk data oor motors wat verby verskillende plekke ry (besige en stil gebiede, armer en ryker gebiede, ens.); • vergelyking van data wat by die skool versamel is met nasionale data vanuit Census At School bv. gunsteling sport, gunsteling vakke; vervoer skool toe, tipes behuising, toeganklikheid van goedere en dienste by die huis; 9 ure 5.2 Voorstelling van data Voorstelling van data: Teken ʼn verskeidenheid grafieke om die data te vertoon en te interpreteer, insluitend: • piktogramme (een-tot-een verhouding); • staafgrafieke. 5.3 Analise, interpretasie en verslagdoening van data Kritiese lees en interpretasie van data wat voorgestel word: • woordeliks; • piktogramme; • staafgrafieke; • sirkeldiagramme. Analiseer data deur vrae te beantwoord wat verwant is aan: • die data-kategorieë; • data-bronne en kontekste. Opsomming van data mondelings en in kort skriftelike paragrawe, insluitend: • kom tot gevolgtrekking m.b.t. die data; • maak van voorspellings wat op die data gegrond is. 193 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) • vergelyking van data wat deur seuns en dogters versamel is, bv. gunsteling sport, gunsteling fliek, gunsteling skoolvakke; • vergelyking van maandelikse reënvalsyfers vir ’n dorp wat in die somer- en in die winterreënstreek geleë is. Leerders doen ten minste een voorbeeld waarin hulle grafieke vergelyk. Volledige data-siklus: konteks van persoonlike data Die volledige data-siklus sluit in die vra van ’n vraag, versameling, organisering, voorstelling, analise en interpretasie en verslagdoening oor die data. Kies ’n onderwerp wat verskil van kwartaal 1. Werk deur die hele data-siklus om ’n individuele staafgrafiek te maak en gebruik kontekste waarmee die leerder bekend is d.w.s. hulself, klas, skool of gesin/ familie. Gepaste onderwerpe sluit in: • gunsteling sport/gunsteling fliek/gunsteling musiek/gunsteling TV program/kos of koeldrank/gunsteling kleur, ens.; • lengte van die leerders in die klas; • massa van die leerders in die klas; • skoengrootte van die leerders in die klas; • gemiddelde tyd wat dit neem om van die huis by die skool te kom; • aantal mense wat in die huis woon van die leerders in die klas. Analise van ongegroepeerde numeriese data deur die gebruik van algemene mate Leerders bepaal die modus van die ongegroepeerde numeriese data￾versamelings. Gepaste onderwerpe sluit in: • lengte van die leerders in die klas; • massa van die leerders in die klas; • skoengrootte van die leerders in die klas; • gemiddelde tyd wat dit neem om van die huis by die skool te kom; • aantal mense wat in die huis woon van die leerders in die klas; • temperature vir ’n maand. 194 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Ondersoek en brei patrone uit: • Ondersoek en brei numeriese patrone uit deur na die verwantskap of reëls van die patrone te kyk: - reekse wat nie beperk is tot reekse met ʼn konstante verskil of verhouding (ratio) nie; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik. Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • met getallesinne. In kwartaal 1, het die leerders met vloeidiagramme gewerk om oor die volgende te leer: • die omgekeerde bewerking tussen vermenigvuldiging en deling; • vermenigvuldiging van ene deur veelvoude van 10; 100, 1 000; • die assosiatiewe eienskap met heelgetalle en hoe hierdie eienskap gebruik kan word in vermenigvuldiging. Vloeidiagramme word verder gedurende hierdie kwartaal ontwikkel. Leerders werk ook met getallereekse. Leerders moet voorbeelde gegee word waarin gefokus word op die eienskappe van die bewerkinge. Leerders het al byvoorbeeld waargeneem dat hulle in enige volgorde kan vermenigvuldig en dat hulle in enige volgorde kan optel. Hulle kan die vloeidiagramme vergelyk om waar te neem of dit ʼn verskil sal maak indien hulle in enige volgorde optel en vermenigvuldig. Voorbeeld: 7 Input Output Rule 11 1 3 5 9 + 3 × 2 7 Input Output Rule 11 1 3 5 9 + 3 +3 x2 Inset Inset Uitset Uitset Reël Reël Leerders behoort ook te bespreek of die volgorde van die bewerkinge enigsins ’n verskil sal maak aan die uitkoms. Sodra leerders oefening gehad het om die insette en die uitsette te bepaal indien die reël vasgestel is, kan hulle voorbeelde gegee word waar die inset en uitset gegee word maar die reël ontbreek. Aanvanklik kan dit vloeidiagramme wees waarin daar slegs ʼn enkele reël voorkom, d.w.s. optel of aftrek of vermenigvuldig of deel. 5 ure 195 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Voorbeeld: Bepaal die reël: 8 24 56 72 1 3 5 9 40 7 Daarna kan hulle met voorbeelde werk waarin daar twee reëls voorkom, bv. vermenigvuldig en tel dan op, maar een van die reëls is uitgelaat. Voorbeeld: Bepaal die reël: 1 3 6 8 11 19 44 5 34 9 29 59 +4 Voorbeeld waar leerders die reël moet bepaal wat twee dele het: Bepaal die reël: 1 2 6 8 11 8 44 3 20 5 11 59 Getallereekse: In die Intermediêre Fase, brei leerders die getallereekse uit. In graad 5, werk hulle met drie tipes reekse: • reekse met ʼn konstante verskil; • reekse wat ʼn konstante verhouding (ratio) behels; • reekse sonder ’n konstante verskil of ratio. 196 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Voorbeelde van patrone met ’n konstante verskil: 2; 4; 6; 8……. 18; 16; 14; 12 ………. In die bogenoemde voorbeelde, word 2 bygetel of afgetrek om die patroon te vorm. Leerders beskryf dit as ’n patroon waar daar in twees aan- of teruggetel word. Leerders behoort ook voorbeelde te doen wat nie met die veelvoude van die getal wat opgetel of afgetrek moet word, begin nie. Twee voorbeelde is: 1; 4; 7; 10……. 87; 66; 45; ……. Voorbeelde van patrone met ’n konstante ratio: 1 600; 800; 400; ……… In die bogenoemde voorbeeld word daar deur 2 gedeel. Al die getalle in die reeks is veelvoude van 2. Leerders behoort ook voorbeelde te doen waarin die getalle in die reeks nie veelvoude van die getal, is nie, bv: 3; 6; 12; 24 …… 10; 30; 90; 270; …… Voorbeelde van patrone sonder ’n konstante verskil of ratio: 3; 7; 12; 18; 0; 2; 6; 12; 24 1, 4; 9; 16; 25; ……. 197 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging Getalgebied vir berekeninge: Vermenigvuldiging van minstens 3-syferheelgetalle deur 2-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 10, 100 en 1 000. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle tot minstens 100. • Faktore van 2-syferheelgetalle tot minstens 100. Vermenigvuldigingsfeite vir: • ene met veelvoude van 10; • ene met veelvoude van 100. Eienskappe van heelgetalle • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 1 in terme van sy vermenigvuldigingseienskap. Hierdie is verdere oefening van vermenigvuldiging wat in kwartaal 2 gedoen is. Verwys na daardie notas. 7 ure 198 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvul￾diging Probleemoplossing: • Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • datahantering; • numeriese patrone; • vermenigvuldiging tot minstens 3-syferheelgetalle met 2-syferheelgetalle. HERSIENING 3 ure 199 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot ten minste 10 x 10. • Vermenigvuldigingsfeite van: - ene deur veelvoude van 10, - ene deur veelvoude van 100, - ene deur veelvoude van 1 000, - ene deur veelvoude van 10 000. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in heelgetal￾intervalle tot minstens 10 000. • Orden, beskryf en voorstelling van minstens 6-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Verwys na die notas vir kwartaal 2, maar wees bewus van die feit dat die getalgebiede vergroot. Die vergrote getalgebiede word in die kolom aan die linkerkant aangedui. Die hoofrekene-program behoort sistematies gedurende die jaar ontwikkel te word. 10 minute per dag 200 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel en aftrek in kolomme; • opbou en afbreek van getalle; • gebruik van ʼn getallelyn; • afronding en kompensering; • verdubbeling en halvering; • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle tot minstens 100. • Faktore van 2-syferheelgetalle tot minstens 100 Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellingseienskap • 1 in terme van sy vermenigvuldigingseienskap 201 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, vergelyking, voorstelling en plekwaarde van syfers Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Tel aan en terug in heelgetal￾intervalle tot minstens 10 000. • Orden, beskryf en voorstelling van minstens 6-syferheelgetalle. • Voorstelling van ewe en onewe getalle tot minstens 1 000. • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Verwys na verdere notas vir kwartaal 1, maar wees bewus van die feit dat die getalgebiede vergroot. Die vergrote getalgebiede word in die kolom 3 aan die linkerkant aangedui en in kwartaal 2 opgesom in die verduidelikende notas en onderrig-riglyne. Alle werk wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene￾program ingeoefen word. 1 uur 202 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optelling en aftrekking Getalgebied vir berekeninge: Optel en aftrek van heelgetalle tot minstens 5-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel en aftrek in kolomme; • opbou en afbreek van getalle; • gebruik van ʼn getallelyn; • afronding en kompensering; • verdubbeling en halvering; • gebruik optel en aftrek as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle tot minstens 100 Eienskappe van heelgetalle: Herken en gebruik die kommutatiewe en assosiatiewe, eienskap van heelgetalle. Probleemoplossing Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. Hierdie is verdere oefening van optelling en aftrekking met 5-syferheelgetalle wat in kwartaal 2 en 3 gedoen is. Verwys na die notas vir beide die kwartale. 5 ure 203 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.2 Eienskappe van 3-D voorwerpe Voorwerpe wat leerders moet ken en benoem: • reghoekige en ander prismas; • kubusse; • silinders; • keëls; • piramiedes; • ooreenkomste en verskille tussen kubusse en reghoekige prismas. Eienskappe wat leerders moet gebruik om voorwerpe te onderskei, beskryf, sorteer en vergelyk: • vorm van vlakke; • aantal vlakke; • plat en geboë oppervlakke. Aanvullende aktiwiteite om die aandag op die eienskappe van voorwerpe te fokus: • Maak 3-D modelle deur uitgeknipte veelhoeke te gebruik. • Sny bokse oop om die net af te teken en te beskryf. Hierdie is verdere oefening van die werk t.o.v. 3-D voorwerpe wat in kwartaal 2 gedoen is. Verwys na die notas vir kwartaal 2. 5 ure ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • optel en aftrek van 5-syferheelgetalle; • 3-D voorwerpe. 204 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Beskrywing en ordening van breuke: • Tel aan en terug in breuke. • Vergelyk en orden gewone breuke tot minstens twaalfdes. Berekeninge met breuke: • Optelling van gewone breuke met dieselfde noemer. • Optel en aftrek van gemengde getalle. • Breuke van heelgetalle wat lei tot heelgetalle. • Herken, beskryf en gebruik die ekwivalente vorms van verdeling en breuke. Probleemoplossing: Los probleme in konteks op wat gewone breuke behels, insluitend groepering en gelyke verdeling. Ekwivalente vorms: Herken en gebruik ekwivalente vorms van gewone breuke (breuke waarvan een noemer ʼn veelvoud is van die ander). Hierdie is verdere oefening van breuke wat in kwartaal 3 gedoen is. Verwys na daardie notas. Lengte, kapasiteit en massa dien as konteks vir breuke in kwartaal 4. 5 ure 205 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Getalgebied vir berekeninge: Deling van minstens 3-syferheelgetalle deur 2-syferheelgetalle. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • opbou en afbreek van getalle. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Herken die plekwaarde van syfers in heelgetalle tot minstens 6-syferheelgetalle. • Afronding tot die naaste 10, 100 en 1 000. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle tot minstens 100 • Faktore van 2-syferheelgetalle tot minstens 100 Vermenigvuldigingsfeite: • ene met veelvoude van 10; • ene met veelvoude van 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 1 in terme van sy vermenigvuldigingseienskap. Hierdie is verdere oefening van deling van 3-syferheelgetalle deur 2-syferheelgetalle wat in kwartaal 2 gedoen is. Verwys na daardie notas. 7 ure 206 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Probleemoplossing: Los probleme wat heelgetalle behels in konteks op, insluitend finansiële kontekste. Los probleme wat heelgetalle behels op, insluitend: • vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); • vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); • groepering en gelyke verdeling met reste. 207 WISKUNDE GRAAD 4-6 KABV Graad 5 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.6 Omtrek, area en volume Omtrek: Meet die omtrek deur liniale of maatbande te gebruik. Meting van oppervlakarea: Bepaal die oppervlakarea van reëlmatige en onreëlmatige vorms deur die vierkante op ʼn vierkantsrooster te tel om sodoende begrip vir vierkanteenhede te ontwikkel. Meting van volume: Bepaal die volume/kapasiteit van voorwerpe deur dit te pak of te vul om sodoende ʼn begrip vir kubieke eenhede te ontwikkel. Dit is nie ’n vereiste om die formules vir omtrek, area of volume-eenhede van enige vorm of voorwerp te ken of toe te pas in die Intermediêre Fase nie. Area en volume word slegs informeel gemeet. Graad 5 leerders oefen en konsolideer die kennis wat hulle in graad 4 opgedoen het t.o.v. omtrek, area en volume. In graad 5, word die omtrek van vorms en ruimtes met liniale en maatbande gemeet. Hulle bepaal en rekordeer hierdie mate in S.I.-eenhede: mm, cm, m. Hulle werk met tekeninge waarvan die sy-lengtes gespesifiseer is in mm, cm, m of km. Die lengtes word bymekaargetel. In graad 5, sal hulle soms ook die lengtes van die omtrek tel deur die aantal sye van die vierkantsrooster te tel. Leerders moet weet dat die diagonale afstande tussen die hoeke op die vierkantsrooster langer is as die vertikale of horisontale hoeke van die vierkantsrooster. Die meting van area is steeds informeel in graad 5. Die aantal vierkante wat die vorm op die vierkantsrooster in beslag neem, word getel. Die area word bepaal deur die aantal vierkante op die vierkantsrooster. Vorms sluit in: - reëlmatige vorms met reguit sye waar al die sye dieselfde lengte is; - onreëlmatige vorms met reguit sye waar al die sye nie dieselfde lengte is nie; - vorms met geboë sye. In graad 5 gaan leerders voort om: - die aantal kubusse of reghoekige prismas te tel wat gebruik word om ʼn houer te vul. Die volume van die houer word deur die aantal kubusse of reghoekige prismas (bokse of blokkies) aangedui. - stapels met kubusse of reghoekige prismas te maak. Die volume van die houer word deur die aantal kubusse of reghoekige prismas (bokse of blokkies) aangedui. - interpreteer prente van: ◊ stapels wat van kubusse of reghoekige prismas gemaak is om die volume in terme van die aantal kubusse of reghoekige prismas te bepaal; ◊ houers wat met kubusse of reghoekige prismas gevul is om die volume in terme van die aantal kubusse of reghoekige prismas te bepaal. Wat is kapasiteit? Wat is volume? Kapasiteit is die hoeveelheid wat ʼn voorwerp kan bevat of die hoeveelheid spasie in die voorwerp. Volume is die hoeveelheid ruimte wat ʼn voorwerp in beslag neem. So kan bottel ʼn kapasiteit van 1 liter hê, maar dit mag dalk nie tot volle kapasiteit gevul wees nie. Dit kan byvoorbeeld slegs ʼn volume van 250 ml hê. 7 ure 208 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 5 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • breuke; • deling van tot 3-syferheelgetalle deur 2-syferheelgetalle; • area, omtrek en volume. 209 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.6 Posisie en verplasings Ligging en rigtings • Bepaal die ligging van voorwerpe, tekeninge of simbole op ʼn rooster met alfa-numeriese roosterverwysings. • Bepaal die ligging van voorwerpe op ʼn kaart deur alfa-numeriese roosterverwysings te gebruik. • Volg aanwysings om die pad tussen posisies op ʼn kaart te teken. Selle in 'n rooster word dikwels met ʼn letter en nommer gemerk, bv. D4; A3; E7. Dit word alfa-numeriese verwysings genoem. Hoe verskil graad 5 van graad 4? • In graad 4, bepaal leerders posisies op vierkantsroosters en kaarte deur die alfa-numeriese verwysings te gebruik. • In graad 5, volg leerders aanwysings om ’n pad tussen posisies op ’n kaart met ’n vierkantsrooster te trek. Ligging en rigtings: In Geografie in graad 4, kwartaal 1, gee leerders aanwysings deur links, regs en bakens te gebruik. In kwartaal 2 van graad 4 en kwartaal 2 van graad 5, gebruik hulle ook ’n kompas om rigting te bepaal. Leerders verwys na die kennis wat hulle in Geografie en Wiskunde in graad 4 opgedoen het t.o.v. alfa-numeriese vierkantsroosters. Hulle verwys ook na die werk wat in graad 4 en 5 Geografie gedoen is waar hulle posisies gevind het en aanwysings op vierkantsroosters en kaarte gevolg het. Hierdie werk word in Geografie ontwikkel en in Wiskunde ingeoefen. 2 ure 210 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.4 Transformasies Gebruik transformasie om saamgestelde vorms te maak: Maak saamgestelde 2-D vorms insluitend vorms met ʼn simmetrielyn deur ʼn 2-D vorm af te trek en op een/ meer van die volgende maniere te skuif: • deur rotasie; • deur verplasing; • deur refleksies (weerspieëlings). Gebruik transformasies om tesselasies te maak: Maak tesselasie-patrone en sluit patrone in wat ʼn simmetrielyn het deur 2-D vorm af te trek en op een/meer van die volgende maniere te skuif: • deur rotasie; • deur verplasing; • deur refleksies (weerspieëlings). Beskryf patrone: Verwys na lyne, 2-D vorms, 3-D voorwerpe, simmetrielyne, rotasies, refleksies en verplasings wanneer patrone beskryf word. In hierdie voorgestelde volgorde van graad 5 Wiskunde, is transformasies reeds in kwartaal 3 gedoen. Gedurende kwartaal 3, fokus leerders op die bou van saamgestelde vorms, insluitend vorms met simmetrie. In kwartaal 4, fokus hulle op tesselasies (teëling) en beskryf patrone in die wêreld om hulle. Hoe verskil graad 5 van graad 4? In graad 4, word tesselasies geskep deur die vorms uit te pak. In graad 5, word die 2-D vorm afgetrek en geskuif deur die gebruik van refleksies, rotasies en omskakelings om tesselasies te teken. Gebruik transformasies om tesselasies te maak Leerders gebruik 2-D vorms om tesselasie-patrone te maak. In graad 4, word hierdie teëling-patrone gemaak deur die teëls uit te pak. Graad 5 leerders is verplig patrone te maak deur rotasie, omskakeling of refleksie van ’n enkele vorm. Leerders trek die vorm af en skuif ’n 2-D vorm om die patroon te teken. Leerders moet die tesselasie-patrone identifiseer en beskryf. Beskryf patrone Leerders beskryf patrone van die vorms wat hulle waarneem en hoe die vorm geskuif moet word om met die patroon voort te gaan, bv.: • die patroon op die heuningkoek lyk soos ʼn tesselasie-patroon van heksagone (seshoeke). Ek kan die patroon maak deur die seshoek te verplaas. • die patroon op die armband van krale lyk soos ʼn tesselasie-patroon van driehoeke. Ek kan die patroon maak deur ’n driehoek te reflekteer. Leerders identifiseer simmetrie in patrone, bv.die simmetrie in Ndebele muurkuns. Leerders vind dit dikwels makliker om patrone te beskryf sodra hulle die patrone gekopieer of gemaak het. Die proses van die maak en kopieer van patrone moet gekoppel word aan die beskrywings van die patrone uit die natuur, moderne alledaagse lewe en vanuit ons kulturele erfenis. Die meetkundige proses wat gebruik word om ʼn kopie van die patroon te maak is dikwels nie dieselfde as die oorspronklike proses wat gebruik word om die patroon te maak nie. Bye tesseleer nie met heksagone (seshoeke) om ʼn heuningkoek te bou nie, maar as leerders met ʼn seshoek tesseleer, kan hulle ʼn patroon maak wat soos die patrone in heuningkoek lyk. 4 ure 211 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei meetkundige patrone uit om verwantskappe of reëls van die patrone te vind: - voorgestel in fisiese of diagramvorm; - nie beperk tot reekse met ʼn konstante verskil of verhouding nie; - leerder se eie skepping. • Waarneming en beskrywing van die verwantskappe of reëls in eie woorde. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik. Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: • woordeliks; • in vloeidiagramme; • met getallesinne. Hierdie is konsolidering van die werk wat in kwartaal 2 gedoen is. Verwys na kwartaal 2 se notas. In kwartaal 4, doen leerders net meer voorbeelde. 2 ure 212 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Getallesinne • Skryf getallesinne om ʼn probleemsituasie te beskryf. • Los getallesinne op en voltooi dit deur: - inspeksie; - proses van probeer en verbeter. • Kontroleer die oplossing deur vervanging. Hierdie is ’n voortsetting van die werk wat met getallesinne in kwartaal 1 gedoen is. Gedurende hierdie kwartaal word meer oefening gegee om getallesinne te skryf om probleemsituasies te beskryf. Leerders het die geleentheid om al die tipes probleme wat hulle tot dusver teëgekom het, te oefen. Hulle moet gevra word om ’n getallesin te skryf om die probleem te beskryf. Getallesinne word gebruik om die begrip van ekwivalensie te ontwikkel, maar dit kan verbind word tot al die aspekte van getalwerk wat gedurende die jaar gedek is. Indien leerders nog nie die geleentheid gehad het om veelvuldige keusevrae te beantwoord nie, moet dit in die laaste ses maande gedoen word omdat dit in die eksterne sistemiese toetse gebruik word. Getallesinne kan die idee van die stel van ’n reël konsolideer. Vir watter pare getalle geld die reël “vermenigvuldig die eerste getal met 9 en trek dan 7 af om die tweede getal te kry”?! (a) 16 ² 2 (b) 5 ² 38 (c) 38 ² 5 (d) 3 ² 22 In kwartaal 1, word getallesinne gebruik om die leerder se aandag op die eienskappe van die bewerkinge te fokus. Die voorbeelde kan nou op die notasie van ekwivalensie fokus omdat leerders reeds hierdie eienskappe gebruik het. Voorbeelde fokus op die eienskappe van die bewerkinge. Watter van die volgende stellinge is WAAR? (a) 9 x £ = £ + 9 (b) 9 x £ = £ 9 (c) 9 x £ = £ x 9 (d) 9 x £ = 9 + £ Hoeveel is 24 x 17 minder as 25 x 17? (a) 1 (b) 17 (c) 25 (d) 45 Kies die korrekte antwoord: (26 x 39) + (26 x 1) = (a) 26 x 27 (b) 400 (c) 26 x 4 (d) 26 x 40 Watter van die onderstaande stellinge is gelyk aan 15 x (4 x 9) ? (a) (15 x 4) x 9 (b) 15 x 2 x 2 x 3 x 3 (c) (15 x 4) + (15 x 9) (d) (10 – 1) (15 x 4) 3 ure 213 WISKUNDE GRAAD 4-6 KABV GRAAD 5 KWARTAAL 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING 5.4 Waarskyn￾likheid Eksperimente t.o.v. waarskynlikheid: • Uitvoering van eenvoudige herhaalde gebeure en lys die moontlike uitkomste vir die eksperimente soos: - gooi van ʼn muntstuk; - rol van ʼn dobbelsteentjie; - spin van ʼn draaibord. • Tel en vergelyk die gereeldheid van die werklike uitkomste vir ʼn reeks probeerslae tot 20 probeerslae. Uitvoering van eenvoudige herhalende gebeure: Leerders moet eksperimenteer deur muntstuk te gooi of ʼn dobbelsteen te rol. Eksperimente met ʼn muntstuk is makliker as met ʼn dobbelsteen omdat ʼn muntstuk slegs twee uitkomste het (kruis of munt), terwyl die rol van ʼn dobbelsteen 6 uitkomste kan hê (nommer 1-6). Leerders behoort eers die moontlike uitkomste te lys voordat die eksperimente gedoen word. Hulle moet leer om die resultate van hul eksperimente op ʼn tabel te rekordeer deur tellings te maak. Hulle tel die aantal kere wat die munt op kruis of munt, of op elke getal, of kleur op die draaibord geval het na 20 probeerslae. Indien hierdie aktiwiteit in groepe gedoen is, kan die uitslag van al die groepe saamgevoeg word. Die aantal uitkomste kan vergelyk word soos wat die aantal probeerslae vermeerder. 2 ure HERSIENING 4 ure ASSESSERING 6 ure 214 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Probleemtipe Aanvullende notas Voorbeelde Som Som van ’n Boer verkoop vrugte aan verskeie winkels in sy stad. Hy verkoop 13 789 pere, 35 278 appels en 24 678 lemoene in een maand. Hoeveel vrugte het hy in een maand verkoop? Ontbrekende deel van ’n gegewe som Plaaswerkers het 42 345 pere gedurende die oggend gepluk. Na middagete, het hulle nog gepluk. Teen die einde van die dag, het hulle 86 589 pere gehad. Hoeveel pere het hulle na middagete gepluk? Vermeerder en verminder Bereken die resultaat Die prys vir ʼn houer boontjies is R65 231. Aangesien van die boontjies onbruikbaar is, is die prys verminder met R14 789. Wat betaal die winkeleienaar nou vir die houer boontjies? Bereken die kleingeld ʼn Verkoopsman verdien R34 328 gedurende November. Gedurende Desember, vermeerder die bedrag na R47 435. Hoeveel meer geld het hy gedurende Desember verdien as in November? Bereken die aanvanklike waarde ʼn Boer sukkel om van sy plaas te verkoop. Hy verminder die oorspronklike prys van die plaas met R10 456. Hy verkoop die plaas vir R 85 787 elk. Wat was die oorspronklike prys wat die boer vir sy plaas wou gehad het? Groepering Probleme met groepering wat opgelos word deur deling en/of herhaalde aftrekking Antwoorde op probleme wat reste het of nie ʼn Winkel skenk bokse speelgoed aan ʼn behoeftige skool. Elke boks bevat 48 speelgoed. As daar 875 speelgoed is, hoeveel bokse is nodig om dit te verpak? of ’n Maatskappy gee 35 sakke sokkerballe aan ’n sokkerklub. As daar 315 sokkerballe is, hoeveel balle is daar in elke sak? Probleme met groepering wat opgelos word deur vermenigvuldiging en/of herhaalde optel. Antwoorde op probleme wat reste het of nie ’n Skool gee 45 bokse speelgoed vir ’n weeshuis. Elke boks bevat 548 speelgoed. Hoeveel speelgoed het die skool geskenk? Probleme met groeperings wat in rye voorkom. Probleme wat deur deling (of herhaalde aftrekking) of vermenigvuldiging (herhaalde optelling) opgelos word. Daar is 134 rye tamaties op ’n plaas. Elke ry het 56 tamatieplantjies. Hoeveel tamatieplantjies is daar altesaam? Verdeling Probleme met verdeling wat opgelos word deur deling/herhaalde aftrekking. Kleiner groepe van gelyke grootte wat met ʼn gegewe bedrag gevorm word. Antwoorde op berekeninge met reste wat tot die begrip van gewone breuke lei. Verwys na die graad 4 voorbeeld. ’n Boer deel 654 appels gelykop tussen 45 winkels. Hoeveel appels kry elke winkel? Hoeveel appels is oor? Vergelyking deur verskil Jan en Tina besit elk ’n skrootwerf. Jan se skrootwerf het 65 346 motoronderdele in ’n jaar verkoop. Tina se skrootwerf behoort 34 968 meer motoronderdele te verkoop om die aantal motoronderdele wat Jan in ’n jaar verkoop het, te ewenaar. Hoeveel motoronderdele het Tina tot dusver verkoop? 215 WISKUNDE GRAAD 4-6 KABV Probleemtipe Aanvullende notas Voorbeelde Hantering van groepe as eenhede 25 kerse kos R236. Hoeveel sal 375 van dieselfde kerse kos? Koers (Rate) Leerders bereken die totaal indien die koers per voorwerp gegee word. Een dosie lekkers kos R48. Hoeveel sal 135 dosies van dieselfde dosies lekkers kos? Bereken die koers per voorwerp. Die massa van 12 ewe groot sakke suiker is 300 kg. Wat is die massa van een van hierdie sakke suiker? Bereken eers die koers en pas dit toe om meer inligting te verkry. As 16 klein tafels R720 kos, hoeveel sal 124 van dieselfde klein tafels kos? Vergelyking deur verhouding (ratio) Jurie het 240 meter draad gekoop om sy plaas te omhein. Dit is 15 keer meer as wat Pieter gekoop het. Hoeveel draad het Pieter gekoop? Proporsionele verdeling Fred werk vir 7 ure en Daniel werk vir 6 ure in die kitskosrestaurant. Saam word hulle R975 betaal. Hoe kan die geld regverdig tussen die twee verdeel word om die aantal ure wat elkeen gewerk het te reflekteer? Betekenis van ’n breuk Voorbeelde van probleme Deel van ʼn geheel waar die geheel ʼn enkele voorwerp is Susan eet 13 van die sjokoladekoek. Nog 14 word weggegee. Hoeveel van die koek is oor? Deel van ʼn geheel waar die geheel ʼn versameling voorwerpe is ’n Muur het 124 panele. ’n Verwer verf 13 van hierdie panele. Hoeveel panele het hy geverf? Hoeveel panele moet hy nog verf? Of San gebruik 23 van ’n appel om ’n koek te bak. As sy 30 appels het, hoeveel koeke kan sy bak? Verwantskap Die dogter verdien ʼn kwart van wat haar pa per uur verdien. As haar pa R267 per uur verdien, hoeveel verdien die dogter per uur? Verhouding (Ratio) Volgens die resep, is 14 koppie botter nodig vir elke 2 koppies suiker. As 50 koppies suiker gebruik is, hoeveel koppies botter word benodig? Vergelyking Wat is die langste? 6 9 van ’n meter of 23 van ’n meter? Maateenhede Hoeveel 13 van ’n meter is daar in 5 23 meter? Getalle Gee ’n getal wat groter is as 323, maar minder is as 3 1112 Breukdele wat bymekaargesit word om ʼn hele te maak (herhalend) 35 kinders kry koeldrank. As elke kind 2 11 van die bottel koeldrank kry, hoeveel bottels is nodig om al die kinders te bedien? 216 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYDSTOEWYSING per Onderwerp: Graad 6 Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Hoofrekene (10 minute per dag) 8 ure Hoofrekene (10 minute per dag) 7 ure Hoofrekene (10 minute per dag) 8 ure Hoofrekene (10 minute per dag) 7ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (6-syferheelgetalle) 2 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (9-syferheelgetalle) 1 uur Massa 5 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (9-syferheelgetalle) 1 uur Getallesinne 3 ure Heelgetalle: vermenigvuldiging (4-syferheelgetalle met 2- syferheelgetalle) 5 ure Heelgetalle: tel, ordening, vergelyking, voorstelling en plekwaarde (9-syferheelgetalle) 1 uur Heelgetalle: vermenigvuldiging (4-syferheelgetalle met 3-syferheelgetalle) 5 ure Heelgetalle: optel en aftrek (5-syferheelgetalle) 7 ure Eienskappe van 3-D voorwerpe 5 ure Heelgetalle: optel en aftrek (6-syferheelgetalle) 8 ure Gewone breuke 5 ure Gewone breuke 10 ure Meetkundige patrone 6 ure Aansigte van voorwerpe 3 ure Eienskappe van 3-D voorwerpe 5 ure Tyd 4 ure Simmetrie 2 ure Eienskappe van 2-D vorms 4 ure Area, omtrek & volume 7 ure Eienskappe van 2-D vorms 8 ure Heelgetalle: deling (4-syferheelgetalle deur 2-syferheelgetalle) 8 ure Transformasies 3 ure Geskiedenis 1 uur Datahantering 10 ure Desimale breuke 10 ure Temperatuur 1 uur Heelgetalle: Deling (4-syferheelgetalle deur 3-syferheelgetalle) 7 ure Getallereekse 4 ure Kapasiteit/volume 5 ure Persentasies 5 ure Getallesinne 3 ure Datahantering 9 ure Transformasies 3 ure Numeriese patrone 5 ure Posisie en verplasing 2 ure Lengte 5 ure Waarskynlikheid 2 ure Hersiening 4 ure Hersiening 5 ure Hersiening 3 ure Hersiening 6 ure Assessering (alle vakke) 6 ure Assessering (alle vakke) 6 ure TOTAAL: 60 URE TOTAAL: 60 URE TOTAAL: 60 URE TOTAAL: 60 URE 217 WISKUNDE GRAAD 4-6 KABV 3.3.3 Verduideliking van inhoud vir Graad 6 Graad 6 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot ten minste 12 x 12. • Vermenigvuldigingsfeite van: - ene en tiene deur veelvoude van 10; - ene en tiene deur veelvoude van 100; - ene en tiene deur veelvoude van 1 000; - ene en tiene deur veelvoude van 10 000. Getalgebied vir tel, ordening, vergelyking en voorstelling asook die plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100, 1 000. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. Leerders behoort nie gevra te word om daagliks lukrake berekeninge te doen nie. Soos wat die leerders die onderwerpe dek en berekeningstegnieke ontwikkel in die kerngedeelte van die les, kan hoofrekene-aspekte geïnkorporeer word. Begrippe en vaardighede word gedurende die kerngedeelte van die les ontwikkel en ingeoefen deur kleiner getalgebiede in die hoofrekene-program te gebruik. Hou die getalgebied laer in kwartaal 1 en vergroot dit gedurende die jaar. Aan die begin van die jaar, word die getalgebiede en die berekeningstegnieke gegrond op dit wat in graad 5 ontwikkel is. • Getalfeite - getalkombinasies: optelling en aftrekkingsfeite vir: ◊ ene; ◊ veelvoude van 10; ◊ veelvoude van 100; ◊ vermenigvuldigingstafels (vermenigvuldiging van heelgetalle tot minstens 12x12 • Berekeningstegnieke: - verdubbeling en halvering; - gebruik vermenigvuldiging om deling te doen; - vermenigvuldiging met 10, 100 en 1 000; - vermenigvuldiging met veelvoude van 10, 100 en 1 000, - deling deur 10, 100 en 1 000, - opbou en afbreek van getalle; - afronding tot die naaste 5, 10, 100, 1 000 en kompensering: - optelling en aftrekking van ene, veelvoude van 10, 100, 1 000 na en vanaf enige 5-syfergetal. • Getalbegrip: - tel aan en terug; - ordening en vergelyking; - plekwaarde; - opbou en afbreek van getalle; - ewe en onewe getalle; - veelvoude. 10 minute per dag 218 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene • optel, aftrek en vermenigvuldiging in kolomme; • langdeling; • opbou en afbreek van getalle; • afronding en kompensering; • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle en 3-syferheelgetalle. • Faktore van 2-syferheelgetalle en 3-syferheelgetalle. • Priemfaktore van getalle tot minstens 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Sommige van die hoofrekene kan sonder apparaat gedoen word, maar soms is dit sinvol om wel apparaat te gebruik. Aanbevole apparaat: • getallelyne insluitend gestruktureerde en ongestruktureerde getallelyne; • ʼn getallekaart; • plekwaardekaarte (spreikaarte); • telkrale. 219 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, voorstelling en plekwaarde van getalle Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Hoewel die tel van heelgetalle nie vir graad 6 gespesifiseer is nie, behoort leerders vaardig te wees in die telaktiwiteite wat vir graad 5 bepaal is. In kwartaal 1 word die werk wat in graad 5 gedoen is, gekonsolideer en hersien. Tel: Tel moet nie nét gesien word as mondelinge tel nie. Leerders behoort die volgende apparaat te gebruik wanneer hulle tel: • tellers; • telkrale; • getalkaarte; • gestruktureerde, semi-gestruktureerde en leë getallelyne; • prente van voorwerpe, veral prente van groot getalle voorwerpe wat in ’n groep of gestruktureerde manier voorgestel word. ’n Voorbeeld van ’n prent met voorwerpe wat geskik is vir telaktiwiteite word aan die einde van die graad 5 afdeling oor Getalle, Bewerkings en Verwantskappe voorsien; • rye of diagramme van rye, bv. • ander diagramme vir tel, bv. + 9 + 9 + 9 + 9 + 9 + 9 + 9 2461 Tel-aksies behoort nie altyd op die eerste veelvoud te begin nie. Dit behoort ook nie altyd op enige ander veelvoud te begin nie bv. tel in 25’s kan vanaf 27 of 113 begin, tel in 9’s kan vanaf 2 641 of vanaf 38 begin. Plekwaarde (getalgebied 0 tot 999 999) : Leerders behoort getalle op te breek honderde, tiene en ene deur die volgende te gebruik: • die getalname; • plekwaarde of flitskaarte; • uitgebreide notasie. Aanbevole apparaat: plekwaarde / flitskaarte, Dienes blokkies. 2 ure 220 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, voorstelling en plekwaarde van getalle Vergelyk en orden: Leerders behoort ’n verskeidenheid oefeninge te doen, bv. • Rangskik die gegewe getalle van die kleinste tot die grootste, of die grootste tot die kleinste. • Voltooi die ontbrekende getal: - in ’n reeks - op ’n getallekaart • Dui ’n gegewe getal op ’n genommerde of ongenommerde getallelyn aan, bv. dui die getal wat halfpad tussen 471 340 en 471 350 is op ’n getallelyn aan. • Dui aan watter van die twee getalle is groter of kleiner, bv. 395 431 of 395 413. Voltooi <, = or > in die volgende: a) 247 889 £ 247 898 b) 784 109 £ 785 190 Alle werk wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene￾program ingeoefen word. 221 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Getallesinne: • Skryf getallesinne om ʼn probleemsituasie te beskryf. • Los getallesinne op en voltooi dit deur: - inspeksie; - proses van probeer en verbeter. • Kontroleer die oplossing deur vervanging. • Die skryf van getallesinne kan gesien word as ʼn manier waarop leerders voorberei word om algebraïese uitdrukkings neer te skryf. • Getallesinne kan gebruik word om probleemsituasies te beskryf. • Soms werk leerders in die Intermediêre Fase met getallesinne in isolasie. Dit is egter meer algemeen vir leerders om met getallesinne en ander vorms van voorstelling te werk, bv. probleme wat in woorde gespesifiseer is, en getalle en berekeninge wat in diagramme en vloeidiagramme weergegee word. Voorbeelde van bogenoemde behoort tydens verskillende tye regdeur die jaar ingesluit te word. • Getallesinne is ook ʼn manier om ekwivalensie aan te toon. Dit blyk vanselfsprekend te wees dat dit wat aan die een kant van die is gelyk aan teken staan, gelyk is aan dit wat aan die ander kant is. Leerders moet egter onderrig word dat hierdie ekwivalente uitdrukkings is wat aan weerskante van die is gelyk aan teken is. • In graad 6, is dit sinvol om getallesinne en patrone wat uit getallesinne bestaan te gebruik sodat leerders die volgende kan aanleer: - veelvuldige bewerkinge met of sonder hakies en die volgorde van bewerkinge; - die omgekeerde verwantskap tussen vermenigvuldiging en deling; - die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle en hoe hierdie eienskappe gebruik kan word saam met die opbou en afbreek van getalle wanneer berekeninge gedoen word; - vinnige hoofberekeninge veral van vermenigvuldiging met veelvoude van 10, 100, 1 000, 10 000; - deling deur 10, 100, 1 000 omdat dit van hulp sal wees by desimale breuke. • Die stappe tydens ’n berekening is stelle ekwivalente stellings. Die logika van hierdie ekwivalente stellings word ondersoek, verstaan en aangeleer deur met patrone wat uit getallesinne bestaan, te werk. Dit help leerders om berekeningstegnieke aan te leer. • Graad 6 leerders doen veelvuldige bewerkinge met of sonder hakies. Hulle oefen berekeninge waarin die getallesin tussen hakies geskryf is. Dit voorkom enige verwarring oor die volgorde waarin die berekeninge gedoen moet word. Leerders hoef dus nie die reëls soos BODMAS aan te leer indien hakies gereeld gebruik word om aan te dui watter berekening eerste gedoen moet word nie. • Voltooi getallesinne met veelvuldige bewerkinge. 3 ure 222 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Voorbeelde a) 12 ÷ (4 + 2) x 5 b) (23 – 7) x (8 – 4) c) (88 ÷ 4) – (88 ÷ 11) d) (79 – 21) ÷ 2 Voorbeeld 25 x 27 is die ekwivalent van watter van die volgende getallesinne? a) 25 x (20 x 7) b) (20 + 5) x (20 + 7) c) 25(20 + 7) d) 20(20 + 7) + 5(20 + 7) Voorbeeld: 39 x 14 is die ekwivalent van watter van die volgende getallesinne? a) 39 x (10 x 4) b) (30 + 9) x (10 + 4) c) 14 (40 – 1) d) 10 (40 – 1) + 4(40 – 1) e) 30 (10 + 4) + 8 (10 + 4) Gebruik van getallesinne om die kommutatiewe en assosiatiewe eienskappe te konsolideer. Teen die tyd wat leerders in graad 6 kom, behoort hulle bekend te wees met die feit dat getalle in enige volgorde opgetel kan word en dat die groepering van die getalle verander kan word voordat dit opgetel word. Leerders moet ook weet hoe om die kommutatiewe en assosiatiewe eienskap van optel te gebruik om berekeninge te vereenvoudig. Kommutatiewe eienskap van vermenigvuldiging: Getalle kan in enige volgorde vermenigvuldig word. Voorbeeld: 37 x 9 = 9 x 37 Hierdie eienskap word ingeoefen deur rye en getallesinne te gebruik. Leerders kan ’n getallesin skryf om ’n ry aan te dui en wanneer die ry regsom gedraai word, word dit deur ’n verskillende vermenigvuldigings-getallesin beskryf. 223 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Voorbeeld: Hierdie ry bestaan uit 36 tellers. Leerders skryf die vermenigvuldiging-getallesinne vir die ry voordat en nadat dit gedraai is. Leerders sien dat 4x9 = 9x4. Leerders kan ook deling-getallesinne vir die ry skryf, bv. 36 ÷ 9 = 4 en 36 ÷ 4 = 9. So sien die leerders dat vermenigvuldiging en deling omgekeerde bewerkings van mekaar is. Vermenigvuldiging en deling as omgekeerde bewerkinge: Leerders kan voortgaan om getallesinne te gebruik om vermenigvuldiging en deling as omgekeerde bewerkinge in te oefen, asook die manier waarop enige berekening met deling verander kan word na ’n bewerking met vermenigvuldiging. Dit kan met sukses gebruik word wanneer deling d.m.v. hoofrekene gedoen moet word, bv. as ’n leerder vergeet het wat is 49 ÷ 7, kan dit verander word na 7 x £ = 49. Dit is dikwels makliker om te onthou. Voorbeelde: 42 ÷ 7 = £ omdat 6 x £ = 42 63 ÷ 7 = £ omdat 7 x £ = 63 175 ÷ 7 = £ omdat 7 x £ =175 Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Daar word nie van leerders verwag om die name van die bewerkingseienskappe, bv. kommutatiewe eienskap, te ken nie. Hulle moet slegs weet hoe om hierdie eienskap te gebruik om hul berekeninge te vergemaklik of om ʼn getallesin waar te maak. Voorbeelde: a) 27 ÷ 7 x 7 = £ b) 38 ÷ 6 x 6 = £ c) 7 997 ÷6 x 6 = £ 224 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Hulle moet tot die gevolgtrekking kom dat: “Wanneer jy ’n getal vermenigvuldig en deel met dieselfde getal bly die getal onveranderd.” Gebruik getallesinne om begrip van die vermenigvuldigende eienskappe van 1 te konsolideer: a) 92 x 1 = £ b) 18 ÷ 18 = £ c) 67 154 ÷ 67 154 = £ d) £ ÷ 9 = 1 Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Hulle moet tot die gevolgtrekking kom dat: “Wanneer ’n getal met 1 vermenigvuldig of gedeel word, verander die getal nie”, “wanneer ’n getal deur homself gedeel word, kry jy een.” Assosiatiewe eienskap Jy kan die manier waarop getalle gegroepeer word verander wanneer daar met meer as 2 getalle vermenigvuldig word. Voorbeeld (18 x 4) x 5 = 18 x (5 x 4) Voorbeelde: (8 x 7) x 3 = £ 8 x (7 x 3) = £ Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Daar word nie van leerders verwag om die name van die bewerkingseienskappe, bv. assosiatiewe eienskap, te ken nie. Hulle moet slegs weet hoe om hierdie eienskap te gebruik om hul berekeninge te vergemaklik. Gebruik van getallesinne om leerders se begrip vir die optelingseienskappe van 0 vas te lê. Voorbeelde: a) 79 – 4 + 4 = £ b) 237 + 6 – 6 = £ c) 6 997 + 6 – 6 = £ d) 54 + 6 – £ = 54 225 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Nadat ʼn aantal soortgelyke voorbeelde voltooi is, kan hulle gevra word om dit wat hulle waargeneem het in hulle eie woorde te verduidelik. Daar word van hulle verwag om te sê: “Wanneer ’n getal opgetel en dan weer afgetrek word, kry jy weer dieselfde getal waarmee jy begin het. Jy het dus eintlik 0 bygetel.” Voorbeelde: a) 62 + 5 = £ + 4 (Leerders kan die feit gebruik dat 5 = 4 + 1, sodat 62 + 5 = 63 + 4). b) 47 + 7– £ = 46 c) 30 – 14= £ + 14 – 14 d) Waar of vals: 200 + 17 = 212 + 5 Hersien vermenigvuldiging met veelvoude van tien, honderde en duisende. Voorbeelde: 4 x 20 = 4 x 2 x 10 = 5 x 30 = 5 x 3 x 10 = 7 x 70 = 7 x 7 x 10 = Leerders bespreek wat hulle agterkom. 2 x 400= 2 x 4 x 100= 6 x 500= 6 x 5 x 100= 8 x 900= 8 x 9 x 100 = Leerders bespreek wat hulle agterkom. Soortgelyke patrone kan gestel word vir vermenigvuldiging met veelvoude van 1 000. Getallesinne kan ook gebruik word om te fokus op deling deur tiene, honderde en duisende. Leerders kan hierdie tegnieke gebruik wanneer daar omskakelings gemaak moet word tussen meeteenhede of wanneer daar met desimale breuke gewerk moet word. Voorbeelde: Deling deur 10: 50 ÷ 10 = 70 ÷ 10 = 90 ÷ 10 = 500 ÷ 10 = 700 ÷ 10 = 900 ÷ 10 = 5 000 ÷ 10 = 7 000 ÷ 10 = 9 000 ÷ 10 = 226 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.3 Getallesinne (Inleiding tot algebraïese uitdrukkings) Voorbeelde: Deling deur 100: 600 ÷ 100 = 800 ÷ 100 = 400 ÷ 100 = 6 000 ÷ 100 = 8 000 ÷ 100 = 4 000 ÷ 100= 60 000 ÷ 100 = 80 000 ÷ 100 = 40 000 ÷ 100 = Leerders bespreek wat hulle agterkom. Soortgelyke patrone kan gestel word vir deling deur 1 000. Alle begrippe wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene￾program ingeoefen word. 227 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optel en aftrek Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Getalgebied vir berekeninge: • Optel en aftrek van heelgetalle met minstens 6-syferheelgetalle. • Veelvuldige bewerkinge met heelgetalle met/sonder hakies. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel en aftrek in kolomme; • opbou en afbreek van getalle; • afronding en kompensering • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik van ʼn sakrekenaar. Die helfte van die werk wat die leerders in die Intermediêre Fase doen, bestaan uit Getalle, Bewerkings en Verwantskappe. Daar word aanbeveel dat leerders op optel en aftrek fokus gedurende die derde kwartaal van graad 6. Daar word hersiening gedoen van die graad 5 werk d.w.s. optel en aftrek van 5-syferheelgetalle. Daarna word die getalgebied vergroot om getalle van enige grootte in te sluit en meer ingewikkelde probleme opgelos kan word. Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge. Leerders sal meer selfvertroue hê en onafhanklik in Wiskunde kan werk indien hulle die tegnieke het om: • self hul oplossings te kontroleer; • die redelikheid van hul oplossings beoordeel. Beoordeling van die redelikheid van die oplossings: Leerders moet gelei word om die redelikheid van hul oplossings te kan beoordeel. Een manier waarop hulle dit kan doen is om die antwoorde te skat voordat berekeninge gedoen word. Die getalle wat in die berekeninge gebruik word, kan afgerond word. Wanneer 4-syferheelgetalle opgetel of afgetrek word, kan die getalle tot die naaste 1000 afgerond word. Wanneer 5-syferheelgetalle opgetel of afgetrek word, kan die getalle tot die naaste 10 000 afgerond word terwyl dieselfde beginsels gevolg word wanneer kleiner getalle afgerond word, of hulle kan voortgaan om tot 1 000 af te rond omdat die berekeninge maklik genoeg is om sonder ’n sakrekenaar te doen. Voorbeeld: 45 678 + 12 345 Die afronding van beide getalle tot die naaste 1 000 gee 46 000 + 12 000 wat gelyk is aan 58 000. Leerders behoort hierdie berekening d.m.v. hoofberekeninge te doen. Wanneer twee getalle wat na aan mekaar is, bv. 3 345 en 3 340 kan leerders verdubbeling gebruik as ’n metode om die antwoord te skat. 7 ure 228 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optel en aftrek Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap. Probleemoplossing: • Los probleme wat heelgetalle en desimale breuke behels, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); Kontrole van oplossings: Leerders behoort te weet dat hulle: • Optelling kan kontroleer deur middel van aftrekking. Voorbeeld: As 45 362 + 32 488 = 77 850; dan is 77 850 – 32 450 = 45 362 • Aftrekking kan kontroleer deur middel van optelling Voorbeeld: As 54 687 – 32 134 = 22 553, dan is 22 553 + 32 134 = 54 687 Die gebruik die omgekeerde bewerking om antwoorde te kontroleer is een rede waarom optelling en aftrekking gelyktydig onderrig word. Dieselfde probleem kan soms opgelos word deur optelling of aftrekking wat nog ʼn rede is om die twee bewerkings terselfdertyd te doen. Voorbeeld: Veli se inkopies is R163. Hy betaal met ʼn R200 noot. Hoeveel kleingeld kry hy? Sommige leerders tel aan vanaf R163 om R200 te kry, bv. R163 + R7= R170 →R170 + R30 = R200. Veli kry R37 kleingeld. Voorbeeld: Bereken: 56 423 + 7 581 + 21 479 Kolommetode vir optelling: Teen die tyd wat leerders in graad 6 is, moet hulle genoeg ervaring hê in die opbreek van getalle om dit op te tel of af te trek. Die horisontale metode van uitbreiding van getalle kan egter lomp raak wanneer daar twee 5-syferheelgetalle opgetel moet word. Gedurende kwartaal 1 kan die leerders die vertikale metode hersien en dan aanbeweeg na die tradisionele kolommetode. Uitgebreide vertikale kolommetode om op te tel: 56 423 = 50 000 + 6 000 + 400 + 20 + 3 +7 581 = 7 000 + 500 + 80 + 1 +21 479 = 20 000 + 1 000 + 400 + 70 + 9 Totaal = 70 000 + 14 000 + 1 300 + 170 + 13 Dit kan geskryf word as 70 000 + 10 000 + 5 000 + 400 + 80 + 3 = 85 483 229 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optel en aftrek • Die vertikale kolommetode om op te tel: 1 1 1 1 56 423 + 21 479 + 7 581 85 483 • Uitgebreide vertikale kolommetode om af te trek: Voorbeeld: Bereken: 98 743 – 45 684 600 130 13 98 743 = 90 000 + 8 000 + 700 + 40 + 3 – 45 684 = 40 000 + 5 000 + 600 + 80 + 4 Totaal = 50 000 + 3 000 + 0 + 50 + 9 Dus: 50 000 + 3 000 + 0 + 50 + 9 = 53 059 • Die vertikale kolommetode om af te trek: 6 13 13 98 743 – 45 684 53 059 Tipes probleme: Som van, vermeerder en verminder, vergelyking deur verskil, vergelyking deur koers (ratio). Kyk na die beskrywing van die tipes probleme aan die einde van die notas vir graad 6. Werk met sakrekenaars: • Die hoofrekene-program bestaan uit getalbegrip, getalfeite en hoofberekeninge. Die daaglikse inoefening van hoofberekeninge, sal voorkom dat leerders afhanklik raak van sakrekenaars en nie weet hoe om daarsonder berekeninge te doen nie. • Sakrekenaars is ’n goeie manier waarop leerders numeriese patrone kan ondersoek asook wanneer daar met baie groot getalle gewerk word. 230 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optel en aftrek Die gebruik van die sakrekenaar moet onderrig word insluitend hoe om ’n getal wat verkeerd ingevoer is te verwyder. Leerders moet skat of die antwoord in tiene, honderde, duisende, tienduisende, honderdduisende of miljoene gaan wees. Byvoorbeeld, wanneer 12 345 en 87 654 opgetel word, moet hulle skat dat die antwoord tussen 90 000 en 100 000 sal wees. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 6-syferheelgetalle; • optel en aftrek met 5-syferheelgetalle; • werk met getallesinne. 231 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Beskrywing en ordening van breuke: Vergelyk en orden gewone breuke, insluitend tiendes en honderdstes. Berekeninge met breuke: • optel en aftrek van gewone breuke waarvan een noemer ʼn veelvoud is van die ander; • optel en aftrek van gemengde getalle; • breuke van heelgetalle. Probleemoplossing: Los probleme in konteks op wat gewone breuke behels, insluitend groepering en gelyke verdeling. Persentasies: Bepaal persentasies van heelgetalle. Ekwivalente vorms: Leerders moet die volgende herken: • Ekwivalente vorms van gewone breuke met 1- of 2-syferheelgetalle (breuke waarvan een noemer ʼn veelvoud is van die ander). • Herken ekwivalente tussen gewone breuke en desimale breukvorms van dieselfde getal. • Herken ekwivalente tussen gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Hoe verskil graad 5 van graad 4? • In graad 6, moet leerders al die gewone breuke kan benoem, orden en vergelyk. • Die fokus is veral op tiendes en honderdstes omdat dit die basis vir desimale en persentasies vorm. • In graad 5, het leerders gewone breuke met dieselfde noemers opgetel en afgetrek. In graad 6 word hulle kennis van ekwivalensie gebruik en word gewone breuke opgetel en afgetrek waarin een noemer ’n veelvoud is van die ander. • Wanneer leerders breuke van heelgetalle bereken, kan hulle antwoorde heelgetalle of breuke of beide bevat. • Desimale breuke word bekendgestel. Leerders werk met desimale tot 2 desimale plekke. • Persentasies word bekendgestel. • Leerders werk met ekwivalensie tussen: - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke en persentasievorms van dieselfde getal; - desimale breuke en persentasievorms van dieselfde getal. In kwartaal 1, fokus leerders op gewone breuke wat weer in die vierde kwartaal gekonsolideer sal word. Daar word eers gefokus op die betekenis van ’n breuk. Die konsep van breuke word op ’n verskeidenheid maniere ontwikkel. Kontekste vir probleemoplossing kan leerders help om die verskillende maniere waarop daar oor breuke gedink word, te verstaan. Daar moet ’n verskeidenheid probleme aan die leerders gegee word. (Verwys na die tipes probleme met breuke wat in die notas aan die einde van die graad voorkom). Leerders werk ook met apparate en diagramme. Verskillende diagramme of apparaat ontwikkel verskillende maniere waarop daar oor breuke gedink word. Streeks- of areamodelle ontwikkel die konsep van breuke as deel van ’n hele. Dit ontwikkel ook die konsep van breuke as ’n mate. Voorbeelde van areamodelle sluit in sirkels wat in breukdele uitgeknip is of sirkeldiagramme; reghoeke of ander meetkundige vorms wat in breukdele verdeel is (papier vou); breuke deur die gebruik van grafiekpapier of grafiekpapier met kolletjies; Geoborde. • Lengte- of metingsmodelle kan gebruik word om die begrip van breuke as deel van ’n geheel te ontwikkel en indien dit op sekere maniere gebruik word, ook van breuke as ’n mate. • Vasgestelde modelle ontwikkel die begrip van ʼn breuk of ʼn versameling breuke en kan die grondslag lê vir die nadink oor ʼn breuk of ʼn getal, bv. 1 3 van 12. Voorbeelde van vasgestelde modelle sluit in tellers van enige tipe in verskillende rangskikkings. 5 ure 232 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Leerders behoort nie slegs met een tipe model te werk nie omdat dit hulle begrip van breuke kan beperk. Breuke in diagramvorm behoort byvoorbeeld streekmodelle bv. sirkels en ander meetkundige vorms wat in breukdele gedeel is, lengte modelle (insluitend getallelyne) en vasgestelde modelle (wat versamelings voorwerpe aandui) in te sluit. Daar moet veral aandag geskenk word aan tiendes en honderdstes omdat leerders hierdie agtergrond nodig het wanneer hulle met desimale breuke tot 2 desimale plekke moet werk. Breuke word al vanaf graad 2 benoem. Die uitbreiding van die breuke se omvang behoort geensins problematies te wees nie. Ekwivalensie, vergelyking van breuke en die doen van berekeninge met breuke moet aandag geniet. Sodra leerders gemaklik is met ekwivalensie, is dit vir hulle maklik om breuke te vergelyk en te orden. Berekeninge met breuke: Leerders gaan voort om: • breuke te bepaal deur groepering of verdeling wat gekoppel is aan die verwantskap tussen deling en breuke, bv. indien 5 kinders lekkers gelykop verdeel, sal elkeen 15 van die lekkers kry; • breuke met dieselfde noemers op te tel; • breuke met dieselfde noemers af te trek; • gemengde getalle op te tel en af te trek. Daar word nie van leerders verwag om reëls te ken om breuke te vereenvoudig of om gemengde getalle en breukvorms om te skakel nie. Deur hulle kennis van ekwivalensie, behoort hulle te weet wanneer is ’n breuk gelyk aan of groter as 1. Voorbeelde: Die onderstaande voorbeeld is sonder kontekste geïllustreer, maar kan maklik in ’n probleemsituasie opduik. 235 + 345 = 575 = 5 + 55 + 25 = 625 Dieselfde geld vir aftrekking. Leerders trek eers die heelgetalle af en gebruik dan ekwivalensie en kompensering om die berekening te voltooi. 635 – 245 = 4 + 35 – 45 =3 + 55 + 35 – 45 = 345 233 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Leerders kan ook breuke van heelgetalle bepaal. In graad 6, behoort hulle oefeninge te doen waarin die antwoord ’n heelgetal, ’n breuk of ’n gemengde getal kan wees, bv. Wat is 14 van 18? Die antwoord kan bepaal word sonder dat ’n reël of ’n metode aangeleer word indien die leerders reeds met prente wat versamelings voorwerpe bevat gewerk het en hulle die verwantskap tussen deling en breuke ken. 18 voorwerpe kan geteken word wat dan in 4 gelyke groepe verdeel word. ’n Uitbreiding van hierdie vraag sal wees om te bepaal wat is 34 van 18. Bereken eers 1 4 van 18 en gebruik dan vermenigvuldiging om die antwoord te bereken. Meting is ’n belangrike konteks waardeur die begrip van breuke ontwikkel en gekonsolideer word. Lengte, massa en kapasiteit kan gebruik word om die begrip van breuke, ekwivalensie en optel met breuke te ontwikkel omdat leerders reeds sedert graad 1 daarmee gewerk het. 234 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.4 Tyd Lees van tyd en tydinstrumente: Lees, sê en skryf 12-uur en 24-uur tyd op analoog- en digitale tyd in: • ure; • minute; • sekondes. Instrumente sluit in polshorlosies, klokhorlosies en stophorlosies. Lees van almanakke Berekeninge en probleemoplossing met betrekking tot tyd insluitend: • Los probleme in konteks op met betrekking tot tyd. • Lees tydsones op kaarte en bereken tydsverskille gegrond op tydsones. • Berekening van tydintervalle waar die tyd gegee word in: - sekondes en/of minute; - minute en/of ure; - ure en/of dae; - dae, weke en/of maande; - jare en/of dekades; - eeue, dekades en/of jare. Geskiedenis van tyd: Ken sommige maniere waarop tyd in die verlede gemeet en voorgestel is. Hoe verskil graad 5 van graad 4? • Tydsones word bekendgestel. • Eeue word bekendgestel. Sodra leerders geleer het om die tyd te lees, kan dit gedurende die hoofrekene￾gedeelte van die les ingeoefen word. Leerders gaan voort om almanakke te lees en doen berekeninge wat op datums gegrond is. Berekeninge en probleemoplossing met tyd sluit in: Berekeninge met en omskakelings tussen al die eenhede word in die kolom aan die linkerkant genoem. Leerders behoort: • Tydsones op kaarte te lees en die berekeninge te doen deur die gebruik van kaarte waarop die sones aangedui is. Leerders moet verstaan waarom daar verskille in die tydsones is tussen verskillende plekke in die wêreld. • Bereken tydverskille aan die hand van verskillende gesigte van horlosies wat die tye in verskillende plekke aandui. 4 ure 235 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms Vorms wat leerders moet ken en benoem: • reëlmatige en onreëlmatige veelhoeke – driehoeke, vierkante, reghoeke, parallelogramme, ander vierhoeke, pentagone (vyfhoeke) ), heksagone (seshoeke), heptagone (sewehoeke), oktogone (agthoeke) • ooreenkomste en verskille tussen reghoeke en parallelogramme Eienskappe van vorms: Beskryf, sorteer en vergelyk 2-D vorms in terme van: • aantal sye; • lengte van die sye; • grootte van hoeke: - skerphoeke; - regte hoeke; - stomphoeke; - gestrekte hoeke; - inspringende hoeke; - omwenteling (revolution). Aanvullende aktiwiteite: • Teken 2-D vorms op grafiekpapier. • Gebruik ʼn passer om sirkels, patrone in sirkels en patrone met sirkels te teken. Hoeke: Herken en benoem die volgende hoeke in 2-D vorms: - skerphoeke; - regte hoeke; - stomphoeke; - gestrekte hoeke; - inspringende hoeke; - omwenteling (revolution). Hoe verskil graad 5 van graad 4? • Oktogone (agthoeke) is nuwe vorms. • Parallelogramme is nuwe vorms. • Leerders benoem hoeke volgens hulle grootte, maar hulle werk steeds nie met gradeboë nie. Hoeke word ook nie in grade gemeet nie. • Leerders gebruik hoeke en veral regte hoeke om vorms uit te ken - soos om tussen reghoeke en parallelogramme te onderskei. 2-D vorms en hul onderskeidende kenmerke: Leerders behoort eers die eienskappe van elke vorm aan te leer voordat die verskille tussen die vorms bespreek kan word. Daar is vier maniere waarop vorms in graad 6 onderskei word. 1.Deur te bepaal of hulle reguit of geboë sye het. 2-D vorms kan as volg gegroepeer word: • Geslote vorms wat slegs geboë sye het: Voorbeelde: Die enigste 2-D vorm wat die leerders moet kan benoem wat geboë sye het, is die sirkel. Hulle moet egter ook aan ander vorms met geboë sye blootgestel word, maar hulle hoef dit nie te benoem nie, bv. al die bogenoemde vorms het geboë sye. • Geslote vorms met reguit en geboë sye: Voorbeelde Daar word nie van die leerders verwag om enige van hierdie vorms te benoem nie. 8 ure 236 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms • Geslote vorms wat slegs reguit sye het: Voorbeelde van veelhoeke: 2.Deur vorms wat reguit sye het te groepeer volgens die aantal sye. ’n Veelhoek is ’n geslote vorms wat slegs reguit sye het. Veelhoeke: ʼn Reëlmatige veelhoek is ʼn geslote vorm met reguit sye waarvan al die sye gelyk is en al die hoeke dieselfde grootte is. Leerders hoef nie die terme “reëlmatig” of “onreëlmatig” te ken nie. Hulle behoort die veelhoeke te identifiseer volgens die aantal sye. Hulle moet enige agthoek, sewehoek, seshoek of vyfhoek kan identifiseer. Voorbeelde van oktogone (agthoeke): Voorbeelde van heptagone (sewehoeke): Voorbeelde van heksagone (seshoeke): 237 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms Voorbeeld van pentagone (vyfhoeke) Leerders moet weet dat alle geslote vorms met 4 reguit sye vierhoeke genoem word. Voorbeelde van vierhoeke: Leerders behoort vierkante, reghoeke en parallelogramme te identifiseer en benoem. Graad 6 leerders gebruik die groepnaam vierhoeke. Driehoeke: Leerders behoort aan ’n verskeidenheid verskillende driehoeke blootgestel te word, maar hulle hoef nie die tipes driehoeke in graad 6 te benoem nie. 3.Deur die lengte van die sye waar te neem: Leerders differensieer tussen vierkante en reghoeke deur na die lengte van hul sye te kyk. Die lengte van ander vorms se sye kan ook vergelyk word, bv. die onderstaande vorm is 'n vyfhoek waarvan die sye nie almal ewe lank is nie. 4.Deur die grootte van die hoeke waar te neem: Leerders moet weet hoe om ’n regte hoek te bepaal (verwys na onderstaande notas). Reghoeke of vierkante se hoeke is almal regte hoeke. Hoeke: In die Intermediêre Fase, word hoeke informeel gemeet. Leerders gebruik nie gradeboë nie en hoeke se grade word ook nie bespreek nie. In Graad 6 moet leerders die volgende hoeke identifiseer deur dit met regte hoeke en gestrekte hoeke te vergelyk: 238 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms • ’n skerphoek is kleiner as ’n regte hoek; • ’n regte hoek; • ’n stomphoek is groter as ’n regte hoek maar kleiner as ’n gestrekte hoek; • ’n gestrekte hoek; • ’n inspringende hoek groter as ’n gestrekte hoek maar kleiner as ’n omwenteling; • ’n omwenteling is ’n volle sirkel. Hoeke kan aan leerders bekendgestel word as ‘die hoeveelheid draai wat tussen die arms of sye van die hoek plaasgevind het’. Hier is ’n regte hoek gelyk aan ’n kwart van ’n draai of omwenteling; ’n gestrekte hoek is gelykstaande aan ’n halwe draai en ’n omwenteling is ’n volle draai. Leerders gebruik informele hoekmates soos die hoek van ’n stuk papier of ’n bladsy wat gevou is om ’n regte hoek te vorm. Sodoende word bepaal of vorms of voorwerpe regte hoeke of gestrekte hoeke het. Aktiwiteite om op die kenmerke van vorms te fokus: Meeste van die kommersieel beskikbare 2-D vormstelle het nie onreëlmatige vorms nie. Dit is egter maklik om uit karton te knip. Leerders kan onreëlmatige vorms op grafiekpapier teken, of indien hulle geoborde het, kan die vorms op die geoborde geskep word. Leerders kan ook die uitgeknipte karton of plastiek vorms bymekaarsit om saamgestelde onreëlmatige vorms te maak. Voorbeelde word hieronder gegee (dit word verder tydens Transformasies beskryf). Skriftelike oefeninge en rekordering Leerders behoort praktiese werk met konkrete apparaat te doen, maar hulle moet ook skriftelike oefeninge doen. Leerders kan gedurende die vierde kwartaal met passers werk en patrone met sirkels maak. 239 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING 5.1 Versameling en organisasie van data Versameling en organisering van data: • deur telling en tabelle te gebruik vir rekordering; • eenvoudige vraelyste te gebruik (ja/ nee antwoorde). Orden data vanaf die kleinste tot die grootste groep. Onderwysers in hierdie fase moet seker maak dat verskillende onderwerpe gekies word vir die versameling van data in elk van die grade. Hoe verskil graad 6 van graad 5? Die volgende is nuut in graad 6: • Persentasies – grafieke kan data insluit wat in persentasies uitgedruk is nadat persentasies in kwartaal 3 behandel is (dit is belangrik in sirkeldiagramme, maar staafgrafieke dui ook soms persentasies aan). • Versameling van data • Dubbele staafgrafieke. • Mediaan. Voltooi ’n data-siklus insluitend die skep van ’n individuele staafgrafiek: konteks omgewingsdata: Die volledige data-siklus sluit in die vra van ’n vraag, versameling, organisasie; voorstelling, analise en interpretasie van data asook die verslagdoening t.o.v. die data. Werk deur die hele data-siklus om ’n individuele staafgrafiek te skep deur die omgewingsdata te gebruik. Gepaste onderwerpe sluit in: • hoeveel water per maand per leerder se gesin / familie verbruik word; • aantal en tipes rommel op die speelgrond; • aantal en tipes herwinningsmateriaal wat by die skool versamel is. Analise van grafieke Analiseer grafieke oor omgewings- of sosio-ekonomiese kontekste deur vrae te beantwoord m.b.v. die grafieke. Beide die grafieke en die vrae word deur die onderwyser of handboek voorsien. Leerders werk met minstens: • 2 sirkeldiagramme; • 1 piktogram met veel-tot-een-ooreenstemming. Gepaste onderwerpe sluit in: • baba-sterftesyfers per land in Suidelike Afrika; • algemene oorsake van kindersterftes in Suid-Afrika; • hoeveelheid materiaal wat in die dorp, provinsie, land herwin is; • hoeveelheid herwinbare materiaal wat deur skole in die land versamel is; • hoeveelheid water wat in damme in jou provinsie opgegaar is. 10 ure 5.2 Voorstelling van data Voorstelling van data: Teken ʼn verskeidenheid grafieke om die data te vertoon en te interpreteer, insluitend: • piktogramme (een-tot-een verhouding); • staafgrafieke en dubbel staafgrafieke. 5.3 Analise, interpretasie en verslagdoening van data Kritiese lees en interpretasie van data wat voorgestel word: • woordeliks; • piktogramme; • staafgrafieke; • dubbele staafgrafieke; • sirkeldiagramme. Analiseer data deur vrae te beantwoord wat verwant is aan: • die data-kategorieë, insluitend data￾intervalle; • data-bronne en kontekste; • algemene tendense (modus en mediaan). Opsomming van data mondelings en in kort skriftelike paragrawe, insluitend: • kom tot gevolgtrekking m.b.t. die data; • maak van voorspellings wat op die data gegrond is. 240 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING Ondersoek ongegroepeerde numeriese data om die volgende te bepaal: • die telling wat die meeste voorkom (modus) in die datastel; • die middelwaarde (mediaan) in die datastel. Voorstelling en analise van data wat in woorde aangebied word: Die data wat in woorde aangebied word, behoort in ander vorms soos tellings, tabelle of piktogramme voorgestel en dan geanaliseer te word. Teken van piktogramme: gebruik data vanuit ’n sosio-ekonomiese konteks. Hierdie word aanbeveel as die Wiskunde-projek vir graad 6. Leerders behoort sosio-ekonomiese data gegee te word, verkieslik nasionale- of streeksdata, sodat die getalle groot is. Dit kan as ongestruktureerde data voorsien word, in ’n paragraaf, lys, tabel of telling. Leerders sorteer en orden data en teken dan ’n piktogram met veel-tot-een-verhouding. Dan word die res van die data￾siklus voltooi. Gepaste onderwerpe sluit in: • fasiliteite by skole in Suid-Afrika; • bronne van water vir Suid-Afrikaanse families, bv. d.m.v. pype na huise, d.m.v. pyp na die erf, d.m.v. pype na gemeenskaplike bron buite die eiendom, boorgat, bron/fontein ens.; • bronne van beligting wat Suid-Afrikaanse gesinne gebruik, bv. elektrisiteit, kerse, paraffien ens.; • tipes huise in Suid-Afrika. ASSESSERING Voorgestelde vorm van assessering: Projek 241 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Ondersoek en brei patrone uit: • Ondersoek en brei meetkundige patrone uit om verwantskappe of reëls van die patrone te vind: - beperk tot reekse met ʼn konstante verskil of verhouding; - leerder se eie skepping; • Beskrywing van die algemene reëls vir die waargenome verwantskappe. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik. Ekwivalente vorms: Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - met getallesinne. Getallereekse: Voorbeelde van die bogenoemde word in kwartaal 3 geïllustreer. Patrone wat in inset-uitsetdiagramme gegee word: Inset-uitsetdiagramme word soms funksie-diagramme, funksie-masjiene of vloeidiagramme genoem. Funksionele verwantskappe is baie belangrik in die Senior Fase en in Wiskunde in die VOO. Die vorms van inset-uitsetdiagramme wat leerders in die Intermediêre Fase gebruik is meestal vloeidiagramme . Die ooreenkoms tussen inset- en uitsetwaardes moet duidelik in die verteenwoordigende vorm wees wanneer vloeidiagramme gebruik word, d.w.s. die eerste inset lei tot die eerste uitset, die tweede inset lei tot die tweede uitset, ens. Voorbeeld 1: Input Output Rule 13 5 9 11 5 13 25 45 +1 x4 Inset Uitset Reël Voorbeeld 2: Input Output Rule 1 2 7 8 10 25 75 200 x100 +4 Inset Uitset Reël ʼn Inset-uitsetdiagram laat leerders toe om die insetwaardes te sien of uit te werk: • die insette, as die reël en die ooreenstemmende uitsetwaarde gegee word; • die uitsette, as die reël en die ooreenstemmende insetwaardes gegee word; • die reël, as die reël van toepassing is op die gegewe insetwaarde en die ooreenstemmende uitsetwaarde. 4 ure 242 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Leerders het reeds met vermenigvuldigingstafels gewerk waarin die reël ingesluit is. In graad 6 werk leerders met vermenigvuldigingstafels waarin die reël nog nie vasgestel is nie en patrone gebruik moet word om die reël te bepaal. In Kwartaal 1 word voorgestel dat getallereekse gebruik word om begrippe en vaardighede te ontwikkel wat in vermenigvuldiging en deling gebruik gaan word. Die fokus kan op inset-uitsetvloeidiagramme geplaas word. Daar word aanbeveel dat leerders in die eerste kwartaal 4 ure bestee om met vloeidiagramme te werk sodat hulle die volgende kan aanleer: • vermenigvuldiging en deling as omgekeerde bewerkinge; • vermenigvuldiging van ene deur veelvoude van 10, veelvoude van 100 en veelvoude van 1 000; • die assosiatiewe eienskap met heelgetalle en hoe om hierdie eienskap te gebruik wanneer daar vermenigvuldig word, bv. vermenigvuldiging met veelvoude van 10. Gebruik van vloeidiagramme wat leerders help om te verstaan dat vermenigvuldiging en deling omgekeerde bewerkings is en dit te gebruik Daar word nie van leerders verwag om die uitdrukking: “omgekeerde bewerking” te gebruik nie. Hulle moet weet dat: • hulle vermenigvuldiging kan gebruik om berekeninge met deling te kontroleer; • hulle kan deling gebruik om berekeninge met vermenigvuldiging te kontroleer. Gebruik van vloeidiagramme om leerders te help om vermenigvuldiging en deeltegnieke te ontwikkel Kommutatiewe eienskap: Getalle kan in enige volgorde vermenigvuldig word, bv.: 13 x 5 x 2 = 13 x 2 x 5. Input Output Rule 12 7 9 11 10 50 110 x5 x2 Inset Uitset Reël 243 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Input Output Rule 1 2 5 9 10 20 70 x5 x2 Inset Uitset Reël Leerders kan hulle waarnemings bespreek wanneer die voorbeelde vergelyk word. Daar word nie van leerders verwag om die name van die bewerkingseienskappe, bv. kommutatiewe eienskap, te ken nie. Hulle moet slegs weet hoe om hierdie eienskap te gebruik om hul berekeninge te vergemaklik of om ʼn getallesin waar te maak. Gebruik vloeidiagramme om leerders te help om tegnieke te gebruik vir vermenigvuldiging met veelvoude van 10: Leerders voltooi vloeidiagramme soos die onderstaande een. Hulle verduidelik in hulle eie woorde wat hulle waargeneem het tydens die vergelyking van die vloeidiagramme. Hulle bespreek ’n kort manier om met 50 te vermenigvuldig. Input Output Rule 1 3 5 9 11 50 150 350 550 Input Rule 1 3 5 9 11 Output 50 150 350 550 x5 x10 x50 Inset Inset Uitset Uitset Reël Reël 244 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 1 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Soortgelyke pare vloeidiagramme kan gebruik word sodat tegnieke ontwikkel kan word vir vermenigvuldiging met veelvoude van 100. Ander vinnige vermenigvuldigingstegnieke kan op hierdie manier ontwikkel word. Voorbeeld: Input Output Rule 12 7 8 10 25 75 200 +4 x100 Input Rule 1 2 7 8 10 Output 25 75 200 x25 Inset Inset Uitset Uitset Reël Reël Leerders kan vinnige hoofberekeningstegnieke en skriftelike tegnieke ontwikkel wat hierop gegrond is. Alle begrippe wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene-program ingeoefen word. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • breuke; • tyd; • 2-D vorms insluitend hoeke; • numeriese patrone. HERSIENING 4 ure 245 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot ten minste 12 x 12. • Vermenigvuldigingsfeite van: - ene en tiene deur veelvoude van 10; - ene en tiene deur veelvoude van 100; - ene en tiene deur veelvoude van 1 000; - ene en tiene deur veelvoude van 10 000. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. Verwys na kwartaal 1 se notas, maar wees bewus van die feit dat die getalgebied in die kolom aan die linkerkant vir kwartaal 2 aangedui word. 10 minute per dag 246 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel, aftrek en vermenigvuldiging in kolomme; • langdeling; • opbou en afbreek van getalle; • afronding en kompensering • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle en 3-syferheelgetalle. • Faktore van 2-syferheelgetalle en 3-syferheelgetalle. • Priemfaktore van getalle tot minstens 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. 247 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, voorstelling en plekwaarde van getalle Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Verwys na kwartaal 1 se notas, maar wees bewus van die feit dat die vergrote getalgebied in die kolom aan die linkerkant vir kwartaal 2 aangedui word. Alle begrippe wat hier ontwikkel word kan gedurende die jaar tydens die hoofrekene￾program ingeoefen word. 1 uur 248 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvuldig￾ing Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 of 1 000. Getalgebied vir berekeninge: • Vermenigvuldiging van minstens 4-syferheelgetalle met 3-syferheelgetalle. • Verskeie bewerkings met heelgetalle met of sonder hakies. Berekeningstegnieke insluitend: • skatting; • vermenigvuldiging in kolomme; • opbou en afbreek van getalle; • afronding en kompensering • gebruik van ʼn sakrekenaar. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle en 3-syferheelgetalle numbers. • Faktore van 2-syferheelgetalle en 3-syferheelgetalle. • Priemfaktore van getalle tot minstens 100. Hoe verskil graad 5 van graad 4? In graad 5, vermenigvuldig leerders 3-syferheelgetalle met 2-syferheelgetalle en hulle gebruik metodes waarin die getalle opgebreek word. Dit word in graad 6 hersien en daarna beweeg die leerders aan om 4-syferheelgetalle met 3-syferheelgetalle vermenigvuldig deur vermenigvuldiging in kolomme. Leerders behoort konteksvrye berekeninge te doen asook oplossing van probleme in konteks. Namate die getalle waarmee die leerders werk groter word, mag die leerders tred verloor van sommige getalle wat hulle afbreek om berekeninge te doen. Die gebruik van hakies is ʼn sinvolle manier om die groepering van getalle aan te dui wat die leerders help om tred te hou met dit waarmee hulle besig is. Omdat die bewerkinge in die hakies eerste gedoen moet word, word enige verwarring oor die volgorde van die bewerkinge uit die weg geruim. Leerders hoef dus nie die reëls soos BODMAS aan te leer indien hakies gereeld gebruik word om aan te dui watter berekening eerste gedoen moet word nie. Gebruik van die distributiewe eienskap om te vermenigvuldig: Voorbeeld: Bereken: 547 x 45 547 x 40 + 5 = 547 x 40 + 547 x 5 (gebruik die distributiewe eienskap) = 21 880 + 2 735 = 24 615 of 547 x 50 – 5 = 547x 50 – 547 x 5 (gebruik die distributiewe eienskap) = 27 350 – 2 735 = 24 615 Gebruik afronding om die antwoord te skat en die redelikheid van die antwoord te beoordeel. 547 x 45 = 547 x 50 ≈ 27 350 Gebruik faktore om te vermenigvuldig: Voorbeeld: Bereken: 547 x 42 547 x 42 = 547 x 6 x7 → breek 42 op in sy faktore = 547 x 2 x 3 x 7→ breek 6 op in sy faktore = (547 x 2) x 3 x 7 = (1 094 x3) x 7 = 3 282 x 7 = 7 x 3 000+ 7 x 200+ 7 x 80+ 7 x 2 = 21 000 + 1 400 + 560 + 14 = 22 974 5 ure 249 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvuldig￾ing Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Probleemoplossing • Los probleme wat heelgetalle en desimale breuke behels, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R). Neem kennis dat soos wat die getalle groter raak, die leerders meer as een berekeningstrategie terselfdertyd mag gebruik, bv. in die bogenoemde voorbeeld is die vermenigvuldiger in faktore opgebreek maar die vermenigvuldigtal is in plekwaarde-dele opgebreek. Die horisontale metode van uitbreiding van getalle voordat daar met die dele vermenigvuldig word, kan lomp raak wanneer die getalgebied wat vir graad 6 aanbeveel word, gebruik word. Die tradisionele kolommetode help leerders om seker te maak dat hulle nie dele van die groter getalle “verloor” nie. Graad 5 werk word vir omtrent 2 ure gekonsolideer. Daarna kan die getalgebied vergroot word tot 4-syferheelgetalle vermenigvuldig met 3-syferheelgetalle. Skatting: Leerders behoort die redelikheid van hulle oplossings te beoordeel, bv. deur skatting voordat berekeninge gedoen word deur afronding tot die naaste 10, 100 en 1 000. Die skatting sal afhang van watter getalle afgerond word en tot wat die getalle afgerond word. Indien beide getalle afgerond word, sal die hoofberekeninge makliker wees maar die benadering sal nie so akkuraat wees nie. Voorbeeld: 4 362 x 108 ≈ 4 000 x 100 ≈ 400 000 4 362 x 108 ≈ 4 400 x 108 ≈ 475 200 4 362 x 108 ≈ 4 362 x 100 ≈ 436 200 4 362 x 108 ≈ 4 000 x 108 ≈ 432 000 Teen die einde van die graad 6 jaar, behoort leerders ’n idee te vorm oor die impak wat hul keuse t.o.v. afronding op die antwoord gaan hê. Dit sal afhang van hoe akkuraat hulle wil wees of wat die getalle in die berekening is. Gebruik die vertikale kolommetode: 4 362 x 108 34 896 8 x 4 362 436 200 100 x 4 362 471 096 108 x 4 362 Probleme: Hantering van groepe as eenhede - verwys na die beskrywing van tipes probleme in die notas aan die einde van graad 6. Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvuldig￾ing Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 of 1 000. Getalgebied vir berekeninge: • Vermenigvuldiging van minstens 4-syferheelgetalle met 3-syferheelgetalle. • Verskeie bewerkings met heelgetalle met of sonder hakies. Berekeningstegnieke insluitend: • skatting; • vermenigvuldiging in kolomme; • opbou en afbreek van getalle; • afronding en kompensering • gebruik van ʼn sakrekenaar. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle en 3-syferheelgetalle numbers. • Faktore van 2-syferheelgetalle en 3-syferheelgetalle. • Priemfaktore van getalle tot minstens 100. Hoe verskil graad 5 van graad 4? In graad 5, vermenigvuldig leerders 3-syferheelgetalle met 2-syferheelgetalle en hulle gebruik metodes waarin die getalle opgebreek word. Dit word in graad 6 hersien en daarna beweeg die leerders aan om 4-syferheelgetalle met 3-syferheelgetalle vermenigvuldig deur vermenigvuldiging in kolomme. Leerders behoort konteksvrye berekeninge te doen asook oplossing van probleme in konteks. Namate die getalle waarmee die leerders werk groter word, mag die leerders tred verloor van sommige getalle wat hulle afbreek om berekeninge te doen. Die gebruik van hakies is ʼn sinvolle manier om die groepering van getalle aan te dui wat die leerders help om tred te hou met dit waarmee hulle besig is. Omdat die bewerkinge in die hakies eerste gedoen moet word, word enige verwarring oor die volgorde van die bewerkinge uit die weg geruim. Leerders hoef dus nie die reëls soos BODMAS aan te leer indien hakies gereeld gebruik word om aan te dui watter berekening eerste gedoen moet word nie. Gebruik van die distributiewe eienskap om te vermenigvuldig: Voorbeeld: Bereken: 547 x 45 547 x 40 + 5 = 547 x 40 + 547 x 5 (gebruik die distributiewe eienskap) = 21 880 + 2 735 = 24 615 of 547 x 50 – 5 = 547x 50 – 547 x 5 (gebruik die distributiewe eienskap) = 27 350 – 2 735 = 24 615 Gebruik afronding om die antwoord te skat en die redelikheid van die antwoord te beoordeel. 547 x 45 = 547 x 50 ≈ 27 350 Gebruik faktore om te vermenigvuldig: Voorbeeld: Bereken: 547 x 42 547 x 42 = 547 x 6 x7 → breek 42 op in sy faktore = 547 x 2 x 3 x 7→ breek 6 op in sy faktore = (547 x 2) x 3 x 7 = (1 094 x3) x 7 = 3 282 x 7 = 7 x 3 000+ 7 x 200+ 7 x 80+ 7 x 2 = 21 000 + 1 400 + 560 + 14 = 22 974 5 ure 250 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvuldig￾ing Werk met sakrekenaars: Die hoofrekene-program bevat werk oor getalbegrip, getallefeite en hoofberekeningstegnieke. Daaglikse werk met hoofberekeninge sal voorkom dat leerder afhanklik raak van sakrekenaars en nie weet hoe om berekeninge daarsonder te doen nie. Sakrekenaars is ’n goeie manier waarop leerders numeriese patrone kan ondersoek asook wanneer daar met baie groot getalle gewerk word, bv. vermenigvuldiging en deling met meer as 4 syferheelgetalle. Die gebruik van die sakrekenaar moet onderrig word insluitend hoe om ’n getal wat verkeerd ingevoer is te verwyder. Antwoorde moet eers geskat word voordat die berekening op ’n sakrekenaar gedoen word. Leerders moet skat of die antwoord in tiene, honderde, duisende, tienduisende, honderdduisende of miljoene gaan wees. Byvoorbeeld, wanneer 12 345 en 87 654 opgetel word, moet hulle skat dat die antwoord in die 90 000 gaan wees maar nader aan 100 000 sal wees. Wanneer 2 345 x 7 bereken moet word, moet hulle kan skat dat die antwoord in die omgewing van 2 000 x 70 of 20 000 x 7 gaan wees. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 9-syferheelgetalle; • vermenigvuldiging van tot 4-syferheelgetalle met 3-syferheelgetalle; • 3-D voorwerpe. 251 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.2 Eienskappe van 3-D voorwerpe Voorwerpe wat leerders moet ken en benoem: • reghoekige prismas; • kubusse; • viervlakke en ander piramiedes; • ooreenkomste en verskille tussen viervlakke en ander piramiedes. Eienskappe wat leerders gebruik om voorwerpe te onderskei, te sorteer en te vergelyk: Beskryf, sorteer en vergelyk 2-D vorms en 3-D voorwerpe in terme van: • aantal en vorm van vlakke; • aantal hoekpunte; • aantal rande. Aanvullende aktiwiteite om die aandag op die eienskappe van voorwerpe te fokus: Maak 3-D modelle deur die volgende te gebruik: • strooitjies, tandestokkies, ens. om ’n raamwerk te maak; • nette. Hoe verskil graad 5 van graad 4? • Viervlakke is nuwe voorwerpe. • Ander piramiedes is nuwe voorwerpe. • Leerders onderskei tussen viervlakke en ander piramiedes deur die vorm van hul basisse waar te neem. • Leerders gebruik nette om voorwerpe te bou. • Leerders pas nette by tekeninge van voorwerpe. • Leerders tel die aantal kante van 3-D voorwerpe. • Leerders bou raamwerke deur strooitjies te gebruik. • Leerders tel die aantal hoekpunte van voorwerpe. Voorwerpe en hul onderskeidende eienskappe: Daar is drie maniere waarop leerders 3-D voorwerpe in graad 6 onderskei. 1.Watter voorwerpe het plat of geboë oppervlaktes. Driedimensionele voorwerpe kan as volg gegroepeer word: • Voorwerpe met slegs geboë oppervlakke: sfere Sfeer: • Voorwerpe met reguit en geboë oppervlakke: Keëls: Silinders: 252 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.2 Eienskappe van 3-D voorwerpe • Voorwerpe wat slegs plat oppervlakke het: In graad 6, word die voorwerpe slegs geïdentifiseer en benoem Prismas: Reghoekige prismas: Kubusse: Ander prismas: Piramiedes: Viervlak of driehoekige piramiede: Ander piramiedes: 253 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.2 Eienskappe van 3-D voorwerpe 2.Wanneer daar na groepe voorwerpe met plat oppervlakke gekyk word, moet leerders weet dat die plat oppervlakke van 3-D voorwerpe vlakke genoem word. Hulle beskryf hierdie voorwerpe volgens: • die tipe en getalle van 2-D vorms wat die plat oppervlakke maak, bv. die vlakke van reghoekige prisma kan 6 vlakke hê wat almal reghoeke is of 4 kan reghoeke wees en 2 kan vierkante wees; • die aantal rande; • die aantal hoekpunte. 3.Leerders neem ook die regte hoeke op die vlakke van die voorwerp waar. Indien die voorwerp wat hulle ondersoek slegs regte hoeke het, is dit ’n kubus of ’n reghoekige prisma. Aanvullende aktiwiteite: maak van modelle van 3-D voorwerpe. Leerders skep 3-D voorwerpe uit nette. Leerders skep raamwerke van 3-D voorwerpe met strooitjies / tandestokkies ens. Interpretasie van tekeninge van 3-D voorwerpe en skriftelike oefeninge: Leerders moet met werklike voorwerpe werk. Hulle moet egter ook skriftelike oefeninge m.b.t. 3-D voorwerpe doen. Dit is moeiliker om prente van 3-D voorwerpe te interpreteer as wat dit is om die werklike voorwerpe te werk. Leerders behoort die interpretasie van 3-D voorwerpe te oefen. Hulle behoort 3-D voorwerpe in tekeninge te identifiseer en te benoem; 3-D voorwerpe vanuit tekeninge te vergelyk; alledaagse voorwerpe wat soos meetkundige voorwerpe lyk te identifiseer, bv. ʼn melkkarton lyk soos ʼn reghoekige prisma. Hulle moet die nette van die voorwerpe by die tekening van die voorwerp pas, die 3-D voorwerp beskryf deur die aantal plat en geboë te bepaal, die aantal hoekpunte te tel, die rande en die vorm van die vlakke in tekeninge van 3-D voorwerpe te bepaal. In kwartaal 2, fokus leerders op die tipe en aantal oppervlakke van die 3-D voorwerp. Hulle bou ook voorwerpe deur nette te gebruik. In kwartaal 4, kan die kennis wat in kwartaal 1 opgedoen is gekonsolideer word en raamwerke kan met strooitjies of tandestokkies gebou word. Hulle fokus op die rande en die hoekpunte van die voorwerpe. Teen die einde van die jaar, sal hulle 3-D meetkundige voorwerpe kan beskryf volgens oppervlakke, rande en hoekpunte. 254 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei meetkundige patrone uit om verwantskappe of reëls van die patrone te vind: - voorgestel in fisiese of diagramvorm; - reekse met ʼn konstante verskil of verhouding: - leerder se eie skepping. • Beskrywing van die algemene reëls vir die waargenome verwantskappe. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik: Ekwivalente vorms: • Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - met getallesinne. Leerders werk met patrone wat uit 2-D vorms en 3-D voorwerpe bestaan of met tekeninge / diagramme van hierdie vorms en voorwerpe. In Patrone, Funksies en Algebra is meetkundige patrone gekies wat beskryf kan word deur ’n numeriese patroon maar ook deur ’n woordelikse beskrywing. Die woordelikse beskrywing is die beginpunt. In Ruimte en Vorm, werk leerders met visuele patrone wat meetkundig is. Hulle moet die patrone beskryf d.m.v. meetkundige woordeskat en hulle moet die patroon kan kopieer. Baie van die patrone kan beskryf word deur algebraïese uitdrukkings, af val dit nie in die omvang van die Intermediêre Fase￾leerder nie. Leerders dui dieselfde patrone aan op verskillende maniere: in ’n diagram, ’n mondelinge beskrywing, as ’n vloeidiagram, ’n tabel en in ’n getallesin. Soms kan leerders die verskillende aspekte waarneem wanneer hulle die formaat waarin die patroon aangebied word, verander. Hoe verskil graad 5 van graad 4? Meer klem op die aanbieding van patrone in tabelle. Meer klem op die stelling van die algemene reël van die patroon. Watter tipe meetkundige patrone behoort leerders mee te werk? Die onderstaande patrone is in prent of diagramvorm. Leerders kan ook met patrone werk wat van regte vorms of voorwerpe van konkrete apparaat gemaak is. Watter tipe patrone behoort leerders mee te werk? Patrone waarin die vorms op verskillende maniere groei of kleiner word. Voorbeelde: • Patrone waarin die vorm sy fatsoen behou, maar dit word met elke stadium groter (of kleiner) • Patrone waarin die vorm of deel van die vorm in elke stadium bygevoeg word. 255 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone In elk van die bogenoemde voorbeelde word die patroon gevorm deur dieselfde aantal vuurhoutjies by te voeg. In die boonste patroon word elke keer 3 vuurhoutjies bygevoeg. In die tweede patroon word daar elke keer twee vuurhoutjies bygevoeg. Beide patrone is patrone met ’n konstante verskil. Die meeste meetkundige patrone wat leerders in graad 6 sal waarneem is patrone met ’n konstante verskil. Hulle sal eerder patrone kry met ’n konstante verhouding (ratio) wanneer daar slegs met getallereekse gewerk word. Die onderstaande patroon is ook ’n patroon met ’n konstante verskil: twee vierkante word elke keer bygevoeg. • Patrone sonder ’n konstante verskil of ’n konstante verhouding (ratio) : Voorbeelde: Wat behoort leerders te doen? • Kopieer en brei die patroon uit. Dit laat hulle toe om te verstaan hoe die patroon gevorm word. • Beskryf die patroon in woorde. - Verskillende leerders beskryf verskillende aspekte van die patroon. - Leerders behoort die verwantskap tussen die vorms in die reeks of die reëls in hulle eie woorde te beskryf. Leerders moet bespreek hoe hulle die patroon gemaak het of hulle moet die volgende vraag kan beantwoord: “Hoe het ek van die een stadium in die patroon gevorder tot die volgende stadium?” • Leerders moet die geleentheid gebied word om waar te neem dat die verandering van die formaat waarin die patroon voorgestel word (meetkundig na mondeling of na ʼn vloeidiagram of na ʼn tabel) hulle kan help om die patroon op verskillende maniere te verstaan. Leerders moet hierdie meetkundige volgordes herlei na ander maniere om dit uit te druk of voor te stel, naamlik: - om die patroon mondelings te kan beskryf; - vloeidiagramme of inset-uitset diagramme te teken; - die getallereeks in tabelvorm te rekordeer. 256 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.2 Meetkundige patrone Voorbeeld: Uitbreiding van die patroon: Beskrywing van die patroon in eie woorde: “Dit is ’n patroon van heksagone (seshoeke).” “Elke seshoek is groter as die vorige een.” Beskryf die manier waarop die patroon gemaak is of beantwoord die vraag: “Hoe vorder ek van die een stadium van die patroon na die volgende stadium?” “Ek het elke keer een meer vuurhoutjie aan elke kant van die seshoek bygevoeg.” “Elke seshoek het een meer vuurhoutjie aan elke kant teenoor die seshoek aan die linkerkant.” Rekordering van die getallepatroon in ’n tabel: Wanneer leerders ʼn tabel soos die onderstaande een voltooi, sal hulle sien dat die aantal vuurhoutjies wat vir elke seshoek gebruik is elke keer 6 vermenigvuldig met die posisie van die seshoek in die patroon. Hulle neem waar dat die reël die posisie van die seshoek vermenigvuldig met 6 is. Leerders kan dan gevra word om te voorspel hoeveel vuurhoutjies gebruik gaan word vir heksagone (seshoeke) wat hulle nog nie gebou het nie, bv. 10de, 100ste, ens. Seshoek posisie 1 2 3 4 5 10 Aantal vuurhoutjies 6 12 18 6 ure RUIMTE EN VORM 3.3 Simmetrie Simmetrie • Herken, teken en beskryf die simmetrielyn/e in 2-D vorms. Vorms wat meer as een simmetrielyn het word ingesluit. Tekeninge van 2-D vorms behoort ook vorms in te sluit waar die simmetrielyn nie noodwendig vertikaal is nie. 2 ure 257 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000 Getalgebied vir berekeninge: • Deling van minstens 4-syferheelgetalle deur 3-syferheelgetalle. • Verskeie bewerkings met heelgetalle met of sonder hakies. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings; • langdeling; • opbou en afbreek van getalle; • afronding en kompensering; • gebruik van ʼn sakrekenaar. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle en 3-syferheelgetalle. • Faktore van 2-syferheelgetalle en 3-syferheelgetalle. • Priemfaktore van getalle tot minstens 100. Hoe verskil graad 5 van graad 4? Aanvanklik hersien en konsolideer leerders die werk wat in graad 5 gedoen is. d.w.s. hulle deel minstens 3-syferheelgetalle met 2-syferheelgetalle. Daarna deel hulle 4-syferheelgetalle met 3-syferheelgetalle Leerders behoort probleme in konteks op te los asook konteksvrye berekeninge: Die volgende tipes probleme bly belangrik: Verdeling, groepering, koers (verwys na die beskrywing van die tipes probleme in die notas aan die einde van graad 6.) Leerders moet steeds probleme oplos met/sonder reste. Leerders gaan voort om: • hul antwoorde self te kontroleer deur vermenigvuldiging of ’n sakrekenaar te gebruik; • die redelikheid van hul oplossings te beoordeel deur te skat voordat bewerkings gedoen word. Gebruik van vermenigvuldiging om te deel: Voorbeeld 3 447 ÷ 17 Leerders kan ʼn “leidraadbord” skryf van dit wat hulle reeds weet van vermenigvuldiging met 17. Leerders kan ’n leidraadbord opstel van hulle kennis oor vermenigvuldiging met 17. Hoewel hulle nog nie die vermenigvuldigingstafels van 17 ken nie, behoort hulle die volgende te ken: 17 x 10 en hoe om dit te gebruik om veelvoude van 17 x 10 en 17 x 100 te bepaal en hoe om hierdie kennis te gebruik om veelvoude van 17 x 100 te kry. Leerders bepaal 17 x 5 deur 17 x 10 te halveer. Leerders gebruik verdubbeling om 17 x 2; 17 x 4; 17 x 8. Leerders voltooi die ander veelvoude soos wat dit gebruik moet word. Leerders gebruik hierdie metode om benaderde berekeninge te doen. Vermenigvuldig en aftrekking. Leidraadbord 100 x 17 = 1 700 200 x 17 = 3 400 10 x 17 = 170 20 x 17 = 340 5 x 17 = 85 2 x 17 = 34 3 x 17 =51 Vermenigvuldig Aftrekking 200 x 17 = 3400 3447 – 3400 = 47 2 x 17 = 34 47 – 34 = 13 3447 ÷ 17 = 200 + 2 + res 13= 202 res 13 8 ure 258 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Probleemoplossing: • Los probleme wat heelgetalle en desimale breuke behels, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); - groepering en gelyke verdeling met reste. Leerders kontroleer hulle berekeninge d.m.v. vermenigvuldiging: 202x17 = 202x10+202 x 7 = 2 020+1 414 = 3 434 +13 (NEEM KENNIS: 13 is die res) = 3 447 Die grootte van die getalle wat in graad 6 vereis word, beteken dat die metodes wat tot dusver gebruik is langdradig kan raak. Dit is nou die aangewese tyd om die tradisionele langdeling-metode te gebruik. Die vaardighede wat in die vorige metodes aangeleer is, sal in langdeling gebruik word. Die langdeling-metode: Voorbeeld: Bereken: 3 848 ÷ 132 132 3 848 29 res 20 - 2 640 132 x 20 1 208 - 1 188 132 x 9 20 Leerders behoort hulle berekeninge te kontroleer deur vermenigvuldiging met/ sonder ’n sakrekenaar. Leerders kontroleer ook hulle deelsomme deur die gebruik van ’n sakrekenaar. Werk met sakrekenaars: Die hoofrekene-program bestaan uit getalbegrip, getalfeite en hoofberekeninge. Die daaglikse inoefening van hoofberekeninge, sal voorkom dat leerders afhanklik raak van sakrekenaars en nie weet hoe om daarsonder berekeninge te doen nie. Sakrekenaars is ’n goeie manier waarop leerders numeriese patrone kan ondersoek. Dit is ’n goeie hulpmiddel wanneer daar met baie groot getalle gewerk word, bv. vermenigvuldiging met en deling deur getalle met meer as 4 syfers. Die gebruik van die sakrekenaar moet onderrig word insluitend hoe om ’n getal wat verkeerd ingevoer is te verwyder. Leerders moet skat of die antwoord in tiene, honderde, duisende, tienduisende, honderdduisende of miljoene gaan wees. Byvoorbeeld, wanneer 2 345 x 67, moet hulle skat dat die antwoord in die omgewing van 20 000 x 70 = 140 000 sal wees. 259 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.3 Desimale breuke Herkenning, ordening en plekwaarde van desimale breuke: • Tel aan en terug in desimale breuke tot minstens twee desimale plekke. • Vergelyk en orden desimale breuke tot minstens twee desimale plekke. • Plekwaarde van getalle tot minstens twee desimale plekke. Berekeninge met desimale breuke: - Optel en aftrek van desimale breuke van minstens twee desimale plekke. - Vermenigvuldig desimale breuke deur 10 en 100. Probleemoplossing: Los probleme in konteks op wat desimale breuke behels Ekwivalente vorms: Herken die ekwivalente tussen gewone breuke en desimale breukvorms van dieselfde getal. Desimale breuke is ’n nuwe onderwerp vir graad 6 leerders. Leerders moes alreeds met tiendes en honderdstes in algemene breukvorm gewerk het. Hulle begin deur tiendes en honderdstes te herskryf en om te skakel vanaf gewone breuke na desimale breuke. Waar die noemers van ander breuke faktore van 10 is, bv. 2, 5, of faktore van 100 bv. 2, 4, 25, 20, 50 kan leerders hierdie omskakel na honderdstes deur hulle kennis van ekwivalensie te gebruik. Die deling van heelgetalle deur 10, 100, 1 000, bou leerders se kennis van die plekwaarde van syfers in desimale breuke. Sakrekenaars is ’n goeie manier waarop leerders oor patrone kan leer wanneer daar met 10, 100 ens. in desimale breuke vermenigvuldiging en gedeel word. Tel in desimale: Daar moet nie baie tyd bestee word aan die mondelinge tel van desimale nie. ’n Meer sinvolle oefening is om getallekettings te gebruik soos die onderstaande een. Hierdie tel- of aantel-oefeninge vergroot die leerders se begrip van plekwaarde. 0 +0,03 +0,03 +0,03 +0,03 Possible error: At this point learners often lose track of the place value and instead of writing 12 hundredths as 0,12 they write it as 0,012 +0,03 +0,03 +0,03 Moontlike fout: Op hierdie punt verloor leerders dikwels tred van die plekwaarde en in plaas daarvan om 12 honderstes as 0,12 te skryf word dit as 0,012 geskryf. Oefeninge soos die bogenoemde een kan gekontroleer word deur sakrekenaars te gebruik en leerders kan enige verskille verduidelik tussen hulle eie antwoorde en die antwoorde wat die sakrekenaar aandui. Ekwivalensie tussen gewone breuke en desimale breukvorms: Daar word nie van leerders verwag om alle gewone breuke na desimale breukvorms om te skakel nie. Hulle moet slegs die verwantskap tussen tiendes en honderdstes in hulle desimale vorms kan waarneem. Berekeninge deur desimale te gebruik: Leerders doen optel en aftrek met desimale breuke. Leerders moet hulle antwoorde skat voordat die berekening gedoen word. Hulle moet hulle eie antwoorde kontroleer asook die redelikheid van hulle eie antwoorde beoordeel. Die begrip van die plekwaarde van syfers in desimale help leerders wanneer hulle optel en aftrek. Hulle gebruik die kolom-metode net soos wat hulle met heelgetalle doen. Al die tipes probleme wat met heelgetalle gebruik word kan ook vir desimale breuke gebruik word. Die kennis wat leerders t.o.v. desimale opgedoen het, kan gedurende lesse met meting ingeoefen word. 10 ure 260 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit / volume Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: maatbekers Eenhede: milliliters (ml), liters (l) en kiloliters (kl.) Berekeninge en probleemoplossing met betrekking tot kapasiteit/volume insluitend: • Los probleme in konteks op met betrekking tot kapasiteit/volume. • Omskakeling tussen kiloliters, liters en milliliters. • Omskakelings behoort gewone breuke asook desimale breuke tot 2 desimale plekke in te sluit. Wat is kapasiteit? Wat is volume? Kapasiteit is die hoeveelheid wat ʼn voorwerp kan bevat of die hoeveelheid spasie in die voorwerp. Volume is die hoeveelheid ruimte wat ʼn voorwerp in beslag neem. So kan bottel ʼn kapasiteit van 1 liter hê, maar dit mag dalk nie tot volle kapasiteit gevul wees nie. Dit kan byvoorbeeld slegs ʼn volume van 250 ml hê. Hoe verskil graad 6 van graad 5? • Desimale word bekendgestel. • Kiloliters word bekendgestel. In graad 6, gaan leerders voort om met liters en milliliters te werk, maar hulle werk nou ook met kiloliters. Leerders werk met dieselfde meetinstrumente waarmee hulle in graad 4 en 5 gewerk het, maar daar is minder klem op meetlepels en koppies. Leerders moet: • hulle sin vir die hoeveelheid van l liter konsolideer; • hulle sin vir die hoeveelheid van l milliliter konsolideer; • die verwantskap tussen liters en milliliters ken en verstaan; • die verwantskap tussen kiloliters en liters en milliliters ken en verstaan. Maak seker dat leerders weet watter eenhede en instrumente geskik is vir die soort kapasiteit wat gemeet moet word, bv. Watter eenhede sal jy gebruik om die volgende te meet: • Die hoeveelheid water wat in ’n maand verbruik word; • Die hoeveelheid water wat gebruik sal word om ’n baba se melkformule vir een voeding te meng; • Die hoeveelheid water wat benodig word om ’n vol bad water in te tap. Watter instrument sal jy gebruik om die volgende te meet: • ’n Baba se vloeibare medisyne; • Melk wat benodig word vir ’n nagereg; • Water om ’n pakkie aanmaakkoeldrank mee te meng. Meting van kapasiteit en die lees van instrumente om kapasiteit te meet: Leerders vind dit maklik om met meetlepels of maatbekers te meet omdat dit van hulle vereis om dit te vul en die inhoud weer uit te gooi. Meting met gekalibreerde maatbekers of ander instrumente met genommerde en ongenommerde graderingslyne is moeiliker. Die leerders moet onderrig word in hierdie betrokke vaardighede. Dit sluit in: • waar om te staan om die lesing op die maatbeker korrek te lees; • weet hoe om die genommerde graderingslyne te lees en te bereken wat die ongenommerde graderingslyne beteken. 5 ure 261 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit / volume Leerders lees die volgende: • verskillende soorte maatbekers; • maatbekers waarin die genommerde intervalle/graderingslyne/kalibrering verskillende intervalle/hoeveelhede voorstel; • maatbekers waarin daar ʼn verskillende aantal ongenommerde intervalle binne elke genommerde interval is. Leerders behoort met voorbeelde te oefen waarin die intervalle verdeel is in: • 2 ongenommerde intervalle • 4 ongenommerde intervalle • 5 ongenommerde intervalle • 10 ongenommerde intervalle Voorbeeld: Hier dui die genommerde graderingslyne op die beker 1-liter hoeveelhede aan. Dink aan die graderingslyne as ’n getallelyn. 1 liter 2 liter 1 litre 2 litres 1 litre 2 litres 2 liter 1 liter Daar is vier spasies tussen elke liter. Dit beteken dat elke klein spasie 1 000ml ÷ 4 = 250ml verteenwoordig. Die vloeistof is tot 1 spasie bokant die 1 liter-merk, d.w.s. 1 000ml + 250ml = 1 250ml Soms is dit makliker en goedkoper om ʼn verskeidenheid spuitnaalde met gekalibreerde graderingslyne te kry as wat dit is om ʼn verskeidenheid maatbekers te kry. Dieselfde begrip en vaardighede m.b.t. meting word sodoende aangeleer. 262 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit / volume Vergelyking van kapasiteit tot 6-syferheelgetalle in milliliters en liters: Leerders moes reeds in die vorige grade houers wat in milliliters en/of liters gemerk is orden. Hier moet die leerders die desimale getalle op sommige verpakkingsmateriaal herlei na breuke, bv. 1,5 liter koeldrank is dieselfde as 112 liter koeldrank. Die voorbeelde wat gekies word, moet leerders toelaat om tot die besef te kom dat die hoogte van ʼn houer nie direk proporsioneel is t.o.v. die kapasiteit nie en dat hulle die omtrek van die houer in ag moet neem. In graad 6, kan dit as ’n oefening uit die handboek geneem word. Rekordering van kapasiteite Meting voorsien die konteks waarin leerders hulle kennis van desimale breuke kan oefen. In graad 6 behoort kapasiteit as volg gerekordeer te word: • slegs kiloliters, bv. 20kl; • slegs liters, bv. 5l; • slegs milliliters, bv. 250ml • breukdele van kiloliters of liters wat geskryf kan word as gewone breuke of as desimale breuke, bv. 234 liters of 2,75 liters. Berekeninge insluitend omskakelings en probleemoplossing: Meting voorsien ʼn konteks waarin die vaardighede wat in Getalle, Bewerkings en Verwantskappe verwerf is, ingeoefen kan word. Die vaardighede, bewerkings en getalgebiede waarmee leerders tot dusver gewerk het, word hieronder aangedui. Skatting en berekeninge deur milliliters en liters te gebruik: • afronding van getalle (op of af) na die gepaste eenheid van kapasiteit; • afronding tot die naaste 5, 10, 100, 1 000. Meting fokus veral op meetinstrumente wat die betekenis van op- of afronding sal inskerp. • optel en aftrek van getalle. Berekeninge en probleme sluit breukdele in van liters of kiloliters wat uitgedruk word as gewone breuke of desimale breuke tot 2 desimale plekke. • vermenigvuldiging van tot 4-syferheelgetalle met 3-syferheelgetalle; • deling van tot 4-syferheelgetalle deur 3-syferheelgetalle; • bepaal persentasies van heelgetalle; • veelvuldige bewerkinge met/sonder hakies. 263 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 2 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.3 Kapasiteit / volume Probleemoplossing m.b.t. kapasiteit: • insluitend koers bv. prys per liter en verhouding, bv. vermeerdering in ’n resep met vasgestelde ratios of berekeninge waar die bestanddele in ’n vasgestelde ratio gemeng word, bv. 1 deel teenoor 4 dele; • probleme met desimale behoort beperk te word tot optelling en aftrekking. Omskakeling tussen eenhede: ml↔l l↔kl ml↔kl Omskakelings sluit in omskakeling tussen heelgetalle, breuke en desimale breuke. Berekeninge met desimale breuke moet versigtig gekies word om slegs desimale breuke met een of twee desimale plekke in te sluit - ook wat die antwoorde betref. Probleme met desimale behoort beperk te word tot optelling en aftrekking. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • deling van 4-syferheelgetalle deur 3-syferheelgetalle; • 3-D voorwerpe. HERSIENING 5 ure ASSESSERING 6ure 264 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot ten minste 12 x 12. • Vermenigvuldigingsfeite van: - ene en tiene deur veelvoude van 10; - ene en tiene deur veelvoude van 100; - ene en tiene deur veelvoude van 1 000; - ene en tiene deur veelvoude van 10 000. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. Verwys na die notas vir kwartaal 1, maar wees bewus van die vergrote getalgebied wat in die kolom aan die linkerkant vir kwartaal 2 aangedui word. 10 minute per dag 265 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel, aftrek en vermenigvuldiging in kolomme; • langdeling; • opbou en afbreek van getalle; • afronding en kompensering • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle en 3-syferheelgetalle; • Faktore van 2-syferheelgetalle en 3-syferheelgetalle; • Priemfaktore van getalle tot minstens 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. 266 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.2 Massa Praktiese meting van 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: Badkamerskale (analoog en digitaal), kombuisskale (analoog en digitaal), en balanseerskale Eenhede: gramme (g) en kilogramme (kg) Berekeninge en probleemoplossing met betrekking tot massa: • Los probleme in konteks op met betrekking tot massa. • Omskakeling tussen gramme en kilogramme behoort gewone breuke asook desimale breuke tot 2 desimale plekke in te sluit. Hoe verskil graad 6 van graad 5? Dit is sinvol vir leerders om met digitale skale te werk, veral waar die lesings tot twee desimale plekke aangedui word. Probleme, berekeninge en omskakelings t.o.v. massa voorsien ’n konteks vir die inoefening van desimale breuke. Supermarkte met elektroniese skale druk dikwels die etikette vir massa wat desimale breuke insluit, bv. 2,25kg aartappels. Hierdie kontekste kan gebruik word om die lees, skryf en begrip van desimale breuke asook die afronding, omskakeling, optel en aftrek van desimale breuke in te sluit. In graad 6, werk leerders met dieselfde eenhede van massa waarmee daar in graad 4 en 5 gewerk is. Hulle werk ook met dieselfde meetinstrumente. Leerders moet: • hul sin vir die hoeveelheid van 1kg konsolideer; • ʼn verdere sin vir die hoeveelheid van 1g milliliter is ontwikkel; • die verhouding tussen kilogramme en gramme ken en verstaan Leerders moet ’n sin hê van die eenhede wat gepas is vir die meet van massa. Leerders moet byvoorbeeld weet watter eenhede gebruik moet word om die die volgende items se massa te meet: • ’n koei; • ’n baba; • meel om ’n koek mee te bak; • hulle eie massa. Lees van skale en balanseerskale: Leerders behoort: • massa in gramme en kilogramme te skat; • van kombuisskale (gramme en kilogramme), badkamerskale (kilogramme) en balanseerskale (gramme en kilogramme) te lees. Dit sluit in die lees van massa op: • digitale skale; • prente van desimale skale; • analoog skale; • prente van analoog skale. 5 ure 267 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.2 Massa Die vaardighede wat betrokke is by die lees van analoog skale sluit in: • weet waar om te staan om die korrekte lesing op die skaal te kry; • weet hoe om die genommerde graderingslyne te lees en te bereken wat die ongenommerde graderingslyne beteken. Leerders lees die volgende: • verskillende soorte meetinstrumente; • apparaat waarin die genommerde intervalle/graderingslyne/kalibrering verskillende intervalle voorstel; • apparaat waarin daar ʼn verskillende aantal ongenommerde intervalle binne elke genommerde interval is. Leerders behoort met voorbeelde te oefen waarvan die intervalle verdeel is in: • 2 ongenommerde intervalle • 4 ongenommerde intervalle • 5 ongenommerde intervalle • 10 ongenommerde intervalle Voorbeeld: Hier wys die genommerde lyne 100g intervalle: 100g, 200g, 300g, 400g, 500g, 600g, 700g. Dit is soms ʼn goeie plan om die sirkelskyf na ʼn getallelyn om te skakel. Daar is 10 spasies tussen elke 100g. Elke 100g interval is verdeel in 10 kleiner spasies. Dit beteken dat elke ongenommerde interval 100g ÷ 10 = 10g aandui. 268 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.2 Massa Vergelyking, ordening en plaas massa in volgorde in gramme en kilogramme tot 9 syfers: Indien leerders nie reeds in die vorige grade houers wat in gramme en kilogramme gemerk is in volgorde geplaas het nie, moet hulle dit nou doen. Die voorbeelde wat gekies word, moet leerders toelaat om tot die besef te kom dat die grootte van die houer of die volume wat dit het, nie direk proporsioneel is t.o.v. massa nie: sommige stowwe het ʼn groter densiteit as ander. Leerders behoort oefeninge uit die handboek te doen wat van hulle vereis om die massa van voorwerpe te orden en te vergelyk, insluitend kruideniersware wat in gramme en kilogramme ge-etiketteer is. Leerders behoort ook die massa wat in verskillende eenhede aangedui word, te vergelyk, te orden en in volgorde te plaas. Berekeninge (insluitend omskakelings) en probleemoplossing: Meting voorsien ʼn konteks waarin die vaardighede wat in Getalle, Bewerkings en Verwantskappe verwerf is, ingeoefen kan word. Die vaardighede, bewerkings en getalgebiede wat in gramme en kilogramme gedoen moet word, word hieronder aangedui. • afronding (op of af) tot die mees geskikte eenheid van massa; • afronding tot die naaste 5, 10, 100 en 1 000. Meting fokus veral op die lees van analoog meetinstrumente wat leerders sal help om die begrip van afronding (op of af) te bou; • optelling- en aftrekkingsberekeninge en probleme behoort breukdele van kilogramme in te sluit wat uitgedruk word as gewone breuke of desimale breuke tot twee desimale plekke; • vermenigvuldiging van tot 4-syferheelgetalle met 3-syferheelgetalle; • deling van 4- syferheelgetalle deur 3- syferheelgetalle; • bepaal persentasies van heelgetalle; • veelvuldige bewerkinge met of sonder hakies. Probleemoplossing m.b.t. Massa • Insluitend koers, bv. prys per kilogram en ratio probleme; • probleme met desimale behoort beperk te word tot optel en aftrek. Omskakeling tussen eenhede: g↔kg Omskakelings behoort in die volgende formate gegee te word: heelgetalle, gewone breuke; desimale breuke tot twee desimale plekke. Dit voorsien die konteks waarin vermenigvuldiging met en deling deur 1 000 ingeoefen word. Indien omskakelings meer as twee desimale plekke behels, bv. 3 245 gram omgeskakel na kilogram, gaan leerders voort om dit as 3kg en 245g aan te dui soos wat dit in die vorige grade gedoen is. Die voorbeelde moet dus so gekies word om die probleem te vermy. 269 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, vergelyking, voorstelling en plekwaarde van syfers Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100, en 1 000. Verwys na die notas vir kwartaal 1, maar neem kennis van die vergrote getalgebied wat in die kolom aan die linkerkant vir kwartaal 2 aangedui is. 1 uur 270 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optel en aftrek Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Getalgebied vir berekeninge: • Optel en aftrek van heelgetalle van minstens 6 syferheelgetalle. • Verskeie bewerkings met heelgetalle met of sonder hakies. Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel en aftrek in kolomme; • opbou en afbreek van getalle; • afronding en kompensering • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik van ʼn sakrekenaar. Leerders behoort baie oefening te kry om groot getalle op te tel en af te trek. Probleemsituasies kan meer ingewikkeld raak. Leerders kan ook op veelvuldige bewerkinge fokus, veral probleme in konteks. Leerders gaan voort om die redelikheid van hulle oplossings te beoordeel en om hulle antwoorde te kontroleer. Sodra leerders 6-syferheelgetalle met vertroue kan optel en aftrek, kan hulle gevra word om met selfs groter getalle op te tel en af te trek met of sonder sakrekenaars. Die hoofrekene-program bevat werk t.o.v. getalbegrip, getallefeite asook hoofberekeninge. Daaglikse hoofberekeninge wat met daaglikse skriftelike werk gekombineer word, sal verhoed dat leerders afhanklik raak van sakrekenaars en nie weet hoe om berekeninge sonder die sakrekenaar te doen nie. 8 ure 271 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Optel en aftrek Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap. Probleemoplossing • Los probleme wat heelgetalle en desimale breuke behels, insluitend: - finansiële kontekste; - meting in konteks. - Los probleme wat heelgetalle behels op, insluitend die vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding). RUIMTE EN VORM 3.5 Aansigte van voorwerpe Posisie en aansig: Verbind die posisie van die persoon wat kyk met die aansigte van enkele of ’n versameling voorwerpe wat alledaagse en meetkundige voorwerpe insluit. Hoe verskil graad 6 van graad 5? In graad 5, werk leerders met aansigte van een alledaagse voorwerp of ’n versameling van alledaagse voorwerpe. Hulle pas die aansigte van die voorwerp/e met die posisie van die persoon wat daarna kyk. In graad 6 word dit uitgebrei na meetkundige voorwerpe of versamelings meetkundige of saamgestelde meetkundige voorwerpe. Leerders word blootgestel aan veelvuldige aansigte van ’n alledaagse of meetkundige voorwerp of versamelings van voorwerpe of saamgestelde meetkundige voorwerpe, asook die posisie van die persoon wat na die aansig kyk in verhouding tot die voorwerp/e. Elke aansig word verbind met die persoon wat daarna kyk. 3 ure ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • massa; • 9-syferheelgetalle; • optel en aftrek van heelgetalle; • aansigte. 272 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.1 Eienskappe van 2-D vorms Vorms wat leerders moet ken en benoem: • Reëlmatige en onreëlmatige veelhoeke – driehoeke, vierkante, reghoeke, parallelogramme, ander vierhoeke, pentagone (vyfhoeke) ), heksagone (seshoeke), heptagone (sewehoeke), oktogone (agthoeke). • Ooreenkomste en verskille tussen reghoeke en parallelogramme. Eienskappe wat leerders gebruik om vorms te onderskei, beskryf, sorteer en vergelyk: • aantal sye; • lengte van die sye; • grootte van hoeke: - skerphoeke; - regte hoeke; - stomphoeke; - gestrekte hoeke; - inspringende hoeke; - omwenteling. Aanvullende aktiwiteite om die aandag op die vorms se eienskappe te fokus: • Teken 2-D vorms op grafiekpapier. • Gebruik ʼn passer om sirkels, patrone in sirkels en patrone met sirkels te teken. Hoe verskil kwartaal 3 van kwartaal 1? Leerders teken sirkels en patrone met sirkels deur ’n passer te gebruik. Leerders hersien en konsolideer wat hulle in kwartaal 1 aangeleer het (verwys na vorige notas). Daar word ook tyd bestee aan werk met ’n passer, teken van sirkels en patrone in en met sirkels. 4 ure 273 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.4 Transformasies Beskryf patrone: Verwys na lyne, 2-D vorms, 3-D voorwerpe, simmetrielyne, rotasies, refleksies en verplasings wanneer patrone beskryf word: • in die natuur; • uit die moderne, alledaagse lewe; • uit ons kultuur-erfenis. Vergrotings en verkleinings: Teken vergrotings en verkleinings van 2-D vorms om die grootte en vorms te vergelyk van: • driehoeke; • vierhoeke. Hoe verskil graad 6 van graad 5? Leerders hoef nie meer saamgestelde vorms of tesselasies te teken deur refleksies, rotasies en herleiding nie. Die begrip van transformasie word gebruik in die beskrywing van patrone. Gebruik van transformasie om patrone te beskryf: Leerders beskryf patrone deur die vorms in die patroon te beskryf en hoe dit die vorm gaan verander indien die patroon uitgebrei word. • Die patroon op die heuningkoek lyk soos ʼn tesselasie-patroon van heksagone (seshoeke). Ek kan die patroon maak deur die seshoek te verplaas. • Die patroon op die armband van krale lyk soos ʼn tesselasie-patroon van driehoeke. Ek kan die patroon maak deur ’n driehoek te reflekteer. • Ek kan die patroon maak soos die een op die doilie deur die parallelogram te verplaas. Gebruik simmetrie om patrone te beskryf: Leerders identifiseer simmetrie in patrone. Leerders vind dit dikwels makliker om patrone te beskryf sodra hulle die patrone gekopieer of gemaak het. Die proses van die maak en kopieer van patrone moet gekoppel word aan die beskrywings van die patrone uit die natuur, moderne alledaagse lewe en vanuit ons kulturele erfenis te vorm. Die meetkundige proses wat gebruik word om ʼn kopie van die patroon te maak is dikwels nie dieselfde as die oorspronklike proses wat gebruik word om die patroon te maak nie. Bye tesseleer nie met heksagone (seshoeke) om ʼn heuningkoek te bou nie, maar as leerders met ʼn seshoek tesseleer, kan hulle ʼn patroon maak wat soos die patrone in heuningkoek lyk. Vergrotings en verkleinings: Dit kan in kwartaal 4 behandel word. 3 ure 274 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.5 Temperatuur Praktiese meting van temperatuur deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: termometers (analoog en digitaal) Eenhede: grade Celsius Berekeninge en probleemoplossing met betrekking tot temperatuur insluitend: Los probleme in konteks op met betrekking tot temperature. Wat is nuut in graad 6? Leerders moet toegelaat word om digitale termometers te lees, aangesien die lesing in desimale vorm aangedui word. Rekordering, berekening en probleemoplossing t.o.v. temperatuur kan gebruik word as konteks vir die inoefening van die lees en berekening met desimale breuke. Leerders moet hulle kennis konsolideer van hoe warm of koud iets is wanneer dit in grade Celsius beskryf word. Dit kan gedoen word deur die algemene temperatuur-referente aan te leer, bv.: • water se vriespunt is 0oC; • suiwer water se kookpunt is 100oC; • die gemiddelde menslike liggaamstemperatuur is 37oC; • alledaagse omgewingstemperatuur. Temperatuurlesings Leerders behoort temperature op prente of beide digitale en analoog-termometers te lees. Waar moontlik, behoort die temperatuur op werklike termometers, digitale- en analoog-termometers gelees te word. Temperatuurlesing en -meetinstrumente: Die lees van analoog-termometers vereis dat leerders die temperatuur op genommerde en ongenommerde graderingslyne moet kan lees. Op sekere termometers wat ontwerp is om die omgewingstemperatuur te meet, verwys die ongenommerde graderingslyne dikwels na volle grade. By termometers wat ontwerp is om die menslike liggaam se temperatuur te meet, verwys die graderingslyne na breuke van grade. Rekordering en verslagdoening t.o.v. temperatuurlesings: Leerders behoort hulle temperatuurlesings wat van termometers verkry is, in heelgetalle neer te skryf en daaroor verslag te doen. Dit mag afronding insluit. Hulle kan ook temperature neerskryf en daaroor verslag doen deur breuknotasies te gebruik, bv. 36,7°C. Berekeninge en probleemoplossing t.o.v. temperatuur: Berekeninge en probleemoplossings behoort beperk te word tot positiewe heelgetalle en desimale breuke. 1 uur 275 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Persentasies Berekeninge: Bepaal persentasies van heelgetalle. Ekwivalente vorms: • Herken ekwivalente tussen gewone breuke en desimale breukvorms van dieselfde getal. • Herken ekwivalente tussen gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Persentasies is ’n nuwe onderwerp vir graad 6 leerders: Leerders het reeds met tiendes en honderdstes in die vorm van algemene breuke gewerk. Hulle kan die tiendes en honderdstes in gewone breukvorm herlei na persentasies. Waar die noemers van ander breuke ook faktore van 10 is, bv. 2, 5 of faktore van 100 is, bv. 2, 4, 5, 20, 25, 50, kan leerders hierdie na honderdstes herlei deur die kennis wat hulle reeds oor ekwivalensie opgedoen het, te gebruik. Ekwivalensie tussen gewone breuke en persentasie: Leerders hoef nie enige gewone breuk na persentasie te herlei nie. Hulle moet wel die verwantskap tussen tiendes en honderdstes in hulle persentasievorms kan waarneem. Leerders moet daartoe in staat wees om enige desimale breuk in tiendes en honderdstes na persentasie te herlei. Berekeninge: Leerders behoort die persentasie van heelgetalle te bepaal, bv. “Wat is 25% van R300?” Leerders gebruik hulle kennis t.o.v. omskakeling tussen persentasie en gewone breukvorms asook heelgetalle, bv. 25% van R300 = of 14 van R300 = R75. 5 ure ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 2-D vorms; • transformasie veral wanneer patrone beskryf word; • temperatuur; • persentasies. 276 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING 5.1 Versameling en organisasie van data Versameling en organisering van data: • deur telling en tabelle te gebruik vir rekordering; • eenvoudige vraelyste te gebruik (ja/ nee antwoorde). • Orden data vanaf die kleinste tot die grootste groep. Onderwysers in hierdie fase moet seker maak dit verskillende onderwerpe gekies word vir die versameling van data in elk van die grade. Hoe verskil graad 6 van graad 5? Die volgende is nuut in graad 6: • Grafieke kan data insluit wat in persentasies uitgedruk is. Dit is belangrik in sirkeldiagramme, maar persentasies kan ook in staafgrafieke of dubbele staafgrafieke gebruik word. • Versameling van data • Dubbele staafgrafieke. • Die mediaan van die data-stel. Voltooi ’n data-siklus insluitend die teken van ’n dubbele staafgrafiek: konteks van persoonlike data: Hierdie word as ’n Wiskunde projek in graad 6 aanbeveel. Die volledige data-siklus sluit in die vra van ’n vraag, versameling, organisasie; voorstelling, analise en interpretasie van data asook die verslagdoening t.o.v. die data. Werk deur die hele data-siklus om ’n individuele dubbele staafgrafiek te maak deur konteks wat met hulself, klas, skool of familie/gesin verband hou, te gebruik. Gepaste onderwerpe sluit in: • gunsteling sport / gunsteling fliek / gunsteling musiek / gunsteling TV program / kos of koeldrank / gunsteling kleur, ens. Insluitend seuns teenoor meisies; • lengte van die leerders in die klas; insluitend seuns teenoor meisies • massa van die leerders in die klas; insluitend seuns teenoor meisies • skoengrootte van die leerders in die klas; insluitend seuns teenoor meisies Analise van ongegroepeerde numeriese data deur die gebruik van algemene mate. Leerders bepaal die modus van die ongegroepeerde numeriese data￾versamelings. Gepaste onderwerpe sluit in: • lengte van die leerders in die klas; • massa van die leerders in die klas; • skoengrootte van die leerders in die klas; • gemiddelde tyd wat dit neem om van die huis by die skool te kom; • aantal mense wat in die huis woon van die leerders in die klas; • temperature vir ’n maand. 9 ure 5.2 Voorstelling van data Voorstelling van data: Teken ʼn verskeidenheid grafieke om die data te vertoon en te interpreteer, insluitend: • piktogramme (een-tot-een verhouding); • staafgrafieke en dubbel staafgrafieke. 5.3 Analise, interpretasie en verslagdoening van data Interpretasie van data Kritiese lees en interpretasie van data wat voorgestel word: • woordeliks; • piktogramme; • staafgrafieke; • dubbele staafgrafieke; • sirkeldiagramme. Analiseer data deur vrae te beantwoord wat verwant is aan: • die data-kategorieë, insluitend data intervalle; • data-bronne en kontekste; • algemene tendense (modus en mediaan). 277 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Opsomming van data mondelings en in kort skriftelike paragrawe, insluitend: • kom tot gevolgtrekking m.b.t. die data; • maak van voorspellings wat op die data gegrond is. Ondersoek ongegroepeerde data om die volgende te bepaal: • die telling wat die meeste voorkom (modus) in die datastel; • die middelwaarde (mediaan) in die datastel. Analise van grafieke: Grafieke oor omgewings- of sosio-ekonomiese kontekste word geanaliseer deur vrae oor die grafiek te beantwoord. Beide grafieke en vrae moet deur die onderwyser of handboek voorsien word. Leerders werk met minstens: • 2 sirkeldiagramme wat persentasies behels; • 2 dubbele staafgrafieke. Gepaste onderwerpe sluit in: • bevolking van die provinsies in Suid-Afrika; • persentasie buitelandse toeriste van verskillende lande wat Suid-Afrika besoek; • persentasie swanger vrouens in elke provinsie wat MIV-positief is; • persentasie van die bevolking wat toegang het tot veilige drinkwater in lande in Afrika; • babasterftesyfers per land in Suider-Afrika; • algemene oorsake van kindersterftes; • aantal materiale wat herwin is in die dorp, provinsie, land; • aantal herwinbare materiaal wat deur skole in die land versamel is; • hoeveelheid water in in damme in jou provinsie opgegaar is; • vergelyking van die reënvalsyfers in ’n dorp met ’n somerreënstreek en ’n dorp met ’n winterreënstreek; • persentasie seuns en dogters wat in graad 6-10 / ouderdomsgroep 12-18 rook; • grootte van die landelike en stedelike bevolking per provinsie in Suid-Afrika; • grootte van die landelike en stedelike bevolking per land in Suidelike Afrika. 278 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING Ontwikkeling van kritiese analise vaardighede: Leerders vergelyk grafieke oor dieselfde onderwerp maar waar die data van verskillende groepe mense, op verskillende tye, plekke of maniere versamel is. Die leerders bespreek hier die verskille tussen die grafieke. Die doel is dat leerders bewus moet raak van die faktore wat ʼn invloed op die data kan hê. Leerders doen ten minste een voorbeeld. Hulle kan hul bevindinge opsom in ʼn paragraaf. Voorbeelde sluit in: • vergelyking van data oor motors wat op verskillende tye verby die skool ry of vergelyk data oor motors wat verby verskillende plekke ry (besige en stil gebiede, armer en ryker gebiede, ens.); • vergelyking van nasionale data wat verkry word vanuit Statistiek Suid-Afrika (Stats SA) wat by die skool versamel is bv. bronne van verhitting, bronne van water; • vergelyking van data wat oor ’n maand of oor ’n jaar versamel is, bv. gemiddelde reënvalsyfers vir verskillende dorpe vir ’n maand of vir ’n jaar. 279 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Ondersoek en brei patrone uit: • Ondersoek en brei numeriese patrone uit deur na die verwantskap of reëls van die patrone te kyk: - reekse met ʼn konstante verskil of verhouding; - leerder se eie skepping; • Beskrywing van die waargenome verwantskappe or reëls in die leerder se eie woorde. Inset- en uitsetwaardes: Bepaal insetwaardes, uitsetwaardes en reëls vir patrone en verwantskappe deur vloeidiagramme te gebruik. Ekwivalente vorms: • Bepaal die ekwivalensie van verskillende beskrywings van dieselfde verwantskap of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - met getallesinne. In kwartaal 1, het die leerders met vloeidiagramme gewerk om oor die volgende te leer: • die omgekeerde bewerking tussen vermenigvuldiging en deling; • vermenigvuldiging van ene deur veelvoude van 10; 100, 1 000; • die assosiatiewe eienskap met heelgetalle en hoe hierdie eienskap gebruik kan word in vermenigvuldiging. Vloeidiagramme word verder gedurende hierdie kwartaal ontwikkel. Leerders werk ook met getallereekse. Leerders werk reeds met vloeidiagramme sedert graad 4. Teen die einde van graad 6 is die fokus op die “bepaling van die reël”. Aanvanklik kan dit vloeidiagramme wees waarin daar slegs ʼn enkele reël voorkom, d.w.s. optel of aftrek of vermenigvuldig of deel. Voorbeeld: Bepaal die reël: Input Rule 1 3 5 9 11 7 88 Output 8 24 40 56 72 Inset Uitset Reël Daarna kan hulle met voorbeelde werk waarin daar twee reëls voorkom, bv. vermenigvuldig en tel dan op, maar een van die reëls is uitgelaat. Voorbeeld: Bepaal die reël: Input Output Rule 13 5 8 11 6 9 19 29 34 44 59 +4 Inset Uitset Reël 5 ure 280 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone Voorbeeld waar leerders die reël moet bepaal wat twee bewerkinge het: Bepaal die reël: Input Output Rule 1 2 3 8 11 6 5 8 11 20 26 35 Inset Uitset Reël Leerders ’n kan soortgelyke oefeninge doen deur ’n tabel te gebruik. Begin met ’n eenvoudige voorbeeld waar die reël slegs een bewerking het. Inset 1 2 3 4 5 6 7 8 9 10 Uitset 17 34 51 70 170 Leerders behoort die reël te stel, bv. in hierdie geval is dit “insetwaarde x17”. Daarna kan meer ingewikkelde oefeninge gedoen word waar die reël twee bewerkinge behels. Inset 1 2 3 4 5 6 7 8 9 10 Uitset 3 3,5 4 4,5 5 7,5 Leerders behoort nie net die tabel te voltooi nie omdat dit gedoen kan word deur aan te tel. Hulle moet ook probeer om die reël te bepaal, bv. “tel 5 by die insetwaarde en deel dit dan deur 2”. Getallereekse: In die Intermediêre Fase, brei leerders die getallereekse uit. In graad 6, werk hulle met: • reekse met ʼn konstante verskil; • reekse wat ʼn konstante verhouding (ratio) behels; • reekse sonder ’n konstante verskil of ratio. Voorbeelde van patrone met ’n konstante verskil: 125; 250; 375; 500;… 16; 14; 12 … 281 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA 2.1 Numeriese patrone In die bogenoemde voorbeelde, word 2 bygetel of afgetrek om die patroon te vorm. Leerders beskryf dit as ’n patroon waar daar in twees aan- of teruggetel word. Leerders behoort ook voorbeelde te doen wat nie met veelvoude van die getal wat opgetel of afgetrek moet word, begin nie. Twee voorbeelde is: Voorbeelde: a) 1; 4; 7; 10; … b) 87; 66; 45;.. c) 857; 807; 757; 707; … Voorbeelde van patrone met ’n konstante ratio: In die getallereeks 400, 200, 100,.. is al die getalle veelvoude van 2 en moet deur 2 gedeel word om die volgende getal te kry. Leerders behoort ook voorbeelde te doen waarin die getalle in die reeks nie veelvoude van die getal is waarmee hulle vermenigvuldig of deel nie, bv: 8; 24; 72;.. Voorbeelde van patrone sonder ’n konstante verskil of ratio: a) 1; 2; 4; 7; 11; 16; b) 1; 6; 3; 8; 5; 10; 7 ……. 282 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.1 Lengte Praktiese meting van 2-D vorms en 3-D voorwerpe deur: • skatting; • meting; • rekordering; • vergelyking en ordening. Meetinstrumente: liniale, meterstokke, maatbande, klikwiele Eenhede: millimeters (mm), sentimeters (cm), meters (m), kilometers (km) Berekeninge en probleemoplossing met betrekking tot lengte: • Los probleme in konteks op met betrekking tot lengte. • Omskakelings tussen enige van die volgende eenhede: - millimeters (mm) - sentimeters (cm) - meters (m) - kilometers (km) • Omskakelings behoort gewone breuke asook desimale breuke tot 2 desimale plekke in te sluit. In graad 6, werk leerders met dieselfde eenhede van lengte waarmee hulle in graad 4 en 5 gewerk het. Hulle werk ook met dieselfde meetinstrumente. Maak seker dat die leerders weet watter eenhede en instrumente gepas is vir die meting van verskeie lengtes, hoogtes en afstande. Leerders behoort te weet watter eenhede gebruik word om die volgende lengtes en afstande te meet: • die lengte en breedte van ’n tafel; • die afstand na die volgende dorp; • die lengte van ’n spyker Leerders behoort te weet watter instrumente gebruik sal word om die volgende te meet: • die lengte en breedte van ’n tafel; • die lengte van die klaskamer • die lengte van ’n rugbyveld. Hoe verskil graad 6 van graad 5? Desimale word bekendgestel. Dit laat leerders toe om omskakelings en dele van mate in desimale breuke uit te druk in een of twee desimale plekke. Gebruik meting van lengte in konteks om die lees, skryf en begrip van desimale breuke, afronding, omskakeling, optelling en aftrekking met desimale breuke in te oefen. 5 ure 283 WISKUNDE GRAAD 4-6 KABV GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.1 Lengte Lees van instrumente om lengte te meet: Leerders behoort lengte te meet deur die volgende te gebruik: • liniale (mm, cm) • meterstokke (m) • maatbande (m, cm, mm) • klikwiele (m) Leerders vind dit maklik om liniale vir meting te gebruik omdat: • sentimeters altyd genommer is; • daar altyd 10mm verdelings in ʼn sentimeter is. Stelling en rekordering van lengtemate: In graad 6, moet leerders die geleentheid gebied word om hul meting te rekordeer deur liniale, in desimale breuke gebruik, bv. die uitveër is 2,5cm lank. Maatbande wat langer as 1m en 2m is behoort gebruik te word, bv. maatbande wat bouers of opmeters gebruik kan langer as 10 meter wees. Die langer maatbande is moeiliker om te gebruik. Leerders kan nie slegs die ooreenstemmende getal met die finale mate lees nie. Hulle moet weet hoeveel meter van die band afgerol is, bv. die afstand mag dalk 4m en 78cm wees, maar die band wys slegs die getal 78 Wanneer langer maatbande gebruik word, raak skatting al hoe belangriker. Om dit slegs in een eenheid te rekordeer kan ook meer ingewikkeld raak. In hierdie voorbeeld is 4,78m of 478cm. As die mate 4m en 7cm is, moet leerders onthou om dit korrek te herlei na 4,07m of 407cm. Vergelyk en orden lengtes tot 9-syfers in mm, cm, m, km: In die Intermediêre Fase, word daar met tekeninge van voorwerpe van spesifieke lengtes, of met skriftelike beskrywings van voorwerpe van spesifieke lengtes gewerk. Die fokus is op die vergelyking van lengtes wat in desimale vorm aangedui word. Berekeninge (insluitend omskakelings) en probleemoplossing: Meting voorsien ʼn konteks waarin die vaardighede wat in Getalle, Bewerkings en Verwantskappe verwerf is, ingeoefen kan word. Die vaardighede, bewerkings en getalgebiede waarmee leerders tot dusver gewerk het, word hieronder aangedui. 284 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 KWARTAAL 3 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.1 Lengte Skatting en berekeninge deur mm, cm, m, km te gebruik: • afronding van getalle (op of af) na die gepaste eenheid van lengte; • afronding tot die naaste 5, 10, 100, 1 000 (lees meting vanaf liniale en maatbande wat leerders sal help om die betekenis van afronding te verstaan); • optel- en aftrek kan by berekeninge met gewone breuke en desimale breuke tot 2 desimale breuke ingesluit word; • vermenigvuldiging van 4-syferheelgetalle met 3-syferheelgetalle; • deling van 4-syferheelgetalle deur 3-syferheelgetalle; • bepaal persentasies van heelgetalle; • veelvuldige berekeninge met of sonder hakies. Oplossing van probleme wat verband hou met afstand en lengte: Sluit probleme m.b.t. koers (rate) en verhouding (ratio) in. Probleme met desimale behoort beperk te word tot optel en aftrek van die getalle. Omskakelings tussen eenhede: • mm ↔ cm • cm ↔ m • m↔ km • mm ↔ m • mm ↔ km • cm ↔ km Gebruik heelgetalle, gewone breuke en desimale breuke. Dit voorsien ’n konteks waarin vermenigvuldiging met en deling deur 10, 100 en 1 000 gedoen word. Indien omskakelings meer as 2 desimale plekke benodig, bv. om 3 245m om te skakel na kilometers, kan dit steeds as 3km en 245m geskryf word net soos in die vorige grade. Die oefeninge moet so gekies word om hierdie probleem te vermy. ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • datahantering; • numeriese patrone; • lengte. HERSIENING 3 ure 285 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Hoofberekeninge met betrekking tot: • Optel en aftrek van: - ene; - veelvoude van 10; - veelvoude van 100; - veelvoude van 1 000. • Vermenigvuldiging van heelgetalle tot ten minste 12 x 12. • Vermenigvuldigingsfeite van: - ene en tiene deur veelvoude van 10; - ene en tiene deur veelvoude van 100; - ene en tiene deur veelvoude van 1 000; - ene en tiene deur veelvoude van 10 000. Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100 en 1 000. Verwys na kwartaal 2 se notas, maar wees bewus van die vergrote getallereeks. Die vergrote getallereeks word in die kolom aan die linkerkant aangetoon. Die hoofrekene-program behoort sistematies deur die jaar ontwikkel te word. 10 minute per dag 286 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE Hoofrekene Berekeningstegnieke: Gebruik ʼn verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: • skatting; • optel, aftrek en vermenigvuldiging in kolomme; • langdeling; • opbou en afbreek van getalle; • afronding en kompensering • gebruik optel en aftrek as omgekeerde bewerkings; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle en 3-syferheelgetalle. • Faktore van 2-syferheelgetalle en 3-syferheelgetalle. • Priemfaktore van getalle tot minstens 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. 287 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Tel, ordening, voorstelling en Plekwaarde van getalle Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100, 1 000. Verwys na kwartaal 1 se notas, maar wees bewus van die vergrote getallereeks wat in die kolom aan die linkerkant aangetoon word. 1 uur 288 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvuldig￾ing Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100, 1 000. Getalgebied vir berekeninge: • Vermenigvuldiging van minstens 4-syferheelgetalle met 3-syferheelgetalle. • Verskeie bewerkings met heelgetalle met of sonder hakies. Berekeningstegnieke: • skatting; • vermenigvuldiging in kolomme; • opbou en afbreek van getalle; • afronding en kompensering • gebruik van ʼn sakrekenaar. Hierdie is verdere oefening van vermenigvuldiging van 4-syferheelgetalle met 3-syferheelgetalle wat in kwartaal 2 gedoen is. Verwys na daardie notas. 5 ure 289 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Vermenigvuldig￾ing Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle en 3-syferheelgetalle. • Faktore van 2-syferheelgetalle en 3-syferheelgetalle. • Priemfaktore van getalle tot minstens 100. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Probleemoplossing: • Los probleme wat heelgetalle en desimale breuke behels, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R). 290 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.2 Gewone Breuke Beskrywing en ordening van breuke: • Vergelyk en orden gewone breuke, insluitend veral tiendes en honderdstes Berekeninge met breuke: • Optel en aftrek van gewone breuke waarvan een noemer ʼn veelvoud is van die ander. • Optel en aftrek van gemengde getalle. • Breuke van heelgetalle. Probleemoplossing: • Los probleme in konteks op wat gewone breuke behels, insluitend groepering en gelyke verdeling. Persentasies: • Bereken persentasies van heelgetalle. Ekwivalente vorms: • Herken en gebruik ekwivalente vorms van gewone breuke met 1- of 2-syferheelgetalle (breuke waarvan een noemer ʼn veelvoud is van die ander). • Herken ekwivalente tussen gewone breuke en desimale breukvorms van dieselfde getal. • Herken ekwivalente tussen gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Hierdie is hersiening en konsolidasie van die konsepte wat in die tweede kwartaal ontwikkel is. Verwys na kwartaal 1 se notas. Ekwivalensie tussen gewone breuke, desimale breuke en persentasies van dieselfde getalle kan in kwartaal 4 ingeoefen word aangesien desimale en persentasies reeds behandel is. 5 ure ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 9-syferheelgetalle; • vermenigvuldiging tot 4-syferheelgetalle met 3-syferheelgetalle; • breuke. 291 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 3.2 3-D voorwerpe Voorwerpe wat leerders moet ken en benoem • reghoekige prismas; • kubusse; • viervlakke; • piramiedes; • ooreenkomste en verskille tussen viervlakke en ander piramiedes. Eienskappe wat leerders gebruik om 3-D voorwerpe te herken, beskryf, sorteer en vergelyk: • aantal en vorm van vlakke; • aantal hoekpunte; • aantal rande. Aanvullende aktiwiteite om die aandag op die eienskappe van voorwerpe te fokus: Maak 3-D modelle deur die volgende te gebruik: • strooitjies, tandestokkies, ens. om ’n raamwerk te maak; • nette. Hoe verskil kwartaal 4 van kwartaal 2? • Leerders bou raamwerke van voorwerpe deur strooitjies te gebruik. • Leerders tel die aantal hoekpunte van voorwerpe. In kwartaal 4, behoort die kennis van 3-D voorwerpe wat vroeër in die jaar aangeleer is, gekonsolideer te word. Dit sluit die werk in wat gedoen is met al die voorwerpe wat in die kolom aan die linkerkant aangedui word. Hulle fokus op die soort oppervlak, die vorm en die aantal vlakke. In kwartaal 2, bou hulle voorwerpe deur nette te gebruik. In kwartaal 4, kan leerders raamwerke met strooitjies of tandestokkies bou. Die fokus is dan op die rande en hoekpunte van die voorwerpe. Dit beteken dat hulle teen die einde van die jaar 3-D meetkundige voorwerpe sal kan beskryf t.o.v. die aantal rande en hoekpunte van 3-D voorwerpe. Leerders moet met werklike voorwerpe werk. Hulle moet egter ook skriftelike oefeninge t.o.v. 3-D voorwerpe doen. Dit is moeiliker om prente van 3-D voorwerpe te interpreteer as wat dit is om die werklike voorwerpe te werk. Leerders behoort die interpretasie van 3-D voorwerpe te oefen. Hulle behoort 3-D voorwerpe in tekeninge te identifiseer en te benoem; 3-D voorwerpe vanuit tekeninge te vergelyk; alledaagse voorwerpe wat soos meetkundige voorwerpe lyk te identifiseer, bv. ʼn melkkarton lyk soos ʼn reghoekige prisma; pas die net van voorwerpe met die tekening van die voorwerp, beskryf 3-D voorwerpe deur die aantal plat en/of geboë oppervlakke, die aantal hoekpunte, rande, asook die aantal en vorm van die vlakke op tekeninge van 3-D voorwerpe. 5 ure 292 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.6 Omtrek, area en volume Omtrek: Meet die omtrek deur liniale of maatbande te gebruik. Meting van oppervlakarea: • Gaan voort om die oppervlakarea van reëlmatige en onreëlmatige vorms te bepaal deur die vierkante op ʼn rooster te tel. • Ontwikkel ’n begrip vir die rede waarom die oppervlakarea van reghoeke beskryf kan word as hul lengte vermenigvuldig met hul breedte. Daar word nie van leerders verwag om die formules vir die omtrek, area of volume van enige vorm of voorwerp te ken of toe te pas nie. Area en volume word slegs informeel in die Intermediêre Fase gemeet. Omtrek: In graad 6, word die omtrek van vorms en ruimtes met liniale en maatbande gemeet. Daar word van hulle verwag om hierdie mate in standaard eenhede naamlik mm, cm, m, te rekordeer. Hulle moet ook vanaf tekeninge waarvan die sy-lengtes gespesifiseer is in mm / cm / m / km werk. Die afstande word opgetel. Soms sal die lengtes van die omtrek getel word deur die aantal sye op vierkantsroosters te tel waarop vorms geteken of geplaas is. Leerders moet weet dat die diagonale afstande tussen die hoeke van ’n vierkantsrooster langer is as die vertikale of horisontale afstande tussen die hoeke van ’n vierkantsrooster. Leerders hoef nie formules vir omtrek van vorms te ken nie. Area: Die meting van area word steeds informeel in graad 6 gedoen. Leerders ondersoek die areas van: • reëlmatige vorms met reguit sye waar al die sye dieselfde lengte is; • onreëlmatige vorms met reguit sye waar al die sye nie dieselfde lengte is nie; • vorms met geboë sye. Leerders gaan voort om die aantal vierkante wat die vorm op die vierkantsrooster in beslag neem, te tel. Die area word bepaal deur die aantal vierkante op die vierkantsrooster. Die areas van vorms in terme van die getal vierkante, word reeds sedert graad 4 gedoen. In graad 6, ondersoek leerders die rede waarom die area van ’n reghoek as lengte vermenigvuldig met breedte gestel word. Hulle hoef nie die formule uit die kop te ken nie en die formule hoef ook nie in die berekeninge met area toegepas te word nie. Die verwantskap tussen area en omtrek van reghoeke en vierkante: Hierdie ondersoek kan as ’n assesseringstaak gedoen word. Daar is twee verskillende ondersoeke wat leerders kan doen: • As leerders die omtrek van ’n reghoek gegee word, kan hulle ’n aantal reghoeke met wisselende areas teken. Werk dit ook met vierkante? Indien hulle die area van ’n vierkant gegee word, is daar slegs een moontlikheid vir die lengte van die sye. Is dit dieselfde vir reghoeke? • Die ondersoek van die verwantskap tussen die areas en omtrek van vierkante en reghoeke kan gekombineer word met die vorm en ruimte vereiste. Teken vergrotings en verkleinings van 2-D vorms deur grafiekpapier te gebruik om hulle grootte en fatsoen te vergelyk. 7 ure 293 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) METING 4.6 Omtrek, area en volume Meting van volume: • Bepaal die volume/kapasiteit van voorwerpe deur dit te pak of te vul. • Ontwikkel ʼn begrip vir die rede waarom die volume van reghoekige prismas gegee word as lengte vermenigvuldig met breedte vermenigvuldig met hoogte. Ondersoek die: • verwantskap tussen omtrek en die oppervlakte van reghoekige prismas; • verwantskap tussen die buite￾oppervlak en volume van reghoekige prismas. Leerders kan ’n vierkant of reghoek met spesifieke lengtes teken. Hulle kan die area van die vorm ondersoek en wat daarmee gebeur indien die lengte van een paar teenoorgestelde sye verdubbel of halveer word. Volume: In graad 6 gaan leerders voort om: • die aantal kubusse of reghoekige prismas te tel wat gebruik word om ʼn houer te vul. Die volume van die houer word deur die aantal kubusse of reghoekige prismas (bokse of blokkies) aangedui. • stapels met kubusse of reghoekige prismas te maak. Die volume van die houer word deur die aantal kubusse of reghoekige prismas (bokse of blokkies) aangedui. • interpreteer prente van: - stapels wat van kubusse of reghoekige prismas gemaak is om die volume in terme van die aantal kubusse of reghoekige prismas te bepaal; - houers wat met kubusse of reghoekige prismas gevul is om die volume in terme van die aantal kubusse of reghoekige prismas te bepaal. METING 4.7 Geskiedenis van meting Ken maniere waarop meting in die verlede plaasgevind en gerekordeer is. Lees en bespreek ’n kort geskiedenis van meting wat in die handboek voorsien word. 1 uur ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • 3-D voorwerpe; • area en omtrek ; • volume. 294 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Getalgebied vir tel, ordening, vergelyking en voorstelling asook plekwaarde van syfers: • Orden, beskryf en voorstelling van minstens 9-syferheelgetalle. • Voorstelling van priemgetalle tot minstens 100. • Herken die plekwaarde van syfers in heelgetalle tot minstens 9-syferheelgetalle. • Afronding tot die naaste 5, 10, 100, 1 000. Getalgebied vir berekeninge: • Deling van minstens 4-syferheelgetalle deur 3-syferheelgetalle. • Verskeie bewerkings met heelgetalle met of sonder hakies. Berekeningstegnieke sluit in: • skatting; • gebruik vermenigvuldiging en deling as omgekeerde bewerkings; • langdeling; • opbou en afbreek van getalle; • afronding en kompensering • gebruik van ʼn sakrekenaar. Getalgebied vir veelvoude en faktore: • Veelvoude van 2-syferheelgetalle en 3-syferheelgetalle. • Faktore van 2-syferheelgetalle en 3-syferheelgetalle. Hierdie is verdere oefening van deling van 4-syferheelgetalle deur 3-syferheelgetalle wat in kwartaal 2 gedoen is. Verwys na daardie notas. 7 ure 295 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) GETALLE, BEWERKINGS EN VERWANTSKAPPE 1.1 Heelgetalle Deling Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskap van heelgetalle; • 0 in terme van sy optellings-eienskap; • 1 in terme van sy vermenigvuldigingseienskap. Probleemoplossing: • Los probleme wat heelgetalle en desimale breuke behels, insluitend: - finansiële kontekste; - meting in konteks. • Los probleme wat heelgetalle behels op, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers, bv. kg/R); - groepering en gelyke verdeling met reste. 296 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA Getallesinne (Inleiding tot algebraïese uitdrukkings) Getallesinne: • Skryf getallesinne om ʼn probleemsituasie te beskryf. • Los getallesinne op en voltooi dit deur: - inspeksie; - proses van probeer en verbeter. • Kontroleer die oplossing deur vervanging. Hierdie is ’n voortsetting van die werk wat oor getallesinne in kwartaal 1 gedoen is. Gedurende hierdie kwartaal oefen leerders om getallesinne te skryf wat probleemsituasies beskryf. Leerders het die geleentheid om ’n verskeidenheid tipes probleme in te oefen. Verwys na die tipes probleme wat hulle tot dusver teëgekom het in die notas aan die einde van die graad. Soos vantevore, word getallesinne gebruik om die konsep van ekwivalensie te ontwikkel, maar dit kan ook herlei word na al die werk wat gedurende die jaar gedek is. Indien leerders nog nie die geleentheid gehad het om veelvuldige keusevrae te beantwoord nie, moet dit in die laaste ses maande gedoen word omdat dit in die eksterne sistemiese toetse gebruik word. Getallesinne kan die idee van die stel van ’n reël konsolideer. Vir watter pare getalle geld die reël “vermenigvuldig die eerste getal met 7 en trek dan 5 af om die tweede getal te kry”? (a) 11²2 (b) 5 ²30 (c) 30² 5 (d) 3²10 In kwartaal 1, gebruik ons getallesinne om die leerders se aandag op die eienskappe van die bewerkinge te fokus. Die fokus is nou meer op die konsep van ekwivalensie. Voorbeelde fokus op die eienskappe van die bewerkinge. Watter van die volgende sal altyd dieselfde waarde hê as 17 x £? a) £ + 17 b) £ – 17 c) £ x 17 d) 9 + £ Watter stelling is ekwivalent aan: (26 x 39) + (26 x 1) ? a) 26 x 27 b) 400 c) 26 x 4 d) 26 x 40 3 ure 297 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) PATRONE, FUNKSIES EN ALGEBRA Getallesinne (Inleiding tot algebraïese uitdrukkings) Hoeveel is 34 x 17 minder as 35 x 17? a) 1 b) 17 c) 35 d) 65 Watter van die onderstaande stellings is ekwivalent aan: 15 x (4 x 9) = ? a) (15 x 4) x 9 b) 15 x 2 x 2 x 3 x 3 c) (15 x 4) + (15 x 9) d) (10 – 1) (15 x 4) Kies die korrekte antwoord vir (48 x 48) + (48 x 2) a) 2 400 b) 4 000 c) 4 800 d) 9 600 Die uitdaging kan gestel word om hul kennis van ekwivalensie te gebruik en dit toe te pas op ’n getallesin waarvan die dele nie gelyk is nie. Watter van die volgende waardes sal die getallesin waar maak: 4 x £ < 17? a) 5 b) 4 c) 3 d) 2 e) 1 298 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) RUIMTE EN VORM 3.4 Transformasies Beskryf patrone: • Verwys na lyne, 2-D vorms, 3-D voorwerpe, simmetrielyne, rotasies, refleksies en verplasings wanneer patrone beskryf word: - in die natuur; - uit die moderne, alledaagse lewe; - uit ons kultuur-erfenis. Vergrotings en verkleinings: • Teken vergrotings en verkleinings van 2-D vorms om die grootte en vorms te vergelyk van: - driehoeke - vierhoeke Hoe verskil kwartaal 4 van kwartaal 3? Leerders fokus hierdie kwartaal op die teken van vergrotings en verkleinings. Dit vorm ’n skakel met die werk wat oor area gedoen is. Die woordeskat t.o.v. transformasie om patrone te beskryf word hersien. Verwys na kwartaal 3 se notas. Vergrotings en verkleinings: Leerders teken ’n groter of ’n kleiner driehoek deur die lengtes van al die sye met dieselfde ratio te vermeerder of te verminder, bv. deur verdubbeling. Hierdie is ’n praktiese meetkundige ratio probleem. Leerders bespreek wat verander en wat bly dieselfde t.o.v. vorm en grootte. Leerders teken groter of kleiner weergawes van viervlakke deur die lengtes van een of beide pare sye van die viervlakke te vermeerder of te verminder. Verwys na die ondersoek oor area in die meting-afdeling. 3 ure RUIMTE EN VORM 3.6 Ligging en rigting Ligging en rigtings: • Bepaal die ligging van voorwerpe, tekeninge of simbole op ʼn rooster met alfa-numeriese roosterverwysings. • Bepaal die ligging van voorwerpe op ʼn kaart deur alfa-numeriese roosterverwysings te gebruik. • Gee aanwysings om tussen posisies of plekke op ʼn kaart te beweeg. Selle in 'n rooster word dikwels met ʼn letter en nommer gemerk, bv. D4; A3; E7. Dit word alfa-numeriese verwysings genoem. Hoe verskil graad 6 van graad 5? In graad 5, het leerders voorwerpe op roosters en kaarte gevind deur alfa-numeriese kodes te gebruik. Hulle volg aanwysings om ’n pad tussen posisies op ’n kaart met ’n rooster te bepaal. In graad 6, gee hulle aanwysings om tussen posisies op ’n rooster of kaart te beweeg. In Geografie in graad 4 & 5, gee leerders aanwysings deur links en regs, bakens, straatname en ’n kompas te gebruik. Die werk word in Geografie ontwikkel en in Wiskunde ingeoefen. In graad 4 en 5, werk leerders met alfa-numeriese roosters en kaarte en alfa￾numeriese kodes in Geografie en Wiskunde Hulle gebruik die vaardighede om posisies in ’n alfa-numeriese rooster te bepaal en gee aanwysings om tussen posisies op ’n rooster te beweeg. Leerders moet hierdie vaardighede reeds bemeester het en dit word tydens Wiskunde ingeoefen en gekonsolideer. 2 ure 299 WISKUNDE GRAAD 4-6 KABV Graad 6 Kwartaal 4 INHOUDSAREA ONDERWERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) DATAHANTERING 5.1 Waarskynlik￾heid Eksperimente t.o.v. waarskynlikheid: • Uitvoering van eenvoudige herhaalde gebeure en lys die moontlike uitkomste vir die eksperimente soos: - gooi van ʼn muntstuk; - rol van ʼn dobbelsteentjie; - spin van ʼn draaibord. • Tel en vergelyk die gereeldheid van die werklike uitkomste vir ʼn reeks probeerslae tot 50 probeerslae. Uitvoering van eenvoudige herhalende gebeure: Leerders moet eksperimenteer deur muntstuk te gooi of ʼn dobbelsteen te rol. Eksperimente met ʼn muntstuk is makliker as met ʼn dobbelsteen omdat ʼn muntstuk slegs twee uitkomste het (kruis of munt), terwyl die rol van ʼn dobbelsteen 6 uitkomste kan hê (nommer 1-6). Die draaibord kan ’n aantal uitkomste hê, afhangende van die aantal verdelings wat op die draaibord gemaak is. Leerders behoort eers die moontlike uitkomste te lys voordat die eksperimente gedoen word. Hulle moet leer om die resultate van hul eksperimente op ʼn tabel te rekordeer deur tellings te maak. Hulle tel die aantal kere wat die munt op kruis of munt, of op elke getal, of kleur op die draaibord geval het na 50 probeerslae. Indien hierdie aktiwiteit in groepe gedoen is, kan die uitslag van al die groepe saamgevoeg word. Die aantal uitkomste kan vergelyk word soos wat die aantal probeerslae vermeerder. 2 ure ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • deling van tot 4-syferheelgetalle met 3-syferheelgetalle; • getallesinne; • transformasies; • waarskynlikheid. HERSIENING 6 ure ASSESSERING (jaareinde) 6 ure 300 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Probleemtipe Aanvullende notas Voorbeelde Som Som van ’n Man koop DVD-spelers van ’n spesifieke handelsnaam vir al sy winkels. Hy koop 126 789 swartes, 341 567 wittes en 344 532 silwer DVD-spelers. Hoeveel DVD-spelers het hy altesaam gekoop? Ontbrekende deel van ’n gegewe som Plaaswerkers het 342 345 pere in die oggend gepluk. Na middagete, het hulle nog gepluk. Teen die einde van die dag, het hulle 866 589 pere. Hoeveel pere het hulle na middagete gepluk? Vermeerder en verminder Bereken die resultaat Die prys van ’n aantal houers suiker is R268 231. Water het in van die houers gelek en die prys het verminder met R43 789. Bereken die verminderde prys van die suiker. Bereken die kleingeld ’n Klerefabriek se omset gedurende November was R864 328. Die bedrag verminder tot R367 435 gedurende Desember. Hoeveel minder was die omset gedurende Desember vergeleke met November? Bereken die aanvanklike waarde ’n Boer wil sy plaas verkoop. Hy verminder die oorspronklike prys van sy plaas met R10 456. Hy verkoop die plaas vir R985 787. Wat was die oorspronklike prys wat die boer vir sy plaas wou gehad het? Groepering Probleme met groepering wat opgelos word deur deling en/of herhaalde aftrekking Antwoorde op probleme wat reste het of nie ’n Ryk man gee 5 375 speelgoed wat in kartondose verpak is aan ’n skool. Elke kartondoos bevat 126 speelgoed. Hoeveel kartondose speelgoed het die skool gekry? Probleme met groepering wat opgelos word deur vermenigvuldiging en/of herhaalde optel. Antwoorde op probleme wat reste het of nie ’n Maatskappy het hierdie jaar 523 kartondose met rugbyballe aan ’n skool gegee. Elke kartondoos bevat 3 126 rugbyballe. Hoeveel rugbyballe het die maatskappy weggegee? Probleme met groeperings wat in rye voorkom. Probleme wat deur deling (of herhaalde aftrekking) of vermenigvuldiging (herhaalde optelling) opgelos word. ’n Boer wil 6 708 appelbome plant. Hy wil dieselfde aantal bome in elk van die 156 rye plant. Hoeveel appelbome moet hy in elke ry plant? Verdeling Probleme met verdeling wat opgelos word deur deling/ herhaalde aftrekking. Kleiner groepe van gelyke grootte wat met ʼn gegewe bedrag gevorm word. Antwoorde op berekeninge met reste wat tot die begrip van gewone breuke lei. Verwys na die graad 4 voorbeeld. ’n Man besit 346 winkels. Hy het 8 654 radio’s op uitverkoping en hy deel die radio’s gelykop tussen die winkels. Hoeveel radio’s kry elke winkel? Vergelyking deur verskil Tom spandeer R175 322 op boumateriaal vir sy huis. Pieter spandeer R25 789 meer as Tom op boumateriaal. Hoeveel geld het Pieter spandeer? Hantering van groepe as eenhede Huise in ’n dorp benodig nuwe toilette. 123 toilette sal die munisipaliteit R4 132 kos. Hoeveel sal 17 835 van hierdie toilette kos? 301 WISKUNDE GRAAD 4-6 KABV Probleemtipe Aanvullende notas Voorbeelde Koers (Rate) Bereken die totaal indien die koers per voorwerp gegee word. Bereken die koers per voorwerp. Bereken eers die koers en pas dit toe om meer inligting te verkry. ’n Tweedehandse MP3-speler kos R145. Hoeveel sal 3 445 van dieselfde MP3-spelers kos? 156 pare skoene kos R7 020. Hoeveel sal een paar van dieselfde skoene kos? As 12 stoele R2 808 kos, hoeveel sal 2 567 van dieselfde stoele kos? Vergelyking deur verhouding (ratio) Tina versamel 132 bottels vir herwinning. Haar maat versamel 56 van hierdie getal. Hoeveel bottels het die maat versamel? Proporsionele verdeling Kobus werk vir 8 dae en Christo werk vir 7 dae op ’n bouperseel. Saam word hulle R6 780 betaal. Hoe behoort die geld op ’n regverdige wyse tussen die twee verdeel word vir die dae wat elk gewerk het? Betekenis van die breuk Graad 6 Deel van ’n hele waar die hele ’n enkele voorwerp is. Susan eet een helfte van die sjokoladestafie. Die res word gelykop tussen twee vriende verdeel. Hoeveel kry elkeen? Illustreer jou antwoord in ’n tekening. Deel van ’n hele waar die hele ’n versameling voorwerpe is. Gedurende die vakansie, spandeer Adam 13 van sy dag om televisie te kyk en 14 van sy dag om te slaap. Hoeveel ure is daar oor van die dag? Verwantskappe. Die seun verdien 20 100 van wat sy pa per maand verdien. As sy pa R18 000 per maand verdien, hoeveel verdien die seun? Ratio. Om 40 koekies te maak word 25 koppie melk benodig. Hoeveel koppies is nodig vir 2 000 koekies? Is 10 liter melk genoeg om 2 000 van hierdie koekies te bak? Vergelyking Wat is die langste: 6 100 van ’n meter of 710 van ’n meter materiaal Metingseenheid Nora benodig 2 210 meters tou om ’n mandjie te maak. Hoeveel mandjies kan sy met 2815 meters tou maak? Getal Dui die posisie van die getalle op ’n getallelyn aan: 0,1; 810; 25; 1 40 100 Saamgevoegde breukdele om ’n hele te maak (iteratief) Op ’n sportdag kry 500 kinders 20 100 van ’n bottel koeldrank en 410 van ’n sjokoladestafie. Hoeveel bottels koeldrank en sjokoladestafies is nodig vir al die kinders? Bewerking Bereken 23 x 336 302 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) afdELING 4: ASSESSERING 4.1 INLEIDING Assessering is ʼn deurlopende, beplande proses van identifisering, versameling en interpretasie van inligting wat die prestasie van leerders deur die gebruik van verskeie assesseringsvorms meet. Dit behels vier stappe: genereer en versameling van bewyse van prestasie; evaluering van die bewyse; rekordhouding van bevindinge en gebruik van die inligting om die leerders se ontwikkelingsvlak te verstaan, en sodoende die proses van onderrig en leer te bevorder en te ondersteun. Assessering behoort informeel (assessering vir leer) en formeel (assessering van leer) te wees. In albei gevalle moet gereelde terugvoering aan leerders gegee word sodat dit die leerervaring kan bevorder. Dit sal bydra tot die bereiking van die minimum prestasievlak van 40% tot 49% wat die vereiste is vir bevorderingsdoeleindes. 4.2 Tipes ASSESSERING Die volgende tipes assessering kan in Wiskunde gedoen word en onderwysers word aangemoedig om dit te gebruik om die doel van elke assesseringsvorm te bereik. Basislynassessering: Wiskunde-onderwysers wil vasstel of hulle leerders die basiese vaardighede en kennisvlakke wat benodig word vir bepaalde Wiskunde onderwerp bemeester het. Kennis van die leerders se vermoë in ’n spesifieke wiskundige onderwerp stel die onderwyser in staat om sy/haar Wiskunde-les te beplan en om dit op die gepaste vlak aan te bied. Basislynassessering behoort gedoen te word voordat onderrig in ’n bepaalde wiskundige onderwerp plaasvind. Die uitslag van die basislynassessering word nie vir bevorderingsdoeleindes in ag geneem nie. Diagnostiese assessering: Dit is nie vir bevorderingsdoeleindes nie maar om die onderwyser bewus te maak van die areas waarmee die leerders probleme ondervind. Daar is twee breë areas wat die basis van die diagnostiese assessering vorm, naamlik uitdagings t.o.v. inhoud wat vir die leerders moeilik is om te verstaan en emosionele￾sosiale faktore soos negatiewe houdings, wiskunde-vrees, swak studie-gewoontes, swak probleemoplossings￾gedrag ens. Gepaste ingryping behoort vroeg in die leerders se skoolloopbaan gedoen te word om hulle te help om hierdie uitdagings te oorbrug. Formatiewe assessering: Formatiewe assessering word gebruik om die onderrig- en leerproses te ondersteun en hierdie is dus die assessering vir leer. Dit is die mees algemene tipe assessering omdat dit in verskillende vorms enige tyd gedurende die wiskunde-les gebruik kan word, bv. kort klaswerkoefeninge gedurende of aan die einde van die les, mondelinge vrae gedurende die les. Dit is hoofsaaklik informeel van aard en behoort nie gebruik te word vir bevorderingsdoeleindes nie. Die fundamentele onderskeidende eienskappe van formatiewe assessering is die voortdurende terugvoering wat aan leerders gegee moet word, veral t.o.v. die leerders se leerproses. Die inligting wat vanuit die formatiewe assessering verkry word, kan ook deur onderwysers gebruik word om hulle onderrigmetodes aan te pas. Summatiewe assessering: In-teenstelling met formatiewe assessering, word summatiewe assessering gedoen nadat ’n Wiskunde-onderwerp of ’n groep verwante onderwerpe voltooi is. Dit word ook assessering van leer genoem omdat dit hoofsaaklik op die produk van leer fokus. Die uitslag van die summatiewe assessering word gerekordeer en vir bevorderingsdoeleindes gebruik. Die vorms van assessering wat in Tabel 4.1 aangedui word, is voorbeelde van summatiewe assessering. 303 WISKUNDE GRAAD 4-6 KABV 4.3 InformElE oF DAAGLIKSE ASSESSERING Informele of daaglikse assessering het dit ten doel om deurlopend inligting met betrekking tot die leerder se vordering te versamel wat gebruik word om hulle prestasie te verbeter. Dit is die daaglikse monitering van die leerders se vordering. Dit word gedoen d.m.v. waarneming, besprekings, praktiese demonstrasies, leerder-onderwyser onderhoude, informele klaskamerinteraksies, ens. Informele assessering kan so eenvoudig wees as om leerders gedurende ‘n les waar te neem of om die leerders se vordering met hulle te bespreek. Informele assessering behoort gebruik te word om terugvoering aan die leerders te bied en om die beplanning toe te lig, maar dit hoef nie opgeteken te word nie. Dit behoort nie afsonderlik van die leeraktiwiteite tydens ʼn les gesien te word nie. Self-assessering en maat-assessering laat leerders toe om hulself te assesseer. Dit is belangrik omdat dit leerders toelaat om te leer en kennis te neem van hul eie vordering. Die resultate van die informele assesseringstake word nie formeel aangeteken nie tensy die onderwyser dit wil doen. Die uitslag word nie in aanmerking geneem vir bevorderingsdoeleindes nie. 4.4 FormELE ASSESSERING Formele assessering bestaan uit Skool-gebaseerde Assessering (SBA) asook die jaareind-eksamen. Formele assesseringstake word gemerk en formeel deur die onderwyser opgeteken vir bevorderingsdoeleindes. Alle formele assesseringstake mag aan moderering onderwerp word vir die doel van gehalteversekering en om seker te maak dat die gepaste standaarde volgehou word. Die SBA komponent kan verskillende vorms aanneem. Toetse, eksamens, projekte, werksopdragte en ondersoeke word egter vir Wiskunde aanbeveel. Die minimum vereistes vir die formele assesseringsprogram vir die Intermediêre Fase word in Tabel 4.1 beskryf. Table 4.1 Minimum vereistes vir formele assessering: Intermediêre Fase Wiskunde Vorme van Assessering Minimum vereistes per kwartaal Aantal take per jaar Gewig Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 SBA Toetse 1 1 1 3 75% Eksamen 1 1 Werksopdrag 1 1 2 Ondersoek 1 1 Projek 1 1 Totaal 2 2 2 2 8* Jaareindeksamen 1 25% *Moet voltooi wees voor die jaareindeksamen Toetse en eksamens is individuele assesseringstake en moet versigtig ontwerp word om seker te maak dat leerders hulle volle potensiaal t.o.v. die Wiskunde-inhoud bereik. Die vrae moet sorgvuldig gekies word om vir die verskillende kognitiewe vlakke van die leerders voorsiening te maak. ’n Memorandum moet gebruik word wanneer toetse en eksamens vir assessering gebruik word. Werksopdrag: soos in die geval met toetse en eksamens, is dit hoofsaaklik ’n individuele taak. Dit kan bestaan uit vorige vrae, maar dit behoort op die meer uitdagende werk te fokus omdat enige navorsingsmateriaal gebruik kan word, wat nie die geval is met ’n taak wat in die klas onder toesig gedoen word nie. 304 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Projekte word gebruik om ’n verskeidenheid vaardighede en bevoegdhede te assesseer. Leerders is in staat om hulle begrip van die verskillende wiskundige konsepte te demonstreer d.m.v. projekte. Die gegewe projekte moet egter versigtig gegee word om seker te maak dat dit nie bo hulle kognitiewe vermoë is nie. Die assesseringskriteria behoort duidelik aangedui te word op die projek-spesifikasie en moet fokus op die Wiskunde wat betrokke is. Dit moet nie fokus op prente en feite wat vanuit verwysingsmateriaal gedupliseer is nie. Goeie projekte bestaan uit die versameling en tentoonstelling van regte data wat gevolg word deur gevolgtrekkinge wat bewys kan word. ’n Ondersoek moedig kritiese en kreatiewe denke aan. Dit kan gebruik word om reëls en konsepte te ontdek wat die volgende bevat: inleidende redenasies; identifisering of toetsing van patrone of verwantskappe; kom tot gevolgtrekkings; en vasstelling van algemene neigings. Hoewel die aanvanklike ondersoek by die huis gedoen kan word, word dit aanbeveel dat die finale skryfwerk in die klas onder toesig, sonder toegang tot enige notas gedoen moet word om te verhoed dat die leerder toegang tot werk het wat sonder begrip gedupliseer word. Ondersoeke word deur rubrieke geassesseer, wat spesifiek tot die taak of generies kan wees en wat die aantal punte vir elke vaardigheid, lys. Hierdie vaardighede sluit in: • organisasie en rekordering van idees en ontdekkings, bv. diagramme en tabelle; • kommunikeer die idees met gepaste verduidelikings; • berekeninge wat duidelike begrip van die wiskundige begrippe en prosedures toon; • veralgemenings en kom tot gevolgtrekkings. Die vorms van assessering behoort gepas te wees vir die ouderdom en kognitiewe vlakke van die leerders. Die ontwerpe van hierdie take moet die inhoud van die vak dek en dit moet so ontwerp wees om die breë doelstellings van die vak te verwerf. Gepaste instrumente, soos rubrieke en memoranda, behoort gebruik te word wanneer die leerders se werk gemerk word. Formele assessering moet voorsiening maak vir ’n verskeidenheid kognitiewe vlakke en vermoëns soos in Tabel 4.2 aangedui. 305 WISKUNDE GRAAD 4-6 KABV Tabel 4.2 Kognitiewe vlakke Kognitiewe vlakke Beskrywing van die vaardighede wat gedemonstreer moet word. Voorbeelde Kennis (≈25%) • Skatting en gepaste afronding van getalle. • Eenvoudige herroep. • Identifikasie en gebruik van die korrekte formules. • Gebruik van wiskundige feite. • Gepaste gebruik van wiskundige woordeskat. 1.Skryf die volgende drie getalle in die reeks: 103; 105; 107… [Graad 4] 2.Bepaal die faktore van 64. [Graad 5] 3.Skryf die priemgetalle wat faktore van 36 is neer. [Graad 6] Roetine prosedures (≈45%) • Uitvoering van bekende prosedures. • Eenvoudige toepassings en berekeninge wat uit veelvuldige stappe mag bestaan. • Afleidings wat gemaak word vanuit gegewe inligting. • Identifiseer en gebruik (nadat die onderwerp verander is) van korrekte formules wat gewoonlik dieselfde is as dié wat in die klas teëgekom is. 1.Bepaal die waarde van x as x + 4 = 10. [Graad 4] 2.Gebruik drie verskillende tegnieke om 488 ÷ 16 te bereken [Graad 5] 3.Bereken 1 1 5 + 3 10 – 1 2. [Graad 6] Komplekse prosedures (≈20%) • Probleme wat betrekking het op ingewikkelde berekeninge en/of hoër orde redenasie. • Ondersoeke om reëls en verwantskappe te beskryf - daar is dikwels nie ’n vanselfsprekende roete na ’n oplossing nie. • Konseptuele begrip. 1. Peggy is 4 jaar oud en Jan is 8 jaar oud. Bepaal die ratio tussen hulle ouderdomme. Skryf die ratio in die eenvoudigste breukvorm.[Graad 4] 2. Ondersoek die eienskappe van reghoeke en vierkante om die verskille en ooreenkomste te identifiseer. [Graad 5] 3. Daar is 20 lekkers in die pakkie. Willem en sy vriend eet 2 5 van die lekkers. Hoeveel lekkers is oor? [Graad 6] Probleemoplossing (≈10%) • Ongesiene, nie-roetine probleme (wat nie noodwendig moeilik is nie). • Hoër-orde begrip en prosesse is dikwels betrokke. • Mag van die leerder vereis om die probleem op te breek in dele waaruit dit bestaan. 1. Die som van drie opeenvolgende heelgetalle is 27. Bepaal die getalle. [Graad 4] 2.Heidi deel ’n sekere getal deur 16. Haar antwoord is 246 res 4. Wat is die getal? [Graad 5] 3.Petro het ’n sak met ses gekleurde balle: 1 blou bal, 2 rooi balle en 3 geel balle. Sy sit haar hand in die die sak en haal ’n bal uit. Wat is die kans dat sy ’n rooi bal uitgehaal het. Skryf die antwoord in die eenvoudigste breukvorm. [Graad 6] 4.5 REKORDERING EN VERSLAGDOENING Rekordering is die proses waarby die onderwyser die vlak van die leerder se prestasie in ’n spesifieke assesseringstaak bepaal. Dit dui die leerder se vordering ten opsigte van die bemeestering van kennis aan soos wat dit in die Kurrikulum en Assesseringsbeleidsverklaring uiteengesit is. ’n Verslag van die leerder se prestasie is ’n bewys van die leerder se konseptuele vordering binne die graad en of sy/hy gereed is om na die volgende graad bevorder te word. Verslae van die leerder se prestasie behoort ook die vordering wat deur die onderwysers en leerders gemaak is in die onderrig en leerproses, te bevestig. 306 WISKUNDE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Deur verslaghouding word leerderprestasie aan leerders, ouers, skole en ander betrokkenes bekend gemaak. Die laerskool is ’n kritieke tyd waarin die basis van wiskundige vaardighede en konseptuele kennis gelê word. Verslaggewing van leerderprestasie is noodsaaklik en behoort nie beperk te word tot die kwartaallikse verslag / rapport nie. Ander maniere waarop verslaggewing kan plaasvind sluit in ouervergaderings, skoolbesoekdae, ouer￾onderwyserkonferensies, telefoongesprekke, briewe, klas/skoolnuusbriewe. Hierdie maniere sal verseker dat enige onderprestasie vroegtydig gekommunikeer word en dat gepaste ingrypingsmetodes geïmplementeer word deur beide onderwysers en ouers. Formele verslagdoening word volgens die 7-punt skaal gedoen. Tabel 4.3: Prestasie-skaal vir die Nasionale Kurrikulumverklaring Graad 4 - 6 PRESTASIEKODE BESKRYWING VAN DIE VAARDIGHEID PERSENTASIE 7 Uitmuntende prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Beduidende prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Matige prestasie 40 – 49 2 Basiese prestasie 30 – 39 1 Ontoereikende prestasie 0 – 29 4.6 ModerERING VAN ASSESSERING Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort intern op skoolvlak en/of ekstern op distriks-, provinsiale - en nasionale vlak gedoen te word. Aangesien die bevordering van leerders in die Intermediêre Fase grootliks afhanklik is van die SBA (wat 75% bydra) behoort die modereringsproses verskerp te word om seker te maak dat: • Leerders nie benadeel word deur ongeldige of onbetroubare assesseringstake nie; • Die assessering se standaard hoog en van kwaliteit is, maar dat bereikbare standaarde steeds gehandhaaf word. 4.7 ALGEMEEN Hierdie dokument moet in samehang met die volgende saamgelees word: 4.7.1 Die Nasionale beleid met betrekking tot die program- en bevorderingsvereistes vir die Nasionale Kurrikulumbeleid Graad R-12; en 4.7.2 Die beleidsdokument, Nasionale Protokol vir Assessering Graad R-12.     NATUURWETENSKAPPE EN TEGNOLOGIE Kurrikulum- en assesseringsbeleidsverklaring Intermediêre fase Graad 4-6 Nasionale Kurrikulumverklaring (NKV) KABV 1 Natuurwetenskappe en Tegnologie GRAAD 4-6 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) GRAAD 4-6 Natuurwetenskappe en Tegnologie 2 SETATAMENTE SA PHOLISI YA SETŠHABA SA LENANEOTHUTO LE KELO KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http://www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0778-8 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery KABV 3 Natuurwetenskappe en Tegnologie GRAAD 4-6 VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die gemeenskap van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot 'n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal-grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid-Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS 4 SETATAMENTE SA PHOLISI YA SETŠHABA SA LENANEOTHUTO LE KELO KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 KABV 1 Natuurwetenskappe en Tegnologie GRAAD 4-6 INHOUD AFDELING 1: KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING........................................ 3 1.1 Agtergrond...........................................................................................................................................................................3 1.2 Oorsig...................................................................................................................................................................................3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum ..............................................................................................4 1.4 Tydstoekenning...................................................................................................................................................................6 1.4.1 Grondslagfase ...........................................................................................................................................................6 1.4.2 Intermediêre Fase......................................................................................................................................................6 1.4.3 Senior Fase ...............................................................................................................................................................7 1.4.4 Graad 10–12..............................................................................................................................................................7 AFDELING 2: Inleiding tot Natuurwetenskappe en Tegnologie:...................................... 8 2.1 Inleiding ............................................................................................................................................................ 8 2.2 Onderrig van Natuurwetenskappe en Tegnologie ........................................................................................ 8 2.3 Hoe Natuurwetenskappe en Tegnologie mekaar aanvul ............................................................................. 9 2.4 Organisering van die Natuurwetenskappe en Tegnologie Kurrikulum .................................................... 10 2.5 Toekenning van onderrigtyd ........................................................................................................................ 10 2.6 Spesifieke doelwitte ...................................................................................................................................... 10 2.7 Hoof verwerkings- en ontwerpvaardighede ............................................................................................... 11 2.8 Hulpbronne .................................................................................................................................................... 13 2.9 Uitleg en progressie van Natuurwetenskappe en Tegnologie inhoudskennis en konsepte .................. 13 2.10 Gedetailleerde opsomming van die Natuurwetenskappe en Tegnologie konsepte, inhoud en tydstoekenning ............................................................................................................................................. 15 AFDELING 3: INHOUDSTABELLE......................................................................................................... 17 NATUURWETENSKAPPE EN TEGNOLOGIE: GRAAD 4 ...................................................................................... 17 Natuurwetenskappe en Tegnologie: Graad 5 ...................................................................................... 31 Natuurwetenskappe en Tegnologie: Graad 6 ...................................................................................... 47 2 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 AFDELING 4: Assessering................................................................................................................ 65 4.1 Inleiding .......................................................................................................................................................... 65 4.2 Informele assessering of daaglikse assessering ....................................................................................... 65 4.3 Formele assessering ..................................................................................................................................... 66 4.4 Program van formele assessering vir Natuurwetenskappe en Tegnologie Graad 4, 5 en 6 .................. 67 4.5 Aanteken en Verslagdoening ....................................................................................................................... 68 4.6 Moderering van Assessering ....................................................................................................................... 74 4.7 Algemeen ....................................................................................................................................................... 74 KABV 3 Natuurwetenskappe en Tegnologie GRAAD 4-6 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; 4 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid￾Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; KABV 5 Natuurwetenskappe en Tegnologie GRAAD 4-6 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme; • gebruik wetenskappe en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). 6 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase word in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 KABV 7 Natuurwetenskappe en Tegnologie GRAAD 4-6 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. 8 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 AFDELING 2: Inleiding tot Natuurwetenskappe en Tegnologie: 2.1 Inleiding Wetenskappe, soos ons dit vandag ken, het sy wortels in Afrika, Arabiese, Asiatiese, Europese en Amerikaanse kulture. Dit is gevorm deur die soeke om die natuurlike wêreld te verstaan deur middel van waarneming, toetsing en bewys van idees, en het ontwikkel om deel te word van die kulturêle erfenis van al die nasies. In alle kulture en in alle tye wou mense verstaan hoe die fisiese wêreld werk en soek verduidelikings wat hulle tevrede sal stel. Wat is Wetenskappe en Tegnologie? Wetenskappe is ‘n sistematiese manier van soek vir verduidelikings en dit te koppel aan die idees wat ons het. In Wetenskappe word sekere metodes van navraag doen, en ondersoek instel, algemeen gebruik. Hierdie metodes leen hulself tot herhaling en ‘n sistematiese benadering tot wetenskaplike ondersoek, wat poog om objektiwief te bly. Om die hipotese te toets, gebruik ons metodes wat die formulering van hipoteses, en die ontwerp en uitvoering van eksperimente insluit. Herhaalde ondersoeke word onderneem, en die metodes en resultate word noukeurig ondersoek en gedebatteer voordat dit as geldig aanvaar word. Die wetenskaplike kennis wat ons by die skool leer word nie betwyfel nie - die meeste van dit is getoets en bekend sedert die 1800’s, maar ‘n goeie onderwyser sal die leerders vertel van die argumente en verwarring van die mense wat die kennis eerste ondersoek het. Ons raak ook aan sommige wetenskappe beginsels wat grens aan die onbekende: Hoekom verander die klimaat in die wêreld? Wat maak dat die heelal uitbrei? Wat veroorsaak dat die aarde se magnetiese veld verander? Niemand weet vir seker nie. Tegnologie bestaan ook regdeur die geskiedenis. Mense het die kombinasie van kennis, vaardighede en beskikbare hulpbronne gebruik om oplossings te ontwikkel wat aan hul daaglikse behoeftes en begeertes voldoen. Ekonomiese en omgewingsfaktore en ‘n wye verskeidenheid houdings en waardes moet in ag geneem word wanneer tegnologiese oplossings ontwikkel word. Tegnologie gaan vooruit soos ons kennis en behoeftes uitbrei. Tegnologiese metodes sluit in: die identifisering van behoeftes, die beplanning, ontwerp, maak en evaluering van produkte. Die kennis en vaardighede wat gebruik was in die steentydperk om gereedskap te maak, is ‘n voorbeeld hiervan. Wetenskappe en Tegnologie het ‘n groot impak, beide positief en negatief, op ons wêreld. Kennis ontstaan uit ‘n siening van hoe die wêreld werk. Een van die verskille tussen die moderne wetenskappe en tegnologie en tradisionele, inheemse kennis stelsels is dat hulle hul oorsprong in verskillende wêreldbeskouings het. Soos met alle kennis, verander wetenskaplike kennis oor tyd wanneer wetenskaplikes nuwe inligting vind en mense hulle siening oor die wêreld verander. 2.2 Onderrig van Natuurwetenskappe en Tegnologie Sorgvuldige keuse van inhoud, en die gebruik van ‘n verskeidenheid van maniere van onderrig en leer in Wetenskappe en Tegnologie, moet begrip bevorder van: Wetenskappe en Tegnologie aktiwiteite wat genot en nuuskierigheid bevredig oor hoe die wêreld en natuurlike verskynsels reageer; KABV 9 Natuurwetenskappe en Tegnologie GRAAD 4-6 Die geskiedenis van die wetenskappe en die verhouding tussen die Natuurwetenskappe, Tegnologie en ander vakke; Verstaan die verskillende kulturêle kontekste waarin die inheemse kennis stelsels ontwikkel is. Die bydrae van Wetenskappe en Tegnologie, sosiale geregtigheid en maatskaplike ontwikkeling, die behoefte vir die gebruik van wetenskaplike en tegnologiese kennis en verantwoordelikheid in die belang van onsself, van die samelewing en die omgewing asook die praktiese en etiese gevolge van besluite op grond van Wetenskappe en Tegnologie. Natuurwetenskappe en Tegnologie lê die basis vir verdere studies in Wetenskappe en Tegnologie. Dit berei leerders voor vir aktiewe deelname in ‘n demokratiese samelewing wat waarde heg aan menseregte en bevorder ‘n verantwoordelikheids sin teenoor die omgewing. Natuurwetenskappe en Tegnologie kan ook die leerders voorberei vir ekonomiese aktiwiteite en selfuitdrukking. 2.3 Hoe Natuurwetenskappe en Tegnologie mekaar aanvul Natuurwetenskappe Tegnologie Doel Najaag van nuwe kennis en begrip van die wêreld rondom ons en van natuurlike verskynsels Die daarstelling van strukture, stelsels en prosesse om aan mense se behoeftes en die gehalte van lewe te voldoen en dit te verbeter Fokus Verstaan van die natuurlike wêreld Fokus is op die begrip van die behoefte aan mensgemaakte voorwerpe om omgewingsprobleme op te los Ontwikkelingsgerigte metodes Ontdek deur die uitvoering van ondersoeke Maak van die produkte deur ontwerp, uitvindings en produksie Hoofprosesse Ondersoekende en beplan en ondersoek, logiese prosesse, voer die ondersoek uit en versamel data, evalueer data en kommunikeer bevindings Praktiese oplossing-georiënteerd prosesse; die identifisering van ‘n behoefte; beplanning en ontwerp; maak (bou); evaluering en verbetering van produkte; kommunikasie Evalueringsmetodes Analise, veralgemening en die skepping van teorieë Analise en toepassing van ontwerpidees 10 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 2.4 Organisering van die Natuurwetenskappe en Tegnologie Kurrikulum In hierdie Kurrikulum, is Natuurwetenskappe en Tegnologie in graad 4 tot 6 gekombineer in een vak wat verpligtend is vir alle leerders. Natuurwetenskappe en Tegnologie is ook beide verpligte vakke vir alle leerders in graad 7 tot 9. Die Kennisafdelings in die Natuurwetenskappe en Tegnologie In hierdie kurrikulum, word die onderstaande kennisafdelings gebruik as ‘n instrument vir die organisering van die inhoud van die vak Natuurwetenskappe en Tegnologie. NATUURWETENSKAPPE TEGNOLOGIE Lewe en lewende dinge Materie en material/stowwe Energie en verandering Die planeet Aarde en die ruimte Strukture Verweking Stelsels en beheer 2.5 Toekennings van onderrigtyd Tyd vir Natuurwetenskappe en Tegnologie word op die volgende manier toegeken: • 10 weke per kwartaal, met 3 ½ uur per week • Graad 4, 5 en 6 is ontwerp om binne 38 weke voltooi te word • 7 ure vir assessering in kwartaal 1, 2 en 3 • Kwartaal 4 werk dek 8 weke plus 2 weke vir hersiening en eksamens Die tyd wat toegeken word per onderwerp is ‘n riglyn en moet buigsaam toegepas word na gelang van omstandighede in die klaskamer en om die belange van die leerders te akkommodeer. Die tydtoekennings wat aan die verskillende onderwerpe gegee word verskaf ‘n aanduiding van die gewig van elke onderwerp. In alle grade, moet ‘n aansienlike hoeveelheid tyd spandeer word aan die uitvoer van ondersoeke en praktiese take en omdat dit ‘n integrale deel van die onderrig-en leerproses is. Sien gedetailleerde tydtoekenning in Afdeling 2.9. 2.6 Spesifieke doelwitte Hierdie kurrikulum is daarop gerig om leerders geleenthede te bied vir die saamstel van idees wat hulle het oor die natuur sodat hulle sin daarvan kan maak. Dit moedig ook die leerders aan om vrae te vra wat kan lei tot verdere navorsing en ondersoek. Daar is drie spesifieke doelwitte in die Natuurwetenskappe en Tegnologie: Spesifieke Doelwit 1: ‘Uitvoer van Wetenskappe en Tegnologie’ Leerders moet in staat wees om ondersoeke te voltooi, probleme te analiseer en praktiese-prosesse en vaardighede te gebruik in die ontwerp en evaluering van oplossings. KABV 11 Natuurwetenskappe en Tegnologie GRAAD 4-6 Dit beteken dat leerders eenvoudige ondersoeke beplan en uitvoer om probleme op te los wat praktiese vermoë benodig. Daar is houdings en waardes wat die grondslag vorm van hierdie vermoë. Respek vir lewende dinge is ‘n voorbeeld hiervan - leerders moet nie blare van plante afpluk net om hulle te vergelyk nie; as hulle klein diertjies ondersoek moet hulle daarvoor sorg tot hulle weer ongedeerd vrylaat word op die plek waar hulle hulle gevind is. Spesifieke Doelwit 2: ‘Verstaan en verbind idees’ Leerders moet ‘n begrip hê van wetenskaplike-, tegnologiese- en omgewingskennis om hulle in staat te stel om dit toe te pas in ‘n nuwe konteks. Die belangrikste taak van onderrig is om ‘n raamwerk van kennis vir die leerders op te bou en sodoende hulle te help om verbindings tussen die idees en konsepte in hul gedagtes te maak - dit is anders as leerders wat net feite ken. Slegs die beantwoording van die vrae in ‘n aktiwiteit is nie genoeg nie. Bespreking moet verband hou met die verworwe kennis en ervaring en toepassings moet gemaak word. Spesifieke Doelwit 3: ‘Wetenskappe, tegnologie en die samelewing’ Leerders moet die praktiese gebruike van die Natuurwetenskappe en Tegnologie in die samelewing en die omgewing verstaan en sodoende waardes ontwikkel as sorgsame en kreatiewe burgers. Wetenskappe en Tegnologie wat in die skool geleer word moet leerders ontwikkel wat verstaan dat die skool wetenskappe betrekking het op hulle lewens buite die skool. Kwessies soos die verbetering van die gehalte van die water, voedsel verbouing sonder beskadig van die land, en die bou van energie-doeltreffende huise is voorbeelde van die alledaagse toepassings. Net so kan Wetenskappe en Tegnologie leerders help om ‘n verskeidenheid van beroepe en werksmoontlikhede te ontwikkel. ‘n Waardering vir die geskiedenis van wetenskaplike ontdekkings en tegnologiese oplossings, en hul verhouding tot inheemse kennis en verskillende wêreldbeelde, verryk ook ons begrip van die verband tussen wetenskappe, tegnologie en samelewing. 2.7 Hoof verwerkings- en ontwerpvaardighede Die onderrig en leer van die Natuurwetenskappe en Tegnologie behels die ontwikkeling van ‘n reeks van die proses￾en ontwerpvaardighede wat in die alledaagse lewe gebruik word in die gemeenskap en in die werkplek. Leerders ontwikkel ook die vermoë om objektief te dink en ‘n verskeidenheid vorms van redenasie te gebruik terwyl hulle hierdie vaardighede ontwikkel. Leerders kan hierdie vaardighede ontwikkel deur hulle omgewing te ondersoek wat hulle nuuskierigheid oor die wêreld, kreatiwiteit, verantwoordelikheid en groeiende selfvertroue sal ondersteun. Die volgende is kognitiewe en praktiese prosesse- en ontwerpvaardighede wat leerders in staat sal stel om in Natuurwetenskappe en Tegnologie te ontwikkel: 1. Toegang en herinner van inligting - in staat wees om ‘n verskeidenheid van bronne te gebruik om inligting te bekom, en relevante feite en die sleutel idees te onthou, en ‘n konseptuele raamwerk te bou; 2. Waarneming - in detail op let oor voorwerpe, organismes en gebeurtenisse; 3. Vergelyking - let op ooreenkomste en verskille tussen dinge; 4. Meet - die gebruik van meetinstrumente soos liniale, termometers, horlosies en spuite (volume); 12 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 5. Sortering en klassifisering - toepassing van kriteria om items in ‘n tabel te sorteer, breinkaart, sleutels, noem of ander maniere; 6. Identifisering van probleme en kwessies - in staat wees om die behoeftes en begeertes van mense in die samelewing te verwoord; 7. Vra van vrae - in staat wees om te dink, en relevante vrae oor probleme te vra, kwessies en natuurlike verskynsels te beantwoord; 8. Voorspelling - bespiegel voor ‘n ondersoek, wat jy dink die resultate sal wees vir die spesifieke ondersoek; 9. Hipotesestelling - voorstelle of moontlike verduidelikings vir sekere feite. ‘n Hipotese word gebruik as ‘n basis vir verdere ondersoek om die hipotese te bewys of te weerlê; 10. Beplan die ondersoek - deurdink die metode van ‘n aktiwiteit of ondersoek vooruit. Identifisering van die behoefte om die ondersoek ‘n billike toets te maak waar ‘n paar dinge (veranderlikes) dieselfde bly terwyl ander dinge sal verander; 11. Uitvoer van ondersoeke - dit behels die uitvoering van metodes met behulp van toepaslike apparate en toerusting, en die versameling van data deur die waarneming en vergelyking, meet en skat, volgorde, of sorteer en klassifiseer. Soms moet ‘n ondersoek herhaal word om die resultate te verifieer; 12. Aanteken van inligting - teken data van die ondersoek aan op ‘n sistematiese manier, insluitend tekeninge, beskrywings, tabelle en grafieke; 13. Interpretasie van inligting - verduideliking wat die resultate van die aktiwiteit of ondersoek beteken (dit sluit leesvaardighede in); 14. Ontwerp - wys (byvoorbeeld. deur tekeninge) hoe iets gedoen moet word met inagneming van die ontwerpopdrag, spesifikasies en beperkings; 15. Maak/bou - die bou of die samestelling van ‘n voorwerp deur gebruik te maak van gepaste materiaal en gereedskap en die gebruik van vaardighede soos meet, sny, vou, rol, heg; 16. Evaluering en verbetering van produkte - die gebruik van kriteria om ‘n gestruktureerde voorwerp te assesseer en die vermelding van maniere om daardie voorwerp te verfyn; en 17. Kommunikasie - die gebruik van skriftelike, mondelinge, visuele, grafiese en ander vorme van kommunikasie om inligting beskikbaar te maak aan ander mense. Ontwikkeling van Taalvaardigheid: Lees en skryf Die vermoë om goed te lees, is belangrik tot suksesvolle leer regdeur die kurrikulum. Skriftelike werk is ook ‘n kragtige instrument vir kommunikasie. Skryfwerk kan leerders help om hulle gedagtes en idees samehangend te kommunikeer. Gereelde lees en skryf oor ‘n verskeidenheid van take en vakke stel leerders in staat om funksioneel en kreatief te kommunikeer. In Natuurwetenskappe en Tegnologie lesse word van leerders verwag om spesifieke genres van tekste (insluitend instruksies, verslae en verduidelikings) te lees en te skryf. Leerders moet gereeld geleenthede gegee word om ‘n verskeidenheid van genres te lees en te skryf om hulle lees-en skryfvaardighede te bevorder. Die vermoë om te lees en skryf is ook krities wanneer leerders geassesseer word, beide informeel en formeel. KABV 13 Natuurwetenskappe en Tegnologie GRAAD 4-6 2.8 Hulpbronne Die hulpbronne wat nodig is vir die onderrig van Natuurwetenskappe en Tegnologie word teen elke onderwerp aangedui om onderwysers te help met die beplanning en voorbereiding. Die lys is ‘n gids en geskikte alternatiewe gereedskap en materiaal kan gebruik word. Elke leerder moet sy/haar eie handboek hê. Onderwysers moet verseker dat ‘n stelsel in plek is vir die herstel van handboeke aan die einde van elke jaar. Skole moet ‘n veilige stoorplek hê waar handboeke en ander toerusting veilig gebêre kan word. Die ideaal is dat elke leerder toegang tot genoegsame werkspasie en toerusting moet hê om ondersoeke uit te voer en ontwerpe en maak. Vir veiligheid en opvoedkundige redes word dit aanbeveel dat nie meer as drie leerders ‘n ruimte en toerusting deel nie. Onderwysers moet verseker dat leerders vertroud is met die reëls vir die veilige gebruik van toerusting. Skole moet ‘n poging aanwend om te verseker dat die noodsaaklike toerusting verskaf word. Gereedskap, toerusting, materiaal en verbruiksgoedere moet verkry word deur middel van ‘n beplande begrotingsproses. Veilige stoorplek vir toerusting moet deur die skool voorsien word. Hoewel dit erken word dat dit nie die ideaal is om toerusting te improviser nie, moet onderwysers onthou dat dit meer belangrik is vir leerders om die ervaring van ‘n verskeidenheid van ondersoeke asook die maak van leerders se eie tegnologie modelle op te doen, as om afhanklik te wees van die beskikbare toerusting. In gevalle waar toerusting beperk is, moet onderwysers aangemoedig word om te improviseer. Die kennis en vaardighede kan net so suksesvol ontwikkel word deur gebruik te maak van geïmproviseerde toerusting. In gevalle waar daar geen alternatief is nie, is dit meer effektief vir die onderwysers om ‘n ondersoek te demonstreer in plaas van geen ondersoeke te doen nie, of modelle te bou ten spyte van ‘n gebrek aan toerusting. 2.9 Uitleg en progressie van Natuurwetenskappe en Tegnologie inhoudSkennis en konsepte Leerders in alle grade, moet ondersteun word by die uitvoer van ondersoeke en die aanspreek van die tegnologiese ontwerpproses. Hulle moet uitbrei op die konsepte of kennis wat hulle aan voorgestel word om sodoende hulle begrip van die onderwerp te verdiep. • Elke kwartaal sluit ‘n Natuurwetenskappe en Tegnologie kennisafdeling in. • Die kennisafdeling word georganiseer om duidelike progressie van begrippe oor die grade heen en in die fase te bevorder. • Dit is belangrik om die konseptuele skakels tussen die Natuurwetenskappe en Tegnologie in die verskillende onderwerpe te beklemtoon, maar in sekere onderwerpe is die konseptuele skakels sterker en meer voor die hand liggend. • Ten minste twee Tegnologie kennisafdeling sal ontwikkel word in elke graad. Alle kennisafdelings sal ontwikkel word in die Intermediêre Fase. 14 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 Graad 4 Kennisafdeling NW en Tegnologie Kennisafdeling NW en Tegnologie Kennisafdeling NW en Tegnologie Kennisafdeling NW en Tegnologie Lewe en Lewende dinge Strukture Materie en Materiale Strukture Energie en Verandering Stelsels en Beheer Planeet Aarde en die Ruimte Stelsels en Beheer Lewende en nie-lewende dinge Struktuur van plante en diere Wat plante nodig het om te groei Habitatte van diere struktuur vir diere skuilings Strukture van diere skuilings Materiaal om ons Soliede materiaal Versterking van material Sterk raam strukture Energie en Energie￾oordrag Energie om ons Energie en klank Die beweging energie in ‘n stelsel Planeet Aarde Die Son Die Aarde en die Son Die Maan Vuurpyl stelsels Graad 5 Kennisafdeling NW en Tegnologie Kennisafdeling NW en Tegnologie Kennisafdeling NW en Tegnologie Kennisafdeling NW en Tegnologie Lewe en Lewende dinge Strukture Materie en Materiale Verwerking Energie en Verandering Stelsels en Beheer Planeet Aarde en die Ruimte Stelsels en Beheer Plante en diere op aarde Diere￾geraamtes Voedselket￾tings Lewen￾siklusse Geraamtes as strukture Metale en nie-metale Gebruike van metale Verwerking van materiaal Verwerkte materiaal Gestoorde energie in brandstof Energie en elektrisiteit Energie en beweging Stelsels om dinge te verskuif Planeet Aarde Oppervlak van die Aarde Sedimentêre gesteente Fossiele Graad 6 Kennisafdeling NW en Tegnologie Kennisafdeling NW en Tegnologie Kennisafdeling NW en Tegnologie Kennisafdeling NW en Tegnologie Lewe en Lewende dinge Verwerking Materie en Materiale Verwerking Energie en Verandering Stelsels en Beheer Planeet Aarde en die Ruimte Stelsels en Beheer Fotosintese Voeding￾stowwe in voedsel Voeding Ekostelsels en voedse￾lwebbe Voedsel verwerking Vaste stowwe, vloeistowwe en gasse Mengsels Oplossings as spesiale mengsels Ontbinding Mengsels en water hulpbronne Prosesse om water te suiwer Elektriese stroombane Elektriese geleiers en isolators (nie-geleiers) Hoofstroom elektrisiteit Stelsels om probleme op te los Die Sonnestelsel Bewegings van die Aarde en planeete Die beweging van die Maan Stelsels om die ruimte te ondersoek Stelsels om die Maan en Mars te ondersoek KABV 15 Natuurwetenskappe en Tegnologie GRAAD 4-6 Onderwysers het die vryheid om konsepte en leerervarings uit te brei, te ontwerp en te organiseer volgens hul eie plaaslike omstandighede. Voorbeelde van inheemse kennis wat onderwysers kies om te ondersoek moet so ver as moontlik, verskillende Suid-Afrikaanse kulturêle groepe weerspieël. Hulle moet ook direk skakel met spesifieke inhoudkennis in die Natuurwetenskappe en Tegnologie. 2.10 Gedetailleerde opsomming van die Natuurwetenskappe en Tegnologie konsepte, inhoud en tydstoekenning Graad 4 Graad 5 Graad 6 Termyn Onderwerp Tyd in weke Onderwerp Tyd in weke Onderwerp Tyd in weke Termyn 1 Lewe en Lewende dinge • Lewende en nie￾lewende dinge • Strukture van plante en diere • Wat plante nodig het om te groei • Habitatte van diere • Strukture vir diere skuilings 2 2½ 1 2 2½ 10 weke • Plante en diere op aarde • Dieregeraamtes • Geraamtes as strukture • Voedselkettings • Lewensiklusse 2½ 1½ 2½ 1½ 2 10 weke • Fotosintese • Voedingstowwe in voedsel • Voeding • Voedsel verwerking • Ekostelsels en Voedselwebbe 2½ 1½ 1½ 2½ 2 10 weke Termyn 2 Materie en materiale • Materiaal rondom ons • Soliede material • Versterking van material • Sterk raamstrukture 3½ 2 2 2½ 10 weke • Metale en nie￾metale • Gebruike van metale • Verwerking van materiale • Verwerkte materiaal 2 2½ 3½ 2 10 weke • Vaste stowwe, vloeistowwe en gasse • Mengsels • Oplossings as spesiale mengsels • Ontbinding • Mengsels en water hulpbronne • Prosesse om water te suiwer ½ 1 2½ 1 2½ 2½ 10 weke Termyn 3 Energie en verandering • Energie en Energie-oordrag • Energie om ons • Die beweging van energie in ‘n stelsel • Energie en klank 2½ 2½ 2½ 2½ 10 weke • Gestoorde energie in brandstof • Energie en elektrisiteit • Energie en beweging • Stelsels vir bewegende dinge 3 3 1 3 10 weke • Elektriese stroombane • Elektriese geleiers en nie￾geleiers • Stelsels om probleme op te los • Hoofstroom elektrisiteit 2½ 2 2½ 3 10 weke 16 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 Graad 4 Graad 5 Graad 6 Termyn Onderwerp Tyd in weke Onderwerp Tyd in weke Onderwerp Tyd in weke Termyn 4 Planeet Aarde en die Ruimte Planeet Aarde Die Son Die Aarde en die Son Die Maan Vuurpyl stelsels 2 1 1 2 2 8 weke Planeet Aarde Oppervlak van die Aarde Sedimentêre gesteentes Fossiele 1 2½ 2 2½ 8 weke Die Sonnestelsel Bewegings van die Aarde en planete Die beweging van die Maan Stelsels vir die ondersoek na die ruimte Stelsels te verken die Maan en Mars 2½ 1 1 1 2½ 8 weke Totale 38 weke 38 weke 38 weke Notas: *Hierdie totale sluit die 7 ure per kwartaal vir deurlopende assessering in, maar sluit nie die 2 weke wat opsy gesit is aan die einde van die jaar vir die eksamen in nie. Algemeen: Die tyd wat aan elke onderwerp spandeer word moet as riglyn dien vir gewig van punte in toetse en eksamen. Die doel vir die gebruik van ‘n tydgids is om te verseker dat alle onderwerpe geassesseer word. KABV 17 Natuurwetenskappe en Tegnologie GRAAD 4-6 AFDELING 3: INHOUDSTABELLE NATUURWETENSKAPPE EN TEGNOLOGIE: GRAAD 4 GRAAD 4 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 ure) Lewende en nie- lewende dinge Lewende dinge • daar is baie verskillende soorte lewende dinge • lewende plante en diere kan al die sewe lewensprosesse uitvoer; voeding, groei, reproduseer, asemhaling, uitskeiding, sintuie, beweging • sommige dinge lyk nie lewendig nie (soos droë bone, droë gis, ‘n bevrugte voël eier), maar kan weer ‘leef’ in die regte omstandighede Nie-lewende dinge • nie-lewende dinge kan nie al sewe die lewensprosesse uitvoer nie • sommige dinge het gelewe en is nou dood: dooie hout, droë blare. • begin die Intermediêre Fase deur te kyk na foto’s en/of werklike voorbeelde van verskillende lewende dinge, met inbegrip van plante, diere, broodmuf, kieme* • ontkiemende boontjiesade (die verskaffing van warmte, en vog) ** • groeiende gis (in warm water met suiker) • soek na foto’s van uitgebroeide eiers (warmte) • identifiseer, sorteer en vergelyk ‘n seleksie van die lewende en nie-lewende dinge (insluitende die vuur, riviere, rotse) en kyk na al die interessante verskille tussen hulle. • Voorbeelde en foto’s van die lewende en nie-lewende dinge, insluitend plante, diere, broodmuf • Sade • Gis • Foto’s van uitgebroeide eiers Notas: * Maak seker dat leerders verstaan dat kieme ook lewendig is maar te klein is om met die blote oog te sien ** Die ontkiemde sade kan gebruik word vir die ondersoeke 18 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 4 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 week (3 ½ uur) Wat plante nodig het om te groei Kondisies vir groei • plante moet lig, water en lug hê om te groei • nuwe plante kan groei van steggies en saad • saad benodig water en warmte om te groei (ontkieming van sade) ondersoek die groei van die plante van saad en steggies deur waarneming, meting van *** en die aanteken van die groei oor tyd **** [Dit kan gebruik word as ‘n moontlike projek] Sade en steggies Liniaal en ‘n meetband Notas: *** Leerders kan die aantal blare soos die plant groei tel en hoogte van die stam meet **** Die ondersoek en waarnemings van hierdie praktiese taak sal gedoen word met verloop van tyd, terwyl die leerders voortgaan met verdere werk 2 weke (7 uur) Habitatte van diere Verskillende habitatte • ‘n habitat is die plek waar ‘n plant of dier lewe • daar is verskillende tipes van habitatte, soos grasveld, bos, rivier, see Behoefte aan ‘n habitatte • diere moet ‘n habitat hê vir kos, water, ‘n plek om te skuiling, babas te hê en om veilig te wees • identifiseer, teken en beskrywing van ‘n habitat op of naby die skoolterrein • verbind verskillende diere met hul habitatte en gee redes waarom die diere daar woon • beskryf en skryf oor die habitatte van drie Afrika * wilde diere en waarom hulle geskik is vir lewe in dié habitatte • Foto’s van plante en diere en hul habitatte 2 ½ weke (8 ¾ uur) Strukture vir diere skuilings Diere skuilings • diere skuilings kan natuurlik wees insluitende neste, skulpe, hol bome, perdeby nes of mensgemaakte hondehokke, hokke, krale, stalle • diereskuilings kan dop- of raamstrukture wees, kan verskillende vorms en groottes hê, en kan gemaak word van verskillende materiale • identifiseer natuurlike en mensgemaakte diere skuilings • soek na foto’s van verskillende dop- en raamstrukture vir skuiling van diere • gevallestudie oor die behoefte van ‘n diere skuiling • ontwerp en teken ‘n diere skuiling, met inagneming van sy: doel vorm en grootte materiaal evaluering die toepaslikheid van die ontwerp • foto’s en voorbeelde van die diere skuilings Notas: * Hierdie verwys na die diere wat inheems aan Afrika is. KABV 19 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 4 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Laat ‘n maksimum van 7 ure toe vir assessering gedurende die termyn. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • ‘n seleksie van die lewende en nie-lewende dinge kan sorteer • identifiseer en beskryf die dele van ‘n plant • identifiseer en te beskryf die dele van ‘n dier • groei plante uit die sade, meet en teken hulle groei aan • beskryf verskillende habitatte • ontwerp, teken en evalueer ‘n diere skuiling 20 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 4 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 3 ½ weke (12 ¼ uur) Materiaal om ons Vaste stowwe, vloeistowwe en gasse • vaste stowwe, vloeistowwe en gasse maak al die materiaal rondom ons uit • ‘n paar eienskappe van vastestowwe, vloeistowwe en gasse - vastestowwe behou hul vorm - vloeistowwe vloei en neem die vorm van die houer aan - gasse, soos lug, is geneig om te versprei, het geen definitiewe vorm nie maar kan saamgevat word (soos in ‘n ballon) Verandering van die toestand • verhitting en verkoeling (verwydering van hitte) veroorsaak vastestowwe, vloeistowwe en gasse om hulle toestand te verander - ‘n soliede stof sal eerste verander na ‘n vloeistof (smelt) wanneer dit verhit word en dan verander die vloeistof na ‘n gas (verdamp) met verdere verwarming - gas verander eerste na ‘n vloeistof (kondensasie) wanneer dit afkoel word en dan verander ‘n vloeistof aan ‘n soliede stof (vries) wanneer dit verder afgekoel word Die watersiklus • water verdamp, kondenseer, vries en smelt in die watersiklus • sorteer voorbeelde van algemene materiale in vastestowwe, vloeistowwe en gasse soos hout, klip, plastiek, tekstiele, water, sap, tee, lug, kookolie, gas in ‘n gasstoof, en beskryf hulle • Ondersoek verdamping, kondensasie, bevriesing en smelt deur gebruik te maak van water en ys • Ondersoek smelt en verharding deur gebruik te maak van verskillende stowwe soos botter/vet/ margarien, was, roomys, sjokolade • teken en skryf oor die watersiklus • Voorbeelde van materiaal en stowwe, insluitend hout, klip, plastiek, tekstiele, water, sap, tee, lug, olie, gas vir gasstowe • Voorbeelde van verskillende stowwe soos ys, botter, was, roomys, sjokolade • Video insetsel vanaf die internet KABV 21 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 4 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 3 ½ weke (12 ¼ uur) Materiaal om ons Vaste stowwe, vloeistowwe en gasse • vaste stowwe, vloeistowwe en gasse maak al die materiaal rondom ons uit • ‘n paar eienskappe van vastestowwe, vloeistowwe en gasse - vastestowwe behou hul vorm - vloeistowwe vloei en neem die vorm van die houer aan - gasse, soos lug, is geneig om te versprei, het geen definitiewe vorm nie maar kan saamgevat word (soos in ‘n ballon) Verandering van die toestand • verhitting en verkoeling (verwydering van hitte) veroorsaak vastestowwe, vloeistowwe en gasse om hulle toestand te verander - ‘n soliede stof sal eerste verander na ‘n vloeistof (smelt) wanneer dit verhit word en dan verander die vloeistof na ‘n gas (verdamp) met verdere verwarming - gas verander eerste na ‘n vloeistof (kondensasie) wanneer dit afkoel word en dan verander ‘n vloeistof aan ‘n soliede stof (vries) wanneer dit verder afgekoel word Die watersiklus • water verdamp, kondenseer, vries en smelt in die watersiklus • sorteer voorbeelde van algemene materiale in vastestowwe, vloeistowwe en gasse soos hout, klip, plastiek, tekstiele, water, sap, tee, lug, kookolie, gas in ‘n gasstoof, en beskryf hulle • Ondersoek verdamping, kondensasie, bevriesing en smelt deur gebruik te maak van water en ys • Ondersoek smelt en verharding deur gebruik te maak van verskillende stowwe soos botter/vet/ margarien, was, roomys, sjokolade • teken en skryf oor die watersiklus • Voorbeelde van materiaal en stowwe, insluitend hout, klip, plastiek, tekstiele, water, sap, tee, lug, olie, gas vir gasstowe • Voorbeelde van verskillende stowwe soos ys, botter, was, roomys, sjokolade • Video insetsel vanaf die internet word GRAAD 4 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Vaste stowwe Onverwerkte en verwerkte material • voorbeelde van ‘n onverwerkte materiaal wat gebruik word om ander nuttige material te maak - sand word gebruik om glas te maak - klei word gebruik om keramiek te maak - steenkool en olie wat gebruik word om plastiek, verf en materiale te maak - hout en vesel van plante kan gebruik word om papier te maak - wol en vel van diere word gebruik om tekstiele en leer te maak Eienskappe van material • onverwerkte en verwerkte materiale het spesifieke eienskappe. Hierdie eienskappe kan hard of sag, styf of buigbare, sterk of swak, lig of swaar, waterdig of absorberende wees • lees hoe plantvesels gebruik word om papier te maak • beskryf die eienskappe van onverwerkte en verwerkte materiale • Voorbeelde van onverwerkte en verwerkte materiaal om die eienskappe van glas produkte, leer, keramiek, tekstiele, hout items, plastiek produkte te ondersoek 22 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 4 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Versterking van materiaal Maniere om materiaal te versterk • daar is verskillende maniere om materiaal te versterk (soos papier) om ‘n sterk struktuur te bou: - ons kan papier vou om hol pilare te vorm wat rond, driehoekige of vierkantige kan wees - ons kan die papier in lang, dun buise (stutte) rol • ondersoek watter vorm van die pilaar die sterkste is (die meeste gewig kan dra). Teken ‘n staafgrafiek van die resultate • maak papierstutte deur lang dun buisies (stutte) te rol • Papier, houtpenne (30cm x 10mm) of stokke, kleefband, papiersplitpenne (splitpins) om stutte te maak 2 ½ weke (8 ¾ uur) Sterk raamstrukture Stutte en raamstrukture • stutte word verbind in driehoekige vorms wat ‘n sterk, stabiele struktuur vorm, soos in dakkappe, brûe, hyskrane, kragmaste en geraamtes (ledemaatbene is stutte) Inheemse strukture • inheemse, tradisionele huise soos ‘n Zoeloe-hut (uguqa), Xhosa (rontabile en ungqu-phantsi) en Nama (matjieshuis) maak gebruik van ‘n raamwerk van stutte (soos takke) • soek na foto’s van raamstrukture wat met stutte versterk is • verken maniere om stutte te heg om ‘n sterk struktuur te maak (verbind stutte in driehoekige en vierkantige vorms) • ontwerp, maak en evalueer ‘n sterk struktuur met behulp van tubulêre stutte, soos ‘n model van ‘n toring, brug, kragmas [Dit kan gebruik word as ‘n moontlike projek] • Foto’s van raamstrukture Papier, houtpenne (30cm x 10mm) of stokke, kleefband, papiersplitpenne (splitpins) Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word. Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Laat ‘n maksimum van 7 ure toe vir assessering gedurende die termyn. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle kan: • onderskei tussen die vaste stowwe, vloeistowwe en gasse • verduidelik hoe geselekteerde materiaal van toestand kan verander • verduidelik die watersiklus in terme van die verandering van die toestand van water • gee voorbeelde van onverwerkte materiaal wat gebruik word om verwerkte materiaal te maak • beskryf die eienskappe van onverwerkte en verwerkte material • demonstreer maniere om materiale te versterk • demonstreer maniere om papierstutte te maak en te heg • ontwerp, maak en evalueer ‘n sterk struktuur KABV 23 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 4 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDERING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Energie en Energie- oordrag Energie vir lewe • ons gebruik energie vir alles wat ons doen • ons kry energie uit voedsel • energie in ons voedsel kom van die Son (plante gebruik die energie van die Son om voedsel te maak vir hulself en vir diere en mense) Energie van die Son • energie word oorgedra van die Son, na plante, na diere in ‘n volgorde wat bekend is as ‘n energie-/ voedselketting • identifiseer dinge wat mense en diere doen wat energie vereis soos leweprossse te onderhou en ander aksies uit te voer • teken en skryf oor hoe energie van die Son oorgedra word deur die voedsel wat plante maak vir diere/ menslike gebruik (energie ketting - gebruik pyle om die rigting waarin die energie van die Son oorgedra word aan te wys) • Foto’s en voorbeelde van ‘n seleksie van masjiene en toestelle wat ‘n ketel, stoof, flitslig, radio, strykyster, waaier/ haardroër, ‘n motor/ fiets, drom • Video insetsels van die internet 2 ½ weke (8 ¾ uur) Energie om ons Energie • ons is bewus van energie om ons, soos beweging, hitte, lig, klank • energie word ook gestoor in bronne soos voedsel, hout, steenkool, olie produkte *, natuurlike gas • energie kan oorgedra word van een bron tot waar dit benodig word Inset en uitset van energie • masjiene en toerusting benodig energie insette om hulle te laat werk • masjiene en toerusting verskaf energie uitsette (werk) wat vir ons nuttig is • gebruik prente om situasies te identifiseer waar energie betrokke is of oorgedra word • beskryf die inset en uitset van energie van ‘n seleksie masjiene en toestelle soos ‘n ketel, stoof, flitslig, radio, strykyster, waaier/haardroër, ‘n motor/ fiets, drom Notas: * Petrol, diesel, paraffien, vliegtuigbrandstof, kerswas is almal produkte van natuurlike ru-olie 24 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 4 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDERING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Beweging en Energie in ‘n stelsel Beweging en musiekinstrumente • baie musiekinstrumente (stelsels) gebruik bewegings energie insette (soos blaas, klop en pluk) om hulle te laat werk • baie musiekinstrumente het dele wat kan beweeg of vibreer • musiekinstrumente produseer klank as die vernaamste uitset energie • lees oor of kyk na inheemse musiekinstrumente en hoe hulle werk • ondersoek, ontwerp, maak en evaluering ‘n musiekinstrument (soos ‘n kitaar, ratel, drom, blaasinstrument soos panfluit, fluite) wat gebruik maak van bewegingsenergie om geluide te maak [Dit kan gebruik word as ‘n moontlike projek] • Voorbeelde van musiekinstrumente • Materiaal om musiekinstrumente te maak KABV 25 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 4 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDERING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Energie en klank Vibrasies en klank • musiekinstrumente maak geluide deur vibrasies - die klank beweeg altyd uitwaarts vanaf die deel wat vibreer - ons kan vibrasies voel of hoor - die vibrasies beweeg deur materiale soos lug, water, plastiek, metaal en hout Maak geluide • geluide kan hard of sag (volume) wees • klanke kan hoog of laag (toonhoogte) wees Geraasbesoedeling • klanke wat hard, onaangename of skadelike vir ons ore is of oor ‘n lang periode strek, word beskryf as geraasbesoedeling • geraasbesoedeling kan permanente skade aan die verhoor veroorsaak (gehoorapparate kan help om mense wat gehoorgestremd is te laat hoor) • kyk na foto’s van die menslike oor, sy dele en hoe klank daardeur beweeg • maak harde en sagte klanke met jou stem en/of musiekinstrumente • maak hoë en lae klanke met jou stem en/of musiekinstrumente • beskryf bronne van geraasbesoedeling, insluitende by die huis, skool, in die gemeenskap en die beste manier om onsself te beskerm daarteen • Foto’s van die menslike oor, dit is dele en hoe ‘n mens hoor • Voorbeelde van musiekinstrumente wat deur leerders gemaak is • Video insetsels van die internet 26 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 4 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDERING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Laat ‘n maksimum van 7 ure toe vir assessering gedurende die termyn. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • Aan toon hoe die energie opeenvolgend deur die energie-/voedselketting van die Son oorgedra word deur middel van voedsel wat deur plante gemaak word vir diere/menslike gebruik • verduidelik die inset en uitset van energie in verskeie masjiene en toestelle • ontwerp, maak en evalueer ‘n musiekinstrument • beskryf geraasbesoedeling en die beste manier om ons ore te beskerm KABV 27 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 4 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Die planeet Aarde Kenmerke van die Aarde • die aarde is rond soos ‘n bal (sfeer) en is gemaak van die rots • die belangrikste oppervlaktes van die Aarde is land (rotse en grond), water en lug • die meeste van die oppervlak van die Aarde is bedek met water (oseane en seë) • die land wat ons kan sien, is gemaak van kontinente * en eilande • daar is ‘n dun laag van lug rondom die Aarde • die Aarde het baie verskillende habitatte vir lewende dinge Aarde en die Ruimte • die Aarde is ‘n planeet in die ruimte • van die Aarde kan ons die Son, Maan en sterre sien • interpreteer foto’s en modelle wat kenmerke van die Aarde, insluitende sigbare kenmerke soos die oseane, see, mere, vastelande, eilande en poolkappe aandui • tekeninge of modelle van die Aarde • beskryf die funksies van die Aarde • Foto’s van die Aarde wat sy belangrikste kenmerke aantoon • Foto’s van die Maan, Son en planeete • Modelle van die Aarde, die Maan en die Son • Video insetsels 1 week (3 ½ uur) Die Son Ons naaste ster • die Son is ‘n ster - die Son bestaan uit warm gas en gee hitte en lig af - die Son is baie groot (baie groter as die Aarde) - die Son is baie ver weg, maar dit is die naaste ster aan die Aarde - die Son verskaf hitte en lig na die Aarde en lewende dinge • interpretasie van foto’s en modelle van die Son • tekeninge of modelle van die Son • beskrywings van die Son Notas: * Kontinente verwys na groter landmassas op die oppervlak van die Aarde 28 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 4 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 week (3 ½ uur) Die Aarde en die Son Beweging om die Son • die Aarde beweeg in ‘n baan om die Son wat ‘n wentelbaan genoem word - die Son is ‘n ster in die middel van die Sonnestelsel. ** - die Aarde is een van agt planeete in die Sonnestelsel *** Die son en lewe • die Aarde kry die regte hoeveelheid lig en hitte van die Son vir die ondersteuning van lewe • interpreteer foto’s en modelle van die Sonnestelsel • tekeninge en skryf oor die Aarde en sy wentelbaan om die Son Notes: ** Dit is ‘n basiese inleiding tot die konsep van die Sonnestelsel *** Pluto is nou bekend as ‘n dwergplaneet, en is dus nie ‘n planeet nie KABV 29 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 4 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Die Maan Kenmerke van die Maan • die Maan is ‘n bal van rots in die ruimte - daar is geen lug en water op die Maan nie - die Maan is kleiner as die Aarde - die Maan is nader aan die Aarde as die Son Fases van die Maan • die Son se lig skyn op die oppervlak van die Maan - ons kan net die deel van die Maan sien waaarop die Son skyn - die veranderende patroon van sonlig op die Maan word die fases van die Maan genoem - die patroon herhaal elke 29 ½ dae (ongeveer ‘n Maand) Maan stories • kulturêle stories oor die Maan vertel ons oor die belangrikheid van die Maan in mense se lewens • interpreteer foto’s en modelle van die Maan • tekeninge of modelle van die Maan • beskrywings van die Maan • ondersoek - waarneming en die aanteken van die veranderende vorm van lig op die Maan elke aand vir ten minste ‘n Maand (Maan horlosie) * • kalender vir die opteken van die fases van die Maan • Kulturêle stories oor die Maan • Video insetsels 2 weke (7 uur) Vuurpylstelsels Vuurpylmodel • mense maak gebruik van vuurpyle om in die ruimte in te gaan en na die Maan te reis • ‘n vuurpyl is ‘n stelsel wat gebruik word om voertuie in die ruimte in te stuur - ‘n vuurpyl beweeg deur middle van uitlaatgasse wat aan sy agterkant uitgestoot word • ontwerp, maak en evaluering ‘n vuurpylmodel wat gemaak is met behulp van ‘n ballon - heg ‘n ballon met ‘n strooitjie waardeur vislyn getrek is en span dit styf tussen twee punte - laat die opgeblaasde ballon gaan en meet hoe ver dit beweeg langs die vislyn op. Teken staafgrafieke en evalueer verskillende ballonvuurpyle [Dit kan gebruik word as ‘n moontlike projek] • Apparaat insluitend ballonne van verskillende groottes, strooitjies en vislyn, hakke, meetbande Notas: * Voer die kyk na die Maan uit, terwyl hulle voortgaan om met ander werk. 30 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 4 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Aangesien hierdie ‘n eksamen termyn is, word die laaste 2 weke gebruik vir hersiening van die jaar se werk en die skryf van die eksamen. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • identifiseer en beskryf die vernaamste kenmerke van die Aarde • beskryf die belangrikste eienskappe van die Son en die Maan • verduidelik hoe die Aarde om die Son beweeg • erken dat die fases van die Maan die gevolg is van die veranderende patroon van sonlig wat ons op die Maan kan sien • maak ‘n model van ‘n ballonvuurpyl, en toets dit • teken afstande aan en vergelyk die afstande gereis deur verskillende ballonvuurpyle • evalueer die ballonvuurpyle KABV 31 Natuurwetenskappe en Tegnologie GRAAD 4-6 Natuurwetenskappe en Tegnologie: Graad 5 GRAAD 5 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Plante en diere op die Aarde Baie verskillende plante en diere • daar is baie verskillende plante en diere wat in verskillende habitatte op die Aarde lewe * (Suid- Afrika het ‘n wye verskeidenheid van inheemse plante en diere en hulle habitatte) Inter-afhanklikheid • plante en diere is afhanklik van mekaar • hulle is ook afhang van beskikbare hulpbronne (soos lug, water, grond, kos, en plekke om weg te kruip) in hulle eie habitat Diersoorte • daar is baie verskillende soorte diere, • sommige het geen bene, en ‘n paar ander harde buitenste “velle” of skulpe (invertebrate/ongewerfelde diere) • sommige het bene (vertebrate/werweldiere) • tel die aantal plante in ‘n gegewe gebied en onderskei hulle van mekaar deur te kyk na die vorms en kleure van hul blare of blomme of vrugte • beskryf: - diere sonder bene, soos wurms, duisendpote, insekte, spinnekoppe, skerpioene, krappe - diere met bene, soos vis, paddas, reptiele, voëls, soogdiere • Foto’s van plante en diere Notas: * Plante en diere, en hul habitatte maak die totale biodiversiteit van die Aarde 32 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 5 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 ½ weke (5 ¼ uur) Dieregeraamtes Geraamtes van werweldiere • ‘n gewerwelde skelet bestaan uit bene en gewrigte, en is binne-in die liggaam • bene is hard en vorm ‘n sterk raamstruktuur • ‘n geraamte bied ondersteuning vir ‘n dier se liggaam en die beskerming van sy organe; - skedel - beskerm die brein - ruggraat met rugwerwels - beskerm die rugmurg - ribbes - die beskerming van die longe en hart - skouerblaaie, arms, bene, heupbene - vir beweging Beweging • gewerwelde diere kan beweeg, want daar is: - spiere wat vasgeheg is aan die skelet - gewrigte tussen die bene *** • soek na voorbeelde van geraamtes insluitend visse, paddas, voëls, reptiele, soogdiere (insluitende mense), en identifiseer die volgende dele: - die skedel - die ruggraat - ribbes - ledemate - skouer en heupgordels ** • beskryf hoe die ander gewerwelde diere beweeg (insluitende mense) • Foto’s en voorbeelde van die dieregeraamtes/bene Notas: ** Nie alle diere het skouer en heupgordels of ledemate nie (soos vis en slange) *** In hierdie graad, is die besonderhede oor hoe die spiere geheg is, en die struktuur van gewrigte is nie nodig nie KABV 33 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 5 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Geraamtes as strukture Raam en dopstrukture • ‘n gewerwelde skelet is ‘n raamstruktuur (verwys ook na die graad 4 Materie en Materiale) • sommige ongewerwelde geraamtes is dop strukture soos dié van ‘n krap • maak ‘n model * van ‘n gewerwelde skelet deur gebruik te maak van die stutte van gerolde papier of strooitjies [Dit kan gebruik word as ‘n moontlike projek] • Papier, strooitjies, houtpenne of stokkies (30cm X 10mm), kleefband, metaal papiersplitpenne (splitpins) 1 ½ week (5 ¼ uur) Voedselkettings Voedsel en eetgewoontes • groen plante maak hul eie voedsel ** en bou hulle takke en stingels deur water, koolstofdioksied uit die lug, en die energie van sonlig. Plante gebruik koolsuurgas uit die lug en stel suurstof aan die lug vry • diere het voedsel nodig om hul lewensprosesse uit te voer (om te beweeg, te eet, te groei, sintuie, uitskeiding, asemhaal en voortplanting) • alle diere is afhanklik van plante as hulle primêre bron van voedsel (herbivore, karnivore en omnivore) • ‘n voedselketting beskryf die voedsel verhoudings tussen plante en diere. • ‘n voedselketting - begin met ‘n plant (produseer kos) - dan volg die dier wat die plant vreet - daarna ‘n dier wat daardie dier eet - energie vloei van die plant deur tot by die laaste dier in die ketting • orden foto’s of getekende prente van plante en diere in die voedselkettings (tot vier organismes). Beskrywing hulle verhoudings • Foto’s van verskillende plante en diere Notas: * Hierdie is ‘n probleemoplossings-aktiwiteit waar leerders moet uitwerk hoe ‘n geraamte inmekaar pas ** Hierdie is ‘n belangrike proses wat bekend staan as “fotosintese” Geen verdere besonderhede word in hierdie graad vereis nie, die leerders sal dit in meer besonderhede in hoër grade doen 34 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 5 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: STRUKTURE Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Lewensiklusse Groei en ontwikkeling • plante en diere groei en ontwikkel regdeur hulle lewens • ‘n lewensiklus beskryf die fases en prosesse wat plaasvind as ‘n plant of dier groei en ontwikkel • ‘n lewensiklus beskryf hoe een geslag van ‘n plant of dier aanleiding gee tot die volgende generasie deur voortplanting • dood kan op enige stadium van die lewensiklus plaasvind • baie diere sorg vir hul kleintjies sodat hulle kan groei en ontwikkel • orden foto’s en tekeninge van die verskillende stadiums van ontwikkeling in die lewesiklusse van: - ‘n plant - die identifisering en etikettering van die stadiums (insluitend saad, saailinge, volwasse plant, blomplant, vrugvorming plant) en ‘n paar van die prosesse wat plaasvind (insluitend ontkiem, groei, volwasse wording, blom, bestuiwing en die verspreiding van saad) - ‘n gewerwelde dier - die identifisering en etikettering van die stadiums [insluitend baba, jong dier, volwassenes (manlik en vroulik)] en ‘n paar van die prosesse wat plaasvind insluitend die groei, volwasse wording, paring, die produksie van eiers en babas Foto’s van die verskillende stadiums in die ontwikkeling van verskillende plante en diere Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Laat ‘n maksimum van 7 ure toe vir assessering gedurende die termyn. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • demonstreer ‘n begrip van die verskeidenheid van plante en diere op Aarde en hulle inter-afhanklikheid • identifiseer diere met en sonder bene • identifiseer en beskryf verskillende bene en hul funksies in ‘n gewerwelde skelet • gebruik stutte om ‘n model van ‘n gewerwelde skelet te maak. • toon die skakels en verhoudings aan in verskillende voedselkettings • toon die fases en prosesse in die lewensiklus van ‘n plant en ‘n dier aan KABV 35 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 5 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Metale en nie-metale Eienskappe van metale • metale word gebruik om dinge te maak, want hulle het sekere eienskappe • ‘n paar eienskappe van metale is: - blink - hard - sterk - kan gevorm word, (smeebaar) en in dun drade gemaak word sonder om te breek (buigbaar) - smelt by hoë temperature • metale word uit die Aarde gemyn * Eienskappe van nie-metale • nie-metale word gebruik om dinge te maak, want hulle het sekere eienskappe • sommige eienskappe ** van soliede nie-metale: - dof - kan maklik breek (bros) • Ondersoek, vergelyk en die opteken van die eienskappe van ‘n metaal voorwerpe (soos koperdraad, munte, spykers, potte, messe en vurke) en ‘n paar nie-metaal voorwerpe (soos ‘n stukkie kryt, ‘n klip, ‘n hopie sand, ‘n stuk steenkool) • Ondersoek maniere om ou en dowwe metaal voorwerpe weer blink te maak. • Voorbeelde van metaal voorwerpe soos koperdraad, munte, spykers, potte, messe en vurke • Voorbeelde van nie- metaal voorwerpe, soos ‘n stukkie kryt, ‘n hopie sand, ‘n stukkie steenkool Notas: * Hoe en waar die metale gemyn word, word in Sosiale Wetenskappepe gedek ** Daar is baie verskillende nie-metale en hulle het ‘n verskeidenheid van verskillende eienskappe. Hier is die fokus slegs op twee van die mees algemene eienskappe 36 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 5 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur), Gebruik van metale Ander eienskappe van metale • metale is nuttig as gevolg van hulle spesiale eienskappe: - metale gelei hitte - sommige metale is magneties, en ‘n paar is nie - net yster roes (sommige metale vlek en word dof) Gebruike van metale • metale word gebruik vir die maak dinge soos munte, draad, juwele, meubels, geboue en brûe, motors, kombuisgereedskap, dakke • toets verskillende metaal voorwerpe (soos muntstukke, ystervylsels, spykers, drukspykers, skuifspelde, draad) sien of hulle deur ‘n magneet aangetrek word • plaas verskillende voorwerpe in water (soos muntstukke, ystervylsels, spykers, drukspykers, skuifspelde, draad)om te sien as hulle roes *** • doen navorsing en skryf oor die gebruik van metale en gee redes vir die gebruik daarvan **** [Dit kan gebruik word as ‘n moontlike projek] • magnete en voorwerpe soos muntstukke, ystervylsels, spykers, drukspykers, skuifspelde, draad Notas: *** Roes is ‘n stadige proses, leerders gaan aan met ander werk, terwyl hulle wag vir die resultate **** Fokus is op die gebruik van metale in die daaglikse lewe KABV 37 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 5 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 3 ½ weke (12 ¼ uur) Verwerkte materiale Kombinasie van materiale • materiale kan verwerk word om nuwe materiaal/ produkte te maak soos: - vermenging en verharding (soos gips of Polyfilla en water om gips te maak) - vermenging en verharding (soos sand, gruis, sement en water om beton te maak) - vermenging (soos meel en water om ‘n taai pasta te maak wat as gom gebruik kan word) - meng en kook (soos die maak van deeg) - meng en verkoel (soos jellie poeier en water om jellie te maak) - vermenging, droog en/of bak (soos nat klei en strooi om klei bakstene te maak) • die eienskappe van die nuwe materiaal/produkte kan verskil van die eienskappe van die materiaal waarmee ons begin het • die verwerking van geselekteerde * verskillende materiale, en vergelyk hul eienskappe voor en na verwerking • skryf oor die gebruik van hierdie verwerkte materiaal/ produkte • materiale en stowwe soos: gips (Polyfilla), sand, gruis, sement, meel, bestanddele om deeg te maak, jelliepoeier, nat klei en strooi Notas: * Leerling moet nie al hierdie voorbeelde uitvoer nie, maar moet ten minste twee van hulle ervaar. 38 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 5 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Verwerkte materiale Eienskappe en gebruike • materiaal soos gips, beton, tekstiele, keramiek en glas, plastiek en verf, het hul eie spesiale eienskappe • verwerkte materiale is nuttig as gevolg van hulle spesiale eienskappe. Hulle kan sterk, duursame, waterdigte, brandbestand wees, en kom voor in interessante kleure en teksture Tradisionele verwerking • in Afrika het mense vir honderde jare materiale verwerk, soos: - kleipotte en bakstene - mandjies, hoede, matte, grasdakke gemaak van plantmateriaal soos grasse en riete • vind voorbeelde van verskillende nie-metaal materiale wat by die huis, skool en in die gemeenskap gebruik word en verduidelik die eienskappe wat dit nuttig maak - doen ‘n aanbieding van die bevindinge deur middel van skryf, teken en foto’s [Dit kan gebruik word as ‘n moontlike projek] • maak ‘n voorwerp van klei (modellering) • vind voorbeelde van voorwerpe wat uit plantvesel gemaak is (deur dit te weef en te stik) • Klei • Foto’s en voorbeelde van voorwerpe wat gemaak is deur die weef van plant materiaal Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Laat ‘n maksimum van 7 ure toe vir assessering gedurende die termyn. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • eienskappe kan vergelyk van ‘n paar metaal en ‘n paar nie-metaal voorwerpe • voorwerpe wat deur magnete aangetrek word, kan identifiseer • voorwerpe wat in die water kan roes identifiseer • prosesseer geselekteerde materiale deur die vermenging en beskryf hul eienskappe voor en na vermenging • beskryf die bruikbaarheid van verskillende materiale by die huis, skool of gemeenskap KABV 39 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 5 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDRING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 3 weke (10 ½ uur) Gestoorde energie in brandstof Brandstof • energie word gestoor in brandstof (insluitende voedsel *) • ons gebruik brandstof as ‘n bron van bruikbare energie • alledaagse brandstof wat ons gebruik sluit steenkool, hout, petrol, paraffien, gas en kerswas in • wanneer ons hierdie brandstowwe verbrand, kry ons ‘n bruikbare uitset energie soos hitte en lig Brandende brandstof • brandstof benodig hitte om hulle aan die brand te gesteek, en lug (suurstof) om die brand proses te onderhou Veiligheid met vuur • vure is ‘n gevaar in ons gemeenskappe • ondersoek verskeie brandstof soos hout, steenkool, kerswas, paraffien, grondbone en ‘n koekie. Brand drie verskillende brandstowwe van die bogenoemde, en vergelyk en beskryf die: - inset energie wat nodig is om dit te laat brand - uitset energie verkry uit die brandstof • Ondersoek hoe lank sal ‘n kers brand wat bedek is met verskillende grootte glas houers (die kers sal ophou brand wanneer al die suurstof opgebruik is) • skryf en teken oor die brande in ons gemeenskappe, insluitende die oorsake, voorkoming en watter stappe om te neem tydens ‘n brand [Dit kan gebruik word as ‘n moontlike projek] • Voorbeelde van stowwe, insluitend hout, steenkool, kerswas, paraffien, grondbone en ‘n koekie. • Kerse en verskillende groottes glashouers Notas: * Voedsel word dikwels beskryf as brandstof vir die liggaam. Suurstof word benodig om energie vry te stel uit voedsel. Hierdie proses staan bekend as asemhaling en is nie ‘n fokus in graad 5 nie 40 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 5 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDRING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 3 weke (10 ½ uur) Energie en elektrisiteit Selle en batterye • energie kan gestoor word in die selle of battery van ‘n flitslig • ‘n stroombaan is ‘n stelsel wat elektriese energie oordra na waar dit benodig word Hoofstroom elektrisiteit • elektrisiteit vanaf die kragstasie word oorgedra in ‘n baan na ons huise en terug na die kragstasie • ‘n kragstasie het ‘n bron van energie nodig • die bron van energie in ‘n kragstasie kan ‘n brandstof soos steenkool ** wees Veiligheid met elektrisiteit • veiligheidsmaatreëls wat geneem moet word wanneer elektrisiteit gebruik word • verbinding van ‘n sel, drade, en ‘n gloeilamp om ‘n eenvoudige stroombaan te maak • teken en beskryf die spoor van die elektrisiteit afkomstig van die kragsentrale aan ons huise/ skole, insluitend kragstasie, kragmaste, substasie, elektrisiteit bokse, muursokke, proppe en toestelle • selle (battery), stukke elektriese draad, gloeilamp Notas: ** Die fokus hier is op die steenkool-aangedrewe kragstasies. Daar is ook ander kragstasies soos hidro-elektriese en kernkrag stasies KABV 41 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 5 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDRING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 week (3 ½ ure) Energie en beweging Rekkies en vere • ons kan dinge maak beweeg met behulp van uitgerek of verdraai rek en saamgeperste vere • wanneer ons rek uitrek of draai of ‘n veer saamdruk, stoor ons energie daarin • wanneer ons die rek of veer vrylaat kry ons bewegings energie • beskryf hoe dinge werk wat uitgerekte rekkies en saamgeperste vere gebruik om dit te beweeg, insluitend ‘n kettie/katapult *, rekaangedrewe vliegtuie, “Jack-in-’n-box” rekkies en vere, ‘n kettie/katapult, rek aangedrewe vliegtuie, “ Jack-in-a-box” 3 weke (10 ½ uur) Stelsels om dinge te beweeg Wiele en asse • meeste voertuie, is stelsels wat gebruik maak van wiele en asse • wiele en asse help om voertuie makliker te beweeg • identifiseer verskillende voertuie wat wiele en asse gebruik soos stootwaentjies, fietse, motorfietse, motors, vragmotors • maak wiele en asse en evalueer of hulle maklik beweeg (gebruik materiale soos botteldoppies, ronde blikke of kartonsirkels vir die wiele, sosatiestokkies of houtpenne en strooitjies vir die asse) • apparaat insluitende karton, botteldoppies, ronde blikke of kartonsirkels vir die wiele, sosatiestokkies of die tappenne en strooitjies vir die asse Assesseringsriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Laat ‘n maksimum van 7 ure toe vir assessering gedurende die termyn. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • beskryf die uitset energie wat ons kry deur die verbranding van die meeste brandstowwe • verduidelik wat ‘n vuur nodig het om te begin en aan te hou brand (brandstof, hitte, suurstof) • demonstreer ‘n begrip van die oorsake van ‘n brand, saam met die metodes van voorkoming en watter stappe om te neem tydens ‘n brand • teken en benoem die komponente van ‘n eenvoudige stroombaan korrek • naspoor van elektrisiteit vanaf die kragsentrale aan ons huise/skole • beskryf die uitset energie (beweging) van ‘n uitgestrekte rekkie of saamgedrukte veer • maak en te evalueer stelle wiele en asse Notas: * ‘n Kettie/katapult kan baie gevaarlik wees - Onderwyser demonstrasie 42 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 5 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 week (3 ½ ure) Die planeet Aarde Die Aarde beweeg • die Aarde beweeg in ‘n wentelbaan om die Son • die Aarde neem ongeveer 365 dae om een keer rondom die Son te draai, en dit is bekend as ‘n jaar • die Aarde draai om sy eie as • die Aarde neem ongeveer 24 uur om een keer te draai, en dit word ‘n dag genoem • interpretasie van foto’s en modelle van die Sonnestelsel • maak tekeninge en skryf oor die Aarde in sy wentelbaan om die Son • Foto’s en modelle van die Aarde, Maan, Son en planeete. • Ligbron soos flitsligte, lamp of kerse KABV 43 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 5 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Oppervlak van die Aarde Rotse • die oppervlak van die Aarde word ‘n kors genoem, en bestaan uit rotse (selfs onder die see), en grond • grond, lug, water en sonlig ondersteuning lewe op Aarde Grond kom van rotse af • die land bestaan uit rotse, ondergrond en bogrond • grond ondersteun die lewe op Aarde • bogrond lê op die oppervlak - bogrond word gevorm wanneer die rotse in klein korrels breek met verloop van tyd Grondtipes • grond is gewoonlik ‘n mengsel van verskillende soorte grondkorrels in verskillende verhoudings - sanderige grond - het ‘n groot deel van die growwe sandkorrels - kleierige grond - het ‘n hoë persentasie van fyn korrels van klei - leemgrond - is ‘n mengsel van sand, klei en ander grondkorrels. Leemgrond bevat ook humus (ontbind kompos) • die grond het ook lug, water, oorblyfsels van dooie organismes en baie klein lewende organismes in • grond vorm baie stadig in die natuur - wanneer bogrond verlore gaan, kan dit nie vervang word nie, dus is dit nodig om dit te bewaar Ondersoek - verskillende grondtipes - skryf en teken oor die kleur, reuk en tekstuur van die grond - meet en skryf op ‘n tabel hoeveel water verskillende gronde kan absorbeer * - gebruik van die resultate om ‘n staafgrafieke te trek en/of Ondersoek groeiende saailinge in verskillende tipes grond ** (integrasie met die lewe en lewende dinge) - Meet en maak aantekeninge om die hoogtes van die saailinge te vergelyk en gebruik die resultate in ‘n staafgrafieke [Dit kan gebruik word as ‘n moontlike projek] • Voorbeelde van die verskillende tipes grond • Meetsilinders, tregters en filtreerpapier, bekers • Sade en liniale om die lengte te meet Notas: * Dieselfde volumes van grond en water moet gebruik word om dit ‘n billike toets te maak. ** Hierdie ondersoek kan gedoen word terwyl hulle voortgaan met ander werk 44 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 5 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Sedimentêre gesteentes Vorming van sedimentêre gesteentes • sedimentêre gesteentes word gevorm oor ‘n baie lang tyd op die volgende manier: - eerste breek die rotse in klein korrels - dan word die modder en sand deur wind en water versprei - daarna, word die modder en sand in laagliggende gebiede gedeponeer - met verloop van tyd, word ‘n nuwe laag van modder en sand bo op die bestaande laag gedeponeer - na ‘n baie lang tyd, raak hierdie lae gekompakteer en verhard en vorm ‘n sedimentêre rots • sedimentêre gesteentes het altyd sigbaar lae binne die rots • voorbeelde van sedimentêre gesteentes is leiklip, sandsteen en kalksteen Gebruike van sedimentêre gesteentes • kalksteen word gebruik word om sement te maak. • sandsteen en leiklip word gebruik in geboue • maak ‘n reeks van tekeninge om te wys hoe ‘n rots met verloop van tyd afbreek word in kleiner korrels • teken en verduidelik hoe sedimentêre gesteentes vorm word • interpretasie van foto’s wat die lae in sedimentêre gesteentes wys • kyk na voorbeelde/foto’s van sedimentêre gesteentes insluitende leiklip, sandsteen en kalksteen • Voorbeelde/foto’s van sedimentêre gesteentes soos leiklip, sandsteen en kalksteen KABV 45 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 5 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Fossiele Fossiele in die rotse • fossiele is die oorblyfsels van ou plante en diere wat in die rotse behoue gebly het - fossiele word gevind in lae van sedimentêre gesteentes - fossiele is bewyse van die geskiedenis van die lewe op aarde • daar is twee hoof tipes van fossiele, liggaam- en spoorfossiele Liggaam- en spoorfossiele • liggaamfossiele vorm van die harde dele van die plant-en dierliggame, insluitend tande, bene, doppe, stingels, blare en sade • spoorfossiele vorm van spore deur diere insluitend voetspore, neste, eiers en mis • sommige kenmerke van fossiele lyk soos die eienskappe van plante en diere wat vandag lewe Die belangrikheid van Suid-Afrikaanse fossiele • Suid-Afrika het ‘n besonder ryk fossielrekord van plante, diere en vroeë mense • belangrike fossiele wat in Suid-Afrika aangetref word, sluit in die Coelacanth en Afrikaanse dinosourusse • die “Wieg van die mensdom” is een van die plekke waar belangrike fossiele van die mensdom in Suid- Afrika gevind is • maak ‘n model om die lae van sedimentêre gesteentes te wys met fossiele wat daarin is (met behulp van ‘n medium soos speelklei, klei, gips, en die oorblyfsels van lewende dinge soos blare, skulpe en bene) • vertolking van foto’s oor fossiele en vergelyk hulle met plante en diere wat vandag leef • lees oor fossiele soos die Coelacanth en Afrika dinosourusse • Foto’s en of voorbeelde van sedimentêre gesteentes • Speelklei, klei, gips, verskeidenheid van dele van plante en diere • Foto’s van fossiele • Inligtingstukke oor Suid-Afrikaanse fossiele 46 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 5 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Aangesien hierdie ‘n eksamen termyn is word die laaste 2 weke van die termyn gebruik vir hersiening en die skryf van die eksamen. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • demonstreer die Aarde se beweging in sy baan om die Son • beskrywing van die Aarde se beweging op sy eie as • identifiseer die belangrikste elemente (grond, lug, water, sonlig) wat lewe op Aarde ondersteun • identifiseer en beskryf die verskillende grondtipes korrek • verduidelik die vorming van sedimentêre gesteentes • onderskei tussen die liggaam- en spoorfossiele • verduidelik aspekte van Suid-Afrika se fossiel aantekeninge KABV 47 Natuurwetenskappe en Tegnologie GRAAD 4-6 Natuurwetenskappe en Tegnologie: Graad 6 GRAAD 6 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Fotosintese Plante en voedsel • plante maak hul eie voedsel (glukose suiker) deur ‘n proses genaamd fotosintese • fotosintese vind plaas hoofsaaklik in die blare • tydens fotosintese gebruik die plant sonlig energie, koolstofdioksied (uit die lug) en water om glukose suiker te maak • plante verander sommige van die glukose suiker na stysel wat in hulle blare, stingels en wortels, blomme, vrugte en sade gestoor word Plante en lug • tydens fotosintese gebruik die plant koolstofdioksied uit die lug en gee suurstof aan die lug af • diere, insluitend mense, gebruik die suurstof uit die lug vir asemhaling en gee koolstofdioksied af wat deur plante vir fotosintese gebruik word • teken en skryf oor hoe plante voedsel maak en die dinge wat hulle gebruik en afgee tydens hierdie prosesse • vergelyk glukose suiker (soos glukoselekkers) en die stysel (soos mieliemeel) volgens hulle smaak en kleur • toets stysel met jodiumoplossing om die kleurverandering aan te toon * • toets voedsel vir stysel soos gaar rys, meel, aartappels, brood, olie, gekookte eier, kaas ** • Glukosepoeier, mieliemeel, jodiumoplossing, plastiek druppers, voorbeelde van voedsels soos gekookte rys, meel, aartappels, brood, olie, gekookte eier, kaas • Video insetsels van die internet Notas: * Jodiumoplossing word gebruik om aan te toon of daar stysel in voedsel is - verander dit van bruin na ‘n blou-swart kleur ** Baie voedsel van plante bevat stysel, terwyl die voedsel wat van diere af kom nie stysel bevat nie 48 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 6 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 ½ week (5 ¼ uur) Voedingstowwe in voedsel Voedselgroepe • voedsel kan gegroepeer word volgens hul funksies in die liggaam en die belangrikste voedingstowwe wat hulle verskaf: - voedsel vir energie – koolhidrate - voedsel vir groei en herstel – proteïene - voedsel vir die stoor van energie (in die vorm van liggaamsvette) en die verskaffing van isolasie en beskerming van senuwees en organe - vette en olies - voedsel vir die bou van bene en tande, en die handhawing van ‘n gesonde immuunstelsel - vitamiene en minerale • meeste natuurlike voedsels bevat ‘n mengsel van meer as een voedingstof • meeste verwerk (vervaardigde) voedsel het bygevoegde sout, suiker, preserveermiddels, geurmiddels en kleursel in • sorteer voedsel in die vier verskillende voedselgroepe - koolhidrate in voedsel soos brood, suiker, mieliemeel, aartappel, rys, pasta - proteïene in voedsel soos eiers, boontjies, vleis, vis, kaas - vette en olies in voedsel soos margarien, kookolie, botter - vitamiene en minerale in voedsel soos vars vrugte en groente, melk (die bron van kalsium) • lees die eteikette op voedsel verpakkings om te kyk vir die voedingstowwe en/of die byvoegings in die voedsel • Voorbeelde van verskillende voedselsoorte, wat die verskillende voedselgroepe bevat en voedsel verpakking. KABV 49 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 6 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 ½ weke (5 ¼ uur) Voedingstowwe Gebalanseerde diëte • ‘n dieet verwys na die keuse van voedsel wat ons eet elke dag • ‘n gebalanseerde dieet bevat voldoende hoeveelhede van voedsel uit al vier voedselgroepe, asook water en vesel • sommige siektes kan toegeskryf word aan ‘n swak dieet • evaluering ‘n dieet om te bepaal of dit alle voedselgroepe bevat • vind uit oor ‘n siekte wat dieet verwant kan wees soos tandbederf, vetsug, diabetes of tekortsiektes • Lyste van verskillende diëte • Foto’s en inligting oor die voedsel verwante siektes 2 ½ weke (8 ¾ uur) Voedselverwerking Noodsaaklikheid vir die verwerking van voedsel • voedsel word verwerk om dit: - meer eetbaar te maak (voorberei, kook) - langer te laat hou (te bewaar) - die verbetering van die voedingswaarde (gis) • tydens die verwerking van baie voedsel kan voedingstowwe verlore gaan Metodes vir die verwerking van voedsel • daar is baie verskillende metodes (maniere) om voedsel te verwerk • navorsing oor hoe voedsel (rou materiaal) verwerk word deur dit te kombineer, kook, vries, pekel, gis, droog en sout om ‘n produk te maak, insluitende inheemse maniere van die verwerking van voedsel in die verskillende gemeenskappe • kies ‘n voedselsoort en verwerk dit in een of ander manier • Foto’s en inligting oor hoe voedsel verwerk word • Voedsel vir die verwerking GRAAD 6 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 ½ week (5 ¼ uur) Voedingstowwe in voedsel Voedselgroepe • voedsel kan gegroepeer word volgens hul funksies in die liggaam en die belangrikste voedingstowwe wat hulle verskaf: - voedsel vir energie – koolhidrate - voedsel vir groei en herstel – proteïene - voedsel vir die stoor van energie (in die vorm van liggaamsvette) en die verskaffing van isolasie en beskerming van senuwees en organe - vette en olies - voedsel vir die bou van bene en tande, en die handhawing van ‘n gesonde immuunstelsel - vitamiene en minerale • meeste natuurlike voedsels bevat ‘n mengsel van meer as een voedingstof • meeste verwerk (vervaardigde) voedsel het bygevoegde sout, suiker, preserveermiddels, geurmiddels en kleursel in • sorteer voedsel in die vier verskillende voedselgroepe - koolhidrate in voedsel soos brood, suiker, mieliemeel, aartappel, rys, pasta - proteïene in voedsel soos eiers, boontjies, vleis, vis, kaas - vette en olies in voedsel soos margarien, kookolie, botter - vitamiene en minerale in voedsel soos vars vrugte en groente, melk (die bron van kalsium) • lees die eteikette op voedsel verpakkings om te kyk vir die voedingstowwe en/of die byvoegings in die voedsel • Voorbeelde van verskillende voedselsoorte, wat die verskillende voedselgroepe bevat en voedsel verpakking. 50 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 6 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Ekostelsels en voedselwebbe Verskillende ekostelsels • ‘n ekostelsel is ‘n gebied waar lewende en nie-lewende dinge afhanklik is van mekaar op verskillende maniere • daar is baie verskillende ekostelsels, soos riviere, berge, see, rotsagtige kus, damme, vleilande, grasvelde, woude en woestyne, wat verskillende soorte lewende dinge onderhou Lewende en nie-lewende dinge in ekostelsels • in ‘n ekostelsel is daar sekere verhoudings tussen lewende dinge (plante, diere/mense, mikro￾organismes), en nie-lewende dinge (lug, water, sonlig, grond) in ‘n bepaalde gebied * Voedselwebbe • in ‘n ekostelsel word plante en diere verbind deur hulle voedingverhoudings. Dit staan bekend as ‘n voedselweb • ‘n voedselweb bestaan uit: - plante (produsente) wat kos vir hulself en diere maak - diere (verbruikers) wat herbivore, karnivore, omnivore - mikro-organismes (ontbinders) wat dooie plant en diere materiaal afbreek en voedingstowwe aan die grond terug gee • kies ‘n ekostelsel op/naby die skool gronde vir hierdie studie. Meet ‘n gebied van sowat 5m x 5m vierkant af. • teken en skryf oor drie plante en drie diere wat daar gevind word. - beskryf die voedsel, water, en hoeveelheid sonlig en skuiling beskikbaar - beskryf die voedingverhoudings (voedselwebbe) - identifiseer die moontlike bedreigings van die ekostelsel en moontlike maniere om dit te bowe te kom • tekeninge met byskrifte van eenvoudige voedselwebbe • Foto’s van ekostelsels, soos riviere, berge, see, rotsagtige kus, damme, vleilande, grasvelde, woude en woestyne Notas: * Gesonde ekostelsels is afhanklik van voldoende biodiversiteit van plante, diere en hul habitatte KABV 51 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 6 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Laat ‘n maksimum van 7 ure toe vir assessering gedurende die termyn. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4 Toets leerder se kennis deur te sien of hulle: • verduidelik hoe plante hulle eie voedsel maak (fotosintese) • sorteer voedsel in die vier voedselgroepe • beskryf ‘n gebalanseerde dieet • verwerk voedsel op die een of ander manier • beskryf ‘n ekostelsel • brei uit oor voeding verhoudings (voedselwebbe) GRAAD 6 TERMYN 1 KENNISAFDELING: NATUURWETENSKAPPE: LEWE EN LEWENDE DINGE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Ekostelsels en voedselwebbe Verskillende ekostelsels • ‘n ekostelsel is ‘n gebied waar lewende en nie-lewende dinge afhanklik is van mekaar op verskillende maniere • daar is baie verskillende ekostelsels, soos riviere, berge, see, rotsagtige kus, damme, vleilande, grasvelde, woude en woestyne, wat verskillende soorte lewende dinge onderhou Lewende en nie-lewende dinge in ekostelsels • in ‘n ekostelsel is daar sekere verhoudings tussen lewende dinge (plante, diere/mense, mikro￾organismes), en nie-lewende dinge (lug, water, sonlig, grond) in ‘n bepaalde gebied * Voedselwebbe • in ‘n ekostelsel word plante en diere verbind deur hulle voedingverhoudings. Dit staan bekend as ‘n voedselweb • ‘n voedselweb bestaan uit: - plante (produsente) wat kos vir hulself en diere maak - diere (verbruikers) wat herbivore, karnivore, omnivore - mikro-organismes (ontbinders) wat dooie plant en diere materiaal afbreek en voedingstowwe aan die grond terug gee • kies ‘n ekostelsel op/naby die skool gronde vir hierdie studie. Meet ‘n gebied van sowat 5m x 5m vierkant af. • teken en skryf oor drie plante en drie diere wat daar gevind word. - beskryf die voedsel, water, en hoeveelheid sonlig en skuiling beskikbaar - beskryf die voedingverhoudings (voedselwebbe) - identifiseer die moontlike bedreigings van die ekostelsel en moontlike maniere om dit te bowe te kom • tekeninge met byskrifte van eenvoudige voedselwebbe • Foto’s van ekostelsels, soos riviere, berge, see, rotsagtige kus, damme, vleilande, grasvelde, woude en woestyne Notas: * Gesonde ekostelsels is afhanklik van voldoende biodiversiteit van plante, diere en hul habitatte 52 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 6 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne ½ week (1 ¾ uur) Vaste stowwe, vloeistowwe en gasse Rangskikking van deeltjies • alle materie (vaste stowwe, vloeistowwe en gasse) bestaan uit deeltjies • die deeltjies is verskillend gerangskik in vastestowwe, vloeistowwe en gasse - in vaste stowwe is die deeltjies styf gepak in ‘n spesifieke patroon - en die ruimte tussen die deeltjies is klein en die deeltjies vibreer op een plek - die deeltjies in vloeistowwe is styf gepak in ‘n spesifieke patroon en deeltjies kan om mekaar beweeg - in gasse is die deeltjies ver van mekaar - die ruimtes tussen die deeltjies is groot en deeltjies beweeg in alle rigtings • teken * en skryf oor hoe deeltjies in ‘n vaste stof, vloeistof en gas gerangskik word • Video insetsels van die internet 1 week (3 ½ uur) Mengsels Mengsels van materiale • ‘n mengsel bestaan uit ten minste twee verskillende stowwe/materiaal wat saam vermeng is • in sommige mengsels, is die verskillende stowwe nog duidelik sigbaar na vermenging - die stowwe in so ‘n mengsel kan geskei word deur fisiese middele soos siwwe, filters, met die hand sorteer, afsakking en oorgieting • maak mengsels insluitend: - twee vaste stowwe - sout en sand, suiker en teeblare, grondboontjies en droë bone, verskillende munte, mengsel van verskillende lekkers - ‘n vaste stof en ‘n vloeistof soos sand en water, kalk en water, kerriepoeier en water, gerasperde kaas en melk - twee vloeistowwe olie en water, • teken en skryf oor mengsels • Voorbeelde van materiaal en stowwe soos: sout, sand, suiker, teeblare, grondboontjies, gedroogde bone, munte, lekkers, kerriepoeier, gerasperde kaas, melk, olie • Video insetsels van die internet Notas: * Die tekeninge moet dieselfde aantal deeltjies in die vastestof, vloeistof en gas toon. Die deeltjies moet almal dieselfde grootte wees. KABV 53 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 6 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Oplossings as spesiale mengsels Oplossings • oplossings is ook mengsels • sommige oplossings kan gemaak word deur die vermenging van ‘n vaste en ‘n vloeistof soos suiker en water, sout en water • oplossings is eenvormig in voorkoms en die vastestowwe kan nie gesien word na vermenging nie Oplosbare stowwe • oplosbare vastestowwe (oplossings) * in die water (oplosmiddel) • die stowwe in oplossing kan nie geskei word deur siwwe, filtrasie, met die hand sorteer, te uitsakking en oorgieting nie • sommige oplossings kan herwin word (geskei) deur verdamp van die oplosmiddel (soos die herwinning van sout uit see water) • wanneer stowwe oplos, word die opgeloste deeltjies versprei in die ruimtes tussen die oplosmiddel Versadigde oplossings • ‘n versadigde oplossing is wanneer nie meer van die opgeloste stof in ‘n gegewe hoeveelheid van die oplosmiddel kan oplos nie Onoplosbare stowwe • Sommige vastestowwe sal nie ‘n oplossing in die water vorm nie (onoplosbare vastestowwe) • Ondersoek verskillende vastestowwe om te sien of hulle oplos in water, soos: - sout, suiker (oplosbare stowwe) - sand, mieliemeel, meel, mielieblom, stampmielies, kerriepoeier, vlapoeier (onoplosbare stowwe) • teken en skryf oor wat gebeur met vaste stowwe in oplossings • Ondersoek oplossings om te sien of ons die opgeloste stof kan herwin deur: - filtrasie - uitsakking - verdamping die water (kristallisasie) • teken en skryf oor kristallisasie • Voorbeelde van materiaal en stowwe soos sout, suiker, sand, mieliemeel, meel, mielieblom, stampmielies, kerriepoeier, vlapoeier • Meetsilinders, tregters, filtreerpapier, bekers, verdamps bak, sout, voedselkleursel Notas: * ‘n Algemene wanopvatting is dat suiker of sout “smelt” wanneer dit by water gevoeg word. Oplossing (in die geval van die suiker en sout in die water) vereis twee stowwe wat saam gemeng word. Dit is verskillend van smelt (in die geval van ys) wat ‘n gevolg is van die verhitting van ‘n stof om sy toestand te verander. GRAAD 6 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne ½ week (1 ¾ uur) Vaste stowwe, vloeistowwe en gasse Rangskikking van deeltjies • alle materie (vaste stowwe, vloeistowwe en gasse) bestaan uit deeltjies • die deeltjies is verskillend gerangskik in vastestowwe, vloeistowwe en gasse - in vaste stowwe is die deeltjies styf gepak in ‘n spesifieke patroon - en die ruimte tussen die deeltjies is klein en die deeltjies vibreer op een plek - die deeltjies in vloeistowwe is styf gepak in ‘n spesifieke patroon en deeltjies kan om mekaar beweeg - in gasse is die deeltjies ver van mekaar - die ruimtes tussen die deeltjies is groot en deeltjies beweeg in alle rigtings • teken * en skryf oor hoe deeltjies in ‘n vaste stof, vloeistof en gas gerangskik word • Video insetsels van die internet 1 week (3 ½ uur) Mengsels Mengsels van materiale • ‘n mengsel bestaan uit ten minste twee verskillende stowwe/materiaal wat saam vermeng is • in sommige mengsels, is die verskillende stowwe nog duidelik sigbaar na vermenging - die stowwe in so ‘n mengsel kan geskei word deur fisiese middele soos siwwe, filters, met die hand sorteer, afsakking en oorgieting • maak mengsels insluitend: - twee vaste stowwe - sout en sand, suiker en teeblare, grondboontjies en droë bone, verskillende munte, mengsel van verskillende lekkers - ‘n vaste stof en ‘n vloeistof soos sand en water, kalk en water, kerriepoeier en water, gerasperde kaas en melk - twee vloeistowwe olie en water, • teken en skryf oor mengsels • Voorbeelde van materiaal en stowwe soos: sout, sand, suiker, teeblare, grondboontjies, gedroogde bone, munte, lekkers, kerriepoeier, gerasperde kaas, melk, olie • Video insetsels van die internet Notas: * Die tekeninge moet dieselfde aantal deeltjies in die vastestof, vloeistof en gas toon. Die deeltjies moet almal dieselfde grootte wees. 54 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 6 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 week (3 ½ uur) Oplossing Die tempo van oplossing • faktore wat die tempo (tyd wat dit neem) van oplossing beïnvloed: - temperatuur van die mengsel - die mengsel te roer of te skud - korrelgrootte van die opgeloste stof • Ondersoek, meet en teken grafieke van die tyd wat dit neem om ‘n oplosbare stof op te los: ** - in warm of koue water - te roer/skud of nie roer/skud nie - die gebruik van growwe of fyn sout • Houers, bekers, roomys stokkies vir die roer, meetlepels, warm water, sout (growwe en fyn) Notas: ** Vir ‘n regverdige toets, maak seker om ‘n gegewe hoeveelheid van die oplosbare stof te gebruik byvoorbeeld 1 teelepel (5 ml)], en ‘n gegewe hoeveelheid water byvoorbeeld ½ koppie (125 ml), elke keer. KABV 55 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 6 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Mengsels en water hulpbronne Waterbesoedeling • in die omgewing, kan baie dinge meng of oplos in water • water kan besoedel word deur: - onoplosbare stowwe, soos olie, plastiek, bande, blikkies, glas, toiletafval - oplosbare stowwe soos seep, kunsmis, insekdoders, sure en ander gifstowwe - lewende kieme van toiletafval veroorsaak wateroordraagbare siektes soos diarree Die belangrikheid van vleilande • natuurlike vleilande is belangrik vir: • die verwydering van oplosbare en onoplosbare stowwe uit water • tree op soos sponse en reguleer die vloei van water • lees oor ‘n spesifieke vleiland die skryf ‘n kort verslag oor die belangrikheid van vleilande, insluitend: • habittate en biodiversiteit van die kwaliteit van die water of • skryf oor die impak van die verlies van vleilande vir biodiversiteit en water kwaliteit • Inligting om te lees oor die besoedeling van water • Video insetsels van die internet 2 ½ weke (8 ¾ uur) Verwerking van om water skoon te maak Skoon water • voorsiening van skoon water is belangrik vir mense, plante en diere • water kan skoongemaak word deur prosesse soos sif, filtrasie, uitsakking, oorgieting, kook en die byvoeging van chemikalieë om kieme dood te maak • munisipale water word skoongemaak voor en na ons dit gebruik het • Ondersoek die beste maniere om vuil water te suiwer in die klas en/of by die huis * • Ontwerp, maak en evaluering ‘n eenvoudige stelsel om vuil water, (soos ‘n sandfilter) skoon te maak, volgens spesifikasies en beperkings (verwys na 2.7) [Dit kan gebruik word as ‘n moontlike projek] • Siwwe, filtreerpapier, tregters, houers, ketel, water suiwering tablette (indien moontlik) Notas: * Leerders moet nie hierdie water drink nie GRAAD 6 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 week (3 ½ uur) Oplossing Die tempo van oplossing • faktore wat die tempo (tyd wat dit neem) van oplossing beïnvloed: - temperatuur van die mengsel - die mengsel te roer of te skud - korrelgrootte van die opgeloste stof • Ondersoek, meet en teken grafieke van die tyd wat dit neem om ‘n oplosbare stof op te los: ** - in warm of koue water - te roer/skud of nie roer/skud nie - die gebruik van growwe of fyn sout • Houers, bekers, roomys stokkies vir die roer, meetlepels, warm water, sout (growwe en fyn) Notas: ** Vir ‘n regverdige toets, maak seker om ‘n gegewe hoeveelheid van die oplosbare stof te gebruik byvoorbeeld 1 teelepel (5 ml)], en ‘n gegewe hoeveelheid water byvoorbeeld ½ koppie (125 ml), elke keer. 56 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 6 TERMYN 2 KENNISAFDELING: NATUURWETENSKAPPE: MATERIE EN MATERIALE TEGNOLOGIE: VERWERKING Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Laat ‘n maksimum van 7 ure toe vir assessering gedurende die termyn. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • vaste stowwe, vloeistowwe en gasse kan beskryf in terme van die ooreenkoms van hul deeltjies • verduidelik verskillende soorte van mengsels (insluitend oplossings) • onderskei tussen oplosbare en onoplosbare stowwe • herwinning van die opgeloste stof uit die oplosmiddel en teken en skryf oor die proses • vertel watter faktore die tempo van oplossings beïnvloed • toon ‘n begrip van die belangrikheid van vleilande • ontwerp, maak en evalueer ‘n stelsel om vuil water te suiwer KABV 57 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 6 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDERING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Elektriese stroombane ‘n Eenvoudige stroombaan • ‘n elektriese stroombaan is ‘n stelsel vir die oordrag van energie • ‘n eenvoudige stroombaan het altyd die volgende komponente: - bron van energie (soos ‘n sel/battery) - geleidende materiaal (soos vir drade) - ‘n toestel (soos ‘n gloeilamp, sirene, motors) vir die verandering van elektrisiteit in ‘n bruikbare uitset energie • ‘n stroombaan is ‘n volledige, ononderbroke baan vir elektrisiteit • ‘n skakelaar kan bygevoeg word om die baan te breek Stroombaandiagramme • simbole wat gebruik word wanneer die stroombaandiagramme geteken word • Ondersoek hoe om ‘n eenvoudige stroombaan te maak deur gebruik te maak van sel/battery, elektriese drade, gloeilamp en ontwerp en maak ‘n skakelaar om die stroombaan te beheer • teken ‘n eenvoudige elektriese geslote stroombaandiagramme, insluitende die simbole vir sel/battery, gloeilamp, die geleidende draad, skakelaar • toerusting soos selle/batterye, geleidingsdrade, gloeilampe en skakelaars 58 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 6 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDERING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 weke (7 uur) Elektriese geleiers en nie-geleiers Geleiers • elektrisiteit kan deur sekere materiale vloei en dit word geleiers genoem - die meeste metale, veral koper, gelei elektrisiteit Nie-geleiers • sommige materiaal gelei nie elektrisiteit nie en word nie-geleiers genoem - die meeste nie-metale, soos plastiek, gelei nie elektrisiteit nie • toets van verskillende materiale (soos metaal skuifspelde, spykers, draad, staalwol, munte, plastiek, glas, keramiek, karton, papier, hout, rubber, kryt) in ‘n elektriese stroombaan om te sien of hulle geleiers of nie-geleiers is, en teken die resultate op ‘n tabel aan • Identifisering waar elektriese nie-geleiers gebruik word soos in plastiek geïsoleerde drade, rubber handskoene wat deur elektrisiëns gebruik word, glas en keramiek isolators wat op kraglyne gebruik word • Verskillende materiale soos metaal skuifspelde, spykers, draad, staalwol, munte, plastiek, glas, keramiek, karton , papier, hout, rubber, kryt • Verskillende materiale soos plastiek geïsoleerde drade, rubber handskoene wat gebruik word deur elektrisiëns, glas en keramiek 2 ½ weke (8 ¼ uur) Stelsels om ‘n probleem op te los Gebruik van elektriese stroombane • Elektriese stroombane word dikwels gebruik waar energie vereis word om probleme op te los, soos straatligte, alarms, elektriese hekke, verkeersligte, waaiers en verwarmers • elektriese stroombane kan ook gebruik word in modelle en speelgoed • Ontwerp, maak, evalueer en aanbieding van ‘n stelsel wat gebruik maak van ‘n stroombaan om beweging, lig, klank of hitte * in ‘n struktuur soos ‘n vastehand spel, huis, lighuis of ‘n speelding te produseer . Die stroombaan moet die volgende komponente insluit: sel of selle, gloeilamp/e, sirene/s, en skakellaars (verwys na 2.7) [Dit kan gebruik word as ‘n moontlike projek] • Basiese komponente vir ‘n stroombaan, insluitend komponente soos sel, gloeilamp/e, elektriese draad, sirene, en ‘n skakellaar Notas: * Dit is gewoonlik moeiliker om hitte te produseer met behulp van selle, maar dit kan ondersoek word. KABV 59 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 6 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDERING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 3 weke (10 ½ uur) Hoofstroom elektrisiteit Fossielbrandstowwe en elektrisiteit • fossielbrandstowwe word in die Aarde se kors gevorm van dooie plante en diere reeds vir miljoene jare • steenkool, olie en natuurlike gas is fossielbrandstowwe • in Suid-Afrika word steenkool hoofsaaklik gebruik as ‘n brandstof in kragstasies • steenkool word gevorm uit reste van plante wat hulle energie oorspronklik van die Son gekry het • in ‘n kragstasie word steenkool gebruik om water te kook, die stoom draai ‘n turbine wat ‘n kragopwekker draai en sodoende elektrisiteit opwek • fossielbrandstowwe is nie-hernubare hulpbronne Koste van elektrisiteit • elektrisiteit is duur omdat: - dit infrastruktuur vereis, insluitende steenkoolmyne, vervoer, kragstasies, kabels, substasies, bedrading - sommige elektriese toestelle vereis meer elektrisiteit as ander (verhittings toestelle gebruik die meeste) • hoe meer elektrisiteit ons gebruik, hoe meer betaal ons en hoe meer steenkool word gebruik • ons kan energie bespaar op baie maniere, insluitend die gebruik van energiebesparende gloeilampe en sonkrag waterverwarmers Onwettige konneksies • onwettige elektriese verbindings is ‘n gevaar vir mense, want hulle is dikwels onveilig Hernubare maniere om elektrisiteit op te wek • mense is op soek na volhoubare maniere om elektrisiteit te genereer • teken en skryf om te verduidelik hoe fossielbrandstowwe soos steenkool gevorm word • teken en beskryf die pad vanaf elektriese energie toestelle, soos jou TV-stel, na die steenkool-aangedrewe kragstasie en terug na die oorspronklike bron, die Son • ondersoek etikette (in advertensies, of werklike elektriese toestelle) om uit te vind hoeveel krag hulle nodig het (die meeste ketels vereis meer as 2000 W, terwyl ‘n radio oor die 15 W * vereis). Teken bevindings op ‘n tabel aan • doen navorsing en skryf oor hernubare maniere om elektrisiteit op te wek ook in die wind kragopwekkers, sonpanele (fotogalvaniese batterye) **, hidro-elektriese kragopwekkers • Foto’s en video insetsels van brandstowwe en hulle verskillende gebruike • Foto’s om te wys hoe elektrisiteit gegenereer word in ‘n steenkool- aangedrewe kragstasie • Voorbeelde van elektriese toestelle • Foto’s van hernubare maniere om elektrisiteit op te wek, by voorbeeld van die wind, kragopwekkers, Son kragopwekkers, hidro-elektriese kragopwekkers Notas: * Leerders in hierdie graad hoef nie te weet hoe watt (W), kilo Watts (kW) en die kilo Watt uur (kW.h) gemeet en bereken word nie ** Sonpanele (die gebied van fotogalvaniese batterye) is verskillend van sonkragwaterverwarmers 60 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 6 TERMYN 3 KENNISAFDELING: NATUURWETENSKAPPE: ENERGIE EN VERANDERING TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se werkboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Laat ‘n maksimum van 7 ure toe vir assessering gedurende die termyn. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • ‘n elektriese stroombaan korrek kan teken en benoem • aantoon van oop en geslote stroombane met die gebruik van ‘n skakelaar • onderskei tussen geleiers en nie-geleiers in ‘n verskeidenheid van materiale • beskryf die pad vanaf elektriese energie toestelle, soos jou TV-stel, na die steenkool-aangedrewe kragstasie en terug na die oorspronklike bron, die Son • verduidelik hoe fossielbrandstowwe soos steenkool gevorm word • bepaal watter toestelle gebruik meer energie en verduidelik waarom dit so is KABV 61 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 6 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Die Sonnestelsel Die Son, planeete en asteroïdes • die Son (‘n ster) is in die middel van ons Sonnestelsel • daar is agt planeete (Mercurius, Venus, Aarde, Mars, Jupiter, Saturnus, Uranus en Neptunus), dwergplaneete (soos Pluto) en die asteroïde-gordel in ‘n baan om die Son • elke planeet het sy eie - kenmerke, grootte, baan en posisie met betrekking tot die Son, samestelling (rotsagtig en gas planeete) en mane (sommige het geen mane) • die planeete en Asteroïdes neem verskillende tye om om die Son te wentel * Maan • mane, insluitend ons Maan gee hulle eie hitte en lig af • ons Maan kan gesien word vanaf die Aarde, omdat die lig van die Son op sy oppervlak skyn • op die Maan kan ons kraters sien, ligter gebiede wat berge is, en donkerder areas wat plat vlaktes is • ondersoek/lees inligting oor die planeete wat fokus op die grootte, afstand van die Son, gemiddelde temperatuur, aantal mane ** en enige ander funksies • maak van modelle van die Sonnestelsel met in agneming van die posisie met betrekking tot die Son, grootte en kenmerke van die planeete *** • beskryf en teken die voorwerpe in ons Sonnestelsel • Gedetailleerde foto’s en modelle van die Sonnestelsel • Foto’s van die Maan Notas: * Dit is nie nodig om presiese getalle van die grootte van die planeete, die aantal mane, en die afstand vanaf die Son te memoriseer nie ** Die aantal mane rondom ‘n paar planeete kan verander as meer ontdek word *** Dit is nie nodig om die modelle van die Sonnestelsel volgens op skaal te maak nie 62 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 6 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 week (3 ½ uur) Bewegings **** van die Aarde en planeete Rotasie (Aarde) • elke planeet in ons Sonnestelsel, roteer (draai) op sy eie as - die planeet Aarde draai, en ‘n volledige rotasie duur ongeveer 24 uur. Ons ervaar dit as ‘n dag en ‘n nag - tydens die rotsie sal die kant van die Aarde wat na die Son kyk, dag ervaar, en die teenoorgestelde kant van die Aarde ondervind nag Rewolusie (Aarde) • al die planeete wentel (reis) rondom die Son in hul eie wentelbane • planeet Aarde draai om die Son in sy eie baan (pad), en een volledige omwenteling neem 365 ¼ dae. Ons ervaar dit as ‘n jaar • toon die bewegings (rotasie en revolusie) en van die Aarde aan deur gebruik te maak van modelle en liggaamsbewegings • demonstreer hoe die dag en nag voorkom met behulp van ‘n model van die Aarde en ‘n lig bron (die Son) • teken en skryf oor die rotasie van die Aarde in verhouding tot die Son - hoe dag en nag voorkom • Modelle en ‘n ligbron soos ‘n flitslig, lamp of kers om die bewegings van die Aarde te demonstreer Notes: **** Video insetsels kan gebruik word om te help om die bewegings van die planeete te verduidelik. KABV 63 Natuurwetenskappe en Tegnologie GRAAD 4-6 GRAAD 6 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 week (3 ½ uur) Die beweging van die Maan Rotasie (Maan) • die Maan maak een volledige omwenteling in 28 dae Rewolusie (Maan) • die Maan wentel om die Aarde en ‘n rewolusie neem ook ongeveer ‘n Maand (ongeveer 28 dae) • saam wentel die Aarde en die Maan om die Son • demonstreer rotasie, en die omwenteling van die Maan om die Aarde, met behulp van modelle en liggaamsbewegings • teken en skryf oor die beweging van die Maan in verhouding tot die Aarde en die Sonnestelsel • maak ‘n tabel om ‘n vergelyking tussen die Son (‘n ster), die Aarde (‘n planeet) en die Maan te maak. Dit moet: vorm, samestelling, grootte, beweging in verhouding tot ander ruimte voorwerpe, vermoë om die lig te produseer, insluit • Modelle en ‘n lig bron soos ‘n flitslig, lamp of kers om die bewegings van die Maan aan te dui 1 week (3 ½ uur) Stelsels om in die ruimte in te kyk Teleskope • teleskope word gebruik om te kyk na die ruimte en inligting te versamel • Suid-Afrika gebruik teleskope en het sommige van die grootste teleskope gebou • lees ‘n gevallestudie oor teleskope soos eenvoudige teleskope, SALT (Southern African Large Telescope), SKA (Square Kilometre Array) • Foto’s en inligting oor teleskope GRAAD 6 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 1 week (3 ½ uur) Bewegings **** van die Aarde en planeete Rotasie (Aarde) • elke planeet in ons Sonnestelsel, roteer (draai) op sy eie as - die planeet Aarde draai, en ‘n volledige rotasie duur ongeveer 24 uur. Ons ervaar dit as ‘n dag en ‘n nag - tydens die rotsie sal die kant van die Aarde wat na die Son kyk, dag ervaar, en die teenoorgestelde kant van die Aarde ondervind nag Rewolusie (Aarde) • al die planeete wentel (reis) rondom die Son in hul eie wentelbane • planeet Aarde draai om die Son in sy eie baan (pad), en een volledige omwenteling neem 365 ¼ dae. Ons ervaar dit as ‘n jaar • toon die bewegings (rotasie en revolusie) en van die Aarde aan deur gebruik te maak van modelle en liggaamsbewegings • demonstreer hoe die dag en nag voorkom met behulp van ‘n model van die Aarde en ‘n lig bron (die Son) • teken en skryf oor die rotasie van die Aarde in verhouding tot die Son - hoe dag en nag voorkom • Modelle en ‘n ligbron soos ‘n flitslig, lamp of kers om die bewegings van die Aarde te demonstreer Notes: **** Video insetsels kan gebruik word om te help om die bewegings van die planeete te verduidelik. 64 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) N atuur w e tenskapp e en Tegn o l ogie GRAAD 4-6 GRAAD 6 TERMYN 4 KENNISAFDELING: NATUURWETENSKAPPE: PLANEET AARDE EN DIE RUIMTE TEGNOLOGIE: STELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Stelsels om die Maan en Mars te verken Voertuie wat op die Maan gebruik word • ‘n paar mense het die oppervlak van die Maan besoek en dit verken met behulp van ‘n voertuig met die naam van ‘n Maan Rover Voertuie op Mars • ‘n robots genoem Mars Rovers is gebruik om die oppervlak van Mars te ondersoek (mense het nog nie Mars besoek nie) • ondersoek die belangrikste eienskappe en gebruike van die Mars of Maan Rovers insluitend wiele en asse, kameras, meganiese arms, en stelsels vir die gebruik van sonkrag en kommunikasie • ontwerp, maak en evaluering van ‘n model van een van hierdie voertuie wat kan beweeg deur middel van die wiele en asse (verwys na 2.7) • meet hoe ver die verskillende voertuie kan hardloop op ‘n oprit en teken staafgrafiek met resultate [Dit kan gebruik word as ‘n moontlike projek] • Foto’s van die Maan Rovers en Mars Rovers • Apparaat insluitend botteldoppies, ronde blikke of die kartonsirkels vir die wiele, sosatiestokkies of houtpenne en strooitjies vir die asse • Meetband of ‘n meetstok Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte geïntegreer moet word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet gehou word in die leerder se werkboek Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Aangesien hierdie ‘n eksamen termyn is word die laaste 2 weke van die termyn gebruik vir hersiening en die skryf van die eksamen. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • Voorwerpe kan beskryf in ons Sonnestelsel (planeete, Maan, die Son, Asteroïdes) • demonstreer die Aarde se rotasie en rewolusie • verduidelik die bewegings van die Maan • identifiseer die essensiële verskille tussen die Aarde, Son en die Maan • verduidelik die gebruik van teleskope en die belangrikste teleskope in Suid￾Afrika • maak ‘n model voertuig met wiele en asse en evalueer dit KABV 65 Natuurwetenskappe en Tegnologie GRAAD 4-6 AFDELING 4: Assessering 4.1 Inleiding Assessering is ‘n deurlopende, beplande proses van identifisering, versameling, interpretering en diagnosering van inligting, oor die prestasie van leerders. Alle vorms van assessering is betrokke om inligting te genereer en te versameling as bewyse van prestasie. Die evaluering van hierdie bewyse en die gebruik van hierdie inligting is om die leerders te verstaan en daardeur hulle met die ontwikkeling en die leerproses te help. Assessering moet beide informele en formele wees. In beide gevalle moet gereelde terugvoer aan leerders voorsien word, om die leerervaring te verbeter. Informele en formele assessering Informele assessering bestaan uit ‘n gereelde nagaan van die leerders se klaswerk (insluitend praktiese take) om vrae te vra en mondelings opbouende terugvoering te gee. Punte vir informele assessering hoef nie aangeteken te word nie. Formele assessering bestaan uit geselekteerde assesseringstake, en is die punte wat formeel aangeteken word. Hierdie assesseringstake wat gedoen word deur die loop van die jaar sluit toetse en eksamens in. Alle punte wat aangeteken word is formeel en te dra by tot die finale jaarpunt. Assessering moet ‘n projeksie wees van die inhoud (konsepte en vaardighede) en spesifieke doelwitte vir Natuurwetenskappe en Tegnologie. In beide die informele en formele assessering is dit belangrik om te verseker dat in die loop van ‘n skool jaar: • al die vakinhoud gedek word. • die volle omvang van die belangrikste vaardighede ingesluit is. (Sien Afdeling 2.7 en Afdeling 4.5) • ‘n verskeidenheid van verskillende vorms van assessering gebruik word. (Sien Afdeling 4.4) 4.2 Informele assessering of daaglikse assessering Die doel van informele assessering is om voortdurend inligting te versamel oor ‘n leerder se prestasie wat gebruik kan word om hulle leervaardighede te verbeter. Informele assessering is ‘n daaglikse monitering van leerders se vordering. Dit moet nie gesien word as apart van die leeraktiwiteite wat in die klaskamer plaasvind nie. Informele assessering kan gedoen word deur middel van waarneming, bespreking, praktiese demonstrasies, informele klaskamer interaksies, klaswerk, ondersoeke en so aan. Informele assessering kan so eenvoudig wees as om gedurende die les te stop om leerders waar te neem of om ‘n bespreking met die leerders te hou om sodoende leervaardighede te bevorder. Informele assessering moet ook gebruik word om terugvoer te gee aan die leerders en om die onderwyser in te lig oor die beplanning van onderrig. Self-en portuurassessering, as deel van informele assessering behels dat leerders aktief in assessering deelneem en ‘n onderwyser ‘n toesighoudende rol speel. Dit is belangrik om die leerders toe te laat om te leer en te besin oor hulle eie prestasie. GRAAD 6 TERMYN 4 KENNISAFDELING: NATUURW E TENSKAPPE: PLANEE T AARDE EN DIE RUIM T E TEGN O L OGIE: S TELSELS EN BEHEER Tyd Onderwerp Inhoud en Konsepte Voorgestelde Aktiwiteite: Ondersoek, praktiese werk en demonstrasies Gereedskap en hulpbronne 2 ½ weke (8 ¾ uur) Stelsels om die Maan en Mars te verken Voertuie wat op die Maan gebruik word • ‘n paar mense het die oppervlak van die Maan besoek en dit verken met behulp van ‘n voertuig met die naam van ‘n Maan Rover Voertuie op Mars • ‘n robots genoem Mars Rovers is gebruik om die oppervlak van Mars te ondersoek (mense het nog nie Mars besoek nie) • ondersoek die belangrikste eienskappe en gebruike van die Mars of Maan Rovers insluitend wiele en asse, kameras, meganiese arms, en stelsels vir die gebruik van sonkrag en kommunikasie • ontwerp, maak en evaluering van ‘n model van een van hierdie voertuie wat kan beweeg deur middel van die wiele en asse (verwys na 2.7) • meet hoe ver die verskillende voertuie kan hardloop op ‘n oprit en teken staafgrafiek met resultate [Dit kan gebruik word as ‘n moontlike projek] • Foto’s van die Maan Rovers en Mars Rovers • Apparaat insluitend botteldoppies, ronde blikke of die kartonsirkels vir die wiele, sosatiestokkies of houtpenne en strooitjies vir die asse • Meetband of ‘n meetstok Assesseringriglyne Hierdie inhoud en die gepaardgaande konsepte geïntegreer moet word met die doelwitte en vaardighede vir Natuurwetenskappe en Tegnologie (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereeld praktiese take doen • Bewyse van leerder se werk, insluitend die assessering, moet gehou word in die leerder se werkboek Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), kontrole vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Aangesien hierdie ‘n eksamen termyn is word die laaste 2 weke van die termyn gebruik vir hersiening en die skryf van die eksamen. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets leerder se kennis deur te sien of hulle: • Voorwerpe kan beskryf in ons Sonnestelsel (planeete, Maan, die Son, Asteroïdes) • demonstreer die Aarde se rotasie en rewolusie • verduidelik die bewegings van die Maan • identifiseer die essensiële verskille tussen die Aarde, Son en die Maan • verduidelik die gebruik van teleskope en die belangrikste teleskope in Suid￾Afrika • maak ‘n model voertuig met wiele en asse en evalueer dit 66 SETATAMENTE SA PHOLISI YA SETŠHABA SA LENANEOTHUTO LE KELO KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 Uitgesoekte informele assesseringstake kan gemerk word deur leerders of onderwysers, maar hoef nie aangeteken te word nie, tensy die onderwyser verkies om dit te doen. Die resultate van die daaglikse assesseringstake word nie vir bevordering en sertifisering doeleindes in ag geneem nie, maar vir die verbetering van onderrig en leer. Informele, op deurlopende assessering moet gebruik word vir die verkryging van kennis en vaardighede in die aanloop tot die formele take in die program van formele assessering. (Sien Afdeling 4.4) 4.3 Formele assessering Formele assesseringstake en toetse vorm deel van ‘n jaarlange formele assesseringsprogram in elke graad en vak. Formele assessering word gemerk en deur die onderwyser aangeteken vir bevordering. Alle Formele Assesseringstake moet gemodereer word vir die doel van gehalteversekering en om te verseker dat toepaslike standaarde gehandhaaf word. Formele assessering bied aan onderwysers ‘n sistematiese wyse om te evalueer hoe goed leerders vorder in ‘n graad en in ‘n bepaalde vak. Formele assesseringstake in die Natuurwetenskappe en Tegnologie is toetse, eksamens en praktiese take, wat projekte kan insluit. (Sien besonderhede in Afdeling 4.4.1) Die skoolgebaseerde assessering komponent in die verskillende fases is soos volg: Graad Formele skoolgebaseerde assessering Einde van die eksamens R - 3 100% n/a 4 - 6 75% 25% 7 - 9 40% 60% 10 en 11 25% 75% 12 25% insluitend skoolgebaseerde middel van die jaar en September eksamens Eksterne eksamen: 75% Formeel toetse en take moet saam, die hele termyn se werk weerspieël. Gewig van punte moet die tyd weerspieël wat toegeken word aan elke afdeling in die kurrikuluminhoud. Die kognitiewe vereistes van assessering Die kognitiewe vereistes van assessering wat gebruik word, moet gepas wees vir die ouderdom en ontwikkelingsvlak van die leerders in die graad. Assessering in die Natuurwetenskappe en Tegnologie moet voorsiening maak vir ‘n reeks kognitiewe vlakke en vermoëns van leerders binne hierdie konteks. Die assesseringstake moet versigtig ontwerp word om die inhoud van die vak te dek, sowel as die omvang van die belangrikste vaardighede wat onder die hoofontwerp- en prosesseringsvaardighede gespesifiseer is. (Sien 2.7) Die spesifieke doelstellings, die onderwerpe, die inhoud en die omvang van die belangrikste vaardighede moet gebruik word om die beplanning en ontwikkeling van assesseringstake in te lig. KABV 67 Natuurwetenskappe en Tegnologie GRAAD 4-6 Kognitiewe vlakke vir die assessering van die inhoud in graad 4, 5 en 6 Opstel van toetse en take vir die verskillende kognitiewe vlakke Kennis van wetenskappe en tegnologie Verstaan van wetenskappe en tegnologie Toepassing van wetenskaplike en tegnologiese kennis Evaluering, analise, sintese wetenskaplike en tegnologiese kennis Persentasies vir die verhouding van lae-, middel-en hoë-orde vrae in take, toetse en eksamens Lae orde vrae 50% Middelorde vrae 35% Hoë orde vrae 15% Nuttige werkwoorde om te gebruik by die opstel van vrae Vermeld Noem Etiketeer Lys en ander ..... Verduidelik Beskryf Vergelyk Beplan Herrangskik Gee ‘n voorbeeld en ander ...... Voorspel Vergelyk Ontwerp Gebruik om kennis te demonstreer en ander ..... Evalueer Gee ‘n rede Interpreteer en ander ... Hierdie kognitiewe vaardighede is van toepassing en het betrekking op al drie spesifieke doelwitte vir Natuurwetenskappe en Tegnologie. (Sien Afdeling 2.6) 4.4 Program van formele assessering vir Natuurwetenskappe en Tegnologie Graad 4, 5 en 6 Formele assessering Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale % vir die jaar Skoolgeba￾seerde asses￾sering • 1 toets • 1 geselekteerde praktiese taak * • 1 eksamen of toets oor die werk van kwartaal 1 en 2 • 1 geselekteerde praktiese taak • 1 toets • 1 geselekteerde praktiese taak • 1 geselekteerde praktiese taak 75% • Eksamen oor die werk van kwartaal 3 en 4 25% Aantal formele assesserings 2 2 2 2 Totaal: 100% Notas: * Graad toepaslike assessering op die aspekte van ondersoeke en tegnologiese prosesse moet deel vorm van die geselekteerde praktiese take in die assesserings program vir die jaar ** Die klastoetse en eksamens moet vrae oor beide die Natuurwetenskappe en Tegnologie bevat ‘n Nota oor toetse en eksamens Eksamens moet vrae oor beide Natuurwetenskappe en Tegnologie bevat. Gewig van punte moet die tyd weerspieël wat toegeken word aan elke afdeling in die kurrikuluminhoud. ‘n Enkele formele klastoets in ‘n kwartaal sal nie noodwendig die mees akkurate en betroubare getuienis van elke leerder se prestasie verskaf nie. Een formele toets in die eerste drie terme is die minimum aantal wat moet aangeteken word. Toetse en eksamens bestaan uit ‘n verskeidenheid van vrae wat betrekking het op die verskillende kognitiewe vlakke 68 SETATAMENTE SA PHOLISI YA SETŠHABA SA LENANEOTHUTO LE KELO KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 - herroeping van kennis, begrip, toepassing, evaluering, analise en sintese. Van die leerders word vereis om te reageer op vrae binne ‘n gespesifiseerde tyd onder beheerde toestande. Eksamens is soortgelyk aan toetse - die enigste verskil is dat hulle meer inhoud dek. ‘n Nota oor praktiese take Om die praktiese take uit te voer word van leerders verwag om hul vaardighede en bevoegdhedehede te demonstreer. Leerders gebruik materiale, gereedskap en toerusting om iets te produseer of te ondersoek. Die onderwyser merk die leerder se spesifieke praktiese vaardighede (bv. die meting van die hoogte van ‘n plant, die gebruik van gereedskap en materiaal vir die manipulasie om modelle te maak, met behulp van ‘n termometer temperatuur te meet, ens.). Praktiese take kan baie nuttig wees om te bepaal hoe die leerders hulle kennis en waardes gebruik in die uitvoering van praktiese vaardighede (hantering en/of gedragsvaardighede, bv veiligheid en hantering van toerusting). Enige praktiese taak moet geleenthede vir leerders verskaf om verskillende vaardighede te demonstreer volgens Afdeling 2.7 en Afdeling 4.5. Dit mag of mag nie die vaardighede van die ontwerp/beplanning, ondersoek insluit. Daar is egter sekere omstandighede wat slegs ‘n paar van hierdie vaardighede van toepassing sal wees en nie elke vaardigheid geassesseer kan word in elke praktiese taak nie. Praktiese take sluit in ‘n verskeidenheid van aktiwiteite waar leerders kommunikeer oor wat hulle weet en kan doen. Sluit ‘n verskeidenheid van take in om inklusiwiteit te verseker en verskillende leerstyle te akkommodeer. Hierdie maniere om te kommunikeer sluit in: dramatiseer, praat, teken, modellering, om wetenskappe praktiese werk te doen, in die omgewing te werk, skryf en berekeninge te doen. ‘n Nota oor projekte Sekere praktiese aktiwiteite in Afdeling 3 is voorgestel as geskik vir moontlike projekte, in welke geval die punt as deel van die skoolgebaseerde assessering ingesluit sal word. ‘n Projek is opsioneel en wissel in omvang. Dit kan in die klas gedoen word en moet diverse genoeg wees om inklusiwiteit te bevorder. Een projek per jaar kan gedoen word. 4.5 Aantekening en Verslagdoening 4.5.1 Aantekening is ‘n proses waarin die onderwyser die vlak van ‘n leerder se prestasie in ‘n spesifieke assesseringstaak aandui. Dit dui op die leerder se vordering tot die bereiking van die kennis soos voorgeskryf in die Kurrikulum en Assesseringbeleidverklaring. Rekords van leerderprestasie moet bewys lewer van die leerder se konseptuele progressie in ‘n graad en sy/haar se gereedheid om na die volgende graad bevorder te word. Rekords van leerderprestasie moet ook gebruik word om die vordering wat gemaak is deur onderwysers en leerders in die onderrig-en leerproses te verifieer. Rekords moet gebruik word om leer te monitor en om vooruit te beplan. Riglyne oor hoe die hoofprosesvaardighede aangeteken kan word vir punte in Natuurwetenskappe en Tegnologie Baie van hierdie belangrike prosesvaardighede (ook verwys na Afdeling 2.7) kan gekombineer word in een aktiwiteit. Nie elke hoofprosesvaardigheid moet gemerk en aangeteken word in elke taak nie. KABV 69 Natuurwetenskappe en Tegnologie GRAAD 4-6 Natuurwetenskappe hoof ondersoek prosesvaardighede Puntetoekenning Skryf ‘n onderwerp Vra vrae/skryf ‘n vraag om te ondersoek Maak ‘n voorspelling/hipotese Die beplanning van die ondersoek Insamel van data Aanteken van data Evaluering en kommunikasie van resultate Totaal Tegnologie hoofprosesvaardighede Puntetoekenning Vermeld die ontwerpopdrag Gee die spesifikasies Gee die beperkings Die beplanning van die produk Tekening/ontwerp van die produk Die maak van die produk Evaluering van die produk Die aanbieding van die produk Totaal 4.5.2 Rapportering is ‘n proses waar die prestasie aan leerders, aan die leerder, ouers, skool en ander belanghebbendes gegee word. Leerderprestasie kan op ‘n aantal maniere gerapporteer word. Dit sluit rapporte, ouervergaderings, besoekdae by die skool, ouer-onderwyser konferensies, telefoonoproepe, briewe, klas of skool nuusbriewe, ens. in. Onderwysers sal die werklike punte vir die taak aanteken deur gebruik te maak van ‘n rekordkaart; en rapporteer persentasies teen die onderwerp op die leerders se rapporte. Persentasies word aangedui en kan ook met betrekking tot die 7-punt assesseringskode, aangedui word. Skole word versoek om kwartaalliks terugvoer aan ouers te gee op die Program van Formele Assessering, deur gebruik te maak van ‘n formele verslag instrument, soos ‘n rapport. Die skedule en die rapport moet die algemene vlak van die prestasie van ‘n leerder aandui. 70 SETATAMENTE SA PHOLISI YA SETŠHABA SA LENANEOTHUTO LE KELO KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 4.5.3 Puntetoekenning ‘n Minimum puntetoekenning word voorgeskryf vir die toetse, take en eksamens vir elke graad in die Intermediêre Fase. Sien die riglyne hieronder vir elke graad onder die A. Die onderwyser kan egter kies om meer punte vir toetse en take toe te ken, maar moet dit dan om skakel om te voldoen aan die totale gewig persentasies vir die Intermediêre Fase. Kyk na die voorbeeld op bladsy 72 vir B. A: Minimum puntetoekenning vir graad 4, 5 en 6 Graad 4 Program van formele assessering Formele assessering Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totaal vir die jaar Totaal Skoolgeba￾seerde asses￾sering • 1 toets [15 punte] • 1 geselekteerde praktiese taak [10 punte] • 1 eksamen￾of toets oor die werk van kwartaal 1 en 2 [40 punte] • 1 geselekteerde praktiese taak [10 punte] • 1 Toets [15 punte] • 1 gesele￾kteerde praktiese taak [15 punte] • 1 geselek￾teerde prak￾tiese taak [15 punte] • 120 punte • Saam maak dit 75% van die totale punte vir die jaar Eksamens [60 minute] • Eksamen oor die werk van kwartaal 3 en 4 [40 punte] 40 punte Maak 25% van die totale punte vir die jaar Aantal formele assessering 2 2 2 2 Totaal 8 assesserings [160 punte] Totaal: 100% Aan die einde van elke kwartaal (Kwartale 1 - 3): Die punte kan gerapporteer word as ‘n persentasie wat verband hou met die 7-punt assesseringskode. Aan die einde van die jaar: Stap 1: Voeg al die skoolgebaseerde assessering rou punte van elke kwartaal om ‘n totaal van 120 punte te kry Stap 2: Tel die eindeksamen roupunt en die Skoolgebaseerde assessering totale punt in Stap 1 op Stap 3: Skakel oor na ‘n persentasie en raporteer met betrekking tot die 7-punt assesseringskode indien nodig KABV 71 Natuurwetenskappe en Tegnologie GRAAD 4-6 Graad 5 Program van formele assessering Formele assessering Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totaal vir die jaar Totaal Skoolgeba￾seerde asses￾sering • 1 toets [15 punte] • 1 geselekteerde praktiese taak [15 punte] • 1 eksamen￾of toets oor die werk van kwartaal 1 en 2 [45 punte] • 1 geselekteerde praktiese taak [15 punte] • 1 Toets [15 punte] • 1 geselek￾teerde prak￾tiese taak [15 punte] • 1 geselekteerde praktiese taak [15 punte] 135 punte Saam maak dit 75% van die totale punte vir die jaar Eksamens [60 minute] • Eksamen oor die werk van kwartaal 3 en 4 [45 punte] 45 punte Maak 25% van die totale punte vir die jaar Aantal formele assessering 2 2 2 2 Totaal 8 as￾sesserings [180 punte] Totaal: 100% Aan die einde van elke kwartaal (Kwartale 1 - 3): Die punte kan gerapporteer word as ‘n persentasie wat verband hou met die 7-punt assesseringskode. Aan die einde van die jaar: Stap 1: Voeg al die skoolgebaseerde assessering rou punte van elke kwartaal om ‘n totaal van 135 punte te kry Stap 2: Tel die eindeksamen roupunt en die Skoolgebaseerde assessering totale punt in Stap 1 op Stap 3: Skakel oor na ‘n persentasie en raporteer met betrekking tot die 7-punt assesseringskode indien nodig 72 SETATAMENTE SA PHOLISI YA SETŠHABA SA LENANEOTHUTO LE KELO KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 Graad 6 Program van formele assessering Formele assessering Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totaal vir die jaar Totaal Skoolgeba￾seerde asses￾sering 1 toets [20 punte] 1 geselekteerde praktiese taak [15 punte] 1 eksamen￾of toets oor die werk van kwartaal 1 en 2 [50 punte] 1 geselekteerde praktiese taak [15 punte] 1 Toets [20 punte] 1 geselekteerde praktiese taak [15 punte] 1 geselekteerde praktiese taak [15 punte] 150 punte Saam maak dit 75% van die totale punte vir die jaar Eksamens [60 minute] Eksamen oor die werk van kwartaal 3 en 4 [50 punte] 50 punte Maak 25% van die totale punte vir die jaar Aantal formele assessering 2 2 2 2 Totaal 8 as￾sesserings [200 punte] Totaal: 100% Aan die einde van elke kwartaal (Kwartale 1 - 3): Die punte kan gerapporteer word as ‘n persentasie wat verband hou met die 7-punt assesseringskode. Aan die einde van die jaar: Stap 1: Voeg al die skoolgebaseerde assessering rou punte van elke kwartaal om ‘n totaal van 150 punte te kry Stap 2: Tel die eindeksamen roupunt en die Skoolgebaseerde assessering totale punt in Stap 1 op Stap 3: Skakel oor na ‘n persentasie en raporteer met betrekking tot die 7-punt assesseringskode indien nodig B: Indien die onderwyser kies om meer punte vir toetse en take toe te ken, kan die voorbeeld hieronder gebruik word. Optekening en rapportering vir elke kwartaal Punte moet aangeteken en omgeskakel word na ‘n persentasie vir elke kwartaal. Persentasies kan ook aangedui word met betrekking tot die 7-punt assesseringskode. Hoe om elke leerder se % te bereken vir elke kwartaal Stap 1. Voeg formeel geassesseer punte behaal deur die leerder saam Stap 2. Verdeel deur die totale punte moontlik Stap 3. Vermenigvuldig hierdie punt om 100% te gee Byvoorbeeld: Leerder punte = 34 uit ‘n moontlike 60 punte vir die toets en take vir ‘n termyn. 34 ÷ 60 x 100 = 56, 6% * * Eerder as om ‘n desimale punte van 0, 5 en groter te gebruik kan dit tot die volgende hele persentasie afgerond word. Die bogenoemde voorbeeld sal afgerond word tot 57% KABV 73 Natuurwetenskappe en Tegnologie GRAAD 4-6 Optekening en rapportering aan die einde van die jaar • Die vier persentasies vir elke kwartaal moet bereken word om 75% van die totaal te gee. Dit is die skoolgebaseerde assesseringspunt. • Die finale eksamen punt moet verwerk word tot 25% van die totaal en gevoeg by die skoolgebaseerde assesseringspunt. Hoe om elke leerder se % vir rapportering aan die einde van die jaar te bereken: Stap 1. Gebruik die volgende formule om die vier kwartale van skoolgebaseerde assessering % tot 75% te omskep: 1ste Kwartaal % + 2de Kwartaal % + 3de Kwartaal % + 4de kwartaal %, dan verdeel die totaal van 400, dan vermenigvuldig met 75. Byvoorbeeld: (57% + 65% + 74% + 60%) ÷ 400 X 75 = 48 (Dit is die ekwivalent van 48 uit 75) Stap 2. Herlei die finale jaar eksamenpunt na 25% met die volgende formule: Punt behaal in die eksamen deur die leerder ÷ totale punte moontlik in eksamen X 25. Byvoorbeeld: ‘n leerder tellings 28 uit ‘n totaal van 40 punte in die finale eksamen: 28 ÷ 40 X 25 = 17.5 (Dit is die ekwivalent van 17, 5 uit 25) Stap 3. Voeg die berekende jaarpunt (skoolgebaseerde assessering) by die eksamenpunt soos hierbo bereken die totale % vir die jaar te kry. Die leerder in die voorbeeld hierbo het aangeteken: 48 + 17, 5 = 65, 5% vir die jaar. (Rond dit af tot 66%) • Persentasies word aangedui en dit kan ook met betrekking tot die 7-punt assesseringkode soos hieronder aangeteken word. . Kodes en persentasies vir die rapportering in Graad R – 12 Assesseringskode Beskrywing van bevoegdheid Persentasie 7 Uitstaande prestasie 80 - 100 6 Verdienstelike prestasie 70 - 79 5 Beduidende prestasie 60 - 69 4 Voldoende prestasie 50 - 59 3 Matige prestasie 40 - 49 2 Basiese prestasie 30 - 39 1 Nie bereik nie 0 - 29 74 SETATAMENTE SA PHOLISI YA SETŠHABA SA LENANEOTHUTO LE KELO KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) Natuurwetenskappe en Tegnologie GRAAD 4-6 4.6 MODERERING VAN ASSESSERING Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering by die skool en distrik moet in werking gestel word, en ook, indien nodig, op provinsiale vlak. Omvattende en toepaslike moderering moet in plek wees vir die gehalteversekering van alle vak assesserings. In alle grade sal die formele skoolgebaseerde assessering (insluitend die praktiese take) gemodereer word deur die betrokke vakspesialiste by die skool en op distrik vlakke op ‘n deurlopende wyse. Moderering dien die volgende doeleindes: 1. Dit moet vasstel of die onderwerp inhoud en vaardighede geleer en geassesseer is. 2. Dit moet seker maak dat die korrekte balans van kognitiewe vlakke weerspieël word in die assessering. 3. Dit moet verseker dat die assessering en die nasien van ‘n aanvaarbare standaard en konsekwent is. 4. Dit moet gebiede identifiseer waarop die onderwyser verder ontwikkel moet word en behoort te lei na sodanige ontwikkeling en ondersteuning. 5. Dit behoort die werk wat deur die onderwyser gedek is te reflekteer en in lyn wees met die kwartaal se vereistes. 4.7 ALGEMENE Hierdie dokument moet gelees word in samewerking met: 4.7.1 Nasionale Beleid met betrekking tot die Program en die Bevordering van die Nasionale Kurrikulumverklaring Graad R - 12; 4.7.2 Die Beleidsdokument, Nasionale Protokol vir Assessering Graad R - 12.     SOSIALE WETENSKAPPE Kurrikulum- en assesseringsbeleidsverklaring Intermediêre fase Graad 4-6 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 4-6 Sosiale Wetenskappe SOSIALE WETENSKAPPE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http://www. education. gov. za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0777-1 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery SOSIALE WETENSKAPPE GRAAD 4-6 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die gemeenskap van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot ‘n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS SOSIALE WETENSKAPPE GRAAD 4-6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOSIALE WETENSKAPPE GRAAD 4-6 KABV 1 INHOUD AFDELING 1: INLEIDING TOT DIE KurriKulum EN AssessERInGSBELEIDSVERKLARING...... 3 1.1 Agtergrond .....................................................................................................................................................3 1.2 Oorsig..............................................................................................................................................................3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum..........................................................................4 1.4 Tydstoekenning..............................................................................................................................................6 1.4.1 Grondslagfase........................................................................................................................................6 1.4.2 Intermediêre Fase..................................................................................................................................6 1.4.3 Senior Fase............................................................................................................................................7 1.4.4 Grade 10-12...........................................................................................................................................7 AFDELING 2: INLEIDING TOT SOSIALE WETENSKAPPE................................................................... 8 2.1 Wat is Sosiale Wetenskappe?.......................................................................................................................8 2.2 Hulpbronne .....................................................................................................................................................8 2.3 Addisionele Hulpbronne................................................................................................................................9 2.4 Geskiedenis ....................................................................................................................................................9 2.4.1 Wat is Geskiedenis? ..............................................................................................................................9 2.4.2 Spesifieke doelwitte van Geskiedenis..................................................................................................10 2.4.3 Vaardighede en konsepte van Geskiedenis.........................................................................................11 2.4.4 Konsepte in Geskiedenis .....................................................................................................................11 2.5 Geografie ...................................................................................................................................................12 2.5.1 Wat is Geografie? ................................................................................................................................12 2.5.2 ‘n Nota op die ontwikkeling van die karteringsvaardighede en die gebruik van kaarte oor die Geografie-kurrikulum............................................................................................................................12 2.5.3 Spesifieke doelwitte van die Geografie KABV vir die Intermediêre en Senior Fase ............................13 2.6 Projekte .........................................................................................................................................................14 2.6.1 Projekte in Geografie ...........................................................................................................................14 2.6.2 Projekte in Geskiedenis: Voorgestelde onderwerpe ............................................................................14 2.7 Tydstoewysing en gewigswaardes van onderwerpe ................................................................................16 2.8 Oorsig van onderwerpe ...............................................................................................................................18 AFDELING 3: INHOUDSUITLEG EN JAARLIKSE ONDERRIGPLANNE............................................. 21 3.1 Intermediêre fase Geografie: Oorsig van wat onderrig moet word.........................................................21 3.2 Intermediêre fase Geskiedenis: Oorsig van wat onderrig moet word.....................................................33 SOSIALE WETENSKAPPE GRAAD 4-6 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN SOSIALE WETENSKAPPE............................................................. 46 4.1 Inleiding ...................................................................................................................................................46 4.2 Informele of Daaglikse Assessering...........................................................................................................46 4.3 Formele Assessering...................................................................................................................................47 4.3.1 Vereistes vir Formele assessering van Sosiale Wetenskappe.............................................................47 4.3.2 Soorte formele assessering van Sosiale Wetenskappe.......................................................................47 4.4 Program van Assessering...........................................................................................................................51 4.5 Optekening en Rapportering.......................................................................................................................52 4.6 Moderering van Assessering ......................................................................................................................53 4.7 Algemeen ...................................................................................................................................................53 SOSIALE WETENSKAPPE GRAAD 4-6 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; SOSIALE WETENSKAPPE GRAAD 4-6 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleids￾verklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid-Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; SOSIALE WETENSKAPPE GRAAD 4-6 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). SOSIALE WETENSKAPPE GRAAD 4-6 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 SOSIALE WETENSKAPPE GRAAD 4-6 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. SOSIALE WETENSKAPPE GRAAD 4-6 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: INLEIDING TOT SOSIALE WETENSKAPPE 2.1 WAT IS SOSIALE WETENSKAPPE? Die vak Sosiale Wetenskappe bestaan uit Geskiedenis en Geografie. Beide Geskiedenis en Geografie moet gedurende elke kwartaal van die skooljaar onderrig en geassesseer word. Alhoewel die twee dissiplines apart gehou word, is hierdie kurrikulum ontwerp om die kennis (inhoud, vaardighede en konsepte), soos uiteengesit in elk aan te vul. Assesseringspunte moet afsonderlik vir elke vak op die skool se verslae getoon word - 'n punt vir Geskiedenis en 'n punt vir Geografie. Hulle moet dan saam gevoeg word en deur twee gedeel word om 'n gemiddelde punt vir Sosiale Wetenskappe te gee. Hierdie Sosiale Wetenskappe-kurrikulum is daarop gerig om geleenthede vir leerders te verskaf om na hul eie wêrelde met vars, kritiese oë te kyk en dalk nog belangriker, is dit daarop gemik om leerders aan 'n wêreld buite hul alledaagse werklikhede bekend te stel. Skole moet spesiale plekke vir leerders wees en om hulle met kennis, waartoe hulle andersins nie sou toegang hê nie, toe te rus. Die belangrikheid van die diepte van kennis word erken. Ware kennis vereis dat leerders kennis en vertroue het as 'n gevolg van 'n in-diepte leer. Die passkatting van onderwerpe word in hierdie kurrikulum gespesifiseer deurdat ure vir elke onderwerp toegeken is. Tye dui die diepte aan wat benodig word. Leerders word opgelei om te spekuleer, te debatteer, konneksies te maak, te kies, te prioritiseer en om te volhard in die aanpak van die werklike kwessies en belangrike vrae. Dit is noodsaaklik in die onderrig van Geskiedenis en Geografie dat leerders aangemoedig word om vrae te vra: Wie? Waar? Wat? Hoekom nie? Wanneer? Hoe? Indien? Kon? Is/ word? En teen die tyd dat hulle by die Senior Fase kom: Indien? Die vrae wat die leerders aan onderwysers stel, is 'n goeie aanduiding van voorkennis, persepsies, belange, insigte en bekommernisse. Taal is 'n belangrike element van beide Geskiedenis en Geografie. Verskillende vorme van die teks (mondeling, geskrewe en visueel) is sentraal tot beide dissiplines. Leer vind plaas deur middel van interaksie met hierdie tekste. Dit is belangrik om te onthou dat elke onderwyser 'n taal-onderwyser is. Net so is skrif 'n vaardigheid wat deur middel van hierdie twee vakke ontwikkel word. Leerders moet gereeld skryf, met 'n duidelike progressie in lengte en kompleksiteit deur die grade. Die KABV taaldokumente spesifiseer vlakke van vereiste vir skryf en moet gereeld geraadpleeg word. Bewyse van ‘n leerder se werk, insluitend die assessering, moet bygehou word in die leerder se notaboek. 2.2 HULPBRONNE Elke leerder moet ‘n goeie kwaliteit handboek en ‘n netjiese notaboek byhou. Handboeke moet geskik wees vir die graad, konteks en taal-vlak van die leerder. Dit inhoud moet akkuraat wees en daarop gemik wees om ‘n bydrae tot die ontwikkeling van die toepaslike vaardighede, konsepte en waardes te lewer. Handboeke moet toepaslik en voldoende assesseringsaktiwiteite bevat. Daar moet kennis geneem word dat die volgorde waarin die inhoud in die sub-onderwerpe aangedui is slegs as riglyn dien. Die LOOM skrywers hoef nie hierdie sub-onderwerpe in die presiese volgorde waarin hulle in hierdie dokument verskyn, te dek nie. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 9 Elke Sosiale Wetenskappe-klaskamer moet oor muurkaarte, ‘n aardbol, toegang tot ‘n stel van atlasse en ‘n woordeboek beskik, sowel as toegang tot ‘n verskeidenheid van leesboeke en visuele materiaal wat vir die graad geskik is. • Elke onderwyser van Sosiale Wetenskappe moet met die inhoud wat onderrig moet word vertroud wees, wyd te lees oor die inhoud van die onderwerpe vir die kwartaal en lesse noukeurig voorberei. 2.3 ADDISIONELE HULPBRONNE Dit is belangrik om die wêreld tot binne in die Sosiale Wetenskappe klaskamer te bring. Visuele bronne kan inligting meer toeganklik vir baie leerders maak. Onderwysers moet dus: • tydskrifte en koerante in die klaskamer beskikbaar hê vir die leerders om in hul aktiwiteite te gebruik en stelle van die foto’s vir klaskamer-aktiwiteitete bekom; • probeer om toegang tot ‘n TV/ DVD en/ of CD-speler te hê om toepaslike oudio-visuele materiaal aan leerders te bied, en • probeer om die Internet waar moontlik te gebruik. Baie organisasies en projekte verskaf nuttige inligting deur die internet. Google Earth, byvoorbeeld, bied uitgebreide lugfoto’s. You-tube verskaf video’s van baie geskiedkundige gebeure. Kaarte vir kaartvaardighede: Dit is belangrik dat leerders met kaarte van hul eie plaaslike gebied werk. Die MapPack projek is deel van die Departement van Landelike Ontwikkeling en Grondhervorming. Dit bied vyf gratis kaarte aan elke skool op aanvraag aan. Dit sluit in plaaslike kaarte - 1:10 000 ortofotokaart (indien beskikbaar) en die 1:50 000 topografiese kaart, en “zoom uit” op ‘n 1:250 000 kaart (wat twee-grade vierkante van die plaaslike gebied insluit), ‘n provinsiale kaart (skaal wissel) en ‘n nasionale kaart (1:2 000 000). Bykomende inligting, kaarte en lugfoto’s is ook op aanvraag beskikbaar. Kontak: Die MapPack Projek, Privaatsak X10, Mowbray, 7700. Faks: 021 689 1351. Telefoon: 021 658 4300. Epos: ngi@ruraldevelopment. gov. za. Web: www. ngi. gov. za 2.4 GESKIEDENIS 2.4.1 Wat is Geskiedenis? Geskiedenis is die studie van verandering en ontwikkeling, in die samelewing oor 'n tydperk. Die studie van Geskiedenis stel mense in staat om die wyse van hoe menslike optrede in die verlede in impak op die hede het, en om te verstaan en evalueer hoe dit die toekoms beïnvloed. Geskiedenis is om te leer hoe om oor die verlede, en by implikasie die hede, op ‘n gedissiplineerde manier te dink. Geskiedenis is ‘n proses van ondersoek en om vrae te vra oor die verlede: Wat het gebeur? Wanneer het dit gebeur? Waarom het dit dan gebeur? Dit is oor hoe om analities te dink oor die stories wat mense vertel oor ons verlede en hoe ons daardie inligting internaliseer. SOSIALE WETENSKAPPE GRAAD 4-6 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Die studie van Geskiedenis ondersteun ook burgerskap binne ‘n demokrasie deur: 1. die waardes van die Suid-Afrikaanse Grondwet te verduidelik en te bevorder; 2. burgerlike verantwoordelikheid en verantwoordelike leierskap aan te moedig, insluitende die verhoging van die huidige sosiale en omgewingskwessies; 3. menseregte en vrede te bevorder deur uitdagings aan vooroordele oor ras, klas, geslag, etnisiteit en xenofobie uit te daa; en 4. om jong mense voor te berei vir die plaaslike, streeks-, nasionale, kontinentale en globale verantwoordelikheid. 2.4.2 Spesifieke doelwitte van Geskiedenis Die spesifieke doelwitte van Geskiedenis is om die volgende te skep:‘n belangstelling in en genot van die studie van die verlede; kennis, begrip en waardering van die verlede en die kragte wat dit vorm; die vermoë om ‘n proses van historiese ondersoek te onderneem wat gebaseer is op vaardighede; ‘n begrip van historiese konsepte, met inbegrip van historiese bronne en getuienis. 2.4.3 Vaardighede en konsepte van Geskiedenis Geskiedenis is ‘n proses van historiese ondersoek. ‘n Streng proses van ondersoek stel leerders instaat om die doelwitte te bereik en demonstreer die vaardighede in tabel 2. 3. 1 Spesifieke doelwitte en vaardighede van Geskiedenis KABV vir die Intermediêre en Senior Fase SPESIFIEKE DOELWITTE VAN GESKIEDENIS VOORBEELDE VAN VAARDIGHEDE BETROKKE Die vind van ‘n verskeidenheid soorte inligting oor die verlede. In staat wees om inligting in te samel, byvoorbeeld, vanaf teks, visuele materiaal (insluitende foto’s, spotprente, televisie en rolprente), liedjies, gedigte en onderhoude met mense; die gebruik van meer as een soort skriftelike inligting (boeke, tydskrifte, koerante, webruimtes). Keuse van relevante inligting. In staat wees om te besluit oor wat belangrike inligting is om te gebruik. Dit kan die keuse van inligting vir ‘n bepaalde geskiedenis onderwerp, of meer spesifiek, ‘n vraag wat gevra word om te beantwoord. Sommige inligting wat weer gevind is, sal nie relevant tot die vraag wees nie, en sekere inligting, alhoewel relevant, sal nie so belangrik of so nuttig soos ander inligting wees nie. Besluit of inligting vertrou kan word In staat te wees om ondersoek in te stel waar die inligting vandaan kom, wie die inligting geskryf of geskep het en hoekom hulle dit gedoen het? Dit behels ook om te kyk of die inligting korrek is - vergelyk waar die inligting vandaan kom met ander inligting. Baie inligting verteenwoordig slegs een gesigspunt. Om iets wat in die verlede gebeur het van-uit meer as een gesigspunt te sien. In staat te wees om te onderskei hoe inligting sou wees indien dit van-uit ‘n ander oogpunt gesien of gebruik word. Dit vereis ook die vermoë om twee of meer verskillende gesigspunte oor dieselfde persoon of gebeurtenis te vergelyk. Verduidelik waarom die gebeure in die verlede dikwels verskillend geïnterpreteer word. In staat te wees om te sien hoe historici, handboekskrywers, joernaliste, of skeppers en ander tot verskillende gevolgtrekkings kom en in staat te wees om ‘n rede (s) te verskaf waarom dit so is in ‘n besondere onderwerp van die geskiedenis. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 11 SPESIFIEKE DOELWITTE VAN GESKIEDENIS VOORBEELDE VAN VAARDIGHEDE BETROKKE Debatteer oor wat gebeur het in die verlede op die basis van die beskikbare getuienis. In staat te wees om deel te neem aan gesprekke of debatte en die ontwikkeling van standpunte te vorm oor aspekte van die Geskiedenis, gebaseer op die getuienis wat kom uit die beskikbare inligting. Die skryf van Geskiedenis op ‘n georganiseerde wyse, met ‘n logiese lyn van argument. In staat wees om oor ‘n gedeelte van die geskiedenis te skryf wat oor ‘n inleiding beskik, die relevante inligting op ‘n logiese manier en ‘n chronologiese volgorde uiteen te sit, en tot ‘n gevolgtrekking te kom wat die vraag wat gestel word op ‘n samehangende manier beantwoord. Die belangrikheid van erfenis en bewaring te verstaan. In staat te wees om te verduidelik hoe en waarom mense en gebeure in ‘n gemeenskap, dorp of stad, provinsie en die land op ‘n openbare wyse herdenk moet word. Dit behels ook die ondersoek hoe mense en gebeure in die verlede seremonies, feesvieringe, museums en monumente herdenk het. Dit is van kritieke belang dat hierdie doelwitte en vaardighede vir elke inhoudsonderwerp gevolg behoort te word. Ten einde leerders in staat te stel om hierdie doelwitte te bereik en om hierdie vaardighede te demonstreer, sal hulle ‘n volle begrip van die inhoud moet hê. Geheuevaardighede bly belangrik. 2.4.4 Konsepte in Geskiedenis Historiese bronne en getuienis: Geskiedenis is nie “die verlede” self nie. Dit is die interpretasie en verduideliking van inligting uit verskeie bronne. Bewyse word geskep wanneer die bronne wat gebruik word om die vrae oor die verlede te beantwoord. Multi-perspektief benadering: Daar is baie maniere waarop daar na die dieselfde ding in die verlede gekyk kan word. Die wyse waarop na die verlede gekyk word, kan die volgende insluit: • die verskillende standpunte van mense in die verlede op grond van hul posisie in die samelewing; • die verskillende maniere wat historici oor hulle geskryf het, en • die verskillende maniere waarop mense vandag die optrede en gedrag van mense in die verlede beskou. Oorsaak en gevolg: Die redes vir die gebeure en die gevolge van hierdie gebeure. Die gevolge van gebeure bepaal toekomstige gebeure en help om menslike gedrag te verduidelik. Verandering en kontinuïteit: Dit is moontlik om oor ‘n tydperk die kontras oor wat verander het en wat dieselfde gebly het waar te neem. Die nou verwante kontraste wat gebruik word om Geskiedenis te onderrig is: ooreenkoms en verskil, en toe en nou, wat help om sin uit die verlede en die hede te maak. Tyd en chronologie: Geskiedenis word bestudeer en chronologies geskryf. Dit is belangrik om in staat te wees om gebeure in die volgorde te plaas waarin hulle in tyd gebeur het, en hulle konteks te oorweeg. Tydlyne word dikwels gebruik om hierdie konsep te ontwikkel SOSIALE WETENSKAPPE GRAAD 4-6 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.5 GeograFIE 2.5.1 Wat is Geografie? Geografie is die studie van die menslike en fisiese omgewing. Geografie is ‘n geïntegreerde dissipline wat beide die fisiese en menslike prosesse oor ruimte en tyd ondersoek. Geografie help ons om die komplekse wêreld te verstaan. Dit bied ons ‘n brug tussen die menslike en fisiese wetenskappe. Daar is baie vertakkings wat in Geografie bestudeer word. Fisiese Geografie ondersoek ons natuurlike prosesse en eienskappe, insluitend die atmosfeer, landvorme en ekosisteme. Menslike Geografie ondersoek die aktiwiteite en die impak van mense op die aarde. Die konsep wat Geografie verenig is ruimte. Alle geografiese verskynsels het ’n ruimtelike dimensie en werk in ’n voortdurend veranderende omgewing. Geografie sluit dus die studie van die volgende in: • ruimtelike patrone en tendense: die plek van mense en plekke in die wêreld; • ooreenkoms en verskil: hoe omgewings en leefwyses vergelyk en die redes vir die verskille en ooreenkomste; • beweging: hoe en waarom mense, goedere, water, grond en lug beweeg en verander, • Planeet Aarde: grond, water en lug; • menslike nedersetting: waar mense leef en hoekom; • aktiwiteite: wat mense doen, hoe die omgewing hulle beïnvloed en hulle invloed op die omgewing; • interafhanklikheid: die skakels tussen die klimaat, plantegroei, wildlewe, verspreiding van hulpbronne, en die menslike nedersetting en aktiwiteit; en • verandering: die veranderende aard van mense en plekke. Geografiese onderwys lewer ‘n bydrae tot geletterdheid, spraakvermoë, gesyferdheid en grafiese voorstelling of ruimtelike geletterdheid. Dit ondersteun ook die ontwikkeling van persoonlike en sosiale vaardighede. 2.5.2 ‘n Nota oor die ontwikkeling van die karteringsvaardighede en die gebruik van kaarte oor die Geografie-kurrikulum heen. Geograwe gebruik kaarte, lugfoto aansigte, aardbolle, grafieke, en tekeninge om hulle te help om die wêreld te interpreteer en aan te bied. Hierdie visuele vaardighede dra by tot ‘n soort van geletterdheid wat as “grafiese voorstelling ‘ bekend staan. Grafiese voorstellings sluit ‘n verskeidenheid van vaardighede in wat verband hou met die interpretasie van inligting op ‘n visuele manier. Grafiese voorstellings kan beskou word as ‘n noodsaaklike soort van geletterdheid saam met syferkundigheid (wiskunde), spraak (luister en praat) en tekstuele geletterdheid (lees). Hierdie KABV-kurrikulum plaas ‘n spesiale fokus op geselekteerde aspekte van die gebruik en die maak van kaarte en ander visuele bronne vir ‘n kwartaal van elke graad. Hierdie onderwerpe is ontwerp om gefokusde en stelselmatige ontwikkeling van vaardighede te bereik. Die gebruik van kaarte word egter nie beperk tot een kwartaal in slegs ‘n graad nie. Leerders word blootgestel aan ‘n mengsel van kaartgebruik en geografiese vaardighede saam met die fisiese en menslike geografie onderwerpe in elke graad. Kaartgebruik moet in die onderwerpe van elke graad geïntegreer word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 13 2.5.3 Spesifieke doelwitte van die Geografie KABV vir die Intermediêre en Senior Fase: Die Geografie-kurrikulum is daarop gerig om die kennis (inhoud, vaardighede en konsepte) van sy leerders te ontwikkel. Die inhoud en die gepaardgaande konsepte soos uiteengesit in Afdeling 3 van hierdie dokument moet geïntegreer word met die geografiese doelwitte en vaardighede wat hieronder gelys word. Die Geografie kurrikulum beoog om leerders te ontwikkel wat: Voorbeelde van vaardighede betrokke. Leerders sal in staat wees om: nuuskierig is oor die wêreld waarin hulle leef 1. vrae te stel en kwessies te identifiseer 2. met belangstelling te bespreek en te luister 3. inligting te versamel en daarna te verwys (insluitende koerante, boeke, en waar moontlik, webwerwe) ‘n goeie algemene kennis het van die plekke en die natuurlike kragte wat op die aarde in werk 1. bronne te lees en te gebruik om inligting te verwerk 2. inligting te gebruik, beskryf, verduideli, om vrae oor mense, plekke te beantwoord en die verhouding tussen die twee die interaksie tussen die samelewing en die natuurlike omgewing verstaan 1. inligting te oorweeg, sintetiseer en organiseer 2. verband tussen oorsaak en gevolg, verandering en kontinuïteit te sien 3. diverse leefstyle en wêreldbeskouings te erken en te waardeer onafhanklik dink en hul idees ondersteun met ‘n deeglike kennis 1. geografiese kennis te gebruik om probleme op te los 2. sake te kan bespreek en oor te debatteer 3. vooroordeel en verskillende standpunte te herken 4. eie idees gebaseer op nuwe kennis te ontwikkel 5. oplossings vir probleme voor te stel omgee vir hul planeet en die welsyn van almal wat daar op woon 1. betrokke te raak by kwessies wat verband hou met die planeet, sy mense en hulpbronne met kennis en sensitiwiteit 2. verantwoordelik teenoor mense en die omgewing op te tree met 'n verskeidenheid van bronne kan werk en verstaan, insluitend kaarte, data en foto’s 1. kaarte te trek en gebruik 2. inligting uit tekste, atlasse en ander bronne, insluitend visuele bronne soos foto’s, te identifiseer en te onttrek 3. te werk met data en statistiek in die vorm van grafieke, tabelle en diagramme 4. deur kruisverwysing inligting te kan gebruik en van verskillende bronne gebruik te maak verskynsels in hul eie omgewing waarneem en by betrokke raak 1. waarneming, onderhoudvoering en optekenvaardighede deur middel van veldwerk te ontwikkel 2. onderhoude met mense te voer en sosiale vaardighede toe te pas 3. data te verwerk, interpreteer en evalueer meer uitvind oor plekke, mense, gebeure en kwessies met behulp van verskillende bronne, bv. boeke, mense, foto’s, die internet 1. vrae te ontwikkel en bewoord 2. navorsingsvaardighede te ontwikkel en toe te pas 3. inligting te analiseer, aan te bied en te verwerk SOSIALE WETENSKAPPE GRAAD 4-6 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Die Geografie kurrikulum beoog om leerders te ontwikkel wat: Voorbeelde van vaardighede betrokke. Leerders sal in staat wees om: idees en inligting kommunikeer 1. op ‘n duidelike en ingeligte wyse te praat 2. op ‘n gestruktureerde en samehangende wyse te skryf 3. kaarte, sketse, eenvoudige illustrasies, grafieke, en vloeidiagramme te teken 4. beredeneerde verduideliking te voorsien ingeligte besluite neem en dan gepaste optrede neem 1. koöperatief en onafhanklik te werk 2. aksies sistematies en krities te beplan en evalueer 2.6 Projekte Leerders moet een projek in die Sosiale Wetenskappe in elke graad voltooi. Hulle moet dus ‘n projek in of Geskiedenis óf Geografie in ‘n gegewe jaar doen. Daar moet met projekte aan die begin van die kwartaal begin word, en leerders moet ‘n sperdatum vir die inhandiging van hul projekte gegee word. Onderwysers moet seker maak dat hulle genoeg tyd het vir die nasien van die projekte alvorens die formele assesseringspunte ingehandig word. Die vordering van die projek moet gereeld deur die onderwysers gemonitor word. Hierdie KABV kurrikulum verdeel die projekte tussen die twee vakke soos volg: INTERMEDIÊRE FASE Graad 4 - kwartaal 1 Geskiedenis projek Graad 5 - kwartaal 3 Geografie projek Graad 6 - kwartaal 3 Geskiedenis projek SENIOR FASE Graad 7 - kwartaal 1 Geografie projek Graad 8 - kwartaal 3 Geografie projek Graad 9 - kwartaal 3 Geskiedenis projek 2.6.1 Projekte in Geografie Al die Geografie-projekte het ‘n sterk fokus op veldwerkwaarneming en navorsing in die plaaslike omgewing. Die Geografie-projekte word gespesifiseer omdat hulle deel is van die noodsaaklike kennis wat benodig word om die kurrikulum te voltooi. Elke projek word geïdentifiseer en omskryf by die betrokke gedeeltes in Afdeling 3 van hierdie￾KABV kurrikulum dokument. 2.6.2 Projekte in Geskiedenis: Voorgestelde onderwerpe Die volgende onderwerpe word vir projekte aanbeveel. (Dit kan uitgebrei en aangepas word om by die konteks van die leerders aan te pas. Onderwysers kan die handboek vir verdere leiding gebruik). Geskiedenisprojek vir graad 4 - Kwartaal 1: Plaaslike geskiedenis ‘n Plaaslike geskiedenisprojek moet gedurende hierdie kwartaal gedoen word. Die uiteensetting hieronder is slegs ‘n voorstel. Onderwysers kan hul eie onderwerp kies vir die projek wat op die hulpbronne wat hulle beskikbaar het, gebaseer is. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 15 Die volgende klasprojek sal die inhoud vir Kwartaal 1 meer konkreet vir die leerders maak. Voorgestelde projekonderwerp: Maak ‘n museumuitstalling: ‘n Interaktiewe museum van alledaagse voorwerpe met byskrifte om daaraan betekenis te gee. • Vind verskillende soorte inligting wat aspekte van die plaaslike gebied toon. • Inligting kan van die verlede en die hede wees. • Leerders moet die verskillende vorme van inligting (prente en foto’s, inligting en klein voorwerpe) van die huis en in hulle plaaslike omgewing versamel. • Leerders moet byskrifte aanbring by die inligting wat hulle versamel het. Die byskrifte moet aandui watter soort inligting dit is en wat dit van die plaaslike omgewing vertel. • Elke leerder behoort een kind of volwassene wat ‘n groot of klein verskil ten goede in die gebied gemaak het, identifiseer en ‘n onderhoud voer. Elke leerder moet die naam van die persoon en watter verskil die persoon gemaak het in twee tot drie sinne skryf. Inligting wat versamel is, moet versigtig gerangskik en in ‘n museumuitstalling in ‘n hoek van die klaskamer vertoon word. Let wel: 1. By die opstel van die projekte is daar ‘n behoefte om uit te brei en die presiese riglyne wat gebruik word in die maak van ‘n museumuitstalling te verduidelik, asook ‘n geskikte voorbeeld vir assessering op te stel. 2. Onderwysers moet daarop let dat die woord bronne doelbewus verander het na ‘ hoe vind ons inligting oor die verlede’ vir Graad 4-6. Die woord “bronne” kan gebruik word indien onderwysers voel dat die leerders hierdie konsep verstaan. Geskiedenisprojek vir Graad 6 Kwartaal 3: Voorgestelde projek onderwerp: die lewensverhaal van ‘n leier • Onderwysers moet hierdie navorsingsprojek aan die begin van die kwartaal bekendstel. • ‘n Sperdatum moet vir indiening gestel word sodat leerders hul projek vroegtydig kan inhandig en die nasien betyds afgehandel kan word en dit moet as deel van die kwartaalpunt aangeteken en terugvoering gegee kan word. • Onderwysers behoort leerders te help om hul keuse van ‘n leier te maak • Onderwysers moet die vordering van die leerders gedurende die kwartaal monitor. • Onderwysers moet leiding aan leerders gee om inligting in te samel. • Ouers en plaaslike groepe kan genader word vir inligting. • Elke leerder moet ‘n persoon kies om oor te skryf. Leerders moet ‘n biografie van enige Suid-Afrikaner skryf wat bygedra het tot die bou van demokrasie. Stel en beantwoord vrae oor die lewe en die eienskappe van goeie leiers • Wanneer die leerders ‘n leier gekies het, moet hulle vrae stel soos: Hoekom is hy of sy ‘n voorbeeld van ‘n goeie leier? SOSIALE WETENSKAPPE GRAAD 4-6 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Voorbeelde van hoe hierdie leier ‘n voorbeeld is van ‘n goeie leier deur te verduidelik hoe hy of sy: - luister na mense; - ‘n dienaar van die mense is en tot die voordeel van ander werk; - as deel van ‘n span werk; - moed aan die dag lê; - dapper is; - toegewyd en heelhartig verbind is tot sy/ haar oortuigings; - toegewyd is en heelhartig verbind is aan ander, en - bereid is om opofferings te maak of iets ter wille van ander op te offer. 2.7 TYDSTOEWYSING eN GEWIGSWAARDES VAN onDERWERPE Beide vakke, Geskiedenis en Geografie, moet onderrig en gedurende elke kwartaal van die skooljaar geassesseer word. Skole is vry om hul roosters binne hierdie beperking te organiseer. Die totale tyd wat vir Sosiale Wetenskappe toegeken word, is drie ure per week. Kontaktyd van 30 uur word dus in ‘n kwartaal van 10 weke toegeken. Ongeveer 15 uur per 10-week kwartaal word aan Geskiedenis toegeken. Ongeveer 15 uur per 10-week kwartaal word aan Geografie toegeken. Let wel: ‘n Voorgestelde tydstoewysing word in uur vir elke onderwerp en sub-onderwerp gegee. Dit is eenvoudig ‘n riglyn, en hoef nie rigied toegepas te word nie. Die voorgestelde tye dui die gewig of die diepte van die ondersoek wat nodig is vir elke onderwerp met betrekking tot ander onderwerpe aan. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 17 2.8 OOrSiG VAN ONDERWERPE Geskiedenis Opsomming: Inhoudsoorsig Geskiedenis Intermediêre Fase Kwartaal Graad 4 Graad 5 Graad 6 1 Plaaslike geskiedenis Jagter-versamelaars en herders in Suider-Afrika ‘n Afrika-koninkryk lank gelede in Suider-Afrika: Mapungubwe 2 Leer van leiers Die eerste landbouers in Suider￾Afrika Ontdekkers van Europa vind Suider-Afrika 3 Handel oor tyd heen ‘n Antieke-Afrikaanse samelewing: Egipte Demokrasie en burgerskap in Suid-Afrika 4 Kommunikasie oor tyd heen ‘n Erfenis-roete deur die provinsies van Suid-Afrika Medisyne oor tyd heen OPSOMMING: INHOUDSOORSIG GESKIEDENIS SENIOR FASE Kwartaal Graad 7 Graad 8 Graad 9 1 Die koninkryk van Mali en die stad Timboektoe in die 14de eeu Die Industriële Revolusie in Britanje en Suidelike-Afrika vanaf 1860 Tweede Wêreldoorlog (1939-1945) 2 Die Trans-Atlantiese Slawehandel Die Minerale Revolusie in Suid￾Afrika Die Kerntydperk en die Koue Oorlog (1945-1990) 3 Kolonisasie van die Kaap in die 17de en 18de eeu Die stormloop vir Afrika: laat 19de eeu Keerpunte in Suid-Afrikaanse geskiedenis 1948 en 1950s 4 Samewerking en konflik op die grense van die Kaapkolonie in die vroeë 19de eeu Eerste Wêreldoorlog (1914-1918) Keerpunte in Suid-Afrikaanse geskiedenis 1960, 1976 en 1994 Geografie OPSOMMING: INHOUDSOORSIG GEOGRAFIE INTERMEDIêRE FASE Kwartaal Graad 4 Graad 5 Graad 6 1 Plekke waar mense woon (nedersettings) Kaartvaardighede (fokus: Afrika) Kaartvaardighede (fokus: Wêreld) 2 Kaartvaardighede Fisiese verskynsels van Suid￾Afrika Handel (fokus: Suid-Afrika en die wêreld) 3 Voedsel en boerdery in Suid-Afrika Weer, klimaat en plantegroei van Suid-Afrika Klimaat en plantegroei regoor die wêreld 4 Water in Suid-Afrika Minerale en mynbou in Suid- Afrika Bevolking - hoekom mense woon waar hulle dit doen (fokus: Suid￾Afrika en die wêreld) SOSIALE WETENSKAPPE GRAAD 4-6 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) OPSOMMING: INHOUDSOORSIG GEOGRAFIE SENIOR FASE. Kwartaal Graad 7 Graad 8 Graad 9 1 Kaartvaardighede (fokus: Plaaslike kaarte) Kaarte en aardbolle (fokus: globaal en plaaslik) Kaartvaardighede (fokus: Topografiese en ortofotokaarte) 2 Aardbewings, vulkane en vloede Klimaatstreke (fokus: Suid-Afrika en die wêreld) Ontwikkelingskwessies (fokus: Suid-Afrika en die wêreld) 3 Bevolkingsgroei en veranderinge (fokus: Die wêreld) Nedersetting (Afrika met ‘n fokus op Suid￾Afrika) Oppervlakte kragte wat vorm gee aan die aarde (Fisiese Geografie) 4 Natuurlike hulpbronne en bewaring in Suid-Afrika Vervoer en handel (fokus: Suid-Afrika en die wêreld) Gebruik van hulpbronne en volhoubaarheid (fokus: Die wêreld) Vir verwysingsdoeleindes, is al die onderwerpe in Geskiedenis en Geografie van Graad 4 tot Graad 12 ten volle gelys op die volgende twee bladsye. GESKIEDENIS INHOUDSONDERWERPE GRAAD 4 - 12 KWARTAAL GRAAD 4 1 Plaaslike geskiedenis 2 Leer van leiers 3 Vervoer oor die tyd heen 4 Kommunikasie oor tyd heen GRAAD 5 1 Jagter-versamelaars en herders in Suider-Afrika 2 Die eerste landbouers in Suider-Afrika 3 ‘n Antieke Afrikaanse samelewing: Egipte 4 ‘n Erfenis-roete deur die provinsies van Suid-Afrika GRAAD 6 1 ‘n Afrika-koninkryk lank gelede in Suider-Afrika: Mapungubwe 2 Ontdekkers van Europa vind Suider-Afrika 3 Demokrasie en burgerskap in Suid-Afrika 4 Medisyne oor tyd heen GRAAD 7 1 Die koninkryk van Mali en die stad Timboektoe in die 14de eeu 2 Die Trans-Atlantiese Slawehandel 3 Kolonisasie van die Kaap in die 17de en 18de eeu 4 Samewerking en konflik op die grense van die Kaapkolonie in die vroeë 19de eeu GRAAD 8 1 Die Industriële Revolusie in Brittanje en Suidelike-Afrika vanaf 1860 2 Die Minerale Revolusie in Suid-Afrika 3 Die stormloop vir Afrika: laat 19de eeu 4 Die Eerste Wêreldoorlog (1914-1918) SOSIALE WETENSKAPPE GRAAD 4-6 KABV 19 GRAAD 9 1 Die Tweede Wêreldoorlog (1939-1945) 2 Die Kerntydperk en die Koue Oorlog (1945-1990) 3 Draaipunte in die Suid-Afrikaanse geskiedenis 1948 en 1950s 4 Draaipunte in die Suid-Afrikaanse geskiedenis 1960, 1976 en 1994 ONDERWERP GRAAD 10 1 Die wêreld rondom 1600 2 Uitbreiding en verowering in die 15de-18de eeu 3 Die Franse Revolusie 4 Transformasies in Suider-Afrika na 1750 5 Koloniale uitbreiding na 1750 6 Die Suid-Afrikaanse Oorlog en Unie GRAAD 11 1 Kommunisme in Rusland 1900-1940 2 Kapitalisme en die VSA 1900-1940 3 Idees van ras in die laat 19de en 20ste eeu 4 Nasionalisme: Suid-Afrika, die Midde-Ooste en Afrika 5 Apartheid Suid- Afrika: 1940s-1960s GRAAD 12 1 Die Koue Oorlog 2 Onafhanklike Afrika 3 Die burgerlike samelewing proteste 1950’s 1990’s 4 Burgerlike verset 1970-1980’s: Suid-Afrika 5 Die koms van demokrasie na Suid-Afrika en om vrede met die verlede te maak 6 Die einde van die Koue Oorlog en ‘n ​​nuwe wêreld orde GEOGRAFIE INHOUDSONDERWERPE GRAAD 4 - 12 KWARTAAL GRAAD 4 1 Plekke waar mense woon 2 Kaartvaardighede 3 Voedsel en boerdery in Suid-Afrika 4 Water in Suid- Afrika GRAAD 5 1 Kaartvaardighede (fokus: Suid-Afrika) 2 Fisiese verskynsels van Suid-Afrika 3 Weer, klimaat en plantegroei van Suid-Afrika 4 Minerale en mynbou in Suid-Afrika SOSIALE WETENSKAPPE GRAAD 4-6 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6 1 Kaartvaardighede (fokus: die Wêreld) 2 Handel (fokus: Suid-Afrika en die Wêreld) 3 Klimaat en plantegroei om die wêreld 4 Bevolking - die rede waarom mense woon waar hulle dit doen. (fokus: Suid-Afrika en die Wêreld) GRAAD 7 1 Kaartvaardighede (fokus: plaaslike kaarte) 2 Aardbewings, vulkane en vloede 3 Bevolkingsgroei en -verandering (fokus: die Wêreld) 4 Natuurlike hulpbronne en bewaring in Suid-Afrika GRAAD 8 1 Kaarte en aardbolle (fokus: Internasionaal en plaaslik) 2 Klimaatstreke (fokus: Suid-Afrika en die wêreld) 3 Nedersetting (Afrika met ‘n fokus op Suid-Afrika) 4 Vervoer en handel (Fokus: Suid-Afrika en die wêreld) GRAAD 9 1 Kaartvaardighede (fokus: topografiese en ortofotokaarte) 2 Ontwikkelingskwessies (fokus: Suid-Afrika en die wêreld) 3 Oppervlakkragte wat vorm gee aan die aarde (Fisiese Geografie) 4 Gebruik van hulpbronne en volhoubaarheid (fokus: die Wêreld) ONDERWERP GRAAD 10 1 Die samestelling en struktuur van die atmosfeer 2 Plaattektoniek, plooiing, verskuiwing, vulkane en aardbewings 3 Bevolking: struktuur, groei en beweging 4 Water in die wêreld: oseane, vloede, waterbestuur 5 Geografiese tegnieke: topografiese kaarte, GIS GRAAD 11 1 Globale lugsirkulasie, Afrika se weer en klimaat 2 Gesteentes en landvorme, hellings, massabewegings 3 Ontwikkeling: verskille, kwessies en geleenthede 4 Hulpbronne en volhoubaarheid: grond, energie 5 Geografiese tegnieke: topografiese kaarte, lugfoto’s, ortofotokaarte, GIS GRAAD 12 1 Klimaat en weer: siklone, plaaslike klimaat 2 Geomorfologie: dreineringstelsels en fluviale prosesse 3 Landelike en stedelike nedersetting 4 Ekonomiese geografie van Suid- Afrika 5 Geografiese tegnieke: topografiese kaarte, GIS, sinoptiese weerkaarte SOSIALE WETENSKAPPE GRAAD 4-6 KABV 21 AFDELING 3 3.1 INTERMEDIÊRE FASE GEOGRAFIE: uiteensetting van WAT onderrig moet word GRAAD 4: INTERMEDIÊRE FASE GEOGRAFIE - KWARTAAL 1 Onderwerp: Plekke waar mense woon (Nedersettings) Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne Versamelings van prente en foto’s om verskillende soorte nedersettings en nedersettingsfunksies te toon Tekeninge of veldsketse wat rigtings aandui Stories oor die lewens van mense in verskillende nedersettings Gemeenskapslede wat verskillende stories het om te vertel Inhoud en konsepte Mense en plekke * - 5 uur • Plekke om te woon op plaas, bieredorpie dorp, stad • Werk: werk wat mense doen op verskillende plekke ** • Geboue in verskillende plekke en hul gebruike - geboue soos huise, diereskuilings, winkels, skole, klinieke, banke, kantore, plekke van aanbidding, fabrieke, motorhuise en treinstasies • Paaie en voetpaadjies - hoe hulle in nedersettings gebruik word Bakens om die roete te verduidelik - 3 uur • Die identifisering van bakens - natuurlike en menslike • Beskryf en teken ‘n kort reis - soos die pad na skool *** • Verduidelik hoe om van een plek na ‘n ander te reis - links, regs, reguit, bakens en name van die paaie. Mense en hul behoeftes - 4 uur • Wat alle mense benodig: Water, kos, skuiling, gesondheidsorg, energie • Maniere waarop mense in hulle behoeftes voorsien: Stories om te beskryf hoe mense in verskillende plekke in hulle behoeftes voorsien **** Hersiening, assessering (formeel en informeel) en terugvoering moet op ‘n deurlopende basis plaasvind - 3 uur Let Wel: * Die fokus moet op die funksies, bronne en menslike aktiwiteite van die verskillende nedersettings geplaas word. ** Sluit primêre, sekondêre en tersiêre voorbeelde van menslike aktiwiteite in. Dit is nie nodig om hierdie terminologie op hierdie vlak bekend te stel nie. *** Kaartwerkvaardighede behoort stelselmatig in kwartaal 2 ontwikkel te word. Dit is ‘n eenvoudige inleiding en behoort te fokus op die identifisering en die tekens van ‘n reeks van funksies en nie op die akkuraatheid van kartering nie. **** Stories hoef nie gevallestudies te wees nie, maar moet gebaseer wees op werklike situasies - beide voldoende hulpbronvoorsiening en ondervoorsiening van hulpbronne. (Dit is nie nodig om al die bogenoemde behoeftes te dek nie. ) Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer te word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GraAd 4: INTERMEDIÊRE Fase GeograFIE - KWARTAAL 2 Onderwerp: Kaartvaardighede Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne Voorwerpe en prente om syaansig en planaansigte te toon Blanko kaarte: wêreld (kontinente) Suid-Afrika (met provinsies) Kaart van Suid-Afrika (politiek) Aardbol (model van die wêreld) Wêreldkaart (plat muurkaart) Legkaarte van Kaart (waar moontlik) Inhoud en konsepte Sy-aansig en planaansig - 2 uur • Planaansig en bo-aansig van eenvooudige voorwerpe - byvoorbeeld ‘n koppie, hoed, skoen, boks, appel • Planaansig - byvoorbeeld tafel, klaskamer, eenvoudige geboue, bome en ‘n sportveld • Prente wat syaansig en planaansig toon Simbole en Sleutels * - 3 uur • Simbole soos eenvoudige prente of letters • Simbole op ‘n eenvoudige grootskaalkaart • Sleutels, as lys van simbole, met hul betekenisse op Suid-Afrikaanse kaarte • Lees van ‘n kaart op n plaas, boeredorpie of deel van dorp deur van simbole en sleutel gebruik te maak • Teken of voltooiing van eie kaart deur van simbole en sleutel gebruik te maak Ruitverwysings * - 2 uur • Konsep van alfa-numeriese ruitverwysings • Ruitverwysings vir simbole op eenvoudige ruitnet • Lees en verskaf van ruitverwysings op ‘n eenvoudige grootskaalkaart Kompasrigtings - 1 uur • Noord (N), suid (S), oos (O) en wes (W) in plaaslike omgewing • Kompasrigtings (N, S, O en W) op ‘n kaart ** ‘n Kaart van Suid-Afrika *** - 2 uur • See en land op ‘n kaart - hoe dit aangedui word • Name van oseane langs die kuslyn van Suid-Afrika • Provinsies - name en ligging op ‘n kaart van Suid-Afrika • Hoofstede en dorpe van provinsies • Benaderde ligging van eie nedersetting op ‘n kaart van Suid-Afrika ‘n Aardbol en kaart van die wêreld *** - 2 uur • Die wêreld is rond soos ‘n bal - ‘n kaart is plat • Kontinente - hul name en waar dit op ‘n aardbol en op ‘n kaart van die wêreld voorkom • Oseane - Stille (Pasifiese), Atlantiese en Indiese • Suid-Afrika - ‘n land op die kontinent van Afrika (ligging) Hersiening, assessering (formeel en informeel) en terugvoering moet op ‘n deurlopende basis plaasvind - 3 uur Let wel: * Voorbeelde van die verskillende nedersettings en nedersettingskenmerke (kwartaal 1) moet met hierdie onderwerpe oor kaartvaardighede geïntegreer word. ** Verwys na die kaarte van Suid-Afrika en die wêreld met noord aan die bokant van die bladsy. *** Leerders moet blankokaarte voltooi en inkleur. Die fokus hier moet op die oordrag van inligting van ‘n voltooide kaart op ‘n kaart van hul eie wees. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 23 GraAd 4: INTERMEDIêRE FASE Geography - KWARTAAL 3 Onderwerp: Voedsel en boerdery in Suid-Afrika Kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne Prente van verskillende soorte gewasse, diere en soorte voedsel wat mense eet Voorbeelde van voedsel -geprosesseerd en ongeprosesseerd Foto’s van mense wat op plase werk Vloeidiagramme met prente om prosesse van voedselvervaardiging te toon Kaart van Suid-Afrika met provinsies Inhoud en konsepte Mense en voedsel - 2 uur • Voedsel wat mense eet - vanaf plante en diere (klassifikasie) * • Maniere waarop mense hul voedsel verkry - koop; verbou; versamel, visvang, jag Soorte boerdery - 3 uur • Boerdery vir self en familie (bestaansboerdery) • Boerdery van gewasse en diere om te verkoop (kommersiële boerdery) • Verbouing van voedsel in dorpe en stede Gewas- en veeboerdery - 5 uur • Gewasboerdery - belangrike gewasse van Suid-Afrika • Gevallestudie van vrugteboerdery in Suid-Afrika • Veeboerdery - grootvee, kleinvee, pluimvee • Gevallestudie van veeboerdery in Suid-Afrika** • Ligging van hoof gewas- en veeboerderystreke in Suid-Afrika (simbole op ‘n kaart) Onverwerkte en verwerkte voedselsoorte - 3 uur • Konsepte van onverwerkte en verwerkte voedselsoorte - met voorbeelde • Hoe en waarom mense voedsel prosesseer - insluitend kook, uitroog, uitdruk, sny en vermeng • Van die plaas tot fabriek tot winkel tot huis: koringlanderye tot brood tot toebroodjie (vloeidiagram) Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 2 uur Let wel: * Dit sluit nie die leer oor voedselgroepe en gebalanseerde diëet in nie. Dit is by die kurrikula vir Lewensvaardighede en Natuurwetenskappe en Tegnologie ingesluit. ** Pluimveeboerdery word ingesluit by veeboerdery. LOOM skrywers en onderwysers mag hoenderyboerdery of enige ander soort veeboerdery as ‘n gevallestudie doen. Beklemtoon die versorging van die diere. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat by die inleiding aangedui is, geïntegreer word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4: INTERMEDIêRE FASE GEOGRAFIE - KWARTAAL 4 Onderwerp: Water in Suid-Afrika Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne Prente wat bronne van varswater illustreer Vloeidiagramme van die natuurlike water Siklus en siklusse van watergebruik Stories van mense wat water versamel/ water skoonhou/ waterbesoedeling/ met behulp van water oordeelkundig Inhoud en konsepte Watergebruike - 2 uur • Daaglikse gebruike in persoonlike lewens • Ander gebruike - soos boerdery, fabrieke, myne, opwekking van elektrisiteit, tuine en ontspanning Water as 'n hulpbron - 5 uur • Soutwater en varswater op aarde • Die natuurlike watersiklus: vanaf see na land en terug na die see • Varswater in die natuur: reën, riviere, strome, vleilande, mere en ondergronds • Berging van water: • Waarom moet mense water stoor • Maniere om water te stoor - soos in damme, watertenke, emmers en potte Hoe mense water verkry (toegang) - 3 uur • Riviere, strome en fonteine - mense verkry en dra water direk van natuurlike bronne • Boorgate en fonteine - water ondergronds verkry • Vragmotors met waterhouers vir plekke wat nie oor ander bronne beskik nie • Krane - water beweeg langs pype van die groot damme na die suiweringsaanlegte, reservoirs en uiteindelik na krane in gemeenskappe, huise en ander geboue Besoedeling en afvalwater - 2 uur • Persoonlik, daaglikse gebruike wat water besoedel • Fabriek en plaasafval • Afvalwater en hersirkulering van rioolvuil • Die siklus van waterverbruik: hoe water van die natuurlike siklus onttrek en gebruik word en weer na see terugvloei Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 25 GRAAD 5: INTERMEDIêRE FASE GEOGRAFIE - KWARTAAL 1 Onderwerp: Kaartvaardighede (Fokus: Afrika) Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne Wêreldkaart Aardbol Politieke en fisiese kaarte van Afrika (mag in een kaart gekombineer word) Foto’s van Afrika landskap Kompas Inhoud en konsepte Wêreldkaart en kompasrigtings - 2 uur • Ligging van die ewenaar, noord- en suidpole op ‘n aardbol • Die sewe kontinente (oorsig van Graad 4) • Agt punte op die kompas - N/S/O/W/NO/NW/SO/SW • Agt rigtings vanaf ‘n bepaalde punt op ‘n wêreldkaart Afrika ons kontinent (oseane, lande en belangrikste stede) - 4 uur • Ligging van Afrika op ‘n wêreldkaart en aardbol (oorsig van Graad 4) • Oseane rondom Afrika (name en liggings) • Konsepte van lande en grense Lande van Afrika • Ligging van alle lande* • Landgeslote of met ‘n kuslyn ; N,S, of op Ewenaar* • Madagaskar - ‘n land en ‘n eiland • Zanzibar - ‘n eiland van Tanzanië Groot stede van Afrika - insluitende Kaïro, Lagos, Johannesburg, Nairobi • Suid-Afrika se buurlande (Botswana, Lesotho, Mosambiek, Namibië, Swaziland, Zimbabwe) • Konsep van hoofstede • Hoofstede van Suid-Afrika en buurlande ‘n Fisiese kaart van Afrika - 3 uur • Verskynsels op ‘n fisiese kaart: hoog- en laagliggende gebiede, berge, riviere, mere. • Maniere waarop hoogte bo seespieël op ‘n kaart aangetoon word** • Ligging op ‘n kaart* (insluitende basiese inligting oor elke verskynsel) - Afrika se hoogste berge: Kilimanjaro en Berg Kenia - Suidelike Afrika se hoogste piek: Thabana Ntlenyana in die uKhahlamba-Drakensbergreeks - Afrika se drie grootste mere: Victoria, Tanganjika, Malawi - Afrika se groot riviere: Nyl, Niger, Kongo, Zambezi, Limpopo, Gariep-Oranje - Suidelike Afrika se bekende watervalle: Victoria, Maletsunyane, Augrabies - Afrika se groot woestyne: Die Sahara en die Namib - Fisiese verskynsels as grense tussen lande - fokus op riviere en mere Beelde van Afrika - 3 uur • Foto’s van ‘n reeks natuurtonele en landskappe in Afrika - soos byvoorbeeld fisiese verskynsels, nedersettingstipes, geboue en menslike aktiwiteite (stel vrae en aflei van inligting)*** • Gebruik ruitverwysings wat op ‘n kaart voorsien is om ligging naastenby te bepaal vanwaar foto’s geneem is Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - Let wel: * Hierdie afdelings is vir doeleindes van kaartlees en nie vir gewoonte leer nie. ** Sluit skakering en punthoogtes op kleinskaalkaart in, soos byvoorbeeld ‘n kaart van Afrika. (Moenie kontoere insluit nie. ) *** Voorsien ruitverwysings van elke foto van ‘n bepaalde kaart. Dit sal toelaat dat die ligging van ʼn bepaalde kaart naastenby vasgestel kan word. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat by inleiding aangedui is, geïntegreer word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5: INTERMEDIêRE FASE GEOGRAFIE - KWARTAAL 2 Onderwerp: Fisiese verskynsels van Suid-Afrika Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne • Foto’s van riviere, berge, kuslyne en ander landskappe in Suid-Afrika • Prente wat menslike aktiwiteite in verskillende fisiese omgewings toon • Fisiese kaart van Suid-Afrika Inhoud en konsepte Suid-Afrika van bo gesien (fisiese kaart) 2 uur • Hoogliggende en laagliggende plekke (hersien "seevlak" en "hoogte bo seevlak") • Kusvlakte, eskarp, plato (konsepte en ligging van verskynsels in Suid-Afrika) • Ligging van die Hoëveld, Laeveld, Groot Karoo, Klein Karoo, Kalahari and Namakwaland Fisiese verskynsels - 3 uur • Berge, bergreekse, valleie en heuwels, riviere, watervalle, kuslyne - kape en baaie • Ligging van belangrike fisiese verskynsels in eie provinsie • Ligging van geselekteerde fisiese verskynsels in Suid-Afrika - soos Tafelberg, the uKhahlamba-Drakensberg, Waterberg, St. Lucia-meer, Augrabiese Waterval, Kaappunt, Algoabaai * (kaart) • Plekname - hoe drie geselekteerde plekke/gebiede in Suid-Afrika hul name verkry het ** Riviere - 3 uur • Waar riviere ontstaan en uitmond - vloeirigtings vanaf hoogliggende gebiede na die see • Konsep van rivierstelsels - sytakke en opvanggebiede • Hoofriviere van Suid-Afrika - identifiseer die bronne, belangrikste sytakke en vloeirigting (kaart) Fisiese verskynsels en menslike aktiwiteite - 4 uur • Skakels tussen fisiese verskynsels, waar mense woon en wat hulle doen (menslike aktiwiteite) • Maniere waarop menslike aktiwiteite die fisiese landskappe verander - gevallestudies moet die volgende insluit: • Invloed van damme op die fisiese omgewing • Padbou Hersiening, assessering (formeel en informeel) en terugvoering behoort op ʼn gereelde basis plaas te vind - 3 uur Let wel: * Geselekteerde fisiese verskynsels behoort ‘n reeks van verskillende verskynsels oor Suid-Afrika in te sluit. ** Kies plekke wat met fisiese verskynsels geassosieer word Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat by inleiding aangedui is, geïntegreer word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 27 GRAAD 5: INTERMEDIêRE FASE GEOGRAFIE - KWARTAAL 3 Onderwerp: Weer, klimaat en plantegroei van Suid-Afrika Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne Reënmeter, termometer, windkous of weerhaan Atlas met temperatuur- en reënvalkaarte van Suid-Afrika Foto’s van verskillende soorte natuurlike plantegroei in Suid-Afrika Reënvalstatistieke/grafieke Inhoud en konsepte Weer - 3 uur • Elemente van weer - temperatuur, wind, wolkdekking, reënval • Neerslag - reën, hael en sneeu * • Hoe temperatuur en reën gemeet kan word (instrumente en metingseenhede) ** • Bepaling en beskrywing van windrigting • Weerkaarte in die media (koerante en televisie) • Hoe weerstoestande daaglikse leefwyse van mense beïnvloed Waarneming en optekening van die weer (Onafhanlike projek)*** - 2 uur • Doen waarneming oor daaglikse weerstoestande oor ‘n typerk van twee weke • Verslag oor temperature, wolkdekking, neerslag en wind, gebruik van begrippe soos baie warm, warm, koud, koel, bewolk, gedeeltelik bewolk, skoon lug, droog, nat en winderig **** • Sluit waarnemings van windrigting en weerpatrone oor tydperk van waarneming in • Doen waarneming oor hoe weer die daaglikse leefwyse van mense beïnvloed en lewer kommentaar daarop Reënval - 2 uur • Reënval in Suid-Afrika (verspreidingskaart) • Reënvalpatrone - somer/winter/deur die jaar (kaarte; kolomgrafieke vir uitgesoekte plekke) Klimaat - 3 uur • Verskil tussen weer en klimaat • Verskillende soorte klimaat in Suid-Afrika (baie warm, warm, koud, koel, droog, nat, bedompig) • Klimaat van eie omgewing - somer en winter Natuurlike plantegroei - 3 uur • Konsep van ‘natuurlike plantegroei’ • Verband tussen natuurlike plantegroei en klimaat - voorbeelde van plante en aanpassings by klimaat oor Suid-Afrika heen • Gevallestudie - Savanna graslande: - Ligging in Suid-Afrika • Skakeling tussen die klimaat, natuurlike plantegroei en wild Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 2 uur Let wel: * Neerslag: Dit is ingesluit om die konsep van verskillende vorme van neerslag te dek. Dit is nie nodig om die verskillende neerslagtipes in te sluit nie. ** Maak van ‘n reënmeter is ‘n voorgestelde aktiwiteit *** Hierdie onafhanklike studie is ‘n projek vir formele assessering. Hierdie projek moet vroeg in die kwartaal vir indiening later in die kwartaal bekend gemaak word. Dit behoort nie baie formele klaskamertyd te in beslag te neem nie. ‘n Tyd vir die verduideliking en die monitering van die projek sal egter nodig wees. **** Leerders met toegang tot meetinstrumente (soos termometer en reënmeter) moet dit gebruik en hul bevindinge waar toepaslik gandui deur middel van grafieke. Ander beskrywende waarnemings moet ook verskaf word. Teken simbole vir gegewe begrippe op ‘n daaglikse kalender word aanbeveel vir alle leerders. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat by inleiding aangedui is, geïntegreer word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5: INTERMEDIêRE FASE GEOGRAFIE - KWARTAAL 4 Onderwerp: Minerale en mynbou in Suid-Afrika Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne Kaart van Suid-Afrika wat die verspreiding van minerale oor provinsies heen aantoon Prente om alle afdelings van die afdelings te illustreer Inhoud en konsepte Minerale en steenkoolhulpbronne van Suid-Afrika - 4 uur • Minerale as nie-hernieubare hulpbron • Belangrikste minerale wat in Suid-Afrika ontgin word en hul gebruike - insluitende goud, platinum, diamante, ystererts, chroom, koper, silwer en mangaan Steenkool as ‘n nie-hernieubare hulpbron • Hoe steenkool gevorm word* • Gebruike van steenkool • Ligging van minerale en steenkoolmyne en skakel met nedersettingspatrone (kaart) Mynbou en die konsep van mynbou-omgewing - 5 uur • Konsep van mynbou • Maniere van mynbou • Oopmyn/ oppervlakmynbou • Skag en ondergrondse mynbou Invloed van mynbou op die omgewing - voorbeelde moet insluit: • Besoedeling (water en lug) • Vernietiging van plant- en dierelewe • Afval en rioolafval Mynbou en mense - 3 uur • Uitdagings om in ‘n ondergrondse-goudmyn te werk - soos ventilasie, hitte, rotsstortings, stof • Gesondheid- en veiligheidsrisiko’s vir mynwerkers - insluitend silikose • Reëls om die gesondheid en veiligheid van mynwerkers te beskerm Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind basis - 3 uur Let wel: * Steenkool word uit organiese plantoorblyfsels gevorm en is dus nie ‘n mineraal. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat by inleiding aangedui is, geïntegreer word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 29 GRAAD 6: INTERMEDIêRE FASE GEOGRAFIE - KWARTAAL 1 Onderwerp: Kaartvaardighede (Fokus: Wêreld) Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne ‘n Stel atlasse Aardbol Koerante/tydskrifte 360° gradeboog Inhoud en vaardighede Lengte- en breedtegraad (grade) - 4 uur • Breedtegraad en lengtegraad op ‘n aardbol (grade) • Konsep van halfronde • Noordelike en Suidelike halfronde - geskei deur die ewenaar • Oostelike en Westelike halfronde - geskei deur die Greenwich Meridiaan en 180° lengtelyn • Enige plek op die aardbol is in twee halfronde - noord of suid en oos of wes • Ligging van Suid-Afrika in Suidelike-en Oostelike-halfronde • Breedte- en Lengtegraad op ‘n kaart (grade) - van ‘n aardbol tot ‘n plat kaart Vind geselekteerde lande en stede in breedte-en lengtegraad Skale - 4 uur • Konsep van skaal • Klein-en grootskaalse kaarte: verskillende skale vir verskillende kaarte - van wêreldkaarte tot straatkaarte * • Lynskaal • Woordskaal • Meet reguitlyn-afstande tussen stede op ‘n Suid-Afrikaanse en die wêreldkaart Atlasse, globale statistieke en huidige gebeure - 4 uur • Soorte inligting voorsien in ‘n atlas • Hoe die inligting op ‘n atlas georganiseerd is • Eie provinsie in ‘n atlas: Watter inligting kan ‘n kaart oor ‘n provinsie gee? • Die wêreld se drie langste riviere/ hoogste berge/ die grootste woestyne/ die grootste woude/ grootste oseane **/ grootste stede (bevolking)/ grootste lande (area) Bepaal die huidige gebeure of plekke in die nuus op 'n kaart (aan die gang deur die loop van die jaar) Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind basis - 3 uur Let wel: * Gebruik slegs woord- en lynskale. ** Let daarop dat al die oseane bymekaar as een wêreldoseaan aansluit - dit het slegs verskillende name in verskillende dele van die wêreld. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui, geïntegreer word Leerders moet gereeld lees en skryf. Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se notaboek bygehou word. SOSIALE WETENSKAPPE GRAAD 4-6 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6: INTERMEDIêRE FASE GEOGRAFIE - KWARTAAL 2 Onderwerp: Handel (Fokus: Suid-Afrika en die wêreld) Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne Daaglikse goedere vir praktiese ruil-aktiwiteite Tabelle en grafieke vir data-hantering Inhoud en vaardighede Waarom mense handel dryf - 2 uur • Handel as ruil van goedere • Handel as die koop en verkoop van goedere vir geld • Uitvoere en invoere - tussen Suid-Afrika en die wêreld Waarmee mense handel dryf - 2 uur Goedere: • Grondstowwe (primêre produkte) • Vervaardigde goedere (sekondêre produkte) • Vaardighede en dienste Hulpbronne en hul waardes - 4 uur • Waardes van geselekteerde grondstowwe en vervaardigde goedere Gevallestudies * • Van kakao tot sjokolade • Van goud tot juweliersware Regverdige handel - 4 uur • Konsepte van “regverdige handel” en “onregverdige handel” • Die menslike koste van onregverdige handel - werk en uitbuiting Regverdige handel - Gevallestudies van ‘n positiewe projek Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 3 uur * Gevallestudies hier moet toon hoe die waardes van hulpbronne verander het deur middel van die vervaardigingsproses, die koste langs die pad en waar winste die opvallendste is. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 31 GRAAD 6: INTERMEDIêRE FASE GEOGRAFIE - KWARTAAL 3 Onderwerp: Klimaat en plantegroei oor die wêreld Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne Atlas Wêreldkaarte om die jaarlikse reënval en die somer en winter temperature te toon Grafieke met ‘n maandelikse temperatuur en reënval data Foto’s van plantegroeitipes Foto’s van mense in hul omgewings Inhoud en konsepte Klimaat regoor die wêreld * - 4 uur • Verskil tussen weer en klimaat (hersiening van Graad 5) • Warm, gematigde en koue streke van die wêreld - insluitende Januarie en Julie temperatuurkaarte • Nat en droë gebiede van die wêreld - insluitende jaarlikse reënvalkaart Tropies reënwoude ** - 3 uur • Ligging op aarde • Klimaat: temperatuur en reënvalpatrone (maandelikse gemiddeldes) • Natuurlike plantegroei en wildlewe in ‘n reënwoud • Ontbossing - redes en gevolge deur middel van ‘n gevallestudie Warm woestyne - 3 uur • Ligging op Aarde • Klimaat: temperatuur- en reënvalpatrone (maandelikse gemiddeldes) • Natuurlike plantegroei en wildlewe in ‘n woestyn • Hoe mense leef in ‘n woestyn - voorbeelde van leefstyle Naaldwoude - 3 uur • Ligging op Aarde • Klimaat: temperatuur - en reënvalpatrone (maandelikse gemiddeldes) • Natuurlike plantegroei en wildlewe in ‘n naaldwoud • Menslike aktiwiteite - voorbeelde om skakelings tussen die natuurlike omgewing en die maniere hoe mense lewe te illustreer Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind Let wel: * Faktore wat die temperatuur en reënval beinvloed saam met klimaat-streke van die wêreld, moetin Graad 8 bestudeer word. Hier is die fokus op die begrip van die verandering van die klimaat en lees en kruisverwysing-inligting op verskillende kaarte. ** Savanna grasvelde in Suid-Afrika word as ‘n gevallestudie in Graad 5 ingesluit. Hier moet nog drie natuurlike gebiede bekendgestel word ter voorbereiding van ‘Klimaatstreke van die wêreld” in Graad 8. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6: INTERMEDIêRE FASE GEOGRAFIE - KWARTAAL 4 Onderwerp: Bevolking - Waarom mense woon waar hulle dit doen (Fokus: Suid-Afrika en die wêreld) Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne Atlas Statistiek Suid-Afrika: Verkorte Sensus Bevolkingsverspreidingskaarte: Suid￾Afrika en die wêreld Inhoud en konsepte Mense en provinsies in Suid-Afrika - 3 uur • Bevolkingsverspreiding en bevolkingsdigtheid • Bevolkingsverspreiding in Suid-Afrika (verspreidingskaart) • Totale bevolkingsyfers vir elke provinsie (lees van grafieke) • Gemiddelde bevolkingsdigtheid vir elke provinsie (lees van grafieke) Waarom mense woon waar hulle dit doen (Suid-Afrika)- 5 uur • Redes vir die ligging van nedersettings - soos klimaat, plantegroei, natuurlike kenmerke, wette (verlede en hede), hulpbronne en • Menslike aktiwiteite (soos die mynbou, visvang en handel) • Landelike en stedelike konsepte • Waarom mense uit landelike gebiede na dorpe en stede/ stedelike gebiede beweeg Mense regoor die wêreld - 4 uur • Bevolkingsverspreiding regoor die wêreld (verspreidingskaart *) • Die invloed van klimaat, water en minerale hulpbronne op ‘n globale nedersetting ** • Belangrike stede en hul bevolkingsgrootte (kaart*) • Gevallestudie van ‘n belangrike stad om die redes vir die ligging te beklemtoon Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind Let wel: * Dieselfde bevolkingskaart kan vir hierdie twee sub-onderwerpe gebruik word. ** Terwyl klimaat, water en minerale hulpbronne nie die enigste invloed op die globale nedersetting is nie, moet die sterk invloed van hierdie faktore beklemtoon word op die wêreld se bevolkingsverspreidingskaart. Dit moet kruisverwysing met kaarte insluit wat klimaat, fisiese verskynsels en minerale hulpbronne toon. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word, leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 33 3.2 INTERMEDIÊRE FASE GESKIEDENIS: RAAMWERK VAN WAT ONDERRIG BEHOORT TE WORD Rasionaal vir die keuse van inhoud Onderwerpe uit die NKV waarmee onderwysers gemaklik is om te onderrig, is behou. Sommige van die NKV onderwerpe wat goed werk in die klaskamer is op ‘temas’ gebaseer. Dit beteken dat dit moeilik is om die chronologiese samehang deur elke onderwerp in elke jaar en deur die fases te behou. Wysigings is gebaseer op die beginsel van “terug na kennis” en is gemaak om: • voorsiening te maak vir meer diepte in minder onderwerpe; • voorsiening te maak vir die ontwikkeling van Geskiedenis as ‘n afsonderlike dissipline; • bepaling van volgorde te verbeter en chronologiese samehang binne onderwerpe te verhoog; • onderwerpe wat te kognitief veeleisend vir die vlak is te verwyder; en • openbare kommentaar te akkommodeer. OPSOMMINGSTABEL VAN GESKIEDENIS INHOUD Kwartaal Graad 4 Graad 5 Graad 6 1 Plaaslike geskiedenis Jagter-versamelaars en herders in Suider-Afrika ‘n Afrika-koninkryk lank gelede in Suider-Afrika: Mapungubwe 2 Leer van die leiers Die eerste landbouers in Suidelike Afrika Ontdekkingsreisigers van Europa vind Suider-Afrika 3 Vervoer oor tyd heen ‘n Antieke-Afrikaanse samelewing: Egipte Demokrasie en burgerskap in Suid-Afrika 4 Kommunikasie oor tyd heen ‘n Erfenis-roete deur die provinsies van Suid-Afrika Medisyne oor tyd heen SOSIALE WETENSKAPPE GRAAD 4-6 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4: INTERMEDIêRE FASE GESKIEDENIS - KWARTAAL 1 Onderwerp: Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Agtergrondsinligting: Onderwysers moet daarop let dat die woord “bronne” doelbewus verander het na “hoe vind ons inligting oor die verlede” vir Graad 4-6. Die woord “bronne” kan gebruik word as onderwysers voel dat die leerders hierdie konsep kan verstaan. Fokus: Vind meer uit oor die verlede en die toepassing van hierdie kennis op die plaaslike geskiedenis. Inhoud en konsepte Die vind van ‘n verskeidenheid van vorme van inligting oor die geskiedenis van ‘n plaaslike gebied Hoe kan ons oor die hede uitvind in ‘n plaaslike gebied - 2 uur • inligting vanaf foto’s • inligting vanaf geskrifte • inligting vanaf stories en onderhoude met mense • inligting vanaf voorwerpe Hoe kan ons oor die geskiedenis uitvind van ‘n plaaslike gebied - 3 uur • inligting vanaf foto’s • inligting vanaf geskrifte • inligting vanaf stories en onderhoude met mense • inligting vanaf voorwerpe Geskiedenisprojek vir Graad 4: Plaaslike Geskiedenis 7 uur Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 3 uur SOSIALE WETENSKAPPE GRAAD 4-6 KABV 35 GRAAD 4: INTERMEDIêRE FASE GESKIEDENIS - KWARTAAL 2 Onderwerp: Leer van leiers Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Agtergrondsinligting: Die lewensverhale van groot leiers soos Mandela en Gandhi behoort aan alle mense oor die hele wêreld. Hulle seleksie is op hul leierseienskappe as menslike wesens gebaseer. Fokus: Die eienskappe van goeie leiers, deur van die lewensverhale van Nelson Mandela en Mahatma Gandhi as voorbeelde gebruik te maak. Inhoud en konsepte Stel en beantwoord vrae oor die lewe en die eienskappe van goeie leiers - 2 uur ‘n Goeie leier: • Luister na die mense; • is ‘n dienaar van die mense en werk tot voordeel van ander; • werk met ‘n span; • het moed; • is dapper; • is toegewyd en is heelhartig verbind aan sy of haar oortuigings; • is toegewyd en is heelhartig verbind aan ander, en • is bereid om iets ter wille van ander op te offer. Lewensverhale van leiers wat bogenoemde eienskappe toon: Hoekom is hy ‘n voorbeeld van ‘n goeie leier? • Is dit altyd maklik om ‘n goeie leier te wees? • Is leiers altyd gewild? • Is leiers altyd volmaak? • Hoe kan gewone mense die voorbeeld van goeie leiers volg? Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. Let wel: Onderwysers kan ‘n plaaslike, provinsiale, nasionale of internasionale leier van hul eie keuse byvoeg as hulle toegang tot naslaanmateriaal het en as tyd dit toelaat. Die leier moets tot die vooruitgang van demokrasie en menseregte bygedra het. SOSIALE WETENSKAPPE GRAAD 4-6 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 4: INTERMEDIêRE FASE GESKIEDENIS - KWARTAAL 3 Onderwerp: Vervoer oor tyd heen Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Hoe vervoer op die grond, water en in die lug mense se lewens oor tyd heen verander het. Inhoud en konsepte Vervoer op land - 6 uur • diere • karre, waens en koetse • die fiets • die stoomenjin en die trein • die motor • algemene vorms van vervoer van mense en goedere op grond vandag Gevallestudie: skade aan die omgewing: uitlaatgasse in ‘n groot stad - 1 uur Vervoer op water - 4 uur • Vlotte, kano’s en rietbote • Sommige van die eerste seilskepe: Chinese junks, Arabiese dau(skip), karvele ligte skip, Britse hoë skepe, klipperboot • Die eerste stoomskepe • Moderne vorms van vervoer van water Vervoer in die lug - 2 uur • Ballonne en lugskepe • Wright broers en die uitvinding van die eerste vliegtuig • Moderne vorme van lugvervoer Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 2 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 37 GRAAD 4: INTERMEDIêRE FASE GESKIEDENIS - KWARTAAL 4 Onderwerp: Kommunikasie oor tyd heen Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Hoe kommunikasie met verloop van tyd verander het, en hoeveel vorme van kommunikasie dieselfde gebly het. Inhoud en konsepte Die oudste vorms van menslike kommunikasie - 3 uur • Taal, simbole, liedere, kuns en dans • San-jagter-versamelaars (die eerste mense in Suider-Afrika) as ‘n voorbeeld Verandering in die moderne vorms van kommunikasie - 9 uur • Posstelsel • Radio • Die vroeë tikmasjiene voor elektrisiteit • Telegraaf • Telefoon • Kamera • Televisie • Rekenaar • Internet • Selfoon Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 3 uur • Leerders moet gereeld lees en skryf. • Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5: INTERMEDIêRE FASE GESKIEDENIS - KWARTAAL 1 Onderwerp: Jagter-versamelaars en herders in Suider￾Afrika Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Agtergrondsinligting: Die inhoud wat hieronder gelys word, is van toepassing op die laaste 10 000 jaar van die Latere Steentydperk. Ouer Steentydperk periodes dateer oor honderde duisende jare terug. Landbouers het Suider-Afrika sowat 1 700 jaar gelede binnegekom. Jagter-versamelaars was nie gemarginaliseer of uitgeskuif weens kompetisie nie, maar het die Suider-Afrikaanse boerdery-landskap met boere oor die grootste deel van die afgelope 1 700 jaar gedeel. Fokus: Die leefwyse van jagter-versamelaars en herders, die vroegste inwoners van Suider-Afrika, en hoe ons inligting oor hulle verkryvind. Inhoud en konsepte Suid-Afrika van 10 000 duisend jaar gelede: die mense van die Latere Steentydperk Hoe ons inligting van jagter-versamelaars en herders verkry - 2 uur • Stories • Voorwerpe • Rotstekeninge • Boeke • Tans Vir die huidige sal ons oor hulle uitvind deur die waarneming van die lewende samelewings (etnografie) San-jagter-versamelaar-samelewing in die Later Steentydperk - 8 uur • Geleef uit die omgewing (‘n grondige kennis van die omgewing beteken dat die San geweet het wanneer wilde hulpbronne seisoenaal beskikbaar was. Hulle het rondgetrek om saam te val met die beskikbaarheid. ) • Die uitvinding van die pyl en boog, wat bygedra het tot jag-doeltreffendheid • Sosiale organisasie: alles is bedoel om gelykop verdeel te word binne ‘n groep • Plantmedisyne • Sangelowe en godsdiens Rotstekeninge • Waar, wanneer, hoe en hoekom dit geskep is • Interpretasies van rotskuns • Suid-Afrikaanse Landswapen en die Linton Rotskunspaneel Khoikhoi Herdersamelewing in die Later Steentydperk - 2 uur • Herderlike leefwyse • Hoe San en Khoikhoi dieselfde grond gedeel het Hersiening, assessering (formeel en informeel) en terugvoering behoort op ʼn gereelde basis plaas te vind - 3 uur • Leerders moet gereeld lees en skryf. • Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. • Let wel: LOOM skrywers behoort nie besonderhede oor die moderne San in die Kgalagadi of in Namibië in te sluit nie. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 39 GRAAD 5: INTERMEDIêRE FASE GESKIEDENIS - KWARTAAL 2 Onderwerp: Die eerste landbouers in Suidelike Afrika Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Agtergrondsinligting: Die eerste landbouers in Suider-Afrika was Bantoe-sprekers en argeologie toon dat hulle Suider-Afrika tussen 2 000 en 1 700 jaar gelede binnegekom het. Die studie van die Ystertydperk-argeologie bied ‘n geskiedenis vir die meerderheid van die hedendaagse Suidelike-Afrikaanse en Suid-Afrikaanse burgers. Die begrip “Ystertydperk” is ‘n gerieflike etiket vir hierdie tydperk, waar mense gereedskap van yster gemaak het, maar al die ander fasette van hierdie gemeenskappe moet nie geïgnoreer word nie. Argeoloë het dus begrippe soos “landbouers” of “boere” gebruik. Die koms van die landbouers het nie die einde van die besetting van die jagter-versamelaars beteken nie. Hulle het in werklikheid deel van die landskap geword - in sommige gevalle deur ondertrouery en in kulturele interaksie (al die klikgeluide in die Nguni-tale, byvoorbeeld, is afgelei van die Khoisan-tale). Ystertyd-gemeenskappe was baie vloeibaar, buigsaam en het ‘n groot kapasiteit vir verandering gehad. Mense kon beweeg, skuif en hulle affiliasie verander as hulle nie gelukkig was nie. Die gewilde idee dat die Bantoe-sprekende mense in ‘stamme’ geleef het, is verkeerd en die begrip moet vermy word, aangesien dit aanvaar dat samelewings staties en onveranderlik was. In plaas daarvan is ‘opperhoofskap’ ‘n beter woord, maar daar moet onthou word dat opperhoofskappe vloeibaar en buigsaam was - hulle het gekom en gegaan en politieke mag en burgerskap het voortdurend verander. Inheemse gemeenskappe was polities, strategies, ekonomies en tegnologies innoverend voor vir die koloniale tydperk. Die mite wat so dikwels na vore kom, is die kontras tussen samelewings met die geskrifte (“beskaafde, progressiewe, innoverende”), met inheemse gemeenskappe (“stam, vasgeval in ‘n statiese tradisionalisme”). Alle mense oor die wêreld heen is ewe polities, ekonomies, strategies en tegnologies innoverend, ongeag wanneer hulle geleef het en waar hulle woon. Fokus: Die leefwyse van die eerste landbouers van Suider-Afrika en hoe ons inligting oor hulle vind. Inhoud en konsepte Wanneer, waarom en waar die eerste Afrikaanse landbouers hulle in Suider-Afrika gevestig het - 2 uur Houdings oor land Interaksie met die Khoisan - beginsels van heelhartige aanvaarding van ander mense. (In die Ystertydperksamelewing was dit belangrik vir politieke mag dat leiers vreemdelinge aanvaar en hulle in hul eie gemeenskappe eïntegreer). Hoe die vroeë-Afrikaanse landbouers in gevestigde opperhoofskappe gelewe het - 10 uur • Plaasopstalle en boeredorpies • Landbou: gesaaides en lewende hawe • Sosiale, politieke en ekonomiese strukture Rolle van mans, vroue, seuns en dogters (kinders was vanaf ‘n vroeë ouderdom ekonomies aktief en het met trots ‘n bydra gelewer tot die welstand van die gemeenskap, in hul tienerjare is hulle geïnisieer en opgevoed in die verantwoordelikhede van volwassenheid. ) • ‘n Kultuur van samewerking, bv. gemeenskaplike werkspartye tydens die ploegseisoen, hulp aan ‘n nuweling deur die uitleen van kalwers vir ‘n jaar of twee. Dit het die welstand en goeie sosiale verhoudings van die gemeenskap as ‘n geheel verseker. • Die rol van die opperhoof • Die rol van beeste Gereedskap en wapens van yster en koper • Verdeling van arbeid: geslagsgebaseerde aktiwiteit: manse • Metaalwerk (yster, smeltery en vuurtegnologie, ystersmid) • Pottebakkery • Dag-tot-dag gebruik • Gebruik in seremonies met die Lydenburg-hoofde as ‘n voorbeeld • Handel • Medisyn een genesing Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - • Leerders moet gereeld lees en skryf. • Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. Let wel: Samelewings is nooit staties nie, maar verander voortdurend oor tyd heen. Verandering het lank gelede stadiger plaasgevind, terwyl verandering vandag gewoonlik vinniger is. Tussen 900 en 1300 nC, het opperhoofskappe groter geword, meer georganiseerd en meer kompleks. Leerders sal hierdie veranderinge in graad 6 bestudeer. SOSIALE WETENSKAPPE GRAAD 4-6 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 5: INTERMEDIêRE FASE GESKIEDENIS - KWARTAAL 3 Onderwerp: ‘n Antieke Afrikaanse samelewing: Egipte Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Die leefwyse in die antieke Egiptiese samelewing. Inhoud en konsepte Die Nylrivier en hoe dit nedersetting beïnvloed - 2 uur Die leefwyse in die antieke Egipte - 8 uur • Sosiale struktuur in antieke Egipte • Opvattings en godsdiens • Farao's • Sfinks, piramides en tempels • Hiërogliewe • Wiskunde en sterrekunde • Medisyne en dokters: siektes, anatomie, fisiologie en kliniese eksamens Gevallestudie: Die graf van Tutankhamen - 2 uur • Die ontdekking van die graf, wat, wanneer, waarom • Wat die ontdekking oor die antieke Egiptiese samelewing aan die lig gebring het Die verspreiding van Egipte se gevorderde kennis na ander plekke, soos Europa en die Midde-Ooste - 1 uur Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 2 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 41 GRAAD 5: INTERMEDIêRE FASE GESKIEDENIS - KWARTAAL 4 Onderwerp: ‘n Erfenis-roete deur die provinsies van Suid-Afrika Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Agtergrondsinligting: Ons het ‘n ryk en diverse erfenis wat vandag aan alle Suid-Afrikaners behoort. Erfenis kan tasbaar en nie-tasbaar wees. Tasbare erfenis sluit in dinge wat ons kan sien en aanraak. Nie-tasbare erfenis sluit dinge in soos ons familie erfenis, godsdiens, lof poësie, musiek, liedjies, dans en feeste. Hierdie erfenis-roete neem ons na plekke in verskillende dele van Suid-Afrika en kyk na ‘n paar van die dinge wat van belang is wat ons uit die verlede geërf het. Fokus: ‘n Voorbeeld van erfenis wat in elke provinsie van belang is Inhoud en konsepte Die name van provinsies en hul hoofstede op ‘n kaart - 1 uur Wat is erfenis - 2 uur Verskillende voorbeelde van erfenis uit elke provinsie: 9 uur • Erfenis in plekke van belang: Voorbeeld: Wieg van die Mensdom, Gauteng • Erfenis in voorwerpe: Voorbeeld: Goue voorwerpe by Mapungubwe: Limpopo • Erfenis in mense se prestasies: Voorbeeld: Frances Baard: Noord-Kaap • Erfenis in die name van die plekke: Voorbeeld: Name van riviere, damme en dorpe: Vrystaat • Erfenis en veranderende identiteite: Voorbeeld: Die Kasteel: Wes-Kaap • Erfenis en inheemse medisyne: Voorbeeld: Die genesende eienskappe van die aalwyn: Oos-Kaap • Erfenis in argitektuur: Voorbeeld: Klip-ommuurde stad Kaditshwene: Noordwes • Natuurlike erfenis en inheemse kennisstelsels (IKS): Voorbeeld: Makhonjwaberge, die oudste in die wêreld. Berge en voorouers in IKS: Mpumalanga • Erfenis in die kuns: Voorbeeld: San-rotskuns in die Drakensberge: Kwazulu Natal Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. Let wel: Die voorbeelde vir elke provinsie is ‘n gids. Ander voorbeelde vir elke provinsie kan deur LOOM skrywers gekies word. LOOM skrywers moet die konsepte van erfenis duidelik binne konteks uiteneensit. Onderwysers mag verdere erfenis voorbeelde kies van die provinsie waarin hul skool geleë is as die tyd dit toelaat en indien hulpbronne beskikbaar is. SOSIALE WETENSKAPPE GRAAD 4-6 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GraAd 6: INTERMEDIÊRE FASE GESKIEDENIS- KWARTAAL 1 Onderwerp: ‘n Afrika-koninkryk lank gelede in Suider￾Afrika: Mapungubwe Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Agtergrondsinligting: Hierdie onderwerp bied ‘n geleentheid om oor idees oor verandering en tegnologiese, sosiale en politieke innovasie uit te brei. Die tydperk van 900 nC het al hoe meer gegaan oor die Suider-Afrikaanse binnelandse gemeenskappe wat deel van ‘n veel groter wêreld deur middel van koop en verkoop, handel en kulturele verwisseling geword het. Mapungubwe was ‘n komplekse samelewing op ‘n veel groter politieke skaal as wat voorheen in Suider-Afrika gesien is. Daar was veranderinge in die politieke mag, leierskap en gesag en in die organisering, bestuur en instandhouding van daardie politieke mag. Dit is belangrik om Mapungubwe in sy historiese konteks te verstaan. Hierdie onderwerp bied dus ‘n kort inleidende oorsig van die nedersettings in die Limpopo-vallei voor Mapungubwe, en sluit ook ‘n kort oorsig van Groot Zimbabwe in wat Mapungubwe opgevolg het as die sentrum van die Suider-Afrikaanse handel. Die onderwerp sluit ook Marco Polo se reise in, want hy was ‘n Europese ontdekkingsreisiger in Asië gedurende dieselfde tyd as wat Mapungubwe op die toppunt van sy krag was. Dit bied ‘n nuttige vergelyking van gemeenskappe oor sommige dele van die wêreld in dieselfde tydperk. Fokus: Die hooffokus is op Mapungubwe, sy interne struktuur en die handel in Afrika en regoor die Indiese Oseaan. Inhoud en konsepte Veranderinge in die samelewing in die Limpopo-vallei tussen 900 nC en 1 300 nC: groter, meer georganiseerd en meer kompleks - 1 uur Nedersettings in die Limpopo-vallei voor Mapungubwe: K2 en Schroda - 1 uur Mapungubwe: eerste staat in Suider-Afrika 1220 - 1300: 6 uur • Koning en heilige leierskap • Eerste klip-ommuurde paleis • Belangrikheid van Mapungubwe Heuwel • Eerste dorp • Duidelike sosiale klasse • Goue renosters en ander goue voorwerpe (simbole van koninklike mag en politieke leierskap) • Handel regoor Afrika en die Indiese Oseaan en verder (globalisering) • Goedere waarmee handel gedryf is • Mense se reis te voet: roetes, gevare, om die pad te vind Vandag: Wêreld Erfenisterrein en die Orde van Mapungubwe Verandering en kontinuïteit in die Ooskushandel met nedersettings binnelands - 1 uur Groter Zimbabwe Europese ontdekkingsreisiger in Asië gedurende dieselfde tyd as wat Mapungubwe op sy toppunt was - 3 uur • Europese ontdekkingsreisiger Marco Polo en sy reise • Marco Polo se invloed op die Europese handelaars en -ontdekkers Hersiening, assessering (formeel en informeel) en terugvoering behoort op ´n gereelde basis plaas te vind - 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 43 GraAd 6: INTERMEDIÊRE FASE GESKIEDENIS - KWARTAAL 2 Onderwerp: Ontdekkers van Europa vind Suider-Afrika Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in artikel 2, geïntegreer word Agtergrondsinligting: Die onderwerpe wat in kwartaal 1 behandel word, sluit die koninkryk van Groot Zimbabwe in. Dit is belangrik om daarop te let dat hierdie komplekse Suider-Afrikaanse samelewing op die toppunt van sy mag was gedurende dieselfde tyd as wat die Europese Renaissance plaasgevind het. Europeërs was nog altyd nuuskierig oor Afrika, maar op hierdie stadium in die Europese geskiedenis het die Europeërs baie min oor Afrika geweet. Europeërs het slegs sowat 600 jaar gelede begin om ons vasteland te verken. Die groot impak wat Europa later op die vasteland van Afrika (veral die Britse invloed op Suid-Afrika) gehad het, sal in graad 7, 8 en 9 bestudeer word. Fokus: Veranderinge in Europa, wat die Europeërs in staat gestel het om ander dele van die wêreld te verken, en hul vroeë verkenning van die Suider-Afrikaanse kus. Inhoud en konsepte Redes vir die Europese ontdekkingsreise: 8 uur Die Europese Renaissance 15de en 16de eeu: ‘n keerpunt in die Europese geskiedenis Gevallestudies: Die bydraes van: • Leonardo da Vinci • Galileo Nuwe idees en kennis (insluitende die invloed op Europa van elders) Uitvindings: kruit, magnetiese kompas,karaveel (insluitend invloed op Europa van elders) Die verspreiding van die Christelike godsdiens Handel en wins maak • Europese handelsroete na die Ooste via Suider-Afrika - 4 uur • Dias en sy bemanning ontmoet die Khoikhoi in Mosselbaai -1488 • Die reis van Dias - Die reis van Da Gama VOC (Hollandse Oos-Indiese Kompanjie) reise • Lewe van ‘n seeman op ‘n VOC skip Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 3 uur • Leerders moet gereeld lees en skryf. • Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 6: INTERMEDIêRE FASE GESKIEDENIS - KWARTAAL 3 Onderwerp: Demokrasie en burgerskap Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede soos aangedui in artikel 2, geïntegreer word Agtergrondsinligting: Suid-Afrika het vir die eerste keer in 1994 ‘n demokrasie geword na baie jare van stryd teen apartheid. Fokus: Die betekenis van demokrasie en goeie burgerskap Inhoud en konsepte Hoe mense hulself in ‘n demokrasie regeer: ons nasionale regering - 7 uur • Die eerste demokratisiese regering in Suid-Afrika in 1994 - Politieke partye en stemmery in die nasionale verkiesings - Die doel van die Grondwet • Die rol van die Parlement • Die belangrikheid van reëls en wette • Die regstelsel en gelykheid volgens die wet • Regte en verantwoordelikhede van burgers in ‘n demokrasie Gevallestudie: Fatima Meer: ‘n leier in die bou van demokrasie • Die Grondwethof Gevallestudie: Pius Langa: Hoofregter van die Grondwetlike Hof: 2005 - 2009 Kinders se regte en verantwoordelikhede - 2 uur Kinderhandves in Suid-Afrika Nasionale simbole sedert 1994 - 2 uur • Landswapen • Nasionale vlag • Volkslied Geskiedenis navorsingsprojek vir Graad 6: ‘n Biografie van ‘n Suid-Afrikaner wat bygedra het tot die vestiging van demokrasie. Klastyd vir projekwerk - 2 uur Let wel: Handboeke moet besonderhede verskaf oor hoe om ‘n navorsingsprojek te doen en ‘n biografie te skryf. Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 2 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 45 GRAAD 6: INTERMEDIêRE FASE GESKIEDENIS - KWARTAAL 4 Onderwerp: Medisyne oor tyd heen Voorgestelde kontaktyd Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede soos aangedui in artikel 2, geïntegreeer word Agtergrondsinligting: In Suid-Afrika word inheemse medisyne met kruie, middels (of muti) geassosieer en advies deur sangomas of nyangas oorgedra. Inheemse genesing is geneig om ‘n holistiese benadering tot die siekte te vola en die pasiënt se geestelike en fisiese welstand gelyktydigt te behandel. Westerse medisyne word dikwels in teenstelling met die benadering wat deur praktisyns van inheemse medisyne gevolg word. Westerse medisyne word met siektes van die fisiese liggaam geassosieer en is gebaseer op die beginsels van wetenskap, tegnologie en kennis wat hoofsaaklik in Wes-Europa en Noord-Amerika ontwikkel is. Westerse medisyne het in die verlede dikwels die skakel tussen die geestelike en die fisiese verwaarloos, maar ‘n meer holistiese benadering is nou algemeen deel van die onderrig in die meeste Westerse mediese skole. Fokus: Die veranderende wyses van die behandeling van siektes Inhoud en konsepte Inheemse genesing in Suid-Afrika - 3 uur • Daar word geglo dat siekte meer as net fisiese oorsake het: siekte het oorsake wat op ‘n holistiese wyse genees kan word deur maniere te vind om die pasiënt op sy gemak te stel, kontak met voorouers te maak, deur drome en inheemse medisyne • Nie alle inheemse praktyke sluit geestelike genesing in nie. Sommige genesers het ‘n groot kennis van medisinale plante. Baie tradisionele genesers gebruik kruie en plante, nie geeste nie, om pasiënte te genees. Westerse maatskappye ontdek voortdurend meer en meer farmaseutiese gebruike van inheemse plante Hoe mense geïdentifiseer en opgelei word om genesers te wees Sommige moderne Westerse wetenskaplike mediese ontdekkings - 7 uur Die stryd teen aansteeklike siektes: • Inenting teen pokke en die rol van Edward Jenner • Die verband tussen kieme en siektes en die rol van Louis Pasteur. • Die kieme wat TB veroorsaak en die rol van Robert Koch • Die eerste antibiotika (penisillien) en die rol van Alexander Fleming Gevallestudie: ‘n Deurbraak in die chirurgie: Die eerste hartoorplanting Kort oorsig van ontdekkings wat hierdie operasie moontlik gemaak het: narkose; vermyding van infeksie, bloedoortappings, X-strale; Hartchirurgie: Christiaan Barnard en die wêreld se eerste hartoorplantingsoperasie Skakel tussen die holistiese en Westerse vorme van die genesing van vandag - 2 uur Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind - 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 4-6 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN SOSIALE WETENSKAPPE 4.1 InLEIDING Assessering is ’n deurlopende, beplande proses om inligting oor leerders se prestasie te identifiseer, versamel en interpreteer, deur verskillende vorme van assessering te gebruik. Dit behels vier stappe: genereer en insameling van bewyse van prestasie; evaluering van hierdie bewyse, die opteken van die bevindinge; en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en daardeur die leer- en onderrigproses te verbeter. Assessering moet beide informeel (assessering vir leer) en formeel (assessering van leer) wees. In beide gevalle behoort gereelde terugvoering aan leerders voorsien te word, om die leerervaring te verbeter. Riglyne vir goeie assesseringspraktyke in Geskiedenis en Geografie Die doelstellings en vaardighede in die vak moet op die kennisinhoud sowel as die take, projekte, toetse of eksamens toegepas word. In die assessering van kennis, sal onderwysers die leerder se vermoë assesseer om die doelwitte te bereik en die vaardighede te demonstreer soos uiteengesit in Artikel 2 van hierdie dokument. Ten einde leerders in staat te stel om die doelwitte te bereik en om die vaardighede te demonstreer, sal hulle ‘n volle begrip en insig moet hê van die inhoud en konsepte wat in Afdeling 3 uiteengesit is. Geheuervaardighede bly belangrik. Assessering sluit gewoonlik skryfwerk in. Dit beteken dat leerders skryfvaardighede geleer moet word en gehelp moet word om dit te beoefen. Mondelinge werk, praat, debatvoering en drama kan ook geassesseer word en is soms baie waardevol vir hersiening of voorbereiding van geskrewe werk. Leerders ondervind dikwels probleme om vollengte en in opstelformaat te skryf. Hulle moet opgelei word om die inligting wat hulle wil insluit (om te kies dit wat relevant is) te kies, om die inligting te rangskik (in volgorde te plaas met ander inligting) en verbinding van inligting te bewerkstellig (‘n logiese volgorde te maak, of argumenteer ). Die gehalte van leerders se werk is afhanklik van die sorg wat vir hul take en vrae gestel word. Hulle moet akkurate en gedetailleerde instruksies gegee word, deur hulle te vertel wat hulle moet doen sowel as om hulle te vertel waar hulle die inligting wat hulle nodig het kan kry. Dit is dikwels ‘n goeie idee om wesenlike vrae in ‘n aantal kleiner vrae, of stappe, af te breek. Plagiaat (die gebruik van iemand anders se werk en voorgee dat dit ‘n mens se eie is) is ‘n besondere probleem, òf dit behels dat iemand anders die werk doen òf, die kopiëring van ‘n ander leerder se werk, of kopieer en plak van die Internet. Dit is noodsaaklik dat leerders opgelei word om te toon wanneer hulle iets aanhaal en hul verwysings aantooni. Net so moet onderwysers aan leerders ‘n voorbeeld stel deur altyd die verwysings vir meer inligting en die bronne wat hulle gebruik, aan te dui. 4.2 InformELE oF DaAGlIKSE AssessERInG Assessering vir leer het ten doel die voortdurende invordering van inligting leerders se prestasie wat gebruik kan word om hul leer te verbeter. Informele assessering is ‘n daaglikse monitering van leerders se vordering. Dit word gedoen deur middel van waarnemings, besprekings, praktiese demonstrasies, leerder-onderwyser konferensies, informele klaskamer interaksies, ens. Informele assessering kan so eenvoudig wees as die staking gedurende die les om waarnemings SOSIALE WETENSKAPPE GRAAD 4-6 KABV 47 van leerders te maak, of om besprekings omtrent leerproses met leerders te voer. Informele assessering moet gebruik word om terugvoering te gee aan die leerders en beplanning vir onderrig in te lig, maar hoef nie aangeteken te word nie. Dit moet nie gesien word as afsonderlik van die leer van aktiwiteite wat in die klaskamer plaasvind nie. Leerders of onderwysers kan hierdie assesseringstake nasien. Self- en portuurassessering betrek leerders aktief in assessering. Dit is belangrik omdat dit leerders toelaat om te leer asook te besin oor hulle eie prestasie. Die resultate van die informele daaglikse assesseringstake word nie formeel opgeteken nie, tensy die onderwyser verkies om dit te doen. Die resultate van die daaglikse assesseringstake word nie in aanmerking geneem vir bevordering en sertifisering nie. Leerders moet gereeld lees en skryf, begin nende met sinne en paragrawe en mettertyd opbou na uitgebreide werkstukke. Baie daarvan kan gestruktureerd gedoen word deur aktiwiteite wat in die handboek voorkom deur te werk. Ander betroubare bronne van inligting wat die kurrikulum verryk, kan gebruik word deur ‘n wel deurdagte keuse en diskresie. Bewyse van leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. 4.3 FormElE AssessERInG Alle assesseringstake wat deel uitmaak maak van ‘n formele program van assessering vir die jaar, word as formele assessering beskou. Formele assesseringstake word deur die onderwyser nagesien en opgeteken vir progressie en sertifiseringsdoeleindes. Alle formele assesseringstake is onderhewig aan moderering met gehalteversekering ten doel en om te verseker dat toepaslike standaarde gehandhaaf word. Formele assessering bied aan onderwysers die geleentheid om op ‘n sistematiese wyse te evalueer hoe goed hul leerders vorder in ‘n graad en in ‘n bepaalde vak. Voorbeelde van formele assessering sluit in toetse, eksamens, praktiese take, projekte, mondelinge aanbiedings, demonstrasies, optredes, ens. Formele assesseringstake vorm deel van ‘n jaarlange formele program van assessering in elke graad en vak. 4.3.1 Formele assesseringsvereistes vir Sosiale Wetenskappe Geskiedenis en Geografie moet afsonderlik geassesseer word. Die vorme van assessering wat gebruik word, moet gepas wees vir die leerders se ouderdom en ontwikkelingsvlak. Leerders moet elke kwartaal formele assessering vir Geskiedenis en vir Geografie lê. Formele assessering sluit formeel geassesserde take, tesame met projekte en eksamens, in. (Verwys na die program van assessering op die volgende bladsy. ) 4.3.2 Soorte formele assessering vir Sosiale Wetenskappe Projekte Leerders moet ‘n projek in die Sosiale Wetenskappe in elke graad voltooi. Hulle het dus ‘n projek in òf Geskiedenis òf Geografie in ‘n gegewe jaar. Vir meer inligting oor projekte en wanneer dit voltooi moet word, verwys na Afdeling 2 van hierdie dokument. Toetse en eksamens Toetse en eksamens vir formele assessering moet ‘n aansienlike gedeelte van die inhoud dek. SOSIALE WETENSKAPPE GRAAD 4-6 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Toetse en eksamens moet onder streng gekontrolleerde omstandighede voltooi word. Elke toets en eksamen moet vir ‘n reeks kognitiewe vlakke voorsiening maak. (Verwys na die tabel in die afdeling oor Beplanning vir Assessering later in hierdie afdeling. ) Kognitiewe vlak Persentasie Lae orde: Kennis en herroeping 30 Middel orde: Begrip en toepassing 50 Hoë orde: Analise, Evaluering en Sintese 20 Take Take moet ontwerp word om die inhoud en konsepte van die vak te dek en sluit ‘n verskeidenheid van aktiwiteite in wat gekies word om die geïdentifiseerde doelwitte en vaardighede te evalueer. Formele assesseringstake kan een of ‘n kombinasie van die aktiwiteite wat hieronder gelys word, insluit. Hierdie lys kan uitgebrei word: Skryf kort antwoorde op vrae (dit kan enkele woorde, kort frases of sinne insluit) Skryf paragrawe, en vanaf graad 7, moet uitgebreide skryfwerk in die regte volgorde gerangskik word Navorsing van vrae of onderwerpe Skryf ‘n klein stukkie van die navorsing neer Lees en som op Luister en notuleer Waarnemings aanteken Vrae beantwoord (kort- en/of langer antwoorde) Vrae stel (vrae toon insig) Voltooiing van vraag- en antwoordbladsye Tekeninge en byskrifte aanbring Pas, sorteer, lys, beskryf en vergelyk tekste, grafieke, kaarte, foto’s, prente Die maak van verbindings tussen oorsake en gevolge Identifiseer ooreenkomste en verskille Kies en organiseer inligting Analiseer en sintetiseer inligting Lees, voltooi en/of teken kaarte Werk met data (grafieke en tabelle) SOSIALE WETENSKAPPE GRAAD 4-6 KABV 49 Die vind van en/ of werk met bronne Kruisverwysing en inligting vergelyk Verskaf ‘n verduideliking (mondeling, geskrewe of visueel) Identifiseer en bespreek kwessies Uitdrukking en die regverdiging van ‘n standpunt Evaluering van idees en aksies Opsporing van vooroordeel ‘n Aanbieding voordra (mondeling, geskrewe of visueel) Maak ‘n model, plakkaat of grafiek Interpreteer foto’s en skryf byskrifte Deelname aan ‘n gestruktureerde, voorbereide gesprek, debat of rolspel. Voordat die uitdeel van ‘n assesseringstaak aan leerders gedoen word, moet onderwysers seker maak dat hulle in staat is om al die vrae te beantwoord. Wanneer onderwysers ‘n assesseringstaak stel, moet hulle ‘n memorandum van antwoorde en/ of ‘n matriks vir die assessering saamstel. Verwys na die sewe-punt aanslagkode of skaal van prestasie by die opstel van ‘n matriks. Onderwysers moet sonder uitstel die assesseringstake nasien. Leerders moet deurlopende, opbouende terugvoering ontvang, beide informeel en formeel. Terugvoering moet sterkpunte uitwys en swakhede aantoom die leerder se ontwikkelingsbehoeftes te identifiseer. Aksieplanne oor hoe leerders ondersteun sal word, moet deel van die terugvoering wees. Dit is belangrik dat die terugvoering aan leerders hul aanmoedig om beter te doen en hul selfvertroue opbou. Beplanning vir Assessering Die stel van goeie assesseringstake kan baie uitdagend wees en onderwysers word aangemoedig om noukeurig geselekteerde handboeke as ‘n riglyn te gebruik, en goeie assesseringstake te deel met onderwysers in ander skole. Volg hierdie stappe by die ontwerp van jou eie taak of aktiwiteit: 1. Verklaar die doel van die assessering (Hoekom?) 2. Besluit op die assesseringsaktiwiteit of -aktiwiteite (Vorm van assessering) 3. Besluit op die inhoud, konsepte en vaardighede wat geassesseer word (Wat?) 4. Kies ‘n formaat vir leerder aanbieding (verduidelik die metode: Hoe?) Formele assessering moet voorsiening maak vir ‘n reeks kognitiewe vlakke en vermoëns van leerders soos hieronder getoon. ‘n Formele assessering behoort die volgende in te sluit: lae-, middel-en hoë orde aktiwiteite of vrae, met ‘n oorhelling na die kognitiewe vlak van die middel orde. SOSIALE WETENSKAPPE GRAAD 4-6 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KENNIS EN HERROEPING BEGRIP/ TOEPASSING TOEPASSING KONSEPTUELE REDENASIE: ANALISE KONSEPTUELE REDENASIE: SINTESE KONSEPTUELE REDENASIE: EVALUERING Lae orde Middelorde Hoë orde Aanhaal Absorbeer Benoem Definieer Aandui Herhaal Herken identifiseer Kies Kwoteer Label Lys Memoriseer Omskryf Onthou Pas Reageer Reproduseer Tel Natrek Uitwys Beskryf Bespreek Definieer Demonstreer Gee voorbeelde Herhaal Herskryf Illustreer Interpreteer Kies Klassifiseer Lei Onderskei Oorskakel Opsom Parafraseer Pas Skakel oor Skat Veralgemeen Verduidelik Vergelyk Verander Bereken Konstrueer Demonstreer Teken Illustreer Voorspel Dui die verwantskap aan tussen Los op Gebruik Diskrimineer Onderskei Ondersoek Onderverdeel Organiseer Skei Uiteensetting Verwantskap Bespreek Formuleer Genereer Groepeer Integreer Kombineer Konstrueer Ontwerp Opsom Organiseer Rangskik Saamstel Skep Uittrekseksel maak Veralgemeen Aanbeveel Beoordeel Besluit Dispuut Evalueer Gevolgtrekking maak Gradeer Interpreteer Kontrasteer Kritiek uitspreek Kritiseer Motiveer Ondersteun Blesis Skep SOSIALE WETENSKAPPE GRAAD 4-6 KABV 51 4.4 Program van assessering Die program van assessering is saamgestel om formele assesseringstake oor alle vakke in ’n skool te versprei. Intermediêre Fase Deurlopende assessering: 75% (insluitende halfjaarlikse ekamen/toets) Einde van Jaar-eksamen: 25% Graad 4 Kwartaal 1 Geskiedenis Projek Deurlopende assessering 75% Geografie Taak Kwartaal 2 Geskiedenis Taak/Toets Geografie Taak/Toets Kwartaal 3 Geskiedenis Taak Geografie Taak Kwartaal 4 Geskiedenis Toets/Eksamen Einde van Jaar-toets. / eksamen 25% Geografie Toets/Eksamen Graad 5 Kwartaal 1 Geskiedenis Taak Deurlopende assessering 75% Geografie Taak Kwartaal 2 Geskiedenis Taak/Toets Geografie Taak/Toets Kwartaal 3 Geskiedenis Taak Geografie Projek Kwartaal 4 Geskiedenis Toets/Eksamen Einde van Jaar-toets. / eksamen 25% Geografie Toets/Eksamen SOSIALE WETENSKAPPE GRAAD 4-6 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 6 Kwartaal 1 Geskiedenis Taak Deurlopende assessering 75% Geografie Taak Kwartaal 2 Geskiedenis Taak/Toets Geografie Taak/Toets Kwartaal 3 Geskiedenis Projek Geografie Taak Kwartaal 4 Geskiedenis Toets/Eksamen Einde van Jaar-toets. / eksamen 25% Geografie Toets/Eksamen 4.5 Optekening en Rapportering Optekening is ’n proses waartydens ’n onderwyser ’n leerder se prestasievlak vir ’n spesifieke assesseringstaak dokumenteer. Dit dui op die leerder se vordering na die bereiking van die kennis soos in die kurrikulum en assesseringsbeleid voorgeskryf. Rekords van leerderprestasie moet dus bewys lewer van die leerder se konseptuele progressie in ’n graad en sy of haar gereedheid om na die volgende graad bevorder te word. Rekords van leerder￾prestasie moet ook gebruik word om die vordering wat deur onderwysers en leerders gemaak is in die onderrig- en leerproses te verifieer. Rapportering is ’n proses waartydens die leerder se prestasie aan leerders, ouers, skole en ander belanghebbendes gekommunikeer word. Leerderprestasie kan op verskillende maniere, insluitend rapporte, ouervergaderings, skoolbesoeke, ouer-onderwyser konferensies, telefoonoproepe, briewe, klas- of skool nuusbriewe, gerapporteer word. Onderwysers in alle grade moet in persentasies teenoor die vak opteken. Die verskillende prestasievlakke en hul ooreenstemmende persentasiebande word in die tabel wat volg, getoon. KODES EN PERSENTASIES VIR OPTEKENING EN RAPPORTERING Kode Beskrywing van bevoegdheid Persentasie 7 Uitstaande prestasie 80 - 100 6 Verdienstelike prestasie 70 - 79 5 Beduidende prestasie 60 - 69 4 Voldoende prestasie 50 - 59 3 Gemiddelde prestasie 40 - 49 2 Basiese prestasie 30 - 39 1 Nie bereik nie 0 - 29 Onderwysers sal werklike punte teenoor die taak opteken deur van ’n optekenblad gebruik te maak, en hulle moet van persentasies teenoor die vak op die leerders se rapporte gebruik maak. SOSIALE WETENSKAPPE GRAAD 4-6 KABV 53 Sosiale Wetenskappe vir Intermediêre en Senior Fase leerder se verslae: Toon Geskiedenis en Geografie afsonderlik en saam op die skool se verslag, soos in die voorbeeld hieronder: Sosiale Wetenskappe Geskiedenis % Geografie % Gemiddelde (Sosiale Wetenskappe) 4.6 Moderering van Assessering Moderering verwys na die proses wat verseker dat assesseringstake regverdig, geldig en betroubaar is. Moderering moet op skool, distriks-, provinsiale en nasionale vlak geïmplementeer word. Omvattende en toepaslike modereringspraktyke moet in plek wees vir die gehalteversekering van alle vakassessering. 4.7 ALGEMEEN Hierdie dokument moet gelees word in samehang met: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R - 12; en 4.7.2 Die beleidsdokument, National Protocol for Assessment Grades R - 12. SOSIALE WETENSKAPPE GRAAD 4-6 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOSIALE WETENSKAPPE GRAAD 4-6 KABV 55 SOSIALE WETENSKAPPE GRAAD 4-6 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) CODING AND ROBOTICS National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement SENIOR PHASE GRADE 7 – 9 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2024 Department of Basic Education ISBN: 978-1-4315-3991-8 Design and Layout by: Department of Basic Education CAPS CODING AND ROBOTICS 1 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CODING AND ROBOTICS SENIOR PHASE GRADE 7 – 9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy, we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic • values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION CAPS CODING AND ROBOTICS 3 FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy, we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic • values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION CONTENTS 1 Section 1 Introduction to the Curriculum and Assessment Policy Statement for Coding and Robotics Intermediate Phase (Grade 4 – 6)...........................................................................................................................5 1.1 Background..............................................................................................................................................5 1.2 Overview..................................................................................................................................................5 1.3 General aims of the South African Curriculum ........................................................................................6 1.4 Time Allocation ........................................................................................................................................7 2 Section 2: Definition, Aims, Skills and Content ................................................................................................9 2.1 Introduction ..............................................................................................................................................9 2.2 What is Coding and Robotics ................................................................................................................10 2.3 Specific Aims .........................................................................................................................................10 2.4 Specific Skills.........................................................................................................................................11 2.5 High-Level Competencies – Coding and Robotics................................................................................13 2.6 Coding and Robotics Concepts, Practices and Perspectives ...............................................................13 2.7 Approach to Teaching Coding and Robotics .........................................................................................17 2.8 Linking Coding and Robotics with Other Subjects.................................................................................21 2.9 Time Allocation ......................................................................................................................................22 2.10 Resources Required to offer Coding and Robotics in Senior Phase ....................................................23 2.11 Overview of Senior Phase Coding and Robotics ..................................................................................26 2.12 Focus of Content Areas .........................................................................................................................27 2.13 Envisaged Learner.................................................................................................................................34 2.14 Articulation .............................................................................................................................................34 2.15 Career Opportunities .............................................................................................................................34 2.16 Progression and Exit Skills Per Grade of Focus Areas .........................................................................35 3 Section 3 Content Specific Clarification per Grade per Term ........................................................................59 3.1 Grade 7..................................................................................................................................................60 3.2 Grade 8..................................................................................................................................................90 3.3 Grade 9................................................................................................................................................125 4 Section 4 Assessment..................................................................................................................................156 4.1 Assessment .........................................................................................................................................156 4.2 Problem-based Learning .....................................................................................................................157 4.3 Recording and Reporting.....................................................................................................................158 4.4 General ................................................................................................................................................159 Annexure A: Terminology ....................................................................................................................................160 A.1 Coding..................................................................................................................................................160 A.2 Robotics ...............................................................................................................................................161 A.3 Digital Concepts...................................................................................................................................161 Annexure B: Assessment Examples ...................................................................................................................163 B.1 Cooperative Learning ..........................................................................................................................163 B.2 Pair Programming /Completing a Task in Pairs...................................................................................164 B.3 Design Thinking ...................................................................................................................................164 Annexure C: Teaching Resources.......................................................................................................................165 C.1 KWLS Chart.........................................................................................................................................165 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT C.2 Concept Maps......................................................................................................................................166 TABLES AND FIGURES Tables Table 2-1 Coding content and skills ......................................................................................................................14 Table 2-2 Robotics content and skills....................................................................................................................15 Table 2-3: Time allocation for Senior Phase Coding and Robotics.......................................................................22 Table 2-4: Coding content focus and progression.................................................................................................27 Table 2-5: Robotics content focus and progression ..............................................................................................29 Table 2-6: Digital Concepts content focus and progression..................................................................................31 Table 2-7 Senior phase coding concepts, content and skills breakdown and progression per grade ..................35 Table 2-8 Senior phase robotics coding concepts, content and skills breakdown and progression per grade ....46 Table 2-9 Progression of Robotics and components per grade ............................................................................51 Table 2-10 Logic gates Grade 8 and Grade 9.......................................................................................................57 Table 2-11 Truth Tables Grade 8 and Grade 9 .....................................................................................................58 Table 4-12 Minimum formal assessment requirements for Coding and Robotics...............................................157 Table A-13 Coding - Clarification of concepts and terms ....................................................................................160 Table A-14 Robotics - Clarification of concepts and terms .................................................................................161 Table A-15 Digital Concepts - Clarification of concepts and terms .....................................................................161 Figures Figure 2.1 Coding and Robotics as a STEAM discipline.........................................................................................9 Figure 2.2: Coding and Robotics as a multi-disciplinary subject.............................................................................9 Figure 2.3: Overview of Coding and Robotics as a Subject ..................................................................................10 Figure 2.4: Computational Thinking Pillars............................................................................................................11 Figure 2 5: Design Thinking and Problem-Solving Process ..................................................................................12 Figure 2 6: High-level Curriculum Competencies..................................................................................................13 Figure 2.7 Coding Concepts, Practices and Perspectives ....................................................................................13 Figure 2.8 Robotics Concepts, Practices and Perspectives..................................................................................14 Figure 2-9 Digital Citizenship Concepts ................................................................................................................16 Figure 2-10 10 Digital Awareness Concepts .........................................................................................................16 Figure 2-11 Digital Skills Concepts........................................................................................................................16 Figure 2-12: Programming resources for Coding and Robotics ............................................................................23 Figure 2-13 Coding & Robotics Overview Grade 7 - 9 ..........................................................................................26 Figure 2-14 Articulation..........................................................................................................................................34 CAPS CODING AND ROBOTICS 5 C.2 Concept Maps......................................................................................................................................166 TABLES AND FIGURES Tables Table 2-1 Coding content and skills ......................................................................................................................14 Table 2-2 Robotics content and skills....................................................................................................................15 Table 2-3: Time allocation for Senior Phase Coding and Robotics.......................................................................22 Table 2-4: Coding content focus and progression.................................................................................................27 Table 2-5: Robotics content focus and progression ..............................................................................................29 Table 2-6: Digital Concepts content focus and progression..................................................................................31 Table 2-7 Senior phase coding concepts, content and skills breakdown and progression per grade ..................35 Table 2-8 Senior phase robotics coding concepts, content and skills breakdown and progression per grade ....46 Table 2-9 Progression of Robotics and components per grade ............................................................................51 Table 2-10 Logic gates Grade 8 and Grade 9.......................................................................................................57 Table 2-11 Truth Tables Grade 8 and Grade 9 .....................................................................................................58 Table 4-12 Minimum formal assessment requirements for Coding and Robotics...............................................157 Table A-13 Coding - Clarification of concepts and terms ....................................................................................160 Table A-14 Robotics - Clarification of concepts and terms .................................................................................161 Table A-15 Digital Concepts - Clarification of concepts and terms .....................................................................161 Figures Figure 2.1 Coding and Robotics as a STEAM discipline.........................................................................................9 Figure 2.2: Coding and Robotics as a multi-disciplinary subject.............................................................................9 Figure 2.3: Overview of Coding and Robotics as a Subject ..................................................................................10 Figure 2.4: Computational Thinking Pillars............................................................................................................11 Figure 2 5: Design Thinking and Problem-Solving Process ..................................................................................12 Figure 2 6: High-level Curriculum Competencies..................................................................................................13 Figure 2.7 Coding Concepts, Practices and Perspectives ....................................................................................13 Figure 2.8 Robotics Concepts, Practices and Perspectives..................................................................................14 Figure 2-9 Digital Citizenship Concepts ................................................................................................................16 Figure 2-10 10 Digital Awareness Concepts .........................................................................................................16 Figure 2-11 Digital Skills Concepts........................................................................................................................16 Figure 2-12: Programming resources for Coding and Robotics ............................................................................23 Figure 2-13 Coding & Robotics Overview Grade 7 - 9 ..........................................................................................26 Figure 2-14 Articulation..........................................................................................................................................34 1 SECTION 1 INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT FOR CODING AND ROBOTICS INTERMEDIATE PHASE (GRADE 4 – 6) 1.1 BACKGROUND The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R - 12. 1.2 OVERVIEW (a) The National Curriculum Statement Grades R – 12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) National Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and (iii) The policy document, National Protocol for Assessment Grades R – 12 (January 2012). (b) The National Curriculum Statement Grades R – 12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R - 9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10 - 12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs (a) and (b) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R – 12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R - 9 and Grades 10 – 12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R – 12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (c) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document, constitute the norms and standards of the National Curriculum Statement Grades R – 12. It will therefore, in terms of section 6A of the South African 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM • The National Curriculum Statement Grades R - 12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. • The National Curriculum Statement Grades R - 12 serves the purposes of: ▪ equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; ▪ providing access to higher education; ▪ facilitating the transition of learners from education institutions to the workplace; and ▪ providing employers with a sufficient profile of a learner’s competences. • The National Curriculum Statement Grades R - 12 is based on the following principles: ▪ Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; ▪ Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; ▪ High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; ▪ Progression: content and context of each grade shows progression from simple to complex; ▪ Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R – 12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; ▪ Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and ▪ Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. • The National Curriculum Statement Grades R - 12 aims to produce learners that can: ▪ identify and solve problems and make decisions using critical and creative thinking; ▪ work effectively as individuals and with others as members of a team; ▪ organise and manage themselves and their activities responsibly and effectively; ▪ collect, analyse, organise and critically evaluate information; ▪ communicate effectively using visual, symbolic and/or language skills in various modes; ▪ use science and technology effectively and critically showing responsibility towards the environment and the health of others; and ▪ demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. • Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). CAPS CODING AND ROBOTICS 7 Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM • The National Curriculum Statement Grades R - 12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. • The National Curriculum Statement Grades R - 12 serves the purposes of: ▪ equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; ▪ providing access to higher education; ▪ facilitating the transition of learners from education institutions to the workplace; and ▪ providing employers with a sufficient profile of a learner’s competences. • The National Curriculum Statement Grades R - 12 is based on the following principles: ▪ Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; ▪ Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; ▪ High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; ▪ Progression: content and context of each grade shows progression from simple to complex; ▪ Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R – 12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; ▪ Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and ▪ Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. • The National Curriculum Statement Grades R - 12 aims to produce learners that can: ▪ identify and solve problems and make decisions using critical and creative thinking; ▪ work effectively as individuals and with others as members of a team; ▪ organise and manage themselves and their activities responsibly and effectively; ▪ collect, analyse, organise and critically evaluate information; ▪ communicate effectively using visual, symbolic and/or language skills in various modes; ▪ use science and technology effectively and critically showing responsibility towards the environment and the health of others; and ▪ demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. • Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). 1.4 TIME ALLOCATION 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: Subject Grade R (Hours) Grades 1-2 (Hours) Grade 3 (Hours) Home Language 10 7/8 7/8 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 5 (1) (1,5) (1,5) (1) 5 (1) (1,5) (1,5) (1) 5 (1,5) (1,5) (1) (1) Coding and Robotics (1) (1) (2) Total 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades R – 2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase The instructional time in the Intermediate Phase is as follows: Subject Hours Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences 2,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 3 (1) (1) (1) Coding and Robotics 2 Total 27,5 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: Subject Choice: Option 1 Subject Choice: Option 2 Hours Home Language Home Language 5 First Additional Language First Additional Language 4 Mathematics Mathematics 4,5 Natural Science Natural Science 3 Social Sciences Social Sciences 3 *Technology *Economic Management Sciences 2 Coding and Robotics Coding and Robotics 2 Life Orientation Life Orientation 2 Creative Arts Creative Arts 2 Total 27,5 * Schools/Learners can follow Option 1 (MST Stream) or Option 2 (Business Stream) 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) I. Home Language II. First Additional Language III. Mathematics IV. Life Orientation V. A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12, subject to the provisos stipulated in paragraph 28 of the said policy document. 4.5 4.5 4.5 2 12 (3x4h) The allocated time per week may be utilised only for the minimum required NCS subjects as specified above and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. CAPS CODING AND ROBOTICS 9 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) I. Home Language II. First Additional Language III. Mathematics IV. Life Orientation V. A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12, subject to the provisos stipulated in paragraph 28 of the said policy document. 4.5 4.5 4.5 2 12 (3x4h) The allocated time per week may be utilised only for the minimum required NCS subjects as specified above and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. 2 SECTION 2: DEFINITION, AIMS, SKILLS AND CONTENT 2.1 INTRODUCTION Coding and Robotics represents an interdisciplinary and multidisciplinary subject that integrates various components of STEAM (Science (including Computer Science), Technology, Engineering, Arts, and Mathematics). &ŝŐƵƌĞϮ͘ϭ ŽĚŝŶŐĂŶĚZŽďŽƚŝĐƐĂƐĂ^dDĚŝƐĐŝƉůŝŶĞ The main driving force behind the uptake and surge of Coding and Robotics as a subject at school level is the link to the 4th and 5th industrial revolution (4IR, and 5IR). In the context of this curriculum the focus resides in the grounding concepts of STEAM related subjects. ^ĐŝĞŶĐĞ dĞĐŚŶŽůŽŐLJ ŶŐŝŶĞĞƌŝŶŐ ƌƚƐ DĂƚŚƐ Coding & Robotics ƌƚƐ ŽŵƉƵƚĞƌ ^ĐŝĞŶĐĞ ůĞĐƚƌŝĐĂůŶŐŝŶĞĞƌŝŶŐ DĞĐŚĂŶŝĐĂů ŶŐŝŶĞĞƌŝŶŐ &ŝŐƵƌĞϮ͘Ϯ͗ŽĚŝŶŐĂŶĚZŽďŽƚŝĐƐĂƐĂŵƵůƚŝͲĚŝƐĐŝƉůŝŶĂƌLJƐƵďũĞĐƚ 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.2 WHAT IS CODING AND ROBOTICS Coding and Robotics combine the principles of programming with the design, construction, and operation of robots. Programming concepts, practices, and perspectives are applied to control devices to perform specific tasks. It includes digital concepts that refer to various ideas, principles and processes that are associated with digital technologies and their use. The Coding and Robotics curriculum is based on the following pillars as depicted in the figure below. &ŝŐƵƌĞϮ͘ϯ͗KǀĞƌǀŝĞǁŽĨŽĚŝŶŐĂŶĚZŽďŽƚŝĐƐĂƐĂ^ƵďũĞĐƚ Coding is the process of creating a logical set of instructions that a human or a computing device can understand and execute, which require a deep understanding of computational thinking and problem solving. Robotics deals with the design, operation, and use of devices and robots that can be programmed to perform tasks autonomously or semi-autonomously or by direct control. It presents the learners with the opportunity to see their thinking, design, and code in action. Digital concepts encompass a range of digital literacy skills and awareness that enables learners to leverage digital technologies to their fullest potential and use digital tools responsibly. 2.3 SPECIFIC AIMS The teaching and learning of Coding and Robotics (C&R) aim to develop the following for the learner to be able to: • develop computational thinking skills to solve problems. • advance design thinking to develop creative and human-centred approaches to solve problems. ŽĚŝŶŐ ĞĐŽŵƉŽƐŝƚŝŽŶ WĂƚƚĞƌŶƌĞĐŽŐŶŝƚŝŽŶ ďƐƚƌĂĐƚŝŽŶ ůŐŽƌŝƚŚŵĞƐŝŐŶ ĞďƵŐŐŝŶŐ ZŽďŽƚŝĐƐ /ŶƐƉŝƌĂƚŝŽŶ /ĚĞĂƚŝŽŶ /ŵƉůĞŵĞŶƚĂƚŝŽŶ ŝŐŝƚĂů ŽŶĐĞƉƚƐ ŝŐŝƚĂůŝƚŝnjĞŶƐŚŝƉ ŝŐŝƚĂůǁĂƌĞŶĞƐƐ ŝŐŝƚĂů^ŬŝůůƐ ŽĚŝŶŐĂŶĚZŽďŽƚŝĐƐ ŽŵƉƵƚĂƚŝŽŶĂůdŚŝŶŬŝŶŐ ĞƐŝŐŶdŚŝŶŬŝŶŐ WƌŽďůĞŵ^ŽůǀŝŶŐ ŽŵŵƵŶŝĐĂƚŝŽŶ ŽůůĂďŽƌĂƚŝŽŶ ƌĞĂƚŝǀŝƚLJ WĞƌƐĞǀĞƌĂŶĐĞ >ŽŐŝĐĂůĂŶĚƌŝƚŝĐĂůdŚŝŶŬŝŶŐ ^ŽůƵƚŝŽŶĚĞǀĞůŽƉŵĞŶƚ CAPS CODING AND ROBOTICS 11 2.2 WHAT IS CODING AND ROBOTICS Coding and Robotics combine the principles of programming with the design, construction, and operation of robots. Programming concepts, practices, and perspectives are applied to control devices to perform specific tasks. It includes digital concepts that refer to various ideas, principles and processes that are associated with digital technologies and their use. The Coding and Robotics curriculum is based on the following pillars as depicted in the figure below. &ŝŐƵƌĞϮ͘ϯ͗KǀĞƌǀŝĞǁŽĨŽĚŝŶŐĂŶĚZŽďŽƚŝĐƐĂƐĂ^ƵďũĞĐƚ Coding is the process of creating a logical set of instructions that a human or a computing device can understand and execute, which require a deep understanding of computational thinking and problem solving. Robotics deals with the design, operation, and use of devices and robots that can be programmed to perform tasks autonomously or semi-autonomously or by direct control. It presents the learners with the opportunity to see their thinking, design, and code in action. Digital concepts encompass a range of digital literacy skills and awareness that enables learners to leverage digital technologies to their fullest potential and use digital tools responsibly. 2.3 SPECIFIC AIMS The teaching and learning of Coding and Robotics (C&R) aim to develop the following for the learner to be able to: • develop computational thinking skills to solve problems. • advance design thinking to develop creative and human-centred approaches to solve problems. ŽĚŝŶŐ ĞĐŽŵƉŽƐŝƚŝŽŶ WĂƚƚĞƌŶƌĞĐŽŐŶŝƚŝŽŶ ďƐƚƌĂĐƚŝŽŶ ůŐŽƌŝƚŚŵĞƐŝŐŶ ĞďƵŐŐŝŶŐ ZŽďŽƚŝĐƐ /ŶƐƉŝƌĂƚŝŽŶ /ĚĞĂƚŝŽŶ /ŵƉůĞŵĞŶƚĂƚŝŽŶ ŝŐŝƚĂů ŽŶĐĞƉƚƐ ŝŐŝƚĂůŝƚŝnjĞŶƐŚŝƉ ŝŐŝƚĂůǁĂƌĞŶĞƐƐ ŝŐŝƚĂů^ŬŝůůƐ ŽĚŝŶŐĂŶĚZŽďŽƚŝĐƐ ŽŵƉƵƚĂƚŝŽŶĂůdŚŝŶŬŝŶŐ ĞƐŝŐŶdŚŝŶŬŝŶŐ WƌŽďůĞŵ^ŽůǀŝŶŐ ŽŵŵƵŶŝĐĂƚŝŽŶ ŽůůĂďŽƌĂƚŝŽŶ ƌĞĂƚŝǀŝƚLJ WĞƌƐĞǀĞƌĂŶĐĞ >ŽŐŝĐĂůĂŶĚƌŝƚŝĐĂůdŚŝŶŬŝŶŐ ^ŽůƵƚŝŽŶĚĞǀĞůŽƉŵĞŶƚ • become part of a generation of creative, innovative systems thinkers that can use coding, robotics, and digital competencies to express their ideas. • foster creativity, critical thinking, collaboration, communication, and innovation. • function ethically and effectively in a digital and information-driven world. • develop a critical awareness of how technologies impact society at large. • instil self-efficacy and confidence to deal with situations requiring computational thinking, design thinking and problem solving. • prepare for future careers in STEAM related fields. • adopt a culture of being self-directed, life-long learners who can apply their skills in a wide range of contexts and situations (adaptable, flexible and resilient). 2.4 SPECIFIC SKILLS The following skills are specifically emphasised: 2.4.1 Computational Thinking Computational thinking is an attitude and a skill set where one uses specific techniques and strategies to complete tasks successfully and to solve problems systematically. It further helps one in arriving at a solution that both humans and a computer can understand. &ŝŐƵƌĞϮ͘ϰ͗ŽŵƉƵƚĂƚŝŽŶĂůdŚŝŶŬŝŶŐWŝůůĂƌƐ In Coding and Robotics, computational thinking helps learners to develop problem-solving strategies which they can apply when developing coding solutions (algorithms) as well as robotics solutions. It can also be applied to solve everyday life. In terms of robotics, learners are demonstrating computational thinking concepts and practices when designing, constructing, and programming a robot. The robot’s performance demonstrates the result of the learner’s computational thinking practices as they iteratively test and debug their coding. &ŽĐƵƐŝŶŐŽŶƚŚĞ ƌĞůĞǀĂŶƚĂŶĚŝŵƉŽƌƚĂŶƚ ŝŶĨŽƌŵĂƚŝŽŶĂŶĚ ŝŐŶŽƌŝŶŐƵŶƌĞůĂƚĞĚĂŶĚ ŝƌƌĞůĞǀĂŶƚƚŚŝŶŐƐ͘ ,ĞůƉƐLJŽƵƚŽŐĞƚƚŽƚŚĞ ŚĞĂƌƚŽĨƚŚĞƉƌŽďůĞŵ ĂŶĚƚŽĨŝŶĚŐĞŶĞƌĂů ƉƌŝŶĐŝƉůĞƐƚŚĂƚĐƌĞĂƚĞ ƉĂƚƚĞƌŶƐ ďƐƚƌĂĐƚŝŽŶ ^ŽůǀŝŶŐĂĐŽŵƉůĞdž ƉƌŽďůĞŵďLJďƌĞĂŬŝŶŐŝƚ ŝŶƚŽƐŵĂůů͕ŵĂŶĂŐĞĂďůĞ ƉĂƌƚƐǁŚĞƌĞĞĂĐŚƉĂƌƚ ŝƐŵŽƌĞ ƐƚƌĂŝŐŚƚĨŽƌǁĂƌĚĂŶĚ ĞĂƐŝĞƌƚŽƐŽůǀĞ ĞĐŽŵƉŽƐŝƚŝŽŶ /ĚĞŶƚŝĨLJŝŶŐƐŝŵŝůĂƌŝƚŝĞƐ ĂŶĚĚŝĨĨĞƌĞŶĐĞƐ͘ /ƚŚĞůƉƐLJŽƵƚŽŵĂŬĞ ĐŽŶŶĞĐƚŝŽŶƐďĞƚǁĞĞŶ ƐŝŵŝůĂƌƉƌŽďůĞŵƐĂŶĚ ĞdžƉĞƌŝĞŶĐĞƐ͘ ZĞĐŽŐŶŝƐŝŶŐƚŚĞƐĂŵĞ ƉĂƚƚĞƌŶƐŝŶŽƚŚĞƌ ƉƌŽďůĞŵƐŚĞůƉƐLJŽƵŝŶ ƐŽůǀŝŶŐĂŶĞǁƉƌŽďůĞŵ WĂƚƚĞƌŶZĞĐŽŐŶŝƚŝŽŶ ĞĨŝŶŝŶŐĂƉƌĞĐŝƐĞ ƐĞƋƵĞŶĐĞŽĨƐƚĞƉƐŽƌ ŝŶƐƚƌƵĐƚŝŽŶƐƚŽƉĞƌĨŽƌŵ ĂƚĂƐŬ͘ ŶĂůŐŽƌŝƚŚŵŝƐĂƐĞƚŽĨ ƌƵůĞƐŽƌŝŶƐƚƌƵĐƚŝŽŶƐ ƚŚĂƚĂŶLJŽŶĞĐĂŶĨŽůůŽǁ ƚŽƉĞƌĨŽƌŵĂƚĂƐŬŽƌ ƐŽůǀĞĂƉƌŽďůĞŵ ůŐŽƌŝƚŚŵ 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.4.2 Design Thinking In education, design thinking (DT) refers to a human-centred approach that encourages creativity and innovation when generating user-focused products, services, or experiences. Design Thinking is often expressed as an activity that involves the three I processes, namely: ▪ Inspiration: where creative thinking is applied to tackle a problem or challenge at hand, by gaining a deeper understanding of the problem and its context as well as to identify opportunities for innovation. ▪ Ideation: involves the generation of a wide range of ideas and potential solutions using various approaches such as brainstorming, prototyping and experimentation. ▪ Implementation: where the ideas and potential solutions are put into action. It includes testing, getting feedback and subsequent improvements of the design or solution. Related to the three Is, is the notion that Design Thinking is also a problem-solving approach that combines creativity with structure and human-centred methods to understand and tackle challenges which involves empathizing with users, defining their needs, ideating possible solutions, prototyping, and testing those solutions, and iterating based on feedback. The following describes the design process: ▪ Empathise: involves gaining an understanding of who the end user is in a specific context, and how the envisaged solution will be appropriate towards addressing the problem. ▪ Define: relates to specifying in detail what the users’ needs are, which could include the goals, skills available, and core principles that will guide the work to be done. ▪ Ideate: pertains to the creation of ideas and solutions using techniques such as brainstorming. ▪ Prototype: concerns the creation of one or several solutions to address the problem at hand. ▪ Test: relates to the process of determining how well the solution solves or address the problem. In this phase, feedback is important as the feedback could be used towards the improvement and enhancement and/or redesign of the complete solution or artefact. Figure 2.6 depicts the relationship between the Design Thinking and Design Problem Solving approach. &ŝŐƵƌĞϮ ϱ͗ĞƐŝŐŶdŚŝŶŬŝŶŐĂŶĚWƌŽďůĞŵͲ^ŽůǀŝŶŐWƌŽĐĞƐƐ /ŶƐƉŝƌĂƚŝŽŶ /ŵƉůĞŵĞŶƚĂƚŝŽŶ /ĚĞĂƚŝŽŶ ŵƉĂƚŚŝnjĞ ĞĨŝŶĞ WƌŽƚŽƚLJƉĞ /ĚĞĂƚĞ dĞƐƚ ĞƐŝŐŶ dŚŝŶŬŝŶŐ CAPS CODING AND ROBOTICS 13 2.4.2 Design Thinking In education, design thinking (DT) refers to a human-centred approach that encourages creativity and innovation when generating user-focused products, services, or experiences. Design Thinking is often expressed as an activity that involves the three I processes, namely: ▪ Inspiration: where creative thinking is applied to tackle a problem or challenge at hand, by gaining a deeper understanding of the problem and its context as well as to identify opportunities for innovation. ▪ Ideation: involves the generation of a wide range of ideas and potential solutions using various approaches such as brainstorming, prototyping and experimentation. ▪ Implementation: where the ideas and potential solutions are put into action. It includes testing, getting feedback and subsequent improvements of the design or solution. Related to the three Is, is the notion that Design Thinking is also a problem-solving approach that combines creativity with structure and human-centred methods to understand and tackle challenges which involves empathizing with users, defining their needs, ideating possible solutions, prototyping, and testing those solutions, and iterating based on feedback. The following describes the design process: ▪ Empathise: involves gaining an understanding of who the end user is in a specific context, and how the envisaged solution will be appropriate towards addressing the problem. ▪ Define: relates to specifying in detail what the users’ needs are, which could include the goals, skills available, and core principles that will guide the work to be done. ▪ Ideate: pertains to the creation of ideas and solutions using techniques such as brainstorming. ▪ Prototype: concerns the creation of one or several solutions to address the problem at hand. ▪ Test: relates to the process of determining how well the solution solves or address the problem. In this phase, feedback is important as the feedback could be used towards the improvement and enhancement and/or redesign of the complete solution or artefact. Figure 2.6 depicts the relationship between the Design Thinking and Design Problem Solving approach. &ŝŐƵƌĞϮ ϱ͗ĞƐŝŐŶdŚŝŶŬŝŶŐĂŶĚWƌŽďůĞŵͲ^ŽůǀŝŶŐWƌŽĐĞƐƐ /ŶƐƉŝƌĂƚŝŽŶ /ŵƉůĞŵĞŶƚĂƚŝŽŶ /ĚĞĂƚŝŽŶ ŵƉĂƚŚŝnjĞ ĞĨŝŶĞ WƌŽƚŽƚLJƉĞ /ĚĞĂƚĞ dĞƐƚ ĞƐŝŐŶ dŚŝŶŬŝŶŐ 2.5 HIGH-LEVEL COMPETENCIES – CODING AND ROBOTICS The three main topical areas of Coding and Robotics each comprises a set of key learning competencies central to their area of focus. The following diagram outlines the three main topical areas and the main learning competencies, associated at the final stage of curriculum cognition wherein the learner demonstrates competence and proficiency at the appropriate level. &ŝŐƵƌĞϮ ϲ͗,ŝŐŚͲůĞǀĞůƵƌƌŝĐƵůƵŵ ŽŵƉĞƚĞŶĐŝĞƐ A competence is a combination of knowledge skills, attitudes, and values which is reflected in behaviour that can be observed, measured, and evaluated. It refers to the ability to perform a specific task successfully and efficiently or in a manner that yields desirable outcomes. 2.6 CODING AND ROBOTICS CONCEPTS, PRACTICES AND PERSPECTIVES 2.6.1 Coding In coding, the following concepts, practices, and perspectives must be developed and practised repeatedly: &ŝŐƵƌĞϮ͘ϳ ŽĚŝŶŐŽŶĐĞƉƚƐ͕WƌĂĐƚŝĐĞƐĂŶĚWĞƌƐƉĞĐƚŝǀĞƐ ŽĚŝŶŐĂŶĚ ZŽďŽƚŝĐƐ ŽĚŝŶŐ ZŽďŽƚŝĐƐ ŝŐŝƚĂůĐŽŶĐĞƉƚƐ ͘ϭ– ƉƉůLJĐŽŵƉƵƚĂƚŝŽŶĂůƚŚŝŶŬŝŶŐƐŬŝůůƐĚŽĚĞǀĞůŽƉĂƐĞƚŽĨůŽŐŝĐĂůŝŶƐƚƌƵĐƚŝŽŶƐƚŽ ƐŽůǀĞĂƉƌŽďůĞŵ͘ ͘Ϯ– WƌĞƐĞŶƚĂƐŝŵƉůĞĐŽĚŝŶŐƐŽůƵƚŝŽŶƵƐŝŶŐƐLJŵďŽůŝĐŽƌǁƌŝƚƚĞŶƐƚĂƚĞŵĞŶƚƐ ƌĞƉƌĞƐĞŶƚŝŶŐƐĞƋƵĞŶĐĞƐŽĨĐŽŵŵĂŶĚƐ͕ƐŝŶŐůĞƌĞƉĞƚŝƚŝŽŶĂŶĚĐŽŶĚŝƚŝŽŶĂů ĐŽŶƐƚƌƵĐƚƐ͘ ͘ϯ– /ŶƚĞƌƉƌĞƚĂŶĚĞdžĞĐƵƚĞĂŐŝǀĞŶƐLJŵďŽůŝĐŽƌǁƌŝƚƚĞŶƐĞƚŽĨĐŽŵŵĂŶĚƐ ͘ϰ– ĞďƵŐĂŐŝǀĞŶƐLJŵďŽůŝĐŽƌǁƌŝƚƚĞŶƐĞƚŽĨŝŶƐƚƌƵĐƚŝŽŶƐ͘ ͘ϱ– ǀĂůƵĂƚĞĂŐŝǀĞŶƐŽůƵƚŝŽŶƚŽǁĂƌĚƐƉŽƚĞŶƚŝĂůŝŵƉƌŽǀĞŵĞŶƚ͘ ͘ϲ– ZĞĐŽŐŶŝƐĞĂŶĚŝŶƚĞƌƉƌĞƚƉĂƚƚĞƌŶƐŝŶƐLJŵďŽůŝĐƐĞƚƐŽĨĚĂƚĂŽƌǀŝƐƵĂůŝƐĂƚŝŽŶƐ͘ ͘ϳ– ƌĞĂƚĞŽƌĐŽŵƉůĞƚĞĂƉĂƚƚĞƌŶƚŽƌĞƉƌĞƐĞŶƚĂƉĂƌƚŝĐƵůĂƌĚĂƚĂƐĞƚ͘ Z͘ϭ– džƉůĂŝŶǁŚĂƚĂƌŽďŽƚŝƐŝŶƐŝŵƉůĞƚĞƌŵƐ͘ Z͘Ϯ– /ĚĞŶƚŝĨLJĚŝĨĨĞƌĞŶƚƚLJƉĞƐŽĨƌŽďŽƚƐ͘ Z͘ϯ– KƵƚůŝŶĞƚŚĞĚŝĨĨĞƌĞŶƚĐŽŵƉŽŶĞŶƚƐŽĨĂƌŽďŽƚ Z͘ϰ– WƌĞƐĞŶƚĂŶƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨŚŽǁƌŽďŽƚƐĂĨĨĞĐƚƚŚĞǁŽƌůĚ͘ Z͘ϱ – ĞƐŝŐŶĂƐŝŵƉůĞƉƌŽĚƵĐƚ;ĂƌƚĞĨĂĐƚͿďĂƐĞĚŽŶĂƐĞƚŽĨĚĞƐŝŐŶƐƉĞĐŝĨŝĐĂƚŝŽŶƐ͘ Z͘ϲ – DŝŵŝĐƚŚĞŽƉĞƌĂƚŝŽŶƐŽĨĂƌŽďŽƚ͘ Z͘ϳ– ƌĞĂƚĞ͕ƚĞƐƚĂŶĚĞdžĞĐƵƚĞĂƐĞƚŽĨƌŽďŽƚŝĐŝŶƐƚƌƵĐƚŝŽŶƐ͘ ͘ϭ– KƵƚůŝŶĞƚŚĞĐŽŶĐĞƉƚŽĨƚĞĐŚŶŽůŽŐLJĂŶĚƉƵƌƉŽƐĞŽĨŝŶĨŽƌŵĂƚŝŽŶƚĞĐŚŶŽůŽŐLJ;/dͿ͘ ͘Ϯ– ZĞĐŽŐŶŝƐĞƚŚĂƚŚĞŽƌƐŚĞŝƐůŝǀŝŶŐĂƐĐŝƚŝnjĞŶƐŝŶĂĚŝŐŝƚĂůǁŽƌůĚ͘ ͘ϯ– ĞŵŽŶƐƚƌĂƚĞĂŶƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƚŚĞĐŽŶĐĞƉƚŽĨĂĐŽŵƉƵƚŝŶŐĚĞǀŝĐĞ͘ ͘ϰ– /ĚĞŶƚŝĨLJƚŚĞĐŽŵŵŽŶƵƐĞƐŽĨ/dŝŶƚŚĞƌĞĂůǁŽƌůĚ͘ ͘ϱ– ŝĨĨĞƌĞŶƚŝĂƚĞďĞƚǁĞĞŶƚŚĞĐŽŵƉŽŶĞŶƚƐŽĨĂŶ/dƐLJƐƚĞŵ͘ ͘ϲ– džƉůĂŝŶŚŽǁƚŚĞĂĚĂƉƚŝŽŶŽĨƚĞĐŚŶŽůŽŐLJŝŵƉĂĐƚĞĚƚŚĞǁŽƌůĚǁĞǁŽƌŬĂŶĚůŝǀĞŝŶ͘ ͘ϳ– WƌĞƐĞŶƚĂďĂƐŝĐƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƚŚĞĐŽŶĐĞƉƚŽĨŝŶƉƵƚƉƌŽĐĞƐƐŝŶŐĂŶĚŽƵƚƉƵƚ͘ ͘ϴ– /ŶƚĞƌƉƌĞƚĂƉĂƚƚĞƌŶƚŽƌĞƉƌĞƐĞŶƚŽƌĐŽŵŵƵŶŝĐĂƚĞĂŵĞƐƐĂŐĞŽƌŝŵĂŐĞ͘ ͘ϵ– ƌĞĂƚĞĂƉĂƚƚĞƌŶƚŽƌĞƉƌĞƐĞŶƚŽƌĐŽŵŵƵŶŝĐĂƚĞĂŵĞƐƐĂŐĞŽƌŝŵĂŐĞ͘ ͘ϭϬ– ĞŵŽŶƐƚƌĂƚĞĂďĂƐŝĐƉƌŽĨŝĐŝĞŶĐLJŝŶƚŚĞĂƉƉůŝĐĂƚŝŽŶŽĨĚŝŐŝƚĂůƐŬŝůůƐ͘η Concepts •Algorithm •Sequence • Loop (Iteration) • Conditional (Decisions) • Operator • Logic • Data •Event • Debug • Representation •Parallelism •Automation Practices •Abstraction • Decomposition •Pattern Recognision • Generalisation •Algorithm Design •Incremental Development • Testing and Debugging •Evaluation • Modularise • Logical thinking • Creating computational artefacts Perspectives •Expressing and Creating • Questioning • Connecting • Collaboration •Perserverance • Choice of Conduct 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT The following table describes the coding content to be covered and the skills to be developed. Table 2-1 must be read in conjunction with Table 2-4 in Section 2.12.1 and Table 2-7 in Section 2.16.1 for competencies and progression per grade. dĂďůĞϮͲϭ ŽĚŝŶŐĐŽŶƚĞŶƚĂŶĚƐŬŝůůƐ Concept Content/Skills Algorithm • Definition and importance of algorithms in computer programming. • Characteristics of a good algorithm. • Examples of algorithms in everyday tasks and programming. • Algorithm development using computational thinking. Sequence • Understanding the concept of sequential execution of instructions. • Introduction to basic programming constructs like statements and expressions. • Writing simple programs to perform sequential tasks. Loop (iteration) • Explanation of loops and their purpose in programming. • Different types of loops (e.g., while loop, for loop) and their syntax. • Examples demonstrating the use of loops for repetitive tasks. • Writing simple programs to perform tasks that include repetition Conditional (Decision) • Understanding conditional statements (if…then, if…then…else)) and their role in decision-making. • Using comparison operators in conditional statements. • Writing programs with conditional logic to handle different scenarios. Operator • Assignment, comparison, and logical operators. • Precedence and associativity rules for operators. • Use of operators in expressions and assignments in programs Logic • Introduction to Boolean logic and truth tables. • Understanding logical operators (AND, OR, NOT) and their application in programming. • Writing programs that implement logical operations and evaluate conditions. Data • Types of data (e.g. numbers, string, Boolean) and their use in programming. • Variables and data types. • Input/output and processing operations for data manipulation. Event • Concept of events and event-driven programming. • Handling user interactions and system events in programs. • Implementing event handlers in programs. Debug • Techniques for identifying and fixing errors in code (debugging). • Using debugging tools and techniques (e.g., trace tables). • Debug common programming errors (syntax errors, logic errors). Representation • Understanding data representations (binary). • Exploring the concept of abstraction in programming. Automation • Exploring automation concepts and their significance. • Writing scripts to automate repetitive tasks. Parallelism • Concept of parallelism using e.g. two scripts, running concurrently, allowing different actions to happen simultaneously (e.g. broadcast & receiving, clones, parallel blocks, e.g. "forever" block can run continuously while other code executes concurrently. 2.6.2 Robotics In addition to the coding concepts, practices and perspectives, in robotics, the following concepts, practices, and perspectives must be developed and practised repeatedly: &ŝŐƵƌĞϮ͘ϴ ZŽďŽƚŝĐƐŽŶĐĞƉƚƐ͕WƌĂĐƚŝĐĞƐĂŶĚWĞƌƐƉĞĐƚŝǀĞƐ Concepts • Motion •Sensor •Actuator • Controller • Logic •Power Source •Automation •Instruction • Communication • Coding (Programming) Practices • Computational Thinking • Design Thinking •Prototyping • Design and Construction •Algorithm Design • Testing and Reconfiguration • Reflection and Iteration • Creative Thinking • Logical thinking • Creating robotics artefacts Perspectives •Expressing and Creating •Innovation • Questioning • Connecting • Collaboration •Perserverance • Choice of Conduct CAPS CODING AND ROBOTICS 15 The following table describes the coding content to be covered and the skills to be developed. Table 2-1 must be read in conjunction with Table 2-4 in Section 2.12.1 and Table 2-7 in Section 2.16.1 for competencies and progression per grade. dĂďůĞϮͲϭ ŽĚŝŶŐĐŽŶƚĞŶƚĂŶĚƐŬŝůůƐ Concept Content/Skills Algorithm • Definition and importance of algorithms in computer programming. • Characteristics of a good algorithm. • Examples of algorithms in everyday tasks and programming. • Algorithm development using computational thinking. Sequence • Understanding the concept of sequential execution of instructions. • Introduction to basic programming constructs like statements and expressions. • Writing simple programs to perform sequential tasks. Loop (iteration) • Explanation of loops and their purpose in programming. • Different types of loops (e.g., while loop, for loop) and their syntax. • Examples demonstrating the use of loops for repetitive tasks. • Writing simple programs to perform tasks that include repetition Conditional (Decision) • Understanding conditional statements (if…then, if…then…else)) and their role in decision-making. • Using comparison operators in conditional statements. • Writing programs with conditional logic to handle different scenarios. Operator • Assignment, comparison, and logical operators. • Precedence and associativity rules for operators. • Use of operators in expressions and assignments in programs Logic • Introduction to Boolean logic and truth tables. • Understanding logical operators (AND, OR, NOT) and their application in programming. • Writing programs that implement logical operations and evaluate conditions. Data • Types of data (e.g. numbers, string, Boolean) and their use in programming. • Variables and data types. • Input/output and processing operations for data manipulation. Event • Concept of events and event-driven programming. • Handling user interactions and system events in programs. • Implementing event handlers in programs. Debug • Techniques for identifying and fixing errors in code (debugging). • Using debugging tools and techniques (e.g., trace tables). • Debug common programming errors (syntax errors, logic errors). Representation • Understanding data representations (binary). • Exploring the concept of abstraction in programming. Automation • Exploring automation concepts and their significance. • Writing scripts to automate repetitive tasks. Parallelism • Concept of parallelism using e.g. two scripts, running concurrently, allowing different actions to happen simultaneously (e.g. broadcast & receiving, clones, parallel blocks, e.g. "forever" block can run continuously while other code executes concurrently. 2.6.2 Robotics In addition to the coding concepts, practices and perspectives, in robotics, the following concepts, practices, and perspectives must be developed and practised repeatedly: &ŝŐƵƌĞϮ͘ϴ ZŽďŽƚŝĐƐŽŶĐĞƉƚƐ͕WƌĂĐƚŝĐĞƐĂŶĚWĞƌƐƉĞĐƚŝǀĞƐ Concepts • Motion •Sensor •Actuator • Controller • Logic •Power Source •Automation •Instruction • Communication • Coding (Programming) Practices • Computational Thinking • Design Thinking •Prototyping • Design and Construction •Algorithm Design • Testing and Reconfiguration • Reflection and Iteration • Creative Thinking • Logical thinking • Creating robotics artefacts Perspectives •Expressing and Creating •Innovation • Questioning • Connecting • Collaboration •Perserverance • Choice of Conduct The following table describes the robotics content to be covered and the skills to be developed. Table 2-2 must be read in conjunction with Table 2-5 in Section 2.12.2 and Table 2-8 in Section 2.16.2 for competencies and progression per grade dĂďůĞϮͲϮ ZŽďŽƚŝĐƐĐŽŶƚĞŶƚĂŶĚƐŬŝůůƐ Concept Content/Skills Motion • Introduction to different types of robot motion: linear, rotational, and combined. • Exploring methods of locomotion such as wheels, tracks, legs, and aerial mechanisms. Sensor • Overview of sensors used in robotics, including proximity sensors, cameras, ultrasonic, microphone, temperature sensors. • Explanation of sensor principles and how they gather data from the environment. • Applications of sensors in navigation, obstacle avoidance, object detection, and environmental monitoring. Actuator • Introduction to actuators responsible for converting electrical energy into mechanical motion. • Types of actuators: electric motors (DC motors, servo motors). • Understanding the role of actuators in robot manipulation, locomotion, and control. Controller • Components as part of a robot responsible for controlling the robot, gathering input, and providing output. (Examples: Arduino, Raspberry Pi, Micro: bit) Logic • Introduction to logical operations and decision-making in robotics. • Understanding Boolean logic and its application in robot control. • Implementing logical operations for conditional behaviour, state transitions, and autonomous decision-making. Power Source • Overview of power sources for robotics, including batteries, and external power supplies (e.g. solar). • Understanding power requirements and considerations for selecting appropriate power sources. • Designing power distribution systems and managing power consumption for optimal robot performance. Automation • Explanation of automation in robotics as the process of performing tasks with minimal human intervention. • Applications of automation in manufacturing, logistics, agriculture, healthcare, and service industries. • Designing automated systems using robots for repetitive, dangerous, or labour-intensive tasks. Instruction • Understanding instructions as commands given to robots to perform specific actions. • Types of instructions: sequential instructions, conditional instructions, repetitive instructions (loops). • Writing clear and precise instructions for programming robots to accomplish desired tasks. Communication • Basic overview of communication technologies used between two or more devices, e.g. Wi-Fi, Bluetooth. Coding • Introduction to a robotics programming environment. • Basics of robot programming: variables, data types, control structures (sequence, if statements, loops), functions, and libraries. • Hands-on coding exercises and projects to develop skills in algorithm development and in robot programming. 2.6.3 Digital Concepts Digital concepts are fundamental ideas and principles that underpin and support coding and robotics. They encompass various aspects of technology and computer science, providing the context and application for these fields. In Coding and Robotics, digital concepts are divided into the following topics: Digital Citizenship, Digital Awareness and Digital Skills. The following must be read in conjunction with Table 2-6 in Section 2.12.3. 2.6.3.1 Digital Citizenship The rights, responsibilities, and behaviours (respect, integrity, and safety) displayed by individuals in the digital world. It encompasses a spectrum of behaviours, spanning from respecting the privacy of others to protecting personal data, being mindful of online threats, and ensuring one's safety in the digital sphere. 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT &ŝŐƵƌĞϮͲϵ ŝŐŝƚĂůŝƚŝnjĞŶƐŚŝƉ ŽŶĐĞƉƚƐ Digital Citizenship helps to develop an awareness of responsible and ethical behaviour in the digital world as it provides principles for shaping the digital landscape and influencing individual and collective behaviour online. In Coding and Robotics, understanding digital citizenship is important when developing software and robotics applications to ensure they are used in a responsible and ethical manner. 2.6.3.2 Digital Awareness The recognition of the competencies, expertise, and the mindset needed by individuals effectively to use digital tools, entail understanding and the applications of technologies in a world that is becoming more interconnected. This emphasises the essential sense of familiarity, adaptability, and proficiency needed for utilising fundamental technology. &ŝŐƵƌĞϮͲϭϬ ϭϬ ŝŐŝƚĂůǁĂƌĞŶĞƐƐ ŽŶĐĞƉƚƐ 2.6.3.3 Digital Skills An essential set of a range of abilities that enable individuals to effectively use digital devices, software, and platforms to perform various tasks. &ŝŐƵƌĞϮͲϭϭ ŝŐŝƚĂů^ŬŝůůƐŽŶĐĞƉƚƐ Responsible behaviour •Implications of digital citizenship •Responsible and ethical behaviour in the digital realm. •Cybersecurity awareness such as protecting personal information online, recognising cyber threads and practiaing safe online behaviour. •Privacy & security (strong passwords, not sharing personal information), cyberbullying, digital footprint and netiquette. •Digital health and welfare. Information Assessment •Credibility and reliability of online sources and information. •Fake news •Intellectual property and its implications. Impact and Responsibility •Awareness of how technology adaptation influence our work and lifestyle •Consequences and implications of online actions. •Lasting impact of online content (digital footprint) •Ethical use of computers, including software and robotics applications. •Dangers of the online world, computer/cyber crime Data and Information •Data collection, storage (including cloud storage) and processing •Transformation of data into information. •Utilisation of data and information for decision-making and innovation. •POPIA Computing devices •Technology vs Information Technology (IT) •Basic model of a computing device (input, processing, output and storage). •Different types of computing devices in Coding and Robotics. •Hardware components for input, processing and output. •Computing devices and their purpose (including basic network devices). •Hardware vs Software •Interaction between harware and software. Networks and Communication •Networks, basic components, role of network devices, media (wired and wireless), data transmission. •Internet and the role of the Internet of things (IoT). •Information and Communication Technology (ICT) - components and real-world uses. •Internet vs World Wide Web (WWW). •Websites, webpages, URL, hyperlink, browser, search engine Application Skills •Use and manage applications used in Coding and Robotics (software environment). •File and Folder management •Input, processing and output in computing and robotics •Use an application such as Paint to create backgrounds and sprites •Use presentation software to communicate information Patterns and Communication •Patterns in coding and robotics for communication, including data analysis, visualisation and conveying messages or information. •Boolean logic (including truth tables and logic gates). Digital Literacy •Find, evaluate and use informaiion effectively and ethically CAPS CODING AND ROBOTICS 17 &ŝŐƵƌĞϮͲϵ ŝŐŝƚĂůŝƚŝnjĞŶƐŚŝƉ ŽŶĐĞƉƚƐ Digital Citizenship helps to develop an awareness of responsible and ethical behaviour in the digital world as it provides principles for shaping the digital landscape and influencing individual and collective behaviour online. In Coding and Robotics, understanding digital citizenship is important when developing software and robotics applications to ensure they are used in a responsible and ethical manner. 2.6.3.2 Digital Awareness The recognition of the competencies, expertise, and the mindset needed by individuals effectively to use digital tools, entail understanding and the applications of technologies in a world that is becoming more interconnected. This emphasises the essential sense of familiarity, adaptability, and proficiency needed for utilising fundamental technology. &ŝŐƵƌĞϮͲϭϬ ϭϬ ŝŐŝƚĂůǁĂƌĞŶĞƐƐ ŽŶĐĞƉƚƐ 2.6.3.3 Digital Skills An essential set of a range of abilities that enable individuals to effectively use digital devices, software, and platforms to perform various tasks. &ŝŐƵƌĞϮͲϭϭ ŝŐŝƚĂů^ŬŝůůƐŽŶĐĞƉƚƐ Responsible behaviour •Implications of digital citizenship •Responsible and ethical behaviour in the digital realm. •Cybersecurity awareness such as protecting personal information online, recognising cyber threads and practiaing safe online behaviour. •Privacy & security (strong passwords, not sharing personal information), cyberbullying, digital footprint and netiquette. •Digital health and welfare. Information Assessment •Credibility and reliability of online sources and information. •Fake news •Intellectual property and its implications. Impact and Responsibility •Awareness of how technology adaptation influence our work and lifestyle •Consequences and implications of online actions. •Lasting impact of online content (digital footprint) •Ethical use of computers, including software and robotics applications. •Dangers of the online world, computer/cyber crime Data and Information •Data collection, storage (including cloud storage) and processing •Transformation of data into information. •Utilisation of data and information for decision-making and innovation. •POPIA Computing devices •Technology vs Information Technology (IT) •Basic model of a computing device (input, processing, output and storage). •Different types of computing devices in Coding and Robotics. •Hardware components for input, processing and output. •Computing devices and their purpose (including basic network devices). •Hardware vs Software •Interaction between harware and software. Networks and Communication •Networks, basic components, role of network devices, media (wired and wireless), data transmission. •Internet and the role of the Internet of things (IoT). •Information and Communication Technology (ICT) - components and real-world uses. •Internet vs World Wide Web (WWW). •Websites, webpages, URL, hyperlink, browser, search engine Application Skills •Use and manage applications used in Coding and Robotics (software environment). •File and Folder management •Input, processing and output in computing and robotics •Use an application such as Paint to create backgrounds and sprites •Use presentation software to communicate information Patterns and Communication •Patterns in coding and robotics for communication, including data analysis, visualisation and conveying messages or information. •Boolean logic (including truth tables and logic gates). Digital Literacy •Find, evaluate and use informaiion effectively and ethically 2.7 APPROACH TO TEACHING CODING AND ROBOTICS Coding and Robotics, as a subject, is process-driven as it focuses on Coding and Robotics processes, rather than just exit skills or products. Coding develops cognitive and critical thinking skills as it emphasises the development of knowledge, skills, strategies, and attitudes that enable learners to become more effective individuals. Coding and Robotics also supports learners to develop metacognitive skills, which include planning, developing, testing, evaluation and reflecting. 2.7.1 Problem-based Learning Teaching and learning will follow a problem-based learning approach. Problem-based learning (PBL) is an active and learner-centred approach to learning involving certain cognitive processes that aims to develop critical thinking, problem-solving, and collaboration skills. The goal of PBL is to help learners learn how to apply knowledge and skills using problems, rather than just memorising information for tests. PBL also encourages learners to ask questions and seek answers, rather than passively receiving information. It also supports the development of self-directed learning. In Senior Phase, learners will be given small, manageable problems which they need to solve using a problem￾solving process. To develop and enhance self-efficacy (the learner’s belief that he/she will be able to complete the task or solve the problem), the challenge of the task or problem should match the learners’ competencies. Example of a manageable problem and algorithm development using computational thinking and the problem￾solving process in Senior Phase: Problem: Draw a geometric figure for the number of sides provided by the user. Step 1: Understand the problem. When the user enters a number (3 – 360), the program must draw a geometric figure with the number of sides entered, e.g. if the user enters 4, the program must draw a square, if the user enters 6, the program must draw a hexagon, etc. Step 2: Analyse the problem Shape Square Pentagon Hexagon Heptagon Octagon Number of sides 4 5 6 7 8 Number of angles 4 5 6 7 8 Each figure has the same number of angles than the number of sides Step 3: Break down the problem into smaller, more manageable problems / use experience from similar problems. Decompose (break down) the problem, into more familiar ones, using abstraction. From previously drawing a square, we know From previously drawing a triangle Repeat 4 times Repeat 3 times Turn right (90 degrees) Turn right 60 degrees Move 100 steps Move 100 steps Iterations for drawing each shape are the same as the number of sides (or angles) Step 4: Look for patterns (Pattern recognition) Shape Square Pentagon Hexagon Heptagon Octagon Number of sides 4 5 6 7 8 Number of angles 4 5 6 7 8 Size of interior angle 90° 72° 60° 51,4° 45° Sum of interior angles 360° 360° 360° 360° 360° Abstraction and decomposition Break down the problem into smaller, more manageable parts and simplify ideas by focusing on essential details. to understand the underlying structure. Pattern recognition involves finding the similarities or patterns among small, decomposed problems that can help us solve more complex problems more easily and efficiently. 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT • As the number of sides increases • the size of the interior angles decreases • the form of the shape gets closer to a circle • The sum of the interior angles of a shape equals 360° and • A circle is also 360° • The size of each the interior angle is 360 divided by the number of sides/angles Step 5: Develop a high-level solution or algorithm (abstraction) Draw a geometric shape: Step 1: Get the number of sides. Step 2: Determine the size of the interior angle. Step 3: Determine the length of the sides (number of moves/steps) Step 4: Draw the shape Step 6: Detailed Algorithm (Decomposition) 1. Step 1: Get the number of sides. 1.1. Ask the user to enter the number of sides of the figure to be drawn 2. Step 2: Determine the size of the interior angle 2.1. Divide 360 by the number of sides/angles. 3. Step 3: Determine the length of the sides 3.1. Divide 360 by the number of sides/angle). 4. Step 4: Draw the shape 4.1 Pen instructions for drawing 4.2 Repeat number_of_sides Turn 360/number_of_sides Move 360/number_of_sides Step 7: Write the code Step 8: Execute, Test and Debug the Algorithm. • Did the program work correctly for different number of sides? • If the answer is yes, the problem is solved, else you need to identify the error and fix the algorithm (debug). Generally, problem-based learning • enables learners to develop problem solving strategies as well as subject knowledge and skills. • enables learners to be more engaged in learning. • stimulates critical thinking. • promotes self-directed learning as learners generate problem-solving strategies. • promotes metacognition as learners compare and reflect on solutions. • assesses learning in ways which demonstrate understanding and competency. See Section 4.2 for problem-based learning assessment guidance. PBL could incorporate strategies such as cooperative learning where learners work in small groups to solve a coding or robotics problem or use pair programming where learners work in pairs to solve coding or robotics problems. Abstraction also helps us to realise that we can ignore 3 of the rectangles / only focusing on 3 rectangles – one of each size to solve the problem. Each step in the high-level algorithm was broken down into more specific, detailed steps, giving more detailed instructions. We can now break the problem into four rather easy sub-problems or main steps/ ideas (decomposition, using abstraction). This seems like a good technique. Input from user Code for drawing the geometric figure (processing) Convert the algorithm to code, execute and test, debug if required Output from computer Octagon within a circle Effective problem decomposition is a key skill in programming. CAPS CODING AND ROBOTICS 19 • As the number of sides increases • the size of the interior angles decreases • the form of the shape gets closer to a circle • The sum of the interior angles of a shape equals 360° and • A circle is also 360° • The size of each the interior angle is 360 divided by the number of sides/angles Step 5: Develop a high-level solution or algorithm (abstraction) Draw a geometric shape: Step 1: Get the number of sides. Step 2: Determine the size of the interior angle. Step 3: Determine the length of the sides (number of moves/steps) Step 4: Draw the shape Step 6: Detailed Algorithm (Decomposition) 1. Step 1: Get the number of sides. 1.1. Ask the user to enter the number of sides of the figure to be drawn 2. Step 2: Determine the size of the interior angle 2.1. Divide 360 by the number of sides/angles. 3. Step 3: Determine the length of the sides 3.1. Divide 360 by the number of sides/angle). 4. Step 4: Draw the shape 4.1 Pen instructions for drawing 4.2 Repeat number_of_sides Turn 360/number_of_sides Move 360/number_of_sides Step 7: Write the code Step 8: Execute, Test and Debug the Algorithm. • Did the program work correctly for different number of sides? • If the answer is yes, the problem is solved, else you need to identify the error and fix the algorithm (debug). Generally, problem-based learning • enables learners to develop problem solving strategies as well as subject knowledge and skills. • enables learners to be more engaged in learning. • stimulates critical thinking. • promotes self-directed learning as learners generate problem-solving strategies. • promotes metacognition as learners compare and reflect on solutions. • assesses learning in ways which demonstrate understanding and competency. See Section 4.2 for problem-based learning assessment guidance. PBL could incorporate strategies such as cooperative learning where learners work in small groups to solve a coding or robotics problem or use pair programming where learners work in pairs to solve coding or robotics problems. Abstraction also helps us to realise that we can ignore 3 of the rectangles / only focusing on 3 rectangles – one of each size to solve the problem. Each step in the high-level algorithm was broken down into more specific, detailed steps, giving more detailed instructions. We can now break the problem into four rather easy sub-problems or main steps/ ideas (decomposition, using abstraction). This seems like a good technique. Input from user Code for drawing the geometric figure (processing) Convert the algorithm to code, execute and test, debug if required Output from computer Octagon within a circle Effective problem decomposition is a key skill in programming. 2.7.2 Cooperative Learning Cooperative learning is an active teaching-learning strategy where learners work in small groups, they help each other learn and in doing so, increase their joy and skills in the learning process. Learning activities and roles are structured and overseen by the teacher, and each member of the group oversees the academic performance of the others. To successfully implement cooperative learning, leading authors in the field (David Johnson and Roger Johnson) emphasise the intentional stimulation of five basic elements (Johnson & Johnson, 2021:55-56) namely: • Positive interdependence: Learners should feel like they are linked in such a way that one cannot succeed unless all in the group succeeds. Teachers should thus find ways of stimulating positive interdependence in their group activities – one possibility is giving learners different roles to fulfil; hence the group cannot move forward unless all roles are successfully fulfilled. • Individual accountability: Learners should know that all will be assessed individually as well. “The purpose of cooperative learning groups is to make each member a stronger individual in his or her right”. One way of stimulating individual accountability is by giving learners individual marks for how well they contributed to the group activity – this assessment can occur either via teacher assessment or peer assessment – by doing this, everyone will know that they cannot get a freeride during the group activity as their inputs are also individually assessed. • Promotive interaction: Learners’ successes are increased due to the sharing of resources, support provided, and praise and encouragement given by their group members. Teachers thus need to stimulate promotive interaction which can be done by giving different resources to different learners. Giving learners different roles also stimulate promotive interaction. • Social skills: Stimulating social skills becomes an intentional endeavour of the teacher. Teachers could provide learners with resources on how to effectively form part of a team, how to communicate well and how to resolve conflict, should it arise. • Group processing: Group processing forms part of reflection during and after the group activity. Teachers can stimulate group processing by giving learners a reflection sheet or by asking them open￾ended questions to stimulate reflective conversations. Questions such as: “What worked well during your group activity”? or “Describe the best experiences and worst experiences of the group activity”. Cooperative learning can improve the learner's performance and teaches the value of teamwork, cooperation, communication, self-denial, and initiative taking. 2.7.2.1 Implementing cooperative learning in Senior Phase Coding and Robotics Example of cooperative learning activity for Senior phase learners on the topic of robotics (Grade 7 (C.3)): “A simple set of commands in relation to R.6, are correctly executed physically, on paper or with an educational tool.” Task: Determine where a robot (simulated by one of the learners) will end after executing a set of instructions, including at most nine steps, provided in an algorithm. Divide the class into groups of four. Two learners could take on the roles of instructor and interpreter respectively and the other two learners the roles of robot and debugger. • Instructor: Reads out the steps from the algorithm • Interpreter: Puts steps from algorithm into “layman’s English” /Explain steps in plain English • Robot: Executes the steps from the interpreter • Debugger: Evaluates the movement of the robot to determine whether it executed steps correctly. Tools that can be used to develop the algorithm: pen-and-paper, coding cards (e.g. Tanks) for algorithm and interpretation, then, code algorithm using blocks from block-based coding platform, implement, test and debug in block-based coding environment. 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT Refer to Annexure B for cooperative learning assessment guidance. Pair programming could also be used as a cooperative teaching and learning strategy to solve programming problems. 2.7.3 Pair Programming Pair programming is a pedagogical approach that involves two learners working together on one computer or one piece of paper to complete a shared goal/task. It emanates from the programming industry yet has proven to be successful even at school level. One of the learners fulfils the role of the “driver” while the other learner fulfils the role of the “navigator”. The driver is the learner who may use the computer and handles the keyboard, or draws on the paper and handles the pencil, whereas the navigator is the learner who utilises the resources, and reviews the driver’s work throughout, providing feedback and suggestions to the driver, pointing out errors and asking questions of the teacher. Pair programming is a collaborative effort that involves a lot of communication, discussion, and problem-solving. Although pair programming can be implemented as a collaborative “unstructured” pair activity, it is best to stimulate the five basic elements of cooperative learning as described above, when implementing pair programming in the classroom. It also appears particularly promising in situations where there are not enough computing devices for learners to work individually, as well as for increasing learning and engagement with technology by learners with limited device experience. It is also suggested that learners show higher confidence when programming in pairs. It allows learners to share knowledge and learn from each other, thereby improving the quality of the learning engagement. Implementing pair programming in Senior Phase Coding and Robotics Example of pair programming activity for Senior phase on the topic of Coding (C.1 and C.2): Apply computational thinking skills to develop a set of logical instructions to solve a problem. Learners are divided into pairs. Learners should draw a square using a set of instructions. One learner fulfils the role of “driver” and the other “navigator”. • Driver – The learner acting as the driver will be the one completing the steps in a block-based program and/or unplugged on a piece of paper. • Navigator – The learner acting as the navigator may consult the textbook and/or other resources. They may also ask the teacher for help. Learners need to find a way to draw a rectangle using a set of instructions. This implies having the drawing tool “turn” several degrees and moving forward a certain number of pixels/steps. Learners should be able to first work this out by “directing” each other and then put these instructions over into algorithm. Note: The teacher may swop the learners’ roles as the activity progresses to ensure that both learners have a chance to fulfil each role. You may also ask any one of the learners to present their work to the class. This ensures that both learners feel a need to engage and gives more learners an opportunity to practice communication skills. CAPS CODING AND ROBOTICS 21 Refer to Annexure B for cooperative learning assessment guidance. Pair programming could also be used as a cooperative teaching and learning strategy to solve programming problems. 2.7.3 Pair Programming Pair programming is a pedagogical approach that involves two learners working together on one computer or one piece of paper to complete a shared goal/task. It emanates from the programming industry yet has proven to be successful even at school level. One of the learners fulfils the role of the “driver” while the other learner fulfils the role of the “navigator”. The driver is the learner who may use the computer and handles the keyboard, or draws on the paper and handles the pencil, whereas the navigator is the learner who utilises the resources, and reviews the driver’s work throughout, providing feedback and suggestions to the driver, pointing out errors and asking questions of the teacher. Pair programming is a collaborative effort that involves a lot of communication, discussion, and problem-solving. Although pair programming can be implemented as a collaborative “unstructured” pair activity, it is best to stimulate the five basic elements of cooperative learning as described above, when implementing pair programming in the classroom. It also appears particularly promising in situations where there are not enough computing devices for learners to work individually, as well as for increasing learning and engagement with technology by learners with limited device experience. It is also suggested that learners show higher confidence when programming in pairs. It allows learners to share knowledge and learn from each other, thereby improving the quality of the learning engagement. Implementing pair programming in Senior Phase Coding and Robotics Example of pair programming activity for Senior phase on the topic of Coding (C.1 and C.2): Apply computational thinking skills to develop a set of logical instructions to solve a problem. Learners are divided into pairs. Learners should draw a square using a set of instructions. One learner fulfils the role of “driver” and the other “navigator”. • Driver – The learner acting as the driver will be the one completing the steps in a block-based program and/or unplugged on a piece of paper. • Navigator – The learner acting as the navigator may consult the textbook and/or other resources. They may also ask the teacher for help. Learners need to find a way to draw a rectangle using a set of instructions. This implies having the drawing tool “turn” several degrees and moving forward a certain number of pixels/steps. Learners should be able to first work this out by “directing” each other and then put these instructions over into algorithm. Note: The teacher may swop the learners’ roles as the activity progresses to ensure that both learners have a chance to fulfil each role. You may also ask any one of the learners to present their work to the class. This ensures that both learners feel a need to engage and gives more learners an opportunity to practice communication skills. 2.7.4 Deliberate Practise A subject such as Coding and Robotics not only requires thinking skills, but also requires focused teaching and ample practise. This practise should, however, be purposeful, well thought through with gradual increase in complexity. The curriculum is designed to encourage deliberate practise, as competencies are repeated within and across grades. The concept of deliberate practise is particularly focused on skill acquisition and development and is key in the development of competency and expertise in subjects such as coding. Deliberate practise is a specific type of practise that involves setting specific goals, receiving feedback, and making focused efforts to acquire and improve skills and performance. It is not simply repeating skills over-and￾over again, but rather adjusting to improve competencies as well as gradually adding additional competencies that lead to mastery. It therefore involves purposeful repetition, feedback-driven metacognition, and extension to improve performance (Ericsson, 2008; Deans for Impact, 2016; Ericsson et. al., 2018). In terms of extension, deliberate practice involves extending the amount of time spent practising, adding new features, and increasing the complexity of tasks. The goal is to push beyond one's comfort zone to achieve growth and improvement. 2.7.5 Science of Learning Science of Learning, a multidisciplinary field combines research from cognitive psychology, neuroscience, educational psychology, and other related disciplines to understand how people learn. It also aims to identify the most effective teaching and learning strategies based on empirical evidence that has been shown to improve long-term retention of information and enhance learning outcomes. Learning is an iterative process that requires that one continually revisits what one has learned earlier, update it, and connect it with new knowledge. Learning always builds on a store of prior knowledge and is the residue of thought. New learning requires a considerable amount of practise and meaningful connections to existing knowledge. Learning, therefore, requires learners thinking (Brown et al., 2014; Dereck Bok Center, Harvard University, 2023). Science of learning includes the following learning strategies (Weinstein et al., 2018): • Retrieval practice: Bringing learned information to mind from long-term memory. • Spaced practice: Spreading learning activities out over time/reviewing previously learned information at gradually increasing intervals. • Interleaving: Switching between topics while learning. • Examples: When learning abstract concepts, illustrating them with various examples or experiences. • Dual coding: For example, combining words with visuals. • Elaboration: Classroom discussions that require learners to relate new material to what they already know and to recall previously learned information, including asking why and how questions with learners explaining in their own words. • Interactive activities: Engage actively with learning material using activities that require one to retrieve (recall) previously learned information. 2.8 LINKING CODING AND ROBOTICS WITH OTHER SUBJECTS Coding and Robotics concepts are linked to Language, Mathematics, Natural Sciences, Technology and Life Skills in the Senior Phase. These cross-cutting concepts should therefore be integrated into Coding and Robotics to enhance the learning experience. For example, coding often involves mathematical concepts, such as logic, arithmetic, and geometry whilst Robotics combines coding with principles of physics, engineering, and materials science, highlighting the interdisciplinary nature of digital concepts and skills. Other examples are: 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT Algorithms involve sequencing and summarising in literacy and breaking down complex problems into simpler steps in mathematics. Modularity: Involves breaking down tasks into manageable units in computer science, while in mathematics, it involves breaking down a complex problem into smaller, manageable parts. Control structures in coding determine how a set of instructions are executed within a program, while heuristic thinking in mathematics involves using logical thinking and trial and error to solve problems. Coding and natural language: The process of learning to code is also often likened to language acquisition, as learners progress through six distinct stages of understanding. These stages bear close resemblance to the stages of literacy development. Design: Designing robotics artefacts links to aspects of Creative Arts as part of Life Skills. Digital concepts: Aspects such as the impact of technology and being a digital citizen, links to Life Orientation. By developing these skills in Coding and Robotics, learners can develop habits of mind that will be valuable in all other subjects. 2.9 TIME ALLOCATION In Senior Phase, 2 hour per week (20 hours per term) is allocated for Coding and Robotics. The following table provides the time allocation as a percentage of the total available time per term: dĂďůĞϮͲϯ͗dŝŵĞĂůůŽĐĂƚŝŽŶĨŽƌ^ĞŶŝŽƌ WŚĂƐĞŽĚŝŶŐĂŶĚZŽďŽƚŝĐƐ Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Coding 50 50 50 50 45 45 Robotics 25 25 30 30 35 35 Digital Concepts 25 25 20 20 20 20 Available time should be allocated as indicated by the percentages in the table above. Note: Sections 2.12.1 (coding content) 2.12.2 (robotics content) and 2.12.3 (digital concepts content) are linked and support each other. Various competencies across the three strands can therefore be linked and dealt with in an integrated fashion. Section 3 (unpacking of the content) provides examples and notes and suggests pedagogical approaches. CAPS CODING AND ROBOTICS 23 Algorithms involve sequencing and summari sing in literacy and breaking down complex problems into simpler steps in mathematics. Modularity : Involves breaking down tasks into manageable units in computer science, while in mathematics, it involves breaking down a complex problem into smaller, manageable parts. Control structures in coding determine how a set of instructions are executed within a program, while heuristic thinking in mathematics involves using logical thinking and trial and error to solve problems. Coding and natural language: The process of learning to code is also often likened to language acquisition, as learners progress through six distinct stages of understanding. These stages bear close resemblance to the stages of literacy development . Design: Designing robotics art efacts links to aspects of Creative Arts as part of Life Skills . Digital concepts: Aspects such as the impact of technology and being a digital citizen , links to Life Orientation . By developing these skills in Coding and Robotics, learners can develop habits of mind that will be valuable in all other subjects . 2.9 TIME ALLOCATION In Senior Phase , 2 hour per week ( 20 hours per term) is allocated for Coding and Robotics. The following table provides the time allocation as a percentage of the total available time per term: dĂďůĞ Ϯ Ͳ ϯ͗dŝŵĞĂůůŽĐĂƚŝŽŶĨŽƌ^ĞŶŝŽƌ WŚĂƐĞŽĚŝŶŐĂŶĚZŽďŽƚŝĐƐ Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Coding 50 50 50 50 45 45 Robotics 25 25 30 30 35 35 Digital Concepts 25 25 20 20 20 20 Available time should be allocated as indicated by the percentages in the table above. Note: Sections 2.12.1 (coding content) 2.12.2 (robotics content) and 2.12.3 (digital concepts content) are linked and support each other. Various competencies across the three strands can therefore be linked and dealt with in an integrated fashion. Section 3 (unpacking of the content) provides examples and notes and suggests pedagogical approaches. 2.10 RESOURCES REQUIRED TO OFFER CODING AND ROBOTICS IN SENIOR PHASE &ŝŐƵƌĞϮͲϭϮ͗WƌŽŐƌĂŵŵŝŶŐƌĞƐŽƵƌĐĞƐĨŽƌŽĚŝŶŐĂŶĚZŽďŽƚŝĐƐ ŽĚŝŶŐĐĂƌĚƐŽƌ ^LJŵďŽůƐ ^ŝŵƉůĞĐŚĂƌĂĐƚĞƌ ŝŶƐƚƌƵĐƚŝŽŶƐ ^ŝŵƉůĞǀŝƐƵĂůĐŽĚĞ ƐLJŵďŽůƐĂŶĚ ĐŽŶƐƚƌƵĐƚƐ;dĂŶŐŝďůĞ ŽƌŽŶƉĂƉĞƌͿ WƌŽŐƌĂŵĐŽĚĞ dĂŶŐŝďůĞĐŽĚŝŶŐ ǁŝƚŚŽďũĞĐƚƐĂŶĚ ǀĞƌďĂůŝŶƐƚƌƵĐƚŝŽŶƐ &ŽƵŶĚĂƚŝŽŶWŚĂƐĞ /ŶƚĞƌŵĞĚŝĂƚĞWŚĂƐĞ ^ĞŶŝŽƌWŚĂƐĞ ^ŝŵƉůĞWƐĞƵĚŽĐŽĚĞ ^ĞŶƚĞŶĐĞ ůŐŽƌŝƚŚŵƐ sŝƐƵĂůĐŽĚĞ ƐLJŵďŽůƐĂŶĚ ĐŽŶƐƚƌƵĐƚƐ ;&ůŽǁĐŚĂƌƚƐͿ ŽŐŶŝƚŝǀĞůŽĂĚ;>ĞǀĞůŽĨĂďƐƚƌĂĐƚŝŽŶͿ DŽƌĞĐŽŶĐƌĞƚĞƚŽůĞƐƐĐŽŶĐƌĞƚĞ WŚLJƐŝĐĂůĐŽĚŝŶŐĂŶĚ ƉůĂLJĂĐƚŝǀŝƚŝĞƐ tƌŝƚƚĞŶ ŝŶƐƚƌƵĐƚŝŽŶƐ ZĞŐƌĞƐƐŝŽŶĂŶĚWƌŽŐƌĞƐƐŝŽŶ &dWŚĂƐĞ 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.10.1 Coding Resources Refer to Figure 2.12: In the Senior phase, learners will follow a block-based coding approach. It allows users, especially novices and kids, to create programs using visual elements like blocks and symbols instead of text. In this type of environment, users can drag and drop various blocks representing commands and snap them together like puzzle pieces to create their programs. It helps learners to the learn the foundational concepts and principals of coding without getting overwhelmed by the intricacies of text-based syntax and it minimises errors (such a formatting, punctuation, or spelling mistakes, semantics that could discourage learners) associated with the complex syntax of text-based environments. By abstracting away the textual complexities, it therefore reduces cognitive load and allows learners to focus on the problem and the foundational coding concepts as well as the underlying logic of their programs, rather than spending too much mental effort on getting the code syntax right. It therefore serves as an effective steppingstone for beginners to develop their problem-solving and programming skills before transitioning to more advanced coding languages and environments. Research also suggests that teaching computational thinking with block-based coding, learners (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline (Grover, Pea & Cooper, 2015). Examples include: ^ĐƌĂƚĐŚ ^ŶĂƉ ŵůŽĐŬ Note A program is a sequence of symbols that specifies a computation. A programming language is a set of rules that specify which sequences of symbols constitute a program, and what computation the program describes. A programming language is an abstraction mechanism. It enables a programmer to specify a computation abstractly, and to let a program (usually called an assembler, compiler or interpreter) implement the specification in the detailed form needed for execution on a computer (Ben-Ari, 2006) Where learners struggle, physical coding or coding cards could be used as support and remediation. “Computer programming is a highly cognitive skill, which requires mastery of multiple domains, and is acknowledged as being difficult to learn, making it essential to take into account the cognitive loads (CLs) imposed on learners, as well as their abilities to absorb this knowledge during the teaching and learning process”. Berssanette & de Francisco (2022). CAPS CODING AND ROBOTICS 25 2.10.2 Robotics resources Refer to Figure 2.9 and Table 2-5, Table 2-8 and Table 2-9 for Robotics components Plastic gears, fans, base plates (Lego plates) Rubber bands Fans Pully’s Connectors Pipe cleaners Googley eyes Plastic wheels Screws and nuts Pipe cleaners Simple switches Wire Straws String Cable ties Double sided tape Small pieces of wood blocks (available from arts and craft shops) Plastic bottle caps (for wheels) Servo Motor (E.g., SG90) PIR Motion Sensor (E.g., HC-SR501) Crocodile to Male pin connectors Crocodile to Female pin connectors Crocodile clips (Clips at both ends) Batteries LEDs Connection wire with pins Foil Microcontroller DC Motors DC Water pumps Servos 180 degrees and Continuous 360 degree Battery packs (9V maximum) Breadboard Microcontroller breakout board Different electronic components Sensors (PIR, Moisture, Water Level, IR, Ultrasonic sensors) Motor driver board LEGO/Building Blocks for rapid prototyping 2.10.3 Digital Concepts Resources • Sample technologies and components (e.g., mobile phone, tablet, laptop (with screen, keyboard and mouse), etc.) • Pictures of computing devices, input devices, output devices, networks, etc. 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.11 OVERVIEW OF SENIOR PHASE CODING AND ROBOTICS &ŝŐƵƌĞϮͲϭϯ ŽĚŝŶŐΘZŽďŽƚŝĐƐKǀĞƌǀŝĞǁ'ƌĂĚĞϳͲ ϵ CAPS CODING AND ROBOTICS 27 2.11 OVERVIEW OF SENIOR PHASE CODING AND ROBOTICS &ŝŐƵƌĞϮͲϭϯ ŽĚŝŶŐΘZŽďŽƚŝĐƐKǀĞƌǀŝĞǁ'ƌĂĚĞϳͲ ϵ 2.12 FOCUS OF CONTENT AREAS 2.12.1 Coding dĂďůĞϮͲϰ͗ŽĚŝŶŐĐŽŶƚĞŶƚĨŽĐƵƐ ĂŶĚƉƌŽŐƌĞƐƐŝŽŶ Competency Grade 7 (intermediate level) Grade 8 (competent level) Grade 9 (proficient level) C.1 Apply computational thinking skills to develop a set of logical instructions to solve a problem. Progression in problem-solving mostly lies in gradually increasing the scope and complexity of problems. Using simple to moderate problems: • Develop a set of logical instructions to solve a moderate problem that includes (where appropriate): - sequences of commands - repetition - conditional constructs Refer to Table 2-7 • Trace, evaluate, correct or complete a set of logical instructions (algorithm) (link to C.2, C.3, C.4, C.5, C.6 and C.7) Using moderate to intermediate problems: • Develop a set of logical instructions to solve a problem that includes (where appropriate): - sequences of commands - repetition - conditional constructs Refer to Table 2-7 • Trace, evaluate, correct or complete a set of logical instructions (algorithm) (link to C.2, C.3, C.4, C.5, C.6 and C.7) Using intermediate to little more involved problems: • Develop a set of logical instructions to solve a problem that includes (where appropriate): - sequences of commands - repetition - conditional constructs Refer to Table 2-7 • Trace, evaluate, correct or complete a set of logical instructions (algorithm) (link to C.2, C.3, C.4, C.5, C.6 and C.7)) Computational thinking is infused and used in all aspects of coding/problem solving activities as follows: Use abstraction to simplify complex problems by reducing it to its most essential components. It helps to gain a deeper understanding of their underlying structure and develop more effective solutions. It allows you to focus on the essential aspects while minimizing distractions from irrelevant details. Abstraction is also used to make a visual representation of solution. Use decomposition to help to simplify complex problems by breaking them down into manageable parts, that allows one to address each component individually. It enables a systematic approach to problem-solving and enhances ones understanding of the problem's structure and relationships. Use pattern recognition to leverage existing knowledge and experiences to identify meaningful regularities in data or situations. Recognising patterns, helps to gain insights, make predictions, apply them to new problems, and develop more effective problem-solving strategies. Use algorithmic thinking to develop a series of precise, logical steps or instructions (algorithm) to accomplish a task or solve a problem in an organised and methodical manner. C.2 Present a competent coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Working with a coding solution (set of logical instructions) for simple to moderate problems: • Translate a coding solution (set of instructions/algorithm) into programming code (e.g. block-based coding instructions /Tanks cards, etc.). • Use code (symbols/ blocks/written statements to represent actions and operations to accomplish a particular task/solve a programming problem. • Group instructions/code blocks to represent repetition (or a statement indicating repetition) (Done in relation to C.1, C.4 and C.5) Working with a coding solution (set of logical instructions) for moderate to intermediate problems: • Translate a coding solution (set of instructions/algorithm) into programming code (e.g. block-based coding instructions /Tanks cards, etc.). • Use code (symbols/ blocks/written statements to represent actions and operations to accomplish a particular task/solve a programming problem. • Group instructions/code blocks to represent repetition (or a statement indicating repetition) (Done in relation to C.1, C.4 and C.5) Working with a coding solution (set of logical instructions) for intermediate to little more involved problems: (Done in relation to C.1) • Translate a coding solution (set of instructions/algorithm) into programming code (e.g. block-based coding instructions/Tanks cards, etc.). • Use code (symbols/ blocks/written statements to represent actions and operations to accomplish a particular task/solve a programming problem. • Group instructions/code blocks to represent repetition (or a statement indicating repetition) (Done in relation to C.1, C.4 and C.5) C.3 Interpret and execute a given symbolic or written set of commands Using simple to moderate problems: • Execute a set of commands using unplugged activities (physically, on paper, coding cards) or an educational tool (e.g. block-based coding software). Done in relation to C.1 and C.2 • Determine the output of a given algorithm (set of commands) or of given program code (e.g. trace block￾based commands) to determine the output or explain what the code/program does). Using moderate to intermediate problems: • Execute a set of commands using unplugged activities (physically, on paper, coding cards) or an educational tool (e.g. block-based coding software). Done in relation to C.1 and C.2 • Determine the output of a given algorithm (set of commands) or of given program code (e.g. trace block￾based commands) to determine the output or explain what the code/program does). Using intermediate to little more involved problems: • Execute a set of commands using unplugged activities (physically, on paper, coding cards) or an educational tool (e.g. block-based coding software). Done in relation to C.1, C.2 and C.3 • Determine the output of a given algorithm (set of commands) or of given program code (e.g. trace block￾based commands) to determine the output or explain what the code/program does). C.4 Debug a given • Reinforce reading and understanding a simple to moderate problem. • Reinforce reading and understanding a moderate to intermediate problem. • Reinforce reading and understanding an intermediate to little more involved 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT symbolic or written set of instructions. • Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved. • Complete an incomplete a set of commands provided to solve a given moderate problem. • Inspect/trace a coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged). Done in relation to C.1, C.2, C.3 and C.4 • Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved. • Complete an incomplete a set of commands provided to solve a given moderate problem. • Inspect/trace a coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged). Done in relation to C.1, C.2, C.3 and C.4 problem. • Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved. • Complete an incomplete a set of commands provided to solve a given moderate problem. • Inspect/trace a coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged). Done in relation to C.1, C.2, C.3 and C.4 C.5 Evaluate a given solution towards potential improvement. Using simple to moderate problems: • Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved? • Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7. Using moderate to intermediate problems: • Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved? • Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7 Using intermediate to little more involved problems: • Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved? • Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7 C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. • Identify a pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc) • Interpret, explain and complete/ extend a pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2 • Identify a pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc) • Interpret, explain and complete/ extend a pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2 • Identify a pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc) • Interpret, explain and complete/ extend a pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2 C.7 Create or complete a pattern to represent a data set. • Complete a simple to moderate pattern that is part of a data set or programming solution. • Create a simple to moderate pattern to form part of a data set or a programming solution. • Generalise a basic pattern based on the pattern rule Done in relation to C.6 Link to C.1 and C.2 • Complete a moderate to intermediate pattern that is part of a data set or programming solution. • Create a simple to moderate pattern to form part of a data set or a programming solution. • Generalise a simple pattern based on the pattern rule. • Incorporate the generalised pattern as part of a programming solution. Done in relation to C.6 Link to C.1 and C.2 • Complete an intermediate to little more involved pattern that is part of a data set or programming solution. • Create an intermediate to little more involved pattern to form part of a data set or a programming solution. • Generalise a moderate to intermediate pattern based on the pattern rule. • Incorporate the generalised pattern as part of a programming solution. Done in relation to C.6 Link to C.1 and C.2 Note Linked competencies can be grouped/done together within one lesson/activity where appropriate. CAPS CODING AND ROBOTICS 29 symbolic or written set of instructions. • Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved. • Complete an incomplete a set of commands provided to solve a given moderate problem. • Inspect/trace a coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged). Done in relation to C.1, C.2, C.3 and C.4 • Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved. • Complete an incomplete a set of commands provided to solve a given moderate problem. • Inspect/trace a coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged). Done in relation to C.1, C.2, C.3 and C.4 problem. • Interpret/execute/trace a given set of commands to determine correctness of the solution/if the correct output is achieved. • Complete an incomplete a set of commands provided to solve a given moderate problem. • Inspect/trace a coding solution (set of commands) for an error or errors and correct if necessary. (Unplugged and Plugged). Done in relation to C.1, C.2, C.3 and C.4 C.5 Evaluate a given solution towards potential improvement. Using simple to moderate problems: • Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved? • Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7. Using moderate to intermediate problems: • Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved? • Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7 Using intermediate to little more involved problems: • Reflect and report on a given solution by asking the following questions (critical thinking): - What happened? - Why has it happened? - What can be learnt? - How can the solution be improved? • Inspect a set of commands (algorithm/program) and reflect to improve it or provide a better alternative (e.g. reducing the number of steps/instructions using a loop for repetitive steps/patterns Link to C.6 and C.7 C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. • Identify a pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc) • Interpret, explain and complete/ extend a pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2 • Identify a pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc) • Interpret, explain and complete/ extend a pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2 • Identify a pattern (e.g. a pattern in coding instructions, numbers, symbols, blocks, characters, sequences, etc) • Interpret, explain and complete/ extend a pattern (describe the pattern rule, use the pattern rule to complete/extend the pattern or make predictions) Link to C.1 and C.2 C.7 Create or complete a pattern to represent a data set. • Complete a simple to moderate pattern that is part of a data set or programming solution. • Create a simple to moderate pattern to form part of a data set or a programming solution. • Generalise a basic pattern based on the pattern rule Done in relation to C.6 Link to C.1 and C.2 • Complete a moderate to intermediate pattern that is part of a data set or programming solution. • Create a simple to moderate pattern to form part of a data set or a programming solution. • Generalise a simple pattern based on the pattern rule. • Incorporate the generalised pattern as part of a programming solution. Done in relation to C.6 Link to C.1 and C.2 • Complete an intermediate to little more involved pattern that is part of a data set or programming solution. • Create an intermediate to little more involved pattern to form part of a data set or a programming solution. • Generalise a moderate to intermediate pattern based on the pattern rule. • Incorporate the generalised pattern as part of a programming solution. Done in relation to C.6 Link to C.1 and C.2 Note Linked competencies can be grouped/done together within one lesson/activity where appropriate. 2.12.2 Robotics dĂďůĞϮͲϱ͗ZŽďŽƚŝĐƐĐŽŶƚĞŶƚĨŽĐƵƐ ĂŶĚƉƌŽŐƌĞƐƐŝŽŶ Outcome Grade 7 (intermediate level) Grade 8 (competent) Grade 9 (proficient level) R.1 Explain what a robot is in competent terms. Provide a basic description of a robot in terms of (extend from Grade 6): • definition (what it is) • purpose • the contexts that they operate in. • concepts regarding the relationship between the composition of a robot - basic parts (sensors, controllers, actuators, power source) • evolution of robots / advancements of robots (also link to the concept of AI – elementary reference to automatic decisions) Link to R.2 and R.3 Provide a definition and basic description of a robot that is used in the security and protection industry with reference to: • Various components • Contexts that they operate in • Potential application of AI • Ethical and legal implications. Link to R.2 and R.3 Provide a definition and basic description of a robot (e.g. drone) that is used for rescue or in unsafe and inaccessible places to operate with reference to: • Various components • Contexts that they operate in • Potential application of AI • Ethical and legal implications. Link to R.2 and R.3 R.2 Identify different types of robots. Learners can outline different types of robots in terms of their use and application, i.e. • Simple Task-Oriented Robots • Chatbots (in relation to automation and virtual robots used in the information systems space) Learners can outline different types of robots in terms of their use and application, i.e., • Medical Robots • Agricultural Robots • Virtual Customer Service Agents (in relation to automation and virtual robots used in the information systems space) Learners can outline different types of robots in terms of their use, composition, and application, i.e., • Artificial Intelligence (AI) Robots • Exoskeleton Robots • Industrial Robots (in relation to automation and virtual robots used in the information systems space) • AI-Powered Virtual Assistants • Virtual IT Support Bots R.3 Outline the different components of a robot Provide a moderate reference to the components of a robot or physical computing artefact and their purpose (refer to section 2.16.3)) Link to R.1, R.2 and R.4 – R.7 Provide a moderate to intermediate reference to the components of a robot or physical computing artefact and their purpose (refer to section 2.16.3)) Link to R.1, R.2 and R.4 – R.7 Provide an intermediate reference to the components of a robot or physical computing artefact and their purpose (refer to section 2.16.3)) Link to R.1, R.2 and R.4 – R.7 R.4 Present an understanding of how robots affect the world. • Differentiate between various robots, such as industrial robots, service robots, and educational robots • Describe the positive and negative impacts of robots on human lives. • Discuss the advantages and disadvantages of using robots, including increased productivity, convenience, and potential job displacement. • Design a simple task for a hypothetical robot and present it to the class. Link to R.1 – R3 and R.5 - R.7 • Present a basic understanding and consider the potential ethical dilemmas related to robotic technologies, such as privacy concerns, AI bias, and the responsibility for actions performed by autonomous robots. • Compare and contrast the impact of robots on the economy in different countries. • Present a basic discussion on how different nations are adapting to the robotic revolution, considering economic implications automation. Link to R.1 – R3 and R.5 - R.7 • Explain the possibilities of advanced robots with artificial intelligence, considering their impact on employment, social structures, and human interaction. • Discuss the advantages and disadvantages of utilizing robots in dangerous situations and space exploration. • Outline the concerns and potential issues related to address concerns related to robot-human interactions, employment shifts, and privacy concerns, promoting responsible and ethical implementation in the 4IR+ society. Link to R.1 – R3 and R.5 - R.7 R.5 Design a competent artefact based on a set of design specifications. • Design simple to moderate robot artefacts using the design thinking process. Refer to 2.16.1, 2.16.1 and 2.16.3 for content and progression. Link to R.1 – R.4 and R.6, R.7 • Design moderate to intermediate robot artefacts using the design thinking process/ Refer to 2.16.1, 2/16.1 and 2.16.3 for content and progression Link to R.1 – R.4 and R.6, R.7 • Design intermediate to little more involved robot artefacts using the design thinking process. Refer to 2.16.1, 2/16.1 and 2.16.3 for content and progression Link to R.1 – R.4 and R.6, R.7 Design thinking is infused and used when creating robotic artifacts as follows: Empathise: Ask questions to find out what the problem is and to identify challenges related to the problem as well as to identify ways to solve the challenges Define: Specify the detail of the problem Ideate: Imagine and brainstorm different ideas for solving the problem and choose the best idea Prototype (Plan and design): Draw a competent picture (abstraction) and write down the material you will need. Then write down step-by-step instructions (algorithm) for implementing the idea. Test (Create/implement, test, reflect and improve): Follow the design (picture) and plan (algorithm) and build the artefact. Then test it to see if it works and correct/improve where necessary. The progression mostly lies in the gradual increase in scope and complexity of artefacts. 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT R.6 Mimic the operations of a robot Use a simulated block-based environment with a microcontroller to mimic the operations of a robot: • Align coding concepts to be used with the coding concepts covered and mastered in the coding section. • Includes role play (acting out), and tangible activities. • Includes the use of appropriate paper￾based exercises. Link to R.3, R.5 and R.7 In addition, schools can also opt to use tangible tools and educational robots (OPTIONAL) for reinforcement. Use a simulated block-based environment with a microcontroller or to mimic the operations of a robot: • Align coding concepts to be used with the coding concepts covered and mastered in the coding section. • Includes role play (acting out), and tangible activities. • Includes the use of appropriate paper￾based exercises. Link to R.3, R.5 and R.7 In addition, schools can also opt to use tangible tools and educational robots (OPTIONAL) for reinforcement. Use a simulated block-based environment with a microcontroller to mimic the operations of a robot: • Align coding concepts to be used with the coding concepts covered and mastered in the coding section. • Includes role play (acting out), and tangible activities. • Includes the use of appropriate paper￾based exercises. Link to R.3, R.5 and R.7 In addition, schools can also opt to use tangible tools and educational robots (OPTIONAL) for reinforcement. The scope and complexity are gradually increased in relation to the coding features, operations and structures (code blocks/coding constructs – coding knowledge and skills) as well as the physical features and components introduced per term per year as well as in terms of the complexity of the problem. Refer to Section 2.16.1, 2.16.1.2 and 2.16.3 for content/skill per grade and for progression R.7 Create, test, and execute a set of robotic instructions. Using simple to moderate problems: • Develop solutions to solve specific problems • Translate solution instructions (algorithms) into code (using virtual robots with instructions in a tangible or non-tangible coding environment (software) or using physical educational robotic tools or both). • Implement, test, modify and/or improve solutions. (Link to C.1 to C.5 as well as R.5 to R.6) Using moderate to intermediate problems: • Develop solutions to solve a specific problem. • Translate solution instructions (algorithms) into code (using virtual robots with instructions in a tangible or non-tangible coding environment (software) or using physical educational robotic tools or both). • Implement, test, modify and/or improve solutions. (Link to C.1 to C.5 as well as R.5 to R.6) Using intermediate to little more involved problems: • Develop solutions to solve a specific problem. • Translate solution instructions (algorithms) into code (using virtual robots with instructions in a tangible or non-tangible coding environment (software) or using physical educational robotic tools or both). • Implement, test, modify and/or improve solutions. (Link to C.1 to C.5 as well as R.5 to R.6) The scope and complexity are gradually increased in relation to the coding features, operations and structures (code blocks/coding constructs) as well as physical features and components introduced per term per year as well as in terms of the complexity of the problem. Refer to Section 2.16 for content/skill per grade and for progression Note Processes such as computational thinking and design thinking, is like riding a bicycle/driving a car. With repeated practise and experience, they become intrinsic. It means that the thinking process or skills required to perform the activity become so well-practiced and internalised that they become automatic and almost second nature. As with driving a car repeatedly, you gain experience, become able to recognise patterns on the road, formulating driving “algorithms” (decomposing driving tasks, breaking distance calculations, etc.). With enough practise, decision-making when driving becomes automated (e.g. using your turn indicators). Over time you become more skilled at abstracting relevant information when driving, and as you encounter different driving scenarios, you learn from your mistakes and “debug” your driving skills. Also, with experience, you become skilled at processing multiple factors simultaneously (e.g., consider traffic signals, the behaviour of other drivers, while maintaining your focus on the road ahead). Eventually, you go into unconscious competence mode – performing these actions almost involuntarily. These thinking processes therefore become intrinsic, and the problem-solving approaches and mental processes involved become an integral part of your behaviour. At first though, they must be consciously learned and repeatedly practised. Note Linked competencies can be grouped/done together within one lesson/activity where appropriate. CAPS CODING AND ROBOTICS 31 R.6 Mimic the operations of a robot Use a simulated block-based environment with a microcontroller to mimic the operations of a robot: • Align coding concepts to be used with the coding concepts covered and mastered in the coding section. • Includes role play (acting out), and tangible activities. • Includes the use of appropriate paper￾based exercises. Link to R.3, R.5 and R.7 In addition, schools can also opt to use tangible tools and educational robots (OPTIONAL) for reinforcement. Use a simulated block-based environment with a microcontroller or to mimic the operations of a robot: • Align coding concepts to be used with the coding concepts covered and mastered in the coding section. • Includes role play (acting out), and tangible activities. • Includes the use of appropriate paper￾based exercises. Link to R.3, R.5 and R.7 In addition, schools can also opt to use tangible tools and educational robots (OPTIONAL) for reinforcement. Use a simulated block-based environment with a microcontroller to mimic the operations of a robot: • Align coding concepts to be used with the coding concepts covered and mastered in the coding section. • Includes role play (acting out), and tangible activities. • Includes the use of appropriate paper￾based exercises. Link to R.3, R.5 and R.7 In addition, schools can also opt to use tangible tools and educational robots (OPTIONAL) for reinforcement. The scope and complexity are gradually increased in relation to the coding features, operations and structures (code blocks/coding constructs – coding knowledge and skills) as well as the physical features and components introduced per term per year as well as in terms of the complexity of the problem. Refer to Section 2.16.1, 2.16.1.2 and 2.16.3 for content/skill per grade and for progression R.7 Create, test, and execute a set of robotic instructions. Using simple to moderate problems: • Develop solutions to solve specific problems • Translate solution instructions (algorithms) into code (using virtual robots with instructions in a tangible or non-tangible coding environment (software) or using physical educational robotic tools or both). • Implement, test, modify and/or improve solutions. (Link to C.1 to C.5 as well as R.5 to R.6) Using moderate to intermediate problems: • Develop solutions to solve a specific problem. • Translate solution instructions (algorithms) into code (using virtual robots with instructions in a tangible or non-tangible coding environment (software) or using physical educational robotic tools or both). • Implement, test, modify and/or improve solutions. (Link to C.1 to C.5 as well as R.5 to R.6) Using intermediate to little more involved problems: • Develop solutions to solve a specific problem. • Translate solution instructions (algorithms) into code (using virtual robots with instructions in a tangible or non-tangible coding environment (software) or using physical educational robotic tools or both). • Implement, test, modify and/or improve solutions. (Link to C.1 to C.5 as well as R.5 to R.6) The scope and complexity are gradually increased in relation to the coding features, operations and structures (code blocks/coding constructs) as well as physical features and components introduced per term per year as well as in terms of the complexity of the problem. Refer to Section 2.16 for content/skill per grade and for progression Note Processes such as computational thinking and design thinking, is like riding a bicycle/driving a car. With repeated practise and experience, they become intrinsic. It means that the thinking process or skills required to perform the activity become so well-practiced and internalised that they become automatic and almost second nature. As with driving a car repeatedly, you gain experience, become able to recognise patterns on the road, formulating driving “algorithms” (decomposing driving tasks, breaking distance calculations, etc.). With enough practise, decision-making when driving becomes automated (e.g. using your turn indicators). Over time you become more skilled at abstracting relevant information when driving, and as you encounter different driving scenarios, you learn from your mistakes and “debug” your driving skills. Also, with experience, you become skilled at processing multiple factors simultaneously (e.g., consider traffic signals, the behaviour of other drivers, while maintaining your focus on the road ahead). Eventually, you go into unconscious competence mode – performing these actions almost involuntarily. These thinking processes therefore become intrinsic, and the problem-solving approaches and mental processes involved become an integral part of your behaviour. At first though, they must be consciously learned and repeatedly practised. Note Linked competencies can be grouped/done together within one lesson/activity where appropriate. 2.12.3 Digital Concepts dĂďůĞϮͲϲ͗ŝŐŝƚĂůŽŶĐĞƉƚƐĐŽŶƚĞŶƚĨŽĐƵƐ ĂŶĚƉƌŽŐƌĞƐƐŝŽŶ Competency Grade 7 Grade 8 Grade 6 D.1 Outline the concept of technology and purpose of information technology (IT). • Explain what technology and information technology is. • Distinguish between technology and information technology. • Relate the concept information technology to that of a tool such as the use of computers and software or other computing devices and tools such as smart watches, etc. to process large amounts of data rapidly, to provide information that enables informed decisions. • Know the role of IT and IT professionals (programmers) as well as the role mathematics, statistics and simulations play to analyse data and information, make predictions, and guide decisions. • Identify the use of information technology in a specific real-world scenario and explain the purpose. • Identify examples of information technology and relate their use and purpose to everyday life. Link to D.3, D.4 and D.5 • Explain what a computer/computing device in the context of information technology is. • Relate the concept of technology and information technology to that of a tool such as the use of computers and software (applications and concept of operating system) to manage and process data into information to enable informed decisions. • Understand Know the role of IT and IT professionals (programmers) as well as the role mathematics, statistics and simulations play to analyse data and information, make predictions, and guide decisions. • List examples of computers and computing devices and relate their use and purpose to everyday life. • Understand the purpose of information technology and its role in general. • Identify the information technology used in a specific real-world scenario (e.g. entertainment, shopping) and explain the purpose. Link to D.3, D.4 and D.5 • Explain what a computer/computing device in the context of information technology is. • Relate the concept of computers and microcontrollers to that of an ICT tool. • Describe examples of computers and microcontrollers and relate their use and purpose to everyday life. • Describe networks as a key component of technology, representing interconnected systems that facilitate the transmission of data and communication between devices or users. • Relate technology and IT to the Internet of Things (IoT) that uses technologies, IT and networks to collect and exchange data over the internet or other communication networks. • Compare and evaluate the role of information technology in two different contexts (e.g. education, shopping, and entertainment) and discuss advantages and disadvantages. Link to D.3, D.4 and D.5 and Rs D.2 Recognise that he or she is living as citizens in a digital world. • Provide an explanation of the digital world and a digital citizen • Explain and demonstrate the responsible use technology and computers in the classroom. • Recognise the dangers of the online environment (online predators, addiction, and distraction). • Provide an understanding of - Evaluating information (false/fake news), sources. - Cyberbullying and how to deal with it. - Reason for using passwords/ pins (security). - The concept and dangers of sharing information like personal information, usernames, and passwords. - A digital footprint - Social responsibility Link to D.6 • Provide an explanation of the digital world and a digital citizen • Understand how to use technology and computers in the classroom responsibly and when to report unsuitable use, unauthorised access of content and/or contact. • Understand the dangers of the online environment (online predators, addiction, false information) • Understand the impact in terms off - Cyberbullying and how to deal with it. - Reason for using passwords/ pins (security). - The concept and dangers of sharing information like personal information, usernames, and passwords/pins. - A digital footprint Link to D.6 • Explain what the digital world and a digital citizen is. • Explain how to use technology and computers in the classroom responsibly and when to report unsuitable use, unauthorised access of content and/or contact. • Explain ethical issues and dangers associated with the use of information technology, including privacy, security, copyright, false information and inappropriate content. • Provide guidelines on how to manage: - Cybersecurity, including phishing and ransomware - Cyberbullying - Passwords/pins (security). - Sharing of personal information. - Digital footprints Link to D.6 D.3 Demonstrate an understanding of the concept of a computing device. • Know what a computing device in general is. • Know the parts and function of a computing device, including concepts of input, processing, output, storage and software. • Provide examples of computing devices and their main purpose • Understand the concepts of hardware and software (“apps”). • Distinguish between computers and robots. (When is a robot a computer? When is a computer a robot?) • Provide a definition and function of a modem and router as network devices • Know the definition and function of a microprocessor and microcontroller. • Distinguish between a microprocessor and a microcontroller in terms of purpose, input/output, memory, examples and common applications. • Describe examples of common computing devices used in a network (including modem and router) and describe what they are used for/their main purpose. (Link to D.1 and D.2) • Explain what a computing device, in general, is. • Describe the microcontroller as a computing device and it use as a component in the IoT. • Explain the purpose and role of hardware (as input, processing, storage, and output) and software as a list of instructions (apps and operating system) that the computer can follow. • Describe common computing devices such as a computer and a microcontroller and describe their input, output, processing and storage devices. 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT • Describe the purpose and role of basic network devices (modem, router, firewall, IoT gateway) • Identify the instructions/software (‘apps’) one can use on the devices and the function/purpose of those (e.g., block-based coding app to write computer programs). D.4 Identify the common uses of ICT in the real world. • Define ICT (inclusion of the concept of ‘communication’ in ‘IT’ that allows people to interact in the digital world). • Identify everyday uses of ICTs, e.g., the Internet and the World Wide Web (WWW) • Understand what the Internet is • Understand what the World Wide Web (WWW) is • Distinguish between the Internet and the WWW • Understand what is required to establish a basic connection to the internet (modem, examples of different connectivity methods in a real-world scenario (Wi-Fi, cellular, cabled)) • Know that data is processed to provide information that informs decisions (Link to D.1, D.2, D.3 and D.4) • Describe ICT (inclusion of ‘communication’ in ‘IT’ that allows people to interact in the digital world). • Describe everyday uses of ICTs, in terms of a basic home network connected to the Internet and devices/technology required (modem, router, firewall, ISP) and examples of different connectivity methods (Bluetooth, Wi-Fi, cellular, cabled). • Understand what a network is, the purpose of a network and list basic advantages of a network • List different uses of ICTs e.g. school network / entertainment / shopping) (Link to D.1, D.2, D.3 and D.4) • Explain ICT as an umbrella term that includes communication devices and systems. • Explain everyday uses of ICTs in terms of a basic home network connected to the Internet; (basic devices/technology required (modem and router, firewall, ISP) and connectivity methods (Bluetooth, Wi-Fi, cellular, cabled). • Describe the Internet of Things (IoT) as a network of interconnected physical devices or "things" that are embedded with sensors, software, and other technologies to collect and exchange data over the internet or other communication networks. (Link to D.1, D.2, D.3 and D.4) D.5 Differentiate between the components of an ICT system. • Know what an ICT system is (includes hardware (including computing devices such as modem router), software, data, communication (connectivity such as Wi-Fi, cellular, cabled), networks and people, (e.g. users)). • Provide an example of a basic ICT system. (Link to D.1, D.2, D.3 and D.4) • Describe an ICT system (basic home/school network and components) in terms of hardware (various computing devices), software and data, communication (modem, router) connectivity such as Wi-Fi, cellular, cabled) – including security (firewall), ISP, cloud storage service). • Provide common examples of ICT systems with basic descriptions (education, agriculture, media and entertainment) (Link to D.1, D.2, D.3 and D.4) • Explain an ICT system (includes hardware & software (computing devices with software such as computers, modem, router, firewall), data, communication (network and Internet), connectivity (Wi-Fi, Bluetooth, cellular, cabled) and people) (modem, router, firewall), peripherals, e.g. printer, ISP) • Identify the key components of an IoT system including microcontroller sensors, actuators, physical objects. • Cloud service (storage, software) (Link to D.1, D.2, D.3 and D.4) D.6 Explain how the adaptation of technology impacted the world we work and live in. • Understand how technology impacts how we manage data and information and interact with others. • Understand what cloud storage is and that it is a service that allows one to store one’s files online, • Relate the concept of cloud storage to a network (internet) (Link to D.2, D3, D.4 and D.5). • Understand the impact of networks, their role in communication, society. • Understand what cybercrime is and what it includes - Steal or alter data - Steal personal data/information such as passwords - Gain unlawful use of computers or services or access to networks - Create and distribute malware • Describe how cybercrime impact on the world we live in • Understand and describe how technology impacts the following: - Communication - Transportation - Education - Information and information sources (False information/Fake news) • Evaluate information and information sources • Describe the role of the WWW and networks in facilitating communication, collaboration, and information sharing (Link to D.2, D3, D.4 and D.5). • Understand and explain of how technology impacts the following: - Interaction with others (global connectivity) - Communication and collaboration - Access to information (including False information/Fake news) - Entertainment and media (movie/audio streams, music instruments, games) - Education and e-Learning - Smart technologies - Healthcare - Agriculture - Transportation - Cybersecurity challenges - Privacy concerns • Understand how the IoT impacts our lives and provide examples • Evaluate information and information sources (including fact checking – link to fake news)) (Link to D.2, D3, D.4 and D.5). CAPS CODING AND ROBOTICS 33 • Describe the purpose and role of basic network devices (modem, router, firewall, IoT gateway) • Identify the instructions/software (‘apps’) one can use on the devices and the function/purpose of those (e.g., block-based coding app to write computer programs). D.4 Identify the common uses of ICT in the real world. • Define ICT (inclusion of the concept of ‘communication’ in ‘IT’ that allows people to interact in the digital world). • Identify everyday uses of ICTs, e.g., the Internet and the World Wide Web (WWW) • Understand what the Internet is • Understand what the World Wide Web (WWW) is • Distinguish between the Internet and the WWW • Understand what is required to establish a basic connection to the internet (modem, examples of different connectivity methods in a real-world scenario (Wi-Fi, cellular, cabled)) • Know that data is processed to provide information that informs decisions (Link to D.1, D.2, D.3 and D.4) • Describe ICT (inclusion of ‘communication’ in ‘IT’ that allows people to interact in the digital world). • Describe everyday uses of ICTs, in terms of a basic home network connected to the Internet and devices/technology required (modem, router, firewall, ISP) and examples of different connectivity methods (Bluetooth, Wi-Fi, cellular, cabled). • Understand what a network is, the purpose of a network and list basic advantages of a network • List different uses of ICTs e.g. school network / entertainment / shopping) (Link to D.1, D.2, D.3 and D.4) • Explain ICT as an umbrella term that includes communication devices and systems. • Explain everyday uses of ICTs in terms of a basic home network connected to the Internet; (basic devices/technology required (modem and router, firewall, ISP) and connectivity methods (Bluetooth, Wi-Fi, cellular, cabled). • Describe the Internet of Things (IoT) as a network of interconnected physical devices or "things" that are embedded with sensors, software, and other technologies to collect and exchange data over the internet or other communication networks. (Link to D.1, D.2, D.3 and D.4) D.5 Differentiate between the components of an ICT system. • Know what an ICT system is (includes hardware (including computing devices such as modem router), software, data, communication (connectivity such as Wi-Fi, cellular, cabled), networks and people, (e.g. users)). • Provide an example of a basic ICT system. (Link to D.1, D.2, D.3 and D.4) • Describe an ICT system (basic home/school network and components) in terms of hardware (various computing devices), software and data, communication (modem, router) connectivity such as Wi-Fi, cellular, cabled) – including security (firewall), ISP, cloud storage service). • Provide common examples of ICT systems with basic descriptions (education, agriculture, media and entertainment) (Link to D.1, D.2, D.3 and D.4) • Explain an ICT system (includes hardware & software (computing devices with software such as computers, modem, router, firewall), data, communication (network and Internet), connectivity (Wi-Fi, Bluetooth, cellular, cabled) and people) (modem, router, firewall), peripherals, e.g. printer, ISP) • Identify the key components of an IoT system including microcontroller sensors, actuators, physical objects. • Cloud service (storage, software) (Link to D.1, D.2, D.3 and D.4) D.6 Explain how the adaptation of technology impacted the world we work and live in. • Understand how technology impacts how we manage data and information and interact with others. • Understand what cloud storage is and that it is a service that allows one to store one’s files online, • Relate the concept of cloud storage to a network (internet) (Link to D.2, D3, D.4 and D.5). • Understand the impact of networks, their role in communication, society. • Understand what cybercrime is and what it includes - Steal or alter data - Steal personal data/information such as passwords - Gain unlawful use of computers or services or access to networks - Create and distribute malware • Describe how cybercrime impact on the world we live in • Understand and describe how technology impacts the following: - Communication - Transportation - Education - Information and information sources (False information/Fake news) • Evaluate information and information sources • Describe the role of the WWW and networks in facilitating communication, collaboration, and information sharing (Link to D.2, D3, D.4 and D.5). • Understand and explain of how technology impacts the following: - Interaction with others (global connectivity) - Communication and collaboration - Access to information (including False information/Fake news) - Entertainment and media (movie/audio streams, music instruments, games) - Education and e-Learning - Smart technologies - Healthcare - Agriculture - Transportation - Cybersecurity challenges - Privacy concerns • Understand how the IoT impacts our lives and provide examples • Evaluate information and information sources (including fact checking – link to fake news)) (Link to D.2, D3, D.4 and D.5). D.7 Present a basic understanding of the concept of input processing and output. • Understand that input results in a form of output through processing – also link to IPO table in coding. • Understand that different forms of input result in different actions/outputs. (e.g., use of sensors and actuators or user input and related output) • Distinguish between input through instructions that are executed and results in action and output as a form of communication from the device. • Relate the concept of input, processing and output to a network. • Understand the concept of cloud storage. (Link to D.3, D.4, D.10, C.2, R.6, R.7) • Describe the concept of input that results in a form of output because of processing using examples. • Describe different forms of input and output because of processing • Identify output as a form of communication from the device. • Describe the information processing cycle regarding a given real-life scenario (input, processing, output, storage, communication) • Describe the concept of cloud storage. • Describe the concept of GIGO (that the incorrect input will result in incorrect output). (Link to D.3, D.4, D.10, C.2, R.6, R.7) • Explain how different forms of input result in different forms of output because of processing. • Explain input, processing and output with regards to microcontrollers. • Explain the interaction/relationship between input, processing, and output (e.g. when coding and using a microcontroller with sensors and actuators). • Differentiate between local and cloud storage. • Understand that incorrect input results in incorrect output (GIGO) (Link to D.3, D.4, D.10, C.2, R.6, R.7) D.8 Interpret a pattern to represent or communicate a message or image. • Interpret a simple pattern (e.g., representations such as morse code, binary code, a simple cipher to communicate (encode) a message. • Interpret an image (e.g. a ‘road sign’ or symbolic representations such as smileys) • Decrypt a message. (Link to D.9 and C.1, C.2) • Interpret a simple pattern (e.g., representations such as morse code, binary code, a simple cipher) to communicate (encode) a message. • Interpret an image (e.g. a ‘road sign’ or symbolic representations such as smileys) • Decrypt a message. (Link to D.9 and C.1, C.2) • Interpret a simple pattern (e.g., representations such as morse code, binary code, a simple cipher) to communicate (encode) a message. • Interpret an image (e.g. a ‘road sign’ or symbolic representations such as smileys) • Decrypt at messages. (Link to D.9 and C.1, C.2) D.9 Create a pattern to represent or communicate a message or image. • Create a pattern to communicate a message (e.g., use a simple cipher to encrypt/decrypt and communicate a message) or design an image (e.g., text or LEDs to communicate a message). • Use binary code to communicate a message. • Simulate/display a message/ game (e.g., scrolling ’billboard message’ or rock, paper, scissors game) on a microcontroller (LEDs on grid). (Link to D.8, C.1, C.2 R.5, R.6, R.7) • Create a pattern to communicate a message (e.g., use a simple cipher to encrypt/decrypt and communicate a message) or design an image (e.g., text or LEDs to communicate a message). • Use binary code to communicate message. • Simulate/display the message (e.g., symbols such as a smiley or heart) on a microcontroller (LEDs on grid). (Link to D.8, C.1, C.2 R.5, R.6, R.7) • Create a pattern to communicate a message (e.g., use a simple cipher to create (encrypt) and communicate a message or design an image (e.g., text or LEDs to communicate a message) • Convert ASCII code to binary to communicate a message. • Simulate/display a message/ game (e.g., scrolling ’billboard message’ or rock, paper, scissors game) on a microcontroller (LEDs on grid). (Link to D.8, C.1, C.2 R.5, R.6, R.7) D.10 Demonstrate a basic proficiency in the application of digital skills. • Use a block-based application. • Explain and demonstrate file and folder management using an appropriate folder hierarchy, file naming conventions and extensions. • Explain the purpose of a file name and extension. • Save and Open filles from within an application as well as following a file path. • Fluent use of different input and output devices to perform tasks and functions. • Design a sprite and a backdrop to import and use in a block-based application, using an application such as Paint (link to D.9). • Design a customised ‘GUI’ and sprites for a block-based application. (Link to C.2 – C.5 and R.5 – R.7) • Use a block-based application. • Explain and demonstrate file and folder management using an appropriate folder hierarchy, file naming conventions and extensions. • Explain the purpose of a file name and extension. • Save and Open filles from within an application as well as following a file path. • Fluent use of different input and output devices to perform tasks and functions. • Find suitable images saved on the computer to customise and import as a sprite or a backdrop for use in a block-based application (link to D.9). • Introduction to, and elementary use of a presentation application such as PowerPoint. (Link to C.2 – C.5 and R.5 – R.7) • Explain and demonstrate the concept of working in and navigating an application (app) (Link to C.2) • Explain and competently demonstrate file and older management using an appropriate folder hierarchy, file naming conventions and extensions. • Explain the purpose of a file extension. • Save and Open filles from within an application as well as following a file path. • Fluent use of different input and output devices to perform tasks and functions. • Find suitable images on the internet to import and customise as a sprite or a backdrop to import and use in a block-based application. (link to D.9). • Basic use of a presentation application such as PowerPoint. (Link to C.2 – C.5 and R.5 – R.7) Note Linked competencies can be grouped/done together within one lesson/activity where appropriate. 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.13 ENVISAGED LEARNER The Coding and Robotics learner shows an interest in technology and its application in the world. The learner can think logically and critically and is able to solve problems. Furthermore, the learner is creative and innovative as well as disciplined, focused, and persistent. The learner can also work well with others to achieve a common goal. 2.14 ARTICULATION &ŝŐƵƌĞ ϮͲϭϰ ƌƚŝĐƵůĂƚŝŽŶ 2.15 CAREER OPPORTUNITIES Today, digital technologies are integrated in all aspects of our lives. Digital competencies such as Coding and Robotics skills make one more employable and effective in any job and support further studies. The growing ubiquity of digital technologies and the developments around the Internet of Things (IoT), automation and artificial intelligence (AI) have seen the inclusion of skills such a computational thinking, design thinking, software development (coding) and robotics in every sector of employment and entrepreneurship. Therefore, Coding and Robotics aims to equip learners with knowledge and skills that will allow them to thrive in any career and specifically in careers such as software development, robotics engineering, artificial intelligence, etc. 2.16 PROGRESSION AND EXIT SKILLS PER GRADE OF FOCUS AREAS 2.16.1 Coding The following table provides the coding competencies that learners must demonstrate by the end of each Grade from Intermediate to Senior Phase: dĂďůĞϮͲϳ ^ĞŶŝŽƌ ƉŚĂƐĞĐŽĚŝŶŐĐŽŶĐĞƉƚƐ͕ĐŽŶƚĞŶƚĂŶĚƐŬŝůůƐďƌĞĂŬĚŽǁŶĂŶĚƉƌŽŐƌĞƐƐŝŽŶ ƉĞƌŐƌĂĚĞ Scratch for Intermediate and Senior phase (content breakdown and concept progression) Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 KŶůLJϬ͕ϬĨŽƌŵŝĚĚůĞ ĂŶĚƚŽ ĨŝdžĞĚŐŝǀĞŶƐƚĂƌƚŝŶŐ ĐŽŽƌĚŝŶĂƚĞƐ͘ CAPS CODING AND ROBOTICS 35 2.13 ENVISAGED LEARNER The Coding and Robotics learner shows an interest in technology and its application in the world. The learner can think logically and critically and is able to solve problems. Furthermore, the learner is creative and innovative as well as disciplined, focused, and persistent. The learner can also work well with others to achieve a common goal. 2.14 ARTICULATION &ŝŐƵƌĞ Ϯ Ͳϭϰ ƌƚŝĐƵůĂƚŝŽŶ 2.15 CAREER OPPORTUNITIES Today, digital technologies are integrated in all aspects of our lives. Digital competencies such as Coding and Robotic s skills make one more employable and effective in any job and support further studies. The growing ubiquity of digital technologies and the developments around the Internet of Things (IoT), automation and artificial intelligence (AI) have seen the inclusion of skills such a computational thinking, design thinking, software development (coding) and robotics in every sector of employment and entrepreneurship. Therefore, Coding and Robotics aims to equip learners with knowledge and skills that will allow them to thrive in any career and specifically in careers such as software development, robotics engineering, artificial intelligence, etc. 2.16 PROGRESSION AND EXIT SKILLS PER GRADE OF FOCUS AREAS 2.16.1 Coding The following table provides the coding competencies that learners must demonstrate by the end of each Grade from Intermediate to Senior Phase: dĂďůĞϮͲϳ ^ĞŶŝŽƌ ƉŚĂƐĞĐŽĚŝŶŐĐŽŶĐĞƉƚƐ͕ĐŽŶƚĞŶƚĂŶĚƐŬŝůůƐďƌĞĂŬĚŽǁŶĂŶĚƉƌŽŐƌĞƐƐŝŽŶ ƉĞƌŐƌĂĚĞ Scratch for Intermediate and Senior phase (content breakdown and concept progression) Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 KŶůLJϬ͕ϬĨŽƌŵŝĚĚůĞ ĂŶĚƚŽ ĨŝdžĞĚŐŝǀĞŶƐƚĂƌƚŝŶŐ ĐŽŽƌĚŝŶĂƚĞƐ͘ 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT If condition + Relational operators with answer block, e.g., ^ŝŶŐůĞĐŽŵŵĂŶĚ͘ &ƌŽŵƚĞƌŵϯŽŶǁĂƌĚƐĂ ŵĂdžŝŵƵŵŽĨƚǁŽƌĞůĂƚĞĚ ĐŽŵŵĂŶĚƐĐĂŶďĞ ŐƌŽƵƉĞĚ͘͘Ő͕͘;DŽǀĞĂŶĚ WŽŝŶƚŝŶĚŝƌĞĐƚŝŽŶ͕DŽǀĞ ĂŶĚƐƚĂŵƉ͕DŽǀĞĂŶĚ ǁĂŝƚͿĞƚĐ͘ /ĨǁŝƚŚĂŶƐǁĞƌ Žƌ;ŬĞLJ ƉƌĞƐƐĞĚ͕Ğ͘Ő͕͘ƐƉĂĐĞͿ /ĨƚŽƵĐŚŝŶŐĐŽůŽƵƌƚŽ ĐŽŶƚŝŶƵĞ'ƌĂĚĞϯ ŬŶŽǁůĞĚŐĞ tŝƚŚĂŶƐǁĞƌĂƐĂůĞĨƚ ƌŽĂĚĐĂƐƚŽĨĂƐŝŶŐůĞ ƐŝĚĞǀĂůƵĞ ŵĞƐƐĂŐĞ &ŝdžĞĚĐŽƵŶƚĞƌůŽŽƉǁŝƚŚĂ ƐŝŶŐůĞIf…then…else ĂůůŽǁĞĚ CAPS CODING AND ROBOTICS 37 If condition + Relational operators with answer block, e.g., ^ŝŶŐůĞĐŽŵŵĂŶĚ͘ &ƌŽŵƚĞƌŵϯŽŶǁĂƌĚƐĂ ŵĂdžŝŵƵŵŽĨƚǁŽƌĞůĂƚĞĚ ĐŽŵŵĂŶĚƐĐĂŶďĞ ŐƌŽƵƉĞĚ͘͘Ő͕͘;DŽǀĞĂŶĚ WŽŝŶƚŝŶĚŝƌĞĐƚŝŽŶ͕DŽǀĞ ĂŶĚƐƚĂŵƉ͕DŽǀĞĂŶĚ ǁĂŝƚͿĞƚĐ͘ /ĨǁŝƚŚĂŶƐǁĞƌ Žƌ;ŬĞLJ ƉƌĞƐƐĞĚ͕Ğ͘Ő͕͘ƐƉĂĐĞͿ /ĨƚŽƵĐŚŝŶŐĐŽůŽƵƌƚŽ ĐŽŶƚŝŶƵĞ'ƌĂĚĞϯ ŬŶŽǁůĞĚŐĞ tŝƚŚĂŶƐǁĞƌĂƐĂůĞĨƚ ƌŽĂĚĐĂƐƚŽĨĂƐŝŶŐůĞ ƐŝĚĞǀĂůƵĞ ŵĞƐƐĂŐĞ &ŝdžĞĚĐŽƵŶƚĞƌůŽŽƉǁŝƚŚĂ ƐŝŶŐůĞIf…then…else ĂůůŽǁĞĚ 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT ^ƚĂĐŬŝŶŐŽĨďůŽĐŬƐ ;ďĂƐŝĐĐŽŶĐĞƉƚ ŵĂƐƚĞƌĞĚŝŶ'ƌĂĚĞϱͿ Ͳ dŽŶĞƐƚĐŽŵŵĂŶĚƐ͘ ^ŝŶŐůĞŝĨǁŝƚŚĂŶƐǁĞƌ ďůŽĐŬĂƐĞdžƚĞŶĚĞĚ ŽƉƉŽƌƚƵŶŝƚLJĨŽƌ ŚŝŐŚĨůLJĞƌƐ;KƉƚŝŽŶĂůͿ͘ If with answer &ŝdžĞĚǀĂůƵĞƐĞ͘Ő͕͘ϱнϲ WƌŽŐƌĂŵƐƐŚŽƵůĚŶŽƚ ƌĞƋƵŝƌĞŵŽƌĞƚŚĂŶƚǁŽ ŶĞƐƚĞĚƐƚƌƵĐƚƵƌĞƐ ŽƵďůĞŶĞƐƚĞĚůŽŽƉƐ ĂůůŽǁĞĚǁŝƚŚŐƵŝĚĂŶĐĞŝŶ ƚŚĞƉƌŽďůĞŵƐƚĂƚĞŵĞŶƚ͘ ŽƵďůĞŶĞƐƚĞĚůŽŽƉǁŝƚŚ ŐƵŝĚĂŶĐĞŝŶƉƌŽďůĞŵ ƐƚĂƚĞŵĞŶƚǁŚĞƌĞŽŶĞ ůŽŽƉŝƐĂĨŝdžĞĚĐŽƵŶƚĞƌ ůŽŽƉ͘EKĂĚĚŝƚŝŽŶĂů ŶĞƐƚŝŶŐĐŽŶĚŝƚŝŽŶƐ͘ Lists ** Display random ITEM from a list ƌĞĂƚĞĂƐŝŵƉůĞůŝƐƚ͘ 'ƵŝĚĞƚŚĞůĞĂƌŶĞƌƐǁŝƚŚ ŝŶƐƚƌƵĐƚŝŽŶƐƚŽǁĂƌĚƐŝƚƐ ŝŵƉůĞŵĞŶƚĂƚŝŽŶŝŶƚŚĞ ƐŽůƵƚŝŽŶ dĞƌŵϮŽŶǁĂƌĚƐ ;KŶůLJͿ KŶůLJƚǁŽ ǀĂƌŝĂďůĞƐ ƉĞƌ ĂƉƉůŝĐĂƚŝŽŶ ;ďĂƐŝĐͿ ǁŝƚŚ ŐƵŝĚĂŶĐĞ >ŝŵŝƚĞĚƚŽƚŚƌĞĞ – ĨŽƵƌ ǀĂƌŝĂďůĞƐŝŶƚŚĞƐĂŵĞƉƌŽďůĞŵ ǁŝƚŚƐŽŵĞŐƵŝĚĂŶĐĞŝŶƚŚĞ ƉƌŽďůĞŵƐƚĂƚĞŵĞŶƚ DƵůƚŝƉůĞǀĂƌŝĂďůĞƐŵĂLJďĞ ŝŶƚƌŽĚƵĐĞĚǁŝƚŚƐŽŵĞ ŐƵŝĚĂŶĐĞŝŶƚŚĞƉƌŽďůĞŵ ƐƚĂƚĞŵĞŶƚ ^ƚĂĐŬŝŶŐŽĨďůŽĐŬƐ ;EĞƐƚŝŶŐĐŽŵŵĂŶĚƐͿ ^ƉĂĐĞŵĂŶƵĂůůLJƚLJƉĞĚ ĂĨƚĞƌĨŝƌƐƚǁŽƌĚ͘ CAPS CODING AND ROBOTICS 39 ^ƚĂĐŬŝŶŐŽĨďůŽĐŬƐ ;ďĂƐŝĐĐŽŶĐĞƉƚ ŵĂƐƚĞƌĞĚŝŶ'ƌĂĚĞϱͿ Ͳ dŽŶĞƐƚĐŽŵŵĂŶĚƐ͘ ^ŝŶŐůĞŝĨǁŝƚŚĂŶƐǁĞƌ ďůŽĐŬĂƐĞdžƚĞŶĚĞĚ ŽƉƉŽƌƚƵŶŝƚLJĨŽƌ ŚŝŐŚĨůLJĞƌƐ;KƉƚŝŽŶĂůͿ͘ If with answer &ŝdžĞĚǀĂůƵĞƐĞ͘Ő͕͘ϱнϲ WƌŽŐƌĂŵƐƐŚŽƵůĚŶŽƚ ƌĞƋƵŝƌĞŵŽƌĞƚŚĂŶƚǁŽ ŶĞƐƚĞĚƐƚƌƵĐƚƵƌĞƐ ŽƵďůĞŶĞƐƚĞĚůŽŽƉƐ ĂůůŽǁĞĚǁŝƚŚŐƵŝĚĂŶĐĞŝŶ ƚŚĞƉƌŽďůĞŵƐƚĂƚĞŵĞŶƚ͘ ŽƵďůĞŶĞƐƚĞĚůŽŽƉǁŝƚŚ ŐƵŝĚĂŶĐĞŝŶƉƌŽďůĞŵ ƐƚĂƚĞŵĞŶƚǁŚĞƌĞŽŶĞ ůŽŽƉŝƐĂĨŝdžĞĚĐŽƵŶƚĞƌ ůŽŽƉ͘EKĂĚĚŝƚŝŽŶĂů ŶĞƐƚŝŶŐĐŽŶĚŝƚŝŽŶƐ͘ Lists ** Display random ITEM from a list ƌĞĂƚĞĂƐŝŵƉůĞůŝƐƚ͘ 'ƵŝĚĞƚŚĞůĞĂƌŶĞƌƐǁŝƚŚ ŝŶƐƚƌƵĐƚŝŽŶƐƚŽǁĂƌĚƐŝƚƐ ŝŵƉůĞŵĞŶƚĂƚŝŽŶŝŶƚŚĞ ƐŽůƵƚŝŽŶ dĞƌŵϮŽŶǁĂƌĚƐ ;KŶůLJͿ KŶůLJƚǁŽ ǀĂƌŝĂďůĞƐ ƉĞƌ ĂƉƉůŝĐĂƚŝŽŶ ;ďĂƐŝĐͿ ǁŝƚŚ ŐƵŝĚĂŶĐĞ >ŝŵŝƚĞĚƚŽƚŚƌĞĞ – ĨŽƵƌ ǀĂƌŝĂďůĞƐŝŶƚŚĞƐĂŵĞƉƌŽďůĞŵ ǁŝƚŚƐŽŵĞŐƵŝĚĂŶĐĞŝŶƚŚĞ ƉƌŽďůĞŵƐƚĂƚĞŵĞŶƚ DƵůƚŝƉůĞǀĂƌŝĂďůĞƐŵĂLJďĞ ŝŶƚƌŽĚƵĐĞĚǁŝƚŚƐŽŵĞ ŐƵŝĚĂŶĐĞŝŶƚŚĞƉƌŽďůĞŵ ƐƚĂƚĞŵĞŶƚ ^ƚĂĐŬŝŶŐŽĨďůŽĐŬƐ ;EĞƐƚŝŶŐĐŽŵŵĂŶĚƐͿ ^ƉĂĐĞŵĂŶƵĂůůLJƚLJƉĞĚ ĂĨƚĞƌĨŝƌƐƚǁŽƌĚ͘ 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT User defined Blocks Pen Text to speech Video sensing dŚĞƐĞďůŽĐŬƐĂŶĚ ĨƵŶĐƚŝŽŶƐĐĂŶďĞƵƐĞĚ ƚŽŝůůƵƐƚƌĂƚĞƚŚĞĐŽŶĐĞƉƚ ŽĨ/ƚŽƚŚĞůĞĂƌŶĞƌƐ sŝĚĞŽ^ĞŶƐŝŶŐ– KƉƚŝŽŶĂůĨŽƌŚŝŐŚĨůLJĞƌ ůĞĂƌŶĞƌƐ Application skills (IDE) Select your own sprite Select your own background Save your program Open an existing program (Change a given sprite) Import a picture as a sprite Import an animated gif as a sprite with costumes Import a background Concepts, constructs and practices ▪ Simple sequential algorithms ▪ Everyday scenarios ▪ Sequences for integration with other subjects (e.g., Languages) + Songs ▪ Iteration on one single command for a fixed number of times ▪ Singular condition (with answer (input value) as reference comparison ▪ Fixed value calculations ▪ Simple sequential algorithms ▪ Everyday scenarios ▪ Sequences for integration with other subjects (e.g., Languages) + Songs ▪ Change the costume of a sprite ▪ Forever loops ▪ Singular condition with else (with answer (input value) as reference comparison ▪ Forever loop + 1 (nested conditional structure) ▪ Simple sequential algorithms ▪ Everyday scenarios ▪ Sequences for integration with other subjects (e.g. Languages) + Songs + Modelling a traffic light. ▪ Change the costume of a sprite ▪ Use of iteration (simple) with variable condition ▪ Change the backdrop ▪ Draw shapes with loops ▪ Forever loops ▪ Loop + Singular nested conditional structure ▪ Stacking (nesting of blocks) for calculations string output. ▪ Guide the learners on the use and implementation of variables ▪ Sequential algorithms ▪ Everyday scenarios with simple problems ▪ Sequences for integration with other subjects (e.g., Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation. ▪ Change the costume of a sprite based on a condition or broadcast ▪ Use of iteration (simple) with variable condition ▪ Fixed counter outer loop, with nested simple conditions ▪ Change the backdrop ▪ Draw shapes with loops ▪ Forever loops ▪ Loop + Singular nested conditional structure ▪ Stacking (nesting of blocks) for calculations string output. ▪ Guide the learners on the ▪ Sequential algorithms ▪ Everyday scenarios with simple problems and integration with other subjects with strengthening of concepts using other subject domains. E.g. Smart plant watering system. ▪ Double nested loops with guidance ▪ Sequences for integration with other subjects (e.g. Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation. ▪ Change the costume of a sprite based on a condition or broadcast. ▪ Add multiple sprites to a solution including stamping images. ▪ Use of iteration (simple) with variable condition ▪ Sequential algorithms ▪ Everyday scenarios with simple problems and integration with other subjects with strengthening of concepts using other subject domains. E.g., Smart plant watering system. ▪ Double nested loops with guidance ▪ Sequences for integration with other subjects (e.g., Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation. ▪ Change the costume of a sprite. ▪ Add multiple sprites to a solution including stamping images. ▪ Use of iteration (simple) with variable condition ▪ Fixed counter outer loop, with CAPS CODING AND ROBOTICS 41 User defined Blocks Pen Text to speech Video sensing dŚĞƐĞďůŽĐŬƐĂŶĚ ĨƵŶĐƚŝŽŶƐĐĂŶďĞƵƐĞĚ ƚŽŝůůƵƐƚƌĂƚĞƚŚĞĐŽŶĐĞƉƚ ŽĨ/ƚŽƚŚĞůĞĂƌŶĞƌƐ sŝĚĞŽ^ĞŶƐŝŶŐ– KƉƚŝŽŶĂůĨŽƌŚŝŐŚĨůLJĞƌ ůĞĂƌŶĞƌƐ Application skills (IDE) Select your own sprite Select your own background Save your program Open an existing program (Change a given sprite) Import a picture as a sprite Import an animated gif as a sprite with costumes Import a background Concepts, constructs and practices ▪ Simple sequential algorithms ▪ Everyday scenarios ▪ Sequences for integration with other subjects (e.g., Languages) + Songs ▪ Iteration on one single command for a fixed number of times ▪ Singular condition (with answer (input value) as reference comparison ▪ Fixed value calculations ▪ Simple sequential algorithms ▪ Everyday scenarios ▪ Sequences for integration with other subjects (e.g., Languages) + Songs ▪ Change the costume of a sprite ▪ Forever loops ▪ Singular condition with else (with answer (input value) as reference comparison ▪ Forever loop + 1 (nested conditional structure) ▪ Simple sequential algorithms ▪ Everyday scenarios ▪ Sequences for integration with other subjects (e.g. Languages) + Songs + Modelling a traffic light. ▪ Change the costume of a sprite ▪ Use of iteration (simple) with variable condition ▪ Change the backdrop ▪ Draw shapes with loops ▪ Forever loops ▪ Loop + Singular nested conditional structure ▪ Stacking (nesting of blocks) for calculations string output. ▪ Guide the learners on the use and implementation of variables ▪ Sequential algorithms ▪ Everyday scenarios with simple problems ▪ Sequences for integration with other subjects (e.g., Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation. ▪ Change the costume of a sprite based on a condition or broadcast ▪ Use of iteration (simple) with variable condition ▪ Fixed counter outer loop, with nested simple conditions ▪ Change the backdrop ▪ Draw shapes with loops ▪ Forever loops ▪ Loop + Singular nested conditional structure ▪ Stacking (nesting of blocks) for calculations string output. ▪ Guide the learners on the ▪ Sequential algorithms ▪ Everyday scenarios with simple problems and integration with other subjects with strengthening of concepts using other subject domains. E.g. Smart plant watering system. ▪ Double nested loops with guidance ▪ Sequences for integration with other subjects (e.g. Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation. ▪ Change the costume of a sprite based on a condition or broadcast. ▪ Add multiple sprites to a solution including stamping images. ▪ Use of iteration (simple) with variable condition ▪ Sequential algorithms ▪ Everyday scenarios with simple problems and integration with other subjects with strengthening of concepts using other subject domains. E.g., Smart plant watering system. ▪ Double nested loops with guidance ▪ Sequences for integration with other subjects (e.g., Languages) + Songs + Technology + Mathematics, Natural Sciences, Life orientation. ▪ Change the costume of a sprite. ▪ Add multiple sprites to a solution including stamping images. ▪ Use of iteration (simple) with variable condition ▪ Fixed counter outer loop, with 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT use and implementation of variables. ▪ Introduce the basic concept of a list (A list should be given as part of a partial or incomplete solution) ▪ Select and display random items from a list (Concept of a list to store and use items, e.g., Values for display) ▪ Fixed counter outer loop, with nested simple conditions ▪ Change the backdrop based on a condition or broadcast. ▪ Draw more integrate shapes with loops based on user input. ▪ Forever loops ▪ Loop + Singular nested conditional structure ▪ Stacking (nesting of blocks) for calculations string output. ▪ Guide the learners on the use and implementation of variables and the development of more complex solutions. ▪ Select and display random items from a list (Concept of a list to store and use items, e.g., Values for display) ▪ Create a simple list nested simple conditions ▪ Change the backdrop based on a condition or broadcast. ▪ Draw shapes with loops based on user input. ▪ Forever loops ▪ Loop + Singular nested conditional structure ▪ Stacking (nesting of blocks) for calculations string output. ▪ Guide the learners on the use and implementation of variables. ▪ Perform basic operations on lists. ▪ Introduce the concept of procedures through the implementation of lists. ▪ Access and modify an individual element in a list. ▪ Add and delete elements in a list. ▪ Solve more complex problems with guidance in the problem statement. Use of sprites One sprite only. A maximum of two sprites. A maximum of two sprites. Maximum of three sprites As required by the problem As required by the problem Example - Simple sequential block Example with IF answer block Example with a loop and singular nested conditional structure NOTE: In this activity the learners should be instructed and guided towards the use of the variables. dŚĞĞdžĂŵƉůĞďĞůŽǁ ĐĂŶďĞ ƉƌĞƐĞŶƚĞĚƵƐŝŶŐƐĐĂĨĨŽůĚŝŶŐ͘ - Program with two fixed numbers and the answer is checked. - Program with two variables and the answer is checked. - Program including a fixed loop for (e.g. 5 questions) - Adding a variable to count the correct answers. Example – Sequential (Input Output) Example - If on Edge Bounce Example with repeats >ĞĂƌŶĞƌƐĂƌĞŐƵŝĚĞĚǁŝƚŚƚŚĞƵƐĞ ŽĨǀĂƌŝĂďůĞƐ͘ CAPS CODING AND ROBOTICS 43 use and implementation of variables. ▪ Introduce the basic concept of a list (A list should be given as part of a partial or incomplete solution) ▪ Select and display random items from a list (Concept of a list to store and use items, e.g., Values for display) ▪ Fixed counter outer loop, with nested simple conditions ▪ Change the backdrop based on a condition or broadcast. ▪ Draw more integrate shapes with loops based on user input. ▪ Forever loops ▪ Loop + Singular nested conditional structure ▪ Stacking (nesting of blocks) for calculations string output. ▪ Guide the learners on the use and implementation of variables and the development of more complex solutions. ▪ Select and display random items from a list (Concept of a list to store and use items, e.g., Values for display) ▪ Create a simple list nested simple conditions ▪ Change the backdrop based on a condition or broadcast. ▪ Draw shapes with loops based on user input. ▪ Forever loops ▪ Loop + Singular nested conditional structure ▪ Stacking (nesting of blocks) for calculations string output. ▪ Guide the learners on the use and implementation of variables. ▪ Perform basic operations on lists. ▪ Introduce the concept of procedures through the implementation of lists. ▪ Access and modify an individual element in a list. ▪ Add and delete elements in a list. ▪ Solve more complex problems with guidance in the problem statement. Use of sprites One sprite only. A maximum of two sprites. A maximum of two sprites. Maximum of three sprites As required by the problem As required by the problem Example - Simple sequential block Example with IF answer block Example with a loop and singular nested conditional structure NOTE: In this activity the learners should be instructed and guided towards the use of the variables. dŚĞĞdžĂŵƉůĞďĞůŽǁ ĐĂŶďĞ ƉƌĞƐĞŶƚĞĚƵƐŝŶŐƐĐĂĨĨŽůĚŝŶŐ͘ - Program with two fixed numbers and the answer is checked. - Program with two variables and the answer is checked. - Program including a fixed loop for (e.g. 5 questions) - Adding a variable to count the correct answers. Example – Sequential (Input Output) Example - If on Edge Bounce Example with repeats >ĞĂƌŶĞƌƐĂƌĞŐƵŝĚĞĚǁŝƚŚƚŚĞƵƐĞ ŽĨǀĂƌŝĂďůĞƐ͘ 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT Example – Fly around (Two events click) Example – Draw simple shapes (Pen) Shapes pen – Symmetry >ĞĂƌŶĞƌƐĂƌĞƉƌŽǀŝĚĞĚǁŝƚŚĂ ƐƚĂŐĞ͕ǁŝƚŚĂƉĂƌƚŝĂů ŐĞŽŵĞƚƌŝĐĂůƐŚĂƉĞ͘dŚĞ ůĞĂƌŶĞƌƐŵƵƐƚƚŚĞŶĐŽĚĞŚŽǁ ƚŽĚƌĂǁƚŚĞĐŽƌƌĞƐƉŽŶĚŝŶŐ ƐLJŵŵĞƚƌŝĐĂůƐŚĂƉĞ͘ In terms of coding, typically, problems could require learners to • read code and explain what it does • work through (trace) / act out code (physically or simulated) to determine the output or the correctness • complete code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete • translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions)) • add functionality/instructions to an existing program • rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated • choose the correct solution from 2-3 options • compare different solutions to evaluate efficiency • debug an algorithm or block-based program (find the bug, describe the bug, and correct it) • develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing, and debugging. depending on the competency/(ies) the learner needs to demonstrate. CAPS CODING AND ROBOTICS 45 Example – Fly around (Two events click) Example – Draw simple shapes (Pen) Shapes pen – Symmetry >ĞĂƌŶĞƌƐĂƌĞƉƌŽǀŝĚĞĚǁŝƚŚĂ ƐƚĂŐĞ͕ǁŝƚŚĂƉĂƌƚŝĂů ŐĞŽŵĞƚƌŝĐĂůƐŚĂƉĞ͘dŚĞ ůĞĂƌŶĞƌƐŵƵƐƚƚŚĞŶĐŽĚĞŚŽǁ ƚŽĚƌĂǁƚŚĞĐŽƌƌĞƐƉŽŶĚŝŶŐ ƐLJŵŵĞƚƌŝĐĂůƐŚĂƉĞ͘ In terms of coding, typically, problems could require learners to • read code and explain what it does • work through (trace) / act out code (physically or simulated) to determine the output or the correctness • complete code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete • translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions)) • add functionality/instructions to an existing program • rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated • choose the correct solution from 2-3 options • compare different solutions to evaluate efficiency • debug an algorithm or block-based program (find the bug, describe the bug, and correct it) • develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing, and debugging. depending on the competency/(ies) the learner needs to demonstrate. 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.16.2 Robotics The following table provides the robotics competencies that learners must demonstrate by the end of each Grade from Intermediate to Senior Phase: dĂďůĞϮͲϴ ^ĞŶŝŽƌƉŚĂƐĞƌŽďŽƚŝĐƐĐŽĚŝŶŐĐŽŶĐĞƉƚƐ͕ĐŽŶƚĞŶƚĂŶĚƐŬŝůůƐďƌĞĂŬĚŽǁŶĂŶĚƉƌŽŐƌĞƐƐŝŽŶ ƉĞƌ ŐƌĂĚĞ MakeCode (Micro: bit) for Intermediate and Senior phase (content breakdown and concept progression) Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Shake = sensors describe Clearly differentiate between the on (event) and the if as a conditional construct. CAPS CODING AND ROBOTICS 47 2.16.2 Robotics The following table provides the robotics competencies that learners must demonstrate by the end of each Grade from Intermediate to Senior Phase: dĂďůĞϮͲϴ ^ĞŶŝŽƌƉŚĂƐĞƌŽďŽƚŝĐƐĐŽĚŝŶŐĐŽŶĐĞƉƚƐ͕ĐŽŶƚĞŶƚĂŶĚƐŬŝůůƐďƌĞĂŬĚŽǁŶĂŶĚƉƌŽŐƌĞƐƐŝŽŶ ƉĞƌ ŐƌĂĚĞ MakeCode (Micro: bit) for Intermediate and Senior phase (content breakdown and concept progression) Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Shake = sensors describe Clearly differentiate between the on (event) and the if as a conditional construct. 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT Check while CAPS CODING AND ROBOTICS 49 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT Extenstions Application Skills (IDE) Save your program Open an existing program (Change a given application) Download a program to the device (Hex file) DƵůƚŝƉůĞǀĂƌŝĂďůĞƐŵĂLJďĞ ŝŶƚƌŽĚƵĐĞĚǁŝƚŚƐŽŵĞ ŐƵŝĚĂŶĐĞŝŶƚŚĞƉƌŽďůĞŵ ƐƚĂƚĞŵĞŶƚ 2.16.3 Robotics progression Grade 4 – Grade 9 dĂďůĞϮͲϵ WƌŽŐƌĞƐƐŝŽŶŽĨZŽďŽƚŝĐƐĂŶĚĐŽŵƉŽŶĞŶƚƐ ƉĞƌŐƌĂĚĞ 'ƌĂĚĞϰ 'ƌĂĚĞϱ 'ƌĂĚĞϲ 'ƌĂĚĞϳ 'ƌĂĚĞϴ 'ƌĂĚĞϵ Virtual robot in a code/simulated environment Block based coding for robot control Optional Educational Robot – Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller Interact with onboard sensors and onboard output components only. Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller Interact with onboard sensors and onboard output components. ONE additional hardware component e.g. LED Servo PiR + Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller (or TWO Microcontrollers for – BASIC Radio Communication) [Simple send and receive App] Virtual robot in a code/simulated environment Block based coding for robot control ONE Microcontroller (or TWO Microcontrollers for - Radio Communication) Virtual robot in a code/simulated environment Block based coding for robot control ONE Microcontroller (or TWO Microcontrollers for - Radio Communication) Interact with onboard sensors and onboard output components.   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E CAPS CODING AND ROBOTICS 51 Extenstions Application Skills (IDE) Save your program Open an existing program (Change a given application) Download a program to the device (Hex file) DƵůƚŝƉůĞǀĂƌŝĂďůĞƐŵĂLJďĞ ŝŶƚƌŽĚƵĐĞĚǁŝƚŚƐŽŵĞ ŐƵŝĚĂŶĐĞŝŶƚŚĞƉƌŽďůĞŵ ƐƚĂƚĞŵĞŶƚ 2.16.3 Robotics progression Grade 4 – Grade 9 dĂďůĞϮͲϵ WƌŽŐƌĞƐƐŝŽŶŽĨZŽďŽƚŝĐƐĂŶĚĐŽŵƉŽŶĞŶƚƐ ƉĞƌŐƌĂĚĞ 'ƌĂĚĞϰ 'ƌĂĚĞϱ 'ƌĂĚĞϲ 'ƌĂĚĞϳ 'ƌĂĚĞϴ 'ƌĂĚĞϵ Virtual robot in a code/simulated environment Block based coding for robot control Optional Educational Robot – Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller Interact with onboard sensors and onboard output components only. Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller Interact with onboard sensors and onboard output components. ONE additional hardware component e.g. LED Servo PiR + Virtual robot in a code/simulated environment Block based coding for robot control Microcontroller (or TWO Microcontrollers for – BASIC Radio Communication) [Simple send and receive App] Virtual robot in a code/simulated environment Block based coding for robot control ONE Microcontroller (or TWO Microcontrollers for - Radio Communication) Virtual robot in a code/simulated environment Block based coding for robot control ONE Microcontroller (or TWO Microcontrollers for - Radio Communication) Interact with onboard sensors and onboard output components.   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (for enrichment with block-based coding) Educational robot (for enrichment with block-based coding) Resistor Push￾Button Connections with crocodile clips only (NO soldering and no breadboards) C to M or F C to C Educational robot (for enrichment with block-based coding) Interact with onboard sensors and onboard output components. ONE (or TWO additional hardware components (Maximum)) e.g. LED Servo PiR Resistor RGB LED Moisture Ultrasonic Resistors Push￾Button Connections with crocodile clips only (NO soldering and no breadboards) C to M or F C to C Interact with onboard sensors and onboard output components. ONE, TWO OR TRHEE additional hardware components (Maximum THREE) Connected to Microcontroller – Or breakout board) e.g. The following icon indicates that the component is covered in the technology curriculum. Electronic components should be described and implemented in an elementary level. LED Servo PiR Resistor RGB LED Moisture Ultrasonic Resistors Temp-rature and humidity DC Water pump Push-Button Breakout board & motor driver ONE, to FOUR additional hardware components (Maximum FOUR) Connected to Microcontroller – Or breakout board) e.g. LED Servo PiR Resistor RGB LED Moisture Ultrasonic Resistors Temp￾rature and humidity DC Water pump Single chanwel relay External DC power source e.g. batteries DC Motors IR proximaty sensor Push￾Button NeoPixel RGB Strip Buzzer 'Ž   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E CAPS CODING AND ROBOTICS 53 (for enrichment with block-based coding) Educational robot (for enrichment with block-based coding) Resistor Push￾Button Connections with crocodile clips only (NO soldering and no breadboards) C to M or F C to C Educational robot (for enrichment with block-based coding) Interact with onboard sensors and onboard output components. ONE (or TWO additional hardware components (Maximum)) e.g. LED Servo PiR Resistor RGB LED Moisture Ultrasonic Resistors Push￾Button Connections with crocodile clips only (NO soldering and no breadboards) C to M or F C to C Interact with onboard sensors and onboard output components. ONE, TWO OR TRHEE additional hardware components (Maximum THREE) Connected to Microcontroller – Or breakout board) e.g. The following icon indicates that the component is covered in the technology curriculum. Electronic components should be described and implemented in an elementary level. LED Servo PiR Resistor RGB LED Moisture Ultrasonic Resistors Temp-rature and humidity DC Water pump Push-Button Breakout board & motor driver ONE, to FOUR additional hardware components (Maximum FOUR) Connected to Microcontroller – Or breakout board) e.g. LED Servo PiR Resistor RGB LED Moisture Ultrasonic Resistors Temp￾rature and humidity DC Water pump Single chanwel relay External DC power source e.g. batteries DC Motors IR proximaty sensor Push￾Button NeoPixel RGB Strip Buzzer 'Ž   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E Educational robot LDR DC Motors Buzzer Transistors NPN Polarised Capacitor Two position slide switch Potentio￾meter External DC power source e.g. batteries Electronic components should be described and implemented in an elementary level. Connections with crocodile clips and/or simple breadboard circuits C to M or F C to C LDR Sound detection sensor Two position slide switch Transistors NPN Polarised Capacitor Potentio￾meter Electronic components should be described and implemented in an elementary level. Connections with crocodile clips and M2F and M2M and/or Jumper wires and/or breadboard C to M or F C to C Jumper Wires   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT Educational robot + Breakout board & motor driver (For Obstacle avoidance using Ultrasonic sensor only) Simple breadboard circuits Educational robot + Breakout board & motor driver + Line following robot with 2 IR proximity sensors Simple breadboard circuits Optional components – (For enrichment) 7 Segment Display 8x8 Led Display LCD 16x2 Display Resistors Simple Sample Projects Based on using board only Simple Sample Projects (Single component only + Onboard components) ▪ Soil Moisture with two conductors (e.g., nails) Simple Sample Projects (One or two components + Onboard components) ▪ Soil Moisture with nails and (sensor) ▪ RGB LED Project Sample Projects (One or two components + Onboard components) + Breadboard (if required) Sample Projects (Four components Max + Onboard components) + Breadboard (if required)   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E CAPS CODING AND ROBOTICS 55 Educational robot + Breakout board & motor driver (For Obstacle avoidance using Ultrasonic sensor only) Simple breadboard circuits Educational robot + Breakout board & motor driver + Line following robot with 2 IR proximity sensors Simple breadboard circuits Optional components – (For enrichment) 7 Segment Display 8x8 Led Display LCD 16x2 Display Resistors Simple Sample Projects Based on using board only Simple Sample Projects (Single component only + Onboard components) ▪ Soil Moisture with two conductors (e.g., nails) Simple Sample Projects (One or two components + Onboard components) ▪ Soil Moisture with nails and (sensor) ▪ RGB LED Project Sample Projects (One or two components + Onboard components) + Breadboard (if required) Sample Projects (Four components Max + Onboard components) + Breadboard (if required)   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E ▪ Monster Munch (Servo project) ▪ Own switch with foil (LED Project) ▪ Simple alarm with PIR and onboard buzzer ▪ Traffic light with 3LED’s ▪ Ultrasonic sensor Project ▪ Alarm with PIR or Ultrasonic sensor and additional component e.g., External buzzer, LED. ▪ “Smart device” (Combination of sensor and responder device) ▪ Automatic dustbin or opener (railway crossing sensor and servo) ▪ Motor boom gate + Breakout board. ▪ Obstacle avoidance robot ▪ Soil moisture with simple DC water pump + Relay + (Self￾watering plant) ▪ Smart home / Greenhouse (2 Sensors + “2 Actions”. E.g., PIR and auto light on & Temperature and auto fan on and Relay where required) ▪ “Smart device” (Combination of sensors and responder device and output display) ▪ Line following robot Obstacle avoidance robot (OAR) using an ultrasonic sensor. The inclusion of the OAR is to introduce the learners to the practical principles behind the operation of the robot. It is not expected of the learners to construct the robot, only to describe its basic principles of operation and the code logic behind it. The basic principles behind the operation of an obstacle avoidance robot using an ultrasonic sensor. An ultrasonic sensor emits a sound wave and measures the time it takes for the wave to return, which is used to calculate the distance to an obstacle. The robot uses this information to avoid obstacles by changing its direction of travel when too close. Any applicable kit could be used to illustrate the operation of the robot. Line following robot (LFR) using IR sensors The inclusion of the LFR is to introduce the learners to the practical principles behind the operation of the robot. It is not expected of the learners to construct the robot, only to describe its basic principles of operation and the code logic behind it. The basic principles behind the operation of a line following robot using IR sensors. IR sensors detect the presence of a line by measuring the amount of infrared light reflected from the surface. The robot uses this information to follow the line by adjusting the speed and direction of its motors. In more detail, the IR sensors emit infrared light and measure the amount of light that is reflected. When the sensor is over a black line, the light is mostly absorbed and very little is reflected. When the sensor is over a white line, more light is reflected. 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT The robot uses this information to follow the line by adjusting the speed and direction of its motors Any applicable kit could be used to illustrate the operation of the robot. Elementary circuits and projects Circuits and elementary breadboard projects CAPS CODING AND ROBOTICS 57 The robot uses this information to follow the line by adjusting the speed and direction of its motors Any applicable kit could be used to illustrate the operation of the robot. Elementary circuits and projects Circuits and elementary breadboard projects 2.16.4 Truth Tables and Logical Gates In Grade 8 and 9, learners are exposed to the following logical gates: dĂďůĞ ϮͲϭϬ >ŽŐŝĐŐĂƚĞƐ 'ƌĂĚĞϴĂŶĚ'ƌĂĚĞϵ 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT Learners will be exposed to the following truth tables: dĂďůĞϮͲϭϭ dƌƵƚŚdĂďůĞƐ'ƌĂĚĞϴĂŶĚ'ƌĂĚĞϵ Grade 8 Grade 9 Two inputs only combined with a maximum of three gates Three inputs on/y combined with a circuit with a maximum of four gates CAPS CODING AND ROBOTICS 59 Learners will be exposed to the following truth tables: dĂďůĞϮͲϭϭ dƌƵƚŚdĂďůĞƐ'ƌĂĚĞϴĂŶĚ'ƌĂĚĞϵ Grade 8 Grade 9 Two inputs only combined with a maximum of three gates Three inputs on/y combined with a circuit with a maximum of four gates 3 SECTION 3 CONTENT SPECIFIC CLARIFICATION PER GRADE PER TERM The following tables provide the content clarification per term and per grade. This section should be read in conjunction with Tables 2-1 to 2-11 and Figures 2-7 to 2-11 In Senior Phase, the curriculum is designed to also strengthen the specific concepts and content that link to other subjects such as Mathematics, Natural Sciences, Technology, Design and Life Skills. Content clarification is done with examples as Coding and Robotics is a new subject. EŽƚĞ͗ This section contains examples that clarify the content and competencies. These examples serve as illustrations to better understand the topics and the competencies learners are expected to develop. However, teachers should see these examples as a starting point for teaching the content and competencies. While the examples are beneficial, teachers should not limit themselves to just those activities. They are encouraged to include other exercises and tasks to ensure deliberate practise, retrieval practice and a deeper understanding of the concepts and skills being taught. The content and competencies are also grouped based on the main topic areas. This organisation helps teachers understand which skills and knowledge are related and how they are connected. The content and competencies are therefore not necessarily listed in the order they must be taught. Teachers have flexibility in how they sequence the topics based on the context of their teaching environment and the needs of their leaners. However, there is an indication of how different competencies relate to each other. This linkage could help teachers understand the progression of skills and how they support or build upon one another or could be taught in relation with other skills and competencies. Teachers should therefore develop their Annual Teaching Plans (ATPs) sequencing content and competencies in a manner that will make sense for their learners and their teaching and learning environment to foster a positive learning experience. The goal of developing the ATPs is to maximize the learners' learning outcomes, acquisition of competencies and achievement. It is also important to note that physical and paper-based activities should not be neglected once learners start to work on a computer, 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.1 GRADE 7 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. Certain competencies could also be combined in bigger/more complex activities. 3.1.1 Term 1 Content (Grade 7 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 Example Activity 1 – Solve a problem in pairs The stationery shop at school is marketing a specific product and encourages learners to write a review on the product and send their review via email. The school has received many emails containing reviews on the product and the principal wants to analyse these to see how many learners seem to be happy with the product and whether they need help. To be able to do so, you need to determine how many times the word ‘happy’ or any synonym/word that indicates learner satisfaction occurs in all the mails. The synonyms that you will be looking for are excellent, satisfied, good, pleased, delighted, superb, great, and nice. To be able to find a solution, the following questions will help: • What are the main aspects to focus on? • What are the main sub-problems that you need to solve in solving the overall problem? • What patterns can you see in the solution, i.e., what steps/processes need to be repeated? Can the patterns be generalised? • What is the algorithm that you would use to solve this problem? You should only focus on the general problem of counting the number of occurrences of the word and its synonyms in a stack of printed email documents. In pairs, work through the following steps (the driver simulating/acting out the steps and the navigator instructing the driver on which steps to follow and checking if the correct steps are followed) and test them to see if they will solve the problem. If not, change them to solve the problem. The table below will provide a guide on the steps you can follow to solve the given problem: Remind learner about the guidelines for developing an algorithm • Understand the problem o Read the problem statement carefully to understand what the problem is that you need to solve • Analyse the problem o What should the output (result) be? o What are the inputs needed to produce the output? o What processing (if any) needs to be done to get to the output? o Can the problem be broken down into smaller problems? (Decomposition) o Are there any patterns? (Pattern recognition) • Develop a high-level algorithm o Determine the main steps, ignoring the detail • Refine the algorithm by decomposing steps (breaking steps down into smaller tasks) or instructions and adding more detail • Test the algorithm – follow the instructions to see if it delivers the desired output Does the solution or output make sense? Is the sequence logical? Is the algorithm efficient? Are all parts of the problem or task covered? Are some instructions or tasks repeated unnecessarily? • Evaluate the algorithm and update or correct (debug) the algorithm if necessary. • Translate the algorithm into code. Content (Grade 7 / Term 1) Notes/Examples C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to D.10 and D.1 (Start with D10 before doing C.2) Example activity 1 – Division and remainder calculator Sfiso bought a box of apples and must divide the apples between the learners in a class. Write a block-based program that will help him to divide the box of apples fairly between his classmates by doing the following: Determine how many apples each learner in the class will receive if a box of apples is divided between the learners in the class and how many apples will remain (enforce the concepts of division and remainder (mod). • The program must input the number of apples in the box and the number of learners in a class. • The program must display how many apples each learner will get and the number of apples that will be left in the box. Revise input, processing and output in coding Revise coding concepts from previous grades to match activities given. Learners need to apply • numeric operators in writing programs with various calculations • relational and Boolean operators to enable comparison • basic string (character) operator, e.g. join to provide output C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and R.6 and D.8 -D.8 and D.9 Example activity – Multiplication Game (Revise IF with FOREVER loop and calculations) Study the code on the right Explain what the program does Run the program and see if you predicted correctly Revise variables Revise control structures done in previous grades Learners need to apply • Sequential statements (execution of code line by line, from top to bottom, in the order it appears) • Conditional statements (branching) and conditions (allow the program to make decisions based on specific conditions (true or false)) • Loop statements (iteration) (to repeatedly execute a block of code based on a constant value or a simple condition). C.4 Debug a given symbolic or written set of instructions. Example activity – Find and correct the bug The program on the right must display the Simple trace table for the problem first five natural numbers (1 – 5). However, it does not work correctly. Work through the program (use a trace table) to find and correct the error. Note: There is more than one way to correct the code, e.g. set iNumber to 1 or swop the two statements within the loop (first change iNumber then say iNumber Discuss both ways of correcting with learners. It is important that learners understand why both corrections can work. Show learners how to do a simple trace table to trace code to determine the output. Revise. numeric operators and calculations done for example activity. Note: Ensure learner understand variables correctly as many learners tend to struggle with the concept of a variable and tend to form misconceptions about variables. If learners gain misconceptions about variables, it is likely that they will also struggle to master other programming concepts like branching or repeating (Zanko et al, 2019). Some misconceptions include, e.g.: • Assignment (set…to (answer or other value)), e.g. Learners may belief that iNumber will contain the first assigned value (10) Or maybe the sum of the two values (15) • Output (e.g., say…): Learners may believe that the variable name rather than its value will be outputted (say…) CAPS CODING AND ROBOTICS 61 3.1 GRADE 7 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. Certain competencies could also be combined in bigger/more complex activities. 3.1.1 Term 1 Content (Grade 7 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 Example Activity 1 – Solve a problem in pairs The stationery shop at school is marketing a specific product and encourages learners to write a review on the product and send their review via email. The school has received many emails containing reviews on the product and the principal wants to analyse these to see how many learners seem to be happy with the product and whether they need help. To be able to do so, you need to determine how many times the word ‘happy’ or any synonym/word that indicates learner satisfaction occurs in all the mails. The synonyms that you will be looking for are excellent, satisfied, good, pleased, delighted, superb, great, and nice. To be able to find a solution, the following questions will help: • What are the main aspects to focus on? • What are the main sub-problems that you need to solve in solving the overall problem? • What patterns can you see in the solution, i.e., what steps/processes need to be repeated? Can the patterns be generalised? • What is the algorithm that you would use to solve this problem? You should only focus on the general problem of counting the number of occurrences of the word and its synonyms in a stack of printed email documents. In pairs, work through the following steps (the driver simulating/acting out the steps and the navigator instructing the driver on which steps to follow and checking if the correct steps are followed) and test them to see if they will solve the problem. If not, change them to solve the problem. The table below will provide a guide on the steps you can follow to solve the given problem: Remind learner about the guidelines for developing an algorithm • Understand the problem o Read the problem statement carefully to understand what the problem is that you need to solve • Analyse the problem o What should the output (result) be? o What are the inputs needed to produce the output? o What processing (if any) needs to be done to get to the output? o Can the problem be broken down into smaller problems? (Decomposition) o Are there any patterns? (Pattern recognition) • Develop a high-level algorithm o Determine the main steps, ignoring the detail • Refine the algorithm by decomposing steps (breaking steps down into smaller tasks) or instructions and adding more detail • Test the algorithm – follow the instructions to see if it delivers the desired output Does the solution or output make sense? Is the sequence logical? Is the algorithm efficient? Are all parts of the problem or task covered? Are some instructions or tasks repeated unnecessarily? • Evaluate the algorithm and update or correct (debug) the algorithm if necessary. • Translate the algorithm into code. Content (Grade 7 / Term 1) Notes/Examples C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to D.10 and D.1 (Start with D10 before doing C.2) Example activity 1 – Division and remainder calculator Sfiso bought a box of apples and must divide the apples between the learners in a class. Write a block-based program that will help him to divide the box of apples fairly between his classmates by doing the following: Determine how many apples each learner in the class will receive if a box of apples is divided between the learners in the class and how many apples will remain (enforce the concepts of division and remainder (mod). • The program must input the number of apples in the box and the number of learners in a class. • The program must display how many apples each learner will get and the number of apples that will be left in the box. Revise input, processing and output in coding Revise coding concepts from previous grades to match activities given. Learners need to apply • numeric operators in writing programs with various calculations • relational and Boolean operators to enable comparison • basic string (character) operator, e.g. join to provide output C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and R.6 and D.8 -D.8 and D.9 Example activity – Multiplication Game (Revise IF with FOREVER loop and calculations) Study the code on the right Explain what the program does Run the program and see if you predicted correctly Revise variables Revise control structures done in previous grades Learners need to apply • Sequential statements (execution of code line by line, from top to bottom, in the order it appears) • Conditional statements (branching) and conditions (allow the program to make decisions based on specific conditions (true or false)) • Loop statements (iteration) (to repeatedly execute a block of code based on a constant value or a simple condition). C.4 Debug a given symbolic or written set of instructions. Example activity – Find and correct the bug The program on the right must display the Simple trace table for the problem first five natural numbers (1 – 5). However, it does not work correctly. Work through the program (use a trace table) to find and correct the error. Note: There is more than one way to correct the code, e.g. set iNumber to 1 or swop the two statements within the loop (first change iNumber then say iNumber Discuss both ways of correcting with learners. It is important that learners understand why both corrections can work. Show learners how to do a simple trace table to trace code to determine the output. Revise. numeric operators and calculations done for example activity. Note: Ensure learner understand variables correctly as many learners tend to struggle with the concept of a variable and tend to form misconceptions about variables. If learners gain misconceptions about variables, it is likely that they will also struggle to master other programming concepts like branching or repeating (Zanko et al, 2019). Some misconceptions include, e.g.: • Assignment (set…to (answer or other value)), e.g. Learners may belief that iNumber will contain the first assigned value (10) Or maybe the sum of the two values (15) • Output (e.g., say…): Learners may believe that the variable name rather than its value will be outputted (say…) 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 1) Notes/Examples C.5 Evaluate a given solution towards potential improvement. Example activity Discuss the two ways of correcting the program in C.4 (display the first 5 natural numbers). Evaluate both ways of correcting. Is one way of correcting better than the other? Evaluate different ways of achieving an outcome. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2, C.3 and D.8, D.9 Example activity You have done the algorithm for a square (4 corners, 4 sides) and a triangle (3 corners, 3 sides) in previous grades. Now look at other geometrical figures: pentagon, hexagon, heptagon and octagon. Could there be a pattern that indicates a relationship between all these figures? Complete the following table to determine a possible relationship Figure Square Pentagon Hexagon Heptagon Octagon Number of sides 4 5 6 7 8 Number of angles 4 5 6 7 8 Size of interior angle 90° 72° 60° 51,4° 45° Sum of interior angles 360° 360° 360° 360° 360° Answer the following questions: 1. What do you notice about the form of the shapes when the number of sides increases? 2. What happens with the size of the interior angles when the number of sides of the figures increases? 3. What do you notice about the sum of the interior angles? 4. Describe and explain the pattern/relationship. Pattern recognition is based on the five key steps: • Identifying common elements in problems or tasks • Identifying and interpreting common differences in problems or tasks • Identifying individual elements within problems or tasks • Describing patterns that have been identified Pattern – The way in which something is arranged (usually with repetition) or the way in which it happens or is done. Predictions are the connecting links between what you already know, with new information or knowledge Pattern recognition is therefore the process of recognising patterns, e.g. in data or behaviour. One makes predictions based on identified patterns. Robotics R.1 Explain what a robot is in simple terms. Link to R.2 and R.3 Example activity – What is a robot? Divide learners into pairs and provide each pair with printed material of videos on robots as well as a worksheet with questions (see notes column) they need to discuss and answer, Each pair present their answer to the class when done. Teacher consolidates answers, Learners must be able to • define a robot (what it is) • describe the purpose of a robot • describe the contexts they operate in. • understand concepts regarding the relationship between the composition of a robot - basic parts (sensors, controllers, actuators, power source) • understand the evolution of robots / advancements of robots (also link to the concept of AI –elementary reference to automatic decisions) R.2 Identify different types of robots. Link to R.1 Discuss the types of robots with learners (simple ta-oriented robots, chatbot (in relations to automation and virtual robots used in the information system space)) Example activity – Investigate a robot used in the hospitality industry Divide learners into pairs. Learners: • investigate a robot used in the hospitality industry • outline the main components of the selected robot. • describe how the robot is used to achieve its goals. • create a diagrammatical outline of the robot, and its various components. • create a concise presentation regarding how robots are used in the hospitality industry that could also be used in a hospital (medical environment). R.1 and R.1 can be done together Learners must outline different types of robots in terms of their use and application, i.e. • Simple Task-Oriented Robots • Chatbots (in relation to automation and virtual robots used in the information systems space) Content (Grade 7 / Term 1) Notes/Examples R.3 Outline the different components of a robot Link to R.1, R.2 and R.5 Example activity – Tell and show Discuss the following components in terms of basic definition, purpose and practical application: Component Basic definition Purpose Practical application example – May be used to: Push-Button A simple mechanical switch that is pressed to complete an electrical circuit. Used as an input device to trigger specific actions or functions in a robot. Functions as a user interface element for manual control or emergency stop in a robot. Resistor: A passive electrical component that limits the flow of electric current. Utilized to control current, voltage, and protect other components from excessive current in a circuit. Adjusts current levels in various parts of the robot's circuitry, maintaining proper operation. Two-Position Slide Switch A switch with two positions (on/off) that can be physically slid between the two states. Provides a manual way to control power or functionality in a robot by toggling between two settings. Employed to toggle power sources, modes, or operation states in a robot. Buzzer An electronic sound-producing component. Used to generate audible alerts, notifications, or feedback in a robot. Provides auditory feedback to users or alerts in response to specific events or conditions. LED (Light-Emitting Diode) A semiconductor device that emits light when current flows through it. Used for visual indicators, status lights, and displays in robots. Indicates the status of various robot systems, such as power, connectivity, or task progress. DC Motors Electric motors that operate on direct current (DC) power. Provide motion to various parts of a robot, such as wheels, arms, or grippers. Powers robot movement, including wheel propulsion, arm articulation, and conveyor systems. External DC Power Source (e.g. batteries) An independent source of electrical power, typically in the form of batteries. Provides the primary source of energy to drive all robot components and systems. Provides the necessary energy to operate the robot's components and systems. Review the following electronic components in terms • Basic definition • Purpose, and • how it could be used in simple physical computing and robotics projects. in GRADE 7 all robotics / physical computing projects are con onboard structed to interact with sensors and onboard output components of the microcontroller plus ONE (or TWO additional hardware components that may include sensors and actuators (Maximum)). All connections with crocodile clips (or derivatives) only (NO soldering and no breadboards) Learners are guided on the use and configuration of the components (including the sensors and actuators) Note: In grade 7 the learners should know the basic purpose of a resistor. The correct resistor/s for a project should be supplied. The learners need not know how to interpret the colour codes. R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.3 Example activity (project) – Steady hand game (No breadboard) This game involves the use of simple electronic components (Buzzer, Battery, Wire, and Crocodile clips) Divide the learners into pairs. The learners design their own maze and connect the buzzer and the battery. (The Maze wire may be bend in different ways). Code is written on a micro: bit (which is not connected to the board) to keep score. When Button A and B is pressed the game starts and all scores reset. The player then moves the wire, and the second player keeps score using the micro: bit by pressing the A button if the buzzer sounds. When Button A is pressed the micro: bit should also buzz indicating that the penalty was captured. When Player A is done, it is Player B’s turn. After the game, the Logo is pressed on the micro: bit, and the winner is indicated. Steady hand wire game - Example 1 Steady hand wire game - Example 2 See: https://www.instructables.com/Buzz-Wire-Kit/ Operation game (Derivative) https://learn.adafruit.com/low-tech-operation￾game/overview R.7 Create, test, and execute a set of robotic instructions. CAPS CODING AND ROBOTICS 63 Content (Grade 7 / Term 1) Notes/Examples C.5 Evaluate a given solution towards potential improvement. Example activity Discuss the two ways of correcting the program in C.4 (display the first 5 natural numbers). Evaluate both ways of correcting. Is one way of correcting better than the other? Evaluate different ways of achieving an outcome. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2, C.3 and D.8, D.9 Example activity You have done the algorithm for a square (4 corners, 4 sides) and a triangle (3 corners, 3 sides) in previous grades. Now look at other geometrical figures: pentagon, hexagon, heptagon and octagon. Could there be a pattern that indicates a relationship between all these figures? Complete the following table to determine a possible relationship Figure Square Pentagon Hexagon Heptagon Octagon Number of sides 4 5 6 7 8 Number of angles 4 5 6 7 8 Size of interior angle 90° 72° 60° 51,4° 45° Sum of interior angles 360° 360° 360° 360° 360° Answer the following questions: 1. What do you notice about the form of the shapes when the number of sides increases? 2. What happens with the size of the interior angles when the number of sides of the figures increases? 3. What do you notice about the sum of the interior angles? 4. Describe and explain the pattern/relationship. Pattern recognition is based on the five key steps: • Identifying common elements in problems or tasks • Identifying and interpreting common differences in problems or tasks • Identifying individual elements within problems or tasks • Describing patterns that have been identified Pattern – The way in which something is arranged (usually with repetition) or the way in which it happens or is done. Predictions are the connecting links between what you already know, with new information or knowledge Pattern recognition is therefore the process of recognising patterns, e.g. in data or behaviour. One makes predictions based on identified patterns. Robotics R.1 Explain what a robot is in simple terms. Link to R.2 and R.3 Example activity – What is a robot? Divide learners into pairs and provide each pair with printed material of videos on robots as well as a worksheet with questions (see notes column) they need to discuss and answer, Each pair present their answer to the class when done. Teacher consolidates answers, Learners must be able to • define a robot (what it is) • describe the purpose of a robot • describe the contexts they operate in. • understand concepts regarding the relationship between the composition of a robot - basic parts (sensors, controllers, actuators, power source) • understand the evolution of robots / advancements of robots (also link to the concept of AI –elementary reference to automatic decisions) R.2 Identify different types of robots. Link to R.1 Discuss the types of robots with learners (simple ta-oriented robots, chatbot (in relations to automation and virtual robots used in the information system space)) Example activity – Investigate a robot used in the hospitality industry Divide learners into pairs. Learners: • investigate a robot used in the hospitality industry • outline the main components of the selected robot. • describe how the robot is used to achieve its goals. • create a diagrammatical outline of the robot, and its various components. • create a concise presentation regarding how robots are used in the hospitality industry that could also be used in a hospital (medical environment). R.1 and R.1 can be done together Learners must outline different types of robots in terms of their use and application, i.e. • Simple Task-Oriented Robots • Chatbots (in relation to automation and virtual robots used in the information systems space) Content (Grade 7 / Term 1) Notes/Examples R.3 Outline the different components of a robot Link to R.1, R.2 and R.5 Example activity – Tell and show Discuss the following components in terms of basic definition, purpose and practical application: Component Basic definition Purpose Practical application example – May be used to: Push-Button A simple mechanical switch that is pressed to complete an electrical circuit. Used as an input device to trigger specific actions or functions in a robot. Functions as a user interface element for manual control or emergency stop in a robot. Resistor: A passive electrical component that limits the flow of electric current. Utilized to control current, voltage, and protect other components from excessive current in a circuit. Adjusts current levels in various parts of the robot's circuitry, maintaining proper operation. Two-Position Slide Switch A switch with two positions (on/off) that can be physically slid between the two states. Provides a manual way to control power or functionality in a robot by toggling between two settings. Employed to toggle power sources, modes, or operation states in a robot. Buzzer An electronic sound-producing component. Used to generate audible alerts, notifications, or feedback in a robot. Provides auditory feedback to users or alerts in response to specific events or conditions. LED (Light-Emitting Diode) A semiconductor device that emits light when current flows through it. Used for visual indicators, status lights, and displays in robots. Indicates the status of various robot systems, such as power, connectivity, or task progress. DC Motors Electric motors that operate on direct current (DC) power. Provide motion to various parts of a robot, such as wheels, arms, or grippers. Powers robot movement, including wheel propulsion, arm articulation, and conveyor systems. External DC Power Source (e.g. batteries) An independent source of electrical power, typically in the form of batteries. Provides the primary source of energy to drive all robot components and systems. Provides the necessary energy to operate the robot's components and systems. Review the following electronic components in terms • Basic definition • Purpose, and • how it could be used in simple physical computing and robotics projects. in GRADE 7 all robotics / physical computing projects are con onboard structed to interact with sensors and onboard output components of the microcontroller plus ONE (or TWO additional hardware components that may include sensors and actuators (Maximum)). All connections with crocodile clips (or derivatives) only (NO soldering and no breadboards) Learners are guided on the use and configuration of the components (including the sensors and actuators) Note: In grade 7 the learners should know the basic purpose of a resistor. The correct resistor/s for a project should be supplied. The learners need not know how to interpret the colour codes. R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.3 Example activity (project) – Steady hand game (No breadboard) This game involves the use of simple electronic components (Buzzer, Battery, Wire, and Crocodile clips) Divide the learners into pairs. The learners design their own maze and connect the buzzer and the battery. (The Maze wire may be bend in different ways). Code is written on a micro: bit (which is not connected to the board) to keep score. When Button A and B is pressed the game starts and all scores reset. The player then moves the wire, and the second player keeps score using the micro: bit by pressing the A button if the buzzer sounds. When Button A is pressed the micro: bit should also buzz indicating that the penalty was captured. When Player A is done, it is Player B’s turn. After the game, the Logo is pressed on the micro: bit, and the winner is indicated. Steady hand wire game - Example 1 Steady hand wire game - Example 2 See: https://www.instructables.com/Buzz-Wire-Kit/ Operation game (Derivative) https://learn.adafruit.com/low-tech-operation￾game/overview R.7 Create, test, and execute a set of robotic instructions. 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 1) Notes/Examples Example activity 1 - Rock-papers-scissor game artefact (level 1) In pairs, design a rock-paper-scissors game artefact When the microcontroller is shaken, it must randomly display a “rock”, “paper” or “scissors” icon. Tip: Select a random number between 0 and 2. Based on the random number, display rock, paper or scissors. Pairs play against each other. One learner in each pair keeps score. The pair who first gets three points, wins. https://microbit.org/projects/make-it-code-it/rock-paper-scissors/ Example activity 2 - Rock-papers-scissor game artefact (level 2) (extend from activity 1) Add two variables to keep count of each player’s points and to display a message when a team has won. When Team A scores, button A will be pressed to increase the score. When Team B scores, button B will be pressed to increase their score. Tips for solution: • When Button A is pressed, Team A’s points must increase. • When Button B is pressed, Team B’s points must increase. If a team has reached 3 points, make a “beep” sound and display a message to say which team has won. You want to interleave practise in problems. “It is important that problem types must differ, for example, you want to randomly have a problem of one type and then solve a problem of another type and then a problem of another type. And in doing that, it feels difficult, and it doesn’t feel fluent. And the signals to your brain are, I am not getting this. I am not doing very well. But in fact, that effort to try to figure out what kinds of approaches do I need for each problem as I encounter a different kind of problem, that is producing learning. That is producing robust skills that stick with you.” Dr Mark A. McDaniel, Harvard University Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3 and D.7 Briefly revise from previous grades. IT is all about using computers (and other computing devices and tools) such as smart watches, etc. to process large amounts of data rapidly, to provide information. For example, the school processes learners’ marks (data) to provide information (report with averages per subject and grade to provide context and enable comparison) Extend to data, information, decisions and simulations: Data and Information In our world today, there's a lot of data and information around us – from text and pictures to videos and sounds. IT helps people manage, organize, and make sense of this information. It's like sorting your toys into different boxes to keep them neat and easy to find. In the world of IT, data is like raw material – it's a bunch of facts, numbers, and details that may not make much sense on its own. IT helps one in using various techniques to process and transform this data into meaningful information. This process involves cleaning, organizing, and analysing the data to uncover patterns, trends, and insights. Programming is used to perform these tasks. For example, imagine you have a list of sales numbers – IT can help turn that list into a graph that shows which products are selling the most, making it easier for business decisions, e.g. which products to get in high quantities. Mathematics and statistics are also crucial tools in IT. Once data is processed into meaningful information, these tools help make sense of it. By applying mathematical and statistical techniques (e.g. calculating averages), one can identify trends, predict future outcomes, and make informed decisions. For instance, a company might analyse customer purchase history to predict which products will be in high demand during certain seasons. This information guides their decisions about production, marketing, and inventory management. Learners need to understand • What data is • What information is • Difference between data and information • How data result in information that leads to decision making and simulations Data is raw facts without context or meaning Information is processed or organised data (data turned into something useful or meaningful) Decision can be based on the information one has, e.g. making a choice or picking a course of action. Done with D.3 and D.7 Learners need to understand that • Information Technology (IT) specifically refers to the use of computers and software to manage, process and represent data and information. • The purpose of Information Technology (IT) is to use computers, software, and other technology tools to manage, process, store, and present information in various contexts. WƌŽĐĞƐƐŝŶŐ CAPS CODING AND ROBOTICS 65 Content (Grade 7 / Term 1) Notes/Examples Example activity 1 - Rock-papers-scissor game artefact (level 1) In pairs, design a rock-paper-scissors game artefact When the microcontroller is shaken, it must randomly display a “rock”, “paper” or “scissors” icon. Tip: Select a random number between 0 and 2. Based on the random number, display rock, paper or scissors. Pairs play against each other. One learner in each pair keeps score. The pair who first gets three points, wins. https://microbit.org/projects/make-it-code-it/rock-paper-scissors/ Example activity 2 - Rock-papers-scissor game artefact (level 2) (extend from activity 1) Add two variables to keep count of each player’s points and to display a message when a team has won. When Team A scores, button A will be pressed to increase the score. When Team B scores, button B will be pressed to increase their score. Tips for solution: • When Button A is pressed, Team A’s points must increase. • When Button B is pressed, Team B’s points must increase. If a team has reached 3 points, make a “beep” sound and display a message to say which team has won. You want to interleave practise in problems. “It is important that problem types must differ, for example, you want to randomly have a problem of one type and then solve a problem of another type and then a problem of another type. And in doing that, it feels difficult, and it doesn’t feel fluent. And the signals to your brain are, I am not getting this. I am not doing very well. But in fact, that effort to try to figure out what kinds of approaches do I need for each problem as I encounter a different kind of problem, that is producing learning. That is producing robust skills that stick with you.” Dr Mark A. McDaniel, Harvard University Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3 and D.7 Briefly revise from previous grades. IT is all about using computers (and other computing devices and tools) such as smart watches, etc. to process large amounts of data rapidly, to provide information. For example, the school processes learners’ marks (data) to provide information (report with averages per subject and grade to provide context and enable comparison) Extend to data, information, decisions and simulations: Data and Information In our world today, there's a lot of data and information around us – from text and pictures to videos and sounds. IT helps people manage, organize, and make sense of this information. It's like sorting your toys into different boxes to keep them neat and easy to find. In the world of IT, data is like raw material – it's a bunch of facts, numbers, and details that may not make much sense on its own. IT helps one in using various techniques to process and transform this data into meaningful information. This process involves cleaning, organizing, and analysing the data to uncover patterns, trends, and insights. Programming is used to perform these tasks. For example, imagine you have a list of sales numbers – IT can help turn that list into a graph that shows which products are selling the most, making it easier for business decisions, e.g. which products to get in high quantities. Mathematics and statistics are also crucial tools in IT. Once data is processed into meaningful information, these tools help make sense of it. By applying mathematical and statistical techniques (e.g. calculating averages), one can identify trends, predict future outcomes, and make informed decisions. For instance, a company might analyse customer purchase history to predict which products will be in high demand during certain seasons. This information guides their decisions about production, marketing, and inventory management. Learners need to understand • What data is • What information is • Difference between data and information • How data result in information that leads to decision making and simulations Data is raw facts without context or meaning Information is processed or organised data (data turned into something useful or meaningful) Decision can be based on the information one has, e.g. making a choice or picking a course of action. Done with D.3 and D.7 Learners need to understand that • Information Technology (IT) specifically refers to the use of computers and software to manage, process and represent data and information. • The purpose of Information Technology (IT) is to use computers, software, and other technology tools to manage, process, store, and present information in various contexts. WƌŽĐĞƐƐŝŶŐ Content (Grade 7 / Term 1) Notes/Examples Simulations are like digital experiments that model real-world situations. They are widely used in IT for testing, analysis, and decision-making. Programming allows one to create computer-based simulations that mimic how systems or processes behave in different scenarios. For example, in the field of healthcare, simulations can help doctors and researchers study the effects of certain treatments on a virtual patient before applying them in real life. Simulations provide insights into how changes might impact a complex system without implementing those changes. Example activity – Entrepreneur’s Day In pairs, for your entrepreneur’s day at school, your friend and you will have a stall where you could sell something or provide a service for money. • Gather data to determine what you will sell (e.g., ask friends what they want/would like to buy/what were the best sellers the previous time/is it winter or summer (e.g. selling soup vs ice cream) • Decide and plan (you can simulate your plan on paper or using information technology) • Explain how the data you gathered led to information that helped you to come to a decision D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.2 and D.7 and C.2 and C.3 Example activity 1 – An exploration of what a computer is and what it can do Distinguish between computers and robots. (When is a robot a computer? When is a computer a robot?) A computer is primarily used for data processing and information storage, while a robot is designed for physical action and interaction with its environment 3. Computers are more general-purpose machines, whereas robots are often designed to carry out specific tasks or functions 3. A robot is a machine capable of manipulating or navigating its environment, and a computer is not. For example, a robot at a car assembly plant assists in building a car by grabbing parts and welding them onto a car frame. A computer helps track and control the assembly but cannot make physical changes to a car. A computer becomes a robot when it controls physical actions or movements in the real world, while a robot is considered a computer when its primary function is computation or data processing, even if it doesn't have a physical body or actions. The distinction depends on the focus and application of the technology involved. Identify computing devices in real-world scenarios and explain why these can be named computing devices. Understand the concepts of input, output, and storage and how computing devices process data and produce results. Provide some appropriate examples of input and output devices and storage (keyboard, mouse, remote control for TV, screen, touchscreen, hard disk). Extend on the concepts of processing, and memory, and incorporate the concept of storage and RAM. CPU (Central Processing Unit) is the main component that controls most of the operations in computer. It fetches data and program instructions from RAM (input), processes it (execution) and then sends back the results. RAM (Random Access Memory) is form of data storage that stores data temporarily. Data that the CPU requires are generally fetched from the hard disk (permanent storage) and placed in RAM to be fetched by the CPU if required. The content of RAM is changed regularly to hold the data that is most likely needed by Done with D.7 Learners need to understand • In the context of information technology, a computer is an electronic device designed to process, store, and retrieve data through various programs and applications. • A computer accepts input, processes a set of instructions (block-based program), provides output and stores data and programs. • A computing device can receive data, follow and interpret instructions and produce output/result or render an outcome • Distinguish between computers and robots (When is a computer a robot, when is a robot a computer Learner needs to have a simple understanding of the role of • the CPU and RAM in terms of processing • the hard disk/SSD in terms of storage • input and output devices D.7 Present a basic understanding of the concept of input processing and output. Link to D.3 and C.1, C.2 and C.3 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 1) Notes/Examples A computer is a programmable device that stores, retrieves and processes data Input →Processing → Output Storage RAM for temporary (primary) storage SSD /SD card/ flash drive for secondary/permanent storage D.3 and D.7 are done together Revise and extend from previous grades Learners need to understand what a computer is – general model • Types of computers (PCs (desktop, All-in-one, laptop, hybrid), tablet, smart phone, wearable, server, embedded) • Concept of input → processing → output • Name input and output devices • Name storage devices • Name components involved in processing (CPU and RAM) and their function (simple explanation) D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 and C.3 Revise and extend from previous grades File management Filing is arranging and storing documents in an ordered manner so that they could be found easily when needed. https://www.youtube.com/watch?v=k-EID5_2D9U Revise simple file management from previous grades https://www.youtube.com/watch?v=k-EID5_2D9U Learners need to understand • What a file is • What a folder is • The difference between a folder and a file • File naming conventions • Purpose of the file extension • File path • Common types of files (those they are working with) • Folder hierarchy 3.1.2 Term 2 Content (Grade 7 / Term 2) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2-C.7, R.5-R.7, D.8-D.9 Example activity Study the pattern in the following diagram: Identifying the number of rows and columns in the sequence helps to see the pattern: 1 row/column → 1 small square blocks 2 rows/columns → 4 small square blocks 5 rows/columns → 25 small square blocks The pattern then helps us to make predictions, that is to predict that the next item (after 5 rows/columns) would be: 6 rows/columns with 36 small square blocks followed by 7 rows columns with 49 small square blocks, etc. The pattern also helps us to generalise, that is to see a relationship that enables us to devise a symbolic representation of the pattern that will always be true. In this instance there is a relationship between the number of rows/columns and the number of small square blocks in the figure that one can represent in symbolic format as: n rows/columns → n2 number of small square blocks If one therefore wants to know how many small square blocks the 20th item would have, one could simply use the generalised formula: 20 rows/columns → 202 small blocks, that is 400 small square blocks. Learners now write an algorithm that will request the user to enter the number of rows, then display the number of square blocks/tiles. Done with C.6 and C.7 Learners need to understand that, in terms of programming, computational thinking is an approach to solving problems using concepts and ideas from computer science and expressing solutions to those problems so that they can be executed by a computer. Computational thinking involves: • abstraction (focusing on the main ideas) • breaking down a problem into smaller parts (decomposition), • looking for patterns (pattern recognition and generalisation), • developing a step-by-step solution (algorithm). When one uses computational thinking to solve a problem, it helps one in developing an algorithm – a step-by-step series of instructions. Whether it is a small task like scheduling meetings or a large task like mapping the planet, the ability to develop and describe algorithms is crucial to the problem-solving process based on computational thinking. To generalise is to look at specific cases; identify a pattern or relationship that will always be true; then represent the pattern in symbolic format. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3, C.4 and C.5 Example activity 1 – Create a pattern Use your experience of drawing a square in earlier grades to develop code that will draw the pattern on the right: Hint: The number of moves must increase with each layer For this pattern, the loop executed 50 times Example activity 2 – Draw a similar pattern See if you can change your code from example activity 1 to draw triangle pattern instead of a square (If your program in activity 1 worked correctly, you only need to make one change to draw the same pattern using a triangle) Example activity 3 – Draw more patterns Play around with the code and see how many patterns you can draw. Leaners use experience from activities done previously, e.g. drawing a square, to draw patterns. CAPS CODING AND ROBOTICS 67 Content (Grade 7 / Term 1) Notes/Examples A computer is a programmable device that stores, retrieves and processes data Input →Processing → Output Storage RAM for temporary (primary) storage SSD /SD card/ flash drive for secondary/permanent storage D.3 and D.7 are done together Revise and extend from previous grades Learners need to understand what a computer is – general model • Types of computers (PCs (desktop, All-in-one, laptop, hybrid), tablet, smart phone, wearable, server, embedded) • Concept of input → processing → output • Name input and output devices • Name storage devices • Name components involved in processing (CPU and RAM) and their function (simple explanation) D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 and C.3 Revise and extend from previous grades File management Filing is arranging and storing documents in an ordered manner so that they could be found easily when needed. https://www.youtube.com/watch?v=k-EID5_2D9U Revise simple file management from previous grades https://www.youtube.com/watch?v=k-EID5_2D9U Learners need to understand • What a file is • What a folder is • The difference between a folder and a file • File naming conventions • Purpose of the file extension • File path • Common types of files (those they are working with) • Folder hierarchy 3.1.2 Term 2 Content (Grade 7 / Term 2) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2-C.7, R.5-R.7, D.8-D.9 Example activity Study the pattern in the following diagram: Identifying the number of rows and columns in the sequence helps to see the pattern: 1 row/column → 1 small square blocks 2 rows/columns → 4 small square blocks 5 rows/columns → 25 small square blocks The pattern then helps us to make predictions, that is to predict that the next item (after 5 rows/columns) would be: 6 rows/columns with 36 small square blocks followed by 7 rows columns with 49 small square blocks, etc. The pattern also helps us to generalise, that is to see a relationship that enables us to devise a symbolic representation of the pattern that will always be true. In this instance there is a relationship between the number of rows/columns and the number of small square blocks in the figure that one can represent in symbolic format as: n rows/columns → n2 number of small square blocks If one therefore wants to know how many small square blocks the 20th item would have, one could simply use the generalised formula: 20 rows/columns → 202 small blocks, that is 400 small square blocks. Learners now write an algorithm that will request the user to enter the number of rows, then display the number of square blocks/tiles. Done with C.6 and C.7 Learners need to understand that, in terms of programming, computational thinking is an approach to solving problems using concepts and ideas from computer science and expressing solutions to those problems so that they can be executed by a computer. Computational thinking involves: • abstraction (focusing on the main ideas) • breaking down a problem into smaller parts (decomposition), • looking for patterns (pattern recognition and generalisation), • developing a step-by-step solution (algorithm). When one uses computational thinking to solve a problem, it helps one in developing an algorithm – a step-by-step series of instructions. Whether it is a small task like scheduling meetings or a large task like mapping the planet, the ability to develop and describe algorithms is crucial to the problem-solving process based on computational thinking. To generalise is to look at specific cases; identify a pattern or relationship that will always be true; then represent the pattern in symbolic format. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3, C.4 and C.5 Example activity 1 – Create a pattern Use your experience of drawing a square in earlier grades to develop code that will draw the pattern on the right: Hint: The number of moves must increase with each layer For this pattern, the loop executed 50 times Example activity 2 – Draw a similar pattern See if you can change your code from example activity 1 to draw triangle pattern instead of a square (If your program in activity 1 worked correctly, you only need to make one change to draw the same pattern using a triangle) Example activity 3 – Draw more patterns Play around with the code and see how many patterns you can draw. Leaners use experience from activities done previously, e.g. drawing a square, to draw patterns. 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 2) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4 and link to D.10 Example activity 1 – Revise loop with IF…ELSE and stamp Study the code on the right Explain what the program does Run the program and see if you predicted correctly Incorporates C1, C2, C3, C4, C5, C6 and C7 Note: Literature suggests that it is important that learners must also read and explain in plain language (their own words) what the code does. This type of activities should be done unplugged (pen-and- paper) and only implemented after learners explained the results. Many of these types of exercises are necessary to ground concepts, skills and understanding of algorithms and coding. Note: While learners should be able to describe what each line (block) of code does, (describing a code segment line-by- line/block-by-block) it is very important that learners explain the overall purpose of the code (what program does), i.e. what the program does/the purpose of the program is. C.4 Debug a given symbolic or written set of instructions Link to C.1, C.2 and C.3 as well as R.6 and D.10 Example activity – Test if a number is odd or even The following code is supposed to determine if a number entered is odd or even. However, it does not work Find the error and correct the code Note: Learners need to be exposed to a wide variety of coding problems. Typically, at this stage, problems could require learners to • read code and explain what it does. • work through (trace) / act out code (physically or simulated) / using pen-and-paper to determine the output or the correctness. • provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete. • translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions)). • Add additional functionality to code provided/and existing program • debug an algorithm or block-based program (find the bug, describe the bug and correct it). • develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging. EŽƚĞ When sequencing, one learns to understand the order of things and about patterns and relationships. By learning to sequence, we develop the ability to understand and arrange purposeful patterns of actions, behaviours, ideas, or thoughts that supports the logical sequencing of coding instructions. Content (Grade 7 / Term 2) Notes/Examples C.5 Evaluate a given solution towards potential improvement. Example activity 1 – Evaluate code and improve code The snowman wrote a program to multiply two numbers. It works well; however, it seems cumbersome. Work through the code and explain how it works. Evaluate the code and improve the code to be more efficient. Leaners need to distinguish between different correct solutions in terms of efficiency. Note: Cognisance about teaching variables to novices is important as many novices form misconceptions (incorrect mental models) of programming concepts, of which misconceptions about variables are common. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 and C.2 and C.7 Example activity Read the following story and answer the question that follows: From: 2020 Beaver Computing Challenge (Grade 7 & 8), University of Waterloo, The Center for Education in Mathematics and Computing 2020BCCContest7_8.pdf (uwaterloo.ca) CAPS CODING AND ROBOTICS 69 Content (Grade 7 / Term 2) Notes/Examples C.5 Evaluate a given solution towards potential improvement. Example activity 1 – Evaluate code and improve code The snowman wrote a program to multiply two numbers. It works well; however, it seems cumbersome. Work through the code and explain how it works. Evaluate the code and improve the code to be more efficient. Leaners need to distinguish between different correct solutions in terms of efficiency. Note: Cognisance about teaching variables to novices is important as many novices form misconceptions (incorrect mental models) of programming concepts, of which misconceptions about variables are common. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 and C.2 and C.7 Example activity Read the following story and answer the question that follows: From: 2020 Beaver Computing Challenge (Grade 7 & 8), University of Waterloo, The Center for Education in Mathematics and Computing 2020BCCContest7_8.pdf (uwaterloo.ca) 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 2) Notes/Examples C.7 Create or complete a pattern to represent a data set Link to C.1, C.2 and C.6 Done with C.1 C.1, C.6 and C.7 done together Robotics R.3 Outline the different components of a robot Link to R.5 – R.7 The learners are introduced to the concept of a microcontroller as a processor. Component Basic definition Purpose Practical application example – May be used to: Processor (Microcontroller) A compact integrated circuit that contains a processor, memory, and input/output peripherals, designed to execute specific tasks or control various components within an electronic system. The primary purpose of a processor is to execute instructions and perform calculations, making it capable of processing data and controlling the overall operation of the device. Used as the "brain" of a robot to process information from sensors, make decisions, and control the robot's actions. Microcontrollers are at the heart of many robotics projects. They receive data from sensors, perform calculations, and send commands to motors, actuators, and other components to coordinate the robot's behaviour. They also often provide connectivity options for programming and remote control, making them essential for creating intelligent and interactive robots. Processor concepts – basic outline of definition and purpose - Definition of a Processor: Definition: A processor, also known as a central processing unit (CPU), is the brain of a computer or electronic device. - Purpose: The primary purpose of a processor is to execute instructions and perform calculations, making it capable of processing data and controlling the overall operation of the device. Outline the basic operations and function of a sensor Outline the basic purpose of a sensor as an input mechanism, which could be processed to trigger an action. Also reemphasise that the processor will be used to control the overall mechanism and operation of the device. The learners need to understand that the code is uploaded and that the device execute the instructions. The processor can control various components such as sensors and actuators through code. Done in relation to R.5 – R.7 (can be done with R.5 when required). Extend components of a robot to what is required to build robotic artefacts in Grade 7. The learners should describe the processor conceptually in terms of a • Basic definition • Purpose, and • how it could be used in simple physical computing and robotics projects. Robotics concepts are applied in designing and building robots. Learners need present a simple definition of a processor (microcontroller) R.4 – Present an understanding of how robots affect the world. Example activity - Design a simple task for a hypothetical robot and present it to the class. The learners will use their design thinking skills and creativity to develop a basic task suitable for a robot to perform, explain its purpose, and demonstrate how it could positively impact people's lives, including ethic The learners understanding and be able to: • differentiate between various types of robots, • describe the impact of robots on human lives. • briefly discuss the advantages and disadvantages of using robots, including increased productivity, convenience, and potential job displacement. R.5 Design a simple product (artefact) based on a set of design specifications. R.5 and R.6 are done together R.6 Mimic the operations of a robot Links with Technology Grade 7 Example activity - Soil moisture sensor artefact The learners design a simple soil moisture sensor artefact using a plant and two simple probes (e.g., nails, screws) and an LED + MicroBit. The LED lights up when the soil moisture is low, and a message icon is displayed on the Micro: bit.   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E ^ĞŶƐŽƌ ĐƚŝŽŶ   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E dƌŝŐŐĞƌ KƵƚƉƵƚ WƌŽĐĞƐƐŝŶŐ CAPS CODING AND ROBOTICS 71 Content (Grade 7 / Term 2) Notes/Examples C.7 Create or complete a pattern to represent a data set Link to C.1, C.2 and C.6 Done with C.1 C.1, C.6 and C.7 done together Robotics R.3 Outline the different components of a robot Link to R.5 – R.7 The learners are introduced to the concept of a microcontroller as a processor. Component Basic definition Purpose Practical application example – May be used to: Processor (Microcontroller) A compact integrated circuit that contains a processor, memory, and input/output peripherals, designed to execute specific tasks or control various components within an electronic system. The primary purpose of a processor is to execute instructions and perform calculations, making it capable of processing data and controlling the overall operation of the device. Used as the "brain" of a robot to process information from sensors, make decisions, and control the robot's actions. Microcontrollers are at the heart of many robotics projects. They receive data from sensors, perform calculations, and send commands to motors, actuators, and other components to coordinate the robot's behaviour. They also often provide connectivity options for programming and remote control, making them essential for creating intelligent and interactive robots. Processor concepts – basic outline of definition and purpose - Definition of a Processor: Definition: A processor, also known as a central processing unit (CPU), is the brain of a computer or electronic device. - Purpose: The primary purpose of a processor is to execute instructions and perform calculations, making it capable of processing data and controlling the overall operation of the device. Outline the basic operations and function of a sensor Outline the basic purpose of a sensor as an input mechanism, which could be processed to trigger an action. Also reemphasise that the processor will be used to control the overall mechanism and operation of the device. The learners need to understand that the code is uploaded and that the device execute the instructions. The processor can control various components such as sensors and actuators through code. Done in relation to R.5 – R.7 (can be done with R.5 when required). Extend components of a robot to what is required to build robotic artefacts in Grade 7. The learners should describe the processor conceptually in terms of a • Basic definition • Purpose, and • how it could be used in simple physical computing and robotics projects. Robotics concepts are applied in designing and building robots. Learners need present a simple definition of a processor (microcontroller) R.4 – Present an understanding of how robots affect the world. Example activity - Design a simple task for a hypothetical robot and present it to the class. The learners will use their design thinking skills and creativity to develop a basic task suitable for a robot to perform, explain its purpose, and demonstrate how it could positively impact people's lives, including ethic The learners understanding and be able to: • differentiate between various types of robots, • describe the impact of robots on human lives. • briefly discuss the advantages and disadvantages of using robots, including increased productivity, convenience, and potential job displacement. R.5 Design a simple product (artefact) based on a set of design specifications. R.5 and R.6 are done together R.6 Mimic the operations of a robot Links with Technology Grade 7 Example activity - Soil moisture sensor artefact The learners design a simple soil moisture sensor artefact using a plant and two simple probes (e.g., nails, screws) and an LED + MicroBit. The LED lights up when the soil moisture is low, and a message icon is displayed on the Micro: bit.   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E ^ĞŶƐŽƌ ĐƚŝŽŶ   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E dƌŝŐŐĞƌ KƵƚƉƵƚ WƌŽĐĞƐƐŝŶŐ Content (Grade 7 / Term 2) Notes/Examples Soil moisture with simple probes Stage 1 (Initial version without LED) Stage 2 (Version with LED) R.7 Create, test, and execute a set of robotic instructions. Link to R.6 Example activity 1 - Blind roll-a-dice The purpose of this program is to create a dice that can be used by visually impaired people. The microcontroller must display a random number between 1 and 6 when shaken and must make a number of beep sounds according to the number that was is displayed. For example: If the dice lands on 3, make 3 beeps. • Shake the microcontroller to display a random number between 1 and 6 that can be used as a dice. • Use a loop to play the number of beep sounds that correspond with the number. Example activity 2 - Compatible-group-calculator Divide learners into pairs (pair programming). Each pair creates a program for the microcontroller to “read” each group member's personality to decide if learner A and learner B will be able to work well together. (This is just a game, and it cannot be done in reality). Learners play the game with each other until they all end up in compatible pairs. The compatible group calculator must work as follows: • Learner A presses Button A for a while (long press) and the microcontroller generates a random number between 0 and 9 and displays it on the screen. • Learner B presses Button B for a while (long press) and the microcontroller generates a random number between 0 and 9 and displays it on the screen. • If the difference between the two numbers is less than 10, display a smiley face to indicate that the pair is “compatible”, else display a “X” to indicate that the pair is not compatible. If the pair is not compatible, the learners play the game with other learners to find a peer that will be compatible to work with, according to the compatible group calculator. Code the microcontroller to achieve a specific outcome. Digital Concepts D.2 Recognise that he or she is living as citizens in a digital world. Link to D.4 Learners present an understanding that the digital world is all around us. Identify the ethical issues associated with the use of technology, including privacy, security, and social responsibility. Present an understanding of the dangers of the online environment. Can be integrated with other aspects of digital concepts, e.g. Internet Learners need to understand the concept of 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 2) Notes/Examples Example activity 1: Make a list of ten differences and similarities between your online and offline identity. Example activity 2: Have a class discussion about safety measures to consider when being/working/engaging online. • Digital citizenship (ethical issues and social responsibility) • Privacy and security when online D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.5, D.7 Extend to how devices in a network (using a modem, router) connect to each other to communicate. Basic understanding (Refer to D.5 and D.7) A modem connects your home to the internet by translating data into a format that can travel over the internet, while a router manages and directs the traffic between devices in your home network and connects them to the internet. Together, they ensure that your devices can communicate with each other and with the vast world of the internet. Do with D,5 and D.7 Learners need to understand (basic) what a • Modem is and what it does • Router is and what it does D.4 Identify the common uses of ICT in the real world Link to D.1 and D.3 and D.5 Briefly revise what an ICT system is and its basic components Example activity – How ICT provides a fantastic way to stay connected and feel close even when you're physically far apart Divide learners into small groups and provide the following example of ICT. Example of ICT: Imagine you have a friend or a family member who lives far away, and you want to see and talk to them. Instead of traveling a long distance to meet them in person, you can use ICT to connect with them through an online video call. Here's how it works. Devices: You and your friend each need a device with a camera and microphone, like a smartphone, tablet, or computer. These devices are part of the "information" aspect of ICT Internet Connection: Both of you need to be connected to the internet. The internet allows you to send and receive information quickly, including video and audio Application (Software): You use a special application (app) for video calling. These apps are designed to handle video and audio communication over the internet. You and your friend need to use of the same app. Initiating the Call: You open the app, find your friend's contact, and start the video call. The app uses your device's camera to capture your video and microphone to capture your voice Transmission: The app converts your video and audio into digital data (binary) and sends the data over the internet to your friend's device Receiving the Call: Your friend's app receives the data, decodes it, and displays your video on their screen. Similarly, they can talk, and their voice gets sent back to you. Real-Time Interaction: Now you and your friend can see and hear each other in real time, almost as if you're in the same room. You can chat, share stories, and even show each other things using your cameras Each group discusses the example and come up with their own example of ICT, then report back on their example. The example must show, like the one above how ICT combines information processing (using the app and devices) with communication (network, video and audio) to bridge the distance gap between, e.g. people. Do with D.1, D.2 and D.6 as well as D.3 and D.7 Learners need to understand: • What IT is and the purpose of IT • What ICT is and the purpose of ICT • Basic components of an ICT system • Provide example of both IT and ICT While IT focuses on the technical aspects of technology, ICT looks at how technology can be used for both information processing and communication One can think of IT as the field that deals with all things related to computers and technology, while ICT expands that to include technology's role in communication as well. ICT is a more comprehensive term that goes beyond just information processing and includes communication aspects. While ICT includes everything under IT, it also encompasses the use of technology for communication purposes. D.5 Differentiate between the components of an ICT system Link to D.3, D.5 and D.7 Reinforce and extend from the previous grades and terms Remind learners that ICT is an umbrella term that includes communication devices and systems (devices connected in a point-of-sales (POS) system, cellular network). such as a cellphone network using towers and point-of-sales (POS) using tills, barcode readers, card machines Relate the concept of computers to that of an ICT tool. In modern computing, computing devices interact with each other using different methods. Networks allow computing devices to communicate with each other and share data and information. Example activity – PC communicating to the Internet Explain to learners that to connect a computer to the internet, one needs a modem • Connecting one computer to the Internet, only requires a modem • Computer linked directly to modem • Modem allows internet connection using a wired or wireless connection. D.3 and D.7 are done together Learners need to • relate a computing device to that of an ICT tool • know (at a basic level) what a network is • know that a network enables devices to communicate with each other using different methods (wired and wireless) • name examples of daily life situations where devices need to communicate, like sending a message from a phone to a friend's phone or printing a document from a computer to a printer • additional computing devices are required to enable communication (modem and router) Content (Grade 7 / Term 2) Notes/Examples • Connecting more than one computer to the Internet also requires a router, e.g. Wi-Fi router / modem-router • Devices connect to modem-router via wired (cables) or wireless (Wi-Fi, cellular) Modems and routers are computing devices that allow computers to connect to the internet to communicate with other computers worldwide. https://youtu.be/mYXuCeawhm8 Modem – a computing device that allows other computing devices access to the internet using cables, e.g. fibre (wired connection) Router – a computing device that allows multiple computers to connect to the same network and routes the data between the devices Routers generally also includes modems, which means the computers connected to the router can also access the internet. D.7 Present a basic understanding of the concept of input processing and output. Link to C.2- C.5 and D.10 Example activity – Networks and communication Explain what a network is (could use an analogy such as roads with cars connecting homes), the importance of networks such as the internet, social media and communication Learners must • Distinguish between input through instructions that are executed and results in action and output as a form of communication from the device. • Suggest appropriate input, output and communication devices for different applications, based on their specifications and features. • Understand the concept of sharing data using a network. • Identify connectivity in devices (Bluetooth, Wi-Fi, cellular, wire (cables)). D.8 Interpret a pattern to represent or communicate a message or image Link to C.1, D.2 and R.5 – R.7 We use the decimal number system that can be described as ones, tens, hundreds, thousands, etc. and which can be represented as follows: One Tens Hundreds Thousands Ten thousand Hundred thousand 1 10 100 1000 10000 100000 1 10 x 1 10 x 10 10 x 10 x 10 10 x 10 x 10 x 10 10 x 10 x 10 x 10 x 10 100 101 102 103 104 105 The number 4567 can be written as 4000 + 500 + 60 + 7 which can be represented as 4x103 + 5x102 + 6x101 + 7x100 The decimal number system works in groups of 10 Introduction to binary numbers. Binary is a coding system using the binary digits 0 and 1 to represent a letter, digit, or other character in a computer or other electronic device. Explain that all data (text, music, and images) are represented using only two digits: 0 and 1. Example activity 1: Use cards to introduce the binary system. The decimal number system works in groups of 10s, but the binary number system works in groups of 2s With the decimal system one uses: ten symbols (0, 1, 2, 3, 4, 5, 6, 7, 8, 9), but with the binary system one only uses two symbols, 0 and 1 Link to squares/power of decimal numbers: 20, 21, 22, 23, 24, 25 Introduce the binary number system (link to decimal number system) Learners need to be able to • Know what the binary number system is • Know what the binary number system is used for • do simple conversions between decimal numbers and binary code CAPS CODING AND ROBOTICS 73 Content (Grade 7 / Term 2) Notes/Examples Example activity 1: Make a list of ten differences and similarities between your online and offline identity. Example activity 2: Have a class discussion about safety measures to consider when being/working/engaging online. • Digital citizenship (ethical issues and social responsibility) • Privacy and security when online D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.5, D.7 Extend to how devices in a network (using a modem, router) connect to each other to communicate. Basic understanding (Refer to D.5 and D.7) A modem connects your home to the internet by translating data into a format that can travel over the internet, while a router manages and directs the traffic between devices in your home network and connects them to the internet. Together, they ensure that your devices can communicate with each other and with the vast world of the internet. Do with D,5 and D.7 Learners need to understand (basic) what a • Modem is and what it does • Router is and what it does D.4 Identify the common uses of ICT in the real world Link to D.1 and D.3 and D.5 Briefly revise what an ICT system is and its basic components Example activity – How ICT provides a fantastic way to stay connected and feel close even when you're physically far apart Divide learners into small groups and provide the following example of ICT. Example of ICT: Imagine you have a friend or a family member who lives far away, and you want to see and talk to them. Instead of traveling a long distance to meet them in person, you can use ICT to connect with them through an online video call. Here's how it works. Devices: You and your friend each need a device with a camera and microphone, like a smartphone, tablet, or computer. These devices are part of the "information" aspect of ICT Internet Connection: Both of you need to be connected to the internet. The internet allows you to send and receive information quickly, including video and audio Application (Software): You use a special application (app) for video calling. These apps are designed to handle video and audio communication over the internet. You and your friend need to use of the same app. Initiating the Call: You open the app, find your friend's contact, and start the video call. The app uses your device's camera to capture your video and microphone to capture your voice Transmission: The app converts your video and audio into digital data (binary) and sends the data over the internet to your friend's device Receiving the Call: Your friend's app receives the data, decodes it, and displays your video on their screen. Similarly, they can talk, and their voice gets sent back to you. Real-Time Interaction: Now you and your friend can see and hear each other in real time, almost as if you're in the same room. You can chat, share stories, and even show each other things using your cameras Each group discusses the example and come up with their own example of ICT, then report back on their example. The example must show, like the one above how ICT combines information processing (using the app and devices) with communication (network, video and audio) to bridge the distance gap between, e.g. people. Do with D.1, D.2 and D.6 as well as D.3 and D.7 Learners need to understand: • What IT is and the purpose of IT • What ICT is and the purpose of ICT • Basic components of an ICT system • Provide example of both IT and ICT While IT focuses on the technical aspects of technology, ICT looks at how technology can be used for both information processing and communication One can think of IT as the field that deals with all things related to computers and technology, while ICT expands that to include technology's role in communication as well. ICT is a more comprehensive term that goes beyond just information processing and includes communication aspects. While ICT includes everything under IT, it also encompasses the use of technology for communication purposes. D.5 Differentiate between the components of an ICT system Link to D.3, D.5 and D.7 Reinforce and extend from the previous grades and terms Remind learners that ICT is an umbrella term that includes communication devices and systems (devices connected in a point-of-sales (POS) system, cellular network). such as a cellphone network using towers and point-of-sales (POS) using tills, barcode readers, card machines Relate the concept of computers to that of an ICT tool. In modern computing, computing devices interact with each other using different methods. Networks allow computing devices to communicate with each other and share data and information. Example activity – PC communicating to the Internet Explain to learners that to connect a computer to the internet, one needs a modem • Connecting one computer to the Internet, only requires a modem • Computer linked directly to modem • Modem allows internet connection using a wired or wireless connection. D.3 and D.7 are done together Learners need to • relate a computing device to that of an ICT tool • know (at a basic level) what a network is • know that a network enables devices to communicate with each other using different methods (wired and wireless) • name examples of daily life situations where devices need to communicate, like sending a message from a phone to a friend's phone or printing a document from a computer to a printer • additional computing devices are required to enable communication (modem and router) Content (Grade 7 / Term 2) Notes/Examples • Connecting more than one computer to the Internet also requires a router, e.g. Wi-Fi router / modem-router • Devices connect to modem-router via wired (cables) or wireless (Wi-Fi, cellular) Modems and routers are computing devices that allow computers to connect to the internet to communicate with other computers worldwide. https://youtu.be/mYXuCeawhm8 Modem – a computing device that allows other computing devices access to the internet using cables, e.g. fibre (wired connection) Router – a computing device that allows multiple computers to connect to the same network and routes the data between the devices Routers generally also includes modems, which means the computers connected to the router can also access the internet. D.7 Present a basic understanding of the concept of input processing and output. Link to C.2- C.5 and D.10 Example activity – Networks and communication Explain what a network is (could use an analogy such as roads with cars connecting homes), the importance of networks such as the internet, social media and communication Learners must • Distinguish between input through instructions that are executed and results in action and output as a form of communication from the device. • Suggest appropriate input, output and communication devices for different applications, based on their specifications and features. • Understand the concept of sharing data using a network. • Identify connectivity in devices (Bluetooth, Wi-Fi, cellular, wire (cables)). D.8 Interpret a pattern to represent or communicate a message or image Link to C.1, D.2 and R.5 – R.7 We use the decimal number system that can be described as ones, tens, hundreds, thousands, etc. and which can be represented as follows: One Tens Hundreds Thousands Ten thousand Hundred thousand 1 10 100 1000 10000 100000 1 10 x 1 10 x 10 10 x 10 x 10 10 x 10 x 10 x 10 10 x 10 x 10 x 10 x 10 100 101 102 103 104 105 The number 4567 can be written as 4000 + 500 + 60 + 7 which can be represented as 4x103 + 5x102 + 6x101 + 7x100 The decimal number system works in groups of 10 Introduction to binary numbers. Binary is a coding system using the binary digits 0 and 1 to represent a letter, digit, or other character in a computer or other electronic device. Explain that all data (text, music, and images) are represented using only two digits: 0 and 1. Example activity 1: Use cards to introduce the binary system. The decimal number system works in groups of 10s, but the binary number system works in groups of 2s With the decimal system one uses: ten symbols (0, 1, 2, 3, 4, 5, 6, 7, 8, 9), but with the binary system one only uses two symbols, 0 and 1 Link to squares/power of decimal numbers: 20, 21, 22, 23, 24, 25 Introduce the binary number system (link to decimal number system) Learners need to be able to • Know what the binary number system is • Know what the binary number system is used for • do simple conversions between decimal numbers and binary code 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 2) Notes/Examples Write the numbers 0, 1, 2, 3 on the left side of the board underneath a horizontal line. See the example on the right. Ask the learners some questions to get a further three numbers between 0 and 64 and add these to the number column. Ask for example: • How many learners are in the classroom? • How many learners have siblings? • How many learners have a name starting with a particular letter? Ask the learners if they think we can write these numbers using just zeros and ones. Give a volunteer (person 1) a card with one dot on one side and a black background on the other and write 1 on the far right of the board above the horizontal line. Explain that 1 means on and 0 means off, so the black side represents 0. This way, we can represent the numbers 0 and 1. Give another volunteer (person 2) a card with two dots. Place this learner on the left of the first one and write 2 to the left of 1 on the board. Ask them how they can, together, represent the number two. What about three? Ask the class for their ideas. Ask them to flip the cards to the on/off positions to help the discussion. Extend the game by giving 6 learners a card to represent different number. Some will be showing, some will not be showing. When a binary number card is not showing, it is represented by a zero. When it is showing, it is represented by a one. Extend to larger numbers. Example activity 2: Crack the secret code Give learners a secret code to crack. Each letter is represented by a number. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 23 23 24 25 26 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Convert the binary representation below to determine the decimal number and look up the letter. Find the secret code. 16 8 4 2 1 Letter Let learners create their own secret code and let their friends crack that. Example activity 3: Let learners create a clock showing the current time using binary code. Example on the right Ask the learners if they own a computer or a smartphone. How do these machines store and share information? Learners need to understand that: • Binary is a numbering system that uses only two digits: 0 and 1. This contrasts with our familiar decimal system, which uses ten digits (0-9). • Representation of Information: In the binary system, each digit (0 or 1) is called a "bit" (short for binary digit). Bits are the basic units of information storage and processing in computers. They can represent two distinct states, often referred to as "off" (0) and "on" (1), or "false" and "true’. Note: Binary is a fundamental aspect of digital systems such as computers and microcontrollers. In most digital systems, information is ultimately represented and processed using binary digits (0 and 1). It's the simplest and most common way to represent information digitally because it's easy for electronic circuits to work with two distinct states. Let them think of a digital system as a series of tiny switches that can be either on or off, like a light switch. In the digital world, everything is represented using these on￾off switches. Each switch is like a tiny piece of information, called a "bit." When you put many bits together, you can represent more complex things, like numbers, letters, pictures, and sounds. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2, C.3, C.4 and C.5 and D.3 and D.7 Example activity - Paint Learners use software such as Paint to create sprites and backgrounds for importing into their block-based programs Files and folders - File and folder operations Revise Paint File management Filing is arranging and storing documents in an ordered manner so that they could be found easily when needed. CAPS CODING AND ROBOTICS 75 Content (Grade 7 / Term 2) Notes/Examples Write the numbers 0, 1, 2, 3 on the left side of the board underneath a horizontal line. See the example on the right. Ask the learners some questions to get a further three numbers between 0 and 64 and add these to the number column. Ask for example: • How many learners are in the classroom? • How many learners have siblings? • How many learners have a name starting with a particular letter? Ask the learners if they think we can write these numbers using just zeros and ones. Give a volunteer (person 1) a card with one dot on one side and a black background on the other and write 1 on the far right of the board above the horizontal line. Explain that 1 means on and 0 means off, so the black side represents 0. This way, we can represent the numbers 0 and 1. Give another volunteer (person 2) a card with two dots. Place this learner on the left of the first one and write 2 to the left of 1 on the board. Ask them how they can, together, represent the number two. What about three? Ask the class for their ideas. Ask them to flip the cards to the on/off positions to help the discussion. Extend the game by giving 6 learners a card to represent different number. Some will be showing, some will not be showing. When a binary number card is not showing, it is represented by a zero. When it is showing, it is represented by a one. Extend to larger numbers. Example activity 2: Crack the secret code Give learners a secret code to crack. Each letter is represented by a number. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 23 23 24 25 26 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Convert the binary representation below to determine the decimal number and look up the letter. Find the secret code. 16 8 4 2 1 Letter Let learners create their own secret code and let their friends crack that. Example activity 3: Let learners create a clock showing the current time using binary code. Example on the right Ask the learners if they own a computer or a smartphone. How do these machines store and share information? Learners need to understand that: • Binary is a numbering system that uses only two digits: 0 and 1. This contrasts with our familiar decimal system, which uses ten digits (0-9). • Representation of Information: In the binary system, each digit (0 or 1) is called a "bit" (short for binary digit). Bits are the basic units of information storage and processing in computers. They can represent two distinct states, often referred to as "off" (0) and "on" (1), or "false" and "true’. Note: Binary is a fundamental aspect of digital systems such as computers and microcontrollers. In most digital systems, information is ultimately represented and processed using binary digits (0 and 1). It's the simplest and most common way to represent information digitally because it's easy for electronic circuits to work with two distinct states. Let them think of a digital system as a series of tiny switches that can be either on or off, like a light switch. In the digital world, everything is represented using these on￾off switches. Each switch is like a tiny piece of information, called a "bit." When you put many bits together, you can represent more complex things, like numbers, letters, pictures, and sounds. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2, C.3, C.4 and C.5 and D.3 and D.7 Example activity - Paint Learners use software such as Paint to create sprites and backgrounds for importing into their block-based programs Files and folders - File and folder operations Revise Paint File management Filing is arranging and storing documents in an ordered manner so that they could be found easily when needed. Content (Grade 7 / Term 2) Notes/Examples What one can do with files What can one do with folders? Example activity – File and Folder Management When learners work on the computer (coding), they engage in file and folders operations Learners need to • Create and name a folder and file • Rename a folder and file • Delete, copy and move a folder (difference between copy and move) • Save and Save a copy (and the difference) • Move a folder and file (difference between copy and move) • Delete a folder and file • Concept of recycle bin 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.1.3 Term 3 Content (Grade 7 / Term 3) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.4 and C.6 and R.1-R.6 Example activity – Use computational thinking to develop an algorithm for the following task If you need to find a picture of a computer that you want to import into a block-based coding app, you will break down the task into several smaller tasks, that can be completed individually. The first step is to break the problem into two distinct sub-tasks: • Find a picture of a computer on your computing device; and • Import the picture into the block-based coding app. Now, break down each of the above tasks into even smaller tasks: • Find a picture of a computer on the Internet o Complete these steps • Insert the picture into the word processing document o Complete these steps. Learners need to: Identify the important details needed to solve this problem (abstraction) Break the problem down into smaller logical steps (decomposition) Explain to learners: When they need to complete a task and feel overwhelmed, it is important to break it down into sub-tasks. Then solve each sub-task. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 – C.7 and D.8 Example activity 1 – Convert a 3-digit binary number to a decimal number Learners must write code to do the following: • The user must enter a 3-digit binary number • The program must convert the 3-digit binary number to the corresponding decimal number. • The program must display the binary number and the corresponding decimal number. Example activity 2 – Create an expense list You will be playing hockey. Create a list called rExpence_List (under variables) Write the code on the right, run the code, enter the prices and add the prices to the list. The list will store the prices entered. After the list is created, you need to calculate the total cost when pressing the spacebar • use the prices in the list to calculate how much money you will need • then calculate VAT and • add the VAT to the total: Add the following code: Possible solution for activity 1 Note: Lists are data structures that allow programmers to store multiple pieces of information in a single variable. Ensure that learners understand that the item number refer to a specific item in the list, e.g. 1 refers to the first item, 2 to the second, etc. Therefore, one needs a list counter variable that must change by 1 each time to work through the list. A high-level algorithm includes only the main steps/ideas or instructions of the solution and leaves the details until later (Abstraction to Decomposition) Refinement is a process for developing a clear, unambiguous and detailed algorithm by breaking the high-level steps down into detailed steps (gradually adding detail to a high-level ideas), finding patterns, etc. (Decompose) Content (Grade 7 / Term 3) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4 Example activity 1 – Revise loops Work through the code below. Explain what the code does. Run the code and check if you predicted correctly C.4 Debug a given symbolic or written set of instructions Example activity – Calculate multiples of a number The program on the right asks the user to enter a number, then ask the user how many multiples of that number it must display. If the user enters 12 and ask for 9 multiples of 12 to be displayed, the output must display 12, 24, 36, 48, 60, 72 Hower, the program contains a bug. Use a trace table to find the bug, correct it and test the code. (Repeat until the program works correctly). Note: When writing code, learners must be encouraged to use trace tables for finding bugs in their programs. They must also be encouraged to persist with debugging until the program works (very few programs run perfectly the first time and generally needs a couple of iterations in terms of debugging) (Solution: iCounter remains 1 – it should be changed by 1 as the last instruction in the loop) C.5 Evaluate a given solution towards potential improvement. Example activity – Calculate competition score A robotics competition has five judges that judge learner’s robotic artefacts. Each judge assigns a score out of 10. The learner’s final mark is the average of the five scores. The following two prob=grams were written to receive the scores from the five judges and calculate the average. Study the programs (use a trace table to work through each program) and explain how each one works. Evaluate both programs and explain which program is the most efficient, Note: Learners need to understand that most problems have more than one solution. However, some solutions are better than others. CAPS CODING AND ROBOTICS 77 3.1.3 Term 3 Content (Grade 7 / Term 3) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.4 and C.6 and R.1-R.6 Example activity – Use computational thinking to develop an algorithm for the following task If you need to find a picture of a computer that you want to import into a block-based coding app, you will break down the task into several smaller tasks, that can be completed individually. The first step is to break the problem into two distinct sub-tasks: • Find a picture of a computer on your computing device; and • Import the picture into the block-based coding app. Now, break down each of the above tasks into even smaller tasks: • Find a picture of a computer on the Internet o Complete these steps • Insert the picture into the word processing document o Complete these steps. Learners need to: Identify the important details needed to solve this problem (abstraction) Break the problem down into smaller logical steps (decomposition) Explain to learners: When they need to complete a task and feel overwhelmed, it is important to break it down into sub-tasks. Then solve each sub-task. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 – C.7 and D.8 Example activity 1 – Convert a 3-digit binary number to a decimal number Learners must write code to do the following: • The user must enter a 3-digit binary number • The program must convert the 3-digit binary number to the corresponding decimal number. • The program must display the binary number and the corresponding decimal number. Example activity 2 – Create an expense list You will be playing hockey. Create a list called rExpence_List (under variables) Write the code on the right, run the code, enter the prices and add the prices to the list. The list will store the prices entered. After the list is created, you need to calculate the total cost when pressing the spacebar • use the prices in the list to calculate how much money you will need • then calculate VAT and • add the VAT to the total: Add the following code: Possible solution for activity 1 Note: Lists are data structures that allow programmers to store multiple pieces of information in a single variable. Ensure that learners understand that the item number refer to a specific item in the list, e.g. 1 refers to the first item, 2 to the second, etc. Therefore, one needs a list counter variable that must change by 1 each time to work through the list. A high-level algorithm includes only the main steps/ideas or instructions of the solution and leaves the details until later (Abstraction to Decomposition) Refinement is a process for developing a clear, unambiguous and detailed algorithm by breaking the high-level steps down into detailed steps (gradually adding detail to a high-level ideas), finding patterns, etc. (Decompose) Content (Grade 7 / Term 3) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4 Example activity 1 – Revise loops Work through the code below. Explain what the code does. Run the code and check if you predicted correctly C.4 Debug a given symbolic or written set of instructions Example activity – Calculate multiples of a number The program on the right asks the user to enter a number, then ask the user how many multiples of that number it must display. If the user enters 12 and ask for 9 multiples of 12 to be displayed, the output must display 12, 24, 36, 48, 60, 72 Hower, the program contains a bug. Use a trace table to find the bug, correct it and test the code. (Repeat until the program works correctly). Note: When writing code, learners must be encouraged to use trace tables for finding bugs in their programs. They must also be encouraged to persist with debugging until the program works (very few programs run perfectly the first time and generally needs a couple of iterations in terms of debugging) (Solution: iCounter remains 1 – it should be changed by 1 as the last instruction in the loop) C.5 Evaluate a given solution towards potential improvement. Example activity – Calculate competition score A robotics competition has five judges that judge learner’s robotic artefacts. Each judge assigns a score out of 10. The learner’s final mark is the average of the five scores. The following two prob=grams were written to receive the scores from the five judges and calculate the average. Study the programs (use a trace table to work through each program) and explain how each one works. Evaluate both programs and explain which program is the most efficient, Note: Learners need to understand that most problems have more than one solution. However, some solutions are better than others. 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 3) Notes/Examples Program 1 Program 2 C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.7 C.7 Create or complete a pattern to represent a data set C.6 and C.7 are done together Example activity – Moving balls following specific rules Let us play a game. The aim of the game is to move balls from one tube to another so that balls of the same colour are in the same tube, e.g. The following rules for playing the game apply: • Rule 1: A ball can be moved to an empty tube. • Rule 2: When there is a space in a tube, a ball can only be moved on top of a ball of the same colour. • Rule 3: Only one ball at the top of a tube can be moved at a time. Given that the balls are moved from tube to tube following the rules of the game: what is the minimum number of moves needed to get the same colour balls in the same tubes for the problem on the right? ϮϬϮϮͲd^Ͳ/ŶƚĞƌŵĞĚŝĂƚĞͲYƵĞƐƚŝŽŶͲWĂƉĞƌ͘ƉĚĨ;ŽůLJŵƉŝĂĚ͘ŽƌŐ͘njĂͿ Content (Grade 7 / Term 3) Notes/Examples Robotics R.3 Outline the different components of a robot Components to cover Component Basic definition Purpose Practical application example – May be used to: Servo A type of motor that can precisely control angular position. Used for precise movement and positioning in robotics, often for tasks such as limb control and object manipulation. Enables precise movement of robot limbs, grippers, and other mechanical components such as cameras, or gripping mechanisms. PIR A sensor that detects changes in infrared radiation, typically associated with motion. Used for detecting the presence of moving objects or individuals in the robot's surroundings. (They help robots see if there is something moving nearby. It can detect people or animals and let the robot know if someone is there) In robotics, PiR sensors are used to detect motion, presence, and create interactive robot behaviour, such as obstacle avoidance. It can also be used to detect motion in the robot's vicinity, enabling security or interactive features. Basic introduction to Radio Communication (2 Devices) The learners are introduced to the concept of message passing between two devices. For grade 7 this is done on a very elementary level just to illustrate the concept. Also see: https://microbit.org/projects/make-it-code-it/send-a-smile/ The learners are introduced to the concept of a microcontroller as a processor. Learners need to provide a basic definition and purpose of the following basic electronic components of a robot: • Servo • PR Sensor The learners should describe the processor conceptually in terms of • Basic definition • Purpose, and • How it could be used in simple physical computing and robotics projects. In grade 8 the learners will be required to present a deeper understanding of the operations of the components. R.4 Present an understanding of how robots affect the world Learners must be able to • differentiate between various robots, such as industrial robots, service robots, and educational robots • describe the positive and negative impacts of robots on human lives. • discuss the advantages and disadvantages of using robots, including increased productivity, convenience, and potential job displacement. Example activity – Types of robots and how they affect the world Provide learners with videos to watch, e.g. https://youtu.be/t0br-rADDYw and https://youtu.be/b2GvuPCNhs0 and a KWLS chart. Learners watch videos and complete the KWLS chart Now, divide learner into pairs. Each pair identify a field/type of robots, e.g. autonomous robot in the hospitality industry, discuss advantages/disadvantages and design a simple task for the robot to do. ŽƚŚƚŚĞĚĞǀŝĐĞƐ ĂƌĞŽŶƚŚĞ ƐĂŵĞĐŚĂŶŶĞů;ŝ͘Ğ͕͘ϭͿ͘ ^Ž͕ŝƚŵĞĂŶƐƚŚĞLJ ĐŽŵŵƵŶŝĐĂƚĞǁŝƚŚĞĂĐŚŽƚŚĞƌ ŽŶƚŚĞƐĂŵĞĐŚĂŶŶĞů͘/ĨƚŚĞ ^ĞŶĚĞƌĚĞǀŝĐĞƐ ƵƚƚŽŶŝƐ ƉƌĞƐƐĞĚ͕ƚŚĞŶƚŚĞŶƵŵďĞƌϭŝƐ ďƌŽĂĚĐĂƐƚ͘/ĨƚŚĞƌĞĐĞŝǀĞƌ ƌĞĐĞŝǀĞƐƚŚĞŵĞƐƐĂŐĞ͕ŝƚ ĐŚĞĐŬƐƚŚĞǀĂůƵĞƌĞĐĞŝǀĞĚĂŶĚ ŝŶƚŚĞĐĂƐĞŽĨϭĂŶǁŝůůďĞ ƐŚŽǁŶ͘EŽƚĞ͗dŚĞƐĂŵĞ ĚĞǀŝĐĞƐ ĐĂŶĂůƐŽďĞĂ^ĞŶĚĞƌ ĂŶĚĂZĞĐĞŝǀĞƌ͘ ^ĞŶĚĞƌ ZĞĐĞŝǀĞƌ   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E CAPS CODING AND ROBOTICS 79 Content (Grade 7 / Term 3) Notes/Examples Program 1 Program 2 C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.7 C.7 Create or complete a pattern to represent a data set C.6 and C.7 are done together Example activity – Moving balls following specific rules Let us play a game. The aim of the game is to move balls from one tube to another so that balls of the same colour are in the same tube, e.g. The following rules for playing the game apply: • Rule 1: A ball can be moved to an empty tube. • Rule 2: When there is a space in a tube, a ball can only be moved on top of a ball of the same colour. • Rule 3: Only one ball at the top of a tube can be moved at a time. Given that the balls are moved from tube to tube following the rules of the game: what is the minimum number of moves needed to get the same colour balls in the same tubes for the problem on the right? ϮϬϮϮͲd^Ͳ/ŶƚĞƌŵĞĚŝĂƚĞͲYƵĞƐƚŝŽŶͲWĂƉĞƌ͘ƉĚĨ;ŽůLJŵƉŝĂĚ͘ŽƌŐ͘njĂͿ Content (Grade 7 / Term 3) Notes/Examples Robotics R.3 Outline the different components of a robot Components to cover Component Basic definition Purpose Practical application example – May be used to: Servo A type of motor that can precisely control angular position. Used for precise movement and positioning in robotics, often for tasks such as limb control and object manipulation. Enables precise movement of robot limbs, grippers, and other mechanical components such as cameras, or gripping mechanisms. PIR A sensor that detects changes in infrared radiation, typically associated with motion. Used for detecting the presence of moving objects or individuals in the robot's surroundings. (They help robots see if there is something moving nearby. It can detect people or animals and let the robot know if someone is there) In robotics, PiR sensors are used to detect motion, presence, and create interactive robot behaviour, such as obstacle avoidance. It can also be used to detect motion in the robot's vicinity, enabling security or interactive features. Basic introduction to Radio Communication (2 Devices) The learners are introduced to the concept of message passing between two devices. For grade 7 this is done on a very elementary level just to illustrate the concept. Also see: https://microbit.org/projects/make-it-code-it/send-a-smile/ The learners are introduced to the concept of a microcontroller as a processor. Learners need to provide a basic definition and purpose of the following basic electronic components of a robot: • Servo • PR Sensor The learners should describe the processor conceptually in terms of • Basic definition • Purpose, and • How it could be used in simple physical computing and robotics projects. In grade 8 the learners will be required to present a deeper understanding of the operations of the components. R.4 Present an understanding of how robots affect the world Learners must be able to • differentiate between various robots, such as industrial robots, service robots, and educational robots • describe the positive and negative impacts of robots on human lives. • discuss the advantages and disadvantages of using robots, including increased productivity, convenience, and potential job displacement. Example activity – Types of robots and how they affect the world Provide learners with videos to watch, e.g. https://youtu.be/t0br-rADDYw and https://youtu.be/b2GvuPCNhs0 and a KWLS chart. Learners watch videos and complete the KWLS chart Now, divide learner into pairs. Each pair identify a field/type of robots, e.g. autonomous robot in the hospitality industry, discuss advantages/disadvantages and design a simple task for the robot to do. ŽƚŚƚŚĞĚĞǀŝĐĞƐ ĂƌĞŽŶƚŚĞ ƐĂŵĞĐŚĂŶŶĞů;ŝ͘Ğ͕͘ϭͿ͘ ^Ž͕ŝƚŵĞĂŶƐƚŚĞLJ ĐŽŵŵƵŶŝĐĂƚĞǁŝƚŚĞĂĐŚŽƚŚĞƌ ŽŶƚŚĞƐĂŵĞĐŚĂŶŶĞů͘/ĨƚŚĞ ^ĞŶĚĞƌĚĞǀŝĐĞƐ ƵƚƚŽŶŝƐ ƉƌĞƐƐĞĚ͕ƚŚĞŶƚŚĞŶƵŵďĞƌϭŝƐ ďƌŽĂĚĐĂƐƚ͘/ĨƚŚĞƌĞĐĞŝǀĞƌ ƌĞĐĞŝǀĞƐƚŚĞŵĞƐƐĂŐĞ͕ŝƚ ĐŚĞĐŬƐƚŚĞǀĂůƵĞƌĞĐĞŝǀĞĚĂŶĚ ŝŶƚŚĞĐĂƐĞŽĨϭĂŶǁŝůůďĞ ƐŚŽǁŶ͘EŽƚĞ͗dŚĞƐĂŵĞ ĚĞǀŝĐĞƐ ĐĂŶĂůƐŽďĞĂ^ĞŶĚĞƌ ĂŶĚĂZĞĐĞŝǀĞƌ͘ ^ĞŶĚĞƌ ZĞĐĞŝǀĞƌ   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E   ϯ͘ϯs ϭ Ϯ ϯ ϰ 'E 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 3) Notes/Examples • design a simple task for a hypothetical robot and present it to the class. R.5 Design a simple artefact based on a set of design instructions R.5 and R.6 are done together R.6 Mimic the operations of a robot Link to R.5 and R.6 and C.1 – C.7 Note: Project The learners must be able to apply the principles of design thinking to develop an artefact with a sensor and actuator, and one additional component. Sensors on the microcontroller may also be used. E.g., Alarm with PIR or Ultrasonic sensor and additional component e.g., External buzzer, LED. Example projects Example project 1 - Automatic Door opener using a Servo + Loud sound trigger (Clapping hands opens and closes the door) Example project 2 - Alternate - Automatic Boom Gate using a PIR + Servo R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 and C.1 – C.7 Example activity 1- Pick-a-letter to play “Names, Places, Objects and Animals” Divide learners into groups with 4 learners each. Each group writes code for a game is to let the microcontroller pick a random letter to play the game “names, places, objects and animals”. When a letter is picked a group has 30 seconds to name a person’s name, a place, an object and an animal’s name that starts with Learners develop a program for the microcontroller to perform a specific task such as playing a game and keeping score CAPS CODING AND ROBOTICS 81 Content (Grade 7 / Term 3) Notes/Examples that letter. If the group gets all four answers right, they get four points. If they get three answers right, they get three points. If they get two answers right, they get two points. If they get one answer right, they get one point. After writing the game, learners in the group play in groups of two (2 groups of 2). (Swop group roles below for each round). Group A: Shake the microcontroller to choose a random letter and to start the countdown of 30 seconds. Group B: Must the come up with a person’s name, a place, an object and an animal that starts with the letter displayed, within 30 seconds. If they get all four answers right, they get 4 points. If they get three answers right, they get 3 points. If they get two answers right, they get 2 right. If The group gets 1 point if they have one right, 2 points, if they have 2 right, etc. Program the microcontroller to keep the total score (each time add the points that a group got to their previous score). Button A must be pressed to keep the score of group A. Button B must be pressed to keep the score of group B. (Tip: Press a button three times if three points were scored). Press both buttons A and B together to display each group’s points and to say who the winner is. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.2, D.3 and D.4 Example activity – Data →Information →Decisions Discuss the following with learners: Data collection – Learners imagine data as raw materials, like puzzle pieces spread all over the place - on computers, phones, and the internet. IT professionals help collect these puzzle pieces and put them in one place Organising data - Raw data is often messy and unorganized, like a jumble of puzzle pieces. IT professionals, especially programmers, write special instructions (code) to organize these pieces. It's like putting similar pieces together to form a picture Storing data - Once the data is organized, it needs a safe place to stay, like a storage room. IT experts build and manage these digital storage rooms, which are called databases Processing data - To make sense of data, one needs to do things with it. IT professionals create programs (like computer apps) to process data. For example, they can add, subtract, or compare data to find patterns. Turning data into information - Data alone is like having puzzle pieces without knowing what they make. IT professionals use their programs to turn this data into useful information. It's like solving the puzzle and seeing the whole picture Visualising information - Sometimes, it's easier to understand information when it's shown in pictures or graphs. IT experts create charts and graphs to help people see and understand the data better. Decision making - Now that we have meaningful information, people (like business owners or doctors) can use it to make decisions. For example, a store owner might use data to decide what products to stock. Security - IT professionals also play a vital role in keeping data safe. They “build locks and walls” (security measures) to protect data from hackers and other threats Problem solving - When something goes wrong with data or information systems, IT professionals, including programmers, are like detectives. They figure out what's wrong and fix it. Innovation - IT experts are always inventing new ways to do things with data. They create new apps, software, and technology that make our lives easier and more fun. Do with D.2, D.3 and D.4 Learners need to understand the role of information technology (IT) and IT professionals (programmers) in enabling transformation of data to meaningful information and decision making. IT professionals and programmers are like digital architects and builders. They collect, organize, and transform data into valuable information that helps people and businesses make decisions. They also make sure this data is safe and use technology to create exciting new things. So, when you see a cool app or a helpful website, remember that IT professionals and programmers are the ones behind the scenes making it all work. IT professionals, therefore, play a crucial role in transforming raw data into meaningful information through data processing. They use mathematics and statistics to analyse the information, make predictions, and guide decisions. Simulations allow them to test different scenarios and understand how various factors interact without real-world consequences. These aspects of IT contribute to better understanding, efficient decision-making, and advancements across various fields and industries. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.4 and D.6 Revise the concepts of good password management. Revise the concept and dangers of sharing information like personal information, pins, usernames and passwords are recognised. Reference the use of passwords in class when logging and working in the current school environment. Understand that we leave a digital footprint when working with digital devices/computers/cell phones and present digital footprint concepts. Revise and extend concepts of • privacy and security using good passwords • digital footprint D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.2 and D.7 and C.2 and C.3 Example activity – Computing devices Provide learners into small groups. Each group get one computing device to explore and report on: Personal Computers (PCs): Desktops, laptops, and workstations are common computing devices used for a wide range of tasks, from word processing and gaming to programming and data analysis Learners need to • Understand that, generally, a computing device, in general, is an electronic machine or system designed to 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 3) Notes/Examples Smartphones and Tablets: These mobile devices are powerful computing devices that allow users to make calls, send messages, browse the internet, run applications, and more Servers: Servers are specialized computing devices used to provide services, store data, and host websites or applications. They often operate 24/7 and are optimized for reliability and performance Embedded Systems: These are specialized computing devices designed for specific functions and often built into other products. Examples include the computer inside a car for engine control or the microcontrollers in household appliances IoT Devices: Internet of Things (IoT) devices, such as smart thermostats, security cameras, and wearable fitness trackers, have computing capabilities to collect data and perform tasks related to their specific functions Gaming Consoles: Devices like gaming consoles (e.g., Xbox, PlayStation) are specialized computing devices designed for playing video game Routers and Modems: These devices are used to manage network connections and enable internet access process and manipulate data using a set of instructions or programs • Provide examples of computing devices and their main purpose D.4 Identify the common uses of ICT in the real world Link to D.1 Differentiate between the WWW (software related) and Internet (hardware related). Internet and WWW Internet • Internet itself is a global, interconnected network of devices (computing devices, e.g. computer, network devices, e.g. router, etc.) • Supports a wide variety of interactions and communications between its devices https://youtu.be/x3c1ih2NJEg WWW • WWW is one set of software services running on the Internet • Subset of these interactions and supports websites and URLs Example activity: Watch the videos https://youtu.be/J8hzJxb0rpc and https://youtu.be/r9Qw1iu3q6M Make notes while watching. Provide questions beforehand e.g. What is the difference between www and internet? Are webpages static or dynamic? What do webpages consist of? Use a KWLS chart and complete the columns. Learners need to • Understand what the Internet is • Understand what the World Wide Web (WWW) is • Distinguish between the Internet and the WWW • Understand what is required to connect to the internet (refer to Term 2 D.5) D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.1 – D.5 from previous terms We live in a connected world! - Introduction to the simplified concept of networks, e.g., network sharing and storage on the cloud. The cloud is like a virtual storage and processing space on the internet. It's where data can be stored and accessed from anywhere. Example activity 1: Explain that cloud storage is a service that allows users to store and access their data (such as documents, photos, videos, and more) over the internet instead of on their physical devices (computers or smartphones). Discuss importance of cloud storage, such as backing up important files, sharing documents with others, and accessing files from any device with an internet connection. Connecting Cloud Storage to Networks: Review concept of networks, devices connected to one another using a network, including the internet and can be wired (cables) or wireless (Bluetooth, Wi-Fi, cellular). Draw a simple diagram showing a cloud symbol connected to various devices using lines representing network connections. Discuss how devices connect to the internet and access cloud storage services through network connections. Cloud Storage services: Explain that there are various cloud storage services available, such as Google Drive and OneDrive. Mention that each service may offer different features and storage capacities. Provide a brief overview of a popular cloud storage service. Learners need to • understand that cloud storage (network of servers (big computers) connected to the internet) is a service that allows one to store one’s files and photos online, instead of on one’s device (on a hard disk). • understand that one can access these files from any device, anywhere, if one has an internet connection • provide an example of a cloud storage service • list the benefits and risk of cloud storage Content (Grade 7 / Term 3) Notes/Examples Benefits and Risks: Discuss the benefits of using cloud storage, such as data backup, easy sharing, remote access, and collaboration. Highlight potential risks, include data privacy and importance of strong passwords. Hands-On Activity: If possible, give learners access to devices (laptops or tablets) with internet access. Learners create a simple document or upload a picture to a cloud storage service like Google Drive. Guide them through the process Discussion: After the hands-on activity, ask learners about their experiences using cloud storage. What did they find easy or challenging? Did they notice any immediate benefits? D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.4 Input, processing, output, communication (networks) The concepts of input, output, and processing take on specific meanings related to the flow of data and information within the network Input: In a network, input refers to the data or information that is received by the network from various sources such as other devices, users, sensors, or external data streams. Input data can take the form of text, files, multimedia, sensor readings, requests for resources or services, and more. Examples of input in a network include a user typing a web address into a browser (requesting a webpage), a sensor sending temperature readings to a server, or an email being received by a mail server. Processing Processing in a network involves the actions taken to handle and manipulate the input data. This can include routing data to its destination, filtering out unwanted or malicious data, performing calculations or transformations, and managing network resources. Network devices play a crucial role in processing data as they determine how data are transmitted Processing also includes tasks like data encryption for security, error correction. Output Output in a network refers to the data or information that is transmitted or sent out from the network to its intended recipients. This output can be directed to specific devices, users, Examples of output in a network include the delivery of a requested webpage to a user's device, sending an email to its recipient's inbox, or transmitting sensor data to a central monitoring system. Output may also include status updates, error messages, or acknowledgments to inform users or devices about the success or failure of data transmission. Learners need to know that, in the context of a network Input-output-processing describes how data is received, processed, and transmitted to enable communication, resource sharing, and information exchange among devices and users connected to the network. D.8 Interpret a pattern to represent or communicate a message or image Link to C.6 and C.7 Continue by giving learners more examples of decimals to convert to binary and from binary to convert to decimal. Example activity 1: Use the concept of binary and determine the following: Example activity 2: Hold up one hand and let learners convert to binary. If a finger is up, it is a one, and if it is down, it is a zero. Ask learners what is the biggest number that can be represented if both hands and all 10 fingers are used. Revise binary code from Term 1 D.10 Demonstrate a basic proficiency in the application of digital skills. Link to D.7 and C.1 – C.7 Strengthen file management proficiency (create folders, save files, give appropriate filenames, file organising). Learners use an application such as Paint to create sprites and backgrounds to be imported into the block-based apps. File and Folder management Use paint CAPS CODING AND ROBOTICS 83 Content (Grade 7 / Term 3) Notes/Examples Smartphones and Tablets: These mobile devices are powerful computing devices that allow users to make calls, send messages, browse the internet, run applications, and more Servers: Servers are specialized computing devices used to provide services, store data, and host websites or applications. They often operate 24/7 and are optimized for reliability and performance Embedded Systems: These are specialized computing devices designed for specific functions and often built into other products. Examples include the computer inside a car for engine control or the microcontrollers in household appliances IoT Devices: Internet of Things (IoT) devices, such as smart thermostats, security cameras, and wearable fitness trackers, have computing capabilities to collect data and perform tasks related to their specific functions Gaming Consoles: Devices like gaming consoles (e.g., Xbox, PlayStation) are specialized computing devices designed for playing video game Routers and Modems: These devices are used to manage network connections and enable internet access process and manipulate data using a set of instructions or programs • Provide examples of computing devices and their main purpose D.4 Identify the common uses of ICT in the real world Link to D.1 Differentiate between the WWW (software related) and Internet (hardware related). Internet and WWW Internet • Internet itself is a global, interconnected network of devices (computing devices, e.g. computer, network devices, e.g. router, etc.) • Supports a wide variety of interactions and communications between its devices https://youtu.be/x3c1ih2NJEg WWW • WWW is one set of software services running on the Internet • Subset of these interactions and supports websites and URLs Example activity: Watch the videos https://youtu.be/J8hzJxb0rpc and https://youtu.be/r9Qw1iu3q6M Make notes while watching. Provide questions beforehand e.g. What is the difference between www and internet? Are webpages static or dynamic? What do webpages consist of? Use a KWLS chart and complete the columns. Learners need to • Understand what the Internet is • Understand what the World Wide Web (WWW) is • Distinguish between the Internet and the WWW • Understand what is required to connect to the internet (refer to Term 2 D.5) D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.1 – D.5 from previous terms We live in a connected world! - Introduction to the simplified concept of networks, e.g., network sharing and storage on the cloud. The cloud is like a virtual storage and processing space on the internet. It's where data can be stored and accessed from anywhere. Example activity 1: Explain that cloud storage is a service that allows users to store and access their data (such as documents, photos, videos, and more) over the internet instead of on their physical devices (computers or smartphones). Discuss importance of cloud storage, such as backing up important files, sharing documents with others, and accessing files from any device with an internet connection. Connecting Cloud Storage to Networks: Review concept of networks, devices connected to one another using a network, including the internet and can be wired (cables) or wireless (Bluetooth, Wi-Fi, cellular). Draw a simple diagram showing a cloud symbol connected to various devices using lines representing network connections. Discuss how devices connect to the internet and access cloud storage services through network connections. Cloud Storage services: Explain that there are various cloud storage services available, such as Google Drive and OneDrive. Mention that each service may offer different features and storage capacities. Provide a brief overview of a popular cloud storage service. Learners need to • understand that cloud storage (network of servers (big computers) connected to the internet) is a service that allows one to store one’s files and photos online, instead of on one’s device (on a hard disk). • understand that one can access these files from any device, anywhere, if one has an internet connection • provide an example of a cloud storage service • list the benefits and risk of cloud storage Content (Grade 7 / Term 3) Notes/Examples Benefits and Risks: Discuss the benefits of using cloud storage, such as data backup, easy sharing, remote access, and collaboration. Highlight potential risks, include data privacy and importance of strong passwords. Hands-On Activity: If possible, give learners access to devices (laptops or tablets) with internet access. Learners create a simple document or upload a picture to a cloud storage service like Google Drive. Guide them through the process Discussion: After the hands-on activity, ask learners about their experiences using cloud storage. What did they find easy or challenging? Did they notice any immediate benefits? D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.4 Input, processing, output, communication (networks) The concepts of input, output, and processing take on specific meanings related to the flow of data and information within the network Input: In a network, input refers to the data or information that is received by the network from various sources such as other devices, users, sensors, or external data streams. Input data can take the form of text, files, multimedia, sensor readings, requests for resources or services, and more. Examples of input in a network include a user typing a web address into a browser (requesting a webpage), a sensor sending temperature readings to a server, or an email being received by a mail server. Processing Processing in a network involves the actions taken to handle and manipulate the input data. This can include routing data to its destination, filtering out unwanted or malicious data, performing calculations or transformations, and managing network resources. Network devices play a crucial role in processing data as they determine how data are transmitted Processing also includes tasks like data encryption for security, error correction. Output Output in a network refers to the data or information that is transmitted or sent out from the network to its intended recipients. This output can be directed to specific devices, users, Examples of output in a network include the delivery of a requested webpage to a user's device, sending an email to its recipient's inbox, or transmitting sensor data to a central monitoring system. Output may also include status updates, error messages, or acknowledgments to inform users or devices about the success or failure of data transmission. Learners need to know that, in the context of a network Input-output-processing describes how data is received, processed, and transmitted to enable communication, resource sharing, and information exchange among devices and users connected to the network. D.8 Interpret a pattern to represent or communicate a message or image Link to C.6 and C.7 Continue by giving learners more examples of decimals to convert to binary and from binary to convert to decimal. Example activity 1: Use the concept of binary and determine the following: Example activity 2: Hold up one hand and let learners convert to binary. If a finger is up, it is a one, and if it is down, it is a zero. Ask learners what is the biggest number that can be represented if both hands and all 10 fingers are used. Revise binary code from Term 1 D.10 Demonstrate a basic proficiency in the application of digital skills. Link to D.7 and C.1 – C.7 Strengthen file management proficiency (create folders, save files, give appropriate filenames, file organising). Learners use an application such as Paint to create sprites and backgrounds to be imported into the block-based apps. File and Folder management Use paint 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.1.4 Term 4 Content (Grade 7 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Example activity – Use computational thinking to develop an algorithm to solve a problem Divide learners into pairs. Each pair choose a game (e.g. a board game or a sport such as cricket, soccer, tennis, etc.). The pair must compile an algorithm using one sheet of paper to explain how the game works and how points are scored. Pairs explain their algorithms to other pairs who must evaluate if the algorithm explains the game and scoring correctly. Pairs explain how they used computational thinking to solve the problem. Learners apply computational thinking to develop an algorithm C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 – C.5 Example activity – Display random list contents A list stores the names of 10 animals. When the green flag is clicked, the program picks a random animal from the list and displays the name of the animal as well as a picture of the animal (the costume number links to the. List number of the animal. Study the code and create a similar program, e.g. display treasures, etc. Note: Common mistakes with lists: • Not initialising the list • Using the wrong index (counter) • Not checking for empty lists or not clearing lists when needed • Not using descriptive names • Not checking for out-of-bound errors (e.g. referring to list index 5 if the list only contains 4 items) C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2, C.4 and C.5 C.4 Debug a given symbolic or written set of instructions C.3, C.4 and C.5 done together When learners write their own programs, the need to debug and evaluate the code for potential improvement. Remember: Effective problem decomposition is a key skill in programming Note As programs get bigger and more complex, it is important that learners learn plan a program. If code is not planned well before writing it, it can lead to difficulties when they need combining structures, as they may not have a clear roadmap for how different structures should work together. C.5 Evaluate a given solution towards potential improvement Example activity – Game with two sprites Implement the code on the left in a block-based coding app. Explain what the code does. Now, write a similar game of your choice. Sprite 1 (Hammer) code Sprite 2 (Troll) code Content (Grade 7 / Term 4) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity - Secret Digits Beavers use symbols instead of house numbers. They use the table on the right to translate the symbols to numbers džĂŵƉůĞ Five is written as What is the house number of this beaver house? 2021-TS-Junior-Question-Paper.pdf (olympiad.org.za) C.7 Create or complete a pattern to represent a data set Example activity – Tree Sudoku Beavers planted 9 trees in a 3 x 3 field. The trees had three different heights. No line (horizontal or vertical) had two trees of the same height. The beavers observed how many trees they could see from every position where there was a sign. They then wrote this number on the sign to indicate how many trees they can see in the line (horizontally or vertically from that point. However, when looking along a line of trees, the beavers could not see trees that were planted behind taller trees! Unfortunately, the rain has washed some of the numbers off some signs Use the remaining numbers on the signs as an indication to show them which trees were planted where. Write down the height of trees (S (small), M (medium), T (tall) in the in the block on the grid. 2021-TS-Junior-Question-Paper.pdf (olympiad.org.za) Note: Concrete activities remain important as literature suggests that the primary weakness of today’s pedagogy of programming is that it does not provide enough opportunity for the novice to develop concrete operational skills, via the correct types of exercises…due to too much emphasis on writing large amounts of code, and problem solving. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis. CAPS CODING AND ROBOTICS 85 3.1.4 Term 4 Content (Grade 7 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Example activity – Use computational thinking to develop an algorithm to solve a problem Divide learners into pairs. Each pair choose a game (e.g. a board game or a sport such as cricket, soccer, tennis, etc.). The pair must compile an algorithm using one sheet of paper to explain how the game works and how points are scored. Pairs explain their algorithms to other pairs who must evaluate if the algorithm explains the game and scoring correctly. Pairs explain how they used computational thinking to solve the problem. Learners apply computational thinking to develop an algorithm C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 – C.5 Example activity – Display random list contents A list stores the names of 10 animals. When the green flag is clicked, the program picks a random animal from the list and displays the name of the animal as well as a picture of the animal (the costume number links to the. List number of the animal. Study the code and create a similar program, e.g. display treasures, etc. Note: Common mistakes with lists: • Not initialising the list • Using the wrong index (counter) • Not checking for empty lists or not clearing lists when needed • Not using descriptive names • Not checking for out-of-bound errors (e.g. referring to list index 5 if the list only contains 4 items) C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2, C.4 and C.5 C.4 Debug a given symbolic or written set of instructions C.3, C.4 and C.5 done together When learners write their own programs, the need to debug and evaluate the code for potential improvement. Remember: Effective problem decomposition is a key skill in programming Note As programs get bigger and more complex, it is important that learners learn plan a program. If code is not planned well before writing it, it can lead to difficulties when they need combining structures, as they may not have a clear roadmap for how different structures should work together. C.5 Evaluate a given solution towards potential improvement Example activity – Game with two sprites Implement the code on the left in a block-based coding app. Explain what the code does. Now, write a similar game of your choice. Sprite 1 (Hammer) code Sprite 2 (Troll) code Content (Grade 7 / Term 4) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity - Secret Digits Beavers use symbols instead of house numbers. They use the table on the right to translate the symbols to numbers džĂŵƉůĞ Five is written as What is the house number of this beaver house? 2021-TS-Junior-Question-Paper.pdf (olympiad.org.za) C.7 Create or complete a pattern to represent a data set Example activity – Tree Sudoku Beavers planted 9 trees in a 3 x 3 field. The trees had three different heights. No line (horizontal or vertical) had two trees of the same height. The beavers observed how many trees they could see from every position where there was a sign. They then wrote this number on the sign to indicate how many trees they can see in the line (horizontally or vertically from that point. However, when looking along a line of trees, the beavers could not see trees that were planted behind taller trees! Unfortunately, the rain has washed some of the numbers off some signs Use the remaining numbers on the signs as an indication to show them which trees were planted where. Write down the height of trees (S (small), M (medium), T (tall) in the in the block on the grid. 2021-TS-Junior-Question-Paper.pdf (olympiad.org.za) Note: Concrete activities remain important as literature suggests that the primary weakness of today’s pedagogy of programming is that it does not provide enough opportunity for the novice to develop concrete operational skills, via the correct types of exercises…due to too much emphasis on writing large amounts of code, and problem solving. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis. 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 4) Notes/Examples Robotics R.3 Outline the different components of a robot Learners need to provide a basic definition and purpose of the following basic electronic components of a robot: Component Basic definition Purpose Practical application example – May be used to: Ultrasonic Sensor: A sensor that emits and receives ultrasonic waves to measure distances. Used for obstacle detection, navigation, and proximity sensing in robotics. Provides distance measurements for obstacle avoidance, navigation, and object detection. Learners must describe the ultrasonic sensor in term of • basic definition and • purpose: R.5 Design a simple artefact based on a set of design instructions Done with R.6 R.6 Mimic the operations of a robot R.5 and R.6 done together Note: It is important that learners plan their projects. Planning should include identifying resources required as well as planning the code. If a project is not planned well before building it and writing code to realise the artefact, it can lead to difficulties when they need combining components and structures, as they may not have a clear roadmap for how different components and structures should work together. Example Project – Ultrasonic Sensor Distance Example with microcontroller R.7 Create, test and execute a set of robotic instructions Link to R.6 Example activity 1 - Timer and score keeper for thirty-seconds game. Create a microcontroller program that can act as a timer for the game of 30-seconds and to keep score for two teams. The game is played with two groups, group A and group B. Shake the microcontroller to start counting down, Display the seconds starting from 30 and counting down. “Draw” a card from a bowl/box with a question to answer. When the timer reaches 0, make a sound. If group A gets an answer right, press Button A to keep the score (add 1 point) and display their score. If group B gets an answer right, press Button B to keep the score (add 1 point) and display their score. Press both buttons A and B together to determine which group has won and display a message to say which group is the winner. Learners create an alarm with PIR or Ultrasonic sensor and additional component e.g., External buzzer, LED. Content (Grade 7 / Term 4) Notes/Examples Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, D.4 and D.7 Case Study: The Stolen Artefacts – Solving a mystery using IPO tables Instructions: 1. Introduction: Revise the concept of input, processing, and output. Explain that these steps are crucial for solving problems effectively. 2. The Mystery: Present the mystery scenario to the students: "The Stolen Artefacts." Explain that during a school trip to a local museum, several valuable historical artefacts have gone missing. Present the problem to the learners and mention that they will play the role of detectives to solve this mystery. 3. Input Phase: Discuss with the learners what information or clues they need to gather to solve the mystery. Write these on the whiteboard. For example, they might need information about when the artefacts were last seen, who had access to the museum, and if there were any security breaches. Encourage learners to think critically and ask questions about what information is essential to solve the case. 4. Processing Phase: Discuss how they will process the information they've gathered. Encourage them to brainstorm ideas and analyse the data they have collected. Guide the learners to think about possible scenarios and motives for the theft. They should consider who might have stolen the artefacts and why. 5. Output Phase: Discuss how they will present their findings or conclusions to solve the mystery. This might include creating a detective report, sharing their theories, or identifying the possible thief and motive. Encourage learners to communicate their theories and reasoning effectively. 6. Mystery-Solving Time: Divide the learners into small groups and provide them with the mystery scenario and any clues (if you choose to use envelopes or containers). In their groups, learners should follow the input, processing, and output steps to solve the mystery by creating an IPO table. They can record their findings and reasoning on a sheet of paper. 7. Conclusion: Discuss how input, processing, and output were used in solving the mystery. Ask learners to reflect on what they learned about problem-solving through this activity. Learners apply the concepts of input, processing, and output to solve the mystery of stolen historical artefacts. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Case Study Scenarios: Scenario 1: Social Media Dilemma Mpho discovers that her best friend, Sam, has been posting hurtful and misleading information about her on a social media platform. Mpho is torn between confronting Sam publicly or privately. What should she do, and what are the potential consequences of her decision? Scenario 2: Online Bullying Alex witnesses a classmate being cyberbullied on a chat platform. Should Alex intervene, report the incident, or ignore it? What ethical considerations come into play when deciding how to respond? Scenario 3: Privacy vs. Convenience Emily is tempted to download a popular app that requests access to her personal information and location. She finds the app incredibly useful but worries about her privacy. How can Emily balance convenience with protecting her personal data? Scenario 4: Digital Addiction Chris spends hours every day playing video games and scrolling through social media, neglecting his responsibilities and health. How can Chris recognise and address his digital addiction, and what strategies can he implement to regain control of his life? Answer the following questions: Scenario 1: Social Media Dilemma 1. What are the immediate emotions and reactions that Mpho might be experiencing upon discovering Sam’s hurtful posts? 2. What are the potential consequences of Mpho confronting Sam’s publicly on social media? How might this impact their friendship and others who see the exchange? 3. What are the potential consequences of Mpho addressing the issue privately with Sam? How might this approach affect their relationship and resolution of the problem? 4. What ethical principles should guide Mpho in deciding whether to confront Sam publicly or privately? Scenario 2: Online Bullying 1. What responsibilities do individuals like Alex have when witnessing cyberbullying on an online platform? 2. What are the potential consequences of Alex intervening and acting against the cyberbully? 3. What are the potential consequences of Alex reporting the cyberbullying incident to the platform administrators? 4. What ethical considerations should Alex consider when deciding how to respond to the situation? Scenario 3: Privacy vs. Convenience 1. What are the benefits and drawbacks of Emily's decision to download the app that requests access to her personal information and location? 2. What privacy risks does Emily face if she proceeds with downloading the app? CAPS CODING AND ROBOTICS 87 Content (Grade 7 / Term 4) Notes/Examples Robotics R.3 Outline the different components of a robot Learners need to provide a basic definition and purpose of the following basic electronic components of a robot: Component Basic definition Purpose Practical application example – May be used to: Ultrasonic Sensor: A sensor that emits and receives ultrasonic waves to measure distances. Used for obstacle detection, navigation, and proximity sensing in robotics. Provides distance measurements for obstacle avoidance, navigation, and object detection. Learners must describe the ultrasonic sensor in term of • basic definition and • purpose: R.5 Design a simple artefact based on a set of design instructions Done with R.6 R.6 Mimic the operations of a robot R.5 and R.6 done together Note: It is important that learners plan their projects. Planning should include identifying resources required as well as planning the code. If a project is not planned well before building it and writing code to realise the artefact, it can lead to difficulties when they need combining components and structures, as they may not have a clear roadmap for how different components and structures should work together. Example Project – Ultrasonic Sensor Distance Example with microcontroller R.7 Create, test and execute a set of robotic instructions Link to R.6 Example activity 1 - Timer and score keeper for thirty-seconds game. Create a microcontroller program that can act as a timer for the game of 30-seconds and to keep score for two teams. The game is played with two groups, group A and group B. Shake the microcontroller to start counting down, Display the seconds starting from 30 and counting down. “Draw” a card from a bowl/box with a question to answer. When the timer reaches 0, make a sound. If group A gets an answer right, press Button A to keep the score (add 1 point) and display their score. If group B gets an answer right, press Button B to keep the score (add 1 point) and display their score. Press both buttons A and B together to determine which group has won and display a message to say which group is the winner. Learners create an alarm with PIR or Ultrasonic sensor and additional component e.g., External buzzer, LED. Content (Grade 7 / Term 4) Notes/Examples Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, D.4 and D.7 Case Study: The Stolen Artefacts – Solving a mystery using IPO tables Instructions: 1. Introduction: Revise the concept of input, processing, and output. Explain that these steps are crucial for solving problems effectively. 2. The Mystery: Present the mystery scenario to the students: "The Stolen Artefacts." Explain that during a school trip to a local museum, several valuable historical artefacts have gone missing. Present the problem to the learners and mention that they will play the role of detectives to solve this mystery. 3. Input Phase: Discuss with the learners what information or clues they need to gather to solve the mystery. Write these on the whiteboard. For example, they might need information about when the artefacts were last seen, who had access to the museum, and if there were any security breaches. Encourage learners to think critically and ask questions about what information is essential to solve the case. 4. Processing Phase: Discuss how they will process the information they've gathered. Encourage them to brainstorm ideas and analyse the data they have collected. Guide the learners to think about possible scenarios and motives for the theft. They should consider who might have stolen the artefacts and why. 5. Output Phase: Discuss how they will present their findings or conclusions to solve the mystery. This might include creating a detective report, sharing their theories, or identifying the possible thief and motive. Encourage learners to communicate their theories and reasoning effectively. 6. Mystery-Solving Time: Divide the learners into small groups and provide them with the mystery scenario and any clues (if you choose to use envelopes or containers). In their groups, learners should follow the input, processing, and output steps to solve the mystery by creating an IPO table. They can record their findings and reasoning on a sheet of paper. 7. Conclusion: Discuss how input, processing, and output were used in solving the mystery. Ask learners to reflect on what they learned about problem-solving through this activity. Learners apply the concepts of input, processing, and output to solve the mystery of stolen historical artefacts. D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 Case Study Scenarios: Scenario 1: Social Media Dilemma Mpho discovers that her best friend, Sam, has been posting hurtful and misleading information about her on a social media platform. Mpho is torn between confronting Sam publicly or privately. What should she do, and what are the potential consequences of her decision? Scenario 2: Online Bullying Alex witnesses a classmate being cyberbullied on a chat platform. Should Alex intervene, report the incident, or ignore it? What ethical considerations come into play when deciding how to respond? Scenario 3: Privacy vs. Convenience Emily is tempted to download a popular app that requests access to her personal information and location. She finds the app incredibly useful but worries about her privacy. How can Emily balance convenience with protecting her personal data? Scenario 4: Digital Addiction Chris spends hours every day playing video games and scrolling through social media, neglecting his responsibilities and health. How can Chris recognise and address his digital addiction, and what strategies can he implement to regain control of his life? Answer the following questions: Scenario 1: Social Media Dilemma 1. What are the immediate emotions and reactions that Mpho might be experiencing upon discovering Sam’s hurtful posts? 2. What are the potential consequences of Mpho confronting Sam’s publicly on social media? How might this impact their friendship and others who see the exchange? 3. What are the potential consequences of Mpho addressing the issue privately with Sam? How might this approach affect their relationship and resolution of the problem? 4. What ethical principles should guide Mpho in deciding whether to confront Sam publicly or privately? Scenario 2: Online Bullying 1. What responsibilities do individuals like Alex have when witnessing cyberbullying on an online platform? 2. What are the potential consequences of Alex intervening and acting against the cyberbully? 3. What are the potential consequences of Alex reporting the cyberbullying incident to the platform administrators? 4. What ethical considerations should Alex consider when deciding how to respond to the situation? Scenario 3: Privacy vs. Convenience 1. What are the benefits and drawbacks of Emily's decision to download the app that requests access to her personal information and location? 2. What privacy risks does Emily face if she proceeds with downloading the app? 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 7 / Term 4) Notes/Examples 3. How can Emily balance her desire for convenience with protecting her personal data and privacy? 4. What steps can Emily take to make an informed decision about using the app? Scenario 4: Digital Addiction 1. What signs of digital addiction are evident in Chris's behaviour? 2. How might Chris's digital addiction impact his responsibilities, relationships, and overall well-being? 3. What strategies can Chris implement to recognize and address his digital addiction? 4. How can Chris regain control of his life and find a healthier balance between digital activities and other aspects of his life? D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1 D.4 Identify the common uses of ICT in the real world Link to D.5 Education, Entertainment chatbots D.5 Differentiate between the components of an ICT system Link to D.4 D.6 Explain how the adaptation of technology impacted the world we work and live in Link to all D.1 to D.5, D.7 and D.10 Example activity: Let learners answer the following questions: 1. How has technology changed the way people work and live over the past few decades? 2. Indicate how technology has affected the types of jobs people have and how they do those jobs? 3. How has technology made it easier for people to communicate and connect with others around the world? 4. How do you think technology has influenced the things we watch, play, and enjoy for entertainment? 5. Indicate how technology has improved our access to information and learning? 6. Can you think of examples where technology has helped improve our health or the way we receive medical care? 7. How has technology changed the way people interact socially and the kinds of activities they do together? 8. What concerns do people have about privacy and safety in our digital world, and how can we address them? 9. Do you think technology has made our lives better overall? How? 10. What new technologies do you think will be important in the future, and how might they change our lives? D.7 Present a basic understanding of the concept of input processing and output. Link to D.7 and C.2 – C.5 Explain different types of input, processing and output Example activity: Create an IPO table to calculate the area of a rectangle. The user will provide the length and width of the rectangle as inputs, and the program will process this information to output the calculated area. Execution can be applied in a coding activity (Link to D.10). Link to robotics (e.g. sensors, etc.) and robotics apps Link to coding apps and problems. CAPS CODING AND ROBOTICS 89 Content (Grade 7 / Term 4) Notes/Examples D.8 Interpret a pattern to represent or communicate a message or image Link to D.9, D.10 and C.1 Example activity – "Binary Bingo" Objective: Reinforce understanding of binary through a competitive Bingo game. Materials Needed: Bingo cards with binary numbers. Binary Bingo Card (bingobaker.com), E.g. Instructions: Create Bingo cards with binary numbers, prepare a list of corresponding decimal numbers, and provide each learner with a card. Revise converting from decimal to binary. Call out decimal numbers, learners cover corresponding binary numbers on their cards. After a Bingo, review binary numbers called and their decimal equivalents. Offer prizes to Bingo winners. Optional: Play more rounds with different Bingo patterns. / Reverse the came by supplying cards with decimal numbers and write binary number on the board Summarise key points about binary and its role in computers. Binary number system – revise and extend D.9 Create a pattern to represent or communicate a message or image Link to D.8 and C.1 Link to D.8. and D.10. Learners create their own Bingo cards and corresponding decimal numbers. Do with D.8 D.10 Demonstrate a basic proficiency in the application of digital skills. Link D.8 and D.9. Link to D.8. and let learners create their own Binary Bingo cards in Paint. Do with D,8 and Cs 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.2 GRADE 8 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex activities/programs. 3.2.1 Term 1 Content (Grade 8 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7, R.5 – R.7 Example activity In Grade 7, you have looked at different geometrical shapes: (square, pentagon, hexagon, heptagon and octagon) and the pattern/ relationship between these. You have noticed the following/identified the following patterns/trends/relationships: • As the number of sides increases o the size of the interior angles decreases o the form of the shape gets closer to a circle • The sum of the interior angles of a shape equals 360° and a circle is also 360° This information helped you to make more observations: • The size of the interior angles for each shape can be calculated by dividing 360° by the number of sides, e.g. for the pentagon the interior angles can be calculated as 360/5 = 72. There is a relationship between the of sides, the size of the interior angles and a circle (360°). • These patterns and relationships help to generalise the solution/algorithm for drawing shapes by finding general principles that create patterns. Look at the following: Square (4 sides) Pentagon (5 sides) Circle (360 ‘sides’) N sides Repeat 4x Turn 360/4 (90°) Move 360/4 steps Repeat 5 times Turn 360/5 degrees Move 360/5 steps Repeat 360 times Turn 360/360 degrees Move 360/360 steps Repeat n times Turn 360/n degrees Move 360/n steps The generalised algorithm for drawing shapes allows us to draw any shape – from a triangle to a circle! – by understanding the relationship between the steps; the size of the angles and a circle (a circle as 360 “sides” that forms the round shape). Example activity Shape Square Pentagon Hexagon Heptagon Octagon Circle Number of sides 4 5 6 7 8 (360) Number of angles 4 5 6 7 8 (360) Size of the interior angle 90° 72° 60° 51,4° 45° 1° Sum of interior angles 360° 360° 360° 360° 360° 360° Done with C.2 and C.5, C.6 and C.7 Show learners an octagon within a circle to see that a shape gets closer to resemble a circle as the number of sides increases and the size of the interior angles decreases Learners use computational thinking (and specifically pattern recognition) to reason about a generalised formula for drawing a shape. Recognising patterns helps you to identify similarities, shared characteristics and/or differences within or between problems. This helps to make predictions or to generalise solutions. If one can identify a pattern, one is generally able to predict, for example, the next item in a series or the next step in completing a task. How are patterns and pattern recognition helpful? • Identifying patterns can point you to an existing solution that you can use to solve a new problem. • Patterns help us to make predictions • Pattern recognition helps us to generalise To generalise is to look at specific cases; identify a pattern or relationship that will always be true; then represent the pattern in symbolic format. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C1, C.3 – C.7 and R.5 – R.7 Octagon within a circle Content (Grade 8 / Term 1) Notes/Examples Example activity 1 Provide learners with the code on the right. Learners need to study the code and follow the instructions below: 1. Run the code 2. Change the number of sides and steps (all the 4’s) to 5. See what happens. 3. Now change the number of sides and steps to 6 and 8 respectively and watch what happens. 4. Finally, change the number of sides and steps to 360 and watch what happens. The purpose of activity 1 is for learners to see how the shape changes when the number of sides is changed withing the ‘formula’. Ensure that learners understand that by only changing the number of sides, we can use the code to draw different shapes. C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C4, and C.6 Example activity – Introduce: When I start as a clone The following game lets balloons burst when one clicks on them and use a timer to show the time it takes you to burst the balloons. Run the code and explain how the program works. Now write a similar game, Note: Literature suggests that it is important that learners must also read and explain in plain language (their own words) what the code does. This type of activities should be done unplugged (pen-and￾paper) and only implemented after learners explained the results. Many of these types of exercises are necessary to ground concepts, skills and understanding of algorithms and coding. Note: While learners should be able to describe what each line (block) of code does, (describing a code segment line-by￾line/block-by-block) it is very important that learners explain the overall purpose of the code (program), i.e. what the program does/the purpose of the program is (not a line-by￾line description). C.4 Debug a given symbolic or written set of instructions C.3 and C.4 done together and C.6 CAPS CODING AND ROBOTICS 91 3.2 GRADE 8 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex activities/programs. 3.2.1 Term 1 Content (Grade 8 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7, R.5 – R.7 Example activity In Grade 7, you have looked at different geometrical shapes: (square, pentagon, hexagon, heptagon and octagon) and the pattern/ relationship between these. You have noticed the following/identified the following patterns/trends/relationships: • As the number of sides increases o the size of the interior angles decreases o the form of the shape gets closer to a circle • The sum of the interior angles of a shape equals 360° and a circle is also 360° This information helped you to make more observations: • The size of the interior angles for each shape can be calculated by dividing 360° by the number of sides, e.g. for the pentagon the interior angles can be calculated as 360/5 = 72. There is a relationship between the of sides, the size of the interior angles and a circle (360°). • These patterns and relationships help to generalise the solution/algorithm for drawing shapes by finding general principles that create patterns. Look at the following: Square (4 sides) Pentagon (5 sides) Circle (360 ‘sides’) N sides Repeat 4x Turn 360/4 (90°) Move 360/4 steps Repeat 5 times Turn 360/5 degrees Move 360/5 steps Repeat 360 times Turn 360/360 degrees Move 360/360 steps Repeat n times Turn 360/n degrees Move 360/n steps The generalised algorithm for drawing shapes allows us to draw any shape – from a triangle to a circle! – by understanding the relationship between the steps; the size of the angles and a circle (a circle as 360 “sides” that forms the round shape). Example activity Shape Square Pentagon Hexagon Heptagon Octagon Circle Number of sides 4 5 6 7 8 (360) Number of angles 4 5 6 7 8 (360) Size of the interior angle 90° 72° 60° 51,4° 45° 1° Sum of interior angles 360° 360° 360° 360° 360° 360° Done with C.2 and C.5, C.6 and C.7 Show learners an octagon within a circle to see that a shape gets closer to resemble a circle as the number of sides increases and the size of the interior angles decreases Learners use computational thinking (and specifically pattern recognition) to reason about a generalised formula for drawing a shape. Recognising patterns helps you to identify similarities, shared characteristics and/or differences within or between problems. This helps to make predictions or to generalise solutions. If one can identify a pattern, one is generally able to predict, for example, the next item in a series or the next step in completing a task. How are patterns and pattern recognition helpful? • Identifying patterns can point you to an existing solution that you can use to solve a new problem. • Patterns help us to make predictions • Pattern recognition helps us to generalise To generalise is to look at specific cases; identify a pattern or relationship that will always be true; then represent the pattern in symbolic format. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C1, C.3 – C.7 and R.5 – R.7 Octagon within a circle Content (Grade 8 / Term 1) Notes/Examples Example activity 1 Provide learners with the code on the right. Learners need to study the code and follow the instructions below: 1. Run the code 2. Change the number of sides and steps (all the 4’s) to 5. See what happens. 3. Now change the number of sides and steps to 6 and 8 respectively and watch what happens. 4. Finally, change the number of sides and steps to 360 and watch what happens. The purpose of activity 1 is for learners to see how the shape changes when the number of sides is changed withing the ‘formula’. Ensure that learners understand that by only changing the number of sides, we can use the code to draw different shapes. C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C4, and C.6 Example activity – Introduce: When I start as a clone The following game lets balloons burst when one clicks on them and use a timer to show the time it takes you to burst the balloons. Run the code and explain how the program works. Now write a similar game, Note: Literature suggests that it is important that learners must also read and explain in plain language (their own words) what the code does. This type of activities should be done unplugged (pen-and￾paper) and only implemented after learners explained the results. Many of these types of exercises are necessary to ground concepts, skills and understanding of algorithms and coding. Note: While learners should be able to describe what each line (block) of code does, (describing a code segment line-by￾line/block-by-block) it is very important that learners explain the overall purpose of the code (program), i.e. what the program does/the purpose of the program is (not a line-by￾line description). C.4 Debug a given symbolic or written set of instructions C.3 and C.4 done together and C.6 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 1) Notes/Examples Example activity - Determine if a number is a prime number A prime number has only two factors: Then number itself and 1. The following program was written to determine if a number is prime or not, However, it does not work correctly. Use a trace table to find the error and correct the program Note: Initialisation is the assignment of an initial value to a variable and is an important concept in coding as it allows the program to start with predefined values and avoid undefined behaviour of programs such as garbage in and garbage out (GIGO). Generally, mistakes with initialisation are common. C.5 Evaluate a given solution towards potential improvement Example activity - Improve code Possible solution Provide learners with the code from C.2 Request learners to improve the code using a variable so that the program could ask the user how many sides their shape must have (giving them the following options 3, 4, 5, 6, 7, 8 or 360) Previously, learners drew a square using fixed values. Learners will now be able to develop code that uses the generalised formula, using a variable, to draw any shape the user wishes to draw. (Refer to C.2) To generalise is to look at specific cases; identify a pattern or relationship that will always be true; then represent the pattern in symbolic format. The algorithm in C.2 will now be improved using a variable to be able to draw the shape a user requests (using input from the user) Note: Calibrate the pen (sprite) to ensure precise drawing. Go to costumes and ensure that pen point is aligned with the bottom left dot. CAPS CODING AND ROBOTICS 93 Content (Grade 8 / Term 1) Notes/Examples Example activity - Determine if a number is a prime number A prime number has only two factors: Then number itself and 1. The following program was written to determine if a number is prime or not, However, it does not work correctly. Use a trace table to find the error and correct the program Note: Initialisation is the assignment of an initial value to a variable and is an important concept in coding as it allows the program to start with predefined values and avoid undefined behaviour of programs such as garbage in and garbage out (GIGO). Generally, mistakes with initialisation are common. C.5 Evaluate a given solution towards potential improvement Example activity - Improve code Possible solution Provide learners with the code from C.2 Request learners to improve the code using a variable so that the program could ask the user how many sides their shape must have (giving them the following options 3, 4, 5, 6, 7, 8 or 360) Previously, learners drew a square using fixed values. Learners will now be able to develop code that uses the generalised formula, using a variable, to draw any shape the user wishes to draw. (Refer to C.2) To generalise is to look at specific cases; identify a pattern or relationship that will always be true; then represent the pattern in symbolic format. The algorithm in C.2 will now be improved using a variable to be able to draw the shape a user requests (using input from the user) Note: Calibrate the pen (sprite) to ensure precise drawing. Go to costumes and ensure that pen point is aligned with the bottom left dot. Content (Grade 8 / Term 1) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.4 and R.5 and R.6 and D.6 and D.7 Refer to C.1 – interpret and describe patterns for geometric figures and make conclusions based on the pattern provided Done with C.1 C.2 and C.5 C.7 Create or complete a pattern to represent a data set Link to C.1 – C.4 and R.5 and R.6 and D.6 and D.7 Refer to C.1 – complete pattern for geometric figures and abstract a generalised algorithm by identifying the general principles that create the pattern. Done with C.1 C.2 and C.5 Robotics R.1 Explain what a robot is in simple terms. Link to R.2 R.2 Identify different types of robots. Link to R.1 Revise concept of a robot Learners need to investigate a robot in the security/ protection industry Example activity- A robot/drone in the medical or agricultural industry Learners investigate a robot/drone used in medical or agricultural industry. They need to outline • The main components of the selected robot and • Describe how the robot is used to achieve its goals. • Create a diagrammatical outline of the robot and its various components and extension capabilities. • Present a short report on how robots that are used in the security and protection industry could be used on public transport or on farms R.1 and R.2 done together Learners can outline different types of robots in terms of their use and application, i.e., • Medical Robots • Agricultural Robots Virtual Customer Service Agents (in relation to automation and virtual robots used in the information systems space) R.3 Outline the different components of a robot Link to R.5 Example activity – Introduce learners to a breadboard as a prototyping board/tool Source www.pngegg.com Examples: Review the following electronic components in terms of providing a: • Basic definition • Purpose, and • how it could be used in simple physical computing and robotics projects. Learners must Build and prototype elementary circuits based on a GIVEN breadboard design (NOT circuit diagram) using simple components. Introduce the learners to the concept of a breakout board / expansion board. Outline the purpose of an expansion board and how it is used in robotics and physical computing projects. Outline the concept of GPIO pins and connectors. The learners should be able to differentiate between the following types of pins: • Voltage supply • GND • Digital pins • Analogue pins Note: A breadboard consists of a rectangular or square-shaped plastic base with multiple rows and columns of interconnected metal terminals. These terminals are organized in a grid pattern and are typically made of metal strips or spring clips. The key components of a breadboard include: Base: The plastic base provides structural support for the breadboard and houses the grid of electrical terminals. It's often color-coded, with white or beige being common colors. Rows: Rows of metal terminals run horizontally along the breadboard. Each row typically contains five interconnected terminals. These rows are labeled with numbers or letters for easy reference. Columns: Columns of metal terminals run vertically along the breadboard. Each column typically contains multiple interconnected terminals. These columns are often used for connecting components like integrated circuits (ICs) or sensors. Power Rails: Many breadboards have two long rows of terminals on the sides, often labeled as "+ (positive)" and "- (negative)." These are the power rails and are used for providing voltage and ground connections to the circuit. Terminal Holes: Small holes in the plastic base accommodate the insertion of component leads or wires. These holes connect to the underlying metal terminals. 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 1) Notes/Examples Component Basic definition Purpose Practical application example – May be used to: Example: Line following robot prototyped using a breadboard Breadboard A prototyping board with a grid of interconnected electrical terminals, used for building and testing electronic circuits without soldering. Facilitates the quick and temporary assembly of electronic circuits, making it easier to prototype and experiment with various component connections. Breadboards are valuable in robotics projects for creating and testing circuitry configurations, allowing for rapid iteration and customization of the electrical systems within a robot. They enable the connection of various components, sensors, and microcontrollers without the need for permanent soldering, making them ideal for the development and debugging phases of robot construction. Components can be inserted into the terminal holes, and the interconnected rows and columns simplify the process of creating complex circuit connections for prototyping and experimentation. Expansion board An expansion board, also known as a shield or daughterboard, is a separate circuit board designed to attach to a primary electronic platform, such as a microcontroller or a breadboard, to provide additional functionality, components, or connectivity options for specific applications. The primary purpose of an expansion board is to extend the capabilities of the main platform, adding specialized features or components to enhance its functionality. In robotics, expansion boards are commonly used to simplify the connection of specific components or subsystems to the main robot control system. For example, a robotics expansion board might include motor drivers, sensors, communication interfaces, or specialized processors tailored for robotic applications. These expansion boards streamline the integration of essential hardware components, making it easier for engineers and enthusiasts to build, customize, and control robotic systems efficiently. Example: Microcontroller connected to an expansion board Components for use in elementary projects include all previous components (excluding sensors and servos (for breadboard prototyping)) PLUS Component Basic definition Purpose Practical application example – May be used to: DC Motors Electric motors that operate on direct current (DC) power. Provide motion to various parts of a robot, such as wheels, arms, or grippers. Powers robot movement, including wheel propulsion, arm articulation, and conveyor systems. Polarized Capacitor An electrical component that stores and releases electrical energy. Used to filter, stabilize, or store electrical energy in various robot circuits. Stabilizes voltage levels, reduces noise, and stores energy in various robot circuits. Potentiometer A potentiometer is a three-terminal variable resistor that allows manual adjustment of its resistance, typically by rotating a knob or slider. It produces a varying voltage output between its terminals as the knob is turned, which is proportional to the physical position of the knob. Potentiometers are used to control and vary electrical resistance in a circuit. They enable users to adjust and fine￾tune parameters like volume, brightness, speed, or position in various electronic devices. In robotics, potentiometers find application in control systems, especially for mechanisms where precise adjustments are required. For instance, potentiometers can be used in robotic arms to determine the angle or position of a joint, allowing the robot to accurately control the movement of its limbs. Potentiometers can also be employed in user interfaces, enabling manual input for tasks like robot arm positioning, gripper control, or setting operating parameters. External DC Power Source (e.g., Batteries) An independent source of electrical power, typically in the form of batteries. Provides the primary source of energy to drive all robot components and systems. Provides the necessary energy to operate the robot's components and systems. NOTE: For all projects and experiments in grade 8, the learners must be instructed/guided in terms of which pins to use for the applicable projects. Content (Grade 8 / Term 1) Notes/Examples Example 1: Simple electronic circuit to show the functioning of a PiR sensor. Example 2: Simple electronic circuit built from given breadboard circuit diagram. The speed of the DC motor and brightness of the LED is regulated with the potentiometer. Breadboard design (given to learners) Equivalent build by learner (In this example the learner decided to add a switch) Sample Expansion board Expansion board with breadboard Example of expansion board with sensors connected. T-Type expansion board Also see: https://tinkercademy.com/tutorials/microbit-breakout-board/ CAPS CODING AND ROBOTICS 95 Content (Grade 8 / Term 1) Notes/Examples Component Basic definition Purpose Practical application example – May be used to: Example: Line following robot prototyped using a breadboard Breadboard A prototyping board with a grid of interconnected electrical terminals, used for building and testing electronic circuits without soldering. Facilitates the quick and temporary assembly of electronic circuits, making it easier to prototype and experiment with various component connections. Breadboards are valuable in robotics projects for creating and testing circuitry configurations, allowing for rapid iteration and customization of the electrical systems within a robot. They enable the connection of various components, sensors, and microcontrollers without the need for permanent soldering, making them ideal for the development and debugging phases of robot construction. Components can be inserted into the terminal holes, and the interconnected rows and columns simplify the process of creating complex circuit connections for prototyping and experimentation. Expansion board An expansion board, also known as a shield or daughterboard, is a separate circuit board designed to attach to a primary electronic platform, such as a microcontroller or a breadboard, to provide additional functionality, components, or connectivity options for specific applications. The primary purpose of an expansion board is to extend the capabilities of the main platform, adding specialized features or components to enhance its functionality. In robotics, expansion boards are commonly used to simplify the connection of specific components or subsystems to the main robot control system. For example, a robotics expansion board might include motor drivers, sensors, communication interfaces, or specialized processors tailored for robotic applications. These expansion boards streamline the integration of essential hardware components, making it easier for engineers and enthusiasts to build, customize, and control robotic systems efficiently. Example: Microcontroller connected to an expansion board Components for use in elementary projects include all previous components (excluding sensors and servos (for breadboard prototyping)) PLUS Component Basic definition Purpose Practical application example – May be used to: DC Motors Electric motors that operate on direct current (DC) power. Provide motion to various parts of a robot, such as wheels, arms, or grippers. Powers robot movement, including wheel propulsion, arm articulation, and conveyor systems. Polarized Capacitor An electrical component that stores and releases electrical energy. Used to filter, stabilize, or store electrical energy in various robot circuits. Stabilizes voltage levels, reduces noise, and stores energy in various robot circuits. Potentiometer A potentiometer is a three-terminal variable resistor that allows manual adjustment of its resistance, typically by rotating a knob or slider. It produces a varying voltage output between its terminals as the knob is turned, which is proportional to the physical position of the knob. Potentiometers are used to control and vary electrical resistance in a circuit. They enable users to adjust and fine￾tune parameters like volume, brightness, speed, or position in various electronic devices. In robotics, potentiometers find application in control systems, especially for mechanisms where precise adjustments are required. For instance, potentiometers can be used in robotic arms to determine the angle or position of a joint, allowing the robot to accurately control the movement of its limbs. Potentiometers can also be employed in user interfaces, enabling manual input for tasks like robot arm positioning, gripper control, or setting operating parameters. External DC Power Source (e.g., Batteries) An independent source of electrical power, typically in the form of batteries. Provides the primary source of energy to drive all robot components and systems. Provides the necessary energy to operate the robot's components and systems. NOTE: For all projects and experiments in grade 8, the learners must be instructed/guided in terms of which pins to use for the applicable projects. Content (Grade 8 / Term 1) Notes/Examples Example 1: Simple electronic circuit to show the functioning of a PiR sensor. Example 2: Simple electronic circuit built from given breadboard circuit diagram. The speed of the DC motor and brightness of the LED is regulated with the potentiometer. Breadboard design (given to learners) Equivalent build by learner (In this example the learner decided to add a switch) Sample Expansion board Expansion board with breadboard Example of expansion board with sensors connected. T-Type expansion board Also see: https://tinkercademy.com/tutorials/microbit-breakout-board/ 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 1) Notes/Examples R.5 Design a simple artefact based on a set of design instructions Link to R.5 and R.6 are done together R.6 The learners need to be able to outline the difference in the functioning and operation of a PIR sensor as opposed to an ultrasonic sensor. The learners also need to understand how the various pins on each of the sensors are used. Ultrasonic and PIR functional operation PIR Sensor Ultrasonic sensor Source: https://osoyoo.com/2019/01/23/graphical￾programming-tutorial-for-arduino-pir-motion￾sensor/ Source: https://datasheethub.com/hc-sr501- pir-motion-sensor-module/ PIR sensors work based on detecting changes in infrared radiation emitted by objects. They contain a passive sensor that detects heat (infrared radiation) emitted by objects in their field of view. When a warm object moves across the sensor's detection zone, it generates a change in the detected infrared radiation, triggering the sensor. Typical pins on a PIR Ͳ VCC (Power Supply): This pin is used to connect the PIR sensor to the power supply. It typically operates at a voltage of 3.3V or 5V, depending on the sensor's specifications. Ͳ OUT (Output): The OUT pin is where the sensor sends its output signal. When motion is detected, this pin typically goes high (logic level HIGH) or low (logic level LOW), depending on the sensor's configuration. Ͳ GND (Ground): This pin is connected to the ground or 0V reference of the power supply. Source: https://howtomechatronics.com/tutorial s /Arduino/ultrasonic-sensor-hc-sr04/ Source: https://www.circuits￾diy.com/hc-sr04-ultrasonic-distance￾sensor/ Ultrasonic sensors use sound waves (ultrasonic pulses) to detect the presence of objects. These sensors emit high-frequency sound waves and measure the time it takes for the waves to bounce back after hitting an object. By calculating the time taken for the sound waves to return, the sensor can determine the distance to the object and detect motion based on changes in this distance. Typical pins on an Ultrasonic Sensor Ͳ VCC (Power Supply): Like PIR sensors, the VCC pin is used to connect the ultrasonic sensor to the power supply. It typically operates at a voltage of 3.3V or 5V. Ͳ Trigger (or TRIG): The Trigger pin is used to initiate the ultrasonic measurement. When you send a brief high-level pulse (typically 10 microseconds) to this pin, the sensor emits an ultrasonic sound pulse. Ͳ Echo: The Echo pin is where the sensor sends a signal back after it has received the ultrasonic pulse and detected the reflection from an object. The duration of the pulse on this pin is proportional to the distance to the object. Ͳ GND (Ground): The GND pin is connected to the ground or 0V reference of the power supply. Notes: Breakout/Expansion boards are hardware components that enhance the capabilities of a microcontroller or single-board computer like the micro:bit. They are widely used in robotics and physical computing projects to simplify hardware connections, extend functionality, and enable more complex projects. The main purposes of an expansion board for microcontrollers are: ▪ Hardware compatibility: Breakout boards make it easy to connect various hardware components such as sensors, motors, displays, and more to the microcontrollers. ▪ Ease of use: Breakout boards simplify the process of connecting and disconnecting hardware components. ▪ Protection: Many expansion boards provide protection for the microcontrollers by offering voltage regulation and current limiting. ▪ Signal conditioning: Some breakout boards include signal conditioning circuitry that can filter or amplify sensor inputs. ▪ I/O expansion: microcontrollers have a limited number of I/O pins. Expansion boards often provide additional GPIO pins, allowing you to connect more components simultaneously. ▪ Specialized functions: Expansion boards can include specialized functions like motor drivers, audio amplifiers, or communication interfaces to extend the microcontrollers capabilities for specific applications. Breakout boards are particularly valuable in robotics and physical computing projects for the following reasons: ▪ Sensor integration: Robotics projects often require a wide array of sensors. Expansion boards simplify the connection and usage of these sensors. ▪ Motor control: Many robots require motor control to move and perform tasks. Expansion boards with motor drivers can control various types of motors. ▪ Display and feedback: Expansion boards may include LED displays or small screens that can convey information or feedback to users. ▪ Communication: Some expansion boards come equipped with communication interfaces to enable remote control and data exchange between the microcontrollers and other devices. ▪ Audio output: In robotics and interactive projects, audio feedback or speech synthesis is sometimes needed. Expansion boards can include audio amplifiers and speakers for this purpose. Content (Grade 8 / Term 1) Notes/Examples Example 1 – Automatic dustbin In the following example an expansion board is used which allows one to connect more components to the microcontroller. A dustbin lid is controlled to open and close based on the movement of a servo motor, which is triggered by an ultrasonic sensor. Note: It is important that learners plan their projects. Planning should include identifying resources required as well as planning the code. If a project is not planned well before building it and writing code to realise the artefact, it can lead to difficulties when they need combining components and structures, as they may not have a clear roadmap for how different components and structures should work together. CAPS CODING AND ROBOTICS 97 Content (Grade 8 / Term 1) Notes/Examples R.5 Design a simple artefact based on a set of design instructions Link to R.5 and R.6 are done together R.6 The learners need to be able to outline the difference in the functioning and operation of a PIR sensor as opposed to an ultrasonic sensor. The learners also need to understand how the various pins on each of the sensors are used. Ultrasonic and PIR functional operation PIR Sensor Ultrasonic sensor Source: https://osoyoo.com/2019/01/23/graphical￾programming-tutorial-for-arduino-pir-motion￾sensor/ Source: https://datasheethub.com/hc-sr501- pir-motion-sensor-module/ PIR sensors work based on detecting changes in infrared radiation emitted by objects. They contain a passive sensor that detects heat (infrared radiation) emitted by objects in their field of view. When a warm object moves across the sensor's detection zone, it generates a change in the detected infrared radiation, triggering the sensor. Typical pins on a PIR Ͳ VCC (Power Supply): This pin is used to connect the PIR sensor to the power supply. It typically operates at a voltage of 3.3V or 5V, depending on the sensor's specifications. Ͳ OUT (Output): The OUT pin is where the sensor sends its output signal. When motion is detected, this pin typically goes high (logic level HIGH) or low (logic level LOW), depending on the sensor's configuration. Ͳ GND (Ground): This pin is connected to the ground or 0V reference of the power supply. Source: https://howtomechatronics.com/tutorial s /Arduino/ultrasonic-sensor-hc-sr04/ Source: https://www.circuits￾diy.com/hc-sr04-ultrasonic-distance￾sensor/ Ultrasonic sensors use sound waves (ultrasonic pulses) to detect the presence of objects. These sensors emit high-frequency sound waves and measure the time it takes for the waves to bounce back after hitting an object. By calculating the time taken for the sound waves to return, the sensor can determine the distance to the object and detect motion based on changes in this distance. Typical pins on an Ultrasonic Sensor Ͳ VCC (Power Supply): Like PIR sensors, the VCC pin is used to connect the ultrasonic sensor to the power supply. It typically operates at a voltage of 3.3V or 5V. Ͳ Trigger (or TRIG): The Trigger pin is used to initiate the ultrasonic measurement. When you send a brief high-level pulse (typically 10 microseconds) to this pin, the sensor emits an ultrasonic sound pulse. Ͳ Echo: The Echo pin is where the sensor sends a signal back after it has received the ultrasonic pulse and detected the reflection from an object. The duration of the pulse on this pin is proportional to the distance to the object. Ͳ GND (Ground): The GND pin is connected to the ground or 0V reference of the power supply. Notes: Breakout/Expansion boards are hardware components that enhance the capabilities of a microcontroller or single-board computer like the micro:bit. They are widely used in robotics and physical computing projects to simplify hardware connections, extend functionality, and enable more complex projects. The main purposes of an expansion board for microcontrollers are: ▪ Hardware compatibility: Breakout boards make it easy to connect various hardware components such as sensors, motors, displays, and more to the microcontrollers. ▪ Ease of use: Breakout boards simplify the process of connecting and disconnecting hardware components. ▪ Protection: Many expansion boards provide protection for the microcontrollers by offering voltage regulation and current limiting. ▪ Signal conditioning: Some breakout boards include signal conditioning circuitry that can filter or amplify sensor inputs. ▪ I/O expansion: microcontrollers have a limited number of I/O pins. Expansion boards often provide additional GPIO pins, allowing you to connect more components simultaneously. ▪ Specialized functions: Expansion boards can include specialized functions like motor drivers, audio amplifiers, or communication interfaces to extend the microcontrollers capabilities for specific applications. Breakout boards are particularly valuable in robotics and physical computing projects for the following reasons: ▪ Sensor integration: Robotics projects often require a wide array of sensors. Expansion boards simplify the connection and usage of these sensors. ▪ Motor control: Many robots require motor control to move and perform tasks. Expansion boards with motor drivers can control various types of motors. ▪ Display and feedback: Expansion boards may include LED displays or small screens that can convey information or feedback to users. ▪ Communication: Some expansion boards come equipped with communication interfaces to enable remote control and data exchange between the microcontrollers and other devices. ▪ Audio output: In robotics and interactive projects, audio feedback or speech synthesis is sometimes needed. Expansion boards can include audio amplifiers and speakers for this purpose. Content (Grade 8 / Term 1) Notes/Examples Example 1 – Automatic dustbin In the following example an expansion board is used which allows one to connect more components to the microcontroller. A dustbin lid is controlled to open and close based on the movement of a servo motor, which is triggered by an ultrasonic sensor. Note: It is important that learners plan their projects. Planning should include identifying resources required as well as planning the code. If a project is not planned well before building it and writing code to realise the artefact, it can lead to difficulties when they need combining components and structures, as they may not have a clear roadmap for how different components and structures should work together. 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 1) Notes/Examples Example 2 – Boom gate In the following example an expansion board is used which allows one to connect more components to the microcontroller. In the example an Ultrasonic sensor, LED and Servo is used in a boom gate application. The gate opens if the ultrasonic sensor picks up a “car” in proximity and the LED is switched on. The LED switches OFF and the gate closes if there is nothing close to the proximity of the sensor. NOTE: The learners should be guided on which pins to use. R.7 Create, test and execute a set of robotic instructions Link to R.6 and C.1 – C.7 Example activity Microcontroller Dice Simulation Activity Objective: • Simulate the roll of four dice using a microcontroller. After displaying each die value, calculate and display the total value. Microcontroller, Display (LED matrix, LCD screen, or serial monitor) • Set up your microcontroller with the necessary components (dice and display). • Generate a random number between 1 and 6 for each die (simulating a roll). • Display the value of each die on the chosen display (e.g., LED matrix or serial monitor). • Calculate Total: • Display the total value. Note: Learners need to transfer the programming knowledge and skills acquired in the block-based coding environment (use their experience with another environment) to the new micro controller block-based coding environment. It is a good idea to quickly revise the knowledge and skills required for the new coding environment by linking it to the first coding environment learned and explain how it works in the new environment. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.2, D.3, and D.7 Example activity – Why do we need computing devices In small groups learners watch the video https://youtu.be/qfUZBKDh9BY and use a KWLS chart. Learners discuss what computing devices are, the need for computing devices and how it helps them Computing devices are super helpful because they can do so many jobs fast and accurately. They help us with schoolwork, entertainment, communication (like sending messages or making video calls), and even controlling other devices like smart lights or thermostats in our homes. Revise and extend from previous grades Learners should be able to: • •Explain what a computing device in the context of information technology is • •Relate the concept of a computing device to that of an IT/ICT tool • The role of hardware and software (apps and operating system) • The role of IT professionals in transforming data into information for making informed decisions D.2 Recognise that he or she is living as citizens in a digital world. Link to D.4 and D.6 and D.10 Finding information online. Evaluating information (false/fake news, evaluate information). Check the source – is it a reputable website/source> Verify the author – who crated/wrote the information? Is the person/organisation an authority on the topic? Check for citations – reliable sites usually cite their sources and provide references/links to other sites to check information Check the publication date – ensure that information is up-to-date and relevant, especially in technology fields that evolve rapidly Example activity Divide learners in small groups. Provide each group with printouts from two websites (one reputable and one scaly). Groups to evaluate both websites and prepare a short presentation based on their evaluation. Randomly selected groups present their evaluation and teacher leads discussion on the presentations. Learners need to • Develop strong information evaluation skills to become critical consumers of online information and news • Fact-check online information to identify false/fake news and to fact-check before accepting that it is true • Demonstrate knowledge of types of false information/fake news False news or Fake news is news or stories created to deliberately misinform or mislead readers and includes. o Disinformation - Deliberately false information o Misinformation - Erroneous or incorrect information. Not always be deliberate; it is just wrong or mistaken. o Propaganda - Information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, R.3, R. Components of a simple home network • Group of two or more connected computers or devices (e.g. printer) that • are confined to small geographical area, e.g. home or small office • Share common communication medium such as wired or wireless connections • are connected to a central connecting device such as a router • uses a modem to connect to the internet Identify and give examples of different connectivity methods in a real-world scenario (Bluetooth, Wi-Fi, cellular, cabled). Learners need to Identify the components (computing devices, network devices and communication (wired and wireless) of a basic home network A Network is • two or more computers and other hardware devices linked together through communication channels (wired/wireless). • The connection allows devices to share data. • It is used to share electronic communications and resources, such as printers with various users and files printers with various users CAPS CODING AND ROBOTICS 99 Content (Grade 8 / Term 1) Notes/Examples Example 2 – Boom gate In the following example an expansion board is used which allows one to connect more components to the microcontroller. In the example an Ultrasonic sensor, LED and Servo is used in a boom gate application. The gate opens if the ultrasonic sensor picks up a “car” in proximity and the LED is switched on. The LED switches OFF and the gate closes if there is nothing close to the proximity of the sensor. NOTE: The learners should be guided on which pins to use. R.7 Create, test and execute a set of robotic instructions Link to R.6 and C.1 – C.7 Example activity Microcontroller Dice Simulation Activity Objective: • Simulate the roll of four dice using a microcontroller. After displaying each die value, calculate and display the total value. Microcontroller, Display (LED matrix, LCD screen, or serial monitor) • Set up your microcontroller with the necessary components (dice and display). • Generate a random number between 1 and 6 for each die (simulating a roll). • Display the value of each die on the chosen display (e.g., LED matrix or serial monitor). • Calculate Total: • Display the total value. Note: Learners need to transfer the programming knowledge and skills acquired in the block-based coding environment (use their experience with another environment) to the new micro controller block-based coding environment. It is a good idea to quickly revise the knowledge and skills required for the new coding environment by linking it to the first coding environment learned and explain how it works in the new environment. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.2, D.3, and D.7 Example activity – Why do we need computing devices In small groups learners watch the video https://youtu.be/qfUZBKDh9BY and use a KWLS chart. Learners discuss what computing devices are, the need for computing devices and how it helps them Computing devices are super helpful because they can do so many jobs fast and accurately. They help us with schoolwork, entertainment, communication (like sending messages or making video calls), and even controlling other devices like smart lights or thermostats in our homes. Revise and extend from previous grades Learners should be able to: • •Explain what a computing device in the context of information technology is • •Relate the concept of a computing device to that of an IT/ICT tool • The role of hardware and software (apps and operating system) • The role of IT professionals in transforming data into information for making informed decisions D.2 Recognise that he or she is living as citizens in a digital world. Link to D.4 and D.6 and D.10 Finding information online. Evaluating information (false/fake news, evaluate information). Check the source – is it a reputable website/source> Verify the author – who crated/wrote the information? Is the person/organisation an authority on the topic? Check for citations – reliable sites usually cite their sources and provide references/links to other sites to check information Check the publication date – ensure that information is up-to-date and relevant, especially in technology fields that evolve rapidly Example activity Divide learners in small groups. Provide each group with printouts from two websites (one reputable and one scaly). Groups to evaluate both websites and prepare a short presentation based on their evaluation. Randomly selected groups present their evaluation and teacher leads discussion on the presentations. Learners need to • Develop strong information evaluation skills to become critical consumers of online information and news • Fact-check online information to identify false/fake news and to fact-check before accepting that it is true • Demonstrate knowledge of types of false information/fake news False news or Fake news is news or stories created to deliberately misinform or mislead readers and includes. o Disinformation - Deliberately false information o Misinformation - Erroneous or incorrect information. Not always be deliberate; it is just wrong or mistaken. o Propaganda - Information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc. D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, R.3, R. Components of a simple home network • Group of two or more connected computers or devices (e.g. printer) that • are confined to small geographical area, e.g. home or small office • Share common communication medium such as wired or wireless connections • are connected to a central connecting device such as a router • uses a modem to connect to the internet Identify and give examples of different connectivity methods in a real-world scenario (Bluetooth, Wi-Fi, cellular, cabled). Learners need to Identify the components (computing devices, network devices and communication (wired and wireless) of a basic home network A Network is • two or more computers and other hardware devices linked together through communication channels (wired/wireless). • The connection allows devices to share data. • It is used to share electronic communications and resources, such as printers with various users and files printers with various users 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT D.4 Identify the common uses of ICT in the real world. Examples to be discussed in small groups Divide learners into small groups. Each group draw a topic and a sub-topic, discuss uses and impact and prepare a presentation to present their discussions and findings to the class. Entertainment and media Streaming Services: ICT supports the delivery of music, movies, TV shows, and video games over the internet Digital Publishing: Newspapers, magazines, and books are available in digital formats, accessible on various devices Social Networking: Platforms like TikTok and Snapchat provide avenues for user-generated content and social interaction Education E-Learning: ICT enables online courses, virtual classrooms, and distance education, making learning accessible to people worldwide Digital Resources: Students and teachers use digital textbooks, educational websites, and multimedia tools for research and learning Agriculture Precision Farming: ICT tools like GPS, drones, and sensors help farmers monitor crops, optimize irrigation, and manage resources efficiently Weather Forecasting: Advanced weather prediction systems assist farmers in planning and risk management Learners need to demonstrate knowledge of ICTs in everyday life. D.5 Differentiate between the components of an ICT system. Discuss the specifications of hardware for a given computing device (Reference from advertisements). Learners differentiate between the different types of hardware components, such as input/output devices, storage devices, processors and network/connection devices, and explain their functions in a computing system. Expand on the concept of networks and introducing controlling devices remotely (e.g. cell phone as controlling device (Bluetooth speakers) or hotspot for connecting to the Internet Revise and extend D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 and D.3 • Computers and networks can be used to commit crime → computer/cybercrime • Cyber/computer crime is any criminal activity that involves a computer, networked device or a network • Done against computers or computing devices directly to damage or disable them • Spread misinformation or malware using computers or networks • Some cybercrimes do both → target computers to infect them with malware which is then spread to other machines and, sometimes, entire networks. https://youtu.be/dRKMlG0KTkY Cybercrime includes • Steal or alter data • Steal personal data/information such as passwords • To gain unlawful use of computers or services or access to networks • Create and distribute malware D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.5 Discuss the information processing cycle regarding a given real-life scenario (input, processing, output, storage, communication). Data as input Processed data results in information that can be simulated using graphs and impact decisions D.8 Interpret a pattern to represent or communicate a message or image D.8 and D.9 done together and Link to C.1 D.9 Create a pattern to represent or communicate a message or image. Example activity – Use binary representation to create a table to represent the following: Example: Extend for different patterns, e.g. words, sentences etc. Red (R) Green (G) Blue (B) Colour 0 0 0 Black 0 0 1 Blue 0 1 0 Green 0 1 1 Cyan 1 0 1 Magenta 1 1 0 Yellow 1 1 1 White Note Learners will need guidance from the teacher on this activity Note: Ensure that learners understand that binary only have two states: off (0) and on (1) or true and false Let them think of a digital system as a series of tiny switches that can be either on or off, like a light switch. In the digital world, everything is represented using these on￾off switches. Each switch is like a tiny piece of information, called a "bit." When you put many bits together, you can represent more complex things, like numbers, letters, pictures, and sounds. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.1 – C.7 and R.5 – R.7 Introduce learners to a presentation application such as PowerPoint. (PP) – elementary level only Learners explore the PP environment and create a simple PP about themselves. Revise file and Folder management: This PC Introduce presentation software (elementary level) CAPS CODING AND ROBOTICS 101 D.4 Identify the common uses of ICT in the real world. Examples to be discussed in small groups Divide learners into small groups. Each group draw a topic and a sub-topic, discuss uses and impact and prepare a presentation to present their discussions and findings to the class. Entertainment and media Streaming Services: ICT supports the delivery of music, movies, TV shows, and video games over the internet Digital Publishing: Newspapers, magazines, and books are available in digital formats, accessible on various devices Social Networking: Platforms like TikTok and Snapchat provide avenues for user-generated content and social interaction Education E-Learning: ICT enables online courses, virtual classrooms, and distance education, making learning accessible to people worldwide Digital Resources: Students and teachers use digital textbooks, educational websites, and multimedia tools for research and learning Agriculture Precision Farming: ICT tools like GPS, drones, and sensors help farmers monitor crops, optimize irrigation, and manage resources efficiently Weather Forecasting: Advanced weather prediction systems assist farmers in planning and risk management Learners need to demonstrate knowledge of ICTs in everyday life. D.5 Differentiate between the components of an ICT system. Discuss the specifications of hardware for a given computing device (Reference from advertisements). Learners differentiate between the different types of hardware components, such as input/output devices, storage devices, processors and network/connection devices, and explain their functions in a computing system. Expand on the concept of networks and introducing controlling devices remotely (e.g. cell phone as controlling device (Bluetooth speakers) or hotspot for connecting to the Internet Revise and extend D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 and D.3 • Computers and networks can be used to commit crime → computer/cybercrime • Cyber/computer crime is any criminal activity that involves a computer, networked device or a network • Done against computers or computing devices directly to damage or disable them • Spread misinformation or malware using computers or networks • Some cybercrimes do both → target computers to infect them with malware which is then spread to other machines and, sometimes, entire networks. https://youtu.be/dRKMlG0KTkY Cybercrime includes • Steal or alter data • Steal personal data/information such as passwords • To gain unlawful use of computers or services or access to networks • Create and distribute malware D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.5 Discuss the information processing cycle regarding a given real-life scenario (input, processing, output, storage, communication). Data as input Processed data results in information that can be simulated using graphs and impact decisions D.8 Interpret a pattern to represent or communicate a message or image D.8 and D.9 done together and Link to C.1 D.9 Create a pattern to represent or communicate a message or image. Example activity – Use binary representation to create a table to represent the following: Example: Extend for different patterns, e.g. words, sentences etc. Red (R) Green (G) Blue (B) Colour 0 0 0 Black 0 0 1 Blue 0 1 0 Green 0 1 1 Cyan 1 0 1 Magenta 1 1 0 Yellow 1 1 1 White Note Learners will need guidance from the teacher on this activity Note: Ensure that learners understand that binary only have two states: off (0) and on (1) or true and false Let them think of a digital system as a series of tiny switches that can be either on or off, like a light switch. In the digital world, everything is represented using these on￾off switches. Each switch is like a tiny piece of information, called a "bit." When you put many bits together, you can represent more complex things, like numbers, letters, pictures, and sounds. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.1 – C.7 and R.5 – R.7 Introduce learners to a presentation application such as PowerPoint. (PP) – elementary level only Learners explore the PP environment and create a simple PP about themselves. Revise file and Folder management: This PC Introduce presentation software (elementary level) 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.2.2 Term 2 Content (Grade 8 / Term 2) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7 Example activity Divide learners into pairs. Each pair solves the following problem using computational thinking. Problem: You need to find a picture on the Internet which you want to use as a sprite in your block-based application. Use computational thinking to describe the steps you will follow (develop an algorithm) to realise this. Take note of the characteristics of a good algorithm when designing your instructions. Pairs swop instructions/algorithms and test to see if the other pair’s instructions work correctly. They now act a s the computer and follows the instructions to the letter. Each pair adds comments for the other pair, if necessary, to fix or improve their instructions. Pairs return turn the instructions with comments to the original pair to fix or improve if necessary. Remember Sequence and detail Sequencing is putting events or information in a specific order. It is the skill that helps you to plan what steps to take to perform a task successfully. Detail means considering every aspect or minor part of something. It is to describe or give exact information about something. The steps or instructions to perform a task need to be unambiguous – they need to be precise and clear to avoid misinterpretation or different interpretations by different people. How are sequence and detail helpful? In sequencing, we learn about patterns in relationships. We also learn to understand the order of things. By learning to sequence, we develop the ability to understand and arrange purposeful patterns of actions, behaviours, ideas, or thoughts. Attention to detail is important because it helps prevent mistakes and ensures the successful completion of a task. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 C.3 – C.7 ZĞŵĞŵďĞƌ͗ An algorithm is an ordered list of well-defined steps or instructions that you can follow to perform a task or solve a problem. These instructions are often expressed as something that humans can understand. Eventually, these instructions must be translated into a sequence of computer instructions using enough detail so the computer can execute the instructions. Developing an algorithm To develop an algorithm, you must identify what needs to be done (the instructions) and the order in which they must be done. When developing an algorithm, each instruction is identified and the sequence in which the instructions are carried out, is planned and must be logical. CAPS CODING AND ROBOTICS 103 3.2.2 Term 2 Content (Grade 8 / Term 2) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7 Example activity Divide learners into pairs. Each pair solves the following problem using computational thinking. Problem: You need to find a picture on the Internet which you want to use as a sprite in your block-based application. Use computational thinking to describe the steps you will follow (develop an algorithm) to realise this. Take note of the characteristics of a good algorithm when designing your instructions. Pairs swop instructions/algorithms and test to see if the other pair’s instructions work correctly. They now act a s the computer and follows the instructions to the letter. Each pair adds comments for the other pair, if necessary, to fix or improve their instructions. Pairs return turn the instructions with comments to the original pair to fix or improve if necessary. Remember Sequence and detail Sequencing is putting events or information in a specific order. It is the skill that helps you to plan what steps to take to perform a task successfully. Detail means considering every aspect or minor part of something. It is to describe or give exact information about something. The steps or instructions to perform a task need to be unambiguous – they need to be precise and clear to avoid misinterpretation or different interpretations by different people. How are sequence and detail helpful? In sequencing, we learn about patterns in relationships. We also learn to understand the order of things. By learning to sequence, we develop the ability to understand and arrange purposeful patterns of actions, behaviours, ideas, or thoughts. Attention to detail is important because it helps prevent mistakes and ensures the successful completion of a task. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1 C.3 – C.7 ZĞŵĞŵďĞƌ͗ An algorithm is an ordered list of well-defined steps or instructions that you can follow to perform a task or solve a problem. These instructions are often expressed as something that humans can understand. Eventually, these instructions must be translated into a sequence of computer instructions using enough detail so the computer can execute the instructions. Developing an algorithm To develop an algorithm, you must identify what needs to be done (the instructions) and the order in which they must be done. When developing an algorithm, each instruction is identified and the sequence in which the instructions are carried out, is planned and must be logical. Content (Grade 8 / Term 2) Notes/Examples Example activity 1 You want to explain to your younger brother how to determine whether you pass a test. You wrote down the following main steps: 1. Get the test mark (mark obtained for test) 2. Get the test total (Total marks for test) 3. Calculate the percentage 4. If percentage is more than 30, you have passed, else you have failed Study the following IPO table and determine if the algorithm is correct You can represent the above instructions/algorithm using a flowchart: Example activity 2 Convert the flowchart into block-based code. Run the program, test and debug Note: Explain the symbols in the table below to the learners. 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 2) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link toC.4 Example activity – Trace code to explain what it does Use a trace table to work through the following program and explain what it does Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively, using different activities and combinations of concepts. Note: Literature suggests that the biggest problem of novice programmers does not seem to be the understanding of basic coding concepts but rather learning to apply them. Therefore, at this level, beware of giving learners programming tasks that combine too many concepts (Robins, 2019). C.4 Debug a given symbolic or written set of instructions Link to C.3 Example activity – BMI calculator To determine if one is overweight, on can calculate one’s Body Mass Index (BMI) BMI is calculated through the following formula: 𝐵𝐵𝐵𝐵𝐵𝐵 = 𝑊𝑊𝑊𝑊𝑊𝑊𝑊𝑊𝑊𝑊ℎ (𝑘𝑘 ) [𝐻𝐻 ℎ (𝑚𝑚)]2 The BMI is interpreted as follows: • Underweight = <18.5 • Normal weight = 18.5–24.9 • Overweight = 25–29.9 • Obesity = BMI of 30 or greater Get a person’s weight (in kg) and height (in m), then determine if the person is overweight or not. Display a message to that will inform a person if he/she is underweight, normal weight, overweight or obese. Someone wrote a program to determine a person’s BMI, but it does not work correctly. Use a trace table to work through the program and determine what the problem is. Correct the code and execute the code to test it. If it works correctly, WELL DONE, else repeat the process to find the problem until the program works correctly. Note: Learners must understand the difference in the use of AND OR (link to truth tables done with Rs) Debugging is an integrated and important part of coding. While learners need to debug all the code the write, learners must also be provided with incorrect code which they need to debug. C.5 Evaluate a given solution towards potential improvement. Example activity – Multiplication table The following two programs are provided. Both programs can display the 12-times table Study both algorithms and describe how each works. Evaluate each. Which algorithm is the best? Explain why. Note: Many learners tend to focus on very small parts of the code and lose sight of the "big picture". Content (Grade 8 / Term 2) Notes/Examples Program 1 Program 2 They are also prone to focus on superficial aspects of the task/problem that are not functionally central to the solution (Lister & Teague, 2014) C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2 and D.6 and D.7L Example activity – Interpret a pattern Divide learners into pairs. The driver receives the code on the right on paper The navigator receives a blank page and a pen/pencil. The driver reads the code, calls out the code and acts out the instructions (the driver may ignore acting out the pen instructions but still calls out the pen instructions for the navigator who holds the pen/pencil) As the driver calls out and acts out an instruction, the navigator draws the instruction on paper. The navigator must also hold count of the number of times a loop is executed and must tell the driver when to exit the loop. Both the driver and the navigator must also hold count of the variable (length) contents to ensure the instructions are carried out correctly. When done, the driver copies the code to a block-based coding app, runs the code on the computer and the navigator compares the result with the drawing made during acting out process. If the navigator’s drawing is incorrect, the pair need to determine where they misinterpreted the code, or they can switch roles and repeat the exercise to determine where they went wrong. The pair then change the code as follows: Replace the no 4 with no 3 in both loops Replace the 90 degrees with 120 degrees in both instances. Run the code and watch what happens Refer to the activity in Term 1 C.5 and play with different number of repeats and degrees. You want to interleave practise in problems. “It is important that problem types must differ, for example, you want to randomly have a problem of one type and then solve a problem of another type and then a problem of another type. And in doing that, it feels difficult, and it doesn’t feel fluent. And the signals to your brain are, I am not getting this. I am not doing very well. But in fact, that effort to try to figure out what kinds of approaches do I need for each problem as I encounter a different kind of problem, that is producing learning. That is producing robust skills that stick with you.” Dr Mark A. McDaniel, Harvard University CAPS CODING AND ROBOTICS 105 Content (Grade 8 / Term 2) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Link toC.4 Example activity – Trace code to explain what it does Use a trace table to work through the following program and explain what it does Note: It is important that coding activities revise coding concepts learned in previous terms and grades cumulatively, using different activities and combinations of concepts. Note: Literature suggests that the biggest problem of novice programmers does not seem to be the understanding of basic coding concepts but rather learning to apply them. Therefore, at this level, beware of giving learners programming tasks that combine too many concepts (Robins, 2019). C.4 Debug a given symbolic or written set of instructions Link to C.3 Example activity – BMI calculator To determine if one is overweight, on can calculate one’s Body Mass Index (BMI) BMI is calculated through the following formula: 𝐵𝐵𝐵𝐵𝐵𝐵 = 𝑊𝑊𝑊𝑊𝑊𝑊𝑊𝑊𝑊𝑊ℎ (𝑘𝑘 ) [𝐻𝐻 ℎ (𝑚𝑚)]2 The BMI is interpreted as follows: • Underweight = <18.5 • Normal weight = 18.5–24.9 • Overweight = 25–29.9 • Obesity = BMI of 30 or greater Get a person’s weight (in kg) and height (in m), then determine if the person is overweight or not. Display a message to that will inform a person if he/she is underweight, normal weight, overweight or obese. Someone wrote a program to determine a person’s BMI, but it does not work correctly. Use a trace table to work through the program and determine what the problem is. Correct the code and execute the code to test it. If it works correctly, WELL DONE, else repeat the process to find the problem until the program works correctly. Note: Learners must understand the difference in the use of AND OR (link to truth tables done with Rs) Debugging is an integrated and important part of coding. While learners need to debug all the code the write, learners must also be provided with incorrect code which they need to debug. C.5 Evaluate a given solution towards potential improvement. Example activity – Multiplication table The following two programs are provided. Both programs can display the 12-times table Study both algorithms and describe how each works. Evaluate each. Which algorithm is the best? Explain why. Note: Many learners tend to focus on very small parts of the code and lose sight of the "big picture". Content (Grade 8 / Term 2) Notes/Examples Program 1 Program 2 They are also prone to focus on superficial aspects of the task/problem that are not functionally central to the solution (Lister & Teague, 2014) C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2 and D.6 and D.7L Example activity – Interpret a pattern Divide learners into pairs. The driver receives the code on the right on paper The navigator receives a blank page and a pen/pencil. The driver reads the code, calls out the code and acts out the instructions (the driver may ignore acting out the pen instructions but still calls out the pen instructions for the navigator who holds the pen/pencil) As the driver calls out and acts out an instruction, the navigator draws the instruction on paper. The navigator must also hold count of the number of times a loop is executed and must tell the driver when to exit the loop. Both the driver and the navigator must also hold count of the variable (length) contents to ensure the instructions are carried out correctly. When done, the driver copies the code to a block-based coding app, runs the code on the computer and the navigator compares the result with the drawing made during acting out process. If the navigator’s drawing is incorrect, the pair need to determine where they misinterpreted the code, or they can switch roles and repeat the exercise to determine where they went wrong. The pair then change the code as follows: Replace the no 4 with no 3 in both loops Replace the 90 degrees with 120 degrees in both instances. Run the code and watch what happens Refer to the activity in Term 1 C.5 and play with different number of repeats and degrees. You want to interleave practise in problems. “It is important that problem types must differ, for example, you want to randomly have a problem of one type and then solve a problem of another type and then a problem of another type. And in doing that, it feels difficult, and it doesn’t feel fluent. And the signals to your brain are, I am not getting this. I am not doing very well. But in fact, that effort to try to figure out what kinds of approaches do I need for each problem as I encounter a different kind of problem, that is producing learning. That is producing robust skills that stick with you.” Dr Mark A. McDaniel, Harvard University 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 2) Notes/Examples C.7 Create or complete a pattern to represent a data set Example activity - Create a pattern An embroidery machine uses the following commands for creating patterns: OUT (cc)-IN (dd), where cc and dd indicate the position of the needle in the grid. Example: OUT(E6)-IN(G8) moves the needle to the E6 position and pulls the cotton thread through the fabric from behind. The needle then moves to the G8 position and pushes the thread from the front through to the back. The following two commands create a pattern like the one below: OUT(E6)-IN(G8); OUT(E2)-IN (E4 Create an embroidery pattern by programming instructions for his embroidery machine. Write down the set of commands that will complete the following pattern 2020-Talent-Search-Solutions-book.pdf (olympiad.org.za) Note: This task is an example of how an algorithm can be used to create a pattern by an embroidery machine. An algorithm describes the steps we follow to complete a task. Algorithms are common in computer science, but outside computer science algorithms may play a role in solving everyday life problems. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis. Robotics R.3 Outline the different components of a robot Introduce the RGB LED in detail. Component Basic definition Purpose Practical application example – May be used to: RGB LED (Red, Green, Blue LED): An LED capable of emitting different colours by varying the intensity of its red, green, and blue components. Used for colour indication, lighting effects, and display purposes in robots. Used to display colours or convey information through different colour combinations. Boolean Logic: Logical Gates: Boolean logic is a fundamental branch of mathematics and logic developed by George Boole in the mid-19th century. It deals with true and false values, represented as 1 and 0, respectively. In Boolean logic, statements are evaluated based on these binary values, and operations are performed using logical operators such as AND, OR, NOT, etc. These logical operations are fundamental building blocks in decision-making and control processes Logical gates are electronic circuits that implement Boolean logic operations. They take one or more binary inputs and produce an output based on the predefined logical function. The three most basic logical gates are AND, OR, and NOT gates. Complex logical operations can be constructed by combining these basic gates. The learners are introduced to the 3 ANSI symbols for the three logical gates. NOT AND OR Also see (https://en.m.wikipedia.org/wiki/Logic_gate https://www.computerscience.gcse.guru/theory/logic-gates Introduce Boolean logic and logical gates. Learners understand the principles of • Boolean logic • Logical gates (AND, OR and NOT) • How it relates to the design, programming and functioning of robotic systems Learners can • Represent a simple truth table for the AND, OR and NOT gates • Interpret a simple logical gate diagram provided and comprising of no more than 3 inputs and a maximum of four gates to determine a single outcome R.5 Design a simple artefact based on a set of design instructions Done with R.6 and R.7 R.6 Mimic the operations of a robot R.5 and R.6 done together Reinforce concepts pertaining to components. Breadboard project – RGB LED Outline how an RGB LED works and have the learners understand how the various colours are displayed. Links to truth tables. Content (Grade 8 / Term 2) Notes/Examples Note: Breadboard design (given to learners) The mixing of colours and the truth table Z '  ZĞƐƵůƚ Ϭ Ϭ Ϭ Ϭ Ϭ Ϭ ϭ Ϭ ϭ Ϭ Ϭ ϭ ϭ ϭ Ϭ Ϭ ϭ Ϭ ϭ ϭ ϭ Ϭ ϭ ϭ ϭ Project 2 (Micro: bit + RGB) Digital and analogue pin output Introduce the learners to the concept of digital pin vs analogue pin output. Differentiate between digital and analogue pin output and how it is used in robotics or physical computing applications. Basic Definition Purpose Usage in Robotics, in respect of a (Microcontroller) Digital pin output Digital pins on a microcontroller are used for sending digital signals, which can have only two possible states: HIGH (1) or LOW (0). Digital pins are primarily used for tasks that involve binary on/off control, like turning an LED on or off, controlling a motor's direction, or sending digital signals to other digital devices. In robotics projects with a microcontroller, digital pins can be used to control various components such as LEDs, servos, motors, and relays. For instance, you can use a digital pin to turn on or off an LED to indicate the robot's status or activate a motor for a specific robotic movement. Analogue pin output Analog pins on a microcontroller can output analogue signals, which provide a range of values between 0 and 1023, representing different levels of voltage or intensity. Analog pins are typically used for tasks that require variable or smooth control, such as dimming the brightness of an LED, controlling the speed of a motor, or reading analogue sensor values. In robotics, analogue pins on a microcontroller can be used to control the speed of a motor, adjust the position of a servo, or read values from analogue sensors like light￾dependent resistors (LDRs) or potentiometers. For example, you can use an analogue pin to read the output from a distance sensor and adjust the robot's speed or behaviour based on the detected distance. Ϭ ϭ Ϭ ϭϬϮϯ Equivalent build by learner (In this example two position slide switches was not available and simple push buttons were used) CAPS CODING AND ROBOTICS 107 Content (Grade 8 / Term 2) Notes/Examples C.7 Create or complete a pattern to represent a data set Example activity - Create a pattern An embroidery machine uses the following commands for creating patterns: OUT (cc)-IN (dd), where cc and dd indicate the position of the needle in the grid. Example: OUT(E6)-IN(G8) moves the needle to the E6 position and pulls the cotton thread through the fabric from behind. The needle then moves to the G8 position and pushes the thread from the front through to the back. The following two commands create a pattern like the one below: OUT(E6)-IN(G8); OUT(E2)-IN (E4 Create an embroidery pattern by programming instructions for his embroidery machine. Write down the set of commands that will complete the following pattern 2020-Talent-Search-Solutions-book.pdf (olympiad.org.za) Note: This task is an example of how an algorithm can be used to create a pattern by an embroidery machine. An algorithm describes the steps we follow to complete a task. Algorithms are common in computer science, but outside computer science algorithms may play a role in solving everyday life problems. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis. Robotics R.3 Outline the different components of a robot Introduce the RGB LED in detail. Component Basic definition Purpose Practical application example – May be used to: RGB LED (Red, Green, Blue LED): An LED capable of emitting different colours by varying the intensity of its red, green, and blue components. Used for colour indication, lighting effects, and display purposes in robots. Used to display colours or convey information through different colour combinations. Boolean Logic: Logical Gates: Boolean logic is a fundamental branch of mathematics and logic developed by George Boole in the mid-19th century. It deals with true and false values, represented as 1 and 0, respectively. In Boolean logic, statements are evaluated based on these binary values, and operations are performed using logical operators such as AND, OR, NOT, etc. These logical operations are fundamental building blocks in decision-making and control processes Logical gates are electronic circuits that implement Boolean logic operations. They take one or more binary inputs and produce an output based on the predefined logical function. The three most basic logical gates are AND, OR, and NOT gates. Complex logical operations can be constructed by combining these basic gates. The learners are introduced to the 3 ANSI symbols for the three logical gates. NOT AND OR Also see (https://en.m.wikipedia.org/wiki/Logic_gate https://www.computerscience.gcse.guru/theory/logic-gates Introduce Boolean logic and logical gates. Learners understand the principles of • Boolean logic • Logical gates (AND, OR and NOT) • How it relates to the design, programming and functioning of robotic systems Learners can • Represent a simple truth table for the AND, OR and NOT gates • Interpret a simple logical gate diagram provided and comprising of no more than 3 inputs and a maximum of four gates to determine a single outcome R.5 Design a simple artefact based on a set of design instructions Done with R.6 and R.7 R.6 Mimic the operations of a robot R.5 and R.6 done together Reinforce concepts pertaining to components. Breadboard project – RGB LED Outline how an RGB LED works and have the learners understand how the various colours are displayed. Links to truth tables. Content (Grade 8 / Term 2) Notes/Examples Note: Breadboard design (given to learners) The mixing of colours and the truth table Z '  ZĞƐƵůƚ Ϭ Ϭ Ϭ Ϭ Ϭ Ϭ ϭ Ϭ ϭ Ϭ Ϭ ϭ ϭ ϭ Ϭ Ϭ ϭ Ϭ ϭ ϭ ϭ Ϭ ϭ ϭ ϭ Project 2 (Micro: bit + RGB) Digital and analogue pin output Introduce the learners to the concept of digital pin vs analogue pin output. Differentiate between digital and analogue pin output and how it is used in robotics or physical computing applications. Basic Definition Purpose Usage in Robotics, in respect of a (Microcontroller) Digital pin output Digital pins on a microcontroller are used for sending digital signals, which can have only two possible states: HIGH (1) or LOW (0). Digital pins are primarily used for tasks that involve binary on/off control, like turning an LED on or off, controlling a motor's direction, or sending digital signals to other digital devices. In robotics projects with a microcontroller, digital pins can be used to control various components such as LEDs, servos, motors, and relays. For instance, you can use a digital pin to turn on or off an LED to indicate the robot's status or activate a motor for a specific robotic movement. Analogue pin output Analog pins on a microcontroller can output analogue signals, which provide a range of values between 0 and 1023, representing different levels of voltage or intensity. Analog pins are typically used for tasks that require variable or smooth control, such as dimming the brightness of an LED, controlling the speed of a motor, or reading analogue sensor values. In robotics, analogue pins on a microcontroller can be used to control the speed of a motor, adjust the position of a servo, or read values from analogue sensors like light￾dependent resistors (LDRs) or potentiometers. For example, you can use an analogue pin to read the output from a distance sensor and adjust the robot's speed or behaviour based on the detected distance. Ϭ ϭ Ϭ ϭϬϮϯ Equivalent build by learner (In this example two position slide switches was not available and simple push buttons were used) 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 2) Notes/Examples In the following simulated example random values are chosen to be passed as analogue values to each of the pins to an RGB LED resulting in a different random colour being displayed by the LED. Physical build of the RGB project (The R Content (Grade 8 / Term 2) Notes/Examples R.4 – Present an understanding of how robots affect the world. Link to R.1, R.2 and R.3 Example activity –How they affect the world Provide learners with videos to watch, e.g. https://youtu.be/_Lad2u931Cw and https://youtu.be/I4iW-L5J7dg and a KWLS chart. Learners watch videos and complete the KWLS chart Now, divide learner into pairs. Each pair identify a field/type of robots, e.g. the hospitality industry, discuss advantages/disadvantages and what ethical dilemmas might occur The learners should be able to: • present a basic understanding and consider the potential ethical dilemmas related to robotic technologies, such as privacy concerns, AI bias, jobs, and the responsibility for actions performed by autonomous robots. • present a basic description and understanding of robot programming and its role in automation and how it plays a significant role in robot functionality and their integration into various industries. R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Example activity 1 – Wave illusion Display any picture or pattern and create the illusion of a wave moving through the pattern. When Button A is pressed, a “wave” must move through the pattern from left to right. Tip: Change the intensity of the first column of LED lights for 500 ms, then for the second column, until it is done for all columns. When Button B is pressed, a “wave” must move through the pattern from right to left. Note: Learners need to transfer the programming knowledge and skills acquired in the block-based coding environment (use their experience with another environment) to the new micro controller block-based coding environment. CAPS CODING AND ROBOTICS 109 Content (Grade 8 / Term 2) Notes/Examples In the following simulated example random values are chosen to be passed as analogue values to each of the pins to an RGB LED resulting in a different random colour being displayed by the LED. Physical build of the RGB project (The R Content (Grade 8 / Term 2) Notes/Examples R.4 – Present an understanding of how robots affect the world. Link to R.1, R.2 and R.3 Example activity –How they affect the world Provide learners with videos to watch, e.g. https://youtu.be/_Lad2u931Cw and https://youtu.be/I4iW-L5J7dg and a KWLS chart. Learners watch videos and complete the KWLS chart Now, divide learner into pairs. Each pair identify a field/type of robots, e.g. the hospitality industry, discuss advantages/disadvantages and what ethical dilemmas might occur The learners should be able to: • present a basic understanding and consider the potential ethical dilemmas related to robotic technologies, such as privacy concerns, AI bias, jobs, and the responsibility for actions performed by autonomous robots. • present a basic description and understanding of robot programming and its role in automation and how it plays a significant role in robot functionality and their integration into various industries. R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Example activity 1 – Wave illusion Display any picture or pattern and create the illusion of a wave moving through the pattern. When Button A is pressed, a “wave” must move through the pattern from left to right. Tip: Change the intensity of the first column of LED lights for 500 ms, then for the second column, until it is done for all columns. When Button B is pressed, a “wave” must move through the pattern from right to left. Note: Learners need to transfer the programming knowledge and skills acquired in the block-based coding environment (use their experience with another environment) to the new micro controller block-based coding environment. 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 2) Notes/Examples Example activity 2 “catch the dot” game. The purpose of this game is to navigate a basket (LED bar) to “catch” other LED lights. Press both buttons to start the game. Create a “basket” or “bar” that is 3 LED lights long. The basket displays at the bottom of the screen when the game starts. Display a random dot on the microcontroller for a random number of seconds. Move the basket with up-, down-, left- and right arrows to “catch” the dot. Repeat the game 10 times (or as many times as you want to). When Button A is pressed, display the number of dots that you caught with the basket. Example activity 3 “reveal the picture” The purpose of this program is to create a continuously flashing picture by revealing a pattern or picture starting from left to right. The learner must use loops to switch on the lights and not design different grids manually. Reveal the LED lights starting from the first column until the whole pattern is displayed. Use a loop to display (switch on) the LED lights from the first column to the last column. Repeat the process to make a “flashing” pattern. See an example of a pattern on the right. You can also design your own pattern. It is a good idea to quickly revise the knowledge and skills required for the new coding environment by linking it to the first coding environment learned and explain how it works in the new environment. Digital Concepts D.2 Recognise that he or she is living as citizens in a digital world. Example activity – Discuss the POPI Act and copyright issues Discuss what the POPI Act does: Keep information safe - The POPI Act makes sure that companies and organizations, like schools, banks, and websites, must keep your personal information safe. They can't just share it with anyone Ask for permission - Before a company can use your personal information, they must ask for your permission. It's like asking for your permission to read your secret diary Tell you what they are doing - Companies must explain to you why they need your information and what they'll do with it. It's like them telling you why they want to read your diary Let you control your information - The POPI Act gives you the power to say "no" if you don't want a company to use your information. It's like you can decide who can or cannot read your diary Say what happens if they do not follow rules - If a company doesn't follow the rules in the POPI Act and doesn't keep your information safe, they can get into trouble and must pay a fine. Examples: • Say you sign up for a game app on your phone. The app company must ask your mom or dad for permission because you're a Grade 7 learner, and they need to explain why they want your information (like your name and age) and how they'll use it (to create your game account). If they don't ask for permission or share your information without permission, they can get in trouble • At school, your teacher keeps a list of your names and marks. They can't just show that list to everyone. They must keep it safe and only share it with people who need to see it, like your parents The POPI Act is like a protector of your personal information. It makes sure that your information is treated carefully and respectfully by companies and organizations. Just like you want your secret diary to be safe and private, the POPI Act helps keep your personal information safe and private tool Now, divide learners into small groups. Provide each group with information on POPIA as well as copyright with questions they need to answer. Groups report on the following: • What the POPI act is • What copyright is • Why sources should be referenced • How to protect personal information Learners need to understand what copyright and plagiarism is (about software, information, intellectual property), including • Awareness of POPIA (POPI Act) • What copyright is • How to protect personal information • What the Public Domain is • Awareness that sources should be referenced • Understand the significance of network security and the importance of protecting personal and sensitive information. Content (Grade 8 / Term 2) Notes/Examples D.4 Identify the common uses of ICT in the real world Link to D.5 • Website – collection of web pages with related information • Webpage is a document that have text, images, videos, animations, etc. (a page in a website) • URL (Uniform Resource Locator) – A web address that is unique to each resource on the web. It could be the address of a webpage or an image file • Hyperlink – links to other webpages • Web server – A computer where files are stored which can be accessed via the internet using HTTP • Browser – used to access websites and web pages. It allows you to see HTML document as a beautiful document e.g. Edge, Chrome. It interprets HTML code to display images, etc. • Search engine – used to search for specific information on the web within the browser, e.g. Google, Bing Example activity – Explore Web concepts Provide learners with a KWLS table on a worksheet Learners watch the following videos and complete the columns in the KWLS chart https://youtu.be/X6DIH7b82Qw https://youtu.be/AGGWCbMvOxA https://youtu.be/-U-j88slQUk or https://youtu.be/d15SBe3diu4 Discuss WWW concepts Learners need to demonstrate knowledge (what it is) of WWW concepts: • Website • Webpage • Web server • Browser • Search engine • URL • Hyperlink Learners need to provide an example of • URL • Browser • Search engine • Website Learners need to distinguish between a website and a webpage D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 Example activity - Importance of the WWW • Define the concept of the World Wide Web (WWW) and its role in the broader context of the internet. • Explain how the WWW facilitates communication, collaboration, and information sharing among individuals and organisations. • The world wide web opened the internet to everyone, not just scientists. • It connected the world in a way that was not possible before and made it much easier for people to get information, share and communicate. • It allowed people to share their work and thoughts through social networking sites, blogs and video sharing. Learners need to understand • what the WWW is • how it facilitates communication, information sharing and collaboration D.7 Present a basic understanding of the concept of input processing and output. Link to C.2 – C.5 Understand how the Information Processing Cycle relates to networks in terms of Input, output, processing, storage and communication (link to coding & robotics) Revise information processing cycle D.8 Interpret a pattern to represent or communicate a message or image. D.8 and D.9 done together D.9 Create a pattern to represent or communicate a message or image. Link to C.5 – C.7 Use algorithms and transfer to block-based coding Example activity: Use the following algorithm to ask for a binary number and display the corresponding button in the colour as shown in the table below. Use the table to determine the outcome. 1. Create costumes for each colour in the table above. Number the costumes from 1. 2. Ask for a Binary number. 3. Read and store the input binary code. 4. If the first letter of the binary code entered is equal to 1, add 4 to the variable. 5. If the second letter of the binary code entered is equal to 1, add 2 to the variable. 6. If the third letter of the binary code entered is equal to 1, add 1 to the variable. 7. Switch to the corresponding costume. Red (R) Green (G) Blue (B) Colour 0 0 0 Black 0 0 1 Blue 0 1 0 Green 0 1 1 Cyan 1 0 1 Magenta 1 1 0 Yellow 1 1 1 White Possible solution: D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Ds Revise file and folder management. CAPS CODING AND ROBOTICS 111 Content (Grade 8 / Term 2) Notes/Examples Example activity 2 “catch the dot” game. The purpose of this game is to navigate a basket (LED bar) to “catch” other LED lights. Press both buttons to start the game. Create a “basket” or “bar” that is 3 LED lights long. The basket displays at the bottom of the screen when the game starts. Display a random dot on the microcontroller for a random number of seconds. Move the basket with up-, down-, left- and right arrows to “catch” the dot. Repeat the game 10 times (or as many times as you want to). When Button A is pressed, display the number of dots that you caught with the basket. Example activity 3 “reveal the picture” The purpose of this program is to create a continuously flashing picture by revealing a pattern or picture starting from left to right. The learner must use loops to switch on the lights and not design different grids manually. Reveal the LED lights starting from the first column until the whole pattern is displayed. Use a loop to display (switch on) the LED lights from the first column to the last column. Repeat the process to make a “flashing” pattern. See an example of a pattern on the right. You can also design your own pattern. It is a good idea to quickly revise the knowledge and skills required for the new coding environment by linking it to the first coding environment learned and explain how it works in the new environment. Digital Concepts D.2 Recognise that he or she is living as citizens in a digital world. Example activity – Discuss the POPI Act and copyright issues Discuss what the POPI Act does: Keep information safe - The POPI Act makes sure that companies and organizations, like schools, banks, and websites, must keep your personal information safe. They can't just share it with anyone Ask for permission - Before a company can use your personal information, they must ask for your permission. It's like asking for your permission to read your secret diary Tell you what they are doing - Companies must explain to you why they need your information and what they'll do with it. It's like them telling you why they want to read your diary Let you control your information - The POPI Act gives you the power to say "no" if you don't want a company to use your information. It's like you can decide who can or cannot read your diary Say what happens if they do not follow rules - If a company doesn't follow the rules in the POPI Act and doesn't keep your information safe, they can get into trouble and must pay a fine. Examples: • Say you sign up for a game app on your phone. The app company must ask your mom or dad for permission because you're a Grade 7 learner, and they need to explain why they want your information (like your name and age) and how they'll use it (to create your game account). If they don't ask for permission or share your information without permission, they can get in trouble • At school, your teacher keeps a list of your names and marks. They can't just show that list to everyone. They must keep it safe and only share it with people who need to see it, like your parents The POPI Act is like a protector of your personal information. It makes sure that your information is treated carefully and respectfully by companies and organizations. Just like you want your secret diary to be safe and private, the POPI Act helps keep your personal information safe and private tool Now, divide learners into small groups. Provide each group with information on POPIA as well as copyright with questions they need to answer. Groups report on the following: • What the POPI act is • What copyright is • Why sources should be referenced • How to protect personal information Learners need to understand what copyright and plagiarism is (about software, information, intellectual property), including • Awareness of POPIA (POPI Act) • What copyright is • How to protect personal information • What the Public Domain is • Awareness that sources should be referenced • Understand the significance of network security and the importance of protecting personal and sensitive information. Content (Grade 8 / Term 2) Notes/Examples D.4 Identify the common uses of ICT in the real world Link to D.5 • Website – collection of web pages with related information • Webpage is a document that have text, images, videos, animations, etc. (a page in a website) • URL (Uniform Resource Locator) – A web address that is unique to each resource on the web. It could be the address of a webpage or an image file • Hyperlink – links to other webpages • Web server – A computer where files are stored which can be accessed via the internet using HTTP • Browser – used to access websites and web pages. It allows you to see HTML document as a beautiful document e.g. Edge, Chrome. It interprets HTML code to display images, etc. • Search engine – used to search for specific information on the web within the browser, e.g. Google, Bing Example activity – Explore Web concepts Provide learners with a KWLS table on a worksheet Learners watch the following videos and complete the columns in the KWLS chart https://youtu.be/X6DIH7b82Qw https://youtu.be/AGGWCbMvOxA https://youtu.be/-U-j88slQUk or https://youtu.be/d15SBe3diu4 Discuss WWW concepts Learners need to demonstrate knowledge (what it is) of WWW concepts: • Website • Webpage • Web server • Browser • Search engine • URL • Hyperlink Learners need to provide an example of • URL • Browser • Search engine • Website Learners need to distinguish between a website and a webpage D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 Example activity - Importance of the WWW • Define the concept of the World Wide Web (WWW) and its role in the broader context of the internet. • Explain how the WWW facilitates communication, collaboration, and information sharing among individuals and organisations. • The world wide web opened the internet to everyone, not just scientists. • It connected the world in a way that was not possible before and made it much easier for people to get information, share and communicate. • It allowed people to share their work and thoughts through social networking sites, blogs and video sharing. Learners need to understand • what the WWW is • how it facilitates communication, information sharing and collaboration D.7 Present a basic understanding of the concept of input processing and output. Link to C.2 – C.5 Understand how the Information Processing Cycle relates to networks in terms of Input, output, processing, storage and communication (link to coding & robotics) Revise information processing cycle D.8 Interpret a pattern to represent or communicate a message or image. D.8 and D.9 done together D.9 Create a pattern to represent or communicate a message or image. Link to C.5 – C.7 Use algorithms and transfer to block-based coding Example activity: Use the following algorithm to ask for a binary number and display the corresponding button in the colour as shown in the table below. Use the table to determine the outcome. 1. Create costumes for each colour in the table above. Number the costumes from 1. 2. Ask for a Binary number. 3. Read and store the input binary code. 4. If the first letter of the binary code entered is equal to 1, add 4 to the variable. 5. If the second letter of the binary code entered is equal to 1, add 2 to the variable. 6. If the third letter of the binary code entered is equal to 1, add 1 to the variable. 7. Switch to the corresponding costume. Red (R) Green (G) Blue (B) Colour 0 0 0 Black 0 0 1 Blue 0 1 0 Green 0 1 1 Cyan 1 0 1 Magenta 1 1 0 Yellow 1 1 1 White Possible solution: D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Ds Revise file and folder management. 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.2.3 Term 3 Content (Grade 8 / Term 3) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to all Cs Example activity 1 – Solve a scrambled algorithm Divide learners into pairs and provide each pair with a worksheet with the algorithm on the right that explains how the game snakes and ladders must be played. Each pair studies the algorithm and read and explain the algorithm to each other. (Do pair reading. One learner starts and read the first instruction, and the pair decides on the meaning. The other learner in the pair then reads the next line and the pair decides on the meaning, etc.) One learner in the pair cuts out the algorithm (on the lines) and the other learner in the pair scrambles the algorithm. Pairs swop their seats with other pairs to unscramble their algorithms. Each pair must put the algorithm back in the original order. The pair with whom they swopped initially must check each other’s solutions. Snakes and ladders algorithm. Place the icon on the first block on the bottom left of the board Repeat Player throws a die Repeat Move the icon forward Until the number of moves is the same as the number on the dice If the icon lands on a snake’s head, then move down and place the icon on the snake’s tail else if the icon lands on the lower part of a ladder, then move up and place the icon up to the top of the ladder else leave the icon where it is EndIf Until icon lands on the top right block Say “You are the winner!” You want to interleave practise in problems. “It is important that problem types must differ, for example, you want to randomly have a problem of one type and then solve a problem of another type and then a problem of another type. And in doing that, it feels difficult, and it does not feel fluent. And the signals to your brain are, I am not getting this. I am not doing very well. But in fact, that effort to try to figure out what kinds of approaches do I need for each problem as I encounter a different kind of problem, that is producing learning. That is producing robust skills that stick with you.” Dr Mark A. McDaniel, Harvard University C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3 – C.7 and R.6 – R.7 Example activity 1– Funny name generator The purpose of the program is to swap the first letters of a name and a surname. Example: I the name and surname are “Susan Duncan” then the name “Dusan Suncan” must be displayed. Input: A name and a surname. Output: A string that displays the name and surname in which the first letters were swopped around. C.3 Interpret and execute a given symbolic or written set of commands Example activity – Evaluate code, explain what it does and change to achieve a different outcome Divide learners into pairs. The driver receives the code on the right on paper The navigator receives a blank page and a pen/pencil. The driver reads the code, calls out the code and acts out the instructions (the driver may ignore acting out the pen instructions but still calls out the pen instructions for the navigator who holds the pen/pencil) As the driver calls out and acts out an instruction, the navigator draws the instruction on paper. The navigator must also hold count of the number of times a loop is executed and must tell the driver when to exit the loop. When done, the driver copies the code to a block-based coding app, runs the code on the computer and the navigator compares the result with the drawing made during acting out process. If the navigator’s drawing is incorrect, the pair need to determine where they misinterpreted the code, or they can switch roles and repeat the exercise to determine where they went wrong. The pair then change the code as follows: Replace the no 4 with no 3 in both loops Replace the 90 degrees with 120 degrees in both instances. Run the code and watch what happens Note: Generally, most learners are comfortable with tasks/problems that require them to write code that requires them to combine one or two concepts at a time. Manny learners, however, struggle when they must combine coding concepts at a time/in one program as it increases the difficulty level as well as the complexity of the task/problem. It is therefore advisable that leaners practise coding concepts using small, basic, manageable tasks/problems until they are ready for the next step. Some learners may require guidance when the task requires several coding concepts to be combined. Refer to the activity in Term 1 C.5 and play with different number of repeats and degrees. Content (Grade 8 / Term 3) Notes/Examples C.4 Debug a given symbolic or written set of instructions Link to C,1 – C.3 andC.5 – C.7 as well as R.5 – R.7 Example activity – Swop values The code on the right simulates two people throwing a die to determine who should start when playing a game. The player that gets the largest number, starts the game. They use the Random instruction to simulate the throw of a dice. A random value from 1 – 6 is assigned to each player. If the players are assigned the same number, the program tells them that it is a tie and that they must run the program again to determine who starts the game. To make the game a little more interesting, they decide that after the random values are assigned to each player, they will first swop values (the random value assigned for Player 1 and the random value for Player 2 must be swopped), then the player with the biggest number will start the game. The code, however, does not work correctly. Run the code and determine what is wrong, Then, debug the code and test again. Note: If you struggle work through the following activity that you have done in the previous grade to guide you towards a solution The crane in the port of Durban responds to six different input commands: 1. Left 2. Right 3. Up 4. Down 5. Grab 6. Release Crate A is in the left position, crate B is in the position on the right Which is the correct set of instructions to swap the position of the two crates? Write down the letter of the correct answer. A (Down, Grab, Up, Right, Down, Release, Up) B (Down, Grab, Up, Right, Down, Release, Up) (Right, Down, Grab, Up, Left, Left. Down, Release, Up) (Right, Down, Grab, Up, Right, Down, Release) C (Right, Right, Down, Grab, Up) (Left, Left, Down, Release, Up) D (Down, Grab, Up, Right, Right, Down, Release, Up) (Down, Grab, Left, Down, Release, Up) (Down, Grab, Up, Right, Down, Release, Up Note: Learners need to understand that when swopping two variables, they need an extra variable to temporary store a variable to be swopped. One can explain it through the following analogy C.5 Evaluate a given solution towards potential improvement Example activity A customer is awarded points when using a loyalty card. The store decides double all its customers’ points. Those customers who have points greater than 2500 before the points are doubled will be awarded an additional 500 points. Study the flowchart and evaluate the outcome of the program by answering the questions that follow: • If Box 4 is moved immediately below Box 1, will the algorithm still produce the same result if the points entered are 1000? Explain your answer. • If Box 4 is moved immediately above Box 1, will the algorithm still produce the same result if the points entered is 3000? Explain your answer. • What will happen if Box 3 and Box 4 are interchanged. https://olympiad.org.za/talent-search/past-papers/pen-and-paper/ CAPS CODING AND ROBOTICS 113 Content (Grade 8 / Term 3) Notes/Examples C.4 Debug a given symbolic or written set of instructions Link to C,1 – C.3 andC.5 – C.7 as well as R.5 – R.7 Example activity – Swop values The code on the right simulates two people throwing a die to determine who should start when playing a game. The player that gets the largest number, starts the game. They use the Random instruction to simulate the throw of a dice. A random value from 1 – 6 is assigned to each player. If the players are assigned the same number, the program tells them that it is a tie and that they must run the program again to determine who starts the game. To make the game a little more interesting, they decide that after the random values are assigned to each player, they will first swop values (the random value assigned for Player 1 and the random value for Player 2 must be swopped), then the player with the biggest number will start the game. The code, however, does not work correctly. Run the code and determine what is wrong, Then, debug the code and test again. Note: If you struggle work through the following activity that you have done in the previous grade to guide you towards a solution The crane in the port of Durban responds to six different input commands: 1. Left 2. Right 3. Up 4. Down 5. Grab 6. Release Crate A is in the left position, crate B is in the position on the right Which is the correct set of instructions to swap the position of the two crates? Write down the letter of the correct answer. A (Down, Grab, Up, Right, Down, Release, Up) B (Down, Grab, Up, Right, Down, Release, Up) (Right, Down, Grab, Up, Left, Left. Down, Release, Up) (Right, Down, Grab, Up, Right, Down, Release) C (Right, Right, Down, Grab, Up) (Left, Left, Down, Release, Up) D (Down, Grab, Up, Right, Right, Down, Release, Up) (Down, Grab, Left, Down, Release, Up) (Down, Grab, Up, Right, Down, Release, Up Note: Learners need to understand that when swopping two variables, they need an extra variable to temporary store a variable to be swopped. One can explain it through the following analogy C.5 Evaluate a given solution towards potential improvement Example activity A customer is awarded points when using a loyalty card. The store decides double all its customers’ points. Those customers who have points greater than 2500 before the points are doubled will be awarded an additional 500 points. Study the flowchart and evaluate the outcome of the program by answering the questions that follow: • If Box 4 is moved immediately below Box 1, will the algorithm still produce the same result if the points entered are 1000? Explain your answer. • If Box 4 is moved immediately above Box 1, will the algorithm still produce the same result if the points entered is 3000? Explain your answer. • What will happen if Box 3 and Box 4 are interchanged. https://olympiad.org.za/talent-search/past-papers/pen-and-paper/ 114 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 3) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations Link to C.1 - C.5 and C.7 as well as R.5 – R.6 Example activity The bird must catch the worm, but there is a mistake in the code that the bird must follow Which part of the block code contains a mistake?, A, B, C or D? 2020-TS-Intermediate-Question-Paper.pdf (olympiad.org.za) C.7 Create or complete a pattern to represent a data set Link to C.6 Example activity Refer to the activity in C.3 above. In pairs, learners design, create and code their own patterns Link to C.3 Robotics Link to R.1 – R.6 R.3 Outline the different components of a robot Revise the electronic components and sensors and actuators covered thus far. Servo Motors Learners must explain what the following segments of code will do when executed on a 180-degree servo as opposed to a 360-degree continuous servo, and apply it in an application as required The learners should be able to explain what the following segments of code will do when executed on a 360-degree continuous servo and apply it in an application as required. Learners must • differentiate between a 180-degree servo and a 360-degree (continuous rotation servo), in terms of its mechanical operation and how its coded. • present a basic understanding of the concept of pulse width modulation (PWM) • distinguish between a 180 degree and a 360 degree servo motor and apply both where appropriate Content (Grade 8 / Term 3) Notes/Examples 180 Degree Micro Servo 360-Degree Continuous Servo Mechanical Operation Mechanical Operation A 180-degree micro servo is a type of servo motor that can rotate precisely within a 180-degree range. It has a limited range of motion, typically from 0 degrees (fully counterclockwise) to 180 degrees (fully clockwise). It is designed for applications where precise angular control within this limited range is required, such as steering mechanisms or robot joints that do not need continuous rotation. It operates by receiving PWM signals where the duty cycle of the PWM signal corresponds to the desired servo position. The servo's shaft position is determined by the width of the high (on) pulse in the PWM signal, with a typical range of 1 to 2 milliseconds, where 1 ms corresponds to 0 degrees, and 2 ms corresponds to 180 degrees. A 360-degree continuous servo, on the other hand, can rotate continuously in either direction without any physical stops. It doesn't have a fixed endpoint like a 180- degree servo; it can rotate indefinitely. Continuous servos are commonly used in applications where continuous motion or speed control is needed, such as robot wheels or conveyor belts. It also uses PWM signals for control, but the position is not fixed; instead, the duty cycle corresponds to the speed and direction of rotation. For a continuous servo, the centre (neutral) position is usually around 1.5 milliseconds, but you can adjust this to stop the servo based on the specific servo's characteristics. Also see: https://makecode.microbit.org/reference/servos and https://littlebirdelectronics.com.au/guides/191/servo-with-micro-bit The learners need to present a conceptual understanding of how different servos could be used to create mechanical actuators and robot arms. Outline the basic engineering principles behind how servo motors could be used to create grippers and actuators in a robotics project. Outline the basic engineering principles behind how servo motors could be used to create simple robotic arms to mimic movement. https://www.thingiverse.com/thing:715525 https://www.instructables.com/How-to-Make-Record-and-Play-Servo-Based-Robotic- Ar/ R.5 Design a simple artefact based on a set of design instructions Link to R.7 R.5 and R.6 done together Revise the concept of communication between two devices In Grade 7 simple radiocommunication between two devices was done using numbers. In Grade 8 strings are also passed and compared. R.6 Mimic the operations of a robot Example activity – Control a continuous servo and LEDs using radio communication\ The direction of the servo is changed by tilting the microcontroller and the LEDs by sending signals when buttons A, B and the logo are pressed CAPS CODING AND ROBOTICS 115 Content (Grade 8 / Term 3) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations Link to C.1 - C.5 and C.7 as well as R.5 – R.6 Example activity The bird must catch the worm, but there is a mistake in the code that the bird must follow Which part of the block code contains a mistake?, A, B, C or D? 2020-TS-Intermediate-Question-Paper.pdf (olympiad.org.za) C.7 Create or complete a pattern to represent a data set Link to C.6 Example activity Refer to the activity in C.3 above. In pairs, learners design, create and code their own patterns Link to C.3 Robotics Link to R.1 – R.6 R.3 Outline the different components of a robot Revise the electronic components and sensors and actuators covered thus far. Servo Motors Learners must explain what the following segments of code will do when executed on a 180-degree servo as opposed to a 360-degree continuous servo, and apply it in an application as required The learners should be able to explain what the following segments of code will do when executed on a 360-degree continuous servo and apply it in an application as required. Learners must • differentiate between a 180-degree servo and a 360-degree (continuous rotation servo), in terms of its mechanical operation and how its coded. • present a basic understanding of the concept of pulse width modulation (PWM) • distinguish between a 180 degree and a 360 degree servo motor and apply both where appropriate Content (Grade 8 / Term 3) Notes/Examples 180 Degree Micro Servo 360-Degree Continuous Servo Mechanical Operation Mechanical Operation A 180-degree micro servo is a type of servo motor that can rotate precisely within a 180-degree range. It has a limited range of motion, typically from 0 degrees (fully counterclockwise) to 180 degrees (fully clockwise). It is designed for applications where precise angular control within this limited range is required, such as steering mechanisms or robot joints that do not need continuous rotation. It operates by receiving PWM signals where the duty cycle of the PWM signal corresponds to the desired servo position. The servo's shaft position is determined by the width of the high (on) pulse in the PWM signal, with a typical range of 1 to 2 milliseconds, where 1 ms corresponds to 0 degrees, and 2 ms corresponds to 180 degrees. A 360-degree continuous servo, on the other hand, can rotate continuously in either direction without any physical stops. It doesn't have a fixed endpoint like a 180- degree servo; it can rotate indefinitely. Continuous servos are commonly used in applications where continuous motion or speed control is needed, such as robot wheels or conveyor belts. It also uses PWM signals for control, but the position is not fixed; instead, the duty cycle corresponds to the speed and direction of rotation. For a continuous servo, the centre (neutral) position is usually around 1.5 milliseconds, but you can adjust this to stop the servo based on the specific servo's characteristics. Also see: https://makecode.microbit.org/reference/servos and https://littlebirdelectronics.com.au/guides/191/servo-with-micro-bit The learners need to present a conceptual understanding of how different servos could be used to create mechanical actuators and robot arms. Outline the basic engineering principles behind how servo motors could be used to create grippers and actuators in a robotics project. Outline the basic engineering principles behind how servo motors could be used to create simple robotic arms to mimic movement. https://www.thingiverse.com/thing:715525 https://www.instructables.com/How-to-Make-Record-and-Play-Servo-Based-Robotic- Ar/ R.5 Design a simple artefact based on a set of design instructions Link to R.7 R.5 and R.6 done together Revise the concept of communication between two devices In Grade 7 simple radiocommunication between two devices was done using numbers. In Grade 8 strings are also passed and compared. R.6 Mimic the operations of a robot Example activity – Control a continuous servo and LEDs using radio communication\ The direction of the servo is changed by tilting the microcontroller and the LEDs by sending signals when buttons A, B and the logo are pressed 116 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 3) Notes/Examples Sender App Receiver App Project The learners must be able to apply the principles of design thinking to develop an artefact where radiocommunication are used for control purposes. For the project, a minimum of ONE sensor or actuator should be used, as well as any number of additional hardware components (LED’s Buzzers, Buttons etc) Content (Grade 8 / Term 3) Notes/Examples R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Example activity - Pet feeder The purpose of the game is to make the size of a pet grow or shrink depending on whether the pet is fed or not. • Start with the smallest circle or smallest square on the microcontroller (your pet). Calculate the area for the initial circle or square. (Assume radius=1 or length=1). • When you press button A, the pet must “grow” with 1 unit. Calculate and display the new area and display an image of the larger pet. • When you press button B, the pet must “shrink” with 1 unit. Calculate and display the new area and an image of the smaller pet. • If the pet grows beyond the boundaries of the microcontroller, display an “explode” icon. • If the pet shrinks so that it is smaller than its initial size, display a “disappear” icon. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.1, D.3, D.4, D.5 and D.7, D.2 Recognise that he or she is living as citizens in a digital world. Present an understanding of the dangers of the online environment. Explain online safety, responsible use of social media (WhatsApp/TikTok/Instagram etc), POPI Act. Example activity 1: Define responsible use of social media and its various forms. Discuss the emotional and psychological impact of social media on individuals. Share examples of social media incidents. Example activity 2: 1. Can you come up with a real-life scenario where online safety measures would be crucial to prevent harm or protect personal information? 2. Share an example of a responsible social media post and explain why it demonstrates responsible use. 3. Discuss the potential consequences of sharing personal information online without considering privacy settings. Link to D.6 D.3 Demonstrate an understanding of the concept of a computing device. Link to D.3, D.4 and D.6 and R.3 Example activity – Microprocessors vs Microcontrollers Today, both microprocessors and microcontrollers are two essential components of modern electronics. Introduce the cocept of microprocessors or microcontrollers as computing devices Learners need to, at a basic level, • Understand what a microprocessor is CAPS CODING AND ROBOTICS 117 Content (Grade 8 / Term 3) Notes/Examples Sender App Receiver App Project The learners must be able to apply the principles of design thinking to develop an artefact where radiocommunication are used for control purposes. For the project, a minimum of ONE sensor or actuator should be used, as well as any number of additional hardware components (LED’s Buzzers, Buttons etc) Content (Grade 8 / Term 3) Notes/Examples R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Example activity - Pet feeder The purpose of the game is to make the size of a pet grow or shrink depending on whether the pet is fed or not. • Start with the smallest circle or smallest square on the microcontroller (your pet). Calculate the area for the initial circle or square. (Assume radius=1 or length=1). • When you press button A, the pet must “grow” with 1 unit. Calculate and display the new area and display an image of the larger pet. • When you press button B, the pet must “shrink” with 1 unit. Calculate and display the new area and an image of the smaller pet. • If the pet grows beyond the boundaries of the microcontroller, display an “explode” icon. • If the pet shrinks so that it is smaller than its initial size, display a “disappear” icon. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.1, D.3, D.4, D.5 and D.7, D.2 Recognise that he or she is living as citizens in a digital world. Present an understanding of the dangers of the online environment. Explain online safety, responsible use of social media (WhatsApp/TikTok/Instagram etc), POPI Act. Example activity 1: Define responsible use of social media and its various forms. Discuss the emotional and psychological impact of social media on individuals. Share examples of social media incidents. Example activity 2: 1. Can you come up with a real-life scenario where online safety measures would be crucial to prevent harm or protect personal information? 2. Share an example of a responsible social media post and explain why it demonstrates responsible use. 3. Discuss the potential consequences of sharing personal information online without considering privacy settings. Link to D.6 D.3 Demonstrate an understanding of the concept of a computing device. Link to D.3, D.4 and D.6 and R.3 Example activity – Microprocessors vs Microcontrollers Today, both microprocessors and microcontrollers are two essential components of modern electronics. Introduce the cocept of microprocessors or microcontrollers as computing devices Learners need to, at a basic level, • Understand what a microprocessor is 118 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 3) Notes/Examples Content: Definition and Functions: Microcontroller • A microcontroller is a small, integrated computer that is designed for specific tasks, applications or embedded systems. • It includes a relatively simple CPU (Central Processing Unit), combined with peripheral devices such as memory, input/output ports, and timers on a single chip. Microprocessor • A microprocessor is a general-purpose computer component that executes instructions from a computer program and a general-purpose computing device. It can perform various functions depending on the program • The microprocessor chip does not typically have built-in memory or input/output capabilities like a microcontroller. Differences: 1. microcontrollers are designed for specific tasks or embedded systems, while microprocessors are the central processing units (CPUs) in computers used in multi-purpose computing devices. 2. Create a table on the board or a slide (if using a projector) to compare microcontrollers and microprocessors: Aspect Microcontroller Microprocessor (CPU) Purpose Specific tasks or functions General-purpose computing Input/Output ports Yes (on chip) No (separate) Memory Included (on chip) Separate Examples Arduino, Microcontroller, Intel, AMD processors Applications: • Discuss some common applications of microcontrollers: • Microcontrollers are often used in devices like washing machines, microwave ovens, remote controls, and embedded systems. • They are excellent for tasks that require real-time control and low power consumption. • The microcontroller is an example of a microcontroller as it is a small device that can run programs and interact with sensors, buttons, LEDs and other components • Discuss common applications of microprocessors: • Microprocessors power personal computers, laptops, smartphones, and servers. • They are suitable for tasks that require high computational power and multitasking capabilities. • Understand what a microcontroller is • Provide an example of each • Differentiate between a microcontroller and a microprocessor Example: Microcontroller is a small computing device that can run programs and interact with sensors, buttons, LEDs and other components D.4 Identify the common uses of ICT in the real world Link to D.5 and D.6 D.5. Differentiate between the components of an ICT system Link to D.5 Introduce the following concepts firewall in a network, Internet service provider (ISP), internet address. Use a firewall to protect network resources from outside intruders D.3, D.4 and D.5 are done together Revise • Networks • Network devices • Connections (wired and wireless) Introduce concept of Firewall, Internet Service Provider (ISP), internet address Content (Grade 8 / Term 3) Notes/Examples D.6 Explain how the adaptation of technology impacted the world we work and live in Done in relation to C.1 and C.2 and C.3 Discuss the social and global impact of networks, including their role in communication, society. Example activity: How would networks contribute to disaster response? Discuss the use of networks in transportation and logistics for tracking vehicles, shipments and improving efficiency. Discuss how networks are employed in education and online learning platforms. Learners must understand the role of networks and how they impact the world we live in and provide examples to illustrate the impact. D.8 Interpret a pattern to represent or communicate a message or image. D.8 and D.9 done together D.9 Create a pattern to represent or communicate a message or image. D.8 and D.9 done together Cipher - a method of hiding words or text with encryption by replacing original letters with other letters, numbers and symbols through substitution or transposition. A combination of substitution and transposition is also often employed. It is therefore any method of transforming a message to conceal its meaning. Encryption is to convert information or data into secret code Decryption is to convert a secret (encrypted) message to an understandable (decrypted) message Example activity – decrypt and encrypt a message using a cipher A Caesar cipher (named after the Roman Emperor Julius Caesar) is a simple encryption method in which each letter in a word is replaced by another letter in the alphabet, depending on the ‘shift’ key. The alphabet can be shifted up to 25 places but shifting it 26 places takes it back to its original position and shifting it 27 places is the same as shifting it 1 place. For example, if the ‘shift’ key is 7, the letter A will be replaced by the letter H (as shifting 7 positions from position 1 takes one to the 8th letter in the alphabet (H) – H therefore becomes the 1st letter of the ‘new’ (shifted) alphabet as shown below: Therefore, the encryption for the word ‘HELLO’, will become ‘OLSSV’. Do the following: i) Use the above information to encrypt the following message: EIGHT NOON AT CAGE ii) Decrypt– the opposite of encrypt (i.e. crack the secret message) the following secret message WHZZDVYK PZ JLHZHY iii) Use your own key to encrypt the following message: iv) Give your encrypted message with the key to a friend and ask your friend to decrypt the message. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to R.5 Learners explore presentation software, e.g. PowerPoint to be used for reporting back after pair or group activities or to present coding solutions, robotics projects, etc. CAPS CODING AND ROBOTICS 119 Content (Grade 8 / Term 3) Notes/Examples Content: Definition and Functions: Microcontroller • A microcontroller is a small, integrated computer that is designed for specific tasks, applications or embedded systems. • It includes a relatively simple CPU (Central Processing Unit), combined with peripheral devices such as memory, input/output ports, and timers on a single chip. Microprocessor • A microprocessor is a general-purpose computer component that executes instructions from a computer program and a general-purpose computing device. It can perform various functions depending on the program • The microprocessor chip does not typically have built-in memory or input/output capabilities like a microcontroller. Differences: 1. microcontrollers are designed for specific tasks or embedded systems, while microprocessors are the central processing units (CPUs) in computers used in multi-purpose computing devices. 2. Create a table on the board or a slide (if using a projector) to compare microcontrollers and microprocessors: Aspect Microcontroller Microprocessor (CPU) Purpose Specific tasks or functions General-purpose computing Input/Output ports Yes (on chip) No (separate) Memory Included (on chip) Separate Examples Arduino, Microcontroller, Intel, AMD processors Applications: • Discuss some common applications of microcontrollers: • Microcontrollers are often used in devices like washing machines, microwave ovens, remote controls, and embedded systems. • They are excellent for tasks that require real-time control and low power consumption. • The microcontroller is an example of a microcontroller as it is a small device that can run programs and interact with sensors, buttons, LEDs and other components • Discuss common applications of microprocessors: • Microprocessors power personal computers, laptops, smartphones, and servers. • They are suitable for tasks that require high computational power and multitasking capabilities. • Understand what a microcontroller is • Provide an example of each • Differentiate between a microcontroller and a microprocessor Example: Microcontroller is a small computing device that can run programs and interact with sensors, buttons, LEDs and other components D.4 Identify the common uses of ICT in the real world Link to D.5 and D.6 D.5. Differentiate between the components of an ICT system Link to D.5 Introduce the following concepts firewall in a network, Internet service provider (ISP), internet address. Use a firewall to protect network resources from outside intruders D.3, D.4 and D.5 are done together Revise • Networks • Network devices • Connections (wired and wireless) Introduce concept of Firewall, Internet Service Provider (ISP), internet address Content (Grade 8 / Term 3) Notes/Examples D.6 Explain how the adaptation of technology impacted the world we work and live in Done in relation to C.1 and C.2 and C.3 Discuss the social and global impact of networks, including their role in communication, society. Example activity: How would networks contribute to disaster response? Discuss the use of networks in transportation and logistics for tracking vehicles, shipments and improving efficiency. Discuss how networks are employed in education and online learning platforms. Learners must understand the role of networks and how they impact the world we live in and provide examples to illustrate the impact. D.8 Interpret a pattern to represent or communicate a message or image. D.8 and D.9 done together D.9 Create a pattern to represent or communicate a message or image. D.8 and D.9 done together Cipher - a method of hiding words or text with encryption by replacing original letters with other letters, numbers and symbols through substitution or transposition. A combination of substitution and transposition is also often employed. It is therefore any method of transforming a message to conceal its meaning. Encryption is to convert information or data into secret code Decryption is to convert a secret (encrypted) message to an understandable (decrypted) message Example activity – decrypt and encrypt a message using a cipher A Caesar cipher (named after the Roman Emperor Julius Caesar) is a simple encryption method in which each letter in a word is replaced by another letter in the alphabet, depending on the ‘shift’ key. The alphabet can be shifted up to 25 places but shifting it 26 places takes it back to its original position and shifting it 27 places is the same as shifting it 1 place. For example, if the ‘shift’ key is 7, the letter A will be replaced by the letter H (as shifting 7 positions from position 1 takes one to the 8th letter in the alphabet (H) – H therefore becomes the 1st letter of the ‘new’ (shifted) alphabet as shown below: Therefore, the encryption for the word ‘HELLO’, will become ‘OLSSV’. Do the following: i) Use the above information to encrypt the following message: EIGHT NOON AT CAGE ii) Decrypt– the opposite of encrypt (i.e. crack the secret message) the following secret message WHZZDVYK PZ JLHZHY iii) Use your own key to encrypt the following message: iv) Give your encrypted message with the key to a friend and ask your friend to decrypt the message. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to R.5 Learners explore presentation software, e.g. PowerPoint to be used for reporting back after pair or group activities or to present coding solutions, robotics projects, etc. 120 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.2.4 Term 4 Content (Grade 8 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. LC.1 and C.2 and C.4 are done together Example activity – Cat and mouse game In pairs, use your computational thinking skills to develop your own game like the cat and mouse game described below: The cat is chasing the mouse and tries to capture it. It involves constant pursuit, near captures, and repeated escapes. The "cat" is unable to secure a definitive victory over the "mouse", who, despite not being able to defeat the cat, is able to avoid capture. Step 1: Cat Step 2: Use Cat sprite and add code for Cat sprite to continue moving until the mouse pointer is reached Add a time to the Cat sprite Step 3: Add another sprite Step 4: Add the mouse sprite Make an empty sprite with two costumes: one blank (costume 1) and one with a "Win" banner (costume 2). Add code for this sprite to make a variable timer: Add the mouse sprite and code for the mouse sprite For the main cat sprite, change the "touching" and "point" to "Mouse" instead of "Mouse-Pointer" CAT AND MOUSE - SCRATCH WIKI (SCRATCH-WIKI.INFO) Note Learners study the code of the cat and mouse game, use computational thinking and their experience from studying the code and what they have learned so far in terms of coding to develop their own, similar game. Remember It is important that learners plan a program. If code is not planned well before writing it, it can lead to difficulties when they need combining structures, as they may not have a clear roadmap for how different structures should work together. CAPS CODING AND ROBOTICS 121 3.2.4 Term 4 Content (Grade 8 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. LC.1 and C.2 and C.4 are done together Example activity – Cat and mouse game In pairs, use your computational thinking skills to develop your own game like the cat and mouse game described below: The cat is chasing the mouse and tries to capture it. It involves constant pursuit, near captures, and repeated escapes. The "cat" is unable to secure a definitive victory over the "mouse", who, despite not being able to defeat the cat, is able to avoid capture. Step 1: Cat Step 2: Use Cat sprite and add code for Cat sprite to continue moving until the mouse pointer is reached Add a time to the Cat sprite Step 3: Add another sprite Step 4: Add the mouse sprite Make an empty sprite with two costumes: one blank (costume 1) and one with a "Win" banner (costume 2). Add code for this sprite to make a variable timer: Add the mouse sprite and code for the mouse sprite For the main cat sprite, change the "touching" and "point" to "Mouse" instead of "Mouse-Pointer" CAT AND MOUSE - SCRATCH WIKI (SCRATCH-WIKI.INFO) Note Learners study the code of the cat and mouse game, use computational thinking and their experience from studying the code and what they have learned so far in terms of coding to develop their own, similar game. Remember It is important that learners plan a program. If code is not planned well before writing it, it can lead to difficulties when they need combining structures, as they may not have a clear roadmap for how different structures should work together. Content (Grade 8 / Term 4) Notes/Examples C.3 Interpret and execute a given symbolic or written set of commands Example activity 1 – Code a written set of commands for a number guessing game Wite code to implement the following game: You think of a number from 1 to 20. Your classmate must guess which number you are thinking of and tell you. You may only respond with ‘lower’ (if your classmate must guess a lower number) or ‘higher’ (if your classmate must guess a higher number). Your classmate has only five guesses to guess the right number. Your classmate keeps guessing and you keep responding until the number guessed is correct or until the five guesses have been used up. Write a computer program to simulate the above game using the algorithm below: • Generate a random number between 1 and 20. • Ask the user to guess and enter the number ‘you are thinking of’ (the randomly generated number). • Test if the number the user entered is smaller or larger than the random number or equal to the random number. • If the user guessed too high, tell the user that the next guess must be lower. • If the user guessed too low, tell the user that the next guess must be higher. • If the user guessed the correct number, congratulate the user for guessing the correct number. • The program must execute until the user guesses the correct number or until the user had five guesses. • If the user guessed the number correctly, display the number of attempts that the user tried to guess the number. • If the user didn’t guess the number correctly, display the number that the user had to guess. C.4 Debug a given symbolic or written set of instructions Link to C.1, C.2 Done with C.1 and C.2 C.5 Evaluate a given solution towards potential improvement Example activity – Evaluate and improve code Study the following problem statement, then rearrange the code provided to create a working program for the problem statement: Problem statement: The Scratch program needs to determine who the tallest learner in a class of an unknown number of learners is. Each learner is represented by a number, e.g., the first learner is 1 and the last learner in the class is n, where n represents the size of the class. The code supplied is incorrect. There are some logical errors in the code and not all blocks are used to obtain the correct result. The following represents a high-level algorithm for the problem (you need to refine the algorithm and implement the algorithm in Scratch) • A random number between 100 and 200 (cm) must be generated each time to represent the height of the n learners. • For each learner’s height generated, check if the learner is taller than the previous learner. • If the learner is taller than the previous learner, then o The variable storing the tallest learner’s height will change. o A message will be displayed: Learner no? is now the tallest”. • When the height of all learners was checked, display a message:” Learner no? is the tallest learner in class” You want to interleave practise in problems. “It is important that problem types must differ, for example, you want to randomly have a problem of one type and then solve a problem of another type and then a problem of another type. And in doing that, it feels difficult, and it doesn’t feel fluent. And the signals to your brain are, I am not getting this. I am not doing very well. But in fact, that effort to try to figure out what kinds of approaches do I need for each problem as I encounter a different kind of problem, that is producing learning. That is producing robust skills that stick with you.” Dr Mark A. McDaniel, Harvard University 101 Computing Quiz 122 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 4) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.5 and C.6 and R.6 Example activity Study the flowchart on the right and answer the questions that follow: a. What will be displayed? b. Explain in your own words what the purpose of the algorithm is. c. How many times is the instruction Number  Number +1 executed? d. If the instruction Number  0 is changed to Number - 1 a. what will then be displayed? b. how many times will the loop then be executed? C.7 Create or complete a pattern to represent a data set Link to C.1 – C.6 and R.6 Robotics R.1 Explain what a robot is in simple terms. Link to R.2 R.2 Identify different types of robots. Link to R.1 R.3 Outline the different components of a robot R.5 Design a simple artefact based on a set of design instructions R.6 Mimic the operations of a robot Link to C.7, R.5 and R.7 R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Example project – obstacle avoidance robot Learners investigate and describe the typical composition of an obstacle avoidance robot using an ultrasonic sensor, applying the principles of design thinking. The learners should be able to describe the use and purpose of the following components typically used as part of an obstacle avoidance robot (on a conceptual level only) - Chassis - Wheels - Power supply - Microcontroller - Motors and - Motor driver (On a conceptual level, more detail in grade 9) - Breadboard and jumper wires for prototyping - Ultrasonic sensor The learners should also be able to describe the logical principles guiding the code of an OAR. Example of a chassis with wheels and motors Empty battery back DC Motor with wheel Continuous servo Microcontroller and motor driver Nice resource link: https://www.robotique.tech/robotics/obstacle-detection-system-with-microbit/ (Also see: https://www.instructables.com/DIY-Microbit-Educational-Mobile-Robot-V2/ - Dame, A DIY Microcontroller Educational Mobile Robot V2) Note: The inclusion of the OAR is to introduce the learners to the practical principles behind the operation of the robot. It is not expected of the learners to construct the robot, only to describe its basic principles of operation, the composition of such a robot and the code logic behind it. Schools that do have the resources could include the building, as an enrichment activity in groups. Obstacle avoidance robot (OAR) using an ultrasonic sensor. Ultrasonic sensor Example of an OAR using an ultrasonic sensor The leaners do not need to construct the OAR (Obstacle avoidance robot). The teacher may demonstrate the operation of such a robot, based on a prebuild kit. Schools which the facilities may decide to construct the robot and potentially demonstrate the 3-D printing process for enrichment purposes. Content (Grade 8 / Term 4) Notes/Examples Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) D.1, D.3, D.4, D.5, D.7 done together Case study: Exploring online gaming Learners work in pairs. The purpose of this case study is to help learners understand the essential concepts of computer networks, with a specific focus on how these networks impact online gaming experiences through input, processing, and output. Instructions: Imagine you and your friends are online gamers. You want to optimise your online gaming experience and minimise lag while playing multiplayer games. To do this, you decide to explore how computer networks handle data during online gaming sessions. Prepare a short report summarising your understanding of how computer networks affect online gaming. Address the role of input devices, network setup, data processing, and server interaction in online gaming. Make a list of devices needed and a short description of why this is necessary. Draw a possible network setup showing connections and layout. Input Processing Output D.2 Recognise that he or she is living as citizens in a digital world. Done with to D.6 Case Study: Protecting Personal Data in a Public Wi-Fi Scenario Learners work in pairs and watch the following video: https://youtu.be/X87MJEsJ91A and https://youtu.be/bdVkkRmJEeM then discuss the following: Sarah, a freelance graphic designer, often finds herself working remotely from coffee shops and public places to escape the confines of her home office. She relies on public Wi-Fi networks to connect to the internet and communicate with clients. One day, while working at a popular coffee shop, she encounters a network security and privacy challenge. Sarah values the convenience of working from various locations, but she's aware of the potential security risks associated with public Wi-Fi networks. She understands that her sensitive client data and personal information are at risk if not adequately protected. While sipping her coffee and working on a client's project, Sarah notices that the public Wi-Fi network at the coffee shop is unsecured. She overhears another person discussing the same concern with a friend - that anyone on the same network could potentially intercept their data. Sarah realises that she might not be taking adequate precautions to protect her privacy and sensitive client information. Privacy Concerns: What specific privacy risks does Sarah face while working on an unsecured public Wi-Fi network? Data Security: What are the potential consequences of her client data being intercepted or compromised? Safe Practices: What steps can Sarah take to enhance her network safety and privacy while working in public places? Educating Others: How can Sarah educate fellow coffee shop customers about network security and privacy concerns? Legal and Ethical Considerations: What legal and ethical responsibilities does Sarah have regarding the protection of her client's data? Client Communication: How should Sarah communicate with her clients about the steps she takes to safeguard their information when working remotely? Learners need to understand • what data security and data privacy and data protection are and why it is important • The role of POPI act D.3 Demonstrate an understanding of the concept of a computing device. D.1, D.3, D.4, D.5, D.7 done together D.4 Identify the common uses of ICT in the real world Imagine you are tasked with helping a family set up a secure home network. The family wants to connect multiple devices such as computers, smartphones, and smart appliances while ensuring their network is safe from potential threats. Discuss the steps taken to set up and secure the home network, including any adjustments made based on the family member's concerns, e.g. security, space, etc. Learners will also participate in a group discussion, sharing their reflections on the importance of network security in the context of home networks. D.5 Differentiate between the components of an ICT system D.1, D.3, D.4, D.5, D.7 done together D.6 Explain how the adaptation of technology impacted the world we work and live in Done with to D.2. D.7 Present a basic understanding of the concept of input processing and output. D.1, D.3, D.4, D.5, D.7 done together D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.2 – C.5 and R.5 – R.7 CAPS CODING AND ROBOTICS 123 Content (Grade 8 / Term 4) Notes/Examples C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.5 and C.6 and R.6 Example activity Study the flowchart on the right and answer the questions that follow: a. What will be displayed? b. Explain in your own words what the purpose of the algorithm is. c. How many times is the instruction Number  Number +1 executed? d. If the instruction Number  0 is changed to Number - 1 a. what will then be displayed? b. how many times will the loop then be executed? C.7 Create or complete a pattern to represent a data set Link to C.1 – C.6 and R.6 Robotics R.1 Explain what a robot is in simple terms. Link to R.2 R.2 Identify different types of robots. Link to R.1 R.3 Outline the different components of a robot R.5 Design a simple artefact based on a set of design instructions R.6 Mimic the operations of a robot Link to C.7, R.5 and R.7 R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 Example project – obstacle avoidance robot Learners investigate and describe the typical composition of an obstacle avoidance robot using an ultrasonic sensor, applying the principles of design thinking. The learners should be able to describe the use and purpose of the following components typically used as part of an obstacle avoidance robot (on a conceptual level only) - Chassis - Wheels - Power supply - Microcontroller - Motors and - Motor driver (On a conceptual level, more detail in grade 9) - Breadboard and jumper wires for prototyping - Ultrasonic sensor The learners should also be able to describe the logical principles guiding the code of an OAR. Example of a chassis with wheels and motors Empty battery back DC Motor with wheel Continuous servo Microcontroller and motor driver Nice resource link: https://www.robotique.tech/robotics/obstacle-detection-system-with-microbit/ (Also see: https://www.instructables.com/DIY-Microbit-Educational-Mobile-Robot-V2/ - Dame, A DIY Microcontroller Educational Mobile Robot V2) Note: The inclusion of the OAR is to introduce the learners to the practical principles behind the operation of the robot. It is not expected of the learners to construct the robot, only to describe its basic principles of operation, the composition of such a robot and the code logic behind it. Schools that do have the resources could include the building, as an enrichment activity in groups. Obstacle avoidance robot (OAR) using an ultrasonic sensor. Ultrasonic sensor Example of an OAR using an ultrasonic sensor The leaners do not need to construct the OAR (Obstacle avoidance robot). The teacher may demonstrate the operation of such a robot, based on a prebuild kit. Schools which the facilities may decide to construct the robot and potentially demonstrate the 3-D printing process for enrichment purposes. Content (Grade 8 / Term 4) Notes/Examples Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) D.1, D.3, D.4, D.5, D.7 done together Case study: Exploring online gaming Learners work in pairs. The purpose of this case study is to help learners understand the essential concepts of computer networks, with a specific focus on how these networks impact online gaming experiences through input, processing, and output. Instructions: Imagine you and your friends are online gamers. You want to optimise your online gaming experience and minimise lag while playing multiplayer games. To do this, you decide to explore how computer networks handle data during online gaming sessions. Prepare a short report summarising your understanding of how computer networks affect online gaming. Address the role of input devices, network setup, data processing, and server interaction in online gaming. Make a list of devices needed and a short description of why this is necessary. Draw a possible network setup showing connections and layout. Input Processing Output D.2 Recognise that he or she is living as citizens in a digital world. Done with to D.6 Case Study: Protecting Personal Data in a Public Wi-Fi Scenario Learners work in pairs and watch the following video: https://youtu.be/X87MJEsJ91A and https://youtu.be/bdVkkRmJEeM then discuss the following: Sarah, a freelance graphic designer, often finds herself working remotely from coffee shops and public places to escape the confines of her home office. She relies on public Wi-Fi networks to connect to the internet and communicate with clients. One day, while working at a popular coffee shop, she encounters a network security and privacy challenge. Sarah values the convenience of working from various locations, but she's aware of the potential security risks associated with public Wi-Fi networks. She understands that her sensitive client data and personal information are at risk if not adequately protected. While sipping her coffee and working on a client's project, Sarah notices that the public Wi-Fi network at the coffee shop is unsecured. She overhears another person discussing the same concern with a friend - that anyone on the same network could potentially intercept their data. Sarah realises that she might not be taking adequate precautions to protect her privacy and sensitive client information. Privacy Concerns: What specific privacy risks does Sarah face while working on an unsecured public Wi-Fi network? Data Security: What are the potential consequences of her client data being intercepted or compromised? Safe Practices: What steps can Sarah take to enhance her network safety and privacy while working in public places? Educating Others: How can Sarah educate fellow coffee shop customers about network security and privacy concerns? Legal and Ethical Considerations: What legal and ethical responsibilities does Sarah have regarding the protection of her client's data? Client Communication: How should Sarah communicate with her clients about the steps she takes to safeguard their information when working remotely? Learners need to understand • what data security and data privacy and data protection are and why it is important • The role of POPI act D.3 Demonstrate an understanding of the concept of a computing device. D.1, D.3, D.4, D.5, D.7 done together D.4 Identify the common uses of ICT in the real world Imagine you are tasked with helping a family set up a secure home network. The family wants to connect multiple devices such as computers, smartphones, and smart appliances while ensuring their network is safe from potential threats. Discuss the steps taken to set up and secure the home network, including any adjustments made based on the family member's concerns, e.g. security, space, etc. Learners will also participate in a group discussion, sharing their reflections on the importance of network security in the context of home networks. D.5 Differentiate between the components of an ICT system D.1, D.3, D.4, D.5, D.7 done together D.6 Explain how the adaptation of technology impacted the world we work and live in Done with to D.2. D.7 Present a basic understanding of the concept of input processing and output. D.1, D.3, D.4, D.5, D.7 done together D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.2 – C.5 and R.5 – R.7 124 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 8 / Term 4) Notes/Examples Example activity: Communicate/represent an algorithm using steps of how to solve a problem. Create steps to solve the following problem. Start by taking a word, e.g. “Telegram”. Create a password by swapping the first 2 letters and the last 2 letters. Reverse the order of the joined letters and remove the remaining letters. Count the number of letters and add the number at the end as symbol on the keyboard, e.g. 8 will become *. Telegram will become meaT*. Steps 1. Take the first two letters of the app or website, e.g. Te for Telegram 2. Take the last two letters of the app or website, e.g. am for Telegram 3. Join the first two and the last two letters, e.g. Team 4. Reverse the order of the joined letters, e.g. meaT 5. Now, count the number of letters in the app or website name, e.g. Telegram = 8 letters, then find the symbol on the keyboard above that number (*) and add the symbol to the end of the reversed phrase, e.g. meaT*. D.9 Create a pattern to represent or communicate a message or image Done with D.8. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Rs Continuously combine application skills with Cs. 3.3 GRADE 9 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex activities/programs. 3.3.1 Term 1 Content (Grade 9 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7, R.5 – R.7 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C..1 and C.3 – C.7 and D.8 Example activity Use computational thinking to develop instructions (algorithm) for drawing the following pattern: 1) Focus on the main steps – identify the main steps (develop a high-level algorithm) – abstraction The ball moves forward, up, and down 2) Refine – break the main steps down into small, logical steps (decomposition) Movement: Forward, up, forward, down forward, up, forward down, forward, up forward down, etc. FW (15 steps) up (15 steps) FW (30 steps), down (15 steps), Forward 30 steps, etc. One could look at 30 steps as 15 steps + 15 steps to enhance the pattern, e.g. Movement: FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15, FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15, FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15……. FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15 3) Find the pattern FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15 – repeated 6x To go up – turn left; to move turn right To go down – turn right; to move, turn left 4) Use the steps and pattern to develop the algorithm that solves the problem Face east, FW 15, turn left, FW 15, turn right FW 15, FW 15, turn right, forward 15, turn left FW 15 – repeated 6x East = direction 90°; UP = direction 0°; DOWN = direction 180° 5) Code the algorithm (convert to block-based code) Repeat 6 Direction 90° Move 15 steps Direction 0° Move 15 steps Direction 90° Move 15 Steps Move 15 Steps Direction 180° C.1 and C.2 done together Learners need to understand: Recognising patterns helps one to identify similarities, shared characteristics and/or differences within or between problems. This helps to make predictions or to generalise solutions. If one can identify a pattern, one is generally able to predict, for example, the next item in a series or the next step in completing a task. Pattern – The way in which something is arranged (usually with repetition) or in which it happens or is done. Pattern recognition is therefore the process of recognising patterns, e.g. in data or behaviour. Pattern recognition is based on the five key steps: • Identifying common elements in problems or tasks • Identifying and interpreting common differences in problems or tasks • Identifying individual elements within problems or tasks • Describing patterns that have been identified • Making predictions based on identified patterns (Predictions are the connecting links between what you already know, with new information or knowledge). How are patterns and pattern recognition helpful? • Identifying patterns can point you to an existing solution that you can use to solve a new problem. • Patterns help us to make predictions • Pattern recognition helps us to generalise (To generalise is to look at specific cases; identify a pattern or relationship that will always be true; then represent the pattern in symbolic format). CAPS CODING AND ROBOTICS 125 3.3 GRADE 9 Note: Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex activities/programs. 3.3.1 Term 1 Content (Grade 9 / Term 1) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7, R.5 – R.7 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C..1 and C.3 – C.7 and D.8 Example activity Use computational thinking to develop instructions (algorithm) for drawing the following pattern: 1) Focus on the main steps – identify the main steps (develop a high-level algorithm) – abstraction The ball moves forward, up, and down 2) Refine – break the main steps down into small, logical steps (decomposition) Movement: Forward, up, forward, down forward, up, forward down, forward, up forward down, etc. FW (15 steps) up (15 steps) FW (30 steps), down (15 steps), Forward 30 steps, etc. One could look at 30 steps as 15 steps + 15 steps to enhance the pattern, e.g. Movement: FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15, FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15, FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15……. FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15 3) Find the pattern FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15 – repeated 6x To go up – turn left; to move turn right To go down – turn right; to move, turn left 4) Use the steps and pattern to develop the algorithm that solves the problem Face east, FW 15, turn left, FW 15, turn right FW 15, FW 15, turn right, forward 15, turn left FW 15 – repeated 6x East = direction 90°; UP = direction 0°; DOWN = direction 180° 5) Code the algorithm (convert to block-based code) Repeat 6 Direction 90° Move 15 steps Direction 0° Move 15 steps Direction 90° Move 15 Steps Move 15 Steps Direction 180° C.1 and C.2 done together Learners need to understand: Recognising patterns helps one to identify similarities, shared characteristics and/or differences within or between problems. This helps to make predictions or to generalise solutions. If one can identify a pattern, one is generally able to predict, for example, the next item in a series or the next step in completing a task. Pattern – The way in which something is arranged (usually with repetition) or in which it happens or is done. Pattern recognition is therefore the process of recognising patterns, e.g. in data or behaviour. Pattern recognition is based on the five key steps: • Identifying common elements in problems or tasks • Identifying and interpreting common differences in problems or tasks • Identifying individual elements within problems or tasks • Describing patterns that have been identified • Making predictions based on identified patterns (Predictions are the connecting links between what you already know, with new information or knowledge). How are patterns and pattern recognition helpful? • Identifying patterns can point you to an existing solution that you can use to solve a new problem. • Patterns help us to make predictions • Pattern recognition helps us to generalise (To generalise is to look at specific cases; identify a pattern or relationship that will always be true; then represent the pattern in symbolic format). 126 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 1) Notes/Examples Move 15 Steps Direction 90° Move 15 steps 6) Test and debug the algorithm o Run the program o If the above pattern is not displayed, troubleshoot and fix C.3 Interpret and execute a given symbolic or written set of commands Example activity 1 Study the code on the right: • Work through the first program in the table and provide the output. • Explain what the first block of code does. • Work through the second Scratch algorithm in the table and provide the output. • Explain what the second block of code does. • Explain the difference between the two code blocks. First block Second block Note: Provide learners with activities to • read code and explain what it does. • work through (trace) / act out code (physically or simulated) to determine the purpose/output or the correctness. While learners should be able to describe what each line (block) of code does, (describing a code segment line-by-line) it is very important that learners explain the overall purpose of the code (program), i.e. what the program does/the purpose of the program (not a line-by-line description). C.4 Debug a given symbolic or written set of instructions Example activity – Get information from an ID number An ID number contains 13 digits, e.g. 7901035123082 • The first six digits are a person’s birthday, e.g. 790103 • The next four digits indicates a person’s gender, e.g. 5123 If these four numbers are 5000 or bigger, the person is a male, if these digits are less than 5000, the person is a female The program on the right asks for a person’s ID and determine • whether the person is a male of female • provides the person’s birthday, e.g. 03 January The program does not work. Use a trace table, find the error and correct the code and test the code. Note: The months are stored in list sMonths C.5 Evaluate a given solution towards potential improvement CAPS CODING AND ROBOTICS 127 Content (Grade 9 / Term 1) Notes/Examples Move 15 Steps Direction 90° Move 15 steps 6) Test and debug the algorithm o Run the program o If the above pattern is not displayed, troubleshoot and fix C.3 Interpret and execute a given symbolic or written set of commands Example activity 1 Study the code on the right: • Work through the first program in the table and provide the output. • Explain what the first block of code does. • Work through the second Scratch algorithm in the table and provide the output. • Explain what the second block of code does. • Explain the difference between the two code blocks. First block Second block Note: Provide learners with activities to • read code and explain what it does. • work through (trace) / act out code (physically or simulated) to determine the purpose/output or the correctness. While learners should be able to describe what each line (block) of code does, (describing a code segment line-by-line) it is very important that learners explain the overall purpose of the code (program), i.e. what the program does/the purpose of the program (not a line-by-line description). C.4 Debug a given symbolic or written set of instructions Example activity – Get information from an ID number An ID number contains 13 digits, e.g. 7901035123082 • The first six digits are a person’s birthday, e.g. 790103 • The next four digits indicates a person’s gender, e.g. 5123 If these four numbers are 5000 or bigger, the person is a male, if these digits are less than 5000, the person is a female The program on the right asks for a person’s ID and determine • whether the person is a male of female • provides the person’s birthday, e.g. 03 January The program does not work. Use a trace table, find the error and correct the code and test the code. Note: The months are stored in list sMonths C.5 Evaluate a given solution towards potential improvement Content (Grade 9 / Term 1) Notes/Examples What makes a good algorithm? Some algorithms are better than others. So, what should we consider when we design algorithms that will ensure they are good algorithms, especially if the algorithm must be understood by non-humans such as a computer or a robot? Example activity Teacher provides examples of good and bad algorithms Learners discuss what makes a good algorithm Note: Characteristics of a good algorithm C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Example activity – Interpret code patterns The code on the right creates uses a ‘block’ sprite and creates a pattern, Rewrite and study the code. Play around with the value of ‘r’ in the Repeat…Until loop and watch how the pattern changes. Each time the value of r changes, describe and explain the ‘new’ pattern C.7 Create or complete a pattern to represent a data set Example activity – Design, Create and Code patterns Refer to the activity in C.6 Change the code to create the following pattern See how many different patterns you can create with the ‘block’ Robotics 128 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 1) Notes/Examples R.1 Explain what a robot is in simple terms. Link to R.2 and R.3 R.2 Identify different types of robots. R1 and R.2 done together Learners can outline different types of robots in terms of their use, composition, and application, i.e., • Artificial Intelligence (AI) Robots • Exoskeleton Robots • Industrial Robots (in relation to automation and virtual robots used in the information systems space) • AI-Powered Virtual Assistants Virtual IT Support Bots Example activity Learners investigate a robot (or drone) to rescue and explore dangerous environments, then outline the main components of the selected robot and describe how the robot is used to achieve its goals. Learners create and present a diagrammatical outline of the robot and its various components and extension capabilities. Finally, learners create and present a short report on how robots or that are used for rescue and or exploring dangerous environments could be used or deployed in space exploration. R.3 Outline the different components of a robot Example activity – Introduce the learners to the concepts of switches, transistors, and relays. The learners must present an overview of the operation of the following as part of physical computing artefacts. Component Basic definition Purpose Practical application example – May be used to: Relay: An electromagnetic switch that controls the flow of current in an electrical circuit by opening or closing its contacts in response to an external signal. Used to electrically isolate and control high￾power or high-voltage devices or circuits with a low-power signal. In robotics, relays can be used to control larger actuators or devices, such as switching power to high-torque motors or activating heavy-duty electrical equipment like pumps or solenoids. Transistors (NPN) A type of bipolar junction transistor (BJT) with three layers of semiconductor material. Used as amplifiers, switches, or signal modulators to control electrical current in various robot circuits. Acts as switches or amplifiers in motor control, sensors, and signal processing circuits. Additional components. LDR (Light￾Dependent Resistor) A sensor whose resistance changes with variations in light intensity. Employed to measure ambient light levels or detect changes in light conditions for various applications in robotics. Used for light-sensitive applications like automatic lighting control or sun tracking in solar-powered robots DC Water Pump A DC-powered pump designed to move water or other fluids. Used in robotics for tasks like fluid circulation or water-based propulsion. Facilitates fluid transport, such as water circulation in hydroponic or aquatic robots. A 9V/12V brushless fan is an electric device with a brushless DC motor used to circulate air and manage heat efficiently. It serves to prevent overheating of electronic components, ensuring reliable and extended operation in robotics by actively dissipating excess heat. Used for cooling and to allow and promote air flow in projects, for example smart biltong driers. Introduce concepts of switches, transistors and relays Learners must be able to present an overview • Relays • Transistors • LDR (light dependent resistor) • DC water pump • Brushless fan Learners must be able to • explain why relays are used in physical computing and robotics projects. Reference should be made to the voltage and current requirements of certain components such as DC motors, (DC water pumps, etc) • differentiate between a normally open and normally closed relay. • present a basic understanding to the use of a transistor (NPN) in relation to acting as a switch. A TIP120 transistor is ideal for this purpose. Nice resource link: https://www.robotique.tech/robotics/control-a-dc-motor-with￾microbit/ Content (Grade 9 / Term 1) Notes/Examples Example activity with a relay In the example below a DC motor is connected to an external power source, a relay is used to switch on the power source. A signal is sent using pin 16 on the microcontroller to control the relay via the NC pin. M in GRADE 9 all robotics / physical computing projects is constructed to interact with onboard sensors and onboard output components of the microcontroller. A breakout board/expansion board and a maximum of FOUR additional hardware components (Actuators e.g., Servo’s, DC Motors AND Sensors etc. can be connected to the Microcontroller via a breakout board). In addition, simple electronic components such as LED’s, Potentiometers, LDR’s, DC motors or (DC water pumps) and Buzzers may be added to enhance the project. A motor driver board can also be introduced conceptually (NOT for assessment purposes) All connections with crocodile clips (or derivatives) and jumper cables only (NO soldering) NOTE: The learners need to understand the usage op the pins Six essential points about the SRD-5VDC-SL-C relay's pins: ▪ Coil+ (VCC): Positive terminal for energizing the relay coil (5V DC). ▪ Coil- (GND): Negative terminal for completing the coil circuit. ▪ Signal/Input (SIG or IN): Optional input for external control, activating the relay based on applied signals. ▪ Common (COM): Common terminal connecting to either NO or NC contacts. ▪ Normally Open (NO): One switch terminal, open when the relay is energized. ▪ Normally Closed (NC): The other switch terminal, closed when the relay is energized. džƚĞƌŶĂůƉŽǁĞƌ DŽƚŽƌEKddƵƌŶŝŶŐ DŽƚŽƌdƵƌŶŝŶŐ CAPS CODING AND ROBOTICS 129 Content (Grade 9 / Term 1) Notes/Examples R.1 Explain what a robot is in simple terms. Link to R.2 and R.3 R.2 Identify different types of robots. R1 and R.2 done together Learners can outline different types of robots in terms of their use, composition, and application, i.e., • Artificial Intelligence (AI) Robots • Exoskeleton Robots • Industrial Robots (in relation to automation and virtual robots used in the information systems space) • AI-Powered Virtual Assistants Virtual IT Support Bots Example activity Learners investigate a robot (or drone) to rescue and explore dangerous environments, then outline the main components of the selected robot and describe how the robot is used to achieve its goals. Learners create and present a diagrammatical outline of the robot and its various components and extension capabilities. Finally, learners create and present a short report on how robots or that are used for rescue and or exploring dangerous environments could be used or deployed in space exploration. R.3 Outline the different components of a robot Example activity – Introduce the learners to the concepts of switches, transistors, and relays. The learners must present an overview of the operation of the following as part of physical computing artefacts. Component Basic definition Purpose Practical application example – May be used to: Relay: An electromagnetic switch that controls the flow of current in an electrical circuit by opening or closing its contacts in response to an external signal. Used to electrically isolate and control high￾power or high-voltage devices or circuits with a low-power signal. In robotics, relays can be used to control larger actuators or devices, such as switching power to high-torque motors or activating heavy-duty electrical equipment like pumps or solenoids. Transistors (NPN) A type of bipolar junction transistor (BJT) with three layers of semiconductor material. Used as amplifiers, switches, or signal modulators to control electrical current in various robot circuits. Acts as switches or amplifiers in motor control, sensors, and signal processing circuits. Additional components. LDR (Light￾Dependent Resistor) A sensor whose resistance changes with variations in light intensity. Employed to measure ambient light levels or detect changes in light conditions for various applications in robotics. Used for light-sensitive applications like automatic lighting control or sun tracking in solar-powered robots DC Water Pump A DC-powered pump designed to move water or other fluids. Used in robotics for tasks like fluid circulation or water-based propulsion. Facilitates fluid transport, such as water circulation in hydroponic or aquatic robots. A 9V/12V brushless fan is an electric device with a brushless DC motor used to circulate air and manage heat efficiently. It serves to prevent overheating of electronic components, ensuring reliable and extended operation in robotics by actively dissipating excess heat. Used for cooling and to allow and promote air flow in projects, for example smart biltong driers. Introduce concepts of switches, transistors and relays Learners must be able to present an overview • Relays • Transistors • LDR (light dependent resistor) • DC water pump • Brushless fan Learners must be able to • explain why relays are used in physical computing and robotics projects. Reference should be made to the voltage and current requirements of certain components such as DC motors, (DC water pumps, etc) • differentiate between a normally open and normally closed relay. • present a basic understanding to the use of a transistor (NPN) in relation to acting as a switch. A TIP120 transistor is ideal for this purpose. Nice resource link: https://www.robotique.tech/robotics/control-a-dc-motor-with￾microbit/ Content (Grade 9 / Term 1) Notes/Examples Example activity with a relay In the example below a DC motor is connected to an external power source, a relay is used to switch on the power source. A signal is sent using pin 16 on the microcontroller to control the relay via the NC pin. M in GRADE 9 all robotics / physical computing projects is constructed to interact with onboard sensors and onboard output components of the microcontroller. A breakout board/expansion board and a maximum of FOUR additional hardware components (Actuators e.g., Servo’s, DC Motors AND Sensors etc. can be connected to the Microcontroller via a breakout board). In addition, simple electronic components such as LED’s, Potentiometers, LDR’s, DC motors or (DC water pumps) and Buzzers may be added to enhance the project. A motor driver board can also be introduced conceptually (NOT for assessment purposes) All connections with crocodile clips (or derivatives) and jumper cables only (NO soldering) NOTE: The learners need to understand the usage op the pins Six essential points about the SRD-5VDC-SL-C relay's pins: ▪ Coil+ (VCC): Positive terminal for energizing the relay coil (5V DC). ▪ Coil- (GND): Negative terminal for completing the coil circuit. ▪ Signal/Input (SIG or IN): Optional input for external control, activating the relay based on applied signals. ▪ Common (COM): Common terminal connecting to either NO or NC contacts. ▪ Normally Open (NO): One switch terminal, open when the relay is energized. ▪ Normally Closed (NC): The other switch terminal, closed when the relay is energized. džƚĞƌŶĂůƉŽǁĞƌ DŽƚŽƌEKddƵƌŶŝŶŐ DŽƚŽƌdƵƌŶŝŶŐ 130 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 1) Notes/Examples Example with a transistor In the example below a DC motor is connected to a 9 V battery and a TIP120 Darlington NPN transistor. A general purpose 1N4001 diode and a 1 Kilo Ω resistor. The diode is there to prohibit any damage and feedback from the DC motor. When pin 16 is passed a current, the transistor allows for current to flow through the collector emitter junction. The emitter is connected to GND and the motor to the collector. Physical build The learners need to understand that transistors act as switches. (In the picture below a small little current of water opens a valve to allow a large stream of water through.) In a transistor the base acts as input switch, only a small amount of current is requited to which on the transistor to allow current to flow through the collector emitter junction. Schools that do have computer laboratories may deploy the use of simulation environments (or software for reinforcement) džƚĞƌŶĂůƉŽǁĞƌ DŽƚŽƌEKddƵƌŶŝŶŐ DŽƚŽƌdƵƌŶŝŶŐ Content (Grade 9 / Term 1) Notes/Examples Extra simple transistor circuit In the example below an NPN transistor is used in a circuit to switch on an LED based on the light intensity from an LDR R.5 Design a simple artefact based on a set of design instructions R.6 Mimic the operations of a robot Link to R.5 and Cs R.7 Create, test and execute a set of robotic instructions R.5, R.6 and R.7 done together Example activity – project Experiment / Project The learners must be able to apply the principles of design thinking to develop an artefact where a relay or transistor is used as a switch to allow a component such as a fan, DC water pump etc., to operate based on input from a signal. One such example is an automatic water dispenser, triggered by an ultrasonic sensor, or a sound triggered ball kicker. Automatic water dispensor Sound triggered ball kicker Link to R.6 and R.7 Inform the learners about the final term project. The learners should be able to work and plan their project, throughout the duration of the year. Sample build CAPS CODING AND ROBOTICS 131 Content (Grade 9 / Term 1) Notes/Examples Example with a transistor In the example below a DC motor is connected to a 9 V battery and a TIP120 Darlington NPN transistor. A general purpose 1N4001 diode and a 1 Kilo Ω resistor. The diode is there to prohibit any damage and feedback from the DC motor. When pin 16 is passed a current, the transistor allows for current to flow through the collector emitter junction. The emitter is connected to GND and the motor to the collector. Physical build The learners need to understand that transistors act as switches. (In the picture below a small little current of water opens a valve to allow a large stream of water through.) In a transistor the base acts as input switch, only a small amount of current is requited to which on the transistor to allow current to flow through the collector emitter junction. Schools that do have computer laboratories may deploy the use of simulation environments (or software for reinforcement) džƚĞƌŶĂůƉŽǁĞƌ DŽƚŽƌEKddƵƌŶŝŶŐ DŽƚŽƌdƵƌŶŝŶŐ Content (Grade 9 / Term 1) Notes/Examples Extra simple transistor circuit In the example below an NPN transistor is used in a circuit to switch on an LED based on the light intensity from an LDR R.5 Design a simple artefact based on a set of design instructions R.6 Mimic the operations of a robot Link to R.5 and Cs R.7 Create, test and execute a set of robotic instructions R.5, R.6 and R.7 done together Example activity – project Experiment / Project The learners must be able to apply the principles of design thinking to develop an artefact where a relay or transistor is used as a switch to allow a component such as a fan, DC water pump etc., to operate based on input from a signal. One such example is an automatic water dispenser, triggered by an ultrasonic sensor, or a sound triggered ball kicker. Automatic water dispensor Sound triggered ball kicker Link to R.6 and R.7 Inform the learners about the final term project. The learners should be able to work and plan their project, throughout the duration of the year. Sample build 132 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 1) Notes/Examples Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, and D.7 and C.2 and R.5 Reinforce from the previous grades using different examples and activities. Learners should be able to: • explain which devices are used in the context of information technology • relate the concept of computing devices to that of an IT tool, e.g. computer, microcontroller Technology and Networks: o Technology: Technology refers to the application of scientific knowledge, tools, and techniques to create solutions, products, and systems that enhance human capabilities and improve the quality of life. o Networks: Networks are a key component of technology, representing interconnected systems that facilitate the transmission of data and communication between devices or users. o Purpose of Information Technology (IT) and Networks: o Information Technology (IT): IT encompasses the use of computers, software, networks, and other digital technologies to manage and process information efficiently. Why IT and Networks Matter: • They help people and organisations communicate, share data, and work together. • They store and protect information. • They enable online shopping, banking, and more. • They come with challenges like security and privacy. Future Trends: IT keeps evolving with enhancements like cloud computing and faster internet, making our lives and work even more connected. Learners need to understand • the role of technology and information technology relating to networks • purpose of networks D.2 Recognise that he or she is living as citizens in a digital world. Done with D.4. Reinforce from the previous grades using different examples and activities. Address the challenges related to network reliability, cybersecurity, and ethical considerations, including privacy and safety issues Example activity – Cyber security Learners work in pairs. Each pair watch the following videos https://youtu.be/vvsfM5Dixow https://youtu.be/inWWhr5tnEA https://youtu.be/Q2W_nNdReXM and complete a KWLS chart. Learners report back on what they have learned. Learners need to understand • what cybersecurity is • how to prevent threats / protect themselves D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.7, C.1 – C.5 and R.5 – R.7 Reinforce from the previous grades using different examples and activities. A microcontroller is often used in Internet of Things (IoT) applications because it is inexpensive, has low power consumption, and can easily integrate into various devices. A microcontroller is a single chip that contains a processor, memory, and input/output parts. The processor runs instructions, the memory stores data and programs, and the I/O parts let the microcontroller communicate with the environment using sensors and tools. A microcontroller is therefore a small computer typically also used in embedded systems, such as home appliances to control electronic devices. An IoT device would most likely use a microcontroller as its brain Simple microcontroller Anatomy of a Thing (a globe with microcontroller) Learners need to understand that a microcontroller also serves as a computing device as part of the Internet of Things (IoT) Internet of Things (IoT) devices, such as smart home systems, wearables, and environmental sensors, use microcontrollers to connect to the internet and perform various functions. An IoT device would most likely use a microcontroller as its brain CAPS CODING AND ROBOTICS 133 Content (Grade 9 / Term 1) Notes/Examples D.4 Identify the common uses of ICT in the real world Done with D.1, D.2. D.5 Differentiate between the components of an ICT system Link to D.4, D,7 and C.7, R.3 – R.7 Reinforce from the previous grades using different examples and activities. Revision of basic network components. Networks consist of various connected (wired or wireless connections) components that work together to enable data communication and resource sharing. Computing devices in a network include: • Computers (suing microprocessors) /IoT devices (using e.g. microcontrollers) • Server • Router • Modem • Gateway NOTE: No need to explain protocols, learners only need to understand at a high level that a gateway allows communication. Explain the simple concept of a gateway e.g. a bridge to connect two countries. D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 Revise important impact of networks and Internet. • Global connectivity • Communication and Collaboration • Information Access • Education and E-Learning • Entertainment and Media • Smart Technologies • Cybersecurity Challenges • Privacy Concerns Revise how networks provide access to a vast amount of information and resources available on the internet, benefiting education, research, and entertainment. D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1 – C.5 and R.5 – R.7 Reinforce from the previous grades using different examples and activities Revision of binary logic. Create a quiz using online apps, such as Kahoot, to revise binary logic. This can also be done as a worksheet. Example activity: Create a few binary logic puzzles on a separate sheet of paper. These puzzles could involve completing patterns or sequences with binary digits., e.g. 134 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 1) Notes/Examples D.9 Create a pattern to represent or communicate a message or image Link to D.8. Continue with the previous activity and allow learners to create their own quizzes and share it. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Example activity: Begin by discussing the importance of networks and file sharing in today's digital world. Explain that networks enable us to access files and resources on other computers or devices connected to the same network. Provide a few real-life examples of when we might need to access files or print to a networked printer, such as in a school, office, or home setting. Review the Networking Basics: Use the whiteboard to illustrate these concepts with simple diagrams and explanations. Group activity: 1. You oversee a school project, and you need to access research materials stored on a teacher's computer in the school's network. 2. You have an assignment that needs to be printed, but your home printer is not working. You want to send the document to your neighbour’s networked printer for printing. Each group to brainstorm and design an activity plan that addresses their scenario considering: - What tools or equipment do they need? - How will they connect to the network (Wi-Fi or Ethernet)? - What steps will they follow to access files or print to the printer? - Are there any security considerations to keep in mind? (Be creative in the solutions while considering the practicality of their plans.) Presentation: Group presents activity plan to the class with Q&A (provide feedback and suggest improvement.) Class Discussion: Importance of proper planning when it comes to networked activities. Emphasise respecting privacy and security when accessing files or using shared resources on a network. 3.3.2 Term 2 Content (Grade 9 / Term 2) Notes/Examples C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Example activity – Breakout game A breakout game consists of one paddle used to return a bouncing ball back and forth across the screen. The aim of the game is to break the bricks of a brick wall by getting the ball to hit/bounce on the bricks. breakout game in scratch | 101 computing In pairs, work through the code below and create your own breakout game like the one below: Step1: Paddle Step 2: Use paddle sprite Add code to control paddle Add ball sprite Resize to 50 Add code for ball sprite Step 3: Bouncing off paddle Step 4: Make variable for keeping score Add code to ball sprite to make it bounce when it hits the paddle. Make variable Add code for paddle sprite to initialize score to 0 before game starts Step 5: Add brick sprite Step 6: Use button 3 for brick. Duplicate brick to form 10 bricks. Add code for brick to disappear when the ball hits it and increment score by 1 when it happens. Create a variable, Number_of_Lives for paddle sprite and initialize it to 3 when the game starts. Add a line sprite and position it below the paddle. Add code to the ball sprite to see if it hits the lifeline (if it does, the player will lose a life and the ball will bounce back. Step 7: Add Game Over backdrop Note: Learners use computational, what they have learned in coding as well as their experience from working through the example game to create their own game. This activity includes C..2, (creating code) C.3 (interpreting code), C.4 (debugging code) and C.5 (evaluating their code for improvement) CAPS CODING AND ROBOTICS 135 Content (Grade 9 / Term 1) Notes/Examples D.9 Create a pattern to represent or communicate a message or image Link to D.8. Continue with the previous activity and allow learners to create their own quizzes and share it. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Example activity: Begin by discussing the importance of networks and file sharing in today's digital world. Explain that networks enable us to access files and resources on other computers or devices connected to the same network. Provide a few real-life examples of when we might need to access files or print to a networked printer, such as in a school, office, or home setting. Review the Networking Basics: Use the whiteboard to illustrate these concepts with simple diagrams and explanations. Group activity: 1. You oversee a school project, and you need to access research materials stored on a teacher's computer in the school's network. 2. You have an assignment that needs to be printed, but your home printer is not working. You want to send the document to your neighbour’s networked printer for printing. Each group to brainstorm and design an activity plan that addresses their scenario considering: - What tools or equipment do they need? - How will they connect to the network (Wi-Fi or Ethernet)? - What steps will they follow to access files or print to the printer? - Are there any security considerations to keep in mind? (Be creative in the solutions while considering the practicality of their plans.) Presentation: Group presents activity plan to the class with Q&A (provide feedback and suggest improvement.) Class Discussion: Importance of proper planning when it comes to networked activities. Emphasise respecting privacy and security when accessing files or using shared resources on a network. 3.3.2 Term 2 Content (Grade 9 / Term 2) Notes/Examples C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 Example activity – Breakout game A breakout game consists of one paddle used to return a bouncing ball back and forth across the screen. The aim of the game is to break the bricks of a brick wall by getting the ball to hit/bounce on the bricks. breakout game in scratch | 101 computing In pairs, work through the code below and create your own breakout game like the one below: Step1: Paddle Step 2: Use paddle sprite Add code to control paddle Add ball sprite Resize to 50 Add code for ball sprite Step 3: Bouncing off paddle Step 4: Make variable for keeping score Add code to ball sprite to make it bounce when it hits the paddle. Make variable Add code for paddle sprite to initialize score to 0 before game starts Step 5: Add brick sprite Step 6: Use button 3 for brick. Duplicate brick to form 10 bricks. Add code for brick to disappear when the ball hits it and increment score by 1 when it happens. Create a variable, Number_of_Lives for paddle sprite and initialize it to 3 when the game starts. Add a line sprite and position it below the paddle. Add code to the ball sprite to see if it hits the lifeline (if it does, the player will lose a life and the ball will bounce back. Step 7: Add Game Over backdrop Note: Learners use computational, what they have learned in coding as well as their experience from working through the example game to create their own game. This activity includes C..2, (creating code) C.3 (interpreting code), C.4 (debugging code) and C.5 (evaluating their code for improvement) 136 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 2) Notes/Examples Add Game Over backdrop Switch to Game Over backdrop Load the program Execute it and ensure that you understand the code. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3-C.7 and R.5 – R.7 Activity 1: Scratch Scrabble score keeper level 1 (String handling, determine length of a string, extract characters in a string) In the game of Scrabble, you get a score according to the letters in the word that you place on the board. The purpose of this program is to calculate the total for each word and keep the score by adding the total of all the words. Input a word and calculates the score for a word. The letters are scored as follows: A = 1; B=2; C=3; D=4; etc. If a word is longer than 6 letters, the first and last letters must count double points. Examples: • The word “computer” will score 132 (c=3x2)+(o=15)+(m=13)+(p=16)+(u=21)+(t=20)+(e=5)+(r=18x2) • The word “strong” will score 93 (s=19)+(t=20)+(r=18)+(o=15)+(n=14)+(g=7) Add the points that the player got to the player’s total. For each word, display the points for the word as well as the player’s total at that stage The program must allow the user to repeatedly place a word until the user has at least 100 points. The program must also count how many words it took to reach a total of at least 100 points and display the number of words. Activity 2: Scratch Scrabble score keeper level 2: Expand the level 1 Scratch Scrabble score keeper for two Sprites to play against each other. • The program inputs the name for each player. • Each player gets a turn to choose a word (input a word). • The first player who has a score of 100 points, wins the game. (The game will continue until a player has a total of at least 100 points.) • If a player scores more than 50 for a word, the other player must say “Wow, well done!” • Each Sprite’s total points must be updated each time. • The Sprite who has at least 100 points first, wins the game. Display the total scores for both players as well as the name of the winner. C.3 Interpret and execute a given symbolic or written set of commands Link to C.1 and C.2 C.4 Debug a given symbolic or written set of instructions C.3 and C.4 are done with C.1 and C.2 Done with C.1 and C.2 C.5 Evaluate a given solution towards potential improvement Example activity – Evaluate two programs with the same outcome Two sprites represent a program to break a number up into, e.g. thousands, hundreds, tens and ones, e.g. 6789 is displayed as 6000 + 700 + 80 + 9. However, the two programs use different approaches. In pairs, study the programs, describe and explain the method followed by each. Use a tractable to work through each program. • Will this program work for any number (even bigger than 9999)? If yes, what needs to be changed to make it work for any number? • Evaluate each of the programs in terms of effectiveness. • Pairs report back and share their discussions and findings. Note: Learners may need guidance on this activity. Let pairs use a traceable for each program to describe and explain how each program work. There are similarities and differences between the programs. Pairs should answer the following questions after working through the two programs: Content (Grade 9 / Term 2) Notes/Examples Program 1 Program 2 • When evaluating the programs, answer the following questions • How is the input to both programs different/the same? • How is the output of both programs different/the same? • How are the loops (repeat structures) different/the same? • For the same number, how many times will the loop in each program execute? • Which of the two programs will work with any number (even bigger than 9999)? Note: It is important that learners understand that, in many instances, a problem can be solved using different approaches and/or tools. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.2 – C.5 and C.7, D.8 and D.9 C.7 Create or complete a pattern to represent a data set Do with C.6 Example activity – Fibonacci numbers Fibonacci numbers start with two predetermined terms and each term afterwards is the sum of the preceding two terms. The first two numbers are 0 and 1 (T1 = 0, T2= 1) and the next number is always the sum of the previous two numbers The first few Fibonacci numbers with signature (0,1) are 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144… (Note: The first two terms are the signature. The signature may vary.) • Work through the program on the right to see if it displays the first 10 Fibonacci numbers correctly. • Now, change the signature (the first to numbers to e.g., 1 and 2 and run the program to see what happens. C.6 and C.7 done together CAPS CODING AND ROBOTICS 137 Content (Grade 9 / Term 2) Notes/Examples Add Game Over backdrop Switch to Game Over backdrop Load the program Execute it and ensure that you understand the code. C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. Link to C.1, C.3-C.7 and R.5 – R.7 Activity 1: Scratch Scrabble score keeper level 1 (String handling, determine length of a string, extract characters in a string) In the game of Scrabble, you get a score according to the letters in the word that you place on the board. The purpose of this program is to calculate the total for each word and keep the score by adding the total of all the words. Input a word and calculates the score for a word. The letters are scored as follows: A = 1; B=2; C=3; D=4; etc. If a word is longer than 6 letters, the first and last letters must count double points. Examples: • The word “computer” will score 132 (c=3x2)+(o=15)+(m=13)+(p=16)+(u=21)+(t=20)+(e=5)+(r=18x2) • The word “strong” will score 93 (s=19)+(t=20)+(r=18)+(o=15)+(n=14)+(g=7) Add the points that the player got to the player’s total. For each word, display the points for the word as well as the player’s total at that stage The program must allow the user to repeatedly place a word until the user has at least 100 points. The program must also count how many words it took to reach a total of at least 100 points and display the number of words. Activity 2: Scratch Scrabble score keeper level 2: Expand the level 1 Scratch Scrabble score keeper for two Sprites to play against each other. • The program inputs the name for each player. • Each player gets a turn to choose a word (input a word). • The first player who has a score of 100 points, wins the game. (The game will continue until a player has a total of at least 100 points.) • If a player scores more than 50 for a word, the other player must say “Wow, well done!” • Each Sprite’s total points must be updated each time. • The Sprite who has at least 100 points first, wins the game. Display the total scores for both players as well as the name of the winner. C.3 Interpret and execute a given symbolic or written set of commands Link to C.1 and C.2 C.4 Debug a given symbolic or written set of instructions C.3 and C.4 are done with C.1 and C.2 Done with C.1 and C.2 C.5 Evaluate a given solution towards potential improvement Example activity – Evaluate two programs with the same outcome Two sprites represent a program to break a number up into, e.g. thousands, hundreds, tens and ones, e.g. 6789 is displayed as 6000 + 700 + 80 + 9. However, the two programs use different approaches. In pairs, study the programs, describe and explain the method followed by each. Use a tractable to work through each program. • Will this program work for any number (even bigger than 9999)? If yes, what needs to be changed to make it work for any number? • Evaluate each of the programs in terms of effectiveness. • Pairs report back and share their discussions and findings. Note: Learners may need guidance on this activity. Let pairs use a traceable for each program to describe and explain how each program work. There are similarities and differences between the programs. Pairs should answer the following questions after working through the two programs: Content (Grade 9 / Term 2) Notes/Examples Program 1 Program 2 • When evaluating the programs, answer the following questions • How is the input to both programs different/the same? • How is the output of both programs different/the same? • How are the loops (repeat structures) different/the same? • For the same number, how many times will the loop in each program execute? • Which of the two programs will work with any number (even bigger than 9999)? Note: It is important that learners understand that, in many instances, a problem can be solved using different approaches and/or tools. C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.2 – C.5 and C.7, D.8 and D.9 C.7 Create or complete a pattern to represent a data set Do with C.6 Example activity – Fibonacci numbers Fibonacci numbers start with two predetermined terms and each term afterwards is the sum of the preceding two terms. The first two numbers are 0 and 1 (T1 = 0, T2= 1) and the next number is always the sum of the previous two numbers The first few Fibonacci numbers with signature (0,1) are 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144… (Note: The first two terms are the signature. The signature may vary.) • Work through the program on the right to see if it displays the first 10 Fibonacci numbers correctly. • Now, change the signature (the first to numbers to e.g., 1 and 2 and run the program to see what happens. C.6 and C.7 done together 138 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 2) Notes/Examples Robotics R.3 Outline the different components of a robot Link to R.5 – R.7 Learners need to describe and use the following sensors: Component Basic definition Purpose Practical application example – May be used to: Soil Moisture Sensor A sensor that measures the moisture content in so Employed in agricultural or gardening robots to monitor soil conditions for watering or plant care. Monitors soil conditions for automated plant care systems in agricultural robots. Temperature and Humidity Sensor: A sensor that measures both temperature and humidity levels in the environment. Enables climate control, environmental monitoring, and weather reporting in robots. Enables climate control, environmental monitoring, and weather reporting in robots. Introduce learners to sensors that provide analogue input, e.g. soil moisture sensor, temperature sensor and humidity sensor Learners need to know the elementary difference between digital and analogue input and how to process the readings in block-based code R.5 Design a simple artefact based on a set of design instructions R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7 Example activity - Soil moisture artefact with analogue sensor For version 2 (as opposed to the Grade 7 version), the learners are introduced to the concept of Analogue input (values 0 to 1023) vs Digital input (Binary – On and Off / 0 or 1) For this version learners substitute the simple probes with a soil moisture sensor. Soil moisture with sensor and analogue input https://www.tinkercad.com/blog/tinkercads-new-soil-moisture-sensor NOTE: Analogue input pins on a microcontroller allow it to measure continuous voltage levels, making it suitable for tasks like reading sensor data such as light or temperature. Digital input pins, on the other hand, are used for detecting binary signals like button presses or switch states, making them ideal for user interactions and simple on/off sensing. Analogue input pins on a microcontroller typically have a range of 0 to 1023, representing the full spectrum of voltage levels they can measure, which makes them versatile for a wide range of sensor applications. Also see: Pins on the Micro: bit Content (Grade 9 / Term 2) Notes/Examples Also see: (https://makecode.microbit.org/55671-93208-82700-45427) and https://makecode.microbit.org/reference/pins/map In relation to the code the learners also need to know how to use the MAP function as part of the block-based language used to map ranges to single values from readings. The Map function in MakeCode (mapping analogue data to digital data) ϬͲϮϱϱ ϮϱϲͲϱϭϭ ϱϭϮͲϳϲϳ ϳϲϳͲϭϬϮϯ ϬƚŽϭϬϮϯ Ϭ ϭ Ϯ ϯ DW >Žǁ ,ŝŐŚ Ϯϱϲ Ϯϱϲ Ϯϱϲ Ϯϱϲ Ϭ ϭϬϮϯ CAPS CODING AND ROBOTICS 139 Content (Grade 9 / Term 2) Notes/Examples Robotics R.3 Outline the different components of a robot Link to R.5 – R.7 Learners need to describe and use the following sensors: Component Basic definition Purpose Practical application example – May be used to: Soil Moisture Sensor A sensor that measures the moisture content in so Employed in agricultural or gardening robots to monitor soil conditions for watering or plant care. Monitors soil conditions for automated plant care systems in agricultural robots. Temperature and Humidity Sensor: A sensor that measures both temperature and humidity levels in the environment. Enables climate control, environmental monitoring, and weather reporting in robots. Enables climate control, environmental monitoring, and weather reporting in robots. Introduce learners to sensors that provide analogue input, e.g. soil moisture sensor, temperature sensor and humidity sensor Learners need to know the elementary difference between digital and analogue input and how to process the readings in block-based code R.5 Design a simple artefact based on a set of design instructions R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7 Example activity - Soil moisture artefact with analogue sensor For version 2 (as opposed to the Grade 7 version), the learners are introduced to the concept of Analogue input (values 0 to 1023) vs Digital input (Binary – On and Off / 0 or 1) For this version learners substitute the simple probes with a soil moisture sensor. Soil moisture with sensor and analogue input https://www.tinkercad.com/blog/tinkercads-new-soil-moisture-sensor NOTE: Analogue input pins on a microcontroller allow it to measure continuous voltage levels, making it suitable for tasks like reading sensor data such as light or temperature. Digital input pins, on the other hand, are used for detecting binary signals like button presses or switch states, making them ideal for user interactions and simple on/off sensing. Analogue input pins on a microcontroller typically have a range of 0 to 1023, representing the full spectrum of voltage levels they can measure, which makes them versatile for a wide range of sensor applications. Also see: Pins on the Micro: bit Content (Grade 9 / Term 2) Notes/Examples Also see: (https://makecode.microbit.org/55671-93208-82700-45427) and https://makecode.microbit.org/reference/pins/map In relation to the code the learners also need to know how to use the MAP function as part of the block-based language used to map ranges to single values from readings. The Map function in MakeCode (mapping analogue data to digital data) ϬͲϮϱϱ ϮϱϲͲϱϭϭ ϱϭϮͲϳϲϳ ϳϲϳͲϭϬϮϯ ϬƚŽϭϬϮϯ Ϭ ϭ Ϯ ϯ DW >Žǁ ,ŝŐŚ Ϯϱϲ Ϯϱϲ Ϯϱϲ Ϯϱϲ Ϭ ϭϬϮϯ 140 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 2) Notes/Examples Revisit logical gates and truth tables The learners should present a basic understanding of the principles of: • Boolean logic and • Logical gates (AND, OR and NOT) and how it relates to the design, programming, and functioning of robotic systems. The learners revisit the 3 ANSI symbols for the three logical gates. NOT AND OR The learners should be able to: • represent a simple truth table for each of the gates. • interpret a simple logical gate diagram comprising of no more than 3 inputs and a maximum of four gates to determine a single outcome. (Either true or false) • complete a partially completed truth table. • present a basic discussion of the operation of the circuit as well and its practical application, with real-world scenarios. • setup and draw a simple logical gate circuit to present a real-life problem involving sensors (simple circuit with a maximum of three inputs) and a maximum of four gates. Also see: https://en.m.wikipedia.org/wiki/Logic_gate https://learnlearn.uk/gcsecs/logic-gates/ https://www.bbc.co.uk/bitesize/guides/zkkkw6f/revision/1 http://www.bitsofbytes.co/exam-questions---logic-gates.html Examples of scenarios Scenario 1 Smart home application that automatically turns on a light bulb (actuator) in a room when it gets dark, but only if there is someone in the room. You have two sensors to accomplish this: a light sensor and a motion sensor. Example An AND gate outputs a high (1) signal only when both of its inputs are high. In this context, we can use an AND gate to combine signals from both sensors, ensuring that the light turns on only when it's dark (low light sensor reading) and there's motion (motion sensor detects someone). ▪ Light Sensor (LS) -> Input 1 ▪ Motion Sensor (MS) -> Input 2 ▪ AND Gate Output (Y) -> Actuator (Light Bulb) LS MS Y (Light Bulb) 0 0 0 (Off) 0 1 0 (Off) 1 0 0 (Off) 1 1 1 (On) Scenario 2 A parking lot entry gate with a boom gate and a ticket payment system. The gate should only open if two conditions are met: a customer has inserted a valid parking ticket, and a sensor detects a vehicle waiting to exit. The ticket payment system (TPS) verifies if a customer has inserted a valid parking ticket. It provides a binary signal (0 for invalid ticket, 1 for valid ticket). The vehicle sensor (VS) detects the presence of a vehicle waiting to exit and provides a binary signal (0 for no vehicle, 1 for a vehicle detected). The AND gate combines these signals. It outputs 1 only when both conditions are met (valid ticket and vehicle detected). The NOT gate inverts the AND gate's output. If the AND gate outputs 1, the NOT gate will output 0 (opening the boom gate); if the AND gate outputs 0, the NOT gate will output 1 (keeping the boom gate closed). Content (Grade 9 / Term 2) Notes/Examples TPS VS Y (Boom Gate) 0 0 0 (Off) 0 1 0 (Off) 1 0 0 (Off) 1 1 1 (On) A NOT gate inverts its input signal. You can use a NOT gate to ensure the boom gate remains closed when the AND gate's output is 0 (i.e., both conditions are not met). AND Gate Output (Y) -> Input NOT Gate Output -> Boom Gate Control Y (Boom Gate) NOT(Y) (Boom Gate) 0 1 (Open) 1 0 (Closed) Circuit Operation: The ticket payment system verifies if a customer has inserted a valid parking ticket. It provides a binary signal (0 for invalid ticket, 1 for valid ticket). The vehicle sensor detects the presence of a vehicle waiting to exit and provides a binary signal (0 for no vehicle, 1 for a vehicle detected). The AND gate combines these signals. It outputs 1 only when both conditions are met (valid ticket and vehicle detected). The NOT gate inverts the AND gate's output. If the AND gate outputs 1, the NOT gate will output 0 (opening the boom gate); if the AND gate outputs 0, the NOT gate will output 1 (keeping the boom gate closed). Application: - A customer inserts a valid parking ticket (TPS=1). - A vehicle is detected by the sensor (VS=1). - The AND gate receives both inputs as 1 and outputs 1. - The NOT gate inverts the AND gate's output, resulting in a 0. - The boom gate is controlled by the NOT gate's output, so it opens. - This example illustrates how logical gates and circuits can be used to control access to a parking lot by ensuring that customers pay for a ticket before the boom gate opens, enhancing security and revenue collection. Scenario 3 Imagine you have a security system for a vault that requires the correct combination of three inputs (A, B, and C) to unlock the vault door. You want to use logical gates to control whether the vault door V is open or closed. A B C D (A AND B) V (Vault) (C AND C) 0 0 0 0 0 (Closed) 0 0 1 0 0 (Closed) 0 1 0 0 0 (Closed) 0 1 1 0 0 (Closed) 1 0 0 0 0 (Closed) 1 0 1 0 0 (Closed) 1 1 0 1 0 (Closed) 1 1 1 1 1 (Open) Example of a truth table and a logic circuit (with 3 inputs and a maximum of 4 gates) CAPS CODING AND ROBOTICS 141 Content (Grade 9 / Term 2) Notes/Examples Revisit logical gates and truth tables The learners should present a basic understanding of the principles of: • Boolean logic and • Logical gates (AND, OR and NOT) and how it relates to the design, programming, and functioning of robotic systems. The learners revisit the 3 ANSI symbols for the three logical gates. NOT AND OR The learners should be able to: • represent a simple truth table for each of the gates. • interpret a simple logical gate diagram comprising of no more than 3 inputs and a maximum of four gates to determine a single outcome. (Either true or false) • complete a partially completed truth table. • present a basic discussion of the operation of the circuit as well and its practical application, with real-world scenarios. • setup and draw a simple logical gate circuit to present a real-life problem involving sensors (simple circuit with a maximum of three inputs) and a maximum of four gates. Also see: https://en.m.wikipedia.org/wiki/Logic_gate https://learnlearn.uk/gcsecs/logic-gates/ https://www.bbc.co.uk/bitesize/guides/zkkkw6f/revision/1 http://www.bitsofbytes.co/exam-questions---logic-gates.html Examples of scenarios Scenario 1 Smart home application that automatically turns on a light bulb (actuator) in a room when it gets dark, but only if there is someone in the room. You have two sensors to accomplish this: a light sensor and a motion sensor. Example An AND gate outputs a high (1) signal only when both of its inputs are high. In this context, we can use an AND gate to combine signals from both sensors, ensuring that the light turns on only when it's dark (low light sensor reading) and there's motion (motion sensor detects someone). ▪ Light Sensor (LS) -> Input 1 ▪ Motion Sensor (MS) -> Input 2 ▪ AND Gate Output (Y) -> Actuator (Light Bulb) LS MS Y (Light Bulb) 0 0 0 (Off) 0 1 0 (Off) 1 0 0 (Off) 1 1 1 (On) Scenario 2 A parking lot entry gate with a boom gate and a ticket payment system. The gate should only open if two conditions are met: a customer has inserted a valid parking ticket, and a sensor detects a vehicle waiting to exit. The ticket payment system (TPS) verifies if a customer has inserted a valid parking ticket. It provides a binary signal (0 for invalid ticket, 1 for valid ticket). The vehicle sensor (VS) detects the presence of a vehicle waiting to exit and provides a binary signal (0 for no vehicle, 1 for a vehicle detected). The AND gate combines these signals. It outputs 1 only when both conditions are met (valid ticket and vehicle detected). The NOT gate inverts the AND gate's output. If the AND gate outputs 1, the NOT gate will output 0 (opening the boom gate); if the AND gate outputs 0, the NOT gate will output 1 (keeping the boom gate closed). Content (Grade 9 / Term 2) Notes/Examples TPS VS Y (Boom Gate) 0 0 0 (Off) 0 1 0 (Off) 1 0 0 (Off) 1 1 1 (On) A NOT gate inverts its input signal. You can use a NOT gate to ensure the boom gate remains closed when the AND gate's output is 0 (i.e., both conditions are not met). AND Gate Output (Y) -> Input NOT Gate Output -> Boom Gate Control Y (Boom Gate) NOT(Y) (Boom Gate) 0 1 (Open) 1 0 (Closed) Circuit Operation: The ticket payment system verifies if a customer has inserted a valid parking ticket. It provides a binary signal (0 for invalid ticket, 1 for valid ticket). The vehicle sensor detects the presence of a vehicle waiting to exit and provides a binary signal (0 for no vehicle, 1 for a vehicle detected). The AND gate combines these signals. It outputs 1 only when both conditions are met (valid ticket and vehicle detected). The NOT gate inverts the AND gate's output. If the AND gate outputs 1, the NOT gate will output 0 (opening the boom gate); if the AND gate outputs 0, the NOT gate will output 1 (keeping the boom gate closed). Application: - A customer inserts a valid parking ticket (TPS=1). - A vehicle is detected by the sensor (VS=1). - The AND gate receives both inputs as 1 and outputs 1. - The NOT gate inverts the AND gate's output, resulting in a 0. - The boom gate is controlled by the NOT gate's output, so it opens. - This example illustrates how logical gates and circuits can be used to control access to a parking lot by ensuring that customers pay for a ticket before the boom gate opens, enhancing security and revenue collection. Scenario 3 Imagine you have a security system for a vault that requires the correct combination of three inputs (A, B, and C) to unlock the vault door. You want to use logical gates to control whether the vault door V is open or closed. A B C D (A AND B) V (Vault) (C AND C) 0 0 0 0 0 (Closed) 0 0 1 0 0 (Closed) 0 1 0 0 0 (Closed) 0 1 1 0 0 (Closed) 1 0 0 0 0 (Closed) 1 0 1 0 0 (Closed) 1 1 0 1 0 (Closed) 1 1 1 1 1 (Open) Example of a truth table and a logic circuit (with 3 inputs and a maximum of 4 gates) 142 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 2) Notes/Examples A B C D (NOT A) E (NOT C) F (D OR B) G (F AND E) 0 0 0 1 1 1 1 0 0 1 1 0 1 0 0 1 0 1 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 0 0 1 0 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 0 0 1 0 Experiments / Projects The learners must be able to apply the principles of design thinking to develop an artefact where a relay or transistor is used as a switch and a sensor to activate a device such as a DC water pump. Such an experiment or project could be a self-watering plant or an automatic biltong drier with humidity sensor. Source (https://www.instructables.com/Automatic-Plant-Watering-System-Using-a-Microbit/) Automatic Biltong Drier, where a humidity sensor and temperature sensor regulates the fan. Image source: https://preview.redd.it/8uxo4lob0tk41.jpg?width=1080&crop=smart&auto=webp&s=a90c517242dfb64eb14a3756f18cf0a5c7cb9d9e R.7 Create, test and execute a set of robotic instructions Example activity 1 – Flappy bird game The learners need to create a game that is based on the Flappy Bird game. The “object” (bird) must fly through open spaces in a maze. How the game must work: • When both buttons A and B are pressed, a maze must be displayed, with the “bird” in the bottom left corner. • One LED will act as the “bird” and will start in the bottom left corner. The “bird” LED must display with a higher intensity than the other LED lights. • Generate a random pattern of LED’s displayed on the screen to simulate a maze. These LED’s must display in a lower intensity than the “bird”. • When button B is pressed the “bird” must navigate through the maze until it reaches the Y-coordinate of 4 (the fifth column). • When the “bird” hits a wall (or an LED light), an “X” must be displayed to indicate “game over”. Content (Grade 9 / Term 2) Notes/Examples Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Done with D.2 and D.3. Introduce the Internet of Things (IoT) The Internet of Things (IoT) refers to a network of interconnected physical devices or "things" that are embedded with sensors, software, and other technologies to collect and exchange data over the internet or other communication networks. These devices can range from everyday objects such as online cameras, security devices, vehicles, and wearable gadgets to industrial machines and infrastructure components. IoT relies on infrastructure, including networks, servers, and cloud computing, to enable data communication and processing. IT systems provide the backbone for IoT to function effectively. Example activity – Introduction to IoT Divide learners into small groups/pairs Learners watch the following videos https://youtu.be/ps9ucSDH8s4 and https://youtu.be/6mBO2vqLv38 Each leaner completes a KWLS chart and report back Introduction to Internet of Things (IoT) Link to the concept of networks Learners need to understand • What the IoT is • Basic components of IoT • Computing devices that enable the IoT • Challenges with IoT such as privacy and security D.2 Recognise that he or she is living as citizens in a digital world. Done with D.4, D.6. Ethical implications of IoT include security, privacy, and ethical considerations. Example activity – IoT, cybersecurity and privacy In pairs learners watch the following video https://youtu.be/4XycTona5qI and https://youtu.be/u1ymmRQ_p3k and complete a KWLS chart Discuss issues related to IoT: • Cybersecurity: IoT devices are vulnerable to cyberattacks • Privacy and data collection: IoT devices collect vast amounts of data, often including personal information. Users may not always have control over the data generated by IoT devices. Discussion of who collects and owns this data. Link to D.1 D.3 Demonstrate an understanding of the concept of a computing device. Done with D.1. D.4 Identify the common uses of ICT in the real world. Describe the concept of the Internet of Things (IoT) and explain how it connects physical devices and data. Common uses of IoT: • Smart Homes: IoT helps control lights, thermostats, and security in homes. • Healthcare: It's used for remote patient monitoring and fitness trackers. • Agriculture: IoT helps farmers with things like crop health and animal tracking. • Transportation: IoT is used in cars and trucks for navigation and safety. • Energy Savings: IoT helps save energy in homes and manages electricity grids. • Environmental Monitoring: It's used to check air and water quality and protect wildlife. • Smart Cities: IoT manages traffic and waste in cities. • Building Control: It helps with things like lighting and heating in offices. D.5 Differentiate between the components of an ICT system Link to D.4, D,7 and C.7, R.3 – R.7 Identify the key components of an IoT system: • Devices: Physical objects connected to the internet that can be used to collect and exchange data • Sensors: These collect data, e.g. temperature sensor, movement • Actuators: These perform actions based on data, e.g. a thermostat that adjusts the heat • Microcontrollers/Microprocessor: Reference to Rs. CAPS CODING AND ROBOTICS 143 Content (Grade 9 / Term 2) Notes/Examples A B C D (NOT A) E (NOT C) F (D OR B) G (F AND E) 0 0 0 1 1 1 1 0 0 1 1 0 1 0 0 1 0 1 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 0 0 1 0 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 0 0 1 0 Experiments / Projects The learners must be able to apply the principles of design thinking to develop an artefact where a relay or transistor is used as a switch and a sensor to activate a device such as a DC water pump. Such an experiment or project could be a self-watering plant or an automatic biltong drier with humidity sensor. Source (https://www.instructables.com/Automatic-Plant-Watering-System-Using-a-Microbit/) Automatic Biltong Drier, where a humidity sensor and temperature sensor regulates the fan. Image source: https://preview.redd.it/8uxo4lob0tk41.jpg?width=1080&crop=smart&auto=webp&s=a90c517242dfb64eb14a3756f18cf0a5c7cb9d9e R.7 Create, test and execute a set of robotic instructions Example activity 1 – Flappy bird game The learners need to create a game that is based on the Flappy Bird game. The “object” (bird) must fly through open spaces in a maze. How the game must work: • When both buttons A and B are pressed, a maze must be displayed, with the “bird” in the bottom left corner. • One LED will act as the “bird” and will start in the bottom left corner. The “bird” LED must display with a higher intensity than the other LED lights. • Generate a random pattern of LED’s displayed on the screen to simulate a maze. These LED’s must display in a lower intensity than the “bird”. • When button B is pressed the “bird” must navigate through the maze until it reaches the Y-coordinate of 4 (the fifth column). • When the “bird” hits a wall (or an LED light), an “X” must be displayed to indicate “game over”. Content (Grade 9 / Term 2) Notes/Examples Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) Done with D.2 and D.3. Introduce the Internet of Things (IoT) The Internet of Things (IoT) refers to a network of interconnected physical devices or "things" that are embedded with sensors, software, and other technologies to collect and exchange data over the internet or other communication networks. These devices can range from everyday objects such as online cameras, security devices, vehicles, and wearable gadgets to industrial machines and infrastructure components. IoT relies on infrastructure, including networks, servers, and cloud computing, to enable data communication and processing. IT systems provide the backbone for IoT to function effectively. Example activity – Introduction to IoT Divide learners into small groups/pairs Learners watch the following videos https://youtu.be/ps9ucSDH8s4 and https://youtu.be/6mBO2vqLv38 Each leaner completes a KWLS chart and report back Introduction to Internet of Things (IoT) Link to the concept of networks Learners need to understand • What the IoT is • Basic components of IoT • Computing devices that enable the IoT • Challenges with IoT such as privacy and security D.2 Recognise that he or she is living as citizens in a digital world. Done with D.4, D.6. Ethical implications of IoT include security, privacy, and ethical considerations. Example activity – IoT, cybersecurity and privacy In pairs learners watch the following video https://youtu.be/4XycTona5qI and https://youtu.be/u1ymmRQ_p3k and complete a KWLS chart Discuss issues related to IoT: • Cybersecurity: IoT devices are vulnerable to cyberattacks • Privacy and data collection: IoT devices collect vast amounts of data, often including personal information. Users may not always have control over the data generated by IoT devices. Discussion of who collects and owns this data. Link to D.1 D.3 Demonstrate an understanding of the concept of a computing device. Done with D.1. D.4 Identify the common uses of ICT in the real world. Describe the concept of the Internet of Things (IoT) and explain how it connects physical devices and data. Common uses of IoT: • Smart Homes: IoT helps control lights, thermostats, and security in homes. • Healthcare: It's used for remote patient monitoring and fitness trackers. • Agriculture: IoT helps farmers with things like crop health and animal tracking. • Transportation: IoT is used in cars and trucks for navigation and safety. • Energy Savings: IoT helps save energy in homes and manages electricity grids. • Environmental Monitoring: It's used to check air and water quality and protect wildlife. • Smart Cities: IoT manages traffic and waste in cities. • Building Control: It helps with things like lighting and heating in offices. D.5 Differentiate between the components of an ICT system Link to D.4, D,7 and C.7, R.3 – R.7 Identify the key components of an IoT system: • Devices: Physical objects connected to the internet that can be used to collect and exchange data • Sensors: These collect data, e.g. temperature sensor, movement • Actuators: These perform actions based on data, e.g. a thermostat that adjusts the heat • Microcontrollers/Microprocessor: Reference to Rs. 144 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 2) Notes/Examples D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D,4, D.5 and R.1 – R.7 Internet of Things link to Rs Example Activity – Use KWLS chart to learn more about IoT Provide learners with a KWLS chart on paper. Learners compete the first two columns (what I know and what I want to know), then learners watch the following video: https://youtu.be/6mBO2vqLv38?t=36 Learners then complete the last two columns of the KWLS chart while watching the video. Discuss the following example of an IoT device: Example For example, let's take a smart fridge. This fridge is part of the Internet of Things because it has sensors inside that can detect how cold it is, how full it is, and what items are inside. It can then send this information over the internet to your phone or computer. So, if you're at the grocery store and forgot to make a shopping list, you can check your phone to see what's inside your smart fridge. https://youtu.be/6mBO2vqLv38 https://youtu.be/_AlcRoqS65E What is IoT? - A Simple Explanation of the Internet of Things (iotforall.com) https://bit.ly/3owhfZF D.5 and D.8 done together Link to Rs Learners need to • Understand what the IoT is • Understand what the basic components of IoT is • Understand how it impacts our lives • Provide an example Impact IoT makes virtually everything "smart". The IoT is gradually becoming one of the most prominent ICT technologies that underpin our society. It presents a unique technology transition that is impacting all our lives. Some people refer to it as Internet of Everything. Link to microcontrollers (Rs) The Internet of Things (IoT) describes the network of physical objects - “things” —that are embedded with sensors, software, and other technologies for the purpose of connecting and exchanging data with other devices and systems over the internet. These devices range from ordinary household objects to sophisticated industrial tools. Refer to any object that is connected to the internet and can exchange information with other devices online. D.7 Present a basic understanding of the concept of input processing and output. Link to D.4, D.5, D.6 and Rs. Example activity - The process of how sensors measure data, transmit it to a microcontroller, and trigger an actuator Provide learners with the following diagram: . Revise and explain the concept of input, process, output concept with reference to IoT. • Sensors are devices that detect and measure physical properties or environmental conditions, such as temperature, light, pressure, or motion • Some sensors generate analogue signals in response to the physical property they are sensing. Analog signals are continuous and vary smoothly (e.g. turning the volume of a radio up or down). • As computing devices work with binary, analogue data needs to be converted or mapped to digital data Do in relation to Rs. Also link to IPO tables Learners need to • understand input, processing and output with regards to microcontrollers • distinguish between digital and analogue in terms of input and output • describe the process involved in how sensors measure data, is sent to the microcontroller and executed by the actuator Digital uses discrete steps, like light switches (two states), to represent information, while analogue is like a continuous flow, such as turning up the volume on a radio. Both have their uses in the world of technology and can be found in various devices all around us. Think of a digital system as a series of tiny switches that can be either on or off, like a light switch. In the digital world, everything is represented using these on-off switches. Each Content (Grade 9 / Term 2) Notes/Examples Measure data experiment Acceleration (Speed) project Using the accelerometer to obtain readings - Simple geared DC motor buggy. Micro: bit Application using accelerometer readings in an array (list) in short intervals. The microcontroller is attached to the buggy using Prestik or tape for the experiment. Display the recorded readings. Alternate experiment (Rocket) Also see: https://makecode.microbit.org/courses/ucp-science/rocket￾acceleration/overview switch is like a tiny piece of information, called a "bit." When you put many bits together, you can represent more complex things, like numbers, letters, pictures, and sounds Analogue, on the other hand, is more like a smooth, continuous flow. Imagine a dimmer switch for a light instead of a simple on-off switch. With an analogue system, things can have any value within a range, and there are no discrete steps. It's like turning up the volume on a radio; you can have it at any level you want, not just loud or quiet. D.8 Interpret a pattern to represent or communicate a message or image D.8 and D.9 done together. D.9 Create a pattern to represent or communicate a message or image Link to C.6 and C.7 Example activity 1: - Convert ASCII code to binary. Explain what ASCII (American Standard Code for Information Interchange) is and its role in representing characters in computers. Mention that each character has a unique decimal value assigned to it. Show an example of ASCII art (simple drawings or patterns created using ASCII characters). Explain that the challenge is to decode ASCII art into binary. Divide the learners into teams or pairs, depending on the group size. Provide each team with a different piece of ASCII art and a corresponding list of ASCII characters and decimal values. Their task is to decode the ASCII art into binary by finding the decimal values for each character and converting them. They can use coloured markers or pencils to make the binary representation visually engaging. Example activity 2: - Extend the activity to create bingo cards with ASCII characters and their corresponding binary values. Call out ASCII characters, and learners mark the corresponding binary values on their Bingo cards. Revise binary code. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5, and R.5 – R.7 Learners develop a presentation (PP) about using/applying the use of an IoT device (Link to Ds above). Example: Live webcam e.g. Explore Africa Example connecting to and watching the feed on a IoT device: https://youtu.be/VUJbDTIYlM4 Link to networks (IoT) CAPS CODING AND ROBOTICS 145 Content (Grade 9 / Term 2) Notes/Examples D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D,4, D.5 and R.1 – R.7 Internet of Things link to Rs Example Activity – Use KWLS chart to learn more about IoT Provide learners with a KWLS chart on paper. Learners compete the first two columns (what I know and what I want to know), then learners watch the following video: https://youtu.be/6mBO2vqLv38?t=36 Learners then complete the last two columns of the KWLS chart while watching the video. Discuss the following example of an IoT device: Example For example, let's take a smart fridge. This fridge is part of the Internet of Things because it has sensors inside that can detect how cold it is, how full it is, and what items are inside. It can then send this information over the internet to your phone or computer. So, if you're at the grocery store and forgot to make a shopping list, you can check your phone to see what's inside your smart fridge. https://youtu.be/6mBO2vqLv38 https://youtu.be/_AlcRoqS65E What is IoT? - A Simple Explanation of the Internet of Things (iotforall.com) https://bit.ly/3owhfZF D.5 and D.8 done together Link to Rs Learners need to • Understand what the IoT is • Understand what the basic components of IoT is • Understand how it impacts our lives • Provide an example Impact IoT makes virtually everything "smart". The IoT is gradually becoming one of the most prominent ICT technologies that underpin our society. It presents a unique technology transition that is impacting all our lives. Some people refer to it as Internet of Everything. Link to microcontrollers (Rs) The Internet of Things (IoT) describes the network of physical objects - “things”—that are embedded with sensors, software, and other technologies for the purpose of connecting and exchanging data with other devices and systems over the internet. These devices range from ordinary household objects to sophisticated industrial tools. Refer to any object that is connected to the internet and can exchange information with other devices online. D.7 Present a basic understanding of the concept of input processing and output. Link to D.4, D.5, D.6 and Rs. Example activity - The process of how sensors measure data, transmit it to a microcontroller, and trigger an actuator Provide learners with the following diagram: . Revise and explain the concept of input, process, output concept with reference to IoT. • Sensors are devices that detect and measure physical properties or environmental conditions, such as temperature, light, pressure, or motion • Some sensors generate analogue signals in response to the physical property they are sensing. Analog signals are continuous and vary smoothly (e.g. turning the volume of a radio up or down). • As computing devices work with binary, analogue data needs to be converted or mapped to digital data Do in relation to Rs. Also link to IPO tables Learners need to • understand input, processing and output with regards to microcontrollers • distinguish between digital and analogue in terms of input and output • describe the process involved in how sensors measure data, is sent to the microcontroller and executed by the actuator Digital uses discrete steps, like light switches (two states), to represent information, while analogue is like a continuous flow, such as turning up the volume on a radio. Both have their uses in the world of technology and can be found in various devices all around us. Think of a digital system as a series of tiny switches that can be either on or off, like a light switch. In the digital world, everything is represented using these on-off switches. Each Content (Grade 9 / Term 2) Notes/Examples Measure data experiment Acceleration (Speed) project Using the accelerometer to obtain readings - Simple geared DC motor buggy. Micro: bit Application using accelerometer readings in an array (list) in short intervals. The microcontroller is attached to the buggy using Prestik or tape for the experiment. Display the recorded readings. Alternate experiment (Rocket) Also see: https://makecode.microbit.org/courses/ucp-science/rocket￾acceleration/overview switch is like a tiny piece of information, called a "bit." When you put many bits together, you can represent more complex things, like numbers, letters, pictures, and sounds Analogue, on the other hand, is more like a smooth, continuous flow. Imagine a dimmer switch for a light instead of a simple on-off switch. With an analogue system, things can have any value within a range, and there are no discrete steps. It's like turning up the volume on a radio; you can have it at any level you want, not just loud or quiet. D.8 Interpret a pattern to represent or communicate a message or image D.8 and D.9 done together. D.9 Create a pattern to represent or communicate a message or image Link to C.6 and C.7 Example activity 1: - Convert ASCII code to binary. Explain what ASCII (American Standard Code for Information Interchange) is and its role in representing characters in computers. Mention that each character has a unique decimal value assigned to it. Show an example of ASCII art (simple drawings or patterns created using ASCII characters). Explain that the challenge is to decode ASCII art into binary. Divide the learners into teams or pairs, depending on the group size. Provide each team with a different piece of ASCII art and a corresponding list of ASCII characters and decimal values. Their task is to decode the ASCII art into binary by finding the decimal values for each character and converting them. They can use coloured markers or pencils to make the binary representation visually engaging. Example activity 2: - Extend the activity to create bingo cards with ASCII characters and their corresponding binary values. Call out ASCII characters, and learners mark the corresponding binary values on their Bingo cards. Revise binary code. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5, and R.5 – R.7 Learners develop a presentation (PP) about using/applying the use of an IoT device (Link to Ds above). Example: Live webcam e.g. Explore Africa Example connecting to and watching the feed on a IoT device: https://youtu.be/VUJbDTIYlM4 Link to networks (IoT) 146 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3.3.3 Term 3 Content (Grade 9 / Term 3) Notes/Examples C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. C.1 and C.2 done together Example activity – Word scrambler and crack-the-word game (Lists, string handling) Pair programming activity. The purpose of this game is that one sprite inputs a word and then displays a scrambled version of the word. The other sprite then must guess what the word is. The sprite who displayed the scrambled word must say if the guess was right or wrong. The program must stop when the word is guessed correctly. Possible solution: • Determine the length of the original word. • Populate a list with the letters of the word (Use a For loop from 1 to the length of the word). • Choose a random letter from the list and join it to form another string. • When a letter was selected, delete it from the word (so that it cannot be chosen again). Example activity Follow up on the word scrambler program. Cooperative learning activity – group size of four or less. Explain how the “hangman” game works. Give step-by-step instructions as a first attempt to write a program for the game “hangman”. C.3 Interpret and execute a given symbolic or written set of commands Example activity – Expand word scrambler by using the code below: Expand the program to do the following: • Add a counter to indicate how many guesses it took to guess the correct word. • Display how many letters of the word that the user guessed are in the correct position. Note: Generally, most learners are comfortable with tasks/problems that require them to write code that requires them to combine one or two concepts at a time. Manny learners, however, struggle when they must combine coding concepts at a time/in one program as it increases the difficulty level as well as the complexity of the task/problem. It is therefore advisable that leaners practise coding concepts using small, basic, manageable tasks/problems until they are ready for the next step. Content (Grade 9 / Term 3) Notes/Examples C.4 Debug a given symbolic or written set of instructions Link to C.2, C.3 Debug the age calculator The algorithm below must act as an age calculator. The algorithm was compiled to calculate the following: • Calculate how old you will be in the current year. • Calculate if you were born in a leap year • Convert your age in years to your age in days. • Convert your age in years to your age in hours. Do the following: • Compile a trace table to test if the age calculator works correctly and correct the algorithm where necessary. • Implement the program in Scratch and add the following code: o Add the code to convert your age in years to your age in seconds. o Add the code to display the season (summer, winter, etc.) in which you were born. Link to C1, C2, C3, C4, C5, C6 and C7 C.5 Evaluate a given solution towards potential improvement Link to C.2 – C.4 Provide learners with code to evaluate C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. C.7 Create or complete a pattern to represent a data set Example activity – Tribonacci numbers Tribonacci numbers work like Fibonacci numbers. The Tribonacci numbers start with three predetermined terms and each term afterwards is the sum of the preceding three terms. The Tribonacci numbers Tn are defined as follows: T1 = 0, T2 = T3 = 1, and Tn = Tn-1 + Tn-2 + Tn-3 (n ≥ 3) In other words, each number is the sum of the previous three numbers. The first few Tribonacci numbers with signature (0,1,1) are: 0, 1, ,1, 2, 4, 7, 13, 24 … (Note: The first three terms are the signature. The signature may vary.) Use the experience with the Fibonacci problem, to develop the algorithm for coding the Tribonacci numbers Learners use computational thinking, pattern recognition and previous experience of a similar problem to write an algorithm to display Tribonacci numbers. Robotics R.3 Outline the different components of a robot Learners need to describe and use the following sensors Component Basic definition Purpose Practical application example – May be used to: IR proximity sensor An IR (Infrared) proximity sensor is a device that uses infrared light to detect the presence or absence of an object in its vicinity. It emits infrared radiation and measures the reflection or absorption of this radiation to determine the object's distance or proximity. The primary purpose of an IR proximity sensor is to detect the presence or proximity of objects without physical contact. It is used to trigger specific actions or responses when an object enters or leaves a defined detection range. In a robotics project, an IR proximity sensor can be utilized to enable obstacle avoidance. For instance, a robot equipped with IR proximity sensors can detect nearby obstacles as it moves and adjust its path or stop to avoid collisions. This enhances the robot's ability to navigate autonomously in a dynamic environment, making it suitable for applications such as autonomous vacuum cleaners, line-following robots, or drones that need to maintain a safe distance from obstacles during flight. Learners are introduced to IR proximity sensor The learners need to provide: • A basic definition of a motor driver board. • Explain the purpose of the board. • Explain how it is used in robotics projects. Infrared Obstacle Avoidance Sensors – Breadboard experiment ~Age calculator Enter the year in which you were born Input iYear Enter the month in which you were born Input iMonth Enter the day in which you were born Input iDay Enter the current year Input iCurrentYear iAge <-- iYear – iCurrentYear //Calculate your age in the current year If iYear mod 4 = 0 then //Calculate your age if you were born in a leap year Display “You were born in a leap year” Else Display “You were not born in a leap year” EndIf rAgeInDays <-- iAge*365.25 //Convert your age in years to your age in days RAgeInHours <-- iAge * 24 //Convert your age in years to your age in hours Display “This year you will be “, iAge, “years old” Display “This year you will be “, rAgeInDays, “days old” Display “This year you will be “, rAgeinHours, “ hours old” End. CAPS CODING AND ROBOTICS 147 3.3.3 Term 3 Content (Grade 9 / Term 3) Notes/Examples C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. C.1 and C.2 done together Example activity – Word scrambler and crack-the-word game (Lists, string handling) Pair programming activity. The purpose of this game is that one sprite inputs a word and then displays a scrambled version of the word. The other sprite then must guess what the word is. The sprite who displayed the scrambled word must say if the guess was right or wrong. The program must stop when the word is guessed correctly. Possible solution: • Determine the length of the original word. • Populate a list with the letters of the word (Use a For loop from 1 to the length of the word). • Choose a random letter from the list and join it to form another string. • When a letter was selected, delete it from the word (so that it cannot be chosen again). Example activity Follow up on the word scrambler program. Cooperative learning activity – group size of four or less. Explain how the “hangman” game works. Give step-by-step instructions as a first attempt to write a program for the game “hangman”. C.3 Interpret and execute a given symbolic or written set of commands Example activity – Expand word scrambler by using the code below: Expand the program to do the following: • Add a counter to indicate how many guesses it took to guess the correct word. • Display how many letters of the word that the user guessed are in the correct position. Note: Generally, most learners are comfortable with tasks/problems that require them to write code that requires them to combine one or two concepts at a time. Manny learners, however, struggle when they must combine coding concepts at a time/in one program as it increases the difficulty level as well as the complexity of the task/problem. It is therefore advisable that leaners practise coding concepts using small, basic, manageable tasks/problems until they are ready for the next step. Content (Grade 9 / Term 3) Notes/Examples C.4 Debug a given symbolic or written set of instructions Link to C.2, C.3 Debug the age calculator The algorithm below must act as an age calculator. The algorithm was compiled to calculate the following: • Calculate how old you will be in the current year. • Calculate if you were born in a leap year • Convert your age in years to your age in days. • Convert your age in years to your age in hours. Do the following: • Compile a trace table to test if the age calculator works correctly and correct the algorithm where necessary. • Implement the program in Scratch and add the following code: o Add the code to convert your age in years to your age in seconds. o Add the code to display the season (summer, winter, etc.) in which you were born. Link to C1, C2, C3, C4, C5, C6 and C7 C.5 Evaluate a given solution towards potential improvement Link to C.2 – C.4 Provide learners with code to evaluate C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. C.7 Create or complete a pattern to represent a data set Example activity – Tribonacci numbers Tribonacci numbers work like Fibonacci numbers. The Tribonacci numbers start with three predetermined terms and each term afterwards is the sum of the preceding three terms. The Tribonacci numbers Tn are defined as follows: T1 = 0, T2 = T3 = 1, and Tn = Tn-1 + Tn-2 + Tn-3 (n ≥ 3) In other words, each number is the sum of the previous three numbers. The first few Tribonacci numbers with signature (0,1,1) are: 0, 1, ,1, 2, 4, 7, 13, 24 … (Note: The first three terms are the signature. The signature may vary.) Use the experience with the Fibonacci problem, to develop the algorithm for coding the Tribonacci numbers Learners use computational thinking, pattern recognition and previous experience of a similar problem to write an algorithm to display Tribonacci numbers. Robotics R.3 Outline the different components of a robot Learners need to describe and use the following sensors Component Basic definition Purpose Practical application example – May be used to: IR proximity sensor An IR (Infrared) proximity sensor is a device that uses infrared light to detect the presence or absence of an object in its vicinity. It emits infrared radiation and measures the reflection or absorption of this radiation to determine the object's distance or proximity. The primary purpose of an IR proximity sensor is to detect the presence or proximity of objects without physical contact. It is used to trigger specific actions or responses when an object enters or leaves a defined detection range. In a robotics project, an IR proximity sensor can be utilized to enable obstacle avoidance. For instance, a robot equipped with IR proximity sensors can detect nearby obstacles as it moves and adjust its path or stop to avoid collisions. This enhances the robot's ability to navigate autonomously in a dynamic environment, making it suitable for applications such as autonomous vacuum cleaners, line-following robots, or drones that need to maintain a safe distance from obstacles during flight. Learners are introduced to IR proximity sensor The learners need to provide: • A basic definition of a motor driver board. • Explain the purpose of the board. • Explain how it is used in robotics projects. Infrared Obstacle Avoidance Sensors – Breadboard experiment ~Age calculator Enter the year in which you were born Input iYear Enter the month in which you were born Input iMonth Enter the day in which you were born Input iDay Enter the current year Input iCurrentYear iAge <-- iYear – iCurrentYear //Calculate your age in the current year If iYear mod 4 = 0 then //Calculate your age if you were born in a leap year Display “You were born in a leap year” Else Display “You were not born in a leap year” EndIf rAgeInDays <-- iAge*365.25 //Convert your age in years to your age in days RAgeInHours <-- iAge * 24 //Convert your age in years to your age in hours Display “This year you will be “, iAge, “years old” Display “This year you will be “, rAgeInDays, “days old” Display “This year you will be “, rAgeinHours, “ hours old” End. 148 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 3) Notes/Examples Resistor values Revisit the concept of a resistor and its use in robotics and other electronics projects. Calculate the resistance on a 4-band resistor. Link activity CODING – the learners can develop a block-based program to show the resistance of a particular resistor if the four colour codes are supplied The learners need to know the basic principles and use of a motor driver board as part of robotics and physical computing artefacts Examples of motor / servo driver boards Sample motor driver board Sample motor driver board Sample motor driver board Sample motor driver board Component Purpose Usage in Robotics, in respect of a (Microcontroller) An example A motor driver board for a microcontroller is a hardware component that interfaces with a microcontroller to control and drive electric motors. It provides the necessary circuitry and controls to manage the speed and direction of one or more motors. The purpose of a motor driver board with a microcontroller is to enable the microcontroller to control motors, allowing it to perform tasks like driving wheels on a robot, spinning propellers on a drone, or moving other mechanical components. It simplifies motor control by handling the high-power requirements and providing an interface for the microcontroller to send commands to the motors. In a robotics project involving a microcontroller a motor driver board can be used to drive the wheels of a robot. For instance, a small line-following robot can use two DC motors connected to the motor driver board. The microcontroller sends signals to the motor driver board to control the speed and direction of these motors, enabling the robot to move forward, backward, turn, or follow a line on the ground. This integration simplifies motor control and allows the microcontroller to focus on higher-level tasks like sensor readings and decision-making for the robot's behaviour. For enrichment purposes and for the highflyer learners (extended opportunity) an introduction to display components could be given. This is a simple breadboard project illustrating the basic operation of a sensor that presents a signal. It shows the basic principles of the operation of a sensor. The purpose of the experiment is to outline how the sensor could be used in an LFR. Content (Grade 9 / Term 3) Notes/Examples FOR ENRICHMENT Basic Definition Purpose Usage in Robotics, in respect of a (Microcontroller) An example 7 Segment display A 7-segment display is a digital numeric display consisting of seven LED segments arranged in a specific pattern to represent digits from 0 to 9. It can display numerical values and some limited characters. The primary purpose of a 7-segment display is to show numeric data in a simple and compact format. It's widely used in various applications where numerical information needs to be conveyed, such as digital clocks, thermometers, or countdown timers. In a digital thermometer project, a 7-segment display can be utilized to exhibit the current temperature in a digital format. The individual segments can be lit up to represent the digits of the temperature value, providing a user-friendly and easily readable output 8 x 8 LED display Or 4 In 1 (8x8(Display An 8x8 LED dot matrix display is an array of 64 individually controllable LED lights arranged in an 8x8 grid. Each LED can be independently turned on or off, allowing for the display of text, numbers, symbols, or animations. A 4 in 1, 8x8 LED display module combines four 8x8 LED dot matrix displays into a single unit, resulting in a larger display area. Each of the four displays can be controlled individually or together to create larger and more detailed visual outputs. The purpose of an 8x8 LED dot matrix display is to provide a visually versatile output for information or graphics. It's commonly used for displaying text messages, simple graphics, or scrolling messages in various electronic projects. The purpose of a 4 in 1, 8x8 LED display module is to provide a more extensive and versatile LED display capability compared to a single 8x8 display. It's commonly used in projects where a larger or more impactful visual display is required, such as for scrolling messages, animations, or larger text. In a digital clock project, an 8x8 LED dot matrix display can be employed to showcase the time in a visually appealing manner. By lighting specific LEDs to form numbers and colons, the display can continuously update to show the current time, giving a distinctive and dynamic appearance. In a digital scoreboard project for a sports event the display module can be employed to show scores and timing information. The larger display area allows for clear visibility of scores from a distance, and it can also be used to present animations or team logos. 16x2 LCD Display (with ic2 module) A 16x2 LCD (Liquid Crystal Display) is a character-based alphanumeric display that consists of 16 columns and 2 rows of characters. It's capable of displaying text and limited graphical symbols. The purpose of a 16x2 LCD display is to provide a text-based output interface for displaying information in a clear and readable format. It's commonly used in embedded systems, devices, and electronic projects to convey important information. In a weather station project, a 16x2 LCD display can be used to show real-time weather data such as temperature, humidity, and atmospheric pressure. The display can present this information in an organized manner, allowing users to easily access the current weather conditions. Neopixel Strip A strip of individually addressable RGB (Red, Green, Blue) LEDs that can display a wide range of colours and patterns. Used for dynamic and colourful lighting effects, visual displays, and feedback in robotics projects. Neopixel strips are employed for aesthetic purposes, indicating status, or enhancing the visual appeal of a robot. They can also be used for signalling and communication. The learners need to know the elementary difference between digital and analogue input and how to process the readings in block-based code. R.5 Design a simple artefact based on a set of design instructions Link to R.6 – R.7 and C.1 – C.7 and D.6 and D.7 R.6 Mimic the operations of a robot R.5, R.6 and R.7 done together R.7 Create, test and execute a set of robotic instructions Example of an LFR and OAR, implementing IR Sensors and an Ultrasonic sensor. Example from (Dame, A. 2021 - DIY Microcontroller Educational Mobile Robot V2 [Used with permission] See (https://www.instructables.com/DIY-Microbit-Educational-Mobile-Robot-V2/) Learners must investigate and describe the typical composition of a Line following robot using IR sensors, applying the principles of design thinking. The learners should be able to describe the use and purpose of the following components typically used as part of a Line following robot (LFR) (on a conceptual level only) • Chassis CAPS CODING AND ROBOTICS 149 Content (Grade 9 / Term 3) Notes/Examples Resistor values Revisit the concept of a resistor and its use in robotics and other electronics projects. Calculate the resistance on a 4-band resistor. Link activity CODING – the learners can develop a block-based program to show the resistance of a particular resistor if the four colour codes are supplied The learners need to know the basic principles and use of a motor driver board as part of robotics and physical computing artefacts Examples of motor / servo driver boards Sample motor driver board Sample motor driver board Sample motor driver board Sample motor driver board Component Purpose Usage in Robotics, in respect of a (Microcontroller) An example A motor driver board for a microcontroller is a hardware component that interfaces with a microcontroller to control and drive electric motors. It provides the necessary circuitry and controls to manage the speed and direction of one or more motors. The purpose of a motor driver board with a microcontroller is to enable the microcontroller to control motors, allowing it to perform tasks like driving wheels on a robot, spinning propellers on a drone, or moving other mechanical components. It simplifies motor control by handling the high-power requirements and providing an interface for the microcontroller to send commands to the motors. In a robotics project involving a microcontroller a motor driver board can be used to drive the wheels of a robot. For instance, a small line-following robot can use two DC motors connected to the motor driver board. The microcontroller sends signals to the motor driver board to control the speed and direction of these motors, enabling the robot to move forward, backward, turn, or follow a line on the ground. This integration simplifies motor control and allows the microcontroller to focus on higher-level tasks like sensor readings and decision-making for the robot's behaviour. For enrichment purposes and for the highflyer learners (extended opportunity) an introduction to display components could be given. This is a simple breadboard project illustrating the basic operation of a sensor that presents a signal. It shows the basic principles of the operation of a sensor. The purpose of the experiment is to outline how the sensor could be used in an LFR. Content (Grade 9 / Term 3) Notes/Examples FOR ENRICHMENT Basic Definition Purpose Usage in Robotics, in respect of a (Microcontroller) An example 7 Segment display A 7-segment display is a digital numeric display consisting of seven LED segments arranged in a specific pattern to represent digits from 0 to 9. It can display numerical values and some limited characters. The primary purpose of a 7-segment display is to show numeric data in a simple and compact format. It's widely used in various applications where numerical information needs to be conveyed, such as digital clocks, thermometers, or countdown timers. In a digital thermometer project, a 7-segment display can be utilized to exhibit the current temperature in a digital format. The individual segments can be lit up to represent the digits of the temperature value, providing a user-friendly and easily readable output 8 x 8 LED display Or 4 In 1 (8x8(Display An 8x8 LED dot matrix display is an array of 64 individually controllable LED lights arranged in an 8x8 grid. Each LED can be independently turned on or off, allowing for the display of text, numbers, symbols, or animations. A 4 in 1, 8x8 LED display module combines four 8x8 LED dot matrix displays into a single unit, resulting in a larger display area. Each of the four displays can be controlled individually or together to create larger and more detailed visual outputs. The purpose of an 8x8 LED dot matrix display is to provide a visually versatile output for information or graphics. It's commonly used for displaying text messages, simple graphics, or scrolling messages in various electronic projects. The purpose of a 4 in 1, 8x8 LED display module is to provide a more extensive and versatile LED display capability compared to a single 8x8 display. It's commonly used in projects where a larger or more impactful visual display is required, such as for scrolling messages, animations, or larger text. In a digital clock project, an 8x8 LED dot matrix display can be employed to showcase the time in a visually appealing manner. By lighting specific LEDs to form numbers and colons, the display can continuously update to show the current time, giving a distinctive and dynamic appearance. In a digital scoreboard project for a sports event the display module can be employed to show scores and timing information. The larger display area allows for clear visibility of scores from a distance, and it can also be used to present animations or team logos. 16x2 LCD Display (with ic2 module) A 16x2 LCD (Liquid Crystal Display) is a character-based alphanumeric display that consists of 16 columns and 2 rows of characters. It's capable of displaying text and limited graphical symbols. The purpose of a 16x2 LCD display is to provide a text-based output interface for displaying information in a clear and readable format. It's commonly used in embedded systems, devices, and electronic projects to convey important information. In a weather station project, a 16x2 LCD display can be used to show real-time weather data such as temperature, humidity, and atmospheric pressure. The display can present this information in an organized manner, allowing users to easily access the current weather conditions. Neopixel Strip A strip of individually addressable RGB (Red, Green, Blue) LEDs that can display a wide range of colours and patterns. Used for dynamic and colourful lighting effects, visual displays, and feedback in robotics projects. Neopixel strips are employed for aesthetic purposes, indicating status, or enhancing the visual appeal of a robot. They can also be used for signalling and communication. The learners need to know the elementary difference between digital and analogue input and how to process the readings in block-based code. R.5 Design a simple artefact based on a set of design instructions Link to R.6 – R.7 and C.1 – C.7 and D.6 and D.7 R.6 Mimic the operations of a robot R.5, R.6 and R.7 done together R.7 Create, test and execute a set of robotic instructions Example of an LFR and OAR, implementing IR Sensors and an Ultrasonic sensor. Example from (Dame, A. 2021 - DIY Microcontroller Educational Mobile Robot V2 [Used with permission] See (https://www.instructables.com/DIY-Microbit-Educational-Mobile-Robot-V2/) Learners must investigate and describe the typical composition of a Line following robot using IR sensors, applying the principles of design thinking. The learners should be able to describe the use and purpose of the following components typically used as part of a Line following robot (LFR) (on a conceptual level only) • Chassis 150 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 3) Notes/Examples • Wheels • Power supply • Microcontroller • Motors and • Motor driver • Breadboard and jumper wires for prototyping • IR Sensor/s The learners should also be able to describe the logical principles guiding the code of an LFR. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) D.1, D.3, D.4, D.5 done together D.2 Recognise that he or she is living as citizens in a digital world. D.2, D.6, D.8, D.9 done together Relate to IoT. Phishing is a fraudulent attempt to obtain sensitive information, such as usernames, passwords, and financial details, by disguising it as a trustworthy entity. Ransomware is malicious software that encrypts a user's files or system and demands a ransom in exchange for decryption keys. Learners watch the following videos: https://youtu.be/XsOWczwRVuc and https://youtu.be/xbHCrgAl2n4 Example activity: Describe a scenario where a city's smart grid, controlled by IoT devices, has been attacked by ransomware. The devices are locked, and the city's power supply is at risk. Provide participants with a puzzle using binary code. They must solve it to unlock the devices and save the city's power grid. Answer the following question in binary. 01001000 01100101 01101100 01101100 01101111 00101100 00100000 01010100 01101000 01101001 01110011 00100000 01101001 01110011 00100000 01100001 00100000 01100010 01101001 01101110 01100001 01110010 01111001 00100000 01100011 01101111 01100100 01100101 00100000 01110000 01110101 01111010 01111010 01101100 01100101 00101100 00100000 01100001 01110010 01100101 00100000 01111001 01101111 01110101 00100000 01110011 01101111 01101100 01110110 01101001 01101110 01100111 00111111 Solution: "Hello, this is a binary code puzzle, are you solving?" The solution to the puzzle is: "Yes, I am solving." 01011001 01100101 01110011 00101100 00100000 01001001 00100000 01100001 01101101 00100000 01110011 01101111 01101100 01110110 01101001 01101110 01100111 Learners need to understand • What malware is and what it includes, • Describe Phishing • Describe Ransomware D.3 Demonstrate an understanding of the concept of a computing device. D.1, D.3, D.4, D.5 done together Case Study: IoT in Smart Home Automation Smart home automation involves connecting household devices and systems to the internet, allowing homeowners to control them remotely through smartphones, tablets, or voice commands. This technology enhances convenience, security, energy efficiency, and overall comfort. Meet the Johnson family. They live in a suburban home and want to make their living space more efficient and comfortable. To achieve this, they decide to implement IoT-based smart home automation solutions. Smart Thermostat: The Johnsons install a smart thermostat that learns their preferences and adjusts the temperature accordingly. They can control the thermostat remotely, ensuring their home is comfortable when they arrive. Smart Lighting: IoT-enabled light bulbs are installed throughout the house. The family can control the lighting using their smartphones or set schedules for lights to turn on and off, enhancing security when they're away. Schools should always consider the affordability of components and kits. Content (Grade 9 / Term 3) Notes/Examples Smart Security System: The Johnsons set up a smart security system that includes cameras, motion sensors, and door/window sensors. They receive real-time alerts on their devices if any suspicious activity is detected, allowing them to take immediate action. Smart Appliances: The family upgrades to smart appliances like a refrigerator with a built-in camera. This allows them to see the contents of the fridge while grocery shopping and receive expiration date notifications. Voice Assistants: The Johnsons use voice assistants like Amazon Echo or Google Home to control various devices using voice commands. They can ask about the weather, set reminders, and control other IoT devices. Benefits: Convenience: The Johnsons can control their home environment remotely, adjusting settings even when they're not at home. Energy Efficiency: The smart thermostat and lighting system help save energy by optimizing usage based on occupancy and preferences. Security: Real-time monitoring and alerts enhance the security of their home, deterring potential intruders. Resource Management: The family can monitor energy and water usage, helping them make informed decisions about conservation. Challenges and Considerations: Privacy Concerns: Connected devices gather data about users' habits and preferences, raising concerns about data privacy. Compatibility: Not all smart devices are compatible with each other, making it important to choose a cohesive ecosystem. Initial Costs: Setting up a smart home requires an investment in devices and infrastructure. The Johnsons' experience with their smart home illustrates how IoT can significantly improve the quality of life and bring convenience to daily routines. The case study showcases how smart home automation, driven by IoT technology, offers homeowners the ability to control their environment, enhance security, and promote energy efficiency. As IoT continues to evolve, the concept of the smart home is likely to become more integrated into our lives, making our living spaces more comfortable and connected. Some questions for discussion: 1. What is the concept of a "smart home" in this case study, and how does IoT play a role in it? 2. Why do you think smart home automation is becoming increasingly popular? 3. Explain the functionality and benefits of the smart thermostat installed by the Johnsons. 4. How do IoT-enabled light bulbs contribute to both convenience and security in their home? 5. Describe the components and functions of the smart security system used by the Johnsons. 6. What advantages do the Johnsons gain from upgrading to smart appliances like the refrigerator with a built-in camera? 7. How do voice assistants enhance the Johnsons' control over their smart home devices? 8. Discuss the convenience aspects of the Johnsons' smart home. How does remote control improve their daily life? 9. How do the smart thermostat and lighting system help the Johnsons save energy? What role does optimization play? 10. Explain how the smart security system not only enhances security but also provides peace of mind. 11. Analyse the privacy concerns related to IoT devices in smart homes. How can users address these concerns? 12. Can you think of other real-life scenarios where IoT technology could be applied to enhance convenience, security, or energy efficiency? D.4 Identify the common uses of ICT in the real world • Link to D.1 and D.5 Understand how networks support the Internet of Things (IoT) and cloud computing. Example activity: Provide learners with a blank diagram of the IoT and cloud network architecture. Ask them to label and draw arrows to represent how data flows from an IoT device to the cloud and back. Encourage them to include labels for IoT devices, local networks, the internet, and cloud servers. E.g. Revise networks Revise IoT CAPS CODING AND ROBOTICS 151 Content (Grade 9 / Term 3) Notes/Examples • Wheels • Power supply • Microcontroller • Motors and • Motor driver • Breadboard and jumper wires for prototyping • IR Sensor/s The learners should also be able to describe the logical principles guiding the code of an LFR. Digital Concepts D.1 Outline the concept of technology and purpose of information technology (IT) D.1, D.3, D.4, D.5 done together D.2 Recognise that he or she is living as citizens in a digital world. D.2, D.6, D.8, D.9 done together Relate to IoT. Phishing is a fraudulent attempt to obtain sensitive information, such as usernames, passwords, and financial details, by disguising it as a trustworthy entity. Ransomware is malicious software that encrypts a user's files or system and demands a ransom in exchange for decryption keys. Learners watch the following videos: https://youtu.be/XsOWczwRVuc and https://youtu.be/xbHCrgAl2n4 Example activity: Describe a scenario where a city's smart grid, controlled by IoT devices, has been attacked by ransomware. The devices are locked, and the city's power supply is at risk. Provide participants with a puzzle using binary code. They must solve it to unlock the devices and save the city's power grid. Answer the following question in binary. 01001000 01100101 01101100 01101100 01101111 00101100 00100000 01010100 01101000 01101001 01110011 00100000 01101001 01110011 00100000 01100001 00100000 01100010 01101001 01101110 01100001 01110010 01111001 00100000 01100011 01101111 01100100 01100101 00100000 01110000 01110101 01111010 01111010 01101100 01100101 00101100 00100000 01100001 01110010 01100101 00100000 01111001 01101111 01110101 00100000 01110011 01101111 01101100 01110110 01101001 01101110 01100111 00111111 Solution: "Hello, this is a binary code puzzle, are you solving?" The solution to the puzzle is: "Yes, I am solving." 01011001 01100101 01110011 00101100 00100000 01001001 00100000 01100001 01101101 00100000 01110011 01101111 01101100 01110110 01101001 01101110 01100111 Learners need to understand • What malware is and what it includes, • Describe Phishing • Describe Ransomware D.3 Demonstrate an understanding of the concept of a computing device. D.1, D.3, D.4, D.5 done together Case Study: IoT in Smart Home Automation Smart home automation involves connecting household devices and systems to the internet, allowing homeowners to control them remotely through smartphones, tablets, or voice commands. This technology enhances convenience, security, energy efficiency, and overall comfort. Meet the Johnson family. They live in a suburban home and want to make their living space more efficient and comfortable. To achieve this, they decide to implement IoT-based smart home automation solutions. Smart Thermostat: The Johnsons install a smart thermostat that learns their preferences and adjusts the temperature accordingly. They can control the thermostat remotely, ensuring their home is comfortable when they arrive. Smart Lighting: IoT-enabled light bulbs are installed throughout the house. The family can control the lighting using their smartphones or set schedules for lights to turn on and off, enhancing security when they're away. Schools should always consider the affordability of components and kits. Content (Grade 9 / Term 3) Notes/Examples Smart Security System: The Johnsons set up a smart security system that includes cameras, motion sensors, and door/window sensors. They receive real-time alerts on their devices if any suspicious activity is detected, allowing them to take immediate action. Smart Appliances: The family upgrades to smart appliances like a refrigerator with a built-in camera. This allows them to see the contents of the fridge while grocery shopping and receive expiration date notifications. Voice Assistants: The Johnsons use voice assistants like Amazon Echo or Google Home to control various devices using voice commands. They can ask about the weather, set reminders, and control other IoT devices. Benefits: Convenience: The Johnsons can control their home environment remotely, adjusting settings even when they're not at home. Energy Efficiency: The smart thermostat and lighting system help save energy by optimizing usage based on occupancy and preferences. Security: Real-time monitoring and alerts enhance the security of their home, deterring potential intruders. Resource Management: The family can monitor energy and water usage, helping them make informed decisions about conservation. Challenges and Considerations: Privacy Concerns: Connected devices gather data about users' habits and preferences, raising concerns about data privacy. Compatibility: Not all smart devices are compatible with each other, making it important to choose a cohesive ecosystem. Initial Costs: Setting up a smart home requires an investment in devices and infrastructure. The Johnsons' experience with their smart home illustrates how IoT can significantly improve the quality of life and bring convenience to daily routines. The case study showcases how smart home automation, driven by IoT technology, offers homeowners the ability to control their environment, enhance security, and promote energy efficiency. As IoT continues to evolve, the concept of the smart home is likely to become more integrated into our lives, making our living spaces more comfortable and connected. Some questions for discussion: 1. What is the concept of a "smart home" in this case study, and how does IoT play a role in it? 2. Why do you think smart home automation is becoming increasingly popular? 3. Explain the functionality and benefits of the smart thermostat installed by the Johnsons. 4. How do IoT-enabled light bulbs contribute to both convenience and security in their home? 5. Describe the components and functions of the smart security system used by the Johnsons. 6. What advantages do the Johnsons gain from upgrading to smart appliances like the refrigerator with a built-in camera? 7. How do voice assistants enhance the Johnsons' control over their smart home devices? 8. Discuss the convenience aspects of the Johnsons' smart home. How does remote control improve their daily life? 9. How do the smart thermostat and lighting system help the Johnsons save energy? What role does optimization play? 10. Explain how the smart security system not only enhances security but also provides peace of mind. 11. Analyse the privacy concerns related to IoT devices in smart homes. How can users address these concerns? 12. Can you think of other real-life scenarios where IoT technology could be applied to enhance convenience, security, or energy efficiency? D.4 Identify the common uses of ICT in the real world • Link to D.1 and D.5 Understand how networks support the Internet of Things (IoT) and cloud computing. Example activity: Provide learners with a blank diagram of the IoT and cloud network architecture. Ask them to label and draw arrows to represent how data flows from an IoT device to the cloud and back. Encourage them to include labels for IoT devices, local networks, the internet, and cloud servers. E.g. Revise networks Revise IoT 152 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 3) Notes/Examples D.5 Differentiate between the components of an ICT system D.4, D.5, D.7 done together D.6 Explain how the adaptation of technology impacted the world we work and live in D.2, D.6, D.8, D.9 done together D.7 Present a basic understanding of the concept of input processing and output. Link to R.5 – R.7 Scenario: Smart Home Climate Control System Divide learners in pairs and let them create an IPO table to plot the different processes. Input: In a modern smart home, the climate control system is equipped with various sensors, including temperature sensors, humidity sensors, and motion sensors. The residents of the home have set their preferred temperature range to be between 22°C and 25°C and a humidity level of around 40-50%. The system also considers the residents' occupancy patterns, such as when they are at home and when they are away. Process: The smart home climate control system's microprocessor constantly receives input from the sensors, which monitor the temperature, humidity, and detect motion in different rooms of the house. The microprocessor analyses this data to determine the current climate conditions within the home. Output: Based on the processed information, the smart home climate control system takes appropriate actions to maintain the desired climate conditions. Here are some examples of how the system responds: If the temperature is below the lower threshold (22°C) and there are occupants in the room, the microprocessor activates the heating system to increase the temperature. If the temperature exceeds the upper threshold (25°C) and occupants are present, the microprocessor activates the air conditioning system to lower the temperature. If the humidity level falls below 40%, the microprocessor turns on a humidifier to increase humidity. When the motion sensors detect that there are no occupants in the house, the microprocessor adjusts the climate control settings to an energy-saving mode, maintaining a slightly wider temperature range to conserve energy. If no occupants are detected for an extended period, the system goes into a sleep mode, reducing power consumption until someone returns. By continually processing the input from various sensors, the microprocessor ensures that the smart home's climate control system operates efficiently, providing a comfortable living environment while optimizing energy usage based on occupancy patterns. Input Processing Output Temperatur e sensors Microprocessor collects temperature data Analyses indoor temperature for climate control Humidity sensors Microprocessor measures humidity levels Evaluates humidity for climate regulation Motion sensors Microprocessor detects occupancy status Adjusts climate settings based on occupancy User- defined preferences Microprocessor uses residents' settings Adapts climate settings to match user preferences Time of day data Microprocessor tracks day and night periods Optimizes climate control based on time of day Other environment al data (optional) Microprocessor processes additional data Customizes climate actions based on specific needs or environmental factors The IPO table outlines the inputs, processing, and outputs of the Smart Home Climate System. The microprocessor gathers data from temperature sensors, humidity sensors, motion sensors, user-defined preferences, and time-of-day. It then processes this information to analyse indoor temperature, humidity levels, occupancy status, and time of day. Based on this processing, the system adjusts climate settings to regulate temperature and humidity levels, for a comfortable living environment. It considers user-defined preferences for personalized comfort. The system can customize climate actions based on specific needs or environmental factors to optimize energy usage and promote energy-efficient practices. D.8 Interpret a pattern to represent or communicate a message or image D.2, D.6, D.8, D.9 done together D.9 Create a pattern to represent or communicate a message or image D.2, D.6, D.8, D.9 done together D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Combine with coding activities. 3.3.4 Term 4 Content (Grade 9 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7 and R.5 – R.7 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. C.1, C.2, C.3, C.4 and C.5 are done together C.3 Interpret and execute a given symbolic or written set of commands C.4 Debug a given symbolic or written set of instructions C.5 Evaluate a given solution towards potential improvement Example activity – Create a game Watch the following videos for ideas and use your experience from the games you wrote in previous terms to create a game of your choice Snakes & ladders boardgame: Creating dice https://youtu.be/qt3wjftisry Creating the board https://youtu.be/-aqt9jnyaok Playing the game https://youtu.be/1l3c0y4l6ou Maze Game https://youtu.be/zEH1JOIbD5o Racing Game https://youtu.be/aYnKI0fEXA4 C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to D.6 and D.7 and C.1 C.7 Create or complete a pattern to represent a data set C.6 and C.7 are done together as the activity require recognising and interpreting as well as completing a pattern Note: Concrete activities remain important as literature suggests that the primary weakness of today’s pedagogy of programming is that it does not provide enough opportunity for the novice to develop concrete operational skills, via the correct types of exercises…due to too much emphasis on writing large amounts of code, and problem solving. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis. Example activity Study the picture on the right. Each house pattern is built using a certain number of match sticks. 1) Complete the following table for pattern no 4, 7 and no 10 2) From the table above, Identify and describe the pattern 3) Look for a relationship between the number of match sticks and the number of houses, e.g. to build the single house (pattern no 1), you need 6 match sticks and for the two houses (pattern no 2) you need 11 match sticks, etc. Complete the table and describe the pattern between the pattern no and the number of match sticks, e.g. 1 and 5; 2 and 10, etc If n is the pattern no, use the relationship from above to generalise the pattern and represent the generalised pattern in symbolic format (using n) for each of the pattern numbers on the right CAPS CODING AND ROBOTICS 153 Content (Grade 9 / Term 3) Notes/Examples D.5 Differentiate between the components of an ICT system D.4, D.5, D.7 done together D.6 Explain how the adaptation of technology impacted the world we work and live in D.2, D.6, D.8, D.9 done together D.7 Present a basic understanding of the concept of input processing and output. Link to R.5 – R.7 Scenario: Smart Home Climate Control System Divide learners in pairs and let them create an IPO table to plot the different processes. Input: In a modern smart home, the climate control system is equipped with various sensors, including temperature sensors, humidity sensors, and motion sensors. The residents of the home have set their preferred temperature range to be between 22°C and 25°C and a humidity level of around 40-50%. The system also considers the residents' occupancy patterns, such as when they are at home and when they are away. Process: The smart home climate control system's microprocessor constantly receives input from the sensors, which monitor the temperature, humidity, and detect motion in different rooms of the house. The microprocessor analyses this data to determine the current climate conditions within the home. Output: Based on the processed information, the smart home climate control system takes appropriate actions to maintain the desired climate conditions. Here are some examples of how the system responds: If the temperature is below the lower threshold (22°C) and there are occupants in the room, the microprocessor activates the heating system to increase the temperature. If the temperature exceeds the upper threshold (25°C) and occupants are present, the microprocessor activates the air conditioning system to lower the temperature. If the humidity level falls below 40%, the microprocessor turns on a humidifier to increase humidity. When the motion sensors detect that there are no occupants in the house, the microprocessor adjusts the climate control settings to an energy-saving mode, maintaining a slightly wider temperature range to conserve energy. If no occupants are detected for an extended period, the system goes into a sleep mode, reducing power consumption until someone returns. By continually processing the input from various sensors, the microprocessor ensures that the smart home's climate control system operates efficiently, providing a comfortable living environment while optimizing energy usage based on occupancy patterns. Input Processing Output Temperatur e sensors Microprocessor collects temperature data Analyses indoor temperature for climate control Humidity sensors Microprocessor measures humidity levels Evaluates humidity for climate regulation Motion sensors Microprocessor detects occupancy status Adjusts climate settings based on occupancy User￾defined preferences Microprocessor uses residents' settings Adapts climate settings to match user preferences Time of day data Microprocessor tracks day and night periods Optimizes climate control based on time of day Other environment al data (optional) Microprocessor processes additional data Customizes climate actions based on specific needs or environmental factors The IPO table outlines the inputs, processing, and outputs of the Smart Home Climate System. The microprocessor gathers data from temperature sensors, humidity sensors, motion sensors, user-defined preferences, and time-of-day. It then processes this information to analyse indoor temperature, humidity levels, occupancy status, and time of day. Based on this processing, the system adjusts climate settings to regulate temperature and humidity levels, for a comfortable living environment. It considers user-defined preferences for personalized comfort. The system can customize climate actions based on specific needs or environmental factors to optimize energy usage and promote energy-efficient practices. D.8 Interpret a pattern to represent or communicate a message or image D.2, D.6, D.8, D.9 done together D.9 Create a pattern to represent or communicate a message or image D.2, D.6, D.8, D.9 done together D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Combine with coding activities. 3.3.4 Term 4 Content (Grade 9 / Term 4) Notes/Examples Coding C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7 and R.5 – R.7 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs. C.1, C.2, C.3, C.4 and C.5 are done together C.3 Interpret and execute a given symbolic or written set of commands C.4 Debug a given symbolic or written set of instructions C.5 Evaluate a given solution towards potential improvement Example activity – Create a game Watch the following videos for ideas and use your experience from the games you wrote in previous terms to create a game of your choice Snakes & ladders boardgame: Creating dice https://youtu.be/qt3wjftisry Creating the board https://youtu.be/-aqt9jnyaok Playing the game https://youtu.be/1l3c0y4l6ou Maze Game https://youtu.be/zEH1JOIbD5o Racing Game https://youtu.be/aYnKI0fEXA4 C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to D.6 and D.7 and C.1 C.7 Create or complete a pattern to represent a data set C.6 and C.7 are done together as the activity require recognising and interpreting as well as completing a pattern Note: Concrete activities remain important as literature suggests that the primary weakness of today’s pedagogy of programming is that it does not provide enough opportunity for the novice to develop concrete operational skills, via the correct types of exercises…due to too much emphasis on writing large amounts of code, and problem solving. By identifying patterns, we can predict what will come next and what will happen again and again in the same way. In Computer Science/coding we analyse patterns in data and make predictions and generalisations based on the pattern analysis. Example activity Study the picture on the right. Each house pattern is built using a certain number of match sticks. 1) Complete the following table for pattern no 4, 7 and no 10 2) From the table above, Identify and describe the pattern 3) Look for a relationship between the number of match sticks and the number of houses, e.g. to build the single house (pattern no 1), you need 6 match sticks and for the two houses (pattern no 2) you need 11 match sticks, etc. Complete the table and describe the pattern between the pattern no and the number of match sticks, e.g. 1 and 5; 2 and 10, etc If n is the pattern no, use the relationship from above to generalise the pattern and represent the generalised pattern in symbolic format (using n) for each of the pattern numbers on the right 154 CURRICULUM AND ASSESSMENT POLICY STATEMENT Content (Grade 9 / Term 4) Notes/Examples Robotics R.3 Outline the different components of a robot R.3, R.5, R.6 and R.7 done together R.5 Design a simple artefact based on a set of design instructions The learners must be able to apply the principles of design thinking to develop an artefact that deploys at least 2 sensors, an actuator, and other components. The learner may also decide to incorporate any additional sensors, or controls and communication with another microcontroller. The learner should present the overall design of their artefact, its purpose and how it is to operate. The theme for the project is a SMART device. Examples of such projects are: - a smart home, or - smart farm/hydroponic system, - or even a smart robot (E.g., Balloon popper etc.) R.6 Mimic the operations of a robot R.7 Create, test and execute a set of robotic instructions Final Project Example Project – Smart Home The learners must construct their artefact from materials and smart home from recycled material. R.4 – Present an understanding of how robots affect the world. Example Activity The learners can brainstorm on how the development of creative solutions to address concerns related to robot-human interactions, employment shifts, and privacy concerns, promoting responsible and ethical implementation could be addressed in the 4IR+ society The learners should be able to • Explain the possibilities of advanced robots with artificial intelligence, considering their impact on employment, social structures, and human interaction. • Discuss the advantages and disadvantages of utilizing robots in dangerous situations and space exploration. Digital Concepts Content (Grade 9 / Term 4) Notes/Examples D.1 Outline the concept of technology and purpose of information technology (IT) D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.5 D.4 Identify the common uses of ICT in the real world Link to D.1 and D.5 D.5 Differentiate between the components of an ICT system Link to D.4 D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 D.7 Present a basic understanding of the concept of input processing and output. Link to D.3, C.1-C.5 and R.5-R.7 D.8 Interpret a pattern to represent or communicate a message or image. D.9 Create a pattern to represent or communicate a message or image. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Consolidate all outcomes into one or two activities. Consolidation activity: Create a visual representation of your ideal smart home by sketching or using digital design tools. Include rooms, devices, connections, and designated roles for family members or role players within your smart home. Be sure to consider the layout, placement of devices, and how you interact to make your home more efficient and enjoyable. Learners will need a piece of paper, pencils, markers, and any other materials they want to use to create their visual representation. This activity can be done in groups of 3 – 4. Steps to follow: Brainstorm ideas: Brainstorm a list of features they would like their ideal smart home to have. This could include things like: • Smart lights that can be turned on and off with a voice command or a gesture. • A security system that can be monitored remotely. • A thermostat that can be adjusted automatically to save energy. • A doorbell that can send a notification to your phone when someone is at the door. • A robot vacuum cleaner that can clean the floors without you having to lift a finger. • A smart lock that can be unlocked with your fingerprint. • A smart speaker that can play music, set alarms, and answer questions. • A smart TV that can stream movies and shows, control other devices, and even make video calls Draw a floor plan: Draw a floor plan of their ideal smart home. Label each room and indicate where the different devices would be located. Add rules for use: Add rules for how the different devices in your smart home would be used. For example, you might decide that the lights can only be turned on and off by adults, or that the security system can only be activated when someone is home. Connect the devices: Indicate how the different devices in your smart home would be connected to each other. This could be done with wires, Wi-Fi, or Bluetooth. Label the devices: Label each device in their smart home with its name and function. Describe the communication between devices: Describe how the different devices in your smart home would communicate with each other. For example, the lights would automatically turn on when the security system is activated, or the thermostat would adjust itself to save energy when no one is home. Describe the security features: Describe the security features that would be in your smart home. This could include things like motion sensors, door and window sensors, and security cameras. Describe the use for each role player: Describe how each person in the household would use the different devices in the smart home. For example, parents would use the security system to keep their children safe, or the children would use the robot vacuum cleaner to help them with their chores. Once learners have completed this activity, they will create a visual representation of their ideal smart home. They will also have a better understanding of how smart homes work and how they can be used to make life more convenient and efficient. Additional tips for this activity: Encourage learners to be creative and think outside the box. There are no right or wrong answers when it comes to designing a smart home. Help learners to research different smart home devices and features. This will give them a better understanding of the options available to them. Encourage learners to collaborate with each other. This will help them to come up with more creative and innovative ideas. Allow learners to revise their designs as needed. This is a learning process, and it is important to give learners the opportunity to make mistakes and learn from them. The activity can be extended to include a garden system. CAPS CODING AND ROBOTICS 155 Content (Grade 9 / Term 4) Notes/Examples Robotics R.3 Outline the different components of a robot R.3, R.5, R.6 and R.7 done together R.5 Design a simple artefact based on a set of design instructions The learners must be able to apply the principles of design thinking to develop an artefact that deploys at least 2 sensors, an actuator, and other components. The learner may also decide to incorporate any additional sensors, or controls and communication with another microcontroller. The learner should present the overall design of their artefact, its purpose and how it is to operate. The theme for the project is a SMART device. Examples of such projects are: - a smart home, or - smart farm/hydroponic system, - or even a smart robot (E.g., Balloon popper etc.) R.6 Mimic the operations of a robot R.7 Create, test and execute a set of robotic instructions Final Project Example Project – Smart Home The learners must construct their artefact from materials and smart home from recycled material. R.4 – Present an understanding of how robots affect the world. Example Activity The learners can brainstorm on how the development of creative solutions to address concerns related to robot-human interactions, employment shifts, and privacy concerns, promoting responsible and ethical implementation could be addressed in the 4IR+ society The learners should be able to • Explain the possibilities of advanced robots with artificial intelligence, considering their impact on employment, social structures, and human interaction. • Discuss the advantages and disadvantages of utilizing robots in dangerous situations and space exploration. Digital Concepts Content (Grade 9 / Term 4) Notes/Examples D.1 Outline the concept of technology and purpose of information technology (IT) D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.5 D.4 Identify the common uses of ICT in the real world Link to D.1 and D.5 D.5 Differentiate between the components of an ICT system Link to D.4 D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 D.7 Present a basic understanding of the concept of input processing and output. Link to D.3, C.1-C.5 and R.5-R.7 D.8 Interpret a pattern to represent or communicate a message or image. D.9 Create a pattern to represent or communicate a message or image. D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7 Consolidate all outcomes into one or two activities. Consolidation activity: Create a visual representation of your ideal smart home by sketching or using digital design tools. Include rooms, devices, connections, and designated roles for family members or role players within your smart home. Be sure to consider the layout, placement of devices, and how you interact to make your home more efficient and enjoyable. Learners will need a piece of paper, pencils, markers, and any other materials they want to use to create their visual representation. This activity can be done in groups of 3 – 4. Steps to follow: Brainstorm ideas: Brainstorm a list of features they would like their ideal smart home to have. This could include things like: • Smart lights that can be turned on and off with a voice command or a gesture. • A security system that can be monitored remotely. • A thermostat that can be adjusted automatically to save energy. • A doorbell that can send a notification to your phone when someone is at the door. • A robot vacuum cleaner that can clean the floors without you having to lift a finger. • A smart lock that can be unlocked with your fingerprint. • A smart speaker that can play music, set alarms, and answer questions. • A smart TV that can stream movies and shows, control other devices, and even make video calls Draw a floor plan: Draw a floor plan of their ideal smart home. Label each room and indicate where the different devices would be located. Add rules for use: Add rules for how the different devices in your smart home would be used. For example, you might decide that the lights can only be turned on and off by adults, or that the security system can only be activated when someone is home. Connect the devices: Indicate how the different devices in your smart home would be connected to each other. This could be done with wires, Wi-Fi, or Bluetooth. Label the devices: Label each device in their smart home with its name and function. Describe the communication between devices: Describe how the different devices in your smart home would communicate with each other. For example, the lights would automatically turn on when the security system is activated, or the thermostat would adjust itself to save energy when no one is home. Describe the security features: Describe the security features that would be in your smart home. This could include things like motion sensors, door and window sensors, and security cameras. Describe the use for each role player: Describe how each person in the household would use the different devices in the smart home. For example, parents would use the security system to keep their children safe, or the children would use the robot vacuum cleaner to help them with their chores. Once learners have completed this activity, they will create a visual representation of their ideal smart home. They will also have a better understanding of how smart homes work and how they can be used to make life more convenient and efficient. Additional tips for this activity: Encourage learners to be creative and think outside the box. There are no right or wrong answers when it comes to designing a smart home. Help learners to research different smart home devices and features. This will give them a better understanding of the options available to them. Encourage learners to collaborate with each other. This will help them to come up with more creative and innovative ideas. Allow learners to revise their designs as needed. This is a learning process, and it is important to give learners the opportunity to make mistakes and learn from them. The activity can be extended to include a garden system. 156 CURRICULUM AND ASSESSMENT POLICY STATEMENT 4 SECTION 4 ASSESSMENT 4.1 ASSESSMENT Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement, evaluating this evidence, recording the findings and using this information to understand and thereby assist the learner’s development to improve the process of learning and teaching. Assessment involves activities that are undertaken throughout the year. Assessment comprises two different but related activities: informal daily assessment (assessment for learning) and formal assessment (assessment of learning). Assessment in Coding and Robotics should encourage computational thinking practices, i.e. integrating the power of human thinking with the capabilities of ICTs and computer programming. However, cognisance should also be taken of what is being assessed. Certain competencies are best assessed with particular forms of assessment. Different kinds of assessments are appropriate to the competencies necessary for different topics at different age groups. It is useful to use an observation checklist to assess learners measuring in the early grades. Rubrics, for example, can be used to evaluate learner’s Coding and Robotics as well as problem solving skills. Assessment involves activities that are undertaken throughout the year. In grades 7 – 9 assessment comprises two different but related activities: informal daily assessment (assessment for learning) and formal assessment (assessment of learning). Assessment in Coding and Robotics should encourage computational thinking practices, i.e. integrating the power of human thinking with the capabilities of ICTs and computer programming. 4.1.1 Informal or daily assessment Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is the daily monitoring of learners’ daily progression and should also focus on how learners learn and retain new information. It should therefore include retrieval practice (as described by the science of learning –section 2.7.4) as well as deliberate practise (See Section 2.7.5). Trying to remember something enhances memory, and teachers can use quizzes or self-tests for this purpose. As learners learn and retain new information by focusing on the meaning of the content, teachers can assign tasks that require learners to explain or organise the material (e.g. concept maps), which helps them think about the meaning of content. In learning Coding and Robotics, practise is also essential, and teachers can focus on regular practise and retrieval as well as spaced practise and retrieval over time to aid long-term retention. Teachers can also interleave different types of practice and use multiple modalities to enhance learning Informal assessment and retrieval practise may be as simple as stopping during the lesson to ask questions or have learners writing down what they can remember about what was learned in a previous lesson and provide feedback to the learners. Informal assessment does not need be recorded. It is part of all learning activities taking place in the classroom. Learners or teachers can mark these tasks. Self-assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not used for promotion and certification purposes. 4.1.2 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and CAPS CODING AND ROBOTICS 157 4 SECTION 4 ASSESSMENT 4.1 ASSESSMENT Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement, evaluating this evidence, recording the findings and using this information to understand and thereby assist the learner’s development to improve the process of learning and teaching. Assessment involves activities that are undertaken throughout the year. Assessment comprises two different but related activities: informal daily assessment (assessment for learning) and formal assessment (assessment of learning). Assessment in Coding and Robotics should encourage computational thinking practices, i.e. integrating the power of human thinking with the capabilities of ICTs and computer programming. However, cognisance should also be taken of what is being assessed. Certain competencies are best assessed with particular forms of assessment. Different kinds of assessments are appropriate to the competencies necessary for different topics at different age groups. It is useful to use an observation checklist to assess learners measuring in the early grades. Rubrics, for example, can be used to evaluate learner’s Coding and Robotics as well as problem solving skills. Assessment involves activities that are undertaken throughout the year. In grades 7 – 9 assessment comprises two different but related activities: informal daily assessment (assessment for learning) and formal assessment (assessment of learning). Assessment in Coding and Robotics should encourage computational thinking practices, i.e. integrating the power of human thinking with the capabilities of ICTs and computer programming. 4.1.1 Informal or daily assessment Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is the daily monitoring of learners’ daily progression and should also focus on how learners learn and retain new information. It should therefore include retrieval practice (as described by the science of learning –section 2.7.4) as well as deliberate practise (See Section 2.7.5). Trying to remember something enhances memory, and teachers can use quizzes or self-tests for this purpose. As learners learn and retain new information by focusing on the meaning of the content, teachers can assign tasks that require learners to explain or organise the material (e.g. concept maps), which helps them think about the meaning of content. In learning Coding and Robotics, practise is also essential, and teachers can focus on regular practise and retrieval as well as spaced practise and retrieval over time to aid long-term retention. Teachers can also interleave different types of practice and use multiple modalities to enhance learning Informal assessment and retrieval practise may be as simple as stopping during the lesson to ask questions or have learners writing down what they can remember about what was learned in a previous lesson and provide feedback to the learners. Informal assessment does not need be recorded. It is part of all learning activities taking place in the classroom. Learners or teachers can mark these tasks. Self-assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not used for promotion and certification purposes. 4.1.2 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, etc. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and subject. Coding and Robotics has three strands with vital practical components regarding the Coding and Robotics strands. Both the Coding and Robotics strands include mini–Practical Assessment Tasks (PATs) which together will make up 33,3% of the Final Examination mark (20 out of a possible 60). The following tables provide the formal assessment requirements for Coding and Robotics: dĂďůĞ ϰͲϭϮ DŝŶŝŵƵŵĨŽƌŵĂůĂƐƐĞƐƐŵĞŶƚƌĞƋƵŝƌĞŵĞŶƚƐĨŽƌŽĚŝŶŐĂŶĚZŽďŽƚŝĐƐ Informal Assessment Formal Assessment per Term Practical Tasks and Theory Test/Examination Total Enabling Activities/Tasks Practical Tasks Term Test/Examination Term Mark Term 1 0% 70% (1 Coding + 1 Robotics – 35+35) 30% 100% Term 2 70% (1 Coding + 1 Robotics – 35+35) 30% 100% Term 3 70% (1 Coding + 1 Robotics – 35+35) 30% 100% Term 4 70 marks = 100% No Test 100% Promotion Mark CASS Component: 40% Final Examination Component: 60% Continuous Assessment: Test + Practical Tasks: 40 Combined Practical Tasks: 20 Examination: 40 Promotion Term 1 + Term 2+ Term 3 + Term 4 T1 + T2 + T3 + T4 40 100 10 + 10 + 10 + 10 5 + 5 + 5 + 5 Note: The practical tasks must include practical content/application with regards to • Coding (e.g. develop code for a coding task/problem – refer to C.2) • Robotics (e.g. creating robotics artefacts – refer to R.5 – R.7) Practical tasks for robotics could be done and assessed in pairs. The tests and examination must include theoretical content with regards to • Coding (e.g. writing an algorithm, correcting/debugging or evaluating a coding algorithm/solution, explaining what code does, interpreting/creating patterns, etc.) • Robotics (e.g. What a robot is, types of robots, impact of robots, etc.) • Digital concepts The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. 4.2 PROBLEM-BASED LEARNING Assessment in Coding and Robotics can be done assessing the learner in action, for example, watching the learner solving the problem without stopping the moment. This can be done using the following strategies: 4.2.1 Individual Problem-based Learning (coding) Problem solving is the process of designing, evaluating, and implementing a strategy to answer question, complete a task or achieve a desired goal. 4.2.1.1 Types of problems In terms of coding, typically, problems could require learners to 158 CURRICULUM AND ASSESSMENT POLICY STATEMENT • provide missing code instructions (code instructions are provided with some instructions or code elements missing / to be completed or • choose the correct solution from 2-3 options or • work through (trace) / act out code to determine if it is correct and correct if required or • rewrite a set of coding instructions to be more efficient or • compare different solutions to evaluate efficiency or • translate verbal/written instructions to code (e.g. packing arrows) • develop the solution/algorithm (code instructions) themselves using computational thinking and following problem-solving process. The above will depend on the competency the learner needs to demonstrate. Coding problems need to gradually increase in terms of complexity. 4.2.1.2 Assessing problem-based learning (coding) The learner is assigned a problem he/she must solve and in doing so • needs to understand the problem. • analyses the problem (what is given and what is needed / what is important and what can be ignored - abstraction). • identifies the main steps (abstraction / high level solution). • identifies the detailed steps (decomposition / breaking down the main steps). • Identifies patterns to determine the need for using coding structures such as repetition. • implements and tests the solution (algorithm). • debugs the solution if required. Refer to Annexure A for rubric example to assess problem solving. 4.2.2 Cooperative Learning Instead of encouraging learners to compete for grades or achievement, cooperative learning asks them to work together and participate in group learning activities (small groups, e.g. 4 learners), under the guidance of a teacher. Assessing cooperative learning in Senior Phase Coding and Robotics Example rubric to assess cooperative learning activity: Defining a robot and its different parts. Refer to Section 2.6.2.1 for example cooperative learning activity. Refer to Annexure A for rubric example to assess cooperative learning. 4.2.3 Pair Programming Assessing pair programming in Senior Phase Coding and Robotics Example rubric to assess cooperative learning activity: Identifying, completing and creating patterns. Refer to Section 2.6.2.2 for example pair programming learning activity. Refer to Annexure A for rubric example to assess pair programming. 4.3 RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her / his readiness to progress or being promoted to the CAPS CODING AND ROBOTICS 159 • provide missing code instructions (code instructions are provided with some instructions or code elements missing / to be completed or • choose the correct solution from 2-3 options or • work through (trace) / act out code to determine if it is correct and correct if required or • rewrite a set of coding instructions to be more efficient or • compare different solutions to evaluate efficiency or • translate verbal/written instructions to code (e.g. packing arrows) • develop the solution/algorithm (code instructions) themselves using computational thinking and following problem-solving process. The above will depend on the competency the learner needs to demonstrate. Coding problems need to gradually increase in terms of complexity. 4.2.1.2 Assessing problem-based learning (coding) The learner is assigned a problem he/she must solve and in doing so • needs to understand the problem. • analyses the problem (what is given and what is needed / what is important and what can be ignored - abstraction). • identifies the main steps (abstraction / high level solution). • identifies the detailed steps (decomposition / breaking down the main steps). • Identifies patterns to determine the need for using coding structures such as repetition. • implements and tests the solution (algorithm). • debugs the solution if required. Refer to Annexure A for rubric example to assess problem solving. 4.2.2 Cooperative Learning Instead of encouraging learners to compete for grades or achievement, cooperative learning asks them to work together and participate in group learning activities (small groups, e.g. 4 learners), under the guidance of a teacher. Assessing cooperative learning in Senior Phase Coding and Robotics Example rubric to assess cooperative learning activity: Defining a robot and its different parts. Refer to Section 2.6.2.1 for example cooperative learning activity. Refer to Annexure A for rubric example to assess cooperative learning. 4.2.3 Pair Programming Assessing pair programming in Senior Phase Coding and Robotics Example rubric to assess cooperative learning activity: Identifying, completing and creating patterns. Refer to Section 2.6.2.2 for example pair programming learning activity. Refer to Annexure A for rubric example to assess pair programming. 4.3 RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her / his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in several ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the Table below. 4.4 GENERAL This document should be read in conjunction with: • National policy pertaining to the programme and promotion requirements of national Curriculum statement Grades R-12; and • The policy document, National Protocol for Assessment Grades R-12 160 CURRICULUM AND ASSESSMENT POLICY STATEMENT EEyhZ͗dZD/EK>K'z The following tables provide clarity on terminology used in the Coding and Robotics CAPS ͘ϭ K/E' dĂďůĞ Ͳϭϯ ŽĚŝŶŐͲ ůĂƌŝĨŝĐĂƚŝŽŶŽĨĐŽŶĐĞƉƚƐĂŶĚƚĞƌŵƐ Term/Concept Explanation Algorithm An algorithm is a set of logical instructions/commands that a human or computer can execute to solve a specific problem or accomplish a particular task. It is a computational process that uses a finite number of steps (logical instructions or commands), carried out in a specific sequence to solve a problem. Coding Coding is the process of writing instructions that a computer can understand and execute These instructions are written in a programming language, which is a set of rules that define how the instructions should be written. The purpose of coding is to create software programs that can perform specific tasks, such as running a website, playing a video game, or analysing data. Computation In computing, computation refers to any type of arithmetic or non-arithmetic calculation that is well-defined. It can involve mathematical equations, computer algorithms, and other types of calculations. Computational Thinking It refers to a problem-solving approach that involves breaking down complex problems into smaller, more manageable parts and using algorithms and logical reasoning to solve them. It involves skills such as abstraction, decomposition, pattern recognition, and algorithmic thinking. It is a way of thinking that is used in computer science, but it can also be applied to other fields. In education, computational thinking is used to teach learners how to think logically and solve problems systematically. Conditional (choice/ decision) statement A control structure that selects one alternative from two or more possible execution sequences to be executed Control statement A control structure that is used to modify the order in which instructions are executed such as a loop or conditional statement Event A signal or notification that something has happened. Expression Refers to a combination of one or more values, operators that can be evaluated to produce a result. Input In computing, input refers to the data that is entered into a computer system, such as text, images, or sound, IPO table Input-Processing-Output table describes the inputs processing and outputs of program. Loop statement A control structure that allows a sequence of instructions to be continually repeated until a certain condition is reached Operator Operators are symbols or keywords that represent computations or actions performed on operands. Operators include: Arithmetic operators (+, -, x, /, modulo), comparison operators (=, >, <, ≤, ≥, ≠), Boolean operators OR, AND, NOT, string operators for manipulating strings/text (length, concatenate, indexing) Operators provide the building blocks for creating expressions and performing operations Output In computing, output refers to the result of the processed data that is presented to the user in a usable format. This can be in the form of text, sound, image, or video. Processing In computing, processing refers to the operations performed by the computer to manipulate or analyse the input data. Program A program is a sequence of instructions that a computer can execute to perform a specific task. Trace table In programming, a trace table is a technique used to test an algorithm and predict step by step how the computer will run the algorithm. Statements are executed step by step, and the values of variables change as an assignment statement is executed. A trace table simulates the flow of execution by showing the values of variables at each step of the algorithm. Trace tables are typically used by novice programmers to understand how an algorithm works and to identify errors in the algorithm 2 Variable In programming, a variable is a named storage location that holds a value or data. Variables are essential for storing and manipulating data in computer programs. The values in variables can change during the execution of a program. CAPS CODING AND ROBOTICS 161 EEyhZ͗dZD/EK>K'z The following tables provide clarity on terminology used in the Coding and Robotics CAPS ͘ϭ K/E' dĂďůĞ Ͳϭϯ ŽĚŝŶŐͲ ůĂƌŝĨŝĐĂƚŝŽŶŽĨĐŽŶĐĞƉƚƐĂŶĚƚĞƌŵƐ Term/Concept Explanation Algorithm An algorithm is a set of logical instructions/commands that a human or computer can execute to solve a specific problem or accomplish a particular task. It is a computational process that uses a finite number of steps (logical instructions or commands), carried out in a specific sequence to solve a problem. Coding Coding is the process of writing instructions that a computer can understand and execute These instructions are written in a programming language, which is a set of rules that define how the instructions should be written. The purpose of coding is to create software programs that can perform specific tasks, such as running a website, playing a video game, or analysing data. Computation In computing, computation refers to any type of arithmetic or non-arithmetic calculation that is well-defined. It can involve mathematical equations, computer algorithms, and other types of calculations. Computational Thinking It refers to a problem-solving approach that involves breaking down complex problems into smaller, more manageable parts and using algorithms and logical reasoning to solve them. It involves skills such as abstraction, decomposition, pattern recognition, and algorithmic thinking. It is a way of thinking that is used in computer science, but it can also be applied to other fields. In education, computational thinking is used to teach learners how to think logically and solve problems systematically. Conditional (choice/ decision) statement A control structure that selects one alternative from two or more possible execution sequences to be executed Control statement A control structure that is used to modify the order in which instructions are executed such as a loop or conditional statement Event A signal or notification that something has happened. Expression Refers to a combination of one or more values, operators that can be evaluated to produce a result. Input In computing, input refers to the data that is entered into a computer system, such as text, images, or sound, IPO table Input-Processing-Output table describes the inputs processing and outputs of program. Loop statement A control structure that allows a sequence of instructions to be continually repeated until a certain condition is reached Operator Operators are symbols or keywords that represent computations or actions performed on operands. Operators include: Arithmetic operators (+, -, x, /, modulo), comparison operators (=, >, <, ≤, ≥, ≠), Boolean operators OR, AND, NOT, string operators for manipulating strings/text (length, concatenate, indexing) Operators provide the building blocks for creating expressions and performing operations Output In computing, output refers to the result of the processed data that is presented to the user in a usable format. This can be in the form of text, sound, image, or video. Processing In computing, processing refers to the operations performed by the computer to manipulate or analyse the input data. Program A program is a sequence of instructions that a computer can execute to perform a specific task. Trace table In programming, a trace table is a technique used to test an algorithm and predict step by step how the computer will run the algorithm. Statements are executed step by step, and the values of variables change as an assignment statement is executed. A trace table simulates the flow of execution by showing the values of variables at each step of the algorithm. Trace tables are typically used by novice programmers to understand how an algorithm works and to identify errors in the algorithm 2 Variable In programming, a variable is a named storage location that holds a value or data. Variables are essential for storing and manipulating data in computer programs. The values in variables can change during the execution of a program. ͘Ϯ ZKKd/^ dĂďůĞ Ͳϭϰ ZŽďŽƚŝĐƐͲ ůĂƌŝĨŝĐĂƚŝŽŶŽĨĐŽŶĐĞƉƚƐĂŶĚƚĞƌŵƐ Term/Concept Explanation Actuator Refers to a device that converts energy into physical motion, such as rotation or translation. Actuators are often called the muscles of robots, as they enable robots to perform various tasks and interact with the environment Binary Code Refers to a system of representing data using only two symbols, typically 0 and 1. It is the foundation of digital technology and is used in computers and other digital devices to store, process, and transmit data and information. Boolean Logic Refers to is a branch of mathematics and logic that deals with the values of true and false, usually denoted by 1 and 0. Boolean logic uses operators such as AND, OR, and NOT to combine and manipulate these values, and to create expressions that represent logical conditions. Capacitor Refers to a type of electronic component that can store electric charge or energy when voltage is applied across it. Controller Refers to a device that commands, directs, and regulates the behaviour of a robotic system. It takes input signals from the robot’s sensors, processes them based on programmed instructions, and then sends output signals to the robot’s actuators to perform the desired actions. Logic Gates Refers to devices that perform logical operations on one or more binary inputs and produce a single binary output. They are the basic building blocks of digital circuits and systems, such as computers, calculators, and phones. Microcontroller Refer to a type of small computer that can control the functions and behaviour of a robotic system. It generally consists of a processor, memory, input/output ports and other peripherals that can be programmed to perform specific tasks. It can receive data from sensors, process it according to the programmed instructions and send commands to actuators. Robot A robot is a machine that can perform a series of actions automatically, either by being programmed by a computer or by being guided by an external control device. Sensor Refers to a device that can measure or detect some physical property of the environment or the robot itself and convert it into an electrical signal. Examples include light sensor, touch sensor, sound sensor, etc. Servo Refers to a type of motor that can rotate or move to a specific position, angle, or speed with high accuracy and precision. ͘ϯ /'/d>KEWd^ dĂďůĞ Ͳϭϱ ŝŐŝƚĂůŽŶĐĞƉƚƐͲ ůĂƌŝĨŝĐĂƚŝŽŶŽĨĐŽŶĐĞƉƚƐĂŶĚƚĞƌŵƐ Term/Concept Explanation Cipher A cipher, also known as an encryption algorithm, is a set of well-defined rules used to transform information into a scrambled form, called ciphertext. It is used to encrypt messages so that they can only be read by someone who knows how to decrypt them. Cloud Refers to the use of remote servers over the internet to store, process, and access data and applications. Cloud Computing Refers to the on-demand availability of computing resources, such as storage, infrastructure, software, and data, over the internet. Computing device A general-purpose machine that can execute instructions for any data processing purpose. A computing device can receive input, do something with the input and provide a result or output. Cybercrime It refers to any illegal activity that involves or uses a computer, a computer network, or a networked device. Cybercrime can target individuals, corporations, or governments, and can cause various types of harm, such as financial loss, identity theft, privacy violation, or data damage. Data Raw, unprocessed facts and figures. Decode Reconstructing the original (encoded) information. It involves taking an encoded representation and converting it back into its original form Decrypt The reverse process of encryption, taking ciphertext and using the appropriate key to convert it back into its original, readable plaintext form. Digital Citizen A person who uses the Internet and other digital technology to communicate with other and engage in society. Digital Citizenship The ability to participate in online society. 162 CURRICULUM AND ASSESSMENT POLICY STATEMENT It includes concepts like respecting others' privacy, avoiding cyberbullying, netiquette, digital health and welfare, ability to assess the credibility and reliability of online information, intellectual property, impact and responsibility of online actions and deeds. Digital Footprint The trail of traceable digital activities, actions, contributions, and communications one leaves behind when using the Internet or digital devices. Encode Converting information into a specific format (transforming data or messages into another format) Encrypt The process of transforming readable data (plaintext) into an unreadable, scrambled form (ciphertext) using a cryptographic algorithm (cipher) and a secret key. Hardware The physical building blocks of a computing device or the tangible parts you can see and touch. It includes: • Central Processing Unit (CPU): the component responsible for executing instructions. • Random Access Memory (RAM): Component for temporary storage of programs and data the computing device is currently working with. • Storage devices: E.g. hard drives, solid-state drives (SSDs), for permanent data storage. • Input devices such as keyboard, mouse, screen, microphone mouse, used to interact with the computer. • Output devices such as screen, speakers, printer, etc., used to display and output information. Information Data that has been processed and organised to convey meaning. Information and Communications Technology (ICT) ICT is the use of computing and telecommunication technologies, systems, and tools to facilitate the way information is created, collected, processed, transmitted, accessed and stored Information Technology (IT) IT refers to the use of computer systems to manage, process, protect, and exchange data and information. Input In computing, input refers to the data that is entered into a computer system, such as text, images, or sound. Internet Refers to a global network of interconnected computers and other devices that use standardised communication protocols to exchange data and information. It allows billions of users worldwide to access and share a vast array of resources, including websites, documents, images, videos, and more. Internet of Things (IoT) It is the term for the network of physical devices, such as sensors, cameras, machines, and appliances, that can collect and share data over the internet or other communication networks. IoT devices can be controlled remotely, monitored in real time, and programmed to perform various tasks. IoT can be used for many purposes, such as smart homes, smart agriculture, smart healthcare, smart manufacturing, and smart transportation. Output In computing, output refers to the result of the processed data that is presented to the user in a usable format. This can be in the form of text, sound, image, or video. Personal information In computing, personal information or personal data is any information that can identify a person, from one’s name and address to one’s device identifier and account number. Processing In computing, processing refers to the operations performed by the computer to manipulate or analyse the input data. This includes executing software applications, performing calculations, sorting and filtering data, and running programs. Software The intangible programs and applications (instructions) that give life to the physical components. Examples include: • Operating System (OS) that manages the hardware resources and provides a platform for running other programs. (e.g., Windows, macOS, Linux) • Application software: Specific programs designed for performing tasks like word processing, image editing, games, etc. • Programming languages used to create new software by writing instructions the computer can understand. Technology Encompasses any tool, technique, or process used to solve problems and manipulate our environment. Technology is designed with a purpose of solving problems that meet human needs and wants. It refers to tools, machines, or devices that make our lives easier or better. World Wide Web (WWW) Refers to an information system that enables content sharing over the Internet through user￾friendly ways. It allows documents and other web resources to be accessed over the Internet according to specific rules CAPS CODING AND ROBOTICS 163 It includes concepts like respecting others' privacy, avoiding cyberbullying, netiquette, digital health and welfare, ability to assess the credibility and reliability of online information, intellectual property, impact and responsibility of online actions and deeds. Digital Footprint The trail of traceable digital activities, actions, contributions, and communications one leaves behind when using the Internet or digital devices. Encode Converting information into a specific format (transforming data or messages into another format) Encrypt The process of transforming readable data (plaintext) into an unreadable, scrambled form (ciphertext) using a cryptographic algorithm (cipher) and a secret key. Hardware The physical building blocks of a computing device or the tangible parts you can see and touch. It includes: • Central Processing Unit (CPU): the component responsible for executing instructions. • Random Access Memory (RAM): Component for temporary storage of programs and data the computing device is currently working with. • Storage devices: E.g. hard drives, solid-state drives (SSDs), for permanent data storage. • Input devices such as keyboard, mouse, screen, microphone mouse, used to interact with the computer. • Output devices such as screen, speakers, printer, etc., used to display and output information. Information Data that has been processed and organised to convey meaning. Information and Communications Technology (ICT) ICT is the use of computing and telecommunication technologies, systems, and tools to facilitate the way information is created, collected, processed, transmitted, accessed and stored Information Technology (IT) IT refers to the use of computer systems to manage, process, protect, and exchange data and information. Input In computing, input refers to the data that is entered into a computer system, such as text, images, or sound. Internet Refers to a global network of interconnected computers and other devices that use standardised communication protocols to exchange data and information. It allows billions of users worldwide to access and share a vast array of resources, including websites, documents, images, videos, and more. Internet of Things (IoT) It is the term for the network of physical devices, such as sensors, cameras, machines, and appliances, that can collect and share data over the internet or other communication networks. IoT devices can be controlled remotely, monitored in real time, and programmed to perform various tasks. IoT can be used for many purposes, such as smart homes, smart agriculture, smart healthcare, smart manufacturing, and smart transportation. Output In computing, output refers to the result of the processed data that is presented to the user in a usable format. This can be in the form of text, sound, image, or video. Personal information In computing, personal information or personal data is any information that can identify a person, from one’s name and address to one’s device identifier and account number. Processing In computing, processing refers to the operations performed by the computer to manipulate or analyse the input data. This includes executing software applications, performing calculations, sorting and filtering data, and running programs. Software The intangible programs and applications (instructions) that give life to the physical components. Examples include: • Operating System (OS) that manages the hardware resources and provides a platform for running other programs. (e.g., Windows, macOS, Linux) • Application software: Specific programs designed for performing tasks like word processing, image editing, games, etc. • Programming languages used to create new software by writing instructions the computer can understand. Technology Encompasses any tool, technique, or process used to solve problems and manipulate our environment. Technology is designed with a purpose of solving problems that meet human needs and wants. It refers to tools, machines, or devices that make our lives easier or better. World Wide Web (WWW) Refers to an information system that enables content sharing over the Internet through user￾friendly ways. It allows documents and other web resources to be accessed over the Internet according to specific rules EEyhZ͗^^^^DEdyDW>^ ͘ϭ KKWZd/s>ZE/E' Example rubric to assess cooperative learning activity: Defining a robot and its different parts (See section 2.6.1). Learner name #Definition of robot #Flashcards used well. #Drawing illustrates robot *Learner fulfilled role well 1. 2. 3. 4. #Replace with suitable criteria depending on the task/problem *Will remain the same irrespective of task/problem Note: Although all learners in the group get the same mark for the first three criteria, each learner gets an individual mark for the “Learner fulfilled role well” – this is based on how well each learner contributed based on their set role. The teacher can give mark these while learners are completing the activity and hence it should not require much extra time. Each of the aspects listed in the table above, could be assessed using the following example: Aspect assessed Beginning (1) Developing (2) Accomplished (3) Exemplary (4) Definition of concept, e.g. robot Key information is missing (e.g. no parts included) and the definition is unclear and difficult to follow Some key information is included, and the definition is fairly clear and easy to follow but may be incomplete not well organised. Most of the key information is included (e.g. most of the parts) and it is mostly well￾organised and easy to follow The learner demonstrates full understanding in that the definition is well-organised, complete, and easy to follow. Flashcard utilised well Flashcards are not used effectively Some attempt is made to use the flashcard to explain the concept, but it lacks detail and key information Flashcards are used appropriately to explain the concept and includes most of the key information Flashcards used effectively/innovatively to support a complete explanation of the concept and all key information Drawing illustrates concept, e.g. robot Drawing attempts to convey the concept, but the drawing is incomplete and/or difficult to interpret Drawing includes some relevant details that may not all be accurate and conveys the concept but lack detail Drawing includes most of the relevant and accurate details that appropriately convey the concept drawing includes rich, and accurate details that effectively convey the concept. Learner fulfilled role well Learner does not understand his/her role and makes no contribution or unrelated contributions Shares ideas or tries to fulfil her/his role, but does not work with group and most of the contributions are unrelated Tries to understand his/her role and mostly makes relevant contributions. Can work on her/his part and take part in the group Generates ideas and builds upon other’s ideas to develop a larger plan. Works independently to do his/her part and is invested in the other group members (e.g. helps when needed, cares about the group product) 164 CURRICULUM AND ASSESSMENT POLICY STATEMENT ͘Ϯ W/ZWZK'ZDD/E'ͬKDW>d/E'd^</EW/Z^ Example rubric to assess pair programming activity: Identifying, completing and creating patterns. Learner name #Concept1 #Concept2 #Concept2 *Learner fulfilled role well 1. 2. #Replace with suitable criteria depending on the task/problem *Will remain the same irrespective of task/problem Note: Although both learners get the same mark for the first three criteria, each learner gets an individual mark for the “Learner fulfilled role well” – this is based on how well each learner contributed based on their set role. The teacher can assign certain marks while learners are completing the activity and hence it should not require much extra time. Each of the aspects listed in the table above, must be assessed using a rubric: ͘ϯ ^/'Ed,/E</E' A process that emphasizes creativity, experimentation, and iteration to arrive at the best solution that meets user needs. Competencies Beginning (1) Developing (2) Accomplished (3) Exemplary (4) Inspiration: Learner applies creative thinking to create a product or complete a task • Demonstrates limited creative thinking and understanding of the problem or task • Applies creative thinking to understand the problem or task and identifies some opportunities for innovation • Applies creative thinking effectively to gain a deeper understanding of the problem or task and identifies significant opportunities for innovation. • Demonstrates exceptional creative thinking and in-depth understanding of the problem or task, uncovering unique insights and opportunities for innovation Ideation: Learner can create own ideas to create a product or completing a task. • Unsure about what is expected so any idea is scattered or unfocused and ideas do not clearly connect to the problem or task. • Generally, mimics ideas from others (rather than creating new ideas) that are related to the problem or task. • Creates new ideas that include enough detail and that are directly related to the problem or task. • Creates many clear ideas by considering lots of possibilities that focuses on key information and fully addresses the problem or task Implementation: Learner can use best ideas to create a product or complete a task. • Creates a product or performance, but the product has limited functionality or detail and does not clearly address the problem, or the product is not useful. • Creates a product or performance with some functionality that is somehow related to the challenge or problem. • Uses ideas to create a product or performance with good functionality that is directly related to the problem or task. • Creates clear ideas to create a product or performance with precision and full functionality and that fully addresses the problem or task. Testing & Improving • Provides minimal or no feedback and does not reflect on the quality to consider improvements or iterations • Collects some feedback and reflects somewhat on the quality for considering minor improvements or iterations • Collects thorough feedback, reflects accurately on the quality to inform improvements, and iterates on the solution • Collects extensive feedback, conducts rigorous testing, and iterates on the design or solution based on feedback, leading to transformative improvements. Note: All rubrics serve as examples only and may be adapted CAPS CODING AND ROBOTICS 165 ͘Ϯ W/ZWZK'ZDD/E'ͬKDW>d/E'd^</EW/Z^ Example rubric to assess pair programming activity: Identifying, completing and creating patterns. Learner name #Concept1 #Concept2 #Concept2 *Learner fulfilled role well 1. 2. #Replace with suitable criteria depending on the task/problem *Will remain the same irrespective of task/problem Note: Although both learners get the same mark for the first three criteria, each learner gets an individual mark for the “Learner fulfilled role well” – this is based on how well each learner contributed based on their set role. The teacher can assign certain marks while learners are completing the activity and hence it should not require much extra time. Each of the aspects listed in the table above, must be assessed using a rubric: ͘ϯ ^/'Ed,/E</E' A process that emphasizes creativity, experimentation, and iteration to arrive at the best solution that meets user needs. Competencies Beginning (1) Developing (2) Accomplished (3) Exemplary (4) Inspiration: Learner applies creative thinking to create a product or complete a task • Demonstrates limited creative thinking and understanding of the problem or task • Applies creative thinking to understand the problem or task and identifies some opportunities for innovation • Applies creative thinking effectively to gain a deeper understanding of the problem or task and identifies significant opportunities for innovation. • Demonstrates exceptional creative thinking and in-depth understanding of the problem or task, uncovering unique insights and opportunities for innovation Ideation: Learner can create own ideas to create a product or completing a task. • Unsure about what is expected so any idea is scattered or unfocused and ideas do not clearly connect to the problem or task. • Generally, mimics ideas from others (rather than creating new ideas) that are related to the problem or task. • Creates new ideas that include enough detail and that are directly related to the problem or task. • Creates many clear ideas by considering lots of possibilities that focuses on key information and fully addresses the problem or task Implementation: Learner can use best ideas to create a product or complete a task. • Creates a product or performance, but the product has limited functionality or detail and does not clearly address the problem, or the product is not useful. • Creates a product or performance with some functionality that is somehow related to the challenge or problem. • Uses ideas to create a product or performance with good functionality that is directly related to the problem or task. • Creates clear ideas to create a product or performance with precision and full functionality and that fully addresses the problem or task. Testing & Improving • Provides minimal or no feedback and does not reflect on the quality to consider improvements or iterations • Collects some feedback and reflects somewhat on the quality for considering minor improvements or iterations • Collects thorough feedback, reflects accurately on the quality to inform improvements, and iterates on the solution • Collects extensive feedback, conducts rigorous testing, and iterates on the design or solution based on feedback, leading to transformative improvements. Note: All rubrics serve as examples only and may be adapted EEyhZ͗d,/E'Z^KhZ^ ͘ϭ <t>^,Zd The KWLS chart is a learning strategy that helps learners engage with a topic in a structured and reflective manner. The chart helps learners organize their thoughts and track their progress as they explore a particular topic or concept. The KWLS chart is a valuable tool for learners of all ages and levels of education. It promotes active engagement with the learning material, fosters critical thinking and inquiry, and supports metacognitive skills development. By using the KWLS chart, learners become more self-directed and aware of their learning process, leading to a more enriched and effective learning experience. - What I Know: In this section, learners write down what they already know about the topic. This step helps them activate their prior knowledge and make connections with the new information they are about to encounter. Identifying what they already know also helps learners build a foundation for further learning and enables them to understand how the new information fits into their existing knowledge framework. - What I Want to Know: In this part, learners jot down questions or areas of interest they have about the topic. These are the aspects they hope to learn more about or understand better as they engage with the subject matter. This step encourages curiosity and sets the stage for active exploration. By noting down their questions, learners become more focused and motivated to seek answers and engage with the learning materials more critically. - What I Have Learned: As learners progress through their learning journey, they record the new information, insights, and understanding gained about the topic. This section allows learners to summarise and consolidate their learning experiences. It reinforces the concepts they have grasped and helps them reflect on the new knowledge acquired. Reflecting on what has been learned enhances comprehension and retention of the material. - What I Still Want to Learn: In the last section, learners identify any remaining questions, uncertainties, or areas they would like to explore further. Even after learning a considerable amount about the topic, learners may realize that certain aspects still require clarification or deeper investigation. This step encourages a growth mindset, as learners recognize that learning is an ongoing process, and there is always more to discover. < • tŚĂƚ/ŬŶŽǁ t • tŚĂƚ/ǁĂŶƚƚŽ ŬŶŽǁ > • tŚĂƚ/ŚĂǀĞ ůĞĂƌŶĞĚ ^ • tŚĂƚ/ƐƚŝůůǁĂŶƚ ƚŽŬŶŽǁ K W L S 166 CURRICULUM AND ASSESSMENT POLICY STATEMENT ͘Ϯ KEWdDW^ A concept map is a diagram that shows the relationships between different ideas. This helps you understand how they are connected. Every concept map — whether it is simple or complex — is made up of two key elements: • Concepts: These are typically represented by circles, ovals, or boxes and are called “nodes.” • Relationships: These are represented by arrows that connect the concepts, and the arrows often include a connecting word or verb (but they do not have to). These arrows are called “cross-links.” Example of a simple high-level concept map for understanding computing devices Other resources to be considered: https://www.teachwithict.com/ http://code-it.co.uk/gold/ https://sites.google.com/gshare.blackgold.ca/blackgoldmicrobit/microbit [Microcontroller resource] https://www.instructables.com/ https://www.101computing.net/bbc-microbit-counter-using-a-7-segment-display/ https://www.robotique.tech/type/microbit/ CAPS CODING AND ROBOTICS 167 ͘Ϯ KEWdDW^ A concept map is a diagram that shows the relationships between different ideas. This helps you understand how they are connected. Every concept map — whether it is simple or complex — is made up of two key elements: • Concepts: These are typically represented by circles, ovals, or boxes and are called “nodes.” • Relationships: These are represented by arrows that connect the concepts, and the arrows often include a connecting word or verb (but they do not have to). These arrows are called “cross-links.” Example of a simple high-level concept map for understanding computing devices Other resources to be considered: https://www.teachwithict.com/ http://code-it.co.uk/gold/ https://sites.google.com/gshare.blackgold.ca/blackgoldmicrobit/microbit [Microcontroller resource] https://www.instructables.com/ https://www.101computing.net/bbc-microbit-counter-using-a-7-segment-display/ https://www.robotique.tech/type/microbit/ 168 CURRICULUM AND ASSESSMENT POLICY STATEMENT     AFRIKAANS HUISTAAL Kurrikulum- en assesseringsbeleidsverklaring Senior fase Graad 7-9 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 7-9 AFRIKAANS HUISTAAL AFRIKAANS HUISTAAL GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http://www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0493-0 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery AFRIKAANS HUISTAAL GRAAD 7-9 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die gemeenskap van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot ‘n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS AFRIKAANS HUISTAAL GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS HUISTAAL GRAAD 7-9 KABV 1 INHOUD AFDELING 1: KURRIKULUM- EN ASSESSERINGS-BELEIDSVERKLARING ....................................................... 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10–12 ........................................................................................................................................... 7 AFDELING 2: INLEIDING TOT DIE TALE ................................................................................................ 8 2.1 Tale in die Nasionale Kurrikulum en Assesseringsbeleid........................................................................... 8 2.1.1 Taalvlakke ............................................................................................................................................... 8 2.1.2 Die taalvlakke.......................................................................................................................................... 9 2.1.3 Taalonderrigbenaderings......................................................................................................................... 9 2.2 Tydstoekenning aan Huistaal in die kurrikulum......................................................................................... 12 2.3 Leer- en onderrig ondersteuningsmateriaal............................................................................................... 13 AFDELING 3: INHOUD EN ONDERRIGPLANNE VIR TAALVAARDIGHEDE ....................................... 14 3.1 Oorsig van taalvlakke – prosesse en strategieë, tekstipes en -lengtes................................................... 14 3.1.1 Luister en praat ..................................................................................................................................... 14 3.1.2 Lees en kyk........................................................................................................................................... 26 3.1.3 Skryf en aanbied ................................................................................................................................... 37 3.1.4 Taalstrukture en -konvensies ................................................................................................................ 50 3.2 Verspreiding van tekste in Graad 7 – 9 ....................................................................................................... 54 3.3 Onderrigplanne.............................................................................................................................................. 55 3.4 Tabel van onderrigplanne............................................................................................................................. 57 AFRIKAANS HUISTAAL GRAAD 7-9 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN HUISTAAL....................................................................................... 120 4.1 Inleiding........................................................................................................................................................ 120 4.2 Informele van daaglikse assessering........................................................................................................ 121 4.3 Formele assessering................................................................................................................................... 121 4.3.1 Formele assesseringsvereistes vir tale............................................................................................... 122 4.3.2 Die vorme van neem per kwartaal ...................................................................................................... 122 4.4 Assesseringsprogram ................................................................................................................................ 124 4.5 Rekordhouding en rapportering ................................................................................................................ 129 4.6 Moderering van assessering...................................................................................................................... 130 4.7 Algemeen ..................................................................................................................................................... 131 Woordelys ........................................................................................................................................ 132 AFRIKAANS HUISTAAL GRAAD 7-9 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b (i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; AFRIKAANS HUISTAAL GRAAD 7-9 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6 (A) van die Suid￾Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; AFRIKAANS HUISTAAL GRAAD 7-9 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). AFRIKAANS HUISTAAL GRAAD 7-9 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 AFRIKAANS HUISTAAL GRAAD 7-9 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. AFRIKAANS HUISTAAL GRAAD 7-9 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: INLEIDING TOT HUISTAAL IN DIE SENIOR FASE 2.1 Tale in die Nasionale Kurrikulum en Assesseringsbeleidsverklaring Taal is ’n instrument wat gebruik word vir denke en kommunikasie. Dit is ook ’n kulturele en estetiese middel wat mense deel om beter sin te kan maak van die wêreld waarin hulle leef. Die doeltreffende gebruik van taal stel leerders in staat om kennis te verwerf; hulle identiteit, gevoelens en idees uit te druk; interaksie met mekaar en ander te hê en om hulle eie leefwêreld te bestuur. Dit voorsien leerders ook van ’n ryk, kragtige en diepgewortelde stel beelde en idees wat hulle kan gebruik om hulle wêreld te verander en beter te verstaan. Kulturele diversiteit en sosiale verhoudings word opgebou en aangeknoop deur die gebruik van taal. Hierdie verhoudings en sosiale konstruksies word deur taal verbreed en verfyn. 2.1.1 Taalvlakke Taalonderrig in die Senior Fase sluit al die amptelike tale in Suid Afrika in, naamlik Afrikaans, Engels, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga – asook die ander nie-amptelike tale. Hierdie tale kan op verskillende vlakke aangebied word, naamlik Huistaalvlak, Eerste Addisionele Taalvlak en Tweede Addisionele Taalvlak. Huistaal is die taal wat leerders eerste aanleer. Baie Suid-Afrikaanse skole bied twee tale op huistaalvlak aan, maar dit kan gebeur dat hierdie tale nie die huistaal van al die ingeskrewe leerders is nie. Dit beteken dat die benaming Huistaal en Eerste Addisionele Taal na die vaardigheidsvlak verwys waarop die tale aangebied word en nie na die moedertaal van die leerders (Huistaal) of die verworwe taal (soos in die addisionele tale) nie. Vir die doel van hierdie beleidsdokument verwys Huistaal dus na die onderrigvlak waarop dit aangebied word en nie na die taal opsigself nie. Huistaalvlak maak voorsiening vir taalvaardighede wat basiese interpersoonlike kommunikasievaardighede en kognitiewe akademiese vaardighede reflekteer. Basiese interpersoonlike kommunikasievaardighede word benodig vir sosiale situasies en kognitiewe akademiese vaardighede is nodig vir leer oor die kurrikulum heen. Klem word op die onderrig van luister-, praat-, lees- en skryfvaardighede gelê. Hierdie vlak bevorder leerders se literêre vaardighede, estetiese aanvoeling en verbeeldingrykheid sodat hulle oor die vermoëns beskik om hulle leefwêreld te herskep, beter te begryp en hul verbeelding te gebruik. Vanaf Graad 7 word minder klem op die onderrig van luister- en praatvaardighede en meer klem op die onderrig van lees- en skryfvaardighede geplaas. Die Eerste Addisionele Taalvlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Die fokus tydens die eerste skooljare is op die ontwikkeling van die leerders se vermoë om die taal te verstaan en te praat – basiese interpersoonlike kommunikasievaardighede. In Graad 1, Graad 2 en Graad 3 begin leerders om geletterdheid te ontwikkel op grond van hulle mondelinge taalverwerwing. Hulle gebruik ook die geletterdheidsvaardighede wat hulle alreeds in die Huistaal geleer het. In die Intermediêre en Senior Fases gaan leerders voort om hul luister-, praat-, lees- en skryfvaardighede te verbeter. In hierdie stadium moet leerders meer blootstelling aan hul Eerste Addisionele Taal (Afrikaans) kry. Leerders word ook meer blootgestel aan Afrikaanse literêre tekste om hulle estetiese en verbeeldingsvermoë in die addisionele taal te ontwikkel. Teen die tyd dat leerders in die Senior Fase kom, behoort hulle redelik bedrewe in hul Eerste Addisionele Taal te wees ten opsigte van sowel interpersoonlike as kognitiewe akademiese vaardighede. In werklikheid kan baie leerders in hierdie stadium egter steeds nie goed in hul addisionele taal kommunikeer nie. Die uitdaging in die Intermediêre Fase is dus om hierdie leerders te ondersteun en om terselfdertyd ʼn kurrikulum te voorsien wat leerders in staat stel om AFRIKAANS HUISTAAL GRAAD 7-9 KABV 9 aan die vereiste standaard van die volgende Fase te voldoen. Hierdie standaarde moet sodanig wees dat leerders hul addisionele taal op ’n hoë vlak kan gebruik om hulle voor te berei vir verdere of hoër onderwys of vir die wêreld van werk. Dit word dus aanbeveel dat, waar moontlik, die leerders in die Senior Fase in dieselfde tweeweeklikse siklus aan dieselfde konsepte in beide taalvlakke blootgestel word. 2.1.2 Die taalvaardighede Die Huistaalkurrikulum word volgens die volgende vaardighede gestruktureer. 1 Luister en praat 2 Lees en kyk 3 Skryf en aanbied 4 Taalstrukture en -konvensies 2.1.3 Benaderings tot taalonderrig Die benaderings tot taalonderrig is teksgebaseerd, kommunikatief, geïntegreerd en prosesgeoriënteerd. Die teksgebaseerde en kommunikatiewe benaderings is beide afhanklik van die voortdurende gebruik en skep van tekste. Die teksgebaseerde benadering ondersoek die manier waarop tekste werk. Die doel van teksgebaseerde benadering is om leerders in staat te stel om vaardige, vrymoedige en kritiese lesers, skrywers, besigtigers en ontwerpers van tekste te word. Dit sluit in die luister en kyk na, en lees en ontleding van tekste om te verstaan hoe dit saamgestel is en watter effekte dit het. Deur hierdie kritiese interaksie ontwikkel leerders die vermoë om tekste te evalueer. Die teksgebaseerde benadering sluit ook die skep van verskillende tekste vir spesifieke doelwitte en teikengroepe in. ’n Begrip van die manier waarop tekste saamgestel word, rugsteun hierdie benadering. Die kommunikatiewe benadering beteken dat ’n leerder baie blootstelling aan die teikentaal moet kry. Leerders moet dus geleenthede gebied word waarin hulle die taal kan gebruik en beoefen vir sosiale en praktiese doeleindes. Die vaardighede van lees en kyk, word aangeleer deur baie te lees en die vaardighede in skryf en aanbied word versterk deur baie te skryf. Taalonderrig vind plaas op geïntegreerde wyse waar die onderwyser goeie praktyke demonstreer en die leerders hierdie praktyke inoefen voordat hulle dit onafhanklik toepas. Elke les behoort eers die hele klas te betrek waarna leerders die vaardigheid in groepverband oefen voordat hulle dit op hul eie toepas. Die prosesbenadering word gebruik wanneer leerders mondelinge en geskrewe tekste skep. Leerders is betrokke by die verskillende stadiums van die luister-, praat-, lees- en skryfproses. Hulle moet gedurende hierdie prosesse aan die teikengehoor en die doel van die teks dink. Dit sal hulle daartoe in staat stel om op ’n natuurlike wyse te kommunikeer en hul idees oor te dra. So, byvoorbeeld, fokus die onderrig van skryf nie net op die produk nie, maar ook op die skryfproses. Gedurende die skryfproses word die leerders geleer om idees te ontwikkel, om oor die teikengroep en doel te dink, om konsepte te skryf, hulle werk te redigeer en om ’n geskrewe produk wat hulle eie denke weergee, aan te bied. Benaderings tot die onderrig van letterkunde Die onderrig van letterkunde behoort te fokus op onderrig vir begrip en sluit in die leesproses en strategieë (pre-lees, tydens lees en post/na-lees). Die belangrikste rede vir die lees van letterkunde in die klaskamer is om by leerders ’n AFRIKAANS HUISTAAL GRAAD 7-9 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) sensitiwiteit te wek vir taal wat meer verfynd, letterkundig, figuurlik, simbolies en betekenisvol gebruik word. Terwyl die meeste literêre tekste geskryf is vir genot, vermaak en uitbeelding, skryf ernstige skrywers prosawerk, dramas en gedigte oor hulle eie idees, gedagtes, beginsels, ideologieë, geloofsoortuigings en kwessies wat hulle wil uitbeeld en verwoord en wat hulle met voornemende lesers wil deel. Hulle verbeeldingryke taalgebruik is waardetoevoeging tot hulle skeppende werk. Die onderrig van letterkunde is nie altyd maklik nie, maar dit is onmoontlik sonder die persoonlike en eerlike interpretasie en kommentaar van die leerders. Indien ’n leerder ’n literêre teks nie self verstaan nie, het hy/sy nie veel geleer nie. Onderwysers moet daarteen waak om hulle eie interpretasies en idees oor literêre tekste aan leerders oor te dra. Hulle moet eerder soveel as moontlik leerderdeelname in die klas toelaat. Interpretasie gaan nie oor wat reg of verkeerd is nie, maar oor wat binne konteks van die literêre teks vir die leerder betekenisvol is. Die beste benaderings tot die onderrig van letterkunde sluit onder andere die volgende in: • Probeer om soveel as moontlik van die teks, sonder enige onderbreking van ander aktiwiteite, in die klas te lees. Dit behoort nie meer as twee weke te neem nie. Dit is belangrik dat die leerders die elementêre betekenisvlak van die teks moet verstaan. Indien daar te veel tyd aan die lees van ’n teks in die klas spandeer word, ondermyn dit ’n duidelike begrip van die storielyn en intrige. Sommige leerders kan ’n teks sonder enige ondersteuning lees en dit moet aangemoedig word. Poësie moet onderrig word, nie gedigte nie. Lees soveel as moontlik gedigte in die klas. Maak seker leerders skryf ook hul eie gedigte in die klas. • Literêre interpretasie is eintlik ’n universiteitsvlak-aktiwiteit en leerders in hierdie fase het nie nodig om hierdie gevorderde vlak van interpretasie aan te leer nie. Die doel van die onderrig van literêre tekste is om aan die leerders te wys hoe hulle huistaal subtiel, intelligent, verbeeldingryk en vindingryk gebruik kan word. Dit beteken dat die skepping, manipulering en herrangskikking van tekste om te verduidelik en te beklemtoon, van nader ondersoek moet word. Só ’n ondersoek beteken dat die funksie en betekenis van beeldspraak en stylfigure, sinstrukture, paragraafstrukture, die innerlike en uiterlike bou van ’n gedig, woordkeuse, deurlopende motiewe, die gebruik van simboliek, kleur en klank geëksamineer kan word. Die meeste van hierdie werk moet teksgebaseerd wees, maar reël vir reël ontleding doen afbreek aan die subtiliteit van die teks. • Kreatiewe skryfwerk moet nou aansluit by die studie van enige literêre teks. Skryfaktiwiteite, wat ’n deeglike begrip van die voorgeskrewe literêre tekste vereis, help leerders om voorgeskrewe letterkunde beter te waardeer. Klasbesprekings is sinvol indien elke leerder daaraan deelneem, maar klasbesprekings wat tot skryfaktiwiteite lei, is meer waardevol en dit bevorder die onderrig van die lees-, skryf- en taalvaardighede. • Dit is baie belangrik om te onthou dat die onderrig van letterkunde nie gaan oor die onderrig van die regte antwoord nie. ’n Teks moet in sy geheel bestudeer word en nie net dele daarvan nie. Deeglike lees van ’n teks behels interpretasie, kreatiewe en persoonlike belewing en die ondersoek daarvan. Ander benaderings met betrekking tot letterkunde wat met die onderrig vir begrip geïntegreer kan word, is chronologie, die outeurs, tema en genre. Hierdie benaderings kan ook gekombineer word. In die chronologiese benadering kan leerders die literêre periode met die historiese gebeure vir dieselfde tydraamwerk navors en kombineer. In die outeursbenadering kan die leerders ’n wye en diep studie van ’n outeur doen, veral in poësie, en die digter se werk met ’n bepaalde historiese tydperk verbind. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 11 In die tematiese benadering kan leerders temas soos geregtigheid, sukses, liefde ens. in ’n aantal gedigte oor verskillende genres ondersoek en dit in verband bring met gebeure in die werklike lewe. Hulle kan ook ’n oordeel fel en kommentaar lewer oor die karakter se aksies en die tema. In die genre-benadering, kan leerders die intrige in verskillende literêre genres klassifiseer, vergelyk en kontrasteer bv. in ’n roman/kortverhaal/drama of volksverhaal. Benaderings tot die onderrig van taalstrukture en -konvensies Die onderrig van taalstruktuur behoort op die manier waarop die taal gebruik word te fokus, bv. hoe om betekenis te skep, hoe om probleme en belangstellings aan te spreek, vriende en kollegas te beïnvloed, en hoe om ’n ryk sosiale lewe te skep. Die onderrig van taalstrukture behoort ’n middel te wees om dinge gedoen te kry. Die onderrig van taalstrukture/grammatiese strukture behoort daarom teksgebaseerd, kommunikatief en geïntegreerd te wees. Die volgende beginsels behoort oorweeg te word wanneer taalstrukture onderrig word: • Taalleer behoort aangeleer te word sodat tekste in konteks geskep kan word. Dit het dus betrekking op realistiese taal. • Die toepassing van taalleer behoort nie beperk te word tot die ontleding van geïsoleerde sinne nie – dit behoort die wyse te verduidelik waarop sinne gestruktureer is om volledige tekste soos stories, opstelle, briewe en verslae, wat leerders lees en skryf, te konstrueer. • Die gebruik van geloofwaardige materiaal soos dialoë, onderhoude ens., moet aangemoedig word. • Verbind die taalstrukture met funksionele gebruike van taal in verskillende sosiale situasies, bv. uitdrukking van gedagtes of gevoelens; bekendstelling van mense; praat oor of verslag doen van dinge, aksies, gebeure of mense in die omgewing, in die verlede of in die toekoms; rig versoeke; maak voorstelle; aanbieding van kos of drankies en aanvaarding óf van die hand wys op beleefde wyse; gee en reageer op instruksies; vergelyk of kontrasteer dinge. • Gebruik klaskameraktiwiteite wat taalvorme met funksies verbind, bv. die verlede tyd met ’n verhalende opstel en die skryf van verslae, beskrywende taal met ’n beskrywende opstel. • Fokus op betekenisvolle aktiwiteite. Verwerwing van die grammatikale reëls van die taal stel nie noodwendig die leerder in staat om die taal op ’n samehangende en betekenisvolle wyse te gebruik nie. Die gebruik van taal gaan oor meer as die struktuur en funksie van die betrokke sin, bv. die wyse waarop mense óf gesproke taal (diskoers) óf geskrewe taal (teks) in samehangende en betekenisvolle wyses gebruik. AFRIKAANS HUISTAAL GRAAD 7-9 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.2 Tydstoekenning vir Huistaal en Eerste Addisionele Taal Die onderrigtyd vir Huistaal is 5 uur per week en vir Eerste Addisionele Taal is dit 4 uur per week. Alle taalinhoud word in ’n tweeweeklikse siklus aangebied, dit wil sê (10 (8) uur). Onderwysers hoef nie hierdie siklus streng te volg nie, maar hulle moet seker maak dat die taalvaardighede, veral lees en skryf, dikwels geoefen word. Die tydstoekenning vir die onderrig van die verskillende taalvaardighede in Graad 7-9 is 36 weke. Vier weke is vir eksamen doeleindes – twee weke vir die Junie-eksamen en nog twee weke vir die Desember-eksamen. Roosters behoort voorsiening te maak vir verskeie dubbelperiodes per week. In ʼn tweeweeklikse siklus word die volgende tydsindeling vir die verskillende taalvaardighede voorgestel. Voorgestelde tyd vir die Taal van Leer en Onderrig: VAARDIGHEDE TYDSTOEKENNING PER TWEEWEEKLIKSE SIKLUS (UUR) Graad 7 Graad 8 Graad 9 *Luister en praat (Mondeling) 2 uur *Lees en kyk 3 uur 30 min (1 uur 45 min. vir begrip en 1 uur 45 min. vir letterkundige tekste) *Skryf en aanbied 3 uur 30 min Taalstrukture en -konvensies 1 uur *Taalstrukture en -konvensies en hul gebruike word geïntegreer binne die tydstoekenning van die vier taalvaardighede. Daar is ook tyd toegeken vir formele oefening. Denk- en beredeneringsvaardighede is geïnkorporeer in die vaardighede en strategieë wat benodig word vir Luister en praat, Lees en kyk, en vir Skryf en aanbied. Voorgestelde tyd vir ’n ander verpligte taal (op Eerste Addisionele Taalvlak) VAARDIGHEDE TYDSTOEKENNING PER TWEEWEEKLIKSE SIKLUS (UUR) GRAAD 7 GRAAD 8 GRAAD 9 *Luister en praat (Mondeling) 2 ure *Lees en kyk 3 ure (1 uur 30 min. vir begrip en 1 uur 30 min. vir letterkundige tekste) *Skryf en aanbied 2 ure Taalstrukture en -konvensies 1 uur *Taalstrukture en -konvensies en hul gebruike word geïntegreer binne die tydstoekenning van die vier taalvaardighede. Daar is ook tyd toegeken vir formele oefening. Denk- en beredeneringsvaardighede is geïnkorporeer in die vaardighede en strategieë wat benodig word vir Luister en praat, Lees en kyk, en vir Skryf en aanbied. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 13 2.3 LEER EN ONDERRIG-ONDERSTEUNINGSMATERIAAL Leerders behoort die volgende vir die studie van Huistaal in Graad 7 – 9 te hê: GRADES 7 – 9 Kern materiaal Voorgeskrewe taalhandboek – Onderwysersgids en leerderboek √ Woordeboek √ Letterkundige genre Roman √ Kortverhale √ Volksverhale √ Drama √ Poësie √ Mediamateriaal Koerante √ Tydskrifte √ Radiopraatjies/-dramas √ Televisieprogramme/-dramas/dokumentêre programme √ Huistaalonderwysers behoort die volgende te hê: a) ’n Kurrikulum en Assesseringsbeleidsverklaring. b) Taal in Opvoedingsbeleid. c) Die voorgeskrewe taalhandboek vir leerders se gebruik en ander handboeke as bykomende bronne tot die voorgeskrewe een. d) Woordeboeke (eentalig, tweetalig, veeltalig, tesourus/verklarend). e) Voorgeskrewe literêre genres. f) ’n Verskeidenheid geskrewe/gedrukte materiaal: koerante, tydskrifte, brosjures, strooibiljette, ens. g) Toegang tot oudio- en/of visuele hulpmiddels wat in die klaskamer gebruik kan word. h) Ander gedrukte bronne (‘n verskeidenheid koerante, tydskrifte en brosjures). Klaskamerbronne a) ’n Verskeidenheid tekste wat verskillende leesvlakke akkommodeer, bv. ’n verskeidenheid leesreekse met genoegsame kopieë van tekste op elke vlak vir die leerders in die klas. b) ’n Verskeidenheid gedrukte materiaal: koerante, tydskrifte, brosjures, strooibiljette, advertensies, plakkate, kennisgewings, ens. c) Oudio- en/of visuele hulpmiddels AFRIKAANS HUISTAAL GRAAD 7-9 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 3: INHOUD EN ONDERRIGPLANNE VIR TAALVAARDIGHEDE 3.1 Oorsig van taalvaardighede – prosesse en strategieë, tekstipes en tekslengtes 3.1.1 Luister en praat Luister en praat is die middelpunt van leer in alle vakke. Deur effektiewe luister- en praatstrategieë kan leerders inligting insamel en sintetiseer, kennis opbou, probleme oplos, idees uitdruk en menings uitspreek. Kritiese luistervaardighede stel leerders in staat om waardes en houdings in tekste te herken, en manipulerende taal waar te neem en aan te spreek. Luister en praat is verskillende vaardighede, maar is tog interafhanklik van mekaar. Albei vind voortdurend informeel in die klaskamer plaas wanneer leerders inligting ontvang en bespreek. Formele luister en praat van spesifieke vorme, bv. ’n debat, moet onderrig ontvang wat gefokus is. Formele en informele luister en praat word geïntegreer met lees, skryf en taaloefeninge. Praat kan ’n geskrewe teks na ’n mondelinge teks verander, soos hardoplees. Die luisterproses en -strategieë Luisteronderrig betrek gewoonlik aspekte van die luisterproses. Dit is ’n aktiwiteit bestaande uit drie fases en wat gebaseer is op onafhanklike luisterstrategieë vir die dekodering en begrip van spraak en ander oudiovorme. Elke stap sal nie altyd tydens die luisterproses gebruik word nie. Byvoorbeeld, indien leerders na die opname van ’n verduideliking luister, moet hulle ’n pre-luisteraktiwiteit doen. Dit sal hulle bedag maak om gefokus te wees daarop waarna hulle luister (luister met ’n doel) en hulle te help om assosiasies te maak met eie ervarings. Luisteraktiwiteite sal leerders help om besonderhede te onthou en om ’n boodskap te evalueer. Post-luister kan beteken dat leerders deur bespreking reageer op wat hulle gehoor het. Luisterbegripsaktiwiteite en -assessering bied ’n geleentheid om leerders te leer hoe om te luister. Pre-luister stel leerders bekend aan die luistersituasie. Dit laat hulle toe om hul vorige kennis van die onderwerp te aktiveer, en om hulle voor te berei vir die luisteraktiwiteit, naamlik: • Stimuleer/aktiveer agtergrondkennis voordat daar geluister word. • Voorspel waaroor ’n teks mag gaan op grond van die titel. • Behandel enige deurslaggewende woordeskat waarmee leerders nie vertroud is nie. • Die onderwyser mag ’n pre-luister vraag stel om die leerders se aandag te rig. • Leerders behoort fisies voorbereid te wees met, byvoorbeeld, potlood en skryfblok om notas af te neem. Tydens luister – vraagstelling, herkenning, soek verbande, maak aantekeninge, interpretasie. • Ontleed: - die boodskap, - die spreker; en AFRIKAANS HUISTAAL GRAAD 7-9 KABV 15 - die spreker se bewyse. • Skep assosiasies. • Bepaal betekenis. • Stel vrae. • Maak afleidings en bevestig voorspellings. • Besin en evalueer. Post-luister volg op die luisterervaring. Leerders: • vra vrae; • bespreek die spreker se standpunt; • som die aanbieding mondelings op; • hersien aantekeninge; • dra die inligting van mondeling na skriftelike vorm oor, bv. gebruik inligting om ’n diagram te etiketteer; • ontleed en evalueer dit wat gehoor is, krities; • sintetiseer nuwe inligting met vorige kennis; en • maak afleidings; evalueer; gee eie mening; reageer krities. AFRIKAANS HUISTAAL GRAAD 7-9 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) VERSKILLENDE MANIERE WAAROP GELUISTER WORD Luister vir spesifieke inligting Luister, eerder as om net te hoor, is die sleutel tot enige intelligente respons op die wêreld rondom ons. In ’n wêreld waar tegnologie ’n eindelose hoeveelheid klank, stemme, musiek, en gesprekke skep, is die vermoë om net te luister na dit wat betekenisvol of bruikbaar is, uiters belangrik. Die meeste van die aktiwiteite wat hieronder gelys is, is bekend aan leerders in hierdie fase. Onderwysers moet slegs die aktiwiteite doen wat hulle as noodsaaklik vir hulle klasse beskou. • Stimuleer/aktiveer agtergrondkennis voor luister. • Bepaal die spreker se doel. • Gee algehele aandag aan die luistertaak en demonstreer belangstelling. • Soek na betekenis. • Kontroleer begrip van die boodskap deur verbande raak te sien, voorspellings te maak en te beaam, afleidings te maak, te evalueer en daaroor te besin. • Maak sinvolle notas deur raamwerke en/of beelde te skep, kategorisering, opsommings, kontrolelyste, parafrasering, oorvertelling en verduideliking. • Onderskei tussen spreker en boodskap. • Oorweeg die verwantskap tussen konteks, woordkeuse en vorm. • Identifiseer, interpreteer en evalueer boodskappe. • Toon ’n begrip van instruksies, volg aanwysings op ’n kaart en volg prosedures. • Neem kennis van die hoof en ondersteunende gedagtes. • Prosesseer inligting deur: vergelyking, instruksies te volg, gapings te vul, verskille te identifiseer, punte/items af te merk, inligting oor te dra, inligting in die korrekte volgorde te plaas, soorte inligting te klassifiseer, betekenis te vertolk. • Volg aanbiedings op deur: vrae te beantwoord, notas te hersien, idees te kategoriseer, opsommings te maak, verduideliking, besinning, praat of skryf. Luister vir begrip en praat • Vertel die storie oor. • Herroep spesifieke besonderhede in ’n teks. • Oordink waardes en boodskappe in ’n teks. • Oordink stereotipering en ander vooroordele. • Bespreek karakter, intrige en agtergrond. • Druk menings uit. • Stel vrae om duidelikheid te verkry. Luister vir kritiese ontleding en evaluering Die meeste van die onderstaande aspekte van luisteraktiwiteite is nuttig vir die bestudering van literêre tekste, advertensies en politieke dokumente. Na ’n luisteraktiwiteit skep ’n onderwyser gewoonlik geleentheid vir ’n bespreking, maar dit is ook goed om hierdie aktiwiteite in skryfaktiwiteite te omskep. ’n Kort uittreksel van byvoorbeeld ’n klankbaan, kan gebruik word om ’n verhalende opstel te begin (“Wat presies hoor jy? Maak sin daarvan.”). • Identifiseer en interpreteer oorredings-, gevoels- en manipulerende taal, partydigheid, vooroordeel en stereotipering. • Onderskei tussen feite en menings. • Toon bewustheid van, en interpreteer toon, tempo en taalgebruik. • Reageer op styl, toon en register en evalueer korrek. • Verstaan die logiese volgorde van inligting. • Oordeel en lewer bewyse. • Maak aannames en voorspel gevolge. • Reageer op taalgebruik, woordkeuse, formaat en uitspraak. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 17 VERSKILLENDE MANIERE WAAROP GELUISTER WORD Luister vir waardering en interaksie Die beste manier waarop hierdie luisteraktiwiteite geoefen kan word, is in debatte, klein groepbesprekings en enige ander gestruktureerde bespreking. Uittreksels uit films kan ook nuttig gebruik word om die onderstaande vaardighede in te oefen. • Reageer toepaslik in kommunikasiesituasies. • Gebruik beurtnemingskonvensies in gesprekke. • Definieer ’n standpunt. • Stel vrae om kommunikasie vol te hou. • Reageer op taal, gebare, oogkontak en liggaamstaal. • Toon begrip van die verhouding tussen taal en kultuur deur respek vir kulturele konvensies te bewys. • Reageer op die estetiese kenmerke van mondelinge tekste, bv. ritme, tempo, byklanke/klankeffek, beeldspraak. Lengte van tekste wat gebruik kan word vir luister met begrip: TAAK GRAAD 4 GRAAD 5 GRAAD 6 Langer luisterbegriptekste bv. storie, onderhoude, toneelstukke, nuusberigte 150-200/tot 5 min 200-250/tot 5 min 250-300/tot 5 min Korter luisterbegriptekste bv. aankondigings, inligtingstekste, instruksies, aanwysings 60-70 woorde/1-2 min 70-80 woorde/1-2 min 80-100 woorde/1-2 min Leesbegrip/soekleestekste 150-200 woorde 200-250 woorde 250-300 woorde Praat Indien leerders teen die einde van hierdie fase van hulle onderrig gemaklik, geredelik en akkuraat kan praat, het hulle een van die belangrikste vaardighede vir hulle persoonlike en professionele lewe bereik. Om oor hierdie selfvertroue te beskik, is belangriker as enige tegniek vir of die kuns van openbare redevoering. Leerders moet weet as hulle praat, daar geen gespot of na-apery sal wees nie. Hulle moet ook verseker wees van die onderwyser se volle ondersteuning en motivering te alle tye. Leerders in die Senior Fase behoort onderrig te word in die basiese tegnieke wat nodig is om ’n goeie mondelinge aanbieding te lewer. ’n Mate van verdraagsaamheid moet aan leerders bewys word ten opsigte van die eise wat mondelinge interaksie aan hulle stel. Die praatproses en -strategieë Die onderrig van praat behoort kennis van die proses- en kommunikasiestrategieë (terugskouing, herfrasering, vervanging, demonstrasie, gebare, mimiek, klanke en aantrekkingskrag) in te sluit. Die onderrig van die praatproses bestaan uit die volgende stadiums: • beplanning - navorsing en organisering; en • voorbereiding en aanbieding. AFRIKAANS HUISTAAL GRAAD 7-9 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Beplanning - navorsing en organisering Leerders moet in staat wees om die vaardighede van beplanning, navorsing en organisering vir mondelinge aanbiedings te demonstreer deur die volgende: • gebruik gepaste register, styl en toon volgens die gehoor, doel, konteks en tema. • gebruik toepaslike taal (keuse van woorde); - werkwoorde, ’n verskeidenheid byvoeglike naamwoorde en bywoorde om ’n spesifieke indruk te skep en besonderhede (‘n duidelike beskrywing) te gee wanneer gepraat word, byvoorbeeld tydens ’n praatjie, storievertelling, debat; - sinonieme en antonieme, homofone, homonieme en een woord vir ’n omskrywing; - geleende, geërfde en nuwe woorde; - figuurlike taal (beeldspraak, idiomatiese uitdrukkings, spreekwoorde), toon, atmosfeer of humor; - afkortings; - basisvorme, voorvoegsels en agtervoegsels; - geslag, meervoude en verkleinwoorde; en - vergelykende en oortreffende trappe van byvoeglike naamwoorde en bywoorde. • Demonstreer kritiese taalbewustheid: - gee feite weer en spreek menings uit; - herken konnotatiewe-, denotatiewe- en geïmpliseerde betekenis, - uitdrukking van waardes en houdings, toon bewustheid van partydigheid, stereotipering, emotiewe, oorredings- en manipulerende taal, bv. in ’n oorredende mondelinge aanbieding. • Die gebruik van bronne en verwysingsmateriaal soos woordeboeke en tesourusse om effektiewe en presiese woordeskat te kies en aanbiedings te lewer deur gebruik te maak van notas en rekwisiete, byklanke, oudio￾en/of visuele hulpmiddels en grafieke om die aanslag en akkuraatheid van aanbiedings te verhoog. Voorbereiding en aanbieding: Leerders moet in staat wees om mondelinge aanbiedingsvaardighede in te oefen en te demonstreer deur die volgende te doen: • praat direk tot die gehoor; • verwys na relevante bronne wat geraadpleeg is; • sluit ’n stel feite en voorbeelde volgens die vereistes van die taak in; • gebruik ’n effektiewe inleiding en maak ’n gevolgtrekking (bv. deur gebruik van letterkundige aanhalings, verwysings na gesaghebbende bronne, waarnemings); AFRIKAANS HUISTAAL GRAAD 7-9 KABV 19 • ontwikkel idees en argumente - inhoud is oorspronklik, kreatief, samehangend, wys logiese ontwikkeling en rangskikking van feite, voorbeelde en idees; • gebruik elemente van spraakvorme (bv. inleiding, eerste en tweede oorgange, liggaam, afsluiting) in die formulering van rasionele argumente en die toepassing van die kuns van oorreding en debatte; • gebruik organisatoriese strukture soos chronologie, onderwerp, oorsaak-gevolg, vergelyk-kontrasteer, probleemoplossing om die inligting te organiseer, die gehoor in te lig en te oorreed; • gebruik korrekte intonasie; • aanbieding en ontwikkeling van ’n duidelike argument en keuse van gepaste tipes bewyse (bv. statistiek, getuienis, spesifieke voorbeelde) wat geloofwaardig, geldig en relevant is; • gebruik aanspreekvorme of herhaling: “Dames en here...”; “Ek wil beklemtoon dat …”; • gebruik gepaste taalstrukture en -konvensies soos: - werkwoordvorme en hulpwerkwoorde om tyd en atmosfeer akkuraat uit te druk; en - taalstrukture om alledaagse mondelinge kommunikasie uit te druk; • gebruik retoriese vrae, pouses, herhaling; • gebruik verbale en nie-verbale tegnieke (bv. toon, stemprojeksie/modulasie, volume, tempo, frasering, oogkontak, gesigsuitdrukkings, gebare en liggaamstaal) in aanbiedings. AFRIKAANS HUISTAAL GRAAD 7-9 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEKSTE WAT VIR LUISTER EN PRAAT GEBRUIK KAN WORD Voorbereide mondelinge aanbieding Om in te lig/om te oortuig/om standpunt of opinie te deel en te regverdig. • Kies ’n gepaste onderwerp wat nagevors kan word. - Bewyse van die navorsing behoort beskikbaar te wees. - Daar moet ’n gepaste struktuur wees (inleiding, liggaam en afsluiting). - Daar moet ’n duidelike logiese skakel met die onderwerp wees. - ‘n Argument of perspektief wat ’n denkende respons in ander wek. - Die idees moet duidelik geformuleer wees wat bewustheid van die gehoor en doel demonstreer. Onvoorbereide mondelinge aanbieding Om ’n toespraak aan te bied sonder om vooraf voor te berei/gedagtes vinnig en logies te rangskik/toespraaktegnieke op kort kennisgewing te gebruik. • Gebruik gepaste struktuur (inleiding, liggaam en afsluiting). • Dit moet van toepassing wees op die doel wees. • Gebruik toon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare. • Register en toon moet gepas wees vir die gehoor. • Gebruik gepaste en doeltreffende woordeskat en taalstrukture. • Die praatjie moet kort, maar effektief wees. Voorbereide Lees (hardoplees) • Demonstreer begrip van die teks. • Lees die teks vloeiend. • Gebruik lydende en bedrywende vorm. • Spreek woorde duidelik uit. • Goeie gebruik van pouses. • Behou kontak met die gehoor. • Die keuse van die uittreksel neem die gehoor in aanmerking. • Die lengte van die uittreksel is gepas. Onvoorbereide lees (hardoplees) Om ’n teks wat deur die leerder self of ander geskryf is, te deel en te vermaak. • Demonstreer begrip van die teks. • Lees die teks vloeiend. • Gebruik gepaste stemtoon. • Spreek woorde duidelik uit. • Goeie gebruik van pouses. • Behou kontak met die gehoor. • Die keuse van die uittreksel neem die gehoor in aanmerking. • Die lengte van die uittreksel is gepas. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 21 TEKSTE WAT VIR LUISTER EN PRAAT GEBRUIK KAN WORD Debat Om oor verskillende standpunte van ’n gekose onderwerp te argumenteer. Dit is ’n formele, mondelinge vorm waarna ’n gehoor kan kyk/luister en waaraan hulle kan deelneem. Debatsprosedure: • Twee spanne sprekers, gewoonlik drie persone per span bestaan, redeneer vir of teen ’n mosie. Mosies bevat aannames of voorstelle. bv. “Die Wêreldbeker was goed vir ons ekonomie” en nie net “Die Wêreldbeker” nie. • Debatsprosedures word beheer deur ’n voorsitter wat: - die mosie bekendstel en agtergrondinligting daaroor verskaf; - elke spreker bekendstel; - orde handhaaf; - tydhou – die sprekers kry ’n beperkte tye; - die bespreking bestuur wanneer die mosie oop is vir bespreking (kyk verderaan); en - die stemproses bestuur (kyk verderaan). • Die voorsitter stel die mosie bekend en vra die eerste spreker van die span wat ten gunste van die mosie redeneer, om hul standpunt te stel. • Die eerste bevestigende spreker voer argumente ten gunste van die mosie aan. • Die eerste opponerende spreker (die span wat teen die mosie redeneer) stel argumente teen die mosie en hulle mag ook repliek lewer op die eerste spreker se argumente. • Die tweede bevestigende spreker bou voort op sy span se argument, verskaf nuwe argumente en lewer repliek op die vorige spreker se standpunte. • Die tweede opponerende spreker doen dieselfde. • Die mosie word vir die gehoor vir bespreking en vrae oopgestel. • Na die algemene bespreking som die opponerende span eerste hul standpunt eerste op. Die derde spreker herhaal die span se hoofargumente en probeer, met redes, om die gehoor te oorreed om teen die mosie te stem. Hierdie spreker kan ook vorige argumente weerlê. • Die derde bevestigende spreker doen dieselfde. • Die debat kan op verskillende maniere afgesluit word om ’n uitslag te verkry, bv. deur die toesprake deur ’n beoordelaar te laat bepunt of deur oor die mosie te stem. Dialoog • Reflekteer ’n gesprek tussen twee of meer mense. • Begin en hou gesprekke vol. • Gebruik beurtnemingskonvensies, hou die gesprek vol. • Verdedig ’n standpunt. • Luister na ander, onderhandel. • Vul gapings en moedig die spreker aan. • Uitklaring van kwessies. • Deel idees en ervarings en wys begrip van konsepte. AFRIKAANS HUISTAAL GRAAD 7-9 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEKSTE WAT VIR LUISTER EN PRAAT GEBRUIK KAN WORD Onderhoud Om inligting van ’n individu of paneel te verkry of om hul standpunt te bepaal. • Gebruik vraagstelling, oorreding, die afneem van notas, opsommings, luistervaardighede en nie-verbale kommunikasie. • Beplan en berei voor: bepaal doel, agtergrondinligting, uitleg, vrae, tyd, plek, volgorde, fisiese omgewing (verwys na kenmerke by skryf). • Gebruik tegnieke vir onderhoudsvoering in fases: - inleiding (stel self bekend; noem doel); - rapport (skep vertrouensverhouding/atmosfeer van vertroue); - vrae (stel algemene tot spesifieke, relevante vrae; gebruik volwasse, sensitiewe, beleefde, oorredende taal; luister aandagtig; evalueer response, reageer effektief om kennis te demonstreer). - Opsomming (Maak aantekeninge; som op; orden en rangskik response en belangrike besonderhede in logiese volgorde) - Afsluiting (bedank die persoon met wie die onderhoud gevoer is; verskaf kontakbesonderhede) Verslag (formele en informele) • Gee akkurate terugvoer van ’n situasie bv. ongeluk, enige bevindinge. • Oorweeg ’n titel, inleiding (agtergrond, doel en omvang), liggaam (Wie? Waarom? Waar? Wanneer? Wat? Hoe?), afsluiting, aanbevelings, verwysings, toevoegings. • Beplan: Versamel en organiseer inligting en gee feite weer. • Gebruik semi-formele tot formele register en styl. • Gebruik: - teenwoordige tyd (behalwe vir historiese verslae); - gewone selfstandige naamwoorde; - die derde persoon; - feitelike beskrywing; - tegniese woorde en frases; en - formele, onpersoonlike taal. Gee aanwysings Om, byvoorbeeld, padaanwysings vir iemand te gee. • Gebruik aanwysings wanneer iemand vertel word hoe om ’n bestemming te bereik. • Gebruik hoofsaaklik bevelsinne. • Gebruik die tweedepersoonsvertelling (‘n interaksie tussen die spreker en die luisteraar). • Oorweeg die volgende wanneer aanwysings gegee word: - gebruik kort en duidelik sinne; - gebruik chronologiese volgorde; - verwys na ’n spesifieke rigting; - dui ’n beraamde afstand aan; - gee die benaderde aantal strate wat gekruis moet word om die bestemming te bereik; - verskaf inligting oor bakens langs die pad; - gebruik woorde wat posisie aandui; - gebruik woorde wat rigting aandui; - gebruik woorde om vir aanwysings te vra, en - gebruik woorde om waardering te wys. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 23 TEKSTE WAT VIR LUISTER EN PRAAT GEBRUIK KAN WORD Instruksies Om te verduidelik hoe om apparaat of ’n instrument te gebruik, kos voor te berei, foute te herstel, ens. • Verduidelik hoe om apparaat of ’n instrument te gebruik, hoe om iets te maak, disse voor te berei, foute te herstel, ens. • Beplan en berei voor (sien skryfkenmerke): - verstaan die situasie (s) en wat die produk - waarvan instruksies/demonstrasie gegee word - behoort te wees of te kan doen; - verduidelik die werking of gebruik van enige artikel; - oordink duidelik, korrekte en logiese volgorde van instruksies; - gebruik handleidings, instruksies en werkinge; en - oorweeg woordeskat, taalleer, uitdrukkings, tegniese taal en frases wat gebruik mag word. • Aanbieding. Mondelinge aanbieding/ verslag • Mondelinge aanbieding van gebeure bv. die radio, televisie of bevindinge van ’n onderhoud wat gedoen is. • Beplan en berei voor: - stel die produk bekend waaroor die formele mondelinge aanbieding gaan wees; - voorspel watter woordeskat, taalleer en uitdrukkings gebruik mag word; en - navorsing en insameling van relevante inligting van die spreker en die taal wat benodig word om inligting uit te druk. • Aanbieding; neem kennis van die volgende: - bewyse van navorsing behoort duidelik te wees. • ‘n Vorm (inleiding, liggaam en afsluiting) behoort gevolg te word. • Die teks behoort uit duidelike logiese skakels te bestaan wat die onderwerp en korrekte feite in logiese volgorde weergee. • ‘n Argument of standpunt word gedeel wat ander tot nadenke stem. • Duidelik geformuleerde idees wat die gehoor en die doel in ag neem. • Aanbieding word in ’n formele, neutrale (informatiewe) styl gelewer in ’n register wat gepas is vir die gehoor. • Leerders behoort aangemoedig te word om gepaste liggaamstaal te gebruik, maar wilde gebare behoort vermy te word. Gebruik duidelike onpartydige taal. • Organiseer ’n mondelinge aanbieding in drie dele: - Inleiding: Trek die gehoor se aandag; beantwoord Wie? Wat? Waar? Wanneer? - Liggaam: Organiseer die kerngedagtes van die verslag in logiese volgorde. Gebruik akkurate inligting; ondersteun hoofgedagte met inligting uit navorsing; gebruik besonderhede en beskrywende sinne om die verslag interessant te maak. - Afsluiting: Som op en dra die belangrikste punt oor. Skryf ’n kort afsluiting. Som op en stel weer die kerngedagte. Gebruik die hoofgedagtes om ’n persoonlike mening aangaande die onderwerp van die verslag te formuleer. • Gebruik visuele hulpmiddels, soos plakkate of oorhoofse transparante, en oefen deur dit te gebruik tydens inoefening. • Gebruik notas om ’n finale raamwerk vir die verslag te maak. • Gebruik notas tydens die aanbieding van die verslag. AFRIKAANS HUISTAAL GRAAD 7-9 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEKSTE WAT VIR LUISTER EN PRAAT GEBRUIK KAN WORD Forum-/paneelbespreking Deel verskillende menings of inligting vanuit verskillende bronne. Die sprekers behoort: • verskillende idees te ondersoek; • na mekaar te luister; • toe te gee wanneer nodig; • nie ander sprekers te onderbreek nie; • logiese verbande tussen punte te maak; • by die onderwerp te bly; • mense by die bespreking probeer betrek; - - onderbreek op beleefde wyse; - - druk menings en ondersteunende redes uit. • Elke spreker praat oor ’n bepaalde aspek van die onderwerp. • Gebruik konvensionele/alledaagse/gewone uitdrukkings. • Pligte van die voorsitter: - handhaaf orde; - bestuur die tyd; - hou by die agenda; - moedig deelname aan; - bly neutraal; - vra vir voorstelle of stemme. Rolspel ‘n Situasie word aan leerders geskets, dikwels ’n probleem of ’n insident, waarop hulle moet reageer deur ’n besondere rol aan te neem. Die rolspel mag impromptu wees, of die leerder mag ingelig word oor die besondere rol wat gespeel gaan word. Sulke assesserings is oop en persoonsgesentreerd. Informele bespreking/ gesprek Om idees, menings en standpunte met individue of groepe te deel. • Inisieer en hou gesprekke vol. • Pas beurtnemingskonvensies toe. • Verdedig ’n standpunt. • Onderhandel. • Vul gapings en moedig die spreker aan. • Deel idees en ervarings en toon begrip van konsepte. Bekendstelling van ’n spreker Om aan ’n gehoor inligting oor ’n spreker/gas te gee. • Doen navorsing om relevante inligting oor die spreker te verkry. • Gebruik formele styl of register. • Skep belangstelling en verwagting by die gehoor bv. deur die gehoor van relevante agtergrondinligting en prestasies te vertel. • Bou afwagting deur bv. pouses en infleksie. • Eindig sterk en met selfvertroue. Bedankings • Om ’n spreker na die lewering van ’n mondelinge aanbieding te bedank. • Gebruik formele register. • Luister aandagtig na die spreker sodat daar na die hoogtepunte in die toespraak kan verwys. • Verwys na belangrike aspekte in die toespraak tydens die bedanking. • Eindig sterk en met selfvertroue. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 25 Voorgestelde duur van tekste wat vir mondelinge kommunikasie gelewer moet word TEKSTE TYDSDUUR GRAAD 7 - 9 Gesprekke, debatte, forum-/groep-/paneelbesprekings 15 – 20 minute Dialoë 4 – 6 minute Aanwysings en instruksies 2 – 4 minute Onderhoude 8 – 10 minute Voorbereide lees 2 – 3 minute Voorbereide mondelinge aanbieding, verslag, resensies 2 – 3 minute Onvoorbereide mondelinge aanbieding 2 – 3 minute Storievertel 5 – 7 minute Vergadering en prosedures 7 – 10 minute Uitdrukkings wat in Afrikaanse gesprekvoering gebruik word – Verwysingslys VRA TOESTEMMING/VERSOEK • Kan ek...? • Mag ek...? • Is dit moontlik om...? • Is dit reg as ek...? • Sal dit in die haak wees …? • Gee jy om as …? • Laat my toe om …/vergun my om.../veroorloof my... • Sal jy saamstem dat ons …? GESPREK ONDERBREEK • Verskoon my, mag ek...? • Jammer, dink jy...? • Verskoon my, weet jy dalk...? • Verskoon my, kan jy my help? (formeel) HULP AANBIED • Mag ek jou help? • Kan ek jou help? • Soek jy iets? • Kan iemand my help? • Moet iemand jou help? • Het jy hulp nodig? • Wat kan ek vandag vir jou doen? HULP VRA • Kan jy my asseblief help met...? • Sal jy my help met...? • Ek het hulp nodig met.../Ek benodig hulp met... • Help my asseblief...? • Verleen hulp aan.../Help my om asseblief … APOLOGIE/VERSKONING AANBIED • Jammer. • Ek is jammer omdat... • Ek is spyt omdat... • Vergewe my asseblief. • Ek bied verskoning aan vir.../Ek vra om verskoning vir … • Vergewe my. • Verskoon my. • Ekskuus/Verskoon my, asseblief. KLAGTES • Ek is jammer, maar... • Jammer om pla, maar... • Dalk het jy vergeet om... • Ek dink jy het vergeet om... • Jammer as ek uit my beurt praat, maar... • Verskoon my, maar... • Moontlik bestaan daar ’n misverstand oor... • Moenie my nie verkeerd verstaan nie, maar ek dink ons behoort... AFRIKAANS HUISTAAL GRAAD 7-9 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ADVIES/RAAD GEE • Ek dink nie jy moet … • Jy behoort dit … • Jy behoort dit nie... • As ek jy was, sou ek … • As ek in jou skoene was … • As ek in jou posisie was … • Jy moet dit maar liewer... • Jy moenie... • Wat jy ook al doen, moet net nie... VOORKEUR UITSPREEK • Sou jy liewer wou... • Ek wil liewer/liefs … • Hoekom het ons nie...? • Ek verkies … Wat dink jy? • Wat dink jy behoort ons te doen? • As dit van my afhang … • Ek dink ons moet …. VERMOEDE UITSPREEK • Ek dink hy was van plan om... • Dit kan wees... • Dit lyk asof... • Miskien soek hy … • Miskien wil hulle... • Dis moeilik om sê, maar ek dink … • Ek is nie regtig seker nie, maar ek dink... NIE PRESIESE INLIGTING GEE NIE • Daar is omtrent … • Daar is min of meer... • Daar is ongeveer... • Daar is ’n groot aantal …. • ... voorspel dat... • Dit is ’n voorbeeld van … • Dis soort van … • Dis moeilik om te bepaal, maar ek raai … • Ek is nie regtig seker nie, maar ek dink … IEMAND GROET Voor ’n lang reis, vakansie, kort uitstappie • Geniet die reis! • Geniet die vakansie. • Veilige reis. • Geniet dit by (plek soos ’n restaurant). • Geniet dit in (plek soos ’n dorp/stad) Wanneer vriende of familie van ’n reis terugkom • Hoe was jou vakansie? • Het julle dit in... geniet (plek) ? • Hoe was die reis/vlug/uitstappie/toer/rit? EVALUEER/BEOORDEEL JOUSELF • Dit het goed gewerk/was effektief omdat... • Ek het dit goed gedoen, omdat…. • Dit sou beter gewees het indien ek... • Dit kan verbeter word deur…. • Vooruitgang is/is nie sigbaar/voor die hand liggend omdat... • Dit het geslaag, want … 3.1.2 Lees en kyk Goedontwikkelde leesvaardighede is oor die hele kurrikulum belangrik vir suksesvolle leer. Leerders ontwikkel leesvaardighede en soek inligting in ’n wye reeks literêre en nie-literêre tekste, insluitend visuele tekste. Leerders herken en besef hoe genre en register die doel uitbeeld. Deur in die klas te lees en onafhanklike lees, word leerders kritiese en kreatiewe denkers. Lees en kyk kombineer twee aspekte: 1) die leer en toepassing van strategieë vir dekodering en begrip van die teks; en 2) die leer en toepassing van kennis van die kenmerke van tekste. Beide aspekte behoort teenwoordig te wees in Lees en kyk onderrig van literêre en nie-literêre tekste. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 27 Die inhoud van lees en kyk is gerangskik in: 1) lees vir begrip; 2) lees vir formele studie (letterkunde); en 3) uitgebreide selfstandige lees. Die leesproses en -strategieë Leesonderrig betrek fases van die leesproses. Dit is ’n driefase-aktiwiteit wat gebaseer is op verskillende leesstrategieë vir die dekodering en begrip van tekste. Nie al die stappe van die proses sal altyd gebruik word nie. Byvoorbeeld, as leerders ’n onbekende tekssoort lees, moet hulle ’n pre-leesaktiwiteit doen wat hul aandag vestig op die opvallende kenmerke van die tekssoort. Dit sal hulle ook help om assosiasies met hul eie ervarings te skep. Leesaktiwiteite sal leerders help om die struktuur en taalkenmerke van die teks in besonderhede te ontleed. Tydens post-lees kan leerders probeer om die teks in hul eie geskrewe tekste te reproduseer. • Pre-lees • Tydens lees • Post-lees aktiwiteite Pre-lees Leerders mag voorberei word vir die teks op verskeie maniere, afhangende van die tipe teks en die vlak van die leerder. Dit aktiveer assosiasies en vorige kennis. • Leerders word aangemoedig om sekere verwagtinge oor die teks te baseer op leidrade uit prente of foto’s, die tekstipe, uitleg, titelbladsy, inhoudsopgawes, hoofstukke, woordelys, indeks, bylae, voetnotas. • Vluglees en soeklees tekskenmerke: titels, opskrifte en subopskrifte, onderskrifte, illustrasies, grafieke, kaarte, diagramme, vetdruk, skuinsdruk, numering, landkaarte, ikone, tuimelkieslyste, sleutelwoordsoektogte. • Vluglees vir kerngedagtes en aanbieding van eie idees in ’n pre-leesbespreking. • Vluglees vir ondersteunende besonderhede. • Maak voorspellings deur die inligting te wat uit vluglees en soeklees verkry is. Tydens - lees Lei betekenis van onbekende woorde en beelde af deur gebruik te maak van woordaanpakvaardighede en kontekstuele leidrade. • Herlees/hersiening. • Visualiseer wat gelees word. • Lei betekenis af (analogie, konteks, formaat, ens.). • Bevraagteken. AFRIKAANS HUISTAAL GRAAD 7-9 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Maak aantekeninge (kern en ondersteunende gedagtes). • Opsomming van kern en ondersteunende gedagtes in puntvorm/paragraaf volgens die vereiste lengte. • Verklaring van kwessies. • Maak afleidings. • Verduidelik/evalueer skrywer se afleidings en gevolgtrekkings. Post- lees • Beantwoord laer-orde tot hoër-orde vrae oor die teks. • Maak gevolgtrekkings/gee eie mening. • Evalueer/bespreek verskillende vertolkings van ’n teks. • Vergelyk en kontrasteer. • Sintetisering/skryf ’n opsomming. • Ontgin die teks vir taalleer en woordeskat bv. herskryf in ’n ander tyd (verlede, teenwoordige, toekomende tyd). • Waar gepas, reproduseer die genre in ’n eie skryfstuk. • Ontwikkel kritiese taalbewustheid: - feite en mening; - direkte en geïmpliseerde betekenis; - denotasie en konnotasie; - sosio-politieke en kulturele agtergrond van teks en outeur; - die invloed wat seleksie en weglating op die betekenis van die teks het; - verhouding tussen taal en mag; - gevoels- en manipulerende taal, partydigheid, vooroordeel, diskriminasie stereotipering, taalvariëteite, afleidings, aannames, argumente, doel met die insluiting of uitsluiting van inligting; en - skep nuwe tekste bv. verander ’n verhaal in ’n drama, dialoog; ontgin die teks vir taalleer en woordeskat bv. herskryf in ’n ander tyd (verlede, teenwoordige, toekomende tyd). Interpretasie van visuele tekste (verskeidenheid grafiese en visuele tekste): Vir talle leerders is die skerm en nie die gedrukte bladsy nie die bron van die meeste van hul inligting. Visuele geletterdheid is ’n belangrike aspek van studie en die rekenaar is ’n ryk bron van inligting. Ondersoek hoe belangrik uitleg op ’n gewilde webtuiste is; hoe adverteerders mense se aandag verkry; hoe beweging en kleur ’n deurslaggewende rol speel om die gebruiker te oorreed om ander webtuistes te gaan opsoek. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 29 • Oorredingstegnieke: Gevoels-, oorredings- en manipulerende taal, en partydigheid. • Hoe taal en beelde waardes en houdings vorm en weerspieël. • Impak van die gebruik van lettertipe en -grootte, opskrifte en onderskrifte. • Ontleed, interpreteer, evalueer en reageer op ’n reeks strokiesprente. Leesaktiwiteite en die tipe leser wat in die vooruitsig gestel word: Voorbereide Lees (Hardoplees) • Gebruik van toon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare. • Uitspraak van woorde sonder om die betekenis te verloor. Onvoorbereide lees (Hardoplees) • Lees vloeiend volgens doel. • Uitspraak van woorde sonder om die betekenis te verloor. • Gebruik korrekte toon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare. Leesbegrip • Vir aandagtige en kritiese lees van die teks (leesbegrip). • Om die teks volkome te verstaan: tekskenmerke – titels, illustrasies, grafieke, kaarte, diagramme, opskrifte, subopskrifte, numering, hoofopskrifte, formaat van bv. koerantberigte, ens. • Om onafhanklike lees te demonstreer (uitgebreide lees vir genot, inligting en leer). • Kritiese taalbewustheid (wees bewus van die denotasie en konnotasie van woorde en dat dit versteekte betekenis en boodskappe dra bv. stereotipering, die spreker se vooroordeel en bedoelings). AANDAGTIGE LEES a) Aandagtige lees van kort geskrewe tekste vir WOORDBEGRIP Leerders pas ’n verskeidenheid strategieë aan om ’n teks te verstaan. Hulle verwerf woordeskat op deur woordaanpakvaardighede en blootstelling. • Gebruik van woordeboeke, tesourusse en ander naslaanwerke om die betekenis, spelling en uitspraak van onbekende woorde vas te stel. • Identifiseer die betekenis van gemeenskaplike voorvoegsels, (bv. be-, ge- of ont-) en gemeenskaplike agtervoegsels, (bv. –erig, -heid). • Bepaal die betekenis van woorde en woordfamilies deur na die stam/basis, voorvoegsels en agtervoegsels te kyk. AFRIKAANS HUISTAAL GRAAD 7-9 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Gebruik van die tekskenmerke (soos betekenis van sinne), kontekstuele leidrade (soos kommas, aanhalings) en grafiese leidrade (soos lettertipe en –grootte, vetdruk, skuinsdruk) om die betekenis van onbekende woorde te bepaal. • Gebruik bekende idiomatiese uitdrukkings en spreekwoorde, bv. die bobbejaan agter die bult gaan haal. • Onderskei tussen denotasie en konnotasie. • Identifiseer die oorsprong en gebruik van nuwe woorde bv. slengtaal, dialekte, geleende woorde (bv. ubuntu, konfoes). • Onderskei tussen woorde wat dikwels verwar word: homofone, homonieme, sinonieme, bv. fietse/vietse; applous/toejuiging. • Herken ’n wye reeks afkortings, bv. akronieme, verkortings. • Pas taalreëls toe om begrip te dekodeer. Sien Taalstrukture – Verwysingslys hieronder. b) Aandagtige lees van kort geskrewe tekste vir SINS- EN PARAGRAAFBEGRIP Leerders pas hul grammatikale kennis toe om sinsbou en die organisering van tekste te verstaan. Dit bied geleentheid vir die geïntegreerde onderrig van taalstrukture. • Identifiseer en gebruik die betekenis en funksies van taalstrukture en -konvensies in tekste. Verwys na Taalstrukture – Verwysingslys hieronder. • Identifiseer die struktuur van tekste wat vir verskillende doeleindes (soos beskrywing, definisie, oorsaak￾en-gevolg) oor die kurrikulum heen en gebruik verbandhoudende verbindingswoorde (bv. aan die een kant, eerstens, maar). Verwys na die afdeling oor Skryf en aanbied vir die gepaste tekssoorte. c) Aandagtige lees van kort geskrewe tekste vir TEKSBEGRIP Leerders pas hul kennis van verskillende genre en formele tekste toe om die betekenis, doel en effek van die teks as geheel te verstaan. • Bring die teks in verband met hul eie ervaring. • Identifiseer die tekssoort en die doel daarvan, bv. ’n oplossing vir ’n argument. • Identifiseer en verduidelik die skrywer se houding en doel. • Bestudeer dele van tekste of hele tekste en kom tot ’n gevolgtrekking. • Kom tot ’n gevolgtrekking; vorm en regverdig eie opinie. d) Aandagtige lees van kort tekste vir OPSOMMING EN AANTEKENINGE. Leerders pas hul kennis van teksstrategieë toe om die teks op te som. (Verwys na leesstrategieë.) • Soek- en vluglees vir die hoofgedagtes en tema. • Onderskei tussen hoofgedagtes en ondersteunende besonderhede. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 31 • Parafraseer die hoofgedagtes (skryf in eie woorde). • Orden sinne in ’n logiese volgorde en gebruik verbindingswoorde om ’n teks saam te bind. e) Aandagtige lees van kort tekste vir KRITIESE TAALBEWUSTHEID. Leerders pas hul begrip toe om te verstaan hoe taal magsverhoudings tussen teks, skrywer/outeur en leser kan weerspieël en volhou. Hulle ontleed die perspektief van die skrywer/outeur van die geskrewe teks. • Identifiseer en bespreek gevoels- en manipulerende taal. • Identifiseer en bespreek vooroordeel, partydigheid en stereotipering. • Identifiseer en bespreek aannames en verduidelik die impak daarvan. • Identifiseer en bespreek geïmpliseerde betekenis en afleiding. • Identifiseer en bespreek denotasie en konnotasie. • Verduidelik die doel van seleksie en weglating van inligting. • Herken die skrywer se standpunt. f) Aandagtige lees van MULTIMEDIA- EN VISUELE TEKSTE (Multimediatekste maak gebruik van visuele en geskrewe materiaal in een teks bv. advertensies, strokiesprente. Dit kan hierdie ook met gesproke taal en gebare kombineer word.) Leerders pas hul kennis van beelde en visuele hulpmiddels toe om te verstaan hoe dit die skryf van multimediatekste ondersteun. Leerders pas metataal/terminologie van visuele geletterdheid/filmstudie toe om visuele tekselemente en die effek daarvan te verstaan en waardeer. • Identifiseer en bespreek die manier waarop multimediatekste geïntegreer word met geskrewe tekste soos uitleg, illustrasies, grafiese inligting. • Identifiseer en bespreek die doel en boodskap van visuele tekste vir inligting soos grafieke, tabelle, dokumentêre programme, kaarte, landkaarte. • Identifiseer en bespreek die boodskap en doeltreffendheid van die visuele elemente in advertensies en die verhouding tussen die geskrewe en visuele elemente. • Identifiseer en bespreek die doel en boodskap van verbandhoudende visuele tekste, bv. kopkaarte, diagramme, sirkeldiagramme, landkaarte, planne. • Identifiseer en bespreek die doel, estetiese waardes en ontwerp van visuele tekste soos foto’s, films, ontwerpelemente. • Identifiseer en bespreek die doel en boodskap van visuele tekste bedoel vir genot en vermaak, soos films, strokiesprente, musiekvideo’s. • Identifiseer en bespreek die boodskap en effektiwiteit van visuele tekste wat toesprake/lesings ondersteun soos plakkate, diagramme, ’n rekenaargeprojekteerde aanbieding. AFRIKAANS HUISTAAL GRAAD 7-9 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • (Filmstudie – slegs vir verryking): Identifiseer, verstaan, ontleed en evalueer die verhouding tussen klank, dialoog, handeling en visuele elemente in films en ander oudiovisuele vorme FORMELE STUDIE VAN LITERÊRE TEKSTE Leerders lees, evalueer en reageer op die estetiese kenmerke van literêre tekste. Hulle pas die metataal van letterkunde toe om literêre elemente te verstaan en te waardeer. NOTA: Die klem in formele teksstudie hang af van die gekose voorgeskrewe werk/teks. • Verstaan die unieke kenmerke van verskillende literêre vorme, bv. ’n gedig het ander kenmerke as ’n roman. • Identifiseer en verduidelik figuurlike en retoriese taalgebruik wat in verskillende tekste voorkom soos beeldspraak (vergelyking, metafoor, personifikasie) en stylfigure (alliterasie, klanknabootsing, hiperbool, kontras, ironie, sarkasme, antiklimaks, simbole, eufemisme, woordspeling, onderbeklemtoning). • Identifiseer en verduidelik skrywer/regisseur se bedoeling. • Verduidelik keuse en effektiwiteit van die manier waarop die elemente die boodskap/tema in ’n gedig ondersteun. Elemente mag stylfigure, beeldspraak, struktuur- en klankelemente insluit, bv. rym, refrein, ritme, alliterasie. • Verduidelik keuse en effektiwiteit van die manier waarop elemente die boodskap/tema in ’n drama ondersteun. Bykomend tot stylfigure en beeldspraak mag elemente soos. intrige, karakters, karakterisering, verhoogaanwysings, dramatiese ironie, agtergrond/ruimte, dialoog, monoloog, alleenspraak, terugflits, ens. ingesluit word. By filmwerk, is kamerawerk en redigering, bv. zoemskote, nabyskote, verskote, musiek en klankbaan, spesiale effekte, kleur, ens. ook belangrik. • Verduidelik keuse en effektiwiteit van die manier waarop elemente die boodskap/tema in kortverhale/ romans/films ondersteun. Verdere elemente, afgesien van stylfigure en beeldspraak, sluit in die rol van die verteller asook strukturele elemente, bv. intrige, uiteensetting, stygende lyn van spanning, konflik, klimaks, afnemende spanningslyn/antiklimaks, ontknoping/oplossing, ruimte. UITGEBREIDE SELFSTANDIGE LEES EN KYK Leerders pas die strategieë toe wat hulle tydens aandagtige lees en formele teksstudie aangeleer het om ook vir genot en navorsing te lees tydens buitekurrikulêre, selfstandige leeswerk. Die onderwyser se leiding op toegangs- en leesvlak is noodsaaklik tydens hierdie leesaktiwiteite. • Besoek biblioteke en ken boekklassifiseringskonvensies. • Verskaf bewyse van uitgebreide lees-/kykaktiwiteite in die vorm van toesprake, besprekings en resensies (boek/film/program). • Lees en kyk gedurende en na klastyd na ’n wye verskeidenheid tekste soos boeke, tydskrifte, koerante, webbladsye, films, dokumentêre programme, TV-reekse. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 33 Voorbeelde van soorte vrae Kennisvrae Wat het gebeur nadat … ? Gee die naam … Beskryf wat gebeur het by … Wie het met Jan gepraat? Wat is die betekenis van... ? Begripsvrae Wie was die hoofkarakter …? Gee ’n voorbeeld van …? Verduidelik in jou eie woorde …? Toepassingsvrae Kan jy aan enige ander geleentheid dink waar...? Onthou jy dat ons aandag aan metafore gegee het – hoe sal jy die metafoor in versreël 3 verduidelik? Analisevrae Hoe stem dit ooreen met …? Hoe verskil dit van …? Wat is die onderliggende tema van …? Hoekom dink jy …? Sintesevrae Ons het baie verskillende perspektiewe oor Jan geleer. Gebruik dit en beskryf sy karakter. Watter soort persoon was hy? Evalueringsvrae Hoe effektief is …? Kan jy aan ’n better manier dink om …? Watter van hierdie twee gedigte verkies jy? Hoekom? Die kies van ’n tekstipe of genre Onderwysers behoort seker te maak dat leerders ’n verskeidenheid tekste en genres gedurende die jaar lees. Daar behoort ’n balans te wees tussen die lees van kort en langer tekste, en tussen lees vir verskillende redes bv. estetiese redes (formele teksstudie in voorgeskrewe tekste), tekste wat grootskaals in die media versprei word, visuele tekste vir genot (verwys na die afdeling oor tekste wat gebruik word vir die geïntegreerde onderrig van taalvaardighede). SOORTE LEESTEKSTE Poësie Daar is uiteraard slegs twee vrae wat ’n leerder moet vra t.o.v. ’n gedig: Wat word gesê? Hoe weet ek dit? Die tweede vraag bou voort op die die antwoord van die eerste vraag; die eerste antwoord bepaal wat deur die tweede vraag onthul sal word. Alle letterkundige skrywers skryf omdat hulle iets wil sê- iets wat hulle ten minste interessant ag, en wat gewoonlik van belang is vir die kulturele groep vir wie hulle skryf. Ons bestudeer die teks om dit wat die skrywer probeer sê, te ondersteun, bevestig, verduidelik en te openbaar. Dit sluit ook refleksie in oor die figuurlike gebruik van taal; die wyse waarop sinne, versreëls en gedigte as ’n geheel voorgestel word; oor die keuse van stylfigure en beeldspraak; ritme, tempo en klank; en die emotiewe gevoelens wat hierdie beelde opwek. Dit is ’n poging om ’n tentatiewe slotsom te bereik oor die skrywer se hoop dat ons uiteindelik die betekenis van die teks sal ontdek. Daar is selde ’n einde aan die studie van ’n goeie gedig. Die volgende aspekte kan die begrip van die bedoelde boodskap verhoog: • letterlike betekenis; • figuurlike betekenis; • atmosfeer/stemming; • tema en boodskap; • beeldspraak; en • stylfigure, woordkeuse (diksie), klanknabootsing, toon, retoriese stylmiddels, emosionele reaksies, reëls, woorde, strofes, rym, skakel, ritme, leestekens, refrein, herhaling, alliterasie, assonansie en enjambement. AFRIKAANS HUISTAAL GRAAD 7-9 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOORTE LEESTEKSTE Drama Drama gaan nie slegs oor woorde en taal nie: dit behels beweging, stem, lig en donker; interaksie; opvoering. Die manier waarop die spel ontvou (die tempo) is belangrik; die karakters se interaksie, wat hulle doen terwyl hulle nie praat nie; die manier waarop gesigsuitdrukkings die betekenis van ’n reël kan verander. Al hierdie faktore kan verlore gaan as die toneelstuk gelees word soos ’n roman. Dit is egter nooit ’n goeie idee om ‘die video’ van ’n toneelstuk te kyk voordat die teks ten volle bespreek, bestudeer, en deur die klas ‘uitgebeeld’ is nie. Hiersonder word die ‘video’ die waarheid van die toneelstuk, en die spesifieke interpretasie daarvan sal nie maklik weer verander kan word nie. Verbeelding speel ’n kritiese rol in die lees van ’n drama. Visualisering van die verhoog en hoe akteurs mag lyk, en die verkenning van die verskillende maniere waarop ’n reël of mondelinge aanbieding gelewer kan word, is noodsaaklike komponente van drama-/toneelspelopvoering in die klaskamer. Intriges en sub-intriges; die wyse waarop die dramaturg die karakters voorstel, hoe hulle ontwikkel deur die loop van die drama; agtergrond en ruimte (slegs waar dit absoluut benodig word vir begrip van die spel); tempo, gebruik van simbole en beelde; dramatiese tegnieke soos alleenspraak; dramatiese ironie, verhoogaanwysings, die skepping van spanning, humor of tragedie kan alles suksesvol bestudeer word deur middel van die dramatiese lees van die toneelstuk. Die volgende aspekte kan die leerders se begrip van die teks verbeter: • intrige en sub-intriges (handelingsmomente, stygende lyn van spanning, volgehoue spanningslyn, konflik, klimaks, afnemende spanningslyn/antiklimaks, ontknoping/oplossing, vooruitskouing en terugskouing); • karakteruitbeelding; • rol van verteller/persoon/perspektief; • tema en boodskappe; • agtergrond en ruimte (milieu) – verwantskap tot karakter en tema; • dramatiese struktuur: intrige, sub-intriges (standpunt, stygende lyn van spanning en klimaks); • atmosfeer en toon • ironiese kinkel/einde; • verhooginkleding/teateraanwysings; • skakel tussen dialoog/monoloog/alleenspraak en stygende lyn van spanning; • dramatiese ironie; en • verloop. Filmstudie (as verrykende aktiwiteit) Filmstudie is nie dieselfde as om ’n roman te lees nie. Alhoewel die behandeling van ’n film die onderrigpatroon van ’n drama of roman kan navolg, moet die onderwerp van ‘kinematografiese tegnieke’ hieronder spesiale aandag geniet. Die ‘lees’ van ’n film met sensitiwiteit en akkuraatheid hang grootliks af van die mate waartoe die kyker bewus is van die redigering, weglating, kameraskote, opbou, opstel en toneel, musiek, kostuums, beligting en klank. Die vermoë om ’n film op hierdie vlak te kan lees, verryk die ervaring vir die kyker van die film aansienlik. Die kyker beweeg weg van die ‘passiewe kyk’ wat gewoonlik beperk is tot die oppervlakkige volg van die storielyn; na ’n ‘ingeligte waarneming’. Hierdie waarneming verleen groter diepte, duidelikheid en begrip aan die kyker van presies hoe die regisseur, redigeerder, ens. dit wat ons sien manipuleer, om te sorg dat ons verskeie emosies ervaar en op sekere maniere reageer. • Dialoog en handeling, en hul verhouding tot die karakter en tema. • Intrige, sub-intriges, karakterisering, konflik, dramatiese doel en dramatiese ironie, ironiese einde. • Dramatiese struktuur en verhooginkleding/teateraanwysings. • Boodskap en tema en hoe dit gekoppel is aan alle aspekte van die teks. • Kinematografiese tegnieke (visueel, klank en oudiovisueel) soos die gebruik van kleur, subtitels, stelontwerp, klankbaan (musiek, dialoog, byklanke), klank, beligting, regie, raming, style van die kameraskote, kamerategnieke, kamerabeweging, fokus (vooropplasing en agterplasing). AFRIKAANS HUISTAAL GRAAD 7-9 KABV 35 SOORTE LEESTEKSTE Roman, Kortverhale, Volksverhale Verhale (romans, kortverhale en volksverhale) moet gelees, bespreek en geniet word. Die hardoplees van tekste en/of opvoerings in die klaskamer is dikwels van groot waarde, veral as leerders nie van lees hou nie, of as hulle vir een of ander rede hulself teen lees verset. Lees vinnig en hou die belangstelling lewendig deur gebruik te maak van eenvoudige leestegnieke soos afwagting en voorspelling; evaluering en waardering. Eenvoudige aktiwiteite wat leerders kan help om tred te hou met die verhaal sluit in: skeppende opsommings (opsommings van die storie aan ’n vriend in ’n beperkte aantal woorde); die voorhou van ’n visuele grafiek in die klaskamer; oopmaak van dossiere vir hoofkarakters; soek en aanteken van inligting; voorkoms van woorde en beelde wat idees en temas in die verhaal beklemtoon. Na die eerste lees, moet leerders bewus raak van die verskille tussen ’n verhalende teks (wat gebeur volgende?) en die intrige (waarom gebeur dit?). Hulle ondersoek moontlike betekenisse en interpretasies van die storie en hoe die skrywer van taal gebruik gemaak het om karakter te skep (beskrywing en direkte spraak). Leerders bepaal ook die mate van interaksie wat die karakters met mekaar het en die ruimte (beskrywende taal en toevallige verwysings deur die verhaal). Waar nodig, probeer leerders die onderliggende idees, gedagtes en ideologieë ontrafel wat die verloop van die verhaal dikteer. Alle kulture, en die meeste mense, leef lewens wat besiel is met stories. Die eenvoudige plesier om deur ’n goeie storie geboei te word, moet voorrang geniet. Die volgende aspekte kan die leerders se begrip van die teks verbeter: • genre en tipes; • intrige, sub-intriges (standpunt, stygende spanningslyn, konflik, klimaks, afnemende spanningslyn/ antiklimaks, ontknoping/oplossing, vooruitskouing en terugskouing); • konflik; • karakters; • karakterisering; • rol van verteller; • boodskappe en temas; • agtergrond, ruimte en verwantskap tussen karakter en tema; • atmosfeer, ironiese kinkel/einde; en • spanning en verrassing. Ander leestekste Plakkate, kaarte, landkaarte, grafieke, strokiesprente, tydskrifte, koerante, webbladsye, films, dokumentêre programme, TV-reekse, beide gedurende en na onderrig. LENGTE VAN TEKSTE WAT GELEES MOET WORD TEKSTE GRAAD 7 GRAAD 8 GRAAD 9 Tekste vir hardoplees 5 – 6 sinne 1 paragraaf 5 – 8 sinne 2 paragrawe 5 – 10 sinne 3 paragrawe Leesbegrip/soekleestekste 350-400 woorde 400-450 woorde 450-500 woorde Onafhanklike lees Poësie, kortverhaal, volksverhale, romans en drama • soos deur KABV voorgeskryf • asook as niefiksie tekste Poësie, kortverhaal, volksverhale, romans en drama • soos deur KABV voorgeskryf • asook as niefiksie tekste Poësie, kortverhaal, volksverhale, romans en drama • soos deur KABV voorgeskryf • asook as niefiksie tekste Opsomming 70-80 woorde van ’n teks wat uit 250 woorde bestaan 70-80 woorde van ’n teks wat uit 260 woorde bestaan 70-80 woorde van ’n teks wat uit 280 woorde bestaan AFRIKAANS HUISTAAL GRAAD 7-9 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEKSTE WAT GEBRUIK WORD VIR DIE GEÏNTEGREERDE ONDERRIG VAN TAALVAARDIGHEDE IN DIE SENIOR FASE Bykomend tot literêre tekste vir formele onderrig, moet die volgende tekste soos geskrewe, visuele en multimedia tekste met verskillende doelstellings in die Senior Fase behandel word Sommige tekste word bestudeer vir estetiese waardering, terwyl sommige tekste as voorbeelde vir skryf kan dien. Literêre tekste vir formele onderrig. ’n Verskeidenheid moet tydens die Senior Fase bestudeer moet word. Voorgeskrewe genres Poësie Graad 7 – 10 gedigte Graad 8 – 15 gedigte Graad 9 – 15 gedigte Roman Graad 7 – 30-40 bladsye Graad 8 – 40-50 bladsye Graad 9 – 50-60 bladsye Kortverhale Graad 7: 4-5 stories, 3-5 bladsye vir elke storie Graad 8: 5-7 stories, 3-5 bladsye vir elke storie Graad 9: 7-10 stories, 3-5 bladsye vir elke storie Volksverhale Graad 7: 4-5 stories, 3-5 bladsye oor elke storie Graad 8: 5-7 stories, 3-5 bladsye oor elke storie Graad 9: 7-10 stories, 3-5 bladsye oor elke storie Drama Graad 7: Een- tot twee-bedryf toneelstuk, 10-20 bladsye Graad 8: Twee- tot drie-bedryf toneelstuk, 20-30 bladsye Graad 9: Drie- tot vyf-bedryf toneelstuk, 30-50 bladsye Verryking Films Geselekteerde TV-reekse/dokumentêre programme Radiodramas Opstelle Naslaantekste Woordeboeke Ensiklopedieë Skedules Telefoongidse Handboeke Tesourusse Roosters TV-gidse Geskrewe mediatekste Tydskrifartikels Koerantberigte Hoofartikels Kennisgewings Advertensies Geskrewe vorme van oudiotekste Dialoë Toesprake Liedjies Grappe Geskrewe interpersoonlike en transaksionele tekste Briewe Dagboeke Uitnodigings E-pos Sms, twitter Notas Verslae Geskrewe interpersoonlike tekste wat in die besigheidswêreld gebruik word Formele briewe Agendas en notules Multimedia/visuele tekste vir inligting Kaarte, landkaarte Grafieke, tabelle, sirkeldiagramme Kopkaarte, diagramme Plakkate Strooibiljette, pamflette, brosjures Tekens en simbole TV-dokumentêre programme Webbladsye, internettuistes, blogs Facebook en ander sosiale netwerke Dataprojeksie Transparante Multimedia/visuele tekste vir estetiese doeleindes Films Foto’s Illustrasies Multimedia/visuele tekste vir genot en vermaak Films TV programme Musiekvideo’s Strokiesprente, karikature Grappe (geïllustreer) Graffiti Oudiotekste Radio programme Lees van dramas Lees van romans of kortverhale Opnames van toesprake Advertensies op die radio, TV, koerante en tydskrifte AFRIKAANS HUISTAAL GRAAD 7-9 KABV 37 3.1.3 Skryf en aanbied Skryf is ’n kragtige kommunikasie-middel wat leerders toelaat om hul gedagtes en idees samehangend te konstrueer en weer te gee. Gereelde skryf-oefening oor ’n verskeidenheid van kontekste en onderwerpe stel leerders in staat om funksioneel en kreatief te kommunikeer. Skryfaktiwiteite word gesteier deur die gebruik van skryframe (as en wanneer dit nodig is). Leerders word veelsydige skrywers wat hul vaardighede gebruik om gepaste geskrewe, visuele en multimediatekste vir ’n verskeidenheid doelwitte te gebruik en aan te bied. Skryf is belangrik omdat dit die leerders in staat stel om oor taalleer en spelling te dink. Dit moedig die leerders aan om die taal te prosesseer; dit bespoedig taalverwerwing en verhoog akkuraatheid. In die vorige fases het leerders geleer om ’n verskeidenheid kreatiewe en inligtingstekste te skryf deur skryframe as ondersteuning te gebruik. Daar word van leerders in die Senior Fase verwag om besondere tekstipes onafhanklik te skryf. Hulle kan ook die skryfproses gebruik om goed-georganiseerde, taalkundig korrekte skryftekste te skep. Die skryfproses en strategieë Die vermoë om goed te kan skryf is ’n vaardigheid wat ontwikkel moet word en ondersteuning benodig. Hoewel lees ’n belangrike bron van inligting is, word skryfvaardighede ten beste ontwikkel deur te skryf. Skryfonderrig sluit gewoonlik die gebruik van die skryfproses in. Nie alle stappe van die skryfproses sal by elke geleentheid gebruik word nie. As leerders, byvoorbeeld, vertroud is met die tekstipe wat hulle moet skryf, het hulle nie nodig om die struktuur en taalkenmerke in soveel besonderhede te ontleed nie. Daar mag ook geleenthede wees wanneer die fokus op sinskonstruksie of die skryf van ’n paragraaf is; of leerders moet tekste sonder ’n konsepweergawe skryf in voorbereiding vir die eksamen. Die skryfproses bestaan uit die volgende stappe: • beplanning/pre-skryf; • skryf ’n konsep; • hersiening; • redigering; • proeflees; en • aanbieding. Beplanning/Pre-skryf • Ontleed die struktuur, taalkenmerke en register van die tekstipe wat gekies is. • Besluit op die doel van die teks en die gehoor vir wie daar geskryf word. • Bepaal die formaat, styl en standpunt. • Hou ’n dinkskrum deur gebruik te maak van kopkaarte, spinnekopdiagramme, lyste of vloeidiagramme. • Raadpleeg relevante bronne, kies relevante inligting/idees. Skryf ’n konsep • Gebruik hoof en ondersteunende idees vir effektiewe beplanning. AFRIKAANS HUISTAAL GRAAD 7-9 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Skryf ’n eerste poging en hou die doel, gehoor, onderwerp en genre in gedagte. • Kies gepaste beskrywende woorde, frases en uitdrukkings wat die regte stemming skep en die teks duidelik en treffend oordra. • Kies ’n eie identifiseerbare taal (persoonlike styl) en toon om by die gehoor en doel van die teks te pas. • Toon eie standpunt deur waardes, oortuigings en ondervindings te verduidelik. • Lees die eerste poging (konsepweergawe) krities en kry terugvoer van ander (maats). • Sluit spesifieke besonderhede van die betrokke teks in (gebruik aanhalings, staaf en motiveer argumente). Hersiening, redigering, proeflees en aanbieding van finale konsepweergawe • Gebruik voorafbepaalde kriteria vir evaluering en verbetering van eie en ander se skryfwerk. • Verfyn woordkeuse, sin- en paragraafstrukture (voeg addisionele inligting by, gebruik gepaste verbindingswoorde). • Skenk aandag aan opeenvolging en skakeling tussen paragrawe. • Skakel dubbelsinnigheid, omslagtigheid, woordoortolligheid, sleng en beledigende taal uit. • Evalueer inhoud, styl en register. • Gebruik leestekens, spelling en taalgebruik korrek en gepas. • Berei finale weergawe voor, insluitend uitleg byvoorbeeld opskrifte en lettertipes. • Bied die teks aan. Taalstrukture en skryfkonvensies Leerders ondersoek hoe taal werk en ’n gedeelde taal ontwikkel om oor taal te praat (‘n ‘metataal’), sodat hulle hul eie en ander tekste krities ten opsigte van betekenis, doeltreffendheid en akkuraatheid kan evalueer. Hulle sal hierdie kennis ook kan gebruik om met taal te eksperimenteer om betekenis te skep (van woord- en sinsvlakke tot volle tekste) en om te sien wat die verband tussen teks en konteks is. Deur middel van interaksie met ’n verskeidenheid tekste, brei leerders hul woordeskat uit en pas hulle hul begrip van Taalstrukture en -konvensies korrek toe. Kennis van Taalstrukture en -konvensies sal leerders in staat stel om samehangende tekste te skep. Taalstrukture behoort onderrig te word sodat tekste in hul konteks gebruik kan word. Die toepassing van taalstrukture behoort nie beperk te word tot die ontleding van geïsoleerde sinne nie. Dit behoort die wyse waarop sinne gestruktureer is, te verduidelik om hele tekste soos stories, opstelle, briewe en verslae - wat leerders tydens onderrig leer lees en skryf - te konstrueer. Taalkonvensies (spelling en leestekengebruik): • Gebruik spasiëring, hoofletters, kommas, aanhalingstekens, dubbelpunte, onderstreep van woorde, skuinsdruk, vetdruk, kommapunte, afkappingstekens, aandagstrepe, koppeltekens, klemtekens, kappies en deeltekens gepas. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 39 • Gebruik kennis van spelpatrone en -reëls om woorde reg te spel: - kennis van woordpatrone en -families; - kennis van basisvorme, voorvoegsels en agtervoegsels; en - kennis van die vorming van lettergrepe. • Gebruik woordeboeke, tesourusse en speltoetsers met selfvertroue. • Gebruik afkortings en akronieme in verskillende media en vir verskillende teikengehore. Woordkeuse • Gebruik ’n wye verskeidenheid selfstandige naamwoorde, voornaamwoorde, werkwoorde, byvoeglike naamwoorde, bywoorde, voegwoorde, telwoorde en voorsetsels om spesifieke interpretasies, besonderhede en ’n lewendige beskrywing aan tekste soos verhalende en beskrywende opstelle te gee. • Gebruik gepaste sinonieme, antonieme, homofone, homonieme, paronieme en een woord vir ’n omskrywing om konsepte in konteks uit te druk. • Gebruik gepaste formele en informele taal (sleng/spreektaaluitdrukkings, jargon). • Gebruik gepaste geleende en geërfde woorde. • Gee feite en lug eie mening. • Verwoord denotasie, konnotasie en geïmpliseerde/kontekstuele betekenis. • Posisioneer hulself as outeurs deur implisiete en eksplisiete boodskappe. • Lug eie mening oor waardes, houdings, vooroordeel, stereotipering, gevoels-, oorredings- en manipulerende taal bv. in oorredingstekste soos argumenterende opstelle en koerantberigte. • Toon respek deur die gebruik van sekere woorde wanneer skryftekste soos dialoog, onderhoude, ens. geskryf word. • Gebruik bronne en verwysingsmateriaal soos woordeboeke en tesourusse om effektiewe en gepaste woorde te kies. Register, styl en toon • Gebruik die gepaste register: formeel, informeel bv. gebruik informele of gesprekstyl in ’n vriendskaplike brief en formele taal in ’n formele brief. • Gebruik figuurlike taal (idiomatiese uitdrukkings, spreekwoorde). • Spreek die leser direk aan. • Skryf met oortuiging sonder om verskoning vir enige standpunt te vra. • Gebruik verskillende standpunte/perspektiewe. AFRIKAANS HUISTAAL GRAAD 7-9 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Sinsbou • Ken woordsoorte en hoe dit in ’n sin gebruik word. • Gebruik voegwoorde, bywoorde en voornaamwoorde om samehangende sinne te skryf. • Gebruik verskillende soorte voornaamwoorde (bv. vraende voornaamwoorde soos waarom, wanneer, hoe, wat) om fokus te behou, om te beklemtoon, vir objektiwiteit en om omslagtigheid te vermy. • Gebruik korrekte woordorde in sinne om belangstelling en klem/aksent te behou. • Gebruik die korrekte woordorde en woorde, sinswyse, woorde wat bevestig, woorde wat ontken/weerspreek, hulpwerkwoorde. • Gebruik die ontkennende vorm korrek en op verskillende maniere. • Verander sinne van die direkte na indirekte rede, en andersom, met die korrekte gebruik van leestekens, bywoorde en voornaamwoorde. • Gebruik sinsdele soos onderwerp, gesegde, direkte en indirekte voorwerp. • Gebruik hoofsinne en bysinne (bywoordelike en byvoeglike bepalings) om sinne uit te brei, byvoorbeeld: Die ou man met die kierie loop in die straat. • Gebruik tyd konsekwent en gepas. • Gebruik aktiewe en passiewe vorm/lydende en bedrywende vorm. • Gebruik verskillende sinsoorte (stel-, vraag-, bevel-, uitroepsinne) en verskillende sinstrukture (enkelvoudige, saamgestelde, en veelvoudige sinne) en sinne van verskillende lengtes. Skryf van ’n paragraaf • Skryf verskillende dele van ’n paragraaf: kernsin, en hoof en ondersteunende idees. • Gebruik verbindingswoorde (soos voegwoorde, voornaamwoorde, bywoorde, die herhaling van woorde, sinonieme, antonieme) om kohesie in ’n paragraaf te verseker, bv. ’n paragraaf met verskillende voegwoorde wat die gedagtegang saambind en betekenis daaraan gee: - woorde wat chronologiese verloop aandui: eerste, tweede, derde, voordat, nadat, wanneer, later, totdat, ter afsluiting, volgende, tans, vorige, agterna; - woorde wat ’n verduideliking/oorsaak en gevolg aandui: gevolglik, omdat, hieroor, sedert, as gevolg van, toe te skryf aan, daarom, dus, dit wil sê, daaruit volg dat, as … dan; - woorde wat proses aandui: eerste, tweede, derde; - woorde wat vergelyk en teenstellings (kontras) aandui: dergelik (ooreenkomstig), verskillende, kleiner as, groter as, nogtans, maar; - woorde wat orde van belangrikheid aandui: altyd, ter afsluiting; - woorde wat ruimte (ruimtelike oriëntering) aandui: bo, onder, links, regs; ens.; AFRIKAANS HUISTAAL GRAAD 7-9 KABV 41 - woorde wat veralgemening aandui: in die algemeen, deur die bank, ter afsluiting, om saam te vat; - paragrawe wat op eie standpunt/gevolgtrekking dui: volgens my; na my mening/opvatting, begrip, ek dink dat, ek oorweeg om, ek glo dat, dit lyk vir my, ek verkies/hou/hou nie van nie/hoop/voel; - klassifiserende paragraaf: is ’n tipe van, kan verdeel wees in; sorteer onder, behoort aan, is ’n deel van, pas in by, is gegroepeer met, is verwant aan, word geassosieer met; - beskrywende paragraaf: bogenoemde, hieronder, langs, naby, noord/oos/suid/wes, grootte, kleur, vorm, doel, lengte, wydte, massa/gewig, spoed, is soos, lyk soos; - evalueringsparagraaf: goed/sleg, korrek/verkeerd, moreel/immoreel, reg/verkeerd, belangrik/ onbelangrik, suggereer, aanbeveel, adviseer, argumenteer; - definiërende paragraaf: is gedefinieer as ’n tipe paragraaf wat ’n idee op objektiewe wyse definieer; en - opsommende paragraaf: om af te sluit, om op te som, in opsomming, in kort, soos jy kan sien. SOORTE SKRYFTEKSTE OPSTELLE Verhalende opstel Die skryf van ’n verhalende opstel handel oor die aanbied van ’n reeks gebeure in ’n sinvolle volgorde. Die volgende is moontlike kenmerke van ’n verhalende opstel: • Skryf ’n storie/’n gebeurtenis uit die verlede/fiksie. • Gebruik ’n oortuigende storielyn. • Gebruik gewoonlik die verlede tyd, maar baie skrywers gebruik die teenwoordige tyd om ’n gevoel van die hede te skep. • Die inleidingsparagraaf moet boeiend wees. • Oordink ’n punt wat gemaak word. • Gebruik ’n ongewone einde. • Verseker volgehoue belangstelling met styl, retoriese meganismes en stygende spanningslyn. • Beklemtoon sensoriese besonderhede. • Gebruik beskrywende elemente. Beskrywende opstel Beskrywing word dikwels gebruik om atmosfeer en stemming te skep. Films doen dit visueel en skrywers doen dit met woorde. Die keuse van die woorde word merendeels bepaal deur die konnotasies van woorde eerder as die akkuraatheid van die denotasie. • Beskryf iemand/iets om die leser toe te laat om die onderwerp intens te ervaar. • Skep ’n prentjie in woorde. • Kies woorde en uitdrukkings versigtig sodat dit die gewensde uitwerking kan hê. • Gebruik beelde van sig, klank, gehoor, smaak en aanraking. • Gebruik beeldspraak/stylfigure. AFRIKAANS HUISTAAL GRAAD 7-9 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOORTE SKRYFTEKSTE Argumenterende opstel Argumenterende opstelle verteenwoordig ’n argument vir of teen iets (‘Waarom ek glo dat vroue sterker as mans is’). • Argumenterende opstelle neig om subjektief te wees. Die verdediging of aanval is konsekwent tydens die aanvoer van die argument, maar dit sal noodwendig eensydig wees. Die afsluiting stel die skrywer se standpunt en rede duidelik. - Dui ’n spesifieke mening of standpunt aan en argumenteer om ’n standpunt te verdedig of te motiveer. - Huldig deurgaans ’n duidelike standpunt. - Probeer die leser oortuig om die skrywer se perspektief te deel. - Begin met die skrywer se standpunt oor die onderwerp op ’n oorspronklike en treffende wyse. - Gee ’n verskeidenheid argumente ter ondersteuning en uitbouing van ’n standpunt. - Fokus op punte vir of teen ’n stelling. - Druk subjektiewe en sterk menings uit. - Gebruik ’n verskeidenheid van retoriese stylmiddels en oorredende tegnieke. - Gebruik gevoelstaal. - Sluit af met ’n sterk, duidelike en oortuigende stelling wat die skrywer se mening reflekteer. Beredenerende opstel Beredenerende opstelle neig om meer gebalanseerd te wees, en verteenwoordig verskeie kante van ’n besondere argument; die struktuur is versigtig en duidelik beplan; die tendens is om objektief te wees, hoewel die skrywer persoonlik kan wees en gevoelstaal gebruik kan word. Die beste argumente word gewen omdat hulle goeie, redelike sin maak. Die afsluiting laat die leser sonder twyfel oor die skrywer se perspektief. • Probeer om ’n objektiewe en gebalanseerde standpunt van beide kante van ’n argument te gee. • Oorweeg verskeie aspekte van die onderwerp onder bespreking. • Bied teenstellende perspektiewe onpartydig aan. • Balanseer die argumente vir en teen ’n onderwerp. • Skryfwerk moet duidelik, rasioneel en objektief wees. • Stellings is duidelik beredeneerd en word goed ondersteun. • Gebruik ’n oortuigende toon sonder om neerbuigend of emosioneel te wees. • Sluit af deur ’n besondere mening te huldig. Bespiegelende opstel Bespiegelende opstelle verteenwoordig die skrywer se perspektiewe, idees, gedagtes en gevoelens oor ’n besondere onderwerp wat gewoonlik iets is waaroor hulle sterk voel. Dit neig om persoonlik te wees eerder as subjektief; dit benodig ’n versigtige struktuur, maar het nie noodwendig ’n duidelik afsluiting nie. Dit hoef nie ’n gebalanseerde bespreking aan te bied nie, hoewel dit mag gebeur. Dit kan gevat of ernstig wees. • Oorweeg ’n idee. • Gee emosionele reaksies en gevoelens weer. • Oordink subjektiwiteit waar gevoelens en emosies ’n groot rol speel. • Probeer om herinneringe of gevoelens van die skrywer in die leser te skep. • Druk idees, gedagtes of gevoelens uit wat eerlikheid en persoonlike betrokkenheid weerspieël. Verklarende opstel (vir verryking) • Kommunikeer idees of inligting op ’n logiese wyse. • Verduidelik idees of gee feite op ’n stelselmatige wyse weer. • Navorsing van idees wat ondersteun word met feite en syfers. • Klaar enige onbekende konsepte uit. • Organiseer idees logies en neem die leser van die bekende na die onbekende. • Skryf gewoonlik in die teenwoordige tyd. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 43 SOORTE SKRYFTEKSTE TRANSAKSIONELE TEKSTE Amptelike/Formele brief Hoewel die skryf van vriendskaplike/informele briewe vervang is deur elektroniese media, bv. e-posboodskappe, fakse en sms’e, moet leerders steeds onderrig word om briewe te skryf. Die verskeidenheid skryfstukke behoort gewone briewe aan die onmiddellike familie en vriende in te sluit, asook informele briewe aan, onder andere, die pers. Leerders behoort egter formele briewe te skryf en, waar moontlik, dit te pos en vir ’n antwoord te wag. Briewe wat versoeke rig i.v.m. produkte, universiteite, reis en beroepe, sal verseker beantwoord word as dit aan die gepaste persone gestuur is. Die waarde van die formele brief sal dan duidelik word. • Oefen verskillende soorte formele briewe bv. ’n aansoek om betrekking, ’n brief aan die pers, ’n brief waarin gekla word, ens. • Nakoming van verskillende vereistes vir formele briewe soos styl en struktuur. • Skryf in direkte en eenvoudige taal. • Onthou dat die voornemende gehoor die kommunikasieproses moet verstaan om ’n positiewe reaksie op die eindproduk te verseker. • Skryfstyl behoort duidelik, reguit, kort, op-die-man-af en logies te wees. • Het ’n inleiding, ’n liggaam en ’n afsluiting. • Het twee adresse, die skrywer s’n en die ontvanger s’n. • Het ’n formele aanhef volgens die ontvanger se adres. • Bevat ’n titel of onderwerplyn in die aanhef en kan onderstreep wees. • Die taal, toon en styl is formeel van aard. • Sluit die brief formeel af en word gevolg deur die skrywer se titel, voorletters en van. Vriendskaplike/ Informele brief Alhoewel die skryf van vriendskaplike/informele briewe vervang is deur elektroniese media bv. e-posboodskappe, fakse en sms’e, moet leerders steeds die formaat van sulke briewe ken. Die soort informele briewe moet wissel van gewone briewe aan familie en vriende, asook informele briewe aan, onder andere, die pers. • Skryf aan vriende, familie, ens. • Skryf hoofsaaklik om ’n standpunt oor te dra, bv. gelukwensing, simpatiseer, adviseer, ens. • Gebruik informele tot semi-formele styl, register en taal. • Skryf in beskrywende, maar eenvoudige taal. • Skryf logies en volgens ’n spesifieke doel. • Skryfstukke moet ’n inleiding, liggaam en afsluiting hê. • Skryfstukke moet die skrywer se adres en die datum waarop die brief geskryf is, onder die adres bevat. • Na die skrywer se adres volg ’n informele/semi-formele aanhef. • Sluit die brief informeel of semi-formeel af, geskryf deur die skrywer se naam. AFRIKAANS HUISTAAL GRAAD 7-9 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOORTE SKRYFTEKSTE Agenda van ’n vergadering Die skryf van ’n memorandum, agenda en notule is slegs sinvol as dit gebruik kan word. Die beste manier om hierdie skryfaktiwiteit aan te bied, is om aan die leerders ’n video oor ’n vergadering te wys of om hulle ’n vergadering te laat bywoon. Daarna moet hulle die notule van die vergadering skryf en die agenda vanaf die notule saamstel. Dit kan met die werklike agenda en notule vergelyk word. Leerders kan ook op ’n kunsmatige manier aan hierdie skryfstukke blootgestel word. Die onderwyser stel ’n agenda saam en die leerders skryf ’n notule na aanleiding van die agenda. Hierdie aktiwiteit verskil natuurlik van die skryf van notules na werklike vergaderings. ‘n Agenda: • gee ’n raamwerk van die items wat by ’n vergadering bespreek gaan word; • word vooraf aan mense/afgevaardigdes gestuur wat na ’n vergadering genooi is; • word gewoonlik saamgestel deur die voorsitter en die sekretaris, wat, onder andere: - die notule van die vorige vergadering nagaan vir sake wat oorgedra is; - die sake wat tydens die vergadering aangespreek moet word, lys en byvoeg; • rangskik die sake vooraf volgens belangrikheid; en • bepaal die hoeveelheid tyd wat aan elke saak bestee gaan word. Notules • Teken aan wat by ’n vergadering gebeur. • Aanvaar die notule as ’n ware rekord van die vorige vergadering. • Gee die volgende weer: - naam van die organisasie; - die datum, die plek en die tyd wat die vergadering gehou is; - bywoningsregister; • Besluite word woord vir woord genotuleer. • Dit gee ’n opsomming van voorstelle en besluite tydens vergadering. • Skryf in die verlede tyd. • Laat onbenullighede soos grappe uit. • Dit word bindend as dit deur die voorsitter tydens die volgende vergadering geteken en gedateer word. Mondelinge aanbieding • Besluit oor die styl wat gebruik gaan word: wanneer, waar, hoekom (doel), wie (gehoor) en wat. • Die inleiding moet belangstelling van die hoorder wek. • Ontwikkel weldeurdagte idees en vermy clichés. • Besluit waar om pouses te handhaaf en waar om gebare (natuurlik) te gebruik en vir watter doel. (Behou oogkontak). • Gebruik kontrasterende toon (en punte) maar bly hoorbaar. • Gebruik kort sinne met eenvoudige idees en gebruik bekende voorbeelde. • Hanteer kritiek deur billike alternatiewe te gee. • Die slot moet die gehoor tot nadenke stem. • Gebruik visuele of fisiese hulpmiddels, maar die woorde bly die belangrikste. • Die gebruik van notas is opsioneel, en word slegs vir verwysingsdoeleindes gebruik. • Gebruik taal wat volwassenheid, waardes en agtergrond weerspieël. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 45 SOORTE SKRYFTEKSTE E-pos/sms Om in te lig en ’n verhouding te handhaaf. Die ontvanger se adres – in die meeste gevalle is dit die ontvanger se naam, die naam van die bedienerspunt en die land waar dit voorkom. Byvoorbeeld, moloiq (naam) @ webmail. (bediener) za (land). Moloi.q@webmail.co.za • CC: Dit is die ontvanger vir wie se aandag die e-posboodskap ook gestuur word. • Onderwerp: Dit is ’n opsomming van die inhoud van die e-posboodskap. • Boodskap. • Versender se naam. NB: Die versender se adres reflekteer outomaties wanneer die e-pos ontvang word. Die sender mag verkies om sy kontakbesonderhede aan die einde te voorsien. Dit word ’n naamtekening genoem. Onderhoud Skriftelike verslag van die onderhoud. Soos wanneer ’n dialoog geskryf word, is die volgende belangrik: • Skryf die name van die sprekers aan die linkerkant van die bladsy. • Gebruik ’n dubbelpunt na die naam van die spreker. • Elke nuwe spreekbeurt word op ’n nuwe reël geskryf. • Stel vrae aan die persoon met wie ’n onderhoud gevoer word. • Beeld die persoon met wie die onderhoud gevoer word, se sterk punte, talente, swak punte, ens. uit. Verslag (formele en informele) ‘n Verslag is ’n formele dokument en behels die ondersoek van onderwerpe wat vir die leerder realisties en belangrik is. Dit is van geen belang vir die leerders om ’n aangeplakte verslag oor ’n onderwerp te skryf waarby hulle geen belang het nie. • Gee presiese terugvoering oor ’n situasie bv. ongeluk, enige bevindinge. • Oordink ’n titel, inleiding (agtergrond, doel en omvang), liggaam (Wie? Waarom? Waar? Wanneer? Wat? Hoe?), afsluiting, aanbevelings, verwysings, aanhangsels. • Beplan: versamel en organiseer inligting; skryf feite. • Gebruik semi-formele tot formele register en styl. • Gebruik: - teenwoordige tyd (behalwe vir historiese verslae); - gewone selfstandige naamwoorde; - die derde persoon; - feitelike beskrywing; - tegniese woorde en frases; en - formele, onpersoonlike taal. AFRIKAANS HUISTAAL GRAAD 7-9 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOORTE SKRYFTEKSTE Curriculum Vitae (CV) Omdat die meeste mense deesdae van raamwerke gebruik maak, mag dit die moeite werd wees om uit te vind waaruit ’n goeie raamwerk bestaan, en hoe om dit aan te pas sodat dit gepas en meer sinvol voltooi kan word. Dit is bruikbaar om kennis te neem dat elke CV ’n situasie moet aanspreek, bv. ’n CV vir ’n spesifieke betrekking behoort hoofsaaklik die aansoeker se betrokkenheid in daardie besondere area aan te spreek. • Stel jouself aan die wêreld voor d.m.v. ’n dokument. • Weerspieël ’n sterk, eerste indruk. • Dui inligting duidelik, objektief en akkuraat aan. • Spesifiseer die pos waarvoor die kandidaat aansoek doen. • Voorsien: - persoonlike besonderhede; - formele kwalifikasies; - werkservaring (indien van toepassing); en - verwysings. Dagboekinskrywing • ’n Dagboek is ’n uitbeelding van daaglikse gebeurtenisse. • Bied sy/haar evaluering van die dag se gebeure aan. • Skryf vanuit die skrywer se perspektief; die eerstepersoonsvertelling is die mees gepaste benadering. • Die taalkeuse is eenvoudige en tot die punt. • Die toon kan bepaal word deur die aard van die inskrywing. Gee aanwysings • Gebruik aanwysings wanneer iemand vertel word hoe om ’n bestemming te bereik. • Gebruik meestal die bevelvorm. • Hoewel die onderwerp ‘jy’ nie aangedui is nie, verwys dit na die tweede persoon wat ’n interaksie tussen die spreker en die luisteraar aandui. • Oorweeg die volgende wanneer aanwysings gegee word: - wees bondig en duidelik; - die aanwysings moet in chronologiese volgorde wees; - verwys altyd na ’n spesifieke rigting; - dui die benaderde afstand aan; - gee die benaderde aantal strate wat oorgesteek moet word om die bestemming te bereik; - voorsien inligting oor bakens langs die pad; - gebruik woorde wat posisie aandui; - gebruik woorde wat rigting aandui; - gebruik woorde om vir aanwysings te vra; en - gebruik woorde om waardering te wys. Gee instruksies Verduidelik hoe om gereedskap of ’n instrument te gebruik, voedsel voor te berei, foute te herstel, ens. • Verduidelik die werking en gebruik van enige artikel wat gebruik word; voorbereiding van disse, herstel van enige foute. • Beplanning en voorbereiding (verwys na die skryfeienskappe): - verstaan die situasie (s) en wat die produk waaroor die instruksies/demonstrasies gegee word behoort te kan doen; - dui duidelike, korrekte en logiese volgorde van instruksies aan; - gebruik handleidings, instruksies en werkinge; en - neem woordeskat, taal, uitdrukkings, tegniese terminologie en frases wat gebruik mag word in ag. • Aanbieding. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 47 SOORTE SKRYFTEKSTE Advertensie • Moet aandag trek en belangstelling behou – maak seker dat die kernwoorde uitstaan. • Skep ’n behoefte by die verbruiker om die produk of diens te gebruik. • Oorreed die leser om die produk te koop/of die diens te gebruik. • Oorweeg die volgende in die ontwerp van die advertensie: - die teikenmark (vir wie die advertensie bedoel is); - plasing (waar en wanneer die advertensie kan voorkom – in watter media, watter tydgleuf en waar in die program of tydskrif); - aantrekking (tot watter sintuig spreek die advertensie?); - die uitleg en lettergrootte; - die houding (ernstig of nie) en die ratio tussen feit en mening; - die effektiwiteit van die keuse van kleur of tekort daaraan; en - die taalgebruik (of dit cliché-agtig, herhalend, figuurlik, retories, ens. is). Plakkate/ strooibiljette • Kan ’n verskeidenheid vorme aanneem. • Maak gebruik van slagspreuke en logo’s. • Het gewoonlik ’n visuele, ontwerpelement. • Gebruik adverteringstegnieke. • Gebruik ontwerp om die advertensie aantreklik en onvergeetlik te maak. • Figuurlike taal en poëtiese middele word gebruik om impak te maak bv. metafoor, vergelyking, alliterasie, herhaling, rym, ritme. Invul van vorms • Voltooi ’n vorm vir verskeie redes, bv. om aansoek te doen vir ’n betrekking, om deel te neem aan kompetisies, ens. • Voorsien inligting wat benodig word deur die instelling waaraan die vorm gestuur word. • Voltooi wat benodig word, gevolg deur ’n dubbelpunt bv. Van: _______ • Voltooi akkuraat. Huldeblyk Om iemand se dood te herdenk of om mense van iemand se dood in kennis te stel. • Volle name; geboorteplek; waar die persoon gewoon het; geboortedatum; datum van dood, oorlewendes (lewensmaat, kinders) en hulle name; tyd, datum, plek van begrafnis, kort inligting oor die oorledene, ens. • Die volgende inligting kan ook ingesluit word: oorsaak van dood (kulturele gevoeligheid); biografiese besonderhede; persoonlike inligting; inligting oor huldigingsdiens. Kontrak ‘n Bindende ooreenkoms tussen twee of meer partye. Die doel van ’n kontrak is om ’n verpligting te skep. Kontrakte kan ook mondeling wees. (Dit word aanbeveel dat ’n kontrak mondelings gedoen en in ’n geskrewe vorm oorgesit word om moonlike probleme en regstelling daarvan aan te dui.) Elemente van ’n kontrak: • naam (kontraktant, gekontrakteerde, getuies); • terme van verwysing (inhoud van die kontrak – insluitende diens wat gelewer sal word, duur en bedrag as daar geldelike implikasies is); • handtekeninge (alle partye betrokke); • datum en plek (wanneer en waar die kontrak geteken is). Testament ‘n Testament kan bepaal wat met iemand se besittings na sy/haar dood gebeur. ’n Testament kan verseker dat die oorledene se wense na sy/haar dood vervul word. ’n Testament moet op datum en in ’n veilige plek gehou word. Dit behoort die volgende te hê: • naam van die eienaar van die testament; • datum van die testament; • geld en ander besittings; • begunstigdes; en • eksekuteur (vriend, lid van die familie, prokureur). AFRIKAANS HUISTAAL GRAAD 7-9 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOORTE SKRYFTEKSTE Konstitusie en beleid Dit is ’n stel fundamentele beginsels of reëls wat ’n organisasie gebruik om hulle te lei bv. die land, begrafnisgenootskap, jeugorganisasie, stokvel, sokkerklub. • Die betrokke partye moet oor die reëls ooreenkom. • Die reëls is bindend. • Dit kan verander word. • Die formaat behoort die naam van die organisasie of instelling, lidmaatskap, verwysingsraamwerk, datum van aanneming, handtekening, ens., in te sluit. LITERÊRE- EN MEDIATEKSTE Persoonlike mededeling of vertelling Om ’n persoonlik ervaring oor te vertel. • Oriëntering: beskrywing van konteks of omstandighede, bv. Dit was gedurende die skoolvakansie... • ‘n Chronologiese weergawe van die gebeure, bv. Ek het na Tina se huis toe gegaan … Daarna … • Addisionele inligting oor die gebeure, bv. Hy was verras om my te sien. • ’n Afsluiting wat uitgebrei kan word, bv. Ek hoop ek kan meer tyd saam met Tina deurbring. Ons het dit geniet. • Dit word gewoonlik in die verlede tyd geskryf. • Dit word in die eerste of derde persoon geskryf. • Gebruik woorde wat tydsverloop aandui, bv. eerste, daarna, die volgende dag, wanneer, net voor dit, uiteindelik, ten laaste, intussen. • Dit neig om op individuele of groepdeelname te fokus. • Kan ’n informele styl gebruik. Dialoog • Verslag van spreekbeurte tussen twee of meer mense in die orde waarin die gesprek gevoer word. • Teken gedagtewisseling aan soos wat dit plaasvind, m.a.w. vanuit die spreker se perspektief. • Skryf die name van die sprekers aan die linkerkant van die bladsy. • Gebruik ’n dubbelpunt na die naam van elke spreker. • Begin elke spreekbeurt op ’n volgende reël. • Inligting vir sprekers/karakters (of leser) oor hoe om te praat of om die handeling uit te beeld, moet tussen hakies, direk voor die spreker/karakter se woorde geskryf word. • Skets ’n scenario voordat dialoog geskryf word. Resensie Resensies volg selde ’n vasgestelde patroon. Hulle dek nie enige spesifieke aspekte van ’n boek, film of kompakskyf nie. Oor die algemeen, besluit resensente wat dit is wat hulle wil resenseer en wie betrokke is. Goeie resensies probeer om regverdig maar eerlik te wees; swak resensies is bloot ’n persoonlike uiting van eensydige perspektiewe. Humor is nie ongewoon in resensies nie: dit is sommige resensente se kenmerk. Bied resensies uit verskillende bronne aan om leerders te wys hoe gevarieerd hierdie skryfvorm kan wees. • Weergawe van ’n individu se respons op ’n kunswerk, film, boek, geleentheid, ens. • Projekteer sy/haar ‘oordeel’ tot die werk wat aangebied is. • Die leser van die resensie hoef nie saam met die resensent te stem nie. • Twee resensente mag verskillend op dieselfde teks reageer. • Gee relevante feite, byvoorbeeld, die name van die outeur/vervaardiger/kunstenaar, die titel van die boek/werk, die name van die uitgewer/vervaardiger, sowel as die prys (waar van toepassing). AFRIKAANS HUISTAAL GRAAD 7-9 KABV 49 SOORTE SKRYFTEKSTE Poësie • Skryf oor waarnemings en ervarings: - die mens; - natuur; - sosiale aangeleenthede; - tegnologie, ens. • Volg ’n struktuur: - titel; - verse. • Gebruik poëtiese taal. • Laat digterlike vryheid toe, bv. ignoreer leestekens of taalstrukture. Koerantberigte • Stel feite kortliks en akkuraat. • Strewe om die belangrikste feite te gee sonder om die leser te ‘verloor’. • Som akkuraat op sonder om die waarheid te verdraai. • Gee ’n saaklike, bondige, maar treffende titel. Subtitels kan ook gegee word. • Vermeld die belangrikste feite alreeds in die eerste paragraaf: wie, wat, hoe, wanneer, waar, waarom en in watter mate. Tydskrifartikels Die persoonlike voor- en afkeure en die stilistiese eienaardigheid van die skrywer word dikwels in tydskrifartikels vooropgestel, en dit behoort aangemoedig te word by die leerders. Hulle moet ook ernstige tydskrifartikels skryf oor enigiets wat hulle ernstig opneem, sowel as snaakse artikels waarin daar oor enige gepaste onderwerp gespot, geterg, oor gelag of gekritiseer kan word. Die meeste van die tydskrifartikels wat leerders lees, is waarskynlik van hierdie soort. Die internet is vol artikels, en terwyl hul styl en inhoud nie veel verskil van hul geskrewe ampsgenote nie, is dit die moeite werd om dit te ondersoek, soos hulle voorkom in blogs, wat nou ’n wyd-erkende vorm van skryf is. Deur leerders hul eie blogs te laat opstel (op papier, hoewel daar nie twyfel is dat sommige leerders alreeds hul eie blogs het nie), word daar ’n ryk skryfkonteks voorsien, wat die gehoor se aandag kombineer met die relevansie van die inhoud en gepaste toon. Gebruik die volgende: • Die opskrif moet die aandag trek en interessant wees. • Die styl moet persoonlik wees en direk tot die leser spreek. - Die styl kan beskrywend en figuurlik wees en ’n beroep doen op die lesers se verbeelding. - Name, plekke, tye, standpunte en enige ander besonderhede behoort in die artikel ingesluit te word. - Die artikel moet belangstelling wek, en soos ’n advertensie, die leser aan te moedig om die produk of diens te gebruik. - Paragrawe behoort nie te lank te wees nie en behoort die leser se aandag te boei. - Die lettertipe behoort lig en aantreklik te wees. Dokumentêr • Gedetailleerde ondersoek van die onderwerp se lewe, bv. ’n held (sport, opvoeding, godsdienstig) en ’n verslag oor die bevindings. • Dit kan hoogtepunte insluit en die uitdagings wat die onderwerp moes oorkom voordat die toppunt bereik is. • Name, plekke, tye, standpunte en enige ander besonderhede behoort in die dokumentêr ingesluit te word. • Begin met die belangrikste feite: die wie, wat, hoe, wanneer, waar, waarom en tot watter graad. AFRIKAANS HUISTAAL GRAAD 7-9 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) LENGTE VAN TEKSTE VIR HUISTAAL (WAT DEUR LEERDERS GEPRODUSEER MOET WORD) TAAK GRAAD 7 GRAAD 8 GRAAD 9 Paragraaf • Woorde • Sinne 100 –120 woorde 120 – 140 woorde 140 – 160 woorde 8 – 10 sinne 4-6 paragrawe 8 – 12 sinne 5-8 paragrawe 8 – 12 sinne 5-8 paragrawe Opstel 150 – 200 woorde 4-6 paragrawe 200 – 250 woorde 5-8 paragrawe 250 – 300 woorde 5-8 paragrawe Gedig 2-3 verse 3-4 verse 4-8 verse Kort storie, insluitende volksverhale 1 bladsy paragrawe 2 bladsye paragrawe 3 bladsye paragrawe Dialoog (eenbedryf) 1 bladsy 2 bladsye 3 bladsye Langer transaksionele tekste bv. briewe 120-140 woorde 140-160 woorde 160-180 woorde Korter tekste 80 - 90 woorde 90 – 100 woorde 100 – 110 woorde Opsomming 50 – 60 woorde vir 240 woord teks 60 – 70 woorde vir 260 woord teks 70 – 80 woorde vir 280 woord teks LENGTE VAN TEKSTE VIR HUISTAAL (VIR LEERDERS OM MEE OM TE GAAN) TAAK GRAAD 7 GRAAD 8 GRAAD 9 Langer tekste vir luisterbegrip, bv. storie, onderhoude, toneelstukke, nuusverslae 150-200/tot 5 min 200-250/tot 5 min 250-300/tot 5 min Korter tekste vir luisterbegrip, bv. aankondigings, inligtingstekste, instruksies, aanwysings 60-70 woorde/1-2 min 70-80 woorde/1-2 min 80-100 woorde/1-2 min Leesbegrip/aandagtige leestekste 150-200 woorde 200-250 woorde 250-300 woorde Die lengte van tekste vir uitgebreide lees is nie voorgeskryf nie omdat dit afhang van die tipe teks, die moeilikheidsgraad van die taal en die leesvlak van die leerders. 3.1.4 Taalstrukture en -konvensies Taalstrukture en -konvensies verwys na reëls wat die gebruik van leestekens, hoofletters, letters, klanke, woorde, sinne en paragrawe in mondelinge en skriftelike werk bepaal. Hierdie reëls sluit in spelling, uitspraak, taalleer, kritiese taalbewustheid, ens. Die vaardighede van luister, praat, lees en skryf kan nie gebruik word sonder goeie kennis en inoefening van taalstruktuur nie. Leerders moet ook oor ’n breë woordeskat beskik, wat dalk die belangrikste faktor is wat ’n persoon in staat stel om doeltreffend te kommunikeer. ’n Breë woordeskat is noodsaaklik vir al die taalvaardighede, maar veral vir lees en skryf. Die effektiefste wyse waarop leerders hul taalleer kan verbeter en hul woordeskat kan uitbrei, is om intensief tydens en na die onderrigtyd te lees. Leerders sal leer hoe Taalstrukture en -konvensies gebruik word en hulle sal ’n gedeelde taal ontwikkel vir praat oor taal (‘n ‘metataal’), sodat hulle hul eie en ander tekste krities kan evalueer in terme van betekenis, effektiwiteit en akkuraatheid. Hulle sal ook hierdie kennis kan gebruik om met taal te eksperimenteer om betekenis van woord- en sinsvlak te bou t.o.v. hele tekste, om te bepaal hoe ’n teks en sy konteks verwant is. Deur interaksie met ’n verskeidenheid tekste, brei leerders hul gebruik van woordeskat uit en pas hul begrip van Taalstrukture en -konvensies korrek toe. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 51 Die verwagting is dat Taalstrukture en -konvensies in konteks aangeleer sal word net soos ander taalvaardighede aangeleer en ontwikkel word. Die onderrigplanne bevat ’n lys Taalstrukture en -konvensies (items) wat in elke graad gedek behoort te word. Maak seker dat luister- en leestekste wat vir elke tweeweeklikse siklus geselekteer word, sommige van die taalitems bevat wat u wil dek. Skep aktiwiteite wat verwant is aan die tekste sodat dit die leerders in staat kan stel om hierdie items in konteks te gebruik. Die skryftekste wat leerders skryf, sal sommige van die taalitems insluit. Gee u leerders leiding oor die gepaste en korrekte gebruik van die items. Kies sommige van die items waarmee u leerders sukkel en gee hulle formele oefening daarin. In die Senior Fase, is een uur per tweeweeklikse siklus uiteengesit vir formele onderrig en oefening in Taalstrukture en -konvensies. Die volgende tabel dui die Taalstrukture en -konvensies aan wat die leerders moet aanleer gedurende die luister-, praat-, lees- en skryfproses. Hierdie strukture behoort in konteks, op ’n geïntegreerde manier deur die gebruik van verskillende tipes mondelinge-, visuele- en geskrewe tekste onderrig te word. Hulle behoort ook eksplisiet onderrig te word in die tyd wat daarvoor uiteengesit is. VOORBEELDE VAN TAALSTRUKTURE EN -KONVENSIES Lees- en skryftekens Punt, uitroepteken, vraagteken, komma, dubbelpunt, kommapunt, aandagstreep, afkappingsteken, aanhalingstekens, hakies, skuinsstreep, beletselteken/ellips, koppelteken, deelteken, klemteken Spelling Spelpatrone, spelreëls en -konvensies, klank- en lettergrepe, afkortings, verkortings en akronieme, woordeboekgebruik Woordvorming Voorvoegsels, agtervoegsels, basisvorme Selfstandige naamwoorde Eienaam: Piet, Nonxeto, Gauteng, Suid-Afrika Soortnaam (meervoud, verkleining): huis – huise – huisie; man – mans – mannetjie Abstrak: liefde, haat, jaloesie Samestellings: broeksak, reënboog, tafeldoek Versamelnaam: swerm voëls, skool visse (ook uitbreiding van woordeskat) Meervoud: -e, -s, -ers, -ere, -ens, -de, -te; meervoude met die afkappings ’s; meervoude met die deelteken ë; meervoude met ’n kappie ê; dubbele meervoude op -kus en -ci; ander woorde vir meervoudsvorm: ding > goed Soortname met geen meervoude nie: silwer, gars, onkunde Verkleining: -tjie, -jie, -ie, -etjie, -pie, -kie, ’tjie en die reëls vir die vorming van verkleining Geslag: aparte woorde (man x vrou); agtervoegsels (-esse, -es, -in, -ster, -ise, -e, -te); woorde soos mannetjie, wyfie, haan, hen, ram, ooi, merrie, hings, ens. Samestellings bv. reënboog, tafelpoot Lidwoorde Onbepaalde lidwoord: ’n boek, ’n appel Bepaalde lidwoord: die boek, die radio, die appels Telwoorde Hooftelwoord: vyf, twintig Rangtelwoord: eerste, tweede, derde, drie-en-veertigste Voornaamwoorde Aanwysende voornaamwoorde: hierdie, daardie, bv. Hierdie boek behoort aan my. Persoonlike: ek, jy, ons, ens., bv. Sy lees die boek Besitlike: my, sy, joune, hare, s’n, ens., bv. Ek lees my boek. Vraende: waarin, wat, wie, ens., bv. Wie se boek is op die tafel? Betreklike: wat, wie se, met wie, waaruit, waarop, waarmee, bv. Die mes waarmee ek sny is skerp. Onpersoonlike: dit, daar, bv. Dit is ’n interessante boek. Onbepaalde: iets, ’n mens, hulle, iemand, niemand, bv. ’n Mens het water nodig. Wederkerende: hy... hom, Juffrou... haar, bv. Hy het homself met seep gewas. Wederkerige: mekaar AFRIKAANS HUISTAAL GRAAD 7-9 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) VOORBEELDE VAN TAALSTRUKTURE EN -KONVENSIES Byvoeglike naamwoorde Attributief: Die lang man... Predikatief: Die man is lank... Trappe van vergelyking: stellende, vergrotende en (die) oortreffende trap; reëls vir die onderrig van die vorming van trappe van vergelyking Letterlike en figuurlike betekenis, bv. ’n bang kind – ’n bange nag, duur toerusting – dure les Intensiewe vorme: doodmoeg, springlewendig Verboë vorme: Die lawwe kind... Vergelykings: So bleek soos ’n laken. Werkwoorde Tyd Selfstandige/hoofwerkwoord: kom, gaan, groet, bv. Ek eet kos. Deeltjiewerkwoorde (skeibare en onskeibare werkwoorde): ingaan – gaan in, opteken – teken op, teengaan – gaan teen Koppelwerkwoorde: is, was, word, lyk, blyk, heet, skyn, bv. Die vrou is slim. Die kind word bederf. Hulpwerkwoorde: tyd, wyse, plek, bv. Die seun het die werk gedoen. Jy kan saamkom. Infinitief: om te + werkwoord, te + werkwoord: behoort, hoef, skyn, blyk Deelwoorde, bv. Dit is koud gedurende die winter. Deelwoorde in vaste verbindings, bv. agter geslote deure Teenwoordige tyd: Ek drink ’n melkskommel. Verlede tyd: Ek het ’n melkskommel gedrink. Toekomende tyd: Ek sal ’n melkskommel drink. Bywoorde Bywoord van tyd: nou-nou, gister Bywoord van wyse: gesels-gesels, vinnig, stadig Bywoord van plek: op die sokkerveld, Winburg, in die dorp Voorsetsels Alle voorsetsels in vaste en vrye verbindings: met, op, onder; onderaan, daarin Voegwoorde Verbind sinsdele en sinne aan mekaar: Groep 1: maar, en, want, of, dog, sowel as (woordorde verander nie – neweskikkend); Groep 2: dus, daarom, intussen, al, nogtans anders (woordorde verander – voegwoordelike bywoorde); en Groep 3: dat, omdat, indien, terwyl, alhoewel, voordat, as, ens. (onderskikkend). Tussenwerpsels Sies, O! Verbindingswoorde (skryf van sinne en paragrawe) Sluit in woorde soos voegwoorde, betreklike voornaamwoorde, bywoorde, telwoorde AFRIKAANS HUISTAAL GRAAD 7-9 KABV 53 VOORBEELDE VAN TAALSTRUKTURE EN -KONVENSIES Woordeskat￾uitbreiding/- ontwikkeling en taalgebruik Betekenisleer en figuurlike taal: Sinonieme, antonieme, paronieme, polisemie; homonieme, homofone, alliterasie, een woord vir ’n omskrywing Beeldspraak: vergelyking, metafoor, personifikasie, oksimoron, metonimia, hiperbool, litotes, paradoksale teenstelling, eufemisme Stylfigure: onomatopee (klanknabootsing), kontras, ironie, sarkasme, antiklimaks, simboliek, sinestesie, antitese, woordspeling, onderstelling Idiomatiese uitdrukkings, spreekwoorde, raaisels Leenwoorde en erfgoed (volksetimologie), nuutskeppings (neologismes), anglisismes Dubbelsinnigheid, cliché, toutologie, slengtaal, jargon, vaktaal, klem, stereotipering, vooroordeel, aanstootlike taal, gevoelstaal, seksistiese taal, ens. Taalgebruik en register wat gepas is vir die gehoor by spesifieke geleenthede, bv. U Edelagbare, Here Jesus, ens. Woordvorming: Voorvoegsels, agtervoegsels, basisvorme, kern en bepaler, simplekse en komplekse, afleiding, samestelling, verbindingsklanke Klankleer en spelling: Klanke (konsonante/vokale/diftonge/klankverskynsels soos assimilasie, oorronding, ontronding), spelpatrone en spelreëls, klankgrepe en lettergrepe, afkortings en verkortings, akronieme Skryftekens: Afkappingsteken, koppelteken, deelteken, kappie, klemtekens (akuut/gravis) Sinne en sinsdele Bou van ’n enkelvoudige sin: onderwerp, gesegde, voorwerp, byvoeglike en bywoordelike bepalings: Bywoordelike bysin bv. Sy sing waar niemand haar kan hoor nie. Byvoeglike bysin bv. Die tafel, waarvan die poot af is, is verkoop. Woordorde in sinne: tyd, wyse, plek, infinitief Sinsoorte: Stelsinne, bv. Dit is my vrou. Bevelsin, bv. Kom hier! Vraagsin, bv. Waar is my kos? Uitroepsin, bv. Eina, die vuur is warm! Saamgestelde sinne: hoofsinne en bysinne (byvoeglike, bywoordelike – tyd, wyse, plek Veelvoudige sinne (hoof- en neweskikkende sinne) Ontkenning: dubbele ontkenning, vraag (Nee, dit is nie... nie); bevel (Moenie...), asseblief (Moet asseblief nie... nie); woorde wat verander (iemand – niemand; ooit – nooit) Lydende en bedrywende vorm (aktief en passief) Stelsin, sinne sonder onderwerp, sinne in verlede tyd, sinne in toekomende tyd, sinne met hulpwerkwoorde, bevelsin, vraagsin Bedrywende vorm bv. Die seun skop die bal. Lydende vorm bv. Die bal word deur die seun geskop. Direkte en indirekte rede Stelsin, vraagsin, bevelsin, verandering van leestekens, verandering van bywoorde van plek en tyd, verandering van voornaamwoorde Direkte rede bv. Bring asseblief die bal vir my. Indirekte rede bv. Hy het gevra dat ek die bal vir hom moet bring. AFRIKAANS HUISTAAL GRAAD 7-9 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2 TABEL MET DIE VERSPREIDING VAN TEKSTE WEKE GRAAD 7 GRAAD 8 GRAAD 9 KWARTAAL 1 1 en 2 Storie Storie Inligtingsteks – advertensie, plakkaat 3 en 4 Gedig Inligtingsteks met mondelinge aanbieding Roman/Novelle, drama, kortverhaal, poësie 5 en 6 Poësie, drama Roman/novelle, drama, kortverhaal Inligtingsteks - kontrakteks 7 en 8 Kort storie, volksverhale Inligtingsteks bv. koerantberig of tydskrifartikel Roman/Novelle, drama, kortverhaal, poësie 9 en 10 Kort storie, gedig Ondersoekende verslagteks Inligtingsteks bv. koerantberig of tydskrifartikel KWARTAAL 2 1 en 2 Roman, drama, poësie Inligtingsteks met visuele teks bv. landkaarte/bakens/skale/kaarte/ prentjies Roman/Novelle, drama, kortverhaal, poësie 3 en 4 Inligtingsteks met visuele teks bv. advertensie diagramme/prentjies/ grafieke; plakkaat; beskrywing van ’n voorwerp, visuele teks Inligtingsteks bv. oudio-/ visuele teks – rolspel/forum-/ paneelbespreking Resensie - roman, drama, kortverhaal, poësie 5 en 6 Inligtingsteks bv. prosedures, instruksies, inligtingsteks met visuele teks bv. kaarte/tabelle/ diagramme/prentjies/grafieke Inligtingsteks bv. onderhoud Roman/Novelle, drama, kortverhaal, poësie - kennisgewing, agenda en notule 7 en 8 Roman/drama Storie resensie Inligtingsteks met visuele teks bv. advertensie - resensie 9 en 10 SUMMATIEWE ASSESSERING KWARTAAL 3 1 en 2 Inligtingsteks bv. vraelys of vorm Gedig Drama Inligtingsteks – testament 3 en 4 Drama, gedig Inligtingsteks - koerantberig/ tydskrifartikel Roman/Novelle, drama, kortverhaal, poësie – skryf van ’n transaksionele teks – ’n dekbrief en ’n CV 5 en 6 Tekste oor kennisgewing, agenda en notule Roman/Novelle, drama, kortverhaal; gedig – formele/ informele brief Roman/Novelle, drama, kortverhaal, poësie – skryf van ’n opstel 7 en 8 Koerantberig/tydskrifartikel oor hedendaagse aangeleenthede Roman/Novelle, drama, kortverhaal; gedig –skryf ’n storie Roman/Novelle, drama, kortverhaal, poësie – skryf van ’n transaksionele teks – ’n uitnodigingskaartjie en antwoord 9 en 10 Inligtingsteks – aanwysing Verhalende teks – roman, kortverhaal; poësie Drama – skryf van ’n dialoog AFRIKAANS HUISTAAL GRAAD 7-9 KABV 55 KWARTAAL 4 1 en 2 Drama/roman/kortverhaal Inligtingsteks: tydskrifartikel/ koerant Roman/Novelle, kortverhaal – skryf van ’n brief van aansoek 3 en 4 Inligtingsteks met dagboek, e-posboodskappe, sms, strooibiljette Roman/Novelle, drama, kortverhaal, gedig Roman/Novelle, kortverhaal, poësie – skryf van e-posboodskap 5 en 6 Roman, drama, volksverhale Drama/toneelstuk, gedig – joernalistieke verslag Roman/Novelle, kortverhaal, poësie – skryf van huldeblyk, dagboekinskrywing, uitnodigingskaartjie 7 en 8 Hersiening van tekste – in voorbereiding vir eksamen Hersiening van tekste – in voorbereiding vir eksamen Hersiening van tekste – in voorbereiding vir eksamen 9 en 10 SUMMATIEWE ASSESSERING 3.3 ONDERRIGPLANNE Die Senior Fase is ongelukkig vir baie leerders die einde van verpligte onderrig. Na graad 9, begin baie leerders om ’n werk te soek of om loopbane te volg wat nie verdere studie vereis nie. Dit is die rede waarom die onderrig van leerders in die Senior Fase op ’n hoër vlak moet wees. Leerders moet blootgestel word aan ’n wye verskeidenheid kennis – ’n kenmerk wat hulle op ’n beter toekoms moet voorberei. Leerders in die Senior Fase moet blootgestel word aan ’n verskeidenheid literêre genres asook ’n verskeidenheid tekste wat hulle self moet kan skep. Die blootstelling sal die leerders in staat stel om die geleenthede wat hulle gebied word, aan te spreek en dit sal hulle help om hul kennis van die inhoud te verbreed. Die onderrigplan dui op die minimum inhoud wat elke twee weke per kwartaal gedek moet word. Die volgorde van die inhoud gelys is nie voorgeskrewe nie en die gegewe tyd is ’n benaderde aanduiding van hoe lank dit kan neem om die inhoud te dek. Onderwysers behoort hul lesplanne te ontwerp deur gebruik te maak van die onderrigplanne, hul handboeke en enige ander relevante bronne. Leerders kan onderrig word deur gebruik te maak van relevante inhoud in die gepaste volgorde en tempo. Onderwysers word aangemoedig om die inhoud of konsepte kontekstueel tot hul omgewing te gebruik. 3.3.1 Hoe tekste in die tweeweeklikse siklus opeenvolg Verskillende tekste word gebruik as ’n basis vir die ontwerp van die twee-week onderrigsiklus. Die tekste is geselekteer op die basis van hoe hulle ’n geïntegreerde eenheid vorm, byvoorbeeld leerders kan na ’n storie luister en dan ’n storie lees. Hulle kan gevra word om ’n kort mondelinge beskrywing van ’n plek of persoon te skryf (wat inskakel met die storie) of hulle kan gevra word om ’n brief aan ’n karakter in die storie te skryf. Kies ’n tema of onderwerp vir elke twee-weekonderrigsiklus wat jou in staat stel om die aktiwiteite suksesvol te koppel. Die rede vir die gebruik van temas of onderwerpe is om dit moontlik te maak om gedurig woordeskat en taalstrukture in betekenisvolle kontekste te herwin. 3.3.2 Hoe die tekste/aktiwiteite op mekaar volg oor die tweeweeklikse siklus Die tekste hoef nie in ’n besondere volgorde aangeleer te word nie. In die meeste gevalle behoort daar Luister- en Praataktiwiteite te wees ter voorbereiding vir die Lees- of Skryfaktiwiteite. Soms behoort die Luister- en Praataktiwiteit van die leesteks afgelei te word. Leerders behoort betrokke te wees by die verskillende soorte tekste; mondeling en lees, voordat hulle gevra word om tekste te skryf. In die meeste gevalle moet hulle na die teks luister, bv. ’n storie of nuusverslag. Dit kan verskil en op ’n hoër vlak wees as dit wat leerders op daardie tydstip lees. Dit is omdat hulle luistervaardighede meer ontwikkel is as hul leesvaardighede. AFRIKAANS HUISTAAL GRAAD 7-9 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.3.3 Die tipe voorgeskrewe en aanbevole tekste Die voorgeskrewe tekstipes wat aangeleer word in elke twee-weekonderrigsiklus is voorgeskryf in die onderrigplan en behoort in die voorgeskrewe handboeke ingesluit te word. In die meeste gevalle is geen spesifieke tipe storie voorgeskryf nie. ’n Keuse mag gemaak word uit die verskeidenheid hedendaagse stories, skeppende stories (bv. avontuur, wetenskapfiksie) historiese stories (bv. biografieë) en tradisionele stories (bv. mites, legendes en fabels) wat beskikbaar is. Dieselfde geld ook vir gedigte en toneelstukke. Hierdie tekste kan gekies word vanuit die klas se leesboeke/leesreeks/ander boeke (uitgebreide lees) en sal die tekste wat in die voorgeskrewe afdeling gelees is, ondersteun. Hulle kan óf dieselfde tekstipe (om begrip van teksstruktuur te beklemtoon) wees, óf ’n andersoortige tekstipe (om verdere belangstelling te stimuleer en die verskeidenheid leesvermoëns uit te brei). In alle gevalle behoort hierdie addisionele lees verwant te wees aan die onderwerpe en temas wat gekies is vir die voorgeskrewe tekste in die twee-weekonderrigsiklus. 3.3.4 Integrasie van alle taalvaardighede in ’n tweeweeklikse siklus Hoewel die vaardighede in die onderrigplan apart aangebied word, behoort dit, waar moontlik, op ’n geïntegreerde manier onderrig te word, bv. in die onderrig van ’n mondelinge onderhoud kan leerders ’n geskrewe teks lees en hulle kan later ’n geskrewe onderhoud lewer. Die keuse van taalstrukture wat aangeleer word in ’n besondere siklus behoort die skep en begrip van mondelinge en geskrewe tekste wat gedurende daardie siklus gelewer word, te verhoog, bv. die byvoeglike naamwoorde, sinonieme, antonieme, bywoorde en verlede tyd. Dit berei leerders voor vir die skryf van ’n verhalende of beskrywende opstel. Die mondelinge- en skryfstrategieë wat in elke tweeweeklikse siklus aangeleer word behoort bepaal te word deur die tipe teks wat geproduseer word, bv. gedurende die onderrig van verhalende opstelle behoort leerders onderrig te word hoe om chronologiese paragrawe te skryf, maar wanneer hulle verklarende opstelle skryf, kan hulle onderrig word hoe om gebruik te maak van ’n prosedureteks. 3.3.5 Hoe die Taalstrukture en -konvensies onderrig word Die inhoud van die Taalstrukture en –konvensiesafdeling, is in die meeste gevalle verwant aan die tipe tekste wat onder die opskrifte Luister en praat, Lees en kyk, en Skryf en aanbied voorgeskryf is en sal natuurlik aandag geniet in die proses. Byvoorbeeld, as ’n storie behandel word, sal leerders daarna verwys in die verlede tyd en sal hulle dan ook die tekste lees deur gebruik te maak van hierdie tyd. Dit is ook belangrik dat aktiwiteite ontwikkel word wat fokus op besondere taalstrukture in konteks. Kies items vanuit die Taalstrukture en -konvensiesafdeling om leerders te onderrig dat taal natuurlik in die tekstipe waarop gefokus word voorkom, in ’n volgorde wat ’n natuurlike en logiese benadering tot die aanleer van ’n taal, ondersteun. Nie alle items hoef binne die gegewe siklus onderrig te word nie, maar alle items wat in die oorsig gelys is, moet gedek wees teen die einde van die jaar. Sommige tweeweeklikse siklusse mag oorlaai wees met Taalstrukture en –konvensie-items; dit beteken nie noodwendig dat alles in daardie siklus gedek moet word nie. Die aanname is dat die meeste van die items in die Intermediêre Fase afgehandel is. Die onderrig van die items in die Senior Fase word gesien as hersiening. Doen aktiwiteite wat betekenisvol is en wat verwant is aan die tekste wat die leerders bestudeer in die twee￾weeksiklus. Meer aktiwiteite van hierdie aard behoort gedoen te word soos wat leerders vorder van graad 7 tot 9. Kies die reëls wat aan leerders verduidelik word versigtig en beperk dit tot die minimum. Onderrig behoort alle taalvaardighede en taalstrukture te integreer omdat hulle aan mekaar verwant is. Alle taalstrukture en -konvensies behoort in konteks onderrig te word. Let ook op dat daar spesifieke tyd toegeken is vir die formele onderrig van Taalstrukture en -konvensies. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 57 3.4 ONDERRIGPLANNE GRAAD 7 KWARTAAL 1 INHOUD Weke Luister en Praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister na ’n kortverhaal • Identifiseer kern- en ondersteunende gedagtes van ’n kortverhaal. • Maak aantekeninge. • Deel idees en ervarings en toon begrip van konsepte. Vertel ’n storie oor • Vertel gebeure oor in korrekte volgorde. • Meld die karakters korrek. • Meld die tydlyn. Literêre teks: kortverhale • Belangrikste kenmerke van ’n letterkundige teks soos karakter, karakteruitbeelding, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Pre-leesstrategieë: • Herken kenmerke van die teks soos titels, opskrifte, illustrasies. • Herken dele van die boek soos omslag, titelbladsy, indeks, hoofstukke, woordelys, indeks. Leesbegrip en leesstrategieë: • Vluglees en soeklees. • Aandagtige lees. • Visualisering. • Afleiding van betekenis en maak van gevolgtrekkings. • Onderskei tussen feit en mening. • Betekenisleer en woordeskatuitbreiding. Skryf ’n verhalende paragraaf Konvensies van ’n paragraaf: • Onderwerpsin van die paragraaf. • Kern en ondersteunende gedagtes. • Gebruik voegwoorde vir samehang. • Verduidelik vereistes t.o.v. teks soos die vertel van ’n storie. • Gebruik gepaste woorde en styl. • Skryf in die verlede tyd. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n storie wat gebaseer is op ’n persoonlike ervaring. Woordvlakwerk: soortname, eiename, abstrakte selfstandige naamwoorde Sinsvlakwerk: enkelvoudige sinne, stelsinne, teenwoordige tyd, verlede tyd Spelling en leestekens: punt, komma, dubbelpunt, kommapunt, hoofletters en kleinletters AFRIKAANS HUISTAAL GRAAD 7-9 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en Praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Luister na en bespreek die gedig • Deel idees en ervarings en toon begrip van konsepte. • Beantwoord vrae. • Verduidelik aan ’n vriend waarom jy van ’n spesifieke gedig hou. Voorbereide hardoplees: • Toon, stemprojeksie, uitspraak, frasering, oogkontak. • Gee aandag aan leestekens. • Gebruik gepaste liggaamstaal. Literêre teks: gedigte Leesmetodes: • Onafhanklike lees. Pre-leesstrategieë: • Herken kenmerke van die teks soos titels, opskrifte, illustrasies. • Herken dele van die boek soos die boekomslag, flapteks, titelbladsy, indeks, hoofstukke, woordelys. Poësie: Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Kreatiewe skryf: eie gedig Strofe-konvensies: • Struktuur van ’n strofe. • Gebruik voegwoorde vir samehang. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. • Gepaste taalgebruik. • Gepaste gebruik van figuurlike taal. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n gedig. Woordvlakwerk: samestellings; infinitiewe werkwoorde, voornaamwoorde, besitlike voornaamwoorde Betekenisleer en woordeskatuitbreiding: rym, geleende woorde, idiomatiese uitdrukkings, spreekwoorde, alliterasie, vergelykings, metafore, tussenwerpsels, sinonieme, antonieme Lees- en skryftekens: punt, komma AFRIKAANS HUISTAAL GRAAD 7-9 KABV 59 Weke Luister en Praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Gesprek oor drama: • Neem deel aan informele gesprekke oor eenvoudige onderwerpe. • Gebruik korrekte register. • Handhaaf die gesprek. • Identifiseer kern- en ondersteunende gedagtes. • Maak aantekeninge. • Beantwoord vrae. Gebruik onvolledige dialoë vir leerders. Dialoog: • Neem deel aan ’n dialoog. • Gebruik gepaste taal. • Reageer gepas. • Pas gesprekskonvensies bv. beurtneming, toe. • Gebruik gepaste liggaamstaal. Literêre teks drama (een-bedryf/ eenakter) • Belangrikste kenmerke van ’n letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (strategieë): • Vluglees en soeklees. • Aandagtige lees: - voorspelling; - afleiding van betekenis van onbekende woorde deur die gebruik van woordaanpakvaardighede. • Kritiese taalbewustheid. Skryf ’n dialoog, opvoering van drama • Vereistes t.o.v. formaat, styl, perspektief. • Teikengehoor, doel en konteks. • Gepaste woordkeuse. • Gepastheid van bepaalde uitdrukkings. • Vrye uitdrukking. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: soortname, infinitiewe werkwoorde, voornaamwoorde, besitlike voornaamwoorde Sinsvlakwerk: enkelvoudige sinne stelsinne, teenwoordige tyd, verlede tyd, ontkenning Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, idiomatiese uitdrukkings, spreekwoorde Lees- en skryftekens: dubbelpunt, oop en geslote aanhalings, uitroeptekens, vraagtekens AFRIKAANS HUISTAAL GRAAD 7-9 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en Praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë Luister na ’n kortverhaal/ volksverhale. Luister met begrip: • Identifiseer kern - en ondersteunende gedagtes en maak aantekeninge. • Deel idees en ervarings en wys begrip van konsepte. • Identifiseer oorredende en manipulerende tegnieke waar van toepassing. • Beantwoord vrae. Groep-/paneelbespreking: Luister na poësie en bepaal die betekenis. Bespreek die storie/volksverhale waaraan hulle in die vorige aktiwiteit blootgestel was. • Identifiseer karakters. • Bespreek die tema. • Bespreek perspektief. • Bring inhoud in verband met eie ervaring. Literêre teks: kortverhale/ volksverhale • Belangrikste kenmerke van ’n letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip: • Vluglees. • Soeklees. • Aandagtige lees. • Soeklees. • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. Skryf ’n resensie/brief: • Vereistes t.o.v. formaat, styl. • Teikengehoor, doel en konteks. • Samehang van paragrawe. • Gebruik gepaste woordkeuse. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n brief/resensie deur die skryfproses te volg. Woordvlakwerk: enkelvoud en meervoud, byvoeglike naamwoorde, trappe van vergelyking, klankgrepe en lettergrepe Sinsvlakwerk: teenwoordige tyd, verlede tyd Betekenisleer en woordeskatuitbreiding: homofone, homonieme, polisemie, raaisels, idiomatiese uitdrukkings, spreekwoorde AFRIKAANS HUISTAAL GRAAD 7-9 KABV 61 Weke Luister en Praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister- en Praatstrategieë Luister met begrip: • Verduidelik die luisterproses. • Maak aantekeninge. • Beantwoord vrae. Groep-/paneelbespreking: • Bespreek spesifieke idees in ’n kortverhaal. • Neem ’n standpunt oor idees in en verwys na die teks ter ondersteuning van die standpunt. • Bring inhoud in verband met eie ervaring. Literêre teks: kortverhale • Belangrikste kenmerke van ’n letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (strategieë): • Vluglees. • Soeklees. • Aandagtige lees. • Onderskei tussen feit en mening. • Afleiding van die betekenis van onbekende woorde deur woordaanpakvaardighede. Skryf ’n beskrywende opstel: Konvensies van ’n paragraaf: • Onderwerpsin van die paragraaf. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van paragrawe. • Gebruik van voegwoorde vir samehang. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Bied ’n opstel vir assessering aan. Woordvlakwerk: voorvoegsels, agtervoegsels, basisvorme, infinitiewe werkwoorde Sinsvlakwerk: hoofsinne, bysinne Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme Leestekens en spelling: woordeboekgebruik, spelpatrone, spelreëls Assessering vir kwartaal 1 Taak 1: Luister en praat (Mondeling) Taak 2: Skryf Taak 3: Toets 1 Vertel ’n storie oor/bespreek ’n gedig/dialoog/groep-/ paneelbespreking. Beskrywende/verhalende opstel Informele brief/resensie/dialoog Leesbegrip en taalgebruik AFRIKAANS HUISTAAL GRAAD 7-9 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 7 KWARTAAL 2 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister met begrip: • Verduidelik die luisterproses. • Maak aantekeninge. • Beantwoord vrae. Vertel ’n storie: • Karakterbeelding. • Taalgebruik. • Liggaamstaal. • Interpretasie van stemming, stemtoon, atmosfeer, tydlyn, ironie en slot. Literêre teks soos jeugroman/drama • Belangrikste kenmerke van letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Skryf ’n verhalende opstel: Konvensies van ’n paragraaf: • Onderwerpsin van die paragraaf. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van paragrawe. • Gebruik van voegwoorde vir samehang. • Gebruik ’n verskeidenheid van sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: samestellings, onderwerp en gesegde, letterlike en figuurlike gebruik van sommige soortname, infinitiewe werkwoorde Byvoeglike naamwoorde: trappe van vergelyking Sinsvlakwerk: enkelvoudige sinne; stelsinne; teenwoordige tyd, verlede tyd, Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis, gevoelstaal Lees- en skryftekens: punt, komma, uitroepteken, vraagteken AFRIKAANS HUISTAAL GRAAD 7-9 KABV 63 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Luister met begrip (geskrewe teks/TV nuusaanbieding): • Verduidelik die luisterproses. • Maak aantekeninge. • Skryf antwoorde neer. Verskillende vorme van mondelinge kommunikasie: Debatteer (oor advertering): • Kies ’n gepaste onderwerp. • Bied die argument logies aan. • Gebruik gepaste aaneenskakeling. • Gebruik korrekte woordeskat en taalstrukture. • Gebruik manipulerende-/gevoelstaal. • Volg prosedures. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos advertensie): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Manipulerende taal. • Formele-/informele taal. Literêre teks soos ’n roman: • Belangrikste kenmerke van ’n letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Skryf transaksionele tekste: Advertensie/plakkate: • Vereistes t.o.v. formaat. • Doel, teikengroep en konteks. • Woordkeuse en sinskonstruksie. • Visuele elemente soos lettertipe en -grootte, opskrifte, simbole, kleur. • Manipulerende/oorredende taal. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: eiename, geslag, meervoud, enkelvoud Aanwysende voornaamwoorde, betreklike voornaamwoorde Sinsvlakwerk: direkte en indirekte rede, enkelvoudige sinne, stelsinne Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis Leestekens en spelling: dubbelpunt, kommapunt Woordeboekgebruik AFRIKAANS HUISTAAL GRAAD 7-9 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Groep-/klasbespreking oor die manier waarop instruksies of prosedures gevolg word: • Kies ’n onderwerp. • Deel idees. • Neem beurte en luister aandagtig. • Vul gapings. • Gebruik gesprekskonvensies, bv. oorbrug gapings deur vrae te stel, keuses te noem, reaksies dop te hou, belangstelling te toon. Voorbereide/onvoorbereide praat: • Taal- en woordkeuse. • Gebruik van toon, tempo en intonasie. • Gebruik van leidrade gedurende aanbieding. • Gebruik van gepaste liggaamstaal. Lees ’n instruksionele teks soos instruksionele prosedures: • Vluglees. • Soeklees. • Aandagtige lees. • Maak van afleidings. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Korter transaksionele teks - instruksies: • Vereistes vir formaat, styl. • Teikengehoor, doel en konteks. • Samehang van paragrawe. • Woordkeuse en sinstruktuur. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n instruksie. Woordvlakwerk: voorsetsels, telwoorde Sinsvlakwerk: lydende en bedrywende vorm Betekenisleer en woordeskatuitbreiding: idiomatiese uitdrukkings en spreekwoorde Lees- en skryftekens: koppelteken, afkappingsteken AFRIKAANS HUISTAAL GRAAD 7-9 KABV 65 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë Rolspel-drama: • Neem ’n rol aan. • Gebruik gepaste taal. • Gebruik gesprekskonvensies. • Gebruik gepaste liggaamstaal. Ondersoek van rolspel: • Stel vraelys op. • Gebruik gesprekskonvensies. • Gebruik gepaste taal. • Lewer verslag oor bevindings. Lees letterkundige teks soos drama/ roman: • Belangrikste kenmerke van letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Skryf ’n dramaresensie Konvensies van ’n paragraaf: • Onderwerpsin van die paragraaf. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van paragrawe. • Gebruik van voegwoorde vir samehang. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: koppelwerkwoorde, hulpwerkwoorde Sinsvlakwerk: lydende en bedrywende vorm Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis Lees- en skryftekens: koppelteken, aanhalingstekens, vraagteken, komma, punt Formele Assesseringstake vir kwartaal 2 9-10 Taak 1: Luister en praat (mondeling) Taak 2: Toets 2 Taak 3: Luister met begrip/debat/gesprek/(on) voorbereide mondelinge aanbieding/groepbespreking oor die gee van instruksies. Letterkunde: Kontekstuele vrae Halfjaareksamen Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf: een opstel en een transaksionele teks AFRIKAANS HUISTAAL GRAAD 7-9 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 7 KWARTAAL 3 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister met begrip oor hoe om ’n vorm/vraelys te voltooi: • Oefen die luisterproses. • Maak aantekeninge. • Beantwoord vrae. Verskillende vorme van mondelinge kommunikasie oor die gebruik van ’n vraelys of vorm. Forum-/paneelbesprekings: • Kies ’n onderwerp. • Deel idees. • Neem beurte en luister aandagtig. • Vul gapings. • Gebruik gesprekskonvensies om bespreking vol te hou. Lees ’n teks oor die belangrikheid van ’n vraelys en hoe om dit te voltooi: • Inligting benodig. • Taalgebruik. • Handtekening. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Lees en kyk vir begrip: • Vluglees. • Soeklees • Aandagtige lees. • Maak ’n opsomming van die belangrike feite. • Visualisering. • Maak afleidings. • Betekenisleer en woordeskatuitbreiding. Transaksionele tekste soos die voltooiing van vraelyste of vorms: • Volg instruksies. • Voorsien korrekte inligting op die vraag. • Gebruik gepaste taal. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: soortname, versamelname; bywoorde van wyse en tyd, byvoeglike naamwoorde Sinsvlakwerk: byvoeglike en bywoordelike sinne, saamgestelde sinne Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, homonieme Lees- en skryftekens: vraagteken, ellips, gebruik van hoofletters, koppelteken Afkortings, verkortings en akronieme AFRIKAANS HUISTAAL GRAAD 7-9 KABV 67 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Luister na drama (Dialoog/ Onderhoud): • Stel ’n vraelys op. • Gebruik gesprekskonvensies. • Gebruik gepaste taal. • Maak aantekeninge. • Lewer verslag oor bevindings. Verskillende vorme van mondelinge kommunikasie: Dramatisering: Aanpassing van een genre na ’n ander: • Rolspeel oorspronklike dialoog. • Uitvoering in lyn met gees en doel van die oorspronklike teks. • Sterk karakteruitbeelding met eenvoudige rekwisiete. - Gebruik van effektiewe rekwisiete om ruimte/agtergrond te skep. Literêre teks soos jeug drama/radio drama: • Belangrikste kenmerke van letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Langer tekste bv. dialoog/ geskrewe onderhoud: • Vereistes vir formaat en styl. • Teikengehoor, doel en konteks. • Gebruik gepaste woordkeuse. • Gepaste taalgebruik. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: soortname, enkelvoud en meervoud Byvoeglike naamwoorde: trappe van vergelyking, verboë vorme Sinsvlakwerk: saamgestelde sinne met bysinne, direkte en indirekte rede Betekenisleer en woordeskatuitbreiding: basisvorme van woorde Lees- en skryftekens: dubbelpunt; aanhalingstekens; komma; punt; afkappingstekens; vraagteken, hakies AFRIKAANS HUISTAAL GRAAD 7-9 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Verskillende vorme van mondeling kommunikasie: Rolspeel van prosedure tydens vergadering: • Goeie opening/inleiding. • Gebruik van toon, tempo en intonasie. • Gepaste taalgebruik. • Gepaste liggaamstaal. • Goeie afsluiting. Luister met begrip (geskrewe teks/TV nuusaanbieding): • Verduidelik die luisterproses. • Maak aantekeninge. • Beantwoord vrae. Lees ’n teks oor hoe om ’n kennisgewing/agenda en notule te skryf: • Rolspelers. • Taalgebruik. • Formaat. • Rolvertolking. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Lees en kyk vir begrip geskrewe/ visuele teks/grafieke: • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Kern - en ondersteunende gedagtes. • Gee eie mening. Langer transaksionele tekste, bv. kennisgewing/agenda en notule: • Identifiseer teikengehoor en doel van skryf. • Besluit op styl, standpunt en formaat van skryf. • Gebruik gepaste woordkeuse en taalstrukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: Voornaamwoorde: persoonlik, aanwysend, besitlik Sinsvlakwerk: Gebruik van teenwoordige tyd, verlede tyd, direkte en indirekte rede, lydende en bedrywende vorm Betekenisleer en woordeskatuitbreiding: afleidings Lees- en skryftekens: afkappingstekens; aandagstreep; gebruik van hoofletters; komma; punt; dubbelpunt AFRIKAANS HUISTAAL GRAAD 7-9 KABV 69 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë Luister na en bespreek nuus gebaseer op koerantberigte en tydskrifartikels: • Gepaste gebruik van toon, tempo en intonasie. • Gebruik van manipulerende/ emotiewe/oorredende taal. • Gebruik van leidrade. • Nakom van gesprekskonvensies. • Gepaste liggaamstaal. • Interessante inleiding en ’n sterk afsluiting. • Doel, teikengroep en konteks. Voorbereide/Onvoorbereide hardoplees van ’n koerantberig: • Gepaste gebruik van toon, tempo en intonasie. • Doeltreffende gebruik van leestekens. • Gepaste gebruik van liggaamstaal. Lees en kyk vir inligting (gebruik teks soos koerantberigte/tydskrifartikels/ geskrewe mondelinge aanbieding: • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Onderskei tussen feit en mening. • Standpunt van die outeur. • Lei die betekenis van onbekende woorde en beelde af. • Formele-/informele taal. • Direkte-/geïmpliseerde betekenis. • Beeldspraak. Skryf ’n begripstoets. Lang/kort transaksionele tekste – koerantberig: • Vereistes t.o.v. formaat en styl. • Teikengehoor, doel en konteks. • Gepaste woordkeuse en taalstrukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n koerantberig. Woordvlakwerk: abstrakte soortname, soortname Voorsetsels Byvoeglike naamwoorde: trappe van vergelyking, verboë vorme Sinsvlakwerk: Chronologiese volgorde; volgorde van belangrikheid; beskrywende paragraaf, oorredende en gevoelstaal; partydigheid en vooroordeel, stereotipering; retoriese stylmiddels Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike, figuurlike betekenis Lees- en skryftekens: aanhalingstekens; uitroepteken; komma; punt; vraagteken; ellips AFRIKAANS HUISTAAL GRAAD 7-9 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister- en Praatstrategieë Luister met begrip gebaseer op die gee van aanwysings: • Oefen die luisterproses. • Maak aantekeninge. • Skryf antwoorde neer. Verskillende vorme van mondeling kommunikasie, bv. gee aanwysings/ instruksies: • Gebruik gepaste taal. • Gebruik kort effektiewe sinne. • Verskaf besonderhede. Literêre teks soos jeugroman/ kortverhale/drama/radio drama: • Belangrikste kenmerke van letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie: Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip bv. geskrewe/ visuele teks: • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Onderskei tussen feit en mening. • Standpunt van die outeur. • Lei die betekenis van onbekende woorde en beelde af. • Onderskei tussen feit en mening. • Direkte en geïmpliseerde betekenis. Skryf ’n verhalende/beskrywende opstel: • Vereistes t.o.v. formaat, styl en standpunt. • Teikengehoor, doel en konteks. • Woordkeuse en taalstrukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: samestellings Voornaamwoorde: persoonlik, besitlik, betreklik, aanwysend Lidwoorde: bepaald en onbepaald Sinsvlakwerk: evalueringsparagraaf, enkelvoudige sinne, stelsinne, teenwoordige tyd, verlede tyd Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis Lees- en skryftekens: punt; komma; dubbelpunt, kommapunt, hakies; klemteken AFRIKAANS HUISTAAL GRAAD 7-9 KABV 71 Formele Assesseringstake vir kwartaal 3 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Toets 3 Rolspel – vergaderingsprosedures/(on) voorbereide lees/ gee van aanwysings/forum-/paneel-bespreking Beskrywende/Verhalende opstel Agenda en notule Leesbegrip en Taalgebruik OF Letterkunde AFRIKAANS HUISTAAL GRAAD 7-9 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 7 KWARTAAL 4 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Onvoorbereide mondelinge aanbieding: Bekendstelling van ’n spreker/ bedanking/vertel ’n storie: • Kies ’n gepaste onderwerp. • Organiseer inligting samehangend. • Identifiseer woordeskat en taalstrukture. • Effektiewe inleiding en slot. Kenmerke en konvensies (openbare praattegnieke, struktuur): Hardoplees: • Gepaste gebruik van toon, tempo en intonasie. • Doeltreffende gebruik van leestekens. • Gepaste gebruik van liggaamstaal. Literêre teks soos jeugroman/ kortverhale/drama: • Belangrikste kenmerke van letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Lees en kyk vir begrip (gebruik geskrewe en visuele teks): • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Kern en ondersteunende gedagtes. • Onderskei tussen feit en mening. • Afleidings en gevolgtrekkings. • Gee eie mening. Lang/kort transaksionele teks bv. gee van aanwysings: • Vereistes t.o.v. formaat en styl. • Teikengehoor, doel en konteks. • Woordkeuse en taalstrukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: samestellings, Afleidings Byvoeglike naamwoorde: (intensiewe vorme, verboë vorme) Voorsetsels Sinsvlakwerk: enkelvoudige sinne; saamgestelde sinne, bywoordelike en byvoeglike bysinne Betekenisleer en woordeskatuitbreiding: sinonieme; antonieme; letterlike; kontekstuele en figuurlike betekenis, byvoeglike naamwoorde, bywoorde Lees- en skryftekens: kommapunt; aanhalingstekens; punt; afkappingstekens AFRIKAANS HUISTAAL GRAAD 7-9 KABV 73 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë: Luister met begrip (geskrewe teks/TV nuusaanbieding): • Verduidelik die luisterproses. • Maak aantekeninge. • Skryf antwoorde. Verskillende vorms van mondelinge kommunikasie: Debat/groepbespreking: Bespreek gebruik van e-posboodskappe/ plakkate/dagboekinskrywings/ strooibiljette: • Kenmerke en konvensies. • Beplanning, navorsing, organisasie en aanbieding. Lees ’n teks met ’n dagboekinskrywing/e-posboodskap/ strooibiljet: • Die formaat. • Taalgebruik. • Teikengehoor. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie/volksverhale: Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lang/korter transaksionele tekste bv.: e-pos, plakkate/dagboekinskrywings/ strooibiljette: • Vereistes t.o.v. formaat, styl en perspektief. • Teikengehoor, doel en konteks. • Woordkeuse en duidelike beskrywing. • Sinstruktuur, -lengtes en -tipes. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf een van die bogenoemde tekste. Woordvlakwerk: voornaamwoorde: vraend, besitlik, onbepaald Versamelname Infinitiewe werkwoorde Deelwoorde Byvoeglike naamwoorde: intensiewe vorme, trappe van vergelyking Voorvoegsels, agtervoegsels en basisvorme Sinsvlakwerk: Direkte en indirekte rede, vrae en begeleidende vrae, ontkenning, afgekorte stellings, retoriese vrae Betekenisleer en woordeskatuitbreiding: antonieme; letterlike; figuurlike en kontekstuele betekenis Lees- en skryftekens: aanhalingstekens; klemteken; vraagtekens; komma; uitroeptekens; lettertipe AFRIKAANS HUISTAAL GRAAD 7-9 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Luister met begrip: • Verduidelik die luisterproses. • Maak aantekeninge. • Beantwoord vrae. Voorbereide mondelinge aanbieding: • Gepaste gebruik van toon, tempo en intonasie. • Gebruik van manipulerende/ emotiewe/oorredende taal. • Gebruik van leidraadkaartjies. • Hou by verskillende sosiale- en kulturele konvensies. • Gepaste liggaamstaal en -houding. • Interessante inleiding en ’n sterk afsluiting. • Doel, teikengroep en konteks. Lees letterkundige teks soos jeugroman/kortverhale/drama/ volksverhale: • Belangrikste kenmerke van letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Poësie: Voorgeskrewe gedigte: Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Ontleding van ’n gedig: • Reëls, woorde, strofes, skakel, refrein, tipografie, leestekens. • Betekenis: implisiet en eksplisiet. Hersiening en voorbereiding vir eksamen. Opstelle: Voorbereidingsfase: • Vereistes t.o.v. formaat, styl en standpunt. • Teikengehoor, doel en konteks. • Woordkeuse. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: koppelwerkwoorde, hulpwerkwoorde Byvoeglike naamwoorde: trappe van vergelyking, verboë vorme Sinsvlakwerk: partydigheid; stereotipering; vooroordeel; gevoelstaal en manipulerende stellings, retoriese vrae Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, kontekstuele leidrade Lees- en skryftekens: punt; komma; uitroepteken; vraagteken AFRIKAANS HUISTAAL GRAAD 7-9 KABV 75 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Hersiening en voorbereiding vir eksamen: Praat: • Voorbereide toespraak/debat/ onderhoud/gesprek. • Voorbereide lees. • Onvoorbereide lees. Luister: • Luister met begrip. Hersiening en voorbereiding vir eksamen: Lees: • Voorbereide lees. • Leesbegrip. • Opsomming. • Letterkunde: - roman/kortverhale/volksverhale; - drama/filmstudie; en - gedigte. Hersiening en voorbereiding vir eksamen. Skryf: • Transaksionele tekste. Woordvlakwerk: versamelname, betreklike voornaamwoorde, basisvorme Sinsvlakwerk: enkelvoudige en saamgestelde sinne, stelsinne, deelwoorde, vraagsinne, vraagvorme ontkenning Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis Lees- en skryftekens Hersien Formele assesseringstake kwartaal 4 9-10 Taak 1: Luister en praat (mondeling) Taak 2: JAAREINDEKSAMEN Hardoplees/Debat/Groepbespreking/(On) voorbereide mondelinge aanbieding Vraestel 1: Luister en praat (Mondeling) Vraestel 2: Begripstoets, Taal en Letterkunde (2 uur) Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) AFRIKAANS HUISTAAL GRAAD 7-9 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 8 KWARTAAL 1 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë: Groepbespreking – dinkskrum (groepbespreking); kies relevante idees; plaas die kerngedagtes in volgorde. Luister met begrip: • Opname van kern en ondersteunende gedagtes d.m.v. notas. • Deel idees en ervarings en wys begrip van konsepte. • Identifiseer oorredende/ manipulerende tegnieke. • Beantwoord vrae. Literêre teks soos jeugverhale: • Algemene bespreking oor die belangrikste kenmerke soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: Pre-leesstrategieë: Stel leerders bekend aan: • Tekskenmerke – titels, opskrifte, onderskrifte, illustrasies. • Dele van ’n boek – titelbladsy, flapteks, inhoudsopgawe, hoofstukke, woordelys, indeks, bylae, voetnotas, ens. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Skryf ’n verhalende/reflekterende opstel: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om samehangende idees te organiseer. • Bied opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n opstel deur die skryfproses te volg. Woordvlakwerk: Bywoorde van plek en graad Sinsvlakwerk: Enkelvoudige sinne (onderwerp, gesegde, voorwerp), sinstruktuur Bysinne (bywoordelik en byvoeglik), sinsdele Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis van woorde. Lees- en skryftekens: punt; komma; vraagteken; aanhalingstekens; uitroepteken AFRIKAANS HUISTAAL GRAAD 7-9 KABV 77 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë: Luister na mondelinge aanbieding deur president/invloedryke lid van die gemeenskap: • Bespreek kenmerke van voorbereide mondelinge aanbieding. • Identifiseer en verduidelik taalgebruik. • Identifiseer en bespreek kenmerke van die mondelinge aanbieding. Voorbereide mondelinge aanbieding: • Kies gepaste onderwerp. • Organiseer inligting samehangend. • Identifiseer korrekte woordeskat en taalstrukture. • Berei effektiewe inleiding en einde voor. • Inoefening. • Aanbieding. Lees ’n toespraak: • Identifiseer en bespreek belangrike kenmerke. • Ontleed taalgebruik. • Identifiseer en bespreek die gebruik van gevoels- of manipulerende taal. • Ontleed inleiding en afsluiting. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Lees strategieë: • Begeleide lees. • Groeplees. • Onafhanklike lees. Lees en kyk van geskrewe/visuele teks vir begrip: • Vluglees en soeklees. • Aandagtige lees. • Doel en teikengroep. • Afleiding van betekenis en gevolgtrekkings. • Identifiseer manipulerende taal. • Invloed van verskeidenheid en weglating op die betekenis van teks. • Hoe taal en beelde waardes en houdings weerspieël en vorm. • Impak van gebruik van lettertipe en -groottes, opskrifte en onderskrifte op betekenis. Skryf ’n mondelinge aanbieding. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n mondelinge aanbieding: • Verduidelik die vereistes t.o.v. teks om ’n verhalende opstel te skryf. • Identifiseer die teikengehoor. • Besluit op styl, doel en formaat. • Gebruik gepaste woorde. • Inleiding tot ontwikkeling en klimaks. • Afsluiting. Woordvlakwerk: Selfstandige naamwoorde (samestellings; verkleinwoorde) intensiewe vorme Werkwoorde: infinitiewe werkwoorde, deeltjiewerkwoorde Voorsetsels. Byvoeglike naamwoord (trappe van vergelyking) Sinsvlakwerk: Bysin (bywoordelike, byvoeglike bysinne), selfstandige naamwoord, voegwoorde, emotiewe en manipulerende taal Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis van woorde Lees- en skryftekens: uitroepteken, vraagteken, komma punt Afkortings (hoofletters, verkortings en akronieme) AFRIKAANS HUISTAAL GRAAD 7-9 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë: Groepbespreking oor visuele-, oudiovisuele-/multimediateks: • Aktiveer agtergrondkennis. • Raai wat die doel van die teks is. • Soek vir betekenis. • Verstaan die teks. • Maak aantekeninge. • Verstaan die boodskap. Luisterbegrip (slegs klank): • Teken kern en ondersteunende gedagtes aan deur notas, kontrolelyste en opsommings te maak, asook d.m.v. parafrasering en oorvertelling. Rekonstrueer tonele: • Stem saam oor die weergawe/ betekenis van dit wat gesien is. • Rolspeel wat in die tonele gebeur het. Literêre teks soos roman/kortverhale/ drama • Belangrikste kenmerke van letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. OF Lees en kyk vir begrip (strategieë): • Vluglees en soeklees. • Aandagtige lees. • Afleiding van betekenis, kom tot gevolgtrekkings. • Identifiseer manipulerende taal. • Invloed van verskeidenheid en weglating op die betekenis van teks. • Afleiding van betekenis van onbekende woorde deur gebruik van woordaanpakvaardighede. • Onderskei tussen feit en mening. Transaksionele tekste - Briewe (vriendskaplik/informeel) • Kenmerke van die teks. • Gebruik gepaste taalgebruik. • Register en styl. • Inleiding en afsluiting. Skryf ’n brief gebaseer op visuele stimulus. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: Bywoorde (van tyd; plek en wyse) Werkwoorde: infinitief, deelwoorde Byvoeglike naamwoorde (trappe van vergelyking) Sinsvlakwerk: sinstruktuur,: Bysinne: byvoeglike, bywoordelike bysinne, ontkenning, stelsinne Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis van woorde Lees- en skryftekens: Punt, komma AFRIKAANS HUISTAAL GRAAD 7-9 KABV 79 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë: Onvoorbereide mondelinge aanbieding oor ’n koerantberig of tydskrifartikel: • Organiseer inligting samehangend. • Identifiseer korrekte woordeskat en taalstrukture. • Reageer op teks. • Effektiewe inleiding en slot. Forumbespreking/groepbespreking oor ’n koerantberig of tydskrifartikel: • Kenmerke van die teks. • Konvensies en struktuur van die teks. • Taalgebruik. • Register en styl. Lees koerantberig of tydskrifartikel • Belangrikste kenmerke van letterkundige teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Transaksionele tekste - Verslag/tydskrifartikel: • Kenmerke van die teks. • Gepaste taalgebruik. • Register en styl. • Inleiding en afsluiting. Skryf ’n verslag/tydskrifartikel gebaseer op visuele stimulus. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. • Woordvlakwerk: Tussenwerpsels Sinsvlakwerk: enkelvoudige sinne, teenwoordige tyd, verlede tyd, byvoeglike naamwoorde, bywoorde, partydigheid; vooroordeel; stereotipering Betekenisleer en woordeskatuitbreiding: idiomatiese taalgebruik/spreekwoorde; kontekstuele; letterlike (denotasie); en figuurlike (konnotasie) betekenis van woorde Lees- en skryftekens: komma; punt; aanhalingstekens; uitroeptekens; afkappingstekens; skuinsstreep; ellips AFRIKAANS HUISTAAL GRAAD 7-9 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister- en Praatstrategieë Mondeling: Onderhoud/voltooi ’n vraelys/groepbespreking • Navorsing oor die onderwerp. • Organiseer materiaal samehangend en ondersteun dit met voorbeelde. • Identifiseer en kies die korrekte woordeskat, taal en konvensies. • Berei effektiewe inleiding en afsluiting voor. Luister met begrip • Teken kern en ondersteunende gedagtes aan deur notas te neem. • Deel idees en ervarings en toon begrip van konsepte. • Identifiseer oorredende/ manipulerende tegnieke. • Beantwoord vrae. Lees ’n ondersoekende verslag Belangrikste kenmerke van verslag: • Formaat. • Taalgebruik. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Transaksionele teks bv. ondersoekende verslag • Identifiseer die doel, teikengroep en formaat. • Volg konvensies van ’n paragraaf. • Gebruik van voegwoorde vir samehang. • Gebruik ’n verskeidenheid van sinsoorte, -lengtes en –strukture. • Formele styl. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n ondersoekende verslag. Woordvlakwerk: Werkwoorde: hoof werkwoorde; hulpwerkwoorde Sinsvlakwerk: stelsin, bevelsin, vraagsin, uitroepsin, sinstruktuur, teenwoordige tyd, verlede tyd, partydigheid; vooroordeel en stereotipering Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, kontekstuele; denotasie; konnotasie Lees- en skryftekens Formele Assesseringstake vir kwartaal 1 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Toets 1 Groepbespreking – visuele tekste/Luister met begrip/ (on) voorbereide mondelinge aanbieding/forum-/ groepbespreking/onderhoud Verhalende/reflekterende opstel Koerantberig/-artikel Taal en begrip AFRIKAANS HUISTAAL GRAAD 7-9 KABV 81 GRAAD 8 KWARTAAL 2 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister met begrip: • Luister na instruksies/aanwysings. • Maak aantekeninge. • Beantwoord vrae. Verskillende soorte mondelinge kommunikasie bv. ’n onvoorbereide nuusaanbieding/mondelinge aanbieding. Gee aanwysings: • Kenmerke van die teks. • Taal en konvensies. • Liggaamstaal. Lees inligtingsteks met visuele teks, bv. landkaarte, bakens, skale: • Formaat. • Taalgebruik. • Kenmerke. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk na visuele tekste: • Soeklees. • Aandagtige lees. • Maak afleidings. • Maak ’n opsomming (gebruik kopkaarte). Transaksionele teks bv. aanwysings/ instruksies: • Gebruik korrekte formaat. • Organiseer inhoud (kopkaart). • Kern en ondersteunende gedagtes. • Volg die konvensies van ’n paragraaf. • Logiese opeenvolging van paragrawe om samehang te verseker. • Voegwoorde vir samehang. • Volg taalkonvensies. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n teks met instruksies. Woordvlakwerk: Byvoeglike naamwoorde: trappe van vergelyking, betreklike byvoeglike naamwoorde, voegwoorde Sinsvlakwerk: Enkelvoudige en saamgestelde sinne, stelsin, bevelsin, vraagsin, uitroepsin, tyd, kern en bepaler Betekenisleer en woordeskatuitbreiding: sinonieme; antonieme; kontekstuele betekenis van woorde Leestekens en spelling: spelpatrone en spelreëls, punt, komma AFRIKAANS HUISTAAL GRAAD 7-9 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Forum-/paneelbespreking: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Debat: • Dui rolle aan. • Aanleer van gesprekskonvensies. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Literêre teks soos opname van televisie/radio/simulasie Belangrikste kenmerke van die teks: • Taalgebruik. • Formaat. • Rolspelers. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Skryf ’n dialoog. Konvensies van ’n paragraaf: • Gebruik korrekte formaat. • Gebruik inleidende sinne. • Kern en ondersteunende gedagtes. • Orde en samehang. • Woordkeuse en leestekens (Taalkonvensies). Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n dialoog. Woordvlakwerk: Werkwoorde hulpwerkwoorde, koppelwerkwoorde, infinitiewe werkwoorde Sinsvlakwerk: teenwoordige tyd, verlede tyd, emotiewe en manipulerende taalgebruik, sinstruktuur, ontkenning, vraagvorm Betekenisleer en woordeskatuitbreiding: letterlike betekenis, sinonieme; antonieme; homofone; homonieme Leestekens en spelling: Spelreëls en konvensies AFRIKAANS HUISTAAL GRAAD 7-9 KABV 83 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Forum-/paneelbespreking: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Debat: • Dui rolle aan. • Aanleer van gesprekskonvensies. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Literêre teks soos opname van televisie/radio/simulasie Belangrikste kenmerke van die teks: • Taalgebruik. • Formaat. • Rolspelers. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Skryf ’n dialoog. Konvensies van ’n paragraaf: • Gebruik korrekte formaat. • Gebruik inleidende sinne. • Kern en ondersteunende gedagtes. • Orde en samehang. • Woordkeuse en leestekens (Taalkonvensies). Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n dialoog. Woordvlakwerk: Werkwoorde hulpwerkwoorde, koppelwerkwoorde, infinitiewe werkwoorde Sinsvlakwerk: teenwoordige tyd, verlede tyd, emotiewe en manipulerende taalgebruik, sinstruktuur, ontkenning, vraagvorm Betekenisleer en woordeskatuitbreiding: letterlike betekenis, sinonieme; antonieme; homofone; homonieme Leestekens en spelling: Spelreëls en konvensies Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Luister met begrip: • Luisterproses. • Respons op skryfwerk. Onderhoud: • Onderrig van kenmerke en konvensies. • Doen beplanning en navorsing. • Kies styl, register en woordeskat. • Neem beurte. • Gebruik oorredingstegnieke. Literêre teks soos drama/rolspel: • Belangrikste kenmerke van letterkundige teks soos karakter, stygende lyn van spanning, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer. Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: Onderhoud • Vluglees en soeklees. • Aandagtige lees. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af deur inoefening van woordaanpakstrategieë. • Onderskei tussen feit en mening. • Standpunt van rolspelers. • Geïmpliseerde betekenis. Transaksionele teks bv. geskrewe onderhoud • Korrekte formaat en kenmerke. • Organiseer inhoud (kopkaart). • Kern en ondersteunende gedagtes. • Konvensies van ’n paragraaf. • Logiese opeenvolging van paragrawe om samehang te verseker. • Verbindingswoorde vir samehang. • Taalkonvensies. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n onderhoud. Woordvlakwerk: Bywoorde van tyd, plek en wyse Sinsvlakwerk: korrekte woordvolgorde, vraagvorme, eufemisme, sinstrukture; styl, toon en register Betekenisleer en woordeskatuitbreiding: figuurlike, letterlike en kontekstuele betekenis, woordspeling Leestekens en spelling: afkortings, vraagteken; uitroepteken; punt; komma AFRIKAANS HUISTAAL GRAAD 7-9 84 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë Luister met begrip (niefiksie teks bv. koerantberigte): • Luister vir begrip. • Maak aantekeninge. • Beantwoord vrae. Groepbespreking: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Literêre teks soos jeugroman/ kortverhaal • Belangrikste kenmerke van letterkundige teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesstrategieë vir begrip: • Doel en teikengroep. • Maak van afleidings. • Gee eie mening. • Onderskei tussen Onderskei tussen feit en mening. • Direkte en geïmpliseerde betekenis. Skryf ’n resensie van die storie/ roman: • Struktuur van die teks. • Kenmerke en konvensies. • Taalgebruik. • Register. • Gehoor. • Toon. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: basisvorme, voorvoegsels en agtervoegsels Sinsvlakwerk: sinstrukture, sinsoorte, tyd, eufemisme, idiomatiese taalgebruik en spreekwoorde Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme; homonieme; paronieme Leestekens en spelling: Spelreëls, spelpatrone Afkortings, akronieme Formele Assesseringstake vir kwartaal 2 9-10 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Halfjaareksamen Luister met begrip /aanwysings/forum-/paneelbespreking/debat Onderhoud/teks met instruksieteks/resensie van ’n storie Vraestel 1: Luister en praat (Mondeling) Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf een opstel en een transaksionele teks (1 uur) AFRIKAANS HUISTAAL GRAAD 7-9 KABV 85 GRAAD 8 KWARTAAL 3 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister met begrip (gebruik opname van dialoog): • Luister na dialoog. • Maak aantekeninge: - taalkonvensies; - toon; - atmosfeer; - inleiding en afsluiting. • Beantwoord vrae. Groepbespreking/dialoog: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. • Aanbieding. Literêre teks soos drama/toneelstuk: • Belangrikste kenmerke van letterkundige teks soos karakter, stygende lyn van spanning, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: Pre-leesstrategieë • Tekskenmerke – titels, opskrifte, onderskrifte en illustrasies. • Dele van ’n boek – titelbladsy, flapteks, inhoudsopgawe, hoofstukke, woordelys, indeks, bylae, voetnotas, ens. Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesstrategieë vir begrip: • Doel en teikengroep. • Maak van afleidings. • Gee eie mening. • Onderskei tussen Onderskei tussen feit en mening. • Direkte en geïmpliseerde betekenis. Langer transaksionele teks bv. dialoog/resensie. Konvensies van ’n paragraaf: • Korrekte formaat. • Identifiseer die doel en teikengroep. • Logiese opeenvolging van sinne. • Gebruik voegwoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Woordvlakwerk: Byvoeglike naamwoorde: trappe van vergelyking, intensiewe vorme, verboë vorme Soortname, eiename Sinsvlakwerk: teenwoordige tyd, vraagvorme, stelsinne, gesprekskonvensies, direkte en indirekte rede, verlede tyd Betekenisleer en woordeskatuitbreiding: antonieme; sinonieme; paronieme; leenwoorde, volksetimologie, kontekstuele en letterlike betekenis Leestekens en spelling: Spelpatrone en spelreëls, punt, komma; aanhalingstekens, klemteken AFRIKAANS HUISTAAL GRAAD 7-9 86 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Luister met begrip: • Luister na brief aan die pers. • Maak aantekeninge: - taalgebruik; - register; en - konvensies. • Deel notas. Groepbespreking: • Verwys na eie lewenservarings. • Gebruik inligting uit die teks om vrae te beantwoord. • Bespreek die sosiale, morele en kulturele waardes wat in die teks voorkom. • Neem deel in groepbespreking: - neem beurte; - bly by die onderwerp; en - stel vrae. Lees ’n koerantberig/tydskrifartikel oor hedendaagse/sosiale aangeleenthede: • Formaat. • Kenmerke van die teks. • Taalgebruik. • Toon. • Ordening. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. OF Eenbedryf (eenakter) Gebruik minstens: • een begrip vanuit die handboek; en • een letterkundige teks. - Verduidelik intrige, sub-intriges, karaktertekening, konflik en dramatiese respons. - Identifiseer temas, atmosfeer en toon. Transaksionele teks, bv. brief aan die pers. Konvensies van ’n paragraaf: • Korrekte formaat. • Doel. • Kern, ondersteunende en teikengroep. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n brief aan die pers. Woordvlakwerk: Bywoorde van tyd, plek en wyse Voorsetsels Sinsvlakwerk: eenvoudige sinne; saamgestelde sinne, sinstruktuur, emotiewe en manipulerende taalgebruik; onderskei tussen feit en mening; partydigheid, vooroordeel en stereotipering. Betekenisleer en woordeskatuitbreiding: sinonieme; homonieme; paronieme Leestekens en spelling: Spelpatrone en spelreëls, komma; punt; ellips AFRIKAANS HUISTAAL GRAAD 7-9 KABV 87 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Onvoorbereide mondelinge aanbieding: • Openbare praatvaardighede. • Beplanning, navorsing en organisasie. • Aanbieding: toon, stemprojeksie, uitspraak, oogkontak, gebare, retoriese stylmiddels. • Taalgebruik: woordeskat. • Style en register. Voorbereide mondelinge aanbieding: • Inoefening van die bogenoemde vaardighede. • Lewer kommentaar op mekaar se toesprake. • Luister na ’n prominente gemeenskapslid se mondelinge aanbieding. • Lewer kommentaar op die mondelinge aanbieding. Literêre teks soos jeugroman/ kortverhaal/drama • Belangrikste kenmerke van letterkundige teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente) • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van die betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Transaksionele teks - formele/ informele brief • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n brief. Woordvlakwerk: Byvoeglike naamwoorde, bywoorde, afkortings, basisvorme, voorvoegsels en agtervoegsels Sinsvlakwerk: enkelvoudige sinne, saamgestelde sinne, verlede tyd, toekomende tyd, sinstruktuur, emotiewe en manipulerende taalgebruik; onderskei tussen feit en mening; partydigheid, vooroordeel en stereotipering Leestekens en spelling: Spelreëls en konvensies AFRIKAANS HUISTAAL GRAAD 7-9 88 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë Luister vir inligting: • Luister na ’n inligtingsteks. • Luister na ’n aanbieding, taalgebruik, tempo en stemprojeksie. • Luister na intrige. • Bespreek met maat. Storievertelling: • Kies ’n storie. • Doen beplanning en navorsing. • Kies styl, register en woordeskat. • Aanbieding van ’n storie. Literêre teks soos kortverhaal, roman: • Belangrikste kenmerke van letterkundige teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks van teks voorgeskrewe letterkunde): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Skryf ’n brief/letterkundige teks, bv. kortverhaal • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skep ’n eie storie volgens die skryfproses. Beste ‘gepubliseerde’ storie/gelees in klas. Woordvlakwerk: Soortname en eiename Voorsetsels Sinsvlakwerk: Gebruik van teenwoordige tyd, verlede tyd, toekomende tyd, sinsoorte, idiomatiese uitdrukking/spreekwoorde, byvoeglike- en bywoordelike bysinne Betekenisleer en woordeskatuitbreiding: sinonieme; antonieme; homonieme Leestekens en spelling: Spelpatrone en spelreëls, ellips, gebruik van lees- en skryftekens in afkortings, afkappingsteken AFRIKAANS HUISTAAL GRAAD 7-9 KABV 89 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister- en Praatstrategieë Luister na ’n teks wat hardop vanuit ’n kortverhaal gelees word: • Bandopname word teruggespeel. • Gepaste leesvaardighede word aan leerders uitgewys. • Gebruik van leestekens in die teks wat gelees is. • Begin en slot. Voorbereide hardoplees: • Kies ’n teks om hardop te lees. • Gebruik gepaste leesvaardighede soos toon, volume, tempo, stemprojeksie, uitspraak, vlotheid. • Inoefening. • Lees die teks. Lees ’n letterkundige teks soos ’n kortverhaal/roman: • Belangrikste kenmerke van letterkundige teks soos agtergrond, tyd, milieu en verteller. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Skryf ’n argumenterende/ beskrywende opstel: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om samehangende idees te organiseer. • Bied opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n opstel deur die skryfproses te volg. Woordvlakwerk: Soortname en samestellings. Voorsetsels Sinsvlakwerk: inleidende paragrawe; omskrywende paragraaf, slotparagraaf, sinstrukture, sinsoorte Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme; homonieme Leestekens en spelling: Spelpatrone en spelreëls, verskillende lees- en skryftekens AFRIKAANS HUISTAAL GRAAD 7-9 90 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Formele Assesseringstake vir kwartaal 3 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Toets 1 Dialoog/(on) voorbereide mondelinge aanbieding/gesprek Beskrywende/beredenerende opstel Informele brief/dialoog Leesbegrip en taalgebruik AFRIKAANS HUISTAAL GRAAD 7-9 KABV 91 GRAAD 8 KWARTAAL 4 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister met begrip (soos luister na ’n geskrewe/oudiovisuele teks): • Identifiseer kern en ondersteunende gedagtes. • Skryf notas. • Deel idees en ervarings en wys begrip vir die konsepte. • Identifiseer oorredende/ manipulerende tegnieke waar van toepassing. • Beantwoord vrae. Gesprek: Bespreking gebaseer op ’n koerantberig/tydskrifartikel: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Lees ’n koerantberig/tydskrifartikel: • Formaat. • Taalgebruik. • Kenmerke van die teks. • Ordening. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir inligting deur die volgende te gebruik: (geskrewe/ visuele teks/multimedia tekste): • Aandagtige lees. • Maak afleiding. • Maak ’n voorspelling. • Visualisering. • Betekenisleer en woordeskatuitbreiding. • Onderskei tussen feit en mening. Skryf ’n opsomming. Lang transaksionele teks bv. ’n koerantberig/tydskrifartikel: • Korrekte formaat. • Identifiseer doel. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid van sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n koerantberig/tydskrifartikel. Woordvlakwerk: enkelvoud en meervoud; geslag; verkleinwoorde Sinsvlakwerk: Direkte en indirekte rede, vraagvorme, onderskei tussen feit en mening, dubbelsinnigheid, styl, toon en register Betekenisleer en woordeskatuitbreiding: sinonieme; antonieme; homonieme; letterlike en figuurlike betekenis Leestekens en spelling: Spelpatrone en spelreëls, aanhalingstekens; hakies; skuinsstreep; klemteken AFRIKAANS HUISTAAL GRAAD 7-9 92 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Debat: • Dui rolle aan. • Leer gesprekskonvensies. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. • Inoefening. Groepbespreking: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Literêre teks soos roman/kortverhaal/ drama: • Belangrikste kenmerke van letterkundige teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks vanuit handboek): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak afleiding. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Skryf ’n opsomming in paragraafvorm of puntsgewys. Skryf ’n transaksionele teks - ’n dagboekinskrywing: • Korrekte formaat. • Identifiseer doel. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n dagboekinskrywing. Woordvlakwerk: Voornaamwoorde (aanwysend, persoonlik, besitlik en vraend) Afleidings Werkwoorde: hoofwerkwoord, hulpwerkwoord, koppelwerkwoord, deeltjiewerkwoord Sinsvlakwerk: Gebruik van teenwoordige tyd, verlede tyd, toekomende tyd, sinsoorte, direkte en indirekte rede; styl, toon en register; sinstruktuur; direkte en indirekte rede; vraagvorme; onderskei tussen feit en mening; dubbelsinnigheid Betekenisleer en woordeskatuitbreiding: letterlike en figuurlike betekenis Leestekens en spelling: Spelpatrone en spelreëls; lees- en skryftekens AFRIKAANS HUISTAAL GRAAD 7-9 KABV 93 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Luister na ’n teks wat hardop gelees word: • Bandopname word teruggespeel. • Gepaste leesvaardighede word aan leerders uitgewys. • Gebruik van leestekens in ’n leesteks. • Begin en slot. Dialoog gebaseer op teks wat hardop gelees word: • Besluit op ’n onderwerp. • Hersien konvensies. • Gebruik gesprekskonvensies om dialoog vol te hou. • Rolle wat die deelnemers aanneem. • Begin en slot. • Inoefening. • Aanbieding. Literêre teks soos drama/rolspel Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: bv. ’n dialoog: • Doel, teikengroep en konteks. • Verduidelik tema/boodskap. • Maak afleidings. • Gee eie mening. • Direkte en geïmpliseerde betekenis. • Sosio-politiese en kulturele agtergrond van teks en outeur. Transaksionele teks bv. joernalistieke verslag: • Korrekte formaat. • Identifiseer doel. • Partydigheid en vooroordeel. • Manipulasie. • Stereotipering. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n joernalistieke verslag deur die skryfproses te volg. Woordvlakwerk: Betreklike voornaamwoorde; enkelvoud en meervoud Sinsvlakwerk: Prosedure; vergelyk/kontrasteer Beskrywende paragraaf; inleidende- en slotparagrawe; logiese opeenvolging van sinne, direkte en indirekte rede; stem; partydigheid en vooroordeel Betekenisleer en woordeskatuitbreiding: Sinonieme, antonieme, Leestekens en spelling: Spelpatrone en spelreëls, lees- en skryftekens aanhalingstekens AFRIKAANS HUISTAAL GRAAD 7-9 94 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Voorbereiding vir eksamen Praat: • Voorbereide praat/debat/onderhoud/ gesprek. • Voorbereide lees. • Onvoorbereide lees. Luister: • Luister met begrip. Voorbereiding vir eksamen Lees: • Leesbegrip. • Opsomming. • Letterkunde: - roman/kortverhale/volksverhale; - drama/filmstudie; en - gedigte. Voorbereiding vir eksamen. Skryf: • Opstelle. • Langer transaksionele tekste. • Korter transaksionele tekste. Woordvlakwerk: Hersiening Sinsvlakwerk: Hersiening Betekenisleer en woordeskatuitbreiding: Hersiening Leestekens en spelling: Hersiening Formele assesseringstake vir kwartaal 4 9-10 Taak 1: Luister en praat (mondeling) Taak 2: JAAREINDEKSAMEN Debat/gesprek/groepbespreking/dialoog Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal en Letterkunde (2 uur) Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) AFRIKAANS HUISTAAL GRAAD 7-9 KABV 95 GRAAD 9 KWARTAAL 1 INHOUD Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister en praatstrategieë Groepbespreking/gesprekvoering: Luister/kyk na ’n advertensie en bespreek: • Toon. • Tempo. • Emotiewe en manipulerende taalgebruik. • Skrifgrootte. • Liggaamstaal. Luister met begrip: advertensie: • Teken kern en ondersteunende idees aan deur notas te maak. • Deel idees en ervarings en wys begrip van konsepte. • Identifiseer oorredende/ manipulerende tegnieke. • Beantwoord vrae. Lees en kyk vir begrip (visuele teks soos ’n advertensie/plakkaat/ strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu en boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. • Liggaamstaal. • Gebruik van leestekens en lettertipe. • Pre-lees. • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Literêre teks soos jeugroman/ kortverhale/drama: • Pre-lees (Lei die teks in): - Verken letterkundige kenmerke soos titels, opskrifte, illustrasies, lettertipe en skrifgrootte. - Ondersoek dele van ’n boek soos die boekomslag, flapteks, titelbladsy, indeks, hoofstukke en woordelys. • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Transaksionele tekste - advertensie/plakkaat: • Korrekte formaat. • Doel. • Kenmerke van die teks. • Taalgebruik. • Register. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n advertensie/plakkaat. Woordvlakwerk: Spelreëls en spelpatrone Afkortings Sinsvlakwerk: Sinstruktuur, selfstandige naamwoorde, byvoeglike naamwoorde, voornaamwoorde Gebruik van teenwoordige tyd, verlede tyd, toekomende tyd. Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 7-9 96 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Leesstrategieë: • Vluglees. • Soeklees. • Aandagtige lees. • Opsomming. • Visualisering. • Afleiding van betekenis en gevolgtrekkings. 3-4 Luister en praatstrategieë Luister na die lees van ’n teks: • Identifiseer en lewer kommentaar op: - gebruik van stem; - gebruik van intonasie en tempo; - gebruik van leestekens in lees; en - begin en slot. • Bespreek bogenoemde kenmerke. Voorbereide hardoplees: • Gebruik relevante praatvaardighede soos toon, volume, tempo, stemprojeksie, uitspraak, vlotheid. • Leerders kies hul eie leesteks en bied dit vir die klas aan. Literêre teks soos jeugroman/ kortverhale/drama: • Algemene bespreking van die belangrikste kenmerke soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in/voorspel gebeure): - Agtergrond/ruimte. - Bespreek die tema. • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Skryf ’n brief van waardering vir hulp/ advies wat ontvang is. • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik voegwoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n brief van waardering vir hulp/ advies wat ontvang is. Woordvlakwerk: Spelreëls en spelpatrone Afkortings, verkorting, akronieme Basisvorme, voor- en agtervoegsels, enkelvoudige en saamgestelde sinne Sinsvlakwerk: Soortname, byvoeglike naamwoorde, eiename Lees- en skryftekens Tyd; direkte en indirekte rede, sinstruktuur Kritiese taalgebruik: Idiomatiese uitdrukkings en spreekwoorde; eufemisme Woordeskat in konteks AFRIKAANS HUISTAAL GRAAD 7-9 KABV 97 Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Lees en kyk na visuele/multimedia teks (strategieë): • Vluglees. • Soeklees. • Liggaamstaal. • Afleiding van betekenis van onbekende woorde en beelde (strokiesprente) deur gebruik van woordaanpakvaardighede: - verduideliking; en - voorspelling. AFRIKAANS HUISTAAL GRAAD 7-9 98 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister en praatstrategieë Luister na ’n telefoongesprek/ dialoog tussen ’n inbelagent en kliënt aangaande ’n dispuut oor ’n kontrak: • Toon. • Taalgebruik. • Register. • Konvensies. Rolspeel ’n mondelinge transaksie tussen ’n koper en verkoper, en die daaropvolgende dispuut as ’n eindproduk van ’n mondelinge kontrak wat skeefgeloop het: • Taalgebruik. • Toon. • Liggaamstaal. • Egtheid. Aanbieding Lees ’n kontrak tussen ’n koper en verkoper: • Formaat. • Taalgebruik. • Kontraktaal. • Belangrikheid van handtekening. • Hulpbronne in geval van dispuut. Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk na ’n kontrak vir begrip (strategieë): • Vluglees. • Soeklees. • Taalgebruik. • Kontraktaal bv. fynskrif, dispuut en die lewensduur van die kontrak. • Afleiding van betekenis van onbekende woorde deur gebruik van woordaanpakvaardighede. Transaksionele teks - skryf ’n verslag oor bevindinge in ’n dispuut tussen ’n koper en verkoper: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n verslag deur ’n prosesbenadering tot skryf te volg. Woordvlakwerk: Voegwoorde Sinsvlakwerk: Sinstruktuur; sinsoorte; direkte en indirekte rede; vraagvorme; styl, toon en register Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Leestekens en spelling: Spelpatrone en spelreëls; afkortings, verkortings en akronieme, gebruik van hoofletters Woordeskat in konteks: metataal van kontrakte en wetlike dokumente AFRIKAANS HUISTAAL GRAAD 7-9 KABV 99 Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister en praatstrategieë Luister na ’n telefoongesprek/ dialoog tussen ’n inbelagent en kliënt aangaande ’n dispuut oor ’n kontrak: • Toon. • Taalgebruik. • Register. • Konvensies. Rolspeel ’n mondelinge transaksie tussen ’n koper en verkoper, en die daaropvolgende dispuut as ’n eindproduk van ’n mondelinge kontrak wat skeefgeloop het: • Taalgebruik. • Toon. • Liggaamstaal. • Egtheid. Aanbieding Lees ’n kontrak tussen ’n koper en verkoper: • Formaat. • Taalgebruik. • Kontraktaal. • Belangrikheid van handtekening. • Hulpbronne in geval van dispuut. Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk na ’n kontrak vir begrip (strategieë): • Vluglees. • Soeklees. • Taalgebruik. • Kontraktaal bv. fynskrif, dispuut en die lewensduur van die kontrak. • Afleiding van betekenis van onbekende woorde deur gebruik van woordaanpakvaardighede. Transaksionele teks - skryf ’n verslag oor bevindinge in ’n dispuut tussen ’n koper en verkoper: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n verslag deur ’n prosesbenadering tot skryf te volg. Woordvlakwerk: Voegwoorde Sinsvlakwerk: Sinstruktuur; sinsoorte; direkte en indirekte rede; vraagvorme; styl, toon en register Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Leestekens en spelling: Spelpatrone en spelreëls; afkortings, verkortings en akronieme, gebruik van hoofletters Woordeskat in konteks: metataal van kontrakte en wetlike dokumente Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister en praatstrategieë Luister met begrip (dialoog): • Luister na dialoog. • Maak aantekeninge: - taalkonvensies; - toon; - atmosfeer; - inleiding en afsluiting. • Beantwoord vrae. Luister en praat (mondeling): Onvoorbereide mondelinge aanbieding: Kies ’n gepaste onderwerp: • Organiseer inligting op samehangende wyse. • Identifiseer korrekte woordeskat en taalstruktuur. • Gepaste inleiding en slot. • Gebruik visuele en/of oudiovisuele bronne waar van toepassing. Literêre teks soos kortverhaal, jeugroman/roman/drama: • Belangrikste kenmerke van letterkundige teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks vanuit voorgeskrewe letterkundige werke): • Vluglees, soeklees en visualisering. • Aandagtige lees. • Maak afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Skryf ’n verhalende/beskrywende/ reflekterende opstel: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om idees op ’n samehangende wyse te organiseer. • Bied die opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n opstel deur die skryfproses te volg. Woordvlakwerk: Werkwoorde Sinsvlakwerk: Direkte en indirekte rede Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Leestekens en spelling: Spelpatrone en spelreëls Afkortings, verkortings en akronieme AFRIKAANS HUISTAAL GRAAD 7-9 100 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister en praatstrategieë Luister na ’n koerantberig: • Struktuur. • Kenmerke. • Taalgebruik. • Toon. • Register. • Inleiding en afsluiting. Bespreek bevindinge Mondelinge aanbieding van ’n artikel: • Taalgebruik. • Register. • Toon. • Liggaamstaal. • Inleiding en afsluiting. Lees ’n koerantberig/tydskrif/verslag: Leesstrategieë: • Aandagtige lees. • Tekskenmerke bv. intrige, karakter, ruimte, verteller, atmosfeer, tema, vertellersperspektief • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Direkte en geïmpliseerde betekenis. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer. • tema en boodskap. Lees en kyk vir begrip (gebruik koerant): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings t.o.v. karakters, ruimte, milieu en boodskap. • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. • Beantwoord vrae. Langer transaksionele tekste - soos artikel/onderhoud: • Vereistes t.o.v. taak en tekstipe. • Formaat, styl, perspektief. • Teikengehoor, doel en konteks. • Woordkeuse. • Sinstruktuur, -lengtes en –tipes. • Konvensies van ’n paragraaf. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n artikel deur die skryfproses te volg. Woordvlakwerk: Voornaamwoorde (aanwysend, persoonlik, besitlik, vraend) Sinsvlakwerk: Enkelvoudige sinne; saamgestelde sinne; styl, toon en register, gebruik van teenwoordige tyd, verlede tyd, toekomende tyd. Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Letterlike en figuurlike betekenis Alliterasie, assonansie, personifikasie Leestekens en spelling: Spelpatrone en spelreëls; aanhalingstekens; afkappingstekens AFRIKAANS HUISTAAL GRAAD 7-9 KABV 101 Formele Assesseringstake vir kwartaal 1 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Toets 1 Voorbereide lees/gesprek Beskrywende/verhalende opstel Informele brief/resensie/dialoog Leesbegrip en taalgebruik AFRIKAANS HUISTAAL GRAAD 7-9 102 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 9 KWARTAAL 2 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister vir begrip Luister na ’n storie: • Identifiseer kern en ondersteunende idees. • Taalgebruik. • Register. • Beantwoord vrae. Forum-/groepbespreking: kultuur: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. • Aanbieding. Lees ’n letterkundige teks bv. drama/ kortverhaal/volksverhale/roman: Leesstrategieë: • Aandagtige lees. • Tekskenmerke bv. intrige, karakter, ruimte, verteller, atmosfeer, tema en vertellersperspektief. • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Taalstruktuur en styl. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Transaksionele tekste - dagboekinskrywing/grondwet/beleid: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid van sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n dagboekinskrywing/ grondwet/beleid deur die skryfproses te volg. Woordvlakwerk: Basisvorme; voorvoegsels en agtervoegsels Voornaamwoorde Sinsvlakwerk: Sinsoorte Veralgemenings Direkte/indirekte rede Gebruik van teenwoordige tyd, verlede tyd, toekomende tyd. Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde; letterlike en figuurlike betekenis Leestekens en spelling: Spelpatrone en spelreëls; aanhalingstekens; afkortings AFRIKAANS HUISTAAL GRAAD 7-9 KABV 103 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Lees en kyk vir inligting: testament: • Aandagtige lees en kyk. • Doel van teks. • Taalgebruik. • Karakters en karikature. • Agtergrond en ruimte. • Boodskap en tema. • Opsomming van die teks. Opsomming: • Formaat. • Taalgebruik. • Struktuur. AFRIKAANS HUISTAAL GRAAD 7-9 104 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister en praatstrategieë Luister vir begrip na ’n biografie/ opname van ’n mondelinge aanbieding: • Verduidelik strategieë van die luisterproses. • Skriftelike beantwoording van vrae. Onvoorbereide lees: • Gepaste gebruik van stem, toon en tempo. • Leestekens in lees. • Liggaamstaal. • Kontak met die gehoor. Lees ’n teks bv. drama/kortverhaal/ volksverhale: • Spesifieke fokus op letterkundige tekskenmerke. • Wys leesbegrip deur ontwikkeling van intrige en konflik, karakterisering, keerpunt, agtergrond, milieu, rol van verteller, tema, afsluiting en slot. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk na ’n teks bv. koerantberigte/tydskrifartikels vir inligting en begrip. Leesstrategieë Leesbegrip van ’n teksgedeelte in die handboek • Vluglees en soeklees. • Aandagtige lees. • Doel en teikengroep. • Afleiding van betekenis en gevolgtrekkings. • Onderskei tussen feit en mening. • Gee eie mening. • Betekenis van onbekende woorde. • Identifiseer manipulerende taal. Som die teks op. Skryf: Resensie (lees ongesiene teks)/dokumentêr • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n resensie/dokumentêr deur die skryfproses te volg. Woordvlakwerk: Werkwoorde (hoofwerkwoorde, infinitief) Basisvorme, voorvoegsels en agtervoegsels Sinsvlakwerk: Saamgestelde sinne Veralgemenings Direkte/indirekte rede Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Leestekens en spelling: Spelpatrone en spelreëls, aanhalingstekens; afkortings, verkortings en akronieme. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 105 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister en praatstrategieë Luister na mondelinge teks soos onderhoud/mondelinge aanbieding/ storievertelling om begrip te demonstreer: • Maak aantekeninge gedurende luister. • Luister krities. Groepbespreking/forumbespreking: • Onderneem ’n bespreking wat gebaseer is op die mondelinge teks. • Neem beurte. • Gebruik gesprekskonvensies. Lees ’n letterkundige teks bv. drama/ kortverhaal/volksverhale: • Spesifieke fokus op letterkundige tekskenmerke. • Toon begrip van die ontwikkeling van intrige en konflik, karakterisering, keerpunt, agtergrond/milieu/rol van verteller, tema, afsluiting en slot. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings t.o.v. karakters, ruimte, milieu en boodskap. • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Hersien die struktuur van ’n opsomming. Skryf ’n transaksionele teks - kennisgewing, agenda en notule: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om samehangende idees te organiseer. • Bied opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n kennisgewing, agenda en notule deur die skryfproses te volg. Woordvlakwerk: Basisvorme, voorvoegsels en agtervoegsels Byvoeglike naamwoorde Voorsetsels Sinsvlakwerk: Definiërende paragraaf; inleidende paragraaf; slotparagraaf; tyd; sinstruktuur; sinsoorte Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Leestekens en spelling: Spelpatrone en spelreëls AFRIKAANS HUISTAAL GRAAD 7-9 106 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister en praatstrategieë Luister na ’n opname van ’n advertensie/advertensie oor die radio: • Taalgebruik. • Toon. • Tempo • Konvensies. • Maak aantekeninge. Luister en praat (mondelinge aanbieding): ontleding van ’n advertensie: • Verduidelik visuele leidrade soos lettertipe, -grootte, foto’s/prente. • Verduidelik manipulerende gebruik van die taal. • Verduidelik hoe die insluiting of weglating van inligting, en taal gebruik word om die teikengehoor te manipuleer. Lees en kyk na visuele teks bv. advertensie/strokiesprent/grafieke: Gebruik lees- en kykstrategieë vir begrip en inligting. • Vluglees en soeklees. • Aandagtige lees. • Doel en teikengroep. • Afleiding van betekenis en kom tot gevolgtrekkings. • Identifiseer manipulerende taal. • Invloed van keuse en weglating op die betekenis van teks. • Die manier waarop taal en beelde houdings en waardes vorm en reflekteer. • Impak van die gebruik van lettertipe en -groottes, opskrifte en onderskrifte op betekenis. Opsomming: Hersiening Letterkunde: Hersiening Korter transaksionele/visuele tekste bv. resensie van ’n advertensie: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n resensie van ’n advertensie. Woordvlakwerk: Selfstandige naamwoorde Eiename Versamelname Voornaamwoorde: aanwysend. persoonlik, onpersoonlik, besitlik, vraend, onbepaald, wederkerend Sinsvlakwerk: Tyd; paragrawe; Sinstruktuur Direkte en indirekte rede. Betekenisleer en woordeskatuitbreiding: Paronieme, metonimia, neologisme, sinonieme, antonieme Leestekens en spelling: Spelpatrone en spelreëls; afkortings Formele assesseringstake vir kwartaal 2 9-10 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Halfjaareksamen Onvoorbereide lees/forum-/groepbespreking Resensie/dokumentêr/kennisgewing/agenda en notule Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal (2 uur) Vraestel 3: Skryf een opstel en een transaksionele teks (1 uur) Vraestel 4: Respons op Letterkunde (1 uur 30 min) AFRIKAANS HUISTAAL GRAAD 7-9 KABV 107 GRAAD 9 KWARTAAL 3 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Dialoog/onderhandelings Luister na ’n onderhandelingsgesprek tussen twee mense (dialoog): • Strukturering en ontwikkeling van idees. • Deur gebruik van onderhandelingsvaardighede om konsensus te bereik. Bespreking gebaseer op die begrip van ’n testament: • Taalgebruik. • Manipulering. • Beurtneming. • Begin en slot. • Oplossing. Lees ’n verkorte testament: • Rolspelers. • Datum. • Bates. • Begunstigdes. • Taal van die dokument. • Uitvoering van die testament. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Transaksionele teks - skryf ’n testament: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n testament. Woordvlakwerk: Selfstandige naamwoorde Byvoeglike naamwoorde Voegwoorde en verbindingswoorde Deelwoorde Sinsvlakwerk: Direkte en indirekte rede, tyd; sinsoorte; paragraafsoorte; styl, toon en register; bysinne en bepalings Betekenisleer en woordeskatuitbreiding: Paronieme, polisemie homonieme, homofone, Leestekens en spelling: Spelpatrone en spelreëls AFRIKAANS HUISTAAL GRAAD 7-9 108 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Lees vir begrip en leesstrategieë: visuele teks – strokiesprent: • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Hersien om begrip te verhoog. • Die effek van seleksie en weglating op betekenis. • Die effek van figuurlike en retoriese stylmiddels. • Impak van visuele tegnieke. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 109 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister en praatstrategieë Luister na onderhoud: • Duidelikheid van rolle. • Taalgebruik. • Taalkonvensies. Bespreek CV as een van die vereistes vir aanstelling/toelating: • Inligting. • Relevansie. • Verwysings. • Skakel met dekbrief. Lees ’n letterkundige teks bv. roman/ jeugroman/kortverhaal: • Spesifieke fokus op letterkundige tekskenmerke: • Wys begrip van ontwikkeling van intrige en konflik, karakterisering, keerpunt, agtergrond,/milieu/rol van verteller, tema, afsluiting en slot. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip (strategieë): (Gebruik visuele en geskrewe tekste) • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Die effek van keuses en weglating op betekenis. • Die effek van figuurlike en retoriese stylmiddels. • Impak van visuele tegnieke. Transaksionele teks, bv. dekbrief en CV: • Vereistes t.o.v. formaat en styl. • Teikengehoor, doel en konteks. • Woordkeuse, figuurlike taal, simbole, kleur en plek. • Sinstruktuur, -lengtes en –tipes. • Seleksie van visuele en ontwerp elemente. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n dekbrief en CV. Woordvlakwerk: Byvoeglike naamwoorde Sinsvlakwerk: Direkte en indirekte rede; tyd; sinsoorte; paragraafsoorte; bysinne en bepalings Betekenisleer en woordeskatuitbreiding: Sinonieme; antonieme; homofone; homonieme polisemie Leestekens en spelling: Spelpatrone en spelreëls AFRIKAANS HUISTAAL GRAAD 7-9 110 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister en praatstrategieë Luister na ’n debat oor die radio/ televisie: • Rolspelers. • Stemgebruik. • Gebruik van lydende en bedrywende vorm. • Tempo. • Maak ’n voorstel en verdedig dit. • Bied ’n teenargument aan. • Oplossing. • Maak aantekeninge. • Bespreek en deel notas. Neem deel aan ’n debat: • Debatskonvensies. • Taalgebruik. • Maak ’n voorstel en verdedig dit. • Bied ’n teenargument aan. • Rolspelers. • Oplossing. Lees ’n letterkundige teks bv. roman/kortverhaal/volksverhale bv. legendes, mites, fabels: • Literêre tekskenmerke soos struktuur, karakter, milieu, intrige, konflik, simboliek, klankrykheid, stylfigure en voorskou van refleksie. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Skryf ’n verhalende/beskrywende/ reflekterende opstel: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om samehangende idees te organiseer. • Bied opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n opstel deur die skryfproses te volg. Woordvlakwerk: Voegwoorde en verbindingswoorde Sinsvlakwerk: Direkte en indirekte rede/toespraak; sinsoorte; sinstruktuur; styl, toon en register; tyd; paragraafsoorte Betekenisleer en woordeskatuitbreiding: Letterlike en figuurlike betekenis Alliterasie, assonansie, onomatopee (klanknabootsing), woordspeling Leestekens en spelling: Spelpatrone en spelreëls AFRIKAANS HUISTAAL GRAAD 7-9 KABV 111 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Lees en kyk vir begrip: (Visuele en geskrewe tekste) Strategieë: • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Aandagtige lees. • Maak van voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Kern en ondersteunende gedagtes. • Die effek van keuse en weglating op betekenis. • Die effek van figuurlike en retoriese stylmiddels. • Die skrywer se afleidings en gevolgtrekkings. Som die teks op. AFRIKAANS HUISTAAL GRAAD 7-9 112 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister en praatstrategieë Luister na ’n mondelinge aanbieding deur ’n prominente lid van die gemeenskap: • Taalgebruik. • Partydigheid, vooroordeel. • Stereotipering. • Toon. • Taalkonvensies. • Beantwoord vrae. Voorbereide mondelinge aanbieding: Leerders onderneem navorsing as ’n voorbereidende aktiwiteit. • Aanbiedingskonvensies. • Liggaamstaal. • Inleiding en afsluiting. • Taalgebruik. Literêre teks soos kortverhaal, jeugroman/roman: • Belangrikste kenmerke van letterkundige teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Transaksionele teks bv. uitnodigingskaartjie en antwoord: • Vereistes t.o.v. formaat, styl en standpunt. • Teikengehoor, doel en konteks. • Woordkeuse wat ’n lewendige beskrywing reflekteer. • Sinstruktuur, -lengtes en –tipes. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Ontwerp ’n uitnodigingskaartjie en die antwoord daarop. Woordvlakwerk: Byvoeglike naamwoorde: attributief, intensiewe vorme, verboë vorme Sinsvlakwerk: Beskrywende paragraaf, keuse paragraaf; klassifiseringsparagraaf Betekenisleer en woordeskatuitbreiding: Een woord vir ’n omskrywing Leestekens en spelling: Spelpatrone en spelreëls AFRIKAANS HUISTAAL GRAAD 7-9 KABV 113 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Lees en kyk vir begrip: (Visuele en geskrewe tekste) • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Aandagtige lees. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Kern en ondersteunende gedagtes. • Gee eie mening. • Opsomming. • Die effek van keuses en weglating op betekenis. • Die effek van figuurlike en retoriese stylmiddels. • Impak van visuele tegnieke. • Die skrywer se afleidings en gevolgtrekkings AFRIKAANS HUISTAAL GRAAD 7-9 114 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister en praatstrategieë Storievertelling: • Gee aandag aan: praatvaardighede, toon, uitspraak, tempo, intonasie, oogkontak, postuur en gebare. • Konvensies en kenmerke van ’n storie. Dialoog: Rolspeel ’n dialoog • Taalgebruik. • Neem beurte. • Liggaamstaal. • Kenmerke van die teks. Lees letterkundige teks, bv. drama • Belangrikste kenmerke van letterkundige teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks van voorgeskrewe letterkunde): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak van afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt/perspektief. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Transaksionele teks bv. dialoog: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om samehangende idees te organiseer. • Bied opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n agenda en notule deur die skryfproses te volg. Woordvlakwerk: Werkwoorde Voornaamwoorde: onpersoonlike, aanwysende, onbepaalde, wederkerende Sinsvlakwerk: Metataal vir prosedures, logiese opeenvolging van idees, volgorde van belangrikheid, slotparagraaf Betekenisleer en woordeskatuitbreiding: Een woord vir ’n omskrywing Leestekens en spelling: Spelpatrone en spelreëls AFRIKAANS HUISTAAL GRAAD 7-9 KABV 115 Formele assesseringstake vir kwartaal 3 Taak 1: Luister en praat Taak 2: Skryf Taak 3: Toets 2 Voorbereide mondelinge aanbieding/rolspel/debat/ bespreking van ’n CV/testament Beskrywende/reflekterende/beredenerende opstel Dekbrief en CV Leesbegrip en taalgebruik AFRIKAANS HUISTAAL GRAAD 7-9 116 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 9 KWARTAAL 4 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister Begripstoets: • Reageer krities op ’n verskeidenheid tekste. • Luister vir spesifieke inligting. • Luister en geniet fabels en mites. • Beantwoord vrae. Vergadering prosedure: • Rolspelers. • Vergadering konvensies. • Neem beurte. • Taalgebruik. • Meningsverskille tydens die vergadering. • Inleiding en afsluiting. Literêre teks bv. kortverhaal, jeugroman/roman: • Belangrikste kenmerke van letterkundige teks soos karakter, stygende spanningslyn van, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks vanuit voorgeskrewe letterkunde teks): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Lang transaksionele teks bv. brief om aansoek te doen vir ’n betrekking (formeel): • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik voegwoorde om samehang te verseker. • Gebruik ’n verskeidenheid van sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n brief om aansoek te doen vir ’n betrekking. Woordvlakwerk: Werkwoorde Sinsvlakwerk: Direkte en indirekte rede Lydende en bedrywende vorm Betekenisleer en woordeskatuitbreiding: Dubbelsinnigheid, cliché, toutologie, slengtaal, vaktaal, jargon Leestekens en spelling: Spelpatrone en spelreëls AFRIKAANS HUISTAAL GRAAD 7-9 KABV 117 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister en praatstrategieë Luister met begrip (gebruik opname van dialoog): • Luister na dialoog. • Maak aantekeninge: - taalkonvensies; - toon; - atmosfeer; - inleiding en afsluiting. • Beantwoord vrae. Forum-/paneel-/groepbespreking: • Rolspelers. • Forum-/besprekingskonvensies. • Neem beurte. • Taalgebruik. • Meningsverskille tydens die bespreking. • Inleiding en afsluiting. • Groepe praat oor hedendaagse onderwerpe. Literêre teks soos kortverhaal, jeugroman/roman: • Belangrikste kenmerke van letterkundige teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk met begrip: (visuele of multimedia teks soos strokiesprent of advertensie): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak van afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Transaksionele tekste bv. e-pos: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid van sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n e-pos deur die skryfproses te volg. Woordvlakwerk: Selfstandige naamwoorde (samevoegings) Sinsvlakwerk: Metataal vir prosedures, volgorde van belangrikheid, slotparagraaf Betekenisleer en woordeskatuitbreiding: Gebruik van gevoelstaal, stereotipering, partydigheid; vooroordeel Leestekens en spelling: Spelpatrone en spelreëls Afkortings (hoofletters, verkortings, akronieme) AFRIKAANS HUISTAAL GRAAD 7-9 118 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister en praatstrategieë Rolspeel ’n situasie: • Situasie word duidelik beskryf. • Karakters is duidelik gedifferensieerd. • Taal is gepas tot die situasie. • Rolspel wys ’n moontlike verloop van aksie in ’n besondere situasie. Gesprek: • Besluit op gepaste situasie en onderwerpe. • Taalkonvensies. • Gebruik gesprekskonvensies. Literêre teks soos kortverhaal, jeugroman/roman: • Belangrikste kenmerke van letterkundige teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks van voorgeskrewe letterkunde): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Skryf ’n opsomming puntsgewys of in ’n paragraaf. Transaksionele teks, bv. huldeblyk/dagboekinskrywing/ uitnodigingskaartjie: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid van sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n huldeblyk/ dagboekinskrywing/ uitnodigingskaartjie deur die skryfproses te volg. Woordvlakwerk: Werkwoorde, selfstandige naamwoorde Sinsvlakwerk: Verduideliking: oorsaak en gevolg Betekenisleer en woordeskatuitbreiding: Verandering van betekenis deur taalgebruik vir spesiale doel, een woord vir ’n omskrywing Leestekens en spelling: Spelpatrone en spelreëls AFRIKAANS HUISTAAL GRAAD 7-9 KABV 119 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister en praatstrategieë Hersiening Lees en kyk: Hersiening van die belangrikste kenmerke, konvensies en strukture. Skryf: Hersiening van die skryf van tekste. Hersiening van die skryfproses. Woordvlakwerk: Hersiening Sinsvlakwerk: Hersiening Betekenisleer en woordeskatuitbreiding: Een woord vir ’n omskrywing Leestekens en spelling: Spelpatrone en spelreëls Formele assesseringstake vir kwartaal 4 9-10 Taak 1: Luister en praat (mondeling) Taak 2: JAAREINDEKSAMEN Debat/onderhoud/gesprek/(on) voorbereide mondelinge aanbieding/forum-/groep-/ paneelbespreking/Luister met begrip/prosedures t.o.v. vergaderings Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal (2 uur) Vraestel 3: Skryf een opstel en een transaksionele teks (1 uur) Vraestel 4: Respons op Letterkunde (1 uur 30 min) AFRIKAANS HUISTAAL GRAAD 7-9 120 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN HUISTAAL 4.1 INLEIDING Assessering is ’n deurlopende, beplande proses om inligting oor leerderprestasie te identifiseer, te versamel en te vertolk. Verskeie vorme van assessering word in hierdie proses gebruik. Dit bestaan uit vier stappe: die ontwikkeling en versameling van bewyse van prestasie; die evaluering van die bewyse; rekordhouding van die bevindinge en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en te ondersteun. Sodoende word die onderrig en leerproses bevorder. Assessering behoort informeel (assessering vir leer) sowel as formeel (assessering van leer) te wees. In albei gevalle moet leerders gereelde terugvoering ontvang om die leerervaring te verbeter. Assessering in tale is deurlopend en ondersteun die groei en ontwikkeling van die leerders. Dit is ʼn integrale deel van onderrig en leer omdat dit inligting gee vir onderrig en leer. Dit behoort deel gemaak te word van onderrig en leer en moet nie as ʼn aparte entiteit beskou word nie. Geïntegreerde assessering van verskeie taalaspekte moet gebruik word. Ons kan byvoorbeeld begin met ʼn leesstuk en ʼn begripstoets daaroor opstel. Vrae oor taalstrukture en konvensies kan ook daaroor gevra word. Daarna kan die leerders gevra word om op die teks te reageer deur byvoorbeeld ʼn brief te skryf oor ʼn saak wat in die teks opgehaal word of ʼn ander kreatiewe respons op die inhoud van die teks te lewer. Om dié aktiwiteit af te rond, kan besprekings oor die onderwerp gehou word en op hierdie wyse spreek ons al die taalvaardighede op ʼn vloeiende, geïntegreerde manier aan. Assessering van die verskillende taalvaardighede moet nie gesien word as aparte aktiwiteite nie, maar as een geïntegreerde aktiwiteit. Assesseringsmatrikse moet dus die verskillende taalvaardighede in die taak aanspreek. Leerders se luistervaardighede, praatvermoë, die vermoë om vrae te beantwoord, deelname in besprekings en skriftelike optekeningsvaardighede behoort daagliks waargeneem te word. Dit is ook belangrik dat die leerders se begrip van dit wat hulle lees, geassesseer word en nie net hulle vermoë om woorde te herken of te dekodeer nie; daarom moet assessering van lees gereeld plaasvind en nie net ’n enkele keer nie. Formele leesassessering behoort op hardoplees te fokus, asook op aktiwiteite wat die leerder se begrip bepaal, byvoorbeeld deur die storie oor te vertel of vrae te beantwoord. Assessering van skriftelike werk sal op leerders se vermoë fokus om betekenis oor te dra, asook hoe korrek hulle geskryf het, byvoorbeeld deur die korrekte gebruik van taalstrukture en -konvensies, spelling en leestekens. Alle assessering berus op die feit dat die aanleer van ’n taal ’n proses is en dat leerders nie die eerste keer heeltemal korrekte werk sal lewer nie. Daarom moet die verskillende stadiums van die skryfproses ook geassesseer word. Wanneer ’n formele assesseringstaak gegee word, word daar op ’n spesifieke vaardigheid gefokus, byvoorbeeld luister en praat, lees en kyk, of skryf en aanbied. Aangesien die aanleer van ’n taal ’n geïntegreerde proses is, word meer as een vaardigheid gebruik. Die taalstrukture moet dus in konteks geassesseer word. Assessering moet nie slegs skriftelik plaasvind nie, maar daar moet ook voorsiening gemaak word vir praktiese en mondelinge werk. Dit is belangrik om te assesseer wat leerders verstaan en nie net wat hulle kan memoriseer nie. Vaardighede moet dus soveel as moontlik in konteks geassesseer word. Byvoorbeeld: Leerders kan dalk tydens ’n toets al hul woorde korrek spel, maar kan dieselfde woorde tydens skriftelike werk - soos ’n verslag van persoonlike nuus of die skryf van ’n storie - korrek gespel word? AFRIKAANS HUISTAAL GRAAD 7-9 KABV 121 Tydens die onderrig en assessering van tale behoort daar voorsiening gemaak te word vir die insluiting van alle leerders, en daar moet strategieë gevind word om alle leerders te help om toegang tot taaltekste te hê en dit weer te gee. Leerders wat leerprobleme ervaar, mag dalk nie sommige van die doelwitte behaal soos wat dit in die Kurrikulum￾en Assesseringsbeleidsverklaring uiteengesit is nie. Die assesseringsprogram maak voorsiening vir summatiewe assessering wat aan die einde van die kwartaal die vorm van ʼn toets of eksamen kan aanneem. Slegs die werk wat deur die verloop van die kwartaal gedek is, moet geassesseer word. Die assesseringsitems moet op verskillende kognitiewe vlakke wees om geldigheid te verseker. 4.2 INFORMELE OF DAAGLIKSE ASSESSERING Die doel van assessering vir leer is om deurlopend inligting oor ’n leerder se prestasie te versamel wat gebruik kan word om leer te bevorder. Informele assessering behels die daaglikse monitering van leerders se vordering. Dit word gedoen deur waarnemings, besprekings, praktiese demonstrasies, leerder-onderwyser-konferensies, informele klaskamerinteraksie, ens. Informele assessering kan so eenvoudig wees soos om leerders tydens ’n les waar te neem of om die vordering van die leerproses met leerders te bespreek. Informele assessering moet gebruik word om terugvoering aan leerders te verskaf en om die beplanning van onderrig te rig. Dit hoef egter nie opgeteken te word nie. Dit moet nie beskou word as losstaande van die leeraktiwiteite wat in die klaskamer plaasvind nie. Hierdie assesseringstake kan deur leerders of onderwysers nagesien word. Dit word aanbeveel dat die eerste twee weke van ’n kwartaal gebruik word om grondlynassessering te doen. Onderwysers kan die aktiwiteite van die eerste twee weke van die onderrigplan hiervoor gebruik. Dit sal onderwysers in staat stel om te bepaal watter tipe ondersteuning leerders nodig het soos die werk vorder. Selfassessering en portuurassessering betrek leerders direk by assessering. Dit is belangrik omdat dit leerders toelaat om oor hul eie prestasie te leer en daaroor te besin. Die uitslae van informele daaglikse assessering word nie formeel opgeteken nie, behalwe as die onderwyser dit graag wil doen. Die uitslag van die daaglikse assesseringstake word ook nie in ag geneem vir bevordering en sertifisering nie. 4.3 FORMELE ASSESSERING Alle assesseringstake wat deel vorm van die formele assesseringsprogram vir die jaar word beskou as formele assessering. Formele assesseringstake word nagesien en formeel deur die onderwyser vir progressie en sertifisering opgeteken. Alle formele assesseringstake word gemodereer ter wille van gehalteversekering en om te verseker dat gepaste standaarde gehandhaaf word. Formele assessering voorsien aan onderwysers ’n sistematiese manier om te evalueer hoe goed leerders in ’n graad en in ’n betrokke vak vorder. Voorbeelde van formele assesseringstake sluit in toetse, eksamens, praktiese take, projekte, mondelinge aanbiedings, demonstrasies, optredes, ens. Formele assesseringstake vorm deel van ’n jaar se formele assesseringsprogram vir elke graad en vak. Die doel van ʼn assesseringsprogram is om geldigheid, betroubaarheid, regverdigheid en genoegsaamheid te verseker deur spesifieke riglyne te gee oor die tipe aktiwiteite en die persentasie wat aan elke taalvaardigheid binne ʼn taak toegeken is. Dit spreek ook die fokusse van assessering aan; die manier waarop take benader moet word. Tydens formele assessering word memoranda, rubrieke, kontrolelyste, metingskale, sowel as ander gepaste assesseringsinstrumente gebruik om leerders se vlakke van begrip en vaardigheid waar te neem, te assesseer AFRIKAANS HUISTAAL GRAAD 7-9 122 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) en aan te teken. Maak van ’n assesseringsinstrument gebruik wat gepas is vir die tipe aktiwiteit. ’n Rubriek is, byvoorbeeld, meer gepas as ’n memorandum vir die assessering van ’n kreatiewe skryfstuk. ’n Memorandum is meer gepas vir ’n speltoets of ’n leesbegripsaktiwiteit. 4.3.1 Formele assesseringsvereistes vir Huistaal Formele assesseringstake moet ’n reeks aspekte van die taalvaardighede assesseer sodat sleutelaspekte geassesseer kan word oor die verloop van die kwartaal en die jaar. Onderwysers behoort seker te maak dat die aspekte informeel geassesseer is en dat terugvoering aan die leerder gegee is voordat hulle formeel geassesseer word. Alle assessering in die Senior Fase vind intern plaas. Die formele assesseringsprogram vir Graad 7-9 bestaan uit elf (11) formele assesseringstake, wat 100% tel. Die skoolgebaseerde assessering is 40% terwyl die einde van die jaar se eksamen 60% tel. Skoolgebaseerde assessering (40%) Die Senior Fase het tien (10) formele assesseringstake vir skoolgebaseerde assessering. Die formele assesseringstake is as volg gestruktureer: • Graad 7 – 4 mondelinge take, 2 skriftelike take, 3 toetse en ’n Junie eksamen • Graad 8 - 4 mondelinge take, 3 skriftelike take, 2 toetse en ’n Junie eksamen • Graad 9 - 4 mondelinge take, 3 skriftelike take, 2 toetse en ’n Junie eksamen Einde van die jaar eksamen (60%) Die jaareindeksamen is saamgestel uit mondelinge en skriftelike take. Die persentasie word gegenereer deur die vier mondelinge take wat gedurende die loop van die jaar gedoen is. Die skriftelike take, wat onder gekontroleerde toestande afgeneem is, is respektiewelik saamgestel uit twee (2) en drie (3) vraestelle vir Graad 7 en 8, en Graad 9. Graad 7 en 8 • Vraestel 2 – Leesbegrip en taal in konteks asook reaksie op letterkunde. • Vraestel 3 – Skryf (Letterkunde, opstel en transaksionele tekste). Graad 9 • Vraestel 2 – Leesbegrip en Taal in konteks • Vraestel 3 – Skryf (Letterkunde, opstel en transaksionele tekste). • Vraestel 4 – Reaksie op letterkunde. 4.3.2 Die vorm van take per kwartaal Die vorme van assessering wat gebruik word behoort ouderdom en ontwikkelingsvlak gepas te wees. Die take behoort so ontwerp te word dat dit die inhoud van die vak dek en moet ’n verskeidenheid take insluit sodat die doelwitte van die vak bereik word. Dit behoort op die kennis en vaardighede, wat gedurende daardie kwartaal opgedoen is, te AFRIKAANS HUISTAAL GRAAD 7-9 KABV 123 fokus. Gebruik die onderrigplanne vir elke graad om die soort aktiwiteite en die stel vaardighede te kies wat benodig word vir elke deel van die formele assesseringstaak. Byvoorbeeld, indien die leerders ’n kreatiewe skryfstuk in graad 7 in kwartaal 1 moet skryf en u wil hê dat die leerders ’n gedig moet skryf, kan hulle slegs sinne van dieselfde lengte skryf wat rym, omdat dit is wat onderrig is. Indien ’n inligtingsteks in die eerste kwartaal geassesseer word, moet die skryfwerk d.m.v. ’n gepaste skryfraam gedoen word. Daar word ook nie van graad 7-leerders verwag om in die eerste kwartaal ’n kort toespraak te lewer nie omdat dit eers later onderrig word. Formele assessering moet voorsiening maak vir ’n reeks kognitiewe vlakke soos hieronder aangedui. ’n Verskeidenheid tipes vrae soos veelvuldige keusevrae, sluiting, vergelyking en direkte vrae behoort gebruik te word. Tabel 1 Kognitiewe vlakke vir assessering KOGNITIEWE VLAKKE AKTIWITEIT PERSENTASIE PER TAAK Letterlik (Vlak 1) Herorganisasie (Vlak 2) Vrae wat handel oor inligting wat direk/eksplisiet in die teks staan. • Noem die dinge/mense/plekke/elemente... • Noem die feite/redes/aspekte/idees... • Identifiseer die redes/persone/oorsake... • Maak ’n lys van die aspekte/feite/name/redes... • Beskryf die plek/persoon/karakter... • Vertel van die insident/episode/ervaring... Vrae wat analise, sintese of herorganisasie van inligting vereis wat direk/ eksplisiet in die teks staan. • Maak ’n opsomming van die kerngedagtes/voordele/nadele... • Gee die verskille/ooreenkomste... • Gee ’n oorsig van... Vlakke 1 en 2: 40% Afleiding (Vlak 3) Vrae wat vereis dat ’n leerder inligting wat eksplisiet in die teks staan, interpreteer na aanleiding van sy of haar persoonlike ervaring. • Verduidelik die hoofgedagte … • Vergelyk die idees/houdings/aksies... • Wat is die skrywer (of karakter) se bedoeling/houding/motivering/rede... • Verduidelik die oorsaak/gevolg van … • Wat verklap ’n optrede/opmerking/houding oor die verteller/skrywer/ karakter... • Hoe beïnvloed die metafoor/vergelyking/beeld jou begrip van... • Wat dink jy sal gebeur indien... Vlak 3: 40% AFRIKAANS HUISTAAL GRAAD 7-9 124 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KOGNITIEWE VLAKKE AKTIWITEIT PERSENTASIE PER TAAK Evaluering (Vlak 4) Waardering (Vlak 5) Hierdie vrae handel oor die beoordeling van waardes, houdings en oortuigings. Dit sluit in beoordeling van werklikheid, geloofwaardigheid, feite en menings, geldigheid, logika asook die gewenstheid en aanvaarbaarheid van besluite en optredes in terme van morele waardes. • Dink jy dat dit wat gebeur het geloofwaardig/realisties/moontlik is? • Is die skrywer se argument geldig/logies/oortuigend? • Bespreek krities/lewer kritiese kommentaar op die optrede/bedoeling/ motief/houding/voorstel/implikasie... • Stem jy saam met die siening/standpunt/waarneming/vertolking... • Is die skrywer/verteller/karakter na jou mening, geregverdig as hy of sy voorstel dat... (Motiveer jou antwoord/Gee redes vir jou antwoord.) • Is die karakter se houding/optrede na jou mening regverdigbaar of aanvaarbaar? Gee ’n rede vir jou antwoord. • Wat sê ’n karakter se optrede/houding oor hom in die konteks van universele waardes? • Bespreek die waarde-oordele wat in die teks gemaak word. Die doel van hierdie vrae is om die impak van die teks op die leerder te assesseer. Die vrae fokus op die leerder se emosionele respons op die inhoud, identifisering met karakters en reaksies op die skrywer se taalgebruik (woordkeuse en beelde). • Bespreek jou reaksie op die teks/insident/situasie/konflik/dilemma. • Simpatiseer jy met die karakter? Wat sou jy doen/besluit indien jy in dieselfde situasie was? • Bespreek/Lewer kommentaar op die skrywer se taalgebruik. • Bespreek die doeltreffendheid van die skrywer se styl/inleiding/ gevolgtrekking/beelde/stylfigure/literêre middels. Vlak 4 en 5: 20% 4.4 Assesseringsprogram Die assesseringsprogram is ontwikkel om formele assesseringstake in alle vakke in ’n skool oor ’n kwartaal te versprei. ʼn Assesseringsprogram moet deur die skool opgestel word waarin die datums aangedui word waarop take gedoen moet word. Vakvereistes Vereistes vir die opstel van ’n taak word in persentasies weergegee. Waar die program 20% vir ’n taalvaardigheid aandui, beteken dit dat die finale puntetoekenning vir daardie taalvaardigheid twintig persent moet wees en nie twintig punte nie. Skole word nie beperk tot ’n aantal punte wat aan ’n taalvaardigheid toegeken moet word nie, solank die gewigskriteria vir elke taalvaardigheid en vir elke taak in aanmerking geneem word volgens die persentasie wat in die assesseringsprogram toegewys is. Byvoorbeeld: ’n Taalkennistoets vir 50 punte of meer mag byvoorbeeld in graad 8 opgestel word, solank die finale gewig nie die gewig wat in die assesseringsprogram aangedui word, oorskry nie. Die onderstaande tabelle gee ’n oorsig van die formele assesseringsprogram vir Afrikaans Huistaal. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 125 Assesseringsprogram GRAAD 7 FORMELE ASSESSERINGSTAKE VIR KWARTAAL 1 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 1 Vertel ’n storie oor/bespreek ’n gedig/ dialoog/groep/paneelbespreking. Beskrywende/verhalende opstel Informele brief/resensie/dialoog Begripstoets en taalgebruik FORMELE ASSESSERINGSTAKE VIR KWARTAAL 2 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: TOETS 2 TAAK 3 Luister met begrip/debat/gesprek/(on) voorbereide mondelinge aanbieding/ groepbespreking t.o.v. die gee van opdragte/instruksies Letterkunde: Kontekstuele vrae Halfjaareksamen Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf: Een opstel en een transaksionele teks FORMELE ASSESSERINGSTAKE VIR KWARTAAL 3 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 3 Rolspel – prosedures tydens ’n vergadering/(on) voorbereide lees/gee van aanwysings/forum-/ paneelbespreking Beskrywende/Verhalende opstel Agenda en notule Begripstoets en Taalgebruik OF Letterkunde FORMELE ASSESSERINGSTAKE VIR KWARTAAL 4 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: JAAREINDEKSAMEN Lees hardop/debat/groepbespreking/(on) voorbereide mondelinge aanbieding Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal en Letterkunde (2 uur) Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) AFRIKAANS HUISTAAL GRAAD 7-9 126 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 8 FORMELE ASSESSERINGSTAKE VIR KWARTAAL 1 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 1 Groepbespreking – visuele tekste/ luister met begrip/(on) voorbereide mondelinge aanbieding/forum-/ groepbespreking/onderhoud Verhalende/reflekterende opstel Koerantberig/artikel Taal en begripstoets FORMELE ASSESSERINGSTAKE VIR KWARTAAL 2 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 8: HALFJAAREKSAMEN Luister met begrip /gee van aanwysings/forum-/ paneelbespreking/debat Onderhoud/teks met opdragte/ boekresensie Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf een opstel en een transaksionele teks (1 uur) FORMELE ASSESSERINGSTAKE VIR KWARTAAL 3 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 1 Dialoog/(on) voorbereide mondelinge aanbieding/storievertelling/voorbereide lees Beskrywende/beredenerende opstel Informele brief/dialoog Begripstoets en taalgebruik FORMELE ASSESSERINGSTAKE VIR KWARTAAL 4 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: JAAREINDEKSAMEN Debat/onderhoud/groepbespreking/dialoog Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal en Letterkunde (2 uur) Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) AFRIKAANS HUISTAAL GRAAD 7-9 KABV 127 GRAAD 9 FORMELE ASSESSERINGSTAKE VIR KWARTAAL 1 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 1 Voorbereide lees/gesprek Beskrywende/verhalende opstel Informele brief/resensie/dialoog Begripstoets en taalgebruik FORMELE ASSESSERINGSTAKE VIR KWARTAAL 2 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: HALFJAAREKSAMEN (On) voorbereide lees/forum-/ groepbespreking Resensie/dokumentêr/kennisgewing/ agenda en notule Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal (2 uur) Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) Vraestel 4: Reageer krities op literêre tekste (1 uur 30 min) FORMELE ASSESSERINGSTAKE VIR KWARTAAL 3 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 2 Voorbereide mondelinge aanbieding/ rolspel/debat/bespreking van CV/ testament Beskrywende/verhalende/reflekterende/ beredenerende opstel Dekbrief en CV Begripstoets en taalgebruik FORMELE ASSESSERINGSTAKE VIR KWARTAAL 4 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: JAAREINDEKSAMEN Debat/onderhoud/gesprek/(on) voorbereide mondelinge aanbieding/forum-/groep-/paneelbespreking/ luisterbegripstoets/prosedures tydens vergadering. Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal (2 uur) Vraestel 3: Skryf een opstel en een transaksionele teks (1 uur) Vraestel 4: Reageer krities op literêre tekste (1 uur 30 min) AFRIKAANS HUISTAAL GRAAD 7-9 128 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Formele Assesseringstake per graad Tabel 1: Graad 7 FORMELE ASSESSERING GEDURENDE DIE JAAR JAAREINDEKSAMEN 40% 60% Skoolgebaseerde assessering (SBA) Jaareindvraestelle 10 Formele assesseringstake • 4 mondelinge take • 2 skriftelike take • 3 toetse • 1 eksamen (halfjaar) Skriftelike eksamen Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) Mondeling assesseringstake: Vraestel 1 Luister Praat Lees Die mondelinge take wat deur die loop van die jaar gedoen is, vorm deel van die jaareindassessering. Tabel 2: Graad 8 FORMELE ASSESSERING GEDURENDE DIE JAAR JAAREINDEKSAMEN 40% 60% Skoolgebaseerde assessering (SBA) Jaareindvraestelle 10 Formele assesseringstake • 4 mondelinge take • 3 skriftelike take • 2 toetse • 1 eksamen (halfjaar) Skriftelike eksamen Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) Mondeling assesseringstake: Vraestel 1 Luister Praat Lees Die mondelinge take wat deur die loop van die jaar gedoen is, vorm deel van die jaareindassessering. Tabel 3: Graad 9 FORMELE ASSESSERING GEDURENDE DIE JAAR JAAREINDEKSAMEN 40% 60% Skoolgebaseerde assessering (SBA) Jaareindvraestelle 10 Formele assesseringstake • 4 mondelinge take • 3 skriftelike take • 2 toetse • 1 eksamen (halfjaar) Skriftelike eksamen Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) Vraestel 4: Kritiese reaksie op literêre tekste Mondeling assesseringstake: Vraestel 1 Luister Praat Lees Die mondelinge take wat gedurende die loop van die jaar gedoen is, vorm deel van die jaareindassessering. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 129 Die formaat van eksamenvraestelle – Graad 7-9 DIE FORMAAT VAN EKSAMENVRAESTELLE (HALFJAAR- EN JAAREINDEKSAMEN) GRAAD 7 % GRAAD 8 % GRAAD 9 % Vraestel 1: Luister en praat (mondeling): Hardoplees, luister en praat 30 Vraestel 1: Luister en praat (mondeling): Hardoplees, luister en praat 30 Vraestel 1: Luister en praat (mondeling) Hardoplees, luister en praat 30 Vraestel 2: Skriftelik: Leesbegripstoets (15) Taal in konteks (15) Kritiese reaksie op literêre tekste (10) 30 Vraestel 2: Skriftelik: Leesbegripstoets (15) Taal in konteks (15) Kritiese reaksie op literêre tekste (10) 30 Vraestel 2: Skriftelik: Leesbegripstoets (10) Taal in konteks (15) Opsomming (10 punte wat verwerk word na 5%) 30 Vraestel 3: Skriftelik: Skryf – Opstel (20) en transaksionele teks (10) 40 Vraestel 3: Skriftelik: Skryf – Opstel (20) en transaksionele tekste (10) 40 Vraestel 3: Skriftelik Skryf – Opstel (20) en transaksionele tekste (10) 30 Vraestel 4: Kritiese reaksie op literêre tekste (10) • Poësie • Volksverhale • Kortverhaal • Romans • Drama (20 punte vir elk van die vier genres wat verwerk word na 10%) 10 Die vorme van assessering wat gebruik word, behoort ontwikkelingsvlak- en ouderdomsgepas te wees. Die ontwerp van die take behoort die inhoud van die vak te dek en ’n verskeidenheid van take in te sluit om die doelwitte van die vak te bereik. 4.5 REKORDHOUDING en Rapportering Rekordhouding is ’n proses waartydens die onderwyser die vlak van ’n leerder se prestasie in ’n spesifieke assesseringstaak dokumenteer. Dit dui aan hoe die leerder vorder in die bereiking van die kennis, inhoud en vaardighede aan soos voorgeskryf in die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring. Rekords van leerderprestasie behoort bewys te lewer van die leerder se konseptuele groei in ’n graad en sy of haar gereedheid om na die volgende graad te vorder of bevorder te word. Rekords van leerderprestasie behoort ook gebruik te word om te verifieer watter vordering onderwysers en leerders in die onderrig- en leerproses maak. Rapportering is ’n proses waarvolgens leerderprestasie aan leerders, ouers, skole en ander rolspelers gekommunikeer word. Daar kan op verskeie maniere oor leerderprestasie verslag gelewer word. Dit sluit in rapporte (verslagkaarte), ouervergaderings, skoolbesoekdae, ouer-onderwyser-konferensies, telefoonoproepe, briewe, klas- of skoolnuusbriewe ensovoorts. Onderwysers in alle grade lewer in persentasies verslag oor die vak. Sewe bevoegdheidsvlakke vir elke vak in Graad R – 12 word gebruik. Die verskillende vlakke met die ooreenstemmende persentasies word in onderstaande tabel aangedui. AFRIKAANS HUISTAAL GRAAD 7-9 130 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Kodes en persentasies vir optekening en rapportering Prestasiekode Beskrywing van vaardigheid Persentasie 7 Uitmuntende prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Beduidende prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Matige prestasie 40 – 49 2 Basiese prestasie 30 – 39 1 Ontoereikende prestasie 0 – 29 Onderwysers sal die werklike punte teenoor die taak aandui deur ’n rekordblad/verslagblad te gebruik en die persentasies vir die vak op die leerders se rapport/of verslagkaarte aantoon. 4.6 Moderering van assessering Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort op skool-, distriks-, provinsiale en nasionale vlakke plaas te vind. Deeglike en gepaste modereringspraktyke moet ingestel word vir die gehalteversekering van alle vakassesserings. 4.6.1 Formele assessering (SBA) • Die toetse en eksamen in Graad 7 en 8 word intern gemodereer. Die vakadviseur moet ’n steekproef van hierdie take gedurende sy/haar skoolbesoeke modereer om die standaard van die take en die interne moderering te verifieer. • Graad 9 se toetse en eksamens moet op distriks- en provinsiale vlak gemodereer word. Hierdie proses sal deur die provinsiale onderwysdepartement bestuur word. • Vakadviseurs moet steekproewe van toetse en eksamenvraestelle modereer voordat leerders dit aflê om die standaard te verifieer en aan onderwysers leiding te verskaf oor die opstel van hierdie take. 4.6.2 Mondelinge assesseringstake Graad 7 - 9: Elke mondelinge taak wat as deel van die assesseringsprogram gebruik word, moet by die vakhoof vir moderering ingedien word voordat leerders die taak doen. Daarna assesseer onderwysers die mondelinge assesseringstake. Die vakadviseur of provinsiale moderator wat aangewys is, moet ’n steekproef van hierdie mondelinge take gedurende skoolbesoeke modereer om die standaard van die take en die interne moderering daarvan te verifieer. ’n Moderator wat deur die Departement van Basiese Onderwys aangewys is, moet ’n steekproef van die assesseringstake vir graad 9 modereer. AFRIKAANS HUISTAAL GRAAD 7-9 KABV 131 4.7 Algemeen Hierdie dokument moet in samehang met die volgende saamgelees word: 4.7.1 DieNasionale beleid met betrekking tot die program- en bevorderingsvereistes vir die Nasionale Kurrikulumbeleid Graad R-12; en 4.7.2 Die beleidsdokument, Nasionale Protokol vir Assessering Graad R-12 AFRIKAANS HUISTAAL GRAAD 7-9 132 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) WOORDELYS addisionele taal (verwys ook na huistaal) – ’n taal wat bykomend tot die huistaal geleer word afgeleide betekenis – die skep van betekenis uit wat geïmpliseer word om ’n nuwe begrip te vorm; dit wat tussen die reëls staan aflei – ’n oordeel vorm uit wat vooraf gegee is of gebeur het; om die implikasies van wat gesê of geskryf is te bepaal afleiding – ’n woord wat bestaan uit ’n basisvorm (stam) en voor- en/of agtervoegsels (hierdie proses vorm dikwels ’n ander woordsoort) bv. ritus: rituele gebruike akroniem (ook letterwoorde) – afkortings wat soos woorde optree; word uitgespreek as ’n woord, gevorm deur die eerste letters van ander woorde bv. Soweto vir South Western Townships of VIGS/vigs vir verworwe immuniteitsgebreksindroom aktiewe luister – wanneer ’n persoon homself in die plek van die spreker plaas en ernstig luister na wat hy of sy te sê het. alliterasie – herhaling van dieselfde beginletters (medeklinkers/konsonante) in beklemtoonde lettergrepe; ’n algemene stylmiddel bv. kind nog kraai analogie – ooreenstemming in sommige aspekte tussen dinge wat andersins verskil; ’n manier waarop nuwe woorde gevorm kan word; woorde word dikwels na die voorbeeld van ander verwante woorde gevorm bv. na analogie van badkamer is slaapkamer, studeerkamer en doodlekker na die voorbeeld van doodbang, ens. gevorm animasie – aanmekaarlas van stil prente of tekeninge om die illusie van lewe of beweging te skep antiklimaks – die omgekeerde van klimaks; onverwagte teleurstellende uiteinde, afloop; ommeswaai van iets belangriks na iets nietigs, gewoonlik met ’n komiese effek antitese – teenstelling van gedagtes wat uitgedruk word deur parallelisme wat skerp teenoor mekaar staan bv. hoe meer haas hoe minder spoed antoniem – woorde wat min of meer die teenoorgestelde betekenis van ander woorde uitdruk bv. kurkdroog en sopnat assessering – ’n deurlopende beplande proses van inligtingversameling op verskillende maniere oor leerderprestasie assonansie – herhaling van klinkers of vokale in beklemtoonde lettergrepe in twee of meer woorde bv. Oor die groen poel wat stil en dik/was van die bronslaai en die warm slik (N.P. van Wyk Louw, Raka) beeld – ’n prent of visuele voorstelling beurtnemingskonvensies – die gebruike wat die vloei van gesprekke tussen mense reguleer om ander toe te laat om ’n opinie te lug, stiltes te hanteer, inligting te herhaal vir duidelikheid, aan te moedig waar gepas, te vra vir duidelikheid, inligting te verskaf, tussenbeide te tree om fokus te herstel bysin – dele van sinne met werkwoorde maar wat afhanklik is van die hoofsin AFRIKAANS HUISTAAL GRAAD 7-9 KABV 133 debat – debattering deur twee spanne oor ’n saak. Hulle probeer om die beoordelaar en die gehoor van hul standpunt te oortuig denotasie (teenoorgestelde van konnotasie) – dit wat die begripsinhoud weergee of saamvat, die letterlike betekenis van ’n woord of uitdrukking deurlopende assessering – dit is assesseringsaktiwiteite wat deur die loop van die jaar plaasvind dialek – ’n variëteit van ’n taal wat deur ’n sekere taalgemeenskap gepraat word dramatiese ironie – ’n vorm van kontras; die karakter is onbewus van die ware toedrag van sake, terwyl die leser/toeskouer/ander karakters weet wat werklik plaasvind. Dié ironie verhoog (of ontlont) spanning, genot en gehoordeelname dramatiese struktuur – die bou van die drama (eksposisie/aanloop, motoriese moment, verwikkeling, ontwikkeling, klimaks/hoogtepunt, ontknoping/afloop) dubbelsinnigheid – tweërlei betekenis geskep deur die manier waarop woorde of sinne gebruik word; meer as een betekenis of vertolking hê. Wanneer dit onbewus gebruik word, kan dubbelsinnigheid betekenis versluier eksplisiet (in teenstelling met implisiet) – betekenis wat duidelik of direk gestel word eksterne assessering – assessering wat van buite die skool gedoen word. esteties – betreffende die skoonheidsin; staan in verband met sensitiwiteit en waardering vir die skone soos die skoonheid van taal of die blywende waarde van tekste 2. ’n estetiese persoon is ’n persoon wat sensitief is vir kunstige prag. “Esteties” verwys na die mooiheid wat in ’n kunswerk aangetref word. Mens kan praat van die estetiese van ’n werk, of ’n estetiese oordeel fel. eufemisme – versagtende uitdrukking of omskrywing; verbloeming; word gebruik om nie gevoelens seer te maak nie bv. lang vingers hê (steel) evalueer – om ’n opinie te vorm, ’n oordeel te vel oor ’n teks figuurlike taal (teenoor letterlike taal) – sinnebeeldig, metafories, oordragtelik; woorde en frases wat gebruik word om ’n spesifieke effek te bereik soos vergelykings, personifikasie, metafoor. Literêre tekste maak baie van figuurlike taal gebruik forum – groepe leerders debatteer ’n onderwerp. Elke groep bestaan uit vier lede en elke lid praat oor een en verskillende aspek van die onderwerp. gebare – ’n beweging van die gesig of liggaam wat betekenis kommunikeer (bv. die knik van kop om instemming aan te dui) geïmpliseerde betekenis - (teenoor direkte betekenis) – betekenis wat uit die teks afgelei kan word, maar nie direk gestel word nie geletterdhede – daar is verskillende soorte geletterdheid: Lees en kyk en skryf/aanbied (tradisionele basiese geletterdhede), kulturele geletterdheid (begrip van die kulturele, sosiale en ideologiese waardes wat ons lees van tekste vorm), kritiese geletterdheid (die vermoë om krities op die boodskap in tekste te reageer), visuele geletterdheid (die vermoë om beelde, tekens, prente, visuele simbole, ens. te lees/teken/skryf), mediageletterdheid (die lees van AFRIKAANS HUISTAAL GRAAD 7-9 134 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) koerante, tydskrifte, TV en film as kulturele boodskappe), inligtingsgeletterdheid (die vermoë om inligting te vind, ontsluit, evalueer, berg, gebruik, ens.) en rekenaargeletterdheid (die vermoë om rekenaars en rekenaarprogramme – ook die internet – te gebruik) geletterdheid – die vermoë om te lees en geskrewe inligting te gebruik en om vir verskillende doeleindes te skryf. Dit is ’n deel van ’n algemene menslike vermoë om sin van jou wêreld te maak genre – ’n soort letterkunde bv. drama, kortverhale, gedigte, roman, volksverhale/folklore gepastheid – taal moet gepas wees vir die konteks waarin dit gebruik word. Die groetwyse “Goeiedag, mnr. Vosloo” is gepas in ’n formele situasie, teenoor “Hallo, Vossie” vir ’n informele situasie. gevatheid (wit) – die onverwagte, vinnige en lagwekkende kombinasie van kontrasterende idees of uitdrukkings gevoelstaal (ook emotiewe taal) – taal en styl wat persoonlik is; sterk gevoelens wek; teenoorgestelde van nugtere, saaklike taal gevolg (sien ook oorsaak) – die resultaat van handeling/gebeure of ’n aksie grafiese voorstelling – produkte van die visuele en tegniese kunste soos teken, ontwerp; lewendig beskrywende, skilderende voorstelling herformuleer – ’n leesstrategie waarvolgens die leser die betekenis van ’n gelese gedeelte mondelings of skriftelik oorvertel, verkort of opsom herlees – ’n leesstrategie wat die leser nog ’n kans gee om ’n uitdagende teks te verstaan hiperbool – ’n stylfiguur waarin buitensporige, doelbewuste oordrywing gebruik word; om iets groter as wat dit werklik is, voor te stel bv. Hulle het ons ’n berg koek gegee om te eet homofone – woorde wat dieselfde klankvorm as ’n ander woord in ’n taal het, maar in betekenis en spelling verskil bv. ’n blyk van waardering; die wasgoed bleik in die son homonieme – woorde met dieselfde klank- en spelvorm, maar wat verskil in betekenis bv. Sy het ’n kuiltjie in haar ken; Hy ken al die name van die bome in die wildtuin huistaal (sien ook addisionele taal) – die taal wat kinders eerste aangeleer het deur by die huis en/of in hul gemeenskap konstant daaraan blootgestel te wees; dit is die taal “waarin ’n mens dink” idiomatiese uitdrukking – ’n uitdrukking wat die idioom of taaleie betref, volgens die taaleie; idiome sluit in spreekwoorde, segswyses, gesegdes en spreuke implisiet (teenoor eksplisiet) – dit wat nie direk in ’n teks gestel word nie, maar wel afgelei kan word inisieer – om te begin (bv. om ’n gesprek te inisieer) inklusiwiteit – die beginsel om onderwys toeganklik vir alle leerders te maak, ten spyte van hul leerstyl, agtergrond en vermoëns; neiging om in te sluit, te omvat, op te neem innuendo – iets onaangenaams wat op ’n bedekte wyse gestel word AFRIKAANS HUISTAAL GRAAD 7-9 KABV 135 intonasie – vloei van die stem by praat, stembuiging (onderskei tussen vrae en stellings en dui die spreker se gevoelens aan) intrige – die aan mekaar verwante hoofgebeure in ’n teks; dit suggereer ’n patroon van verwantskappe tussen ’n web van gebeure; verwikkelde situasie wat ’n skrywer uitdink en waarop die verhaal gebaseer is (verwikkeling) ironie – woordgebruik waarmee ’n mens die teenoorgestelde sê van wat jy bedoel; omstandigheid of stand van sake wat die teenoorgestelde is van wat ’n mens kon verwag het jargon – taal van bepaalde groepe; vaktaal (bv. rekenaargebruikers verwys na “RAM”). Jargon kan soms gebruik word om luisteraars/lesers uit te sluit. karikatuur – 1. ’n oordrewe uitstylfigure (geskrewe of visueel) van ’n karakter en wat die spot dryf met persoonlike karaktertrekke of voorkoms; spotprent, spotbeeld, spotfiguur 2. Add. Strokiesprente in koerante is gewoonweg bedoel om karikature te wees en werk deur oordrywing of die verdraaiing van die voorkoms met die doel om komies of satiries te wees. kinematografiese tegnieke – middele wat gebruik word in die saamstel van ’n film (bv. kamerahoek, beligting, soort skoot ens.) klem – om ’n besondere lettergreep in ’n woord of ’n sin te beklemtoon klimaks – die meeste opwindende, effektiewe of belangrike deel van die storie; hierdie belangrik deel is nie noodwendig aan die einde van die verhaal nie konflik – stryd; botsing; worsteling; die stryd wat tussen karakters of individue of groepe en hul omstandighede ontstaan; konflik in letterkunde kan ook as gevolg van strydende begeertes of waardes tussen karakters ontstaan konnotasie – wat gesuggereer word deur ’n woord of ding, dieperliggend as die letterlike of eksplisiete betekenis konteks – die konteks waarbinne ’n teks geskep en ontvang word, verwys na die breë en onmiddellike situasie waarin dit bestaan en wat daarin oorgedra word kontekstuele leidrade – ’n leestegniek om alle aanduidings of leidrade in ’n teks te gebruik om betekenis te verklaar kontras (ook antitese, teenstelling) – stylmiddel waarin twee uiterstes teenoor mekaar gestel word konvensies – aanvaarde gebruike of reëls in taalgebruik. Sommige konvensies help om betekenis te skep (bv. taalreëls, leestekens, hoofletters); sommige help met die aanbieding van inhoud (bv. inhoudsopgawe, algemene uiteensetting, opskrifte, voetnotas, kaarte, onderskrifte, lyste, prente, indeks) en ander weerspieël ’n vaste taalpatroon bv. groetvorme. kopkaarte/breinkaarte – grafiese netwerkvoorstelling van idees of onderwerp in die vorm van sleutelwoorde en illustrasies kreatiewe denke – die denkproses oor idees of situasies op skeppende en ongewone maniere met die doel om die situasie of idee beter te verstaan en op ’n nuwe en konstruktiewe manier daarop te reageer kritiese taalbewustheid – die vermoë om die konstruksie van betekenis te ontleed deur begrip van magsverhoudings binne en tussen tale. Dit bemagtig die leerder om manipulasie te weerstaan en om taal sensitief te gebruik. AFRIKAANS HUISTAAL GRAAD 7-9 136 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) leenwoorde – woorde wat aan ’n ander taal ontleen is, vreemde woorde wat nou deel van Afrikaans is letterlik (teenoor figuurlik) – die eenvoudigste, mees direkte betekenis van woorde lettertipe – die tipe en grootte van die druk wat gebruik word wanneer iets geskryf, getik of gedruk word (bv. 12pt; Times New Roman) lettergrootte – die grootte van die letters wat gebruik word wanneer daar geskryf, getik of gedruk word (bv. 12 pt Times New Roman) litotes – ’n stylfiguur waarby iets verklein word om die betekenis of bedoeling beter te laat uitkom, veral deur die teenoorgestelde te ontken (bv. dit gaan nie sleg nie = goed) manipulerende taal – taal wat daarop gemik is om ’n onregverdige voorsprong te kry of ander te beïnvloed, meesal op ’n onderduimse manier metafoor – gebruik een ding om ’n ander met soortgelyke eienskappe te beskryf metataal – taalterminologie om oor taal te praat; dit sluit terminologie in soos teks, konteks, teikengroep, genre en polisemie multimedia – ’n geïntegreerde reeks modusse wat teks, visuele materiaal, klank, video, ens. kan insluit oksimoron – stylfiguur waarby twee teenoorgestelde begrippe met mekaar verbind word bv. ou nuus, gewoonlik vir beklemtoning onderhoud – ’n proses of ’n gesprek om inligting in te samel om ’n spesifieke doel te bereik onderskrif – ’n titel of kommentaar saam met ’n artikel, prent, foto, ens. onderstelling – druk iets uit in teruggehoue terme eerder as die ware of volle feite te gee, gewoonweg vir klem, moontlik as ’n vorm van wegskram, moontlik as ’n vorm van humor onomatopee – die gebruik van woorde om die klanke wat hulle beskryf te skep oorbodigheid – die onnodige gebruik van woorde, frases en sinne wat weggelaat kon word sonder enige verlies van betekenis oorsaak (sien ook gevolg) – dit wat aanleiding gee tot ’n handeling/gebeure/aksie of ’n toestand outentieke tekste – tekste wat buite die klaskamer (“in die regte lewe”) gebruik word soos tydskrifartikels, koerantberigte, radio- of televisieopnames, advertensies, verpakkingsetikette, brosjures, vorms, briewe paneelbespreking – ’n groep wat byeenkom om ’n onderwerp te bespreek, vrae te beantwoord en op kommentaar te reageer paradoks – skynbare teenstrydigheid bv. om die waarheid te sê, moet ek lieg parafrase – die herbewoording van ’n idee in jou eie woorde paronieme – woorde van dieselfde wortel of stam afgelei bv. drink, drank, dronk; besin, versin; inwoner, bewoner AFRIKAANS HUISTAAL GRAAD 7-9 KABV 137 personifikasie – beeldspraak waardeur menslike eienskappe en handelinge aan lewelose dinge, diere of plante toegeken word bv. As ek ’n huis kon hê/met sulke mure wat sing... (Marlise Joubert, Domus) perspektief – ’n karakter/verteller se standpunt/siening oor kwessies in ’n roman of drama pleonasme (ook woordoortolligheid) – woorde waarvan die betekenisse nie sinoniem is nie, maar die betekenis van die tweede woord is reeds in die eerste opgesluit, bv. Ek persoonlik het dit self ervaar; ’n dooie lyk polisemie – eienskap van ’n woord om verskillende betekenisse te hê; betekenisonderskeidings van ’n woord, bv. Die koppie val uit sy hand/Dit is uit tussen hulle/Hulle uit ’n gil van blydskap redigering – die proses van proeflees en herskryf van ’n teks, insluitend taalgebruik, leestekens en spelling en om samehang van idees en struktuur na te gaan; in die finale vorm sit, vir publikasie inlewer, gereed maak register – die woorde, styl en grammatika wat in verskillende kontekste of situasies deur sprekers en skrywers gebruik word (amptelike dokumente word byvoorbeeld in ’n formele register geskryf, regsdokumente in ’n regsregister) retoriese middels – middels soos pouses en herhaling, deur ’n spreker/skrywer/aanbieder gebruik om doeltreffend te oortuig retoriese vraag – ’n vraag wat gevra word nie om iets uit te vind nie, maar vir beklemtoning, ʼn mening uit te spreek of vir dramatiese effek (bv. Weet jy hoe gelukkig jy is?) ritme – afgemete beweging; in poësie die natuurlike beweging veroorsaak deur die reëlmatige opeenvolging van beklemtoonde en minder beklemtoonde lettergrepe rym – ooreenstemming van klank in die laaste lettergreep of woorde in digreëls samehang – onderlinge verband, deurlopendheid, aaneenskakeling sarkasme – bytende, bitter spot; minagting wat wil seermaak of skok op persoonlike vlak; dit sê wat die spreker/ skrywer bedoel satire – iets wat hekelend spot met die lewe; dwaashede en wanpraktyke van die mens/maatskappy word onthul of geopenbaar; ’n satiriese literêre werk het gewoonlik ’n bewustelike sosiale inslag simbool – ’n teken/voorwerp wat ’n ander saak verteenwoordig; ’n tradisionele simbool soos ’n kruis is as beeldspraakvorm nie net ’n afstylfigure van die werklikheid nie, maar dit kry ook ’n dieper betekenis deurdat dit na iets anders verwys sinoniem (teenoor antoniem) – ’n woord wat min of meer dieselfde betekenis as ’n ander het sintetiseer – die saamvoeg van idees uit verskeie bronne; ’n duidelike opsomming van hierdie saamgevoegde idees skote – neem van foto’s uit verskillende hoeke sleng (ook slang) – ’n variëteit van Afrikaans wat dikwels by jongmense bv. studente gehoor word en nie noodwendig verkeerd is nie bv. Hulle het my ’n kop aangesit/Jy kan kwai bestuur soeklees - om ’n oog oor ’n teks laat om spesifieke inligting te vind (soos om ’n nommer in ’n telefoongids te soek). spelstrategieë – uitwerk van maniere om korrek te spel AFRIKAANS HUISTAAL GRAAD 7-9 138 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) standaard – die standaardvariëteit van ’n taal is die vorm wat meestal in koerante, amptelike dokumente en taalboeke gebruik word. Dit is nie noodwendig die beste vorm van die taal nie, maar dit is die vorm wat om historiese en/of politieke redes as die standaardvariëteit aanvaar is. stem – dit verwys ook na die skrywer se eie persona – wie die skrywer is. As ’n mens lees of kyk, kan jy ’n indruk van die skrywer se bedoeling/voorneme kry. stemming – atmosfeer of emosie in geskrewe tekste; dit toon karakters se gemoedsgesteldheid; dit verwys ook na die atmosfeer wat deur visuele-, oudio- en oudiovisuele tekste geskep word. stemprojeksie – luidheid, volume van stem stereotipe – vaste (en dikwels partydige) siening oor ’n spesifieke soort persoon (bv. vrou, immigrant, priester) strategie – ’n sekere prosedure gebruik om ’n probleem te hanteer studielees – om ’n teks in diepte te bestudeer. styl – trant of manier van skryf; die unieke manier waarop ’n skrywer woorde en sinne “rangskik” om ’n bepaalde effek te verkry. Dit sluit woordkeuse, toon, asook sinslengte in. stylfigure (ook stylleer) – uitdrukking wat ’n styleffek teweegbring deur woorde nie in hulle normale of letterlike betekenis en funksie aan te wend nie (afwyking in woordgebruik), maar op ’n besondere wyse groter krag of dramatiese beeld aan skryfwerk verleen, bv. oksimoron, metonimia, klanknabootsing, hiperbool, kontras, ironie, satire, humor, sarkasme, antiklimaks, klimaks, simboliek, eufemisme, litotes, paradoks, sinekdogee, sinestesie, antitese, antonomasia, elisie, woordspeling subintrige – ondergeskikte verwikkelde situasie wat ’n skrywer uitdink en waarop die verhaal gebaseer is (knoop, verwikkeling) taalflater (ook malapropisme) – die verkeerdelike of deurmekaar gebruik van lang woorde om indruk te skep. Alhoewel hierdie woorde soms byna korrek klink, bly dit verkeerd en kan humoristies wees teks – dit is enige geskrewe, gesproke of visuele vorm van kommunikasie tema – die sentrale idee of idees in ’n literêre werk. ’n Teks mag meer as een tema hê en dit mag dalk nie eksplisiet/ vanselfsprekend wees nie. Toevoegende Veeltaligheid - wanneer ’n persoon ’n taal (of tale) bykomend tot sy of haar huistaal aanleer. Die taal neem die plek van die huistaal nie maar word saam aangeleer. In ’n toevoegende veeltaligheidsprogram word die huistaal is versterk terwyl enige verdere taal verdere waarde toevoeg. (bv. alle Addisionele Tale, insluitende die Taal van Leer en Onderrig word aangeleer saam met die huistaal maar vervang dit nie.) toon – klank van ’n bepaalde hoogte, toonhoogte, stembuiging wat ’n gevoelsboodskap van ’n teks kan oordra. In ’n geskrewe teks, word dit in woorde uitgedruk. In films kan toon ook deur musiek of agtergrond geskep word. toutologie (ook stapelvorme) – woorde wat dieselfde betekenis saam gebruik; onnodige herhaling van wat reeds gesê is, bv. tortelduif (tortel + duif); verwys ook na pleonasme transaksionele skryfwerk – funksionele skryfwerk (bv. briewe, notules, verslae, fakse) AFRIKAANS HUISTAAL GRAAD 7-9 KABV 139 trappe van vergelyking – soos van toepassing op byvoeglike naamwoorde en bywoorde soos mooi, mooier, mooiste en gou, gouer, gouste vaktaal – taalgebruik by die beoefening van ’n vak, beroep of enige spesifieke groep soos rekenaartaal verbindingswoord – ’n woord soos voegwoorde en betreklike voornaamwoorde wat gebruik word om sinne of sinsdele te verbind vergelyk (verwys ook na kontras) – om vas te stel op watter maniere dinge eenders of verskillend is vergelyking – naasmekaarstelling van dinge om die ooreenkoms of verskil te vergelyk; stylfiguur. Woorde soos soos en net soos of nes word gebruik om aandag op die vergelyking te vestig verhalend – ’n gesproke of geskrewe vertelling van gebeure in volgorde Verhelder - maak die betekenis van die teks duidelik aan die leser verslag (formeel of informeel) – om presiese terugvoering oor ’n situasie/geleentheid te gee bv. ’n ongeluk visuele voorstellings – boodskappe wat deur middel van die sintuig van gesig oorgedra word (bv. foto’s, spotprente, modelle, tekeninge, skilderye, rekenaarbeelde) vlotheid – die woorde kom egalig soos van die vloei van ’n river en suggereer ’n samehang wat die taalgebruik natuurlike, gemaklike gehalte gee vluglees – om ’n teks baie vinnig te lees ten einde ’n oorsig te verkry, soos om die koerantopskrifte vir hoofnuus te vluglees voegwoord – ’n woord wat twee sinsnedes/frases of sinne verbind volksetimologie – onverstaanbare woorde word soms uit onkunde of grappenderwys omvorm tot ’n klank of woord wat verstaan is, bv. oliekolonie uit “eau de cologne’ vooroordeel – vooropgestelde idees oor ’n individu, groep, idee of saak. Sodanige neiging om een saak bo ’n ander te bevoordeel, bring mee dat billike assessering baie moeilik word. vorm – ’n wyse of manier waarop iets aangebied word bv. gesproke of mondeling vorm, visueel ens weergawe – ontwerp, voorlopige plan, konsep woordaanpakvaardighede – die strategieë wat gebruik word vir die lees van onbekende woorde (bv. verdeling van woorde in lettergrepe om na die betekenis van die voor- en agtervoegsels te kyk of om betekenis uit die konteks af te lei) woordspeling (pun) – die humoristiese gebruik van ’n woord om ’n ander betekenis uit te bring; maak op geestige wyse gebruik van woorde wat verskillende betekenisse kan hê of woorde wat eenders klink bv. woordspeling by grappe AFRIKAANS HUISTAAL GRAAD 7-9 140 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     ENGLISH HOME LANGUAGE Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 7-9 ENGLISH HOME LANGUAGE ENGLISH HOME LANGUAGE GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0492-3 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works ENGLISH HOME LANGUAGE GRADES 7-9 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION ENGLISH HOME LANGUAGE GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 1 CONTENTS Section 1: CURRICULUM AND ASSESSMENT POLICY STATEMENT ............................................. 3 1.1 Background ....................................................................................................................................................3 1.2 Overview .....................................................................................................................................................3 1.3 General aims of the South African curriculum............................................................................................4 1.4 Time allocation ...............................................................................................................................................6 1.4.1 Foundation Phase..................................................................................................................................6 1.4.2 Intermediate Phase................................................................................................................................6 1.4.3 Senior Phase..........................................................................................................................................7 1.4.4 Grades 10 – 12 ......................................................................................................................................7 Section 2: INTRODUCING THE LANGUAGES.................................................................................... 8 2.1 Languages in the National Curriculum and Assessment Policy Statement.............................................8 2.1.1 Language levels.....................................................................................................................................8 2.1.2 The language skills ................................................................................................................................9 2.1.3 Language teaching approaches.............................................................................................................9 2.2 Time allocation of Home Language in the curriculum..............................................................................12 2.3 Learning and Teaching Support Materials.................................................................................................12 Section 3 CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS ..................................... 14 3.1 Overview of language skills – processes and strategies, text type and length.....................................14 3.1.1 Listening and Speaking........................................................................................................................14 3.1.2 Reading and Viewing ...........................................................................................................................25 3.1.3 Writing and Presenting.........................................................................................................................35 3.1.4 Language Structures and Conventions................................................................................................49 3.2 Spread of texts across Grades 7 – 9 ..........................................................................................................54 3.3 Teaching plans .............................................................................................................................................55 3.4 Teaching plans table....................................................................................................................................57 Section 4: ASSESSMENT IN HOME LANGUAGE........................................................................... 118 4.1 Introduction ................................................................................................................................................118 4.2 Informal or daily assessment....................................................................................................................119 ENGLISH HOME LANGUAGE GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.3 Formal assessment....................................................................................................................................119 4.3.1 Formal assessment requirements for languages...............................................................................120 4.3.2 The form of tasks per term.................................................................................................................120 4.4 Programme of Assessment.......................................................................................................................122 4.5 Recording and reporting ...........................................................................................................................126 4.6 Moderation of assessment........................................................................................................................127 4.7 General........................................................................................................................................................128 Glossary ................................................................................................................................................................129 ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 3 sECTION 1: Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; ENGLISH HOME LANGUAGE GRADES 7-9 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). ENGLISH HOME LANGUAGE GRADES 7-9 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R - 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. ENGLISH HOME LANGUAGE GRADES 7-9 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: INTRODUCING THE HOME LANGUAGE IN THE SENIOR PHASE 2.1 Languages in the National Curriculum and Assessment Policy Statement Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined. 2.1.1 Language levels Language learning in the Senior Phase includes all the official languages in South Africa, namely, Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga – as well as Non-official Languages. These languages can be offered at different language levels. Home Language is the language first acquired by learners. However, many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at Home Language level. As a result, the labels Home Language and First Additional Language refer to the proficiency levels at which the language is offered and not the native (Home) or acquired (as in the additional languages) language. For the purposes of this policy, any reference to Home Language should be understood to refer to the level and not the language itself. The Home Language level provides for language proficiency that reflects the basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in. However, the emphasis and the weighting for listening and speaking from Grades 7 onwards are lower than those of the reading and writing skills. The First Additional Language refers to a language which is not a mother tongue but which is used for certain communicative functions in a society, that is, medium of learning and teaching in education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. In South Africa, many children use their additional language, mostly English, as the Language of Learning and Teaching (LoLT). This means that they must reach a high level of competence in English. They need to be able to read and write well in English. The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language – basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in their Home Language. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 9 In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills. At this stage the majority of children are learning through the medium of their First Additional Language, English, and should be getting more exposure to it. Greater emphasis is therefore placed on using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills, which they need to study subjects like Natural Sciences, Mathematics, etc. in English. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language. By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in the Senior Phase, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their Additional Language at a high level of proficiency to prepare them for further or higher education or the world of work. It is therefore recommended that, where possible, learners in the Senior Phase be exposed to the same concepts in a two week cycle in both language levels. 2.1.2 The language skills The Home Language curriculum is packaged according to the following skills: 1 Listening and Speaking 2 Reading and Viewing 3 Writing and Presenting 4 Language Structures and Conventions 2.1.3 Language Teaching Approaches The approaches to teaching language in these documents are text-based, communicative, integrated and process orientated. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. The text-based approach explores how texts work. The purpose of a text-based approach is to enable learners to become competent, confident and critical readers, writers, viewers and designers of texts. It involves listening to, reading, viewing and analysing texts to understand how they are produced and what their effects are. Through this critical interaction, learners develop the ability to evaluate texts. The text-based approach also involves producing different kinds of texts for particular purposes and audiences. This approach is informed by an understanding of how texts are constructed. A communicative approach suggests that when learning a language, a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language by communicating for social or practical purposes. Language learning should be carried over into the classroom where literacy skills of reading/ viewing and writing/presenting are learned by doing a great deal of reading and learning to write by doing much writing. Language teaching happens in an integrated way, with the teacher modelling good practice, the learners practising the appropriate skills in groups before applying these skills on their own. The structure of each lesson should be one that engages the whole class before practising in groups and applying the new skill individually. ENGLISH HOME LANGUAGE GRADES 7-9 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The process approach is used when learners produce oral and written texts. The learners engage in different stages of the listening, speaking, reading and writing processes. They must think of the audience and the purpose during these processes. This will enable them to communicate and express their thoughts in a natural way. For example, the teaching of writing does not focus on the product only but also focus on the process of writing. During process writing learners are taught how to generate ideas, to think about the purpose and audience, to write drafts, to edit their work and to present a written product that communicates their thoughts. Approaches to teaching literature The teaching of literature should focus on teaching for comprehension and will include the reading process strategies (pre-reading, reading and post/after reading). The main reason for reading literature in the classroom is to develop in learners a sensitivity to a special use of language that is more refined, literary, figurative, symbolic, and deeply meaningful than much of what else they may read. While most literary texts are forms of entertainment, amusement, or revelation, serious writers create novels, plays and poems because they have ideas, thoughts and issues; principles, ideologies and beliefs that they most want to share with or reveal to their prospective readers. Their imaginative use of language is an added method of revealing, reinforcing, and highlighting their ideas. The teaching of literature is never easy, but it is impossible without the personal, thoughtful and honest interpretations and comments from the learners themselves. Unless they learn how to understand a literary text on their own, they will not have learned much. Teachers often need to restrain their own interpretations and ideas of literary texts, and allow as much learner participation as is reasonable. Interpretation is not about right or wrong. It is about searching for what is meaningful to the reader. The best ways to approach the teaching of literature would involve some or all of the following. • Make every attempt to read as much of the text in class as possible without breaking for any other activity. This should not take more than two weeks. It is essential that learners have a clear idea of what is going on at the most basic level of the text. Spending too long on reading a text is deleterious to a clear understanding of narrative line and plot. Some classes can read texts without such support. That is to be encouraged. Poetry should be taught, not poems. Read as many as possible in class, and ensure that learners write poems as well. • Literary interpretation is essentially a university level activity, and learners in this phase do not have to learn this advanced level of interpretation. However, the purpose of teaching literary texts is to show learners how their home language can be used with subtlety, intelligence, imagination and flair. This means a close look at how text is being created, manipulated, and re-arranged to clarify and emphasise what is being expressed. Such work might involve examining the presence or absence of imagery; what kind of imagery is being selected by the writer and why; sentence structures and paragraphing, or the layout of poems; choice of words, continuing motifs through the text; the use of symbol, sound and colour where appropriate. Most of this work should be text based, but line by line analysis of any text is destructive to its subtlety. • Creative writing should be closely attached to the study of any literary text. Writing activities that demand a close understanding of the text being read can prove very helpful in reaching more creative levels of appreciation on the part of the learners. Class discussions can be fruitful as long as everyone is involved. But class discussions that lead to written work activities serve a clearer purpose and benefit both. • Finally, it is important to point out that Literature is not about right answers. A whole text means something, not just bits and pieces of it; a good reading of a text incorporates the whole text in interpretative, creative, personal, and exploratory practices. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 11 The other approaches to literature which can be integrated with teaching for comprehension and for understanding the key features of literature are the chronological, the author, the theme and the genre approaches. These approaches can be combined. In the chronological approach learners can research and combine the literature period with the historical events for the same timeframe. In the author approach, learners can participate in a broad and deep study of an author especially in poetry and can link his/her poems with a particular historical period. In the theme approach learners can look at themes such as justice, success, love, etc. across a number of poems or across different genres and relate them to events in real life situations. They can make judgments about the character’s actions and comment on the theme. Regarding the genre approach, learners can classify, compare and contrast different types of literary genre, e.g., the difference between the plots in a novel/short story/drama/folklore. Approaches to teaching language usage The teaching of language structure should focus on how language is used and what can be done with language, i.e. how to make meaning, how to attend to problems and interests, influence friends and colleagues, and how to create a rich social life. The teaching of language structures should be a means to getting things done. The teaching of language structures/grammatical structures should therefore be text-based, communicative and integrated. The following principles should be taken into consideration when teaching language structures: • Grammar should be taught for constructing texts in their context of use - it is concerned, in other words, with real language. • The application of grammar should not be restricted to the analysis of isolated sentences – it should explain the way in which sentences are structured to construct whole texts such as stories, essays, letters, reports which learners learn to read and write in school. • Use of authentic materials such as dialogues, interviews, must be encouraged • Link the language structure with functional uses of language in different social settings, e.g. expressing one’s thoughts or feelings; introducing people; talking about or reporting things, actions, events or people in the environment, in the past or in the future; making requests; making suggestions; offering food or drinks and accepting or declining politely; giving and responding to instructions; comparing or contrasting things. • Use classroom activities that relate language forms with functions, e.g. the past tense with a narrative essay and report writing; the subjunctive mood with a reflective essay. • Focus on meaningful tasks. Acquiring the grammatical rules of the language does not necessarily enable the learner to use the language in a coherent and meaningful way. What interests us then concerns the structure and function beyond the sentence level, i.e. the way in which people use either spoken language (discourse) or written language (text) in coherent and meaningful ways. ENGLISH HOME LANGUAGE GRADES 7-9 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.2 Time allocation for the Home Language The teaching time for the Home Language and the First Additional Language is 5 and 4 hours respectively per week as per policy prescription. However, in the Senior Phase, it is recommended that 5 hours be allocated to the language of learning and teaching and 4 hours to another compulsory language. Schools that are using First Additional Lan￾guage as a language of learning and teaching, should therefore allocate 5 hours for that language. All language content is taught within a two-week cycle (10 (8) hours). Teachers do not have to stick rigidly to this cycle but must ensure that the language skills, especially reading and writing are practised. The time allocation for the different language skills in Grade 7-9 is 36 weeks. Four weeks are for examination purposes – two weeks for June examination and another two weeks for December examination. Timetabling should make provision for continuous double periods per week. In a two-week cycle the following time allocation for the different language skills is suggested. Recommended time for the Language of Learning and Teaching Skills Time Allocation per Two-week Cycle (Hours) Grade 7 Grade 8 Grade 9 *Listening & speaking (Oral) 2 hours *Reading and Viewing 3 hours 30 min (1 hour 45 mins for comprehension and 1 hour 45 mins for literary texts) *Writing & Presenting 3 hours 30 min Language Structures and Conventions 1 hour *Language Structures and Conventions and their usage are integrated within the time allocation of the four language skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for Listening and Speaking, for Reading and Viewing, and for Writing and Presenting. Recommended time for another compulsory language Skills Time Allocation per Two-week Cycle (Hours) Grade 7 Grade 8 Grade 9 *Listening & speaking (Oral) 2 hours *Reading and Viewing 3 hours (1 hour 30 mins for comprehension and 1 hour 30 mins for literary texts) *Writing & Presenting 2 hours Language Structures and Conventions 1 hour *Language Structures and Conventions and their usage are integrated within the time allocation of the four language skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for Listening and Speaking, for Reading and Viewing, and for Writing and Presenting. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 13 2.3 Learning and Teaching Support Materials Learners should have the following for Home Language study in Grades 7 – 9: GRADES 7 – 9 Core materials Prescribed language textbook - Teacher Guide and Learner Book √ Novel √ Short stories √ Folklore √ Drama √ Poetry √ Dictionary √ Media materials Newspapers √ Magazines √ Radio talks/dramas √ Television shows/dramas/documentaries √ Home Language teachers should have: a) A Curriculum and Assessment Policy Statement b) Language in Education Policy c) The prescribed language textbook used by learners and other textbooks for resource purposes in addition to the prescribed one d) Dictionary (monolingual, bilingual, multilingual, thesaurus) e) Prescribed literature genres f) A variety of media materials: newspapers, magazines, brochures, flyers, etc. g) Access to audio/visual aids to be used in the classroom h) Other media resources (a variety of newspapers, magazines and brochures Classroom resources a) A range of texts to accommodate different reading levels, e.g. a selection of readers with sufficient copies of texts at each level for the class. b) A variety of media materials: newspapers, magazines, brochures, flyers, advertisements, posters, notices, etc. c) Audio/visual aids ENGLISH HOME LANGUAGE GRADES 7-9 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS 3.1 Overview of language skills – processes and strategies, text type and length 3.1.1 Listening and Speaking Listening and Speaking are central to learning in all subjects. Through effective listening and speaking, learners collect and synthesise information, construct knowledge, solve problems, and express ideas and opinions. Critical listening skills enable learners to recognise values and attitudes embedded in texts and to challenge biased and manipulative language. Listening and speaking are different but co-dependent skills. Both are continually present informally in the classroom as learners receive and discuss information. Formal listening and speaking of special forms, e.g. debate, need focused instruction. Formal and informal listening and speaking are integrated with reading, writing and language practice, while speaking may give written text an oral form (e.g. reading aloud). Listening process and strategies Listening instruction will usually involve working through elements of the listening process. This is a three-phase activity which models independent listening strategies for decoding and understanding speech and other audio forms. Not every step of the process will be used on every occasion. For example, if learners are listening to a recorded explanation they will need to do a pre-listening activity which alerts them to the need for focused listening and helps them make associations with their own experience. Listening activities would help them recall details and evaluate the message. Post-listening might involve learners in responding to what they have heard through discussion. Listening comprehension exercises and assessment give an opportunity to teach learners how to listen. Pre-listening introduces learners to the listening situation. It allows them to activate their previous knowledge of the topic, and prepare for listening. • Stimulate/activate background knowledge before listening • Predict what text may be about from title • Deal with any key vocabulary that learners may not be familiar with • Set a pre-listening question to focus learners’ attention • Prepare learners physically with, for example, pencil and pad for note taking During listening – questioning, recognising, matching, note-taking, interpreting: Learners: • Analyse: - the message, - the speaker, and - the speakers’ evidence. • Make mental connections. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 15 • Find meaning. • Ask questions. • Make inferences and confirm predictions. • Reflect and evaluate. Post-listening follows up on the listening experience. Learners • Ask questions • Talk about what the speaker said • Review notes • Summarise the presentation orally • Transfer information from oral to written mode, e.g. use information to label a diagram • Analyse and evaluate critically what they have heard • Synthesise new information with prior knowledge • Draw conclusions; evaluate; give own opinion; respond critically ENGLISH HOME LANGUAGE GRADES 7-9 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DIFFERENT KINDS OF LISTENING Listening for specific information Listening, rather than merely hearing, remains key to any intelligent response to the world around us. In a world in which technology has created endless supplies of sounds, voices, music, and talking, learning to listen only to what may be significant or useful becomes crucial. Most of what is listed below will not be unfamiliar to learners in this phase, and teachers need to work only with such processes as they feel their class is still in need of. • Stimulate/activate background information before listening • Ascertain speaker’s purpose • Give complete attention to listening task and demonstrate interest • Search for meaning • Check understanding of message by making connections, making and confirming predictions, making inferences, evaluating and reflecting • Make meaningful notes outlining, mapping, categorizing, summarising, making checklists, paraphrasing, retelling, explaining • Distinguish message from speaker • Consider the relationship between context and choice of words and form • Identify, interpret and evaluate messages • Understand instructions, tracing directions on a map and follow procedures • Noting the main and supporting ideas • Process information by: comparing, obeying instructions, filling in gaps, detecting differences, ticking of items, transferring information, sequencing, matching, interpreting meaning • Follow up on presentation by: answering questions, reviewing notes, categorizing ideas, summarising, clarifying, reflecting, speaking or writing Listening comprehension and speaking • Re-tell the story • Recall specific detail in a text • Reflect on values and messages in a text • Reflect on stereotyping and other biases • Discuss character, plot and setting • Express opinions • Clarifying questions Listening for critical analysis and evaluation Most of the processes listed below are helpful in the study of literary texts, of advertisements and political documents. After a listening activity, teachers usually provide opportunities for discussion, but it is also useful to turn these activities into writing. A brief extract from a film sound track, for example, can be used to begin a narrative composition (“What exactly do you hear? Make sense of it.”). The selection of a number of ‘emotive’ words from a speech, or from a reading of a poem can be incorporated into a piece of writing appropriate to the context. Incorporate the words into a statement of contradiction to what has been said in the speech; or use the words in poem so that the understanding of the words is clear. • Identify and interpret persuasive, emotive and manipulative language, bias, prejudice and stereotyping • Distinguish between facts and opinions • Show awareness of and interpret tone, pace and language use • Respond to style, tone and register and evaluate correctly • Understand the logical sequence of information • Make judgments and provide evidence • Make assumptions and predict consequences • Respond to language use, word choice, format and pronunciation ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 17 DIFFERENT KINDS OF LISTENING Listening for appreciation and interaction These listening activities are best practised in debates, small group discussions and any other structured discussion. Watching clips from films can also be helpful in analysing such characteristics as are listed below. • Respond in communication situations • Use turn-taking conventions in conversations • Defend a position • Ask questions to sustain communication • Respond to language, gestures, eye contact and body language • Show understanding of the relationship between language and culture by showing respect for cultural conventions • Respond to the aesthetic qualities of oral text, e.g. rhythm, pace, sound effects, imagery Length of texts to be used for listening comprehension TASK GRADE 7 GRADE 8 GRADE 9 Longer listening comprehension texts e.g. story, interviews, plays, news reports 150-200/up to 5 mins 200-250/up to 5 mins 250-300/up to 5 mins Shorter listening comprehension texts e.g. announcements, information texts, instructions, directions 60-70 words/1-2 mins 70-80 words/1-2 mins 80-100 words/1-2 mins Reading comprehension/ intensive reading texts 150-200 words 200-250 words 250-300 words Speaking In the Senior Phase learners should be taught or groomed to talk with ease and accurately as this is one of the most valuable assets for their lives, both personal and professional. Creating this self-confidence is more important than any specific technique or trick of public speaking. Learners need to know that when they speak there will be no mock￾ery or ridicule, and they must be assured of the teacher’s full support and encouragement at all times. Learners in the Senior Phase should be taught most basic techniques of giving a good speech. A degree of tolerance might be shown to learners in view of the demands which oral interaction makes on them. The speaking process and strategies The teaching of speaking should include knowledge of the process and communication strategies (retracing, re￾phrasing, substitution, demonstration, gesture, mime, sounds and appeal for assistance).The teaching of speaking process consists of the following stages: • Planning - researching and organising • Practising and presenting ENGLISH HOME LANGUAGE GRADES 7-9 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Planning - researching and organising Learners must be able to demonstrate planning, researching and organising skills for oral presentation by: • Using appropriate register, style and voice according to audience, purpose, context and theme • Using appropriate language (choice of words) by - Using action verbs, a variety of adjectives and adverbs to give a specific impression, details and a vivid description when speaking, for example, a speech, storytelling, debate - Using knowledge of synonyms and antonyms, homophones, homonyms and one word for a phrase - Using borrowed, inherited and new words - Using figurative language (figures of speech, idioms, proverbs), tone, mood or humour - Using abbreviations - Using roots, prefixes and suffixes - Using gender, plurals and diminutives - Using comparative and superlative degrees of adjectives and adverbs • Demonstrating critical language awareness by: - Giving facts and expressing opinions - Expressing denotative and connotative meaning, implied meaning - Expressing values, attitudes, bias, stereotypes, emotive, persuasive and manipulative language e.g. in a persuasive speech • The use of resources and reference material such as dictionaries and thesauruses to select effective and precise vocabulary and deliver presentations making use of notes and props, audio and/or visual aids and graphs to enhance the appeal and accuracy of presentations. Practising and presenting Learners must be able to practise and demonstrate oral presentation skills by: • Speaking directly to the audience • Referring to relevant sources that have been consulted • Including a range of facts and examples according to task requirements • Using effective introduction and conclusion (e.g. by using literary quotations, references to authoritative sources, anecdotes) • Developing ideas and arguments - content is original, creative, coherent, shows logical development and arrangement of facts, examples and ideas ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 19 • Using elements of speech forms (e.g. introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate • Using organizational structures such as chronological, topical, cause-effect, compare-contrast, problem￾solution to inform and to persuade • Using correct intonation • Presenting and advancing a clear argument and choosing appropriate types of proof (e.g. statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance • Using forms of address or repetitions: ladies and gentlemen; I want to emphasise that … • Using appropriate language structures and conventions such as: - verb forms and auxiliaries to express tense and mood accurately - use parts of speech to express day-to-day oral communication • Using rhetorical questions, pauses, repetition, • Using verbal and non-verbal techniques (e.g. tone, voice projection/modulation, volume, pace/tempo, phrasing, eye contact, facial expressions, gestures and body language) for presentations TYPES OF LISTENING AND SPEAKING TEXTS Prepared speech To inform/persuade/share and justify viewpoint or opinion. • Choosing an appropriate research topic - Some form of research should be evident - Appropriate structure (introduction, body and conclusion) - Clear logical links with topic - An argument or point of view that triggers a thoughtful response in others. - Clearly enunciated ideas showing awareness of audience and purpose Unprepared speech To present a speech without preparing beforehand/to arrange logic promptly/employ speech techniques at short notice • Use appropriate structure (introduction, body and conclusion) • Appropriate to the purpose • Use tone, voice projection, pace, eye contact, posture and gestures • Register and tone appropriate to the audience • Use appropriate and effective vocabulary and language structures. • Short but effective Prepared Reading (Reading aloud) • Understanding of the passage demonstrated • Passage fluently read • Voice projected • Words clearly enunciated • Good use of pause • Maintenance of audience rapport. • Choice of extract takes audience into account • Length of extract appropriate ENGLISH HOME LANGUAGE GRADES 7-9 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF LISTENING AND SPEAKING TEXTS Unprepared reading (reading aloud) To share a text written by self or other; to entertain • Understanding of the passage is demonstrated • Passage is fluently read • Voice is projected • Words clearly enunciated • Good use of pause • Maintenance of audience rapport. • Choice of extract takes audience into account • Length of extract appropriate Debate To argue different viewpoints on a chosen topic. This is a formal oral form for public viewing and participation. Debating procedure: • Two teams of speakers, usually three per team, argue for or against a motion. Motions make claims or propositions, e.g. ‘The World Cup was good for our economy’, rather than simply ‘The World Cup’. • Debate proceedings are controlled by a chairperson who: - Introduces the motion and gives some background to it - Introduces each speaker - Maintains order - Keeps time – speakers are given time limits - Manages the discussion when the motion is opened to the floor (see below) - Manages the vote (see below) • The chair introduces the motion and asks the first speaker for the proposition (the team arguing for the motion) to speak. • The first speaker for the proposition presents arguments supporting the motion. • The first speaker for the opposition (those speaking against the motion) presents arguments opposing the motion and may also rebut (attack) the first speaker’s arguments. • The second speaker for the proposition builds on the team’s arguments, presents new arguments, and rebuts the previous speaker’s points. • The second speaker for the opposition does the same. • The motion is opened to the floor (audience) for discussion and questions. • Following the general discussion the opposition sums up first. The third speaker repeats the team’s main arguments and tries to persuade the audience to vote against the motion, giving reasons. This speaker may also rebut previous arguments. • The third speaker for the proposition does the same. • The debate may be concluded and a result obtained in different ways, e.g. by having the speeches assessed (scored) by a judge, or putting the motion to the vote. Dialogue • Reflect a conversation between two or more people. • Initiate and sustain conversations • Use turn taking conventions, maintain discourse • Defend a position • Listen to each other, negotiate • Fill in gaps and encourage the speaker • Clarify issues • Share ideas and experiences and show understanding of concepts ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 21 TYPES OF LISTENING AND SPEAKING TEXTS Interview To elicit information or point of view from an individual or panel • Use questioning, persuasion, note-taking, summarising, listening skills and non￾verbal skills • Plan and prepare: determine goal, background information, outline, questions, time, place, sequencing, physical environment (see writing features) • Use interviewing techniques in phases: - Introduction (identifying self; stating purpose) - Rapport (creating atmosphere of trust) - Questions (ask general to specific, relevant questions; use mature, sensitive, respectful persuasive language; listen actively; evaluate response, respond effectively to demonstrate knowledge) - Summary (record responses by taking notes; summarise; sequence and arrange responses and important details in logical order) - Closure (thank interviewee; provide contact details) Report (formal and informal) • Give exact feedback of a situation, e.g. accident, any findings • Reflect a title, introduction (background, purpose and scope), body (Who? Why? Where? When? What? How?), conclusions, recommendations, references, appendices • Plan: Collect and organise information and give facts • Use semiformal to formal language register and style • Use - Present tense (except historical reports) - General nouns - The third person - Factual description - Technical words and phrases - Formal, impersonal language Giving directions To tell someone how to get somewhere • Use directions when telling someone how to get somewhere. • Use mostly the imperative form • Use the second person representing an interaction between the speaker and the listener. • Consider the following when giving directions: - Use concise and clear sentences - Use the chronological order - Refer to a specific direction - Indicate the approximate distance - Give the approximate number of streets to be crossed to reach the destination - Provide information about landmarks along the way - Use words indicating position - Use words indicating direction - Use words to ask for directions - Use words to show appreciation ENGLISH HOME LANGUAGE GRADES 7-9 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF LISTENING AND SPEAKING TEXTS Instructions To explain how to use a tool or an instrument, prepare food, repair faults, etc. • Explain the working or use of any article in operation; preparing dishes, repairing any defaults, etc. • Plan and prepare (see writing features) - Understand the situation(s) and what the product of giving instructions/ demonstrations should be or do - Explain the working or use of any article - Reflect clear, correct and logical sequence of instructions - Use manuals, instructions, and operations. - Consider vocabulary, grammar, expressions, technical language and phrases that might be used • Presenting Gives oral presentation/report • Present orally on events from e.g. the radio or television or findings from an interview held. • Plan and prepare - Introduce what the product of a formal oral presentation should be - Predict what vocabulary, grammar and expressions might be used - Research to obtain relevant information from the speaker and the language needed to express information • Present; look out for the following: - Some form of research should be evident • A text structure should be followed (introduction, body and conclusion) • The text should comprise of clear logical links with topic, reflecting correct facts arranged in logical order • An argument or point of view that triggers a thoughtful response in others is expressed. • Clearly enunciated ideas showing awareness of audience and purpose; • Remain neutral (clear and objective language) and present in a suitable register for the audience • Learners should be encouraged to use appropriate body language but wild gesticulation should be avoided. Use clear objective language • Organise an oral presentation in three parts: - Introduction: Catch the audience’s interest; answer Who? What? Where? When? - Body: Organise main points of the report in a logical order. Use accurate information; support main point with information from research; use details and descriptive sentences to make the report interesting - Conclusion: Summarise and get across the most important point. Write a short conclusion. Wrap up and restate the main point. Draw upon the main points to formulate a personal opinion concerning the topic of the report • Use visual aids, such as posters or overhead transparencies, and practise using them while rehearsing • Use notes to make a final outline of the report • Use notes when presenting the report ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 23 TYPES OF LISTENING AND SPEAKING TEXTS Forum/panel Discussion To share different opinions or information from different sources The speakers should: • explore a range of ideas • listen to one another • concede points when necessary • not interrupt other speakers • make logical links between points • keep to the topic • try to bring people into discussion - interrupting politely - expressing opinions and support reasons • Each speaker talks about a particular aspect of the topic • Use of conventional phrases • Duties of the chairperson - Keeping order - Managing time - Keeping to the agenda - Encouraging participation - Remaining neutral - Calling for proposal or votes Role plays Learners are presented with a situation, often a problem or an incident, to which they have to respond by assuming a particular role. The enactment may be unrehearsed, or the learner may be briefed in the particular role to be played. Such assessments are open-ended and are person-centred. Informal discussion/ conversation To share ideas, opinions and viewpoints with individuals groups • Initiate and sustain conversations • Turn taking conventions • Defend a position • Negotiate • Fill in gaps and encourage the speaker • Share ideas and experiences and show understanding of concepts Introducing a speaker To give an audience information about a speaker/guest • Obtain relevant information from the speaker • Use a formal style or register • Create interest and expectation in the audience, e.g. by telling the audience about relevant background information and achievements • Build expectation through, e.g. pauses and inflection • End strongly and confidently Vote of thanks • To thank a speaker after delivering a speech to an audience • Use a formal register • Listen carefully to the speaker, to point out some highlights in the address • Mention strong points in the address • End strongly and confidently ENGLISH HOME LANGUAGE GRADES 7-9 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Suggested duration for texts to be produced for oral communication TEXTS DURATION GRADES 7 - 9 Conversations, debates, forum/group/panel discussions, group discussions 10 – 15 minutes Dialogues 4 – 6 minutes Directions and instructions 2 – 4 minutes Interviews 8 – 10 minutes Prepared reading 2 – 3 minutes Prepared speeches, report, review 2 – 3 minutes Unprepared speeches 2 – 3 minutes Storytelling 5 – 7 minutes Meeting and procedures 7 – 10 minutes Expressions used in conversational English – Reference list ASKING PERMISSION/REQUESTS • Can I…..? • May I….? • Would it be possible for me…..? • Is it all right if….? • Would it be ok if…? • Do you mind if I …? • Please let/permit/allow me to … • Would you agree to …? INTERRUPTING • Excuse me, could I ...? • Sorry, do you think I could ...? • Excuse me, do you know ...? • I beg your pardon, could you help me? (formal) OFFERING HELP • May I help you? • Can I help you? • Are you looking for something? • Would you like some help? • Do you need some help? • What can I do for you today? SEEKING ASSISTANCE • Can I help with…..? • Would you help me to…..? • I need help with … • Please assist me … (formal) • Please lend a hand with … APOLOGISING • Sorry. • I’m sorry for…. • I regret…… • Please forgive me for … • I apologise for … • Pardon me. • Excuse me. • I beg your pardon. COMPLAINING • I’m sorry to have to say this, but... • I’m sorry to bother you, but... • Maybe you forgot to... • I think you might have forgotten to... • Excuse me if I’m out of line, but... • There may have been a misunderstanding about... • Don’t get me wrong, but ... ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 25 GIVING ADVICE • I don’t think you should …….. • You ought to….. • You ought not to……... • If I were you, I’d ……. • If I were in your position, I’d … • If I were in your shoes, I’d …. • You had better …. • You shouldn’t……. • Whatever you do, don’t……. STATING A PREFERENCE • Would you like to …. • I’d rather…… • Why don’t we ...? • Well, I’d prefer …….. What do you think? • What do you think we should do? • If it were up to me, I’d … • I think we should …. GUESSING, INFERRING • I’d say he’s about ready to ... • It might need some … • He could be ... • It looks like ... • Perhaps he needs some… • Maybe they want to ... • It’s difficult to say, but I’d guess that … • I’m not really sure, but I think … GIVING IMPRECISE INFORMATION • There are about …. • There are approximately. • There are a large number of …. • ……. predicts up to ….. • It’s kind of … • It’s the type of … • They’re the sort of ….. • It’s difficult to say, but I’d guess... • I’m not really sure, but I think … SAYING GOODBYE Long trips, vacations, short outings • Have a good trip. • Enjoy your vacation. • Have a good journey. • Enjoy your holidays. • Enjoy! • Have a good time at (destination place such as a restaurant) • Have a good time in (destination city) GREETING AFTER A TRIP • How was your vacation/holiday in…? • Did you enjoy your time in (destination)? • How was your journey/flight/trip? EVALUATING YOURSELF • This worked well/was effective because…. • I did this well because…. • It would have been better if I had ... • This could be improved by…. • Progress is/is not evident because … • This succeeds because … 3.1.2 Reading and Viewing Well-developed reading and viewing skills are central to successful learning across the curriculum. Learners de￾velop proficiency in reading and viewing a wide range of literary and non-literary texts, including visual texts. Learn￾ers recognise how genre and register reflect the purpose, audience and context of texts. Through classroom and independent reading, learners become critical and creative thinkers. Reading/viewing combines two elements: 1) learning and applying strategies for decoding and understanding text 2) learning and applying knowledge of text features. Both aspects should be present in reading/viewing instruction of literary and non-literary texts. ENGLISH HOME LANGUAGE GRADES 7-9 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Reading/viewing content is arranged in: 1) reading for comprehension 2) reading for formal study (setworks) and 3) extended independent reading. Reading process and strategies Reading instruction may involve three steps to enhance the understanding of texts. Not every step of the process will be used on every occasion. For example, if learners are reading an unfamiliar text type or genre, they will need to do a pre-reading activity which alerts them to surface features of this text type, and helps them make associations with their own experience. During-reading activities would help them analyse its structure and language features in more detail. Post-reading might involve learners in trying to reproduce the genre in a written text of their own. • Pre-reading • During-Reading • Post- reading activities Pre-reading Learners may be prepared for the text in various ways depending on the type of the text and the level of the learner. This activates associations and previous knowledge. • Learners are encouraged to form certain expectations about the text based on clues from accompanying pictures or photographs, the text type, layout, title page, table of contents, chapters, glossary, index, appendix, footnotes. • Skimming and scanning text features: titles, headings and sub-headings, captions, illustrations, graphs, charts, diagrams, bold-faced print, italics, headings, subheadings, numbering, captions, illustrations, graphs, diagrams, maps, icons, pull down menus, key word searches • Skimming for main ideas and offering own ideas in a pre-reading discussion • Scanning for supporting details • Predicting using the information gained from skimming and scanning During-reading • Inferring meaning of unfamiliar words and images by using word attack skills and contextual clues • Rereading/reviewing • Visualizing • Deducing meaning (analogy, context, word formation etc.) • Questioning • Making notes (main and supporting ideas) • Summarising main and supporting ideas in point form/paragraph as per required length • Clarifying issues ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 27 • Making inferences • Explaining/evaluating writer’s inferences and conclusions Post-reading • Answering questions on the text from lower to higher order • Drawing conclusions/own opinion • Evaluating/discussing different interpretations of a text • Comparing and contrasting • Synthesizing/writing a summary • Exploiting the text for grammar and vocabulary learning, e.g. re-write in a different tense • Reproducing the genre in writing of their own (where appropriate) • Critical language awareness: - facts and opinion - direct and implied meaning - denotation and connotation - socio-political and cultural background of texts and author - the effect of selections and omissions on meaning - relationships between language and power - emotive and manipulative language, bias, prejudice, discrimination, stereotyping, language varieties, inferences, assumptions, arguments, purpose of including or excluding information - create new texts, i.e. change a narrative into a drama, dialogue; exploit the text for grammar and vocabulary learning, e.g. rewrite in a different tense. Interpretation of visual texts (range of graphic and visual texts): For many learners, the screen rather than the printed page is the source of most of their information. Visual literacy is an important area of study, and the computer screen a rich source of material. Examine how layout is key in a popular website; how attention is gained by advertisers; how movement and colour play key roles in persuading the user to move to other sites. • Persuasive techniques: Emotive language, persuasion, bias, manipulative language • How language and images reflect and shape values and attitudes • Impact of font types and sizes, headings and captions • Analyze, interpret, evaluate and respond to a range of cartoons/comic strips ENGLISH HOME LANGUAGE GRADES 7-9 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Reading activities and the kind of reader envisioned Prepared Reading (Reading aloud) • Use of tone, voice projection, pace, eye contact, posture and gestures • Pronounce words without distorting meaning Unprepared reading (reading aloud) • Read fluently according to purpose • Pronounce words without distorting meaning • Use tone, voice projection, pace, eye contact, posture and gestures correctly Reading comprehension • For close and critical reading of the text (reading comprehension) • To understand the text comprehensively - text features – titles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format, e.g. newspaper columns, etc. • To demonstrate independent reading (reading widely for pleasure, information and learning) • Critical language awareness (being aware of the denotation and connotation of words and that it carries hidden meanings and messages, e.g. stereotypes, the speaker’s prejudices and intentions) INTENSIVE READING a) Intensive reading of shorter written texts for COMPREHENSION at a word level Learners apply a variety of strategies to decoding texts. They build vocabulary through word-attack skills and exposure. • Use dictionaries, thesauruses and other reference works to determine the meaning, spelling, pronunciation and part of speech of unfamiliar words • Identify the meaning of common prefixes, (e.g. bi-, un- or re-) and common suffixes, (e.g. - ful). • Determine the meaning of words and their connection to word families using knowledge of common roots, suffixes and prefixes • Use textual context (e.g. in-sentence definitions), cues (e.g. commas, quotes) and graphic cues (e.g. bold face) to determine the meaning of unfamiliar words • Recogn ise and use common, idioms and proverbs, e.g. the Midas touch. • Distinguish between denotation and connotation • Identify the origin and use of new words, e.g. street slang, dialects, borrowed words (e.g. ubuntu, dorp, bunny chow). ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 29 • Distinguish between commonly confused words: homophones, homonyms, homographs, synonyms, e.g. allusion/illusion; complement/compliment; imply/infer • Recognise a wide range of abbreviations, e.g. initalism, acronyms, clipped, truncation • Apply knowledge of grammar to decode meaning. See Language Structures – Reference List below. b) Intensive reading of shorter written texts for COMPREHENSION at sentence and paragraph level Learners apply their grammatical knowledge to understand sentence construction and the organisation of texts. Text study at this level provides an opportunity for integrated teaching of language structures. • Identify and use the meaning and functions of language structures and conventions in texts. See Language Structures – Reference List below. • Identify the structure of texts used for different purposes, (e.g. description, definition, cause-and-effect) across the curriculum and their related transitional words/signal words/conjunctions, (e.g. on the one hand, firstly, because). See Writing/Presenting for appropriate text types. c) Intensive reading of shorter written texts for COMPREHENSION at a whole text level Learners apply their knowledge of genre and formal text study to understand the meaning, intention and effect of the whole text • Relate the text to their own experience • Identify the genre and its purpose, e.g. an argument which seeks to persuade • Identify and explain author’s attitude and intentions • Synthesise parts of texts or whole texts in order to reach conclusions • Draw conclusions; form and justify own opinion d) Intensive reading of shorter texts for SUMMARY AND NOTE TAKING. Learners apply their understanding of text features to summarise text. See reading strategies above. • Skim and scan for main ideas and theme • Separate main ideas from supporting details • Paraphrase the main ideas (write them in own words) • Sequence the sentences and use conjunctions and logical connectives to link them together into a text ENGLISH HOME LANGUAGE GRADES 7-9 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) e) Intensive reading of shorter texts for CRITICAL LANGUAGE AWARENESS. Learners apply their understanding of how language can create and maintain power relationships between text producer and reader. They analyse the point of view from which the text is written. • Identify and discuss emotive and manipulative language • Identify and discuss bias and prejudice, and any stereotyping • Identify and discuss assumptions and explain their impact • Identify and discuss implied meaning and inference • Identify and discuss denotation and connotation • Suggest the purpose of including or excluding information • Recognise the writer/producer’s point of view f) Intensive reading of MULTIMODAL AND VISUAL TEXTS (Multimodal texts make use of visual and written material in a single text, e.g. advertisements, cartoons. They can also combine this with spoken language and gesture.) Learners apply their knowledge of images and visual elements to understanding how these support writing in multimodal texts. Learners apply the meta-language of film study to understand and appreciate visual text elements and their effect. • Identify and discuss the way visual elements are integrated with written text in multimodal texts, e.g. layout, illustrations, graphic information • Identify and discuss the purpose and message in visual texts for information, e.g. graphs, tables, documentaries, charts, maps • Identify and discuss the message and effectiveness of visual elements of advertisements and the relationship between the written and the visual elements • Identify and discuss the purpose and message in visual texts which show relationships, e.g. mind-maps, diagrams, pie charts, maps, plans • Identify and discuss the purpose, aesthetic qualities and design of visual texts created for aesthetic purposes, e.g. photographs, film, design elements • Identify and discuss the purpose and message of visual texts created for enjoyment and entertainment, e.g. film, cartoons, music videos, comic strips • Identify and discuss the message and effectiveness of visual texts which support speaking, e.g. posters diagrams, data projection • (Film study - for enrichment only) Identify, understand, analyse and evaluate the relationship between sound, speech, action and visual elements in film and other audio-visual forms ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 31 FORMAL STUDY OF LITERARY TEXTS Learners read, evaluate and respond to the aesthetic qualities of literary text. They apply the meta-language of literature study to understand and appreciate elements of literary texts. NOTE: The emphasis in formal text study will change depending on the setwork/chosen text. • Understand the distinctive qualities of different literary forms, e.g. that a poem has different characteristics from a novel • Identify and explain figurative language and rhetorical devices as they appear in different texts, e.g. simile, metaphor, personification, alliteration, onomatopoeia, hyperbole, contrast, irony, sarcasm, anti-climax, symbol, euphemism, pun, understatement • Identify and explain writer’s/producer’s intention • Explain choice and effectiveness in poetry of how elements support the message/theme. Elements may include figures of speech, imagery, rhyme, refrain, rhythm, alliteration • Explain choice and effectiveness in drama of how elements support the message/theme. In addition to figures of speech and imagery, elements may include plot, characters, characterisation, stage directions, dramatic irony, setting, dialogue, monologue, soliloquy, flashback ,etc. In addition, for film, camera work and editing, e.g. close-up, long shot, music and sound track, special effects, colour. • Explain choice and effectiveness in short stories/novels/films of how elements support the message/theme. In addition to figures of speech and imagery, elements may include role of the narrator, structural elements, e.g. plot, exposition, rising action, conflict, climax, falling action/anticlimax, denouement/resolution, setting EXTENDED INDEPENDENT READING/VIEWING Learners practise the strategies modelled in intensive reading and formal text study for extra-curricular independent reading for pleasure and research. Teacher guidance on access and level is crucial to this part of the reading programme. • Access libraries and know book storage conventions • Provide evidence of extended reading/viewing in the form of speeches, discussions and book/film/ programme reviews • Read/view a wide range of whole texts, e.g. books, magazines, newspapers, websites, films, documentaries, TV series both during and after class. ENGLISH HOME LANGUAGE GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Examples of question types Knowledge questions What happened after …? Can you name the … Describe what happened at … Who spoke to …? What is the meaning of ….? Comprehension questions Who was the key character …? Can you provide an example of …? Can you explain in your own words ….? Application questions Can you think of any other instance where ….? Do you remember we were looking at metaphors – how would you explain the metaphor in this line? Analysis questions How was this similar to …? How was this different to …? What was the underlying theme of …? Why do you think …..? Synthesis questions We’ve learnt different views about John – can you put them all together and describe his character? What kind of person is he? Evaluation questions How effective is ……? Can you think of a better way of ….? Which of these two poems do you prefer? Why? Selecting a text-type or genre Teachers should ensure that learners read a range of texts and genres during the year. There should be a bal￾ance between short and long texts and between reading for different purposes, e.g. aesthetic purposes (formal text study in set work) texts for mass distribution in the media, visual texts for enjoyment (see “Texts used for integrated teaching of language skills”). TYPES OF READING TEXTS Poetry There are essentially only two questions a learner needs to ask of a poem: What is being said? How do I know? The second question adds conviction to the answer of the first; the first determines what the second question will reveal. All literary writers write because they have something to say—something they consider at least interesting, and usually of some importance to the cultural group for which they are writing. We study the text to support, corroborate, clarify and reveal what writers have to say to us. It also involves looking at the figurative use of language; of the way sentences, verse lines and poems as a whole are presented; of the choice of image, rhythm, pace and sound; of the emotive feelings that such images generate. All this in an attempt to reach a tentative conclusion at best as to what the poet is hoping we will sooner or later discover to be a meaning of the text. There is seldom finality in the study of a good poem. The following aspects will enhance understanding of the intended message • literal meaning • figurative meaning • mood • theme and message • imagery • figures of speech/imagery, word choice (diction), sound devices, tone, rhetorical devices, emotional responses, lines, words, stanzas, rhyme, link, rhythm, punctuation, refrain, repetition, alliteration (consonance and assonance), enjambment ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 33 TYPES OF READING TEXTS Drama Drama is not only about words and language: it is about movement, voice, light and dark; interaction; staging. How the play moves (the pace) is essential; how characters interact, what they are doing when they are not talking; how facial expression can shift the meaning of a line —all this can be lost if the play is read as it if were a novel. Nevertheless, it is never a good idea to show ‘the video’ of the play until the play has been fully studied discussed and ‘staged’ by a class. Without that, the ‘video’ becomes the truth of the play, and little will dislodge the specific interpretation of that particular production. Imagination plays a key role in the reading of drama. Visualising a stage and what actors look like, and working out how many different ways a line or speech can be said are vital components of working with drama in the classroom. Plot and subplots; the way the playwright presents the characters, and how they develop through the play; setting and background (only where absolutely essential to an understanding of the play); pace, use of image and symbol; dramatic techniques like soliloquy; dramatic irony, stage directions, the creation of tension, or humour, or tragedy are all worth studying through the dramatic reading of the play. The following aspects will enhance the learners’ understanding of the text: • plot and sub-plot (exposition, rising action, conflict, climax, falling action/anticlimax, denouement/resolution, foreshadowing and flashback) • characterization • role of narrator/persona/point of view • theme and messages • background and setting – relation to character and theme • dramatic structure: plot, subplot (exposition, rising action and climax) • mood and tone • ironic twist/ending • stage directions • link between dialogue/monologue/soliloquy and action • dramatic irony • time line Film study (as enrichment activity) Film study is not the same as reading a novel. Although the treatment of a film can follow the patterns of teaching more typical of drama and novel, the item ‘cinematographic techniques’ below needs special attention. ‘Reading’ a film with sensitivity and accuracy depends in large measure on the extent to which the viewer is conscious of editing, cutting, camera shots, montage, mise en scène, music, costume, lighting and sound. Being able to read a film at this level immeasurably enriches one’s watching of films: the viewer moves away from the more ‘passive gazing’ which usually means only following the narrative line; to an ‘informed attending’ that adds to one’s viewing a greater depth, and a clearer understanding of just how director, editor, and the rest are manipulating what we watch to make us feel and react in certain ways. • dialogue and action, and their relation to character and theme; • plot, subplot, character portrayal, conflict, dramatic purpose and dramatic • irony, ironic twist and ending; • dramatic structure and stage directions • message and theme and how they are woven into all aspects of the text; • cinematographic techniques (visual, audio and audio-visual) such as the use of colour, subtitle, composition, dialogue, music, sound, lighting, editing, framing, styles of shot, camera techniques, camera movement, foregrounding and backgrounding. ENGLISH HOME LANGUAGE GRADES 7-9 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF READING TEXTS Novel, Short stories, Folklore Narratives (novel, short story and folklore) need to be read, discussed, and enjoyed. Reading the texts aloud and or playing in class is often of great value, especially if learners are not keen readers, or have some resistance to reading. Read fast, and keep the interest alive by using the simple reading acts of anticipation or prediction; evaluation; and appreciation. Simple activities involving imaginative summary (summarising the story so far to a friend in a limited number of words; keeping a visual graph going in the classroom; opening dossiers of key characters; looking for and noting, appearances of words and images that emphasise ideas and themes in the novel) can help to keep the learners up to speed. After the first reading, learners need to become aware of the differences between narrative (what happens next?) and plot (why does that happen?); explore possible meanings and interpretations of the story; examine how the writer has used language to create character (description and direct speech); how characters interact; setting (descriptive language, and incidental references throughout the novel); and where necessary attempt to unravel underlying ideas, thoughts and ideologies that control the direction of the narrative as a whole. All cultures, and most people, live lives imbued with stories. Whatever the teacher does with novels and stories in the classroom, the sheer pleasure of engaging in a good story must remain paramount. The following aspects will enhance the learners’ understanding of the text: • genre and types • plot, subplot (exposition, rising action, conflict, climax, falling action/anticlimax, denouement/ resolution, foreshadowing and flashback) • conflict • characters • characterization • role of narrator • messages and themes • background, setting and relation to character and theme • mood, ironic twist/ending • suspense and surprise Other reading texts Posters, charts, maps, graphs, cartoons, magazines, newspapers, websites, films, documentaries, TV series both during and after class. LENGTH OF TEXTS TO BE READ TEXT GRADE 7 GRADE 7 GRADE 7 Text for reading aloud 5 – 6 sentences 1 paragraph 5 – 8 sentences 2 paragraphs 5 – 10 sentences 3 paragraphs Reading comprehension/intensive reading texts 350-400 words 400-450 words 450-500 words Independent reading Poetry, short story, folklore, novel and drama – as prescribed by CAPS – and non-fiction texts Poetry, short story, folklore, novel and drama – as prescribed by CAPS – and non-fiction texts Poetry, short story, folklore, novel and drama – as prescribed by CAPS – and non-fiction texts Summary 70-80 words from 250 word text 70-80 words from 260 word text 70-80 words from 280 word text ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 35 TEXTS USED FOR THE INTEGRATED TEACHING OF LANGUAGE SKILLS IN THE SENIOR PHASE In addition to literary texts for formal study, texts to be covered in the Senior Phase include written, visual and multimedia texts with different purposes. Some texts will be studied for their aesthetic qualities; some texts will be studied as examples and as models for writing Literary texts for formal study. A range to be studied over the Senior Phase. Prescribed Genres Poetry (Grade 7 – 10 poems) (Grade 8 – 15 poems) (Grade 9 – 15 poems) Novel (Grade 7 – 30-40 pages) (Grade 8 – 40-50 pages) (Grade 9 – 50-60 pages) Short stories (Grades 7 – 4-5 stories – 3-5 pages on each story) (Grade 8 – 5-7 stories – 3-5 pages on each story) (Grade 9 – 7-10 stories – 3-5 pages on each story) Folklore (Grades 7 – 4-5 stories – 3-5 pages on each story) (Grade 8 – 5-7 stories – 3-5 pages on each story) (Grade 9 – 7-10 stories – 3-5 pages on each story) Drama (Grade 7 – 1-2 Act play – 10-20 pages) (Grade 8 – 2-3 Act play – 20-30 pages) (Grade 9 – 3-5 Act play – 30-50 pages) Enrichment Films Selected TV series/documentaries Radio dramas Essays Written texts for information Dictionaries Encyclopaedias Schedules Telephone directories Textbooks Thesaurus Timetables TV guides Written texts in the media Magazine articles Newspaper articles Editorials Notices Advertisements Written forms of audio texts Dialogues Speeches Songs Jokes Written interpersonal and transactional texts Letters Diaries Invitations Emails sms’s, twitter Notes Reports Written interpersonal texts in business Formal letters Agenda and minutes Multimedia/visual texts for information Charts, maps Graphs, tables, pie charts Mind-maps, diagrams Posters Flyers, pamphlets, brochures Signs and symbols TV documentaries Web pages, internet sites, blogs Facebook and other social networks Data projection Transparencies Multimedia/visual texts for aesthetic purposes Films Photographs Illustrations Multimedia/visual texts for enjoyment and entertainment Films TV programmes Music videos Cartoons, caricatures Comic strips Jokes (illustrated) Graffiti Audio texts Radio programmes Readings of dramas Readings of novels or short stories Recorded speeches Advertisements on radio, TV newspapers and magazines 3.1.3 Writing and Presenting Writing is a powerful instrument of communication that allows learners to construct and communicate thoughts and ideas coherently. Frequent writing practice across a variety of contexts, tasks and subjects enables learners to communicate functionally and creatively. Writing which is appropriately scaffolded using writing frames (as and when necessary), produces competent, versatile writers who will be able to use their skills to develop and present appropriate written, visual and multi-media texts for a variety of purposes. ENGLISH HOME LANGUAGE GRADES 7-9 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Writing is important because it enables learners to think about grammar and spelling. This encourages learners to process the language, speeds up language acquisition and increases accuracy. In the previous phases, learners learnt to write a range of creative and informational texts, using writing frames as support. Learners in the Senior Phase are expected to write particular text types independently. They will also employ the writing process to produce well organised, grammatically correct writing texts. Writing process and strategies Good writing is a skill that needs to be developed and supported. Although reading is an important source of input, it is only through writing, that writing skills are developed. Writing instruction will usually involve working through the writing process. However, not every step of the process will be used on every occasion. For example, if learners are writing a familiar text type, they will not need to analyse its structure and language features in so much detail. There may also be occasions when teachers need to focus on sentence construction or paragraph writing, or learners write texts without drafts in preparation for the examination. The writing process consists of the following steps: • Planning/Pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Planning/Pre-writing • Analyse the structure, language features and register of the text type that has been selected • Decide on the purpose and audience of a text to be written and/or designed • Determine the requirements of format, style, point of view • Brainstorm ideas using, for example mind maps, spider web lists, flow charts or lists • Consult relevant sources, select relevant information Drafting • Use main and supporting ideas effectively from the planning process • Produce a first draft which takes into account purpose, audience, topic and genre • Determine word choice by using appropriate, descriptive and evocative words, phrases and expressions to make the writing clear and vivid • Show own point of view by explaining values, beliefs and experiences • Establish an identifiable voice and style by adapting language and tone to suit the audience and purpose for writing ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 37 • Read drafts critically and get feedback from others (classmates); • Include specific details of the required text (use of quotations, substantiating and motivating the argument) Revising, editing, proofreading and presenting • Use set criteria for overall evaluation of own work and others’ writing for improvement • Refine word choice, sentence and paragraph structure ( insert additional information, use appropriate transition words) • Work on the sequencing and linking of paragraphs • Eliminate ambiguity, verbosity, redundancy, slang and offensive language • Evaluate content, style and register • Use punctuation marks, spelling and grammar correctly and appropriately • Prepare the final draft including layout, for example, headings and fonts • Present the text Language structures and conventions during the writing Learners will learn how language is used, and will develop a shared language for talking about language (a ‘meta￾language’), so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and accuracy. They will also be able to use this knowledge to experiment with language to build meaning from word and sentence levels to whole texts, and to see how a text and its context are related. Through interacting with a variety of texts, learners extend their use of vocabulary and correctly apply their understanding of Language Structures and Conventions. Knowledge of Language Structures and Conventions will enable learners to produce coherent and cohesive texts. Language structures should be taught for constructing texts in their context of use. The application of language structures should not be restricted to the analysis of isolated sentences. It should explain the way in which sentences are structured to construct whole texts such as stories, essays, letters and reports which learners learn to read and write in school. Language conventions (spelling and punctuation): • Use of spacing, capital letters, commas, quotation marks, colons, underlining, italics, bolding, semi colons, apostrophe, hyphens, dashes, parentheses • Use knowledge of spelling patterns and rules to spell words correctly: - Knowledge of word patterns and families - Knowledge of roots, prefixes and suffixes - Knowledge of syllabication • Use dictionaries and spell checkers ENGLISH HOME LANGUAGE GRADES 7-9 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Use abbreviation forms appropriate to different media and audiences Word choice • Use a variety of action verbs, adjectives and adverbs to give a specific impression and details and vivid description when writing, for example, a narrative essay, descriptive essay • Use appropriate synonyms, antonyms, homophones, homonyms, one word for a phrase to express concepts • Use formal and informal language (slang/colloquialism, jargon) appropriately • Use borrowed and inherited words appropriately • Give facts and express opinions • Express denotative, connotative, implied/contextual meaning • Position themselves as authors through implicit and explicit messages • Express themselves on values, attitudes, bias, stereotypes, emotive language, persuasive and manipulative language e.g. in persuasive texts such as argumentative essays, newspaper articles • Show respect by using certain words when writing texts such as dialogue, interviews • Use resources and reference materials such as dictionaries and thesauruses to select effective and precise vocabulary. Register, style and voice • Use appropriate register: formal, informal e.g. Using informal/conversational style and first person in a friendly letter, formal language in an official letter • Use figurative language (figures of speech, idioms, proverbs), tone, mood or humour, appropriately • Speak directly to the reader • Show passion towards message • Use different points of view/perspective Sentence construction • Write a variety of sentences and sentences of various lengths • Use parts of speech appropriately • Use subject, verb, object, tenses, moods, affirmatives, negations, modal verbs, active or passive voice, direct and indirect speech • Use interrogatives (why, when, how, what) • Use different types of sentences, e.g. statements, questions, simple, compound, complex, compound￾complex sentences ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 39 • Use conjunctions, pronouns, adverbs and transitional words to create cohesive sentences • Use different types of pronouns to show focus, emphasis, the objective case and to eliminate verbosity • Use correct word order in sentences to demonstrate interest and emphasis • Use concord accurately Paragraph writing • Write different parts of a paragraph: topic sentence, supporting and main ideas, an effective introduction, body and conclusion and a closing sentence • Write different paragraphs and texts using related signal or transition words and phrases such as: - Chronological/sequential order: first, second, third, before, after, when, later, until, at last, next, recently, previously, afterwards - Explanation/Cause and effect: hence, consequently, because, for this reason, since, as a result of, is due to, therefore, thus, consequently, hence, it follows that, if…then - Procedure: first, second, third - Compare/contrast: similar, different, smaller than, bigger than, however, but - Order of importance: always, finally - Spatial order: above, below, left, right, etc. - Generalizations: generally, in conclusion - Choice paragraph: in my opinion, belief, idea, understanding, I think that, I consider, I believe, it seems to me, I prefer/like/dislike/hope/feel - Classification paragraph: is a kind of, can be divided into, is a type of, falls under, belongs to, is a part of, fits into, is grouped with, is related to, is associated with - Description paragraph: above, below, beside, near, north/east/south/west, size, colour, shape, purpose, length, width, mass/weight, speed, is like, resembles - Evaluation paragraph: good/bad, correct/incorrect, moral/immoral, right/wrong, important/trivial, suggest, recommend, advise, argue - Definition paragraph: is defined as, is a kind of paragraph that defines an idea objectively. - Concluding paragraph: to conclude, to sum up, in summary, in short, as you can see ENGLISH HOME LANGUAGE GRADES 7-9 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF WRITING TEXTS Essays Narrative essay Narrative writing is largely the presentation of a series of event in some meaningful order. The following are possible features of a narrative essay: • Write a story/a past event/fiction • Use a story line that is convincing • Usually use the past tense • Use captivating introductory paragraph • Reflect a point to be made • Use unusually interesting ending • Ensure sustained interest with style, rhetorical device and action • Highlight sensory details • Use descriptive elements Descriptive essay Description is used often more to create atmosphere and mood: films do this visually, writers do this with words, where the choice of words is more determined by their connotations than by the accuracy of their denotative use. • Describe someone/something to allow the reader to experience the topic vividly • Create a picture in words • Choose words and expressions carefully to achieve the desired effect • Use images of sight, sound, hearing, taste and touch • Use figures of speech Argumentative essay Argumentative essays present an argument for or against something (‘why I believe that women are stronger than men’). • Argumentative essays tend to be subjectively argued; the defence or attack is consistent and as well argued as possible, but it will inevitably be one-sided; the conclusion clearly states where the writer stands and why. - Show a specific opinion or viewpoint and argue to defend or motivate a position - Sustain view clearly throughout - Try to convince the reader to share his or her point of view subjectively - Start with the writer’s view of the topic in an original and striking way - Give a range of arguments to support and substantiate view - Focus on points for OR against a statement - Express subjective and strong opinions - Use a variety of rhetorical devices and persuasive techniques - Use emotive language - Conclude with a strong, clear and convincing statement reflecting the writer’s opinion. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 41 TYPES OF WRITING TEXTS Discursive essay Discursive essays tend to be more balanced, and present various sides of a particular argument; the structure is careful and clearly planned; the tendency is towards objectivity, but the writer can be personal; while emotive language is possible, the best arguments here are won because they make good, reasonable sense. The conclusion leaves the reader in no doubt where the writer stands. • Aim to give an objective and balanced view of both sides of an argument • Consider various aspects of the topic under discussion • Present opposing views impartially • Balance the arguments for and against • Writing must be lucid, rational and objective. • Make well-reasoned and well-supported statements • Use an unemotional and convincing tone without being condescending • Conclude with an indication of particular opinion Reflective essay Reflective essays present the writer’s views, ideas, thoughts and feelings on a particular topic, usually something they feel strongly about. It tends to be personal rather than subjective; it needs a careful structure, but does not have to present a clear conclusion. Nor does it have to present a balanced discussion, although it might. It can be witty or serious. • Contemplate an idea • Give emotional reactions and feelings. • Reflect subjectivity where feelings and emotions play a major role • Aim to recreate recollections or feelings of the writer in the reader • Express ideas, thoughts or feelings revealing sincerity and personal involvement Expository essay (for enrichment) • Communicate ideas or information in a logical way • Explain ideas or give facts in a systematic way • Research ideas and support with facts and figures • Clarify any unfamiliar concepts • Organise logically and take the reader from the known to the unknown • Write generally in the present tense ENGLISH HOME LANGUAGE GRADES 7-9 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF WRITING TEXTS Transactional texts Official/Formal letter While the writing of friendly/informal letter has largely been replaced by electronic media, e.g., email, fax, and sms among others, learners must still be taught to write letters. The range of writing should span from ordinary letters to the immediate family and friends to informal letters to the press, among others. Learners should write genuine formal letters, and, where possible, send them off and await a reply. Letters requesting information about products, universities, travel, professions, if sent to appropriate concerns, will almost certainly be replied to. The value of the formal letter will then become obvious. • Practise different kinds of formal letters, e.g. a letter of application, a letter to the editor of a newspaper, a letter of complaint, etc. • Adhere to different requirements of formal letters such as style and structure • Write in direct and simple language • Remember that the intended audience should understand what is communicated for the results/ response to be positive • Writing should be clear and straightforward, concise and logical • Contain an introduction, a body and a conclusion • Contain two addresses, the writer’s and the recipient’s • Contain a formal salutation following the recipient’s address • Contain a title or subject line following the salutation and be underlined • Reflect a formal language register • Reflect a formal conclusion followed by the writer’s surname and initials Friendly/Informal letter While the writing of friendly/informal letter has largely been replaced by electronic media, e.g., email, fax, and sms among others, learners must still be taught to write letters. The range of writing should span from ordinary letters to the immediate family and friends to informal letters to the press, among others. • Write to people who are close, e.g. friends, family, etc. • Write mainly to express an emotion, e.g. congratulate, sympathise, advise, etc. • Use informal to semiformal language register and style • Write in lively simple language • Reflect a logical order and pursue an intended point • Contain an introduction, a body and a conclusion • Contain only one address, the writer’s, with a date in which it was written below it • Contain an informal/semi-formal salutation following the writer’s address • The conclusion ranges from informal to semi-formal followed by the writer’s first name Agenda of the meeting Writing memoranda, agenda and minutes are only useful if meaningful. The best way for these writing activities to work is to have learners watch a video of, or attend a real meeting and then have them take minutes, deduce the agenda from that, and then compare theirs with the real agenda and minutes of the meeting. Otherwise learners need to be introduced to these formats in a very imaginative way. Create an agenda for a imaginary committee and have the learners write up what they think the minutes could have been, carefully sticking to your agenda. An agenda: • Gives an outline of what is to be discussed at a meeting • Is sent beforehand to people/delegates who are invited to a meeting • Usually drawn up by the chairperson and the secretary, who, among others... - Check minutes of the previous meeting for items that were carried over - Lists and collects items that the meeting may need to address and, • Arranges the items according to their importance beforehand • Determines how much time would be allocated to each item ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 43 TYPES OF WRITING TEXTS Minutes • Record what happened at a meeting • Adopt the minutes as a true record in the following meeting • Reflect the following: - Name of the organisation; - The date, the place and the time at which the meeting was held; - Attendance register; • Quote resolutions word for word • Provide a summary of what was proposed and finally agreed upon • Write in the past tense • Leave out trivialities like jokes • Become legal and binding once signed and dated by the chairperson after being read and adopted in the next meeting, remain so until they can be revoked Speech • Start and adapt the style to be used, when, where, why (purpose), who (audience) and what • Use an opener to attract attention • Develop points well and avoid clichés • Use contrasting tones (and points) but remain audible • Use short sentences with simple ideas, using familiar examples • Balance criticisms with reasonable alternatives • Consider the closing. Leaving the audience with a thought (or two) • Use visual or physical aids but words must come first • Using notes is optional, and only for reference • Use language that expresses maturity, values and background E-mail/sms To inform and maintain a relationship The recipient’s address – which, in most cases, is the recipient’s name and the server point, as well as the country in which the server point is based. For example, moloiq (name)@ webmail. (server) za (country). Moloi.q@webmail.co.za • CC: these may be the recipients whose attention is called to the email. • Subject: This is a summary of the content of the email. • Message • Sender’s name. NB: The sender’s address reflects automatically when the email is received. The sender may choose to provide other contact details at the end. This is called a signature Interview Written record of an interview: • Give the names of the speaker on the left side of the page • Use a colon after the name of the character who is speaking • Use a new line to indicate each new speaker • Probe the interviewee by asking questions • Portray the interviewee’s strong points, talents, weak points, etc. ENGLISH HOME LANGUAGE GRADES 7-9 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF WRITING TEXTS Report (formal and informal) Reports are very formal documents, and work best when what is examined is very real and important to the learners. There is nothing worse than writing artificial reports, or reports on topics that have no interest to the writer. • Give exact feedback of a situation, e.g. accident, any findings • Reflect a title, introduction (background, purpose and scope), body (Who? Why? Where? When? What? How?), conclusions, recommendations, references, appendices • Plan: collect and organise information; write facts • Use semiformal to formal language register and style • Use - Present tense (except historical reports) - General nouns - The third person - Factual description - Technical words and phrases - Formal, impersonal language Curriculum Vitae (CV) Since most people nowadays make use of templates, it may be worthwhile finding out what makes a good template, and how to adapt and fill them in most usefully. It is useful to note that every CV must address a situation, e.g. a CV for a particular job should speak mainly of the writer’s involvement in that particular area. • Present yourself in a document to the world • Present a strong, first impression • Present information clearly, objectively and concisely • Address the post for which the candidate seeks employment. • Provide: - Personal details - Formal Qualifications - Work experience (if applicable) - Referees Diary entry • A diary is a portrayal of daily events • Present his/her evaluation of the day or event • Write from the writer’s point of view; the first person narration is the most appropriate approach • The language choice is simple and to the point • The tone will be determined by the nature of the entry Giving directions • Use directions when telling someone how to get somewhere. • Use mostly the imperative form (the infinitive without the word ‘to’) • Although the subject ‘you’ is not stated, it always refers to the second person representing an interaction between the speaker and the listener. • Consider the following when giving directions: - Be concise and clear. - The directions must be in chronological order - Indicate the approximate distance - Give the approximate number of streets to be crossed to reach the destination - Provide information about landmarks along the way - Use words indicating position - Use words indicating direction - Use words to show appreciation ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 45 TYPES OF WRITING TEXTS Giving Instructions To explain how to use a tool or an instrument, prepare food, repair faults, etc • Expalin the working or use of any article in operation; preparing dishes, repairing any defaults, etc. • Plan and prepare (see writing features) - understand the situation(s) and what the product of giving instructions/demostrations should be or do - Reflect clear, correct and logical sequence of instructions - Use manuals, instructions and operations - Consider vocabulary, grammar, expression, technical language and phrases that might be used • Presenting. Advertisement • Catch and keep the attention of the reader – ensuring that the operative words stand out. • Create a desire to own the product or use the service. • Make the reader actually go out and buy/use the product/service • Consider the following in designing: - The target market (for whom the advertisement is intended) - Positioning (where and when the advertisement will appear – in what media, at what time and where in the programme or magazine?) - Appeal (to what sense is the advertisement appealing?) - The layout and font size. - The attitude (sincere or not) and the ratio between fact and opinion - The effectiveness of the choice of colour or lack thereof - The language used (whether it is clichéd, repetitive, figurative, rhetorical, etc.) Posters/flyers • Can take a variety of forms • Make use of slogans and logos • Usually have a visual design element • Use advertising techniques • Use design to make the poster/flyer eye-catching and memorable • Figurative language and poetic devices used to create impact • Make the language memorable, e.g. metaphor, simile , alliteration, repetition, rhyme, rhythm Filling in a form • Fill in a form for various reasons, e.g. to apply for a job or leave, to enter competitions or contests, etc. • Provide information as required by the institution to which the form is forwarded • State what is required, followed by a colon, e.g. Surname: Fill in accurately Obituary To commemorate and inform others of someone’s death • Full names; birthplace; where the person lived; date of birth; date of death, key survivors (spouse, children) and their names; time, date, place of funeral, brief information about the deceased, etc. • Some of the following may also be included: Cause of death (cultural sensitivity); biographical information; memorial tribute information ENGLISH HOME LANGUAGE GRADES 7-9 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF WRITING TEXTS Contract A binding agreement entered by two or more parties. The intention of a contract is to create an obligation. Contract can also be made orally. (It is recommended that a contract be done orally (verbally) and in a written form to show damages and remedies thereof) Elements of a contract • Names (contractor, contractee, witnesses) • Terms and conditions (content of the contract – including service to be rendered, duration and money if there would be monetary implications) • Signatures (all parties involved) • Date and place (when and where the contract is signed) Will/testament A will decides or determines what happens to one’s property and possessions after death. A will ensures that the deceased’s wishes are fulfilled after death. A will should be kept up to date and in a safe place. It should have the following: • Names of the owner of the will • Date when the will was made • Money, properties and possessions • Beneficiaries • Executor (friend, member of the family, lawyer) Constitution and policy A set of fundamental principles or rules that governs an organisation, e.g. country, burial society, youth organisation, stokvel, soccer club. • Rules need to be agreed by parties involved • Rules are binding • They can be amended • Format should include the name of the organisation or institution, membership, terms of references, date of adoption, signature, etc. Literary and media texts Personal recount To tell about a personal experience • Orientation: scene setting or establishing context, e.g. It was in the school holidays... • An account of the events that took place, often in chronological order, e.g. I went to Tumelo’s place … Then … • Some additional detail about each event, e.g. He was surprised to see me. • Reorientation – a closing statement that may include elaboration, e.g. I hope I can spend more time with Tumelo. We had fun. • Usually written in the past tense • Told in first or third person • Time connectives are used, e.g. First, then, next, afterwards, just before that, at last, meanwhile • Tends to focus on individual or group participants • Can be informal in style Dialogue • Reflect a conversation between two or more people. • Record exchanges as they occur, directly from the speaker’s point of view • Write the names of the characters on the left side of the page • Use a colon after the name of the character who is speaking • Use a new line to indicate each new speaker • Advise characters (or readers) on how to speak or present the action given in brackets before the words are spoken • Sketch a scenario before writing ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 47 TYPES OF WRITING TEXTS Review Reviews seldom follow a set pattern. They do not have to cover any specific aspects of the book, film or CD. Generally, reviewers establish what it is they are reviewing and who is involved, but after that anything goes. Good reviews attempt to be fair but honest; bad reviews are merely a personal outpouring of subjective views. Humour is not uncommon in reviews: for some reviewers it is their trade mark. Present reviews from different sources to show learners how varied this writing form can be. • Reflect an individual’s response to a work of art, film, book, occasion, etc. • Project his/her ‘judgement’ to the work presented • The reader of the review does not have to agree with the reviewer • Two reviewers may respond differently to the same text • Give relevant facts, for example, the name of the author/producer/artist, the title of the book/work, the name of the publisher/production company, as well as the price (where applicable) Poetry text • Write about observations and experiences - Human beings - Nature - Social issues - Technology, etc • Follow a structure - Title - Verses • Use poetic language • Allow poetic license, e.g. ignore punctuations or language structures Newspaper article • State facts briefly but accurately. • Strive to communicate the essence without losing the reader • Summarise accurately, without slanting the truth • Give a succinct title and add a clear sub-title • Start with the most important facts: the who, what, how, when, where, why and to what degree Magazine article More often than not, in magazine articles the personal likes and dislikes and the stylistic idiosyncrasies of the writer are foremost, and this should be encouraged in your learners. They need also to write serious magazine articles about anything they take seriously, as well as funny articles in which they can mock, ridicule, make fun of, laugh at, criticise any suitable topic. Most of the magazine articles learners read are probably of this kind. The internet is full of articles, and while their style and content are not seriously different from their written counterparts, it is worth examining them, particularly as they appear in blogs, which is now a widely acknowledged form of writing. Having learners set up their own blogs (on paper, though there are no doubt learners who already have their own blogs) provides a rich writing context, combining careful attention to audience, immediacy of the content, and appropriate tone. Use the following: • The heading must be attractive and interesting • The style should be personal, speaking directly to the reader - The style can be descriptive and figurative, appealing to the imagination of the readers - Names, places, times, positions and any other necessary details should be included in the article - The article should stimulate interest and, like an advertisement, encourage the reader to use the product or service - Paragraphs should not be too long and should encourage the reading of the article - The font should be light and attractive ENGLISH HOME LANGUAGE GRADES 7-9 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF WRITING TEXTS Documentary • Detailed investigation of the life of a subject, e.g. hero (sport, education, religious), and a report on the findings thereof. • This could include the highlights and the challenges the subject encountered before reaching the pinnacle. • Names, places, times, positions and any other necessary details should be included in the documentary. • Start with the most important facts: the who, what, how, when, where, why and to what degree LENGTH OF TEXTS FOR HOME LANGUAGE (TO BE PRODUCED BY LEARNERS) TASK GRADE 7 GRADE 8 GRADE 9 Paragraph • Words • Sentences 100 –120 words 120 – 140 words 140 – 160 words 8 – 10 sentences 4-6 paragraphs 8 – 12 sentences 5-8 paragraphs 8 – 12 sentences 5-8 paragraphs Essay 150 – 200 words 4-6 paragraphs 200 – 250 words 5-8 paragraphs 250 – 300 words 5-8 paragraphs Poem 2-3 verses 3-4 verses 4-8 verses Short story, inc folktale 1 page +/-6 paragraphs 2 pages +/-12 paragraphs 3 pages +/-24 paragraphs Dialogue (one act play) 1 page 2 pages 3 pages Longer transactional texts, e.g. letters 120-140 words 140-160 words 160-180 words Shorter texts 80 - 90 words 90 – 100 words 100 – 110 words Summary 50 – 60 words for 240 word text 60 – 70 words for 260 word text 70 – 80 words for 280 word text LENGTH OF TEXTS FOR HOME LANGUAGE (FOR LEARNERS TO ENGAGE WITH) TASK GRADE 7 GRADE 8 GRADE 9 Longer listening comprehension texts e.g. story, interviews, plays, news reports 150-200/up to 5 mins 200-250/up to 5 mins 250-300/up to 5 mins Shorter listening comprehension texts e.g. announcements, information texts, instructions, directions 60-70 words/1-2 mins 70-80 words/1-2 mins 80-100 words/1-2 mins Reading comprehension/intensive reading texts 150-200 words 200-250 words 250-300 words The length of texts for extended reading is not prescribed as this depends on the type of text, the complexity of the language and the reading level of the learners. 3.1.4 Language Structures and Conventions Language structures and conventions refer to rules that govern usage of punctuation marks, capitalization, letters, sounds, words, sentences and paragraphs in oral and written work. These rules include spelling, pronunciation, grammar, critical language awareness, etc. The skills of listening, speaking, reading and writing cannot be put into practice without a sound knowledge of language structure and practice in using it. Learners also need a wide vocabulary, which is perhaps the single most important factor enabling a person to communicate well. A wide vocabulary is essential for all the language skills, but ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 49 especially for reading and writing. The most effective way for learners to improve their grammar and increase their vocabulary is by reading intensively inside and outside of the classroom. Learners will learn how Language Structures and Conventions are used, and will develop a shared language for talking about language (a ‘meta-language’), so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and accuracy. They will also be able to use this knowledge to experiment with language to build meaning from word and sentence levels to whole texts, and to see how a text and its context are related. Through interacting with a variety of texts, learners extend their use of vocabulary and correctly apply their understanding of Language Structures and Conventions. It is expected that Language Structures and Conventions should be taught in context as other language skills are taught and developed. The teaching plans contain a list of Language Structures and Conventions (items) that should be covered in each grade. When selecting listening and reading texts for each two-week cycle, make sure that they contain some of the language items you want to cover. Create activities related to these texts that will enable learners to use these items, in context. Similarly, the writing texts learners will write will include language items. Give your learners guidance on appropriate and correct usage of these items. Select some of the items your learners have difficulty with and give them formal practice. In the Senior Phase, one hour per two week cycle is set aside for formal instruction and practice in Language Structures and Conventions. The table below shows the language structures and conventions that learners are expected to learn during the listening, speaking, reading and writing processes. These structures should be taught in context in an integrated manner using different types of oral, visual and written texts. They should also be taught explicitly with time set aside as required. EXAMPLES OF LANGUAGE STRUCTURES AND CONVENTIONS Punctuation Full stop, exclamation mark, question mark, comma, colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses, hyphen Spelling Spelling patterns, spelling rules and conventions, abbreviations, dictionary usage Parts of words Prefixes, roots, and suffixes Nouns Noun prefixes (including gerund/infinitive class prefix (African languages)) Proper nouns, e.g. Thandi, Doctor and common nouns, e.g. woman, doctor Countable, e.g. chair/chairs and uncountable, e.g. sugar, hair nouns Abstract nouns, e.g. love, fear, respect, honesty and concrete nouns, e.g. ball, chair Compound noun, e.g. rainbow, child-lock, parking bay Collective nouns and classifiers, e.g. a swarm of bees, a bar of soap Complex nouns, e.g. The University of the Witwastersrand, the dog that bites, a very big tree Gerunds, e.g. swimming is good, driving is pleasant, crying is therapeutic Number (singular and plural), e.g. chair/chairs Nouns with no change in number in the singular form, e.g. scissors, trousers Possessive forms of nouns, e.g. Lesego’s desk, learners’ desks children’s toys Predicate and object, Gender, e.g. cock, hen, stallion, mare Diminutives, e.g. cigar, cigarette, river, rivulet (refer to dimunitive prefixes and suffixes) Augmentatives, e.g. super – superpower, supermarket; mega – megabyte, megastore, megastar; over – oversize, overdose; extra – extra-large, extra-strong, extra-time, extra-ordinary Nouns derived from other parts of speech ENGLISH HOME LANGUAGE GRADES 7-9 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) EXAMPLES OF LANGUAGE STRUCTURES AND CONVENTIONS Determiners Indefinite article: a book, an apple Definite article: the book, the furniture, the apples Demonstratives: this, that, those, these (e.g. That book is mine.) Quantity 1: all, some, most, no, none (e.g. Most learners understood the lesson.) Quantity 2: both, either, neither (e.g. Both learners stood up.) Quantity 3: much, little, many, few, more, less, fewer (e.g. The school has many learners.) Quantity 4: some, any, another, other, each, every (e.g. Each learner received a book.) Pronouns Personal pronouns as subject: I, you, he, she, it, we, they (e.g. She is reading the book.) Personal pronouns as direct or indirect object: me, you, him, her, it, us, them (e.g. She gave it to me.) Reflexive pronouns: myself, yourself, himself, herself, ourselves, yourselves, themselves (e.g. He washed himself with soap.) Relative pronouns: which, who, that, whose, where (e.g. The man who is standing by the window is my teacher.) Interrogative pronouns: who, what, which, whose, whom (e.g. Whose book is this?) Demonstrative pronouns: this, these, that, those, e.g. I don’t like that one. Indefinite pronouns: anyone, anywhere, everyone, anybody, something, someone, somewhere Adjectives Position of adjectives, e.g. The old man (before a noun); The boy was mischievous (after a verb) Adjectives ending in -ing, e.g. amazing, boring, exciting (e.g. The lesson was boring.) Adjectives ending in -ed, e.g. amazed, bored, excited (e.g. The student was bored.) Comparison of adjectives, e.g. happy, happier, happiest; intelligent, more intelligent, most intelligent (e.g. It was the happiest day of my life./She is the most intelligent student in the class.) Numerical: one, two, second, single Demonstrative: this, that, such Relative: which, whatever ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 51 EXAMPLES OF LANGUAGE STRUCTURES AND CONVENTIONS Verbs Main, transitive, intransitive, finite, non-finite, copulative, regular, irregular, phrasal, Stative, verbal extensions (derivatives), Verbs with two objects (direct and indirect), e.g. He gave me the book. Moods • Subjunctive: If I should see her, I will show her. • Imperative: Don’t drink and drive! Be careful! • Indicative: Ostriches cannot fly. Auxiliary linked to modals To express ability/inability, e.g. I can speak German./I can’t speak French./He is able to return to work./He is not able to return to work. To express permission, e.g. May I use the bathroom? Could I leave early? Can I ask a question? Yes, of course you can. To express instructions/requests, e.g. Would you open the window, please./Could you let me in? To express possibility/impossibility, e.g. This can cause difficulty./You can’t be serious./You could be right./He couldn’t have known. To express probability/improbability, e.g. We should arrive in Jo’burg at 10 p.m./We ought to arrive in Jo’burg at 10 p.m./There shouldn’t be any problem/There ought not to be any problem. To express certainty, e.g. They must have forgotten. Verb tenses Simple present tense, e.g. I play tennis every week./Snakes are reptiles. Present progressive (or continuous) tense, e.g. She is watching television at the moment. Present perfect tense, e.g. I have lived in Durban all my life. Present perfect progressive (or continuous) tense, e.g. He has been studying hard the whole week. Simple past tense, e.g. He woke up early and got out of bed. Past progressive (or continuous) tense, e.g. The children were sleeping when the fire broke out. Past perfect, e.g. He went home because he had forgotten his keys. Past perfect progressive (or continuous), e.g. I had been waiting for two hours by the time he finally arrived. Expressing future time: Will/shall + infinitive, e.g. Mrs Molefe will teach the Grade 10 class./I am sure you will enjoy the movie. I shall come to see you tomorrow. Going to + infinitive, e.g. They are going to visit her grandparents./I think it is going to rain tomorrow. Simple present tense used to talk about the future, e.g. Tomorrow is a holiday. Future progressive (or continuous), e.g. I will be working the whole of next week. Future perfect, e.g. By next week I will have finished the job. Future perfect progressive (or continuous), e.g. Next year I will have been teaching at this school for twenty years. Concord Subject–verb concord, e.g. He has just arrived./They have just arrived; I was going./They were going. ENGLISH HOME LANGUAGE GRADES 7-9 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) EXAMPLES OF LANGUAGE STRUCTURES AND CONVENTIONS Adverbs Adverbs of manner, e.g. quietly, carefully, politely, softly, quickly Adverbs of time, e.g. yesterday, tomorrow, last year, last week, the other day, next month, previous day, following day Adverbs of frequency, e.g. always, usually, often, sometimes, never Adverbs of probability, e.g. certainly, definitely, maybe, perhaps, possibly Adverbs of duration, e.g. still, yet, any more Adverbs of degree, e.g. completely, strongly, totally, quite, rather Adverbial phrases, e.g. in the garden, on the table Prepositions Simple preposition (one word preposition), e.g. to, in, on, at, with, etc Compound preposition (two words preposition), e.g. according to, Complex preposition, (three and more words preposition), e.g. as far as, by means of, in addition to, in front of, etc Preposition of time: She came on Monday Preposition of place: I live on 780 Giyani Street; The dog is in the garden Preposition of movement: He ran to, through, across, along, down, over, round Preposition of mathematics: Divided by – Ten divided by two is five; Ten minus eight is two; etc. Adjectives + preposition, e.g. afraid of, ashamed of, bored with, impatient with, rude to Noun + preposition, e.g. invitation to, approach to, reason for, respect for, comment on Conjunctions and transition words Chronological/sequential order: first, second, third, before, after, when, later, until, at last, next, recently, previously, afterwards Explanation/cause and effect: hence, consequently, because, for this reason, since, as a result of, is due to, therefore, thus, consequently, hence, it follows that, if … then Procedure: first, second, third Compare/contrast: similar, different, smaller than, bigger than, however, but Order of importance: always, finally Spatial order: above, below, left, right, etc. Generalisations: generally, in conclusion Choice paragraph: in my opinion, belief, idea, understanding, I think that, I consider, I believe, it seems to me, I prefer/like/dislike/hope/feel Classification paragraph: is a kind of, can be divided into, is a type of, falls under, belongs to, is a part of, fits into, is grouped with, is related to, is associated with Description paragraph: above, below, beside, near, north/east/south/west, size, colour, shape, purpose, length, width, mass/weight, speed, is like, resembles Evaluation paragraph: good/bad, correct/incorrect, moral/immoral, right/wrong, important/trivial, suggest, recommend, advise, argue Definition paragraph: is defined as, is a kind of Concluding paragraph: to conclude, to sum up, in summary, in short, as you can see Interjections (Interjectives) Words that express an emotion or sentiment on the part of the speaker. They are sometimes expressed as a single word or non-sentence phrase, followed by a punctuation mark - usually an exclamation mark. For example, Oh! Wow! My oh my! Oh my God (OMG)! Phew! Oh dear! Cheers! Ideophones These are words that express the sounds which express the extent of the action. For xample, He fell with a thud; The loud bang of a gun salute. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 53 EXAMPLES OF LANGUAGE STRUCTURES AND CONVENTIONS Vocabulary development and figurative language Synonyms, antonyms, paronyms, polysemes, homonyms, homophones, alliteration (consonance and assonance), one word for a phrase • Figures of speech (simile, metaphor, personification, oxymoron, metonymy, onomatopoeia, hyperbole, contrast, irony, sarcasm, anti-climax, symbol, euphemism, litotes, paradox, pun, understatement, synecdoche) Idiomatic expressions/idioms/proverbs/riddles Borrowed, inherited, new words (neologism), and etymology (origin of words) Ambiguity, cliché, redundant, tautology, slang, jargon, accent, stereotype, prejudice, biasness, offensive language, emotives, sexist language etc Using language for special purpose, i.e. register appropriate to audience, e.g. musanda language - Mboloma Muhali, His Excellency, Lord, Ndabezitha, Esquire, Motlotlegi, Motlotlehi. Shift of meaning, e.g. coke (drink, drugs), mistress (lady teacher, concubine), dog (animal, somebody who is recognised as knowledgeable – entertainment speak). Clauses Main clause (independent), e.g. We visited Durban last June. Dependent clause (subordinate), e.g. We visited Durban last June, and then we went to Phalaborwa in December. Adverbial clause, e.g. We visited Durban in June because it is warm in winter. Adjectival clause, e.g. This is the town that we visited last year. Noun clause, e.g. What we saw at Table Mountain was amazing. Conditional clause (if), e.g. If I see you tonight, I will give you your money. First conditional to express a real possibility, e.g. If it rains, we will cancel the trip. Second conditional to express something that is unlikely or improbable, e.g. If I won the lottery, I would buy my mother a house with ten bedrooms. Third conditional to express something that is hypothetical, e.g. If I had worked harder at school, I would have passed matric. Phrases Absolute phrases: Heritage sites being the top Limpopo attraction, the Mapungubwe is the place to go. Noun phrase: The University of Cape Town is one of the best in Africa. Gerund phrase: Visiting Kruger National Park, we were excited about the beauty of nature. Verb phrase: The first democratic election was held in 1994. Prepositional phrase: During my last visit to Johannesburg in 2002, I took the Gautrain to O R Tambo Airport. Sentences Simple, compound and complex Passive voice Simple present tense, e.g. The gate is locked at 6 o’clock every night. Present progressive (continuous) tense, e.g. The room is being cleaned at the moment. Present perfect tense, e.g. A new supermarket has been opened this year. Simple past tense, e.g. The library was closed for the holidays. Past progressive (or continuous), e.g. They had to wait because the car was still being cleaned. Past perfect, e.g. He had been poisoned by his girlfriend. Future time, e.g. Next year the class will be taught by Mr Dube./Next year a new library is going to be built. Reported speech Reported questions, e.g. She asked me why I was so late./He asked me what kind of music I liked. ‘That’ clauses, e.g. She said that she didn’t know./He told me that he had lost the book. ENGLISH HOME LANGUAGE GRADES 7-9 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2 Spread of texts table ACROSS GRADE 7-9 WEEKS GRADE 7 GRADE 8 GRADE 9 Term 1 1&2 Story Short story Information text – advertisement, poster Novel, drama, short story, poetry 3&4 Poem Information text with speech Novel, drama, short story, poetry 5&6 Poem, drama Novel, drama, short story Information text - contract text 7&8 Short story, folklore Information text e.g. newspaper or magazine article Poem Novel, drama, short story, poetry 9&10 Short story, poem Investigative report text Poem Information text e.g. newspaper or magazine report Poem Term 2 1&2 Novel, drama, poetry Information text with visuals, e.g. maps/landmarks/scales/charts/ pictures Poem Novel, drama, short story, poetry Folklore 3&4 Information text with visuals, e.g. advertisement diagrams/pictures/ graphs; poster; description of an object, visual text, novel Information text, e.g. audio/ visual text – role play/forum/panel discussion Poem Text review - novel, drama, short story, poetry 5&6 Information text e.g. procedures, instructions, information text with visuals, e.g. charts/tables/ diagrams/pictures/graphs/poem Information text, e.g. interview Poem Novel, drama, short story, poetry - notice, agenda and minutes 7&8 Novel/drama Story review Information text with visuals, e.g. advertisement - review 9&10 SUMMATIVE ASSESSMENT Term 3 1&2 Information text, e.g. questionnaire or form Poem Drama Poem Information text – will and testament 3&4 Drama, poem Information text - newspaper/ magazine article Novel, drama, short story, poetry – writing of a transactional text – a covering letter and a CV 5&6 Text on notice, agenda and minutes Novel, drama, short story; poem – formal/informal letter Novel, drama, short story, poetry – writing of an essay 7&8 Newspaper/magazine article on current issues Novel, drama, short story; poem – story writing Novel, drama, short story, poetry – writing of a transactional text – an invitation and acceptance card 9&10 Information text – direction Narrative text – novel, short story; poetry Drama – writing of a dialogue ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 55 WEEKS GRADE 7 GRADE 8 GRADE 9 Term 4 1&2 Drama/novel/short story Information text: magazine/ newspaper article Novel, short story – writing of a letter of application 3&4 Information text with diary, e-mail, sms, flyers Novel, drama, short story, poem Novel, short story, poetry – writing of emails 5&6 Novel, drama, short, folklore Drama/play, poem – journalistic report Novel, short story, poetry – writing of obituary, diary entry, invitation card 7&8 Revision of texts – in preparation of exam Revision of texts – in preparation of exam Revision of texts – in preparation of exam 9&10 SUMMATIVE ASSESSMENT 3.3 Teaching Plans The Senior Phase is, to most unfortunate learners, the end of compulsory education. After Grade 9, most learners either go looking for a job or follow vocational careers. It is on this basis that the pitching of the education level should be higher for learners in the Senior Phase. Learners must be exposed to a wider range of knowledge, a feature which should leave them better prepared to face their tomorrow. The pitching of First Additional Language, in the Senior Phase, almost matches that of the Home Language. The difference is the depth of the text used/read and the text produced. Learners in the Senior Phase should be exposed to a range of literary genres, as well as a range of texts they are required to produce. The exposure will enable the learners to face any of the options open to them, as well as enhance their grasp of content knowledge. The teaching plan indicates the minimum content to be covered every two weeks per term. The sequence of the content listed is not prescribed and the time given is an approximate indication of how long it could take to cover the content. Teachers should design their Lesson Plans using the teaching plans, their textbooks and any other relevant resources to teach the content using appropriate sequence and pace. Teachers are encouraged to also use content or concepts that are contextual to their environment. 3.3.1 How texts link together in the two-week cycle Different texts have been used as a basis for designing the two-week teaching cycle. They have been selected on the basis of how they link together to form an integrated unit, for example learners will listen to a story and then read a story. They will be asked to write a short oral description of a place or person (that will link to the story) or they might be asked to write a letter to a character in the story. Select a theme or topic for each two-week cycle that will enable you to link the activities successfully. The reason for using themes or topics is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. The language structures suggested in each cycle are meant to strengthen the texts that will be produced in the cycle. The teacher may add other language structures deemed helpful to this course. 3.3.2 How the texts/activities are sequenced across the two-week cycle The texts do not have to be taught in a particular order. In most cases, there should be a Listening and Speaking activity/text to prepare for the reading or writing activity. Sometimes, the Listening and Speaking activity should derive from the reading text. Learners should engage with the different kinds of texts orally and in reading before they are asked to write these texts. In most cases, the text to be listened to, e.g. a story or news report will be different to and ENGLISH HOME LANGUAGE GRADES 7-9 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) at a higher level than the one that learners will read. This is because their listening skills are more developed than their reading skills. 3.3.3 The type of texts prescribed and recommended The text types to be taught in every two-week cycle are specified in the teaching plan and should be contained in the prescribed textbook. In most cases, no specific story type is prescribed. Choices may be made from the variety of contemporary stories, imaginative stories (e.g. adventure, science fiction) historical stories (e.g. biographies) and traditional stories (e.g. myths, legends and fables) that are available. The same is true of poems and plays. These will be texts chosen from the reader/readers/other books (extended reading) and will support the texts read in the prescribed section. They can either be the same text type (to emphasise understanding of text structure) or a different text type (to stimulate further interest and extend the range of reading abilities). In all cases, this additional reading should relate to the topics and themes chosen for the prescribed texts in that two-week cycle. 3.3.4 Integration of all language skills in a two-week cycle Although the skills in the teaching plan are presented separately, they should be taught in an integrated manner where possible, e.g. in the teaching of an oral interview learners can read a written text and they can later be required to produce a written interview. The choice of language structures to be taught in a particular cycle should enhance the production and understanding of oral and written texts to be produced during that cycle, e.g. the adjectives, syno￾nyms, antonyms, adverbs and past tense prepare learners for writing a narrative or descriptive essay. The subjunc￾tive mood is useful when learners write a reflective essay. The oral and writing strategies to be taught in each two-week cycle should be determined by the type of text to be produced, e.g. when teaching a narrative essay learners should be taught how to write chronological paragraphs, but when they write expository essays they could be taught how to write a procedural paragraph. 3.3.5 How the Language Structures and Conventions are addressed The content of the ‘Language Structures and Conventions’ column is related in most cases to the types of texts prescribed in Listening and Speaking, Reading and Viewing, and Writing and Presenting, and will naturally be given attention in the process of engaging with the texts and during the time allocated for Listening and Speaking, Reading and Viewing, Writing and Presenting. For example, if a story is being done, learners will naturally use the simple past tense and will read texts using this tense. However, it is also important that activities be developed that focus on particular language structures, in context. Choose items from the ‘Language Structures and Conventions’ section to teach learners language that appears naturally in the focus text type and in an order that supports a natural and logical approach to language acquisition. Not all items must be taught within that given cycle but ensure that all the items listed in the overview are covered by the end of the year. Some 2 week cycles might be filled with numerous Language Structures and Conventions items. This does not necessarily mean that all of them need to be covered in that cycle. The assumption is that most of these items have been dealt with in the previous cycle or in the Intermediate Phase. In the Senior Phase the teaching of these items will be more of a revision. Construct activities that are meaningful to learners and that relate to the texts they are studying in the two-week cycle. More activities of this nature should be done as learners make progress from Grade 7 to 9. Select very carefully which rules you explain to learners and keep these to a minimum. Teaching should integrate all the language skills and language structures as they are interrelated. All of these should be taught in context. Note however that there is also specific time allocated to formal instruction in Language Structures and Conventions. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 57 3.4 Teaching Plans Table GRADE 7 TERM 1 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1 - 2 Listening and Speaking strategies Listen to a short story • Identify main and supporting ideas from a short story • Take notes • Share ideas and experiences and show understanding of concepts Retell a story • Retell events in correct sequences • Mention characters correctly • Mention the timeline Literary text: short stories • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluation Pre-reading strategies • Recognize features of text such as titles, headings, illustrations • Recognise parts of book such as cover, title page, index, chapters, glossary, index Reading comprehension and reading strategies • Skimming and Scanning • Intensive reading • Visualization • Inferring meaning and conclusions • Fact and opinion • Meaning of words Write a narrative paragraph Paragraph conventions: • Topic sentence of paragraph • Main and supporting ideas • Use conjunctions for cohesion • Explain requirements of text such as telling a story • Use appropriate words and style • Write in the past tense Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Writes a story based on a personal experience. Word level work: common nouns, proper nouns, countable and uncountable nouns, concrete and abstract nouns Sentence level: simple sentences, statements, simple present tense, simple past tense Spelling and punctuation: full stop, comma, colon, semi colon, capital and small letters ENGLISH HOME LANGUAGE GRADES 7-9 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3 - 4 Listening and Speaking strategies Listen to and discuss the poem • Share ideas and experiences en show understanding of concepts • Answer questions • Explain to a friend why you liked a specific poem Prepared reading aloud • Tone, voice projection, pronunciation, phrasing, eye contact • Give attention to punctuation • Use appropriate body language Literary text: poems Reading methods • Independent reading Pre-reading strategies • Recognize features of text such as titles, headings, illustrations • Recognise parts of book such as cover, title page, index, chapters, glossary, index Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Creative writing: own poem Stanza conventions: • structure of a stanza • use conjunctions for cohesion • use a variety of sentence types, lengths and structures • diction • figurative language Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Writes a poem Word level: compound nouns, complex nouns, revision on verbs, finite verbs, pronouns, personal pronouns, possessive pronouns, articles Word meaning: rhymes, borrowed words, idioms, proverbs, alliteration, similes, metaphors, interjectives/ ideophone synonyms, antonyms, Punctuation: full stop, comma ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 59 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5 - 6 Listening and Speaking strategies Conversation about drama: • Take part in informal conversations about simple topics • Use correct register • Maintain the conversation • Identify main and supporting ideas • Take notes • Answer questions Use incomplete dialogues for learners Dialogue • Take part in a dialogue • Use appropriate language • Respond appropriately • Observe dialogue conventions, e.g. turn taking • Use appropriate body language Literary text drama (one act) • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading • (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (strategies) • Skimming and scanning • Intensive reading - Predicting - Infer meaning of unfamiliar words by using word attack skills • Critical language awareness Write a dialogue , enacting drama • Requirements of format, style, point of view • Target audience, purpose and context • Word choice • Appropriateness of certain utterances • Free expression Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: common and proper nouns, complex nouns, collective nouns, finite verbs, pronouns, possessive nouns Sentence level: simple sentences, statements, simple present tense, simple past tense, subject, subject-verb agreement Word meaning: synonyms, antonyms, proverbs, idioms Punctuation: colon, open and close inverted commas, exclamation marks, question marks ENGLISH HOME LANGUAGE GRADES 7-9 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7 - 8 Listening and Speaking strategies Listen to a short story/folklore Listening Comprehension • Identify main and supporting ideas and take notes • Share ideas and experiences and show understanding of concepts • Identify persuasive and manipulating techniques where applicable • Answer questions Group/panel discussion Listen to poetry and determine meaning Discuss the story/folklore that they were exposed to in the previous activity • Identify characters • Discuss the theme • Discuss point of view • Relate content to own experience Literary text: short stories/folklore • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Reading/viewing for comprehension • skimming and • scanning • intensive reading • Infer meaning of unfamiliar words by word attack skills Write a review/letter • Requirements of format, style, • Target audience purpose and context • Paragraph cohesion • Word choice Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a letter/review following the process writing Word level: singular and plural, adjectives, degrees of comparison, superlatives. Sentence level:, simple present tense, simple past tense Word meaning: homophones, homonymy, polysemy, riddles, proverbs, idioms ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 61 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 9-10 Listening and Speaking strategies Listening comprehension • Explain listening process • Take notes • Answer questions Group/panel discussion • Discuss specific ideas from a short story • Take a position on ideas and refer to text to support the position Relate content to own experience Literary text: short stories • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Reading/Viewing for comprehension (strategies) • Skimming • Scanning • Intensive reading • Fact and opinion • Infer meaning of unfamiliar words by word attack skills Write a descriptive essay • Paragraph conventions: • Topic sentence of paragraph • Main and supporting ideas • Logical order of paragraphs • Conjunctions for cohesion • Use a variety of sentence types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Present an essay for assessment Word level: prefixes, suffixes, roots, auxillary verbs, finite verbs Sentence level: subject and predicate, subject verb agreement, main clause, dependent clause Word meaning: synonyms, antonyms Punctuation and spelling: Dictionary usage, spelling patterns, spelling rules Assessment for Term 1 Task 1: Oral Task 2: Writing Task 3: Test 1 Retell a story/discusses a poem/dialogue/group/panel discussion Descriptive/narrative essay Informal letter/review/dialogue Comprehension and language use ENGLISH HOME LANGUAGE GRADES 7-9 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 TERM 2 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening and Speaking strategies Listening comprehension: • Explain listening process • Take notes • Answer questions Tell a story • Characterisation • Diction • Body language • Interpret mood, tone, atmosphere time-line, ironic twists and ending; Literary text like youth novel/drama • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading/viewing for comprehension (use written and/or visual text such as cartoons/strips) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language Writing: Narrative essay Paragraph conventions: • Topic sentence of paragraph • Main and supporting ideas • Logical order of paragraphs • Conjunctions for cohesion • Use a variety of sentence types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: Complex nouns, predicate and object, dual use of some nouns, finite verbs, Adjectives: comparative, superlative Sentence level: subject and predicate, subject verb agreement, simple sentences, statements, simple present tense, simple past tense Word meaning: synonyms, antonyms, literal, figurative, emotive language Punctuation: full stop, comma, exclamation mark, question mark ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 63 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Listening and Speaking strategies Listening comprehension (written text/TV news presentation) • Explain listening process • Take notes • Write answers Different forms of oral communication: Debate (on advertising) • Choose appropriate topic • Present argument logically • Use cohesive devices appropriately • Use correct vocabulary, language structures • Use manipulative/emotive language • Follow procedures Reading/viewing for comprehension (use written and/or visual text such as advertisement • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Manipulative language • Formal/informal language Literary text such as a novel • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Write Transactional texts: Advertisement/posters • Requirements of format • Purpose, target group and context • Word choice and sentences construction • Visual elements such as font types and size, headings, symbols, colour) • Manipulating/persuasive language Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: Proper nouns, gender, plural, singular Adjectives: demonstrative, relative Sentence level: direct and indirect speech, simple and compound sentences Word meaning: synonyms, antonyms, literal and figurative meaning Punctuation and spelling: colon; semi- colon Dictionary use ENGLISH HOME LANGUAGE GRADES 7-9 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Listening and Speaking strategies Group/class discussion on how to give instructions or follow procedures • Choose a topic • Share ideas • Take turns and listen attentively • Fill gaps • Use discourse markers to sustain discussion Prepared/unprepared speaking • Choice of diction • Use of tone, pace and intonation • Using cues during presentation • Using appropriate body language Reads an instructional text like instructional procedures • Skimming • Scanning • Intensive reading • Make inferences Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Shorter transactional text: instructions • Requirements of format, style • Target audience purpose and context • Paragraph cohesion • Word choice and sentence structure Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an instructional text Word level: Adverbs Preposition – of time, place and movement Adjectives: numerical Sentence level: active and passive voice Word meaning: idioms and proverbs Punctuation: hyphen; apostrophe ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 65 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7 - 8 Listening and Speaking strategies Role play drama • Assume assigned role • Use appropriate language • Observe conventions • Use appropriate body language Investigation role play • Compile questionnaire • Observe conventions • Use appropriate language • Report findings Read literary text: like drama/novel • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Write a drama review Paragraph conventions: • Topic sentence of paragraph • Main and supporting ideas • Logical order of paragraphs • Conjunctions for cohesion • Use a variety of sentence types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: Transitive and intransitive verbs Sentence level: Passive; present progressive; direct and reported speech; Word meaning: synonyms, antonyms, literal, figurative Punctuation: colon; quotation marks; question marks; comma; full stop Assessment for Term 2 9-10 Task 1: Oral Task 2: Test 2 Task 3 Listening comprehension/debate/conversation/ (un)prepared speech/group discussion on giving instructions Literature: Contextual questions Mid-year examinations Paper 2: Comprehension, language use and literature Paper 3: Writing: 1 essay and 1 transactional text ENGLISH HOME LANGUAGE GRADES 7-9 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 TERM 3 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening and Speaking strategies Listening comprehension on how to fill in a form/questionnaire • Practise listening process • Take notes • Answer questions Different forms of oral communication on the use of a questionnaire or form Forums, panel discussions • Choose a topic • Share ideas • Take turns and listen attentively • Fill gaps • Use discourse markers to sustain discussion Read a text on the importance of a questionnaire and how to fill it in • Information required • Language use • Signature Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading/viewing for comprehension • Skimming • Scanning • Summarize • Visualization • Make inferences • Meaning of words Transactional texts such as filling in of questionnaires, or forms: • Follow instructions • Provide correct information to the prompt • Use appropriate language Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: common nouns, collective nouns; collective; adverbs of manner and time; adjectives Sentence level: noun clauses; adjectival and adverbial clauses; compound and complex sentences Word meaning: synonyms, antonyms, homonyms Punctuation: question marks; ellipsis; capitalisation; hyphen Abbreviations – initialism, acronym, clipped, truncation ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 67 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Listening and Speaking strategies Listen to drama (Dialogue/Interview) • Compile questionnaire • Observe conventions • Use appropriate language • Take notes • Report findings Different forms of oral communication Dramatisation Adapting one genre to another • Enacting original dialogue • Performance in keeping with the spirit and intention of the original • Vivid characterisation with simple props - Use of effective props to create setting Literary text like youth drama/radio drama • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Longer texts e.g. dialogue/ written interview • Requirements of format, style • Target audience purpose and context • Word choice • Appropriate language use Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: proper nouns, singular and plural Adjectives: comparative, superlative Sentence level: complex with relative clauses; direct and indirect speech. Word meaning: roots of words Punctuation: colon; quotation marks; comma; full stop; apostrophe; question mark ENGLISH HOME LANGUAGE GRADES 7-9 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Listening and Speaking strategies Different forms of oral communication Role play: meeting procedure • Good opening/introduction • Use of tone, pace and intonation • Language use • Appropriate body language • Good conclusion Listening comprehension (written text/TV news presentation) • Explain listening process • Take notes • Answer questions Read text on how to write a notice/ agenda and minutes • Role players • Language use • Format • Role execution Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading/viewing for comprehension written/visual text/graphs • Skimming for main ideas • Scanning for supporting details • Making predictions • Inferring the meaning of unfamiliar words and images • Main and supporting ideas • Own opinion Longer transactional texts e.g. Notice/Agenda and minutes • Identify target audience and purpose of writing; • Decide on style, view- point & format of writing; • Word choice and language structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: Pronouns: personal, demonstrative, possessive. Sentence level: simple present tense, simple past tense; direct and reported speech; active and passive voice; Word meaning: Verbal extensions (derivatives) Punctuation: apostrophe; capitalisation; comma; full stop; colon ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 69 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7-8 Listening and Speaking strategies Listens to and discusses current news based on newspapers and magazine articles • Use of tone, pace and intonation • Use of manipulative/emotive/ persuasive language • Use of cues • Adherence to conventions • Appropriate body language • Attention-grabbing introduction and a strong conclusion • Purpose, target group and context Prepared/unprepared reading a newspaper article aloud • Use of tone, pace and intonation • Observing punctuation marks for good effect • Appropriate body language Reading/viewing for information (use text such as Newspaper articles/ magazine articles/written speeches • Skimming for main ideas • Scanning for supporting details • Making predictions • Facts and opinions • View point of author • Inferring the meaning of unfamiliar words and images • Formal/informal language • Direct/implied meaning • Figures of speech Write a comprehension test Long/short transactional texts : newspaper article • Requirements of format, style • Target audience purpose and context • Word choice and language structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a newspaper article Word level: abstract nouns; concrete nouns Prepositions Adjectives: comparative, superlative Sentence level: Chronological (sequential) order; order of importance; description paragraph, persuasive and emotive language; bias and prejudice; stereotypes; rhetoric devices. Word meaning: synonyms, antonyms, literal, figurative Punctuation: quotation marks; exclamation marks; comma; full stop; question marks; ellipsis ENGLISH HOME LANGUAGE GRADES 7-9 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 9-10 Listening and Speaking strategies Listening comprehension based on giving directions • Practise listening process • Take notes • Write answers Different forms of oral communication e.g. giving directions instructions/ • Use of appropriate language • Short effective sentences • Detail Literary text like youth novel/short stories/drama/radio drama • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Reading and viewing for comprehension e.g. written/visual text • Skimming for main ideas • Scanning for supporting details • Making predictions • Facts and opinions • View point of author • Inferring the meaning of unfamiliar words and images • Fact and opinion • Direct and implied meaning Write a narrative/descriptive essay • Requirements of format, style, point of view • Target audience purpose and context • Word choice and language structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: complex nouns Pronouns – personal, relative, reflexive Articles – definite, indefinite, articleless Adjectives: comparative, superlative Sentence level: subject and predicate, subject verb agreement, evaluation paragraph simple sentences, statements, simple past tense; simple present tense Word meaning: synonyms, antonyms, literal, figurative Punctuation: full stop; comma; colon, semi colon ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 71 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions Assessment for Term 3 Task 1: Oral Task 2: Writing Task 3: Test 3 Role play - meeting procedures/(un)prepared reading/giving direction/forum/panel discussion Descriptive/Narrative essay Agenda and minutes Comprehension and Language use OR Literature ENGLISH HOME LANGUAGE GRADES 7-9 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 TERM 4 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening and Speaking strategies Unprepared speech Introducing a speaker;/vote of thanks/Telling a story • Choose appropriate topic • Organize information coherent • Identify vocabulary, language structures, • Effective introduction and ending Features and conventions (public speaking techniques, structure.) Reading aloud • Use of tone, pace and intonation • Observing punctuation marks for good effect • Appropriate body language Literary text like youth novel/short stories/drama • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading/viewing for comprehension (use written and visual text) • Skimming for main ideas • Scanning for supporting details • Making predictions • Inferring the meaning of unfamiliar words and images • Main and supporting ideas • Fact and opinion • Inferences and conclusions • Own opinion Long/short transactional text e.g. giving directions • Requirements of format, style • Target audience, purpose and context • Word choice and language structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: complex nouns; Adjectives: comparative, superlative; Prepositions – simple (one word), compound (two word), complex (three and more word) prepositions Sentence level: simple sentences; compound sentences; complex sentences; adverbial and adjectival clauses; Word meaning: synonyms; antonyms; literal; contextual; figurative; adjectives; adverbs; Punctuation: semicolon; inverted commas; full stop; apostrophe ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 73 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Listening and Speaking strategies Listening comprehension (written text/TV news presentation) • Explain listening process • Take notes • Write answers Different forms of oral communication Debate/Group discussion: Discuss use of e-mail/posters/diary entries/ flyers • Features and conventions • Planning, researching, organising and presenting Read a text with a diary/e-mail/flyers • The format • Language use • Target audience Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry/folklore • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Long/shorter transactional texts e.g.: e-mail, posters/diary entries/flyers.] • Requirements of format, style, point of view • Target audience purpose and context • Word choice, vivid description • Sentence structure, lengths and types Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Produce one of above-mentioned texts Word level: pronouns – interrogative, demonstrative, indefinite nouns - collective nouns; finite verbs, Adjectives: comparative, superlative Prefixes, suffixes and roots. Sentence level: direct speech; questions and prompts; subject-verb agreement; abbreviated statements; rhetoric questions Word meaning: antonyms; literal; figurative; contextual Punctuation: quotation marks; question marks; comma; exclamation marks; font ENGLISH HOME LANGUAGE GRADES 7-9 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Listening and Speaking strategies Listening comprehension • Explain listening process • Take notes • Answer questions Prepared speech • Use of tone, pace and intonation • Use of manipulative/emotive/ persuasive language • Use of cues • Adherence to conventions • Appropriate body language • Attention-grabbing introduction and a strong conclusion • Purpose, target group and context Read literary text like youth novel/ short stories/drama/folklore • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Poetry: Prescribed Poems • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Analysis of a poem: • Lines, words, stanzas, link, refrain, typography, punctuation. • Meaning: implicit and explicit Revision and preparation for examination Essays Preparation stage: • Requirements of format, style, point of view • Target audience purpose and context • Word choice Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: auxiliary verbs; finite verbs, Adjectives: comparative, superlative Sentence level: bias; stereotypes; prejudice; emotive and manipulative statements; rhetoric questions; Word meaning: synonyms, antonyms, contextual Punctuation: full stop; comma; exclamation marks; question marks 7-8 Revision and preparation for examination Speaking: • Prepared speech/debate//interview/ conversation • Prepared reading • Unprepared reading Listening • Listening comprehension Revision and preparation for examination Reading • Prepared reading • Reading comprehension • Summary • Literature: - Novel/short stories/folklore - Drama/film study - Poems Revision and preparation for examination Writing: • Transactional texts Word level work: collective pronouns; reflexive pronouns; stem. Sentence level: simple, compound and complex sentences; statements; subject-verb agreement; question forms; negation Word meaning: synonyms, antonyms, literal, figurative Punctuation ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 75 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions Formal and end-of-the-year Assessment Tasks Term 4 9-10 Task 1: Oral Task 2: End-of-the-Year EXAMINATION Reading aloud/Debate/group discussion/(un)prepared speech Paper 1:Oral Paper 2: Comprehension, Language and Literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) ENGLISH HOME LANGUAGE GRADES 7-9 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 1 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening and Speaking strategies: Group discussion – brainstorming; select relevant ideas; sequence main ideas Listening comprehension • Record main and supporting ideas by making notes, • Share ideas and experiences and show understanding of concepts • Identify persuasive/manipulative techniques • Answer questions Literary text like youth short stories • General discussion on the key features like character, characterisation, plot, conflict, background, setting, narrator, theme Reading process Pre-reading strategies Introduce learners to : • Text features – titles, headings, captions, illustrations, • Parts of a book – title page, table of contents, chapters, glossary, index, appendix, footnote, etc. Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Write an essay: Narrative/reflective essay • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an essay following the process approach to writing Word level: Adverbs of place and degree Pronouns: personal, relative, refflexsive and possesive Sentence level: subject and predicate, subject verb agreement; sentence structure; phrases and clauses; parts of speech Word meaning: synonyms, antonyms, literal, figurative Punctuation: full stop; comma; question mark; quotation marks; exclamation mark ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 77 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Listening and Speaking strategies: Listen to prepared speech by president/influential member of the society • Discuss features of prepared speech • Identify and explain language use • Identify and discuss features in the speech Prepared speech • Choose appropriate topic • Organize information coherently • Identify correct vocabulary and language structures • Prepare effective introduction and ending • Practice • Present Read a speech • Identify and discuss key features • Analyse language use • Identify and discuss emotive or manipulative use of language • Analyse introduction and conclusion Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading strategies: Guided reading ,Group reading, Independent reading Reading/viewing of written/visual text for comprehension • Skimming and Scanning • Intensive reading • Purpose and target group • Inferring meaning and conclusions • Identify manipulative language • Influence of selection and omission on the meaning of text • How language and images reflect and shape values and attitudes • Impact of use of font types and sizes, headings and caption on meaning Write a speech Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a speech: • Explain the requirements of text to write a narrative essay • Identify the target audience • Decide on style, purpose and format • Use appropriate words • Introduction to development, climax • Conclusion Word level: Nouns - compound, gerund, diminutives, augmentatives Verbs: finite; non-finite verbs; Prepositions Adjectives: comparative, superlative Sentence level: verb phrase; verb clause; supporting sentences, topic sentence; noun phrase; noun, adjectival and adverbial clause; conjunctions; emotive and manipulative language Word meaning: synonyms, antonyms, literal, figurative Punctuation: exclamation mark; question mark; comma; full stop Abbreviations – initialism, acronym, clipped, truncation, aphesis, portmanteau ENGLISH HOME LANGUAGE GRADES 7-9 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Listening and Speaking strategies Group discussion about visual, audio –visual/multimedia text • Activate background knowledge • Estimate purpose of the text • Seek for meaning • Understand text • Take notes • Understand message Listening Comprehension (sound only) • Record main and supporting ideas by making notes, checklists, summaries, paraphrasing and retelling Reconstruct scenes: • Agree on the version/meaning seen • Role-play what happened in the two scenes etc. Literary text like novel/short stories/ drama • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • Internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message OR Reading/viewing for comprehension (strategies) • Skimming and Scanning • Intensive reading • Inferring meaning and conclusions • Identify manipulative language • Influence of selection and omission on the meaning of text • Infer meaning of unfamiliar words by using word attack skills • Fact and opinion Transactional texts Letters (Friendly/informal) • Features of the text • Language use • Register and style • Introduction and conclusion Write a letter based on visual stimulus Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level: adverbs of manner, time; definite and indefinite articles. Infinite verbs; gerunds Adjectives: comparative, superlative Sentence level: sentence structure; adjectival and adverbial clauses, and phrases; negation; statement. Word meaning: synonyms, antonyms, literal, figurative Punctuation: full stop, comma ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 79 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7-8 Listening and Speaking strategies Unprepared speech on a newspaper or magazine article • Organize information coherently • Identify correct vocabulary and language structures • Respond to text • Effective introduction and ending Forum discussion/group discussion on newspaper or magazine article • Features of the text • Conventions and structure of the text • Diction • Register and style Read newspaper or magazine article • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Transactional texts Report/magazine article • Features of the text • Language use • Register and style • Introduction and conclusion Write a report/magazine article based on visual stimulus Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level:/ideophones/interjectives Sentence level: simple sentences; simple present tense; simple past tense; adjectives and adverbs; bias; prejudice; stereotypes Word meaning: proverbs; contextual; literal; denotative; connotative Punctuation: comma; full stop; quotation marks; exclamation marks; apostrophe; ellipsis ENGLISH HOME LANGUAGE GRADES 7-9 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 9-10 Listening and Speaking strategies Oral: Interview/filling in a questionnaire report/group discussion • Research topic • Organise material coherently support with examples. • Identify and choose the correct vocabulary, language and conventions • Prepare effective introduction and conclusion Listening comprehension • Recording main and supporting ideas by making notes, • Sharing ideas and experiences and show understanding of concepts • Identify persuasive/manipulative techniques • Answer questions Read a investigative report • Key features of report • Format • Language use Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Transactional text e.g. investigative report • Purpose, target group and format • Paragraph conventions • Conjunctions for cohesion • Use a variety of sentence types, lengths and structures • Formal style Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an investigative report Word level: Regular – irregular Verbs; main verbs; auxiliary verbs Sentence level: statement; sentence structure; present and past tenses; bias; prejudice and stereotypes; Word meaning: synonyms, antonyms, contextual; denotative; connotative Punctuation Assessment for Term 1 Task 1: Oral Task 2: Writing Task 3: Test 1 Group discussion - visual texts/listening comprehension/(un)prepared speech/forum/group discussion/interview Narrative/reflective essay Newspaper report/article Language and comprehension ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 81 GRADE 8 TERM 2 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening and Speaking strategies Listening comprehension: • Listen to instructions/directions • Take notes • Answer questions Different kinds of oral communication e.g. A unprepared news presentation/ speech Giving directions: • Features of the text • Language and conventions • Body language Read information text with visuals, e.g. maps, landmark, scales • Format • Language use • Features Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) • Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/Viewing visual text • Scanning • Intensive reading • Make inferences • Make a summary (use mind maps) Transactional text e.g. Directions/ Instructions • Correct format • Organize content (mind map) • Main and supporting ideas • Paragraph conventions • Logical progression of paragraphs to ensure coherence • Conjunctions for cohesion • Language conventions Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an instruction text Word level work: Adjectives: comparative, superlative; common and proper nouns; Pronouns: personal, relative, reflexsive and possesive conjunctions Sentence level:supporting sentences, topic sentence; statement; tenses; main and supporting statements; simple and compound sentences Word meaning: synonyms; antonyms; contextual; Punctuation and spelling: spelling patterns: full stop, comma ENGLISH HOME LANGUAGE GRADES 7-9 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Listening and Speaking strategies Forum/panel discussion: • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register Debate • Indicate roles • Learn text conventions • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register Literary text like recorded television/ radio/simulation forum • Key features of the text • Language use • Format • Role players Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (use written and/or visual text such as cartoons/strips) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language Write a dialogue Paragraph conventions • Format • Introductory sentences • Main and supporting ideas • Order and cohesion • Word choice and punctuation Language conventions Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a dialogue Word level work:: Finite Verbs Sentence level: simple present tense; simple past tense; emotive and manipulative use; sentence structure; negation; question form, direct and indirect speech Word meaning: literal; synonyms; antonyms; homophones; homonyms; Punctuation and spelling: spelling rules and conventions ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 83 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Listening and Speaking strategies Listening comprehension • Listening process • Writing response Interview • Teach features and conventions • Do planning and research • Choose style, register and vocabulary • Take turns • Use persuasion techniques Literary text like drama/play • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, typography • figurative meaning • mood • theme and message Reading comprehension: Interview • skimming and scanning • intensive reading • Making predictions • Inferring the meaning of unfamiliar words and images by word attack practices • facts and opinion • view point of role players • implied meaning Transactional text e.g. Written interview • Correct format and features • Organize content (mind map) • Main and supporting ideas • Paragraph conventions • Logical progression of paragraphs to ensure coherence • Conjunctions for cohesion • Language conventions Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an interview Word level work: Adverbs of place and frequency Sentence level: correct word order; question forms; euphemisms; sentence structures; mood; voice Word meaning: figurative; literal; contextual; pun Punctuation and spelling: abbreviations; question marks; exclamation marks; full stop; comma ENGLISH HOME LANGUAGE GRADES 7-9 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7-8 Listening and Speaking strategies Listening comprehension (non￾fictional text e.g. Newspaper articles) • Listen for comprehension • Take notes • Answer questions Group discussion: • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register Literary text such as youth novel/ short story • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading strategies for comprehension • Purpose and target group • Making inferences • Give own opinion • Distinguish between facts and opinions • Direct and implied meaning Write a review of the story/novel • Structure of the text • Features and conventions • Diction • Register • Audience • Tone Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level work: Prefixes and suffixes Sentence level: subject and predicate, subject verb agreement, sentence structure; sentence types; tenses; statement; euphemism; proverbs Word meaning: synonyms, antonyms; homonyms; paronyms Punctuation and spelling: acronyms ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 85 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions Assessment for Term 2 9-10 Task 1: Oral Task 2: Writing Task 3: Mid-year examinations Listening comprehension/giving directions/forum/panel discussion/debate Interview/instruction text/story review Paper 1: Oral Paper 2: Comprehension, language use and literature Paper 3: Writing - 1 essay and 1 transactional text (1 hr) ENGLISH HOME LANGUAGE GRADES 7-9 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 3 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening and Speaking strategies Listening comprehension (use recorded dialogue) • Listen to dialogue • Take notes - Language and power - Tone - Mood - Introduction and conclusion • Answer questions Group discussion/dialogue: • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register • Present Literary text like drama/play • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: Pre-reading strategies • Text features – titles, headings, captions, illustrations, • Parts of a book – title page, table of contents, chapters, glossary, index, appendix, footnotes, etc. Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading strategies for comprehension • Purpose and target group • Making inferences • Give own opinion • Distinguish between facts and opinions • Direct and implied meaning Longer transactional text e.g. dialogue/review Paragraph conventions Correct format • Purpose and target group • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Word level work: Adjectives: comparative, superlative; common and proper nouns Sentence level: simple present tense; question forms; statement; discourse markers; direct and reported speech; simple past tense Word meaning: antonyms; synonyms; paronyms; contextual; literal Punctuation and spelling: spelling patterns: full stop, comma; quotation marks ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 87 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Listening and Speaking strategies Listening comprehension: • Listen to letter to the press • Take notes - Language use - Register - Conventions • Share notes Group discussion • Relates to own life experiences • Uses information from the text to answer questions • Discusses the social, moral and cultural values in the text • Participates in group discussion - Take turns - Stays on the topic - Asks questions Read a newspaper/magazine article about current/social issues • Format • Text features • Language use • Tone • Sequencing Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message OROne act play Use at least • one comprehension from the textbook • one literature text - Explain plot, sub-plot, character portrayal, conflict and dramatic response - Identification of themes, mood and tone Transactional text: letter to the press Paragraph conventions • Correct format • Purpose • Main and supporting and target group • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a letter to the press Word level work:: Adverbs of manner, place, degree; prepositions Sentence level: simple sentences; complex sentences; sentence structure; emotive and manipulative language use; fact and opinion; bias, prejudice and stereotypes. Word meaning: synonyms; homonyms; paronyms Punctuation and spelling: spelling patterns; comma; full stop; ellipsis ENGLISH HOME LANGUAGE GRADES 7-9 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Listening and Speaking strategies Unprepared speech • Public speaking skills • Planning, research and organization • Presentation: tone, voice projection, pronunciation, eye contact, gestures, rhetorical devices • Language usage: vocabulary • Style and register Prepared speech • Practise the above skills • Comment on each other’s speech • Listen to a speech made by a prominent community member • Comment on the speech Literary text such as youth novel/ short story/drama • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (use written and/or visual text such as cartoons/strips) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language Transactional text: formal/Informal letter • Correct format • Purpose • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a letter Word level work: Adjectives; adverbs; abbreviations; roots, prefixes and suffixes Sentence level: simple sentences; complex sentences; past continuous tense; future continuous tense; sentence structure; emotive and manipulative language use; fact and opinion; bias, prejudice and stereotypes. Punctuation and spelling: spelling rules and conventions ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 89 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7-8 Listening and Speaking strategies Listening for information • Listen to an informative text • Listen to presentation, language use, tempo and voice projection • Listen to story line • Discuss with partner • Story telling • Choose a story • Do planning and research • Choose style, register and vocabulary • Present a story Literary text such as short story, novel • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension : (text from text prescribed literature) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Write a literary text: short story • Correct format • Purpose • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Create own story following the process outlined Best story ‘published’/read in class. Word level work: Common and proper nouns. Prepositions with a variety of phrasal verbs Sentence level: tenses; sentences; proverbs and idiomatic expressions; adjectival and adverbial clauses; Word meaning: synonyms; antonyms; homonyms; Punctuation and spelling: spelling patterns; ellipsis; punctuation of abbreviations and contractions ENGLISH HOME LANGUAGE GRADES 7-9 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 9-10 Listening and Speaking strategies Listen to a text read aloud from a short story • Recorded text is played • Appropriate reading skills are pointed out to learners • Use of punctuation in a read text • Opening and closing Prepared reading aloud • Select a text to read aloud • Use appropriate reading skills such as tone, volume, tempo, voice projection, pronunciation, fluency • Practise • Read text Read a literary text such as short story/novel • Key features of literature text: such as, background, time, milieu, narrator, Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (use written and/or visual text such as cartoons/strips) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language Write an essay: Argumentative/ descriptive essay • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an essay following the process approach to writing Word level work: Common and complex nouns. Prepositions with a variety of phrasal verbs Sentence level: introductory paragraphs; definition paragraph, concluding paragraph; sentence structures; sentence types Word meaning: synonyms, antonyms; homonyms; Punctuation and spelling: spelling patterns; various punctuation marks ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 91 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions Assessment for Term 3 Task 1: Oral Task 2: Writing Task 3: Test 1 Dialogue/(un)prepared speech/story telling/prepared reading Descriptive/argumentative essay Informal letter/dialogue Comprehension and language use ENGLISH HOME LANGUAGE GRADES 7-9 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 4 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening and Speaking strategies Listening comprehension ( such as listening to a written/audio￾visual text ) • identify main and supporting ideas • write notes • share ideas and experiences and show understanding of concepts • identify persuasive/manipulating techniques where applicable • answer questions Conversation: Discussion based on a newspaper/magazine article • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register Read a newspaper/magazine article • Format • Language use • Text features • Sequencing Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/Viewing for information using (written/visual text/multi-media texts) • Intensive reading • Making inference • Predict • Visualization • Meaning of words • Fact and opinion Write a summary Long transactional text e.g. Newspaper article/magazine article • Correct format • Purpose • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a newspaper/magazine article Word level work: Singular and plural; gender; diminutives Sentence level work: Direct and reported speech; question forms; fact and opinion; sentence structure; sentences; ambiguity; voice; gerund Word meaning: synonyms; antonyms; euphemism; homonyms; literal and figurative meaning Punctuation and spelling: quotation marks; spelling patterns ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 93 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Listening and Speaking strategies Debate • Indicate roles • Learn text conventions • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register • practise Group discussion: • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register Literary text such as/novel/short story/drama/ • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension: (text from text book) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Write a paragraph or point form summary Write a transactional text: a diary entry • Correct format • Purpose • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a diary entry Word level work: Pronouns – personal and relative Moods - Subjunctive Imperative Potential Indicative Conditional Sentence level work: Tenses; sentence types; speech; voice; sentence structure; direct and reported speech; question forms; fact and opinion; ambiguity; voice; gerund Word meaning: literal and figurative meaning Punctuation and spelling: spelling patterns; punctuation marks ENGLISH HOME LANGUAGE GRADES 7-9 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Listening and Speaking strategies Listen to a text read aloud • Recorded text is played • Appropriate reading skills are pointed out to learners • Use of punctuation in a read text • Opening and closing Dialogue based on text read aloud • Decide on topic • Revise conventions • Discourse markers to sustain dialogue • Roles for participants • Opening and closing • Practise • Presentation Literary text such as drama/play Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension: e.g. dialogue) • Purpose, target group and context • Explain theme/message • Make inferences • Give own opinion • Direct and implied meaning • Socio-political and cultural background of text and author Transactional text e.g. journalistic report • Correct format • Purpose • Bias and prejudice • Manipulation • Stereotypes • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write journalistic report a following the process approach to writing Word level work: Relative pronouns; singular and plural forms Sentence level work: Procedure; compare/contrast Description paragraph; introductory and closing paragraphs; sentences; supporting sentences, topic sentence speech; voice; bias and prejudice Word meaning: synonyms, antonyms Punctuation and spelling: quotation marks; spelling patterns; punctuation marks ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 95 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7-8 Prepare for examination Speaking: • Prepared speech/debate/interview/ conversation • Prepared reading • Unprepared reading Listening • Listening comprehension Prepare for examination Reading • Reading comprehension • Summary • Literature: - Novel/short stories/folklore - Drama/film study - Poems Prepare for examination Writing: • Essays • Long transactional texts • Short transactional texts Word level work: revision Sentence level work: revision Word meaning: revision Punctuation and spelling: revision Formal and end-of-the-year Assessment Tasks Term 4 9-10 Task 1: Oral Task 2: End-of-the-Year EXAMINATION Debate/conversation/group discussion/dialogue Paper 1: Oral Paper 2: Comprehension, Language and Literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) ENGLISH HOME LANGUAGE GRADES 7-9 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 1 CONTENT Week Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Speaking and Listening strategies Group discussion/conversation: Listen to/watch an advertisement and discuss) • Tone • Pacing • Emotive and manipulative language use • Font size • Body language Listening comprehension: advertisement • Record main and support ideas by making notes • Share ideas and experiences and showing understanding of concepts • Identify persuasive/manipulative techniques • Answer questions Reading/viewing for comprehension (visual text such as advertisement/ poster/cartoons/strips/) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language • Body language • Use of punctuation and font • Pre-reading • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Literary text like youth novel/short stories/drama • Pre-reading (Introduce text) - Explore literary features like titles, headings, illustrations, font size, font type - Explore parts of book like cover, title page, index, chapters, glossary • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading strategies • Skimming • Scanning • Intensive reading • Summarising • Visualizing • Inferring meaning and conclusions Transactional texts: Advertisement/poster • Correct format • Purpose • Text features • Language use • Register Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a advertisement/poster Word level work: • Spelling and spelling patterns • Abbreviations Sentence level work: • Sentence structure Nouns, adjectives, pronouns • Concord • Simple tenses Vocabulary in context ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 97 Week Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Speaking and Listening strategies Listening to a reading of text • Identify and comment on: - use of voice - use of intonation and pace - punctuation in reading - opening and closure • Discuss above features Prepared reading aloud • Use relevant speaking skills such as tone, volume, pace, voice projection, pronunciation, fluency • Learners choose their reading text and present to class. Literary text like youth novel/short stories/drama • General discussion of the key features like character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text/predict events) - Background/setting - Brainstorm the theme • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing visual/multimedia text (strategies) • Skimming • Scanning • Body language • Inferring meaning of unfamiliar words and images (cartoons) by using word attack skills - clarifying - predicting Write a letter of appreciation for help/ advice received • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a letter of appreciation for help/ advice received Word level work: • Spelling and spelling patrons • Abbreviations , shortening, acronyms • Stems, pre and suffix’s, complex and simplex Sentence level work: • Nouns, adjectives, pronouns • Punctuation • Tenses; direct and reported speech; sentence structure; concord Critical language use: Idioms and proverbs; euphemism Vocabulary in context ENGLISH HOME LANGUAGE GRADES 7-9 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Week Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Speaking and Listening strategies Listen to a telephone conversation/ dialogue between a call centre agent and client concerning a dispute over a contract • Tone • Language use • Register • Conventions Role-play a verbal transaction between a seller and a purchaser, and the subsequent dispute as a result of a verbal contract going sour. • Language use • Tone • Body language • Authenticity Presentation Read a contract between a seller and a purchaser • Format • Language use • Contract-speak • Importance of signature • Recourse in case of dispute Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Read/view contract for comprehension(Strategies) • Skimming • Scanning • Language use • Contract-speak, e.g. fine print, dispute, contract lifespan • Infer meaning of unfamiliar words by using word attack skills Transactional text: write a report on findings in a dispute between a seller and a purchaser • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a report following a process approach to writing Word level work: conjunctions Sentence level work: Sentence structure; sentence types; direct and reported speech; question forms; voice; Word meaning: Idioms and proverbs Punctuation and spelling: spelling patterns; Abbreviations – initialism, acronym, clipped, truncation, aphesis, portmanteau Vocabulary in context: the language of contracts and legal documents ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 99 Week Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7-8 Speaking and Listening strategies Listening comprehension ( dialogue) • Listen to dialogue • Take notes - Language and power - Tone - Mood - Introduction and conclusion • Answer questions Oral: Unprepared speech Choose suitable topic • Organize information cohesively • Identify correct vocabulary and language structure • Suitable introduction and ending • Use visual, audio-visual resources where applicable Literary text such as short story, youth novel/novel/drama • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension: (text from prescribed literature) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Write an essay: Narrative/descriptive/ reflective essay • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an essay following the process approach to writing Word level work: Regular and irregular Verbs. Sentence level work: subject and predicate, subject verb agreement Direct and indirect speech Word meaning: Idioms and proverbs Punctuation and spelling: spelling patterns; acronyms. ENGLISH HOME LANGUAGE GRADES 7-9 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Week Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 9-10 Speaking and Listening strategies listen to a newspaper report • Structure • Features • Language use • Tone • Register • Introduction and conclusion Discuss findings Oral presentation of report • Language use • Register • Tone • Body language • Introduction and conclusion Read a newspaper/magazine report Reading strategies • Intensive reading • Text features e.g. Plot, character, setting, narrator, mood, theme, narrators perspective • Inferring meaning of unfamiliar words by word attack skills • Direct and implied meaning Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (use newspaper report) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language • Answer questions Long transactional texts: Such as report/interview • Requirements of task and text type • Format, style, point of view • Target audience purpose and context • Word choice • Sentence structure, lengths and types • Paragraph conventions Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a report following the process approach to writing Word level work: Moods - Subjunctive Imperative Potential Indicative Conditional Sentence level work: Simple sentences; compound sentences; Complex sentences; Voice; tenses; Word meaning: Idioms and proverbs Literal, figurative, alliteration, assonance, personification Punctuation and spelling: spelling patterns; quotation marks; apostrophe ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 101 Week Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions Assessment for Term 1 Task 1: Oral Task 2: Writing Task 3: Test 1 Prepared reading/conversation Descriptive/narrative essay Informal letter/review/dialogue Comprehension and language use ENGLISH HOME LANGUAGE GRADES 7-9 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 2 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening for comprehension Listen to a story • identify main and supportive ideas • language use • register • answer questions Forum/group discussion: culture • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register • Present Read a literature text e.g. Drama/short story/folklore/novel Reading strategies • Intensive reading • Text features e.g. Plot, character, setting, narrator, mood, theme, narrators perspective • Inferring meaning of unfamiliar words and images by word attack skills • Language structure and style Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Transactional texts: Diary entry/constitution/policy • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a diary entry/constitution/policy following the process approach to writing Word level work: Stems; prefixes and suffixes; Pronouns Sentence level work: Sentence types; Generalisations, Direct/indirect speech; voice; tenses Word meaning: Idioms and proverbs; literal and figurative meaning Punctuation and spelling: Quotation marks; spelling patterns; abbreviations. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 103 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Read/view text for information: Will and testament • intensive reading and viewing • purpose of text • language use • characters and caricatures • background and setting • message and theme • summarising the text Summary Format Language use Structure ENGLISH HOME LANGUAGE GRADES 7-9 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Speaking and Listening strategies Listening for comprehension: to a recording of a speech role-play • Explain strategies of the listening process • Answer questions in writing Unprepared reading • Appropriate use of voice, tone and pace • Punctuation in reading • Body language • Contact with audience Read a text e.g. Drama/short story/ folklore • Specific focus on literary text features • Show Comprehension of development of plot and conflict, characterisation, turning point, background, milieu, role of narrator, theme, conclusion and ending Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Read/view text e.g. newspaper articles/magazine articles for information and comprehension Reading strategies Comprehension passage in text book • Skimming and Scanning • Intensive reading • Purpose and target group • Inferring meaning and conclusions • Fact and opinion • Give own opinion • Meaning of unfamiliar words • Identify manipulative language Summarise the text Writing:Text review (unprepared text read)/documentary • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a review/documentary following the process approach to writing Word level work: Verbs (finites; infinitives) Stems; prefixes and suffixes; Sentence level work: Complex sentences; Generalisations, Direct/indirect speech Word meaning: Idioms and proverbs Punctuation and spelling: Quotation marks; spelling patterns; abbreviations. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 105 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Speaking and Listening strategies Listen to oral text such as interview/speech/story telling for comprehension • Take notes during listening • Listen critically Group discussion/forum discussion • Undertake a discussion based on the oral text • Turn taking • Discourse markers • Conventions Read a literature text e.g. Drama/short story/folklore • Specific focus on literary text features • Show Comprehension of development of plot and conflict, characterisation, turning point, background,/milieu/role of narrator, theme, conclusion and ending Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (use written and/or visual text such as cartoons/strips) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language Revise structure of Summary Write a transactional text: notice, agenda and minutes • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a notice, agenda and minutes following the process approach to writing Word level work: Stems; prefixes and suffixes; Adjectives Prepositions Sentence level work: Definition paragraph; introductory paragraph; concluding paragraph; tenses; sentence structure; sentence types Word meaning: Idioms and proverbs Punctuation and spelling: spelling patterns . ENGLISH HOME LANGUAGE GRADES 7-9 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7-8 Speaking and Listening strategies Listen to a recorded advertisement/ advertisement on the radio • Language use • Tone • Pace • Conventions • Take notes Oral presentation: analysis of an advertisement • Explain visual cues like font, print size, picture shots • Explain manipulative use of the language • Explain how omissions, contractions and language use are employed to manipulate the target audience Read/view visual text e.g. Advertisement/cartoon/graphs Use reading/viewing strategies for comprehension and information • Skimming and Scanning • Intensive reading • Purpose and target group • Inferring meaning and conclusions • Identify manipulative language • Influence of selection and omission on the meaning of text • How language and images reflect and shape values and attitudes • Impact of use of font types and sizes, headings and caption on meaning Summary: Revision Literature: Revision Shorter transactional/visual texts e.g. Advertisement review • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an advertisement review Word level work: Nouns - Concrete and abstract, compound and complex Pronouns – reflexive, relative, interrogative, indefinite Sentence level work: subject and predicate, subject verb agreement Tenses; paragraphs; Concord; Sentence structure; voice; speech. Word meaning: Paronyms, metonymy, neologism, synonyms, antonyms Punctuation and spelling: spelling patterns; abbreviations. Assessment for Term 2 9-10 Task 1: Oral Task 2: Writing Task 3: Mid-year examination Unprepared reading/forum/group discussion Review/documentary/notice/agenda and minutes Paper 1:Oral Paper 2: Comprehension, Language (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Paper 4: Response to Literature (1hr 30 mins) ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 107 GRADE 9 TERM 3 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Dialogue/negotiations Listen to a negotiation scene between two people (dialogue) • Structure and development of ideas • Using negotiation skills to reach consensus. Discussion based on understanding a will and testament • Language use • Manipulation • Turn taking • Opening and closing • Resolution Read an abridged will and testament • Role players • Date • Possessions (estate) • Beneficiaries • Language of the document • Execution of the will Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Transactional text: write a will and testament • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a will and testament Word level work: Concrete and abstract Nouns Adjectives Conjunctions and transition Sentence level work: Speech; tenses; sentence types; paragraph types; voice; clauses and phrases. Word meaning: Paronyms , polysemes; homonyms Homophones. Punctuation and spelling: spelling patterns ENGLISH HOME LANGUAGE GRADES 7-9 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Reading for Comprehension and reading strategies: visual text - cartoon • Skimming for main ideas • Scanning for supporting details • Making predictions • Inferring the meaning of unfamiliar words and images • Reviewing to promote understanding • The affect of selections and omissions on meaning • The effect of figurative and rhetorical devices • Impact of visual techniques ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 109 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Speaking and Listening strategies Listen to interview • Role clarification • Language use • Language and power Discuss CV as one of the requirement for appointment/admission • Information • Relevance • Referees • Link to covering letter Read a literature text e.g. Novel/youth novel/short story • Specific focus on literary text features • Show comprehension of development of plot and conflict, characterisation, turning point, background,/milieu/role of narrator, theme, conclusion and ending Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension (strategies) (Use visual and written texts) Strategies • Skimming for main ideas • Scanning for supporting details • Making predictions • Inferring the meaning of unfamiliar words and images • The affect of selections and omissions on meaning • The effect of figurative and rhetorical devices • Impact of visual techniques Transactional text: e.g. Covering letter and CV • Requirements of format, style • Target audience purpose and context • Word choice, figurative language, symbols, colour, placement • Sentence structure, lengths and types • Selection of visual and design elements Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a covering letter and CV Word level work: Adjectives Sentence level work: Speech; tenses; sentence types; paragraph types; voice; clauses and phrases. Word meaning: Synonyms Antonyms homophones Homonyms Polysemy Punctuation and spelling: spelling patterns ENGLISH HOME LANGUAGE GRADES 7-9 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Speaking and Listening strategies Listen to the Debate on the radio/ television • Role players • Use of voice • Pacing • Presenting a motion and defending it • Presenting a rebuttal • Resolution • Take notes • Discuss and share notes Participate in a debate • Debating conventions • Language use • Present a motion and defend it • Present a rebuttal • Role players • Resolution Read a literature text e.g. Novel/short story/Folklore e.g. legends, myths, fables • Literary text features such as structure, character, milieu, plot, conflict, symbolism, sound richness, imagery, preview reflection Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (Visual and written texts) Strategies • Skimming for main ideas • Scanning for supporting details • Intensive reading • Making predictions • Inferring the meaning of unfamiliar words and images • Main and supporting ideas • The affect of selections and omissions on meaning • The effect of figurative and rhetorical devices • The writer’s inferences and conclusions Summarising the text Write an essay: Narrative/descriptive/ reflective essay • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an essay following the process approach to writing Word level work: Conjunctions and transition words Sentence level work: Speech; sentence types; sentence structure; voice; tenses; paragraph types. Word meaning: Literal, figurative, Alliteration, assonance, consonance, personification, onomatopoeia, pun Punctuation and spelling: spelling patterns ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 111 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7-8 Speaking and Listening strategies Listening to a speech by a prominent member of the society • Language use • Bias and prejudice • Stereotypes • Tone • Language and power • Answer questions Prepared speech Learners to undertake research or investigation as a preparatory activity. • Presentation conventions • Body language • Introduction and conclusion • Language use Literary text such as short story, youth novel/novel • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) • Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (Visual and written texts) • Skimming for main ideas • Scanning for supporting details • Intensive reading • Making predictions • Inferring the meaning of unfamiliar words and images • Main and supporting ideas • Own opinion • Summary • The affect of selections and omissions on meaning • The effect of figurative and rhetorical devices • Impact of visual techniques • The writer’s inferences and conclusions Transactional text e.g. invitation card, acceptance • Requirements of format, style, point of view • Target audience purpose and context • Word choice, vivid description • Sentence structure, lengths and types Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Design an invitation card and an acceptance thereof Word level work: Adjectives (attributive) Sentence level work: Description paragraph; choice paragraph; classification paragraph. Word meaning: One word for a phrase Punctuation and spelling: spelling patterns ENGLISH HOME LANGUAGE GRADES 7-9 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 9-10 Speaking and Listening strategies Story Telling • Give attention to: speaking skills, tone, pronunciation, tempo, intonation, eye contact, posture, gestures • Conventions and features of a story Dialogue : Role play a dialogue • Language use • Turn taking • Body language • Text features Read literary text such as drama • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension : (text from text prescribed literature) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Transactional text e.g. dialogue • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write agenda and minutes following the process approach to writing Word level work: Verbs Interrogative, demonstrative, indefinite pronouns Sentence level work: Procedure, spatial order, order of importance, concluding paragraph Word meaning: One word for a phrase Punctuation and spelling: spelling patterns ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 113 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions Assessment for Term 3 Task 1: Oral Task 2: Writing Task 3: Test 2 Prepared speech/role play/debate/discussion of CV/will/ testament Descriptive/narrative/reflective/argumentative essay Covering letter and CV Comprehension and language use ENGLISH HOME LANGUAGE GRADES 7-9 114 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 4 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening Comprehension • Reacts critical on a variety of texts • Listen for specific information • Listen and enjoy fables and titles • Answer question Meeting procedure • Role players • Meeting conventions • Turn taking • Language use • Disagreeing in the meeting • Introduction and conclusion Literary text such as short story, youth novel/novel • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension : (text from text prescribed literature) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Long transactional text e.g. Letter of application (formal) • Correct format • Purpose • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a letter of application Word level work: Verbs Sentence level work: Direct and indirect speech. Active voice and passive voice Word meaning: Ambiguity, cliché, redundancy, tautology, slang, jargon Punctuation and spelling: spelling patterns. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 115 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Speaking and Listening strategies Listening comprehension (use recorded dialogue) • Listen to dialogue • Take notes - Language and power - Tone - Mood - Introduction and conclusion • Answer questions Forum discussion/panel discussion/ group discussion • Role players • Forum/discussion conventions • Turn taking • Language use • Disagreeing in the discussion • Introduction and conclusion Groups talk about subjects of current interest. Literary text such as short story, youth novel/novel • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing comprehension : (visual or multimedia text like cartoon or advertisement) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Transactional texts e.g. e-mails: • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an e-mail following the process approach to writing Word level work: Proper nouns, gerund, complex nouns Sentence level work: Procedure, spatial order, order of importance, concluding paragraph Word meaning: Stereotypes, prejudice, biasness, emotive Punctuation and spelling: spelling patterns Abbreviations – initialism, acronym, clipped, truncation, aphesis, portmanteau ENGLISH HOME LANGUAGE GRADES 7-9 116 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Speaking and Listening strategies Role play a situation • Situation is clearly shown • Characters are clearly differentiated • Language is appropriate to the situation portrayed • Role-play shows a possible course of action in a particular situation Conversation • Decide on suitable situation and topics • Speaking conventions • Language and power • Discourse markers Literary text such as short story, youth novel/novel • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension : (text from text prescribed literature) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Write a point or paragraph summary Transactional text E.g. obituary/diary entry/invitation card • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write obituary/diary entry/invitation card following the process writing approach Word level work: Verbs, nouns Sentence level work: Explanation: cause and effect Word meaning: Shift of meaning, using language for special purpose, one word for a phrase Punctuation and spelling: spelling patterns. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 117 Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7-8 Speaking and Listening strategies Revision Reading and Viewing: Revision of key features, conventions and structures Writing: Revision of writing texts Revision of the process approach to writing Word level work: Revision Sentence level work: revision Word meaning: One word for a phrase Punctuation and spelling: spelling patterns. Formal and end-of-the-year Assessment Tasks Term 4 9-10 Task 1: Oral Task 2: End-of-the-Year EXAMINATION Debate/interview/conversation/prepared speech/(un)prepared speech/ forum/group/panel discussion/listening comprehension/meeting procedures Paper 1: Oral Paper 2: Comprehension, Language (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Paper 4: Response to Literature (1 hr 30 mins) ENGLISH HOME LANGUAGE GRADES 7-9 118 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: ASSESSMENT IN HOME LANGUAGE 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners. It involves four steps: generating and collecting evidence of achievement; evaluating evidence; recording the findings and using information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. Assessment in Languages is ongoing and supports the growth and development of learners. It is an integral part of teaching and learning as it provides feedback for teaching and learning. It should be incorporated in teaching and learning instead of being dealt with as a separate entity. Furthermore, integrated assessment of various language aspects should be practiced. For example, we could start off with a reading piece and do a comprehension test. Language knowledge questions could also be addressed based on the same text. Post-reading the text learners could be asked to respond to the text by, for example, writing a letter about the issues raised in the text or to write some creative response to the content of the text. To wrap up this activity, discussions could be held about the topic and in this way address all of the language skills in one fluent, integrated activity. Assessing the different language skills should not be seen as separate activities but one integrated activity. Assessment rubrics should thus address the different language skills in the task. Learners’ listening skills, oral competence, ability to answer questions, participation in discussions and written recording skills where necessary should be observed daily. It is important, too, that learners’ understanding of what they are reading is assessed and not just their ability to recognise or decode words. Assessment of reading should therefore also take place regularly and not just be a once-off assessment. Formal reading assessment should focus on reading aloud as well as activities which help to determine how much the learner has understood, for example, by retelling a story or answering questions. Assessment of written work will focus primarily on the learner’s ability to convey meaning, as well as how correctly they have written, for example, correct language structures and use, spelling and punctuation. All assessment should recognise that language learning is a process and that learners will not produce a completely correct piece of work the first time round. Therefore the various stages in the writing process should also be assessed. When giving a formal assessment task, there will be a focus on a particular skill, for example Listening and Speaking or Reading or Writing. Because language learning is an integrated process, more than one skill will be used. The language structures should be assessed in context. The teacher must ensure that assessment is not only done as written work, but as practical and oral work too. It is important to assess what learners understand and not what they can just memorise. As a result, the teacher should, as often as possible, assess the skills in context. For example, learners may spell all their words correctly during a test on Friday, but are they able to use those same words correctly spelt when writing/recording their personal news or a story? The teaching and assessment of languages should make provision for inclusion of all learners, and strategies should be found to assist all learners to access or produce language texts. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 119 The programme of assessment allows for summative assessment, which could take the form of a test or examination, at the end of every term. The work on which assessment is conducted must have been covered during the term. The assessment items must be pitched at different cognitive levels to ensure validity. 4.2 Informal or daily assessment The purpose of continuously collecting information on a learner’s achievement that can be used to improve learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner–teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Assessment of language competence will be in the form of observation, written exercises, oral activities, presentations, written tests, reading aloud and other forms of assessment. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching. It need not be recorded. It should not be seen as separate from learning activities taking place. In some cases, you might want to set specific assessment of activities to motivate learners to learn. Learners or teachers can mark these assessment tasks. It is suggested that the teacher use the first two-weeks of the term to do a baseline assessment of learners. The teacher should use the activities given in the first two-weeks of the teaching plans to do this assessment. Self assessment and peer assessment actively involve learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. Teachers may which to keep informal records of how individual learners are progressing in the different aspects of the subject to assist with planning and ensure that individual learners develop the required skills and understanding. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 4.3 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal Assessment Tasks are marked and formally recorded by the teacher for progression purposes. All Formal Assessment Tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations (such as retelling a story, matching), performances (such as acting out), essays, participation in oral tasks (such as dialogues, conversations, discussions), written tasks (such as completing a worksheet, writing paragraphs or other types of texts), etc. The purpose of designing a Programme of Assessment (POA) is to ensure validity, reliability, fairness and sufficiency of assessment by giving explicit guidance on the types of activities and the percentage allocated to each language skill within a task. It also addresses the focus of assessment, i.e. the way tasks should be addressed. In formal assessment, use memoranda, rubrics, checklists and rating scales as well as other appropriate assessment tools to observe, assess and record learners’ levels of understanding and skill. Choose an assessment tool that is most appropriate for the type of activity. For example, a rubric is more suitable than a memorandum for a creative writing piece. A memorandum is better suited to a spelling test or a reading comprehension activity. ENGLISH HOME LANGUAGE GRADES 7-9 120 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.3.1 Formal Assessment requirements for Home Language Formal assessment tasks must assess a range of aspects of the language skills so that key aspects will be assessed over the course of the term and the year. Teachers should ensure that these aspects have been informally assessed and feedback given to the learner before they are formally assessed. All assessment in the Senior Phase is internal. The formal Programme of Assessment for Grades 7-9 comprises of eleven (11) formal assessment tasks, which make up 100%. The school based assessment is 40% whereas the end of the year examination is 60%. School Based Assessment (40%) The Senior Phase has ten (10) formal assessment tasks for school based assessment. The formal assessment tasks are packaged as follows: • Grade 7 – 4 oral tasks, 2 writing tasks, 3 tests and 1 June examination • Grade 8 - 4 oral tasks, 3 writing tasks, 2 tests and 1 June examination • Grade 9 - 4 oral tasks, 3 writing tasks, 2 tests and 1 June examination End of the year examination (60%) The end of the year examination is comprised of oral and written tasks. The oral task, which is Paper 1, is 20.8%. The percentage should be generated from the four oral tasks undertaken during the course of the year. The written tasks, which should be administered under controlled conditions, comprise of two (2) and three (3) papers respectively for Grades 7 & 8, and Grade 9. Grades 7 & 8 • Paper 2 – Comprehension and language in context, and response to literature • Paper 3 – Writing (Literary, Essay and transactional texts) Grades 9 • Paper 2 – Comprehension and language in context • Paper 3 – Writing (Literary, Essay and transactional texts) • Paper 4 – Response to literature 4.3.2 The form of tasks per term The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. It should be based on the knowledge and skills done during that term. Use the term plans for each grade to select the kind of activities and the set of skills required for each part of the formal assessment task. For example, if you set a creative writing piece in Grade 7, Term 1, in which learners are required to write a poem, ‘write sentences of the same length that rhyme’, as that is what would have been taught. If an information text is set in the first term, they will have to write using an appropriate frame or structure. Similarly for Listening and Speaking, learners would not be expected ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 121 to give a short talk in Grade 7, Term 1, as that is only taught later on. Formal assessment must cater for a range of cognitive levels as shown below. A variety of types of questions such as multiple choice, cloze, comparison and direct questions should be used. Table 1 COGNITIVE LEVELS ACTIVITY PERCENTAGE OF TASK Literal (Level 1) Reorganisation (Level 2) Questions that deal with information explicitly stated in the text. • Name the things/people/places/elements … • State the facts/reasons/points/ideas … • Identify the reasons/persons/causes … • List the points/facts/names/reasons … • Describe the place/person/character ... • Relate the incident/episode/experience … Questions that require analysis, synthesis or organisation of information explicitly stated in the text. • Summarize the main points/ideas/pros/cons/… • Group the common elements/factors … • State the similarities/differences … • Give an outline of … Levels 1 and 2: 40% Inference (Level 3) Questions that require a candidate’s engagement with information explicitly stated in the text in terms of his/her personal experience. • Explain the main idea … • Compare the ideas/attitudes/actions … • What is the writer’s (or character’s) intention/attitude/motivation/ reason … • Explain the cause/effect of … • What does an action/comment/attitude (etc.) reveal about the narrator/writer/character … • How does the metaphor/simile/image affect your understanding … • What, do you think, will be the outcome/effect (etc.) of an action/a situation … Level 3: 40% ENGLISH HOME LANGUAGE GRADES 7-9 122 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) COGNITIVE LEVELS ACTIVITY PERCENTAGE OF TASK Evaluation (Level 4) Appreciation (Level 5) These questions deal with judgements concerning value and worth. These include judgements regarding reality, credibility, facts and opinions, validity, logic and reasoning, and issues such as the desirability and acceptability of decisions and actions in terms of moral values. • Do you think that what transpires is credible/realistic/possible …? • Is the writer’s argument valid/logical/conclusive … • Discuss/Comment critically on the action/intention/motive/attitude/ suggestion/implication … • Do you agree with the view/statement/observation/interpretation that… • In your view, is the writer/narrator/character justified in suggesting/ advocating that … (Substantiate your response/Give reasons for your answer.) • Is the character’s attitude/behaviour/action justifiable or acceptable to you? Give a reason for your answer. • What does a character’s actions/attitude(s)/motives … show about him/her in the context of universal values? • Discuss critically/Comment on the value judgements made in the text. These questions are intended to assess the psychological and aesthetic impact of the text on the candidate. They focus on emotional responses to the content, identification with characters or incidents, and reactions to the writer’s use of language (such as word choice and imagery). • Discuss your response to the text/incident/situation/conflict/ dilemma. • Do you empathise with the character? What action/decision would you have taken if you had been in the same situation? • Discuss/Comment on the writer’s use of language … • Discuss the effectiveness of the writer’s style/introduction/ conclusion/imagery/metaphors/use of poetic techniques/literary devices … Levels 4 and 5: 20% 4.4 Programme of Assessment The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. A programme for assessment must be drawn up by the school indicating the dates on which tasks will be done. Subject requirements Requirements for the compilation of a task is given in percentages. Where the programme indicates 20 per cent for a language skill it means that in the final allocation of marks for that language skill should be 20 per cent of the total and not twenty marks. Schools are not confined to a suggested mark allocation for a language skill. The only requirement is that the weighting for each language skill should be observed as per the percentage stipulated in the assessment programme. For example in Grade 8, a language knowledge test may be set for 50 marks or more, as long as the final weighting does not exceed the weighting indicated in the assessment programme. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 123 The following tables provide the formal assessment requirements for Home Languages: Programme of Formal Assessment Tasks Tables GRADE 7 Formal Assessment Tasks for Term 1 TASK 1: Oral TASK 2: Writing Task 3: Test 1 Retell a story/discusses a poem/ dialogue/group/panel discussion Descriptive/narrative essay Informal letter/review/dialogue Comprehension and language use Formal Assessment Tasks for Term 2 TASK 1: ORAL TASK 2: TEST 2 TASK 3 Listening comprehension/debate/ conversation/(un)prepared speech/ group discussion on giving instructions Literature: Contextual questions Mid-year examinations Paper 2: Comprehension, language use and literature Paper 3: Writing: 1 essay and 1 transactional text Formal Assessment Tasks for Term 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 3 Role play - meeting procedures/(un) prepared reading/giving direction/ forum/panel discussion Descriptive/Narrative essay Agenda and minutes Comprehension and Language use OR Literature FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS TERM 4 TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION Reading aloud/Debate/group discussion/(un)prepared speech Paper 1:Oral Paper 2: Comprehension, Language and Literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) ENGLISH HOME LANGUAGE GRADES 7-9 124 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 FORMAL ASSESSMENT TASKS FOR TERM 1 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1 Group discussion - visual texts/listening comprehension/(un)prepared speech/ forum/group discussion/interview Narrative/reflective essay Newspaper report/article Language and comprehension FORMAL ASSESSMENT TASKS FOR TERM 2 TASK 1: ORAL TASK 2: WRITING TASK 8: MID-YEAR EXAMINATIONS Listening comprehension/giving directions/forum/panel discussion/ debate Interview/instruction text/story review Paper 1: Oral Paper 2: Comprehension, language use and literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) FORMAL ASSESSMENT TASKS FOR TERM 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1 Dialogue/(un)prepared speech/story telling/prepared reading Descriptive/argumentative essay Informal letter/dialogue Comprehension and language use FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS FOR TERM 4 TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION Debate/conversation/group discussion/dialogue Paper 1: Oral Paper 2: Comprehension, Language and Literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) GRADE 9 FORMAL ASSESSMENT TASKS FOR TERM 1 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1 Prepared reading/conversation Descriptive/narrative essay Informal letter/review/dialogue Comprehension and language use FORMAL ASSESSMENT TASKS FOR TERM 2 TASK 1: ORAL TASK 2: WRITING TASK 3: MID-YEAR EXAMINATION Unprepared reading/forum/group discussion Review/documentary/notice/agenda and minutes Paper 1:Oral Paper 2: Comprehension, Language (2hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Paper 4: Response to Literature (1hr 30 mins) FORMAL ASSESSMENT TASKS FOR TERM 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 2 Prepared speech/role play/debate/ discussion of CV/will/testament Descriptive/narrative/reflective/ argumentative essay Covering letter and CV Comprehension and language use FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS FOR TERM 4 TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION Debate/interview/conversation/prepared speech/(un) prepared speech/forum/group/panel discussion/listening comprehension/meeting procedures Paper 1:Oral Paper 2: Comprehension, Language (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Paper 4: Response to Literature (1hr 30 mins) ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 125 Formal Assessment Tasks per Grade Table 1: Grade 7 FORMAL ASSESSMENT DURING THE YEAR END-OF-YEAR EXAMINATION 40% 60% School Based Assessment (SBA) – End-of-Year Exam Papers 10 Formal Assessment Tasks • 4 oral tasks • 2 writing tasks • 3 tests • 1 examination (mid-year) Written examinations Paper 2: Comprehension, language use and literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Oral Assessment Tasks: Paper 1 Listening and Speaking Reading aloud The oral tasks undertaken during the course of the year constitute the end-of￾year assessment. Table 2: Grades 8 FORMAL ASSESSMENT DURING THE YEAR END-OF-YEAR EXAMINATION 40% 60% School Based Assessment (SBA) – End-of-Year Exam Papers 10 Formal Assessment Tasks • 4 oral tasks • 3 writing tasks • 2 tests • 1 examination (mid-year) Written examinations Paper 2: Comprehension, language use and literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Oral Assessment Tasks: Paper 1 Listening and Speaking Reading aloud The oral tasks undertaken during the course of the year constitute the end-of￾year assessment. Table 3: Grade 9 FORMAL ASSESSMENT DURING THE YEAR END-OF-YEAR EXAMINATION 40% 60% School Based Assessment (SBA) – End-of-Year Exam Papers 10 Formal Assessment Tasks • 4 oral tasks • 3 writing tasks • 2 tests • 1 examination (mid-year) Written examinations Paper 2: Comprehension, language use (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Paper 4: Response to literature Oral Assessment Tasks: Paper 1 Listening and Speaking Reading aloud The oral tasks undertaken during the course of the year constitute the end-of￾year assessment. ENGLISH HOME LANGUAGE GRADES 7-9 126 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Format of examination papers – Grades 7-9 FORMAT OF EXAMINATION PAPERS (MID AND OF THE YEAR EXAMINATION) GRADE 7 % GRADE 8 % GRADE 9 % Paper 1: Oral: Listening and Speaking (15) Reading aloud (15) 30 Paper 1: Oral: Listening and Speaking (15) Reading aloud (15) 30 Paper 1: Oral Listening and Speaking (15) Reading aloud (15) 30 Paper 2: Written Reading comprehension (15) Language in context (15) Response to literature (10) 40 Paper 2: Written Reading comprehension (15) Language in context (15) Response to literature (10) 40 Paper 2: Written Reading comprehension (10) Language in context (15) Summary (10 marks converted into 5 marks) 30 Paper 3: Written Writing – Essay (20) and transactional texts (10) 30 Paper 3: Written Writing – Essay (20) and transactional texts (10) 30 Paper 3: Written Writing – Essay (20) and transactional texts (10) 30 Paper 4: Response to literature (10) • Poetry • Folklore • Short story • Novel • Drama (20 marks for each of the five genres converted into 10%) 10 The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. Formal assessments must cater for a range of cognitive levels and abilities of learners as shown below: 4.5 Recording and reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the Table below. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 127 CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.6 Moderation OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district and provincial levels. The national of moderation may take place at selected provinces, districts and schools. Comprehensive and appropriate moderation practices must be put in place to enhance quality assurance of all subject assessments. 4.6.1 Formal Assessment (SBA) • Grades 7 and 8 tests and examination are internally moderated. The subject advisor must moderate a sample of these tasks during his/her school visits to verify the standard of tasks and the internal moderation. • Grade 9 tests and examinations must be moderated at district and provincial level. This process will be managed by the provincial education department. • Subject advisors must moderate samples of tests and examination papers before they are written by learners to verify standards and guide teachers on the setting of these tasks. 4.6.2 Oral Assessment Tasks • Grade 7 - 9: Each oral task which is to be used as part of the Programme of Assessment should be submitted to the head of department or subject head for moderation before learners attempt the task. Teachers should then assess the oral assessment tasks. • The subject advisor or an assigned provincial moderator must moderate a sample of oral assessment tasks during his/her school visits to verify the standard of tasks and the internal moderation. • A moderator delegated by the Department of Basic Education may moderate a sample of oral assessment tasks for grade 9. ENGLISH HOME LANGUAGE GRADES 7-9 128 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.7 GENERAL This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R – 12. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 129 GLOSSARY Active listening – when a person tries to put themselves in the place of the speaker and listens seriously to what he or she has to say. acronym -a pronounceable abbreviated word formed from the first letter or letters in phrase or name e.g. ANA (Annual National Assessment), SONA (State of the Nation Address), SASA (South Africa's Schools Act), SOWETO (South Western Township), Soshanguve (Sotho, Shangaani, Nguni, Venda) additional language - ( also see home language)- a language learned in addition to one’s home language additive multilingualism - when a person learns a language (or languages) in addition to his or her home language. This language does not replace the home language but is learned alongside it. In an additive multilingual programme, the home language is strengthened and affirmed while any further language learned is seen as adding value (e.g. all Additional Languages, including the Language of Learning and Teaching are taught alongside the home language but do not replace it) aesthetic - 1. sensitive to the beauty of language and thus sensitive to and appreciative of the lasting value of texts 2. an aesthete is a person sensitive to artistic beauty. “Aesthetic” refers to the beauty to be found in a work of art. One can discuss the aesthetics of a work, or make aesthetic judgements alliteration -a pattern of sound that includes the repetition of consonant sounds. The repetition can be located at the beginning of successive words or inside the words. ambiguity - double meaning created by the way in which words are used; when used unintentionally, ambiguity obscures the meaning (e.g. ‘General flies back to front’ or ‘Short children’s stories are in demand’) analogy - 1.finding similarities in things that are usually seen as different. 2. finding similarities in things that are usually seen as different, a way of explaining or illustrating something, but not a proof. One must be alert to false analogy. There should be accurate correspondence between the thing that is explained and the details of the analogy anecdotes - narratives of small incidents or events told for the purpose of information, entertainment, humour, malice, or to reveal character animation – the technique of using a series of still pictures to create an illusion of movement or life anticlimax – when an expectation of some high point of importance or excitement is not fulfilled or the seriousness of a literary plot is suddenly lost as a result of a comical, digressive or meaningless event antithesis – the expression of two opposed or different ideas in balanced contrast (e.g. ‘more haste, less speed’) antonym – a word that is opposite in meaning to another word in the same language (e.g. ‘happy’ and ‘sad’) aphesis - in this case, you have dropped the unstessed vowel at the beginning of the word. These are the unintentional and casually spoken versions of the words. Perhaps the best example is 'cause instead of because assessment – a continuous structured process of gathering information on learner competence in many different ways ENGLISH HOME LANGUAGE GRADES 7-9 130 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) assonance – 1. repetition (mostly) of vowel sounds in two or more words e.g. “ It is June and the world is all in tune” 2. Add. The vowel sounds do not have to be precisely the same: assonance could consist of a series of vowel sounds that create a certain effect audience – 1. the intended reader(s), listener(s) or viewers of a particular text; in planning a piece of writing speakers/ writers must take into the consideration the purpose and audience when choosing an appropriate form of writing 2. Add. In particular, an audience is those attending a live performance of music or drama. authentic texts – texts which have a practical function and are not literary (e.g. magazine and newspaper articles, recordings from radio and television, advertisements, product labels, travel brochures, government forms, examples of real letters) bias – 1. a tendency to favour one thing, idea, attitude or person over another which makes it difficult to make a fair assessment 2. Add. In the game of bowls, the “wood” or bowl has a weight on one side which makes it turn towards that side caption – a title or comment attached above or below an article, a picture, a photo, and so on caricature – 1.an exaggerated portrayal (written or visual) of a character which is achieved by mocking personality traits or appearance 2. Add. The drawings of cartoonists in newspapers are usually intended to be caricatures and work by exaggerating or distorting features of appearance with a view to being comic or satirical cause (see also effect) - that which gives rise to an action or condition cinematographic techniques – devices used in the construction of a film (e.g. composition, lighting, type of shot) clarify- making the meaning of the text clear to the reader clause – Put in the right place. “The man who was wearing a red shirt ran away.” The main sentence is “The man ran away.” The words “who was wearing a red shirt” is a subordinate clause. It cannot stand by itself, although the verb is complete (finite). Subordinate clauses start with a conjunction (when, because) or a relative pronoun (who, which). The conjunction links the clause to some part of the main sentence. “The man wearing a red shirt ran away.” In this sentence “wearing a red shirt” is not a clause but a phrase. The verb is not complete (it is participle). climax – the most exciting, effective or important part of the story; this important part is not necessarily at the end clipped - similar to truncation in that you are using a part of the word to form the abbreviation, but in this case you are using either the middle or the end. Common clipped abbreviations include phone (telephone), cell ( cellular phone) and fridge (refridgerator), exam (examination), matric (matriculation) coherence – 1. the underlying logical relationship which links ideas together and gives a passage or paragraph unity 2. Add. It may also imply adequate grammar to convey the meaning, or orderly sentence structure. Chaotic grammar may make a statement incoherent. ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 131 cohesion – the linking if sentences or paragraphs by means of logical connectors such as conjunctions, pronouns or repetition colloquialism (see also slang) – language belonging to ordinary or familiar conversation but not used in formal language comparative (see also superlative) – degrees of comparison as found in adjectives and adverbs are positive, comparative or superlative (e.g. ‘long’ (positive), ‘longer’ (comparative), ‘longest’ (superlative) compare (see also contrast) – to assess the way in which things are similar conflict – the struggle that arises between characters or between individuals and their fate or circumstances; conflict in literature can also arise from opposing desires or values in a character’s own mind conjunction – a word used to join two clauses, words, phrases or sentences connotative meaning(see also denotative) – both the positive and negative associations that a word collects through usage that go beyond the literal (primary) meaning context – a text is always used and produced in a context; the context includes the broad and immediate situation including aspects such as social, cultural and political background; the term can also refer to that which precedes or follows a word or text and is essential to its meaning context clues Context clues is using words surrounding an unknown word to determine its meaning. This reading strategy can be taught in conjunction with vocabulary. contrast (see also compare) – to consider the way in which things differ conventions – accepted practices or rules in the use of language. Some conventions help to convey meaning (e.g. the rules of grammar, punctuation, typefaces, capital lettrs); some assist in the presentation of content (e.g. table of contents, general layout, headings, footnotes, charts, captions, lists, pictures, index); and others reflect a pattern of language that has become formulaic (e.g. greetings, small talk) continuous assessment – it involves assessment activities that are undertaken throughout the year critical language awareness - the analysis of how meaning is constructed with understanding of power relations in and between languages; it empowers the learner to resist manipulation and to use language sensitively debate - in debating, two opposing teams compete with one another. They aim to convince the adjudicator and the audience that their viewpoint about a given topic is more reasonable and justifiable than that of the opposing team denotative meaning (see also connotative meaning) – the literal or primary meaning of a word derivative – a word derived from another or from a root; usually formed by adding a prefix or suffix (e.g. ‘quickly from ‘quick’) dialect – a form of a language adapted by a particular community; it is significantly different from other forms of the same language in terms of words, structures and/or pronunciation dramatic irony – occurs when the audience/reader/viewer knows more about the situation and its implications than the characters involved; it heightens the tension, enjoyment and audience participation ENGLISH HOME LANGUAGE GRADES 7-9 132 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) dramatic structure – 1. the special literary style in which plays are written 2. the arrangement of plot, acts, scenes, characters and possibly also features of language in a play. drawing conclusions ; using written or visual clues to figure out something that is not directly stated in the reading. editing – the process of drafting and redrafting a text, including correcting grammatical usage, punctuation and spelling errors and checking writing for coherence of ideas and cohesion of structure; in media, editing involves the construction, selection and lay-out of texts effect (see also cause) – the result or consequence of an action or condition emotive language – language which arouses strong feelings euphemism – a mild or vague expression substituted for a thought or word which is felt to be too harsh or direct explicit (as opposed to implicit)- meaning which is clearly or directly stated external assessment - assessment conducted by a body outside the institution, e.g. ANA, NSC, provincial paper evaluate :form opinions, make judgments, and develop ideas from reading figurative (as opposed to literal)- words or phrases used in ac non-literal way to create a desired effect; literal texts often make concentrated use of figurative language (e.g. simile, personification, metaphor) fluency – 1. the word comes from the flow of a river and suggests a coherence and cohesion that gives language use quality of being natural, easy to use and easy to interpret 2. Add. And with a fair degree of grammatical control (though perhaps not total grammatical accuracy). font – the type and size of the letters used when writing, typing or printing (e.g. 12pt (size) Times New Roman (style of lettering) foregrounding (as opposed to backgrounding) – used literally, it means the positioning of a subject in or near the front of the frame; used figuratively, it refers to emphasising or focusing on one point of aspect more than another forum - team speaking or forum debate may be used against other schools, or in the classroom by dividing learners into teams of four, each of whom will speak on a different aspect of the same topic. An adjudicator decides on the winning team genre – the types or categories into which texts are grouped, e.g. novel, drama, poetry, business letter, personal letter. gesture – a movement of the face or body which communicates meaning (e.g. nodding of head to indicate agreement) graphics – products of the visual and technical arts (e.g. drawing, designing) home language (see also additional language) – the language first acquired by children through immersion at home; the language in which we think ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 133 homonym – a word which has both the same sound and spelling as another but has a different meaning (e.g. the noun ‘the bear’ and the verb ‘to bear’) homophone – a word which sounds the same as another but is spelled differently and has a different meaning (e.g. ‘one’ and ‘won’) hyperbole – a deliberate exaggeration (e.g. to describe something in such a way that it seems much bigger than it really is: ‘He gave me a mountainous plate of food.’) image – a picture or visual representation of something imagery – words, phrases and sentences which create images in our minds such as similes, metaphors, personification implicit (as opposed to explicit ) – something implied or suggested in the text but not expressed directly implied (as opposed to direct meaning) – meaning suggested by the text but not directly stated inclusivity – the principle that education should be accessible to all learners whatever their learning styles, backgrounds and abilities infer – to pick up meaning behind what is stated and to deduce all the implications initialism - also called aphabetism, this is a group of letters, each pronounced seperately (unlike accronmys), used as an abbreviation for a name or expression. Examples include: HIV, SA, SABC, CD, TV, DBE initiate – to start (e.g. to initiate conversation) innuendo – something unpleasant which is hinted at rather than clearly stated interview - task of gathering information or a face-to-face discussion between people, directed toward some specific purpose. – 1.the pattern of the pitch or the melody of an utterance which marks grammatical structures such as sentences or clauses 2. Add. And distinguishes between statements and questions and indicates the speaker’s attitude or feelings irony – a statement or situation that has an underlying meaning different from its literal or surface meaning. Irony is related to tone. jargon – special terms or expressions used in a trade or profession or by any specific group (e.g. computer users would refer to a ‘CPU’, ‘RAM’ and so on); when jargon is used to exclude listeners/readers from an interaction it is potentially hurtful or even harmful language varieties –.language varieties found when minor adaptations in terms of vocabulary, structure and/or pronunciation have been made; can vary from one region or country to another literacies –different kinds of literacy (e.g. critical, visual, graphic, computer, media, socio-cultural literacy (see also literacies ) – the ability to process and use information for a variety of purposes and contexts and to write for different purposes; the ability to decode texts, allowing one to make sense of one’s world. The capacity to read and write ENGLISH HOME LANGUAGE GRADES 7-9 134 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) literal (as opposed to figurative) – the plainest, most direct meaning that can be attributed to words malapropism –the mistaken and muddled use of long words to impress; although these words sound almost right, they are incorrect enough to bring about humour e.g. conversation and conservation. From a certain Mrs Malaprop, a comic character in a drama manipulative language – language which is aimed at obtaining an unfair advantage or gaining influence over others e.g. advertisements, sales talk, political speeches meta-language – the language used to talk about literature and language and grammatical terms; it includes terminology such as ‘context’, ‘style’, ‘plot’ and ‘dialogue’ metaphor – using one thing to describe another thing which has similar qualities (e.g. ‘Education is the key to success.’) mind map – a representation of a theme or topic in which key words and ideas are organised graphically mode – a method, a way or manner in which something is presented; a way of communicating (e.g. the written mode, the spoken or oral mode, the visual mode (which includes graphic forms such as charts)); information can be changed from one mode to another (e.g. converting a graph into a passage) mood – atmosphere or emotion in written texts; it shows the feeling or the frame of mind of the characters; also refers to the atmosphere produced by visual, audio or multi-media texts multi-media – an integrated range of modes that could include written texts, visual material, sound, video, and so on narrative – a spoken or written account of connected events in order of occurrence, a story narrative voice/point of view – . the voice of the person telling the story (e.g. a distinction can be made between first person narrative –‘I’ – who is often a character in the story, or third person narrative in which the narrator refers to characters as ‘he’, ‘she’ or ‘they’) onomatopoeia – the use of words to recreate the sounds they describe oxymoron – a combination of words with contradictory meanings, used deliberately for effect; usually formed by using an adjective to qualify a noun with an opposite meaning (e.g. an open secret) panel discussion - groups are formed to discuss a topic, answer questions and respond to tasks paradox – an apparently self-contradictory statement or one that seems in conflict with logic; lying behind the superficial contradiction, there is logic or reason paraphrase – a restatement of an idea or text in one’s own words paronym – word formed from a foreign word personification – attributing human characteristics to non-human things plot – the interrelatedness of the main events in a text; plot involves more than a simple sequence of events as it suggests a pattern of relationships between events and a web of causation point of view – the perspective of a character in relation to issues in a novel or play ENGLISH HOME LANGUAGE GRADES 7-9 CAPS 135 portmanteau - the blending of two or more words will give you a portmanteau. The examples include liger (lion and tiger), brunch (breakfast and lunch), spork (spoon and fork), skort (shorts and skirts), and brinner (breakfast and dinner) prejudice – intolerance of or a prejudgement against an individual, a group, an idea or a cause projection- the placement and delivery of volume, clarity, and distinctness of voice for communicating to an audience pun – a play on words which are identical or similar in sound in order to create humour (e.g. ‘Seven days without water makes one week/weak.’) redundancy – the use of words, phrases and sentences which can be omitted without any loss of meaning register – the use of different words, style, grammar, pitch and tone for different contexts or situations (e.g. official documents are written in a formal register and friendly letters are usually written in an informal register) report - (formal and informal) Giving exact feedback of a situation, e.g. accident rereading - : Rereading is a reading strategy that gives the reader another chance to make sense out of a challenging text. restating:- Restating is a reading strategy where the reader will retell, shorten, or summarize the meaning of a passage or chapter, either orally or in written form. rhetoric device – device such as pause and repetition, used by a speaker to effectively persuade or convince. Some devices may be manipulative rhetorical question – a question asked not to get a reply but for emphasis or dramatic effect (e.g. ‘do you know how lucky you are?) rhyme – words or lines of poetry that end with the same sound including a vowel rhythm – a regular and repeated pattern of sounds sarcasm – an ironic expression or tone of voice which is used in order to be unkind or offensive or to make fun of someone satire – the use of ridicule, sarcasm and irony to comment critically on society or individual or a situation scan – to run one’s eyes over a text in order to find specific information (e.g. scan a telephone directory for a name and number) simile – comparing one thing directly with another, a word such as ‘like’ or ‘as’ is used to draw attention to the comparison skim – to read a text very quickly to get an overview (e.g. skim the newspaper headlines for the main news) slang – informal language often used by a group of people, such as teenagers, who use terms like ‘cool’ and ‘awesome’; the difference between colloquial language and slang is that slang has not yet been accepted in polite or formal conversation, whereas colloquialisms (e.g. ‘Good show!’) have been stereotype – a fixed conventional (and often biased) view about what role a particular person is expected to play ENGLISH HOME LANGUAGE GRADES 7-9 136 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) strategy – a certain broad procedure or plan used to tackle a problem stress (in a word or sentence) – to give force to a particular syllable in a word or a word in a sentence style – The distinctive and unique manner in which a writer arranges words to achieve particular effects. Style essentially combines the idea to be expressed with the individuality of the author. These arrangements include individual word choices as well as such matters as length and structure of sentences, tone, and use of irony. subplot – subsidiary action which runs parallel with the main plot of a play or a novel symbol – something which stands for or represents something else synonym (as opposed to antonym) – a word which has the same meaning or almost the same meaning as another word in the same language. Synonyms in English tend to have important differences in connotation synthesise – the drawing together of ideas from a variety of sources; a clear summary of these combined ideas text – a statement or creation in any written, spoken or visual form of communication theme – the central idea or ideas in a text; a text may contain several themes and these may not be explicit or obvious tone – quality and timbre of the voice that conveys the emotional message of a spoken text. In written text, it is achieved through words that convey the attitude of the writer. In film, tone can be created through music or visual effects transactional writing – functional writing (e.g. letters, minutes of meetings, reports, faxes) truncation - this type of abbreviation consists only of the first part of a word. These are most often used when reffering to proper titles such as months of the year or days of the week, e.g. Mon., Fri., Apr., Oct. turn-taking conventions – the customs which govern the flow of conversation between people such as allowing others to give their opinion, restating to clarify meaning, intervening to redirect focus, asking for clarification understatement –express something in restrained terms rather than giving the true or full facts, usually for emphasis, possibly as a form of evasion, possibly as a form of humour verbosity – language using more words than are needed visual texts – visual representations which can be seen and which convey messages (e.g. film images, photos, computer graphics, cartoons, models, drawing, paintings) voice – the author’s persona: who the author is; when reading or viewing one gains an impression of the author and his/her intentions. See narrative voice wit – the unexpected, quick and humorous combining of contrasting ideas or expressions word-attack skills - strategies used when reading an unknown word (e.g. breaking it into syllables or looking at the meaning of the prefixes or suffixes     AFRIKAANS EERSTE ADDISIONELE TAAL Kurrikulum- en assesseringsbeleidsverklaring Senior fase Graad 7-9 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 7-9 AFRIKAANS EERSTE ADDISIONELE TAAL AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http: //www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0504-3 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die gemeenskap van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot 'n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 1 INHOUD AFDELING 1: KURRIKULUM- EN ASSESSERINGS-BELEIDSVERKLARING ....................................................... 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10–12 ........................................................................................................................................... 7 AFDELING 2: INLEIDING TOT DIE eerste addisionele taal IN DIE SENIOR FASE................... 8 2.1 Tale in die Nasionale Kurrikulum en Assesseringsbeleid........................................................................... 8 2.1.1 Taalvlakke ............................................................................................................................................... 8 2.1.2 Die taalvaardighede ................................................................................................................................ 9 2.1.3 Benaderings tot taalonderrig................................................................................................................... 9 2.2 Tydstoekenning aan Eerste Addisionele Taal in die kurrikulum............................................................... 12 2.3 Leer- en onderrig ondersteuningsmateriaal............................................................................................... 13 AFDELING 3: INHOUD EN ONDERRIGPLANNE VIR TAALVAARDIGHEDE ....................................... 14 3.1 Oorsig van taalvlakke – prosesse en strategieë, tekstipes en -lengtes................................................... 14 3.1.1 Luister en praat ..................................................................................................................................... 14 3.1.2 Lees en kyk........................................................................................................................................... 26 3.1.3 Skryf en aanbied ................................................................................................................................... 37 3.1.4 Taalstrukture en -konvensies ................................................................................................................ 50 3.2 Tabel met die verspreiding van tekste ........................................................................................................ 54 3.3 Onderrigplanne.............................................................................................................................................. 55 3.4 Tabel van onderrigplanne............................................................................................................................. 57 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN Eerste Addisionele Taal ...................................................... 120 4.1 Inleiding........................................................................................................................................................ 120 4.2 Informele of daaglikse assessering........................................................................................................... 121 4.3 Formele assessering................................................................................................................................... 121 4.3.1 Formele assesseringsvereistes vir Eerste Addisionele Taal ............................................................... 122 4.3.2 Die vorm van take per kwartaal........................................................................................................... 122 4.4 Assesseringsprogram ................................................................................................................................ 124 4.5 Rekordhouding en rapportering ................................................................................................................ 129 4.6 Moderering van assessering...................................................................................................................... 130 4.6.1 Formele assessering (SBA)................................................................................................................ 130 4.6.2 Mondelinge assesseringstake............................................................................................................. 130 4.7 Algemeen ..................................................................................................................................................... 131 Woordelys ........................................................................................................................................ 132 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b (i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleidsdokument, 'n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, 'n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6 (A) van die Suid￾Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: INLEIDING TOT Eerste Addisionele Taal IN DIE SENIOR FASE 2.1 Tale in die Nasionale Kurrikulum en Assesseringsbeleidsverklaring Taal is ’n instrument wat gebruik word vir denke en kommunikasie. Dit is ook ’n kulturele en estetiese middel wat mense deel om beter sin te kan maak van die wêreld waarin hulle leef. Die doeltreffende gebruik van taal stel leerders in staat om kennis te verwerf; hulle identiteit, gevoelens en idees uit te druk; interaksie met mekaar en ander te hê en om hulle eie leefwêreld te bestuur. Dit voorsien leerders ook van ’n ryk, kragtige en diepgewortelde stel beelde en idees wat hulle kan gebruik om hulle wêreld te verander en beter te verstaan. Kulturele diversiteit en sosiale verhoudings word opgebou en aangeknoop deur die gebruik van taal. Hierdie verhoudings en sosiale konstruksies word deur taal verbreed en verfyn. 2.1.1 Taalvlakke Taalonderrig in die Senior Fase sluit al die amptelike tale in Suid Afrika in, naamlik Afrikaans, Engels, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga – asook die ander nie-amptelike tale. Hierdie tale kan op verskillende vlakke aangebied word, naamlik Huistaalvlak, Eerste Addisionele Taalvlak en Tweede Addisionele Taalvlak. Huistaal is die taal wat leerders eerste aanleer. Baie Suid-Afrikaanse skole bied twee tale op huistaalvlak aan, maar dit kan gebeur dat hierdie tale nie die huistaal van al die ingeskrewe leerders is nie. Dit beteken dat die benaming Huistaal en Eerste Addisionele Taal na die vaardigheidsvlak verwys waarop die tale aangebied word en nie na die moedertaal van die leerders (Huistaal) of die verworwe taal (soos in die addisionele tale) nie. Vir die doel van hierdie beleidsdokument verwys Huistaal dus na die onderrigvlak waarop dit aangebied word en nie na die taal opsigself nie. Huistaalvlak maak voorsiening vir taalvaardighede wat basiese interpersoonlike kommunikasievaardighede en kognitiewe akademiese vaardighede reflekteer. Basiese interpersoonlike kommunikasievaardighede word benodig vir sosiale situasies en kognitiewe akademiese vaardighede is nodig vir leer oor die kurrikulum heen. Klem word op die onderrig van luister-, praat-, lees- en skryfvaardighede gelê. Hierdie vlak bevorder leerders se literêre vaardighede, estetiese aanvoeling en verbeeldingrykheid sodat hulle oor die vermoëns beskik om hulle leefwêreld te herskep, beter te begryp en hul verbeelding te gebruik. Vanaf Graad 7 word minder klem op die onderrig van luister- en praatvaardighede en meer klem op die onderrig van lees- en skryfvaardighede geplaas. Die Eerste Addisionele Taalvlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Die fokus tydens die eerste skooljare is op die ontwikkeling van die leerders se vermoë om die taal te verstaan en te praat – basiese interpersoonlike kommunikasievaardighede. In Graad 1, Graad 2 en Graad 3 begin leerders om geletterdheid te ontwikkel op grond van hulle mondelinge taalverwerwing. Hulle gebruik ook die geletterdheidsvaardighede wat hulle alreeds in die Huistaal geleer het. In die Intermediêre en Senior Fases gaan leerders voort om hul luister-, praat-, lees- en skryfvaardighede te verbeter. In hierdie stadium moet leerders meer blootstelling aan hul Eerste Addisionele Taal (Afrikaans) kry. Leerders word ook meer blootgestel aan Afrikaanse literêre tekste om hulle estetiese en verbeeldingsvermoë in die addisionele taal te ontwikkel. Teen die tyd dat leerders in die Senior Fase kom, behoort hulle redelik bedrewe in hul Eerste Addisionele Taal te wees ten opsigte van sowel interpersoonlike as kognitiewe akademiese vaardighede. In werklikheid kan baie leerders in hierdie stadium egter steeds nie goed in hul addisionele taal kommunikeer nie. Die uitdaging in die Senior Fase is AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 9 dus om hierdie leerders te ondersteun en om terselfdertyd ʼn kurrikulum te voorsien wat leerders in staat stel om aan die vereiste standaard van die volgende Fase te voldoen. Hierdie standaarde moet sodanig wees dat leerders hul addisionele taal op ’n hoë vlak kan gebruik om hulle voor te berei vir verdere of hoër onderwys of vir die wêreld van werk. Dit word dus aanbeveel dat, waar moontlik, die leerders in die Senior Fase in dieselfde tweeweeklikse siklus aan dieselfde konsepte in beide taalvlakke blootgestel word. 2.1.2 Die taalvaardighede Die Eerste Addisionele Taal kurrikulum word volgens die volgende vaardighede gestruktureer. 1 Luister en praat 2 Lees en kyk 3 Skryf en aanbied 4 Taalstrukture en -konvensies 2.1.3 Benaderings tot taalonderrig Die benaderings tot taalonderrig is teksgebaseerd, kommunikatief, geïntegreerd en prosesgeoriënteerd. Die teksgebaseerde en kommunikatiewe benaderings is beide afhanklik van die voortdurende gebruik en skep van tekste. Die teksgebaseerde benadering ondersoek die manier waarop tekste werk. Die doel van teksgebaseerde benadering is om leerders in staat te stel om vaardige, vrymoedige en kritiese lesers, skrywers, besigtigers en ontwerpers van tekste te word. Dit sluit in die luister en kyk na, en lees en ontleding van tekste om te verstaan hoe dit saamgestel is en watter effekte dit het. Deur hierdie kritiese interaksie ontwikkel leerders die vermoë om tekste te evalueer. Die teksgebaseerde benadering sluit ook die skep van verskillende tekste vir spesifieke doelwitte en teikengroepe in. ’n Begrip van die manier waarop tekste saamgestel word, rugsteun hierdie benadering. Die kommunikatiewe benadering beteken dat ’n leerder baie blootstelling aan die teikentaal moet kry. Leerders moet dus geleenthede gebied word waarin hulle die taal kan gebruik en beoefen vir sosiale en praktiese doeleindes. Die vaardighede van lees en kyk, word aangeleer deur baie te lees en die vaardighede in skryf en aanbied word versterk deur baie te skryf. Taalonderrig vind plaas op geïntegreerde wyse waar die onderwyser goeie praktyke demonstreer en die leerders hierdie praktyke inoefen voordat hulle dit onafhanklik toepas. Elke les behoort eers die hele klas te betrek waarna leerders die vaardigheid in groepverband oefen voordat hulle dit op hul eie toepas. Die prosesbenadering word gebruik wanneer leerders mondelinge en geskrewe tekste skep. Leerders is betrokke by die verskillende stadiums van die luister-, praat-, lees- en skryfproses. Hulle moet gedurende hierdie prosesse aan die teikengehoor en die doel van die teks dink. Dit sal hulle daartoe in staat stel om op ’n natuurlike wyse te kommunikeer en hul idees oor te dra. So, byvoorbeeld, fokus die onderrig van skryf nie net op die produk nie, maar ook op die skryfproses. Gedurende die skryfproses word die leerders geleer om idees te ontwikkel, om oor die teikengroep en doel te dink, om konsepte te skryf, hulle werk te redigeer en om ’n geskrewe produk wat hulle eie denke weergee, aan te bied. Benaderings tot die onderrig van letterkunde Die onderrig van letterkunde behoort te fokus op onderrig vir begrip en sluit in die leesproses en strategieë (pre-lees, AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) tydens lees en post/na-lees). Die belangrikste rede vir die lees van letterkunde in die klaskamer is om by leerders ’n sensitiwiteit te wek vir taal wat meer verfyn, letterkundig, figuurlik, simbolies en betekenisvol gebruik word. Terwyl die meeste literêre tekste geskryf is vir genot, vermaak en uitbeelding, skryf ernstige skrywers prosawerk, dramas en gedigte oor hulle eie idees, gedagtes, beginsels, ideologieë, geloofsoortuigings en kwessies wat hulle wil uitbeeld en verwoord en wat hulle met voornemende lesers wil deel. Hulle verbeeldingryke taalgebruik is waardetoevoeging tot hulle skeppende werk. Die onderrig van letterkunde is nie altyd maklik nie, maar dit is onmoontlik sonder die persoonlike en eerlike interpretasie en kommentaar van die leerders. Indien ’n leerder ’n literêre teks nie self verstaan nie, het hy/sy nie veel geleer nie. Onderwysers moet daarteen waak om hulle eie interpretasies en idees oor literêre tekste aan leerders oor te dra. Hulle moet eerder soveel as moontlik leerderdeelname in die klas toelaat. Interpretasie gaan nie oor wat reg of verkeerd is nie, maar oor wat binne konteks van die literêre teks vir die leerder betekenisvol is. Die beste benaderings tot die onderrig van letterkunde sluit onder andere die volgende in: • Probeer om soveel as moontlik van die teks, sonder enige onderbreking van ander aktiwiteite, in die klas te lees. Dit behoort nie meer as twee weke te neem nie. Dit is belangrik dat die leerders die elementêre betekenisvlak van die teks moet verstaan. Indien daar te veel tyd aan die lees van ’n teks in die klas spandeer word, ondermyn dit ’n duidelike begrip van die storielyn en intrige. Sommige leerders kan ’n teks sonder enige ondersteuning lees en dit moet aangemoedig word. Poësie moet onderrig word, nie gedigte nie. Lees soveel as moontlik gedigte in die klas. Maak seker leerders skryf ook hul eie gedigte in die klas. • Literêre interpretasie is eintlik ’n universiteitsvlak-aktiwiteit en leerders in hierdie fase het nie nodig om hierdie gevorderde vlak van interpretasie aan te leer nie. Die doel van die onderrig van literêre tekste is om aan die leerders te wys hoe hulle Eerste Addisionele Taal subtiel, intelligent, verbeeldingryk en vindingryk gebruik kan word. Dit beteken dat die skepping, manipulering en herrangskikking van tekste om te verduidelik en te beklemtoon, van nader ondersoek moet word. Só ’n ondersoek beteken dat die funksie en betekenis van beeldspraak en stylfigure, sinstrukture, paragraafstrukture, die innerlike en uiterlike bou van ’n gedig, woordkeuse, deurlopende motiewe, die gebruik van simboliek, kleur en klank geëksamineer kan word. Die meeste van hierdie werk moet teksgebaseerd wees, maar reël vir reël ontleding doen afbreek aan die subtiliteit van die teks. • Kreatiewe skryfwerk moet nou aansluit by die studie van enige literêre teks. Skryfaktiwiteite, wat ’n deeglike begrip van die voorgeskrewe literêre tekste vereis, help leerders om voorgeskrewe letterkunde beter te waardeer. Klasbesprekings is sinvol indien elke leerder daaraan deelneem, maar klasbesprekings wat tot skryfaktiwiteite lei, is meer waardevol en dit bevorder die onderrig van die lees-, skryf- en taalvaardighede. • Dit is baie belangrik om te onthou dat die onderrig van letterkunde nie gaan oor die onderrig van die regte antwoord nie. ’n Teks moet in sy geheel bestudeer word en nie net dele daarvan nie. Deeglike lees van ’n teks behels interpretasie, kreatiewe en persoonlike belewing en die ondersoek daarvan. Ander benaderings met betrekking tot letterkunde wat met die onderrig vir begrip geïntegreer kan word, is chronologie, die outeurs, tema en genre. Hierdie benaderings kan ook gekombineer word. In die chronologiese benadering kan leerders die literêre periode met die historiese gebeure vir dieselfde tydraamwerk navors en kombineer. In die outeursbenadering kan die leerders ’n wye en diep studie van ’n outeur doen, veral in poësie, en die digter se werk met ’n bepaalde historiese tydperk verbind. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 11 In die tematiese benadering kan leerders temas soos geregtigheid, sukses, liefde ens. in ’n aantal gedigte oor verskillende genres ondersoek en dit in verband bring met gebeure in die werklike lewe. Hulle kan ook ’n oordeel fel en kommentaar lewer oor die karakter se aksies en die tema. In die genre-benadering, kan leerders die intrige in verskillende literêre genres klassifiseer, vergelyk en kontrasteer bv. in ’n roman/kortverhaal/drama of volksverhaal. Benaderings tot die onderrig van taalstrukture en -konvensies Die onderrig van taalstruktuur behoort op die manier waarop die taal gebruik word te fokus, bv. hoe om betekenis te skep, hoe om probleme en belangstellings aan te spreek, vriende en kollegas te beïnvloed, en hoe om ’n ryk sosiale lewe te skep. Die onderrig van taalstrukture behoort ’n middel te wees om dinge gedoen te kry. Die onderrig van taalstrukture/grammatiese strukture behoort daarom teksgebaseerd, kommunikatief en geïntegreerd te wees. Die volgende beginsels behoort oorweeg te word wanneer taalstrukture onderrig word: • Taalleer behoort aangeleer te word sodat tekste in konteks geskep kan word. Dit het dus betrekking op realistiese taal. • Die toepassing van taalleer behoort nie beperk te word tot die ontleding van geïsoleerde sinne nie – dit behoort die wyse te verduidelik waarop sinne gestruktureer is om volledige tekste soos stories, opstelle, briewe en verslae, wat leerders lees en skryf, te konstrueer. • Die gebruik van geloofwaardige materiaal soos dialoë, onderhoude ens., moet aangemoedig word. • Verbind die taalstrukture met funksionele gebruike van taal in verskillende sosiale situasies, bv. uitdrukking van gedagtes of gevoelens; bekendstelling van mense; praat oor of verslag doen van dinge, aksies, gebeure of mense in die omgewing, in die verlede of in die toekoms; rig versoeke; maak voorstelle; aanbieding van kos of drankies en aanvaarding óf van die hand wys op beleefde wyse; gee en reageer op instruksies; vergelyk of kontrasteer dinge. • Gebruik klaskameraktiwiteite wat taalvorme met funksies verbind, bv. die verlede tyd met ’n verhalende opstel en die skryf van verslae, beskrywende taal met ’n beskrywende opstel. • Fokus op betekenisvolle aktiwiteite. Verwerwing van die grammatikale reëls van die taal stel nie noodwendig die leerder in staat om die taal op ’n samehangende en betekenisvolle wyse te gebruik nie. Die gebruik van taal gaan oor meer as die struktuur en funksie van die betrokke sin, bv. die wyse waarop mense óf gesproke taal (diskoers) óf geskrewe taal (teks) in samehangende en betekenisvolle wyses gebruik. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.2 Tydstoekenning vir Huistaal en Eerste Addisionele Taal Die onderrigtyd vir Huistaal is 5 uur per week en vir Eerste Addisionele Taal is dit 4 uur per week. Alle taalinhoud word in ’n tweeweeklikse siklus aangebied, dit wil sê (10 (8) uur). Onderwysers hoef nie hierdie siklus streng te volg nie, maar hulle moet seker maak dat die taalvaardighede, veral lees en skryf, dikwels geoefen word. Die tydstoekenning vir die onderrig van die verskillende taalvaardighede in Graad 7-9 is 36 weke. Vier weke is vir eksamen doeleindes – twee weke vir die Junie-eksamen en nog twee weke vir die Desember-eksamen. Roosters behoort voorsiening te maak vir verskeie dubbelperiodes per week. In ʼn tweeweeklikse siklus word die volgende tydsindeling vir die verskillende taalvaardighede voorgestel. Voorgestelde tyd vir die Taal van Leer en Onderrig: VAARDIGHEDE TYDSTOEKENNING PER TWEEWEEKLIKSE SIKLUS (UUR) Graad 7 Graad 8 Graad 9 *Luister en praat (Mondeling) 2 uur *Lees en kyk 3 uur 30 min (1 uur 45 min. vir begrip en 1 uur 45 min. vir literêre tekste) *Skryf en aanbied 3 uur 30 min Taalstrukture en -konvensies 1 uur *Taalstrukture en -konvensies en hul gebruike word geïntegreer binne die tydstoekenning van die vier taalvaardighede. Daar is ook tyd toegeken vir formele oefening. Denk- en beredeneringsvaardighede is geïnkorporeer in die vaardighede en strategieë wat benodig word vir Luister en praat, Lees en kyk, en vir Skryf en aanbied. Voorgestelde tyd vir ’n ander verpligte taal (op Eerste Addisionele Taalvlak) VAARDIGHEDE TYDSTOEKENNING PER TWEEWEEKLIKSE SIKLUS (UUR) GRAAD 7 GRAAD 8 GRAAD 9 *Luister en praat (Mondeling) 2 ure *Lees en kyk 3 ure (1 uur 30 min. vir begrip en 1 uur 30 min. vir literêre tekste) *Skryf en aanbied 2 ure Taalstrukture en -konvensies 1 uur *Taalstrukture en -konvensies en hul gebruike word geïntegreer binne die tydstoekenning van die vier taalvaardighede. Daar is ook tyd toegeken vir formele oefening. Denk- en beredeneringsvaardighede is geïnkorporeer in die vaardighede en strategieë wat benodig word vir Luister en praat, Lees en kyk, en vir Skryf en aanbied. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 13 2.3 LEER EN ONDERRIG-ONDERSTEUNINGSMATERIAAL Leerders behoort die volgende vir die studie van Eerste Addisionele Taal in Graad 7 – 9 te hê: Graad 7 – 9 Kernmateriaal Voorgeskrewe taalhandboek – Onderwysersgids en leerderboek √ Woordeboek √ Literêre genre Roman √ Kortverhale √ Volksverhale √ Drama √ Poësie √ Mediamateriaal Koerante √ Tydskrifte √ Radiopraatjies/-dramas √ Televisieprogramme/-dramas/dokumentêre programme √ Eerste Addisionele Taal onderwysers behoort die volgende te hê: a) ’n Kurrikulum en Assesseringsbeleidsverklaring. b) Taal in Opvoedingsbeleid. c) Die voorgeskrewe taalhandboek vir leerders se gebruik en ander handboeke as bykomende bronne tot die voorgeskrewe een. d) Woordeboeke (eentalig, tweetalig, veeltalig, tesourus/verklarend). e) Voorgeskrewe literêre genres. f) ’n Verskeidenheid geskrewe/gedrukte materiaal: koerante, tydskrifte, brosjures, strooibiljette, ens. g) Toegang tot oudio- en/of visuele hulpmiddels wat in die klaskamer gebruik kan word. h) Ander gedrukte bronne ('n verskeidenheid koerante, tydskrifte en brosjures). Klaskamerbronne a) ’n Verskeidenheid tekste wat verskillende leesvlakke akkommodeer, bv. ’n verskeidenheid leesreekse met genoegsame kopieë van tekste op elke vlak vir die leerders in die klas. b) ’n Verskeidenheid gedrukte materiaal: koerante, tydskrifte, brosjures, strooibiljette, advertensies, plakkate, kennisgewings, ens. c) Oudio- en/of visuele hulpmiddels AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 3: INHOUD EN ONDERRIGPLANNE VIR TAALVAARDIGHEDE 3.1 Oorsig van taalvaardighede – prosesse en strategieë, tekstipes en tekslengtes 3.1.1 Luister en praat Luister en praat is die middelpunt van leer in alle vakke. Deur effektiewe luister- en praatstrategieë kan leerders inligting insamel en sintetiseer, kennis opbou, probleme oplos, idees uitdruk en menings uitspreek. Kritiese luistervaardighede stel leerders in staat om waardes en houdings in tekste te herken, en manipulerende taal waar te neem en aan te spreek. Luister en praat is verskillende vaardighede, maar is tog interafhanklik van mekaar. Albei vind voortdurend informeel in die klaskamer plaas wanneer leerders inligting ontvang en bespreek. Formele luister en praat van spesifieke vorme, bv. ’n debat, moet onderrig ontvang wat gefokus is. Formele en informele luister en praat word geïntegreer met lees, skryf en taaloefeninge. Praat kan ’n geskrewe teks na ’n mondelinge teks verander, soos hardoplees. Die luisterproses en -strategieë Luisteronderrig betrek gewoonlik aspekte van die luisterproses. Dit is ’n aktiwiteit bestaande uit drie fases en wat gebaseer is op onafhanklike luisterstrategieë vir die dekodering en begrip van spraak en ander oudiovorme. Elke stap sal nie altyd tydens die luisterproses gebruik word nie. Byvoorbeeld, indien leerders na die opname van ’n verduideliking luister, moet hulle ’n pre-luisteraktiwiteit doen. Dit sal hulle bedag maak om gefokus te wees op dit waarna hulle luister (luister met ’n doel) en hulle te help om assosiasies te maak met eie ervarings. Luisteraktiwiteite sal leerders help om besonderhede te onthou en om ’n boodskap te evalueer. Post-luister kan beteken dat leerders deur bespreking reageer op wat hulle gehoor het. Luisterbegripsaktiwiteite en -assessering bied ’n geleentheid om leerders te leer hoe om te luister. Pre-luister stel leerders bekend aan die luistersituasie. Dit laat hulle toe om hul vorige kennis van die onderwerp te aktiveer, en om hulle voor te berei vir die luisteraktiwiteit, naamlik: • Stimuleer/aktiveer agtergrondkennis voordat daar geluister word. • Voorspel waaroor ’n teks mag gaan op grond van die titel. • Behandel enige deurslaggewende woordeskat waarmee leerders nie vertroud is nie. • Die onderwyser mag ’n pre-luister vraag stel om die leerders se aandag te rig. • Leerders behoort fisies voorbereid te wees met, byvoorbeeld, potlood en skryfblok om notas af te neem. Tydens luister – vraagstelling, herkenning, soek verbande, maak aantekeninge, interpretasie. • Ontleed: - die boodskap, - die spreker; en AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 15 - die spreker se bewyse. • Skep assosiasies. • Bepaal betekenis. • Stel vrae. • Maak afleidings en bevestig voorspellings. • Besin en evalueer. Post-luister volg op die luisterervaring. Leerders: • vra vrae; • bespreek die spreker se standpunt; • som die aanbieding mondelings op; • hersien aantekeninge; • dra die inligting van mondeling na skriftelike vorm oor, bv. gebruik inligting om ’n diagram te etiketteer; • ontleed en evalueer dit wat gehoor is, krities; • sintetiseer nuwe inligting met vorige kennis; en • maak afleidings; evalueer; gee eie mening; reageer krities. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) VERSKILLENDE MANIERE WAAROP GELUISTER WORD Luister vir spesifieke inligting Luister, eerder as om net te hoor, is die sleutel tot enige intelligente respons op die wêreld rondom ons. In ’n wêreld waar tegnologie ’n eindelose hoeveelheid klank, stemme, musiek, en gesprekke skep, is die vermoë om net te luister na dit wat betekenisvol of bruikbaar is, uiters belangrik. Die meeste van die aktiwiteite wat hieronder gelys is, is bekend aan leerders in hierdie fase. Onderwysers moet slegs die aktiwiteite doen wat hulle as noodsaaklik vir hulle klasse beskou. • Stimuleer/aktiveer agtergrondkennis voor luister. • Bepaal die spreker se doel. • Gee algehele aandag aan die luistertaak en demonstreer belangstelling. • Soek na betekenis. • Kontroleer begrip van die boodskap deur verbande raak te sien, voorspellings te maak en te beaam, afleidings te maak, te evalueer en daaroor te besin. • Maak sinvolle notas deur raamwerke en/of beelde te skep, kategorisering, opsommings, kontrolelyste, parafrasering, oorvertelling en verduideliking. • Onderskei tussen spreker en boodskap. • Oorweeg die verwantskap tussen konteks, woordkeuse en vorm. • Identifiseer, interpreteer en evalueer boodskappe. • Toon ’n begrip van instruksies, volg aanwysings op ’n kaart en volg prosedures. • Neem kennis van die hoof en ondersteunende gedagtes. • Prosesseer inligting deur: vergelyking, instruksies te volg, gapings te vul, verskille te identifiseer, punte/items af te merk, inligting oor te dra, inligting in die korrekte volgorde te plaas, soorte inligting te klassifiseer, betekenis te vertolk. • Volg aanbiedings op deur: vrae te beantwoord, notas te hersien, idees te kategoriseer, opsommings te maak, verduideliking, besinning, praat of skryf. Luister vir begrip en praat • Vertel die storie oor. • Herroep spesifieke besonderhede in ’n teks. • Oordink waardes en boodskappe in ’n teks. • Oordink stereotipering en ander vooroordele. • Bespreek karakter, intrige en agtergrond. • Druk menings uit. • Stel vrae om duidelikheid te verkry. Luister vir kritiese ontleding en evaluering Die meeste van die onderstaande aspekte van luisteraktiwiteite is nuttig vir die bestudering van literêre tekste, advertensies en politieke dokumente. Na ’n luisteraktiwiteit skep ’n onderwyser gewoonlik geleentheid vir ’n bespreking, maar dit is ook goed om hierdie aktiwiteite in skryfaktiwiteite te omskep. ’n Kort uittreksel van byvoorbeeld ’n klankbaan, kan gebruik word om ’n verhalende opstel te begin (“Wat presies hoor jy? Maak sin daarvan.”). • Identifiseer en interpreteer oorredings-, gevoels- en manipulerende taal, partydigheid, vooroordeel en stereotipering. • Onderskei tussen feite en menings. • Toon bewustheid van, en interpreteer toon, tempo en taalgebruik. • Reageer op styl, toon en register en evalueer korrek. • Verstaan die logiese volgorde van inligting. • Oordeel en lewer bewyse. • Maak aannames en voorspel gevolge. • Reageer op taalgebruik, woordkeuse, formaat en uitspraak. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 17 VERSKILLENDE MANIERE WAAROP GELUISTER WORD Luister vir waardering en interaksie Die beste manier waarop hierdie luisteraktiwiteite geoefen kan word, is in debatte, klein groepbesprekings en enige ander gestruktureerde bespreking. Uittreksels uit films kan ook nuttig gebruik word om die onderstaande vaardighede in te oefen. • Reageer toepaslik in kommunikasiesituasies. • Gebruik beurtnemingskonvensies in gesprekke. • Definieer ’n standpunt. • Stel vrae om kommunikasie vol te hou. • Reageer op taal, gebare, oogkontak en liggaamstaal. • Toon begrip van die verhouding tussen taal en kultuur deur respek vir kulturele konvensies te bewys. • Reageer op die estetiese kenmerke van mondelinge tekste, bv. ritme, tempo, byklanke/klankeffek, beeldspraak. Lengte van tekste wat gebruik kan word vir luister met begrip: TAAK GRAAD 4 GRAAD 5 GRAAD 6 Langer luisterbegriptekste bv. storie, onderhoude, toneelstukke, nuusberigte 130-180/tot 5 min 180-200/tot 5 min 200-220/tot 5 min Korter luisterbegriptekste bv. aankondigings, inligtingstekste, instruksies, aanwysings 50-60 woorde/1-2 min 60-70 woorde/1-2 min 70-90 woorde/1-2 min Leesbegrip/soekleestekste 130-180 woorde 180-230 woorde 230-280 woorde Praat Indien leerders teen die einde van hierdie fase van hulle onderrig gemaklik, geredelik en akkuraat kan praat, het hulle een van die belangrikste vaardighede vir hulle persoonlike en professionele lewe bereik. Om oor hierdie selfvertroue te beskik, is belangriker as enige tegniek vir of die kuns van openbare redevoering. Leerders moet weet as hulle praat, daar geen gespot of na-apery sal wees nie. Hulle moet ook verseker wees van die onderwyser se volle ondersteuning en motivering te alle tye. Leerders in die Senior Fase behoort onderrig te word in die basiese tegnieke wat nodig is om ’n goeie mondelinge aanbieding te lewer. ’n Mate van verdraagsaamheid moet aan leerders bewys word ten opsigte van die eise wat mondelinge interaksie aan hulle stel. Die praatproses en -strategieë Die onderrig van praat behoort kennis van die proses- en kommunikasiestrategieë (terugskouing, herfrasering, vervanging, demonstrasie, gebare, mimiek, klanke en aantrekkingskrag) in te sluit. Die onderrig van die praatproses bestaan uit die volgende stadiums: • beplanning - navorsing en organisering; en • voorbereiding en aanbieding. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Beplanning - navorsing en organisering Leerders moet in staat wees om die vaardighede van beplanning, navorsing en organisering vir mondelinge aanbiedings te demonstreer deur die volgende: • gebruik gepaste register, styl en toon volgens die gehoor, doel, konteks en tema. • gebruik toepaslike taal (keuse van woorde); - werkwoorde, ’n verskeidenheid byvoeglike naamwoorde en bywoorde om ’n spesifieke indruk te skep en besonderhede ('n duidelike beskrywing) te gee wanneer gepraat word, byvoorbeeld tydens ’n praatjie, storievertelling, debat; - sinonieme en antonieme, homofone, homonieme en een woord vir ’n omskrywing; - geleende, geërfde en nuwe woorde; - figuurlike taal (beeldspraak, idiomatiese uitdrukkings, spreekwoorde), toon, atmosfeer of humor; - afkortings; - basisvorme, voorvoegsels en agtervoegsels; - geslag, meervoude en verkleinwoorde; en - vergelykende en oortreffende trappe van byvoeglike naamwoorde en bywoorde. • Demonstreer kritiese taalbewustheid: - gee feite weer en spreek menings uit; - herken konnotatiewe-, denotatiewe- en geïmpliseerde betekenis, - uitdrukking van waardes en houdings, toon bewustheid van partydigheid, stereotipering, emotiewe, oorredings- en manipulerende taal, bv. in ’n oorredende mondelinge aanbieding. • Die gebruik van bronne en verwysingsmateriaal soos woordeboeke en tesourusse om effektiewe en presiese woordeskat te kies en aanbiedings te lewer deur gebruik te maak van notas en rekwisiete, byklanke, oudio￾en/of visuele hulpmiddels en grafieke om die aanslag en akkuraatheid van aanbiedings te verhoog. Voorbereiding en aanbieding: Leerders moet in staat wees om mondelinge aanbiedingsvaardighede in te oefen en te demonstreer deur die volgende te doen: • praat direk tot die gehoor; • verwys na relevante bronne wat geraadpleeg is; • sluit ’n stel feite en voorbeelde volgens die vereistes van die taak in; • gebruik ’n effektiewe inleiding en maak ’n gevolgtrekking (bv. deur gebruik van literêre aanhalings, verwysings na gesaghebbende bronne, waarnemings); AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 19 • ontwikkel idees en argumente - inhoud is oorspronklik, kreatief, samehangend, wys logiese ontwikkeling en rangskikking van feite, voorbeelde en idees; • gebruik elemente van spraakvorme (bv. inleiding, eerste en tweede oorgange, liggaam, afsluiting) in die formulering van rasionele argumente en die toepassing van die kuns van oorreding en debatte; • gebruik organisatoriese strukture soos chronologie, onderwerp, oorsaak-gevolg, vergelyk-kontrasteer, probleemoplossing om die inligting te organiseer, die gehoor in te lig en te oorreed; • gebruik korrekte intonasie; • aanbieding en ontwikkeling van ’n duidelike argument en keuse van gepaste tipes bewyse (bv. statistiek, getuienis, spesifieke voorbeelde) wat geloofwaardig, geldig en relevant is; • gebruik aanspreekvorme of herhaling: “Dames en here...”; “Ek wil beklemtoon dat …”; • gebruik gepaste taalstrukture en -konvensies soos: - werkwoordvorme en hulpwerkwoorde om tyd en atmosfeer akkuraat uit te druk; en - taalstrukture om alledaagse mondelinge kommunikasie uit te druk; • gebruik retoriese vrae, pouses, herhaling; • gebruik verbale en nie-verbale tegnieke (bv. toon, stemprojeksie/modulasie, volume, tempo, frasering, oogkontak, gesigsuitdrukkings, gebare en liggaamstaal) in aanbiedings. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEKSTE WAT VIR LUISTER EN PRAAT GEBRUIK KAN WORD Voorbereide mondelinge aanbieding Om in te lig/om te oortuig/om standpunt of opinie te deel en te regverdig. • Kies ’n gepaste onderwerp wat nagevors kan word. - Bewyse van die navorsing behoort beskikbaar te wees. - Daar moet ’n gepaste struktuur wees (inleiding, liggaam en afsluiting). - Daar moet ’n duidelike logiese skakel met die onderwerp wees. - 'n Argument of perspektief wat ’n denkende respons in ander wek. - Die idees moet duidelik geformuleer wees wat bewustheid van die gehoor en doel demonstreer. Onvoorbereide mondelinge aanbieding Om ’n toespraak aan te bied sonder om vooraf voor te berei/gedagtes vinnig en logies te rangskik/toespraaktegnieke op kort kennisgewing te gebruik. • Gebruik gepaste struktuur (inleiding, liggaam en afsluiting). • Dit moet van toepassing op die doel wees. • Gebruik toon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare. • Register en toon moet gepas wees vir die gehoor. • Gebruik gepaste en doeltreffende woordeskat en taalstrukture. • Die praatjie moet kort, maar effektief wees. Voorbereide Lees (hardoplees) • Demonstreer begrip van die teks. • Lees die teks vloeiend. • Gebruik lydende en bedrywende vorm. • Spreek woorde duidelik uit. • Goeie gebruik van pouses. • Behou kontak met die gehoor. • Die keuse van die uittreksel neem die gehoor in aanmerking. • Die lengte van die uittreksel is gepas. Onvoorbereide lees (hardoplees) Om ’n teks wat deur die leerder self of ander geskryf is, te deel en te vermaak. • Demonstreer begrip van die teks. • Lees die teks vloeiend. • Gebruik gepaste stemtoon. • Spreek woorde duidelik uit. • Goeie gebruik van pouses. • Behou kontak met die gehoor. • Die keuse van die uittreksel neem die gehoor in aanmerking. • Die lengte van die uittreksel is gepas. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 21 TEKSTE WAT VIR LUISTER EN PRAAT GEBRUIK KAN WORD Debat Om oor verskillende standpunte van ’n gekose onderwerp te argumenteer. Dit is ’n formele, mondelinge vorm waarna ’n gehoor kan kyk/luister en waaraan hulle kan deelneem. Debatsprosedure: • Twee spanne sprekers, wat gewoonlik uit drie persone per span bestaan, redeneer vir of teen ’n mosie. Mosies bevat aannames of voorstelle. bv. “Die Wêreldbeker was goed vir ons ekonomie” en nie net “Die Wêreldbeker” nie. • Debatsprosedures word beheer deur ’n voorsitter wat: - die mosie bekendstel en agtergrondinligting daaroor verskaf; - elke spreker bekendstel; - orde handhaaf; - tydhou – die sprekers kry beperkte tye; - die bespreking bestuur wanneer die mosie oop is vir bespreking (kyk verderaan); en - die stemproses bestuur (kyk verderaan). • Die voorsitter stel die mosie bekend en vra die eerste spreker van die span wat ten gunste van die mosie redeneer, om hul standpunt te stel. • Die eerste bevestigende spreker voer argumente ten gunste van die mosie aan. • Die eerste opponerende spreker (die span wat teen die mosie redeneer) stel argumente teen die mosie en hulle mag ook repliek lewer op die eerste spreker se argumente. • Die tweede bevestigende spreker bou voort op sy span se argument, verskaf nuwe argumente en lewer repliek op die vorige spreker se standpunte. • Die tweede opponerende spreker doen dieselfde. • Die mosie word vir die gehoor vir bespreking en vrae oopgestel. • Na die algemene bespreking som die opponerende span eerste hul standpunt op. Die derde spreker herhaal die span se hoofargumente en probeer, met redes, om die gehoor te oorreed om teen die mosie te stem. Hierdie spreker kan ook vorige argumente weerlê. • Die derde bevestigende spreker doen dieselfde. • Die debat kan op verskillende maniere afgesluit word om ’n uitslag te verkry, bv. deur die toesprake deur ’n beoordelaar te laat bepunt of deur oor die mosie te stem. Dialoog • Reflekteer ’n gesprek tussen twee of meer mense. • Begin en hou gesprekke vol. • Gebruik beurtnemingskonvensies, hou die gesprek vol. • Verdedig ’n standpunt. • Luister na ander, onderhandel. • Vul gapings en moedig die spreker aan. • Uitklaring van kwessies. • Deel idees en ervarings en wys begrip van konsepte. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEKSTE WAT VIR LUISTER EN PRAAT GEBRUIK KAN WORD Onderhoud Om inligting van ’n individu of paneel te verkry of om hul standpunt te bepaal. • Gebruik vraagstelling, oorreding, die afneem van notas, opsommings, luistervaardighede en nie-verbale kommunikasie. • Beplan en berei voor: bepaal doel, agtergrondinligting, uitleg, vrae, tyd, plek, volgorde, fisiese omgewing (verwys na kenmerke by skryf). • Gebruik tegnieke vir onderhoudsvoering in fases: - inleiding (stel self bekend; noem doel); - rapport (skep vertrouensverhouding/atmosfeer van vertroue); - vrae (stel algemene tot spesifieke, relevante vrae; gebruik volwasse, sensitiewe, beleefde, oorredende taal; luister aandagtig; evalueer response, reageer effektief om kennis te demonstreer). - Opsomming (Maak aantekeninge; som op; orden en rangskik response en belangrike besonderhede in logiese volgorde) - Afsluiting (bedank die persoon met wie die onderhoud gevoer is; verskaf kontakbesonderhede) Verslag (formele en informele) • Gee akkurate terugvoer van ’n situasie bv. ongeluk, enige bevindinge. • Oorweeg ’n titel, inleiding (agtergrond, doel en omvang), liggaam (Wie? Waarom? Waar? Wanneer? Wat? Hoe?), afsluiting, aanbevelings, verwysings, toevoegings. • Beplan: Versamel en organiseer inligting en gee feite weer. • Gebruik semi-formele tot formele register en styl. • Gebruik: - teenwoordige tyd (behalwe vir historiese verslae); - gewone selfstandige naamwoorde; - die derde persoon; - feitelike beskrywing; - tegniese woorde en frases; en - formele, onpersoonlike taal. Gee aanwysings Om, byvoorbeeld, padaanwysings vir iemand te gee. • Gebruik aanwysings wanneer iemand vertel word hoe om ’n bestemming te bereik. • Gebruik hoofsaaklik bevelsinne. • Gebruik die tweedepersoonsvertelling ('n interaksie tussen die spreker en die luisteraar). • Oorweeg die volgende wanneer aanwysings gegee word: - gebruik kort en duidelike sinne; - gebruik chronologiese volgorde; - verwys na ’n spesifieke rigting; - dui ’n beraamde afstand aan; - gee die benaderde aantal strate wat gekruis moet word om die bestemming te bereik; - verskaf inligting oor bakens langs die pad; - gebruik woorde wat posisie aandui; - gebruik woorde wat rigting aandui; - gebruik woorde om vir aanwysings te vra, en - gebruik woorde om waardering te wys. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 23 TEKSTE WAT VIR LUISTER EN PRAAT GEBRUIK KAN WORD Instruksies Om te verduidelik hoe om apparaat of ’n instrument te gebruik, kos voor te berei, foute te herstel, ens. • Verduidelik hoe om apparaat of ’n instrument te gebruik, hoe om iets te maak, disse voor te berei, foute te herstel, ens. • Beplan en berei voor (sien skryfkenmerke): - verstaan die situasie (s) en wat die produk - waarvan instruksies/demonstrasie gegee word - behoort te wees of te kan doen; - verduidelik die werking of gebruik van enige artikel; - oordink duidelike, korrekte en logiese volgorde van instruksies; - gebruik handleidings, instruksies en werkinge; en - oorweeg woordeskat, taalleer, uitdrukkings, tegniese taal en frases wat gebruik mag word. • Aanbieding. Mondelinge aanbieding/ verslag • Mondelinge aanbieding van gebeure bv. die radio, televisie of bevindinge van ’n onderhoud wat gedoen is. • Beplan en berei voor: - stel die produk bekend waaroor die formele mondelinge aanbieding gaan wees; - voorspel watter woordeskat, taalleer en uitdrukkings gebruik mag word; en - navorsing en insameling van relevante inligting van die spreker en die taal wat benodig word om inligting uit te druk. • Aanbieding; neem kennis van die volgende: - bewyse van navorsing behoort duidelik te wees. • 'n Vorm (inleiding, liggaam en afsluiting) behoort gevolg te word. • Die teks behoort uit duidelike logiese skakels te bestaan wat die onderwerp en korrekte feite in logiese volgorde weergee. • 'n Argument of standpunt word gedeel wat ander tot nadenke stem. • Duidelik geformuleerde idees wat die gehoor en die doel in ag neem. • Aanbieding word in ’n formele, neutrale (informatiewe) styl gelewer in ’n register wat gepas is vir die gehoor. • Leerders behoort aangemoedig te word om gepaste liggaamstaal te gebruik, maar wilde gebare behoort vermy te word. Gebruik duidelike onpartydige taal. • Organiseer ’n mondelinge aanbieding in drie dele: - Inleiding: Trek die gehoor se aandag; beantwoord Wie? Wat? Waar? Wanneer? - Liggaam: Organiseer die kerngedagtes van die verslag in logiese volgorde. Gebruik akkurate inligting; ondersteun hoofgedagte met inligting uit navorsing; gebruik besonderhede en beskrywende sinne om die verslag interessant te maak. - Afsluiting: Som op en dra die belangrikste punt oor. Skryf ’n kort afsluiting. Som op en stel weer die kerngedagte. Gebruik die hoofgedagtes om ’n persoonlike mening aangaande die onderwerp van die verslag te formuleer. • Gebruik visuele hulpmiddels, soos plakkate of oorhoofse transparante, en oefen deur dit te gebruik tydens inoefening. • Gebruik notas om ’n finale raamwerk vir die verslag te maak. • Gebruik notas tydens die aanbieding van die verslag. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEKSTE WAT VIR LUISTER EN PRAAT GEBRUIK KAN WORD Forum-/paneelbespreking Deel verskillende menings of inligting vanuit verskillende bronne. Die sprekers behoort: • verskillende idees te ondersoek; • na mekaar te luister; • toe te gee wanneer nodig; • nie ander sprekers te onderbreek nie; • logiese verbande tussen punte te maak; • by die onderwerp te bly; • mense by die bespreking probeer betrek; - - onderbreek op beleefde wyse; - - druk menings en ondersteunende redes uit. • Elke spreker praat oor ’n bepaalde aspek van die onderwerp. • Gebruik konvensionele/alledaagse/gewone uitdrukkings. • Pligte van die voorsitter: - handhaaf orde; - bestuur die tyd; - hou by die agenda; - moedig deelname aan; - bly neutraal; - vra vir voorstelle of stemme. Rolspel 'n Situasie word aan leerders geskets, dikwels ’n probleem of ’n insident, waarop hulle moet reageer deur ’n besondere rol aan te neem. Die rolspel mag impromptu wees, of die leerder mag ingelig word oor die besondere rol wat gespeel gaan word. Sulke assesserings is oop en persoonsgesentreerd. Informele bespreking/ gesprek Om idees, menings en standpunte met individue of groepe te deel. • Inisieer en hou gesprekke vol. • Pas beurtnemingskonvensies toe. • Verdedig ’n standpunt. • Onderhandel. • Vul gapings en moedig die spreker aan. • Deel idees en ervarings en toon begrip van konsepte. Bekendstelling van ’n spreker Om aan ’n gehoor inligting oor ’n spreker/gas te gee. • Doen navorsing om relevante inligting oor die spreker te verkry. • Gebruik formele styl of register. • Skep belangstelling en verwagting by die gehoor bv. deur die gehoor van relevante agtergrondinligting en prestasies te vertel. • Bou afwagting deur bv. pouses en stembuigings. • Sluit af met 'n sterk, samevattende slot. Bedankings • Om ’n spreker na die lewering van ’n mondelinge aanbieding te bedank. • Gebruik formele register. • Luister aandagtig na die spreker om die hoogtepunte in die toespraak uit te wys. • Verwys na belangrike aspekte in die toespraak tydens die bedanking. • Eindig sterk en met selfvertroue. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 25 Voorgestelde duur van tekste wat vir mondelinge kommunikasie gelewer moet word TEKSTE TYDSDUUR GRAAD 7 - 9 Gesprekke, debatte, forum-/groep-/paneelbesprekings 15 - 20 minute Dialoë 4 - 6 minute Aanwysings en instruksies 2 - 4 minute Onderhoude 8 - 10 minute Voorbereide lees 2 - 3 minute Voorbereide mondelinge aanbieding, verslag, resensies 2 - 3 minute Onvoorbereide mondelinge aanbieding 2 - 3 minute Storievertel 5 - 7 minute Vergadering en prosedures 8 - 10 minute Uitdrukkings wat in Afrikaanse gesprekvoering gebruik word – Verwysingslys VRA TOESTEMMING/VERSOEK • Kan ek...? • Mag ek...? • Is dit moontlik om...? • Is dit reg as ek...? • Sal dit in die haak wees …? • Gee jy om as …? • Laat my toe om …/vergun my om.../veroorloof my... • Sal jy saamstem dat ons …? GESPREK ONDERBREEK • Verskoon my, mag ek...? • Jammer, dink jy...? • Verskoon my, weet jy dalk...? • Verskoon my, kan jy my help? (formeel) HULP AANBIED • Mag ek jou help? • Kan ek jou help? • Soek jy iets? • Kan iemand my help? • Moet iemand jou help? • Het jy hulp nodig? • Wat kan ek vandag vir jou doen? HULP VRA • Kan jy my asseblief help met...? • Sal jy my help met...? • Ek het hulp nodig met.../Ek benodig hulp met... • Help my asseblief...? • Verleen hulp aan.../Help my om asseblief … APOLOGIE/VERSKONING AANBIED • Jammer. • Ek is jammer omdat... • Ek is spyt omdat... • Vergewe my asseblief. • Ek bied verskoning aan vir.../Ek vra om verskoning vir … • Vergewe my. • Verskoon my. • Ekskuus/Verskoon my, asseblief. KLAGTES • Ek is jammer, maar... • Jammer om pla, maar... • Dalk het jy vergeet om... • Ek dink jy het vergeet om... • Jammer as ek uit my beurt praat, maar... • Verskoon my, maar... • Moontlik bestaan daar ’n misverstand oor... • Moenie my nie verkeerd verstaan nie, maar ek dink ons behoort... AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ADVIES/RAAD GEE • Ek dink nie jy moet … • Jy behoort dit … • Jy behoort dit nie... • As ek jy was, sou ek … • As ek in jou skoene was … • As ek in jou posisie was … • Jy moet dit maar liewer... • Jy moenie... • Wat jy ook al doen, moet net nie... VOORKEUR UITSPREEK • Sou jy liewer wou... • Ek wil liewer/liefs … • Hoekom het ons nie...? • Ek verkies … Wat dink jy? • Wat dink jy behoort ons te doen? • As dit van my afhang … • Ek dink ons moet …. VERMOEDE UITSPREEK • Ek dink hy was van plan om... • Dit kan wees... • Dit lyk asof... • Miskien soek hy … • Miskien wil hulle... • Dis moeilik om sê, maar ek dink … • Ek is nie regtig seker nie, maar ek dink... NIE PRESIESE INLIGTING GEE NIE • Daar is omtrent … • Daar is min of meer... • Daar is ongeveer... • Daar is ’n groot aantal …. • ... voorspel dat... • Dit is ’n voorbeeld van … • Dis soort van … • Dis moeilik om te bepaal, maar ek raai … • Ek is nie regtig seker nie, maar ek dink … IEMAND GROET Voor ’n lang reis, vakansie, kort uitstappie • Geniet die reis! • Geniet die vakansie. • Veilige reis. • Geniet dit by (plek soos ’n restaurant). • Geniet dit in (plek soos ’n dorp/stad) Wanneer vriende of familie van ’n reis terugkom • Hoe was jou vakansie? • Het julle dit in... geniet (plek) ? • Hoe was die reis/vlug/uitstappie/toer/rit? EVALUEER/BEOORDEEL JOUSELF • Dit het goed gewerk/was effektief omdat... • Ek het dit goed gedoen, omdat…. • Dit sou beter gewees het indien ek... • Dit kan verbeter word deur…. • Vooruitgang is/is nie sigbaar/voor die hand liggend omdat... • Dit het geslaag, want … 3.1.2 Lees en kyk Goedontwikkelde leesvaardighede is oor die hele kurrikulum belangrik vir suksesvolle leer. Leerders ontwikkel leesvaardighede en soek inligting in ’n wye reeks literêre en nie-literêre tekste, insluitend visuele tekste. Leerders herken en besef hoe genre en register die doel uitbeeld. Deur in die klas te lees en onafhanklike lees, word leerders kritiese en kreatiewe denkers. Lees en kyk kombineer twee aspekte: 1) die leer en toepassing van strategieë vir dekodering en begrip van die teks; en 2) die leer en toepassing van kennis van die kenmerke van tekste. Beide aspekte behoort teenwoordig te wees tydens die onderrig van literêre en nie-literêre tekste. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 27 Die inhoud van Lees en kyk is gerangskik in: 1) lees vir begrip; 2) lees vir formele studie (letterkunde); en 3) uitgebreide selfstandige lees. Die leesproses en -strategieë Leesonderrig betrek fases van die leesproses. Dit is ’n driefase-aktiwiteit wat gebaseer is op verskillende leesstrategieë vir die dekodering en begrip van tekste. Nie al die stappe van die proses sal altyd gebruik word nie. Byvoorbeeld, as leerders ’n onbekende tekssoort lees, moet hulle ’n pre-leesaktiwiteit doen wat hul aandag vestig op die opvallende kenmerke van die tekssoort. Dit sal hulle ook help om assosiasies met hul eie ervarings te skep. Leesaktiwiteite sal leerders help om die struktuur en taalkenmerke van die teks in besonderhede te ontleed. Tydens post-lees kan leerders probeer om die teks in hul eie geskrewe tekste te reproduseer. • Pre-lees • Tydens lees • Post-lees aktiwiteite Pre-lees Leerders mag voorberei word vir die teks op verskeie maniere, afhangende van die tipe teks en die vlak van die leerder. Dit aktiveer assosiasies en vorige kennis. • Leerders word aangemoedig om sekere verwagtinge oor die teks te baseer op leidrade uit prente of foto’s, die tekstipe, uitleg, titelbladsy, inhoudsopgawes, hoofstukke, woordelys, indeks, bylae, voetnotas. • Vluglees en soeklees tekskenmerke: titels, opskrifte en subopskrifte, onderskrifte, illustrasies, grafieke, kaarte, diagramme, vetdruk, skuinsdruk, numering, landkaarte, ikone, tuimelkieslyste, sleutelwoordsoektogte. • Vluglees vir kerngedagtes en aanbieding van eie idees in ’n pre-leesbespreking. • Vluglees vir ondersteunende besonderhede. • Maak voorspellings deur die inligting te gebruik wat uit vluglees en soeklees verkry is. Tydens - lees Lei betekenis van onbekende woorde en beelde af deur gebruik te maak van woordaanpakvaardighede en kontekstuele leidrade. • Herlees/hersiening. • Visualiseer wat gelees word. • Lei betekenis af (analogie, konteks, formaat, ens.). • Bevraagteken. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Maak aantekeninge (kern en ondersteunende gedagtes). • Opsomming van kern en ondersteunende gedagtes in puntvorm/paragraaf volgens die vereiste lengte. • Verklaring van kwessies. • Maak afleidings. • Verduidelik/evalueer skrywer se afleidings en gevolgtrekkings. Post- lees • Beantwoord laer-orde tot hoër-orde vrae oor die teks. • Maak gevolgtrekkings/gee eie mening. • Evalueer/bespreek verskillende vertolkings van ’n teks. • Vergelyk en kontrasteer. • Sintetisering/skryf ’n opsomming. • Ontgin die teks vir taalleer en woordeskat bv. herskryf in ’n ander tyd (verlede, teenwoordige, toekomende tyd). • Waar gepas, reproduseer die genre in ’n eie skryfstuk. • Ontwikkel kritiese taalbewustheid: - feite en mening; - direkte en geïmpliseerde betekenis; - denotasie en konnotasie; - sosio-politieke en kulturele agtergrond van teks en outeur; - die invloed wat seleksie en weglating op die betekenis van die teks het; - verhouding tussen taal en mag; - gevoels- en manipulerende taal, partydigheid, vooroordeel, diskriminasie, stereotipering, taalvariëteite, afleidings, aannames, argumente, doel met die insluiting of uitsluiting van inligting; en - skep nuwe tekste bv. verander ’n verhaal in ’n drama, dialoog; ontgin die teks vir taalleer en woordeskat bv. herskryf in ’n ander tyd (verlede, teenwoordige, toekomende tyd). Interpretasie van visuele tekste (verskeidenheid grafiese en visuele tekste): Vir talle leerders is die skerm en nie die gedrukte bladsy nie die bron van die meeste van hul inligting. Visuele geletterdheid is ’n belangrike aspek van studie en die rekenaar is ’n ryk bron van inligting. Ondersoek hoe belangrik uitleg op ’n gewilde webtuiste is; hoe adverteerders mense se aandag verkry; hoe beweging en kleur ’n deurslaggewende rol speel om die gebruiker te oorreed om ander webtuistes te gaan opsoek. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 29 • Oorredingstegnieke: Gevoels-, oorredings- en manipulerende taal, en partydigheid. • Hoe taal en beelde waardes en houdings vorm en weerspieël. • Impak van die gebruik van lettertipe en -grootte, opskrifte en onderskrifte. • Ontleed, interpreteer, evalueer en reageer op ’n reeks strokiesprente. Leesaktiwiteite en die tipe leser wat in die vooruitsig gestel word: Voorbereide Lees (Hardoplees) • Gebruik van toon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare. • Uitspraak van woorde sonder om die betekenis te verloor. Onvoorbereide lees (Hardoplees) • Lees vloeiend volgens doel. • Uitspraak van woorde sonder om die betekenis te verloor. • Gebruik korrekte toon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare. Leesbegrip • Vir aandagtige en kritiese lees van die teks (leesbegrip). • Om die teks volkome te verstaan: tekskenmerke – titels, illustrasies, grafieke, kaarte, diagramme, opskrifte, subopskrifte, numering, hoofopskrifte, formaat van bv. koerantberigte, ens. • Om onafhanklike lees te demonstreer (uitgebreide lees vir genot, inligting en leer). • Kritiese taalbewustheid (wees bewus van die denotasie en konnotasie van woorde en dat dit versteekte betekenis en boodskappe dra bv. stereotipering, die spreker se vooroordeel en bedoelings). AANDAGTIGE LEES a) Aandagtige lees van kort geskrewe tekste vir WOORDBEGRIP Leerders pas ’n verskeidenheid strategieë toe om ’n teks te verstaan. Hulle verwerf woordeskat deur woordaanpakvaardighede en blootstelling. • Gebruik van woordeboeke, tesourusse en ander naslaanwerke om die betekenis, spelling en uitspraak van onbekende woorde vas te stel. • Identifiseer die betekenis van gemeenskaplike voorvoegsels, (bv. be-, ge- of ont-) en gemeenskaplike agtervoegsels, (bv. –erig, -heid). • Bepaal die betekenis van woorde en woordfamilies deur na die stam/basis, voorvoegsels en agtervoegsels te kyk. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Gebruik van die tekskenmerke (soos betekenis van sinne), kontekstuele leidrade (soos kommas, aanhalings) en grafiese leidrade (soos lettertipe en –grootte, vetdruk, skuinsdruk) om die betekenis van onbekende woorde te bepaal. • Gebruik bekende idiomatiese uitdrukkings en spreekwoorde, bv. die bobbejaan agter die bult gaan haal. • Onderskei tussen denotasie en konnotasie. • Identifiseer die oorsprong en gebruik van nuwe woorde bv. slengtaal, dialekte, geleende woorde (bv. ubuntu, konfoes). • Onderskei tussen woorde wat dikwels verwar word: homofone, homonieme, sinonieme, bv. fietse/vietse; applous/toejuiging. • Herken ’n wye reeks afkortings, bv. akronieme, verkortings. • Pas taalreëls toe om begrip te dekodeer. Sien Taalstrukture – Verwysingslys hieronder. b) Aandagtige lees van kort geskrewe tekste vir SINS- EN PARAGRAAFBEGRIP Leerders pas hul grammatikale kennis toe om sinsbou en die organisering van tekste te verstaan. Dit bied geleentheid vir die geïntegreerde onderrig van taalstrukture. • Identifiseer en gebruik die betekenis en funksies van taalstrukture en -konvensies in tekste. Verwys na Taalstrukture – Verwysingslys hieronder. • Identifiseer die struktuur van tekste wat vir verskillende doeleindes (soos beskrywing, definisie, oorsaak￾en-gevolg) oor die kurrikulum heen en gebruik verbandhoudende verbindingswoorde (bv. aan die een kant, eerstens, maar). Verwys na die afdeling oor Skryf en aanbied vir die gepaste tekssoorte. c) Aandagtige lees van kort geskrewe tekste vir TEKSBEGRIP Leerders pas hul kennis van verskillende genre en formele tekste toe om die betekenis, doel en effek van die teks as geheel te verstaan. • Bring die teks in verband met hul eie ervaring. • Identifiseer die tekssoort en die doel daarvan, bv. ’n oplossing vir ’n argument. • Identifiseer en verduidelik die skrywer se houding en doel. • Bestudeer dele van tekste of hele tekste en kom tot ’n gevolgtrekking. • Kom tot ’n gevolgtrekking; vorm en regverdig eie opinie. d) Aandagtige lees van kort tekste vir OPSOMMING EN AANTEKENINGE. Leerders pas hul kennis van teksstrategieë toe om die teks op te som. (Verwys na leesstrategieë.) • Soek- en vluglees vir die hoofgedagtes en tema. • Onderskei tussen hoofgedagtes en ondersteunende besonderhede. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 31 • Parafraseer die hoofgedagtes (skryf in eie woorde). • Orden sinne in ’n logiese volgorde en gebruik verbindingswoorde om ’n teks saam te bind. e) Aandagtige lees van kort tekste vir KRITIESE TAALBEWUSTHEID. Leerders pas hul begrip toe om te verstaan hoe taal magsverhoudings tussen teks, skrywer/outeur en leser kan weerspieël en volhou. Hulle ontleed die perspektief van die skrywer/outeur van die geskrewe teks. • Identifiseer en bespreek gevoels- en manipulerende taal. • Identifiseer en bespreek vooroordeel, partydigheid en stereotipering. • Identifiseer en bespreek aannames en verduidelik die impak daarvan. • Identifiseer en bespreek geïmpliseerde betekenis en afleiding. • Identifiseer en bespreek denotasie en konnotasie. • Verduidelik die doel van seleksie en weglating van inligting. • Herken die skrywer se standpunt. f) Aandagtige lees van MULTIMEDIA- EN VISUELE TEKSTE (Multimediatekste maak gebruik van visuele en geskrewe materiaal in een teks bv. advertensies, strokiesprente. Dit kan hierdie ook met gesproke taal en gebare gekombineer word.) Leerders pas hul kennis van beelde en visuele hulpmiddels toe om te verstaan hoe dit die skryf van multimediatekste ondersteun. Leerders pas metataal/terminologie van visuele geletterdheid/filmstudie toe om visuele tekselemente en die effek daarvan te verstaan en waardeer. • Identifiseer en bespreek die manier waarop multimediatekste geïntegreer word met geskrewe tekste soos uitleg, illustrasies, grafiese inligting. • Identifiseer en bespreek die doel en boodskap van visuele tekste vir inligting soos grafieke, tabelle, dokumentêre programme, kaarte, landkaarte. • Identifiseer en bespreek die boodskap en doeltreffendheid van die visuele elemente in advertensies en die verhouding tussen die geskrewe en visuele elemente. • Identifiseer en bespreek die doel en boodskap van verbandhoudende visuele tekste, bv. kopkaarte, diagramme, sirkeldiagramme, landkaarte, planne. • Identifiseer en bespreek die doel, estetiese waardes en ontwerp van visuele tekste soos foto’s, films, ontwerpelemente. • Identifiseer en bespreek die doel en boodskap van visuele tekste bedoel vir genot en vermaak, soos films, strokiesprente, musiekvideo’s. • Identifiseer en bespreek die boodskap en effektiwiteit van visuele tekste wat toesprake/lesings ondersteun soos plakkate, diagramme, ’n rekenaargeprojekteerde aanbieding. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • (Filmstudie – slegs vir verryking): Identifiseer, verstaan, ontleed en evalueer die verhouding tussen klank, dialoog, handeling en visuele elemente in films en ander oudiovisuele vorme FORMELE STUDIE VAN LITERÊRE TEKSTE Leerders lees, evalueer en reageer op die estetiese kenmerke van literêre tekste. Hulle pas die metataal van letterkunde toe om literêre elemente te verstaan en te waardeer. NOTA: Die klem in formele teksstudie hang af van die gekose voorgeskrewe werk/teks. • Verstaan die unieke kenmerke van verskillende literêre vorme, bv. ’n gedig het ander kenmerke as ’n roman. • Identifiseer en verduidelik figuurlike en retoriese taalgebruik wat in verskillende tekste voorkom soos beeldspraak (vergelyking, metafoor, personifikasie) en stylfigure (alliterasie, klanknabootsing, hiperbool, kontras, ironie, sarkasme, antiklimaks, simbole, eufemisme, woordspeling, onderbeklemtoning). • Identifiseer en verduidelik skrywer/regisseur se bedoeling. • Verduidelik keuse en effektiwiteit van die manier waarop die elemente die boodskap/tema in ’n gedig ondersteun. Elemente mag stylfigure, beeldspraak, struktuur- en klankelemente insluit, bv. rym, refrein, ritme, alliterasie. • Verduidelik keuse en effektiwiteit van die manier waarop elemente die boodskap/tema in ’n drama ondersteun. Bykomend tot stylfigure en beeldspraak mag elemente soos intrige, karakters, karakterisering, verhoogaanwysings, dramatiese ironie, agtergrond/ruimte, dialoog, monoloog, alleenspraak, terugflits, ens. ingesluit word. By filmwerk, is kamerawerk en redigering, bv. zoemskote, nabyskote, verskote, musiek en klankbaan, spesiale effekte, kleur, ens. ook belangrik. • Verduidelik keuse en effektiwiteit van die manier waarop elemente die boodskap/tema in kortverhale/ romans/films ondersteun. Verdere elemente, afgesien van stylfigure en beeldspraak, sluit in die rol van die verteller asook strukturele elemente, bv. intrige, uiteensetting, stygende lyn van spanning, konflik, klimaks, afnemende spanningslyn/antiklimaks, ontknoping/oplossing, ruimte. UITGEBREIDE SELFSTANDIGE LEES EN KYK Leerders pas die strategieë toe wat hulle tydens aandagtige lees en formele teksstudie aangeleer het om ook vir genot en navorsing te lees tydens buitekurrikulêre, selfstandige leeswerk. Die onderwyser se leiding op toegangs- en leesvlak is noodsaaklik tydens hierdie leesaktiwiteite. • Besoek biblioteke en ken boekklassifiseringskonvensies. • Verskaf bewyse van uitgebreide lees-/kykaktiwiteite in die vorm van toesprake, besprekings en resensies (boek/film/program). • Lees en kyk gedurende en na klastyd na ’n wye verskeidenheid tekste soos boeke, tydskrifte, koerante, webbladsye, films, dokumentêre programme, TV-reekse. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 33 Voorbeelde van soorte vrae Kennisvrae Wat het gebeur nadat … ? Gee die naam … Beskryf wat gebeur het by … Wie het met Jan gepraat? Wat is die betekenis van... ? Begripsvrae Wie was die hoofkarakter …? Gee ’n voorbeeld van …? Verduidelik in jou eie woorde … Toepassingsvrae Kan jy aan enige ander geleentheid dink waar...? Onthou jy dat ons aandag aan metafore gegee het – hoe sal jy die metafoor in versreël 3 verduidelik? Analisevrae Hoe stem dit ooreen met …? Hoe verskil dit van …? Wat is die onderliggende tema van …? Hoekom dink jy …? Sintesevrae Ons het baie verskillende perspektiewe oor Jan geleer. Gebruik dit en beskryf sy karakter. Watter soort persoon was hy? Evalueringsvrae Hoe effektief is …? Kan jy aan ’n better manier dink om …? Watter van hierdie twee gedigte verkies jy? Hoekom? Die kies van ’n tekstipe of genre Onderwysers behoort seker te maak dat leerders ’n verskeidenheid tekste en genres gedurende die jaar lees. Daar behoort ’n balans te wees tussen die lees van kort en langer tekste, en tussen lees vir verskillende redes bv. estetiese redes (formele teksstudie in voorgeskrewe tekste), tekste wat grootskaals in die media versprei word, visuele tekste vir genot (verwys na die afdeling oor tekste wat gebruik word vir die geïntegreerde onderrig van taalvaardighede). SOORTE LEESTEKSTE Poësie Daar is uiteraard slegs twee vrae wat ’n leerder moet vra t.o.v. ’n gedig: Wat word gesê? Hoe weet ek dit? Die tweede vraag bou voort op die die antwoord van die eerste vraag; die eerste antwoord bepaal wat deur die tweede vraag onthul sal word. Alle literêre skrywers skryf omdat hulle iets wil sê - iets wat hulle ten minste interessant ag, en wat gewoonlik van belang is vir die kulturele groep vir wie hulle skryf. Ons bestudeer die teks om dit wat die skrywer probeer sê, te ondersteun, bevestig, verduidelik en te openbaar. Dit sluit ook refleksie in oor die figuurlike gebruik van taal; die wyse waarop sinne, versreëls en gedigte as ’n geheel voorgestel word; oor die keuse van stylfigure en beeldspraak; ritme, tempo en klank; en die emotiewe gevoelens wat hierdie beelde opwek. Dit is ’n poging om ’n tentatiewe slotsom te bereik oor die skrywer se hoop dat ons uiteindelik die betekenis van die teks sal ontdek. Daar is selde ’n einde aan die studie van ’n goeie gedig. Die volgende aspekte kan die begrip van die bedoelde boodskap verhoog: • letterlike betekenis; • figuurlike betekenis; • atmosfeer/stemming; • tema en boodskap; • beeldspraak; en • stylfigure, woordkeuse (diksie), klanknabootsing, toon, retoriese stylmiddels, emosionele reaksies, reëls, woorde, strofes, rym, skakel, ritme, leestekens, refrein, herhaling, alliterasie, assonansie en enjambement. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOORTE LEESTEKSTE Drama Drama gaan nie slegs oor woorde en taal nie: dit behels beweging, stem, lig en donker; interaksie; opvoering. Die manier waarop die spel ontvou (die tempo) is belangrik; die karakters se interaksie, wat hulle doen terwyl hulle nie praat nie; die manier waarop gesigsuitdrukkings die betekenis van ’n reël kan verander. Al hierdie faktore kan verlore gaan as die toneelstuk gelees word soos ’n roman. Dit is egter nooit ’n goeie idee om ‘die video’ van ’n toneelstuk te kyk voordat die teks ten volle bespreek, bestudeer, en deur die klas ‘uitgebeeld’ is nie. Hiersonder word die ‘video’ die waarheid van die toneelstuk, en die spesifieke interpretasie daarvan sal nie maklik weer verander kan word nie. Verbeelding speel ’n kritiese rol in die lees van ’n drama. Visualisering van die verhoog en hoe akteurs mag lyk, en die verkenning van die verskillende maniere waarop ’n reël of mondelinge aanbieding gelewer kan word, is noodsaaklike komponente van drama-/toneelspelopvoering in die klaskamer. Intriges en sub-intriges; die wyse waarop die dramaturg die karakters voorstel, hoe hulle ontwikkel deur die loop van die drama; agtergrond en ruimte (slegs waar dit absoluut benodig word vir begrip van die spel); tempo, gebruik van simbole en beelde; dramatiese tegnieke soos alleenspraak; dramatiese ironie, verhoogaanwysings, die skepping van spanning, humor of tragedie kan alles suksesvol bestudeer word deur middel van die dramatiese lees van die toneelstuk. Die volgende aspekte kan die leerders se begrip van die teks verbeter: • intrige en sub-intriges (handelingsmomente, stygende lyn van spanning, volgehoue spanningslyn, konflik, klimaks, afnemende spanningslyn/antiklimaks, ontknoping/oplossing, vooruitskouing en terugskouing); • karakteruitbeelding; • rol van verteller/persoon/perspektief; • tema en boodskappe; • agtergrond en ruimte (milieu) – verwantskap tot karakter en tema; • dramatiese struktuur: intrige, sub-intriges (standpunt, stygende lyn van spanning en klimaks); • atmosfeer en toon • ironiese kinkel/einde; • verhooginkleding/teateraanwysings; • skakel tussen dialoog/monoloog/alleenspraak en stygende lyn van spanning; • dramatiese ironie; en • verloop. Filmstudie (as verrykende aktiwiteit) Filmstudie is nie dieselfde as om ’n roman te lees nie. Alhoewel die behandeling van ’n film die onderrigpatroon van ’n drama of roman kan navolg, moet die onderwerp van ‘kinematografiese tegnieke’ hieronder spesiale aandag geniet. Die ‘lees’ van ’n film met sensitiwiteit en akkuraatheid hang grootliks af van die mate waartoe die kyker bewus is van die redigering, weglating, kameraskote, opbou, opstel en toneel, musiek, kostuums, beligting en klank. Die vermoë om ’n film op hierdie vlak te kan lees, verryk die ervaring vir die kyker van die film aansienlik. Die kyker beweeg weg van die ‘passiewe kyk’ wat gewoonlik beperk is tot die oppervlakkige volg van die storielyn; na ’n ‘ingeligte waarneming’. Hierdie waarneming verleen groter diepte, duidelikheid en begrip aan die kyker van presies hoe die regisseur, redigeerder, ens. dit wat ons sien manipuleer, om te sorg dat ons verskeie emosies ervaar en op sekere maniere reageer. • Dialoog en handeling, en hul verhouding tot die karakter en tema. • Intrige, sub-intriges, karakterisering, konflik, dramatiese doel en dramatiese ironie, ironiese einde. • Dramatiese struktuur en verhooginkleding/teateraanwysings. • Boodskap en tema en hoe dit gekoppel is aan alle aspekte van die teks. • Kinematografiese tegnieke (visueel, klank en oudiovisueel) soos die gebruik van kleur, subtitels, stelontwerp, klankbaan (musiek, dialoog, byklanke), klank, beligting, regie, raming, style van die kameraskote, kamerategnieke, kamerabeweging, fokus (vooropplasing en agterplasing). AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 35 SOORTE LEESTEKSTE Roman, Kortverhale, Volksverhale Verhale (romans, kortverhale en volksverhale) moet gelees, bespreek en geniet word. Die hardoplees van tekste en/of opvoerings in die klaskamer is dikwels van groot waarde, veral as leerders nie van lees hou nie, of as hulle vir een of ander rede hulself teen lees verset. Lees vinnig en hou die belangstelling lewendig deur gebruik te maak van eenvoudige leestegnieke soos afwagting en voorspelling; evaluering en waardering. Eenvoudige aktiwiteite wat leerders kan help om tred te hou met die verhaal sluit in: skeppende opsommings (opsommings van die storie aan ’n vriend in ’n beperkte aantal woorde); die voorhou van ’n visuele grafiek in die klaskamer; oopmaak van dossiere vir hoofkarakters; soek en aanteken van inligting; voorkoms van woorde en beelde wat idees en temas in die verhaal beklemtoon. Na die eerste lees, moet leerders bewus raak van die verskille tussen ’n verhalende teks (wat gebeur volgende?) en die intrige (waarom gebeur dit?). Hulle ondersoek moontlike betekenisse en interpretasies van die storie en hoe die skrywer van taal gebruik gemaak het om karakter te skep (beskrywing en direkte spraak). Leerders bepaal ook die mate van interaksie wat die karakters met mekaar het en die ruimte (beskrywende taal en toevallige verwysings deur die verhaal). Waar nodig, probeer leerders die onderliggende idees, gedagtes en ideologieë ontrafel wat die verloop van die verhaal dikteer. Alle kulture, en die meeste mense, leef lewens wat besiel is met stories. Die eenvoudige plesier om deur ’n goeie storie geboei te word, moet voorrang geniet. Die volgende aspekte kan die leerders se begrip van die teks verbeter: • genre en tipes; • intrige, sub-intriges (standpunt, stygende spanningslyn, konflik, klimaks, afnemende spanningslyn/ antiklimaks, ontknoping/oplossing, vooruitskouing en terugskouing); • konflik; • karakters; • karakterisering; • rol van verteller; • boodskappe en temas; • agtergrond, ruimte en verwantskap tussen karakter en tema; • atmosfeer, ironiese kinkel/einde; en • spanning en verrassing. Ander leestekste Plakkate, kaarte, landkaarte, grafieke, strokiesprente, tydskrifte, koerante, webbladsye, films, dokumentêre programme, TV-reekse, beide gedurende en na onderrig. LENGTE VAN TEKSTE WAT GELEES MOET WORD TEKSTE GRAAD 7 GRAAD 8 GRAAD 9 Tekste vir hardoplees 5 – 6 sinne 1 paragraaf 5 – 8 sinne 2 paragrawe 5 – 10 sinne 3 paragrawe Leesbegrip/soekleestekste 300-350 woorde 350-400 woorde 400-450 woorde Onafhanklike lees Poësie, kortverhaal, volksverhale, romans en drama • soos deur KABV voorgeskryf • asook as niefiksie tekste Poësie, kortverhaal, volksverhale, romans en drama • soos deur KABV voorgeskryf • asook as niefiksie tekste Poësie, kortverhaal, volksverhale, romans en drama • soos deur KABV voorgeskryf • asook as niefiksie tekste Opsomming 40-50 woorde van ’n teks wat uit 220 woorde bestaan 50-60 woorde van ’n teks wat uit 240 woorde bestaan 50-60 woorde van ’n teks wat uit 260 woorde bestaan AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEKSTE WAT GEBRUIK WORD VIR DIE GEÏNTEGREERDE ONDERRIG VAN TAALVAARDIGHEDE IN DIE SENIOR FASE Bykomend tot literêre tekste vir formele onderrig, moet die volgende tekste soos geskrewe, visuele en multimedia tekste met verskillende doelstellings in die Senior Fase behandel word. Sommige tekste word bestudeer vir estetiese waardering, terwyl sommige tekste as voorbeelde vir skryf kan dien. Literêre tekste vir formele onderrig. ’n Verskeidenheid moet tydens die Senior Fase bestudeer moet word. Voorgeskrewe genres Poësie Graad 7 – 5-8 gedigte Graad 8 – 8-10 gedigte Graad 9 – 10-12 gedigte Roman Graad 7 – 30-40 bladsye Graad 8 – 40-50 bladsye Graad 9 – 50-60 bladsye Kortverhale Graad 7: 4-5 stories, 3-5 bladsye vir elke storie Graad 8: 5-7 stories, 3-5 bladsye vir elke storie Graad 9: 7-10 stories, 3-5 bladsye vir elke storie Volksverhale Graad 7: 4-5 stories, 3-5 bladsye oor elke storie Graad 8: 5-7 stories, 3-5 bladsye oor elke storie Graad 9: 7-10 stories, 3-5 bladsye oor elke storie Drama Graad 7: Een- tot twee-bedryf toneelstuk, 10-20 bladsye Graad 8: Twee- tot drie-bedryf toneelstuk, 20-30 bladsye Graad 9: Drie- tot vyf-bedryf toneelstuk, 30-50 bladsye Verryking Films Geselekteerde TV-reekse/dokumentêre programme Radiodramas Opstelle Naslaantekste Woordeboeke Ensiklopedieë Skedules Telefoongidse Handboeke Tesourusse Roosters TV-gidse Geskrewe mediatekste Tydskrifartikels Koerantberigte Hoofartikels Kennisgewings Advertensies Geskrewe vorme van oudiotekste Dialoë Toesprake Liedjies Grappe Geskrewe interpersoonlike en transaksionele tekste Briewe Dagboeke Uitnodigings E-pos Sms, twitter Notas Verslae Geskrewe interpersoonlike tekste wat in die besigheidswêreld gebruik word Formele briewe Agendas en notules Multimedia/visuele tekste vir inligting Kaarte, landkaarte Grafieke, tabelle, sirkeldiagramme Kopkaarte, diagramme Plakkate Strooibiljette, pamflette, brosjures Tekens en simbole TV-dokumentêre programme Webbladsye, internettuistes, blogs Facebook en ander sosiale netwerke Dataprojeksie Transparante Multimedia/visuele tekste vir estetiese doeleindes Films Foto’s Illustrasies Multimedia/visuele tekste vir genot en vermaak Films TV programme Musiekvideo’s Strokiesprente, karikature Grappe (geïllustreer) Graffiti Oudiotekste Radio programme Lees van dramas Lees van romans of kortverhale Opnames van toesprake Advertensies op die radio, TV, koerante en tydskrifte AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 37 3.1.3 Skryf en aanbied Skryf is ’n kragtige kommunikasie-middel wat leerders toelaat om hul gedagtes en idees samehangend te konstrueer en weer te gee. Gereelde skryf-oefening oor ’n verskeidenheid van kontekste en onderwerpe stel leerders in staat om funksioneel en kreatief te kommunikeer. Skryfaktiwiteite word gesteier deur die gebruik van skryframe (as en wanneer dit nodig is). Leerders word veelsydige skrywers wat hul vaardighede gebruik om gepaste geskrewe, visuele en multimediatekste vir ’n verskeidenheid doelwitte te gebruik en aan te bied. Skryf is belangrik omdat dit die leerders in staat stel om oor taalleer en spelling te dink. Dit moedig die leerders aan om die taal te prosesseer; dit bespoedig taalverwerwing en verhoog akkuraatheid. In die vorige fases het leerders geleer om ’n verskeidenheid kreatiewe en inligtingstekste te skryf deur skryframe as ondersteuning te gebruik. Daar word van leerders in die Senior Fase verwag om besondere tekstipes onafhanklik te skryf. Hulle kan ook die skryfproses gebruik om goed-georganiseerde, taalkundig korrekte skryftekste te skep. Die skryfproses en strategieë Die vermoë om goed te kan skryf is ’n vaardigheid wat ontwikkel moet word en ondersteuning benodig. Hoewel lees ’n belangrike bron van inligting is, word skryfvaardighede ten beste ontwikkel deur te skryf. Skryfonderrig sluit gewoonlik die gebruik van die skryfproses in. Nie alle stappe van die skryfproses sal by elke geleentheid gebruik word nie. As leerders, byvoorbeeld, vertroud is met die tekstipe wat hulle moet skryf, het hulle nie nodig om die struktuur en taalkenmerke in soveel besonderhede te ontleed nie. Daar mag ook geleenthede wees wanneer die fokus op sinskonstruksie of die skryf van ’n paragraaf is; of leerders moet tekste sonder ’n konsepweergawe skryf in voorbereiding vir die eksamen. Die skryfproses bestaan uit die volgende stappe: • beplanning/pre-skryf; • skryf ’n konsep; • hersiening; • redigering; • proeflees; en • aanbieding. Beplanning/Pre-skryf • Ontleed die struktuur, taalkenmerke en register van die tekstipe wat gekies is. • Besluit op die doel van die teks en die gehoor vir wie daar geskryf word. • Bepaal die formaat, styl en standpunt. • Hou ’n dinkskrum deur gebruik te maak van kopkaarte, spinnekopdiagramme, lyste of vloeidiagramme. • Raadpleeg relevante bronne, kies relevante inligting/idees. Skryf ’n konsep • Gebruik hoof en ondersteunende idees vir effektiewe beplanning. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Skryf ’n eerste poging en hou die doel, gehoor, onderwerp en genre in gedagte. • Kies gepaste beskrywende woorde, frases en uitdrukkings wat die regte stemming skep en die teks duidelik en treffend oordra. • Kies ’n eie identifiseerbare taal (persoonlike styl) en toon om by die gehoor en doel van die teks te pas. • Toon eie standpunt deur waardes, oortuigings en ondervindings te verduidelik. • Lees die eerste poging (konsepweergawe) krities en kry terugvoer van ander (maats). • Sluit spesifieke besonderhede van die betrokke teks in (gebruik aanhalings, staaf en motiveer argumente). Hersiening, redigering, proeflees en aanbieding van finale konsepweergawe • Gebruik voorafbepaalde kriteria vir evaluering en verbetering van eie en ander se skryfwerk. • Verfyn woordkeuse, sin- en paragraafstrukture (voeg addisionele inligting by, gebruik gepaste verbindingswoorde). • Skenk aandag aan opeenvolging en skakeling tussen paragrawe. • Skakel dubbelsinnigheid, omslagtigheid, woordoortolligheid, sleng en beledigende taal uit. • Evalueer inhoud, styl en register. • Gebruik leestekens, spelling en taalgebruik korrek en gepas. • Berei finale weergawe voor, insluitend uitleg byvoorbeeld opskrifte en lettertipes. • Bied die teks aan. Taalstrukture en skryfkonvensies Leerders ondersoek hoe taal werk en ’n gedeelde taal ontwikkel om oor taal te praat ('n ‘metataal’), sodat hulle hul eie en ander tekste krities ten opsigte van betekenis, doeltreffendheid en akkuraatheid kan evalueer. Hulle sal hierdie kennis ook kan gebruik om met taal te eksperimenteer om betekenis te skep (van woord- en sinsvlakke tot volle tekste) en om te sien wat die verband tussen teks en konteks is. Deur middel van interaksie met ’n verskeidenheid tekste, brei leerders hul woordeskat uit en pas hulle hul begrip van Taalstrukture en -konvensies korrek toe. Kennis van Taalstrukture en -konvensies sal leerders in staat stel om samehangende tekste te skep. Taalstrukture behoort onderrig te word sodat tekste in hul konteks gebruik kan word. Die toepassing van taalstrukture behoort nie beperk te word tot die ontleding van geïsoleerde sinne nie. Dit behoort die wyse waarop sinne gestruktureer is, te verduidelik om hele tekste soos stories, opstelle, briewe en verslae - wat leerders tydens onderrig leer lees en skryf - te konstrueer. Taalkonvensies (spelling en leestekengebruik): • Gebruik spasiëring, hoofletters, kommas, aanhalingstekens, dubbelpunte, onderstreep van woorde, skuinsdruk, vetdruk, kommapunte, afkappingstekens, aandagstrepe, koppeltekens, klemtekens, kappies en deeltekens gepas. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 39 • Gebruik kennis van spelpatrone en -reëls om woorde reg te spel: - kennis van woordpatrone en -families; - kennis van basisvorme, voorvoegsels en agtervoegsels; en - kennis van die vorming van lettergrepe. • Gebruik woordeboeke, tesourusse en speltoetsers met selfvertroue. • Gebruik afkortings en akronieme in verskillende media en vir verskillende teikengehore. Woordkeuse • Gebruik ’n wye verskeidenheid selfstandige naamwoorde, voornaamwoorde, werkwoorde, byvoeglike naamwoorde, bywoorde, voegwoorde, telwoorde en voorsetsels om spesifieke interpretasies, besonderhede en ’n lewendige beskrywing aan tekste soos verhalende en beskrywende opstelle te gee. • Gebruik gepaste sinonieme, antonieme, homofone, homonieme, paronieme en een woord vir ’n omskrywing om konsepte in konteks uit te druk. • Gebruik gepaste formele en informele taal (sleng/spreektaaluitdrukkings, jargon). • Gebruik gepaste geleende en geërfde woorde. • Gee feite en lug eie mening. • Verwoord denotasie, konnotasie en geïmpliseerde/kontekstuele betekenis. • Posisioneer hulself as outeurs deur implisiete en eksplisiete boodskappe. • Lug eie mening oor waardes, houdings, vooroordeel, stereotipering, gevoels-, oorredings- en manipulerende taal bv. in oorredingstekste soos argumenterende opstelle en koerantberigte. • Toon respek deur die gebruik van sekere woorde wanneer skryftekste soos dialoog, onderhoude, ens. geskryf word. • Gebruik bronne en verwysingsmateriaal soos woordeboeke en tesourusse om effektiewe en gepaste woorde te kies. Register, styl en toon • Gebruik die gepaste register: formeel, informeel bv. gebruik informele of gesprekstyl in ’n vriendskaplike brief en formele taal in ’n formele brief. • Gebruik figuurlike taal (idiomatiese uitdrukkings, spreekwoorde). • Spreek die leser direk aan. • Skryf met oortuiging sonder om verskoning vir enige standpunt te vra. • Gebruik verskillende standpunte/perspektiewe. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Sinsbou • Ken woordsoorte en hoe dit in ’n sin gebruik word. • Gebruik voegwoorde, bywoorde en voornaamwoorde om samehangende sinne te skryf. • Gebruik verskillende soorte voornaamwoorde (bv. vraende voornaamwoorde soos waarom, wanneer, hoe, wat) om fokus te behou, om te beklemtoon, vir objektiwiteit en om omslagtigheid te vermy. • Gebruik korrekte woordorde in sinne om belangstelling en klem/aksent te behou. • Gebruik die korrekte woordorde en woorde, sinswyse, woorde wat bevestig, woorde wat ontken/weerspreek, hulpwerkwoorde. • Gebruik die ontkennende vorm korrek en op verskillende maniere. • Verander sinne van die direkte na indirekte rede, en andersom, met die korrekte gebruik van leestekens, bywoorde en voornaamwoorde. • Gebruik sinsdele soos onderwerp, gesegde, direkte en indirekte voorwerp. • Gebruik hoofsinne en bysinne (bywoordelike en byvoeglike bepalings) om sinne uit te brei, byvoorbeeld: Die ou man met die kierie loop in die straat. • Gebruik tyd konsekwent en gepas. • Gebruik aktiewe en passiewe vorm/lydende en bedrywende vorm. • Gebruik verskillende sinsoorte (stel-, vraag-, bevel-, uitroepsinne), verskillende sinstrukture (enkelvoudige, saamgestelde en veelvoudige sinne) en sinne van verskillende lengtes. Skryf van ’n paragraaf • Skryf verskillende dele van ’n paragraaf: kernsin, en hoof en ondersteunende idees. • Gebruik verbindingswoorde (soos voegwoorde, voornaamwoorde, bywoorde, die herhaling van woorde, sinonieme, antonieme) om kohesie in ’n paragraaf te verseker, bv. ’n paragraaf met verskillende voegwoorde wat die gedagtegang saambind en betekenis daaraan gee: - woorde wat chronologiese verloop aandui: eerste, tweede, derde, voordat, nadat, wanneer, later, totdat, ter afsluiting, volgende, tans, vorige, agterna; - woorde wat ’n verduideliking/oorsaak en gevolg aandui: gevolglik, omdat, hieroor, sedert, as gevolg van, toe te skryf aan, daarom, dus, dit wil sê, daaruit volg dat, as … dan; - woorde wat proses aandui: eerste, tweede, derde; - woorde wat vergelyk en teenstellings (kontras) aandui: dergelik (ooreenkomstig), verskillende, kleiner as, groter as, nogtans, maar; - woorde wat orde van belangrikheid aandui: altyd, ter afsluiting; - woorde wat ruimte (ruimtelike oriëntering) aandui: bo, onder, links, regs; ens.; AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 41 - woorde wat veralgemening aandui: in die algemeen, deur die bank, ter afsluiting, om saam te vat; - paragrawe wat op eie standpunt/gevolgtrekking dui: volgens my; na my mening/opvatting, begrip, ek dink dat, ek oorweeg om, ek glo dat, dit lyk vir my, ek verkies/hou/hou nie van nie/hoop/voel; - klassifiserende paragraaf: is ’n tipe van, kan verdeel wees in; sorteer onder, behoort aan, is ’n deel van, pas in by, is gegroepeer met, is verwant aan, word geassosieer met; - beskrywende paragraaf: bogenoemde, hieronder, langs, naby, noord/oos/suid/wes, grootte, kleur, vorm, doel, lengte, wydte, massa/gewig, spoed, is soos, lyk soos; - evalueringsparagraaf: goed/sleg, korrek/verkeerd, moreel/immoreel, reg/verkeerd, belangrik/ onbelangrik, suggereer, aanbeveel, adviseer, argumenteer; - definiërende paragraaf: is gedefinieer as ’n tipe paragraaf wat ’n idee op objektiewe wyse definieer; en - opsommende paragraaf: om af te sluit, om op te som, in opsomming, in kort, soos jy kan sien. SOORTE SKRYFTEKSTE OPSTELLE Verhalende opstel Die skryf van ’n verhalende opstel handel oor die aanbied van ’n reeks gebeure in ’n sinvolle volgorde. Die volgende is moontlike kenmerke van ’n verhalende opstel: • Skryf ’n storie/’n gebeurtenis uit die verlede/fiksie. • Gebruik ’n oortuigende storielyn. • Gebruik gewoonlik die verlede tyd, maar baie skrywers gebruik die teenwoordige tyd om ’n gevoel van die hede te skep. • Die inleidingsparagraaf moet boeiend wees. • Oordink ’n punt wat gemaak word. • Gebruik ’n ongewone einde. • Verseker volgehoue belangstelling met styl, retoriese meganismes en stygende spanningslyn. • Beklemtoon sensoriese besonderhede. • Gebruik beskrywende elemente. Beskrywende opstel Beskrywing word dikwels gebruik om atmosfeer en stemming te skep. Films doen dit visueel en skrywers doen dit met woorde. Die keuse van die woorde word merendeels bepaal deur die konnotasies van woorde eerder as die akkuraatheid van die denotasie. • Beskryf iemand/iets om die leser toe te laat om die onderwerp intens te ervaar. • Skep ’n prentjie in woorde. • Kies woorde en uitdrukkings versigtig sodat dit die gewensde uitwerking kan hê. • Gebruik beelde van sig, klank, gehoor, smaak en aanraking. • Gebruik beeldspraak/stylfigure. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOORTE SKRYFTEKSTE Argumenterende opstel Argumenterende opstelle verteenwoordig ’n argument vir of teen iets (‘Waarom ek glo dat vroue sterker as mans is’). • Argumenterende opstelle neig om subjektief te wees. Die verdediging of aanval is konsekwent tydens die aanvoer van die argument, maar dit sal noodwendig eensydig wees. Die afsluiting stel die skrywer se standpunt en rede duidelik. - Dui ’n spesifieke mening of standpunt aan en argumenteer om ’n standpunt te verdedig of te motiveer. - Huldig deurgaans ’n duidelike standpunt. - Probeer die leser oortuig om die skrywer se perspektief te deel. - Begin met die skrywer se standpunt oor die onderwerp op ’n oorspronklike en treffende wyse. - Gee ’n verskeidenheid argumente ter ondersteuning en uitbouing van ’n standpunt. - Fokus op punte vir of teen ’n stelling. - Druk subjektiewe en sterk menings uit. - Gebruik ’n verskeidenheid van retoriese stylmiddels en oorredende tegnieke. - Gebruik gevoelstaal. - Sluit af met ’n sterk, duidelike en oortuigende stelling wat die skrywer se mening reflekteer. Beredenerende opstel Beredenerende opstelle neig om meer gebalanseerd te wees, en verteenwoordig verskeie kante van ’n besondere argument; die struktuur is versigtig en duidelik beplan; die tendens is om objektief te wees, hoewel die skrywer persoonlik kan wees en gevoelstaal gebruik kan word. Die beste argumente word gewen omdat hulle goeie, redelike sin maak. Die afsluiting laat die leser sonder twyfel oor die skrywer se perspektief. • Probeer om ’n objektiewe en gebalanseerde standpunt van beide kante van ’n argument te gee. • Oorweeg verskeie aspekte van die onderwerp onder bespreking. • Bied teenstellende perspektiewe onpartydig aan. • Balanseer die argumente vir en teen ’n onderwerp. • Skryfwerk moet duidelik, rasioneel en objektief wees. • Stellings is duidelik beredeneerd en word goed ondersteun. • Gebruik ’n oortuigende toon sonder om neerbuigend of emosioneel te wees. • Sluit af deur ’n besondere mening te huldig. Bespiegelende opstel Bespiegelende opstelle verteenwoordig die skrywer se perspektiewe, idees, gedagtes en gevoelens oor ’n besondere onderwerp wat gewoonlik iets is waaroor hulle sterk voel. Dit neig om persoonlik te wees eerder as subjektief; dit benodig ’n versigtige struktuur, maar het nie noodwendig ’n duidelike afsluiting nie. Dit hoef nie ’n gebalanseerde bespreking aan te bied nie, hoewel dit mag gebeur. Dit kan gevat of ernstig wees. • Oorweeg ’n idee. • Gee emosionele reaksies en gevoelens weer. • Oordink subjektiwiteit waar gevoelens en emosies ’n groot rol speel. • Probeer om herinneringe of gevoelens van die skrywer in die leser te skep. • Druk idees, gedagtes of gevoelens uit wat eerlikheid en persoonlike betrokkenheid weerspieël. Verklarende opstel (vir verryking) • Kommunikeer idees of inligting op ’n logiese wyse. • Verduidelik idees of gee feite op ’n stelselmatige wyse weer. • Navorsing van idees wat ondersteun word met feite en syfers. • Klaar enige onbekende konsepte uit. • Organiseer idees logies en neem die leser van die bekende na die onbekende. • Skryf gewoonlik in die teenwoordige tyd. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 43 SOORTE SKRYFTEKSTE TRANSAKSIONELE TEKSTE Amptelike/Formele brief Hoewel die skryf van vriendskaplike/informele briewe vervang is deur elektroniese media, bv. e-posboodskappe, fakse en sms’e, moet leerders steeds onderrig word om briewe te skryf. Die verskeidenheid skryfstukke behoort gewone briewe aan die onmiddellike familie en vriende in te sluit, asook informele briewe aan, onder andere, die pers. Leerders behoort egter formele briewe te skryf en, waar moontlik, dit te pos en vir ’n antwoord te wag. Briewe wat versoeke rig i.v.m. produkte, universiteite, reis en beroepe, sal verseker beantwoord word as dit aan die gepaste persone gestuur is. Die waarde van die formele brief sal dan duidelik word. • Oefen verskillende soorte formele briewe bv. ’n aansoek om betrekking, ’n brief aan die pers, ’n brief waarin gekla word, ens. • Nakoming van verskillende vereistes vir formele briewe soos styl en struktuur. • Skryf in direkte en eenvoudige taal. • Onthou dat die voornemende gehoor die kommunikasieproses moet verstaan om ’n positiewe reaksie op die eindproduk te verseker. • Skryfstyl behoort duidelik, reguit, kort, op-die-man-af en logies te wees. • Het ’n inleiding, ’n liggaam en ’n afsluiting. • Het twee adresse, die skrywer s’n en die ontvanger s’n. • Het ’n formele aanhef volgens die ontvanger se adres. • Bevat ’n titel of onderwerplyn in die aanhef en kan onderstreep wees. • Die taal, toon en styl is formeel van aard. • Sluit die brief formeel af en word gevolg deur die skrywer se titel, voorletters en van. Vriendskaplike/ Informele brief Alhoewel die skryf van vriendskaplike/informele briewe vervang is deur elektroniese media bv. e-posboodskappe, fakse en sms’e, moet leerders steeds die formaat van sulke briewe ken. Die soort informele briewe moet wissel van gewone briewe aan familie en vriende, asook informele briewe aan, onder andere, die pers. • Skryf aan vriende, familie, ens. • Skryf hoofsaaklik om ’n standpunt oor te dra, bv. gelukwensing, simpatiseer, adviseer, ens. • Gebruik informele tot semi-formele styl, register en taal. • Skryf in beskrywende, maar eenvoudige taal. • Skryf logies en volgens ’n spesifieke doel. • Skryfstukke moet ’n inleiding, liggaam en afsluiting hê. • Skryfstukke moet die skrywer se adres en die datum waarop die brief geskryf is, onder die adres bevat. • Na die skrywer se adres volg ’n informele/semi-formele aanhef. • Sluit die brief informeel of semi-formeel af, gevolg deur die skrywer se naam. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOORTE SKRYFTEKSTE Agenda van ’n vergadering Die skryf van ’n memorandum, agenda en notule is slegs sinvol as dit gebruik kan word. Die beste manier om hierdie skryfaktiwiteit aan te bied, is om aan die leerders ’n video oor ’n vergadering te wys of om hulle ’n vergadering te laat bywoon. Daarna moet hulle die notule van die vergadering skryf en die agenda vanaf die notule saamstel. Dit kan met die werklike agenda en notule vergelyk word. Leerders kan ook op ’n kunsmatige manier aan hierdie skryfstukke blootgestel word. Die onderwyser stel ’n agenda saam en die leerders skryf ’n notule na aanleiding van die agenda. Hierdie aktiwiteit verskil natuurlik van die skryf van notules na werklike vergaderings. 'n Agenda: • gee ’n raamwerk van die items wat by ’n vergadering bespreek gaan word; • word vooraf aan mense/afgevaardigdes gestuur wat na ’n vergadering genooi is; • word gewoonlik saamgestel deur die voorsitter en die sekretaris, wat, onder andere: - die notule van die vorige vergadering nagaan vir sake wat oorgedra is; - die sake wat tydens die vergadering aangespreek moet word, lys en byvoeg; • rangskik die sake vooraf volgens belangrikheid; en • bepaal die hoeveelheid tyd wat aan elke saak bestee gaan word. Notules • Teken aan wat by ’n vergadering gebeur. • Aanvaar die notule as ’n ware rekord van die vorige vergadering. • Gee die volgende weer: - naam van die organisasie; - die datum, die plek en die tyd wat die vergadering gehou is; - bywoningsregister; • Besluite word woord vir woord genotuleer. • Dit gee ’n opsomming van voorstelle en besluite tydens vergadering. • Skryf in die verlede tyd. • Laat onbenullighede soos grappe uit. • Dit word bindend as dit deur die voorsitter tydens die volgende vergadering geteken en gedateer word. Mondelinge aanbieding • Besluit oor die styl wat gebruik gaan word: wanneer, waar, hoekom (doel), wie (gehoor) en wat. • Die inleiding moet belangstelling van die hoorder wek. • Ontwikkel weldeurdagte idees en vermy clichés. • Besluit waar om pouses te handhaaf en waar om gebare (natuurlik) te gebruik en vir watter doel. (Behou oogkontak). • Gebruik kontrasterende toon (en punte) maar bly hoorbaar. • Gebruik kort sinne met eenvoudige idees en gebruik bekende voorbeelde. • Hanteer kritiek deur billike alternatiewe te gee. • Die slot moet die gehoor tot nadenke stem. • Gebruik visuele of fisiese hulpmiddels, maar die woorde bly die belangrikste. • Die gebruik van notas is opsioneel, en word slegs vir verwysingsdoeleindes gebruik. • Gebruik taal wat volwassenheid, waardes en agtergrond weerspieël. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 45 SOORTE SKRYFTEKSTE E-pos/sms Om in te lig en ’n verhouding te handhaaf. Die ontvanger se adres – in die meeste gevalle is dit die ontvanger se naam, die naam van die bedienerspunt en die land waar dit voorkom. Byvoorbeeld, moloiq (naam) @ webmail. (bediener) za (land). Moloi.q@webmail.co.za • CC: Dit is die ontvanger vir wie se aandag die e-posboodskap ook gestuur word. • Onderwerp: Dit is ’n opsomming van die inhoud van die e-posboodskap. • Boodskap. • Versender se naam. NB: Die versender se adres reflekteer outomaties wanneer die e-pos ontvang word. Die sender mag verkies om sy kontakbesonderhede aan die einde te voorsien. Dit word ’n naamtekening genoem. Onderhoud Skriftelike verslag van die onderhoud. Soos wanneer ’n dialoog geskryf word, is die volgende belangrik: • Skryf die name van die sprekers aan die linkerkant van die bladsy. • Gebruik ’n dubbelpunt na die naam van die spreker. • Elke nuwe spreekbeurt word op ’n nuwe reël geskryf. • Stel vrae aan die persoon met wie ’n onderhoud gevoer word. • Beeld die persoon met wie die onderhoud gevoer word, se sterk punte, talente, swak punte, ens. uit. Verslag (formele en informele) 'n Verslag is ’n formele dokument en behels die ondersoek van onderwerpe wat vir die leerder realisties en belangrik is. Dit is van geen belang vir die leerders om ’n aangeplakte verslag oor ’n onderwerp te skryf waarby hulle geen belang het nie. • Gee presiese terugvoering oor ’n situasie bv. ongeluk, enige bevindinge. • Oordink ’n titel, inleiding (agtergrond, doel en omvang), liggaam (Wie? Waarom? Waar? Wanneer? Wat? Hoe?), afsluiting, aanbevelings, verwysings, aanhangsels. • Beplan: versamel en organiseer inligting; skryf feite. • Gebruik semi-formele tot formele register en styl. • Gebruik: - teenwoordige tyd (behalwe vir historiese verslae); - gewone selfstandige naamwoorde; - die derde persoon; - feitelike beskrywing; - tegniese woorde en frases; en - formele, onpersoonlike taal. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOORTE SKRYFTEKSTE Curriculum Vitae (CV) Omdat die meeste mense deesdae van raamwerke gebruik maak, mag dit die moeite werd wees om uit te vind waaruit ’n goeie raamwerk bestaan, en hoe om dit aan te pas sodat dit gepas en meer sinvol voltooi kan word. Dit is bruikbaar om kennis te neem dat elke CV ’n situasie moet aanspreek, bv. ’n CV vir ’n spesifieke betrekking behoort hoofsaaklik die aansoeker se betrokkenheid in daardie besondere area aan te spreek. • Stel jouself aan die wêreld voor d.m.v. ’n dokument. • Weerspieël ’n sterk, eerste indruk. • Dui inligting duidelik, objektief en akkuraat aan. • Spesifiseer die pos waarvoor die kandidaat aansoek doen. • Voorsien: - persoonlike besonderhede; - formele kwalifikasies; - werkservaring (indien van toepassing); en - verwysings. Dagboekinskrywing • ’n Dagboek is ’n uitbeelding van daaglikse gebeurtenisse. • Bied sy/haar evaluering van die dag se gebeure aan. • Skryf vanuit die skrywer se perspektief; die eerstepersoonsvertelling is die mees gepaste benadering. • Die taalkeuse is eenvoudig en tot die punt. • Die toon kan bepaal word deur die aard van die inskrywing. Gee aanwysings • Gebruik aanwysings wanneer iemand vertel word hoe om ’n bestemming te bereik. • Gebruik meestal die bevelvorm. • Hoewel die onderwerp ‘jy’ nie aangedui is nie, verwys dit na die tweede persoon wat ’n interaksie tussen die spreker en die luisteraar aandui. • Oorweeg die volgende wanneer aanwysings gegee word: - wees bondig en duidelik; - die aanwysings moet in chronologiese volgorde wees; - verwys altyd na ’n spesifieke rigting; - dui die benaderde afstand aan; - gee die benaderde aantal strate wat oorgesteek moet word om die bestemming te bereik; - voorsien inligting oor bakens langs die pad; - gebruik woorde wat posisie aandui; - gebruik woorde wat rigting aandui; - gebruik woorde om vir aanwysings te vra; en - gebruik woorde om waardering te wys. Gee instruksies Verduidelik hoe om gereedskap of ’n instrument te gebruik, voedsel voor te berei, foute te herstel, ens. • Verduidelik die werking en gebruik van enige artikel wat gebruik word; voorbereiding van disse, herstel van enige foute. • Beplanning en voorbereiding (verwys na die skryfeienskappe): - verstaan die situasie (s) en wat die produk waaroor die instruksies/demonstrasies gegee word behoort te kan doen; - dui duidelike, korrekte en logiese volgorde van instruksies aan; - gebruik handleidings, instruksies en werkinge; en - neem woordeskat, taal, uitdrukkings, tegniese terminologie en frases wat gebruik mag word in ag. • Aanbieding. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 47 SOORTE SKRYFTEKSTE Advertensie • Moet aandag trek en belangstelling behou – maak seker dat die kernwoorde uitstaan. • Skep ’n behoefte by die verbruiker om die produk of diens te gebruik. • Oorreed die leser om die produk te koop/of die diens te gebruik. • Oorweeg die volgende in die ontwerp van die advertensie: - die teikenmark (vir wie die advertensie bedoel is); - plasing (waar en wanneer die advertensie kan voorkom – in watter media, watter tydgleuf en waar in die program of tydskrif); - aantrekking (tot watter sintuig spreek die advertensie?); - die uitleg en lettergrootte; - die houding (ernstig of nie) en die ratio tussen feit en mening; - die effektiwiteit van die keuse van kleur of tekort daaraan; en - die taalgebruik (of dit cliché-agtig, herhalend, figuurlik, retories, ens. is). Plakkate/ strooibiljette • Kan ’n verskeidenheid vorme aanneem. • Maak gebruik van slagspreuke en logo’s. • Het gewoonlik ’n visuele ontwerpelement. • Gebruik adverteringstegnieke. • Gebruik ontwerp om die advertensie aantreklik en onvergeetlik te maak. • Figuurlike taal en poëtiese middele word gebruik om impak te maak bv. metafoor, vergelyking, alliterasie, herhaling, rym, ritme. Invul van vorms • Voltooi ’n vorm vir verskeie redes, bv. om aansoek te doen vir ’n betrekking, om deel te neem aan kompetisies, ens. • Voorsien inligting wat benodig word deur die instelling waaraan die vorm gestuur word. • Stel wat benodig word, gevolg deur ’n dubbelpunt bv. Van: _______ • Voltooi akkuraat. Huldeblyk Om iemand se dood te herdenk of om mense van iemand se dood in kennis te stel. • Volle name; geboorteplek; waar die persoon gewoon het; geboortedatum; datum van dood, oorlewendes (lewensmaat, kinders) en hulle name; tyd, datum, plek van begrafnis, kort inligting oor die oorledene, ens. • Die volgende inligting kan ook ingesluit word: oorsaak van dood (kulturele gevoeligheid); biografiese besonderhede; persoonlike inligting; inligting oor huldigingsdiens. Kontrak 'n Bindende ooreenkoms tussen twee of meer partye. Die doel van ’n kontrak is om ’n verpligting te skep. Kontrakte kan ook mondeling wees. (Dit word aanbeveel dat ’n kontrak mondelings gedoen en in ’n geskrewe vorm oorgesit word om moontlike probleme en regstelling daarvan aan te dui.) Elemente van ’n kontrak: • naam (kontraktant, gekontrakteerde, getuies); • terme van verwysing (inhoud van die kontrak – insluitende diens wat gelewer sal word, duur en bedrag as daar geldelike implikasies is); • handtekeninge (alle partye betrokke); • datum en plek (wanneer en waar die kontrak geteken is). Testament 'n Testament kan bepaal wat met iemand se besittings na sy/haar dood gebeur. ’n Testament kan verseker dat die oorledene se wense na sy/haar dood vervul word. ’n Testament moet op datum en in ’n veilige plek gehou word. Dit behoort die volgende te hê: • naam van die eienaar van die testament; • datum van die testament; • geld en ander besittings; • begunstigdes; en • eksekuteur (vriend, lid van die familie, prokureur). AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SOORTE SKRYFTEKSTE Konstitusie en beleid Dit is ’n stel fundamentele beginsels of reëls wat ’n organisasie gebruik om hulle te lei bv. die land, begrafnisgenootskap, jeugorganisasie, stokvel, sokkerklub. • Die betrokke partye moet oor die reëls ooreenkom. • Die reëls is bindend. • Dit kan verander word. • Die formaat behoort die naam van die organisasie of instelling, lidmaatskap, verwysingsraamwerk, datum van aanneming, handtekening, ens., in te sluit. LITERÊRE- EN MEDIATEKSTE Persoonlike mededeling of vertelling Om ’n persoonlik ervaring oor te vertel. • Oriëntering: beskrywing van konteks of omstandighede, bv. Dit was gedurende die skoolvakansie... • 'n Chronologiese weergawe van die gebeure, bv. Ek het na Tina se huis toe gegaan … Daarna … • Addisionele inligting oor die gebeure, bv. Hy was verras om my te sien. • ’n Afsluiting wat uitgebrei kan word, bv. Ek hoop ek kan meer tyd saam met Tina deurbring. Ons het dit geniet. • Dit word gewoonlik in die verlede tyd geskryf. • Dit word in die eerste of derde persoon geskryf. • Gebruik woorde wat tydsverloop aandui, bv. eerste, daarna, die volgende dag, wanneer, net voor dit, uiteindelik, ten laaste, intussen. • Dit neig om op individuele of groepdeelname te fokus. • Kan ’n informele styl gebruik. Dialoog • Verslag van spreekbeurte tussen twee of meer mense in die orde waarin die gesprek gevoer word. • Teken gedagtewisseling aan soos wat dit plaasvind, m.a.w. vanuit die spreker se perspektief. • Skryf die name van die sprekers aan die linkerkant van die bladsy. • Gebruik ’n dubbelpunt na die naam van elke spreker. • Begin elke spreekbeurt op ’n volgende reël. • Inligting vir sprekers/karakters (of leser) oor hoe om te praat of om die handeling uit te beeld, moet tussen hakies, direk voor die spreker/karakter se woorde geskryf word. • Skets ’n scenario voordat dialoog geskryf word. Resensie Resensies volg selde ’n vasgestelde patroon. Hulle dek nie enige spesifieke aspekte van ’n boek, film of kompakskyf nie. Oor die algemeen, besluit resensente wat dit is wat hulle wil resenseer en wie betrokke is. Goeie resensies probeer om regverdig maar eerlik te wees; swak resensies is bloot ’n persoonlike uiting van eensydige perspektiewe. Humor is nie ongewoon in resensies nie: dit is sommige resensente se kenmerk. Bied resensies uit verskillende bronne aan om leerders te wys hoe gevarieerd hierdie skryfvorm kan wees. • Weergawe van ’n individu se respons op ’n kunswerk, film, boek, geleentheid, ens. • Projekteer sy/haar ‘oordeel’ tot die werk wat aangebied is. • Die leser van die resensie hoef nie saam met die resensent te stem nie. • Twee resensente mag verskillend op dieselfde teks reageer. • Gee relevante feite, byvoorbeeld, die name van die outeur/vervaardiger/kunstenaar, die titel van die boek/werk, die name van die uitgewer/vervaardiger, sowel as die prys (waar van toepassing). AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 49 SOORTE SKRYFTEKSTE Poësie • Skryf oor waarnemings en ervarings: - die mens; - natuur; - sosiale aangeleenthede; - tegnologie, ens. • Volg ’n struktuur: - titel; - verse. • Gebruik poëtiese taal. • Laat digterlike vryheid toe, bv. ignoreer leestekens of taalstrukture. Koerantberigte • Stel feite kortliks en akkuraat. • Strewe om die belangrikste feite te gee sonder om die leser te ‘verloor’. • Som akkuraat op sonder om die waarheid te verdraai. • Gee ’n saaklike, bondige, maar treffende titel. Subtitels kan ook gegee word. • Vermeld die belangrikste feite alreeds in die eerste paragraaf: wie, wat, hoe, wanneer, waar, waarom en in watter mate. Tydskrifartikels Die persoonlike voor- en afkeure en die stilistiese eienaardigheid van die skrywer word dikwels in tydskrifartikels vooropgestel, en dit behoort aangemoedig te word by die leerders. Hulle moet ook ernstige tydskrifartikels skryf oor enigiets wat hulle ernstig opneem, asook komiese artikels waarin hulle oor enige geskikte onderwerp die spot kan dryf of dit kan kritiseer. Die meeste van die tydskrifartikels wat leerders lees, is waarskynlik van hierdie soort. Die internet is vol artikels, en terwyl hul styl en inhoud nie veel verskil van hul geskrewe ampsgenote nie, is dit die moeite werd om dit te ondersoek, soos hulle voorkom in blogs, wat nou ’n wyd-erkende vorm van skryf is. Deur leerders hul eie blogs te laat opstel (op papier, hoewel daar nie twyfel is dat sommige leerders alreeds hul eie blogs het nie), word daar ’n ryk skryfkonteks voorsien, wat die gehoor se aandag kombineer met die relevansie van die inhoud en gepaste toon. Gebruik die volgende: • Die opskrif moet die aandag trek en interessant wees. • Die styl moet persoonlik wees en direk tot die leser spreek. - Die styl kan beskrywend en figuurlik wees en ’n beroep doen op die lesers se verbeelding. - Name, plekke, tye, standpunte en enige ander besonderhede behoort in die artikel ingesluit te word. - Die artikel moet belangstelling wek, en soos ’n advertensie, die leser aanmoedig om die produk of diens te gebruik. - Paragrawe behoort nie te lank te wees nie en behoort die leser se aandag te boei. - Die lettertipe behoort lig en aantreklik te wees. Dokumentêr • Gedetailleerde ondersoek van die onderwerp se lewe, bv. ’n held (sport, opvoeding, godsdienstig) en ’n verslag oor die bevindings. • Dit kan hoogtepunte insluit en die uitdagings wat die onderwerp moes oorkom voordat die toppunt bereik is. • Name, plekke, tye, standpunte en enige ander besonderhede behoort in die dokumentêr ingesluit te word. • Begin met die belangrikste feite: die wie, wat, hoe, wanneer, waar, waarom en tot watter graad. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) LENGTE VAN TEKSTE VIR Eerste Addisionele Taal (WAT DEUR LEERDERS GEPRODUSEER MOET WORD) TAAK GRAAD 7 GRAAD 8 GRAAD 9 Paragraaf • Woorde • Sinne 100 –110 woorde 110 – 120 woorde 120 – 140 woorde 7 – 9 sinne 3-5 paragrawe 7 – 10 sinne 4-7 paragrawe 8 – 10 sinne 4-8 paragrawe Opstel 130 – 180 woorde 3-5 paragrawe 180 – 210 woorde 4-7 paragrawe 210 – 250 woorde 4-8 paragrawe Gedig 2 verse 2-3 verse 3-6 verse Kort storie, insluitende volksverhale 1 bladsy +/-6 paragrawe 2 bladsye +/-10 paragrawe 3 bladsye +/-20 paragrawe Dialoog (eenbedryf) 1 bladsy 2 bladsye 3 bladsye Langer transaksionele tekste bv. briewe 110-120 woorde 120-140 woorde 140-160 woorde Korter tekste 70 - 80 woorde 80 – 90 woorde 90 – 100 woorde Opsomming 40 – 50 woorde vir 220 woord teks 50 – 60 woorde vir 240 woord teks 50 – 60 woorde vir 260 woord teks LENGTE VAN TEKSTE VIR Eerste Addisionele Taal (VIR LEERDERS OM MEE OM TE GAAN) TAAK GRAAD 7 GRAAD 8 GRAAD 9 Langer tekste vir luisterbegrip, bv. storie, onderhoude, toneelstukke, nuusverslae 130-180/tot 5 min 180-200/tot 5 min 200-220/tot 5 min Korter tekste vir luisterbegrip, bv. aankondigings, inligtingstekste, instruksies, aanwysings 50-60 woorde/1-2 min 60-70 woorde/1-2 min 70-90 woorde/1-2 min Leesbegrip/aandagtige leestekste 300-350 woorde 350-400 woorde 400-450 woorde Die lengte van tekste vir uitgebreide lees is nie voorgeskryf nie omdat dit afhang van die tipe teks, die moeilikheidsgraad van die taal en die leesvlak van die leerders. 3.1.4 Taalstrukture en -konvensies Taalstrukture en -konvensies verwys na reëls wat die gebruik van leestekens, hoofletters, letters, klanke, woorde, sinne en paragrawe in mondelinge en skriftelike werk bepaal. Hierdie reëls sluit in spelling, uitspraak, taalleer, kritiese taalbewustheid, ens. Die vaardighede van luister, praat, lees en skryf kan nie gebruik word sonder goeie kennis en inoefening van taalstruktuur nie. Leerders moet ook oor ’n breë woordeskat beskik, wat dalk die belangrikste faktor is wat ’n persoon in staat stel om doeltreffend te kommunikeer. ’n Breë woordeskat is noodsaaklik vir al die taalvaardighede, maar veral vir lees en skryf. Die beste manier waarop leerders hul taalleer kan verbeter en hul woordeskat kan uitbrei, is om intensief tydens en na die onderrigtyd te lees. Leerders sal leer hoe Taalstrukture en -konvensies gebruik word en hulle sal ’n gedeelde taal ontwikkel vir praat oor taal ('n ‘metataal’), sodat hulle hul eie en ander tekste krities kan evalueer in terme van betekenis, effektiwiteit en akkuraatheid. Hulle sal ook hierdie kennis kan gebruik om met taal te eksperimenteer om betekenis van woord- en sinsvlak te bou t.o.v. hele tekste, om te bepaal hoe ’n teks en sy konteks verwant is. Deur interaksie met ’n verskeidenheid tekste, brei leerders hul gebruik van woordeskat uit en pas hul begrip van Taalstrukture en -konvensies korrek toe. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 51 Die verwagting is dat Taalstrukture en -konvensies in konteks aangeleer sal word net soos ander taalvaardighede aangeleer en ontwikkel word. Die onderrigplanne bevat ’n lys Taalstrukture en -konvensies (items) wat in elke graad gedek behoort te word. Maak seker dat luister- en leestekste wat vir elke tweeweeklikse siklus geselekteer word, sommige van die taalitems bevat wat u wil dek. Skep aktiwiteite wat verwant is aan die tekste sodat dit die leerders in staat kan stel om hierdie items in konteks te gebruik. Die skryftekste wat leerders skryf, sal sommige van die taalitems insluit. Gee u leerders leiding oor die gepaste en korrekte gebruik van die items. Kies sommige van die items waarmee u leerders sukkel en gee hulle formele oefening daarin. In die Senior Fase, is een uur per tweeweeklikse siklus uiteengesit vir formele onderrig en oefening in Taalstrukture en -konvensies. Die volgende tabel dui die Taalstrukture en -konvensies aan wat die leerders moet aanleer gedurende die luister-, praat-, lees- en skryfproses. Hierdie strukture behoort in konteks, op ’n geïntegreerde manier deur die gebruik van verskillende tipes mondelinge-, visuele- en geskrewe tekste onderrig te word. Hulle behoort ook eksplisiet onderrig te word in die tyd wat daarvoor uiteengesit is. VOORBEELDE VAN TAALSTRUKTURE EN -KONVENSIES Lees- en skryftekens Punt, uitroepteken, vraagteken, komma, dubbelpunt, kommapunt, aandagstreep, afkappingsteken, aanhalingstekens, hakies, skuinsstreep, beletselteken/ellips, koppelteken, deelteken, klemteken (akuut/gravis), kappie Spelling Spelpatrone, spelreëls en -konvensies, klank- en lettergrepe, afkortings, verkortings en akronieme, woordeboekgebruik Woordvorming Voorvoegsels, agtervoegsels, basisvorme Selfstandige naamwoorde Eienaam: Piet, Nonxeto, Gauteng, Suid-Afrika Soortnaam (meervoud, verkleining): huis – huise – huisie; man – mans – mannetjie Abstrak: liefde, haat, jaloesie Samestellings: broeksak, reënboog, tafeldoek Versamelnaam: swerm voëls, skool visse (ook uitbreiding van woordeskat) Meervoud: -e, -s, -ers, -ere, -ens, -de, -te; meervoude met die afkappings ’s; meervoude met die deelteken ë; meervoude met ’n kappie ê; dubbele meervoude op -kus en -ci; ander woorde vir meervoudsvorm: ding > goed Soortname met geen meervoude nie: silwer, gars, onkunde Verkleining: -tjie, -jie, -ie, -etjie, -pie, -kie, ’tjie en die reëls vir die vorming van verkleining Geslag: aparte woorde (man x vrou); agtervoegsels (-esse, -es, -in, -ster, -ise, -e, -te); woorde soos mannetjie, wyfie, haan, hen, ram, ooi, merrie, hings, ens. Lidwoorde Onbepaalde lidwoord: ’n boek, ’n appel Bepaalde lidwoord: die boek, die radio, die appels Telwoorde Hooftelwoord: vyf, twintig Rangtelwoord: eerste, tweede, derde, drie-en-veertigste Voornaamwoorde Aanwysende voornaamwoorde: hierdie, daardie, bv. Hierdie boek behoort aan my. Persoonlike: ek, jy, ons, ens., bv. Sy lees die boek Besitlike: my, sy, joune, hare, s’n, ens., bv. Ek lees my boek. Vraende: waarin, wat, wie, ens., bv. Wie se boek is op die tafel? Betreklike: wat, wie se, met wie, waaruit, waarop, waarmee, bv. Die mes waarmee ek sny is skerp. Onpersoonlike: dit, daar, bv. Dit is ’n interessante boek. Onbepaalde: iets, ’n mens, hulle, iemand, niemand, bv. ’n Mens het water nodig. Wederkerende: hy... hom, Juffrou... haar, bv. Hy het homself met seep gewas. Wederkerige: mekaar AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) VOORBEELDE VAN TAALSTRUKTURE EN -KONVENSIES Byvoeglike naamwoorde Attributief: Die lang man... Predikatief: Die man is lank... Trappe van vergelyking: stellende, vergrotende en (die) oortreffende trap; reëls vir die onderrig van die vorming van trappe van vergelyking Letterlike en figuurlike betekenis, bv. ’n bang kind – ’n bange nag, duur toerusting – dure les Intensiewe vorme: doodmoeg, springlewendig Verboë vorme: Die lawwe kind... Vergelykings: So bleek soos ’n laken. Werkwoorde Tyd Selfstandige/hoofwerkwoord: kom, gaan, groet, bv. Ek eet kos. Deeltjiewerkwoorde (skeibare en onskeibare werkwoorde): ingaan – gaan in, opteken – teken op, teengaan – gaan teen Koppelwerkwoorde: is, was, word, lyk, blyk, heet, skyn, bv. Die vrou is slim. Die kind word bederf. Hulpwerkwoorde: tyd, wyse, plek, bv. Die seun het die werk gedoen. Jy kan saamkom. Infinitief: om te + werkwoord, te + werkwoord: behoort, hoef, skyn, blyk Deelwoorde, bv. Dit is koud gedurende die winter. Deelwoorde in vaste verbindings, bv. agter geslote deure Teenwoordige tyd: Ek drink ’n melkskommel. Verlede tyd: Ek het ’n melkskommel gedrink. Toekomende tyd: Ek sal ’n melkskommel drink. Bywoorde Bywoord van tyd: nou-nou, gister Bywoord van wyse: gesels-gesels, vinnig, stadig Bywoord van plek: op die sokkerveld, Winburg, in die dorp Voorsetsels Alle voorsetsels in vaste en vrye verbindings: met, op, onder, onderaan, daarin Voegwoorde Verbind sinsdele en sinne aan mekaar: Groep 1: maar, en, want, of, dog, sowel as (woordorde verander nie – neweskikkend); Groep 2: dus, daarom, intussen, al, nogtans anders (woordorde verander – voegwoordelike bywoorde); en Groep 3: dat, omdat, indien, terwyl, alhoewel, voordat, as, ens. (onderskikkend). Tussenwerpsels Sies, O! Verbindingswoorde (skryf van sinne en paragrawe) Sluit in woorde soos voegwoorde, betreklike voornaamwoorde, bywoorde, telwoorde AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 53 VOORBEELDE VAN TAALSTRUKTURE EN -KONVENSIES Woordeskat￾uitbreiding/- ontwikkeling en taalgebruik Betekenisleer en figuurlike taal: Sinonieme, antonieme, paronieme, polisemie; homonieme, homofone, alliterasie, een woord vir ’n omskrywing Beeldspraak: vergelyking, metafoor, personifikasie, oksimoron, metonimia, hiperbool, litotes, paradoksale teenstelling, eufemisme Stylfigure: onomatopee (klanknabootsing), kontras, ironie, sarkasme, antiklimaks, simboliek, sinestesie, antitese, woordspeling, onderstelling, sinekdogee Idiomatiese uitdrukkings, spreekwoorde, raaisels Leenwoorde en erfgoed (volksetimologie), nuutskeppings (neologismes), anglisismes Dubbelsinnigheid, cliché, toutologie, slengtaal, jargon, vaktaal, klem, stereotipering, vooroordeel, aanstootlike taal, gevoelstaal, seksistiese taal, ens. Taalgebruik en register wat gepas is vir die gehoor by spesifieke geleenthede, bv. U Edelagbare, die Weledele Heer, ens. Woordvorming: Voorvoegsels, agtervoegsels, basisvorme, kern en bepaler, simplekse en komplekse, afleiding, samestelling, verbindingsklanke Klankleer en spelling: Klanke (konsonante/vokale/diftonge/klankverskynsels soos assimilasie, oorronding, ontronding), spelpatrone en spelreëls, klankgrepe en lettergrepe, afkortings en verkortings, akronieme Sinne en sinsdele Bou van ’n enkelvoudige sin: onderwerp, gesegde, voorwerp, byvoeglike en bywoordelike bepalings: Bywoordelike bysin bv. Sy sing waar niemand haar kan hoor nie. Byvoeglike bysin bv. Die tafel, waarvan die poot af is, is verkoop. Woordorde in sinne: tyd, wyse, plek, infinitief Sinsoorte: Stelsinne, bv. Dit is my vrou. Bevelsin, bv. Kom hier! Vraagsin, bv. Waar is my kos? Uitroepsin, bv. Eina, die vuur is warm! Saamgestelde sinne: hoofsinne en bysinne (byvoeglike, bywoordelike – tyd, wyse, plek Veelvoudige sinne (hoof- en neweskikkende sinne) Ontkenning: dubbele ontkenning, vraag (Nee, dit is nie... nie); bevel (Moenie...), asseblief (Moet asseblief nie... nie); woorde wat verander (iemand – niemand; ooit – nooit) Lydende en bedrywende vorm (aktief en passief) Stelsin, sinne sonder onderwerp, sinne in verlede tyd, sinne in toekomende tyd, sinne met hulpwerkwoorde, bevelsin, vraagsin Bedrywende vorm bv. Die seun skop die bal. Lydende vorm bv. Die bal word deur die seun geskop. Direkte en indirekte rede Stelsin, vraagsin, bevelsin, verandering van leestekens, verandering van bywoorde van plek en tyd, verandering van voornaamwoorde Direkte rede bv. Bring asseblief die bal vir my. Indirekte rede bv. Hy het gevra dat ek die bal vir hom moet bring. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2 TABEL MET DIE VERSPREIDING VAN TEKSTE WEKE GRAAD 7 GRAAD 8 GRAAD 9 KWARTAAL 1 1 en 2 Storie Storie Inligtingsteks – advertensie, plakkaat 3 en 4 Gedig Inligtingsteks met mondelinge aanbieding Roman/Novelle, drama, kortverhaal, poësie 5 en 6 Poësie, drama Roman/novelle, drama, kortverhaal Inligtingsteks - kontrakteks 7 en 8 Kort storie, volksverhale Inligtingsteks bv. koerantberig of tydskrifartikel Roman/Novelle, drama, kortverhaal, poësie 9 en 10 Kort storie, gedig Ondersoekende verslagteks Inligtingsteks bv. koerantberig of tydskrifartikel KWARTAAL 2 1 en 2 Roman, drama, poësie Inligtingsteks met visuele teks bv. landkaarte/bakens/skale/kaarte/ prentjies Roman/Novelle, drama, kortverhaal, poësie 3 en 4 Inligtingsteks met visuele teks bv. advertensie diagramme/prentjies/ grafieke; plakkaat; beskrywing van ’n voorwerp, visuele teks Inligtingsteks bv. oudio-/ visuele teks – rolspel/forum-/ paneelbespreking Resensie - roman, drama, kortverhaal, poësie 5 en 6 Inligtingsteks bv. prosedures, instruksies, inligtingsteks met visuele teks bv. kaarte/tabelle/ diagramme/prentjies/grafieke Inligtingsteks bv. onderhoud Roman/Novelle, drama, kortverhaal, poësie - kennisgewing, agenda en notule 7 en 8 Roman/drama Storie resensie Inligtingsteks met visuele teks bv. advertensie - resensie 9 en 10 SUMMATIEWE ASSESSERING KWARTAAL 3 1 en 2 Inligtingsteks bv. vraelys of vorm Gedig Drama Inligtingsteks – testament 3 en 4 Drama, gedig Inligtingsteks - koerantberig/ tydskrifartikel Roman/Novelle, drama, kortverhaal, poësie – skryf van ’n transaksionele teks – ’n dekbrief en ’n CV 5 en 6 Tekste oor kennisgewing, agenda en notule Roman/Novelle, drama, kortverhaal; gedig – formele/ informele brief Roman/Novelle, drama, kortverhaal, poësie – skryf van ’n opstel 7 en 8 Koerantberig/tydskrifartikel oor hedendaagse aangeleenthede Roman/Novelle, drama, kortverhaal; gedig –skryf ’n storie Roman/Novelle, drama, kortverhaal, poësie – skryf van ’n transaksionele teks – ’n uitnodigingskaartjie en antwoord 9 en 10 Inligtingsteks – aanwysing Verhalende teks – roman, kortverhaal; poësie Drama – skryf van ’n dialoog AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 55 KWARTAAL 4 1 en 2 Drama/roman/kortverhaal Inligtingsteks: tydskrifartikel/ koerantberig Roman/Novelle, kortverhaal – skryf van ’n brief van aansoek 3 en 4 Inligtingsteks met dagboekinskrywing, e-posboodskappe, sms, strooibiljette Roman/Novelle, drama, kortverhaal, gedig Roman/Novelle, kortverhaal, poësie – skryf van e-posboodskap 5 en 6 Roman, drama, volksverhale Drama/toneelstuk, gedig – joernalistieke verslag Roman/Novelle, kortverhaal, poësie – skryf van huldeblyk, dagboekinskrywing, uitnodigingskaartjie 7 en 8 Hersiening van tekste – in voorbereiding vir eksamen Hersiening van tekste – in voorbereiding vir eksamen Hersiening van tekste – in voorbereiding vir eksamen 9 en 10 SUMMATIEWE ASSESSERING 3.3 ONDERRIGPLANNE Die Senior Fase is ongelukkig vir baie leerders die einde van verpligte onderrig. Na graad 9, begin baie leerders om ’n werk te soek of om loopbane te volg wat nie verdere studie vereis nie. Dit is die rede waarom die onderrig van leerders in die Senior Fase op ’n hoër vlak moet wees. Leerders moet blootgestel word aan ’n wye verskeidenheid kennis – ’n kenmerk wat hulle op ’n beter toekoms moet voorberei. Leerders in die Senior Fase moet blootgestel word aan ’n verskeidenheid literêre genres asook ’n verskeidenheid tekste wat hulle self moet kan skep. Die blootstelling sal die leerders in staat stel om die geleenthede wat hulle gebied word, aan te spreek en dit sal hulle help om hul kennis van die inhoud te verbreed. Die onderrigplan dui op die minimum inhoud wat elke twee weke per kwartaal gedek moet word. Die volgorde van die inhoud gelys is nie voorgeskrewe nie en die gegewe tyd is ’n benaderde aanduiding van hoe lank dit kan neem om die inhoud te dek. Onderwysers behoort hul lesplanne te ontwerp deur gebruik te maak van die onderrigplanne, hul handboeke en enige ander relevante bronne. Leerders kan onderrig word deur gebruik te maak van relevante inhoud in die gepaste volgorde en tempo. Onderwysers word aangemoedig om die inhoud of konsepte kontekstueel tot hul omgewing te gebruik. 3.3.1 Hoe tekste in die tweeweeklikse siklus opeenvolg Verskillende tekste word gebruik as ’n basis vir die ontwerp van die twee-week onderrigsiklus. Die tekste is geselekteer op die basis van hoe hulle ’n geïntegreerde eenheid vorm, byvoorbeeld leerders kan na ’n storie luister en dan ’n storie lees. Hulle kan gevra word om ’n kort mondelinge beskrywing van ’n plek of persoon te skryf (wat inskakel met die storie) of hulle kan gevra word om ’n brief aan ’n karakter in die storie te skryf. Kies ’n tema of onderwerp vir elke twee-weekonderrigsiklus wat jou in staat stel om die aktiwiteite suksesvol te koppel. Die rede vir die gebruik van temas of onderwerpe is om dit moontlik te maak om gedurig woordeskat en taalstrukture in betekenisvolle kontekste te herwin. 3.3.2 Hoe die tekste/aktiwiteite op mekaar volg oor die tweeweeklikse siklus Die tekste hoef nie in ’n besondere volgorde aangeleer te word nie. In die meeste gevalle behoort daar Luister- en praataktiwiteite te wees ter voorbereiding vir die Lees- of Skryfaktiwiteite. Soms behoort die Luister- en praataktiwiteit van die leesteks afgelei te word. Leerders behoort betrokke te wees by die verskillende soorte tekste; mondeling en lees, voordat hulle gevra word om tekste te skryf. In die meeste gevalle moet hulle na die teks luister, bv. ’n storie of nuusverslag. Dit kan verskil en op ’n hoër vlak wees as dit wat leerders op daardie tydstip lees. Dit is omdat hulle luistervaardighede meer ontwikkel is as hul leesvaardighede. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.3.3 Die tipe voorgeskrewe en aanbevole tekste Die voorgeskrewe tekstipes wat aangeleer word in elke tweeweeklikse siklus is voorgeskryf in die onderrigplan en behoort in die voorgeskrewe handboeke ingesluit te word. In die meeste gevalle is geen spesifieke tipe storie voorgeskryf nie. ’n Keuse mag gemaak word uit die verskeidenheid hedendaagse stories, skeppende stories (bv. avontuur, wetenskapfiksie) historiese stories (bv. biografieë) en tradisionele stories (bv. mites, legendes en fabels) wat beskikbaar is. Dieselfde geld ook vir gedigte en toneelstukke. Hierdie tekste kan gekies word vanuit die klas se leesboeke/leesreeks/ander boeke (uitgebreide lees) en sal die tekste wat in die voorgeskrewe afdeling gelees is, ondersteun. Hulle kan óf dieselfde tekstipe (om begrip van teksstruktuur te beklemtoon) wees, óf ’n andersoortige tekstipe (om verdere belangstelling te stimuleer en die verskeidenheid leesvermoëns uit te brei). In alle gevalle behoort hierdie addisionele lees verwant te wees aan die onderwerpe en temas wat gekies is vir die voorgeskrewe tekste in die tweeweeklikse siklus. 3.3.4 Integrasie van alle taalvaardighede in ’n tweeweeklikse siklus Hoewel die vaardighede in die onderrigplan apart aangebied word, behoort dit, waar moontlik, op ’n geïntegreerde manier onderrig te word, bv. in die onderrig van ’n mondelinge onderhoud kan leerders ’n geskrewe teks lees en hulle kan later ’n geskrewe onderhoud lewer. Die keuse van taalstrukture wat aangeleer word in ’n besondere siklus behoort die skep en begrip van mondelinge en geskrewe tekste wat gedurende daardie siklus gelewer word, te verhoog, bv. die byvoeglike naamwoorde, sinonieme, antonieme, bywoorde en verlede tyd. Dit berei leerders voor vir die skryf van ’n verhalende of beskrywende opstel. Die mondelinge- en skryfstrategieë wat in elke tweeweeklikse siklus aangeleer word behoort bepaal te word deur die tipe teks wat geproduseer word, bv. gedurende die onderrig van verhalende opstelle behoort leerders onderrig te word hoe om chronologiese paragrawe te skryf, maar wanneer hulle verklarende opstelle skryf, kan hulle onderrig word hoe om gebruik te maak van ’n prosedureteks. 3.3.5 Hoe die Taalstrukture en -konvensies onderrig word Die inhoud van die Taalstrukture en –konvensiesafdeling, is in die meeste gevalle verwant aan die tipe tekste wat onder die opskrifte Luister en praat, Lees en kyk, en Skryf en aanbied voorgeskryf is en sal natuurlik aandag geniet in die proses. Byvoorbeeld, as ’n storie behandel word, sal leerders daarna verwys in die verlede tyd en sal hulle dan ook die tekste lees deur gebruik te maak van hierdie tyd. Dit is ook belangrik dat aktiwiteite ontwikkel word wat fokus op besondere taalstrukture in konteks. Kies items vanuit die Taalstrukture en -konvensiesafdeling om leerders te onderrig dat taal natuurlik in die tekstipe waarop gefokus word voorkom, in ’n volgorde wat ’n natuurlike en logiese benadering tot die aanleer van ’n taal, ondersteun. Nie alle items hoef binne die gegewe siklus onderrig te word nie, maar alle items wat in die oorsig gelys is, moet gedek wees teen die einde van die jaar. Sommige tweeweeklikse siklusse mag oorlaai wees met Taalstrukture en –konvensie-items; dit beteken nie noodwendig dat alles in daardie siklus gedek moet word nie. Die aanname is dat die meeste van die items in die Intermediêre Fase afgehandel is. Die onderrig van die items in die Senior Fase word gesien as hersiening. Doen aktiwiteite wat betekenisvol is en wat verwant is aan die tekste wat die leerders bestudeer in die twee￾weeksiklus. Meer aktiwiteite van hierdie aard behoort gedoen te word soos wat leerders vorder van graad 7 tot 9. Kies die reëls wat aan leerders verduidelik word versigtig en beperk dit tot die minimum. Onderrig behoort alle taalvaardighede en taalstrukture te integreer omdat hulle aan mekaar verwant is. Alle taalstrukture en -konvensies behoort in konteks onderrig te word. Let ook op dat daar spesifieke tyd toegeken is vir die formele onderrig van Taalstrukture en -konvensies. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 57 3.4 ONDERRIGPLANNE GRAAD 7 KWARTAAL 1 INHOUD Weke Luister en Praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Bekendstelling: Self of ander • Onderrig bekendstellingskonvensies en -kenmerke • Taalgebruik Luister na ’n kortverhaal • Identifiseer kern en ondersteunende gedagtes van ’n kortverhaal. • Maak aantekeninge. • Deel idees en ervarings en toon begrip van konsepte. Vertel ’n storie oor • Vertel gebeure oor in korrekte volgorde. • Meld die karakters korrek. • Meld die tydlyn. Storievertelling • Onderrig konvensies van storievertelling: praatvaardighede, toon, uitspraak, tempo, intonasie, oogkontak, postuur, gebare • Vertel 'n storie uit eie ervaring Literêre teks: kortverhale • Belangrikste kenmerke van ’n literêre teks soos karakter, karakteruitbeelding, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Pre-leesstrategieë: • Herken kenmerke van die teks soos titels, opskrifte, illustrasies. • Herken dele van die boek soos omslag, titelbladsy, indeks, hoofstukke, woordelys, indeks. Leesbegrip en leesstrategieë: • Vluglees en soeklees. • Aandagtige lees. • Visualisering. • Afleiding van betekenis en maak van gevolgtrekkings. • Onderskei tussen feit en mening. • Betekenisleer en woordeskatuitbreiding. Skryf ’n verhalende paragraaf Konvensies van ’n paragraaf: • Onderwerpsin van die paragraaf. • Kern en ondersteunende gedagtes. • Gebruik voegwoorde vir samehang. • Verduidelik vereistes t.o.v. teks soos die vertel van ’n storie. • Gebruik gepaste woorde en styl. • Skryf in die verlede tyd. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n storie wat gebaseer is op ’n persoonlike ervaring. Die hersiening van taalstrukture en -konvensies wat in vroeër grade onderrig is Woordvlakwerk: soortname, eiename, abstrakte selfstandige naamwoorde Sinsvlakwerk: enkelvoudige sinne, stelsinne, teenwoordige tyd, verlede tyd Spelling en leestekens: punt, komma, dubbelpunt, kommapunt, hoofletters en kleinletters Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en Praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Luister na en bespreek die gedig • Deel idees en ervarings en toon begrip van konsepte. • Beantwoord vrae. • Verduidelik aan ’n vriend waarom jy van ’n spesifieke gedig hou. Voorbereide hardoplees: • Toon, stemprojeksie, uitspraak, frasering, oogkontak. • Gee aandag aan leestekens. • Gebruik gepaste liggaamstaal. Literêre teks: gedigte Leesmetodes: • Onafhanklike lees. Pre-leesstrategieë: • Herken kenmerke van die teks soos titels, opskrifte, illustrasies. • Herken dele van die boek soos die boekomslag, flapteks, titelbladsy, indeks, hoofstukke, woordelys. Poësie: Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Kreatiewe skryf: eie gedig Strofe-konvensies: • Struktuur van ’n strofe. • Gebruik voegwoorde vir samehang. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. • Gepaste taalgebruik. • Gepaste gebruik van figuurlike taal. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n gedig. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: samestellings; infinitiewe werkwoorde, voornaamwoorde, besitlike voornaamwoorde Betekenisleer en woordeskatuitbreiding: rym, geleende woorde, idiomatiese uitdrukkings, spreekwoorde, alliterasie, vergelykings, metafore, tussenwerpsels, sinonieme, antonieme Lees- en skryftekens: punt, komma Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 59 Weke Luister en Praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Gesprek oor drama: • Neem deel aan informele gesprekke oor eenvoudige onderwerpe. • Gebruik korrekte register. • Handhaaf die gesprek. • Identifiseer kern en ondersteunende gedagtes. • Maak aantekeninge. • Beantwoord vrae. Gebruik onvolledige dialoë vir leerders. Dialoog: • Neem deel aan ’n dialoog. • Gebruik gepaste taal. • Reageer gepas. • Pas gesprekskonvensies bv. beurtneming, toe. • Gebruik gepaste liggaamstaal. Literêre teks drama (een-bedryf/ eenakter) • Belangrikste kenmerke van ’n literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (strategieë): • Vluglees en soeklees. • Aandagtige lees: - voorspelling; - afleiding van betekenis van onbekende woorde deur die gebruik van woordaanpakvaardighede. • Kritiese taalbewustheid. Skryf ’n dialoog, opvoering van drama • Vereistes t.o.v. formaat, styl, perspektief. • Teikengehoor, doel en konteks. • Gepaste woordkeuse. • Gepastheid van bepaalde uitdrukkings. • Vrye uitdrukking. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: soortname, infinitiewe werkwoorde, voornaamwoorde, besitlike voornaamwoorde Sinsvlakwerk: enkelvoudige sinne stelsinne, teenwoordige tyd, verlede tyd, ontkenning Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, idiomatiese uitdrukkings, spreekwoorde Lees- en skryftekens: dubbelpunt, oop en geslote aanhalings, uitroeptekens, vraagtekens Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en Praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë Luister na ’n kortverhaal/ volksverhale. Luister met begrip: • Identifiseer kern en ondersteunende gedagtes en maak aantekeninge. • Deel idees en ervarings en wys begrip van konsepte. • Identifiseer oorredende en manipulerende tegnieke waar van toepassing. • Beantwoord vrae. Groep-/paneelbespreking: Luister na poësie en bepaal die betekenis. Bespreek die storie/volksverhale waaraan hulle in die vorige aktiwiteit blootgestel was. • Identifiseer karakters. • Bespreek die tema. • Bespreek perspektief. • Bring inhoud in verband met eie ervaring. Literêre teks: kortverhale/ volksverhale • Belangrikste kenmerke van ’n literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip: • Vluglees. • Aandagtige lees. • Soeklees. • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. Skryf ’n resensie/brief: • Vereistes t.o.v. formaat, styl. • Teikengehoor, doel en konteks. • Samehang van paragrawe. • Gebruik gepaste woordkeuse. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n brief/resensie deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: enkelvoud en meervoud, byvoeglike naamwoorde, trappe van vergelyking, klankgrepe en lettergrepe Sinsvlakwerk: teenwoordige tyd, verlede tyd Betekenisleer en woordeskatuitbreiding: homofone, homonieme, polisemie, raaisels, idiomatiese uitdrukkings, spreekwoorde Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 61 Weke Luister en Praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister- en Praatstrategieë Luister met begrip: • Verduidelik die luisterproses. • Maak aantekeninge. • Beantwoord vrae. Groep-/paneelbespreking: • Bespreek spesifieke idees in ’n kortverhaal. • Neem ’n standpunt oor idees in en verwys na die teks ter ondersteuning van die standpunt. • Bring inhoud in verband met eie ervaring. Literêre teks: kortverhale • Belangrikste kenmerke van ’n literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (strategieë): • Vluglees. • Soeklees. • Aandagtige lees. • Onderskei tussen feit en mening. • Afleiding van die betekenis van onbekende woorde deur woordaanpakvaardighede. Skryf ’n beskrywende opstel: Konvensies van ’n paragraaf: • Onderwerpsin van die paragraaf. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van paragrawe. • Gebruik van voegwoorde vir samehang. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Bied ’n opstel vir assessering aan. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: voorvoegsels, agtervoegsels, basisvorme, infinitiewe werkwoorde Sinsvlakwerk: hoofsinne, bysinne Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme Leestekens en spelling: woordeboekgebruik, spelpatrone, spelreëls Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite Assessering vir kwartaal 1 Taak 1: Luister en praat (Mondeling) Taak 2: Skryf Taak 3: Toets 1 Vertel ’n storie oor/bespreek ’n gedig/dialoog/groep-/ paneelbespreking. Beskrywende/verhalende opstel Informele brief/resensie/dialoog Leesbegrip en taalgebruik AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 7 KWARTAAL 2 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister met begrip: • Verduidelik die luisterproses. • Maak aantekeninge. • Beantwoord vrae. Vertel ’n storie: • Karakterbeelding. • Taalgebruik. • Liggaamstaal. • Interpretasie van stemming, stemtoon, atmosfeer, tydlyn, ironie en slot. Literêre teks soos jeugroman/drama • Belangrikste kenmerke van literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Skryf ’n verhalende opstel: Konvensies van ’n paragraaf: • Onderwerpsin van die paragraaf. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van paragrawe. • Gebruik van voegwoorde vir samehang. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: samestellings, onderwerp en gesegde, letterlike en figuurlike gebruik van byvoeglike naamwoorde, infinitiewe werkwoorde Byvoeglike naamwoorde: trappe van vergelyking Sinsvlakwerk: enkelvoudige sinne; stelsinne; teenwoordige tyd, verlede tyd, Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis, gevoelstaal Lees- en skryftekens: punt, komma, uitroepteken, vraagteken Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 63 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Luister met begrip (geskrewe teks/TV nuusaanbieding): • Verduidelik die luisterproses. • Maak aantekeninge. • Skryf antwoorde neer. Verskillende vorme van mondelinge kommunikasie: Debatteer (oor advertering): • Kies ’n gepaste onderwerp. • Bied die argument logies aan. • Gebruik gepaste aaneenskakeling. • Gebruik korrekte woordeskat en taalstrukture. • Gebruik manipulerende-/gevoelstaal. • Volg prosedures. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos advertensie): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Manipulerende taal. • Formele-/informele taal. Literêre teks soos ’n roman: • Belangrikste kenmerke van ’n literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Skryf transaksionele tekste: Advertensie/plakkate: • Vereistes t.o.v. formaat. • Doel, teikengroep en konteks. • Woordkeuse en sinskonstruksie. • Visuele elemente soos lettertipe en -grootte, opskrifte, simbole, kleur. • Manipulerende/oorredende taal. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: eiename, geslag, meervoud, enkelvoud Aanwysende voornaamwoorde, betreklike voornaamwoorde Sinsvlakwerk: direkte en indirekte rede, enkelvoudige sinne, stelsinne Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis Leestekens en spelling: dubbelpunt, kommapunt Woordeboekgebruik Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Groep-/klasbespreking oor die manier waarop instruksies of prosedures gevolg word: • Kies ’n onderwerp. • Deel idees. • Neem beurte en luister aandagtig. • Vul gapings. • Gebruik gesprekskonvensies, bv. oorbrug gapings deur vrae te stel, keuses te noem, reaksies dop te hou, belangstelling te toon. Voorbereide/onvoorbereide praat: • Taal- en woordkeuse. • Gebruik van toon, tempo en intonasie. • Gebruik van leidrade gedurende aanbieding. • Gebruik van gepaste liggaamstaal. Lees ’n instruksionele teks soos instruksionele prosedures: • Vluglees. • Soeklees. • Aandagtige lees. • Maak van afleidings. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Korter transaksionele teks - instruksies: • Vereistes vir formaat, styl. • Teikengehoor, doel en konteks. • Samehang van paragrawe. • Woordkeuse en sinstruktuur. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n instruksie. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: voorsetsels, telwoorde Sinsvlakwerk: lydende en bedrywende vorm Betekenisleer en woordeskatuitbreiding: idiomatiese uitdrukkings en spreekwoorde Lees- en skryftekens: koppelteken, afkappingsteken Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 65 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë Rolspel-drama: • Neem ’n rol aan. • Gebruik gepaste taal. • Gebruik gesprekskonvensies. • Gebruik gepaste liggaamstaal. Ondersoek van rolspel: • Stel vraelys op. • Gebruik gesprekskonvensies. • Gebruik gepaste taal. • Lewer verslag oor bevindings. Lees literêre teks soos drama/roman: • Belangrikste kenmerke van literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Skryf ’n dramaresensie Konvensies van ’n paragraaf: • Onderwerpsin van die paragraaf. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van paragrawe. • Gebruik van voegwoorde vir samehang. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: koppelwerkwoorde, hulpwerkwoorde Sinsvlakwerk: lydende en bedrywende vorm, direkte en indirekte rede Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis Lees- en skryftekens: koppelteken, dubbelpunt, aanhalingstekens, vraagteken, komma, punt Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite Formele Assesseringstake vir kwartaal 2 9-10 Taak 1: Luister en praat (mondeling) Taak 2: Toets 2 Taak 3: Luister met begrip/debat/gesprek/(on) voorbereide mondelinge aanbieding/groepbespreking oor die gee van instruksies. Letterkunde: Kontekstuele vrae Halfjaareksamen Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf: een opstel en een transaksionele teks AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 7 KWARTAAL 3 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister met begrip oor hoe om ’n vorm/vraelys te voltooi: • Oefen die luisterproses. • Maak aantekeninge. • Beantwoord vrae. Verskillende vorme van mondelinge kommunikasie oor die gebruik van ’n vraelys of vorm. Forum-/paneelbesprekings: • Kies ’n onderwerp. • Deel idees. • Neem beurte en luister aandagtig. • Vul gapings. • Gebruik gesprekskonvensies om bespreking vol te hou. Lees ’n teks oor die belangrikheid van ’n vraelys en hoe om dit te voltooi: • Inligting benodig. • Taalgebruik. • Handtekening. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Lees en kyk vir begrip: • Vluglees. • Soeklees • Aandagtige lees. • Maak ’n opsomming van die belangrike feite. • Visualisering. • Maak afleidings. • Betekenisleer en woordeskatuitbreiding. Transaksionele tekste soos die voltooiing van vraelyste of vorms: • Volg instruksies. • Voorsien korrekte inligting op die vraag. • Gebruik gepaste taal. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: soortname, versamelname; bywoorde van wyse en tyd, byvoeglike naamwoorde Sinsvlakwerk: byvoeglike en bywoordelike sinne, saamgestelde sinne Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, homonieme Lees- en skryftekens: vraagteken, ellips, gebruik van hoofletters, koppelteken Afkortings, verkortings en akronieme Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 67 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Luister na drama (Dialoog/ Onderhoud): • Stel ’n vraelys op. • Gebruik gesprekskonvensies. • Gebruik gepaste taal. • Maak aantekeninge. • Lewer verslag oor bevindings. Verskillende vorme van mondelinge kommunikasie: Dramatisering: Aanpassing van een genre na ’n ander: • Rolspeel oorspronklike dialoog. • Uitvoering in lyn met gees en doel van die oorspronklike teks. • Sterk karakteruitbeelding met eenvoudige rekwisiete. - Gebruik van effektiewe rekwisiete om ruimte/agtergrond te skep. Literêre teks soos jeug drama/radio drama: • Belangrikste kenmerke van literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Langer tekste bv. dialoog/ geskrewe onderhoud: • Vereistes vir formaat en styl. • Teikengehoor, doel en konteks. • Gebruik gepaste woordkeuse. • Gepaste taalgebruik. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: soortname, enkelvoud en meervoud Byvoeglike naamwoorde: trappe van vergelyking, verboë vorme Sinsvlakwerk: saamgestelde sinne met bysinne, direkte en indirekte rede Betekenisleer en woordeskatuitbreiding: basisvorme van woorde Lees- en skryftekens: dubbelpunt; aanhalingstekens; komma; punt; afkappingstekens; vraagteken, hakies Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Verskillende vorme van mondeling kommunikasie: Rolspeel van prosedure tydens vergadering: • Goeie opening/inleiding. • Gebruik van toon, tempo en intonasie. • Gepaste taalgebruik. • Gepaste liggaamstaal. • Goeie afsluiting. Luister met begrip (geskrewe teks/TV nuusaanbieding): • Verduidelik die luisterproses. • Maak aantekeninge. • Beantwoord vrae. Lees ’n teks oor hoe om ’n kennisgewing/agenda en notule te skryf: • Rolspelers. • Taalgebruik. • Formaat. • Rolvertolking. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Lees en kyk vir begrip geskrewe/ visuele teks/grafieke: • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Kern en ondersteunende gedagtes. • Gee eie mening. Langer transaksionele tekste, bv. kennisgewing/agenda en notule: • Identifiseer teikengehoor en doel van skryf. • Besluit op styl, standpunt en formaat van skryf. • Gebruik gepaste woordkeuse en taalstrukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Voornaamwoorde: persoonlik, aanwysend, besitlik Sinsvlakwerk: Gebruik van teenwoordige tyd, verlede tyd, direkte en indirekte rede, lydende en bedrywende vorm Betekenisleer en woordeskatuitbreiding: afleidings Lees- en skryftekens: afkappingstekens; aandagstreep; gebruik van hoofletters; komma; punt; dubbelpunt Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 69 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë Luister na en bespreek nuus gebaseer op koerantberigte en tydskrifartikels: • Gepaste gebruik van toon, tempo en intonasie. • Gebruik van manipulerende/ emotiewe/oorredende taal. • Gebruik van leidrade. • Nakom van gesprekskonvensies. • Gepaste liggaamstaal. • Interessante inleiding en ’n sterk afsluiting. • Doel, teikengroep en konteks. Voorbereide/Onvoorbereide hardoplees van ’n koerantberig: • Gepaste gebruik van toon, tempo en intonasie. • Doeltreffende gebruik van leestekens. • Gepaste gebruik van liggaamstaal. Lees en kyk vir inligting (gebruik teks soos koerantberigte/tydskrifartikels/ geskrewe mondelinge aanbieding: • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Onderskei tussen feit en mening. • Standpunt van die outeur. • Lei die betekenis van onbekende woorde en beelde af. • Formele-/informele taal. • Direkte-/geïmpliseerde betekenis. • Beeldspraak. Skryf ’n begripstoets. Lang/kort transaksionele tekste – koerantberig: • Vereistes t.o.v. formaat en styl. • Teikengehoor, doel en konteks. • Gepaste woordkeuse en taalstrukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n koerantberig. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: abstrakte soortname, soortname Voorsetsels Byvoeglike naamwoorde: trappe van vergelyking, verboë vorme Sinsvlakwerk: Chronologiese volgorde; volgorde van belangrikheid; beskrywende paragraaf, oorredende en gevoelstaal; partydigheid en vooroordeel, stereotipering; retoriese stylmiddels Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike, figuurlike betekenis Lees- en skryftekens: aanhalingstekens; uitroepteken; komma; punt; vraagteken; ellips Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister- en Praatstrategieë Luister met begrip gebaseer op die gee van aanwysings: • Oefen die luisterproses. • Maak aantekeninge. • Skryf antwoorde neer. Verskillende vorme van mondeling kommunikasie, bv. gee aanwysings/ instruksies: • Gebruik gepaste taal. • Gebruik kort effektiewe sinne. • Verskaf besonderhede. Literêre teks soos jeugroman/ kortverhale/drama/radiodrama: • Belangrikste kenmerke van literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie: Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip bv. geskrewe/ visuele teks: • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Onderskei tussen feit en mening. • Standpunt van die outeur. • Lei die betekenis van onbekende woorde en beelde af. • Direkte en geïmpliseerde betekenis. Skryf ’n verhalende/beskrywende opstel: • Vereistes t.o.v. formaat, styl en standpunt. • Teikengehoor, doel en konteks. • Woordkeuse en taalstrukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: samestellings Voornaamwoorde: persoonlik, besitlik, betreklik, aanwysend Lidwoorde: bepaald en onbepaald Byvoeglike naamwoorde Sinsvlakwerk: evalueringsparagraaf, enkelvoudige sinne, stelsinne, teenwoordige tyd, verlede tyd Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis Lees- en skryftekens: punt; komma; dubbelpunt, kommapunt, hakies; klemteken Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 71 Formele Assesseringstake vir kwartaal 3 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Toets 3 Rolspel – vergaderingsprosedures/(on) voorbereide lees/ gee van aanwysings/forum-/paneelbespreking Beskrywende/Verhalende opstel Agenda en notule Leesbegrip en Taalgebruik OF Letterkunde AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 7 KWARTAAL 4 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Onvoorbereide mondelinge aanbieding: Bekendstelling van ’n spreker/ bedanking/vertel ’n storie: • Kies ’n gepaste onderwerp. • Organiseer inligting samehangend. • Identifiseer woordeskat en taalstrukture. • Effektiewe inleiding en slot. • Kenmerke en konvensies (openbare praattegnieke, struktuur). Hardoplees: • Gepaste gebruik van toon, tempo en intonasie. • Doeltreffende gebruik van leestekens. • Gepaste gebruik van liggaamstaal. Literêre teks soos jeugroman/ kortverhale/drama: • Belangrikste kenmerke van literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Lees en kyk vir begrip (gebruik geskrewe en visuele teks): • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Kern en ondersteunende gedagtes. • Onderskei tussen feit en mening. • Afleidings en gevolgtrekkings. • Gee eie mening. Lang/kort transaksionele teks bv. gee van aanwysings: • Vereistes t.o.v. formaat en styl. • Teikengehoor, doel en konteks. • Woordkeuse en taalstrukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: samestellings, Afleidings Byvoeglike naamwoorde: (intensiewe vorme, verboë vorme) Voorsetsels Sinsvlakwerk: enkelvoudige sinne; saamgestelde sinne, bywoordelike en byvoeglike bysinne Betekenisleer en woordeskatuitbreiding: sinonieme; antonieme; letterlike; kontekstuele en figuurlike betekenis, byvoeglike naamwoorde, bywoorde Lees- en skryftekens: kommapunt; aanhalingstekens; punt; afkappingstekens Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 73 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë: Luister met begrip (geskrewe teks/TV nuusaanbieding): • Verduidelik die luisterproses. • Maak aantekeninge. • Skryf antwoorde. Verskillende vorms van mondelinge kommunikasie: Debat/groepbespreking: Bespreek gebruik van e-posboodskappe/ plakkate/dagboekinskrywings/ strooibiljette: • Kenmerke en konvensies. • Beplanning, navorsing, organisasie en aanbieding. Lees ’n teks met ’n dagboekinskrywing/e-posboodskap/ strooibiljet: • Die formaat. • Taalgebruik. • Teikengehoor. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie/volksverhale: Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lang/korter transaksionele tekste bv.: e-pos, plakkate/dagboekinskrywings/ strooibiljette: • Vereistes t.o.v. formaat, styl en perspektief. • Teikengehoor, doel en konteks. • Woordkeuse en duidelike beskrywing. • Sinstruktuur, -lengtes en -tipes. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf een van die bogenoemde tekste. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: voornaamwoorde: vraend, besitlik, onbepaald Versamelname Infinitiewe werkwoorde Deelwoorde Byvoeglike naamwoorde: intensiewe vorme, trappe van vergelyking Voorvoegsels, agtervoegsels en basisvorme Sinsvlakwerk: Direkte en indirekte rede, vrae en begeleidende vrae, ontkenning, afgekorte stellings, retoriese vrae Betekenisleer en woordeskatuitbreiding: antonieme; letterlike; figuurlike en kontekstuele betekenis Lees- en skryftekens: aanhalingstekens; klemteken; vraagtekens; komma; uitroeptekens; lettertipe Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Luister met begrip: • Verduidelik die luisterproses. • Maak aantekeninge. • Beantwoord vrae. Voorbereide mondelinge aanbieding: • Gepaste gebruik van toon, tempo en intonasie. • Gebruik van manipulerende/ emotiewe/oorredende taal. • Gebruik van leidraadkaartjies. • Hou by verskillende sosiale- en kulturele konvensies. • Gepaste liggaamstaal en -houding. • Interessante inleiding en ’n sterk afsluiting. • Doel, teikengroep en konteks. Lees literêre teks soos jeugroman/ kortverhale/drama/volksverhale: • Belangrikste kenmerke van literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Poësie: Voorgeskrewe gedigte: Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Ontleding van ’n gedig: • Reëls, woorde, strofes, skakel, refrein, tipografie, leestekens. • Betekenis: implisiet en eksplisiet. Hersiening en voorbereiding vir eksamen. Opstelle: Voorbereidingsfase: • Vereistes t.o.v. formaat, styl en standpunt. • Teikengehoor, doel en konteks. • Woordkeuse. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: koppelwerkwoorde, hulpwerkwoorde Byvoeglike naamwoorde: trappe van vergelyking, verboë vorme Sinsvlakwerk: partydigheid; stereotipering; vooroordeel; gevoelstaal en manipulerende stellings, retoriese vrae Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, kontekstuele leidrade Lees- en skryftekens: punt; komma; uitroepteken; vraagteken Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 75 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Hersiening en voorbereiding vir eksamen: Praat: • Voorbereide toespraak/debat/ onderhoud/gesprek. • Voorbereide lees. • Onvoorbereide lees. Luister: • Luister met begrip. Hersiening en voorbereiding vir eksamen: Lees: • Voorbereide lees. • Leesbegrip. • Opsomming. • Letterkunde: - roman/kortverhale/volksverhale; - drama/filmstudie; en - gedigte. Hersiening en voorbereiding vir eksamen. Skryf: • Transaksionele tekste. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: versamelname, betreklike voornaamwoorde, basisvorme Sinsvlakwerk: enkelvoudige en saamgestelde sinne, stelsinne, deelwoorde, vraagsinne, vraagvorme ontkenning Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis Lees- en skryftekens Hersien Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite Formele assesseringstake kwartaal 4 9-10 Taak 1: Luister en praat (mondeling) Taak 2: JAAREINDEKSAMEN Hardoplees/Debat/Groepbespreking/(On) voorbereide mondelinge aanbieding Vraestel 1: Luister en praat (Mondeling) Vraestel 2: Begripstoets, Taal en Letterkunde (2 uur) Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 8 KWARTAAL 1 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë: Groepbespreking – dinkskrum (groepbespreking); kies relevante idees; plaas die kerngedagtes in volgorde. Luister met begrip: • Opname van kern en ondersteunende gedagtes d.m.v. notas. • Deel idees en ervarings en wys begrip van konsepte. • Identifiseer oorredende/ manipulerende tegnieke. • Beantwoord vrae. Literêre teks soos jeugverhale: • Algemene bespreking oor die belangrikste kenmerke soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: Pre-leesstrategieë: Stel leerders bekend aan: • Tekskenmerke – titels, opskrifte, onderskrifte, illustrasies. • Dele van ’n boek – titelbladsy, flapteks, inhoudsopgawe, hoofstukke, woordelys, indeks, bylae, voetnotas, ens. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Skryf ’n verhalende/reflekterende opstel: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om samehangende idees te organiseer. • Bied opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n opstel deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vroeër grade onderrig is Woordvlakwerk: Bywoorde van plek en graad Sinsvlakwerk: Enkelvoudige sinne (onderwerp, gesegde, voorwerp), sinstruktuur Bysinne (bywoordelik en byvoeglik), sinsdele Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis van woorde. Lees- en skryftekens: punt; komma; vraagteken; aanhalingstekens; uitroepteken Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 77 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë: Luister na mondelinge aanbieding deur president/invloedryke lid van die gemeenskap: • Bespreek kenmerke van voorbereide mondelinge aanbieding. • Identifiseer en verduidelik taalgebruik. • Identifiseer en bespreek kenmerke van die mondelinge aanbieding. Voorbereide mondelinge aanbieding: • Kies gepaste onderwerp. • Organiseer inligting samehangend. • Identifiseer korrekte woordeskat en taalstrukture. • Berei effektiewe inleiding en einde voor. • Inoefening. • Aanbieding. Lees ’n toespraak: • Identifiseer en bespreek belangrike kenmerke. • Ontleed taalgebruik. • Identifiseer en bespreek die gebruik van gevoels- of manipulerende taal. • Ontleed inleiding en afsluiting. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Lees strategieë: • Begeleide lees. • Groeplees. • Onafhanklike lees. Lees en kyk van geskrewe/visuele teks vir begrip: • Vluglees en soeklees. • Aandagtige lees. • Doel en teikengroep. • Afleiding van betekenis en gevolgtrekkings. • Identifiseer manipulerende taal. • Invloed van verskeidenheid en weglating op die betekenis van teks. • Hoe taal en beelde waardes en houdings weerspieël en vorm. • Impak van gebruik van lettertipe en -groottes, opskrifte en onderskrifte op betekenis. Skryf ’n mondelinge aanbieding. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n mondelinge aanbieding: • Verduidelik die vereistes t.o.v. teks om ’n verhalende opstel te skryf. • Identifiseer die teikengehoor. • Besluit op styl, doel en formaat. • Gebruik gepaste woorde. • Inleiding tot ontwikkeling en klimaks. • Afsluiting. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Selfstandige naamwoorde (samestellings; verkleinwoorde), intensiewe vorme Werkwoorde: infinitiewe werkwoorde, deeltjiewerkwoorde Voorsetsels. Byvoeglike naamwoord (trappe van vergelyking) Sinsvlakwerk: Bysin (bywoordelike, byvoeglike bysinne), selfstandige naamwoord, voegwoorde, emotiewe en manipulerende taal Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis van woorde Lees- en skryftekens: uitroepteken, vraagteken, komma, punt Afkortings (hoofletters, verkortings en akronieme) Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë: Groepbespreking oor visuele-, oudiovisuele-/multimediateks: • Aktiveer agtergrondkennis. • Raai wat die doel van die teks is. • Soek vir betekenis. • Verstaan die teks. • Maak aantekeninge. • Verstaan die boodskap. Luisterbegrip (slegs klank): • Teken kern en ondersteunende gedagtes aan deur notas, kontrolelyste en opsommings te maak, asook d.m.v. parafrasering en oorvertelling. Rekonstrueer tonele: • Stem saam oor die weergawe/ betekenis van dit wat gesien is. • Rolspeel wat in die tonele gebeur het. Literêre teks soos roman/kortverhale/ drama • Belangrikste kenmerke van literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, strofes, tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. OF Lees en kyk vir begrip (strategieë): • Vluglees en soeklees. • Aandagtige lees. • Afleiding van betekenis, kom tot gevolgtrekkings. • Identifiseer manipulerende taal. • Invloed van verskeidenheid en weglating op die betekenis van teks. • Afleiding van betekenis van onbekende woorde deur gebruik van woordaanpakvaardighede. • Onderskei tussen feit en mening. Transaksionele tekste - Briewe (vriendskaplik/informeel) • Kenmerke van die teks. • Gebruik gepaste taalgebruik. • Register en styl. • Inleiding en afsluiting. Skryf ’n brief gebaseer op visuele stimulus. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Bywoorde (van tyd; plek en wyse) Werkwoorde: infinitief, deelwoorde Byvoeglike naamwoorde (trappe van vergelyking) Sinsvlakwerk: sinstruktuur,: Bysinne: byvoeglike, bywoordelike bysinne, ontkenning, stelsinne Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, letterlike en figuurlike betekenis van woorde Lees- en skryftekens: Punt, komma Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 79 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë: Onvoorbereide mondelinge aanbieding oor ’n koerantberig of tydskrifartikel: • Organiseer inligting samehangend. • Identifiseer korrekte woordeskat en taalstrukture. • Reageer op teks. • Effektiewe inleiding en slot. Forumbespreking/groepbespreking oor ’n koerantberig of tydskrifartikel: • Kenmerke van die teks. • Konvensies en struktuur van die teks. • Taalgebruik. • Register en styl. Lees koerantberig of tydskrifartikel • Belangrikste kenmerke van literêre teks soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Transaksionele tekste - Verslag/tydskrifartikel: • Kenmerke van die teks. • Gepaste taalgebruik. • Register en styl. • Inleiding en afsluiting. Skryf ’n verslag/tydskrifartikel gebaseer op visuele stimulus. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Tussenwerpsels Sinsvlakwerk: enkelvoudige sinne, teenwoordige tyd, verlede tyd, byvoeglike naamwoorde, bywoorde, partydigheid; vooroordeel; stereotipering Betekenisleer en woordeskatuitbreiding: idiomatiese taalgebruik/spreekwoorde; kontekstuele; letterlike (denotasie); en figuurlike (konnotasie) betekenis van woorde Lees- en skryftekens: komma; punt; aanhalingstekens; uitroeptekens; afkappingstekens; skuinsstreep; ellips Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister- en Praatstrategieë Mondeling: Onderhoud/voltooi ’n vraelys/groepbespreking • Navorsing oor die onderwerp. • Organiseer materiaal samehangend en ondersteun dit met voorbeelde. • Identifiseer en kies die korrekte woordeskat, taal en konvensies. • Berei effektiewe inleiding en afsluiting voor. Luister met begrip • Teken kern en ondersteunende gedagtes aan deur notas te neem. • Deel idees en ervarings en toon begrip van konsepte. • Identifiseer oorredende/ manipulerende tegnieke. • Beantwoord vrae. Lees ’n ondersoekende verslag Belangrikste kenmerke van verslag: • Formaat. • Taalgebruik. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Transaksionele teks bv. ondersoekende verslag • Identifiseer die doel, teikengroep en formaat. • Volg konvensies van ’n paragraaf. • Gebruik van voegwoorde vir samehang. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. • Formele styl. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n ondersoekende verslag. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Werkwoorde: hoof werkwoorde; hulpwerkwoorde, lidwoorde Sinsvlakwerk: stelsin, bevelsin, vraagsin, uitroepsin, sinstruktuur, teenwoordige tyd, verlede tyd, partydigheid; vooroordeel en stereotipering Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme, kontekstuele; denotasie; konnotasie Lees- en skryftekens Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite Formele Assesseringstake vir kwartaal 1 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Toets 1 Groepbespreking – visuele tekste/Luister met begrip/ (on) voorbereide mondelinge aanbieding/forum-/ groepbespreking/onderhoud Verhalende/reflekterende opstel Koerantberig/artikel Taal en begrip AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 81 GRAAD 8 KWARTAAL 2 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister met begrip: • Luister na instruksies/aanwysings. • Maak aantekeninge. • Beantwoord vrae. Verskillende soorte mondelinge kommunikasie bv. ’n onvoorbereide nuusaanbieding/mondelinge aanbieding. Gee aanwysings: • Kenmerke van die teks. • Taal en konvensies. • Liggaamstaal. Lees inligtingsteks met visuele teks, bv. landkaarte, bakens, skale: • Formaat. • Taalgebruik. • Kenmerke. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk na visuele tekste: • Soeklees. • Aandagtige lees. • Maak afleidings. • Maak ’n opsomming (gebruik kopkaarte). Transaksionele teks bv. aanwysings/ instruksies: • Gebruik korrekte formaat. • Organiseer inhoud (kopkaart). • Kern en ondersteunende gedagtes. • Volg die konvensies van ’n paragraaf. • Logiese opeenvolging van paragrawe om samehang te verseker. • Voegwoorde vir samehang. • Volg taalkonvensies. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n teks met instruksies. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Byvoeglike naamwoorde: trappe van vergelyking, selfstandige naamwoorde, eiename, voegwoorde Sinsvlakwerk: Enkelvoudige en saamgestelde sinne, stelsin, bevelsin, vraagsin, uitroepsin, tyd, kern en bepaler Betekenisleer en woordeskatuitbreiding: sinonieme; antonieme; kontekstuele betekenis van woorde Leestekens en spelling: spelpatrone en spelreëls, punt, komma Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Forum-/paneelbespreking: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Debat: • Dui rolle aan. • Aanleer van gesprekskonvensies. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Literêre teks soos opname van televisie/radio/simulasie Belangrikste kenmerke van die teks: • Taalgebruik. • Formaat. • Rolspelers. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Skryf ’n dialoog. Konvensies van ’n paragraaf: • Gebruik korrekte formaat. • Gebruik inleidende sinne. • Kern en ondersteunende gedagtes. • Orde en samehang. • Woordkeuse en leestekens (Taalkonvensies). Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n dialoog. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Werkwoorde hulpwerkwoorde, koppelwerkwoorde, infinitiewe werkwoorde Sinsvlakwerk: teenwoordige tyd, verlede tyd, emotiewe en manipulerende taalgebruik, sinstruktuur, ontkenning, vraagvorm Betekenisleer en woordeskatuitbreiding: letterlike betekenis, sinonieme; antonieme; homofone; homonieme Leestekens en spelling: Spelreëls en konvensies Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 83 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Forum-/paneelbespreking: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Debat: • Dui rolle aan. • Aanleer van gesprekskonvensies. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Literêre teks soos opname van televisie/radio/simulasie Belangrikste kenmerke van die teks: • Taalgebruik. • Formaat. • Rolspelers. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Skryf ’n dialoog. Konvensies van ’n paragraaf: • Gebruik korrekte formaat. • Gebruik inleidende sinne. • Kern en ondersteunende gedagtes. • Orde en samehang. • Woordkeuse en leestekens (Taalkonvensies). Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n dialoog. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Werkwoorde hulpwerkwoorde, koppelwerkwoorde, infinitiewe werkwoorde Sinsvlakwerk: teenwoordige tyd, verlede tyd, emotiewe en manipulerende taalgebruik, sinstruktuur, ontkenning, vraagvorm Betekenisleer en woordeskatuitbreiding: letterlike betekenis, sinonieme; antonieme; homofone; homonieme Leestekens en spelling: Spelreëls en konvensies Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Luister met begrip: • Luisterproses. • Respons op skryfwerk. Onderhoud: • Onderrig van kenmerke en konvensies. • Doen beplanning en navorsing. • Kies styl, register en woordeskat. • Neem beurte. • Gebruik oorredingstegnieke. Literêre teks soos drama/rolspel: • Belangrikste kenmerke van literêre teks soos karakter, stygende lyn van spanning, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer. Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: Onderhoud • Vluglees en soeklees. • Aandagtige lees. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af deur inoefening van woordaanpakstrategieë. • Onderskei tussen feit en mening. • Standpunt van rolspelers. • Geïmpliseerde betekenis. Transaksionele teks bv. geskrewe onderhoud • Korrekte formaat en kenmerke. • Organiseer inhoud (kopkaart). • Kern en ondersteunende gedagtes. • Konvensies van ’n paragraaf. • Logiese opeenvolging van paragrawe om samehang te verseker. • Verbindingswoorde vir samehang. • Taalkonvensies. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n onderhoud. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Bywoorde van tyd, plek en wyse Sinsvlakwerk: korrekte woordvolgorde, vraagvorme, eufemisme, sinstrukture; styl, toon en register Betekenisleer en woordeskatuitbreiding: figuurlike, letterlike en kontekstuele betekenis, woordspeling Leestekens en spelling: afkortings, vraagteken; uitroepteken; punt; komma Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 84 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë Luister met begrip (niefiksie teks bv. koerantberigte): • Luister vir begrip. • Maak aantekeninge. • Beantwoord vrae. Groepbespreking: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Literêre teks soos jeugroman/ kortverhaal • Belangrikste kenmerke van literêre teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesstrategieë vir begrip: • Doel en teikengroep. • Maak van afleidings. • Gee eie mening. • Onderskei tussen feit en mening. • Direkte en geïmpliseerde betekenis. Skryf ’n resensie van die storie/ roman: • Struktuur van die teks. • Kenmerke en konvensies. • Taalgebruik. • Register. • Gehoor. • Toon. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: basisvorme, voorvoegsels en agtervoegsels Sinsvlakwerk: sinstrukture, sinsoorte, tyd, eufemisme, idiomatiese taalgebruik en spreekwoorde Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme; homonieme; paronieme Leestekens en spelling: Spelreëls, spelpatrone Afkortings, akronieme Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite Formele Assesseringstake vir kwartaal 2 9-10 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Halfjaareksamen Luister met begrip /aanwysings/forum-/paneelbespreking/debat Onderhoud/teks met instruksieteks/resensie van ’n storie Vraestel 1: Luister en praat (Mondeling) Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf een opstel en een transaksionele teks (1 uur) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 85 GRAAD 8 KWARTAAL 3 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister met begrip (gebruik opname van dialoog): • Luister na dialoog. • Maak aantekeninge: - taalkonvensies; - toon; - atmosfeer; - inleiding en afsluiting. • Beantwoord vrae. Groepbespreking/dialoog: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. • Aanbieding. Literêre teks soos drama/toneelstuk: • Belangrikste kenmerke van literêre teks soos karakter, stygende lyn van spanning, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: Pre-leesstrategieë • Tekskenmerke – titels, opskrifte, onderskrifte en illustrasies. • Dele van ’n boek – titelbladsy, flapteks, inhoudsopgawe, hoofstukke, woordelys, indeks, bylae, voetnotas, ens. Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesstrategieë vir begrip: • Doel en teikengroep. • Maak van afleidings. • Gee eie mening. • Onderskei tussen feit en mening. • Direkte en geïmpliseerde betekenis. Langer transaksionele teks bv. dialoog/resensie. Konvensies van ’n paragraaf: • Korrekte formaat. • Identifiseer die doel en teikengroep. • Logiese opeenvolging van sinne. • Gebruik voegwoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Byvoeglike naamwoorde: trappe van vergelyking, intensiewe vorme, verboë vorme Soortname, eiename Sinsvlakwerk: teenwoordige tyd, vraagvorme, stelsinne, gesprekskonvensies, direkte en indirekte rede, verlede tyd Betekenisleer en woordeskatuitbreiding: antonieme; sinonieme; paronieme; leenwoorde, volksetimologie, kontekstuele en letterlike betekenis Leestekens en spelling: Spelpatrone en spelreëls, punt, komma; aanhalingstekens, klemteken Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 86 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Luister met begrip: • Luister na brief aan die pers. • Maak aantekeninge: - taalgebruik; - register; en - konvensies. • Deel notas. Groepbespreking: • Verwys na eie lewenservarings. • Gebruik inligting uit die teks om vrae te beantwoord. • Bespreek die sosiale, morele en kulturele waardes wat in die teks voorkom. • Neem deel in groepbespreking: - neem beurte; - bly by die onderwerp; en - stel vrae. Lees ’n koerantberig/tydskrifartikel oor hedendaagse/sosiale aangeleenthede: • Formaat. • Kenmerke van die teks. • Taalgebruik. • Toon. • Ordening. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. OF Eenbedryf (eenakter) Gebruik minstens: • een begrip vanuit die handboek; en • een literêre teks. - Verduidelik intrige, sub-intriges, karaktertekening, konflik en dramatiese respons. - Identifiseer temas, atmosfeer en toon. Transaksionele teks, bv. brief aan die pers. Konvensies van ’n paragraaf: • Korrekte formaat. • Doel. • Kern, ondersteunende en teikengroep. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n brief aan die pers. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Bywoorde van tyd, plek en wyse Voorsetsels Sinsvlakwerk: eenvoudige sinne; saamgestelde sinne, sinstruktuur, emotiewe en manipulerende taalgebruik; onderskei tussen feit en mening; partydigheid, vooroordeel en stereotipering. Betekenisleer en woordeskatuitbreiding: sinonieme; homonieme; paronieme Leestekens en spelling: Spelpatrone en spelreëls, komma; punt; ellips Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 87 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Onvoorbereide mondelinge aanbieding: • Openbare praatvaardighede. • Beplanning, navorsing en organisasie. • Aanbieding: toon, stemprojeksie, uitspraak, oogkontak, gebare, retoriese stylmiddels. • Taalgebruik: woordeskat. • Styl en register. Voorbereide mondelinge aanbieding: • Inoefening van die bogenoemde vaardighede. • Lewer kommentaar op mekaar se toesprake. • Luister na ’n prominente gemeenskapslid se mondelinge aanbieding. • Lewer kommentaar op die mondelinge aanbieding. Literêre teks soos jeugroman/ kortverhaal/drama • Belangrikste kenmerke van literêre teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente) • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van die betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Transaksionele teks - formele/ informele brief • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n brief. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Byvoeglike naamwoorde, bywoorde, afkortings, basisvorme, voorvoegsels en agtervoegsels Sinsvlakwerk: enkelvoudige sinne, saamgestelde sinne, verlede tyd, toekomende tyd, sinstruktuur, emotiewe en manipulerende taalgebruik; onderskei tussen feit en mening; partydigheid, vooroordeel en stereotipering Leestekens en spelling: Spelreëls en konvensies Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 88 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister- en Praatstrategieë Luister vir inligting: • Luister na ’n inligtingsteks. • Luister na ’n aanbieding, taalgebruik, tempo en stemprojeksie. • Luister na intrige. • Bespreek met maat. Storievertelling: • Kies ’n storie. • Doen beplanning en navorsing. • Kies styl, register en woordeskat. • Aanbieding van ’n storie. Literêre teks soos kortverhaal, roman: • Belangrikste kenmerke van literêre teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks van voorgeskrewe letterkunde): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Skryf ’n literêre teks, bv. kortverhaal • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skep ’n eie storie volgens die skryfproses. Beste ‘gepubliseerde’ storie/gelees in klas. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Soortname en eiename Voorsetsels Sinsvlakwerk: Gebruik van teenwoordige tyd, verlede tyd, toekomende tyd, sinsoorte, idiomatiese uitdrukking/spreekwoorde, byvoeglike- en bywoordelike bysinne Betekenisleer en woordeskatuitbreiding: sinonieme; antonieme; homonieme Leestekens en spelling: Spelpatrone en spelreëls, ellips, gebruik van lees- en skryftekens in afkortings, afkappingsteken Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 89 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister- en Praatstrategieë Luister na ’n teks wat hardop vanuit ’n kortverhaal gelees word: • Bandopname word teruggespeel. • Gepaste leesvaardighede word aan leerders uitgewys. • Gebruik van leestekens in die teks wat gelees is. • Begin en slot. Voorbereide hardoplees: • Kies ’n teks om hardop te lees. • Gebruik gepaste leesvaardighede soos toon, volume, tempo, stemprojeksie, uitspraak, vlotheid. • Inoefening. • Lees die teks. Lees ’n literêre teks soos ’n kortverhaal/roman: • Belangrikste kenmerke van literêre teks soos agtergrond, tyd, milieu en verteller. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu, boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Skryf ’n argumenterende/ beskrywende opstel: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om samehangende idees te organiseer. • Bied opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n opstel deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Soortname en samestellings. Voorsetsels Sinsvlakwerk: inleidende paragrawe; omskrywende paragraaf, slotparagraaf, sinstrukture, sinsoorte Betekenisleer en woordeskatuitbreiding: sinonieme, antonieme; homonieme Leestekens en spelling: Spelpatrone en spelreëls, verskillende lees- en skryftekens Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 90 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Formele Assesseringstake vir kwartaal 3 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Toets 1 Dialoog/(on) voorbereide mondelinge aanbieding/gesprek Beskrywende/beredenerende opstel Informele brief/dialoog Leesbegrip en taalgebruik AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 91 GRAAD 8 KWARTAAL 4 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister- en Praatstrategieë Luister met begrip (soos luister na ’n geskrewe/oudiovisuele teks): • Identifiseer kern en ondersteunende gedagtes. • Skryf notas. • Deel idees en ervarings en wys begrip vir die konsepte. • Identifiseer oorredende/ manipulerende tegnieke waar van toepassing. • Beantwoord vrae. Gesprek: Bespreking gebaseer op ’n koerantberig/tydskrifartikel: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Lees ’n koerantberig/tydskrifartikel: • Formaat. • Taalgebruik. • Kenmerke van die teks. • Ordening. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir inligting deur die volgende te gebruik: (geskrewe/ visuele teks/multimedia tekste): • Aandagtige lees. • Maak afleiding. • Maak ’n voorspelling. • Visualisering. • Betekenisleer en woordeskatuitbreiding. • Onderskei tussen feit en mening. Skryf ’n opsomming. Lang transaksionele teks bv. ’n koerantberig/tydskrifartikel: • Korrekte formaat. • Identifiseer doel. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n koerantberig/tydskrifartikel. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: enkelvoud en meervoud; geslag; verkleinwoorde Sinsvlakwerk: Direkte en indirekte rede, vraagvorme, onderskei tussen feit en mening, sinstruktuur, sinsoorte, dubbelsinnigheid, styl, toon en register Betekenisleer en woordeskatuitbreiding: sinonieme; antonieme; homonieme, eufemisme; letterlike en figuurlike betekenis Leestekens en spelling: Spelpatrone en spelreëls, aanhalingstekens; hakies; skuinsstreep; klemteken Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 92 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister- en Praatstrategieë Debat: • Dui rolle aan. • Leer gesprekskonvensies. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. • Inoefening. Groepbespreking: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. Literêre teks soos roman/kortverhaal/ drama: • Belangrikste kenmerke van literêre teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks vanuit handboek): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak afleiding. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Skryf ’n opsomming in paragraafvorm of puntsgewys. Skryf ’n transaksionele teks - ’n dagboekinskrywing: • Korrekte formaat. • Identifiseer doel. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n dagboekinskrywing. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Voornaamwoorde (aanwysend, persoonlik, besitlik en vraend) Afleidings Tussenwerpsels Werkwoorde: hoofwerkwoord, hulpwerkwoord, koppelwerkwoord, deeltjiewerkwoord Sinsvlakwerk: Gebruik van teenwoordige tyd, verlede tyd, toekomende tyd, sinsoorte, styl, toon en register; sinstruktuur; direkte en indirekte rede; vraagvorme; onderskei tussen feit en mening; dubbelsinnigheid Betekenisleer en woordeskatuitbreiding: letterlike en figuurlike betekenis Leestekens en spelling: Spelpatrone en spelreëls; lees- en skryftekens Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 93 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister- en Praatstrategieë Luister na ’n teks wat hardop gelees word: • Bandopname word teruggespeel. • Gepaste leesvaardighede word aan leerders uitgewys. • Gebruik van leestekens in ’n leesteks. • Begin en slot. Dialoog gebaseer op teks wat hardop gelees word: • Besluit op ’n onderwerp. • Hersien konvensies. • Gebruik gesprekskonvensies om dialoog vol te hou. • Rolle wat die deelnemers aanneem. • Begin en slot. • Inoefening. • Aanbieding. Literêre teks soos drama/toneelstuk Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: bv. ’n dialoog: • Doel, teikengroep en konteks. • Verduidelik tema/boodskap. • Maak afleidings. • Gee eie mening. • Direkte en geïmpliseerde betekenis. • Sosio-politiese en kulturele agtergrond van teks en outeur. Transaksionele teks bv. joernalistieke verslag: • Korrekte formaat. • Identifiseer doel. • Partydigheid en vooroordeel. • Manipulasie. • Stereotipering. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n joernalistieke verslag deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Betreklike voornaamwoorde; enkelvoud en meervoud Sinsvlakwerk: Prosedure; vergelyk/kontrasteer Beskrywende paragraaf; inleidende- en slotparagrawe; logiese opeenvolging van sinne, direkte en indirekte rede; stem; partydigheid en vooroordeel Betekenisleer en woordeskatuitbreiding: Sinonieme, antonieme, Leestekens en spelling: Spelpatrone en spelreëls, lees- en skryftekens aanhalingstekens Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 94 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Voorbereiding vir eksamen Praat: • Voorbereide praat/debat/onderhoud/ gesprek. • Voorbereide lees. • Onvoorbereide lees. Luister: • Luister met begrip. Voorbereiding vir eksamen Lees: • Leesbegrip. • Opsomming. • Letterkunde: - roman/kortverhale/volksverhale; - drama/filmstudie; en - gedigte. Voorbereiding vir eksamen. Skryf: • Opstelle. • Langer transaksionele tekste. • Korter transaksionele tekste. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Hersiening Sinsvlakwerk: Hersiening Betekenisleer en woordeskatuitbreiding: Hersiening Leestekens en spelling: Hersiening Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite Formele assesseringstake vir kwartaal 4 9-10 Taak 1: Luister en praat (mondeling) Taak 2: JAAREINDEKSAMEN Debat/gesprek/groepbespreking/dialoog Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal en Letterkunde (2 uur) Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 95 GRAAD 9 KWARTAAL 1 INHOUD Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister en praatstrategieë Groepbespreking/gesprekvoering: Luister/kyk na ’n advertensie en bespreek: • Toon. • Tempo. • Emotiewe en manipulerende taalgebruik. • Skrifgrootte. • Liggaamstaal. Luister met begrip: advertensie: • Teken kern en ondersteunende idees aan deur notas te maak. • Deel idees en ervarings en wys begrip van konsepte. • Identifiseer oorredende/ manipulerende tegnieke. • Beantwoord vrae. Lees en kyk vir begrip (visuele teks soos ’n advertensie/plakkaat/ strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings (karakters, ruimte, milieu en boodskap). • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. • Liggaamstaal. • Gebruik van leestekens en lettertipe. • Pre-lees. • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Literêre teks soos jeugroman/ kortverhale/drama: • Pre-lees (Lei die teks in): - Verken literêre kenmerke soos titels, opskrifte, illustrasies, lettertipe en skrifgrootte. - Ondersoek dele van ’n boek soos die boekomslag, flapteks, titelbladsy, indeks, hoofstukke en woordelys. • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Transaksionele tekste - advertensie/plakkaat: • Korrekte formaat. • Doel. • Kenmerke van die teks. • Taalgebruik. • Register. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n advertensie/plakkaat. Die hersiening van taalstrukture en -konvensies wat in vroeër grade onderrig is Woordvlakwerk: Spelreëls en spelpatrone Afkortings Sinsvlakwerk: Sinstruktuur, selfstandige naamwoorde, byvoeglike naamwoorde, voornaamwoorde Gebruik van teenwoordige tyd, verlede tyd, toekomende tyd. Woordeskat in konteks Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 96 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Leesstrategieë: • Vluglees. • Soeklees. • Aandagtige lees. • Opsomming. • Visualisering. • Afleiding van betekenis en gevolgtrekkings. 3-4 Luister en praatstrategieë Luister na die lees van ’n teks: • Identifiseer en lewer kommentaar op: - gebruik van stem; - gebruik van intonasie en tempo; - gebruik van leestekens in lees; en - begin en slot. • Bespreek bogenoemde kenmerke. Voorbereide hardoplees: • Gebruik relevante praatvaardighede soos toon, volume, tempo, stemprojeksie, uitspraak, vlotheid. • Leerders kies hul eie leesteks en bied dit vir die klas aan. Literêre teks soos jeugroman/ kortverhale/drama: • Algemene bespreking van die belangrikste kenmerke soos karakter, karakterisering, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in/voorspel gebeure): - Agtergrond/ruimte. - Bespreek die tema. • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Skryf ’n brief van waardering vir hulp/ advies wat ontvang is. • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik voegwoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n brief van waardering vir hulp/ advies wat ontvang is. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Spelreëls en spelpatrone Afkortings, verkorting, akronieme Basisvorme, voor- en agtervoegsels, enkelvoudige en saamgestelde sinne Sinsvlakwerk: Soortname, byvoeglike naamwoorde, eiename Lees- en skryftekens Tyd; direkte en indirekte rede, sinstruktuur Kritiese taalgebruik: Idiomatiese uitdrukkings en spreekwoorde; eufemisme Woordeskat in konteks Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 97 Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Lees en kyk na visuele/multimedia teks (strategieë): • Vluglees. • Soeklees. • Liggaamstaal. • Afleiding van betekenis van onbekende woorde en beelde (strokiesprente) deur gebruik van woordaanpakvaardighede: - verduideliking; en - voorspelling. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 98 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister en praatstrategieë Luister na ’n telefoongesprek/ dialoog tussen ’n inbelagent en kliënt aangaande ’n dispuut oor ’n kontrak: • Toon. • Taalgebruik. • Register. • Konvensies. Rolspeel ’n mondelinge transaksie tussen ’n koper en verkoper, en die daaropvolgende dispuut as ’n eindproduk van ’n mondelinge kontrak wat skeefgeloop het: • Taalgebruik. • Toon. • Liggaamstaal. • Egtheid. Aanbieding Lees ’n kontrak tussen ’n koper en verkoper: • Formaat. • Taalgebruik. • Kontraktaal. • Belangrikheid van handtekening. • Hulpbronne in geval van dispuut. Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk na ’n kontrak vir begrip (strategieë): • Vluglees. • Soeklees. • Taalgebruik. • Kontraktaal bv. fynskrif, dispuut en die lewensduur van die kontrak. • Afleiding van betekenis van onbekende woorde deur gebruik van woordaanpakvaardighede. Transaksionele teks - skryf ’n verslag oor bevindinge in ’n dispuut tussen ’n koper en verkoper: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n verslag deur ’n prosesbenadering tot skryf te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Voegwoorde Sinsvlakwerk: Sinstruktuur; sinsoorte; direkte en indirekte rede; vraagvorme; styl, toon en register Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Leestekens en spelling: Spelpatrone en spelreëls; afkortings, verkortings en akronieme, gebruik van hoofletters Woordeskat in konteks: metataal van kontrakte en wetlike dokumente Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 99 Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister en praatstrategieë Luister na ’n telefoongesprek/ dialoog tussen ’n inbelagent en kliënt aangaande ’n dispuut oor ’n kontrak: • Toon. • Taalgebruik. • Register. • Konvensies. Rolspeel ’n mondelinge transaksie tussen ’n koper en verkoper, en die daaropvolgende dispuut as ’n eindproduk van ’n mondelinge kontrak wat skeefgeloop het: • Taalgebruik. • Toon. • Liggaamstaal. • Egtheid. Aanbieding Lees ’n kontrak tussen ’n koper en verkoper: • Formaat. • Taalgebruik. • Kontraktaal. • Belangrikheid van handtekening. • Hulpbronne in geval van dispuut. Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk na ’n kontrak vir begrip (strategieë): • Vluglees. • Soeklees. • Taalgebruik. • Kontraktaal bv. fynskrif, dispuut en die lewensduur van die kontrak. • Afleiding van betekenis van onbekende woorde deur gebruik van woordaanpakvaardighede. Transaksionele teks - skryf ’n verslag oor bevindinge in ’n dispuut tussen ’n koper en verkoper: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n verslag deur ’n prosesbenadering tot skryf te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Voegwoorde Sinsvlakwerk: Sinstruktuur; sinsoorte; direkte en indirekte rede; vraagvorme; styl, toon en register Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Leestekens en spelling: Spelpatrone en spelreëls; afkortings, verkortings en akronieme, gebruik van hoofletters Woordeskat in konteks: metataal van kontrakte en wetlike dokumente Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister en praatstrategieë Luister met begrip (dialoog): • Luister na dialoog. • Maak aantekeninge: - taalkonvensies; - toon; - atmosfeer; - inleiding en afsluiting. • Beantwoord vrae. Luister en praat (mondeling): Onvoorbereide mondelinge aanbieding: Kies ’n gepaste onderwerp: • Organiseer inligting op samehangende wyse. • Identifiseer korrekte woordeskat en taalstruktuur. • Gepaste inleiding en slot. • Gebruik visuele en/of oudiovisuele bronne waar van toepassing. Literêre teks soos kortverhaal, jeugroman/roman/drama: • Belangrikste kenmerke van literêre teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks vanuit voorgeskrewe literêre werke): • Vluglees, soeklees en visualisering. • Aandagtige lees. • Maak afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Skryf ’n verhalende/beskrywende/ reflekterende opstel: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om idees op ’n samehangende wyse te organiseer. • Bied die opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n opstel deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Werkwoorde Sinsvlakwerk: Direkte en indirekte rede Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Leestekens en spelling: Spelpatrone en spelreëls Afkortings, verkortings en akronieme Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 100 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Week Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister en praatstrategieë Luister na ’n koerantberig: • Struktuur. • Kenmerke. • Taalgebruik. • Toon. • Register. • Inleiding en afsluiting. Bespreek bevindinge Mondelinge aanbieding van ’n artikel: • Taalgebruik. • Register. • Toon. • Liggaamstaal. • Inleiding en afsluiting. Lees ’n koerantberig/tydskrif/verslag: Leesstrategieë: • Aandagtige lees. • Tekskenmerke bv. intrige, karakter, ruimte, verteller, atmosfeer, tema, vertellersperspektief • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Direkte en geïmpliseerde betekenis. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer. • tema en boodskap. Lees en kyk vir begrip (gebruik koerant): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings t.o.v. karakters, ruimte, milieu en boodskap. • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. • Beantwoord vrae. Langer transaksionele tekste - soos artikel/onderhoud: • Vereistes t.o.v. taak en tekstipe. • Formaat, styl, perspektief. • Teikengehoor, doel en konteks. • Woordkeuse. • Sinstruktuur, -lengtes en –tipes. • Konvensies van ’n paragraaf. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n artikel deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Voornaamwoorde (aanwysend, persoonlik, besitlik, vraend) Sinsvlakwerk: Enkelvoudige sinne; saamgestelde sinne; styl, toon en register, gebruik van teenwoordige tyd, verlede tyd, toekomende tyd. Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Letterlike en figuurlike betekenis Alliterasie, assonansie, personifikasie Leestekens en spelling: Spelpatrone en spelreëls; aanhalingstekens; afkappingstekens Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 101 Formele Assesseringstake vir kwartaal 1 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Toets 1 Voorbereide lees/gesprek Beskrywende/verhalende opstel Informele brief/resensie/dialoog Leesbegrip en taalgebruik AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 102 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 9 KWARTAAL 2 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister vir begrip Luister na ’n storie: • Identifiseer kern en ondersteunende idees. • Taalgebruik. • Register. • Beantwoord vrae. Forum-/groepbespreking: kultuur: • Dui rolle aan. • Sprekers neem beurte. • Verduidelik standpunt en bereik konsensus. • Gebruik gepaste taal, styl en register. • Aanbieding. Lees ’n literêre teks bv. drama/ kortverhaal/volksverhale/roman: Leesstrategieë: • Aandagtige lees. • Tekskenmerke bv. intrige, karakter, ruimte, verteller, atmosfeer, tema en vertellersperspektief. • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Taalstruktuur en styl. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Transaksionele tekste - dagboekinskrywing/grondwet/beleid: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n dagboekinskrywing/ grondwet/beleid deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Basisvorme; voorvoegsels en agtervoegsels Voornaamwoorde Sinsvlakwerk: Sinsoorte Veralgemenings Direkte/indirekte rede Gebruik van teenwoordige tyd, verlede tyd, toekomende tyd. Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde; letterlike en figuurlike betekenis Leestekens en spelling: Spelpatrone en spelreëls; aanhalingstekens; afkortings Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 103 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Lees en kyk vir inligting: testament: • Aandagtige lees en kyk. • Doel van teks. • Taalgebruik. • Karakters en karikature. • Agtergrond en ruimte. • Boodskap en tema. • Opsomming van die teks. Opsomming: • Formaat. • Taalgebruik. • Struktuur. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 104 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister en praatstrategieë Luister vir begrip na ’n opname van ’n mondelinge aanbieding: • Verduidelik strategieë van die luisterproses. • Skriftelike beantwoording van vrae. Onvoorbereide lees: • Gepaste gebruik van stem, toon en tempo. • Leestekens in lees. • Liggaamstaal. • Kontak met die gehoor. Lees ’n teks bv. drama/kortverhaal/ volksverhale: • Spesifieke fokus op literêre tekskenmerke. • Wys leesbegrip deur ontwikkeling van intrige en konflik, karakterisering, keerpunt, agtergrond, milieu, rol van verteller, tema, afsluiting en slot. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk na ’n teks bv. koerantberigte/tydskrifartikels vir inligting en begrip. Leesstrategieë: Leesbegrip van ’n teksgedeelte in die handboek • Vluglees en soeklees. • Aandagtige lees. • Doel en teikengroep. • Afleiding van betekenis en gevolgtrekkings. • Onderskei tussen feit en mening. • Gee eie mening. • Betekenis van onbekende woorde. • Identifiseer manipulerende taal. Som die teks op. Skryf: Resensie (lees ongesiene teks)/dokumentêr • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n resensie/dokumentêr deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Werkwoorde (hoofwerkwoorde, infinitief) Basisvorme, voorvoegsels en agtervoegsels Sinsvlakwerk: Saamgestelde sinne Veralgemenings Direkte/indirekte rede Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Leestekens en spelling: Spelpatrone en spelreëls, aanhalingstekens; afkortings, verkortings en akronieme. Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 105 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister en praatstrategieë Luister na mondelinge teks soos onderhoud/mondelinge aanbieding/ storievertelling om begrip te demonstreer: • Maak aantekeninge gedurende luister. • Luister krities. Groepbespreking/forumbespreking: • Onderneem ’n bespreking wat gebaseer is op die mondelinge teks. • Neem beurte. • Gebruik gesprekskonvensies. Lees ’n literêre teks bv. drama/ kortverhaal/volksverhale: • Spesifieke fokus op literêre tekskenmerke. • Toon begrip van die ontwikkeling van intrige en konflik, karakterisering, keerpunt, agtergrond/milieu/rol van verteller, tema, afsluiting en slot. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk vir begrip (gebruik geskrewe en/of visuele teks soos strokiesprente): • Vluglees. • Soeklees. • Aandagtige lees. • Maak afleidings t.o.v. karakters, ruimte, milieu en boodskap. • Afleiding van betekenis van onbekende woorde deur woordaanpakvaardighede. • Gevoelstaal. Hersien die struktuur van ’n opsomming. Skryf ’n transaksionele teks - kennisgewing, agenda en notule: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om samehangende idees te organiseer. • Bied opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n kennisgewing, agenda en notule deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Basisvorme, voorvoegsels en agtervoegsels Byvoeglike naamwoorde Voorsetsels Sinsvlakwerk: Definiërende paragraaf; inleidende paragraaf; slotparagraaf; tyd; sinstruktuur; sinsoorte Betekenisleer en woordeskatuitbreiding: Idiomatiese uitdrukkings en spreekwoorde Leestekens en spelling: Spelpatrone en spelreëls Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 106 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister en praatstrategieë Luister na ’n opname van ’n advertensie/advertensie oor die radio: • Taalgebruik. • Toon. • Tempo • Konvensies. • Maak aantekeninge. Luister en praat (mondelinge aanbieding): ontleding van ’n advertensie: • Verduidelik visuele leidrade soos lettertipe, -grootte, foto’s/prente. • Verduidelik manipulerende gebruik van die taal. • Verduidelik hoe die insluiting of weglating van inligting, en taal gebruik word om die teikengehoor te manipuleer. Lees en kyk na visuele teks bv. advertensie/strokiesprent/grafieke: Gebruik lees- en kykstrategieë vir begrip en inligting. • Vluglees en soeklees. • Aandagtige lees. • Doel en teikengroep. • Afleiding van betekenis en kom tot gevolgtrekkings. • Identifiseer manipulerende taal. • Invloed van keuse en weglating op die betekenis van teks. • Die manier waarop taal en beelde houdings en waardes vorm en reflekteer. • Impak van die gebruik van lettertipe en -groottes, opskrifte en onderskrifte op betekenis. Opsomming: Hersiening Letterkunde: Hersiening Korter transaksionele/visuele tekste bv. resensie van ’n advertensie: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n resensie van ’n advertensie. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Selfstandige naamwoorde Eiename Versamelname Voornaamwoorde: aanwysend. persoonlik, onpersoonlik, besitlik, vraend, onbepaald, wederkerend Sinsvlakwerk: Tyd; paragrawe; Sinstruktuur Direkte en indirekte rede. Betekenisleer en woordeskatuitbreiding: Paronieme, metonimia, neologisme, sinonieme, antonieme Leestekens en spelling: Spelpatrone en spelreëls; afkortings Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite Formele assesseringstake vir kwartaal 2 9-10 Taak 1: Luister en praat (mondeling) Taak 2: Skryf Taak 3: Halfjaareksamen Onvoorbereide lees/forum-/groepbespreking Resensie/dokumentêr/kennisgewing/agenda en notule Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal (2 uur) Vraestel 3: Skryf een opstel en een transaksionele teks (1 uur) Vraestel 4: Respons op Letterkunde (1 uur 30 min) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 107 GRAAD 9 KWARTAAL 3 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Dialoog/onderhandelings Luister na ’n onderhandelingsgesprek tussen twee mense (dialoog): • Strukturering en ontwikkeling van idees. • Gebruik van onderhandelingsvaardighede om konsensus te bereik. Bespreking gebaseer op die begrip van ’n testament: • Taalgebruik. • Manipulering. • Beurtneming. • Begin en slot. • Oplossing. Lees ’n verkorte testament: • Rolspelers. • Datum. • Bates. • Begunstigdes. • Taal van die dokument. • Uitvoering van die testament. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Transaksionele teks - skryf ’n testament: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n testament. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Selfstandige naamwoorde Byvoeglike naamwoorde Voegwoorde en verbindingswoorde Deelwoorde Sinsvlakwerk: Direkte en indirekte rede, tyd; sinsoorte; paragraafsoorte; styl, toon en register; bysinne en bepalings Betekenisleer en woordeskatuitbreiding: Paronieme, polisemie homonieme, homofone, Leestekens en spelling: Spelpatrone en spelreëls Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 108 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Lees vir begrip en leesstrategieë: visuele teks – strokiesprent: • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Hersien om begrip te verhoog. • Die effek van keuse en weglating op betekenis. • Die effek van figuurlike en retoriese stylmiddels. • Impak van visuele tegnieke. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 109 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister en praatstrategieë Luister na onderhoud: • Duidelikheid van rolle. • Taalgebruik. • Taalkonvensies. Bespreek CV as een van die vereistes vir aanstelling/toelating: • Inligting. • Relevansie. • Verwysings. • Skakel met dekbrief. Lees ’n literêre teks bv. roman/ jeugroman/kortverhaal: • Spesifieke fokus op literêre tekskenmerke. • Wys begrip van ontwikkeling van intrige en konflik, karakterisering, keerpunt, agtergrond,/milieu/rol van verteller, tema, afsluiting en slot. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip (strategieë): (Gebruik visuele en geskrewe tekste) • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Die effek van keuses en weglating op betekenis. • Die effek van figuurlike en retoriese stylmiddels. • Impak van visuele tegnieke. Transaksionele teks, bv. dekbrief en CV: • Vereistes t.o.v. formaat en styl. • Teikengehoor, doel en konteks. • Woordkeuse, figuurlike taal, simbole, kleur en plek. • Sinstruktuur, -lengtes en –tipes. • Seleksie van visuele en ontwerp elemente. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n dekbrief en CV. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Byvoeglike naamwoorde Sinsvlakwerk: Direkte en indirekte rede; tyd; sinsoorte; paragraafsoorte; bysinne en bepalings Betekenisleer en woordeskatuitbreiding: Sinonieme; antonieme; homofone; homonieme, polisemie Leestekens en spelling: Spelpatrone en spelreëls Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 110 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister en praatstrategieë Luister na ’n debat oor die radio/ televisie: • Rolspelers. • Stemgebruik. • Gebruik van lydende en bedrywende vorm. • Tempo. • Maak ’n voorstel en verdedig dit. • Bied ’n teenargument aan. • Oplossing. • Maak aantekeninge. • Bespreek en deel notas. Neem deel aan ’n debat: • Debatskonvensies. • Taalgebruik. • Maak ’n voorstel en verdedig dit. • Bied ’n teenargument aan. • Rolspelers. • Oplossing. Lees ’n literêre teks bv. roman/ kortverhaal/volksverhale bv. legendes, mites, fabels: • Literêre tekskenmerke soos struktuur, karakter, milieu, intrige, konflik, simboliek, klankrykheid, stylfigure en voorskou van refleksie. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Skryf ’n verhalende/beskrywende/ reflekterende opstel: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om samehangende idees te organiseer. • Bied opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n opstel deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Voegwoorde en verbindingswoorde Sinsvlakwerk: Direkte en indirekte rede; sinsoorte; sinstruktuur; styl, toon en register; tyd; paragraafsoorte Betekenisleer en woordeskatuitbreiding: Letterlike en figuurlike betekenis Alliterasie, assonansie, personifikasie, onomatopee (klanknabootsing), woordspeling Leestekens en spelling: Spelpatrone en spelreëls Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 111 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Lees en kyk vir begrip: (Visuele en geskrewe tekste) Strategieë: • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Aandagtige lees. • Maak van voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Kern en ondersteunende gedagtes. • Die effek van keuse en weglating op betekenis. • Die effek van figuurlike en retoriese stylmiddels. • Die skrywer se afleidings en gevolgtrekkings. Som die teks op. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 112 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister en praatstrategieë Luister na ’n mondelinge aanbieding deur ’n prominente lid van die gemeenskap: • Taalgebruik. • Partydigheid, vooroordeel. • Stereotipering. • Toon. • Taalkonvensies. • Beantwoord vrae. Voorbereide mondelinge aanbieding: Leerders onderneem navorsing as ’n voorbereidende aktiwiteit. • Aanbiedingskonvensies. • Liggaamstaal. • Inleiding en afsluiting. • Taalgebruik. Literêre teks soos kortverhaal, jeugroman/roman: • Belangrikste kenmerke van literêre teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Transaksionele teks bv. uitnodigingskaartjie en antwoord: • Vereistes t.o.v. formaat, styl en standpunt. • Teikengehoor, doel en konteks. • Woordkeuse wat ’n lewendige beskrywing reflekteer. • Sinstruktuur, -lengtes en –tipes. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Ontwerp ’n uitnodigingskaartjie en die antwoord daarop. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Byvoeglike naamwoorde: attributief, intensiewe vorme, verboë vorme Sinsvlakwerk: Beskrywende paragraaf, keuse paragraaf; klassifiserende paragraaf Betekenisleer en woordeskatuitbreiding: Een woord vir ’n omskrywing Leestekens en spelling: Spelpatrone en spelreëls Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 113 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Lees en kyk vir begrip: (Visuele en geskrewe tekste) • Vluglees vir kerngedagtes. • Soeklees vir ondersteunende besonderhede. • Aandagtige lees. • Maak voorspellings. • Lei die betekenis van onbekende woorde en beelde af. • Kern en ondersteunende gedagtes. • Gee eie mening. • Opsomming. • Die effek van keuses en weglating op betekenis. • Die effek van figuurlike en retoriese stylmiddels. • Impak van visuele tegnieke. • Die skrywer se afleidings en gevolgtrekkings AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 114 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 9-10 Luister en praatstrategieë Storievertelling: • Gee aandag aan: praatvaardighede, toon, uitspraak, tempo, intonasie, oogkontak, postuur en gebare. • Konvensies en kenmerke van ’n storie. Dialoog: Rolspeel ’n dialoog • Taalgebruik. • Neem beurte. • Liggaamstaal. • Kenmerke van die teks. Lees literêre teks, bv. drama • Belangrikste kenmerke van literêre teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks van voorgeskrewe letterkunde): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak van afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt/perspektief. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Transaksionele teks bv. dialoog: • Woordkeuse. • Persoonlike stem en styl. • Lewendige beskrywing. • Toon. • Kern en ondersteunende gedagtes. • Kopkaarte om samehangende idees te organiseer. • Bied opstel vir assessering aan. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n agenda en notule deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Werkwoorde Voornaamwoorde: onpersoonlike, aanwysende, onbepaalde, wederkerende Sinsvlakwerk: Metataal vir prosedures, logiese opeenvolging van idees, volgorde van belangrikheid, slotparagraaf Betekenisleer en woordeskatuitbreiding: Een woord vir ’n omskrywing Leestekens en spelling: Spelpatrone en spelreëls Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 115 Formele assesseringstake vir kwartaal 3 Taak 1: Luister en praat Taak 2: Skryf Taak 3: Toets 2 Voorbereide mondelinge aanbieding/rolspel/debat/ bespreking van ’n CV/testament Beskrywende/reflekterende/beredenerende opstel Dekbrief en CV Leesbegrip en taalgebruik AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 116 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 9 KWARTAAL 4 INHOUD Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 1-2 Luister Begripstoets: • Reageer krities op ’n verskeidenheid tekste. • Luister vir spesifieke inligting. • Luister en geniet fabels en mites. • Beantwoord vrae. Vergadering prosedure: • Rolspelers. • Vergadering konvensies. • Neem beurte. • Taalgebruik. • Meningsverskille tydens die vergadering. • Inleiding en afsluiting. Literêre teks bv. kortverhaal, jeugroman/roman: • Belangrikste kenmerke van literêre teks soos karakter, stygende spanningslyn van, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks vanuit voorgeskrewe letterkunde teks): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Lang transaksionele teks bv. brief om aansoek te doen vir ’n betrekking (formeel): • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Logiese opeenvolging van sinne. • Gebruik voegwoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n brief om aansoek te doen vir ’n betrekking. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Werkwoorde Sinsvlakwerk: Direkte en indirekte rede Lydende en bedrywende vorm Betekenisleer en woordeskatuitbreiding: Dubbelsinnigheid, cliché, sinekdogee, toutologie, slengtaal, vaktaal, jargon Leestekens en spelling: Spelpatrone en spelreëls Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 117 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 3-4 Luister en praatstrategieë Luister met begrip (gebruik opname van dialoog): • Luister na dialoog. • Maak aantekeninge: - taalkonvensies; - toon; - atmosfeer; - inleiding en afsluiting. • Beantwoord vrae. Forum-/paneel-/groepbespreking: • Rolspelers. • Forum-/besprekingskonvensies. • Neem beurte. • Taalgebruik. • Meningsverskille tydens die bespreking. • Inleiding en afsluiting. • Groepe praat oor hedendaagse onderwerpe. Literêre teks soos kortverhaal, jeugroman/roman: • Belangrikste kenmerke van literêre teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Lees en kyk met begrip: (visuele of multimedia teks soos strokiesprent of advertensie): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak van afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Transaksionele tekste bv. e-pos: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n e-pos deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Selfstandige naamwoorde (samevoegings) Sinsvlakwerk: Metataal vir prosedures, volgorde van belangrikheid, slotparagraaf Betekenisleer en woordeskatuitbreiding: Gebruik van gevoelstaal, stereotipering, partydigheid; vooroordeel Leestekens en spelling: Spelpatrone en spelreëls Afkortings (hoofletters, verkortings, akronieme) Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 118 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 5-6 Luister en praatstrategieë Rolspeel ’n situasie: • Situasie word duidelik beskryf. • Karakters is duidelik gedifferensieerd. • Taal is gepas tot die situasie. • Rolspel wys ’n moontlike verloop van aksie in ’n besondere situasie. Gesprek: • Besluit op gepaste situasie en onderwerpe. • Taalkonvensies. • Gebruik gesprekskonvensies. Literêre teks soos kortverhaal, jeugroman/roman: • Belangrikste kenmerke van literêre teks soos karakter, stygende spanningslyn, dialoog, intrige, konflik, agtergrond, ruimte, verteller en tema. Die leesproses: • Pre-lees (Lei die teks in). • Tydens lees (kenmerke van die teks). • Post-lees (beantwoord vrae, vergelyk, kontrasteer, evalueer). Poësie Belangrikste kenmerke van ’n gedig: • interne struktuur van ’n gedig soos beeldspraak/stylfigure, rym, ritme; • uiterlike bou van ’n gedig soos reëls, woorde, strofes; • tipografie; • figuurlike betekenis; • atmosfeer; • tema en boodskap. Leesbegrip: (teks van voorgeskrewe letterkunde): • Vluglees, soeklees, visualisering. • Aandagtige lees. • Maak afleidings. • Betekenisleer en woordeskatuitbreiding. • Die skrywer se standpunt. • Onderskei tussen feit en mening. • Geïmpliseerde betekenis. Skryf ’n opsomming puntsgewys of in ’n paragraaf. Transaksionele teks, bv. huldeblyk/dagboekinskrywing/ uitnodigingskaartjie: • Korrekte formaat. • Doel. • Kern en ondersteunende gedagtes. • Taalgebruik. • Register. • Logiese opeenvolging van sinne. • Gebruik verbindingswoorde om samehang te verseker. • Gebruik ’n verskeidenheid sinsoorte, -lengtes en –strukture. Fokus op die skryfproses: • Beplanning. • Konsep. • Hersiening. • Redigering. • Proeflees en aanbieding van finale konsep. Skryf ’n huldeblyk/ dagboekinskrywing/ uitnodigingskaartjie deur die skryfproses te volg. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Werkwoorde, selfstandige naamwoorde Sinsvlakwerk: Verduideliking: oorsaak en gevolg Betekenisleer en woordeskatuitbreiding: Verandering van betekenis, taalgebruik vir spesifieke doel, een woord vir ’n omskrywing Leestekens en spelling: Spelpatrone en spelreëls Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 119 Weke Luister en praat Lees en kyk Skryf en aanbied Taalstrukture en -konvensies 7-8 Luister en praatstrategieë Hersiening Lees en kyk: Hersiening van die belangrikste kenmerke, konvensies en strukture. Skryf: Hersiening van die skryf van tekste. Hersiening van die skryfproses. Die hersiening van taalstrukture en -konvensies wat in vorige weke onderrig is Woordvlakwerk: Hersiening Sinsvlakwerk: Hersiening Betekenisleer en woordeskatuitbreiding: Een woord vir ’n omskrywing Leestekens en spelling: Spelpatrone en spelreëls Woordeskat binne konteks Remediërende taalonderrig, na aanleiding van taalfoute tydens skryfaktiwiteite Formele assesseringstake vir kwartaal 4 9-10 Taak 1: Luister en praat (mondeling) Taak 2: JAAREINDEKSAMEN Debat/onderhoud/gesprek/(on) voorbereide mondelinge aanbieding/forum-/groep-/ paneelbespreking/Luister met begrip/prosedures t.o.v. vergaderings Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal (2 uur) Vraestel 3: Skryf een opstel en een transaksionele teks (1 uur) Vraestel 4: Respons op Letterkunde (1 uur 30 min) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 120 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN Eerste Addisionele Taal 4.1 INLEIDING Assessering is ’n deurlopende, beplande proses om inligting oor leerderprestasie te identifiseer, te versamel en te vertolk. Verskeie vorme van assessering word in hierdie proses gebruik. Dit bestaan uit vier stappe: die ontwikkeling en versameling van bewyse van prestasie; die evaluering van die bewyse; rekordhouding van die bevindinge en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en te ondersteun. Sodoende word die onderrig en leerproses bevorder. Assessering behoort informeel (assessering vir leer) sowel as formeel (assessering van leer) te wees. In albei gevalle moet leerders gereelde terugvoering ontvang om die leerervaring te verbeter. Assessering in tale is deurlopend en ondersteun die groei en ontwikkeling van die leerders. Dit is ʼn integrale deel van onderrig en leer omdat dit inligting gee vir onderrig en leer. Dit behoort deel gemaak te word van onderrig en leer en moet nie as ʼn aparte entiteit beskou word nie. Geïntegreerde assessering van verskeie taalaspekte moet gebruik word. Ons kan byvoorbeeld begin met ʼn leesstuk en ʼn begripstoets daaroor opstel. Vrae oor taalstrukture en konvensies kan ook daaroor gevra word. Daarna kan die leerders gevra word om op die teks te reageer deur byvoorbeeld ʼn brief te skryf oor ʼn saak wat in die teks opgehaal word of ʼn ander kreatiewe respons op die inhoud van die teks te lewer. Om dié aktiwiteit af te rond, kan besprekings oor die onderwerp gehou word en op hierdie wyse spreek ons al die taalvaardighede op ʼn vloeiende, geïntegreerde manier aan. Assessering van die verskillende taalvaardighede moet nie gesien word as aparte aktiwiteite nie, maar as een geïntegreerde aktiwiteit. Assesseringsmatrikse moet dus die verskillende taalvaardighede in die taak aanspreek. Leerders se luistervaardighede, praatvermoë, die vermoë om vrae te beantwoord, deelname in besprekings en skriftelike optekeningsvaardighede behoort daagliks waargeneem te word. Dit is ook belangrik dat die leerders se begrip van dit wat hulle lees, geassesseer word en nie net hulle vermoë om woorde te herken of te dekodeer nie; daarom moet assessering van lees gereeld plaasvind en nie net ’n enkele keer nie. Formele leesassessering behoort op hardoplees te fokus, asook op aktiwiteite wat die leerder se begrip bepaal, byvoorbeeld deur die storie oor te vertel of vrae te beantwoord. Assessering van skriftelike werk sal op leerders se vermoë fokus om betekenis oor te dra, asook hoe korrek hulle geskryf het, byvoorbeeld deur die korrekte gebruik van taalstrukture en -konvensies, spelling en leestekens. Alle assessering berus op die feit dat die aanleer van ’n taal ’n proses is en dat leerders nie die eerste keer heeltemal korrekte werk sal lewer nie. Daarom moet die verskillende stadiums van die skryfproses ook geassesseer word. Wanneer ’n formele assesseringstaak gegee word, word daar op ’n spesifieke vaardigheid gefokus, byvoorbeeld luister en praat, lees en kyk, of skryf en aanbied. Aangesien die aanleer van ’n taal ’n geïntegreerde proses is, word meer as een vaardigheid gebruik. Die taalstrukture moet dus in konteks geassesseer word. Assessering moet nie slegs skriftelik plaasvind nie, maar daar moet ook voorsiening gemaak word vir praktiese en mondelinge werk. Dit is belangrik om te assesseer wat leerders verstaan en nie net wat hulle kan memoriseer nie. Vaardighede moet dus soveel as moontlik in konteks geassesseer word. Byvoorbeeld: Leerders kan dalk tydens ’n toets al hul woorde korrek spel, maar kan dieselfde woorde tydens skriftelike werk - soos ’n verslag van persoonlike nuus of die skryf van ’n storie - korrek gespel word? AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 121 Tydens die onderrig en assessering van tale behoort daar voorsiening gemaak te word vir die insluiting van alle leerders, en daar moet strategieë gevind word om alle leerders te help om toegang tot taaltekste te hê en dit weer te gee. Leerders wat leerprobleme ervaar, mag dalk nie sommige van die doelwitte behaal soos wat dit in die Kurrikulum￾en Assesseringsbeleidsverklaring uiteengesit is nie. Die assesseringsprogram maak voorsiening vir summatiewe assessering wat aan die einde van die kwartaal die vorm van ʼn toets of eksamen kan aanneem. Slegs die werk wat deur die verloop van die kwartaal gedek is, moet geassesseer word. Die assesseringsitems moet op verskillende kognitiewe vlakke wees om geldigheid te verseker. 4.2 INFORMELE OF DAAGLIKSE ASSESSERING Die doel van assessering vir leer is om deurlopend inligting oor ’n leerder se prestasie te versamel wat gebruik kan word om leer te bevorder. Informele assessering behels die daaglikse monitering van leerders se vordering. Dit word gedoen deur waarnemings, besprekings, praktiese demonstrasies, leerder-onderwyser-konferensies, informele klaskamerinteraksie, ens. Informele assessering kan so eenvoudig wees soos om leerders tydens ’n les waar te neem of om die vordering van die leerproses met leerders te bespreek. Informele assessering moet gebruik word om terugvoering aan leerders te verskaf en om die beplanning van onderrig te rig. Dit hoef egter nie opgeteken te word nie. Dit moet nie beskou word as losstaande van die leeraktiwiteite wat in die klaskamer plaasvind nie. Hierdie assesseringstake kan deur leerders of onderwysers nagesien word. Dit word aanbeveel dat die eerste twee weke van ’n kwartaal gebruik word om grondlynassessering te doen. Onderwysers kan die aktiwiteite van die eerste twee weke van die onderrigplan hiervoor gebruik. Dit sal onderwysers in staat stel om te bepaal watter tipe ondersteuning leerders nodig het soos die werk vorder. Selfassessering en portuurassessering betrek leerders direk by assessering. Dit is belangrik omdat dit leerders toelaat om oor hul eie prestasie te leer en daaroor te besin. Die uitslae van informele daaglikse assessering word nie formeel opgeteken nie, behalwe as die onderwyser dit graag wil doen. Die uitslag van die daaglikse assesseringstake word ook nie in ag geneem vir bevordering en sertifisering nie. 4.3 FORMELE ASSESSERING Alle assesseringstake wat deel vorm van die formele assesseringsprogram vir die jaar word beskou as formele assessering. Formele assesseringstake word nagesien en formeel deur die onderwyser vir progressie en sertifisering opgeteken. Alle formele assesseringstake word gemodereer ter wille van gehalteversekering en om te verseker dat gepaste standaarde gehandhaaf word. Formele assessering voorsien aan onderwysers ’n sistematiese manier om te evalueer hoe goed leerders in ’n graad en in ’n betrokke vak vorder. Voorbeelde van formele assesseringstake sluit in toetse, eksamens, praktiese take, projekte, mondelinge aanbiedings, demonstrasies, optredes, ens. Formele assesseringstake vorm deel van ’n jaar se formele assesseringsprogram vir elke graad en vak. Die doel van ʼn assesseringsprogram is om geldigheid, betroubaarheid, regverdigheid en genoegsaamheid te verseker deur spesifieke riglyne te gee oor die tipe aktiwiteite en die persentasie wat aan elke taalvaardigheid binne ʼn taak toegeken is. Dit spreek ook die fokusse van assessering aan; die manier waarop take benader moet word. Tydens formele assessering word memoranda, rubrieke, kontrolelyste, metingskale, sowel as ander gepaste assesseringsinstrumente gebruik om leerders se vlakke van begrip en vaardigheid waar te neem, te assesseer AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 122 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) en aan te teken. Maak van ’n assesseringsinstrument gebruik wat gepas is vir die tipe aktiwiteit. ’n Rubriek is, byvoorbeeld, meer gepas as ’n memorandum vir die assessering van ’n kreatiewe skryfstuk. ’n Memorandum is meer gepas vir ’n speltoets of ’n leesbegripsaktiwiteit. 4.3.1 Formele assesseringsvereistes vir Eerste Addisionele Taal Formele assesseringstake moet ’n reeks aspekte van die taalvaardighede assesseer sodat sleutelaspekte geassesseer kan word oor die verloop van die kwartaal en die jaar. Onderwysers behoort seker te maak dat die aspekte informeel geassesseer is en dat terugvoering aan die leerder gegee is voordat hulle formeel geassesseer word. Alle assessering in die Senior Fase vind intern plaas. Die formele assesseringsprogram vir Graad 7-9 bestaan uit elf (11) formele assesseringstake, wat 100% tel. Die skoolgebaseerde assessering is 40% terwyl die einde van die jaar se eksamen 60% tel. Skoolgebaseerde assessering (40%) Die Senior Fase het tien (10) formele assesseringstake vir skoolgebaseerde assessering. Die formele assesseringstake is as volg gestruktureer: • Graad 7 – 4 mondelinge take, 2 skriftelike take, 3 toetse en ’n Junie eksamen • Graad 8 - 4 mondelinge take, 3 skriftelike take, 2 toetse en ’n Junie eksamen • Graad 9 - 4 mondelinge take, 3 skriftelike take, 2 toetse en ’n Junie eksamen Einde van die jaar eksamen (60%) Die jaareindeksamen is saamgestel uit mondelinge en skriftelike take. Die persentasie word gegenereer deur die vier mondelinge take wat gedurende die loop van die jaar gedoen is. Die skriftelike take, wat onder gekontroleerde toestande afgeneem is, is respektiewelik saamgestel uit twee (2) vraestelle vir Graad 7 en 8, en drie (3) vraestelle vir Graad 9. Graad 7 en 8 • Vraestel 2 – Leesbegrip en taal in konteks asook reaksie op letterkunde. • Vraestel 3 – Skryf (Letterkunde, opstel en transaksionele tekste). Graad 9 • Vraestel 2 – Leesbegrip en Taal in konteks • Vraestel 3 – Skryf (Letterkunde, opstel en transaksionele tekste). • Vraestel 4 – Reaksie op letterkunde. 4.3.2 Die vorm van take per kwartaal Die vorme van assessering wat gebruik word behoort ouderdom en ontwikkelingsvlak gepas te wees. Die take behoort so ontwerp te word dat dit die inhoud van die vak dek en moet ’n verskeidenheid take insluit sodat die doelwitte van AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 123 die vak bereik word. Dit behoort op die kennis en vaardighede, wat gedurende daardie kwartaal opgedoen is, te fokus. Gebruik die onderrigplanne vir elke graad om die soort aktiwiteite en die stel vaardighede te kies wat benodig word vir elke deel van die formele assesseringstaak. Byvoorbeeld, indien die leerders ’n kreatiewe skryfstuk in graad 7 in kwartaal 1 moet skryf en u wil hê dat die leerders ’n gedig moet skryf, kan hulle slegs sinne van dieselfde lengte skryf wat rym, omdat dit is wat onderrig is. Indien ’n inligtingsteks in die eerste kwartaal geassesseer word, moet die skryfwerk d.m.v. ’n gepaste skryfraam gedoen word. Daar word ook nie van graad 7-leerders verwag om in die eerste kwartaal ’n kort toespraak te lewer nie omdat dit eers later onderrig word. Formele assessering moet voorsiening maak vir ’n reeks kognitiewe vlakke soos hieronder aangedui. ’n Verskeidenheid tipes vrae soos veelvuldige keusevrae, sluiting, vergelyking en direkte vrae behoort gebruik te word. Tabel 1 Kognitiewe vlakke vir assessering KOGNITIEWE VLAKKE AKTIWITEIT PERSENTASIE PER TAAK Letterlik (Vlak 1) Herorganisasie (Vlak 2) Vrae wat handel oor inligting wat direk/eksplisiet in die teks staan. • Noem die dinge/mense/plekke/elemente... • Noem die feite/redes/aspekte/idees... • Identifiseer die redes/persone/oorsake... • Maak ’n lys van die aspekte/feite/name/redes... • Beskryf die plek/persoon/karakter... • Vertel van die insident/episode/ervaring... Vrae wat analise, sintese of herorganisasie van inligting vereis wat direk/ eksplisiet in die teks staan. • Maak ’n opsomming van die kerngedagtes/voordele/nadele... • Gee die verskille/ooreenkomste... • Gee ’n oorsig van... Vlakke 1 en 2: 40% Afleiding (Vlak 3) Vrae wat vereis dat ’n leerder inligting wat eksplisiet in die teks staan, interpreteer na aanleiding van sy of haar persoonlike ervaring. • Verduidelik die hoofgedagte … • Vergelyk die idees/houdings/aksies... • Wat is die skrywer (of karakter) se bedoeling/houding/motivering/rede... • Verduidelik die oorsaak/gevolg van … • Wat verklap ’n optrede/opmerking/houding oor die verteller/skrywer/ karakter... • Hoe beïnvloed die metafoor/vergelyking/beeld jou begrip van... • Wat dink jy sal gebeur indien... Vlak 3: 40% AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 124 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) KOGNITIEWE VLAKKE AKTIWITEIT PERSENTASIE PER TAAK Evaluering (Vlak 4) Waardering (Vlak 5) Hierdie vrae handel oor die beoordeling van waardes, houdings en oortuigings. Dit sluit in beoordeling van werklikheid, geloofwaardigheid, feite en menings, geldigheid, logika asook die gewenstheid en aanvaarbaarheid van besluite en optredes in terme van morele waardes. • Dink jy dat dit wat gebeur het geloofwaardig/realisties/moontlik is? • Is die skrywer se argument geldig/logies/oortuigend? • Bespreek krities/lewer kritiese kommentaar op die optrede/bedoeling/ motief/houding/voorstel/implikasie... • Stem jy saam met die siening/standpunt/waarneming/vertolking... • Is die skrywer/verteller/karakter na jou mening, geregverdig as hy of sy voorstel dat... (Motiveer jou antwoord/Gee redes vir jou antwoord.) • Is die karakter se houding/optrede na jou mening regverdigbaar of aanvaarbaar? Gee ’n rede vir jou antwoord. • Wat sê ’n karakter se optrede/houding oor hom in die konteks van universele waardes? • Bespreek die waarde-oordele wat in die teks gemaak word. Die doel van hierdie vrae is om die impak van die teks op die leerder te assesseer. Die vrae fokus op die leerder se emosionele respons op die inhoud, identifisering met karakters en reaksies op die skrywer se taalgebruik (woordkeuse en beelde). • Bespreek jou reaksie op die teks/insident/situasie/konflik/dilemma. • Simpatiseer jy met die karakter? Wat sou jy doen/besluit indien jy in dieselfde situasie was? • Bespreek/Lewer kommentaar op die skrywer se taalgebruik. • Bespreek die doeltreffendheid van die skrywer se styl/inleiding/ gevolgtrekking/beelde/stylfigure/literêre middels. Vlak 4 en 5: 20% 4.4 Assesseringsprogram Die assesseringsprogram is ontwikkel om formele assesseringstake in alle vakke in ’n skool oor ’n kwartaal te versprei. ʼn Assesseringsprogram moet deur die skool opgestel word waarin die datums aangedui word waarop take gedoen moet word. Vakvereistes Vereistes vir die opstel van ’n taak word in persentasies weergegee. Waar die program 20% vir ’n taalvaardigheid aandui, beteken dit dat die finale puntetoekenning vir daardie taalvaardigheid twintig persent moet wees en nie twintig punte nie. Skole word nie beperk tot ’n aantal punte wat aan ’n taalvaardigheid toegeken moet word nie, solank die gewigskriteria vir elke taalvaardigheid en vir elke taak in aanmerking geneem word volgens die persentasie wat in die assesseringsprogram toegewys is. Byvoorbeeld: ’n Taalkennistoets vir 50 punte of meer mag byvoorbeeld in graad 8 opgestel word, solank die finale gewig nie die gewig wat in die assesseringsprogram aangedui word, oorskry nie. Die onderstaande tabelle gee ’n oorsig van die formele assesseringsprogram vir Afrikaans Eerste Addisionele Taal. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 125 Assesseringsprogram GRAAD 7 FORMELE ASSESSERINGSTAKE VIR KWARTAAL 1 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 1 Vertel ’n storie oor/bespreek ’n gedig/ dialoog/groep/paneelbespreking. Beskrywende/verhalende opstel Informele brief/resensie/dialoog Begripstoets en taalgebruik FORMELE ASSESSERINGSTAKE VIR KWARTAAL 2 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: TOETS 2 TAAK 3 Luister met begrip/debat/gesprek/(on) voorbereide mondelinge aanbieding/ groepbespreking t.o.v. die gee van opdragte/instruksies Letterkunde: Kontekstuele vrae Halfjaareksamen Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf: Een opstel en een transaksionele teks FORMELE ASSESSERINGSTAKE VIR KWARTAAL 3 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 3 Rolspel – prosedures tydens ’n vergadering/(on) voorbereide lees/gee van aanwysings/forum-/ paneelbespreking Beskrywende/Verhalende opstel Agenda en notule Begripstoets en Taalgebruik OF Letterkunde FORMELE ASSESSERINGSTAKE VIR KWARTAAL 4 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: JAAREINDEKSAMEN Lees hardop/debat/groepbespreking/(on) voorbereide mondelinge aanbieding Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal en Letterkunde (2 uur) Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 126 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 8 FORMELE ASSESSERINGSTAKE VIR KWARTAAL 1 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 1 Groepbespreking – visuele tekste/ luister met begrip/(on) voorbereide mondelinge aanbieding/forum-/ groepbespreking/onderhoud Verhalende/reflekterende opstel Koerantberig/artikel Taal en begripstoets FORMELE ASSESSERINGSTAKE VIR KWARTAAL 2 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 8: HALFJAAREKSAMEN Luister met begrip /gee van aanwysings/forum-/ paneelbespreking/debat Onderhoud/teks met opdragte/ boekresensie Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf een opstel en een transaksionele teks (1 uur) FORMELE ASSESSERINGSTAKE VIR KWARTAAL 3 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 2 Dialoog/(on) voorbereide mondelinge aanbieding/storievertelling/voorbereide lees Beskrywende/beredenerende opstel Informele brief/dialoog Begripstoets en taalgebruik FORMELE ASSESSERINGSTAKE VIR KWARTAAL 4 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: JAAREINDEKSAMEN Debat/onderhoud/groepbespreking/dialoog Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal en Letterkunde (2 uur) Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 127 GRAAD 9 FORMELE ASSESSERINGSTAKE VIR KWARTAAL 1 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 1 Voorbereide lees/gesprek Beskrywende/verhalende opstel Informele brief/resensie/dialoog Begripstoets en taalgebruik FORMELE ASSESSERINGSTAKE VIR KWARTAAL 2 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: HALFJAAREKSAMEN (On) voorbereide lees/forum-/ groepbespreking Resensie/dokumentêr/kennisgewing/ agenda en notule Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal (2 uur) Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) Vraestel 4: Reageer krities op literêre tekste (1 uur 30 min) FORMELE ASSESSERINGSTAKE VIR KWARTAAL 3 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: SKRYF TAAK 3: TOETS 2 Voorbereide mondelinge aanbieding/ rolspel/debat/bespreking van CV/ testament Beskrywende/verhalende/reflekterende/ beredenerende opstel Dekbrief en CV Begripstoets en taalgebruik FORMELE ASSESSERINGSTAKE VIR KWARTAAL 4 TAAK 1: LUISTER EN PRAAT (MONDELING) TAAK 2: JAAREINDEKSAMEN Debat/onderhoud/gesprek/(on) voorbereide mondelinge aanbieding/forum-/groep-/paneelbespreking/ luisterbegripstoets/prosedures tydens vergadering. Vraestel 1: Luister en praat (mondeling) Vraestel 2: Begripstoets, Taal (2 uur) Vraestel 3: Skryf een opstel en een transaksionele teks (1 uur) Vraestel 4: Reageer krities op literêre tekste (1 uur 30 min) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 128 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Formele Assesseringstake per graad Tabel 1: Graad 7 FORMELE ASSESSERING GEDURENDE DIE JAAR JAAREINDEKSAMEN 40% 60% Skoolgebaseerde assessering (SBA) Jaareindvraestelle 10 Formele assesseringstake • 4 mondelinge take • 2 skriftelike take • 3 toetse • 1 eksamen (halfjaar) Skriftelike eksamen Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) Mondeling assesseringstake: Vraestel 1 Luister Praat Lees Die mondelinge take wat deur die loop van die jaar gedoen is, vorm deel van die jaareindassessering. Tabel 2: Graad 8 FORMELE ASSESSERING GEDURENDE DIE JAAR JAAREINDEKSAMEN 40% 60% Skoolgebaseerde assessering (SBA) Jaareindvraestelle 10 Formele assesseringstake • 4 mondelinge take • 3 skriftelike take • 2 toetse • 1 eksamen (halfjaar) Skriftelike eksamen Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) Mondeling assesseringstake: Vraestel 1 Luister Praat Lees Die mondelinge take wat deur die loop van die jaar gedoen is, vorm deel van die jaareindassessering. Tabel 3: Graad 9 FORMELE ASSESSERING GEDURENDE DIE JAAR JAAREINDEKSAMEN 40% 60% Skoolgebaseerde assessering (SBA) Jaareindvraestelle 10 Formele assesseringstake • 4 mondelinge take • 3 skriftelike take • 2 toetse • 1 eksamen (halfjaar) Skriftelike eksamen Vraestel 2: Begripstoets, taalgebruik en letterkunde Vraestel 3: Skryf – een opstel en een transaksionele teks (1 uur) Vraestel 4: Kritiese reaksie op literêre tekste Mondeling assesseringstake: Vraestel 1 Luister Praat Lees Die mondelinge take wat gedurende die loop van die jaar gedoen is, vorm deel van die jaareindassessering. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 129 Die formaat van eksamenvraestelle – Graad 7-9 DIE FORMAAT VAN EKSAMENVRAESTELLE (HALFJAAR- EN JAAREINDEKSAMEN) GRAAD 7 % GRAAD 8 % GRAAD 9 % Vraestel 1: Luister en praat (mondeling): Hardoplees, luister en praat 30 Vraestel 1: Luister en praat (mondeling): Hardoplees, luister en praat 30 Vraestel 1: Luister en praat (mondeling) Hardoplees, luister en praat 30 Vraestel 2: Skriftelik: Leesbegripstoets (15) Taal in konteks (15) Kritiese reaksie op literêre tekste (10) 30 Vraestel 2: Skriftelik: Leesbegripstoets (15) Taal in konteks (15) Kritiese reaksie op literêre tekste (10) 30 Vraestel 2: Skriftelik: Leesbegripstoets (10) Taal in konteks (15) Opsomming (10 punte wat verwerk word na 5%) 30 Vraestel 3: Skriftelik: Skryf – Opstel (20) en transaksionele teks (10) 40 Vraestel 3: Skriftelik: Skryf – Opstel (20) en transaksionele tekste (10) 40 Vraestel 3: Skriftelik Skryf – Opstel (20) en transaksionele tekste (10) 30 Vraestel 4: Kritiese reaksie op literêre tekste (10) • Poësie • Volksverhale • Kortverhaal • Romans • Drama (20 punte vir elk van die vier genres wat verwerk word na 10%) 10 Die vorme van assessering wat gebruik word, behoort ontwikkelingsvlak- en ouderdomsgepas te wees. Die ontwerp van die take behoort die inhoud van die vak te dek en ’n verskeidenheid van take in te sluit om die doelwitte van die vak te bereik. 4.5 REKORDHOUDING en Rapportering Rekordhouding is ’n proses waartydens die onderwyser die vlak van ’n leerder se prestasie in ’n spesifieke assesseringstaak dokumenteer. Dit dui aan hoe die leerder vorder in die bereiking van die kennis, inhoud en vaardighede aan soos voorgeskryf in die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring. Rekords van leerderprestasie behoort bewys te lewer van die leerder se konseptuele groei in ’n graad en sy of haar gereedheid om na die volgende graad te vorder of bevorder te word. Rekords van leerderprestasie behoort ook gebruik te word om te verifieer watter vordering onderwysers en leerders in die onderrig- en leerproses maak. Rapportering is ’n proses waarvolgens leerderprestasie aan leerders, ouers, skole en ander rolspelers gekommunikeer word. Daar kan op verskeie maniere oor leerderprestasie verslag gelewer word. Dit sluit in rapporte (verslagkaarte), ouervergaderings, skoolbesoekdae, ouer-onderwyser-konferensies, telefoonoproepe, briewe, klas- of skoolnuusbriewe ensovoorts. Onderwysers in alle grade lewer in persentasies verslag oor die vak. Sewe bevoegdheidsvlakke vir elke vak in Graad R – 12 word gebruik. Die verskillende vlakke met die ooreenstemmende persentasies word in onderstaande tabel aangedui. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 130 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Kodes en persentasies vir optekening en rapportering Prestasiekode Beskrywing van vaardigheid Persentasie 7 Uitmuntende prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Beduidende prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Matige prestasie 40 – 49 2 Basiese prestasie 30 – 39 1 Ontoereikende prestasie 0 – 29 Onderwysers sal die werklike punte teenoor die taak aandui deur ’n rekordblad/verslagblad te gebruik en die persentasies vir die vak op die leerders se rapport/of verslagkaarte aantoon. 4.6 Moderering van assessering Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort op skool-, distriks-, provinsiale en nasionale vlakke plaas te vind. Deeglike en gepaste modereringspraktyke moet ingestel word vir die gehalteversekering van alle vakassesserings. 4.6.1 Formele assessering (SBA) • Die toetse en eksamen in Graad 7 en 8 word intern gemodereer. Die vakadviseur moet ’n steekproef van hierdie take gedurende sy/haar skoolbesoeke modereer om die standaard van die take en die interne moderering te verifieer. • Graad 9 se toetse en eksamens moet op distriks- en provinsiale vlak gemodereer word. Hierdie proses sal deur die provinsiale onderwysdepartement bestuur word. • Vakadviseurs moet steekproewe van toetse en eksamenvraestelle modereer voordat leerders dit aflê om die standaard te verifieer en aan onderwysers leiding te verskaf oor die opstel van hierdie take. 4.6.2 Mondelinge assesseringstake Graad 7 - 9: Elke mondelinge taak wat as deel van die assesseringsprogram gebruik word, moet by die vakhoof vir moderering ingedien word voordat leerders die taak doen. Daarna assesseer onderwysers die mondelinge assesseringstake. Die vakadviseur of provinsiale moderator wat aangewys is, moet ’n steekproef van hierdie mondelinge take gedurende skoolbesoeke modereer om die standaard van die take en die interne moderering daarvan te verifieer. ’n Moderator wat deur die Departement van Basiese Onderwys aangewys is, moet ’n steekproef van die assesseringstake vir graad 9 modereer. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 131 4.7 Algemeen Hierdie dokument moet in samehang met die volgende saamgelees word: 4.7.1 DieNasionale beleid met betrekking tot die program- en bevorderingsvereistes vir die Nasionale Kurrikulumbeleid Graad R-12; en 4.7.2 Die beleidsdokument, Nasionale Protokol vir Assessering Graad R-12 AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 132 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) WOORDELYS addisionele taal (verwys ook na huistaal) – ’n taal wat bykomend tot die huistaal geleer word afgeleide betekenis – die skep van betekenis uit wat geïmpliseer word om ’n nuwe begrip te vorm; dit wat tussen die reëls staan aflei – ’n oordeel vorm uit wat vooraf gegee is of gebeur het; om die implikasies van wat gesê of geskryf is te bepaal afleiding – ’n woord wat bestaan uit ’n basisvorm (stam) en voor- en/of agtervoegsels (hierdie proses vorm dikwels ’n ander woordsoort) bv. ritus: rituele gebruike akroniem (ook letterwoorde) – afkortings wat soos woorde optree; word uitgespreek as ’n woord, gevorm deur die eerste letters van ander woorde bv. Soweto vir South Western Townships of VIGS/vigs vir verworwe immuniteitsgebreksindroom aktiewe luister – wanneer ’n persoon homself in die plek van die spreker plaas en ernstig luister na wat hy of sy te sê het. alliterasie – herhaling van dieselfde beginletters (medeklinkers/konsonante) in beklemtoonde lettergrepe; ’n algemene stylmiddel bv. kind nog kraai analogie – ooreenstemming in sommige aspekte tussen dinge wat andersins verskil; ’n manier waarop nuwe woorde gevorm kan word; woorde word dikwels na die voorbeeld van ander verwante woorde gevorm bv. na analogie van badkamer is slaapkamer, studeerkamer en doodlekker na die voorbeeld van doodbang, ens. gevorm animasie – aanmekaarlas van stil prente of tekeninge om die illusie van lewe of beweging te skep antiklimaks – die omgekeerde van klimaks; onverwagte teleurstellende uiteinde, afloop; ommeswaai van iets belangriks na iets nietigs, gewoonlik met ’n komiese effek antitese – teenstelling van gedagtes wat uitgedruk word deur parallelisme wat skerp teenoor mekaar staan bv. hoe meer haas hoe minder spoed antoniem – woorde wat min of meer die teenoorgestelde betekenis van ander woorde uitdruk bv. kurkdroog en sopnat assessering – ’n deurlopende beplande proses van inligtingversameling op verskillende maniere oor leerderprestasie assonansie – herhaling van klinkers of vokale in beklemtoonde lettergrepe in twee of meer woorde bv. Oor die groen poel wat stil en dik/was van die bronslaai en die warm slik (N.P. van Wyk Louw, Raka) beeld – ’n prent of visuele voorstelling beurtnemingskonvensies – die gebruike wat die vloei van gesprekke tussen mense reguleer om ander toe te laat om ’n opinie te lug, stiltes te hanteer, inligting te herhaal vir duidelikheid, aan te moedig waar gepas, te vra vir duidelikheid, inligting te verskaf, tussenbeide te tree om fokus te herstel bysin – dele van sinne met werkwoorde maar wat afhanklik is van die hoofsin AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 133 debat – debattering deur twee spanne oor ’n saak. Hulle probeer om die beoordelaar en die gehoor van hul standpunt te oortuig denotasie (teenoorgestelde van konnotasie) – dit wat die begripsinhoud weergee of saamvat, die letterlike betekenis van ’n woord of uitdrukking deurlopende assessering – dit is assesseringsaktiwiteite wat deur die loop van die jaar plaasvind dialek – ’n variëteit van ’n taal wat deur ’n sekere taalgemeenskap gepraat word dramatiese ironie – ’n vorm van kontras; die karakter is onbewus van die ware toedrag van sake, terwyl die leser/toeskouer/ander karakters weet wat werklik plaasvind. Dié ironie verhoog (of ontlont) spanning, genot en gehoordeelname dramatiese struktuur – die bou van die drama (eksposisie/aanloop, motoriese moment, verwikkeling, ontwikkeling, klimaks/hoogtepunt, ontknoping/afloop) dubbelsinnigheid – tweërlei betekenis geskep deur die manier waarop woorde of sinne gebruik word; meer as een betekenis of vertolking hê. Wanneer dit onbewus gebruik word, kan dubbelsinnigheid betekenis versluier eksplisiet (in teenstelling met implisiet) – betekenis wat duidelik of direk gestel word eksterne assessering – assessering wat van buite die skool gedoen word. esteties – betreffende die skoonheidsin; staan in verband met sensitiwiteit en waardering vir die skone soos die skoonheid van taal of die blywende waarde van tekste 2. ’n estetiese persoon is ’n persoon wat sensitief is vir kunstige prag. “Esteties” verwys na die mooiheid wat in ’n kunswerk aangetref word. Mens kan praat van die estetiese van ’n werk, of ’n estetiese oordeel fel. eufemisme – versagtende uitdrukking of omskrywing; verbloeming; word gebruik om nie gevoelens seer te maak nie bv. lang vingers hê (steel) evalueer – om ’n opinie te vorm, ’n oordeel te vel oor ’n teks figuurlike taal (teenoor letterlike taal) – sinnebeeldig, metafories, oordragtelik; woorde en frases wat gebruik word om ’n spesifieke effek te bereik soos vergelykings, personifikasie, metafoor. Literêre tekste maak baie van figuurlike taal gebruik forum – groepe leerders debatteer ’n onderwerp. Elke groep bestaan uit vier lede en elke lid praat oor een en verskillende aspek van die onderwerp. gebare – ’n beweging van die gesig of liggaam wat betekenis kommunikeer (bv. die knik van kop om instemming aan te dui) geïmpliseerde betekenis - (teenoor direkte betekenis) – betekenis wat uit die teks afgelei kan word, maar nie direk gestel word nie geletterdhede – daar is verskillende soorte geletterdheid: Lees en kyk en skryf/aanbied (tradisionele basiese geletterdhede), kulturele geletterdheid (begrip van die kulturele, sosiale en ideologiese waardes wat ons lees van tekste vorm), kritiese geletterdheid (die vermoë om krities op die boodskap in tekste te reageer), visuele geletterdheid (die vermoë om beelde, tekens, prente, visuele simbole, ens. te lees/teken/skryf), mediageletterdheid (die lees van AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 134 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) koerante, tydskrifte, TV en film as kulturele boodskappe), inligtingsgeletterdheid (die vermoë om inligting te vind, ontsluit, evalueer, berg, gebruik, ens.) en rekenaargeletterdheid (die vermoë om rekenaars en rekenaarprogramme – ook die internet – te gebruik) geletterdheid – die vermoë om te lees en geskrewe inligting te gebruik en om vir verskillende doeleindes te skryf. Dit is ’n deel van ’n algemene menslike vermoë om sin van jou wêreld te maak genre – ’n soort letterkunde bv. drama, kortverhale, gedigte, roman, volksverhale/folklore gepastheid – taal moet gepas wees vir die konteks waarin dit gebruik word. Die groetwyse “Goeiedag, mnr. Vosloo” is gepas in ’n formele situasie, teenoor “Hallo, Vossie” vir ’n informele situasie. gevatheid (wit) – die onverwagte, vinnige en lagwekkende kombinasie van kontrasterende idees of uitdrukkings gevoelstaal (ook emotiewe taal) – taal en styl wat persoonlik is; sterk gevoelens wek; teenoorgestelde van nugtere, saaklike taal gevolg (sien ook oorsaak) – die resultaat van handeling/gebeure of ’n aksie grafiese voorstelling – produkte van die visuele en tegniese kunste soos teken, ontwerp; lewendig beskrywende, skilderende voorstelling herformuleer – ’n leesstrategie waarvolgens die leser die betekenis van ’n gelese gedeelte mondelings of skriftelik oorvertel, verkort of opsom herlees – ’n leesstrategie wat die leser nog ’n kans gee om ’n uitdagende teks te verstaan hiperbool – ’n stylfiguur waarin buitensporige, doelbewuste oordrywing gebruik word; om iets groter as wat dit werklik is, voor te stel bv. Hulle het ons ’n berg koek gegee om te eet homofone – woorde wat dieselfde klankvorm as ’n ander woord in ’n taal het, maar in betekenis en spelling verskil bv. ’n blyk van waardering; die wasgoed bleik in die son homonieme – woorde met dieselfde klank- en spelvorm, maar wat verskil in betekenis bv. Sy het ’n kuiltjie in haar ken; Hy ken al die name van die bome in die wildtuin huistaal (sien ook addisionele taal) – die taal wat kinders eerste aangeleer het deur by die huis en/of in hul gemeenskap konstant daaraan blootgestel te wees; dit is die taal “waarin ’n mens dink” idiomatiese uitdrukking – ’n uitdrukking wat die idioom of taaleie betref, volgens die taaleie; idiome sluit in spreekwoorde, segswyses, gesegdes en spreuke implisiet (teenoor eksplisiet) – dit wat nie direk in ’n teks gestel word nie, maar wel afgelei kan word inisieer – om te begin (bv. om ’n gesprek te inisieer) inklusiwiteit – die beginsel om onderwys toeganklik vir alle leerders te maak, ten spyte van hul leerstyl, agtergrond en vermoëns; neiging om in te sluit, te omvat, op te neem innuendo – iets onaangenaams wat op ’n bedekte wyse gestel word AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 135 intonasie – vloei van die stem by praat, stembuiging (onderskei tussen vrae en stellings en dui die spreker se gevoelens aan) intrige – die aan mekaar verwante hoofgebeure in ’n teks; dit suggereer ’n patroon van verwantskappe tussen ’n web van gebeure; verwikkelde situasie wat ’n skrywer uitdink en waarop die verhaal gebaseer is (verwikkeling) ironie – woordgebruik waarmee ’n mens die teenoorgestelde sê van wat jy bedoel; omstandigheid of stand van sake wat die teenoorgestelde is van wat ’n mens kon verwag het jargon – taal van bepaalde groepe; vaktaal (bv. rekenaargebruikers verwys na “RAM”). Jargon kan soms gebruik word om luisteraars/lesers uit te sluit. karikatuur – 1. ’n oordrewe uitstylfigure (geskrewe of visueel) van ’n karakter en wat die spot dryf met persoonlike karaktertrekke of voorkoms; spotprent, spotbeeld, spotfiguur 2. Add. Strokiesprente in koerante is gewoonweg bedoel om karikature te wees en werk deur oordrywing of die verdraaiing van die voorkoms met die doel om komies of satiries te wees. kinematografiese tegnieke – middele wat gebruik word in die saamstel van ’n film (bv. kamerahoek, beligting, soort skoot ens.) klem – om ’n besondere lettergreep in ’n woord of ’n sin te beklemtoon klimaks – die meeste opwindende, effektiewe of belangrike deel van die storie; hierdie belangrik deel is nie noodwendig aan die einde van die verhaal nie konflik – stryd; botsing; worsteling; die stryd wat tussen karakters of individue of groepe en hul omstandighede ontstaan; konflik in letterkunde kan ook as gevolg van strydende begeertes of waardes tussen karakters ontstaan konnotasie – wat gesuggereer word deur ’n woord of ding, dieperliggend as die letterlike of eksplisiete betekenis konteks – die konteks waarbinne ’n teks geskep en ontvang word, verwys na die breë en onmiddellike situasie waarin dit bestaan en wat daarin oorgedra word kontekstuele leidrade – ’n leestegniek om alle aanduidings of leidrade in ’n teks te gebruik om betekenis te verklaar kontras (ook antitese, teenstelling) – stylmiddel waarin twee uiterstes teenoor mekaar gestel word konvensies – aanvaarde gebruike of reëls in taalgebruik. Sommige konvensies help om betekenis te skep (bv. taalreëls, leestekens, hoofletters); sommige help met die aanbieding van inhoud (bv. inhoudsopgawe, algemene uiteensetting, opskrifte, voetnotas, kaarte, onderskrifte, lyste, prente, indeks) en ander weerspieël ’n vaste taalpatroon bv. groetvorme. kopkaarte/breinkaarte – grafiese netwerkvoorstelling van idees of onderwerp in die vorm van sleutelwoorde en illustrasies kreatiewe denke – die denkproses oor idees of situasies op skeppende en ongewone maniere met die doel om die situasie of idee beter te verstaan en op ’n nuwe en konstruktiewe manier daarop te reageer kritiese taalbewustheid – die vermoë om die konstruksie van betekenis te ontleed deur begrip van magsverhoudings binne en tussen tale. Dit bemagtig die leerder om manipulasie te weerstaan en om taal sensitief te gebruik. AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 136 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) leenwoorde – woorde wat aan ’n ander taal ontleen is, vreemde woorde wat nou deel van Afrikaans is letterlik (teenoor figuurlik) – die eenvoudigste, mees direkte betekenis van woorde lettertipe – die tipe en grootte van die druk wat gebruik word wanneer iets geskryf, getik of gedruk word (bv. 12pt; Times New Roman) lettergrootte – die grootte van die letters wat gebruik word wanneer daar geskryf, getik of gedruk word (bv. 12 pt Times New Roman) litotes – ’n stylfiguur waarby iets verklein word om die betekenis of bedoeling beter te laat uitkom, veral deur die teenoorgestelde te ontken (bv. dit gaan nie sleg nie = goed) manipulerende taal – taal wat daarop gemik is om ’n onregverdige voorsprong te kry of ander te beïnvloed, meesal op ’n onderduimse manier metafoor – gebruik een ding om ’n ander met soortgelyke eienskappe te beskryf metataal – taalterminologie om oor taal te praat; dit sluit terminologie in soos teks, konteks, teikengroep, genre en polisemie multimedia – ’n geïntegreerde reeks modusse wat teks, visuele materiaal, klank, video, ens. kan insluit oksimoron – stylfiguur waarby twee teenoorgestelde begrippe met mekaar verbind word bv. ou nuus, gewoonlik vir beklemtoning onderhoud – ’n proses of ’n gesprek om inligting in te samel om ’n spesifieke doel te bereik onderskrif – ’n titel of kommentaar saam met ’n artikel, prent, foto, ens. onderstelling – druk iets uit in teruggehoue terme eerder as die ware of volle feite te gee, gewoonweg vir klem, moontlik as ’n vorm van wegskram, moontlik as ’n vorm van humor onomatopee – die gebruik van woorde om die klanke wat hulle beskryf te skep oorbodigheid – die onnodige gebruik van woorde, frases en sinne wat weggelaat kon word sonder enige verlies van betekenis oorsaak (sien ook gevolg) – dit wat aanleiding gee tot ’n handeling/gebeure/aksie of ’n toestand outentieke tekste – tekste wat buite die klaskamer (“in die regte lewe”) gebruik word soos tydskrifartikels, koerantberigte, radio- of televisieopnames, advertensies, verpakkingsetikette, brosjures, vorms, briewe paneelbespreking – ’n groep wat byeenkom om ’n onderwerp te bespreek, vrae te beantwoord en op kommentaar te reageer paradoks – skynbare teenstrydigheid bv. om die waarheid te sê, moet ek lieg parafrase – die herbewoording van ’n idee in jou eie woorde paronieme – woorde van dieselfde wortel of stam afgelei bv. drink, drank, dronk; besin, versin; inwoner, bewoner AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 137 personifikasie – beeldspraak waardeur menslike eienskappe en handelinge aan lewelose dinge, diere of plante toegeken word bv. As ek ’n huis kon hê/met sulke mure wat sing... (Marlise Joubert, Domus) perspektief – ’n karakter/verteller se standpunt/siening oor kwessies in ’n roman of drama pleonasme (ook woordoortolligheid) – woorde waarvan die betekenisse nie sinoniem is nie, maar die betekenis van die tweede woord is reeds in die eerste opgesluit, bv. Ek persoonlik het dit self ervaar; ’n dooie lyk polisemie – eienskap van ’n woord om verskillende betekenisse te hê; betekenisonderskeidings van ’n woord, bv. Die koppie val uit sy hand/Dit is uit tussen hulle/Hulle uit ’n gil van blydskap redigering – die proses van proeflees en herskryf van ’n teks, insluitend taalgebruik, leestekens en spelling en om samehang van idees en struktuur na te gaan; in die finale vorm sit, vir publikasie inlewer, gereed maak register – die woorde, styl en grammatika wat in verskillende kontekste of situasies deur sprekers en skrywers gebruik word (amptelike dokumente word byvoorbeeld in ’n formele register geskryf, regsdokumente in ’n regsregister) retoriese middels – middels soos pouses en herhaling, deur ’n spreker/skrywer/aanbieder gebruik om doeltreffend te oortuig retoriese vraag – ’n vraag wat gevra word nie om iets uit te vind nie, maar vir beklemtoning, ʼn mening uit te spreek of vir dramatiese effek (bv. Weet jy hoe gelukkig jy is?) ritme – afgemete beweging; in poësie die natuurlike beweging veroorsaak deur die reëlmatige opeenvolging van beklemtoonde en minder beklemtoonde lettergrepe rym – ooreenstemming van klank in die laaste lettergreep of woorde in digreëls samehang – onderlinge verband, deurlopendheid, aaneenskakeling sarkasme – bytende, bitter spot; minagting wat wil seermaak of skok op persoonlike vlak; dit sê wat die spreker/ skrywer bedoel satire – iets wat hekelend spot met die lewe; dwaashede en wanpraktyke van die mens/maatskappy word onthul of geopenbaar; ’n satiriese literêre werk het gewoonlik ’n bewustelike sosiale inslag simbool – ’n teken/voorwerp wat ’n ander saak verteenwoordig; ’n tradisionele simbool soos ’n kruis is as beeldspraakvorm nie net ’n afstylfigure van die werklikheid nie, maar dit kry ook ’n dieper betekenis deurdat dit na iets anders verwys sinoniem (teenoor antoniem) – ’n woord wat min of meer dieselfde betekenis as ’n ander het sintetiseer – die saamvoeg van idees uit verskeie bronne; ’n duidelike opsomming van hierdie saamgevoegde idees skote – neem van foto’s uit verskillende hoeke sleng (ook slang) – ’n variëteit van Afrikaans wat dikwels by jongmense bv. studente gehoor word en nie noodwendig verkeerd is nie bv. Hulle het my ’n kop aangesit/Jy kan kwai bestuur soeklees - om ’n oog oor ’n teks laat om spesifieke inligting te vind (soos om ’n nommer in ’n telefoongids te soek). spelstrategieë – uitwerk van maniere om korrek te spel AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 138 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) standaard – die standaardvariëteit van ’n taal is die vorm wat meestal in koerante, amptelike dokumente en taalboeke gebruik word. Dit is nie noodwendig die beste vorm van die taal nie, maar dit is die vorm wat om historiese en/of politieke redes as die standaardvariëteit aanvaar is. stem – dit verwys ook na die skrywer se eie persona – wie die skrywer is. As ’n mens lees of kyk, kan jy ’n indruk van die skrywer se bedoeling/voorneme kry. stemming – atmosfeer of emosie in geskrewe tekste; dit toon karakters se gemoedsgesteldheid; dit verwys ook na die atmosfeer wat deur visuele-, oudio- en oudiovisuele tekste geskep word. stemprojeksie – luidheid, volume van stem stereotipe – vaste (en dikwels partydige) siening oor ’n spesifieke soort persoon (bv. vrou, immigrant, priester) strategie – ’n sekere prosedure gebruik om ’n probleem te hanteer studielees – om ’n teks in diepte te bestudeer. styl – trant of manier van skryf; die unieke manier waarop ’n skrywer woorde en sinne “rangskik” om ’n bepaalde effek te verkry. Dit sluit woordkeuse, toon, asook sinslengte in. stylfigure (ook stylleer) – uitdrukking wat ’n styleffek teweegbring deur woorde nie in hulle normale of letterlike betekenis en funksie aan te wend nie (afwyking in woordgebruik), maar op ’n besondere wyse groter krag of dramatiese beeld aan skryfwerk verleen, bv. oksimoron, metonimia, klanknabootsing, hiperbool, kontras, ironie, satire, humor, sarkasme, antiklimaks, klimaks, simboliek, eufemisme, litotes, paradoks, sinekdogee, sinestesie, antitese, antonomasia, elisie, woordspeling subintrige – ondergeskikte verwikkelde situasie wat ’n skrywer uitdink en waarop die verhaal gebaseer is (knoop, verwikkeling) taalflater (ook malapropisme) – die verkeerdelike of deurmekaar gebruik van lang woorde om indruk te skep. Alhoewel hierdie woorde soms byna korrek klink, bly dit verkeerd en kan humoristies wees teks – dit is enige geskrewe, gesproke of visuele vorm van kommunikasie tema – die sentrale idee of idees in ’n literêre werk. ’n Teks mag meer as een tema hê en dit mag dalk nie eksplisiet/ vanselfsprekend wees nie. Toevoegende Veeltaligheid - wanneer ’n persoon ’n taal (of tale) bykomend tot sy of haar huistaal aanleer. Die taal neem die plek van die huistaal nie maar word saam aangeleer. In ’n toevoegende veeltaligheidsprogram word die huistaal is versterk terwyl enige verdere taal verdere waarde toevoeg. (bv. alle Addisionele Tale, insluitende die Taal van Leer en Onderrig word aangeleer saam met die huistaal maar vervang dit nie.) toon – klank van ’n bepaalde hoogte, toonhoogte, stembuiging wat ’n gevoelsboodskap van ’n teks kan oordra. In ’n geskrewe teks, word dit in woorde uitgedruk. In films kan toon ook deur musiek of agtergrond geskep word. toutologie (ook stapelvorme) – woorde wat dieselfde betekenis saam gebruik; onnodige herhaling van wat reeds gesê is, bv. tortelduif (tortel + duif); verwys ook na pleonasme transaksionele skryfwerk – funksionele skryfwerk (bv. briewe, notules, verslae, fakse) AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 KABV 139 trappe van vergelyking – soos van toepassing op byvoeglike naamwoorde en bywoorde soos mooi, mooier, mooiste en gou, gouer, gouste vaktaal – taalgebruik by die beoefening van ’n vak, beroep of enige spesifieke groep soos rekenaartaal verbindingswoord – ’n woord soos voegwoorde en betreklike voornaamwoorde wat gebruik word om sinne of sinsdele te verbind vergelyk (verwys ook na kontras) – om vas te stel op watter maniere dinge eenders of verskillend is vergelyking – naasmekaarstelling van dinge om die ooreenkoms of verskil te vergelyk; stylfiguur. Woorde soos soos en net soos of nes word gebruik om aandag op die vergelyking te vestig verhalend – ’n gesproke of geskrewe vertelling van gebeure in volgorde Verhelder - maak die betekenis van die teks duidelik aan die leser verslag (formeel of informeel) – om presiese terugvoering oor ’n situasie/geleentheid te gee bv. ’n ongeluk visuele voorstellings – boodskappe wat deur middel van die sintuig van gesig oorgedra word (bv. foto’s, spotprente, modelle, tekeninge, skilderye, rekenaarbeelde) vlotheid – die woorde kom egalig soos van die vloei van ’n river en suggereer ’n samehang wat die taalgebruik natuurlike, gemaklike gehalte gee vluglees – om ’n teks baie vinnig te lees ten einde ’n oorsig te verkry, soos om die koerantopskrifte vir hoofnuus te vluglees voegwoord – ’n woord wat twee sinsnedes/frases of sinne verbind volksetimologie – onverstaanbare woorde word soms uit onkunde of grappenderwys omvorm tot ’n klank of woord wat verstaan is, bv. oliekolonie uit “eau de cologne’ vooroordeel – vooropgestelde idees oor ’n individu, groep, idee of saak. Sodanige neiging om een saak bo ’n ander te bevoordeel, bring mee dat billike assessering baie moeilik word. vorm – ’n wyse of manier waarop iets aangebied word bv. gesproke of mondeling vorm, visueel ens weergawe – ontwerp, voorlopige plan, konsep woordaanpakvaardighede – die strategieë wat gebruik word vir die lees van onbekende woorde (bv. verdeling van woorde in lettergrepe om na die betekenis van die voor- en agtervoegsels te kyk of om betekenis uit die konteks af te lei) woordspeling (pun) – die humoristiese gebruik van ’n woord om ’n ander betekenis uit te bring; maak op geestige wyse gebruik van woorde wat verskillende betekenisse kan hê of woorde wat eenders klink bv. woordspeling by grappe AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 7-9 140 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     ENGLISH FIRST ADDITIONAL LANGUAGE Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 7-9 ENGLISH FIRST ADDITIONAL LANGUAGE ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0492-3 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 1 CONTENTS Section 1: CURRICULUM AND ASSESSMENT POLICY STATEMENT ............................................. 3 1.1 Background ....................................................................................................................................................3 1.2 Overview .....................................................................................................................................................3 1.3 General aims of the South African curriculum............................................................................................4 1.4 Time allocation ...............................................................................................................................................6 1.4.1 Foundation Phase..................................................................................................................................6 1.4.2 Intermediate Phase................................................................................................................................6 1.4.3 Senior Phase..........................................................................................................................................7 1.4.4 Grades 10 - 12 .......................................................................................................................................7 Section 2: INTRODUCING THE LANGUAGES.................................................................................... 8 2.1 Languages in the National Curriculum and Assessment Policy Statement.............................................8 2.1.1 Language levels.....................................................................................................................................8 2.1.2 The language skills ................................................................................................................................9 2.1.3 Language teaching approaches.............................................................................................................9 2.2 Time allocation of First Additional Language in the curriculum .............................................................12 2.3 Learning and Teaching Support Materials.................................................................................................12 Section 3 CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS ..................................... 14 3.1 Overview of language skills - processes and strategies, text type and length......................................14 3.1.1 Listening and Speaking........................................................................................................................14 3.1.2 Reading and Viewing ...........................................................................................................................25 3.1.3 Writing and Presenting.........................................................................................................................35 3.1.4 Language Structures and Conventions................................................................................................49 3.2 Spread of texts across Grades 7 - 9 ...........................................................................................................54 3.3 Teaching plans .............................................................................................................................................55 3.4 Teaching plans table....................................................................................................................................57 Section 4: ASSESSMENT IN FIRST ADDITIONAL LANGUAGE.................................................... 118 4.1 Introduction ................................................................................................................................................118 4.2 Informal or daily assessment....................................................................................................................119 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.3 Formal assessment....................................................................................................................................119 4.3.1 Formal assessment requirements for languages...............................................................................120 4.3.2 The form of tasks per term.................................................................................................................120 4.4 Programme of Assessment.......................................................................................................................122 4.5 Recording and reporting ...........................................................................................................................126 4.6 Moderation of assessment........................................................................................................................127 4.7 General........................................................................................................................................................128 Glossary ................................................................................................................................................................129 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 3 sECTION 1: Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R - 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: INTRODUCING THE FIRST ADDITIONAL LANGUAGE IN THE SENIOR PHASE 2.1 Languages in the National Curriculum and Assessment Policy Statement Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined. 2.1.1 Language levels Language learning in the Senior Phase includes all the official languages in South Africa, namely, Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga - as well as Non-official Languages. These languages can be offered at different language levels. Home Language is the language first acquired by learners. However, many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at Home Language level. As a result, the labels Home Language and First Additional Language refer to the proficiency levels at which the language is offered and not the native (Home) or acquired (as in the additional languages) language. For the purposes of this policy, any reference to Home Language should be understood to refer to the level and not the language itself. The Home Language level provides for language proficiency that reflects the basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in. However, the emphasis and the weighting for listening and speaking from Grades 7 onwards are lower than those of the reading and writing skills. The First Additional Language refers to a language which is not a mother tongue but which is used for certain communicative functions in a society, that is, medium of learning and teaching in education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. In South Africa, many children use their additional language, mostly English, as the Language of Learning and Teaching (LoLT). This means that they must reach a high level of competence in English. They need to be able to read and write well in English. The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in their Home Language. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 9 In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills. At this stage the majority of children are learning through the medium of their First Additional Language, English, and should be getting more exposure to it. Greater emphasis is therefore placed on using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills, which they need to study subjects like Natural Sciences, Mathematics, etc. in English. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language. By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in the Senior Phase, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their Additional Language at a high level of proficiency to prepare them for further or higher education or the world of work. It is therefore recommended that, where possible, learners in the Senior Phase be exposed to the same concepts in a two week cycle in both language levels. 2.1.2 The language skills The First Additional Language curriculum is packaged according to the following skills: 1 Listening and Speaking 2 Reading and Viewing 3 Writing and Presenting 4 Language Structures and Conventions 2.1.3 Language Teaching Approaches The approaches to teaching language in these documents are text-based, communicative, integrated and process orientated. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. The text-based approach explores how texts work. The purpose of a text-based approach is to enable learners to become competent, confident and critical readers, writers, viewers and designers of texts. It involves listening to, reading, viewing and analysing texts to understand how they are produced and what their effects are. Through this critical interaction, learners develop the ability to evaluate texts. The text-based approach also involves producing different kinds of texts for particular purposes and audiences. This approach is informed by an understanding of how texts are constructed. A communicative approach suggests that when learning a language, a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language by communicating for social or practical purposes. Language learning should be carried over into the classroom where literacy skills of reading/ viewing and writing/presenting are learned by doing a great deal of reading and learning to write by doing much writing. Language teaching happens in an integrated way, with the teacher modelling good practice, the learners practising the appropriate skills in groups before applying these skills on their own. The structure of each lesson should be one that engages the whole class before practising in groups and applying the new skill individually. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The process approach is used when learners produce oral and written texts. The learners engage in different stages of the listening, speaking, reading and writing processes. They must think of the audience and the purpose during these processes. This will enable them to communicate and express their thoughts in a natural way. For example, the teaching of writing does not focus on the product only but also focus on the process of writing. During process writing learners are taught how to generate ideas, to think about the purpose and audience, to write drafts, to edit their work and to present a written product that communicates their thoughts. Approaches to teaching literature The teaching of literature should focus on teaching for comprehension and will include the reading process strategies (pre-reading, reading and post/after reading). The main reason for reading literature in the classroom is to develop in learners a sensitivity to a special use of language that is more refined, literary, figurative, symbolic, and deeply meaningful than much of what else they may read. While most literary texts are forms of entertainment, amusement, or revelation, serious writers create novels, plays and poems because they have ideas, thoughts and issues; principles, ideologies and beliefs that they most want to share with or reveal to their prospective readers. Their imaginative use of language is an added method of revealing, reinforcing, and highlighting their ideas. The teaching of literature is never easy, but it is impossible without the personal, thoughtful and honest interpretations and comments from the learners themselves. Unless they learn how to understand a literary text on their own, they will not have learned much. Teachers often need to restrain their own interpretations and ideas of literary texts, and allow as much learner participation as is reasonable. Interpretation is not about right or wrong. It is about searching for what is meaningful to the reader. The best ways to approach the teaching of literature would involve some or all of the following. • Make every attempt to read as much of the text in class as possible without breaking for any other activity. This should not take more than two weeks. It is essential that learners have a clear idea of what is going on at the most basic level of the text. Spending too long on reading a text is deleterious to a clear understanding of narrative line and plot. Some classes can read texts without such support. That is to be encouraged. Poetry should be taught, not poems. Read as many as possible in class, and ensure that learners write poems as well. • Literary interpretation is essentially a university level activity, and learners in this phase do not have to learn this advanced level of interpretation. However, the purpose of teaching literary texts is to show learners how their home language can be used with subtlety, intelligence, imagination and flair. This means a close look at how text is being created, manipulated, and re-arranged to clarify and emphasise what is being expressed. Such work might involve examining the presence or absence of imagery; what kind of imagery is being selected by the writer and why; sentence structures and paragraphing, or the layout of poems; choice of words, continuing motifs through the text; the use of symbol, sound and colour where appropriate. Most of this work should be text based, but line by line analysis of any text is destructive to its subtlety. • Creative writing should be closely attached to the study of any literary text. Writing activities that demand a close understanding of the text being read can prove very helpful in reaching more creative levels of appreciation on the part of the learners. Class discussions can be fruitful as long as everyone is involved. But class discussions that lead to written work activities serve a clearer purpose and benefit both. • Finally, it is important to point out that Literature is not about right answers. A whole text means something, not just bits and pieces of it; a good reading of a text incorporates the whole text in interpretative, creative, personal, and exploratory practices. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 11 The other approaches to literature which can be integrated with teaching for comprehension and for understanding the key features of literature are the chronological, the author, the theme and the genre approaches. These approaches can be combined. In the chronological approach learners can research and combine the literature period with the historical events for the same timeframe. In the author approach, learners can participate in a broad and deep study of an author especially in poetry and can link his/her poems with a particular historical period. In the theme approach learners can look at themes such as justice, success, love, etc. across a number of poems or across different genres and relate them to events in real life situations. They can make judgments about the character’s actions and comment on the theme. Regarding the genre approach, learners can classify, compare and contrast different types of literary genre, e.g., the difference between the plots in a novel/short story/drama/folklore. Approaches to teaching language usage The teaching of language structure should focus on how language is used and what can be done with language, i.e. how to make meaning, how to attend to problems and interests, influence friends and colleagues, and how to create a rich social life. The teaching of language structures should be a means to getting things done. The teaching of language structures/grammatical structures should therefore be text-based, communicative and integrated. The following principles should be taken into consideration when teaching language structures: • Grammar should be taught for constructing texts in their context of use - it is concerned, in other words, with real language. • The application of grammar should not be restricted to the analysis of isolated sentences - it should explain the way in which sentences are structured to construct whole texts such as stories, essays, letters, reports which learners learn to read and write in school. • Use of authentic materials such as dialogues, interviews, must be encouraged • Link the language structure with functional uses of language in different social settings, e.g. expressing one’s thoughts or feelings; introducing people; talking about or reporting things, actions, events or people in the environment, in the past or in the future; making requests; making suggestions; offering food or drinks and accepting or declining politely; giving and responding to instructions; comparing or contrasting things. • Use classroom activities that relate language forms with functions, e.g. the past tense with a narrative essay and report writing; the subjunctive mood with a reflective essay. • Focus on meaningful tasks. Acquiring the grammatical rules of the language does not necessarily enable the learner to use the language in a coherent and meaningful way. What interests us then concerns the structure and function beyond the sentence level, i.e. the way in which people use either spoken language (discourse) or written language (text) in coherent and meaningful ways. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.2 Time allocation for the First Additional Language The teaching time for the Home Language and the First Additional Language is 5 and 4 hours respectively per week as per policy prescription. However, in the Senior Phase, it is recommended that 5 hours be allocated to the language of learning and teaching and 4 hours to another compulsory language. Schools that are using First Additional Language as a language of learning and teaching, should therefore allocate 5 hours for that language. All language content is taught within a two-week cycle (10 (8) hours). Teachers do not have to stick rigidly to this cycle but must ensure that the language skills, especially reading and writing are practised. The time allocation for the different language skills in Grade 7-9 is 36 weeks. Four weeks are for examination purposes - two weeks for June examination and another two weeks for December examination. Timetabling should make provision for continuous double periods per week. In a two-week cycle the following time allocation for the different language skills is suggested. Recommended time for the Language of Learning and Teaching SKILLS TIME ALLOCATION PER TWO-WEEK CYCLE (HOURS) GRADE 7 GRADE 8 GRADE 9 *Listening & speaking (Oral) 2 hours *Reading and Viewing 3 hours 30 min (1 hour 45 mins for comprehension and 1 hour 45 mins for literary texts) *Writing & Presenting 3 hours 30 min Language Structures and Conventions 1 hour *Language Structures and Conventions and their usage are integrated within the time allocation of the four language skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for Listening and Speaking, for Reading and Viewing, and for Writing and Presenting. Recommended time for another compulsory language SKILLS TIME ALLOCATION PER TWO-WEEK CYCLE (HOURS) GRADE 7 GRADE 8 GRADE 9 *Listening & speaking (Oral) 2 hours *Reading and Viewing 3 hours (1 hour 30 mins for comprehension and 1 hour 30 mins for literary texts) *Writing & Presenting 2 hours Language Structures and Conventions 1 hour *Language Structures and Conventions and their usage are integrated within the time allocation of the four language skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for Listening and Speaking, for Reading and Viewing, and for Writing and Presenting. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 13 2.3 Learning and Teaching Support Materials Learners should have the following for First Additional Language study in Grades 7 - 9: GRADES 7 - 9 Core materials Prescribed language textbook - Teacher Guide and Learner Book √ Novel √ Short stories √ Folklore √ Drama √ Poetry √ Dictionary √ Media materials Newspapers √ Magazines √ Radio talks/dramas √ Television shows/dramas/documentaries √ First Additional Language teachers should have: a) A Curriculum and Assessment Policy Statement b) Language in Education Policy c) The prescribed language textbook used by learners and other textbooks for resource purposes in addition to the prescribed one d) Dictionary (monolingual, bilingual, multilingual, thesaurus) e) Prescribed literature genres f) A variety of media materials: newspapers, magazines, brochures, flyers, etc. g) Access to audio/visual aids to be used in the classroom h) Other media resources (a variety of newspapers, magazines and brochures Classroom resources a) A range of texts to accommodate different reading levels, e.g. a selection of readers with sufficient copies of texts at each level for the class. b) A variety of media materials: newspapers, magazines, brochures, flyers, advertisements, posters, notices, etc. c) Audio/visual aids ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS 3.1 Overview of language skills - processes and strategies, text type and length 3.1.1 Listening and Speaking Listening and Speaking are central to learning in all subjects. Through effective listening and speaking, learners collect and synthesise information, construct knowledge, solve problems, and express ideas and opinions. Critical listening skills enable learners to recognise values and attitudes embedded in texts and to challenge biased and manipulative language. Listening and speaking are different but co-dependent skills. Both are continually present informally in the classroom as learners receive and discuss information. Formal listening and speaking of special forms, e.g. debate, need focused instruction. Formal and informal listening and speaking are integrated with reading, writing and language practice, while speaking may give written text an oral form (e.g. reading aloud). Listening process and strategies Listening instruction will usually involve working through elements of the listening process. This is a three-phase activity which models independent listening strategies for decoding and understanding speech and other audio forms. Not every step of the process will be used on every occasion. For example, if learners are listening to a recorded explanation they will need to do a pre-listening activity which alerts them to the need for focused listening and helps them make associations with their own experience. Listening activities would help them recall details and evaluate the message. Post-listening might involve learners in responding to what they have heard through discussion. Listening comprehension exercises and assessment give an opportunity to teach learners how to listen. Pre-listening introduces learners to the listening situation. It allows them to activate their previous knowledge of the topic, and prepare for listening. • Stimulate/activate background knowledge before listening • Predict what text may be about from title • Deal with any key vocabulary that learners may not be familiar with • Set a pre-listening question to focus learners’ attention • Prepare learners physically with, for example, pencil and pad for note taking During listening - questioning, recognising, matching, note-taking, interpreting: Learners: • Analyse: - the message, - the speaker, and - the speakers’ evidence. • Make mental connections. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 15 • Find meaning. • Ask questions. • Make inferences and confirm predictions. • Reflect and evaluate. Post-listening follows up on the listening experience. Learners • Ask questions • Talk about what the speaker said • Review notes • Summarise the presentation orally • Transfer information from oral to written mode, e.g. use information to label a diagram • Analyse and evaluate critically what they have heard • Synthesise new information with prior knowledge • Draw conclusions; evaluate; give own opinion; respond critically ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DIFFERENT KINDS OF LISTENING Listening for specific information Listening, rather than merely hearing, remains key to any intelligent response to the world around us. In a world in which technology has created endless supplies of sounds, voices, music, and talking, learning to listen only to what may be significant or useful becomes crucial. Most of what is listed below will not be unfamiliar to learners in this phase, and teachers need to work only with such processes as they feel their class is still in need of. • Stimulate/activate background information before listening • Ascertain speaker’s purpose • Give complete attention to listening task and demonstrate interest • Search for meaning • Check understanding of message by making connections, making and confirming predictions, making inferences, evaluating and reflecting • Make meaningful notes outlining, mapping, categorizing, summarising, making checklists, paraphrasing, retelling, explaining • Distinguish message from speaker • Consider the relationship between context and choice of words and form • Identify, interpret and evaluate messages • Understand instructions, tracing directions on a map and follow procedures • Noting the main and supporting ideas • Process information by: comparing, obeying instructions, filling in gaps, detecting differences, ticking of items, transferring information, sequencing, matching, interpreting meaning • Follow up on presentation by: answering questions, reviewing notes, categorizing ideas, summarising, clarifying, reflecting, speaking or writing Listening comprehension and speaking • Re-tell the story • Recall specific detail in a text • Reflect on values and messages in a text • Reflect on stereotyping and other biases • Discuss character, plot and setting • Express opinions • Clarifying questions Listening for critical analysis and evaluation Most of the processes listed below are helpful in the study of literary texts, of advertisements and political documents. After a listening activity, teachers usually provide opportunities for discussion, but it is also useful to turn these activities into writing. A brief extract from a film sound track, for example, can be used to begin a narrative composition (“What exactly do you hear? Make sense of it.”). The selection of a number of ‘emotive’ words from a speech, or from a reading of a poem can be incorporated into a piece of writing appropriate to the context. Incorporate the words into a statement of contradiction to what has been said in the speech; or use the words in poem so that the understanding of the words is clear. • Identify and interpret persuasive, emotive and manipulative language, bias, prejudice and stereotyping • Distinguish between facts and opinions • Show awareness of and interpret tone, pace and language use • Respond to style, tone and register and evaluate correctly • Understand the logical sequence of information • Make judgments and provide evidence • Make assumptions and predict consequences • Respond to language use, word choice, format and pronunciation ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 17 DIFFERENT KINDS OF LISTENING Listening for appreciation and interaction These listening activities are best practised in debates, small group discussions and any other structured discussion. Watching clips from films can also be helpful in analysing such characteristics as are listed below. • Respond in communication situations • Use turn-taking conventions in conversations • Defend a position • Ask questions to sustain communication • Respond to language, gestures, eye contact and body language • Show understanding of the relationship between language and culture by showing respect for cultural conventions • Respond to the aesthetic qualities of oral text, e.g. rhythm, pace, sound effects, imagery Length of texts to be used for listening comprehension TASK GRADE 7 GRADE 8 GRADE 9 Longer listening comprehension texts e.g. story, interviews, plays, news reports 130-180/up to 5 mins 180-200/up to 5 mins 200-220/up to 5 mins Shorter listening comprehension texts e.g. announcements, information texts, instructions, directions 50-60 words/1-2 mins 60-70 words/1-2 mins 70-90 words/1-2 mins Reading comprehension/ intensive reading texts 130-180 words 180-230 words 230-280 words Speaking In the Senior Phase learners should be taught or groomed to talk with ease and accurately as this is one of the most valuable assets for their lives, both personal and professional. Creating this self-confidence is more important than any specific technique or trick of public speaking. Learners need to know that when they speak there will be no mock￾ery or ridicule, and they must be assured of the teacher’s full support and encouragement at all times. Learners in the Senior Phase should be taught most basic techniques of giving a good speech. A degree of tolerance might be shown to learners in view of the demands which oral interaction makes on them. The speaking process and strategies The teaching of speaking should include knowledge of the process and communication strategies (retracing, re￾phrasing, substitution, demonstration, gesture, mime, sounds and appeal for assistance).The teaching of speaking process consists of the following stages: • Planning - researching and organising • Practising and presenting ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Planning - researching and organising Learners must be able to demonstrate planning, researching and organising skills for oral presentation by: • Using appropriate register, style and voice according to audience, purpose, context and theme • Using appropriate language (choice of words) by - Using action verbs, a variety of adjectives and adverbs to give a specific impression, details and a vivid description when speaking, for example, a speech, storytelling, debate - Using knowledge of synonyms and antonyms, homophones, homonyms and one word for a phrase - Using borrowed, inherited and new words - Using figurative language (figures of speech, idioms, proverbs), tone, mood or humour - Using abbreviations - Using roots, prefixes and suffixes - Using gender, plurals and diminutives - Using comparative and superlative degrees of adjectives and adverbs • Demonstrating critical language awareness by: - Giving facts and expressing opinions - Expressing denotative and connotative meaning, implied meaning - Expressing values, attitudes, bias, stereotypes, emotive, persuasive and manipulative language e.g. in a persuasive speech • The use of resources and reference material such as dictionaries and thesauruses to select effective and precise vocabulary and deliver presentations making use of notes and props, audio and/or visual aids and graphs to enhance the appeal and accuracy of presentations. Practising and presenting Learners must be able to practise and demonstrate oral presentation skills by: • Speaking directly to the audience • Referring to relevant sources that have been consulted • Including a range of facts and examples according to task requirements • Using effective introduction and conclusion (e.g. by using literary quotations, references to authoritative sources, anecdotes) • Developing ideas and arguments - content is original, creative, coherent, shows logical development and arrangement of facts, examples and ideas ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 19 • Using elements of speech forms (e.g. introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate • Using organizational structures such as chronological, topical, cause-effect, compare-contrast, problem￾solution to inform and to persuade • Using correct intonation • Presenting and advancing a clear argument and choosing appropriate types of proof (e.g. statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance • Using forms of address or repetitions: ladies and gentlemen; I want to emphasise that … • Using appropriate language structures and conventions such as: - verb forms and auxiliaries to express tense and mood accurately - use parts of speech to express day-to-day oral communication • Using rhetorical questions, pauses, repetition, • Using verbal and non-verbal techniques (e.g. tone, voice projection/modulation, volume, pace/tempo, phrasing, eye contact, facial expressions, gestures and body language) for presentations TYPES OF LISTENING AND SPEAKING TEXTS Prepared speech To inform/persuade/share and justify viewpoint or opinion. • Choosing an appropriate research topic - Some form of research should be evident - Appropriate structure (introduction, body and conclusion) - Clear logical links with topic - An argument or point of view that triggers a thoughtful response in others. - Clearly enunciated ideas showing awareness of audience and purpose Unprepared speech To present a speech without preparing beforehand/to arrange logic promptly/employ speech techniques at short notice • Use appropriate structure (introduction, body and conclusion) • Appropriate to the purpose • Use tone, voice projection, pace, eye contact, posture and gestures • Register and tone appropriate to the audience • Use appropriate and effective vocabulary and language structures. • Short but effective Prepared Reading (Reading aloud) • Understanding of the passage demonstrated • Passage fluently read • Voice projected • Words clearly enunciated • Good use of pause • Maintenance of audience rapport. • Choice of extract takes audience into account • Length of extract appropriate ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF LISTENING AND SPEAKING TEXTS Unprepared reading (reading aloud) To share a text written by self or other; to entertain • Understanding of the passage is demonstrated • Passage is fluently read • Voice is projected • Words clearly enunciated • Good use of pause • Maintenance of audience rapport. • Choice of extract takes audience into account • Length of extract appropriate Debate To argue different viewpoints on a chosen topic. This is a formal oral form for public viewing and participation. Debating procedure: • Two teams of speakers, usually three per team, argue for or against a motion. Motions make claims or propositions, e.g. ‘The World Cup was good for our economy’, rather than simply ‘The World Cup’. • Debate proceedings are controlled by a chairperson who: - Introduces the motion and gives some background to it - Introduces each speaker - Maintains order - Keeps time - speakers are given time limits - Manages the discussion when the motion is opened to the floor (see below) - Manages the vote (see below) • The chair introduces the motion and asks the first speaker for the proposition (the team arguing for the motion) to speak. • The first speaker for the proposition presents arguments supporting the motion. • The first speaker for the opposition (those speaking against the motion) presents arguments opposing the motion and may also rebut (attack) the first speaker’s arguments. • The second speaker for the proposition builds on the team’s arguments, presents new arguments, and rebuts the previous speaker’s points. • The second speaker for the opposition does the same. • The motion is opened to the floor (audience) for discussion and questions. • Following the general discussion the opposition sums up first. The third speaker repeats the team’s main arguments and tries to persuade the audience to vote against the motion, giving reasons. This speaker may also rebut previous arguments. • The third speaker for the proposition does the same. • The debate may be concluded and a result obtained in different ways, e.g. by having the speeches assessed (scored) by a judge, or putting the motion to the vote. Dialogue • Reflect a conversation between two or more people. • Initiate and sustain conversations • Use turn taking conventions, maintain discourse • Defend a position • Listen to each other, negotiate • Fill in gaps and encourage the speaker • Clarify issues • Share ideas and experiences and show understanding of concepts ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 21 TYPES OF LISTENING AND SPEAKING TEXTS Interview To elicit information or point of view from an individual or panel • Use questioning, persuasion, note-taking, summarising, listening skills and non￾verbal skills • Plan and prepare: determine goal, background information, outline, questions, time, place, sequencing, physical environment (see writing features) • Use interviewing techniques in phases: - Introduction (identifying self; stating purpose) - Rapport (creating atmosphere of trust) - Questions (ask general to specific, relevant questions; use mature, sensitive, respectful persuasive language; listen actively; evaluate response, respond effectively to demonstrate knowledge) - Summary (record responses by taking notes; summarise; sequence and arrange responses and important details in logical order) - Closure (thank interviewee; provide contact details) Report (formal and informal) • Give exact feedback of a situation, e.g. accident, any findings • Reflect a title, introduction (background, purpose and scope), body (Who? Why? Where? When? What? How?), conclusions, recommendations, references, appendices • Plan: Collect and organise information and give facts • Use semiformal to formal language register and style • Use - Present tense (except historical reports) - General nouns - The third person - Factual description - Technical words and phrases - Formal, impersonal language Giving directions To tell someone how to get somewhere • Use directions when telling someone how to get somewhere. • Use mostly the imperative form • Use the second person representing an interaction between the speaker and the listener. • Consider the following when giving directions: - Use concise and clear sentences - Use the chronological order - Refer to a specific direction - Indicate the approximate distance - Give the approximate number of streets to be crossed to reach the destination - Provide information about landmarks along the way - Use words indicating position - Use words indicating direction - Use words to ask for directions - Use words to show appreciation ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF LISTENING AND SPEAKING TEXTS Instructions To explain how to use a tool or an instrument, prepare food, repair faults, etc. • Explain the working or use of any article in operation; preparing dishes, repairing any defaults, etc. • Plan and prepare (see writing features) - Understand the situation(s) and what the product of giving instructions/ demonstrations should be or do - Explain the working or use of any article - Reflect clear, correct and logical sequence of instructions - Use manuals, instructions, and operations. - Consider vocabulary, grammar, expressions, technical language and phrases that might be used • Presenting Gives oral presentation/report • Present orally on events from e.g. the radio or television or findings from an interview held. • Plan and prepare - Introduce what the product of a formal oral presentation should be - Predict what vocabulary, grammar and expressions might be used - Research to obtain relevant information from the speaker and the language needed to express information • Present; look out for the following: - Some form of research should be evident • A text structure should be followed (introduction, body and conclusion) • The text should comprise of clear logical links with topic, reflecting correct facts arranged in logical order • An argument or point of view that triggers a thoughtful response in others is expressed. • Clearly enunciated ideas showing awareness of audience and purpose; • Remain neutral (clear and objective language) and present in a suitable register for the audience • Learners should be encouraged to use appropriate body language but wild gesticulation should be avoided. Use clear objective language • Organise an oral presentation in three parts: - Introduction: Catch the audience’s interest; answer Who? What? Where? When? - Body: Organise main points of the report in a logical order. Use accurate information; support main point with information from research; use details and descriptive sentences to make the report interesting - Conclusion: Summarise and get across the most important point. Write a short conclusion. Wrap up and restate the main point. Draw upon the main points to formulate a personal opinion concerning the topic of the report • Use visual aids, such as posters or overhead transparencies, and practise using them while rehearsing • Use notes to make a final outline of the report • Use notes when presenting the report ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 23 TYPES OF LISTENING AND SPEAKING TEXTS Forum/panel Discussion To share different opinions or information from different sources The speakers should: • explore a range of ideas • listen to one another • concede points when necessary • not interrupt other speakers • make logical links between points • keep to the topic • try to bring people into discussion - interrupting politely - expressing opinions and support reasons • Each speaker talks about a particular aspect of the topic • Use of conventional phrases • Duties of the chairperson - Keeping order - Managing time - Keeping to the agenda - Encouraging participation - Remaining neutral - Calling for proposal or votes Role plays Learners are presented with a situation, often a problem or an incident, to which they have to respond by assuming a particular role. The enactment may be unrehearsed, or the learner may be briefed in the particular role to be played. Such assessments are open-ended and are person-centred. Informal discussion/ conversation To share ideas, opinions and viewpoints with individuals groups • Initiate and sustain conversations • Turn taking conventions • Defend a position • Negotiate • Fill in gaps and encourage the speaker • Share ideas and experiences and show understanding of concepts Introducing a speaker To give an audience information about a speaker/guest • Obtain relevant information from the speaker • Use a formal style or register • Create interest and expectation in the audience, e.g. by telling the audience about relevant background information and achievements • Build expectation through, e.g. pauses and inflection • End strongly and confidently Vote of thanks • To thank a speaker after delivering a speech to an audience • Use a formal register • Listen carefully to the speaker, to point out some highlights in the address • Mention strong points in the address • End strongly and confidently ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Suggested duration for texts to be produced for oral communication TEXTS DURATION GRADES 7 - 9 Conversations, debates, forum/group/panel discussions, group discussions 15 - 20 minutes Dialogues 4 - 6 minutes Directions and instructions 2 - 4 minutes Interviews 8 - 10 minutes Prepared reading 2 - 3 minutes Prepared speeches, report, review 2 - 3 minutes Unprepared speeches 2 - 3 minutes Storytelling 5 - 7 minutes Meeting and procedures 8 - 10 minutes Expressions used in conversational English - Reference list ASKING PERMISSION/REQUESTS • Can I…..? • May I….? • Would it be possible for me…..? • Is it all right if….? • Would it be ok if…? • Do you mind if I …? • Please let/permit/allow me to … • Would you agree to …? INTERRUPTING • Excuse me, could I ...? • Sorry, do you think I could ...? • Excuse me, do you know ...? • I beg your pardon, could you help me? (formal) OFFERING HELP • May I help you? • Can I help you? • Are you looking for something? • Would you like some help? • Do you need some help? • What can I do for you today? SEEKING ASSISTANCE • Can I help with…..? • Would you help me to…..? • I need help with … • Please assist me … (formal) • Please lend a hand with … APOLOGISING • Sorry. • I’m sorry for…. • I regret…… • Please forgive me for … • I apologise for … • Pardon me. • Excuse me. • I beg your pardon. COMPLAINING • I’m sorry to have to say this, but... • I’m sorry to bother you, but... • Maybe you forgot to... • I think you might have forgotten to... • Excuse me if I’m out of line, but... • There may have been a misunderstanding about... • Don’t get me wrong, but ... ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 25 GIVING ADVICE • I don’t think you should …….. • You ought to….. • You ought not to……... • If I were you, I’d ……. • If I were in your position, I’d … • If I were in your shoes, I’d …. • You had better …. • You shouldn’t……. • Whatever you do, don’t……. STATING A PREFERENCE • Would you like to …. • I’d rather…… • Why don’t we ...? • Well, I’d prefer …….. What do you think? • What do you think we should do? • If it were up to me, I’d … • I think we should …. GUESSING, INFERRING • I’d say he’s about ready to ... • It might need some … • He could be ... • It looks like ... • Perhaps he needs some… • Maybe they want to ... • It’s difficult to say, but I’d guess that … • I’m not really sure, but I think … GIVING IMPRECISE INFORMATION • There are about …. • There are approximately. • There are a large number of …. • ……. predicts up to ….. • It’s kind of … • It’s the type of … • They’re the sort of ….. • It’s difficult to say, but I’d guess... • I’m not really sure, but I think … SAYING GOODBYE Long trips, vacations, short outings • Have a good trip. • Enjoy your vacation. • Have a good journey. • Enjoy your holidays. • Enjoy! • Have a good time at (destination place such as a restaurant) • Have a good time in (destination city) GREETING AFTER A TRIP • How was your vacation/holiday in…? • Did you enjoy your time in (destination)? • How was your journey/flight/trip? EVALUATING YOURSELF • This worked well/was effective because…. • I did this well because…. • It would have been better if I had ... • This could be improved by…. • Progress is/is not evident because … • This succeeds because … 3.1.2 Reading and Viewing Well-developed reading and viewing skills are central to successful learning across the curriculum. Learners de￾velop proficiency in reading and viewing a wide range of literary and non-literary texts, including visual texts. Learn￾ers recognise how genre and register reflect the purpose, audience and context of texts. Through classroom and independent reading, learners become critical and creative thinkers. Reading/viewing combines two elements: 1) learning and applying strategies for decoding and understanding text 2) learning and applying knowledge of text features. Both aspects should be present in reading/viewing instruction of literary and non-literary texts. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Reading/viewing content is arranged in: 1) reading for comprehension 2) reading for formal study (setworks) and 3) extended independent reading. Reading process and strategies Reading instruction may involve three steps to enhance the understanding of texts. Not every step of the process will be used on every occasion. For example, if learners are reading an unfamiliar text type or genre, they will need to do a pre-reading activity which alerts them to surface features of this text type, and helps them make associations with their own experience. During-reading activities would help them analyse its structure and language features in more detail. Post-reading might involve learners in trying to reproduce the genre in a written text of their own. • Pre-reading • During-Reading • Post- reading activities Pre-reading Learners may be prepared for the text in various ways depending on the type of the text and the level of the learner. This activates associations and previous knowledge. • Learners are encouraged to form certain expectations about the text based on clues from accompanying pictures or photographs, the text type, layout, title page, table of contents, chapters, glossary, index, appendix, footnotes. • Skimming and scanning text features: titles, headings and sub-headings, captions, illustrations, graphs, charts, diagrams, bold-faced print, italics, headings, subheadings, numbering, captions, illustrations, graphs, diagrams, maps, icons, pull down menus, key word searches • Skimming for main ideas and offering own ideas in a pre-reading discussion • Scanning for supporting details • Predicting using the information gained from skimming and scanning During-reading • Inferring meaning of unfamiliar words and images by using word attack skills and contextual clues • Rereading/reviewing • Visualizing • Deducing meaning (analogy, context, word formation etc.) • Questioning • Making notes (main and supporting ideas) • Summarising main and supporting ideas in point form/paragraph as per required length • Clarifying issues ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 27 • Making inferences • Explaining/evaluating writer’s inferences and conclusions Post-reading • Answering questions on the text from lower to higher order • Drawing conclusions/own opinion • Evaluating/discussing different interpretations of a text • Comparing and contrasting • Synthesizing/writing a summary • Exploiting the text for grammar and vocabulary learning, e.g. re-write in a different tense • Reproducing the genre in writing of their own (where appropriate) • Critical language awareness: - facts and opinion - direct and implied meaning - denotation and connotation - socio-political and cultural background of texts and author - the effect of selections and omissions on meaning - relationships between language and power - emotive and manipulative language, bias, prejudice, discrimination, stereotyping, language varieties, inferences, assumptions, arguments, purpose of including or excluding information - create new texts, i.e. change a narrative into a drama, dialogue; exploit the text for grammar and vocabulary learning, e.g. rewrite in a different tense. Interpretation of visual texts (range of graphic and visual texts): For many learners, the screen rather than the printed page is the source of most of their information. Visual literacy is an important area of study, and the computer screen a rich source of material. Examine how layout is key in a popular website; how attention is gained by advertisers; how movement and colour play key roles in persuading the user to move to other sites. • Persuasive techniques: Emotive language, persuasion, bias, manipulative language • How language and images reflect and shape values and attitudes • Impact of font types and sizes, headings and captions • Analyze, interpret, evaluate and respond to a range of cartoons/comic strips ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Reading activities and the kind of reader envisioned Prepared Reading (Reading aloud) • Use of tone, voice projection, pace, eye contact, posture and gestures • Pronounce words without distorting meaning Unprepared reading (reading aloud) • Read fluently according to purpose • Pronounce words without distorting meaning • Use tone, voice projection, pace, eye contact, posture and gestures correctly Reading comprehension • For close and critical reading of the text (reading comprehension) • To understand the text comprehensively - text features - titles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format, e.g. newspaper columns, etc. • To demonstrate independent reading (reading widely for pleasure, information and learning) • Critical language awareness (being aware of the denotation and connotation of words and that it carries hidden meanings and messages, e.g. stereotypes, the speaker’s prejudices and intentions) INTENSIVE READING a) Intensive reading of shorter written texts for COMPREHENSION at a word level Learners apply a variety of strategies to decoding texts. They build vocabulary through word-attack skills and exposure. • Use dictionaries, thesauruses and other reference works to determine the meaning, spelling, pronunciation and part of speech of unfamiliar words • Identify the meaning of common prefixes, (e.g. bi-, un- or re-) and common suffixes, (e.g. - ful). • Determine the meaning of words and their connection to word families using knowledge of common roots, suffixes and prefixes • Use textual context (e.g. in-sentence definitions), cues (e.g. commas, quotes) and graphic cues (e.g. bold face) to determine the meaning of unfamiliar words • Recogn ise and use common, idioms and proverbs, e.g. the Midas touch. • Distinguish between denotation and connotation • Identify the origin and use of new words, e.g. street slang, dialects, borrowed words (e.g. ubuntu, dorp, bunny chow). ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 29 • Distinguish between commonly confused words: homophones, homonyms, homographs, synonyms, e.g. allusion/illusion; complement/compliment; imply/infer • Recognise a wide range of abbreviations, e.g. initalism, acronyms, clipped, truncation • Apply knowledge of grammar to decode meaning. See Language Structures - Reference List below. b) Intensive reading of shorter written texts for COMPREHENSION at sentence and paragraph level Learners apply their grammatical knowledge to understand sentence construction and the organisation of texts. Text study at this level provides an opportunity for integrated teaching of language structures. • Identify and use the meaning and functions of language structures and conventions in texts. See Language Structures - Reference List below. • Identify the structure of texts used for different purposes, (e.g. description, definition, cause-and-effect) across the curriculum and their related transitional words/signal words/conjunctions, (e.g. on the one hand, firstly, because). See Writing/Presenting for appropriate text types. c) Intensive reading of shorter written texts for COMPREHENSION at a whole text level Learners apply their knowledge of genre and formal text study to understand the meaning, intention and effect of the whole text • Relate the text to their own experience • Identify the genre and its purpose, e.g. an argument which seeks to persuade • Identify and explain author’s attitude and intentions • Synthesise parts of texts or whole texts in order to reach conclusions • Draw conclusions; form and justify own opinion d) Intensive reading of shorter texts for SUMMARY AND NOTE TAKING. Learners apply their understanding of text features to summarise text. See reading strategies above. • Skim and scan for main ideas and theme • Separate main ideas from supporting details • Paraphrase the main ideas (write them in own words) • Sequence the sentences and use conjunctions and logical connectives to link them together into a text ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) e) Intensive reading of shorter texts for CRITICAL LANGUAGE AWARENESS. Learners apply their understanding of how language can create and maintain power relationships between text producer and reader. They analyse the point of view from which the text is written. • Identify and discuss emotive and manipulative language • Identify and discuss bias and prejudice, and any stereotyping • Identify and discuss assumptions and explain their impact • Identify and discuss implied meaning and inference • Identify and discuss denotation and connotation • Suggest the purpose of including or excluding information • Recognise the writer/producer’s point of view f) Intensive reading of MULTIMODAL AND VISUAL TEXTS (Multimodal texts make use of visual and written material in a single text, e.g. advertisements, cartoons. They can also combine this with spoken language and gesture.) Learners apply their knowledge of images and visual elements to understanding how these support writing in multimodal texts. Learners apply the meta-language of film study to understand and appreciate visual text elements and their effect. • Identify and discuss the way visual elements are integrated with written text in multimodal texts, e.g. layout, illustrations, graphic information • Identify and discuss the purpose and message in visual texts for information, e.g. graphs, tables, documentaries, charts, maps • Identify and discuss the message and effectiveness of visual elements of advertisements and the relationship between the written and the visual elements • Identify and discuss the purpose and message in visual texts which show relationships, e.g. mind-maps, diagrams, pie charts, maps, plans • Identify and discuss the purpose, aesthetic qualities and design of visual texts created for aesthetic purposes, e.g. photographs, film, design elements • Identify and discuss the purpose and message of visual texts created for enjoyment and entertainment, e.g. film, cartoons, music videos, comic strips • Identify and discuss the message and effectiveness of visual texts which support speaking, e.g. posters diagrams, data projection • (Film study - for enrichment only) Identify, understand, analyse and evaluate the relationship between sound, speech, action and visual elements in film and other audio-visual forms ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 31 FORMAL STUDY OF LITERARY TEXTS Learners read, evaluate and respond to the aesthetic qualities of literary text. They apply the meta-language of literature study to understand and appreciate elements of literary texts. NOTE: The emphasis in formal text study will change depending on the setwork/chosen text. • Understand the distinctive qualities of different literary forms, e.g. that a poem has different characteristics from a novel • Identify and explain figurative language and rhetorical devices as they appear in different texts, e.g. simile, metaphor, personification, alliteration, onomatopoeia, hyperbole, contrast, irony, sarcasm, anti-climax, symbol, euphemism, pun, understatement • Identify and explain writer’s/producer’s intention • Explain choice and effectiveness in poetry of how elements support the message/theme. Elements may include figures of speech, imagery, rhyme, refrain, rhythm, alliteration • Explain choice and effectiveness in drama of how elements support the message/theme. In addition to figures of speech and imagery, elements may include plot, characters, characterisation, stage directions, dramatic irony, setting, dialogue, monologue, soliloquy, flashback,etc. In addition, for film, camera work and editing, e.g. close-up, long shot, music and sound track, special effects, colour. • Explain choice and effectiveness in short stories/novels/films of how elements support the message/theme. In addition to figures of speech and imagery, elements may include role of the narrator, structural elements, e.g. plot, exposition, rising action, conflict, climax, falling action/anticlimax, denouement/resolution, setting EXTENDED INDEPENDENT READING/VIEWING Learners practise the strategies modelled in intensive reading and formal text study for extra-curricular independent reading for pleasure and research. Teacher guidance on access and level is crucial to this part of the reading programme. • Access libraries and know book storage conventions • Provide evidence of extended reading/viewing in the form of speeches, discussions and book/film/ programme reviews • Read/view a wide range of whole texts, e.g. books, magazines, newspapers, websites, films, documentaries, TV series both during and after class. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Examples of question types Knowledge questions What happened after …? Can you name the … Describe what happened at … Who spoke to …? What is the meaning of ….? Comprehension questions Who was the key character …? Can you provide an example of …? Can you explain in your own words ….? Application questions Can you think of any other instance where ….? Do you remember we were looking at metaphors - how would you explain the metaphor in this line? Analysis questions How was this similar to …? How was this different to …? What was the underlying theme of …? Why do you think …..? Synthesis questions We’ve learnt different views about John - can you put them all together and describe his character? What kind of person is he? Evaluation questions How effective is ……? Can you think of a better way of ….? Which of these two poems do you prefer? Why? Selecting a text-type or genre Teachers should ensure that learners read a range of texts and genres during the year. There should be a bal￾ance between short and long texts and between reading for different purposes, e.g. aesthetic purposes (formal text study in set work) texts for mass distribution in the media, visual texts for enjoyment (see “Texts used for integrated teaching of language skills”). TYPES OF READING TEXTS Poetry There are essentially only two questions a learner needs to ask of a poem: What is being said? How do I know? The second question adds conviction to the answer of the first; the first determines what the second question will reveal. All literary writers write because they have something to say—something they consider at least interesting, and usually of some importance to the cultural group for which they are writing. We study the text to support, corroborate, clarify and reveal what writers have to say to us. It also involves looking at the figurative use of language; of the way sentences, verse lines and poems as a whole are presented; of the choice of image, rhythm, pace and sound; of the emotive feelings that such images generate. All this in an attempt to reach a tentative conclusion at best as to what the poet is hoping we will sooner or later discover to be a meaning of the text. There is seldom finality in the study of a good poem. The following aspects will enhance understanding of the intended message • literal meaning • figurative meaning • mood • theme and message • imagery • figures of speech/imagery, word choice (diction), sound devices, tone, rhetorical devices, emotional responses, lines, words, stanzas, rhyme, link, rhythm, punctuation, refrain, repetition, alliteration (consonance and assonance), enjambment ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 33 TYPES OF READING TEXTS Drama Drama is not only about words and language: it is about movement, voice, light and dark; interaction; staging. How the play moves (the pace) is essential; how characters interact, what they are doing when they are not talking; how facial expression can shift the meaning of a line —all this can be lost if the play is read as it if were a novel. Nevertheless, it is never a good idea to show ‘the video’ of the play until the play has been fully studied discussed and ‘staged’ by a class. Without that, the ‘video’ becomes the truth of the play, and little will dislodge the specific interpretation of that particular production. Imagination plays a key role in the reading of drama. Visualising a stage and what actors look like, and working out how many different ways a line or speech can be said are vital components of working with drama in the classroom. Plot and subplots; the way the playwright presents the characters, and how they develop through the play; setting and background (only where absolutely essential to an understanding of the play); pace, use of image and symbol; dramatic techniques like soliloquy; dramatic irony, stage directions, the creation of tension, or humour, or tragedy are all worth studying through the dramatic reading of the play. The following aspects will enhance the learners’ understanding of the text: • plot and sub-plot (exposition, rising action, conflict, climax, falling action/anticlimax, denouement/resolution, foreshadowing and flashback) • characterization • role of narrator/persona/point of view • theme and messages • background and setting - relation to character and theme • dramatic structure: plot, subplot (exposition, rising action and climax) • mood and tone • ironic twist/ending • stage directions • link between dialogue/monologue/soliloquy and action • dramatic irony • time line Film study (as enrichment activity) Film study is not the same as reading a novel. Although the treatment of a film can follow the patterns of teaching more typical of drama and novel, the item ‘cinematographic techniques’ below needs special attention. ‘Reading’ a film with sensitivity and accuracy depends in large measure on the extent to which the viewer is conscious of editing, cutting, camera shots, montage, mise en scène, music, costume, lighting and sound. Being able to read a film at this level immeasurably enriches one’s watching of films: the viewer moves away from the more ‘passive gazing’ which usually means only following the narrative line; to an ‘informed attending’ that adds to one’s viewing a greater depth, and a clearer understanding of just how director, editor, and the rest are manipulating what we watch to make us feel and react in certain ways. • dialogue and action, and their relation to character and theme; • plot, subplot, character portrayal, conflict, dramatic purpose and dramatic • irony, ironic twist and ending; • dramatic structure and stage directions • message and theme and how they are woven into all aspects of the text; • cinematographic techniques (visual, audio and audio-visual) such as the use of colour, subtitle, composition, dialogue, music, sound, lighting, editing, framing, styles of shot, camera techniques, camera movement, foregrounding and backgrounding. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF READING TEXTS Novel, Short stories, Folklore Narratives (novel, short story and folklore) need to be read, discussed, and enjoyed. Reading the texts aloud and or playing in class is often of great value, especially if learners are not keen readers, or have some resistance to reading. Read fast, and keep the interest alive by using the simple reading acts of anticipation or prediction; evaluation; and appreciation. Simple activities involving imaginative summary (summarising the story so far to a friend in a limited number of words; keeping a visual graph going in the classroom; opening dossiers of key characters; looking for and noting, appearances of words and images that emphasise ideas and themes in the novel) can help to keep the learners up to speed. After the first reading, learners need to become aware of the differences between narrative (what happens next?) and plot (why does that happen?); explore possible meanings and interpretations of the story; examine how the writer has used language to create character (description and direct speech); how characters interact; setting (descriptive language, and incidental references throughout the novel); and where necessary attempt to unravel underlying ideas, thoughts and ideologies that control the direction of the narrative as a whole. All cultures, and most people, live lives imbued with stories. Whatever the teacher does with novels and stories in the classroom, the sheer pleasure of engaging in a good story must remain paramount. The following aspects will enhance the learners’ understanding of the text: • genre and types • plot, subplot (exposition, rising action, conflict, climax, falling action/anticlimax, denouement/ resolution, foreshadowing and flashback) • conflict • characters • characterization • role of narrator • messages and themes • background, setting and relation to character and theme • mood, ironic twist/ending • suspense and surprise Other reading texts Posters, charts, maps, graphs, cartoons, magazines, newspapers, websites, films, documentaries, TV series both during and after class. LENGTH OF TEXTS TO BE READ TEXT GRADE 7 GRADE 7 GRADE 7 Text for reading aloud 5 - 6 sentences 1 paragraph 5 - 8 sentences 2 paragraphs 5 - 10 sentences 3 paragraphs Reading comprehension/intensive reading texts 300-350 words 350-400 words 400-450 words Independent reading Poetry, short story, folklore, novel and drama - as prescribed by CAPS - and non-fiction texts Poetry, short story, folklore, novel and drama - as prescribed by CAPS - and non-fiction texts Poetry, short story, folklore, novel and drama - as prescribed by CAPS - and non-fiction texts Summary 40 - 50 words for 220 word text 50 - 60 words for 240 word text 50 - 60 words for 260 word text ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 35 TEXTS USED FOR THE INTEGRATED TEACHING OF LANGUAGE SKILLS IN THE SENIOR PHASE In addition to literary texts for formal study, texts to be covered in the Senior Phase include written, visual and multimedia texts with different purposes. Some texts will be studied for their aesthetic qualities; some texts will be studied as examples and as models for writing Literary texts for formal study. A range to be studied over the Senior Phase. Prescribed Genres Poetry (Grade 7 - 5-8 poems) (Grade 8 - 8-10 poems) (Grade 9 - 10-12 poems) Novel (Grade 7 - 30-40 pages) (Grade 8 - 40-50 pages) (Grade 9 - 50-60 pages) Short stories (Grades 7 - 4-5 stories - 3-5 pages on each story) (Grade 8 - 5-7 stories - 3-5 pages on each story) (Grade 9 - 7-10 stories - 3-5 pages on each story) Folklore (Grades 7 - 4-5 stories - 3-5 pages on each story) (Grade 8 - 5-7 stories - 3-5 pages on each story) (Grade 9 - 7-10 stories - 3-5 pages on each story) Drama (Grade 7 - 1-2 Act play - 10-20 pages) (Grade 8 - 2-3 Act play - 20-30 pages) (Grade 9 - 3-5 Act play - 30-50 pages) Enrichment Films Selected TV series/documentaries Radio dramas Essays Written texts for information Dictionaries Encyclopaedias Schedules Telephone directories Textbooks Thesaurus Timetables TV guides Written texts in the media Magazine articles Newspaper articles Editorials Notices Advertisements Written forms of audio texts Dialogues Speeches Songs Jokes Written interpersonal and transactional texts Letters Diaries Invitations Emails sms’s, twitter Notes Reports Written interpersonal texts in business Formal letters Agenda and minutes Multimedia/visual texts for information Charts, maps Graphs, tables, pie charts Mind-maps, diagrams Posters Flyers, pamphlets, brochures Signs and symbols TV documentaries Web pages, internet sites, blogs Facebook and other social networks Data projection Transparencies Multimedia/visual texts for aesthetic purposes Films Photographs Illustrations Multimedia/visual texts for enjoyment and entertainment Films TV programmes Music videos Cartoons, caricatures Comic strips Jokes (illustrated) Graffiti Audio texts Radio programmes Readings of dramas Readings of novels or short stories Recorded speeches Advertisements on radio, TV newspapers and magazines 3.1.3 Writing and Presenting Writing is a powerful instrument of communication that allows learners to construct and communicate thoughts and ideas coherently. Frequent writing practice across a variety of contexts, tasks and subjects enables learners to communicate functionally and creatively. Writing which is appropriately scaffolded using writing frames (as and when necessary), produces competent, versatile writers who will be able to use their skills to develop and present appropriate written, visual and multi-media texts for a variety of purposes. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Writing is important because it enables learners to think about grammar and spelling. This encourages learners to process the language, speeds up language acquisition and increases accuracy. In the previous phases, learners learnt to write a range of creative and informational texts, using writing frames as support. Learners in the Senior Phase are expected to write particular text types independently. They will also employ the writing process to produce well organised, grammatically correct writing texts. Writing process and strategies Good writing is a skill that needs to be developed and supported. Although reading is an important source of input, it is only through writing, that writing skills are developed. Writing instruction will usually involve working through the writing process. However, not every step of the process will be used on every occasion. For example, if learners are writing a familiar text type, they will not need to analyse its structure and language features in so much detail. There may also be occasions when teachers need to focus on sentence construction or paragraph writing, or learners write texts without drafts in preparation for the examination. The writing process consists of the following steps: • Planning/Pre-writing • Drafting • Revising • Editing • Proofreading • Presenting Planning/Pre-writing • Analyse the structure, language features and register of the text type that has been selected • Decide on the purpose and audience of a text to be written and/or designed • Determine the requirements of format, style, point of view • Brainstorm ideas using, for example mind maps, spider web lists, flow charts or lists • Consult relevant sources, select relevant information Drafting • Use main and supporting ideas effectively from the planning process • Produce a first draft which takes into account purpose, audience, topic and genre • Determine word choice by using appropriate, descriptive and evocative words, phrases and expressions to make the writing clear and vivid • Show own point of view by explaining values, beliefs and experiences • Establish an identifiable voice and style by adapting language and tone to suit the audience and purpose for writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 37 • Read drafts critically and get feedback from others (classmates); • Include specific details of the required text (use of quotations, substantiating and motivating the argument) Revising, editing, proofreading and presenting • Use set criteria for overall evaluation of own work and others’ writing for improvement • Refine word choice, sentence and paragraph structure (insert additional information, use appropriate transition words) • Work on the sequencing and linking of paragraphs • Eliminate ambiguity, verbosity, redundancy, slang and offensive language • Evaluate content, style and register • Use punctuation marks, spelling and grammar correctly and appropriately • Prepare the final draft including layout, for example, headings and fonts • Present the text Language structures and conventions during the writing Learners will learn how language is used, and will develop a shared language for talking about language (a ‘meta￾language’), so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and accuracy. They will also be able to use this knowledge to experiment with language to build meaning from word and sentence levels to whole texts, and to see how a text and its context are related. Through interacting with a variety of texts, learners extend their use of vocabulary and correctly apply their understanding of Language Structures and Conventions. Knowledge of Language Structures and Conventions will enable learners to produce coherent and cohesive texts. Language structures should be taught for constructing texts in their context of use. The application of language structures should not be restricted to the analysis of isolated sentences. It should explain the way in which sentences are structured to construct whole texts such as stories, essays, letters and reports which learners learn to read and write in school. Language conventions (spelling and punctuation): • Use of spacing, capital letters, commas, quotation marks, colons, underlining, italics, bolding, semi colons, apostrophe, hyphens, dashes, parentheses • Use knowledge of spelling patterns and rules to spell words correctly: - Knowledge of word patterns and families - Knowledge of roots, prefixes and suffixes - Knowledge of syllabication • Use dictionaries and spell checkers ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Use abbreviation forms appropriate to different media and audiences Word choice • Use a variety of action verbs, adjectives and adverbs to give a specific impression and details and vivid description when writing, for example, a narrative essay, descriptive essay • Use appropriate synonyms, antonyms, homophones, homonyms, one word for a phrase to express concepts • Use formal and informal language (slang/colloquialism, jargon) appropriately • Use borrowed and inherited words appropriately • Give facts and express opinions • Express denotative, connotative, implied/contextual meaning • Position themselves as authors through implicit and explicit messages • Express themselves on values, attitudes, bias, stereotypes, emotive language, persuasive and manipulative language e.g. in persuasive texts such as argumentative essays, newspaper articles • Show respect by using certain words when writing texts such as dialogue, interviews • Use resources and reference materials such as dictionaries and thesauruses to select effective and precise vocabulary. Register, style and voice • Use appropriate register: formal, informal e.g. Using informal/conversational style and first person in a friendly letter, formal language in an official letter • Use figurative language (figures of speech, idioms, proverbs), tone, mood or humour, appropriately • Speak directly to the reader • Show passion towards message • Use different points of view/perspective Sentence construction • Write a variety of sentences and sentences of various lengths • Use parts of speech appropriately • Use subject, verb, object, tenses, moods, affirmatives, negations, modal verbs, active or passive voice, direct and indirect speech • Use interrogatives (why, when, how, what) • Use different types of sentences, e.g. statements, questions, simple, compound, complex, compound￾complex sentences ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 39 • Use conjunctions, pronouns, adverbs and transitional words to create cohesive sentences • Use different types of pronouns to show focus, emphasis, the objective case and to eliminate verbosity • Use correct word order in sentences to demonstrate interest and emphasis • Use concord accurately Paragraph writing • Write different parts of a paragraph: topic sentence, supporting and main ideas, an effective introduction, body and conclusion and a closing sentence • Write different paragraphs and texts using related signal or transition words and phrases such as: - Chronological/sequential order: first, second, third, before, after, when, later, until, at last, next, recently, previously, afterwards - Explanation/Cause and effect: hence, consequently, because, for this reason, since, as a result of, is due to, therefore, thus, consequently, hence, it follows that, if…then - Procedure: first, second, third - Compare/contrast: similar, different, smaller than, bigger than, however, but - Order of importance: always, finally - Spatial order: above, below, left, right, etc. - Generalizations: generally, in conclusion - Choice paragraph: in my opinion, belief, idea, understanding, I think that, I consider, I believe, it seems to me, I prefer/like/dislike/hope/feel - Classification paragraph: is a kind of, can be divided into, is a type of, falls under, belongs to, is a part of, fits into, is grouped with, is related to, is associated with - Description paragraph: above, below, beside, near, north/east/south/west, size, colour, shape, purpose, length, width, mass/weight, speed, is like, resembles - Evaluation paragraph: good/bad, correct/incorrect, moral/immoral, right/wrong, important/trivial, suggest, recommend, advise, argue - Definition paragraph: is defined as, is a kind of paragraph that defines an idea objectively. - Concluding paragraph: to conclude, to sum up, in summary, in short, as you can see ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF WRITING TEXTS Essays Narrative essay Narrative writing is largely the presentation of a series of event in some meaningful order. The following are possible features of a narrative essay: • Write a story/a past event/fiction • Use a story line that is convincing • Usually use the past tense • Use captivating introductory paragraph • Reflect a point to be made • Use unusually interesting ending • Ensure sustained interest with style, rhetorical device and action • Highlight sensory details • Use descriptive elements Descriptive essay Description is used often more to create atmosphere and mood: films do this visually, writers do this with words, where the choice of words is more determined by their connotations than by the accuracy of their denotative use. • Describe someone/something to allow the reader to experience the topic vividly • Create a picture in words • Choose words and expressions carefully to achieve the desired effect • Use images of sight, sound, hearing, taste and touch • Use figures of speech Argumentative essay Argumentative essays present an argument for or against something (‘why I believe that women are stronger than men’). • Argumentative essays tend to be subjectively argued; the defence or attack is consistent and as well argued as possible, but it will inevitably be one-sided; the conclusion clearly states where the writer stands and why. - Show a specific opinion or viewpoint and argue to defend or motivate a position - Sustain view clearly throughout - Try to convince the reader to share his or her point of view subjectively - Start with the writer’s view of the topic in an original and striking way - Give a range of arguments to support and substantiate view - Focus on points for OR against a statement - Express subjective and strong opinions - Use a variety of rhetorical devices and persuasive techniques - Use emotive language - Conclude with a strong, clear and convincing statement reflecting the writer’s opinion. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 41 TYPES OF WRITING TEXTS Discursive essay Discursive essays tend to be more balanced, and present various sides of a particular argument; the structure is careful and clearly planned; the tendency is towards objectivity, but the writer can be personal; while emotive language is possible, the best arguments here are won because they make good, reasonable sense. The conclusion leaves the reader in no doubt where the writer stands. • Aim to give an objective and balanced view of both sides of an argument • Consider various aspects of the topic under discussion • Present opposing views impartially • Balance the arguments for and against • Writing must be lucid, rational and objective. • Make well-reasoned and well-supported statements • Use an unemotional and convincing tone without being condescending • Conclude with an indication of particular opinion Reflective essay Reflective essays present the writer’s views, ideas, thoughts and feelings on a particular topic, usually something they feel strongly about. It tends to be personal rather than subjective; it needs a careful structure, but does not have to present a clear conclusion. Nor does it have to present a balanced discussion, although it might. It can be witty or serious. • Contemplate an idea • Give emotional reactions and feelings. • Reflect subjectivity where feelings and emotions play a major role • Aim to recreate recollections or feelings of the writer in the reader • Express ideas, thoughts or feelings revealing sincerity and personal involvement Expository essay (for enrichment) • Communicate ideas or information in a logical way • Explain ideas or give facts in a systematic way • Research ideas and support with facts and figures • Clarify any unfamiliar concepts • Organise logically and take the reader from the known to the unknown • Write generally in the present tense ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF WRITING TEXTS Transactional texts Official/Formal letter While the writing of friendly/informal letter has largely been replaced by electronic media, e.g., email, fax, and sms among others, learners must still be taught to write letters. The range of writing should span from ordinary letters to the immediate family and friends to informal letters to the press, among others. Learners should write genuine formal letters, and, where possible, send them off and await a reply. Letters requesting information about products, universities, travel, professions, if sent to appropriate concerns, will almost certainly be replied to. The value of the formal letter will then become obvious. • Practise different kinds of formal letters, e.g. a letter of application, a letter to the editor of a newspaper, a letter of complaint, etc. • Adhere to different requirements of formal letters such as style and structure • Write in direct and simple language • Remember that the intended audience should understand what is communicated for the results/ response to be positive • Writing should be clear and straightforward, concise and logical • Contain an introduction, a body and a conclusion • Contain two addresses, the writer’s and the recipient’s • Contain a formal salutation following the recipient’s address • Contain a title or subject line following the salutation and be underlined • Reflect a formal language register • Reflect a formal conclusion followed by the writer’s surname and initials Friendly/Informal letter While the writing of friendly/informal letter has largely been replaced by electronic media, e.g., email, fax, and sms among others, learners must still be taught to write letters. The range of writing should span from ordinary letters to the immediate family and friends to informal letters to the press, among others. • Write to people who are close, e.g. friends, family, etc. • Write mainly to express an emotion, e.g. congratulate, sympathise, advise, etc. • Use informal to semiformal language register and style • Write in lively simple language • Reflect a logical order and pursue an intended point • Contain an introduction, a body and a conclusion • Contain only one address, the writer’s, with a date in which it was written below it • Contain an informal/semi-formal salutation following the writer’s address • The conclusion ranges from informal to semi-formal followed by the writer’s first name Agenda of the meeting Writing memoranda, agenda and minutes are only useful if meaningful. The best way for these writing activities to work is to have learners watch a video of, or attend a real meeting and then have them take minutes, deduce the agenda from that, and then compare theirs with the real agenda and minutes of the meeting. Otherwise learners need to be introduced to these formats in a very imaginative way. Create an agenda for a imaginary committee and have the learners write up what they think the minutes could have been, carefully sticking to your agenda. An agenda: • Gives an outline of what is to be discussed at a meeting • Is sent beforehand to people/delegates who are invited to a meeting • Usually drawn up by the chairperson and the secretary, who, among others... - Check minutes of the previous meeting for items that were carried over - Lists and collects items that the meeting may need to address and, • Arranges the items according to their importance beforehand • Determines how much time would be allocated to each item ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 43 TYPES OF WRITING TEXTS Minutes • Record what happened at a meeting • Adopt the minutes as a true record in the following meeting • Reflect the following: - Name of the organisation; - The date, the place and the time at which the meeting was held; - Attendance register; • Quote resolutions word for word • Provide a summary of what was proposed and finally agreed upon • Write in the past tense • Leave out trivialities like jokes • Become legal and binding once signed and dated by the chairperson after being read and adopted in the next meeting, remain so until they can be revoked Speech • Start and adapt the style to be used, when, where, why (purpose), who (audience) and what • Use an opener to attract attention • Develop points well and avoid clichés • Use contrasting tones (and points) but remain audible • Use short sentences with simple ideas, using familiar examples • Balance criticisms with reasonable alternatives • Consider the closing. Leaving the audience with a thought (or two) • Use visual or physical aids but words must come first • Using notes is optional, and only for reference • Use language that expresses maturity, values and background E-mail/sms To inform and maintain a relationship The recipient’s address - which, in most cases, is the recipient’s name and the server point, as well as the country in which the server point is based. For example, moloiq (name)@ webmail. (server) za (country). Moloi.q@webmail.co.za • CC: these may be the recipients whose attention is called to the email. • Subject: This is a summary of the content of the email. • Message • Sender’s name. NB: The sender’s address reflects automatically when the email is received. The sender may choose to provide other contact details at the end. This is called a signature Interview Written record of an interview: • Give the names of the speaker on the left side of the page • Use a colon after the name of the character who is speaking • Use a new line to indicate each new speaker • Probe the interviewee by asking questions • Portray the interviewee’s strong points, talents, weak points, etc. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF WRITING TEXTS Report (formal and informal) Reports are very formal documents, and work best when what is examined is very real and important to the learners. There is nothing worse than writing artificial reports, or reports on topics that have no interest to the writer. • Give exact feedback of a situation, e.g. accident, any findings • Reflect a title, introduction (background, purpose and scope), body (Who? Why? Where? When? What? How?), conclusions, recommendations, references, appendices • Plan: collect and organise information; write facts • Use semiformal to formal language register and style • Use - Present tense (except historical reports) - General nouns - The third person - Factual description - Technical words and phrases - Formal, impersonal language Curriculum Vitae (CV) Since most people nowadays make use of templates, it may be worthwhile finding out what makes a good template, and how to adapt and fill them in most usefully. It is useful to note that every CV must address a situation, e.g. a CV for a particular job should speak mainly of the writer’s involvement in that particular area. • Present yourself in a document to the world • Present a strong, first impression • Present information clearly, objectively and concisely • Address the post for which the candidate seeks employment. • Provide: - Personal details - Formal Qualifications - Work experience (if applicable) - Referees Diary entry • A diary is a portrayal of daily events • Present his/her evaluation of the day or event • Write from the writer’s point of view; the first person narration is the most appropriate approach • The language choice is simple and to the point • The tone will be determined by the nature of the entry Giving directions • Use directions when telling someone how to get somewhere. • Use mostly the imperative form (the infinitive without the word ‘to’) • Although the subject ‘you’ is not stated, it always refers to the second person representing an interaction between the speaker and the listener. • Consider the following when giving directions: - Be concise and clear. - The directions must be in chronological order - Indicate the approximate distance - Give the approximate number of streets to be crossed to reach the destination - Provide information about landmarks along the way - Use words indicating position - Use words indicating direction - Use words to show appreciation ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 45 TYPES OF WRITING TEXTS Giving Instructions To explain how to use a tool or an instrument, prepare food, repair faults, etc • Expalin the working or use of any article in operation; preparing dishes, repairing any defaults, etc. • Plan and prepare (see writing features) - understand the situation(s) and what the product of giving instructions/demostrations should be or do - Reflect clear, correct and logical sequence of instructions - Use manuals, instructions and operations - Consider vocabulary, grammar, expression, technical language and phrases that might be used • Presenting. Advertisement • Catch and keep the attention of the reader - ensuring that the operative words stand out. • Create a desire to own the product or use the service. • Make the reader actually go out and buy/use the product/service • Consider the following in designing: - The target market (for whom the advertisement is intended) - Positioning (where and when the advertisement will appear - in what media, at what time and where in the programme or magazine?) - Appeal (to what sense is the advertisement appealing?) - The layout and font size. - The attitude (sincere or not) and the ratio between fact and opinion - The effectiveness of the choice of colour or lack thereof - The language used (whether it is clichéd, repetitive, figurative, rhetorical, etc.) Posters/flyers • Can take a variety of forms • Make use of slogans and logos • Usually have a visual design element • Use advertising techniques • Use design to make the poster/flyer eye-catching and memorable • Figurative language and poetic devices used to create impact • Make the language memorable, e.g. metaphor, simile, alliteration, repetition, rhyme, rhythm Filling in a form • Fill in a form for various reasons, e.g. to apply for a job or leave, to enter competitions or contests, etc. • Provide information as required by the institution to which the form is forwarded • State what is required, followed by a colon, e.g. Surname: Fill in accurately Obituary To commemorate and inform others of someone’s death • Full names; birthplace; where the person lived; date of birth; date of death, key survivors (spouse, children) and their names; time, date, place of funeral, brief information about the deceased, etc. • Some of the following may also be included: Cause of death (cultural sensitivity); biographical information; memorial tribute information ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF WRITING TEXTS Contract A binding agreement entered by two or more parties. The intention of a contract is to create an obligation. Contract can also be made orally. (It is recommended that a contract be done orally (verbally) and in a written form to show damages and remedies thereof) Elements of a contract • Names (contractor, contractee, witnesses) • Terms and conditions (content of the contract - including service to be rendered, duration and money if there would be monetary implications) • Signatures (all parties involved) • Date and place (when and where the contract is signed) Will/testament A will decides or determines what happens to one’s property and possessions after death. A will ensures that the deceased’s wishes are fulfilled after death. A will should be kept up to date and in a safe place. It should have the following: • Names of the owner of the will • Date when the will was made • Money, properties and possessions • Beneficiaries • Executor (friend, member of the family, lawyer) Constitution and policy A set of fundamental principles or rules that governs an organisation, e.g. country, burial society, youth organisation, stokvel, soccer club. • Rules need to be agreed by parties involved • Rules are binding • They can be amended • Format should include the name of the organisation or institution, membership, terms of references, date of adoption, signature, etc. Literary and media texts Personal recount To tell about a personal experience • Orientation: scene setting or establishing context, e.g. It was in the school holidays... • An account of the events that took place, often in chronological order, e.g. I went to Tumelo’s place … Then … • Some additional detail about each event, e.g. He was surprised to see me. • Reorientation - a closing statement that may include elaboration, e.g. I hope I can spend more time with Tumelo. We had fun. • Usually written in the past tense • Told in first or third person • Time connectives are used, e.g. First, then, next, afterwards, just before that, at last, meanwhile • Tends to focus on individual or group participants • Can be informal in style Dialogue • Reflect a conversation between two or more people. • Record exchanges as they occur, directly from the speaker’s point of view • Write the names of the characters on the left side of the page • Use a colon after the name of the character who is speaking • Use a new line to indicate each new speaker • Advise characters (or readers) on how to speak or present the action given in brackets before the words are spoken • Sketch a scenario before writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 47 TYPES OF WRITING TEXTS Review Reviews seldom follow a set pattern. They do not have to cover any specific aspects of the book, film or CD. Generally, reviewers establish what it is they are reviewing and who is involved, but after that anything goes. Good reviews attempt to be fair but honest; bad reviews are merely a personal outpouring of subjective views. Humour is not uncommon in reviews: for some reviewers it is their trade mark. Present reviews from different sources to show learners how varied this writing form can be. • Reflect an individual’s response to a work of art, film, book, occasion, etc. • Project his/her ‘judgement’ to the work presented • The reader of the review does not have to agree with the reviewer • Two reviewers may respond differently to the same text • Give relevant facts, for example, the name of the author/producer/artist, the title of the book/work, the name of the publisher/production company, as well as the price (where applicable) Poetry text • Write about observations and experiences - Human beings - Nature - Social issues - Technology, etc • Follow a structure - Title - Verses • Use poetic language • Allow poetic license, e.g. ignore punctuations or language structures Newspaper article • State facts briefly but accurately. • Strive to communicate the essence without losing the reader • Summarise accurately, without slanting the truth • Give a succinct title and add a clear sub-title • Start with the most important facts: the who, what, how, when, where, why and to what degree Magazine article More often than not, in magazine articles the personal likes and dislikes and the stylistic idiosyncrasies of the writer are foremost, and this should be encouraged in your learners. They need also to write serious magazine articles about anything they take seriously, as well as funny articles in which they can mock, ridicule, make fun of, laugh at, criticise any suitable topic. Most of the magazine articles learners read are probably of this kind. The internet is full of articles, and while their style and content are not seriously different from their written counterparts, it is worth examining them, particularly as they appear in blogs, which is now a widely acknowledged form of writing. Having learners set up their own blogs (on paper, though there are no doubt learners who already have their own blogs) provides a rich writing context, combining careful attention to audience, immediacy of the content, and appropriate tone. Use the following: • The heading must be attractive and interesting • The style should be personal, speaking directly to the reader - The style can be descriptive and figurative, appealing to the imagination of the readers - Names, places, times, positions and any other necessary details should be included in the article - The article should stimulate interest and, like an advertisement, encourage the reader to use the product or service - Paragraphs should not be too long and should encourage the reading of the article - The font should be light and attractive ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TYPES OF WRITING TEXTS Documentary • Detailed investigation of the life of a subject, e.g. hero (sport, education, religious), and a report on the findings thereof. • This could include the highlights and the challenges the subject encountered before reaching the pinnacle. • Names, places, times, positions and any other necessary details should be included in the documentary. • Start with the most important facts: the who, what, how, when, where, why and to what degree LENGTH OF TEXTS FOR FIRST ADDITIONAL LANGUAGE (TO BE PRODUCED BY LEARNERS) TASK GRADE 7 GRADE 8 GRADE 9 Paragraph • Words • Sentences 100 -110 words 110 - 120 words 120 - 140 words 7 - 9 sentences 3-5 paragraphs 7 - 10 sentences 4-7 paragraphs 8 - 10 sentences 4-8 paragraphs Essay 130 - 180 words 3-5 paragraphs 180 - 210 words 4-7 paragraphs 210 - 250 words 4-8 paragraphs Poem 2 verses 2-3 verses 3-6 verses Short story, inc folktale 1 page +/-6 paragraphs 2 pages +/-10 paragraphs 3 pages +/-20 paragraphs Dialogue (one act play) 1 page 2 pages 3 pages Longer transactional texts, e.g. letters 110-120 words 120-140 words 140-160 words Shorter texts 70 - 80 words 80 - 90 words 90 - 100 words Summary 40 - 50 words for 220 word text 50 - 60 words for 240 word text 50 - 60 words for 260 word text LENGTH OF TEXTS FOR FIRST ADDITIONAL LANGUAGE (FOR LEARNERS TO ENGAGE WITH) TASK GRADE 7 GRADE 8 GRADE 9 Longer listening comprehension texts e.g. story, interviews, plays, news reports 130-180/up to 5 mins 180-200/up to 5 mins 200-220/up to 5 mins Shorter listening comprehension texts e.g. announcements, information texts, instructions, directions 50-60 words/ 1-2 mins 60-70 words/ 1-2 mins 70-90 words/ 1-2 mins Reading comprehension/intensive reading texts 300-350 words 350-400 words 400-450 words The length of texts for extended reading is not prescribed as this depends on the type of text, the complexity of the language and the reading level of the learners. 3.1.4 Language Structures and Conventions Language structures and conventions refer to rules that govern usage of punctuation marks, capitalization, letters, sounds, words, sentences and paragraphs in oral and written work. These rules include spelling, pronunciation, grammar, critical language awareness, etc. The skills of listening, speaking, reading and writing cannot be put into practice without a sound knowledge of language structure and practice in using it. Learners also need a wide vocabulary, which is perhaps the single most important factor enabling a person to communicate well. A wide vocabulary is essential for all the language skills, but ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 49 especially for reading and writing. The most effective way for learners to improve their grammar and increase their vocabulary is by reading intensively inside and outside of the classroom. Learners will learn how Language Structures and Conventions are used, and will develop a shared language for talking about language (a ‘meta-language’), so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and accuracy. They will also be able to use this knowledge to experiment with language to build meaning from word and sentence levels to whole texts, and to see how a text and its context are related. Through interacting with a variety of texts, learners extend their use of vocabulary and correctly apply their understanding of Language Structures and Conventions. It is expected that Language Structures and Conventions should be taught in context as other language skills are taught and developed. The teaching plans contain a list of Language Structures and Conventions (items) that should be covered in each grade. When selecting listening and reading texts for each two-week cycle, make sure that they contain some of the language items you want to cover. Create activities related to these texts that will enable learners to use these items, in context. Similarly, the writing texts learners will write will include language items. Give your learners guidance on appropriate and correct usage of these items. Select some of the items your learners have difficulty with and give them formal practice. In the Senior Phase, one hour per two week cycle is set aside for formal instruction and practice in Language Structures and Conventions. The table below shows the language structures and conventions that learners are expected to learn during the listening, speaking, reading and writing processes. These structures should be taught in context in an integrated manner using different types of oral, visual and written texts. They should also be taught explicitly with time set aside as required. EXAMPLES OF LANGUAGE STRUCTURES AND CONVENTIONS Punctuation Full stop, exclamation mark, question mark, comma, colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses, hyphen Spelling Spelling patterns, spelling rules and conventions, abbreviations, dictionary usage Parts of words Prefixes, roots, and suffixes Nouns Noun prefixes (including gerund/infinitive class prefix (African languages)) Proper nouns, e.g. Thandi, Doctor and common nouns, e.g. woman, doctor Countable, e.g. chair/chairs and uncountable, e.g. sugar, hair nouns Abstract nouns, e.g. love, fear, respect, honesty and concrete nouns, e.g. ball, chair Compound noun, e.g. rainbow, child-lock, parking bay Collective nouns and classifiers, e.g. a swarm of bees, a bar of soap Complex nouns, e.g. The University of the Witwastersrand, the dog that bites, a very big tree Gerunds, e.g. swimming is good, driving is pleasant, crying is therapeutic Number (singular and plural), e.g. chair/chairs Nouns with no change in number in the singular form, e.g. scissors, trousers Possessive forms of nouns, e.g. Lesego’s desk, learners’ desks children’s toys Predicate and object, Gender, e.g. cock, hen, stallion, mare Diminutives, e.g. cigar, cigarette, river, rivulet (refer to dimunitive prefixes and suffixes) Augmentatives, e.g. super - superpower, supermarket; mega - megabyte, megastore, megastar; over - oversize, overdose; extra - extra-large, extra-strong, extra-time, extra-ordinary Nouns derived from other parts of speech ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) EXAMPLES OF LANGUAGE STRUCTURES AND CONVENTIONS Determiners Indefinite article: a book, an apple Definite article: the book, the furniture, the apples Demonstratives: this, that, those, these (e.g. That book is mine.) Quantity 1: all, some, most, no, none (e.g. Most learners understood the lesson.) Quantity 2: both, either, neither (e.g. Both learners stood up.) Quantity 3: much, little, many, few, more, less, fewer (e.g. The school has many learners.) Quantity 4: some, any, another, other, each, every (e.g. Each learner received a book.) Pronouns Personal pronouns as subject: I, you, he, she, it, we, they (e.g. She is reading the book.) Personal pronouns as direct or indirect object: me, you, him, her, it, us, them (e.g. She gave it to me.) Reflexive pronouns: myself, yourself, himself, herself, ourselves, yourselves, themselves (e.g. He washed himself with soap.) Relative pronouns: which, who, that, whose, where (e.g. The man who is standing by the window is my teacher.) Interrogative pronouns: who, what, which, whose, whom (e.g. Whose book is this?) Demonstrative pronouns: this, these, that, those, e.g. I don’t like that one. Indefinite pronouns: anyone, anywhere, everyone, anybody, something, someone, somewhere Adjectives Position of adjectives, e.g. The old man (before a noun); The boy was mischievous (after a verb) Adjectives ending in -ing, e.g. amazing, boring, exciting (e.g. The lesson was boring.) Adjectives ending in -ed, e.g. amazed, bored, excited (e.g. The student was bored.) Comparison of adjectives, e.g. happy, happier, happiest; intelligent, more intelligent, most intelligent (e.g. It was the happiest day of my life./She is the most intelligent student in the class.) Numerical: one, two, second, single Demonstrative: this, that, such Relative: which, whatever ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 51 EXAMPLES OF LANGUAGE STRUCTURES AND CONVENTIONS Verbs Main, transitive, intransitive, finite, non-finite, copulative, regular, irregular, phrasal, Stative, verbal extensions (derivatives), Verbs with two objects (direct and indirect), e.g. He gave me the book. Moods • Subjunctive: If I should see her, I will show her. • Imperative: Don’t drink and drive! Be careful! • Indicative: Ostriches cannot fly. Auxiliary linked to modals To express ability/inability, e.g. I can speak German./I can’t speak French./He is able to return to work./He is not able to return to work. To express permission, e.g. May I use the bathroom? Could I leave early? Can I ask a question? Yes, of course you can. To express instructions/requests, e.g. Would you open the window, please./Could you let me in? To express possibility/impossibility, e.g. This can cause difficulty./You can’t be serious./You could be right./He couldn’t have known. To express probability/improbability, e.g. We should arrive in Jo’burg at 10 p.m./We ought to arrive in Jo’burg at 10 p.m./There shouldn’t be any problem/There ought not to be any problem. To express certainty, e.g. They must have forgotten. Verb tenses Simple present tense, e.g. I play tennis every week./Snakes are reptiles. Present progressive (or continuous) tense, e.g. She is watching television at the moment. Present perfect tense, e.g. I have lived in Durban all my life. Present perfect progressive (or continuous) tense, e.g. He has been studying hard the whole week. Simple past tense, e.g. He woke up early and got out of bed. Past progressive (or continuous) tense, e.g. The children were sleeping when the fire broke out. Past perfect, e.g. He went home because he had forgotten his keys. Past perfect progressive (or continuous), e.g. I had been waiting for two hours by the time he finally arrived. Expressing future time: Will/shall + infinitive, e.g. Mrs Molefe will teach the Grade 10 class./I am sure you will enjoy the movie. I shall come to see you tomorrow. Going to + infinitive, e.g. They are going to visit her grandparents./I think it is going to rain tomorrow. Simple present tense used to talk about the future, e.g. Tomorrow is a holiday. Future progressive (or continuous), e.g. I will be working the whole of next week. Future perfect, e.g. By next week I will have finished the job. Future perfect progressive (or continuous), e.g. Next year I will have been teaching at this school for twenty years. Concord Subject-verb concord, e.g. He has just arrived./They have just arrived; I was going./They were going. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) EXAMPLES OF LANGUAGE STRUCTURES AND CONVENTIONS Adverbs Adverbs of manner, e.g. quietly, carefully, politely, softly, quickly Adverbs of time, e.g. yesterday, tomorrow, last year, last week, the other day, next month, previous day, following day Adverbs of frequency, e.g. always, usually, often, sometimes, never Adverbs of probability, e.g. certainly, definitely, maybe, perhaps, possibly Adverbs of duration, e.g. still, yet, any more Adverbs of degree, e.g. completely, strongly, totally, quite, rather Adverbial phrases, e.g. in the garden, on the table Prepositions Simple preposition (one word preposition), e.g. to, in, on, at, with, etc Compound preposition (two words preposition), e.g. according to, Complex preposition, (three and more words preposition), e.g. as far as, by means of, in addition to, in front of, etc Preposition of time: She came on Monday Preposition of place: I live on 780 Giyani Street; The dog is in the garden Preposition of movement: He ran to, through, across, along, down, over, round Preposition of mathematics: Divided by - Ten divided by two is five; Ten minus eight is two; etc. Adjectives + preposition, e.g. afraid of, ashamed of, bored with, impatient with, rude to Noun + preposition, e.g. invitation to, approach to, reason for, respect for, comment on Conjunctions and transition words Chronological/sequential order: first, second, third, before, after, when, later, until, at last, next, recently, previously, afterwards Explanation/cause and effect: hence, consequently, because, for this reason, since, as a result of, is due to, therefore, thus, consequently, hence, it follows that, if … then Procedure: first, second, third Compare/contrast: similar, different, smaller than, bigger than, however, but Order of importance: always, finally Spatial order: above, below, left, right, etc. Generalisations: generally, in conclusion Choice paragraph: in my opinion, belief, idea, understanding, I think that, I consider, I believe, it seems to me, I prefer/like/dislike/hope/feel Classification paragraph: is a kind of, can be divided into, is a type of, falls under, belongs to, is a part of, fits into, is grouped with, is related to, is associated with Description paragraph: above, below, beside, near, north/east/south/west, size, colour, shape, purpose, length, width, mass/weight, speed, is like, resembles Evaluation paragraph: good/bad, correct/incorrect, moral/immoral, right/wrong, important/trivial, suggest, recommend, advise, argue Definition paragraph: is defined as, is a kind of Concluding paragraph: to conclude, to sum up, in summary, in short, as you can see Interjections (Interjectives) Words that express an emotion or sentiment on the part of the speaker. They are sometimes expressed as a single word or non-sentence phrase, followed by a punctuation mark - usually an exclamation mark. For example, Oh! Wow! My oh my! Oh my God (OMG)! Phew! Oh dear! Cheers! Ideophones These are words that express the sounds which express the extent of the action. For xample, He fell with a thud; The loud bang of a gun salute. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 53 EXAMPLES OF LANGUAGE STRUCTURES AND CONVENTIONS Vocabulary development and figurative language Synonyms, antonyms, paronyms, polysemes, homonyms, homophones, alliteration (consonance and assonance), one word for a phrase • Figures of speech (simile, metaphor, personification, oxymoron, metonymy, onomatopoeia, hyperbole, contrast, irony, sarcasm, anti-climax, symbol, euphemism, litotes, paradox, pun, understatement, synecdoche) Idiomatic expressions/idioms/proverbs/riddles Borrowed, inherited, new words (neologism), and etymology (origin of words) Ambiguity, cliché, redundant, tautology, slang, jargon, accent, stereotype, prejudice, biasness, offensive language, emotives, sexist language etc Using language for special purpose, i.e. register appropriate to audience, e.g. musanda language - Mboloma Muhali, His Excellency, Lord, Ndabezitha, Esquire, Motlotlegi, Motlotlehi. Shift of meaning, e.g. coke (drink, drugs), mistress (lady teacher, concubine), dog (animal, somebody who is recognised as knowledgeable - entertainment speak). Clauses Main clause (independent), e.g. We visited Durban last June. Dependent clause (subordinate), e.g. We visited Durban last June, and then we went to Phalaborwa in December. Adverbial clause, e.g. We visited Durban in June because it is warm in winter. Adjectival clause, e.g. This is the town that we visited last year. Noun clause, e.g. What we saw at Table Mountain was amazing. Conditional clause (if), e.g. If I see you tonight, I will give you your money. First conditional to express a real possibility, e.g. If it rains, we will cancel the trip. Second conditional to express something that is unlikely or improbable, e.g. If I won the lottery, I would buy my mother a house with ten bedrooms. Third conditional to express something that is hypothetical, e.g. If I had worked harder at school, I would have passed matric. Phrases Absolute phrases: Heritage sites being the top Limpopo attraction, the Mapungubwe is the place to go. Noun phrase: The University of Cape Town is one of the best in Africa. Gerund phrase: Visiting Kruger National Park, we were excited about the beauty of nature. Verb phrase: The first democratic election was held in 1994. Prepositional phrase: During my last visit to Johannesburg in 2002, I took the Gautrain to O R Tambo Airport. Sentences Simple, compound and complex Passive voice Simple present tense, e.g. The gate is locked at 6 o’clock every night. Present progressive (continuous) tense, e.g. The room is being cleaned at the moment. Present perfect tense, e.g. A new supermarket has been opened this year. Simple past tense, e.g. The library was closed for the holidays. Past progressive (or continuous), e.g. They had to wait because the car was still being cleaned. Past perfect, e.g. He had been poisoned by his girlfriend. Future time, e.g. Next year the class will be taught by Mr Dube./Next year a new library is going to be built. Reported speech Reported questions, e.g. She asked me why I was so late./He asked me what kind of music I liked. ‘That’ clauses, e.g. She said that she didn’t know./He told me that he had lost the book. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2 Spread of texts table ACROSS GRADE 7-9 WEEKS GRADE 7 GRADE 8 GRADE 9 Term 1 1&2 Story Short story Information text - advertisement, poster Novel, drama, short story, poetry 3&4 Poem Information text with speech Novel, drama, short story, poetry 5&6 Poem, drama Novel, drama, short story Information text - contract text 7&8 Short story, folklore Information text e.g. newspaper or magazine article Poem Novel, drama, short story, poetry 9&10 Short story, poem Investigative report text Poem Information text e.g. newspaper or magazine report Poem Term 2 1&2 Novel, drama, poetry Information text with visuals, e.g. maps/landmarks/scales/charts/ pictures Poem Novel, drama, short story, poetry Folklore 3&4 Information text with visuals, e.g. advertisement diagrams/pictures/ graphs; poster; description of an object, visual text, novel Information text, e.g. audio/ visual text - role play/forum/panel discussion Poem Text review - novel, drama, short story, poetry 5&6 Information text e.g. procedures, instructions, information text with visuals, e.g. charts/tables/ diagrams/pictures/graphs/poem Information text, e.g. interview Poem Novel, drama, short story, poetry - notice, agenda and minutes 7&8 Novel/drama Story review Information text with visuals, e.g. advertisement - review 9&10 SUMMATIVE ASSESSMENT Term 3 1&2 Information text, e.g. questionnaire or form Poem Drama Poem Information text - will and testament 3&4 Drama, poem Information text - newspaper/ magazine article Novel, drama, short story, poetry - writing of a transactional text - a covering letter and a CV 5&6 Text on notice, agenda and minutes Novel, drama, short story; poem - formal/informal letter Novel, drama, short story, poetry - writing of an essay 7&8 Newspaper/magazine article on current issues Novel, drama, short story; poem - story writing Novel, drama, short story, poetry - writing of a transactional text - an invitation and acceptance card 9&10 Information text - direction Narrative text - novel, short story; poetry Drama - writing of a dialogue ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 55 WEEKS GRADE 7 GRADE 8 GRADE 9 Term 4 1&2 Drama/novel/short story Information text: magazine/ newspaper article Novel, short story - writing of a letter of application 3&4 Information text with diary, e-mail, sms, flyers Novel, drama, short story, poem Novel, short story, poetry - writing of emails 5&6 Novel, drama, short, folklore Drama/play, poem - journalistic report Novel, short story, poetry - writing of obituary, diary entry, invitation card 7&8 Revision of texts - in preparation of exam Revision of texts - in preparation of exam Revision of texts - in preparation of exam 9&10 SUMMATIVE ASSESSMENT 3.3 Teaching Plans The Senior Phase is, to most unfortunate learners, the end of compulsory education. After Grade 9, most learners either go looking for a job or follow vocational careers. It is on this basis that the pitching of the education level should be higher for learners in the Senior Phase. Learners must be exposed to a wider range of knowledge, a feature which should leave them better prepared to face their tomorrow. The pitching of First Additional Language, in the Senior Phase, almost matches that of the Home Language. The difference is the depth of the text used/read and the text produced. Learners in the Senior Phase should be exposed to a range of literary genres, as well as a range of texts they are required to produce. The exposure will enable the learners to face any of the options open to them, as well as enhance their grasp of content knowledge. The teaching plan indicates the minimum content to be covered every two weeks per term. The sequence of the content listed is not prescribed and the time given is an approximate indication of how long it could take to cover the content. Teachers should design their Lesson Plans using the teaching plans, their textbooks and any other relevant resources to teach the content using appropriate sequence and pace. Teachers are encouraged to also use content or concepts that are contextual to their environment. 3.3.1 How texts link together in the two-week cycle Different texts have been used as a basis for designing the two-week teaching cycle. They have been selected on the basis of how they link together to form an integrated unit, for example learners will listen to a story and then read a story. They will be asked to write a short oral description of a place or person (that will link to the story) or they might be asked to write a letter to a character in the story. Select a theme or topic for each two-week cycle that will enable you to link the activities successfully. The reason for using themes or topics is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. The language structures suggested in each cycle are meant to strengthen the texts that will be produced in the cycle. The teacher may add other language structures deemed helpful to this course. 3.3.2 How the texts/activities are sequenced across the two-week cycle The texts do not have to be taught in a particular order. In most cases, there should be a Listening and Speaking activity/text to prepare for the reading or writing activity. Sometimes, the Listening and Speaking activity should derive from the reading text. Learners should engage with the different kinds of texts orally and in reading before they are asked to write these texts. In most cases, the text to be listened to, e.g. a story or news report will be different to and ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) at a higher level than the one that learners will read. This is because their listening skills are more developed than their reading skills. 3.3.3 The type of texts prescribed and recommended The text types to be taught in every two-week cycle are specified in the teaching plan and should be contained in the prescribed textbook. In most cases, no specific story type is prescribed. Choices may be made from the variety of contemporary stories, imaginative stories (e.g. adventure, science fiction) historical stories (e.g. biographies) and traditional stories (e.g. myths, legends and fables) that are available. The same is true of poems and plays. These will be texts chosen from the reader/readers/other books (extended reading) and will support the texts read in the prescribed section. They can either be the same text type (to emphasise understanding of text structure) or a different text type (to stimulate further interest and extend the range of reading abilities). In all cases, this additional reading should relate to the topics and themes chosen for the prescribed texts in that two-week cycle. 3.3.4 Integration of all language skills in a two-week cycle Although the skills in the teaching plan are presented separately, they should be taught in an integrated manner where possible, e.g. in the teaching of an oral interview learners can read a written text and they can later be required to produce a written interview. The choice of language structures to be taught in a particular cycle should enhance the production and understanding of oral and written texts to be produced during that cycle, e.g. the adjectives, syno￾nyms, antonyms, adverbs and past tense prepare learners for writing a narrative or descriptive essay. The subjunc￾tive mood is useful when learners write a reflective essay. The oral and writing strategies to be taught in each two-week cycle should be determined by the type of text to be produced, e.g. when teaching a narrative essay learners should be taught how to write chronological paragraphs, but when they write expository essays they could be taught how to write a procedural paragraph. 3.3.5 How the Language Structures and Conventions are addressed The content of the ‘Language Structures and Conventions’ column is related in most cases to the types of texts prescribed in Listening and Speaking, Reading and Viewing, and Writing and Presenting, and will naturally be given attention in the process of engaging with the texts and during the time allocated for Listening and Speaking, Reading and Viewing, Writing and Presenting. For example, if a story is being done, learners will naturally use the simple past tense and will read texts using this tense. However, it is also important that activities be developed that focus on particular language structures, in context. Choose items from the ‘Language Structures and Conventions’ section to teach learners language that appears naturally in the focus text type and in an order that supports a natural and logical approach to language acquisition. Not all items must be taught within that given cycle but ensure that all the items listed in the overview are covered by the end of the year. Some 2 week cycles might be filled with numerous Language Structures and Conventions items. This does not necessarily mean that all of them need to be covered in that cycle. The assumption is that most of these items have been dealt with in the previous cycle or in the Intermediate Phase. In the Senior Phase the teaching of these items will be more of a revision. Construct activities that are meaningful to learners and that relate to the texts they are studying in the two-week cycle. More activities of this nature should be done as learners make progress from Grade 7 to 9. Select very carefully which rules you explain to learners and keep these to a minimum. Teaching should integrate all the language skills and language structures as they are interrelated. All of these should be taught in context. Note however that there is also specific time allocated to formal instruction in Language Structures and Conventions. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 57 3.4 Teaching Plans Table GRADE 7 TERM 1 CONTENT WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 1 - 2 Introductions: Self or others • Teach features and conventions of introduction • Language use Listen to a short story • Identify main and supporting ideas from a short story • Take notes • Share ideas and experiences and show understanding of concepts Retell a story • Retell events in correct sequences • Mention characters correctly • Mention the timeline Story Telling • Teach conventions of story telling: speaking skills, tone, pronunciation, tempo, intonation, eye contact, posture, gesture • Tell story from own experience Literary text: short stories/folklore • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluation Pre-reading strategies • Recognize features of text such as titles, headings, illustrations • Recognise parts of book such as cover, title page, index, chapters, glossary, index Reading comprehension and reading strategies • Skimming and Scanning • Intensive reading • Visualization • Inferring meaning and conclusions • Fact and opinion • Meaning of words Write a narrative/descriptive paragraph Paragraph conventions: • Topic sentence of paragraph • Main and supporting ideas • Use conjunctions for cohesion • Explain requirements of text such as telling a story • Use appropriate words and style • Write in the past tense Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Writes a story based on a personal experience. Reinforcement of grammar covered in previous phase Word level work: common nouns, proper nouns, countable and uncountable nouns, concrete and abstract nouns Sentence level: simple sentences, statements, simple present tense, simple past tense Spelling and punctuation: full stop, comma, colon, semi colon, capital and small letters Dictionary use and spelling rules Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 3 - 4 Listening and Speaking strategies Listen to and discuss the poem • Share ideas and experiences en show understanding of concepts • Answer questions • Explain to a friend why you liked a specific poem Prepared reading aloud • Tone, voice projection, pronunciation, phrasing, eye contact • Give attention to punctuation • Use appropriate body language Literary text: poems Reading methods • Independent reading Pre-reading strategies • Recognize features of text such as titles, headings, illustrations • Recognise parts of book such as cover, title page, index, chapters, glossary, index Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Creative writing: own poem Stanza conventions: • structure of a stanza • use conjunctions for cohesion • use a variety of sentence types, lengths and structures • diction • figurative language Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Writes a poem • Two verses Reinforcement of language structures and conventions covered in previous weeks Word level: compound nouns, complex nouns, revision on verbs, finite verbs, pronouns, personal pronouns, possessive pronouns, articles Word meaning: rhymes, borrowed words, idioms, proverbs, alliteration, similes, metaphors, interjectives/ ideophone synonyms, antonyms, Punctuation: full stop, comma Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 59 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 5 - 6 Listening and Speaking strategies Conversation about drama: • Take part in informal conversations about simple topics • Use correct register • Maintain the conversation • Identify main and supporting ideas • Take notes • Answer questions Use incomplete dialogues for learners Dialogue • Take part in a dialogue • Use appropriate language • Respond appropriately • Observe dialogue conventions, e.g. turn taking • Use appropriate body language Literary text drama (one act) • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading • (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (strategies) • Skimming and scanning • Intensive reading - Predicting - Infer meaning of unfamiliar words by using word attack skills • Critical language awareness Write a dialogue, enacting drama • Requirements of format, style, point of view • Target audience, purpose and context • Word choice • Appropriateness of certain utterances • Free expression Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: common and proper nouns, complex nouns, collective nouns, finite verbs, pronouns, possessive noun Sentence level: simple sentences, statements, simple present tense, simple past tense, subject, subject-verb agreement Word meaning: synonyms, antonyms, proverbs, idioms Punctuation: colon, open and close inverted commas, exclamation marks, question marks Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7 - 8 Listening and Speaking strategies Listen to a short story/folklore Listening Comprehension • Identify main and supporting ideas and take notes • Share ideas and experiences and show understanding of concepts • Identify persuasive and manipulating techniques where applicable • Answer questions Group/panel discussion Listen to poetry and determine meaning Discuss the story/folklore that they were exposed to in the previous activity • Identify characters • Discuss the theme • Discuss point of view • Relate content to own experience Literary text: short stories/folklore • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Reading/viewing for comprehension • skimming and • scanning • intensive reading • Infer meaning of unfamiliar words by word attack skills Write a review/letter • Requirements of format, style, • Target audience purpose and context • Paragraph cohesion • Word choice Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a letter/review following the process writing Reinforcement of language structures and conventions covered in previous weeks Word level: singular and plural, adjectives, degrees of comparison, superlatives. Sentence level:, simple present tense, simple past tense Word meaning: homophones, homonymy, polysemy, riddles, proverbs, idioms Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 61 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 9-10 Listening and Speaking strategies Listening comprehension • Explain listening process • Take notes • Answer questions Group/panel discussion • Discuss specific ideas from a short story • Take a position on ideas and refer to text to support the position Relate content to own experience Literary text: short stories • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Reading/Viewing for comprehension (strategies) • Skimming • Scanning • Intensive reading • Fact and opinion • Infer meaning of unfamiliar words by word attack skills Write a descriptive essay • Paragraph conventions: • Topic sentence of paragraph • Main and supporting ideas • Logical order of paragraphs • Conjunctions for cohesion • Use a variety of sentence types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Present an essay for assessment Reinforcement of language structures and conventions covered in previous weeks Word level: prefixes, suffixes, roots, auxillary verbs, finite verbs Sentence level: subject and predicate, subject verb agreement, main clause, dependent clause Word meaning: synonyms, antonyms Punctuation and spelling: Dictionary usage, spelling patterns, spelling rules Vocabulary in context Remedial grammar from learners' writing ASSESSMENT FOR TERM 1 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1 Retell a story/discusses a poem/dialogue/group/panel discussion Descriptive/narrative essay Informal letter/review/dialogue Comprehension and language use ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 TERM 2 CONTENT WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 1-2 Listening and Speaking strategies Listening comprehension: • Explain listening process • Take notes • Answer questions Tell a story • Characterisation • Diction • Body language • Interpret mood, tone, atmosphere time-line, ironic twists and ending; Literary text like youth novel/drama • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading/viewing for comprehension (use written and/or visual text such as cartoons/strips) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language Writing: Narrative essay Paragraph conventions: • Topic sentence of paragraph • Main and supporting ideas • Logical order of paragraphs • Conjunctions for cohesion • Use a variety of sentence types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: Complex nouns, predicate and object, dual use of some nouns, finite verbs, Adjectives: comparative, superlative Sentence level: subject and predicate, subject verb agreement, main clause, dependent clause Word meaning: synonyms, antonyms, literal, figurative, emotive language Punctuation: full stop, comma, exclamation mark, question mark Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 63 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 3-4 Listening and Speaking strategies Listening comprehension (written text/TV news presentation) • Explain listening process • Take notes • Write answers Different forms of oral communication: Debate (on advertising) • Choose appropriate topic • Present argument logically • Use cohesive devices appropriately • Use correct vocabulary, language structures • Use manipulative/emotive language • Follow procedures Reading/viewing for comprehension (use written and/or visual text such as advertisement • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Manipulative language • Formal/informal language Literary text such as a novel • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Write Transactional texts: Advertisement/posters • Requirements of format • Purpose, target group and context • Word choice and sentences construction • Visual elements such as font types and size, headings, symbols, colour) • Manipulating/persuasive language Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: Proper nouns, gender, plural, singular Adjectives: demonstrative, relative Sentence level: direct and indirect speech, simple and compound sentences Word meaning: synonyms, antonyms, literal and figurative meaning Punctuation and spelling: colon; semi- colon Dictionary use Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 5-6 Listening and Speaking strategies Group/class discussion on how to give instructions or follow procedures • Choose a topic • Share ideas • Take turns and listen attentively • Fill gaps • Use discourse markers to sustain discussion Prepared/unprepared speaking • Choice of diction • Use of tone, pace and intonation • Using cues during presentation • Using appropriate body language Reads an instructional text like instructional procedures • Skimming • Scanning • Intensive reading • Make inferences Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Shorter transactional text: instructions • Requirements of format, style • Target audience purpose and context • Paragraph cohesion • Word choice and sentence structure Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an instructional text Reinforcement of language structures and conventions covered in previous weeks Word level: Adverbs Preposition – of time, place and movement Adjectives: numerical Sentence level: active and passive voice Word meaning: idioms and proverbs Punctuation: hyphen; apostrophe Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 65 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7 - 8 Listening and Speaking strategies Role play drama • Assume assigned role • Use appropriate language • Observe conventions • Use appropriate body language Investigation role play • Compile questionnaire • Observe conventions • Use appropriate language • Report findings Read literary text: like drama/novel • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Write a drama review Paragraph conventions: • Topic sentence of paragraph • Main and supporting ideas • Logical order of paragraphs • Conjunctions for cohesion • Use a variety of sentence types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: Transitive and intransitive verbs Sentence level: Passive; present progressive; direct and reported speech; Word meaning: synonyms, antonyms, literal, figurative Punctuation: colon; quotation marks; question marks; comma; full stop Vocabulary in context Remedial grammar from learners' writing Assessment for Term 2 9-10 TASK 1: ORAL TASK 2: TEST 2 TASK 3 Listening comprehension/debate/conversation/ (un)prepared speech/group discussion on giving instructions Literature: Contextual questions Mid-year examinations Paper 2: Comprehension, language use and literature Paper 3: Writing: 1 essay and 1 transactional text ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 TERM 3 CONTENT WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 1-2 Listening and Speaking strategies Listening comprehension on how to fill in a form/questionnaire • Practise listening process • Take notes • Answer questions Different forms of oral communication on the use of a questionnaire or form Forums, panel discussions • Choose a topic • Share ideas • Take turns and listen attentively • Fill gaps • Use discourse markers to sustain discussion Read a text on the importance of a questionnaire and how to fill it in • Information required • Language use • Signature Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading/viewing for comprehension • Skimming • Scanning • Summarize • Visualization • Make inferences • Meaning of words Transactional texts such as filling in of questionnaires, or forms: • Follow instructions • Provide correct information to the prompt • Use appropriate language Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: common nouns, collective nouns; collective; adverbs of manner and time; adjectives Sentence level: noun clauses; adjectival and adverbial clauses; compound and complex sentences Word meaning: synonyms, antonyms, homonyms Punctuation: question marks; ellipsis; capitalisation; hyphen Abbreviations - initialism, acronym, clipped, truncation Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 67 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 3-4 Listening and Speaking strategies Listen to drama (Dialogue/Interview) • Compile questionnaire • Observe conventions • Use appropriate language • Take notes • Report findings Different forms of oral communication Dramatisation Adapting one genre to another • Enacting original dialogue • Performance in keeping with the spirit and intention of the original • Vivid characterisation with simple props - Use of effective props to create setting Literary text like youth drama/radio drama • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Longer texts e.g. dialogue/ written interview • Requirements of format, style • Target audience purpose and context • Word choice • Appropriate language use Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: proper nouns, singular and plural Adjectives: comparative, superlative Sentence level: complex with relative clauses; direct and indirect speech. Word meaning: roots of words Punctuation: colon; quotation marks; comma; full stop; apostrophe; question mark Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 5-6 Listening and Speaking strategies Different forms of oral communication Role play: meeting procedure • Good opening/introduction • Use of tone, pace and intonation • Language use • Appropriate body language • Good conclusion Listening comprehension (written text/TV news presentation) • Explain listening process • Take notes • Answer questions Read text on how to write a notice/ agenda and minutes • Role players • Language use • Format • Role execution Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading/viewing for comprehension written/visual text/graphs • Skimming for main ideas • Scanning for supporting details • Making predictions • Inferring the meaning of unfamiliar words and images • Main and supporting ideas • Own opinion Longer transactional texts e.g. Notice/Agenda and minutes • Identify target audience and purpose of writing; • Decide on style, view- point & format of writing; • Word choice and language structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: Pronouns: personal, demonstrative, possessive. Sentence level: simple present tense, simple past tense; direct and reported speech; active and passive voice; Word meaning: Verbal extensions (derivatives) Punctuation: apostrophe; capitalisation; comma; full stop; colon Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 69 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7-8 Listening and Speaking strategies Listens to and discusses current news based on newspapers and magazine articles • Use of tone, pace and intonation • Use of manipulative/emotive/ persuasive language • Use of cues • Adherence to conventions • Appropriate body language • Attention-grabbing introduction and a strong conclusion • Purpose, target group and context Prepared/unprepared reading a newspaper article aloud • Use of tone, pace and intonation • Observing punctuation marks for good effect • Appropriate body language Reading/viewing for information (use text such as Newspaper articles/ magazine articles/written speeches • Skimming for main ideas • Scanning for supporting details • Making predictions • Facts and opinions • View point of author • Inferring the meaning of unfamiliar words and images • Formal/informal language • Direct/implied meaning • Figures of speech Write a comprehension test Long/short transactional texts: newspaper article • Requirements of format, style • Target audience purpose and context • Word choice and language structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a newspaper article Reinforcement of language structures and conventions covered in previous weeks Word level: abstract nouns; concrete nouns Prepositions Adjectives: comparative, superlative Sentence level: Chronological (sequential) order; order of importance; description paragraph, persuasive and emotive language; bias and prejudice; stereotypes; rhetoric devices. Word meaning: synonyms, antonyms, literal, figurative Punctuation: quotation marks; exclamation marks; comma; full stop; question marks; ellipsis Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 9-10 Listening and Speaking strategies Listening comprehension based on giving directions • Practise listening process • Take notes • Write answers Different forms of oral communication e.g. giving directions instructions/ • Use of appropriate language • Short effective sentences • Detail Literary text like youth novel/short stories/drama/radio drama • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Reading and viewing for comprehension e.g. written/visual text • Skimming for main ideas • Scanning for supporting details • Making predictions • Facts and opinions • View point of author • Inferring the meaning of unfamiliar words and images • Fact and opinion • Direct and implied meaning Write a narrative/descriptive essay • Requirements of format, style, point of view • Target audience purpose and context • Word choice and language structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: complex nouns Pronouns - personal, relative, reflexive Articles - definite, indefinite, articleless Adjectives: comparative, superlative Sentence level: subject and predicate, subject verb agreement, main clause, dependent clause Word meaning: synonyms, antonyms, literal, figurative Punctuation: full stop; comma; colon, semi colon Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 71 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS ASSESSMENT FOR TERM 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 3 Role play - meeting procedures/(un)prepared reading/giving direction/forum/panel discussion Descriptive/Narrative essay Agenda and minutes Comprehension and Language use OR Literature ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 TERM 4 CONTENT WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 1-2 Listening and Speaking strategies Unprepared speech Introducing a speaker;/vote of thanks/Telling a story • Choose appropriate topic • Organize information coherent • Identify vocabulary, language structures, • Effective introduction and ending Features and conventions (public speaking techniques, structure.) Reading aloud • Use of tone, pace and intonation • Observing punctuation marks for good effect • Appropriate body language Literary text like youth novel/short stories/drama • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading/viewing for comprehension (use written and visual text) • Skimming for main ideas • Scanning for supporting details • Making predictions • Inferring the meaning of unfamiliar words and images • Main and supporting ideas • Fact and opinion • Inferences and conclusions • Own opinion Long/short transactional text e.g. giving directions • Requirements of format, style • Target audience, purpose and context • Word choice and language structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: complex nouns; Adjectives: comparative, superlative; Prepositions - simple (one word), compound (two word), complex (three and more word) prepositions Sentence level: simple sentences; compound sentences; complex sentences; adverbial and adjectival clauses; Word meaning: synonyms; antonyms; literal; contextual; figurative; adjectives; adverbs; Punctuation: semicolon; inverted commas; full stop; apostrophe Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 73 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 3-4 Listening and Speaking strategies Listening comprehension (written text/TV news presentation) • Explain listening process • Take notes • Write answers Different forms of oral communication Debate/Group discussion: Discuss use of e-mail/posters/diary entries/ flyers • Features and conventions • Planning, researching, organising and presenting Read a text with a diary/e-mail/flyers • The format • Language use • Target audience Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry/folklore • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Long/shorter transactional texts e.g.: e-mail, posters/diary entries/flyers. • Requirements of format, style, point of view • Target audience purpose and context • Word choice, vivid description • Sentence structure, lengths and types Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Produce one of above-mentioned texts Reinforcement of language structures and conventions covered in previous weeks Word level: pronouns - interrogative, demonstrative, indefinite nouns - collective nouns; finite verbs, Adjectives: comparative, superlative Prefixes, suffixes and roots. Sentence level: direct speech; questions and prompts; subject-verb agreement; abbreviated statements; rhetoric questions Word meaning: antonyms; literal; figurative; contextual Punctuation: quotation marks; question marks; comma; exclamation marks; font Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 5-6 Listening and Speaking strategies Listening comprehension • Explain listening process • Take notes • Answer questions Prepared speech • Use of tone, pace and intonation • Use of manipulative/emotive/ persuasive language • Use of cues • Adherence to conventions • Appropriate body language • Attention-grabbing introduction and a strong conclusion • Purpose, target group and context Read literary text like youth novel/ short stories/drama/folklore • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Poetry: Prescribed Poems • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message Analysis of a poem: • Lines, words, stanzas, link, refrain, typography, punctuation. • Meaning: implicit and explicit Revision and preparation for examination Essays Preparation stage: • Requirements of format, style, point of view • Target audience purpose and context • Word choice Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: auxiliary verbs; finite verbs, Adjectives: comparative, superlative Sentence level: bias; stereotypes; prejudice; emotive and manipulative statements; rhetoric questions; Word meaning: synonyms, antonyms, contextual Punctuation: full stop; comma; exclamation marks; question marks Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 75 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7-8 Revision and preparation for examination Speaking: • Prepared speech/debate//interview/ conversation • Prepared reading • Unprepared reading Listening • Listening comprehension Revision and preparation for examination Reading • Prepared reading • Reading comprehension • Summary • Literature: - Novel/short stories/folklore - Drama/film study - Poems Revision and preparation for examination Writing: • Transactional texts Reinforcement of language structures and conventions covered in previous weeks Word level work: collective pronouns; reflexive pronouns; stem. Sentence level: simple, compound and complex sentences; statements; subject-verb agreement; question forms; negation Word meaning: synonyms, antonyms, literal, figurative Punctuation Vocabulary in context Remedial grammar from learners' writing Formal and end-of-the-year Assessment Tasks Term 4 9-10 TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION Reading aloud/Debate/group discussion/(un)prepared speech Paper 1:Oral Paper 2: Comprehension, Language and Literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 1 CONTENT WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 1-2 Listening and Speaking strategies: Group discussion - brainstorming; select relevant ideas; sequence main ideas Listening comprehension • Record main and supporting ideas by making notes, • Share ideas and experiences and show understanding of concepts • Identify persuasive/manipulative techniques • Answer questions Literary text like youth short stories • General discussion on the key features like character, characterisation, plot, conflict, background, setting, narrator, theme Reading process Pre-reading strategies Introduce learners to: • Text features - titles, headings, captions, illustrations, • Parts of a book - title page, table of contents, chapters, glossary, index, appendix, footnote, etc. Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Write an essay: Narrative/reflective essay • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an essay following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level: Adverbs of place and degree Pronouns: personal, relative, refflexsive and possesive Sentence level: subject and predicate, subject verb agreement, main clause, dependent clause Word meaning: synonyms, antonyms, literal, figurative Punctuation: full stop; comma; question mark; quotation marks; exclamation mark Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 77 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 3-4 Listening and Speaking strategies: Listen to prepared speech by president/influential member of the society • Discuss features of prepared speech • Identify and explain language use • Identify and discuss features in the speech Prepared speech • Choose appropriate topic • Organize information coherently • Identify correct vocabulary and language structures • Prepare effective introduction and ending • Practice • Present Read a speech • Identify and discuss key features • Analyse language use • Identify and discuss emotive or manipulative use of language • Analyse introduction and conclusion Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading strategies: Guided reading,Group reading, Independent reading Reading/viewing of written/visual text for comprehension • Skimming and Scanning • Intensive reading • Purpose and target group • Inferring meaning and conclusions • Identify manipulative language • Influence of selection and omission on the meaning of text • How language and images reflect and shape values and attitudes • Impact of use of font types and sizes, headings and caption on meaning Write a speech Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a speech: • Explain the requirements of text to write a narrative essay • Identify the target audience • Decide on style, purpose and format • Use appropriate words • Introduction to development, climax • Conclusion Reinforcement of language structures and conventions covered in previous weeks Word level: Nouns - compound, gerund, diminutives, augmentatives Verbs: finite; non-finite verbs; Prepositions Adjectives: comparative, superlative Sentence level: verb phrase; verb clause; supporting sentences, topic sentence; noun phrase; noun, adjectival and adverbial clause; conjunctions; emotive and manipulative language Word meaning: synonyms, antonyms, literal, figurative Punctuation: exclamation mark; question mark; comma; full stop Abbreviations - initialism, acronym, clipped, truncation, aphesis, portmanteau Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 5-6 Listening and Speaking strategies Group discussion about visual, audio -visual/multimedia text • Activate background knowledge • Estimate purpose of the text • Seek for meaning • Understand text • Take notes • Understand message Listening Comprehension (sound only) • Record main and supporting ideas by making notes, checklists, summaries, paraphrasing and retelling Reconstruct scenes: • Agree on the version/meaning seen • Role-play what happened in the two scenes etc. Literary text like novel/short stories/ drama • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • Internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, stanzas, typography • figurative meaning • mood • theme and message OR Reading/viewing for comprehension (strategies) • Skimming and Scanning • Intensive reading • Inferring meaning and conclusions • Identify manipulative language • Influence of selection and omission on the meaning of text • Infer meaning of unfamiliar words by using word attack skills • Fact and opinion Transactional texts Letters (Friendly/informal) • Features of the text • Language use • Register and style • Introduction and conclusion Write a letter based on visual stimulus Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level: adverbs of manner, time; definite and indefinite articles. Infinite verbs; gerunds Adjectives: comparative, superlative Sentence level: sentence structure; adjectival and adverbial clauses, and phrases; negation; statement. Word meaning: synonyms, antonyms, literal, figurative Punctuation: full stop, comma Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 79 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7-8 Listening and Speaking strategies Unprepared speech on a newspaper or magazine article • Organize information coherently • Identify correct vocabulary and language structures • Respond to text • Effective introduction and ending Forum discussion/group discussion on newspaper or magazine article • Features of the text • Conventions and structure of the text • Diction • Register and style Read newspaper or magazine article • Key features of literature text: such as character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Transactional texts Report/magazine article • Features of the text • Language use • Register and style • Introduction and conclusion Write a report/magazine article based on visual stimulus Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level:/ideophones/interjectives Sentence level: simple sentences; simple present tense; simple past tense; adjectives and adverbs; bias; prejudice; stereotypes Word meaning: proverbs; contextual; literal; denotative; connotative Punctuation: comma; full stop; quotation marks; exclamation marks; apostrophe; ellipsis Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 9-10 Listening and Speaking strategies Oral: Interview/filling in a questionnaire report/group discussion • Research topic • Organise material coherently support with examples. • Identify and choose the correct vocabulary, language and conventions • Prepare effective introduction and conclusion Listening comprehension • Recording main and supporting ideas by making notes, • Sharing ideas and experiences and show understanding of concepts • Identify persuasive/manipulative techniques • Answer questions Read a investigative report • Key features of report • Format • Language use Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Transactional text e.g. investigative report • Purpose, target group and format • Paragraph conventions • Conjunctions for cohesion • Use a variety of sentence types, lengths and structures • Formal style Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an investigative report Reinforcement of language structures and conventions covered in previous weeks Word level: Regular - irregular Verbs; main verbs; auxiliary verbs Sentence level: statement; sentence structure; present and past tenses; bias; prejudice and stereotypes; Word meaning: synonyms, antonyms, contextual; denotative; connotative Vocabulary in context Remedial grammar from learners' writing ASSESSMENT FOR TERM 1 TASK 1: ORAL TASK 2: WRITIN G TASK 3: TEST 1 Group discussion - visual texts/listening comprehension/(un)prepared speech/forum/group discussion/interview Narrative/reflective essay Newspaper report/article Language and comprehension ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 81 GRADE 8 TERM 2 CONTENT WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 1-2 Listening and Speaking strategies Listening comprehension: • Listen to instructions/directions • Take notes • Answer questions Different kinds of oral communication e.g. A unprepared news presentation/ speech Giving directions: • Features of the text • Language and conventions • Body language Read information text with visuals, e.g. maps, landmark, scales • Format • Language use • Features Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) • Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/Viewing visual text • Scanning • Intensive reading • Make inferences • Make a summary (use mind maps) Transactional text e.g. Directions/ Instructions/ • Correct format • Organize content (mind map) • Main and supporting ideas • Paragraph conventions • Logical progression of paragraphs to ensure coherence • Conjunctions for cohesion • Language conventions Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an instruction text Reinforcement of language structures and conventions covered in previous weeks Word level work: Adjectives: comparative, superlative; common and proper nouns; pronouns: personal, relative, refflexsive and possesive conjunctions Sentence level: verb phrase; verb clause; supporting sentences, topic sentence; noun phrase; noun, adjectival and adverbial clause; Word meaning: synonyms; antonyms; contextual; Punctuation and spelling: spelling patterns: full stop, comma Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 3-4 Listening and Speaking strategies Forum/panel discussion: • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register Debate • Indicate roles • Learn text conventions • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register Literary text like recorded television/ radio/simulation forum • Key features of the text • Language use • Format • Role players Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (use written and/or visual text such as cartoons/strips) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language Write a dialogue Paragraph conventions • Format • Introductory sentences • Main and supporting ideas • Order and cohesion • Word choice and punctuation Language conventions Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a dialogue Reinforcement of language structures and conventions covered in previous weeks Word level work:: Finite Verbs Sentence level: simple present tense; simple past tense; emotive and manipulative use; sentence structure; negation; question form; direct and indirect speech Word meaning: literal; synonyms; antonyms; homophones; homonyms; Punctuation and spelling: spelling rules and conventions Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 83 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 5-6 Listening and Speaking strategies Listening comprehension • Listening process • Writing response Interview • Teach features and conventions • Do planning and research • Choose style, register and vocabulary • Take turns • Use persuasion techniques Literary text like drama/play • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, typography • figurative meaning • mood • theme and message Reading comprehension: Interview • skimming and scanning • intensive reading • Making predictions • Inferring the meaning of unfamiliar words and images by word attack practices • facts and opinion • view point of role players • implied meaning Transactional text e.g. Written interview • Correct format and features • Organize content (mind map) • Main and supporting ideas • Paragraph conventions • Logical progression of paragraphs to ensure coherence • Conjunctions for cohesion • Language conventions Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an interview Reinforcement of language structures and conventions covered in previous weeks Word level work: Adverbs of place and frequency Sentence level: correct word order; question forms; euphemisms; sentence structures; mood; voice Word meaning: figurative; literal; contextual; pun Punctuation and spelling: abbreviations; question marks; exclamation marks; full stop; comma Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7-8 Listening and Speaking strategies Listening comprehension (non￾fictional text e.g. Newspaper articles) • Listen for comprehension • Take notes • Answer questions Group discussion: • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register Literary text such as youth novel/ short story • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading strategies for comprehension • Purpose and target group • Making inferences • Give own opinion • Distinguish between facts and opinions • Direct and implied meaning Write a review of the story/novel • Structure of the text • Features and conventions • Diction • Register • Audience • Tone Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level work: Prefixes and suffixes Sentence level: subject and predicate, subject verb agreement, main clause, dependent clause Word meaning: synonyms, antonyms; homonyms; paronyms Punctuation and spelling: acronyms Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 85 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS ASSESSMENT FOR TERM 2 9-10 TASK 1: ORAL TASK 2: WRITING TASK 3: MID-YEAR EXAMINATIONS Listening comprehension/giving directions/forum/panel discussion/debate Interview/instruction text/story review Paper 1: Oral Paper 2: Comprehension, language use and literature Paper 3: Writing - 1 essay and 1 transactional text (1 hr) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 3 CONTENT WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 1-2 Listening and Speaking strategies Listening comprehension (use recorded dialogue) • Listen to dialogue • Take notes - Language and power - Tone - Mood - Introduction and conclusion • Answer questions Group discussion/dialogue: • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register • Present Literary text like drama/play • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: Pre-reading strategies • Text features - titles, headings, captions, illustrations, • Parts of a book - title page, table of contents, chapters, glossary, index, appendix, footnotes, etc. Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading strategies for comprehension • Purpose and target group • Making inferences • Give own opinion • Distinguish between facts and opinions • Direct and implied meaning Longer transactional text e.g. dialogue/review Paragraph conventions Correct format • Purpose and target group • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Reinforcement of language structures and conventions covered in previous weeks Word level work: Adjectives: comparative, superlative; common and proper nouns Sentence level: simple present tense; question forms; statement; discourse markers; direct and reported speech; simple past tense Word meaning: antonyms; synonyms; paronyms; contextual; literal Punctuation and spelling: spelling patterns: full stop, comma; quotation marks Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 87 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 3-4 Listening and Speaking strategies Listening comprehension: • Listen to letter to the press • Take notes - Language use - Register - Conventions • Share notes Group discussion • Relates to own life experiences • Uses information from the text to answer questions • Discusses the social, moral and cultural values in the text • Participates in group discussion - Take turns - Stays on the topic - Asks questions Read a newspaper/magazine article about current/social issues • Format • Text features • Language use • Tone • Sequencing Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message OROne act play Use at least • one comprehension from the textbook • one literature text - Explain plot, sub-plot, character portrayal, conflict and dramatic response - Identification of themes, mood and tone Transactional text: letter to the press Paragraph conventions • Correct format • Purpose • Main and supporting and target group • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a letter to the press Reinforcement of language structures and conventions covered in previous weeks Word level work:: Adverbs of manner, place, degree; prepositions Sentence level: simple sentences; complex sentences; sentence structure; emotive and manipulative language use; fact and opinion; bias, prejudice and stereotypes. Word meaning: synonyms; homonyms; paronyms Punctuation and spelling: spelling patterns; comma; full stop; ellipsis Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 5-6 Listening and Speaking strategies Unprepared speech • Public speaking skills • Planning, research and organization • Presentation: tone, voice projection, pronunciation, eye contact, gestures, rhetorical devices • Language usage: vocabulary • Style and register Prepared speech • Practise the above skills • Comment on each other’s speech • Listen to a speech made by a prominent community member • Comment on the speech Literary text such as youth novel/ short story/drama • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (use written and/or visual text such as cartoons/strips) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language Transactional text: formal/Informal letter • Correct format • Purpose • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a letter Reinforcement of language structures and conventions covered in previous weeks Word level work: Adjectives; adverbs; abbreviations; roots, prefixes and suffixes Sentence level: simple sentences; complex sentences; past continuous tense; future continuous tense; sentence structure; emotive and manipulative language use; fact and opinion; bias, prejudice and stereotypes. Punctuation and spelling: spelling rules and conventions Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 89 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7-8 Listening and Speaking strategies Listening for information • Listen to an informative text • Listen to presentation, language use, tempo and voice projection • Listen to story line • Discuss with partner • Story telling • Choose a story • Do planning and research • Choose style, register and vocabulary • Present a story Literary text such as short story, novel • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension: (text from text prescribed literature) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Write a literary text: short story • Correct format • Purpose • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Create own story following the process outlined Best story ‘published’/read in class. Reinforcement of language structures and conventions covered in previous weeks Word level work: Common and proper nouns. Prepositions with a variety of phrasal verbs Sentence level: tenses; sentences; proverbs and idiomatic expressions; adjectival and adverbial clauses; Word meaning: synonyms; antonyms; homonyms; Punctuation and spelling: spelling patterns; ellipsis; punctuation of abbreviations and contractions Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 9-10 Listening and Speaking strategies Listen to a text read aloud from a short story • Recorded text is played • Appropriate reading skills are pointed out to learners • Use of punctuation in a read text • Opening and closing Prepared reading aloud • Select a text to read aloud • Use appropriate reading skills such as tone, volume, tempo, voice projection, pronunciation, fluency • Practise • Read text Read a literary text such as short story/novel • Key features of literature text: such as, background, time, milieu, narrator, Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (use written and/or visual text such as cartoons/strips) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language Write an essay: Argumentative/ descriptive essay • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an essay following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Common and complex nouns. Prepositions with a variety of phrasal verbs Sentence level: introductory paragraphs; definition paragraph, concluding paragraph; sentence structures; sentence types Word meaning: synonyms, antonyms; homonyms Punctuation and spelling: spelling patterns; various punctuation marks Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 91 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS ASSESSMENT FOR TERM 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1 Dialogue/(un)prepared speech/story telling/prepared reading Descriptive/argumentative essay Informal letter/dialogue Comprehension and language use ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 4 CONTENT WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 1-2 Listening and Speaking strategies Listening comprehension (such as listening to a written/audio￾visual text) • identify main and supporting ideas • write notes • share ideas and experiences and show understanding of concepts • identify persuasive/manipulating techniques where applicable • answer questions Conversation: Discussion based on a newspaper/magazine article • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register Read a newspaper/magazine article • Format • Language use • Text features • Sequencing Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/Viewing for information using (written/visual text/multi-media texts) • Intensive reading • Making inference • Predict • Visualization • Meaning of words • Fact and opinion Write a summary Long transactional text e.g. Newspaper article/magazine article • Correct format • Purpose • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a newspaper/magazine article Reinforcement of language structures and conventions covered in previous weeks Word level work: Singular and plural; gender; diminutives Sentence level work: Direct and reported speech; question forms; fact and opinion; sentence structure; sentences; ambiguity; voice; gerund Word meaning: synonyms; antonyms; euphemism; homonyms; literal and figurative meaning Punctuation and spelling: quotation marks; spelling patterns Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 93 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 3-4 Listening and Speaking strategies Debate • Indicate roles • Learn text conventions • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register • practise Group discussion: • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register Literary text such as/novel/short story/drama/ • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension: (text from text book) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Write a paragraph or point form summary Write a transactional text: a diary entry • Correct format • Purpose • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a diary entry Reinforcement of language structures and conventions covered in previous weeks Word level work: Pronouns - personal and relative Moods - Subjunctive Imperative Potential Indicative Conditional Sentence level work: Tenses; sentence types; speech; voice; sentence structure; direct and reported speech; question forms; fact and opinion; ambiguity; voice; gerund Word meaning: literal and figurative meaning Punctuation and spelling: spelling patterns; punctuation marks Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 5-6 Listening and Speaking strategies Listen to a text read aloud • Recorded text is played • Appropriate reading skills are pointed out to learners • Use of punctuation in a read text • Opening and closing Dialogue based on text read aloud • Decide on topic • Revise conventions • Discourse markers to sustain dialogue • Roles for participants • Opening and closing • Practise • Presentation Literary text such as drama/play Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension: e.g. dialogue) • Purpose, target group and context • Explain theme/message • Make inferences • Give own opinion • Direct and implied meaning • Socio-political and cultural background of text and author Transactional text e.g. journalistic report • Correct format • Purpose • Bias and prejudice • Manipulation • Stereotypes • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write journalistic report a following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Relative pronouns; singular and plural forms Sentence level work: Procedure; compare/contrast Description paragraph; introductory and closing paragraphs; sentences; supporting sentences, topic sentence; speech; voice; bias and prejudice Word meaning: synonyms, antonyms Punctuation and spelling: quotation marks; spelling patterns; punctuation marks Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 95 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7-8 Prepare for examination Speaking: • Prepared speech/debate//interview/ conversation • Prepared reading • Unprepared reading Listening • Listening comprehension Prepare for examination Reading • Reading comprehension • Summary • Literature: - Novel/short stories/folklore - Drama/film study - Poems Prepare for examination Writing: • Essays • Long transactional texts • Short transactional texts Reinforcement of language structures and conventions covered in previous weeks Word level work: revision Sentence level work: revision Word meaning: revision Punctuation and spelling: revision Vocabulary in context Remedial grammar from learners' writing FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS TERM 4 9-10 TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION Debate/conversation/group discussion/dialogue Paper 1: Oral Paper 2: Comprehension, Language and Literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 1 CONTENT WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 1-2 Speaking and Listening strategies Group discussion/conversation: Listen to/watch an advertisement and discuss) • Tone • Pacing • Emotive and manipulative language use • Font size • Body language Listening comprehension: advertisement • Record main and support ideas by making notes • Share ideas and experiences and showing understanding of concepts • Identify persuasive/manipulative techniques • Answer questions Reading/viewing for comprehension (visual text such as advertisement/ poster/cartoons/strips/) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language • Body language • Use of punctuation and font • Pre-reading • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Literary text like youth novel/short stories/drama • Pre-reading (Introduce text) - Explore literary features like titles, headings, illustrations, font size, font type - Explore parts of book like cover, title page, index, chapters, glossary • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Reading strategies • Skimming • Scanning • Intensive reading • Summarising • Visualizing • Inferring meaning and conclusions Transactional texts: Advertisement/poster • Correct format • Purpose • Text features • Language use • Register Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a advertisement/poster Reinforcement of language structures and conventions covered in previous weeks Word level work: • Spelling and spelling patterns • Abbreviations Sentence level work: • Sentence structure Nouns, adjectives, pronouns • Concord • Simple tenses Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 97 WEE K LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 3-4 Speaking and Listening strategies Listening to a reading of text • Identify and comment on: - use of voice - use of intonation and pace - punctuation in reading - opening and closure • Discuss above features Prepared reading aloud • Use relevant speaking skills such as tone, volume, pace, voice projection, pronunciation, fluency • Learners choose their reading text and present to class. Literary text like youth novel/short stories/drama • General discussion of the key features like character, characterisation, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text/predict events) - Background/setting - Brainstorm the theme • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing visual/multimedia text (strategies) • Skimming • Scanning • Body language • Inferring meaning of unfamiliar words and images (cartoons) by using word attack skills - clarifying - predicting Write a letter of appreciation for help/ advice received • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a letter of appreciation for help/ advice received Reinforcement of language structures and conventions covered in previous weeks Word level work: • Spelling and spelling patrons • Abbreviations, shortening, acronyms • Stems, pre and suffix’s, complex and simplex Sentence level work: • Nouns, adjectives, pronouns • Punctuation • Tenses; direct and reported speech; sentence structure; concord Critical language use: Idioms and proverbs; euphemism Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEE K LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 5-6 Speaking and Listening strategies Listen to a telephone conversation/ dialogue between a call centre agent and client concerning a dispute over a contract • Tone • Language use • Register • Conventions Role-play a verbal transaction between a seller and a purchaser, and the subsequent dispute as a result of a verbal contract going sour. • Language use • Tone • Body language • Authenticity Presentation Read a contract between a seller and a purchaser • Format • Language use • Contract-speak • Importance of signature • Recourse in case of dispute Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Read/view contract for comprehension( Strategies) • Skimming • Scanning • Language use • Contract-speak, e.g. fine print, dispute, contract lifespan • Infer meaning of unfamiliar words by using word attack skills Transactional text: write a report on findings in a dispute between a seller and a purchaser • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a report following a process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: conjunctions Sentence level work: Sentence structure; sentence types; direct and reported speech; question forms; voice; Word meaning: Idioms and proverbs Punctuation and spelling: spelling patterns; Abbreviations - initialism, acronym, clipped, truncation, aphesis, portmanteau Vocabulary in context: the language of contracts and legal documents Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 99 WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7-8 Speaking and Listening strategies Listening comprehension (dialogue) • Listen to dialogue • Take notes - Language and power - Tone - Mood - Introduction and conclusion • Answer questions Oral: Unprepared speech Choose suitable topic • Organize information cohesively • Identify correct vocabulary and language structure • Suitable introduction and ending • Use visual, audio-visual resources where applicable Literary text such as short story, youth novel/novel/drama • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension: (text from prescribed literature) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Write an essay: Narrative/descriptive/ reflective essay • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an essay following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Regular and irregular Verbs. Sentence level: subject and predicate, subject verb agreement, main clause, dependent clause Word meaning: Idioms and proverbs Punctuation and spelling: spelling patterns; acronyms. Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEE K LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 9-10 Speaking and Listening strategies listen to a newspaper report • Structure • Features • Language use • Tone • Register • Introduction and conclusion Discuss findings Oral presentation of report • Language use • Register • Tone • Body language • Introduction and conclusion Read a newspaper/magazine report Reading strategies • Intensive reading • Text features e.g. Plot, character, setting, narrator, mood, theme, narrators perspective • Inferring meaning of unfamiliar words by word attack skills • Direct and implied meaning Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (use newspaper report) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language • Answer questions Long transactional texts: Such as report/interview • Requirements of task and text type • Format, style, point of view • Target audience purpose and context • Word choice • Sentence structure, lengths and types • Paragraph conventions Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a report following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Moods - Subjunctive Imperative Potential Indicative Conditional Sentence level work: Simple sentences; compound sentences; Complex sentences; Voice; tenses; Word meaning: Idioms and proverbs Literal, figurative, alliteration, assonance, personification Punctuation and spelling: spelling patterns; quotation marks; apostrophe Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 101 WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS ASSESSMENT FOR TERM 1 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1 Prepared reading/conversation Descriptive/narrative essay Informal letter/review/dialogue Comprehension and language use ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 2 CONTENT WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 1-2 Listening for comprehension Listen to a story • identify main and supportive ideas • language use • register • answer questions Forum/group discussion: culture • Indicate roles • Speakers take turns • Explain view points and reach consensus • Use appropriate language, style and register • Present Read a literature text e.g. Drama/short story/folklore/novel Reading strategies • Intensive reading • Text features e.g. Plot, character, setting, narrator, mood, theme, narrators perspective • Inferring meaning of unfamiliar words and images by word attack skills • Language structure and style Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Transactional texts: Diary entry/constitution/policy • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a diary entry/constitution/policy following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Stems; prefixes and suffixes; Pronouns Sentence level work: Sentence types; Generalisations, Direct/indirect speech; voice; tenses Word meaning: Idioms and proverbs; literal and figurative meaning Punctuation and spelling: Quotation marks; spelling patterns; abbreviations. Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 103 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 1-2 Read/view text for information: Will and testament • intensive reading and viewing • purpose of text • language use • characters and caricatures • background and setting • message and theme • summarising the text Summary Format Language use Structure ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 3-4 Speaking and Listening strategies Listening for comprehension: to a recording of a speech role-play • Explain strategies of the listening process • Answer questions in writing Unprepared reading • Appropriate use of voice, tone and pace • Punctuation in reading • Body language • Contact with audience Read a text e.g. Drama/short story/ folklore • Specific focus on literary text features • Show Comprehension of development of plot and conflict, characterisation, turning point, background, milieu, role of narrator, theme, conclusion and ending Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Read/view text e.g. newspaper articles/magazine articles for information and comprehension Reading strategies Comprehension passage in text book • Skimming and Scanning • Intensive reading • Purpose and target group • Inferring meaning and conclusions • Fact and opinion • Give own opinion • Meaning of unfamiliar words • Identify manipulative language Summarise the text Writing:Text review (unprepared text read)/documentary • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a review/documentary following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Verbs (finites; infinitives) Stems; prefixes and suffixes; Sentence level work: Complex sentences; Generalisations, Direct/indirect speech Word meaning: Idioms and proverbs Punctuation and spelling: Quotation marks; spelling patterns; abbreviations. Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 105 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 5-6 Speaking and Listening strategies Listen to oral text such as interview/speech/story telling for comprehension • Take notes during listening • Listen critically Group discussion/forum discussion • Undertake a discussion based on the oral text • Turn taking • Discourse markers • Conventions Read a literature text e.g. Drama/short story/folklore • Specific focus on literary text features • Show Comprehension of development of plot and conflict, characterisation, turning point, background,/milieu/role of narrator, theme, conclusion and ending Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (use written and/or visual text such as cartoons/strips) • Skimming • Scanning • Intensive reading • Make inferences (characters, setting, milieu, message) • Infer meaning of unfamiliar words by word attack skills • Emotive language Revise structure of Summary Write a transactional text: notice, agenda and minutes • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a notice, agenda and minutes following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Stems; prefixes and suffixes; Adjectives Prepositions Sentence level work: Definition paragraph; introductory paragraph; concluding paragraph; tenses; sentence structure; sentence types Word meaning: Idioms and proverbs Punctuation and spelling: spelling patterns. Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7-8 Speaking and Listening strategies Listen to a recorded advertisement/ advertisement on the radio • Language use • Tone • Pace • Conventions • Take notes Oral presentation: analysis of an advertisement • Explain visual cues like font, print size, picture shots • Explain manipulative use of the language • Explain how omissions, contractions and language use are employed to manipulate the target audience Read/view visual text e.g. Advertisement/cartoon/graphs Use reading/viewing strategies for comprehension and information • Skimming and Scanning • Intensive reading • Purpose and target group • Inferring meaning and conclusions • Identify manipulative language • Influence of selection and omission on the meaning of text • How language and images reflect and shape values and attitudes • Impact of use of font types and sizes, headings and caption on meaning Summary: Revision Literature: Revision Shorter transactional/visual texts e.g. Advertisement review • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an advertisement review Reinforcement of language structures and conventions covered in previous weeks Word level work: Nouns - Concrete and abstract, compound and complex Pronouns - reflexive, relative, interrogative, indefinite Sentence level: subject and predicate, subject verb agreement, main clause, dependent clause Word meaning: Paronyms, metonymy, neologism, synonyms, antonyms Punctuation and spelling: spelling patterns; abbreviations. Vocabulary in context Remedial grammar from learners' writing ASSESSMENT FOR TERM 2 9-10 TASK 1: ORAL TASK 2: WRITING TASK 3: MID-YEAR EXAMINATION Unprepared reading/forum/group discussion Review/documentary/notice/agenda and minutes Paper 1:Oral Paper 2: Comprehension, Language (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Paper 4: Response to Literature (1hr 30 mins) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 107 GRADE 9 TERM 3 CONTENT WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 1-2 Dialogue/negotiations Listen to a negotiation scene between two people (dialogue) • Structure and development of ideas • Using negotiation skills to reach consensus. Discussion based on understanding a will and testament • Language use • Manipulation • Turn taking • Opening and closing • Resolution Read an abridged will and testament • Role players • Date • Possessions (estate) • Beneficiaries • Language of the document • Execution of the will Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Transactional text: write a will and testament • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a will and testament Reinforcement of language structures and conventions covered in previous weeks Word level work: Concrete and abstract Nouns Adjectives Conjunctions and transition Sentence level work: Speech; tenses; sentence types; paragraph types; voice; clauses and phrases. Word meaning: Paronyms, polysemes; homonyms Homophones. Punctuation and spelling: spelling patterns Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 1-2 Reading for Comprehension and reading strategies: visual text - cartoon • Skimming for main ideas • Scanning for supporting details • Making predictions • Inferring the meaning of unfamiliar words and images • Reviewing to promote understanding • The affect of selections and omissions on meaning • The effect of figurative and rhetorical devices • Impact of visual techniques ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 109 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 3-4 Speaking and Listening strategies Listen to interview • Role clarification • Language use • Language and power Discuss CV as one of the requirement for appointment/admission • Information • Relevance • Referees • Link to covering letter Read a literature text e.g. Novel/youth novel/short story • Specific focus on literary text features • Show comprehension of development of plot and conflict, characterisation, turning point, background,/milieu/role of narrator, theme, conclusion and ending Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension (strategies) (Use visual and written texts) Strategies • Skimming for main ideas • Scanning for supporting details • Making predictions • Inferring the meaning of unfamiliar words and images • The affect of selections and omissions on meaning • The effect of figurative and rhetorical devices • Impact of visual techniques Transactional text: e.g. Covering letter and CV • Requirements of format, style • Target audience purpose and context • Word choice, figurative language, symbols, colour, placement • Sentence structure, lengths and types • Selection of visual and design elements Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a covering letter and CV Reinforcement of language structures and conventions covered in previous weeks Word level work: Adjectives Sentence level work: Speech; tenses; sentence types; paragraph types; voice; clauses and phrases. Word meaning: Synonyms Antonyms homophones Homonyms Polysemy Punctuation and spelling: spelling patterns Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 5-6 Speaking and Listening strategies Listen to the Debate on the radio/ television • Role players • Use of voice • Pacing • Presenting a motion and defending it • Presenting a rebuttal • Resolution • Take notes • Discuss and share notes Participate in a debate • Debating conventions • Language use • Present a motion and defend it • Present a rebuttal • Role players • Resolution Read a literature text e.g. Novel/short story/Folklore e.g. legends, myths, fables • Literary text features such as structure, character, milieu, plot, conflict, symbolism, sound richness, imagery, preview reflection Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (Visual and written texts) Strategies • Skimming for main ideas • Scanning for supporting details • Intensive reading • Making predictions • Inferring the meaning of unfamiliar words and images • Main and supporting ideas • The affect of selections and omissions on meaning • The effect of figurative and rhetorical devices • The writer’s inferences and conclusions Summarising the text Write an essay: Narrative/descriptive/ reflective essay • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an essay following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Conjunctions and transition words Sentence level work: Speech; sentence types; sentence structure; voice; tenses; paragraph types. Word meaning: Literal, figurative, Alliteration, assonance, consonance, personification, onomatopoeia, pun Punctuation and spelling: spelling patterns Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 111 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7-8 Speaking and Listening strategies Listening to a speech by a prominent member of the society • Language use • Bias and prejudice • Stereotypes • Tone • Language and power • Answer questions Prepared speech Learners to undertake research or investigation as a preparatory activity. • Presentation conventions • Body language • Introduction and conclusion • Language use Literary text such as short story, youth novel/novel • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) • Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing for comprehension (Visual and written texts) • Skimming for main ideas • Scanning for supporting details • Intensive reading • Making predictions • Inferring the meaning of unfamiliar words and images • Main and supporting ideas • Own opinion • Summary • The affect of selections and omissions on meaning • The effect of figurative and rhetorical devices • Impact of visual techniques • The writer’s inferences and conclusions Transactional text e.g. invitation card, acceptance • Requirements of format, style, point of view • Target audience purpose and context • Word choice, vivid description • Sentence structure, lengths and types Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Design an invitation card and an acceptance thereof Reinforcement of language structures and conventions covered in previous weeks Word level work: Adjectives (attributive) Sentence level work: Description paragraph; choice paragraph; classification paragraph. Word meaning: One word for a phrase Punctuation and spelling: spelling patterns Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 9-10 Speaking and Listening strategies Story Telling • Give attention to: speaking skills, tone, pronunciation, tempo, intonation, eye contact, posture, gestures • Conventions and features of a story Dialogue: Role play a dialogue • Language use • Turn taking • Body language • Text features Read literary text such as drama • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension: (text from text prescribed literature) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Transactional text e.g. dialogue • Word choice, • Personal voice and style • Vivid description • Tone • Main and supporting ideas • Mind-maps to organise coherent ideas • Present essay for assessment Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write agenda and minutes following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Verbs Interrogative, demonstrative, indefinite pronouns Sentence level work: Procedure, spatial order, order of importance, concluding paragraph Word meaning: One word for a phrase Punctuation and spelling: spelling patterns Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 113 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS Assessment for Term 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 2 Prepared speech/role play/debate/discussion of CV/will/ testament Descriptive/narrative/reflective/argumentative essay Covering letter and CV Comprehension and language use ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 114 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 4 CONTENT WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 1-2 Listening Comprehension • Reacts critical on a variety of texts • Listen for specific information • Listen and enjoy fables and titles • Answer question Meeting procedure • Role players • Meeting conventions • Turn taking • Language use • Disagreeing in the meeting • Introduction and conclusion Literary text such as short story, youth novel/novel • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension: (text from text prescribed literature) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Long transactional text e.g. Letter of application (formal) • Correct format • Purpose • Main and supporting ideas • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write a letter of application Reinforcement of language structures and conventions covered in previous weeks Word level work: Verbs Sentence level work: Direct and indirect speech. Active voice and passive voice Word meaning: Ambiguity, cliché, redundancy, tautology, slang, jargon Punctuation and spelling: spelling patterns. Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 115 WEE K S LISTENING AND S PEA KIN G READING AND VIEWIN G WRITING AND PRESENTIN G LAN GUA G E STRU CTURES AND CONVENTIONS 3-4 Speaking and Listening strategies Listening comprehension (use recorded dialogue) • Listen to dialogue • Take notes - Language and power - Tone - Mood - Introduction and conclusion • Answer questions Forum discussion/panel discussion/ group discussion • Role players • Forum/discussion conventions • Turn taking • Language use • Disagreeing in the discussion • Introduction and conclusion Groups talk about subjects of current interest. Literary text such as short story, youth novel/novel • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading/viewing comprehension: (visual or multimedia text like cartoon or advertisement) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Transactional texts e.g. e-mails: • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write an e-mail following the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Proper nouns, gerund, complex nouns Sentence level work: Procedure, spatial order, order of importance, concluding paragraph Word meaning: Stereotypes, prejudice, biasness, emotive Punctuation and spelling: spelling patterns Abbreviations - initialism, acronym, clipped, truncation, aphesis, portmanteau Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 116 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 5-6 Speaking and Listening strategies Role play a situation • Situation is clearly shown • Characters are clearly differentiated • Language is appropriate to the situation portrayed • Role-play shows a possible course of action in a particular situation Conversation • Decide on suitable situation and topics • Speaking conventions • Language and power • Discourse markers Literary text such as short story, youth novel/novel • Key features of literature text: such as character, action, dialogue, plot, conflict, background, setting, narrator, theme Reading process: • Pre-reading (Introduce text) • During reading (features of text) • Post-reading (answer questions, compare, contrast, evaluate)) Poetry • Key features of poem • internal structure of a poem, figures of speech/imagery, rhyme, rhythm • external structure of a poem, lines, words, stanzas, • typography • figurative meaning • mood • theme and message Reading comprehension: (text from text prescribed literature) • Skimming, scanning, visualization • Intensive reading • Making inference • Meaning of words • View point of writer • Fact and opinion • Implied meaning Write a point or paragraph summary Transactional text E.g. obituary/diary entry/invitation card • Correct format • Purpose • Main and supporting ideas • Language use • Register • Logical order of sentences • Use conjunctions to ensure cohesion • Use a variety of sentences types, lengths and structures Focus on process writing • Planning • Drafting • Revision • Editing • Proof-reading and presenting Write obituary/diary entry/invitation card following the process writing approach Reinforcement of language structures and conventions covered in previous weeks Word level work: Verbs, nouns Sentence level work: Explanation: cause and effect Word meaning: Shift of meaning, using language for special purpose, one word for a phrase Punctuation and spelling: spelling patterns. Vocabulary in context Remedial grammar from learners' writing ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 117 WEEKS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND CONVENTIONS 7-8 Speaking and Listening strategies Revision Reading and Viewing: Revision of key features, conventions and structures Writing: Revision of writing texts Revision of the process approach to writing Reinforcement of language structures and conventions covered in previous weeks Word level work: Revision Sentence level work: revision Word meaning: One word for a phrase Punctuation and spelling: spelling patterns. Vocabulary in context Remedial grammar from learners' writing FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS TERM 4 9-10 TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION Debate/interview/conversation/prepared speech/(un)prepared speech/ forum/group/panel discussion/listening comprehension/meeting procedures Paper 1: Oral Paper 2: Comprehension, Language (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Paper 4: Response to Literature (1 hr 30 mins) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 118 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: ASSESSMENT IN FIRST ADDITIONAL LANGUAGE 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners. It involves four steps: generating and collecting evidence of achievement; evaluating evidence; recording the findings and using information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. Assessment in Languages is ongoing and supports the growth and development of learners. It is an integral part of teaching and learning as it provides feedback for teaching and learning. It should be incorporated in teaching and learning instead of being dealt with as a separate entity. Furthermore, integrated assessment of various language aspects should be practiced. For example, we could start off with a reading piece and do a comprehension test. Language knowledge questions could also be addressed based on the same text. Post-reading the text learners could be asked to respond to the text by, for example, writing a letter about the issues raised in the text or to write some creative response to the content of the text. To wrap up this activity, discussions could be held about the topic and in this way address all of the language skills in one fluent, integrated activity. Assessing the different language skills should not be seen as separate activities but one integrated activity. Assessment rubrics should thus address the different language skills in the task. Learners’ listening skills, oral competence, ability to answer questions, participation in discussions and written recording skills where necessary should be observed daily. It is important, too, that learners’ understanding of what they are reading is assessed and not just their ability to recognise or decode words. Assessment of reading should therefore also take place regularly and not just be a once-off assessment. Formal reading assessment should focus on reading aloud as well as activities which help to determine how much the learner has understood, for example, by retelling a story or answering questions. Assessment of written work will focus primarily on the learner’s ability to convey meaning, as well as how correctly they have written, for example, correct language structures and use, spelling and punctuation. All assessment should recognise that language learning is a process and that learners will not produce a completely correct piece of work the first time round. Therefore the various stages in the writing process should also be assessed. When giving a formal assessment task, there will be a focus on a particular skill, for example Listening and Speaking or Reading or Writing. Because language learning is an integrated process, more than one skill will be used. The language structures should be assessed in context. The teacher must ensure that assessment is not only done as written work, but as practical and oral work too. It is important to assess what learners understand and not what they can just memorise. As a result, the teacher should, as often as possible, assess the skills in context. For example, learners may spell all their words correctly during a test on Friday, but are they able to use those same words correctly spelt when writing/recording their personal news or a story? The teaching and assessment of languages should make provision for inclusion of all learners, and strategies should be found to assist all learners to access or produce language texts. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 119 The programme of assessment allows for summative assessment, which could take the form of a test or examination, at the end of every term. The work on which assessment is conducted must have been covered during the term. The assessment items must be pitched at different cognitive levels to ensure validity. 4.2 Informal or daily assessment The purpose of continuously collecting information on a learner’s achievement that can be used to improve learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Assessment of language competence will be in the form of observation, written exercises, oral activities, presentations, written tests, reading aloud and other forms of assessment. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching. It need not be recorded. It should not be seen as separate from learning activities taking place. In some cases, you might want to set specific assessment of activities to motivate learners to learn. Learners or teachers can mark these assessment tasks. It is suggested that the teacher use the first two-weeks of the term to do a baseline assessment of learners. The teacher should use the activities given in the first two-weeks of the teaching plans to do this assessment. Self assessment and peer assessment actively involve learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. Teachers may which to keep informal records of how individual learners are progressing in the different aspects of the subject to assist with planning and ensure that individual learners develop the required skills and understanding. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 4.3 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal Assessment Tasks are marked and formally recorded by the teacher for progression purposes. All Formal Assessment Tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations (such as retelling a story, matching), performances (such as acting out), essays, participation in oral tasks (such as dialogues, conversations, discussions), written tasks (such as completing a worksheet, writing paragraphs or other types of texts), etc. The purpose of designing a Programme of Assessment (POA) is to ensure validity, reliability, fairness and sufficiency of assessment by giving explicit guidance on the types of activities and the percentage allocated to each language skill within a task. It also addresses the focus of assessment, i.e. the way tasks should be addressed. In formal assessment, use memoranda, rubrics, checklists and rating scales as well as other appropriate assessment tools to observe, assess and record learners’ levels of understanding and skill. Choose an assessment tool that is most appropriate for the type of activity. For example, a rubric is more suitable than a memorandum for a creative writing piece. A memorandum is better suited to a spelling test or a reading comprehension activity. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 120 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.3.1 Formal Assessment requirements for First Additional Language Formal assessment tasks must assess a range of aspects of the language skills so that key aspects will be assessed over the course of the term and the year. Teachers should ensure that these aspects have been informally assessed and feedback given to the learner before they are formally assessed. All assessment in the Senior Phase is internal. The formal Programme of Assessment for Grades 7-9 comprises of eleven (11) formal assessment tasks, which make up 100%. The school based assessment is 40% whereas the end of the year examination is 60%. School Based Assessment (40%) The Senior Phase has ten (10) formal assessment tasks for school based assessment. The formal assessment tasks are packaged as follows: • Grade 7 - 4 oral tasks, 2 writing tasks, 3 tests and 1 June examination • Grade 8 - 4 oral tasks, 3 writing tasks, 2 tests and 1 June examination • Grade 9 - 4 oral tasks, 3 writing tasks, 2 tests and 1 June examination End of the year examination (60%) The end of the year examination is comprised of oral and written tasks. The oral task, which is Paper 1, is 20.8%. The percentage should be generated from the four oral tasks undertaken during the course of the year. The written tasks, which should be administered under controlled conditions, comprise of two (2) and three (3) papers respectively for Grades 7 & 8, and Grade 9. Grades 7 & 8 • Paper 2 - Comprehension and language in context, and response to literature • Paper 3 - Writing (Literary, Essay and transactional texts) Grades 9 • Paper 2 - Comprehension and language in context • Paper 3 - Writing (Literary, Essay and transactional texts) • Paper 4 - Response to literature 4.3.2 The form of tasks per term The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. It should be based on the knowledge and skills done during that term. Use the term plans for each grade to select the kind of activities and the set of skills required for each part of the formal assessment task. For example, if you set a creative writing piece in Grade 7, Term 1, in which learners are required to write a poem, ‘write sentences of the same length that rhyme’, as that is what would have been taught. If an information text is set in the first term, they will have to write using an appropriate frame or structure. Similarly for Listening and Speaking, learners would not be expected ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 121 to give a short talk in Grade 7, Term 1, as that is only taught later on. Formal assessment must cater for a range of cognitive levels as shown below. A variety of types of questions such as multiple choice, cloze, comparison and direct questions should be used. Table 1 COGNITIVE LEVELS ACTIVITY PERCENTAGE OF TASK Literal (Level 1) Reorganisation (Level 2) Questions that deal with information explicitly stated in the text. • Name the things/people/places/elements … • State the facts/reasons/points/ideas … • Identify the reasons/persons/causes … • List the points/facts/names/reasons … • Describe the place/person/character ... • Relate the incident/episode/experience … Questions that require analysis, synthesis or organisation of information explicitly stated in the text. • Summarize the main points/ideas/pros/cons/… • Group the common elements/factors … • State the similarities/differences … • Give an outline of … Levels 1 and 2: 40% Inference (Level 3) Questions that require a candidate’s engagement with information explicitly stated in the text in terms of his/her personal experience. • Explain the main idea … • Compare the ideas/attitudes/actions … • What is the writer’s (or character’s) intention/attitude/motivation/ reason … • Explain the cause/effect of … • What does an action/comment/attitude (etc.) reveal about the narrator/writer/character … • How does the metaphor/simile/image affect your understanding … • What, do you think, will be the outcome/effect (etc.) of an action/a situation … Level 3: 40% ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 122 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) COGNITIVE LEVELS ACTIVITY PERCENTAGE OF TASK Evaluation (Level 4) Appreciation (Level 5) These questions deal with judgements concerning value and worth. These include judgements regarding reality, credibility, facts and opinions, validity, logic and reasoning, and issues such as the desirability and acceptability of decisions and actions in terms of moral values. • Do you think that what transpires is credible/realistic/possible …? • Is the writer’s argument valid/logical/conclusive … • Discuss/Comment critically on the action/intention/motive/attitude/ suggestion/implication … • Do you agree with the view/statement/observation/interpretation that… • In your view, is the writer/narrator/character justified in suggesting/ advocating that … (Substantiate your response/Give reasons for your answer.) • Is the character’s attitude/behaviour/action justifiable or acceptable to you? Give a reason for your answer. • What does a character’s actions/attitude(s)/motives … show about him/her in the context of universal values? • Discuss critically/Comment on the value judgements made in the text. These questions are intended to assess the psychological and aesthetic impact of the text on the candidate. They focus on emotional responses to the content, identification with characters or incidents, and reactions to the writer’s use of language (such as word choice and imagery). • Discuss your response to the text/incident/situation/conflict/ dilemma. • Do you empathise with the character? What action/decision would you have taken if you had been in the same situation? • Discuss/Comment on the writer’s use of language … • Discuss the effectiveness of the writer’s style/introduction/ conclusion/imagery/metaphors/use of poetic techniques/literary devices … Levels 4 and 5: 20% 4.4 Programme of Assessment The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. A programme for assessment must be drawn up by the school indicating the dates on which tasks will be done. Subject requirements Requirements for the compilation of a task is given in percentages. Where the programme indicates 20 per cent for a language skill it means that in the final allocation of marks for that language skill should be 20 per cent of the total and not twenty marks. Schools are not confined to a suggested mark allocation for a language skill. The only requirement is that the weighting for each language skill should be observed as per the percentage stipulated in the assessment programme. For example in Grade 8, a language knowledge test may be set for 50 marks or more, as long as the final weighting does not exceed the weighting indicated in the assessment programme. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 123 The following tables provide the formal assessment requirements for First Additional Languages: Programme of Formal Assessment Tasks Tables GRADE 7 Formal Assessment Tasks for Term 1 TASK 1: Oral TASK 2: Writing Task 3: Test 1 Retell a story/discusses a poem/ dialogue/group/panel discussion Descriptive/narrative essay Informal letter/review/dialogue Comprehension and language use Formal Assessment Tasks for Term 2 TASK 1: ORAL TASK 2: TEST 2 TASK 3 Listening comprehension/debate/ conversation/(un)prepared speech/ group discussion on giving instructions Literature: Contextual questions Mid-year examinations Paper 2: Comprehension, language use and literature Paper 3: Writing: 1 essay and 1 transactional text Formal Assessment Tasks for Term 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 3 Role play - meeting procedures/(un) prepared reading/giving direction/ forum/panel discussion Descriptive/Narrative essay Agenda and minutes Comprehension and Language use OR Literature FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS TERM 4 TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION Reading aloud/Debate/group discussion/(un)prepared speech Paper 1:Oral Paper 2: Comprehension, Language and Literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 124 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 FORMAL ASSESSMENT TASKS FOR TERM 1 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1 Group discussion - visual texts/listening comprehension/(un)prepared speech/ forum/group discussion/interview Narrative/reflective essay Newspaper report/article Language and comprehension FORMAL ASSESSMENT TASKS FOR TERM 2 TASK 1: ORAL TASK 2: WRITING TASK 8: MID-YEAR EXAMINATIONS Listening comprehension/giving directions/forum/panel discussion/ debate Interview/instruction text/story review Paper 1: Oral Paper 2: Comprehension, language use and literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) FORMAL ASSESSMENT TASKS FOR TERM 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1 Dialogue/(un)prepared speech/story telling/prepared reading Descriptive/argumentative essay Informal letter/dialogue Comprehension and language use FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS FOR TERM 4 TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION Debate/conversation/group discussion/dialogue Paper 1: Oral Paper 2: Comprehension, Language and Literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) GRADE 9 FORMAL ASSESSMENT TASKS FOR TERM 1 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1 Prepared reading/conversation Descriptive/narrative essay Informal letter/review/dialogue Comprehension and language use FORMAL ASSESSMENT TASKS FOR TERM 2 TASK 1: ORAL TASK 2: WRITING TASK 3: MID-YEAR EXAMINATION Unprepared reading/forum/group discussion Review/documentary/notice/agenda and minutes Paper 1:Oral Paper 2: Comprehension, Language use (2hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Paper 4: Response to Literature (1hr 30 mins) FORMAL ASSESSMENT TASKS FOR TERM 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 2 Prepared speech/role play/debate/ discussion of CV/will/testament Descriptive/narrative/reflective/ argumentative essay Covering letter and CV Comprehension and language use FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS FOR TERM 4 TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION Debate/interview/conversation/prepared speech/(un) prepared speech/forum/group/panel discussion/listening comprehension/meeting procedures Paper 1:Oral Paper 2: Comprehension, Language use (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Paper 4: Response to Literature (1hr 30 mins) ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 125 Formal Assessment Tasks per Grade Table 1: Grade 7 FORMAL ASSESSMENT DURING THE YEAR END-OF-YEAR EXAMINATION 40% 60% School Based Assessment (SBA) - End-of-Year Exam Papers 10 Formal Assessment Tasks • 4 oral tasks • 2 writing tasks • 3 tests • 1 examination (mid-year) Written examinations Paper 2: Comprehension, language use and literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Oral Assessment Tasks: Paper 1 Listening and Speaking Reading aloud The oral tasks undertaken during the course of the year constitute the end-of￾year assessment. Table 2: Grades 8 FORMAL ASSESSMENT DURING THE YEAR END-OF-YEAR EXAMINATION 40% 60% School Based Assessment (SBA) - End-of-Year Exam Papers 10 Formal Assessment Tasks • 4 oral tasks • 3 writing tasks • 2 tests • 1 examination (mid-year) Written examinations Paper 2: Comprehension, language use and literature (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Oral Assessment Tasks: Paper 1 Listening and Speaking Reading aloud The oral tasks undertaken during the course of the year constitute the end-of￾year assessment. Table 3: Grade 9 FORMAL ASSESSMENT DURING THE YEAR END-OF-YEAR EXAMINATION 40% 60% School Based Assessment (SBA) - End-of-Year Exam Papers 10 Formal Assessment Tasks • 4 oral tasks • 3 writing tasks • 2 tests • 1 examination (mid-year) Written examinations Paper 2: Comprehension, language use (2 hr) Paper 3: Writing - 1 essay and 1 transactional text (1 hr) Paper 4: Response to literature (1hr 30 mins) Oral Assessment Tasks: Paper 1 Listening and Speaking Reading aloud The oral tasks undertaken during the course of the year constitute the end-of￾year assessment. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 126 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Format of examination papers - Grades 7-9 FORMAT OF EXAMINATION PAPERS (MID AND OF THE YEAR EXAMINATION) GRADE 7 % GRADE 8 % GRADE 9 % Paper 1: Oral: Listening and Speaking (15) Reading aloud (15) 30 Paper 1: Oral: Listening and Speaking (15) Reading aloud (15) 30 Paper 1: Oral Listening and Speaking (15) Reading aloud (15) 30 Paper 2: Written Reading comprehension (15) Language in context (15) Response to literature (10) 40 Paper 2: Written Reading comprehension (15) Language in context (15) Response to literature (10) 40 Paper 2: Written Reading comprehension (10) Language in context (15) Summary (10 marks converted into 5 marks) 30 Paper 3: Written Writing - Essay (20) and transactional texts (10) 30 Paper 3: Written Writing - Essay (20) and transactional texts (10) 30 Paper 3: Written Writing - Essay (20) and transactional texts (10) 30 Paper 4: Response to literature (10) • Poetry • Folklore • Short story • Novel • Drama (20 marks for each of the five genres converted into 10%) 10 The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. Formal assessments must cater for a range of cognitive levels and abilities of learners as shown below: 4.5 Recording and reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the Table below. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 127 CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 - 100 6 Meritorious achievement 70 - 79 5 Substantial achievement 60 - 69 4 Adequate achievement 50 - 59 3 Moderate achievement 40 - 49 2 Elementary achievement 30 - 39 1 Not achieved 0 - 29 Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.6 Moderation OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district and provincial levels. The national of moderation may take place at selected provinces, districts and schools. Comprehensive and appropriate moderation practices must be put in place to enhance quality assurance of all subject assessments. 4.6.1 Formal Assessment (SBA) • Grades 7 and 8 tests and examination are internally moderated. The subject advisor must moderate a sample of these tasks during his/her school visits to verify the standard of tasks and the internal moderation. • Grade 9 tests and examinations must be moderated at district and provincial level. This process will be managed by the provincial education department. • Subject advisors must moderate samples of tests and examination papers before they are written by learners to verify standards and guide teachers on the setting of these tasks. 4.6.2 Oral Assessment Tasks • Grade 7 - 9: Each oral task which is to be used as part of the Programme of Assessment should be submitted to the head of department or subject head for moderation before learners attempt the task. Teachers should then assess the oral assessment tasks. • The subject advisor or an assigned provincial moderator must moderate a sample of oral assessment tasks during his/her school visits to verify the standard of tasks and the internal moderation. • A moderator delegated by the Department of Basic Education may moderate a sample of oral assessment tasks for grade 9. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 128 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.7 GENERAL This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R - 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R - 12. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 129 GLOSSARY Active listening - when a person tries to put themselves in the place of the speaker and listens seriously to what he or she has to say. acronym -a pronounceable abbreviated word formed from the first letter or letters in phrase or name e.g. ANA (Annual National Assessment), SONA (State of the Nation Address), SASA (South Africa's Schools Act), SOWETO (South Western Township), Soshanguve (Sotho, Shangaani, Nguni, Venda) additional language - (also see home language)- a language learned in addition to one’s home language additive multilingualism - when a person learns a language (or languages) in addition to his or her home language. This language does not replace the home language but is learned alongside it. In an additive multilingual programme, the home language is strengthened and affirmed while any further language learned is seen as adding value (e.g. all Additional Languages, including the Language of Learning and Teaching are taught alongside the home language but do not replace it) aesthetic - 1. sensitive to the beauty of language and thus sensitive to and appreciative of the lasting value of texts 2. an aesthete is a person sensitive to artistic beauty. “Aesthetic” refers to the beauty to be found in a work of art. One can discuss the aesthetics of a work, or make aesthetic judgements alliteration -a pattern of sound that includes the repetition of consonant sounds. The repetition can be located at the beginning of successive words or inside the words. ambiguity - double meaning created by the way in which words are used; when used unintentionally, ambiguity obscures the meaning (e.g. ‘General flies back to front’ or ‘Short children’s stories are in demand’) analogy - 1.finding similarities in things that are usually seen as different. 2. finding similarities in things that are usually seen as different, a way of explaining or illustrating something, but not a proof. One must be alert to false analogy. There should be accurate correspondence between the thing that is explained and the details of the analogy anecdotes - narratives of small incidents or events told for the purpose of information, entertainment, humour, malice, or to reveal character animation - the technique of using a series of still pictures to create an illusion of movement or life anticlimax - when an expectation of some high point of importance or excitement is not fulfilled or the seriousness of a literary plot is suddenly lost as a result of a comical, digressive or meaningless event antithesis - the expression of two opposed or different ideas in balanced contrast (e.g. ‘more haste, less speed’) antonym - a word that is opposite in meaning to another word in the same language (e.g. ‘happy’ and ‘sad’) aphesis - in this case, you have dropped the unstessed vowel at the beginning of the word. These are the unintentional and casually spoken versions of the words. Perhaps the best example is 'cause instead of because assessment - a continuous structured process of gathering information on learner competence in many different ways ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 130 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) assonance - 1. repetition (mostly) of vowel sounds in two or more words e.g. “ It is June and the world is all in tune” 2. Add. The vowel sounds do not have to be precisely the same: assonance could consist of a series of vowel sounds that create a certain effect audience - 1. the intended reader(s), listener(s) or viewers of a particular text; in planning a piece of writing speakers/ writers must take into the consideration the purpose and audience when choosing an appropriate form of writing 2. Add. In particular, an audience is those attending a live performance of music or drama. authentic texts - texts which have a practical function and are not literary (e.g. magazine and newspaper articles, recordings from radio and television, advertisements, product labels, travel brochures, government forms, examples of real letters) bias - 1. a tendency to favour one thing, idea, attitude or person over another which makes it difficult to make a fair assessment 2. Add. In the game of bowls, the “wood” or bowl has a weight on one side which makes it turn towards that side caption - a title or comment attached above or below an article, a picture, a photo, and so on caricature - 1.an exaggerated portrayal (written or visual) of a character which is achieved by mocking personality traits or appearance 2. Add. The drawings of cartoonists in newspapers are usually intended to be caricatures and work by exaggerating or distorting features of appearance with a view to being comic or satirical cause (see also effect) - that which gives rise to an action or condition cinematographic techniques - devices used in the construction of a film (e.g. composition, lighting, type of shot) clarify- making the meaning of the text clear to the reader clause - Put in the right place. “The man who was wearing a red shirt ran away.” The main sentence is “The man ran away.” The words “who was wearing a red shirt” is a subordinate clause. It cannot stand by itself, although the verb is complete (finite). Subordinate clauses start with a conjunction (when, because) or a relative pronoun (who, which). The conjunction links the clause to some part of the main sentence. “The man wearing a red shirt ran away.” In this sentence “wearing a red shirt” is not a clause but a phrase. The verb is not complete (it is participle). climax - the most exciting, effective or important part of the story; this important part is not necessarily at the end clipped - similar to truncation in that you are using a part of the word to form the abbreviation, but in this case you are using either the middle or the end. Common clipped abbreviations include phone (telephone), cell (cellular phone) and fridge (refridgerator), exam (examination), matric (matriculation) coherence - 1. the underlying logical relationship which links ideas together and gives a passage or paragraph unity 2. Add. It may also imply adequate grammar to convey the meaning, or orderly sentence structure. Chaotic grammar may make a statement incoherent. ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 131 cohesion - the linking if sentences or paragraphs by means of logical connectors such as conjunctions, pronouns or repetition colloquialism (see also slang) - language belonging to ordinary or familiar conversation but not used in formal language comparative (see also superlative) - degrees of comparison as found in adjectives and adverbs are positive, comparative or superlative (e.g. ‘long’ (positive), ‘longer’ (comparative), ‘longest’ (superlative) compare (see also contrast) - to assess the way in which things are similar conflict - the struggle that arises between characters or between individuals and their fate or circumstances; conflict in literature can also arise from opposing desires or values in a character’s own mind conjunction - a word used to join two clauses, words, phrases or sentences connotative meaning(see also denotative) - both the positive and negative associations that a word collects through usage that go beyond the literal (primary) meaning context - a text is always used and produced in a context; the context includes the broad and immediate situation including aspects such as social, cultural and political background; the term can also refer to that which precedes or follows a word or text and is essential to its meaning context clues Context clues is using words surrounding an unknown word to determine its meaning. This reading strategy can be taught in conjunction with vocabulary. contrast (see also compare) - to consider the way in which things differ conventions - accepted practices or rules in the use of language. Some conventions help to convey meaning (e.g. the rules of grammar, punctuation, typefaces, capital lettrs); some assist in the presentation of content (e.g. table of contents, general layout, headings, footnotes, charts, captions, lists, pictures, index); and others reflect a pattern of language that has become formulaic (e.g. greetings, small talk) continuous assessment - it involves assessment activities that are undertaken throughout the year critical language awareness - the analysis of how meaning is constructed with understanding of power relations in and between languages; it empowers the learner to resist manipulation and to use language sensitively debate - in debating, two opposing teams compete with one another. They aim to convince the adjudicator and the audience that their viewpoint about a given topic is more reasonable and justifiable than that of the opposing team denotative meaning (see also connotative meaning) - the literal or primary meaning of a word derivative - a word derived from another or from a root; usually formed by adding a prefix or suffix (e.g. ‘quickly from ‘quick’) dialect - a form of a language adapted by a particular community; it is significantly different from other forms of the same language in terms of words, structures and/or pronunciation dramatic irony - occurs when the audience/reader/viewer knows more about the situation and its implications than the characters involved; it heightens the tension, enjoyment and audience participation ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 132 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) dramatic structure - 1. the special literary style in which plays are written 2. the arrangement of plot, acts, scenes, characters and possibly also features of language in a play. drawing conclusions; using written or visual clues to figure out something that is not directly stated in the reading. editing - the process of drafting and redrafting a text, including correcting grammatical usage, punctuation and spelling errors and checking writing for coherence of ideas and cohesion of structure; in media, editing involves the construction, selection and lay-out of texts effect (see also cause) - the result or consequence of an action or condition emotive language - language which arouses strong feelings euphemism - a mild or vague expression substituted for a thought or word which is felt to be too harsh or direct explicit (as opposed to implicit)- meaning which is clearly or directly stated external assessment - assessment conducted by a body outside the institution, e.g. ANA, NSC, provincial paper evaluate:form opinions, make judgments, and develop ideas from reading figurative (as opposed to literal)- words or phrases used in ac non-literal way to create a desired effect; literal texts often make concentrated use of figurative language (e.g. simile, personification, metaphor) fluency - 1. the word comes from the flow of a river and suggests a coherence and cohesion that gives language use quality of being natural, easy to use and easy to interpret 2. Add. And with a fair degree of grammatical control (though perhaps not total grammatical accuracy). font - the type and size of the letters used when writing, typing or printing (e.g. 12pt (size) Times New Roman (style of lettering) foregrounding (as opposed to backgrounding) - used literally, it means the positioning of a subject in or near the front of the frame; used figuratively, it refers to emphasising or focusing on one point of aspect more than another forum - team speaking or forum debate may be used against other schools, or in the classroom by dividing learners into teams of four, each of whom will speak on a different aspect of the same topic. An adjudicator decides on the winning team genre - the types or categories into which texts are grouped, e.g. novel, drama, poetry, business letter, personal letter. gesture - a movement of the face or body which communicates meaning (e.g. nodding of head to indicate agreement) graphics - products of the visual and technical arts (e.g. drawing, designing) home language (see also additional language) - the language first acquired by children through immersion at home; the language in which we think ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 133 homonym - a word which has both the same sound and spelling as another but has a different meaning (e.g. the noun ‘the bear’ and the verb ‘to bear’) homophone - a word which sounds the same as another but is spelled differently and has a different meaning (e.g. ‘one’ and ‘won’) hyperbole - a deliberate exaggeration (e.g. to describe something in such a way that it seems much bigger than it really is: ‘He gave me a mountainous plate of food.’) image - a picture or visual representation of something imagery - words, phrases and sentences which create images in our minds such as similes, metaphors, personification implicit (as opposed to explicit) - something implied or suggested in the text but not expressed directly implied (as opposed to direct meaning) - meaning suggested by the text but not directly stated inclusivity - the principle that education should be accessible to all learners whatever their learning styles, backgrounds and abilities infer - to pick up meaning behind what is stated and to deduce all the implications initialism - also called aphabetism, this is a group of letters, each pronounced seperately (unlike accronmys), used as an abbreviation for a name or expression. Examples include: HIV, SA, SABC, CD, TV, DBE initiate - to start (e.g. to initiate conversation) innuendo - something unpleasant which is hinted at rather than clearly stated interview - task of gathering information or a face-to-face discussion between people, directed toward some specific purpose. - 1.the pattern of the pitch or the melody of an utterance which marks grammatical structures such as sentences or clauses 2. Add. And distinguishes between statements and questions and indicates the speaker’s attitude or feelings irony - a statement or situation that has an underlying meaning different from its literal or surface meaning. Irony is related to tone. jargon - special terms or expressions used in a trade or profession or by any specific group (e.g. computer users would refer to a ‘CPU’, ‘RAM’ and so on); when jargon is used to exclude listeners/readers from an interaction it is potentially hurtful or even harmful language varieties -.language varieties found when minor adaptations in terms of vocabulary, structure and/or pronunciation have been made; can vary from one region or country to another literacies -different kinds of literacy (e.g. critical, visual, graphic, computer, media, socio-cultural literacy (see also literacies) - the ability to process and use information for a variety of purposes and contexts and to write for different purposes; the ability to decode texts, allowing one to make sense of one’s world. The capacity to read and write ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 134 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) literal (as opposed to figurative) - the plainest, most direct meaning that can be attributed to words malapropism -the mistaken and muddled use of long words to impress; although these words sound almost right, they are incorrect enough to bring about humour e.g. conversation and conservation. From a certain Mrs Malaprop, a comic character in a drama manipulative language - language which is aimed at obtaining an unfair advantage or gaining influence over others e.g. advertisements, sales talk, political speeches meta-language - the language used to talk about literature and language and grammatical terms; it includes terminology such as ‘context’, ‘style’, ‘plot’ and ‘dialogue’ metaphor - using one thing to describe another thing which has similar qualities (e.g. ‘Education is the key to success.’) mind map - a representation of a theme or topic in which key words and ideas are organised graphically mode - a method, a way or manner in which something is presented; a way of communicating (e.g. the written mode, the spoken or oral mode, the visual mode (which includes graphic forms such as charts)); information can be changed from one mode to another (e.g. converting a graph into a passage) mood - atmosphere or emotion in written texts; it shows the feeling or the frame of mind of the characters; also refers to the atmosphere produced by visual, audio or multi-media texts multi-media - an integrated range of modes that could include written texts, visual material, sound, video, and so on narrative - a spoken or written account of connected events in order of occurrence, a story narrative voice/point of view - . the voice of the person telling the story (e.g. a distinction can be made between first person narrative -‘I’ - who is often a character in the story, or third person narrative in which the narrator refers to characters as ‘he’, ‘she’ or ‘they’) onomatopoeia - the use of words to recreate the sounds they describe oxymoron - a combination of words with contradictory meanings, used deliberately for effect; usually formed by using an adjective to qualify a noun with an opposite meaning (e.g. an open secret) panel discussion - groups are formed to discuss a topic, answer questions and respond to tasks paradox - an apparently self-contradictory statement or one that seems in conflict with logic; lying behind the superficial contradiction, there is logic or reason paraphrase - a restatement of an idea or text in one’s own words paronym - word formed from a foreign word personification - attributing human characteristics to non-human things plot - the interrelatedness of the main events in a text; plot involves more than a simple sequence of events as it suggests a pattern of relationships between events and a web of causation point of view - the perspective of a character in relation to issues in a novel or play ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 CAPS 135 portmanteau - the blending of two or more words will give you a portmanteau. The examples include liger (lion and tiger), brunch (breakfast and lunch), spork (spoon and fork), skort (shorts and skirts), and brinner (breakfast and dinner) prejudice - intolerance of or a prejudgement against an individual, a group, an idea or a cause projection- the placement and delivery of volume, clarity, and distinctness of voice for communicating to an audience pun - a play on words which are identical or similar in sound in order to create humour (e.g. ‘Seven days without water makes one week/weak.’) redundancy - the use of words, phrases and sentences which can be omitted without any loss of meaning register - the use of different words, style, grammar, pitch and tone for different contexts or situations (e.g. official documents are written in a formal register and friendly letters are usually written in an informal register) report - (formal and informal) Giving exact feedback of a situation, e.g. accident rereading -: Rereading is a reading strategy that gives the reader another chance to make sense out of a challenging text. restating:- Restating is a reading strategy where the reader will retell, shorten, or summarize the meaning of a passage or chapter, either orally or in written form. rhetoric device - device such as pause and repetition, used by a speaker to effectively persuade or convince. Some devices may be manipulative rhetorical question - a question asked not to get a reply but for emphasis or dramatic effect (e.g. ‘do you know how lucky you are?) rhyme - words or lines of poetry that end with the same sound including a vowel rhythm - a regular and repeated pattern of sounds sarcasm - an ironic expression or tone of voice which is used in order to be unkind or offensive or to make fun of someone satire - the use of ridicule, sarcasm and irony to comment critically on society or individual or a situation scan - to run one’s eyes over a text in order to find specific information (e.g. scan a telephone directory for a name and number) simile - comparing one thing directly with another, a word such as ‘like’ or ‘as’ is used to draw attention to the comparison skim - to read a text very quickly to get an overview (e.g. skim the newspaper headlines for the main news) slang - informal language often used by a group of people, such as teenagers, who use terms like ‘cool’ and ‘awesome’; the difference between colloquial language and slang is that slang has not yet been accepted in polite or formal conversation, whereas colloquialisms (e.g. ‘Good show!’) have been stereotype - a fixed conventional (and often biased) view about what role a particular person is expected to play ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 7-9 136 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) strategy - a certain broad procedure or plan used to tackle a problem stress (in a word or sentence) - to give force to a particular syllable in a word or a word in a sentence style - The distinctive and unique manner in which a writer arranges words to achieve particular effects. Style essentially combines the idea to be expressed with the individuality of the author. These arrangements include individual word choices as well as such matters as length and structure of sentences, tone, and use of irony. subplot - subsidiary action which runs parallel with the main plot of a play or a novel symbol - something which stands for or represents something else synonym (as opposed to antonym) - a word which has the same meaning or almost the same meaning as another word in the same language. Synonyms in English tend to have important differences in connotation synthesise - the drawing together of ideas from a variety of sources; a clear summary of these combined ideas text - a statement or creation in any written, spoken or visual form of communication theme - the central idea or ideas in a text; a text may contain several themes and these may not be explicit or obvious tone - quality and timbre of the voice that conveys the emotional message of a spoken text. In written text, it is achieved through words that convey the attitude of the writer. In film, tone can be created through music or visual effects transactional writing - functional writing (e.g. letters, minutes of meetings, reports, faxes) truncation - this type of abbreviation consists only of the first part of a word. These are most often used when reffering to proper titles such as months of the year or days of the week, e.g. Mon., Fri., Apr., Oct. turn-taking conventions - the customs which govern the flow of conversation between people such as allowing others to give their opinion, restating to clarify meaning, intervening to redirect focus, asking for clarification understatement -express something in restrained terms rather than giving the true or full facts, usually for emphasis, possibly as a form of evasion, possibly as a form of humour verbosity - language using more words than are needed visual texts - visual representations which can be seen and which convey messages (e.g. film images, photos, computer graphics, cartoons, models, drawing, paintings) voice - the author’s persona: who the author is; when reading or viewing one gains an impression of the author and his/her intentions. See narrative voice wit - the unexpected, quick and humorous combining of contrasting ideas or expressions word-attack skills - strategies used when reading an unknown word (e.g. breaking it into syllables or looking at the meaning of the prefixes or suffixes     TWEEDE ADDISIONELE TAAL Kurrikulum- en assesseringsbeleidsverklaring Senior fase Graad 7-9 Nasionale Kurrikulumverklaring (NKV) KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 7-9 AFRIKAANS TWEEDE ADDISIONELE TAAL AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http://www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0515-9 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die gemeenskap van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot ‘n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 1 INHOUD afdeling 1 Inleiding tot die kURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING......3 1.1 Agtergrond .................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................. 3 1.3 Algemene doelwitte van die Suid-Afrikaanse kurrikulum ......................................................................... 4 1.4 Tydstoekenning............................................................................................................................................. 6 1.4.1 Grondslagfase....................................................................................................................................... 6 1.4.2 Intermediêre fase .................................................................................................................................. 6 1.4.3 Senior fase............................................................................................................................................ 7 1.4.4 Graad 10–12 ......................................................................................................................................... 7 AFDELING 2 INLEIDING TOT TALE........................................................................................................8 2.1 Tale in die Kurrikulum- en Assesseringsbeleidsverklaring...................................................................... 8 2.1.1 Taalvlakke ............................................................................................................................................. 8 2.1.2 Taalvaardighede.................................................................................................................................. 10 2.1.3 Benadering tot taalonderrig................................................................................................................. 10 2.2 Tydstoekenning vir die Eerste Addisionele Taal in die Kurrikulum........................................................ 13 2.3 Ondersteuningsmateriaal vir Leer-en Onderrig ....................................................................................... 13 AFDELING 3 Inhoud en Onderrigplanne vir Taalvaardighede .......................................14 3.1 Luister en praat ........................................................................................................................................... 14 3.2 Lees en kyk.................................................................................................................................................. 20 3.3 Skryf en aanbied.......................................................................................................................................... 25 3.4 Taalstrukture en- konvensies - verwysingstabel...................................................................................... 29 3.5 Onderrigplanne ........................................................................................................................................... 31 3.5.1 Graad 7: Onderrigplan ........................................................................................................................ 34 3.5.2 Graad 8: Onderrigplan ........................................................................................................................ 42 3.5.3 Graad 9: Onderrigplan ........................................................................................................................ 52 AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4 Assessering in die Tweede Addisionele Taal ................................................63 4.1 Inleiding........................................................................................................................................................ 63 4.2 Informele of daaglikse assessering........................................................................................................... 63 4.3 Formele assessering................................................................................................................................... 63 4.4 Assesseringsprogram ................................................................................................................................ 65 4.4.1 Oorsig van vereistes ........................................................................................................................... 65 4.4.2 Eksamens ........................................................................................................................................... 67 4.5 Rekordhouding en rapportering ................................................................................................................ 68 4.6 Moderering van assessering...................................................................................................................... 68 4.6.1 Formele assessering (SGA)................................................................................................................ 68 4.6.2 Mondelinge assesseringstake............................................................................................................. 69 4.7 Algemeen ..................................................................................................................................................... 69 Woordelys ......................................................................................................................................................... 70 AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. ‘n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is ‘n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleid, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleid, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleids￾verklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid-Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van ‘n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers ‘n voldoende profiel van ‘n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig ‘n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van ‘n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as ‘n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort ‘n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD R (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. ‘n Maksimum tyd van 8 uur en ‘n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word ‘n minimum tyd van 2 uur en ‘n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word ‘n maksimum van 8 uur en ‘n minimum van 7 uur vir Huistaal toegeken. ‘n Minimum van 3 uur en ‘n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 Skole mag ‘n addisionele taal op ten minste tweede addisionele taalvlak aanbied as hulle ekstra tyd by die voorgeskrewe 27,5 uur kan voeg. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 Skole mag ‘n addisionele taal op ten minste tweede addisionele taalvlak aanbied as hulle ekstra tyd by die voorgeskrewe 27,5 uur kan voeg. 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: INLEIDING TOT TALE 2.1 Tale in die Kurrikulum- en Assesseringsbeleidsverklaring Taal is ’n instrument vir denke en kommunikasie. Dit is ook ’n kulturele en estetiese middel wat mense deel om beter sin te maak van die wêreld waarin hulle leef. Die doeltreffende gebruik van taal stel leerders in staat om kennis te verwerf, hulle identiteit, gevoelens en idees uit te druk, in interaksie te tree met ander en om hul eie leefwêrelde te bestuur. Dit voorsien leerders ook van ’n ryk, kragtige en diepgewortelde stel beelde en idees wat hulle kan gebruik om hulle wêreld te verander en te verbeter. Deur taal word uitdrukking gegee aan kulturele diversiteit en word sosiale verhoudings opgebou en aangeknoop. Juis deur taal word hierdie verhoudings aangepas, verbreed en verfyn. 2.1.1 Taalvlakke Taalonderrig in die Senior Fase sluit al die amptelike tale in Suid-Afrika in, naamlik Afrikaans, Engels, isiNdebele, isiXhosa, isiZulu, Sesotho, Sepedi (Sesotho sa Leboa), Setswana, siSwati, Tshivenda en Xitsonga – asook die nie￾amptelike tale. Hierdie tale kan op verskillende vlakke aangebied word. Huistaal is die taal wat leerders eerste aanleer, terwyl Eerste Addisionele Taal die taal is wat bykomend tot die Huistaal geleer word. Die Tweede Addisionele Taal is ‘n verdere taal wat leerders kan aanleer om wyer taalgebruik en veeltaligheid te bevorder. Hierdie taal mag in die wyer gemeenskap of kultuur voorkom en sal nasiebou en interkulturele verstaan bevorder. Baie Suid-Afrikaanse skole bied twee tale op huistaalvlak aan, maar dit kan gebeur dat hierdie tale nie die huistaal van sommige of al die ingeskrewe leerders is nie. Dit beteken dat die name Huistaal, Eerste Addisionele Taal en Tweede Addisionele Taal na die vaardigheidsvlak verwys, waarop die tale aangebied word en nie na die moedertaal (Huistaal) of verworwe taal (soos in die addisionele tale) nie. Vir die doel van hierdie beleidsdokument verwys Huistaal dus na die onderrigvlak waarop dit aangebied word en nie na die taal op sigself nie. Die Huistaalvlak maak voorsiening vir taalvaardighede wat die bemeestering van basiese interpersoonlike kommunikasievaardighede en kognitiewe akademiese vaardighede reflekteer. Basiese interpersoonlike kommunikasievaardighede word benodig in sosiale situasies en kognitiewe akademiese vaardighede is nodig vir leer oor die kurrikulum heen. Klem word op die onderrig van luister-, praat-, lees- en skryfvaardighede gelê. Hierdie vlak bevorder leerders se literêre, estetiese en verbeeldingryke bevoegdhede sodat hulle oor die vermoëns beskik om hulle leefwêrelde te herskep, beter te begryp en hul verbeelding te gebruik. Vanaf Graad 7 word minder klem op die onderrig van luister- en praatvaardighede en meer klem op die onderrig van lees- en skryfvaardighede geplaas. Die Eerste Addisionele Taalvlak gaan van die standpunt uit dat dit nie die leerders se moedertaal is nie en dus het hulle nie noodwendig enige kennis van die taal, wanneer hulle begin skoolgaan nie. Die kurrikulum verskaf sterk ondersteuning aan daardie leerders wat daardie spesifieke taal as hul taal van leer en onderrig wil gebruik. Aan die einde van Graad 9 behoort hierdie leerders in staat te wees om geletterdheid te besit in die huistaal sowel as in die eerste addisionele taal en om taal effektief te gebruik vir ‘n veeltal van redes, o.a. vir leer. In Suid Afrika word die addisionele taal, engels, deur baie leerders as die taal van leer-en-onderrig gebruik. Dit beteken dat leerders hul addisionele taal op ’n hoë vlak moet kan gebruik en hulle moet hoë vlakke van lees en skryf in daardie taal kan bemeester. Die Eerste Addisionele Taalvlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Die kurrikulum in die eerste skooljare het ten doel om die leerder se vermoë om die taal te praat en te verstaan, te ontwikkel – basiese interpersoonlike kommunikasievaardighede. In Graad 2 en AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 9 Graad 3 begin leerders om geletterdheid te ontwikkel op grond van hulle mondelinge taalverwerwing. Hulle gebruik ook die geletterdheidsvaardighede wat hulle alreeds in die Huistaal geleer het. In die Intermediêre Fase gaan leerders voort om hul luister-, praat-, lees- en skryfvaardighede te verbeter. In hierdie stadium leer die meeste leerders deur middle van hul Eerste Addisionele Taal (Afrikaans) en moet dus meer blootstelling daarin kry. ‘n Grooter beklemtoning sal dus op die denke en beredenerings aspek van die Eerste Addisionele Taal val. Dit sal leerders in staat stel om kognitiewe akademiese vaardighede te ontwikkel om vakke soos Natuurwetenskappe, Wiskunde en Afrikaans te bemeester. Leerders word ook meer blootgestel aan Afrikaanse literêre tekste om hulle estetiese en verbeeldingsvermoë in die addisionele taal te ontwikkel. Teen die tyd dat leerders die Senior Fase bereik, behoort hulle redelik bedrewe in hul Eerste Addisionele Taal te wees ten opsigte van sowel interpersoonlike as kognitiewe akademiese vaardighede. In werklikheid kan baie leerders in hierdie stadium egter steeds nie goed in hul addisionele taal kommunikeer nie. Die uitdaging in die Senior Fase is dus om hierdie leerders te ondersteun en om terselfdertyd ’n kurrikulum te voorsien wat leerders in staat stel om aan die vereiste standaard in verdere grade te voldoen. Hierdie standaarde moet sodanig wees dat leerders hul addisionele taal op ’n hoë vlak kan gebruik om hulle voor te berei vir verdere of hoër onderwys of vir die wêreld van werk. Dit word dus aanbeveel dat leerders deurgaans op beide taalvlakke aan dieselfde konsepte blootgestel word binne die twee-weeklikse siklusse Die Tweede Addisionele Taal-vlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Die fokus by die onderrig van ’n Tweede Addisionele taal lê dus by die leerder se vermoë om die taal te verstaan en te praat - basiese interpersoonlike kommunikasievaardighede. In Graad 4 - 6 begin leerders om geletterdheid te ontwikkel op grond van hulle mondelinge taalverwerwing. Hulle gebruik ook geletterdheidsvaardighede wat hulle alreeds in hulle Huistaal en Eerste Addisionele Taal geleer het. In Graad 7-9 versterk leerders hulle luister- en spraakvermoë terwyl hulle lees en skryfvaardighede ontwikkel word. Teen die tyd dat leerders in Graad 10 kom, behoort hulle redelik gemaklik in hulle Tweede Addisionele taal te kan kommunikeer vir sosiale en interpersoonlike doeleindes. Baie leerders kan in hierdie stadium egter steeds nie goed in hul addisionele taal kommunikeer nie. Die uitdaging in Graad 10-12 is dus om hierdie leerders te ondersteun en om terselfdertyd ’n kurrikulum te voorsien wat leerders in staat stel om aan die vereiste standaard van Graad 12 te voldoen. Hierdie standaarde moet sodanig wees dat leerders hul addisionele taal op ’n hoë vlak kan gebruik om hulle voor te berei vir verdere of hoër onderwys of vir die wêreld van werk. Spesifieke doelstellings by die aanleer van ‘n addisionele taal Die aanleer van ’n Eerste Addisionele Taal behoort leerders in staat te stel om: • taalvaardighede te verwerf wat nodig is om akkuraat en gepas te kommunikeer op ‘n basiese vlak; • met vertroue en genot te luister, te praat, te lees/kyk, en te skryf/aan te bied. Hierdie vaardighede en houdings vorm die grondslag vir lewenslange leer; • eie idees, sienings en emosies, mondeling en skriftelik, met vertroue uit te druk en te regverdig ten einde die taal met gemak te hannteer; • die addisionele taal en verbeelding te gebruik om meer van hulself en verskillende kulture en die omliggende wêreld te verken. Dit sal hulle in staat stel om hulle eie ervarings en bevindinge oor die wêreld mondelings en skriftelik uit te druk; AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • die addisionele taal te gebruik om inligting te verkry en te bestuur in ’n wye verskeidenheid ander kontekste. Inligtingsgeletterdheid is ’n noodsaaklike vaardigheid in die “inligtingseeu” en vorm die grondslag vir lewenslange leer; • die addisionele taal te gebruik as ‘n instrument om inligting oor bekende temas uit te druk, in interaksie te tree met ’n wye verskeidenheid bekende tekste, en om tekste vir ’n wye verskeidenheid doelwitte soos genot, inligting en navorsing te lees. 2.1.2 Die taalvaardighede Die Tweede Addisionele Taalkurrikulum word volgens die volgende vaardighede gestruktureer 1 Luister en Praat 2 Lees en Kyk 3 Skryf en Aanbied 4 Taalstrukture en -konvensies 2.1.3 Benaderings tot Taalonderrig Die benaderings tot taalonderrig in hierdie dokument is teksgebaseerd, kommunikatief, geïntegreerd en prosesgeoriënteerd. Die teksgebaseerde en kommunikatiewe benaderings is beide afhanklik van die voortdurende gebruik en produsering van tekste. ’n Teksgebaseerde benadering ondersoek, hoe tekste werk. Die rede vir dié benadering is, dat dit leerders in staat stel om vaardige, vrymoedige en kritiese lesers, skrywers (en ontwerpers) van en kykers na tekste te word. Dit sluit die luister en kyk na, en lees en ontleding van tekste in om te verstaan hoe dit saamgestel is en watter effek dit het. Deur hierdie kritiese interaksie ontwikkel leerders die vermoë om tekste te evalueer. Die teksgebaseerde benadering sluit ook die produsering van verskillende tekste vir spesifieke doelstellings en teikengroepe in. ’n Begrip van die manier waarop tekste saamgestel word, rugsteun hierdie benadering Die kommunikatiewe benadering beteken dat ’n leerder baie en ryke blootstelling aan die teikentaal moet kry. Om dit te bereik moet leerders vele geleenthede gebied word om taal te gebruik en te oefen. Prosesse van taalaanleer moet in die klaskamer ingebring word waar vaardighede van geletterdheid (lees/kyk en skryf/aanbied) ingeoefen word en waar leerders leer om te lees deur baie te lees en om te skryf deur baie te skryf. Taalleer is geïntegreerd en die onderwyser en onderwysers mag goeie voorbeelde volg en die leerders beoefen die relevante vaardighede in groepsverband voordat hulle dié vaardighede op hul eie beoefen. Elke lesstruktuur behoort eers die hele klas aan te spreek voordat inoefening in groepsverband plaasvind en uiteindelik die nuwe vaardigheid individueel beoefen word. Die prosesbenadering word gebruik wanneer leerders lees en mondelinge en geskrewe tekste produseer. Leerders is betrokke by die verskillende stadiums van die luister-, praat-, lees- en skryfproses. Hulle moet gedurende hierdie prosesse aan die gehoor en die doelstellings dink. Dit sal hulle daartoe in staat stel om op ’n natuurlike wyse te kommunikeer en hulle denke oor te dra. So, byvoorbeeld, fokus die onderrig van skryf nie net op die produk nie, maar ook op prosesskryf. Gedurende prosesskryf word die leerders geleer om idees te ontwikkel, om oor die teikengroep en doel te dink, om konsepte te skryf, hulle werk te redigeer en om ’n geskrewe produk wat hulle eie denke weergee, aan te bied. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 11 Benaderings tot die onderrig van letterkunde Die onderrig van letterkunde behoort op onderrig vir begrip uitgerig te wees en sal dienooreenkomstig die lees proses strategieëi (pre-lees, lees, en post-lees) beklemtoon. Die belangrikste rede vir die lees van letterkunde in die klaskamer is om by leerders ’n sensitiwiteit te wek vir taal wat meer verfyn, letterkundig, figuurlik, simbolies en betekenisvol gebruik word. Terwyl die meeste literêre tekste geskryf is vir genot, vermaak en uitbeelding, skryf baie ander skrywers prosawerke, dramas en gedigte oor hulle eie idees, gedagtes, beginsels, ideologieë, geloofsoortuigings en kwessies wat hulle wil uitbeeld en verwoord en wat hulle met voornemende lesers wil deel. Hulle verbeeldingryke taalgebruik is waardetoevoeging tot hulle skeppende werk. Die onderrig van letterkunde is nie altyd maklik nie, maar dit is onmoontlik sonder die persoonlike en eerlike interpretasie en kommentaar van leerders. Indien ’n leerder nie ’n literêre teks self kan verstaan nie, het hulle nie veel geleer nie. Onderwysers moet daarteen waak om hulle eie interpretasies en idees oor literêre tekste aan leerders oor te dra. Hulle moet eerder soveel as moontlik leerderdeelname in die klas toelaat. Interpretasie gaan nie oor wat reg of verkeerd is nie, maar oor wat binne konteks van die literêre teks vir die leerder betekenisvol is. Die beste benaderings tot die onderrig van letterkunde sluit onder andere die volgende in: • Probeer om soveel as moontlik van die teks, sonder enige onderbreking van ander aktiwiteite, in die klas te lees. Dit behoort nie meer as twee weke te neem nie. Dit is belangrik dat die leerders die elementêre betekenisvlak van die teks moet verstaan. Indien daar te veel tyd aan die lees van ’n teks in die klas spandeer word, ondermyn dit ’n duidelike begrip van die storielyn en intrige. Sommige leerders kan ’n teks sonder enige ondersteuning lees - dit moet aangemoedig word. Poësie moet onderrig word, nie gedigte nie. Lees soveel as moontlik gedigte in die klas. Maak seker leerders skryf ook gedigte in die klas. • Literêre interpretasie is ‘n universele aktiwiteit. Op hierdie vlak egter is dit nie nodig om in diepte ‘n bepaalde interpretasie aanslag aan te durf. • Kreatiewe skryfwerk behoort baie nou met enige studie van ‘n letterkundige teks verweef te wees. Skryfaktiwiteite wat ’n deeglike begrip van die voorgeskrewe literêre tekste vereis, help leerders om voorgeskrewe letterkunde beter te waardeer. Klasbesprekings is vrugbaar indien elke leerder daaraan deelneem, maar klasbesprekings wat tot skryfaktiwiteite lei, is meer doelgerig en bevorder die onderrig van die vaardighede lees en skryf. • Laastens moet daar gekonstateer word, dat dit in letterkunde nie oor regte antwoorde gaan nie. ‘n Teks moet in sy geheel bestudeer word en nie net dele daarvan nie. Deeglike lees van ’n teks behels interpretasie, kreatiewe en persoonlike belewing en die ondersoek daarvan. Daar is ook ander benaderings tot letterkunde wat maklik geïntegreer word as daar onderrig vir begrip aangedurf word. Dit is die chronologiese-, die outeurs-, die tema- en die genre benaderings. Hierdie benaderings kan ook met mekaar verbind word. Die onderwyser se pedagogiese vernuf moet ingespan word om te bepaal wat, hoe en wanneer van hierdie metodes aangewend kan word. Benaderings tot taalonderrig Taalonderrig behoort te fokus op hoe taal gebruik word en wat met taal bereik kan word, bv. hoe om betekenis te skep, hoe om problem op te los. Dit is belangrik om te onthou dat grammatika-onderrig korrekte taalgebruik moet ondersteun en dat dit min waarde het indien dit bloot as ’n stel reëls buite konteks onderrig word. Die benaderings tot taalonderrig (veral taalstrukture/grammatiese strukture) in hierdie dokument is teksgebaseerd, kommunikatief en geïntegreerd. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Die volgende prinsiepes moet aandag kry as taalstrukture onderrig word: • Grammatika en woordeskat moet binne konteks en tydens spesifieke taalaktiwiteite onderrig word. • Grammatika kan binne konteks van ’n kort leesbegripteks onderrig word. Sommige vrae wat die onderwyser stel, kan oor die taalgebruik in die teks handel. Dit gee die onderwyser en leerders die geleentheid om te ontdek hoe grammatika en taal in ’n teks gebruik word. • Die gebruik van outentiese tekste word aanbeveel. • Verbind taalstruktuur met die funksionele gebruik van taal in verskeie sosiale kontekste, bv. om jou eie gedagtes en gevoelens uit te druk, om mense aan mekaar voor te stel ens. • Probeer om klaskamer aktiwiteite te doen wat vorm en funksie met mekaar verbind, bv. die gebruik van die verlede tyd en ‘n beskrywende paragraaf. • Fokus op aktiwiteite wat spesifiek op grammatika en woordeskat uitgerig is. Grammatika moet doelgerig onderrig word en betekenis en struktuur moet aandag kry. • Punktuasie moet ook in samehang met sinstrukture onderrig word 2.2 Tydstoekenning vir die Tweede Addisionele Taal Die volgende tydstoekenning van die ondergenoemde taalvaardighede word in ‘n twee-weeklikse siklus voorgestel. TAALVAARDIGHEDE TYDSTOEKEN￾NING PER WEEK (UUR) TYDSTOEKEN￾NING PER TWEE￾WEEKLIKSE SIK￾LUS (UUR) % Luister en praat 2 1 25 Lees en kyk: Begrip en letterkunde 1 25 Skryf en aanbied 1 25 Taalstrukture en konvensies (hierdie afdeling word in konteks van die 4 vaardighede onderrig) 1 25 Die tydstoekenning vir die onderrig van die Tweede Addisionele Taal is 2 uur per week. Die taalinhoud word in twee￾weeklikse siklusse onderrig (4 uur). Onderwysers hoef nie slaafs hierdie siklus te volg nie, maar moet verseker, dat die verskillende taalvaardighede, in die besonder die lees- en skryfvaardighede ingeoefen word. Die tydstoekenning in graad 7 – 9 vir die verskillende taalvaardighede is 36 weke. Vier weke word vir eksamens opsy gesit – twee vir die Junie-eksamen en twee vir die Desember eksamens. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 13 2.3 Leerboeke en onderrighulpmiddels Leeerders wat die Tweede Addisionele Taalkursus volg behoort die volgende te hê: GRAAD 7 – 9 KernMateriaal Voorgeskrewe taalhandboek √ Woordeboek √ Een van die volgende goedgekeurde/voorgeskrewe literêre genres Kort novelle √ Kortverhale √ Volksverhale √ Kort drama √ Gedigte √ Media tekste Koerante √ Tydskrifte √ Radio diskussies/dramas √ TV aanbiedinge/dramas/dokumentêr √ * Leerders moet aan die einde van die fase kennis dra van drie genres, bv. doen een genre per graad. Onderwysers van die Tweede Addisionele Taal behoort die volgende te hê: a) ‘n Kurrikulum- en assesseringsbeleidsverklaring. b) Taal-in-onderwys beleid. c) Die voorgeskrewe taalhandboek wat deur leerders gebruik word en ander bykomende handboeke vir naslaandoeleindes. d) Woordeboeke (eentalig, tweetalig, veeltalig, tesourus) e) Relevante voorgeskrewe literêre genres f) ‘n Verskeidenheid van mediatekste: koerante, tydskrifte, brosjures, strooibiljette, ens. g) Toegang tot oudio/visuele hulpmiddels vir gebruik in die klaskamer. h) Ander media bronne (‘n verskeidenheid van koerante, joernale of brosjures) Bronne in die klaskamer: a) ‘n Reeks van tekste wat verskillende leesvlakke het, bv. ‘n seleksie van leesboeke met genoegsame kopieë en tekste vir elke leesvlak in die klaskamer. b) ‘n Verskeidenheid mediatekste: koerante, tydskrifte, brosjures, strooibiljette, advertensies, plakkate, kennisgewings ens. c) Oudio/visuele hulpmiddels. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 3: Inhoudenonderrigplannevir Taalvaardighede Hierdie afdeling word in TWEE komponente verdeel: ‘n Oorsig van die vaardighede, inhoud en strategieë en die onderrigplanne. 3.1 Luister en praat Luister en praat is verskillende vaardighede, maar is tog interafhanklik van mekaar. Albei vind voortdurend informeel in die klaskamer plaas wanneer leerders inligting ontvang en bespreek. Formele luister en praat van spesifieke vorme, bv.rolspel of dialoog, het gefokusde onderrig nodig. Formele en informele luister en praat word geïntegreer met lees, skryf en taaloefening. Praat kan ‘n geskrewe teks na ‘n mondelinge teks verander, soos hardoplees. LUISTER Luisteronderrig betrek gewoonlik aspekte van die luisterproses. Dit is ’n aktiwiteit bestaande uit drie fases en wat gebaseer is op onafhanklike luisterstrategieë vir die dekodering en begrip van spraak en ander oudiovorme. Elke stap sal nie altyd tydens die luisterproses gebruik word nie. Byvoorbeeld, as leerders na die opname van ’n verduideliking luister, moet hulle ’n pre-luisteraktiwiteit doen. Dit sal hulle bedag maak op gefokusde luister (luister met ’n doel) en hulle help om assosiasies te maak met eie ervarings. Luisteraktiwiteite sal leerders help om besonderhede te onthou. Post-luister kan beteken dat leerders deur bespreking reageer op wat hulle gehoor het. Luisterbegripsaktiwiteite en -assessering bied ’n geleentheid om leerders te leer hoe om te luister. Die Luisterproses 1. Pre-luister stel leerders bekend aan die luistersituasie. Dit laat leerders toe om hulle vorige kennis oor die onderwerp te aktiveer en om hulle voor te berei om te luister. Dit .. • stimuleer/aktiveer agtergrondkennis voordat daar geluister word; • voorspel, op grond van die titel, waaroor die teks handel; • behandel belangrike woordeskat wat vir leerders vreemd mag wees; • bied aan die onderwyser die geleentheid om ’n pre-luister-vraag te stel om leerders se aandag te verkry; en • berei leerders voor om aantekeninge te maak. 2. Tydens luister moet leerders weet wat die doel van die luisteroefening is: Leerders kan verskeie kere na ’n teks luister sodat hulle hul aandag elke keer op ’n ander aspek kan toespits. 2.1 Luister vir spesifieke inligting • Soek betekenis; identifiseer hoof- en ondersteunende idees. • Bepaal leerders se begrip van ’n boodskap deur die volgende: maak en bevestig voorspellings en bevraagtekening. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 15 • Maak sinvolle aantekeninge; geheuekaart, skryf in breë trekke, kategoriseer, som op, vertel oor en volg instruksies. • Wees bewus van die spreker/aanbieder se liggaamstaal en ander gebare. 2.2 Luister vir interaksie • Gebruik beurtnemingskonvensies in gesprekke of groepwerk. • Vra vrae om kommunikasie vol te hou. • Reageer op taal, gebare, oogkontak en liggaamstaal. • Toon belangstelling op gepaste wyse deur gesigsuitdrukking, liggaamshouding, ens. • Gebruik die gepaste konvensies om beleefd te wees en respek vir andere te toon. 2.3 Luister vir waardering • Reageer op die estetiese eienskappe van mondelinge tekste bv. Ritme, tempo, klankeffekte ens. • Reageer op kommunikatiewe situasies • Gebruik beurtnemingskonvensies in gesprekke of groepwerk. • Verdedig ‘n standpunt • Vra vrae om kommunikasie vol te hou. • Reageer op taal, gebare, oogkontak en liggaamstaal • Toon begrip van die verband tussen taal en kultuur deurdat daar respek vir kulturele konvensies getoon word. 3. Post-luister volg op die luisterervaring. Leerders doen die volgende: • Beantwoord vrae • Hersien aantekeninge • Maak opsommings • Dra inligting oor vanaf mondelinge na geskrewe vorm, bv. gebruik inligting om ’n diagram van byskrifte te voorsien. • Sintetiseer nuwe inligting met vorige kennis. • Maak gevolgtrekkings, gee eie mening. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Voorgestelde lengte van tekste wat vir luisterverstaan gebruik kan word TEKSTE GRAAD • Mondeling, visuele, oudio-visuele en multimedia tekste • Oudiotekste • Kreatiewe tekste • Naslaantekste en inligtings tekste • Tekste vir verryking • Oudio-visuele tekste (Films, television programme en dokumentêre, skyfie vertonings, bandopnames, radio programme, foto’s, musiek en video’s) 7 Ten minste 30 sekondes 8 Ten minste 45 sekondes 9 Ten minste 1 minuut PRAAT Praatonderrig moet ’n wye reeks informele en formele praatsituasies insluit – van alledaagse gesprekke tot voorbere￾ide toespraak en aanbieding. Die doel van praatonderrig is om leerders te leer om duidelik, vlot, samehangend, met vertroue en gepas te praat. Praatonderrig moet kennis van die praatproses en kommunikatiewe strategieë insluit. Die praatproses Die praatproses bestaan uit die volgende stappe: • Beplanning: navorsing en organisering • Voorbereiding • Aanbieding Formele praat en aanbied ’n Formele praatproses behels bogenoemde stappe. Formele aanbiedings kan ook geskrewe of mondelinge weer￾gawes insluit wat onderwysers mag assesseer. 1. Beplanning: navorsing en organisering Leerders demonstreer die vaardighede van beplanning, navorsing en organisering vir mondelinge aanbieding deur: • bronne en verwysingsmateriaal te gebruik om inligting te vind en te selekteer; • organiseer en skryf van inligtingsstukke; kan notas neem; • ’n gepaste inleiding en slot te gebruik; • idees te ontwikkel en feite logies aan te bied; en • gebruik van objekte en oudio en/of visuele hulpmiddels om die impak en korrektheid van die aanbieding te verhoog. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 17 2. Voorbereiding en aanbieding Leerders moet daartoe in staat wees om mondelinge aanbiedingsvaardighede in te oefen en te demonstreer deurdie volgende: • Gebruik gepaste aanspreekvorme. • Toon ’n bewustheid van die gehoor. • Toon ’n bewustheid van situasie: formele en informele taal. • Gee eie opinie. • Gebruik korrekte taalstrukture en -konvensies. • Gebruik gepaste verbale en nieverbale tegnieke om betekenis te versterk, bv. toonhoogte, stembuiging, projeksie/modulasie, volume, spoed/tempo, frasering, oogkontak, gesigsuitdrukking, gebare- en liggaamstaal. • Praat met gepaste, duidelike intonasie en uitspraak om betekenis oor te dra. Informele praat en groepwerk (Verwys na “Kenmerke en konvensies van mondelinge kommunikasietekste” verderaan.) • Begin gesprek om kommunikasie vol te hou. • Vra vrae en beantwoord vrae om kommunikasie vol te hou . • Gebruik beurtnemingskonvensies in gesprekke of groepwerk. • Verduidelik betekenis waar nodig. • Reageer op taal, gebare, oogkontak en liggaamstaal. • Toon belangstelling op gepaste wyse deur gesigsuitdrukking, liggaamshouding, ens. Kenmerke en konvensies van mondelinge kommunikasietekste 1. Informele gesprek en groepwerk PRAAT/MONDELINGE TEKSVORME DOEL KENMERKE Informele gesprek/ dialoog/groepwerk Sien uitdrukkings gebruik in gesprek. Verwysingslys. Om rond om sekere temas te kommunikeer. • Begin gesprek om kommunikasie vol te hou. • Gebruik beurtnemingskonvensies • Vul oop spasies en ondersteun die spreker. • Verduidelik betekenis waar nodig . • Vra en beantwoord vrae om kommunikasie aan die gang te hou. • Reageer op taal, gebare, oogkontak en liggaamstaal. • Toon belangstelling op gepaste wyse deur gesigsuitdrukking, liggaamshouding, ens. Onvoorbereide hardop lees Om ‘n teks te deel • Lees vloeiend en hoorbaar • Spreek woorde korrek uit sonder om die betekenis te verdraai. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2. Formele praat en aanbied (Sien ook algemene opmerkings tov. beplanning en aanbieding) PRAAT/MONDELINGE TEKSVORM DOEL KENMERKE Voorbereide praat Hierdie vorm sal bewys van voorbereiding moet toon Verskeie: om in te lig/ te deel • Berei voor/doen navorsing • Organiseer inligting samehangend. Kies en ontwikkel hoofidees en ondersteun met voorbeelde. • Gebruik die korrekte formaat, woordeskat, taal en konvensies. • Gebruik toon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare. • Gebruik ’n doeltreffende inleiding en slot. • Gebruik gepaste styl en register. • Sluit gepaste visuele, oudio- en/of oudiovisuele hulpmiddels in, bv. tabelle, plakkate, voorwerpe, beelde en toepaslike visuele hulpmiddels Voorbereide hardoplees Om ’n eie of iemand anders se teks met ander te deel; om te vermaak. • Lees vlot en aandagtig volgens doel en opdrag. • Spreek woorde uit sonder om die betekenis te verwring. • Verhoog betekenis deur toon, stemprojeksie, tempo, oogkontak, liggaamshouding en gebare. 3. Praat vir spesifieke doeleindes/kontekste PRAAT/MONDELINGE TEKSVORM DOEL KENMERKE Gee aanwysings Om, byvoorbeeld, padaanwysings vir iemand te gee. • Gebruik hoofsaaklik bevelsinne. • Gebruik kort en duidelike sinne. • Gebruik chronologiese volgorde. • Verwys na ’n spesifieke rigting. • Dui die beraamde afstand aan. • Verkaf inligting oor bakens langs die pad. Instruksies Om te verduidelik hoe om ‘n taak af te handel/ kos te maak. • Verduidelik hoe om iets te maak/doen • Beskryf die materiaal wat nodig is. • Gee ’n duidelike, korrekte en logiese volgorde van instruksies. • Gebruik gepaste woordeskat Voorgestelde lengte van mondelinge kommunikasie TEKSTE TYDSDUUR GRAAD 7-9 Gesprekke 5 – 10 minute per groep/klas Dialoë 1-2 minute per paar Aanwysings en instruksies 1 minuut Voorbereide hardoplees 1 minuut Voorbereide toesprake 1 minuut Vertel ‘n gebeure Tot 2 minute Daaglikse kommunikasie, bv. vra hulp, maak verskoning, ens. 1 – 2 minute AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 19 Taalhandelinge (daaglikse mondelinge kommunikasie ‒ verwysingstabel) VRA TOESTEMMING/VERSOEK • Kan ek .. ? • Mag ek ..? • Is dit moontlik om … ? • Is dit reg as … ? • Is dit goed as ek …? • Gee jy om as .. ? • Ek vra toestemming om … • Laat my asseblief toe …/vergun my om ../ • veroorloof my … • Sal jy my toelaat om … GESPREK ONDERBREEK • Verskoon my, mag ek .. ? • Jammer, dink jy ek kan .. ? • Verskoon my, weet jy dalk .. ? • Ekskuus, maar kan jy my help … ? (formeel) HULP AANBIED • Mag ek jou help? • Kan ek jou help? • Soek jy iets? • Het jy hulp nodig? • Wat kan ek vandag vir jou doen? HULP VRA • Kan jy my asseblief help met …? • Sal jy my asseblief help om .. ? • Ek het hulp nodig met …/Ek benodig hulp met … • Help my asseblief … • Verleen hulp aan ../Help my om asseblief .. APOLOGIE/VERSKONING AANBIED • Jammer. • Ek is jammer omdat .. • Ek is spyt omdat … • Vergewe my, asseblief. • Ek bied verskoning aan vir …/Ek vra om verskoning vir … • Vergewe my. • Verskoon my. • Ekskuus/Verskoon my, asseblief. KLA OOR IETS • Ek is jammer, maar .. • Jammer om jou te pla, maar .. • Dalk het jy vergeet om .. • Ek dink jy het vergeet om .. • Verskoon my, maar .. • Moontlik bestaan daar ’n misverstand oor .. • Moenie my verkeerd verstaan nie, maar ek dink ons behoort .. ADVIES/RAAD GEE • Ek dink nie jy moet .. • Jy behoort dit .. • Jy behoort dit nie .. • As ek jy was, sou ek .. • As ek in jou posisie was, sou ek .. • As ek in jou skoene was, sou ek .. • Jy moet dit maar liewer doen .. • Jy moenie .. • Wat jy ook al doen, moet net nie .. VOORKEUR UITSPREEK • Sal jy daarvan hou .. • Ek wil liewer/liefs … • Hoekom het ons nie … ? • Wel, ek verkies … Wat dink jy? • Wat dink jy moet ons doen? • As dit van my afhang, moet ons gaan uiteet. • Ek dink ons moet na … gaan. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) VERMOEDE UITSPREEK • Ek sou sê hy is amper gereed om te. • Dit mag ‘n bietjie… benodig … • Hy mag .. • Dit lyk soos .. • Miskien het hy ...nodig … • Miskien sal hulle.. • Dit is moeilik om te sê, maar ek dink hulle gebruik dit om ’n … NIE PRESIESE INLIGTING GEE NIE • Daar is omtrent … • Daar is ongeveer .. • Daar is ’n groot aantal … • Voorspel dat .. • Dit is ’n voorbeeld van .. • Hulle is soort van … • Dit is moeilik om te bepaal, maar ek raai … • Ek is nie seker nie, maar ek dink … IEMAND GROET Voor ’n lang reis, vakansie, kort uitstappie • Geniet die reis. • Geniet die vakansie. • Veilig reis. • Geniet jou vakansie. • Geniet dit by (plek soos ’n restaurant). • Geniet dit in (plek soos ’n stad). Iemand groet wat van ’n reis terugkom • Hoe was julle vakansie? • Het julle dit in … geniet (plek)? • Hoe was die reis/vlug/uitstappie/toer/rit? EVALUEER/BEOORDEEL JOUSELF • Dit het goed gewerk/was effektief omdat …. • Ek het dit goed gedoen omdat … • Dit sou beter gewees het indien ek .. • Dit kan verbeter word deur .. • Vooruitgang is/is nie sigbaar/voor die hand liggend omdat .. 3.2 Lees en kyk Lees/kyk kombineer twee aspekte: 1) die leer en toepassing van strategieë vir die dekodering en verstaan van tekste; en 2) die leer en toepassing van kennis van die kenmerke van tekste. Beide aspekte behoort teenwoordig te wees tydens die onderrig van lees/kyk van literêre en nieliterêre tekste. Die inhoud van lees en kyk is gerangskik in: 1) lees vir begrip; en 2) uitgebreide selfstandige lees. Die Leesproses Leesonderrig betrek fases van die leesproses. Dit is ’n driefase-aktiwiteit wat gebaseer is op verskillende leesstrategieë vir die dekodering en begrip van tekste. Elke stap van die proses sal nie altyd gebruik word nie. Byvoorbeeld, as leerders ’n onbekende tekssoort of genre lees, moet hulle ’n pre-leesaktiwiteit doen wat hul aandag vestig op die opvallende kenmerke van die tekssoort. Dit sal hulle ook help om assosiasies met hul eie ervarings te skep. Leesaktiwiteite sal leerders help om die struktuur en taalkenmerke van die teks in besonderhede te ontleed. Tydens post-lees kan leerders probeer om die teks in hul eie geskrewe tekste te reproduseer. Die Lees- en kyk proses 1. Pre-lees stel leerders aan die teks bekend. Dit aktiveer assosiasies en vorige kennis. • Vluglees en soeklees tekskenmerke: titels, opskrifte, subopskrifte, onderskrifte, visuele elemente en grafiese inligting, byvoorbeeld: lettertipe en numering, uitleg, ikone, illustrasies, grafieke, tabelle, kaarte, diagramme, tuimelkieslyste, sleutelwoordsoektogte, ens. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 21 • Maak voorspellings deur die inligting te gebruik wat uit vluglees en soeklees verkry is. • Hanteer belangrike woordeskat wat vir leerders onbekend mag wees. 2. Lees verwys na die begrip van die teks en om meer aandag te skenk aan die taalkenmerke daarvan. • Toon aktiewe begrip van die teks. • Bepaal die betekenis van onbekende woorde en beelde deur woordaanpakvaardighede en kontekstuele leidrade te gebruik. • Gebruik leesbegripstrategieë: skep verbintenisse, moniteer begrip, pas die leesspoed aan by die moeilikheidsvlak van die teks, herlees waar nodig, soek vooruit in die teks na inligting wat kan help, stel en beantwoord vrae (laer-orde tot hoër-orde), visualiseer, maak afleidings, lees vir hoofgedagtes, let op woordkeuse en taalstrukture, herken die tekssoort aan die struktuur en taalkenmerke. • Maak aantekeninge of som die hoof- en ondersteunende gedagtes op. 3. Post-lees stel leerders in staat om die teks as geheel te beskou en daarop te reageer. • Beantwoord vrae oor die teks vanaf laer-orde tot hoër-orde. • Vergelyk en kontrasteer; sintetiseer. • Evalueer, kom tot gevolgtrekkings en verwoord eie opinie. • Reproduseer die genre in ’n eie skryfstuk (waar toepaslik). Voorbeelde van soorte vrae Kennisvrae Wie… ? Wat…? Waar ? Begripsvrae Wie is die pa? Toepassingsvrae Kan jy met hierdie werkwoord ‘n sin maak? Kan jy ‘n soortgelyke sin maak met hierdie word? Analisevrae Hoe stem dit ooreen met … ? Hoe verskil dit van … ? Hoekom hou hierdie charakter van .. ? Waar of fals? Evalueringsvrae Watter van die volgende verkies jy? Kies van ‘n tekstipe of genre Onderwysers moet seker maak leerders lees ’n wye verskeidenheid van tekste/genres gedurende die jaar. Daar moet ’n balans gehandhaaf word tussen tekste gelees vir begrip, kommunikasie en vir genot. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AANDAGTIG LEES 1.1 Aandagtige lees van kort geskrewe tekste vir WOORDBEGRIP Leerders pas ’n verskeidenheid strategieë toe om ’n teks te verstaan. Hulle verwerf woordeskat deur middel van woordaanpakvaardighede en blootstelling: • Gebruik woordeboeke, tesourusse en ander naslaanwerke om die betekenis, spelling, uitspraak en woordsoortelike funksie van onbekende woorde na te gaan. • Identifiseer die betekenis van bekende prefikse/voorvoegsels (soos be-, her-, ont-, ve-r) en bekende suffikse/ agtervoegsels (soos -heid, -lik, -ing, ens.). • Bepaal die betekenis van woorde en woordfamilies deur na die stam/basis, suffikse en prefikse te kyk. • Gebruik tekstuele konteks (bv. soos definisies binne sinne), kontekstuele leidrade (soos kommas, aanhalings) en grafiese leidrade (soos lettertipe en -grootte, vetdruk) om die betekenis van onbekende woorde te bepaal. • Gebruik bekende idiomatiese uitdrukkings, idiome en spreekwoorde soos agteros kom ook in die kraal. • Identifiseer die oersprong en betekenis van nuwe woorde, bv. sleng en leenwoorde (soos ubuntu, chakalala). • Onderskei tussen woorde wat verwar word: homofone, homonieme, sinonieme, antonieme. • Herken ‘n paar afkortings. • Pas taalreëls toe om begrip te dekodeer. 1.2 Aandagtige lees van kort geskrewe tekste vir SINS- EN PARAGRAAFBEGRIP Leerders pas grammatikale kennis toe om die sinsbou en die organisering van ’n teks te verstaan. Dit bied geleentheid vir die geïntegreerde onderrig van taalstrukture • Identifiseer en gebruik die betekenis en funksies van taalstrukture en -konvensies in tekste. 1.3 Aandagtige lees van kort geskrewe tekste vir TEKSBEGRIP resulteerend vanuit die hele teks Leerders pas hulle kennis van verskillende genres toe om die doel, betekenis en effek van tekste as geheel te verstaan. • Bring die teks in verband met eie ervaring. • Kom tot ’n gevolgtrekking; vorm eie opinie. 1.4 Aandagtige lees van kort tekste vir OPSOMMING EN AANTEKENINGE Leerders pas kennis van teksstrategieë toe om tekste op te som. (Verwys na leesstrategieë.) • Soek- en vluglees hoofidees en tema. • Lys die hoof idees. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 23 1.5 Aandagtige lees van MULTIMEDIA- EN VISUELE TEKSTE (Multimediatekste maak gebruik van visuele en geskrewe materiaal in een teks soos ’n advertensie/spotprent. Dit kan ook met gesproke taal en gebare gekombineer word.) Leerders pas hulle kennis van prente en visuele hulpmiddels toe om te verstaan hoe dit die skryf van multimediatekste ondersteun. • Identifiseer en bespreek die doel en boodskap van visuele tekste gemaak vir genot en onderhouding bv. films soos spotprente, prente, .musiek, video’s en strokiesprente. Aandagtige lees van LITERÊRE TEKSTE/genres Leerders lees, geniet en skat letterkundige tekste/genres na waarde en beantwoord begripsvrae. Hulle verstaan die basiese kenmerke van letterkundige vorms, bv. dat ‘n gedig ander kenmerke het as ‘n kortverhaal. Uitgebreide selfstandige lees en kyk Leerders pas die strategieë aangeleer in aandagtige lees toe op leeswerk vir genot. Die begeleiding van die onderwyser is noodsaaklik tydens hierdie leesaktiwiteite. • Besoek biblioteke en ken boekklassifiseringskonvensies • Lees/kyk gedurende en na klastyd na ’n wye verskeidenheid tekste soos boeke, tydskrifte, koerante, webwerwe en films. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEKSTE VIR GEBRUIK TYDENS DIE GEÏNTEGREERDE ONDERRIG VAN TAALVAARDIGHEDE, GRAAD 7 TOT 9 Bykomend tot die literêre tekste vir formele onderrig, moet die volgende tekste soos geskrewe, visuele en multimediatekste, met verskillende doelstellings, in Graad 7 tot 9 behandel word. Sommige tekste word bestudeer vir estetiese waardering en ander kan as voorbeelde vir skryf dien. Literêre tekste vir formele onderrig Voorgestelde genres Een van die Die volgende voorgestelde literêre genres, soos in die Nasionale Letterkunde-katalogus vervat: Kort roman Kortverhale/Folklore (Graad 7 – 1 storie) (Graad 8 – 1 storie) (Graad 9 – 2 stories) Kort Drama Gedigte (Graad 7 – 2 gedigte) (Graad 8 – 2 gedigte) (Graad 9 – 3 gedigte) Verryking Films Geselekteerde TV-reekse of doku￾mentêre programme Radiodramas Essays Biografieë Outobiografieë Volksverhale Mites en legendes Geskrewe tekste vir inligting (nas￾laantekste) Ensiklopedieë Woordeboeke Roosters Skedules Telefoongidse Handboeke Tesourusse TV-gidse Geskrewe mediatekste Tydskrifartikels Koerantberigte Advertensies Hoofartikels Kennisgewings Geskrewe oudiotekste Dialoë Toesprake Liedere Geskrewe interpersoonlike en trans￾aksionele tekste Briewe Dagboekinskrywings Uitnodigings E-posboodskappe Sms, twitter Notas Verslae Geskrewe interpersoonlike tekste in die sakewêreld Multimedia- of visuele tekste vir inligting Kaarte Grafieke of tabelle Kopkaarte of diagramme Plakkate Strooibiljette, pamflette of brosjures Tekens en simbole TV-dokumentêre programme Web￾blaaie, webwerwe, blogs Facebook en ander sosiale netwerke Rekenaargeprojekteerde aanbiedinge Transparante Multimedia- of visuele tekste vir este￾tiese doeleindes Films Foto‟s Illustrasies Multimedia- of visuele tekste vir genot en vermaak Films TV-programme Musiekvideo‟s Spotprente en karikature Strokiesprente Graffiti Oudiotekste Radioprogramme Voorlesings van dramas, romans en kortverhale Opnames van toesprake Advertensies op radio, TV, in koeran￾te en tydskrifte AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 25 Lengte van geskrewe tekste vir aandagtige lees/begrip en opsommings graAd Teks vir hardoplees 7 200 – 250 woorde 5-6 sinne (1 paragraaf) 8 250 – 300 woorde 5-8 sinne (2 paragrawe) 9 300 – 350 woorde 5-10 sinne (3 paragrawe) Leesbegrip 7 200 – 250 woorde 8 250 – 300 woorde 9 300 – 350 woorde Opsomming 7 100 woorde 8 120 woorde 9 140 woorde 3.3 Skryf en aanbied: proses, inhoud, strategieë en tekste Skryf en aanbied kombineer drie aspekte: 1) om die skryfproses te gebruik, 2) om die kennis van die strukture en kenmerke van die verskillende tekste te leer en toe te pas, en 3) om die kennis van paragrawe, sinstrukture en punktuasie te leer en toe te pas. Prosesskryf Die onderrig van skryf behels die skryfproses, alhoewel nie al die stappe van die proses tydens elke skryfaktiwitet gebruik sal word nie. Byvoorbeeld, dit is nie nodig dat leerders elke struktuur- en taalkenmerk van bekende tekssoorte in besonderhede hoef te ontleed nie. Onderwysers behoort per geleentheid te fokus op sinstrukture of die skryf van paragrawe, of leerders kan tekste skryf sonder konseptekste, soos tydens eksamenvoorbereiding. Keuse van ‘n teks Onderwysers moet seker maak leerders skryf ‘n wye verskeidenheid tekste gedurende die jaar. Daar moet ‘n balans gehandhaaf word tussen die skryf van lang en kort tekste en vir verskillende doeleindes: transaksionele tekste, kreatiewe tekste, persoonlike/interpersoonlike tekste ens. Onderwysers behoort ‘n toepaslike tekssoort sowel as ‘n tema te kies om oor te skryf, bv. “My gunsteling ete”. Stappe tydens die prosesskryf Pre-skryf/beplanning • Stel leerders aan toepaslike woordeskat en soortgelyjke tekssoort voor. • Hou ’n dinkskrum oor die onderwerp Beplanning • Maak ‘n plan vir die teks en gebruik daardie gedagtes wat in die pre-skryf fase geopper is. • Identifiseer hoof idees deur die opstel van ‘n kopkaart AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Organiseer idees in ’n logiese volgorde sodat argumente duidelik is. Skryf ‘n konsep • Skryf ’n eerste poging en hou die doel, teikengroep, onderwerp en tekssoort in gedagte. • Kies gepaste woorde • Organiseer idees in ’n logiese volgorde sodat die opstel/teks sin maak. • Organiseer idees en/prente • Lees die konsep krities en verkry terugvoer van onderwyser. Hersiening, redigering, proeflees en aanbieding • Evalueer eie idees en dié van ander aan die hand van gestelde kriteria. • Verfyn woordkeuse, sin- en paragraafstrukture • Verfyn die volgorde en samehang van paragrawe • Gebruik grammatika, spelling en punktuasie korrek • Berei finale weergawe voor, insluitend uitleg. • Bied teks aan Leerders wend hul kennis van taalstrukture en konvensies aan terwyl hulle tekste skryf. Woordkeuse • Ken en gebruik ’n wye verskeidenheid woorde. • Ken woordsoorte en hoe dit in ’n sin gebruik word • Bepaal of woordgebruik formeel, informeel of sleng (aanstootlike taal) is en hoe om dit korrek in sinne tegebruik. • Spel woorde korrek. • Gebruik woordeboeke en tesourusse om woordeskat uit te brei. • Skep ’n persoonlike woordelys om woordeskat uit te brei. Sinsbou • Skryf enkelvoudige en saamgestelde sinne. • Gebruik verbindingswoorde (soos voegwoorde, betreklike voornaamwoorde, bywoorde, telwoorde) korrek om sinsdele in samegestelde sinne te verbind. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 27 Leestekens • Ken en gebruik leestekens (soos punt, komma, dubbelpunt, aandagstreep, vraagteken, uitroepteken, hakies, aanhalingstekens, kommapunt, ellips) gepas en korrek. Skryf van ’n paragraaf • Skryf paragrawe met ’n logiese volgorde. Register • Gebruik ’n gepaste register Tekssoorte ‒ strukture en taalkenmerke Die tabel hieronder bevat die soorte tekste wat ’n leerder in Graad 7 – 9 behoort te skryf; ander tekste kan ook ingesluit wees soos benodig. Kreatiewe tekste TEKSSOORT DOEL TEKSSTRUKTUUR TAALKENMERKE Verhalend Om te vermaak Logiese ontwikkeling van paragrawe Skryf in die eerste of derde persoon. Gebruik meestal verlede tyd. Beskryf opeenvolgende gebeure. Dialoog kan gebruik word. Beskrywend Om iets lewendig te beskryf Beskryf wat gebeur in ‘n prent. Gebruik teenwoordige tyd. Skep ’n prent in woorde. Gebruik bywoorde en byvoeglike naamwoorde. Lang en kort transaksionele tekste TEKSSOORT DOEL TEKSSTRUKTUUR TAALKENMERKE Dagboekinskrywings (Kort) Om persoonlike ervarings neer te skryf/vooruit te beplan. Skryf gewoonlik in ’n dagboek of ’n joernaal. Skryf inskrywings gereeld(daagliks of weekliks). Voorsien inskrywings van datums. Skryf gewoonlik in die teenwoordige/verlede/ toekomstige tyd. Gebruik informele en nie beledigend styl. Skryf vir hom- of haarself. Vriendskaplike briewe (Lang) Om in te lig en vriendskap te onderhou Adres, datum en aanhef Struktuur hang af van die doel van die brief (soos bekrywing van jou familie of huis Afsluiting/slot (naam) Gewoonlik informele styl, maar taalkenmerke sal volgens die doel van die opdrag verander. Dialoog (Lang) Kommunikasie Inleiding en slot; spesifieke kenmerke van ‘n dialoog. Punktuasie Direkte rede Vraagwoorde Teenwoordige en toekomstige tyd. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEKSSOORT DOEL TEKSSTRUKTUUR TAALKENMERKE Uitnodiging Om iemand na ’n gebeurtenis uit te nooi of om iets te doen. Kan in die format van ‘n informele brief of uitnodigingskaartjie wees. • Sluit die volgende in: aard van die gebeurtenis; waar dit plaasvind; datum en tyd; mag kleredragreëls insluit; naam van uitgenooide; mag RSVP insluit; en mag visuele element/e insluit. Kan formele of informele styl wees. Bondig en op die man af. Poskaart/Boodskap/E-pos Om in te lig en te kommunikeer. Aanhef, adres of e-pos formaat. Teenwoordige/verlede en toekomstige tyd. Tekste vir verryking TEKSSOORT DOEL TEKSSTRUKTUUR TAALKENMERKE Vir verryking: Invul van vorms. (kort) Verskeie, bv. om vir ’n biblioteekskaart aansoek te doen. Sal verskil volgens die doel bv. Naam, adres, ouderdom, skool ens. Voltooi vorms bondig, akkuraat, formeel, netjies (skrif moet leesbaar wees - gewoonlik drukskrif). Strooibiljet/pamflet (kort) Om iemand te oorreed om iets te koop of te gebruik Klein grootte, bv. A5-papier Opskrif moet aandag trek Kortlikse beskrywing van produk Lys van voordele en aanbiedinge Kontakbesonderhede soos webwerf • Visuele inligting mag gebruik word, soos ontwerpelemente. Spreek leser direk aan. Bondige taalgebruik. Gebruik taal wat impak op leser maak, bv. bywoorde, byvoeglike naamwoorde, Advertensie (kort) Om iemand te oorreed om iets te koop of te gebruik Neem verskeidenheid formate aan. Het gewoonlik visuele ontwerpelemente. Gebruik advertensietegnieke. Ontwerp moet aandag trek sodat die leser die advertensie onthou. Maak impak op die leser bv. gebruik van bywoorde, byvoeglike naamwoorde en punktuasie. Prosedures soos instruksies, rigtingaanwysings en reëls Om deur middel van ’n reeks opeenvolgende stappe te beskryf of opdrag te gee oor hoe dinge gedoen word. ‘n Logiese stel opeenvolgende stappe om ‘n doel te bereik Begin sinne altyd met ’n bevelsin of werkwoord, bv.: Draai regs by die winkel. Skryf in chronologiese volgorde bv. Eerstens ..vervolgens . Gebruik van nommers en kolmerkers om orde aan te dui. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 29 Lengte van geskrewe tekste TEKSTE GRAAD AANTAL WOORDE Paragrawe: verhalend en beskrywend 7 70- 100 woorde 8 90- 120 woorde 9 110- 140 woorde Lang transaksionele tekste : Vriendskaplike briewe/ dialoog 7 - 9 70 - 90 woorde (slegs inhoud) Kort transaksionele tekste: Advertensie/dagboekinskrywing/ poskaart/ uitnodigingskaartjie (en antwoord)/invul van vorms/ instruksies/aanwysings/ plakkaat/strooibiljet (pamflet)/e-pos 7 - 9 40 – 60 words (slegs inhoud) 3.4 Taalstrukture en -konvensies ‒ verwysingstabel Die volgende taalstrukture en -konvensies moet binne die konteks van lees en skryf onderrig word. Dit vorm ook deel van sistematiese taalonderrig. Die meeste taalstrukture en -konvensies is reeds in die vorige fases onderrig maar mag weer versterk word. LW: Die besondere kenmerke van ‘n taal moet in aanmerking geneem word. Daarom sal hier slegs die besondere kenmerke van ‘n spesifieke taal aangedui word. Selfstandige naamwoorde Soortnaam (meervoud, verkleining): huis - huise - huisie; man - mans - mannetjie Eienaam: Piet, Nonxeto, Gauteng, Suid-Afrika Versamelnaam: swerm voëls, skool visse (ook uitbreiding van woordeskat) Abstrak: liefde, haat, jaloesie Meervoud: -e, -s, -ers, -ere, -ens, -de, -te; meervoude met die afkappings ‘s; meervoude met die deelteken ë; meervoude met ’n kappie ê; dubbele meervoude op -kus en -ci; ander woorde vir meervoudsvorm: ding > goed Verkleining: -tjie, -jie, -ie, -etjie, -pie, -kie, ‘tjie en die reëls vir die vorming van verkleining Geslag: aparte woorde (man x vrou); agtervoegsels (-esse, -es, -in, -ster, -ise, -e, -te); woorde soos mannetjie, wyfie, haan, hen, ram, ooi, merrie, hings, ens. Telwoorde Hooftelwoord: vyf, twintig Rangtelwoord: eerste, tweede, derde, drie-en-veertigste Lidwoorde Onbepaalde lidwoord: ’n Bepaalde lidwoord: die Voornaamwoorde Aanwysende voornaamwoorde: hierdie, daardie Persoonlike: ek, jy, ons, ens. Besitlike: my, sy, joune, hare, s’n, ens. Vraende: waarin, wat, wie, ens. Betreklike: wat, wie se, met wie, waaruit, waarop, waarmee Onpersoonlike: dit, daar Onbepaalde: iets, ’n mens, hulle, iemand, niemand Wederkerende: hy .. hom, Juffrou .. haar Wederkerige: mekaar AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Byvoeglike naamwoorde Attributief: Die lang man .. Predikatief: Die man is lank .. Trappe van vergelyking: stellende, vergrotende en (die) oortreffende trap; reëls vir die onderrig van die vorming van trappe van vergelyking Intensiewe vorme: doodmoeg, springlewendig Verboë vorme: Die lawwe kind .. Bywoorde Bywoord van tyd: nou-nou, gister Bywoord van wyse: gesels-gesels, vinnig, stadig Bywoord van plek: op die sokkerveld, Winburg, in die dorp Bywoord van modaliteit: dalk, moontlik Voorsetsels Alle voorsetsels in vaste en vrye verbindings: met, op, onder; onderaan, daarin Werkwoorde Selfstandige/hoofwerkwoord: kom, gaan, groet Deeltjiewerkwoorde: ingaan – gaan in, opteken – teken op, teengaan – gaan teen Koppelwerkwoorde: is, was, word, lyk, blyk, heet, skyn Hulpwerkwoorde: tyd, wyse, plek, vorm Infinitief: om te + werkwoord, te + werkwoord: behoort, hoef, skyn, blyk Tyd Teenwoordige tyd: Ek drink ’n melkskommel. Verlede tyd: Ek het ’n melkskommel gedrink. Toekomende tyd: Ek sal ’n melkskommel drink. Voegwoorde Verbind sinsdele en sinne aan mekaar: Groep 1: maar, en, want, of, dog, sowel as (woordorde verander nie – neweskikkend); Groep 2: dus, daarom, intussen, al, nogtans anders (woordorde verander – voegwoordelike bywoorde); en Groep 3: dat, omdat, indien, terwyl, alhoewel, voordat, as, ens. (onderskikkend). Tussenwerpsels Eina!, sjoe! Verbindingswoorde (skryf van sinne en paragrawe) Sluit in woorde soos voegwoorde, betreklike voornaamwoorde, bywoorde, telwoorde Lydende en bedrywende vorm (aktief en passief) Stelsin, sinne sonder onderwerp, sinne in verlede tyd, sinne in toekomende tyd, sinne methulpwerkwoorde, bevelsin, vraagsin, woordorde Direkte en indirekte rede Stelsin, vraagsin, bevelsin, verandering van leestekens, verandering van bywoorde van plek en tyd, verandering van voornaamwoorde, woordorde Sinne en sinsdele Bou van ’n enkelvoudige sin: onderwerp, gesegde, voorwerp, byvoeglike en bywoordelike bepalings Woordorde in sinne: tyd, wyse, plek, infinitief Sinsoorte: stel-, bevel-, vraag-, uitroepsinne (eksklamasie) Saamgestelde sinne: hoofsinne en bysinne (byvoeglike, bywoordelike – tyd, wyse, plek, modaliteit) Veelvoudige sinne (hoof- en neweskikkende sinne) Ontkenning: dubbele ontkenning, vraag (Nee, dit is nie .. nie); bevel (Moenie ..), asseblief (Moet asseblief nie .. nie); woorde wat verander (iemand – niemand; ooit – nooit) Spelling Spelpatrone, spelreëls en konvensies, afkortings en verkortings, akronieme Woordeskatuitbreiding/- ontwikkeling en idiomatiese taalgebruik Sinonieme, antonieme, een woord vir ’n omskrywing. idiomatiese uitdrukkings (vergelyking, personifikasie, metafoor, ironie, kontras, sarkasme, antiklimaks, woordspeling) (Vir verryking: simbool, inversie, onomatopee/klanknabootsing, eufemisme, hiperbool, metonimia, onderbeklemtoning, oksimoron, sinekdogee, litotes, paradoks oxymoron, metonymy, ) Idiomatiese uitdrukkings/idiome Leenwoorde Leestekens/punktuasie Komma, punt, vraagteken, dubbelpunt, kommapunt, aandagstreep, uitroepteken, aanhalingstekens, beletselteken/ellips, asterisk, hakie, parentese AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 31 3.5 ONDERWYSPLANNE Hierdie dokument stel voor dat elke onderrigsiklus op een of meer eenhede fokus wat die vaardighede luister, praat, lees, kyk, skryf, aanbied en taal insluit. Elke siklus maak voorsiening vir leerderaktiwiteite waartydens geleer, gelees en gekyk word deur middel van ’n reeks mondelinge, geskrewe en visuele tekste. In elke siklus sal leerders se aandag gevestig word op die korrekte grammatika en die soort genre. Gedurende ’n jaar sal 18 siklusse die inhoud van die kurrikulum in 36 weke dek. Die moeilikheidsvlak sal ook oor ’n tydperk van drie jaar van kwartaal tot kwartaal en jaar tot jaar in die Senior Fase toeneem. Progressie is daarom deel van die organisering van die onderrigplanne. Hierdie struktuur bied aan leerders en onderwysers die geleentheid om inhoud, taalkennis en woordeskat te verwerf en om taalstrukture aan te leer. Dit gebeur oor ’n tydperk van twee weke en daarna word ’n volgende vaardigheid aangepak. Dit sorg ook vir verskeidenheid en kan by ’n spesifieke groep leerders aangepas word. So kan die een tema oor klere handel en die volgende oor die weer. Geïntegreerde taalonderrig: die onderrigsiklus In die praktyk beteken integrering verskeidenheid: ’n verskeidenheid teksformate, aktiwiteite, tekste en temas. (Verwys na “Voorgestelde temas – verwysingstabel” verderaan). Wanneer ’n geïntegreerde tweeweeklikse siklus ontwerp word, mag die onderwyser aktiwiteite volgens ’n bepaalde onderwerp groepeer, byvoorbeeld: Sport. Die lesse van ’n tweeweeklikse siklus kan in enige volgorde wees, byvoorbeeld, ’n siklus kan begin met lees wat ontwikkel tot ’n besprekingsaktiwiteit, gevolg deur ’n skryfaktiwiteit. Die voorgeskrewe literêre teks (waar toepaslik) of enige ander teks kan vir die aktiwiteite wat volg, gebruik word. Die lesse van ’n tweeweeklikse siklus kan in enige volgorde wees, byvoorbeeld, ’n siklus kan begin met lees wat ontwikkel tot ’n besprekingsaktiwiteit, gevolg deur ’n skryfaktiwiteit. Die voorgeskrewe literêre teks (waar toepaslik) of enige ander teks kan vir die aktiwiteite wat volg, gebruik word. Die onderwyser kies ’n literêre teks. Dit kan gedigte, kortverhale, eenbedryf of novelle wees. (Verwys na “Tekste vir gebruik tydens die geïntegreerde onderrig van taalvaardighede”.) Die onderwyser mag die orde om teks te onderrig self bepaal. As die onderwyser ‘n langer deurlopende teks soos ‘n kortverhaal of eenbedryf kies, word daar voorgestel dat daardie teks eers afgehandel word, sodat die leerders nie die detail moet vergeet nie. As daar 'n korter verhaal of ‘n kort drama gekies is, moet die onderwyser die teks oor die beskikbare periodes verdeel soos wat sulke periodes beskikbaar is. Bykomende afdelings van die werk mag as huiswerk gelees word of mag deel vorm van enige vorm van uitgebreide leeswerk. Die kurrikulum fokus op taalstrukture. In die praktyk sal taalonderrig omtrent een uur in ’n tweeweeklikse siklus duur. Dertig minute word gebruik vir die onderrig van taal in konteks saam met lees- en skryfvaardighede en die ander dertig minute is uitsluitlik vir taalonderrig. Remediërende taalonderrig na aanleiding van taalfoute gedoen tydens skryfaktiwiteite, moet ook gedoen word. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Voorgestelde temas – verwysingstabel • Diere • Die liggaam • Klere • Kleure • Dae en maande • Gevoelens • Familie • Kos • Groete • Stokperdjies • Die Huis • Voorkeure en afkeure • Musiek • Natuur/omgewing • Plekke • Die skool • Sport • Tyd • Vervoer • Die weer en seisoene Die ontwikkeling van onderrigplanne vir onderrig- en leeraktiwiteite ’n VOORBEELD van ’n ONDERRIGPLAN vir Graad 7 Kwartaal 1, Week 1 en 2 (6 x 40-minute-lesse) = 4 uur onderrigtyd GRAAD 7 KWARTAAL 1 Weeks Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd) Weke 1 en 2 Luister vir spesifieke inligting: Onderrig kenmerke om vir inligting te luister. Klas luister na bv. ‘n klankbaan van ‘n dialoog oor ontmoetings en groet￾formulier Informele gesprek Die klas oefen in pare groet en ontmoet. Lees vir begrip (strategieë) op woord- en sinsvlak Bv.dialoë tussen mense wat mekaar vir die eerste keer groet, en dan ook die vraag stel wie hulle is en hoe dit gaan. Kreatiewe skryfwerk: Beskrywende paragraaf Bv. Skryf ‘n beskrywende paragraaf Volg al die stappe van die skryfproses, bv. • voorbereidingsfase • beplanning (breinkaart) • skryf eerste weergawe • eerste redigeringsproses • aanbieding vir opvoeder en assessering. Skryf sinne neer waar jy iemand aan anderes voorstel en beskryf iemand – daarna skryf ‘n beskrywende paragraaf en gebruik dieselfde sinne daarvoor op ‘n logiese wyse. ‘n Paar eenvoudige byvoeglike naamwoorde. Gebruik van teenwoordige tyd Woordeskat in konteks Voorbeeld van ’n siklustema: Ontmoet en groet Les 1: (hoofsaaklik luister en praat) • Inleiding: Groet die klas en stel jou voor. Onderrig die leerdes hoe om hulself voor te stel. • Ontwikkeling van woordeskat na aanleiding van tema. • Onderrig kenmerke hoe om vir inligting te luister. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 33 Les 2: (hoofsaaklik luister en praat) • Luister verskeie kere na ‘n dialoog hoe mense mekaar groet. • Leerders oefen in pare om te groet en te ontmoet. Les 3: (hoofsaaklik lees) • Kyk na foto’s, opskrifte en titels van dialoë • Leerders lees onafhanklik, waarna die onderwyser die teks herlees terwyl die leerders die dialoog probeer verstaan. • Die onderwyser verduidelik die grammatiese verskynsels en ook nuwe woordeskat. • Huiswerk: die leerders herlees die dialoë en beantwoord vrae, bv. waar/fals Les 4: (verskillende aspekte) • Geïntegreerde taalkenmerke en –konvensies in die teks. • Verduidelikking van die skryfproses • Leerders lees voorbeelde van beskrywende paragrawe • Huiswerk: Leerders skryf maklike sinne waarin iemand voorgestel en beskryf word deur middel van grammatiese strukture en konvensies soos verduidelik. Les 5: (hoofsaaklik skryf) • Leerders skryf ‘n beskrywende paragraaf Les 6: (Skryf) • Leerders redigeer en herskryf die eerste weergawe van die paragraaf. Hierna volg onderrigplanne vir Graad 7 - 9. Let daarop dat dit slegs VOORBEELDE is van hoe om die onderrig van Tweede Addisionele Taal te beplan vir ’n tydperk van een jaar. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.5.1 Graad 7 GRAAD 7 KWARTAAL 1 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd) 1 en 2 Luister vir spesifieke inligting: Onderrig kenmerke om vir inligting te luister. Klas luister na bv. ‘n klankbaan van ‘n di￾aloog oor ontmoetings en groet-formulier Informele gesprek Die klas oefen in pare groet en ontmoet. Lees vir begrip op woord- en sinsvlak Bv.dialoë tussen mense wat mekaar vir die eerste keer groet, en dan ook die vraag stel, wie hulle is en hoe dit gaan. Kreatiewe skryfwerk: Beskrywende paragraaf Bv. Skryf ‘n beskrywende paragraaf Volg al die stappe van die skryfproses, bv. • voorbereidingsfase • beplanning (breinkaart) • skryf eerste weergawe • eerste redigeringsproses • aanbieding vir opvoeder en assessering. Skryf sinne neer waar jy iemand aan anderes voorstel en beskryf iemand – daarna skryf ‘n beskrywende paragraaf en gebruik dieselfde sinne daarvoor op ‘n logiese wyse. ‘n Paar eenvoudige byvoeglike naam￾woorde. Gebruik van teenwoordige tyd Woordeskat in konteks 3 en 4 Luister vir waardering: Luister na ‘n lied/gedig wat die alpha￾bet uitbeeld. . Gebruik dit om sekere woorde te spel wat leerders daarna kan neerskryf as deel van hul luisterverstaan oefening. Formele praat: Bv. rolspeel tov. groet en ontmoet Literêre tekste: Lees ‘n gedig/lied bv. dieselfde een wat tydens die luisterverstaan en waardering gedoen is. Langer transaksionele tekste: Volg al die stappe van die skryfproses, bv. • voorbereidingsfase • beplanning (breinkaart) • skryf eerste weergawe • eerste redigeringsproses • aanbieding vir opvoeder en assessering Skryf ‘n dialoog. Direkte rede Vraagwoorde Leestekens Nuwe werkwoorde word gebruik. Remediëring van taalkonvensies vanuit leerders se geskrewe produkte Woordeskat in konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 35 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet ) 5 en 6 Luister vir inligting en begrip Bv. die dae van die week, maande in ‘n jaar en getalle. Vul inligting in op ‘n vorm, bv. ‘n kalender, dae van die week, maande van die jaar. Informele praat en groepwerk: Groepe stel vrae en gee antwoorde en gebruik daarby ‘n visuele teks, soos bv. ‘n kalender. Lees vir begrip op word- en sinsvlak. Stel die kenmerke van visuele teks voor. Bekyk en bespreek verskeie visuele tekste bv. ‘n prent of ‘n foto Bv. Kyk na die skoolrooster en lees ‘n teks oor die tema: “Die skool” Kreatiewe teks: Bv. stel jou eie rooster in die teikentaal op./Invul van ‘n vorm na aanleiding van die oefening in luister begrip. Selfstandige naamwoorde Werkwoorde Om tyd te lees Woordeskat binne konteks 7 en 8 Luister vir begrip: Bv. luister na ‘n dialoog waar leerders oor die vak praat wat hulle meeste/ minste van hou. Formele praat en aanbied: Bv. Leeerders stel hulself voor and sê watter vak hulle meeste van hou. Aandagtig lees: Bv. Lees ‘n teks van leerders oor hul beste vak. en Beantwoord begripsvrae oor die teks. Kreatiewe teks: Bv. Skryf sinne en gebruik kontekstuele woordeskat. Skryf ‘n dialoog oor dié vakke wat dié belangstelling wek wat leerders van hou. Werkwoorde Byvoeglike naamwoorde Remediëring van taalkonvensies vanuit leerders se geskrewe produkte Woordeskat binne konteks 9 en 10 Luister vir waardering/spesifieke inligting Bv. Luisterbegrip op ‘n tema Informele praat en groepwerk: Bv. sê, hoekom hulle van ‘n sekere vak hou. of Voorbereide hardoplees van ‘n teks op ‘n gekose teks. Lees vir begrip: Bv. Lees ‘n teks op die gekose tema. Kreatiewe/Transaksionele tekste: Bv. skryf sinne/verskaf onderskrifte vir prente op die gekose tema en verduidelik die beste prent. Werkwoorde, byvoeglike naamwoorde, Verbindingswoorde Hersiening van taalstrukture gedoen gedurende die kwartaal Remediëring van taalkonvensies vanuit leerders se geskrewe produkte Woordeskat binne konteks. Formele assesseringstake vir Kwartaal 1 Taak 1 Taak 2 Taak 3 Mondeling: Luisterbegrip/voorbereide toespraak/ Voorbereide hardoplees Skryf: Kreatiewe (verhalend/beskrywend) paragrawe/ Transaksionele tekste (kort of lang) Toets 1: Begrip en taal AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 7 KWARTAAL 2 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir spesifieke inligting. Bv. Luister na ‘n dialoog tussen leerders wat oor hul tuistes gesels. Praat vir spesifieke redes/formele praat en aanbieding (Voorbereide hardoplees) Bv. Voorbereide hardoplees oor die gekose tema Lees vir begrip op sinsvlak Bv. Lees ‘n dialoog gehou tussen mense wat van verskillende plekke/lande kom. Kort transaksionele teks Prosesskryf • Beplanning • konsep, • hersiening • redigering, • proeflees en aanbieding Bv. leerders skryf ‘n verhalende paragraaf om te vertel waar hulle vandaan kom. Voorsetsels Leestekens Verbindingswoorde Ontkenning Woordeskat in konteks. 3 en 4 Luister vir spesifieke inligting: Bv. gebruik ‘n visuele teks soos ‘n kaart om vrae oor te stel en antwoorde te bekom. Formele praat en aanbied: Bespreek die kenmerke van ‘n voorbereide toespraak. Lees vir begrip op woord- en sinsvlak Bv. Lees ‘n teks waar mense van verskillende nasionaliteite uitgebeeld word. Kort transaksionele tekste: Bv. skryf vir ‘n spesifieke rede. Proses om ‘n voorbereide toespraak te skryf. Skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir opvoeder en assessering. Voorbereide toespraak Remediëring van taalkonvensies vanuit leerders se geskrewe produkte Byvoeglike naamwoorde Leestekens Voegwoorde Voorsetsels Ontkenning Woordeskat binne konteks 5 en 6 Luister vir spesifieke inligting: Luisterbegrip Informele praat: Bv. Klasbespreking oor die interpretasie van ‘n prent. Aandagtige lees van ‘n visuele teks: Kyk na en inerpreteer die kenmerke van bv. ‘n prent van die klaskamer. Kreatiewe skryf: Bv. in ‘n groep - skryf ‘n beskrywende paragraaf oor ‘n prent en wend die skryfproses aan. Bevel Teenwoordige tyd Nuwe werkwoorde Remediëring van taalkonvensies vanuit leerders se geskrewe produkte Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 37 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 7 en 8 Luister vir waardering Luister, bv. na ‘n gedig/liedjie wat aan ‘n familie opgedra is. Informele praat en groepsaktiwiteit: Bv. Bespreek die familie. Lees vir begrip: Lees ‘n teks wat op ‘n familie of verwantskap gebasseer is. Korter transaksionele tekste: Bv. Skryf ‘n beskrywende paragraaf oor jou familie. Skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir opvoeder en assessering. Ontkenning Lidwoorde Meervoude Afkortings Possessives Identifiseer en bevestig die verskillende taalstrukture en -konvensies. Remediëring van taalkonvensies vanuit leerders se geskrewe tekste Woordeskat binne konteks 9 en 10 Halfjaareksamen Formele assesseringstake vir Kwartaal 2 Taak 4 Taak 5 Taak 6 Mondeling: Luisterbegrip/voorbereide toespraak/ voorbereide hardoplees Letterkunde: Kontekstuele vrae Halfjaareksamen: Begrip, taal; letterkunde en skryf AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 7 KWARTAAL 3 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir waardering Luister bv. na klanke. Die tema is bv. transport . Formele praat en aanbied Voorbereide hardoplees met die fokus op vlotheid, uitspraak en klank. Bv ‘n bepaalde teks van die tema (transport) Aandagtige lees van tekste vir sins￾en paragraafbegrip Lees ‘n teks oor ‘n spesifieke tema en beantwoord begripsvrae. en ‘n voorbeeld van ‘n vriendskaplike brief of paragraaf. Langer trasaksionele teks: Inleiding tot en bespreking van die kenmerke van ‘n vriendskaplike brief/ nota/e-pos/verhalende/beskrywende paragraaf Skryf ’n vriendskaplike brief/nota/e-pos/ verhalende/beskrywende paragraaf oor bv. Waarheen gaan ek vandag? Fokus op die skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir opvoeder en assessering. Voorsetsels. Woordorde Lidwoorde Teenwoordige Tyd Aanhef vir ‘n vriendskaplike brief/nota/e￾pos. Woordeskat binne konteks 3 en 4 Luister vir interaksie: Luister na ‘n kort teks/beantwoord vrae op ‘n visuele stimulus (waar is die hond?) Informele praat en groepwerk. Bv. beantwoord mondelinge vrae op die visuele stimulus. Lees vir begrip: Bv. kyk na ‘n visuele teks oor dié tema vir begrip en om vrae te beantwoord. Langer transaksionele tekste: (voortsetting) Inleiding tot en bespreking van die kenmerke van ‘n vriendskaplike brief/ nota/e-pos/verhalende/beskrywende paragraaf Skryf ’n vriendskaplike brief/nota/e-pos/ verhalende/beskrywende paragraaf oor bv. Waarheen gaan ek vandag? Fokus op die Skryfproses: Beplanning, konsep, hersiening, redigering, proeflees en aanbieding Besitlike voornaamwoorde Voorsetsels. Woordorde Lidwoorde Teenwoordige tyd Groetformulier vir ‘n vriendskaplike brief/ nota/e-pos. Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 39 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 5 en 6 Luister vir begrip Bv. luister na klankimpulse en Luister na ‘n dialoog oor ‘n nuwe tema, bv. waar ek woon. Informele praat en groepwerk: Bv. Gebruik woordeskat van die nuwe tema, praat oor die klankimpulse en vorm sinne. Aandagtig lees van ‘n visuele teks. Kyk na ‘n prent oor die gekose tema, bv. Die stad. Kreatiewe skryf: Bou sinne met nuwe woordeskat en Skryf ‘n beskrywende paragraaf oor bv. ‘n prent wat oor die tema handel. Prosesskryf • Beplanning • konsep, • hersiening • redigering • proeflees en aanbied Byvoeglike naamwoorde Vraagwoorde Nuwe werkwoorde en selfstandige naamwoorde Spelreëls en –patrone. Remediëring van taalkonvensies vanuit leerders se geskrewe tekste Woordeskat binne konteks. 7 en 8 Luister vir inligting Bv. Luister na die voorstelling van verskillende lande/provinsies in Suid Afrika. Informele gesprek Rolspel oor die gekose tema, bv. die voorstelling van verskillende lande/ provinsies in Suid Afrika. Lees vir paragraafbegrip Bv. lees in pare ‘n beskrywende paragraaf . Dit moet ‘n self-geskrewe paragraaf vanuit ‘n vorige siklus wees. of Literêre teks Bv. lees vir genot ‘n gedig/kort verhaal/ kort drama/kort novelle. Kreatiewe skryf: Voorsien ‘n kaart met byskrifte en skryf sinne neer waarin nuwe woorde gebruik word. Beskryf ‘n besienswaardigheid wat op die kaart voorkom en hoe jy daar sal uitkom, bv. verkeersmoontlikhede om daar te kom, bakens en toeristiese kentekens. Nuwe werkwoorde en selfstandige naamwoorde Getalle Spelreëls Meervoude Voorsetsels Lidwoorde Remediëring van taalkonvensies vanuit leerders se geskrewe tekste Woordeskat binne konteks 9 en 10 Luister vir waardering Luister na ‘n gedeelte van ‘n verhaal/ volle verhaal/gedigte/liedjies/klankbaan van ‘n strokiesprent/kort drama/kort novelle Hardoplees Fokus op uitspraak, intonasie, spoed, vlotheid en liggaamstaal Literêre teks Bv. lees ‘n verhaal/gedigte/liedjies/ strokiesprente/kort drama/kort novelle en beantwoord vrae oor die begrip. Kreatiewe skryf: Bv. skryf onderskrifte vir ‘n fotoverhaal wat op die tema gegrond is en gebruik taal wat bewys lewer van die grammatika wat deurentyd gebruik is. Versterk en lê die taalstrukture vas, wat deurlopend deur die kwartaal aandag gekry het. . Woordeskat binne konteks Formele assesseringstake vir Kwartaal 3 Taak 7 Taak 8 Taak 9 Mondeling: Luisterbegrip/voorbereide toespraak/ Voorbereide hardoplees Skryfwerk: Kreatiewe (verhalend/beskrywend) paragrwe/ Transaksionele (korter of langer) tekste Toets 2: Begrip en taal OF Letterkunde : kontekstuele vrae. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 7 KWARTAAL 4 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir begrip Luister na ‘n dialoog oor die tema: "My liggaam". Informele praat. Kyk na ‘n visuele teks en beantwoord vrae. Aandagtig lees van visuele tekste. Kyk na en lees prente oor die gekose tema bv. verskillende liggaamsdele. Kreatiewe skryf: Oefen vrae- en antwoordsinne oor die tema Voorsien prente met onderskrifte. Langer Transaksionele tekste: Skryf ‘n brief aan jou vriend oor wat jy geleer het rakende hoe om vir jou liggaam te sorg. Prosesskryf • Beplanning • konsep, • hersiening • redigering • proeflees en aanbied Ontkenning Byvoeglike naamwoorde en bywoorde Besitlike voornaamwoorde Spelreëls Meervoude Woordeskat binne konteks. 3 en 4 Luister vir spesifieke inligting Luisterbegrip oor tema van vorige siklus Formele praat en aanbieding. Bv. voorbereide toespraak wat in hierdie sowel as die vorige siklus geskryf is. Leesbegrip Lees van leerders se geskrewe paragrawe of Bv. ‘n uitgesoekte teks wat tot die tema spreek. Transaksionele teks: Skryf ‘n voorbereide toespraak oor: “My liggaam”. Remediëring van taalkonvensies vanuit leerders se geskrewe tekste. Ontkenning Vraende voornaamwoorde Verbindingswoorde Lidwoorde Byvoeglike naamwoorde en bywoorde Betreklike voornaamwoorde Spelreëls Meervoude Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 41 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 5 en 6 Luister vir spesifieke inligting Leerders luister na nuwe woorde deur ‘n visuele teks te gebruik. Inleiding tot die nuwe tema: kleure. Informele praat. Oefen vraagstelling, bv. Watter kleur het die boek? Aandagtige lees van visuele tekste: Leerders kyk na en lees ‘n teks, bv. ‘n prent met verskeie kleure en met dialoog oor dieselfde tema. Kreatiewe skryf: Leerders teken eie prente in verskillende kleure, maak byskrifte en skryf dan sinne neer, wat die prent beskryf. en skryf ‘n beskrywende paragraaf om dié veelkleurige prent te beskryf. Fokus op die skryfproses, • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser. Betreklike voornaamwoorde Byvoeglike naamwoorde Spelreëls Meervoude Teenwoordige tyd Ontkenning Aanwysende voornaamwoorde Besitlike voornaamwoorde Woordeskat in konteks Remediëring van taalkonvensies vanuit leerders se geskrewe tekste 7 en 8 Luister vir waardering Luister na ‘n liedjie/gedig/beskrywende paragraaf geskryf van die leerders in een van die vorige siklusse. Informele praat Hersiening van vrae en sinne wat mondeling gedoen was. Leesbegrip Werk met teks wat die tema uitbeeld en beantwoord begripsvrae Voorbereiding vir eksamens. Herhaal die prosesse om in verskillende tekstipes soos dialoog, beskrywende/ verhalende paragrawe te skryf. Hersien sinskonstruksie en taalkonvensies Remediëring van taalkonvensies vanuit leerders se geskrewe tekste Woordeskat binne konteks 9 en 10 Jaareindeksamen Formele assesseringstaak vir Kwartaal 4 Taak 10 Jaareindeksamen Vraestel 1: *Mondelinge Vraestel 2: Taal in konteks, letterkunde en skryf. *Mondeling: Die mondelingpunt word saamgestel uit punte vir praat, luister en lees. Die finale punt bestaan uit ten minste die volgende take: een voorbereide toespraak, een luister taak en een voorbereide taak van hardoplees. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.5.2 Graad 8 GRAAD 8 KWARTAAL 1 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir interaksie en dialoog: Bv. luister na ‘n dialoog tussen twee mense Informele praat en groepwerk: Leerders identifiseer vrae en antwoorde in die dialoog en oefen dit dan in pare. Lees vir begrip: Inligting Lees ‘n dialoog en beantwoord basiese begripsvrae. Gebruik van woordeboek om nuwe woorde na te slaan. Korter transaksionele teks: Onderrig kenmerke om vorms in te vul. Vul ‘n vorm in wat inligting het, wat uit die luistertaak gekom het. Hou die persoonlike woordeboek op datum deur nuwe selfstandige naamwoorde en werkwoorde by te voeg. Die enkelvoudige sin (onderwerp, gesegde, voorwerp) Algemene kommunikatiewe frases Vraende voornaamwoorde Druk basiese gevoelens uit. Gebruik van die teenwoordige tyd. Woordeskat en tekste. Personlike voornaamwoorde. Spelreëls Leestekens Enkelvoud/meervoud. Selfstandige naamwoorde Gebruik van persoonlike woordeboek 3 en 4 Luister vir waardering: Luister na rym/‘n lied/‘n gedig Informele praat en groepwerk Bv. memoriseer rym/liedjie en dra in pare of groeep voor. Leerders werk aan uitspraak, toon, ritme ens. Literêre teks 1: Bv. Lees rym/gedig(te)/liedjies vir begrip en waardering Beantwoord basiese vrae oor die bg. teks. Gebruik tweetalige woordeboek om nuwe woorde na te slaan Langer transaksionele tekste: Herhaal kenmerke van die dialoog/ beskrywende/verhalende paragraaf Skryf ‘n dialoog/beskrywende/ verhalende paragraaf met gegewe inligting bv. persoonlike inligting oor twee karakters. (Dit sou kon geassesseer word) Prosesskryf • Beplanning • konsep, • hersiening • redigering • proeflees en aanbieding Hou die persoonlike woordeboek op datum Die enkelvoudige sin (onderwerp, gesegde, voorwerp) Algemene kommunikatiewe frases Vraende voornaamwoorde Druk basiese gevoelens uit. Gebruik van die teenwoordige tyd. Woordeskat van tekste. Personlike voornaamwoorde. Spelreëls Leestekens Enkelvoud/meervoud. Selfstandige naamwoorde Gebruik van persoonlike woordeboek AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 43 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 5 en 6 Luister vir inligting en interaksie. Bv. leerders luister na ‘n opname of die onderwyser wat die gevoelens van verskillende mense uitbeeld. Leerders probeer om die beskrywing in visuele (prent) vorm vas te vang, sodat verskillende gevoelens uitgebeeld word. (gelukkig, treurig, besig ens.) (sou kon geassesseer word) Informele praat en groepwerk.: Leerders gebruik prente en probeer van mekaar vasstel hoe iemand voel. Hulle antwoord met nuwe woordeskat om sodoende gevoelens en emosies uit te beeld. Leesbegrip op word en sinsvlak Bv. lees sinne wat met gevoelens en emosies te doen het. Gebruik tweetalige woordeboek om nuwe woorde na te slaan. Kort transaksionele/kreatiewe teks. Bv. Leerders voltooi ‘n dialoog deur ontbrekende dele in te vul. Fokus op taalgebruik deurdat hulle op taal konsentreer sowel as die nuwe woordeskat om gevoelens/emosies uit te druk. Herhaal die kenmerke van ‘n dialoog. Bou die persoonlike woordeboek uit. Inleiding tot nuwe woordeskat oor emosies en gevoelens. Gebruik van persoonlike voornaamwoorde. Spelreëls en leestekens. Ontkenning Remediëring van taalkonvensies vanuit leerders se geskrewe tekste/dialoog/ beskrywende/ verhalende paragraaf 7 en 8 Luister vir waardering: Leerders luister na ‘n lied/‘n gedig/‘n rym Nuwe woordeskat word bygebring. Informele praat en groepwerk: Leerders lees nuwe woorde hardop voor en oefen in pare. Luister vir spesifieke inligting: Leerders luister na ‘n passasie vir spesifieke inligting bv. hulle luister vir woorde wat plek aandui. Informele praat en groepwerk: Leerders beantwoord die “waar is” vrae gebasseer op die teks wat na geluister is. Aandagtige lees van ‘n visuele teks.: Kenmerke van visuele tekste bv. Prente/strokiesprente wat ondersteunende geskrewe teks het. Beantwoord begripsvrae oor die strokiesprent/prent (sou kon geassesseer word) Gebruik tweetalige woordeboek om nuwe woorde na te slaan. Kreatiewe teks: Onderrig kenmerke van ‘n beskrywende of verhalende paragraaf. Bv. leerders skryf ‘n paragraaf wat op visuele teks gebasseer is. Fokus op die skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Gebruik nou die nuwe woorde in sinne./ vergelyk die sinne met die visuele stimulus/skryf byskrifte/voorsien prente met teks/doen ‘n blokkiesraaisel/vul die persoonlike woordeboek in. (sou kon geassesseer word) Leestekens Voorsetsels Spelreëls Vraende voornaamwoorde verbindingswoorde Teenwoordige tyd ontkenning Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 9 en 10 Luister vir waardering/spesifieke inligting: In pare en as klas luister na ‘n kreatiewe paragraaf Voorbereide praat en aanbied Bv leerders lees eie paragrawe hardop voor. (sou kon geassesseer word) Aandagtige lees van tekste vir paragraafbegrip Leerders lees aan ekaar hul paragrawe voor/’n bykomende teks gebasseer op die tema word gekies en gelees. Transaksionele teks: Bv geskrewe oefening wat op die tema gegrond is en war leerders nuut verworwe woordeskat moet aanwend wat tydens die kwartaal geleer is. . Byvoegings tot persoonlike woordeboek. Remediëring van taalkonvensies vanuit leerders se geskrewe tekste Herhaling van taalkonvensies en structure sowel as woordeskat. Formele Assesseringstake vir Kwartaal 1 Taak 1 Taak 2 Taak 3 Mondeling: Luisterbegrip/voorbereide gesprek/ voorbereide hardoplees Skryf: Kreatiewe (verhalende/beskrywende) paragraaf/we / transaksionele teks (langer/korter) Toets 1: Begrip en taal AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 45 GRAAD 8 KWARTAAL 2 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir waardering Bv. luister na ‘n kortverhaal/volksverhaal Informele praat en groepswerk: Leerders reageer mondeling op ‘n prentverhaal/vrae rakende die luisteroefening. Leerders mag ook luidlees oefen. Literêre teks: Lees ‘n kortverhaal/volksverhaal. Inleiding tot die kenmerke van ‘n kortverhaal/volksverhaal. • pre-lees • lees • post-lees Beantwoord vrae oor die verhaal. (sou kon geassesseer word) Verrykende lees (leerders lees individueel nog ‘n verdere kortverhaal) Korter transaksionele tekste: Skryf vir ‘n spesifieke rede: Bv. hervertelling van die verhaal en gebruik prente as ‘n stimulus. Fokus op die skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser (sou kon geassesseer word) Bring persoonlike woordeboek by Leestekens Bevel Verbindingswoorde Voorsetsels Teenwoordige tyd Ontkenning Woordeskat binne konteks Spelreëls 3 en 4 Luister vir spesifieke inligting: Luister na nuwe woordeskat en luister vir spesifieke inligting in tekste.Bv. ‘n weeklikse rooster/dagboek van iemand - ‘n skool tema. Informele praat en groepswerk: Leerders beantwoord mondeling vrae wat op die luister oefening gebaseer is en dan ook vrae oor hulself. Aandagtige lees van visuele en geskrewe tekste: Leerders lees ‘n visuele teks bv. ‘n rooster. Daarna beantwoord hulle vrae. (sou kon geassesseer word) Korter transaksionele tekste: Leerders word voorgestel aan die kenmerke van korter transaksionele tekste. Bv. leerders kan ‘n dagboekinskrywing doen/lys opstel wat aktiwiteite beinhoud wat vir die volgende week beplan is. Die teenwoordige tyd of toekomstige tyd kan gebruik word. (sou kon geassesseer word) Remediëring van taalkonvensies vanuit leerders se geskrewe tekste/ hervertellings Leestekens Bevel Vraagstelling Tydwoorde soos: wanneer, watter tyd, op watter dag ens. Teenwoordige tyd Toekomstige tyd Woordeskat binne konteks. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 5 en 6 Luister vir spesifieke inligting: Luisterbegrip (sou kon geassesseer word) Formele praat en aanbied: Voorbereide toespraak. Leerders praat oor wat hulle volgende week sal doen. Aandagtige lees van tekste vir sins￾en paragraafbegrip : Gebruik visuele stimulus/paragraaaf as ‘n leesoefening tot ‘n nuwe tema. Beantwoord vrae wat op die paragraaf gebasseer is. (sou kon geassesseer word) Transaksionele teks: Bv. skryfoefening gebasseer op die tema. Leerders moet nuwe woordeskat en taalstrukture aanwend – die skool en toekomstige tyd. (geïintegreerde grammatika en skryf). (sou kon geassesseer word) Bring die persoonlike woordeboek op datum. Voorkeure/afkeure word tov. die nuwe tema uitgedruk. Remediëring van taalkonvensies vanuit leerders se dagboekinskrywing/lyste Teenwoordige/toekomstige tyd Nuwe tydsbepalings Vraende voornaamwoorde Woordeskat binne konteks 7 en 8 Luister vir waardering/spesifieke inligting/interaksie: Bv. leerders luister na ‘n liedjie wat nuwe woordeskat voorstel/neem deel aan ‘n spel deurdat daar na instruksies geluister word, wat plek aanduidende frases bevat en dan ook uitgevoer moet word. Informele praat en groepswerk: Beantwoord mondeling die vrae wat met die visuele stimulus te doen het. Doen dit in pare en ook binne klasverband. Leesbegrip: Bv. lees ‘n dialoog wat op die tema en nuwe grammatika konsepte gebasseer is. Beantwoord begripsvrae. (sou kon geassesseer word). Gebruik tweetalige woordeboek om nuwe woorde na te slaan. Kreatiewe skryf: Leerders skryf ‘n beskrywende paragraaf gebasseer op die visuele teks, bv. ‘n foto/prent. Fokus op die skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser (sou kon geassesseer word). Herhaling van werk – skryf van sinne wat nuwe woordeskat en taalstrukture bevat (geïntegreerde taalwerk en skrywerk) Bywoorde van plek: tussen, binne, links, regs, agter ens. Vraagwoorde Meervoude Punktuasie Woordeskat binne konteks 9 en 10 Halfjaareksamen Formele assesseringstake vir Kwartaal 2 Taak 4 Taak 5 Taak 6: Mondeling: Luisterbegrip/formele voorbereide toespraak/ voorbereide hardoplees Letterkunde: Kontekstuele vrae Halfjaareksamen: Begrip, taal; letterkunde en skryf AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 47 GRAAD 8 KWARTAAL 3 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir waardering: Luister na nuwe woorde en klanke wat met die nuwe tema geassosieer word. Bv. kos. Informele praat in groepe: Oefen nuwe woorde in, en gebruik enkelvoudige sinne om prente te beskryf wat met die nuwe tema te doen het. Fokus op uitspraak en en klank. Aandagtige lees vir paragraafbegrip Bv. Lees tekste oor die spesifieke tema en beantwoord vrae wat begrip aantoon. (sou kon geassesseer word) Gebruik tweetalige woordeboek. Langer transaksionele tekste: Bespreek die kenmerke van ‘n dialoog. Lerders skryf ‘n dialoog en gebruik daarvoor nuwe woordeskat en taalstrukture. Fokus op die skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser (sou kon geassesseer word) Bring persoonlike woordeboek op datum. Infinitief Punktuasie Uitdrukkings vir voor- en afkeure. Spelreëls Woorde wat dikwels verwar word. Woordeskat binne konteks. 3 en 4 Luister vir waardering: Bv. luister na dialoë wat deur die portuurgroep voorgelees word. Formele praat en aanbieding Bv. Leerders lees dialoë hardop voor. (hierdie aktiwiteit sou kon geassesseer word) Aandagtige lees van tekste vir sins￾en paragraafbegrip Lees vir spesifieke inligting wat met die nuwe tema te doen het, bv. hoe om ‘n besondere gereg of drankie voor te berei. Kort transaksionele teks: Inleiding van en bespreking oor die kenmerke hoe om ‘n kort transaksionele teks vir spesifieke doeleindes te skryf. Skryf instruksie bv. hoe om jou eie geliefkooste gereg/drankie te maak. Fokus op die skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser (sou kon geassesseer word) Bring persoonlike woordeboek op datum. Remediëring van taalkonvensies vanuit leerders se geskrewe dialoë. Ten eerste, tweedens, laastens, nadat, dan, die ens. Bevelsin Infinitief Opeenvolgende bevele Punktuasie Spelreëls Woorde wat dikwels verwar word. Woordeskat binne konteks. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 5 en 6 Luister vir waardering: Leerders luister na aanbiedings van die portuurgroep, bv. hoe om die geliefde ete voor te berei. Formele praat en aanbieding. Leerders bied voorbereide toespraak aan . Bv. gee instruksies om ‘n spesifieke taak te doen. (sou kon geassesseer word. ) Aandagtige lees van ‘n visuele teks Kyk na oudio- visuele tekste, wat op die tema gebasseer is. Bv. kook programme op TV Beantwoord begripsvrae, nadat daar gekyk is. Korter tansaksionele tekste: Voorsien ‘n prent bv. ‘n kook geleentheid met byskrifte. Skry ‘n inkopielys vir toebehore. Fokus op die skryfproses, • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Bring persoonlike woordeboek op datum. Remediëring van taalkonvensies vanuit leerders se geskrewe tekste vir spesifieke redes. Ten eerste, tweedens, laastens, nadat, dan, die, ens. Bevelsinne Opeenvolgende bevele Punktuasie Spelreëls Woorde wat dikwels verwar word. Woordeskat binne konteks 7 en 8 Luister vir inligting/waardering: Luister na ‘n dialoog tussen, bv.klant en winkeleienaar. Informele praat en groepwerk Beantwoord vrae op die luister oefening. Aandagtige lees van tekste vir paragraafbegrip Bv. lees ‘n beskrywende paragraaf op ‘n hedendaagse tema en beantwoord vrae (begrip sou kon geassesseer word) Transaksioneel: Vul inligting in wat op die luisteroefening gegrond is. Bv. dinge wat deur die klant gekoop is en hul pryse. Skryf sinne/byskrifte vir ‘n prent wat op die tema sowel as die taal gegrond is . Aanhef formulier Vriendelike versoeke Voorsetsels Vraende woorde soos: waar, het jy, hoeveel, wat is die hoeveelheid ens. Nuwe werkwoorde en selfstandige naamwoord Getalle Afkortings Spelreëls Meervoude Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 49 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 9 en 10 Luister vir waardering: Bv. Luister na ‘n gedeelte van/ totale verhaal/gedigte/liedjies/kort drama/kort novelle Informele praat en groepwerk Bv. antwoord mondeling op vrae/maak vooruitskattings rondom die titel/prente. Formele praat en aanbied: Voorbereide hardoplees van verhaal/ gedig/liedjie ens. Literêre teks Bv. Lees ‘n verhaal/gedigte/liedjies/ kort drama/kort novelle en beantwoord begripsvrae. (sou kon geassesseer word) Kreatiewe teks: Bv. skryf onderskrifte vir ‘n fotoverhaal verhaal wat op die tema gegrond is en die nodige taal gedek het, sodat die grammatika herhaal kan word, wat deur die kwartaal geleer is. (sou kon geassesseer word) Remediëring van taalkonvensies vanuit leerders se geskrewe tekste. Herhaling van alle taalstrukture geleer in hierdie kwartaal. Woordeskat binne konteks. Formele assesseringstake vir Kwartaal 3 TAAK 7 TAAK 8 TAAK 9 Mondeling: Luisterbegrip/Voorbereide gesprek/ voorbereide hardoplees Skryf: Kreatiewe (verhalende/beskrywende) paragraaf (we) / transaksionele teks (langer/korter) Toets 1: Begrip en taal AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 8 KWARTAAL 4 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir begrip Inleiding tot nuwe woorde deur klankimpulse wat met die nuwe tema geassosieer word. Bv. luister na klanke van verskillende transport moontlikhede. Informele praat Beantwoord vrae nadat daar na die’ klankimpulse geluister is, bv maniere van transport Aandagtige lees van teks op woordvlak. Kyk na en lees nuwe woorde soos bepaal deur die tema. EN Aandagtige lees van tekste vir sins￾en paragraafbegrip Lees’n dialoog oor die gekose tema bv. oor iemand wat vanaf punt A na punt B wil kom met ‘n bepaalde manier van transport. Beantwoord begripsvrae oor die’ dialoog.. Kort transaksionele teks: Oefen om nuwe woorde in die persoonlike woordeboek neer te skryf / doen ‘n blokkiesraaisel / skryf byskrifte vir prente. Groetformuliere Versoeke Bevele Vraende voornaamwoorde Verbindingswoorde Hoeveelhede Spelreëls Meervoude Afkortings Byvoeglike naamwoorde en bywoorde. Teenwoordige tyd Toekomstige tyd Tye en dae van die week Woordeskat binne konteks 3 en 4 Luister vir waardering: Luister na ‘n gedig/liedjie/verhaal gebasseer op die tema. Informele praat en groepwerk: Leerders leer om ‘n lied te sing of ‘n gedig te dramatiseer.. Vestig die aandag op uitspraak, ritme, liggaamstaal en gebare.. Lees vir begrip ‘n literêre teks Leerders mag addisionele gedigte/ tekste lees wat met diebepaalde tema te doen het. Beantwoord begripsvrae oor die teks.. Slaan nuwe woordeskat in tweetalige woordeboek na.. Kreatiewe teks: Leerders skryf ‘n kreatiewe teks wat op ‘n visuele stimulus gebaseer is bv. 'n Stadstoneel Fokus op die skryfproses,. • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Punktuasie Spelreëls Voorsetsels Teenwoordige tyd Toekomstige tyd Ontkenning Frases wat plek aandui. Byvoeglike naamwoorde en bywoorde Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 51 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 5 en 6 Luister vir waardering: Leerders luister na kreatiewe stukke wat deur maats voorgelees word. Formele praat en aanbied: Leerders lees ‘nvoorbereide kreatiewe teks of ‘n gedig. Aandagtige lees van visuele tekste: Leerders kan kyk na visuele tekste en sinne daarmee verbind. Kreatiewe teks: Leerders skryf onderskrifte vir ‘n fotoverhaal. Fokus op die skryfproses,. • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Remediëring van taalkonvensies vanuit leerders se geskrewe kreatiewe tekste. Herhaling van grammatika gedoen gedurende die kwartaal. Vraagwoorde Byvoeglike naamwoorde Kleure Vriendelike versoeke Spelreëls Meervoude Teemwoordige tyd Aanwysende voornaamwoord Besitlike voornaamwoorde Woordeskat binne konteks 7 en 8 Luister vir inligting/ interaksie: Herhaling van die werk wat deur die jaar gedoen is deur die temas weer te bespreek. Informele praat s Leerders beantwoord vrae wat oor die jaar se werk gestel word. Lees vir begrip Uitgesoekte tekste vir herhaling van begrips tegnieke . Herhaling van literêre tekste. Kreatiewe en transaksionele tekste: Herhaal en versterk die proses om verskeie tekstipes soos dialoë, beskrywende/verhalende paragrawe en korter tranaksionele tekste te skryf. Hersiening van taalstrukture en konvensies sowel as woordeskat Remediëring van taalkonvensies vanuit leerders se geskrewe tekste Onderskrifte vir prentverhale. 9 en 10Jaareindeksamen Formele assesseringstake in Kwartaal 4 Taak 10 Jaareindeksamen: Vraestel 1: *Mondeling Vraestel 2 : Taal in konteks, letterkunde en skryfwerk. *Mondeling: Die mondelingpunt word saamgestel uit punte vir praat, luister en lees. Die finale punt bestaan uit ten minste die volgende take: een voorbereide toespraak, een luisterbegrip, een voorbereide hardoplees taak. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.5.3 Graad 9 GRAAD 9 KWARTAAL 1 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir interaksie en dialoog: In pare of as klas luister na gedetailleerde voorstelling van maat n.a.v. inligting verskaf: Nasionaliteit Naam Ouderdom Graad Van waar? Formele praat en aanbied: Voorbereide hardoplees Lees vir begrip: Inligting Bv. ‘n beskrywing van iemand/‘n foto van iemand. Kreatiewe teks/Langer transaksionele teks: Paragraaf/dialoog Bv. Skryf ‘n beskrywende paragraaf/ dialoog Verskaf inligting in logiese volgorde. Fokus op die skryfproses, . • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbied Struktuur van sinne (onderwerp, gesegde, voorwerp) Gebruik van die teenwoordige tyd Woordeskat vanuit tekste wat behandel is. 3 en 4 Luister vir waardering Informele praat en groepwerk: Bv. Leer rym van buite/liedjie en stel dit aan die groep voor. Literêre teks : Bv. begripslees van rym(e)/gedigte/ liedjies. Lees ook vir waardering. Bespreek die teks Kreatiewe teks. Skryf ‘n verhalende paragraaf Fokus op die skryfproses, . • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding Stel nuwe werkwoorde bekend. Remediëring van taalkonvensies vanuit leerders se geskrewe tekste. Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 53 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 5 en 6 Luister vir inligting en begrip. Informele praat en groepwerk. Onderrig kenmerke om vir inligting te luister. Bv. inligting word in ‘n vorm ingevul. Aantal slaapkamers Tuin Kombuis Badkamer Lees vir woordbegrip en ook sinsbegrip: Bv. begin met ‘n nuwe tema. Lees ‘n teks oor: "My huis.” Kort transaksionele teks/kreatiewe teks: Bv. Invul van ‘n vorm na aanleiding van luister oefening. Bv. skryf ‘n verhalende paragraaf oor leerder se huis. Fokus op die skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Selfstandige naamwoorde Werkwoorde Woordeskat binne konteks 7 en 8 Luister vir interaksie en inligting. Praat vir spesifieke redes/informele praat Bv. foto van ‘n huis soos gebruik onder lees. Stel vrae oor die foto en gee ook antwoorde op vrae. Aandagtig lees van ‘n visuele teks: Onderrig die kenmerke van ‘n visuele teks. Bv. ‘n foto van ‘n familiehuis en bykomende teks. Korter transaksionele tekste: Bv. onderrig kenmerke van ‘n dialoog/ voorbereide rede Skryf ‘n dialoog/voorbereide toespraak. Fokus op die skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Punktuasie Voorsetsels Vraende voornaamwoorde Direkte rede Remediëring van taalkonvensies vanuit leerders se geskrewe tekste. Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 9 en 10 Luister vir waardering/spesifieke inligting. Bv. luisterbegrip Voorbereide praat en aanbied. Bv. dialoog of voorbereide toespraak. Lees vir begrip: Lees ‘n paragraaf Kyk na ‘n verskeidenheid van visuele tekste.bv. ‘n prent, ‘n foto. Kreatief/Transaksioneel: Bv. skryf sinne. Maak byskrifte vir die prent(e)/ Werkwoorde, byvoeglike naamwoorde en selfstandige naamwoorde - hersiening geïntegreerd met lees en skryf. Vertaling van sinne om te bepaal watter taalstrukture onderrig is. Verduidelik die betekenis van werkwoorde, byvoeglike naamwoorde en selfstandige naamwoorde. Hersiening van taalstrukture gedoen tydens die eerste kwartaal. Remediëring van taalkonvensies vanuit leerders se geskrewe tekste. Woordeskat binne konteks Formele assesseringstake in Kwartaal (4) Taak 1 Taak 2 Taak 3 Mondeling: Luisterbegrip/Voorbereide gesprek/Voorbereide hardoplees Skryf: Kreatiewe (verhalende/beskrywende) paragraph (we)/Transaksionele teks (langer/korter) Toets 1: Begrip en taal AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 55 GRAAD 9 KWARTAAL 2 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir spesifieke inligting. Bv. Luister na instruksies en aanwysings wat gegee word. Praat vir spesifieke redes./Formele praat en aanbied (voorbereide hardoplees) Bv. Gee instruksies en aanwysings in groepe (hoe om van A na B te kom)/ individueel. of Voorbereide hardoplees - voorbelde van instruksies en rigtingaanwysings. Aandagtige lees van tekste vir sinsbegrip Lees voorbeelde van instruksies en aanwysings. Korter transaksionele tekste: Bv. Skryf rigting-aanwysings of instruksies. Fokus op die skryfproses, . • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Punktuasie Bevel Verbindingswoorde Woorde wat oorsak aandui: bv. omdat, daarom en tyd (dan, die volgende, daarna) voorvoegsels (hersiening) Woordeskat binne konteks 3 en 4 Luister vir spesifieke inligting. Bv. Luister na padaanwysings/instruksies vir luisterbegrip/na ‘n voorbereide toespraak. Formele praat en aanbied: Bespreek die kenmerke van ‘n voorbereide toespraak Voorbereide toespraak Bv. gee rigtingsaanwysings of maak iets (instruksies) Lees vir word/sinsbegrip: Lees, bespreek en identifiseer die gebruik van bv. die bevelsinne/ voorvoegsels vanuit 'n teksverband. Kort transaksionele teks: Bv. Skryf vir ‘n spesifieke doel. Proses om ‘n voorbereide toespraak te skryf. Fokus op die skryfproses, . • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Voorbereide toespraak (vir verryking) Remediëring van taalkonvensies vanuit leerders se geskrewe tekste. Punktuasie Bevel Verbindingswoorde Woorde wat oorsak aandui: bv. omdat, daarom en tyd (dan, die volgende, daarna) Voorvoegsels (hersiening) Woordeskat binne konteks 5 en 6 Luister vir spesifieke inligting: Luisterbegrip Informele praat Informele praat, bv. die weer Aandagtige lees van tekste vir sins￾en paragraafbegrip Lees en interpreteer kenmerke van tekste, bv. strokiesprente/ weerkaart/weerberig/gedig/liedjie Transaksionele skryf: Bv. voorsien ‘n weerberig met byskrifte/ weer simbole/prente. Frases en strukture van sinne en hul konvensies Teenwoordige tyd/toekomstige tyd Nuwe werkwoorde Idiome Remediëring van taalkonvensies vanuit leerders se geskrewe tekste. Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 7 en 8 Formele praat en aanbied: Bv. rolspel/berig oor die weer. Luister vir waardering: Bv. luister na die weerberig/rolspel Lees vir begrip. Almal lees weerberigte/dialoë Transaksionele skryf: Bv. skryf ‘n weerberig/dialoog. Fokus op die skryfproses • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Identifiseer en versterk die verskillende taalstrukture- en konvensies . Meervoude Afkortings Remediëring van taalkonvensies vanuit leerders se geskrewe tekste Woordeskat binne konteks 9 en 10 Halfjaarlikse eksamen Formele assesseringstake in Kwartaal 2 Taak 4 Taak 5 Taak 6 Mondeling: Luisterbegrip/formele voorbereide toespraak/ voorbereide hardoplees Letterkunde: Kontekstuele vrae Halfjaareksamen: Begrip, taal; letterkunde en skryf AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 57 GRAAD 9 KWARTAAL 3 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir waardering : Bv. Luister na klanke rondom die tema – die plaas. Formele praat en aanbied Voorbereide hardoplees met fokus op vlotheid, uitspraak en klank gebruik bv.’n teks rondom die tema. Aandagtige lees van tekste vir paragraafbegrip Lees teks rondom die tema en beantwoord begripsvrae. Langer transaksionele teks: Bespreek die kenmerke om ‘n vriendskaplike brief/verhalende/ beskrywende paragraaf te beskryf. Skryf n vriendskaplike brief/verhalend/ beskrywende paragraaf bv. "My besoek op die plaas" Fokus op die skryfproses • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Voorvoegsels. Woordorde Besitlike voornaamwoorde Byvoeglike naamwoorde en bywoorde Vergelykings Punktuasie Die enkelvoudige sin (onderwerp, gesegde, voorwerp) Teenwoordige tyd/verlede en toekomstige tyd/groetformuliere vir 'n vriendskaplike brief Woordeskat binne konteks 3 en 4 Luister vir interaksie : Bv. Luister na vrae wat op ‘n visuele stimulus gegrond is (foto van die plaas) Informele praat en groepwerk: bv. Gee antwoorde op mondelinge vrae wat betrekking het op die stimulus. Lees vir begrip: Lees van literêre teks vir inligting en begrip. Of Voorbeeld van ‘n vriendskaplike brief of paragraaf. Langer transaksionele teks: (vervolg) Bespreek die kenmerke om ‘n vriendskaplike brief/verhalende/ beskrywende paragraaf te skryf. Skryf n vriendskaplike brief/verhalende/ beskrywende paragraaf t.o.v. – "My besoek aan die plaas". Fokus op die skryfproses, . • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding Voorvoegsels. Woord orde Besitlike voornaamwoorde Byvoeglike naamwoorde en bywoorde Vergelykings Punktuasie Die enkelvoudige sin (onderwerp, gesegde, voorwerp) Teenwoordige tyd/verlede en toekomstige tyd/ Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 5 en 6 Luister vir begrip Bv. luister na klanke en Luister na ‘n dialoog rondom ‘n nuwe tema, bv. die garage/die winkel. Informele praat en groepwerk. Bv. Gebruik die woordeskat van die nuwe tema en praat oor die klanke, waarna geluister was. Praat oor die klanke en oefen, om jou eie sinne te bou. Aandagtig lees van ‘n visuele teks. Kyk na die prent oor die gekose tema .– bv. die garage Kreatiewe skryf: Voorsien die prent met byskrifte, bv die motorhuis. Of Transaksioneel: Vul inligting in wat uitgelaat is vanuit die inligting gegee deur die dialoog EN Skryf 'n beskrywende paragraaf oor 'n prent wat die tema voorstel Fokus op die skryfproses, . • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Remediëring van taalkonvensies vanuit leerders se geskrewe tekste Vriendelike versoeke Hersiening van bevele Vraende voornaamwoorde Nuwe werkwoorde en selfstandige naamwoorde. Spelling Woordeskat binne konteks 7 en 8 Luister vir waardering. Luister na die rolspel van leerders Formele praat en aanbied Rolspel op tema, bv. die garage. Aandagtige lees van tekste vir paragraafbegrip Bv. Die portuurgroep lees beskrywende paragrawe wat gedurende ‘n vorige siklus geskryf is (vir genot) of Literêre teks Bv. Lees vir genot bv.gedig/kort kort verhaa/kort drama/novelle. Kreatiewe skryf: Skryf sinne/onderskrifte vir ‘n prent wat die tema uitbeeld en die taal omvattend gebruik. Remediëring van taalkonvensies vanuit leerders se geskrewe tekste. Vriendelike versoeke Hersiening van bevele Vraende voornaamwoorde Nuwe werkwoorde en selfstandige naamwoorde. Getalle Afkortings Spelling Meervoude Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 59 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 9 en 10 Luister vir waardering Bv. Luister na 'n gedeelte of die hele storie/gedig/liedjie/kort drama/kort novelle Informele praat en groepwerk. Bv. antwoord mondeling/maak vooruitskattings tov. Die title/foto’s en Hardoplees Werk aan uitspraak en vlotheid Literêre teks Bv. lees verhaal/gedig/liedjies/kort drama/kort novelle en beantwooord begripsvrae. Kreatiewe skryf: Bv. skryf byskrifte vir ‘n fotoverhaal wat op die tema gegrond is en die taal goed aanwend, sodat taalstrukture wat deurlopend ingeskerp is, goed herhaal kan word. Herhaling van alle taalstrukture en konvensies wat in hierdie kwartaal gedoen is. Woordeskat binne konteks Formele assesseringtake in kwartaal 3 Taak 7 Taak 8 Taak 9 Mondeling: Voorbereide hardoplees/Luisterbegrip/ Voorbereide praat Skryf: Kreatiewe (verhalende/beskrywende) paragraaf (we) / Transaksionele teks (langer/korter) Toets 1: Begrip en taal Of Letterkunde: kontekstuele vrae AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 9 KWARTAAL 4 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 1 en 2 Luister vir begrip Luister na ‘n dialoog bv. oor ‘n nuwe tema – iemand bestel kos in ‘n restau￾rant. Beantwoord vrae, nadat visuele teks na gekyk is en dit gelees is. Aandagtig lees van ‘n visuele teks. Kyk na en lees prente/‘n spyskaart oor die tema bv. verskillende kos-tipes. En Lees dialoë oor die gekose tema bv. ‘n restaurant gebeure of kos inkopies. Beantwoord begripsvrae oor die dialoog/dialoë Kreatiewe skryf: Oefen vraag- en antwoord sinne oor die betrokke tema. Plaas byskrifte op die prente wat gebruik is. Transaksioneel: Skryf ‘n dialoog oor bv. ‘n restaurant gebeure Fokus op die skryfproses, . • voorbereidingsfase • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Vraende voornaamwoorde Vriendelike versoeke Spelling Meervoude Teenwoordige tyd Aanwysende voornaamwoorde Voor- en afkeure Verbindingswoorde. Anheffingsformulier. Lidwoorde Rangtelwoorde Byvoeglike naamwoorde en bywoorde. Besitlike voornaamwoorde. Aanwysende voornaamwoorde Afkortings Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 61 Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 3 en 4 Luister vir spesifieke inligting. Bv. Luisterbegrip op die gekose tema gedurende een van die vorige siklusse. Formele praat en aanbied: Bv. Dialoë/rolspel soos bepaal in hierdie en vorige siklusse. Lees vir begrip Bv. Lees van dialoë wat deur leerders self geskryf is. of Bv. ‘n gekose teks oor die tema. . Transaksioneel : Skryf ‘n dialoog met drie karakters in ‘n restaurant – die kelner en twee kliënte. Remediëring van taalkonvensies vanuit leerders se geskrewe tekste. Vraende voornaamwoorde Vriendelike versoeke Spelling Meervoude Teenwoordige tyd Aanwysende voornaamwoorde Voor- en afkeure Verbindingswoorde. Anheffingsformulier. Lidwoorde Rangtelwoorde Byvoeglike naamwoorde en bywoorde. Besitlike voornaamwoorde. Aanwysende voornaamwoorde Afkortings Woordeskat binne konteks t 5 en 6 Luister vir spesifieke inligting Bv. Leerders luister na nuwe woordeskat terwyl na ‘n visuele teks gekyk word. – Die nuwe tema word voorgestel – klere. Informele praat Oefen om vrae en antwoorde te sê: bv. Wat het sy aan? Hoeveel kos hierdie rok? Aandagtig lees van ‘n visuele teks. Leerders kyk na en lees teks, bv. ‘n prent van verskillende mense wat verskillende klere dra. Hulle kan bv. die teks met die prent laat ooreenstem. Kreatiewe skryf: Bv. voorsien byskrifte tot die prente. Oefen om beskrywende sinne te skryf. Oefen om vrae en antwoorde neer te skryf.bv. Wat het sy aan? Hoeveel kos hierdie rok? En Bv. Skryf ‘n beskrywende paragraaf om te beskryf, wat iemand dra of koop. Fokus op die skryfproses, . • beplanning (geheuekaart) • skryf eerste weergawe • eerste redigeringsproses • herskryf en finale redigering • aanbieding vir onderwyser Vraagwoorde Byvoeglike naamwoorde Kleure Vriendelike versoeke Spelreëls Meervoude Teenwoordige tyd Aanwysene voornaamwoorde Besitlike voornaamwoorde. Woordeskat binne konteks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Weke Luister & Praat 1 uur Lees en Kyk 1 uur Skryf en Aanbied 1 uur Taalstrukture en -konvensies 1 uur (geïntegreerd en eksplisiet) 7 en 8 Luister vir waardering. Bv. Luister na ‘n liedjie/gedig/beskry￾wende paragraaf geskryf deur leerders tydens een van die vorige siklusse. Informele praat. Bv. versterking van die vrae en sinne wat mondeling gedurende die kwartaal gedoen is. Lees vir begrip Bv. Geselekteerde teks oor tema met begripsvrae wat beantwoord moet word. Eksamen voorbereiding Versterk die proses om verkillende tek￾stipes soos dialoog/beskrywende/verhal￾ende paragraaf te skryf. Hersien sinskonstruksie en taalstrukture￾en konvensies. Remediëring van taalkonvensies vanuit leerders se geskrewe tekste. Woordeskat binne konteks 9 en 10 Jaareindeksamen FORMELE ASSESSERINGSTAAK IN KWARTAAL 4 Taak 10 Jaareindeksamen: Vraestel 1: *Mondeling Vraestel 2 : Taal in konteks, letterkunde en skryfwerk. *Mondeling: Die mondelingpunt word saamgestel uit punte vir praat, luister en lees. Die finale punt bestaan uit ten minste die volgende take: een voorbereide toespraak, een luisterbegrip, een voorbereide hardoplees taak. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 63 AFDELING 4: ASSESSERING IN TWEEDE ADDISIONELE TAAL 4.1 INLEIDING Assessering is ’n deurlopende, beplande proses om inligting oor leerderprestasie te identifiseer, in te samel en te vertolk. Verskeie vorme van assessering word in hierdie proses gebruik. Dit bestaan uit vier stappe: die ontwikkeling en insameling van bewyse van prestasie; die evaluering van die bewyse; rekordhouding van die bevindinge en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en te ondersteun. Sodoende word die onderrig- en leerproses bevorder. Assessering behoort sowel informeel (assessering vir leer) as formeel (assessering van leer) te wees. In albei gevalle moet leerders gereelde terugvoering ontvang om die leerervaring te verbeter. Die assessering van taalvaardighede moet geïntegreer word. Die assessering van leesbegrip moet aan die assessering van taalgebruik gekoppel word. Die assessering van skryfwerk behoort onderwerpe in te sluit wat oor werklike situasies handel. 4.2 INFORMELE OF DAAGLIKSE ASSESSERING Die doel van assessering vir leer is om deurlopend inligting oor ’n leerder se prestasie in te samel wat gebruik kan word om leer te bevorder. Informele assessering behels die daaglikse monitering van leerders se vordering. Dit word gedoen deur waarnemings, besprekings, praktiese demonstrasies, leerder-onderwyser-konferensies, informele klaskamerinteraksie, ens. Informele assessering kan so eenvoudig wees soos om leerders tydens ’n les waar te neem of om die vordering van die leerproses met leerders te bespreek. Informele assessering moet gebruik word om terugvoering aan leerders te verskaf en om die beplanning van onderrig te rig. Dit hoef egter nie opgeteken te word nie. Dit moet nie beskou word as losstaande van die leeraktiwiteite wat in die klaskamer plaasvind nie. Hierdie assesseringstake kan deur leerders of onderwysers nagesien word. Selfassessering en portuurassessering betrek leerders direk by assessering. Dit is belangrik omdat dit leerders toelaat om oor hul eie prestasie te leer en daaroor te besin. Die uitslae van informele daaglikse assessering word nie formeel opgeteken nie, behalwe as die onderwyser dit graag wil doen. Die uitslag van die daaglikse assesseringstake word ook nie in ag geneem vir bevordering en sertifisering nie. 4.3 formele ASSESSERING Alle assesseringstake wat deel vorm van die formele assesseringsprogram vir die jaar word beskou as formele assessering. Formele assesseringstake word nagesien en formeel deur die onderwyser vir progressie en sertifisering opgeteken. Alle formele assesseringstake word gemodereer ter wille van gehalteversekering en om te verseker dat gepaste standaarde gehandhaaf word. Formele assessering voorsien aan onderwysers ’n sistematiese manier om te evalueer hoe goed leerders in ’n graad en in ’n betrokke vak vorder. Voorbeelde van formele assesseringstake sluit in toetse, eksamens, geskrewe take, mondelinge aanbiedings, demonstrasies, optredes, ens. Die voorbereiding van dié take kan buite die klaskamer plaasvind, maar die finale weergawe moet onder gekontroleerde omstandighede (binne die klaskamer) plaasvind. Formele assesseringstake vorm deel van ’n jaar se formele assesseringsprogram vir elke graad en vak. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Die volgende tabelle gee ’n oorsig van die assesseringsvereistes vir Tweede Addisionele Taal Tabel 1: Graad 7 - 9 Formele Assessering Gedurende die jaar Jaareindeksamen 40% 60% Skoolgebaseerde assessering (SGA) Jaareindvraestelle 40% 35% 25% • 2 toetse • 6 take • 1 eksamen (halfjaar-year) Skriftelike eksamen (1½ uur) – Taal in konteks, skryf en letterkunde Mondelinge assesseringstake: Luisterbegrip Voorbereide toespraak Voorbereide hardoplees Gesprekvoering Die mondelinge take wat deur die loop van die jaar gedoen word, vorm die jaareind- interne assessering. Die vorme van assessering behoort geskik te wees vir leerders se ouderdom en ontwikkelingsvlak. Die take moet so ontwikkel word dat dit die vakinhoud dek en ’n verskeidenheid take insluit om die doelwitte van die vak aan te spreek. Formele assesseringstake moet ’n reeks kognitiewe vlakke en vermoëns van leerders dek, soos hieronder aangetoon: Tabel 2 Kognitewe Vlakke Aktiwiteit Persentasie van Taak Letterlik (Vlak 1) Herorganisasie (Vlak 2) Vrae wat handel oor inligting wat direk/eksplisiet in die teks staan. • Noem die feite/redes/aspekte/idees .. • Identifiseer die persone.. • Maak ’n lys van die feite/redes .. • Beskryf die plek/persoon .. - Wie was die persoon? - Wat het die persoon gedoen? - Hoekom het die persoon...? - Wanneer het dit gebeur? - Waar het dit gebeur? Vrae wat analise, sintese of herorganisasie vereis van inligting wat direk/eksplisiet in die teks staan. • Lys twee kerngedagtes .. • Identifiseer die persoon/persone.. • Verduidelik wat gebeur het... • Beskryf die situasie/omgewing/mense.. Vlakke 1 en 2: 80% Evaluering (Vlak 3) Hierdie vrae handel oor die beoordeling van waardes, houdings en oortuigings. Dit sluit in beoordeling van die werklikheid, geloofwaardigheid, feite en menings, geldigheid, logika en beredenering, asook kwessies soos die gewenstheid en aanvaarbaarheid van besluite en optredes in terme van morele waardes. • Stem jy saam met die karakter se gedrag/verklaring? • Is die karakter se houding/gedrag/handeling na jou mening aanvaarbaar? • Kritiseer die gedrag van die karakter. • Kies woorde wat die person se karakter die beste beskryf… Vlak 3: 20% AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 65 4.4 ASSESSERINGSPROGRAM Die assesseringsprogram is ontwikkel om formele assesseringstake in alle vakke in ’n skool oor ’n kwartaal te versprei. 4.4.1 Oorsig van vereistes Die onderstaande tabelle gee ’n oorsig van die kwartaallikse assesseringsprogram vir Afrikaans Tweede Addisionele Taal. Tabel 4.1: Graad 7 - 9 Assesseringsprogram Graad SGA per Kwartaal Jaareindeksamen 7 - 9 Kwartaal 1: 1 geskrewe toets + 2 Take Kwartaal 2: 2 Tasks + 1 halfjaareksamen Kwartaal 3: 1 geskrewe toets + 2 Take Kwartaal 4: 1 interne jaareindeksamen Graad Die format van die vraestel 7 - 9 1 vraestel Taal in konteks - begrip, taal, letterkunde en skryf. 1 interne jaareindeksamen bestaande uit 2 vraestelle: Vraestel 1: Mondelinge Vraestel 2: Taal in konteks - begrip, taal, letterkunde en skryf. Graad 7-9 Kwartaalpunt (Kwartaal 1 – 3): • Elke kwartaal word die werklike punte bymekaar getel en die totaal word na ’n % verwerk om die kwartaalpunt te bepaal Promosiepunt: • Tel die werklike punte en die total vir die formele skoolgebaseerde assesseringstake vanaf Kwartaal 1 tot 3 bymekaar en verwerk dit na 40% • Verwerk mondelinge punt (vraestel 1) na 25% • Verwerk vraestel 2 na 35% AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Tabel 4.2: Graad 7-9 Assesseringsprogram Formele assesseringstake vir kwartaal 1 Taak 1 Taak 2 Taak 3 Mondeling: Luisterbegrip/Voorbereide gesprek/Voorbereide hardoplees Skryf: Kreatiewe skryf (verhalend/ beskrywende) paragraaf(awe)/ Transaksionele tekste (kort of langer). Toets 1: Begrip en taal Formele assesseringstake vir kwartaal 2 Taak 4 Taak 5 Taak 6 Mondeling: Luisterbegrip/Voorbereide gesprek/Voorbereide hardoplees Letterkunde: Kontekstuele vrae Halfjaareksamen: Taal in konteks – begrip, taal, letterkunde en skryf Formele assesseringstake vir kwartaal 3 Taak 7 Taak 8 Taak 9: Mondeling: Luisterbegrip/Voorbereide gesprek/Voorbereide hardoplees Skryf: Kreatiewe skryf (verhalend/ beskrywende) paragraaf(awe)/ transaksionele tekste (kort of langer). Test 2: Begrip en taal OF Letterkunde: kontekstuele vrae Formele assesseringstaAK vir kwartaal 4 Taak 10 Jaareindeksamen: Vraestel 1: *Mondeling Vraestel 2: Taal-in-konteks - begrip, taal, letterkunde en skryf *Mondeling: Leerders behoort gedurende die jaar die volgende take te doen: EEN voorbereide gesprek, EEN luisterbegrip en EEN voorbereide hardoplees. Nota: ’n Toets in die assesseringsprogram mag nie uit verskeie klein toetse bestaan nie. Elke toets moet oor meer as een aspek van die vakinhoud opgestel word en behoort 30 - 60 minute te duur. Die kognitiewe vlakke soos vasgestel vir die eksamenvraestelle, is ook van toepassing op toetse. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 67 4.4.2 Eksamen: Graad 7 – 9 Formaat van Vraestel 1 Vraestel AFDELING TYD 1. Taal in konteks, letterkunde en skryf A: Begrip (‘n Verskeidenheid tekste kan gebruik word, insluitende visuele en/of grafiese tekste.) Graad 7 - 9 1½ uur B: Taal • Taalstrukture en –konvensies (woorde en sinne) behoort binne konteks van ‘n verskeidenheid van tekste geassesseer te word. C. Letterkunde Enige EEN van die volgende: gedigte/kortverhale/kort novelle/kort drama (kontekstuele vrae) D. Skryf Kreatiewe (verhalend/beskrywend) paragraaf (-awe)/Transaksionele (korter of langer) tekste. Inhoud wat gedek moet word Tydens assessering word aandag geskenk aan die inhoud soos in hierdie document vervat. As gevolg van die konseptuele progressie van die inhoud oor die grade heen, sal inhoud en vaardighede van Graad 7 –9 in die jaareindeksamens geassesseer word. Mondelinge assesseringstake: Vraestel 2 Die mondelinge assesseringstake wat deur die loop van die jaar gedoen word, vorm die jaareind interne assessering. Die besonderhede van die mondelinge take wat tydens die loop van die jaar gedoen word, is soos volg: Vraestel 2 INHOUD Mondeling *Mondeling word intern opgestel, intern geassesseer en intern gemodereer. • Lees Voorbereide hardoplees Assesseer: teksbegrip, oordra van betekenis, gebruik van stemtoon, korrekte uitspraak • Praat: Voorbereide gesprek Assesseer: Beplanning en organisasie van inhoud, toon, praat en aanbiedingsvaardig-hede, oudio-visuele hulpmiddels en korrekte taalgebruik. • Luister Luisterbegrip Assesseer: Luister vir begrip en inligting *Mondeling: Die mondelingpunt word saamgestel uit punte vir praat, luister en lees. Die finale punt bestaan uit ten minste die volgende take: EEN voorbereide gesprek; EEN luisterbegrip, EEN voorbereide hardoplees. Formele asseseringstake se punte word aangeteken en word gebruik om te bepaal of ‘n leerder na die volgende graad oorgeplaaas of bevorder kan word. Die onderwyser moet ‘n formele assesseringsprogram beplan en aan die Skool se bestuursspan voor die begin van die nuwe akademiese jaar oorhandig. Hierdie assesseringsprogram sal gebruik word om ‘n skool assesseringsprogram AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) vir elke graad op te stel. Hierdie skool assesseringsprogram sal aan elke leerder en sy/haar ouers in die eerste week van die eerste kwartaal verskaf word. 4.5 REKORDHOUDING EN RAPPORTERING Rekordhouding is ’n proses waartydens die onderwyser die vlak van ’n leerder se prestasie in ’n spesifieke assesseringstaak dokumenteer. Dit dui aan hoe ’n leerder vorder in die bereiking van die kennis soos voorgeskryf in die Kurrikulum- en assesseringsbeleidsverklarings. Rekords van leerderprestasie behoort bewys te lewer van die leerder se konseptuele groei in ’n graad en sy of haar gereedheid om na die volgende graad te vorder of bevorder te word. Rekords van leerderprestasie behoort ook gebruik te word om te verifieer watter vordering onderwysers en leerders in die onderrig- en leerproses maak. Rapportering is ’n proses waarvolgens leerderprestasie aan leerders, ouers, skole en ander rolspelers gekommunikeer word. Daar kan op verskeie maniere oor leerderprestasie verslag gelewer word. Dit sluit in rapport (verslagkaarte), ouervergaderings, skoolbesoekdae, ouer-onderwyser-konferensies, telefoonoproepe, briewe, klas- of skoolnuusbriewe, ensovoorts. Onderwysers in alle grade lewer in persentasies verslag oor die vak. Die prestasievlakke met die ooreenstemmende persentasies word in onderstaande tabel aangedui KODES en PERSENTASIES VIR REKORHOUDING EN RAPPORTERING Prestasiekode Beskrywing van vaardigheid PERSENTASIE 7 Uitmuntende prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Beduidende prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Matige prestasie 40 – 49 2 Basiese prestasie 30 – 39 1 Ontoereikend prestasie 0 - 29 Onderwysers sal werklike punte teenoor die taak aandui deur ’n rekordblad/verslagblad te gebruik en die persentasie vir die vak op die leerder se rapport/verslagkaart aantoon 4.6 Moderering van ASSESSering Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort op skool-, distriks-, provinsiale en nasionale vlakke plaas te vind. Deeglike en gepaste modereringspraktyke moet ingestel word vir die gehalteversekering van alle vakassesserings. 4.6.1 Formele Assessering • Die toetse en eksamen in Graad 7 en 8 word intern gemodereer. Die vakadviseur/provinsiale-/ distriksamptenaar moet ’n steekproef van hierdie take gedurende sy/haar skoolbesoeke modereer om die standaard van die take en die interne moderering te verifier. • Graad 9 se toetse en eksamen moet op distriks/provinsiale vlak gemodereer word. Hierdie proses sal deur die provinsiale onderwysdepartement bestuur word. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 69 • Vakadviseurs/provinsiale-/distriksamptenare moet steekproewe van toetse en eksamenvraestelle modereer voordat leerders dit aflê om die standaard te verifieer en aan onderwysers leiding te verskaf oor die opstel van hierdie take. 4.6.2 Mondelinge assesseringstake • Graad 7 - 9: Elke mondelinge taak wat as deel van die assesseringsprogram gebruik word, moet by die Hoof van Onderwys of vakhoof vir moderering ingedien word voordat leerders dit aanpak. Onderwysers assesseer die mondelinge take. Die vakadviseur/provinsiale-/distriksamptenaar moet ’n steekproef van hierdie mondelinge take gedurende sy/haar skoolbesoeke modereer om die standaard van die take en die interne moderering daarvan te verifieer. ‘n Moderator wat afgevaardig is deur die Dept. van Basiese Onderwys moet ‘n steekproef van mondelinge assesseringstake vir graad 9 modereer. 4.7 ALGEMEEN Hierdie dokument moet in samehang met die volgende gelees word: 4.7.1 Die Nasionale beleid met betrekking tot die program- en bevorderingsvereistes vir die Nasionale Kurrikulumbeleid Graad R-12; en 4.7.2 Die beleidsdokument, Nasionale Protokol vir Assessering Graad R-12 AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) WOORDELYS addisionele taal (verwys ook na huistaal) ‒ ’n taal wat bykomend tot die huistaal geleer word afgeleide betekenis ‒ die skep van betekenis uit wat geïmpliseer word om ’n nuwe begrip te vorm; dit wat tussen die reëls staan aflei ‒ ’n oordeel vorm uit wat vooraf gegee is of gebeur het; om die implikasies van wat gesê of geskryf is, te bepaal afleiding ‒ ’n woord wat bestaan uit ’n basisvorm (stam) en voor- en/of agtervoegsels (hierdie proses vorm dikwels ’n ander woordsoort), bv. ritus: rituele gebruike. akroniem (ook letterwoord) ‒ ’n afkorting wat soos woorde optree; word uitgespreek as ’n woord, gevorm deur die eerste letters van ander woorde, bv. Soweto vir South Western Townships of vigs vir Verworwe immuniteitsgebreksindroom alliterasie ‒ herhaling van dieselfde beginletters (medeklinkers/konsonante) in beklemtoonde lettergrepe; ’n algemene stylmiddel, bv. Kind nog kraai anekdote ‒ ’n kort, onderhoudende storie; klein voorvalle of gebeure wat vir ’n spesifieke doel vertel word, bv. inligting, vermaak, humor, venyn, of om karakter te openbaar antiklimaks ‒ die omgekeerde van klimaks; onverwagte teleurstellende uiteinde, afloop; ommeswaai van iets belangriks na iets nietig, gewoonlik met ’n komiese effek antitese ‒ teenstelling van gedagtes wat uitgedruk word deur parallelisme wat skerp teenoor mekaar staan, bv. hoe meer haas hoe minder spoed antoniem ‒ woorde wat min of meer die teenoorgestelde betekenis van ander woorde uitdruk, bv. kurkdroog en sopnat assessering ‒ ’n deurlopende beplande proses van inligtingversameling op verskillende maniere oor leerderprestasie assonansie ‒ herhaling van klinkers of vokale in beklemtoonde lettergrepe in twee of meer woorde, bv. Oor die groen poel wat stil en dik/was van die bronslaai en die warm slik (N.P. van Wyk Louw, Raka) beeld ‒ ’n prent of visuele voorstelling beelding ‒ ook figuurlike taal; woorde wat beelde (in konteks/sinsverband) in die gedagtes oproep; sluit implikasieverskynsels in beeldspraak ‒ taaluiting wat van figuurlike, oordragtelike taal gebruik maak, bv. vergelykings, metafore, personifikasie, metonimia (oornoeming), sinekdogee (gedeeltelike aanduiding), antonomasia (naamsverwisseling) beklemtoning ‒ die klemtoon lê op, aksentueer, benadruk beurtnemingskonvensies ‒ die gebruike wat die vloei van gesprekke tussen mense reguleer, soos om ander toe AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 71 te laat om ’n opinie te lug, stiltes te hanteer, inligting te herhaal vir duidelikheid, aan te moedig waar gepas, te vra vir duidelikheid, inligting te verskaf, tussenbeide te tree om fokus te herstel cliché ‒ afgesaagde, verslete beeldspraak; holruggeryde uitdrukking of idee wat so dikwels gebruik word dat dit uitdrukkingskrag verloor, bv. laaste, maar nie die minste nie debat ‒ tydens debattering wissel twee spanne gedagtes oor ’n saak. Hulle probeer om die beoordelaar en die gehoor van hul standpunt te oortuig denotasie (teenoorgestelde van konnotasie) ‒ dit wat die begripsinhoud weergee of saamvat, die letterlike betekenis van ’n woord of uitdrukking determineerders ‒ bepaler of aanwyser soos lidwoorde en aanwysende woorde deurlopende assessering ‒ dit is assesseringsaktiwiteite wat deur die loop van die jaar plaasvind dialek ‒ ’n variëteit van ’n taal wat deur ’n sekere taalgemeenskap gepraat word diskriminerende taalgebruik ‒ taal wat kwessies met onderskeid behandel, bv. om manlike terme vir alle persone te gebruik doeblette ‒ twee vorme van dieselfde woord wat mettertyd in betekenis begin verskil het, bv. darem en daarom; teken en teiken; kwes die bok, maar kwets gevoelens dramatiese doelstelling ‒ om ’n spesifieke reaksie by die toeskouer/leser te ontlok dramatiese ironie ‒ ’n vorm van kontras ‒ die karakter is onbewus van die ware toedrag van sake, terwyl die leser/toeskouer/ander karakters weet wat werklik plaasvind. Dié ironie verhoog (of ontlont) spanning, genot en gehoordeelname. dramatiese struktuur ‒ die bou van die drama (eksposisie/aanloop, motoriese moment, verwikkeling, ontwikkeling, klimaks/hoogtepunt, ontknoping/afloop) dubbelsinnigheid ‒ tweërlei betekenis geskep deur die manier waarop woorde of sinne gebruik word; meer as een betekenis of vertolking hê. Wanneer dit onbewus gebruik word, kan dubbelsinnigheid betekenis versluier. eksplisiet (in teenstelling met implisiet) ‒ betekenis wat duidelik of direk gestel word essay ‒ korter prosageskrif waarin ’n literêre, estetiese, politieke of sosiale probleem op kernagtige wyse behandel of bespreek word; krities en bespiegelend van aard; kan ’n gesprektoon hê; taal en styl is helder, duidelik en logies, dikwels vol humor esteties ‒ betreffende die skoonheidsin; staan in verband met sensitiwiteit en waardering vir die skone soos die skoonheid van taal of die blywende waarde van tekste evalueer ‒ om ’n opinie te vorm, ’n oordeel te vel oor ’n teks AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) eufemisme ‒ versagtende uitdrukking of omskrywing; verbloeming; word gebruik om nie gevoelens seer te maak nie, bv. lang vingers hê (steel) figuurlike taal (teenoor letterlike taal) ‒ sinnebeeldig, metafories, oordragtelik; woorde en frases wat gebruik word om ’n spesifieke effek te bereik soos vergelykings, personifikasie, metafoor. Literêre tekste maak baie van figuurlike taal gebruik. formaat ‒ die vorm van tekssoorte soos ’n verslag, brief; ook grootte van iets forum ‒ groepe leerders debatteer ’n onderwerp. Elke groepe bestaan uit vier lede en elke lid praat oor ’n verskillende aspek van die onderwerp. gebaar ‒ die beweging van die gesig of liggaam wat betekenis kommunikeer soos om die kop ter bevestiging te knik gebalanseerde benadering tot geletterdheid ‒ ’n benadering wat leerders se vormende geletterdheid ondersteun, hulle aanmoedig om tekste te geniet en om op betekenis te fokus, en wat hulle ook help om tegnieke en strategieë te ontwikkel wat die kode van die geskrewe woord ontsluit geïmpliseerde betekenis ‒ betekenis wat gevolgtrekking inhou of toelaat; betekenis wat nie eksplisiet in die teks uitgedruk word nie geletterdhede ‒ daar is verskillende soorte geletterdheid: lees/kyk en skryf/aanbied (tradisionele basiese geletterdhede), kulturele geletterdheid (begrip van die kulturele, sosiale en ideologiese waardes wat ons lees van tekste vorm), kritiese geletterdheid (die vermoë om krities op die boodskap in tekste te reageer), visuele geletterdheid (die vermoë om beelde, tekens, prente, visuele simbole, ens., te lees/teken/skryf), mediageletterdheid (die lees van koerante, tydskrifte, TV en film as kulturele boodskappe), inligtingsgeletterdheid (die vermoë om inligting te vind, ontsluit, evalueer, berg, gebruik, ens.) en rekenaargeletterdheid (die vermoë om rekenaars en rekenaarprogramme ‒ ook die internet ‒ te gebruik) geletterdheid ‒ die vermoë om te lees en geskrewe inligting te gebruik en om vir verskillende doeleindes te skryf. Dit is ’n deel van ’n algemene menslike vermoë om sin van jou wêreld te maak. genre ‒ ’n soort letterkunde, bv. drama, kortverhale, gedigte, roman, volksverhale/folklore gepastheid ‒ taal moet gepas wees vir die konteks waarin dit gebruik word. Die groetwyse “Goeiedag, mnr. Vosloo” is gepas in ’n formele situasie, teenoor “Hallo, Vossie” vir ’n informele situasie. gevoelstaal (ook emotiewe taal) ‒ taal en styl wat persoonlik is; sterk gevoelens wek; teenoorgestelde van nugtere, saaklike taal gevolg (sien ook oorsaak) ‒ die resultaat van handeling/gebeure of ’n aksie grafiese voorstelling ‒ produkte van die visuele en tegniese kunste soos teken, ontwerp; lewendige, beskrywende, skilderende voorstelling groeptaal ‒ variëteit van ’n taal wat deur ’n bepaalde groep mense soos boere, vissers, fabriekswerkers, studente, tieners gepraat word, en dit van die algemene taal onderskei deur onder andere uitdrukkings en betekenisverskille herlees ‒ ’n leesstrategie wat die leser nog ’n kans gee om ’n uitdagende teks te verstaan AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 73 herformuleer ‒ ’n leesstrategie waarvolgens die leser die betekenis van ’n gelese gedeelte mondelings of skriftelik oorvertel, verkort of opsom hiperbool ‒ ’n stylfiguur waarin buitensporige, doelbewuste oordrywing gebruik word; om iets groter as wat dit werklik is, voor te stel, bv. Hulle het ons ’n berg koek gegee om te eet holistiese benadering ‒ dit is ’n benadering wat al die vaardighede en verskillende soorte kennis in aktiwiteite integreer en nie op elkeen afsonderlik fokus nie homofone ‒ woorde wat dieselfde klankvorm as ’n ander woord in ’n taal het, maar in betekenis en spelling verskil, bv. ’n blyk van waardering; die wasgoed bleik in die son homonieme ‒ woorde met dieselfde klank- en spelvorm, maar wat verskil in betekenis, bv. Sy het ’n kuiltjie in haar ken; Hy ken al die name van die bome in die wildtuin houdings ‒ maniere van optrede of gedrag huistaal (sien ook addisionele taal) ‒ die taal wat kinders eerste aangeleer het deur by die huis en/of in hul gemeenskap konstant daaraan blootgestel te wees; dit is die taal ‘waarin ’n mens dink’ idiomatiese uitdrukking ‒ ’n uitdrukking wat die idioom of taaleie betref, volgens die taaleie; idiome sluit in spreekwoorde, segswyses, gesegdes en spreuke implisiet (teenoor eksplisiet) ‒ dit wat nie direk in ’n teks gestel word nie, maar wel afgelei kan word inklusiwiteit ‒ die beginsel om onderwys toeganklik vir alle leerders te maak, ten spyte van hul leerstyl, agtergrond en vermoëns; neiging om in te sluit, te omvat, op te neem inisieer ‒ om te begin (bv. om ’n gesprek te inisieer) intonasie ‒ vloei van die stem by praat, stembuiging intrige ‒ verwikkelde situasie wat ’n skrywer uitdink en waarop die verhaal gebaseer is (verwikkeling) ironie ‒ woordgebruik waarmee ’n mens die teenoorgestelde sê van wat jy bedoel; omstandigheid of stand van sake wat die teenoorgestelde sê van wat ’n mens kon verwag het jargon ‒ taal van bepaalde groepe; vaktaal (bv. rekenaargebruikers verwys na “RAM”). Jargon kan soms gebruik word om luisteraars/lesers uit te sluit. karikatuur ‒ ’n oordrewe uitbeelding (geskrewe of visueel) van ’n karakter deur die spot te dryf met persoonlike karaktertrekke of voorkoms; spotprent, spotbeeld, spotfiguur klankbewustheid (ook fonologiese bewustheid) ‒ die vermoë om tussen die afsonderlike klanke van ’n taal te onderskei klanknabootsing (ook onomatopee) ‒ die gebruik van woorde om die klanke wat hulle beskryf, te skep AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) klem (in ’n woord of ’n sin) ‒ om ’n lettergreep in ’n woord of ’n woord in ’n sin te benadruk klimaks (ook hoogtepunt) ‒ die opwindendste, effektiefste of belangrikste deel van die storie. Hierdie belangrike deel is nie noodwendig aan die einde van die verhaal nie. koherensie ‒ samehang in ’n paragraaf en die samehang binne die verskillende paragrawe van ’n teks wat idees saambind kohesie ‒ samehang binne sinne komposisie ‒ samestelling van verskillende dele tot een geheel konflik ‒ stryd; botsing; worsteling; die stryd wat tussen karakters of individue of groepe en hul omstandighede ontstaan. Konflik in letterkunde kan ook as gevolg van strydende begeertes of waardes tussen karakters ontstaan. konnotasie ‒ wat gesuggereer word deur ’n woord of ding, dieperliggend as die letterlike of eksplisiete betekenis kontaminasie (ook taalbesmetting) ‒ saamvoeging of vermenging van woorde, woorddele of uitdrukkings wat dieselfde of verwante funksies of betekenis het tot ’n nuwe woord of uitdrukking, bv. skokwekkend (skokkend + skrikwekkend); van voornemens (van plan + voornemens) konteks ‒ die konteks waarbinne ’n teks geskep en ontvang word, verwys na die breë en onmiddellike situasie waarin dit bestaan en wat daarin oorgedra word kontekstuele leidrade ‒ ’n leestegniek om alle aanduidings of leidrade in ’n teks te gebruik om betekenis te verklaar kontras (ook antitese, teenstelling) ‒ stylmiddel waarin twee uiterstes teenoor mekaar gestel word konvensies ‒ aanvaarde gebruike of reëls in taalgebruik. Sommige konvensies help om betekenis (bv. taalreëls, punktuasie, hoofletters) te skep; sommige help met die aanbieding van inhoud (bv. inhoudsopgawe, algemene uiteensetting, opskrifte, voetnotas, kaarte, onderskrifte, lyste, prente, indeks) en ander weerspieël ’n vaste taalpatroon, bv. groetvorme. kopkaarte/breinkaarte ‒ grafiese netwerkvoorstelling van idees of onderwerp in die vorm van sleutelwoorde en illustrasies kreatiewe denke ‒ die denkproses oor idees of situasies op skeppende en ongewone maniere met die doel om die situasie of idee beter te verstaan en op ’n nuwe en konstruktiewe manier daarop te reageer kritiese taalbewustheid ‒ die vermoë om die konstruksie van betekenis te ontleed deur begrip van magsverhoudings binne en tussen tale. Dit bemagtig die leerder om manipulasie te weerstaan en om taal sensitief te gebruik. leenwoorde ‒ woorde wat aan ’n ander taal ontleen is, vreemde woorde wat nou deel van Afrikaans is letterlik (teenoor figuurlik) ‒ die eenvoudigste, mees direkte betekenis van woorde AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 75 lettertipe ‒ die soort letters wat gebruik word wanneer daar geskryf, getik of gedruk word (bv. Times New Roman) lettergrootte ‒ die grootte van die letters wat gebruik word wanneer daar geskryf, getik of gedruk word (bv. 12 pt Times New Roman) literêre tegnieke ‒ letterkundige begrippe wat in literêre tekste gebruik word litotes ‒ ’n stylfiguur waarby iets verklein word om die betekenis of bedoeling beter te laat uitkom, veral deur die teenoorgestelde te ontken (bv. dit gaan nie sleg nie = goed) magsverhoudings ‒ verhoudings gemeet aan gesag en invloed manipulerende taal ‒ taal wat daarop gemik is om ’n onregverdige voorsprong te kry of ander te beïnvloed, meestal op ’n onderduimse manier metafoor ‒ gebruik een ding om ’n ander met soortgelyke eienskappe te beskryf metataal ‒ taalterminologie om oor taal te praat; sluit terminologie in soos teks, konteks, teikengroep, genre en polisemie modus ‒ daar is verskillende modusse van kommunikasie ‒ die geskrewe modus, die gesproke of mondelinge modus, die visuele modus wat grafiese vorms soos tabelle insluit. Die vermoë om inligting van een modus na ’n ander te verander soos om ’n grafiek te gebruik om ’n teks te skryf, of om inligting uit ’n mondelinge teks te gebruik om byskrifte by ’n prent te skryf, is ’n belangrike deel van ’n taalkurrikulum multimedia ‒ ’n geïntegreerde reeks modusse wat teks, visuele materiaal, klank, video, ens. kan insluit oksimoron ‒ stylfiguur waarby twee teenoorgestelde begrippe met mekaar verbind word, bv. ou nuus; gewoonlik vir beklemtoning oorsaak (sien ook gevolg) ‒ dit wat aanleiding gee tot ’n handeling/gebeure/aksie of ’n toestand onderbeklemtoning ‒ die uitdruk van iets op ’n terughoudende wyse, eerder as om die volle feite of waarheid te ontbloot, gewoonlik vir beklemtoning onderhoud ‒ ’n proses of ’n gesprek om inligting in te samel om ’n spesifieke doel te bereik onderskrif ‒ ’n titel of kommentaar saam met ’n artikel, prent, foto, ens. outentieke tekste ‒ tekste wat buite die klaskamer (“in die regte lewe”) gebruik word, soos tydskrifartikels, koerantberigte, radio- of televisie-opnames, advertensies, verpakkingsetikette, brosjures, vorms, briewe paneelbespreking ‒ ’n groep wat byeenkom om ’n onderwerp te bespreek, vrae te beantwoord en op kommentaar te reageer paradoks ‒ skynbare teenstrydigheid, bv. om die waarheid te sê moet ek lieg parafrase ‒ die herbewoording van ’n idee in jou eie woorde AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) paronieme ‒ woorde van dieselfde wortel of stam afgelei, bv. drink, drank, dronk; besin, versin; inwoner, bewoner partydig ‒ eensydig, vooringenome, wat by ’n beoordeling die saak nie onbevange beskou nie personifikasie ‒ beeldspraak waardeur menslike eienskappe en handelinge aan lewelose dinge, diere of plante toegeken word, bv. As ek ’n huis kon hê/met sulke mure wat sing.. (Marlise Joubert, Domus) perspektief ‒ ’n karakter/verteller se standpunt/siening oor kwessies in ’n roman of drama pleonasme (ook woordoortolligheid) ‒ woorde waarvan die betekenisse nie sinoniem is nie, maar die betekenis van die tweede woord is reeds in die eerste opgesluit, bv. Ek persoonlik het dit self ervaar; ’n dooie lyk polisemie ‒ eienskap van ’n woord om verskillende betekenisse te hê; betekenisonderskeidings van ’n woord, bv. Die koppie val uit sy hand/Dit is uit tussen hulle/Hulle uit ’n gil van blydskap posisie ‒ plasing, plek; posisionering van die onderwerp in fokus (in of naby die voorkant van die raam) postuur ‒ die manier waarop ’n mens staan of jouself oordra terwyl jy praat rame ‒ gewoonlik reghoekige omlyning van die onderwerp van visuele teks redigering ‒ die proses van proeflees en herskryf van ’n teks, insluitend taalgebruik, punktuasie en spelling en om samehang van idees en struktuur na te gaan; in die finale vorm sit, vir publikasie inlewer, gereed maak register ‒ die woorde, styl en grammatika wat in verskillende kontekste of situasies deur sprekers en skrywers gebruik word. (Amptelike dokumente word byvoorbeeld in ’n formele register geskryf, regsdokumente in ’n regsregister.) retoriek ‒ valse, oordrewe, verslete beeldspraak wat as oorversiering aangebied word; uitgedien, afgesaag, geyk retoriese middels ‒ middels soos pouses en herhaling, deur ’n spreker/skrywer/aanbieder gebruik om doeltreffend te oortuig retoriese vraag ‒ ’n vraag wat gevra word nie om iets uit te vind nie, maar vir beklemtoning, jou mening uit te spreek of vir dramatiese effek (bv. Weet jy hoe gelukkig jy is?) ritme ‒ afgemete beweging; in poësie die natuurlike beweging veroorsaak deur die reëlmatige opeenvolging van beklemtoonde en minder beklemtoonde lettergrepe rym ‒ ooreenstemming van klank in die laaste lettergreep of woorde in digreëls samehang ‒ onderlinge verband, deurlopendheid, aaneenskakeling sarkasme ‒ bytend, bitter spot, minagting wat wil seermaak of skok op persoonlike vlak; dit sê wat die spreker/ skrywer bedoel satire ‒ iets wat hekelend spot met die lewe; dwaashede en wanpraktyke van die mens/maatskappy word onthul of geopenbaar; ’n satiriese literêre werk het gewoonlik ’n bewustelike sosiale inslag simbool ‒ ’n teken/voorwerp wat ’n ander saak verteenwoordig. ’n Tradisionele simbool soos ’n kruis is as beeldspraakvorm nie net ’n afbeelding van die werklikheid nie, maar dit kry ook ’n dieper betekenis deurdat dit na AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 77 iets anders verwys. sinoniem (teenoor antoniem) ‒ ’n woord wat min of meer dieselfde betekenis as ’n ander het sintetiseer ‒ die saamvoeg van idees uit verskeie bronne; ’n duidelike opsomming van hierdie saamgevoegde idees skote ‒ neem van foto’s uit verskillende hoeke sleng (ook slang) ‒ ’n variëteit van Afrikaans wat dikwels by jongmense, bv. studente, gehoor word en nie noodwendig verkeerd is nie, bv. Hulle het my ’n kop aangesit/Jy kan kwai bestuur soeklees ‒ om jou oë oor ’n teks te laat beweeg om spesifieke inligting te vind, soos wanneer jy ’n naam of nommer in ’n telefoongids soek of ’n trein- of busrooster raadpleeg stemprojeksie ‒ luidheid, volume van stem spelstrategieë ‒ uitwerk van maniere om korrek te spel standaard ‒ die standaardvariëteit van ’n taal is die vorm wat meestal in koerante, amptelike dokumente en taalboeke gebruik word. Dit is nie noodwendig die beste vorm van die taal nie, maar dit is die vorm wat om historiese en/of politieke redes as die standaardvariëteit aanvaar is. stem ‒ dit verwys ook na die skrywer se eie persona ‒ wie die skrywer is. As ’n mens lees of kyk, kan jy ’n indruk van die skrywer se bedoeling/voorneme kry. stemming ‒ atmosfeer of emosie in geskrewe tekste. Dit toon karakters se gemoedsgesteldheid; dit verwys ook na die atmosfeer wat deur visuele, oudio en oudiovisuele tekste geskep word. stereotipe ‒ vaste (en dikwels partydige) siening oor ’n spesifieke soort persoon (bv. vrou, immigrant, priester) strategie ‒ ’n sekere prosedure gebruik om ’n probleem te hanteer styl ‒ trant of manier van skryf; die unieke manier waarop ’n skrywer woorde en sinne “rangskik” om ’n bepaalde effek te verkry. Dit sluit woordkeuse, toon, asook sinslengte in. stylfigure (ook stylleer) ‒ uitdrukking wat ’n styleffek teweegbring deur woorde nie in hulle normale of letterlike betekenis en funksie aan te wend nie (afwyking in woordgebruik), maar op ’n besondere wyse groter krag of dramatiese beeld aan skryfwerk verleen, bv. oksimoron, metonimia, klanknabootsing, hiperbool, kontras, ironie, satire, humor, sarkasme, antiklimaks, klimaks, simboliek, eufemisme, litotes, paradoks, sinekdogee, sinestesie, antitese, antonomasia, elisie, woordspeling subintrige ‒ ondergeskikte verwikkelde situasie wat ’n skrywer uitdink en waarop die verhaal gebaseer is (knoop, verwikkeling) taalflater (ook malapropisme) ‒ die verkeerdelike of deurmekaar gebruik van lang woorde om indruk te skep. Alhoewel hierdie woorde soms byna korrek klink, bly dit verkeerd en kan humoristies wees. taalvariëteite (sien ook variëteit) ‒ vorme van ’n taal wat patroonmatig van mekaar verskil AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) teikengroep ‒ die bedoelde lesers van, luisteraars na, toeskouers of waarnemers van ’n spesifieke teks. Tydens beplanning van ’n skryfstuk/aanbieding, moet ’n skrywer/spreker die doel en teikengroep in aanmerking neem deur ’n gepaste formaat te kies. teks ‒ enige geskrewe, gesproke of visuele vorm van kommunikasie tekstuur ‒ rangskikking en samestelling van bestanddele, struktuur tema ‒ die sentrale idee of idees in ’n literêre werk. ’n Teks mag meer as een tema hê en dit mag dalk nie eksplisiet vanselfsprekend wees nie. tempo ‒ tydmaat, snelheid van byvoorbeeld praat tesourus ‒ ’n woordeboek wat volgens saakverbande georden is, saakwoordeboek toevoegende veeltaligheid ‒ ’n taalvermoë verwerf deur die aanleer van ’n taal of tale benewens jou huistaal. Dit vervang nie die huistaal nie, maar word daarmee saam geleer. In ’n toevoegende, veeltalige program word die huistaal versterk en bevestig, terwyl enige verdere taal wat aangeleer word, waarde toevoeg. toneelaanwysings ‒ inligting wat ’n dramaturg oor agtergrond, plasing, tyd en karakters by wyse van toneelaanwysings gee; karakters se emosies en hul uiterlike voorkoms word ook beskryf; word gewoonlik in skuinsdruk aangedui of ná ’n karakter se naam of aan die begin van die drama toon ‒ klank van ’n bepaalde hoogte, toonhoogte, stembuiging wat ’n gevoelsboodskap van ’n teks kan oordra. In ’n geskrewe teks word dit in woorde uitgedruk. In film kan toon ook deur musiek of agtergrond geskep word. toutologie (ook stapelvorme) ‒ woorde wat dieselfde betekenis saam gebruik; onnodige herhaling van wat reeds gesê is, bv. tortelduif (tortel + duif); verwys ook na pleonasme transaksionele skryfwerk ‒ funksionele skryfwerk (bv. briewe, notules, verslae, fakse) transformasie ‒ verandering van die vorm van sinne, bv. van bedrywende na lydende vorm trappe van vergelyking ‒ soos van toepassing op byvoeglike naamwoorde en bywoorde soos mooi, mooier, mooiste en gou, gouer, gouste vaktaal ‒ taalgebruik by die beoefening van ’n vak, beroep of enige spesifieke groep soos rekenaartaal verbindingswoord ‒ ’n woord soos voegwoorde en betreklike voornaamwoorde wat gebruik word om sinne of sinsdele te verbind vergelyk (verwys ook na kontras) ‒ om vas te stel op watter maniere dinge dieselfde is vergelyking ‒ naasmekaarstelling van dinge om die ooreenkoms of verskil te vergelyk; stylfiguur. Woorde soos soos en net soos of nes word gebruik om aandag op die vergelyking te vestig. verslag (formeel of informeel) ‒ om presiese terugvoering oor ’n situasie/geleentheid te gee, bv. ’n ongeluk vertellersperspektief ‒ verteller se standpunt vanuit ’n spesifieke hoek gesien (alwetend, alomteenwoordig, eerste AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 79 en derdepersoonsvertelling) visuele voorstellings ‒ boodskappe wat deur middel van die sintuig van gesig oorgedra word (bv. foto’s, spotprente, modelle, tekeninge, skilderye, rekenaarbeelde) vloeidiagramme ‒ oorsigtelike, grafiese uiteensetting (voorstelling) vluglees ‒ om ’n teks baie vinnig te lees ten einde ’n oorsig te verkry soos om die koerantopskrifte vir hoofnuus te vluglees voegwoord ‒ ’n woord wat twee sinsnedes/frases of sinne verbind volksetimologie ‒ onverstaanbare woorde word soms uit onkunde of grappenderwys omvorm tot ’n klank of word wat verstaan is, bv. oliekolonie uit “eau de cologne’ vooroordeel ‒ vooropgestelde idees oor ’n individu, groep, idee of saak. Sodanige neiging om een saak bo ’n ander te bevoordeel, bring mee dat billike assessering baie moeilik word. vooropplasing (in teenstelling met agterplasing) ‒ letterlik gebruik, beteken dit om iets (’n objek) naby die voorkant van ’n raam te plaas. Figuurlik gebruik beteken dit om een aspek meer as ander te beklemtoon. weergawe ‒ ontwerp, voorlopige plan, konsep woordaanpakvaardighede ‒ die strategieë wat gebruik word vir die lees van onbekende woorde (bv. verdeling van woorde in lettergrepe om na die betekenis van die voor- en agtervoegsels te kyk of om betekenis uit die konteks aft e lei woordoortolligheid ‒ plekke in tekste waar woorde voorkom wat weggelaat kan word sonder om die betekenis te beïnvloed woordspeling ‒ die humoristiese gebruik van ’n woord om ’n ander betekenis uit te bring; maak op geestige wyse gebruik van woorde wat verskillende betekenisse kan hê of woorde wat eenders klink, bv. woordspeling by grappe wyse (ook sinswyse) ‒ die wyse waarop ’n skrywer/spreker sy bedoeling, gevoel en houding teenoor ’n betrokke saak openbaar. In die klassieke tale word wyse d.m.v. werkwoorde uitgedruk, maar in Afrikaans word dit deur die sin uitgedruk, bv. onbepaald/infinitief, aanwysend/indikatief, aanvoegend/konjunktief, vraend/interrogatief en gebiedend/ imperatief. AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 81 AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFRIKAANS TWEEDE ADDISIONELE TAAL GRAAD 7-9 KABV 83     ENGLISH SECOND ADDITIONAL LANGUAGE Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 7-9 ENGLISH SECOND ADDITIONAL LANGUAGE ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0514-2 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: CAPSlangcomments@dbe. gov. za or fax (012) 328 9828 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 1 CONTENTS Section 1: NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT............................ 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African curriculum............................................................................................. 4 1.4 Time allocation ................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 6 1.4.3 Senior Phase........................................................................................................................................... 7 1.4.4 Grades 10-12 .......................................................................................................................................... 7 Section 2: Introducing the Languages..................................................................................... 8 2.1 Languages in the National Curriculum and Assessment Policy Statement.............................................. 8 2.1.1 Language levels...................................................................................................................................... 8 2.1.2 The language skills ............................................................................................................................... 10 2.1.3 Language teaching approaches............................................................................................................ 10 2.2 Time allocation of First Additional Language in the curriculum .............................................................. 13 2.3 Learning and Teaching Support Materials.................................................................................................. 13 Section 3: Content and Teaching Plans for Language Skills ..................................... 15 3.1 Listening and speaking ................................................................................................................................ 15 3.2 Reading and viewing..................................................................................................................................... 22 3.3 Writing and presenting ................................................................................................................................. 26 3.4 Language structures and conventions ....................................................................................................... 30 3.5 Language structures and conventions ....................................................................................................... 33 3.6 Teaching plans .............................................................................................................................................. 34 3.6.1 Grade 7 ................................................................................................................................................. 37 3.6.2 Grade 8 ................................................................................................................................................. 45 3.6.3 Grade 9 ................................................................................................................................................. 55 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Section 4: Assessment in Second Additional Language.................................................. 66 4.1 Introduction ................................................................................................................................................... 66 4.2 Informal or daily assessment....................................................................................................................... 66 4.3 Formal assessment....................................................................................................................................... 66 4.4 Programme of Assessment.......................................................................................................................... 68 4.4.1 Overview of requirements ..................................................................................................................... 68 4.4.2 Examinations......................................................................................................................................... 70 4.5 Recording and reporting .............................................................................................................................. 71 4.6 Moderation of assessment........................................................................................................................... 71 4.6.1 Formal assessment (SBA).................................................................................................................... 71 4.6.2 Oral assessment tasks.......................................................................................................................... 72 4.7 General........................................................................................................................................................... 72 Glossary.............................................................................................................................................. 73 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 3 Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012) . (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b (i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF) , promulgated in Government Gazette No.27819 of 20 July 2005; ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF) , regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF) , regarding the National Protocol for Assessment (Grades R-12) , promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010) . ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: INTRODUCING THE LANGUAGES 2.1 Languages in the National Curriculum and Assessment Policy Statement Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined. 2.1.1 Language levels Language learning in the Senior Phase includes all the official languages in South Africa, namely, Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa) , Sesotho, Setswana, Siswati, Tshivenda, Xitsonga – as well as Non-official Languages. These languages can be offered at different language levels. Home Language is the language first acquired by learners while First Additional language is the language learnt in addition to one’s home language. The Second Additional Language is the further language that a learner can learn, that enables broader communication and multilingualism. The language may be in use within the community or culture and will enhance nation building and intercultural understanding. Many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at home language level. As a result, the names Home Language, First Additional and Second Additional Language refer to the proficiency levels at which the language is offered, and not the native (Home) or acquired (as in the Additional) languages. For the purposes of this policy, any reference to Home Language should be understood to refer to the level and not the language itself. The Home Language level provides for language proficiency that reflects the mastery basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine and empower their understanding of the world they live in. However, the emphasis and the weighting for listening and speaking from Grades 7 onwards are lower than those of the reading and writing skills. The First Additional Language refers to a language which is not a mother tongue but which is used for certain communicative functions in a society, that is, medium of learning and teaching in education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. In South Africa, many children use their additional language, English, as the Language of Learning and Teaching (LoLT) . This means that they must reach a high level of competence in English. They need to be able to read and write well in English. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 9 The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language – basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in their Home Language. In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills. At this stage the majority of children are learning through the medium of their First Additional Language, English, and should be getting more exposure to it. Greater emphasis is therefore placed on using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills, which they need to study subjects like Natural Sciences, Mathematics, etc. in English. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language. By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in the Senior Phase, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their Additional Language at a high level of proficiency to prepare them for further or higher education or the world of work. It is therefore recommended that, where possible, learners in the Senior Phase be exposed to the same concepts in a two week cycle in both language levels. The Second Additional Language level also assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 4 - 6 learners start to build their oral and literacy skills. They also apply the oral and literacy skills they have already learned in their Home and First Additional Languages. In Grades 7 – 9 learners continue to strengthen their listening and speaking while developing their reading and writing skills. By the time learners enter Grade 10, they should be able to communicate in their Second Additional Language at both interpersonal and social levels. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 7-9, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in Senior Phase. These standards must be such that learners can use their additional language at a level of proficiency to prepare them for further or higher education or the world of work. Specific aims of learning Additional Languages Learning a Second Additional Language should enable learners to: • acquire the language skills necessary to communicate appropriately in the target language at a basic level; • listen, speak, read/view and write the language with growing confidence and enjoyment. These skills and attitudes form the basis for life-long learning; • express their own ideas, views and emotions with confidence (orally and in writing) , in order to become comfortable in the language; ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing; • use language to access and manage communication in other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; • use language as a means for expressing information on familiar topics; for interacting with a familiar range of texts; and for reading texts for enjoyment, basic information and communication. 2.1.2 The language skills The Second Additional Language curriculum is packaged according to the following skills: 1 Listening and Speaking 2 Reading and Viewing 3 Writing and Presenting 4 Language Structures and Conventions 2.1.3 Language Teaching Approaches The approaches to teaching language in these documents are text-based, communicative, integrated and process orientated. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. The text-based approach explores how texts work. The purpose of a text-based approach is to enable learners to become competent, confident and critical readers, writers, viewers and designers of texts. It involves listening to, reading, viewing and analysing texts to understand how they are produced and what their effects are. Through this critical interaction, learners develop the ability to evaluate texts. The text-based approach also involves producing different kinds of texts for particular purposes and audiences. This approach is informed by an understanding of how texts are constructed. A communicative approach suggests that when learning a language, a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language by communicating for social or practical purposes. Language learning should be carried over into the classroom where literacy skills of reading/ viewing and writing/presenting are learned by doing a great deal of reading and learning to write by doing much writing. Language teaching happens in an integrated way, with the teacher modelling good practice, the learners practising the appropriate skills in groups before applying these skills on their own. The structure of each lesson should be one that engages the whole class before practising in groups and applying the new skill individually. The process approach is used when learners produce oral and written texts. The learners engage in different stages of the listening, speaking, reading and writing processes. They must think of the audience and the purpose during these processes. This will enable them to communicate and express their thoughts in a natural way. For example, the teaching of writing does not focus on the product only but also focus on the process of writing. During process writing learners are taught how to generate ideas, to think about the purpose and audience, to write drafts, to edit their work and to present a written product that communicates their thoughts. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 11 Approaches to teaching literature The teaching of literature should focus on teaching for comprehension and will include the reading process strategies (pre-reading, reading and post-reading) . The main reason for reading literature in the classroom is to develop in learners a sensitivity to a special use of language that is more refined, literary, figurative, symbolic and deeply meaningful than much of what else they may read. While most literary texts are forms of entertainment, amusement, or revelation, serious writers create novels, plays and poems because they have ideas, thoughts and issues, principles, ideologies and beliefs that they most want to share with or reveal to their prospective readers. Their imaginative use of language is an added method of revealing, reinforcing and highlighting their ideas. The teaching of literature is never easy, but it is impossible without the personal, thoughtful and honest interpretations and comments from the learners themselves. Unless they learn how to understand a literary text on their own, they will not have learned much. Teachers often need to restrain their own interpretations and ideas of literary texts and allow as much learner participation as is reasonable. Interpretation is not about right or wrong. It is about searching for what is meaningful to the reader. The best ways to approach the teaching of literature would involve some or all of the following. • Make every attempt to read as much of the text in class as possible without breaking for any other activity. This may take more than the scheduled two weeks for the Second Additional learner. It is essential that learners have a clear idea of what is going on at the most basic level of the text. Some classes can read texts without support. That is to be encouraged. Genres, and the approach to such, should be taught, rather than texts. For example, Poetry should be taught, not poems. Read as many as possible in class and ensure that learners write poems as well. • Literary interpretation is essentially a university level activity. Learners in this phase do not have to learn this advanced level of interpretation. However, the purpose of teaching literary texts is to show learners how the Second Additional Language can be used with subtlety, intelligence, imagination and flair. This means a close look at how text is being created, manipulated and re-arranged to clarify and emphasise what is being expressed. Such work might involve examining the presence or absence of imagery; what kind of imagery is being selected by the writer and why; sentence structures and paragraphing, or the layout of poems; choice of words, continuing motifs through the text; the use of symbol, sound and colour where appropriate. Most of this work should be text based. • Creative writing should be closely attached to the study of any literary text. Writing activities that demand a close understanding of the text being read can prove very helpful in reaching more creative levels of appreciation on the part of the learners. Class discussions can be fruitful as long as everyone is involved. But class discussions that lead to written work activities serve a clearer purpose and benefit both. • Finally, it is important to point out that Literature is not about right answers. A whole text means something, not just bits and pieces of it. A good reading of a text incorporates the whole text in interpretative, creative, personal and exploratory practices. The other approaches to literature which can be integrated with teaching for comprehension and for understanding the key features of literature are the chronological, the author, the theme and the genre approaches. These approaches can be combined. In the chronological approach learners can research and combine the literature period with the historical events for the same timeframe. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) In the author approach, learners can participate in a broad and deep study of an author especially in poetry and can link his/her poems with a particular historical period. In the theme approach learners can look at themes such as justice, success, love, etc. across a number of poems or across different genres and relate them to events in real life situations. They can make judgments about the character’s actions and comment on the theme. Regarding the genre approach, learners can classify, compare and contrast different types of literary genre, e.g., the difference between the plots in a novel/short story/drama/folklore. Approaches to teaching language usage The teaching of language structure should focus on how language is used and what can be done with language, i.e. how to make meaning, how to attend to problems and interests, influence friends and colleagues, and how to create a rich social life. The teaching of language structures should be a means to getting things done. The teaching of language structures/grammatical structures should therefore be text-based, communicative and integrated. The following principles should be taken into consideration when teaching language structures: • Grammar should be taught for constructing texts in their context of use - it is concerned, in other words, with real language. • The application of grammar should not be restricted to the analysis of isolated sentences – it should explain the way in which sentences are structured to construct whole texts such as stories, essays, letters and reports which learners learn to read and write in school. • Use of authentic materials such as dialogues, interviews, must be encouraged • Link the language structure with functional uses of language in different social settings, e.g. expressing one’s thoughts or feelings; introducing people; talking about or reporting things, actions, events or people in the environment, in the past or in the future; making requests; making suggestions; offering food or drinks and accepting or declining politely; giving and responding to instructions; comparing or contrasting things. • Use classroom activities that relate language forms with functions, e.g. the past tense with a narrative essay and report writing; • Focus on meaningful tasks. Acquiring the grammatical rules of the language does not necessarily enable the learner to use the language in a coherent and meaningful way. What interests us then concerns the structure and function beyond the sentence level, i.e. the way in which people use either spoken language (discourse) or written language (text) in coherent and meaningful ways. • The issues of pronunciation and intonation should not be penalized unless they create communication breakdown. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 13 2.2 Time allocation for the Second Additional Language In a two-week cycle the following time allocation for the different language skills is suggested: Skills Time allocation per week (Hours) Time Allocation per Two Week Cycle (Hours) % Listening & Speaking 2 1 25 Reading & Viewing: Comprehension & Literature 1 25 Writing & Presenting 1 25 Language structures and conventions (this is also integrated into the 4 skills) 1 25 The teaching time for Second Additional Language is 2 hours per week. All language content is taught within a two￾week cycle (4 hours) . Teachers do not have to stick rigidly to this cycle but must ensure that the language skills, especially reading and writing are practised. The time allocation for the different language skills in Grade 7-9 is 36 weeks. Four weeks are for examination purposes – two weeks for June examination and another two weeks for December examination. 2.3 Learning and Teaching Support Materials Learners should have the following for Second Additional Language study in Grades 7 – 9: GRADES 7 – 9 Core materials Prescribed language textbook √ Dictionary √ One of the following approved/prescribed literary *genres Short Novel √ Short stories √ Folklore √ Short Drama √ Poetry √ Media materials Newspapers √ Magazines √ Radio talks/dramas √ Television shows/dramas/documentaries √ * Learners must have been exposed to three genres by the end of the phase, for example, one genre per grade. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Second Additional Language teachers should have: a) A Curriculum and Assessment Policy Statement b) Language in Education Policy c) The prescribed language textbook used by learners and other textbooks for resource purposes, in addition to the prescribed one d) Dictionary (monolingual, bilingual, multilingual, thesaurus) e) Relevant prescribed literature genres f) A variety of media materials: newspapers, magazines, brochures, flyers, etc. g) Access to audio/visual aids to be used in the classroom h) Other media resources (a variety of newspapers, magazines and brochures) Classroom resources a) A range of texts to accommodate different reading levels, e.g. a selection of readers with sufficient copies of texts at each level for the class. b) A variety of media materials: newspapers, magazines, brochures, flyers, advertisements, posters, notices, etc. c) Audio/visual aids ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 15 SECTION 3: Content and Teaching Plans for Language Skills This section is divided into TWO components: an overview of the skills, content and strategies and the Teaching Plans. 3.1 Listening and Speaking Listening and speaking are different but interdependent skills. Both are continually present informally in the classroom as learners receive and discuss information. Formal listening and speaking of special forms, e.g. role play or dialogue, need focused instruction. Formal and informal listening and speaking are integrated with reading, writing and language practice, and while speaking may give written text an oral form (e.g. reading aloud) . LISTENING Listening process Listening instruction will usually involve working through elements of the listening process. This is a three-phase activity which models independent listening strategies for decoding and understanding speech and other audio forms. Not every step of the process will be used on every occasion. For example, if learners are listening to a recorded explanation they may need to do a reading as a pre-listening activity which alerts them to the need for focused listening and helps them make associations with their own experience. Listening activities would help them recall details. Post-listening might involve learners in responding to what they have heard by answering simple questions. Listening comprehension exercises and assessment give an opportunity to teach learners how to listen. Listening process 1. Pre-listening introduces learners to the listening situation. It allows them to activate their previous knowledge of the topic, and prepare for listening. • Stimulate/activate background knowledge before listening, so that their knowledge of that particular type of discourse is activated. • Predict what text may be about from title/discuss theme of text • Deal with any key vocabulary that learners may not be familiar with • Set a pre-listening question to focus learners’ attention • Prepare learners physically with, for example, pencil and pad for note taking 2. During listening learners pay attention for various purposes: (Note that it is good practice for learners to listen to a text several times, focusing on a different aspect each time.) 2.1 Listen for specific information • Search for meaning; identify main and supporting ideas • Constantly check understanding of message by making and confirming predictions and through questioning ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Make meaningful notes; outline, map, categorize, summarise, retell, following instructions • Be aware of speaker/presenters’ body language and other visual cues 2.2 Listen for interaction • Use turn-taking conventions in conversations or group work • Ask questions to sustain communication • Respond to language, gestures, eye contact and body language • Signal interest and attention appropriately through expression, posture etc • Use the appropriate conventions to be polite and show respect for others 2.3 Listen for appreciation • Respond to the aesthetic qualities of oral text, e.g. rhythm, pace, sound effects • Respond in communication situations • Use turn-taking conventions in conversations • Defend a position • Ask questions to sustain communication • Respond to language, gestures, eye contact and body language • Show understanding of the relationship between language and culture by showing respect for cultural conventions 3. Post-listening follows up on the listening experience. Learners • Answer questions • Review notes • Summarise • Transfer information from oral to written mode, e.g. use information to label a picture • Synthesise new information with prior knowledge • Draw conclusions, give own opinion; ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 17 Suggested length of texts to be used for listening comprehension Texts Grades Disjunctive orthography Conjunctive orthography • Oral, visual, audio-visual and multimodal texts from the mass media • Audio texts • Creative texts • Referential and informational texts • Texts for enrichment • Audio-visual texts (Films, television programmes and documentaries, slide shows, recordings, radio programmes, photographs, music videos) 7 about at least 30 seconds at least 30 seconds 8 at least 45 seconds at least 45 seconds 9 At least 1 minute At least 1 minute SPEAKING Speaking instruction needs to recognise a wide range of informal and formal speaking situations, from casual conversation to formal speaking. Speaking clearly, fluently, coherently, confidently and appropriately should be the aim of teaching speaking. The teaching of speaking should include knowledge of the process and communication strategies. The speaking process and strategies The speaking process consists of the following stages: • Planning: researching and organising • Practising • Presenting Formal speaking and presenting The formal speaking process will usually involve the above-mentioned three stages. Formal presentation forms may involve a written or oral version which teachers may assess. 1. Planning: researching and organising Learners demonstrate planning, researching and organising skills for oral presentation. They • Use resources and reference materials to find and select information • Organise and write information; note-taking; • Use an effective introduction and conclusion, • Develop ideas orally in a logical manner • Use objects, audio and/or visual aids to enhance the appeal and accuracy of presentations ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2. Practising and presenting Learners demonstrate practising and oral presentation skills. They • Use appropriate forms of address • Show an awareness of audience; • Show an awareness of situation: formal or informal speech • Express own opinion • Use correct language structures and conventions • Use appropriate verbal and non-verbal techniques to reinforce meaning, e.g. tone, voice • projection/modulation, volume, pace/tempo, phrasing, eye contact, facial expressions, gestures and body language • Strive to speak with appropriate, clear intonation and pronunciation Informal speaking and group work (see “Features and conventions of oral communication” below) • Initiate and sustain conversations • Ask and respond to questions to sustain communication • Use turn-taking conventions • Clarify meaning where appropriate • Respond to language, gestures, eye contact and body language • Signal interest and attention appropriately through expression, posture and gesture Features and conventions of oral communication texts 1. Informal speaking and group work Speaking/oral text form Purpose Features Informal conversation/ dialogue/group work See Expressions used in conversation. Reference list To communicate on given topics • Initiate and sustain conversations • Use turn-taking conventions • Fill in gaps and encourage the speaker • Clarify meaning where necessary • Ask and respond to questions to sustain communication • Respond to language, gestures, eye contact and body language • Signal interest and attention appropriately through expression, posture and gesture Unprepared reading aloud To share a text • Read fluently and audibly • Pronounce words without distorting meaning ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 19 2. Formal speaking and presenting See also general comments on planning and presenting above. Speaking/oral text form Purpose Features Prepared speech This form will display evidence of preparation Various: to inform/ share • Conduct preparation/research • Organise material coherently. Choose and develop main ideas and support with examples • Use correct format, vocabulary, language and conventions • Use tone, voice projection, pace, eye contact, posture and gestures • Use effective introduction and conclusion • Use appropriate style and register • Incorporate appropriate visual, audio and/or audiovisual aids, e.g. charts, posters, objects, images Prepared reading aloud To share a text written by self or other, e.g. to entertain • Read fluently and attentively according to purpose and task • Pronounce words without distorting meaning • Enhance meaning through tone, voice projection, pace, eye contact, posture and gestures 3. Speaking for specific purposes/contexts Speaking/oral text form Purpose Features Giving directions To tell someone how to get somewhere • Use mostly the imperative form • Use concise and clear sentences • Use chronological order • Refer to a specific direction • Indicate the approximate distance • Provide information about landmarks along the way Instructions To explain how to complete a task/ prepare food, etc. • Explain how to make/do something • Mention the materials needed • Provide a clear, correct and logical sequence of instructions • Use appropriate vocabulary, Suggested duration of oral communication (Note: the approximate time to read one A4 page in disjunctive orthography is about 3 minutes) Texts Duration Grades 7-9 Conversations 5 – 10 minutes for group/class Dialogues 1-2 minutes for a pair Directions and instructions 1 minute Prepared reading 1 minute Prepared speeches 1 minute Relating events Up to 2 minutes Day-to-day oral communication, e.g. seeking assistance, apologising 1 – 2 minutes ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Expressions used in conversation – Reference list ASKING PERMISSION/REQUESTS • Can I…..? • May I….? • Would it be possible for me…..? • Is it all right if….? • Would it be ok if…? • Do you mind if I …? • Please let/permit/allow me to … • Would you agree to …? INTERRUPTING • Excuse me, could I ...? • Sorry, do you think I could ...? • Excuse me, do you know ...? • I beg your pardon, could you help me? (formal) OFFERING HELP • May I help you? • Can I help you? • Are you looking for something? • Would you like some help? • Do you need some help? • What can I do for you today? SEEKING ASSISTANCE • Can I have help with…..? • Would you help me to…..? • I need help with … • Please assist me … (formal) • Please lend a hand with … APOLOGISING • Sorry. • I’m sorry for…. • I regret…… • Please forgive me for … • I apologise for … • Pardon me. • Excuse me. • I beg your pardon. COMPLAINING • I’m sorry to have to say this, but... • I’m sorry to bother you, but... • Maybe you forgot to... • I think you might have forgotten to... • Excuse me if I’m out of line, but... • There may have been a misunderstanding about... • Don’t get me wrong, but ... GIVING ADVICE • I don’t think you should …….. • You ought to….. • You ought not to……... • If I were you, I’d ……. • If I were in your position, I’d … • If I were in your shoes, I’d …. • You had better …. • You shouldn’t……. • Whatever you do, don’t……. STATING A PREFERENCE • Would you like to …? • I’d rather…… • Why don’t we...? • Well, I’d prefer …….. What do you think? • What do you think we should do? • If it were up to me, I’d … • I think we should …. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 21 GUESSING, INFERRING • I’d say he’s about ready to ... • It might need some … • He could be ... • It looks like ... • Perhaps he needs some… • Maybe they want to ... • It’s difficult to say, but I’d guess that … • I’m not really sure, but I think … GIVING IMPRECISE INFORMATION • There are about … • There are approximately ... • There are a large number of … • ……. predicts up to … • It’s kind of … • It’s the type of … • They’re the sort of … • It’s difficult to say, but I’d guess … • I’m not really sure, but I think … SAYING GOODBYE Long trips, vacations, short outings • Have a good trip. • Enjoy your vacation. • Have a good journey. • Enjoy your holidays. • Enjoy! • Have a good time at (destination place such as a restaurant) • Have a good time in (destination city) GREETING AFTER A TRIP • How was your vacation/holiday in…? • Did you enjoy your time in (destination) ? • How was your journey/flight/trip? EVALUATING YOURSELF • This worked well/was effective because … • I did this well because … • It would have been better if I had ... • This could be improved by … • Progress is/is not evident because … ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2 Reading and Viewing Reading/viewing combines two elements: 1) learning and applying strategies for decoding and understanding text 2) learning and applying knowledge of text features. Both aspects should be present in reading/viewing instruction of literary and non-literary texts. Reading/viewing content is arranged in: 1) reading for comprehension and 2) extended independent reading. Reading process Reading instruction will usually involve working through elements of the reading process. This is a three-phase activity which models independent reading strategies for decoding and understanding text. Not every step of the process will be used on every occasion. For example, if learners are reading an unfamiliar text type or genre, they will need to do a pre-reading activity which alerts them to surface features of this text type, and helps them make associations with their own experience. Reading activities would help them analyse its structure and language features in more detail. Post-reading might involve learners in trying to reproduce the genre in a written text of their own. Reading and viewing process 1. Pre-reading introduces learners to the text. It activates associations and previous knowledge. • Skimming and scanning text features: titles, headings, subheadings, captions, visual elements and graphic information, e.g., layout, icons, illustrations, graphs, charts, diagrams, maps, key words, word searches, pictures etc. • Predicting using the information gained from skimming and scanning • Dealing with any key vocabulary that may be unfamiliar to the learners 2. Reading involves making meaning of the text and paying close attention to its language features • Actively making sense of the text • Deducing the meaning of unfamiliar words and images by using word attack skills and contextual clues • Using comprehension strategies: making connections, monitoring comprehension, adjusting reading speed to text difficulty, re-reading where necessary, looking forward in the text for information that might help, asking and answering questions (from lower to higher order) , visualizing, inferring, reading for main ideas, attending to word choice and language structures, recognizing the text type by its structure and language features • Making notes or summarising main ideas. 3. Post-reading enables the learners to view and respond to the text as a whole. • Answering questions on the text from lower order to higher order; • Comparing and contrasting; • Drawing conclusions and expressing own opinion • Reproducing the genre in writing of their own (where appropriate) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 23 Examples of question types Knowledge questions Who… ? What…? Where ? Comprehension questions Who is the father…? Application questions Can you make a sentence with this verb? Can you make similar sentence with this word? Analysis questions Is this similar to …? Is this different to …? Why does this character like …? True and False Evaluation questions Which of these do you prefer? Selecting a text-type or genre Teachers should ensure that learners read a range of texts and genres during the year. There should be a balance between reading texts for comprehension, communication and enjoyment. INTENSIVE READING 1.1 Intensive reading of shorter written texts for COMPREHENSION at a word level Learners apply a variety of strategies to decoding texts. They build vocabulary through word-attack skills and exposure. • Use dictionaries and other reference works to determine the meaning, spelling, pronunciation and parts of speech of unfamiliar words • Identify the meaning of common prefixes (e.g., bi-, un- or re-) and common suffixes (e.g. - ful) . • Determine the meaning of words and their connection to word families using knowledge of common roots, suffixes and prefixes • Use textual context (e.g., in-sentence definitions) , cues (e.g., commas, quotes) and graphic cues (e.g. bold face) to determine the meaning of unfamiliar words • Recognize and use common, idioms and proverbs, e.g. the Midas touch. • Identify the origin and use of new words, e.g. street slang, borrowed words (e.g. ubuntu, dorp, bunny chow) . • Distinguish between commonly confused words: homophones, homonyms, synonyms, e.g. allusion/illusion; complement/compliment; imply/infer • Recognise some abbreviations • Apply knowledge of grammar to decode meaning. 1.2 Intensive reading of shorter written texts for COMPREHENSION at sentence and paragraph level Learners apply their grammatical knowledge to understand sentence construction and the organisation of texts. Text study at this level provides an opportunity for integrated teaching of language structures. • Identify and use the meaning and functions of language structures and conventions in texts. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.3 Intensive reading of shorter written texts for COMPREHENSION at a whole text level Learners apply their knowledge of genre to understand the meaning, intention and effect of the whole text • Relate the text to their own experience • Draw conclusions; form own opinion 1.4 Intensive reading of shorter texts for SUMMARY AND NOTE TAKING. Learners apply their understanding of text features to summarise text. See reading strategies above. • Skim and scan for main ideas and theme • List main ideas 1.5 Intensive reading of MULTIMODAL AND VISUAL TEXTS (Multimodal texts make use of visual and written material in a single text e.g. advertisements, cartoons. They can also combine this with spoken language and gesture.) Learners apply their knowledge of images and visual elements to understand how these support writing in multimodal texts. Identify and discuss the purpose and message of visual texts created for enjoyment and entertainment, e.g. film, cartoons, music videos, comic strips READING OF LITERARY TEXTS/GENRES Learners read to enjoy and appreciate literary texts/genres and they respond to questions of comprehension. They understand the basic features of different literary forms, e.g. that a poem has different characteristics from a short story. EXTENDED INDEPENDENT READING/VIEWING Learners practise the strategies modelled in intensive reading for pleasure. Teacher guidance on access and level is crucial to this part of the reading. • Access libraries and know book storage conventions • Read/view a variety of whole texts, e.g. books, magazines, newspapers, websites and films after class. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 25 TEXTS USED FOR THE INTEGRATED TEACHING OF LANGUAGE SKILLS GRADES 7 - 9 In addition to literary texts for formal study, texts to be covered in grades 7 – 9 include written, visual and multimedia texts with different purposes. Some texts will be studied for their aesthetic qualities; some texts will be studied as examples and as models for writing A range of literary texts to be read. Recommended Genres The following recommended literary genres as included in the National Literature Catalogue: Short Novel Short stories/Folklore (Grades 7 – 1 story) (Grade 8 – 1 story) (Grade 9 – 2 stories) Short Drama Poetry (Grade 7 – 2 poems) (Grade 8 – 2 poems) (Grade 9 – 3 poems) Enrichment Films Selected TV series/documentaries Radio dramas Essays Biographies Autobiographies Folk tales Myths and legends Written texts for information Dictionaries Encyclopaedias Schedules Telephone directories Textbooks Thesaurus Timetables TV guides Written texts in the media Magazine articles Newspaper articles Editorials Notices Advertisements Written forms of audio texts Dialogues Speeches Songs Written interpersonal and transactional texts Letters Diaries Invitations Emails sms’s, twitter Notes Reports Written interpersonal texts in business Multimedia/visual texts for information Charts, maps Graphs, tables, pie charts Mind-maps, diagrams Posters Flyers, pamphlets, brochures Signs and symbols TV documentaries Web pages, internet sites, blogs Facebook and other social networks Data projection Transparencies Multimedia/visual texts for aesthetic purposes Films Photographs Illustrations Multimedia/visual texts for enjoyment and entertainment Films TV programmes Music videos Cartoons, caricatures Comic strips Graffiti Audio texts/Acoustic impulses Radio programmes Readings of dramas or texts Readings of novels or short stories Recorded speeches Advertisements on radio, TV newspapers and magazines ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Length of written texts to be read for intensive reading/comprehension and summary Grades Disjunctive orthography Conjunctive orthography Text for reading aloud 7 200 – 250 words 5-6 sentences (1 par) 40 – 70 words 8 250 – 300 words 5-8 sentences (2 par) 70 – 90 words 9 300 – 350 words 5-10 sentences (3 par) 90 – 110 words Comprehension 7 200 – 250 words 40 – 70 words 8 250 – 300 words 70 – 90 words 9 300 – 350 words 90 – 110 words Summary 7 100 words 80 words 8 120 words 100 words 9 140 words 120 words 3.3 Writing and presenting: process, content, strategies and texts Writing and presenting combines three elements: 1) using the writing process 2) learning and applying knowledge of the structure and features of different text types 3) learning and applying knowledge of paragraph and sentence structure and punctuation Writing process Writing instruction will usually involve working through the writing process. However, not every step of the process will be used on every occasion. For example, if learners are writing a familiar text type, they will not need to analyse its structure and language features in so much detail. There may also be occasions when teachers need to focus on sentence structure or paragraph writing, or learners write texts without drafts in preparation for the examination. Selecting a text-type Teachers should ensure that learners write a range of texts during the year. There should be a balance between different types of texts and writing for different purposes: transactional texts, creative, personal/interpersonal, texts etc. Teachers should choose a text type and an appropriate topic to write about, for example, narrative/descriptive paragraph on the topic: “My favourite food.” Steps in process writing Pre-writing • Expose learners to relevant vocabulary and similar text type. • Brainstorm ideas for the topic Planning • Create a plan for the text using the structure and ideas discussed in the pre-writing stage ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 27 • Identify main ideas for example, by using a mind map • Sequence ideas in a logical order so that they make sense Drafting • Write a rough first draft that takes into account purpose, audience, topic and text type • Choose appropriate words. • Organise ideas in a logical sequence so that a story makes sense • Organise ideas and/or images • Read drafts critically and get feedback from teacher Revising, editing, proofreading and presenting • Evaluate their own and others’ writing for improvement using set criteria • Refine word choice, sentence and paragraph structure • Work on the sequencing and linking of paragraphs • Use grammar, spelling and punctuation correctly • Prepare the final draft including layout • Present the text Learners apply their knowledge of language structures and conventions to writing texts Word choice • Know and use a range of vocabulary • Know what part of speech a word is and how to use it in a sentence • Know whether a word is formal, informal, or slang (or offensive) and how to use it appropriately (or not at all) • Spell words correctly • Use monolingual and bilingual dictionaries and thesauruses to expand vocabulary • Keep a personal dictionary or vocabulary book to expand vocabulary Sentence construction • Write simple and compound sentences • Use conjunctions to join clauses in compound sentences: e.g. and, but, or, so, then, yet ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Punctuation • Know and be able to use the following punctuation marks appropriately and accurately: full stop, comma, colon, semi-colon, hyphen, dash, apostrophe, question mark, exclamation mark, brackets, quotation marks Paragraph writing • Write paragraphs that are logically sequenced Register • Use an appropriate register. Text types – structure and language features The tables below describe the range of text types that learners should be taught to write in Grades 7 - 9; other texts could also be included where appropriate. Creative texts Text type Purpose Text structure Language features Narrative To entertain Logical development of paragraph Written in the first or third person Written in the past or present tense Events described sequentially Could make use of dialogue Descriptive To describe something Description: e.g. What is happening in a picture May be written in present tense Creates a picture in words Uses adjectives, adverbs Longer and Shorter Transactional texts Text type Purpose Text structure Language features Diary entries To record personal experience/plan ahead Usually written in a special book (a diary or a journal) Entries written regularly (e.g. daily or weekly) Entries dated Usually written in present/past/ future tense Informal in style but not offensive The writer is writing for him or herself Friendly letter To inform and maintain a relationship Address, date and salutation Structure of message will vary depending on purpose (e.g. describing your family or house Closing, signature Usually informal in style Language features will vary according to purpose of message Dialogue Communication Introduction and conclusion Specific features of dialogue Punctuation Direct speech Question words Present or Future tense ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 29 Text type Purpose Text structure Language features Invitation cards To invite someone to an event or to do something May take the form of a personal letter or use an invitation card. Includes: Nature of the event Where it will take place Date and time May include dress code Name of invitee May include RSVP May have a visual, design element Can be formal or informal in style Generally concise - brief and to the point Postcard/Message/ Email To inform and communicate Salutation, address or email format Simple present/future tense/past tenses Texts for enrichment Text type Purpose Text structure Language features For enrichment: Filling in forms Various e.g. to apply for a library card Will vary according to the purpose e.g. Name, Address, Age, School The person completing the form should be concise, accurate, formal, neat (writing should be legible) Flyer To persuade someone to buy something or use a service Small size e.g. A5 paper Eye-catching headline Brief description of product List of benefits or offers Contact information e.g. website May have a visual, design element Speaks directly to the reader Concise language Language used to create an Impact on the reader e.g. adverbs, adjectives Advertisement To persuade someone to buy something or use a service Can take a variety of forms Usually have a visual, design element Use advertising techniques Use design to make the advertisement eye-catching and memorable Impact on the reader e.g. adverbs, adjectives Use of punctuation Giving instructions, directions and rules To describe or instruct how something is done through a series of sequenced steps Logical set of instructions to achieve a purpose. Written in the imperative e.g. Turn right at the shop In chronological order e.g. First …. next ….. Use of numbers and bullet points to signal order ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Length of written texts to be produced Texts Grades Disjunctive orthography Conjunctive orthography Paragraphs: narrative and descriptive 7 70- 100 words 30 - 50 words 8 90- 120 words 50 - 70 words 9 110- 140 words 70 - 90 words Longer Transactional texts: Friendly letters/dialogue 7 - 9 70 - 90 words (content only) 50 - 70 words (content only) Shorter transactional texts: Advertisements/Diary entries/ Postcards/Invitation cards/Filling in forms/Directions/Instructions/ Flyers/Posters/emails/message 7 - 9 40 – 60 words (content only) 30 – 40 words (content only) 3.4 Language structures and conventions – reference list The following language structures will be taught in the context of reading and writing, and also as part of a systematic grammar programme. Some of the structures will have been introduced in earlier grades but may still need to be revised. NB: The unique features of the language must be taken into consideration. As a result, only features applicable to a specific language should be given attention in the text below. Nouns Countable (e.g. chair/chairs) and uncountable (e.g. furniture) nouns Number (singular and plural) e.g. chair/chairs Nouns with no change in number in the singular form e.g. scissors, trousers Common (e.g. woman) and proper nouns (e.g. Thandi) Abstract nouns e.g. love, fear, respect, honesty Possessive forms of nouns e.g. Lesego’s desk, learners’ desks children’s toys Collective nouns and classifiers e.g. a swarm of bees, a bar of soap Determiners Indefinite article: a book, an apple Definite article: the book, the furniture, the apples Demonstratives: this, that, those, these (e.g. That book is mine.) Quantity 1: all, some, most, no, none (e.g. Most learners understood the lesson.) Quantity 2: both, either, neither (e.g. Both learners stood up.) Quantity 3: much, little, many, few, more, less, fewer (e.g. The school has many learners.) Quantity 4: some, any, another, other, each, every (e.g. Each learner received a book.) Pronouns Personal pronouns as subject: I, you, he, she, it, we, they (e.g. She is reading the book.) Personal pronouns as direct or indirect object: me, you, him, her, it, us, them (e.g. She gave it to me.) Reflexive pronouns: myself, yourself, himself, herself, ourselves, yourselves, themselves (e.g. He washed himself with soap.) Relative pronouns: which, who, that, whose, where (e.g. The man who is standing by the window is my teacher.) Interrogative pronouns: who, what, which, whose, whom (e.g. Whose book is this?) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 31 Adjectives Position of adjectives e.g. The old man (before a noun) ; The boy was mischievous (after a verb) Adjectives ending in –ing e.g. amazing, boring, exciting (e.g. The lesson was boring.) Adjectives ending in –ed e.g. amazed, bored, excited (e.g. The student was bored.) Comparison of adjectives e.g. happy, happier, happiest; intelligent, more intelligent, most intelligent (e.g. It was the happiest day of my life./She is the most intelligent student in the class.) Adverbs Adverbs of manner e.g. quietly, carefully, politely, softly, quickly Adverbs of time e.g. yesterday, tomorrow, last year, last week, the other day Adverbs of frequency e.g. always, usually, often, sometimes, never Adverbs of probability e.g. certainly, definitely, maybe, perhaps, possibly Adverbs of duration e.g. still, yet, any more Adverbs of degree e.g. completely, strongly, totally, quite, rather Adverbial phrases e.g. in the garden, on the table Prepositions Place and direction e.g. above, below, in, under, at, on, behind, between, beside Adjective + preposition e.g. afraid of, ashamed of, bored with, impatient with, rude to Noun + preposition e.g. invitation to, approach to, reason for, respect for, comment on Verbs Transitive and intransitive verbs e.g. He bought a pen./The girl laughed. Verbs with two objects (direct and indirect) e.g. He gave me the book. Verb tenses Simple present tense e.g. I play tennis every week./Snakes are reptiles. Present progressive (or continuous) tense e.g. She is watching television at the moment. Present perfect tense e.g. I have lived in Durban all my life. Present perfect progressive (or continuous) tense e.g. He has been studying hard the whole week. Simple past tense e.g. He woke up early and got out of bed. Past progressive (or continuous) tense e.g. The family were sleeping, when the fire broke out. Past perfect e.g. He went home because he had forgotten his keys. Past perfect progressive (or continuous) e.g. I had been waiting for two hours by the time he finally arrived. Expressing future time: Will/shall + infinitive e.g. Mrs Molefe will teach the Grade 10 class./I am sure you will enjoy the movie. Going to + infinitive e.g. They are going to visit her grandparents./I think it is going to rain tomorrow. Simple present tense used to talk about the future e.g. Tomorrow is a holiday. Future progressive (or continuous) e.g. I will be working the whole of next week. Future perfect e.g. By next week I will have finished the job. Future perfect progressive (or continuous) e.g. Next year I will have been teaching at this school for twenty years. Concord Subject-verb agreement e.g. He has just arrived./They have just arrived; I was going./They were going. Modals To express ability/inability e.g. I can speak German./I can’t speak French./He is able to return to work./ He is not able to return to work. To express permission e.g. May I use the bathroom? Could I leave early? Can I ask a question? Yes, of course you can. To express instructions/requests: Would you open the window, please./Could you let me in. To express possibility/impossibility e.g. This can cause difficulty./You can’t be serious./You could be right./He couldn’t know. To express probability/improbability e.g. We should arrive in Jo’burg at 10 p.m./We ought to arrive in Jo’burg at 10 p.m./There shouldn’t be any problem/There ought not to be any problem. To express certainty e.g. They must have forgotten. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Conditional sentences First conditional to express a real possibility e.g. If it rains, we will cancel the trip. Second conditional to express something that is unlikely or improbable e.g. If I won the lottery, I would buy my mother a house with ten bedrooms. Third conditional to express something that is hypothetical e.g. If I had worked harder at school, I would have passed matric. Passive and active voice Simple present tense e.g. The gate is locked at 6 o’clock every night. Present progressive (continuous) tense e.g. The room is being cleaned at the moment. Present perfect tense e.g. A new supermarket has been opened this year. Simple past tense e.g. The library was closed for the holidays. Past progressive (or continuous) e.g. They had to wait because the car was still being cleaned. Past perfect e.g. He had been poisoned by his girlfriend. Future time: e.g. Next year the class will be taught by Mr Dube./Next year a new library is going to be built. Reported speech Reported questions e.g. She asked me why I was so late./He asked me what kind of music I liked. ‘That’ clauses: She said that she didn’t know./He told me that he had lost the book. Sentence structures Statement Questions Command/imperative Spelling Spelling patterns, spelling rules and conventions, abbreviations, acronyms Vocabulary development and figurative language Synonyms, antonyms, one word for a phrase Figures of speech (simile, metaphor, personification, contrast, irony, sarcasm, anti-climax, pun) (Enrichment: oxymoron, metonymy, onomatopoeia, hyperbole, symbol, euphemism, litotes, oxymoron, paradox, understatement, synecdoche) Idiomatic expressions/idioms/proverbs Borrowed words Punctuation Hyphen, colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 33 3.5 Spread of texts table Weeks Grade 7 Grade 8 Grade 9 Term 1 1 & 2 Information text e.g. dialogue Information text e.g. dialogue Dialogue 3 & 4 Song or poem Rhyme, song, poem Rhyme, poem/song 5 & 6 Information text: visual, e.g. calendar Information text e.g. pictures Information text – filling in a form 7 & 8 Information text: dialogue Visual text, e.g. pictures, cartoon Visual text - pictures 9 & 10 Reading text Information text Information text – dialogue/speech Term 2 1 & 2 Information text: dialogue Information text e.g. picture Short story/folklore Instruction, e.g. giving direction 3 & 4 Information text, e.g. map Information text e.g. schedule/ diary/ timetable Information text, e.g. giving direction 5 & 6 Information text: visuals Information text e.g. pictures Information text – Weather report, map, poem, song 7 & 8 Poem or song Information text e.g. games and dialogue Information text – Weather report, map, poem, song 9 & 10 SUMMATIVE ASSESSMENT Term 3 1 & 2 Transactional text, e.g. letter Vocabulary text Comprehension and reading text 3 & 4 Visual text, e.g. picture Instructional text, e.g. recipe dialogue Visual text 5 & 6 Information text, e.g. dialogue Information text e.g. radio/TV programme Visual text 7 & 8 Information text, e.g. map Poem, short story, novel or drama Information text e.g. dialogue Information text, e.g. dialogue, pictures 9 & 10 Story, poems, songs, cartoon, drama and novel Short story / poems / songs / short drama / short novel Short story/songs/ drama/ novel/ poem Term 4 1 & 2 Visual text Vocabulary text Visual text 3 & 4 Information text poem / song / story Information text, e.g. dialogue 5 & 6 Information text Visual text, poem Vocabulary text 7 & 8 Song, poem Creative and transactional texts Song, poem 9 & 10 SUMMATIVE ASSESSMENT ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.6. TEACHING PLANS This document suggests that each cycle will include one or more units focused on each of the skills: listening, speaking, reading, viewing, writing, presenting and language. Each cycle will provide activities for learners to study, read or view a series of oral, written and visual texts. In each cycle the activities would draw learners’ attention to correct grammar and text types. Over a year, approximately 18 of these cycles would cover all aspects of the curriculum in 36 weeks. In addition, the level of difficulty in all areas would increase from term to term and year to year in the Senior Phase. Progression therefore also becomes part of the organizing of learning programmes. This structure gives learners and teachers the opportunity to build context, to consolidate vocabulary, and to become familiar with language structures over two weeks before moving on to other skills. At the same time it offers variety and can be tailored to the interests of a group. For example, “Clothes” is a common teaching theme, but could be followed by a cycle on weather. Integrated language teaching: the teaching cycle In practice, integration suggests variety: variety of forms, of activities, of texts and themes (see Suggested Themes – Reference List below) . When designing an integrated two-week cycle, the teacher may cluster activities around a topic e.g. Sport. The sequence of lessons in a two-week cycle can follow any order, e.g. a cycle might start with reading, and progress to role play (speaking) which is followed by writing. Any text can be used for the activities outlined below. The teacher should choose a literary text for study. This may be poems, a short novel, a short story or a short drama (see “Texts used for integrated teaching of language skills.”) The teacher may choose to teach any order for teaching texts. If the teacher chooses a longer continuous text such as short novel or short drama it is suggested that it is taught continuously so that learners do not forget details of the message. If a short novel or short drama is chosen, the teacher will need to divide the text into as many units as there is time available. Additional sections of the work will be read as homework or part of the extended reading. This curriculum presents an explicit grammar focus. In practice language will take about an hour every two weeks, with half taught in context with writing and reading, and half taught explicitly. In addition to planned grammar teaching there will be remedial teaching or revision of language drawn from learners’ writing errors. Suggested Themes – Reference List • Animals • Body • Clothes • Colours • Days and Months • Emotions • Family • Food • Greetings • Hobbies • House • Likes and dislikes • Music • Nature/environment • Places • School • Sport • Time • Transport • Weather and seasons ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 35 Turning the Teaching Plan into teaching and learning activities An example based on TEACHING PLAN Grade 7, Term 1, Weeks 1 and 2 (6 x 40 minute lessons) = 4 hours teaching GRADE 7 TERM 1 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for specific information: Teach features of listening for information Class listens to e.g. a recording of a dialogue on meeting and greeting Informal speaking: Class practise to meet and greet in pairs Reading for comprehension on a word and sentence level: E.g. Dialogues between people greeting each other for the first time, asking who they are and how they are doing Creative: Descriptive paragraph e.g. Write a descriptive paragraph Introduce process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Write sentences practising how to introduce and describe someone to others – then make a descriptive paragraph using these sentences in a logical order. A few simple adjectives Use of the simple present tense Vocabulary in context Cycle theme: Meeting and greeting Lesson 1: (Mainly listening and speaking) • Introduction: Greet class and introduce yourself. Teach learners how to introduce themselves. • Vocabulary relevant to the theme. • Teach features of listening for information Lesson 2: (Mainly listening and speaking) • Listen various times to a dialogue of people greeting each other. • Learners practise in pairs to meet and greet. Lesson 3: (Mainly reading) • View pictures, titles and headings of dialogues. • Learners read silently, after which teacher repeats reading aloud, while learners try to understand dialogues. • Teacher explains grammar and vocabulary • Homework: Learners reread the dialogues and answer questions, e.g. true/false. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Lesson 4: (Mixed) • Some integrated grammar features of the text • Explain the writing process • Learners read examples of descriptive paragraphs • Homework: Learners practise writing simple sentences introducing and describing someone, using grammar as explained. Lesson 5: (Mainly writing) • Learners write the descriptive paragraph Lesson 6: (Writing) • Learners edit and rewrite the first draft of their paragraph On the following pages Teaching Plans are provided for grades 7, 8 and 9. Please note that these are only EXAMPLES of how to organise the teaching of the Second Additional Language over the period of a year. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 37 3.6.1 Grade 7 GRADE 7 TERM 1 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for specific information: Teach features of listening for information Class listens to e.g. a recording of a dialogue on meeting and greeting Informal speaking: Class practise to meet and greet in pairs Reading for comprehension on a word and sentence level: E.g. Dialogues between people greeting each other for the first time, asking who they are and how they are doing Creative: Descriptive paragraph Introduce process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Write a descriptive paragraph Write sentences practising how to introduce and describe one to others – then make a descriptive paragraph using these sentences in a logical order. A few simple adjectives Use of the simple present tense Vocabulary in context 3 and 4 Listen for appreciation: Listen to a song/poem of the alphabet. Use this to spell certain words that they can record as part of a listening comprehension. Formal Speaking: E.g. Role play on meeting and greeting Literary text: Read poem/song e.g. the same as used in listening for comprehension and appreciation Longer Transactional: Introduce process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Write a dialogue Direct speech Interrogatives Punctuation Introduce new verb (s) Remedial grammar from learners’ writing Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 5 and 6 Listening for information and comprehension: E.g. the days of the week, months of the year and numbers. Information to be filled in on a form e.g. a calendar, Days of the week, Months of the year Informal Speaking and group work: Groups ask each other questions and answers using e.g. a visual text such as a calendar Reading for comprehension at a word and sentence level: Introduce features of visual text View and discuss various visual texts e.g. a picture, photograph E.g. View a school timetable and E.g. read a text on the theme “School” Creative text: E.g. Make own timetable in target language/Fill in a form according to listening exercise Nouns Verbs Telling Time Vocabulary in context 7 and 8 Listening for comprehension E.g. listen to a dialogue of learners expressing which subjects they like/ dislike Formal speaking and presenting: E.g. Learners introduce themselves and say which subjects they prefer Reading for comprehension: E.g. Read a text of learners expressing their favourite subjects and E.g. Answer comprehension questions on the text. Creative: E.g. Write sentences using the vocabulary in context. Write a dialogue about the subjects they prefer. Verbs Adjectives Remedial grammar from learners’ writing Vocabulary in context 9 and 10 Listening for appreciation/specific information: E.g. Listening comprehension on chosen theme Informal Speaking and group work: E.g. Saying why they like a certain subject or Prepared reading aloud of text on e.g. chosen theme Reading for comprehension: E.g. Read a text on chosen theme Creative/Transactional: E.g. Sentence writing/ Label pictures on the chosen theme and explain the preferred picture Verbs, adjectives Simple conjunctions Reinforcement of grammar covered in first term. Remedial grammar from learners’ writing Vocabulary: in context Formal assessment tasks in Term 1 Task 1 Task 2 Task 3 Oral: Listening comprehension/Prepared Speaking/ Prepared Reading aloud Writing: Creative (Narrative/Descriptive) paragraph (s) / Transactional (Shorter or longer) text Test 1: Comprehension and Language ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 39 GRADE 7 TERM 2 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for specific information E.g. Listen to a dialogue of learners saying where they come from Speaking for specific purposes/ Formal speaking and presenting (Prepared Reading aloud) E.g. Prepared Reading aloud on the chosen theme Reading for comprehension on sentence level: E.g. Read dialogues between people coming from different places/countries Shorter Transactional: Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting E.g. Learners write a narrative paragraph to tell where they come from Prepositions Punctuation Basic Conjunctions Negatives Vocabulary in context 3 and 4 Listening for specific information: E.g. use visual text such as a map to listen to, ask and answer questions. Formal speaking and presenting: Discuss the features of prepared speech Reading for comprehension on word and sentence level: E.g. Read a text in which nationalities of different people are evident. Short Transactional: E.g. Writing for a specific purpose Process of writing a prepared speech. Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Prepared speech Remedial grammar from learners’ writing Adjectives Punctuation Basic Conjunctions Prepositions Negatives Vocabulary in context 5 and 6 Listening for specific information: Listening Comprehension Informal speaking Informal Speaking: E.g. classroom discussion on interpretation of pictures Intensive reading of Visual Texts: View and interpret the features of e.g. a picture of the classroom Creative: E.g. Draft a descriptive paragraph on a chosen picture, following the process writing approach – group activity Imperative Present Tense New verbs Remedial grammar from learners’ writing Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 7 and 8 Listening for appreciation: E.g. listen to a poem/song dedicated to a family Informal speaking and group work: E.g. Discuss their family Reading for comprehension: Read a text based on a family or family relationships Shorter Transactional: E.g. Write a descriptive paragraph about their family Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Negative Articles Plurals Abbreviations Possessives Identify and reinforce the different language structures and conventions. Remedial grammar from learners’ writing Vocabulary in context 9 and 10 Mid-year examinations Formal assessment tasks in Term 2 Task 4 Task 5 Task 6 Oral: Listening comprehension/Prepared Speaking/ Prepared Reading aloud Literature: Contextual questions Mid-year examinations: Comprehension, language, literature and writing ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 41 GRADE 7 TERM 3 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for appreciation E.g. Listen to sounds around a theme e.g. transport Formal speaking and presenting Prepared Reading aloud with focus on fluency, pronunciation and tone e.g. text on theme Intensive reading of text for comprehension on paragraph level E.g. Read text on specific theme and answer comprehension questions And Example of a friendly letter or paragraph Longer Transactional: Introduce and discuss the features of writing a friendly letter/note/email/ narrative/descriptive paragraph Write a friendly letter/note/email/ narrative/descriptive paragraph on e.g. Where I am going today Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Prepositions. Word order Articles Present Tense Salutation for friendly letter/note/email Vocabulary in context 3 and 4 Listening for interaction: E.g. Listen to text/questions related to visual stimulus (where is the dog?) Informal Speaking and group work: E.g. Responding to oral questions related to visual stimulus Reading for comprehension: E.g. Viewing visual text on the theme for comprehension and answer questions. Longer Transactional: (continue) Introduce and discuss the features of writing a friendly letter/note/email/ narrative/descriptive paragraph Write a friendly letter/note/email narrative/descriptive paragraph on e.g. Where I am going today Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Possessives Prepositions. Word order Articles Present Tense Salutation for friendly letter/note/email Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 5 and 6 Listening for comprehension E.g. listen to acoustic impulses And Listen to a dialogue on a new theme e.g. where I live Informal Speaking and group work: E.g. Use vocabulary of new theme, speak about the acoustic impulses and practise saying sentences Intensive reading of Visual Texts: View picture on chosen theme – e.g. the city Creative: Make sentences with new vocabulary And Write a descriptive paragraph on e.g. a picture based on theme Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Adjectives Interrogatives New verbs and nouns Spelling Remedial grammar from learners’ writing Vocabulary in context 7 and 8 Listening for information E.g. Listen to identify different countries of the world/provinces in South Africa Informal Speaking Role play on theme e.g. different countries of the world/provinces in South Africa Reading for comprehension on paragraph level E.g. Peer reading of descriptive paragraphs written in previous cycle (for enjoyment) or Literary text E.g. Reading for enjoyment e.g. poem/ short story/short drama/short novel Creative: Label a map and write sentences using new vocabulary. Describe a place of interest in the map and how one may access it, for example, means of transport, landmarks and tourist attraction areas. New verbs and nouns Numbers Spelling Plurals Prepositions Articles Remedial grammar from learners’ writing Vocabulary in context 9 and 10 Listening for appreciation E.g. Listening to part of/complete story/ poems/songs/cartoon/short drama/short novel Reading aloud Work on e.g. pronunciation, intonation, pace, fluency and body language Literary text E.g. Read story/poems/songs/cartoon/ short drama/short novel and respond to comprehension questions Creative: E.g. Write captions for a picture story based on theme and language covered to reinforce grammar learned throughout the term. Reinforcing all grammar done this term Vocabulary in context Formal assessment tasks in Term 3 Task 7 Task 8 Task 9 Oral: Listening comprehension/Prepared Speaking/ Prepared Reading aloud Writing: Creative (Narrative/Descriptive) paragraph (s) / Transactional (Shorter or longer) text) Test 2: Comprehension and language OR Literature: Contextual questions ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 43 GRADE 7 TERM 4 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for comprehension Listen to a dialogue e.g. on a new theme – my body Informal Speaking Respond to questions after viewing and reading Visual Text Intensive reading of Visual Texts: View and read pictures on the theme e.g. different body parts Creative: Practise question and answer sentences on the selected theme. Label pictures used. Longer Transactional: Write a letter to your friend what you have learnt e.g. how to take care of my body Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Negative Adjectives and adverbs Possessives Spelling Plurals Vocabulary in context 3 and 4 Listening for specific information E.g. Listening comprehension on theme selected in previous cycle. Formal Speaking and presenting: E.g. Prepared speech written in this and previous cycle. Reading for comprehension E.g. Reading of learners’ written paragraphs Or E.g. A selected text on the theme Transactional: Write e.g. a prepared speech on “My body” Remedial grammar from learners’ writing Negative Interrogatives Conjunctions Articles Adjectives and adverbs Possessives Spelling Plurals Vocabulary in context Remedial grammar from learners’ writing ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 5 and 6 Listening for specific information E.g. Learners listen for new vocabulary by using a visual text - Introduce new theme e.g. colours Informal Speaking Practise saying questions and answers e.g. What colour is the book? Intensive reading of Visual Texts: Learners view and read text e.g. a picture of different colours and dialogue on the same theme Creative: E.g. Learners draw own pictures in different colours, label them and then practise writing sentences which describe the picture . And E.g. Write a descriptive paragraph to describe a multicoloured picture. Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Interrogatives Adjectives Spelling Plurals Present Tense Negatives Demonstratives Possessives Vocabulary in context Remedial grammar from learners’ writing 7 and 8 Listening for appreciation E.g. Listen to a song/poem/descriptive paragraphs written by learners in previous cycle Informal speaking E.g. Reinforcement of the questions and sentences done orally Reading for comprehension E.g. Text selected on theme with comprehension questions to be answered Examination preparation. Reinforce the process of writing in different text types such as dialogues, descriptive/narrative paragraphs Revise sentence constructions and language conventions learnt Remedial grammar from learners’ writing Vocabulary in context 9 and 10End of year examinations Formal assessment tasks in Term 4 Task 10 End of year examinations Paper 1: *Orals Paper 2: Language in context, Literature and Writing *Oral: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading aloud. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 45 3.6.2 Grade 8 GRADE 8 TERM 1 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for interaction and dialogue: E.g. Listen to dialogue between two people Informal speaking and group work: Pupils identify questions and answers in the dialogue and then practice them in pairs Reading for comprehension: Information e.g. read a dialogue between two people and answer some basic comprehension questions. Use dictionary to look up new words. Shorter transactional text: Teach features of filling in forms. E.g. Fill in a form with information emanating from listening exercise. Update personal dictionary by writing in new nouns and verbs. Sentence structure (Subject – verb - object) , Common communicative phrases. Questions words Express basic feelings. Use of the simple present tense Vocabulary from texts Personal pronouns Positive/negative Concord Spelling Punctuation Singular/plural Nouns and verbs Use of personal dictionary ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 3 and 4 Listen for appreciation: Listen to a rhyme/song/poem Informal Speaking and group work: E.g. Memorise rhyme/song and present it in groups or pairs. Pupils work on pronunciation, tone, rhythm, etc. Literary text 1: E.g. Read rhyme (s) /poem (s) /song (s) for comprehension and appreciation Answer basic questions on the above text/s. Use bilingual dictionary to look up new words. Longer transactional text: Revise features of the dialogue/ descriptive/narrative paragraph Write a dialogue/descriptive/narrative paragraph with given information e.g. Personal details of two characters. (could be assessed) Introduce process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Update personal dictionary Sentence structure (Subject – verb - object) , Common communicative phrases. Questions words Express basic feelings. Use of the simple present tense Vocabulary from texts dealt with Personal pronouns Positive/negative Concord Spelling Punctuation Singular/plural Remedial grammar from learners’ writing/form filling. Use of personal dictionary 5 and 6 Listening for information and interaction: E.g. Learners listen to audio or teacher describing the feelings of different people. Pupils listen and try and match description with a set of pictures indicating different feelings (sad, happy, busy etc) . (could be assessed) Informal Speaking and group work: Learners use pictures to ask each other how someone is feeling. Learners respond with new vocabulary to practice expressing feelings/emotions. Reading for comprehension at a word and sentence level: E.g. Read sentences related to feelings and emotions. Use bilingual dictionary to look up new words. Short transactional/Creative text: E.g. learners complete a dialogue by filling in the missing parts. Focus on using language and new vocabulary covered, e.g. expressing emotions. Reinforce the features of a dialogue. Update personal dictionary. Introduction of new vocabulary: eg emotions and feelings. Use of personal pronouns Spelling and punctuation Positive Negative Remedial grammar from learners’ writing/dialogue/descriptive/narrative paragraph. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 47 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 7 and 8 Listening for appreciation: Learners listen to a song/poem or rhyme based on a new theme. New vocabulary is introduced. Informal speaking and group work: Learners read new words aloud and practice with a partner. Listening for specific information: Learners listen to a passage for specific information e.g. They listen for words that show specific location. Informal speaking and group work: Learners respond to “where” questions based on listening to the passage. Intensive reading of Visual Texts: Introduce features of visual text E.g. Picture/cartoon accompanied by written text. Answer comprehension questions on cartoon/picture. (could assess) Use bilingual dictionary to look up new words. Creative text: Teach features of a descriptive or narrative paragraph. E.g. Learners write a paragraph based on a visual text. Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Write new words in sentences/match sentences to visual stimulus/write captions/label pictures/do a crossword/fill in personal dictionary. (could be assessed) Punctuation Prepositions Spelling Question words Conjunctive Present tense positive and negative Vocabulary in context 9 and 10 Listening for appreciation/specific information: E.g. Listen to creative paragraphs in pairs and whole class. Prepared Speaking and presenting: E.g. learners read own paragraphs aloud. (could be assessed) Intensive reading for comprehension at paragraph level: E.g. learners read each others’ paragraphs/an additional text based on the theme chosen. Transactional: E.g. Written exercise based on current theme requiring learners to use vocabulary and grammar covered during the term. Update personal dictionary. Remedial grammar from learners’ completion of written paragraphs and exercises. Revise grammar covered as well as vocabulary. Formal assessment tasks in Term 1 Task 1 Task 2 Task 3 Oral: Listening comprehension/Prepared Speaking/ Prepared Reading aloud Writing: Creative (Narrative/Descriptive) paragraph (s) / Transactional (Shorter or longer) text Test 1: Comprehension and language ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 2 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for appreciation E.g. Listen to simple short story/folktale Informal speaking and group work: Learners respond orally to picture story/questions related to the listening. Learners can also practice reading aloud. Literary text: Reading of simple short story/folktale. Introduce basic features of short story/ folktale. • pre-reading • reading • post-reading Answer questions on story. (could be assessed) Extended reading (another short story for learners to read independently) Short Transactional: Writing for a specific purpose. E.g. Retelling the story using pictures as stimulus. Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting (could be assessed) Update personal dictionary. Punctuation Imperative Basic Conjunctions Prepositions Present tense Positive Negatives Vocabulary in context Spelling Concord 3 and 4 Listening for specific information: Listen to new vocabulary and listen to text for specific information. E.g. A weekly schedule/diary of somebody – a school theme Informal speaking and group work. Learners respond orally to questions based on the listening passage and then questions relating to themselves. Intensive reading of visual and written text: Learners read visual text eg. a timetable. They then answer questions. (could be assessed) Short transactional text: Learners introduced to features of short transactional texts. Eg. Learners can write a diary/list containing activities planned for the coming week. Could use present or future tense. (could be assessed) Remedial grammar from learners’ writing/retelling Punctuation Imperative Question words Time words like when, what time, on what day etc. Present tense Future tense Vocabulary in context 5 and 6 Listening for specific information: Listening Comprehension (could be assessed) Formal speaking and presenting: Prepared speech. Learners talk about what they will do next week. Reading for comprehension on sentence and paragraph level: Use visual stimulus/paragraph as reading exercise on new theme. Answer questions based on paragraph. (could be assessed) Transactional: E.g. Written exercise based on current theme requiring learners to use new vocabulary and grammar covered – the school and future tense. (integrated grammar and writing) . (could be assessed) Update personal dictionaries. Express likes and dislikes related to new theme. Remedial grammar from learners’ writing diary/list Present/future tense New time related words Question words Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 49 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 7 and 8 Listening for appreciation/specific information/interaction: E.g. pupils listen to a song introducing new vocabulary/play game by listening to and carrying out instructions involving location phrases. Informal speaking and group work: Respond orally to questions related to visual stimulus. Pair work and whole class. Reading for comprehension: E.g. Read dialogue based on current theme and new grammar concept. Answer comprehension questions. (could be assessed) . Use of bilingual dictionary to look up new words. Creative: Learners write a descriptive paragraph based on visual text. E.g. photograph/ picture. Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting. (could be assessed) Revision – writing of sentences incorporating new vocabulary and grammar. (integrated grammar and writing) . Location phrases like between, inside, left, right, behind etc. Question words Plurals Punctuation Vocabulary in context 9 and 10 Mid-year examinations Formal assessment tasks in Term 2 Task 4 Task 5 Task 6: Oral: Listening comprehension/Formal prepared speaking/ Prepared Reading aloud Literature: Contextual questions Mid-year examinations: Comprehension, language, literature and writing ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 3 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for appreciation: Listen to new words and sounds related to a new theme e.g. food. Informal speaking in groups: Practice new words and use simple sentences to describe pictures related to new theme. Focus on pronunciation and tone. Intensive reading of text for comprehension on paragraph level E.g. Read text on specific theme and answer comprehension questions. (could assess) Use bilingual dictionary. Longer Transactional: Discuss features of a dialogue. Learners write a dialogue using new vocabulary and grammar. Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting (could assess) Update personal dictionary. Infinitive Punctuation Expressing likes and dislikes. Spelling Commonly confused words Vocabulary in context 3 and 4 Listening for appreciation: E.g. Listen to dialogues being read by peers Formal speaking and presenting: E.g. Learners read dialogues aloud. (this activity could be assessed) Intensive reading for comprehension at sentence and paragraph level: Reading of specific instructions related to new theme e.g. How to make a particular dish or drink. Short transactional text: Introduce and discuss the features of writing a short transactional text for specific purposes. Write instructions e.g. For making your own favourite dish or drink. Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting (could assess) Remedial grammar from learners’ writing of dialogue. Firstly, secondly, lastly, after that, then, etc. Imperative Sequential commands Infinitive Punctuation Spelling Commonly confused words Correct use of concord. Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 51 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 5 and 6 Listening for appreciation: Learners listen to peer presentations. E.g. How to make favourite meal. Formal speaking and presenting: Learner presents prepared speech. E.g. giving instructions to complete a specific task. (can be assessed) Intensive reading of Visual Texts: View audio visual text based on current theme. E.g. Cooking programme on TV. Answer questions after viewing. Short transactional text: Label picture of e.g. a cooking scene. Write a shopping list for ingredients. Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Update personal dictionaries. Remedial grammar from learners’ writing for specific purposes. Firstly, secondly, lastly, after that, then etc. Imperative Sequential commands Infinitive Punctuation Spelling Commonly confused words Correct use of concord. Vocabulary in context 7 and 8 Listening for information/ appreciation: Listen to dialogue. E.g. Customer and shopkeeper. Informal speaking and group work. Respond to questions related to listening. Reading for comprehension on paragraph level E.g. Read descriptive paragraph on current theme and answer questions. (could assess comprehension) Transactional: Fill in information based on listening to dialogue. E.g. Items bought by customer and prices. Write sentences/captions for a picture based on theme and language covered. Forms of address Polite requests Prepositions Question words like where, do you have, how many, how much etc. New verbs and nouns Numbers Modals Abbreviations Spelling Plurals Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 9 and 10 Listening for appreciation E.g. Listening to part of/complete story/ poems/songs/short drama/short novel Informal speaking and group work E.g. Respond orally/make predictions about title/pictures. Formal speaking and presenting: Prepared reading aloud. E.g. Story/ poem/song etc. Literary text E.g. Read story/poems/songs/ short drama/short novel and answer comprehension questions. (could assess) Creative: E.g. Write captions for a picture story based on theme and language covered to reinforce grammar learned throughout the term. (could assess) Remedial grammar from learners’ writing. Reinforcing all grammar done this term. Vocabulary in context. Formal assessment tasks in Term 3 Task 7 Task 8 Task 9 Oral: Prepared reading aloud/listening comprehension/ prepared speaking Writing: Creative (Narrative/Descriptive) paragraph (s) / Transactional (Shorter or longer) text Test 2: Comprehension and language OR Literature: Contextual questions ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 53 GRADE 8 TERM 4 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for comprehension: Introduce new vocabulary on theme through acoustic impulses. E.g. Sounds of different modes of transport. Informal Speaking Respond to questions after listening to acoustic impulses eg. Modes of transport. Intensive reading of Texts at word level: View and read new words on theme. And Intensive reading of Texts at sentence and paragraph level: Read dialogue on the selected theme e.g someone wanting to get from A to B using a particular mode of transport. Answer comprehension questions on the dialogue. Short Transactional: Practise writing new words into personal dictionaries/do a crossword/label pictures/write captions for pictures. Forms of address Polite requests Imperatives Question words Conjunctives Quantity Spelling Plurals Abbreviations Adjectives and adverbs Present tense Future tense Times and days of the week. Modals Vocabulary in context 3 and 4 Listening for appreciation: Listening to poem/song/stroy based on theme. Informal speaking and group work: Learners learn and sing song or perform poem. Focus on pronunciation, rhythm, body language and gestures. Reading for comprehension: Literary text Learners can read additional poems/text on selected theme. Answer comprehension questions on text. Look up new vocabulary in bilingual dictionary. Creative Text: Learners write a creative text based on visual stimulus eg. Town scene. Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Punctuation Spelling Prepositions Present and future tense Positive and negative Location phrases Adjectives and adverbs Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 5 and 6 Listening for appreciation: Learners listen to creative pieces read by peers. Formal speaking and presenting: Learner read prepared creative texts or a poem. Intensive reading of Visual Texts: Learners can view visual texts and match sentences to these visual texts. Creative text: Learners write captions for a picture story. Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Remedial grammar from learners’ creative writing. Do exercise on aspects of grammar covered. Interrogatives Adjectives Colours Polite requests Spelling Plurals Present Tense Negatives Demonstratives Possessives Vocabulary in context 7 and 8 Listening for information/interaction: Revision through discussion of topics covered in the year. Informal speaking Learners respond to questions based on work covered. Reading for comprehension Selected text for revision of comprehension techniques. Revision of literary texts. Creative and transactional texts: Revise and reinforce the process of writing different text types such as dialogues, descriptive/narrative paragraphs and short transactional texts. Revision of language structures and conventions as well as vocabulary. Remedial grammar from learners’ writing. Captions for picture story. 9 and 10End of year examinations Formal assessment tasks in Term 4 Task 10 End of year examinations: Paper 1: *Orals Paper 2: Language in Context, Literature and Writing *Orals: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading aloud task. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 55 3.6.3 Grade 9 GRADE 9 TERM 1 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for interaction and dialogue: Pair and whole class: Introduce a class-mate using the information provided: e.g. Nationality Name Age Grade Origin Formal speaking and presenting: Prepared reading aloud Reading for comprehension: Information e.g. a description about someone/a picture of someone Creative text/Longer transactional text: Paragraph/dialogue e.g. Write a descriptive paragraph/ dialogue Giving information in a logical order Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Sentence structure (Subject – verb - object) , Use of the simple present tense Vocabulary from texts dealt with 3 and 4 Listen for appreciation Informal Speaking and group work: E.g. Memorise rhyme/song and present it in groups Literary text : E.g. Read rhyme (s) /poem (s) /song (s) for comprehension and appreciation Discuss text Creative text: Write a narrative paragraph Introduce process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Introduce new verbs Remedial grammar from learners’ writing Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 5 and 6 Listening for information and comprehension: Informal Speaking and group work: Teach features of listening for information E.g. information to be filled in on a form: Number of bedrooms Garden Kitchen Bathroom Reading for comprehension at a word and sentence level: E.g. Start a new theme: Read a text on “My home” Short transactional/Creative text: E.g. Fill in a form according to listening exercise E.g. Write a narrative paragraph of learners’ own home Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Nouns Verbs Vocabulary in context 7 and 8 Listening for interaction and information Speaking for specific purposes/ Informal speaking E.g. Picture of a home as used in reading: Asking questions about picture and responding to the questions Intensive reading of Visual Texts: Introduce features of visual text E.g. Picture of a home with text Short transactional: E.g. Teach features of a dialogue/ prepared speech Write a dialogue/prepared speech Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Punctuation Prepositions Interrogatives Direct speech Remedial grammar from learners’ writing Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 57 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 9 and 10 Listening for appreciation/specific information: E.g. Listening comprehension Prepared Speaking and presenting: E.g. Dialogue or Prepared speech Reading for comprehension: E.g. Read a paragraph View and discuss various visual texts e.g. a picture, photograph Creative/Transactional: E.g. Sentence writing/ Label pictures Verbs, adjectives and nouns - revision integrated with reading and writing Translation of sentences to assess grammar taught Explain meaning of verbs, adjectives and nouns in use Reinforcement of grammar covered in first term. Remedial grammar from learners’ writing Vocabulary: in context Formal assessment tasks in Term 1 Task 1 Task 2 Task 3 Oral: Listening comprehension/Prepared Speaking/ Prepared Reading aloud Writing: Creative (Narrative/Descriptive) paragraph (s) / Transactional (Shorter or longer) text Test 1: Comprehension and language ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 2 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for specific information E.g. Listen to instructions/directions given Speaking for specific purposes/ Formal speaking and presenting (Prepared Reading aloud) E.g. Give instructions or directions (how to get from A to B) in groups/individual or Prepared Reading aloud - examples of instructions or directions Reading for comprehension on sentence level: Read examples of instructions or directions Shorter Transactional: Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting E.g. Write directions or instructions Punctuation Imperative Basic Conjunctions Logical connectors that signal cause (e.g. because, so, therefore) and time (e.g. then, next, after) Prepositions (revision) Negatives Vocabulary in context 3 and 4 Listening for specific information: E.g. Listening to directions/instructions for listening comprehension/to the prepared speeches Formal speaking and presenting: Discuss the features of prepared speech Prepared speech E.g. giving directions/making something (instructions) Reading for comprehension on word and sentence level: Read to identify and discuss the use of e.g. imperative, prepositions introduced Short Transactional: E.g. Writing for a specific purpose Process of writing a prepared speech. Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Prepared speech (for enrichment) Remedial grammar from learners’ writing Punctuation Imperative Basic Conjunctions Logical connectors that signal cause (e.g. because, so, therefore) and time (e.g. then, next, after) Prepositions (revision) Negatives Vocabulary in context 5 and 6 listening for specific information: Listening Comprehension Informal speaking Informal Speaking: E.g. weather Reading for comprehension on sentence and paragraph level: Read and interpret the features of e.g. cartoons, weather map/weather report/ poem/song Transactional: E.g. label a weather report/weather symbols/pictures Phrase and sentence structures and conventions Present/future tense New verbs Idioms Remedial grammar from learners’ writing Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 59 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 7 and 8 Formal speaking and presenting: E.g. Role play/report on the weather Listening for appreciation: E.g listen to the weather report/role play Reading for comprehension: Peer reading of weather reports/ dialogues Transactional: E.g. Write weather report/dialogue Process writing stages: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting . Identify and reinforce the different language structures and conventions. Plurals Abbreviations Remedial grammar from learners’ writing Vocabulary in context 9 and 10 Mid-year examinations Formal assessment tasks in Term 2 Task 4 Task 5 Task 6 Oral: Listening comprehension/Formal prepared speaking/ Prepared Reading aloud Literature: Contextual questions Mid-year examinations: Comprehension, language, literature and writing ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 3 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for appreciation E.g. Listen to sounds around a theme e.g. farm Formal speaking and presenting Prepared Reading aloud with focus on fluency, pronunciation and tone e.g. text on theme Intensive reading of text for comprehension on paragraph level E.g. Read text on specific theme and answer comprehension questions Longer Transactional: Introduce and discuss the features of writing a friendly letter/narrative/ descriptive paragraph Write a friendly letter/narrative/ descriptive paragraph on e.g. my visit to the farm Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Prepositions. Word order Possessives Adjectives and adverbs Comparisons Punctuation Concord Agreement of verb and subject/adjective Present/past future/tense Salutation for friendly letter Vocabulary in context 3 and 4 Listening for interaction: E.g. Listen to questions related to visual stimulus (picture of farm) Informal Speaking and group work: E.g. Responding to oral questions related to visual stimulus Reading for comprehension: Reading of literary text for information and comprehension Or Example of a friendly letter or paragraph Longer Transactional: (continue) Introduce and discuss the features of writing a friendly letter/narrative/ descriptive paragraph Write a friendly letter/narrative/ descriptive paragraph on e.g. my visit to the farm Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Prepositions. Word order Possessives Adjectives and adverbs Comparisons Punctuation Concord Agreement of verb and subject/adjective Present/past future/tense Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 61 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 5 and 6 Listening for comprehension E.g. listen to acoustic impulses And Listen to a dialogue on a new theme e.g. garage or shop Informal Speaking and group work: E.g. Use vocabulary of new theme, speak about the acoustic impulses and practise saying sentences Intensive reading of Visual Texts: View picture on chosen theme – e.g. the garage Creative: Label picture of e.g. the garage Or Transactional: Filling in missing information based on listening dialogue And Write a descriptive paragraph on e.g. a picture based on theme Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Remedial grammar from learners’ writing Polite requests Revision of imperative Interrogatives New verbs and nouns Modals Spelling Vocabulary in context 7 and 8 Listening for appreciation Listen to role play of learners Formal Speaking and presenting role play on theme e.g. the garage Reading for comprehension on paragraph level E.g. Peer reading of descriptive paragraphs written in previous cycle (for enjoyment) or Literary text E.g. Reading for enjoyment e.g. poem/ short story/short drama/short novel Creative: Write sentences/captions for a picture based on theme and language covered. Remedial grammar from learners’ writing Polite requests Revision of imperative Interrogatives New verbs and nouns Numbers Modals Abbreviations Spelling Plurals Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 9 and 10 Listening for appreciation E.g. Listening to part of/complete story/ poems/songs/short drama/short novel Informal speaking and group work E.g. Respond orally/make predictions to title/pictures And Reading aloud Work on e.g. pronunciation and fluency Literary text E.g. Read story/poems/songs/short drama/short novel and respond to comprehension questions Creative: E.g. Write captions for a picture story based on theme and language covered to reinforce grammar learned throughout the term. Reinforcing all grammar done this term Vocabulary in context Formal assessment tasks in Term 3 Task 7 Task 8 Task 9 Oral: Prepared reading aloud/listening comprehension/ prepared speaking Writing: Creative (Narrative/Descriptive) paragraph (s) / Transactional (Shorter or longer) text Test 2: Comprehension and language OR Literature: Contextual questions ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 63 GRADE 9 TERM 4 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 1 and 2 Listening for comprehension Listen to a dialogue e.g. on a new theme – someone orders food in a restaurant Informal Speaking Respond to questions after viewing and reading Visual Text Intensive reading of Visual Texts: View and read pictures/a menu on the theme e.g. different food types And Read dialogue (s) on the selected theme e.g. a restaurant scene or buying food. Answer comprehension questions on the dialogue. Creative: Practise question and answer sentences on the selected theme. Label pictures used. Transactional: Write a dialogue on e.g. a restaurant scene Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Negative Interrogatives Polite requests Likes and dislikes Conjunctions Forms of address Articles Modals Expressions of Quantity Adjectives and adverbs Possessives Demonstratives Spelling Plurals Abbreviations Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 3 and 4 Listening for specific information E.g. Listening comprehension on theme selected in previous cycle. Formal Speaking and presenting: E.g. Dialogues/role play as written in this and previous cycle. Reading for comprehension E.g. Reading of learners’ written dialogues Or E.g. A selected text on the theme Transactional: Write e.g. dialogue for three in a restaurant – waiter and two customers Remedial grammar from learners’ writing Negative Interrogatives Polite requests Likes and dislikes Conjunctions Forms of address Articles Modals Expressions of Quantity Adjectives and adverbs Possessives Demonstratives Spelling Plurals Abbreviations Vocabulary in context ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 65 Weeks Listening & Speaking 1 hour Reading & Viewing 1 hour Writing & Presenting 1 hour Language structures and conventions 1 hour (integrated and explicit) 5 and 6 Listening for specific information E.g. Learners listen for new vocabulary by using a visual text - Introduce new theme e.g. clothes Informal Speaking Practise saying questions and answers e.g. What is she wearing? How much does this dress cost? Intensive reading of Visual Texts: Learners view and read text e.g. a picture of different people wearing different types of clothing. They can e.g. match text to the pictures. Creative: E.g. Label pictures; Practise writing descriptive sentences. Practise writing questions and answers e.g. What is she wearing? How much does this dress cost? And E.g. Write a descriptive paragraph to describe what someone is wearing or buying Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Interrogatives Adjectives Colours Polite requests Spelling Plurals Present Tense Negatives Demonstratives Possessives Vocabulary in context 7 and 8 Listening for appreciation E.g. Listen to a song/poem/descriptive paragraphs written by learners in previous cycle Informal speaking E.g. Reinforcement of the questions and sentences done orally this term Reading for comprehension E.g. Text selected on theme with comprehension questions to be answered Examination preparation. Reinforce the process of writing different text types such as dialogues, descriptive/ narrative paragraphs Revise sentence constructions and language conventions learnt Remedial grammar from learners’ writing Vocabulary in context 9 and 10End of year examinations Formal assessment tasks in Term 4 Task 10 End of year examinations: Paper 1: *Orals Paper 2: Language in Context, Literature and Writing *Orals: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading aloud. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: Assessment in Second Additional Language 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning) . In both cases regular feedback should be provided to learners to enhance the learning experience. The assessment of language skills should be integrated. The assessment of a comprehension passage should be linked with language use. The assessment of writing should incorporate topics about things that happen in real life situations. 4.2 Informal or daily assessment Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks. Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 4.3 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, writing tasks, oral presentations, demonstrations, performances, etc. While preparations for formal assessment tasks could be done outside the classroom, the final version should be done under controlled conditions, in the classroom. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject. The following tables provide the formal assessment requirements for Second Additional Languages: ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 67 Table 1: Grades 7 - 9 Formal Assessment During the Year End-of-Year Examination 40% 60% School Based Assessment (SBA) – End-of-Year Exam Papers 40% 35% 25% • 2 tests • 6 tasks • 1 examination (mid-year) Written examinations Language in context, writing and literature (1½ hours) Oral Assessment Tasks: Listening Prepared speaking Prepared reading aloud The oral tasks undertaken during the course of the year constitute the end￾of-year internal assessment. The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. Formal assessments must cater for a range of cognitive levels and abilities of learners as shown below: Table 2 Cognitive Levels Activity Percentage of Task Literal (Level 1) Reorganisation (Level 2) Questions that deal with information explicitly stated in the text. • Name the things/people/places/ • Identify the persons • List the facts/names • Describe the place/person/ • Who was the person ……? • What did the person …..? • Why did the person ……? • When did it happen …..? • Where did it happen ……? Questions that require organization of information explicitly stated in the text. • List two main points/ideas • Identify the person/persons …… • Explain what happened ……. • Describe the situation/environment/people ….. Levels 1 and 2: 80% Evaluation (Level 3) These questions deal with judgements concerning value and worth. These include judgements regarding reality, credibility, facts and opinions, validity, logic and reasoning, and issues such as the desirability and acceptability of decisions and actions in terms of moral values. • Do you agree with the character’s behavior/statement? • Is the character’s attitude/behaviour/action acceptable to you? Give a reason for your answer. • Criticise the character’s behaviour. • Select words that describe the person’s character the best … Level 3: 20% ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.4 Programme of Assessment The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term 4.4.1 Overview of requirements The following tables provide an overview of the Programme of Assessment requirements for each term for Second Additional Languages: Table 4.1: Grades 7 - 9 Programme of Assessment Grades SBA per Term End of the year exams 7 - 9 Term 1: 1 Written Test + 2 Tasks Term 2: 2 Tasks + 1 Mid-year examination Term 3: 1 Written Test + 2 Tasks Term 4: 1 Internal end-of- year examination Grades The structure of Examination papers 7 - 9 1 Paper Language in context - comprehension, language, literature and writing 1 Internal end-of￾year examination comprising 2 Papers: Paper 1: Orals Paper 2: Language in context - comprehension, language, literature and writing Grades 7-9 Term Mark (Terms 1 – 3) : • Each term, add raw marks and totals and convert to % for term mark. Promotion Mark: • Add raw marks and totals for SBA tasks from term 1 to term 3 and convert to 40%, • Convert Oral mark (Paper 1) to 25% • Convert Paper 2 to 35% ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 69 Table 4.2: Grades 7-9 Programme of Assessment Formal assessment tasks in Term 1 Task 1 Task 2 Task 3 Oral: Listening comprehension/ Prepared Speaking/Prepared Reading aloud Writing: Creative (Narrative/ Descriptive) paragraph (s) / Transactional (Shorter or longer) text Test 1: Comprehension and language Formal assessment tasks in Term 2 Task 4 Task 5 Task 6 Oral: Listening comprehension/ Prepared Speaking/Prepared Reading aloud Literature: Contextual questions Mid-year examinations: Language in context – comprehension, language, literature and writing Formal assessment tasks in Term 3 Task 7 Task 8 Task 9: Oral: Listening comprehension/ Prepared Speaking/Prepared Reading aloud Writing: Creative (Narrative/ Descriptive) paragraph (s) / Transactional (Shorter or longer) text Test 2: Comprehension and language OR Literature: Contextual questions Formal assessment tasks in Term 4 Task 10 End of year examinations: Paper 1: *Orals Paper 2: Language in context - comprehension, language, literature and writing *Orals: Learners should do one prepared speaking task, one listening task, and one prepared reading aloud task during the year. Note: A test in the Programme of Assessment should not be made up of several smaller tests. Each test should cover a substantial amount of content and should be set for 30 – 60 minutes each and reflect the different cognitive levels as set out for the examination paper. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.4.2 Examinations: Grades 7 – 9 Format of Examination Paper 1 PAPER SECTION TIME 1. Language in context, literature and writing. A: Comprehension (A range of texts can be used including visual and or graphic texts) Grades 7 - 9 1½ hours B: Language • Language structures and conventions (words and sentences) should be assessed in context using a variety of texts. . C. Literature Any one of the following: Poetry/short stories/short novel/short drama (Contextual questions) D Writing Creative (Narrative/Descriptive) paragraph (s) /Transactional (Shorter or longer) text Content to be covered Assessment addresses the content as set out in this document. Due to the conceptual progression of the content across the grades, content and skills from Grades 7 –9 will be assessed in the papers at the end of each year. Oral Assessment Task: Paper 2 The oral assessment tasks undertaken during the course of the year constitute the end-of-year internal assessment. The details for the oral tasks, which are administered during the year, are as follows: Paper 2 DETAILS Orals *Orals will be internally set, internally assessed and internally moderated. • Reading Prepared reading aloud Assess: Understanding of text, conveying meaning, use of voice, correct pronunciation • Speaking: Prepared speaking Assess: Planning and organisation of content, tone, speaking, and presentation skills, audio-visual aids, correct language • Listening Listening Comprehension Assess: Listen for comprehension and information *Orals: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading aloud task. The tasks that are used for formal assessment are recorded and are used to determine whether a learner should progress or be promoted to the next grade. The teacher must plan and submit the annual formal Programme of Assessment to the School Management Team (SMT) before the start of the school year. This will be used to draw up a school assessment plan in each grade. The school assessment plan should be provided to learners and parents in the first week of the first term. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 71 4.5 Recording and reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the Table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 - 29 Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.6 Moderation OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. 4.6.1 Formal Assessment • Grades 7 and 8 tests and examination are internally moderated. The subject advisor/appointed provincial/ district official must moderate a sample of these tasks during his/her school visits to verify the standard of tasks and the internal moderation. • Grade 9 tests and examinations must be moderated at district and provincial level. This process will be managed by the provincial education department. • Subject advisor/appointed provincial/district official must moderate samples of tests and examination papers before they are written by learners to verify standards and guide teachers on the setting of these tasks. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.6.2 Oral Assessment Tasks • Grade 7 - 9: Each oral task which is to be used as part of the Programme of Assessment should be submitted to the head of department or subject head for moderation before learners attempt the task. Teachers should then assess the oral assessment tasks. • The subject advisor or an assigned provincial moderator must moderate a sample of oral assessment tasks during his/her school visits to verify the standard of tasks and the internal moderation. • A moderator delegated by the department of basic education must moderate a sample of oral assessment tasks for grade 9. 4.7 GENERAL This document should be read in conjunction with: 4.7.1 The National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R – 12; and 4.7.2 The National Protocol for Assessment Grades R – 12. ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 73 GLOSSARY Active listening – when a person tries to put themselves in the place of the speaker and listens seriously to what he or she has to say. acronym -a pronounceable word formed from the first letter or letters in phrase or name, e.g. ANA (Annual National Assessment) , SONA (State of the Nation Address) , SASA (South Africa’s Schools Act) additional language - (also see home language) - a language learned in addition to one’s home language additive multilingualism - when a person learns a language (or languages) in addition to his or her home language. This language does not replace the home language but is learned alongside it. In an additive multilingual programme, the home language is strengthened and affirmed while any further language learned is seen as adding value (e.g. all Additional Languages, including the Language of Learning and Teaching are taught alongside the home language but do not replace it) aesthetic - 1. sensitive to the beauty of language and thus sensitive to and appreciative of the lasting value of texts 2. an aesthete is a person sensitive to artistic beauty. “Aesthetic” refers to the beauty to be found in a work of art. One can discuss the aesthetics of a work, or make aesthetic judgements alliteration -a pattern of sound that includes the repetition of consonant sounds. The repetition can be located at the beginning of successive words or inside the words. ambiguity - double meaning created by the way in which words are used; when used unintentionally, ambiguity obscures the meaning (e.g. ‘General flies back to front’ or ‘Short children’s stories are in demand’) analogy - 1.finding similarities in things that are usually seen as different. 2. finding similarities in things that are usually seen as different, a way of explaining or illustrating something, but not a proof. One must be alert to false analogy. There should be accurate correspondence between the thing that is explained and the details of the analogy anecdotes - narratives of small incidents or events told for the purpose of information, entertainment, humour, malice, or to reveal character animation – the technique of using a series of still pictures to create an illusion of movement or life anticlimax – when an expectation of some high point of importance or excitement is not fulfilled or the seriousness of a literary plot is suddenly lost as a result of a comical, digressive or meaningless event antithesis – the expression of two opposed or different ideas in balanced contrast (e.g. ‘more haste, less speed’) antonym – a word that is opposite in meaning to another word in the same language (e.g. ‘happy’ and ‘sad’) Aphesis – In this case, you have dropped the unstressed vowel at the beginning of the word. These are often unintentional and casually spoken versions of the words. Perhaps the best example is ’cause instead of because. appropriacy – if language is appropriate it is suitable in terms of the context in which it is used (e.g. the greeting ‘Good morning, Mr Jones’ would be appropriate in a formal work situation whereas ‘Hi, Jo’ would be appropriate between friends) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) assessment – a continuous structured process of gathering information on learner competence in many different ways assonance – 1. repetition (mostly) of vowel sounds in two or more words e.g. “ It is June and the world is all in tune” 2. Add. The vowel sounds do not have to be precisely the same: assonance could consist of a series of vowel sounds that create a certain effect audience – 1. the intended reader (s) , listener (s) or viewers of a particular text; in planning a piece of writing speakers/writers must take into the consideration the purpose and audience when choosing an appropriate form of writing 2. Add. In particular, an audience is those attending a live performance of music or drama. authentic texts – texts which have a practical function and are not literary (e.g. magazine and newspaper articles, recordings from radio and television, advertisements, product labels, travel brochures, government forms, examples of real letters) bias – 1. a tendency to favour one thing, idea, attitude or person over another which makes it difficult to make a fair assessment 2. Add. In the game of bowls, the “wood” or bowl has a weight on one side which makes it turn towards that side caption – a title or comment attached above or below an article, a picture, a photo and so on caricature – 1.an exaggerated portrayal (written or visual) of a character which is achieved by mocking personality traits or appearance 2. Add. The drawings of cartoonists in newspapers are usually intended to be caricatures and work by exaggerating or distorting features of appearance with a view to being comic or satirical cause (see also effect) - that which gives rise to an action or condition cinematographic techniques – devices used in the construction of a film (e.g. composition, lighting, type of shot) clarify- making the meaning of the text clear to the reader clause – Put in the right place. “The man who was wearing a red shirt ran away.” The main sentence is “The man ran away.” The words “who was wearing a red shirt” is a subordinate clause. It cannot stand by itself, although the verb is complete (finite) . Subordinate clauses start with a conjunction (when, because) or a relative pronoun (who, which) . The conjunction links the clause to some part of the main sentence. “The man wearing a red shirt ran away.” In this sentence “wearing a red shirt” is not a clause but a phrase. The verb is not complete (it is participle) . climax – the most exciting, effective or important part of the story; this important part is not necessarily at the end Clipped – Similar to truncation in that you are using a part of the word to form the abbreviation, but in this case you’re using either the middle or end. Common clipped abbreviations include phone (telephone) , cell (cellular phone) and fridge (refrigerator) . ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 75 coherence – 1. the underlying logical relationship which links ideas together and gives a passage or paragraph unity 2. Add. It may also imply adequate grammar to convey the meaning, or orderly sentence structure. Chaotic grammar may make a statement incoherent. cohesion – the linking if sentences or paragraphs by means of logical connectors such as conjunctions, pronouns or repetition colloquialism (see also slang) – language belonging to ordinary or familiar conversation but not used in formal language comparative (see also superlative) – degrees of comparison as found in adjectives and adverbs are positive, comparative or superlative (e.g. ‘long’ (positive) , ‘longer’ (comparative) , ‘longest’ (superlative) compare (see also contrast) – to assess the way in which things are similar conflict – the struggle that arises between characters or between individuals and their fate or circumstances; conflict in literature can also arise from opposing desires or values in a character’s own mind conjunction – a word used to join two clauses, words, phrases or sentences connotative meaning (see also denotative) – both the positive and negative associations that a word collects through usage that go beyond the literal (primary) meaning context – a text is always used and produced in a context; the context includes the broad and immediate situation including aspects such as social, cultural and political background; the term can also refer to that which precedes or follows a word or text and is essential to its meaning context clues Context clues is using words surrounding an unknown word to determine its meaning. This reading strategy can be taught in conjunction with vocabulary. contrast (see also compare) – to consider the way in which things differ conventions – accepted practices or rules in the use of language. Some conventions help to convey meaning (e.g. the rules of grammar, punctuation, typefaces, capital letters) ; some assist in the presentation of content (e.g. table of contents, general layout, headings, footnotes, charts, captions, lists, pictures, index) ; and others reflect a pattern of language that has become formulaic (e.g. greetings, small talk) continuous assessment – it involves assessment activities that are undertaken throughout the year critical language awareness - the analysis of how meaning is constructed with understanding of power relations in and between languages; it empowers the learner to resist manipulation and to use language sensitively debate - in debating, two opposing teams compete with one another. They aim to convince the adjudicator and the audience that their viewpoint about a given topic is more reasonable and justifiable than that of the opposing team denotative meaning (see also connotative meaning) – the literal or primary meaning of a word derivative – a word derived from another or from a root; usually formed by adding a prefix or suffix (e.g. ‘quickly from ‘quick’) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) dialect – a form of a language adapted by a particular community; it is significantly different from other forms of the same language in terms of words, structures and/or pronunciation dramatic irony – occurs when the audience/reader/viewer knows more about the situation and its implications than the characters involved; it heightens the tension, enjoyment and audience participation dramatic structure – 1. the special literary style in which plays are written 2. the arrangement of plot, acts, scenes, characters and possibly also features of language in a play. drawing conclusions - using written or visual clues to figure out something that is not directly stated in the reading. editing – the process of drafting and redrafting a text, including correcting grammatical usage, punctuation and spelling errors and checking writing for coherence of ideas and cohesion of structure; in media, editing involves the construction, selection and lay-out of texts effect (see also cause) – the result or consequence of an action or condition emotive language – language which arouses strong feelings euphemism – a mild or vague expression substituted for a thought or word which is felt to be too harsh or direct explicit (as opposed to implicit) - meaning which is clearly or directly stated external assessment – assessment conducted by a body outside the institution, e.g. ANA, NSC, provincial paper evaluate - form opinions, make judgments and develop ideas from reading figurative (as opposed to literal) - words or phrases used in ac non-literal way to create a desired effect; literal texts often make concentrated use of figurative language (e.g. simile, personification, metaphor) fluency – 1. the word comes from the flow of a river and suggests a coherence and cohesion that gives language use quality of being natural, easy to use and easy to interpret 2. Add. And with a fair degree of grammatical control (though perhaps not total grammatical accuracy) . font – the type and size of the letters used when writing, typing or printing (e.g. 12pt (size) Times New Roman (style of lettering) foregrounding (as opposed to backgrounding) – used literally, it means the positioning of a subject in or near the front of the frame; used figuratively, it refers to emphasising or focusing on one point of aspect more than another forum - team speaking or forum debate may be used against other schools, or in the classroom by dividing learners into teams of four, each of whom will speak on a different aspect of the same topic. An adjudicator decides on the winning team genre – the types or categories into which texts are grouped, e.g. novel, drama, poetry, business letter, personal letter. gesture – a movement of the face or body which communicates meaning (e.g. nodding of head to indicate agreement) graphics – products of the visual and technical arts (e.g. drawing, designing) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 77 home language (see also additional language) – the language first acquired by children through immersion at home; the language in which we think homonym – a word which has both the same sound and spelling as another but has a different meaning (e.g. the noun ‘the bear’ and the verb ‘to bear’) homophone – a word which sounds the same as another but is spelled differently and has a different meaning (e.g. ‘one’ and ‘won’) hyperbole – a deliberate exaggeration (e.g. to describe something in such a way that it seems much bigger than it really is: ‘He gave me a mountainous plate of food.’) image – a picture or visual representation of something imagery – words, phrases and sentences which create images in our minds such as similes, metaphors, personification implicit (as opposed to explicit) – something implied or suggested in the text but not expressed directly implied (as opposed to direct meaning) – meaning suggested by the text but not directly stated inclusivity – the principle that education should be accessible to all learners whatever their learning styles, backgrounds and abilities infer – to pick up meaning behind what is stated and to deduce all the implications Initialism – Also called alphabetism, this is a group of letters, each pronounced separately, used as an abbreviation for a name or expression. Examples include: SA, CD, TV, DBE, UK. initiate – to start (e.g. to initiate conversation) innuendo – something unpleasant which is hinted at rather than clearly stated interview - task of gathering information or a face-to-face discussion between people, directed toward some specific purpose. intonation – 1.the pattern of the pitch or the melody of an utterance which marks grammatical structures such as sentences or clauses 2. Add. And distinguishes between statements and questions and indicates the speaker’s attitude or feelings irony – a statement or situation that has an underlying meaning different from its literal or surface meaning. Irony is related to tone. jargon – special terms or expressions used in a trade or profession or by any specific group (e.g. computer users would refer to a ‘CPU’, ‘RAM’ and so on) ; when jargon is used to exclude listeners/readers from an interaction it is potentially hurtful or even harmful language varieties –.language varieties found when minor adaptations in terms of vocabulary, structure and/or pronunciation have been made; can vary from one region or country to another literacies –different kinds of literacy (e.g. critical, visual, graphic, computer, media, socio-cultural ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) literacy (see also literacies) – the ability to process and use information for a variety of purposes and contexts and to write for different purposes; the ability to decode texts, allowing one to make sense of one’s world. The capacity to read and write literal (as opposed to figurative) – the plainest, most direct meaning that can be attributed to words malapropism –the mistaken and muddled use of long words to impress; although these words sound almost right, they are incorrect enough to bring about humour e.g. conversation and conservation. From a certain Mrs Malaprop, a comic character in a drama manipulative language – language which is aimed at obtaining an unfair advantage or gaining influence over others e.g. advertisements, sales talk, political speeches meta-language – the language used to talk about literature and language and grammatical terms; it includes terminology such as ‘context’, ‘style’, ‘plot’ and ‘dialogue’ metaphor – using one thing to describe another thing which has similar qualities (e.g. ‘Education is the key to success.’) mind map – a representation of a theme or topic in which key words and ideas are organised graphically mode – a method, a way or manner in which something is presented; a way of communicating (e.g. the written mode, the spoken or oral mode, the visual mode (which includes graphic forms such as charts) ) ; information can be changed from one mode to another (e.g. converting a graph into a passage) mood – atmosphere or emotion in written texts; it shows the feeling or the frame of mind of the characters; also refers to the atmosphere produced by visual, audio or multi-media texts multi-media – an integrated range of modes that could include written texts, visual material, sound, video and so on narrative – a spoken or written account of connected events in order of occurrence, a story narrative voice/point of view – . the voice of the person telling the story (e.g. a distinction can be made between first person narrative –‘I’ – who is often a character in the story, or third person narrative in which the narrator refers to characters as ‘he’, ‘she’ or ‘they’) onomatopoeia – the use of words to recreate the sounds they describe oxymoron – a combination of words with contradictory meanings, used deliberately for effect; usually formed by using an adjective to qualify a noun with an opposite meaning (e.g. an open secret) panel discussion - groups are formed to discuss a topic, answer questions and respond to tasks paradox – an apparently self-contradictory statement or one that seems in conflict with logic; lying behind the superficial contradiction, there is logic or reason paraphrase – a restatement of an idea or text in one’s own words ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 79 paronym – word formed from a foreign word personification – attributing human characteristics to non-human things plot – the interrelatedness of the main events in a text; plot involves more than a simple sequence of events as it suggests a pattern of relationships between events and a web of causation point of view – the perspective of a character in relation to issues in a novel or play Portmanteau – The blending of two or more words will give you a portmanteau. The examples include liger (lion and tiger) , brunch (breakfast and lunch) , Gautrain, spork (spoon and fork) , skort (shorts and skirt) , and brinner (breakfast and dinner) . prejudice – intolerance of or a pre-judgement against an individual, a group, an idea or a cause projection- the placement and delivery of volume, clarity and distinctness of voice for communicating to an audience pun – a play on words which are identical or similar in sound in order to create humour (e.g. ‘Seven days without water makes one week/weak.’) redundancy – the use of words, phrases and sentences which can be omitted without any loss of meaning register – the use of different words, style, grammar, pitch and tone for different contexts or situations (e.g. official documents are written in a formal register and friendly letters are usually written in an informal register) report - (formal and informal) Giving exact feedback of a situation, e.g. accident re-reading - Rereading is a reading strategy that gives the reader another chance to make sense out of a challenging text. restating - Restating is a reading strategy where the reader will retell, shorten, or summarize the meaning of a passage or chapter, either orally or in written form. rhetoric device – device such as pause and repetition, used by a speaker to effectively persuade or convince. Some devices may be manipulative rhetorical question – a question asked not to get a reply but for emphasis or dramatic effect (e.g. ‘do you know how lucky you are?’) rhyme – words or lines of poetry that end with the same sound including a vowel rhythm – a regular and repeated pattern of sounds sarcasm – an ironic expression or tone of voice which is used in order to be unkind or offensive or to make fun of someone satire – the use of ridicule, sarcasm and irony to comment critically on society or individual or a situation scan – to run one’s eyes over a text in order to find specific information (e.g. scan a telephone directory for a name and number) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) simile – comparing one thing directly with another, a word such as ‘like’ or ‘as’ is used to draw attention to the comparison skim – to read a text very quickly to get an overview (e.g. skim the newspaper headlines for the main news) slang – informal language often used by a group of people, such as teenagers, who use terms like ‘cool’ and ‘awesome’; the difference between colloquial language and slang is that slang has not yet been accepted in polite or formal conversation, whereas colloquialisms (e.g. ‘Good show!’) have been stereotype – a fixed conventional (and often biased) view about what role a particular person is expected to play strategy – a certain broad procedure or plan used to tackle a problem stress (in a word or sentence) – to give force to a particular syllable in a word or a word in a sentence style – The distinctive and unique manner in which a writer arranges words to achieve particular effects. Style essentially combines the idea to be expressed with the individuality of the author. These arrangements include individual word choices as well as such matters as length and structure of sentences, tone and use of irony. subplot – subsidiary action which runs parallel with the main plot of a play or a novel symbol – something which stands for or represents something else synonym (as opposed to antonym) – a word which has the same meaning or almost the same meaning as another word in the same language. Synonyms in English tend to have important differences in connotation synthesise – the drawing together of ideas from a variety of sources; a clear summary of these combined ideas text – a statement or creation in any written, spoken or visual form of communication theme – the central idea or ideas in a text; a text may contain several themes and these may not be explicit or obvious tone – quality and timbre of the voice that conveys the emotional message of a spoken text. In written text, it is achieved through words that convey the attitude of the writer. In film, tone can be created through music or visual effects transactional writing – functional writing (e.g. letters, minutes of meetings, reports, faxes) Truncation – This type of abbreviation consists only of the first part of a word. These are most often used when referring to proper titles such as months of the year or days of the week, e.g., Mon., Fri., Apr., Oct. turn-taking conventions – the customs which govern the flow of conversation between people such as allowing others to give their opinion, restating to clarify meaning, intervening to redirect focus, asking for clarification understatement – express something in restrained terms rather than giving the true or full facts, usually for emphasis, possibly as a form of evasion, possibly as a form of humour verbosity – language using more words than are needed visual texts – visual representations which can be seen and which convey messages (e.g. film images, photos, computer graphics, cartoons, models, drawing, paintings) ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 CAPS 81 voice – the author’s persona: who the author is; when reading or viewing one gains an impression of the author and his/her intentions. See narrative voice wit – the unexpected, quick and humorous combining of contrasting ideas or expressions word-attack skills - strategies used when reading an unknown word (e.g. breaking it into syllables or looking at the meaning of the prefixes or suffixes ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     Ekonomi e s e en b estuurswe t enskapp e Kurrikulum- en assesseringsbeleidsverklaring Senior fase Graad 7-9 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 7-9 Ekonomiese en bestuurswetenskappe Ekonomiese en bestuurswetenskappe GRAAD 7-9 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http://www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0784-9 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die samelewing van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot 'n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS Ekonomiese en bestuurswetenskappe GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 1 INHOUD AFDELING 1: inleiding tot die KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING ..... 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10-12............................................................................................................................................ 7 AFDELING 2: Ekonomiese en Bestuurswetenskappe........................................................... 8 2.1 Wat is Ekonomiese en Bestuurswetenskappe?.........................................................................................8 2.2 Oorsig van inhoud.........................................................................................................................................9 2.3 Tydstoekenning vir Ekonomiese en Bestuurswetenskappe in die kurrikulum.......................................9 2.4 Onderrig- en leermateriaalvereistes vir Ekonomiese en Bestuurswetenskappe..................................10 AFDELING 3 KWARTAALbeplanning..............................................................................................11 3.1 Oorsig van onderwerpe .............................................................................................................................. 11 3.2 Jaarlikse onderrigplan................................................................................................................................ 11 GRAAD 7, KWARTAAL 1 ....................................................................................................................................... 11 GRAAD 7, KWARTAAL 2 .......................................................................................................................................12 GRAAD 7, KWARTAAL 3 .......................................................................................................................................12 GRAAD 7, KWARTAAL 4 .......................................................................................................................................13 GRAAD 8, KWARTAAL 1 .......................................................................................................................................14 GRAAD 8, KWARTAAL 2 .......................................................................................................................................15 GRAAD 8, KWARTAAL 3 .......................................................................................................................................16 GRAAD 8, KWARTAAL 4 .......................................................................................................................................17 GRAAD 9, KWARTAAL 1 .......................................................................................................................................18 GRAAD 9, KWARTAAL 2 .......................................................................................................................................19 GRAAD 9, KWARTAAL 3 .......................................................................................................................................20 GRAAD 9, KWARTAAL 4 .......................................................................................................................................21 Ekonomiese en bestuurswetenskappe GRAAD 7-9 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4 ASSESSERING IN Ekonomiese en Bestuurswetenskappe........................... 22 4.1 Inleiding .................................................................................................................................................22 4.2 Informele of daaglikse assessering ..........................................................................................................22 4.3 Formele assessering ..................................................................................................................................23 4.3.1 'n Opsomming van vereistes vir formele assessering in graad 7 tot 9 ...............................................23 4.3.2 Formele assesseringsvereistes vir Ekonomiese en Bestuurswetenskappe .......................................24 4.4 Assesseringsprogram ...............................................................................................................................28 4.5 Rekordhouding en rapportering ................................................................................................................30 4.6 Moderering van assessering......................................................................................................................30 4.7 Algemeen ..................................................................................................................................................31 Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 3 AFDELING 1: INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 – 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; (iv) die beleidsdokument, 'n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Ekonomiese en bestuurswetenskappe GRAAD 7-9 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, 'n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleids￾verklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid-Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 5 • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). Ekonomiese en bestuurswetenskappe GRAAD 7-9 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese en Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. Ekonomiese en bestuurswetenskappe GRAAD 7-9 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) afdeling 2: Ekonomiese en Bestuurswetenskappe 2.1 Wat is Ekonomiese en Bestuurswetenskappe? Die vak Ekonomiese en Bestuurswetenskappe behels die doeltreffende en effektiewe gebruik van verskillende tipes private, publieke of kollektiewe hulpbronne om menslike behoeftes en begeertes te bevredig. Dit reflekteer krities op die impak van hulpbronbenutting op die omgewing en sy mense. Dit behels ook die effektiewe bestuur van skaars hulpbronne om wins te verhoog. Ekonomiese en Bestuurswetenskappe is 'n praktiese vak wat leerders toerus met werklike lewensvaardighede vir persoonlike ontwikkeling en die ontwikkeling van die gemeenskap. Die take opgelê behoort by te dra tot persoonlike ontwikkeling en behoort die idee van volhoubare ekonomiese groei en ontwikkeling van die gemeenskap te bevorder. Die tabel hieronder dui die vernaamste onderwerpe in die kurrikulum vir Ekonomiese en Bestuurswetenskappe aan. GEWIGSWAARDE VAN onderwerpe in die kurrikulum vir Ekonomiese en Bestuurswetenskappe Gewigswaarde van die Kurrikulum Onderwerp Die ekonomie (gewigswaarde van 30%) 1. Geskiedenis van geld 2. Behoeftes en begeertes 3. Goedere en dienste 4. Ongelykheid en armoede 5. Die produksieproses 6. Die owerheid 7. Die nasionale begroting 8. Lewenstandaard 9. Markte 10. Ekonomiese stelsels 11. Die ekonomiese kringloop 12. Prysteorie 13. Vakbonde Finansiële geletterdheid (gewigswaarde van 40%) 1. Besparings 2. Begrotings 3. Inkomste en besteding 4. Rekeningkundige begrippe 5. Rekeningkundige siklus 6. Brondokumente 7. Finansiële bestuur en rekordhouding Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 9 Gewigswaarde van die Kurrikulum Onderwerp Entrepreneurskap (gewigswaarde van 30%) 1. Entrepreneuriese vaardighede en kennis 2. Besighede 3. Produksiefaktore 4. Vorme van eienaarskap 5. Sektore in die ekonomie 6. Vlakke en funksies van bestuur 7. Funksies van 'n besigheid 8. Sakeplan 2.2 OORSIG VAN INHOUD 'n Oorsig van die inhoud rakende hierdie vak behels die volgende: • Die behoeftes en begeertes van verskillende gemeenskappe in die samelewing; • Die aard, prosesse en produksie van goedere en dienste, en besigheidsaktiwiteite binne die verskillende sektore; • Finansiële bestuur, rekeningkunde as 'n werktuig vir die bestuur van 'n besigheid, en rekordhouding; • Die invloed van vraag en aanbod, en prysvasstelling; • Die vloei van geld, goedere en dienste tussen huishoudings, besighede en die owerheid, en die regte en verantwoordelikhede van die verskillende rolspelers in die ekonomie; • Die wyse waarop volhoubare groei, verminderde armoede en herverdeling van rykdom billik verkry word, terwyl winsgewendheid steeds nagestreef word; • Entrepreneuriese vaardighede en kennis nodig om die self asook die omgewing effektief te bestuur; • Basiese aspekte van leierskap en bestuur; • Die rol van besparings in volhoubare ekonomiese groei en ontwikkeling; • Vakbonde en hul invloed op die ekonomie; • Die belangrikheid van volhoubare, effektiewe en doeltreffende gebruik van hulpbronne; en • Funksionering van beide formele en informele besighede. Ekonomiese en bestuurswetenskappe GRAAD 7-9 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.3 TYDSTOEKENNING vir Ekonomiese en Bestuurswetenskappe IN DIE KURRIKULUM Die onderrigtyd vir Ekonomiese en Bestuurswetenskappe is twee ure per week. Aangesien hierdie vak die ontwikkeling van rekeningkundige vaardighede van leerders in graad 8 en 9 insluit, moet een uur per week gebruik word vir finansiële geletterdheid in terme van die Jaarlikse Onderrigplan. 2.4 ONDERRIG- EN LEERMATERIAalvereistes VIR Ekonomiese en Bestuurswetenskappe 1. Elke leerder behoort die volgende te hê: a. 'n handboek; en b. 'n sakrekenaar. 2. Leerders in graad 8 en 9 behoort elk 'n oefeningboek vir 'n Kasjoernaal, 'n Algemene Grootboek en 'n gewone oefeningboek te hê. 3. Graad 7- leerders moet 'n gewone oefeningboek hê. 4. Onderwysers behoort 'n handboek en 'n onderwysersgids te hê. Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 11 AFDELING 3: KWARTAALBEPLANNING 3.1 OORSIG VAN ONDERWERPE Onderwerp Graad Inhoud Die ekonomie 7 Geskiedenis van geld; behoeftes en begeertes; goedere en dienste; die produksieproses; ongelykheid en armoede 8 Die owerheid; die nasionale begroting; lewenstandaard; en markte 9 Ekonomiese stelsels; die ekonomiese kringloop; prysteorie; en vakbonde Finansiële geletterdheid 7 Besparings; begrotings; inkomste en uitgawes; en rekeningkundige begrippe 8 Rekeningkundige begrippe; rekeningkundige siklus; brondokumente; Kontantontvangstejoernaal en Kontantbetalingsjoernaal van 'n diensonderneming; effek van kontanttransaksies op die rekeningkundige vergelyking; Algemene Grootboek en Proefbalans 9 Kontantontvangstejoernaal en Kontantbetalingsjoernaal van 'n alleeneienaar; oorboek na die Algemene Grootboek; voorberei van 'n proefbalans; optekening van transaksies in die Debiteurejoernaal, Krediteurejoernaal; oorboek na die Debiteuregrootboek en Krediteuregrootboek. Entrepreneurskap 7 Die entrepreneur; begin van 'n besigheid; en 'n Entrepreneursdag 8 Produksiefaktore; vorme van eienaarskap; bestuursvlakke; en funksies van bestuur 9 Sektore van die ekonomie; funksies van 'n besigheid; en 'n sakeplan 3.2 jaarlikse ONDERRIGplan GRAAD 7, KWARTAAL 1 Week (2 ure per week) Onderwerp Inhoud Week 1 – 3 Die ekonomie: Geskiedenis van geld Tradisionele gemeenskappe; ruilhandel; promesses (skuldbewyse); munte; papiergeld; elektroniese bankwese; die rol van geld Week 4 – 5 Die ekonomie: Behoeftes en begeertes Basiese behoeftes van individue, families/gesinne, gemeenskappe en lande; primêre- en sekondêre behoeftes; onbeperkte behoeftes; beperkte hulpbronne om behoeftes en begeertes te bevredig Week 6 – 7 Die ekonomie: Goedere en dienste Goedere en dienste; voorbeelde van goedere en dienste; produsente en verbruikers; die rol van huishoudings as produsente en verbruikers; gebruik goedere en dienste doeltreffend en effektief; hoe om goedere te hersirkuleer en te hergebruik in die bevrediging van behoeftes en begeertes Week 8 – 10 Entrepreneurskap: Besighede Formele- en informele besighede; tipes besighede (handel, vervaardiging en dienste) wat beide formeel en informeel insluit; voordele en nadele van formele en informele besighede; die rol van formele en informele besighede as produsente en verbruikers; die effek van natuurrampe en gesondheidepidemies op formele en informele besighede Notas: 1. Formele assessering vir kwartaal 1 bestaan uit twee take: 'n taak (40%) en 'n gekontroleerde toets (60%). 2. Die gekontroleerde toets moet alle onderwerpe soos in kwartaal 1 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. Ekonomiese en bestuurswetenskappe GRAAD 7-9 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 7, KWARTAAL 2 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien die werk soos in die eerste kwartaal gedek is; gee leerders 'n oorsig van wat gedurende die tweede kwartaal onderrig sal word Week 2 – 3 Finansiële geletterdheid: Rekeningkunde begrippe Kapitaal; bates; laste; inkomste; uitgawes; wins; verlies; begrotings; besparings; bankwese; finansiële rekords; transaksies Week 4 – 6 Finansiële geletterdheid: Inkomste en uitgawes Persoonlike inkomste; persoonlike uitgawes; tipes persoonlike inkomste; persoonlike staat van netto verdienste; tipes inkomste wat besighede ontvang; tipes uitgawes wat besighede aangaan; besparings en beleggings in besighede Week 7 – 8 Finansiële geletterdheid: Begrotings Definisie van 'n begroting; inkomste; besteding; 'n persoonlike begroting; besigheidsbegroting Week 9 – 10 Halfjaar￾eksamen Halfjaareksamen moet op die werk soos gedek in kwartaal 1 en 2, gebaseer wees Notas: 1. Formele assessering vir kwartaal 2 bestaan uit twee take: 'n gevallestudie (40%) en 'n halfjaareksamen (60%). 2. Die halfjaareksamen moet alle onderwerpe soos in kwartaal 1 en 2 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Terwyl hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. GRAAD 7, KWARTAAL 3 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien die werk soos gedek in die tweede kwartaal; gee leerders 'n oorsig van dit wat gedurende die derde kwartaal onderrig sal word. Week 2 – 3 Entrepreneurskap: Die entrepreneur Definisie van 'n entrepreneur; kenmerke van 'n entrepreneur; vaardighede van 'n entrepreneur; entrepreneuriese optrede van koop, verkoop, produksie en die maak van wins Week 4 – 5 Entrepreneurskap: Begin 'n besigheid Behoeftes en begeertes van verbruikers; analise van sterkpunte, swakpunte, geleenthede, bedreigings (SWOT); stel doelwitte; bereik doelwitte; die konsep van reklame; beginsels van reklame; die aanwending van media in reklame; begroting vir Entrepreneursdag; gebruik van herwonne materiaal; eenvoudige kosteberekening – veranderlike koste, vaste koste, verkoopsprys Week 6 – 7 Entrepreneurskap: Entrepreneursdag Bied 'n Entrepreneursdag aan; staat van inkomste en uitgawes Week 8 – 10 Die ekonomie: Ongelykheid en armoede Oorsake van sosio-ekonomiese ongelykhede; ongelykheid in Suid-Afrika; onderwys en vaardighede om ongelykheid en onreg te beveg; stedelike en landelike uitdagings; skep volhoubare werkgeleenthede Notas: 1. Formele assessering vir kwartaal 3 bestaan uit twee take: 'n projek (40%) en 'n gekontroleerde toets (60%). 2. Die gekontroleerde toets moet alle onderwerpe soos in kwartaal 3 gedek, insluit. Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 13 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. GRAAD 7, KWARTAAL 4 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien die werk soos gedek in die derde kwartaal; gee leerders 'n oorsig van dit wat gedurende die vierde kwartaal onderrig sal word Week 2 – 4 Die ekonomie: Die produksieproses Definisie van produksie; insette en uitsette; volhoubare gebruik van hulpbronne; berekening van ekonomiese groei; betekenis van produktiwiteit; die effek van produktiwiteit op die ekonomiese groei; tegnologie in die produksieproses; bydrae van tegnologie tot die bevordering van produktiwiteit en ekonomiese groei Week 5 – 7 Finansiële geletterdheid: Besparing Persoonlike besparings; doelwit van besparings; geskiedenis van banke; die rol van banke; dienste deur banke gelewer; open 'n spaarrekening by 'n bank; gemeenskapskemas; finansiële organisasies; finansiële instellings en organisasies wat entrepreneurskap aanmoedig Week 8 – 9 Voorbereiding vir die eksamen Hersien die werk soos gedek gedurende die jaar; studietegnieke; skryfvaardighede vir die eksamen Week 10 Jaareindeksamen Notas: 1. Formele assessering vir kwartaal 4 bestaan uit 'n jaareindeksamen. 2. Die jaareindeksamen moet alle onderwerpe soos in kwartaal 1-4 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. SGA EKSAMEN Kwartaal 1: 100 Kwartaal 2: 100 Geskrewe eksamen: 150 Kwartaal 3: 100 Verwerk tot 40% Verwerk tot 60% Jaarpunt: sGA + jaareindeksamen = 100% Ekonomiese en bestuurswetenskappe GRAAD 7-9 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 8, KWARTAAL 1 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien graad 7 werk; gee leerders 'n oorsig van wat gedurende die eerste kwartaal onderrig sal word Week 2 – 3 Die ekonomie: Owerheid Betekenis van owerheid; verskillende vlakke van owerheid; rolle van die verskillende vlakke van owerheid rakende huishoudings in die gebruik van hulpbronne en dienste (beide as verbruiker en produsent); rolle van die verskillende vlakke van owerheid met betrekking tot besighede in die gebruik van hulpbronne en dienste (beide as verbruiker en produsent) Week 4 – 5 Die ekonomie: Nasionale begroting Staatsinkomste; direkte belasting; indirekte belasting; staatsbesteding op dienste soos onderwys, gesondheid, behuising, sosiale toelaes, vervoer, beveiliging, ens.; die invloed van die nasionale begroting op groei en die regstelling van ekonomiese ongelykheid Week 6 Die ekonomie Lewenstandaard Leefstyle; selfversorgende gemeenskappe; moderne gemeenskappe; landelike gemeenskappe; impak van ontwikkeling op die omgewing; werkloosheid; produktiewe gebruik van hulpbronne om 'n gesonde omgewing te bevorder Weeks 7 – 8 Finansiële geletterdheid: Rekeningkundige begrippe Alleenhandelaar; debiet; krediet; kapitaal; eienaarsbelang; inkomste; uitgawes; winste; verliese; transaksies; laste; bates; bankwese; kontantontvangstes; kontantbetalings; hulpjoernale; rekeningkundige vergelyking: bates = eienaarsbelang + laste (B = E + L) Week 9 – 10 Finansiële geletterdheid: Brondokumente Kwitansies; depositostrokies; kasregisterstrokies; tjeks; tjekteenblaaie; bankstate; kontantfakture Notas: 1. Formele assessering vir kwartaal 1 bestaan uit twee take: 'n datarespons (40%) en 'n gekontroleerde toets (60%). 2. Die gekontroleerde toets moet alle onderwerpe soos in kwartaal 1 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 15 GRAAD 8, KWARTAAL 2 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien die werk soos in die eerste kwartaal gedek is; gee leerders 'n oorsig van die werk wat gedurende die tweede kwartaal onderrig sal word Week 2 – 3 Finansiële geletterdheid: Oorsig van die rekeningkundige siklus Transaksies; brondokumente; hulpjoernale; Algemene Grootboek; Proefbalans; Inkomstestaat; Balansstaat; bekendstelling van die Kontantjoernale van 'n diensonderneming – hul doel en belangrikheid Week 4, 5, 6, 7, 8 (1 uur per week vir Rekeningkunde) Finansiële geletterdheid: Kontantontvangste Joernaal (dienste) Die begrip van 'n Kontantontvangstejoernaal (KOJ) van 'n dienste onderneming; formate en gebruike van die kolomme in die KOJ; brondokumente gebruik om die KOJ te voltooi; optekening van kontanttransaksies in die KOJ; afsluiting van die KOJ; effek van kontanttransaksies op die rekeningkundige vergelyking Week 4, 5, 6 (1 uur per week vir entrepreneurskap) Entrepreneurskap: Produksiefaktore Kapitaal – geleende en eie kapitaal; arbeid – ongeskoold, semi-geskoold en geskoolde arbeid; rol van werkers in die besigheid; regverdige indiensnemingspraktyke; natuurlike hulpbronne; entrepreneurskap; vergoeding van die produksiefaktore Week 7, 8 (1 uur per week vir die ekonomie) Die ekonomie: Markte Soorte markte – goedere- en dienstemark; faktormark (arbeids- en finansiële markte) Week 9 – 10 Halfjaareksamen Die halfjaareksamen moet op die werk wat in kwartaal 1 en 2 gedek is, gebaseer word Notas: 1. Formele assessering vir kwartaal 2 bestaan uit twee take: 'n projek (40%) en 'n halfjaareksamen (60%). 2. Die halfjaareksamen moet alle onderwerpe soos in kwartaal 1 en 2 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. Ekonomiese en bestuurswetenskappe GRAAD 7-9 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 8, KWARTAAL 3 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien die werk soos gedek in die tweede kwartaal; gee leerders 'n oorsig van dit wat gedurende die derde kwartaal onderrig sal word Week 2 – 3 Finansiële geletterdheid: Kontantontvangstejoernaal (diens) Optekening van kontanttransaksies in die Kontantontvangstejoernaal (KOJ); afsluit van die KOJ; die effek van kontanttransaksies op die rekeningkundige vergelyking Week 4, 5, 6, 7, 8, 9, 10 (1 uur per week vir Rekeningkunde) Finansiële geletterdheid: Kontantbetalingsjoernaal (diens) Die begrip van 'n Kontantbetalingsjoernaal (KBJ) van 'n diensonderneming; formate en gebruike van die kolomme in die KBJ; brondokumente gebruik in die voltooiing van 'n KBJ; optekening van kontanttransaksies in die KBJ; afsluiting van die KBJ; effek van kontanttransaksies op die rekeningkundige vergelyking, optekening van gekombineerde transaksies in die KOJ en KBJ; afsluiting van die KOJ en die KBJ; effek van die kontanttransaksies op die rekeningkundige vergelyking. Week 4, 5, 6, 7, 8, 9, 10 (1 uur per week vir Entrepreneurskap) Entrepreneurskap: Vorme van eienaarskap Alleenhandelaars; vennootskappe; beslote korporasies; private- en openbare maatskappye; kenmerke; voordele en nadele; hul rol in volhoubare werkverskaffing; rol in volhoubare gebruik van natuurlike hulpbronne Notas: 1. Formele assessering vir kwartaal 3 bestaan uit twee take: 'n gevallestudie (40%) en 'n gekontroleerde toets (60%). 2. Die gekontroleerde toets moet alle onderwerpe soos in kwartaal 3 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 17 GRAAD 8, KWARTAAL 4 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien die werk soos gedek in die derde kwartaal; gee leerders 'n oorsig van dit wat gedurende die vierde kwartaal onderrig sal word Week 2, 3, 4, 5, 6 (1 uur per week vir Entrepreneurskap) Entrepreneurskap: Vlakke en funksies van bestuur Verskillende bestuursvlakke; bestuurstake soos beplanning, organisasie, leierskap, beheer; kenmerke van goeie bestuur; verskillende bestuurstyle – outokratiese styl, permissiewe of laissez-fair, demokratiese of deelnemende styl Week 2, 3, 4, 5, 6, 7, 8, 9 (1 uur per week vir Rekeningkunde) Finansiële geletterdheid: Algemene Grootboek en Proefbalans (diens) Die dubbelinskrywingsbeginsel; die T-rekeninge; formaat van die Algemene Grootboek; afdelings binne die Algemene Grootboek; openingsrekeninge in die Algemene Grootboek; oorboek/optekening van transaksies vanuit die KOJ en KBJ van 'n diensonderneming na die Algemene Grootboek; balanseer die Algemene Grootboek; voorbereiding van 'n Proefbalans van 'n diensonderneming Week 7, 8, 9 (1 uur per week vir eksamen voorbereiding) Eksamenvoorbereiding Hersien die werk soos deur die jaar gedek; studietegnieke; skryfvaardighede vir die eksamen Week 10 Jaareindeksamen Notas: 1. Formele assessering vir kwartaal 4 bestaan uit 'n jaareindeksamen. 2. Die jaareindeksamen moet alle onderwerpe soos in kwartaal 1, kwartaal 2, kwartaal 3 en kwartaal 4 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. SGA EKSAMEN Kwartaal 1: 100 Kwartaal 2: 100 Geskrewe eksamen: 150 Kwartaal 3: 100 Verwerk tot 40% Verwerk tot 60% Jaarpunt: sGA + jaareindeksamen = 100% Ekonomiese en bestuurswetenskappe GRAAD 7-9 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 9, KWARTAAL 1 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien graad 8 werk; gee leerders 'n oorsig van dit wat gedurende die eerste kwartaal onderrig sal word Week 2, 3, 4 (1 uur per week vir Rekeningkunde) Finansiële geletterdheid: Kontantontvangstejoernaal en Kontantbetalingsjoernaal (alleenhandelaar) Kontanttransaksies van 'n handelsonderneming; effek van kontanttransaksies op die rekeningkundige vergelyking Week 2, 3, 4 (1 uur per week vir die ekonomie) Die ekonomie: Ekonomiese stelsels Die drie vernaamste ekonomiese stelsels: 'n beplande ekonomie, markekonomie en gemengde ekonomie; oorsprong van elke stelsel; voordele en nadele van elke ekonomiese stelsel; kenmerke van elke ekonomiese stelsel; die globale (wêreld) ekonomie Week 5, 6, 7, 8, 9, 10 (1 uur per week vir Rekeningkunde) Finansiële geletterdheid: Algemene Grootboek en Proefbalans (alleenhandelaar) Oorboek van kontanttransaksies van 'n handelsonderneming vanuit die Kontantontvangstejoernaal (KOJ) en Kontantbetalingsjoernaal (KBJ) na die Algemene Grootboek; voorbereiding van 'n proefbalans van 'n handelsonderneming Week 5, 6, 7, 8, 9, 10 (1 uur per week vir die ekonomie) Die ekonomie: Die ekonomiese kringloop Die deelnemers aan die ekonomiese kringloop van 'n geslote ekonomie; vloei van goedere en dienste, geld en produksiefaktore in die ekonomiese kringloop van 'n geslote ekonomie; illustreer deur 'n vloeidiagram te gebruik Notas: 1. Formele assessering vir kwartaal 1 bestaan uit twee take: 'n taak (40%) en 'n gekontroleerde toets (60%). 2. Die gekontroleerde toets moet alle onderwerpe soos in kwartaal 1 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 19 GRAAD 9, KWARTAAL 2 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien die werk soos in die eerste kwartaal gedek is; gee leerders 'n oorsig van werk wat gedurende die tweede kwartaal onderrig sal word Week 2, 3, 4, 5, 6, 7 (1 uur per week vir Rekeningkunde Finansiële geletterdheid: Krediettransaksies – debiteure Kredietverkope; debiteure; Nasionale Kredietwet; debiteureafslag; rekeningkundige siklus; optekening van transaksies in die Debiteurejoernaal (DJ); Debiteureafslagjoernaal (DAJ); optekening van ontvangste vanaf debiteure in die Kontantontvangstejoernaal (KOJ) Week 2, 3, 4, 5, 6, 7 (1 uur per week vir die ekonomie) Die ekonomie: Prysteorie Wet van Vraag, vraagskedule en grafiese voorstelling van die vraagkurwe; wet van aanbod, aanbodskedule en grafiese voorstelling van die aanbodkurwe; ewewigsprys en hoeveelheid; verandering in hoeveelheid gevra; verandering in hoeveelheid aangebied; toename en afname in vraag; toename en afname in aanbod; grafiese voorstelling van die verandering in vraag en verandering in aanbod Week 8 – 9 Entrepreneurskap: Sektore in die ekonomie Die primêre sektor, die sekondêre sektor, die tersiêre sektor; soorte besighede aangetref in die drie sektore; die onderlinge verhouding tussen die drie sektore; volhoubare gebruik van hulpbronne in die drie sektore; die rol van die drie sektore in die ekonomie; soorte vaardighede soos deur elke sektor vereis Week 10 Halfjaareksamen Die halfjaareksamen moet op die werk soos in kwartaal 1 en 2 gedek, gebaseer word Notas: 1. Formele assessering vir kwartaal 2 bestaan uit twee take: 'n klastoets of datarespons (40%) en 'n halfjaareksamen (60%). 2. Die halfjaareksamen moet alle onderwerpe soos in kwartaal 1 en 2 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. Ekonomiese en bestuurswetenskappe GRAAD 7-9 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 9, KWARTAAL 3 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien die werk soos in die tweede kwartaal gedek is; gee leerders 'n oorsig van dit wat in die derde kwartaal onderrig sal word Week 2, 3, 4, 5 (1 uur per week vir die ekonomie) Die ekonomie: Vakbonde Die begrip vakbonde; 'n kort historiese ontwikkeling van vakbonde; die rol en verantwoordelikhede van vakbonde in Suid-Afrika; die effek van vakbonde op besighede; die bydrae van vakbonde op volhoubare groei en ontwikkeling Week 2, 3, 4, 5 (1 uur per week vir Rekeningkunde) Finansiële geletterdheid: Krediettransaksies – debiteure Oorboek na die Debiteuregrootboek en Algemene Grootboek; effek van kredietktransaksies op die rekeningkundige vergelyking Week 6, 7, 8 (1 uur per week vir Rekeningkunde) Finansiële geletterdheid: Krediettransaksies – krediteure Krediteure; krediteureafslag; rekeningkundige siklus; optekening van transaksies in die Krediteurejoernaal (KJ) en Krediteureafslagjoernaal (KAJ) Week 6, 7, 8 (1 uur per week vir Entrepreneurskap) Entrepreneurskap: Funksies van 'n besigheid Funksies van 'n besigheid: administrasie, aankope, bemarking, finansiering, openbare betrekkinge, menslike hulpbronne, produksie, algemene bestuur en risikobestuur, kenmerke van die besigheidsfunksies; rol en belangrikheid van die besigheidsfunksies Week 9 – 10 Finansiële geletterdheid: Krediettransaksies – krediteure Optekening van betalings aan krediteure in die Kontantbetalingsjoernaal (KBJ); oorboek na die Krediteure Grootboek en Algemene Grootboek; effek van krediettransaksies op die rekeningkundige vergelyking Notas: 1. Formele assessering vir kwartaal 3 bestaan uit twee take: 'n projek (40%) en 'n gekontroleerde toets (60%). 2. Die gekontroleerde toets moet alle onderwerpe soos in kwartaal 3 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan ingesluit, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 21 GRAAD 9, KWARTAAL 4 Week (2 ure per week) Onderwerp Inhoud Week 1 Hersiening Hersien die werk soos in die derde kwartaal gedek is; gee leerders 'n oorsig van dit wat gedurende die vierde kwartaal onderrig sal word Week 2, 3, 4, 5, 6, 7 (1 uur per week vir finansiële geletterdheid) Finansiële geletterdheid: Transaksies – kontant en krediet Optekening van kontant en krediettransaksies van 'n alleenhandelaar in die hulpjoernale; optekening in die Debiteurejoernaal (DJ), Krediteurejoernaal (KJ), Debiteureafslagjoernaal (DAJ) en Algemene Grootboek; voorbereiding van 'n proefbalans Week 2, 3, 4, 5, 6, 7 (1 uur per week vir entrepreneurskap) Entrepreneurskap: Sakeplan Die konsep van 'n sakeplan; komponente van 'n sakeplan; formaat van 'n sakeplan (die voorblad, inhoudsopgawe, beskrywing van die produk of diens aangebied deur die onderneming, doelwitte van die besigheid, die eienaar van die besigheid, die produksieplan, bemarkingsplan, bestuursplan, SWOT-analise (sterkpunte [strengths], swakpunte [weaknesses], geleenthede [opportunities] en bedreigings [threats]) ontleding en samevatting; finansiële plan (vaste en veranderlike koste, gelykbreekpunte, wins op verkope, winspersentasie) Week 8 – 9 Eksamenvoorbereiding Hersien die werk soos deur die jaar gedek; studietegnieke; skryfvaardighede vir die eksamen Week 10 Jaareindeksamen Notas: 1. Formele assessering vir kwartaal 4 bestaan uit 'n jaareindeksamen. 2. Die jaareindeksamen moet alle onderwerpe soos in kwartaal 1-4 gedek, insluit. 3. Dit is verpligtend om alle onderwerpe soos in die onderrigplan aangedui, te voltooi. 4. Wanneer hierdie onderwerpe onderrig word, moet die konteks van die skool in ag geneem word. SGA EKSAMEN Kwartaal 1: 100 Kwartaal 2: 100 Geskrewe eksamen: 150 Kwartaal 3: 100 Verwerk tot 40% Verwerk tot 60% Jaarpunt: sGA + jaareindeksamen = 100% Ekonomiese en bestuurswetenskappe GRAAD 7-9 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN Ekonomiese en Bestuurswetenskappe 4.1 InLEIDING Assessering is 'n deurlopende, beplande proses om inligting oor leerderprestasie te identifiseer, te versamel en te vertolk. Verskeie vorme van assessering word in hierdie proses gebruik. Dit bestaan uit vier stappe: die ontwikkeling en versameling van bewyse van prestasie; die evaluering van die bewyse; rekordhouding van die bevindinge en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en te ondersteun. Sodoende word die onderrig en leerproses bevorder. Assessering is 'n integrale deel van onderrig en leer. Assessering lig onderwysers in omtrent leerders se spesifieke behoeftes. Dit verskaf terugvoering aan onderwysers wat hulle in staat stel om hul onderrigstrategieë aan te pas. Assessering verskaf ook terugvoering aan leerders, wat hulle in staat stel om hul eie sukses te monitor. Assessering wat leerders se behoeftes in ag neem staan bekend as "assessering vir leer" (informele assessering). Assessering vir leer is ontwikkelingsgerig. Dit help leerders om te verbeter en toon progressie deur hulle in te lig oor hul sterk- en swakpunte. Wanneer die fokus van assessering op die uitkomste van leer gerig is, word daar na assessering verwys as "assessering van leer" (formele assessering). Assessering van leer vind gewoonlik plaas teen die einde van 'n tydperk van werk, soos 'n onderwerp, kwartaal of jaar. Assessering van leer word tipies gebruik vir bevorderings- en sertifiseringsdoeleindes. Beide assessering vir leer en assessering van leer behoort gedurende die skooljaar gebruik te word. Assessering in Ekonomiese en Bestuurswetenskappe fokus op die kennis, vaardighede en waardes nodig om ingeligte, etiese, produktiewe en verantwoordelike deelname in ekonomiese sektore te verseker. Ekonomiese en Bestuurswetenskappe dek waardevolle ekonomiese, entrepreneurskaps-, finansiële en bestuursvaardighede wat die leerder voorberei vir sukses in verskillende ekonomiese en sakeomgewings. Onderwysers moet al hierdie vaardighede in ag neem wanneer onderrig, leer en assesseringsaktiwiteite beplan word. 4.2 InformELE OF DAAGLIKSE ASSESSERING Die doel van assessering vir leer is om deurlopend inligting oor 'n leerder se prestasie te versamel wat gebruik kan word om leer te bevorder. Informele assessering behels die daaglikse monitering van leerders se vordering. Dit word gedoen deur waarnemings, besprekings, praktiese demonstrasies, leerder-onderwyser-konferensies informele klaskamerinteraksie, ens. Informele assessering kan so eenvoudig wees soos om leerders tydens 'n les waar te neem of om die vordering van die leerproses met leerders te bespreek. Informele assessering moet gebruik word om terugvoering aan leerders te verskaf en om die beplanning van onderrig te rig. Dit hoef egter nie opgeteken te word nie. Dit moet nie beskou word as losstaande van die leeraktiwiteite wat in die klaskamer plaasvind nie. Hierdie assesseringstake kan deur leerders of onderwysers nagesien word om terugvoering aan leerders te gee en so onderrig en leer te verbeter. Selfassessering en portuurassessering betrek leerders direk by assessering. Dit is belangrik omdat dit leerders toelaat om oor hul eie prestasie te leer en daaroor te besin. Die uitslae van informele daaglikse assessering word nie formeel opgeteken nie, behalwe as die onderwyser dit graag wil doen. Die uitslag van die daaglikse assesseringstake word ook nie in ag geneem vir bevordering en sertifisering nie. Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 23 4.3 FormELE ASSESSERING Alle assesseringstake wat deel vorm van die formele assesseringsprogram vir die jaar word beskou as formele assessering. Formele assesseringstake word nagesien en formeel deur die onderwyser vir progressie en sertifisering opgeteken. Alle formele assesseringstake word gemodereer ter wille van gehalteversekering en om te verseker dat gepaste standaarde gehandhaaf word. Formele assesering voorsien aan onderwysers 'n sistematiese manier om te evalueer hoe goed leerders in 'n graad en in 'n betrokke vak vorder. Voorbeelde van formele assesseringstake sluit in toetse, eksamens, praktiese take, projekte, mondelinge aanbiedings, demonstrasies, optredes, ens. Formele assesseringstake vorm deel van 'n jaar se formele assesseringsprogram vir elke graad en vak. 4.3.1 'n Opsomming van vereistes vir formele assessering in graad 7 tot 9 Die vereistes vir formele assesseringstake vir Ekonomiese en Bestuurswetenskappe is soos hieronder aangetoon: Graad Formele assessering SGA (40%) Finale eksamen (60%) Totaal 7 2 formele assesseringstake 1 formele assessering – projek 2 toetse Halfjaareksamen Jaareindeksamen Verwys na die Assesseringsprogram Verwys na die Assesseringsprogram 100 8 2 formele assesseringstake 1 formele assessering – projek 2 toetse Halfjaareksamen Jaareindeksamen Verwys na die Assesseringsprogram Verwys na die Assesseringsprogram 100 9 2 formele assesseringstake 1 formele assessering – projek 2 toetse Halfjaareksamen Jaareindeksamen Verwys na die Assesseringsprogram Verwys na die Assesseringsprogram 100 Ekonomiese en bestuurswetenskappe GRAAD 7-9 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.3.2 Formele assesseringsvereistes vir Ekonomiese en Bestuurswetenskappe Formele assessering vir die Seniorfase bestaan uit drie formele assesseringstake, twee toetse en twee eksamens. Die totale aantal formele assesseringstake per jaar vir die Seniorfase is sewe. Daar word van leerders verwag om twee formele assesseringstake per kwartaal in die eerste, tweede en derde kwartaal te voltooi en een formele taak in die vierde kwartaal. Van die twee formele assesseringstake per kwartaal, moet een assesseringstaak 'n toets of 'n eksamen wees. (a) Take Take behoort die inhoud en begrippe volgens die Jaarlikse Onderrigplan te dek. Dit behoort 'n verskeidenheid aktiwiteite en strategieë in te sluit wat kennis en vaardighede assesseer. 'n Paar voorbeelde van formele assesseringstrategieë word hieronder aangetoon. Hierdie assesseringstrategieë mag die fokuspunt van spesifieke take vorm of gesamentlik gebruik word as deel van 'n taak. In Ekonomiese en Bestuurswetenskappe, word die volgende vorme van assessering verkies, alhoewel dit nie die enigstes is wat jy mag gebruik nie: • projekte; • toetse (beide klas- en gekontroleerde toetse); • datarespons; • eksamens; • mondelinge aanbiedings; • gevallestudies; • take; en • plakkate. Wanneer 'n taak geskeduleer word, moet die hulpbronne wat benodig word vir die taak in ag geneem word. Byvoorbeeld, 'n taak oor die nasionale begroting mag geskeduleer word teen die tyd wanneer die minister van finansies sy voorlegging maak. Alternatiewelik, kan jy take verbind met ander beduidende of spesiale dae en gebeure. Jy moet tyd toelaat vir navorsing, indien nodig – miskien gedurende skoolvakansies of langnaweke – sodat alle leerders 'n biblioteek kan besoek of onderhoude met mense kan voer, of wat ookal volgens die taak vereis word. (b) Toetse en eksamens • 'n Toets moet in kwartaal 1 en 3 geskryf word, 'n halfjaareksamen in kwartaal 2 en 'n jaareindeksamen in kwartaal 4. • Toetse moet die werk wat voltooi is in daardie spesifieke kwartaal dek. Die halfjaareksamen moet die werk dek wat voltooi is in kwartaal 1 en 2 en die jaareindeksamen moet op die hele jaar se werk gebaseer word. • In kwartaal 2, moet die halfjaareksamen werk dek wat in kwartaal 1 en 2 gedoen is. In kwartaal 4, moet die jaareindeksamen die hele jaar se werk dek. • 'n Toets moet 60 minute lank wees. Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 25 • Toetse en eksamens mag 'n verskeidenheid assesseringstyle insluit soos meervoudigekeuse-vrae, eenreël￾antwoorde, waar-onwaar-vrae, vul die ontbrekende woord in, skryf paragrawe, benoem diagramme en doen berekeninge. • Toetse en eksamens moet onder streng kontroletoestande afgelê word. • Die jaareindeksamen vir graad 7 en 8 word intern opgestel, nagesien en gemodereer. • Die jaareindeksamen vir graad 9 word ekstern opgestel, maar intern nagesien en gemodereer. Toetse en eksamens moet voorsiening maak vir 'n verskeidenheid kognitiewe vlakke. Die volgende is die voorgestelde gewigswaarde vir die Seniorfase: Kognitiewe vlakke Aktiwiteit Persentasie van taak Laerorde Assesseer kennis en geheue 30% Middelorde Assesseer begrip en toepassing 40% Hoërorde Analiseer, evalueer en skep 30% Die jaareindeksamens moet gestruktureer word volgens die voorgestelde formaat soos hieronder aangetoon. Dit word aanbeveel dat die gekontroleerde toetse gedurende die jaar gestruktureer moet word volgens die jaareindeksamens. Dit sal leerders help om meer selfvertroue te hê, maar hulle ook help om skryfvaardighede en tegnieke om toetse en eksamens te skryf te ontwikkel en te konsolideer, wat nodig is om sukses te behaal in die voltooiing van toekomstige toetse of eksamenvraestelle. Ekonomiese en bestuurswetenskappe GRAAD 7-9 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Graad 7 Graad 7 Afdeling A: 40 punte (20 x 2 = 40) Afdeling B: 30 punte Afdeling C: 50 punte Afdeling D: 30 punte Dek al die onderwerpe Tipes vrae wat in hierdie afdeling ingesluit kan word: 1.Meervoudigekeuse 2.Vul die ontbrekende woord in 3.Waar of Onwaar 4.Pas kolom A by kolom B 5.Onderstreep die korrekte woord Gebruik 'n kombinasie van enige vier tipes bv.: 1.Meervoudigekeuse (5) 2.Waar of Onwaar (5) 3.Onderstreep die regte woord (5) 4.Pas kolom A by kolom B (5) Ken 2 punte vir elke korrekte antwoord toe. Totale punte: 20 x 2 = 40 Onderwerp: Die Ekonomie Sluit twee tot drie vrae oor die inhoud soos aangedui in die Jaarlikse Onderrigplan in. Elke vraag kan uit onder￾afdelings bestaan wat aan die inhoud wat geassesseer word, verwant is. Die toekenning van punte hoef nie gelykop tussen die onderafdelings verdeel te word nie, solank as wat die totaal gelyk is aan 30 punte. Tipes vrae wat by hierdie afdeling ingesluit kan word: 1. Kort-antwoord-vrae 2. Paragraaftipe-vrae 3. Diagramme 4. Spotprente 5. Grafieke 6. Gevallestudies Onderwerp: Finansiële geletterdheid Sluit twee tot drie vrae oor die inhoud soos aangedui in die Jaarlikse Onderrigplan in. Elke vraag kan uit onder￾afdelings bestaan wat aan die inhoud wat geassesseer word, verwant is. Die toekenning van punte hoef nie gelykop tussen die onderafdelings verdeel te word nie, solank as wat die totaal gelyk is aan 50 punte. Tipes vrae wat by hierdie afdeling ingesluit kan word: 1. Kort-antwoord-vrae 2. Paragraaftipe-vrae 3. Gevallestudies 4. Scenario's Onderwerp: Entrepreneurskap Sluit twee tot drie vrae oor die inhoud soos aangedui in die Jaarlikse Onderrigplan in. Elke vraag kan uit onderafdelings bestaan wat aan die inhoud wat geassesseer word, verwant is. Die toekenning van punte hoef nie gelykop tussen die onderafdelings verdeel te word nie, solank as wat die totaal gelyk is aan 30 punte. Tipes vrae wat by hierdie afdeling ingesluit kan word: 1. Kort-antwoord-vrae 2. Paragraaftipe-vrae 3. Gevallestudies 4. Scenario's 5. Diagramme 6. Spotprente Let wel: Groottotaal vir die jaareindeksamen vir graad 7 is 150 punte. Inligting wat in die toetse verskaf word vir gevallestudies en scenario's moet relevant, toepaslik vir die ouderdoms￾groep en leerdervriendelik wees. Wissel die tipes vrae af wat gekies word vir elke afdeling. Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 27 Graad 8 en 9 Afdeling A: 60 punte (30x2=60) Afdeling B: 40 punte Afdeling C: 60 punte Afdeling D: 40 punte Dek al die onderwerpe Tipes vrae wat by hierdie afdeling ingesluit kan word: 1. Meervoudigekeuse 2. Vul die ontbrekende woord in 3. Waar of Onwaar 4. Pas kolom A by kolom B 5. Onderstreep die korrekte woord Gebruik 'n kombinasie van enige vier tipes, bv.: 1. Meervoudigekeuse (10) 2. Waar of Onwaar (5) 4. Pas kolom A by kolom B (10) 5. Vul die ontbrekende woord in (5) Ken 2 punte vir elke korrekte antwoord toe: Totale punte 30 x 2 = 60 Onderwerp: Die Ekonomie Sluit twee tot drie vrae oor die inhoud soos aangedui in die Jaarlikse Onderrigplan in. Elke vraag kan uit onder￾afdelings bestaan wat aan die inhoud wat geassesseer word, verwant is. Die toekenning van punte hoef nie gelykop tussen die onderafdelings verdeel te word nie, solank as wat die totaal gelyk is aan 40 punte. Tipes vrae wat by hierdie afdeling ingesluit kan word: 1. Kort-antwoord-vrae 2. Paragraaftipe-vrae 3. Diagramme 4. Spotprente 5. Grafieke 6. Gevallestudies Onderwerp: Finansiële geletterdheid SIuit twee tot drie vrae oor die inhoud soos aangedui in die Jaarlikse Onderrigplan in. Elke vraag kan uit onder￾afdelings bestaan wat aan die inhoud wat geassesseer word, verwant is. Die toekenning van punte hoef nie gelykop tussen die onderafdelings verdeel te word nie, solank as wat die totaal gelyk is aan 60 punte. Tipes vrae wat by hierdie afdeling ingesluit kan word: 1. Kort-antwoord-vrae 2. Paragraaftipe-vrae 3. Gevallestudies wat betrekking het op die praktiese optekening van kontant/krediettransaksies in hulpjoernale, oorboeking na die Algemene Grootboek en die voorbereiding van 'n Proefbalans Onderwerp: Entrepreneurskap Sluit twee tot drie vrae oor die inhoud soos aangedui in die Jaarlikse Onderrigplan in. Elke vraag kan uit onder￾afdelings bestaan wat aan die inhoud wat geassesseer word, verwant is. Die toekenning van punte hoef nie gelykop tussen die onderafdelings verdeel te word nie, solank as wat die totaal gelyk is aan 40 punte. Tipes vrae wat by hierdie afdeling ingesluit kan word: 1. Kort-antwoord-vrae 2. Paragraaftipe-vrae 3. Gevallestudies 4. Scenario's 5. Diagramme 6. Spotprente Let wel Die Groottotaal vir die jaareindeksamen vir Graad 8 en 9 is 200 punte. Inligting wat in die toetse verskaf word vir gevallestudies en scenario's moet relevant, toepaslik vir die ouderdoms￾groep en leerdervriendelik wees. Wissel die tipes vrae af wat gekies word vir elke afdeling. Ekonomiese en bestuurswetenskappe GRAAD 7-9 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.4 ASSESSERINGsProgram Die Assesseringsprogram is ontwikkel om formele assesseringstake in al die vakke in 'n skool oor 'n skooljaar te versprei. Vir bevorderingsdoeleindes word die jaarpunt (Skoolgebaseerde Assessering – SGA) tot die jaareindeksamenpunt gevoeg. Die gewigswaarde toegeken aan die totale punt vir elke graad in die Seniorfase, is soos hieronder aangetoon: • Jaarpunt (SGA-punt) 40% – kwartaal 1 tot 3; en • Eksamenpunt 60% – kwartaal 4. Ekonomiese en Bestuurswetenskappe, Graad 7 Assesseringsprogram Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Vorm van assessering Taak Gekontroleerde toets Gevallestudie Halfjaareksamen Projek Gekontroleerde toets Jaareindeksamen Assesserings￾instrumente Rubriek/ Memo￾randum Memo￾randum Rubriek / Memo￾randum Memo￾randum Rubriek/ Kontrolelys Memo￾randum Memo￾randum TOTALE PUNTE 30 punte 50 punte 30 punte 75 punte 50 punte 100 punte 150 punte Datum voltooi Week 5 Week 10 Week 6 Week 9 Week 6 Week 10 Week 10 Tyds￾toekenning 60 minute 60 minute 90 minute 120 minute Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 29 Ekonomiese en Bestuurswetenskappe, Graad 8 Assesseringsprogram Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Vorm van assessering Datarespons Gekontroleerde toets Projek Halfjaareksamen Gevallestudie Gekontroleerde toets Jaareindeksamen Assesserings￾instrumente Rubriek/ Memo￾randum Memo￾randum Ruit/ Kontrolelys Memo￾randum Rubriek/ Memo￾randum Memo￾randum Memo￾randum TOTALE PUNTE 30 punte 50 punte 50 punte 75 punte 30 punte 100 punte 150 punte Datum voltooi Week 5 Week 10 Week 6 Week 9 Week 7 Week 10 Week 10 Tyds￾toekenning 60 minute 60 minute 60 minute 120 minute Ekonomiese en Bestuurswetenskappe, Graad 9 Assesseringsprogram Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Vorm van assessering Taak Gekontroleerde toets Klastoets / Datarespons Halfjaareksamen Projek Gekontroleerde toets Jaareindeksamen Assesserings￾instrumente Rubriek/ Memo￾randum Memo￾randum Memo￾randum Memo￾randum Rubriek/ Memo￾randum Memo￾randum Memo￾randum TOTALE PUNTE 50 punte 100 punte 50 punte 100 punte 50 punte 100 punte 200 punte Datum voltooi Week 5 Week 10 Week 7 Week 9 Week 5 Week 10 Week 10 Tyds￾toekenning 60 minute 60 minute 60 minute 120 minute Die vorme van assessering soos aangetoon in die Assesseringsprogram hierbo mag vervang word met enige ander vorm van assessering, met die uitsondering van gekontroleerde toetse en die finale eksamen. Ekonomiese en bestuurswetenskappe GRAAD 7-9 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.5 REKORDhouding EN RAPPORTERING Rekordhouding is 'n proses waartydens die onderwyser die vlak van 'n leerder se prestasie in 'n spesifieke assesseringstaak dokumenteer. Dit dui aan hoe 'n leerder vorder in die bereiking van die kennis soos voorgeskryf in die Kurrikulum- en assesseringsbeleidsverklarings. Rekords van leerderprestasie behoort bewys te lewer van die leerder se konseptuele groei in 'n graad en sy/haar gereedheid om na die volgende graad te vorder of bevorder te word. Rekords van leerderprestasie behoort ook gebruik te word om te verifieer watter vordering onderwysers en leerders in die leerproses en in die onderrig onderskeidelik maak. Rapportering is 'n proses waarvolgens leerderprestasie aan leerders, ouers, skole en ander rolspelers gekommunikeer word. Daar kan op verskeie maniere oor leerderprestasie verslag gelewer word. Dit sluit in rapporte (verslagkaarte), ouervergaderings, skoolbesoekdae, ouer-onderwyser-konferensies, telefoonoproepe, briewe, klas￾of skoolnuusbriewe, ens. Alle vakke se punte moet as persentasies aangedui word. Sewe vaardigheidsvlakke is omskryf vir elke vak soos gelys in graad R-12. Die prestasievlakke met die ooreenstemmende persentasies word in onderstaande tabel aangedui: KODES EN PERSENTASIES VIR REKORDHOUDING EN RAPPORTERING PRESTASIEKODES BESKRYWING VAN DIE VAARDIGHEID PERSENTASIE 7 Uitmuntende prestasie 80 - 100 6 Verdienstelike prestasie 70 - 79 5 Beduidende prestasie 60 - 69 4 Voldoende prestasie 50 - 59 3 Matige prestasie 40 - 49 2 Basiese prestasie 30 - 39 1 Ontoereikende prestasie 0 - 29 Let wel: Die sewepunt-skaal moet duidelike beskrywings gee met detail inligting van elke vlak. Onderwysers sal werklike punte teenoor elke taak aandui deur 'n rekordblad/verslagblad te gebruik en die persentasie vir die vak op die leerders se rapport/verslagkaart aantoon. 4.6 ModerERING VAN ASSESSERING Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort op skool-, distriks-, provinsiale en nasionale vlakke plaas te vind. Deeglike en gepaste modereringspraktyke moet ingestel word vir die gehalteversekering van alle vakassessering. 4.6.1 Formele assessering Grade 7 en 8 take word intern gemodereer. Die vakadviseur moet 'n steekproef van hierdie take gedurende sy/haar skoolbesoeke modereer om die standaard van die take en die interne moderering te verifieer. Provinsiale vakadviseurs moet Graad 9 take modereer en die provinsiale departement van onderwys sal die proses moniteer. Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 31 4.7 ALGEMEEN Hierdie dokument moet in samehang met die volgende gelees word: 4.7.1 Die Nasionale beleid met betrekking tot die program- en bevorderingsvereistes vir die Nasionale Kurrikulumbeleid Graad R-12; en 4.7.2 Die beleidsdokument, Nasionale Protokol vir Assessering Graad R-12. Ekonomiese en bestuurswetenskappe GRAAD 7-9 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Ekonomiese en bestuurswetenskappe GRAAD 7-9 KABV 33 Ekonomiese en bestuurswetenskappe GRAAD 7-9 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     LEWENSORIËNTERING Kurrikulum- en assesseringsbeleidsverklaring Senior fase Graad 7-9 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 7-9 lewensoriËntering LEWENSORIËNTERING GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http://www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0780-1 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery LEWENSORIËNTERING GRAAD 7-9 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die samelewing van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot 'n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS LEWENSORIËNTERING GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) LEWENSORIËNTERING GRAAD 7-9 KABV 1 INHOUD AFDELING 1: inleiding tot die KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING ..... 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10-12............................................................................................................................................ 7 AFDELING 2: INLEIDING TOT LEWENSORIËNTERING. ....................................................................... 8 2.1 Wat is Lewensoriëntering?............................................................................................................................. 8 2.2 Spesifieke doelstellings.................................................................................................................................. 9 2.3 Tydstoekenning vir Lewensoriëntering in die kurrikulum........................................................................... 9 2.4 Gewigswaarde van onderwerpe..................................................................................................................... 9 AFDELING 3: ONDERRIGPLAN............................................................................................................. 10 3.1 Oorsig van onderwerpe ................................................................................................................................ 10 3.2 Jaarlikse onderrigplan.................................................................................................................................. 12 AFDELING 4: ASSESSERING IN LEWENSORIËNTERING.................................................................. 25 4.1 Inleiding.......................................................................................................................................................... 25 4.2 Informele of daaglikse assessering............................................................................................................. 25 4.3 Formele assessering .................................................................................................................................... 25 4.4 Assesseringsprogram .................................................................................................................................. 26 4.4.1 Projek ................................................................................................................................................... 26 4.4.2 Skriftelike take: ontwerp en skep, gevallestudie, werkstuk en toets ..................................................... 27 4.4.3 Eksamens ............................................................................................................................................. 28 4.4.4 Liggaamsopvoeding.............................................................................................................................. 29 4.5 Rekordhouding en rapportering .................................................................................................................. 31 4.6 Moderering van assessering........................................................................................................................ 32 4.7 Algemeen ....................................................................................................................................................... 32 LEWENSORIËNTERING GRAAD 7-9 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) LEWENSORIËNTERING GRAAD 7-9 KABV 3 AFDELING 1: INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesseringsaangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; (iv) die beleidsdokument, 'n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: 'n LEWENSORIËNTERING GRAAD 7-9 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, 'n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleids￾verklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid-Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en niekritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; LEWENSORIËNTERING GRAAD 7-9 KABV 5 • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en samelewing; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolsamelewing, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). LEWENSORIËNTERING GRAAD 7-9 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 LEWENSORIËNTERING GRAAD 7-9 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien 'n leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. LEWENSORIËNTERING GRAAD 7-9 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: INLEIDING TOT LEWENSORIËNTERING 2.1 WAT IS LEWENSORIËNTERING? Lewensoriëntering is sentraal tot die holistiese ontwikkeling van leerders. Dit is gemoeid met leerders se vaardighede, kennis en waardes oor die sosiale, persoonlike, intellektuele, emosionele en liggaamlike groei, asook met die verband tussen hierdie fasette. Lewensoriëntering gee leiding aan leerders en berei hulle voor op die lewe en al sy moontlikhede. Lewensoriëntering rus leerders spesifiek toe vir 'n suksesvolle en sinvolle lewe in 'n snelveranderende samelewing. Die fokus is die ontwikkeling van die self in die samelewing. Dit bevorder selfmotivering en leerders leer hoe om doelwitte te stel, probleme op te los en om sinvolle besluite te neem. Hierdie persoonlike groei, vorm deel van die poging om 'n demokratiese samelewing, 'n produktiewe ekonomie en 'n verbeterde lewensgehalte te skep. Leerders word gelei om hulle volle potensiaal te ontwikkel en hulle word geleenthede gebied om ingeligte besluite te neem ten opsigte van persoonlike- en omgewingsgesondheid, studiegeleenthede en toekomstige loopbane. Lewensoriëntering laat leerders toe om nuttige sosiale interaksie te ontwikkel soos om ander se regte en waardes te respekteer. Dit moedig ook lewenslange deelname aan ontspannings- en fisiese aktiwiteite aan. Die vak bestaan uit die volgende vyf onderwerpe in graad 7 tot 9: 1) Selfontwikkeling in die samelewing 2) Gesondheids-, sosiale en omgewingsverantwoordelikheid 3) Grondwetlike regte en verantwoordelikhede 4) Liggaamsopvoeding 5) Wêreld van werk Die kwessies wat in elke onderwerp aangespreek word, is verwant aan die kwessies wat in die ander vier onderwerpe van die vak aangespreek word. Die vyf onderwerpe in Lewensoriëntering funksioneer onafhanklik en word as ewe belangrik geag as gevolg van die interafhanklike en holistiese aard van die vak. Die tyd wat aan elke onderwerp spandeer word, mag varieer en behoort nie as maatstaf gebruik te word om die belangrikheid van die onderwerp te bepaal nie. Die onderwerpe in Lewensoriëntering in graad 7, 8 en 9 is verwant aan die onderwerpe wat in die Grondslagfase, Intermediêre Fase en Graad 10, 11 en 12 behandel word. Die Lewensoriënteringkurrikulum vir Graad 7, 8 en 9 fokus op soortgelyke areas van vaardighede, kennis en waardes, en berei leerders voor om met hierdie vak in graad 10, 11 en 12 voort te gaan. Die inhoud wat in die laer grade onderrig word, dien as grondslag vir die inhoud wat in die hoër grade onderrig moet word. LEWENSORIËNTERING GRAAD 7-9 KABV 9 2.2 SPESIFIEKE doelstellings Lewensoriëntering het dit ten doel om: 1) leerders te lei om hulle volle fisiese, intellektuele, persoonlike, emosionele en sosiale potensiaal te bereik; 2) leerders se vaardighede te ontwikkel om op uitdagings te reageer en om 'n aktiewe en verantwoordelike rol in die ekonomie en samelewing te speel; 3) leerders te leer om hul grondwetlike regte en verantwoordelikhede uit te leef en om die regte van ander te respekteer; 4) leerders te lei om ingeligte en verantwoordelike besluite te neem aangaande hul gesondheid, omgewing, vakkeuses, verdere studie en loopbane; en 5) geleenthede te skep waar leerders begrip kan toon vir en deelneem aan aktiwiteite wat beweging en liggaamlike ontwikkeling bevorder. 2.3 Tydstoekenning vir Lewensoriëntering in die kurrikulum Die tydstoekenning vir Lewensoriëntering in die Nasionale Kurrikulumverklaring (NKV) is twee uur per week. Een uur per week sal aan Liggaamsopvoeding spandeer word en die oorblywende uur sal tussen die vier ander onderwerpe verdeel word. Dit beteken dat daar 70 uur beskikbaar is vir die onderrig van Lewensoriëntering. Dit sluit die interne eksamentyd uit. Die inhoud is in Afdeling 3 van hierdie dokument gegroepeer en dit is oor 40 weke (80 uur) versprei om sodoende seker te maak dat die hele kurrikulum deur die loop van die jaar gedek word. 'n Vaste periode moet elke week aan liggaamsopvoeding gewy word en hierdie periode sal bekendstaan as Liggaamsopvoeding op die skoolrooster. 2.4 GEWIGswaarde van Onderwerpe Onderwerp Graad 7 Graad 8 Graad 9 Uur Uur Uur Selfontwikkeling in die samelewing 10 09 10 Gesondheids-, sosiale en omgewingsverantwoordelikheid 10 08 07 Grondwetlike regte en verantwoordelikhede 07 09 07 Wêreld van werk 08 09 11 Liggaamsopvoeding 35 35 35 Kontaktyd 70 70 70 Eksamens 10 10 10 Totale ure 80 80 80 Totale weke 40 40 40 LEWENSORIËNTERING GRAAD 7-9 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 3: ONDERRIGPLAN 3.1 OORSIG VAN OnderwerpE Onderwerp Graad 7 Graad 8 Graad 9 1 Selfontwikkeling in die samelewing • Konsep: selfbeeld • Veranderinge by seuns en meisies: puberteit • Groepsdruk • Konsepte: persoonlike dieet en voedingswaarde • Konsep: selfbeeldvorming en selfmotivering • Konsep: seksualiteit • Verhoudings en vriendskappe • Vaardighede ten opsigte van doelwitstelling: persoonlike lewenstylkeuses • Seksuele gedrag en -gesondheid • Uitdagende situasies: depressie, hartseer, verlies, trauma en krisis 2 Gesondheids-, sosiale en omgewings￾verantwoordelikheid • Dwelmmisbruik • Konsep: omgewingsgesondheid • Algemene siektes: tuberkulose (TB), suikersiekte, epilepsie, vetsug, anoreksie, MIV en VIGS • Sosiale faktore wat bydra tot dwelmmisbruik • Omgewings￾gesondheidskwessies • Besluitneming ten opsigte van gesondheid en veiligheid: MIV en VIGS • Konsep: vrywillige dienslewering • Gesondheids- en veiligheidskwessies wat verwant is aan geweld 3 Grondwetlike regte en verantwoordelikhede • Menseregte soos gestipuleer in die Suid￾Afrikaanse Grondwet • Regverdige spel in 'n verskeidenheid sportaktiwiteite • Hantering van mishandeling • Rol van mondelinge tradisies en geskrifte in meerderheidsreligieë • Nasiebou • Konsep: menseregteskendings • Konsep: geslagsgelykheid • Konsep: kulturele diversiteit in Suid-Afrika • Bydraes wat organisasies in verskillende religieë lewer tot sosiale ontwikkeling • Kwessies verwant aan burgerregte en -verantwoordelikhede • Grondwetlike waardes • Bydraes wat verskeie religieë lewer tot die bevordering van vrede • Sportetiek 4 Wêreld van werk • Belangrikheid van lees en studeer • Loopbaanvelde • Simulasie van loopbaangerigte aktiwiteite • Waarde en belangrikheid van werk in die verwesenliking van persoonlike potensiaal • Verskillende leerstyle • Ses loopbaankategorieë • Verband tussen skoolprestasie in vakke en belangstellings en vermoëns • Besluitnemingsproses • Vaardighede ten opsigte van tydbestuur • Lees en skryf vir verskillende redes • Beskikbare moontlikhede nadat Graad 9 voltooi is • Kennis van die wêreld van werk • Loopbaan- en vakkeuses • Verskaffers van studie￾en loopbaanbefondsing • Plan vir eie lewenslange leer LEWENSORIËNTERING GRAAD 7-9 KABV 11 Onderwerp Graad 7 Graad 8 Graad 9 5 Liggaamsopvoeding • Neem deel aan 'n fiksheidsprogram • Speel samelewing- of inheemse speletjies wat die begrip "inval" insluit • Voer 'n reeks fisiese aktiwiteite uit • Neem deel aan 'n buitelugontspannings￾program • Veiligheidskwessies • Deelname aan fisiese aktiwiteite wat fiksheidskomponente bevorder • Speel teikenspeletjies • Program om bewegingstegnieke te verbeter • Deelname aan 'n buitelugontspannings￾aktiwiteit • Veiligheidskwessies • Verbetering van eie liggaamlike gesondheidsvlak • Uitvoering van 'n spelplan vir individue of 'n spansport • Verfyn eie en klasmaats se uitvoering van bewegingsaktiwiteite • Verfyn eie uitvoer van 'n buitelugontspannings￾aktiwiteit • Veiligheidskwessies LEWENSORIËNTERING GRAAD 7-9 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2 JAARLIKSE ONDERRIGPlan ONDERWERP KWARTAAL 1 GRAAD 7 WEEK 1 - 2 Voorgestelde hulpbronne Selfontwikkeling in die samelewing 2 uur Handboek, lewensvaardigheidsboeke en plakkate • Konsep: selfbeeld - Identifiseer en besin oor positiewe persoonlike eienskappe: verhouding met self, familie, vriende - Persoonlike belangstellings, vermoëns en potensiaal - Strategieë om selfbeeld te bevorder deur positiewe optrede: selfrespek - Strategieë om ander se selfbeeld te bevorder deur positiewe optrede: respek vir ander en respek vir diversiteit Liggaamsopvoeding 2 uur Handboek, hulpbronne oor fiksheid • Deelname aan 'n fiksheidsprogram • Veiligheidskwessies met betrekking tot fiksheidsaktiwiteite WEEK 3 - 5 Selfontwikkeling in die samelewing 3 uur Handboek, lewensvaardigheidsboeke • Veranderinge in seuns en meisies: puberteit en geslagsbewustheid (geslagsdenkbeeld) - Fisiese en emosionele veranderinge - Begrip vir die veranderinge en hoe dit verhoudings beïnvloed - Respek vir eie en ander se liggaamsveranderinge en emosies - Waardering en aanvaarding van self en ander Liggaamsopvoeding 3 uur Handboek, hulpbronne oor fiksheid • Deelname aan 'n fiksheidsprogram • Deelname en uitvoering van bewegings as deel van 'n fiksheidsprogram WEEK 6 - 8 Selfontwikkeling in die samelewing 3 uur Handboek, lewensvaardigheidsboeke, jeugtydskrifte • Groepsdruk: invloed van groepsdruk - Hoe groepsdruk 'n individu kan beïnvloed: dwelmgebruik, misdaad, ongesonde seksuele gedrag, afknouery en rebelse gedrag - Gepaste reaksies op druk: selfversekerdheid/selfgelding en vaardighede om probleme te hanteer - Onderhandelingsvaardighede: die vermoë om op 'n opbouende manier te verskil - Waar om hulp te vind Liggaamsopvoeding 3 uur Handboek, hulpbronne oor fiksheid • Deelname aan 'n fiksheidsprogram WEEK 9 - 10 Wêreld van werk 2 uur Handboek, hulpbronne oor loopbane en studievaardighede • Belangrikheid van lees en studeer: lees vir genot en lees met begrip • Vaardighede om geheue te ontwikkel: vermoë om feite te herroep Liggaamsopvoeding 2 uur Handboek, hulpbronne oor fiksheid • Deelname aan 'n fiksheidsprogram • Deelname en uitvoering van bewegings as deel van 'n fiksheidsprogram Formele assessering: 1.Skriftelike Taak 2.Liggaamsopvoedingtaak (LOT) Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 KABV 13 ONDERWERP KWARTAAL 2 GRAAD 7 WEEK 1 - 2 Voorgestelde hulpbronne Grondwetlike regte en verantwoordelikhede 2 uur Handboek, koerantberigte, Handves van Menseregte, Suid-Afrikaanse Grondwet • Menseregte soos gestipuleer in die Suid-Afrikaanse Grondwet: − Toepassing van menseregte − Toepassing van verantwoordelikhede met betrekking tot menseregte • Regverdige spel in 'n verskeidenheid atletiek- en sportaktiwiteite: rol van waardes, vertroue en respek vir verskil Liggaamsopvoeding 2 uur Handboek, hulpbronne oor inheemse en invalspeletjies • Speel 'n samelewing- of inheemse speletjie wat die begrip ‘inval’ insluit • Veiligheidskwessies met betrekking tot deelname aan invalspeletjies WEEK 3 - 5 Grondwetlike regte en verantwoordelikhede 3 uur Handboek, hulpbronne oor kinderveiligheid en beskerming • Hantering van mishandeling in verskillende kontekste: tussen volwassenes en kinders, en tussen maats - Identifiseer bedreigende en gevaarlike situasies - Effek van mishandeling op persoonlike en sosiale gesondheid en verhoudings - Belangrikheid van kommunikasie om gesonde verhoudings sonder geweld te bevorder - Hoe om jouself teen bedreigende en gevaarlike situasies te beskerm - Plekke van beskerming en veiligheid vir slagoffers van mishandeling: waar om hulp te vind Liggaamsopvoeding 3 uur Handboek, hulpbronne oor inheemse en invalspeletjies • Speel 'n samelewing- of inheemse speletjie wat die begrip ‘inval’ insluit • Deelname en uitvoering van bewegings wat samelewing- of inheemse invalspeletjies insluit WEEK 6 - 8 Wêreld van werk 3 uur Handboek, hulpbronne oor loopbane en loopbaanleiding en voorligting • Loopbaanvelde: - Kwaliteite wat verband hou met elke veld: belangstellings en vermoëns - Skoolvakke wat verband hou met elke loopbaanveld - Werksomgewing en aktiwiteite in elke loopbaanveld - Geleenthede binne elke loopbaanveld - Uitdagings binne elke loopbaanveld - Vlak van skoolonderrig - vereistes vir elke loopbaanveld - Duur van studie vir elke loopbaanveld - Dienste en bronne vir loopbaanvelde en studie-inligting Liggaamsopvoeding 3 uur Handboek, hulpbronne oor inheemse en invalspeletjies • Speel 'n samelewing- of inheemse speletjie wat die begrip ‘inval’ insluit • Deelname en uitvoering van bewegings wat samelewing- of inheemse invalspeletjies insluit WEEK 9 - 10 EKSAMEN Formele assessering: 1.Halfjaareksamen 2.LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERP KWARTAAL 3 GRAAD 7 WEEK 1 - 4 Voorgestelde hulpbronne Gesondheids-, sosiale en omgewingsverantwoordelikheid 4 uur Handboek, lewensvaardigheidsboeke en gesondheidstydskrifte • Dwelmmisbruik: - Soorte/vorms van dwelmmisbruik - Simptome van dwelmmisbruik - Persoonlike faktore wat bydra tot dwelmmisbruik: interpersoonlik en intrapersoonlik - Beskermende faktore wat die moontlikheid van dwelmmisbruik verminder - Voorkomingsmaatreëls: vroeë bespeuring Liggaamsopvoeding 4 uur Handboek, hulpbronne oor liggaamlike en bewegingsaktiwiteite • Voer 'n reeks oefeninge uit wat rotasie-, balans-, elevasie- en ritmiese bewegings insluit • Veiligheidskwessies wat verband hou met bewegingsaktiwiteite WEEK 5 - 7 Gesondheids-, sosiale en omgewingsverantwoordelikheid 3 uur Handboek, koerantberigte, omgewingsgesondheidsboeke • Konsep: omgewingsgesondheid - Plaaslike omgewingsgesondheidsprobleme - Gemeenskaps- en individuele projekte en strategieë om omgewingsgesondheidsprobleme te voorkom en te hanteer - Probleemoplossingsvaardighede: 'n aksieplan om omgewingsgesondheidsprobleme aan te spreek en om omgewingsvriendelike keuses en optredes te formuleer Liggaamsopvoeding 3 uur Handboek, hulpbronne oor liggaamlike en bewegingsaktiwiteite • Voer 'n reeks oefeninge uit wat rotasie, balans-, elevasie- en ritmiese bewegings insluit • Deelname en uitvoering van bewegings van 'n reeks oefeninge wat rotasie-, balans-, elevasie- en ritmiese bewegings insluit WEEK 8 - 10 Wêreld van werk 3 uur Handboek, koerantberigte, hulpbronne oor loopbane • Simulasie van loopbaanverwante aktiwiteite: loopbaan en werkgewer - Kleredrag van toepassing op die loopbaan - Gereedskap of werktoerusting van toepassing op die loopbaan - Aktiwiteite wat verband hou met die werkomgewing - Plek of instelling waar gewerk word - Persoonlikheidseienskappe - Skoolvakke en die vlak van skoolonderrig: vereistes vir die bepaalde loopbaan - Waar om te studeer en die duur van die studie - Verwante loopbane • Waarde en belangrikheid van werk in die verwesenliking van persoonlike behoeftes en potensiaal Liggaamsopvoeding 3 uur Handboek, hulpbronne oor liggaamlike en bewegingsaktiwiteite • Voer 'n reeks fisiese aktiwiteite uit wat rotasie, balans-, elevasie- en ritmiese bewegings insluit • Deelname en uitvoering van bewegings van 'n reeks oefeninge wat rotasie-, balans-, elevasie- en ritmiese bewegings insluit Formele assessering: 1. Projek 2. LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 KABV 15 ONDERWERP KWARTAAL 4 GRAAD 7 WEEK 1 - 2 Voorgestelde hulpbronne Selfontwikkeling in die samelewing 2 uur Handboek, voeding- en gesondheidstydskrifte en brosjures • Konsepte: persoonlike dieet en voeding - Faktore wat die keuse van 'n persoonlike dieet beïnvloed: ekologiese, sosiale, ekonomiese, kulturele en politiese faktore - Maniere om die voedingswaarde van eie persoonlike dieet te verbeter: 'n plan vir gesonde eetgewoontes Liggaamsopvoeding 2 uur Handboek, hulpbronne oor ontspanningsaktiwiteite • Deelname aan 'n buitelugontspanningsprogram • Veiligheidskwessies wat verwant is aan buitelugontspanningsaktiwiteite WEEK 3 - 5 Gesondheids-, sosiale en omgewingsverantwoordelikheid 3 uur Handboek, gesondheidsboeke, tydskrifte en brosjures • Algemene siektes: tuberkulose, suikersiekte, epilepsie, vetsug, anoreksie, MIV en VIGS - Oorsake van siektes: sosiale, ekonomiese en omgewingsfaktore insluitend die gebruik van alkohol en tabak, slegte eetgewoontes en tekort aan oefening - Keuses ten opsigte van behandeling, versorging en ondersteuning - Beskikbare hulpbronne vir gesondheidsinligting en -dienste - Strategieë om met tuberkulose, suikersiekte, epilepsie, MIV en VIGS saam te leef Liggaamsopvoeding 3 uur Handboek, hulpbronne oor ontspanningsaktiwiteite • Deelname aan 'n buitelugontspanningsprogram • Deelname aan en uitvoering van bewegings tydens 'n buitelugontspanningsprogram WEEK 6 - 7 Grondwetlike regte en verantwoordelikhede 2 uur Handboek, hulpbronne oor religieë • Rol van die mondelinge tradisies en geskrifte in 'n meerderheidsreligieë in Suid-Afrika: Judaïsme, Christendom, Islam, Hindoeïsme, Boeddhisme, Baha'i-religie en Afrika-religie Liggaamsopvoeding 2 uur Handboek, hulpbronne oor ontspanningsaktiwiteite • Deelname aan 'n buitelugontspanningsprogram • Deelname aan en uitvoering van bewegings tydens 'n buitelugontspanningsprogram WEEK 8 - 10 EKSAMEN Formele assessering: 1.Jaareindeksamen 2.LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERP KWARTAAL 1 GRAAD 8 WEEK 1 - 3 Voorgestelde hulpbronne Selfontwikkeling in die samelewing 3 uur Handboek, lewensvaardigheidsboeke • Konsepte: selfbeeldvorming en selfmotivering - Faktore wat selfbeeldvorming en selfmotivering beïnvloed: media, omgewing, vriende en portuurgroep, familie, kultuur, religie en samelewing - Praat positief oor self: individualiteit en unieke eienskappe, asook persoonlike prestasies - Strategieë en vaardighede om persoonlike potensiaal te ontgin en te bevorder Liggaamsopvoeding 3 uur Handboek, hulpbronne oor fiksheid • Deelname aan fisiese aktiwiteite wat die komponente van fiksheid bevorder • Veiligheidskwessies wat verband hou met fiksheidsaktiwiteite WEEK 4 - 6 Selfontwikkeling in die samelewing 3 uur Handboek, lewensvaardigheidsboeke • Konsep: seksualiteit. - Begrip vir eie seksualiteit: persoonlike gevoelens wat seksualiteit beïnvloed - Vriende en portuurgroep se invloed op eie seksualiteit - Invloed wat familie/gesin en samelewing se norme ten opsigte van seksualiteit het - Kulturele waardes wat 'n invloed op seksualiteit het - Sosiale druk, insluitend die media, wat 'n invloed op seksualiteit het - Probleemoplossingsvaardighede: vorming van eie identiteit en ontwikkeling Liggaamsopvoeding 3 uur Handboek, hulpbronne oor fiksheid • Deelname aan fisiese aktiwiteite wat die komponente van fiksheid bevorder • Deelname aan en uitvoering van bewegings in fisiese aktiwiteite wat die komponente van fiksheid bevorder WEEK 7 - 9 Selfontwikkeling in die samelewing 3 uur Handboek, lewensvaardigheidsboeke • Verhoudings en vriendskappe: verhoudings by die huis, skool en in die samelewing - Gepaste maniere om 'n verhouding te begin - Gepaste maniere om 'n verhouding te behou - Probleemoplossingsvaardighede: gepaste gedrag tydens 'n verhouding - Kommunikasievaardighede: vermoë om op opbouende maniere te verskil en gepaste maniere om 'n verhouding te beëindig Liggaamsopvoeding 3 uur Handboek, hulpbronne oor fiksheid • Deelname aan fisiese aktiwiteite wat die komponente van fiksheid bevorder WEEK 10 Wêreld van werk 1 uur Handboek, hulpbronne oor loopbane en studievaardighede • Verskillende leerstyle: visueel, ouditief, kinesteties, lees en skryf Liggaamsopvoeding 1 uur Handboek, hulpbronne oor fiksheid • Deelname aan fisiese aktiwiteite wat die komponente van fiksheid bevorder • Deelname aan en uitvoering van bewegings in fisiese aktiwiteite wat die komponente van fiksheid bevorder Formele assessering: 1. Skriftelike Taak 2. LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 KABV 17 ONDERWERP KWARTAAL 2 GRAAD 8 WEEK 1 Voorgestelde hulpbronne Wêreld van werk 1 uur Handboek, hulpbronne oor loopbane en studievaardighede • Identifiseer en pas eie leerstyl toe Liggaamsopvoeding 1 uur Handboek, hulpbronne oor teikenspeletjies • Deelname aan teikenspeletjies • Veiligheidskwessies ten opsigte van teikenspeletjies WEEK 2 - 5 Wêreld van werk 4 uur Handboek, hulpbronne oor loopbane, loopbaanvoorligting en -advies • Ses loopbaankategorieë: ondersoekend, ondernemend, realisties, kunstig, konvensioneel en sosiaal - Belangstellings en vermoëns wat aan elke loopbaankategorie verwant is - Denk- en leervaardighede wat deur elke loopbaankategorie vereis word - Skoolvakke wat verband hou met elke loopbaankategorie • Die rol van werk in verhouding tot Suid-Afrika se sosiale en ekonomiese behoeftes - Identifiseer die behoeftes in die samelewing en in die land - Hoe werk Suid-Afrika se sosiale en ekonomiese behoeftes kan aanspreek Liggaamsopvoeding 4 uur Handboek, hulpbronne oor teikenspeletjies • Deelname aan teikenspeletjies • Deelname aan en uitvoering van bewegings as deel van teikenspeletjies WEEK 6 - 8 Gesondheids-, sosiale en omgewingsverantwoordelikheid 3 uur Handboek, koerantberigte, gesondheidstydskrifte • Sosiale faktore wat bydra tot dwelmmisbruik, insluitend die samelewing en die media - Gepaste gedrag om dwelmmisbruik te voorkom en stop te sit: weiering en besluitnemingsvaardighede - Lang- en korttermyngevolge van dwelmmisbruik: verbintenis met misdaad, geweld en opvoedkundige uitkomste - Moontlikhede vir rehabilitasie: waar om hulp te vind, versorging en ondersteuning Liggaamsopvoeding 3 uur Handboek, hulpbronne oor teikenspeletjies • Deelname aan teikenspeletjies • Deelname aan en uitvoering van bewegings as deel van teikenspeletjies WEEK 9 - 10 EKSAMEN Formele assessering: 1. Halfjaareksamen 2. LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERP KWARTAAL 3 GRAAD 8 WEEK 1 - 3 Voorgestelde hulpbronne Wêreld van werk 3 uur Handboek, hulpbronne oor loopbane, loopbaanvoorligting en -advies • Verband tussen prestasie in skoolvakke, belangstellings en vermoëns - Soorte leeraktiwiteite wat verwant is aan die verskillende vakke: praktiese, teoretiese, individuele of groepaktiwiteite - Vereistes vir elke vak: denk- en leervaardighede wat benodig word • Besluitnemingsproses: - Stappe wat geneem word om die loopbaankategorie te kies volgens individuele sterk punte, vermoëns, belangstellings en passie Liggaamsopvoeding 3 uur Handboek, hulpbronne oor bewegingstegnieke • Deelname aan 'n program wat bewegingstegnieke bevorder • Veiligheidskwessies wat verband hou met bewegingsaktiwiteite WEEK 4 - 6 Gesondheids-, sosiale en omgewingsverantwoordelikheid 3 uur Handboek, hulpbronne oor omgewingsgesondheid • Omgewingsgesondheidskwessies: - Toepassing van wette en beleide om die omgewingsgesondheid te beskerm: aanspreek van 'n omgewingskwessie - Wêrelddag: bewaring van die omgewing - Eerbiedig Wêrelddag: maniere waarop ons die aarde kan bewaar en beskerm - Ontwikkel en implementeer 'n omgewingsgesondheidsprogram Liggaamsopvoeding 3 uur Handboek, hulpbronne oor bewegingstegnieke • Deelname aan 'n program wat bewegingstegnieke bevorder • Deelname aan en uitvoering van bewegings in 'n program wat bewegingstegnieke bevorder WEEK 7 - 8 Gesondheids-, sosiale en omgewingsverantwoordelikheid 2 uur Handboek, hulpbronne oor gesondheid en veiligheid • Ingeligte, verantwoordelike besluitneming oor gesondheid en veiligheid: MIV en VIGS - Bestuur van medikasie, dieet, gesonde lewenstyl en positiewe houdings - Voorkoming en veiligheidsmaatreëls ten opsigte van MIV en VIGS - Versorging van persone wat met MIV en VIGS saamleef Liggaamsopvoeding 2 uur Handboek, hulpbronne oor bewegingstegnieke • Deelname aan 'n program wat bewegingstegnieke bevorder WEEK 9 - 10 Grondwetlike regte en verantwoordelikhede 2 uur Handboek, koerantberigte • Nasiebou: definisie - Verskillende maniere waarop nasiebou bevorder kan word in verskillende kontekste: samelewing, skool en huis - Bydraes van vrouens en mans wat nasiebou bevorder: individue en groepe Liggaamsopvoeding 2 uur Handboek, hulpbronne oor bewegingstegnieke • Deelname aan 'n program wat bewegingstegnieke bevorder • Deelname aan en uitvoering van bewegings in 'n program wat bewegingstegnieke bevorder Formele assessering: 1. Projek 2. LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 KABV 19 ONDERWERP KWARTAAL 4 GRAAD 8 WEEK 1 - 4 Voorgestelde hulpbronne Grondwetlike regte en verantwoordelikhede 4 uur Handboek, koerantberigte, Handves van Menseregte, Suid-Afrikaanse Grondwet • Konsep: menseregteskendings - Soorte skendings - Strategieë teen menseregteskendings • Konsep: geslagsgelykheid - Geslagsgelykheidskwessies in 'n verskeidenheid atletiek- en sportaktiwiteite - Definieer geslagsgeweld - Emosionele, gesondheid en sosiale invloed van verkragting en geslagsgeweld - Voorkoming van geweld teen vroue: wet in verband met seksuele oortredings - Bronne van hulp vir slagoffers: veiligheid van meisies en vrouens Liggaamsopvoeding 4 uur Handboek, hulpbronne oor ontspanningsaktiwiteite • Deelname aan 'n buitelugontspanningsprogram • Deelname aan en uitvoering van bewegings tydens 'n buitelugontspanningsprogram • Veiligheidskwessies wat verband hou met ontspanningsaktiwiteite WEEK 5 - 7 Grondwetlike regte en verantwoordelikhede 3 uur Handboek, hulpbronne oor verskillende kulture, koerantberigte • Konsep: kulturele diversiteit in Suid-Afrika - Verskillende kulturele normes en waardes in verhouding tot persoonlike en samelewingskwessies - Invloed van kulturele normes en waardes op individuele gedrag, houding en keuses: kulturele verwagtings, gebruike en tradisies - Begrip vir diverse kulture: herkenning van diverse kulture om die Suid-Afrikaanse samelewing te verryk - Respekteer verskille: kultuur, religie en geslag - Viering van eenheid in diversiteit: respekteer verskille en vier ooreenkomste • Bydraes tot sosiale ontwikkeling deur organisasies van verskillende religieë Liggaamsopvoeding 3 uur Handboek, hulpbronne oor ontspanningsaktiwiteite • Deelname aan 'n buitelugontspanningsprogram • Deelname aan en uitvoering van bewegings tydens 'n buitelugontspanningsprogram WEEK 8 - 10 EKSAMEN Formele assessering: 1. Jaareindeksamen 2. LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERP KWARTAAL 1 GRAAD 9 WEEK 1 - 3 Voorgestelde hulpbronne Selfontwikkeling in die samelewing 3 uur Handboek, lewensvaardigheidsboeke • Doelwitstelling: persoonlike lewenstylkeuses - Invloed van die media, omgewing, vriende en portuurgroep, familie/gesin, kultuur, religie en samelewing op persoonlike lewenstylkeuses - Gepaste reaksies op invloede op persoonlike lewenstylkeuses: o Ingeligte besluitnemingsvaardighede: positiewe en negatiewe invloede o Selfversekerdheid/selfgelding: met vertroue en doelgerigte besluitneming Liggaamsopvoeding 3 uur Handboek, hulpbronne oor liggaamlike fiksheidsaktiwiteite • Deelname aan aktiwiteite wat die liggaamlike gesondheidsvlak verbeter • Veiligheidskwessies wat verband hou met fiksheidsaktiwiteite WEEK 4 - 7 Selfontwikkeling in die samelewing 4 uur Handboek, lewensvaardigheidsboeke • Seksuele gedrag en seksuele gesondheid: - Risikofaktore wat tot ongesonde seksuele gedrag lei - Ongewenste resultate van ongesonde seksuele gedrag: tienerswangerskappe, seksueel oordraagbare infeksies, MIV en VIGS, lae selfbeeld en emosionele skade - Faktore wat persoonlike gedrag beïnvloed, insluitend familie/gesin, vriende, portuurgroep en norme wat die samelewing stel - Strategieë om ongesonde seksuele gedrag te hanteer: weerhouding en gedragsverandering - Beskermende faktore, waar om hulp en ondersteuning te vind: samelewingtrukture wat beskerming of weerstand teen hoë risiko gedrag bied - Nadelige gevolge en implikasies van tienerswangerskap vir tienerouer(s) en die kinders van tienerouers Liggaamsopvoeding 4 uur Handboek, hulpbronne oor liggaamlike fiksheidsaktiwiteite • Deelname aan aktiwiteite wat die liggaamlike gesondheidsvlak verbeter • Deelname aan en uitvoering van bewegings in aktiwiteite wat liggaamlike gesondheidsvlak verbeter WEEK 8 - 10 Wêreld van werk 3 uur Handboek, hulpbronne oor studievaardighede • Tydsbestuurvaardighede: verantwoordbaarheid in die uitvoering van verantwoordelikhede - Hoe om jou werk te organiseer - Hoe om tyd doeltreffend te benut • Lees en skryf vir verskillende redes: - Hou 'n joernaal; maak opsommings en verbeter lees- en skryfvaardighede Liggaamsopvoeding 3 uur Handboek, hulpbronne oor liggaamlike fiksheidsaktiwiteite • Deelname aan aktiwiteite wat liggaamlike gesondheidsvlak verbeter • Deelname aan en uitvoering van bewegings in aktiwiteite wat liggaamlike gesondheidsvlak verbeter Formele assessering: 1. Skriftelike Taak 2. LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 KABV 21 ONDERWERP KWARTAAL 2 GRAAD 9 WEEK 1 - 2 Voorgestelde hulpbronne Grondwetlike regte en verantwoordelikhede 2 uur Handboeke, koerantberigte, Handves van Menseregte, Suid-Afrikaanse Grondwet • Kwessies wat verband hou met burgerregte en -verantwoordelikhede: - Respekteer ander se regte: mense wat met verskillende gestremdhede, MIV en VIGS (aangetas en beïnvloed) leef - Viering van nasionale en internasionale dae: Menseregtedag, Vryheidsdag, Erfenisdag, Versoeningsdag, Jeugdag, Werkersdag, Vrouedag, Afrikadag, Nelson Mandeladag, Wêreldvlugtelingdag en nasionale gesondheidsdae - Beplan en neem deel aan 'n plaaslike viering van 'n nasionale dag Liggaamsopvoeding 2 uur Handboek, hulpbronne oor sport • Deelname aan en uitvoering van 'n spelplan vir individue of 'n spansport • Veiligheidskwessies wat verband hou met sportdeelname WEEK 3 - 5 Grondwetlike regte en verantwoordelikhede 3 uur Handboek, koerantberigte, Suid-Afrikaanse Grondwet • Grondwetlike waardes soos vervat in die Suid-Afrikaanse Grondwet - Positiewe en negatiewe rolmodelle - Rolmodelle vir die handhawing van die grondwetlike waardes: ouers en leiers in die samelewing/samelewing - Toepassing van hierdie waardes in alledaagse lewe Liggaamsopvoeding 3 uur Handboek, hulpbronne oor sport • Deelname aan en uitvoering van 'n spelplan vir individue of 'n spansport • Deelname aan en uitvoering van bewegings in 'n spelplan vir individue of 'n spansport WEEK 6 - 8 Wêreld van werk 3 uur Handboek, hulpbronne oor loopbane • Beskikbare opsies nadat Graad 9 voltooi is: Nasionale Senior Sertifikaat (NSS - Graad 10 - 12) en Nasionale Vaardigheidsertifikaat (National Certificate Vocational qualifications [NCV - VOO kolleges]) - Implikasies van keuses: keuse tussen NSS en Nasionale Vaardigheidsertifikaat • Kennis van die wêreld van werk: verantwoordelikhede en geleenthede in die werkplek Liggaamsopvoeding 3 uur Handboek, hulpbronne oor sport • Deelname aan en uitvoering van 'n spelplan vir individue of 'n spansport • Deelname aan en uitvoering van bewegings in 'n spelplan vir individue of 'n spansport WEEK 9 - 10 EKSAMEN Formele assessering: 1. Halfjaareksamen 2. LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONDERWERP KWARTAAL 3 GRAAD 9 WEEK 1 - 3 Voorgestelde hulpbronne Wêreld van werk 3 uur Handboek, hulpbronne oor loopbane, loopbaanvoorligting en -advies • Loopbane en vakkeuses: - Vakke in graad 10, 11 en 12 - Loopbane wat verband hou met verskillende vakke - Kwaliteite wat verband hou met verskillende loopbane en vakke: sterk- en swak punte, belangstellings en vermoëns o Besluitnemingsvaardighede: stappe in die keuse van vakke wat verband hou met belangstellings, vermoëns en loopbane van belangstelling Liggaamsopvoeding 3 uur Handboek, hulpbronne oor bewegingsaktiwiteite • Deelname en afronding van eie en portuurgroep se uitvoering van bewegingsaktiwiteite • Veiligheidskwessies wat verband hou met bewegingsaktiwiteite WEEK 4 - 6 Gesondheids-, sosiale en omgewingsverantwoordelikheid 3 uur Handboek, koerantberigte, hulpbronne oor vrywillige diens • Konsep: vrywillige diens: - Individuele en samelewingverantwoordelikheid - Verskeie soorte vrywillige organisasies: bydraes wat samelewinggebaseerde en niewinsgewende organisasies maak ten opsigte van sosiale en omgewingsgesondheid asook volhoubare ontwikkeling - Verskeie soorte vrywillige aktiwiteite: hulp aan minder bevoorregtes; ondersteuning van persone wat deur MIV en VIGS en ander terminale siektes aangetas of beïnvloed is Liggaamsopvoeding 3 uur Handboek, hulpbronne oor bewegingsaktiwiteite • Deelname en afronding van eie en portuurgroep se uitvoering van bewegingsaktiwiteite • Deelname aan en uitvoering van bewegingsaktiwiteite WEEK 7 - 10 Gesondheids-, sosiale en omgewingsverantwoordelikheid 4 uur Handboek, koerantberigte, gesondheids- en veiligheidsboeke • Gesondheids- en veiligheidskwessies wat verwant is aan geweld: - Algemene dade van geweld by die huis, skool en in die samelewing - Redes vir geweld wat in families/gesinne en samelewings, asook tussen vriende en portuurgroep voorkom - Impak van geweld op individuele en samelewingsgesondheid en veiligheid - Alternatiewe oplossings vir geweld: Probleemoplossingsvaardighede en konflikbestuur - Beskerming van jouself en ander teen gewelddadige optredes: waar om hulp te vind, Nasionale gesondheid en/of programme wat veiligheid bevorder Liggaamsopvoeding 4 uur Handboek, hulpbronne oor bewegingsaktiwiteite • Deelname en afronding van eie en portuurgroep se uitvoering van bewegingsaktiwiteite • Deelname aan en uitvoering van bewegingsaktiwiteite Formele assessering: 1. Projek 2. LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 KABV 23 ONDERWERP KWARTAAL 4 GRAAD 9 WEEK 1 - 2 Voorgestelde hulpbronne Wêreld van werk 2 uur Handboek, hulpbronne oor loopbane • Verskaffers van studie- en loopbaanbefondsing • Plan vir eie lewenslange leer: doelwitstelling vir lewenslange leer Liggaamsopvoeding 2 uur Handboek, hulpbronne oor ontspanningsaktiwiteite • Deelname en afronding van eie uitvoering van 'n buitelugontspanningsaktiwiteit • Veiligheidskwessies wat verband hou met ontspanningsaktiwiteite WEEK 3 Grondwetlike regte en verantwoordelikhede 1 uur Handboek, koerantberigte en hulpbronne oor religieë • Bydraes van verskillende religieë tot die bevordering van vrede Liggaamsopvoeding 1 uur Handboek, hulpbronne oor ontspanningsaktiwiteite • Deelname en afronding van eie uitvoering tydens 'n buitelugontspanningsaktiwiteit WEEK 4 Grondwetlike regte en verantwoordelikhede 1 uur Handboek, koerantberigte en hulpbronne oor sport • Sportetiek in alle fisiese aktiwiteite Liggaamsopvoeding 1 uur Handboek, hulpbronne oor ontspanningsaktiwiteite • Deelname en uitvoering van beweging tydens 'n buitelugontspanningsaktiwiteit WEEK 5 - 7 Selfontwikkeling in die samelewing 3 uur Handboek, koerantberigte • Uitdagende situasies: depressie, hartseer, verlies, trauma en krisis - Redes vir depressie, hartseer, verlies, trauma en krisis - Teenproduktiewe tegnieke om uitdagende situasies te hanteer: gebruik van alkohol en dwelms - Probleemoplossing en besluitnemingsvaardighede: strategieë om op emosies in uitdagende situasies te reageer Liggaamsopvoeding 3 uur Handboek, hulpbronne oor ontspanningsaktiwiteite • Deelname en afronding van eie uitvoering van 'n buitelugontspanningsaktiwiteit • Deelname en uitvoering van bewegings tydens 'n buitelugontspanningsaktiwiteit WEEK 8 - 10 EKSAMEN Formele assessering: 1. Jaareindeksamen 2. LOT Dit is verpligtend om die gegewe onderwerpe gedurende die kwartaal te dek. Die onderwyser kan die volgorde waarin die onderwerpe gedurende die kwartaal onderrig word, wysig. LEWENSORIËNTERING GRAAD 7-9 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Die volgende tabel bevat voorbeelde van moontlike liggaamsopvoedingaktiwiteite wat aangebied kan word per bewegingsafdeling vir Graad 7 - 9: Fiksheid Speletjies en Sport Rekreasie • Aërobies: aqua (water) aërobies, dans aërobies, trappies klim (stepping) • Apparaat roetine (Circuit training) • Hindernisbane • Stap/hardloopprogramme • Opstote • Atletiek • Kolf- en veldwerkspeletjies en sport: krieket, bofbal • Teikenspeletjies: gholf, hokkie • Invalspeletjies: netbal, rugby, ringbal, sokker • Swemspeletjies en watersport • Dans: sosiaal (baldans, volksdanse), tradisionele, kreatiewe, ritmiese beweging met apparate • Gimnastiek: individueel en groepsaktiwiteite • Voetslaan • Oriëntering • Selfverdediging Veiligheidskwessies • Kleredrag en skoene • Oppervlak van die speelarea • Gebruik en toestand van die apparaat • Opwarming en afkoeling • Basiese eerstehulp • Waterveiligheid • Spasiëring van leerders tydens aktiwiteite • Volg van instruksies LEWENSORIËNTERING GRAAD 7-9 KABV 25 afdELING 4: ASSESSERING IN LEWENSORIËNTERING 4.1 InLEIDING Assessering is 'n deurlopende, beplande proses om inligting oor leerderprestasie te identifiseer, te versamel en te vertolk. Verskeie vorme van assessering word in hierdie proses gebruik. Dit bestaan uit vier stappe: die ontwikkeling en versameling van bewyse van prestasie; die evaluering van die bewyse; rekordhouding van die bevindinge en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en te ondersteun. Sodoende word die onderrig en leerproses bevorder. Elkeen van die onderwerpe in Lewensoriëntering vereis dat sekere vaardighede, kennis en waardes aangespreek en geassesseer word. Vaardighede soos besluitneming, kommunikasie, selfgelding, onderhandeling, doelwitstelling, vermoë om inligting te bekom, probleemoplossing en kreatiewe denke word oor al vyf die onderwerpe aangespreek en deur middel van formele of informele assessering geassesseer. Net so, word houdings soos selfrespek, respek vir en aanvaarding van ander, aanvaarding van verantwoordelikheid, uithouvermoë, volharding, anti-diskriminasie en gelykheid oor al vyf onderwerpe aangespreek en geassesseer. Die vordering van leerders in Lewensoriëntering word regdeur die skooljaar gemonitor en behels die volgende twee verskillende, maar verwante, aktiwiteite: 1) Informele of daaglikse assesseringstake. 2) Formele assesseringstake. 4.2 Informele of daaglikse assessering Informele of daaglikse assessering behels die daaglikse monitering van die leerders se vordering. Dit voorsien aan leerders 'n verskeidenheid geleenthede om die kennis, vaardighede en waardes met betrekking tot die vak te bemeester. Informele assessering behoort gebruik te word om terugvoering aan die leerders te bied en om die beplanning toe te lig. Dit behoort nie afsonderlik van die leeraktiwiteite tydens 'n les gesien te word nie. Informele assessering vind gedurende en na die onderrig- en leerproses plaas. Die onderwyser kan enige van die volgende as 'n daaglikse assesseringstaak kies: 'n kort klastoets, bespreking, praktiese demonstrasie, kopkaart, debat, rolspel, 'n onderhoud, ontwerp en skepping, kort huiswerktake, werkkaarte, groepwerk, individuele rekordhouding, mondelinge en skriftelike aanbieding. Die onderwyser hoef nie elkeen van hierdie take na te sien nie, maar leerders kan gelei word om hul eie of hul maats se werk te assesseer deur die toepaslike assesseringsinstrumente soos 'n memorandum vir 'n toets of 'n kontrolelys vir 'n waarnemingsoefening te gebruik. Die gebruik van 'n waarnemingskontrolelys in daaglikse assesseringstake help die leerders om hul vordering ten opsigte van die kennis, vaardighede en waardes wat gedurende die formele assesseringstake geassesseer gaan word, te bepaal. Die resultate van die informele daaglikse assessering word nie formeel opgeteken nie, tensy die onderwyser dit wil doen. Die uitslae van die informele assessering word nie in ag geneem vir bevorderings- en sertifseringsdoeleindes nie. 4.3 Formele assessering Alle assesseringstake wat deel vorm van die formele assesseringsprogram vir die jaar, word beskou as formele assessering. Formele assesseringstake word nagesien en formeel deur die onderwyser vir progressie en sertifisering LEWENSORIËNTERING GRAAD 7-9 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) opgeteken. Alle formele assesseringstake word gemodereer ter wille van gehalteversekering en om te verseker dat gepaste standaarde gehandhaaf word. Formele assessering voorsien aan onderwysers 'n sistematiese manier om te evalueer hoe goed leerders in 'n graad en 'n betrokke vak vorder. In Lewensoriëntering se formele assesseringsprogram, word daar van leerders verwag om vier take per graad te voltooi. Elke formele assesseringstaak moet 100 punte per kwartaal tel, waarvan 70 punte aan skriftelike werk toegeken word en 30 punte aan Liggaamsopvoeding. Die vorme van assessering behoort geskik te wees vir leerders se ouderdom en ontwikkelingsvlak. Formele assessering in Lewensoriëntering moet soos volg vir 'n reeks kognitiewe vlakke en vermoëns van die leerders voorsiening maak: Gewig Kognitiewe vlak Bloom se taksonomie Voorbeelde 40% Laer orde Vlakke 1 & 2 Wat? Hoekom? Wie? Wanneer? Waar? Maak 'n lys ... 40% Middel orde Vlakke 3 & 4 Bespreek, verduidelik, beskryf 20% Hoër orde Vlakke 5 & 6 Evalueer, sintetiseer, evalueer krities, stel ondersoek in 4.4 ASSESSERINGSPROGRAM Die assesseringsprogram is ontwikkel om formele assesseringstake in 'n vak in 'n skool oor 'n skooljaar te versprei. Die gewig van die punte vir die vier interne formele assesseringstake vir Lewensoriëntering, Graad 7 tot 9, is soos volg: KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 Taak 1 Skriftelike taak: 70 punte LOT: 30 punte Taak 2 Halfjaareksamen: 70 punte LOT: 30 punte Taak 3 Projek: 70 punte LOT: 30 punte Taak 4 Jaareindeksamen: 70 punte LOT: 30 punte Aard van die formele take 4.4.1 Projek Die projek sal 'n werkstuk wees waarin kennis, vaardighede en waardes gedemonstreer word, wat sal lei tot bevoegdheid in die spesifieke of geïntegreerde inhoud. Die taak behels die versameling, ontleding en/of evaluering van data en inligting wat sal lei tot die sintetisering van die bevindinge in 'n skriftelike produk waaroor verslag gedoen, gemodelleer of deur die leerders uitgevoer kan word. Leerders sal ook data/hulpbronne/inligting versamel buite die kontaktyd om die taak uit te voer. Die voltooiing van die projek word deur die onderwyser gedurende klastyd gefasiliteer om die geldigheid van die produk te verseker. Die onderwerp en aard van die projek sal bepaal word deur die inhoud wat in die jaarlikse onderrigplan gedek moet word. Leerders moet genoeg tyd gegun word om die projek te voltooi. Leerders behoort vanaf die aanvang voldoende leiding gegee te word en vordering behoort deurgaans gemonitor te word. Alle toepaslike assesseringskriteria moet met die leerders bespreek word voordat daar met die projek begin word. Leerders moet genoeg tyd gegun word om die projek te voltooi, daarom behoort dit voor die einde van die tweede kwartaal gegee te word sodat dit gedurende die derde kwartaal ingehandig kan word. LEWENSORIËNTERING GRAAD 7-9 KABV 27 4.4.2 Skriftelike take: ontwerp en skep, gevallestudie, werkstuk en toets Die volgende lys voorsien die vorme van assessering wat sal dien as skriftelike taak in graad 7, 8 en 9. Onderwysers moet seker maak dat leerders aan verskeie van hierdie vorme van assessering blootgestel word oor die drie grade sodat leerders nie dieselfde vorm van assessering oor die grade herhaal nie. 1) Ontwerp en skep Dit behels die ontwerp en skep van die werklike produk deur gebruik te maak van skeppende prosesse om 'n sekere bevoegdheid te bereik. Die skep van 'n voorwerp is die eindproduk van 'n ontwerp. Daar word van die leerders verwag om te ontwerp, te skep en beskrywende paragraaf/paragrawe oor die taak te skryf. Leerders moet begrip toon van die kennis wat verwerf is, asook die toepassing van die kennis en vaardighede. Die fokus sal bepaal word deur die inhoud wat in die jaarlikse onderrigplan gedek word. Die onderwyser voorsien die leerders van hulpbronne en inligting wat benodig word om die taak te voltooi. Alle assesseringskriteria wat op die taak van toepassing is moet vooraf met die leerders bespreek word. Voorbeelde: • Maak 'n plakskildery (collage) of 'n plakkaat wat jou eie persoonlike dieet beskryf met verwysing na jou eetgewoontes en voedingswaarde. Skryf een tot twee paragrawe wat jou eetgewoontes beskryf en hoe om slegte gewoontes te verbeter of goeie gewoontes vol te hou. • Ontwerp 'n plakkaat deur prente, foto’s en tekeninge te gebruik wat jou doelwitte weerspieël in verhouding tot jou persoonlike lewenstyl en toekomstige loopbaan. Skryf kort aantekeninge en heg 'n plan aan wat sal beskryf hoe jy jou doelwitte sal bereik. 2) Werkstuk Die werkstuk laat 'n meer holistiese assessering van kennis, vaardighede en waardes toe en die toepassing daarvan in verskillende kontekste. Die werkstuk is nie so oop soos 'n projek nie en daar word nie van die leerders verwag om data en inligting te versamel, te analiseer en/of te evalueer met die doel om dit te sintetiseer nie. Die werksopdrag is 'n oefening met duidelike riglyne en 'n spesifieke lengte waarin probleme opgelos word en/of besluitneming en die toepassing van kennis gedoen word. Die fokus sal bepaal word deur die inhoud wat gedek is volgens die jaarlikse onderrigplan. Die onderwyser voorsien die hulpbronne en inligting aan die leerders wat hulle gaan benodig om die taak te voltooi. Alle toepaslike kriteria moet met die leerders bespreek word voordat die taak begin word. 3) Gevallestudie 'n Gevallestudie behels 'n gedetailleerde beskrywing van 'n spesifieke situasie of verskynsel. Dit kan 'n werklike of hipotetiese beskrywing wees en dit kan uit 'n boek, koerant, tydskrif, video of die radio geneem wees. Die gevallestudie sal die onderwyser in staat stel om te bepaal of die leerders die kennis, vaardighede en waardes in 'n onbekende konteks kan toepas. Die fokus sal bepaal word deur die inhoud wat in die jaarlikse onderrigplan gedek moet word. Die onderwyser voorsien die leerders van hulpbronne en inligting wat benodig word om die taak te voltooi. Alle toepaslike kriteria moet met die leerders bespreek word voordat hulle met die taak begin. 4) Toets Toetse bestaan gewoonlik uit 'n reeks vrae. Daar word van die leerders verwag om in 'n bepaalde tyd op die vrae te reageer. Vrae is nuttig om kennis weer te gee en begrip te toets. Indien die vrae korrek gefraseer is, kan dit LEWENSORIËNTERING GRAAD 7-9 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ook die toepassing van kennis toets. Omdat toetse maklik is om te merk, is dit 'n goeie manier om 'n summatiewe assessering uit te voer en dit is dus ook 'n nuttige formatiewe instrument. 4.4.3 Eksamens Eksamens van ten minste 60 minute elk sal twee keer per jaar as deel van die interne eksamenrooster van die skool/distrik/provinsie uitmaak. Die eksamen sal die inhoud, kennis en vaardighede wat tot die tyd van die eksamen gedek is, omvattend aanspreek. Meer as een tipe vraagstelling behoort ingesluit te word en fokus veral op die toepassing van kennis op 'n geïntegreerde manier. Die halfjaareksamen sal kwartaal 1 en 2 se inhoud dek, terwyl die jaareindeksamen die hele jaar se werk sal dek. Uitleg van eksamen Die onderstaande uitleg sal gevolg word wanneer eksamenvraestelle vir Lewensoriëntering Graad 7-9 opgestel word. Die vraestel sal uit drie afdelings bestaan. Die totale punte vir die eksamen: 70 Punte Afdeling A: 25 punte Afdeling B: 25 punte Afdeling C: 20 punte Alle vrae is verpligtend. • 'n Bron of gevallestudie mag gebruik word om sommige van die vrae in konteks te plaas. • Die vrae moet 'n kombinasie van drie of meer tipes vrae wees wat wissel van lys, wat, wie, meervoudige vrae, pas die kolomme, voltooi die ontbrekende woorde en waar of vals. • Die vrae sal begrip en feitelike kennis toets. • Antwoorde behoort kort en bondig te wees en kan wissel van 'n antwoord met een woord tot 'n frase of volsinne. Alle vrae is verpligtend. • Kort oop-einde-, scenariogebaseerde-, brongebaseerde- en gevallestudievrae. • Vrae behoort kennisgebaseerd te wees uit inligting wat die leerders vanuit die Lewensoriënteringinhoud verkry het. • Leerders moet hul kennis en vaardighede ten toon stel, aanbied en toepas deur begrip te toon vir werklike lewenskwessies wat die jeug en samelewing as geheel beïnvloed en advies of moontlike oplossings kan voorstel, asook doelwitstelling￾en besluitnemingsvaardighede demonstreer. • Leerders behoort direkte antwoorde, volsinne in puntvorm en uitgebreide antwoorde in kort paragrawe te kan verskaf. Drie vrae van 10 punte elk word opgestel waarvan die leerders TWEE vrae moet beantwoord. • Vrae fokus hoofsaaklik op die toepassing van kennis en vaardighede. • Leerders moet probleme kan oplos, besluite kan neem en advies kan gee. Hulle gee 'n paar direkte antwoorde en uitgebreide skriftelike werk wissel van beskrywende paragrawe tot kort opstelle wat 'n kwessie verklaar of ondersoek. • Elke vraag fokus op spesifieke inligting of die integrasie van die inhoud. • 'n Kort teks/diagram/data/grafiek/ strokiesprent kan voorsien word as stimulus. Nota. Die inligting wat voorsien word behoort hedendaags, ouderdomsgepas en leerdervriendelik te wees. NB. 'n Memorandum of gepaste riglyn vir elkeen van die bogenoemde take moet gebruik word tydens die nasien van die leerder se prestasie in 'n gegewe eksamen/projek/gevallestudie/werkstuk/ontwerp en skep. Die aard van die taak en die kennis, vaardighede en waardes wat geassesseer moet word, sal as riglyn dien vir die tipe assesseringsinstrument. Voorsiening moet gemaak word in die memorandum/riglyn vir addisionele antwoorde, asook die leerder se eie interpretasie van die vrae. Voorbeelde van gepaste assesseringsinstrumente om die leerder se prestasie in Lewensoriëntering te bepaal is: memorandum/riglyn, kriteria kontrolelys, rubriek of matriks. LEWENSORIËNTERING GRAAD 7-9 KABV 29 4.4.4 Liggaamsopvoeding Liggaamsopvoeding (LO) se doel is om die leerders se fisiese welsyn en die kennis van beweging en veiligheid te ontwikkel. Dit moedig leerders aan om aan 'n wye verskeidenheid aktiwiteite deel te neem wat met die ontwikkeling van 'n aktiewe en gesonde leefwyse vereenselwig word. LO het dit ook ten doel om leerders se selfvertroue en algemene vaardighede, veral dié wat met samewerking, kommunikasie, kreatiwiteit, kritiese denke en estetiese waardering gepaardgaan, te ontwikkel. Dit, saam met die kweek van positiewe waardes en houdings in Liggaamsopvoeding, voorsien 'n goeie grondslag vir leerders se lewenslange en -omvangryke leer. Alle Liggaamsopvoedingperiodes sal op praktiese, fisiese-, en massadeelname aan bewegingsaktiwiteite vir genot en verrykingsdoeleindes fokus. Die doel is om leerders aan te moedig om hulself te verbind tot - en betrokke te raak by - gereelde fisiese aktiwiteit as deel van hul leefwyse. Die LOT word gedurende al vier die skoolkwartale in Graad 7-9 gedoen. Daar word van leerders verwag om een keer per week aan die Liggaamsopvoedingperiode deel te neem wat 'n vaste periode op die rooster is. Dit staan ook bekend as Liggaamsopvoeding. Leerderdeelname en uitvoering van bewegings in die LOT sal dus geassesseer word en aan die einde van elke kwartaal sal daaroor verslag gedoen word. Die vakadviseur sal die LOT modereer tydens aangekondigde skoolbesoeke, deur die leerders waar te neem terwyl hulle besig is met die uitvoering van die werklike assesseringstaak. Die fokus van die assessering van die LOT word in twee breë kategorieë verdeel: 1) Deelname: Leerders word blootgestel aan die besef van die waarde van gereelde deelname aan fisiese aktiwiteit. Deelname behoort verdere ontwikkeling, genot en die bou van selfvertroue aan te moedig. 2) Uitvoering van bewegings: Leerders word geassesseer op die vlak waarop hulle in staat is om te presteer. Uitvoering van bewegings behoort nie 'n gevoel van kompetisie aan te moedig nie. Die onderwyser sal waarneem of die uitvoering van die beweging die gewenste uitkoms het wat op die algehele uitvoering van die beweging fokus eerder as op die gedetailleerde meganismes van elke beweging. Sodra die onderwyser egter vertroue opgebou het en weet hoe om die motoriese vaardigheid af te breek en die bewegingsvolgorde in verskillende dele op te breek, kan addisionele kriteria bygevoeg word om die uitvoering in groter diepte te assesseer. LEWENSORIËNTERING GRAAD 7-9 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Assesseringsinstrument vir Liggaamsopvoedingtaak Die assesseringsinstrument om leerders se bevoegdheid in die twee kriteria van die taak te bepaal: Vlak Beperk Toereikend Bekwaam Uitstekend Kriterium 1: Gereeldheid van deelname gedurende Liggaams￾opvoedingperiodes (20 punte) 0% = 0 punte (geen deelname) 1-5% = 1 punt 6-10% = 2 punte 11-15% = 3 punte 16-20% = 4 punte 21-25% = 5 punte 26-30% = 6 punte 31-35% = 7 punte 36-40% = 8 punte 41-45% = 9 punte 46-50% = 10 punte 51-55% = 11 punte 56-60% = 12 punte 61-65% = 13 punte 66-70% = 14 punte 71-75% = 15 punte 76-80% = 16 punte 81-85% = 17 punte 86-90% = 18 punte 91-95% = 19 punte 96-100% = 20 punte Kriterium 2: Uitkoms van uitvoering van bewegings (10 punte) Benodig aansienlike aandag: bewegings lei glad nie tot die gewenste uitkoms nie (0-1 punt) Benodig aandag en afronding: veral in bewegings wat nie altyd tot die gewenste uitkoms lei nie (2-3 punte) Doeltreffend, effektief en gepas: bewegings lei meestal tot die gewenste uitkoms (4 punte) Uitsonderlike vaardigheidsvlakke: bewegings lei altyd tot die gewenste uitkoms (5 punte) 'n Klaslys sal gebruik word om 'n punt uit 20 te bepaal vir deelname en 'n punt uit 10 vir uitvoering van bewegings aan die einde van elke kwartaal, dit wil sê, vier lyste vir graad 7, 8 en 9. Die aantal LO-periodes per kwartaal sal deur die Departement van Basiese Onderwys se skoolkalender vir die jaar bepaal word. Voorbeeld van die klaslys vir deelname en uitvoering van beweging: Kwartaal 1 1. Gereeldheid van deelname (20 punte) LO periodes per kwartaal (P1= periode 1) 2. Uitvoering van beweging (10 punte) Totaal vir die kwartaal Leerders se name P1 P2 P3 P4 P5 P6 % Punte 20 1ste Waarneming 2de Waarneming Totale punte 10 30 1. 2. 3. 4. 5. Neem kennis: Kriterium 1: Gereeldheid van deelname Daar word 'n punt uit 20 aan die einde van elke kwartaal aan elke leerder toegeken op grond van die gereeldheid waarmee hy/sy aan die Liggaamsopvoedingperiodes deelgeneem het. Indien die leerder afwesig was vir daardie spesifieke periode, word dit op die klaslys met 'n ‘a’ aangedui en 'n ‘x’ dui aan dat die leerder aanwesig was maar nie deelgeneem het nie. 'n Leerder wat altyd deelneem wanneer hy/sy teenwoordig is, behoort nie gepenaliseer te word wanneer hy/sy afwesig is nie, maar 'n leerder wat slegs nou en dan deelneem behoort wel gepenaliseer te word tydens afwesigheid. Verdeel die aantal kere waarin 'n leerder aan die LO-periodes deelgeneem het per kwartaal en vermenigvuldig dit met 100 om die persentasie vas te stel. Daarna word dit verwerk na 'n punt uit 20 volgens die bogenoemde assesseringsinstrument. LEWENSORIËNTERING GRAAD 7-9 KABV 31 Kriterium 2: Uitvoering van beweging Hoewel daar 'n rekord gehou word van leerderdeelname per week, sal leerders nie tydens elke Liggaamsopvoedingperiode geassesseer word in die uitvoering van beweging nie, maar dit sal twee keer tydens die skoolkwartaal formeel geassesseer word om die vlak van hul uitvoering van bewegings te bepaal. Ken 'n punt uit vyf (5) toe vir elk van die twee waarnemings, tel die twee bymekaar om 'n finale punt uit tien (10) te kry volgens die bogenoemde assesseringsinstrument. Totale vir die kwartaal Die punte wat per kwartaal toegeken word vir onderskeidelik gereelde deelname en uitvoering van bewegings, word bymekaargetel om 'n punt uit 30 per leerder te kry. Hierdie punt uit 30 is die LOT-punt wat formeel per kwartaal op 'n rekorderingstaat aangeteken moet word. 4.5 REKORDhouding EN RAPPORTERING Rekordhouding is 'n proses waartydens die onderwyser die vlak van 'n leerder se prestasie in 'n spesifieke assesseringstaak dokumenteer. Dit dui aan hoe 'n leerder vorder in die berekening van die kennis soos voorgeskryf in die Kurrikulum- en assesseringsbeleidsverklarings. Rekords van leerderprestasie behoort bewys te lewer van die leerder se konseptuele groei in 'n graad en sy/haar gereedheid om na die volgende graad te vorder of te bevorder te word. Rekords van leerderprestasies behoort ook gebruik te word om te verifieer watter vordering onderwysers en leerders in die leerproses en in die onderrig onderskeidelik maak. Rapportering is 'n proses waarvolgens leerderprestasie aan leerders, ouers, skole en ander rolspelers gekommunikeer word. Daar kan op verskeie maniere oor leerderprestasie verslag gelewer word. Dit sluit in rapporte (verslagkaarte), ouervergaderings, skoolbesoekdae, ouer-onderwyser-konferensies, telefoonoproepe, briewe, klas￾of skoolnuusbriewe, ens. Onderwysers sal werklike punte teenoor die taak aandui deur 'n rekordblad/verslagblad te gebruik en die persentasie vir die vak op die leerder se rapport/verslagkaart aantoon. Wanneer leerderprestasie in Lewensoriëntering aangeteken word en daaroor verslag gelewer word, is die volgende punte per kwartaal van toepassing: Kwartaal Graad 7 Graad 8 Graad 9 Punte per kwartaal Rekordering Rapportering 1 Skriftelike Taak Skriftelike Taak Skriftelike Taak 70 100 LOT LOT LOT 30 2 Halfjaareksamen Halfjaareksamen Halfjaareksamen 70 100 LOT LOT LOT 30 3 Projek Projek Projek 70 100 LOT LOT LOT 30 4 Jaareindeksamen Jaareindeksamen Jaareindeksamen 70 100 LOT LOT LOT 30 Totaal 400 400 LEWENSORIËNTERING GRAAD 7-9 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Die verskillende prestasievlakke en die ooreenstemmende persentasies verskyn in die volgende tabel: KODES EN PERSENTASIES VIR REKORDHOUDING EN RAPPORTERING PRESTASIEKODES BESKRYWING VAN DIE VAARDIGHEID PERSENTASIE 7 Uitmuntende prestasie 80 - 100 6 Verdienstelike prestasie 70 - 79 5 Beduidende prestasie 60 - 69 4 Voldoende prestasie 50 - 59 3 Matige prestasie 40 - 49 2 Basiese prestasie 30 - 39 1 Ontoereikende prestasie 0 - 29 4.6 MODERERING van AsSESSERING Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort op skool-, distriks-, provinsiale en nasionale vlakke plaas te vind. Deeglike en gepaste modereringspraktyke moet ingestel word vir die gehalteversekering van alle vakassesserings. Alle formele assesseringstake vir Lewensoriëntering behoort intern gemodereer te word deur die departementshoof of die vakhoof van die skool. Die vakadviseur moet steekproewe van hierdie take modereer tydens sy/haar skoolbesoek om die standaard van die interne moderering te verifieer. Graad 9 take moet op provinsiale vlak gemodereer word. Hierdie proses sal deur die provinsiale onderwysdepartement bestuur word. 4.7 ALGEMEEN Hierdie dokument moet in samehang met die volgende gelees word: 4.7.1 Die Nasionale beleid met betrekking tot die program- en bevorderingsvereistes vir die Nasionale Kurrikulumbeleid Graad R-12; en 4.7.2 Die beleidsdokument, Nasionale Protokol vir Assessering Graad R-12     NATUURWETENSKAPPE Kurrikulum- en assesseringsbeleidsverklaring Senior fase Graad 7-9 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 7-9 NATUURWETENSKAPPE NATUURWETENSKAPPE GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http://www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0782-5 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery NATUURWETENSKAPPE GRAAD 7-9 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die gemeenskap van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot 'n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS NATUURWETENSKAPPE GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) NATUURWETENSKAPPE GRAAD 7-9 KABV 1 INHOUD AFDELING 1: INLEIDING TOT DIE KURRIKULUM-EN ASSESSERINGSBELEIDSVERKLARING ..... 3 1.1 Agtergrond......................................................................................................................................................3 1.2 Oorsig..............................................................................................................................................................3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum..........................................................................4 1.4 Tydstoekenning..............................................................................................................................................6 1.4.1 Grondslagfase........................................................................................................................................6 1.4.2 Intermediêre Fase..................................................................................................................................6 1.4.3 Senior Fase............................................................................................................................................7 1.4.4 Graad 10-12...........................................................................................................................................7 AFDELING 2: INLEIDING TOT DIE NATUURWETENSKAPPE.............................................................. 8 2.1 Inleiding...........................................................................................................................................................8 2.2 Inheemse kennisstelsels en Natuurwetenskappe.......................................................................................8 2.3 Onderrig van Natuurwetenskappe................................................................................................................8 2.4 Organisasie van die Natuurwetenskappe Kurrikulum................................................................................9 2.5 Toekenning van die onderrigtyd...................................................................................................................9 2.6 Spesifieke doelstellings vir die Natuurwetenskappe Kurrikulum............................................................10 2.7 Prosesvaardighede ......................................................................................................................................10 2.8 Hullepbronne ................................................................................................................................................12 2.9 Gedetailleerde opsomming van Natuurwetenskappe konsepte inhoud en, tydstoekennings .............13 AFDELING 3: SENIOR FASE NATUURWETENSKAPPE INHOUD EN KONSEPTE .................................17 AFDELING 4: ASSESSERING...............................................................................................................91 4.1 Inleiding.........................................................................................................................................................91 4.2 Informele of daaglikse assessering............................................................................................................91 4.3 Formele assessering....................................................................................................................................92 4.4 Vereistes vir formele assessering in Natuurwetenskappe.......................................................................93 4.5 Aanteken en verslagdoening ......................................................................................................................95 4.6 Moderering van assessering.......................................................................................................................99 4.7 Algemeen ......................................................................................................................................................99 NATUURWETENSKAPPE GRAAD 7-9 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) NATUURWETENSKAPPE GRAAD 7-9 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; NATUURWETENSKAPPE GRAAD 7-9 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleids￾verklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid-Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; NATUURWETENSKAPPE GRAAD 7-9 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). NATUURWETENSKAPPE GRAAD 7-9 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 NATUURWETENSKAPPE GRAAD 7-9 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. NATUURWETENSKAPPE GRAAD 7-9 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: INLEIDING TOT NATUURWETENSKAPPE 2.1 INLEIDING Wetenskap soos ons dit vandag ken, het sy wortels in Afrika, Arabiese, Asiatiese, Europese en Amerikaanse kulture. Dit is gevorm deur die soeke om die natuurlike wêreld te verstaan deur middel van waarneming, toetsing en bewys van idees, en vorm deel van die kulturêle erfenis van al die nasies. In alle kulture en in alle tye wou mense verstaan hoe die fisiese wêreld werk en soek verduidelikings wat hulle tevrede sal stel. Wat is Wetenskappe? Wetenskappe is ‘n sistematiese manier van soek vir verduidelikings en dit te koppel aan die idees wat ons het oor die natuur. In Wetenskappe word sekere metodes van navraag doen en ondersoek instel, algemeen gebruik. Hierdie metodes leen hulleself tot herhaling en ‘n sistematiese benadering tot wetenskaplike ondersoek, wat poog om objektiwief te bly. Die metodes sluit die formulering van hipoteses, en die ontwerp en uitvoering van eksperimente, om die hipoteses te toets, in. Herhaalde ondersoeke word onderneem, en die metodes en resultate word noukeurig ondersoek en gedebatteer voordat dit as geldig aanvaar word. Die wetenskaplike kennis wat ons by die skool leer word nie betwyfel nie - die meeste van dit is getoets en bekend sedert die 1800’s, maar ‘n goeie onderwyser sal die leerders vertel van die argumente en verwarring van die mense wat die kennis eerste ondersoek het. In Wetenskappe raak ons aan sommige wetenskaplike beginsels wat grens aan die onbekende. Byvoorbeeld: - Hoekom verander die klimaat in die wêreld? Wat maak dat die heelal uitbrei? Wat veroorsaak dat die aarde se magnetiese velde verander? Niemand weet verseker nie. Soos met alle kennis, verander wetenskaplike kennis oor tyd wanneer wetenskaplikes nuwe inligting vind en mense hulle siening oor die wêreld verander. 2.2 INHEEMSE KENNISSTELSELS EN NATUURWETENSKAPPE Ons voorouers sou nie oorleef het as hulle nie in staat was om te leer oor die natuurlike wêreld waarvan hulle afhanklik was nie. Hulle het versigtig waarnemings gemaak oor gereelde patrone van die seisoene, die lewensiklusse van plante, en die gedrag van diere. Hulle het teorieë gehad oor die oorsaak en gevolge in die natuur, en die verhouding van die omgewing waarin hulle gewoon tot hulleself verstaan. Hierdie kennis, verweef in die geskiedenis en plekke waar mense woon, is bekend as inheemse kennisstelsels. Inheemse kennis sluit kennis van die volgende in: landbou en voedselproduksie, pastorale praktyke, diereproduksie, bosbou, plant klassifikasie, medisinale plante, bestuur van biodiversiteit, voedselpreservering, bestuur van grond en water hulpbronne, smelt van yster, brou van bier, wonings en begrippe oor sterrekunde. Namate die samelewing verander het, het sommige van daardie kennis verlore gegaan. Mense soos bioloë, aptekers en argeoloë is op soek hierna en probeer dit aanteken sodat dit nie verlore kan gaan nie. 2.3 ONDERRIG van NATUURWETENSKAPPE Deurdagte keuse van inhoud, en die gebruik van ‘n verskeidenheid benaderings tot die onderrig en leer van Wetenskappe, bevorder begrip van: NATUURWETENSKAPPE GRAAD 7-9 KABV 9 • wetenskappe as ‘n dissipline, wat pret aan die leerders verskaf en hulle nuuskierig maak oor hoe die wêreld en natuurlike verskynsels reageer; • geskiedenis van wetenskappe en die verhouding tussen Natuurwetenskappe en ander vakke; • die verskillende kulturele kontekste waarin inheemse kennisstelsels ontwikkel • bydrae van wetenskappe tot sosiale geregtigheid en maatskaplike ontwikkeling; • noodsaaklikheid vir die gebruik van wetenskaplike kennis in die belang van onsself, die samelewing en die omgewing; • praktiese en etiese gevolge van besluite wat gebaseer is op wetenskappe Natuurwetenskappe op die vlak van die Senior Fase lê die basis vir verdere studies in meer spesifieke Wetenskap dissiplines, soos Lewenswetenskap, Fisiese Wetenskap, Aardwetenskap of Landbouwetenskap. Dit berei leerders voor vir aktiewe deelname in ‘n demokratiese samelewing wat waarde heg aan menseregte en dit bevorder verantwoordelikheid teenoor die omgewing. Natuurwetenskappe kan ook leerders voorberei vir ekonomiese aktiwiteite en selfuitdrukking. 2.4 ORGANISASIE VAN DIE NATUURWETENSKAPPE KURRIKULUM In hierdie kurrikulum, word die kennisafdelings hieronder gebruik as ‘n hulpmiddel vir die organisering van die inhoud in die vak Natuurwetenskappe. Natuurwetenskappe Kennisafdelings Lewe en Lewende Dinge Materie en Materiale Energie en Verandering Planeet Aarde en die Ruimte Elke Kennisafdeling word geleidelik ontwikkel oor die drie jaar van die Senior Fase. Die Kennisafdelings is ‘n hulpmiddel vir die organisering van die vakinhoud. By die onderrig van Natuurwetenskappe, is dit belangrik om die skakels te beklemtoon wat leerders moet maak met verwante onderwerpe. Dit sal hulle help om ‘n deeglike begrip van die Aarde en die verbondenheid in Natuurwetenskappe te hê. Skakels moet ook geleidelik gemaak word met die kennisafdelings, oor grade heen. 2.5 TOEKENNING VAN ONDERRIGTYD Tyd is op die volgende wyse vir Natuurwetenskappe toegeken: 10 weke per kwartaal, met 3 uur per week Graad 7, 8 en 9 kirrikulum is ontwerp om binne 34 weke voltooi te word 6 ure is ingesluit vir assessering in kwartaal 1 en 3 Kwartaal 2 en 4 werk sal gedek word in 8 weke elk, plus 2 weke vir hersiening en eksamens Die tydtoegeken per onderwerp is ʼn riglyn en moet buigsaam toegepas word na gelang van omstandighede in die klaskamer en om die belange van die leerders te akkommodeer. Die tydtoekennings wat gegee word aan die NATUURWETENSKAPPE GRAAD 7-9 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) verskillende onderwerpe verskaf ‘n aanduiding van die gewig van elke onderwerp vir toetse en eksamens. In alle grade, moet ‘n aansienlike hoeveelheid tyd spandeer word deur die doen van praktiese take en uitvoer van ondersoeke, wat ‘n integrale deel van die onderrig-en leerproses is. Sien gedetailleerde tydstoekenning in Afdeling 2.9. 2.6 SPESIFIEKE DOELWITTE Hierdie kurrikulum is daarop gerig om leerders geleenthede te bied om sin te maak van die idees wat hulle het oor die natuur. Dit moedig ook leerders aan om vrae te vra, wat kan lei tot verdere navorsing en ondersoek. Daar is drie spesifieke doelwitte in Natuurwetenskappe: Spesifieke Doelwit 1: ‘Beoefening van Wetenskappe’ Leerders moet in staat wees om ondersoeke te voltooi, probleme te analiseer en praktiese prosesse en vaardighede te gebruik in die evaluering van oplossings. Dit beteken dat leerders eenvoudige ondersoeke beplan, uitvoer en hulle praktiese vermoë gebruik om probleme op te los. Houdings en waardes vorm die grondslag van hierdie vermoëns. Respek vir lewende dinge is ‘n voorbeeld hiervan - leerders moet nie plante beskadig nie; as hulle klein diertjies ondersoek moet hulle daarvoor sorg tot hulle weer ongedeerd vrygelaat word op die plek waar hulle gevind is. Spesifieke Doelwit 2: Kennis van vakinhoud en die maak van verbindings Leerders moet ‘n begrip van die wetenskaplike, tegnologiese en omgewings-kennis hê en in staat wees om dit te kan toepas in 'n nuwe verband. Die belangrikste taak van onderrig is om ‘n raamwerk van kennis vir die leerders op te bou en sodoende hulle te help om verbindings tussen die idees en konsepte in hulle gedagtes te maak - dit is anders as leerders wat net feite ken. Wanneer leerders ‘n aktiwiteit doen, moet vrae en bespreking volg wat verband hou met hulle voringe kennis en ervaring, om dit sodoende te verbind met nuwe kennis. Spesifieke Doelwit 3: “Verstaan die gebruik van Wetenskappe” Leerders moet Natuurwetenskappe gebruike om inheemse kennis, die samelewing en die omgewing te verstaan. Wetenskappe wat in die skool geleer word moet leerders ontwikkel wat verstaan dat die skoolwetenskappe betrekking het op hulle alledaagse lewe. Kwessies soos die verbetering van die gehalte van die water, voedselverbouing sonder beskadiging van die grand, en die bou van energie-doeltreffende huise is voorbeelde van die alledaagse toepassings. ‘n Waardering vir die geskiedenis van wetenskaplike ontdekkings, hulle verhouding tot inheemse kennis en verskillende wêreldbeelde, verryk ook ons ​​begrip van die verband tussen wetenskappe en die samelewing. 2.7 PROSESVAARDIGHEDE Die onderrig en leer van Natuurwetenskappe behels die ontwikkeling van ‘n reeks prosesvaardighede wat in die alledaagse lewe, in die gemeenskap en die werkplek gebruik word. Leerders moet ook die vermoë hê om objektief te dink en ‘n verskeidenheid vorms van redenasie te gebruik terwyl hulle hierdie vaardighede ontwikkel. Leerders kan hierdie vaardighede kry in ‘n omgewing wat put uit hulle nuuskierigheid oor die wêreld, en dit kan hulle kreatiwiteit, verantwoordelikheid en groeiende selfvertroue ondersteun. NATUURWETENSKAPPE GRAAD 7-9 KABV 11 Natuurwetenskappe stel die leerders instaat om die volgende kognitiewe en praktiese prosesvaardighede te ontwikkel: • Toegang en oproep van inligting - in staat wees om ‘n verskeidenheid van bronne te gebruik om inligting te bekom, en relevante feite en sleutel-idees te onthou, vir die opbou van ‘n konseptuele raamwerk; • Waarneming – deeglike oplet na voorwerpe, organismes en gebeurtenisse; • Vergelyking - let op ooreenkomste en verskille tussen dinge; • Meting - die gebruik van meetinstrumente soos liniale, termometers, horlosies en spuite (volume); • Sortering en klassifisering - toepassing van kriteria om items te sorteer in ‘n tabel, breinkaart, sleutel, lys of in ‘n ander formaat; • Identifisering van probleme en kwessies – instaat wees om die behoeftes en begeertes van die mense in die samelewing uit te druk; • Vra van vrae - instaat wees om te dink, en relevante vrae oor probleme, kwessies, en natuurlike verskynsels te verwoord; • Voorspelling - verklaar, voor ‘n ondersoek, wat jy dink die resultate sal wees vir die spesifieke ondersoek; • Hipotesestelling - voorstelle of moontlike verduidelikings vir sekere feite. ‘n Hipotese word gebruik as ‘n basis vir verdere ondersoek om die hipotese te bewys of te weerlê; • Beplan die ondersoek - deurdink die metode van ‘n aktiwiteit of ondersoek vooruit. Identifisering van die behoefte om die ondersoek ‘n billike toets te maak waar ‘n paar dinge (veranderlikes) dieselfde bly terwyl ander dinge verander; • Uitvoer van ondersoeke - dit behels die uitvoering van metodes met behulp van toepaslike apparate en toerusting, en die versameling van data deur die waarneming en vergelyking, meet en skat, volgorde, of sortering en klassifiseer. Soms moet ‘n ondersoek herhaal word om die resultate te verifieer; • Aanteken van inligting - teken data van die ondersoek op ‘n sistematiese manier aan, insluitend tekeninge, beskrywings, tabelle en grafieke; • Interpretasie van inligting - verduideliking wat die resultate van die aktiwiteit of ondersoek beteken (dit sluit leesvaardighede en die verstaan van kaarte, tabelle en grafieke in) ‘n Oordragtaak vereis van leerders om sin te maak van die inligting en die inligting te omskep in ‘n ander formaat, bv. om inligting ontvang op ‘n tabel om te skakel na ‘n grafiek formaat en/of geskrewe formaat; • Kommunikeer - die gebruik van geskrewe, mondelinge, visuele, grafiese en ander vorme van kommunikasie om inligting beskikbaar te stel aan ander mense. Die wetenskaplike proses is ‘n manier om dinge oor die wêreld te ondersoek. Wetenskaplikes gebruik hierdie proses om oor die wêreld uit te vind en probleme op te los. Die stappe van die wetenskaplike proses is nie noodwendig in volgorde (opeenvolgende) nie en kan die volgende insluit: Stap 1: Identifiseer ‘n probleem en die ontwikkeling van ‘n vraag. Wat is dit wat jy wil uitvind? Stap 2: Vorm ‘n hipotese. ‘n Hipotese is jou idee, antwoord, of voorspelling oor wat sal gebeur en waarom. NATUURWETENSKAPPE GRAAD 7-9 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Stap 3: Ontwerp ‘n aktiwiteit of eksperiment. Doen iets wat jou sal help om te toets of jou idee of voorspelling reg is. Stap 4: Waarneming van veranderings / reaksies (bv. deur meting), en teken jou waarnemings aan (bv. op ‘n tabel). Wat was die resultate van jou aktiwiteit of eksperiment? Skryf oor wat gebeur het. Stap 5: Maak afleidings oor die waarnemings aangeteken in die tabelle, grafieke, tekeninge of foto’s. Maak ‘n paar gevolgtrekkings. Wat het jy uitgevind? Ondersteun jou resultate jou hipotese? Wat het jy geleer uit hierdie ondersoek? Ontwikkeling van Taalvaardigheid: lees en skryf Die vermoë om goed te lees, is belangrik tot suksesvolle leer regdeur die kurrikulum. Skriftelike werk is ook ‘n kragtige instrument van kommunikasie. Skryfwerk kan leerders help om hulle gedagtes en idees samehangend te kommunikeer. Gereelde lees en skryf oor ‘n verskeidenheid van take en vakke stel leerders in staat om funksioneel en kreatief te kommunikeer. In die lesse oor Natuurwetenskappe word van leerders verwag om spesifieke genres van tekste (insluitend instruksies, verslae en verduidelikings) te lees en te skryf. Leerders moet gereeld geleenthede gegee word om ‘n verskeidenheid van genres te lees en te skryf om hulle lees-en skryfvaardighede te bevorder. Die vermoë om te lees en skryf is ook krities wanneer leerders geassesseer word, beide informeel en formeel. 2.8 HULPBRONNE Die hulpbronne wat nodig is vir die onderrig van Natuurwetenskappe word teenoor elke onderwerp aangedui om onderwysers te help met die beplanning en voorbereiding. Die lys is ‘n gids en geskikte alternatiewe gereedskap en materiaal kan gebruik word. Elke leerder moet sy / haar eie handboek hê. Onderwysers moet verseker dat ‘n stelsel in plek is vir die herstel van handboeke aan die einde van elke jaar. Skole moet ‘n veilige stoorplek hê waar handboeke en ander toerusting veilig gebêre kan word. Die ideaal is dat elke leerder toegang tot genoegsame werkspasie en toerusting moet hê om ondersoeke uit te voer. Vir veiligheid en opvoedkundige redes word dit aanbeveel dat nie meer as drie leerders ‘n ruimte en toerusting deel nie. Onderwysers moet verseker dat leerders vertroud is met die reëls vir die veilige gebruik van toerusting. Skole moet ‘n poging aanwend om te verseker dat die noodsaaklike toerusting verskaf word. Gereedskap, toerusting, materiaal en verbruiksgoedere moet verkry word deur middel van ‘n beplande begrotingsproses. Veilige stoorplek vir toerusting moet deur die skool voorsien word. Hoewel dit erken word dat dit nie die ideaal is om toerusting te improviseer nie, moet onderwysers onthou dat dit meer belangrik is vir leerders om die ervaring van ‘n verskeidenheid van ondersoeke op te doen as om afhanklik te wees van die beskikbare toerusting. In gevalle waar toerusting beperk is, moet onderwysers aangemoedig word om te improviseer. Die kennis en vaardighede kan net so suksesvol ontwikkel word deur gebruik te maak van geïmproviseerde toerusting. In gevalle waar daar geen alternatief is nie, is dit meer effektief vir die onderwysers om ‘n ondersoek te demonstreer in plaas van geen ondersoeke te doen nie, of modelle te bou ten spyte van ‘n gebrek aan toerusting. NATUURWETENSKAPPE GRAAD 7-9 KABV 13 2.9 GEDETAILLEERDE OPSOMMING VAN NATUURWETENSKAPLIKE KONSEPTE EN INHOUD, ASOOK DIE TYDTOEKENNINGS Elke kwartaal fokus op een Natuurwetenskappe kennisafdeling Die afdelings word georganiseer om duidelike progressie van begrippe oor die grade heen en in die fase aan te toon. GRADEKwartaal 1: LEWE EN LEWENDE DINGE ONDERWERP WEKEKwartaal 2: MATERIE EN MATERIALE ONDERWERP WEKEKwartaalS 3: ENERGIE EN VERANDERING ONDERWERP WEKE Kwartaal 4: PLANEET AARDE EN DIE RUIMTE ONDERWERP WEKE TOTAAL 7 Die biosfeer Die konsep van die biosfeer Vereistes vir volhouding van lewe ` Biodiversiteit Klassifikasie van lewende dinge Diversiteit van diere Diversiteit van plante Geslagtelike voortplanting Seksuele reproduksie in angiosperme Menslike Voortplanting Variasie Variasies bestaan binne ‘n spesie 1 3½ 3½ 1 9 Eienskappe van materiale Fisiese eienskappe van materiale Impak op die omgewing Die skeiding van mengsels Mengsels Metodes van fisieke skeiding Sortering en herwinning van materiale Sure, basisse en neutrale Smaak van stowwe Eienskappe van sure, basisse en neutrale Suur-basis-aanwysers Inleiding tot die Periodieke Tabel van Elemente Rangskikking van elemente op die Periodieke Tabel Sommige eienskappe van metale, semi-metale en nie-metale 2 2 2 2 8 Bronne van energie Hernubare en nie-hernubare bronne van energie Potensiële en kinetiese energie Potensiële energie Kinetiese energie Potensiële en kinetiese energie in stelsels Die wet van behoud van energie Hitte oordrag Verhitting as oordrag van energie Geleiding Konveksie Straling Isolasie en energiebesparing Die gebruik van isolasie materiaal Energie oordrag aan die omgewing Nuttig en “Vermorste” energie Die nasionale elektrisiteits toevoer stelsel Energie oordrag in die nasionale netwerk Besparing van elektrisiteit in die huis 1 2 2 2 2 1 1 9 Verhouding van die Son tot die Aarde Sonenergie en die Aarde se seisoene Sonenergie en lewe op Aarde Gebergte sonenergie Verhouding van die Maan tot die Aarde Relatiewe posisies Gravitasie Getye Historiese ontwikkeling van astronomie Vroeë inheemse kennis Moderne ontwikkelinge 4 2 2 8 34 NATUURWETENSKAPPE GRAAD 7-9 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRADE Kwartaal 1: LEWE EN LEWENDE DINGE ONDERWERP WEKE Kwartaal 2: MATERIE EN MATERIALE ONDERWERP WEKE KwartaalS 3: ENERGIE EN VERANDERING ONDERWERP WEKE Kwartaal 4: PLANEET AARDE EN DIE RUIMTE ONDERWERP WEKE TOTAAL 8 Fotosintese en respirasie Fotosintese Respirasie Interaksies en interafhanklikheid in die omgewing Inleiding tot ekologie Ekosisteme Voeding verhoudings Energievloei: Voedselkettings en voedselwebbe Balans in ‘n ekosisteem Aanpassings Bewaring van die ekosisteem Mikro-organismes Tipes van mikro-organismes Skadelike mikro-organismes Nuttige mikro-organismes 2 5 2 9 Atome Atome - boustene van materie Sub-atomiese deeltjies Suiwer stowwe Elemente Verbindings Mengsels van elemente en verbindings Deeltjiemodel van materie Konsep van die deeltjiemodel van materie Verandering van staat Digtheid, massa en volume Digtheid en toestande van materie Digtheid van verskillende materiale Uitsetting en inkrimping van materiale Druk Chemiese reaksies Reaktante en produkte 2 5 1 8 Statiese elektrisiteit Wrywing en statiese elektrisiteit Oordrag van energie in elektriese stelsels Stroombane en elektriese stroom Komponente van ‘n stroombaan Uitwerking van ‘n elektriese stroom Serie-en parallelle stroombane Serie stroombane Parallelle stroombane Ander uitsettoestelle Sigbare lig Straling van die lig Spektrum van sigbare lig Ondeursigtig en deursigtige stowwe Absorpsie van lig Weerkaatsing van lig Lig wat ons sien Breking van lig 1 3 2 3 9 Die Sonnestelsel Die Son Voorwerpe rondom die Son Die Aarde se posisie in die Sonnestelsel Buite die Sonnestelsel Die Melkweg Ons naaste ster Ligjaar, liguur en ligminute Bo en behalwe die melkweg Kyk na die ruimte Vroeë besigtiging van die ruimte Teleskope 3 3 2 8 34 NATUURWETENSKAPPE GRAAD 7-9 KABV 15 GRADE Kwartaal 1: LEWE EN LEWENDE DINGE ONDERWERP WEKE Kwartaal 2: MATERIE EN MATERIALE ONDERWERP WEKE KwartaalS 3: ENERGIE EN VERANDERING ONDERWERP WEKE Kwartaal 4: PLANEET AARDE EN DIE RUIMTE ONDERWERP WEKE TOTAAL 9 Selle as die basiese eenhede van lewe Selstruktuur Verskille tussen plant-en dierselle Selle in weefsels, organe en stelsels Stelsels in die menslike liggaam Liggaamstelsels Menslike voortplanting Doel en puberteit Voortplantingsorgane Stadiums van voortplanting Sirkulatoriese en respiratoriese stelsels Asemhaling, gaswisseling, sirkulasie en respirasie Spysverteringstelsel Gesonde dieet Die spysverteringskanaal en vertering 2 2 2 1½ 1½ 9 Verbindings Die Periodieke Tabel Name van verbindings Chemiese reaksies Chemiese vergelykings om reaksies voor te stel Gebalanseerde vergelykings Reaksies van metale met suurstof Die algemene reaksie van metale met suurstof Reaksie van yster met suurstof Reaksie van magnesium met suurstof Vorming van roes Maniere om roes te verhoed Reaksies van nie-metale met suurstof Die algemene reaksie van nie￾metale met suurstof Reaksie van koolstof met suurstof Reaksie van swael met suurstof Sure en basisse en pH-waarde Die konsep van die pH-waarde Reaksies van sure en basisse: Deel I Neutralisasie en pH Reaksies van sure en basisse: Deel II Die algemene reaksie van ‘n suur met ‘n metaaloksied (basis) Toepassing Die algemene reaksie van ‘n suur met ‘n metaal-hidroksied (basis) Reaksies van sure en basisse: Deel III Die algemene reaksie van ‘n suur met ‘n metaal-karbonaat (basis) Reaksies van sure met metale 1 1 1½ 1 1 ½ 1 ½ ½ 8 Kragte Tipes kragte Kontakkragte Veldkragte (nie-kontakkragte) Elektriese selle as energie stelsels Elektriese selle Weerstand Gebruike van resistors Faktore wat weerstand in ‘n stroombaan beïnvloed Serie-en parallelle stroombane Serie stroombane Parallelle stroombane Veiligheid met elektrisiteit Veiligheidspraktyke Energie en die nasionale elektrisiteitsnetwerk Die opwekking van elektrisiteit Kernkrag in Suid-Afrika Nasionale elektrisiteitsnetwerk Koste van elektriese krag Die koste van elektriese krag verbruik 2 ½ 1 2 ½ 1 2 9 Die Aarde as ‘n stelsel Sfere van die Aarde Litosfeer Litosfeer Die rotssiklus Ontginning van minerale hullepbronne Ontginning van erts Verfyning van minerale Mynbou in Suid-Afrika Atmosfeer Atmosfeer Troposfeer Stratosfeer Mesosfeer Termosfeer Die kweekhuiseffek Geboorte, lewe en afsterwe van sterre Die geboorte van ‘n ster Die lewe van ‘n ster Afsterwe van ‘n ster 1 2 2 2 1 8 34 NATUURWETENSKAPPE GRAAD 7-9 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Onderwysers het die vryheid om konsepte en leerervarings uit te brei, te ontwerp en te organiseer volgens hulle eie plaaslike omstandighede in 'n kwartaal. Voorbeelde van inheemse kennis wat onderwysers kies om te ondersoek moet so ver as moontlik, verskillende Suid-Afrikaanse kulturêle groepe weerspieël. Hulle moet ook direk verbind met spesifieke inhoudkennis in die Natuurwetenskappe. Notas: Hierdie totale sluit die 6 ure per kwartaal vir skoolgebaseerde assessering in, maar sluit nie die 2 weke wat opsy gesit is vir die middel van die jaar en einde van die jaar se eksamen in nie. Algemeen: Die tyd wat aan elke onderwerp spandeer word moet as riglyn dien vir die gewig van punte in toetse en eksamen. Die doel vir die gebruik van ‘n tydgids is om te verseker dat alle onderwerpe geassesseer word. NATUURWETENSKAPPE GRAAD 7-9 KABV 17 AFDELING 3: SENIOR FASE NATUURWETENSKAPPE INHOUD EN KONSEPTE GRAAD 7: Kwartaal 1 KENNISAFDELING: LEWE EN LEWENDE DINGE TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Die biosfeer Die konsep van die biosfeer • die biosfeer is waar lewe bestaan en sluit die litosfeer (grond en rotse), hidrosfeer (water), en atmosfeer (gasse) in • dit sluit ook alle lewende organismes, en dooie organiese materiaal in • daar is baie verskillende soorte lewende dinge met inbegrip van plante, diere, mikro-organismes • alle lewende dinge kan al die sewe lewe prosesse uitvoer: voeding (voedingstowwe), groei, voortplanting, respirasie (energie produksie), ekskresie (uitskeiding), reuk (in die omgewing), beweging Vereistes vir volhouding van lewe • lewende dinge benodig energie, gasse, water, grond en gunstige temperature • lewende dinge is aangepas vir die omgewing waarin hulle leef, soos visse het vinne om maklik deur water te beweeg Beskrywing van die komponente van die Aarde se biosfere Identifisering van lewende organismes wat in elke sfeer voorkom Beskrywing van toestande wat lewe onderhou Ondersoek vereistes (soos lig, water) vir die groei van saailinge [ontkiem sade en groei van die saailinge onder verskillende toestande] Handboeke en ander naslaanmateriaal Prente en / of video insetsels van die Aarde en die biosfeer Sade, grond en houers vir die groei van sade, liniale of meetbande om die groei te meet 3 ½ weke Biodiversiteit Klassifikasie van lewende dinge • plante, diere en mikro-organismes en hulle habitatte maak die totale biodiversiteit van die Aarde op • lewende organismes word gesorteer en geklassifiseer volgens hulle gedeelde eienskappe • wetenskaplikes het die organismes in ‘n klassifikasie stelsel gegroepeer • vyf hoofgroepe (ook Koninkryke genoem) van lewende organismes sluit in Bakterieë, Protista, Fungi, Plante en Diere • basiese verskille in prosesse soos beweging, voeding en voortplanting, onderskei plante van diere • Koninkryke is verder onderverdeel in filums / afdelings, dan Klasse, dan Families, dan Orde, dan Genera / Genus, en die kleinste groep is spesies Groepeer ‘n seleksie van die alledaagse voorwerpe volgens waarneembare kenmerke, byvoorbeeld vorm, kleur, grootte en gebruik Stel ‘n tabel op van die basiese verskille tussen plante en diere Sorteer gewerweldes en ongewerweldes met behulp van waarneembare eienskappe Keuse van prente, foto’s of tekeninge van gewerweldes en ongewerweldes Vergrootglaslense, lewende of bewaarde voorbeelde NATUURWETENSKAPPE GRAAD 7-9 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Biodiversiteit [vervolg ...] Diversiteit van diere • diere word geklassifiseer in óf gewerwelde diere (diere met ruggrate) en ongewerwelde (diere sonder ruggrate) • werweldiere word onderverdeel in vyf klasse op die basis van die onderskeidende kenmerke: - Vis - Amfibieë - Reptiele - Voëls - Soogdiere • ongewerweldes word onderverdeel in die filums/klasse Arthropoda en Mollusca, op die basis van die onderskeidende kenmerke geleedpotiges het ‘n harde buitenste bedekking (eksoskelet) geleedpotiges, soos insekte (sprinkaan), Arachnida (spinnekop), Skaaldiere (krap) • weekdiere is sagtelyfdiere soos slake [Let wel: Klassifikasie van die invertebrate word nie vereis nie] Diversiteit van plante • plante word geklassifiseer as plante met sade (soos mielies) of plante sonder sade (soos varings) • plante met saad is Angiosperme (blomplante) en Gimnosperme (kegel-draende plante soos die broodboom) • plante kan hulle sade produseer in blomme (Angiosperme) of in keëls (Gimnosperme) • Angiosperme bestaan uit twee hoofgroepe, tweesaadlobbiges en eensaadlobbiges. Hierdie groepe verskil ten opsigte van hulle wortels, stingels, blare, blomme, vrugte en sade [Let wel: Beklemtoon plaaslike en ander Suid-Afrikaanse voorbeelde Maak ‘n lys van die onderskeidende kenmerke van die 5 klasse werweldiere Maak ‘n lys van die onderskeidende kenmerke van die 4 groepe (klasse / filums) van die ongewerwelde Waarneming en beskrywing van die slak Identifisering en beskrywing van die waarneembare verskille tussen: Angiosperme en gimnosperme eensaadlobbiges en tweesaadlobbiges Naslaanmateriaal Seleksie van plante versamel in en om die skool se eiendom Vergrootglaslense Lewende of bewaarde voorbeelde NATUURWETENSKAPPE GRAAD 7-9 KABV 19 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 3 ½ weke Geslagtelike voortplanting Geslagtelike voortplanting van Angiosperme • sade word geproduseer in blomme, wat die seksuele organe van Angiosperme is - die komponente van ‘n blom sluit gewoonlik die volgende in: - manlike strukture wat stuifmeeldrade genoem word vir die vervaardiging van stuifmeel (bevat manlike geslagselle) - vroulike strukture genaamd stempel (vir die ontvangs van stuifmeel), styl en vrugbeginsel (vir die vervaardiging van vroulike geslagselle) - blomblare (vir die lok van bestuiwers) - kelkblare (vir die beskerming van die vrugbeginsel) • bestuiwing en bevrugting is ‘n noodsaaklike prosesse vir blomme om sade te produseer • bestuiwing is die oordra van stuifmeel tussen plante van dieselfde spesie vir die doel van bevrugting • wind en water kan bestuiwing bevorder • bestuiwing kan ook bevorder word deur bestuiwers soos insekte, voëls, soogdiere • blomme het spesiale aanpassings om bestuiwing te bevorder, soos groot kleurvolle blomblare, geur en soet nektar om insekte en voëls te lok • bestuiwers speel ‘n belangrike rol in die produksie van voedselgewasse (soos mielies) vir menslike gebruik • bevrugting is die samesmelting van die manlike en vroulike geslagselle om saad te produseer • tydens bevrugting gebeur die volgende: elke volwasse stuifmeelkorrel bevat twee manlike geslagselle. Wanneer die stuifmeel aan die stempel van ‘n blom van dieselfde spesie heg, produseer dit ‘n stuifmeelbuis, wat in die nek van die styl groei, en die manlike geslagselle na die vrugbeginsel voer. Binne die embriosak van die vrugbeginsel, bevrug een manlike geslagsel die eiersel, wat in ‘n saad ontwikkel. Die ander manlike geslagsel verenig met twee selle in die embriosak en die resultaat is die ontwikkeling van die endosperm, ‘n styselryke voedsel waarop die saad voed in die ontwikkelende stadium. Die vrugbeginsel vergroot en vorm ‘n vrug. • die saad word binne in vrugte gevind • vrugte en sade word op verskeie maniere versprei Groei plante soos boontjies of mielie sade om die stadiums in die lewensiklus waar te neem. Meet die hoogte van die plant soos dit groei. Teken die waarnemings aan deur middel van diagramme, tabelle en grafieke Identifiseer, teken en beskrywing van die komponente van ‘n blom Vergelyk die struktuur van ‘n verskeidenheid blomme, en die metodes van bestuiwing Beskryf hoe blomme aangepas word om bestuiwing te bevorder Beskrywing van verskillende vrugte, sade en die metode van saadverspreiding • ‘n Verskeidenheid van plantmonsters • Grond • Planthouers om plante te groei • Sade (soos boontjies en mielies) • Liniale of meetbande NATUURWETENSKAPPE GRAAD 7-9 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Geslagtelike voortplanting [vervolg ...] Menslike Voortplanting • die hoofdoel van voortplanting is vir die sperm (manlike geslagsel) en die eiersel (vroulike geslagsel) om te kombineer, vir die ontwikkel en vorming van ‘n baba • puberteit is die stadium in die menslike lewensiklus wanneer seksuele organe vir reproduksie volwasse word • mense ervaar ook drastiese fisiese en emosionele veranderinge gedurende hierdie stadium • die manlike voortplantingsorgane sluit in die penis en die testis (bevat spermselle) • die vroulike voortplantingsorgane sluit die vagina, uterus, ovaria (bevat eierselle / ova) • bevrugting is ‘n proses wanneer die sperm met die eiersel versmelt • die uterus ontwikkel ‘n dik bloedlaag in voorbereiding vir ‘n bevrugte eiersel • as bevrugting nie plaasvind nie, vind menstruasie plaas. Die dik bloedlaag breek en word vrygestel deur die vagina • indien bevrugting plaasvind, word die bevrugte eiersel ingebed (ingeplant) in die bloedvoering van die uterus. Dit lei tot swangerskap • swangerskap kan voorkom word deur die gebruik van voorbehoedmiddels soos kondome om te verhoed dat die sperm nie die eiersel bereik nie • kondome verhoed ook die oordrag van MIV / VIGS en ander seksueel oordraagbare siektes, indien dit effektief gebruik word [Let wel: Dit is belangrik vir leerders om te verstaan dat vroeë seksuele aktiwiteite ernstige gevolge kan hê. Leerders moet genoeg oor hierdie onderwerp weet om hulle in staat te stel om ingeligte en verantwoordelike keuses te maak] • Teken ‘n persoonlike tydslyn en toon puberteit aan • Bespreek en skryf oor die veranderinge wat tydens puberteit plaasvind • Bespreek en skryf oor verantwoordelike seksuele gedrag • Bespreek mites oor menstruasie en seks NATUURWETENSKAPPE GRAAD 7-9 KABV 21 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Variasie Variasies bestaan binne ‘n spesie • ‘n spesie is ‘n kategorie binne die klassifikasie-stelsel. Lewende dinge van dieselfde soort behoort aan dieselfde spesie. Byvoorbeeld, die mens is een spesie en honde is ‘n ander spesie • individue van dieselfde spesie kan reproduseer om meer individue van dieselfde spesie te maak • alle mense is menslik (Homo sapiens) en behoort tot dieselfde spesie • verskille tussen lewende dinge van dieselfde spesie word variasie genoem • variasie tussen mense kan oorgeërf word. Sommige geërfde eienskappe is lengte en om die tong te rol • Meet en versamel inligting (data) oor die lengte van die leerders in die klas. Toon die resultate aan as ‘n staafgrafiek. - Versamel inligting (data) oor die lengte van die volwassenes in die onmiddellike familie van die leerders - Korreleer die lengte van hulle familielede met die lengte van die leerders in die klas • Teken die inligting aan oor hoeveel leerders in staat is (of nie) om hulle tonge te rol - Bereken die persentasie van leerders in die klas wat in staat is (of nie) om hulle tonge te rol - Teken inligting aan oor tong rol onder lede van die families van die leerders - Berekening die persentasie in ‘n gesin van familielede wat in staat is om hulle tong te rol (of nie) • Bespreek loopbane in die chemiese bedryf, met inbegrip van landbou, apteekerswese of die voedsel industrie, chemiese ingenieurswese, mynbou [nie-assesseringsdoeleindes nie] Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). Leerders moet lees, skryf, teken en gereelde praktiese take doen Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Beskryf toestande om lewe te onderhou • Noem die verskillende komponente van die biosfeer • Soorteer plante en diere in groepe op grond van waarneembare ooreenkomste • Gee die onderskeidende kenmerke van die vyf vertebraatklasse • Gee die onderskeidende kenmerke van die geselekteerde ongewerweldes • Noem, beskryf en gee die funksie van die komponente van ‘n blom • Onderskei tussen bestuiwing en bevrugting • Die verband tussen die struktuur en die funksie van die menslike voortplantingsorgane • Definieer die terme puberteit, menstruasie, bevrugting, swangerskap en voorbehoedmiddels • Verbind die teenwoordigheid van verskille tussen lewende dinge van dieselfde spesie en variasie NATUURWETENSKAPPE GRAAD 7-9 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRADE 7: Kwartaal 2 KENNISAFDELING: MATERIE EN MATERIALE TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 week Eienskappe van materiale Fisiese eienskappe van materiaal • eienskappe van materiale bepaal die geskiktheid vir ‘n spesifieke gebruik, soos: (verwys na Graad 5 Energie en Verandering) - krag - buigsaamheid - kook-en smeltpunte - elektriese geleidingsvermoë - hitte geleiding • die kookpunt van ‘n stof is die temperatuur waarteen die vloeistof begin kook (kook is ‘n vinnige verandering in die staat van ‘n vloeibare toestand na ‘n gastoestand) • ander faktore (soos koste, kleur en tekstuur) word ook in ag geneem by die gebruik van material Impak op die omgewing • die produksie en / of gebruik van materiale soos metale, plastiek en brandstof het ‘n impak op die omgewing • Ondersoek en vergelyk die sterkte van geselekteerde materiale [deur gewigte daarop te laat val, of hang gewig aan materiale soos verskillende inkopiesakke, aluminiumfoelie, ‘n koerant, fotokopieerderpapier plastiekomhulsel, waspapier] • Lees oor die kook-en smeltpunte van verskillende materiale soos sout, water, etanol, paraffien, yster, koper, goud, silwer, lood • Ondersoek wat gebeur wanneer water verhit en kook [Verhit water en neem die temperatuur lesing elke 3 minute totdat die temperatuur lesing konstant bly vir drie lesings]. Teken tussenposes en temperatuur lesings op ‘n tabel aan en teken ‘n lyngrafiek [Let wel: jy kan dieselfde doen met ander vloeistowwe soos lemoensap, appelsap, cola] • Lees en skryf hoe om ‘n materiaal soos ‘n metal, plastiek of brandstof geproduseer word en die impak daarvan op die omgewing • Handboeke • Seleksie van materiale byvoorbeeld: • Papier, karton, koperdraad, hout, rubber, plastiek, klip / klei, baksteen, glas, aluminiumfoelie, waspapier, tou • Hitte bronne • Driepoot, gaas en glashouers • Termometers 2 weke Skeiding van mengsels Mengsels • ‘n mengsel is twee of meer stowwe of materiale wat verskillende fisiese eienskappe het. Waar die eienskappe verskil, kan die stowwe geskei word Metodes van fisiese skeiding • die fisiese eienskappe van die materiaal in ‘n mengsel bepaal die skeiding metode wat gebruik kan word • sommige van die metodes wat gebruik word om materiaal te skei sluit in: hand sorteer (skeiding van skaapwol van dorings), sif (skei klippe van sand), filtrasie (skei sand van water) (verwys na Graad 6 Materie & Materials) • Ontwerp ‘n metode en verduidelik die beste maniere om ‘n versameling materiaal uit ‘n mengsel van sand, yster, sout, etanol en water te skei. Verduidelik waarom jy elke metode van skeiding gekies het • Demonstreer distillasie deur gebruik te maak van ‘n liebig-koeler of enige ander geskikte apparaat • Skei ink deur chromatografie [gebruik swart balpunt ink (of ander koki-kleure), wit stroke papier en brandspiritus as ‘n oplosmiddel] • Siwwe • Filtreerpapier • Tregter • Glas- of plastiekhouers NATUURWETENSKAPPE GRAAD 7-9 KABV 23 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Die skeiding van mengsels [vervolg ...] Metodes van fisiese skeiding [vervolg ...] • addisionele metodes sluit in: - - met behulp van ‘n magneet (die skeiding van ystervysels uit sand) - - verdamping (herwinning van sout uit seewater) - - distillasie (herwinning van suiwer water van die see water). Distillasie behels altyd kook en kondensasie [verandering van gas na ‘n vloeistof] - - chromatografie (die skeiding van verskillende kleur pigmente van een kleur pigment, soos swart Sortering en herwinning van materiale • dit is elke persoon se verantwoordelikheid om afval weg te gooi op ‘n behoorlike manier • slegs sekere materiale is geskik vir herwinning, soos metale, plastiek en glas. Organiese afval kan gebruik word vir kompos. Materiaal wat nie herwin kan word nie moet weggegooi word • plaaslike owerhede het ‘n stelsel vir die sorteer en weggooi van afvalmateriaal • daar is negatiewe gevolge wat verband hou met ‘n swak afvalbestuur soos die besoedeling van water, grond en die omgewing, gesondheid gevare en siektes; verstopping van riool- en waterpype dreineringstelsels, vermorsing van grond wat gebruik word vir stortingtereine , vermorsing van waardevolle materiaal wat herwin kon word Bespreking oor die baie loopbane in die chemie-, mynbou-, afvalbestuur [nie vir assesseringsdoeleinde nie] • Magnete • Yster- of metaalvylsels (of muntstukke) • Suiker / sout • Hitte bron • Liebig-koeler (indien beskikbaar) of proefbuise, stoppers en glas- en rubberbuise • Swart ink • Koki penne • Brandspiritus 2 weke Sure, basisse en neutrale Smaak van stowwe • die menslike tong kan vier verskillende smake, sout, soet, suur en bitter onderskei [Dit is ‘n oorlewing voordeel om in staat te wees om hierdie smake te onderskei, soos die keuse van ‘n ryp appel wat gewoonlik ‘n soet smaak het, teenoor ‘n groen appel wat suur smaak] [Let wel: nie alle stowwe is veilig om te proe nie] Eienskappe van sure, basisse en neutral • sure en basisse is ‘n belangrike groep chemikalieë • baie voedsel en huishoudelike chemikalieë kan geklassifiseer word as sure, basisse, of neutrale afhangende van hulle eienskappe • Ondersoek algemene dranke om te bepaal of hulle sure, basisse of neutral is (soos water, tee en rooibostee, koffie, melk, vrugtesap, gaskoeldrank) • Gebruik van rooi en blou lakmoespapier. Teken resultate op ‘n tabel aan en maak gevolgtrekkings • Rooi lakmoespapier • Blou lakmoespapier • Glashouers • Vloeistowwe soos: tee, rooibostee, koffie, melk, vrugtesap, gaskoeldrank, • Huishoudelike stowwe soos: asyn, wynsteensuur, suurlemoen, teensuurmiddels, sjampoe, seep, koeksoda, vloeibare seep NATUURWETENSKAPPE GRAAD 7-9 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Sure, basisse en neutrale [Vervolg ...] Eienskappe van sure, basisse en neutrale [vervolg ...] • sure (soos suurlemoen en ander vrugtesappe, asyn, wynsteensuur, swembadsuur) het die volgende eienskappe: - smaak suur - voel grof op die vel - baie gevaarlik om te proe of te voel (is ‘n bytstof) • basisse (soos koeksoda, waspoeier, die meeste seep, bleikmiddel en huishoudelike skoonmaakmiddels) het die volgende eienskappe: - bitter smaak - gladde voel op die vel - baie gevaarlik om te proe of te voel (is ‘n bytstof) [Oplosbare basisse word alkaliese / s genoem] • neutrale (soos suiwer water, soutoplossing, suikeroplossing, kookolie) is nie ‘n sure of ‘n basis nie Suur-basisaanwysers • rooi en blou lakmoespapier kan gebruik word om te toets / aandui of ‘n stof ‘n suur, ‘n basis of ‘n neutral is • rooi lakmoespapier bly rooi in ‘n suur en ‘n neutrale, maar verander blou in ‘n basis • blou lakmoespapier bly blou in ‘n basis en ‘n neutrale, maar word rooi in ‘n suur • ons toets altyd ‘n stof deur gebruik te maak van beide die rooi- en blou lakmoespapier • Ondersoek van ‘n reeks van huishoudelike stowwe (soos asyn, wynsteensuur, aspirien, teensuurmiddels, sjampoe, seep, koeksoda, soutwater, suikerwater, vloeibare seep) om te toets of hulle sure, basis of neutrale is deur gebruik te maak van rooi en blou lakmoespapier. Teken resultate op ‘n tabel aan en maak gevolgtrekkings [Detergente / seep toets gewoontlik as ‘n basis, maar ‘n paar toevoegings soos suurlemoensap en dit kan as ‘n suur toets. Kyk op die verpakking etikette] NATUURWETENSKAPPE GRAAD 7-9 KABV 25 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Inleiding tot die Periodieke Tabel van Elemente Rangskikking die elemente op die Periodieke Tabel • die Periodieke Tabel is ‘n klassifikasie stelsel vir die elemente waaruit materie en materiale in die wêreld bestaan [‘n element is ‘n suiwer stof wat nie verder afgebreek kan word nie] • die Periodieke Tabel is geskep deur Dmitri Mendeleev in die 1860’s. Hy het die elemente in ‘n tabelvorm gerangskik volgens hulle eienskappe • die elemente op die Periodieke Tabel word in drie hoof kategorieë verdeel, metale, semi-metale en nie-metale: - metale word gevind op die linkerkant van die tabel - nie-metale word gevind op die ver regterkant van die tabel - semi-metale, word gevind in die streek tussen metale en nie-metale • elke element het sy eie naam, simbool, atoomgetal en posisie op die Periodieke Tabel Sommige eienskappe van metale, semi-metale en nie- metale • metale is gewoonlik blink, buigbaar en smeebaar, vaste stowwe (behalwe kwik) en het ‘n hoë smelt-en kookpunt • nie-metale het ‘n verskeidenheid van verskillende eienskappe (afhangende van of hulle vaste stowwe of gasse is) • semi-metaal is vaste stowwe en het ‘n paar eienskappe van metale en ‘n paar eienskappe van nie-metale • Lees oor en leer die name en simbole van die eerste 20 elemente op die Periodieke Tabel [leerders hoef nie die atoomgetal van elke element te memoriseer nie] • Kategorisering van die elemente in ‘n afskrif van die Periodieke Tabel deur die kleur van elke kategorie (metale, semi-metale en nie-metale) in verskillende kleure in te kleur • Identifisering van ‘n aantal elemente van die periodieke tabel wat gebruik word in die alledaagse lewe / huishouding. Beskryf hulle skriftelik Periodieke Tabel Drie kleure potlode / kryte NATUURWETENSKAPPE GRAAD 7-9 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereelde praktiese take doen • Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Hierdie is ‘n eksamen kwartaal, die laaste twee weke word vir hersiening gebruik. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Meet die temperatuur van water as dit verhit word tot kookpunt, teken akkurate lyngrafieke, verstaan en verduidelik die resultate • Verduidelik die skeidingsprosesse korrek en skryf oor hoe om sand, ystervysels, sout, etanol en water uit ‘n mengsel te skei en te herwin • Bespreek een belangrike gevolg van swak afvalbestuur vir die omgewing • Klassifiseer verskeie algemene drank / huishoudelike stowwe in sure of basisse of neutrale met behullep van lakmoespapier • Identifiseer metale, semi-metale en nie-metale op die Periodieke Tabel NATUURWETENSKAPPE GRAAD 7-9 KABV 27 GRADE 7: Kwartaal 3 KENNISAFDELING: ENERGIE EN VERANDERING TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Bronne van energie Hernubare en nie-hernubare bronne van energie • energie is nodig om alles te laat werk, vir beweging en om te lewe • ‘n bron van energie is gestoorde / opgebergde energie wat wag om gebruik te word, of energie wat nodig is om iets te laat gebeur - nie-hernubare bronne van energie kan nie aangevul word, nadat dit gebruik is nie, soos fossielbrandstowwe (steenkool, olie, natuurlike gas) en kernbrandstowwe (soos uraan) [Verwys ook na Planeet Aarde en die Ruimte Graad 7 kwartaal 4] - hernubare bronne van energie word voortdurend aangevul, soos hidro-krag, wind, sonlig, biobrandstof (hout) • Noem nie-hernubare energiebronne. Verduidelik waarom dit beskou word as nie-hernubare bronne • Noem hernubare energiebronne. Verduidelik waarom dit beskou word as hernubare bronne • Handboeke en naslaanmateriaal • Foto’s en die lees van tekste oor nie-hernubare en hernubare bronne van energie 2 weke Potensiële en kinetiese energie Potensiële energie • potensiële energie is energie wat geberg word in ‘n stelsel, soos in ‘n uitgestrekte rekkie, ‘n gewig gebalanseer op die rand van ‘n tafel, ‘n sel (battery), brandstof • daar is ook potensiële energie in voedsel [die energie word gemeet in ‘n eenheid wat ons joule (J) noem]. Die energie- inhoud van voedsel kan op die voedsel verpakkings gesien word. [Let wel: definisie en berekening van joule word nie vereis nie] Kinetiese energie • kinetiese energie is die energie wat ‘n liggaam het wanneer dit beweeg, soos wanneer ‘n rekkie terugskiet, val van ‘n gewig vanaf ‘n tafel, wind wat waai, water wat val, ‘n voertuig wat beweeg, ‘n elektriese stroom wat deur ‘n stroombaan (elektrisiteit) vloei Potensiële en kinetiese energie in stelsels • potensiële en kinetiese energie is betrokke in: - meganiese stelsels - verwarmingstelsels - elektriese stelsels - biologiese sisteme [‘n Stelsel is ‘n stel dele wat saam werk] • Vind die energie-inhoud in verskillende voedselsoorte, deur die etikette op kos verpakking te lees • Ondersoek van energie-oordrag in: meganiese stelsels (soos skêr wat papier sny, ‘n gebuigde liniaal wat ‘n papiertjie oor die klaskamer skiet, krieketbal wat deur die kolf geslaan word) - Verwarmingstelsels (soos ‘n kers wat koue water in ‘n blik verwarm, ‘n koppie tee wat hitte aan die omgewing verloor) - Elektriese stelsels (soos - ‘n sel / battery in ‘n stroombaan kan ‘n motor en sirene aktiveer of ‘n klein flitsgloeilamp laat brand) - Biologiese sisteme (soos ‘n perd wat ‘n plant eet, en dan ‘n wa trek, energie wat in die voedselketting beweeg) • Rekkies • Verskeie voedselverpakkings met inligting oor die energie￾inhoud • Selle (batterye) NATUURWETENSKAPPE GRAAD 7-9 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Potensiële en kinetiese energie vervolg ...] Die wet van energie behoud • Energie kan nie geskep of vernietig word nie, maar kan van een vorm na ‘n ander omgeskakel word • energie kan oorgedra word in ‘n stelsel wanneer verskillende dele van die stelsel in wisselwerking met mekaar is en veranderinge veroorsaak [in die benadering moet voorbeelde eerder as definisie aan leerders gegee word] • energie kan ook van een stelsel na ‘n ander oorgedra word, soos van ‘n elektriese stelsel na ‘n meganiese stelsel in ‘n motor • Vergelyk kenmerke van hierdie stelsels se energie- oordrag; neem gevolge van die verskillende dele waar en beskryf: - van waar die inset-energie kom - waarheen die energie gaan (oordrag) - die energie veranderinge (in terme van potensiële en kinetiese energie) waargeneem in die stelsel • Aanteken van waarnemings in ‘n vloeidiagram met pyle om te wys hoe energie verander word as dit oorgedra word • Skêr, papier, liniale • Kerse, blikkies • Selle (batterye), geleidingsdraad, motors, flitsliggloeilampe, sirenes 2 weke Hitte-oordrag Verhitting as ‘n oordrag van energie • verwarming is ‘n proses wat energie van ‘n warmer liggaam oorgedra word na ‘n kouer liggaam • die energie-oordrag hou aan totdat albei liggame by dieselfde temperatuur is • hitte kan oorgedra word op drie maniere: - geleiding - stroming / konveksie - straling Geleiding • dit is die oordrag van hitte tussen soliede voorwerpe wat in direkte fisiese kontak met mekaar is • hitte beweeg van die bronbron deur die voorwerp, of van een voorwerp na ‘n ander deur geleiding • metale is geleiers van hitte. Sommige metale gelei hitte beter as ander • goeie geleiers word gebruik vir die maak van dinge soos kastrolle • ander materiaal voorkom / vertraag geleiding van hitte, en word isoleerders genoem (soos plastiek en hout). Dit is oor die algemeen swak geleiers van hitte • Ondersoek hitte geleiding met behulp van verskeie metale soos aluminium, staal, koper, ysterstafies en vergelyk hulle tempo van geleiding. Identifiseer veranderlikes wat die bevindinge kan beïnvloed. [Heg ‘n pen aan die een kant van elke staaf met Vaseline. Verhit die ander kant van die staaf in ‘n bad warm water en teken die tyd aan hoe lank dit neem vir die pen om af te val] - teken ‘n staafgrafiek om die resultate aan te toon • Video insetsels vanaf die internet om geleiding, stroming en straling te wys • Brandspiritus- / bunsenbrander • Staal-, koper-, aluminium- en ysterstafies • Polistireen • Hout • Plastiek • Was of Vaseline • Drukspykers • Hitte oordraag blikke (indien beskikbaar) • Horlosie met ‘n tweede hand / Stophorlosie NATUURWETENSKAPPE GRAAD 7-9 KABV 29 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Hitte-oordrag [vervolg ...] Stroming / Konveksie • is die oordrag van hitte van een plek na ‘n ander deur die beweging van vloeistof of gasdeeltjies - lug en water sit uit wanneer dit verhit word en die deeltjies beweeg opwaarts.Wanneer dit afgekoel beweeg hulle weer af. Dit staan bekend as konveksiestrome Straling • straling is die oordrag van hitte en vereis nie fisiese kontak of beweging van deeltjies nie • hitte van die son beweeg hoofsaaklik deur straling, deur die leë ruimte na die Aarde • blink oppervlakke (soos silwer) is ‘n goeie weerkaatsers van hitte en donker oppervlakke (soos swart) absorber hitte-energie (Kyk na lig in Graad 8 en VOO) • straling verhit donker oppervlaktes vinniger (absorbeer hitte) as blink oppervlakke (reflekteer hitte) • Toon konveksiestrome in die water in ‘n deursigtige houer aan • Tekeninge met byskrifte om te verduidelik waarom verwarmers se beste posisie naby die vloer is en lugversorgers se beste posisie naby die plafon is • Demonstreer energie oordrag deur straling met behullep van ‘n kers • Ondersoek en meet die hoeveelheid hitte wat geabsorbeer word deur donker gekleurde (dowwe swart), ligte kleur oppervlaktes (wit, geel) en blink (silwer) oppervlaktes [Maak koeverte van verskillende gekleurde papier en aluminiumfoelie, plaas termometer in, sit in die son en meet die temperatuur verhoging oor’n tydperk]. - Trek ‘n lyngrafiek om die resultate aan te toon • Glas / deursigtige plastiekhouer • Kerse • Blink silwer oppervlakke (aluminiumfoelie) • Dowwe swart oppervlakke (dowwe swart geverf) • Termometers • Karton of papier en gom NATUURWETENSKAPPE GRAAD 7-9 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Insolasie en energiebesparing Gebruik van isolasie material • hitte kan deur geleiding, konveksie en straling van ons liggame en voorwerpe soos elektriese geisers ‘verlore’ gaan • hitte kan ook verkry word deur uitstraling, geleiding en konveksie, byvoorbeeld in sonkragwaterverwarmers • mense gebruik isolasie materiaal om hitteverlies in die winter te verminder of hitte wins in die somer te vermeerder • isolasie materiaal verlaag hitte-oordrag deur geleiding, konveksie en straling (hitte verlies of wins). Isolators word gebruik: - vir die maak van dinge soos koelhouers - in die plafonne van geboue, - vir klere (soos jasse, truie, wollerige hoede) en komberse • behoud van hitte-energie in huise en geboue kan verbeter word deur die vermindering van hitteverlies in die winter en hitte wins in die somer • baie inheemse, tradisionele huise en tegnologie in Suid-Afrika is ontwerp vir ons klimaat en om energie￾doeltreffende te wees • Verduidelik hoe ‘n sonverhittingstelsel werk, in terme van uitstraling, geleiding en konveksie [gebruik werklike voorbeelde, prente of diagramme] • Ondersoek verskillende isolasie materiaal (soos polistireen, koerant, plastiek, glas) om te sien hoe goed hulle warm voorwerpe warm hou (soos ‘n koppie tee) of te voorkom dat koue voorwerpe (soos ys) warm word. Meet temperatuur verlies of wins en teken resultate aan. Rangskik die isolators van baie goed tot swak • Ontwerp, maak en toets ‘n stelsel (warmhouer “hot box / wonderhouer”) wat gebruik maak van isolasie materiaal om kos warm te hou vir langer of yskoud te hou - meet temperatuur verandering na ‘n tyd. Teken resultate aan op ‘n lyngrafiek OF - Ontwerp, maak en toets ‘n model van ‘n goed￾geïsoleerde huis om hitteverlies te minimaliseer • Prente / diagramme van sonverhitterstelsel • Video insetsels van die internet • Termometers • Isolasie materiaal soos polistireen, koerante, plastiek en glashouers, ys • Kasrol (of houer), kartondoos vir die maak van ‘n “warmhouer Hotbox”, isolasie materiaal soos papier, tekstiele, kussings, komberse • Materiaal om ‘n model van ‘n huis te bou • Isolasie materiaal NATUURWETENSKAPPE GRAAD 7-9 KABV 31 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Energie-oordrag aan omgewing Nuttige en “vermorste” energie • stelsels soos toestelle, gereedskap, voertuie, masjiene verskaf nuttige energie uitsette • van die energie wat oorgedra word in ‘n stelsel kan verlore gaan in die omliggende omgewing en staan as ‘vermorste energie’ bekend • die uitsetenergie in ‘n stelsel is altyd minder as die insetenergie, want sommige van die energie gaan verlore in die omgewing • “Vermorste” energie kan ontsnap in die vorm van hitte en / of klank • klank is ‘n voorbeeld van “vermorste” energie in ‘n elektriese boor, voedselverwerker, haardroër • hitte is ‘n voorbeeld van ‘vermorste energie’ in ‘n kers, lamp, enjin Ondersoek die vermorsing van energie uit verskillende masjiene en toestelle soos ‘n motor wat ongeveer 65% van die energie mors deur brandstof in die vorm van hitte ‘n kragstasie wat sowat 50% van die energie van die verbranding van steenkool mors energie aan die omgewing Identifisering van die insetenergie, nuttige uitsetenergie en vermorste energie wanneer stelsels bedryf word. [Gebruik werklike voorbeelde of prente van stelsels, soos elektriese boor, elektriese strykyster, ketel, voedselverwerker, kers, enjin, paraffienlamp] Foto’s of voorbeelde van instrumente / toestelle soos elektriese boor, elektriese strykyster, ketel, voedselverwerking 1 week Die nasionale elektrisiteit toevoerstelsel Energie oordrag in die nasionale netwerk • die nasionale elektrisiteitsnetwerk is ‘n stelsel (stroombaan) • die elektrisiteit word verskaf in die volgende volgorde: - energie uit bronne soos steenkool, olie, gas, kernbrandstof, vallende water en wind, oorgedra aan turbines - turbines dra energie oor aan ‘n kragopwekker - ‘n kragopwekker verander energie van meganiese beweging in elektrisiteit en dra die elektrisiteit oor in die drade van die nasionale elektrisiteitsvoorsiening rooster - die drade dra die energie oor aan die elektriese toestelle en ligte • dynamo’s is klein kragopwekkers, wat ook energie verander van meganiese beweging tot elektrisiteit • dynamo’s word gebruik in sommige fietsligte en ligte van mynhelms, en in opwenflitsligte en -radios • Interpretasie van diagramme en foto’s van die nasionale elektrisiteitsnetwerk; vanaf die kragstasie na die verbruiker. Verduidelik die energie oordrag • Foto’s van hoe elektrisiteit opgewek word in die kragstasie, die drade van die toevoerrooster, na die elektriese toestelle in die huis • Video insetsels van die internet • ‘n Dinamo (of foto’s van hoe dit gebruik word) NATUURWETENSKAPPE GRAAD 7-9 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Die nasionale elektrisiteits toevoer stelsel [vervolg ...] Besparing van elektrisiteit in die huis • Suid-Afrika het ‘n beperkte hoeveelheid elektriese energie • daar is baie verskillende maniere om energie spaarsamig te gebruik en om energie te spaar in die huis deur die afskakel van ligte en toestelle na gebruik , die gebruik van energiebesparende gloeilampe, dra van warm klere, voorkom koue trekke, die gebruik van energie doeltreffende toestelle, kastrol grootte wat ooreenstem met die plaat grootte en die gebruik van ‘n warmhouers “Hotbox” vir kook Skryf oor maniere om energie in die huis / skool / gemeenskap te spaar Praat oor loopbane in die gebied van elektrisiteit kragopwekking (steenkool, kern, wind, water) insluitende ingenieurs, wetenskaplikes (navorsing), ambagsmanne, tegnici [nie-assesserings doeleindes nie] Assesseringsriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereelde praktiese take doen • Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Onderskei tussen hernubare en nie-hernubare bronne van energie en gee voorbeelde van elk • Vergelyk potensiële en kinetiese energie • Beskryf die insetenergie en teken die oordrag en veranderinge van energie deur middel van verskeie energie oordrag stelsels aan • Beskryf en demonstreer die verskil tussen geleiding, konveksie en straling • Wys hoe isolasie materiaal gebruik word om hitte verlies of hitte wins te verkry • Identifiseer en beskryf maniere van energie besparing in die huis / skool / gemeenskap NATUURWETENSKAPPE GRAAD 7-9 KABV 33 GRADE 7: Kwartaal 4 KENNISAFDELING: PLANEET AARDE EN DIE RUIMTE TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 4 weke Verhouding van die Son tot die Aarde Sonenergie en die Aarde se seisoene • die sonstraal hitte en lig in alle rigtings uit • die Aarde ontvang energie van die Son in die vorm van hitte en lig (sonkrag) • die Aarde draai een keer per dag om sy eie as • die Aarde se as is ‘n denkbeeldige lyn wat deur die middelpunt van die Aarde gaan, vanaf die Noordpool na die Suidpool • die Aarde se as is nie vertikaal nie, maar word met ‘n hoek van 23,5 º vanaf die vertikale lyn gekantel • die kanteling van die Aarde se as verander nie wanneer die Aarde om die Son wentel nie • as gevolg van die helling van die Aarde se as, veranderdie intensiteit van die sonenergie (die hoeveelheid per eenheid area) deur die loop van die jaar na gelang van die verskillende dele van die Aarde wat bereik word • die verskillende intensiteite van sonenergie wat die Suidelike en Noordelike Halfrond deur die jaar bereik, lei tot die vier seisoene • wanneer die sonenergie meer direk op die suidelike halfrond val, is die sonenergie oor ‘n kleiner gebied versprei en is dit somer in die suidelike halfrond • wanneer die sonenergie skuins val (op ‘n uiterste hoek) op die suidelike halfrond, is die sonenergie oor ‘n wyer gebied versprei en is dit winter in die suidelike halfrond • die lengte van die dag hang ook af van die seisoen. In die somer is dae langer as in die winter. Dit word ook veroorsaak deur die kanteling van die Aarde se as. Sonenergie en lewe op aarde • plante absorbeer lig van die Son en produseer energie bevattende voedsel (verwys na Graad 8) • alle plante en diere is afhanklik van hierdie proses vir hulle energie (verwys na Graad 8) • die Son se energie onderhou lewe op Aarde • Maak ‘n model van die wêreld, met behullep van ‘n bal wat die suid en die noord pole, die ewenaar en die Suidelike en Noordelike halfrondtes aandui • Demonstreer die verloop van die Aarde om die Son. [‘n Leerder kan ‘n fakkel hou (die son) en ‘n ander leerder kan die gekantelte wêreld dra] • Tekeninge met byskrifte van diagramme om die kanteling van die Aarde te wys asook die direkte￾en skuinsstrale van die sonenergie wat die vier seisoene veroorsaak • Handboeke en naslaanmateriaal • Bal • Flitslig • Foto’s en video insetsels van die internet oor die Son en die Aarde se gang om die Son. Kyk na die veranderende hoeveelhede sonenergie wat verskillende dele van die Aarde bereik deur die loop van die jaar. • Foto’s en video insetsels van die internet om te wys hoe die Son se energie steenkool, olie en gas gevorm NATUURWETENSKAPPE GRAAD 7-9 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Verhouding van die Son na die Aarde [Vervolg ...] Gebergte sonenergie • dooie plante en diere word uiteindelik na miljoene jare steenkool, olie of gas (fossielbrandstowwe) • Dit gebeur wanneer: - die oorblyfsels van dooie plante en diere gedek word deur lae modder en grond - die lae druk op hierdie oorblyfsels - meer lae lei tot verhoogde druk - toenemende druk oor lang periodes van tyd, verander hierdie oorblyfsels in steenkool, olie of gas • die steenkool, olie en gas berg die energie van die Son wat deur die plante miljoene jare gelede opgeneem is • mense gebruik die gestoorde energie (steenkool, olie en gas) vinniger op as wat dit gevorm word (nie-hernubare hullepbron) • Teken ‘n diagram wat die vloei van energie vanaf die Son tot die vorming van fossielbrandstowwe soos steenkool, olie en gas aantoon. • Teken, etiketeer en skryf oor die volgorde van prosesse en gebeure wat lei tot die berging van energie van die Son om te verduidelik hoe steenkool, olie en gas gevorm word 2 weke Verhouding van die Maan na die Aarde Relatiewe posisies • die Maan wentel om die Aarde in sy wentelbaan Swaartekrag • swaartekrag is die neiging van alle voorwerpe om mekaar aan te trek • die trek van swaartekrag, hang af van die massa van elke voorwerp en hoe ver hulle van mekaar af is - groter voorwerpe oefen ‘n sterker aantrekkingskrag uit as kleiner voorwerpe oor dieselfde afstand - voorwerpe met dieselfde massa; hoe nader hulle aan mekaar is, hoe sterker is die aantrekkingkrag van swaartekrag tussen hulle • die Aarde word in sy wentelbaan om die Son gehou deur die aantrekkingskrag van die Son se swaartekrag • die Maan word in sy wentelbaan om die Aarde gehou deur die aantrekkingskrag van die Aarde se swaartekrag • die Maan het ook sy eie swaartekrag • Demonstreer swaartekrag deur die swaai van ‘n bal aan ‘n tou in ‘n sirkelbeweging • Bal en tou • Video insetsels van die internet wat wys hoe die Maan in ‘n wentelbaan om die Aarde wentel; - die Maan se swaartekrag en die gevolge in die oseaan se gety op die Aarde; - Volmaan en Nuwe Maan oorsaak springgetye NATUURWETENSKAPPE GRAAD 7-9 KABV 35 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Verhouding van die Maan tot die Aarde [Vervolg ...] Getye • getye is die voorspelbare, herhaalde opkoms en verlaging van die see en see vlakke • getye op Aarde word hoofsaaklik veroorsaak deur die swaartekrag van die Maan • die aantrekking van die swaartekrag van die Maan veroorsaak hoë en laag getye in die oseane. Daar is gewoonlik twee hoë en twee laag getye in ‘n dag en ‘n nag • wanneer die Maan in lyn is met die Son (met volmaan en nuwemaan), sal die Son se swaartekrag bydra tot die Maan se swaartekrag. Dit veroorsaak dat hoër as gewoonlike hooggetye en ekstra laag laaggetye (springgety) plaasvind • getye onderhou unieke kuslyn ekosisteme tussen die hoë- en lae watervlakke [‘n Ekosisteem is ‘n gemeenskap van lewende organismes en hulle interaksie met die omgewing] • Gebruik diagramme om skryftelik te verduidelik wat die uitwerking van die Maan se swaartekrag op die Aarde is met betrekking tot die getye • Skryftelike veduideliking van die uitwerking van die Maan se swaartekrag op ekosisteme op Aarde • Foto’s en tekste oor die kuslyn ekosisteme NATUURWETENSKAPPE GRAAD 7-9 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Historiese ontwikkeling van astronomie Vroeë inheemse kennis • dit lyk of die Maan, Son en sterre in ‘n voorspelbare patroon beweeg • mense gebruik hierdie patrone wat hulle waargeneem om tyd te meet en vir die ontwikkeling van verskillende kalenders - ‘n jaar (‘n tydperk van vier seisoene) - ‘n maand (‘n tydperk van een volmaan tot die volgende) - ‘n dag (‘n tydperk van een sonsopkoms na die volgende) • mense gebruik hierdie patrone op verskillende maniere, soos om tyd vir aanplant van gewasse aan te toon, om rigting aan te dui en vir die bepaling van spesiale heilige dae • mense het hierdie kennis deur stories nagelaat Moderne ontwikkelinge • mense het belangrike ontdekkings gemaak, en maak steeds belangrike ontdekkings in die sterrekunde • Copernicus het voorgestel dat die Son in die middelpunt van die Sonnestelsel is (1514) • Galilei het die eerste teleskoop gemaak om na die planete en hulle mane te kyk (1610) • Kepler het wiskunde gebruik om wentelbane akkuraat te beskryf (1609) • Newton het getoon dat swaartekrag die Sonnestelsel saam hou (1687) • Skryf oor tradisionele kulture se interpretasies en stories oor die Son, Maan en patrone in die lug • Ondersoek en skryf oor ‘n belangrike ontdekking in die sterrekunde • Verwysing materiaal oor die belangrike ontdekkings met betrekking tot sterrekunde NATUURWETENSKAPPE GRAAD 7-9 KABV 37 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereelde praktiese take doen • Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Hierdie is ‘n eksamen kwartaal, die laaste twee weke word vir hersiening gebruik. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Demonstreer hoe die gekantelte Aarde om die Son beweeg • Beskryf die verhouding tussen sonkrag, die Aarde se beweging om die Son en die seisoene • Demonstreer hulle begrip van hoe steenkool, olie en gas deur die Son se energie in die Aarde gevorm word • Verduidelik die uitwerking van die Maan se swaartekrag op die Aarde, met inbegrip van getye en ekosisteme • Bespreek belangrike gebeure rondom die ontwikkeling van die kennis van astronomie /sterrekunde NATUURWETENSKAPPE GRAAD 7-9 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRADE 8: Kwartaal 1 KENNISAFDELING: LEWE EN LEWENDE DINGE TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Fotosintese en respirasie Fotosintese • interaksies en interafhanklikheid in ‘n ekosisteem word gedryf deur die behoefte aan energie om lewe te onderhou • die Son is die belangrikste bron van energie in die vorm van lig en hitte • plante gebruik koolsuurgas (uit die lug), water (uit die grond) en energie van die Son in ‘n reeks van chemiese reaksies om glukose (voedsel) te produseer. Hierdie proses word fotosintese genoem • suurstof word as gas in die lug vrygestel as ‘n byproduk [Geen verdere besonderhede word vereis nie] • plante verander glukose in stysel, sellulose en ander chemiese verbindings vir prosesse soos groei en reproduksie Respirasie • kos bevat energie (potensiële energie). Hierdie energie kan vrygestel word van voedsel deur ‘n reeks van chemiese reaksies. Hierdie proses staan bekend as respirasie • respirasie (in alle lewende organismes) is die proses waardeur energie uit voedsel vrygestel word in ‘n reeks van chemiese reaksies [Geen verdere besonderhede word vereis nie] • Skryf oor die vereistes vir, en produkte van fotosintese • Uitvoering van ‘n ondersoek om te bewys dat blare stysel produseer [week die blaar in kokende water, onttrek chlorofil deur die gebruik van etanol /brandspiritus, voeg ‘n paar druppels jodiumoplossing by]. Skryf ‘n verslag deur gebruik te maak van die opskrifte soos, doel, hipotese, metode, resultate, gevolgtrekking en bespreking • Skryf oor die vereistes vir, en produkte van respirasie • Toets vir die teenwoordigheid van koolstofdioksied in uitgeasemde lug deur helder kalkwater te gebruik • Handboeke en ander naslaanmaterial • Gebruik ‘n verskeidenheid van die blare • Hitte bron / spiritus- of Bunsenbranders • Glashouers / proefbuise • Etanol / brandspiritus • Jodiumoplossing • Wit oppervlaktes • Gebluste kalk (om kalkwater te maak) • Strooitjies NATUURWETENSKAPPE GRAAD 7-9 KABV 39 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 5 weke Interaksies en interafhanklikheid binne die omgewing Inleiding tot ekologie • ekologie is die studie van die interaksie van organismes met mekaar en met die fisiese en chemiese omgewing • wetenskaplikes klassifiseer die studie van ekologiese interaksies gewoontlik in vier vlakke; bevolkings, gemeenskappe, ekosisteem en die biosfeer Ekosisteme • alle ekosisteme gekombineerd maak die biosfeer op • ‘n ekosisteem bestaan uit ‘n ekologiese gemeenskap wat alle lewende organismes (biotiese) soos plante en diere, saam met die nie-lewende (abiotiese) omgewing, soos temperatuur, wind, water insluit, en wat dan saamwerk as ‘n stelsel • die grootte van ‘n ekosisteem is nie spesifiek omskryf nie en dit sluit gewoonlik ‘n spesifieke, beperkte gebied in (hoewel dit ook die hele planeet kan insluit) • ekosisteme word gedefinieer deur die netwerk van interaksies tussen organismes, en tussen organismes en hulle omgewing • oorlewing van individuele organismes en die populasies hang af van sy vermoë om aanpassings te maak met veranderings in sy habitat (die plek waar ‘n organisme leef) of in die ekosisteem • Noem abiotiese en biotiese faktore in ‘n ekostelsel • Kies en merk ‘n ekosisteem, - identifiseer en beskryf die abiotiese aspekte van die ekosisteem soos hoeveelheid sonlig, water, wind, temperatuur, grondtipe en die helling van die gebied • Kies en merk ‘n ekosisteem [vervolg ...] beskryf hoe die abiotiese faktore van die ekosisteem die plante en diere beïnvloed; - identifiseer, tel en beskryf die plante en diere (biotiese faktore) in die ekosisteem; - beskryf die verhouding tussen die biotiese faktore (soos voeding en skuiling) in die ekosisteem; - identifiseer enige menslike versteurings in die gebied (soos rommel en voetpaadjies); - bestudeer ‘n klein voorbeeld van die grond in die gemerkte ekosisteem met behullep van ‘n handlens, identifiseer enige oorblyfsels van dooie plante en diere • Foto’s van verskillende ekosisteme (groot en klein) wat die lewende en nie-lewende komponente aantoon • Termometers • Handlense • Tou (vir die maak van kwadrate) • Liniale / meterstokke • Siwwe • Handlense • Veldgidse vir die identifisering van plante en diere NATUURWETENSKAPPE GRAAD 7-9 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Interaksies en interafhanklikheid binne die omgewing [vervolg ...] Voeding verhoudings • plante is produsente. Hulle maak hulle eie voedsel • diere is verbruikers. Hulle kry kos van plante hetsy direk (soos herbivore) of indirek (soos karnivore) • herbivore: eet plantmateriaal (byvoorbeeld beeste, perde) • karnivore: eet ander diere (lewend of dood). Die groep sluit die volgende in: - diegene wat ander diere jag (prooi) is roofdiere (byvoorbeeld luiperds) - diegene wat dooie diere eet, is aasvreters (byvoorbeeld hiënas, aasvoëls) - insektivore voed hoofsaaklik op insekte en ander klein ongewerwelde diere soos wurms (byvoorbeeld erdwurms) • omnivore: eet plante en diere (bv. mense) • ontbinders: afbreking (ontbinding) van die oorblyfsels van dooie plante en diere. Hulle herwin belangrike voedingstowwe in die omgewing (byvoorbeeld bakterieë, swamme, erdwurms) • Klassifikasie van geselekteerde voorbeelde van organismes in hulle onderskeie voedingsgroepe (soos koeie is herbivore) • Foto’s van die verskillende plaaslike / Suid-Afrikaanse organismes • Video insetsels NATUURWETENSKAPPE GRAAD 7-9 KABV 41 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Interaksies en interafhanklikheid binne die omgewing [vervolg ...] Energievloei: Voedselkettings en voedselwebbe • plante (en alge) speel ‘n belangrike rol in die ekosisteem, omdat hulle die energie van die son deur die proses van fotosintese bêre • hierdie energie word deur die voedselketting vanaf produsente tot verbruikers versprei; ontbinders is die laaste skakel in hierdie oordrag van energie en stel energie vry (hitte) aan die omgewing • elke stadium van ‘n voedselketting word ‘n trofiese vlak genoem • energie-oordrag en energie verlies kom voor op elke trofiese vlak • ineengeskakelde voedselkettings vorm saam voedselwebbe Balans in ‘n ekosisteem • ‘n ekosisteem kan slegs soveel organismes akkomodeer as wat sy hullepbronne (kos, water en skuiling) toelaat, en dit sal misluk as dit nie in balans bly nie • hierdie balans kan versteur word deur natuurlike en menslike faktore - natuurlike faktore sluit in uiterste veranderinge in weer￾en klimaatpatrone, soos vloede, droogte, uiterste en skielike veranderinge in temperatuur - menslike faktore sluit in die verwydering van organismes uit die ekosisteem (soos stropery), menslike industreële besoedeling • hierdie faktore kan bydra tot ‘n wanbalans in ‘n ekosisteem, wat ernstig impak op sy komponente en die verandering van die sy aard kan hê Aanpassings • aanpassing is die verandering in die strukturele, funksionele en gedragseienskappe van ‘n organisme • aanpassing stel die organisme in staat om te oorleef deur die aanpassing by die veranderende omstandighede in die omgewing te maak • organismes wat nie in staat is om aan te pas by veranderinge in die omgewing nie sal sterf (uitsterf) Behoud van ekosisteme • 1vidue kan bydra tot bewaring op verskillende maniere, soos toepaslike afvalverwydering (insluitende hersirkulering, hergebruik) • Identifisering ‘n voedselketting of voedselweb in ‘n ekosisteem in of naby die skoolterrein. Teken jou waarnemings aan • Teken en skryf oor voedselkettings en voedselwebbe (koppel name met pyltjies) in verskillende ekosisteme • Teken en analiseer energie piramides [Let wel: gemiddeld ongeveer 10% van die netto energie produksie by een trofiese vlak word oorgedra na die volgende vlak] • Evalueer die invloed van verskeie faktore op ekosisteme (soos verlies van habitat, verlies van spesies, verandering van die weer of die klimaat) • Evaluering die impak op ‘n voedselweb wanneer een van die organismes verwyder word • Teken diagramme met byskrifte oor hoe geselekteerde plante hulle by hulle omgewing aangepas • Lees en skryf oor hoe diere aanpas in ‘n lewe van ekstreme toestande (kameel en ysbeer); hoe diere aangepas is om goeie roofdiere (haai en jagluiperds) te wees; en die aanpassing van ander diere soos kammofleer en mimiek/naboots • Skryf oor die belangrikheid van die behoud van biodiversiteit en volhoubare gebruik van natuurlike hullepbronne • Skryf oor onverantwoordelike menslike praktyke (soos rommelstrooi) en die impak op ekosisteme. Stel moontlike oplossings voor. • Foto’s van plante en diere in verskillende ekosisteme, soos woude, oseane, woestyne NATUURWETENSKAPPE GRAAD 7-9 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Mikro-organismes Tipes van mikro-organismes • mikro-organismes is lewende dinge • hulle is te klein om met die blote oog te sien [hulle kan slegs onder ‘n mikroskoop gesien word] • daar is ‘n verskeidenheid van mikro-organismes, insluitend virusse, bakterieë, Protista en fungi Skadelike mikro-organismes • sommige mikro-organismes veroorsaak siektes soos TB (veroorsaak deur bakterieë), VIGS (veroorsaak deur die MI-virus), malaria (veroorsaak deur ‘n protes) • siekteveroorsakende organismes is byna oral, soos by OTM’e, traprelings en toilette • rioolsiektes (soos cholera en diarree) veroorsaak baie kindersterftes • effektiewe metodes om die verspreiding van siektes deur mikro-organismes te voorkom sluit die was en sterilisering van hande in • moderne wetenskaplikes soos Louis Pasteur speel ‘n belangrike rol in die identifisering en ontwikkeling van geneesmiddels vir sommige siektes Nuttige mikro-organismes • sommige mikro-organismes speel ‘n noodsaaklike rol in ekosisteme, soos ontbindende dooie plant-en dierlike materiaal, waardeur herwinning van voedingstowwe gebeur • sommige mikro-organismes word deur mense gebruik vir die maak van sekere voedsel (soos jogurt) en medisyne (soos penisillien) • Gebruik handlense of mikroskope om klein voorwerpe te ondersoek (soos broodmuf, sampioene, koerantpapier) om die konsep van vergroting te verstaan (groter maak om ‘n mikroskopiese voorwerp te sien) • Ondersoek en ontleding van foto’s en / of mikrograwe van mikro-organismes. Gebruik ‘n skaal om die werklike grootte van die organismes te bereken • Skryf oor die oorsaak, effekte, simptome en behandeling van een van die siektes wat veroorsaak word deur mikro-organismes • Bespreek kulturele en historiese oortuigings oor siektes wat deur mikro-organismes veroorsaak word • Waarneming van mikro-organismes deur die groei van gis onder verskillende toestande te ondersoek en teken waarnemings aan. [gebruik verskillende hoeveelhede suiker, verskillende temperature] Skryf ‘n eksperimentele verslag deur gebruik te maak van die opskrifte: doel, hipotese, metode, resultate, gevolgtrekking, bespreking en toepassings • Bespreek die baie beroepe wat kennis vereis van omgewingstudies; natuurbewaring, dierkunde, plantkunde, entomologie, die studie van mikro-organismes, met inbegrip van landbou- en voedsel industrie, medisyne [nie vir assesseringsdoeleindes nie] • Handlense of mikroskope NATUURWETENSKAPPE GRAAD 7-9 KABV 43 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). Leerders moet lees, skryf, teken en gereelde praktiese take doen Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Verduidelik fotosintese en respirasie • Verduidelik hoe om blare te toets vir stysel • Verduidelik belangrike konsepte wat verband hou met ekologie, soos ekosisteme, habitatte, gemeenskappe, bevolkings, spesies, aanpassings, uitsterwing • Onderskei tussen die biotiese en abiotiese faktore in ‘n ekosisteem • Evalueer ontwrigting in ‘n ekosisteem; gee oorsake, gevolge en oplossings NATUURWETENSKAPPE GRAAD 7-9 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRADE 8: Kwartaal 2 KENNISAFDELING: MATERIE EN MATERIALE TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Atome Atome - boustene van materie • alle materie bestaan uit klein deeltjies wat atome genoem word • ‘n element is saamgestel uit atome van dieselfde soort. Byvoorbeeld al die atome van ‘n element, soos koper, is identies • ‘n element is ‘n stof wat nie deur chemiese metodes in twee of meer stowwe gebreek kan word nie (‘n element kan nie deur middel van ‘n chemiese reaksie in ‘n ander element verander word nie) • atome van een element verskil van die atome van al die ander elemente • alle bekende elemente word op die Periodieke Tabel van die Elemente aangedui Sub-atomiese deeltjies • atome is saamgestel uit kleiner sub-atomiese deeltjies (protone, neutrone en elektrone) • die sentrale deel van die atoom word die kern genoem • die kern bestaan uit positief gelaaide deeltjies wat protone en neutrale deeltjies word neutrone genoem • negatief gelaaide deeltjies word elektrone genoem en beweeg rondom die kern • atome is neutraal omdat die getal van negatief gelaaide deeltjies (elektrone) gelyk is aan die getal van die positief gelaaide deeltjies (protone) Maak van ‘n 2-dimensionele model of teken ‘n atoom (kies ‘n element van die eerste 20 elemente van die Periodieke Tabel) [Gebruik krale, gedroogde lensies of gedroogde ertjies wat met gom op ‘n papierbord geplak word, om ‘n basiese model van ‘n atoom van ‘n geselekteerde element te maak. Toon protone en neutrone wat die kern maak aan en elektrone in die ruimte rondom die kern] • Handboeke en naslaanmateriaal • Video insetsels van die internet wat animasies van atome en molekules wys • Krale / droë lensies of gedroogde ertjies • Papierborde • Gom NATUURWETENSKAPPE GRAAD 7-9 KABV 45 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Atome [vervolg ...] Suiwer stowwe • elemente en verbindings is suiwer stowwe Elemente • ‘n element is ‘n materiaal wat bestaan uit atome van slegs een soort, soos waterstof (H), suurstof (O), koolstof (C), natrium (Na) en chloor (Cl) • alle bekende elemente word op die Periodieke Tabel van Elemente aangedui. Hulle is beperk in getal, en is die boustene van miljoene verbindings • sommige elemente op die Periodieke Tabel van Elemente vorm diatomiese molekules byvoorbeeld waterstof (H2), stikstof (N2), suurstof (O2), chloor (Cl2). Hierdie word molekules van elemente genoem • soms reageer atome chemies saam om molekules van verbindings te vorm (soos H2O, CO2) Verbindings • ‘n verbinding is ‘n materiaal wat bestaan uit atome van twee of meer verskillende elemente wat chemies saam gebind is, soos water (H2O), koolstofdioksied (CO2), tafelsout (NaCl) • die atome in ‘n gegewe verbinding is altyd gekombineer / gebind in ‘n vaste verhouding soos in water, waar die verhouding altyd twee waterstofatome (H) tot een suurstofatoom (O) is • ‘n chemiese verbinding is die krag wat atome bymekaar hou, bv. n • verbindings soos water (H2O), koolstofdioksied (CO2), sout (NaCl)] word gevorm deur ‘n chemiese reaksies • verbindings kan afgebreek word in ‘n ontbindingsreaksie in ander verbindings of hulle oorspronklike elemente deur verhitting of elektrolise. Byvoorbeeld, elektrolise ontbind water (H2O) om waterstof (H2) en suurstof (O2) te vorm Mengsels van elemente en verbindings • elemente en verbindings word dikwels saam gemeng, soos in die lug, seewater, rotse en lewende dinge • mengsels kan deur fisiese maniere geskei word; verbindings kan deur chemiese reaksies geskei word • Maak modelle wat die atome, waaruit molekules gemaak word, aantoon (soos O2, H2, N2, H2O, CO2), deur gebruik te maak van plastiekkrale, klei of speelklei • Demonstreer en aanteken van waarnemings oor hoe ‘n verbinding deur elektrolise gebreek kan word in elemente; - koper (II) chloried (CuCl2) oplossing ontbind om koper (Cu) en chloor (Cl2) te vorm [gebruik koolstof elektrodes en ‘n kragbron van ongeveer 3 tot 9 volt] en / of • Demonstreer en aanteken van waarnemings oor hoe ‘n verbinding deur verhitting ontbind kan word om elemente - kaliumpermanganaat (KMnO4) om suurstof (O2) te kry. [Let wel: suurstof is nie die enigste produk nie]. Toets vir O2 [Let wel: ‘n gloeiende houtsplinter word gebruik om te toets vir die teenwoordigheid van suurstofgas. Dit vlam op in suurstofgas] • Plastiekkrale, klei of speelklei • Koper (II) chloried • Sel / battery • Geleidingsdrade • Metaalplate (elektrodes) • Proefbuise of klein glashouers • Kaliumpermanganaat • Hittebron (soos Bunsen￾of siritusbrander) Houtsplinter • Vuurhoutjies • Klein keramiek / glasbak (hittebestand) GRADE 8: Kwartaal 2 KENNISAFDELING: MATERIE EN MATERIALE TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Atome Atome - boustene van materie • alle materie bestaan uit klein deeltjies wat atome genoem word • ‘n element is saamgestel uit atome van dieselfde soort. Byvoorbeeld al die atome van ‘n element, soos koper, is identies • ‘n element is ‘n stof wat nie deur chemiese metodes in twee of meer stowwe gebreek kan word nie (‘n element kan nie deur middel van ‘n chemiese reaksie in ‘n ander element verander word nie) • atome van een element verskil van die atome van al die ander elemente • alle bekende elemente word op die Periodieke Tabel van die Elemente aangedui Sub-atomiese deeltjies • atome is saamgestel uit kleiner sub-atomiese deeltjies (protone, neutrone en elektrone) • die sentrale deel van die atoom word die kern genoem • die kern bestaan uit positief gelaaide deeltjies wat protone en neutrale deeltjies word neutrone genoem • negatief gelaaide deeltjies word elektrone genoem en beweeg rondom die kern • atome is neutraal omdat die getal van negatief gelaaide deeltjies (elektrone) gelyk is aan die getal van die positief gelaaide deeltjies (protone) Maak van ‘n 2-dimensionele model of teken ‘n atoom (kies ‘n element van die eerste 20 elemente van die Periodieke Tabel) [Gebruik krale, gedroogde lensies of gedroogde ertjies wat met gom op ‘n papierbord geplak word, om ‘n basiese model van ‘n atoom van ‘n geselekteerde element te maak. Toon protone en neutrone wat die kern maak aan en elektrone in die ruimte rondom die kern] • Handboeke en naslaanmateriaal • Video insetsels van die internet wat animasies van atome en molekules wys • Krale / droë lensies of gedroogde ertjies • Papierborde • Gom NATUURWETENSKAPPE GRAAD 7-9 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 5 weke Deeltjiemodel van materie Die konsep van die deeltjiemodel van materie · atome en molekules is deeltjies in die deeltjiemodel van materie · die deeltjiemodel van materie is ‘n wetenskaplike teorie wat gebruik word om te verduidelik dat alle materie (vaste stowwe, vloeistowwe en gasse) saamgestel is uit deeltjies · hierdie deeltjies is te klein om te sien (in ‘n druppel water is daar baie miljarde waterdeeltjies) · die spasies tussen die deeltjies is leeg [Let wel: hierdie ruimtes bevat nie lug nie, hulle bevat niks] · wetenskaplikes het bewyse wat daarop dui dat die deeltjies anders gereël in ‘n vastestof, vloeistof en ‘n gas · in ‘n vastestof, - is die deeltjies styf gepak in ‘n ordelike manier - kan nie rond beweeg nie maar vibreer teen mekaar - het ‘n sterk krag wat hulle saam hou - klein ruimtes tussen hulle · in ‘n vloeistof, is die deeltjies - losweg gerangskik, maar nog steeds baie naby aan mekaar - kan redelik vinnig beweeg en gly verby mekaar - swakker krag tussen hulle - klein ruimtes tussen hulle · in ‘n gas, is deeltjies - in geen spesifieke orde nie - beweeg baie vinnig - het ‘n baie swak krag tussen hulle - het baie groot spasies tussen hulle in vergelyking met vastestowwe en vloeistowwe Teken diagramme om deeltjies in ‘n vaste stof, ‘n vloeistof en ‘n gas voor te stel en verduidelik dit in terme van organisering, beweging, kragte en spasiëring, deur gebruik te maak van die deeltjiemodel van materie Teken ‘n tabel om die deeltjies van gasse, vloeistowwe en vastestowwe te vergelyk NATUURWETENSKAPPE GRAAD 7-9 KABV 47 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Deeltjiemodel van materie [vervolg ...] • Diffusie is ‘n proses waarin deeltjies in vloeistowwe en gasse beweeg (afsonderlike en verspreiding) van ‘n hoë gekonsentreerde gebied na ‘n gebied met ‘n laer konsentrasie van dié deeltjies • diffusie is vinniger in gasse in vergelyking met vloeistowwe [die konsep van diffusie is ook van toepassing in Lewe en Lewende Dinge, sien Respiratoriese Sisteem Graad 9] Verandering van staat • verhitting en verkoeling, kan veroorsaak dat materiaal van staat verander • die soliede materiaal verander eerste na ‘n vloeistof (smelt) wanneer dit verhit word en dan na ‘n gas (verdamp of kook) deur verdere verhitting • die gas verander eerste na ‘n vloeistof (kondensasie) wanneer dit afkoel word, en dan verander dit na ‘n vaste (vries of verhard) wanneer dit verder afgekoel word • as ‘n soliede materiaal verhit word, verhoog die beweging van die deeltjies wat hulle in staat stel om verby mekaar te beweeg en ‘n vloeistof te vorm • die deeltjies beweeg baie verder van mekaar af wanneer die materiaal van ‘n vloeistof na ‘n gas verander Digtheid, massa en volume • die digtheid van ‘n materiaal beskryf die hoeveelheid massa vir ‘n gegewe volume van die material Digtheid en toestande van materie • in die algemeen, is gasse minder dig as vloeistowwe en vloeistowwe is minder dig as vastestowwe [water is ‘n uitsondering omdat ys minder dig is as water en daarom kan dit dryf] • Ondersoek die tempo van diffusie van ‘n gas in vergelyking met ‘n vloeistof met betrekking tot die snelheid van diffusie na kinetiese energie [Gooi ‘n klein hoeveelheid eter op ‘n bord, die etergas versprei vinnig deur die klaskamer. Of ‘n klein hoeveelheid kaliumpermanganaat in ‘n groot meetsilinder / glashouer met water. Dit neem ‘n paar dae vir die pers kleur om eweredig te versprei] • Ondersoek verandering van staat deur verhitting van soliede kerswas in ‘n leë blik of in ‘n klein foelie pasteibakkie [die warm, vloeibare was sal stol as die hittebron verwyder word en dit toegelaat word om af te koel] • [Let wel: moenie die was tot baie hoë temperature verhit nie omdat dit sal verdamp, en die damp kan aan die brand slaan. As ys beskikbaar is, is dit veiliger om te gebruik. Dit kan verhit word om die ys te smelt en water te vorm en om waterdamp te vorm as dit kook] • Vind voorwerpe met dieselfde volume, maar met verskillende massa en vergelyk hulle (met die hand) in terme van hulle digtheid, soos spons, polistireen, hout- en metaalblokke van dieselfde grootte • Eter • Meetsilinder / groot glasfles • Kaliumpermanganaat • Leë blikke • Spiritusbranders • Foeliehouers van pasteie • Driepoot • Gaasdraadmatte • Kerswas • Vuurhoutjies • Spons, • Polistireen • Hout- en metaalblokke van dieselfde grootte NATUURWETENSKAPPE GRAAD 7-9 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Deeltjiemodel van materie [vervolg ...] Digtheid van verskillende material • sommige materiaal het ‘n lae digtheid en ander het ‘n hoë digtheid. Byvoorbeeld ‘n brood het ‘n laer digtheid as ‘n baksteen van dieselfde grootte • die individuele deeltjies van ‘n materiaal kan verskillende massas hê in vergelyking met die individuele deeltjies van ‘n ander materiaal. Daarbenewens is daar spasies tussen die deeltjies • die digtheid van ‘n materiaal sal afhang van die aard van die deeltjies, waarvan dit gemaak is en van en die grootte van die ruimtes tussen hulle • ‘n materiaal wat laer digtheid sal op ‘n vloeistof dryf wat ‘n hoër digtheid het, byvoorbeeld olie (laer digtheid) sal op water dryf (hoër digtheid) Uitsetting en inkrimping van material • vaste stowwe, vloeistowwe en gasse is geneig om uit te sit wanneer dit verhit word en in te krimp wanneer dit afgekoel • deeltjies van vloeistowwe en gasse is in ‘n toestand van konstante beweging • as ‘n materiaal verhit word, beweeg die deeltjies vinniger en hulle beweeg verder uitmekaar, dus sal die materiaal uitsit • as ‘n materiaal afgekoel, beweeg die deeltjies stadiger en hulle beweeg nader aan mekaar, dus sal die materiaal inkrimp • wanneer ‘n materiaal uitsit en inkrimp, verander die grootte en die aantal deeltjies nie. In plaas daarvan, is dit net die spasies tussen die deeltjies wat groter of kleiner word - tydens uitsetting, is die spasies tussen die deeltjies groter - tydens inkrimping, is die spasies tussen die deeltjies kleiner • Vergelyk die digthede van verskillende materiale (met die hand) deur gebruik te maak van identiese papier / plastiek koppies vol van lug, water, sand, meel [Let wel: elke koppie materiaal sal ‘n ander massa hê, maar almal het dieselfde volume. Dit sê vir ons dat die materiaal in die koppie verskillende digthede het] • Meng olie en water om te wys dat olie minder dig is as water en dus dryf olie op die water • Lees oor die besoedeling van water deur olie [Let wel: olie versprei op die oppervlakte van die water en kan dus ‘n groot liggaam van water besoedel] • Teken en verduidelik hoe uitsetting en inkrimping plaasvind in terme van die deeltjiemodel van materie [gebruik ‘n metaalbal en ring-apparaat vir ‘n demonstrasie] • Papier / plastiek koppies (identiese grootte) • Water, sand, meel • Bekers • Olie en water • Bal en ring-apparaat NATUURWETENSKAPPE GRAAD 7-9 KABV 49 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Deeltjiemodel van materie [vervolg ...] Druk • ‘n gas oefen druk uit as gevolg van die botsings van die deeltjies met mekaar en teen die kante van die houer • Deur meer gas in ‘n houer te pomp, verhoog die aantal gasdeeltjies in die houer. Dit verhoog die aantal botsings en dus verhoog die druk • [Let wel: verwarming verhoog ook die druk deur die deeltjies meer energie te gee, maak dat hulle vinniger beweeg, en bots met ‘n groter krag. Ons het nie nodig om met hierdie aspek van die druk in hierdie graad te deel nie] • Demonstreer wat gebeur wanneer ons ‘n ballon, sokkerbal of fietsband opblaas met behullep van ‘n handpomp [Soos meer lug geblaas of ingepomp word, hoe moeiliker raak dit]. Teken, skryf en verduidelik waarom dit gebeur • Ballonne • Sokkerbal • Fietsband • Handpomp 1 week Chemiese reaksies Reaktante en produkte • stowwe kan met mekaar reageer om produkte met verskillende chemiese eienskappe te vorm • in ‘n chemiese reaksie, van die stowwe wat met mekaar reageer word die reaktanse genoem • in ‘n chemiese reaksie, van die stowwe wat geproduseer word, word die produkte van die reaksie genoem • reaksies, herrangskikking van die atome vind plaas, om verskillende produkte te vorm • tydens ‘n chemiese reaksie, breek chemiese verbindings (‘n verband is ‘n krag wat atome bymekaar hou) en die verbinding van reaktanse en nuwe verbinding vorm om produkte te produseer • inheemse kennis sluit ‘n paar voorbeelde van nuttige chemiese reaksies in soos fermentasie in die brou van bier [wat koolstofdioksied en etanol (alkohol) produseer] [Die konsep van chemiese reaksies word in Graad 9 verder ontwikkel] • Ondersoek die chemiese reaksie wat plaasvind wanneer ‘n heel eier in wit asyn geplaas word [die reagense, asyn en die eierdop (kalsiumkarbonaat) reageer saam om’n produk te produseer, koolsuurgas en ‘n oplossing (kalsiumasetaat)]. Maak sketse om te wys wat waargeneem is. Wys reaktante (voor) en produkte (na) die reaksie plaasgevind het • Ondersoek wat gebeur wanneer jy met ‘n strooitjie deur helder kalkwater in ‘n beker / fles blaas [die reaktante, koolstofdioksied en kalsiumhidroksied reageer saam en die produkte is ‘n wit suspensie van kalsiumkarbonaat en water]. Maak sketse om te wys wat is waargeneem. Wys reaktante (voor) en produkte (na) die reaksie plaasgevind het [Dit skakel met Lewe en Lewende dinge in Graad 9, respiratoriese stelsel - kalkwater toets vir koolstofdioksied] • Bespreek / lees oor loopbane in anorganiese en organiese chemie; mynbou, ingenieurswese, materiaal ontwikkeling in die bio-brandstofbedryf [nie-assesseringsdoeleindes nie] • Wit asyn • Eier • Beker • Strooitjie • Helder kalkwater • Bekers / flesse NATUURWETENSKAPPE GRAAD 7-9 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereelde praktiese take doen • Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Hierdie is ‘n eksamen kwartaal, die laaste twee weke word vir hersiening gebruik. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Beskryf die basiese struktuur van ‘n atoom • Voorbeelde kan gee van molekules, elemente en molekules van verbindings • Verduidelik die verskil tussen elemente en verbindings, en mengsels en verbindings • Gebruik die deeltjiemodel van materie om verskillende toestande van materie te beskryf en verduidelik verandering van staat, digtheid en druk • Identifiseer reaktanse en produkte in ‘n eenvoudige chemiese vergelyking NATUURWETENSKAPPE GRAAD 7-9 KABV 51 GRADE 8: Kwartaal 3 KENNISAFDELING: ENERGIE EN VERANDERING TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Statiese elektrisiteit Wrywing en statiese elektrisiteit • wrywing (vryf) tussen sekere materiale (soos plastiek, perspeks, glas, nylon, wol, sy) dra elektrone tussen die atome van die twee materiale wat saam gevryf word oor • die elektrone beweeg na een materiaal wat ‘n positiewe lading op sy oppervlak veroorsaak, en ‘n negatiewe lading op die oppervlak van die ander materiaal [Dit is slegs die elektrone wat oorgedra word, protone en neutrone beweeg nie] • objekte / materiale met dieselfde / gelyksoortige ladings stoot mekaar af • objekte / materiale met teenoorgestelde ladings trek mekaar aan • ‘n ontlading van elektrone veroorsaak die vonke of skok van statiese elektrisiteit, veral wanneer die lug droog is • Vryf ‘n plastiek of perspeks liniaal met ‘n stuk wol-, nylon- of systof. Bring die liniaal naby klein stukkies sneespapier of saagsels. Sien wat gebeur en beskryf dit in terme van dieselfde of teenoorgestelde lading op die materiaal [Let wel: Leerders hoef nie te memoriseer watter ladings die materiaal verkry wanneer dit gevryf word nie]. • Handboeke en naslaanmateriaal • Video insetsels van die internet • Plastiek of perspex latte of liniale • Stukke wol / nylon / systof • Klein stukkies sneespapier NATUURWETENSKAPPE GRAAD 7-9 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 3 weke Oordrag van energie in elektriese stelsels Stroombane en stroom elektrisiteit • ‘n stroombaan is ‘n stelsel vir die oordrag van elektriese energie • ‘n geslote stroombaan is nodig om ‘n toestel te laat werk, soos om ‘n gloeilamp te laat brand (verwys na Graad 6 Energie en Verandering) • ‘n stroombaan is ‘n volledige pad vir elektrisiteit en het ‘n aantal komponente aan mekaar verbind: • van een terminaal by die bron van energie (sel / battery) al langs die geleidende materiaal (drade) deur die toestel (filamente van gloeilampe) en terug na die ander terminaal van die bron van energie (sel / battery) Komponente van ‘n stroombaan • geleidende drade word gewoonlik gemaak van metaal en dra elektrisiteit oor ‘n kort of lang afstand • skakelaars bied ‘n maklike manier van beheer van elektriese stroombane • selle / batterye is chemiese sisteme wat die bron van energie is • selle bêre chemiese stowwe (potensiële energie) • wanneer die stroombaan gesluit is, reageer die chemikalieë om ‘n elektriese stroom te produseer • ‘n elektriese stroom vloei vanaf die ladings (kinetiese energie) al langs die geleier • Teken en interpretasie van ‘n elektriese stroombaandiagram en die simbole wat daarin gebruik word • Elektriese stroombaandiagramme NATUURWETENSKAPPE GRAAD 7-9 KABV 53 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Oordrag van energie in elektriese stelsels [vervolg ...] Komponente van ‘n stroombaan [vervolg ...] • resistors word gemaak van materiaal wat weerstaan teen die vloei van ‘n elektriese stroom in ‘n stroombaan bied - resistors in ‘n stroombaan het ‘n invloed op die hoeveelheid van elektriese stroom in die stroombaan - sommige resistors (insluitend gloeilamp filamente, verwarmingsdrade, elemente in ketels / verwarmers / geysers / stowe) kan warm word en ‘n nuttig uitsetenergie verskaf o ‘n gloeilamp soos ‘n flitslig, bevat ‘n weerstand draad bekend as ‘n filament. Die filament verhit tot wit warm wanneer dit in ‘n stroombaan gekoppel word. Die weerstanddraad is gekoppel aan twee kontak punte - die een punt aan die skroef deel (omhulsel) en die ander punt aan die soldeerselknop aan die onderkant. Die twee kontakte word geskei deur ‘n isolator Uitwerking van ‘n elektriese stroom • ‘n stroom kan ‘n weerstanddraad verhit (soos ‘n gloeilamp filament) - ‘n elektriese stroom dra energie oor aan die deeltjies in ‘n gloeilamp filament, produseer die lig wat uit die filament straal - stroombane kan oorverhit as ‘n kortsluiting plaasvind: o smeltdrade is spesiale drade wat die stroombaan verbreek deur te smelt, wanneer hulle oorverhit word. Dit is veiligheid toestelle wat die gevaar verminder by die gebruik van elektrisiteit o ‘n kortsluiting kan voorkom wanneer ‘n elektriese stroom die pad van die laagste weerstand neem, byvoorbeeld wanneer ‘n geleier direk gekoppel is aan die twee terminale van ‘n sel / battery • ‘n stroom veroorsaak ‘n magnetiese veld (soos in elektromagnete) - ‘n elektriese stroom kan gebruik word om ‘n tydelike magnete te maak bekend as elektromagnete. Bewegende ladings (stroom) in ‘n geleier (soos ‘n draad), veroorsaak ‘n magnetiese veld rondom dit • Lees oor hoe smeltdrade werk • Ondersoek die verhittings effek van ‘n stroom deur die gebruik van ‘n weerstand draad (soos ‘n draad van staalwol / nichroomdraad). Neem waar, teken aan en skryf oor die effek - Voorspel of interpreteer inligting oor die effek op ander toestelle • Ondersoek die magnetiese effek van ‘n stroom in ‘n elektriese draad wat in ‘n spoel gebuig en opgedraai is - Neem die uitwerking daarvan waar op ‘n magnetiese kompas - Voorspel of interpreteer inligting oor die effek op ander toestelle • Ondersoek elektrolise van koper (II) chloried oplossing - Neem waar wat gebeur - Voorspel of interpreteer inligting oor ander toestelle • Selle / batterye • Stroombaanborde • Flitsgloeilampe • Skakelaars • Resistors (staalwol of nichroomdraad) • Koperdrade • Staaldrade • Koper (II) chloried • Magnetiese kompasse • ander (beskikbare) inset- en uitsettoestelle NATUURWETENSKAPPE GRAAD 7-9 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE • ‘n elektriese stroom veroorsaak ‘n chemiese reaksie in ‘n oplossing, hierdie proses word elektrolise genoem - water kan afgebreek word deur die elektrolise om suurstof- en waterstofgas te produseer - koper (II) chloried oplossing kan afgebreek word tot kopermetaal en chloorgas te vorm. Koper word gedeponeer op ‘n elektrode (katode) en chloorgas word gevorm as die borrels by die ander elektrode (anode) 2 weke Serie-en parallelstroombane Serie stroombane • ‘n seriestroombaan bied net een pad vir die stroom om deur te vloei. Die stroom is oral in die stroombaan dieselfde, maar elke keer wanneer ‘n resistor in serie bygevoeg word, neem die totale stroom in die stroombaan af Parallelle stroombane • ‘n parallelle stroombaan bied twee of meer paaie vir die stroom om deur te vloei, maar die totale stroom neem toe wanneer meer resistors in parallel bygevoeg word Ander uitsetoestelle • ander komplekse stroombane kan gebruik maak van uitsettoestelle soos piepers, gonsers, LED (Ligemmissiediodes) of motors [Let wel: Gebruik eenvoudige stroombaanborde, en teken stroombaandiagramme wat al die komponente bevat wat gebruik word vir die volgende ondersoeke (die gevolge van weerstand word kwalitatief benader deur die waarneming van die helderheid van gloeilampe in die stroombaan)] • Ondersoek ‘n reeks stroombane deur waarneming van die gevolge van koppeling van meer resistors (soos gloeilampe) in die stroombaan (neem die helderheid van die gloeilampe waar as meer gloeilampe bygevoeg word) - voeg meer gloeilampe in serie stroombaan by • Ondersoek ‘n parallelle stroombaan deur waarneming van die gevolge van die koppeling van meer resistors (gloeilampe) in parallel in die stroombaan (neem die helderheid van die gloeilampe waar as meer gloeilampe bygevoeg word) - Voeg meer gloeilampe in parallel in die stroombaan by • Vergelyk die gevolge van resistors in serie en parallel met mekaar deur die aanteken van waarnemings in ‘n tabel • Ondersoek verskillende metale (al die geleiers het ‘n weerstand nie) in ‘n seriestroombaan. Neem die helderheid van die gloeilampe waar - Voeg verskillende geleiers (drade soos koper, Nichroom) in ‘n seriestroombaan by • Selle / batterye • stroobaanborde • Flitsliggloeilampe • Skakelaars • Resistors (verskillende geleidingsdrade, staalwol of Nichroom drade) • Koperdrade Staaldrade NATUURWETENSKAPPE GRAAD 7-9 KABV 55 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE • Doen navorsing en skryf oor noemenswaardige gebeurtenisse in die geskiedenis van elektrisiteit in Suid-Afrika en elders • Vind uit oor loopbane in elektriese ingenieurswese (soos elektrisiëns) elektronika, elektrisiteitsvoorsiening instandhouding [nie vir eksamendoeleindes nie] 3 weke Sigbare lig Straling van die lig • lig wat uitgestraal word van liggewende voorwerpe soos die Son en gloeilampe, word oorgedra deur straling • lig beweeg in ‘n reguit lyn • lig beweeg deur die leë ruimte teen ‘n spoed van 300 000 kilometer per sekonde (die afstand van die Son na die Aarde is 150 miljoen kilometer) (verwys na Graad 7 Energie en Verandering) • Teken ‘n straaldiagram om die beeld wat gevorm word in die sneespapier aan die agterkant van die pengatkamera te verduidelik [Onderwyser kan demonstreer deur gebruik te maak van ‘n pengatkamera] • Video insetsels van die internet oor die elektro- magnetiese spektrum • Pengatkamera (indien beskikbaar) • Kartondoos (skoendoos) • Sneespapier • Gom NATUURWETENSKAPPE GRAAD 7-9 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Sigbare lig [vervolg ...] Spektrum van sigbare lig • wit lig bestaan uit ‘n spektrum (reeks) van verskillende frekwensies en golflengtes - violet, indigo, blou, groen, geel, oranje, rooi. Al hierdie kleure maak die spektrum van die sigbare lig op [Let wel: Geen verdere besonderhede oor golflengtes en frekwensies is nodig op hierdie vlak nie] • ‘n reënboog word waargeneem wanneer lig op waterdruppels in die lug val, gebreek en versprei word in verskillende kleure (violet, indigo, blou, groen, geel, oranje, rooi) • die lig aan die violet, indigo, blou reeks van die spektrum het die hoogste frekwensie (kortste golflengte) en oranje en rooi lig het die laagste frekwensie (langste golflengte) Ondeursigtig en deursigtige stowwe • lig kan nie deur ondeursigtige oppervlaktes (soos metaal, klei, bakstene, muurverf, karton) skyn nie, daarom word dit geabsorbeer of weerspieël • ondeursigtig stowwe gooi skaduwees op die kant wat wegwys van die ligbron af • lig beweeg deur deursigtige stowwe (soos glas, deursigtige plastiek, cellofaan, skoon water), dus word van die lig geabsorbeer, sommige word weerspieël, maar die meeste gaan deur Absorpsie van lig • lig kan geabsorbeer word deur oppervlaktes van sommige material • lig word verskillend deur verskillende materiaal geabsorbeer • ‘n materiaal het kleur, want dit absorbeer sommige van die kleure in die spektrum (sommige van die frekwensies) en weerspieël ander kleure • Waarneming en aanteken van die volgorde van kleure in die sigbare spektrum wanneer lig deur ‘n driehoekige prisma skyn • Teken diagramme om te wys dat skaduwees geskep word deur ondeursigtige voorwerpe. • Voorspel die gevolg van verskuiwing van voorwerp (soos ‘n kartonvorm) nader of verder weg van die ligbron • Pen • Foelie (om ‘n pengatkamera te maak) • Ligbron • Karton met smal spleet • Driehoekige prisma • Ligbron • Uitgeknipte kartonvorms • Handboeke en naslaanmateriaal • Video insetsels van die internet NATUURWETENSKAPPE GRAAD 7-9 KABV 57 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE • die frekwensies wat geabsorbeer word bereik nie die oog nie - ‘n rooi voorwerp (soos ‘n muur wat rooi geverf is) weerspieël die frekwensies wat ons sien as ‘n rooi en absorbeer ander frekwensies / kleure soos violet, indigo, blou, groen - ‘n swart voorwerp (soos ‘n swart pot) sal al die frekwensies / kleure absorbeer en daarom lyk dit swart [verbind met absorpsie van hitte deur die dowwe swart oppervlaktes: Graad 7] - ‘n wit voorwerp (soos wit papier) weerspieël al die frekwensies / kleure en daarom lyk dit wit [verbind met weerkaatsing van hitte deur ‘n blink silwer of wit oppervlak Graad 7] Sigbare lig [vervolg ...] Weerkaatsing van lig • lig word van meeste oppervlaktes weerkaats, insluitend spieëls • lig kan sy rigting verander wanneer dit weerspieël word • in refleksie, is die voorkomshoek en die weerkaatsingshoek dieselfde • die hoeke van voorkoms en refleksie word gemeet vanaf die normale wat ‘n lyn loodreg op die oppervlak is [werklike meting van hoeke word nie hier ingesluit nie] • op gladde oppervlakke, word al die lig weerkaats in dieselfde rigting • op growwe oppervlaktes, is weerkaatste lig verstrooid Hoe sien ons lig? • die frekwensies / kleure wat weerspieël word dring die oog binne • gespesialiseerde reseptorselle in die retina van die oog word gestimuleer deur spesifieke frekwensies (kleure) • in die oog, word ligenergie omgeskakel na elektriese senu-impulse • impulse beweeg na die brein en die brein interpreteer dit as ons persepsies van die lig • die frekwensies / kleure van die lig wat deur die oppervlak van ‘n voorwerp geabsorbeer word bereik nie die oog nie • Teken ‘n straaldiagram om die verandering in die rigting van die ligstrale te wys op ‘n gladde weerkaatser (soos ‘n spieël) • Teken ‘n straaldiagram om die veranderinge in die rigting te wys wnneer ligstrale weerkaats word op ‘n growwe oppervlak (soos verkreukelde aluminiumfoelie). Weerkaatste lig versprei in verskillende rigtings • Verduidelik waarom - ‘n blou motor blou lyk - ‘n sonneblom geel is en - blare groen is [Soortgelyke voorbeelde kan gebruik word] • Spieël • Ligbron • Aluminiumfoelie NATUURWETENSKAPPE GRAAD 7-9 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Breking van lig • lig kan gebreek word deur deursigtige stowwe • lig kan sy rigting verander wanneer dit gebreek word • lig wat ‘n deursigtige medium (soos glas, water, perspeks) teen ‘n hoek binne val verander die rigting terug na die normale in die medium • lig wat uit die medium beweeg (terug in die lug) verander van rigting, weg van die normale • ‘n driehoekige prisma is in staat om witlig te breek en te versprei in die kleure wat in ‘n reënboog waargeneem word • ‘n lens is in staat om lig te breek en te fokus • Demonstreer die verandering in die rigting van ‘n ligstraal deur middel van ‘n parallel gelyksydige prisma • Plaas ‘n potlood / liniaal in ‘n glas skoonwater en neem die skynbare verandering in die posisie van die potlood / liniaal onder die oppervlak van die water waar. Dit is as ‘n gevolg van die breking van lig • Teken ‘n straaldiagram van ‘n driehoekige prisma en ‘n vergrootglas (lens) om die verspreiding en fokus van lig te bewys • Bespreek loopbane in optika, fisika, optiese oordrag van inligting (optiese kabels) [Nie vir assesseringsdoeleindes nie] • Naslaanmateriaal • Video insetsels van die Internet • Parallel gelyksydige prisma • Ligbron • Karton met ‘n smal spleet of glas • Potlood of liniaal • Deursigtige houer met water Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). Leerders moet lees, skryf, teken en gereelde praktiese take doen Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Noem die komponente in ‘n elektriese stroombaan, verduidelik hoe hulle verbind word om ‘n volledige stroombaan te vorm en interpreter simbole wat gebruik word in ‘n stroombaandiagram korrek • Toon aan en beskryf hoe om die volgende te maak: - ‘n eenvoudige smeltdraad - ‘n eenvoudige elektromagneet - uitvoer van elektrolise • Beskryf die rol van ‘n resistor in ‘n stroombaan • Demonstreer en verduidelik die uitwerking op die helderheid van gloeilampe in ‘n seriestroombaan en vergelyking dit met die helderheid van gloeilampe in ‘n parallelle stroombaan • Beskryf die sigbare spektrum van lig wat gevorm word wanneer dit deur ‘n driehoekige prisma geskyn word • Verduidelik die kleur van ‘n voorwerp in terme van absorpsie en weerkaatsing van lig • Demonstreer en verduidelik die breking van lig NATUURWETENSKAPPE GRAAD 7-9 KABV 59 GRADE 8: Kwartaal 4 KENNISAFDELING: PLANEET AARDE EN DIE RUIMTE TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 3 weke Die Sonnestelsel Die Son • die Son is soos alle ander sterre - dit produseer voortdurend groot hoeveelhede hitte en lig • die energie in ons Son kom van kragtige kernreaksies waartydens waterstofgas veranderinge in heliumgas Voorwerpe rondom die Son • ‘n verskeidenheid van voorwerpe wentel rondom die Son - agt planete en hulle mane, rotsagtige asteroïdes, buitenste dwergplanete en baie ver ysige en stowwerige voorwerpe in die Kuipergordel en die Oort Wolk, aan die rand van die Sonnestelsel • al die planete en ander voorwerpe in die Sonnestelsel het hulle eie spesiale funksies, insluitende die grootte, afstand van die Son, aantal mane bekend, samestelling, oppervlak temperatuur, tyd wat dit neem vir een omwenteling om die Son • komete van die Oort Wolk kom naby aan die Son van tyd tot tyd • die Sonnestelsel lyk soos ‘n plat skyf of plaat. Die Son draai (roteer) by die sentrum en die planete en alle ander voorwerpe wentelbaan rondom dit in dieselfde rigting • swaartekrag is die krag wat al hierdie voorwerpe in hulle stabiele, voorspelbare wentelbane om die Son hou Die Aarde se posisie in die Sonnestelsel • die Aarde is die derde planeet vanaf die Son • die Aarde is die enigste planeet wat bekend is om lewe te onderhou • die toestande wat lewe op Aarde onderhou sluit in: - temperatuur: die Aarde se afstand van die Son bied die ideale temperatuur reeks - water is ‘n vloeistof, gas of vaste stof in die Aarde se temperatuur reeks - sonlig verskaf die energie in die voedselketting - suurstof: vroeë lewensvorme en alge produseer genoeg suurstof vir die ontwikkeling van meer gevorderde lewensvorme Bou ‘n model van die Sonnestelsel wat relatiewe afstande van die planete van die Aarde en die relatiewe groottes van die planete wys Interpretasie van ‘n tabel van feite oor die Sonnestelsel Vergelyk en skryf oor die toestande op ander planete in ons Sonnestelsel, insluitend hulle spesiale funksies OF Aanbied van ‘n feiteblad oor enige voorwerp in ons Sonnestelsel Skryf oor die rede waarom die toestande op die Aarde ideaal is vir lewe • Handboeke en naslaanmateriaal • Video insetsels van die internet wat die volgende aantoon: • Oppervlak van die Son • Beweging van planete om die Son • Meteore, asteroïdes, komete • Tabel van feite oor die Sonnestelsel NATUURWETENSKAPPE GRAAD 7-9 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 3 weke Buite die Sonnestelsel Die Melkweg Sterrestelsel • ons Sonnestelsel is in die Melkweg • ‘n Sterrestelsel is ‘n versameling van sterre wat deur hulle wedersydse swaartekrag bymekaar gehou word • ons Son is slegs een van biljoene sterre in die Melkweg Sterrestelsel • die Melkweg Sterrestelsel is in die vorm van ‘n spiraal met baie arms • ons Son is aan die rand van die Melkweg geleë in een van die spiraal arms • van die Aarde, kyk ons na die middelpunt van die Melkweg, en sien ‘n wasige pad van lig deur die lug • antieke Grieke het dit beskryf as gemorste melk Ons naaste ster • die Son is die naaste ster aan die Aarde • die ster Alpha Centauri is die naaste maklik sigbaar ster naas die Son (dit is die helderste van die twee wysers van die Suiderkruis) • Alpha Centauri is 4,2 ligjare weg van ons Sonnestelsel Ligjaar, liguur en ligminute • mense gebruik ligjare om afstande te meet van sterre en ander voorwerpe buite die Sonnestelsel • ‘n ligjaar is die afstand wat lig in een jaar beweeg • een ligjaar is gelyk aan ongeveer 10 triljoen kilometer (km) • Alpha Centauri is 42 triljoen km weg • ‘n liguur is die afstand wat lig in een uur beweeg • ons Sonnestelsel het ‘n deursnee van ongeveer 13 liguur • ‘n ligminuut is die afstand wat lig in een minuut beweeg • die Aarde is ongeveer 8 ligminute weg van die Son Bo en behalwe die Melkweg Sterrestelsel • ons Melkweg is slegs een van biljoene Sterrestelsels verstrooid oor die Heelal • die grootte van die waarneembare heelal is na raming ongeveer 28 miljard ligjare • Sterrestelsels het verskillende vorms en groottes Demonstreer die vorm van die Melkweg Sterrestelsel, met ‘n spiraal vorm Teken spiraal arms om die Melkweg Sterrestelsel voor te stel en plaas ons Sonnestelsel in die buitenste rand van die spiraal om sy plek in die Melkweg Sterrestelsel te wys Video insetsels van die internet wat die volgende aantoon: Beelde van die Melkweg Sterrestelsel Beelde van ander Sterrestelsels NATUURWETENSKAPPE GRAAD 7-9 KABV 61 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Besigtiging van die ruimte Vroeë besigtiging van die ruimte • mense kan planete en die sterre in die naglug sien • sterre is gerangskik in sigbare konstellasies • verskillende kulture het sekere konstellasies geïdentifiseer en dit benoem • sommige konstellasies het stories aan hulle gekoppel Teleskope • mense kan meer besonderhede in die lug sien wanneer hulle ‘n teleskoop gebruik • ‘n teleskoop vorm ‘n beeld van die voorwerp en vergroot dit (laat dit groter lyk) • Daar is verskillende soorte teleskope, insluitend: - optiese teleskope ontvang lig en fokus dit deur breking (met behulp van lense) of refleksie (met behullep van spieëls) soos SALT (Southern Africa Large Telescope), en die Hubble Ruimte Teleskoop - radioteleskope ontvang radiogolwe en fokus hulle deur refleksie (gewoonlik met behulp van ‘n metaalskottel) soos die SKA (Square Kilometre Array) • gunstige toestande om na die ruimte te kyk sluit wolklose lug met beperkte lig en lugbesoedeling in • Suid-Afrika het baie plekke wat aan hierdie vereistes voldoen • Gebruik sterkaarte van die suidelike hemel en identifiseer ‘n paar maklik herkenbare sterrebeelde soos die Suiderkruis, Orion en ook die planete OF • Waarneming, aanteken en vergelyking van die voorkoms van die Suiderkruis deur daarna, vir dit ten minste drie keer gedurende die maande van September en Oktober, te kyk • Teken met byskrifte om te verduidelik hoe ‘n teleskoop werk [kies enige tipe teleskoop] • Aanbieding van ‘n informasie plakkaat oor ‘n teleskoop, verduidelik hoe dit gebruik word en let op die belangrikste inligting wat dit gevind het • Bespreek die baie geleenthede in Suid-Afrika vir loopbane in astronomie [Nie vir assesseringsdoeleindes nie] • Video insetsels en beelde vanaf die internet soos: - Konstellasies - SALT teleskoop - Hubble-teleskoop - SKA-teleskoop • Sterkaarte vanaf die internet Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). Leerders moet lees, skryf, teken en gereelde praktiese take doen Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Hierdie is ‘n eksamen kwartaal, die laaste twee weke word vir hersiening gebruik. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Interpreteer en beskryf inligting oor die spesiale kenmerke van die planete en die voorwerpe in ons Sonnestelsel • Verduidelik waarom daar lewe op die planeet Aarde • kan bestaan • Beskryf die belangrikste kenmerke van ‘n ster, die Melkweg Sterrestelsel, en buite die Melkweg • Verduidelik die konsep van ligminute, liguur en ligjare • Identifiseer en beskryf die belangrikste teleskope in Suid-Afrika • Identifiseer sommige van die konstellasies in die suidelike hemelruimte NATUURWETENSKAPPE GRAAD 7-9 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRADE 9: Kwartaal 1 KENNISAFDELING: LEWE EN LEWENDE DINGE TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Selle as die basiese eenhede van lewe Selstruktuur • die sel is die basiese strukturele en funksionele eenheid van alle lewende organismes. Selle kan onder ‘n mikroskoop gesien word (hulle is mikroskopiese) • plant-en dierselle het ‘n selmembraan, sitoplasma, kern en organelle soos mitochondria, vakuole en chloroplaste - die selmembraan omsluit die inhoud van die sel. Dit kan spesifieke stowwe in en uit die sel beweeg - die sitoplasma is die jellie-agtige medium waarin baie chemiese reaksies plaasvind - die kern bevat DNA o die kern word omring deur ‘n kernmembraan (in plante en diere) o DNA bevat geërfde eienskappe, soos blou of bruin oë o DNA is uniek aan elke person; hierdie variasie geld vir verskille binne spesies - Mitochondria is verantwoordelik om deur respirasie energie vry te stel uit voedsel Verskille tussen plant-en dierselle • plantselle verskil van dierselle - plant-en dierselle word omring deur ‘n selmembraan, en plantselle het ook ‘n rigiede sellulose selwande om ondersteuning aan die plant te verskaf - plantselle bevat ook organelle soos groot vakuole en chloroplaste. Chloroplaste bevat chlorofil wat ligenergie absorber vir fotosintese (verwys na Graad 8 Lewe en Lewende dinge). Vakuole in plantselle het verskeie funksies, insluitende ondersteuning en bewaring (Vakuole in dierselle kan klein, en tydelike of afwesig wees) - Maak van ‘n 3-dimensionele (3D) model van ‘n sel - Teken, etikettering en beskrywing van die struktuur van plant-en dierselle • Identifiseer en verduidelik die belangrikste verskille tussen plant-en dierselle Handboeke en ander naslaanwerke 3 dimensionele (3D) model van ‘n sel, en / of foto’s NATUURWETENSKAPPE GRAAD 7-9 KABV 63 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Selle as die basiese eenhede van lewe [vervolg ...] Selle in weefsels, organe en stelsels • selle kom in baie verskillende vorms en groottes voor • selle is aangepas om spesifieke funksies uit te voer, soos spierselle wat gespesialiseerd is om te saam te trek en jou tot beweging in staat te stel • mikroskopiese organismes soos bakterieë, bestaan uit ‘n enkele sel. • makroskopiese organismes soos mense, bestaan uit ‘n groot aantal van selle • ‘n groep selle wat ‘n spesifieke funksie uitvoer vorm ‘n weefsel, ‘n groep van weefsels maak ‘n orgaan, en organe werk saam in groepe om stelsels te vorm, stelsels maak ‘n organisme • stamselle is selle wat die vermoë het om te verdeel en te ontwikkel in baie verskillende seltipes [Geen besonderhede word vereis nie] • Doen navorsing en skryf oor die geskiedenis van die ontdekking van lig en elektronmikroskope • Tabuleer funksies van die verskillende dele van ‘n basiese ligmikroskoop • Voorbereiding en ondersoek van skyfies van plant-en dierselle soos uie selle, wang selle. Teken en benoem ‘n paar selle van elke waarneming EN / OF • Ondersoek mikrograwe van plant-en dierselle. Teken en benoem selle van ten minste twee verskillende weefseltipes • Ondersoek, bespreek en skryf oor stamselnavorsing en die etiese kwessies betrokke • Mikrograwe van plant-en dierselle 2 weke Systems in die menslike liggaam [Let wel: Die bedoeling van hierdie onderwerp is om leerders ‘n oorsig te gee oor die struktuur en funksies van organe en stelsels in die menslike liggaam] Liggaamstelsels • die menslike liggaam bestaan uit verskeie geïntegreerde stelsels wat saam werk en sluit die volgende in: • spysverteringstelsel: breek voedsel in opgeloste voedingstowwe wat in die bloedstroom geabsorbeer en na die selle in die res van die liggaam vervoer word - die belangrikste prosesse sluit ingestie, vertering absorpsie en egestie in - die belangrikste komponente sluit die mond, slukderm, maag, ingewande, lewer in - gesondheidkwessies sluit ulkusse, anorexia nervosa, diarree, sirrose van die lewer in • sirkulasiestelsel: bring voedingstowwe en suurstof na die selle en verwyder afvalprodukte - die belangrikste prosesse sluit sirkulerende bloed tussen die hart en die longe, en sirkulerende bloed tussen die hart en die res van die liggaam in - die belangrikste komponente sluit die hart, bloedvate (are, slagare, kapillêre), bloed in - gesondheidkwessies sluit in hoë bloeddruk, hartaanvalle, beroertes • Teken ‘n groot buitelyn van die menslike liggaam. Teken en benoem elke stelsel soos dit behandel word, [fotokopieër een buitelyn van die menslike liggaam vir elke leerder, sowel as ‘n stel van stelsels en organe wat hulle kan uitsny en op die regte plek plak] • Doen navorsing en skryf oor die gesondheid kwessies wat verband hou met elke stelsel • Modelle of kaarte van die bolyf, hart, niere, spysverteringskanaal, longe NATUURWETENSKAPPE GRAAD 7-9 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Stelsels in die menslike liggaam [vervolg ...] Liggaam stelsels [vervolg ...] • respiratoriese stelsel: is verantwoordelik vir die verskaffing van suurstof aan die liggaam en vir verwydering van koolstofdioksied - die belangrikste prosesse sluit asemhaling (inaseming en uitaseming), gaswisseling (diffusie) en respirasie in - die belangrikste komponente sluit die -neus en mond, tragea en ander luggange, longe, bloed in - gesondheidkwessies sluit asma, longkanker, brongitis, asbestose in • spierstelsel: spiere produseer liggaamsbeweging. Die skelet beskerm die liggaam, bied ondersteuning en stel dit instaat om te beweeg - die belangrikste prosesse sluit sametrekking en ontspanning van die spiere, voortbeweging en beweging in - die belangrikste komponente sluit die spiere, bene, kraakbeen, senings, ligament in - gesondheidkwessies sluit ragitis, artritis, osteoporose in • uitskeidingstelsel: verwyder afval uit die bloed en reguleer liggaamsvloeistof - die belangrikste prosesse sluit filtrasie, absorpsie, verspreiding, uitskeiding in - die belangrikste komponente sluit die niere, blaas, ureters in - gesondheidkwessies sluit nierversaking, blaas infeksie, nierstene in • senuweestelsel: ontvang en help die liggaam reageer op stimuli - die belangrikste prosesse sluit hoor, sien, voel, proe, ruik, stuur en ontvang van impulse, die regulering van temperatuur in - die belangrikste komponente sluit die brein, rugmurg, senuwees, ore, neus, oë, vel, tong in - gesondheidkwessies sluit doofheid, blindheid, bysiendheid, gevolge van dwelms en alkohol op die brein in NATUURWETENSKAPPE GRAAD 7-9 KABV 65 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Stelsels in die menslike liggaam [vervolg ...] Liggaam stelsels [vervolg ...] • reproduktiewe sisteem: produseer geslagselle vir die doel van voortplanting van die spesie - die belangrikste prosesse sluit groei, selverdeling, volwasse wording, kopulasie, ejakulasie, ovulasie, menstruasie, bevrugting, inplanting in - die belangrikste komponente sluit testes, eierstokke, baarmoeder in - gesondheidkwessies sluit onvrugbaarheid, fetale alkoholsindroom, seksueel oordraagbare siektes in • Maak van ‘n plakkaat wat gesonde lewenstyl keuses voor te stel 2 weke Menslike Voortplanting Doel en puberteit • die hoof doel van voortplanting is vir gamete (manlike en vroulike geslagselle) om te kombineer vir die voortsetting van die spesie • puberteit is die stadium in die menslike lewensiklus wanneer seksuele organe volwasse word vir reproduksie. Hierdie proses word geïnisieer wanneer die pituïtêre klier hormone vrystel in die bloedstroom, en sodoende die testes en ovaria aanleiding gee om geslagshormone (testosteroon en estrogeen) vry te stel • testosteroon (vanaf die testes) en estrogeen (van die ovaria) veroorsaak sekondêre seksuele kenmerke soos menstruasie, bors ontwikkeling, pubiese hare, gesighare, verdieping van die manlike stem Voortplantingsorgane • die manlike voortplantingsorgane sluit die penis, spermbuis (vas deferens), testes (spermselle), skrotum, uretra in • die vroulike voortplantingsorgane sluit die vagina, uterus, ovaria (eierselle / ova bevat), eierleiers (Fallopiese buise) in • Benoem diagramme en verduidelik die prosesse betrokke in voortplanting • Teken ‘n vloeidiagramme om die volgorde van die stadiums in die voortplanting te toon • Doen navorsing en skryf oor die uitwerking van alkohol, rook-en dwelmmisbruik op die fetus [Verwys na die rol van die plasenta] • Debatteer en bespreek kwessies soos aborsie, onvrugbaarheid, surrogaat-moederskap, kontrasepsie, bevolkingsbeheer • Modelle of kaarte van die reproduktiewe stelsel NATUURWETENSKAPPE GRAAD 7-9 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Menslike Voortplanting [vervolg ...] Stadiums van voortplanting • een keer ‘n maand, stel een van die ovaria ‘n ryp eiersel vry in ‘n proses genaamd ovulasie • in voorbereiding vir ‘n bevrugte eiersel, ontwikkel die baarmoeder ‘n dik laag bloed • as bevrugting nie plaasvind nie, sal menstruasie plaasvind • menstruasie is die afbreking van die dik laag bloed in die baarmoeder, wat vrygestel word deur die vagina • die menstruele siklus is gewoonlik ‘n 28 dag siklus • tydens paring, is die regop penis in die vagina en semen word vrygestel (ejakulasie) • bevrugting is die samesmelting van die sperm en eiersel, wat ‘n sigoot vervaardig • indien bevrugting plaasvind, word die bevrugte eiersel in die bloed laag in die uterus ingeplant, en die gevolg is swangerskap • die ontwikkelende embrio / fetus is deur die plasenta aan die uterus geheg wat ‘n belangrike rol speel in die voeding en verwydering van afval van die fetus aan die uteruswand • die tydperk van swangerskap in die mens is omtrent 40 weke • swangerskap kan voorkom word deur die gebruik van voorbehoedmiddels soos kondome om te verhoed dat die sperm die eiersel bereik • kondome verhoed ook die oordrag van MIV / VIGS en ander seksueel oordraagbare siektes indien dit effektief gebruik word NATUURWETENSKAPPE GRAAD 7-9 KABV 67 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 ½ weke Sirkulatoriese en respiratoriese stelsels Asemhaling, gaswisseling, sirkulasie en respirasie • suurstof word ingeasem en die proses staan bekend as asemhaling • gasse word in die longe geruil (gaswisseling) tussen die alveoli en die omliggende kapillêre vate deur die proses van diffusie • geoksigineerde bloed word vervoer (sirkulasie) van die longe na die linkerkant van die hart waar dit onder hoë druk deur die slagare gepomp word [arteries vervoer suurstofryke bloed na die liggaam, behalwe vir die pulmonêre are] • die arteries onderverdeel om kapillêre vate, wat in noue kontak met die liggaam selle is, te vorm. Hier vind gaswisseling plaas en suurstof in die selle beweeg deur die proses van diffusie • suurstof in die mitochondria van die selle, gekombineer met voedsel in die proses van respirasie en energie word vrygestel vir ander liggaamsprosesse • koolstofdioksied (by-produk van respirasie), diffundeer van die selle in die kapillêre vate vir ekskresie en vervoer (sirkulasie) in die bloed aan die regterkant van die hart deur are [are vervoer gedeoksigineerde bloed, behalwe vir die pulmonêre are] • die hart pomp die gedeoksigineerde bloed (bevat koolstofdioksied), na die longe waar dit uitgeskei word in die lug deur uitgeasem Meet en vergelyk hartklop voor en na oefening Versamel inligting / data van ten minste 10 leerders Identifiseer die veranderlikes en teken ‘n staafgrafiek van die resultate Maak afleidings oor die fiksheid van die leerders gebaseer is op hartklop Skryf oor die voordele van oefening vir die kardiovaskulêre stelsel Opstel van ‘n tabel oor die verskille tussen die are, slagare en kapillêre vate Benoem diagramme van die respiratoriese stelsel Dissektering van ‘n vark of skaap hart en longe [verkry uit slaghuis] om die struktuur te ondersoek Teken vloeidiagramme om die volgorde van die stadia van inaseming van suurstof, respirasie, uitasem koolstofdioksied te toon Doen navorsing en skryf oor een van die oorsake van gesondheidkwessies (soos rook, alkohol drink, hoë cholesterolvlakke) wat verband hou met die sirkulatoriese en respiratoriese stelsels Skaap- / varkhart en -longe Stophorlosie / selfoon (tydsberekening) 1 ½ weke Spysverteringstel- sel Gesonde dieet • ‘n gesonde dieet (eetplan) vereis dat verskillende komponente, insluitende proteïene, koolhidrate, vette en olies, vitamiene en minerale, vesel en water ingesluit word • afwykings van die spysverteringskanaal kan in verband gebring word met ‘n onvanpas eetplanne ‘n Ondersoek om te toets vir die teenwoordigheid van stysel en vet (vette en olies) in voedsel. Skryf ‘n eksperimentele verslag deur gebruik te maak van die opskrifte: doel, hipotese, metode, resultate, gevolgtrekking en bespreking [Voeg ‘n paar druppels jodiumoplossing by om te toets vir styse;, gemorskos, meng met alkohol / etanol, vlek ‘n wit papier met die mengsel] Foto’s van eetversteurings Video insetsels Monsters van voedsel Jodiumoplossing Wit papier Etanol of suiwer alkohol NATUURWETENSKAPPE GRAAD 7-9 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Spysverteringstel￾sel [vervolg ...] Die spysverteringskanaal en verteringsprosesse • die spysverteringskanaal word saamgestel deur die mond, slukderm, maag, dunderm, dikderm, rektum en anus • vertering is die opbreek in ‘n bruikbare ontbinde vorm van voedsel. Daar is twee tipes van vertering: - meganiese vertering behels die fisiese breek, vergruising en fynmaak van voedsel - chemiese vertering behels die vermenging van voedsel met verteringsensieme en soutsuur [geen besonderhede van die ensieme word vereis nie] • die struktuur van elke deel van die spysverteringskanaal is aangepas vir sy funksie [geen besonderhede word vereis nie] • Doen ‘n styseltoets en vet toets op ‘n verskeidenheid van voedsel soos aartappels, rou pasta, kaas • Bespreking van ‘n verskeidenheid van ongesonde dieet komponente soos bymiddels, en die skadelike effekte van sommige diëte soos die eet van te veel kitskos en diëte ontwikkel vir gewigsverlies • Vergelyk ‘n gebalanseerde dieet van verskillende kulture soos kosher / halaal en nie-kosher / nie￾halaal voedsel Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereelde praktiese take doen • Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Identifiseer, beskryf en gee die funksie van die basiese komponente van die plant￾en dierselle • Teken en benoem ‘n veralgemeende plant-en diersel • Verduidelik die verhouding tussen selle, weefsels, organe en stelsels • Noem die stelsels [wat bespreek is], en gee die doel en die belangrikste komponente van elkeen • Beskryf en gee die funksie van die manlike en vroulike voortplantings organe • Verduidelik die belangrikste prosesse in voortplanting, soos menstruasie en bevrugting • Verduidelik die impak van faktore op die fetus gedurende swangerskap, soos rook, alkohol • Beskryf asemhaling, gaswisseling en respirasie • Benoem die reproduktiewe, respiratoriese en spysverteringstelsels NATUURWETENSKAPPE GRAAD 7-9 KABV 69 GRADE 9: Kwartaal 2 KENNISAFDELING: MATERIE EN MATERIALE TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Verbindings Hersien kortliks die begrippe van verbindings wat in Graad 8 gedoen is Die Periodieke Tabel [Let wel: gebruik van die Periodieke Tabel van Elemente as ‘n verwysing hulpmiddel in die onderwerpe wat volg] • die elemente kan geklassifiseer word in metale, nie- metale en semi metale • die elemente is in groepe (vertikale kolomme) met soortgelyke chemiese eienskappe • elke element op die Periodieke Tabel (in sy eie blokkie) het ‘n atoomgetal (kleiner nommer), massagetal (groter nommer), naam en simbool • ‘n formule is die verhouding van simbole van die elemente en die aantal atome van elke simbool in ‘n mengsel Name van verbindings • meeste stowwe word benoem volgens hulle elemente, soos natriumchloried (tafelsout), wat gemaak word van die elemente natrium en chloor. Maar ander is algemene name soos water en ammoniak • sommige verbindings het name soos koolstofmonoksied CO, koolstofdioksied CO2, swaweltrioksied SO3. In hierdie verbindings: - monoksied vertel ons dat een suurstofatoom gekombineer is met die koolstofatoom - dioksied vertel ons dat twee suurstof atome gekombineer met die koolstofatoom - trioxide vertel ons dat drie suurstofatome gekombineer met die swaelatoom • Memorisering van die naam en die simbool van elk van die eerste 20 elemente op die Periodieke Tabel, sowel as yster (Fe), koper (Cu), sink (Zn) [leerders moet nie die atoomgetalle van elke element memoriseer nie] • Benoem, skryf simbole, en teken prente Of Maak modelle (deur gebruik te maak van krale, bone, klei of speelklei) van verskeie elemente en verbindings. Insluitend: water (H2O), suurstof (O2), koolstofmonoksied (CO), koolstofdioksied (CO2), koper oksied (CuO), natriumchloried (NaCl), swaeltrioksied (SO3) [Let wel: die jongste internasionaal aanvaarde spelling is nou swawel nie swael] • Handboeke en naslaanmateriaal • Periodieke Tabel van Elemente • Krale / bone / klei of speelklei NATUURWETENSKAPPE GRAAD 7-9 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Chemiese reaksies Chemiese vergelykings om reaksies voor te stel • chemiese reaksies kan voorgestel word met modelle • chemiese reaksies word gewoonlik verteenwoordig met simbole soos in chemiese vergelykings: Byvoorbeeld: - C + O2 = CO2 - 2H2 + O2 = 2H2O • die onderskrif nommer dui die aantal atome van ‘n element in die formule aan • die getalle in die voorkant van die verbindings dui op die verhouding waarin die molekules reageer. Byvoorbeeld twee molekules van waterstof reageer met ‘n molekule van suurstof om water te vorm, dus die verhouding is 02:01 (H: O) • geen atome gaan verloor of word bygetel in die reaksie nie, hulle word eenvoudig geherrangskik Gebalanseerde vergelykings • chemiese vergelykings moet geskryf word as gebalanseerde chemiese vergelykings. Die totale getal en tipe van atome van reaktanse is dieselfde as in die produkte. Die bogenoemde vergelykings word dus gebalanseer op die volgende manier: - 4Fe + 3O2 = 2Fe2O3 (bruin roesbedekking) - 2mg + O2 = 2MgO (wit poeier) • nog ‘n voorbeeld is koper wat met suurstof reageer om koperoksied te vorm. Dit is ‘n baie stadige reaksie • die woord vergelyking: koper + suurstof = koperoksied • chemiese vergelyking: 2Cu + O2 = 2CuO [Leerders word nie verwag om die formules / simbole vir ander woord vergelykings te skryf nie] • Noem, skryf simbole en teken prente of maak modelle (deur gebruik te maak van krale, bone of speelklei of speelklei) van die chemiese reaksies: - C + O2 = CO2 - 2H2 + O2 = 2H2O [Maak modelle van die reaktanse en atome herrangskik om te wys hoe die produkte gevorm word] • Plastiekkrale / bone / klei of speelklei Let wel: Graad 9-leerders moet die name en formules (chemiese simbole) van AL die stowwe vir elke reaksie wat volg kan skryf. Hulle moet ook die relevante elemente, in die reaksies genoem, op die Periodieke Tabel van Elemente kan identifiseer NATUURWETENSKAPPE GRAAD 7-9 KABV 71 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 ½ weke Reaksies van metale met suurstof Die algemene reaksie van metale met suurstof • sommige metale reageer met suurstof tydens verbranding • wanneer ‘n metaal met suurstof reageer, word die produk, ‘n metaaloksied, gevorm. Die algemene vergelyking vir hierdie soort van reaksie is altyd: • metaal + suurstof = metaaloksied Reaksie van yster met suurstof • wanneer die metaal yster in die lug (wat suurstof bevat) verbrand word, is die produk wat vorm word ysteroksied - woord vergelyking: yster + suurstof = ysteroksied - chemiese vergelyking: Fe + O2 = Fe2O3 [ongebalanseerd] Reaksie van magnesium met suurstof • wanneer die metaal magnesium in die lug (wat suurstof bevat) verbrand word, is die produk wat gevorm word magnesiumoksied - woord vergelyking: magnesium + suurstof = magnesiumoksied - chemiese vergelyking: Mg + O2 = MgO [ongebalanseerd] • Brand ‘n klein hoeveelheid staalwol [gebruik ‘n tang om die staalwol in die vlam te hou van ‘n Bunsen- / spiritusbrander totdat dit ontbrand] • [Veiligheid nota: Onderwyser demonstrasie. Staalwol kan baie warm wanneer dit brand, en kan vonke produseer. Wees versigtig om nie ‘n brand te begin of jouself te brand nie] • Brand ‘n klein hoeveelheid magnesiumlint [bebruik ‘n tang om die magnesiumlint vas te hou in die vlam van ‘n Bunsen / spirituslamp totdat dit ontbrand]. • [Spesiale nota: Hou die wit oksied wat geproduseer word van hierdie reaksie om later te gebruik in “reaksies van sure met metaaloksiede”] • [Veiligheid nota: Onderwyser demonstrasie. Magnesiumlint produseer ‘n baie helder lig wat oë permanent kan beskadig as daar direk na gekyk word. Vra die leerders om na die kant te kyk en net bewus te wees van die helder lig eerder as om dit direk te sien. Wees versigtig om nie ‘n brand te begin of jouself te brand nie] • Hittebron (soos bunsenbrander of spiritusbrander) • Vuurhoutjies • Veiligheidsbril • Staalwol • Tang NATUURWETENSKAPPE GRAAD 7-9 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Reaksies van metale met suurstof [vervolg ...] Vorming van roes • roes is ‘n stadige chemiese reaksie van die metaal yster met suurstof en vog (water) om ‘n komplekse mengsel waarvan ysteroksied is te vorm. • Roes (‘n vorm van korrosie) kom slegs aan die oppervlak van die yster voor wat aan lug blootgestel is • staal (wat hoofsaaklik uit yster bestaan) is ‘n noodsaaklike materiaal in die moderne konstruksie. Toerusting en strukture kan roes, en verswak Maniere om roes te verhoed • verf yster en staal om dit weg te hou van vog en suurstof • yster en staal kan bedek word met ‘n dun lagie chroom of sink (metale wat nie roes nie) en dit word gedoen deur ‘n elektroplatering tegniek wat ‘n vorm is van elektrolise • Foto’s van geroeste voorwerpe 1 week Reaksies van nie￾metale met suurstof Die algemene reaksie van nie-metale met suurstof • nie-metale reageer met suurstof om nie-metaaloksiede te vorm • wanneer enige nie-metaal in oormaat suurstof verbrand word, is die algemene vergelyking altyd: nie-metaal + suurstof = nie-metaaloksiede Reaksie van koolstof met suurstof • wanneer die nie-metaal koolstof in suurstof verbrand word, word koolstofdioksied geproduseer - woord vergelyking: koolstof + suurstof = koolstofdioksied - chemiese vergelyking: C + O2 = CO2 (hierdie vergelyking is alreeds gebalanseer) Reaksie van swael met suurstof • nog ‘n voorbeeld is swael wat met suurstof reageer om swaeldioksied te vorm - woord vergelyking: swael + suurstof = swaeldioksied - chemiese vergelyking: S + O2 = SO2 (hierdie vergelyking is reeds gebalanseer) • Benoem, skryf simbole, en teken prente of die maak van modelle (deur gebruik te maak van krale, bone of klei of speelklei) van die chemiese reaksie: - S + O2 = SO2 [Maak modelle van die reaktanse en herrangskik die atome om te wys hoe die produkte gevorm word] [Let wel: Dit is nie nodig om die bogenoemde reaksie te demonstreer nie,want die produk swaeldioksied is gevaarlik vir asmalyers. Hierdie reaksie kan nie veilig gedoen word in die meeste klaskamers nie] • Plastiekkrale / bone /klei of speelklei NATUURWETENSKAPPE GRAAD 7-9 KABV 73 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Sure, basisse en pH-waarde Die konsep van pH-waarde • pH is ‘n maatstaf van hoe suur of alkalies ‘n stof is. Die pH-skaal is van 1 tot 14 • sure het ‘n pH tussen 1 tot 7. Sterk sure het ‘n baie lae pH-waarde • basisse het ‘n pH tussen 7 tot 14. Sterk basisse het ‘n baie hoë pH waardes • ‘n neutrale stof het ‘n pH van 7 • ons chemiese aanwysers (soos universele indikator is, lakmoespapier, rooikool water, rooi ui water, borrie water, Broomtimolblou, fenolftaleïen) word gebruik om aan te dui of ‘n stof ‘n suur, basis of neutraal is • Universele indikator het die vermoë om die volle omvang van die pH-waardes op die pH-skaal deur kleur verander aan te dui: - sure verander die kleur van die universele indikator na die geel, oranje en rooi kleure - basisse verander die kleur van die universele indikator na die blou en pers kleure - neutrale stowwe (pH 7), verander die kleur van ‘n universele indikator groen • Ondersoek ‘n seleksie van huishoudelike stowwe (soos water, tee en rooibostee, koffie, melk, vrugtesap, asyn, wynsteensuur, waspoeier, koeksoda, sout water) om te toets of hulle is sure, basis of neutrale is deur gebruik te maak van universele indikator en ten minste een ander indikator (soos rooikool water, rooi ui water, borrie water, Broomtimolblou, fenolftaleïen). Teken resultate (kleurverandering) aan op ‘n tabel en maak gevolgtrekkings (suur, basis of neutraal) • Plaas die bogenoemde stowwe in volgorde volgens die kleur verandering van die universele indikator van die mees suur (donkerste rooi) tot die mees basiese (pers) [Let wel: sien Aanhangsel 1 (aan die einde van hierdie kwartaal) vir kleur veranderinge van hierdie aanwysers] • Universele indikator • Rooikool / rooi ui / borrie / Broomtimolblou of fenolftaleïen • Proefbuise • Proefbuisrakke • Glashouers • Vloeistowwe soos: tee, rooibostee, koffie, melk, vrugtesap, gaskoeldrank • Huishoudelike stowwe soos: asyn, wynsteensuur, suurlemoen, seep, koeksoda, vloeibare seep ½ week Reaksies van sure en basisse: Deel I Neutralisasie en pH • wanneer sure en basisse met mekaar reageer, noem ons dit ‘n neutralisasiereaksie • wanneer ‘n basis met ‘n suur reageer, word dit minder suur / neutral gemaak • wanneer ‘n suur met ‘n basis reageer, word dit minder basis / neutral gemaak • sure wat algemeen gebruik word in die laboratorium sluit in swaelsuur (H2SO4) en soutsuur (HCl) • na ‘n suur en ‘n basis saam gereageer het, sal die pH wissel op grond van die sterkte van die suur en basis reaktanse • nie-metaaloksiede is geneig om suur (lae pH) te wees • basisse (hoë pH) sluit metaaloksiede, metaalhidroksiede, metaalkarbonate in • Ondersoek neutralisasie deur asyn (suur) met koeksoda (basis) te laat reageer [Gebruik universele indikator om die benaderde punt uit te vind wat die suur die basis mekaar neutraliseer (Wenk: universele indikator moet groen wees)] • Bekers / glasflesse • Proefbuise • Asyn • Koeksoda • Water • Universele indikator NATUURWETENSKAPPE GRAAD 7-9 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Reaksies van sure met basisse: Deel II Die algemene reaksie van ‘n suur met ‘n metaaloksied (basis) • wanneer metale met suurstof reageer, is hulle geneig om oksiede te vorm wat basisse is (sien reaksies van metale met suurstof) • wanneer ‘n suur met ‘n metaaloksied reageer, is die produkte wat gevorm word, sout en water. Die tipe sout wat gevorm word, sal afhang van die spesifieke suur en metaaloksiede wat gebruik word in die reaksie • die algemene vergelyking is altyd: • suur + metaaloksiedsout + water • Voorbeeld: • woord vergelyking: soutsuur + magnesiumoksied = magnesiumchloried + water • gebalanseerde chemiese vergelyking: 2HCl + MgO = MgCl2 + H2O Toepassings • verbranding van hout en fossielbrandstof stel koolstofdioksied en swaeldioksied in die atmosfeer vry. Dit kombineer met water in die atmosfeer om suurreën te produseer • kalksteen (CaCO3) word in landbou gebruik om grond minder suur te maak Die algemene reaksie van ‘n suur met ‘n metaal￾hidroksied (basis) • wanneer metale met water reageer, is hulle geneig om hidroksiede, wat basisse is, te vorm • wanneer ‘n suur met ‘n metaalhidroksied reageer, is die produkte wat gevorm word, ‘n sout en water. Die tipe sout wat gevorm word, sal afhang van die spesifieke suur en metaaloksiede wat gebruik word in daardie reaksie • die algemene vergelyking is altyd: • suur + metaalhidroksiedsout + water • Voorbeeld: • woord vergelyking: soutsuur + natriumhidroksied = natriumchloried + water • gebalanseerde chemiese vergelyking: HCl + NaOH = NaCl + H2O [Let wel: natriumchloried (NaCl) is tafelsout] • Ondersoek of die magnesiumoksied (MgO) [bewaarde produk van brandende magnesium] ‘n suur of ‘n basis is wanneer dit in water opgelos word. Toets die pH met behulp van universele indikator. Teken die pH waarde aan en maak gevolgtrekkings • Lees oor die oorsake en gevolge van suurreën met inbegrip van moontlike maniere om suurreën te verminder [Veiligheid nota: Vir die volgende aktiwiteite - LEERDERS MOET NIE PROBEER OM SODIUM HYDROKSIED SELF TE VERDUN NIE want sure reageer sterk met water. Om te verdun moet ‘n suur stadig by die water en nie water by die suur gevoeg word.] • Ondersoek die neutralisering van metaalhidroksiede deur die reaksie van verdunde natriumhidroksied (NaOH) met verdunde soutsuur (HCl) [Gebruik universele indikator om die benaderde punt uit te vind wat die suur die basis neutraliseer. (Wenk: universele indikator moet groen word) Gebruik ‘n drupper om die suur by te voeg totdat die oplossing die universele indikator begin geel na rooi kleur] • Herwin die tafelsout (natriumchloried) van die bogenoemde neutralisasie deur kristallisasie (verdamping van die oplosmiddel) [Let wel: doen dit net wanneer jy bevestig het dat die natriumhidroksied heeltemal geneutraliseer is (Universele indikator groen)] • Magnesiumoksied poeier • Water • Universele indikator • Proefbuise • Proefbuisrakke • Glashouers • Foto’s wat die uitwerking van suurreën illustreer • Verdunde natriumhidroksied • Verdunde soutsuur • Water • Universele indikator • Bekers / glasflesse • Proefbuise • Universele indikator • Hittebron (soos Bunsen- of spiritusbranders) • Verdampblikke • Drupper NATUURWETENSKAPPE GRAAD 7-9 KABV 75 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE ½ week Reaksies van sure en basisse: Deel III Die algemene reaksie van ‘n suur met ‘n metaalkarbonaat (basis) • metaalkarbonate is basisse • wanneer ‘n suur met metaalkarbonaat reageer, is die produkte wat gevorm word, ‘n sout, koolstofdioksied en water. Die tipe sout wat gevorm word, sal afhang van die spesifieke suur en metaalkarbonaat wat gebruik word in die reaksie • die algemene vergelyking is altyd: suur + metaalkarbonaat sout + koolstofdioksied + water • Voorbeeld: - woord vergelyking: soutsuur + kalsiumkarbonaat = kalsiumchloried + koolstofdioksied + water - gebalanseerde chemiese vergelyking: 2HCl + CaCO3 = CaCl 2 + CO2 + H2O • Ondersoek neutralisasie deur na die reaksie van ‘n metaalkarbonate te kyk - krytstof (kalsiumkarbonaat) met verdunde soutsuur (HCl) [Gebruik universele indikator om die benaderde punt waar die suur die basis neutraliseer (Wenk: Universele indikator moet groen wees)]. Versamel die koolstofdioksied soos die reaksie verloop. Toets vir die teenwoordigheid van koolstofdioksied [Let wel: kalkwater - Ca (OH)2, word gebruik om te toets vir koolstofdioksied (CO2) gas. Wanneer CO2 deur helder kalkwater geborrel word, word dit wit] • Krytstof • Verdunde soutsuur • Water • Universele indikator • Bekers / glasflesse • Proefbuise • Kalkwater ½ week Reaksies van sure met metale Die algemene reaksie van ‘n suur met ‘n metaal • wanneer ‘n suur met ‘n metaal reageer, is die produkte wat gevorm word, ‘n sout en waterstofgas. Die tipe sout wat gevorm word, sal afhang van die spesifieke suur en metaal wat gebruik word in daardie reaksie • die algemene vergelyking is altyd: suur + metaalsout + waterstofgas • Voorbeeld: - woord vergelyking: soutsuur + magnesium = magnesiumchloride + waterstofgas - gebalanseerde chemiese vergelyking: 2HCl + Mg = MgCl2 + H2 Ondersoek die reaksies van ‘n sure met metale verdunde soutsuur (HCl) met magnesium Toets vir H2 gas [Let wel: ‘n gloeiende houtsplinter word gebruik om te toets vir die teenwoordigheid van waterstof. Dit maak ‘n knal geluid] • Skryf ‘n opsomming oor die volgende algemene chemiese reaksies, deur die gebruik van woorde. Gee ook ‘n voorbeeld van elkeen wat geskryf is as ‘n gebalanseerde chemiese vergelyking: - metale en nie-metale met suurstof - sure en basisse (neutralisasie) - sure met metaaloksiede - sure met metaal-hidroksiede - sure met metaalkarbonate • Lees oor loopbane in die chemiese bedryf, met inbegrip van landbou, apteekswese, chemiese ingenieurswese, mynbou [nie vir assesseringsdoeleindes nie] • Magnesium • Verdunde soutsuur • Water • Bekers / glasflesse • Proefbuise • Houtsplinter NATUURWETENSKAPPE GRAAD 7-9 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereelde praktiese take doen • Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Hierdie is ‘n eksamen kwartaal, die laaste twee weke word vir hersiening gebruik. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Onderskei tussen suiwer stowwe en mengsels • Onderskei tussen elemente en verbindings • Noem en maak modelle van eenvoudige molekule • vir enige van die bestudeerde reaksies: 1) Beskryf in algemene terme; 2) Beskryf die veranderinge wat plaasvind tydens die reaksie; 3) Skryf ‘n gebalanseerde vergelyking • Beskryf die neutralisasie van ‘n suur met ‘n basis met behulp van pH waarde Aanhangsel: TABEL: KLEURVERANDERING VAN GESELEKTEERDE AANWYSERS WAT GEBRUIK WORD IN DIE SENIOR FASE KLEUR IN SUUR (pH 1 - 6) KLEUR IN NEUTRAAL (pH 7) KLEUR IN BASE (pH 8 -14) Universele indikator Rooi, oranje, geel Groen blou, violet, pers Rooikool water Rooi, pienk Violet, pers blou, groen, geel Rooi uie water Rooi Violet Groen Borrie water Geel Geel Rooi Fenolftaleïen Kleurloos Kleurloos Pienk, rooi Broomtimolblou Geel Groen Blou Rooi lakmoespapier Rooi Rooi Blou Blou lakmoespapier Rooi Blou Blou NATUURWETENSKAPPE GRAAD 7-9 KABV 77 GRADE 9: KWARTAAL 3 KENNISAFDELING: ENERGIE EN VERANDERING TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Kragte Tipes kragte • ‘n krag is ‘n stoot- of trekkrag (of draai) wat op ‘n voorwerp uitgeoefen word • krag word gemeet in eenhede genaamd newton (N) • kragte wat twee voorwerpe op mekaar uitoefen werk altyd in pare • ‘n krag kan die vorm, rigting en spoed van ‘n voorwerp verander • al die kragte wat op voorwerpe inwerk kan in twee breë groepe geplaas word: - - kontakkragte - - veldkragte Kontakkragte • ‘n kontakkrag (insluitend wrywing, trekkrag, drukkrag) is wanneer twee liggame in kontak is met mekaar Veldkragte (nie-kontakkragte) • veldkragte is die gevolg van aksie-op-‘n-afstand tussen twee liggame • algemene voorbeelde van die veldkragte sluit in gravitasie-, magnetise- en elektrostatiese kragte - Gravitasiekrag: swaartekrag is ‘n aantrekkingskrag (trek) wat voorwerpe / liggame op mekaar het as gevolg van hulle massas. Byvoorbeeld, die aantrekkingskrag van die Son en planete, Aarde en Maan, Aarde en voorwerpe op die oppervlak daarvan (mense en dinge) o voorwerpe met ‘n groter massa het meer aantrekkingskrag op mekaar o krag word kleiner as die afstand tussen die voorwerpe verhoog (verwys na Graad 7 Planeet Aarde en die Ruimte) • Ondersoek fisiese (meganies) stoot- en trekkragte op voorwerpe en materiaal, soos houtblokke, sponse, uitveërs, weefstowwe, balle en ballonne. Neem waar wat gebeur wanneer een persoon ‘n ander trek, wanneer beide persone trek; wanneer een persoon stoot; wanneer twee mense stoot • Demonstreer gravitasiekrag deur gebruik te maak van vallende voorwerpe: rigting is altyd “afwaarts” na die middelpunt van die aarde. Die voorwerp (klein massa) en die Aarde (groot massa) trek mekaar aan • Meet en aanteken van die gewigte (in newton) van verskillende voorwerpe met behulp van ‘n trekskaal • Handboeke en naslaanmateriaal • Houtblokke • Sponse • Uitveër • Weefstowwe • Balle / ballonne • Trekskaal in newton gekalibreer , NATUURWETENSKAPPE GRAAD 7-9 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE o swaartekrag word gemeet in newton (N) o die gewig van ‘n voorwerp is die gravitasiekrag wat uitgeoefen word deur die Aarde (of die Maan, of ‘n ander planeet). Dit word ook gemeet in newton (N) ◊ die massa van die voorwerp bly dieselfde maak nie saak waar dit bepaal word nie ◊ maar die gewig van ‘n voorwerp sal verander wanneer dit geweeg word op verskillende plekke met verskillende gravitasiekragte soos op die Aarde in vergelyking met die Maan Kragte [vervolg ...] Veldkragte (nie-kontakkragte) [vervolg ...] • magnetieseveld • Elektrostatiese krag: Wanneer sekere materiale saam gevryf word, kan hulle ‘n elektrostatiese lading verkry as gevolg van die verlies of bykry van elektrone [Let wel: slegs die elektrone word oorgedra, protone kan nie beweeg nie] - tydens die wrywing proses, beweeg die elektrone van een materiaal na die ander, wat ‘n positiewe lading op die oppervlak van die een en ‘n negatiewe lading op die oppervlak van die ander materiaal veroorsaak - voorwerpe met soortgelyke lading (+ en + of - en -) stoot mekaar af en teenoorgestelde ladings (+ en -) trek mekaar aan (verwys na Gr 8 Energie en Verandering) - gelaaide voorwerpe in ‘n elektrostatiese stelsel beskik oor potensiële energie. Die energie kom van die werk wat gedoen is tydens die wrywing proses - ‘n donderwolk word gelaai deur die wrywing van lug en waterdeeltjies wat verby mekaar in die atmosfeer beweeg o ‘n weerligstraal kom voor wanneer daar ‘n massiewe afskeiding (vrystelling van lading) tussen die donderwolk en die grond. Weerlig is ‘n reuse vonk van elektrisiteit o veiligheidsmaatreëls moet in ag geneem word tydens donder- en weerligstorms • Ondersoek watter stowwe (nie-metale en metale) word aangetrek deur ‘n staafmagneet, deur gebruik te maak van materiaal soos papier, hout, plastiek, yster, koper, aluminium. Teken die waarnemings in tabelvorm aan. • Ondersoek of ‘n magnetiesekrag ‘n magnetiesestof kan aantrek wanneer dit geskei word van die magneet deur verskillende materiale soos hout, papier, foelie, ‘n hand en staal • Waarneming van die patroon wat gemaak word deur ‘n magneet en ystervylsels [sprinkel ystervylsels op ‘n stuk papier, en plaas ‘n magneet onder die papier] • Ondersoek afstoting-en aantrekkragte van twee staafmagnete: - teenoorgestelde pole naby aan mekaar (trekkrag) - selfde pole naby aan mekaar (stootkrag) • Ondersoek hoe voorwerpe deur dit te wrywing gelaai kan word deur gebruik te maak van verskillende materiale / voorwerpe insluitende verskillende tekstielstowwe, opgeblase ballonne, plastiekliniale en -kamme, perspeks, glas, plastieksakke en stukkies papier. Neem die elektrostatiese kragte van aantrekking en afstoting tussen die voorwerpe waar [Let wel: Hierdie aktiwiteit sal nie goed werk in reënerige weer of vogtige toestande nie waterdruppels in die lug laat elektriese lading “lek” vanaf gelaaide voorwerpe] Skryf oor veiligheidsmaatreëls tydens donder- en weerligstorms • Staafmagnete • Ystervylsels • Paper • Hout • Plastiek • Yster • Koper • Aluminiumfoelie • Perspeks • Plastiekliniaal / kam • Plastieksakke • Sylap en ander tekstielstowwe • Opgeblaasde ballonne • Glas • Stukkies papier NATUURWETENSKAPPE GRAAD 7-9 KABV 79 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE ½ week Elektriese selle as energie-stelsels Elektriese selle • ‘n sel is ‘n stelsel waarin sekere chemiese reaksies die vloei van elektrisiteit veroorsaak deur middel van ‘n eksterne stroombaan • selle is ‘n bron van elektrisiteit • ‘n battery is ‘n groep van selle wat aan mekaar verbind is • Maak van ‘n sel deur die plasing van sink en koper plate, as electrodes - in ‘n oplossing van laboratorium chemikalieë (soos sinksulfaat en kopersulfaat) [‘n lap geweek in een van die oplossings as ‘n soutbrug] OF - in suur vrugte (soos ‘n suurlemoen) [Let wel: Skakel verskeie selle in series tot ‘n LED (ligemissiediode) in staat is om te brand of verbind ‘n sensitiewe multimeter / voltmeter aan die elektrodes om die lading te wys] • Geleidingsdrade • LED-gloeilampe • Sink- en koperplate, sinksulfaat, kopersulfaat 1 week Weerstand Gebruik van resistors • geleiers (selfs goeie geleiers) word warm wanneer elektriese stroom daar deur vloei: ‘n bietjie energie gaan “verlore” / “vermors” as hitte. • alle geleiers het ‘n weerstand ‘n weerstand is ‘n geleidende materiaal wat gekies word om die stroom te beheer of te voorsien van nuttige energie-oordrag, soos ‘n gloeilampe, reostate, motors, lig sensitiewe diodes, liguitstralende diodes Faktore wat weerstand in ‘n stroombaan affekteer • tipe materiaal: verskillende geleidende materiale het verskillende weerstand teen ‘n elektriese stroom • dikte van die geleier: dunner drade het meer weerstand as dikker drade • lengte van die geleier: langer drade het meer weerstand as korter drade • temperatuur van die geleier: algemeen warmer geleiers (metale) het hoër weerstand as kouer geleiers • Ondersoek ten minste een van die faktore (soort van materiaal, dikte of lengte van die geleier) wat die weerstand van ‘n geleier in ‘n stroombaan beïnvloed [maak ‘n stroombaan met ‘n sel, gloeilamp en ‘n ammeter in serie, voeg dan die verskillende geleiers, een op ‘n slag by]. Teken ammeterlesings op ‘n tabel aan en maak gevolgtrekkings [Let wel: Dit is nie nodig om ‘n aktiwiteit te doen oor die effek van temperatuur op hierdie vlak nie] • Stroombaan borde • Selle / battery • Verskillende geleiers (drade) • Gloeilampe of LEDs • Ammeter NATUURWETENSKAPPE GRAAD 7-9 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 2 weke Serie-en parallelstroombane Seriestroombane • wanneer selle aan mekaar verbind is in series, sal die totale spanning die som van die spannings (potensiaalverskille) van individuele selle wees • resistors kan in serie in ‘n stroombaan gekoppel word • die totale spanning oor die battery is dieselfde as die som van die spannings oor elk van die weerstande - ‘n resistor met ‘n hoër weerstand sal hoër spanning oor dit hê - ‘n resistor met ‘n laer weerstand sal ‘n laer spanning oor dit hê • Ondersoek die gevolge van die koppeling van meer selle in serie in die stroombaan [neem die helderheid van die gloeilampe waar as meer selle bygevoeg word] • Meet spannings oor elke resistor in serie, en oor die battery [toon aan dat die som van die spannings oor die weerstande bydra tot die spanning oor die battery]. Teken metings op die stroombaandiagram aan • Selle / battery • Geleiers (draad) • Resistors • Gloeilampe of • LEDs • Voltmeter • Ammeter Serie-en parallelle stroombane [vervolg ...] Seriesstroombane [vervolg ...] • die stroom is dieselfde wanneer dit gemeet word op enige punt in ‘n gegewe seriestroombaan • die totale stroom in die stroombaan neem af met byvoeging van elke resistor in serie Parallellestroombane • wanneer selle (van dieselfde spanning) in parallel gekoppel word, is die spanning oor hulle dieselfde as vir een sel. • resistors kan in parallel in ‘n stroombaan gekoppel word • die spanning oor elke resistor in parallel verbind is dieselfde • die totale stroom deur die battery is dieselfde as die som van die strome deur die resistors • die totale stroom in die stroombaan verhoog met elke resistor wat in parallel bygevoeg word [Let wel: Ten einde spanning te meet, moet ‘n voltmeter altyd gekoppel word oor (in parallel) ‘n weerstand of battery. Om stroom te meet, moet ‘n ammeter gekoppel word in lyn (in series) met die weerstand of battery] • Meet die stroom op verskillende punte in ‘n seriestroombaan [toon aan dat die stroom dieselfde is wanneer dit gemeet op enige punt in ‘n gegewe seriestroombaan]. Teken metings aan op ‘n stroombaandiagram • Ondersoek die gevolge van die koppeling van meer selle in parallel in die stroombaan [neem die helderheid van die gloeilampe waar as meer selle bygevoeg word] • Meet spannings oor elke resistor in parallel, en oor die battery [toon aan dat die spanning dieselfde is oor elke resistor in parallel geskakel]. Teken lesings aan op die stroombaandiagram • Meet die totale stroom deur elk van die weerstande, en van die battery [toon aan dat die som van die strome deur die resistors bydra tot die totale stroom in die stroombaan]. Teken metings aan op die stroombaandiagram NATUURWETENSKAPPE GRAAD 7-9 KABV 81 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE • die beligting stelsel in ons huise is gewoonlik in parallel verbind. - Indien een gloeilamp blaas (filament breek), sal die res van die ligte nog werk, want hulle is elke verbind in hulle eie parallel stroombaan, aan die hoofleidingstroombaan • resistors word vervaardig om akkurate weerstand te hê om die stroom te beheer • vir twee stroombane met dieselfde totale spanning: - die stroom sal groter wees in ‘n stroombaan met ‘n lae weerstand - die stroom sal kleiner wees in ‘n stroombaan met ‘n hoë weerstand • Identifisering van serie-en parallelle stroombane in elektriese bedrading in huise, motors en speelgoed • Teken serie- en parallel- stroombaandiagramme ½ week Veiligheid met elektrisiteit Veiligheidsmaatreëls • parallelle verbindings kan oorlading veroorsaak op hoofleiding stroombane • stroombaanbrekers, smeltdrade en die aarde lekkasie stelsels word gebruik as veiligheidtoestelle • baie toestelle het ‘n 3-penprop as ‘n veiligheidtoestel vir die aansluiting op die hoofstroombaan • die 3-penprop het ‘n lewendige draad, neutrale draad en ‘n aarddraad - die aarddraad is aan die metaal van die toestel verbind, soos in ‘n ketel. Die aarddraad is verbind via die muurprop aan ‘n aardkabel in die grond - die aardkabel het byna geen weerstand nie, dus as die metaal omhulsel van ‘n toestel gelaai word as gevolg van ‘n fout, word die lading veilig in die grond ontlaai • onwettige aansluitings na die ESKOM nettoevoer kan gevaarlik wees, en word beskou as energie diefstal • Identifiseer, smeltdrade, stroombaanbrekers, aarding en die aardlekkasie in die werklike stroombane of op stroombaandiagramme aan • Oefen om ‘n 3-penprop te bedraad • Teken die plan vir die bedrading van ‘n huis: - elke kamer met sy eie lig en ‘n skakelaar - die huis moet ‘n hoofskakelaar en smeltdrade hê (om oorlading te voorkom) [Let wel: Dit is nie nodig om ‘n model huis te bou nie] • Prente of diagramme van die bedrading wat smeltdrade, stroombrekers en aard lekkasie stelsel bevat • Drie-penproppe • Skroewedraaiers NATUURWETENSKAPPE GRAAD 7-9 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Energie en die na￾sionale elektrisit￾eitsnetwerk Die opwekking van elektrisiteit • ‘n kragstasie is ‘n stelsel vir die opwekking van elektrisiteit • meeste kragstasies in Suid Afrika gebruik steenkool as brandstof om water te kook • die stoom van die water draai ‘n turbine wat ‘n kragopwekker draai om elektrisiteit op te wek • daar is ander alternatiewe bronne van energie buiten steenkool, wat gebruik kan word om turbines en kragopwekkers aan te dryf insluitende wind, vallende water (hidro-elektriese), sonverhiting, kernsplitsing, die golwe in die see Kernkrag in Suid Afrika • ‘n kernkragstasie soos Koeberg in die Kaap, gebruik radioaktiewe brandstof, die radioaktiwiteit produseer hitte deur kernsplitsing. Die hitte word dan gebruik om water te kook en stoom te produseer • die stoom van die water draai ‘n turbine wat ‘n kragopwekker draai, en elektrisiteit opwek. Die elektrisiteit word dan gekanaliseer in die nasionale elektrisiteitsnetwerk • verkwiste kernkrag (kernafval) is nog steeds radioaktiewe en bly so vir baie honderde jare, en daarom is dit nodig om behoorlik daarvan ontslae te raak, sodat dit nie ‘n gevaar vir die lewe in die komende jaar inhou nie • Doen navorsing oor alternatiewe bronne van energie wat gebruik kan word om kragopwekkers te laai vir die nasionalerooster. Vergelyk hulle in terme van volhoubaarheid en omgewingsimpak • Foto’s van kragstasies in Suid Afrika • Foto’s van die komponente van ‘n kragstasie • Video insetsels van die internet NATUURWETENSKAPPE GRAAD 7-9 KABV 83 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Energie en die nasionale elektrisit- eitsnetwerk [vervolg ...] Nasionale elektrisiteitsnetwerk • die nasionale netwerk is ‘n netwerk van interaktiewe dele (‘n stelsel): verandering in een deel van die rooster het ‘n uitwerking op ander dele van die rooster - kragstasies voer elektriese energie in die nasionale netwerk in teen ‘n hoë spannings - kragdrade dra elektrisiteit teen hoë spanning - transformators verminder die spanning vir plaaslike verspreiders en verbruikers: 15% van die energie word vermors as gevolg van verhitting van transmissielyne en transformators [Geen besonderhede word vereis van wissestroom of verhoging transformators nie] • kragstuwings en rooster oorlading ontwrig die krag toevoer • Diagram wat die nasionale elektrisiteitsnetwerk met die belangrikste kragstasies 2 weke Koste van elektriese krag Die koste van elektriese krag verbruik • elektriese krag is die tempo van die verskaffing van elektriese energie • elektriese krag word gemeet in eenhede genaamd watt (W) of kilowatt (kW) [een watt van krag is gelyk aan een joule energie gelewer in ‘n sekonde (I watt = 1 joule per sekonde)] • verbruikers betaal vir die hoeveelheid krag wat hulle gebruik - hoeveelheid elektriese krag wat gebruik word gemeet in kWh (kilowatt-ure) - die koste vir die verbruiker word op die volgende wyse bereken: Koste = drywing van die toestel × die aantal ure wat dit is gebruik × die eenheid prys van elektrisiteit • die energie verbruik van die verskillende toestelle (soos gloeilampe en kompak fluorescent lampe) wissel • daar is ook alternatiewe toestelle / stelsels soos sonverhitting panele vir verwarming van water • Ondersoek etikette (in advertensies, of werklike elektriese toestelle soos yster, stoof, TV, radio, yskas), en - teken die krag waardebepaling van die toestelle op ‘n tabel aan - Teken die eenhede van krag verbruik deur hierdie verskillende toestelle in ‘n gegewe tydperk aan (kWh) [verskillende leerders kan die verbruik van verskillende toestelle bereken] - Orden die toestelle van die wat die meeste krag gebruik tot dié wat die minste krag gebruik • Bereken hoeveel geld dit die verbruiker sal kos om een van die toestelle hierbo vir ‘n gegewe tydperk te gebruik [wys hoe om die koste te bereken, deur die kWh met die eenheidskoste van elektrisiteit te vermenigvuldiging] (Let wel: Die eenheidskoste van elektrisiteit verhoog van tyd tot tyd. Vind uit wat die huidige koste per eenheid van elektrisiteit is in jou omgewing vir hierdie berekening) OF • Kies een toestel uit die bogenoemde toestelle. Bereken hoe lank ‘n bepaalde voorafbetaalde kaart sal hou as slegs een toestel gebruik word • Voorbeelde van elektrisiteit rekeninge wat elektrisiteitsverbruik en koste wys NATUURWETENSKAPPE GRAAD 7-9 84 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE • Bespreek die baie loopbane in die energie sektor, insluitend elektrisiëns, elektriese ingenieurs, vakmanne, IT-spesialiste vir die instandhouding en verbetering van die kragnetwerk [nie vir assesseringsdoeleindes nie] Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereelde praktiese take doen • Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Verduidelik en demonstreer die twee hoof groepe van kragte • Demonstreer en verduidelik die ooreenkomste en verskille tussen die gravitasie-, magnetise- en elektrostatiese kragte • Maak ‘n tabel van die verskille tussen massa en gewig • Gee die wetenskaplike verklaring van hoe weerlig voorkom • Konstrueer ‘n eenvoudige elektriese sel om energie te verskaf van chemiese energie • Meet spanning oor resistors in die stroom deur hulle akkuraat • Gee voor- en nadele vir serie-en parallellestroombane • Teken en interpreteer verskillende stroombaandiagramme • Onderskei tussen serie-en parallellestroombane in die bedrading van die huis, motors en speelgoed en verduidelik die verskille • Beskryf die nasionale energievoorraadrooster en die impak van die opwekking van elektrisiteit op die omgewing • Bereken die energieverbruik van verskeie toestelle in die huis NATUURWETENSKAPPE GRAAD 7-9 KABV 85 GRADE 9: KWARTAAL 4 KENNISAFDELING: PLANEET AARDE EN DIE RUIMTE TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE 1 week Die Aarde as ‘n stelsel Sfere van die Aarde • die aarde kan verstaan word as ‘n komplekse stelsel waar al die dele (genoem sfere) met mekaar in interaksie is - vier sfere is in wisselwerking op of naby die oppervlak van die Aarde: - die litosfeer bestaan uit soliede rots en grond - die hidrosfeer bestaan uit water in al sy vorme - die atmosfeer is ‘n laag gasse rondom die Aarde - die biosfeer bestaan uit alle lewende plante en diere en hulle interaksies met die rotse, grond, lug en water Teken met byskrifte die konsentriese lae van die binnekant van die Aarde [hersiening van Sosiale Wetenskappe Graad 7] Skryf oor die interaksie tussen die sfere (litosfeer, hidrosfeer, atmosfeer, biosfeer) Handboeke en naslaanmateriaal Modelle of foto’s van die Aarde (Aardbol) 2 weke Litosfeer Litosfeer • die aarde bestaan uit vier konsentriese lae genoem die binneste kern, buitenste kern, mantel en kors (verwys na Graad 7 Sosiale Wetenskappe) • die litosfeer (“Lith” beteken “klippe”) het drie lae: soliede buitenste deel van die mantel, kors en grond • verskillende kombinasies van elemente en verbindings vorm minerale soos koper, goud en hematiet (ysteroksied) in die kors Die rotssiklus • die rotssiklus is die natuurlike deurlopende proses oor lang periodes van tyd, wat rotse vorm, afgebreek en weer vorm • daar is drie rotstipes: stollings-, sedimentêre- en metamorfiese gesteentes • die rotssiklus kan verduidelik word in die volgende stappe: - gesmelte rots van die mantel (magma) stoot deur die kors - poele van magma koel stadig in die kors af om stollingsgesteentes te vorm, soos graniet - sommige magma ontsnap na die oppervlak as ‘n vulkaan - hierdie magma koel vinnig af en vorm vulkaniese gesteentes, soos puimsteen • Doen navorsing en te lees oor elemente en verbindings wat ons kry van die aardkors • Modelleer die vorming van rotslae [Gebruik bruin en wit snye brood vir alternatiewe lae] • Skryf, en maak tekeninge met byskrifte om die rotssiklus te verduidelik • Versamel en identifisering van voorbeelde van verskillende tipes gesteentes of foto’s • Voorbeelde van verskillende gesteentes (indien beskikbaar) of • foto’s van verskillende gesteentes • Foto’s wat die rots siklus toon NATUURWETENSKAPPE GRAAD 7-9 86 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Litosfeer [vervolg ...] - Rotse op die oppervlak van die Aarde word deur hitte, koue, wind en water verweerde om kleiner deeltjies te vorm - wind en water vervoer hierdie deeltjies na vloedvlaktes en die see deur erosie - die deeltjies word vasgelê as sediment - die sedimente word bedek deur meer lae Die rotssiklus - verduidelik in stappe • die druk van baie lae verander die onderste lae in sedimentêre rots soos sandsteen • warm magma verhit die omliggende rots en die chemiese struktuur verander om metamorfiese rots te vorm soos leiklip uit skalie of marmer uit kalksteen • sommige rots word onder die kors gestoot, smelt en word weer magma 2 weke Ontginning van minerale hulpbronne Onttrek erts • mense onttrek waardevolle minerale uit die litosfeer • rots wat hoë konsentrasies van ‘n waardevolle minerale bevat is bekend as erts • die erts word verwyder van die kors deur mynbou • sommige minerale kan gebruik word in hulle natuurlike vorm soos sand, potas, diamante Verfyning van minerale • ‘n paar ander minerale benodig ‘n chemiese of fisiese proses om die vereiste materiaal soos yster uit ystererts (chemies) of goud uit gouderts (fisiese) te onttrek • kennis van die ontginning van yster en koper is duisende jare oud - ystererts word met houtskool verhit om stukke yster te maak - Suid-Afrikaanse argeologiese terreine in KwaZulu-Natal en Limpopo verskaf bewyse hiervan - moderne prosesse meng kooks (‘n vorm van koolstof uit steenkool) en ander metale met ‘n yster om staal te produseer • Lees hoe metaal uit erts ontgin word OF • Ondersoek / demonstreer hoe die lood uit sy erts ontgin word deur verhitting van loodoksiede op ‘n koolstofblok OF • Illustreer die fisiese skeidings prosesse wat gebruik word in die mynbou [hand sortering of sifting van klippe uit sand] Video insetsels van die internet wat wys hoe die metale uit die erts onttrek word Foto’s wat die verskeie metodes van mynbou wys Blaaspype Loodoksiede Koolstofblokke Bunsen- / spiritusbranders NATUURWETENSKAPPE GRAAD 7-9 KABV 87 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Mynbou in Suid-Afrika • daar is ‘n groot skaal mynbou aktiwiteite in Suid-Afrika • hierdie aktiwiteit het beduidende uitwerking op die omgewing soos: - skepping van mynhope - besoedeling van waterbronne - beskadiging van plekke met ‘n hoë toeriste of kulturele erfenis waarde - verlies van boerdery en wilde lewe omgewings • Doen navorsing en skryf oor ‘n mynbou aktiwiteite in Suid-Afrika. Beskryf die: - elemente en verbindings wat ontgin word; - chemiese en fisiese skeiding; metodes wat gebruik word; - omgewingsimpak 2 weke Atmosfeer Atmosfeer • die atmosfeer is die mengsel van gasse wat rondom die Aarde gehou word deur middel van swaartekrag • hierdie mengsel staan as lug bekend en bestaan uit stikstof (78%), suurstof (21%), koolstofdioksied (minder as 1%), en ander gasse, insluitend waterdamp (1%) • Teken met byskrifte en skryf oor die lae van die atmosfeer volgens skaal [gebruik ‘n liniaal om die skaal akkuraat te teken] • Video insetsels van die internet Atmosfeer [vervolg ...] Atmosphere [vervolg ...] • die digtheid van die gas deeltjies verminder wanneer die afstand van die Aarde toeneem (hoe verder weg van die Aarde, hoe dunner is die lug) • die atmosfeer het vier lae: troposfeer, stratosfeer, mesosfeer, termosfeer • elke laag het ‘n ander temperatuur gradient • temperatuurgradiënt is hoeveel wat die temperatuur verander met hoogte bo seespieël Troposfeer • hierdie laag strek vanaf seevlak tot ongeveer 10 km bo die oppervlak van die Aarde • dit bevat meer as 70% van die massa van die atmosfeer (deeltjies die naaste aan mekaar) en dit het die grootste digtheid • die temperatuur verlaag as die afstand van die oppervlak verhoog (hoe verder weg van die Aarde, hoe kouer die lug) • weer kom in hierdie lag voor • alle plante en diere leef in hierdie lag • Berekening van die temperatuur op verskillende hoogtes bo seevlak in die troposfeer (die temperatuurgradiënt is oor 1°C per 100 meter in stil lug) NATUURWETENSKAPPE GRAAD 7-9 88 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Stratosfeer • hierdie laag strek van ongeveer 10 km tot ongeveer 50 km bo die oppervlak van die Aarde se oppervlakte • die lug in die stratosfeer is baie dun in vergelyking met die lug in die troposfeer • sommige vliegtuie vlieg so hoog as die stratosfeer • die stratosfeer sluit in ‘n band van osoongas (O3) in wat ultraviolet strale van die Son absorber • hierdie absorpsie van ultraviolet strale verhoog die temperatuur van die stratosfeer - as ‘n gevolg, hoe verder weg van die Aarde, die warmer is die lug • te veel ultraviolet strale meng in met die lewe op Aarde (menslike gesondheid, fotosintese, lewensiklusse en groottes van bevolkings van spesies) Atmosfeer [vervolg ...] Mesosfeer • hierdie laag strek van ongeveer 50 - 80 km bo die oppervlak van die Aarde • die lug is baie dun en baie koud • daar is nog genoeg lug in hierdie laag om klein rotse en stof uit die ruimte te verbrand • brandende rotse is sigbaar vanaf die Aarde en staan bekend as “verskietende sterre” Termosfeer • hierdie laag begin bokant 80 km van die Aarde (die termosfeer verminder stadig en teen ongeveer 350 km begin die ruimte (satelliete is veel verder weg.) • die Internasionale Ruimtestasie (IRS), waar ruimtevaarders in die ruimte werk wentel om die Aarde op ‘n hoogte van ongeveer 370 km • die onderste deel van die termosfeer absorbeer ultraviolet strale en gevaarlike X-strale van die Son • dit weerspieël radiogolwe terug na die Aarde vir TV-en radio-uitsendings Maak van ‘n model om die kweekhuiseffek te wys [gebruik deursigtige plastieksakke en termometers] ondersoek en doen verslag oor die impak van aardverwarming Naslaanmateriaal Video insetsels van die internet wat die kweekhuiseffek wys Foto’s Termometers Deursigtige plastieksakke NATUURWETENSKAPPE GRAAD 7-9 KABV 89 TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Die kweekhuiseffek • die kweekhuiseffek is ‘n natuurlike verskynsel - dit verhit die atmosfeer om lewe te onderhou • kweekhuisgasse vang die ultraviolet strale wat die lug naaste aan die oppervlak van die Aarde verwarm (soos die binnekant van ‘n kweekhuis) • die mees algemene kweekhuisgasse is koolstofdioksied, waterdamp en metaan • ‘n toename in kweekhuisgasse lei tot aardverwarming • aardverwarming is ‘n toename in die gemiddelde temperatuur van die atmosfeer • aardverwarming is ‘n potensieële lewensbedreigende probleem op die aarde. Dit kan lei tot: - verandering van die klimaat - stygende seevlakke - voedseltekorte - massa-uitwissings 1 week Geboorte, lewe en afsterwe van sterre Die geboorte van ‘n ster • sterre bestaan vir ‘n beperkte tydperk • sterre vorm binne groot wolke van gas en stof genoem nebulae, ver in die ruimte • hierdie nebulae (groot hoeveelhede van stof en gas) word saam getrek deur swaartekrag en val stadig • as hulle krimp, word hulle warm • sodra die temperatuur hoog genoeg is om ‘n kernversmelting reaksie te begin, wat waterstof na helium verander • hierdie reaksie straal groot hoeveelhede energie in die ruimte uit Waarneming van verskillende gekleurde sterre in die nag lug Plaas in volgorde, verduidelik en aanbieding van ‘n inligtingsplakkaat oor die geboorte, lewe en afsterwe van sterre Video insetsels en beelde van die internet NATUURWETENSKAPPE GRAAD 7-9 90 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TYD ONDERWERP INHOUD EN KONSEPTE VOORGESTELDE AKTIWITEITE: ONDERSOEKE, PRAKTIESE WERK, EN DEMONSTRASIES TOERUSTING EN HULPBRONNE Die lewe van ‘n ster • sterre in hulle voorkoms verander oor biljoene jare • sterre wat blou lyk is warmer en gewoonlik jonger as sterre wat rooi lyk • ons Son is ongeveer halfpad deur sy lewensiklus - dit is ‘n medium-grootte geel ster met ‘n lewensduur van ongeveer 9 biljoen jaar • vir die grootste deel van hulle lewe, verander sterre waterstof na helium • later, teen die einde van hulle lewe, sal sterre soos die Son opswel om ‘n “rooi reus” te vorm Afsterwe van ‘n ster • op ‘n sekere punt loop die kernreaksie uit brandstof uit • vir sterre soos die Son, trek die kern van die ster saam en word ‘n “wit dwerg” • in sterre soos die Son, word die buitenste gasse van die ster uitgewerp in die ruimte, waar hulle ‘n groeiende wolk rondom die wit dwerg maak wat ‘n planetêre nebula genoem word • planetêre nebula word verlig deur hulle sentrale wit dwerg ster en is mooi voorwerpe om te sien Assesseringriglyne Hierdie inhoud en die verwante konsepte moet geïntegreer word met die doelwitte en vaardighede vir Natuurwetenskappe (verwys na Afdeling 2). • Leerders moet lees, skryf, teken en gereelde praktiese take doen • Bewyse van die leerder se werk, met inbegrip van assesserings, moet in die leerder se werksboek gehou word Skool-gebaseerde assessering (insluitend praktiese take en klastoetse), moet nagesien word vir korrektheid, en opbouende terugvoering moet gereeld gedoen word. Maak voorsiening vir ‘n maksimum van 6 ure vir assessering gedurende die kwartaal. Hierdie is ‘n eksamen kwartaal, die laaste twee weke word vir hersiening gebruik. Vir meer gedetailleerde riglyne oor assessering, verwys na Afdeling 4. • Toets die leerders se kennis deur te kyk of hulle die volgende kan doen: • Beskryf die Aarde as ‘n komplekse stelsel van dele (sfere) wat interaksie met mekaar het • Identifiseer en beskryf stollings-, sedimentêre en metamorfiese gesteentes • Verduidelik die belangrikste prosesse wat die siklus van rotsvorming veroorsaak • Skryf oor die prosesse om metale uit erts te skei en te onttrek • Beskryf die atmosfeer en die lae volledig • Maak ‘n model om die kweekhuiseffek te wys • Beskryf die impak van aardverwarming • Toon hulle begrip van die geboorte, lewe en afsterwe van sterre NATUURWETENSKAPPE GRAAD 7-9 KABV 91 AFDELING 4: ASSESSERING 4.1 INLEIDING Assessering is ‘n deurlopende, beplande proses van identifisering, versameling, interpretering en diagnosering van inligting, oor die prestasie van leerders. Alle vorms van assessering is betrokke om inligting te genereer en te versameling as bewyse van prestasie. Die evaluering van hierdie bewyse en die gebruik van hierdie inligting is om die leerders te verstaan en daardeur hulle met die ontwikkeling en die leerproses te help. Assessering moet beide informele en formele wees. In beide gevalle moet gereelde terugvoer aan leerders voorsien word, om hulle leerervaring te verbeter. Informele en formele assessering Informele assessering bestaan uit ‘n gereelde nagaan van die leerders se klaswerk, (insluitend praktiese take) vrae te vra en mondelings opbouende terugvoering te gee. Punte vir informele assessering hoef nie aangeteken te word nie. Formele assessering bestaan uit geselekteerde assesseringstake, en is die punte wat formeel aangeteken word. Hierdie assesseringstake wat deur die loop van die jaar gedoen word, sluit praktiese take, toetse en eksamens in. Alle punte wat formeel aangeteken word dra by tot die finale jaarpunt. Assessering is ‘n proses wat die vlak van individuele leerders se kennis (inhoud, konsepte en vaardighede) in ‘n vak weerspieël. Dit word ingesamel, ontleed en vertolk en die data en inligting uit hierdie proses word gebruik om: • Die onderwyser in staat te stel om ‘n leerder se vordering op ‘n betroubare manier te oordeel • om leerders in te lig oor hul sterkpunte, swakpunte en vordering • Die onderwysers, ouers en ander belanghebbendes te help, om besluite te maak oor die leerproses en die vordering van leerders. Assessering moet uitgewerk word teen die inhoud ( konsepte en vaardighede) en spesifieke doelwitte van Natuurwetenskappe. Dit belangrik om te verseker dat deur die loop van ‘n skooljaar, beide informele en formele assessering, gebruik word om: • al die vakinhoud te dek • die volle omvang van die belangrikste vaardighede ingesluit word. (Sien Afdeling 2.7 en 4.5) • om‘n verskeidenheid van assesseringvorme te gebruik (sien Afdeling 4.4) 4.2 INFORMELE ASSESSERING OF DAAGLIKSE ASSESSERING Die doel van informele assessering is om voortdurend inligting te versamel oor ‘n leerder se prestasie wat gebruik kan word om hulle leervaardighede te verbeter. Informele assessering is ‘n daaglikse monitering van leerders se vordering. Dit moet nie gesien word as apart van die leeraktiwiteite wat in die klaskamer plaasvind nie. NATUURWETENSKAPPE GRAAD 7-9 92 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Informele assessering kan gedoen word deur middel van waarneming, bespreking, praktiese demonstrasies, informele klaskamer interaksies, klaswerk, ondersoeke en so aan. Informele assessering kan so eenvoudig wees as om gedurende die les te stop, leerders waar te neem of om besprekings met die leerders te hou, om sodoende leervaardighede te bevorder. Informele assessering moet ook gebruik word om terugvoering te gee aan die leerders en om die onderwyser in te lig oor die beplanning van onderrig. Self-en portuurassessering, as deel van informele assessering, behels dat leerders aktief in assessering deelneem en ‘n onderwyser ‘n toesighoudende rol speel. Dit is belangrik omdat die leerders toe te laat om te leer en te besin oor hulle eie prestasie. Uitgesoekte informele assesseringstake kan geassesseer word deur leerders of onderwysers, maar hoef nie aangeteken te word nie tensy die onderwyser verkies om dit te doen. Die resultate van die daaglikse assesseringstake word nie vir bevordering doeleindes in ag geneem nie, maar vir die verbetering van onderrig en leer. Informele, deurlopende assessering, moet gebruik word vir die verkryging van kennis en vaardighede in die aanloop tot die formele take in die program van formele assessering. (Sien Afdeling 4.4) 4.3 FORMELE ASSESSERING Formele assesseringstake en toetse, vorm deel van ‘n jaarlange formele assesseringsprogram in elke graad en vak. Formele assessering word deur die onderwyser nagesien en aangeteken vir bevorderingsdoeleindes. Alle Formele Assesseringstake moet gemodereer word vir die doel van gehalteversekering om te verseker dat toepaslike standaarde gehandhaaf word. Formele assessering bied aan onderwysers ‘n sistematiese wyse om te evalueer hoe goed leerders vorder in ‘n graad en in ‘n bepaalde vak. Formele assesseringstake in die Natuurwetenskappe sluit toetse, eksamens en praktiese take of ondersoeke en’n projek in. (Sien besonderhede in Afdeling 4.4) Die skoolgebaseerde assessering komponent in die verskillende fases is soos volg: Graad Formele skoolgebaseerde assessering Einde van die eksamens R - 3 100% n / a 4 - 6 75% 25% 7 - 9 40% 60% 10 en 11 25% 75% 12 25% insluitend skoolgebaseerde (halfjaarlikse) en September eksamens Eksterne eksamen: 75% Formele toetse en take moet saam, die hele kwartaal se werk weerspieël. Gewig van punte moet die tyd weerspieël wat toegeken word aan elke afdeling in die kurrikuluminhoud. Die kognitiewe vereistes van assessering Die kognitiewe vereistes van assessering wat gebruik word, moet gepas wees vir die ouderdom en ontwikkelingsvlak van die leerders in die graad. Assessering in die Natuurwetenskappe moet voorsiening maak vir ‘n reeks kognitiewe vlakke en vermoëns van leerders binne hierdie konteks. Die assesseringstake moet versigtig ontwerp word om die inhoud van die vak te dek, sowel as die omvang van die belangrikste vaardighede wat onder die hoofvaardighede gespesifiseer is. (Sien Afdeling 2.7) NATUURWETENSKAPPE GRAAD 7-9 KABV 93 Die spesifieke doelstellings, onderwerpe, inhoud en omvang van die belangrikste vaardighede moet gebruik word in beplanning en ontwikkeling van assesseringstake. Kognitiewe vlakke vir die assessering van die inhoud in graad 7, 8 en 9 Opstel van toetse en take vir die verskillende kognitiewe vlakke Kennis van wetenskappe Verstaan van wetenskappe Toepassing van wetenskaplike kennis Evaluering, analise, sintese van wetenskaplike kennis Persentasies vir die verhouding van lae-, middel-en hoë-orde vrae in take, toetse en eksamens Lae orde vrae 50% Middelorde vrae 35% Hoë orde vrae 15% Nuttige werkwoorde om te gebruik by die opstel van vrae Vermeld Noem Ettiketeer Lys Definieër Beskryf en ander ..... Verduidelik Vergelyk Herrangskik Illustreer Gee ‘n voorbeeld Bereken (veralgemeen) en ander ...... Voorspel Toepassing Gebruik om kennis te demonstreer Oplossing Doen Beoordeel en ander ..... Kies Analiseer Onderskei Verwys Gee ‘n rede Interpreteer Bespreek Katagoriseer en ander ... Hierdie kognitiewe vaardighede is van toepassing en het betrekking op al drie spesifieke doelwitte vir Natuurwetenskappe. (Sien Afdeling 2.6) 4.4 Program van formele assessering vir Natuurwetenskappe en Tegnologie Graad 7, 8 en 9 Formele assessering Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale % vir die jaar Skoolgebaseerde assessering Toets 1 * Praktiese taak/ Ondersoek 1 Toets 2 *Praktiese taak/ Ondersoek 2 Toets 3 *Praktiese taak / Ondersoek 3 Praktiese taak/ Ondersoek 4 ***Projek 40% Eksamen **Eksamen 1 oor die werk van 1 en 2 Eksamen 2 oor die werk van 3 en 4 60% Aantal formele assesseringstake 2 3 2 3 Totaal: 100% Notas: * Graad toepaslike assessering oor die aspekte van ondersoeke en prosesse moet deel vorm van die geselekteerde praktiese take in die assesseringsprogram vir die jaar ** Inhoud, konsepte en vaardighede oor al die onderwerpe, insluitende kennis van ondersoeke en ‘n paar vaardighede wat verband hou met praktiese werk moet in die skriftelike eksamen geassesseer word *** Die projek kan op enige tyd van die jaar gedoen word, maar word opgeneem in die 4de kwartaal punt NATUURWETENSKAPPE GRAAD 7-9 94 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ‘n Nota op toetse en eksamens Toetse en eksamens bestaan uit ‘n verskeidenheid vrae wat betrekking het op die verskillende kognitiewe vlakke – kennis van die wetenskappe, verstaan en toepassing van wetenskaplike kennis, evalueer, analiseer en sintetiseer. (Sien persentasies wat die gewig van kognitiewe vlakke vir die assessering van die inhoud dra onder Afdeling 4.3). Die gewig van punte moet weerspieël word volgens die tydstoekenning aan elke onderwerp in die kurrikuluminhoud. ‘n Enkele formele klastoets in ‘n kwartaal sal nie noodwendig die mees akkurate en betroubare bewyse van elke leerder se prestasie wees nie. Een formele klastoets in die eerste drie kwartale is die minimum aantal wat aangeteken moet word. Van leerders word verwag om te reageer op vrae binne ‘n bepaalde tyd onder beheerde toestande. Aangesien dit in die algemeen maklik is om dit betroubaar te merk, is dit ‘n goeie manier om formele assessering uit te voer, en dit kan ook ‘n handige informele assessering instrument wees. Eksamens is soortgelyk aan toetse; die enigste verskil is dat hulle meer inhoud dek. ‘n Nota oor praktiese take Deur uitvoering van praktiese take word van leerders verwag om hulle vaardighede en bevoegdhede te demonstreer. Leerders gebruik materiale, gereedskap en toerusting om iets te produseer of te ondersoek. Die onderwyser assesseer die leerder se spesifieke praktiese vaardighede (bv. die meting van die hoogte van ‘n plant, die gebruik van gereedskap en materiaal vir die manipulasie om modelle te maak, met behulp van ‘n termometer om temperatuur te meet, ens.). Praktiese take kan baie nuttig wees om te bepaal hoe die leerders hulle kennis en waardes gebruik in die uitvoering van praktiese vaardighede (hantering en / of gedragsvaardighede, bv. veiligheid en hantering van toerusting). Enige praktiese taak moet geleenthede vir leerders verskaf om verskillende vaardighede te demonstreer volgens Afdeling 2.7. Dit mag of mag nie die vaardighede van ondersoek insluit. Daar is egter sekere omstandighede wat slegs ‘n paar van hierdie vaardighede van toepassing sal wees en nie elke vaardigheid kan geassesseer kan word in elke praktiese taak nie. Praktiese take sluit ‘n verskeidenheid van aktiwiteite in waar leerders kommunikeer oor wat hulle weet en kan doen. Sluit ‘n verskeidenheid van take in om inklusiwiteit te verseker en verskillende leerstyle te akkommodeer. Maniere om te kommunikeer sluit in: dramatiseer, praat/besprekings, teken, maak van modelle, om wetenskaplike praktiese werk te doen, in die omgewing te werk, skryf en berekeninge te doen. Assessering van praktiese take Die assessering kan gebaseer wees op die eindresultaat van die aktiwiteit (die produk), of die uitvoering van die aktiwiteit (die proses), of ‘n kombinasie van beide. Assesseringsinstrumente vir projekte kan ‘n kombinasie van die rubriek, memorandum, kontrolelys, ens. wees. ‘n Nota oor projekte Projekte is take wat leerders se kennis illustreer of toepas wat hulle in die klas opgedoen het. Projekte mag aspekte van ondersoek en / of navorsing behels. Leerders kan data versamel om ‘n spesifieke stel van omstandighede en / of verskynsels te verstaan. Deur dit te doen, kan hulle modelle bou, verslae of opstelle skryf of plakkate maak en selfs aanbiedings doen. Leerders kan projekte individueel of in groepe doen, met ondersteuning en leiding van die onderwyser. Die onderwyser lei die keuse van die projek, deur die verskaffing van ‘n onderwerp of opdrag vir die ondersoek. NATUURWETENSKAPPE GRAAD 7-9 KABV 95 Assessering van projekte Onderwysers kan verskillende stadiums van die projekte afsonderlik assesseer, of die hele projek. Assessering van projekte moet gebaseer wees op die begrip van inhoud, toepassing van vaardighede en waardes in ‘n toepaslike konteks en kan in omvang wissel. Projekte kan in die klas gedoen word en moet divers genoeg wees om inklusiwiteit te bevorder. Assesseringsinstrumente van projekte kan ‘n kombinasie van ‘n rubriek, memorandum, kontrolelys, ens. wees. Een projek per jaar moet in die Senior Fase gedoen word. Dit kan in enige kwartaal gedoen word, maar die punte moet in kwartaal 4 aangeteken word. 4.5 AANTEKEN EN VERSLAGDOENING 4.5.1 Aanteken is ‘n proses waarin die onderwyser die vlak van ‘n leerder se prestasie in ‘n spesifieke assesseringstaak aandui. Dit dui op die leerder se vordering tot die bereiking van die kennis soos voorgeskryf in die Kurrikulum en Assesseringbeleidverklaring. Rekords van leerderprestasie moet bewys lewer van die leerder se konseptuele progressie in ‘n graad en sy / haar se gereedheid om na die volgende graad bevorder te word. Rekords van leerderprestasie moet ook gebruik word om die vordering wat gemaak is deur onderwysers en leerders in die onderrig-en leerproses te verifieer. Rekords moet gebruik word om leer te monitor en vir beplanning. Riglyne oor hoe om die hoofprosesvaardighede aangeteken kan word vir punte in Natuurwetenskappe Baie van hierdie belangrike prosesvaardighede (ook verwys na Afdeling 2.7) kan gekombineer word in een aktiwiteit. Nie elke hoofprosesvaardigheid moet gemerk en aangeteken word in elke taak nie. Natuurwetenskappe hoof ondersoek prosesvaardighede Puntetoekenning Skryf ‘n onderwerp Vra vrae / skryf ‘n vraag om te ondersoek Maak ‘n voorspelling / hipotese Die beplanning die ondersoek Insamel van data Aanteken van data Evaluering en kommunikasie van resultate Totaal 4.5.2 Rapportering is ‘n proses waar die prestasie aan leerders, aan die leerder, ouers, skool en ander belanghebbendes gegee word. Leerderprestasie kan op ‘n aantal maniere gerapporteer word. Dit sluit rapporte, ouervergaderings, besoekdae by die skool, ouer-onderwyser konferensies, telefoonoproepe, briewe, klas of skool nuusbriewe, ens. in. Onderwysers sal die werklike punte vir die taak aanteken deur gebruik te maak van ‘n rekordkaart; rapporteer persentasies teen die onderwerp op die leerders se rapporte. Persentasies word aangegee en kan ook met betrekking tot die 7-punt assesseringskode, aangedui word. Skole word versoek om kwartaalliks terugvoer aan ouers te gee op die Program van Formele Assessering, deur gebruik te maak van ‘n formele verslaginstrument, soos ‘n rapport. Die skedule en die rapport moet die algemene vlak van die prestasie van ‘n leerder aandui. NATUURWETENSKAPPE GRAAD 7-9 96 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.5.3 Puntetoekenning ‘n Minimum puntetoekenning word voorgeskryf vir die toetse, take en eksamens vir elke graad in die Senior Fase. Vir die doeleindes van verslagdoening, moet die punte vir die assesseringstake van elke kwartaal gekombineer word om ‘n punt uit 100 (‘n persentasie) te kry. Vir kwartaal 2 en vir die totale jaarpunt (bereken teen die einde van kwartaal 4), moet skoolgebaseerde assesserings en eksamens gekombineer word in die verhouding 40:60. Sien die voorbeelde vir elke graad hieronder. GRAAD 7 (Voorbeeld gebaseer op minimum voorgeskrewe punte) FORMELE ASSESSERING Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 TOTALE % VIR DIE JAAR Skoolgebaseerde assesserings Toets 1 (30 punte) Praktiese taak / Ondersoek 1 (20 punte) Toets 2 (30 punte) Praktiese taak / Ondersoek 2 (20 punte) Toets 3 (30 punte) Praktiese taak / Ondersoek 3 (20 punte) Praktiese taak / Ondersoek 4 (20 punte) Projek (20 punte) 40% Eksamens Eksamen 1 oor die werk van kwartaale 1 & 2 (60 punte) Eksamen 2 oor die werk van kwartaale 3 & 4 (60 punte) 60% Aantal van formele assesserings 2 3 2 3 Totaal: 100% 1. Die berekening van die punte vir elke kwartaal: Kwartaal 1 (%) = (Toets 1 punt + Praktiese Taak 1 punt) ÷ (30 + 20) × 100 Kwartaal 2 (%) = (Toets 2 punt + Prakties Taak 2 punt) ÷ (30 + 20) × 40 + × 60 (Eksamen 1 punt ÷ 60) Kwartaal 3 (%) = (Toets 3 punt + Prakties Taak 3 punt) ÷ (30 + 20) × 100 Kwartaal 4 (%) = Finale jaarpunt (sien hieronder) 21. Die berekening van die skoolgebaseerde assesseringspunt: Skool-gebaseerde assessering punt = (Toets 1 punt + Toets 2 punt + Toets 3 punt + Prakties 1 punt + Prakties 2 punt + Prakties 3 punt + Prakties 4 punt + Projekpunt) ÷ (30 + 30 + 30 + 20 + 20 + 20 + 20 + 20) × 100 3. Berekening van die eksamenpunt: Eksamenpunt = (Eksamen 1 punt + Eksamen 2 punt) ÷ (60 + 60) × 100 4. Die berekening van die finale jaarpunt: Finale jaarpunt = (Skool assesseringspunt × 0,4) + (Eksamenpunt × 0,6) Persentasies word gerapporteer en kan ook verband hou met die 7-punt kode hieronder gegee. (Sien 4.5.4) NATUURWETENSKAPPE GRAAD 7-9 KABV 97 GRAAD 8 (Voorbeeld gebaseer op minimum voorgeskrewe punte) FORMELE ASSESSERING KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 TOTALE % VIR DIE JAAR Skoolgebaseerde assesserings Toets 1 (35 punte) Praktiese taak / Ondersoek 1 (20 punte) Toets 2 (35 punte) Praktiese taak / Ondersoek 2 (20 punte) Toets 3 (35punte) Praktiese taak / Ondersoek 3 (20 punte) Praktiese taak / Ondersoek 4 (20 punte) Projek (30 punte) 40% Eksamens Eksamen 1 oor die werk van kwartaale 1 & 2 (70 punte) Eksamen 2 oor die werk van kwartaale 3 & 4 (70 punte) 60% Aantal van formele assesserings 2 3 2 3 Totaal: 100% 1. Die berekening van die punte vir elke kwartaal: Kwartaal 1 (%) = (Toets 1 punt + Praktiese Taak 1 punt) ÷ (35 + 20) × 100 Kwartaal 2 (%) = (Toets 2 punt + Prakties 2 punt) ÷ (35 + 20) × 40 + (Eksamen 1 punt ÷ 70) × 60 Kwartaal 3 (%) = (Toets 3 punt + Prakties 3 punt) ÷ (35 + 20) × 100 Kwartaal 4 (%) = Finale jaarpunt (sien hieronder) 2. Die berekening van die skoolgebaseerde assesseringspunt: Skoolgebaseerde assesseringpunt = (Toets 1 punt + Toets 2 punt + Test 3 punt + Prakties 1 punt + Prakties 2 punt + Prakties 3 punt + Prakties 4 punt + Projekpunt) ÷ (35 + 35 + 35 + 20 + 20 + 20 + 20 + 30) × 100 3. Berekening van die eksamenpunt: Eksamenpunt = (Eksamen 1 punt + Eksamen 2 punt) ÷ (70 + 70) × 100 4. Die berekening van die finale jaarpunt: Finale jaarpunt = (Skool assesseringspunt × 0,4) + (Eksamenpunt × 0,6) Persentasies word gerapporteer en kan ook verband hou met die 7-punt kode hieronder gegee. (Sien 4.5.4) NATUURWETENSKAPPE GRAAD 7-9 98 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 9 (Voorbeeld gebaseer op minimum voorgeskrewe punte) FORMELE ASSESSERING Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 TOTALE % VIR DIE JAAR Skoolgebaseerde assesserings Toets 1 (40 punte) Praktiese taak / Ondersoek 1 (20 punte) Toets 2 (40 punte) Praktiese taak / Ondersoek 2 (20 punte) Toets 3 (40 punte) Praktiese taak / Ondersoek 3 (20 punte) Praktiese taak / Ondersoek 4 (20 punte) Projek (50 punte) 40% Eksamens Eksamen 1 oor die werk van kwartaale 1 & 2 (80 punte) Eksamen 2 oor die werk van kwartaale 3 & 4 (80 punte) 60% Aantal van formele assesserings 2 3 2 3 Totaal: 100% 1. Die berekening van die punte vir elke kwartaal: Kwartaal 1 (%) = (Toets 1 punt + Praktiese Taak 1 punt) ÷ (40 + 20) × 100 Kwartaal 2 (%) = (Toets 2 punt + Prakties 2 punt) ÷ (40 + 20) × 40 + × 60 (Eksamen 1 punt ÷ 80) Kwartaal 3 (%) = (Toets 3 punt + Prakties 3 punt) ÷ (40 + 20) × 100 Kwartaal 4 (%) = Finale jaarpunt (sien hieronder) 2. Die berekening van die skoolgebaseerde assesseringspunt: Skool-gebaseerde assessering punt = (Toets 1 punt + Toets 2 punt + Toets 3 punt + Prakties 1 punt + Prakties 2 punt + Prakties 3 punt + Prakties 4 punt + Projekbestuur punt) ÷ (40 + 40 + 40 + 20 + 20 + 20 + 20 + 50) × 100 3. Berekening van die eksamenpunt: Eksamenpunt = (Eksamen 1 punt + Eksamen 2 punt) ÷ (80 + 80) × 100 4. Die berekening van die finale jaarpunt: Finale jaarpunt = (Skool assesseringspunt × 0,4) + (Eksamenpunt × 0,6) Persentasies word gerapporteer en kan ook verband hou met die 7-punt kode hieronder gegee. (Sien 4.5.4) 4.5.4 Kodes en persentasies vir rapportering in Graad R - 12 AANSLAGKODE BESKRYWING VAN BEVOEGDHEID PERSENTASIE 7 Uitstaande prestasie 80 - 100 6 Verdienstelike prestasie 70 - 79 5 Beduidende prestasie 60 - 69 4 Voldoende prestasie 50 - 59 3 Matige prestasie 40 - 49 2 Elementêre prestasie 30 - 39 1 Nie behaal nie 0 - 29 NATUURWETENSKAPPE GRAAD 7-9 KABV 99 4.6 MODERERING VAN ASSESSERING Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort op skool-, en distrikvlak geïmplementeer te word, en indien nodig op provinsiale vlak. Deeglike en gepaste modereringspraktyke moet in plek wees vir die gehalteversekering van alle vakassesserings. In graad 7, 8 en 9 moet die formele skool-gebaseerde assessering (met inbegrip van die praktiese assesseringstake) deur die betrokke vakspesialis(te) op distriksvlak gemodereer word en indien nodig, op provinsiale vlak in oorleg met die moderators by die skool. Moderering dien die volgende doeleindes: 1. Dit bepaal of die vakinhoud en vaardighede onderrig en geassesseer is. (Genoegsaam gedek) 2. Dit verseker dat die korrekte balans van kognitiewe vlakke weerspieël word in die assessering. 3. Dit verseker dat die assesserings en die nasien van ‘n aanvaarbare standaard en konsekwent is. 4. Dit identifiseer gebiede wat die onderwyser verder ontwikkel moet word en moet lei vir sodanige ontwikkeling te ondersteun. 5. Dit weerspieël die omvang wat deur die onderwyser gedek is in lyn met die kwartaal se vereiste. Moderering is dus ‘n deurlopende proses en nie ‘n eenmalige gebeurtenis aan die einde van die jaar nie. Daar is geen nasionale moderering in die Senior Fase nie. 4.7 ALGEMEEN Hierdie dokument moet gelees word in samehanging met: 4.7.1 Nasionale beleid met betrekking tot die program en promosie vereistes van die Nasionale Kurrikulumverklaring Graad R - 12, en 4.7.2 Die beleidsdokument, die Nasionale Protokol vir Assessering Graad R - 12. (Voetnotas) (NB - die projek kan gedoen word by enige tyd van die jaar, maar dit word opgeneem in die 4de kwartaal punt) NATUURWETENSKAPPE GRAAD 7-9 100 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     SKEPPENDE KUNSTE Kurrikulum- en assesseringsbeleidsverklaring Senior fase Graad 7-9 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 7-9 Skeppende Kunste SKEPPENDE KUNSTE GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http://www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-1554-7 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery SKEPPENDE KUNSTE GRAAD 7-9 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die samelewing van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot 'n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS SKEPPENDE KUNSTE GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SKEPPENDE KUNSTE GRAAD 7-9 KABV 1 INHOUD AFDELING 1: KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING......................................................... 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10–12 ........................................................................................................................................... 7 AFDELING 2: KURRIKULUM EN ASSESSERINGSBELEID VIR SKEPPENDE KUNSTE..................... 8 2.1 Wat is skeppende kunste? ............................................................................................................................. 8 2.2 Spesifieke doelstellings.................................................................................................................................. 8 2.3 Tydstoekenning vir skeppende kunste in die kurrikulum ........................................................................... 9 2.4 Oorsig van onderwerpe ................................................................................................................................ 13 2.4.1 Dans...................................................................................................................................................... 13 2.4.2 Drama ................................................................................................................................................... 15 2.4.3 Musiek................................................................................................................................................... 17 2.4.4 Visuele Kunste ...................................................................................................................................... 21 AFDELING 3: KWARTAALPLANNE....................................................................................................... 24 3.1 Wat word in dans onderrig?......................................................................................................................... 24 3.1.1 Dans in Graad 7.................................................................................................................................... 24 3.1.2 Dans in Graad 8.................................................................................................................................... 28 3.1.3 Dans in Graad 9.................................................................................................................................... 32 3.2 Wat word in drama geleer? .......................................................................................................................... 36 3.2.1 Drama in Graad 7.................................................................................................................................. 36 3.2.2 Drama in Graad 8.................................................................................................................................. 40 3.2.3 Drama in Graad 9.................................................................................................................................. 44 3.3 Wat word in musiek geleer?......................................................................................................................... 49 3.3.1 Musiek in Graad 7................................................................................................................................. 49 3.3.2 Musiek in Graad 8................................................................................................................................. 53 3.3.3 Musiek in Graad 9................................................................................................................................. 57 SKEPPENDE KUNSTE GRAAD 7-9 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.4 Wat word in visuele kunste geleer? ............................................................................................................ 61 3.4.1 Visuele Kunste in Graad 7 .................................................................................................................... 61 3.4.2 Visuele kunste in Graad 8..................................................................................................................... 66 3.4.3 Visuele Kunste in Graad 9 .................................................................................................................... 71 AFDELING 4: ASSESSERING................................................................................................................................. 75 4.1 Inleiding.......................................................................................................................................................... 75 4.2 Informele daaglikse assessering................................................................................................................. 75 4.3 Formele assessering..................................................................................................................................... 75 4.4 Assesseringsprogramme ............................................................................................................................. 77 4.4.1 Dans (een van twee kunsvorms)........................................................................................................... 78 4.4.2 Drama (een van twee kunsvorms)........................................................................................................ 79 4.4.3 Musiek (een van twee kunsvorms)........................................................................................................ 81 4.4.4 Visuele Kunste (een van twee kunsvorms)........................................................................................... 82 4.5 Opname en verslag ....................................................................................................................................... 83 4.6 Moderering van assessering........................................................................................................................ 84 4.7 Bylae............................................................................................................................................................... 85 4.8 Algemeen ....................................................................................................................................................... 87 SKEPPENDE KUNSTE GRAAD 7-9 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b (i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; SKEPPENDE KUNSTE GRAAD 7-9 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleidsdokument, 'n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, 'n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6 (A) van die Suid￾Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; SKEPPENDE KUNSTE GRAAD 7-9 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en samelewing; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolsamelewing, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). SKEPPENDE KUNSTE GRAAD 7-9 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 SKEPPENDE KUNSTE GRAAD 7-9 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. SKEPPENDE KUNSTE GRAAD 7-9 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: KURRIKULUM EN ASSESSERINGSBELEID VIR SKEPPENDE KUNSTE 2.1 WAT IS SKEPPENDE KUNSTE? Die vak Skeppende Kunste bied blootstelling aan, en die studie van, 'n reeks kunsvorms insluitende dans, drama, musiek en visuele kunste (insluitende ontwerp en kunsvlyt) vanaf Graad R tot Graad 9. Die hoofdoel van die vak Skeppende Kunste is om leerders as kreatiewe, verbeeldingryke individue te ontwikkel wat die kunste waardeer en wat 'n basiese kennis en vaardigheid sal hê om aan kunsaktiwiteite deel te neem en om hulle vir moontlike verdere studie in die kunsvorms van hulle keuse in Verdere Opvoeding en Opleiding (VOO) voor te berei. 2.2 SPESIFIEKE DOELSTELLINGS Die voorneme van die vak Skeppende Kunste is om: • kreatiewe, uitdrukkingsvolle en innoverende individue en spanne te ontwikkel; • leerders met blootstelling en ondervindinge in dans, drama, musiek en visuele kunste te voorsien; • toegang tot basiese kunsopvoeding vir alle leerders te bied; • kunstalent, aanleg en entoesiasme te identifiseer en te koester; • leerders met die nodige basiese vaardighede toe te rus om sodoende verdere studies in die kunsvorm van hulle keuse na te streef; • 'n bewustheid van die kunste van diverse kulture te ontwikkel; • leerders aan 'n reeks loopbane in die kunste bloot te stel; • kunsgeletterdheid en waardering te ontwikkel; • toekomstige gehore en kunsverbruikers te ontwikkel; en • lewensvaardighede deur middel van die kunste te ontwikkel. Dans Die studie van dans in die Senior Fase as deel van Skeppende Kunste fokus daarop om geleenthede vir leerders te voorsien om sodoende die plesier van dans te ervaar, hoe om hulle liggame veilig te gebruik, om fiksheid vir dans te ontwikkel en om voldoende basiese vaardighede te ontwikkel sodat hulle Dansstudies as 'n vak in VOO kan kies. Deur middel van improvisasie en komposisie begin leerders dans verken en hulle eie bewegingsekwense te skep en om dans as skeppende kuns te waardeer. Omdat dansopvoeding beide sirkulêr en liniêr is, word dieselfde onderwerpe, met toenemende kompleksiteit in elke daaropvolgende jaar, herhaal. Dit neem 'n lang tyd om vaardighede soos koördinasie, krag, soepelheid, stamina, volharding en beheer te ontwikkel en verg gereelde oefening. Drama Die studie van drama in Skeppende Kunste bied die leerders hulpmiddele om menslike ondervindings in dramatiese vorms deur middel van die proses van deelname, samewerking, verkenning en aanbieding voor te stel. Drama SKEPPENDE KUNSTE GRAAD 7-9 KABV 9 moedig die kreatiewe verkenning van temas en kwessies aan, skep 'n veilige konteks vir hierdie ontdekkingstog, en voorsien geleenthede om oor die insigte wat hulle gedurende hierdie proses opgedoen het, te besin. Leerders waardeer en interpreteer 'n wye reeks van dramatiese werke, wat reeds gepubliseer is en in die klaskamer geskep is. Die fokus op fisiese en spraakopwarmingsaktiwiteite is noodsaaklik omdat hierdie aktiwiteite nie net beserings voorkom nie, maar ook 'n fisiese bewustheid, koördinasie en krag oor tyd ontwikkel. Aangesien die liggaam en stem die hoofmiddele van kommunikasie en uitdrukking in drama is, moet dit veilig en effektief gebruik word. 'n Belangrike aspek van drama is die ontwikkeling van klaskameropvoerings (d.m.v. improvisasie/toneelskeppingsprosesse) wat op 'n spesifieke stimulus gebaseer is. In drama verken die leerder die motivering en die verhouding tussen mense in 'n werklike, denkbeeldige of geskiedkundige konteks om hom of haar te help om die wêreld te verstaan. Die leerder word aangemoedig om besluite te neem en om die verantwoordelikheid vir hierdie besluite binne die veilige konteks van drama te neem. Musiek Die studie van musiek in Skeppende Kunste se doelstelling is om die vermoë om 'n verskeidenheid van vokale en instrumentale musiek in groep- en solokontekste te ontwikkel. Daarbenewens word leerders blootgestel aan die geskrewe en ouditiewe taal van musiek deur musiek te lees en te skryf. Verder is die doel van die vak om die vermoë om nuwe musiek d.m.v. improvisering en komponering te ontwikkel deur beide konvensionele en onkonvensionele komposisionele tegnieke te gebruik. Die inhoud laat die leerders toe om ingeligte luisteraars van musiek te word deur aktief na 'n verskeidenheid van musiek, Westerse, inheemse en populêre musiek, te luister. Indien leerders Musiek wil studeer in die VOO-band, moet spesiale moeite gedoen word om vir hulle te help om die vermoë te ontwikkel om instrumenteel of vokaal op 'n elementêre vlak uitvoerings te kan doen en ook om 'n goeie sin vir ritme en toonhoogte te hê. Hulle behoort ook aan die einde van Graad 9 balknotasie te kan lees. Visuele Kunste Voortdurende blootstelling aan die inhoud, konsepte en vaardighede van visuele kunste d.m.v. 'n reeks van verskillende aktiwiteite wat wissel in diepte en breedte, sal die leerders help om 'n ryk visuele taal en verwante vaardighede te ontwikkel. Kritiese en nadenkende dinkvaardighede word ontwikkel en leerders kry bevrediging daaruit om hulleself op simboliese en visuele maniere uit te druk. Vordering in die Visuele Kunste is beide siklies en liniêr. Onderrig moet ouderdomtoepaslik en sensitief ten opsigte van die ontwikkeling van ware kreatiwiteit wees. Vir daardie leerders wat Ontwerp of Visuele Kunste as vakke in die VOO-band wil studeer, is Visuele Kunste in die Senior Fase noodsaaklik om hulle met die nodige grondslagvaardighede toe te rus. 2.3 TYDSTOEKENNING VIR SKEPPENDE KUNSTE IN DIE KURRIKULUM Senior Fase In Grade 7, 8 en 9, word twee ure per week aan Skeppende Kunste toegestaan. Om voorsienning te maak vir diepte van studie en om hulle voor te berei vir die kunsvakkeuses van Graad 10 tot 12, bestudeer leerders slegs TWEE kunsvorms. Keuse van kunsvorms in die Senior Fase Die keuse van kunsvorms in die Senior Fase sal deur elke skool op die volgende kriteria bepaal word: • Beskikbaarheid van die minimum fasiliteite en hulpbronne vir die vak benodig • Beskikbaarheid van spesialiskunsonderwysers op die personeel of toegankilk tot die skool (bv. SKEPPENDE KUNSTE GRAAD 7-9 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) vryskutonderwysers, ouers, samelewingskunstenaars) • Leerdervermoëns/talente en -voorkeure Om te kies watter kunsvorms om aan te bied, moet skole van die eise van die kunsvorm om leerders te selekteer, bewus wees. Leerbane Skole kan 'n aantal verskillende Skeppende Kunste-leerbane aanbied, afhangende van die bogenoemde kriteria, bv.: 1. Dans en Drama 2. Dans en Musiek 3. Dans en Visuele Kunste 4. Drama en Musiek 5. Drama en Visuele Kunste 6. Musiek en Visuele Kunste Personeel • Leerders kan in albei kunsvorms deur dieselfde onderwyser, wat in staat is om albei kunsvorms te gee, onderrig word (2 uur per week), of elkeen van die twee kunsvorms kan deur 'n spesialis in elke kunsvorm onderrig word (1 uur per week elk). Die kunsvorms behoort deur die jaar en nie in halwe-jaar modules onderrig te word. • Skole wat sommige, of al die kunsvakke in VOO aanbied, sal toegang hê tot spesialisonderwysers, fasiliteite en hulpbronne in daardie vakke. • Skole wat geen kunsspesialiste het nie en wat nie enige kunsvakke in VOO aanbied nie, kan besluit, in oorleg met die skoolbestuurspan, personeel en beheerliggaam, watter kunsvorms hulle wil aanbied. Onderwysers verantwoordelik vir die onderrig van Skeppende Kunste in hierdie skole sal intensiewe en deurlopende opleiding in een of twee kunsvorms moet ondergaan. Leerderleerbaankeuses Leerders moet na aanleiding van hulle vaardighede en voorkeure in die kunsvorms geselekteer word. Die leerders moet verkieslik so vroeg as moonlik begin spesialiseer, maar leerders met potensiaal wat nie toegang tot 'n kunsvorm in Graad 7 gehad het nie en wat dit in Graad 8 of 9 wil kies, moet nie oorgesien word nie. Beskikbaarheid van die minimum fasiliteite en hulpbronne benodig vir die vakke Om te kies watter kunsvorms skole wil aanbied in die Senior Fase, is die volgende minimum hulpbronne nodig: SKEPPENDE KUNSTE GRAAD 7-9 KABV 11 Kunsvorm Minimum fasiliteite Hulpbronne Dans Dansateljee of saal of dubbelklaskamer (oop ruimte verkieslik met 'n geveerde houtvloer) Musiekstelsel met CD-speler/iPod Drama Groot klaskamer of saal Musiekstelsel Musiek Normale klaskamer en ruimte vir oefen Musiekstelsel, musiekinstrumente Visuele Kunste Kunskamer of gepaste ruimte Kunstoerusting, verbruikersmiddels Tydstoekenning vir die Senior Fase Skeppende Kunste leerbane Om kontinuïteit en vaardigheidsontwikkeling te verseker, moet die twee gekose kunsvorms deur die jaar, eerder as in half-jaarblokke, in Grade 7, 8 en 9 onderrig word. Byvoorbeeld, in Dans is dit noodsaaklik om elke week konsekwent te dans om sodoende krag, soepelheid, stamina en beheer te ontwikkel en op te bou. Leerders behoort 'n minimum van tien lesure per kunsvorm per kwartaal gedurende skooltyd te hê en ten minste een keer per week per kunsvorm na skool. Die kontinuïteit van gereelde oefening, ten minste twee keer per week, is nodig om vaardighede te bewerkstellig. Dit is spesifiek van toepassing vir leerders wat gretig is om kunsvakke in VOO te bestudeer. Vanweë die praktiese aard van die kunste, het hierdie vakke een-uur periodes van onderrig nodig om effektief te wees. Voldoende tyd vir dans-en dramaleerders moet toegestaan word om in die toepaslike kleredrag te verklee, op te warm, om tyd te hê om die praktiese werk te ontwikkel, af te koel en terug in hulle skooluniforms te verklee. Vir Visuele Kunste en Musiek is tyd nodig om op te stel, vir praktiese werk en skoonmaak. Die tyd moet in 'n blok van dubbel- of driedubbele periodes toegeken word. Dit is soms 'n goeie idee om Skeppende Kunste-lesse voor 'n pouse of aan die einde van die dag te plaas, sodat die leerders vir langer kan aanhou. Tydskedulering sal afhang van verskillende faktore, soos byvoorbeeld die hoeveelheid klasse in 'n graad, die hoeveelheid Skeppende Kunste-onderwysers en die hoeveellheid leerders per leerbaan. Daar word voorgestel dat hoërskole wat die kunsvakke in VOO aanbied, leerders vir leerbane in Grade 8 en 9 na aanleiding van vermoë en belangstelling kies, om te verseker dat hulle die nodige basiese vaardighede het om vir kunsvakke in Graad 10 te kwalifiseer. Hieronder is 'n paar voorstelle vir tydskedulering in 'n hoërskool: A) Kunsleerbaanklasse vir VOO In hierdie scenario word Graad 8 en 9 klasse, na gelang van hulle kunsvakkeuses toegedeel: • Graad 8A & Graad 9A is Dans- en Dramaleerders • Graad 8B & Graad 9B is Dans- en Musiekleerders • Graad 8C & Graad 9C is Musiek- en Visuele Kunste-leerders • Graad 8D & Graad 9D is Dans- en Visuele Kunste-leerders • Graad 8E & Graad 9E is Musiek- en Dramaleerders • Graad 8F & Graad 9F is Drama- en Visuele Kunste-leerders SKEPPENDE KUNSTE GRAAD 7-9 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) In hierdie geval kan die klasse gedurende die loop van die skooldag geskeduleer word. B) Skeppende Kunste roosterblok In hierdie scenario is Graad 8 en Graad 9 klasse nie na aanleiding van hulle kunskeuses geskeduleer nie. Twee of drie agtereenvolgende periodes per week is vir Grade 8 en 9 toegestaan, en al die leerders in die grade word in die leerbaan wat hulle op daardie tyd volg, opgedeel. Grondrede vir die organisering van die inhoud Omdat kunsonderrig sirkulêr en liniêr is, word dieselfde onderwerpe gedurende die jaar, en in elke daaropvolgende jaar, met toenemende ingewikkeldheid, herhaal. Dit neem 'n lang tyd om vaardighede op te bou en dit verg gereelde oefening. Die aard van vordering in vaardighede word in die volgende gekry: • bekendstelling van nuwe konsepte en vaardighede • bekendstelling van toenemende woordeskat in die kunsvorm • toenemende vermoë om goed te luister, op instruksies te reageer en saam met ander te werk • toenemende vaardighede in die kunsvorms • toenemende self-vertroue, self-dissipline, fokus en kreatiwiteit SKEPPENDE KUNSTE GRAAD 7-9 KABV 13 2.4 OORSIG VAN ONDERWERPE 2.4.1 Dans 'n Danskurrikulum kan nie die behoeftes van elke dansvorm aanspreek nie. In lyn met internasionale pariteit is hierdie kurrikulum met die drie populêrste dansvorms in Suid-Afrika in gedagte geskryf: Afrika-dans, klassieke ballet en kontemporêre dans. Indien ander dansvorms oorweeg word, moet die Departement van Basiese Opvoeding (DBO) met besonderhede van presies hoe die dansvorm aangepas sal word, voorsien word om die vereistes van die kurrikulum na te kom. Onderwerpe Graad 7 Dans Graad 8 Dans Graad 9 Dans Onderwerp 1 Dansuitvoering • Danskonvensies: groet, gebruik van ruimte, beheer • Opwarming: geleidelike opbou van 'n opwarmingsritueel en inleiding tot beginsels van postuur en liggaamsbelyning • Vloerwerk: soepelheid; gewrigsmobiliteit • Isolasie van liggaamsdele • Armbewegings vir koördinasie en mobiliteit • Beenspiere en gewrigsmobiliteit, versterking en beheer; knie-buigings en balanseer op bal van die voet ('rise'), eenvoudige vee-bewegings ('brushes'), skuifelbewegings en voetwerk • Draaie: inleiding tot draai met oogfokus ('spotting') • Gewigsverplasing van kant tot kant, vorentoe en agtertoe • Voorbereiding van springbewegings met veilige landings, isolasie van voete, lokomotoriese bewegings en passies met ritmiese variasies • Danskonvensies: veilige omgewing, gedragskode • Opwarming: geleidelike opbou van 'n opwarmingsritueel met fokus op postuur en liggaamsbelyning • Vloerwerk: kernstabiliteit, asemhaling, versterking van ledemate, hand- en armkoördinasie • Isolasie van liggaamsdele: kombineer verskillende liggaamsdele • Armbewegings en handgebare vir koördinasie en beheer • Beenspiere en gewrigsmobiliteit, versterking en beheer; knie-buigings, balanseer op bal van die voet ('rise') in parallel en uitgedraaide posisies; lae vee-bewegings ('brushes'), uitvalstand ('lunges'), sirkelvormige beenbewegings en skoppe/ strekkings • Draai op die plek en op een been met oogfokus ('spotting') • Gewigsverplasing en rigtingveranderings • Artikulasie van die voet en spronge/voetwerksekwense met veilige landings, beweeg van een plek na 'n ander en sweefbewegings oor die vloer met verandering van rigting, deur gebruik te maak van 'n reeks musiekgenres en ritmes • Danskonvensies: gebruik van ruimte, respek vir ander, klasdissipline • Opwarming: geleidelike opbou van 'n opwarmingsritueel met fokus op veilige danspraktyk, liggaamsbelyning en kinestetiese bewustheid • Vloerwerk: kernstabiliteit en sywaartse buigings, heupmobiliteit en versterkingsoefeninge van die bene en voete • Isolasie van liggaamsdele met toenemende kompleksiteit en patrone • Armbewegings om vloei van bewegings te ontwikkel • Beenspiere en gewrigsmobiliteit, versterking en beheer: knie-buigings en balanseer op bal van die voet ('rise') met arm koördinasie; lae en hoë vee-bewegings ('brushes'), balansering op een been, sirkelvormige beenbewegings en skoppe/ strekkings in alle rigtings • Draaie: beweeg van een plek na die ander met oogfokus ('spotting') • Gewigsverplasing op 'n stadige tempo met beheer en balans • Opbou van stamina deur spronge, tree-hop, galoppe en pylbewegings (met arm koördinasie en verandering van rigting op 'n verskeidenheid van musiekgenres en ritmes met verskillende dinamika (spoed, energie) SKEPPENDE KUNSTE GRAAD 7-9 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Onderwerpe Graad 7 Dans Graad 8 Dans Graad 9 Dans Onderwerp 1 Dansuitvoering • Passies van 'n Suid￾Afrikaanse dans • Afkoeling en strekking • Passies en sekwense van 'n sosiale of populêre dans • Aanbiedingsvaardighede: oogfokus, toewyding tot bewegings, geheue van danspassies • Afkoeling: vloeiende liriese bewegings op stadige, rustige musiek met strekke • Danspassies en style van 'n inheemse Suid-Afrikaanse kultuur • Kort vinnige danssekwense met aandag op detail, toegewydheid tot die bewegings, fokus, musikaliteit en ruimtelikebewustheid tussen dansers • Afkoeling: vloeiende liriese bewegings en gebruik van beelde vir ontspanning gevolg deur stadige strekke Onderwerp 2 Dansimprovisasie en -komposisie • Danselemente - Ruimte - vlakke, rigting, vloerbane, vorm en grootte - Tyd - tempo ritme, aksent - Krag - vloei van energie • Verhoudings - werk in pare/ groepe • Bewegingswoordeskat na aanleiding van verskillende stimuli • Oogkontak en oogfokus • Samestelling van 'n kort dans-sekwens gebaseer op 'n Suid-Afrikaanse prent, foto of tema • Danselemente - Ruimte - simmetrie asimmetrie en patrone - Tyd - stadige aksie, dubbeltyd, sinkopasie en poliritmes - Krag - gewig, energie, swaartekrag, teengewig • Lokomotoriese en nie￾lokomotoriese bewegings, veranderende rigtings, vlakke en tempo • Verhoudings: lei en volg; as eenheid bewegings, aktief en passief • Gebare: letterlik tot abstrak • Samestelling/komposisie om 'n idee, stemming of gedagte te ondersoek • Danselemente - kontrasterende dinamika • Natuurlike handgebare met oordrewenheid, stadige aksie en herhaling • Komposisionele strukture: begin en einde, herhaling, stilte, oorgange, eenheid en kanon • Verhoudings: ontmoeting-en￾skeiding, roep-en-antwoord, blind en lei, positiewe en negatiewe vorms, gee en ontvang van gewig • Samestelling/komposisie gebaseer op verskillende stimuli Onderwerp 3 Dansteorie • Bekendstelling van dansterminologie in praktiese klasse • Belangrikheid van postuur en liggaamsbelyning • Belangrikheid van opwarming en afkoeling • Belangrikheid van oogfokus ('spotting') • Dansgeletterdheid - eie en ander; hoe bewegings betekenis oordra • Danselemente: ruimte, tyd, energie/krag, verhoudings • Verskillende dansvorms (ten minste 3) • Bekendstelling van dansterminologie in praktiese klasse • Gedragskode • Die doel van opwarming en afkoeling • Sosiale/populêre dans • Dans- en verwante loopbane • Dansgeletterdheid - beskrywing van 'n dans gesien in die samelewing, op televisie of op die verhoog • Bekendstelling van dansterminologie in praktiese klasse • Beginsels van postuur en liggaamsbelyning • Gebruik van die kern, gebruik van die ruggraat, veilige landings • Selfbesinning oor eie dansondervindings • Dansgeletterdheid – eenvoudige analise van eie danse en danse gesien op die verhoog, in samelewingpe, op televisie, of op DVD • Vergelyking tussen dansvorms in Suid-Afrika SKEPPENDE KUNSTE GRAAD 7-9 KABV 15 2.4.2 Drama Onderwerpe Graad 7 Drama Graad 8 Drama Graad 9 Drama Onderwerp 1 Ontwikkeling van dramavaardighede Stemontwikkeling Verken ontspanningsoefeninge • Asemhalingsoefeninge: bewustheid van asem • Resonansie-oefeninge Artikulasie-oefeninge en tongknoopoefeninge • Oefeninge vir hoorbaarheid in 'n klaskamerdrama • Vokale uitdrukking in spontane gesprekke en aanbieding Fisiese ontwikkeling • Verlig spanning opwarming maak die liggaam ontspanne en verskaf energie aan die liggaam • Beheerde, gefokusde bewegings deur spieëlwerk • Opwarming deur van beelde gebruik te maak om bewegingsdinamiek te verken • Lei- en volgbewegings in pare, klein groepe en as 'n klas Stemontwikkeling Verken ontspanningsoefeninge • Asemhalingsoefeninge: asembeheer en kapasitiet • Korrekte postuur en liggaamsbelyning (neutrale posissie) • Stemtoon- en resonansie￾oefeninge • Artikulasie- oefeninge • Interpretasievaardighede deur gebruik te maak van pouses, toonhoogtes, spoed, klem, intonasie en stemtoon • Oefeninge vir hoorbaarheid in 'n klaskamerdrama Fisiese ontwikkeling • Verlig spanning opwarming maak die liggaam ontspanne en verskaf energie aan die liggaam • Konsentrasie en fokus in beweging • Vertrouens-oefeninge • Skep van 'n karakter deur stemming en beweging Stemontwikkeling • Verken ontspanningsoefeninge • Asemhalingsoefeninge: asembeheer en kapasiteit • Korrekte postuur en liggaamsbelyning (neutrale posissie) • Stemtoon- en resonansie￾oefeninge • Artikulasie- oefeninge • Projeksie-oefeninge • Modulasie-oefeninge • Interpretasievaardighede deur gebruik te maak van pouses, toonhoogtes, spoed, klem, projeksie, intonasie en stemtoon Fisiese ontwikkeling • Verlig spanning opwarming maak die liggaam ontspanne en verskaf energie aan die liggaam • Ontwikkeling van fokus d.m.v. oefeninge • Ruggraatopwarming • Isolasie van liggaamsdele om 'n storie te vertel; uitdrukking van stemming of karakter • Begrip van die doel van opwarming en afkoeling • Skepping van 'n omgewing deur die liggaam • Fisiese karakterisering SKEPPENDE KUNSTE GRAAD 7-9 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Onderwerpe Graad 7 Drama Graad 8 Drama Graad 9 Drama Onderwerp 2 Drama-elemente in toneelskepping Kort geïmproviseerde dramas om die struktuur van drama te verken: begin, middel en einde • Vorm en ontwikkeling van die toneel • Verkenning van relevante temas • Groepering en fisiese verhoudings in ruimte • Inagneming van die gehoor in verkenning van verskillende ruimtelike ooreenkomste • Karakterisering: waarneming, nabootsing en skepping van detail • Drama-elemente in kulturele en sosiale byeenkomste vergelyk met hulle gebruik in teater • Besinning oor drama: gee en ontvang konstruktiewe terugvoering Geskrewe skets of afgeronde improvisasies: • Temas wat verband hou met 'n sosiale- of omgewingskwessie vir die drama • Isolering en ontwikkeling van 'n onderwerp vanuit die navorsing • Strukturering van die uitvoering • Vorming en fokus van die uitvoering • Gespesialiseerde style, bv. melodrama, komedie, tragedie, klug, musiekblyspel en poppekas • Tegniese hulpmiddels om die uitvoering te verbeter Klaskamerdrama wat kulturele praktyke weerspieël: • Integrasie van kulturele praktyke in die klaskamerdrama, bv. rituele, seremonies en simbole • Doel van uitvoering • Basiese verhoogkonvensies • Verkenning van uitvoeringsruimte: gepaste groepering en bewegingspatrone • Tegniese elemente: ontwerp, ontwikkel en maak Onderwerp 3 Interpretasie en opvoering van 'n keuse van dramatiese vorms Interpretasie en uitvoeringstegnieke in: • Volksverhale Of • Koorspraak/Spreekkoor • Besinning oor eie en ander se uitvoerings met konstruktiewe terugvoering Interpretasie en uitvoeringstegnieke in: • Inheemse gedigte/of gedigte geskryf deur Suid-Afrikaanse digters, individueel of in groepe opgevoer • Dialoë of gedramatiseerde prosa of inheemse storievertelling Interpretasie en uitvoeringstegnieke in: • poësie of gedramatiseerde prosa of monoloog • toneelwerk (teater/televisie) of radio dramas Onderwerp 4 Waardering en besinning Waardering en besinning oor ten minste EEN professionele uitvoering, verkieslik lewendig, gedurende die loop van die jaar • Waardering en besinning oor portuurinterpretasie gebaseer en uitvoering van 'n afgeronde improvisasie, gebruik van dramaterminologie • Waardering en besinning oor die poësie-uitvoering, dialoë of gedramatiseerde prosa of inheemse storievertelling, gebruik van dramaterminologie • Waardering en besinning oor ten minste EEN professionele uitvoering, verkieslik lewendig, deur die loop van die jaar • Waardering en besinning oor portuurinterpretasie gebaseer op die afgeronde improvisasie deur gebruik te maak van dramaterminologie • Waardering en besinning oor die poësie of gedramatiseerde prosa of monoloog, radiodrama of toneel, gebruik van dramaterminologie • Waardering en besinning oor ten minste EEN professionele uitvoering, verkieslik lewendig, deur die loop van die jaar Onderwerp 5 Media en loopbane Verkenning: • Uitvoerende kunstenaars • Die kreatiewe span • Die ondersteunende span • Verwante studievelde • Toeganklike en relevante media • Mediavorms soos film, televisie, radio, dokumentêre programme en die internet • Drama-elemente in die geselekteerde mediavorm • Positiewe en negatiewe effek van media • Stereotipering (insluitende ‘typecasting’, etiketering, ‘stock’-karakters) in stories, teater, film, televisie en radio • Stereotipering na aanleiding van ouderdom, geslag, klas/ status en kultuur, ens. SKEPPENDE KUNSTE GRAAD 7-9 KABV 17 2.4.3 Musiek Onderwerpe Graad 7 Musiek Graad 8 Musiek Graad 9 Musiek Onderwerp 1 Musiekgeletterdheid • Lettername van note in die diskantsleutel • Hersiening van die konsep van nootwaardes (alreeds in Graad 4 - 6 gedek) en dek alle nootwaardes en rustekens • Klap of speel kort ritmiese frases wat kwartnote, halfnote en agstenote gebruik Toonhoogte • Bladsing van melodiese frases van bekende en onbekende liedjies; gebruik solfastelsel • Volg partiture terwyl na musiek geluister word • Tydsduur: Inleiding tot die gepunteerde noot, ook in verhouding met: - heelnote - halwenote - agstenote - kwartnote - sestiende note - gepunteerde halwenote • Diskant- en bassleutel • Tydsduur: Vaslegging van inhoud geleer • Diskant- en bassleutel • Lettername van note op die diskant- en bassleutel • Klap of speel poliritmefrases Tydsduur • Maatslag – 2 4 , 3 4 , 4 4 , saamgestelde tweeslagmaat 6 8 • Lees (klap of speel) musiek in 2 4 , 3 4 , 4 4 , saamgestelde tweeslagmaat 6 8 Toonhoogte • Vaslegging van die konstruksie van die majeurtoonleer: C, G, D en F majeur • Lees (sing of speel) musiek in die sleutels van C, G, D en F majeur • Musiekterminologie • Tempo: moderato, presto, ritardando, a tempo • Artikulasie: legato, staccato Tydsduur en toonhoogte • Skryf die toonlere van C, G, D en F majeur in die A diskant- en bassleutels • Toonsoorttekens van C, G, D en F majeur • Hulplyne • Intervalle • Drieklanke • Skryf van C, G, D en F majeur toonlere in die diskant-sleutel ritmies deur gebruik te maak van nootwaardes en rustekens reeds geleer • Lees (sing of speel) musiek in die toonsoort van C, G, D en F majeur deur óf die solfastelsel te gebruik óf deur te neurie SKEPPENDE KUNSTE GRAAD 7-9 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Onderwerpe Graad 7 Musiek Graad 8 Musiek Graad 9 Musiek Onderwerp 2 Musiekbeluistering • Luister na musiekuitvoering en identifiseer of beskryf die: - slagmaat – insluitende twee, drie en vier maatslae - instrumente gebruik in die uitvoering - die storie wat die musiek vertel (hartseer/opgewek, herkenning van 'n dans, ens.) • Volg van eenvoudige partiture terwyl na musiek luister • Aktiewe beluistering na 'n verskeidenheid opnames of lewendige uitvoerings deur te klap of te neurie of te beweeg • Luister na 'n verskeidenheid opnames of lewendige uitvoerings en beskryf die: - Slagmaat van die musiek as twee of drie of viervoudige tyd - Tempo (vinnig/stadig) - Dinamiek (sag/hard) - Betekenis of storie van die musiek - Lirieke van die musiek - Tekstuur van die musiek • Skep 'n grafiese partituur (klankprentjie) van 'n musiekstuk wat na geluister is, bv. storm, reën • Aktiewe beluistering om die elemente en beginsels van musiek in 'n verskeidenheid van musiekstyle te identifiseer (Westerse Klassieke, Afrika, Indies en populêre musiek): - Slagmaat – insluitende twee, drie en vier maatslae - Dinamiek (piano, forte) - Herhaling (ritmies en melodies) - Kontraste in tempo en tekstuur - Betekenis van die lirieke • Luister na die klanke van families van instrumente en beskryf hoe die klank voortgebring word: - membranofone - idiofone - kordofone - aërofone • Luister na opnames of 'n lewendige uitvoering en identifiseer die klanke van die instrumente in 'n verskeidenheid van werke wat die volgende instrumente insluit: - membranofoon - idiofoon - kordofone - aërofone • Luister na opnames of 'n lewendige uitvoering en skryf eie indruk deur te fokus op: - Boodskap van die musiek (lirieke) - gebruik van instrumente/ stemme - Tempo - Dinamiek • Luister na 'n opname van 'n orkes en beskryf hoe die klank van die vier families voortgebring word: - strykinstrumente - houtblaasinstrumente - koperblaasinstrumente - slaginstrumente • Luister na een van die volgende style: Reggae, Kwaito, R&B, Afrika jazz • Skryf eie indruk van die musiek en fokus op die - Kunstenaar/s - Spesiale eienskappe van die musiek met betrekking tot ritme, tempo, instrumente en stemme • Storie van die musiek/lirieke - Luister na uittreksels van 'n musiekblyspel (bv. West Side Story) of 'n opera (bv. Magic Flute, Nabucco) - Skryf 'n storielyn van 'n musiekblyspel/opera • Sing saam met een van die kore/soliste • Bespreek die Nasionale Volkslied en besin oor die: bydraers tot die volkslied, die betekenis van die teks en die onderwerp van die volkslied. SKEPPENDE KUNSTE GRAAD 7-9 KABV 19 Onderwerpe Graad 7 Musiek Graad 8 Musiek Graad 9 Musiek Onderwerp 3 Uitvoering/ aanbieding en skepping van musiek • Asemhalingsoefeninge • Ontwikkelling van die vermoë om op die noot te sing deur 'n repertorium van liedere wat die volgende insluit: - Die Volkslied van Suid￾Afrika - Volksliedjies (inheemse en kulturele liedere) - populêre musiek - ligte musiek - rondelied/kanon - parte-sang (liedere met deskante) • Gepaardgaande liedere met liggaamsperkussie, gevonde of selfgemaakte instrumente, tradisionele instrumente, Orffinstrumente • Speel musiek vanaf grafiese partiture • Skepping van instrumentale musiek in 'n groep- en solokonteks: • Ritmiese herhaling deur te klap of speel • Aaneenlopende ontwikkeling deur op die noot te sing vanuit 'n repertoire van liedere wat instrumente insluit wat die leerders mag bestudeer (opsioneel) • Aanbieding en komponering van musiek wat onkonvensionele notasie gebruik, bv. grafiese partiture • Afrikaperkussie • Skep van eie vokale en instrumentale musiek in 'n groep- en solokonteks: - melodiese herhaling (stem of instrument) - melodiese vraag en antwoord (stem of instrument) - ritmiese improvisasie op 'n ostinaat of herhalende frase (riff) deur te klap of te speel - vokale of melodiese improvisasie op 'n ostinaat of herhalende frase (riff) - ritmiese improvisasie op Afrikatromme • Asemhalings- en tegniese oefeninge gepas vir instrument of stem • Groep- of solo-uitvoerings van die standaard repertorium van Westerse/ Afrika/Indiese en Populêre musiekstyle: - koorwerke - orkes/ensemble werke - solosang - solo instrumentale werke • Skep eie musiek in groepe en solokontekste deur 'n musiekstuk te komponeer en kombineer met 'n ander kunsvorm • Asemhalings- en tegniese oefeninge gepas vir instrument of stem • Groep- of solo-uitvoerings van die standaard repertorium van Westerse/ Afrika/Indiese en Populêre musiekstyle: - koorwerke - orkes/ensemble - solosang - solo instrumentale werke • Skep eie musiek in groepe en solokontekste d.m.v. ritmiese en melodiese voltooiing van 'n viermaatfrase in C, G, D en F majeur nadat die eerste twee mate gegee is • Groep- of solo-uitvoerings van die standaardrepertoire van Westerse/Afrika/Indiese en Populêre musiekstyle met die fokus op 'n uitvoering van die musiek wat die leerders geevalueer het in Onderwerp 2 • Skep eie musiek in groep- en solokontekste • Toonset twee reëls van 'n gedig • Groep- of solo-uitvoerings van die gepaste repertorium van Westerse/Afrika/Indiese of populêre musiekstyle • Toonset vier reëls van 'n gedig • Skep 'n advertensie vir 'n produk of gebeurtenis deur eie lirieke en musiek te gebruik SKEPPENDE KUNSTE GRAAD 7-9 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Onderwerpe Graad 7 Musiek Graad 8 Musiek Graad 9 Musiek • Uitvoering van musiek wat onkonvensionele notasie gebruik, bv. grafiese partiture • Skep van klankprente op 'n storie of gedig gebaseer deur die stem of instrumente te gebruik - ligte musiek - rondelied/kanon/ kringliedere • Skep van eie stem en instrumentale musiek in 'n groep- en solokonteks: - Ritmiese en melodiese improvisasie op 'n ostinaat of herhalende frase (riff) • Toonset vier reëls van 'n gedig/woorde wat gebaseer is op 'n sosiale aangeleentheid/kwessie SKEPPENDE KUNSTE GRAAD 7-9 KABV 21 2.4.4 Visuele Kunste Onderwerpe Graad 7 Visuele Kunste Graad 8 Visuele Kunste Graad 9 Visuele Kunste Onderwerp 1 Skep in 2D Eie en wyer wêreld: waarneming en interpretasie van eie visuele wêreld d.m.v. • verskillende benaderings tot teken (lyn, toonwaarde, tekstuur, merkmaak) • Skilder/verf (kleurmeng, kwasmanipulering, persoonlike interpretasie) • Verkenning van 'n verskeidenheid van media • Eenvoudige etstegnieke (bv. skraapbord) Gebruik • kunselemente (deur vorm, lyn, toonwaarde, tekstuur, kleur om komplimentêre kleur, monochromatiese kleur in te sluit) • Ontwerpbeginsels • Ontwerpprojekte deur gebruik te maak van kunselemente en ontwerpbeginsels • lettervorming en ontwerpprojekte: beelde en teks • patroonmaak (tekeninge, collage, ontwerpe, oppervlakteversierings) • verskeidenheid van papiergroottes en formaat (verskillende skale en grade van detail) Eie en wyer wêreld: waarneming en interpretasie van eie en wyer visuele wêreld deur toenemende kompleksiteit van: • Teken • Skilder/verf • Verkenning van media • Etstegnieke Gebruik • kunselemente (dieselfde as tevore, maar sluit analogiese/verwante kleure in) • Ontwerpbeginsels • teken en skilder met uitgebreide gebruik van media en tegnieke • Ontwerpprojekte • lettervorming en ontwerpprojekte • patroonmaak • verskeidenheid van papiergroottes en formaat Eie en wyer wêreld: waarneming en interpretasie van globale visuele wêreld deur toenemende kompleksiteit van • Teken • Skilder • Verkenning van media • Etstegnieke Gebruik • kunselemente (dieselfde as tevore, maar sluit in analogiese/verwante kleure) • Ontwerpbeginsels • teken en skilder met uitgebreide gebruik van media en tegnieke • Ontwerpprojekte • lettervorming en ontwerpprojekte • patroonmaak • verskeidenheid van papiergroottes en formaat SKEPPENDE KUNSTE GRAAD 7-9 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Onderwerpe Graad 7 Visuele Kunste Graad 8 Visuele Kunste Graad 9 Visuele Kunste Onderwerp 2 Skep in 3D • Drie-dimensionele kunswerke en ontwerpprojekte op eie wêreld gebaseer, fokus op kunselemente en ontwerpbeginsels met klem op akkurate of verbeeldingryke voorstelling; bewuste gebruik van ruimte; ruimtelike bewustlheid; ontwikkeling van 'n begrip van vlakke, diepte en visuele perspektief • Temas om die leerder se belangstellings te verken • Konstruksie en modelleringstegnieke om ruimtelike bewustheid te verken • Manipulasie van 'n verskeidenheid materiale en gereedskap deur gebruik te maak van goeie vakmanskap en veiligheidsmaatreëls • Besorgdheid oor die omgewing: gebruik van herwinbare materiale • Drie-dimensionele kunswerke en ontwerpprojekte van toenemende kompleksiteit op die wyer wêreld gebaseer, fokus op kunselemente en ontwerpbeginsels • Temas om die sosiale wêreld en populêre kultuur te verken • Meer komplekse konstruksie en modelleringstegnieke om ruimtelike bewustheid te verbreed • Uitgebreide manipulasie van 'n verskeidenheid van materiale en gereedskap deur van goeie vakmanskap en veiligheidsmaatreëls gebruik te maak • Besorgdheid oor die omgewing: gebruik van herwinbare materiale • Drie-dimensionele kunswerke en ontwerpprojekte van toenemende kompleksiteit op die globale wêreld gebaseer, fokus op kunselemente en ontwerpbeginsels • Temas om die huidige gebeure in die globale wêreld te verken • Persoonlike konstruksie en modelleringstegnieke om ruimtelike bewustheid verder te verbreed • Meer komplekse manipulasie van 'n verskeidenheid van materiale en gereedskap deur gebruik te maak van goeie vakmanskap en veiligheidsmaatreëls • Besorgdheid oor die omgewing: gebruik van herwinbare materiale SKEPPENDE KUNSTE GRAAD 7-9 KABV 23 Onderwerpe Graad 7 Visuele Kunste Graad 8 Visuele Kunste Graad 9 Visuele Kunste Onderwerp 3 Visuelegeletterdheid • Kommunikasievaardighede: uitdrukking, identifiseer/ noem, bevraagteken en besin deur te kyk na, te praat en te skryf oor die visuele wêreld d.m.v. die taal van kunselemente en ontwerpbeginsels • Interpreteer, analiseer en herken simboliese taal met verwysing na: - Geboue - Stillewe - Plaaslike handwerk en handwerkers - Maskers - Groepe van figure • Die rol van die kunstenaar in eie samelewing as bydraer en waarnemer • Bekendstelling van navorsingsvaardighede • Kommunikasievaardighede: uitdrukking, identifiseer/ noem, bevraagteken en besin deur te kyk na, te praat en te skryf oor die visuele wêreld d.m.v. die taal van kunselemente en ontwerpbeginsels • Interpreteer, analiseer en herken simboliese taal met verwysing na: - Kreatiewe lettervorming - Funksionele houers - Modeontwerploopbane in die kunste • Die rol van die kunstenaar in die breër samelewing en loopbane in die kunste en in die kuns- en ontwerpveld • Ontwikkeling van navorsingsvaardighede • Beplanning en voorbereiding: met leiding, versamel hulpbronne, visuele inligting en voorlopige tekeninge en sketse vir voorbereiding vir die finale projekte • Kommunikasievaardighede: uitdrukking, identifiseer/ noem, bevraagteken en besin deur te kyk na, te praat en te skryf oor die visuele wêreld d.m.v. die taal van kunselemente en ontwerpbeginsels • Interpreteer, analiseer en herken simboliese taal met verwysing na: - Portrette - Die rol van die kunstenaar - Sosiale kommentaar - Populêre kultuur - Ontwerp in die publieke kommentaar • Die rol van die kunstenaar in die globale samelewing as bydraer, waarnemer en sosiale kommentator • Verdere ontwikkeling van navorsingsvaardighede • Beplanning en voorbereiding: dieselfde as voorheen, maar werk nou onafhanklik SKEPPENDE KUNSTE GRAAD 7-9 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 3: KWARTAALPLANNE Leerders bestudeer slegs TWEE kunsvorms in Grade 7, 8 en 9. Elke kunsvorm is 'n minimum van tien ure kontakonderrigtyd per kwartaal toegeken. Om maklike toegang te verseker, is elke kunsvorm vanaf Graad 7 tot 9 afsonderlik hieronder uitgelê. 3.1 WAT WORD IN DANS ONDERRIG? 3.1.1 Dans in Graad 7 SENIOR FASE Kwartaal 1 Graad 7 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: 45 minute per week Voorgestelde hulpbronne: Musiekstelsel, CD's of slaginstrumente Inhoud/konsepte/vaardighede • Danskonvensies: opstel van 'n veilige klaskameromgewing (beheerbepalings, netheid, persoonlike higiëne); bepaal konvensies vir inkom, verlaat en groet; gedragskode, bepaal reëls vir vereiste dansdrag, gepaste gebruik van ruimte (persoonlike en gedeelde/algemene), respek vir en sensitiwiteit teenoor ander dansers, vertrouensoefeninge • Inleiding tot postuur- en liggaamsbelyning • Opwarming: loop en hardloop, afgewissel met vriesbewegings wat ‘n verskeidenheid vorms, rigtings en vlakke, toon • Inleiding tot vloerwerk vir kernstabiliteit, krag en soepelheid: buiging (‘flexing’) en strekking van voete; ronding/verlenging van die ruggraat • Gewrigsmobiliteit: kniebuigings en staan op die bal van die voet ('rises') (balans op voet - ‘rises’) met bene in parallele en uitwaartse heuprotasie • Gewigsverplasing van kant tot kant • Voorbereiding van veilige landings nà elevasie/sweefbewegings - klein spronge vanaf twee voete, met toon-bal-hak-buig￾landing. Dit word artikulasie genoem • Eenvoudige lokomotoriese bewegingskombinasies oor ruimte: hardloop, huppel en galop • Afkoeling met veilige, stadige strekbewegings Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Handboek, musiekstelsel, CD's of slaginstrumente Inhoud/konsepte/vaardighede • Inleiding tot danselemente: ruimte, tyd, energie/krag, verhoudings • Verkenning van danselemente: ruimte - vorms, dimensies, vlakke, rigtings, bane • Verkenning van danselemente: tyd - duur, tempo, aksent/klem, frases - gebruik van ritmiese passies, bv. voetstampe, handklappe, liggaamsslaginstrumente Onderwerp 3 Dansteorie en -geletterdheid Voorgestelde kontaktyd: Geïntegreer met onderwerpe 1 en 2 Voorgestelde Hulpbronne: Handboek, werkblad van opwarmingsoefeninge, eie werkboek vir danswoordeskat en illustrasies Inhoud/konsepte/vaardighede Dansterminologie Belangrikheid van opwarming Belangrikheid van goeie postuur en liggaamsbelyning Bespreking van danselemente: ruimte en tyd SKEPPENDE KUNSTE GRAAD 7-9 KABV 25 SENIOR FASE Kwartaal 2 Graad 7 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: 45 minute per week Voorgestelde Hulpbronne: Handboek, musiekstelsel, CD's of slaginstrumente Inhoud/konsepte/vaardighede • Konsolidasie van werk in Kwartaal 1 gedoen • Opwarmingsoefeninge, fokus op postuur en liggaamsbelyning • Vloerwerk vir kernstabiliteit, krag en soepelheid: buiging (‘flexing’) en strekking van voete, in- en uitwaartse rotasie van die bene vanuit die heupe;, versterkings- en mobiliteitsoefeninge vir voete, bene en heupe; versterkingsoefeninge vir abdominale- en spinalerugspiere • Armbewegings om mobiliteit, koördinasie en beheer te ontwikkel • Isolasie van liggaamsdele: kop, skouers, bolyf en heupe • Gewigsverplasing - vorentoe en agtertoe • Klein spronge vanaf twee voete, verandering van rigting met klem op veilige landing ("toon-bal-hak-buig”) • Inleiding tot beginsels van oogfokus ('spotting') gedurende draaibewegings • Leer van 'n kort bewegingsekwensdeur middel van plekverwisseling/lokomotoriese passies • Afkoeling met ontspanning en stadige strekke in 'n sitposissie Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Handboek, musiekstelsel, CD's of slaginstrumente Inhoud/konsepte/vaardighede • Verkenning van danselemente: krag - vloei van energie, teenoorgesteldes (sterk/lig, rukkerig/glad) • Verkenning van danselemente: verhouding tot die vloer, ander dansers, rekwisiete Onderwerp 3 Dansteorie en -geletterdheid VVoorgestelde kontaktyd: Geïntegreer met onderwerpe 1 en 2 Voorgestelde Hulpbronne: Handboek, werkboek, werkblad oor danselemente Inhoud/konsepte/vaardighede • Dansterminolgie • Belangrikheid van oogfokus ('spotting') gedurende draaibewegings • Belangrikheid van afkoeling • Praat oor eie en ander se danswerk in die klas met sensitiwiteit • Bespreking van danselemente: energie/krag en verwantskappe SKEPPENDE KUNSTE GRAAD 7-9 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE Kwartaal 3 Graad 7 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: 45 minute per week Voorgestelde Hulpbronne: Musiekstelsel, CD's of slaginstrumente, Handboek Inhoud/konsepte/vaardighede • Konsolidasie van werk in Kwartale 1 en 2 gedoen • Opwarming soos tevore, met toenemende kompleksiteit • Vloerwerk vir kernstabiliteit, krag en soepelheid; artikulasie van die voete, verhoogde mobiliteit van die enkel, knieë en heupe, versterkingsoefeninge vir voete en bene, versterkingsoefeninge vir abdominale- en spinalerugspiere. • Isolasie van liggaamsdele: hande, arms en voete • Beenstrekking/ekstensie: vee-bewegings ('brushes'), sirkelvorminge beenbewegings en skoppe • Eenvoudige halwe en vol draaie met oogfokus ('spotting') • Klein spronge vanaf twee voete, land op een voet; spring op en af (hoppe); met fokus op veilige landing • Kombinasie van lokomotoriese bewegings met gekoördineerde armbewegings • Die leer van danspassies van 'n Suid-Afrikaanse dans • Afkoeling en beenstrekke - lê op vloer Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekstelsel, CD's of slaginstrumente, handboek, prente, rekwisiete Inhoud/konsepte/vaardighede • Reaksie tot verskillende stimuli: temas, idees, stories, prente, musiek of rekwisiete om bewegingswoordeskat te ontwikkel, deur gebruik te maak van kennis van danselemente • Verkenning van die belangrikheid van oogkontak en oogfokus Onderwerp 3 Dansteorie en -geletterdheid Voorgestelde kontaktyd: Geïntegreer met onderwerpe 1 en 2 Voorgestelde Hulpbronne: Handboek, prente van verskillende dansvorms Inhoud/konsepte/vaardighede • Bespreking van die moontlike betekenis van beweging • Vergelyk enige drie verskillende dansvorms aan die hand van ooreenkomste en verskille. DVD-uittreksels of ‘n lewendige vertoning en bespreek SKEPPENDE KUNSTE GRAAD 7-9 KABV 27 SENIOR FASE Kwartaal 4 Graad 7 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: 45 minute per week Voorgestelde Hulpbronne: Musiekstelsel, CD's of slaginstrumente, handboek, assesseringsinstrument Inhoud/konsepte/vaardighede • Konsolidasie van klaswerk in Kwartale 1 tot 3 gedek as voorbereiding vir formele assessering • Bemeestering en uitvoering van 'n kort groepdans vir formele assessering Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekstelsel, CD's of slaginstrumente, handboek, stimuli soos prente of fotos Inhoud/konsepte/vaardighede • Komposisie in klein groepe (3 tot 4 dansers) van 'n kort danssekwens gebaseer op 'n Suid-Afrikaanse prent, foto of tema vir formele assessering Onderwerp 3 Dansteorie en -geletterdheid Voorgestelde kontaktyd: Geïntegreer met onderwerpe 1 en 2 Voorgestelde Hulpbronne: Handboek, werkblaaie, werkboek van danswoorde, kort geskrewe toets Inhoud/konsepte/vaardighede • Hersiening van Dansteorie en -geletterdheidsonderwerpe van Kwartale 1, 2 en 3 vir formele assessering SKEPPENDE KUNSTE GRAAD 7-9 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.1.2 Dans in Graad 8 SENIOR FASE: DANS Kwartaal 1 Graad 8 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: Ten minste 45 minute per week gedurende skooltyd plus naskooloefening een keer per week Voorgestelde Hulpbronne: Musiekstelsel, CD's of slaginstrumente, handboek Inhoud/konsepte/vaardighede • Danskonvensies: opstel van 'n veilige omgewing (klasbestuurstelsel): groet, fokus, beheer, gebruik van ruimte, gedragskode • Opwarming: lokomotoriese bewegings met verandering van rigting en fokus • Vloerwerk: kernstabiliteitsoefeninge vir die versterking van abdominale- en spinalerugspiere, fokus op asemhaling, ronding en verlenging van die ruggraat • Beenspier- en gewrigsversterking en mobiliteit: kniebuigings, balans op die bal van die voet ('rises') in parallelle- en uitwaartse rotasie en lae beenstrekking/vee-bewegings ('brushes'). • Oefeninge om oogfokus te ontwikkel ter voorbereiding van draaie • Gewigsverplasing bewegingskombinanies • Bewegingskombinasies vir gewigsverplasing van gewig • Voetartikulasie en enkel- en kniegewrigmobiliteit: isolasie van voete en klein spronge met veilige landing. • Bewegingskombinasies oor die vloer met veranderende rigtings, bv. loop en hardloop • Gebruik van beelde vir afkoeling en veilige, stadige strekke Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 2 ure per kwartaal. Improvisasie kan geïntegreer word met tegniese danswerk Voorgestelde Hulpbronne: Musiekstelsel, CD's of instrumente, handboek Inhoud/konsepte/vaardighede • Verkenning van die agt basiese lokomotoriese bewegings, verskillende ruimtes, rigtings en tempo: loop, hardloop, hop, huppel, spring, gly, galop, pylbewegings deur die lug ('leap') • Verkenning van nie-lokomotoriese (aksiaal: rondom die liggaam se eie as) bewegings: opkrul, uitkrul, buig, kinkel/kronkel (‘twist’), draai, swaai, skop en ander • Komposisie van ‘n kort danssekwens deur lokomotoriese en nie-lokomotoriese bewegings, met gebruik van verskillende rigtings, vlakke en tempos Onderwerp 3 Dansteorie en -geletterdheid Voorgestelde kontaktyd: 1 uur per kwartaal plus huiswerktyd Voorgestelde Hulpbronne: Videos, lewendige uitvoerings (opsioneel), dansboeke, danstydskrifte, handboek, materiaal vir die maak van 'n plakaat, werkblaaie Inhoud/konsepte/vaardighede • Gedragskode in die dansklas: bespreking, onderhandeling en maak van 'n klasplakkaat • Dansterminologie: lokomotoriese en nie-lokomotoriese bewegingsterme SKEPPENDE KUNSTE GRAAD 7-9 KABV 29 SENIOR FASE: DANS Kwartaal 2 Graad 8 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: Ten minste 45 minute per week gedurende skooltyd plus naskooloefening een keer per week Voorgestelde Hulpbronne: Musiekstelsel en CD's of trom, handboek Inhoud/konsepte/vaardighede • Konsolidasie van werk gedoen in Kwartaal 1 • Geleidelike ontwikkeling van opwarmingsritueel met die fokus op die postuur en liggaamsbelyning • Vloerwerk: ontwikkeling van krag en mobiliteit in heupe en voete • Isolasie van liggaamsdele, kombinering van verskillende liggaamsdele, bv. skouers en ribbes, heupe en knieë • Handgebare, artikulasie en koördinasie • Beenspier- en gewrigsversterking en mobiliteit: soos tevore plus uitvalstande ('lunges'), oplig van bene en skoppe • Gewigsverplasings - uitvalstande ('lunges') en passies in alle rigtings • Eenvoudige draaie met oogfokus • Artikulasie van voete en mobiliteit van die enkel- en kniegewrigte: isolasie van voete, klein spronge vanaf twee voete en land op twee voete met ritmiese patrone, fokus op veilige landing • Sweefbewegings deur gebruik te maak van 'n reeks musiekgenres en ritmes • Passies en sekwense van 'n sosiale of populêre dansvorm • Afkoeling: geleidelike vermindering van spoed en grootte van bewegings en strekke Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 2 ure per kwartaal. Improvisasie kan geïntegreer word met tegniese danswerk Voorgestelde Hulpbronne: Musiekstelsel, CD's, handboek Inhoud/konsepte/vaardighede • Danselemente: tyd - stadige aksie, dubbeltyd, verskillende aksente/klem en poliritmes • Verhoudings: lei en volg, eenheid bewegings • Komposisie van bewegingsfrases in pare, veranderende tempo en aksent/klem Onderwerp 3 Dansteorie en -geletterdheid Voorgestelde kontaktyd: 1 uur per kwartaal plus eie navorsingtyd Voorgestelde Hulpbronne: Werkblaaie, dansboeke, danstydskrifte, prente, DVD (opsioneel), handboek Inhoud/konsepte/vaardighede • Doel van opwarming: om suurstofinhoud te verhoog, hartklop te verbeter, soepelheid van gewrigte en spiere te bevorder om beserings te verminder en die gedagtes te fokus • Doel van afkoeling: geleidelike vermindering in spoed en grootte van bewegings, terugkeer van hartslag en asemhaling na normaal • Bespreking oor 'n sosiale of populêre dans: oorsprong, karaktereienskappe, effek op die dansers en gehoor SKEPPENDE KUNSTE GRAAD 7-9 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: DANS Kwartaal 3 Graad 8 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: Ten minste 45 minute per week gedurende skooltyd plus naskooloefening een keer per week Voorgestelde Hulpbronne: Musiekstelsel en CD's of trom, handboek Inhoud/konsepte/vaardighede • Konsolidasie van werk in Kwartale 1 en 2 gedoen • Byvoeging tot opwarmingsritueel: spinale rolle, sywaartse buigings, armswaaie en draaibewegings van verskillende liggaamsdele. • Byvoeging tot vloerwerk: armmobilisasie, posisies en sekwense • Armbewegings: posisies, beheer en koördinasie • Beenspier- en gewrigsversterking en mobiliteit: kniebuigings en staan op die bal van die voet ('rises') hakke met balans, sirkelvormige beenbewegings en skoppe in alle rigtings • Gewigsverplasingkombinasies met ritmiese variasies • Draai op een been met oogfokus • Artikulasie van die voete en mobiliteit van die enkel- en kniegewrigte: isolasie van voete, klein spronge vanaf twee voete, en land op een voet en van een voet en land op een voet, met veilige landing • Bewegings deur ruimte/sweefbewegings, bv. galoppe, tree-hop en spronge deur die lug ('leaps') • Leer van 'n kort groepdans, fokus op spanwerk en aanbiedingsvaardighede • Afkoeling: strek- en ontspanningsoefeninge met sagte, rustige musiek Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 2 ure per kwartaal. Improvisasie kan geïntegreer word met tegniese danswerk Voorgestelde Hulpbronne: Musiekstelsel, CD's, handboek Inhoud/konsepte/vaardighede • Verkenning van danselemente: ruimte - simmetrie, asimmetrie en patroonvorming • Verkenning van danselemente: krag - hoe die gebruik van energie/krag die kwaliteit van dansbewegings beïnvloed; gewig, swaartekrag; kontrabalanseer • Verhoudings binne en tussen liggame: aktief en passief Onderwerp 3 Dansteorie en -geletterdheid Voorgestelde kontaktyd: 1 uur 30 minute per kwartaal plus eie navorsingtyd Voorgestelde Hulpbronne: Werkblaaie, videos, lewendige uitvoerings (opsioneel) dansboeke, danstydskrifte, handboek Inhoud/konsepte/vaardighede • Bespreking van 'n dans soos gesien in die samelewing, op televisie of op die verhoog: tipe dans, gebruik van bewegings, tipe musiek wat gebruik word, idees/temas wat oorgedra word • Dans en verwante loopbane: navorsing en aanbieding: vaardighede, kwalifikasies en kwaliteite benodig; beskrywing van loopbaan SKEPPENDE KUNSTE GRAAD 7-9 KABV 31 SENIOR FASE: DANS Kwartaal 4 Graad 8 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: Ten minste 45 minute per week gedurende skooltyd plus naskooloefening een keer per week Voorgestelde Hulpbronne: Musiekstelsel, CD's of slaginstrumente, handboek, assesseringsinstrument Inhoud/konsepte/vaardighede • Bemeestering van die danstegnieke van die vorige kwartale as voorbereiding vir formele assessering • Bemeestering en uitvoering van 'n kort groepdans deur toewyding tot die bewegings, aandag tot detail, tydsberekening en ruimtelike bewustheid te wys vir formele assessering • Afkoeling d.m.v. vloeiende liriese bewegings op stadige, rustige musiek gevolg deur strekking van alle liggaamsdele Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 2 ure per kwartaal. Improvisasie kan geïntegreer word met tegniese danswerk Voorgestelde Hulpbronne: Musiekstelsel, CD's, slaginstrumente, assesseringsinstrument Inhoud/konsepte/vaardighede • Verkenning van handgebare en verandering daarvan van letterlik tot abstrak • Kombinering van handgebare in 'n bewegingsekwens • Komposisie van 'n bewegingsekwens wat van handgebare gebruik maak om 'n idee, stemming of gedagte te verken vir formele assessering Onderwerp 3 Dansteorie en -geletterdheid Voorgestelde kontaktyd: 2 uur per kwartaal plus huiswerktyd en eie hersieningstyd Voorgestelde Hulpbronne: Werkblaaie/notas oor danselemente en dansterminologie, eksamenvraestel/ toets Inhoud/konsepte/vaardighede • Hersiening van Dansteorie en -geletterdheid van Kwartale 1, 2 en 3 • Besinning oor eie dansondervindings SKEPPENDE KUNSTE GRAAD 7-9 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.1.3 Dans in Graad 9 SENIOR FASE: DANS Kwartaal 1 Graad 9 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: Ten minste 45 minute per week gedurende skooltyd plus tyd na skool een keer per week vir oefening Voorgestelde Hulpbronne: Musiekstelsel en CD's, of trom, handboek Inhoud/konsepte/vaardighede • Danskonvensies: groet/erkenning by begin en einde van die klas, gebruik van ruimte (beweeg oor ruimte in pare, geen stamp teen mekaar, respek vir ander, klasdissipline) • Geleidelike opbou van opwarmingsritueel insluitende: - Spinale-opwarming, armswaaie/strekke/uitvalstande ('lunges') soos per dansvorm - Vloerwerk: kernstabiliteitsoefeninge vir die abdominale- en spinalerugspiere: ronding en verlenging van die ruggraat en sywaartse-buigings - Beenspier-, enkel- en kniegewrigmobiliteit en versterking: kniebuigings en staan op die bal van die voet ('rises'), in parallel en uitwaartse rotasie, klem op liggaamsbelyning • Isolasie van liggaamsdele: kombinasie van liggaamsdele met ritmiese patroonvorming • Voetopwarming en klein springsekwense • Kombinasies van lokomotoriese passies in ruimte; verandering van rigting • Afkoelinging met ontspanningsbeelde en stadige, veilige strekke Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 2 ure per kwartaal. Improvisasie kan geïntegreer word met tegniese klasse Voorgestelde Hulpbronne: Musiekstelsel, CD's, instrumente, handboek Inhoud/konsepte/vaardighede • Verkenning van natuurlike handgebare, afgewissel deur vergroting, stadige aksie en herhaling • Komposisionele strukture: begin en einde, herhaling, stilte • Komposisie van 'n sekwens in pare, gebaseer op handgebare met 'n duidelike begin en einde, herhaling en stilte Onderwerp 3 Dansteorie en -geletterdheid Voorgestelde kontaktyd: 2 ure per kwartaal plus eie navorsingstyd Voorgestelde Hulpbronne: Handboek, plakate of raamwerk, notas oor opwarming en afkoeling, werkboek Inhoud/konsepte/vaardighede • Inleiding tot die beginsels van postuur en liggaamsbelyning • Gebruik van kern, gebruik van ruggraat, veilige landings SKEPPENDE KUNSTE GRAAD 7-9 KABV 33 SENIOR FASE: DANS Kwartaal 2 Graad 9 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: Ten minste 45 minute per week gedurende skooltyd plus tyd na skool een keer per week vir oefening Voorgestelde Hulpbronne: Musiekstelsel en CD's, of trom, handboek Inhoud/konsepte/vaardighede • Konsolidasie van werk gedoen in Kwartaal 1 • Aanvulling tot die opwarmingsritueel: fokus op veilige danspraktyk, bv. gebuigde kniee in lyn met middeltone, plasing van voete en arms, sterk opgeligte (verhewe) senter. • Vloerwerk: kernstabiliteit en versterkingsoefeninge met fokus op asemhaling, vloei en verlenging van ‘n sterk senter. • Enkel-, knie- en skouergewrigsmobiliteit en versterking: kniebuigings en staan op die bal van die voet ('rises') met arm koördinasie • Beenoefeninge vir balans en beheer: fokus op uitwaartse heuprotasie om stabiliteit en krag te verbeter; ‘n verskeidenheid van bewegings in die heupgewrig: vee-bewegings ('brushes'), skoppe en balansering op een been. • Draai op ‘n kol en beweeg aan met oogfokus ('spotting'). • Gewigsverplasing teen ‘n stadige tempo met beheer en balans. • Voorbereidende voetartikulasie vir klein sprongreekse met rigtingverandering. • Leer ‘n inheemse Suid-Afrikaanse dans, danspassies en style . • Afkoelinging en veilige, stadige strekking. Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 2 ure per kwartaal. Improvisasie kan geïntegreer word met tegniese klasse Voorgestelde Hulpbronne: Musiekstelsel, CD's, instrumente, handboek Inhoud/konsepte/vaardighede • Verhoudings: werk in pare: ontmoet en skeiverlaat, roep en antwoord, blind en lei, positiewe en negatiewe vorms, gee en ontvang van gewig • Komposisionele strukture: fokus op oorgange tussen bewegings, eenheide/harmonieuse bewegings en kanon Onderwerp 3 Dansteorie en -geletterdheid - Voorgestelde kontaktyd: 2 ure per kwartaal plus eie navorsingstyd Voorgestelde Hulpbronne: Handboek, DVD's/Video/lewendige uitvoerings, dansboeke, danstydskrifte, skryfmateriaal, werkboek Inhoud/konsepte/vaardighede • Dansterminologie - name van passies (soos gedek in die praktiese komponente), dans elemente (tyd, ruimte, krag) • Analise van eie en ander se danse deur van dansterminologie gebruik te maak: duidelikheid van idee, komposisie/ samestelling, gebruik van ontwerpelemente SKEPPENDE KUNSTE GRAAD 7-9 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: DANS Kwartaal 3 Graad 9 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: Ten minste 45 minute per week gedurende skooltyd plus tyd na skool een keer per week vir oefening Voorgestelde Hulpbronne: Musiekstelsel en CD's, of trom, handboek Inhoud/konsepte/vaardighede • Konsolidasie van werk in Kwartale 1 en 2 gedoen • Aanvulling tot die opwarmingsritueel: fokus op veilige danspraktyk en kinestetiese bewustheid (korrekte plasing van liggaam in ruimte), kniebuigings, en staan op die bal van die voet ('rises') met armkoördinasie • Armoefeninge om vloeiende bewegings te ontwikkel • Beenoefeninge: versterking en strekking van spiere en uitbreiding van bewegingsmoontlikhede in die gewrigte: lae en hoë vee-bewegings ('brushes') en skoppe, en sirkelvormige beenbewegings vanuit die heupe • Opbou van stamina deur spronge, galop, lugspronge ('leaps') en kombinasies van groot motoriese bewegings op maat van verskillende musiekgenres en -ritmes, met dinamiekvariasie (spoed, energie). • Leer van ‘n kort, vinnige danssekwens met die klem op vinnige voetwerk • Afkoelinging: vloeiende liriese bewegings in pare gevolg deur rustige, stadige strekke Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 2 ure per kwartaal. Improvisasie kan geïntegreer word met tegniese klasse Voorgestelde Hulpbronne: Musiekstelsel, CD's, instrumente, rekwisiete, prente, hindernisse, handboek Inhoud/konsepte/vaardighede • Verkenning van danselemente: klem op kontrasterende dinamika. • Verkenning van idees, stemming en/of gedagtes d.m.v. beweging, die gebruik van verskillende stimuli, bv. rekwisiete, opstruksies, sportbewegings, geometriese vorms, wisselende tiener gemoedstemmings. • Komposisie van 'n bewegingsekwens op 'n stimulus gebaseer in pare of klein groepe Onderwerp 3 Dansteorie en -geletterdheid Voorgestelde kontaktyd: 2 ure per kwartaal plus eie navorsingstyd Voorgestelde Hulpbronne: Handboek, werkblaaie, dansboeke, danstydskrifte, skryfmateriaal, werkboek Inhoud/konsepte/vaardighede • Dansgeletterdheid: bespreking van ‘n dans hetsy soos gesien op die verhoog, in samelewingpe, op televisie, of op DVD gesien (verwys na genre, konteks, bewegingswoordeskat, begeleiding en vindingrykheid) • Vergelyk drie Suid-Afrikaanse dansvorms: oorsprong, kultuur, bewegingstipes SKEPPENDE KUNSTE GRAAD 7-9 KABV 35 SENIOR FASE: DANS Kwartaal 4 Graad 9 Onderwerp 1 Dansuitvoering Voorgestelde kontaktyd: Ten minste 45 minute per week gedurende skooltyd plus tyd na skool een keer per week vir oefening Voorgestelde Hulpbronne: Musiekstelsel en CD's, of trom, handboek Inhoud/konsepte/vaardighede • Bemeestering van die dansklas soos in vorige kwartale met aandag op detail, korrekte postuur, korrekte liggaamsbelyning en veilige landings vanuit sweefbewegings, as voorbereiding vir formele assessering • Bemeestering en uitvoering van 'n groepdanssekwens wat toewyding tot beweging, fokus, musikaliteit en ruimtelike bewustheid tussen dansers wys, vir formele assessering Onderwerp 2 Dansimprovisasie en -komposisie Voorgestelde kontaktyd: 2 ure per kwartaal. Improvisasie kan geïntegreer word met tegniese danswerk Voorgestelde Hulpbronne: Musiekstelsel, CD's, instrumente, rekwisiete, kletsrym, gedigte, liedere , handboek Inhoud/konsepte/vaardighede • Komposisie van 'n bewegingsekwens met 'n maat of in 'n groep, deur van 'n tema met 'n rekwisiet en 'n gedig, kletsrym, lied of musiek gebruik te maak, deur komposisionele strukture te inkorporeer, vir formele assessering Onderwerp 3 Dansteorie en -geletterdheid Voorgestelde kontaktyd: 2 ure per kwartaal plus eie hersieningstyd Voorgestelde Hulpbronne: Eksamenvraestel en merkmemorandum, handboek, werkboek Inhoud/konsepte/vaardighede • Besinning oor eie danservarings • Hersiening van die jaar se werk vir formele assessering SKEPPENDE KUNSTE GRAAD 7-9 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2 WAT WORD IN DRAMA GELEER? 3.2.1 Drama in Graad 7 SENIOR FASE: DRAMA Kwartaal 1 Graad 7 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week aan die begin van 'n les (2 ure 30 minute per kwartaal) Voorgestelde Hulpbronne: Trom/tamboeryn, DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine Stemontwikkeling • Ontspanningsoefeninge • Asemhalingsoefeninge • Resonansie-oefeninge • Artikulasie-oefeninge Fisiese ontwikkeling • Verlig spanning, opwarming maak die liggaam ontspanne en verskaf energie aan die liggaam • Spieëlwerk in pare en klein groepe (stadige en egalige bewegings terwyl een leerder lei en die ander een volg, brei uit na vier leerders in 'n diamantvorm, wat in dieselfde rigting kyk. Leerder aan punt van diamantvorm lei.) • Gebruik beelde om die liggaam op te warm en verken bewegingsdinamika • Lei- en volgbewegings in pare, klein groepe en as 'n klas Onderwerp 2 Drama-elemente in toneelskepping Voorgestelde kontaktyd: 6 uur 30 minute per kwartaal Voorgestelde Hulpbronne: Trom/tamboeryn, handboek, prente, koerantartikels, ens. gebruik as stimulus in toneelspel Inhoud/konsepte/vaardighede Toneelskepping/groepimprovisasie - struktuur, groepering, vorm, klimaks • Ontwikkel kort geïmproviseerde dramas in groepe van twee tot vier leerders met 'n begin, middel en einde • Vra die volgende: wie, wat, waar en wanneer • Verken temas van belang m.b.t. die leerders • Verken, luister en konsentrasie, aksie en reaksie (gebruik leidrade van mekaar se reaksies om die drama saam te bou) • Groepering n.a.v. die karakters, ruimte, tema, boodskap van die geïmproviseerde drama • Verken fisiese verhoudings t.o.v. ruimte: nabyheid t.o.v. mekaar, gebruik van vlakke, fokuspunte • Neem ruimtelike ooreenkomste in ag: waar/hoe die gehoor die prentjie sien (gebruik 'n verskeidenheid van ooreenkomste, bv. aan die einde, in die rondte, in die hoek) • Vorm en ontwikkel die tonele - gebruik tableaux (gevriesde prent/stilbeeld) om die aksie te fokus • Besinning en terugvoering: bespreking van die leerderes se ervaring en verken maniere vir verbetering Kritiese besinning oor professionele uitvoering, verkieslik lewende optredes. NOTA: Hierdie kan êrens anders in die jaar geskeduleer word, indien dit meer gerieflik vir die skool is. Onderwerp 5 Loopbane Voorgestelde kontaktyd: 1 uur per kwartaal Voorgestelde Hulpbronne: DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede Verken loopbane in die vermaaklikheidsindustrie, insluitende akteurs (teater en film), dansers, sangers, hansworse, komediante, ens. SKEPPENDE KUNSTE GRAAD 7-9 KABV 37 SENIOR FASE: DRAMA Kwartaal 2 Graad 7 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week aan die begin van 'n les (2 ure 30 minute per kwartaal) Voorgestelde Hulpbronne: Trom/tamboeryn, DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine. Ontwikkel 'n opwarmingsroetine met nuwe oefeninge in elk van die volgende areas: Stemontwikkeling • Ontspanningsoefeninge, asemhalingsoefeninge, resonansie-oefeninge, artikulasie-oefeninge Fisiese ontwikkeling • Verlig spanning, opwarming maak die liggaam ontspanne en verskaf energie aan die liggaam • Beheerde en gefokusde bewegings d.m.v. spieëlwerk (klasspieëls, waar die klas in twee rye oorkant mekaar staan, en elke paartjie weerspieël hulle teenoorgestelde maat, om sodoende 'n groot groepspieël te skep) • Gebruik beelde vir opwarming van die liggaam en verken bewegingsdinamika • Lei- en volgbewegings in pare, klein groepe en as 'n klas Onderwerp 3 Interpretasie en opvoering van 'n keuse van dramatiese vorms: volksverhale of spreekkoor/ koorspraak Voorgestelde kontaktyd: 6 uur 30 minute per kwartaal (plus buite klas repetisietyd een maal 'n week) Voorgestelde Hulpbronne: Voorbeelde van 'n verskeidenhied volksverhale, gepaste gedigte vir die gebruik in spreekkore Inhoud/konsepte/vaardighede Interpretasie en opvoering van 'n keuse van dramatiese vorms: volksverhale of koorspraak/spreekkoor Volksverhale (individuele of groepuitvoering) Verken: • Storieverteltegnieke • Verhalend en dialoog • Stemmodulasie en -uitdrukking: toonhoogte, pas, pouse, volume, klem, toonwaarde • Beweging, deur van die liggaam as instrument om die storie te vertel, gebruik te maak: liggaamstaal, gesigsuitdrukkings en oogkontak • Stemkarakterisering en fisiese karakterisering: uitdrukking van karakters d.m.v. stem en liggaam • Gebruik van vokale klankeffekte as agtergrondklanke of as 'n klankbaan: integreer liedere toepaslik • Besinning en terugvoering: bespreking oor leerders se ervaring en verken maniere van verbetering OF Koorspraak/spreekkoor: Verken: • Luister en reageer op leidrade • Stemmodulasie en uitdrukking (toonhoogte, infleksie, pas, pouses, volume, klem, toonwaarde) in harmonie met ander • Spreekkoortegnieke (bv. praat in eenheid (gelyk), antifoon/beurtspraak, gebruik van kumulatiewe/bykomende metodes, eenstemmige versreël, die deel (‘sharing’) van 'n versreël). • Groepsbeweging (neem in ag om as een te werk, gebruik liggaamsslaginstrumente, fokuspunt) • Besinning en terugvoering: bespreking oor leerders se ervaring en verken maniere van verbetering Onderwerp 5 Loopbane Voorgestelde kontaktyd: 1 uur per kwartaal Voorgestelde Hulpbronne: DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede Verken die kreatiewe span, insluitende: die skrywer, regisseur, vervaardiger, ontwerper, komponis en beligtingsontwerper SKEPPENDE KUNSTE GRAAD 7-9 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: DRAMA Kwartaal 3 Graad 7 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week aan die begin van 'n les (2 ure 30 minute per kwartaal) Voorgestelde Hulpbronne: Trom/tamboeryn, DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine: Bou op die opwarmingsroetine van Kwartaal 2 en voeg nuwe oefeninge in elke area by. Stemontwikkeling • Ontspanningsoefeninge, asemhalingsoefeninge, resonansie-oefeninge, artikulasie-oefeninge Fisiese ontwikkeling • Verlig spanning, opwarming maak die liggaam ontspanne en verskaf energie aan die liggaam • Vertrouens-oefeninge in pare of in klein groepe • Spieëlwerk (gebruik van stadige, beheerde weerspieëling van verhalende mimieksekwense • Gebruik van beelde om die liggaam op te warm en verken bewegingsdinamika • Lei- en volgbewegings in pare, klein groepe en as 'n klas Onderwerp 2 Drama-elemente in toneelskepping Voorgestelde kontaktyd: 6 uur 30 minute per kwartaal (plus buite klas repetisietyd een maal 'n week) Voorgestelde Hulpbronne: Trom/tamboeryn, handboek, voorbeelde van kulturele en sosiale geleenthede, bv. huwelikseremonie en openingseremonie Inhoud/konsepte/vaardighede Fokus op karakterwaarneming, nabootsing en verbeelding in verskeie kort geïmporviseerde dramas in groepe van twee tot vier leerders: • Luister en konsentrasie; aksie en reaksie • Karakterisering: - Die maak van duidelike karakterkeuses (stem en liggaam) - Verhoudings tussen verskillende karakters - Karakters in verskillende omgewings Fokus op drama-elemente in kulturele en sosiale byeenkomste, vergelyk hulle gebruik in teater, en skep 'n drama deur 'n sosiale of kulturele byeenkoms as stimulus te gebruik: • Akteurs (die mense betrokke by hierdie aktiwiteit, wat spesifieke rolle moet volstaan) • Gehoor (die mense wat van die kant af daarna kyk en daaraan deelneem) • Ruimte (rangskikking van die ruimte om al die deelnemers/gehoor te akkommodeer) • Tyd (slegs spesifieke tye; van 'n spesifieke tydsduur) • Kostuums (om 'n spesifieke impak te maak en om die verskillende deelnemers in die byeenkoms te onderskei) • Rekwisiete (voorwerpe wat deur die deelnemers in die byeenkoms gebruik word, gegewe betekenisse aan die voorwerpe verbonde) • Spesiale effekte (gebruik van tegnologie om 'n indrukwekkende visuele en ouditiewe vertoning te skep) • Musiek of begeleiding (insluitende instrumente, lied) • Beweging en choreografie (insluitende optogte, die gebruik van gesamentlike gebare) • Dreunsange of die gebruik van roep en antwoord, dialoog Onderwerp 5 Loopbane Voorgestelde kontaktyd: 1 uur per kwartaal Voorgestelde Hulpbronne: DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede Verken die ondersteunende span, insluitende die verhoogbestuurder, verhooghulp, grimeerkunstenaars, kostuum/garderobe personeel, rekwisietemeester, beligtings- en klanktegnici en die voorhuispersoneel SKEPPENDE KUNSTE GRAAD 7-9 KABV 39 SENIOR FASE: DRAMA Kwartaal 4 Graad 7 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week aan die begin van 'n les (2 ure 30 minute per kwartaal) Voorgestelde Hulpbronne: Trom/tamboeryn, DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede Konsolidasie van opwarmingsoefeninge om die vloei van 'n opwarming te bewerkstellig en om vir kleedrepetisies voor te berei Onderwerp 3 Interpretasie en opvoering van ‘n keuse van dramatiese vorms: volksverhale of spreekkoor (afhangende van keuse in kwartaal 2) Voorgestelde kontaktyd: 6 uur 30 minute per kwartaal (plus buite klas repetisietyd een maal 'n week) Voorgestelde Hulpbronne: Voorbeelde van 'n verskeidenheid volksverhale, gepaste gedigte vir die gebruik in koorspraak/spreekkore Inhoud/konsepte/vaardighede • Leerders berei vir finale assessering van een vertolkende stuk voor (die koorspraak of die uitvoerings van die volksverhale). Een van hierdie stukke is vroeër gedurende die jaar ontwikkel. • Die fokus is om die leerders vir die finale assessering voor te berei vir: • Fokus en konsentrasie in 'n uitvoering • Selfvertroue en voorbereiding • Verhouding met die gehoor • Stem- en fisiese interpretasie • Groepwerk • Gebruik van ruimte Die volgende vaardighede moet die fokus wees wanneer hierdie dramatiese vorms verken word: Volksverhale (individueel of 'n groepvertoning) • StorieVerteltegniek e • Vertelling en dialoog, verskillende tipes vertellingstemme (toonhoogte, pas, volume, toonwaarde, pouse, klem) en vokale klankeffekte • Beweging, gebruik van die liggaam as instrument om die storie te vertel, liggaamstaal, gesigsuitdrukkings en oogkontak • Stemkarakterisering en fisiese karakterisering - vokaal en fisies • Besinning en terugvoering • Repetisie en uitvoering vir finale praktiese assessering OF Koorspraak/Spreekkoor: • Luister en reageer op leidrade/herinneringswoorde (‘cues’) • Gebruik van stem (toonhoogte, pas, volume, toonwaarde, pouses, klem) in harmonie met ander • Spreekkoortegnieke (bv. praat in eenheid [gelyk], antifoon/beurtspraak, gebruik van kumulatiewe/bykomende metodes, eenstemmige versreël, die deel [‘sharing’] van ‘n versreël), ens. • Groepsbeweging, werk as 'n eenheid, gebruik van liggaamsslaginstrumente • Besinning en terugvoering • Repetisie en uitvoering vir finale praktiese assessering Onderwerp 5 Loopbane Voorgestelde kontaktyd: 1 uur per kwartaal Voorgestelde Hulpbronne: DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede Verken die verwante velde van studie, insluitende die dramaonderwyser, dramaterapeut, dramalewensafrigter, stem- en spraakterapeut, radio- en televisieaanbieders, seremoniemeesters en agente SKEPPENDE KUNSTE GRAAD 7-9 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2.2 Drama in Graad 8 SENIOR FASE: DRAMA Kwartaal 1 Graad 8 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week aan die begin van 'n les (2 ure 30 minute in totaal) Voorgestelde Hulpbronne: Trom/tamboeryn, DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine Stemontwikkeling • Ontspanningsoefeninge wat rustige gereedheid verseker • Asemhalingsoefeninge om asembeheer en -kapasiteit te ontwikkel • Korrekte postuur en liggaamsbelyning (neutrale posisie) • Fisiese ontwikkeling • Verligting van spanning, ontwikkel vertroue, ontwikkel konsentrasie en fokus op die liggaam as 'n instrument van uitdrukking Onderwerp 2 Drama-elemente in toneelskepping Voorgestelde kontaktyd : 6 uur 30 minute per kwartaal (plus buite klas repetisietyd een maal 'n week) Voorgestelde Hulpbronne: Skeppende Kunste handboek Bronne: koerant- en tydskrifartikels, gedigte, liedere, slagspreuke, ens. Inhoud/konsepte/vaardighede • Geskrewe skets of afgeronde improvisasie • Navorsing en bespreking oor 'n tema wat verband hou met 'n sosiale of omgewingskwessie vir die drama • Isolering van 'n onderwerp en die ontwerp van 'n onderwerp vanuit die navorsing Struktuur van die uitvoering: • Wat: gebeure, storielyn, ontwikkeling van die storie, struktuur van die storie (begin, middel en einde), klimaks, dramatiese spanning • Wie: karakters - stem- en fisiese karakterisering, houding, funksie, spesifieke mannerismes, spraakpatrone, verhoudings, verskeidenheid van rolle • Waar: plek en ruimte (ligging/lokaliteit), d.m.v. stem en liggaam uitgebeeld • Wanneer: tyd deur stem en liggaam uitgebeeld • Aan Wie: gehoor, konteks, ekonomies, polities, sosiaal Vorming en fokus van die uitvoering • Belangrikste oomblikke/hoogtepunte, effektiewe woorde of dialoog, belangrike bewegings • Verkenning van ruimte en tyd, bv. terugspeel (playback), tydspronge, verskillende tye en plekke, terugflitse • Gebruik van simbole • Hoorbaarheid van gesproke dialoog • Vind van 'n duidelike onnodige /verwarrende dialoog, bewegings moet weggelaat word • Ontwikkeling en volhou van dramatiese spanning • Uitvoering en besinning Onderwerp 4 Waardering en besinning Voorgestelde kontaktyd: 1 uur (plus buite klastyd vir waarneming/aanskouing) Voorgestelde Hulpbronne: Skeppende Kunste handboek Inhoud/konsepte/vaardighede • Kritiese besinning oor portuurinterpretasie en uitvoering van afgeronde improvisasie gebaseer, deur gebruik te maak van drama-terminologie • Kritiese besinning oor professionele uitvoering, verskieslik lewendig. NOTA: Hierdie kan êrens anders in die jaar geskuif word indien meer gerieflik vir die skool. SKEPPENDE KUNSTE GRAAD 7-9 KABV 41 SENIOR FASE: DRAMA Kwartaal 2 Graad 8 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week aan die begin van 'n les (2 ure 30 minute in totaal) Voorgestelde Hulpbronne: Trom/tamboeryn, DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine: stem- en fisiese ontwikkeling Stemontwikkeling • Konsolidasie van vorige kwartaal met die toevoeging van oefeninge om stemtoon en resonansie te ontwikkel Fisiese ontwikkeling • Konsolidasie van vorige kwartaal met die toevoeging van oefeninge om fokus en beheer te ontwikkel Onderwerp 3 Interpretasie en opvoering van 'n keuse van dramatiese vorms: Suid￾Afrikaanse poësie/lofdigte (praise poetry) Voorgestelde kontaktyd : 6 uur 30 minute per kwartaal (plus buite klas repetisietyd een maal 'n week) Voorgestelde Hulpbronne: Skeppende Kunste handboek, gedigte, verhale, tydskrifte, ens. Inhoud/konsepte/vaardighede Inheemse gedigte/poësie deur Suid-Afrikaanse digters geskryf, individueel en/of in groepe opgevoer • Interpretasie en aanbiedingsvaardighede van 'n Suid-Afrikaanse gedig: • Teksanalise - uitdrukking van stuk in eie woorde • Stemhelderheid: praat duidelik en hoorbaar • Verskeidenheid in stemtoon, pas en toonwaarde • Geregverdigde gebruik van pouses en klem • Fisiese uitdrukking: gepaste gebruik van beweging en/of stilte • Emosionele verbinding met die gedig, oortuig die gehoor van die waarheid van die gepaste emosie • Skepping van 'n gepaste stemming, deur stem en beweging te gebruik • Gehoorkontak: onvergeetlike, boeiende en effektiewe aanbieding OF Lofdigte (praise poetry) • Herhaling, gebruik van beskrywende naamgewende frases, gebruik van ritme • Interaksie met die gehoor, interaksie met roep en antwoord • Rol van die lofdigter in 'n samelewing • Die tipes lof, style van uitvoering, kostuums gebruik, ens. • Ritme, pas/tempo en bou, gebruik van klem en volume, gepaste intonasie en uitdrukking • Liggaamstaal en handgebare • Gehoorkontak Onderwerp 4 Waardering en besinning Voorgestelde kontaktyd: 30 minute Voorgestelde Hulpbronne: Skeppende Kunste handboek Inhoud/konsepte/vaardighede • Waardering en besinning op portuurinterpretasie gebaseer en aanbieding van die poësieuitvoering, deur van dramaterminologie gebruik te maak SKEPPENDE KUNSTE GRAAD 7-9 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: DRAMA Kwartaal 3 Graad 8 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week aan die begin van 'n les (2 ure 30 minute in totaal) Voorgestelde Hulpbronne: Trom/tamboeryn, DBO-goedgekeurde handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine, bou op kwartale 1 en 2, met addisionele fokus op: Stemontwikkeling • Artikulasie – ontwikkleing van duidelike en helder spraak deur op die korrekte vorming van vokale en konsonante te fokus • Fisiese ontwikkeling • Skep van karakter en stemming d.m.v. beweging Onderwerp 2 Drama-elemente in toneelskepping Voorgestelde kontaktyd: 7 ure (plus buite klastyd vir repetisies een maal per week) Voorgestelde Hulpbronne: Skeppende Kunste handboek, gevonde materiaal om tegniese hulpbronne te skep, voorwerpe en materiaal as stimulus vir toneelskepping Inhoud/konsepte/vaardighede • Skep 'n afgeronde improvisasie op 'n spesifieke styl gebaseer. • Kies enige gespesialiseerde styl, bv: - Komedie - Tragedie - Musiekblyspel - Poppekas/poppeteater • Inkorporeer alle vorige kennis van drama-elemente om die afgeronde improvisasie te skep (sien Kwartaal 1) • Ontwikkel tegniese hulpbronne om die uitvoering te verbeter (hierdie kan geïmproviseer of self gemaak word) • Maak gebruik van bv.: - Rekwisiete - Stelstukke - Kostuumstukke - Basiese beligting - Klank • Regverdig die gebruik van hierdie tegniese hulpbronne Onderwerp 4 Waardering en besinning Voorgestelde kontaktyd: 30 minute Voorgestelde Hulpbronne: Skeppende Kunste handboek Inhoud/konsepte/vaardighede • Kritiese besinning op portuurinterpretasie gebaseer en uitvoering van die afgeronde improvisasie deur van dramaterminologie gebruik te maak SKEPPENDE KUNSTE GRAAD 7-9 KABV 43 SENIOR FASE: DRAMA Kwartaal 4 Graad 8 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week aan die begin van 'n les (2 ure 30 minute in totaal) Voorgestelde Hulpbronne: Skeppende Kunste handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine, deur oefeninge van die eerste drie kwartale te konsolideer, plus die byvoeging van die volgende: Stemontwikkeling • Interpretasievaardighede: analise en begrip van die teks, gebruik van toonhoogte, pouses, pas/tempo, projeksie, intonasie en toonwaarde Fisiese ontwikkeling • Fisiese verhoudings in pare en groot groepe, statustoneel Onderwerp 3 Interpretasie en opvoering van 'n keuse van dramatiese vorms: dialoog, gedramatiseerde prosa/ inheemse storievertelling Voorgestelde kontaktyd: 6 ure (plus buite klastyd vir repetisies een maal per week) Voorgestelde Hulpbronne: Skeppende Kunste handboek, bundels van toneelstukke, kortstories, uittreksels uit toneelstukke, storieboeke, kortverhaalsamestellings, koerant-en tydskrifartikels Inhoud/konsepte/vaardighede Dialoë: ontwikkel interpretasie- en aanbiedingsvaardighede deur op die volgende te fokus: • Teksanalise - uitdrukking van stuk in eie woorde • Interpretasie van die karakter - op kennis van die toneelstuk gebaseer • Stem en fisiese karakterisering - kommunikeer aspekte van die karakter (agtergrond, ouderdom, status, doel, ens.) deur stem (stemtoon, ritme, toonhoogte, ens.) en liggaam (postuur, liggaamstaal en gebare, ens.) • Stemhelderheid - duidelike en hoorbare gebruik van stem • Gebruik van ruimte - gepaste gebruik van ruimte • Emosionele verband - sluit 'n verband met die emosies van die karakter • Interaksie - bly in karakter as jy nie praat nie • Ontwikkeling van verhoudings - begryp die status van die karakters, verhoudings wat groei en toepaslik ontwikkel en verander • Impak van die dialoog/toneel - onvergeetlik, boeiend en effektief OF Gedramatiseerde prosa: deur Suid- Afrikaanse skrywers geskryf wat Suid-Afrikaanse kulture en kontekste weerspieël (individuele- of groepuitvoerings), sien interpretasie- en aanbiedingsvaardighede hieronder: OF • Inheemse storievertelling (individuele- of groepoptredes) Ontwikkel interpretasie en aanbiedingsvaardighede vir die bogenoemde deur op die volgende te fokus: • Teksanalise (druk stuk uit in eie woorde) • Verteltegniek (toepaslik tot die styl van die storie, bv. legendes, feëverhale en ntsomi, ens.) • Stemhelderheid (praat duidelik en hoorbaar, varieer in stemtoon, pas/tempo en toonwaarde, regverdig gebruik van pouses, klem) • Verbale karakterisering (skep van karakters d.m.v. stem) • Inkorporasie van gepaste elemente soos idiofone, klankeffekte, liedere in inheemse storievertelling • Transformasie van karakter tot verteller • Fisiese uitdrukking: gepaste gebruik van beweging en/of stilte • Skep van gepaste stemming deur stem en beweging te gebruik • Gehoorkontak (impak van prosa, gehoorkontak indien gepas, samewerking/boeiend) Onderwerp 5 Media Voorgestelde kontaktyd: 1 uur 30 minute Voorgestelde Hulpbronne: Skeppende Kunste handboek Inhoud/konsepte/vaardighede • Verskillende vorms van media: toeganklik en relevant. Verken mediavorms soos film, televisie, radio, dokumentêre en die internet. • Drama-elemente soos geïdentifiseer in die gekose mediavorm. SKEPPENDE KUNSTE GRAAD 7-9 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.2.3 Drama in Graad 9 SENIOR FASE: DRAMA Kwartaal 1 Graad 9 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week Voorgestelde Hulpbronne: Skeppende Kunste handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine deur op die volgende te fokus: Stemontwikkeling: • ontspannings-, postuur- en asemhalingsoefeninge • ontspannende gereedheid • postuur (in neutrale posissie) • asembeheer en kapasiteit Fisiese ontwikkeling: • Energie-gewende opwarmingsoefeninge om die liggaam los en ontspanne te maak, fokusoefeninge, opwarming van elke liggaamsdeel d.m.v. swaaibewegings • Op- en afkrul van die ruggraat • Begrip van die doel van opwarming en afkoeling Onderwerp 2 Drama-elemente in toneelskepping Voorgestelde kontaktyd: 5 uur 30 minute (plus buite klastyd repetisies) Voorgestelde Hulpbronne: Skeppende Kunste handboek, bronne oor kulturele praktyke, huwelikseremonies, doop, inisiasierituele en seremonies wanneer volwassenheid betree word in verskillende kulture Inhoud/konsepte/vaardighede Klaskamerdrama deur oor kulturele praktyke te besin • Hersien elemente van rituele/dramas van Graad 7, Kwartaal 3 • Skep 'n afgeronde improvisasie deur temas wat met kulturele praktyke en prosesse verband hou, te ondersoek. • Integreer kulturele parktyke in die klaskamerdrama, bv. rituele, seremonies en simbole • Skep 'n konteks en storielyn vir die drama • Neem die hoof drama-elemente in ag, insluitende: - Tyd, ruimte/plek, struktuur - Karakter: fisiese- en stemkarakterisering - Taal: deur die situasie gevorm, die rolle en die verhoudings van die karakter, gepaste stemregister - Dramatiese spanning: binne 'n persoon, tussen mense/groepe, tussen mense en die omgewing • Verken die kulturele konteks met sensitiwiteit en respek teenoor verskillende kulture en kulturele praktyke SKEPPENDE KUNSTE GRAAD 7-9 KABV 45 Onderwerp 4 Waardering en besinning Voorgestelde kontaktyd: 1 uur plus buite klastyd Voorgestelde Hulpbronne: Inhoud/konsepte/vaardighede • Waardering en besinning gebaseer op portuurinterpretasie van die afgeronde opvoering of geïmproviseerde opvoering, deur dramaterminologie te gebruik. • Waardering en besinning oor 'n professionele uitvoering verkieslik lewendig. NOTA: Hierdie kan êrens anders in die jaar geskeduleer word indien meer gerieflik vir die skool. Onderwerp 5: Media Voorgestelde kontaktyd: 1 uur en eie navorsingstyd Voorgestelde Hulpbronne: Vorms van media, bv. televisie, film, DVD's en die internet. Inhoud/konsepte/vaardighede • Gevolge/uitwerking van verskillende tipes media: televisie, sepies, radio, film, DVD, internet • positiewe en negatiewe uitwerking: toeganklikheid, kommunikasie tussen vastelande, lande, stede, dorpe; die bymekaarbring van kulture; gebruik en funksie van die massamedia; bron van advertering; afbreek van kommunikasie; gebrek aan ouerleiding; blootstelling tot geweld en misdaad; dominasie van verskillende kulture oor ander, ens. SKEPPENDE KUNSTE GRAAD 7-9 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: DRAMA Kwartaal 2 Graad 9 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week (2 uur 30 minute in totaal) Voorgestelde Hulpbronne: Skeppende Kunste handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine deur op die volgende te fokus: Stemontwikkeling • Soos in Kwartaal 1, met klankvorming (phonation) en resonansie bygebring Fisiese ontwikkeling • Soos in Kwartaal 1, met die toevoeging van oefeninge om 'n omgewing deur die liggaam te skep Onderwerp 3 Interpretasie en opvoering van 'n keuse van dramatiese vorms: individuele uitvoering: poësie of gedramatiseerde prosa of monoloog Voorgestelde kontaktyd: 5 uur 30 minute (plus buite klastyd repetisies) Voorgestelde Hulpbronne: Skeppende Kunste handboek, gedig- en kortverhaalsamestellings, storieboeke, tydskrifte, ens. Inhoud/konsepte/vaardighede • Ontwikkel interpretasie- en aanbiedingsvaardighede deur op die volgende te fokus: Poësie (opgevoer deur die individu.) • Teksanalise - uitdrukking van stuk in eie woorde; frasering, pouses, ritme, klank, gebruik van stemtoon, infleksie, toonhoogte • Stemhelderheid - praat duidelik en hoorbaar • Fisiese uitdrukking - gepaste gebruik van beweging en/of stilte • Emosionele verband - oortuig die gehoor van die waarheid van die gepaste emosie • Skepping van gepaste stemming d.m.v. stem en beweging • Gebruik van poëtiese middele - gepaste gebruik van pouses, verslengtes, ritme, rym, beelde, alliterasie • Gehoorkontak - onvergeetlike, innnemede en effektiewe aanbieding Gedramatiseerde prosa (opgevoer deur 'n individu) • Teksanalise - uitdrukking van stuk in eie woorde; frasering, pouses, ritme, stemtoon, infleksies en toonhoogte • Verteltegniek - toepaslik tot die styl van die storie (legendes, feëverhale) • Verbale karakterisering en fisiese uitdrukking - stemming/atmosfeer d.m.v. stem en liggaam • Stemhelderheid - praat duidelik en hoorbaar • Gehoorkontak (impak van prosa, gehoorkontak indien gepas, ondernemend/boeiend) Monoloog • Teksanalise - uitdrukking van stuk in eie woorde • Interpretasie van karakter - op kennis van die toneelstuk gebaseer • Stemkarakterisering - kommunikeer aspekte van die karakter (agtergrond, ouderdom, status, doel, ens.) • Stemhelderheid - praat duidelik en hoorbaar • Fisiese karakterisering - kommunikeer aspekte van die karakter d.m.v. die liggaam - ouderdom, status, liggaamstaal, gebare, ens. • Gebruik van ruimte - gepaste gebruik van ruimte • Emosionele konneksie - verbind met die emosies van die karakter • Impak van die monoloog - onvergeetlik, ondernemend/boeiend en effektief Onderwerp 5 Media Voorgestelde kontaktyd: 2 ure en eie navorsingstyd Voorgestelde Hulpbronne: Skeppende Kunste handboek, mediavorms Inhoud/konsepte/vaardighede • Stereotipering (insluitende ‘typecasting’, etiketering, ‘stock’-karakters) in stories, teater, film, televisie en radio • Stereotipering n.a.v. ouderdom, geslag, klas/status en kultuur, ens. • Verkenning van hoe diskriminasie en vooroordeel met stereotipering skakel SKEPPENDE KUNSTE GRAAD 7-9 KABV 47 SENIOR FASE: DRAMA Kwartaal 3 Graad 9 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week (2 uur 30 minute in totaal) Voorgestelde Hulpbronne: Skeppende Kunste handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine deur op die volgende te fokus: Stemontwikkeling • Interpretasievaardighede: pouses, pas/tempo, projeksie, intonasie • Modulasie: verandering in klem, toonhoogte, volume en stemtoon Fisiese ontwikkeling • Fisiese karakterisering - 'n karakter se unieke manier van beweeg en motivering Onderwerp 2 Drama-elemente in toneelskepping Voorgestelde kontaktyd: 7 ure (plus buite klastyd repetisies) Voorgestelde Hulpbronne: Skeppende Kunste handboek, gevonde materiaal om tegniese elemente te skep, ens. Inhoud/konsepte/vaardighede • Ontwikkeling van 'n afgeronde geïmproviseerde uitvoering deur op die volgende te fokus: Doel van die uitvoering: • Opvoeding, kennisontwikkeling, vermaak, mobilisering, om in te lig, ens. Teikengehoor: • Ouderdomsgroep, ekonomiese agtergrond, sosiale agtergrond, politiese agtergrond Basiese toneelkonvensies: • Verhoogruimte: middelverhoog, agterverhoog (boverhoog), voorverhoog (onderverhoog), ens. • Gebruik van opvoerruimte: plasing van akteurs, aanduiding van ‘n fiktiewe plek in die drama, bewegingspatrone • Plasing van die gehoor in verhouding met die tipe verhoog Simbole: • Voorwerpe mag simbolies wees en 'n dieper betekenis van die toneelstuk weerspieël. Tegniese elemente: bydrae tot die betekenis, stemming, impak en skouspel (indien relevant). • Ontwerp, ontwikkel en maak van eie tegniese elemente soos byvoorbeeld: • Kostuums: kostuumstukke wat tot karakterisering bydra, betekenis bydra, simbolisme • Rekwisiete: gebruik om betekenis te versterk, karakterisering en dramatiese spanning in die toneelstuk uit te lig • Stel: ekonomiese gebruik van stelstukke, verskillende betekenisse aan voorwerpe toegeken • Beligting: verskillende soorte ligte of kleure om verskillende ruimtes, tydraamwerke, stemminge, betekenisse te skep; kontras tussen 'n goed beligte uitvoeringsruimte en donkerte; gebruik van kolligte Onderwerp 4 Waardering en besinning Voorgestelde kontaktyd: 30 minute Voorgestelde Hulpbronne: Inhoud/konsepte/vaardighede Waardering en besinning oor afgeronde geïmproviseerde uitvoering deur die gebruik van dramaterminologie. SKEPPENDE KUNSTE GRAAD 7-9 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: DRAMA Kwartaal 4 Graad 9 Onderwerp 1 Ontwikkeling van dramavaardighede Voorgestelde kontaktyd: 15 minute elke week (2 uur 30 minute in totaal) Voorgestelde Hulpbronne: Skeppende Kunste handboek Inhoud/konsepte/vaardighede • Onderwyserontwerpte opwarmingsroetine deur op die volgende te fokus: Stemontwikkeling en Fisiese ontwikkeling • Konsolidering van aktiwiteite van die eerste drie kwartale Onderwerp 3 Interpretasie en opvoering van 'n keuse van dramatiese vorms: toneelwerk (teater of televisie) of radiodramas Voorgestelde kontaktyd: 7 ure (plus buite klastyd repetisies) Voorgestelde Hulpbronne: Skeppende Kunste handboek Uittreksels uit toneelstukke, film-, televisiedraaiboeke, radiodramas, ens. Inhoud/konsepte/vaardighede • Ontwikkel interpretasie en aanbiedingsvaardighede deur op die volgende te fokus: Toneelwerk: • Teksanalise - uitdrukking van stuk in eie woorde • Interpretasie van die karakter - op kennis van die toneelstuk gebaseer • Stemkarakterisering - kommunikeer agtergrond, ouderdom, status, doel • Stemhelderheid - duidelike en hoorbare stemgebruik • Fisiese karakterisering - kommunikeer deur die liggaam (ouderdom, status, liggaamstaal, gebare) • Emosionele konneksie - verbind met die emosies van die karakter • Gebruik van ruimte, emosionele konneksie, onsigbare luisteraar, stille vennoot op die verhoog • Interaksie - bly in karakter wanneer jy nie praat nie, luister en reageer • Status van karakters, ontwikkeling van verhouding • Impak van die toneel - onvergeetlik, boeiend en effektief OF Radiodrama • Teksanalise - uitdrukking van stuk in eie woorde • Interpretasie van die karakter - op kennis van die toneelstuk gebaseer • Stemkarakterisering - kommunikeer aspekte van die karakter (agtergrond, ouderdom, status, doel, ens.) • Stemhelderheid - duidelike en hoorbare gebruik van stem • Emosionele konneksie - verbind met die emosies van die karakter • Interaksie - luister en reageer, bly in karakter wanneer jy nie praat nie • Ontwikkeling van verhoudings - begrip van status van karakter, groei van verhoudings, gepaste ontwikkeling en veranderings • Impak van klank op die luisteraar • Gebruik van die stem om atmosfeer, ruimte en tyd te skep • Gebuik van pouses, bou van spanning deur slegs klank te gebruik • Die gebruik van klankeffekte en musiek Onderwerp 4 Waardering en besinning Voorgestelde kontaktyd: 30 minute Voorgestelde Hulpbronne: Skeppende Kunste handboek, pamflette, boeke oor loopbane, internet Inhoud/konsepte/vaardighede Waardering en besinning oor 'n portuurinterpretasie van die radiodrama of toneel deur die gebruik van dramaterminologie SKEPPENDE KUNSTE GRAAD 7-9 KABV 49 3.3 WAT WORD IN MUSIEK GELEER? 3.3.1 Musiek in Graad 7 SENIOR FASE: MUSIEK KWARTAAL 1 GRAAD 7 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, sangbundels/leêrs, bronne met of sonder CD's met musiek of ander begeleiding vir liedere, DVD's Inhoud/begrippe/vaardighede • Diskantsleutel • Lettername van note in die diskant-sleutel • Tydsduur: Begrip van al die nootwaardes en rustekens: - heelnoot - halfnoot - kwartnoot - agstenoot - sestiende noot • Klap of speel van kort ritmiese frases op 'n trom wat halwenote, agstenote en kwartnote insluit • Toonhoogte: - Bladsing melodiese frases van bekende en onbekende liedere deur van die solfastelsel gebruik te maak • Volg partiture terwyl na musiek geluister word Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale stukke wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting en klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Aktiewe beluistering na 'n verskeidenheid van opnames of lewendige uitvoerings deur saam te klap, te neurie of te beweeg • Luister na musiekuitvoerings en identifiseer of beskryf: - Tydmaat insluitende tweeslagmaat (twee polse), drieslagmaat (drie polse) en vierslagmaat (vier polse) - Instrumente wat in die uitvoering gebruik word - Die storie wat die musiek vertel (hartseer/opgewek, herkenning van 'n dans, mars, ens.) Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, melodiese- of nie melodiese musiekinstrumente, CD/DVD's Inhoud/begrippe/vaardighede • Asemhalingsoefeninge • Ontwikkeling van die vaardigheid om op die noot te sing d.m.v. 'n repertorium van liedere wat die volgende insluit: - Die Nasionale Volkslied van Suid-Afrika - Volksliedere (inheemse- en kulturele liedere) en - Populêre musiek • Gepaardgaande liedere met liggaamsslaginstrumente, gevonde of selfgemaakte instrumente, tradisionele instrumente of Orff-instrumente • Speel musiek vanaf grafiese partiture • Skep van instrumentale musiek in groep- en soloverband groepe en solokontekste deur gebruik te maak van: - Ritmiese herhaling d.m.v. klap of tromspel - Ritmiese vraag en antwoord d.m.v. klap of tromspel SKEPPENDE KUNSTE GRAAD 7-9 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: MUSIEK KWARTAAL 2 GRAAD 7 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, sangbundels/leêrs, bronne met of sonder CD's met musiek of ander begeleiding vir liedere, DVD's Inhoud/begrippe/vaardighede • Lettername van note in die diskant-sleutel • Tydsduur: Inleiding tot die gepunteerde noot, ook in verhouding met: - heelnote - halwenote - kwartnote - agstenote - sestiende note - gepunteerde halfnoot • Klap of speel kort ritmiese frases op 'n trom wat heelnote, halwenote, kwartnote, agstenote, sestiende note en gepunteerde halfnote insluit. • Toonhoogte: - Bladsing melodiese frases van bekende en onbekende liedere deur van solfanotasie of balknotasie gebruik te maak. Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale stukke wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/ DVD's Inhoud/begrippe/vaardighede • Aktiewe beluistering na 'n verskeidenheid van opnames of lewendige uitvoerings deur saam met dit te klap, te neurie of te beweeg • Volg eenvoudige musiekpartiture terwyl daar na die musiek geluister word • Luister na 'n verskeidenhied van opnames of lewendige uitvoerings en beskryf t.o.v: - Tydmaat van die musiek as tweeslagmaat (twee polse), drieslagmaat (drie polse) en vierslagmaat (vier polse) - Tempo (vinnig/stadig; vinniger/stadiger) - Dinamiek (sag/hard; sagter/harder) - Betekenis of storie van die musiek - Lirieke van die musiek Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, melodiese- of nie-melodiese musiekinstrumente, CD/DVD's Inhoud/begrippe/vaardighede • Asemhalingsoefeninge • Deurlopende ontwikkeling om nootvas te sing d.m.v. 'n repertorium van liedere wat die volgende insluit: - volksliedere (inheemse- en kulturele liedere); - ligte musiek; - rondeliedere/kanons/kringliedere - meerstemmige sang (liedere met diskante, sopraan/sopraan, sopraan/alt en sopraan/bariton). • Begelei liedere met liggaamsperkussie, gevonde of selfgemaakte instrumente, tradisionele instrumente, Orff-instrumente • Voordrag van musiek wat nie-konvensionele notasie gebruik, bv. grafiese notasie • Afrikaperkussie • Skep van eie vokale- en instrumentale musiek in groep- en soloverband: - Melodiese herhaling (stem of instrumenteel) - Melodiese vraag-en-antwoord (stem of instrumenteel) - Ritmiese improvisasie op 'n ostinaat of riff.d.m.v. handeklap of tromspel - Skep 'n klankbeeld gebaseer op 'n storie of gedig met gebruikmaking van die stem of instrumente SKEPPENDE KUNSTE GRAAD 7-9 KABV 51 SENIOR FASE: MUSIEK KWARTAAL 3 GRAAD 7 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboekee, CD's, DVD's Inhoud/begrippe/vaardighede • Diskant- en bassleutel • Lettername van note in die diskant- en bassleutel • Tydsduur: vaslegging van inhoud • Toonhoogte: bladsing van melodiese frases van bekende en onbekende liedere deur van die solfastelsel gebruik te maak • Klap of speel ritmes op 'n trom wat van heelnote, halwenote, kwartnote, agstenote en sestiendenote insluit; inleiding tot die begrip van poliritmes Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale stukke wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Aktiewe beluistering na 'n verskeidenheid van opnames of lewendige uitvoerings deur saam te klap, te neurie of te beweeg • Luister na 'n verskeidenheid van opnames of lewendige uitvoerings en beskryf die: - Tydmaat van die musiek as twee-, drie- of vierslagmaat - Tempo (vinnig/stadig) - Dinamiek (sag/hard) - Betekenis van die storie van die musiek - Lirieke van die musiek - Tekstuur van die musiek • Skep van 'n grafiese partituur (klankprent) van 'n musiekstuk waarna geluister is, bv. storm, reën, ens. Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, melodiese en nie-melodiese musiekinstrumente, CD/DVD's Inhoud/begrippe/vaardighede • Asemhalingsoefeninge • Deurlopende ontwikkeling om nootvas te sing d.m.v. 'n repertorium van liedere wat die volgende insluit: - volksliedere (inheemse- en kulturele musiek); - ligte musiek; . - rondeliedere/kanons/kringliedere - meerstemmige sang (liedere met diskante; sopraan/sopraan; sopraan/alt; sopraan/bariton) • Begelei liedere met liggaamsslaginstrumente, gevonde of selfgemaakte instrumente, tradisionele instrumente of Orff￾instrumente • Voordrag van musiek wat nie-konvensionele notasie gebruik, bv. grafiese partiture • Afrikatromspel • Skep eie vokale- en instrumentale musiek in 'n groep- en soloverband: - Melodiese naboosting - Melodiese vraag en antwoord - Ritmiese improvisasie op 'n ostinaat of herhalende frase (riff) deur te klap of tromspel - Vokale of melodiese improvisasie op 'n ostinaat of herhalende frase (riff) • Skep 'n klankprent of gedig wat op 'n storie gebaseer is deur van die stem of instrumente gebruik te maak SKEPPENDE KUNSTE GRAAD 7-9 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: MUSIEK KWARTAAL 4 GRAAD 7 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, Sangbundels, musiekpartiture, melodiese en nie-melodiese musiekinstrumente, CD/DVD's Inhoud/begrippe/vaardighede • Diskant- en bassleutel • Lettername van note in die diskant- en bassleutel • Tydsduur • Klap of speel kort ritmiese frases op 'n trom wat heelnote, halwenote, kwartnote, agstenote en sestiendenote insluit • Toonhoogte: Bladsing van melodiese frases van bekende en onbekende liedere deur van die solfastelsel gebruik te maak • Klap of speel poliritmiese frases Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale werk wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Aktiewe beluistering na 'n verskeidenheid van opnames of lewendige uitvoerings deur saam te klap, te neurie of te beweeg • Luister na 'n verskeidenheid van opnames of lewendige uitvoerings en beskryf die: - tydmaat van die musiek as twee-, drie- of vierslagmaat - tempo (vinnig/stadig) - dinamiek (sag/hard) - timbre (klankkleur) - betekenis van die storie van die musiek - lirieke van die musiek - tekstuur van die musiek • Skep 'n grafiese partituur van 'n musiekstuk waarna alreeds geluister is Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, melodiese en nie-melodiese musiekinstrumente, CD/DVD's Inhoud/begrippe/vaardighede • Asemhalingsoefeninge • Deurlopende ontwikkeling om nootvas te sing d.m.v. liedere wat die volgende insluit: - Volksliedere (inheemse- en kulturele liedere) - ligte musiek en - rondeliedere/kanons/kringliedere • Begelei liedere met liggaamsslaginstrumente, gevonde of selfgemaakte instrumente, tradisionele instrumente of Orff￾instrumente • Uitvoering van musiek wat van nie-konvensionele notasie gebruik maak, bv. grafiese partiture • Voordrag of Afrikaperkussie • Speel van musiek vanaf grafiese partiture • Skep van eie vokale- en instrumentale musiek in groep- en soloverband: - Ritmiese en melodiese improvisasie op 'n ostinaat of herhalende frase (riff) - Klankprente wat op 'n storie of gedig gebaseer is deur van die stem of instrumente gebruik te maak - Toonset vier reëls van 'n gedig/woorde wat gebaseer is op 'n sosiale aangeleentheid/kwessie SKEPPENDE KUNSTE GRAAD 7-9 KABV 53 3.3.2 Musiek in Graad 8 SENIOR FASE: MUSIEK Kwartaal 1 Graad 8 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, Sangbundels, musiekpartiture, melodiese en nie-melodiese musiekinstrumente, CD/DVD's Inhoud/begrippe/vaardighede Vaslegging van musieknotasie: Tydsduur • Nootwaardes– heelnoot, halwenoot, kwartnoot, agstenoot, sestiendenoot en gepunteerde halwenoot • Rustekens - soos vir nootwaardes • Tydmaatteken – 2 4 , 3 4 en 4 4 Toonhoogte • Vaslegging van die diskant- en bassleutels • Vaslegging van die lettername in die diskant- en bassleutels • Die konstruksie van die majeurtoonleer: C en G majeur Lees van musieknotasie • Lees musiek in 2 4 , 3 4 en 4 4 tydmaattekens • Lees musiek in die toonsoort van C en G majeur Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale werk wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Luister na die klanke van die instrumentfamilies en beskryf hoe die klanke voortgebring word: - Membranofoon - Idiofoon - Kordofoon - Aërofoon Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Opsioneel: Addisionele kontaktyd na skool Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, tradisionele instrumente, selfgemaakte instrumente, CD's/DVD's. Opsioneel: klawerbord, kitaar, ander instrumente Inhoud/begrippe/vaardighede • Gepaste asemhalings- en tegniese oefeninge vir die instrument of stem • Sing van sosiaalbeduidende liedere • Groep- of solo-uitvoerings vanuit die standaard repertorium van Westerse/Afrika/Indiese en Populêre musiekstyle: - Koorwerke - Orkes/Ensemble werke - Solo vokale werke - Solo instrumentale werke • Uitvoering van musikale werke wat 'n persoonlike of sosiale kwessie uitdruk • Gepaardgaande koorwerke wat begelei word met liggaamsperkussie of gevonde of selfgemaakte of tradisionele instrumente of kitaar • Skep van eie musiek in groepsverband deur - Improvisering op 'n ritmiese ostinaat op Afrikaperkussie of ander tradisionele instrumente - Toonset vier reëls van 'n gedig/woorde wat gebaseer is op 'n sosiale aangeleentheid/kwessie SKEPPENDE KUNSTE GRAAD 7-9 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: MUSIEK Kwartaal 2 Graad 8 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, sangbundels/leêrs bronne met of sonder CD's met musiek en/of begeleiding vir liedere Inhoud/begrippe/vaardighede Tydsduur Nootwaardes – triool Tydmaattekens – 2 4 , 3 4 en 4 4 Toonhoogte Die konstruksie van die majeurtoonsoort: F majeur Lees van musieknotasie Lees musiek in die toonsoorte C, G en F majeur in 2 4 , 3 4 en 4 4 Lees musiek in 2 4 , 3 4 en 4 4 tyd Musiekterminologie Dinamiek: piano, forte, crescendo, diminuendo Tempo: allegro, andante Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale werk wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Aktiewe beluistering om die elemente en beginsels van musiek in 'n verskeidenheid van musiekstyle te identifiseer (Westers-Klassiek, Afrika, Indies en populêre musiek): • Tydmaat: twee- en drieslagmaat • Dinamiek: (piano, forte) • Herhaling (ritmies en melodies) • Kontraste in tempo en tekstuur • Betekenis van die lirieke Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Opsioneel: Addisionele kontaktyd na skool Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, tradisionele instrumente, selfgemaakte instrumente, CD's/DVD's. Opsioneel: klawerbord, kitaar, ander instrumente Inhoud/begrippe/vaardighede • Gepaste asemhalings- en tegniese oefeninge vir die instrument of stem • Groep- of solo-uitvoerings van werke uit die standaard repertorium van Westerse/Afrika/Indiese en Populêre musiekstyle: - Koorwerke - Orkes/Ensemble werke - Solo vokale werke - Solo instrumentale werke • Skep van eie musiek in groepsverband deur: - Improvisasie op 'n ritmiese ostinaat op Afrikaperkussie of ander tradisionele instrumente - Toonset vier reëls van 'n gedig/woorde wat gebaseer is op 'n sosiale aangeleentheid/kwessie SKEPPENDE KUNSTE GRAAD 7-9 KABV 55 SENIOR FASE: MUSIEK Kwartaal 3 Graad 8 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, Sangbundels/leêrs bronne met of sonder CD met musiek en/of begeleiding vir liedere Inhoud/begrippe/vaardighede Tydsduur • Nootwaardes – triool • Tydmaattekens – 2 4 , 3 4 en 4 4 Toonhoogte • Die konstruksie van die majeurtoonleer: F majeur Lees van musieknotasie • Lees musiek in die sleutels C, G en F majeur • Lees musiek in 2 4 , 3 4 en 4 4 tyd Musiekterminolgie • Dinamiek: piano, forte, crescendo, diminuendo • Tempo: allegro, andante Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale werk wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Luister na opnames of lewendige uitvoerings en identifiseer die klank van instrumente in 'n verskeidenheid van werke wat die volgende instrumente gebruik: - Membranofoon - Idiofoon - Kordofoon - Aërofoon Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Opsioneel: Addisionele kontaktyd na skool Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, tradisionele instrumente, selfgemaakte instrumente, CD's/DVD's. Opsioneel: klawerbord, kitaar, ander instrumente, musiektegnologie en sagteware Inhoud/begrippe/vaardighede • Gepaste asemhalings- en tegniese oefeninge vir 'n instrument of stem • Groep- of solo-uitvoerings van werke uit die standaard repertorium van Westerse/Afrika/Indiese en Populêre musiekstyle: - Koorwerke - Orkes/Ensemble werke - Solo vokale werke - Solo instrumentale werke • Uitvoering van musiekwerke wat persoonlike of sosiale kwessies uitdruk • Gepaardgaande koorwerke wat begelei word met liggaamsperkussie of gevonde of selfgemaakte of tradisionele instrumente, klawerbord of kitaar • Skep van eie musiek in groepskonteks deur: - Improvisasie op 'n melodiese ostinaat of herhalingsfrase (riff) - Toonset vier reëls van 'n gedig/woorde wat gebaseer is op 'n sosiale aangeleentheid/kwessie en die byvoeging van eie melodie - Komposisie van 'n een minuut klingel (jingle) op 'n sosiale kwessie gebaseer deur van die stem of beskikbare sagteware gebruik te maak SKEPPENDE KUNSTE GRAAD 7-9 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: MUSIEK Kwartaal 4 Graad 8 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, Sangbundels/leêrs bronne met of sonder CD met musiek en/of begeleiding vir liedere Inhoud/begrippe/vaardighede Tydsduur • Tydmaat – 2 4 , 3 4 , 4 4 en saamgestelde tweeslagmaat 6 8 • Lees (klap of speel) musiek in 2 4 , 3 4 , 4 4 en saamgestelde tweeslagmaat 6 8 Toonhoogte • Vaslegging van die konstruksie van die majeurtoonleer: C, G, D en F Majeur • Lees (sing of speel) musiek in die toonsoort van C, G, D en F Majeur Musiekterminologie • Tempo: moderato, presto, ritardando, a tempo • Artikulasie: legato, staccato Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale werk wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Luister na: opnames of lewendige uitvoerings en skryf eie indruk deur te fokus op: - Boodskap van die musiek (lirieke) - Instrumente/stemme gebruik - Tempo - Dinamiek - Deur dit in 'n kulturele of sosiale konteks te plaas - Die uitvoerende kunstenaar of komponis Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Opsioneel: Addisionele kontaktyd na skool Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, tradisionele instrumente, selfgemaakte instrumente, CD's/DVD's. Opsioneel: Klawerbord, kitaar, ander instrumente Inhoud/begrippe/vaardighede • Gepaste asemhalings- en tegniese oefeninge vir die instrument of stem • Groep- of solo-uitvoerings van werke uit die standaard repertorium van Westerse/Afrika/Indiese en Populêre musiekstyle: - Koorwerke - Orkes/Ensemble werke - Solo vokale werke - Solo instrumentale werke • Skep van eie musiek in groepsverband deur: - 'n musiekwerk te komponeer en te kombineer met 'n ander kunsvorm SKEPPENDE KUNSTE GRAAD 7-9 KABV 57 3.3.3 Musiek in Graad 9 SENIOR FASE: MUSIEK Kwartaal 1 Graad 9 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, Sangbundels/leêrs bronne met of sonder CD's met musiek en/of begeleiding vir liedere Inhoud/begrippe/vaardighede Tydsduur • Vaslegging van die kwartnoot, agstenoot, halwenoot, heelnoot, gepunteerde halfnoot, sestiende noot, gepunteerde kwartnoot • Vaslegging van 2 4 , 3 4 , 4 4 en 6 8 Toonhoogte • Vaslegging van die konstruksie van die majeurtoonleer: C, G, D en F majeur • Vaslegging van die konsep van toonsoorttekens (tot 2 kruise en 1 mol) • Hulplyne • Intervalle op i, iv en v (geslote posisie) • Lees (sing of speel) musiek in die sleutels van C, G, D en F majeur deur van óf die solfastelsel gebruik te maak óf deur te neurie Musiekterminologie: • Konsolidering van musiekterme: - Dinamiek: piano, forte, crescendo, diminuendo, mezzo piano, mezzo forte, fortissimo, pianissimo - Tempo: allegro; andante, allegretto, largo - Artikulasie: legato, staccato Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale werk wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Luister na die klanke van instrumentfamilies van die orkes en beskryf hoe die klanke voortgebring word: - Strykinstrumente - Houtblaasinstrumente - Koperblaasinstrumente - Slaginstrumente Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Opsioneel: Addisionele kontaktyd na skool Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, tradisionele instrumente, selfgemaakte instrumente, CD's/DVD's. Opsioneel: klawerbord, kitaar, ander instrumente Inhoud/begrippe/vaardighede • Gepaste asemhalings- en tegniese oefeninge vir die instrument of stem • Groep- of solo uitvoerings van werke uit die standaard repertorium van Westerse/Afrika/Indiese en Populêre musiekstyle: - Koorwerke - Orkes/Ensemble werke - Solo vokale werke - Solo instrumentale werke • Skep van eie musiek in 'n groeps- en soloverband deur: - Ritmiese en melodiese voltooiing van 'n viermaatfrase in C, G, D en F majeur nadat die eerste twee mate gegee is SKEPPENDE KUNSTE GRAAD 7-9 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: MUSIEK Kwartaal 2 Graad 9 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, Sangbundels/leêrs bronne met of sonder CD met musiek en/of begeleiding vir liedere Inhoud/begrippe/vaardighede Tydsduur en toonhoogte • Skryf die toonlere van C, G, D en F Majeur in die diskant- en bassleutels • Toonsoorttekens van C, G, D en F Majeur • Hulplyne • Intervalle • Drieklanke op I, IV en V (geslote posisie) • Lees (sing of speel) musiek in die toonsoorte van C, G, D en F major deur van óf die solfastelsel gebruik te maak óf deur te neurie Musiekterminologie • Hersien musiekterminologie Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale werk wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Luister na een van die volgende style: - Reggae, Kwaito, R&B, Afrika Jazz • Skryf eie indruk van die musiek deur te fokus op: - Die kunstenaar/s - Spesiale kenmerke van die musiek met betrekiking tot die ritme, tempo, instrumente en stemme - Storie van die musiek/lirieke Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Opsioneel: Addisionele kontaktyd na skool Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, tradisionele instrumente, selfgemaakte instrumente, CD's/DVD's. Opsioneel: klawerbord, kitaar, ander instrumente Inhoud/begrippe/vaardighede • Gepaste asemhalings- en tegniese oefeninge vir die instrument of stem • Groep- of solo uitvoerings van werke uit die standaard repertorium van Westerse/Afrika/Indiese en Populêre musiekstyle • Skep van eie musiek in 'n groeps- en soloverband: - Toonset twee reëls van 'n gedig SKEPPENDE KUNSTE GRAAD 7-9 KABV 59 SENIOR FASE: MUSIEK Kwartaal 3 Graad 9 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, Sangbundels/leêrs bronne met of sonder CD met musiek en/of begeleiding vir liedere Tydsduur en toonhoogte • Skryf die toonlere van C, G, D en F Majeur in diskant- en bassleutels • Toonsoorttekens van C, G, D en F Majeur • Hulplyne • Intervalle • Drieklanke • Lees (sing of speel) musiek in die sleutels van C, G, D en F majeur deur van óf die solfastelsel gebruik te maak óf deur te neurie Musiekterminologie • Hersien musiekterminologie Musiekgeletterdheid moet ontwikkel word deur aktief te luister na liedere en instrumentale werk wat deur leerders self en deur ander uitgevoer word. Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Luister na uittreksels van 'n musiekblyspel (bv. West Side Story) of 'n opera (bv. Magic Flute, Nabucco): - Skryf 'n storielyn van 'n musiekblyspel/opera - Sing saam met een van die kore/solos Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Opsioneel: Addisionele kontaktyd na skool Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, tradisionele instrumente, selfgemaakte instrumente, CD's/DVD's. Opsioneel: klawerbord, kitaar, ander instrumente Inhoud/begrippe/vaardighede • Gepaste asemhalings- en tegniese oefeninge vir die instrument of stem • Groep- of solo uitvoerings van werke uit die standaard repertorium van Westerse/Afrika/Indiese en Populêre musiekstyle: - Koorwerke - Orkes/Ensemble werke - Solo vokale werke - Solo instrumentale werke • Toonset vier reëls van 'n gedig SKEPPENDE KUNSTE GRAAD 7-9 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: MUSIEK Kwartaal 4 Graad 9 Onderwerp 1 Musiekgeletterdheid Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiekinstrumente, handboeke, Sangbundels/leêrs bronne met of sonder CD's met musiek en/of begeleiding vir liedere Inhoud/begrippe/vaardighede • Skryf die toonlere van C, G, D en F Majeur in die diskant- en bassleutels • Toonsoorttekens van C, G, D en F Majeur in diskant- en bassleutels • Hulplyne • Intervalle • Drieklanke • Lees (sing of speel) musiek in die toonsoorte van C, G, D en F majeur deur van óf die solfastelsel gebruik te maak óf deur te neurie Onderwerp 2 Musiekbeluistering Voorgestelde kontaktyd: 15 minute per week Voorgestelde Hulpbronne: Musiektoerusting - klanksisteem. CD's/DVD's Inhoud/begrippe/vaardighede • Bespreking van die Nasionale Volkslied deur oor die volgende te besin: - Die bydraers tot die Volkslied - Die betekenis van die teks van die Volkslied Onderwerp 3 Voordrag en skep van musiek Voorgestelde kontaktyd: 30 minute per week Opsioneel: Addisionele kontaktyd na skool Voorgestelde Hulpbronne: Sangbundels, musiekpartiture, tradisionele instrumente, selfgemaakte instrumente, CD's/DVD's. Opsioneel: klawerbord, kitaar, ander instrumente Inhoud/begrippe/vaardighede • Gepaste asemhalings- en tegniese oefeninge vir die instrument of stem • Groep- of solo uitvoerings van werke uit die standaard repertorium van Westerse/Afrika/Indiese en Populêre musiekstyle: - Koorwerke - Orkes/Ensemble werke - Solo vokale werke - Solo instrumentale werke • Skep 'n advertensie vir 'n produk of geleentheid d.m.v. eie lirieke en musiek SKEPPENDE KUNSTE GRAAD 7-9 KABV 61 3.4 WAT WORD IN VISUELE KUNSTE GELEER? 3.4.1 Visuele Kunste in Graad 7 Die voorbeelde hieronder moet aangepas word om by die individuele skoolkontekste te pas. Terwyl die kerninhoud verpligtend is, kan temas wat tot die leerders toepaslik is gekies word. SENIOR FASE: VISUELE KUNSTE KWARTAAL 1 GRAAD 7 Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 2 uur gedurende die kwartaal versprei Voorgestelde Hulpbronne: Visuele stimuli vir teken Materiaal: Potlood, houtskool, waskryte, kleurink Inhoud/begrippe/vaardighede • Teken en skilder: verken 'n verskeidenheid van media en tegnieke - lyn, toonwaarde, tekstuur, merkmaak • Kunselemente - lyn, toonwaarde, tesktuur, vorm • Ontwerpbeginsels - balans, kontras, klem • Temas om te verken - waarnemingsprojekte (samestellings van klein voorwerpe en stillewes) • Verskeidenheid van papiergrootte en formaat Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Fotos uit hulpbronboeke en/of regte voorbeelde van plaaslike kunsvlyt (bv. Afrikamaskers) Inhoud/begrippe/vaardighede • Kunselemente: gebruik in die beskrywing van kunswerke - vorm, lyn, toonwaarde, tekstuur, kleur • Ontwerpbeginsels: gebruik in die beskrywing van kunswerke - balans, verhouding, klem en kontras • Klem op leerders se persoonlike uitdrukking en interpretasie van plaaslike kunsvlyt • Bespreking van die ooreenkomste en verskille, respek en begrip van die self en die samelewing; die kunste as erfenis • Kommunikasievaardighede: praat, luister en kyk; bespreking oor kuns, kunsvlyt, ontwerp om aan morele, etiese en filosofiese besprekings deel te neem, om waardes te formuleer en om respek vir die opinies en visuele uitdrukking van ander aan te leer Onderwerp 2 Skep in 3D Voorgestelde kontaktyd: 3 uur Voorgestelde Hulpbronne: Visuele stimuli (bv. Afrikamaskers) Materiaal: Herwinbare monochromatiese materiaal Inhoud/begrippe/vaardighede • Kunselemente: vorm, lyn, toonwaarde, tekstuur, monochromatiese kleur • Ontwerpbeginsels: verhouding, klem, kontras • Goeie vakmanskap: plakwerk, toedraai, bind, konstruksie, laswerk • Besorgdheid oor die omgewing: gebruik van herwinbare materiale • Deel van hulpbronne SKEPPENDE KUNSTE GRAAD 7-9 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Visuele stimuli uit bronboeke (groepe figure, musikante) Inhoud/konsepte/vaardighede • Kunselemente: gebruik in die beskrywing van kunswerke (vorm, lyn, toonwaarde, tekstuur, kleur) • Ontwerpbeginsels: gebruik in die beskrywing van kunswerke: verhouding, harmonie, ritme, klem, kontras • Klem op leerders se persoonlike uitdrukking en interpretasie • Kommunikasie: uitdukking, identifisering/benaming, vraag en besinning deur te kyk na, te praat, te luister en te skryf oor die visuele wêreld: interpreteer, analiseer en herken simboliese taal met verwysing na groepe of figure (bv. musikante) Onderwerp 2 Skep in 3D Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Visuele stimuli uit bronboeke (groepe figure, musikante) Materiaal: Erdeware, klei, krapgereedskap Inhoud/konsepte/vaardighede • Kunselemente: vorm/fatsoen, tekstuur • Ontwerpbeginsels: balans, verhouding, klem, kontras • Modelleringstegnieke: knyp, rol, aanhegtingstegnieke, oppervlakteksture SKEPPENDE KUNSTE GRAAD 7-9 KABV 63 SENIOR FASE: VISUELE KUNSTE KWARTAAL 2 GRAAD 7 Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 3 uur Voorgestelde Hulpbronne: Fotos uit hulpbronboeke (bv. musiekinstrumente as skraapbord Materiaal: Wit waskryt, swart waterdigte ink, swart temperaverf, klein hoeveelheid opwasmiddel, eenvoudige etsgereedskap (skerp gevonde voorwerpe: spykers, spelde, kompaspunte, ens.) stywe papier/bord (om en by 15 x20cm) Inhoud/konsepte/vaardighede • Kunselemente: vorm, lyn, toonwaarde, tekstuur • Ontwerpbeginsels: kontras, verhouding, klem • Eie en wyer wêreld: stillewe komposisies • Eenvoudige etstegnieke: ets, teken, krapwerk Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Bv. stillewes Materiaal: Skryfinstrumente en papier Inhoud/konsepte/vaardighede • Kunselemente: gebruik in die beskrywing van kunswerke (vorm, lyn, toonwaarde, tekstuur, kleur) • Ontwerpbeginsels: gebruik in die beskrywing van kunswerke: verhouding, harmonie, ritme, klem, kontras • Interpreteer, analiseer en herken simboliese taal met verwysing na stillewes • Uitdrukking, identifikasie/benaming, vraag en besin deur te kyk na, te praat, te luister en te skryf oor stillewes Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Bv. stillewes, plaaslike interpretasie Materiaal: Temperaverf in beperkte kleurreeks en wit en swart. A2 papier Inhoud/konsepte/vaardighede • Kunselemente: vorm, lyn, toonwaarde, komplementêre kleure, tint en skakerings • Ontwerpbeginsels: kontras, verhouding, klem, eenheid • Eie en wyer wêreld: Klem op die waarneming en interpretasie van plaaslike stillewe komposisies • Skilder/verf: kleurmeng: tonale reeks, skakerings en tint Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Visuele stimuli en artefakte, biblioteke, mediabronne, internet, bv. plaaslike handwerkers Materiaal: Notaboeke Inhoud/konsepte/vaardighede • Identifisering van kunselemente en ontwerpbeginsels in voorbeelde van plaaslike kunsvlyt • Uitdrukking, identifikasie/benaming, vraag en besinning d.m.v. te kyk na, te praat, te luister en te skryf oor die visuele wêreld. • Beskrywings van voorbeelde van kunsvlyt: persoonlike betekenis en herkenning van beelde in woorde uit te druk • Aanvanklike navorsingsvaardighede: ondersoek van plaaslike handwerker/kunstenaar/kunswerk/styl deur die gebruik van verskillende bronne te maak: boeke, biblioteek, internet, ens.; formele geskrewe terugvoering of klasaanbieding (kan groepwerk wees) SKEPPENDE KUNSTE GRAAD 7-9 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: VISUELE KUNSTE KWARTAAL 3 GRAAD 7 Onderwerp 2 Skep in 3D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Visuele stimuli en artefakte bv. kunsvlyt, nuttige houers bv. selfoonhouers, KD's of kerse Materiaal: Herwinbaremateriale, materiaalsnippers, krale, gekleurde gare, strikke, omboorsels, ens. Inhoud/konsepte/vaardighede • Kunselemente: vorm, lyn, toonwaarde, tekstuur, kleur • Ontwerpbeginsels - verhouding, klem, kontras (konstruksie en modelleringstegnieke) • Vakmanskap - plakwerk, sny, toedraai, bind, vaswerk van 'n verskeidenheid materiale • Patroonmaak - skep eie eksperimente met kunselemente en ontwerpbeginsels in partroonmaak as oppervlakversiering; herhaal patroon • Gebruik van gereedskap - veiligheid, neem ander in ag, deel van hulpbronne Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Fotos uit hulpbronboeke (bv. geboue) Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in die beskrywing van kunswerke (bv. geboue) • Die rol van die kunstenaar in die samelewing: die rol van die kunstenaar as 'n bydraer tot die samelewing • Klem op leerders se persoonlike uitdrukking en interpretasie van argitektuur • Sosiale ontwikkeling: ooreenkomste en verskille, respek en begrip van die self en die samelewing; die kunste as erfenis • Waardesontwikkeling: respek vir die opinies van ander; ondersoek en begrip van die bydrae van die kunste tot erfenis • Kommunikasievaardighede: uitdrukking, identifikasie/benaming, vraag en besinning d.m.v. te kyk na, te praat, te luister en te skryf oor geboue Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 3 uur Voorgestelde Hulpbronne: Fotos uit hulpbronboeke (bv. geboue) Materiale: Herwinbare papier in 'n beperkte kleurreeks van gevonde bronne: wit papier in ongewone formaat: sirkel, dun reghoek, ens.; gom, kartonstroke om gom te gebruik, skêr Inhoud/konsepte/vaardighede • Papiercollage: geboue as erfenis • Kunselemente: vorm, geometries en organies, lyn, toonwaarde, tekstuur (kleur, insluitende monochromatiese kleur) • Ontwerpbeginsels: balans, kontras, harmonie, verhouding • Patroonmaak: in collages, ontwerpe (verkenning van verskillende herhalingsmetodes) • Klem op die interpretasie van geboue in papiercollage - sny, lae, plak, monochromatiese kleur • Verskeidenheid van papiergrootte en formaat: verskillende skale en grade van detail Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Visuele stimuli, regte voorbeelde Materiale: Klein kwaste, doopimplemente (skerp stokke, rottangstukke, ens.) van verskillende dikte, waterbestande ink of voedselkleursel; A5 papier Inhoud/konsepte/vaardighede • Kunselemente: vorm, lyn, toonwaarde, tekstuur • Ontwerpbeginsels - kontras, verhouding, klem • Klem op die waarneming en interpretasie van klein voorwerpe • Verskeidenheid van papiergroottes en formaat - verskillende skale en grade van detail • Teken - waarnemingstekening (klein voorwerpe, nat tekenmedia) SKEPPENDE KUNSTE GRAAD 7-9 KABV 65 SENIOR FASE: VISUELE KUNSTE KWARTAAL 4 GRAAD 7 Onderwerp 1 Skep in 2D Formele assesseringsprojek (3 fases) Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Visuele stimuli, bv. model in 'n sjaal/laken/kombers Materiaal: Houtskool Groot velle papier (A1) Inhoud/konsepte/vaardighede Kunselemente: vorm, lyn Ontwerpbeginsels: kontras, verhouding, balans, klem, rigting Teken: 'n lyntekening van 'n figuur op 'n grootskaal Verkenning van media Onderwerp 1 Skep in 2D Formele assesseringsprojek Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Visuele stimuli (bv. tekening van vorige les), liniaal Materiaal: 2B/3B potlood, houtskool Inhoud/konsepte/vaardighede • Kunselemente: toonwaarde, tekstuur • Ontwerpbeginsels: kontras, verhouding, balans • Klem op die waarneming en interpretasie van toonwaarde in 'n afgemete blok binne die formaat van die figuurtekening Onderwerp 1 Skep in 2D Formele assesseringsprojek Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Visuele stimuli (bv. tekening van vorige les), liniaal Materiaal: Kleurpotlode Inhoud/konsepte/vaardighede • Kunselemente: tonale reeks van kleur • Ontwerpbeginsels: kontras, balans, klem • Klem op die interpretasie van die tonale reeks van kleur in 'n afgemete blok binne die formaat van die figuurtekening Onderwerp 2 Skep in 3D Voorgestelde kontaktyd: 3 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli (bv. metamorfose van 'n algemene herwinbare voorwerp) Materiaal: Algemene herwinbare voorwerp, gepaste herwinbare materiale Inhoud/konsepte/vaardighede • Ontwerp: eksperimenteer met kunselemente en ontwerpbeginsels in die metamorfose van 'n algemene herwinbare voorwerp • Kunsvlytvaardighede: goeie vakmanskap, bekende en onbekende tegnieke (plak, sny, modellering, toedraai, stikwerk, laswerk, kerfwerk en ander) • Ruimtelike bewustheid: bewuste ervaring deur met vorms in die konstruksieproses te werk • Besorgdheid oor die omgewing: gebruik van herwinbare materiaal • Manipulasie van 'n verskeidenheid van materiaal • Gebruik van gereedskap: veiligheid, neem ander in ag, deel van hulpbronne SKEPPENDE KUNSTE GRAAD 7-9 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3.4.2 Visuele kunste in Graad 8 SENIOR FASE: VISUELE KUNSTE KWARTAAL 1 GRAAD 8 Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Fotos uit hulpbronboeke en/of voorbeelde van die lewe, bv. kreatiewe letterskepping in populêre kultuur en graffiti Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in die beskrywing van kunswerke • Klem op persoonlike verbale uitdrukking; uitdrukking, identifisering/benaming, vraag en besinning, deur te kyk na, te luister, te praat en te skryf oor die rol van die kunstenaar in populêre kultuur: letterwerk/graffiti • Waardesontwikkeling: letterwerk/graffiti in populêre kuns deur in morele, etiese en filosofiese besprekings betrokke te raak, om idees te formuleer en om respek vir die opinies en visuele uitdrukking van ander aan te leer Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Fotos en/of voorbeelde van die lewe, soos kreatiewe letterwerk in populêre kultuur en graffiti Materiaal: Gekleurde ink, kleurstof, in vol kleurreeks; klein kwaste, klein reghoekige papiertjies Inhoud/konsepte/vaardighede • Kunselemente: vorm, lyn, toonwaarde, tekstuur, komplementêre kleur • Ontwerpbeginsels: kontras, verhouding, klem, eenhied, balans • Ontwerp: eksperimenteer met kunselemente en ontwerpbeginsels in die ontwerp van projekte wat kreatiewe letterwerk verken. • Verskeidenheid van papiergroottes en formaat - verskillende skale en grade van detail Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Fotos en/of voorbeelde van die lewe, soos 'n verskeidenheid van houers met verskillende funksies en vorms Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in die beskrywing van kunswerke • Klem op leerder se persoonlike uitdrukking en interpretasie van funksionele houers • Loopbane in die kunste en ontwerpvelde: die rol van die kunstenaar in die samelewing: kunsvlyt as funksionele of dekoratiewe ontwerp • Uitdrukking, identifisering/benaming, vraag en besinning, deur te kyk na, te praat, te luister en te skryf oor die visuele wêreld met betrekking tot funksionele houers in geskiedenis. Onderwerp 2 Skep in 3D Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Fotos en/of voorbeelde van die lewe, soos 'n verskeidenheid van houers met verskillende funksies en vorms Materiaal: Erdeware, klei, krap- en modelleringsgereedskap Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: bewuste toepassing in eie werk • Ruimtelike beswustheid: bewuste ervaring deur met vorms in die modelleringsproses te werk • Ontwikkeling van kunsvlytvaardighede in modelleringstegnieke, lasmetodes, rol, knyp, krap, oppervlakversiering (bv, knyppot met dekseldetail) SKEPPENDE KUNSTE GRAAD 7-9 KABV 67 Onderwerp 2 Skep in 3D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Fotos en/of voorbeelde van die lewe, soos 'n verskeidenheid van houers met verskillende funksies en vorms vanuit die mitologie Materiaal: Herwinbare materiale: materiaalsnippers, krale, karton, omboorsels, strikke, sequins, ens. eie keuse Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: bewuste toepassing van die maak van 'n mitologiese houer • Klem val op verbeeldingryke voorstelling; ruimtelike bewustheid; ontwikkeling van 'n begrip van diepte en visuele perspektief in 'n mitologiese houer • Goeie vakmanskap, verkennende en bekende tegnieke • Beplanning en voorbereiding: met leiding, versamel hulpbronne, visuele inligting en maak voorlopige tekeninge en sketse as voorbereiding vir die finale produkte SKEPPENDE KUNSTE GRAAD 7-9 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: VISUELE KUNSTE KWARTAAL 2 GRAAD 8 Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Fotos uit hulpbronboeke en/of voorbeelde van die lewe, soos bv. modes deur die eeue Inhoud/konsepte/vaardighede • Kunslelemente en ontwerpbeginsels: gebruik in die beskrywing van modes, verlede en hede • Uitdrukking, identifisering/benaming, bevraagteken en besin, d.m.v. te kyk na, te praat oor, te luister na en te skryf oor modes • Die rol van die kunstenaar in die samelewing: loopbane in mode • Waardesontwikkeling: bespreek modes as 'n voorbeeld van populêre kultuur om sodoende in morele, etiese en filosofiese gesprekke betrokke te raak, formuleer waardes en leer om die opinies van ander te respekteer; verken die werkswêreld in visuele kunste/ontwerp Onderwerp 2 Skep in 3D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Fotos uit hulpbronboeke en/ of voorbeelde van die lewe, soos bv. 'n kledingstuk vir 'n spesifieke funksie Materiale: Leerders se keuse van herwinbare materiale Gepaste gereedskap: skêr, kunsvlytmesse, ens., gom, stroke karton vir gomgebruik Inhoud/konsepte/vaardighede • Ontwerp: kunselemente en ontwerpbeginsels in drie-dimensionele ontwerpprojekte wat modes verken • Goeie vakmanskap, verkennende en bekende tegnieke, naaldwerk, bindwerk, plakwerk, toedraai, en ander • Beplanning en voorbereiding: met leiding, versamel hulpbronne, visuele inligting en maak voorlopige tekeninge en sketse en keuse van gereedskap en materiale as voorbereiding vir finale projek • Gebruik van gereedskap: veiligheid, neem ander in ag, die deel van hulpbronne, besorgdheid oor die omgewing Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Fotos en/of voorbeelde van die lewe, soos bv. sosiale kwessies van Suid-Afrika Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in die beskrywing van kunswerke, bv. sosiale kwessies • Die rol van die kunstenaar as bydraer en sosiale kommentator in die samelewing; huidige gebeure en hoe dit in kuns, kunsvlyt, ontwerp en populêre kultuur uitgedruk word: persoonlike betekenis en herkenning van beelde in woorde uitgedruk; interpreteer, analiseer en herkenning van simboliese taal om oor sosiale kwessies in Suid-Afrika te praat. • Ooreenkomste en verskille, respek en begrip van self en die samelewing Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 3 uur Voorgestelde Hulpbronne: Fotos en/of voorbeelde van die lewe, soos bv. persoonlike kommentaar op sosiale kwessies van Suid￾Afrika Materiaal: 2/3/4B potlode Papiervierkante Inhoud/konsepte/vaardighede • Kunselemente: vorm, lyn, toonwaarde en tekstuur • Ontwerpbeginsels: kontras, verhouding, klem, eenheid • Klem op die waarneming en interpretasie van 'n wyer visuele wêreld - sosiale kwessies in Suid-Afrika • Begrip van beelde as simbole • Beplanning en voorbereiding: met leiding, insameling van hulpbronne, visuele inligting en die maak van voorlopige tekeninge en sketse as voorbereiding vir finale projekte • Verskeidenheid van papiergrootte en formaat: verskillende skale en grade van detail SKEPPENDE KUNSTE GRAAD 7-9 KABV 69 SENIOR FASE: VISUELE KUNSTE KWARTAAL 3 GRAAD 8 Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Visuele stimuli: bv sittende model Materiaal: Nattekenmedia: ink, kleurstof, voedselkleursel, klein kwassies, ens., A2 papier Inhoud/konsepte/vaardighede • Kunselemente: vorm, lyn, toonwaarde, tekstuur • Ontwerpbeginsels: kontras, verhouding, klem, eenheid • Verkenning van natmedia vir teken • Klem op die waarneming en interpretasie van 'n model wat sit • Verskeidenheid van papiergrootte en formaat: verskillende skale en grade van detail Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: bv. Tekeninge van vorige projek Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in die beskrywing van eie en ander se kunswerke • Beskrywing van eie en ander se werk: persoonlike betekenis en interpretasie in woorde uitgedruk • Ontwikkeling van kritiese denke en terugvoering Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 3 uur Voorgestelde Hulpbronne: Boeke, die biblioteek, onderhoude, die internet (navorsing van loopbane in die kunste) Inhoud/konsepte/vaardighede • Die rol van die kunstenaar in die samelewing: loopbane in die kunste en ontwerpvelde • Uitdrukking, identifikasie/benaming, vraag en besinning deur loopbane in visuele kunste en ontwerp na te vors deur van verskillende bronne gebruik te maak, bv. boeke, biblioteke, internet, formele geskrewe terugvoering of klasaanbieding (kan groepwerk wees) • Beplanning en voorbereiding: met leiding, insameling van hulpbronne, visule inligting en die maak van voorlopige tekeninge en sketse as voorbereiding vir finale projekte Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Fotos en/of voorbeelde van die lewe, soos bv. 2D produkte van die werkwêreld in die leerders se eie kontekste Materiale: Gepaste materiale vir proses en produk Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in eie werk • Teken en skilder/verf: verkenning van 'n verskeidenheid gepaste media • Ontwerp: eksperimenteer met kunselemente en ontwerpbeginsels in ontwerpprojekte deur oppervlakversiering te verken; modeontwerp, binnenshuiseversiering, korporatiewe ontwerp • Verskeidenheid van papiergrootte en formaat: aanmoedig werk met verskillende skale en grade van detail Onderwerp 2 Skep in 3D Voorgestelde kontaktyd: 3 uur Voorgestelde Hulpbronne: Fotos en/of voorbeelde van die lewe, soos bv. 2D produkte van die werkwêreld in die leerders se eie kontekste Materiale: Herwinbare materiale: materiaalsnippers, krale, karton, omboorsels, strikke, sequins, ens. eie keuse Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in eie werk • Ontwerp: eksperimenteer met kunselemente en ontwerpbeginsels in drie-dimensionele ontwerpprojekte deur oppervlakversiering te verken; mode ontwerp ens. • Ruimtelike bewustheid: bewuste ondervinding deur met vorms in die konstruksieproses te werk • Konstruksie en modelleringstegnieke, goeie vakmanskap, onbekende en bekende tegnieke (plak, sny, modellering, toedraai, bind, stikwerk, laswerk, kerwing en ander) • Gebruik van gereedskap: veiligheid, neem ander in ag, deel van hulpbronne SKEPPENDE KUNSTE GRAAD 7-9 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: VISUELE KUNSTE KWARTAAL 4 GRAAD 8 Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli bv. tonale tekening van gevrommelde kleedstof Materiaal: 2/3B potlood, A3 papier Inhoud/konsepte/vaardighede • Kunselemente: vorm, lyn, toonwaarde, tekstuur • Ontwerpbeginsels: balans, verhouding, harmonie, ritme, klem, kontras • Klem op die waarneming en interpretasie van die gevrommelde kleedstof • Uitbrei van verskillende benaderings t.o.v. teken: lyn, toonwaarde, tekstuur, merkmaak Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli bv. Fotos van kunswerke oor 'n gekose tema Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in die beskrywing van kunswerke • Klem op die leerder se persoonlike uitdrukking en interpretasie - persoonlike betekenis en herkenning van beelde in woorde uitgedruk • Wyer wêreld: leerder se belangstelling, die sosiale wêreld, huidige gebeure en hoe dit in kuns, kunsvlyt, ontwerp en populêre kultuur in die globale wêreld uitgedruk word, bv. gebruik internasionale, plaaslike, verlede en huidige voorbeelde • Uitdrukking, identifisering/benaming, vraag en besinning deur te kyk na, te praat, te luister en te skryf oor die visuele wêreld Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli (bv. beelde van 'n gekose tema) Materiaal: Oliepastelle, tempera verf, gepaste eie keuse Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbesingsels: gebruik in eie kunswerke • Eie en wyer wêreld: klem op die waarneming en interpretasie van die breër visuele wêreld • Beplanning en voorbereiding: met leiding, insameling van hulpbronne, visuele inligting en die maak van voorlopige tekeninge en sketse as voorbereiding vir die finale projekte Onderwerp 1 Skep in 2D Formele assesseringsprojek Voorgestelde kontaktyd: 3 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli (bv. Skraapbord van 'n gekose tema) Materiaal: Wit waskryt, swart waterdigte ink, swart tempera verf, klein hoeveelheid opwasmiddel, eenvoudige etsgereedskap (skerp gevonde voorwerpe: spykers, spelde, kompaspunte, ens.) stywe papier/bord (ongeveer 20 x 20 cm) Inhoud/konsepte/vaardighede • Kunselemente: vorm, lyn, toonwaarde, tekstuur • Ontwerpbeginsels: kontras, verhouding, klem • Eie en wyer wêreld: klem op waarneming en interpretasie van die wyer visuele wêreld. Temas om te verken: waarnemingsprojekte (klein voorwerpe en stillewe samestellings, figuurtekening), leerder se belangstellings, die sosiale wêreld, huidige gebeure, kuns, kunsvlyt, ontwerp en populêre kultuur • Eenvoudige etstegnieke: skraapbord, ets, teken, krap SKEPPENDE KUNSTE GRAAD 7-9 KABV 71 3.4.3 Visuele Kunste in Graad 9 SENIOR FASE: VISUELE KUNSTE KWARTAAL 1 GRAAD 9 Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Fotos van kunswerke (bv. portrette) Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in die beskrywing van kunswerke • Persoonlike betekenis en herkenning van beelde in woorde uitgedruk: uitdrukking, identifikasie/benaming, vraag en besinning deur waar te neem, te luister en te praat oor portrette/skilderye Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Fotos van kunswerke (bv. portrette) Materiaal: Tempera of akriliese verf, of oliepastelle, A3 papier Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in eie werk • Verkenning van 'n verskeidenheid verftegnieke: verdieping en uitbreiding van kleurmeng, kwasmanipulasie, persoonlike interpretasie • Klem op die waarneming en interpretasie van die portret Onderwerp 3 Visuele Geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Kunsvlyt en kunswerke, boeke, tydskrifte populêre kultuur, biblioteke, gallerye, museums, ens. vir klasbespreking oor die rol van die kunstenaar in die samelewing Inhoud/konsepte/vaardighede • Klem op die leerder se persoonlike uitdrukking en interpretasie • Ooreenkomste en verskille, respek en begrip van die self en die samelewing; die kunste as erfenis • Waarneming, luister en praat oor die rol van die kunstenaar as bydraer, waarnemer en sosiale kommentator in die globale samelewing • Persoonlike betekenis en herkenning van beelde met betrekking tot die rol van die kunstenaar in die samelewing in eie woorde uigedruk: interpreteer, analiseer en herkenning van simboliese taal, bv, tekens, nasionale simbole, kulturele simbole Onderwerp 3 Visuele Geletterdheid Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Kunsvlyt en kunswerke, boeke, tydskrifte populêre kultuur, biblioteke, gallerye, museums, ens. vir klasbespreking oor die rol van die kunstenaar in die samelewing Inhoud/konsepte/vaardighede • Ontwikkeling van navorsingsvaardighede: Vind uit oor 'n kunstenaar/kunswerk/styl deur van verskillende bronne gebruik te maak: boeke, biblioteke, internet, ens.; formele geskrewe terugvoering of klasaanbieding (kan groepwerk wees). Klem op die leerder se persoonlike uitdrukking en interpretasie • Die rol van die kunstenaar in die samelewing: rol van die kunstenaar as bydraer, waarnemer en sosiale kommentator in die wyer samelewing Onderwerp 3 Visuele Geletterdheid Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Leerders se navorsingsbevindinge: deel en debateer oor navorsing Inhoud/konsepte/vaardighede • Klasaanbiedings oor die rol van die kunstenaar in die globale samelewing (kan groepwerk wees) • Klem op die leerder se persoonlike uitdrukking en interpretasie SKEPPENDE KUNSTE GRAAD 7-9 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: VISUELE KUNSTE KWARTAAL 2 GRAAD 9 Onderwerp 2 Skep in 3D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Visuele stimuli gepas vir 'n gekose tema (bv. Makette vir Suid-Afrikaanse beeldhouwerk vir openbare ruimtes Materiaal: Papiermâché, stukkies karton vir ondersteuning en anker; eie addisionele materiaalkeuses Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in eie werk • Konstruksie en modelleringstegnieke: goeie vakmanskap, onbekende en bekende tegnieke (plak, sny, modellering, toedraai, bind, stikwerk, laswerk, kerfwerk en ander) • Ruimtelike bewustheid: bewuste ervaring deur met vorms in die konstruksie of modelleringsproses te werk • Klem op verbeeldingryke voorstelling: bewuste gebruik van ruimte; ruimtelike bewustheid: ontwikkeling van vlak, diepte en visuele perspektief. • Besorgdheid oor die omgewing: gebruik van herwinbare materiale Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Visuele stimuli van gepaste artefakte (bv. stillewe om openbare kommentaar te lewer) Materiaal: Tempera of akriliese verf in geselekteerde kleurreeks; verskeidenheid van kwasgroottes; A2 papier Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in eie werk • Skilder/verf: verdieping en uitbreiding van kleurmeng, kwasmanipulasie, persoonlike interpretasie • Klem op die waarneming en interpretasie van die stillewe om openbare kommentaar te lewer Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli (bv. 'n logo/letternaam wat 'n Suid-Afrikaanse motief gebruik) Materiaal: Herwinbare en gekleurde papier; skêr en handwerkmesse; gom en kartonstroke vir die aanwending van gom Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in eie ontwerpprojek om 'n letternaam (logo) te ontwerp • Letterwerk en ontwerpprojekte: eksperimentering met beelde en teks • Patroonmaak - skep eie in 'n collage (eksperimenteer met verskillende herhalingsmetodes) SKEPPENDE KUNSTE GRAAD 7-9 KABV 73 SENIOR FASE: VISUELE KUNSTE KWARTAAL 3 GRAAD 9 Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli (bv. sosiale kommentaar in werke deur 'n drukkunskunstenaar, houtsneewerk, linosnitte en etse) Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in die beskrywing van kunswerke • Klem op die leerder se persoonlike uitdrukking en interpretasie oor die rol van die kunstenaar as bydaer, waarnemer en sosiale kommentator in die breër samelewing; persoonlike betekenis en herkenning van beelde in woorde uitgedruk • Bespreek kunswerke by morele, etiese en filosofiese besprekings om betrokke te raak, om idees te formuleer en om respek vir die opinies en visuele uitdrukking van ander aan te leer • Uitbreiding en verdieping van kritiese denke en reflektiewe vaardigheid Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli (bv. sosiale kommentaar in werke deur 'n drukkunskunstenaar, houtsneewerk, linosnitte en etse) verken in skraapbord) Materiaal: Wit waskryt, swart waterdigte ink, swart tempera verf, klein hoeveelheid opwasmiddel, eenvoudige etsgereedskap (skerp gevonde voorwerpe: spykers, spelde, kompaspunte, ens.) stywe papier/bord (ongeveer 30 x 40 cm) Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: verkenning in eie skraapbord • Eenvoudige etstegnieke: bv. skraapbord; ets, teken, krapwerk • Verskeidenheid van papiergroottes en formaat: aanmoediging van werk in verskillende skale en grade van detail Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli (bv. kuns en ontwerp voorbeelde vanuit populêre kultuur, KD-omslae, selfoon muurpapiere en rekenaar ‘screensavers’) Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: in beskrywing van voorbeelde van globale populêre kultuur gebruik • Klem op die leerder se persoonlike uitdrukking en interpretasie • Die rol van die kunstenaar in die samelewing as bydraer tot globale populêre kultuur • Besprekings oor ooreenkomste en verskille, respek en begrip van self en samelewing: die kunste as populêre kultuur • Waarneming, luister en praat oor kuns en ontwerp as populêre kultuur: persoonlike betekenis en herkenning van beelde in woorde uitgedruk; interpretasie, analisering en herkenning van simboliese taal Onderwerp 1 Skep in 2D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Materiaal: Eie keuse van gepaste media Inhoud/konsepte/vaardighede • Ontwerp: eksperimenteer met kunselemente en ontwerpbeginsels in twee-dimensionele ontwerpprojekte om eie voorbeeld van populêre kultuur te skep • Formulering van persoonlike waardes en respek vir die opinies en visuele uitdrukking van ander • Beplanning en voorbereiding: werk onafhanklik, versamel hulpbronne, visuele inligting en maak voorlopige tekeninge en sketse as voorbereiding vir die finale projek van eie voorbeeld van populêre kultuur • Uitbreiding van manipulasie van 'n verskeidenheid materiaal SKEPPENDE KUNSTE GRAAD 7-9 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) SENIOR FASE: VISUELE KUNSTE KWARTAAL 4 GRAAD 9 Onderwerp 3 Visuele geletterdheid Voorgestelde kontaktyd: 1 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli (bv. vertoon van kuns in 3D of die media wat publieke kommentaar maak, bv poppekas) Inhoud/konsepte/vaardighede • Klem op die leerder se persoonlike uitdrukking en interpretasie • Globale wêreld: huidige gebeure en hoe dit in kuns, kunsvlyt, ontwerp en populêre kultuur uitgedruk word, bv. die buiksprekerpop • Die rol van die kunstenaar in die samelewing: die rol van die kunstenaar as bydraer, waarnemer en sosiale kommentator in 'n breër samelewing • Uitdrukking, identifisering/benoeming, vraag en besinning deur te kyk na, te praat en te skryf oor die kunstenaar as sosiale kommentator d.m.v. poppekas; persoonlike betekenis en herkenning van beelde in woorde uitgedruk Onderwerp 2 Skep in 3D Voorgestelde kontaktyd: 4 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli (bv. die maak van 'n buiksprekerpop om die kunste in 3D te vertoon wat publieke kommentaar lewer) Materiaal: Bokse, toiletrolle, polistireenhouers en verpakkingsmateriaal, kurk, toedraaipapier, tinfoelie, wol, tou, krale, draad Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik om 'n buiksprekerpop in 3D te skep • Beplanning en voorbereiding: werk onafhanklik, versamel hulpbronne, visuele inligting en maak voorlopige tekeninge en sketse as voorbereiding vir die finale poppekasprojekte • Konstruksie en modelleringstegnieke: goeie vakmanskap, onbekende en bekende tegnieke (plakwerk, snywerk, modellering, toedraai, bindwerk, stikwerk, laswerk, kerfwerk en ander) • Ruimtelike bewustheid: bewuste ervaring deur met vorms in die konstruksie van 'n marionet te werk • Besorgdheid oor die omgewing: gebruik van herwinbare materiaal • Gebruik van gereedskap: veiligheid, neem ander in ag, deel van hulpbronne Onderwerp 1A Skep in 2D Voorgestelde kontaktyd: 2 uur Voorgestelde Hulpbronne: Gepaste visuele stimuli (bv. model wat lê) Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gebruik in die figuurtekening van 'n model • Klem op die waarneming en interpretasie van die model • Verdieping en uitbreiding van verskillende benaderings tot tekenwerk: lyn, toonwaarde, tekstuur, merkmaak • Verskeidenheid van papiergroottes en formaat: aanmoediging van werk in verskillende skale en grade van detail Onderwerp 1B Skep in 2D Keuse van A of B vir formele assesseringsprojek Voorgestelde kontaktyd: 3 uur Voorgestelde Hulpbronne: Gepaste visuele hulpbronne, bv. kwaliteit boekillustrasies, fotos vir simboliese persoonlike uitdrukking wat deel uitmaak tot die globale wêreld Materiaal: Leerder se eie keuse van gemengde media Inhoud/konsepte/vaardighede • Kunselemente en ontwerpbeginsels: gepaste keuses en gebruik • Teken en skilder/verf: verkenning van 'n verskeidenheid en kombinasie van gemenge media • Moontlike insluiting van letterwerk en ontwerpprojekte, patroonmaak • Klem op persoonlike interpretasie wat deel uitmaak tot die globale wêreld. SKEPPENDE KUNSTE GRAAD 7-9 KABV 75 AFDELING 4: ASSESSERING 4.1 INLEIDING Assessering is 'n aaneenlopende beplande proses om inligting oor leerderprestasie weer te gee, d.m.v. identifisering, insameling en interpretasie van versillende vorms van assessering gebruik te maak. Dit behels vier stappe: generering en insameling van prestasiebewyse; evaluering van hierdie bewyse; optekening van die bevindinge en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en daarbenewens te help, met die doel om die leer- en onderrigproses te verbeter. Assessering moet informeel (assessering vir die leerproses) en formeel (assessering van die leerproses) wees. In albei gevalle moet gereelde terugvoering aan die leerders voorsien word om die leerders se leerproses te verbeter. In die Skeppende Kunste moet die benadering tot assessering en terugvoering konstruktief en aanmoedigend wees, om sodoende die leerders se selfvertroue op te bou. Groot sorg moet geneem word om negatiewe, kwetsende of persoonlike opmerkings te vermy. Die klem in die Skeppende Kunste in die Senior Fase moet op praktiese assesserings wees, eerder as op geskrewe eksamens. As gevolg van die kort tyd vir elke kunsvorm aangewys (1 uur per week), moet assessering deel van die leerproses wees en moet nie as 'n aparte geval gesien word nie. 4.2 INFORMELE DAAGLIKSE ASSESSERING Die doel van assessering vir die leerproses is om inligting oor die leerders se prestasies deurlopend te versamel. Hierdie inligting word dan gebruik om hulle leerproses te verbeter. Informele assessering is die daaglikse kontrole van die leerders se vordering. Dit word d.m.v. waarnemings, besprekings, praktiese demonstrasies, leerder-onderwyserkonferensies, informele klaskamerinteraksies, ens. gedoen. Informele assessering kan so eenvoudig wees soos om gedurende die les te stop om die leerders waar te neem, of om met die leerders te bespreek hoe die leerproses besig is om te vorder. Informele assessering moet gebruik word om terugvoering aan die leerders te verskaf en ook vir onderrigbeplanning, maar hoef nie aangeteken te word nie. Dit moet nie as verwyderd van die leeraktiwitiete wat in die klaskamer plaasvind gesien word nie. Leerders of onderwysers kan hierdie assesseringstake merk. Selfassessering en portuurassessering betrek die leerders aktief met die assessering. Dit is belangrik omdat dit die leerders toelaat om van hulle eie werkverrigting te leer en daaroor te besin. Die resultate van die informele daaglikse assesseringstake word nie formeel opgeteken nie, tensy die onderwyser dit wil doen. Die resultate van daaglikse assesseringstake word nie vir bevorderings- en sertifikasiedoeleindes in ag geneem nie. 4.3 ForMELE ASSESSERING Alle assesseringstake waaruit die formele assesseringsprogam vir die jaar bestaan, word as formele assessering geag. Formele assesseringstake word gemerk en formeel deur die onderwyser aangeteken vir vorderings￾en sertifikasiedoeleindes. Alle formele assesseringstake is onderworpe aan moderering vir die doel van kwaliteitsversekering en om te verseker dat die toepaslike standaarde behou word. Formele assessering bied die onderwysers 'n stelselmatige manier van evaluering van hoe goed die leerders in 'n graad, en in 'n spesifieke vak, vorder. Voorbeelde van formele assessering sluit die volgende in: toetse, eksamen, SKEPPENDE KUNSTE GRAAD 7-9 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) praktiese take, projekte, modelinge-aanbiedings, demonstrasies en uitvoerings. Formele assesseringstake vorm deel uit van 'n jaarlange formele assesseringsprogram in elke graad en vak. Die forms van assessering moet met die ouderdom en ontwikkelingsvlak van die leerders ooreenstem. Die ontwerp van hierdie take moet die inhoud van die vak dek en sluit 'n verskeidenheid take wat so ontwerp is om die doelwitte van die vak te bereik. Kognitiewe vlakke Aktiwiteit Persentasie van taak Laag Herhalingsvaardighede in elke kunsvorm 30% Medium Toepassing van vaardighede Analise van kunswerke Geskrewe opdragte/take wat begrip vereis 40% Hoog Skeppende werk; sintese van vaardighede en kennis t.o.v. kunswerke; evaluasie van kunswerke 30% In die Senior Fase moet Skeppende Kunste leerders formele assesserings in elkeen van hulle twee geselekteerde kunsvorms ondergaan. Praktiese werk: Assessering moet die vordering d.m.v. klaswaarneming van praktiese werk volg, en tot 'n praktiese assesseringstaak in elke kunsvorm in die vierde kwartaal opbou. Geskrewe werk: As gevolg van die gebrek aan tyd, word geskrewe assesserings tot een geskrewe assessering/toets per vorm per jaar beperk, asook 'n einde-van-die-jaar geskrewe eksamenvraestel. SKEPPENDE KUNSTE GRAAD 7-9 KABV 77 4.4 ASSESSERINGSProgramme Die assesseringsprogramme is ontwerp om formele assesseringstake in alle vakke in 'n skool deur die jaar te versprei. In die Senior Fase tel skoolgebaseerde assessering 40% en die einde-van-die-jaar eksamen tel 60%. Die vereistes (hoeveelheid en aard van die take) en gewigstoekenning vir die Skeppende Kunste word hieronder aangedui: Assesseringprogram: Skeppende Kunste Formele assessering (SGA gedurende die jaar) Einde-van-die-jaar eksamen 40% 60% Assessering van praktiese werk in twee kunsvorms 30% Taak/geskrewe toets in twee kunsvorms 10% Uitvoering/aanbieding in elke kunsvorm 40% Geskrewe eksamenvraestel/le met vrae van elke geselekteerde kunsvorm 20% Assessering per kwartaal Kwartaal 1 Praktiese assessering Kunsvorm 1: 10 punte (5%) Kunsvorm 2: 10 punte (5%) Totaal 10% Kwartaal 2 Geskrewe taak of toets Kunsvorm 1: 10 punte (5%) Kunsvorm 2: 10 punte (5%) Praktiese assessering/toets Kunsvorm 1: 10 punte (5%) Kunsvorm 2: 10 punte (5%) Totaal 20% Kwartaal 3 Praktiese assessering Kunsvorm 1: 10 punte (5%) Kunsvorm 2: 10 punte (5%) Totaal 10% Kwartaal 4 Praktiese assessering Kunsvorm 1: 40 punte (20%) Kunsvorm 2: 40 punte (20%) Geskrewe eksamen Kunsvorm 1: 20 punte (10%) Kunsvorm 2: 20 punte (10%) Totaal 60% Praktiese klaswerk gedurende die jaar moet tot die finale praktiese eksamens in die twee kunsvorms lei. Dit word voorgestel dat assesseringstake in elke kunsvorm in kwartaal 4 gedoen word. Hieronder volg voorbeelde van assesseringsprogramme en assesseringsinstrumente vir praktiese werk in elke kunsvorm. SKEPPENDE KUNSTE GRAAD 7-9 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4.4.1 Dans (een van twee kunsvorms) Elke kunsvorm dra 'n 50% gewigstoekenning. Voorgestelde assesseringsprogram: Graad 7 Dans Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale punte Prakties: Tegniek en improvisasie (ruimte, tyd) 10 punte Prakties: Tegniek en improvisasie (krag, verhoudings) 10 punte Geskrewe toets: Opwarming, afkoeling, danselemente, terminologie 10 punte Prakties: Tegniek en improvisasie (kort bewegingsekwens met 'n tema) 10 punte Praktiese eksamen: Uitvoering van klaswerk, groepdanssekwens en komposisie (Suid￾Afrikaanse tema) 40 punte Geskrewe eksamen: Insluitende elemente, terminologie, verskillende dansvorms en geletterdheid 20 punte 10 punte 20 punte 10 punte 60 punte 100 punte Voorgestelde assesseringsprogram: Graad 8 Dans Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale punte Prakties: Tegniek en komposisie (lokomotoriese en aksiale bewegings) 10 punte Prakties: Tegniek en uitvoering van populêre dans en komposisie (tyd, verhoudings) 10 punte Geskrewe toets: Terminologie, doel van opwarming en afkoeling, dansgeletterdheid - populêre dans 10 punte Prakties: Tegniek en improvisasie (ruimte, krag, verhoudings) 10 punte Praktiese eksamen: Uitvoering van klaswerk en groepdans en komposisie (gebare) 40 punte Geskrewe eksamen: insluitende elemente, terminologie, sosiaal, samelewing, populêre dans; loopbane 20 punte 10 punte 20 punte 10 punte 60 punte 100 punte SKEPPENDE KUNSTE GRAAD 7-9 KABV 79 Voorgestelde assesseringsprogram: Graad 9 Dans Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale punte Prakties: Tegniek en komposisie (natuurlike gebare, struktuur) 10 punte Prakties: Tegniek, inheemse dans en komposisie (struktuur, verhoudings) 10 punte Geskrewe toets: Beginsels van postuur en liggaamsbelyning, terminologie, dansgeletterdheid 10 punte Prakties: Tegniek, kort vinnige danssekwens en komposisie (kontras, stemming, temas) 10 punte Praktiese eksamen: Uitvoering van klaswerk, groepdans en komposisie (stimulus, struktuur) 40 punte Geskrewe eksamen: insluitende vergelyking van verskillende dansvorms, dansgeletterdheid, danselemente, terminologie, self￾besinning 20 punte 10 punte 20 punte 10 punte 60 punte 100 punte 4.4.2 Drama (een van twee kunsvorms) Elke kunsvorm dra 'n 50% gewigstoekenning. Voorgestelde assesseringsprogram: Graad 7 Drama Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale punte Klaskamerimprovisasie: Proses en uitvoering (groepwerk) 20 punte ÷ 2 = 10 Toets: Loopbane en basiese drama￾elemente (gedek d.m.v. praktiese werk in kwartaal 1 en 2) 20 punte ÷ 2 = 10 En Uitvoering: Koorspraak OF volksverhale (groepwerk) 20 punte ÷ 2 = 10 Afgeronde uitvoering: Kort ge￾improviseerde drama (groepwerk) 20 punte ÷ 2 = 10 Praktiese eksamen: koorspraak/ spreekkoor OF Volksverhaal (groepwerk) 40 punte en Geskrewe eksamen: loopbane en drama-elemente 20 punte 10 punte 20 punte 10 punte 60 punte 100 punte SKEPPENDE KUNSTE GRAAD 7-9 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Voorgestelde assesseringsprogram: Graad 8 Drama Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale punte Klaskamerimprovisasie: Proses en uitvoering (groepwerk) 20 punte ÷ 2 =10 Toets: besinning oor eie en ander se uitvoerings en drama￾elemente (soos prakties verken) OF Resensie van 'n toneelstuk/lewendige uitvoering gesien 20 punte ÷ 2 =10 Uitvoering: Gedig OF Lofgedig (individueel en/of in groepe) 20 punte ÷ 2 =10 Afgeronde uitvoering: Kort ge￾improviseerde drama (groepwerk) met selfgemaakte tegniese hulpbronne 20 punte ÷ 2 =10 Praktiese eksamen: Dialoë OF Gedramatiseerde prosa OF Inheemse storievertelling (individueel en/of in groepe) 40 punte Geskrewe eksamen: Aspekte van media en drama-elemente 20 punte 10 punte 20 punte 10 punte 60 punte 100 punte Voorgestelde assesseringsprogram: Graad 9 Drama Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale punte Klaskamerimprovisasie: Proses en uitvoering (groepwerk) 20 punte ÷ 2 =10 Toets: Aspekte van media OF Resensie van 'n toneelstuk/lewendige uitvoering gesien 20 punte ÷ 2 =10 En Uitvoering Gedig (individueel) OF Gedramatiseerde prosa (individueel) Monoloog (individueel) 20 punte ÷ 2 =10 Afgeronde uitvoering: Kort ge￾improviseerde drama (groepwerk) met selfgemaakte tegniese hulpbronne 20 punte ÷ 2 =10 Praktiese eksamen: Toneelwerk OF Radiodrama 40 punte En Geskrewe eksamen: Elemente van drama (soos prakties verken), besinning oor eie en ander se uitvoerings 20 punte 10 punte 20 punte 10 punte 60 punte 100 punte SKEPPENDE KUNSTE GRAAD 7-9 KABV 81 4.4.3 Musiek (een van twee kunsvorms) Elke kunsvorm dra 'n 50% gewigstoekenning Voorgestelde assesseringsprogram: Graad 7 Musiek Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale punte Prakties: Solo-/groepwerk uitvoering 20 punte ÷ 2 =10 Toets/taak: Musiekgeletterdheids￾aktiwiteite 20 punte ÷ 2 =10 Prakties: Solo- en groepwerk 20 punte ÷ 2 =10 Prakties: Solo- en ensemblewerk 20 punte ÷ 2 =10 Praktiese eksamen: Solo- en groepwerk; speel en improvisasie 40 punte En Geskrewe eksamen: Algemene musiekkennis en teorie 20 punte 10 punte 20 punte 10 punte 60 punte 100 punte Voorgestelde assesseringsprogram: Graad 8 Musiek Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale punte Prakties: Solo/groepwerk uitvoering 20 punte ÷ 2 =10 Toets/taak: Musiekgeletterdheids￾aktiwiteite 20 punte ÷ 2 =10 Prakties: Solo- en groepwerk 20 punte ÷ 2 =10 Prakties: Solo- en groepwerk 20 punte ÷ 2 =10 Praktiese eksamen: Solo- en ensemblewerk; speel en improviseer 40 punte En Geskrewe eksamen: Algemene musiekkennis en musiekteorie 20 punte 10 punte 20 punte 10 punte 60 punte 100 punte SKEPPENDE KUNSTE GRAAD 7-9 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Voorgestelde assesseringsprogram: Graad 9 Musiek Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale punte Prakties: Solo/groepwerk uitvoering 20 punte ÷ 2 =10 Toets/taak: Musiekgeletterdheids￾aktiwiteite 20 punte ÷ 2 =10 Prakties: Solo- en groepwerk 20 punte ÷ 2 =10 Prakties: Solo- en groepwerk 20 punte ÷ 2 =10 Praktiese eksamen: Solo- en groepwerk; speel en improviseer 40 punte Geskrewe eksamen: Algemene musiekkennis en musiekteorie 20 punte 10 punte 20 punte 10 punte 60 punte 100 punte 4.4.4 Visuele Kunste (een van twee kunsvorms) Elke kunsvorm dra 'n 50% gewigstoekenning Voorgestelde assesseringsprogram: Graad 7 Visuele Kunste Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Totale punte Prakties: Skep in 3D: erdeware figure Opstel/aanbieding: Visuele geletterdheid: navorsing oor 'n plaaslike handwerkkunstenaar Prakties: Skep in 2D: collage van geboue as erfenis Eksamen: Skep in 2D: figuurtekening en skildery met geskrewe besinning oor die gebruik van kunselemente en ontwerpbeginsels 10 punte 20 punte 10 punte 60 punte 100 punte Voorgestelde assesseringsprogram: Graad 8 Visuele Kunste KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 TOTALE PUNTE Prakties: Skep in 3D: mitologiese houer Taak: Skep in 2D: tekening van persoonlike kommentaar oor 'n sosiale kwessie Opstel/aanbieding: Visuele geletterdheid: loopbane in die kunste Eksamen: Skep in 2D: skraapbord met geskrewe besinning oor die gebruik van kunselemente en ontwerpbeginsels 10 punte 10 punte 20 punte 60 punte 100 punte SKEPPENDE KUNSTE GRAAD 7-9 KABV 83 Voorgestelde assesseringsprogram: Graad 9 Visuele Kunste KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 TOTALE PUNTE Aanbieding: Visuele geletterdheid: Die rol van die kunstenaar in globale samelewing Prakties: Skep in 3D: Markette vir die Suid-Afrikaanse publiek Prakties: Skep in 2D: persoonlike voorbeeld van of populêre kultuur Figuurtekening met geskrewe besinning oor die gebruik van kunselemente en ontwerpbeginsels van globale tema 20 punte 10 punte 10 punte 60 punte 100 punte 4.5 OPNAME EN VERSLAG Opname is die proses waardeur 'n onderwyser die vlak van die leerder se leerprestasie in 'n spesifieke assesseringstaak dokumenteer. Dit is 'n aanduiding van die vordering wat die leerder gemaak het deur kennis op te doen soos voorgeskryf in die Kurrikulum en Assesseringbeleidsverklarings. Verslae van leerderprestasie moet bewyse van die leerder se konsepsuele vordering binne 'n graad toon, asook sy/haar gereedheid om na die volgende graad bevorder te word. Verslae van leerderprestasie moet ook gebruik word om vordering wat deur die onderwysers en die leerders in die onderrig- en leerproses gemaak is, te bevestig. Verslaglewering is 'n kommunikasieproses van leerderprestasie aan leerders, ouers, skole en ander belanghebbendes. Leerderprestasie kan op verskillende maniere gerapporteer word, bv. rapporte, ouervergaderings, skoolbesoekdae, ouer-onderwysersvergaderings, telefoonoproepe, briewe en klas- of skoolnuusbriewe. Onderwysers van al die grade lewer in persentasies in die vak verslag. Sewe vlakke van bevoegdheid is omskryf vir elke vak in Grade R – 12. Die verskillende prestasievlakke en die ooreenkomstige persentasiebande word in die tabel hieronder uiteengesit. KODES EN PERSENTASIES VIR OPNAME EN VERSLAGGEWING Merieteskaal Beskrywing van vaardigheid Persentasie 7 Uitstaande prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Aansienlike prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Gematigde prestasie 40 – 49 2 Elementêre prestasie 30 – 39 1 Geen prestasie 0 – 29 NOTA: Die sewepuntskaal moet duidelike beskrywings bevat wat gedetaileerde inligting vir elke vlak aanbied. Onderwysers sal werlike punte teenoor die taak aanteken deur van 'n verslagskedule gebruik te maak, en sal persentasies of kodes teenoor die vak op die leerder se rapporte weergee. SKEPPENDE KUNSTE GRAAD 7-9 84 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Hier is voorbeelde van verslagskedules vir Grade 7, 8 en 9 met twee kunsvorms 'n Voorbeeld van 'n jaarlikse Graad 7, 8 en 9 Verslagskedule KUNSVORM 1 KUNSVORM 2 Kriteria Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Prakties Kwartaal 4 Geskrewe Totaal kunsvorm 1 Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Prakties Kwartaal 4 Geskrewe Totaal kunsvorm 2 Skeppende Kunste Totaal Maksimum punte 10 20 10 40 20 100 10 20 10 40 20 100 200 gedeel deur 2 Name van leerders 4.6 MODERERING VAN ASSESSERING Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderasie moet by die skool, distrik, provinsiale en nasionale vlakke geïmplementeer word. Omvattende en gepaste moderasiepraktyke moet in plek gestel word om die gehalteversekering van alle vakassessering te verseker. Omdat die Senior Fase assessering skoolgebaseer is, is dit baie belangrik vir provinsiale en nasionale departemente om standaarde regoor te stel. Skeppende Kunste moderasie moet die volgende insluit: • groepstandaardvasstelling; • interne moderasie deur die skoolbestuurspan; • steekproefmoderering vir praktiese werk op die skoolterrein vir Grade 7 – 9; en • eksterne groepmoderering in Graad 9. Standaardvasstelling, individuele moderasie en groepmoderering kan deur ervare onderwysers of deur die distriks-/ provinsiale amptenare gedoen word. SKEPPENDE KUNSTE GRAAD 7-9 KABV 85 4.7 BYLAE Hieronder volg voorbeelde van praktiese assesseringsinstrumente vir elke kunsvorm. Hierdie kan vir spesifieke praktiese take aangepas word. Bylae A: Voorbeeld van 'n Graad 9 Praktiese Dans formele assesseringsinstrument Assesseringkriteria Moontlike punte Leerder 1 Leerder 2 Leerder 3 Leerder 4 Klaswerk • Geheue van oefeninge en bewegings • Veilige gebruik van die liggaam (postuur, liggaamsbelyning, veilige landings) • Fiksheid (krag, stamina, soepelheid) • Vlak van ingewikkeldheid bereik 5 5 5 5 Groepsekwens of dans • Kwalitiet van beweging (koördinasie, beheer, musikaliteit, ingewikkeldheidsvlak, toewyding tot beweging, aandag aan detail, fokus) • Spanwerk (tydsberekening, ruimtelike bewustheid) 5 5 Improvisasie en choreografie • Gebruik van danselemente • Gebruik van komposisionele strukture • Kreatiwiteit • Selfvertroue met improvisering en komposisie • Werk met ander 2 2 2 2 2 Totale punte 40 SKEPPENDE KUNSTE GRAAD 7-9 86 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Bylae B: Voorbeeld van 'n Graad 9 Praktiese Visuele Kunste formele assesseringsinstrument Voorbeeld van 'n Visuele Kunste Assesserinsinstrument Moontlike punte Leerder 1 Leerder 2 Leerder 3 Leerder 4 Klaswerk (figuurtekening) • Leerder se gebruik van kunselemente: lyn, vorm, toonwaarde • Leerder se verkenning van ontwerpbeginsels: verhouding, klem, kontras • Leerder se persoonlike interpretasie van die onderwerp • Leerder se verkenning van komposisie: plasing binne formaat 10 10 10 10 Totale punte 40 SKEPPENDE KUNSTE GRAAD 7-9 KABV 87 Bylae C: Voorbeeld van 'n Graad 9 assesseringsskaal vir 'n dramauitvoering Kriteria 10 – 8 6 – 7 4 – 5 1 – 3 Teks bevat drama￾elemente bv. spanning, simbole en tydsberekening Uitstaande gebruik van dramatiese elemente Goeie gebruik van dramatiese elemente Billike gebruik van dramatiese elemente Swak gebruik van dramatiese elemente Teks is kreatief, oorspronklik en opwindend Uitsonderlik kreatief en opwindend Kreatief en opwindend Redelik kreatief en opwindend Nie baie kreatief en opwindend nie Groep het goed saamgewerk en almal het tot die sukses van die teks as 'n uitvoering bygedra Oorskry verwagtinge Voldoen goed aan die verwagtinge Bevredigende verwagtinge maar op 'n beperkte manier Voldoen nie aan verwagtinge Uitvoering is met vertroue aan die klas gelewer met goeie leweringstegnieke; het klas vermaak en ingelig Oorskry verwagtinge Voldoen goed aan die verwagtinge Bevredigende verwagtinge maar op 'n beperkte manier Voldoen nie aan verwagtinge Oortuigende karakterisering Oorskry verwagtinge Voldoen goed aan die verwagtinge Bevredigende verwagtinge maar op 'n beperkte manier Voldoen nie aan verwagtinge Kostuums, rekwisiete, stelle, beligting dra by tot 'n suksesvolle uitvoering Oorskry verwagtinge Voldoen goed aan die verwagtinge Bevredigende verwagtinge maar op 'n beperkte manier Voldoen nie aan verwagtinge 'n Bewustheid van die teikengehoor en sy behoeftes was gedemonstreer Oorskry verwagtinge Voldoen goed aan die verwagtinge Bevredigende verwagtinge maar op 'n beperkte manier Voldoen nie aan verwagtinge Die uitvoering vang die tema van die toneelstuk vas Oorskry verwagtinge Voldoen goed aan die verwagtinge Bevredigende verwagtinge maar op 'n beperkte manier Voldoen nie aan verwagtinge 4.8 ALGEMEEN Hierdie dokument moet saam met die volgende gelees word: 4.8.1 Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverslag Grade R - 12; en 4.8.2 Die beleidsdokument, Nasionale Protokol vir Assessering Grade R - 12 SKEPPENDE KUNSTE GRAAD 7-9 88 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     SOSIALE WETENSKAPPE Kurrikulum- en assesseringsbeleidsverklaring Senior fase Graad 7-9 Nasionale Kurrikulumverklaring (NKV) KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 7 - 9 SOSIALE WETENSKAPPE SOSIALE WETENSKAPPE GRAAD 7-9 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http: //www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0781-8 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery SOSIALE WETENSKAPPE GRAAD 7-9 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die gemeenskap van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot ‘n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS SOSIALE WETENSKAPPE GRAAD 7-9 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) SOSIALE WETENSKAPPE GRAAD 7-9 KABV 1 INHOUD AFDELING 1: INLEIDING TOT DIE KurriKulum EN AssessERInGSBELEIDSVERKLARING....... 3 1.1 Agtergrond ...................................................................................................................................................... 3 1.2 Oorsig ...................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10-12............................................................................................................................................ 7 AFDELING 2 ........................................................................................................................................ 8 2.1 Wat is Sosiale Wetenskappe?........................................................................................................................ 8 2.2 Hulpbronne ...................................................................................................................................................... 8 2.3 Addisionele Hulpbronne................................................................................................................................. 9 2.4 Geskiedenis ..................................................................................................................................................... 9 2.4.1 Wat is Geskiedenis? ............................................................................................................................... 9 2.4.2 Spesifieke doelwitte van Geskiedenis................................................................................................... 10 2.4.3 Vaardighede en konsepte van Geskiedenis.......................................................................................... 10 2.4.4 Konsepte in Geskiedenis ...................................................................................................................... 11 2.5 Geografie .................................................................................................................................................... 12 2.5.1 Wat is Geografie? ................................................................................................................................. 12 2.5.2 Nota oor die ontwikkeling van die kaartvaardighede en die gebruik van kaarte in die Geografie-kurrikulum............................................................................................................................. 13 2.5.3 Spesifieke doelwitte van die Geografie KABV vir die Intermediêre en Senior Fase ............................. 14 2.6 Projekte .................................................................................................................................................... 15 2.6.1 Projekte in Geografie ............................................................................................................................ 15 2.6.2 Projekte in Geskiedenis: Voorgestelde onderwerpe ............................................................................. 15 2.7 Tydstoekenning en gewigswaardes van onderwerpe................................................................................ 16 2.8 Oorsig van onderwerpe ............................................................................................................................... 17 AFDELING 3 ...................................................................................................................................... 22 3.1 Intermediêre fase Geografie: Oorsig van wat onderrig moet word.................................................................. 22 3.2 Intermediêre fase Geskiedenis: Oorsig van wat onderrig moet word.............................................................. 34 SOSIALE WETENSKAPPE GRAAD 7-9 2 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN SOSIALE WETENSKAPPE.............................................................. 46 4.1 Inleiding .................................................................................................................................................... 46 4.2 Informele of Daaglikse Assessering............................................................................................................ 46 4.3 Formele Assessering.................................................................................................................................... 47 4.3.1 Vereistes vir Formele assessering van Sosiale Wetenskappe.............................................................. 47 4.3.2 Soorte Formele Assessering van Sosiale Wetenskappe ...................................................................... 47 4.4 Program van Assessering............................................................................................................................ 51 4.5 Optekening en Rapportering........................................................................................................................ 52 4.6 Moderering van Assessering ....................................................................................................................... 53 4.7 Algemeen .................................................................................................................................................... 53 SOSIALE WETENSKAPPE GRAAD 7-9 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. ‘n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is ‘n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; SOSIALE WETENSKAPPE GRAAD 7-9 4 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleids￾verklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid-Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van ‘n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers ‘n voldoende profiel van ‘n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig ‘n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; SOSIALE WETENSKAPPE GRAAD 7-9 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van ‘n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en / of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as ‘n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort ‘n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). SOSIALE WETENSKAPPE GRAAD 7-9 6 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. ‘n Maksimum tyd van 8 uur en ‘n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word ‘n minimum tyd van 2 uur en ‘n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word ‘n maksimum van 8 uur en ‘n minimum van 7 uur vir Huistaal toegeken. ‘n Minimum van 3 uur en ‘n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 SOSIALE WETENSKAPPE GRAAD 7-9 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Na￾sionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. SOSIALE WETENSKAPPE GRAAD 7-9 8 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) AFDELING 2 2.1 Wat is SoSialE WETENSKAPPe? Die vak Sosiale Wetenskappe bestaan uit Geskiedenis en Geografie. Beide Geskiedenis en Geografie moet gedurende elke kwartaal van die skooljaar onderrig en geassesseer word. Alhoewel die twee dissiplines apart gehou word, is hierdie kurrikulum ontwerp om die kennis (inhoud, vaardighede en konsepte), soos uiteengesit in elk aan te vul. Assesseringspunte moet afsonderlik vir elke vak op die skool se verslae getoon word - ‘n punt vir Geskiedenis en ‘n punt vir Geografie. Hulle moet dan saamgevoeg word en deur twee gedeel word om ‘n gemiddelde punt vir Sosiale Wetenskappe te gee. Hierdie Sosiale Wetenskappe-kurrikulum is daarop gerig om geleenthede vir leerders te verskaf om na hul eie wêrelde met vars, kritiese oë te kyk en dalk nog belangriker is dit daarop gemik om leerders aan ‘n wêreld buite hul alledaagse werklikhede bekend te stel. Skole moet spesiale plekke vir leerders wees om hulle met kennis, waartoe hulle andersins nie sou toegang hê nie, toe te rus. Die belangrikheid diepte kennis word erken. Ware kennis vereis dat leerders kennis en vertroue het as ‘n gevolg van ‘n in-diepte leer. Die passkatting van onderwerpe word in hierdie kurrikulum gespesifiseer deurdat ure vir elke onderwerp toegeken is. Tye dui die diepte aan wat benodig word. Leerders word opgelei om te spekuleer, te debatteer, konneksies te maak, te kies, te prioritiseer en om te volhard in die aanpak van die werklike kwessies en belangrike vrae. Dit is noodsaaklik in die onderrig van Geskiedenis en Geografie dat leerders aangemoedig word om vrae te vra: Wie? Waar? Wat? Hoekom nie? Wanneer? Hoe? Indien? Kon? Is/word? En teen die tyd dat hulle by die Senior Fase ook: Indien? Die vrae wat die leerders aan onderwysers stel, is ‘n goeie aanduiding van voorkennis, persepsies, belange, insigte en bekommernisse. Taal is ‘n belangrike element van beide Geskiedenis en Geografie. Verskillende vorme van die teks (mondeling, geskrewe en visueel) is sentraal tot beide dissiplines. Leer vind plaas deur middel van interaksie met hierdie tekste. Dit is belangrik om te onthou dat elke onderwyser ‘n taal-onderwyser is. Net so is skrif ‘n vaardigheid wat deur middel van hierdie twee vakke ontwikkel word. Leerders moet gereeld skryf, met ‘n duidelike progressie in lengte en kompleksiteit deur die grade. Die KABV taaldokumente spesifiseer vlakke van vereistes vir skryf en moet gereeld geraadpleeg word. Bewyse van ‘n leerder se werk, insluitend die assessering, moet bygehou word in die leerder se notaboek. 2.2 HULPBRONNE • Elke leerder moet ‘n goeie kwaliteit handboek en ‘n netjiese notaboek byhou. Handboeke moet geskik wees vir die graad, konteks en taalvlak van die leerder. Die inhoud moet akkuraat wees en daarop gemik wees om ‘n bydrae tot die ontwikkeling van die toepaslike vaardighede, konsepte en waardes te lewer. Handboeke moet toepaslik en voldoende assesseringsaktiwiteite bevat. • Elke Sosiale Wetenskappe-klaskamer moet oor muurkaarte, ‘n aardbol, toegang tot ‘n stel atlasse en ‘n woordeboek beskik, sowel as toegang tot ‘n verskeidenheid leesboeke en visuele materiaal wat geskik vir die graad is. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 9 • Elke onderwyser van Sosiale Wetenskappe moet vertroud wees met die inhoud wat onderrig moet word, wyd lees oor die inhoud van die onderwerpe vir die kwartaal en lesse noukeurig voorberei. 2.3 AddiSionElE HULPBRONNE Dit is belangrik om die wêreld tot binne in die Sosiale Wetenskappe klaskamer te bring. Visuele bronne kan inligting meer toeganklik vir baie leerders maak. Onderwysers moet dus: • tydskrifte en koerante in die klaskamer beskikbaar hê vir die leerders om vir hul aktiwiteite te gebruik, en foto￾stelle vir klaskamer-aktiwiteitete bekom; • probeer om toegang tot ‘n TV/DVD en/of CD-speler te hê om toepaslike oudio-visuele materiaal aan leerders te bied, en • probeer om die Internet waar moontlik te gebruik. Baie organisasies en projekte verskaf nuttige inligting deur die internet. Google Earth, byvoorbeeld, bied uitgebreide lugfoto’s. You-tube bied video’s van baie geskiedkundige gebeure. Kaarte vir kaartvaardighede: Dit is belangrik dat leerders met kaarte van hul eie plaaslike gebied werk. Die MapPack projek is deel van die Departement van Landelike Ontwikkeling en Grondhervorming. Dit bied vyf gratis kaarte aan elke skool op aanvraag aan. Dit sluit in plaaslike kaarte - 1: 10 000 ortofotokaart (indien beskikbaar) en die 1: 50 000 topografiese kaart, en “zoem uit” op ‘n 1: 250 000 kaart (wat twee-graad blokkies van die plaaslike gebied insluit) ‘n provinsiale kaart (skaal wissel) en ‘n nasionale kaart (1: 2 000 000). Bykomende inligting, kaarte en lugfoto’s is ook op aanvraag beskikbaar. Kontak: Die MapPack Projek, Privaatsak X10, Mowbray, 7700. Faks: 021 689 1351. Telefoon: 021 658 4300. Epos: ngi@ruraldevelopment.gov.za. Web: www.ngi.gov.za 2.4 GeSKiEDENIs 2.4.1 Wat is Geskiedenis? Geskiedenis is die studie van verandering en ontwikkeling in die samelewing oor tyd heen. Die studie van Geskiedenis stel mense in staat om te verstaan en te evalueer hoe menslike optrede uit verlede ‘n impak op die hede kan hê asook die toekoms kan beïnvloed. Geskiedenis is om te leer hoe om op ‘n gedissiplineerde manier oor die verlede, en by implikasie die hede, te dink. Geskiedenis is ‘n proses van ondersoek en behels die vra van vrae oor die verlede: Wat het gebeur? Wanneer het dit gebeur? Waarom het dit toe gebeur? Dit behels analitiese denke oor die stories wat mense oor ons verlede vertel en hoe ons daardie inligting internaliseer. Die studie van Geskiedenis ondersteun ook burgerskap binne ‘n demokrasie deur: • die waardes van die Suid-Afrikaanse Grondwet te verduidelik en te bevorder; • burgerlike verantwoordelikheid en verantwoordelike leierskap aan te moedig, insluitende die verhoging van die SOSIALE WETENSKAPPE GRAAD 7-9 10 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) huidige sosiale en omgewingskwessies; menseregte en vrede te bevorder deur uitdagings aan vooroordele oor ras, klas, geslag, etnisiteit en xenofobie uit te daag, en • om jongmense voor te berei vir die plaaslike, streeks-, nasionale, kontinentale en globale verantwoordelikheid. 2.4.2 Spesifieke doelwitte van Geskiedenis Die spesifieke doelwitte van Geskiedenis is om die volgende te skep: • ‘n belangstelling in en genot van die studie van die verlede; • begrip en waardering van die verlede en die kragte wat dit vorm; • die vermoë om ‘n proses van historiese ondersoek te onderneem wat gebaseer is op vaardighede; • ‘n begrip van historiese konsepte, met inbegrip van historiese bronne en getuienis. 2.4.3 Vaardighede en konsepte van Geskiedenis Geskiedenis is ‘n proses van historiese ondersoek. ‘n Streng proses van ondersoek stel leerders in staat om die doelwitte te bereik en demonstreer die vaardighede in tabel 2.3.1 Spesifieke doelwitte en vaardighede van Geskiedenis KABV vir die Intermediêre en Senior Fase SPESIFIEKE DOELWITTE VAN GESKIEDENIS VOORBEELDE VAN VAARDIGHEDE BETROKKE 1. Die vind van ‘n verskeidenheid tipes inligting oor die verlede. In staat wees om inligting in te samel, byvoorbeeld, vanaf teks, visuele materiaal (insluitende foto’s, spotprente, televisie en rolprente), liedjies, gedigte en onderhoude met mense; die gebruik van meer as een soort skriftelike inligting (boeke, tydskrifte, koerante, webruimtes). 2. Keuse van relevante inligting. In staat wees om te besluit wat belangrike inligting is om te gebruik. Dit mag die keuse van inligting vir ‘n bepaalde geskiedenis onderwerp wees, of meer spesifiek, om ‘n vraag wat gevra word, te beantwoord. Sommige inligting wat gevind is, sal nie relevant tot die vraag wees nie, en sekere inligting, hoewel relevant, sal nie so belangrik of so nuttig soos ander inligting wees nie. 3. Besluit of inligting vertrou kan word In staat te wees om ondersoek in te stel waar die inligting vandaan kom: wie het die inligting geskryf of geskep en hoekom het hulle dit gedoen? Dit behels ook om te kyk of die inligting korrek is - vergelyk waar die inligting vandaan kom met ander inligting. Baie inligting verteenwoordig slegs een gesigspunt. 4. Om iets wat in die verlede gebeur het vanuit meer as een gesigspunt te beskou. In staat te wees om te onderskei hoe inligting sou wees indien dit uit ‘n ander oogpunt gesien of gebruik word. Dit vereis ook die vermoë om twee of meer verskillende gesigspunte oor dieselfde persoon of gebeurtenis te vergelyk. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 11 SPESIFIEKE DOELWITTE VAN GESKIEDENIS VOORBEELDE VAN VAARDIGHEDE BETROKKE 5. Verduidelik waarom die gebeure uit die verlede dikwels verskillend geïnterpreteer word. In staat te wees om te begryp hoe historici, handboekskrywers, joernaliste, of skeppers en ander tot verskillende gevolgtrekkings kan kom en in staat is om ‘n rede (s) te verskaf waarom dit so is t.o.v ‘n besondere onderwerp uit die geskiedenis. 6. Debatteer oor wat gebeur het in die verlede op grond van die beskikbare getuienis. In staat te wees om deel te neem aan gesprekke of debatte en standpunte te vorm oor aspekte van die Geskiedenis, gebaseer op die getuienis uit die beskikbare inligting. 7. Die skryf van Geskiedenis op ‘n georganiseerde wyse, met ‘n logiese argumentslyn. In staat wees om oor ‘n gedeelte van die geskiedenis te skryf wat oor ‘n inleiding beskik, die relevante inligting op ‘n logiese manier en ‘n chronologiese volgorde uiteensit, en tot ‘n gevolgtrekking kom wat die vraag op ‘n samehangende manier beantwoord. 8. Begrip vir die belangrikheid van erfenis en bewaring. In staat te wees om te verduidelik hoe en waarom mense en gebeure in ‘n gemeenskap, dorp of stad, provinsie en die land op ‘n openbare wyse herdenk moet word. Dit behels ook die ondersoek hoe mense en gebeure uit die verlede in seremonies, feesvieringe, museums en monumente herdenk het. Dit is van kritiese belang dat hierdie doelwitte en vaardighede vir elke inhoudsonderwerp gevolg behoort te word. Ten einde leerders in staat te stel om hierdie doelwitte te bereik en om hierdie vaardighede te demonstreer, sal hulle ‘n volle begrip van die inhoud moet hê. Geheue vaardighede bly belangrik. 2.4.4 Konsepte in Geskiedenis Historiese bronne en getuienis: Geskiedenis is nie “die verlede” self nie. Dit is die interpretasie en verduideliking van inligting uit verskeie bronne. Bewyse word geskep wanneer die bronne wat gebruik word om die vrae oor die verlede te beantwoord. Multi-perspektiewe benadering: Daar is baie maniere waarop daar na die dieselfde ding in die verlede gekyk kan word. Die wyse waarop na die verlede gekyk word, kan die volgende insluit: • die verskillende standpunte van mense in die verlede op grond van hul posisie in die samelewing; • die verskillende maniere wat historici oor hulle geskryf het, en • die verskillende maniere waarop mense vandag die optrede en gedrag van mense in die verlede beskou. Oorsaak en gevolg: Die redes vir die gebeure en die gevolge van hierdie gebeure. Die gevolge van gebeure bepaal toekomstige gebeure en help om menslike gedrag te verduidelik. Verandering en kontinuiteit: Dit is moontlik om oor ‘n tydperk die kontras oor wat verander het en wat dieselfde gebly het, waar te neem. Die nou verwante kontraste wat gebruik word om Geskiedenis te onderrig, is ooreenkoms en verskil, en toe en nou, wat help om sin te maak uit die verlede en die hede. Tyd en chronologie: Geskiedenis word bestudeer en chronologies geskryf. Dit is belangrik om in staat te wees om gebeure in die volgorde te plaas waarin hulle in tyd gebeur het, en hulle konteks te oorweeg. Tydlyne word dikwels gebruik om hierdie konsep te ontwikkel. SOSIALE WETENSKAPPE GRAAD 7-9 12 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) 2.5 GeograFIE 2.5.1 Wat is Geografie? Geografie is die studie van die menslike en fisiese omgewing. Geografie is ‘n geïntegreerde dissipline wat beide die fisiese en menslike prosesse oor ruimte en tyd ondersoek. Geografie help ons om die komplekse wêreld te verstaan. Dit bied ons ‘n brug tussen die menslike en fisiese wetenskappe. Daar is baie vertakkings wat in Geografie bestudeer word. Fisiese Geografie ondersoek natuurlike prosesse en eienskappe, insluitend die atmosfeer, landvorme en ekosisteme. Menslike Geografie ondersoek die aktiwiteite en die impak van mense op die aarde. Die konsep wat Geografie verenig, is ruimte. Alle geografiese verskynsels het ’n ruimtelike dimensie en werk in ’n voortdurend veranderende omgewing. Geografie sluit dus die studie van die volgende in: • ruimtelike patrone en tendense: die plek van mense en plekke in die wêreld; • ooreenkoms en verskil: hoe omgewings en leefwyses vergelyk en die redes vir die verskille en ooreenkomste; • beweging: hoe en waarom mense, goedere, water, grond en lug beweeg en verander, • Planeet Aarde: grond, water en lug; • menslike nedersetting: waar mense leef en hoekom; • aktiwiteite: wat mense doen, hoe die omgewing die mens beïnvloed en en hoe hulle die omgewing beïnvloed; • interafhanklikheid: die skakels tussen die klimaat, plantegroei, wildlewe, verspreiding van hulpbronne, en die menslike nedersetting en aktiwiteit; en • verandering: die veranderende aard van mense en plekke. Onderrigin Geografiese lewer ‘n bydrae tot geletterdheid, spraakvermoë, gesyferdheid en grafiese voorstelling of ruimtelike geletterdheid. Dit ondersteun ook die ontwikkeling van persoonlike en sosiale vaardighede. 2.5.2 ‘n Nota oor die ontwikkeling van die karteringsvaardighede en die gebruik van kaarte oor die Geografie￾kurrikulum heen. Geograwe gebruik kaarte, lugfoto-aansigte, aardbolle, grafieke, en tekeninge om hulle te help om die wêreld te interpreteer en aan te bied. Hierdie visuele vaardighede dra by tot ‘n soort van geletterdheid wat as “grafiese voorstelling ‘ bekend staan. Grafiese voorstellings sluit ‘n verskeidenheid van vaardighede in wat verband hou met die interpretasie van inligting op ‘n visuele manier. Grafiese voorstellings kan beskou word as ‘n noodsaaklike soort van geletterdheid saam met syferkundigheid (wiskunde), spraak (luister en praat) en tekstuele geletterdheid (lees). Hierdie KABV-kurrikulum plaas ‘n spesiale fokus op geselekteerde aspekte van die gebruik en die maak van kaarte en ander visuele bronne vir ‘n kwartaal van elke graad. Hierdie onderwerpe is ontwerp om gefokusde en stelselmatige ontwikkeling van vaardighede te bereik. Die gebruik van kaarte word egter nie beperk tot slegs een kwartaal per graad SOSIALE WETENSKAPPE GRAAD 7-9 KABV 13 nie. Leerders word blootgestel aan ‘n mengsel van kaartgebruik en geografiese vaardighede saam met die fisiese en menslike geografie onderwerpe in elke graad. Kaartgebruik moet in die onderwerpe van elke graad geïntegreer word. SOSIALE WETENSKAPPE GRAAD 7-9 14 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) 2.5.3 Spesifieke doelwitte van die Geografie KABV vir die Intermediêre en Senior Fase: Die Geografie-kurrikulum is daarop gerig om die kennis (inhoud, vaardighede en konsepte) van sy leerders te ontwikkel. Die inhoud en die gepaardgaande konsepte, soos uiteengesit in Afdeling 3 van hierdie dokument, moet geïntegreer word met die geografiese doelwitte en vaardighede wat hieronder gelys word. DIE GEOGRAFIE KURRIKULUM BEOOG OM LEERDERS TE ONTWIKKEL WAT: VOORBEELDE VAN VAARDIGHEDE BETROKKE. LEERDERS SAL IN STAAT WEES OM: 1. nuuskierig is oor die wêreld waarin hulle leef • vrae te stel en kwessies te identifiseer • met belangstelling te bespreek en te luister • inligting te versamel en daarna te verwys (insluitende koerante, boeke, en waar moontlik, webwerwe) 2. ‘n goeie algemene kennis het van die plekke en die natuurlike kragte wat op die aarde inwerk • bronne te lees en gebruik om inligting te verwerk • inligting te gebruik, te beskryf, vrae te beantwoord oor mense, plekke en die verhouding tussen die twee 3. die interaksie tussen die samelewing en die natuurlike omgewing verstaan • inligting te oorweeg, sintetiseer en organiseer • verband tussen oorsaak en gevolg, verandering en kontinuïteit te sien • diverse leefstyle en wêreldbeskouings te erken en te waardeer 4. onafhanklik dink en hul idees ondersteun met ‘n deeglike kennis • geografiese kennis te gebruik om probleme op te los • sake te kan bespreek en oor te debatteer • vooroordeel en verskillende standpunte te herken • eie idees gebaseer op nuwe kennis, te ontwikkel • oplossings vir probleme voor te stel 5. omgee vir hul planeet en die welsyn van almal wat daarin woon • betrokke te raak by kwessies wat verband hou met die planeet, sy mense en hulpbronne, met kennis en sensitiwiteit • verantwoordelik teenoor mense en die omgewing op te tree 6. met ‘n verskeidenheid van bronne kan werk en verstaan, insluitend kaarte, data en foto’s • kaarte te trek en te gebruik • inligting uit tekste, atlasse en ander bronne, insluitend visuele bronne soos foto’s, te identifiseer en te onttrek • te werk met data en statistiek in die vorm van grafieke, tabelle en diagramme • deur kruisverwysing inligting te kan gebruik en van verskillende bronne gebruik te maak 7. verskynsels in hul eie omgewing waarneem en by betrokke raak • waarneming, onderhoudvoering en optekenvaardighede deur middel van veldwerk te ontwikkel • onderhoude met mense te voer en sosiale vaardighede toe te pas • data te verwerk, te interpreteer en te evalueer 8. Meer uitvind oor plekke, mense, gebeure en kwessies met behulp van verskillende bronne, bv. boeke, mense, foto’s, die internet • vrae te ontwikkel en bewoord • navorsingsvaardighede te ontwikkel en toe te pas • inligting te analiseer, aan te bied en te verwerk 9. Idees en inligting kommunikeer • op ‘n duidelike en ingeligte wyse te praat • op ‘n gestruktureerde en samehangende wyse te skryf • kaarte, sketse, eenvoudige illustrasies, grafieke, en vloeidiagramme te teken • beredeneerde verduideliking te voorsien 10. Ingeligte besluite neem en dan toepas • koöperatief en onafhanklik te werk • aksies sistematies en krities te beplan en te evalueer SOSIALE WETENSKAPPE GRAAD 7-9 KABV 15 2.6 ProjeKTE Leerders moet een projek in die Sosiale Wetenskappe in elke graad voltooi. Hulle moet dus ‘n projek in óf Geskiedenis óf Geografie in ‘n gegewe jaar doen. Daar moet met projekte aan die begin van die kwartaal begin word, en leerders moet ‘n sperdatum vir die inhandiging van hul projekte gegee word. Onderwysers moet seker maak dat hulle genoeg tyd het vir die nasien van die projekte alvorens die formele assesseringspunte ingehandig word. Die vordering van die projek moet gereeld deur die onderwysers gemonitor word. Hierdie KABV-kurrikulum verdeel die projekte tussen die twee vakke soos volg: INTERMEDIÊRE FASE Graad 4 –Kwartaal 1 Geskiedenisprojek Graad 5 – Kwartaal 3 Geografieprojek Graad 6 – Kwartaal 3 Geskiedenisprojek Senior Fase Graad 7 – Kwartaal 1 Geografieprojek Graad 8 – Kwartaal 3 Geografieprojek Graad 9 – Kwartaal 3 Geskiedenisprojek 2.6.1 Projekte in Geografie Al die Geografie-projekte het ‘n sterk fokus op veldwerkwaarneming en navorsing in die plaaslike omgewing. Die Geografie-projekte word gespesifiseer omdat hulle deel is van die noodsaaklike kennis wat benodig word om die kurrikulum te voltooi. Elke projek word geïdentifiseer en omskryf by die betrokke gedeeltes in Afdeling 3 van hierdie KABV kurrikulum dokument. 2.6.2 Projekte in Geskiedenis: Voorgestelde onderwerpe Die volgende onderwerpe word vir projekte aanbeveel. (Dit kan uitgebrei en aangepas word om by die konteks van die leerders aan te pas. Onderwysers kan die handboek vir verdere leiding gebruik.): Geskiedenisprojek vir Graad 9 Kwartaal 3: ‘n Mondelinge geskiedenis- en navorsingsprojek Onderwysers kan hul eie onderwerp kies vir die projek. Die onderwerp moet op die Suid-Afrikaanse geskiedenis gebaseer wees en moet beide mondelinge geskiedenis en navorsing insluit. Die projek besonderhede hieronder is ‘n riglyn en kan volgens die onderwyser se voorkeur en die leerders se konteks aangepas word. Onderwysers moet hierdie navorsingsprojek aan die begin van die kwartaal bekendstel. • ‘n Sperdatum moet gestel word sodat leerders hul projek betyds kan inhandig sodat dit nagesien en as deel van kwartaalpunt opgeteken kan word, asook terugvoering gegee kan word. Leerders moet ‘n deel van die werk tydens lestyd en ‘n deel daarvan as huiswerk afhandel. • Onderwysers moet die vordering van die leerders gedurende die kwartaal monitor . • Onderwysers moet leerders help om inligting te versamel. • Ouers en plaaslike groepe kan vir inligting genader word . SOSIALE WETENSKAPPE GRAAD 7-9 16 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) Voorbeeld van mondelinge geskiedenis en navorsing: Hoe apartheid mense se lewens beïnvloed het en hoe mense daarop gereageer het. Geskrewe navorsingskomponent: • Leerders moet navorsing doen oor die besonderhede van enige apartheidswet (dit kan diensplig van jong blanke mans in die Suid-Afrikaanse Weermag insluit). • Die navorsing moet ten minste 300 woorde en twee illustrasies (soos bv. kaarte, tekeninge, prente uit koerante of tydskrifte, foto’s) met onderskrifte insluit. • Onderwysers moet leerders help om inligting te versamel. Mondelinge geskiedeniskomponent: ‘n Leerder behoort: • ‘n Persoon te identifiseer om ‘n onderhoud mee te voer. Onderwysers moet hulle help met hul keuse; • ‘n Onderhoud te voer met ‘n persoon wat geraak is deur die apartheidswet waaroor hulle navorsing gedoen het en hoe hulle daarop gereageer het; • Skryf ‘n stel van ongeveer 10 vrae neer voor hulle die onderhoud voer. Hulle mag die persoon met wie die onderhoud gevoer is, se antwoorde tydens die onderhoud neerskryf omdat die transkripsie van ‘n opname baie tydrowend is; • Skryf ‘n samehangende storie van 600 woorde oor die persoon wat hulle ondervra het. • Die vrae en antwoorde, die storie, sowel as hulle eie reaksies op die ervaring om die projek te doen, moet vir assesseringsdoeleindes ingehandig word. 2.7 TYDSTOEWYSING eN GEWIGSWAARDES VAN onDERWERPE Beide vakke Geskiedenis en Geografie, moet gedurende elke kwartaal van die skooljaar onderrig en geassesseer word. Skole is vry om hul roosters binne hierdie beperking te organiseer. Die totale tyd wat vir Sosiale Wetenskappe toegeken word, is drie ure per week. Kontaktyd van 30 uur word dus in ‘n kwartaal van 10 weke toegeken. Dit beteken dat daar binne hierdie raamwerk: Ongeveer 15 uur per 10-week kwartaal aan Geskiedenis toegeken word. Ongeveer 15 uur per 10-week kwartaal aan Geografie toegeken word. Belangrike nota: ‘n Voorgestelde tydtoewysing word in uur vir elke onderwerp en sub-onderwerp gegee. Dit is eenvoudig ‘n riglyn, en hoef nie rigied toegepas te word nie. Die voorgestelde tye dui die gewig of die diepte van die ondersoek wat nodig is vir elke onderwerp met betrekking tot ander onderwerpe, aan. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 17 2.8 OORSIG VAN ONDERWERPE Geskiedenis OPSOMMING: INHOUDSOORSIG: GESKIEDENIS INTERMEDIÊRE FASE Geskiedenis KWARTAAL Graad 4 Graad 5 Graad 6 1 Plaaslike geskiedenis Jagter-versamelaars en herders in Suider-Afrika ‘n Afrika-koninkryk lank gelede in Suider-Afrika: Mapungubwe 2 Leer van leiers Die eerste landbouers in Suider￾Afrika Ontdekkers van Europa vind Suider-Afrika 3 Vervoer oor die tyd heen ‘n Antieke-Afrikaanse samelewing: Egipte Demokrasie en burgerskap in Suid-Afrika 4 Kommunikasie oor tyd heen ‘n Erfenis-roete deur die provinsies van Suid-Afrika Medisyne oor tyd heen OPSOMMING: INHOUDSOORSIG: GESKIEDENIS SENIOR FASE KWARTAAL GRAAD 7 GRAAD 8 GRAAD 9 1 Die koninkryk van Mali en die stad Timboektoe in die 14de eeu Die Industriële Revolusie in Britanje en Suidelike-Afrika vanaf 1860 Tweede Wêreldoorlog - Die oorsake en uitbreek (1919 – 1945) 2 Die Trans-Atlantiese Slawehandel Die Minerale Revolusie in Suid￾Afrika Die Kerntydperk en die Koue Oorlog (1945-1990) 3 Kolonisasie van die Kaap in die 17de en 18de eeu Die stormloop vir Afrika: laat 19de eeu Keerpunte in Suid-Afrikaanse geskiedenis 1948 en 1950s 4 Samewerking en konflik op die grense van die Kaapkolonie in die vroeë 19de eeu Eerste Wêreldoorlog (1914 – 1918) Keerpunte in Suid-Afrikaanse geskiedenis 1960, 1976 en 1994 SOSIALE WETENSKAPPE GRAAD 7-9 18 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GESKIEDENIS INHOUDSONDERWERPE GRAAD 4 tot 12 KWARTAAL GRAAD 4 1 Plaaslike geskiedenis 2 Leer van leiers 3 Vervoer oor die tyd heen 4 Kommunikasie oor die tyd heen GRAAD 5 1 Jagter-versamelaars en herders in Suider-Afrika 2 Die eerste landbouers in Suider-Afrika 3 ‘n Antieke Afrika samelewing: Egipte 4 ‘n Erfenis-roete deur die provinsies van Suid-Afrika GRAAD 6 1 ‘n Afrika-koninkryk lank gelede in Suider-Afrika: Mapungubwe 2 Ontdekkers van Europa vind Suider-Afrika 3 Demokrasie en burgerskap in Suid-Afrika 4 Geneeskunde/Medisyne oor die tyd heen GRAAD 7 1 Die koninkryk van Mali en die stad Timboektoe in die 14de eeu 2 Die Trans-Atlantiese Slawehandel 3 Kolonisasie van die Kaap in die 17de en 18de eeu 4 Samewerking en konflik op die grense van die Kaapkolonie in die vroeë 19de eeu GRAAD 8 1 Die Industriële Revolusie in Brittanje en Suidelike-Afrika vanaf 1860 2 Die Minerale Revolusie in Suid-Afrika 3 Die stormloop vir Afrika: laat 19de eeu 4 Die Eerste Wêreldoorlog (1914-1918) GRAAD 9 1 Die Tweede Wêreldoorlog - Oorsake en uitbreek (1919-1945) 2 Die Kerntydperk en die Koue Oorlog (1945-1990) 3 Keerpunte in die Suid-Afrikaanse geskiedenis 1948 en 1950s 4 Keerpunte in die Suid-Afrikaanse geskiedenis 1960, 1976 en 1994 ONDERWERP GRAAD 10 1 Die wêreld rondom 1600 2 Uitbreiding en verowering tydens die 15de -18de eeu 3 Die Franse Rewolusie 4 Transformasies in Suidelike Afrika na 1750 5 Koloniale uitbreiding na 1750 6 Die Suid-Afrikaanse oorlog en unie SOSIALE WETENSKAPPE GRAAD 7-9 KABV 19 GRAAD 11 1 Kommunisme in Rusland 1900 tot 1940 2 Kapitalisme en die VSA 1900 tot 1940 3 Idees oor ras in die laat 19de en 20ste eeu 4 Nasionalisme: Suid-Afrika, die Midde-Ooste en Afrika 5 Apartheid Suid-Afrika 1940’s tot 1960’s GRAAD 12 1 Die Koue Oorlog 2 Onafhanklike Afrika 3 Burgerlike samelewingsprotes 1950’s tot 1990’s 4 Burgerlike samelewingsprotes 1970’s tot 1980’s in Suid-Afrika 5 Die koms van demokrasie in Suid-Afrika, en om met die verlede vrede te maak 6 Die einde van die Koue Oorlog en ‘n nuwe globale wêreldorde. OPSOMMING: INHOUDSOORSIG GEOGRAFIE INTERMEDIêRE FASE KWARTAAL Graad 4 Graad 5 Graad 6 1 Plekke waar mense woon (nedersettings) Kaartvaardighede (fokus: Afrika) Kaartvaardighede (fokus: Wêreld) 2 Kaartvaardighede Fisiese verskynsels van Suid￾Afrika Handel (fokus: Suid-Afrika en die wêreld) 3 Voedsel en boerdery in Suid￾Afrika Weer, klimaat en plantegroei van Suid-Afrika Klimaat en plantegroei regoor die wêreld 4 Water in Suid-Afrika Minerale en mynbou in Suid￾Afrika Bevolking - hoekom mense woon waar hulle woon (fokus: Suid￾Afrika en die wêreld) OPSOMMING: INHOUDSOORSIG GEOGRAFIE SENIOR FASE KWARTAAL Graad 7 Graad 8 Graad 9 1 Kaartvaardighede (fokus: Plaaslike kaarte) Kaarte en aardbolle (fokus: globaal en plaaslik) Kaartvaardighede (fokus: Topografiese en ortofotokaarte) 2 Aardbewings, vulkane en vloede Klimaatstreke (fokus: Suid-Afrika en die wêreld) Ontwikkelingskwessies (fokus: Suid-Afrika en die wêreld) 3 Bevolkingsgroei en veranderinge (fokus: Die wêreld) Nedersetting (Afrika met die fokus op Suid-Afrika) Oppervlakkragte of Aardkorskragte wat vorm gee aan die aarde (Fisiese Geografie) 4 Natuurlike hulpbronne en bewaring in Suid-Afrika Vervoer en handel (fokus: Suid￾Afrika en die wêreld) Gebruik van hulpbronne en volhoubaarheid (fokus: Die wêreld) SOSIALE WETENSKAPPE GRAAD 7-9 20 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) Vir verwysingsdoeleindes, is al die onderwerpe in Geografie van Graad 4 tot Graad 12 ten volle gelys op die volgende twee bladsye. GEOGRAFIE INHOUDSONDERWERPE GRAAD 4 –12 KWARTAAL GRAAD 4 1 Plekke waar mense woon 2 Kaartvaardighede 3 Voedsel en boerdery in Suid-Afrika 4 Water in Suid- Afrika GRAAD 5 1 Kaartvaardighede (fokus: Afrika) 2 Fisiese verskynsels van Suid-Afrika 3 Weer, klimaat en plantegroei van Suid-Afrika 4 Minerale en mynbou in Suid- Afrika GRAAD 6 1 Kaartvaardighede (fokus: die Wêreld) 2 Handel (fokus: Suid- Afrika en die Wêreld) 3 Klimaat en plantegroei regoor die wêreld 4 Bevolking - hoekom mense woon waar hulle woon (fokus: Suid-Afrika en die wêreld) GRAAD 7 1 Kaartvaardighede (fokus: plaaslike kaarte) 2 Aardbewings, vulkane en vloede 3 Bevolkingsgroei en-verandering (fokus: die Wêreld) 4 Natuurlike hulpbronne en bewaring in Suid-Afrika GRAAD 8 1 Kaarte en aardbolle (fokus: globaal en plaaslik) 2 Klimaatstreke (fokus: Suid-Afrika en die wêreld) 3 Nedersetting (Afrika met ‘n fokus op Suid-Afrika) 4 Vervoer en handel (Fokus: Suid-Afrika en die wêreld) GRAAD 9 1 Kaartvaardighede (fokus: topografiese en ortofotokaarte) 2 Ontwikkelingskwessies (fokus: Suid-Afrika en die wêreld) 3 Oppervlakkragte of Aardkorskragte wat vorm gee aan die aarde (Fisiese Geografie) 4 Gebruik van hulpbronne en volhoubaarheid (fokus: die Wêreld) ONDERWERP GRAAD 10 1 Die samestelling en struktuur van die atmosfeer 2 Plaattektoniek, plooiing, verskuiwing, vulkane en aardbewings 3 Bevolking: struktuur, groei en beweging 4 Water in die wêreld: oseane, vloede, waterbestuur 5 Geografiese tegnieke: topografiese kaarte, GIS SOSIALE WETENSKAPPE GRAAD 7-9 KABV 21 GRAAD 11 1 Globale lugsirkulasie, Afrika se weer en klimaat 2 Gesteentes en landvorme, hellings, massabewegings 3 Ontwikkeling: verskille, kwessies en geleenthede 4 Hulpbronne en volhoubaarheid: grond, energie 5 Geografiese tegnieke: topografiese kaarte, lugfoto’s, ortofotokaarte, GIS GRAAD 12 1 Klimaat en weer: siklone, plaaslike klimaat 2 Geomorfologie: dreineringstelsels en fluviale prosesse 3 Landelike en stedelike nedersetting 4 Ekonomiese geografie van Suid- Afrika 5 Geografiese tegnieke: topografiese kaarte, GIS, sinoptiese weerkaarte SOSIALE WETENSKAPPE GRAAD 7-9 22 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) AFDELING 3 3.1 Senior Fase GeograFIE: RAAMWERK van WAT onderrig moet word GraAd 7: Senior Fase GeograFIE KWARTAAL 1 Onderwerp: Kaartvaardighede (Fokus: Plaaslike kaarte) Voorgestelde kontaktyd: Een kwartaal/15 uur Aanbevole hulpbronne • Plaaslike kaarte van die gebied* • Straatkaarte • Liniale en tou • Atlasse • Nuusverslae Inhoude en konsepte • Plaaslike kaarte en straatkaarte * 2 uur - Vind van die huis, skool en plekke van belang op ‘n kaart van die plaaslike gebied * - Plekke se ligging bepaal op ‘n straatgids met behulp van ‘n indeks en ruitnet - Plekke vind en ‘n roete beskryf met behulp van ‘n straatkaart • Sketskaarte en verduideliking van roetes 3 uur - Die teken van kaarte om die roete van een plek na ‘n ander aan te toon. - Die bepaling en aandui van kompasrigtings op ‘n plaaslike sketskaart - Verduidelik ‘n roete mondelings (sluit geskatte afstande in) • Sketskaart van die Plaaslike Gebied (Projek**) 1 uur - Teken ‘n sketskaart (e) van ‘n eie gebied ***. o Sluit simbole, sleutel en skaal in. o Teken eie waarnemings van grondgebruik en soorte plantegroei op. o Toon vier kardinale kompasrigtings aan. • Afstand en Skaal 4 uur - Lynskale en woordskale (Hersiening van graad 6) - Verskillende skale vir verskillende kaarte - klein- en grootskaalkaarte (Hersiening van graad 6) - Meet indirekte afstande op ‘n straatkaart (tou en ‘n lynskaal) - Berekening van afstande op kaarte (direkte en indirekte roetes) o Gebruik die skaal om afstande op ‘n gegewe kaart te skat o Gaan skattings na met akkurate meting. • Huidige gebeure 2 uur - Plekke in die nuus op ‘n wêreldkaart (deurlopend deur die jaar) **** - Breedtegraad en lengtegraad van plekke in die nuus (Hersien ligging in grade) • Hersiening, assessering (formeel en informeel) en terugvoering moet op ‘n deurlopende basis plaasvind 3 uur Notas * Daar word nie van leerders verwag om met die 1: 50 000 topografiese kaarte en ortofotokaarte op hierdie vlak te werk nie ** Projek: Hierdie onafhanklike studie is ‘n projek vir formele assessering. Stel hierdie projek vroeg in die kwartaal bekend vir indiening later in die kwartaal. Dit behoort nie baie formele klaskamertyd in beslag te neem nie. Daar moet egter tyd ingeruim word vir die verduideliking en die monitering van die projek. *** Die grootte van die gebied wat gekies word, moet die plaaslike konteks in ag neem: sommige gebiede het ‘n groter verskeidenheid verskynsels as ander. Hoe groter die verskeidenheid, hoe kleiner behoort die gekose gebied te wees. **** Nuus items kan die volgende insluit: ‘n nuusberig in die media of ‘n onderwerp wat van belang is vir leerders. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 23 GraAd 7: Senior Fase Geografie kwarTaal 2 Onderwerp Vulkane , aardbewings, en oorstromings Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne • Atlasse • Foto’s/DVDs van aardbewings, vulkane en noodlenigingswerk • Nuusverslae/tydskrifte • Prenteboeke Inhoud en konsepte • Struktuur van die Aarde 3 uur - Kern, mantel, kors - Hoe die kors beweeg: Inleiding tot die tektoniese plate en plaatbewegings • Vulkane 1 uur - Vulkane - ligging oor die wêreld (kaart *) - Hoekom vulkane voorkom • Aardbewings 4 uur - Ligging van aardbewings oor die hele wêreld (kaart *) - Oorsake van aardbewings - verwys na die plaatbewegings ** - Gevolge van aardbewings - insluitend beserings en lewensverlies, siekte, verplasing van mense, skade aan infrastruktuur, brande en tsoenami’s - Waarom sommige gemeenskappe ‘n hoër risiko as ander is. - Die vermindering van die impak - voorbereiding en reaksie op aardbewings - ‘n Gevallestudie van ‘n geselekteerde aardbewing *** • Oorstromings 4 uur - Oorsake van oorstromings - buitengewoon swaar reën, omgewingsfaktore (soos landbou, nedersetting, brande en die verlies van die plantegroei) en aardbewings (tsoenami’s) **** - Invloed van oorstromings - insluitende beserings en lewensverliese, siekte, verplasing van mense, gronderosie, skade aan velde, geboue en infrastruktuur - Waarom sommige gemeenskappe ‘n hoër risiko as ander is. - Die vermindering van die impak - voorbereiding en respons op oorstromings - ‘n Gevallestudie van ‘n geselekteerde oorstroming *** • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Notas: * Vulkane en aardbewings mag op dieselfde kaart getoon word. Hierdie kaart moet ook die verhouding tussen die tektoniese plate en aktiwiteit van vulkaniese/aardbewing toon. ** Verskuiwing is in die VOO Geografie-kurrikulum ingesluit. Dit is nie nodig om detail hier in te sluit nie. *** Gevallestudies moet uit hierdie eeu wees. Die gevallestudie van die oorstroming behoort ‘n Suid-Afrikaanse een te wees. **** Dit is nie nodig om tropiese siklone of ander meteorologiese verskynsels op hierdie vlak te bestudeer nie. Hulle mag egter waar toepaslik genoem word as oorsaak vir swaar reën en oorstromings. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 24 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 7: Senior Fase GeograFIE KWARTAAL 3 Onderwerp: Bevolkingsgroei en -verandering (Fokus: Wêreld) Voorgestelde kontaktyd: Een kwartaal/15 uur Aanbevole hulpbronne • Statistiek Suid-Afrika: Kort sensus • Data wat verband hou met die onderwerp • Atlasse Inhoud en konsepte • Bevolkingskonsepte 3 uur - Geboortesyfer, sterftesyfers en bevolkingsgroei - Baba sterfesyfer - Lewensverwagting • Faktore wat geboorte- en sterftesyfers beïnvloed 4 uur - Siekte: o Wydverspreide siektes soos MIV en VIGS, tuberkulose, malaria, diarree o Pandemies van die verlede soos die Swart Dood in Europa, pokke aan die Kaap - Ekonomiese status - Familie behoeftes, houdings en oortuigings - Konflik en oorloë - Regering se beleid (soos in China) • Die Wêreld se bevolkingsgroei 6 uur - Patroon van die wêreld se bevolkingsgroei vanaf 1 nC tot vandag (die interpretasie van ‘n lyngrafiek) - Ontwikkelings wat bevolkingsgroei beïnvloed het: o Verhoogde voedselproduksie o Wetenskaplike ontwikkelings - soos die verhoogde begrip en beheer van siekte en infeksie, verbeterde sanitasie, geblikte voedsel en bevrore voedsel o Verbeterde gesondheidsorg • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 2 uur Let wel: * Die fokus van elk van hierdie konsepte moet handel oor hoe dit die bevolkingsgroei beïnvloed. ** Sommige van hierdie faktore het ‘n sterker impak op die geboortesyfers en ander op sterftesyfers. Ander is inter-verwant, omdat ‘n hoër sterfte risiko tot ‘n verhoogde geboortesyfer mag aanleiding gee. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 25 GraAd 7: Senior Fase GeograFIE KWARTAAL 4 Onderwerp: Natuurlike hulpbronne en bewaring in Suid-Afrika * Voorgestelde kontaktyd: Een kwartaal/15 uur Aanbevole hulpbronne • Gevallestudie van bewaring, gemeenskaps- en eko-toerisme projekte • Foto’s van bewaringsgebiede • Departement van Waterwese ** • Departement van Omgewingsake ** • Departement van Toerisme ** Inhoud en konsepte • Natuurlike hulpbronne 3 uur - Natuurlike hulpbronne op die aarde - met inbegrip van water, lug, woude, grond, diere- en marine lewe - Gebruik en misbruik van geselekteerde voorbeelde • Bestuur van hulpbronne 5 uur - Die konsep bewaring - insluitend redes vir bewaring - Bewaringsgebiede (insluitend marine reservate) o Doel en plek o Gevallestudie van ‘n geselekteerde area - Gemeenskapsbewaringsprojekte - voorbeelde - Eko-toerisme - voorbeelde • Water in Suid Afrika 4 uur - Wie gebruik Suid-Afrika se water (sektordiagramme van watergebruikers) - Beskikbaarheid van water en die vereistes in Suid-Afrika - Die geskiktheid (gesondheidsgehalte ) van riviere en die versorging van opvanggebiede - Verdwyning van vleilande en waarom bewaring nodig is - gevallestudie - Verantwoordelike gebruik van waterbronne- , landbou-, nywerheids- en huishoudelike gebruikers • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Notas: * Die konsep wat sentraal is tot hierdie onderwerp is bewaring, of die bewaring en versigtige bestuur van die omgewing en natuurlike hulpbronne. Volhoubaarheid en die volhoubare gebruik van hulpbronne is ‘n fokus in Graad 9. ** Die Departemente van Waterwese, Omgewingsake en Toerisme voorsien opgedateerde data en verslae op hul webwerwe. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 26 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 8: Senior Fase GeograFIE KWARTAAL 1 Onderwerp: Kaarte en Aardbolle (Fokus: Globaal en plaaslik) Voorgestelde kontaktyd: Een kwartaal/15 uur Aanbevole tekste/hulpbronne • Atlasse • Aardbol (‘n model van die wêreld) • Flits • Satellietbeelde Inhoud en konsepte • Kaarte en atlasse 5 uur - Breedteligging en Lengteligging - grade en minute - Die gebruik van die atlas-indeks om plekke op ‘n kaart te vind - Soorte skale in ‘n atlas (wêreld, streeks-, plaaslike) - Skaal o Hersien lyn- en woordskale o Bekendstelling van verhoudingskale (aantal skale) o Bereken afstande tussen nedersettings (globaal en in Suid-Afrika) deur gebruik te maak van verskillende skale - Plekke in die nuus (deurlopend deur die jaar) ** • Die aardbol 6 uur - Halfronde (hersiening van Graad 6) - Die aarde se rotasie om sy eie as - dag en nag (hersiening) - Wêreldtyd, tydsones en die internasionale datumlyn - Suid-Afrikaanse standaardtyd - Die aarde se omwenteling om die son: o Hoek van die as o Eweninge, sonstilstand en die verandering in die hoek van die middagson o Seisoenale veranderinge in die lengtes van die dag en nag o Seisoenale temperatuurverandering • Satellietbeelde 2 uur - Hoe satellietbeelde lyk - Inligting van satellietbeelde - water, plantegroei, grondgebruik en wolkformasies - Hoe satellietbeelde gebruik word • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 2 uur Notas: * Stel die leerders se kennis oor die aarde se plek in die sonnestelsel vas, alvorens daar met hierdie onderwerp begin word (Natuurwetenskappe). ** Nuusberigte kan enige nuus in die media of van belang vir leerders, insluit. (Berigte moet nie alleen geografies van aard wees nie, aangesien die klem op die opspoor van nuusberigte in hul geografiese konteks moet wees.) Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 27 GraAd 8: Senior Fase GeograFIE KWARTAAL 2 Onderwerp: Klimaatstreke (Fokus: Suid- Afrika en die wêreld) Voorgestelde kontaktyd: Een kwartaal/15 uur Aanbevole tekste/hulpbronne • Atlasse • Prente/foto’s om die omstandighede in die verskillende klimaatstreke te illustreer • Klimaatstatistieke – verwys na: ‘Weather SA’; ‘World Climate statistics’ • Aardbol Inhoud en konsepte • Faktore wat temperatuur en reënval beïnvloed 5 uur - Afstand vanaf die ewenaar (breedteligging) - Afstand van die see - Hoogte bo seevlak - Seestrome - Berge (reliëf) • Die klimaat van Suid-Afrika 4 uur - Fisiese kaart van Suid-Afrika (hersiening van Graad 5) - Hoe elk van die bogenoemde faktore temperatuur en reënval in geselekteerde plekke - soos Beaufort-Wes, Kaapstad, Durban, George, Johannesburg, Mbombela, Mmabatho, Mthatha, Port Nolloth, Upington, beïnvloed ** • Klimaat oor die wêreld heen 4 uur - Verskil tussen die weer en klimaat (hersiening van Graad 5) - Elemente van die weer - temperatuur, humiditeit, winde en neerslag - Klimaatstipes: Tropiese, subtropiese, gematigde, woestyn, semi-woestyn, kontinentale, pool, Medittereense, toendra en hoë berge (Alpynse)*** - Kenmerke van temperatuur en reënval van verskillende klimaatstipes (kolom- en lyngrafieke) - Klimaatstreke van die wêreld: o Kaart met klimaatstreke *** o Verband tussen klimaatstreke en faktore wat temperatuur en reënval beinvloed • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 2 uur Let wel: * Verduideliking van hoe hierdie faktore temperatuur en, waar toepaslik, reënval beïnvloed. Winde word op VOO-vlak bestudeer. ** Verwys na die gemiddelde maandelikse syfers. Hierdie sentrums word as ‘n voorbeeld van verskillende klimaatstreke regoor Suid-Afrika gekies. Ander kan bygevoeg of vervang word. Leerders moet ook redes verskaf vir die reënval- en temperatuurstatistiek van hul eie area (waar dit nie deur bogenoemde gedek is nie). *** Verskillende atlasse en tekste mag ‘n afwyking op die bogenoemde klimaatstreke verskaf. Dit is aanvaarbaar, solank as ‘n reeks van ses of meer klimaatstreke ingesluit is. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 28 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 8: Senior Fase GeograFIE KWARTAAL 3 Onderwerp: Nedersetting (Afrika met ‘n fokus op Suid-Afrika) Voorgestelde kontaktyd: Een kwartaal/15 uur Aanbevole hulpbronne • Grondgebruikskaarte • Foto’s (insluitende lugfoto’s) om verskillende soorte nedersettings te illustreer • Lede van gemeenskap/elders – veral vir die projek • Vertellings/gevallestudie om die omstandighede wat verstedeliking veroorsaak illustreer Inhoud en konsepte • Nedersetting en grondgebruik * 3 uur - Stedelike nedersettings o Grondgebruik binne stedelike nedersettings - insluitend die sentrale sakegebied, gebiede vir ligte en swaar nywerhede, residensiële gebiede (hoë-, middel-en lae-inkomste), winkelsentrums, dienste en ontspanning - Landelike nedersettings o Grondgebruik in landelike nedersettings - insluitend landbou, mynbou, bosbou, vissery • Grondgebruik op lugfoto’s en grootskaalkaarte ** 3 uur - Hoe lugfoto’s lyk (skuins en vertikaal) - Inligting vanaf lugfoto’s - natuurlike en beboude verskynsels - Die identifisering van grondgebruike in die stedelike nedersettings (lugfoto’s en grootskaal kaarte *) • Navorsing van ‘n nedersetting (projek) *** 2 uur - ‘n Onafhanklike studie van ‘n nedersetting bekend aan die individuele leerder o Beskryf die nedersetting en die verskillende soorte grondgebruik. o Identifiseer spesifieke verskynsels of bakens (natuurlike en/of mensgemaakte). o Stel redes voor vir die ligging van hierdie nedersetting ****. o Bespreek agteruitgang en/of die groei van die bevolking van die nedersetting en verskaf redes. o Identifiseer en bespreek een sosiale of omgewingskwessie. o Sluit onderhoude met lede van die gemeenskap, tekeninge, ‘n sketskaart en enige ander toepaslike illustratiewe materiaal in. Verstedeliking 5 uur - Konsep van verstedeliking - Waarom groei stede – stoot en trekfaktore verantwoordelik vir migrasie (Afrika met fokus op Suid- Afrika)**** - Oorsig van verstedeliking in Suid-Afrika - insluitende kwessies wat met bevolkingsbeheer tydens apartheid verband hou - Sosiale kwessies wat verband hou met die vinnige groei van stede - soos behuising en dienslewering (insluitende gesondheidsorg en onderwys) • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 2 uur Let wel: * Modelle van die grondgebruik is nie nodig op hierdie vlak. Fokus slegs op die kenmerke van grondgebruiksones. Voorbeelde van Afrika (insluitend Suid-Afrika) moet opgestel word. ** Topografiese en ortofotokaarte word in graad 9 bekendgestel. Die oogmerk hier is om foto’s en eenvoudige, geskakeerde gebruikskaarte te gebruik. *** Hierdie onafhanklike studie is ‘n projek vir formele assessering. Stel hierdie projek vroeg in die kwartaal bekend om later tydens die kwartaal in te handig. Dit behoort nie baie formele kontaktyd op te neem nie. Dit is egter noodsaaklik om tyd in te ruim om die projek te verduidelik en te moniteer. **** Hersiening en voortsetting van Graad 6, “Waarom mense woon waar hulle woon”. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 29 GraAd 8: Senior Fase GeograFIE KWARTAAL 4 Onderwerp: Vervoer en handel (Fokus: Suid-Afrika en die wêreld) Voorgestelde kontaktyd: Een kwartaal/15 uur Aanbevole hulpbronne • Atlasse • Kaarte van vervoerroetes – Suid-Afrika en die Wêreld • Voorbeelde van stedelike openbare vervoerstrategieë regoor die wêreld Inhoud en konsepte • Handel en vervoer oor die wêreld heen 3 uur - Redes vir handel (Hersiening van graad 6) - Verband tussen handel en vervoer - voorbeelde om te illustreer - Verskillende maniere van vervoer en hul gebruike: die see, lug-, pad-, spoor-en pyplyn • Handel en vervoer in Suid-Afrika * 4 uur - Hoofpaaie, spoorweë, lughawens en hawens in Suid-Afrika (kaart) - Gevallestudie van ‘n geselekteerde Suid-Afrikaanse hawe o Redes vir die ligging o Hoofuitvoere en -invoere o Gespesialiseerde skepe - soos houerskepe, tenkskepe, passasierskepe, vragskepe vir gespesialiseerde vrag o Skakels met ander vervoer - soos pad-, spoor-, pyplyn - Voordele en nadele van pad-en spoorvervoer - Vereistes vir toekomstige vervoernetwerke • Mense en vervoer in stedelike gebiede ** 5 uur - Openbare vervoerstelsels in stedelike gebiede - soos busse en treine - Privaat vervoermiddels - soos minibustaxi’s, motors en fietse - Vervoerkwessies - soos koste vir pendelaars, verkeersopeenhopings en besoedeling - Openbare transito-strategieë - soos vinnige vervoerstelsels, gesubsidieerde openbare vervoer, bus- en fietslane, parkeer- en- ry, motorvrye sones*** • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Notas: * Die fokus behoort hier op nasionale, in teenstelling met stedelike of streeks-, patrone van vervoergebruik geplaas te word. ** Die fokus in hierdie artikel is op pendelaarvervoer. *** Verskaf beide Suid-Afrikaanse en internasionale voorbeelde. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 30 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 9: Senior Fase GeograFIE KWARTAAL 1 Onderwerp: Kaartvaardighede (Fokus: Topografiese en ortofotokaarte) Voorgestelde kontaktyd: Een kwartaal/15 uur Aanbevole hulpbronne • Plaaslike en ander topografiese en ortofotokaarte en lugfoto’s* • Satellietbeelde (soos Google Earth) • Atlasse • Landskapmodelle (dit kan gedoen word deur gebruik te maak van herwinbare afval) Inhoud en konsepte • Kontoerlyne 3 uur - Die konsep kontoerlyne (modelle en landskapskaarte met die landskapsverskynsels) - Steil en geleidelike hellings (beskrywing van gradiënt) - Riviervalleie en uitlopers • 1: 10 000 Ortofotokaarte* 3 uur - Vertikale lugfoto’s (Hersien Graad 8) - Ortofotobeelde gemaak vanaf lugfoto’s - Hoe hoogtes op ‘n ortofotokaart aangedui word - Kontoerlyne op ortofotokaarte – identifisering van verskynsels • 1: 50 000 Topografiese kaarte* 4 uur - Lees kaartsimbole om die volgende te identifiseer: o Natuurlike verskynsels op topografiese kaarte o Beboude verskynsels op topografiese kaarte - Leidrade van hoogtes op topografiese kaarte - Kontoerpatrone wat riviervalleie, heuwels, berge, rûe en uitlopers toon - Skaal en die meet van afstand op topografiese kaarte - deur lyn- en verhoudingskale te gebruik - Koördinate om verskynsels te bepaal • Inligting vanaf kaarte en foto’s 2 uur - Interpreteer inligting vanaf topografiese en ortofotokaarte asook lugfoto’s: ** o Beskryf landskap o Identifiseer grondgebruik o Nedersettingspatrone - identifiseer die vorm, grootte, ligging • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Let wel: * Topografiese en ortofotokaarte asook lugfoto’s is beskikbaar vanaf Die MapPack Projek, Privaatsak X10, Mowbray 7700. Faks: 021 689 1351. Telefoon: 021 658 4300. E-pos: ngi@ruraldevelopment.gov.za . ** Dit is nie noodsaaklik om kaarte en lugfoto’s van dieselfde gebied te gebruik nie. Kruisverwysing en vergelyking van ‘n ​​ gebied wat op ‘n verskeidenheid wyses getoon word, is egter die moeite werd. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word.Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 31 GraAd 9: Senior fase Geografie kwarTaal 2 Onderwerp: Ontwikkelingskwessies (Fokus: Suid-Afrika en die wêreld) Voorgestelde kontaktyd Een kwartaal/15 uur Aanbevole hulpbronne • Statistiek Suid-Afrika – Verkorte Sensus • Atlasse Inhoud en konsepte • Ontwikkeling 4 uur - Betekenis van ontwikkeling - insluitend ekonomiese, sosiale en omgewingsaspekte * - Maniere om ontwikkeling te meet - Die Menslike Ontwikkelingsindeks (HDI) - lewensverwagting, onderwys, per capita BBP o Wêreldkaart wat die HDI (Lande se posisie ten opsigte van vlak van hoë, middel of lae ontwikkeling) aandui - Verskille in die ontwikkeling rondom die wêreld - vergelykings van geselekteerde lande en streke • Faktore wat ontwikkeling beïnvloed 4 uur - Redes vir verskille in die ontwikkeling ** o Historiese faktore soos kolonialisme o Handel - wanbalanse, onbillike handel o Tegnologie en industrialisasie o Gesondheid en Welsyn o Onderwys o Politieke stabiliteit • Geleenthede vir ontwikkeling *** 4 uur - Billiker handelsverhoudings - Alternatiewe ontwikkeling - veral alternatiewe ten opsigte van industrialisering - Volhoubare ontwikkeling - insluitende die ekonomiese, sosiale en omgewingsfaktore • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Notas: * Ontwikkeling sluit in om binne die aarde se vermoë pe lewe en die fokus op die kwaliteit van lewe en behoeftes van die armes. ‘n Kritiese benadering tot die interpretasie van die ontwikkeling word benodig. ** Hierdie is belangrike faktore, maar moet nie gesien word as ‘n volledige lys nie. *** Dwarsdeur hierdie afdeling word voorbeelde van ontwikkelingsprogramme ingesluit, soos onderwys en opleiding, landelike ontwikkeling en gemeenskapsgebaseerde inisiatiewe. Neem kennis dat by die keuse van voorbeelde is voedselproduksie en landbou ‘n fokus in Kwartaal 4 (gebruik van hulpbronne en volhoubaarheid). Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word SOSIALE WETENSKAPPE GRAAD 7-9 32 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 9: Senior Fase GeograFIE KWARTAAL 3 Onderwerp: Oppervlakkragte wat die Aarde vorm (Fisiese Geografie) Voorgestelde kontaktyd: Een kwartaal/15 uur Aanbevole hulpbronne • Foto’s van ‘n reeks landvorme • Topografiese kaarte * Inhoud en konsepte • Verwering 3 uur - Die konsep verwering - Fisiese verwering - Chemiese verwering - Biologiese verwering - Impak van menslike aktiwiteite op verwering • Erosie en afsetting ** 7 uur - Verskil tussen verwering, erosie en afsetting - Riviere - kenmerke van erosie en afsetting langs ‘n rivierloop - See - kenmerke van erosie en afsetting wat verband hou met die golfaksie: die krag van die golwe en tipiese landvorme - Bewegende ys - kenmerke van erosie en afsetting wat met gletsers/bevrore landskappe geassosieer word - Wind - kenmerke van erosie en afsetting wat verband hou met die wind • Die impak van mense op gronderosie 3 uur - Menslike bydraes tot erosie deur middel van landbou, konstruksie en mynbou - Gevallestudie: landbou as ‘n bydraer tot erosie • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 2 uur Let wel: * Topografiese en ortofotokaarte asook lugfoto’s is beskikbaar vanaf Die MapPack Projek, Privaatsak X10, Mowbray 7700. Faks: 021 689 1351. Telefoon: 021 658 4300. E-pos: ngi@ruraldevelopment.gov.za. ** Sluit waar moontlik deurgaans tydens die sub-onderwerp voorbeelde van landvorme in Suid-Afrika, in. Beperk die aantal landvorme en detail vir elk. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word SOSIALE WETENSKAPPE GRAAD 7-9 KABV 33 GraAd 9: Senior Fase GeograFIE KWARTAAL 4 Onderwerp: Hulpbrongebruik en volboubaarheid (Fokus: Die Wêreld) Voorgestelde kontaktyd: Een kwartaal/15 uur Aanbevole hulpbronne • Atlasse • Atlas van die Aarde se hulpbronne en bestuur daarvan • Gevallestudies, foto’s om die inhoud van die onderwerp te illustreer • Metaalartefakte, soos byvoorbeeld blikkies, voor en na herwinning Inhoud en konsepte • Gebruik van hulpbronne 4 uur - Gebruike van natuurlike hulpbronne - hernubare en nie-hernubare - Effekte van ‘n onverstandige gebruik van hulpbronne o Oorbevissing van die oseane o Oorbeweiding • Volhoubare gebruik van hulpbronne 4 uur - Konsepte van ‘n volhoubare en onvolhoubare gebruik van hulpbronne - Maniere hoe hulpbronne volhoubaar gebruik kan word o Volhoubare visvangpraktyke o Volhoubare grondgebruik vir weiding - Die rol van verbruikers - individue, besighede en regerings - in die keuse van meer volhoubare gebruik van hulpbronne - soos die vermindering van druk op hulpbronne, die verlaging van koolstof-voetspoor • Voedselhulpbronne 4 uur - Konsep van voedselsekuriteit - plaaslike, streeks- en globale voorbeelde - Die rol van wetenskap en tegnologie in voedselproduksie * o Nywerheidsboerdery - die verhoging van die vee op ‘n hoë digtheid o Genetiese modifisering van gewasse - Volhoubare boerdery - toepaslike tegnologie en boerdery tegnieke • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Let wel: * Sluit kritiese studie van die voordele en nadele van verskillende vorme van voedselproduksie in. Sosiale, omgewings-, ekonomiese-, gesondheids-en etiese (insluitend diereregte) kwessies moet in ag geneem word. Hierdie inhoud en die gepaardgaande konsepte moet met die geografiese doelwitte en vaardighede wat in Afdeling 2 aangedui is, geïntegreer word. Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word SOSIALE WETENSKAPPE GRAAD 7-9 34 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) 3.2 Senior FASE GESKIEDENIS: RAAMWERK VAN DIT WAT ONDERRIG BEHOORT TE WORD GraAd 7: Senior Fase GESKIEDENIS KWARTAAL 1 Onderwerp: Die koninkryk van Mali en die stad Timboektoe gedurende die 14de eeu Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Agtergrond: • Onderwysers moet daarop let dat die woord “bronne” doelbewus verander Is na “hoe vind ons inligting oor die verlede” vir Graad 4-6. Die woord “bronne” moet in Graad 7 bekendgestel word. Fokus: Die ontwikkeling van ‘n ryk ekonomie en ‘n opvoedkundige sentrum lank gelede in die koninkryk van Mali. Inhoud en konsepte • Handel oor die Saharawoestyn 2 uur - Kameelkaravane as ‘n vervoermiddel - Goedere, insluitende sout wat vanaf Europa en Noord-Afrika in Mali gebring is, waar hulle vir goud, slawe, ivoor en volstruisvere verruil is - Verspreiding van Islam oor Noord-Afrika en in Wes-Afrika via handelaars in die 9de eeu • Die koninkryk van Mali 3 uur - Mali op die hoogtepunt van sy mag onder Mansa Musa In die vroeë 14de eeu - Mansa Musa se pelgrimstog na Mekka - Konstruksie van die Groot Moskee • Die stad Timboektoe - Leo Africanus se ooggetuie stories van sy reise 2 uur o Reis langs die karavaanroetes, in die Sahara woestyn en twee besoeke aan Timboektoe o Beskrywings van Timboektoe in sy boek Description of Africa (Beskrywing van Afrika) (1550) - Timboektoe as ‘n handelsentrum op die Trans-Sahara karavaanroete 2 uur o Goedere uit die Mediterreense kuslyn en sout in Timboektoe vir goud verhandel - Timboektoe as ‘n opvoedkundige sentrum 3 uur o Wiskunde, Chemie, Fisika, optika, sterrekunde, medisyne, geskiedenis, geografie, die tradisies van die Islam, regeringswette en nog baie meer o Timboektoe Manuskripteprojek en Suid-Afrikaanse samewerking o Waarom Timboektoe ‘n Wêreld Erfenisterrein is • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 35 GraAd 7: Senior Fase GESKIEDENIS KWARTAAL 2 Onderwerp: Die Trans-Atlantiese slawehandel Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Die aard en impak van die slawehandel tussen Wes-Afrika en die Suide van Amerika Inhoud en konsepte • Wes-Afrika voor die Europese slawehandel 1 uur • Die aard van die slawerny in Wes-Afrika voor die Europeërs • Slawerny in die Suide van Amerika 3 uur - Plantasies: tabak, rys, suikerriet en katoen - Redes vir die gebruik van slawe-arbeid - Hoe slawe gevange geneem, verkoop en vervoer is van Wes-Afrika - Slawemarkte - Getalle van slawe wat na Amerika geneem is - Wat met die grondstowwe plaasgevind het wat deur slawe geproduseer is • Die impak van die Trans-Atlantiese slawehandel op slawe 6 uur - Wat dit was om ‘n plantasie slaaf te wees in die Amerikaanse Suide. o Slawekultuur in liedere- en storievorm o Weerstand teen slawerny: individuele response, bv. traagheid, passiwiteit, onverskilligheid, ontduiking, alkoholisme, vlug, selfmoord, brandstigting, moor van eienaars o Rebellie teen slawerny o Nat Turner se opstand 1831 o Joseph Cinque en die Amistad Muitery 1839 o Die Ondergrondse Spoorstelsel (‘n Informele netwerk van geheime roetes en veilige huise wat deur die slawe gebruik is om te ontsnap) o Harriet Tubman: slawe wat ontvlug na vryheid, en die ander slawe gehelp het om te ontsnap o Die storie van John Brown en sy missie om slawerny af te skaf • Die impak van die Trans-Atlantiese slawehandel op die ekonomieë van: 2 uur - Wes-Afrika - Amerika en Brittanje - Aanwinste vir Amerika en Brittanje, en ‘n negatiewe impak op die Wes-Afrika • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 36 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 7: Senior Fase GESKIEDENIS KWARTAAL 3 Onderwerp: Kolonisasie van die Kaap in die 17de en 18de eeu Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Kolonisasie, die uitbreiding van die grense van die Nederlandse nedersetting en onmiddellike gevolge aan die Kaap Inhoud en konsepte • Hersien van Graad 5: 2 uur - Inheemse inwoners van die Kaap in die 17de eeu - Waar Afrikaan/Swart boere gevestig was (aan die ooste kant van die Kaap as gevolg van die klimaatsbeperkinge van sorghum en broodmanna: gevestig in die somerreënval gebiede wat ongeveer 500mm reën ontvang het gedurende die somer groeiseisoen) • Nederlandse nedersetting 10 uur - Redes vir die permanente nedersetting van die VOC (NOIK) aan die Kaap 1652 - Gevolge van die Hollanders - Slawe in die Kaap o Waarom slawe na die Kaap gebring is o Waarvandaan die slawe afkomstig is o Hoe die slawe na die Kaap gebring is o Hoe dit was om ‘n slaaf aan die Kaap te wees o Oorsake en gevolge van slaweweerstand aan die Kaap o Slawenalatenskap aan die Kaap, insluitende die godsdiens van Islam en die ontwikkeling van die Afrikaanse taal - Vryburgers; immigrasie van Hollanders en Franse Hugenote na die Kaap - Die uitbreiding van die Europese grense o Die beweging van trekboere met hul slawe en bediendes na die binneland o Leefwyse en stories van trekboere - Grondonteiening en die gevolge vir die inheemse bevolking o Genadendal: die eerste sendingstasie in Suider-Afrika 1738 o Die werk van William Bleek en Lucy Lloyd • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 37 GraAd 7: Senior Fase GESKIEDENIS KWARTAAL 4 Onderwerp: Samewerking en konflik op die grense van die Kaapkolonie in die vroeë 19de eeu Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Kolonisasie, die uitbreiding van die grense van die Britse nedersetting en onmiddellike gevolge aan die Kaap in die vroeë 19de eeu Inhoud en konsepte • Aankoms van die Britte en die uitbreiding van die grense van Europese nedersetting 2 uur • Die oosgrens van Europese nedersetting 5 uur - Die Grensoorloë aan die oostelike grens van Europese nedersetting o Gevallestudie: Hoof Maqoma (1798 - 1873) en Xhosa weerstand teen die Britse bewind - Soldate en amptenare o Gevallestudie: Andries Stockenström (1792 - 1864) en sy betrokkenheid op die oosgrens van Europese nedersetting - Britse immigrasie - Afskaffing van slawerny 1836 - Boere migreer en beweeg na die binneland: Groot Trek o Gevallestudie: Die lewens van inboekelinge • Die noordelike grens van Europese nedersetting 5 uur - Uitbreiding van handelsverhoudings op die noordelike grens van Europese nedersetting - Kora en Griekwa-groeperings (mense van gemengde afkoms en wegloperslawe wat ontsnap het uit die Kolonie): dryf handel met vervaardigde goedere, tabak en pakbeeste van die Kaap - Die suidelike grense van die Tswana-wêreld *: dryf handel met ivoor, huide, velle en pelse, yster en koper met Kora en Griekwa - Sendelinge en handelaars o Gevallestudie: Robert Moffat (1795 – 1883) in Kuruman Nota: * Tswana dorpe van die vroeë 19de eeu was van die grootste nedersettings in Suider-Afrika op daardie tydstip. Volgens reisigers se geskrifte en skattings wat deur argeoloë gedoen is het die aantal mense wat teen AD 1820 in klip-versterkte stede soos Marothodi, Molokwane of Kaditshwene gewoon het, gewissel van sowat 4 000 tot soveel as 20 000. Slegs Kaapstad was van ‘n soortgelyke grootte, en die stede Johannesburg en Pretoria het glad nie bestaan nie. • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 38 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 8: Senior Fase GESKIEDENIS KWARTAAL 1 Onderwerp: Die Industriële Revolusie in Brittanje en Suidelike Afrika vanaf 1860 Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Agtergrond: Die Minerale Revolusie in Suid-Afrika het met die ontdekking van diamante in Kimberley in 1867 begin; en is versterk met die ontdekking van goud op dieper vlakke aan die Witwatersrand in 1886. Die Britte was reeds besig om dele van Suider-Afrika te kolonialiseer teen die tyd dat diamante ontdek is en die Industriële Revolusie in Brittanje het dit ‘n sterker en doelgerigte koloniale mag gemaak. Die nuwe diamant rykdom in Suid-Afrika het die Britte geleidelik gelok om die beheer van die hele Suid-Afrika oor te neem. Fokus: Veranderinge in Brittanje gedurende die Industriële Revolusie, en die begin van die Industriële Revolusie wat in Suid￾Afrika teweeg gebring is deur ontginning van diamante en Brittanje se groeiende belangstelling in Suid-Afrika. Inhoud en konsepte • Veranderinge in Brittanje gedurende die Industriële Revolusie 6 uur - Rykdom van slawehandel - Ekonomie voor die Industriële Revolusie: boerdery ekonomie, kothuisnywerhede - Wat die Industriële Revolusie behels: - Sosiale veranderinge gedurende die Industriële Revolusie o Verstedeliking en verandering van lewensomstandighede - die lewens van die werkersklas, insluitende oorvol behuising (oorbesetting), armoede en werkershuise o Die myne en fabrieke - kinderarbeid in meule en myne - Arbeid, weerstand, die vakbondbeweging en die werkersklas-organisasies o Swing Onluste (landbou); Luddites (bedryf) o Grand National Consolidated Werkersunie (1833) - Verhoogde mag en rykdom van Brittanje en Wes-Europese ekonomieë • Suidelike Afrika teen 1860 3 uur - Kaart en ‘n kort beskrywing van politieke nedersetting - Ingeboekte arbeid van Indië om op suikerplantasies in die Britse kolonie van Natal te werk o Indië as ‘n Britse kolonie o Redes waarom arbeid ingevoer is: Zoeloe-koninkryk was nog onafhanklik o Redes vir die vraag na suiker in Brittanje o Voorwaardes waaronder kontrakarbeiders gewoon en gewerk het o Passasier Indiërs vanaf 1869 • Ontginning van diamante in Kimberley vanaf 1867 3 uur - Waarom diamante so waardevol is - Britse oorname van diamantryke grond in Griekwaland-Wes - Ontginning van diamante en die ontwikkeling van ‘n monopolie: een persoon een eis; wat met swart eisers gebeur het, probleme met betrekking tot die dieper ontginning in myne, die stigting van maatskappye, Cecil John Rhodes en Barney Barnato, die stigting van De Beers Consolidated Mines Limited, die regulering van aanbod en die prys van diamante • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 39 GraAd 8: Senior Fase GESKIEDENIS KWARTAAL 2 Onderwerp: Die Minerale Revolusie in Suid-Afrika Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Agtergrond: Die Minerale Revolusie in Suid-Afrika het met die ontdekking van diamante in Kimberley in 1867 begin; en is versterk met die ontdekking van goud op dieper vlakke aan die Witwatersrand in 1886. Teen die tyd dat goud ontdek is, het die Afrika-koninkryke hul onafhanklikheid verloor. Gedurende die goudmynbou-rewolusie is patrone ten opsigte van grond en arbeid gevestig en is in die 20ste eeu voortgesit. Fokus: Veranderende magsbalans in Suid-Afrika wat deur goudmynbou teweeggebring is, en die fondamente van rasse￾segregasie • Brittanje, diamantontginning en toenemende arbeidsbeheer en gebiedsuitbreiding 2 uur - Die toename in beheer oor die swart werkers: geslote kampongs en trekarbeid - Verdere onteiening van grond en die nederlaag van Afrika-koninkryke: Xhosa 1878 en Pedi en die Zoeloe 1879 • Goudmynontginning op groot dieptes aan die Witwatersrand vanaf 1886 - Waarom goud so waardevol is 1 uur - Die ontdekking en ontginning van goud aan die Witwatersrand 7 uur o Hoe goud ontgin word. o Ondergrondse omstandighede o Die Randhere en die vorming van die Kamer van Mynwese o Trekarbeiders (meer sistematiese beheer en leen van die kampongstelsel van Kimberley) o Toenemende druk op vroue in die reserwes, die verbrokkeling van families o Geskoolde en ongeskoolde wit werkers o Anti-Indiese wetgewing o Soorte arbeidsweerstand o Die stad Johannesburg - Die Minerale Revolusie as ‘n keerpunt in die Suid-Afrikaanse geskiedenis 2 uur o Die verskuiwing van magsbalans: oorwinning or die Boererepublieke 1902; Afrikaanse Politieke Organisasie (APO) 1902, Transvaal Indian Congress (TIC) 1903; Bambatha Rebellie 1906; Unie 1910; ontstaan van die Suid￾Afrikaanse Native National Congress (SANNC) 1912 (later herdoop tot die ANC); Satyagraha-veldtog van 1913 - 1914; Wet op Grond 1913 o Kaart van Suider-Afrika in 1913, in vergelyking met 1860 • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 40 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 8: Senior Fase GESKIEDENIS KWARTAAL 3 Onderwerp: Die Stormloop vir Afrika: laat 19de eeu Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Agtergrondsinligting: Die kolonisasie van Afrika was deel van ‘n globale Europese proses om al die kontinente van die wêreld te bereik. Europese kolonisasie en oorheersing het die wêreld dramaties verander. Fokus: Oorsake en gevolge van die Europese kolonisasie van die vasteland van Afrika, met spesiale fokus op die Ashanti￾koninkryk (gekoloniseer deur die Britte as die Goue Kus, en vandag die onafhanklike Afrika-land Ghana). Inhoud en konsepte • Europese kolonisasie van Afrika in die laat 19de eeu 8 uur - Afrika voor Europese kolonisasie o Kaart van Afrika 1800 - Berlynkonferensie van 1884 o Kaart van Afrika (wat verskillende koloniale lande toon) - Oorsake van kolonisasie - Patrone van kolonisasie: watter lande watter dele van Afrika gekoloniseer het - Waarom Europese magte in staat was om Afrika so vinnig te koloniseer - Gevolge van kolonisasie • Gevallestudie: Die Ashanti-koninkryk 5 uur - Die kus van Wes-Afrika voor die aankoms van die Europeërs - Die Ashanti en hul vroeë kontak met Europese handelaars en ontdekkers - Die Britte en die kolonisasie van die Goue Kus - Gevolge van kolonisasie vir die Ashanti-koninkryk en Brittanje • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 2 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 41 GraAd 8: Senior Fase GESKIEDENIS KWARTAAL 4 Onderwerp: Eerste Wêreldoorlog (1914 – 1918) Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Oorsake van die Eerste Wêreldoorlog en aspekte van mense se ervaring tuis en by die oorlog. Inhoud en konsepte • Redes waarom die Eerste Wêreldoorlog uitgebreek het 3 uur - Oorsig van langtermyn-oorsake: Nasionalisme, industriële ekonomieë, die beheer van die see, kolonisasie en Imperiale ryke - Onmiddellike oorsaak: Sluipmoord van Aartshertog van Oostenryk in Sarajewo - Lande in Europa wat geveg het: Geallieerde Magte vs Spilmoondhede • Aspekte van die ervarings in die Eerste Wêreldoorlog 5 uur - Diensplig en propaganda in Brittanje - Gewetensbeswaardes - Die loopgraafoorlog aan die Westelike Front - Musiek en gedigte - Eerste Wêreldoorlog en Suid-Afrika o Slag van Delvillebos 1916 o Sink van die Mendi 1917 • Vroue in Britanje tydens die Eerste Wêreldoorlog 3 uur - Veranderende rol van vroue in die werkplek in Brittanje tydens die Eerste Wêreldoorlog - Emily Pankhurst en die veldtog vir die stemreg van vroue in Brittanje • Die nederlaag van Duitsland en die Verdrag van Versailles (om weer aangeraak te word in graad 9) 1 uur • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 42 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 9: Senior Fase GESKIEDENIS KWARTAAL 1 Onderwerp: Tweede Wêreldoorlog - Die oorsake en uitbreek (1919 - 1945) Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Waarom die Weimar Republiek as ‘n demokrasie misluk het, die opkoms van Nazi-Duitsland, die uitbreek van die Tweede Wêreldoorlog in Europa en in die Stille Oseaan en mense se ervarings. Inhoud en konsepte • Die totstandkoming van Nazi-Duitsland 5 uur - Einde van die Eerste Wêreldoorlog, Weimar Republiek, Verdrag van Versailles 1919 en ‘n kort opsomming van die Duitse strawwe - Hitler en die Nazi’s 1920 - Die Groot Depressie van 1929 en die uitwerking op Duitsland - Mislukking van demokrasie in die Weimar Republiek - Redes vir openbare steun vir die Nazi-party en die 1932 en 1933 verkiesings - Magtigingswet 1933 en diktatorskap (insluitend die konsentrasiekampe vir die teenstanders) - Nuremberg Wette en verlies van basiese regte van die Joodse volk 1935 - Vervolging van politieke opponente, Jehovah Getuies, Roma (sigeuners), homoseksuele, Slawiërs, swart mense, gestremdes - Nazi-Duitsland as ‘n voorbeeld van ‘n fascistiese staat (in vergelyking met die demokrasie) • Tweede Wêreldoorlog: Europa 5 uur - Nazi’s aggressief, ekspansionistiese buitelandse beleid vir lewensruimte/lebensraum (baie kort) - Uitbreek van die Tweede Wêreldoorlog: Spilmoondhede teen Geallieerdes - Uitwissingskampe en volksmoord, die Holocaust, en die “Finale Oplossing” - Voorbeelde van weerstand teen Nazisme in Duitsland o Sophie Scholl en die Witroosbeweging o Dietrich Bonhoeffer en die Belydende Kerk o Warskou Ghetto Opstand - Einde van die Tweede Wêreldoorlog in Europa • Tweede Wêreldoorlog in die Stille Oseaan 2 uur - Amerika in die oorlog teen Japan: Pearl Harbour o Japannese Amerikaners met geweld verskuif na interneringskampe in die VSA o Japannese uitbreiding en gruweldade in China o Japannese krysgevangenekampe vir die Geallieerde soldate • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 43 GraAd 9: Senior Fase GESKIEDENIS KWArTAAL 2 Onderwerp: Die Kerntydperk en die Koue Oorlog (1945 - 1990) Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Die verandering in die magsbalans na die Tweede Wêreldoorlog en die wedywering tussen die nuwe supermoondhede tydens die Koue Oorlog. Inhoud en konsepte • Toenemende spanning tussen die Geallieerdes ná die einde van die Tweede Wêreldoorlog in Europa 2 uur - USSR (kommunisme) vs. VSA en die Weste (kapitalisme) • Einde van die Tweede Wêreldoorlog in die Stille Oseaan: Atoombomme en die begin van die Kerntydperk 2 uur - Wanneer, waar, waarom en hoe die Tweede Wêreldoorlog tot ‘n einde gekom het? - Waarom die VSA die bomme gegooi het? - Was dit geregverdig? • Definisie van die supermoondhede en die betekenis van “Koue Oorlog” 1 uur • Areas van konflik en kompetisie tussen die supermoondhede in die Koue Oorlog 6 uur - Wapenwedloop - Ruimtewedloop - Verdeling van Duitsland 1946 en die bou van die Berlynse Muur 1961 • Die einde van die Koue Oorlog 1989 1 uur - Die val van die Berlynse muur 1989 - Die val van die Sowjetunie (kortliks) 1991 Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 44 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 9: Senior Fase GESKIEDENIS KWARTAAL 3 Onderwerp: Keerpunte in die Suid-Afrikaanse geskiedenis sedert 1948 Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Sommige van die belangrikste keerpunte in die Suid-Afrikaanse geskiedenis, insluitend die koms van apartheid in 1948 en nie-gewelddadige weerstand teen apartheid in die 1950’s. Inhoud/konsepte/vaardighede • Die Universele Verklaring van Menseregte na die Tweede Wêreldoorlog 1 uur • Definisie van rassisme 2 uur - Die evolusie van die mens en ons gemeenskaplike afkoms * - Apartheid en die mite van ‘ras’ • 1948 Nasionale Party en Apartheid 4 uur - Rassesegregasie voor apartheid - Belangrikste apartheidswette in breë trekke o Gevallestudie: Wet op Groepsgebiede: Sophiatown gedwonge verskuiwings o Gevallestudie: Bantoestans: Gedwonge verskuiwings: Mense van Mogopa na Bophuthatswana • 1950’s: Onderdrukking en nie-gewelddadige weerstand teen apartheid 4 uur - SAKP verbied - ANC program van aksie o Kort biografie: Albert Luthuli, sy rol in die ANC en weerstand teen apartheid - Die Versetveldtog (insluitende die invloed van Mahatma Gandhi) - Vryheidsmanifes en Hoogverraadverhoor - Vroue-optog o Kort biografieë: Helen Joseph en Lillian Ngoyi en hul rol in die verset teen apartheid Mondelingse geskiedenis en navorsingsprojek: Voorgestelde onderwerp: Hoe apartheid mense se lewens beïnvloed het en hoe mense gereageer het: Doen navorsing oor enige apartheidswet, en voer ‘n onderhoud met ‘n persoon wat deur die wet geraak is en bepaal hoe hy of sy gereageer het • Laat tyd binne die klas toe vir instruksies en monitering van vordering van die projek 2 uur Let wel: * Mense vra dikwels hoe die begrip van menslike evolusie ons help. Die kwessie van ‘ras’ kwel steeds die Suid-Afrikaanse samelewing vandag. Wetenskaplikes sê dat “ras” is ‘n kulturele of sosiale konstruk en nie ‘n biologiese een. Die ideologie van Apartheid, byvoorbeeld, het oppervlakkige kriteria van die fisiese voorkoms gekies om kategorieë van mense te skep en dit dan gebruik om mense in “bevolkingsgroepe” te klassifiseer. Die studie van menslike ontwikkeling toon dat ons ‘n gemeenskaplike afkoms deel - ons is almal Afrikane in die sin dat ons almal afstam van voorouers wat in Afrika gewoon het so onlangs as 100 000 jaar gelede. • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 2 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 45 GrAAd 9: Senior Fase GESKIEDENIS KWARTAAL 4 Onderwerp: Keerpunte in die Suid-Afrikaanse geskiedenis 1948, 1960, 1976 en 1990 Voorgestelde kontaktyd: Een kwartaal/15 uur Die inhoud moet met die historiese doelwitte en vaardighede asook die gepaardgaande konsepte soos aangedui in Afdeling 2, geïntegreer word Fokus: Ten einde hierdie komplekse tydperk te bestudeer, is drie belangrike keerpunte gekies. Dit is om voorsiening te maak vir leerders om die betekenis van hierdie gebeure in meer diepte te waardeer. • 1960: Die Sharpeville-slagting en die Langa-optog 5 uur - Die ontstaan van die PAC 1959 - Oorsake, leiers, gebeure, korttermyn-en langtermyn-gevolge • 1976: Soweto-opstand 5 uur - Oorsake, leiers, die gebeure van 16 Junie, gebeure wat uitkring en gevolge wat dit oor die hele land het, langtermyn gevolge vir weerstand en onderdrukking • 1990: Vrylating van Nelson Mandela en die ontbanning van die vryheidsbewegings 2 uur - Gebeure wat tot die 1994-verkiesing (in breë trekke) aanleiding gee o Binnelandse weerstand en onderdrukking 1980’s o Buitelandse druk op die apartheidsregime 1980’s o Einde van die Koue Oorlog 1990 o Ontbanning van politieke bewegings 1990 o Vrylating van Mandela en ander politieke gevangenes 1990 o Onderhandelinge en geweld 1990 - 1994 o Demokratiese verkiesing in 1994 Let wel: Die koms van demokrasie na baie jare van stryd word in detail in Graad 12 herhaal. Handboeke moet die gebeure wat hierbo gelys is, dek, sodat leerders wat nie geskiedenis in Graad 10-12 kies nie in meer detail oor Suid-Afrika se onlangse geskiedenis kan lees. Leerders moet ook aangemoedig word om die verkorte weergawe van Nelson Mandela se outobiografie te lees • Hersiening, assessering (formeel en informeel) en terugvoering behoort op ‘n gereelde basis plaas te vind 3 uur Leerders moet gereeld lees en skryf. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. SOSIALE WETENSKAPPE GRAAD 7-9 46 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) AFDELING 4: assessERING in soSialE WETENSKAPPE 4.1 InLEIDING Assessering is ’n deurlopende, beplande proses om inligting oor leerders se prestasie te identifiseer, versamel en interpreteer, deur verskillende vorme van assessering te gebruik. Dit behels vier stappe: genereer en insameling van bewyse van prestasie; evaluering van hierdie bewyse, die opteken van die bevindinge; en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en daardeur die leer- en onderrigproses te verbeter. Assessering moet beide informeel (assessering vir leer) en formeel (assessering van leer) wees. In beide gevalle behoort gereelde terugvoering aan leerders voorsien te word, om die leerervaring te verbeter. Riglyne vir goeie assesseringspraktyke in Geskiedenis en Geografie Die doelstellings en vaardighede in die vak moet op die kennisinhoud sowel as die take, projekte, toetse of eksamens toegepas word. In die assessering van kennis, sal onderwysers die leerder se vermoë assesseer om die doelwitte te bereik en die vaardighede te demonstreer soos uiteengesit in Afdeling 2 van hierdie dokument. Ten einde leerders in staat te stel om die doelwitte te bereik en om die vaardighede te demonstreer, sal hulle ‘n volle begrip en insig moet hê van die inhoud en konsepte wat in Afdeling 3 uiteengesit is. Geheuevaardighede bly belangrik. Assessering sluit gewoonlik skryfwerk in. Dit beteken dat leerders skryfvaardighede geleer moet word en gehelp moet word om dit te beoefen. Mondelinge werk, praat, debatvoering en drama kan ook geassesseer word en is soms baie waardevol vir hersiening of voorbereiding van geskrewe werk. Leerders ondervind dikwels probleme om vollengte en in opstelformaat te skryf. Hulle moet opgelei word om die inligting wat hulle wil insluit (om slegs dit wat relevant is) te kies, om die inligting te rangskik (in volgorde te plaas met ander inligting) en verbinding van inligting te bewerkstellig (‘n logiese volgorde te maak, of argumenteer ). Die gehalte van leerders se werk is afhanklik van die sorg wat vir hul take en vrae gestel word. Hulle moet akkurate en gedetailleerde instruksies gegee word, deur hulle te vertel wat hulle moet doen sowel as om hulle te vertel waar hulle die inligting wat hulle nodig het, kan kry. Dit is dikwels ‘n goeie idee om wesenlike vrae in ‘n aantal kleiner vrae, of stappe, af te breek. Plagiaat (die gebruik van iemand anders se werk en voorgee dat dit ‘n mens se eie is) is ‘n besondere probleem, òf dit behels dat iemand anders die werk doen, òf die kopiëring van ‘n ander leerder se werk, of kopieer en plak van die Internet. Dit is noodsaaklik dat leerders opgelei word om te toon wanneer hulle iets aanhaal en hul verwysings aantoon. Net so moet onderwysers aan leerders ‘n voorbeeld stel deur altyd die verwysings vir meer inligting en die bronne wat hulle gebruik, aan te dui. 4.2 InformElE oF DaAGLIKSE AssesseRInG Assessering vir leer het ten doel die voortdurende invordering van inligting van leerders se prestasie wat dan gebruik kan word om hul leer te verbeter Informele assessering is ‘n daaglikse monitering van leerders se vordering. Dit word gedoen deur middel van waarnemings, besprekings, praktiese demonstrasies, leerder-onderwyser konferensies, informele klaskamer SOSIALE WETENSKAPPE GRAAD 7-9 KABV 47 interaksies, ens. Informele assessering kan so eenvoudig wees as die staking gedurende die les om waarnemings van leerders te maak, of om besprekings omtrent die leerproses met leerders te voer. Informele assessering moet gebruik word om terugvoering te gee aan die leerders en beplanning vir onderrig in te lig, maar hoef nie aangeteken te word nie. Dit moet nie gesien word as afsonderlik van die leer van aktiwiteite wat in die klaskamer plaasvind nie. Leerders of onderwysers kan hierdie assesseringstake nasien. Self- en portuurassessering betrek leerders aktief in assessering. Dit is belangrik omdat dit leerders toelaat om te leer asook te besin oor hulle eie prestasie. Die resultate van die informele daaglikse assesseringstake word nie formeel opgeteken nie, tensy die onderwyser verkies om dit te doen. Die resultate van die daaglikse assesseringstake word nie in aanmerking geneem vir bevordering en sertifisering nie. Leerders moet gereeld lees en skryf, beginnende met sinne en paragrawe wat mettertyd opbou na uitgebreide werkstukke. Baie daarvan kan gestruktureerd gedoen word deur aktiwiteite wat in die handboek voorkom deur te werk. Ander betroubare bronne van inligting wat die kurrikulum verryk, na weldeurdagte keuses en diskresie gebruik word. Bewyse van die leerder se werk, insluitend die assessering, moet in die leerder se notaboek gehou word. 4.3 Formele Assessering Alle assesseringstake wat deel uitmaak van ‘n formele program van assessering vir die jaar, word as formele assessering beskou. Formele assesseringstake word deur die onderwyser nagesien en opgeteken vir progressie en sertifiseringsdoeleindes. Alle formele assesseringstake is onderhewig aan moderering met gehalteversekering ten doel en om te verseker dat toepaslike standaarde gehandhaaf word. Formele assessering bied aan onderwysers die geleentheid om op ‘n sistematiese wyse te evalueer hoe goed hul leerders vorder in ‘n graad en in ‘n bepaalde vak. Voorbeelde van formele assessering sluit in toetse, eksamens, praktiese take, projekte, mondelinge aanbiedings, demonstrasies, optredes, ens. Formele assesseringstake vorm deel van ‘n jaarlange formele program van assessering in elke graad en vak. 4.3.1 Vereistes vir Formele Assessering in Sosiale Wetenskappe Geskiedenis en Geografie moet afsonderlik geassesseer word. Die vorme van assessering wat gebruik word, moet gepas wees vir die leerders se ouderdom en ontwikkelingsvlak. Leerders moet elke kwartaal formele assessering vir Geskiedenis en vir Geografie doen. Formele assessering sluit formeel geassesserde take, tesame met projekte en eksamens, in. (Verwys na die program van assessering op die volgende bladsy. ) SOSIALE WETENSKAPPE GRAAD 7-9 48 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) 4.3.2 Soorte formele assessering vir Sosiale Wetenskappe Projekte Leerders moet een projek in die Sosiale Wetenskappe in elke graad voltooi. Hulle doen dus ‘n projek òf Geskiedenis òf Geografie in ‘n gegewe jaar. Vir meer inligting oor projekte en wanneer dit voltooi moet word, verwys na Afdeling 2 van hierdie dokument. Toetse en Eksamens Toetse en eksamens vir formele assessering moet ‘n aansienlike gedeelte van die inhoud dek. Toetse en eksamens moet onder streng gekontroleerde omstandighede voltooi word. Elke toets en eksamen moet vir ‘n verskillende kognitiewe vlakke voorsiening maak. (Verwys na die tabel in die afdeling oor beplanning van assessering later in hierdie afdeling.) KognitieWE VlAK PerSentaSIE Lae Orde: Kennis en herroeping 30 Middel Orde: Begrip en toepassing 50 Hoë Orde: Analise, evaluering en sintese 20 Take Take moet ontwerp word om die inhoud en konsepte van die vak te dek en sluit ‘n verskeidenheid van aktiwiteite in wat gekies word om die geïdentifiseerde doelwitte en vaardighede te evalueer. Formele assesseringstake kan een of ‘n kombinasie van die aktiwiteite wat hieronder gelys word, insluit. Hierdie lys kan uitgebrei word. Skryf kort antwoorde op vrae (dit kan enkele woorde, kort frases of sinne insluit) Skryf paragrawe, en vanaf graad 7, moet uitgebreide skryfwerk met paragrawe wat in die regte volgorde gerangskik is gedoen word • Navorsing van vrae of onderwerpe • Skryf ‘n klein stukkie van die navorsing neer • Lees en som op • Luister en notuleer • Waarnemings aanteken • Vrae beantwoord (kort- en/of langer antwoorde) • Vrae stel (vrae toon insig) SOSIALE WETENSKAPPE GRAAD 7-9 KABV 49 • Voltooiing van werkvelle • Tekeninge en byskrifte aanbring • Pas, sorteer, lys, beskryf en vergelyk tekste, grafieke, kaarte, foto’s, prente • Die maak van verbindings tussen oorsake en gevolge • Identifiseer ooreenkomste en verskille • Kies en organiseer inligting • Analiseer en sintetiseer inligting • Lees, voltooi en/of teken kaarte • Werk met data (grafieke en tabelle) • Die vind van en/of werk met bronne • Kruisverwysing en inligting vergelyk • Verskaf ‘n verduideliking (mondeling, geskrewe of visueel) • Identifiseer en bespreek kwessies • Uitdrukking en die regverdiging van ‘n standpunt • Evaluering van idees en aksies • Opsporing van vooroordeel • ‘ n Aanbieding doen (mondeling, geskrewe of visueel) • Maak ‘n model, plakkaat of grafiek • Interpreteer foto’s en skryf byskrifte • Deelname aan ‘n gestruktureerde, voorbereide gesprek, debat of rolspel. Voordat die uitdeel van ‘n assesseringstaak aan leerders gedoen word, moet onderwysers seker maak dat hulle in staat is om al die vrae te beantwoord. Wanneer onderwysers ‘n assesseringstaak opstel, moet hulle ‘n memorandum van antwoorde en/of ‘n matriks vir die assessering saamstel. Verwys na die sewe-punt aanslagkode of skaal van prestasie by die opstel van ‘n matriks. Onderwysers moet sonder uitstel die assesseringstake nasien. Leerders moet deurlopende, opbouende terugvoering ontvang, beide informeel en formeel. Terugvoering moet sterkpunte uitwys en swakhede aantoon om die leerder se ontwikkelingsbehoeftes te identifiseer. Aksieplanne oor hoe leerders ondersteun sal word, moet deel van die terugvoering wees. Dit is belangrik dat die terugvoering aan leerders hul aanmoedig om beter te doen en hul selfvertroue opbou. SOSIALE WETENSKAPPE GRAAD 7-9 50 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) Beplanning vir Assessering Die opstel van goeie assesseringstake kan baie uitdagend wees en onderwysers word aangemoedig om noukeurig geselekteerde handboeke as ‘n riglyn te gebruik, en goeie assesseringstake te deel met onderwysers in ander skole. Volg hierdie stappe by die ontwerp van jou eie taak of aktiwiteit: 1. Verklaar die doel van die assessering (Hoekom?) 2. Besluit op die assesseringsaktiwiteit of -aktiwiteite (Vorm van assessering) 3. Besluit op die inhoud, konsepte en vaardighede wat geassesseer word (Wat?) 4. Kies ‘n formaat vir leerder voorlegging (verduidelik die metode: Hoe?) Formele assessering moet voorsiening maak vir ‘n reeks kognitiewe vlakke en vermoëns van leerders soos hieronder getoon. ‘n Formele assessering behoort die volgende in te sluit: lae-, middel-en hoë orde aktiwiteite of vrae, met ‘n oorhelling na die kognitiewe vlak van die middel orde. KENNIS EN HERROEPING BEGRIP/ TOEPASSING TOEPASSING KONSEPTUELE REDENASIE: ANALISE KONSEPTUELE REDENASIE: SINTESE KONSEPTUELE REDENASIE: EVALUERING LAE ORDE MIDDEL ORDE HOË ORDE Aanhaal Absorbeer Benoem Definieer Aandui Herhaal Herken identifiseer Kies Kwoteer Label Lys Memoriseer Omskryf Onthou Pas Reageer Reproduseer Tel Natrek Uitwys Beskryf Bespreek Definieer Demonstreer Gee voorbeelde Herhaal Herskryf Illustreer Interpreteer Kies Klassifiseer Lei Onderskei Oorskakel Opsom Parafraseer Pas Skakel oor Skat Veralgemeen Verduidelik Vergelyk Verander Bereken Konstrueer Demonstreer Teken Illustreer Voorspel Dui die verwantskap aan tussen Los op Gebruik Differensieer Onderskei Ondersoek Onderverdeel Organiseer Skei Uiteensetting Verwantskap Bespreek Formuleer Genereer Groepeer Integreer Kombineer Konstrueer Ontwerp Opsom Organiseer Rangskik Saamstel Skep Uittrekseksel maak Veralgemeen Aanbeveel Beoordeel Besluit Debatteer Evalueer Gevolgtrekking maak Gradeer Interpreteer Kontrasteer Kritiek uitspreek Kritiseer Motiveer Ondersteun Skep SOSIALE WETENSKAPPE GRAAD 7-9 KABV 51 4.4 Program VAN ASSESSERING Die program van assessering is saamgestel om formele assesseringstake oor alle vakke in ’n skool oor die kwartaal te versprei. Senior Fase Skoolgebaseerde Assessering (SBA): 40% (insluitende halfjaarlikse eksamen) Einde van die jaar eksamen: 60% GraAd 7 Kwartaal 1 Geskiedenis Taak Skoolgebaseerde Assessering (SBA) 40% Geografie Projek Kwartaal 2 Geskiedenis Taak/Toets Geografie Taak/Toets Kwartaal 3 Geskiedenis Taak Geografie Taak Kwartaal 4 Geskiedenis Eksamen Einde van die Jaar Eksamen Geografie Eksamen 60% GraAd 8 Kwartaal 1 Geskiedenis Taak Skoolgebaseerde Assessering (SBA) 40% Geografie Taak Kwartaal 2 Geskiedenis Taak/Toets Geografie Taak/Toets Kwartaal 3 Geskiedenis Taak Geografie Projek Kwartaal 4 Geskiedenis Eksamen Einde van die jaar eksamen 60% Geografie Eksamen SOSIALE WETENSKAPPE GRAAD 7-9 52 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) GraAd 9 Kwartaal 1 Geskiedenis Taak Skoolgebaseerde Assessering (SBA) 40% Geografie Taak Kwartaal 2 Geskiedenis Taak/Toets Geografie Taak/Toets Kwartaal 3 Geskiedenis Projek Geografie Taak Kwartaal 4 Geskiedenis Eksamen Einde van die jaar eksamen Geografie Eksamen 60% 4.5 OPTEKENING EN RApPortERing Optekening is ’n proses waartydens ’n onderwyser ’n leerder se prestasievlak vir ’n spesifieke assesseringstaak dokumenteer. Dit dui op die leerder se vordering na die bereiking van die kennis soos in die kurrikulum- en assesseringsbeleid voorgeskryf. Rekords van leerderprestasie moet dus bewys lewer van die leerder se konseptuele progressie in ’n graad en sy of haar gereedheid om na die volgende graad bevorder te word. Rekords van leerderprestasie moet ook gebruik word om die vordering wat deur onderwysers en leerders gemaak is in die onderrig- en leerproses, te verifieer. Rapportering is ’n proses waartydens die leerder se prestasie aan leerders, ouers, skole en ander belanghebbendes gekommunikeer word. Leerderprestasie kan op verskillende maniere, insluitend rapporte, ouervergaderings, skoolbesoeke, ouer-onderwyser konferensies, telefoonoproepe, briewe, klas￾of skool nuusbriewe, gerapporteer word. Onderwysers in alle grade moet in persentasies teenoor die vak opteken. Die verskillende prestasievlakke en hul ooreenstemmende persentasiebande word in die tabel wat volg, getoon. KODES EN PERSENTASIES VIR OPTEKENING EN RAPPORTERING aanslagkode Beskrywing van bevoegdheid PerSentaSIE 7 Uitstaande prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Beduidende prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Gemiddelde prestasie 40 – 49 2 Basiese prestasie 30 – 39 1 Nie bereik nie 0 – 29 Onderwysers sal werklike punte teenoor die taak opteken deur van ’n optekenblad gebruik te maak, en hulle moet van persentasies teenoor die vak op die leerders se rapporte gebruik maak. SOSIALE WETENSKAPPE GRAAD 7-9 KABV 53 Sosiale Wetenskappe vir Intermediêre en Senior Fase leerlingverslae: Toon Geskiedenis en Geografie afsonderlik en saam op die skool se verslag, soos in die voorbeeld hieronder: Sosiale Wetenskappe Geskiedenis % Geografie % Gemiddelde (Sosiale Wetenskappe) 4.6 Moderering van Assessering Moderering verwys na die proses wat verseker dat assesseringstake regverdig, geldig en betroubaar is. Moderering moet op skool, distriks-, provinsiale en nasionale vlak geïmplementeer word. Omvattende en toepaslike modereringspraktyke moet in plek wees vir die gehalteversekering van alle vakassessering. 4.7 ALGEMEEN Hierdie dokument moet in samehang met die volgende gelees word: 4.7.1 Die Nasionale beleid met betrekking tot die program- en bevorderingsvereistes vir die Nasionale Kurrikulumbeleid Graad R-12; en 4.7.2 Die beleidsdokument, Nasionale Protokol vir Assessering Graad R-12 SOSIALE WETENSKAPPE GRAAD 7-9 54 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV) SOSIALE WETENSKAPPE GRAAD 7-9 KABV 55 SOSIALE WETENSKAPPE GRAAD 7-9 56 KURRIKULUM EN ASSESSERING BELEIDSVERKLARING (KABV)     TEGNOLOGIE Kurrikulum- en assesseringsbeleidsverklaring Senior fase Graad 7-9 Nasionale Kurrikulumverklaring (NKV) KABV KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 7-9 TEGNOLOGIE TEGNOLOGIE GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http://www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0783-2 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery TEGNOLOGIE GRAAD 7-9 KABV VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die gemeenskap van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot 'n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal￾grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid￾Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS TEGNOLOGIE GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEGNOLOGIE GRAAD 7-9 KABV 1 INHOUD AFDELING 1: KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING........................................ 3 1.1 Agtergrond....................................................................................................................................................... 3 1.2 Oorsig............................................................................................................................................................... 3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum........................................................................... 4 1.4 Tydstoekenning............................................................................................................................................... 6 1.4.1 Grondslagfase......................................................................................................................................... 6 1.4.2 Intermediêre Fase................................................................................................................................... 6 1.4.3 Senior Fase............................................................................................................................................. 7 1.4.4 Graad 10–12 ........................................................................................................................................... 7 AFDELING 2: Inleiding tot Tegnologie......................................................................................... 8 2.1 Doel................................................................................................................................................................... 8 2.2 Spesifieke doelwitte........................................................................................................................................ 8 2.3 Unieke kenmerke en omvang......................................................................................................................... 9 2.4 Onderwerpe en kern inhoud areas in Tegnologie ..................................................................................... 10 2.5 Die belangrikheid van ontwerp in Tegnologie-onderwys ......................................................................... 11 2.6 Onderrigmetodologie (hoe take benader sal word) .................................................................................. 12 2.7 Tydstoekenning vir Tegnologie ................................................................................................................... 13 2.8 Vereistes vir Tegnologie .............................................................................................................................. 13 AFDELING 3 ............................................................................................................................................ 15 3.1 Fokus inhoud, begrip en vaardighede vir Graad 7 Kwartaal 1-4 ............................................................. 15 3.2 Fokus inhoud, begrip en vaardighede vir Graad 8 Kwartaal 1-4 ............................................................. 23 3.3 Fokus inhoud, begrip en vaardighede vir Graad 9 Kwartaal 1-4 ............................................................. 30 TEGNOLOGIE GRAAD 7-9 2 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: Assessering in Tegnologie ..................................................................................39 4.1 Inleiding......................................................................................................................................................... 39 4.2 Hindernisse tot leer en assessering........................................................................................................... 39 4.3 Informele daaglikse assessering................................................................................................................ 40 4.3.1 Formele assessering ......................................................................................................................... 40 4.3.2 Mini-praktiese assesseringstaak (mini-PAT) ................................................................................... 42 4.4 Program van assessering............................................................................................................................ 46 4.4.1 Toetse.................................................................................................................................................. 46 4.4.2 Mini PAT .............................................................................................................................................. 46 4.4.3 Eksamens ........................................................................................................................................... 46 4.4.4 Inhoud wat vir die einde-van-die-jaar eksamens geassesseer word ............................................ 46 4.4.5 Tipe vrae vir pen en papier toets...................................................................................................... 46 4.4.6 Die gebruik van gevallestudies......................................................................................................... 47 4.5 Optekening en rapportering........................................................................................................................ 47 4.6 Moderering van assessering....................................................................................................................... 48 4.6.1 Formele assessering (SGA).............................................................................................................. 48 4.6.2 Praktiese assesseringstake (mini-PAT) ........................................................................................... 48 4.7 Bylaes:........................................................................................................................................................... 48 4.8 Algemeen ...................................................................................................................................................... 48 BYLAE A: TEGNOLOGIE - Vorderingskaart [Vaardighede]..................................................49 BYLAE B: GEREEDSKAP VIR TEGNOLOGIE ......................................................................................56 BYLAE C: SIMBOLE VIR ELEKTRIESE EN ELEKTRONIESE KOMPONENTE...................................63 BYLAAG D: TEGNOLOGIE VAKWOORDELYS.....................................................................................66 BYLAE E: DIE ONTWERPPROSES .......................................................................................................74 BYLAE F: BEREKENING VAN JAARPUNTE.........................................................................................75 BYLAE G: BEPLANNING VIR ASSESSERING MET INAGNEMING VAN KOGNITIEWE VLAKKE ....77 BYLAE H: MODERERINGSRAAMWERK VIR 'N ASSESSERINGSTAAK ............................................78 TEGNOLOGIE GRAAD 7-9 KABV 3 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; TEGNOLOGIE GRAAD 7-9 4 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) (iv) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, ‘n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: ‘n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleids￾verklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid-Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; TEGNOLOGIE GRAAD 7-9 KABV 5 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). TEGNOLOGIE GRAAD 7-9 6 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 TEGNOLOGIE GRAAD 7-9 KABV 7 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Nasionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. TEGNOLOGIE GRAAD 7-9 8 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 2: INLEIDING TOT TEGNOLOGIE 2.1 DOEL Tegnologie-onderwys is in die Suid-Afrikaanse kurrikulum opgeneem uit erkenning van die behoefte om ingenieurs, tegnici en vakmanne te produseer wat nodig is in die moderne samelewing asook om die behoefte om ‘n tegnologies geletterde bevolking vir die moderne wêreld te ontwikkel. Die onderwerp stimuleer leerders om innoverend te wees en ontwikkel hul kreatiewe en kritiese denkvaardighede. Dit leer hulle tyd en materiële hulpbronne effektief te bestuur, bied geleenthede vir samewerkende leer en koester groepswerk. Hierdie vaardighede bied ‘n stewige fondament vir ‘n aantal VOO-vakke sowel as vir die wêreld van werk. Tegnologie in die opvoedkundige konteks, kan gedefinieer word as: Die gebruik van kennis, vaardighede, waardes en hulpbronne om aan mense se behoeftes en begeertes te voldoen deur die ontwikkeling van praktiese oplossings vir probleme, deur sosiale en omgewingsfaktore in ag te neem. 2.2 Spesifieke doelwitte Tegnologie as ‘n vak dra by tot leerders se tegnologiese geletterdheid deur hulle geleenthede te bied om: • Spesifieke ontwerpvaardighede om tegnologiese probleme op te los, te ontwikkel en toe te pas. • Die begrippe en kennis wat in Tegnologie-onderwys gebruik word te verstaan en om hulle verantwoordelik en doelgerig te gebruik. • Die interaksie tussen mense se waardes en houdings, tegnologie, die samelewing en die omgewing te waardeer. Die bedoeling is om leerders bekend te stel aan die basiese beginsels wat nodig is in Siviele Tegnologie, Meganiese Tegnologie, Elektriese Tegnologie en Ingenieursgrafika en Ontwerp. Daarbenewens kry leerders ‘n idee van die manier waarop ingenieurs wetenskaplike beginsels op praktiese probleme toe pas. Daarbenewens, sal evalueringsvaardighede bevorder word en sal die bekendstelling van produk ontwerp en produksie nuttig wees in ander VOO-vakke wat gebruik maak van hierdie vaardighede - soos Verbruikerstudies en Ontwerp. Dit word verwag dat Tegnologie-onderwys leerders sal voorsien met etlike ervarings om hulle te help om beroepsgerigte vakkeuses te maak aan die einde van graad 9. TEGNOLOGIE GRAAD 7-9 KABV 9 HOO: TERSIÊRE KWALIFIKASIES Tegnikus; Vakman; Ingenieur; Bourekenaar; Argitek VOO: STUDIEVELDE GEKOPPEL AAN TEGNOLOGIE: GRAAD 10 – 12 HOO: NATUURWETENSKAPPE EN TEGNOLOGIE: GRAAD 7 – 9 HOO: NATUURWETENSKAPPE EN TEGNOLOGIE: GRAAD 4 – 6 siviele tegnologie meganiese tegnologie ELEKTRIESE tegnologie INGENIEURSGRAFIKA EN ONTWERP FISIESE WETENSKAPPE ONTWERP 2.3 UNIEKE KENMERKE EN OMVANG Tegnologie sal leerders onderrig vir die geleentheid om te leer: • Om probleme op kreatiewe maniere op te los; Sleutel aspekte om te onderrig: 1.Probleemoplossing deur die ontwerpproses te gebruik 2.Praktiese vaardighede 3.Kennis en die toepassing van kennis • Om outentieke kontekste gewortel in werklike situasies buite die klaskamer te gebruik; • Om dink en doen op ‘n manier te kombineer sodat dit abstrakte begrippe met konkrete begrippe verbind; • Om bestaande produkte en prosesse te evalueer; en om hul eie produkte te evalueer; • Om op ‘n doelgerigte manier kennis te gebruik en te betrek; • Om met inklusiwiteit, menseregte, sosiale en omgewingskwessies in hul take om te gaan; • Om ‘n verskeidenheid van lewensvaardighede in outentieke kontekste (soos besluitneming, kritiese en kreatiewe denke, samewerking, probleemoplossing en behoefte identifikasie) te gebruik; • Terwyl positiewe houdings, persepsies en aspirasies ten opsigte van tegnologie-gebaseerde loopbane geskep word. • Om met ander saam te werk: • Deur praktiese projekte ‘n verskeidenheid tegnologiese vaardighede (ondersoek, ontwerp, maak, evalueer en kommunikeer) wat by verskillende leerstyle pas, te gebruik. TEGNOLOGIE GRAAD 7-9 10 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.4 Onderwerpe en kern inhoudareas in tegnologie Die tabel hieronder toon die hoof fokusareas in die Tegnologie-kurrikulum: 1. DIE ONTWERPPROSESVAARDIGHEDE (nie-liniêr): • Ondersoekvaardighede • Ontwerpvaardighede • Maakvaardighede • Evalueringsvaardighede • Kommunikasievaardighede Evalueer Ondersoek Probleem Kommunikeer Ontwerp Maak 2. STRUKTURE 3. VERWERKING VAN MATERIALE 4. MEGANIESE STELSELS EN BEHEER 5. ELEKTRIESE STELSELS EN BEHEER 6. TEGNOLOGIE, SAMELEWING EN OMGEWING • Inheemse tegnologie • Impak van tegnologie • Vooroordeel in tegnologie Daar is vier kern inhoudareas in Tegnologie in graad 7 - 9. Dié is: STRUKTURE VERWERKING MEGANIESE STELSELS EN BEHEER ELEKTRIESE STELSELS EN BEHEER L.W. Alle elektriese stroombane moet in die AOO band battery-aangedrewe wees - Maks. 9V gs. Hierdie vier inhoudareas vorm die basis van die vier kennisafdelings wat elke jaar in elke graad gedoen moet word. Waar moontlik, moet die leerder in die senior fase betrokke raak by projekte wat verwerking, strukture en stelsels en beheer integreer. Die aanbevole benadering sal wees om die nodige kennis bekend te stel, gevolg deur praktiese werk waar die kennis toegepas word. In alle gevalle sal die onderrig gestruktureer word deur gebruik te maak van die ontwerpproses as die ruggraat van die metodologie. Sommige van hierdie elemente sal elke kwartaal formeel geassesseer word. Soos leer vorder, moet leerders bewus gemaak word van die onderlinge verband tussen tegnologie, die samelewing en die omgewing. Waar van toepassing, moet die leerders bewus gemaak word van verskillende gelyktydige bestaande kennisstelsels. Hulle moet leer hoe inheemse kulture spesifieke materiale en prosesse gebruik het om behoeftes te bevredig, en bewus geraak het van die inheemse intellektuele eiendomsregte. Leerders moet in staat wees om die impak van tegnologie, beide positief en negatief, op mense se lewens te oorweeg. Leerders moet bewus gemaak word van die vooroordeel in tegnologie en in staat wees om hul menings uit te druk wat verduidelik hoe sekere groepe in die samelewing bevoordeel of benadeel kan word deur produkte van tegnologie. TEGNOLOGIE GRAAD 7-9 KABV 11 2.5 DIE BELANGRIKHEID VAN ONTWERP IN TEGNOLOGIE-ONDERWYS Geen produk is ooit vervaardig wat nie ontwikkeling deur middel van ontwerp ondergaan het nie. Tegnologie-onderwys is ‘n inleiding tot ‘n verskeidenheid van loopbane wat op dieselfde maniere werk. Almal neig om die ontwerpproses te gebruik as hulle oplossings wil ontwikkel vir probleme, behoeftes of begeertes. Die land benodig ingeligte, kritiese verbruikers en vervaardigers met kennis. ‘n Sleutel element tot leer, is die vermoë om te ontwerp. Met baie soortgelyke produkte op die mark is ontwerp-uitnemendheid ‘n belangrike element in die werwing van verbruikers. “Of dit nou styl op die buite- of innoverende tegnologie aan die binnekant is, skerpheid in ontwerp is nou meer as ooit noodsaaklik om ‘n maatskappy of produk mededingend te hou. Is dit ergonomies sterk? Sal dit staande bly en herhaaldelike gebruik of misbruik weerstaan? Is dit ontwerp om “geskik-vir-doel te wees? Sal die verbruiker waarde in dit sien? Sal dit veilig wees om te produseer en te gebruik? Sal dit ‘n negatiewe uitwerking op sekere groepe het? Is dit omgewingsvriendelik? “Verw: The Design Encyclopaedia. Voorbeelde van beroepe wat ontwerp gebruik: Siviele ingenieurswese - die ontwerp van ‘n brug. Argitektuur - die ontwerp van ‘n huis. Tekstiel ontwerp - die ontwikkeling van ‘n tekstiel vir ‘n spesifieke doel. Elektrisiën - die ontwerp van die elektriese bedrading vir ‘n lamp. Dieetkundige – die ontwerp van ‘n dieet om wanvoeding en vetsug te bestry. Meganiese ingenieurswese – die ontwerp van ‘n masjien. Strukturele Ingenieurswese – die ontwerp van ‘n ondersteuningstelsel vir die dak van ‘n stadion Ontwerpers het nodig ... • ‘n begrip van die probleem, behoefte of geleentheid; • kennis van die ontwerpproses; • kennis van die tipes en eienskappe van geskikte materiale, en hoe om dit optimaal te gebruik; • die vermoë om die hoeveelhede en die koste van die materiaal wat benodig word te bereken; • kennis van konvensies/gebou kodes; • ‘n vermoë om oorspronklike idees op papier te skets; • die vermoë om werkstekeninge met voldoende besonderhede vir die taak te teken; • die praktiese vaardighede wat nodig is om ‘n oplossing te skep; • die vermoë om veilig te werk met behulp van gepaste gereedskap; • die vermoë om te voldoen aan gesondheidsvoorsorgmaatreëls; • die vermoë om die oplossing effektief vir die kliënt/klant aan te bied. Leerders moet saam met ander werk; praktiese projekte doen deur gebruik te maak van ‘n verskeidenheid van tegnologiese vaardighede (ondersoek, ontwerp, maak, evalueer en kommunikeer) om verskillende leerstyle te pas. TEGNOLOGIE GRAAD 7-9 12 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2.6 ONDERRIGMETODOLOGIE (HOE TAKE BENADER SAL WORD) L.W.: Soos leerders deur ‘n taak vorder, moet hulle die verwante kennis en die vaardighede wat nodig is om ‘n oplossing te ontwerp en te skep, geleer word. Kennis is belangrik, MAAR die leerders moet toon dat hulle die kennis kan gebruik, en nie net memoriseer nie. Die Ontwerpproses (Ondersoek, Ontwerp, Maak, Evalueer, Kommunikeer - OOMEK) vorm die ruggraat van die vak en moet gebruik word om die lewering van alle leerdoelwitte te struktureer. As ‘n beginpunt moet leerders blootgestel word aan ‘n probleem, behoefte of geleentheid. Hulle moet dan betrek word in ‘n sistematiese proses wat hulle toelaat om oplossings te ontwikkel wat probleme oplos, ontwerpkwessies regstel en behoeftes bevredig. Ondersoek in hierdie vak behels om uit te vind oor kontekste en behoeftes, die ondersoek of die evaluering van bestaande produkte met betrekking tot sleutel ontwerpaspekte en die uitvoering van praktiese toetse om begrip van die spesifieke aspekte van die inhoudareas te ontwikkel of die bepaling van ‘n produk se geskiktheid-vir-doel. Tydens die ondersoek, behoort leerders van geleenthede voorsien te word om waardes en houdings te verken en ingeligte opinies te ontwikkel wat hulle kan help om kompromieë en waarde-oordele te kan maak. Ondersoek kan gebeur by enige punt in die ontwerpproses. Dit moet nie gesien word as iets wat voltooi moet word voordat die ontwerp begin kan word nie. Ontwerp, maak en evalueer. Hierdie vaardighede moet nie as afsonderlik gesien word nie - hulle is interverwant. Evalueringsvaardighede, byvoorbeeld, word gebruik om idees te kies. Op hierdie vlak moet leerders bekend gestel word aan die belangrikste aspekte van ontwerp. Dit moet gebruik word om beide bestaande en ontwerpte produkte teen voorafbepaalde kriteria te evalueer. Tydens die maakproses moet leerders aangemoedig word om aan te hou reflekteer oor hul vordering teen hierdie kriteria en hul oplossings op grond van die probleme wat hul teë gekom het, aan te pas. Soos leerders vorder moet hulle in staat wees om toenemende akkuraatheid en vaardighede, beter organisasie en veiliger werkspraktyke te demonstreer. Kriteria vir die onderrig en assessering van ontwerp kenmerke • Oorspronklikheid en estetika • Waarde vir geld/koste effektiwiteit • Geskik vir doel en geskiktheid van materiale • Vergemakliking van vervaardiging • Veiligheid en ergonomika • Omgewingsimpak • Vooroordeel tot of teen ‘n groep Kommunikasie moet ook gesien word as ‘n integrale deel van die totale proses. Leerders moet hul vordering skriftelik en in grafiese vorm op ‘n deurlopende basis opteken en aanbied. Hul voorleggings moet die toenemende gebruik van media, vlakke van formaliteit en konvensies wys soos hulle deur die fase vorder. Tegnologie ontwikkel waardevolle probleemoplossingsvaardighede wat elke leerder in baie lewenskontekste sal bevoordeel. Die graad 9-leerder moet in staat wees om ‘n probleem, behoefte of geleentheid uit ‘n gegewe lewensegte konteks te identifiseer en te verduidelik. TEGNOLOGIE GRAAD 7-9 KABV 13 Nota op tekenwerk: In graad 7 - 9 Tegnologie word tekene in drie velde geskei: Vryhandsketse in die ontwerpfase. Werkstekeninge in die maakfase, deur gebruik te maak van formele tekenwerktegnieke in lyn met die tekenkonvensies. Artistieke indrukke in die kommunikasiefase, deur gebruik te maak van kuns-tegnieke, insluitend perspektief, tekstuur beraping, beskaduwing, kleure en skaduwees ten einde die produk aan potensiële gebruikers te adverteer. L.W.: Perspektieftekening hier is suiwer artisties en het geen skakel met die metode om perspektief met die werktekeninge te verbind waar formele konstruksielyne gebruik word. Leerders teken in Tegnologie, beide tegniese EN artistieke grafika. 2.7 TYDTOEKENNING VIR TEGNOLOGIE Die onderrig vir Tegnologie is twee (2) ure per week. Omdat hierdie vak praktiese werk insluit, moet 60 minute van die twee uur aaneenlopend wees vir praktiese werk, bv. ‘n dubbelperiode wat uit twee periodes van 30 minute bestaan. Skole wat periodes met alternatiewe lengtes, of ‘n sikliese stelsel gebruik, moet verseker dat alle vakke hul regte tyd toekenning kry en dat voldoende tyd toegeken is vir die praktiese sessies. 2.8 VEREISTES VIR TEGNOLOGIE 1. Elke leerder moet beskik oor: • ‘n goedgekeurde handboek. • ‘n 72-bladsy A4-grootte werkboek/oefening boek. (In sekondêre skole kan leerders twee boeke per jaar benodig.) • Skryfbehoeftes insluitende basiese wiskunde stel (tekeninstrumente): potlood, uitveër, liniaal en ‘n stel tekendriehoeke. 2. ‘n Aangewese onderriglokaal met ‘n Tegnologie-onderwyser. 3. Tegnologie klaskamers moet veilig wees, met deure wat sluit en met diefwering, indien moontlik. Genoeg kaste moet beskikbaar wees om alle hulpbronne te berg en toe te sluit. 4. Dit is die verantwoordelikheid van die skool om elke leerder te voorsien van die minimum gereedskap en materiaal om aan die behoeftes van die vak te voldoen (sien Bylae B vir moontlike gereedskap en hulpbronne) en om die onderwyser se toepaslike kennis en vaardighede te ontwikkel. 5. Bemagtigingstake: Aktiwiteite wat gebruik word om te onderrig en om dan spesifieke vaardighede te oefen ter voorbereiding vir ‘n meer gevorderde taak - soms ook brontake genoem. Hierdie take word informeel geassesseer. TEGNOLOGIE GRAAD 7-9 14 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 6. Mini-PAT: ‘n Kort Praktiese Assesseringstaak vorm die belangrikste formele assessering van ‘n leerder se vaardighede en toepassing van kennis gedurende elke kwartaal. Dit kan ‘n opdrag wees wat aspekte van die ontwerpproses dek, of dit kan ‘n volle bekwaamheidstaak wees wat alle aspekte van die ontwerpproses dek (OOMEK). LET WEL: Die kurrikulum vir Graad 7 is baie spesifiek beskryf om te verseker dat al hierdie leerders dieselfde werk in alle skole regoor die land dek voor promivering na sekondêre skole. Enkele beperkte variasies sal deur die verskillende handboekskrywers ontwikkel word. Die kurrikulum vir Graad 8 beskryf sekere afdelings redelik spesifiek, terwyl ander afdelings baie vryheid bied vir die innovasie wat van die handboekskrywers verwag word. Die graad 9-leerders moet in staat wees om in ‘n gegewe konteks ’n "probleem, behoefte of geleentheid te identifiseer". Gevolglik is die kurrikulum vir Graad 9 nie spesifiek nie en het handboekskrywers vrye teuels om idees te ontwikkel wat by die gegewe inhoud pas. TEGNOLOGIE GRAAD 7-9 KABV 15 AFDELING 3: KURRIKULUMVERKLARING 3.1 FoKUS INHOUD, KONSEP EN VAARDIGHEDE VIR GRAAD 7 KWARTAAL 1-4 GRAAD 7 KWARTAAL 1 Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake Bemagtigingstake - bou die bekwaamhede om die formele assesseringstake later in die kwartaal te voltooi 2 Ontwerpproses￾vaardighede • Inleiding: Wat is tegnologie? • Definisie • Omvang - Wat Tegnologie in die “wêreld van werk “doen? - Hoe ons sal werk - die ontwikkeling van ‘n tegnologie taak: - Ondersoek: vind, gebruik en inligting te erken. - Ontwerp: ontwerpopdrag, spesifikasies, beperkings; aanvanklike sketse van idee; die keuse van die beste ontwerp, die keuse van materiaal. - Maak: Teken planne, ontwikkel van die volgorde van vervaardiging, maak die item/model - Evalueer: leerders evalueer beide hul ontwerpfases en die finale produk. - Kommunikeer: leerders bied hul oplossings aan; leerders versamel alle notas en tekeninge in ‘n projekverslag in hul werkboeke. Ontwerpoorwegings • Geskiktheid-vir-doel: Vir wie is dit? Waarvoor is dit? Sal dit die werk doen? Is dit koste￾effektief? Is dit veilig? Is dit maklik om te gebruik (ergonomika)? Lyk dit goed (estetika)? Sal dit die samelewing affekteer? Sal dit die omgewing affekteer? 2 Kommunikasie￾vaardighede Inleiding tot grafiese kommunikasie • Doel van grafika: ontwikkel en kommunikeer idees. • Konvensies: buitelyne (dun/donker); konstruksielyne (dun/dof); verborge detail (gebroke) skaal, maatskrywing. • Skets: vryhandsketswerk. • Werkstekeninge: twee-dimensionele tekening van EEN aansig van ‘n voorwerp deur gebruik te maak van die konvensies (donker lyne, dowwe lyne, strepieslyne; afmetings; skaal) 2 Grafiese tegnieke • 3D skuins - vooraansig met diepte op 45º (gebruik vierkantige geruite papier); skuins projeksie wat gebruik word om te help met die interpretasie, en met die teken van een VP perspektief. • 3D artistiek - enkele verdwynpunt perspektief met kleur, tekstuur en beskaduwing TEGNOLOGIE GRAAD 7-9 16 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2 Meganiese stelsels en beheer • Eenvoudige meganismes • Hefbome - meganiese voordeel: eenvoudige kwantitatiewe behandeling - geen berekeninge met behulp van momente. Ondersoek die verwantskap tussen las, mag en hul afstande vanaf die spilpunt. • Klas 1 hefbome: eienskappe (steunpunt/spilpunt geplaas tussen mag en las). • Klas 1 hefbome kan ‘n meganiese voordeel gee of nie - afhangende van die posisie van die spil. • Gevallestudie: klas 1 hefbome met meganiese voordeel: MV> 1; MV = 1; MV<1 • Klas 2 hefbome: eienskappe (las tussen mag en steunpunt); gee werklike voorbeelde. • Leerders demonstreer modelle van die klas 2 hefbome, wat altyd ‘n meganiese voordeel gee. • Klas 3 hefbome: eienskappe (mag geplaas tussen die las en steunpunt): gee werklike voorbeelde. • Leerders demonstreer modelle van die klas 3 hefbome, wat nooit ‘n meganiese voordeel gee. 2 Ondersoek￾vaardighede Praktiese ondersoek: Hefbome en koppelings • Ondersoek eenvoudige klas 1 gekoppelde hefbome (bv. skêr, tang, heining snoeiskêr). • Ondersoek eenvoudige klas 2 gekoppelde hefbome (bv. kantoorpons, neut(e)kraker). • Ondersoek eenvoudige klas 3 gekoppelde hefbome (bv. die meeste kantoorkramdrukkers (-masjiene), haartangetjie). • Ondersoek meer komplekse koppelings (bv. koppeling met meer as een spilpunt) FORMELE ASSESSERINGSTAAK: Mini-PAT ONDERWERP: Meganiese Stelsels en Beheer KONTEKS: MEGANIESE KAKE: Reddingstelsel INHOUD: Hefbome, Koppelings, Hidroulika, Pneumatika [70%] 2 Impak van tegnologie Meganiese stelsels en beheer • Scenario: Impak van tegnologie - nooddienswerkers gebruik snyapparaat/meganiese kakestelsel om vasgekeerde slagoffers van ‘n ongeluk te red. Pneumatika en Hidroulika • Gebruik pneumatika en hidroulika om ‘n meganiese voordeel te verkry. • Praktiese ondersoeke: - Oordrag van krag tussen twee gelyke spuite gevul met 1) lug en 2) water. - Oordrag van krag tussen twee ongelyke spuite gevul met 1) lug en 2) water. 2 Ontwerp￾vaardighede Leerders ontwikkel ‘n werkende model van ‘n hidrouliese-aangedrewe spuit, gekoppelde￾hefboom reddingtoestel deur eenvoudige materiale te gebruik. • Skryf neer ‘n ontwerpopdrag, spesifikasies en beperkings: • Teken ‘n 3D-tekening van die idee in skuinsprojeksie met donker en dowwe lyne. • Teken ‘n werkstekening in 2D deur een aansig met afmetings volgens skaal te toon. 3 Maak￾vaardighede Leerders maak ‘n eenvoudige model. (Die meganiese kakemodel kan ‘n eenvoudige toestel wees wat voorstel hoe enige masjien in die meganiese kakestelsel sal werk deur plastiekpype, spuit(e) en karton as mimimum te gebruik). 1 Formele Assesseringstaak: Toets (Let op: die toets kan voor die mini-PAT geskryf word) [30%] Formele Assessering: Kwartaal 1: Gewigswaarde: 10% van bevorderingspunt Mini-PAT: [70%] Toets: [30%] Totaal: 100% TEGNOLOGIE GRAAD 7-9 KABV 17 GraAD 7 KWARTAAL 2 Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Strukture • Definisie en doel van strukture is toe te maak, te beskerm, te ondersteun, te oorbrug. • Klassifikasie van strukture: natuurlik en mens-gemaak. Soorte strukture: Dop, raam, solied - leerders voltooi ‘n werkblad 1 • Ondersoek: ‘n selfoontoring - ‘n raamstruktuur • Gevallestudie: ondersoek bestaande torings versterk deur triangulering, met inbegrip van torings, windmeule en mynskagtoring. • Evalueer: werkblad oor die voor-en nadele van die telefoonstelsels; Landlyn teenoor selfoon. Leerders voltooi ‘n tabel. 1 Aksienavorsing: om materiale/strukture te versterk • Praktiese aktiwiteit 1 - versterk ‘n strukturele materiaal met pypwerk. • Praktiese aktiwiteit 2 - versterk ‘n strukturele materiaal deur vouing. Praktiese Aktiwiteit 3 – versterk ‘n raamstruktuur deur triangulering. 2 Strukture Impak van tegnologie Ontwerp￾vaardighede Ondersoek￾vaardighede Ondersoek ontwerpaspekte/-kwessies: • Gevallestudie: studeer foto’s van die bestaande selfoontorings en let op na strukturele elemente, versterkingstegnieke en ontwerpkwessies soos visuele besoedeling, stabiliteit, basisgrootte en swaartepunt. • Klasbespreking: hoe ontwerpers die behoeftes van die samelewing in terme van tegnologie oorweeg, terwyl die impak op die samelewing en die omgewing in oorweging geneem word. • Gevallestudie - bestaande ontwerpe 1: ondersoek die eienskappe van ‘n skoollessenaar; skryf die ontwerpopdrag met die spesifikasies vir ‘n skoollessenaar. • Gevallestudie - bestaande ontwerpe 2: ondersoek ‘n bestaande produk (FM radio/ selfoon), maak ‘n lys van sy eienskappe en skryf dan ‘n ontwerpopdrag met spesifikasies vir die produk. FORMELE ASSESSERINGSTAAK: Mini-PAT ONDERWERP: Strukture KONTEKS: Die selfoontoring INHOUD: Raamstrukture [70%] 3 Strukture Ontwerp￾vaardighede Impak van tegnologie Ontwerp Evaluerings￾vaardighede Scenario: Selfoontorings is oral en is gebou deur materiale te gebruik wat stabiliteit, sterkte en onbuigsaamheid (stewigheid) verseker. • Skryf die ontwerpopdrag: • Individuele leerders skryf die ontwerpopdrag met die spesifikasies vir ‘n nuwe selfoontoring. • Let op 1: Die selfoontoring kan bestaan uit stutte gemaak van gevonde materiaal (materiaal in die omgewing) soos “Olifant gras” of gerolde papier tappenne as minimum. Dit moet versterking toon deur gebruik te maak van driehoekige webbe, knoopplate en interne kruisverspanstukke. Let op 2: Een van die ontwerpidees moet insluit die verberging van die toring sodat dit saamsmelt met die omgewing, vermyding van visuele besoedeling. • Skets aanvanklike idees: • Individuele leerders teken vryhandsketse om twee verskillende ontwerpidees in 3D, vir ‘n selfoontoring wat naby die skool opgerig moet word, te toon. - Teken een idee deur skuinsprojeksie te gebruik. - Teken die ander idee deur een verdwynpunt perspektief te gebruik. - Leerders vorm groepe om die verskillende ontwerpidees van die individue in die groep te ondersoek en te bespreek. Hulle evalueer die sketse van elke individu om die voor-en nadele van elke ontwerp te bepaal. Individuele leerders pas nou hul eie ontwerp idees aan in terme van die groep evaluering deur enige nodige verbeterings aan te bring. TEGNOLOGIE GRAAD 7-9 18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2 Maak￾vaardighede Evaluerings￾vaardighede (ontwerp en tekene) Maak sluit werkstekeninge, die keuse van materiaal en gereedskap, en die bou van die model in. Meting en eenvoudige instrumentvaardighede moet ontwikkel word. Veilige, koöperatiewe werk is ‘n sleutelvaardigheid wat nodig is in die wêreld van werk. • Elke leerder lys die hulpbronne wat gebruik kan word. • Elke leerder teken ‘n werkstekening vir die selfoontoring om een aansig in 2D te toon. • Leerders vorm groepe en kies die beste plan van dié wat deur elke lid van die groep getrek word. Hulle ontwikkel die ontwerp wat hulle deur konsensus verkies het vanaf die planne wat deur elke lid van die groep geteken is. • Die groep verwerk ‘n finale plan (werkstekening) vanaf hierdie insette – assesseer informeel. 3 Maakvaardighede Evaluerings￾vaardighede Bou die model: Groepe bou die model volgens die ontwerpopdrag, deur gebruik te maak van veilige werkspraktyke. Groepe ontwikkel ‘n rubriek wat hulle sal gebruik om die aanbieding van die ander groepe te evalueer. Kommunikasie￾vaardighede Evaluerings￾vaardighede Aanbieding ≈ 5 minute per groep: • Groepe beplan ‘n gesamentlike strategie om hul model en planne aan te bied. • Groepe bied hul ontwerpsketse, veranderinge, planne en modelle vir die klas aan. Elke leerder verduidelik die rol wat sy/hy gespeel het, en deel die rol van die woordvoerder. Leerders kan hulle aanbieding versterk deur plakkate te gebruik om ‘n kunstenaar se indrukke van die voltooide selfoontoring, in posisie naby die skool, te gee deur een VP perspektief te gebruik. Elke groep gebruik tydens die aanbiedings van ander groepe hul rubriek om ten minste twee groepe se aanbiedings te evalueer. 1 Formele Assesseringstaak: Kwartaaltoets [30%] Formele Assessering: Kwartaal 2: Gewigswaarde: 10% van bevorderingspunt Mini-PAT: [70%] Formele kwartaaltoets : [30%] Total: 100% TEGNOLOGIE GRAAD 7-9 KABV 19 GRAAD 7 KWARTAAL 3 Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ter voorbereiding vir die skool se herwinning en fondsinsameling aktiwiteit in week 2, moet leerders van die eerste dag van kwartaal 3 begin om data in te samel oor afvalmateriaal wat by die skool en by die huis gegenereer word. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Elektriese stelsels en beheer Ontwerp￾vaardighede • Ondersoek: Wat is die magnetisme? • Praktiese ondersoek: Verskillende tipes van permanente magnete – staaf en hoefystermagneet. Opsionele verrykingsaktiwiteit: Leerders bepaal die vorm van magnetiese velde met ystervylsels op papier bo magnete. • Eksperiment: Groepwerk - leerders vind uit watter stowwe vashou aan ‘n magneet. Hulle tabuleer die toets-resultate, deur hout, plastiek, yster, papier, koper, ou nikkel muntstukke, ens. te probeer. Hulle moet tot die gevolgtrekking kom dat sommige metale aan magnete kleef, maar dat nie-metale dit nie doen nie. 2 Ondersoek￾vaardighede Impak van en vooroordeel in tegnologie • Eksperiment: Watter metale word deur ‘n magneet aangetrek, en wat nie? • Leerders toets metaalmonsters gemaak van yster, staal (‘n ysterlegering), nikkel - wat sal vassteek. • Leerders toets metaalmonsters gemaak van koper, lood, aluminium geelkoper - wat nie sal vassteek nie. • Elke leerder voltooi ‘n tabel van die resultate. • Let op: Vermy yster bedek met koper (soos ‘n paar skuifspelde) wat aan magnete vas sal kleef. • Gevallestudie: Herwinning van afvalmetale. • Eerlike versamelaars wat skrootmetaal versamel en dit by metaalhandelaars aflewer vervul ‘n waardevolle diens aan die samelewing. Hierdie goeie werk word besmet deur die kriminele handelinge van diewe wat kopertelefoondraad en staalmangatdeksels steel. • Herwinning skema vir jou skool: • Leerders tabuleer ‘n rekord van die afval wat deur die skool geproduseer word, bv. leë blikke, papier, plastiek, ens. Leerders stel ‘n lewensvatbare strategie voor om fondse deur die herwinning in te samel. 2 Elektriese stelsels en beheer Maak￾vaardighede Kommunikasie￾vaardighede • Eenvoudige elektriese stroombane. • Demonstreer ‘n eenvoudige stroombaan met ‘n bron van energie (sel), skakelaar, geleidraad en ‘n gloeilamp of gonser. Skets die stroombaan om te wys hoe komponent simbole gebruik word. • Prakties: Leerders werk in groepe om ‘n eenvoudige stroombaan, soos aangedui, te maak. • Stroombaandiagram: Elke leerder teken die stroombaan deur gebruik te maak van die korrekte simbole vir die komponente. • Demonstrasie les: ‘n Eenvoudige elektromagneet. • Maak ‘n eenvoudige elektromagneet deur geïsoleerde koperdraad om ‘n ysterspyker te draai. Wanneer ‘n elektriese stroom in die spoel (solenoïde) vloei word ‘n magnetiese veld geskep en dit word versterk deur die ysterkern. Afskakeling van die stroom sal veroorsaak dat die magneetveld verdwyn. • (Let op: elektromagnetisme is ‘n sleutel tot ‘n wye verskeidenheid van tegnologieë wat ons moderne wêreld opmaak.) 2 Meganiese stelsels en beheer • Inleidende les: Al die komplekse masjinerie bestaan ​​uit kombinasies van eenvoudige meganismes. Masjiene kan ontwerp word om aan die gebruiker ‘n “meganiese voordeel” te gee. • Hefbome is gekyk na in kwartaal 1. Stel leerders bekend aan krukke en katrolle. • Die kruk - ‘n aanpassing van ‘n klas 2 hefboom. • Die katrol - ‘n tipe van wiel en as. • Hersiening: a) Wat is ‘n meganiese voordeel? b) Versterking van raamstrukture FORMELE ASSESSERINGSTAAK: Mini-PAT ONDERWERP: Elektriese Stelsels en Beheer/Strukture/Meganismes KONTEKS: Herwinning en Impak INHOUD: Strukture en Elektrisiteit/Krukke/Katrolle [70%] TEGNOLOGIE GRAAD 7-9 20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Scenario: ‘n Skrootmetaalhandelaar sorteer magnetiese en nie-magnetiese metale in aparte hope vir herwinning. Die eenvoudigste manier om dit te doen, is om ‘n hyskraan met ‘n magneet te gebruik, maar dit is moeilik om die metale te verwyder wat vashou aan permanente magnete. Dit sal voordelig wees om ‘n magneet te hê wat aan en af kan skakel. LET OP 1: Die model hyskrane moet gemaak word met behulp van eenvoudige materiaal (bv. papier tappenne, ‘olifantgras’, ens). Dit sal ‘n eenvoudige raamstruktuur wees met ‘n katrol en krukmeganisme. Voldoende sterkte en stewigheid moet bereik word deur triangulering. Meting en eenvoudige instrumentvaardighede moet ontwikkel word. Veilige, koöperatiewe werk is ‘n sleutel vaardigheid wat nodig is in die wêreld van werk. LET OP 2: Die elektromagneet sal die sterkste wees as ‘n lang geïsoleerde draad gebruik word - draad oor 100 m lank is baie effektief. Die draad moet om ‘n “relatief sagte” ysterkern gedraai word. Vermy die gebruik van ‘n staalbout (dit is veels te hard). ‘n Redelik sagte kern kan gemaak word deur ‘n bondel ysterdraad van kort lengtes te gebruik. Spykers is sagter as boute, maar is nog redelik hard. Verhoging van die stroom deur die gebruik van meer selle in ‘n reeks battery, het ‘n klein invloed op die sterkte van die elektromagneet. 2 Ondersoek￾vaardighede Ontwerp￾vaardighede Kommunikasie￾vaardighede Maak￾vaardighede Leerders moet hul kennis van strukture en die tekenvaardighede wat in vorige take ontwikkel was, tesame met hul nuwe kennis van magnetisme, elektriese stroombane en elektromagnete sowel as hul nuwe kennis van krukke en katrolle gebruik om ‘n hyskraan wat ‘n elektromagneet gebruik om metale in ‘n skrootwerf te sorteer, te ontwerp en te maak. • Gevallestudie: Ondersoek foto’s van hyskrane om idees vir die leerders se eie ontwerpe te verkry. • Skryf ‘n ontwerpopdrag met spesifikasies en beperkings vir ‘n hyskraan met die elektromagneet. • Skets twee moontlike ontwerpe vir ‘n geskikte hyskraan deur een VP perspektief te gebruik. • Teken ‘n stroombaandiagram vir die elektromagneet (met ‘n lig om te wys wanneer dit aan is). 2 • Hersiening: Hersien die 3D skuinstekene tegniek; lynsoorte; skaal; afmetings. • Tekening: Elke leerder gebruik die skuinstekene tegniek om ‘n idee vir die hyskraan, gekies uit die twee idees wat in die vorige week geskets was, te teken. Die idee moet op geruite paier geteken word deur potlood en liniaal te gebruik. • Vloeikaart: Elke leerder werk ‘n vloeikaaart uit met detail vir die volgorde van vervaardiging van die hyskraan met elektromagneet. 3 Maak￾vaardighede ‘n Werkende model: Die hyskraan moet gemaak word van eenvoudige materiale soos olifantgras, gerolde papier penne of gekoopte materiale te gebruik. Dit moet die leerder se begrip van versterkingstegnieke illustreer. Die meganismes moet funksioneer en die hyskraan moet in staat wees om óf die spilpunt te draai of om die arm op te lig of te laat sak. Die elektromagneet moet beskik oor ‘n skakelaar, ‘n lig om te wys wanneer dit “aan” is, en moet sterk genoeg wees om verskeie staal skuifspelde, munte of spykers op te tel. • Elektromagneet: ‘n Elektrochemiese sel, ‘n skakelaar, ‘n gloeilamp, ‘n “sagte” ysterkern en ‘n lang lengte van ‘n geïsoleerde koperdraad, moet deur die groepe leerders gebruik word om ‘n elektromagneet te maak. • Hyskraan: Leerders werk veilig in groepe met eenvoudige materiale om ‘n model hyskraan met ‘n kruk en katrolstelsel wat die elektromagneet dra wat die ysterhoudende metale (yster en staal) van die nie-ysterhoudende metale (koper, aluminium, lood, geelkoper, koper, ens.) sorteer te maak. 2 Evaluerings￾vaardighede Kommunikasie￾vaardighede Die leerder se vermoë om ‘n produk of ‘n proses te evalueer, word verder ontwikkel. • Elke leerder ontwikkel ‘n rubriek om die modelle van die ander groepe te evalueer. • Elke groep maak gebruik van die rubriek om die modelle van die ander groepe te evalueer. Assesseer elke leerder se objektiwiteit, billikheid en die geldigheid van hulle kommentaar. • Groepe beplan ‘n gesamentlike strategie om hul model en planne vir die klas aan te bied. Alle groeplede moet hul idees verduidelik en rolle wat hulle gespeel het wanneer hulle aanbied. 2 Kommunikasie￾vaardighede Elke groep bied aan die ontwerpsketse, werktekeninge en funksionerende model vir die klas. Hulle toon hoe sterk hulle elektromagneet is, en wys dat dit die las loslaat wannneer dit afgeskakel word. Elke leerder verduidelik die rol wat hy/sy gespeel het en deel die rol van die woordvoerder. Hulle verduidelik die beginsels wat betrokke is by die magnetiese sortering en hoe hulle elektromagneet sterker gemaak kan word. Hulle lewer kommentaar op die waarde van herwinning en verduidelik hoe die sortering van metale in verskillende tipes, hul skrootwaarde beter maak. Hulle versterk hul aanbieding deur gebruik te maak van plakkate wat ‘n kunstenaar se indruk gee van hulle voltooide hyskraan en elektromagneet in gebruik. 1 Formele Assesseringstaak: Toets (Let op: die toets kan voor die mini-PAT geskryf word) [30%] Formele Assessering: Kwartaal 3: Gewigswaarde: 10% van bevorderingspunt Mini-PAT: [70%] Toets : [30%] Total: 100% TEGNOLOGIE GRAAD 7-9 KABV 21 GRAAD 7 KWARTAAL 4 Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Ondersoek￾vaardighede • Leerders ondersoek noodsituasies wat tot vlugtelinge kan lei: - Vind uit watter situasies in die algemeen veroorsaak dat mense vlugtelinge word. - Vind uit wat die aanvanklike probleme is wat vlugtelinge gewoonlik in die gesig staar. o Watter mengsel van mense sal gewoonlik teenwoordig wees? o Wat is hul behoeftes vir skuiling? (Skuiling sal in die Mini-PAT aangespreek word) o Wat is hul behoeftes vir kos en water? 2 Ondersoek￾vaardighede Ontwerp￾vaardighede Die verwerking van voedsel: noodvoedsel Ondersoek die voedselsoorte wat aan die inwoners van ‘n vlugtelingkamp voorsien kan word. Ontwerpopdrag: leerders skryf ‘n ontwerpopdrag en gee spesifikasies van die soorte en hoeveelhede van kos wat nodig is vir ‘n bevolking van 100 vlugtelinge. • Ontwerp: Lys die bestanddele vir ‘n maaltyd wat voedsaam sowel as smaakvol sal wees, en wat voorberei kan word onder toestande wat waarskynlik gevind kan word in ‘n vlugtelingkamp. 2 Maak￾vaardighede Evaluerings￾vaardighede • Skryf die volgorde van vervaardiging vir die proses neer van voorbereiding van een item uit die maaltyd hierbo beskryf. • Leerders berei die item hierbo gekies voor. • Leerders evalueer die item in terme van smaak, tekstuur en voedingswaarde. 2 Ondersoek￾vaardighede Leerders ondersoek klere gedra deur mense in die gespesialiseerde beroepe soos die nooddienste, bv. brandweer, NSRI of gevaarlike beroepe. Leerders moet ondersoek instel na die volgende: • Vind uit watter tekstiele word gebruik om klere wat deur brandweermanne gedra word, te maak, of • Vind uit watter tekstiele word gebruik om klere wat deur lede van die NSRI gedra word, te maak FORMELE ASSESSERINGSTAAK: Mini-PAT ONDERWERP: Verwerking/Vooroordeel in en Impak van tegnologie KONTEKS: Skuiling vir Vlugtelinge INHOUD: Eienskappe van materiale [70%] TEGNOLOGIE GRAAD 7-9 22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 3 Impak van tegnologie Inheemse tegnologie Ondersoek￾vaardighede Ontwerp￾vaardighede Maakvaardighede Scenario: Tragiese pondok brande en natuurrampe soos vloede of aardbewings of politieke twis kan die behoefte laat ontstaan vir noodskuilings wat vir die slagoffers opgerig moet word. Leerders ontwerp en maak ‘n eenvoudige noodskuiling vir rampslagoffers. Die skuiling moet stewig, waterdig, maklik om op te rig en in staat wees om ‘n familie van ses vir ‘n maand te huisves. Leerders moet bewus wees van die belangrikheid van gesondheid en veiligheid kwessies. • Ondersoek: Leerders ondersoek materiale en boutegnieke soos deur inheemse mense gebruik vir die bou van huise in landelike Suid-Afrika. Materiale wat in so ‘n konstruksie gebruik word is gewoonlik geredelik beskikbaar, toepaslik en omgewingsvriendelik. • Ondersoek: Leerders vergelyk materiale en boutegnieke wat deur mense vir die oprigting van informele nedersettings gebruik word. Hulle vergelyk hierdie materiale met daardie materiale wat deur inheemse bouers in terme van geskiktheid, beskikbaarheid en omgewing vriendelikheid gebruik word. • Ondersoek: Leerders vind uit watter chemikalieë kan ‘n tekstiel soos doek waterdig maak. • Ondersoek: Leerders vind uit oor die brandeienskappe van verskillende tekstiele • Ontwerpopdrag: Leerders skryf ‘n toepaslike ontwerpopdrag met spesifikasies vir die vervaardiging van ‘n tekstiel wat geskik is vir gebruik in die maak van ‘n noodskuiling. • Ontwerp: Leerders skets ontwerpidees vir ‘n noodskuiling wat vervoer en opgerig kan word op ‘n terrein waar mense dakloos gelaat is. • Maak: Leerders maak ‘n model van ‘n noodskuiling van ‘n materiaal wat hulle waterdig gemaak het en wat geskik is vir behuising van vlugtelinge vir ‘n tydperk van ten minste een maand. Dit moet maklik vervoer, maklik om aan mekaar te sit, en maklik om na gebruik weg te pak. 3 Formele Assessering: Kwartaal 4: Gewigswaarde: 10% van bevorderingspunt Mini-PAT alleenlik: [100%] Eind-van die-jaar eksamen 60% JAARPUNT: Kwartaal 1 [7 +3] + Kwartaal 2 [7+3] + Kwartaal 3 [7+3] + Kwartaal 4 [10] = 40% Bevorderingspunt: Jaarpunt (40%) + Finale eksamenpunt (60%) = 100% TEGNOLOGIE GRAAD 7-9 KABV 23 3.2 FoKUS INHOUD, KONSEP EN VAARDIGHEDE VIR GRAAD 8 KWARTAAL 1-4 GRAAD 8 KWARTAAL 1 Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Strukture Ondersoek￾vaardighede Raamstrukture • Definisie van raamstrukture. - Doel van strukturele onderdele (komponente) in hout en staal-dakkappe (hoofstyl, hangstyl, stut, bind, dakspar, bindbalk). - Leerders identifiseer strukturele onderdele en die soort van krag (skuif-, wringing-, spanning-, kompressiekrag) wat op hulle in gegewe raamstrukture inwerk. • Gevallestudie: Elektriese torings - gebruik foto’s van ‘n reeks van toringontwerpe en let op: - Die verskeidenheid van ontwerpe wat dieselfde probleem doeltreffend oplos. - Die gebruik van ‘n interne kruisverspanstukke en triangulering om stewigheid te voorsien. • Strukturele onderdele onder spanning/kompressie (werkblad). 2 Strukture Strukturele onderdele • Strukture wat oor ruimte strek: - Balke: staal I-balke (leer), betonlateie balk en kolom/pilaarbrug. - Alternatiewe brug ondersteunings: swaaibrûe, brûe met kabelsteunsels/kabelgesteunde brûe. - Boë: boë in geboue, brûe, damwalle. - Vyrdraende balke (kantelbalke): eenvoudige vrydraende balke/vrydraende balke met kabelstenel/kabelgesteunde vrydrende balke. • Strukturele mislukking - die drie waarskynlikste maniere vir strukture om te faal is: - Breuk van ‘n onderdeel - weens ‘n gebrek aan sterkte. - Buigwerk (buiging, kromtrekking) - weens ‘n gebrek van stewigheid (styfheid/rigiditeit). - Omtuimeling - weens ‘n gebrek aan stabiliteit (topswaar, smal basis) 4 Kommunikasie￾vaardighede • Doel van grafika: Ontwikkel en kommunikeer idees . • Konvensies: buitelyne (dik/donker), konstruksielyne (dun/dof); verborge detail (gebroke lyn), senterlyne (ketting strepielyn), opskaling en afskaling; maatskrywing (in mm). • Werktekeningtegnieke vir beplanning: - Enkel plataansig 2D-tekening met afmetings, lyntipes en skaal. - Isometries - die gebruik van onderliggende isometriese roosterpapier (kwartaal 1) en eenvoudige instrumente (kwartaal 3). • Artistieke tekening: Twee verdwynpunt perspektief met kleur, tekstuur en beskaduwing. - Sketswerk - met potlood, liniaal en blanko papier. - Versterking van tekening om realisme te bevorder deur die gebruik van kleur, tekstuur, beskaduwing en skaduwees. TEGNOLOGIE GRAAD 7-9 24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4 Meganiese stelsels en beheer Ondersoek￾vaardighede Kommunikasie￾vaardighede • Hersiening: meganiese voordeel. Goed ontwerpte masjiene gee “meganiese voordeel”. • Alle komplekse masjinerie bestaan ​​uit kombinasies van eenvoudige meganismes. - Die wig: bv. skuinsvlak of oprit, deurwig, meslem, ens. - Die wiel en as: bv. van die fiets tot inkopietrollie. • Ratte: (wiele met wîe vir tande) - Wys hoe inkamming van twee reguittandratte teen-rotasie veroorsaak. - Wys hoe die invoer van ‘n tussenrat tussen twee reguittandratte rotasie van die aandrywings- en gedrewe ratte sinchroniseer. Let op: Aangesien ‘n klein tussenrat meer kere as die groter ratte sal draai, moet dit van harder materiaal gemaak word. • Ratverhoudings: • Wys hoe verskillende grootte ratte ‘n verandering in die snelheidsverhouding sowel as ‘n “teenoorgestelde” verandering in die kragverhouding tot ‘n gevolg het - as krag toeneem, verminder spoed, en omgekeerd. • Meganismes wat die rigting van beweging verander: - Die Nok: Toon hoe ‘n nok roterende beweging in ‘n wederkerige-beweging omskakel. Vergelyk ‘n eksentrieke wiel en ‘n sneknok. - Die Kruk: ‘n aanpassing van ‘n klas 2 hefboom. Toon hoe ‘n kruk roterende beweging in ‘n wederkerige-beweging omskakel. • Grafiese vaardighede: Leerders teken ‘n kunstenaar’s voorstelling van een van elk van die bogenoemde meganismes in hul boeke deur kleur, beskaduwing en tekstuur te gebruik. FORMELE ASSESSERINGSTAAK 1: Mini-PAT ONDERWERP: Strukture/Meganiese Stelsels en Beheer KONTEKS: Voorsien deur materiaal ontwikkelaars INHOUD: Raamstrukture met meganismes [70%] 7 Strukture Evaluerings￾vaardighede Ontwerp￾vaardighede Maak￾vaardighede Kommunikasie￾vaardighede Leerders werk in groepe om ‘n struktuur te ontwerp en te maak deur die vereiste strukturele komponente en meganismes te gebruik om die konteks wat voorsien is te pas. • Evalueer: Leerders ondersoek inligting oor verskeie komplekse strukture en lys voor- en nadele in die ontwerpe. • Ontwerp: sketse van aanvanklike idees. • Ontwerp: ontwerpopdrag met spesifikasies en beperkings. • Maak: ‘n 3D-isometriese projeksie van die idee met afmetings en ​​volgens skaal geteken. • Maak: ‘n werktekening in 2D wat eenaansig met afmetings en lyntipes toon. • Maak: groepe bou hul strukture wat meganismes huisves deur veilige werkspraktyke te gebruik. • Kommunikeer: groepe bied hul planne en model aan. • Kommunikeer: ‘n skets in twee VP perspektief versterk deur twee van kleur, tekstuur of beskaduwing te gebruik. 1 Formele Assesseringstaak: Toets (Let op: die toets kan voor of na die mini-PAT geskryf word) [30%] Formele Assessering: Kwartaal 1: Gewigswaarde: 10% van bevorderingspunt Mini-PAT: [70%] Toets: [30%] Totaal: 100% TEGNOLOGIE GRAAD 7-9 KABV 25 GRAAD 8 KWARTAAL 2 Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Impak van tegnologie Prosessering Ondersoek￾vaardighede Kommunikasie￾vaardighede Ondersoek￾vaardighede Ontwerp￾vaardighede Maak￾vaardighede • Die positiewe impak van tegnologie: baie natuurlike materiale is in die moderne tyd vervang deur nuwe of verbeterde materiale. Sommige nuwe materiale is omgewingsvriendelik deur bio-afbreekbaar te wees. • Gevallestudie 1: Ondersoek die impak van plastiek inkopiesakke op die omgewing. • Verslag: leerders skryf ‘n verslag waarin die doeltreffendheid van die gebruik van dikker, bio￾afbreekbare plastiek inkopiesakke wat klante moet koop, geëvalueer word. 2 • Gevallestudie 2: tegnologie met ‘n positiewe impak op die samelewing. - Ondersoek hoe afvalpapier en karton herwin word om nuwe produkte vir die verpakkings industrie te produseer. • Ontwikkeling: teken ‘n ontwikkeling van ‘n oop houer. • Praktiese aktiwiteit: ‘n produk benodig verpakking. Ontwerp en maak ‘n verpakking vir die doel. Die aard van die produk bepaal die ontwerp en eienskappe van die verpakkingsmateriaal. • Leerders werk veilig om die bogenoemde verpakking produk te maak en in mekaar te sit. 2 FORMELE ASSESSERINGSTAAK 2: Mini-PAT ONDERWERP: Impak van tegnologie/Verwerking/Strukture KONTEKS: Voorsien deur materiaal ontwikkelaars INHOUD: Teenwerkende effekte van negatiewe tegnologie [70%] 2 Impak van tegnologie Ondersoek vaardighede • Gevallestudie 3: tegnologiese produte kan ‘n negatiewe impak hê. • Ondersoek ‘n tegnologiese produk wat ‘n negatiewe impak op die samelewing kan hê. • Klasbespreking: fasiliteer ‘n klasbespreking oor moontlike oplossings wat kan teenwerk of vergoed vir die negatiewe impak van die geïdentifiseerde tegnologie. 2 Strukture Verwerking • Hersien: kragte wat op ‘n materiaal inwerk – spannings-, druk- , buigings-, wringings-, skuifkrag. • Aanpassing van materiale om kragte te weerstaan - wapeningbeton, laaghout. • Seleksie van metaalprofiele (I-balk, ‘n hoekyster, T-staaf, ens.) om kragte te weerstaan en materiaal te spaar. 2 Ontwerp￾vaardighede Maak￾vaardighede • Ontwerp: Leerders pas ‘n materiaal aan of ontwerp ‘n produk om die probleem op te los of om die impak of negatiewe effekte van die tegnologie wat geïdentifiseer is, te verminder. • Ontwerp: Leerders skets vryhandsketse wat twee moontlike oplossings toon. • Maak: Leerders teken hul gekose oplossing in 3D deur isometriese projeksie te gebruik. • Maak: Leerders maak die model/prototipe/produk wat hulle ontwerp het veilig. 2 Maak￾vaardighede Evaluerings￾vaardighede • Maak (Vervolg): Leerders maak die model/prototipe/produk wat hulle ontwerp het veilig. • Evalueer: Leerders evalueer hul oplossing in terme van die doeltreffendheid in die oplos of vermindering van die negatiewe impak van die geïdentifiseerde tegnologie. Hulle evaluering sal geassesseer word in terme van objektiwiteit, billikheid, akkuraatheid en omvang (diepte). 2 Kommunikasie￾vaardighede • Kommunikeer: Groepe bied hul planne, model en evaluering aan 1 Formele Assesseringstaak: Kwartaaltoets [30%] Formele Assessering: Kwartaal 2: Gewigswaarde: 10% van bevorderingspunt Mini-PAT: [70%] Formele Kwartaaltoets: [30%] Totaal: 100% TEGNOLOGIE GRAAD 7-9 26 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 8 KWARTAAL 3 Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Meganiese stelsels en beheer • Hersien: Hefbome - enkel hefbome en hefbome wat in pare gekoppel is. Enkel klas 1 hefboom - meganiese voordeel hang af van die posisie van die steunpunt. Gekoppelde klas 1 hefbome - oorweeg verskeie monsters, bv: - Papierskêr (as lengte van lem en handvatsels gelyk is) - geen meganiese voordeel - Snoeiskêr (lang handvatsel en kort, sterk lemme) - meganiese voordeel> 1. Enkel klas 2 hefboom - gee altyd ‘n meganiese voordeel. Gekoppelde klas 2 hefbome - oorweeg verskeie monsters, bv: - Kantoorpons - meganiese voordeel> 1. - Swaardiens krammasjien - meganiese voordeel> 1. Enkel klas 3 hefboom - gee nooit ‘n meganiese voordeel. Gekoppelde klas 3 hefbome - oorweeg verskeie monsters, bv: - Kantoor ligdiens krammasjien - meganiese voordeel <1. - Haartangetjie - meganiese voordeel <1. • Ratstelsels - konsepte (kontra rotasie, tussenrat, snelheidsverhouding, vermenigvuldiging van krag). - Twee reguittandratte van ongelyke grootte – let op kontra rotasie en snelheidsverhouding. - Twee reguittandratte van ongelyke grootte – let op snelheidsverhouding en kragverhouding (meganiese voordeel <of> 1). - Twee reguittandratte verbind via ‘n tussenrat – let op gesinchroniseerde draairigting. - Geskikte materiaal - die tussenrat moet van ‘n harder materiaal as die ander ratte wees. - Twee këelratte gekoppel om die as van rotasie deur 90º oor te dra. 2 Berekening van Meganiese voordeel Bereken meganiese voordeel (MV) • Hefbome: berekeninge van meganiese voordeel vir hefbome deur verhoudings te gebruik. • Berekeninge deur LAS/MAG; lasarm/kragarm, ens. • MOENIE die metode van “die neem van momente om ‘n punt” gebruik nie. • Ratte: meganiese voordeel berekeninge vir ratte deur verhoudings te gebruik. • Berekeninge deur tandverhoudings; ratwieldiameters, snelheidverhoudings. 2 Kommunikasie￾vaardighede Ontwerp￾vaardighede Stel ratstelsels grafies voor: gebruik sirkelvormige template en/of 'n passer om ratstelsels te teken met: • Die aangedrewe rat roteer in die teenoorgestelde rigting to die aandrywer (kontra/teen rotasie). • Die aangedrewe rat roteer in die dieselfde rigting tot die aandrywer (ingesluit sluit 'n tussenrat). • Die aangedrewe rat roteer vinniger as die aandrywer (met en sonder 'n tussenrat). • Die aangedrewe rat roteer stadiger as die aandrywer (met en sonder 'n tussenrat). Ontwerpopdrag: leerders skryf 'n ontwerpopdrag met spesifikasies vir 'n toestel wat 'n kombinasie van ratte sal gebruik om te bereik: • 'n meganiese voordeel met krag vermenigvulding van drie keer. • 'n toename in uitsetsnelheid van vier keer. Teken: gebruik 'n isometriese projeksie deur eenvoudige instrumente (soos 'n Wiskundestel) te gebruik om sketse van ratstelsels te teken wat aan elk van die twee begenoemde spesifikasies voldoen. TEGNOLOGIE GRAAD 7-9 KABV 27 2 Ontwerp￾vaardighede Ondersoek￾vaardighede Ondersoek￾vaardighede Ontwerp￾vaardighede • Sketse (2D) wat ratstelsels toon wat: - Voorsien ‘n uitsetkrag vier keer groter as die insetkrag (MA = 4:1). - Voorsien dubbel die rotasieverhouding op ‘n gedreweas teen 90º tot die aandrywers-as. • Stelselontleding - fiets ratstelsel - Ontleding van die ratte wat gebruik word op moderne fietse – terminologie: meester/slaaf of drywer/gedrewe; kettingwiel; tandratte. • Stelseldiagramme - Ontleed ‘n meganiese stelsel deur dit in inset-proses-uitset te breek. - Teken ‘n stelseldiagram vir ‘n ratstelsel met ‘n meganiese voordeel van 4:1. - Beplan ‘n meganiese stelsel om ‘n spesifieke uitset te produseer. - Stelseldiagram vir ‘n ratstelsel met die aangedrewe rat wat vinniger as die dryfrat roteer. 2 Ondersoek￾vaardighede Impak van tegnologie Inheemse tegnologie Vooroordeel in tegnologie Leerders werk in groepe en ondersoek en doen verslag oor EEN van die volgende: Versprei die ondersoeke sodat alles in elke klas gedek en gerapporteer word. • Ondersoek: Die impak op die omgewing as gevolg van die ontginning van: • Suur mynwater...................................................................................................... OF • Ondersoek: Die impak op die omgewing as gevolg van die ontginning van: • Stofbesoedeling uit mynhope op residensiële gebiede. ...................................... OF • Ondersoek: Ystertydperk tegnologie: • Inheemse ontginning van yster in Suid-Afrika voor die moderne era .................. OF • Ondersoek: Vooroordeel in tegnologie: • Geslagsvooroordele in beroepskeuse/geleenthede wat met mynbou verband hou. FORMELE ASSESSERINGSTAAK 3: Mini-PAT ONDERWERP: Strukture/Meganiese Stelsels en Beheer KONTEKS: Tender vir kontrakte INHOUD: ‘N STRUKTUUR met ‘n MEGANISME VIR DIE HYS VAN ‘N LAS SIMULASIE – Tender vir die bou van ‘n skagtoring vir ‘n myn/steengroef [70%] Suid-Afrika is ‘n land ryk aan minerale hulpbronne. Mynbou wat wissel van koper en yster in die Noord-Kaap en Limpopo, chroom en platinum in Limpopo en Noord-Wes, goud in Gauteng en die Vrystaat, steenkool in Mpumalanga en KwaZulu-Natal, titanium in die Oos-Kaap en fosfaat in die Wes-Kaap kom in ‘n sekere mate in elke provinsie van ons land voor. Daarbenewens is oopgroef uitgrawings vir gruispaaie wyd versprei oor die hele land. Hoewel mynbou nie eweredig in alle provinsies versprei is nie, lok die myne en hulle verwante industrieë ‘n werksmag uit elke uithoek van ons land, en oefen ‘n invloed uit op die lewens - direk of indirek - op elke lid van die samelewing. Ons het groot reserwes van steenkool, koper en ystererts. Ons is die belangrikste verskaffers van platinum, mangaan en chroom in die wêreld. Hoewel dit die bron van ons land se rykdom is, is mynbou ‘n gevaarlike, arbeid-intensiewe aktiwiteit wat ‘n negatiewe impak op die omgewing het. Hoe dieper ons myne die aarde se kors (oor 4 km) penetreer, hoe meer gevaarliker raak mynbou omdat uitgrawing deur rots onder enorme druk tot ‘rotsbarstings” en grot invalle lei wat dikwels die lewens van mynwerkers bedreig. Scenario: ‘n Kommersieel lewensvatbare ertmassa met platinumgroep metale is op grond wat aan ‘n stam in landelike Suid￾Afrika behoort, gevind. Boormonsters het bewys dat die rif op ‘n relatief vlak diepte, slegs 500 m onder die oppervlak lê. ‘n Besluit is geneem om ‘n skag tot op hierdie diepte te sink om grootmaat monsterneming op ‘n klein skaal uit te voer voordat op ‘n mynbou-metode besluit word wat die beste geskik sal wees vir die grootte en waarde van die hulpbron. Jou meganiese ingenieurswese maatskappy besluit om ‘n tender in te dien vir die konstruksie van ‘n skagtoring geskik om mynwerkers na en van die werkvlak te vervoer en vir die hys van erts en afval in vragte van nie meer as 10 ton op ‘n slag nie. 2 Ondersoek￾vaardighede Ontwerp￾vaardighede • Ondersoek: Hys meganismes (draadkabel-gedrewe mynskagtoring) in gebruik by Suid￾Afrikaanse myne vir die hys van mense en erts. • Skets: skets aanvanklike idees om te voldoen aan die vereistes wat in die scenario aangedui word. • Ontwerpopdrag met spesifikasies en beperkings. TEGNOLOGIE GRAAD 7-9 28 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4 Evaluerings￾vaardighede Maak￾vaardighede Ontwerp￾vaardighede Maak￾vaardighede • Simulasie: groepe vorm meganiese ingenieurswese maatskappye. • Hulle evalueer sketse van individue en kies die beste idee vir die groep se tender bod. • Tekene vir die skagtoring - elke leerder teken ‘n: - 3D-isometriese tekening van die geselekteerde ontwerp met afmetings en volgens skaal geteken. - 2D werkstekening wat een of meer aansigte met afmetings en lyne toon. • Begroting: groepe berei ‘n realistiese begroting voor met besonderhede oor die verwagte koste vir die bou van ‘n werklike mynskagtoring asook besonderhede oor geldige pryse van materiale en arbeidskoste vir die verskeidenheid van werkers wat betrokke sal wees in die ontwerp en die bou van so ‘n toestel. • Maak: groepe bou hul werkende skaalmodel deur veilige werkspraktyke te gebruik. 2 Kommunikasie￾vaardighede Kommunikeer: groepe bied hul tendervoorstel vir die mynskag skagtoring (navorsing, planne, vloeidiagram, model en begroting) vir die Tenderraad aan. 1 Formele Assesseringstaak: Toets (Let op: die toets kan voor die mini-PAT geskryf word) [30%] Formele Assesseringstaak: Kwartaal 3: Gewigswaarde: 10% van bevorderingspunt Mini-PAT: [70%] Toets: [30%] Totaal: 100% TEGNOLOGIE GRAAD 7-9 KABV 29 GRAAD 8 KWARTAAL 4 Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Elektriese stelsels en beheer Ontwerp￾vaardighede • Hersien: eenvoudige stroombaan-komponente, invoer toestelle (elektrochemiese sel, kragopwekker, sonpaneel), uitset toestelle (resistor, lamp, verwarmer, gonser; motor); beheertoestel (skakelaars). • Let op: Sommige toestelle kan dien as inset, uitset, proses of beheertoestel. • Korrekte verbindings, kortsluitings. Elektriese komponente en hul aanvaarde simbole. • Teken elektriese stroombane deur aanvaarde simbole (soos in Graad 12 raadpleeg Bylae C) te gebruik. • Stel stroombane op met behulp van ‘n verskeidenheid van komponente. Teken die stroombane deur simbole te gebruik. 2 Impak van/ vooroordeel in tegnolologie Evaluerings￾vaardighede Vooroordeel in tegnolologie • Energie vir verhitting, beligting en kook in landelike en informele nedersettings. • Energie vanaf onwettige aansluitings; etiese kwessies; veiligheidsoorwegings. • Klasbespreking: billike verdeling van hulpbronne – industrie benodig betroubare krag vir werkskepping; skole benodig energie vir die beligting en gebruik van rekenaar. • Geskrewe verslag: Leerders skryf ‘n gebalanseerde verslag oor hierdie kwessies. 2 Elektriese stelsels en beheer Impak van tegnolologie • Elektrochemiese selle. • Prakties: maak jou eie batterye - vrugte, groente en soutwater batterye. • Voordele en nadele van serie en parallel batterye. • Fotovoltaïese selle - voordele en nadele van sonselle. 2 Elektriese stelsels en beheer Impak van tegnologie • Genereer elektrisiteit vir die nasie - voordele en nadele van: - Termiese kragstasies (stoomturbines - bronne van hitte: steenkool, gas, kern, son). - Hidro-elektriese kragstasies (insluitend pompopgaarskemas). - Windgedrewe turbines. - Wisselstroom, verhogings- en verlagingstransformators, verspreiding van elektriese krag oor die land: die nasionale netwerk. FORMELE ASSESSERINGSTAAK 4: Mini-PAT ONDERWERP: Elektriese Stelsels en Beheer KONTEKS: Voorsien deur materiaal ontwikkelaars INHOUD: Logika-hekke [70%] Scenario: ÓF Misdaad is ‘n probleem wat elke gemeenskap in Suid-Afrika in die gesig staar. Misdadigers val huise binne waar veral vroue, kinders of bejaardes dikwels weerloos is . Gewapende reaksie maatskappye kan na die toneel ontbied word deur alarms geaktiveer deur paniekknoppies wat strategies in die huis geplaas is. Leerders moet uitvind oor EN & OF logika-hekke en die toepaslike logika vir die bedrading van ‘n paniekknoppie kies. OF Enige ander relevante konteks waarby logika-hekke, bv. dobbelmasjiene, ens. betrek word. 2 Ontwerp￾vaardighede Ondersoek￾vaardighede • Prakties: Leerders teken stroombaandiagramme EN verbind stroombane om die effek van stroombane met resistors, in serie en parallel gekoppel, te toon. • Ondersoek: Stel Ohm se wet (kwalitatief - geen berekeninge). Leerders gebruik een sel, dan twee selle, en dan drie selle in serie gekoppel en let op die effek op die helderheid van ‘n lamp. Hulle moet tot die gevolgtrekking kom dat meer selle in serie (meer stroomspanning) sal veroorsaak dat die huidige krag verhoog, indien die weerstand nie verander nie. 2 Ondersoek￾vaardighede • Ondersoek: EN logika-hek en eenvoudige gevalle waar dit gebruik word. • Ondersoek: OF logika-hek en eenvoudige gevalle waar dit gebruik word. • Les: waarheidstabelle vir EN & OF logiese funksies. TEGNOLOGIE GRAAD 7-9 30 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2 Ontwerp￾vaardighede Maak￾vaardighede Kommunikasie￾vaardighede • Ontwerpopdrag: Leerders skryf ‘n ontwerpopdrag en gee spesifikasies vir ‘n geskikte paniekknoppiestelsel OF scenario deur die handboek gegee. • Stroombaandiagram: teken die stroombaan deur gebruik te maak van die korrekte simbool konvensies. • Maak: Verbind die komponente wat gespesifiseer is om ‘n stroombaan te vorm wat geskik is vir ten minste twee skakelaars. • Kommunikeer: Leerders teken die waarheidstabel vir die toestel. • Kommunikeer: leerders berei ‘n advertensie-plakkaat vir hul toestel voor. 1 ½ Jaar-eind Eksamen Formele Assesseringstaak: Kwartaal 4: Gewigswaarde: 10% van bevorderingspunt Slegs Mini-PAT: [100%] Jaar-eind eksamen 60% JAARPUNT: Kwartaal1 [7+3] + Kwartaal 2 [7+3] + Kwartaal 3 [7+3] + Kwartaal 4 [10] = 40% Bevorderingspunt: Jaarpunt (40%) + Finale eksamenpunt (60%) = 100% TEGNOLOGIE GRAAD 7-9 KABV 31 3.3 FoKUS INHOUD, KONSEP EN VAARDIGHEDE VIR GRAAD 9 KWARTAAL 1-4 GRAAD 9 KWARTAAL 1: STRUKTURE Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Ontwerp￾vaardighede • Eerstehoekse ortografiese projeksie: drie-dimensionele voorwerpe op ‘n plat papier. - Konsep van teken van drie verskillende aansigte: voor, bo en sy. Eenvoudige kubusse - Lyntipes: donker, dof, strepies, golwend, ketting. Skaal en afmetings. 2 Ontwerp￾vaardighede • Meer komplekse 3D-voorwerpe in ortografiese projeksie met instrumente geteken - Ontwerpprobleem: stel trappe en oprit vir ‘n rolstoel. - Ontwerpopdrag spesifiseer aantal trappe, hoogte van trap stygstukke, breedte en helling van die oprit, handreling, ens. - Skets die trap en die oprit in 3D deur isometriese projeksie te gebruik. - Teken op ‘n geskikte skaal ‘n plan van die trap en oprit deur eerstehoekse ortografiese projeksie te gebruik, gebruik korrekte aansigte, lyntipes en afmetings volgens konvensie. L.W.: Hierdie vaardighede moet geleidelik met elke taak ontwikkel word. Spandeer nie meer as die toegekende tyd vir hierdie inleiding. Leerders behoort teen die einde van die jaar die vereiste vlak van bekwaamheid ge-ontwikkel het. Vlak wat nodig is na week 2 - leerders moet in staat wees om die volgende op ‘n elementêre vlak te kan doen: • Leerders teken ‘n plan vir ‘n voorwerp van ‘n gegewe grootte. Hulle gebruik die eerstehoekse ortografiese tegniek deur gebruik te maak van die korrekte lyntipes, met afmetings volgens skaal geteken. • Leerders ontwerp ‘n oplossing om ‘n gegewe probleem op te los en teken ‘n geskikte plan deur eerstehoekse ortografiese projeksie te gebruik. • L.W. Dit is uiters belangrik dat die plan kan werk. • As die oplossing nie die probleem op los nie moet dit gepenaliseer word, maak nie saak hoe netjies dit geteken is nie. 2 Strukture • Kragte kan staties of dinamies, en laste kan gelyk of ongelyk wees. - Sterkte van materiale onder die inwerking van kragte - metaal dwarsprofiele. - Spanning (trek), kompressie (stoot), buiging van balke (kompressie en spanning). - Wringings - die gebruik van interne kruisverspanstukke om draaiing te weerstaan . • Eienskappe van verskeie konstruksie materiale: massa/digtheid, hardheid, styfheid, buigsaamheid, weerstand teen korrosie en die voorkoming van korrosie. FORMELE ASSESSERINGSTAAK 1: Mini-PAT ONDERWERP: Strukture KONTEKS: Gemeenskapkwessies – Die Kontrakteurs INHOUD: Identifisering van ‘n probleem met ‘n gegewe scenario [70%] Taak1: Simulasie: Strukture (graad 9-leerders moet in staat wees om ‘n probleem binne ‘n gegewe konteks te identifiseer) Hierdie taak handel oor die ontwerp van ‘n struktuur wat ‘n probleem sal oplos vir ‘n gemeenskap wat uit die stad, aan die oorkant van ‘n rivier woon, in die gesig staar. Die plaaslike owerheid plaas ‘n advertensie waarin kontrakteurs genooi word om tenders vir ‘n oplossing in te dien. Leerders vorm groepe om op te tree as ‘Kontrakterende Maatskappye” wat vir die kontrak om die probleem op te los sal kompeteer. Die groepe moet gestruktureerd wees met omsigtig ontwerpte rolle vir elke leerder. Rasionaal: Jy hoef nie ‘n lid van ‘n gemeenskap te wees ten einde in staat te wees om hul behoeftes aan te spreek nie - ingenieursfirmas bou brûe en stadions regoor die wêreld, en ‘n argitek kan ‘n ​​HOP-huis ontwerp sonder om daar in te woon. Hierdie taak laat leerders toe om die manier waarop die wêreld met maatskappye werk om toepaslike tegnologiese oplossings vir probleme te vind, waar hulle nodig het om opgelos te word, na te boots. ‘n Aantal probleme kan geïdentifiseer word en ‘n verskeidenheid van oplossings kan werk. Kosteberekening is ook deel van die ontwerp en leerders moet op hierdie vlak werklike koste oorweeg, insluitende arbeid - daar dit hulle sal help om ingeligte beroepskeuses op hierdie belangrike punt in hul opvoeding, met vakkeuses vir VOO veral belangrik, te maak. TEGNOLOGIE GRAAD 7-9 32 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2 Ondersoek￾vaardighede Die tender proses (insluitende etiese praktyke). • Ondersoek: Voorsien die scenario sodat leerders die probleemsituasie kan ondersoek en verskeie moontlike strukture, wat die probleem (e) wat hulle identifiseer het, op te kan los. Ontleding van bestaande produkte wat relevant vir die geïdentifiseerde probleem in terme van geskiktheid-vir-doel (insluitend die gepastheid van materiaal), veiligheid vir die gebruikers, die koste van materiale en die koste van die konstruksie. Realistiese koste van die werklike materiale, arbeid, vervoer, ens. Handboekskrywers moet nuttige hulpbronne hiervoor verskaf. 2 Ontwerp￾vaardighede • Skets aanvanklike idees: elke leerder genereer twee moontlike idees. • Evalueer en pas aan: groepe evalueer individuele idees en ontwikkel ‘n ​​finale idee. • Ontwerpopdrag: leerders skryf 'n ontwerpopdrag met die spesifikasies vir die finale idee. • Vloeidiagram: groepe bespreek hoe om voort te gaan, waarna elke leerder dan ‘n vloeidiagram teken. 2 Maakvaardighede Kosteberekening • Werkstekeninge: elke leerder teken die plan (of ‘n aspek van die plan) met behulp van eerstehoekse ortografiese projeksie volgens ‘n geskikte skaal, die korrekte lyntipes en afmetings. • Begroting: kosteberekening van die “werklike lewe” oplossing, insluitend korrekte materiaal￾en arbeidskoste 2 Maakvaardighede • Model van ‘n werkbare oplossing: Dit moet netjies volgens skaal gebou word, ‘n intelligente gebruik van materiale toon. • Leerders moet gebruik maak van veilige werkspraktyke. 4 Evaluerings￾vaardighede Kommunikasie￾vaardighede • Evalueer: groepe werk saam om ‘n evalueringsinstrument te produseer. Elke leerder gebruik die instrument om hul groep se oplossing en die van ‘n ander groep te evalueer. Dit kan gedoen word tydens die ander groep se aanbieding. • Groepaanbiedings: groepe bied hul tenderbod vir die “Tenderraad” aan. Elke lid van die groep moet verantwoordelik wees vir ‘n aspek van die aanbieding. • Tenders bestaan uit sketse, planne, begroting, model en kunstenaar se indrukke. 1 Formele Assesseringstaak: Toets (Let op: die toets kan voor die mini-PAT geskryf word) [30%] Formele Assessering: Kwartaal 1: Gewigswaarde: 10% van bevorderingspunt Mini-PAT: [70%] Toets: [30%] Totaal: 100% TEGNOLOGIE GRAAD 7-9 KABV 33 GRAAD 9 KWARTAAL 2: MEGANIESE STELSELS EN BEHEER Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Meganiese stelsels en beheer Ondersoek￾vaardighede • Hersien: spuit meganika deur twee gelyke grootte spuite verbind deur ‘n buis te gebruik. Oordrag van die krag tussen die spuit gevul met: - Saamgeperste lug - pneumatiese stelsel. - Water - hidrouliese stelsel. • Aksienavorsing: leerders eksperimenteer met twee verskillende grootte spuite deur ‘n buis verbind en met hidrouliese vloeistof (water) gevul. Leerders ervaar oordrag van krag met of vermenigvuldiging van krag of verdeling van krag (afhangende van watter spuit die aandrywer/ meestersilinder) is. • Gasse (soos die lug) is saampersbaar. Vloeistowwe (soos water, olie) is nie-saampersbaar nie. • Aksienavorsing: • Pascal se beginsel - druk uitgeoefen op een deel van ‘n hidrouliese stelsel sal net so oorgedra word, sonder enige verlies, in alle rigtings na ander dele van die stelsel. • Let daarop dat gelyke volumes van die vloeistof deur die stelsels beweeg, wat tot verskillende uitbreidings (hoeveelheid beweging) lei as spuit (silinders) van verskillende groottes gebruik word, so minder afstand/meer krag (MV> 1), en meer afstand/minder krag (MV <1) 2 Ondersoek￾vaardighede • Die hidrouliese pers (insluitend eenvoudige berekeninge). • Die hidrouliese domkrag. • Ondersoek: ontwerpoorwegings ~ geskik -vir-doel: - Evalueer die ontwerp van die hidrouliese domkrag in terme van: - Vir wie is dit? Vir wat is dit? Sal dit die werk doen? Waarvan moet dit gemaak word? Wat sal dit kos? Is dit koste-effektief? Lyk dit goed (estetika)? Is dit veilig/maklik vir die eindgebruiker om te gebruik (ergonomika)? • Teken ‘n stelselsdiagram wat die manier waarop ‘n hidrouliese domkrag werk beskryf. 2 Ondersoek￾vaardighede Meganiese stelsels en beheer • Aksienavorsing: praktiese ondersoeke: - Gebruik ‘n enkel wiel vaste katrol om die rigting van trek te verander (MV = 0). - Gebruik ‘n enkel wiel bewegende katrol om die rigting van trek te verander (MA> 0). - Gebruik ‘n katrolblokstelsel (katrolstelsel) om die verhouding tussen lasdraende toue op bewegende katrolwiele en MV (vermenigvuldiging van krag) vas te stel. • Ondersoek: leerders vind uit oor die volgende meganiese beheerstelsels: - Sperrat en klink - Remskyf - Fietsrem - Klamp 2 Meganiese stelsels en beheer • Lei leerders soos hulle die interaksies van die volgende hersien: - Reguittandratte van dieselfde grootte teen-roterend - Reguittandratte van ongelyke grootte teen-roterend – let op snelheid-/kragverhoudings. - Reguittandratte wat ‘n tussenrat gebruik om rotasie te sinchroniseer. • Lei leerders soos hulle uitvind oor die interaksie van die volgende: - Keëlratte van gelyke grootte - as van rotasie 90º. - Keëlratte van ongelyke grootte - as van rotasie 90º -let op snelheid-/kragverhoudings. - Tandstang en kleinrat ratstelsel soos gevind in outomatiese hekke en stuurmeganismes. - Wurmratstelsel vir groot afname in spoed en toename in krag. TEGNOLOGIE GRAAD 7-9 34 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 2 Evaluerings￾vaardighede Ontwerp￾vaardighede Kommunikasie￾vaardighede • Evalueer: Leerders ondersoek verskeie items met meganismes wat in die moderne kombuis en/of huis, werkswinkel/motorhuis aangetref word. Items soos blikoopmakers, eierklitsers, “band” moersleutels vir die oopmaak van bottels, messe vir ‘n verskeidenheid van doeleindes, en skroefbek, isolasiesnyer en ratelsleutel moet geëvalueer word in terme van: Vir wie is dit? Vir wat is dit? Sal dit die werk doen? Van watter materiaal word dit gemaak? Is die materiaal geskik? Wat sal dit my kos? Lyk dit goed? Is dit veilig en maklik om te gebruik? Hulle rapporteer op drie items. • Artistieke tekening: eenverdwynpunt perspektief. - Leerders teken ‘n 3D houtvoorwerp deur gebruik te maak van een VP perspektief. Hulle versterk die tekening deur die tekstuur van die houtgrein, kleur en skaduwees te toon - Leerders gebruik een VP perspektief om ‘n binne aansig van die klaskamer te teken. FORMELE ASSESSERINGSTAAK 2: Mini-PAT ONDERWERP: Geïntegreerde Stelsels – Meganies/Elektries/Ander KONTEKS: Sal deur materiaal ontwikkelaars voorsien word INHOUD: Probleemoplossing/Meganiese Voordeel [70%] DIE BEKENDSTELLING VAN DIE PRAKTIESE TAAK: Geïntegreerde Stelsels Duur van hierdie les is ‘n 30-minute periode. Stelsels waar meganiese, elektriese, hidrouliese of pneumatiese stelsels gekombineer word. Scenario: Beskryf ‘n scenario waar ‘n masjien wat ten minste twee van die volgende sub-stelsels kombineer, doeltreffend kan wees deur ‘n meganiese voordeel te gee om werk makliker te maak: meganiese, elektriese of pneumatiese/hidrouliese stelsels. Let op: Die meganiese elemente kan bestaan uit een of meer van die volgende meganismes: hefbome, gekoppelde hefbome, wiele, nokke, krukke, katrolle en/of ratte. Die masjien kan insluit ‘n meganiese of elektriese beheertoestel soos ‘n spoel, sperrat en klink, of skakelaar. 2 Ondersoek￾vaardighede Ontwerp￾vaardighede • Ondersoek die situasie so dat ‘n geskikte masjien ontwerp kan word om die probleem, behoefte of begeerte wat in die scenario gegee is, op te los. Ondersoek die moontlike meganismes en stelsels wat saam gebruik kan word om die masjien te maak. • Die ontwerpopdrag: elke leerder skryf sy/haar voorstel vir die ontwerp deur spesifikasies en beperkings te gee. • Sketse: elke leerder produseer twee sketse van uitvoerbare moontlike ontwerpe. Groepe ontmoet en kyk na die individuele voorstelle en besluit dan op ‘n finale oplossing. 3 Maakvaardighede • Plan: werkstekeninge • Die groep werk saam om tekeninge vir hulle model/prototipe te produseer deur gebruik te maak van eerstehoekse ortografiese projeksie. • Elke lid van die groep teken ‘n plan van die ontwerp OF, as dit baie kompleks is, een of meer aspekte van die ontwerp. Elke leerder moet sy/haar bevoegdheid demonstreer in die gebruik van hierdie tekentegniek. • Maak: prototipe/werkende model • Leerders gebruik veilige werkspraktyke. • Bouwerk: die model moet ‘n werkbare oplossing vir die probleem ten toon stel. Dit moet op skaal en netjies wees, en intelligente gebruik van die beskikbare materiaal toon. 2 Kommunikasie￾Vaardighede Groepaanbiedings: Elke groep kry vyf minute om hul oplossing in die vorm van sketse, kunstenaar’s indrukke van die oplossing, werkstekeninge/planne, kosteberekening en hul model aan te bied. 1 Formele Assesseringstaak: Kwartaaltoets [30%] Formele Assessering: Kwartaal 2: Gewigswaarde: 10% van bevorderingspunt Mini-PAT: [70%] Formele Kwartaaltoets: [30%] Totaal: 100% TEGNOLOGIE GRAAD 7-9 KABV 35 GRAAD 9 KWARTAAL 3: ELEKTRIESE/ELEKTRONIESE STELSELS Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Elektriese stelsels en beheer Ondersoek￾vaardighede Hersien 1- simbole van komponente: • Selle in serie en parallel. • Lampe in serie en parallel. • Skakelaars in serie (EN logika) en parallel (OF logika). • Stroom in die stroombaan - konvensionele stroom vloei van positief na negatief. Hersien 2 - eenvoudige stroombane: • Een sel, skakelaar, twee lampe in serie. • Twee selle in serie, skakelaar, twee lampe in serie. Ohm se wet kwantitatief: as stroomspanning verhoog, verhoog die stroom as weerstand konstant is. Aksienavorsing: toets Ohm se wet prakties - meet die spanning (potensiaalverskil) en die stroomsterkte in elk van die volgende stroombane: • Een sel gekoppel aan ‘n 20 W resistor - let op die voltmeter-en ammeterlesings. • Twee selle gekoppel aan die 20 W resistor - let op die voltmeter-en ammeterlesings. • Drie selle gekoppel aan die 20 W resistor - let op die voltmeter-en ammeterlesings. • Stip die lesings op ‘n grafiek en bepaal die verhouding tussen die potensiaalverskil en stroomsterkte terwyl die weerstand konstant gehou word. 2 Elektriese stelsels en beheer • Resistor kleurkodes: - Lae waarde resistors het dikwels hul weerstand waarde in getalle op hulle gedruk. - Hoër waarde resistors word gekodeer met gekleurde bande. Die eerste drie bande gee die weerstandswaarde in ohm. Die vierde band is ‘n akkuraatheidsgradering as ‘n persentasie. Bereken waardes: R = V I gebruik om R te berek as V en I bekend is. V = IR gebruik om V te berek as I en R bekend is. I = V R gebruik om I te berek as V en R bekend is. Let op: R - verteenwoordig die weerstand van ‘n resistor in ohms .... [Ω]. V - verteenwoordig die potensiaalverskil in volts .................. [V]. I - verteenwoordig die stroomsterkte in ampère .................. [A]. TEGNOLOGIE GRAAD 7-9 36 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) 4 Elektroniese stelsels en beheer- • Skakelaars: Handskakelaars wat deur die gebruiker beheer word, bv. druk, EPES, EPDS, DPDS. • Diodes en LED (Ligemissie-diode): - ‘n Diode is ‘n komponent wat stroom slegs in een rigting toelaat. - ‘n LED laat stroom slegs in een rigting vloei en gee ook lig af en word dikwels gebruik as ‘n aanduiding dat ‘n stroombaan “aan” is. • Transistors: slegs npn-tipe sal op hierdie vlak gebruik word. - ‘n transistor is ‘n toestel wat as ‘n skakelaar kan optree en dit kan ‘n klein stroom (bv. van ‘n sensor) in ‘n groter stroom versterk. - Verbind ‘n eenvoudige transistor stroombaan. Sensors - belangrike invoer-toestelle: • LAW (Lig Afhanklike Weerstand) - ‘n komponent wat se weerstand afneem met lig [donker - ‘n hoë weerstand; helder lig -lae weerstand] • Termistor: ‘n komponent wat se weerstand met temperatuur wissel. Twee tipes bestaan: - + t: weerstand neem toe met toename in temperatuur. - - t: weerstand neem af met toename in temperatuur. • Kontak- of vogdetektor: ‘n komponent wat oorbrug kan word deur ‘n “nat” vinger te gebruik, dus om die stroombaan te voltooi, met aanduiding van die kontak. • Kapasitors: ‘n komponent wat elektriese energie kan berg en dan vrystel. 2 Elektroniese stelsels en beheer Eenvoudige elektroniese stroombane: Leerders teken, EN werk in groepe om hierdie eenvoudige elektroniese stroombane saam te stel • LED, 470Ω resistor, skakelaar, en 4,5 V serie battery. • LAW, gonser, 3 V serie battery. • NPN transistor, gonser of klok, termistor, verstelbare resistor, 1kΩ resisitor, 6 V serie battery (of GS kragbron of fotovoltaïese paneel). • 6 V sereie battery, LED, 470Ω resistor, 1 000μF kapasitor, skakelaar Kort Praktiese Assesseringstaak: “Mini-PAT” Innovasie: Elektroniese Stelsels en Beheer [70%] Praktiese taak: Elektroniese Stelsels Opstel van toneel Duur van hierdie les is ‘n 30-minute periode. Stelsel waar elektriese en elektroniese stelsels gekombineer word. Dit kan geïntegreer word met ander aspekte soos strukture, ens. Daar sal nie van leerders verwag word om ‘n elektroniese stroombaan te ontwerp nie. Hulle sal die komponente van ‘n gegewe stroombaan saamstel en koppel en sal ‘n geskikte toepassing vir daardie stroombaan ontwerp. Die elektroniese stroombaan kan sensor toerusting en/of transistor (s) gebruik. Scenario: Beskryf ‘n situasie waar ‘n gegewe elektroniese stroombaan gebruik kan word om aan ‘n behoefte te voldoen. Leerders kry die taak om ‘n gegewe elektroniese stroombaan te bou en om ‘n geskikte gebruik vir hierdie stroombaan te vind. 2 Ondersoek￾vaardighede Ontwerp￾vaardighede • Ondersoek die situasie en die aard van die behoefte sodat ‘n geskikte stroombaan gekies kan word om die probleem, behoefte of begeerte wat in die scenario gegee is, op te los. • ‘n Gegewe stroombaan moet geïnkorporeer word in die ontwerp van ‘n toestel wat elektronika sal gebruik om die probleem, behoefte of begeerte aan te spreek. • Die ontwerpopdrag: • Elke leerder skryf sy/haar voorstel vir die ontwerp met spesifikasies en beperkinge. • Sketse • Elke leerder teken die stroombaandiagram. Elke leerder produseer ‘n skets in 3D om die toestel te toon wat die elektroniese stroombaan sal gebruik. • Groepe ontmoet en kyk na die individuele voorstelle om op ‘n finale oplossing te besluit. TEGNOLOGIE GRAAD 7-9 KABV 37 2 Maak￾vaardighede • Planne: werkstekeninge • Die leerders produseer planne vir hul toestel/model/prototipe deur eerstehoekse ortografiese projeksie te gebruik. Die planne moet insluit ‘n 3D “samestellinge” tekening in uitskuifaansig om te wys hoe die model inmekaar pas. • Elke lid van die groep teken ‘n werkstekening van die ontwerp OF ‘n aspek van die ontwerp. • Maak: toestel/prototipe/werkende model • Die model moet ‘n werkbare oplossing vir die probleem ten toon stel. Dit moet op skaal en netjies wees, en intelligente gebruik van die beskikbare materiaal toon. 2 Kommunikasie￾vaardighede • Groepaanbiedings: • Elke groep kry vyf minute om hul oplossing in die vorm van sketse, kunstenaar se indrukke van die oplossing, werkstekeninge/planne, kosteberekening en hul model aan te bied. 2 • Elke leerder stel ‘n rekord van sy/haar eie bydrae tot die taak saam. • Dit moet in elke leerder se werkboek gereflekteer word. 1 Summatiewe assessering Toets (Die toets kan die mini-PAT voorafgaan of volg) [30%] Formele Assessering: Kwartaal 3: Gewigswaarde: 10% van bevorderingspunt Mini-PAT: [70%] Toets: [30%] Totaal: 100% TEGNOLOGIE GRAAD 7-9 38 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GRAAD 9 KWARTAAL 4: VERWERKING Dit is verpligtend om die gegewe omvang in die kwartaal aangedui te dek. Die volgorde van die werk in die kwartaal moet nagekom word. Vaardighede – ondersoek, teken, ontwerp, maak en voorlegging moet progressief van kwartaal tot kwartaal verbeter. Ure Fokus Inhoud, konsepte en vaardighede Bemagtigingstake 2 Verwerking Preservering van metale (eerste twee metodes teoreties, 1.3 prakties) 1.1 Verfwerk 1.2 Galvanisering 1.3. Elektroplatering 2 Verwerking Inheemse tegnologie Voedselpreservering (eerste twee metodes teoreties, 2.3 prakties 2.1. Bewaring van graan 2.2. Inlê 2.3. Droog en/of insout Let op: Die droog/insout proses sal tyd neem en sal geëvalueer word wanneer dit voltooi is 2 Verwerking Ondersoek￾vaardighede Plastieksoorte en hul gebruike • Ondersoek: Identifisering van plastiek-identifiseringskodes en sortering vir hersiklering. Eienskappe van plastiek Verminder - herbruik - hersikleer 2 Verwerking Ondersoek￾vaardighede • Gevallestudie: hervervaardiging van afvalplastiek in korrels vir hergebruik. • Stelseldiagram: teken ‘n stelseldiagram wat ‘n plastiek herwinningsprojek beskryf. • Gevallestudie : giet hersikleerbare plastiek korrels in produkte. Formele Assesseringstaak: Mini-PAT Verminder - Hergebruik - Hersikleer [70%] PRAKTIESE TAAK: Werk met plastiek Opstel van die toneel Duur van hierdie les is 30 minute. Scenario: Beskryf ‘n situasie waar sny van, samevoeging, buiging EN/OF plastiekvorming gebruik kan word om ‘n plastiese produk te maak wat ‘n behoefte, begeerte of geleentheid sal bevredig. 2 Ondersoek￾vaardighede • Gevallestudie: plastiek wat op moderne motors gebruik word. • Gevallestudie: plastiek wat om die huis gebruik word. • Probleem-identifikasie: Leerders identifiseer ‘n behoefte of begeerte wat deur die maak van ‘n plastiese item van hul eie ontwerp, bevredig kan word. 2 Ontwerp￾vaardighede Maak￾vaardighede • Skets: leerders skets hul plastiese item deur gebruik te maak van isometriese projeksie op roosterpapier. • Plan: leerders teken hul plastiese item deur gebruik te maak van eerstehoekse ortografiese projeksie. • Ontwikkeling van vaardighede: leerders oefen die vaardighede wat nodig is om hul plastiese item te vervaardig – meet, uitmerk, sny, buig en las. Vorming is ‘n opsionele ekstra. 2 Maak￾vaardighede Kommunikasie￾vaardighede • Praktiese sessies: werk veilig, leerders meet, merk uit, sny en buig die materiale vir hul plastiese item, waarna die produk saam gestel word. • Elke leerder stel ‘n rekord saam van sy/haar kwartaal se werk, insluitend die verlenging van die lewensduur van metale en kos, eienskappe en gebruike van verskeie plastiek, die hersiklering strategie vir plastiek, die gevallestudies, en die sketse en planne vir die plastiese item. 2 Finale eksamen • Summatiewe einde van die jaar eksamen dek kennis, tekenvaardighede, ontwerpkwessies, en waardes wat tydens die graad 9-jaar gedek was. Vrae moet oor Bloom se Taksonomie gebalanseer word, MAAR met ‘n spesiale klem op die toepassing van kennis in ‘n probleemoplossings-konteks, daar dit die essensie van hierdie vak is. • LW: Herroep van kennis sonder begrip is van min waarde in Tegnologie. Formele Assessering: Kwartaal 4: Gewigswaarde: 10% van bevorderingspunt Slegs Mini-PAT: [100%] TEGNOLOGIE GRAAD 7-9 KABV 39 Einde-van die - jaar Eksamen = 60% JAARPUNT: Kwartaal1 [7+3] + Kwartaal 2 [7+3] + Kwartaal 3 [7+3] + Kwartaal 4 [10] = 40% Bevorderingspunt: Jaarpunt (40 %) + Finale eksamenpunt (60%) = 100% Grade 7, 8 en 9 Formele Assessseringtaak: (4 Take) Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Bevorderingsppunt Mini-PAT 70% TOETS 30% Mini-PAT 70% TOETS 30% Mini-PAT 70% TOETS 30% Mini-PAT 100% Jaarpunt: 40% Finale eks.: 60% 7 + 3 7 + 3 7 + 3 10 Eksamens 20% + 40% = SGA 60% Totaal: 100% (Raadpleeg tabel 1 op bladsy 42 en 76) TEGNOLOGIE GRAAD 7-9 40 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) AFDELING 4: ASSESSERING IN TEGNOLOGIE 4.1 INLEIDING Assessering is ‘n deurlopende, beplande proses van identifisering, versameling en interpretasie van inligting oor die prestasie van leerders, deur die gebruik van verskillende vorme van assessering. Dit behels vier stappe: ontwikkeling en die versameling van bewyse van prestasie; evaluering van hierdie bewyse, optekening van die bevindinge en gebruik van hierdie inligting om die ontwikkeling van die leerder te verstaan en sodoende die leerder te help om die proses van leer en onderrig te kan verbeter. Assessering behoort beide informeel (assessering vir leer) en formeel (assessering van leer) te wees. In beide gevalle behoort gereelde terugvoering aan leerders gegee te word om die leerervaring te versterk. In ‘n vak met ‘n beduidende praktiese aard, soos Tegnologie, is dit belangrik om die vaardighede en waardes, tesame met die gepaardgaande vakkennis te ontwikkel en te evalueer. In Tegnologie het kennis sonder die vaardighede wat nodig is om ‘n praktiese oplossing te implementeer, min waarde. Net so kan vaardighede nie geleer word sonder die kennis wat nodig is om oplossings vir probleme te ontwerp of behoeftes te bevredig nie, wat die essensie is van die vak Tegnologie. 4.2 HINDERNISSE TOT LEER EN ASSESSERING • Alhoewel daar baie struikelblokke tot leer voorkom, moet onderwysers die leerders se sterkpunte indentifiseer en daarop bou om hul uniekheid te bevestig. Alle leerders het die behoefte om sukses te ervaar. • Alternatiewe strategieë moet toegepas word: meer tyd, vergrote teks, gebruik van inligtings-en kommunikasietegnologie, amanuensis of skrywers in die geval van leerders met spesiale onderwysbehoeftes. • Die gebruik van alternatiewe assessering wat verband hou met die verandering in die vorm van assessering wat gebruik word om alle leerders te akkommodeer. Dit is belangrik om die assesseringstrategie toepaslik af te wissel. • Persoonlike betrokkenheid by die leerders met take verbeter dikwels hul aandagspan, geduld, volharding en toewyding. • Ontwerp en maak van werklike produkte wat gebruik kan word, kan leerders ‘n gevoel van prestasie gee en hul selfbeeld sal verbeter. • Die volgende strategieë, afhangende van die fisiese hindernisse van LSOB-leerders, kan toegepas word wanneer ondersteuning geskied: - Gebruik die ondersteuning van ander mense om leerlinge te help om veilig deel te neem aan praktiese werk, byvoorbeeld die hulp van volwassenes of ander leerders om te help met die vashou of manipulering van gereedskap of die uitvoering van aktiwiteite volgens instruksies. Dit is belangrik dat die leerders beheer van die proses behou en die besluitnemers sal wees. - Leerders kan hul ontwerpidees vir ander beskryf om aan te teken of in ‘n tekening te vertaal, terwyl die beheer van die ontwerpidee en die veranderinge behoue bly. TEGNOLOGIE GRAAD 7-9 KABV 41 - Werk op korter, meer gefokusde take, eerder as langer, oop take. Om dit te doen kan leerders voorsien met inkrementele elemente van sukses en gereelde motivering en beloning. - Gebruik IKT-toepassings, soos gespesialiseerde sagteware, om te help met die volgorde en die nakoming van instruksies tydens praktiese werk. - Gebruik modellering, rolspel, bandopnemers, video-opname en foto’s om hul idees te kommunikeer, te ontwikkel en op te teken. - Kommunikeer deur ‘n verskeidenheid van metodes te gebruik maar vermy die oor-afhanklikheid van die geskrewe woord. 4.3 INFORMELE DAAGLIKSE ASSESSERING Assessering vir leer het ten doel die voortdurende versameling van inligting oor ‘n leerder se prestasie wat gebruik kan word om hul leer te verbeter. Informele assessering is ‘n daaglikse monitering van leerders se vordering in die ontwikkeling van ‘n kennis-basis saam met die verwante vaardighede en veilige houdings wat nodig is in die praktiese vakke. Dit word gedoen deur middel van waarneming, bespreking, praktiese demonstrasies, leerder-onderwyser konferensies, informele klaskamer interaksies, ens. Informele assessering kan so eenvoudig wees as die stop gedurende die aanbieding van die les om leerders waar te neem of om met die leerders te bespreek hoe die leerproses vorder of in te gryp om die korrekte en veilige hantering van ‘n gereedskapstuk aan te toon. Informele assessering moet gebruik word om terugvoering aan die leerders te gee en beplanning vir onderrig te rig, maar hoef nie opgeteken te word nie. Dit moet nie as apart van die leeraktiwiteite wat in die klaskamer plaasvind gesien word nie. In Tegnologie het die “bemagtigende” aktiwiteite wat die Mini-PAT voorafgaan ten doel om die kennis, vaardighede en waardes tot die punt te ontwikkel waar die leerders gereed is om formeel geassesseer te word (dit is ooreenkomstig aan die “leerder” se fase voor die bestuurderslisensie toets). Assessering vir leer moet ontwikkelend van aard wees. Leerders of onderwysers kan hierdie bemagtigende take merk. Self-en portuurassessering betrek leerders aktief in assessering. Dit is belangrik omdat dit leerders toelaat om te leer van en te besin oor hulle eie prestasie. Die resultate van informele daaglikse assesseringstake word nie formeel opgeteken nie tensy die onderwyser verkies om dit te doen. Die resultate van die daaglikse assesseringstake word nie in aanmerking geneem vir bevordering en sertifisering nie. 4.3.1 Formele assessering Alle assesseringstake wat deel uitmaak van ‘n formele program van assessering vir die jaar, word beskou as formele assessering. Formele assesseringstake word gemerk en formeel deur die onderwyser vir progressie- en sertifiseringsdoeleindes opgeteken. Alle formele assesseringstake is onderhewig aan moderering vir die doel van gehalteversekering en om te verseker dat verskeidenheid en toepaslike standaarde wat vir die graad vereis word, in stand gehou word. Formele assessering bied aan onderwysers ‘n sistematiese wyse om te evalueer hoe goed leerders vorder in ‘n graad en in ‘n bepaalde vak en gee insig in die sukses van die onderrig-strategie en metodologie. Voorbeelde van formele assessering is toetse, eksamens, praktiese take, projekte, mondelinge aanbiedings, demonstrasies, optredes, ens. Formele assesseringstake vorm deel van ‘n jaarlange formele program van assessering in elke graad en vak, en moet aangepas word om te voldoen aan die behoeftes van inklusiwiteit waar nodig. TEGNOLOGIE GRAAD 7-9 42 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Die formele assesseringsvereistes vir Tegnologie is soos volg: • Formele assessering vir Tegnologie sal bestaan uit die Mini-Praktiese Assesseringstake en pen en papier toetse of eksamens. • Ten minste 40 van die 70 Mini-PAT punte per kwartaal moet toegeskryf word aan praktiese werk. • Take wat deur leerders vir formele assessering gedoen word, moet te alle tye deur die onderwysers gemonitor word. • Werk wat “af-kampus” buite die direkte beheer van die onderwyser gedoen is, moet normaalweg nie deel vorm van die formele assesseringrekord nie. • Die einde van die jaar bevorderingspunt bestaan ​​uit 40% SGA en 60% (Mini-PAT 20%; eksamen 40%) einde van die jaar eksamen: Tabel 1: Formele Assessering In Tegnologie – Grade 7, 8 en 9 INFORMELE DAAGLIKSE ASSESSERING FORMELE ASSESSERING: KWARTAALPUNTE Praktiese Take en Teorie Toets/Eksamen TOTAAL Bemagtigingstake Mini-PAT Kwartaaltoets/Eksamen Kwartaalpunt Kwartaal 1 0% 70% 30% 100% Kwartaal 2 70% 30% 100% Kwartaal 3 70% 30% 100% Kwartaal 4 70 punte = 100% Geen Toets 100% Bevorderingspunt SGA Komponent: 40% Finale Eksamenkomponent: 60% Skoolgebaseerde Bevordering Assessering: Toets en Mini-PATs 40 Gekombineerde Mini-PAT: 20 Eksamen: 40 Kwartaal 1 + Kwartaal 2 + Kwartaal 3 + Kwartaal 4 K1 + K2 + K3 + K4 40 100 10 + 10 + 10 + 10 5 + 5 + 5 + 5 Hierdie uiteensetting is in lyn met die VOO-praktiese vakke waar die PAT-punt as deel van die finale eksamen komponent ingesluit word. In die VOO dra die PAT-punt 1/3 by tot die finale eksamenpunt, naamlik 100 uit 300. Die bogenoemde uiteensetting verseker dat die Tegnologie in die AOO-band sy fokus op die praktiese aspekte behou. Hoewel daar nie in die AOO Tegnologie gespesialiseer word soos in die VOO gebeur nie, is daar vier mini￾PATs wat in gelyke dele bymekaar getel word om die praktiese eksamenkomponent te voorsien. Soos met die VOO￾praktiese vakke, dra die gekombineerde mini-PAT-punt 1/3 by tot die finale eksamenpunt, dit is 20 uit 60. Die vorms van assessering wat gebruik word behoort te wissel en moet ouderdom- en ontwikkelingsvlak toepaslik wees. Die ontwerp van hierdie take moet die inhoud van die vak dek en behoort ‘n verskeidenheid van take in te sluit wat ontwerp is om die teoretiese en praktiese doelstellings van die vak te bereik. Formele assessering moet voorsiening maak vir ‘n reeks kognitiewe vlakke en vermoëns van leerders. TEGNOLOGIE GRAAD 7-9 KABV 43 Gewigswaarde van kognitiewe vlakke vir toetse en eksamens: Graad 7-9 HERROEP BEGRIP TOEPASSING ONTLEED SINTESE EVALUEER ROETINE DIAGNOSTIES STRATEGIES INTERPRETEER SKEP Lae Orde Middel Orde Hoë Orde 30% 40% 30% Verwys na Bylae G vir sleutelwoorde wat verband hou met die kognitiewe vlakke. Verwys na Bylae H vir ‘n modereringsinstrument vir assessering. 4.3.2 Mini-Praktiese Assesseringstaak (Mini-PAT) Definisie: ‘n Reeks kort praktiese assesseringstake wat die vernaamste formele assessering van ‘n leerder se vaardighede en toepassing van kennis gedurende elke kwartaal uitmaak. Dit kan ‘n opdrag wees wat aspekte van die ontwerpproses dek, of dit kan ‘n volle bekwaamheidstaak wees wat alle aspekte van die ontwerpproses (OOMEK) dek. Dit is saamgestel uit ‘n verskeidenheid vorms van assessering wat geskik is vir die verskeidenheid van aktiwiteite wat ‘n mini-PAT uitmaak. Doel: n mini-PAT is bedoel om die praktiese komponent van Tegnologie gekontekstualiseerd binne ‘n kennis fokus te formaliseer. • Die mini-Praktiese Assesseringstaak is ontwerp om leerders die geleentheid te bied om hul vlakke van vermoë (d.w.s. bekwaamheid) te ontwikkel en te demonstreer soos hulle deur die taak se aktiwiteite vorder. • Elke mini-PAT fokus hoofsaaklik op een van die kennis fokusse van Tegnologie (bv. strukture, meganiese stelsels en beheer, elektriese/elektroniese stelsels en beheer en verwerking), maar kan geïntegreer word en kan meer as een kennis fokus teiken. Van handboekskrywers word verwag om die mini-PATs te ontwikkel. • Hierdie take word volgens die ontwerpproses gestruktureer: • Ondersoek - Ontwerp - Maak - Evalueer - Kommunikeer. • LW: Hierdie is NIE ‘n LINIÊRE proses wat in ‘n vaste volgorde gebeur nie. • Assessering in ‘n mini-PAT hoef nie alle aspekte van die ontwerpproses elke kwartaal te dek nie. • ‘n Mini-PAT is ‘n uitgebreide formele assesseringstaak en moet met ander skool aktiwiteite beplan word. TEGNOLOGIE GRAAD 7-9 44 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Die tabel hieronder verskaf ‘n riglyn vir die mini-PAT per kwartaal per graad: Tabel 2: Fokus van die Mini-PAT BESKRYWING KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 Bekwaamheidstaak KWARTAAL 4 GRAAD 7 Mini-PAT: Meganies stelsels en beheer Ontwerp + Maak Mini-PAT: Strukture Ondersoek + Ontwerp + Maak Mini-PAT Elektries/Strukture/ Meganismes Ondersoek + Ontwerp + Maak + Evalueer + Kommunikeer Mini-PAT: Verwerking Ontwerp + Maak GRAAD 8 Mini-PAT: Strukture/Meganiese stelsels en beheer Kommunikeer + Ontwerp + Maak Mini-PAT: Impak van Tegnologie Verwerking Ondersoek+ Ontwerp + Maak Mini-PAT Meganiese stelsels en beheer/Strukture Ondersoek + Ontwerp + Maak + Evalueer + Kommunikeer Mini-PAT: Elektriese stelsels en beheer Ontwerp + Maak GRAAD 9 Mini-PAT: Strukture Kommunikeer + Ontwerp + Maak Mini-PAT: Meganiese stelsels en beheer Ondersoek + Ontwerp + Maak Mini-PAT Elektroniese stelsels en beheer Ondersoek + Ontwerp + Maak + Evalueer + Kommunikeer Mini-PAT Verwerking Ontwerp + Maak • ‘n Leerder moet die volle ontwerpproses een keer as ‘n mini-Praktiese Assesseringstaak in kwartaal 3 van elke graad aanbied. Dit voldoen aan die vereistes van een projek per vak per jaar. • Die voorkeur instrument wat gebruik word om die leerder se prestasie in ‘n mini-Praktiese Assesseringstaak te assesseer, is ‘n analitiese rubriek. (Verwys na bladsy 45.) • Onderwysers sal vaardighede en waardes assesseer deur analitiese rubrieke wat duidelike beskrywings vir elke vlak behoort te hê, te gebruik. Dit beteken dat ‘n vlakbeskrywer moet sê waarom ‘n prestasie geag word om te wees, sê, “verdienstelik” of “basies”. • Skole moet verantwoordelikheid neem vir die verskaffing van hulpbronne (beide gereedskap en materiaal) wat nodig is tydens die mini-PAT. • Leerders moet die mini-PAT’s vir formele assessering onder toesig van die onderwyser voltooi. • Onderwysers sal die mini-PAT formeel assesseer. LET OP: Probleemoplossing Taksonomie deur Plant, et al. is meer van toepassing as ‘n gids tot die assessering van bekwaamheid in Tegnologie-onderwys. In Plant se benadering word die kognitiewe vlak bepaal deur die vorige ervaring van leerders. Dit pas goed in met die ontwikkeling van vaardighede in die Tegnologie waar van leerders verwag word om progressief deur die jaar beter te raak. TEGNOLOGIE GRAAD 7-9 KABV 45 Probleemoplossing Taksonomie (Plant et al, 1980.) Progressie 5. Kreatiwiteit vlak: Take vereis van leerders om ‘n oplossing te ontwikkel wat voorheen nie bekend was nie of om ‘n paar prosedures in ‘n nuwe manier te kombineer. 4. Interpretasie vlak: Van leerders word verwag om ‘n werklike lewensprobleem te simuleer en dit op te los. Leerders reflekteer die resultate terug na ‘n werklike –wêreld probleem en implementeer die oplossing. 3. Strategiese vlak: Probleme wat vereis dat leerders die mees geskikte oplossing kies uit ‘n aantal moontlike korrekte bekende opsies. 2. Diagnostiese vlak: Take wat vereis dat leerders die korrekte roetine uit ‘n paar bekende moontlikhede kies. 1. Roetine vlak: Probleme wat vereis dat leerders die bekende roetine proses volg. Tabel 3: Gewigswaarde vir die inhoud van toetse en eksamens: Grade 7–9 Ondersoek, ontwerp, maak, evalueer en kommunikeer Ontwerpprosesvaardighede: Strukture, Verwerking, Meganiese en Elektriese/Elektroniese Stelsels en Beheer Kennis: (Tegnologie, Samelewing en die Omgewing) Inheemse/Impak/Vooroordeel Waardes en houdings: 50% 30% 20% LW: Die bogenoemde gewigswaardes vir assessering moet die benadering tot onderrig in Tegnologie rig. Die meeste van die kennis sal doelbewus verkry word tydens die ontwikkeling van vaardighede vir die ontwerpproses. Byvoorbeeld, leerders sal die vereiste kennis aspekte ondersoek, en die moontlike impak op die samelewing of die omgewing evalueer. TEGNOLOGIE GRAAD 7-9 46 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ‘N VOORBEELD VAN ‘N GENERIESE ANALITIESE RUBRIEK OM ONTWERPBEKWAAMHEID IN ‘N MINI-PAT TE ASSESSEER. Die leerder is in staat om: KRITERIA VLAKKE VAN BEVOEGDHEID VOORTREFLIK TOEREIKEND ONTWIKKEL MAAR NOG NIE BEMEESTER VORDER VLAK 5 VLAK 4 VLAK 3 VLAK 2 VLAK 1 Ontwerpidees te genereer en te ontwikkel Gebruik tekeninge reflektief om nuwe idees te genereer Progressie van idees oor of binne tekeninge Ontwerpidees word gegenereer maar nie ontwikkel Eenvoudige skets toon voorwerp wat gemaak word Teken ‘n prent en nie die ontwerp van ‘n produk Verken die moontlikhede van die probleem/ behoefte Kombineer nuwe oplossings om innoverende ontwerp te produseer Gebruik tekeninge om nuwe ontwerpoplossing (s) te ontwikkel Optekening van moontlike kreatiewe oplossing(s) vir die taak Stereotipiese reaksie, wat min kreatiewe denke toon Ontwerp moontlikhede word nie in die tekening aangespreek nie Spreek die beperkinge van die probleem/ behoefte aan Taak beperkings behandel as deel van herhalings￾proses Taak beperkings in ag geneem soos die ontwerp vorder Teken op die manier om die taak en/of kliënt behoeftes en begeertes aan te spreek Tekeninge toon ‘n mate van begrip van die taak beperkings Minimale begrip van die taak/ gebruiker se behoeftes Beplan die voorkoms van die produk Ontwikkel idees oor afwerking binne die algehele ontwerp Voeg idees oor afwerking tot die ontwerp by terwyl daar geteken word Algehele versiering skema in ag geneem Min inagneming van die finale voorkoms van die produk Voorkoms van die produk is nie in ag geneem nie Kommunikeer ontwerpidees Duidelik genoeg vir iemand anders om die produk te maak Dra die gevoel van die voorwerp wat gemaak word oor, bv. werk diagram Dra ‘n sekere gevoel van die voorwerp wat gemaak word oor, bv. dui materiaal aan Eenvoudige skets(e) sonder byskrifte; vertrou op gedeelde betekenisse Die gebruik van ‘n verhaal of ander soort tekenwerk Beplan konstruksie Konstruksie kwessies in ag geneem op pad na finale ontwerp Tekening toon oorweging van konstruksie Tekening dui sekere oorweging van konstruksie aan Minimale oorweging van die konstruksie, terwyl daar geteken word Nie van plan om die voorwerp te maak wat geteken word Evalueer terwyl teken Veranderinge gemaak as ‘n gevolg van die oorweging van ontwerptekeninge Besluite oor produk geneem terwyl daar geteken word ‘n Verskeidenheid van idees is oorweeg en verwerp Minimale evaluering by tekenfase Die ontwerp taak moet nog definieer word Verskaf ‘n basis vir vervaardiging Gebruik tekeninge as ‘n hulpbron tydens vervaardiging Duidelike pad van ontwikkeling deur die tekening na vervaardiging Voorwerp is een van die idees geteken Produk hou verband met idees wat in die tekening aangeteken is Maak en voorwerp gesien as afsonderlike nuwe aktiwiteit Kommentaar om die leerders se prestasie in die ontwerpbekwaamheid te verbeter: TEGNOLOGIE GRAAD 7-9 KABV 47 4.4 PROGRAM VAN ASSESSERING Die program van assessering is ontwerp om die verspreiding van die formele assesseringstake vir alle vakke in ‘n skool, per kwartaal, vir ‘n jaar te organiseer. Verwys na bladsy 41 vir die punte uiteensetting en Bylaag F (bladsy 75). 4.4.1 Toetse • ‘n Gestandaardiseerde toets maak 30% van elke kwartaal se assessering uit. • ‘n Toets vir formele assessering moet ‘n aansienlike hoeveelheid vaardighede en inhoud dek en moet soos volg opgestel word: Graad 7: 45 minute Grade 8 en 9: 60 minute • Die punt vir toetse word nie voorgeskryf nie, maar moet deur die onderwyser bepaal word met inagneming van die volume inhoud gedek en die tyd wat beskikbaar is. Toetsing in Tegnologie sal beperk word tot EEN toets elk in kwartale 1, 2 en 3. Dit kan plaasvind óf net voor of net na die mini-PAT en moet beplan word in die skool se assesseringsprogram. 4.4.2 Mini-PAT • Die Mini-PAT maak 70% van elke kwartaal se assessering uit. Praktiese werk moet meer as die helfte van die punte uitmaak. 4.4.3 Eksamens • Al die eksamens moet vrae insluit wat kennis en waardes met die ontwerp prosesvaardighede integreer. • In Tegnologie bestaan die finale einde van die jaar eksamen uit 60% van die leerders se bevorderingspunt en moet soos volg uiteengesit word: Graad Tydtoewysing Punte waarde 7 60 minute 60 punte 8 90 minute 100 punte 9 120 minute 120 punte 4.4.4 Inhoud wat vir die End-van-die-Jaar-Eksamens geassesseer moet word • Die inhoud wat aan die einde van die jaar geassesseer word is gebaseer op die jaar se werk, soos gespesifiseer in die CAPS dokument vir die graad. Hoe dit ook al sy, voorkennis van ‘n vorige graad mag egter nodig wees om sommige van die vrae in die hoër graad te interpreteer en te beantwoord. 4.4.5 Tipe Vrae vir Pen en Papier Toets • Die waarde van memorisering deur uit die hoof te leer dra min gewig in ‘n vak wat innovasie, kreatiwiteit en probleemoplossingsvaardighede benodig. Die vermoë om lateraal te dink en om oorspronklike en toepaslike oplossings te ontwikkel, is ‘n belangrike element in die leer van Tegnologie. • Leerders moet in staat wees om ondersoek in te stel deur ‘n verskeidenheid van bronne te gebruik, hul vermoë om in ‘n spesifieke styl te teken demonstreer, ‘n ontwerpopdrag te skryf, spesifikasies en beperkings te gee, toepaslike materiaal vir ‘n model te kies, die volgorde vir die vervaardiging van ‘n produk te beplan, ‘n ontwerp objektief te evalueer, ‘n stelsel wat stelseldiagramme gebruik te ontleed en hul oplossings met behulp van ‘n reeks tegnieke te kommunikeer. TEGNOLOGIE GRAAD 7-9 48 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) • Vrae wat kennis, vaardighede en waardes integreer het meer waarde in tegnologie as ‘n blote herroeping van kennis feite. 4.4.6 Die gebruik van Gevallestudies • Gevallestudies word gebruik om die werklikheid in die klaskamer te bring. • Die bedoeling moet wees om leerders te wys dat Tegnologie ‘n vak is wat na aan die manier is waarop die wêreld werk. • Gevallestudies kan gebruik word om ‘n tegnologiese vaardigheid (tekening byvoorbeeld), kennis-konsepte en waardes te ontwikkel en te assesseer. 4.5 OPTEKENING EN VERSLAGDOENING Optekening is ‘n proses waarin die onderwyser die vlak van ‘n leerder se prestasie in ‘n spesifieke assesseringstaak dokumenteer. Dit dui op die leerder se vordering na die bereiking van die kennis soos voorgeskryf in die Kurrikulum- en Assesseringsbeleidsverklaring. Rekords van leerderprestasie moet bewyse voorsien van die leerder se konseptuele progressie in ‘n graad en sy/haar gereedheid om na die volgende graad te vorder of bevorder te word. Rekords van leerderprestasie moet ook gebruik word om die vordering wat in die onderrig-en leerproses deur onderwysers en leerders gemaak is, te verifieer. Verslagdoening is ‘n proses om die leerder se prestasie aan leerders, ouers, skole en ander belanghebbendes te kommunikeer. Leerderprestasie kan op ‘n aantal maniere gerapporteer word. Dit sluit in rapporte, ouervergaderings, besoekdae by die skool, ouer-onderwyser konferensies, telefoonoproepe, briewe, klas of skool nuusbriewe, ens. Onderwysers rapporteer in alle grade in persentasies teenoor die vak. Sewe vlakke wat die bekwaamheid vir elke vak beskryf is vir Graad R - 12 gelys. Die verskillende prestasievlakke en hul ooreenstemmende persentasie bande word in die tabel hieronder aangedui KODES EN PERSENTASIES VIR OPTEKENING EN RAPPORTERING GRADERINGSKODE/ PRESTASIE VLAK BESKRYWING VAN BEKWAAMHEID PERSENTASIES 7 Uitmuntende prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Beduidende prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Matige prestasie 40 – 49 2 Basiese prestasie 30 – 39 1 Ontoereikende prestasie 0 – 29 Let op 1: Assessering van leerders kan gebruik maak van minder as sewe vlakbeskrywers. Enige assesseringsskaal moet duidelike beskrywers het wat gedetailleerde inligting vir elke vlak gee. Dit beteken dat ‘n beskrywer moet sê waarom ‘n prestasie as “uitmuntend” of “basies”, ens. beskou word. Die beskrywers op bladsy 46 kan as ‘n generiese gids fungeer. TEGNOLOGIE GRAAD 7-9 KABV 49 Let op 2: Onderwysers sal werklike punte teen die taak opteken deur ‘n optekeningsblad te gebruik; en rapporteer persentasies teen die vak op die leerders se rapporte. 4.6 MODERERING VAN ASSESSERING Moderering verwys na die proses wat verseker dat assesseringstake regverdig, geldig en betroubaar is. Moderering moet in werking gestel word op skool-, distriks-, provinsiale- en nasionale vlakke. Omvattende en toepaslike modereringspraktyke moet in plek wees vir die gehalteversekering van alle vakassesserings. Een doel van moderering is om gebiede te identifiseer waarin onderwysers ontwikkeling en ondersteuning in hul areas van werk nodig mag het en om die nodige ondersteuning te voorsien. 4.6.1 Formele Assessering (SGA) Moderering van Assessering (Verwys na Bylae H) • Alle take vir formele assessering word in Graad 7 - 9 intern opgestel en gemodereer. Die vakadviseur moet ‘n monster van hierdie take tydens sy/haar skoolbesoeke modereer om die standaard van die interne moderering te verifieer. • Die vakhoof vir Tegnologie of die departementshoof by die skool sal hierdie proses bestuur. • ‘n Onderwyser moet alle formele assesseringstake, assesseringsinstrumente en optekeningsblaaie op lêer hou. 4.6.2 Praktiese Assesseringstake (Mini-PAT) • Onderwysers sal die mini-PAT in Graad 7 – 9 assesseer. • Die vakhoof vir Tegnologie of departementshoof by die skool moet verseker dat daar op die regte manier met die praktiese aard van die vak omgegaan word, veral tydens die mini-PAT en moet beplan vir die verkryging van hulpbronne om dit moontlik te maak dat dit gebeur. 4.7 BYLAES: SPESIFIEK TOT TEGNOLOGIE PER FASE. Bylaes: A, B, C, D, E, F, G en H is aangeheg op bladsy 49 tot 78 van die dokument. 4.8 ALGEMEEN Hierdie dokument moet saam met die volgende gelees word: 4.8.1 Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Grade R - 12; en 4.8.2 Die beleidsdokument, Nasionale Protokol vir Assessering Grade R - 12 TEGNOLOGIE GRAAD 7-9 50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) BYLAE A: TEGNOLOGIE - VORDERINGSKAART [VAARDIGHEDE] INTERMEDIêRE FASE: PROSESVAARDIGHEDE In graad 4 - 6 is Tegnologie geïntegreer met die Natuurwetenskappe Wetenskap en Tegnologie saam moet in staat wees om ‘n leerder se ondersoekende vaardighede op te bou, veral die wetenskap ontdekkingsvaardighede wanneer praktiese eksperimente gedoen word, en ook navorsingvaardighede deur naslaanboeke en ander media te gebruik. Wanneer die resultate van eksperimente ontleed word, sal junior Wetenskap en Tegnologie-leerders waarnemingsvaardighede en kritiese denke oefen. Gedurende Wetenskap en Tegnologie lesse sal die Intermediêre Fase￾leerder eenvoudige diagramme wat ‘n enkele gesigspunt in twee dimensies toon teken om te verteenwoordig eksperimentele apparaat en ontwerpidees vir modelle wat gebruik maak van die konsepte wat in Tegnologie geleer word, bv. ‘n eenvoudige struktuur of ‘n voertuig met wiele. Leerders sal in Wetenskap gevolgtrekkings maak van hul eksperimentele resultate en in Tegnologie sal hulle begin om ontwerpe in terme van geskiktheid-vir-doel, estetiese voorkoms en moontlike impakte op die samelewing en die omgewing te evalueer. SENIOR FASE: Prosesvaardighede Ontwerpproses Graad 7 Stel probleme in ‘n plaaslik relevante konteks. Ondersoek: agtergrondkonteks, die aard van die behoefte, omgewings-situasie, die mense betrokke. Identifiseer tegnologieë en metodes. Dink na oor die bron/hulpbronne en kopiereg wette. Gebruik soektogtegnieke. Verkry toepaslike data vir spesifieke doeleindes. Ontwerp: mense, doel, voorkoms, omgewing, veiligheid, koste van die model. Skryf ‘n ontwerpopdrag en gee spesifikasies en beperkings (met hulp in kwartale 1 en 2). Genereer ten minste twee uitvoerbare oplossings deur sketse met verduidelikende notas te gebruik. Kies een oplossing en gee redes. Maak: ontwikkel planne vir die maak met besonderhede oor: hulpbronne, afmetings, maak-stappe (soos eenvoudige vloeidiagramme). Teken eenvoudige planne deur skuinstekene tegniek te gebruik. Kies en gebruik gepaste gereedskap en materiaal om produkte te maak deur te meet/uit te merk, sny/skei, formering/vorming, samevoeging/kombinering en afwerking, met ‘n bietjie akkuraatheid. Gebruik veilige werkspraktyke en gebruik die korrekte gereedskap vir die werk op ‘n gepaste wyse. Evalueer: evalueer die produk of stelsel in terme van die ontwerpopdrag. Evalueer die proses wat gevolg is en stel verbeteringe of wysigings vir die oplossing voor in terme van geskiktheid vir die doel. Kommunikeer: 3D sketse, planne met skuinsprojeksie, stroombaandiagramme met standaard elektriese komponent simbole, stelseldiagramme en eenvoudige vloeidiagramme. Planne sluit in skaal, dik-, dun- en strepieslyne, afmetings en hoeveelhede. Artistieke tekeninge in ‘n een VP perspektief moet versterk word deur gebruik te maak van kleur, tekstuur en beskaduwing. Graad 8 Stel probleme in ‘n nasionale relevante konteks. Ondersoek: agtergrondkonteks, die aard van die behoefte, omgewings-situasie, die mense betrokke. Identifiseer tegnologieë en metodes. Dink na oor die bron/hulpbronne en kopiereg wette. Gebruik soektogtegnieke. Verkry toepaslike data. Maak sinvolle opsommings en gebruik die inligting om besluite en idees te regverdig en te ondersteun. Ontwerp: mense, doel, voorkoms, omgewing, veiligheid, koste van die werklike oplossing. Skryf ‘n ontwerpopdrag en gee spesifikasies en beperkings (sonder hulp). Genereer verskeie alternatiewe oplossings deur sketse met verduidelikende notas te gebruik. Kies die mees gepaste oplossing en gee geldige redes. Maak: ontwikkel planne vir die maak met besonderhede oor: hulpbronne, afmetings, maak-stappe (soos vloeidiagramme). Teken eenvoudige samestellingstekeninge (uitskuifdiagramme) indien nodig. Teken planne deur isometriese projeksies te gebruik. Kies en gebruik gepaste gereedskap en materiaal om produkte te maak deur te meet/uit te merk, sny/skei, formering/vorming, samevoeging/kombinering en afwerking met akkuraatheid. Verander en pas ontwerpidees aan waar gepas. Gebruik veilige werkspraktyke en gebruik die korrekte gereedskap vir die werk op ‘n gepaste wyse. Evalueer: Evalueer die produk of stelsel objektief in terme van die ontwerpopdrag. Evalueer die proses wat gevolg is en stel sinvolle verbeteringe of wysigings aan die oplossing voor in terme van geskiktheid vir die doel. Kommunikeer: 3D-sketse, planne deur isometriese projeksie te gebruik, stroombaandiagramme met die simbole vir die standaard elektriese komponente, stelselsdiagramme en eenvoudige vloeidiagramme. Planne sluit in skaal, dik-, dun-, kortstrepies- en kettinglyne, afmetings en hoeveelhede. Artistieke tekeninge in twee VP perspektief moet versterk word deur gebruik te maak van kleur, tekstuur, beskaduwing en afskaduwing. TEGNOLOGIE GRAAD 7-9 KABV 51 Ontwerpproses Gradad 9 Leerders moet ‘n probleem, behoefte of geleentheid uit ‘n gegewe lewensegte konteks identifiseer. Ondersoek: agtergrondkonteks, die aard van die behoefte, omgewings-situasie, mense betrokke. Stel vas en versamel. Vergelyk, sorteer, verifieer, evalueer (kruiskontrole tussen verskillende bronne of hulpbronne) en berg inligting. Ontwerp: mense, doel, voorkoms, omgewing, veiligheid, werklike koste, ergonomika, kwaliteit, produksie. Skryf ‘n ontwerpopdrag en gee spesifikasies en beperkings (sonder hulp). Genereer ‘n verskeidenheid van moontlike oplossings deur sketse met verduidelikende notas te gebruik. Kies die mees uitvoerbare oplossing deur goed beredeneerde argumente te gebruik. Maak: ontwikkel planne vir die maak met besonderhede oor: hulpbronne, afmetings, maak stappe (soos vloeidiagramme). Teken eenvoudige samestellingstekeninge (uithaalaansig diagramme) indien nodig. Teken werkstekeninge deur eerstehoekse ortografiese projeksies te gebruik. Kies en gebruik gepaste gereedskap en materiaal om produkte te maak deur te meet/uit te merk, sny/skei, formering/vorming, samevoeging/kombinering en afwerking met akkuraatheid. Verander en pas ontwerp idees aan waar gepas. Gebruik veilige werkspraktyke en gebruik die korrekte gereedskap vir die werk op ‘n gepaste wyse. Evalueer: Evalueer die produk of stelsel in terme van die ontwerpopdrag. Evalueer die proses wat gevolg is en stel sinvolle verbeteringe of wysigings aan die oplossing in terme van geskiktheid vir die doel voor. Kommunikeer: 3D-en 2D sketse, planne deur eerstehoekse ortografiese projeksie te gebruik, stroombaandia￾gramme met die standaard simbole vir elektriese en elektroniese komponente, stelseldiagramme en eenvoudige vloeidiagramme. Planne sluit in skaal, dik-, dun-, strepies- en kettinglyne, afmetings en hoeveelhede. Artistieke tekeninge in een- of twee- VP perspektief moet versterk word deur kleur, tekstuur, beskaduwing en afskaduwing te gebruik.. VOO-prosesvaardighede - Graad 10 Die graad 9-leerder wat tot die VOO bevorder word sal voordeel trek uit ‘n verskeidenheid van vaardighede wat verder in die VOO-band ontwikkel word, veral in die tegniese vakke. Hierdie vaardighede sal die VOO-leerder help tot verskillende omvang, afhangende van die rigting gekies in VOO. In AOO oefen Tegnologie-leerders deur die ontwerpproses te gebruik en dit sal hulle help in verwante VOO-vakke. AOO leerders word aan tekene bekend gestel, beide vir beplannings- en artistieke doeleindes. TEGNOLOGIE – VORDERINGSKAART [GRAFIKA] SENIOR FASE: TEKENVAARDIGHEDE Tegnologie tekeninge Sketse en Werktekeninge Graad 7 Vryhandsketswerk. 2D aansig van een aansig volgens skaal geteken met die korrekte lyntipes en afmetings. 3D skuins tegniek: 45º kabinet projeksie volgens skaal met die korrekte lyntipes en afmetings. Lyntipes: buitelyne, konstruksielyne, verborge detail. Graad 8 Vryhandsketswerk. 2D aansig van een kant volgens skaal geteken met die korrekte lyntipes en afmetings volgens konvensies. 3D-isometriese projeksie 30º: geteken deur onderliggende roosterpapier volgens skaal te gebruik met die korrekte lyntipes en afmetings. Lyntipes: buitelyne, konstruksielyne, verborge detaillyne, hartlyne, golwende lyne Graad 9 Vryhandsketswerk. 2D werktekeninge in eerstehoekse ortografiese projeksie: elementêre gebruik van instrumente. 3D-isometriese projeksie: 30º geteken deur die gebruik van onderliggende roosterpapier volgens skaal, korrekte lyntipes en afmetings. Lyntipes: buitelyne, konstruksielyne, verborge detaillyne, hartlyne, golwende lyne. Afmetings: konvensies, pylpunte. Tekenborde word NIE benodig nie. Artistieke tekening Sketse en Voorstelling van Grafika Graad 7 Eenverdwynpunt perspektief; tekstuur beraping; kleur. Graad 8 Twee-verdwynpunt perspektief, tekstuur beraping, kleur, beskaduwing. Graad 9 Een en twee verdwynpunt perspektief, tekstuur beraping; beskaduwing, kleur, afskaduwing. Die graad 9-leerder moet vordering demonstreer in vaardigheidsvlakke verwant aan vorige grade. TEGNOLOGIE GRAAD 7-9 52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) ONTWERP ‘n Ontwerper sal gewoonlik ‘n voorwerp in drie dimensies visualiseer, maar sal dan die aanvanklike werkstekening in twee dimensies teken. Byvoorbeeld, wanneer ‘n huis ontwerp word, sal die argitektoniese ontwerper ‘n idee van die algehele voorkoms het - of dit nou groot of klein is, dubbel-of enkelverdieping en watter kleur die dakteëls sal wees. Maar, wanneer die ontwerp van die huis geteken word, sal die ontwerper altyd ‘n twee-dimensionele voëlperspektief “planaansig” van die huis van bo gesien sonder die dak op teken. Hierdie aansig laat die ontwerper toe om te besluit op die aantal kamers, posisies van die badkamer met betrekking tot die slaapkamers en kombuis met betrekking tot die eetkamer. Sodra die bo- of “plan-” aansig afgehandel is, sal die ontwerper dan twee-dimensionele aansigte van die sleutel kante van die huis - genoem “aansigte” teken. Daar sal ‘n “vooraansig” van die huis soos van voor gesien wees, en ten minste een ander kant, miskien die “oosaansig” wees. Die aantal aansigte sal afhang van die kompleksiteit van die ontwerp. ‘n HOP-huis benodig nie meer as twee aansigte, terwyl ‘n komplekse herehuis ten minste vier aansigte sal benodig. Wanneer al die werkstekeninge voltooi is, sal die ontwerper ‘n “kunstenaar se indruk” teken deur gebruik te maak van 3D twee verdwynpunt perspektief. Kleur en beskaduwing sal bygevoeg word om die tekening te versterk en tekstuur beraping sal gebruik word om realisme te voorsien - houtdeure sal beraap word om soos hout te lyk en dakteëls sal beraap word om soos leiklip of sement te lyk. Hierdie artistieke tekeninge is belangrik omdat min huis-koop kliënte die finale voorkoms van die nuwe huis wat hulle gaan bou kan visualiseer wanneer hulle na die twee-dimensionele werkstekeninge kyk. Verdere artistieke tekeninge kan geteken word om spesifieke kamers te wys, soos die kombuis, wat toegerus is met kaste en werkoppervlakke, of die slaapkamer met die bed, mat en spasie vir ingeboude kaste. Kleur en tekstuur sal weereens gebruik word om die koper te help om ‘n gevoel vir hul nuwe huis te kry. Gewoonlik sal individuele kamers geteken word deur een verdwynpunt perspektief te gebruik. Wanneer ‘n eenvoudige 3D voorwerp soos ‘n melkbeker ontwerp word, sal die industriële ontwerper geneig wees om die beker te visualiseer EN dit te teken deur 3D-isometriese aansig te gebruik. Bykomende eenvoudige 2D tekeninge kan gedoen word om die bo-en syaansigte te toon ten einde duidelike afmetings te gee. Sketse is die mees doeltreffende manier om ontwerpidees te kommunikeer. Dit is veral waar in ons veeltalige samelewing. Die taal van grafika oortref die gesproke taal en is oor die algemeen ondubbelsinnig sodra die leerders vertroud raak met die tekenkonvensies. LW: Dit is belangrik om te verstaan dat die geskiktheid van die ontwerp (geskiktheid vir doel) meer belangriker is as die tekenwerkvaardighede op hierdie stadium. ‘n Swak ontwerpte huis (miskien sonder ‘n kombuis) is van min waarde maak nie saak hoe netjies en akkuraat dit geteken word. TEGNOLOGIE GRAAD 7-9 KABV 53 TEGNOLOGIE - VORDERINGSKAART [KENNIS] As gevolg van die feit dat kennis in Tegnologie onderling verbind en interafhanklik is, moet kennis geneem word dat take gewoonlik GEÏNTEGREER word. Hoewel ‘n kennisfokus die primêre teiken van ‘n bepaalde taak mag wees, is dit natuurlik vir aspekte van meer as een kennisfokus om in dieselfde kwartaal voor te kom. Onderwerp Senior Fase: Inhoud Strukture Graad 7 Kwartale 2 – 3 Doel van strukture: toe te maak, beskerm, ondersteun, te oorbrug. Natuurlike en mensgemaakte strukture. Soorte strukture: dop, raam, solied. Versterking van strukture deur middel van voue, buise en triangulering. Raamstrukture: dakkappe, torings. Taak: selfoontoring (skakel: elektroniese kommunikasie). Raamstrukture: hysmasjiene. Graad 8 Kwartaal 1 Versterking: stutte, bint in dak. Stabilisering: basisgrootte, basishoeke, swaartepunt, grondankers. Versterking van strukture deur gebruik te maak van voue, buise, driehoekige webbe en interne kruis￾verspanning. Torings (skakel: elektriese stelsels, die nasionale netwerke). Komponente van raamstrukture: boog, balk, vrydraende balk (kantelbalk), kolom. Taak: raamstruktuur deur meganismes te gebruik. Graad 9 Kwartaal 1 Sterkte van materiaal onder die inwerking van kragte: kompressie, spanning, wringing, en skuif. Eienskappe van konstruksie materiale: massa, digtheid, hardheid, styfheid, buigsaamheid, korrosie. Gepastheid van materiaal (geskiktheid vir doel) in terme van eienskappe, veiligheid en koste-effektiwiteit. Taak: Identifiseer en los probleme op betreffende die gemeenskap aan die ander kant van ‘n rivier. Meganiese Stelsels en Beheer Graad 7 Kwartale 1 3 – 4 Eenvoudige meganismes; klas 1-, klas 2- en klas 3- hefboom. • Meganiese voordeel/nadeel gebruik van hefbome (elementêre kwalitatiewe behandeling). • Hefbome en koppelings. • Pneumatiek en hidroulika wat gebruik word om menslike krag te verhoog. Taak: hidrouliese aangedrewe reddingtoerusting. Meer eenvoudige meganismes – wiel en as, krukke en katrolle, ratte. Meer eenvoudige meganismes - wig, ratverhoudings, nokke. • Meganiese stelsels wat die grootte van die kragte wat betrokke is verander: ratverhoudings. • Meganiese stelsels wat die roterende na liniêre beweging verander: kruk, nok. Graad 8 Kwartaal 3 Eenvoudige meganismes as komponente van meer komplekse masjiene wat ontwerp is om gebruikers met ‘n meganiese voordeel te voorsien: • Gekoppelde hefboomstelsels. • Ratte (koppel aan Kwartaal 1: reguittand, keël, tandstang en kleinrat, wurm). • Ratte - dryf, tussenrat, gedrewe, snelheidsverhouding/krag vermenigvuldiging. • Band gedrewe en ketting gedrewestelsels - kettingblok, fiets of motorfiets tandrat. • Hidrouliese/pneumatiese stelsels. • Meganiese voordeel - insluitend eenvoudige berekeninge. • Stelseldiagramme. Taak: myn skagtoring. TEGNOLOGIE GRAAD 7-9 54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Onderwerp Senior Fase: Inhoud Meganiese Stelsels en Beheer Graad 9 Kwartaal 2 Wisselwerkende meganiese stelsels en sub-stelsels. • Hidrouliese beginsels: nie- saampersbaarheid van vloeistowwe, druk in vloeistowwe, oordra van krag. • Hidrouliese/pneumatiese stelsels wat beperkers gebruik, eenrigtingkleppe: hidrouliese pers/domkrag. • Ratstelsels - reguittand, keël, tandstang en kleinrat, wurm • Meganiese beheermeganismes - sperrat en klink, klampe, fietsremme, skyfremme. • Bandaagedrewe stelsels met meer as een trajek. • Katrolstelsels - vaste katrol, bewegende katrol, en veelvoudige katrolle (katrolstel). • Stelsels waar meganiese, elektriese of pneumatiese stelsels gekombineer word. Taak: Identifiseer en los probleme op wat opgelos kan word deur meganiese stelsels te ïntegreer met of elektries/elektronika of hidroulika of pneumatika. TEGNOLOGIE GRAAD 7-9 KABV 55 TEGNOLOGIE - VORDERINGSKAART [KENNIS] ONDERWERP AOO: INHOUD Elektriese Stelsels en Beheer (Graad 9 Elektronika) Graad 7 Kwartaal 3 Basiese beginsels van elektriese stroombaan: • Basiese stroombaan-komponente: sel(le), geleier, skakelaar, resistor, lamp. • Eenvoudige stroombaandiagramme wat verskeie komponent reëlings toon. Magnetisme en magnetiese metale: yster en staal, nikkel, kobalt. • Inleiding tot elektromagnetisme: die elektromagneet. • Herwinningsmetale. Taak: Ontwerp en maak ‘n hyskraan om ‘n elektromagneet wat afvalmetaal vir herwinning sorteer, te dra. Graad 8 Kwartaal 4 Basiese beginsels van elektriese stroombaan: • Stroombaandiagramme, konvensies en simbole van komponente. • Invoertoestelle, beheertoestelle, uitsettoestelle. • Stroombaan ontwerp (eenvoudig) en stroom interpretasie. • Stroombane met meer as een invoer- of beheertoestel. Elektriese energie bronne (insluitend onwettige konneksies): • Bronne van gelykstroom: elektrochemiese selle, fotovoltaïese selle. • Bronne van wisselstroom: genererende (termies en afwisselend). • Verspreiding van ws-krag: die nasionale netwerk, transformators (‘n toepassing van elektromagnetisme). Ohm se wet: kwalitatiewe behandeling. Logiese funksies: • EN logika (serie); waarheidstabel. • OF logika (parallel); waarheidstabel. Taak: dubbele skakelaarstelsel soos ‘n stroombaan vir ‘n alarm met ten minste twee paniekknoppies in verskillende kamers, of ‘n soortgelyke konsep, deur die gebruik van EN of OF logiese funksies. Graad 9 Kwartaal 3 Elektroniese stelsels en beheer - hoe eenvoudige elektroniese stroombane en toestelle gebruik word om ‘n uitset op ‘n inset te laat reageer. Leerders moet in staat wees om ‘n gegewe elektroniese stroom￾baandiagram te lees en die komponente in ‘n werkende stroombaan saam te stel. • Invoer-komponente: elektrochemiese selle, fotovoltaïese selle. • Bergingskomponente: elektrochemiese selle, kapasitors. • Beheerkomponente: skakelaars, resistors, diodes, ligemissie diodes (LED), transistors. • Sensor komponente: termistors, ligafhanklike weerstande (LAW). • Uitsetkomponente: lamp, gonser/klok, ligemissie diodes (LED). • Weerstandkodes. • Ohm se wet: kwantitatiewe behandeling met grafieke en berekeninge. Taak: Identifiseer ‘n probleem wat deur ‘n elektroniese stroombaan opgelos kan word. Monteer ‘n gegewe elektroniese stroombaan en ontwerp ‘n toestel wat die stroombaan kan benut om die probleem op te los. TEGNOLOGIE GRAAD 7-9 56 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEGNOLOGIE – VORDERINGSKAART [KENNIS] (verv.) Verwerking Graad 7 Kwartaal 3 – 4 Herwinning van afvalmetaal - sorteer ysterhoudende en nie-ysterhoudende metale. Verbetering van die eienskappe van materiale. • Verbetering van die eienskappe van hout: waterdigting. • Verbetering van die eienskappe van tekstiele: waterdigting, brandweerstand. Taak: noodskuiling vir vlugtelinge. Graad 8 Kwartaal 2 Positiewe en negatiewe impak van tegnologiese produkte op die omgewing en/of die samelewing. Verbetering van die eienskappe van materiale om hulle vir spesifieke doeleindes aan te pas: • Weerstaan kragte - spanning/kompressie/buiging/wringing/skuif • Herwinning: papier. • Pas materiaal aan vir die verpakking van ‘n produk. Taak: Ontwerp ‘n produk wat die negatiewe impak van die tegnologie wat vroeër bestudeer was, op sal los of sal verminder. Graad 9 Kwartaal 4 Uitbreiding van lewensduur: • Metaal - verf, galvaniseer en elektroplateer: Prakties – preservering van metaal deur elektroplatering. • Kos - vries, inlê, droog, sout: Prakties – preservering van kos deur dit te droog/in te sout. Tipes plastiek en hul gebruike. Herwinning van plastiek om rou materiaal vir die vervaardiging van nuwe plastiekprodukte te voorsien. Taak: identifiseer ‘n probleem in ‘n ​​gegewe scenario waar sny, samevoeging, buiging of vorming van plastiek gebruik kan word om ‘n produk te maak wat ‘n behoefte, begeerte of geleentheid sal bevredig. L.W.: Tegnologie, samelewing en die omgewing moet deurgaans die sillabus, waar van toepassing, aanspreek. Die aktiwiteite wat voorgeskryf word bied meer as genoeg geleenthede om met inheemse tegnologieë, die impak van tegnologie, en vooroordeel in Tegnologie om te gaan. TEGNOLOGIE GRAAD 7-9 KABV 57 BYLAE B: GEREEDSKAP VIR TEGNOLOGIE Gesofistikeerde hoë-tegnologie toerusting is nie nodig is om die doelwitte van Tegnologie as vak te bereik nie. Eenvoudige gereedskap en goedkoop materiaal is al wat vir hierdie sillabus vereis word. Leerders moet aangemoedig word om minimale voorsieningsvlakke te bestuur aangesien dit probleemoplossing, laterale denke en kreatiwiteit ontwikkel. In AOO, sal leerders hoofsaaklik benodig skêre, handwerkmes, liniale, tange, hamer, handboor, junior ystersaag, kopieersaag en eenvoudige materiale soos kleefband, karton, skuimrubber en gevonde materiaal (materiaal in die omgewing) benodig. Hier is ‘n geïllustreerde lys van gereedskap wat jy dalk wil vir jou tegnologie sentrum oor ‘n periode van tyd wil bekom. Begin met dié geïllustreer op hierdie bladsy. Skêre Handwerkmes (met terugtrekbare lem) Junior ystersaag Houtels Hamer Veiligheidsliniaal Langneus tang G-Klamp Maatband of liniaal TEGNOLOGIE GRAAD 7-9 58 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Kombinasie winkelhaak Skroefdraaier Vyl of skuurpapier Elektriese stelsels: geïsoleerde elektriese draad, flitsselle, flitsgloeilampie, knypklem, skakelaars (stoot, EPES, EPDS en DPDS), resistors, reostaat (veranderlike resistors), voltmeter, ammeter. Elektroniese stelsels: Diode, LEDs (verskillende kleure), Ligafhanklike Resistor (Ligsensitiewe resistor), Termistor, Kontak of vogsensor, NPN transistor, Kapasitor (gepolariseerde & ongepolariseerde), Gonser/Klok, 470 ohm￾Resistor, Soldeersel, Soldeerbout, Soldeerselsuier. Presiese beskrywings sal deur die handboeke gegee word volgens die take wat deur verskillende skrywers beplan word. Elektriese gomgeweer Beitel Skroefbek/Tangsleutel Blikskêr (metaalskêr) Bankskaaf Boorpunte Verstelbare moersleutel Kramgeweer Veilgheidsbrille TEGNOLOGIE GRAAD 7-9 KABV 59 Kopieersaag Tekengereedskap Handboor Draadstrooptang/Isolasiesnyer Soldeerbout Ratomslag DIE VOLGENDE KRAGGEREESKAP WORD NIE VEREIS NIE MAAR SAL "LEKKER WEES OM TE HÊ" Elektriese handbore Elektriese Figuursaag/Uitsnysaag Skyf-/Bandskuurder Die volgende bladsye gee besonderhede van gereedskap en materiale wat in baie goed toegeruste tegnologie￾sentrums gevind kan word. Baie van hulle sal nie deur onopgeleide onderwysers gebruik word nie en moet nie gekoop word tensy die taak dit regverdig nie. Skole word aangemoedig om die vak te ontwikkel tot vlakke wat hoë verwagtinge van hul leerders het. Moet egter nie begroot vir items wat nie deur die lewering van die kurrikulum geregverdig kan word nie. TEGNOLOGIE GRAAD 7-9 60 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) GEREEDSKAP VIR VERSKILLENDE TOEPASSINGS IN TEGNOLOGIE Die oplossing van probleme in lewensegte situasies vereis die gebruik van ‘n wye verskeidenheid van materiale en baie instrumente om dit te verwerk. Hier volg ‘n lys van moontlike toepassings en gereedskap wat nodig is om aan hulle te werk. Spesifieke vereistes hang af van die take wat gestel word. KLEEFMIDDELS TIPE DOEL EIENSKAPPE SET TYE HANDELSNAME OPLOSMIDDELS Helder sellulose kleefmiddel Hout, kurk, leer, PVC Waterdig, hitte bestand, vlambaar 10 – 20 minute Bostik, Pattex, ens. Verdunners, asetoon Kontak kleefmiddels Hout, hardebord, plastiek, metaal Hitte bestand, waterdig, vlambaar 5 minute Pattex, Alcolin, ens. Verdunner Cyanoacrylic “Supergom” Plastiek, glas, keramiek Redelik sterk maar bros, verswak as gevolg van vibrasies Onmiddellik Bostik, ens. Asetoon Epoksie harse Hout, metaal, glas, plastiek Baie sterk, hitte bestand, waterdig 20 minute tot 24 ure Pratley Putty, ens. Geen as dit geset is PVA Hout, papier, karton, hardebord Sterk maar nie hitte bestand of waterdig nie 20 – 60 minute Alcolin, Pattex, Ponal, ens. Water – voordat dit ten volle droog is. Tuis gemaakte meelgom Lym van papier, papierdeeg Goedkoop, geskik vir doel 30 – 60 minute - Water WERK MET PAPIER EN KARTON Potlode: H en HB grade is die mees bruikbare. Vetkryt: Was en potloodkryt - kies volgens behoefte. Viltpuntpenne: Vilt of nylon bolpunte gee duidelike permanente kleure. Viltpuntmerkers: Merkers met groot koeëlvormige of beitelvormige punte, met ‘n beperkte reeks van kleure. Uitvëer: Medium graad aanbeveel. Verwe: Water-gebaseer - wissel van waterverf, plakkaat verf, en akriel. Emalje – het ‘n vernis basis, gee harde, glans afwerking. Sellulose – aerosol blikkies is beskikbaar in die meeste hardeware winkels. Grondlaag en onderlaag - die meeste kaal oppervlaktes benodig ‘n grondlaag voor die aanwending van die bo-laag. Vernis - dit gee ‘n helder beskermende afwerkingslaag vir verniswerk. Spiritus-gebaseerde vernis droog vinnig. Poli-uretaanvernis gee ‘n harder afwerkings, maar droog stadig. Kwaste: Kwaste van mensgemaakte vesels is goedkoper en voldoende vir skool doeleindes. Klein, gepunte kwaste is nodig vir fyn detail; breër kwaste word vir groter oppervlaktes gebruik. Alle kwaste moet onmiddellik na gebruik skoongemaak word deur dieselfde verdunningsmiddel te gebruik soos vir die verfstof. Stensils/sjablone en afstrykpatrone: Gebruik vir letterwerk of die toepassing van vooraf-ontwerpte patrone. Handwerkmesse: ‘n Verskeidenheid van messe is beskikbaar, van tapytmesse tot ontleedmesse. Kies vir veiligheid, ‘n grootte geskik vir die vlak van die leerders, en wees seker wees dat die lem vir veiligheidsredes terugtrekbaar is. TEGNOLOGIE GRAAD 7-9 KABV 61 Veiligheidsliniale: Hierdie staalliniale bied beskerming vir die vingers wanneer velle papier, karton of mat met behulp van ‘n handwerkmessie (kunsmessie) gesny word. Liniale: Slegs vir meting - plat staal liniale en plastiek liniale mag nie gebruik word om ‘n handwerkmessie (kunsmessie) te lei wanneer daar gesny word nie. Bepaling van hoeke: Gebruik tekendriehoeke of ‘n gradeboog om hoeke uit te merk Tekensirkels: Gebruik tekenpassers of gebruik ‘n ronde vorm as ‘n sjabloon. Krammasjien: Algemene kantoor krammasjiene vir papier. Kramgewere vir die vasmaak van papier of doek op hout rame. WERK MET METAAL Metaalwerk sal waarskynlik tot klein items beperk wees - dus sal daar geen behoefte aan buig- en snymasjiene (guillotine) wees nie. Leerders sal waarskynlik met draad, klein metaalstawe vir asse, platstaaf, ronde staaf, ‘n vierkantige staaf, en liggewig metaal dele, soos hoekyster werk. Metale wat gebruik word kan insluit yster, tin, koper en aluminium. Snywerk Junior ystersaag - verkieslik die soort met vertikale handvatsel. Ystersaag. Metaalskêr/blikskêr. Sykniptang/Kantsnyer – 160 mm. Vashou Ingenieursbankskroef – 100 mm kake, aan bank vasgeheg. Bankskroef – 280 mm. G-klampe – 100 mm en 250 mm kake pas die meeste werke. Kombinasie tang – 160 mm. Naaldneus tang – 160 mm (vir draadwerk). Uitmerkwerk: Kraspen. Passers/verdeelpassers Leidend: Winkelhaak - verkieslik met 45º verstek. Kombinasie winkelhaak - meet 90º, 45º en diepte. Swaaihaak - kan teen enige hoek ingestel word. Boorwerk: Handboor [wielomslag] - vir die boor van gate tot 4 mm in deursnee. Kragboor - 350 - 500 W sal voldoende wees - gate van 1 – 12 mm in deursnee. Spiraalbore - stel 1 – 12 mm - gebruik slegs HSS graad vir metale. Laswerk: Metale kan in ‘n verskeidenheid van maniere gelas word: Verstelbaremoersleutel/Skroefsleutel – 250 mm. Boutwerk - ‘n reeks van die masjienskroewe is beskikbaar in koper of yster. Geskikte groottes hang af van die doel: 15 mm tot 40 mm is die mees algemene. Klinkwerk - die gebruik van pofnaelklinker en pofklinknaels, of gehammerde klinknaels. Lymwerk - moderne epoksieharse kan metale baie effektief bind. Soldeerwerk – gebruik óf ‘n elektriese soldeerbout of ‘n gasvlam. Soldeerbout staanders, soldeerselsuier TEGNOLOGIE GRAAD 7-9 62 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) WERK MET HOUT Vashou gereedskap: Skrywerkersbankskroef. Bankhaak. G-klampe – 100 mm en 250 mm kake pas die meeste werke. Raamklampe – 500 mm en 1 200 mm. Uitmerkgereedskap: Skrynwerkerspotlood. Kraspen. Passers/verdeelpassers. Leigereedskap: Winkelhake - verkieslik met 45º verstek. Kombinasie winkelhaak - meet 90º, 45º en diepte. Swaaihaak - kan teen enige hoek ingestel word. Verstekbak- ‘n gids vir die rugsaag wanneer 45º en 30º verstekke gesaag word. Lugbelwaterpas. Meetgereedskap: Staalmeetband – 3 m intrekbaar. Staalliniaal – 300 mm of 500 mm. Saaggereedskap: ‘n Rugsaag - die soort met ‘n geriffelde rug is onontbeerlik vir baie take. ‘n Figuursaag - sny kurwes en onreëlmatige vorms in dun hout - benodig ekstra lemme. ‘n Kopieersaag - soortgelyk aan ‘n figuursaag, maar kan gebruik word om dikker hout te saag. Beitelstel: reeks – 6 mm, 10 mm, 15 – 20 mm Gladmaakgereed￾skap: Soetskaaf - staal met ‘n verstelbare skaaflem, sowat 44 mm breed. Surform - maklik-om-te gebruik gereedskapstuk met vaste skaaflem gemaak deur Stanley Tools. Houtrasper – 250 mm half-rond: Vir ruwe vorming - plat en hol kurwes. Platvyl – 150 mm fyn snit - nuttig vir die maak van modelle. Skuurpapier - grof tot fyn grade. Boorwerk: Houtels - vir die begin van klein skroewe en die uitmerk van gidsgate voor boorwerk. Handboor [wielomslag] - vir die boor van gate tot 6 mm in deursnee. Omslag en boorpunte - boor groter gate as die wielboor 6 – 30 mm. Spiraalbore - stel 1 – 12 mm – let op dat houtbore nie geskik is vir metale. Versink - toe te laat dat skroefkoppe gelyk met die oppervlak lê Skroefwerk: Skroewedraaiers - plat 3 mm, plat 5 mm, ster (of kruiskop). Houtskroewe - staal en geelkoper - groottes volgens behoeftes – 15 mm tot 50 mm. Spaanderbordskroewe - staal – 15 mm tot 40 mm. Spykerwerk: Klouhamer [350 g] - klou is vir die uittrek van spykers. Bolpenhammer [300 g]. Dwarspenhamer [200 g] - nuttige lig-gewig hamer. Spykerpons - vir die versinking van die kop van die paneelspykers onder die oppervlak. Paneelspykers - grootte: 12 mm, 19 mm. Spykers - groottes: 12 mm, 19 mm, 25 mm, 40 mm. TEGNOLOGIE GRAAD 7-9 KABV 63 WERK MET AKRIELIESE EN ANDER PLASTIEKE Akrieliese plastiek (bv. Perspex) vorm ‘n veelsydige groep van materiale vir die maak van plastiek items. Dit kan deurskynend of gekleurd wees en kan gesaag en geboor word en vyl maklik in fatsoene. Dit word verskaf in deurskynende of ondeurskynende velle, stawe of buise in ‘n wye verskeidenheid van kleure. Oondhandskoene: Vir die hantering van Perspex wat vir buigwerk verhit is. Sny/saag & fatsoenering: Handwerkmes, kopieersaag, figuursaag, ystersaag. Vyle [plat, half rond, naald]. Uitmerkwerk: Liniaal, kraspen, tekendriehoeke, gradeboog, stensils/sjablone, passer. Boorwerk: Handboor, stel spiraalbore. Buigwerk: Vereis temperature van 150º - 180º Celsius. Vashou: G-klampe, bankskroef, maskeerband, alkantkleefband. Samevoeging: Akrielsement [gom], silwer- of koperdraad [vir klinkwerk]. Afwerking: Nat-of-droë skuurpapier in ‘n verskeidenheid van grade: - 240 grof, 320 medium, 600 fyn; en metaalpolitoer [bv. Brasso]. WAARSKUWING: Alle akrieliese gomsoorte en hars is hoogs ontvlambaar en moet van oop vlamme weggehou word. Die dampe kan irriterend wees en goed geventileerde ruimte moet gebruik word. Vermy kontak met die vel deur gebruik te maak van rubberhandskoene. Was met seep en water na toevallige velkontak. Elektries aangedrewe Gereedskap: Elektriese boor: 450 – 600 W met slag. Figuursaag/ Krulsaag: Moet ‘n orbitaal aksie opsie het en vermoë om ongeboorde oppervlakte te deurdring. Bandskuurder: 80 mm - vermy industriële sterkte toerusting, wat ‘n hoë vaardigheid en krag vereis. Orbitale skuurmasjien: 1/3-vel masjiene is voldoende. Soldeerboute: Lae krag vir elektronika. Figuursaag: Tafelmodel - gebruik vir hout en akriel (meer nuttig en veiliger as bandsaag) Skyf/bandskuurder: Tafelmodel – 80 mm wye skuurband, 150 mm skyf Amarilslypmasjien: Tafelmodel - een slypwiel, een poleerwiel vir akriel werk. Kookplaat: Twee plaat model. Lynbuigmasjien: Vir die buig van akrieliese plastiek (baie eenvoudige kers-verhitte modelle bestaan ) Vakuumvormer: Vir vakuumvorming deur ABS plastiek velle te gebruik. TEGNOLOGIE GRAAD 7-9 64 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) BYLAAG C: SIMBOLE VIR ELEKTRIESE EN ELEKTRONIESE KOMPONENTE Simbole vir Elektriese Komponente: Grade 7, 8 en 9 Naam Prent Simbool Gebruik Elektrochemiese sel Insettoestel: bron van energie Battery in serie Insettoestel: bron van meer energie Battery in parallel - - + + Insettoestel: bron van langer energie Drukskakelaar Beheertoestel: Gebruik om ‘n stroombaan tydelik te sluit – soos om ‘n deurklok te lui EPES skakelaar Enkelpool Enkelslag Beheertoestel: open of sluit ‘n stroombaan Lamp/gloeilamp Uitsettoestel: gee lig af wanneer stroom dit verhit. Resistor Prosestoestel wat die vloei van ‘n elektriese stroom beperk TEGNOLOGIE GRAAD 7-9 KABV 65 Simbole vir Elektriese Komponente: Grade 8 en 9 EPDS skakelaar Enkelpool Dubbelslag Beheertoestel: Lei stroom afdraand langs of een van twee moontlike bane [‘n OF-logikahek] DPDS skakelaar Dubbelpool Dubbelslag Beheertoestel: Lei stroom afdraand langs of een van twee moontlike bane [ ‘n OF-logikahek] Veranderlike resistor (reostaat) Skakelaar vir ‘n stoofplaat: hoog/laag Verdofskakelaar Volume knop op FM radio Hitte verstelling op ‘n stoomyster Verstelbare prosestoestel: beperk die elektriese stroombaan, bv. stoofskakelaar Klok en Gonser Uitsettoestel: Vibreer om klank af te gee wanner stroom daardeur vloei – nuttig as alarm Motor M Uitsettoestel: Motor skakel elektriese energie om na kinetiese energie Voltmeter (In PARALLEL verbind) VOLTS V Uitsettoestel: Meter reageer op potensiële verskil Ammeter (In SERIE verbind) AMPS A Uitsettoestel: Meter reageer op stroom TEGNOLOGIE GRAAD 7-9 66 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Simbole vir Elektroniese Komponente: Graad 9 Naam Prent Simbool Gebruik Diode + - Beheertoestel: Laat stroom toe om slegs in een rigting te vloei LED (Ligemissiediode) + - + - Beheertoestel: laat stroom toe om slegs in een rigting te vloei, en straal lig uit LAR (LSR) (Lig Afhanklike Resistor) (Ligsensitiewe resistor) Sensor: verklik lig; weerstand neem af in helder lig Termistor +t OF -t Sensor: verklik hitte: +t: Warmer = meer weerstand -t: Warmer = minder weerstand Kontak of Vogdetektor Sensor: verklik vog Transistor npn emitter base collector BC 108 b c e Beheertoestel: kan as ‘n skakelaar of ‘n versterker fungeer Kapasitor Gepolariseerd + - Beheertoestel: kan energie stoor en vrylaat (moet gekoppel word + na +) Kapasitor Nie-gepolariseerd Beheertoestel: kan energie stoor en vrylaat KLEURKODES VIR RESISTORS YELLOW VIOLET BROWN RED 4 7 0 470� 2% i.e. GEEL VIOLET BRUIN ROOI Die eerste drie bande gee die waarde van die weerstand in ohm [Ω]. Die vierde band is ‘n akkuraatheidswaarde in %. Duurste en mees akkuraat = ROOI. Medium duur en akkuraat = GOUD Minste duur en akkuraat = SILWER. ROOI - die weerstand is binne 2% van die gekodeerde waarde vir akkuraatheid. Goud - die weerstand is binne 5%. SILWER - die weerstand is binne 10%. band 1 band 2 band 3 band 4 KLEUR 1 2 NULLE SWART 0 0 BRUIN 1 1 0 ROOI 2 2 0 0 ORANJE 3 3 0 0 0 GEEL 4 4 0 0 0 0 GROEN 5 5 0 0 0 0 0 BLOU 6 6 0 0 0 0 0 0 VIOLET 7 7 0 0 0 0 0 0 0 GRYS 8 8 0 0 0 0 0 0 0 0 WIT 9 9 0 0 0 0 0 0 0 0 0 emittor basis kollektor TEGNOLOGIE GRAAD 7-9 KABV 67 BYLAAG D: TEGNOLOGIE VAKwoordelys Hierdie is ‘n alfabetiese lys van sommige sleutelterme wat in die vak Tegnologie gebruik word. Antropometrie (gekoppel aan ergonomie) Afmetings van mense se fatsoene en groottes. Sulke afmetings word gewoonlik geneem wanneer produkte vir menslike gebruik ontwerp word, bv. meubels, eetgerei, haardroërs, sporttoerusting motors, klere, ens. Artefak ‘n Vervaardigde voorwerp. Begeerte Iets wat mense wil hê maar nie werklik nodig het (‘n gerief of ‘n luukse). Beheer Die wyse waarop stelsels gereguleer word, d.w.s. ‘n aanpassing van die proses, wat die werklike resultaat ooreenkomstig maak sodat dit meer nader aan die gewenste resultaat is. Behoefte ‘n Noodsaaklikheid vir basiese funksie, bv. kos is ‘n behoefte. Bemagtigingstake Aktiwiteite wat gebruik word om te onderrig en dan spesifieke vaardighede te oefen ter voorbereiding vir ‘n meer gevorderde taak - soms ook brontake genoem. Beperkings Aspekte wat toestande beperk waarbinne die werk of oplossing ontwikkel moet word, bv. tyd, materiaal, gereedskap, menslike hulpbronne, koste, ens. Bespreek Skryf of praat oor ‘n onderwerp of gebeurtenis of item of probleem ten einde terugvoer/menings van ander te kry. Beskryf Vertel in woorde en lys eienskappe en/of funksies Bevindinge Dinge wat na ‘n proses van ondersoek of navorsing ontdek is. Biofisiese omgewing Die grond, lug en water rondom ons, maar dit is ook die ruimte waarin ons onsself bevind. TEGNOLOGIE GRAAD 7-9 68 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Data Rou feite en syfers (statistiek, reënvalsyfers, temperatuur lesings, ens.). Data kan tot inligting verwerk word. Demonstreer Toon die belangrikste eienskappe van ‘n item of produk. Ergonomie Kenmerke van ‘n produk of stelsel wat dit gebruikers-vriendelik maak. Esteties Eienskappe van ‘n produk of stelsel wat dit mooi en aantreklik laat lyk. Fatsoenering ‘n Proses wat gebruik word om die vorm of kontoer van materiale te verander - fatsoenering behels altyd die verwydering of byvoeging van materiaal. Geleentheid Die kans om iets oor ‘n behoefte of ‘n begeerte te doen. Geskiktheid-vir-doel ‘n Oplossing moet geëvalueer word in terme van die ontwerpopdrag, spesifikasies en beperkings EN of dit aan die doel waarvoor dit ontwerp is voldoen. Handwerk Die herhalende produksie van artefakte, gewoonlik om te verkoop. Dit vereis vaardigheid in die beplanning van die produksie en die maak van die items en benodig handvaardigheid en artistieke vaardigheid. Handwerkberoepe sluit in houtwerk, naaldwerk en pottebakkery. Dit behels gewoonlik herhaling waar baie van die items, dikwels met behulp van bestaande patrone of planne, tydens ‘n produksie-lopie vervaardig word. Hoewel daar gemeenskaplike grond is, moet handwerk nie verwar word met Tegnologie, ook nie met Kuns nie. Herwin/Hersikleer Om alles of ‘n deel van ‘n stof weer te gebruik, insluitend om dit af te breek tot ‘n materiaal van rou status. Herwinbare/ Hersikleerbare ‘n Materiaal wat herwin kan word. Identifiseer Stel vas wie/wat iets is bv. identifiseer ‘n tipe van struktuur. Illustreer Verduidelik of maak iets duidelik deur die gebruik van voorbeelde of woorde of diagramme. TEGNOLOGIE GRAAD 7-9 KABV 69 Inligting Data wat geprosesseer is (aangeteken, geklassifiseer, bereken, gestoor, ens.). Kennis word opgedoen wanneer verskillende soorte inligting vergelyk word en gevolgtrekkings gemaak word. Inset Die opdrag/inligting wat in ‘n stelsel ingevoer word. Isometries ‘n 3D-tekening waar die siglyne op 30 grade gestel word. Katrol ‘n Wiel met ‘n groef op sy omtrek. Dit word gebruik om beweging oor te dra en word met ‘n band of ‘n tou gebruik. Klassifiseer Rangskik in groepe volgens eenderse kenmerke of kwaliteite. Kompressie ‘n Samepersende krag Konvensies Maniere om inligting oor ontwerpe of werkstekeninge te toon wat verstaan en herken word omdat dit ‘n spesifieke betekenis het. Krag Soms beskryf as ‘n stoot- of ‘n trekkrag. In Fisika egter, kan die krag in kontak wees of dit kan oor ‘n ruimte (bv. swaartekrag, magnetisme) werk. Die wetenskaplike is spesifiek gemoeid met die uitwerking van ‘n krag op die beweging van ‘n liggaam, naamlik ongebalanseerde kragte veroorsaak versnelling, ‘vertraging’ of rigting verandering. In Tegnologie is ontwerpers gemoeid net met kontakkragte (bv. ‘n las), en is spesifiek gemoeid met die uitwerking wat die krag het op die volledigheid van ‘n struktuur, naamlik sal dit buig, rek, draai, of sal lasse breek wat tot strukturele mislukking lei? Kriteria Verklarings van ‘n bepaalde standaard of vereiste waaraan ‘n oplossing moet voldoen. Masjien ‘n Toestel wat bestaan uit ‘n kombinasie van eenvoudige meganismes wat gekoppel is om ‘n stelsel te vorm met die doel om werk te verrig. Dit kan ontwerp word om die meganiese voordeel te verhoog en die snelheidsverhouding te verminder of die snelheidsverhouding te verhoog, terwyl die meganiese voordeel verminder word. Materiale Fisiese stowwe wat in tegnologie gebruik word, bv. hout, tekstiele, kleedstof, plastiek, kos, ens. TEGNOLOGIE GRAAD 7-9 70 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Meganiese voordeel ‘n Begrip wat beskryf hoeveel makliker meganismes of masjiene ‘n bepaalde taak kan maak. Die hoeveelheid werk wat gedoen word is dieselfde, en die hoeveelheid energie wat bestee is, is dieselfde, maar die mag gebruik (krag) is minder omdat dit oor ‘n groter afstand toegepas, en vir ‘n langer periode van tyd gebruik word. Meganisme Dele wat een soort krag na ‘n ander omkeer en meganiese voordeel of ‘n afstand voordeel kan gee. Meganismes kan gekombineer word om ‘n masjien te vorm. Die basiese meganismes is die hefboom en die wig/skuinsvlak. Nokke/ krukke en katrolle/ratte is aanpassings van die wiel en as - wat self ‘n spesiale geval van die klas 1 hefboom is. Mini-PAT ‘n Kort Praktiese Assesseringstaak maak die belangrikste formele assessering van ‘n leerder se toepassing van vaardighede en kennis gedurende elke kwartaal uit. Dit kan ‘n opdrag wees wat aspekte van die ontwerpproses dek, of dit kan ‘n volledige bekwaamheidstaak wees wat alle aspekte van die ontwerpproses (OOMEK) dek. Modellering Die toetsing van ‘n oplossing (produk of stelsel). Dit kan insluit: die gebruik van klein replikas (skaalmodelle) en onvoelbare voorstellings van die oplossing (wiskundige modelle, rekenaar modelle, ens.). Modus ‘n Manier of wyse waarop ‘n ding gedoen word. Ontleed Kyk sorgvuldig na ‘n probleem of behoefte ten einde sy oorsake en gevolge te verduidelik of kyk noukeurig na inligting om die geldigheid en belangrikheid daarvan te bepaal of ‘n item (bv. ‘n struktuur) te ondersoek en om te sien hoe dit werk en waaruit dit bestaan. Ontwerp (selfstandige naamwoord) Die plan, skets, model, tekening, ens. wat die bedoeling van die voorgestelde oplossing uit een sit of toon. Ontwerpopdrag ‘n Kort en duidelike stelling wat die algemene uiteensetting van die probleem wat opgelos moet word sowel as die doel van die voorgestelde oplossings gee. Ontwerpproses ‘n Kreatiewe en interaktiewe benadering wat gebruik word om oplossings vir geïdentifiseerde probleme of menslike behoeftes te ontwikkel. Die gepaardgaande vaardighede is ondersoek, ontwerp (ontwikkeling van aanvanklike idees), maak, evalueer en kommunikeer. Die ontwerpproses word deur ingenieurs, argitekte, industriële ontwerpers, en vele ander gebruik wanneer oorspronklike idees ontwikkel word om in behoeftes en begeertes te voorsien, en om probleme op te los. TEGNOLOGIE GRAAD 7-9 KABV 71 Verduideliking van die vaardighede in die ontwerpproses: • Ondersoek Ondersoek van ‘n situasie om inligting te kry is ‘n belangrike vertrekpunt vir Tegnologie. Navorsing of die vind van inligting vind hoofsaaklik hier plaas. Leerders versamel data en inligting, begryp konsepte en verwerf insig, vind uit oor nuwe tegnieke, ens. Sommige vaardighede wat nodig is vir ondersoek is toegang tot inligting en verwerkingvaardighede, optekening, identifisering, voorspelling, vergelyking, waarneming, klassifisering, interpretering, versamel, ens. • Ontwerp (werkwoord) Wanneer ‘n probleem ten volle verstaan word, moet die ontwerpopdrag geskryf word. Moontlike oplossings moet dan gegenereer word. Hierdie idees kan op papier geteken word. Die eerste idee is nie noodwendig die beste; so sal verskillende oplossings wenslik wees. Hierdie deel van die ontwerpproses vereis bewustheid en die kennis en vaardighede wat verband hou met grafika, soos die gebruik van kleur, inkleurtegnieke, 2D-en 3D-tekeninge, ens. Dit in wese sluit in die bekwaamheid in beplanning, sketswerk, tekeninge, berekeninge, modellering, en bestuur van hulpbronne. Wanneer moontlike oplossings beskikbaar is, moet ‘n besluit geneem word. Die gekose oplossing sal die een wees wat die beste voldoen aan die spesifikasies. Daar word verwag dat leerders keuses gemaak regverdig. Op hierdie punt moet finale tekeninge/sketse (werkstekeninge) van die gekose oplossing voorberei word. Hulle moet al die besonderhede bevat wat nodig is vir die maak van die produk of stelsel. Dit sluit in instruksies, afmetings, verklarende aantekeninge, ens. Toetsing, simulering of modellering van die oplossings geskied hier voordat die finale vervaardiging gedoen word. 2D - twee-dimensioneel - ‘n plat tekening, waarin slegs twee hoofafmetings sigbaar is (bv. lengte en hoogte). 3D-drie-dimensioneel – ‘n prenttekening. ‘n Tekening waarin die drie hoofafmetings sigbaar is, ook is die drie hoof aansigte sigbaar in die een tekening. Maak (werkwoord) Hierdie aspek verskaf geleenthede vir leerders om gereedskap, toerusting en materiaal te gebruik om ‘n oplossing vir die geïdentifiseerde probleem, behoefte of geleentheid te ontwikkel. Dit behels die bou, toets en wysiging van die produk of stelsel om aan die spesifikasies van die oplossing (ontwerpspesifikasie) te voldoen. Leerders sal saag/sny, saamvoeg, fatsoeneer, afwerk, vorm, kombineer, saamstel, meet, uitmerk, skei, meng, ens. Maak moet volgens die ontwerp wees, alhoewel veranderinge ook wenslik is. Maak moet altyd in ‘n veilige en gesonde atmosfeer en wyse gedoen word. Evalueer Leerders moet hul optrede, besluite en resultate dwarsdeur die ontwerpproses evalueer. Leerders moet die oplossings en die proses wat gevolg is om by die oplossings uit te kom, evalueer. Hulle moet in staat wees om veranderings of verbeterings waar nodig, voor te stel. Sommige evaluerings moet teen die kriteria gedoen word (bv. beperkings) wat gegee, of self-gegenereer is. Hierdie stadium vereis die gebruik van ondersoekende vrae, billike toetsing, ontleding, ens. Kommunikeer In hierdie aspek sal die assesseringsbewyse van die prosesse gevolg vir enige gegewe projek, d.w.s. die bekwaamheid om te ontleed, ondersoek, beplan, ontwerp, teken, evalueer en te kommunikeer aangebied word. Dit kan in verskillende vorme soos mondelinge, skriftelike, grafiese of elektroniese aanbieding gedoen word. ‘n Verslag TEGNOLOGIE GRAAD 7-9 72 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) van die prosesse vanaf die aanvang tot die realisering van die oplossing (d.w.s. ondersoek tot kommunikasie van oplossings) moet in die vorm van ‘n projekportefeulje gehou word. Ortografies ‘n Tipe van ‘n 2D-tekening. Dit toon gewoonlik drie afsonderlike aansigte van dieselfde voorwerp (bv. voor-, bo- en linkeraansigte). Die tegniek word gebruik om formele werkstekeninge te teken. Perspektief ‘n 3D artistieke tekening waarin die siglyne konvergeer tot verdwynpunte op die horison. Dit kan geteken word óf na ‘n een (enkele) verdwynpunt of na twee (dubbel) verdwynpunte (op hierdie vlak). Preservering/Bewaring ‘n Proses wat die natuurlike lewe van ‘n produk verleng. Probleem Iets wat lei tot ‘n behoefte of begeerte en wat aanleiding kan gee tot ‘n geleentheid. Produk Die fisiese/tasbare artefak wat die resultaat is van die proses (model, plakkaat, diagram, ens.) Proses Die deel van ‘n stelsel wat hulpbronne kombineer om ‘n uitset te produseer wat in reaksie is op die insette. SKA – Square Kilometre Array (Vierkante kilometer teleskoop) Die wêreld se grootste radioteleskoop opgemaak uit meer as 2 500 skottel antennas (die meeste in Suid-Afrika). Dit sal gebruik word om ver dele van die heelal te bestudeer en sal baie geleenthede in tegnologiese en wetenskaplike verwante beroepe voorsien. Skuinsprojeksie ‘n 3D tekening waar die diepte van ‘n voorwerp op ‘n 45 grade hoek tot die 2D vooraansig geprojekteer word. Spanning ‘n Krag wat ‘n voorwerp of materiaal strek, ‘n trekkrag. Spesifikasie ‘n Georganiseerde, gedetailleerde beskrywing van die vereistes/kriteria waaraan die oplossing of produk moet voldoen, bv. veiligheid, grootte, materiaal, funksie, menseregte, omgewing, ens. Let op: Sodra ‘n produk vervaardig is, word die oorspronklike ontwerpspesifikasies die kenmerke van die produk, d.w.s. spesifikasies voor = kenmerke daarna. TEGNOLOGIE GRAAD 7-9 KABV 73 Stelsel Iets wat opgemaak is uit onderdele wat onderling verbind is en wat as ‘n geheel funksioneer om ‘n doel te vervul. Byvoorbeeld ‘n meganiese stelsel het ‘n kombinasie van meganismes wat maak dat dit as ‘n geheel funksioneer; ‘n elektriese stelsel het onderling verwante elektriese dele wat saamwerk om die stelsel te laat doen waarvoor dit ontwerp is om te doen. Struktuur Iets wat gebou is, gemaak of op ‘n bepaalde manier saamgestel is. Tabuleer Rangskik data of inligting in die vorm van kolomme en rye. Tegnologiese bekwaamheid Die vermoë om ‘n kombinasie van kennis, vaardighede, hulpbronne in ‘n verskeidenheid kontekste te gebruik om ‘n tegnologiese probleem op te los. Bekwaamheid lei tot tegnologiese geletterdheid. Tegnologiese geletterdheid Die vermoë om tegnologie te gebruik, verstaan , bestuur en te evalueer. Tegnologiese oplossing ‘n Plan wat ontstaan deur die gebruik van ‘n sistematiese probleemoplossingsproses (idees, vloeidiagramme, modelle, ens.). Tegnologiese prosesse Enige proses wat tegnologie gebruik om ‘n taak uit te voer, bv. die opwekking van elektrisiteit, ekstraksie van yster uit ystererts, galvanisering van staal deur elektroplatering, spuit formering van ‘n plastiek emmer, ens. Uitset Die werklike resultaat wat verkry word van ‘n stelsel. Veiligheid Die manier waarop ‘n persoon met gereedskap, materiale en toerusting werk sonder dat hulself of ander fisies benadeel word. Verduidelik Duidelik maak deur meer inligting te gee. Vergelyk Beskryf die ooreenkomste en/of verskille tussen twee produkte, of items, of oplossings of situasies. TEGNOLOGIE GRAAD 7-9 74 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) Vooroordele Is mense se vooropgestelde idees of vooroordele oor sommige dinge of mense, voordat hulle werklik ontmoet het of met hulle gehandel het. Dit is gewoonlik in gebiede van menseregte en inklusiwiteit soos geslag, ras, etiek, godsdiens, ens. Byvoorbeeld meeste kameras is bevooroordeeld teenoor regshandige mense is, baie min vroue betree die meganiese ingenieurswese industrie in Suid-Afrika, ens. Vorming Verandering van ‘n materiaal se vorm sonder om dit te saag/sny. Wetenskap Die studie en die beskrywing van natuurlike verskynsels. TEGNOLOGIE GRAAD 7-9 KABV 75 BYLAE E: DIE ONTWERPPROSES Die Ontwerpproses is nie liniêr nie maar gewoonlik siklies. Dit word dikwels deur die evaluering gedryf. Evaluering van elke stap bepaal die volgende stap. Ondersoek Probleem/behoefte/begeerte Konteks/Impak Navorsing/vraelys/onderhoud Materiale/geskikte gereedskap/vereiste vaardighede Evalueer Ondersoek Probleem Kommunikeer Ontwerp Maak Ontwerp Aanvanklike idees Vryhandsketse Ontwerpodrag met Spesifikasies en Beperkings Beplan deur stelseldiagramme te gebruik Proef modellering Begroting Maak Kies gereedskap/metode/materiaal/hulpbronne Teken formele planne Teken vloeidiagramme/volgorde van vervaardiging Maak prototipe/model/finale produk (oorweging van veilige werkpraktyke prosedures) Evalueer Evalueer ernstigheid/dringendheid van probleem/behoefte/begeerte. Ontleed oplossing deur ‘n stelseldiagram te gebruik Evalueer oplossing in terme van ontwerpopdrag, spesifikasies en beperkings Evalueer produk/proses/vervaardigingsmetode/veiligheid Evalueer impak/vooroordeel/’n inheemse oplossing Kommunikeer Rapporteer Bied aan Adverteer/plakkaat deur artistieke grafika te gebruik. TEGNOLOGIE GRAAD 7-9 76 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) BYLAE F: BEREKENING VAN PUNTE Tegnologie is ‘n vak met ‘n essensiële praktiese komponent. In die AOO-band, terwyl die vak algemeen is, het dit vier fokuspunte, wat kan lei tot spesialisering in die VOO-band. In teenstelling met die VOO-band waar elke spesialisering een PAT (Praktiese Assesseringstaak) het wat 33,3% van die Finale Eksamenpunt (25 uit 75) opmaak, het elke fokuspunt in die AOO-band ‘n Mini-PAT wat gesamentlik 33,3% van die Finale Eksamenpunt (20 uit ‘n moontlike 60) opmaak. Tabel 1: Formele Assessering in Grade 7, 8 en 9 Tegnologie INFORMELE DAAGLIKSE ASSESSERING FORMELE ASSESSERING : KWARTAAL PUNTE Praktiese Take & Teorie Toets/Eksamen TOTAAL Bemagtigingstake Mini-PAT Kwartaal toets/Eksamen Kwartaalpunt Kwartaal 1 0% 70% 30% 100% Kwartaal 2 70% 30% 100% Kwartaal 3 70% 30% 100% Kwartaal 4 70 punte = 100% Geen toets 100% Bevorderings￾punt SGA Komponent: 40% Finale Eksamen Komponent: 60% Skoolgebaseerde Assessering: Bevordering Toets & Mini-PATs: 40 Gekombineerde Mini-PAT: 20 Eksamen: 40 Kwartaal 1 + Kwartaal 2 + Kwartaal 3 + Kwartaal 4 K1 + K2 + K3 + K4 40 100 10 + 10 + 10 + 10 5 + 5 + 5 + 5 Voorbeeld: Leerder A in Graad XXX bou die volgende SGA punte rekord oor die jaar op: Leerder A Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 SGA PUNT Mini-PAT 50 uit 70 40 uit 70 45 uit 70 40 uit 70 40 Toets 15 uit 30 20 uit 30 25 uit 30 Geen Toets Kwartaalpunt 65% 60% 70% 57% 252¸10 = 25,2 (10 per kwartaal) Die SGA punt tel 40% van die Jaarpunt d.w.s. elke kwartaal dra 10% by. Die Mini-PATs maak uit 1 / 3 van die Praktiese Komponent van die Finale Eksamenpunt d.w.s. 20 uit 60. Leerder A Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 Prakties uit 20 Mini-PATs 50/70 = 71% 40/70 = 57% 45/70 = 64% 40/70 = 57% 249/20 = 12,45 SGA Komponent = 25,20 40 Praktiese Eksamen Komponent (Mini-PATs) = 12,45 20 60 Teoretiese Eksamen Komponent = 20,00 40 Totale Jaarpunt: 57,65 100 Bevordering % 58% 100% TEGNOLOGIE GRAAD 7-9 KABV 77 TEGNOLOGIE MERKBLAD/PUNTELYS Graad 9A Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 SGA Prakties Teorie Finaal Eksamen Mini- PAT Toets % Mini- PAT Toets % Mini- PAT Toets % Mini- PAT % 40 20 40 % Name 70 30 100 70 30 100 70 30 100 70 100 Leerder A 50 15 65 40 20 60 45 25 70 40 57 25,2 12,45 20 58 Rapport Rapport Rapport Rapport FORMULES: KWARTAALPUNTE: Verslae 1, 2, en 3 vir die eerste drie kwartale: Voeg eenvoudig die Mini-PAT (uit 70) by die Toets (uit 30) en jy het die kwartaal persentasie. Einde van die jaar verslag: 1. SGA-punt: Tel die vier termyne se punte op en vermenigvuldig die totaal met 0,4 om ‘n punt uit 40 te kry. 2. Praktiese Eksamen Komponent: Tel die VIER Mini-PAT punte uit 70 op en deel die totaal deur 14 om ‘n punt uit 20 te kry 3. Teorie Eksamen Komponent: Herlei die Teorie Eksamenpunt soos volg na ‘n punt uit 40: Óf Vermenigvuldig die eksamen persentasie met 0,4 om ‘n punt uit 40 te kry 4. Bevorderingspunt: SGA-punt (uit 40) + Praktiese Eksamen komponent (uit 20) + Teorie Eksamen komponent (uit 40) = 100% Let op: Herlei die eksamenpunt na ‘n persentasie Vir Graad 9: Deel die eksamenpunt uit 120 met 1,2% om ‘n % te kry Vir Graad 8: Deel die eksamenpunt uit 100 met 1,0% om ‘n % te kry Vir Graad 7: Deel die eksamenpunt van 60 met 0,6% om ‘n % te kry TEGNOLOGIE GRAAD 7-9 78 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) BYLAE G: BEPlanning VIR ASSESSERING DEUR KOGNITIEWE VLAKKE IN AANMERKING TE NEEM HERROEP VERSTAAN TOEPASSING ONTLEED SINTESE EALUEER ROETINE DIAGNOSTIES STRATEGIES VERKLAAR SKEP Lae Orde Middel Orde Hoë Orde 30% 40% 30% Definieer Etiketteer Gee ‘n oorsig Haal aan Herhaal Identifiseer Kies Lys Meld Noem Opsê Opspoor Pas Reproduseer Tel Wys Beskryf Bespreek Definieer Gee voorbeelde Herhaal Herlei Herskryf Illustreer Interpreteer Kies Klassifiseer Lei af Onderskei Parafraseer Pas Skat Som op Veralgemeen Vergelyk Bereken Bring in verband Demonstreer Gebruik Illustreer Konstrueer Los op Teken Verander Voorspel Bring in verband Differensieer Onderskei Ondersoek Onderverdeel Skei Uiteensetting Formuleer Genereer Groepeer Integreer Kombineer Konstrueer Ontwerp Organiseer Rangskik Skep Som op Stel saam Veralgemeen Beoordeel Besluit Beveel aan Evalueer Gevolgtrekking Gradeer Interpreteer Konstrueer kritiek Kritiseer Ondersteun Regverdig TEGNOLOGIE GRAAD 7-9 KABV 79 BYLAE H: ModerERINGSRAAMWERK VIR ‘N ASSESSERINGSTAAK Skool : _______________________ Datum:________________________ Vak : Tegnologie VKW Fokusarea Kennis (*OHS) Begrip Toepassing Ontleding Sintese Evaluering Vorm van Assessering Punte toekenning Lae orde Middel orde Hoë orde Vaardighede Ondersoek Ontwerp Maak Evalueer Kommunikeer (insluitend – verslae en aanbieding) Kennis Strukture Verwerking Meganiese stelsels en beheer Elektriese stelsels en beheer Waardes Inheems Impak (Omgewing: sosiaal, natuur, ekonomies ) Vooroordeel TEGNOLOGIE GRAAD 7-9 80 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV) TEGNOLOGIE GRAAD 7-9 KABV 81 TEGNOLOGIE GRAAD 7-9 82 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)     WISKUNDE Kurrikulum- en assesseringsbeleidsverklaring Senior fase Graad 7-9 Nasionale Kurrikulumverklaring (NKV) KABV WISKUNDE GRAAD 7-9 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING GRAAD 7-9 wiskunde SETATAMENTE SA PHOLISI YA SETŠHABA SA LENANEOTHUTO LE KELO KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 Departement van Basiese Onderwys Strubenstraat 222 Privaatsak X895 Pretoria 0001 Suid-Afrika Tel: +27 12 357 3000 Faks: +27 12 323 0601 Pleinstraat 120 Privaatsak X9023 Kaapstad 8000 Suid-Afrika Tel: +27 21 465 1701 Faks: +27 21 461 8110 Webtuiste: http: //www.education.gov.za © 2011 Departement van Basiese Onderwys Isbn: 978-1-4315-0779-5 Ontwerp en uitleg deur: Ndabase Printing Solution Gedruk deur: Staatsdrukkery KABV WISKUNDE GRAAD 7-9 VOORWOORD VAN DIE MINISTER Die nasionale kurrikulum is die hoogtepunt van ons poging oor ֹ’n tydperk van 17 jaar om die apartheidskurrikulum wat ons geërf het, te hervorm. Sedert die aanvang van demokrasie het ons gepoog om die kurrikulum op die waardes deur die Grondwet (Wet No. 108 van 1998) geϊnspireer, te skoei. Die Aanhef van die Grondwet verklaar die doelstellings van die Grondwet soos volg: • Die verdeeldheid van die verlede te heel en ’n samelewing gegrond op demokratiese waardes, maatskaplike geregtigheid en basiese menseregte te skep; • Die lewensgehalte van alle burgers te verhoog en die potensiaal van elke mens te ontsluit; • Die grondslag te lê vir ’n demokratiese en oop samelewing waarin regering gebaseer is op die wil van die bevolking en elke burger gelyk deur die reg beskerm word; en • ’n Verenigde demokratiese Suid-Afrika te bou wat sy regmatige plek as soewereine staat in die gemeenskap van nasies inneem. Onderwys en die kurrikulum het ’n belangrike rol om in die verwesenliking van hierdie doelstellings te vervul. Uitkomsgebaseerde onderwys, wat in 1997 ingestel is, was ’n poging om die verdeeldheid van die verlede te heel, maar die ondervinding van implementering het as aansporing vir ’n kurrikulumvernuwing in 2000 gedien. Dit het tot die eerste kurrikulumvernuwing, naamlik die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002), gelei. Deurlopende implementeringsuitdagings het tot 'n volgende kurrikulumvernuwing in 2009 gelei, naamlik die hersiening van die Hersiene Nasionale Kurrikulumverklaring (2002) en die Nasionale Kurrikulumverklaring Graad 10-12 (2002) wat tot die ontwikkeling van hierdie dokument gelei het. Sedert 2012 is die twee onderskeie nasionale kurrikulumverklarings, naamlik diè vir Graad R-9 en Graad 10-12 in ’n enkele dokument, wat voortaan slegs as die Nasionale Kurrikulumverklaring Graad R-12, bekend sal staan, geamalgameer. Hoewel die Nasionale Kurrikulumverklaring Graad R-12 sy vertrekpunt in die vorige kurrikulum vind, het daar wel vernuwing ingetree wat ten doel het om groter duidelikheid oor dit wat op ’n kwartaal-tot-kwartaal-grondslag onderrig en geleer moet word, te verskaf. Die Nasionale Kurrikulumverklaring Graad R-12 is ’n beleidsverklaring met betrekking tot onderrig en leer in Suid-Afrikaanse skole en is in die volgende dokumente vervat: (a) Kurrikulum- en assesseringsbeleidsverklarings vir alle vakke in hierdie dokument opgeneem; (b) Nasionale beleid met betrekking tot die program-en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (c) Nasionale Protokol vir Assessering Graad R-12. MEV ANGIE MOTSHEKGA, LP MINISTER VAN BASIESE ONDERWYS SETATAMENTE SA PHOLISI YA SETŠHABA SA LENANEOTHUTO LE KELO KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 KABV 1 WISKUNDE GRAAD 7-9 INHOUD AFDELING 1: KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING........................................ 3 1.1 Agtergrond...........................................................................................................................................................................3 1.2 Oorsig...................................................................................................................................................................................3 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum ..............................................................................................4 1.4 Tydstoekenning...................................................................................................................................................................6 1.4.1 Grondslagfase ...........................................................................................................................................................6 1.4.2 Intermediêre Fase......................................................................................................................................................6 1.4.3 Senior Fase ...............................................................................................................................................................7 1.4.4 Graad 10–12..............................................................................................................................................................7 AFDELING 2: DEFINISIES, DOELWITTE, VAARDIGHEDE EN INHOUD .............................................. 8 2.1 Inleiding............................................................................................................................................................ 8 2.2 Wat Is Wiskunde?............................................................................................................................................ 8 2.3 Spesifieke Doelwitte........................................................................................................................................ 8 2.4 Spesifieke Vaardighede .................................................................................................................................. 8 2.5 Fokus Op Inhoudsareas ................................................................................................................................. 9 Wiskunde inhoudskennis................................................................................................................................. 10 2.6 Gewig Van Die Inhoudsareas ....................................................................................................................... 12 2.7 Spesifikasie Van Inhoud .............................................................................................................................. 12 • Getalle, Bewerkings En Verwantskappe ............................................................................................... 13 • Patrone, Funksies En Algebra............................................................................................................... 22 • Ruimte En Vorm (Meetkunde)............................................................................................................... 28 • Meting ................................................................................................................................................... 32 • Datahantering........................................................................................................................................ 34 AFDELING 3: VERHELDERING VAN INHOUD...................................................................................... 38 3.1 Inleiding.......................................................................................................................................................... 38 3.2 Toekenning Van Onderrigtyd ....................................................................................................................... 38 3.3 Verklarende notas met onderrig-riglyne ..................................................................................................... 39 3.3.1 Verheldering van inhoud vir Graad 7..................................................................................................... 40 • Graad 7 – Kwartaal 1.................................................................................................................. 40 • Graad 7 – Kwartaal 2.................................................................................................................. 51 • Graad 7 – Kwartaal 3.................................................................................................................. 60 2 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 • Graad 7 – Kwartaal 4.................................................................................................................. 69 3.3.2 Verheldering van inhoud vir graad 8....................................................................................................... 79 • Graad 8 – Kwartaal 1.................................................................................................................. 79 • Graad 8 – Kwartaal 2.................................................................................................................. 96 • Graad 8 – Kwartaal 3................................................................................................................ 104 • Graad 8 – Kwartaal 4................................................................................................................ 117 3.3.3 Verheldering van inhoud vir graad 9..................................................................................................... 124 • Graad 9 – Kwartaal 1................................................................................................................ 124 • Graad 9 – Kwartaal 2................................................................................................................ 140 • Graad 9 – Kwartaal 3................................................................................................................ 147 • Graad 9 – Kwartaal 4................................................................................................................ 153 AFDELING 4: ASSESSERING.............................................................................................................. 161 4.1 Inleiding ....................................................................................................................................................... 161 4.2 Soort Assessering....................................................................................................................................... 161 4.3 Informele Of Daaglikse Assessering......................................................................................................... 162 4.4 Formele Assessering ................................................................................................................................. 162 4.5 Rekordering En Verslagdoening................................................................................................................ 164 4.6 Moderering Van Assessering..................................................................................................................... 165 4.7 Algemeen ..................................................................................................................................................... 165 KABV 3 WISKUNDE GRAAD 7-9 AFDELING 1 INLEIDING TOT DIE KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING 1.1 Agtergrond Die Nasionale Kurrikulumverklaring Graad R-12 bepaal beleid ten opsigte van kurrikulum en assesserings￾aangeleenthede in die skoolsektor. Ten einde die implementering van die Nasionale Kurrikulumverklaring te verbeter, is dit aangepas en die aanpassings tree in Januarie 2012 in werking. 'n Enkele samevattende Kurrikulum- en assesseringsbeleidsverklaring is vir elke vak ontwikkel om die ou Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne in Graad R-12 te vervang. 1.2 Oorsig (a) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) is 'n beleidsverklaring vir leer en onderrig in Suid-Afrikaanse skole en bestaan uit die volgende dokumente: (i) Kurrikulum- en assesseringsbeleidsverklarings vir al die goedgekeurde vakke in hierdie dokument opgeneem; (ii) Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (iii) Nasionale Protokol vir Assessering Graad R-12 (Januarie 2012). (b) Die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012) vervang die huidige twee Nasionale Kurrikulumverklarings, naamlik: (i) Nasionale beleid met betrekking tot Algemene Onderwysprogramme: Die Hersiene Nasionale Kurrikulumverklaring Graad R-9 (Skole), gepromulgeer in Staatskoerant No. 23406 van 31 Mei 2002; en (ii) Nasionale kurrikulumverklaring Graad 10-12 Staatskoerante, No. 25545 van 6 Oktober 2003 en No. 27594 van 17 Mei 2005. (c) Die Nasionale Kurrikulumverklarings, soos vervat in subparagrawe b(i) en (ii), wat uit die volgende beleidsdokumente bestaan, word jaarliks toenemend deur die Nasionale Kurrikulumverklaring Graad R-12 (Januarie 2012), gedurende die periode 2012 - 2014, herroep en vervang: (i) die Leerarea-/Vakverklarings, Leerprogramriglyne en Vakassesseringsriglyne vir Graad R-9 en Graad 10-12; (ii) die beleidsdokument, Nasionale beleid ten opsigte van assessering en kwalifikasies vir skole in die Algemene Onderwys- en Opleidingsfase, gepromulgeer in Goewermentskennisgewing No. 124, in Staatskoerant No. 29626 van 12 Februarie 2007; (iii) die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR), gepromulgeer in Staatskoerant No.27819 van 20 Julie 2005; 4 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 (iv) die beleidsdokument, 'n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot leerders met spesiale leerbehoeftes, gepromulgeer in Staatskoerant, No. 29466 van 11 Desember 2006, word geïnkorporeer in die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12; en (v) die beleidsdokument, 'n Addendum tot die beleidsdokument, die Nasionale Senior Sertifikaat: 'n Kwalifikasie op Vlak 4 van die Nasionale Kwalifikasieraamwerk (NKR) met betrekking tot die Nasionale Protokol vir Assessering Graad R-12, gepromulgeer in Goewermentskennisgewing, No. 1267, in Staatskoerant No. 29467 van 11 Desember 2006. (d) Die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12 en die afdelings oor die Kurrikulum- en assesseringsbeleidsverklaring soos in Afdeling 2, 3 en 4 van hierdie dokument vervat, beslaan die norme en standaarde van die Nasionale Kurrikulumverklaring Graad 10-12. Die uitkomste en standaarde wat behoudens artikel 6(A) van die Suid￾Afrikaanse Skolewet, 1996 (Wet No. 84 van 1996) bepaal is, sal die grondslag vorm vir die Minister van Basiese Onderwys om die minimum uitkomste en standaarde, sowel as die prosesse en prosedures vir die assessering van leerderprestasie wat van toepassing sal wees op openbare en onafhanklike skole, te bepaal. 1.3 Algemene doelwitte van die Suid-Afrikaanse Kurrikulum (a) Die Nasionale Kurrikulumverklaring Graad R-12 vorm die grondslag van wat beskou kan word as die kennis, vaardighede en waardes wat noodsaaklik is om te leer. Dit sal verseker dat leerders kennis en vaardighede verwerf en toepas op maniere wat betekenisvol is vir hulle lewens. Hiervolgens bevorder die kurrikulum die idee van begronde kennis binne plaaslike, bekende kontekste en terselfdertyd toon dit sensitiwiteit ten opsigte van globale vereistes. (b) Die Nasionale Kurrikulumverklaring Graad R-12 het die volgende doelwitte: • om leerders, ongeag hul sosio-ekonomiese agtergrond, ras, geslag, fisiese of intellektuele vermoë, toe te rus met die kennis, vaardighede en waardes wat nodig is vir selfvervulling en betekenisvolle deelname in die samelewing as burgers van 'n vrye land; • om toegang tot hoër onderwys te verskaf; • om die oorgang van leerders vanaf onderwysinstellings na die werkplek te fasiliteer; en • om aan werkgewers 'n voldoende profiel van 'n leerder se vermoëns te verskaf. (c) Die Nasionale Kurrikulumverklaring Graad R-12 is op die volgende beginsels gebaseer: • Sosiale transformasie: Dit verseker dat onderwysongelykhede van die verlede aangepak word en dat gelyke onderwysgeleenthede aan alle sektore van die bevolking voorsien word; • Aktiewe en kritiese leer: Dit moedig 'n aktiewe en kritiese benadering tot leer aan eerder as om te leer sonder om te begryp, en nie-kritiese leer van gegewe waarhede; • Hoë kennis en hoë vaardighede: Dit is die minimum standaarde vir die kennis en vaardighede wat in elke graad verwerf moet word, word gespesifiseer en stel hoë, bereikbare standaarde in alle vakke; KABV 5 WISKUNDE GRAAD 7-9 • Progressie: Die inhoud en konteks van elke graad toon progressie van die eenvoudige tot die komplekse; • Menseregte, inklusiwiteit, omgewings- en sosiale geregtigheid: Die infasering van die beginsels en praktyke van sosiale en omgewingsgeregtigheid en menseregte soos dit in die Grondwet van die Republiek van Suid-Afrika omskryf word. Die Nasionale Kurrikulumverklaring Graad R-12 is veral sensitief vir kwessies wat diversiteit weerspieël soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdhede en ander faktore; • Waardering vir inheemse kennissisteme: Om erkenning te gee aan die ryke geskiedenis en erfenisse van hierdie land as bydraende faktore om die waardes in die Grondwet te laat gedy; en • Geloofwaardigheid, kwaliteit en doeltreffendheid: Dit voorsien onderwys wat vergelykbaar is met internasionale standaarde in terme van kwaliteit, omvang en diepte. (d) Die Nasionale Kurrikulumverklaring Graad R-12 stel in die vooruitsig dat leerders die volgende kan doen: • identifiseer en los probleme op en neem besluite deur kritiese en kreatiewe denke; • werk doeltreffend saam met ander as lede van 'n span, groep, organisasie en gemeenskap; • organiseer en bestuur hulself en hulle aktiwiteite verantwoordelik en doeltreffend; • versamel, ontleed en organiseer inligting en evalueer dit krities; • kommunikeer doeltreffend deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme; • gebruik wetenskap en tegnologie doeltreffend en krities deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon; en • begryp die wêreld as 'n stel verwante stelsels waarin probleme nie in isolasie opgelos word nie. (e) Inklusiwiteit behoort 'n belangrike deel van organisering, beplanning en onderrig by elke skool te vorm. Dit kan alleenlik gebeur indien alle onderwysers deeglik begryp hoe om leerstruikelblokke te herken en aan te pak, asook hoe om vir diversiteit te beplan. Die sleutel tot die goeie bestuur van inklusiwiteit is die versekering dat struikelblokke geïdentifiseer en aangespreek word deur al die ondersteuningsisteme binne die skoolgemeenskap, insluitend onderwysers, distriksondersteuningspanne, institusionele ondersteuningspanne, ouers en spesiale skole wat kan dien as hulpbronsentrums. Om die leerhindernisse in die klaskamer aan te spreek, behoort onderwysers verskeie kurrikulêre strategieë vir differensiëring te gebruik soos uiteengesit in die Departement van Basiese Onderwys se Riglyne vir Inklusiewe Onderrig en Leer (2010). 6 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 1.4 Tydstoekenning 1.4.1 Grondslagfase (a) Die onderrigtyd vir vakke in die Grondslagfase is soos in onderstaande tabel aangedui: VAK GRAAD (UUR) GRAAD 1-2 (UUR) GRAAD 3 (UUR) Huistaal 10 8/7 8/7 Eerste Addisionele Taal 2/3 3/4 Wiskunde 7 7 7 Lewensvaardighede • Aanvangskennis • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAAL 23 23 25 (b) Onderrigtyd vir Graad R, 1 en 2 is 23 uur en Graad 3 is 25 uur. (c) Onderrigtyd vir Tale in Graad R-2 is 10 uur en vir Graad 3 is 11 uur. 'n Maksimum tyd van 8 uur en 'n minimum tyd van 7 uur word aan Huistaal toegeken. Vir Addisionele Taal word 'n minimum tyd van 2 uur en 'n maksimum tyd van 3 uur vir Graad 1-2 toegeken. In Graad 3 word 'n maksimum van 8 uur en 'n minimum van 7 uur vir Huistaal toegeken. 'n Minimum van 3 uur en 'n maksimum van 4 uur word in Graad 3 vir Addisionele Taal toegelaat. (d) In Lewensvaardighede is die onderrigtyd vir Aanvangskennis in Graad R-2 net 1 uur en in Graad 3 is dit 2 uur. (Die aantal ure word in die tabel tussen hakies aangetoon.) 1.4.2 Intermediêre Fase (a) Die onderstaande tabel dui die vakke en onderrigtyd in die Intermediêre Fase aan: VAK UUR Huistaal 6 Eerste Addisionele Taal 5 Wiskunde 6 Natuurwetenskappe en Tegnologie 3,5 Sosiale Wetenskappe 3 Lewensvaardighede • Skeppende Kunste • Liggaamlike Opvoeding • Persoonlike en Sosiale Welsyn 4 (1,5) (1) (1,5) TOTAAL 27,5 KABV 7 WISKUNDE GRAAD 7-9 1.4.3 Senior Fase (a) Die onderrigtyd in die Senior Fase is soos volg: VAK UUR Huistaal 5 Eerste Addisionele Taal 4 Wiskunde 4,5 Natuurwetenskappe 3 Sosiale Wetenskappe 3 Tegnologie 2 Ekonomiese Bestuurswetenskappe 2 Lewensoriëntering 2 Skeppende Kunste 2 TOTAAL 27,5 1.4.4 Graad 10-12 (a) Die onderrigtyd in Graad 10-12 is soos volg: VAK TYDSTOEKENNING PER WEEK (UUR) Huistaal 4,5 Eerste Addisionele Taal 4,5 Wiskunde 4,5 Lewensoriëntering 2 Enige drie keusevakke uit Groep B (Bylaag B Tabel B1-B8) van die beleidsdokument, Nasionale beleid met betrekking tot die program- en bevorderingsvereistes van die Nasionale Kurrikulumverklaring Graad R-12, onderhewig aan die voorbehoudsbepalings soos uiteengesit in paragraaf 28 van die genoemde beleidsdokument. 12 (3 x 4 uur) TOTAAL 27,5 Die toegekende 27,5 uur per week mag slegs gebruik word vir die minimum vereistes vir vakke genoem in die Na￾sionale Kurrikulumverklaring Graad R-12 soos hierbo gespesifiseer, en mag dus nie gebruik word vir addisionele vakke gevoeg by die lys van minimum vakke nie. Indien ʼn leerder addisionele vakke wil aanbied, moet voorsiening vir bykomende tyd vir die aanbieding van hierdie vakke gemaak word. 8 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 AFDELING 2: DEFINISIES, DOELWITTE, VAARDIGHEDE EN INHOUD 2.1 INLEIDING In afdeling 2 word onderwysers in die Senior Fase voorsien van 'n definisie van Wiskunde, spesifieke vaardighede, fokus van die inhoudsareas, gewigswaardes van die inhoudsareas en spesifikasies met betrekking tot die inhoud. 2.2 WAT IS WISKUNDE? In Wiskunde word 'n eie, gespesialiseerde taal gebruik wat simbole en notasies behels om numeriese, meetkundige en grafiese verwantskappe te beskryf. Wiskunde is 'n menslike aktiwiteit wat die volgende behels: Waarneming, voorstelling en ondersoek van patrone, en kwantitatiewe verwantskappe in fisiese en sosiale verskynsels, asook tussen wiskundige voorwerpe self. Deur hierdie proses word nuwe wiskundige idees en insigte ontwikkel. 2.3 SPESIFIEKE DOELWITTE Die onderrig en leer van Wiskunde is daarop gerig om die volgende in die leerder te ontwikkel: • 'n kritiese bewustheid van hoe wiskundige verwantskappe in sosiale-, omgewings-, kulturele- en ekonomiese verband gebruik word; • die nodige selfvertroue en bevoegdheid om enige wiskundige situasie te hanteer, sonder om deur 'n vrees vir Wiskunde gekniehalter te word; • 'n gees van weetgierigheid en 'n liefde vir Wiskunde; • 'n waardering vir die skoonheid en elegansie van Wiskunde; • erkenning dat Wiskunde 'n kreatiewe deel van menslike aktiwiteite is; • diepgaande konseptuele begrippe ten einde Wiskunde te verstaan; • spesifieke kennis en vaardighede wat nodig is vir: - die toepassing van Wiskunde m.b.t. fisiese, sosiale en wiskundige probleme; - die studie van verwante vakmateriaal (byvoorbeeld ander vakke); - verdere studie in Wiskunde. 2.4 SPESIFIEKE VAARDIGHEDE Vir die nodige wiskundige vaardighede, behoort die leerder: • die korrekte wiskundige taal aan te leer; • getalbegrip te ontwikkel, bewerkings en die toepassings daarvan te kan doen; • te leer om te luister, te kommunikeer, te dink en logies te redeneer, asook die wiskundige kennis, te kan toepas; KABV 9 WISKUNDE GRAAD 7-9 • inligting te ondersoek, te analiseer, te interpreteer en voor te stel; • vaardig te wees in probleemstelling en probleemoplossing; • 'n bewustheid te ontwikkel van die belangrike rol wat Wiskunde in alledaagse situasies vervul insluitend die persoonlike ontwikkeling van die leerder. 2.5 FOKUS OP INHOUDSAREAS Wiskunde in die Senior Fase bestaan uit vyf inhoudsareas (of domeine): • Getalle, Bewerkings en Verwantskappe; • Patrone, Funksies en Algebra; • Ruimte en Vorm (Meetkunde); • Meting; en • Datahantering Elke inhoudsarea dra tot 'n spesifieke vaardigheid by. Die volgende tabel dui die algemene, sowel as die spesifieke fokus van die inhoudsareas vir die Senior Fase aan. 10 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 WISKUNDE-INHOUDSKENNIS Inhoudsarea Algemene inhoudsfokus Spesifieke inhoudsfokus vir die Senior Fase Getalle, Bewerkings en Verwantskappe Ontwikkeling van getalbegrip wat die volgende insluit: • die betekenis van verskillende soorte getalle; • die verwantskap tussen verskillende soorte getalle; • die relatiewe grootte van verskillende getalle; • hervoorstelling van getalle op verskillende maniere; • werk met getalle; • die vermoë om te skat en oplossings te kontroleer. • Voorstelling van getalle op 'n verskeidenheid maniere en beweeg gemaklik tussen voorstellings. • Herken en gebruik eienskappe van bewerkings met verskillende getallesisteme. • Oplossing van 'n verskeidenheid probleme deur 'n vergrote getallereeks te gebruik, asook die vermoë om veelvuldige bewerkings korrek en met gemak te doen. Patrone, Funksies en Algebra Algebra is die taal waarin Wiskunde die meeste ondersoek en gekommunikeer word. Algebra kan as 'n veralgemeende rekenkunde beskou word, en dit kan na die studie van funksies en ander verwantskappe tussen veranderlikes uitgebrei word. 'n Sentrale deel van hierdie uitkoms is daarop gerig om die leerder doeltreffende hanteringsvaardighede in die gebruik van Algebra te laat verwerf. Dit fokus ook op die volgende: • die beskrywing van patrone en verwantskappe deur die gebruik van simboliese stellings, grafieke en tabelle; en • die identifisering en analisering van reëlmatigheid en variasie in patrone en verwantskappe wat leerders in staat stel om voorspellings te maak en probleme op te los. • Die ondersoek van numeriese en meetkundige patrone om die verwantskap tussen die veranderlikes vestig. • Uitdrukking van reëls wat patrone, in algebraïese taal of simbole, reguleer. • Ontwikkeling van algebraïese manipulerende vaardighede wat die ekwivalensie tussen verskillende voorstellings van dieselfde verwantskap herken. • Analise van situasies in verskeie kontekste om sin daaruit te maak. • Voorstelling en beskrywing van situasies in Algebraïese taal, formules, uitdrukkings, vergelykings en grafieke. Ruimte en Vorm (Meetkunde) Die studie van Ruimte en Vorm verbeter die begrip en waardering van die patroon, noukeurigheid, prestasie en skoonheid in natuurlike en kulturele voorwerpe. Dit fokus op die eienskappe en verwantskappe, oriëntasie en posisies en transformasie van tweedimensionele vorms en driedimensionele voorwerpe. • Teken en konstruksie van 'n wye verskeidenheid meetkundige figure en driedimensionele voorwerpe deur gebruik te maak van gepaste meetkundige instrumente. • Ontwikkel 'n waardering vir die gebruik van konstruksies om die eienskappe van meetkundige figure en driedimensionele voorwerpe te ondersoek. • Ontwikkel duidelike en presiese beskrywings en klassifikasie-kategorieë van meetkundige figure en driedimensionele voorwerpe. • Oplossing van 'n verskeidenheid meetkundige probleme van bekende meetkundige figure en driedimensionele voorwerpe. Meting Meting fokus op die keuse en gebruik van geskikte eenhede, instrumente en formules om kenmerke van gebeure, vorms, voorwerpe en die omgewing te kwantifiseer. Meting hou direk verband met die leerder se wetenskaplike, tegnologiese en ekonomiese wêreld, en stel die leerder in staat om die volgende te doen: • sinvolle skattings te maak; • bedag te wees op die redelikheid van afmetings/ lesings en resultate. • Gebruik formules om area, omtrek, oppervlakte en volume van meetkundige figure en driedimensionele voorwerpe te meet. • Keuse en omskakeling tussen gepaste metingseenhede. • Gebruik die stelling van Pythagoras om probleme op te los wat reghoekige driehoeke behels. KABV 11 WISKUNDE GRAAD 7-9 WISKUNDE-INHOUDSKENNIS Inhoudsarea Algemene inhoudsfokus Spesifieke inhoudsfokus vir die Senior Fase Datahantering Datahantering behels die stel van vrae en die vind van antwoorde om gebeurtenisse asook die sosiale-, tegnologiese- en ekonomiese omgewing te beskryf. Die studie van datahantering ontwikkel die volgende vaardighede by die leerder: Die vermoë om te versamel; te organiseer; voor te stel; te ontleed en gegewe data te interpreteer en voor te stel. Die studie van waarskynlikheid stel die leerder daartoe in staat om vaardighede en tegnieke te ontwikkel om ingeligte voorspellings te maak en om lukrake en onsekerhede te beskryf. • Stel ondersoekende vrae. • Versamel, som op, stel voor en analiseer data krities om situasies te interpreteer, verslag oor te doen en voorspellings te maak. • Waarskynlikheid van uitkomste sluit in enkele en saamgestelde gebeure en die relatiewe gereeldheid waarin dit voorkom d.m.v. eenvoudige eksperimente. 12 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 2.6 GEWIG VAN DIE INHOUDSAREAs Die gewig van die Wiskunde-inhoudsareas het 'n tweeledige doel: • Eerstens gee die gewig 'n aanduiding van die tydsduur wat benodig word om die inhoude deeglik te onderrig. • Tweedens gee die gewigsaanduiding riglyne om die inhoud in die eksamenvraestel(le) (veral ten opsigte van die jaar-einde se eksamen) eweredig te versprei. GEWIG VAN DIE INHOUDSAREAS INHOUDSAREA Graad 7 Graad 8 Graad 9 Getalle, Bewerkings en Verwantskappe 30% 25% 15% Patrone, Funksies en Algebra 25% 30% 35% Ruimte en Vorm (Meetkunde) 25% 25% 30% Meting 10% 10% 10% Datahantering 10% 10% 10% 100% 100% 100% 2.7 sPESIFIKASIE VAN iNHOUD Die spesifikasie van die inhoud in Afdeling 2 dui die progressie aan in terme van begrippe en vaardighede vanaf graad 7 tot graad 9 in elke inhoudsarea. In sekere onderwerpe is die begrippe en vaardighede egter dieselfde in twee of drie opeenvolgende grade. Die verduideliking van die inhoud in Afdeling 3 voorsien aan die onderwyser riglyne oor die metode waarop progressie aangepak moet word in hierdie gevalle. Die spesifikasie van die inhoud in Afdeling 2 behoort dus saam met die verduideliking van die inhoud in Afdeling 3 gelees te word. KABV 13 WISKUNDE GRAAD 7-9 SPESIFIKASIE VAN INHOUD (FASE-OORSIG) Getalle, Bewerkings en Verwantskappe • Progressie in Getalle, Bewerkings en Verwantskappe in die Senior Fase vind hoofsaaklik plaas deur: - ontwikkeling van berekeninge deur heelgetalle te gebruik om berekeninge te doen met rasionale getalle, heelgetalle en getalle in eksponensiële vorm; - ontwikkeling van die begrip van verskillende getallesisteme vanuit natuurlike en heelgetalle tot heelgetalle en rasionale getalle, asook in die herkenning van irrasionale getalle; - vermeerdering van die gebruik van die eienskappe van getalle om berekeninge te doen; - vergrote kompleksiteit van die kontekste vir probleemoplossing. • Getalle, Bewerkings en Verwantskappe in die Senior Fase, konsolideer die werk wat in die Intermediêre Fase gedoen is. Leerders moet bekwaam en effektief berekeninge doen, veral met heelgetalle en rasionale getalle. • Die herkenning en gebruik van die eienskappe van bewerkings vir verskillende getalle lê die kritiese grondslag vir werk in algebra, wanneer leerders met veranderlikes in plaas van getalle werk en algebraïese uitdrukkings manipuleer om algebraïese vergelykings op te los. ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 1.1 Heelgetalle Hoofrekene Hersien die volgende werk wat in graad 6 gedoen is: • Vermenigvuldiging van heelgetalle tot minstens 12 x 12. • Vermenigvuldigingsfeite vir: - ene en tiene met veelvoude van 10; - ene en tiene met veelvoude van 100; - ene en tiene met veelvoude van 1 000; - ene en tiene met veelvoude van 10 000. • Omgekeerde bewerkings tussen vermenigvuldiging en deling. Ordening en vergelyking van heelgetalle: • Hersien die volgende werk wat in graad 6 gedoen is: - ordening, vergelyking en voorstelling van getalle tot minstens 9-syferheelgetalle; - herkenning en voorstelling van priemgetalle tot minstens 100; - afronding van getalle tot die naaste 5, 10, 100 of 1000. Hoofrekene • Hersien vermenigvuldiging van heelgetalle tot minstens 12 x 12. Ordening en vergelyking van heelgetalle: • Hersien priemgetalle tot minstens 100. 14 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 1.1 Heelgetalle Eienskappe van heelgetalle: • Hersien die volgende werk wat in graad 6 gedoen is: - herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskappe van heelgetalle; - herken en gebruik 0 in terme van sy optellingseienskap (identiteitselement vir optelling); - herken en gebruik 1 in terme van sy vermenigvuldigingseienskap (identiteitselement vir vermenigvuldiging). Berekeninge met heelgetalle: • Hersien die volgende werk wat in graad 6 gedoen is, sonder die gebruik van sakrekenaars: - optelling en aftrekking van heelgetalle tot minstens 6-syferheelgetalle; - vermenigvuldiging van minstens 4-syferheelgetalle met 2-syferheelgetalle; - deling van minstens 4-syferheelgetalle deur 2-syferheelgetalle; - doen berekeninge met heelgetalle deur al vier bewerkings te gebruik – gebruik skatting en sakrekenaars waar gepas. Berekeningstegnieke: • Gebruik 'n verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - langdeling; - optel, aftrek en vermenigvuldiging in kolomme; - skatting; - afronding en kompensering; - gebruik van 'n sakrekenaar. Eienskappe van heelgetalle: • Hersien: - die kommutatiewe, assosiatiewe, distributiewe eienskappe van heelgetalle; - 0 in terme van sy optellingseienskap (identiteitselement vir optelling); - 1 in terme van sy vermenigvuldigingseienskap (identiteitselement vir vermenigvuldiging). • Herken die delingseienskap van 0 waar enige getal wat deur 0 gedeel word ongedefinieer is. Berekeninge met heelgetalle: Hersien: • berekeninge, deur al vier bewerkings te gebruik, wat met heelgetalle te doen het - skat en gebruik sakrekenaars waar gepas. Berekeningstegnieke: • Gebruik 'n verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - langdeling; - optel, aftrek en vermenigvuldiging in kolomme; - skatting; - afronding en kompensering; - gebruik van 'n sakrekenaar. Eienskappe van getalle: • Beskryf die reële getallesisteem deur eienskappe te herken, omskryf en identifiseer van: - natuurlike getalle; - heelgetalle; - rasionale getalle; - irrasionale getalle. Berekeninge met heelgetalle: Hersien: • berekeninge, deur al vier bewerkings te gebruik, wat met heelgetalle te doen het - skat en gebruik sakrekenaars waar gepas. Berekeningstegnieke: • Gebruik 'n verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - langdeling; - optel, aftrek en vermenigvuldiging in kolomme; - skatting; - afronding en kompensering; - gebruik van 'n sakrekenaar. KABV 15 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 1.1 Heelgetalle Veelvoude en faktore: • Hersien die volgende werk wat in graad 6 gedoen is: - veelvoude van 2-syferheelgetalle en 3-syferheelgetalle; - faktore van 2-syferheelgetalle en 3-syferheelgetalle; - priemfaktore van getalle tot minstens 100. • Stel ’n lys van priemfaktore op van getalle tot minstens 3-syferheelgetalle. • Bepaal die KGV en GGD van getalle tot minstens 3-syferheelgetalle deur inspeksie of faktorisasie. Probleemoplossing: • Oplossing van probleme met heelgetalle, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers); - deel in 'n gegewe verhouding waar die hele gegee is. • Oplossing van probleme wat heelgetalle, persentasies en desimale breuke in finansiële kontekste behels soos: - wins, verlies en afslag; - begrotings; - rekeninge; - lenings; - enkelvoudige rente. Veelvoude en faktore: • Hersien: - Priemfaktore van getalle tot minstens 3-syferheelgetalle. - Bepaal die KGV en GGD van getalle tot minstens 3-syferheelgetalle deur inspeksie of faktorisasie. Probleemoplossing: • Oplossing van probleme met heelgetalle, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers); - deling in 'n gegewe verhouding waar die hele gegee is; - vermeerdering of vermindering van ’n getal in ’n gegewe verhouding. • Oplossing van probleme wat heelgetalle, persentasies en desimale breuke in finansiële kontekste behels soos: - wins, verlies, afslag en BTW; - begrotings; - rekeninge; - lenings; - enkelvoudige rente; - huurkoop - wisselkoerse. Veelvoude en faktore: • Gebruik priemgetalfaktorisering om die KGV en GGD te bepaal. Probleemoplossing: • Oplossing van probleme in konteks, insluitend: - verhouding en koers; en - direkte en indirekte eweredigheid. • Oplossing van probleme wat heelgetalle, persentasies en desimale breuke in finansiële kontekste behels soos: - wins, verlies, afslag en BTW; - begrotings; - rekeninge; - lenings; - enkelvoudige rente; - huurkoop - wisselkoerse; - kommissie; - huur; - saamgestelde rente. 16 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 1.2 Eksponente Hoofrekene • Bepaal kwadrate tot minstens 122 en hul vierkantswortels. • Bepaal die derde magte tot minstens 63 en hul derdemagswortels. Vergelyking en voorstelling van getalle in eksponensiële vorm: • Vergelyk en stel heelgetalle voor in eksponensiële vorm: ab = a x a x a x ..vir b die getal faktore. Berekeninge met getalle in eksponensiële vorm: • Herken en gebruik die gepaste wette van bewerkings met eksponente, vierkantswortels en derdemagwortels. • Doen berekeninge met al vier bewerkings deur getalle in eksponensiële vorm te gebruik, beperk tot eksponente tot 5, en vierkantswortels en derdemagwortels. Hoofrekene • Hersien: - kwadrate tot minstens 122 en hul vierkantswortels; - derde magte tot minstens 63 en hul derdemagswortels. Vergelyking en voorstelling van getalle in eksponensiële vorm: • Hersien: - vergelyk en stel heelgetalle voor in eksponensiële vorm; - vergelyk en stel natuurlike getalle voor in eksponensiële vorm; - vergelyk en stel getalle voor in wetenskaplike notasie, beperk tot positiewe eksponente. Berekeninge met getalle in eksponensiële vorm: • Vaslegging van algemene reëls en betekenisse van eksponente, beperk tot: - eksponente wat natuurlike getalle is - am x an = am + n - am ÷ an = am – n, as m>n - (am)n = am x n - (a x t)n = an x tn - a0 = 1 • Herken en gebruik die gepaste reëls van bewerkings deur getalle te gebruik wat eksponente, vierkants- en derdemagwortels behels. • Doen berekeninge, deur al vier bewerkings te gebruik, met getalle wat kwadrate, derde magte, vierkants- en derdemagswortels van heelgetalle behels. • Bereken die kwadrate, derde mag, vierkants- en derdemagswortels van rasionale getalle. Vergelyking en voorstelling van getalle in eksponensiële vorm: • Hersien: - vergelyk en stel heelgetalle voor in eksponensiële vorm; en - vergelyk en stel getalle voor in wetenskaplike notasie, • brei wetenskaplike notasie uit om negatiewe eksponente in te sluit. Berekeninge met getalle in eksponensiële vorm: • Hersien die volgende algemene reëls van eksponente: - am x an = am + n - am ÷ an = am – n, as m>n - (am)n = am x n - (a x t)n = an x tn - a0 = 1 • Uitbreiding van algemene reëls van eksponente insluitend: - heelgetal eksponente - a–m= • Doen berekeninge met al vier bewerkings met getalle in eksponensiële vorm deur die reëls van eksponente te gebruik. 1 am KABV 17 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 Probleemoplossing: • Los probleme in konteks op wat getalle in eksponensiële vorm behels. Probleemoplossing: • Los probleme in konteks op wat getalle in eksponensiële vorm behels. Probleemoplossing: • Los probleme in konteks op wat getalle in eksponensiële vorm behels, insluitend wetenskaplike notasie. 1.3 Heelgetalle (Integers) Tel, ordening en vergelyking van heelgetalle: • Tel aan en terug in heelgetalle vir enige intervalle. • Herken, orden en vergelyk heelgetalle. Berekeninge met heelgetalle: • Optel en aftrek met heelgetalle. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe en assosiatiewe eienskappe van optelling en vermenigvuldiging van heelgetalle. Probleemoplossing: • Los probleme in konteks op wat optelling en aftrekking met heelgetalle behels. Tel, ordening en vergelyking van heelgetalle: • Hersien: - tel aan en terug in heelgetalle vir enige intervalle; - herken, orden en vergelyk heelgetalle. Berekeninge met heelgetalle: Hersien: • optel en aftrek met heelgetalle. • Vermenigvuldig met en deel deur heelgetalle. • Doen berekeninge met al vier bewerkings met heelgetalle. • Doen berekeninge wat al vier bewerkings behels met heelgetalle in eksponensiële vorm, insluitend kwadrate,getalle tot die derde mag asook vierkants- en derdemagswortels van hierdie getalle. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van optelling en vermenigvuldiging van heelgetalle. • Herken en gebruik optelling- en vermenigvuldiging-omgekeerdes vir heelgetalle. Probleemoplossing: • Los probleme in konteks op wat veelvoudige bewerkings met heelgetalle behels. Berekeninge met heelgetalle: Hersien: • Doen berekeninge met al vier bewerkings met heelgetalle. • Doen berekeninge wat al vier bewerkings behels met heelgetalle in eksponensiële vorm, insluitend kwadrate, getalle tot die derde mag asook vierkants- en derdemagswortels van hierdie getalle. Eienskappe van heelgetalle: • Hersien: - die kommutatiewe, assosiatiewe en distributiewe eienskappe van optelling en vermenigvuldiging van heelgetalle. - optelling- en vermenigvuldiging-omgekeerdes vir heelgetalle. Probleemoplossing: • Los probleme in konteks op wat veelvoudige bewerkings met heelgetalle behels. 18 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 1.4 Gewone Breuke Ordening, vergelyking en vereenvoudiging van breuke: • Hersien die werk reeds in Graad 6 gedoen: - vergelyk en orden gewone breuke, insluitend veral tiendes en honderdstes. • Uitbreiding tot duisendstes. Berekeninge met breuke: • Hersien die volgende werk wat in Graad 6 gedoen is: - optelling en aftrekking van gewone breuke, insluitend gemengde getalle, beperk tot breuke met dieselfde noemer of waar die een noemer ’n veelvoud is van die ander; - bepaal breuke van heelgetalle. • Brei optelling en aftrekking uit na breuke waarvan die een noemer nie ’n veelvoud van die ander is nie. • Vermenigvuldiging van gewone breuke, insluitend gemengde getalle en nie beperk tot breuke waarvan een noemer ’n veelvoud van die ander is nie. Berekeningstegnieke: • Omskakeling van gemengde getalle na gewone breuke om daarmee berekeninge te doen. • Gebruik kennis van veelvoude en faktore om breuke in hul eenvoudigste vorm te skryf voor of na berekeninge. • Gebruik kennis van ekwivalente breuke om gewone breuk op te tel en af te trek. Probleemoplossing: • Los probleme in konteks op wat gewone breuke en gemengde getalle behels, insluitend groepering, verdeling en die bepaling van breuke van heelgetalle. Berekeninge met breuke: • Hersien: - optelling en aftrekking van gewone breuke, insluitend gemengde getalle; - bepaal breuke van heelgetalle; - vermenigvuldiging van gewone breuke, insluitend gemengde getalle; • Deel heelgetalle en gewone breuke met gewone breuke. • Bereken die kwadrate, derde magte, vierkantswortels en derdemagwortels van gewone breuke. Berekeningstegnieke: • Hersien: - Omskakeling van gemengde getalle na gewone breuke om daarmee berekeninge te doen. - Gebruik kennis van veelvoude en faktore om breuke in hul eenvoudigste vorm te skryf voor of na berekeninge. - Gebruik kennis van ekwivalente breuke om gewone breuke op te tel en af te trek. - Gebruik kennis van omgekeerde verwantskappe om deling met gewone breuke te doen. Probleemoplossing: • Los probleme in konteks op wat gewone breuke en gemengde getalle behels, insluitend groepering, verdeling en die bepaling van breuke van heelgetalle. Berekeninge met breuke: • Al vier bewerkings met gewone breuke en gemengde getalle. • Al vier bewerkings met getalle wat kwadrate, derde magte, vierkantswortels en derdemagwortels van gewone breuke behels. Berekeningstegnieke: • Hersien: - Omskakeling van gemengde getalle na gewone breuke om berekeninge daarmee te doen. - Gebruik kennis van veelvoude en faktore om breuke in hul eenvoudigste vorm te skryf voor of na berekeninge. - Gebruik kennis van ekwivalente breuke om gewone breuke op te tel en af te trek. - Gebruik kennis van omgekeerde verwantskappe om deling met gewone breuke te doen. Probleemoplossing: • Los probleme in konteks op wat gewone breuke en gemengde getalle en persentasies behels. KABV 19 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 1.4 Gewone Breuke Ordening, vergelyking en vereenvoudiging van breuke: • Hersien die werk reeds in Graad 6 gedoen: - vergelyk en orden gewone breuke, insluitend veral tiendes en honderdstes. • Uitbreiding tot duisendstes. Berekeninge met breuke: • Hersien die volgende werk wat in Graad 6 gedoen is: - optelling en aftrekking van gewone breuke, insluitend gemengde getalle, beperk tot breuke met dieselfde noemer of waar die een noemer ’n veelvoud is van die ander; - bepaal breuke van heelgetalle. • Brei optelling en aftrekking uit na breuke waarvan die een noemer nie ’n veelvoud van die ander is nie. • Vermenigvuldiging van gewone breuke, insluitend gemengde getalle en nie beperk tot breuke waarvan een noemer ’n veelvoud van die ander is nie. Berekeningstegnieke: • Omskakeling van gemengde getalle na gewone breuke om daarmee berekeninge te doen. • Gebruik kennis van veelvoude en faktore om breuke in hul eenvoudigste vorm te skryf voor of na berekeninge. • Gebruik kennis van ekwivalente breuke om gewone breuk op te tel en af te trek. Probleemoplossing: • Los probleme in konteks op wat gewone breuke en gemengde getalle behels, insluitend groepering, verdeling en die bepaling van breuke van heelgetalle. Berekeninge met breuke: • Hersien: - optelling en aftrekking van gewone breuke, insluitend gemengde getalle; - bepaal breuke van heelgetalle; - vermenigvuldiging van gewone breuke, insluitend gemengde getalle; • Deel heelgetalle en gewone breuke met gewone breuke. • Bereken die kwadrate, derde magte, vierkantswortels en derdemagwortels van gewone breuke. Berekeningstegnieke: • Hersien: - Omskakeling van gemengde getalle na gewone breuke om daarmee berekeninge te doen. - Gebruik kennis van veelvoude en faktore om breuke in hul eenvoudigste vorm te skryf voor of na berekeninge. - Gebruik kennis van ekwivalente breuke om gewone breuke op te tel en af te trek. - Gebruik kennis van omgekeerde verwantskappe om deling met gewone breuke te doen. Probleemoplossing: • Los probleme in konteks op wat gewone breuke en gemengde getalle behels, insluitend groepering, verdeling en die bepaling van breuke van heelgetalle. Berekeninge met breuke: • Al vier bewerkings met gewone breuke en gemengde getalle. • Al vier bewerkings met getalle wat kwadrate, derde magte, vierkantswortels en derdemagwortels van gewone breuke behels. Berekeningstegnieke: • Hersien: - Omskakeling van gemengde getalle na gewone breuke om berekeninge daarmee te doen. - Gebruik kennis van veelvoude en faktore om breuke in hul eenvoudigste vorm te skryf voor of na berekeninge. - Gebruik kennis van ekwivalente breuke om gewone breuke op te tel en af te trek. - Gebruik kennis van omgekeerde verwantskappe om deling met gewone breuke te doen. Probleemoplossing: • Los probleme in konteks op wat gewone breuke en gemengde getalle en persentasies behels. ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 1.4 Gewone Breuke Persentasies: • Hersien die werk reeds in Graad 6 gedoen: - Bepaal persentasies: van heelgetalle. • Bereken die persentasie van ’n deel van ’n geheel. • Bereken persentasie-toename of -afname van heelgetalle. • Los probleme m.b.t. persentasies in konteks op. Ekwivalente vorms: • Hersien die werk reeds in Graad 6 gedoen: - herken en gebruik ekwivalente vorms van gewone breuke met 1-syfer- of 2-syfernoemers (breuke waarvan een noemer ’n veelvoud van die ander is); - herken ekwivalensie tussen gewone breuke en desimale breukvorms van dieselfde getal; - herken ekwivalensie tussen gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Persentasies: • Hersien: - bepaal persentasies van heelgetalle; - bereken die persentasie van ’n deel van ’n geheel; - bereken persentasie-toename of -afname. • Bereken bedrae indien die gegewe persentasie toeneem of afneem. • Los probleme m.b.t. persentasies in konteks op. Ekwivalente vorms: • Hersien ekwivalente vorms tussen: - gewone breuke: (breuke waarvan een noemer ’n veelvoud van die ander is); - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Ekwivalente vorms: • Hersien ekwivalente vorms tussen: - gewone breuke: (breuke waarvan een noemer ’n veelvoud van die ander is); - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke, desimale breuke en persentasievorms van dieselfde getal. 20 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 1.5 Desimale Breuke Ordening en vergelyking van desimale breuke: • Hersien die werk reeds in Graad 6 gedoen: - tel aan en terug in desimale breuke tot minstens twee desimale plekke; - vergelyk en orden desimale breuke tot minstens twee desimale plekke; - plekwaarde van syfers tot minstens twee desimale plekke; - afronding van desimale breuke tot minstens 1 desimale plek. • Uitbreiding van die bogenoemde tot desimale breuke tot minstens drie desimale plekke en afronding tot minstens 2 desimale plekke. Berekeninge met desimale breuke: • Hersien die werk reeds in Graad 6 gedoen: - optelling en aftrekking van desimale breuke van minstens twee desimale plekke; - vermenigvuldiging van desimale breuke met 10 en 100. • Uitbreiding van optelling en aftrekking tot desimale breuke van minstens drie desimale plekke. • Vermenigvuldig desimale breuke om die volgende in te sluit: - desimale breuke tot minstens 3 desimale plekke met heelgetalle; - desimale breuke tot minstens 2 desimale plekke met desimale breuke tot minstens 1 desimale plek. • Deel desimale breuke om die volgende in te sluit: desimale breuke tot minstens 3 desimale plekke deur heelgetalle. Ordening en vergelyking van desimale breuke: • Hersien: - ordening, vergelyking en plekwaarde van desimale breuke tot minstens 3 desimale plekke; - afronding van desimale breuke tot minstens 2 desimale plekke. Berekeninge met desimale breuke: • Hersien: - optelling, aftrekking en vermenigvuldiging van desimale breuke tot minstens 3 desimale plekke; - deling van desimale breuke met heelgetalle. • Uitbreiding van vermenigvuldiging tot vermenigvuldiging met desimale breuke wat nie beperk is tot een desimale plek nie. • Uitbreiding van deling van desimale breuke deur desimale breuke. • Bereken die kwadrate, derde magte, vierkantswortels en derdemagwortels van desimale breuke. Berekeninge met desimale breuke: • Veelvuldige bewerkings met desimale breuke, gebruik ’n sakrekenaar waar gepas. • Veelvuldige bewerkings met getalle wat kwadrate, derde mag, vierkantswortels en derdemagwortels van desimale breuke behels. KABV 21 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 1.5 Desimale Breuke Berekeningstegnieke: • Gebruik kennis van plekwaarde om die aantal desimale plekke in die resultaat te skat voordat berekeninge gedoen word. • Gebruik afronding en ’n sakrekenaar om die resultaat te toets waar van toepassing. Probleemoplossing: • Los probleme, wat desimale breuke behels, in konteks op. Ekwivalente vorms: • Hersien die werk reeds in Graad 6 gedoen: - herken ekwivalensie tussen gewone breuk- en desimale breukvorms van dieselfde getal; - herken ekwivalensie tussen gewone breukvorms, desimale breukvorms en persentasievorms van dieselfde getal. Berekeningstegnieke: • Gebruik kennis van plekwaarde om die aantal desimale plekke in die resultaat te skat voordat berekeninge gedoen word. • Gebruik afronding en ’n sakrekenaar om die resultaat te toets waar van toepassing. Probleemoplossing: • Los probleme, wat desimale breuke behels, in konteks op. Ekwivalente vorms: • Hersien ekwivalente vorms tussen: - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Berekeningstegnieke: • Gebruik kennis van plekwaarde om die aantal desimale plekke in die resultaat te skat voordat berekeninge gedoen word. • Gebruik afronding en ’n sakrekenaar om die resultaat te toets waar van toepassing. Probleemoplossing: • Los probleme, wat desimale breuke behels, in konteks op. Ekwivalente vorms: • Hersien ekwivalente vorms tussen: - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke, desimale breuke en persentasievorms van dieselfde getal. 22 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 SPESIFIKASIE VAN INHOUD (FASE-OORSIG) PATRONE, FUNKSIES EN ALGEBRA • Progressie in Patrone, Funksies en Algebra word hoofsaaklik bereik deur: - die getalgebied en kompleksiteit van die volgende te vergroot: Œ verwantskap tussen getalle in gegewe patrone; Œ reëls, formules en vergelykings waarvan die inset- en uitsetwaardes bepaal kan word; Œ vergelykings wat opgelos kan word; - ontwikkeling van meer gesofistikeerde vaardighede en tegnieke vir: Œ oplossing van vergelykings; Œ uitbreiding en vereenvoudiging van algebraïese uitdrukkings; Œ generering en interpretasie van grafieke; - ontwikkel die gebruik van algebraïese taal en konvensies. • In Patrone, Funksies en Algebra, ontwikkel leerders se konseptuele begrip vanf: - ’n begrip van getal tot ’n begrip van veranderlikes, waar die veranderlikes ’n gegewe tipe is (bv. natuurlike getalle, heelgetalle en rasionale getalle) in ’n algemene vorm; - die herkenning van patrone en verwantskappe na die herkenning van funksies, waar die funksies unieke uitsetwaardes vir spesifieke insetwaardes het; - ’n oorsig van Wiskunde as gememoriseerde feite en verskillende onderwerpe tot die insig dat die konsepte en idees in Wiskunde interafhanklik van mekaar is en voorgestel word in 'n verskeidenheid ekwivalente vorms (bv. as ’n getalpatroon, ’n vergelyking en ’n grafiek wat dieselfde verwantskap voorstel). • Die tegnieke vir die oplossing van vergelykings word in Patrone, Funksies en Algebra ontwikkel, maar leerders oefen ook om vergelykings in Meting, Ruimte en Vorm op te los indien die aangeleerde formules toegepas word. ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 2.1 Numeriese en meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei numeriese en meetkundige patrone uit deur die verwantskappe tussen getalle, insluitend patrone, waar te neem: - voorgestel in fisiese of diagramvorm; - nie beperk tot reekse wat ’n konstante verskil of verhouding behels nie; - wat die leerder self geskep het; - in tabelle voorgestel. • Beskryf en bewys die verhoudings of verwantskappe wat waargeneem word in eie woorde. Ondersoek en brei patrone uit: • Ondersoek en brei numeriese en meetkundige patrone uit deur die verwantskappe tussen getalle, insluitend patrone, waar te neem: - voorgestel in fisiese of diagramvorm; - nie beperk tot reekse wat ’n konstante verskil of verhouding behels nie; - wat die leerder self geskep het; - in tabelle voorgestel; - algabraïes voorgestel. • Beskryf en bewys die verhoudings of verwantskappe wat waargeneem is in eie woorde of in algebraïese taal. Ondersoek en brei patrone uit: • Ondersoek en brei numeriese en meetkundige patrone uit deur die verwantskappe tussen getalle, insluitend patrone, waar te neem: - voorgestel in fisiese of diagramvorm; - nie beperk tot reekse wat ’n konstante verskil of verhouding behels nie; - wat die leerder self geskep het; - in tabelle voorgestel; - algabraïes voorgestel. • Beskryf en bewys die verhoudings of verwantskappe wat waargeneem is in eie woorde of in algebraïese taal. KABV 23 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 2.2 Funksies en verwantskappe inset- en uitsetwaardes: • Bepaal inset-, uitsetwaardes of reëls vir patrone en verwantskappe deur die gebruik van: - vloeidiagramme; - tabelle; - formules. Ekwivalente vorms: • Bepaal, interpreteer en ontleed ekwivalensie van verskillende beskrywings van dieselfde verhouding of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in tabelle; - deur formules; - deur getallesinne. inset- en uitsetwaardes: • Bepaal inset-, uitsetwaardes of reëls vir patrone en verwantskappe deur die gebruik van: - vloeidiagramme; - tabelle; - formules; - vergelykings. Ekwivalente vorms: • Bepaal, interpreteer en ontleed ekwivalensie van verskillende beskrywings van dieselfde verhouding of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in tabelle; - deur formules - deur vergelykings of uitdrukkings; inset- en uitsetwaardes: • Bepaal inset-, uitsetwaardes of reëls vir patrone en verwantskappe deur die gebruik van: - vloeidiagramme; - tabelle; - formules; - vergelykings. Ekwivalente vorms: • Bepaal, interpreteer en ontleed ekwivalensie van verskillende beskrywings van dieselfde verhouding of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in tabelle; - deur formules - deur vergelykings of uitdrukkings; - deur grafieke op ’n Kartesiese vlak . 24 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 2.3 Algebraïese uitdrukkings Algebraïese taal: • Herken en interpreteer reëls of verwantskappe wat in simboliese vorm voorgestel word. • Identifiseer veranderlikes en konstantes in gegewe formules en of vergelykings. Algebraïese taal: • Hersien die volgende wat in Graad 7 gedoen is: - Herken en interpreteer reëls of verwantskappe wat in simboliese vorm voorgestel word. - Identifiseer veranderlikes en konstantes in gegewe formules en of vergelykings. • Herken en identifiseer konvensies van algebraïese uitdrukkings. • Identifiseer en klassifiseer terme as gelyksoortig, al dan nie in algebraïese uitdrukkings. • Herken en identifiseer koëffisiënte en eksponente in algebraïese notasie. Uitbreiding en vereenvoudiging van algebraïese uitdrukkings: Gebruik die kommutatiewe, assosiatiewe en distributiewe wette vir rasionale getalle en die eksponentwette om: • Gelykvormige terme in algebraïese uitdrukkings op tel en af te trek. • Heelgetalle en enkelterme met: - eenterme; - tweeterme; en - drieterme te vermenigvuldig. • Die volgende deur heelgetalle of enkelterme te deel: - eenterme; - tweeterme; - drieterme. • Vereenvoudig algebraïese uitdrukkings wat bogenoemde bewerkings behels. Algebraïese taal: • Hersien die volgende wat in Graad 8 gedoen is: - herken en identifiseer konvensies van algebraïese uitdrukkings; - identifiseer en klassifiseer terme as gelyksoortig, al dan nie in algebraïese uitdrukkings; - herken en identifiseer koëffisiënt en eksponente in algebraïese uitdrukkings. • Herken en onderskei tussen eenterme, tweeterme en drieterme. Uitbreiding en vereenvoudiging van algebraïese uitdrukkings: • Hersien die volgende wat in Graad 8 gedoen is en gebruik die kommutatiewe, assosiatiewe en distributiewe wette vir rasionale getalle en die eksponentwette om: • Gelykvormige terme in algebraïese uitdrukkings op tel en af te trek. • Heelgetalle en enkelterme met: - eenterme; - tweeterme; - drieterme te vermenigvuldig. • Die volgende deur heelgetalle of enkelterme te deel: - eenterme; - tweeterme; - drieterme. • Vereenvoudig algebraïese uitdrukkings wat bogenoemde bewerkings behels. KABV 25 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 2.3 Algebraïese uitdrukkings • Bepaal die kwadrate, derde magte, vierkantswortels en derdemagwortels van enkele of gelyksoortige algebraïese uitdrukkings. • Bepaal die numeriese waarde van algebraïese uitdrukkings deur substitusie. • Bepaal die kwadrate, derde magte, vierkantswortels en derdemagwortels van enkele of gelyksoortige algebraïese uitdrukk ings. - Bepaal die numeriese waarde van algebraïese uitdrukkings deur substitusie. • Brei die bogenoemde algebraïese manipulasies uit om die volgende in te sluit: - vermenigvuldig heelgetalle en enkelterme met veelterme; - deel veelterme deur heelgetalle of enkelterme; - bepaal die produk van twee tweeterme; - bepaal die kwadraat van ’n tweeterm. Faktoriseer algebraïese uitdrukkings: • Faktoriseer algebraïese uitdrukkings van: - gemene faktore; - verskil van twee vierkante; - drieterme van die vergelyking: Œ x2 + bx + c Œ ax2 + bx + c, waar a 'n gemene faktor is. • Vereenvoudig algebraïese uitdrukkings wat die bogenoemde faktoriseringsproses behels. • Vereenvoudig algebraïese breuke deur faktorisering te gebruik. 26 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 2.4 Algebraïese vergelykings Getallesinne: • Skryf getallesinne om probleemsituasies te beskryf. • Analiseer en interpreteer getallesinne wat ’n gegewe situasie beskryf. • Oplossing en voltooi getallesinne deur: - inspeksie; - probeer en verbeter. • Bepaal die numeriese waarde van ’n uitdrukking deur substitusie. • Identifiseer veranderlikes en konstantes in gegewe formules of vergelykings. Vergelykings • Hersien die volgende wat in Graad 7 gedoen is: - stel vergelykings op wat die probleem beskryf; - analiseer en interpreteer vergelykings wat ’n gegewe situasie beskryf; - los vergelykings op deur inspeksie; • Identifiseer veranderlikes en konstantes in gegewe formule of vergelyking. • Gebruik substitusie in vergelykings om tabelle of geordende pare te genereer. • Brei die oplossing van vergelykings uit om die volgende in te sluit: - die gebruik van die omgekeerde bewerkings van optelling en vermenigvuldiging; - die gebruik van die eksponentwette. Vergelykings • Hersien die volgende wat in Graad 8 gedoen is: - stel verskillende vergelykings op wat die probleem beskryf; - analiseer en interpreteer vergelykings wat ’n gegewe situasie beskryf; - los vergelykings op deur inspeksie; - gebruik die omgekeerde bewerkings van optelling en vermenigvuldiging; - gebruik die eksponentwette; - bepaal die numeriese waarde van ’n uitdrukking deur substitusie. • Gebruik substitusie in vergelykings om tabelle of geordende pare te genereer. • Brei die oplossing van vergelykings uit om die volgende in te sluit: - gebruik faktorisering; - vergelyking van die vorm: ’n produk van faktore = 0. KABV 27 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 2.5 Grafieke Interpretasie van grafieke: • Analiseer en interpreteer globale grafieke of situasies waarin die probleme voorkom met spesiale fokus op die volgende neigings en eienskappe: - lineêr of nie-lineêr; - konstante, vermeerdering of vermindering. Teken van grafieke: • Teken globale grafieke deur gegewe beskrywings van ’n probleemsituasie te gebruik en identifiseer dit volgens bogenoemde eienskappe. Interpretasie van grafieke: • Hersien die volgende wat in Graad 7 gedoen is: - Analiseer en interpreteer globale grafieke of situasies waarin die probleme voorkom met spesiale fokus op die volgende neigings en eienskappe: Œ lineêr of nie-lineêr Œ konstante, vermeerdering of vermindering. • Brei die fokus van die eienskappe van grafieke uit om die volgende in te sluit: - maksimum of minimum; - diskreet of aaneenlopend. Teken van grafieke: • Teken globale grafieke deur gegewe beskrywings van ’n probleemsituasie te gebruik en identifiseer dit volgens bogenoemde eienskappe. • Gebruik tabelle of geordende pare om posisie/ ligging aan te dui en teken grafieke op die Kartesiese vlak . Interpretasie van grafieke: • Hersien die volgende wat in Graad 8 gedoen is: - Analiseer en interpreteer globale grafieke of situasies waarin die probleme voorkom met spesiale fokus op die volgende neigings en eienskappe: Œ lineêr of nie-lineêr; Œ konstante, vermeerdering of vermindering; Œ maksimum of minimum; Œ diskreet of aaneenlopend. • Brei bogenoemde uit met spesifieke fokus op die volgende eienskappe van lineêre grafieke: - x-as en y-as; - gradiënt Teken van grafieke: • Hersien die volgende wat in Graad 8 gedoen is: - Teken globale grafieke deur gegewe beskrywings van ’n probleemsituasie te gebruik en identifiseer dit volgens bogenoemde eienskappe. - Gebruik tabelle of geordende pare om posisie/ ligging aan te dui en teken grafieke op die Kartesiese vlak . • Brei bogenoemde uit met spesifieke fokus op: - teken van lineêre grafieke vanaf gegewe vergelykings; - bepaal vergelykings vanaf gegewe lineêre grafieke. 28 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 SPESIFIKASIE VAN INHOUD (FASE-OORSIG) Ruimte en Vorm (Meetkunde) • Progressie in Meetkunde in die Senior Fase word hoofsaaklik bereik deur: - nuwe eienskappe in vorms en voorwerpe te ondersoek; - ontwikkelling vanaf informele beskrywings van meetkundige figure tot meer formele definisies en klassifikasie van vorms en voorwerpe; - oplossing van meer ingewikkelde meetkundige probleme deur bekende eienskappe van meetkundige figure te gebruik; - ontwikkelling vanaf induktiewe redenasie tot deduktiewe redenasie. • Die meetkundige onderwerpe is meer inter-afhanklik as in die Intermediêre Fase, veral die onderwerpe wat verwant is aan konstruksies en die meetkunde van 2-D vorms en reguit lyne; dus moet die opeenvolging van die onderwerpe deur die loop van die kwartaal sorgvuldig gekies word. • In die Senior Fase, ontwikkel transformasie-meetkunde vanaf algemene beskrywings van beweging in ruimte na meer spesifieke beskrywings van beweging op koördinaatstelsels. Dit lê die grondslag vir analitiese meetkunde in die VOO fase. • Probleemoplossing in Meetkunde om onbekende hoeke of lengtes te bepaal voorsien ’n sinvolle konteks om die oplossing van vergelykings in te oefen. ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 3.1 Meetkunde van 2-D vorms Klassifikasie van 2-D vorms: • Beskryf, sorteer, benoem en vergelyk driehoeke volgens hulle kante en hoeke deur op die volgende te fokus: - gelyksydige driehoeke; - gelykbenige driehoeke; - reghoekige driehoeke. • Beskryf, sorteer, benoem en vergelyk vierhoeke in terme van: - lengte van sye; - parallelle en loodregte sye; - grootte van hoeke (regte hoeke/nie). • Beskryf en benoem dele van ’n sirkel. Klassifikasie van 2-D vorms: • Identifiseer en skryf duidelike definisies van driehoeke in terme van hulle kante en hoeke en onderskei tussen: - gelyksydige driehoeke; - gelykbenige driehoeke; - reghoekige driehoeke. • Identifiseer en skryf duidelike definisies van vierhoeke in terme van hulle kante en hoeke en onderskei tussen: - parallelogram; - reghoek; - vierkant; - ruit; - trapesium; - vlieër. Klassifikasie van 2-D vorms: • Hersien eienskappe en definisies van driehoeke in terme van hulle kante en hoeke en onderskei tussen: - gelyksydige driehoeke; - gelykbenige driehoeke; - reghoekige driehoeke. • Hersien en skryf duidelike definisies van vierhoeke in terme van hulle kante, hoeke en hoeklyne en onderskei tussen: - parallelogram; - reghoek; - vierkant; - ruit; - trapesium; - vlieër. KABV 29 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 3.1 Meetkunde van 2-D vorms Gelykvormige en kongruente 2-D vorms: • Herken en beskryf gelykvormige en kongruente figure deur vergelyking van: - vorm; - grootte. Probleemoplossing: • Los eenvoudige meetkundige probleme op wat onbekende sye en hoeke in driehoeke en vierhoeke behels deur bekende eienskappe en definisies te gebruik. Gelykvormige en kongruente 2-D vorms: • Identifiseer en beskryf die eienskappe van kongruente vorms. • Identifiseer en beskryf die eienskappe van gelykvormige vorms. Probleemoplossing: • Los meetkundige probleme op wat onbekende sye en hoeke in driehoeke en vierhoeke behels deur bekende eienskappe en definisies te gebruik. Gelykvormige en kongruente driehoeke: • Ondersoek en bepaal die minimum vereistes vir kongruente driehoeke. • Ondersoek en bepaal die minimum vereistes vir gelykvormige driehoeke. Probleemoplossing: • Los meetkundige probleme op wat onbekende sye en hoeke in driehoeke en vierhoeke behels deur bekende eienskappe en definisies, asook kongruente en gelykvormige driehoeke te gebruik. 3.2 Meetkunde van 3-D voorwerpe Klassifikasie van 3-D voorwerpe: • Beskryf, sorteer en vergelyk veelvlakkige figure in terme van: - vorm en aantal vlakke; - aantal hoekpunte; - aantal rante. Bou van 3-D modelle: • Hersien die gebruik van nette om modelle van meetkundige driedimensionele voorwerpe te skep, insluitend: - kubusse; - prismas. Klassifikasie van 3-D voorwerpe: • Beskryf, benoem en vergelyk die 5 platoniese driedimensionele voorwerpe in terme van die vorm en aantal vlakke, aantal hoekpunte en die aantal rante. Bou van 3-D modelle: • Hersien die gebruik van nette om modelle van meetkundige driedimensionele voorwerpe te skep, insluitend: - kubusse; - prismas; - piramides. Klassifikasie van 3-D voorwerpe: • Hersien eienskappe en definisies van die 5 platoniese driedimensionele voorwerpe in terme van die vorm en aantal vlakke, aantal hoekpunte en die aantal rante. • Herken en beskryf die eienskappe van: - sfere; - silinders Bou van 3-D modelle: • Gebruik nette om modelle van meetkundige driedimensionele voorwerpe te skep, insluitend: - kubusse; - prismas; - piramides; - silinders. 30 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 3.3 Meetkunde van reguit lyne Definieer: • Lynsegment • Straal • Reguit lyn • Ewewydige lyne • Loodlyne Hoekverwantskappe • Herken en beskryf hoekpare wat gevorm word deur: - loodlyne; - snylyne; - ewewydige lyne wat deur ’n dwarslyn gekruis word. Probleemoplossing: • Los meetkundige probleme op deur die hoekverwantskappe soos hierbo beskryf te gebruik. Hoekverwantskappe • Hersien en skryf duidelike beskrywings van hoekverwantskappe wat gevorm word deur: - loodlyne - snylyne; - ewewydige lyne wat deur ’n snylyn gesny word. Probleemoplossing: • Los meetkundige probleme op deur die hoekverwantskappe soos hierbo beskryf te gebruik. 3.4 Transformasie Meetkunde Transformasies: • Herken, beskryf en gebruik verplasings, refleksies en rotasies van meetkundige figure en vorms op grafiekpapier. • Identifiseer en teken simmetrielyne in meetkundige figure. Vergrotings en verkleinings: • Teken vergrotings en verkleinings van meetkundige figure op grafiekpapier en vergelyk dit in terme van vorm en grootte. Transformasies: • Herken, beskryf en gebruik transformasies met punte op koördinaatstelsels en fokus op: - refleksie van ’n punt in die X-as of Y-as; - transleer ’n punt in en oor kwadrante. • Herken, beskryf en gebruik transformasies met driehoeke op ’n koördinaatstelsel en fokus op die koördinate van die hoeke wanneer: - ’n driehoek in die X-as of Y-as gereflekteer word; - ’n driehoek in en oor kwadrante transleer word; - ’n driehoek om die oorsprong roteer. Vergrotings en verkleinings: • Gebruik verhoudings om die effek van die vergroting of verkleining op die area en omtrek van meetkundige figure te beskryf. Transformasies: • Herken, beskryf en gebruik transformasies met punte, lynsegmente en eenvoudige meetkundige figure op koördinaatstelsels en fokus op: - refleksie van ’n punt in die X-as of Y-as; - transleer ’n punt in en oor kwadrante; - refleksie in die lyn y = x • Identifiseer wat die transformasie van ’n punt is indien die koördinate van sy beeld gegee is. Vergrotings en verkleinings: • Gebruik verhoudings om die effek van die vergroting of verkleining op die area en omtrek van meetkundige figure te beskryf. • Ondersoek die koördinate van die hoekpunte op die figuur wat vergroot of verklein is met ’n gegewe skaal. KABV 31 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 3.5 Konstruksie van meetkundige figure Meting van hoeke: • Gebruik ’n gradeboog om hoeke te meet en te klassifiseer in terme van: - < 90° (skerp hoeke); - regte hoeke; - > 90° (stomphoeke); - gestrekte hoeke; - > 180° (inspringende hoeke). Konstruksies: • Konstrueer meetkundige figure akkuraat deur ’n passer, liniaal en gradeboog te gebruik, insluitend: - hoeke, akkuraat tot een graad; - sirkels; - parallelle lyne; - loodregte lyne. Konstruksies: • Konstrueer meetkundige figure akkuraat deur ’n passer, liniaal en gradeboog te gebruik, insluitend: - snylyne (halvering) en hoeke; - loodlyne vanaf en na ’n gegewe punt; - driehoeke; - vierhoeke. • Konstrueer hoeke van 30°, 45°, 60° en hul veelvoude sonder die gebruik van ’n gradeboog. Ondersoek eienskappe van meetkundige figure: • Ondersoek die hoeke van driehoeke deur konstruksie en fokus op: - die som van die binnehoeke van driehoeke; - die grootte van hoeke in ’n gelyksydige driehoek; - die sye en basishoeke van ’n gelykbenige driehoek. • Ondersoek sye en hoeke in vierhoeke deur konstruksie en fokus op: - die som van die binnehoeke van vierhoeke; - die sye en teenoorgestelde hoeke van parallelogramme. Konstruksies: • Konstrueer meetkundige figure akkuraat deur ’n passer, liniaal en gradeboog te gebruik, insluitend die halvering van hoeke van ’n driehoek. • Konstrueer hoeke van 30°, 45°, 60° en hul veelvoude sonder die gebruik van ’n gradeboog. Ondersoek eienskappe van meetkundige figure: • Ondersoek die hoeke van driehoeke deur konstruksie en fokus op die verwantskap tussen die buitehoek van ’n driehoek en die teenoorstaande binnehoeke. • Ondersoek die minimum vereistes vir twee driehoeke om kongruent te wees me behulp van konstruksies: - die hoeklyne van reghoeke, vierkante, parallelogramme, ruite en vlieërs; - ondersoek die som van die binnehoeke van veelhoeke. 32 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 SPESIFIKASIE VAN INHOUD (FASE-OORSIG) METING • Progressie in Meting word bereik deur die keuse van vorms en voorwerpe in elke graad waarvan die formules vir die bepaling van area, omtrek en volume meer kompleks raak. • Die gebruik van formules in hierdie fase voorsien ’n nuttige konteks waarin die oplossing van vergelykings geoefen kan word. • Die bekendstelling van die stelling van Pythagoras is ’n manier waarop ’n formule gebruik word om die lengte van sye in reghoekige driehoeke te bereken. Die stelling van Pythagoras is dus ’n nuttige middel om meetkundige probleme ten opsigte van reghoekige driehoeke op te los. • Meting as ’n aparte onderwerp verdwyn in die VOO fase en word deel van die studie van meetkunde en trigonometrie. ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 4.1 Area en omtrek van 2-D vorms Area en Omtrek: • Bereken die omtrek van reëlmatige en nie￾reëlmatige veelhoeke. • Gebruik gepaste formules om die omtrek en area van die volgende te meet: - vierkante; - reghoeke; - driehoeke. Berekeninge en Probleemoplossing: • Los probleme op wat die omtrek en area van veelhoeke behels. • Bereken tot minstens 1 desimale plek. • Gebruik van en herleiding tussen geskikte S.I.- eenhede, insluitend: - mm2 ↔ cm2 - cm2 ↔ m2 Area en Omtrek: • Gebruik gepaste formules om die omtrek en area van die volgende te meet: - vierkante; - reghoeke; - driehoeke; - sirkels. • Bereken die area van veelhoeke tot minstens 2 desimale plekke deur dit af te breek in reghoeke en/of driehoeke. • Gebruik en beskryf die verwantskap tussen radius, deursnee en omtrek van ’n sirkel in berekeninge. • Gebruik en beskryf die verwantskap tussen radius en area van ’n sirkel in berekeninge. Berekeninge en Probleemoplossing: • Los probleme op, met of sonder ’n sakrekenaar, wat die omtrek en area van veelhoeke en sirkels behels. • Bereken tot minstens 2 desimale plekke. • Gebruik en beskryf die betekenis van die irrasionale getal Pi (π) in berekeninge wat sirkels behels. • Gebruik en herlei tussen geskikte S.I.-eenhede, insluitend: mm2 ↔ cm2 ↔ m2 ↔km2 Area en Omtrek: • Gebruik gepaste formules en herleidings tussen S.I.-eenhede om probleme op te los en die omtrek en area van die volgende te bereken: - veelhoeke; - sirkels. • Ondersoek hoe verdubbeling van enige of al die dimensies van ’n 2-D figuur die omtrek en area beïnvloed. KABV 33 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 4.2 Oppervlakte en volume van 3-D voorwerpe Buite-oppervlakte en volume: • Gebruik geskikte formules om die oppervlak, volume en kapasiteit van die volgende te meet: - kubusse; - reghoekige prismas. • Beskryf die onderlinge verwantskap tussen oppervlak en volume van die bogenoemde voorwerpe. Berekeninge en probleemoplossing: • Los probleme op wat die oppervlak, volume en kapasiteit behels. • Gebruik van en herleiding tussen geskikte S.I.- eenhede, insluitend: - mm2 ↔ cm2 - cm2 ↔ m2 - mm3 ↔ cm3 - cm3 ↔ m3 • Gebruik ekwivalensie tussen eenhede tydens probleemoplossing: - 1 cm3 ↔ 1 ml - 1 m3 ↔ 1 kl Buite-oppervlakte en volume: • Gebruik geskikte formules om die oppervlak, volume en kapasiteit van die volgende te meet: - kubusse; - reghoekige prismas; - driehoekige prismas. • Beskryf die onderlinge verwantskap tussen oppervlak en volume van die bogenoemde figure. Berekeninge en probleemoplossing: • Los probleme op, met of sonder ’n sakrekenaar, wat oppervlak, volume en kapasiteit behels. • Gebruik van en herleiding tussen geskikte S.I.- eenhede, insluitend: - mm2 ↔ cm2 ↔ m2 ↔ km2 - mm3 ↔ cm3 ↔ m3 - ml (cm3) ↔ l ↔ kl Buite-oppervlakte en volume: • Gebruik geskikte formules en herleidings tussen S.I.-eenhede om probleme op te los en die oppervlak, volume en kapasiteit van die volgende te bereken van: - kubusse; - reghoekige prismas; - driehoekige prismas; - silinders. • Ondersoek hoe verdubbeling enige of al die dimensies van regte prismas en silinders hulle volume beïnvloed. 4.3 Stelling van Pythagoras Ontwikkel en gebruik stelling van Pythagoras • Ondersoek die verhouding tussen die sye van ’n reghoekige driehoek om die Stelling van Pythagoras te ontwikkel. • Bepaal of die driehoek ’n reghoekige driehoek is of nie indien die lengte van die drie sye van die driehoek bekend is. • Gebruik die stelling van Pythagoras om ’n ontbrekende lengte in ’n reghoekige driehoek te bereken; laat irrasionale antwoorde in wortelvorm. Oplossing van probleme deur die stelling van Pythagoras te gebruik: • Gebruik die Stelling van Pythagoras om probleme op te los wat ontbrekende lengtes in bekende meetkundige figure wat reghoekige driehoeke bevat, behels. 34 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 SPESIFIKASIE VAN INHOUD (FASE-OORSIG) DataHanTERING • Progressie in Datahantering word hoofsaaklik bereik deur: - meer ingewikkelde datastelle en kontekste; - lees, interpreteer en teken van nuwe tipes grafieke om data voor te stel; - effektiewe organisasie en opsomming van data; - meer krities en bewus te word van vooroordele en manipulasie t.o.v. voorstelling, analisering en verslagdoening van data. • Leerders behoort minstens 1 datasiklus gedurende die jaar te doen. Dit behels die versameling, organisasie, voorstelling, analisering, opsomming, interpretasie en verslagdoening t.o.v. die data. Die datasiklus voorsien die geleentheid om projekte te doen. • Die bogenoemde aspekte van Datahantering behoort sowel diskrete as kontinue data in te sluit om konsepte te konsolideer en vaardighede te oefen. Byvoorbeeld: leerders moet oefen om data in verskillende vorms op te som en opsommings behoort gebruik te word wanneer daar verslag gedoen word oor die data. • Die kontekste wat gekies word vir Datahantering moet ’n bewustheid skep vir sosiale, ekonomiese en omgewingskwessies. • Leerders behoort bewus te wees van vooroodele wanneer data versamel word, asook die wanvoorstelling van data deur die gebruik van verskillende skale en verskillende mates van algemene neigings. • Die volgende bronne voorsien interessante kontekste vir die vergelyking van data en analises wat in hierdie fase gebruik kan word: - Skoolsensusopname – vir skoolgebaseerde opnames; - nasionale opnames uit Statistieke Suid-Afrika (StatsSA) – vir huishoudelike en bevolkingsopnames; - internasionale opnames van die Verenigde Nasies (VN Data) – vir internasionale sosiale-, demografiese- en omgewingsopnames. Vele ander webtuistes kan geraadpleeg word, veral vir gesondheids- en omgewingsdata. ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 5.1 Versameling, organisering en opsomming van data Versamel data: • Stel vrae wat verband hou met sosiale-, ekonomiese- en omgewingskwessies in eie omgewing. • Kies geskikte bronne vir die versameling van data (insluitend maats, gesin en familie, koerante, boeke, tydskrifte). • Onderskei tussen steekproewe en populasie en gee voorstelle van geskikte voorbeelde vir ondersoeke. • Ontwerp en gebruik eenvoudige vraelyste om vrae te beantwoord: - met ja/nee- tipe antwoorde; - met antwoorde op veelvuldige keusevrae. Versamel data: • Stel vrae wat verband hou met sosiale-, ekonomiese- en omgewingskwessies. • Kies geskikte bronne vir die versameling van data (insluitend maats, gesin en familie, koerante, boeke, tydskrifte). • Onderskei tussen steekproewe en populasie en gee voorstelle van geskikte voorbeelde vir ondersoeke. • Ontwerp en gebruik eenvoudige vraelyste om vrae te beantwoord met antwoorde op veelvuldige keusevrae. Versamel data: • Stel vrae wat verband hou met sosiale-, ekonomiese- en omgewingskwessies. • Kies, staaf en gebruik geskikte bronne vir die versameling van data. • Onderskei tussen steekproewe en populasie en gee voorstelle van geskikte voorbeelde vir ondersoeke • Kies, staaf en gebruik geskikte metodes vir die versameling van data. KABV 35 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 5.1 Versameling, organisering en opsomming van data Organisasie en opsomming van data: • Organiseer (en groepeer waar gepas) en teken data aan deur die volgende te gebruik: - tellings; - tabelle; - stam-en blaarvoorstellings. • Groepeer data in intervalle. • Maak opsommings van en onderskei tussen ongegroepeerde numeriese data deur die volgende te bepaal: - gemiddelde; - mediaan; - modus. • Identifiseer die grootste en kleinste telling in ’n datastel en bepaal die verskil tussen hierdie tellings ten einde die verspreiding van die data (omvang) te bepaal. Organisasie en opsomming van data: • Organiseer (en groepeer waar gepas) en teken data aan deur die volgende te gebruik: - tellings; - tabelle; - stam-en blaarvoorstellings. • Groepeer data in intervalle. • Maak opsommings van data deur bepalers van sentrale neigings te bereken, insluitend: - gemiddelde; - mediaan; - modus. • Maak opsommings van data en bepaal die mate van verspreiding, insluitend: - omvang; - ekstreme. Organisasie en opsomming van data: • Organiseer numeriese data op verskillende maniere ten einde ’n opsomming te maak deur die volgende vas te stel: - bepalers van sentrale neiging; - bepalers van verspreiding, insluitend ekstreme en uitskieters. • Organiseer data volgens meer as een kriteria. 5.2 Voorstelling van data Voorstelling van data: • Teken ’n verskeidenheid grafieke met die hand of met behulp van tegnologie om data (gegroepeer en ongegroepeer) voor te stel en te interpreteer, insluitend: - staafgrafieke en dubbele staafgrafieke; - histogramme met gegewe intervalle; - sirkeldiagramme. Voorstelling van data: • Teken ’n verskeidenheid grafieke met die hand of met behulp van tegnologie om data voor te stel en te interpreteer, insluitend: - staafgrafieke en dubbele staafgrafieke; - histogramme met gegewe en eie intervalle; - sirkeldiagramme; - gebroke-lyngrafieke. Voorstelling van data: • Teken ’n verskeidenheid grafieke met die hand of met behulp van tegnologie om data voor te stel en te interpreteer, insluitend: - staafgrafieke en dubbele staafgrafieke; - histogramme met gegewe en eie intervalle; - sirkeldiagramme; - gebroke-lyngrafieke; - verspreidingsgrafieke. 36 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 5.3 Analise, interpretasie en verslaggewing van data Interpretasie van data: • Kritiese lees en interpretasie van data wat voorgestel word in: - woorde; - staafgrafieke; - dubbele staafgrafieke; - sirkeldiagramme; - histogramme. Analise van data: • Kritiese analise van data deur vrae te beantwoord met betrekking tot: - kategorieë binne die data, insluitend data￾intervalle; - databronne en kontekste; - sentrale neigings (gemiddeld, modus, mediaan); - die skaal wat in grafieke gebruik word. Verslagdoening van data: • Maak opsommings van data in kort paragrawe, insluitend: - kom tot gevolgtrekkings t.o.v. die data; - maak voorspellings wat op die data gegrond is; - identifiseer bronne van foute en vooroordele in die data; en - keuse van gepaste opsommingstatisitiek vir die data (gemiddeld, mediaan, modus, omvang). Interpretasie van data: • Kritiese lees en interpretasie van data wat voorgestel word in: - woorde; - staafgrafieke; - dubbele staafgrafieke; - sirkeldiagramme; - histogramme; - gebroke-lyngrafieke. Analise van data: • Kritiese analise van data deur vrae te beantwoord met betrekking tot: - kategorieë binne die data, insluitend data￾intervalle; - databronne en kontekste; - sentrale neigings (gemiddeld, modus, mediaan); - die skaal wat in grafieke gebruik word; - steekproewe en bevolkings; - verspreiding van data; - foute en vooroordele in die data. Verslagdoening van data: • Maak opsommings van data in kort paragrawe, insluitend: - kom tot gevolgtrekkings t.o.v. die data; - maak voorspellings wat op die data gegrond is; - identifiseer bronne van foute en vooroordele in die data; - keuse van gepaste opsommingtatisitiek vir die data (gemiddeld, mediaan, modus, omvang); - die rol van ekstreme in die data. Interpretasie van data: • Kritiese lees en interpretasie van data wat op ’n verskeidenheid maniere voorgestel word. • Kritiese vergelyking van twee stelle data wat verwant is aan dieselfde kwessie. Analise van data: • Kritiese analise van data deur vrae te beantwoord met betrekking tot: - metodes waarop data versamel word; - opsomming van data; - bronne van foute en vooroordele in die data. Verslagdoening van data: • Maak opsommings van data in kort paragrawe, insluitend: - kom tot gevolgtrekkings t.o.v. die data; - maak voorspellings wat op die data gegrond is; - tref vergelykings tussen twee datastelle; - identifiseer bronne van foute en vooroordele in die data; en - keuse van gepaste opsommingtatisitiek vir die data (gemiddeld, mediaan, modus, omvang); - die rol van ekstreme en uitskieters in die data. KABV 37 WISKUNDE GRAAD 7-9 ONDERWERPE GRAAD 7 GRAAD 8 GRAAD 9 5.4 Waarskynlikheid Waarskynlikheid: • Voer eenvoudige eksperimente uit waarvan die moontlike uitkomste ewe waarskynlik is en: - stel ’n lys op van die moontlike uitkomste gebaseer op die omstandighede van die aktiwiteit; - bepaal die relatiewe frekwensie van die werklike uitkomste vir ’n reeks toetse. Waarskynlikheid: • Beskou ’n eenvoudige situasie (met ewe waarskynlike uitkomste) wat deur die gebruik van waarskynlikheid beskryf kan word en: - stel ’n lys op van die moontlike uitkomste; - bepaal die waarskynlikheid vir elke moontlike uitkoms deur die definisie van waarskynlikheid te gebruik; - voorspel, met redes, die relatiewe frekwensie van die moontlike uitkomste vir ’n reeks toetse gegrond op waarskynlikheid; - vergelyk relatiewe frekwensie met waarskynlikheid en verduidelik moontlike verskille. Waarskynlikheid: • Beskou situasies met ewe waarskynlike uitkomste en: - bepaal waarskynlikhede vir saamgestelde gebeure deur tweerigtingtabelle te gebruik en boomdiagramme te gebruik; - bepaal die waarskynlikheid vir die uitkomste van gebeure en voorspel die relatiewe frekwensie daarvan in eenvoudige eksperimente; - bespreek die verskille tussen die waarskynlikheid van uitkomste en die relatiewe frekwensie daarvan. 38 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 AFDELING 3: VERHELDERING VAN INHOUD 3.1 INLEIDING • Die verheldering van die inhoud in hierdie afdeling sluit in: - onderrig-riglyne; - voorgestelde opeenvolging van die onderwerpe per kwartaal; - voorgestelde pas van die onderwerpe deur die jaar. • Elke inhoudsarea is in verskillende onderwerpe opgedeel. Die opeenvolging van die onderwerpe in die kwartaal bied 'n idee van die manier waarop die inhoudsarea deur die jaar versprei en ook hersien kan word. • Hoewel onderwysers die pas en volgorde van die onderwerpe effens kan aanpas, moet hulle steeds die gewig en tydstoewysing van die inhoudsareas vir die Senior Fase volgens voorskrif volg. 3.2 TOEKENNING VAN ONDERRIGTyd Tyd word soos volg toegewys: • 10 weke per kwartaal, met 4,5 ure vir Wiskunde per week (10 x 4 x 4,5 = 180 ure per jaar) • Tussen 6 en 12 ure word toegewys vir hersiening en assessering per kwartaal. • Dus: 150 ure wat oor die inhoudsareas versprei is. • Die verspreiding van die tyd per onderwerp neem die gewig van die inhoudsarea in ag soos wat dit in die Senior Fase Afdeling 2 gespesifiseer word. • Die gewig van die inhoudsareas verteenwoordig die onderrigure en die voorgestelde verspreiding mag dus effens van graad tot graad verskil. KABV 39 WISKUNDE GRAAD 7-9 3.3 VERKLARENDE NOTAS MET ONDERRIG-RIGLYNE Die tabel hieronder voorsien die onderwyser met: • Inhoudsareas en onderwerpe per graad per kwartaal; • Begrippe en vaardighede per kwartaal; • Verklarende notas met onderrig-riglyne; en • Die tydsduur in ure per onderwerp. Tydstoewysing per Onderwerp: Graad 7 KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Heelgetalle 9 ure Gewone Breuke 9 ure Numeriese en meetkundige patrone 6 ure Heelgetalle 9 ure Eksponente 9 ure Desimale Breuke 9 ure Funksies en verwantskappe 3 ure Numeriese en meetkundige patrone 3 ure Konstruksies van meetkundige figure 10 ure Funksies en verwantskappe 3 ure Algebraïese uitdrukkings 3 ure Funksies en verwantskappe 3 ure Meetkunde van 2-D vorms 10 ure Oppervlak en omtrek van 2-D vorms 7 ure Algebraïese vergelykings 3 ure Algebraïese uitdrukkings 3 ure Meetkunde van reguit lyne 2 ure Buite-oppervlak en volume van 3-D voorwerpe 8 ure Grafieke 6 ure Algebraïese vergelykings 4 ure Transformasie meetkunde 9 ure Versameling, organisering en opsomming van data 4 ure Meetkunde van 3-D voorwerpe 9 ure Voorstelling van data 3 ure Analisering, interpretasie en verslaggewing van data 3,5 ure Waarskynlikheid 4,5 ure HERSIENING / ASSESSERING 5 ure HERSIENING / ASSESSERING 9 ure HERSIENING / ASSESSERING 6 ure HERSIENING / ASSESSERING 8ure TOTAAL: 45 ure TOTAAL: 45 ure TOTAAL: 45 ure TOTAAL: 45 ure 40 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 3.3.1 Verheldering van inhoud vir Graad 7 KWARTAAL 1 – Graad 7 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.1 Telgetalle Hoofrekene Hersien die volgende werk wat in graad 6 gedoen is: • Vermenigvuldiging van heelgetalle tot minstens 12 x 12. • Vermenigvuldigingsfeite vir: - ene en tiene met veelvoude van 10; - ene en tiene met veelvoude van 100; - ene en tiene met veelvoude van 1 000; - ene en tiene met veelvoude van 10 000. Omgekeerde bewerkings tussen vermenigvuldiging en deling. Hoe verskil Graad 7 van Graad 6? • Priemfaktore van 3-syferheelgetalle. • KGV en GGD. • Meer komplekse finasiële kontekste waarin probleme opgelos moet word. Die begripskennis en berekeningstegnieke vir heelgetalle wat in die Intermediêre Fase ontwikkel is, word in Graad 7 vasgelê en gekonsolideer. Hoofrekene Begrippe en vaardighede word gedurende die kerngedeelte van die les ontwikkel en tydens hoofrekene ingeoefen, soms in kleiner getalgebiede. Leerders behoort nie gevra te word om daagliks lukrake berekeninge te doen nie. Hoofrekene behoort die volgende vier aspekte van die leerder se getallekennis te konsolideer: • getalfeite (getalkombinasies en vermenigvuldigingstafels); • berekeningstegnieke (verdubbeling en halvering, gebruik vermenigvuldiging om deling te doen, vermenigvuldiging en deling deur 10, 100 en 1 000; • vermenigvuldiging van veelvoude van 10, 100 en 1 000; • opbou en afbreek van getalle, afronding en kompensering, ens.; • getalbegrip (tel, ordening en vergelyking, plekwaarde, onewe en ewe getalle, veelvoude en faktore); • eienskappe van getalle (identiteitselemente vir optelling en vermenigvuldiging; • kommutatiewe en assosiatiewe eienskap vir optelling en vermenigvuldiging; • omgekeerde bewerking vir vermenigvuldiging en deling; omgekeerde bewerking vir optelling en aftrekking). 9 ure KABV 41 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.1 Telgetalle Ordening en vergelyking van telgetalle: Hersien die volgende werk wat in graad 6 gedoen is: • orden, vergelyk en voorstelling van getalle tot minstens 9-syferheelgetalle; • herkenning en voorstelling van priemgetalle tot minstens 100; • afronding van getalle tot die naaste 5, 10, 100 of 1 000. Eienskappe van heelgetalle: Hersien die volgende werk wat in graad 6 gedoen is: • herken en gebruik die kommutatiewe, assosiatiewe, distributiewe eienskappe van heelgetalle; • herken en gebruik 0 in terme van sy optellingseienskap (identiteitselement vir optelling); • herken en gebruik 1 in terme van sy vermenigvuldigingseienskap (identiteitselement vir vermenigvuldiging). Ordening en vergelyking van getalle: Leerders behoort ’n verskeidenheid oefeninge te doen, bv. • Rangskik die gegewe getalle van die kleinste tot die grootste; of van die grootste tot die kleinste. • Voltooi die ontbrekende getalle in: - ’n ry; - op ’n getallerooster; - op ’n getallelyn, bv. watter heelgetal is presies tussen 471 340 en 471 350. • Voltooi <, = of >. Voorbeelde: a) 247 889 * 247 898 b) 784 109 * 785 190 Eienskappe van telgetalle: • Die hersiening van die eienskappe van telgetalle behoort die beginpunt te wees vir werk wat met telgetalle gedoen word. Die eienskappe van getalle is die motivering vir die rede en metodes waarop getalle werk. • Wanneer leerders aan nuwe getalle bekend gestel word, soos byvoorbeeld heelgetalle, kan hulle weereens die eienskappe van getalwerk ondersoek vir die nuwe stel getalle. • Leerders moet ook die eienskappe van getalle in algebra toepas waar hulle met veranderlikes in plaas van getalle werk. • Leerders behoort die volgende eienskappe te ken en toepas: - Die kommutatiewe eienskap van optelling en vermenigvuldiging: Œ a + b = b + a Œ a x b = b x a - Die assosiatiewe (groepering) eienskap van optelling en vermenigvuldiging: Œ (a + b) + c = a + (b + a) Œ (a x b) x c = a x (b x c) - Die distributiewe eienskap van vermenigvuldiging teenoor optelling en aftrekking: Œ a(b + c) = (a x b) + (a x c) Œ a(b – c) = (a x b) – (a x c) 42 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.1 Heelgetalle Berekeninge met telgetalle: • Hersien die volgende werk wat in graad 6 gedoen is, sonder die gebruik van sakrekenaars: - optelling en aftrekking van heelgetalle tot minstens 6-syferheelgetalle; - vermenigvuldiging van minstens 4-syferheelgetalle met 2-syferheelgetalle; - deling van minstens 4-syferheelgetalle deur 2-syferheelgetalle; • doen berekeninge met heelgetalle deur al vier bewerkings te gebruik – gebruik skatting en sakrekenaars waar gepas. - Optel en aftrek as omgekeerde bewerkings - Vermenigvuldiging en deling as omgekeerde bewerkings - 0 is die identiteitselement vir optel: t + 0 = t - 1 is die identiteitselement vir vermenigvuldiging: t x 1 = t Verduideliking van eienskappe met heelgetalle: a) 33 + 99 = 99 + 33 = 132 b) 51 + (19 + 46) = (51 + 19) + 46 = 116 c) 4(12 + 9) = (4 x 12) + (4 x 9) = 48 + 36 = 84 d) (9 x 64) + (9 x 36) = 9 x (64 + 36) = 9 x 100 = 900 e) As 33 + 99 = 132, dan is 132 – 99 = 33 en 132 – 33 = 99 f) As 20 x 5 = 100, dan is 100 ÷ 20 = 5 en 100 ÷ 5 = 20 Berekeninge met heelgetalle: • Leerders behoort konteksvrye berekeninge te doen asook probleemoplossing in konteks. • Leerders behoort meer selfvertroue te ontwikkel en wiskundige berekeninge onafhanklik te doen deur die aangeleerde tegnieke te gebruik om: - hul oplossings self te kontroleer, bv. deur omgekeerde bewerkings te gebruik en sakrekenaars te gebruik; - die redelikheid van hul oplossings te beoordeel, bv. deur skatting d.m.v. afronding; verdubbeling en halvering. • Optel, aftrek en vermenigvuldig in kolomme, en langdeling, behoort slegs gebruik te word om getalfeite en berekeningstegnieke in bekende en kleiner getalgebiede te oefen. ’n Sakrekenaar behoort gebruik te word vir groter en moeiliker berekeninge. KABV 43 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.1 Telgetalle Berekeningstegnieke: • Gebruik 'n verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - skatting; - optel, aftrek en vermenigvuldiging in kolomme; - langdeling; - afronding en kompensering; - gebruik van 'n sakrekenaar. Veelvoude en faktore: • Hersien die volgende werk wat in graad 6 gedoen is: - veelvoude van 2-syfertelgetalle en 3-syferheelgetalle; - faktore van 2-syfertelgetalle en 3-syferheelgetalle; - priemfaktore van getalle tot minstens 100. • Stel ’n lys van priemfaktore op van getalle tot minstens 3-syfertelgetalle. • Bepaal die KGV en GGD van getalle tot minstens 3-syfertelgetalle deur inspeksie of faktorisasie. Veelvoude en faktore: • Die bepaling van veelvoude en faktore van telgetalle is veral belangrik wanneer berekeninge met breuke gedoen word. Hierdie kennis word gebruik om die KGV en GGD te bepaal wanneer een noemer ’n veelvoud van die ander is, asook wanneer breuke vereenvoudig word om ekwivalente breuke te bepaal. • Die faktorisering van telgetalle lê die grondslag vir faktorisasie van algebraïese uitdrukkings. • Die gebruik van die definisie van priemgetalle beklemtoon dat 1 nie geklassfiseer kan word as ’n priemgetal nie. Voorbeelde: a) Die veelvoude van 6 is 6, 12, 18, 24, .. of M6 = {6; 12; 18; 24;..} b) KGV van 6 en 18 is 18 KGV van 6 en 7 is 42 c) Die faktore van 24 is 1, 2, 3, 4, 6, 12 en 24 deur inspeksie en die priemfaktore van 24 is 2 en 3. d) Die faktore van 140 is 1, 2, 5, 7, 10, 14, 28, 35, 70 en 140. e) Bepaal die GGD van 120; 300 en 1800. Leerders doen dit deur eerstens die priemfaktore van die getalle te bepaal. 120 = 5 x 3 x 23. Aanvanklik skryf leerders dit as: 5 x 3 x 2 x 2 x 2 300 = 52 x 3 x 22 1800 = 52 x 32 x 23 GGD = 5 x 3 x 22 = 60 (Vermenigvuldig die algemene priemfaktore van die drie getalle). 44 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.1 Telgetalle Probleemoplossing: • Oplossing van probleme met telgetalle, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers); - deel in 'n gegewe verhouding waar die hele gegee is. • Oplossing van probleme wat telgetalle, persentasies en desimale breuke in finansiële kontekste behels soos: - wins, verlies en afslag; - begrotings; - rekeninge; - lenings - enkelvoudige rente. Probleemoplossing: • Die leerders moet bekend wees met die getalgebied waarin probleme in konteks opgelos word. • Kontekste wat verhouding en koers behels, behoort probleme met spoed, afstand en tyd in te sluit. • Daar word nie van leerders verwag om, in finansiële kontekste, formules te gebruik wanneer enkelvoudige rente bereken word nie. KABV 45 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.2 Eksponente Hoofrekene - Bepaal kwadrate tot minstens 122 en hul vierkantswortels. - Bepaal die derde mag tot minstens 63 en hul derdemagswortels. Vergelyking en voorstelling van getalle in eksponensiële vorm: • Vergelyk en stel heelgetalle voor in eksponensiële vorm: ab = a x a x a ..vir b die getal faktore. Hoe verskil Graad 7 van Graad 6? • Hoewel leerders kwadraatgetalle in Graad 6 teëgekom het, is daar nie van hulle verwag om hierdie getalle in eksponensiële vorm te skryf nie. Vergelyking en voorstelling van getalle in eksponensiële vorm: • Leerders moet verstaan dat in die eksponensiële vorm ab, word die getal gelees as ‘a tot die mag b’, waar a die grondtal en b die eksponent genoem word. b Dui die aantal kere aan wat die faktore vermenigvuldig word. Voorbeeld: a) a3 = a x a x a; b) a5 = a x a x a x a x a • Leerders kan enige getal in eksponensiële vorm voorstel sonder dat dit nodig is om die waarde te bereken. Voorbeeld: 50 x 50 x 50 x 50 x 50 x 50 x 50 = 507 • Maak seker dat die leerders verstaan dat die vierkantswortels en derdemagwortels die omgekeerde bewerkings is van kwadrate en derdemagte. Voorbeelde: 32 = 9 dus = 9 √ = 3 • Maak seker dat leerders verstaan dat enige getal wat tot die mag 1 verhef is, is gelyk aan die getal. Voorbeeld: m1 = m • Op hierdie stadium, hoef leerders nie die reël te ken vir die heffing van ’n getal tot die mag 0 nie. Dit sal eers in Graad 8 bekendgestel word wanneer hulle die ander eksponentwette in berekeninge gebruik. • Die volgende word met voorbeelde beklemtoon om enige misverstande te voorkom. - 122 = 12 x 12 en nie 12 x 2 - 13 beteken 1 x 1 x 1 en nie 1 x 3 - 1001 = 100 - 81 √ = 9 omdat 92 = 81 - 3 27 √ = 3 omdat 33 = 27 - Die vierkant van 9 = 81, maar die vierkantswortel van 9 = 3. • Leerders moet hulle kennis van voorstelling van getalle in eksponensiële vorm gebruik wanneer algebraïese uitdrukkings vereenvoudig of uitgebrei word en die oplossing van algebraiese vergelykings. 9 ure 46 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.2 Eksponente Berekeninge met getalle in eksponensiële vorm: • Herken en gebruik die gepaste wette van bewerkings met eksponente, vierkantswortels en derdemagwortels. • Doen berekeninge met al vier bewerkings deur getalle in eksponensiële vorm te gebruik, beperk tot eksponente tot 5, en vierkantswortels en derdemagwortels. Probleemoplossing: • Los probleme in konteks op wat getalle in eksponensiële vorm behels. Berekeninge met getalle in eksponensiële vorm: • Dit is belangrik om die bewerkingsreëls vir berekeninge met eksponente te ken. Voorbeeld: a) (7 – 4)3 = 33 EN NIE 73 – 43 b) 16 + 9 √ = 25 √ , EN NIE 16 √ + 9 √ KABV 47 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.5 Konstruksie van meetkundige figure Meting van hoeke: • Gebruik ’n gradeboog om hoeke te meet en te klassifiseer: - < 90o (skerp hoeke); - regte hoeke; - > 90o (stomphoeke); - gestrekte hoeke; - > 180o (inspringende hoeke). Konstruksies: • Konstrueer meetkundige figure akkuraat deur ’n passer, liniaal en gradeboog te gebruik, insluitend: - hoeke, akkuraat tot een graad; - sirkels; - ewewydige lyne; - loodlyne. Hoe verskil Graad 7 van Graad 6? • Meet hoeke met ’n "gradeboog". • Meetkundige konstruksies: gebruik ’n passer, liniaal en gradeboog. Meting van hoeke: • Leerders moet gewys word hoe om die gradeboog op die arm van die hoek wat gemeet moet word, te sit. • Leerders moet ook leer hoe om die hoekgroottes op ’n gradeboog te lees. Konstruksies: • Konstruksies voorsien ’n nuttige konteks om die leerders se kennis van hoeke en vorms te ondersoek en konsolideer. • Leerders moet gewys word hoe om ’n sirkel met ’n passer te teken, hoewel dit dalk reeds in Graad 6 gedoen is. • Leerders moet bewus wees dat die middelpunt van die sirkel op die vaste punt van die passer is en die radius van die sirkel is afhanklik van hoe wyd die passer oop is. • Maak seker dat leerders verstaan dat 'n boog, 'n deel van ’n spesifieke radius van die sirkel is. • Aanvanklik moet leerders noukeurige instruksies gegee word oor die konstruksie van die verskillende vorms. • Eers as hulle gemaklik is met die instrumente, kan hulle begin oefen deur patrone te teken, byvoorbeeld sirkels of ewewydige lyne. 10 ure 48 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.1 Meetkunde van 2-D vorms Klassifikasie van 2-D vorms: • Beskryf, sorteer, benoem en vergelyk driehoeke volgens hulle kante en hoeke deur op die volgende te fokus: - gelyksydige driehoeke; - gelykbenige driehoeke; - reghoekige driehoeke. • Beskryf, sorteer, benoem en vergelyk vierhoeke in terme van: - lengte van sye; - ewewydige en loodregte sye; - grootte van hoeke (regte hoeke/ nie). • Beskryf en benoem dele van ’n sirkel. Hoe verskil Graad 7 van Graad 6? • Onderskei en benoem driehoeke in terme van hul sye en hoeke. • Onderskei en benoem vierhoeke in terme van ewewydige en loodregte sye. • Onderskei tussen gelykvormige en kongruente figure. • Gebruik bekende eienskappe van vorms om meetkundige probleme op te los. Driehoeke: • Leerders moet kan onderskei tussen 'n gelyksydige (alle sye gelyk), 'n gelykbenige (twee sye gelyk) en 'n reghoekige (een regte hoek) driehoek. Vierhoeke: • Leerders moet in staat wees om vierhoeke as volg te sorteer en groepeer: - Alle sye gelyk (vierkant en ruit) - Teenoorstaande sye gelyk (reghoek, parallelogram, vierkant, ruit) - Ten minste een paar aanligende sye gelyk (vierkant, ruit, vlieër) - Al vier hoeke is regtehoeke (vierkant, reghoek) - Loodregte sye (vierkant, reghoek) - Twee paar teenoorstaande sye ewewydig (reghoek, vierkant, parallelogram) - Slegs een paar teenoorstaande sye ewewydig (trapesium) Sirkels: • Leerders behoort die volgende dele van 'n sirkel te ken: - Radius, omtrek, middellyn, koord, segment, sektor 10 ure KABV 49 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.1 Meetkunde van 2-D vorms Gelykvormige en kongruente 2-D vorms: • Herken en beskryf gelykvormige en kongruente figure deur vergelyking van: - vorm; - grootte. Probleemoplossing: • Los eenvoudige meetkundige probleme op wat onbekende sye en hoeke in driehoeke en vierhoeke behels deur bekende eienskappe en definisies te gebruik. Gelykvormigheid en Kongruensie: • Gelykvormigheid en kongruensie kan ondersoek word met enige 2-D vorms. • Leerders moet kan raaksien dat twee of meer vorms kongruent is as hulle in alle opsigte gelyk is d.i. hoeke, sye en oppervlak. • Leerders moet kan raaksien dat twee of meer vorms gelykvormig is as hulle dieselfde vorm het, maar verskil in grootte d.i. hoeke is ewe groot, maar die sye is in verhouding langer of korter. Soortgelyke figure word ondersoek by vergrotings en verkleinings. Sien verkrende notas onder 3.4 van Transformasie Meetkunde. Probleemoplossing: • Op hierdie stadium kan leerders eenvoudige meetkundige probleme oplos deur onbekende hoeke en sye in gelykbenige en gelyksydige driehoeke asook in vierhoeke te bereken. • Leerders moet aangemoedig word om redes vir hulle oplossings te verskaf. Voorbeelde: a) Indien ∆ABC 'n gelyksydige driehoek is en sy AB is 3 cm, wat is die lengte van BC? Leerders behoort te antwoord: BC = 3 cm, want die sye van 'n gelyksydige driehoek is gelyk. b) Indien ABCD 'n vlieër is en AB = 2,5 cm en BC = 4,5 cm, wat is die lengtes van AD en DC? Leerders behoort die eienskap dat aanliggende sye gelyk is te gebruik om die onbekende sye te bepaal. 3.3 Meetkunde van Reguit lyne Definieër: • Lynsegment • Straal • Reguit lyn • Ewewydige Lyne • Loodregte Lyne • 'n Lynsegment is 'n stel punte met 'n definitiewe begin en eindpunt. • 'n Straal is 'n stel punte met 'n definitiewe beginpunt maar geen definitiewe eindpunt. • 'n Lyn is 'n stel punte met geen definitiewe begin of eindpunt. • As twee lyne in dieselfde vlak 'n konstante afstand van mekaar is, dan is hierdie lyne ewewydig. Voorbeeld: > E F > G H Dit word geskryf as EF// GH • As vertikale lyn AO, 'n horisontale lyn BC met 'n hoek van 900 ontmoet of sny dan is AO loodreg met BC. Voorbeeld: A O C B Dit word geskryf as AO┴BC 2 ure 50 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • Berekening en probleemoplossing deur van heelgetalle gebruik te maak. • Bewerkings met getalle in eksponensiële vorm. • Konstruksie van meetkundige voorwerpe. • Meetkunde van 2-D vorms 5 ure KABV 51 WISKUNDE GRAAD 7-9 GRAAD 7 – KWARTAAL 2 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.4 Gewone Breuke Ordening, vergelyking en vereenvoudiging van breuke: • Hersien die volgende werk wat in Graad 6 gedoen is: - vergelyk en orden gewone breuke, veral tiendes en honderdstes. • Uitbreiding tot duisendstes. Berekeninge met breuke: • Hersien die volgende werk wat in graad 6 gedoen is: - optelling en aftrekking van gewone breuke, insluitend gemengde getalle, beperk tot breuke met dieselfde noemer of waar die een noemer ’n veelvoud is van die ander; - bepaal breuke van heelgetalle. • Brei optelling en aftrekking uit na breuke waarvan die een noemer nie ’n veelvoud van die ander is nie. • Vermenigvuldiging van gewone breuke, insluitend gemengde getalle en nie beperk tot breuke waarvan een noemer ’n veelvoud van die ander is nie. Berekeningstegnieke: • Omskakeling van gemengde getalle na gewone breuke om daarmee berekeninge te doen. • Gebruik kennis van veelvoude en faktore om breuke in hul eenvoudigste vorm te skryf voor of na berekeninge. • Gebruik kennis van ekwivalente breuke om op te tel en af te trek. Hoe verskil Graad 7 van Graad 6? • Vergelyk en orden duisendstes • Vermenigvuldiging van gewone breuke • Persentasie as deel van 'n hele • Persentasie toename of afname In Graad 7 konsolideer leerders getalkennis en berekeningstegnieke vir gewone breuke wat in die Intermediêre Fase ontwikkel is. Berekeninge met breuke: • Leerders moet konteksvrye berekeninge doen en probleme in konteks oplos. • Dit word nie verwag dat leerders reëls vir vereenvoudiging van breuke of die omskakeling van gemengde breuke na gewone breuke ken nie. Leerders behoort uit hul kennis van ekwivalensie te weet wanneer 'n breuk gelyk aan of groter is as 1. • KGVs moet gevind kan word vir optelling of aftrekking van breuke met verskillende noemers. Hier moet leerders kennis van gemene veelvoude gebruik om die KGV te vind, d.i. watter getal kan beide noemers in deel. • Om breuke te vereenvoudig gebruik leerders kennis van gemene faktore d.i. watter getal kan gelyktydig in die teller en noemer van 'n breuk deel. Beklemtoon dat na vereenvoudiging die breuke ekwivalent moet bly. Voorbeeld: 3 4 x 2 5 = 6 20 = 3 10 of 3 4 x 2 5 = 3 10 • Leerders moet kan raaksien dat die berekening van 'n breuk van 'n heelgetal of die berekening van 'n breuk van 'n breuk beteken die vermenigvuldiging van die breuk met die heelgetal of die breuk met die breuk. • Wanneer leerders breuke van heelgetalle moet bereken, kan die voorbeelde so gekies word dat die resultaat in 'n heelgetal of 'n breuk of beide eindig. • Leerders moet ook die konvensie om 'n heelgetal te skryf as 'n breuk oor 1 wanneer vermenigvuldig word, aanleer. 9 ure 52 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.4 Gewone Breuke Probleemoplossing: • Los probleme in konteks op wat gewone breuke en gemengde getalle behels, insluitend groepering, verdeling en die bepaling van breuke van heelgetalle. Persentasies: • Hersien die volgende wat in Graad 6 gedoen is: - Bepaal persentasies van heelgetalle. • Bereken die persentasie as deel van ’n geheel. • Bereken persentasie-toename of -afname van heelgetalle. • Los probleme m.b.t. persentasies in konteks op. Ekwivalente vorms: Hersien die volgende wat in Graad 6 gedoen is: • Herken en gebruik ekwivalente vorms van gewone breuke met 1-syfer- of 2-syfernoemers (breuke waarvan een noemer ’n veelvoud van die ander is); • Herken ekwivalensie tussen gewone breuke en desimale breukvorms van dieselfde getal; • Herken ekwivalensie tussen gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Voorbeelde: a) Bereken 4 5 of 20 Antwoord: 4 5 van 20 = 45 x 201 = 4 1 x 4 1 = 16 of 45 van 20 = 45 x 201 = 805 = 16 b) Bereken 2 3 van 5 6 Antwoord: 2 3 van 5 6 = 2 3 x 5 6 = 1 3 x 5 3 = 5 9 of 2 3 van 5 6 = 2 3 x 5 6 = 1 3 x 1018 = 5 9 Berekeninge met persentasies: • Leerders moet konteksvrye berekeninge doen en probleme in konteks oplos. • Wanneer leerders bewerkings met persentasies doen moet hulle die ekwivalente gewone breuk, wat 'n breuk met noemer 100 is, gebruik. Leerders moet vertroud raak met die ekwivalente breuk en desimale vorms van gewone persentasies soos: a) 25% of 1 4 of 0,25; b) 50% of 1 2 of 0,5; c) 60% of 3 5 of 0,6. • Om persentasie van 'n deel van 'n hele, of persentasie toename of afname te bereken, moet leerders die tegniek van vermenigvuldiging met 1001 aanleer. Dit is nuttig vir leerders om die gebruik van 'n sakrekenaar, veral waar die breuke nie maklik vereenvoudig nie, aan te leer. • Wanneer 'n sakrekenaar gebruik word kan leerder ook die ekwivalente desimale breukvorm gebruik om die berekening te doen. Voorbeelde: a) Bereken 60% van R105 Bedrag = 3 5 X R105 = R63 b) Watter persentasie is 40c van R3,20? Persentasie = 40 320 x 100 1 = 100 8 = 12,5% 9 ure KABV 53 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) c) Bereken die persentasie toename as die prys van 'n buskaartjie vanaf R60 na R84 styg. Bedrag van styging = R24. Dus is die persentasie toename = 24 60 x 100 1 = 40% d) Bereken die persentasie afname as die prys van petrol vanaf 20c na 18c per liter daal. Bedrag van vermindering = 2c. Dus is die persentasie daling = 2 20 x 100 1 = 10% Getalle, Bewerkings en Verwantskappe 1.5 Desimale Breuke Ordening en vergelyking van desimale breuke: • Hersien die volgende wat in Graad 6 gedoen is: - tel aan en terug in desimale breuke tot minstens twee desimale plekke; - vergelyk en orden desimale breuke tot minstens twee desimale plekke; - plekwaarde van syfers tot minstens twee desimale plekke; - afronding van desimale breuke tot minstens 1 desimale plek. • Uitbreiding van die bogenoemde tot desimale breuke tot minstens drie desimale plekke en afronding tot minstens 2 desimale plekke. Hoe verskil Graad 7 van Graad 6? • Desimale breuke tot ten minste twee desimale plekke. • Afronding tot ten minste twee desimale plekke. • Vermenigvuldig en deel desimale breuke deur heelgetalle • Vermenigvuldig en deel desimale breuke deur desimale breuke In Graad 7 konsolideer leerders getalkennis en berekeningstegnieke vir desimale breuke wat in die Intermediêre Fase ontwikkel is. Ordening en vergelyking van desimale breuke: • Tel moet nie net beskou word as mondelinge tel nie. Leerders kan in desimale intervalle tel deur gebruik te maak van: - Gestruktureerde, half- gestruktureerde of leë getallelyne - Kettingdiagramme vir tel. • Leerders moet 'n verskeidenheid oefeninge kry soos: - Rangskik gegewe getalle van die grootste tot die kleinste of van kleinste tot grootste - Vul ontbrekende getalle in Œ 'n patroon Œ op 'n getalrooster Œ op 'n getallelyn Œ vul in <, = of > Voorbeeld: 0,4 * 0.04 • Teloefeninge in kettingdiagramme kan gekontroleer word met 'n sakrekenaar en leerders kan die verskille in antwoorde verduidelik. 9 ure 54 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.5 Desimale Breuke Berekeninge met desimale breuke: • Hersien die volgende wat in Graad 6 gedoen is: - optelling en aftrekking van desimale breuke van minstens twee desimale plekke; - vermenigvuldiging van desimale breuke met 10 en 100. • Uitbreiding van optelling en aftrekking tot desimale breuke van minstens drie desimale plekke. • Vermenigvuldig desimale breuke om die volgende in te sluit: - desimale breuke tot minstens 3 desimale plekke met heelgetalle; - desimale breuke tot minstens 2 desimale plekke met desimale breuke tot minstens 1 desimale plek. • Deel desimale breuke om die volgende in te sluit: desimale breuke tot minstens 3 desimale plekke deur heelgetalle. Berekeningstegnieke: • Gebruik kennis van plekwaarde om die aantal desimale plekke in die resultaat te skat voordat berekeninge gedoen word. • Gebruik afronding en ’n sakrekenaar om die resultaat te toets waar van toepassing. Probleemoplossing: • Los probleme, wat desimale breuke behels, in konteks op. Berekeninge met desimale breuke: • Leerders moet konteksvrye berekeninge doen en probleme in konteks oplos. • Leerders moet hulle antwoorde skat voor berekening, veral met vermenigvuldiging van desimale breuke. Hulle moet die redelikheid van antwoorde kan beoordeel na aanleiding van die aantal desimale plekke. Hulle moet in staat wees om hulle antwoorde te kontroleer. • Vermenigvuldiging met desimale breuke moet begin met bekende getalle wat leerders deur inspeksie kan bepaal sodat leerders 'n gevoel kan kry van hoe desimale plekke deur vermenigvuldiging beïnvloed word. Voorbeelde: a) 3 x 2 = 6 0,3 x 2 = 0,6 0,3 x 0,2 = 0,06 0,3 x 0,02 = 0,006 0,03 x 0,002 = 0,0006 ens. b) 15 x 3 = 45 1,5 x 3 = 4,5 0,15 x 3 = 0,45 0,15 x 0,3 = 0,045 0,015 x 0,3 = 0,0045 ens. Ekwivalensie tussen gewone en desimale breuke • Daar word nie van leerders verwag om gewone breuke in desimaalvorm te skryf nie, slegs om die verwantskap tussen tiendes, honderdstes en duisende in hul desimaalvorm te kan sien. • Leerders moet begin om tiendes, honderdstes en duisende as gewone breuke na desimale breuke te herskryf en te herlei. Waar noemers van breuke faktore is van 10 bv. 2;5 of faktore van 100 bv. 2; 4; 20; 25 kan leerders dit na honderde herlei, gegee wat hulle weet van ekwivalensie. • Dit is nuttig om sakrekenaars te gebruik om leerders te help om tussen gewone breuke en desimale breuke te herlei (hier sal leerders hul kennis van die verwantskap tussen breuke en deling gebruik). KABV 55 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.5 Desimale Breuke Ekwivalente vorms: • Hersien die volgende wat in Graad 6 gedoen is: - herken ekwivalensie tussen gewone breuk- en desimale breukvorms van dieselfde getal; - herken ekwivalensie tussen gewone breukvorms, desimale breukvorms en persentasievorms van dieselfde getal. - Deling van heelgetalle deur 10, 100, 1 000, ens. kan help om leerders se begrip van desimale plekwaarde te verbeter. Dit is ook nuttig om dit op 'n sakrekenaar dit doen – leerders kan die patrone wat hul waarneem wanneer hulle deel, bespreek. - Op dieselfde manier kan sakrekenaars nuttig wees om leerders patrone wat ontwikkel deur die vermenigvuldiging van desimale met 10, 100 of 1 000 ens., te laat waarneem. Patrone, Funksies en Algebra 2.2 Funksies en verwant￾skappe inset- en uitsetwaardes: • Bepaal inset-, uitsetwaardes of reëls vir patrone en verwantskappe deur die gebruik van: - vloeidiagramme; - tabelle; - formules. Ekwivalente vorms: • Bepaal, interpreteer en staaf ekwivalensie van verskillende beskrywings van dieselfde verhouding of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in tabelle; - deur formules; - deur getallesinne. Hoe verskil dit van die Intermediêre Fase? • Bepaling van inset- en uitsetwaardes deur gegewe formules te gebruik. • Die reëls en getalpatrone wat leerders moet gebruik om inset- en uitsetwaardes te vind word uitgebrei om patrone met heelgetalle, vierkantsgetalle en driehoeksgetalle in te sluit. Bepaling van inset- en uitsetwaardes in vloeidiagramme, tabelle en formules moet meer as een keer per jaar gedoen word. Dit kan gedoen word na bewerkings met getalle om eienskappe en bewerkings met getalle te oefen en na meting of meetkunde om probleemoplossing deur gebruik van formules te oefen. In KWARTAAL 2 is die fokus van Funksies en Verwantskappe op die inoefen van bewerkings met heelgetalle en gewone breuke, op desimale met die insluiting van gewone breuke as insetwaardes en die insluiting van desimale en gewone breuke in die reëls om uitsetwaardes te vind. In KWARTAAL 3 is die fokus van Funksies en Verwantskappe op die gebruik van formules. In KWARTAAL 4 is die fokus op die inoefening van optelling en aftrekking van heelgetalle. • In hierdie fase is dit nuttig om te begin spesifiseer of insetwaardes natuurlike, heel of rasionale getalle is. Om dus uitsetwaardes te bepaal moet leerders die reël /formule sowel as die insetwaardes gegee word. Vloeidiagramme is voorstellings van funksionele verwantskappe. Wanneer vloeidiagramme dus gebruik word, moet die ooreenkoms tussen inset- en uitsetwaardes in die voorstelling baie duidelik wees. Inset 1 moet uitset 1 lewer, inset 2 moet uitset 2 lewer, ens. 3 ure INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.5 Desimale Breuke Berekeninge met desimale breuke: • Hersien die volgende wat in Graad 6 gedoen is: - optelling en aftrekking van desimale breuke van minstens twee desimale plekke; - vermenigvuldiging van desimale breuke met 10 en 100. • Uitbreiding van optelling en aftrekking tot desimale breuke van minstens drie desimale plekke. • Vermenigvuldig desimale breuke om die volgende in te sluit: - desimale breuke tot minstens 3 desimale plekke met heelgetalle; - desimale breuke tot minstens 2 desimale plekke met desimale breuke tot minstens 1 desimale plek. • Deel desimale breuke om die volgende in te sluit: desimale breuke tot minstens 3 desimale plekke deur heelgetalle. Berekeningstegnieke: • Gebruik kennis van plekwaarde om die aantal desimale plekke in die resultaat te skat voordat berekeninge gedoen word. • Gebruik afronding en ’n sakrekenaar om die resultaat te toets waar van toepassing. Probleemoplossing: • Los probleme, wat desimale breuke behels, in konteks op. Berekeninge met desimale breuke: • Leerders moet konteksvrye berekeninge doen en probleme in konteks oplos. • Leerders moet hulle antwoorde skat voor berekening, veral met vermenigvuldiging van desimale breuke. Hulle moet die redelikheid van antwoorde kan beoordeel na aanleiding van die aantal desimale plekke. Hulle moet in staat wees om hulle antwoorde te kontroleer. • Vermenigvuldiging met desimale breuke moet begin met bekende getalle wat leerders deur inspeksie kan bepaal sodat leerders 'n gevoel kan kry van hoe desimale plekke deur vermenigvuldiging beïnvloed word. Voorbeelde: a) 3 x 2 = 6 0,3 x 2 = 0,6 0,3 x 0,2 = 0,06 0,3 x 0,02 = 0,006 0,03 x 0,002 = 0,0006 ens. b) 15 x 3 = 45 1,5 x 3 = 4,5 0,15 x 3 = 0,45 0,15 x 0,3 = 0,045 0,015 x 0,3 = 0,0045 ens. Ekwivalensie tussen gewone en desimale breuke • Daar word nie van leerders verwag om gewone breuke in desimaalvorm te skryf nie, slegs om die verwantskap tussen tiendes, honderdstes en duisende in hul desimaalvorm te kan sien. • Leerders moet begin om tiendes, honderdstes en duisende as gewone breuke na desimale breuke te herskryf en te herlei. Waar noemers van breuke faktore is van 10 bv. 2;5 of faktore van 100 bv. 2; 4; 20; 25 kan leerders dit na honderde herlei, gegee wat hulle weet van ekwivalensie. • Dit is nuttig om sakrekenaars te gebruik om leerders te help om tussen gewone breuke en desimale breuke te herlei (hier sal leerders hul kennis van die verwantskap tussen breuke en deling gebruik). 56 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.2 Funksies en verwant- skappe Voorbeelde: a) Gebruik die gegewe reël om die waardes van t vir elke waarde van p, waar p 'n natuurlike getal is, te bereken. t = p x 3 + 1 reël p t 0357 9 In hierdie tipe vloeidiagram kan leerders ook gevra word om die waarde van p vir 'n gegewe waarde van t te bepaal. b) Bepaal die reël om uitsetwaarde vir elke gegewe insetwaarde in die onderstaande vloeidiagram te bepaal. reël 0 3 5 7 9 8 24 40 56 72 Inset Uitset In hierdie soort vloeidiagramme is dit moontlik dat daar meer as een reël is wat die verwantskap tussen inset- en uitsetwaardes beskryf. Dit is aanvaarbaar solank die reël die gegewe insetwaardes afpaar met die ooreenstemmende uitsetwaardes. c) Indien die reël om y in die onderstaande tabel te vind: y = 3x – 1 is, bepaal y vir die gegewe x waardes: x 0 1 2 5 10 50 100 y KABV 57 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.2 Funksies en verwant￾skappe d) Beskryf die verwantskap tussen die getalle in die boonste en onderste rye in die tabel. Skryf dan die waardes van m en n neer. x 1 2 3 4 12 n y 5 6 7 8 m 34 In tabelle soos hierdie is dit moontlik om meer as een reël te vind wat die verwantskap tussen x en y waardes beskryf. Dit is aanvaarbaar solank die reël die gegewe insetwaardes afpaar met die ooreenstemmende uitsetwaardes. Dus, as y = x + 4 die verhouding tussen die gegewe x en y waardes in die tabel verteenwoordig, dan moet x of y in die reël vervang word om m of n te bereken. Meting 4.1 Oppervlak en omtrek van 2-D vorms Oppervlak en Omtrek: • Bereken die omtrek van reëlmatige en nie-reëlmatige veelhoeke. • Gebruik gepaste formules om die omtrek en area van die volgende te meet: - vierkante; - reghoeke; - driehoeke. Berekeninge en Probleemoplossing: • Los probleme op wat die omtrek en area van veelhoeke behels. • Bereken tot minstens 1 desimale plek. • Gebruik van en herleiding tussen geskikte S.I.-eenhede, insluitend: - mm2 ↔ cm2 - cm2 ↔ m2 Hoe verskil Graad 7 van Graad 6? • In Graad 6 het leerders nie nodig om formules te gebruik om oppervlak en omtrek te bereken nie. • Formules wat leerders moet ken en kan gebruik is: - Omtrek van 'n vierkant = 4s - Omtrek van 'n reghoek = 2(l + b) of 2l + 2b - Oppervlak van 'n vierkant = l2 - Oppervlak van 'n reghoek = l x b - Oppervlak van 'n driehoek = 1 2 (b x h) Oplos van vergelykings deur die gebruik van formules • Die gebruik van formules voorsien 'n konteks om die oplos van vergelykings deur inspeksie te oefen. Voorbeeld: 1. Indien die omtrek van 'n vierkant 32 cm is, wat is die lengte van elke sy? Leerders behoort dit te skryf as: 4s = 32 en oplos deur inspeksie deur te vra, hoeveel vermenigvuldig met 4 = 32? 2. Indien die oppervlak van 'n reghoek 200 cm2 is en die lengte is 50 cm wat is die breedte? Leerders behoort dit te skryf as: 50 x b = 200 en oplos deur inspeksie deur te vra, 50 vermenigvuldig met wat is 200? 7 ure 58 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Meting 4.1 Oppervlak en omtrek van 2-D vorms Voorbeelde van berekening van oppervlak en omtrek: Bereken: a) Omtrek van 'n reghoek wat 24 cm lank en 18 cm wyd is. b) Omtrek van 'n reëlmatige agthoek as die lengte van een sy 17 cm is. c) Oppervlak van ∆ABC as bc = 12 cm en die hoogte AT = 9 cm. d) Omtrek van 'n vierkant met 'n oppervlak van 225 cm2. Vir oppervlak van driehoeke: • Maak seker dat leerders weet dat die hoogte van 'n driehoek, die loodregte afstand vanaf enige hoekpunt na die teenoorstaande sy is. Voorbeeld: aD is die hoogte op basis bc van ∆ABC. A D B C A D B C Beklemtoon dat enige driehoek drie basisse het met ooreenstemmende hoogtes. Vir omskakeling: indien 1 cm = 10 mm dan is 1 cm2 = 100 mm2 indien 1 m = 100 cm dan is 1 m2 = 10 000 cm2 Voorbeelde van probleemoplossing m.b.t. oppervlak en omtrek: Bereken die oppervlak van die geskakeerde deel in die diagram as ABCD 'n reghoek is, ab = 18,6 cm, DC = 2TC en BC = 8 cm A B C T D Die oppervlak van 'n vloer van 'n eetkamer is 18,4 cm2. Hoeveel vierkantige teëls met sye van 20 cm elk word benodig om die vloer te teël? Die lengte van 'n sy van 'n vierkant word verdubbel. Sal die oppervlak van die vergrote vierkant verdubbel of vier keer groter as die oorspronklike vierkant wees? KABV 59 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Meting 4.2 Oppervlak en volume van 3-D voorwerpe Oppervlak en volume: • Gebruik geskikte formules om die oppervlak, volume en kapasiteit van die volgende te meet: - kubusse; - reghoekige prismas. • Beskryf die onderlinge verwantskap tussen oppervlak en volume van die bogenoemde voorwerpe. Berekeninge en probleemoplossing: • Los probleme op wat die oppervlak, volume en kapasiteit behels. • Gebruik van en herleiding tussen geskikte S.I.-eenhede, insluitend: - mm2 ↔ cm2 - cm2 ↔ m2 - mm3 ↔ cm3 - cm3 ↔ m3 • Gebruik ekwivalensie tussen eenhede tydens probleemoplossing: - 1 cm3 ↔ 1 ml - 1 m3 ↔ 1 kl Hoe verskil Graad 7 van Graad 6? • In Graad 6 het leerders nie nodig om formules te gebruik om oppervlak en volume te bereken nie. • Formules wat leerders moet ken en kan gebruik: - die volume van 'n prisma = die oppervlak van die basis x die hoogte - die buiteoppervlak van 'n prisma = die som van die oppervlaktes van al die kante - die volume van 'n kubus = l3 - die volume van 'n reghoekige prisma = l x b x h Vir omskakeling: - indien 1 cm = 10 mm dan is 1 cm3 = 1 000 mm3 en - indien 1 m = 100 cm dan is 1 m3 = 1 000 000 cm3 of 106 cm3. - 'n voorwerp met 'n volume van 1 cm3 sal presies 1 ml water verplaas; en - 'n voorwerp met 'n volume van 1 m3 sal presies 1 kl water verplaas. • Beklemtoon dat die aantal spasie binne in 'n prisma die kapasiteit is en die aantal spasie wat 'n prisma opneem die volume is. • Ondersoek nette/ ontvouings van kubusse en reghoekige prismas om sodoende formules vir die berekening van hul buiteoppervlaktes te kan aflei. 8 ure HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • Berekening en probleemoplossing met gewone en desimale breuke • Gebruik van formules om oppervlak en omtrek van 2 – D vorms te bereken • Gebruik van formules om volume en buiteoppervlak van 3 – D voorwerpe te bereken 9 ure 60 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 GRAAD 7 – KWARTAAL 3 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.1 Numeriese en meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei numeriese en meetkundige patrone uit deur die verwantskappe tussen getalle, insluitend patrone, waar te neem: - voorstelling in fisiese of diagramvorm; - nie beperk tot reekse wat ’n konstante verskil of verhouding behels nie; - wat die leerder self geskep het; - in tabelle voorgestel. • Beskryf en bewys die verhoudings of verwantskappe wat waargeneem is in eie woorde. Hoe verskil dit van die Intermediêre Fase? • In die Senior Fase is daar 'n mindere klem op slegs die uitbreiding van patrone, maar meer om 'n algemene reël vir die patroon of ry te kan beskryf en ook om, deur gebruik te maak van 'n algemene reël, onbekende terme in 'n ry te kan voorspel. • Die ondersoek van getalpatrone bied die geleentheid om te kan veralgemeen – om algemene algebraïese beskrywings van die verwantskappe tussen terme en hul posisies in 'n ry te kan gee en om oplossings te kan regverdig. • Die omvang van getalpatrone word uitgebrei om patrone heelgetalle, vierkantsgetalle en driehoeksgetalle in te sluit. • Algaande leerders vertroud raak om patrone in hul eie woorde te beskryf, behoort hulle beskrywings, met die gebruik van algebraïese taal om algemene patrone te beskryf, meer presies en effektief te word. • Om die onderskeid te tref tussen die term en die posisie van die term in 'n ry is dit nuttig om terminologie soos “terme in 'n ry” te gebruik Numeriese en meetkundige patrone word weer in kwartaal 4 gedoen. In hierdie kwartaal word patrone beperk tot die gebruik van heelgetalle in eksponensiële vorm, gewone breuke en desimale breuke. Soort numeriese patrone • Indien 'n ry getalle gegee word, moet leerders 'n patroon of verwantskap tussen opeenvolgende terme kan herken om sodoende die patroon te kan uitbrei. Voorbeelde: Gee 'n reël om die verwantskap tussen die getalle in die onderstaande rye te beskryf. Gebruik hierdie reël om die volgende drie terme in elke ry neer te skryf. a) 3; 7; 11; 15;... b) 120; 115; 110; 105;... Hier kan leerders die konstante verskil tussen die terme herken om sodoende die ry uit te brei. Hierdie patrone kan in die leerders se eie woorde beskryf word as (a) tel 4 by of tel in 4e of tel 4 by die vorige getal (b) trek 5 af of tel terug in 5e of trek 5 van die vorige getal af. c) 2; 4; 8; 16;... Hier kan leerders die konstante verhouding tussen opeenvolgende terme herken. Die leerders kan die patroon in hulle eie woorde, as vermenigvuldig die vorige term met 2, beskryf. 6 ure KABV 61 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.1 Numeriese en meetkundige patrone d) 1; 2; 4; 7; 11; 16;... Hierdie patroon het nie 'n konstante verskil of verhouding nie. Die patroon kan in die leerders se eie woorde as, tel 1 by die verskil tussen die terme en tel dit dan by die vorige term, beskryf word. Deur hierdie reël te gebruik behoort die volgende 3 terme 22, 29, 37 verkry te word. • Indien 'n ry getalle gegee word, moet leerders 'n patroon of verwantskap tussen die term en sy posisie in die ry kan herken. Dit stel leerders in staat om 'n term, gebaseer op sy posisie in 'n ry, te kan voorspel. Dit is nuttig vir leerders om die rye in tabelle voor te stel. Dit sal hul die geleentheid bied om die posisie van 'n term te oorweeg. Voorbeelde: a) Gee 'n reël wat die verwantskap tussen die terme in die ry, 1; 4; 9; 16;... sal beskryf. Gebruik hierdie reël om die 10de term in die ry te bepaal. Leerders moet eerstens verstaan dat die 10de term na die term in posisie 10 in die ry verwys. In plaas daarvan om die ry uit te brei moet hulle 'n reël kan aflei om die term te vind. Die ry kan voorgestel word deur die volgende tabel te gebruik. Posisie in ry 1 2 3 4 10 Term 1 4 9 16 ? Leerders moet kan raaksien dat elke term in die onderste ry verkry word deur die posisie getal in die boonste ry te kwadreer. Dus sal die 10de term 10 kwadraat of 102 wat 100 is, wees. Deur dieselfde reël te gebruik moet leerders in staat wees om te kan bepaal watter term 625 sal wees. Dus die vierkantswortel van die term sal die posisie getal wees. In hierdie geval is die 25ste term in die reeks dus 625 omdat √625 = 25 62 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) b) Verskaf 'n reël wat die verwantskap tussen die getalle in die ry 4; 7; 10; 13; ….. gee. Gebruik hierdie reël om die 20ste term in die ry te vind. Indien leerders slegs die verwantskap tussen opeenvolgende terme beskou kan hulle die ry tot die 20ste term uitbrei (tel 3 elke keer by). As hulle egter die verwantskap tussen die term en die posisie van die term kan vind, kan hulle die antwoord sonder om die ry uit te brei, voorspel. Die gebruik van getallesinne kan nuttig wees om die reël te vind. 1ste term: 4 = 3 (1) + 1 2de term: 7 = 3 (2) + 1 3rde term: 10 = 3 (3) + 1 4de term: 13 = 3 (4) + 1 Die getal tussen hakies stem ooreen met die posisie van die term, dus sal die 20ste term 3 (20) + 1 = 61 wees. In die leerder se eie woorde kan die reël as, 3 x die posisie van die term + 1, beskryf word. • Hierdie soort getalpatrone ontwikkel 'n begrip van die funksionele verwantskap tussen 'n onafhanklike veranderlike (posisie van die term) en 'n afhanklike veranderlike (die term self) waar jy 'n unieke uitsetwaarde vir enige gegewe insetwaarde kry. Soort meetkundige patrone • Meetkundige patrone is getalpatrone wat diagramaties voorgestel word. Die diagrammatiese voorstelling onthul die struktuur van die getalpatroon. Daarom dat die voorstelling van getalpatrone in tabelle dit vir leerders makliker maak om die algemene reël te beskryf. Voorbeeld: Beskou die volgende patroon om reëlmatige seshoeke met vuurhoutjies te bou. Hoeveel vuurhoutjies is nodig om die 10de seshoek te bou? KABV 63 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.1 Numeriese en meetkundige patrone Die algemene reël vir die patroon is in die struktuur van die opeenvolgende seshoeke opgesluit: (1) voeg 1 vuurhoutjie per kant by (2) daar is 6 kante, dus (3) voeg 6 vuurhoutjies per seshoek by soos jy aanbeweeg na die volgende een. Vir die 2de seshoek het jy 2 x 6 vuurhoutjies; vir die 3de seshoek het jy 3 x 6 vuurhoutjies. Deur hierdie patroon te gebruik om seshoeke te bou, sal die 10de seshoek 10 x 6 vuurhoutjies hê. Leerders kan nou 'n tabel gebruik om die aantal vuurhoutjies wat vir elke seshoek gebruik word, aan te teken. Op hierdie manier kan hulle kyk na hoe die getalpatroon ooreenstem met die aantal vuurhoutjies wat gebruik word om elke seshoek te bou. Posisie van seshoek in die patroon 1 2 3 4 5 6 10 Aantal vuurhoutjies 6 12 18 Beskrywing van patrone • Ongeag of leerders bekend is met 'n spesifieke patroon, sal hulle beskrywing van dieselfde patroon verskil soos hulle dit teëkom op verskillende stadiums van hulle wiskundige ontwikkeling. Voorbeeld: Die reël vir die ry 4; 7; 10; 13 kan op die volgende maniere beskryf word: a) Tel drie by die vorige term b) 3 vermenigvuldig met die posisie van die term + 1 of 3 x die posisie van die term + 1 c) 3(n) + 1, waar n die posisie van die term is d) 3(n) + 1, waar n 'n Natuurlike getal is. 64 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.2 Funksies en verwant- skappe inset- en uitsetwaardes: • Bepaal inset-, uitsetwaardes of reëls vir patrone en verwantskappe deur die gebruik van: - vloeidiagramme; - tabelle; - formules. Ekwivalente vorms: • Bepaal, interpreteer en ontleed ekwivalensie van verskillende beskrywings van dieselfde verhouding of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in tabelle; - deur formules; - deur getallesinne. Funksies en verwantskappe was ook in kwartaal 2 gedoen en sal weer in kwartaal 4 gedoen word, waar die fokus op heelgetalle sal wees. In hierdie kwartaal is die fokus op die bepaling van uitsetwaardes vir gegewe formules en gegewe insetwaardes. Sien bykomstige notas en voorbeelde in kwartaal 2. Wanneer leerders inset- of uitsetwaardes vir gegewe reëls of formules vind, bepaal hulle inderwaarheid numeriese waardes vir algebraïese uitdrukkings deur gebruik te maak van substitusie. Voorbeelde: Gebruik die formule vir die oppervlak van 'n reghoek: A = l x b om die volgende te bereken: a) Die oppervlak as die lengte 4 cm en die breedte 2 cm is b) Die lengte as die oppervlak 20 cm2 is en die breedte 4cm is c) Die breedte as die oppervlak 24 cm2 is en die lengte 8 cm is Leerders kan hierdie as getallesinne skryf en deur inspeksie oplos. 3 ure KABV 65 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.3 Algebraïese uitdrukkings Algebraïese taal: • Herken en interpreteer reëls of verwantskappe wat in simboliese vorm voorgestel word. • Identifiseer veranderlikes en onveranderlikes in formules en vergelykings. Hoe verskil dit van die Intermediêre Fase? Dit is 'n inleiding tot formele algebraïese taal en is nuut in die Senior Fase. Die gebruik van simboliese taal help om die begrip van veranderlikes te ontwikkel. Algebraïese uitdrukkings word weer in kwartaal 4 gedoen waar reëls en verwantskappe heelgetalle insluit. Leerders het die geleentheid om algebraïese uitdrukkings te skryf en te interpreteer wanneer hulle algemene reëls skryf wat die verwantskap tussen getalle in getalpatrone beskryf. Hulle het verdere geleenthede wanneer hulle inset- en uitsetwaardes vir gegewe reëls in vloeidiagramme, tabelle en formules bereken. Voorbeelde: a) Wat beteken die reël 2 x n –1 vir die volgende getallery 1; 3; 5; 7; 9;.. Hier moet leerders kan raaksien dat 2 x n –1 die algemene term in die ry beskryf, waar n die posisie van die term in die ry voorstel. Dit is dus die reël wat gebruik word om enige term in die ry te bereken. b) Die verwantskap tussen 'n seun se ouderdom (x jr oud) en sy ma se ouderdom word as 25 + x gegee. Hoe kan hierdie verwantskap gebruik word om die ma se ouderdom te bereken as die seun 11 jaar oud is? Hier moet leerders besef dat om die ma se ouderdom te bereken hulle die seun se gegewe ouderdom in die reël 25 + x moet instel. Hulle moet ook besef dat die ma 25 jaar ouer as die seun is. Sien ook verdere voorbeelde wat vir Funksies en verwantskappe gegee word. 3 ure 66 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.4 Algebraïese vergelykings Getallesinne: • Skryf getallesinne om die probleemsituasie te beskryf. • Analiseer en interpreteer getallesinne wat ’n gegewe situasie beskryf. • Oplossing en voltooiing van getallesinne deur: - inspeksie; - probeer en verbeter. • Identifiseer veranderlikes en konstante in gegewe formules en vergelykings. • Bepaal die numeriese waarde van ’n uitdrukking deur substitusie. Hoe verskil dit van die Intermediêre Fase? Die getallesinne wat leerders moet kan oplos word uitgebrei om getallesinne met heelgetalle, vierkantsgetalle en driehoeksgetalle in te sluit. Getallesinne word hier vir Graad 7 leerders gebruik as 'n meer bekende term as vergelykings. Die term vergelykings sal egter instede van getallesinne in latere grade gebruik word. Algebraïese vergelykings word weer in kwartaal 4 gedoen waar getallesinne heelgetalle insluit. Leerders het die geleentheid om getallesinne te skryf, op te los en te voltooi. Dit geskied wanneer hulle algemene reëls vir die verwantskappe tussen getalle in getalpatrone beskryf en ook wanneer hulle inset- en uitsetwaardes vir gegewe reëls in vloeidiagramme, tabelle en formules bereken. Leerders gebruik inspeksie of substitusie instede van formele algebraïese prosesse om getallesinne op te los of die numeriese waarde van uitdrukkings te bereken. In hierdie fase is dit nuttig om wanneer vergelykings opgelos word, die veranderlikes natuurlike, heel of rasionale getalle is, te spesifiseer. Dit verbeter leerders se begrip van die gebied van veranderlikes. Voorbeelde: a) Los x op indien x + 4 = 7, waar x 'n natuurlike getal is. (Wat moet by 4 getel word om 7 te gee?) b) Los x op indien x + 4 = –7, waar x 'n heelgetal is. (Wat moet by 4 getel word om –7 te gee?) c) Los x op indien 2x = 30, waar x 'n natuurlike getal is. (Wat moet met 2 vermenigvuldig word om 30 te gee?) d) Skryf 'n getalsin om die oppervlak van 'n reghoek met lengte 4,5 cm en breedte 2 cm te vind e) Indien y = x2 + 1, bereken y waar x = 3 3 ure KABV 67 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.5 Grafieke Interpretasie van grafieke: • Analiseer en interpreteer globale grafieke of situasies waarin die probleme voorkom met spesiale fokus op die volgende neigings en eienskappe: - lineêr of nie-lineêr; - konstante, vermeerdering of vermindering. Teken van grafieke: • Teken globale grafieke deur gegewe beskrywings van ’n probleemsituasie te gebruik en identifiseer dit volgens die bogenoemde eienskappe. Hoe verskil dit van die Intermediêre Fase? In die Intermediêre Fase werk leerders met kolomgrafieke en sirkelsektorgrafieke. Dit beteken dat hulle sekere ervaring het om grafieke te lees en interpreteer. In die Senior Fase word hulle blootgestel aan reguitlyngrafieke wat die funksionele verwantskappe tussen afhanklike en onafhanklike veranderlikes beskryf. In Graad 7 is die fokus op die tekening, analisering en interpretasie van slegs globale (alledaagse) grafieke. Dit beteken dat leerders nie punte hoef af te steek om grafieke te teken nie. Hulle moet slegs fokus op eienskappe van die alledaagse verwantskappe wat in die grafieke voorgestel word. Voorbeelde van kontekste vir globale (alledaagse) grafieke: • Die verwantskap tussen tyd en afstand afgelê. • Die verwantskap tussen temperatuur en die tyd waaroor dit gemeet word. • Die verwantskap tussen reënval en die tyd waaroor dit gemeet word, ens. 6 ure Ruimte en Vorm (Meetkunde) 3.4 Transforma￾sie Meetkunde Transformasies: • Herken, beskryf en gebruik verplasings, refleksies en rotasies van meetkundige figure en vorms op grafiekpapier. • Identifiseer en teken simmetrielyne in meetkundige figure. Vergrotings en verkleinings: • Teken vergrotings en verkleinings van meetkundige figure op grafiekpapier en vergelyk dit in terme van vorm en grootte. Hoe verskil dit van graad 6? In Graad 7 moet leerders transformasies op ruitpapier doen. Fokus van Transformasies: • Die gebruik van ruitpapier om Transformasies op te doen, stel leerders in staat om die transformasies meer akkuraat te doen en om vorm en grootte van figure te vergelyk. • Leerders moet kan raaksien dat translasies, refleksies en rotasies slegs die posisie van figure verander en nie die vorm of grootte nie. • Hulle moet kan raaksien dat bogenoemde Transformasies kongruente figure teweegbring. • Leerders moet kan raaksien dat vergrotings en verkleinings die grootte van figure verander deurdat die lengtes van sye vergroot of verklein word, maar die hoekgroottes bly dieselfde. Dit bring gelykvormige, instede van kongruente, figure teweeg. • Leerders behoort ook die vergroting of verkleiningsfaktor te kan bereken. 9 ure 68 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 3.2 Meetkunde van 3-D voorwerpe Klassifikasie van 3-D voorwerpe: • Beskryf, sorteer en vergelyk veelvlakkige figure in terme van: - vorm en aantal vlakke; - aantal hoekpunte; - aantal rande. Bou van 3-D modelle: • Hersien die gebruik van nette om modelle van meetkundige driedimensionele voorwerpe te skep, insluitend: - kubusse; - prismas. Hoe verskil Graad 7 van Graad 6? • Meeste van hierdie werk konsolideer wat in Graad 6 gedoen is. Veelvlakke Voorbeelde van sortering of groepering in kategorieë: • kubusse (slegs vierkantige vlakke) • reghoekige prismas (slegs reghoekige vlakke) • driehoekige prismas ( driehoekige en reghoekige vlakke) • piramides (vierkantige en driehoekige vlakke) • silinders (sirkelvormige en reghoekige vlakke). Die gebruik en die bou van nette • Die gebruik en bou van nette is nuttig kontekste om eienskappe van veelvlakkige voorwerpe te ondersoek of te konsolideer. • Leerders moet die nette van verskillende driedimensionele voorwerpe kan herken. • Leerders moet sketse van die nette met behulp van hul kennis van die vorm en die aantal vlakke van die driedimensionele voorwerpe, kan maak voordat hulle dit teken en die nette uitsny om modelle te bou. • Die konstruksie van die nette is gebaseer op die aantal en vorm van die vlakke van die driedimensionele voorwerpe, en vereis nie meting van interne hoeke van veelhoeke nie. • Leerders moet die relatiewe posisie van die vlakke van die nette uitwerk, en probeer-en trefmetodes gebruik om die kante en hoekpunte te pas, ten einde die 3-D voorwerp te bou. 9 ure HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • Numeriese en meetkundige patrone • Funksies en verwantskappe • Algebraïese uitdrukkings • Algebraïese vergelykings • Grafieke • Transformasie meetkunde • Meetkunde van 3-D voorwerpe 6 ure KABV 69 WISKUNDE GRAAD 7-9 GRAAD 7 – KWARTAAL 4 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.3 Heelgetalle Tel, ordening en vergelyking van heelgetalle: • Tel aan en terug in heelgetalle vir enige intervalle. • Herken, orden en vergelyk heelgetalle. Berekeninge met heelgetalle: • Optel en aftrek met heelgetalle. Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe en assosiatiewe eienskappe van heelgetalle. Probleemoplossing: • Los probleme in konteks op wat optelling en aftrekking met heelgetalle behels. Hoe verskil Graad 7 van Graad 6? Heelgetalle is nuwe getalle wat in Graad 7 bekendgestel word. Tel, orden en vergelyk heelgetalle • Tel moet nie net beskou word as mondeling tel nie. Leerders kan tel deur: - gestruktureerde, - semi-gestruktureerde of leë getallelyne, - kettingdiagramme vir tel • Leerders moet 'n verskeidenheid oefeninge doen soos: - rangskik gegewe getalle van die kleinste tot die grootste of grootste tot die kleinste, - vul in die ontbrekende getalle in: Œ 'n getallery Œ op 'n getalrooster Œ op 'n getallelyn Œ vul <, = of > in byvoorbeeld: - 425 * - 450 Berekeninge met heelgetalle • Begin berekeninge met heelgetalle in klein getalreekse. • Ontwikkel 'n begrip dat die aftrekking van 'n heelgetal dieselfde is as die bytelling van sy optellingsinverse. Voorbeeld: 7 – 4 = 7 + ( - 4 ) = 3 of -7 – 4 = -7 + ( - 4) = -11 So ook, 7 - ( - 4) = 7 + (4) = 11 of -7 - (- 4) = -7 + (4) = -3 Dit is nuttig om hakies rondom die heelgetalle te gebruik. Eienskappe van heelgetalle • Leerders moet ondersoek instel na die eienskappe vir bewerkings met heelgetalle in die versameling van heelgetalle. • Hierdie eienskappe moet dien as motivering vir die bewerkings wat hulle kan doen met heelgetalle. • Leerders moet sien dat die kommutatiewe eienskap vir heelgetalle geldig is, bv. 8 + (-3) = (-3) + 8 = 5 • Leerders moet sien dat hulle steeds aftrekking kan gebruik om optelling te toets of andersom. Voorbeeld: As 8 + (-3) = 5, dan is 5 - 8 = - 3 en 5 - (-3) = 8 9 ure 70 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.3 Heelgetalle • Leerders moet kan sien dat die assosiatiwe eienskap vir heelgetalle geldig is. Voorbeeld: [(–6) + 4] + (–1) = (–6) + [4 + (–1)] = –3 • Sodra leerders kan vermenigvuldig met heelgetalle moet hulle ook die distributiewe eienskap ondersoek. Patrone, Funksies en Algebra 2.1 Numeriese en meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei numeriese en meetkundige patrone uit deur die verwantskappe tussen getalle, insluitend patrone, waar te neem: - voorstelling in fisiese of diagramvorm; - nie beperk tot reekse wat ’n konstante verskil of verhouding behels nie; - wat die leerder self geskep het; - in tabelle voorgestel. • Beskryf en bewys die verhoudings of verwantskappe wat waargeneem is in eie woorde. Die fokus van numeriese patrone in hierdie kwartaal moet op die oefening van bewerkings met heelgetalle wees. Sien aanvullende notas in kwartaal 3. 3 ure 2.2 Funksies en verwant￾skappe Inset- en uitsetwaardes: • Bepaal inset-, uitsetwaardes of reëls vir patrone en verwantskappe deur die gebruik van: - vloeidiagramme; - tabelle; - formules. Funksies en verwantskappe in hierdie kwartaal moet heelgetalle as inset- en uitsetwaardes insluit, sowel as die gebruik van heelgetalle in die reëls vir patrone en verwantskappe. Sien aanvullende notas in Kwartale 2 & 3. 3 ure KABV 71 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ekwivalente vorms: • Bepaal, interpreteer en ontleed ekwivalensie van verskillende beskrywings van dieselfde verhouding of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in tabelle; - deur formules; - deur getallesinne. 2.3 Algebraïese uitdrukkings Algebraïese taal: • Herken en interpreteer reëls of verwantskappe wat in simboliese vorm voorgestel word. • Identifiseer veranderlikes en onveranderlikes in gegewe formules en vergelykings. Algebraïese uitdrukkings moet heelgetalle in die reëls of verwantskappe wat in simboliese vorm voorgestel word, insluit. Sien aanvullende notas in Kwartaal 3. 3 ure 72 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.4 Algebraïese vergelykings Getallesinne: • Skryf getallesinne om die probleemsituasie te beskryf. • Analiseer en interpreteer getallesinne wat ’n gegewe situasie beskryf. • Oplossing en voltooiing van getallesinne deur: - inspeksie; - probeer en verbeter. • Identifiseer veranderlikes en konstante in gegewe formules en vergelykings. • Bepaal die numeriese waarde van ’n uitdrukking deur substitusie. Getallesinne moet heelgetalle insluit. Sien aanvullende notas in Kwartaal 3. 4 ure KABV 73 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Datahantering 5.1 Versameling, organisering en opsomming van data Versamel data: • Stel vrae wat verband hou met sosiale-, ekonomiese- en omgewingskwessies in eie omgewing. • Kies geskikte bronne vir die versameling van data (insluitend maats, gesin en familie, koerante, boeke, tydskrifte). • Tref onderskeid te tussen steekproewe en bevolkings. • Ontwerp en gebruik eenvoudige vraelyste om vrae te beantwoord: - met ja/nee- tipe antwoorde; - met antwoorde op veelvuldige keusevrae. Organiseering en opsomming van data: • Organiseer (en groepeer waar gepas) en teken data aan deur die volgende te gebruik: - tellings; - tabelle; - stam-en blaarvoorstellings. Hoe verskil Graad 7 van Graad 6? Die volgende is nuut in Graad 7 • steekproewe en populasies • meervoudige keuse vraelyste • stam-en-blaar-voorstellings • groepering van data in intervalle • gemiddelde • omvang • histogramme • skaal op grafieke Stelle data en kontekste Leerders moet blootgestel word aan 'n verskeidenheid kontekste wat handel oor sosiale en omgewingskwessies, en moet werk met gegewe datastelle wat voorgestel word op 'n verskeidenheid maniere, wat groot getalomvange insluit, sowel as persentasies en desimale breuke. Leerders moet dan oefen om data te kan organiseer, opsom, ontleed en interpreteer. Hulle moet ook 'n verslag oor die data kan skryf. Voltooi 'n data-siklus Leerders moet ten minste een data-siklus voltooi vir die jaar: Begin deur hul eie vrae te stel, kies dan die bronne en metode vir die insameling van data, die optekening van die data, die organisering, voorstelling, analisering, opsomming, interpretasie en die verslagdoening van die data . Daag leerders uit om na te dink oor watter soort vrae en data versamel moet word om in 'n histogram, sirkelsektorgrafiek, of staafgrafiek verteenwoordig te word. Tyd vir die insameling en organisering van data: 4 ure 74 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Datahantering 5.1 Versameling, organisering en opsom- ming van data • Groepeer data in intervalle. • Maak opsommings van en onderskei tussen ongegroepeerde numeriese data deur die volgende te bepaal: - gemiddeld; - mediaan; - modus. • Identifiseer die grootste en kleinste telling in ’n datastel en bepaal die verskil tussen hierdie tellings ten einde die verspreiding van die data (omvang) te bepaal. • Voorstelling van data Teken van sirkelsektordiagramme om data voor te stel: dit hoef nie te akkuraat geteken te word met 'n passer en gradeboog, ens. nie. Leerders kan 'n ronde voorwerp gebruik om 'n sirkel te trek, die sirkel kan dan verdeel word in halwes en kwarte en agstes as dit nodig is, om te dien as riglyn vir die verhouding vir die verdeling van die sirkel wat die datavoorstelling aandui.Wat belangrik is, is dat die waardes of persentasies wat verband hou met die data, in verhouding op die sirkelgrafiek gewys word. • Teken, lees en interpretasie van sirkelsektordiagramme is 'n nuttige konteks om weer ekwivalensie tussen breuke en persentasies te hersien, bv. 25% van die data word deur 1 4 sektor van die sirkel verteenwoordig. • Dit is ook 'n konteks waarin leerders persentasies van heelgetalle kan vind, bv. indien 25% van 300 leerders van rugby hou, hoeveel leerders hou van rugby? • Histogramme word gebruik om gegroepeerde data in intervalle op die horisontale as van die grafiek voor te stel. Die verskille tussen histogramme en kolomgrafieke moet uitgewys word, in die besonder kolomgrafieke wat diskrete data (bv. gunsteling sport) in vergelyking met histogramme wat kategorieë in opeenvolgende, nie-oorvleuelende intervalle aandui, (bv. toetstellings van 100 wat in intervalle van 10 aangedui word). Die kolomme in 'n kolomgrafiek raak mekaar nie, terwyl hulle in 'n histogram raak omdat hulle agtereenvolgende tussenposes toon. Tyd vir die voorstelling van data: 3 ure KABV 75 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Datahantering 5.1 Versameling, organisering en opsom￾ming van data Die ontwikkeling van kritiese analisering • Leerders moet dieselfde data wat op verskillende maniere voorgestel word vergelyk, bv. in 'n sirkelgrafiek of 'n staafgrafiek of 'n tabel en dan bespreek watter inligting word vertoon en wat is verborge. Hulle moet kan oordeel watter vorm van voorstelling die beste vir die gegewe data werk. • Leerders moet grafieke wat oor dieselfde onderwerp handel, maar die data is deur verskillende groepe mense versamel op verskillende tye, in verskillende plekke of op verskillende maniere, vergelyk. Hier moet die leerders die verskille tussen die data, met 'n bewustheid van vooroordeel oor die interpretasie van die data wat veroorsaak word deur data-bronne en metodes van data-insameling, bespreek. • Leerders moet die verskillende maniere van die opsomming van dieselfde datastelle vergelyk, 'n bewustheid van hoe data verslagdoening gemanipuleer kan word ontwikkel, watter opsommingstatistiek die beste die data sal verteenwoordig, kan evalueer. • Leerders moet grafieke van dieselfde data, waar die skale van die grafieke anders is, vergelyk. Hier moet die leerders die verskille, met 'n bewustheid van hoe die voorstelling van data gemanipuleer kan word, bespreek en watter vorm van verteenwoordiging die beste werk om die gegewe data te kan evalueer. • Leerders moet aangemoedig word om verslae oor die data in kort paragrawe te skryf. Tyd vir analise, interpretasie en opsomming van data: 3,5 ure 5.2 Voorstelling van data Voorstelling van data: • Teken ’n verskeidenheid grafieke met die hand of met behulp van tegnologie om data (gegroepeer en ongegroepeer) voor te stel en te interpreteer, insluitend: - staafgrafieke en dubbele staafgrafieke; - histogramme met gegewe intervalle; - sirkeldiagramme. 76 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.3 Interpretasie, analise en verslagdoen- ing van data Interpretasie van data: • Kritiese lees en interpretasie van data wat voorgestel word in: - woorde; - staafgrafieke; - dubbele staafgrafieke; - sirkeldiagramme; - histogramme. Analise van data: • Kritiese analise van data deur vrae te beantwoord met betrekking tot: - kategorieë binne die data, insluitend data-intervalle; - databronne en kontekste; - algemene neigings (gemiddeld, modus, mediaan); - die skaal wat in grafieke gebruik word. Verslagdoening van data: • Maak opsommings van data in kort paragrawe, insluitend: - kom tot gevolgtrekkings t.o.v. die data; - maak voorspellings wat op die data gegrond is; - identifiseer bronne van foute en vooroordele in die data; - keuse van gepaste opsommingstatistiek vir die data (gemiddeld, mediaan, modus). KABV 77 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.4 Waarskynlik￾heid Waarskynlikheid: Voer eenvoudige eksperimente uit waarvan die moontlike uitkomste ewe waarskynlik is en: • stel ’n lys op van die moontlike uitkomste gebaseer op die omstandighede van die aktiwiteit; • bepaal die waarskynlikheid van elke moontlike uitkoms deur die definisie van waarskynlikheid te gebruik; Waarskynlikheids eksperimente In die Intermediêre Fase het leerders eksperimente met munte, dobbelstene en tellers gedoen. In hierdie graad kan eksperimente gedoen word met ander voorwerpe, soos verskillende gekleurde knopies in 'n sak, die keuse van spesifieke kaarte in 'n pak kaarte, ens. Voorbeeld: Indien 'n muntstuk gegooi word, is daar twee moontlike uitkomste, nl. kruis of munt. Die Waarskynlikheid van kruis is 1 2 wat gelykstaande is aan 50% (een van die twee waarskynlike uitkomste). 4,5 ure HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • Optelling en aftrekking met heelgetalle • Versamelling, organisering, voorstelling, analisering, opsomming, interpretering en verslagdoening van data • Waarskynlikheid Totale tyd vir hersiening/ Asses￾sering vir die kwartaal 8 ure 78 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 TydSTOEWYSING per KWARTAAL: Graad 8 KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Heelgetalle 6 ure Algebraïese uitdrukkings 9 ure Gewone Breuke 7 ure Funksies en verwantskappe 6 ure Heelgetalle (Positief en Negatief) 9 ure Algebraïese vergelykings 3 ure Desimale Breuke 6 ure Algebraïese vergelykings 3 ure Eksponente 9 ure Konstruksies van meetkundige figure 8 ure Stelling van Pythagoras 5 ure Grafieke 9 ure Numeriese en meetkundige patrone 4,5 ure Meetkunde van 2-D vorms 8 ure Area en omtrek van 2-D vorms 5 ure Transformasie meetkunde 6 ure Funksies en verwantskappe 3 ure Meetkunde van reguit lyne 9 ure Oppervlak en volume van 3-D voorwerpe 5 ure Meetkunde van 3-D voorwerpe 7 ure Algebraïese uitdrukkings 4,5 ure Versameling, organisering en opsomming van data 4 ure Waarskynlikheid 4,5 ure Algebraïese vergelykings 3 ure Voorstelling van data 3 ure Analisering, interpretasie, verslagdoening van data 3,5 ure HERSIENING/ ASSESSERING 6 ure HERSIENING/ ASSESSERING 8 ure HERSIENING/ ASSESSERING 6,5 ure HERSIENING/ ASSESSERING 9,5 ure TOTAAL: 45 ure TOTAAL: 45 ure TOTAAL: 45 ure TOTAAL: 45 ure KABV 79 WISKUNDE GRAAD 7-9 3.3.2 Verheldering van inhoud vir Graad 8 GRAAD 8 – KWARTAAL 1 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.1 Heelgetalle Hoofrekene Hersien: • Hersien vermenigvuldiging van heelgetalle tot minstens 12 x 12. Ordening en vergelyking van heelgetalle: Hersien priemgetalle tot minstens 100. Eienskappe van heelgetalle: • Hersien: - die kommutatiewe, assosiatiewe, distributiewe eienskappe van heelgetalle; - 0 in terme van sy optellingseienskap (identiteitselement vir optelling); - 1 in terme van sy vermenigvuldigingseienskap (identiteitselement vir vermenigvuldiging). - Herken die delingseienskap van 0 waar enige getal wat deur 0 gedeel word, ongedefinieer is. Hoe verskil Graad 8 van Graad 7? In Graad 8 sal leerders getalbegrip en berekeningstegnieke wat vir heelgetalle in die Intermediêre Fase en Graad 7 ontwikkel is, vaslê. Eienskappe van heelgetalle: • Die hersiening van die eienskappe van heelgetalle moet die beginpunt vir die werk met heelgetalle wees. Die eienskappe van getalle verskaf die motivering vir die rede en metodes waarop getalle werk. • Wanneer leerders bekendgestel word aan nuwe getalle, soos heelgetalle byvoorbeeld, kan hulle weer ondersoek hoe die eienskappe van getalle werk vir die nuwe versameling getalle. • Leerders moet ook die eienskappe van getalle in algebra toepas, wanneer hulle met die veranderlikes in die plek van getalle werk. • Leerders behoort bekend te wees met en in staat wees om die volgende eienskappe te gebruik: - Die kommutatiewe eienskap van optelling en vermenigvuldiging: Œ a + b = b + a Œ a x b = b x a - Die assosiatiewe (groepering) eienskap van optelling en vermenigvuldiging: Œ (a + b) + c = a + (b + c) Œ (a x b) x c = a x (b x c) - Die distributiewe eienskap van vermenigvuldiging vir optelling en aftrekking: Œ a (b + c) = (a x b) + (a x c) Œ a (b - c) = (a x b) - (a x c) - Optel en aftrek as omgekeerde bewerkings - Vermenigvuldiging en deling as inverse bewerkings - 0 is die identiteitselement vir optelling: t + 0 = t - 1 is die identiteitselement vir vermenigvuldiging: t x 1 = t 6 ure 80 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.1 Heelgetalle Berekeninge met heelgetalle: Hersien: • Berekeninge met al vier bewerkings op heelgetalle, deur skatting en die gebruik van sakrekenaars waar van toepassing. Berekeningstegnieke: • Gebruik 'n verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - skatting; - optel, aftrek en vermenigvuldiging in kolomme; - langdeling; - afronding en kompensering; - gebruik van 'n sakrekenaar. Veelvoude en faktore: Hersien: • Priemfaktore van getalle tot minstens 3-syferheelgetalle. • Bepaal die KGV en GGF van getalle tot minstens 3-syferheelgetalle deur inspeksie of faktorisering. Om die eienskappe van heelgetalle te illustreer a) 33 + 99 = 99 + 33 = 132 b) 51 + (19 + 46) = (51 + 19) + 46 = 116 c) 4(12 + 9) = (4 x 12) + (4 x 9) = 48 + 36 = 84 d) (9 x 64) + (9 x 36) = 9(64 + 36) = 9 x 100 = 900 e) as 33 + 99 = 132, dan is 132 – 99 = 33 en 132 – 33 = 99 f) as 20 x 5 = 100, dan is 100 ÷ 20 = 5 en 100 ÷ 5 =20 Berekeninge met heelgetalle: • Leerders moet voortgaan om die konteksvrye berekeninge te doen en probleme in konteks met heelgetalle en breuke op te los. • Leerders behoort met meer vertroue en meer onafhanklikheid wiskunde aan te pak, as hulle tegnieke het om seker te maak van hul oplossings, bv. - Deur inverse bewerkings te gebruik, of sakrekenaars om die redelikheid van hul oplossings te toets, bv. skatting deur afronding; skatting deur verdubbeling of halvering. • Optelling, aftrekking en vermenigvuldiging in kolomme, en langdeling moet slegs gebruik word om getalfeite en berekeningstegnieke te oefen, en moet dus gedoen word met bekende en 'n kleiner getalreekse. Vir groot en lomp berekeninge, moet leerders aangemoedig word om 'n sakrekenaar te gebruik. Veelvoude en faktore: • Leerders moet aanhou oefen om veelvoude en faktore van heelgetalle te vind. Dit is veral belangrik wanneer leerders berekeninge met breuke doen. Hulle gebruik hierdie kennis om die KGV te vind vir noemers wat van mekaar verskil, en ook wanneer hulle breuke vereenvoudig of ekwivalente breuke vind. • Faktorisering van heelgetalle lê die basis vir die faktorisering van algebraïese uitdrukkings. • Gebruik die definisie van priemgetalle en beklemtoon dat 1 nie geklassifiseer word as 'n priemgetal nie. KABV 81 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.1 Heelgetalle Probleemoplossing: • Oplossing van probleme met heelgetalle, insluitend: - vergelyking van twee of meer hoeveelhede van dieselfde soort (verhouding); - vergelyking van twee hoeveelhede van verskillende soorte (koers); - deling in 'n gegewe verhouding waar die hele gegee is; - vermeerdering of vermindering van ’n getal in ’n gegewe verhouding. • Oplossing van probleme wat heelgetalle, persentasies en desimale breuke in finansiële kontekste behels soos: - wins, verlies, afslag en BTW; - begrotings; - rekeninge; - lenings; - enkelvoudige rente; - huurkoop; - wisselkoerse. Voorbeelde: a) KGV van 6 en 18 is 18 KGV van 6 en 7 is 42 b) Die faktore van 24 is 1, 2, 3, 4, 6,12 en 24 deur inspeksie. En die priemfaktore van 24 is 2 en 3 c) Die faktore van 140 is 1, 2, 5, 7, 10, 14, 28, 35, 70 en 140 d) Bepaal die GGD van 120; 300 en 1 800. Leerders doen dit deur eers die priemfaktore van die getalle te vind. 120 = 5 x 3 x 23. Aanvanklike sal leerders dit as: 5 x 3 x 2 x 2 x 2 skryf 300 = 52 x 3 x 22 1800 = 52 x 32 x 23 GGD = 5 x 3 x 22 = 60 (Vermenigvuldig die gemene priemfaktore van die drie getalle) Probleemoplossing: • Probleemoplossing in konteks behoort die getalomvang waarmee leerders bekend, is in ag te neem. • Kontekste wat verhouding en koers behels moet spoed-, afstand- en tydprobleme insluit. • Daar word nie van leerders verwag om in finansiële kontekste, vir die berekening van enkelvoudige renteformules te gebruik nie. 82 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.3 Heelgetalle Tel, ordening en vergelyking van heelgetalle: • Hersien: tel aan, orden en vergelyk heelgetalle. Berekeninge met heelgetalle: • Hersien: - Optel en aftrek met heelgetalle. - Vermenigvuldig met en deel deur heelgetalle. - Doen berekeninge met al vier bewerkings met heelgetalle. - Doen berekeninge wat al vier bewerkings behels met heelgetalle in eksponensiële vorm, insluitend kwadrate, getalle tot die derde mag asook vierkants- en derdemagswortels van hierdie getalle. Hoe verskil Graad 8 van Graad 7? • Vermenigvuldig en deel met heelgetalle • Al vier hoofbewerkings met heelgetalle • Al vier hoofbewerkings met vierkante, derde magte, vierkants- en derdemagswortels van heelgetalle In Graad 8 sal leerders getalbegrip en berekeningstegnieke wat vir heelgetalle in die Intermediêre Fase en graad 7 ontwikkel is, vaslê. Tel, orden en vergelyk heelgetalle • Leerders moet aanhou om tel, ordening en vergelyking van heelgetalle te oefen. Tel moet nie net beskou word as mondeling tel nie. Leerders kan tel deur: - gestruktureerde, semi-gestruktureerde of leë getallelyne, - kettingdiagramme vir tel. • Leerders moet 'n verskeidenheid oefeninge doen soos: rangskik gegewe getalle van die kleinste tot die grootste of grootste tot die kleinste. • Vul die ontbrekende getalle in: - 'n getallery - op 'n getalrooster - op 'n getallelyn - vul <, = of > in byvoorbeeld: - 425 * - 450 Berekeninge met heelgetalle • Begin bewerkings met heelgetalle deur klein getalleomvang te gebruik. • Die begrip dat om 'n heelgetal af te trek dieselfde is as om sy additiewe inverse by te tel. Voorbeeld: 7 – 4 = 7 + (– 4) = 3 OF –7 – 4 = –7 + (–4) = –11 Net so, 7 – (– 4) = 7 + (+4) = 11 OF –7 – (– 4) = –7 + (+ 4) = – 3. Hier is die gebruik van hakies rondom die heelgetalle nuttig. • 'n Nuttige strategie is om herhaalde optelling of getalpatrone te gebruik om leerders die redelikheid van reëls vir die tekens vir vermenigvuldiging met heelgetalle te laat verstaan. Totale tyd vir Heelgetalle: 9 ure KABV 83 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.3 Heelgetalle Voorbeeld: a) Herhaalde optelling van 3 x (–3): (–3) + (–3) + (–3) = –9 = 3 x (–3) b) Herhaalde optelling van 4 x (–2): (–2) + (–2) + (–2) + (–2) = –8 = 4 x (–2) c) Aftel in intervalle van 3 vanaf 9: 3 x 3 = 9 3 x 2 = 6 3 x 1 = 3 3 x 0 = 0 3 x –1 = –3 3 x –2 = ? 3 x –3 = ? Dus die reël: 'n positiewe heelgetal x 'n negatiewe heelgetal = 'n negatiewe heelgetal d) Deur die reël wat hierbo gevestig is te gebruik, kan die volgende patroon ontwikkel word: –1 x 3 = –3 –1 x 2 = –2 –1 x 1 = –1 –1 x 0 = 0 –1 x –1 = 1 –1 x –2 = 2 –1 x –3 = 3 Dus die reël: 'n negatiewe heelgetal x 'n negatiewe heelgetal = 'n positiewe heelgetal • Gebruik die inverse bewerking vir vermenigvuldiging en deling om reëls vir die tekens van deling met heelgetalle te ontwikkel. Voorbeeld: a) As 4 x (–2) = –8, dan is –8 ÷ 4 = –2 en –8 ÷ (–2) = 4 b) As (–1) x (–3) = 3,dan is 3 ÷ (–1) = –3 en 3 ÷ (–3) = –1 Dus die reëls: deling van 'n positiewe en negatiewe heelgetal is gelyk aan 'n negatiewe heelgetal en deling van twee negatiewe heelgetalle is gelyk aan 'n positiewe heelgetal. 84 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.3 Heelgetalle Eienskappe van heelgetalle: • Herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van optelling en vermenigvuldiging van heelgetalle. • Herken en gebruik optelling- en vermenigvuldiging-omgekeerdes vir heelgetalle. Probleemoplossing: • Los probleme in konteks op wat veelvoudige bewerkings met heelgetalle behels. • Die bepaling van vierkante, derde magte, vierkantswortels en derdemagswortels van heelgetalle bied ook die geleentheid om seker te maak dat leerders weet wat die reëls vir die gevolglike tekens is wanneer met heelgetalle vermenigvuldig word. • Daarom, maak seker dat leerders verstaan waarom jy nie die vierkantswortel van 'n negatiewe heelgetal kan bepaal nie en dat die vierkant van 'n negatiewe heelgetal altyd positief is. Voorbeeld: a) (–5)2 = (–5) x (–5) = 25 b) (–4)3 = (–4) x (–4) x (–4) = –64 c) 3 –27 √ = –3 omdat –3 x –3 x–3 = –27 Eienskappe van heelgetalle • Leerders moet ondersoek instel na die eienskappe vir bewerkings met heelgetalle op die versameling heelgetalle. • Hierdie eienskappe moet dien as motivering vir die bewerkings wat hulle kan doen met heelgetalle. • Leerders moet sien dat die kommutatiewe eienskap vir optelling en vermenigvuldiging met heelgetalle geldig is, bv. • 8 + (-3) = (-3) + 8 = 5, 8 x (-3) = (-3) x 8 = -24 • Leerders moet besef dat hulle steeds aftrekking of optelling of andersom kan gebruik om die oplossings te toets, bv. as 8 + (-3) = 5, dan moet 5 - 8 = -3 en 5 - (-3) = 8 • Leerders moet sien dat die assosiatiewe eienskap vir optelling geldig vir heelgetalle is, bv. [(-6) + 4] + (-1) = (-6) + 4 + (-1)] = -3 • Leerders moet sien dat die inverse bewerkings van vermenigvuldiging en deling geldig vir heelgetalle is, bv. as 5 x (-6) = -30, dan -30 ÷ 5 = -6 en -30 ÷ (-6) = 5 • Leerders moet die reëls ontwikkel, deur die redes vir die gevolglike tekens vir vermenigvuldig en deling van heelgetalle toepas : (5) x (5) = (25); (-5) x (-5) = (25); (-5) x (5) = ( -25); (25) ÷ (+5) = (5); (-25) ÷ (-5) = (5); (-25) ÷ (+5) = (-5); KABV 85 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.2 Eksponente Hoofrekene • Hersien: - kwadrate tot minstens 122 en hul vierkantswortels; - derde mag tot minstens 63 en hul derdemagswortels. Vergelyking en voorstelling van getalle in eksponensiële vorm: • Hersien: - vergelyk en stel heelgetalle voor in eksponensiële vorm; - vergelyk en stel heelgetalle getalle voor in eksponensiële vorm; - vergelyk en stel getalle voor in wetenskaplike notasie, beperk tot positiewe eksponente. Hoe verskil Graad 8 van Graad 7? • Heelgetalle en rasionale getalle in eksponensiële vorm • Wetenskaplike notasie van getalle Vergelyking en voorstelling van getalle in eksponensiële vorm: • Leerders moet verstaan dat in die eksponensiële vorm ab, die getal gelees word as a tot die mag b, waar a die basis genoem en b die eksponent of indeks genoem word en b dui die aantal faktore wat vermenigvuldig word aan. Voorbeeld: a3 = a x a x a; a5 = a x a x a x a x a. Leerders kan enige getal in eksponensiële vorm voorstel, sonder om die waarde te bereken. Voorbeeld: 50 x 50 x 50 x 50 x 50 x 50 x 50 = 507 • Maak seker dat leerders verstaan dat vierkantswortels en derdemagswortels van hierdie getalle is die inverse bewerkings om die getalle te kwadreer en tot die derde mag te verhef. Voorbeeld: 32 = 9 dus is 9 √ = 3 • Maak seker dat leerders verstaan dat enige getal tot die mag 1 gelyk is aan daardie besondere getal Voorbeeld: m1 = m • Deur gebruik te maak van patrone en hul kennis van vermenigvuldig met heelgetalle, moet leerders verwag dat die teken van 'n heelgetal verhoog tot 'n onewe of ewemag beïnvloed sal word, bv. (-15)4 positief sal wees, terwyl (-15)3 sal negatief wees. • Om wanopvattings te voorkom, beklemtoon die volgende: 122 = 12 x 12 en nie 12 x 2 nie - 13 beteken 1 x 1 x 1 en nie 1 x 3 nie - 1001 = 100 - 81 √ = 9 omdat 92 = 81 - 3 27 √ = 3 omdat 33 = 27 - Die vierkant van 9 = 81, terwyl die vierkantswortel van 9 = 3 • Leerders moet hulle kennis van getalle in eksponensiële vorm gebruik wanneer die vereenvoudiging en die uitbreiding van algebraïese uitdrukkings en die oplossing van algebraïese vergelykings gedoen word. Totale tyd vir Ekspo￾nente: 9 ure 86 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.2 Eksponente Berekeninge met getalle in eksponensiële vorm: • Die algemene eksponentwette, beperk tot natuurlike getal eksponente, moet vasgelê word. - am x an = am+n - am ÷ an = am–n as m > n - (am)n = am x n - (a x t)n = an x tn - a0 = 1 • Herken en gebruik gepaste wette vir bewerkings met getalle wat eksponente, vierkants- en derdemagswortels insluit. • Doen berekeninge wat al vier hoofbewerkings met getalle wat vierkante, derde magte, vierkants- en derdemagswortels van heelgetalle insluit. • Bereken die vierkante, derde magte, vierkants- en derdemagswortels van rasionale getalle. Probleemoplossing: • Los probleme wat getalle in eksponensiële vorm behels in konteks op. Eksponentwette • Die eksponentwette moet eers deur 'n aantal numeriese voorbeelde ingelei word, voordat veranderlikes gebruik word. Leerders moet kan begryp dat die getalle met letters vervang word, maar die reël bly dieselfde. • Die volgende eksponentwette moet gedoen word, waar m en n natuurlike getalle is en a en t nie gelyk is aan 0 nie am x an = am+n Voorbeeld a) 23 x 24 = 23+4 = 27 b) x3 x x4 = x3+4 = x7 am ÷ an = am–n as m >n Voorbeeld: a) 35 ÷ 32 = 33 = 27 b) x5 ÷ x3 = x2 (am)n = amn Voorbeeld: a) (23)2 = 26 = 64 b) (x3)2 = x6 (a x t)n = an x tn Voorbeeld: (3x2)3 = 33. x6 = 27x6 a0 = 1 Voorbeeld: (37)0 = 1; (4x2)0 = 1; • Maak seker dat leerders hierdie wette ken en weet dat as LK = RK dan is RK = LK. Die reël is dus van beide kante geldig. • Die wet dat a0 = 1 kan afgelei word deur die delingswet vir eksponente in 'n paar voorbeelde te gebruik: a4 ÷ a4 =a x a x a x a a x a x a x a= 1 dus a4–4 = a0 = 1 • Leerders moet in staat wees om die eksponentwette in berekeninge en die oplos van eenvoudige vergelykings sowel as die uitbreiding of vereenvoudiging van algebraïese uitdrukkings te kan gebruik. KABV 87 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.2 Eksponente • Wees bedag op die volgende algemene wanopvattings waar leerders ongelyksoortige basisse vemenigvuldig en steeds eksponente optel. Voorbeeld: xm x yn = (xy)m+n - leerders vemenigvuldig gelyksoortige basisse en tel steeds eksponente op. Voorbeeld: 25 x 27 = 412 in plaas van die korrekte antwoord 212. Voorbeeld: (x + y)m = xm + ym - Leerders vergeet dat wanneer 'n tweeterm kwadreer word, daar 'n middelterm moet wees. Voorbeeld: x m + xn = xm+n of xmn - leerders verwar die optelling van terme met die optelling van eksponente Berekeninge met getalle in eksponensiële vorm: • Dit is belangrik om die reëls vir bewerkings wat eksponente insluit te ken, bv. a) (7 – 4)3 = 33 en nie 73 – 43 b) 16 + 9 √ = 25 √ en nie 16 √ + 9 √ • Leerders behoort ook eenvoudige berekeninge waar die teller of noemer van 'n breuk in eksponentvorm gegee word, te doen. bv. 23 22 = 2 x 2 x 2 2 x 2 = 84 = 2 • Leerders behoort ook vierkante, derde magte, vierkants- en derdemagswortels van desimale en gewone breuke deur inspeksie te kan bepaal. Voorbeelde: a) (0,7)2 = 0,49 b) (0,1)3 = 0,001 c) 0,09 √ = 0,3 d) ( 34 )2 = 32 42 = 9 16 e) √9 25 = 9 √25 √ = 35 88 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.2 Eksponente Wetenskaplike notasie • Wanneer leerders getalle in wetenskaplike notasie skryf is dit belangrik dat hulle die verband tussen die aantal desimale plekke en die magte van 10 begryp. Voorbeelde: a) 25 = 2,5 x 101 b) 250 = 2,5 x 102 c) 2 500 = 2,5 x 103 • Wetenskaplike notasie beperk tot positiewe eksponente, sluit die skryf van groot getalle in wetenskaplike notasie in. Voorbeeld: 25 miljoen = 2,5 x 107 • Wanneer leerders groot getalle in wetenskaplike notasie skryf, behoort hulle te besef dat hulle dit in Natuurwettenskappe ook teëkom. Dit is nuttig om na hierdie kontekste te verwys as daar met wetenskaplike notasie gewerk word. KABV 89 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.1 Numeriese en meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei numeriese en meetkundige patrone uit deur die verwantskappe tussen getalle, insluitend patrone, waar te neem: - voorstelling in fisiese of diagramvorm; - nie beperk tot reekse wat ’n konstante verskil of verhouding behels nie; - wat die leerder self geskep het; - in tabelle voorgestel; - algebraïese voorstelling. • Beskryf en bewys die verhoudings of verwantskappe wat waargeneem is in eie woorde of in algebraïese taal. : Hoe verskil Graad 8 van Graad 7? • Die omvang van getalpatrone word uitgebrei om patrone met vermenigvuldiging en deling van heelgetalle en getalle in eksponensiële vorm in te sluit. • Soos leerders gewoond raak daaraan om patrone in hul eie woorde te beskryf, moet hul beskrywings, met die gebruik van algebraïese taal, die algemene reëls van patrone meer akkuraat en doeltreffend beskryf. • Dit is nuttig om ook die terminologie van "'n term in 'n ry” te gebruik om die term te onderskei van die posisie van 'n term in 'n ry. • Ondersoeke met getalpatrone bied 'n geleentheid om algemene algebraïese beskrywings van die verhouding tussen die terme en hul posisie in 'n ry te veralgemeen en om oplossings te regverdig. Soorte getalpatrone Gegewe 'n reeks getalle, moet leerders 'n patroon of die verhouding tussen opeenvolgende terme identifiseer ten einde die patroon uit te brei. Voorbeelde: • Verskaf 'n reël om die verhouding tussen die getalle in die rye hieronder te beskryf. Gebruik hierdie reël om die volgende drie getalle in die ry te voorsien: a) -3; -7; -11, -15; ... Hier moet leerders die konstante verskil tussen opeenvolgende terme identifiseer ten einde die patroon uit te brei. Hierdie patroon kan in leerders se eie woorde beskryf word as “voeg -4 by “ of “ tel in -4e “ of “ voeg -4 by die vorige getal in die patroon”. b) 2; -4; 8, -16, 32 ... Hier moet leerders die konstante verhouding tussen opeenvolgende terme identifiseer. Hierdie patroon kan in leerders se eie woorde beskryf word as “die vorige getal vermenigvuldig met -2”. c) 1, 2, 4, 7, 11, 16 ... Hierdie patroon het nie 'n konstante verskil of konstante verhouding nie. Hierdie patroon kan in leerders se eie woorde beskryf word as “vermeerder die verskil tussen opeenvolgende terme met 1en tel by die vorige term". Die gebruik van hierdie reël, sal die volgende 3 terme gee as 22, 29, 37. • Wanneer 'n ry getalle gegee word, moet leerders die patroon of verwantskap tussen die term en sy posisie in die ry kan identifiseer. Dit stel leerders in staat om 'n term in 'n ry wat gebaseer is op die posisie van die term in die ry te kan voorspel. Dit is nuttig vir leerders om hierdie rye in tabelle voor te stel, sodat hulle die posisie van die term in ag kan neem . Totale tyd vir Nu￾meriese en meet￾kundige patrone: 4,5 ure 90 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.1 Numeriese en meetkundige patrone Voorbeelde: a) Verskaf 'n reël om die verwantskap tussen die getalle in hierdie ry: 1, 8, 27, 64; ... te beskryf. Gebruik hierdie reël om die 10de term in die ry te vind. Eerstens moet leerders verstaan dat die “10de term” verwys na die posisie in die ry. Hulle moet 'n reël vind om die 10de term te bepaal, eerder as die uitbreiding van die ry tot by die tiende term. Voorbeeld: b) Hierdie ry kan in die onderstaande tabel voorgestel word. Posisie in ry 1 2 3 4 10 Term 1 8 27 64 ? Leerders moet besef dat elke term in die onderste ry word verkry deur die derde mag van die posisie in die boonste ry te bereken. So het die 10de term 10 derde magte of 103, wat 1000 sal wees. Deur dieselfde reël te gebruik, kan leerders ook gevra word op watter posisie die term 512 sal wees? As die term verkry word deur die derde mag van die posisie van die term, dan kan die posisie verkry word deur die derdemagswortel van die getal. Dus, sal 512 die 8ste term in die ry wees aangesien 3 512 √ = 8 c) Verskaf 'n reël om die verwantskap tussen die getalle in hierdie ry: 4, 7, 10, 13; .. te beskryf. Gebruik hierdie reël om die 20ste term in die ry te bepaal. Indien leerders slegs die verhouding tussen opeenvolgende terme oorweeg, sal hulle die patroon (“tel 3 by die vorige getal") gebruik om voort te gaan na die 20ste term om die antwoord te vind. Maar as hulle soek vir 'n verwantskap of reël tussen die term en die posisie van die term, kan hulle die antwoord voorspel sonder die voortsetting van die patroon. Die gebruik van getallesinne kan nuttig wees om die reël te vind: 1ste term: 4 = 3 (1) + 1 2de term: 7 = 3 (2) + 1 3de term: 10 = 3 (3) + 1 4de term: 13 = 3 (4) + 1 Die getal in die hakies stem ooreen met die posisie van die term. Dus, sal die 20ste term: 3 (20) + 1 = 61 Die reël in die leerders se eie woorde kan geskryf word as “3 vermenigvuldig met die posisie van die term +1” of 3n + 1 waar n die posisie van die term is. • Hierdie tipe van numeriese patrone ontwikkel 'n begrip van die funksionele verwantskap, waarin jy 'n afhanklike veranderlike (die posisie van die term) en onafhanklike veranderlike (die term self) het en waar jy 'n unieke uitsetwaarde vir enige gegewe insetwaarde het. KABV 91 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.1 Numeriese en meetkundige patrone Soort meetkundige patrone • Meetkundige patrone is getalpatrone wat diagramaties voorgestel word. Die diagramatiese voorstelling onthul die struktuur van die getalpatroon. • Daarom sal die voorstelling van getalpatrone in tabelle dit vir leerders makliker maak om die algemene reël te beskryf. Voorbeeld: Beskou die volgende patroon om reëlmatige seshoeke met vuurhoutjies te bou. Hoeveel vuurhoutjies is nodig om die 10de seshoek te bou? Die algemene reël vir die patroon is in die struktuur konstruksie van die opeenvolgende seshoeke opgesluit. (1) voeg 1 vuurhoutjie per kant by (2) daar is 6 kante, dus (3) voeg 6 vuurhoujties per seshoek by soos jy aanbeweeg na die volgende een. Vir die 2de seshoek het jy 2 x 6 vuurhoutjies; vir die 3de seshoek het jy 3 x 6 vuurhoutjies. Deur hierdie patroon te gebruik om seshoeke te bou sal die 10de seshoek 10 x 6 vuurhoutjies hê. Leerders kan nou 'n tabel gebruik om die aantal vuurhoutjies wat vir elke seshoek gebruik word, aan te teken. Op hierdie manier kan hulle kyk na hoe die getalpatroon ooreenstem met die aantal vuurhoutjies wat gebruik word om elke seshoek te bou. Beskrywing van patrone Ongeag of leerders bekend is met 'n spesifieke patroon sal hulle beskrywing van dieselfde patroon verskil soos hulle dit teëkom op verskillende stadiums van hulle wiskundige ontwikkeling. Posisie van seshoek in die patroon 1 2 3 4 5 6 10 Aantal vuurhoutjies 6 12 18 92 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.1 Numeriese en meetkundige patrone Voorbeeld: Die reël vir die ry 4; 7; 10; 13 kan op die volgende maniere beskryf word: a) Tel drie by die vorige term b) 3 vermenigvuldig met die posisie van die term + 1 of 3 x die posisie van die term + 1 c) 3(n) + 1, waar n die posisie van die term is d) 3(n) + 1, waar n 'n natuurlike getal is. 2.2 Funksies en verwant￾skappe inset- en uitsetwaardes: • Bepaal inset-, uitsetwaardes of reëls vir patrone en verwantskappe deur die gebruik van: - vloeidiagramme; - veranderlikes; - formules; - vergelykings. Ekwivalente vorms: • Bepaal, interpreteer en ontleed ekwivalensie van verskillende beskrywings van dieselfde verhouding of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in tabelle; - deur formules; - deur vergelykings. Hoe verskil Graad 8 van Graad 7? • Die bepaling van insette of uitsetwaardes deur gebruik te maak van gegewe vergelykings. • Die reëls en die aantal patrone waarvoor leerders inset- en uitsetwaardes moet vind, word uitgebrei om patrone in te sluit met vermenigvuldiging en deling van heelgetalle en getalle in eksponensiële vorm. • In hierdie fase, is dit nuttig om te begin spesifiseer of die insetwaardes natuurlike getalle, of heelgetalle of rasionale getalle is. Dit bou leerders se bewustheid van die omvang van insetwaardes. Dus, om uitsetwaardes te vind, moet leerders die reël / formule sowel as die omvang van die invoerwaardes gegee word. Funksies en verwantskappe sal weer in kwartaal 4 gedoen word. In kwartaal 1 is die fokus op oefening van bewerkings met heelgetalle of die insluiting van heelgetalle in die reëls vir berekening van uitsetwaardes. Let daarop dat wanneer leerders inset- of uitsetwaardes vir gegewe reëls vind, hulle eintlik besig is om die numeriese waarde van algebraïese uitdrukkings te vind deur van substitusie gebruik te maak. Vloeidiagramme is voorstellings van funksionele verwantskappe. Dus, wanneer vloeidiagramme gebruik word, moet die ooreenkoms tussen inset- en uitsetwaardes in die voorstelling duidelik wees, d.w.s. die eerste insette lewer die eerste uitsette, die tweede insette lewer die tweede uitsette, ens. Voorbeelde: a) Gebruik die gegewe reël om die waardes van t te bereken vir elke waarde van p, waar p is 'n natuurlike getal is. Tyd vir Funksies en ver￾wantskappe in hierdie kwartaal: 3 ure KABV 93 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.2 Funksies en verwant￾skappe t p Rule 0 -3 -5 -7 -9 t = p x 3 + 1 Reël In hierdie soort vloeidiagram, kan leerders ook gevra word om die waarde van p vir 'n t- waarde te vind b) Bepaal die reël om die uitsetwaarde vir elke gegewe insetwaarde in die onderstaande vloeidiagram te vind. t p Rule 0 3 5 7 9 -3 -9 -21 -27 -15 Reël In vloeidiagramme soos hierdie is dit moontlik om meer as een reël wat die verwantskap tussen inset- en uitsetwaardes beskryf, te vind. Dit is aanvaarbaar solank die reël geldig is en elke insetwaarde met elke ooreenstemmende uitsetwaarde afpaar. c) Indien die reël om y in die onderstaande tabel te vind gegee word deur: y = –3x – 1, bereken y vir die gegewe x waardes. x 0 1 2 5 10 50 100 y 94 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) b) Beskryf die verwantskap tussen die getalle in die boonste en onderste ry van die tabel. Bepaal dan die waardes van m en n x –2 –1 0 1 2 12 n y –5 –4 –3 –2 –1 m 34 In tabelle soos hierdie is dit moontlik om meer as een reël wat die verwantskap tussen x en y waardes beskryf, te vind. Dit is aanvaarbaar solank dit die gegewe x met die ooreenstemmende y afpaar. Voorbeeld: y = x –3 beskryf die verwantskap tussen die x en y waardes. Om m en n te vind moet leerders dus x of y in die reël vervang en deur inspeksie oplos. 2.3 Algebraïese uitdrukkings Algebraïese taal: • Hersien die volgende wat in Graad 7 gedoen is: - herken en interpreteer reëls of verwantskappe wat in simboliese vorm voorgestel word. - Identifiseer veranderlikes en onveranderlikes in gegewe formules en vergelykings. • Herken en identifiseer konvensies vir skryf van algebraïese notasie. • Identifiseer en klassifiseer terme as gelykvormig al dan nie in algebraïese notasie. • Herken en identifiseer koëffisiënt en eksponente in algebraïese notasie. Uitbreiding en vereenvoudiging van algebraïese uitdrukkings: Gebruik die kommutatiewe, assosiatiewe en distributiewe wette vir rasionale getalle en die eksponentwette om die volgende te doen: • Optel en aftrek van gelykvormige terme in algebraïese uitdrukkings. • Bepaal die vierkante, derdemagte, vierkantswortels en derdemagwortels van enkele algebraïese terme. • Bepaal die numeriese waarde van algebraïese uitdrukkings deur substitusie. Hoe verskil Graad 8 van Graad 7? • Inleiding tot die konvensies van algebraïese taal. • Manipuleer Algebraïese uitdrukkings. Algebraïese uitdrukkings word weer in kwartaal 2 gedoen, waar die fokus meer volledig op die manipulering van algebraïese uitdrukkings is. In hierdie kwartaal is die fokus op die interpretasie van algebraïese uitdrukkings en die bekendstelling van die konvensies van algebraïese taal deur optelling en aftrekking van gelykvormige terme. Leerders het die geleentheid om algebraïese uitdrukkings te skryf en te interpreteer wanneer hulle algemene reëls of verwantskappe tussen die getalle in die getalpatrone beskryf, en as hulle insette of uitsetwaardes vir gegewe reëls in vloeidiagramme, tabelle, formules en vergelykings vind. Voorbeelde van die interpretasie van Algebraïese uitdrukkings: a) Wat beteken die reël 2n vir die volgende getal volgorde: 2, 4, 8, 16, 32 .. Hier moet leerders herken dat 2n die algemene term in die ry, waar n die posisie van die term in die ry verteenwoordig. So, dit is die reël wat gebruik kan word om enige term te vind in die gegewe volgorde. b) Die verwantskap tussen 'n seun se ouderdom (x jaar oud) en sy moeder se ouderdom word as 25 + x gegee. Hoe kan hierdie verwantskap gebruik word om die moeder se ouderdom te vind wanneer die seun 11 jaar oud is? Hier moet leerders herken dat om die moeder se ouderdom te vind, moet hulle die seun se ouderdom in die reël 25 + x vervang. Hulle moet ook besef dat die gegewe reël beteken die moeder is 25 jaar ouer as die seun. Sien verdere voorbeelde wat vir funksies en verwantskappe gegee word, sowel as die notas in die kwartaal 2. Tyd vir Algebraïese uitdruk￾kings in hierdie kwartaal: 4,5 ure KABV 95 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.4 Algebraïese vergelykings Vergelykings • Hersien die volgende wat in Graad 7 gedoen is: - stel verskillende voorstellings op wat die probleem beskryf; - analiseer en interpreteer vergelykings wat ’n gegewe situasie beskryf; - los vergelykings op deur inspeksie; - bepaal die numeriese waarde van ’n uitdrukking deur substitusie. • Die uitbreiding om vergelykngs op te los - optel en vermenigvuldiging inverse - Gebruik eksponent wette • Gebruik van vervangeng in geordende pare te ontwikkel Hoe verskil Graad 8 van Graad 7? Die oplos van vergelykings deur optelling en vermenigvuldigingsinverses, sowel as eksponentwette te gebruik. Algebraïese vergelykings word weer in kwartaal 2 en kwartaal 4 gedoen. In hierdie kwartaal is die fokus op die oplossing slegs deur inspeksie, van vergelykings wat vermenigvuldiging en deling van heelgetalle en getalle in eksponensiële vorm insluit. Leerders moet geleentheid hê om vergelykings te skryf en op te los wanneer hulle algemene reëls gebruik om die verwantskappe tussen getalle en getalle patrone om die inset of uitsetwaardes vir gegewe reëls in vloeidiagramme, tabelle en formules. Sien verdere notas in kwartaal 2. Tyd vir Algebraïese verge￾lykings in hierdie kwartaal: 3 ure HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • Berekening en Probleemoplossing met heelgetalle • Voorstelling en berekening van en met getalle in eksponensiële vorm • Numeriese en meetkundige patrone • Funksies en verwantskappe • Algebraïese uitdrukkings • Algebraïese vergelykings Totale tyd vir hersiening/ assessering vir hierdie kwartaal: 6 ure 96 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 GRAAD 8 – KWARTAAL 2 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.3 Algebraïese uitdrukkings Algebraïese taal: • Hersien die volgende wat in Graad 7 gedoen is: - Herken en interpreteer reëls of verwantskappe wat in simboliese vorm voorgestel word. - Identifiseer veranderlikes en onveranderlikes in gegewe formules en vergelykings. • Herken en identifiseer konvensies van algebraïese notasie. • Identifiseer en klassifiseer terme as gelykvormig al dan nie in algebraïese notasie. • Herken en identifiseer koëffisiënt en eksponente in algebraïese notasie. • Hoe verskil Graad 8 van Graad 7? Inleiding tot die konvensies van algebraïese taal. Manipuleer Algebraïese uitdrukkings. Algebraïese uitdrukkings was in kwartaal 1 gedoen. In hierdie kwartaal is die fokus op die uitbreiding en vereenvoudiging van Algebraïese uitdrukkings. Leerders het die geleentheid om algebraïese uitdrukkings te skryf en te interpreteer wanneer hulle algemene reëls of verwantskappe tussen die getalle in die getalpatrone beskryf, en as hulle insette of uitsetwaardes vir gegewe reëls in vloeidiagramme, tabelle, formules en vergelykings vind. Voorbeelde van die interpretasie van Algebraïese uitdrukkings: a) Wat beteken die reël 2n vir die volgende getal volgorde: 2, 4, 8, 16, 32 .. Hier moet leerders herken dat 2n die algemene term in die ry, waar n die posisie van die term in die ry is verteenwoordig. So, dit is die reël wat gebruik kan word om enige term te vind in die gegewe volgorde. b) Die verwantskap tussen 'n seun se ouderdom (x jaar oud) en sy moeder se ouderdom word as 25 + x gegee. Hoe kan hierdie verwantskap gebruik word om die moeder se ouderdom te vind wanneer die seun 11 jaar oud is? Hier moet leerders herken dat om die moeder se ouderdom te vind, moet hulle die seun se ouderdom in die reël 25 + x vervang. Hulle moet ook besef dat die gegewe reël beteken die moeder is 25 jaar ouer as die seun. Sien verdere voorbeelde wat vir Funksies en verwantskappe gegee word. • Manipulering van algebraïese uitdrukkings - Maak seker dat leerders verstaan dat die reëls vir bewerkings met heelgetalle en rasionale getalle, insluitend die eksponentwette, ook geldig is wanneer getalle met veranderlikes vervang word. Die veranderlikes is van 'n gegewe tipe (bv. heelgetalle of rasionale getalle) in 'n algemene vorm. - Maak seker dat leerders verstaan hoe die distributiewe reël werk, wanneer uitdrukkings vermenigvuldig of gedeel word. - Die assosiatiewe reël maak voorsiening vir die groepering van gelykvormige terme wanneer opgetel word. Tyd vir Algebraïese uitdrukkings in hierdie kwartaal: 9 ure KABV 97 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, Funksies en Algebra 2.3 Algebraïese uitdrukkings Uitbreiding en vereenvoudiging van algebraïese uitdrukkings: Gebruik die kommutatiewe, assosiatiewe en distributiewe wette vir rasionale getalle en die eksponentwette: • Optel en aftrek van gelykvormige terme in algebraïese uitdrukkings. • Vermenigvuldig heelgetalle en enkelterme met: - eenterme; - tweeterme; en - drieterme. • Deel die volgende deur heelgetalle of enkelterme: - eenterme; - tweeterme; - drieterme. • Vereenvoudig algebraïese uitdrukkings wat bogenoemde behels. • Bepaal die kwadrate, derde mag, vierkantswortels en derdemagwortels van enkele of gelykvormige algebraïese uitdrukkings. • Bepaal die numeriese waarde van algebraïese uitdrukkings deur substitusie. Wees bedag op die volgende algemene wanopvattings. • x + x = 2x en nie x2. Neem kennis dat dit konvensie is om 2x en nie x2 te skryf. • x2 + x2 = 2x2 en nie 2x4 • a + b = a + b en nie ab • (–2x2)3 = –8x6 en nie – 6x5 • –x(3x + 1) = –3x2 – x en nie – 3x2 + 1 • 6x2 + 1 x2 = 6 + 1 x2 en nie 6 + 1 • Indien x = 2 dan is –3x2 = –3(2)2 = –3 x 4 = –12 en nie (–6)2 • Indien x = –2 dan is –x2 – x = –(–2)2 – 2 = –4 + 2 = –2 en nie 4 + 2 = 6 25x2 – 9x2 √ = 16x2 √ = 4x en nie 5x – 3x = 2x Voorbeelde: a) Vereenvoudig: 2 (5 + x - x2) - x (3x + 1) [vermenigvuldig heelgetal of enkelterm met veelterm] b) As x = -2 bepaal die numeriese waarde van 3x2 - 4x + 5 [gebruik substitusie] c) Vereenvoudig: 6x3 + 2x2 + 4 2x2 , x ≠ 0 [deel drieterm deur enkelterm, onthou dat die noemer nie 0 kan wees nie] d) Vereenvoudig: 8x3 – (–x2)(2x) –x2 , x ≠ 0 [berekeninge behels verskeie bewerkings; herinner leerders dat die deler nie 0 kan wees nie. e) Bepaal: 36x4 √ [die vierkantswortel van 'n enkelterm] Dit is nuttig om leerders te herinner dat hierdie veranderlikes (of x in hierdie geval) getalle van 'n spesifieke soort verteenwoordig - dit kan rasionale of heelgetalle wees, so 'n herinnering impliseer dan ook dat al die gepaardgaande reëls of eienskappe op hierdie getalle van toepassing is. In die bogenoemde voorbeeld: as x 'n heelgetal is, dan is x = a of x = - a omdat a4 = (- a) 4 98 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.4 Algebraïese vergelykings Vergelykings • Hersien die volgende wat in Graad 7 gedoen is: - stel verskillende voorstellings op wat die probleem beskryf; - analiseer en interpreteer vergelykings wat ’n gegewe situasie beskryf; - los vergelykings op deur inspeksie; - bepaal die numeriese waarde van ’n uitdrukking deur substitusie. • Identifiseer veranderlikes en konstante in gegewe formules en vergelykings. • Brei die oplossing van vergelykings uit om die volgende in te sluit: - gebruik die omgekeerde bewerkings van optelling en vermenigvuldiging; - gebruik die eksponentwette. Hoe verskil Graad 8 van Graad 7? • Die oplos van vergelykings deur van optelling- en vermenigvuldigingsinverses, sowel as eksponentwette gebruik te maak. Algebraïese vergelykings was in die eerste kwartaal gedoen. In hierdie kwartaal is die fokus op die oplos van vergelykings deur van optelling- en vermenigvuldigingsinverses, sowel as eksponentwette gebruik te maak. Algebraïese vergelykings word weer in kwartaal 4 gedoen. Leerders het die geleentheid om algebraïese vergelykings te skryf en op te los wanneer hulle algemene reëls of verwantskappe tussen getalle in getalpatrone beskryf, en as hulle insette of uitsetwaardes vir gegewe reëls in vloeidiagramme, tabelle en formules vind. Voorbeelde van vergelykings: a) Los x op as x + 6 = –9 Om die vergelyking op te los moet –6 aan beide kante van die vergelyking gevoeg word. x + 6 – 6 = – 9 – 6, dus x = –15 b) Los x op as –2x = 8 Om die vergelyking op te los moet beide kante van die vergelyking deur –2 gedeel word, dus –2x –2 = 8 –2 x = –4 c) Los x op as –x = –5 Om die vergelyking op te los moet beide kante van die vergelyking deur –1 gedeel word, dus x –1 = –5 –1 , dus x = 5 d) Los x op as 3x + 1 = 7 Twee stappe is nodig om die vergelyking op te los: Tel –1 aan beide kante van die vergelyking by: 3x + 1 – 1 = 7 – 1, dus 3x = 6 Deel dan beide kante deur 3, 3x 3 = 6 3 , dus x = 2 e) Stel 'n vergelyking op om die oppervlak van 'n reghoek met lengte 2x cm en breedte van 2x + 1 cm te vind. f) As die oppervlak van 'n reghoek (4x2 – 6x) cm2 is, en die breedte is 2x cm, wat sal die lengte in terme van x wees? g) As y = x3 + 1, bereken y as x = 4 h) Thandi is 6 jaar ouer as Sophie. Binne 3 jaar sal Thandi twee keer so oud as Sophie wees. Hoe oud is Thandi nou? Tyd vir Algebraïese vergelykings in hierdie kwartaal: 3 ure KABV 99 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.5 Konstruksie van meetkundige figure Konstruksies: • Konstrueer meetkundige figure akkuraat deur ’n passer, liniaal en gradeboog te gebruik, insluitend: - Halvering van lyne en hoeke. - Loodregte lyne by 'n gegewe punt of - vanaf 'n gegewe punt. - Driehoeke. - Veelhoeke. - Konstrueer hoeke van 30°, 45°, 60° en hul veelvoude sonder die gebruik van ’n gradeboog. Ondersoek eienskappe van meetkundige figure: • Ondersoek die hoeke van driehoeke deur konstruksie en fokus op: - die som van die binnehoeke van driehoeke; - die grootte van die hoeke in 'n gelyksydige driehoek; - die sye en basishoeke van 'n gelykbenige driehoek • Ondersoek kante en hoeke in veelhoeke deur konstruksie en fokus op: - die som van die binnehoeke van veelhoeke - die kante en teenoorstaande hoeke van parallelogramme Hoe verskil Graad 8 van Graad 7? • Alle konstruksies is nuut. In graad 7, het leerders slegs hoeke, loodregte en parallelle lyne gekonstrueer. • Die eienskappe van driehoeke en veelhoeke word ondersoek deur konstruksie. Konstruksies: • Konstruksies bied 'n nuttige konteks om kennis van hoeke en vorms te ontdek en vas te lê. • Maak seker dat leerders bekwaam en op hulle gemak is wanneer hulle 'n passer gebruik en dat hulle weet hoe om die groottes van hoeke op 'n gradeboog te meet en af te lees. • Hersien die konstruksie van hoeke indien nodig voordat nuwe konstruksies aangepak word. • Begin met die konstruksie van lyne sodat leerders eers hoekverwantskappe op reguit lyne kan ontdek. • Leerders moet gebruik maak van bekende eienskappe en konstruksie van sirkels wanneer driehoeke konstrueer word. • Konstruksie van spesiale hoeke sonder 'n gradeboog word gedoen deur: - Halveer 'n regtehoek om 'n 45° hoek te vind - Teken 'n gelyksydige driehoek om 60° te vind - Halveer die hoeke van 'n gelyksydige driehoek om 30° te vind Totale tyd vir Konstruk￾sies: van meetkundige figure: 8 ure 100 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.1 Meetkunde van 2-D vorms Klassifikasie van 2-D vorms: • Identifiseer en skryf duidelike definisies van driehoeke in terme van hulle kante en hoeke en onderskei tussen: - gelyksydige driehoeke; - gelykbenige driehoeke; - reghoekige driehoeke. • Identifiseer en skryf duidelike definisies van vierhoeke in terme van hulle kante en hoeke en onderskei tussen: - parallelogram; - reghoek; - vierkant; - ruit; - trapesium; - vlieër. Hoe verskil Graad 8 van Graad 7? • Nuwe eienskappe t.o.v. hoeke van driehoeke. • Skryf duidelike definisies van die eienskappe van driehoeke en veelhoeke. • Gebruik definisies om meetkundige probleme op te los. • Ondersoek voorwaardes om te bepaal of 2-D vorms kongruent of gelykvormig is. Driehoeke: • Konstruksies bied nuttige kontekste om eienskappe van driehoeke te ontdek. Sien bostaande notas oor konstruksies. • Eienskappe van driehoeke wat leerders behoort te ken: - die som van die binnehoeke van 'n driehoek = 180 °. - 'n gelyksydige driehoek het al die sye ewe lank en al die binnehoeke = 60 °. - 'n gelykbenige driehoek het minstens twee gelyke sye en sy basishoeke is gelyk. - 'n reghoekige driehoek het een hoek wat 'n regte hoek is. - die sy teenoor die regte hoek in 'n reghoekige driehoek, word die skuinssy genoem. - in 'n reghoekige driehoek is die vierkant op die skuinssy gelyk aan die som van die vierkante van die ander twee sye (Stelling van Pythagoras). - die buitehoek van 'n driehoek = die som van die twee teenoorstaande binnehoeke. Vierhoeke: • Konstruksies bied nuttige kontekste om eienskappe van vierhoeke te ontdek. Sien bostaande notas oor konstruksies. • Om die vierhoeke te klasifiseer moet leerders kan herken dat: - reghoeke en ruite spesiale vorms van parallelogramme is. - 'n vierkant is 'n spesiale soort reghoek en ruit. • Eienskappe van Vierhoeke wat leerders behoort te ken: - die som van die binnehoeke van 'n vierhoek = 360 °, - die teenoorstaande sye van parallelogramme is ewewydig en gelyk, - die teenoorstaande hoeke van parallelogramme is gelyk, - die teenoorstaande hoeke van 'n ruit is gelyk, - die teenoorstaande sye van 'n ruit is ewewydig en gelyk, - die grootte van elke hoek van reghoeke en vierkante is 90 °, - 'n trapesium het een paar teenoorstaande sye ewewydig, - 'n vlieër het twee aangrensende sye gelyk, - die hoeklyne van 'n vierkant, reghoek, parallelogram en 'n ruit halveer mekaar, - die hoeklyne van 'n vierkant, ruit en vlieër sny mekaar loodreg. Totale tyd vir Meetkunde van 2-D vorms: 8 ure KABV 101 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.1 Meetkunde van 2-D vorms Gelykvormige en kongruente 2-D vorms: • Identifiseer en beskryf die eienskappe van kongruente vorms. • Identifiseer en beskryf die eienskappe van gelykvormige vorms. Probleemoplossing: • Los meetkundige probleme op wat onbekende sye en hoeke in driehoeke en vierhoeke behels deur bekende eienskappe en definisies te gebruik. Gelykvormigheid en kongruensie: • Dit kan d.m.v. enige 2-D vorm ondersoek word. • Leerders herken dat twee of meer figure kongruent is indien hulle in alle opsigte gelyk is, d.i. ooreenstemmende hoeke en sye is gelyk. • Leerders herken dat twee of meer figure gelykvormig is indien die ooreenstemmende hoeke gelyk is en die sye proporsioneel langer of korter is. Verwys na die onderstaande voorbeelde. • Neem kennis dat leerders in graad 9 op spesiale gevalle van gelykvormigheid en kongruensie in driehoeke sal fokus. • Gelykvormige figure word verder ondersoek wanneer vergrotings en verkleinings gedoen word. Verwys na die "Verduidelikende Notas" van 3.3 Transformasie Meetkunde. Voorbeelde: • Deur vierkante met ander reghoeke te vergelyk, stel leerders vas dat gelyke ooreenstemmende hoeke nie noodwendig beteken dat die sye proporsionele lengte sal hê nie. Om dus slegs gelyke hoeke te hê, is nie 'n voldoende voorwaarde vir die figuur om gelykvormig te wees nie. • Deur ruite te vergelyk waarvan die sye proporsioneel is, kan leerders vasstel dat proporsionele sye nie noodwendig beteken dat die ooreenstemmende hoeke ook gelyk sal wees nie. Om slegs sye van proporsionele lengte te hê, is nie 'n voldoende voorwaarde vir gelykvormigheid nie. Probleemoplossing: • Leerders kan meetkundige probleme oplos deur onbekende sye en hoeke met behulp van bekende definisies asook hoekverwantskappe op reguit lyne in driehoeke en vierhoeke te vind. (Verwys na die notas oor Meetkunde van reguit lyne.) • Vir reghoekige driehoeke kan leerders ook van die stelling van Pythagoras gebruik maak om onbekende lengtes te vind. • Leerders moet aangemoedig word om redes te gee en oplossings vir elke skriftelike verklaring te regverdig. • Let daarop dat die oplos van meetkundige probleme 'n geleentheid is om die oplos van vergelykings te oefen. 102 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.1 Meetkunde van 2-D vorms Voorbeeld: Â1, Â2, Â3 is drie aangrensende hoeke op 'n reguit lyn. Â2 = 75°,Â3 = 55°. Wat is die grootte van Â1? Leerders kan Â1 vind deur die volgende vergelyking op te los: Â1 + 75° + 55° = 180° (die som van die hoeke op 'n reguit lyn = 180°) Â1 = 180° – 130°(tel –55° en –75° aan beide kante van die vergelyking by). Â1 = 50° 3.3 Meetkunde van reguit lyne Hoekverwantskappe • Herken en beskryf hoekpare wat gevorm word deur: - loodlyne; - snylyne; - ewewydige lyne wat deur ’n dwarslyn gekruis word. Probleemoplossing: • Los meetkundige probleme op deur die verwantskappe tussen hoekpare te gebruik soos hierbo beskryf. Hoe verskil Graad 8 van Graad 7? • In graad 7 het leerders slegs die lynsegment, straal, reguit lyn, ewewydige lyne en loodregte lyne gedefinieer. Hoekverwantskappe wat leerders moet ken: • die som van die hoeke op 'n reguit lyn = 180 °. • Indien lyne loodreg is, is die regoorstaande hoeke gelyk aan 90°. • Indien lyne kruis, is die vertikale teenoorstaande hoeke gelyk. • As ewewydige lyne deur 'n dwarslyn gesny word, dan is ooreenkomstige hoeke gelyk. • As ewewydige lyne deur 'n dwarslyn gesny word, dan is verwisselende hoeke gelyk. • As ewewydige lyn deur n' dwarslyn gesny word; dan is ko-binne hoeke supplementêr Die bogenoemde hoeke moet deur die leerders geïdentifiseer en benoem word. Totale tyd vir Meetkunde van reguit lyne: 9 ure KABV 103 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 3.3 Meetkunde van reguit lyne Probleemoplossing: • Leerders kan meetkundige probleme oplos om onbekende hoeke met behulp van die hoekverwantskappe hierbo, sowel as ander bekende eienskappe van driehoeke en vierhoeke te vind. • Leerders moet aangemoedig word om redes te gee en hul oplossings vir elke skriftelike stelling te regverdig. • Let daarop dat die oplos van meetkundige probleme 'n geleentheid is om die oplos van vergelykings te oefen. Voorbeeld: Â, ˆB en Ĉ is drie aangrensende hoeke op 'n reguit lyn.  = 55°, ˆB = 75°. Wat is die grootte van Ĉ? Leerders kan Ĉ vind deur die volgende vergelyking op te los: 55° + 75° + Ĉ = 180° (die som van die hoeke op 'n reguit lyn = 180°) Ĉ = 180° – 130°(tel –55° en –75° aan beide kante van die vergelyking by). Ĉ = 50° HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • Algebraïese uitdrukkings • Algebraïese vergelykings • Konstruksie van meetkundige voorwerpe • Meetkunde van 2-D vorms • Meetkunde van reguit lyne Totale tyd vir hersiening/ assessering vir hierdie kwartaal: 8 ure 104 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 GRAAD 8 – K WARTAAL 3 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.4 Gewone Breuke Berekeninge met breuke: • Hersien: - optelling en aftrekking van gewone breuke, insluitend gemengde getalle; - bepaal breuke van heelgetalle; - vermenigvuldiging van gewone breuke, insluitend gemengde getalle; • Deel heelgetalle en gewone breuke met gewone breuke. • Bereken die kwadrate, derde mag, vierkantswortels en derdemagwortels van gewone breuke. Berekeningstegnieke: • Hersien: - Omskakeling van gemengde getalle na gewone breuke om daarmee berekeninge te doen. - Gebruik kennis van veelvoude en faktore om breuke in hul eenvoudigste vorm te skryf voor of na berekeninge. - Gebruik kennis van ekwivalente breuke om gewone breuke op te tel en af te trek. • Gebruik kennis van omgekeerde verwantskappe om deling met gewone breuke te doen. Hoe verskil Graad 8 van Graad 7? • Deling deur gewone breuke • Vierkante, derde magte, vierkants- en derdemagswortels van gewone breuke In Graad 8 konsolideer leerders kennis van getalbegrip en berekeningstegnieke vir gewone breuke wat in Graad 7 ontwikkel is. Berekeninge met breuke: • Leerders moet voortgaan om konteksvrye berekeninge te doen en probleme in konteks op te los. - Die Graad 8-leerders moet gemaklik wees met die omskakeling van gemengde getalle na gewone breuke vir berekeninge. Voorbeeeld 5 1 2 = 11 2 ; 6 1 3 = 19 3 - Deur breuke te vereenvoudig, gebruik leerders kennis van gemeenskaplike faktore, bv. wat kan gelykop in die teller en die noemer van 'n breuk deel. Beklemtoon dat die breuke moet ekwivalent bly wanneer vereenvoudig word. Optel en aftrek • Vir die optelling en aftrekking van breuke met verskillende noemers moet KGVs gevind word. Hier gebruik leerders kennis van gemeenskaplike veelvoude om die KGV te bereken, d.w.s. in watter getal kan beide die noemers gedeel word. Vermenigvuldiging • Vir vermenigvuldiging van breuke, moet leerders aangemoedig word om breuke te vereenvoudig deur tellers en noemers deur gemene faktore te deel. • Leerders moet let op die verskil tussen optelling of aftrekking van breuke, en die vermenigvuldiging van breuke. Voorbeeld 3 4 + 2 5 = 15 20 + 820 = 2320 = 1 320 (gebruik die KGV en ekwivalente breuke) 3 4 x 2 5 = 310 (deel deur 2 en 4 deur die gemene faktor 2) • Leerders moet besef dat om “ 'n breuk van 'n heelgetal” of om “ 'n breuk van 'n breuk” te vind, die breuk en die heelgetal of die breuk met die breuk vermenigvuldig moet word. Totale tyd vir Gewone Breuke: 7 ure KABV 105 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.4 Gewone Breuke Probleemoplossing: • Los probleme in konteks op wat gewone breuke en gemengde getalle behels, insluitend groepering, verdeling en die bepaling van breuke van heelgetalle. • Wanneer leerders breuke van heelgetalle moet bereken kan die voorbeelde so gekies word dat die resultaat in 'n heelgetal of 'n breuk of beide eindig. • Leerders moet ook die konvensie om 'n heelgetal te skryf as 'n breuk oor 1 wanneer vermenigvuldig word, aanleer. Voorbeelde: Bereken 45 van 20 = 45 x 201 = 805 = 16 • Bereken 23 van 56 = 23 x 56 = 1018 = 59 Deling • Die tegniek van “vermenigvuldig met die inverse” is in die algemeen, en nie net op deling deur breuke, van toepassing. 'n Nuttige manier om leerders op hul gemak te stel met deling deur breuke is om met deling deur heelgetalle te begin. • Leerders moet begryp dat om deur 'n getal te deel dieselfde is as om met die resiprook van die getal te vermenigvuldig. Die resiprook van n is 1n Voorbeelde: a) 10 ÷ 5 is dieselde as 10 x 15 = 2 (vermenigvuldig met die resiprook van 5) b) 10 ÷ 15 = 10 x 5 = 50 (vermenigvuldig met die resiprook van 15 ) Dit kan ook verduidelik word deur diagrammodelle vir breuke te gebruik. As ons nou vra, hoeveel keer pas 15 in 10? Ons weet dat 5 vyfdes in 1 hele pas, daarom sal (5 x 10) vyfdes in 10 heles pas. Dus, 10 ÷ 15 = 50 c) 20 ÷ 4 is dieselde as 20 x 14 = 5 (vermenigvuldig met die resiprook van 4) d) 20 ÷ 14 = 20 x 4 = 80 (vermenigvuldig met die resiprook van 14 ) Dit kan ook verduidelik word deur diagrammodelle vir breuke te gebruik. As ons nou vra, hoeveel keer pas 14 in 20? Ons weet dat 4 kwarte in 1 hele pas, daarom sal (4 x 20) kwarte in 20 heles pas. Dus, 20 ÷ 14 = 80 e) Sodra leerders genoeg van die bostaande voorbeelde gedoen het, kan hulle begin om breuke deur breuke te deel deur die tegniek van vermenigvuldiging met resiproke te gebruik. 3 4 ÷ 1 2 = 3 4 x 2 1 = 6 4 = 3 2 = 1 12 (vermenigvuldig deur die resiprook van 1/2) Vierkante, derde magte, vierkants- en derdemagswortels • Dit is belangrik om die reëls van bewerkings vir bereking van vierkante, derde magte, vierkants- en derdemagswortels van gewone breuke te ken. Voorbeelde: a) ( 34 )2 = 32 42 = 916 b) √16 25 = 25 √16 √ = 45 106 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, Bewerkings en Verwantskappe 1.4 Gewone Breuke Persentasies: • Hersien: - bepaal persentasies van heelgetalle; - bereken die persentasie van ’n deel van ’n geheel; - bereken persentasie-toename of -afname. • Bereken bedrae indien die gegewe persentasie toeneem of afneem. • Los probleme m.b.t. persentasies in konteks op. Ekwivalente vorms: • Hersien ekwivalente vorms tussen: - gewone breuke: (breuke waarvan een noemer ’n veelvoud van die ander is); - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Sodra leerders gemaklik is met al die bewerkings met breuke, is dit nie nodig om berekeninge te beperk tot positiewe breuke nie. Berekeninge met persentasies: • Leerders moet konteksvrye berekeninge doen en probleme in konteks oplos. • Wanneer leerders bewerkings met persentasies doen moet hulle die ekwivalente gewone breuk, wat 'n breuk met noemer 100 is gebruik. • Leerders moet vertroud raak met die ekwivalente breuk en desimale vorms van gewone persentasies soos: - 25% of 0,25; ( 1 4 ) - 50% of 0,5; ( 1 2 ) - 60% of 0,6. ( 3 5 ) • Om persentasie van 'n deel van 'n hele, of persentasie toename of afname te bereken, moet leerders die tegniek van vermenigvuldiging met 1 100 aanleer. Dit is nuttig vir leerders om die gebruik van 'n sakrekenaar, veral waar die breuke nie maklik vereenvoudig nie, aan te leer. • Wanneer 'n sakrekenaar gebruik word kan leerder ook die ekwivalente desimale breukvorm gebruik om die berekening te doen. Voorbeelde: a) Bereken 60% van R105 Bedrag = 60 100 x R105 = R63 b) Watter persentasie is is 40c van R3,20? Dus 40c van 320c Persentasie = 40 320 x 100 1 = 100 8 = 12,5% c) Bereken die persentasie toename as die prys van 'n buskaartjie vanaf R60 na R84 styg. Bedrag van styging = R24. Dus is die persentasie toename = 24 60 x 100 1 = 40% d) Bereken die persentasie afname as die prys van petrol vanaf 20c na 18c per liter daal. Bedrag van daling = 2 c. Dus die persentasie daling = 2 20 x 100 1 = 10% e) Bereken hoeveel 'n motor sal kos as die oorspronklike prys van R150 000 met 15% verminder word. Eers moet 15% van R150 000 bereken word en dan van die oorspronklike prys afgetrek word. 15 100 x R150 000 1 = R22 500 15% = R22 500 Dus is die nuwe prys van die motor = R150 000 – R22 500 = R127 500 KABV 107 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.5 Desimale Breuke Ordening en vergelyking van desimale breuke: • Hersien: - ordening, vergelyking en plekwaarde van desimale breuke tot minstens 3 desimale plekke; - afronding van desimale breuke tot minstens 2 desimale plekke. Berekeninge met desimale breuke: • Hersien: - optelling, aftrekking en vermenigvuldiging van desimale breuke van minstens 3 desimale plekke; - deling van desimale breuke met heelgetalle. • Uitbreiding van vermenigvuldiging tot vermenigvuldiging met desimale breuke wat nie beperk is tot een desimale plek nie. Hoe verskil Graad 8 van Graad 7? • Vermenigvuldiging van desimale breuke nie beperk tot een desimale plek nie. • Deling van desimale breuke deur desimale breuke. • Vierkante, derde magte, vierkants- en derdemagswortels van desimale breuke. In Graad 8 konsolideer leerders getalkennis en berekeningstegnieke vir desimale breuke wat in Graad 7 ontwikkel is. Ordening en vergelyking van desimale breuke: • Leerders gaan voort om te oefen om desimale breuke te tel, te orden en te vergelyk.Tel moet nie net beskou word as mondelinge tel nie. Leerders kan in desimale intervalle tel deur gebruik te maak van: - gestruktureerde, half- gestruktureerde of leë getallelyne - kettingdiagramme vir tel. • Leerders moet 'n verskeidenheid oefeninge kry soos: • Rangskik gegewe getalle van die grootste tot die kleinste of van kleinste tot grootste • Vul ontbrekende getalle in: - 'n volgorde - op 'n getalrooster - op 'n getallelyn - vul in <, = of > Voorbeeld: 0,4 * 0.04 * 0,004 • Teloefeninge in kettingdiagramme kan gekontroleer word met 'n sakrekenaar en leerders kan die verskille in antwoorde verduidelik. Berekeninge met desimale breuke: • Leerders moet konteksvrye berekeninge doen en probleme in konteks oplos. • Leerders moet hulle antwoorde skat voor berekening, veral met vermenigvuldiging en deling van desimale breuke. Hulle moet die redelikheid van antwoorde kan beoordeel na aanleiding van die aantal desimale plekke. Hulle moet in staat wees om hulle antwoorde te kontroleer. • Vermenigvuldiging met desimale breuke moet begin met bekende getalle wat leerders deur inspeksie kan bepaal sodat leerders 'n gevoel kan kry van hoe desimale plekke deur vermenigvuldiging beïnvloed word. Totale tyd vir Desimale Breuke: 6 ure 108 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.5 Desimale Breuke • Uitbreiding van deling van desimale breuke deur desimale breuke. • Bereken die kwadrate, derde mag, vierkantswortels en derdemagwortels van desimale breuke. Berekeningstegnieke: • Gebruik kennis van plekwaarde om die aantal desimale plekke in die resultaat te skat voordat berekeninge gedoen word. • Gebruik afronding en ’n sakrekenaar om die resultaat te toets waar van toepassing. Probleemoplossing: • Los probleme, wat desimale breuke behels, in konteks op. Ekwivalente vorms: • Hersien ekwivalente vorms tussen: - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Voorbeelde: a) 3 x 2 = 6 0,3 x 2 = 0,6 0,3 x 0,2 = 0,06 0,3 x 0,02 = 0,006 0,03 x 0,02 = 0,0006 ens. b) 15 x 3 = 45 1,5 x 3 = 4,5 0,15 x 3 = 0,45 0,15 x 0,3 = 0,045 0,015 x 0,3 = 0,0045 ens. • Om deur desimale breuke sonder 'n sakrekenaar te deel moet leerders die deler 'n heelgetal maak deur hul kennis van vermenigvuldig met 10 of veelvoude van 10 te gebruik. Deling met desimale breuke moet begin met bekende getalle wat leerders deur inspeksie kan bepaal sodat leerders 'n gevoel kan kry van hoe desimale plekke deur deling beïnvloed word. Voorbeelde: a) 54 ÷ 6 = 9 54 ÷ 0,6 = 540 ÷ 6 = 90 (vermenigvuldig albei getalle met 10 om die desimale breuk 'n heelgetal te maak) 54 ÷ 0,06 = 5 400 ÷ 6 = 900 (vermenigvuldig albei getalle met 100 om die desimale breuk 'n heelgetal te maak) 0,54 ÷ 0,06 = 54 ÷ 6 = 9 (vermenigvuldig albei getalle met 100 om die desimale breuk 'n heelgetal te maak) b) 125 ÷ 5 = 25 125 ÷ 0,5 = 1 250 ÷ 5 = 250 (vermenigvuldig albei getalle met 10 om die desimale breuk 'n heelgetal te maak) 125 ÷ 0,05 = 12 500 ÷ 5 = 2 500 (vermenigvuldig albei getalle met 100 om die desimale breuk 'n heelgetal te maak) 1,25 ÷ 0,05 = 125 ÷ 5 = 25 (vermenigvuldig albei getalle met 100 om die desimale breuk 'n heelgetal te maak ) KABV 109 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.5 Desimale Breuke • Vir groter en onbekende desimale breuke, moet leerders sakrekenaars gebruik om die bewerkings te doen, maar steeds die redelikheid van antwoorde kan beoordeel. • Net so moet leerders met bekende getalle waarvan die berekeninge deur inspeksie gedoen kan word, begin om vierkante, derde magte, vierkants- en derdemagswortels van desimale breuke te vind. Voorbeelde: a) 42 = 16 (0,4)2 = 0,4 x 0,4 = 0,16 (0,04)2 = 0,04 x 0,04 = 0,0016 b) (0,1)3 = 0,1 x 0,1 x 0,1 = 0,001 c) 0,04 √ = 0,2 • Sodra leerders gemaklik is met al die bewerkings met desimale breuke, is dit nie nodig om berekeninge te beperk tot positiewe desimale breuke nie. Meting 4.3 Die stelling van Pythagoras Ontwikkel en gebruik stelling van Pythagoras • Ondersoek die verhouding tussen die sye van ’n reghoekige driehoek om die stelling van Pythagoras te ontwikkel. • Bepaal of die driehoek ’n reghoekige driehoek is of nie indien die lengte van die drie sye van die driehoek bekend is. • Gebruik die stelling van Pythagoras om ’n ontbrekende lengte in ’n reghoekige driehoek te bereken; laat irrasionale antwoorde in wortelvorm. • Die stelling van Pythagoras is nuut in Graad 8. • Dit is belangrik dat leerders besef dat die stelling van Pythagoras slegs vir reghoekige driehoeke geldig is. Die stelling van Pythagoras is basies 'n formule om lengtes van onbekende sye in 'n reghoekige driehoek te bereken. • In die VOO band is die stelling van Pythagoras kritiek vir verdere studie van Meetkunde en Trigonometrie. Voorbeeld van probleemoplossing deur van die stelling van Pythagoras gebruik te maak: • In ∆ABC, is ∠ ˆ B = 90o, AC = 4 cm, BC = 2 cm. Bereken die lengte van AB sonder om 'n sakrekenaar te gebruik. Laat die antwoord in vereenvoudigde wortelvorm. Totale tyd vir die stelling van Pythagoras: 5 ure INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.5 Desimale Breuke • Uitbreiding van deling van desimale breuke deur desimale breuke. • Bereken die kwadrate, derde mag, vierkantswortels en derdemagwortels van desimale breuke. Berekeningstegnieke: • Gebruik kennis van plekwaarde om die aantal desimale plekke in die resultaat te skat voordat berekeninge gedoen word. • Gebruik afronding en ’n sakrekenaar om die resultaat te toets waar van toepassing. Probleemoplossing: • Los probleme, wat desimale breuke behels, in konteks op. Ekwivalente vorms: • Hersien ekwivalente vorms tussen: - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Voorbeelde: a) 3 x 2 = 6 0,3 x 2 = 0,6 0,3 x 0,2 = 0,06 0,3 x 0,02 = 0,006 0,03 x 0,02 = 0,0006 ens. b) 15 x 3 = 45 1,5 x 3 = 4,5 0,15 x 3 = 0,45 0,15 x 0,3 = 0,045 0,015 x 0,3 = 0,0045 ens. • Om deur desimale breuke sonder 'n sakrekenaar te deel moet leerders die deler 'n heelgetal maak deur hul kennis van vermenigvuldig met 10 of veelvoude van 10 te gebruik. Deling met desimale breuke moet begin met bekende getalle wat leerders deur inspeksie kan bepaal sodat leerders 'n gevoel kan kry van hoe desimale plekke deur deling beïnvloed word. Voorbeelde: a) 54 ÷ 6 = 9 54 ÷ 0,6 = 540 ÷ 6 = 90 (vermenigvuldig albei getalle met 10 om die desimale breuk 'n heelgetal te maak) 54 ÷ 0,06 = 5 400 ÷ 6 = 900 (vermenigvuldig albei getalle met 100 om die desimale breuk 'n heelgetal te maak) 0,54 ÷ 0,06 = 54 ÷ 6 = 9 (vermenigvuldig albei getalle met 100 om die desimale breuk 'n heelgetal te maak) b) 125 ÷ 5 = 25 125 ÷ 0,5 = 1 250 ÷ 5 = 250 (vermenigvuldig albei getalle met 10 om die desimale breuk 'n heelgetal te maak) 125 ÷ 0,05 = 12 500 ÷ 5 = 2 500 (vermenigvuldig albei getalle met 100 om die desimale breuk 'n heelgetal te maak) 1,25 ÷ 0,05 = 125 ÷ 5 = 25 (vermenigvuldig albei getalle met 100 om die desimale breuk 'n heelgetal te maak ) 110 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 4.1 Oppervlak en omtrek van 2-D vorms Area en Omtrek: • Gebruik gepaste formules om die omtrek en area van die volgende te meet: - vierkante; - reghoeke; - driehoeke - sirkels. • Bereken die area van veelhoeke tot minstens 2 desimale plekke deur dit af te breek in reghoeke en/of driehoeke. • Gebruik en beskryf die verwantskap tussen radius, deursnee en omtrek van ’n sirkel in berekeninge. • Gebruik en beskryf die verwantskap tussen radius en area van ’n sirkel in berekeninge. Berekeninge en Probleemoplossing: • Los probleme op, met of sonder ’n sakrekenaar, wat die omtrek en area van veelhoeke en sirkels behels. • Bereken tot minstens 2 desimale plekke. • Gebruik en beskryf die betekenis van die irrasionale getal Pi (π) in berekeninge wat sirkels behels. • Gebruik en herlei tussen geskikte S.I.-eenhede, insluitend: mm2 ↔ cm2 ↔ m2 ↔km2 Hoe verskil Graad 8 van Graad 7? • Oppervlak van veelhoeke deur dekomposisie/opbreek • Oppervlak en omtrek van 'n sirkel • Formules wat leerders moet ken en kan gebruik: - Omtrek van 'n vierkant = 4s - Omtrek van 'n reghoek = 2(l + b) of 2l + 2b - Oppervlak van 'n vierkant = l 2 - Oppervlak van 'n reghoek = l x b - Oppervlak van 'n driehoek = 1 2(b x h) - Middellyn van 'n sirkel: d = 2r - Omtrek van 'n sirkel: c = πd of 2πr - Oppervlak van 'n sirkel: A = πr2 Oplos van vergelykings deur die gebruik van formules • Die gebruik van formules voorsien 'n konteks om die oplos van vergelykings deur inspeksie of deur die gebruik van optelling en vermenigvuldigingsinverses, te oefen. Voorbeeld: 1) Indien die omtrek van 'n vierkant 32 cm is, wat is die lengte van elke sy? Leerders behoort dit te skryf as: 4s = 32 en oplos deur inspeksie deur te vra, hoeveel vermenigvuldig met 4 is 32? OF deur te sê s = 32 4 ? 2) Indien die oppervlak van 'n reghoek 200 cm2 is en die lengte is 50 cm wat is die breedte? Leerders behoort dit te skryf as: 50 x b = 200 en oplos deur inspeksie deur te vra, 50 vermenigvuldig met wat is 200? OF deur te sê b = 200 50 ? Vir oppervlak van driehoeke: • Maak seker dat leerders weet dat die hoogte van 'n driehoek, die loodregte afstand vanaf enige hoekpunt na die teenoorstaande sy is. Totale tyd vir Oppervlak en Omtrek: 5 ure KABV 111 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 4.1 Oppervlak en omtrek van 2-D vorms Voorbeeld: aD is die hoogte op basis BC van ∆ABC. A D B C A D B C • Beklemtoon dat enige driehoek drie basisse met ooreenstemmende hoogtes het. • Vir omskakeling: - indien 1 cm = 10 mm dan is 1 cm2 = 100 mm2 - indien 1 m = 100 cm dan is 1 m2 = 10 000 cm2 Sirkels: • Maak seker dat die leerders die middelpunt, radius, middellyn en omtrek van die sirkel kan identifiseer. • Spandeer tyd om ondersoek in te stel na die verhouding tussen die radius, omtrek en die middellyn, sodat leerders 'n gevoel kan ontwikkel van waar die irrasionale getal Pi (π) afgelei is. • Ontwikkel 'n begrip van deur seker te maak dat die leerders verstaan dat: - die waarde van die omtrek gedeel deur die middellyn van enige sirkel deur π verteenwoordig word. - π is 'n irrasionale getal en word gegee as 3,141 592 654 korrek tot 9 desimale plekke op die sakrekenaar - 22 7 of 3,14 wat die benaderde getalwaarde in alledaagse gebruik van π is. 112 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 4.2 Oppervlak en volume van 3-D voorwerpe Oppervlakte en volume: • Gebruik geskikte formules om die oppervlak, volume en kapasiteit van die volgende te meet: - kubusse; - reghoekige prismas; - driehoekige prismas. • Beskryf die onderlinge verwantskap tussen oppervlakarea en volume van die bogenoemde figure. Berekeninge en probleemoplossing: • Los probleme op, met of sonder ’n sakrekenaar, wat oppervlakarea, volume en kapasiteit behels. • Gebruik van en herleiding tussen geskikte S.I.-eenhede, insluitend: - mm2 ↔ cm2 ↔ m2 ↔ km2 - mm3 ↔ cm3 ↔ m3 - ml (cm3) ↔ l ↔ kl Hoe verskil Graad 8 van Graad 7? • Oppervlak en volume van driehoekige prismas • Formules wat leerders moet ken en kan gebruik: - die volume van 'n prisma = die oppervlak van die basis x die hoogte - die buiteoppervlak van 'n prisma = die som van die oppervlaktes van al die kante - die volume van 'n kubus = l3 - die volume van 'n reghoekige prisma = l x b x h - die volume van 'n driehoekige prisma = (1 2b x h) x hoogte van die prisma • Vir omskakeling: - indien 1 cm = 10 mm dan is 1 cm3 = 1 000 mm3 en - indien 1 m = 100 cm dan is 1 m3 = 1 000 000 cm3 of 106 cm3. - 'n voorwerp met 'n volume van 1 cm3 sal presies 1 ml water verplaas;en - 'n voorwerp met 'n volume van 1 m3 sal presies 1 kl water verplaas. • Beklemtoon dat die aantal spasie binne in 'n prisma die kapasiteit is en die aantal spasie wat 'n prisma opneem die volume is. • Ondersoek nette/ ontvouings van kubusse en reghoekige prismas om sodoende formules vir die berekening van hul buiteoppervlaktes te kan aflei. Voorbeeld van probleemoplossing wat oppervlakte en volume behels: • Bereken die volume en die buiteoppervlak van die prisma as AB = 8 cm, BC = 6 cm en CF = 16 cm. A C F E B Totale tyd vir Oppervlak en volume: 5 ure KABV 113 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Datahantering 5.1 Versameling, organisering en opsomming van data Versamel data: • Stel vrae wat verband hou met sosiale-, ekonomiese- en omgewingskwessies. • Kies geskikte bronne vir die versameling van data (insluitend maats, gesin en familie, koerante, boeke, tydskrifte) • Onderskei tussen steekproewe en bevolkings en stel gepaste steekproewe voor om te ondersoek. • Ontwerp en gebruik eenvoudige vraelyste om vrae te beantwoord met antwoorde op veelvuldige keusevrae. Organisasie en opsomming van data: • Organiseer (en groepeer waar gepas) en teken data aan deur die volgende te gebruik: - tellings; - tabelle; - stam-en blaarvoorstellings. • Groepeer data in intervalle. • Maak opsommings van data deur bepalers van sentrale neigings te bereken, insluitend: - gemiddeld; - mediaan; - modus. • Maak opsommings van data en bepaal die mate van verspreiding, insluitend: - omvang; - ekstreme. Hoe verskil Graad 8 van Graad 7? Die volgende is nuut in Graad 8 • Uitskieters • Gebrokelyngrafieke • Verspreiding van data • Foute en vooroordeel in data Stelle data en kontekste Leerders moet blootgestel word aan 'n verskeidenheid kontekste wat oor sosiale en omgewingskwessies handel. Die leerders moet met gegewe stelle data wat op 'n verskeidenheid maniere, insluitend groot getalreekse, persentasies en desimale breuke voorgestel word, te kan werk. Leerders moet dan oefen om data te kan organiseer, opsom, ontleed en interpreer. Hulle moet dan ’n verslag oor die data skryf. Voltooi 'n data-siklus Leerders moet ten minste een data-siklus vir die jaar voltooi. Begin deur hul eie vrae te stel, die kies van die bronne en metodes vir die versameling, optekening, organisering, voorstelling, analisering, opsomming, interpretasie en die verslagdoening van die data. Daag leerders uit om na te dink oor watter soort vrae en data om te versamel. Die data moet dan deur 'n histogram, 'n sirkelgrafiek, 'n staafgrafiek, of op 'n lyngrafiek voorgestel word. Totale tyd vir versameling en organisasie van data: 4 ure 114 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.2 Voorstelling van data Voorstelling van data: • Teken ’n verskeidenheid grafieke met die hand of met behulp van tegnologie om data voor te stel en te interpreteer, insluitend: - staafgrafieke en dubbele staafgrafieke; - histogramme met gegewe en eie intervalle; - sirkeldiagramme; - gebrokelyngrafieke. Voorstelling van data • Teken van sirkelsektordiagramme om data voor te stel is nie nodig om akkuraat met 'n passer en gradeboog, ens. geteken te word nie. Leerders kan 'n ronde voorwerp gebruik om 'n sirkel te trek, dan die sirkel in halwes, kwarte en agstes verdeel as dit nodig is. Dit kan dan as 'n gids gebruik word om die verhouding van die sirkel wat getoon moet word om die data voor te stel, te skat. Wat belangrik is, is dat die waardes of persentasies wat verband hou met die data op die sirkelsektorgrafiek in verhouding getoon word. • Teken, lees en interpretasie van sirkelsektordiagramme is 'n nuttige konteks om weer ekwivalensie tussen breuke en persentasies te hersien, bv. 25% van die data word deur 1 4 sektor van die sirkel verteenwoordig. • Dit is ook 'n konteks waarin leerders persentasies van heelgetalle kan vind, bv. indien 25% van 300 leerders van rugby hou, hoeveel (werklike aantal) leerders hou van rugby? • Histogramme word gebruik om gegroepeerde data in intervalle op die horisontale as van die grafiek voor te stel. Die verskille tussen histogramme en kolomgrafieke moet uitgewys word, in die besonder kolomgrafieke wat diskrete data (bv. gunsteling sport) in vergelyking met histogramme wat kategorieë in opeenvolgende, nie-oorvleuelende tussenposes aandui, (bv. toetstellings van 100 wat in intervalle van 10 aangedui word). Die kolomme in 'n kolomgrafiek raak mekaar nie, terwyl hulle in 'n histogram raak omdat hulle agtereenvolgende tussenposes toon. • Gebrokelyngrafieke verwys na grafieke van datapunte wat deur 'n lyn verbind word. Dit is nie dieselfde as 'n reguitlyngrafieke wat getrek word deur van die vergelyking van die lyn gebruik te maak nie. • Gebrokelyngrafieke word gebruik om voorstelling van data wat voortdurend verander oor 'n tydperk, bv. gemiddelde daaglikse temperatuur vir 'n maand aan te dui. Elke dag se temperatuur word deur 'n punt op die grafiek verteenwoordig en wanneer die hele maand se punte gestip is, word die punte met lyne verbind om 'n gebrokelyngrafiek aan te dui. • Gebrokelyngrafieke is nuttig om tendense en patrone in die data te lees. Dit word gebruik om voorspelings te maak, bv. sal die temperature styg of daal in die volgende maand? Totale tyd vir voorstelling van data: 3 ure KABV 115 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.3 Analiseer, interpreteer en verslag￾doening van data Interpretasie van data: • Kritiese lees en interpretasie van data wat voorgestel word in: - woorde; - staafgrafieke; - dubbele staafgrafieke; - sirkeldiagramme; - histogramme; - gebrokelyngrafieke. Analise van data: • Kritiese analise van data deur vrae te beantwoord met betrekking tot: - kategorieë binne die data, insluitend data-intervalle; - databronne en kontekste; - algemene neigings (gemiddeld, modus, mediaan); - die skaal wat in grafieke gebruik word; - steekproewe en bevolkings; - verspreiding van data; - foute en vooroordeel in die data. Verslagdoening van data: • Maak opsommings van data in kort paragrawe, insluitend: - kom tot gevolgtrekkings t.o.v. die data; - maak voorspellings wat op die data gegrond is; - identifiseer bronne van foute en vooroordele in die data; - keuse van gepaste opsommingstatisitiek vir die data (gemiddeld, mediaan, modus, omvang); - die rol van uitskieters in die data. Die ontwikkeling van kritiese analisering • Leerders moet dieselfde data wat op verskillende maniere voorgestel word vergelyk, bv. in 'n sirkelsektorgrafiek, 'n staafgrafiek of 'n tabel en dan watter inligting word vertoon en wat is verborge, bespreek. Hulle moet kan oordeel watter vorm van voorstelling die beste vir die gegewe data werk. • Leerders moet grafieke wat oor dieselfde onderwerp handel, maar die data is deur verskillende groepe mense versamel op verskillende tye, in verskillende plekke of op verskillende maniere, vergelyk. Hier moet die leerders die verskille tussen die data, met 'n bewustheid van vooroordeel oor die interpretasie van die data wat veroorsaak word deur data-bronne en metodes van data-insameling bespreek. • Leerders moet die verskillende maniere van die opsomming van dieselfde datastelle vergelyk, 'n bewustheid van hoe data verslagdoening gemanipuleer kan word ontwikkel en watter opsommingstatistiek die beste die data sal verteenwoordig kan evalueer. • Leerders moet grafieke van dieselfde data, waar die skale van grafieke anders is, vergelyk. Hier moet die leerders die verskille, met 'n bewustheid van hoe die voorstelling van data gemanipuleer kan word, bespreek. Hulle moet kan oordeel watter vorm van verteenwoordiging die beste werk vir die gegewe data. • Leerders moet data wat oor dieselfde onderwerp handel, maar waar een stel uitskieters het, vergelyk. Hier moet die leerders die verskille, met 'n bewustheid van die effek wat die uitskieters op die interpretsie van die data het, in besonder hoe die uitskieters die omvang affekteer, bespreek. • Leerders moet aangemoedig word om verslae in kort paragrawe oor die data te skryf. Totale tyd vir analise, interpretasie en opsomming van data: 3,5 ure 116 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • berekening en probleemoplossing: met gewone breuke en desimale breuke • die stelling van Pythagoras • oppervlak en omtrek van 2-D vorms • oppervlak en volume van 3-D voorwerpe Totale tyd vir hersiening/ assessering vir die kwartaal: 6,5 ure KABV 117 WISKUNDE GRAAD 7-9 GRAAD 8 – KWARTAAL 4 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, funksies en algebra 2.2 Funksies en verwant￾skappe inset- en uitsetwaardes: • Bepaal inset-, uitsetwaardes of reëls vir patrone en verwantskappe deur die gebruik van: - vloeidiagramme; - tabelle; - formules; - vergelykings. Ekwivalente vorms: • Bepaal, interpreteer en ontleed ekwivalensie van verskillende beskrywings van dieselfde verhouding of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in tabelle; - deur formules - deur vergelykings Funksies en verwantskappe was ook in kwartaal 1 gedoen. In hierdie kwartaal is die fokus op die gebruik van formules om uitsetwaardes vir gegewe insetwaardes te vind. Dit fokus ook daarop om ekwivalente vorms vanaf beskrywings van dieselfde verwantskappe te vind. Sien verdere notas en voorbeelde in kwartaal 1. Voorbeeld: Gebruik die formule vir die oppervlak van 'n reghoek: A = l x b om die volgende te bereken: a) Die oppervlak as die lengte 4,5 cm en die breedte 2,5 cm is. b) Die lengte as die oppervlak 240 cm2 en die breedte 4 cm is. c) Die breedte as die oppervlak 14 cm2 en die lengte 3,5 cm is Leerders kan hierdie as getallesinne skryf en deur inspeksie oplos. Tyd vir Funksies en Verwants￾kappe vir die kwartaal: 6 ure 118 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.3 Algebraïese uitdrukkings Vergelykings • Hersien die volgende wat in Graad 7 gedoen is: - stel verskillende voorstellings op wat die probleem beskryf; - analiseer en interpreteer vergelykings wat ’n gegewe situasie beskryf; - los vergelykings op deur inspeksie; - bepaal die numeriese waarde van ’n uitdrukking deur substitusie; - Identifiseer veranderlikes en konstantes in gegewe formules of vergelykings. • Brei die oplossing van vergelykings uit om die volgende in te sluit: - gebruik die omgekeerde bewerkings van optelling en vermenigvuldiging; - gebruik die eksponentwette. • Gebruik substitusie in vergelykings om tabelle van geordende getallepare te genereer. Algebraïese vergelykings was ook in kwartale 1 en 2 gedoen. In hierdie kwartaal is die fokus op die gebruik van substitusie in vergelykings om tabelle van geordende getallepare te genereer. Sien verdere notas en voorbeelde in kwartale 1 en 2. Voorbeelde van die generering van geordende getallepare: a) Voltooi die onderstaande tabel vir x en y waardes vir die vergelyking: y = –3x + 2 x –3 –1 0 y –4 –10 b) Voltooi die onderstaande tabel vir x en y waardes vir die vergelyking: y = x2 – 2 x –3 –2 0 y –2 2 Tyd vir Algebraïese vergelykings in hierdie kwartaal: 3 ure KABV 119 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.5 Grafieke Interpretasie van grafieke: • Hersien die volgende wat in Graad 7 gedoen is: - Analiseer en interpreteer globale grafieke of situasies waarin die probleme voorkom met spesiale fokus op die volgende neigings en eienskappe: Œ lineêr of nie-lineêr Œ konstante, vermeerdering of vermindering. • Brei die fokus van die eienskappe van grafieke uit om die volgende in te sluit: - maksimum of minimum; - diskreet of aaneenlopend. Teken van grafieke: • Teken globale grafieke deur gegewe beskrywings van ’n probleemsituasie te gebruik en identifiseer dit volgens die bogenoemde eienskappe. • Gebruik tabelle of geordende pare om posisie/ligging aan te dui en teken grafieke in die Kartesiese vlak. Hoe verskil Graad 8 van Graad 7? • Nuwe eienskappe van globale grafieke: maksimum, minimum, diskreet en aaneenlopend • Afsteek van punte om grafieke te teken Voorbeelde van kontekste vir globale (alledaagse) grafieke: • die verwantskap tussen tyd en afstand afgelê. • die verwantskap tussen temperatuur en die tyd waaroor dit gemeet word. • die verwantskap tussen reënval en die tyd waaroor dit gemeet word, ens. Voorbeelde van die tekening van grafieke deur punte af te steek: a) Voltooi die onderstaande tabel van geordende getallepare vir die vergelyking: y = x + 3 x –4 –3 –2 –1 0 1 2 3 4 y Steek nou bostaande getallepare in die Kartesiese vlak af. Verbind die punte om 'n grafiek te vorm. b) Voltooi die onderstaande tabel van geordende getallepare vir die vergelyking: y = x2 + 3 x –4 –3 –2 –1 0 1 2 3 4 y Steek nou bostaande getallepare in die Kartesiese vlak af. Verbind die punte om 'n grafiek te vorm. Totale tyd vir grafieke: 9 ure 120 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.4 Transforma- sie Meet- kunde Transformasies: • Herken, beskryf en gebruik transformasies met punte op koördinaatstelsels en fokus op: - refleksie van ’n punt in die X-as of Y-as; - beweeg ’n punt in en oor kwadrante. • Herken, beskryf en gebruik transformasies met driehoeke op ’n koördinaatstelsel en fokus op die koördinate van die hoeke wanneer: - ’n driehoek in die X-as of Y-as gereflekteer word; - ’n driehoek in en oor kwadrante beweeg word; - ’n driehoek om die oorsprong roteer. Vergrotings en verkleinings: • Gebruik proporsies om die effek van die vergroting of verkleining te beskryf op die area en omtrek van meetkundige figure. Hoe verskil Graad 8 van Graad 7? • Transformasies word op 'n koördinaatvlak gedoen. • Koördinate van punte en hoekpunte. Koördinaatvlak • Die doen van transformasies op die koördinaatvlak bied 'n geleentheid om afsteek van punte met geordende pare te oefen, en met die tekening van algebraïese grafieke te verbind. • Leerders moet leer hoe om punte op die koördinaat vlak af te steek en die koördinate van die punte van die X-as en Y-as af te lees. Dit word ook gedoen met algebraïese grafieke. • Leerders moet die konvensie vir die skryf van geordende pare (x; y) leer ken. • Wys op die verskille tussen die asse in die vier kwadrante. Fokus van transformasies: • Die doen van transformasies op die koördinaatvlak fokus die aandag op die koördinate van die punte en hoekpunte van vorms. • Leerders moet die feit dat translasies, refleksies en rotasies slegs die posisie van die figuur, en nie sy vorm of grootte verander nie, te kan raaksien. • Leerders moet die feit dat die bogenoemde transformasies kongruente figure teweegbring besef. • Leerders hoef nie op hierdie stadium die algemene reëls vir die transformasies te leer nie, maar moet die manier waarop die koördinate van punte verander wanneer verskillende transformasies op lyne en vorms toegepas word, verken. • Leerders moet die feit dat vergrotings en verkleinings die grootte van die figure verander deur die lengte van die sye te vergroot of te verklein kan raaksien. • Gelykvormige eerder as kongruente figure word veroorsaak deur die groottes van hoeke dieselfde te hou. • Leerders moet ook die vergroting of verkleiningsfaktor kan bereken. Voorbeelde van transformasie probleme • Steek punte A(4;3) en A1, sy beeld na 'n refleksie in: a) die x-as b) die y-as, af • Skryf die koördinate van T1 as T(–2;3) 4 eenhede afwaarts transleer word, neer. • Die omtrek van vierkant abcd = 48cm a) Skryf die omtrek van die vierkant nadat elke sy verdubbel word, neer. b) Sal die oppervlak van die vergrote vierkant dubbel of vierkeer so groot wees as die oppervlak van die oorspronklike vierkant? Totale tyd vir Transforma￾sies: 6 ure KABV 121 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 3.2 Meetkunde van 3-D voorwerpe Klassifikasie van 3-D voorwerpe: • Beskryf, benoem en vergelyk die 5 platoniese driedimensionele voorwerpe in terme van die vorm en aantal vlakke, aantal hoekpunte en die aantal rante. Bou van 3-D modelle: • Hersien die gebruik van nette om modelle van meetkundige driedimensionele voorwerpe te skep, insluitend: - kubusse; - prismas; - piramides. Hoe verskil Graad 8 van Graad 7? • Benoem en vergelyk platoniese driedimensionele voorwerpe • Nette van piramides Platoniese driedimensionele voorwerpe • Platoniese driedimensionele voorwerpe is 'n spesiale groep veelvlakkige voorwerpe wat vlakke het wat kongruente reëlmatige veelhoeke is. • Daar is slegs vyf platoniese driedimensionele voorwerpe: - Tetraëder (viervlak) - Hexaëder (kubus/ sesvlak) - Oktaëder (agtvlak) - Dodecaëder (twaalfvlak) - Icosaëder (twintigvlak) • Die naam van elke platoniese voorwerp is afgelei van die aantal vlakke. • Platoniese driedimensionele voorwerpe gee 'n interessante konteks waarin die verwantskap tussen die aantal vlakke, hoekpunte en rante ondersoek kan word. Deur hierdie eienskappe vir al die platoniese driedimensionele voorwerpe te lys, kan leerders die patroon wat na vore kom ondersoek, om die algemene reël: V - E + F = 2, te bepaal. V = aantal hoekpunte, E = aantal rante, F = aantal vlakke. Die gebruik en bou van nette: • Die gebruik en bou van nette is nuttige kontekste om eienskappe van veelvlakkige voorwerpe te ondersoek of te konsolideer. • Leerders moet die nette van verskillende driedimensionele voorwerpe kan herken. • Leerders moet sketse van die nette met behulp van hul kennis van die vorm en die aantal vlakke van die driedimensionele voorwerpe, te kan maak voordat hulle dit teken en die nette uitsny om modelle te bou. • Aangesien leerders meer kennis van die grootte van hoeke in gelyksydige driehoeke het en ook hoeke kan meet, behoort hulle konstruksie van nette meer akkuraat te wees. • Leerders moet die relatiewe posisie van die vlakke van die nette uitwerk, ten einde die 3-D voorwerp te bou. Totale tyd vir meetkunde van 3-D voorwerpe: 7 ure 122 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Datahantering 5.4 Waarskynlik￾heid Waarskynlikheid: • Beskou ’n eenvoudige situasie (met ewe waarskynlike uitkomste) wat deur die gebruik van waarskynlikheid beskryf kan word en: - stel ’n lys van die moontlike uitkomste op; - bepaal die waarskynlikheid vir elke moontlike uitkoms deur die definisie van waarskynlikheid te gebruik; - voorspel, met redes, die relatiewe frekwensie van die moontlike uitkomste vir ’n reeks toetse gegrond op waarskynlikheid; - vergelyk relatiewe frekwensie met waarskynlikheid en verduidelik moontlike verskille. Waarskynlikheid eksperimente In die Intermediêre fase en Graad 7 het leerders waarskynlikheid eksperimente met munte, dobbelsteentjies en tellers gedoen. In graad 8 is die doen van eksperimente minder belangrik. Leerders moet die waarskynlikheid van denkbeeldige gebeurtenisse oorweeg soos bv. wit as 'n suksesvolle uitkoms op 'n roulettetafel, of die waarskynlikheid om 'n Coca Cola in 'n winkel te kry as jy weet wat die aantal koeldrankvooraad en die aantal blikkies Coca Cola is. Vergelyk die relatiewe frekwensie en waarskynlikheid • Die relatiewe frekwensie is die waargenome aantal van die suksesvolle uitkomste vir 'n beperkte steekproef van toetse. • Voorbeeld: As jy 'n muntstuk 50 keer gooi en 27 keer kruis kry en 23 keer munt kry, definieer 'n kruis as 'n suksesvolle uitkoms. Die relatiewe frekwensie van die kruise is: 27 50 = 54% • Die Waarskynlikheid van 'n kruis is 50% (een van die twee waarskynlike uitkomste). Die verskil tussen die relatiewe frekwensie van 54% en die waarskynlikheid van 50% is te danke aan die klein steekproefgrootte. • Hoe meer toetse gedoen word; hoe nader sal die relatiewe frekwensie neig na die waarskynlikheid. Dit kan vergelyk word in die klas deur die resultate van die proewe wat in groepe of pare gedoen word, te kombineer. Totale tyd vir waarskyn￾likheid: 4,5 ure HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • funksies en verwantskappe • algebraiëse vergelykings • grafieke • transformasie meetkunde • meetkunde van 3-D voorwerpe • waarskynlikheid Totale tyd vir hersiening/ assessering vir die kwartaal: 9, 5 ure KABV 123 WISKUNDE GRAAD 7-9 TydSTOEWYSING per KWARTAAL: Graad 9 KWARTAAL 1 KWARTAAL 2 KWARTAAL 3 KWARTAAL 4 Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Onderwerp Tyd Heelgetalle 4,5 ure Konstruksies van meetkundige vorms 9 ure Funksies en verwantskappe 5 ure Transformasie meetkunde 9 ure Heelgetalle 4,5 ure Meetkunde van 2-D vorms 9 ure Algebraïese uitdrukkings 9 ure Meetkunde van 3-D voorwerpe 9 ure Gewone Breuke 4,5 ure Meetkunde van reguit lyne 9 ure Algebraïese vergelykings 9 ure Versameling, organisering en opsomming van data 4 ure Desimale Breuke 4,5 ure Stelling van Pythagoras 5 ure Grafieke 12 ure Voorstelling van data 3 ure Eksponente 5 ure Oppervlak en omtrek van 2-D vorms 5 ure Buite-oppervlak en volume van 3-D voorwerpe 5 ure Analise, interpretasie, verslagdoening van data 3,5 ure Numeriese en meetkundige patrone 4,5 ure Waarskynlikheid 4,5 ure Funksies en verwantskappe 4 ure Algebraïese uitdrukkings 4,5 ure Algebraïese vergelykings 4 ure Hersiening/ Assessering 5 ure Hersiening/ Assessering 8 ure Hersiening/ Assessering 5 ure Hersiening/ Assessering 12 ure TOTAAL: 45 ure TOTAAL: 45 ure TOTAAL: 45 ure TOTAAL: 45 ure 124 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 3.3.3 Verheldering van inhoud vir Graad 9 GRAAD 9 – K WARTAAL 1 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, bewerkings en verwantskappe 1.1 Heelgetalle Eienskappe van getalle: • Beskryf die reële getallesisteem deur eienskappe te herken, omskryf en identifiseer van: - natuurlike getalle; - heelgetalle; - rasionale getalle; - irrasionale getalle. Berekeninge met heelgetalle: • Hersien: - berekeninge, deur al vier bewerkings te gebruik, met heelgetalle te doen - skat en gebruik sakrekenaars waar gepas. Berekeningstegnieke: • Gebruik 'n verskeidenheid tegnieke om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend: - skatting; - optel, aftrek en vermenigvuldiging in kolomme; - langdeling; - afronding en kompensering; - gebruik van 'n sakrekenaar. Veelvoude en faktore: • Gebruik priemgetalfaktorisering om die KGV en GGD te bepaal. Hoe verskil graad 9 van graad 8? In graad 9 moet leerders getalbegrip en berekeningstegnieke vir heelgetalle wat in graad 8 ontwikkel is, konsolideer. • In Graad 9 moet die fokus op die ontwikkeling van 'n begrip van verskillende getallestelsels en die eienskappe van bewerkings wat van toepassing is vir verskillende getallestelsels wees. • Die kontekste vir probleemoplossing moet baie meer kompleks en verskillend wees. Dit moet heelgetalle en rasionale getalle insluit. Finansiële kontekste is in hierdie verband veral ryk. • Leerders moet 'n duidelike aanduiding van wanneer die gebruik van sakrekenaars toelaatbaar is of nie gegee word. Sakrekenaars moet gereeld gebruik word vir berekeninge met groot getalle en waar kennis van die getalfeite of begrippe nie uitdruklik beoordeel word nie. Waak egter daarteen dat leerders van sakrekenaars vir alle berekeninge afhanklik raak. Die sakrekenaars bly 'n nuttige instrument vir die kontrolering van oplossings. • Bevoegdheid in die bepaling van veelvoude en faktore en priemfaktorisering van heelgetalle, bly belangrik vir die ontwikkeling van vaardigheid om algebraïese uitdrukkings te faktoriseer en algebraïese vergelykings op te los. Eienskappe van getalle • Leerders moet kan herken dat natuurlike getalle 'n versameling heelgetalle is deur tussen die eienskappe van verskeie getallestelsels te onderskei. Heelgetalle is op hul beurt weer 'n versameling van rasionale getalle. Al hierdie getalle is deel van die reëlegetalle. • Soms word 0 by die versameling natuurlike getalle ingesluit. • Leerders moet die volgende kenmerkende eienskappe van die getallestelsels herken: - heelgetalle brei die natuurlike en heelgetalle stelsel deur die insluiting van bewerkings a – b, waar a < b uit. - Rasionale getalle brei die heelgetalle deur die insluiting van bewerkings a b waar a < b uit. - Rasionale getalle word as getalle gedefinieër wat in die vorm a b geskryf kan word waar a en b heelgetalle is en b ≠ 0. - Aangesien heelgetalle 'n versameling van rasionale getalle is, kan elke heelgetal as 'n rasionale getal a b uitgedruk word. Totale tyd vir heelgetalle: 4, 5 ure KABV 125 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, bewerkings en verwantskappe 1.1 Heelgetalle Probleemoplossing: • Oplossing van probleme in konteks, insluitend: - verhouding en koers; en - direkte en indirekte eweredigheid - Irrasionale getalle is getalle wat nie as rasionale getalle in die vorm ab uitgedruk kan word nie. - Pi (π) is 'n irrasionale getal, alhoewel ons 22 7 of 3,14 as rasionale getal in die benadering van π in berekeninge gebruik. Verhouding- en koersprobleme • Dit moet probleme oor afstand, spoed en tyd insluit. Leerders moet met die volgende formules vir berekeninge vertroud wees. a) spoed = afstand tyd b) afstand = spoed x tyd c) tyd = afstand spoed • Spoed word normaalweg as konstante of gemiddelde spoed gegee. • Maak seker dat leerders die eenhede vir tyd en afstand herken en in staat is om korrek tussen die twee te kan omskakel. Voorbeelde: a) 'n Motor wat teen 'n konstante spoed beweeg lê 60 km in 18 minute af. Hoe ver sal die motor in 1uur 12 minute beweeg as die motor teen dieselfde konstante spoed beweeg ? b) 'n Motor wat teen 'n gemiddelde spoed van 100 km/h beweeg, lê 'n sekere afstand in 3 uur 20 minute af. Teen watter konstante spoed moet die motor beweeg om dieselfde afstand in 2 uur 40 minute af te lê? Direkte en Indirekte eweredigheid Leerders moet vertroud wees met die volgende verwantskappe: • x is direk eweredig aan y as xy konstant is • x en y is direk eweredig as, soos die waarde van x toeneem of afneem dan neem die waarde van y in dieselfde verhouding toe of af. • Die direkte eweredige verwantskap word deur 'n reguitlyngrafiek voorgestel. • x is indirek of omgekeerd eweredig aan y as x x y konstant is. Met ander woorde, y = cx • x en y is indirek eweredig as, soos die waarde van x toeneem of afneem dan neem die waarde van y in dieselfde verhouding af of toe. • Die indirekte eweredige verwantskap word deur 'n nie-linieêre kurwe voorgestel. 126 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Getalle, bewerkings en verwantskappe 1.1 Heelgetalle • Oplossing van probleme wat heelgetalle, persentasies en desimale breuke in finansiële kontekste behels soos: - wins, verlies, afslag en BTW; - begrotings; - rekeninge en lenings; - enkelvoudige rente; - wisselkoerse en kommissie; - huur; - saamgestelde rente. Finansiële kontekste • Sodra leerders genoeg berekeninge deur herhaalde berekening oor enkelvoudige en saamgestelde rente gedoen het, kan hulle gegewe formules vir hierdie berekeninge gebruik. Voorbeelde: a) Bereken die enkelvoudige rente op R600 teen 7% p.j. vir 3 jaar. Gebruik die formule SI = P.n.r 100 of si = p.n.i vir i = r 100 . b) R800 wat teen r% per jaar enkelvoudige rente vir 3 jaar belê word, lewer R168. Bereken die waarde van r. c) Hoe lank sal dit R3 000, wat belê word teen 6% per jaar enkelvoudige rente, neem om tot R4 260 te groei? d) Temoso leen R500 by die bank vir 3 jaar teen 8% p.j. saamgestelde rente. Bereken (sonder om 'n formule te gebruik) hoeveel Temoso aan die einde van die drie jaar die bank skuld. e) Gebruik die formule A = P(1 + r 100 )n om die saamgestelde rente op 'n lening van R3 450 teen 6,5% per jaar vir 5 jaar te bereken. 1.3 Heelgetalle Berekeninge met heelgetalle: • Hersien: - Doen berekeninge met al vier bewerkings met heelgetalle. - Doen berekeninge wat al vier bewerkings met heelgetalle in eksponensiële vorm, insluitend kwadrate, derde magte asook vierkants- en derdemagswortels van hierdie getalle behels. Eienskappe van heelgetalle: • Hersien: - herken en gebruik die kommutatiewe, assosiatiewe en distributiewe eienskappe van heelgetalle, - optelling- en vermenigvuldiging￾inverses vir heelgetalle. Probleemoplossing: • Los probleme in konteks op wat veelvoudige bewerkings met heelgetalle behels. Hoe verskil graad 9 van graad 8? In graad 9 moet leerders getalbegrip en berekeningstegnieke vir heelgetalle wat in graad 8 ontwikkel is, konsolideer. In Graad 9 werk leerders meestal met heelgetalle as koëffisiënte in algebraïese uitdrukkings en vergelykings. Dit word verwag dat hulle bedrewe in al vier bewerkings met heelgetalle sal wees en dat waar nodig, hulle die eienskappe van heelgetalle gepas kan gebruik. Totale tyd vir Heelgetalle: 4,5 ure KABV 127 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.4 Gewone breuke Berekeninge met breuke: • Al vier bewerkings met gewone breuke en gemengde getalle. • Al vier bewerkings met getalle wat kwadrate, derde mag, vierkantswortels en derdemagwortels van gewone breuke behels. Berekeningstegnieke: - Omskakeling van gemengde getalle na gewone breuke om berekeninge daarmee te doen. - Gebruik kennis van veelvoude en faktore om breuke in hul eenvoudigste vorm te skryf voor of na berekeninge. - Gebruik kennis van ekwivalente breuke om gewone breuke op te tel en af te trek. - Gebruik kennis van inverse verwantskappe om deling met gewone breuke te doen. Probleemoplossing: Los probleme in konteks op wat gewone breuke en gemengde getalle en persentasies behels. Ekwivalente vorms: • Hersien ekwivalente vorms tussen: - gewone breuke: (breuke waarvan een noemer ’n veelvoud van die ander is); - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Hoe verskil graad 9 van graad 8? In graad 9 moet leerders getalbegrip en berekeningstegnieke vir gewone breuke wat in graad 8 ontwikkel is, konsolideer. In Graad 9 werk leerders meestal met gewone breuke as koëffisiënte in algebraïese uitdrukkings en vergelykings. Dit word verwag dat hulle bedrewe in die uitvoering van veelvoudige bewerkings met gewone breuke en gemengde getalle sal wees en dat, waar nodig, hulle die eienskappe van rasionale getalle gepas kan gebruik. Dit word ook verwag dat hulle ekwivalente vorms in berekeninge en die vereenvoudiging van algebraïese breuke moet kan herken en gebruik. Totale tyd vir gewone breuke: 4,5 ure 128 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.5 Desimale breuke Berekeninge met desimale breuke: • Veelvuldige bewerkings met desimale breuke, gebruik ’n sakrekenaar waar gepas. • Veelvuldige bewerkings met getalle wat kwadrate, derde mag, vierkantswortels en derdemagwortels van desimale breuke behels. Berekeningstegnieke: • Gebruik kennis van plekwaarde om die aantal desimale plekke in die resultaat te skat voordat berekeninge gedoen word. • Gebruik afronding en ’n sakrekenaar om die resultaat te toets waar van toepassing. Probleemoplossing: Los probleme, wat desimale breuke behels, in konteks op. Ekwivalente vorms: • Hersien ekwivalente vorms tussen: - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Hoe verskil graad 9 van graad 8? In graad 9 moet leerders getalbegrip en berekeningstegnieke vir desimale breuke wat in graad 8 ontwikkel is, konsolideer. In Graad 9 werk leerders meestal met desimale breuke as koëffisiënte in algebraïese uitdrukkings en vergelykings. Dit word verwag dat hulle bedrewe in die uitvoering van veelvoudige bewerkings met desimale breuke en gemengde getalle sal wees en dat waar nodig hulle die eienskappe van rasionale getalle gepas kan gebruik. Dit word ook verwag dat hulle ekwivalente vorms vir desimale breuke in berekeninge moet kan herken en gebruik. Totale tyd vir desimale breuke: 4,5 ure KABV 129 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.2 Eksponente Vergelyking en voorstelling van getalle in eksponensiële vorm: • Hersien: - vergelyk en stel helgetalle getalle voor in eksponensiële vorm; en - vergelyk en stel getalle voor in wetenskaplike notasie, • Brei wetenskaplike notasie uit om negatiewe eksponente in te sluit. Berekeninge met getalle in eksponensiële vorm: • Hersien die volgende algemene reëls van eksponente: - am x an = am + n - am ÷ an = am - n, as m>n - (am)n = am x n - (a x t)n = an x t n - a0 = 1 • Uitbreiding van algemene reëls van eksponente insluitend: - heelgetal eksponente - a –m = 1 am • Doen berekeninge met al vier bewerkings met getalle in eksponensiële vorm deur die reëls van eksponente te gebruik. Probleemoplossing: • Los probleme in konteks op wat getalle in eksponensiële vorm behels, insluitend wetenskaplike notasie. Hoe verskil graad 9 van graad 8? • Addisionele eksponentwette wat heeltallige eksponente behels. • Wetenskaplike notasie van getalle insluitend negatiewe eksponente. In graad 9 moet leerders getalbegrip en berekeningstegnieke vir eksponente wat in graad 8 ontwikkel is, konsolideer. Eksponentwette • Die eksponentwette moet eers deur 'n reeks numeriese voorbeelde ingelei word. Daarna kan veranderlikes gebruik word. • Die volgende eksponetwette moet bekend wees, waar m en n heelgetalle is en a en t is nie gelyk aan 0 nie: am x an = am+n am ÷ an = am - n Voorbeelde: Voorbeelde: a) 23 x 24 = 23+4 = 27 = 128 a) 35 ÷ 32 = 33 = 27 b) x3 x x4 = x3+4 = x7 b) x5 ÷ x3 = x2 (am)n = am x n (a x t)n = an x t n Voorbeelde: Voorbeelde: a) (23)2 = 26 = 64 b) (3x2)3 = 33x6 = 27x6 a0 = 1 a–m = 1 am Voorbeelde: Voorbeelde: a) (37)0 = 1 a) 5–3 = 1 53 = 1 75 b) (4x2)0 = 1 b) 73 ÷ 75 = 7–2 = 1 72 = 1 49 • Maak seker dat leerders weet dat die wette van beide kante af geldig is d.i. as LK = RK dan is RK = LK. Totale tyd vir Eksponente: 5 ure INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.5 Desimale breuke Berekeninge met desimale breuke: • Veelvuldige bewerkings met desimale breuke, gebruik ’n sakrekenaar waar gepas. • Veelvuldige bewerkings met getalle wat kwadrate, derde mag, vierkantswortels en derdemagwortels van desimale breuke behels. Berekeningstegnieke: • Gebruik kennis van plekwaarde om die aantal desimale plekke in die resultaat te skat voordat berekeninge gedoen word. • Gebruik afronding en ’n sakrekenaar om die resultaat te toets waar van toepassing. Probleemoplossing: Los probleme, wat desimale breuke behels, in konteks op. Ekwivalente vorms: • Hersien ekwivalente vorms tussen: - gewone breuke en desimale breukvorms van dieselfde getal; - gewone breuke, desimale breuke en persentasievorms van dieselfde getal. Hoe verskil graad 9 van graad 8? In graad 9 moet leerders getalbegrip en berekeningstegnieke vir desimale breuke wat in graad 8 ontwikkel is, konsolideer. In Graad 9 werk leerders meestal met desimale breuke as koëffisiënte in algebraïese uitdrukkings en vergelykings. Dit word verwag dat hulle bedrewe in die uitvoering van veelvoudige bewerkings met desimale breuke en gemengde getalle sal wees en dat waar nodig hulle die eienskappe van rasionale getalle gepas kan gebruik. Dit word ook verwag dat hulle ekwivalente vorms vir desimale breuke in berekeninge moet kan herken en gebruik. Totale tyd vir desimale breuke: 4,5 ure 130 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) • Die wet a0 = 1 kan afgelei word deur die eksponentwet vir deling in 'n paar voorbeelde te gebruik bv. a4 ÷ a4 =a x a x a x a a x a x a x a= 1, dus a4–4 = a0 = 1 • Leerders moet in staat wees om die eksponentwette in berekeninge en die oplos van eenvoudige eksponensiële vergelykings te kan gebruik. Hulle moet ook algebraïese uitdrukkings kan uitbrei en vereenvoudig. • Wees bedag op die volgende algemene wanopvattings waar: - Leerders ongelyksoortige basisse vermenigvuldig en steeds die eksponente optel. Voorbeeld: xm x yn = (xy)m + n 25 x 27 = 49 instede van die korrekte antwoord 29 - Leerders vergeet die middelterm wanneer 'n tweeterm gekwadreer word. Voorbeeld: (x + y)m = xm + ym - Leerders verwar die optelling van eksponente en die optelling van terme Voorbeeld: xm + xn = xm + n - Leerders verwar die eksponent van die veranderlike en die koëffisiënt Voorbeeld: 2x–3 = 1 2x3 instede van die korrekte antwoord 2 1 x2 Berekeninge en eenvoudige vergelykings met getalle in eksponensiële vorm • Die berekeninge en vergelykings moet geleenthede bied om die eksponentwette toepas en nie onnodig gekompliseerd wees nie. Voorbeelde: a) Bereken: 2–1 x 63 x 3–2 b) Vereenvoudig: (–2x2)(–2x)–2 c) Los x op: 3x = 9 d) Los x op: 2x = 1 4 e) Los x op : 5x+1 = 1 Wetenskaplike notasie • Leerders moet die verwantskap tussen die aantal desimale plekke en die mag van 10 ken wanneer getalle in wetenskaplike notasie geskryf word. Voorbeeld: 25 = 2,5 x 101; en 250 = 2,5 x 102 • Wetenskaplike notasie wat uitgebrei word na negatiewe eksponente sluit die skryf van baie klein getalle in wetenskaplike notasie in. KABV 131 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 1.2 Eksponente Voorbeeld: ’n 25 miljoenste = 2,5 x 10–5 • Leerders oefen om klein en groot getalle wat hulle reeds in Natuurwetenskappe teëgekom het, in wetenskaplike notasie te skryf. Dit is nuttig om na hierdie kontekste te verwys wanneer wetenskaplike notasie bespreek word. • Berekeninge kan met of sonder 'n sakrekenaar gedoen word. Voorbeelde: a) Bereken: 2,6 x 105 x 9 x 107 sonder die gebruik van 'n sakrekenaar en gee die antwoord in wetenskaplike notasie. b) Skryf in wetenskaplike notasie : 0,00053 c) Bereken: 5,8 x 10–4 + 2,3 x 10–5 sonder die gebruik van 'n sakrekenaar. Patrone, funksies en algebra 2.1 Numeriese en meetkundige patrone Ondersoek en brei patrone uit: • Ondersoek en brei numeriese en meetkundige patrone uit deur die verwantskappe tussen getalle, insluitend patrone, waar te neem: - voorstelling in fisiese of diagramvorm; - nie beperk tot reekse wat ’n konstante verskil of verhouding behels nie; - wat die leerder self geskep het; - in tabelle voorgestel; - algabraïese voorstelling. • Beskryf en bewys die verhoudings of verwantskappe wat waargeneem is in eie woorde of in algebraïese taal. Hoe verskil graad 9 van graad 8? In graad 9 moet leerders werk wat numeriese en meetkundige patrone behels en wat in graad 8 ontwikkel is, konsolideer. • Die ondersoeke na getalpatrone bied die geleentheid om te veralgemeen – om algemene algebraïese beskrywings van die verwantskappe tussen terme en hul posisie in 'n ry te gee en antwoorde te regverdig. Soort numeriese patrone • Wanneer leerders 'n ry getalle gegee word, moet hulle die verwantskap tussen opeenvolgende getalle in die ry kan identifiseer om sodoende die ry uit te brei. Voorbeelde: Voorsien 'n reël wat die verwantskap tussen die getalle in die onderstaande ry beskryf. Gebruik hierdie reël om die volgende drie getalle in die ry te gee. a) –1; –1,5; –2; –2,5 ... Hier moet leerders die konstante verskil tussen die opeenvolgende terme identifiseer om sodoende die ry uit te brei. Hierdie patroon kan as “tel -0,5 by of tel in -0,5e of tel -0,5 by die vorige term” in die leerders se eie woorde beskryf word. b) 2; –1; 0,5; –0,25 ; 0,125 ... Hier moet leerders die konstante verhouding tussen die opeenvolgende terme identifiseer om sodoende die ry uit te brei. Hierdie patroon kan as “vermenigvuldig die vorige getal met -0,5” in die leerders se eie woorde beskryf word. Totale tyd vir numeriese en meetkundige patrone: 4, 5 ure 132 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, funksies en algebra 2.1 Numeriese en meetkundige patrone c) 1; 0; –2; –5; –9; –14 .. Hierdie patroon het nie 'n konstante verskil of verhouding tussen opeenvolgende terme nie. Hierdie patroon kan as "trek 1 meer af as wat afgetrek was om die vorige term te kry” in die leerders se eie woorde beskryf word. Deur hierdie reël te gebruik sal die volgende terme in die ry –20, –27, –35 wees. • Wanneer 'n ry getalle gegee word moet leerders die patroon of verwantskap tussen die term en sy posisie in die ry kan identifiseer. Dit stel leerders in staat om 'n term in 'n ry wat gebaseer is op die posisie van die term in die ry te kan voorspel. Dit is nuttig vir leerders om hierdie rye in tabelle voor te stel, sodat hulle die posisie van die term in ag kan neem . Voorbeelde: a) Voorsien 'n reël wat die verwantskap tussen die getalle in die onderstaande ry beskryf. 2; 5; 10; 17 ... . Gebruik hierdie reël om die 10de term in die ry te vind. Eerstens moet leerders verstaan dat die “10de term” verwys na die posisie in die ry. Hulle moet 'n reël vind om die 10de term te bepaal, eerder as die uitbreiding van die ry tot by die tiende term. Hierdie ry kan in die onderstaande tabel voorgestel word: Posisie in ry 1 2 3 4 10 Term 2 5 10 17 ? Leerders moet kan raaksien dat elke term in die onderste ry verkry word deur die posisie-getal in die boonste ry te kwadreer en 1 by te tel. Dus sal die 10de term 10 gekwadreer +1 of 102 +1 wat 101 is, wees. Deur dieselfde reël te gebruik moet leerders in staat wees om te kan bepaal watter term = 626 sal wees. Dus moet ons eers 1 aftrek en dan die vierkantswortel van die res bepaal om die term of die posisie van die getal te kry. In hierdie geval is die 25ste term = 626 omdat 626 – 1 = 625 en 625 √ = 25. b) Verskaf 'n reël wat die verwantskap tussen die getalle in die ry -2;-5;-8;-11 ….. gee. Gebruik hierdie reël om die 20ste term in die ry te vind. Indien leerders slegs die verwantskap tussen opeenvolgende terme beskou, kan hulle die ry tot die 20ste term uitbrei (tel -3 elke keer by). As hulle egter die verwantskap tussen die term en die posisie van die term kan vind, kan hulle die antwoord, sonder om die ry uit te brei, voorspel. Die gebruik van getallesinne kan nuttig wees om die reël te vind. KABV 133 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, funksies en algebra 2.1 Numeriese en meetkundige patrone 1ste term: –2 = –3(1) + 1 2de term: –5 = –3(2) + 1 3de term: –8 = –3(3) + 1 4de term: –11 = –3(4) + 1 Die getal tussen hakies stem ooreen met die posisie van die term, dus sal die 20ste term -3 (20) + 1 = -59 wees. In die leerder se eie woorde kan die reël as, -3 x die posisie van die term + 1, of as -3n + 1, waar n die posisie van die term is, beskryf word. • Hierdie soort getalpatrone ontwikkel 'n begrip van die funksionele verwantskap tussen 'n onafhanklike veranderlike (posisie van die term) en 'n afhanklike veranderlike (die term self) waar jy 'n unieke uitsetwaarde vir enige gegewe insetwaarde kry. Soort meetkundige patrone • Meetkundige patrone is getalpatrone wat diagramaties voorgestel word. Die diagrammatiese voorstelling onthul die struktuur van die getalpatroon. • Daarom maak die voorstelling van getalpatrone in tabelle dit vir leerders makliker om die algemene reël te beskryf. Voorbeeld: Beskou die volgende patroon om reëlmatige seshoeke met vuurhoutjies te bou. Hoeveel vuurhoutjies is nodig om die 10de seshoek te bou? Voorsien 'n reël vir die algemene term van hierdie ry. Die algemene reël vir die patroon is in die struktuur van die opeenvolgende seshoeke opgesluit. (1) voeg 1 vuurhoutjie per kant by (2) daar is 6 kante, dus (3) voeg 6 vuurhoutjies per seshoek by soos jy aanbeweeg na die volgende een. 134 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, funksies en algebra 2.1 Numeriese en meetkundige patrone Vir die 2de seshoek het jy 2 x 6 vuurhoutjies; vir die 3de seshoek het jy 3 x 6 vuurhoutjies. Deur hierdie patroon te gebruik om seshoeke te bou, sal die 10de seshoek 10 x 6 vuurhoutjies hê. Leerders kan nou 'n tabel gebruik om die aantal vuurhoutjies wat vir elke seshoek gebruik word, aan te teken. Op hierdie manier kan hulle kyk na hoe die getalpatroon ooreenstem met die aantal vuurhoutjies wat gebruik word om elke seshoek te bou. Posisie van seshoek in die patroon 1 2 3 4 5 6 10 Aantal vuurhoutjies 6 12 18 Die nde term vir die ry kan geskryf word as 6n of 6 + (n – 1)6 2.2 Funksies en verwant￾skappe inset- en uitsetwaardes: • Bepaal inset-, uitsetwaardes of reëls vir patrone en verwantskappe deur die gebruik van: - vloeidiagramme; - tabelle; - formules; - vergelykings. Ekwivalente vorms: • Bepaal, interpreteer en ontleed ekwivalensie van verskillende beskrywings van dieselfde verhouding of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in tabelle; - deur formules; - deur vergelykings of uitdrukkings; - deur grafieke op ’n Kartesiese vlak. Hoe verskil graad 9 van graad 8? In graad 9 moet leerders werk wat inset- en uitsetwaardes behels en wat in graad 8 ontwikkel is, konsolideer. Hulle moet met die bepaling van inset- en uitsetwaardes in vloeidiagramme, tabelle, formules en vergelykings voortgaan. Funksies en verwantskappe word weer in kwartaal 3 gedoen. In hierdie fase, is dit nuttig om te begin spesifiseer of die insetwaardes natuurlike getalle, of heelgetalle of rasionale getalle is. Dit bou leerders se bewustheid van die omvang van insetwaardes. Dus, om uitsetwaardes te vind, moet leerders die reël / formule sowel as die omvang van die invoerwaardes gegee word. Leerders moet begin om ekwivalente voorstellings van dieselfde verwantskappe wat as 'n vergelyking, 'n versameling geordende pare in 'n tabel of op 'n grafiek gegee word, te herken. Voorbeelde: a) Indien die reël om y in die onderstaande tabel gegee word deur: y = 1 2 x + 1, bepaal die waardes van y vir die gegewe x waardes: x 0 1 2 4 10 50 100 y KABV 135 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.2 Funksies en verwant￾skappe b) Beskryf die verwantskap tussen die getalle in die boonste ry en die in die onderste ry van die tabel. Skryf dan die waardes van m en n neer. x –2 –1 0 1 2 12 n y –7 –5 –3 –1 1 m 27 In tabelle soos hierdie, kan die verhouding tussen die x-en y-waardes moontlik deur meer as een reël beskryf word. Die reëls is aanvaarbaar as die gegewe insetwaardes ooreenstem met die ooreenstemmende uitsetwaardes. Voorbeeld: die reël y = 2x - 3 beskryf die verwantskap tussen die gegewe waardes vir x en y. Om m en n te vind, moet die leerders die ooreenstemmende waardes vir x of y in die reël vervang, en die vergelyking deur inspeksie oplos. 136 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.3 Algebraïese uitdrukkings Algebraïese taal: • Hersien die volgende wat in Graad 8 gedoen is: - herken en identifiseer konvensies van algebraïese notasie; - identifiseer en klassifiseer terme as gelykvormig al dan nie in algebraïese notasie; - herken en identifiseer koëffisiënt en eksponente in algebraïese notasie. • Herken en onderskei tussen eenterme, tweeterme en drieterme. Uitbreiding en vereenvoudiging van algebraïese uitdrukkings: • Hersien die volgende wat in Graad 8 gedoen is en gebruik die kommutatiewe, assosiatiewe en distributiewe wette vir rasionale getalle en die eksponentwette: - Optel en aftrek van gelykvormige terme in algebraïese uitdrukkings. - Vermenigvuldig heelgetalle en enkelterme met: Œ eenterme; Œ tweeterme; Œ drieterme. - Deel die volgende deur heelgetalle of enkelterme: Œ eenterme; Œ tweeterme; Œ drieterme. - Vereenvoudig algebraïese uitdrukkings wat bogenoemde behels. Hoe verskil graad 9 van graad 8? • Algebraïese manipulasies insluitende: - vermenigvuldig heelgetalle en enkelterme met veelterme - deel veelterme deur heelgetalle of enkelterme - die produk van twee tweeterme - die vierkant van 'n tweeterm Algebraïese uitdrukkings word weer in kwartaal 3 gedoen. In hierdie kwartaal is die fokus op die uitbreiding en vereenvoudiging van algebraïese uitdrukkings. In kwartaal 3 is die fokus op die faktorisering van uitdrukkings. Manipulasie van Algebraïese uitdrukkings • Maak seker dat leerders verstaan dat die reëls vir bewerkings met heelgetalle en rasionale getalle, insluitend die eksponentwette, ook geldig is wanneer getalle met veranderlikes vervang word. Die veranderlikes is getalle van 'n gegewe soort (bv. heelgetalle of rasionale getalle) in 'n algemene vorm. • Maak seker dat leerders verstaan hoe die distributiewe reël werk, wanneer uitdrukkings vermenigvuldig of gedeel word. • Die assosiatiewe reël maak voorsiening vir die groepering van gelykvormige terme wanneer opgetel word. Wees bedag op die volgende algemene wanopvattings. • x + x = 2x EN NIE x2. Let op die skryfkonvensie 2x in plaas van x2 • x2 + x2 = 2x2EN NIE 2x4 • a +b = a + b EN NIE ab • (–2x2)3 = –8x6EN NIE–6x5 • -x(3x + 1)= –3x2 – 1EN NIE–3x2 + 1 • 6x2 + 1 1 x2 x2 = 6 + EN NIE 6 + 1 • As x = 2 dan is –3x2= –3(2)2 = 3 x 4 = 12 EN NIE(–6)2 • As x = –2 dan is –x2 – x = –(–2)2 – (–2)= –4 + 2 = –2 EN NIE 4 + 2 = 6 • 25x2 –9x2= 16x2= 4x EN NIE 5x – 3x = 2x √ √ • (x + 2)2 = x2+ 4x+ 4 EN NIE x2 + 4 Tyd vir algebraïese uitdrukkings in hierdie kwartaal: 4,5 ure KABV 137 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.3 Algebraïese uitdrukkings - Bepaal die kwadrate, derde mag, vierkantswortels en derdemagwortels van enkele of gelykvormige algebraïese uitdrukkings. - Bepaal die numeriese waarde van algebraïese uitdrukkings deur substitusie. • Brei die bogenoemde algebraïese manipulasies uit om die volgende in te sluit: - vermenigvuldig heelgetalle en enkelterme met veelterme; - deel veelterme deur heelgetalle of enkelterme; - bepaal die produk van twee tweeterme; - bepaal die kwadraat van ’n tweeterm. Faktoriseer algebraiese uitdrukkings • Faktoriseer algebraiese uitdrukkings wat behels: - breuke - verssil tussen twee vierkaile - drieterme in die vorm van ♦ x2 + bx + c ♦ ax2 + bx + c, as 'n gemene faktor - Vereemvouding algebraiese uitdrukkkings wat die bastaande voklariseming behels. - Vereemvouding algebraiese breuke deur gebruik te maak van faktoriseering. Voorbeelde: a) Vereenvoudig: –3(x3 + 2x2 – x) – x2(3x + 1) [vermenigvuldig heelgetal of enkelterm met veelterm] b) Bereken/ brei uit: (x + 2)(x – 3) [vermenigvuldig tweeterm met tweeterm] c) Bereken/ brei uit: (x + 2)(x – 2) [vermenigvuldig tweeterm met tweeterm ] d) Bereken/ brei uit: (x + 3)2 [vermenigvuldig 'n volkome vierkant] e) Vereenvoudig: 2(x – 3)2 –3(x + 1)(2x – 5) [veelvuldige berekeninge wat produkte van tweeterme behels] f) As x = -2 bepaal die numeriese waarde van 3x2 - 4x + 5 [ gebruik substitusie] g) Vereenvoudig, 6x4 – 8x3 – 2x2+ 4 2x2 vir x ≠ 0 [deel veelterm deur enkelterm, herinner leerders dat die noemer nie 0 kan wees nie] h) Vereenvoudig: 8x3 – (–x3)(2x) -x2 vir x ≠ 0 [berekeninge behels verskeie bewerkings; herinner leerders dat die deler nie 0 kan wees nie. i) Bepaal: 36x4 √ [die vierkantswortel van 'n enkelterm] Dit is nuttig om leerders te herinner dat hierdie veranderlikes (of x in hierdie geval) getalle van 'n spesifieke soort verteenwoordig - dit kan rasionale of heelgetalle wees, so 'n herinnering impliseer dan ook dat al die gepaardgaande reëls of eienskappe van hierdie getalle van toepassing is. In die bogenoemde voorbeeld: as x 'n heelgetal is, dan is x = a of x = - a omdat a4 = (- a) 4 138 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.4 Algebraïese vergelykings Vergelykings • Hersien die volgende wat in Graad 8 gedoen is: - stel verskillende voorstellings op wat die probleem beskryf; - analiseer en interpreteer vergelykings wat ’n gegewe situasie beskryf; - los vergelykings op deur Œ inspeksie; Œ gebruik die omgekeerde bewerkings van optelling en vermenigvuldiging; Œ gebruik die eksponentwette. - bepaal die numeriese waarde van ’n uitdrukking deur substitusie. - gebruik substitusie in vergelykings om tabelle of geordende pare te genereer. • Brei die oplossing van vergelykings uit om die volgende in te sluit: - gebruik faktorisering; - vergelyking van die vorm: ’n produk van faktore = 0. Hoe verskil graad 9 van graad 8? • Die oplos van vergelykings deur faktorisering • Oplos van vergelykings van die soort: 'n produk van faktore = 0 Algebraïese vergelykings word weer in kwartaal 3 gedoen. In hierdie kwartaal is die fokus op die konsolidering van oplossing van vergelykings deur van optelling- en vermenigvuldigingsinverses, sowel as eksponentwette, gebruik te maak. In kwartaal 3 is die fokus op die oplos van vergelykings na faktorisering, sowel as om tabelle van geordende pare vir linieêre vergelykings te genereer. Leerders het die geleentheid om algebraïese vergelykings te skryf en op te los wanneer hulle algemene reëls of verwantskappe tussen getalle in getalpatrone beskryf, en as hulle insette of uitsetwaardes vir gegewe reëls in vloeidiagramme, tabelle en formules vind. In Graad 9, kan van die leerders verwag word om eers vergelykings uit te brei, te vereenvoudig of te ontbind in faktore, voordat die vergelyking opgelos kan word. Vir vergelykings van die vorm: 'n produk van twee faktore = 0, moet leerders verstaan dat as die produk van twee faktore gelyk aan 0 is, dan moet ten minste een van die faktore gelyk aan 0 wees. Om vandaar die vergelyking op te los, moet elke faktor geskryf word as 'n vergelyking wat gelyk is aan 0, en dus is meer as een oplossing vir x moontlik. Wanneer jy met algebraïese breuke werk, moet die leerders daaraan herinner word dat die noemer nie gelyk aan 0 kan wees nie, so 'n waarde van x wat die noemer gelyk maak aan 0 kan nie 'n oplossing vir die vergelyking wees nie. Voorbeelde van vergelykings: a) Los x op as: 3(x – 2) = x + 2 3x – 6 = x + 2 (brei eers die LK uit) 3x – x – 6 = x – x + 2 (tel –x aan beide kante van die teken by) dus 2x – 6 = 2 2x – 6 + 6 = 2 + 6 (tel 6 aan beide kante van die teken by ) dus 2x = 8 2x 2 = 8 2 (deel aan beide kante van die teken deur 2) x = 4 Tyd vir Algebraïese vergelykings in hierdie kwartaal: 4 ure KABV 139 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.4 Algebraïese vergelykings b) Los x op as: (x – 1)(x + 3) = 0 x – 1= 0 of x + 3 = 0 (ten minste een faktor moet gelyk wees aan 0) Dus x = 1 (tel 1 aan beide kante van die teken by) of x = –3 (tel – 3 aan beide kante van die teken by) c) Los x op as: x3 + 2x – 1 4 = 1 4x + 3(2x – 1) = 12 (vermenigvuldig elke term aan beide kante van die teken met die KGV, 12) 4x + 6x –3 = 12 (brei LK uit) 10x = 15 (tel 3 aan beide kante van die teken by, en tel gelykvormige terme aan die LK saam) x = 2 3 (deel aan beide kante van die teken deur 10) d) As y = 2x2 + 4x + 3, bereken y as x = –2 e) Thandi is 6 jaar ouer as Sophie. Binne 3 jaar sal Thandi twee keer so oud wees as Sophie. Hoe oud is Thandi nou? HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • die eienskappe van verskillende getallestelsels • berekening en probleemoplossing met heelgetalle, gewone breuke en desimale breuke, getalle in eksponensiële vorm • numeriese en meetkundige patrone • funksies en verwantskappe • algebraïese uitdrukkings • algebraïese vergelykings Totale tyd vir hersiening/ assessering vir die kwartaal: 7 ure 140 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 GRAAD 9 – K WARTAAL 2 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (meetkunde) 3.5 Konstruksie van meetkundige figure Konstruksies: • Konstrueer meetkundige figure, insluitend die halvering van hoeke van ’n driehoek akkuraat deur ’n passer, liniaal en gradeboog te gebruik, • Konstrueer hoeke van 45°, 30°, 60° en hul veelvoude sonder die gebruik van ’n gradeboog. Ondersoek eienskappe van meetkundige figure: • Ondersoek die hoeke van driehoeke deur konstruksie en fokus op die verwantskap tussen die buitehoek van ’n driehoek en die teenoorstaande binnehoeke. • Ondersoek, deur konstruksie, die minimum vereistes vir twee driehoeke om kongruent te wees. • Ondersoek die kante, hoeke en hoeklyne in vierhoeke en fokus op die hoeklyne van reghoeke, vierkante, parallelogramme, ruite en vlieërs deur konstruksie. • Ondersoek die som van die binnehoeke van veelhoeke. Hoe verskil graad 9 van graad 8? • Halvering van hoeke in 'n driehoek • Konstrueer 30° sonder 'n gradeboog • Ondersoek nuwe eienskape van driehoeke, vierhoeke en veelhoeke Konstruksies: • Konstruksies bied nuttige kontekste om kennis van hoeke en vorms te ontdek en vas te lê. • Maak seker dat leerders bekwaam en op hulle gemak is wanneer hulle 'n passer gebruik en dat hulle weet hoe om die groottes van hoeke op 'n gradeboog te meet en af te lees. • Hersien die konstruksie van hoeke indien nodig voordat nuwe konstruksies aangepak word. • Begin met die konstruksie van lyne sodat leerders eers hoekverwantskappe op reguit lyne kan ontdek. • Leerders moet gebruik maak van bekende eienskappe en konstruksie van sirkels wanneer driehoeke konstrueer word. • Konstruksie van spesiale hoeke sonder 'n gradeboog word gedoen deur: - Halveer 'n regtehoek om 'n 45° hoek te vind - Teken 'n gelyksydige driehoek om 60° te vind - Halveer die hoeke van 'n gelyksydige driehoek om 30° te vind Totale tyd vir Konstruksies van meetkundige figure: 9 ure KABV 141 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.1 Meetkunde van 2-D vorms Klassifikasie van 2-D vorms: • Hersien eienskappe en definisies van driehoeke in terme van hulle kante en hoeke en onderskei tussen: - gelyksydige driehoeke; - gelykbenige driehoeke; - reghoekige driehoeke. • Hersien en skryf duidelike definisies van vierhoeke in terme van hulle kante, hoeke en hoeklyne en onderskei tussen: - parallelogram; - reghoek; - vierkant; - ruit; - trapesium; - vlieër. Hoe verskil graad 9 van graad 8? • Eienskappe van hoeklyne en veelhoeke • Minimum voorwaardes vir kongruente en gelykvormige driehoeke • Driehoeke • Konstruksies bied nuttige kontekste om eienskappe van driehoeke te ontdek. Sien 3.5.Konstruksie van Meetkundige figure. • Eienskappe van driehoeke wat leerders behoort te ken: - die som van die binnehoeke van 'n driehoek = 180 °. - 'n gelyksydige driehoek het al die sye ewelank en elke die binnehoek = 60 °. - 'n gelykbenige driehoek het minstens twee gelyke sye en sy basishoeke is gelyk. - 'n reghoekige driehoek het een hoek wat 'n regte hoek is. - die sy teenoor die regte hoek in 'n reghoekige driehoek, word die skuinssy genoem. - in 'n reghoekige driehoek is die vierkant op die skuinssy gelyk aan die som van die vierkante van die ander twee sye (Stelling van Pythagoras). die buitehoek van 'n driehoek = die som van die twee teenoorstaande binnehoeke. Vierhoeke: • Konstruksies bied nuttige kontekste om eienskappe van vierhoeke te ontdek. Sien bostaande notas oor konstruksies. • Vir die klassifikasie van vierhoeke moet die leerders kan herken dat: - reghoeke en ruite spesiale vorme van parallelogramme is. - 'n vierkant is 'n spesiale soort reghoek en ruit. Eienskappe van vierhoeke wat leerders behoort te ken: • die som van die binnehoeke van 'n vierhoek = 360 °, • die teenoorstaande sye van parallelogramme is ewewydig en gelyk, • die teenoorstaande hoeke van parallelogramme is gelyk, • die teenoorstaande hoeke van 'n ruit is gelyk, • die teenoorstaande sye van 'n ruit is ewewydig en gelyk, • die grootte van elke hoek van reghoeke en vierkante is 90 °, • 'n trapesium het een paar teenoorstaande sye ewewydig, • 'n vlieër het twee aangrensende sye gelyk, • die hoeklyne van 'n vierkant, reghoek, parallelogram en 'n ruit halveer mekaar, • die hoeklyne van 'n vierkant, ruit en vlieër sny mekaar loodreg. Totale tyd vir Meetkunde van 2-D vorms: 9 ure 142 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.1 Meetkunde van 2-D vorms Gelykvormige en kongruente driehoeke: • Ondersoek en bepaal die minimum vereistes vir kongruente driehoeke. • Ondersoek en bepaal die minimum vereistes vir gelykvormige driehoeke. Probleemoplossing: Los meetkundige probleme op wat onbekende sye en hoeke in driehoeke en vierhoeke behels deur bekende eienskappe en definisies, asook kongruente en gelykvormige driehoeke te gebruik. Kongruente Driehoeke: • Konstruksies bied nuttige kontekste om die minimum vereistes vir twee driehoeke om kongruent te wees, te bepaal. Sien bostaande notas oor konstruksies. • Voorwaardes vir twee driehoeke om kongruent te wees: - drie ooreenstemmende sye is gelyk (S, S, S) - twee ooreenstemmende sye en die ingeslote hoek is gelyk (S, H, S) - twee ooreenstemmende hoeke en 'n ooreenstemmende sy gelyk (H,H, S) - regtehoek, skuinssy en een ander ooreenstemmende sy is gelyk (RH, SS, S) Gelykvormige driehoeke: • Konstruksies bied nuttige kontekste om die minimum vereistes vir twee driehoeke om gelykvormig te wees, te bepaal. Sien bostaande notas oor konstruksies. • Voorwaardes vir twee driehoeke om gelykvormig te wees: - Ooreenstemmende hoeke is gelyk. - Ooreenstemmende sye is eweredig. Probleemoplossing: • Leerders kan meetkundige probleme oplos deur onbekende sye en hoeke met behulp van bekende definisies asook hoekverwantskappe op reguit lyne in driehoeke en vierhoeke te vind. • Vir reghoekige driehoeke kan leerders ook van die stelling van Pythagoras gebruik maak om onbekende lengtes te vind. • Leerders moet aangemoedig word om redes te gee en oplossings vir elke skriftelike verklaring te regverdig. • Let daarop dat die oplos van meetkundige probleme 'n geleentheid is om die oplos van vergelykings, te oefen. Voorbeeld: In ∆ABC is,  = x, hoek B= 50° en hoek Ĉ = 80° Wat is die grootte van Â? Leerders kan x vind deur die volgende vergelyking op te los: x + 50° + 80° = 180° (som van die binnehoeke van 'n driehoek = 180°) x = 180° – 130° (tel –50° en –80° aan beide kante van die teken by) x = 50°, dus  = 50° KABV 143 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 3.3 Meetkunde van reguit lyne Hoekverwantskappe • Hersien en skryf duidelike beskrywings van hoekverwantskappe wat gevorm word deur: - loodlyne - snylyne; - parallelle lyne wat deur ’n dwarslyn gekruis word. Probleemoplossing: Los meetkundige probleme op deur die hoekverwantskappe te gebruik soos hierbo beskryf. Hoe verskil graad 9 van graad 8? Leerders moet duidelike beskrywings van hoekverwantskappe op reguit lyne hersien en neerskryf. Hoekverwantskappe wat leerders moet ken: • die som van die hoeke op 'n reguit lyn = 180 °, • vir loodregte lyne is die som van aanliggende supplementêre hoeke = 900, • vir snylyne is regoorstaande hoeke gelyk, • as ewewydige lyne deur 'n dwarslyn gesny word, dan is verwisselende en ooreenkomstige hoeke gelyk, • Die bogenoemde hoeke moet deur die leerders geïdentifiseer en benoem word. Probleemoplossing: • Leerders kan meetkundige probleme oplos om onbekende hoeke met behulp van die hoekverwantskappe hierbo, sowel as ander bekende eienskappe van driehoeke en vierhoeke te vind. • Leerders moet aangemoedig word om redes te gee en hul oplossings vir elke skriftelike stelling te regverdig. • Let daarop dat die oplos van meetkundige probleme 'n geleentheid is om die oplos van vergelykings, te oefen. Voorbeeld: B1 en B2 is twee hoeke op 'n reguit lyn. B1 = 35°. Wat is die grootte van B2 ? Leerders kan B2 bepaal deur die volgende vergelyking: 35° + B2 = 180° (omdat die som van die hoeke op 'n reguit lyn 180° grade is) B2 = 180° – 35° (tel –35° aan beide kante van die vergelyking by) B2 = 145° Totale tyd vir meetkunde van reguit lyne: 9 ure 144 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Meting 4.3 Stelling van Pythagoras Oplossing van probleme deur die stelling van Pythagoras te gebruik: Gebruik die stelling van Pythagoras om probleme op te los wat ontbrekende lengtes in bekende meetkundige figure wat reghoekige driehoeke bevat, behels. • Die stelling van Pythagoras was in Graad 8 bekendgestel. • Dit is belangrik dat leerders besef dat die stelling van Pythagoras slegs vir reghoekige driehoeke geldig is. • Die stelling van Pythagoras is basies 'n formule om lengtes van onbekende sye in 'n reghoekige driehoek te bereken. • In die VOO band is die stelling van Pythagoras kritiek vir verdere studie van Meetkunde en Trigonometrie. • In besonder kan die stelling van Pythagoras die eerste stap in die berekening van die omtrek van saamgestelde figure, waarby 'n reghoekige driehoek ingesluit is, wees. Sien onderstaande voorbeeld. Voorbeelde van probleemoplossing deur die stelling van Pythagoras te gebruik: ABCD is 'n reghoek waar BD = 15 cm en BC = 9 cm. Bereken die: a) omtrek van ABCD b) oppervlak van ABCD 15 cm 9 cm A B C D Totale tyd vir stelling van Pythagoras: 5 ure KABV 145 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Meting 4.1 Area en omtrek van 2-D vorms Area en Omtrek: • Gebruik gepaste formules en herleidings tussen S.I.-eenhede om probleme op te los en die omtrek en area van die volgende te bereken: - veelhoeke; - sirkels. • Ondersoek hoe verdubbeling van enige of al die dimensies van ’n 2-D figuur die omtrek en area beïnvloed. Hoe verskil graad 9 van graad 8? • Die berekeninge is dieselfde soos in graad 8, maar leerders kan die omtrek en oppervlak van saamgestelde en meer komplekse figure bereken. • Veelhoeke kan trapesiums, parallelogramme, ruite en vlieërs insluit. • Formules wat leerders moet ken en kan gebruik: Omtrek van 'n vierkant P = 4s Omtrek van 'n reghoek P = 2(l + b) of P = 2l + 2b Oppervlak van 'n vierkant A = l2 Oppervlak van 'n reghoek A = lengte x breedte Area van 'n rombus A = lengte x hoogte Area van 'n vlieër A = 1 2 (hoeklyn1 x hoeklyn2) Area van 'n parallelogram: A = basis x hoogte Area van 'n trapezium A = 1 2 (som van die parallelle sye) x hoogte Oppervlak van 'n driehoek A = 1 2 (b x h) Middellyn van 'n sirkel d = 2r Omtrek van 'n sirkel: c = πd of c = 2πr Oppervlak van 'n sirkel A = πr2 Oplos van vergelykings deur die gebruik van formules Die gebruik van formules voorsien 'n konteks om die oplos van vergelykings deur inspeksie of deur die gebruik van optelling en vermenigvuldigingsinverses, te oefen. Voorbeeld: Indien die omtrek van 'n vierkant 32 cm is, wat is die lengte van elke sy? Leerders behoort dit te skryf as: a) 4s = 32 en oplos deur inspeksie deur te vra, hoeveel vermenigvuldig met 4 is 32? OF deur te sê s= 32 4 . b) Indien die oppervlak van 'n reghoek 200 cm2 is en die lengte is 50 cm wat is die breedte? Leerders behoort dit te skryf as: 50 x b = 200 en oplos deur inspeksie deur te vra, 50 vermenigvuldig met wat is 200? OF deur te sê b = 200 50 Totale tyd vir Area en Omtrek: 5 ure 146 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Meting 4.1 Area en omtrek van 2-D vorms Vir oppervlak van driehoeke: • Maak seker dat leerders weet dat die hoogte van 'n driehoek, die loodregte afstand vanaf enige hoekpunt na die teenoorstaande sy is. Voorbeeld: aD is die hoogte op basis BC van ∆ABC. A D B C A D B C Beklemtoon dat enige driehoek drie basisse het met ooreenstemmende hoogtes. • Vir omskakeling: - indien 1 cm = 10 mm dan is 1 cm2 = 100 mm2 - indien 1 m = 100 cm dan is 1 m2 = 10 000 cm2 HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • Konstruksie van meetkundige voorwerpe • Meetkunde van 2-D vorms • Meetkunde van reguit lyne • Die stelling van Pythagoras • Oppervlak en omtrek van 2-D vorms Totale tyd vir hersiening/ assessering vir die kwartaal: 8 ure KABV 147 WISKUNDE GRAAD 7-9 GRAAD 9 – KWARTAAL 3 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, funksies en Algebra 2.2 Funksies en verwant￾skappe Inset- en uitsetwaardes: • Bepaal inset-, uitsetwaardes of reëls vir patrone en verwantskappe deur die gebruik van: - vloeidiagramme; - tabelle; - formules; - vergelykings. Ekwivalente vorms: • Bepaal, interpreteer en ontleed ekwivalensie van verskillende beskrywings van dieselfde verhouding of reël wat soos volg voorgestel word: - woordeliks; - in vloeidiagramme; - in tabelle; - deur formules; - deur vergelykings;; - deur grafieke op ’n Kartesiese vlak . Funksies en verwantskappe was in kwartaal 1 gedoen. Die fokus in hierdie kwartaal is om uitsetwaardes vir gegewe vergelykings te vind. Dit is ook daarop om ekwivalente vorms tussen beskrywings van dieselfde verwantskap te herken. Sien bykomstige notas en voorbeelde in kwartaal 1. Tyd vir Funksies en in hierdie kwartaal: 5 ure 148 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, funksies en Algebra 2.3 Algebraïese uitdrukkings Algebraïese taal: • Hersien die volgende wat in Graad 8 gedoen is: - herken en identifiseer konvensies van algebraïese notasie; - identifiseer en klassifiseer terme as gelykvormig al dan nie in algebraïese notasie; - herken en identifiseer koëffisiënt en eksponente in algebraïese notasie. • Herken en onderskei tussen eenterme, tweeterme en drieterme. Uitbreiding en vereenvoudiging van algebraïese uitdrukkings: • Hersien die volgende wat in Graad 8 gedoen is en gebruik die kommutatiewe, assosiatiewe en distributiewe wette vir rasionale getalle en die eksponentwette: - Optel en aftrek van gelykvormige terme in algebraïese uitdrukkings. - Vermenigvuldig heelgetalle en enkelterme met: Œ eenterme; Œ tweeterme; Œ drieterme. - Deel die volgende deur heelgetalle of enkelterme: Œ eenterme; Œ tweeterme; Œ drieterme. - Vereenvoudig algebraïese uitdrukkings wat bogenoemde behels. Algebraïese uitdrukkings was ook in kwartaal 1 gedoen. In hierdie kwartaal is die fokus op die faktorisering van uitdrukkings. Sien bykomstige notas en voorbeelde in kwartaal 1. Faktorisering van uitdrukkings • Maak seker dat leerders weet dat faktorisering die omgekeerde bewerking van die uitbreiding van 'n uitdrukking deur vermenigvuldiging is, bv. Brei uit: 2x(x + 3) = 2x2 + 6 Faktoriseer: 2x2 + 6 = 2x(x + 3) • Neem kennis dat 1 en –1 gemene faktore is vir elke uitdrukking, bv. Brei uit: a – 4b = 1(a – 4b) Faktoriseer: 4b – a = - 1(a – 4b) Voorbeelde van uitdrukkings met gemene faktore wat gefaktoriseer kan word: a) 6a4 – 4a2 b) ax – bx + 2a – 2b c) 2x(a – b) – 3(a – b) d) 2x(a – b) – 3(b – a) e) (a + b)2 – 5(a + b) Voorbeelde van uitdrukkings met 'n verskil tussen twee kwadrate wat gefaktoriseer kan word: a) 25a2 = 1 b) a4 – b4 c) 9(a + b)2 – 1 d) 3x 3 – 27 Voorbeelde van algebraïese breuke wat gefaktoriseer kan word: a) 2x+ 6y x + 3y b) 3x – 3y 6x – 6y c) 9a2 – 1 3a + 1 Totale tyd vir Algebraïese uitdrukkings: 9 ure KABV 149 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, funksies en Algebra 2.3 Algebraïese uitdrukkings - Bepaal die kwadrate, derde magte, vierkantswortels en derdemagwortels van enkele of gelykvormige algebraïese uitdrukkings. - Bepaal die numeriese waarde van algebraïese uitdrukkings deur substitusie. • Brei die bogenoemde algebraïese manipulasies uit om die volgende in te sluit: - vermenigvuldig heelgetalle en enkelterme met veelterme; - deel veelterme deur heelgetalle of enkelterme; - bepaal die produk van twee tweeterme; - bepaal die kwadraat van ’n tweeterm. Faktoriseer algebraïese uitdrukkings: • Faktoriseer algebraïese uitdrukkings van: - gemene faktore; - verskil tussen twee vierkante; - drieterme van die soort: Œ x2 + bx + c Œ ax2 + bx + c, waar a die gemene faktor is. • Vereenvoudig algebraïese uitdrukkings wat die bogenoemde faktoriseringsproses behels. • Vereenvoudig algebraïese breuke deur faktorisering te gebruik. Voorbeelde van drieterme wat gefaktoriseer kan word: a) x2 + 5x + 6 b) x2 – 5x + 6 c) x2 – x – 6 d) x2 – 6x + 9 e) 2x2 + 10x + 12 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Patrone, funksies en Algebra 2.3 Algebraïese uitdrukkings Algebraïese taal: • Hersien die volgende wat in Graad 8 gedoen is: - herken en identifiseer konvensies van algebraïese notasie; - identifiseer en klassifiseer terme as gelykvormig al dan nie in algebraïese notasie; - herken en identifiseer koëffisiënt en eksponente in algebraïese notasie. • Herken en onderskei tussen eenterme, tweeterme en drieterme. Uitbreiding en vereenvoudiging van algebraïese uitdrukkings: • Hersien die volgende wat in Graad 8 gedoen is en gebruik die kommutatiewe, assosiatiewe en distributiewe wette vir rasionale getalle en die eksponentwette: - Optel en aftrek van gelykvormige terme in algebraïese uitdrukkings. - Vermenigvuldig heelgetalle en enkelterme met: Œ eenterme; Œ tweeterme; Œ drieterme. - Deel die volgende deur heelgetalle of enkelterme: Œ eenterme; Œ tweeterme; Œ drieterme. - Vereenvoudig algebraïese uitdrukkings wat bogenoemde behels. Algebraïese uitdrukkings was ook in kwartaal 1 gedoen. In hierdie kwartaal is die fokus op die faktorisering van uitdrukkings. Sien bykomstige notas en voorbeelde in kwartaal 1. Faktorisering van uitdrukkings • Maak seker dat leerders weet dat faktorisering die omgekeerde bewerking van die uitbreiding van 'n uitdrukking deur vermenigvuldiging is, bv. Brei uit: 2x(x + 3) = 2x2 + 6 Faktoriseer: 2x2 + 6 = 2x(x + 3) • Neem kennis dat 1 en –1 gemene faktore is vir elke uitdrukking, bv. Brei uit: a – 4b = 1(a – 4b) Faktoriseer: 4b – a = - 1(a – 4b) Voorbeelde van uitdrukkings met gemene faktore wat gefaktoriseer kan word: a) 6a4 – 4a2 b) ax – bx + 2a – 2b c) 2x(a – b) – 3(a – b) d) 2x(a – b) – 3(b – a) e) (a + b)2 – 5(a + b) Voorbeelde van uitdrukkings met 'n verskil tussen twee kwadrate wat gefaktoriseer kan word: a) 25a2 = 1 b) a4 – b4 c) 9(a + b)2 – 1 d) 3x 3 – 27 Voorbeelde van algebraïese breuke wat gefaktoriseer kan word: a) 2x+ 6y x + 3y b) 3x – 3y 6x – 6y c) 9a2 – 1 3a + 1 Totale tyd vir Algebraïese uitdrukkings: 9 ure 150 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.4 Algebraïese vergelykings Vergelykings • Hersien die volgende wat in Graad 8 gedoen is: - stel verskillende voorstellings op wat die probleem beskryf; - analiseer en interpreteer vergelykings wat ’n gegewe situasie beskryf; - los vergelykings op deur Œ inspeksie; Œ gebruik die omgekeerde bewerkings van optelling en vermenigvuldiging; Œ gebruik die eksponentwette; - bepaal die numeriese waarde van ’n uitdrukking deur substitusie. - gebruik substitusie in vergelykings om tabelle of geordende pare te genereer. • Brei die oplossing van vergelykings uit om die volgende in te sluit: - gebruik faktorisering; - vergelyking van die vorm: ’n produk van faktore = 0. Algebraïese vergelykings was in kwartaal 1 gedoen. Die fokus in hierdie kwartaal is daarop om vergelykings deur faktorisering en dié met 'n produk van faktore op te los. Hierdie kwartaal fokus ook op die gebruik van vergelykings om tabelle met geordende pare te genereer. Sien bykomstige notas en voorbeelde in kwartaal 1. Voorbeelde van vergelykings a) los x op as x2 – 3x = 0 x(x – 3) = 0 (faktoriseer LK) x = 0 of x – 3 = 0 (ten minste een faktor = 0) dus, x = 0 of x = 3 (tel 3 aan beide kante van die tweede teken by) b) los x op as x2 – 25 = 0 (x + 5)(x – 5) = 0 (faktoriseer die verskil tussen twee kwadrate aan die LK) x + 5 = 0 of x – 5 = 0 (ten minste een faktor = 0) dus is, x = – 5 (tel – 5 aan beide kante van die teken by) of x = 5 (tel 5 aan beide kante van die teken by ) c) Skryf 'n vergelyking om die volume van 'n reghoekige prisma met lengte 2x cm; breedte (2x + 1) cm en hoogte (2x + 3) cm te vind, neer d) As y = 2x2 + 4x + 3, bereken y as x = –2 e) Thandi is 6 jaar ouer as Sophie. Binne 3 jaar sal Thandi twee keer so oud wees as Sophie. Hoe oud is Thandi nou? Voorbeelde van die generering van geordende pare: a) Voltooi die onderstaande tabel van x en y waardes vir die vergelyking: y = 2x2 – 3 x –2 –1 0 1 2 y b) Voltooi die onderstaande tabel van x en y waardes vir die vergelyking: y = x2 – 2 x –3 –2 0 y –2 2 Tyd vir Algebraïese vergelykings in hierdie kwartaal: 9 ure KABV 151 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 2.5 Grafieke Interpretasie van grafieke: • Hersien die volgende wat in Graad 8 gedoen is: - Analiseer en interpreteer globale grafieke of situasies waarin die probleme voorkom met spesiale fokus op die volgende neigings en eienskappe: Œ lineêr of nie-lineêr; Œ konstante, vermeerdering of vermindering; Œ maksimum of minimum; Œ diskreet of aaneenlopend. • Brei bogenoemde uit met spesifieke fokus op die volgende eienskappe van lineêre grafieke: - x-as en y-as; - gradiënt Teken van grafieke: • Hersien die volgende wat in Graad 8 gedoen is: - Teken globale grafieke deur gegewe beskrywings van ’n probleemsituasie te gebruik en identifiseer dit volgens die bogenoemde eienskappe. - Gebruik tabelle of geordende pare om posisie/ligging aan te dui en teken grafieke op die Kartesiese vlak . • Brei bogenoemde uit met spesifieke fokus op: - teken van lineêre grafieke vanaf die gegewe vergelykings; - bepaal vergelykings vanaf gegewe lineêre grafieke. Hoe verskil graad 9 van graad 8? • x-afsnit, y-afsnit en gradiënt van reguitlyngrafieke • Teken reguitlyngrafieke vanaf gegewe vergelykings • Bepaal vergelykings van reguitlyngrafieke Leerders moet voortgaan om grafieke van probleemsituasie te ontleed en te interpreteer. Ondersoek lineêre Grafieke • Om lineêre grafieke vanaf gegewe vergelykings te skets, moet leerders eers 'n tabel van geordende pare saamstel. Die tabel moet die afsnitpunte (x, 0) en (0; y) insluit, dan moet leerders die ander punte afsteek. • Leerders moet gradiënte tussen enige twee punte op 'n reguitlyngrafiek ondersoek. • Leerders moet ook ondersoek instel na die verwantskap tussen die waarde van die helling en die koëffisiënt van x in die vergelyking van 'n reguitlyngrafiek. • Leerders moet y-afsnitte van reguitlyngrafieke vergelyk met die waarde van die konstante in die vergelyking van die reguitlyngrafiek. Voorbeelde: van lineêre grafieke a) Skets en vergelyk die grafieke van: y = 4 en x = 4 b) Skets en vergelyk die grafieke van: y = x en y = –x c) Skets en vergelyk die grafieke van: y = 2x; y = 2x + 1; y = 2x – 1 d) Skets en vergelyk die grafieke van: y = 3x; y = 4x; y = 5x e) Skets die grafiek van: y = –3x + 2; deur 'n tabel te gebruik f) Bepaal die vergelyking van die reguit lyn wat deur die volgende punte gaan: x –4 –3 –2 –1 0 1 2 3 4 y –1 0 1 2 3 4 5 6 7 Totale tyd vir Grafieke: 12 ure 152 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Meting 4.2 Oppervlakte en volume van 3-D voorwerpe Oppervlakte en volume: • Gebruik geskikte formules en herleidings tussen S.I.-eenhede om probleme op te los en die oppervlakarea, volume en kapasiteit van die volgende te bereken van: - kubusse; - reghoekige prismas; - driehoekige prismas; - silinders. • Ondersoek hoe verdubbeling enige of al die dimensies van regte prismas en silinders hulle volume beïnvloed. Hoe verskil graad 9 van graad 8? • Oppervlakte en volume van silinders • Formules wat leerders moet ken en kan gebruik: - die volume van 'n prisma = die oppervlak van die basis x die hoogte - die buiteoppervlak van 'n prisma = die som van die oppervlaktes van al die kante - die volume van 'n kubus = l3 - die volume van 'n reghoekige prisma = l x b x h - die volume van 'n driehoekige prisma = ( 12 b x h) x hoogte van die prisma - die volume van 'n silinder = (πr2) x die hoogte van die silinder Vir omskakeling: - indien 1 cm = 10 mm dan is 1 cm3 = 1 000 mm3 en - indien 1 m = 100 cm dan is 1 m3 = 1 000 000 cm3 of 106 cm3. - 'n voorwerp met 'n volume van 1 cm3 sal presies 1 ml water verplaas;en - 'n voorwerp met 'n volume van 1 m3 sal presies 1 kl water verplaas. Voorbeelde van probleemoplossing wat oppervlak en volume van silinders behels • Bereken die volume van 'n silinder, sonder 'n sakrekenaar, as die deursnee 28 cm, en die hoogte 30 cm en zπ = 227 is. • Bereken die buiteoppervlak van 'n silinder korrek tot twee desimale plekke as die hoogte 65 cm en die omtrek van die basis 47,6 cm is. Totale tyd vir Oppervlakte en volume: 5 ure HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • Funksies en verwantskappe • Algebraïese uitdrukkings • Algebraïese vergelykings • Grafieke • Volume en buiteoppervlak Totale tyd vir hersiening/ assessering vir die kwartaal: 5 ure KABV 153 WISKUNDE GRAAD 7-9 GRAAD 9 – KWARTAAL 4 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Ruimte en Vorm (Meetkunde) 3.4 Transforma￾sie Meetkunde Transformasies: • Herken, beskryf en gebruik transformasies met punte, lynsegmente en eenvoudige meetkundige figure op koördinaatstelsels en fokus op: - refleksie van ’n punt in die X-as of Y-as; - beweeg ’n punt in en oor kwadrante; - refleksie in die lyn y = x • Identifiseer wat die transformasie van ’n punt is indien die koördinate van sy beeld gegee is. Vergrotings en verkleinings: • Gebruik proporsies om die effek van die vergroting of verkleining te beskryf op die area en omtrek van meetkundige figure. • Ondersoek die koördinate van die hoekpunte op die figuur wat vergroot of verklein is met ’n gegewe skaal. Hoe verskil graad 9 van graad 8? • Refleksie in die lyn y = x • Identifiseer Transformasies vanaf die koördinate van die beelde • Koördinate van hoekpunte Koördinaatvlak • Die doen van transformasies op die koördinaatvlak bied 'n geleentheid om die aflees en afsteek van punte met geordende pare te oefen, en met die tekening van algebraïese grafieke te verbind. • Leerders moet leer hoe om punte op die koördinaat vlak af te steek en die koördinate van die punte van die X-as en Y-as af te lees. • Dit word ook gedoen met algebraïese grafieke. • Leerders moet die konvensie vir die skryf van geordende pare (x, y) leer ken. Wys op die verskille tussen die asse in die vier kwadrante. Fokus van Transformasies: • Die doen van transformasies op die koördinaatvlak fokus die aandag op die koördinate van die punte en hoekpunte van vorms. • Leerders moet die feit dat translasies, refleksies en rotasies slegs die posisie van die figuur, en nie sy vorm of grootte verander nie, kan raaksien. Leerders moet die feit dat die bogenoemde transformasies kongruente figure teweeg bring, besef. • Leerders moet begin om patrone in terme van die koördinate van die verskillende transformasies raak te sien soos: - vir translasies na links of regs sal die x waarde verander terwyl die y waarde dieselfde bly - vir translasies op of af sal y waarde verander terwyl die x waarde dieselfde bly - vir refleksies in die y–as, sal die x waarde van teken verander terwyl die y waarde dieselfde bly - vir refleksies in die X–as, sal die y waarde van teken verander terwyl die x waarde dieselfde bly - vir refleksies in die lyn y = x, sal die x en y waardes omruil. • Leerders moet die feit dat vergrotings en verkleinings die grootte van die figure verander deur die lengte van die sye te vergroot of te verklein kan raaksien. Gelykvormige eerder as kongruente figure word veroorsaak deur die groottes van hoeke dieselfde te hou. • Leerders moet ook die vergroting of verkleiningsfaktor kan bereken. Totale tyd vir Transforma￾sies: 9 ure 154 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 3.2 Meetkunde van 3-D voorwerpe Klassifikasie van 3-D voorwerpe: • Hersien eienskappe en definisies van die 5 platoniese driedimensionele voorwerpe in terme van die vorm en aantal vlakke, aantal hoekpunte en die aantal rande. • Herken en beskryf die eienskappe van: - sfere; - silinders. Bou van 3-D modelle: • Gebruik nette om modelle van meetkundige driedimensionele voorwerpe te skep, insluitend: - kubusse; - prismas; - piramiedes; - silinders. Hoe verskil graad 9 van graad 8? • Eienskappe van sfere en silinders • Nette van silinders Platoniese driedimensionele voorwerpe • Eienskappe van platoniese driedimensionele voorwerpe moet hersien word. • Platoniese driedimensionele voorwerpe is 'n spesiale groep veelvlakkige voorwerpe wat vlakke het wat kongruente reëlmatige veelhoeke is. • Daar is slegs vyf Platoniese driedimensionele voorwerpe: - tetraëder (viervlak) - hexaëder (kubus/ sesvlak) - oktaëder (agtvlak) - dodecaëder (twaalfvlak) - icosaëder (twintigvlak) • Die naam van elke platoniese voorwerp is afgelei van die aantal vlakke. • Platoniese driedimensionele voorwerpe gee 'n interessante konteks waarin die verwantskap tussen die aantal vlakke, hoekpunte en rante ondersoek kan word. Deur hierdie eienskappe vir al die platoniese driedimensionele voorwerpe te lys, kan leerders die patroon wat na vore kom ondersoek, om die algemene reël V - E + F = 2, te bepaal. V = aantal hoekpunte, E = aantal rante, F = aantal vlakke. Die gebruik en bou van nette: • Die gebruik en bou van nette is nuttig kontekste om eienskappe van veelvlakkige voorwerpe te ondersoek of te konsolideer. • Leerders moet die nette van verskillende driedimensionele voorwerpe kan herken. • Leerders moet sketse van die nette met behulp van hul kennis van die vorm en die aantal vlakke van die driedimensionele voorwerpe, kan maak voordat hulle dit teken en die nette uitsny om modelle te bou. • Aangesien leerders meer kennis van die groote van hoeke in veelhoeke het en ook hoeke kan meet, behoort hulle konstruksie van nette meer akkuraat te wees. • Leerders moet die relatiewe posisie van die vlakke van die nette uitwerk, ten einde die 3-D voorwerp te bou. Totale tyd vir Meetkunde van 3-D voorwerpe: 9 ure KABV 155 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) Datahantering 5.1 Versameling, organisering en opsomming van data Versamel data: • Stel vrae wat verband hou met sosiale-, ekonomiese- en omgewingskwessies. • Kies, staaf en gebruik geskikte bronne vir die versameling van data. • Onderskei tussen steekproewe en bevolkings en stel gepaste steekproewe voor vir ondersoek. • Kies, staaf en gebruik geskikte metodes vir die versameling van data. Organisering en opsomming van data: • Organiseer numeriese data op verskillende maniere ten einde ’n opsomming te maak deur die volgende vas te stel: - bepalers van sentrale neiging; - bepalers van verspreiding. • Organiseer data volgens meer as een kriteria. Hoe verskil graad 9 van graad 8? • Organisering van data na aanleiding van meer as een kriteria • Uitskieters • Spreidiagramme Stelle data en kontekste Leerders moet blootgestel word aan 'n verskeidenheid kontekste wat oor sosiale en omgewingskwessies handel.Die leerders moet met gegewe stelle data wat op 'n verskeidenheid maniere, insluitend groot getalreekse, persentasies en desimale breuke voorgestel word, kan werk. Leerders moet dan oefen om data te kan organiseer, opsom, ontleed en interpreteer. Hulle moet dan ’n verslag oor die data skryf. Voltooi 'n data-siklus Leerders moet ten minste een data-siklus vir die jaar voltooi. Begin deur hul eie vrae te stel, die kies van die bronne en metodes vir die versameling, optekening, organisering, analisering, opsomming, interpretasie en die verslagdoening van die data. Daag leerders uit om na te dink oor watter soort vrae en data om te versamel. Die data moet dan deur 'n histogram, 'n sirkelgrafiek, 'n staafgrafiek, of diagram op 'n lyngrafiek voorgestel word. Totale tyd vir versameling en organisasie van data: 4 ure 156 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.2 Voorstelling van data Voorstelling van data: • Teken ’n verskeidenheid grafieke met die hand of met behulp van tegnologie om data voor te stel en te interpreteer, insluitend: - staafgrafieke en dubbele staafgrafieke; - histogramme met gegewe en eie intervalle; - sirkeldiagramme; - gebrokelyngrafieke; - verspreidingsgrafieke. Voorstelling van data • Teken van sirkelsektordiagramme om data voor te stel hoef nie akkuraat met 'n passer en gradeboog, ens. geteken te word nie. Leerders kan 'n ronde voorwerp gebruik om 'n sirkel te trek, dan die sirkel in halwes en kwarte en agstes verdeel as dit nodig is. Dit kan dan as 'n gids gebruik word, om die verhouding van die sirkel wat getoon moet word om die data voor te stel, te skat. Wat belangrik is, is dat die waardes of persentasies wat verband hou met die data op die sirkelsektorgrafiek in verhouding getoon word. • Teken, lees en interpretasie van sirkelsektordiagramme is 'n nuttige konteks om weer ekwivalensie tussen breuke en persentasies te hersien, bv. 25% van die data word deur 1 4 sektor van die sirkel verteenwoordig. • Dit is ook 'n konteks waarin leerders persentasies van heelgetalle kan vind, bv. indien 25% van 300 leerders van rugby hou, hoeveel (werklike aantal) leerders hou van rugby? • Histogramme word gebruik om gegroepeerde data in intervalle op die horisontale as van die grafiek voor te stel. Die verskille tussen histogramme en kolomgrafieke moet uitgewys word, in die besonder kolomgrafieke wat diskrete data (bv. gunsteling sport) in vergelyking met histogramme wat kategorieë in opeenvolgende, nie-oorvleuelende tussenposes aandui, (bv. toetstellings van 100 wat in intervalle van 10 aangedui word). Die kolomme in 'n kolomgrafiek raak mekaar nie, terwyl hulle in 'n histogram raak omdat hulle agtereenvolgende tussenposes toon. • Gebrokelyngrafieke verwys na grafieke van datapunte wat deur 'n lyn verbind word. Dit is nie dieselfde as 'n reguitlyngrafiek wat getrek word deur van die vergelyking van die lyn gebruik te maak nie. • Gebrokelyngrafieke word gebruik om voorstelling van data wat voortdurend verander oor 'n tydperk, bv. gemiddelde daaglikse temperatuur vir 'n maand aan te dui. Elke dag se temperatuur word deur 'n punt op die grafiek verteenwoordig en wanneer die hele maand se punte gestip is, word die punte met lyne verbind om 'n gebrokelyngrafiek aan te dui. • Gebrokelyngrafieke is nuttig om tendense en patrone in die data te lees. Dit word gebruik om voorspelings te maak, bv. sal die temperature styg of daal in die volgende maand? Totale tyd vir datavoorstel￾ling: 3 ure KABV 157 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.2 Voorstelling van data • 'n Spreidiagram word gebruik om data wat twee verskillende kriteria behels, voor te stel. Die grafiek word gebruik om te kyk na die verhouding tussen die twee kriteria, bv. om die prestasie van leerders in Wiskunde te vergelyk met hul prestasie in Engels. Elke punt op die grafiek verteenwoordig die resultate van 'n leerder in Wiskunde en Engels. Na al die resultate gestip is, kan jy die verhouding tussen prestasie in Engels en Wiskunde vir al die leerders vergelyk. As hulle 'n hoë telling in Wiskunde het, het hulle ook 'n hoë telling in Engels? As hulle hoë 'n telling in Wiskunde het, is hulle telling laag in Engels? Is daar geen verhouding tussen wat hulle telling in Wiskunde en wat hulle telling in Engels is nie? • Die spreidiagram laat 'n mens toe om tendense te sien en voorspellings te maak, sowel as om uitskieters in die data te identifiseer. 158 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER￾WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.3 Analise, interpretasie en verslag- doening van data Interpretasie van data: • Kritiese lees en interpretasie van data wat op ’n verskeidenheid maniere voorgestel word. • Kritiese vergelyking van twee stelle data wat verwant is aan dieselfde kwessie. Analise van data: • Kritiese analise van data deur vrae te beantwoord met betrekking tot: - metodes waarop data versamel word; - opsomming van data; - bronne van foute en vooroordeel in die data. Verslagdoening van data: • Maak opsommings van data in kort paragrawe, insluitend: - kom tot gevolgtrekkings t.o.v. die data; - maak voorspellings wat op die data gegrond is; - tref vergelykings tussen twee datastelle; - identifiseer bronne van foute en vooroordele in die data; en - keuse van gepaste opsommingstatistiek vir die data (gemiddeld, mediaan, modus, omvang); - die rol van ekstreme en uitskieters in die data. Die ontwikkeling van kritiese analisering • Leerders moet dieselfde data wat op verskillende maniere voorgestel word vergelyk, bv. in 'n sirkelsektorgrafiek of 'n staafgrafiek of 'n tabel en dan watter inligting word vertoon en wat is verborge bespreek. Hulle moet kan oordeel watter vorm van voorstelling die beste vir die gegewe data werk. • Leerders moet grafieke wat oor dieselfde onderwerp handel, maar die data is deur verskillende groepe mense versamel op verskillende tye, in verskillende plekke of op verskillende maniere, vergelyk. Hier moet die leerders die verskille tussen die data, met 'n bewustheid van vooroordeel oor die interpretasie van die data wat veroorsaak word deur data-bronne en metodes van data-insameling, bespreek. • Leerders moet die verskillende maniere van die opsomming van dieselfde datastelle vergelyk, 'n bewustheid van hoe data verslagdoening gemanipuleer kan word ontwikkel, watter opsommingstatistiek die beste die data sal verteenwoordig, kan evalueer. • Leerders moet grafieke van dieselfde data, waar die skale van die grafieke anders is, vergelyk. Hier moet die leerders die verskille, met 'n bewustheid van hoe die voorstelling van data gemanipuleer kan word, bespreek. Hulle moet kan oordeel watter vorm van verteenwoordiging die beste werk vir die gegewe data. • Leerders moet data wat oor dieselfde onderwerp handel, maar waar een stel uitskieters het, vergelyk. Hier moet die leerders die verskille - met 'n bewustheid van die effek wat die uitskieters op die interpretasie van die data het, in besonder hoe die uitskieters wat in spreidiagramme identifiseer is, die omvang affekteer - bespreek. • Leerders moet aangemoedig word om verslae in kort paragrawe oor die data te skryf. Totale tyd vir analise, interpretasie, opsomming en verslag￾doening van data: 3,5 ure KABV 159 WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.4 Waarskynlik￾heid Waarskynlikheid • Beskou situasies met ewe waarskynlike uitkomste en: - bepaal waarskynlikhede vir saamgestelde gebeure deur tweerigtingtabelle te gebruik en boomdiagramme te gebruik; - bepaal die waarskynlikheid vir die uitkomste van gebeure en voorspel die relatiewe frekwensie daarvan in eenvoudige eksperimente; - bespreek die verskille tussen die waarskynlikheid van uitkomste en die relatiewe frekwensie daarvan. Waarskynlikheid eksperimente In graad 8 en 9 is die doen van eksperimente minder belangrik. Leerders moet die waarskynlikheid van denkbeeldige gebeurtenisse oorweeg. In graad 9 moet leerders die uitkomste van saamgestelde gebeurtenisse oorweeg. Hulle moet tweerigtingtabelle en boomdiagramme gebruik om die waarskynlikheid van 'n uitkoms uit te werk. Waarskynlikheid van saamgestelde gebeurtenisse Voorbeeld: Wat is die waarskynlikheid dat 'n vrou agtereenvolgens aan twee seuns geboorte skenk? 'n Tweerigting tabel kan gebruik word. 1ste geboorte 2de geboorte Seun Dogter Seun SS SD Dogter DB DD Twee seuns agtereenvolgens (SS) is 1 uit 4 moontlike uitkomste, of 25%. Hoe verander die waarskynlikheid as die vraag verander na wat die waarskynlikheid is daarvan om agtereenvolgens aan drie seuns geboorte te skenk? 'n Boomdiagram kan dan gebruik word. Seun Dogter Dogter Dogter Seun Seun Seun [SSS] Dogter [SSD] Dogter [SDD] Seun [SDS] Dogter [DSD] Seun [DSS] Seun [DDS] Dogter [DDD] 1ste geboorte 2de geboorte 3de geboorte Totale tyd vir Waarskynlik￾heid: 4,5 ure 160 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 INHOUDSAREA ONDER- WERPE BEGRIPPE EN VAARDIGHEDE VERDUIDELIKENDE NOTAS OF ONDERRIG-RIGLYNE TYDSDUUR (in ure) 5.4 Waarskynlik- heid Drie seuns agtereenvolgens (SSS), is 1 uit 8 moontlike uitkomste of 12,5%. HERSIENING/ASSESSERING: Teen hierdie tyd moes die volgende reeds geassesseer gewees het: • Transformasie meetkunde • Meetkunde van 3-D voorwerpe • Versameling, organisering, voorstelling, analisering, opsomming, interpretering en verslagdoening van data • Waarskynlikheid Totale tyd vir hersiening/ assessering vir die kwartaal: 12 ure KABV 161 WISKUNDE GRAAD 7-9 AFDELING 4: ASSESSERING 4.1 INLEIDING Assessering is 'n deurlopende, beplande proses van identifisering, versameling en interpretasie van inligting oor die prestasie van leerders, deur van verskillende vorme van assessering gebruik te maak. Dit behels vier stappe: generering en versameling van bewyse van prestasie, die evaluering van hierdie bewyse, optekening van die bevindings en die gebruik van hierdie inligting om die leerder se ontwikkeling te verstaan en te help om die proses van leer en onderrig te verbeter. Assessering moet beide informele en formele assessering behels. In beide gevalle moet gereelde terugvoering verskaf word aan leerders om die leerervaring te verbeter. Dit sal bydra tot die bereiking van die minimum prestasievlak van 40% tot 49% wat die vereiste is vir bevorderingsdoeleindes. 4.2 SOORT ASSESSERING Die volgende tipes assessering kan in Wiskunde gedoen word en onderwysers word aangemoedig om dit te gebruik om die doel van elke assesseringsvorm te bereik. Basislynassessering/Grondlynassessering: Wiskunde-onderwysers wil vasstel of hulle leerders die basiese vaardighede en kennisvlakke wat benodig word vir bepaalde Wiskunde onderwerp bemeester het. Kennis van die leerders se vermoë in ’n spesifieke wiskundige onderwerp stel die onderwyser in staat om sy/haar Wiskunde￾les te beplan en om dit op die gepaste vlak aan te bied. Basislynassessering behoort gedoen te word voordat onderrig in ’n bepaalde wiskundige onderwerp plaasvind. Die uitslag van die Basislynassessering word nie vir bevorderingsdoeleindes in ag geneem nie. Diagnostiese assessering: Dit is nie vir bevorderingsdoeleindes nie maar om die onderwyser bewus te maak van die areas waarmee die leerders probleme ondervind. Daar is twee breë areas wat die basis van die diagnostiese assessering vorm, naamlik uitdagings t.o.v. inhoud wat vir die leerders moeilik is om te verstaan en emosionele sosiale faktore soos negatiewe houdings, wiskunde-vrees, swak studie-gewoontes, swak probleemoplossingsgedrag ens. Gepaste ingryping behoort vroeg in die leerders se skoolloopbaan gedoen te word om hulle te help om hierdie uitdagings te oorbrug. Formatiewe assessering: Formatiewe assessering word gebruik om die onderrig- en leerproses te ondersteun en hierdie is dus die assessering vir leer. Dit is die mees algemene tipe assessering omdat dit in verskillende vorms enige tyd gedurende die wiskunde-les gebruik kan word, bv. kort klaswerkoefeninge gedurende of aan die einde van die les, mondelinge vrae gedurende die les. Dit is hoofsaaklik informeel van aard en behoort nie gebruik te word vir bevorderingsdoeleindes nie. Die fundamentele onderskeidende eienskappe van formatiewe assessering is die voortdurende terugvoering wat aan leerders gegee moet word, veral t.o.v. die leerders se leerproses. Die inligting wat vanuit die formatiewe assessering verkry word, kan ook deur onderwysers gebruik word om hulle onderrigmetodes aan te pas. Summatiewe assessering: In teenstelling met formatiewe assessering, word summatiewe assessering gedoen nadat ’n Wiskunde-onderwerp of ’n groep verwante onderwerpe voltooi is. Dit word ook assessering van leer genoem omdat dit hoofsaaklik op die produk van leer fokus. Die uitslag van die summatiewe assessering word gerekordeer en vir bevorderingsdoeleindes gebruik. Die vorms van assessering wat in Tabel 4.1 aangedui word, is voorbeelde van summatiewe assessering. 162 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 4.3 INFORMELE OF DAAGLIKSE ASSESSERING Informele of daaglikse assessering het dit ten doel om deurlopend inligting met betrekking tot die leerder se vordering te versamel wat gebruik word om hulle prestasie te verbeter. Dit is die daaglikse monitering van die leerders se vordering. Dit word gedoen d.m.v. waarneming, besprekings, praktiese demonstrasies, leerder-onderwyser onderhoude, informele klaskamerinteraksies, ens. Informele assessering kan so eenvoudig wees as om leerders gedurende 'n les waar te neem of om die leerders se vordering met hulle te bespreek. Informele assessering behoort gebruik te word om terugvoering aan die leerders te bied en om die beplanning toe te lig, maar dit hoef nie opgeteken te word nie. Dit behoort nie afsonderlik van die leeraktiwiteite tydens 'n les gesien te word nie. Self-assessering en maat-assessering laat leerders toe om hulself te assesseer. Dit is belangrik omdat dit leerders toelaat om te leer en kennis te neem van hul eie vordering. Die resultate van die informele assesseringstake word nie formeel aangeteken nie tensy die onderwyser dit wil doen. Die uitslag word nie in aanmerking geneem vir bevorderingsdoeleindes nie. 4.4 FormELE ASSESSERING Formele assessering bestaan uit Skool-gebaseerde Assessering (SBA) asook die jaareind-eksamen. Formele assesseringstake word gemerk en formeel deur die onderwyser opgeteken vir bevorderingsdoeleindes. Alle formele assesseringstake mag aan moderering onderwerp word vir die doel van gehalteversekering en om seker te maak dat die gepaste standaarde volgehou word. Die SBA komponent kan verskillende vorms aanneem. Toetse, eksamens, projekte, werksopdragte en ondersoeke word egter vir Wiskunde aanbeveel. Die minimum vereistes vir die formele assesseringsprogram vir die Senior Fase word in Tabel 4.1 beskryf. Tabel 4.1: Minimum vereistes vir formele assessering: Senior Fase Wiskunde Vorme van As￾sessering Minimum vereistes per kwartaal Aantal take per jaar Gewig Kwartaal 1 Kwartaal 2 Kwartaal 3 Kwartaal 4 SBA Toets 1 1 1 3 40% Eksamen 1 1 Werksopdrag 1 1 1 3 Ondersoek 1 1 2 Projek 1 1 TOTAAL 2 3 3 2 10* Jaareindeksamen 1 60% *Moet voltooi wees voor die jaareindeksamen Toetse en eksamens is individuele assesseringstake en moet versigtig ontwerp word om seker te maak dat leerders hulle volle potensiaal t.o.v. die Wiskunde-inhoud bereik. Die vrae moet sorgvuldig gekies word om vir die verskillende kognitiewe vlakke van die leerders voorsiening te maak. ’n Memorandum moet gebruik word wanneer toetse en eksamens vir assessering gebruik word. Werksopdrag: soos in die geval met toetse en eksamens, is dit hoofsaaklik ’n individuele taak. Dit kan bestaan uit vorige vrae, maar dit behoort op die meer uitdagende werk te fokus omdat enige navorsingsmateriaal gebruik kan word, wat nie die geval is met ’n taak wat in die klas onder toesig gedoen word nie. KABV 163 WISKUNDE GRAAD 7-9 Projekte word gebruik om ’n verskeidenheid vaardighede en bevoegdhede te assesseer. Leerders is in staat om hulle begrip van die verskillende wiskundige konsepte te demonstreer d.m.v. projekte. Die gegewe projekte moet egter versigtig gegee word om seker te maak dat dit nie bo hulle kognitiewe vermoë is nie. Die assesseringskriteria behoort duidelik aangedui te word op die projek-spesifikasie en moet fokus op die Wiskunde wat betrokke is. Dit moet nie fokus op prente en feite wat vanuit verwysingsmateriaal gedupliseer is nie. Goeie projekte bestaan uit die versameling en tentoonstelling van egte data wat gevolg word deur gevolgtrekkinge wat bewys kan word. ’n Ondersoek moedig kritiese en kreatiewe denke aan. Dit kan gebruik word om reëls en konsepte te ontdek wat die volgende bevat: inleidende redenasies; identifisering of toetsing van patrone of verwantskappe; tot gevolgtrekkings kom; en vasstelling van algemene neigings. Hoewel die aanvanklike ondersoek by die huis gedoen kan word, word dit aanbeveel dat die finale skryfwerk in die klas onder toesig, sonder toegang tot enige notas gedoen moet word om te verhoed dat die leerder toegang tot werk het wat sonder begrip gedupliseer word. Ondersoeke word deur rubrieke geassesseer, wat spesifiek tot die taak of generies kan wees en wat die aantal punte vir elke vaardigheid, lys. Hierdie vaardighede sluit in: • organisasie en rekordering van idees en ontdekkings, bv. diagramme en tabelle; • kommunikeer die idees met gepaste verduidelikings; • berekeninge wat duidelike begrip van die wiskundige begrippe en prosedures toon; • veralgemenings en • gevolgtrekkings maak. Die vorms van assessering behoort gepas te wees vir die ouderdom en kognitiewe vlakke van die leerders. Die ontwerpe van hierdie take moet die inhoud van die vak dek en dit moet so ontwerp wees om die breë doelstellings van die vak te verwerf. Gepaste instrumente, soos rubrieke en memoranda, behoort gebruik te word wanneer die leerders se werk gemerk word. Formele assessering moet vir ’n verskeidenheid kognitiewe vlakke en vermoëns soos in Tabel 4.2 aangedui voorsiening maak. 164 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 Tabel 4.2: Kognitiewe vlakke BESKRYWING EN VOORBEELDE VAN KOGNITIEWE VLAKKE Kognitiewe vlakke Beskrywing van die vaardighede wat gedemonstreer moet word. Voorbeelde: Kennis (≈25%) • Skatting en gepaste afronding van getalle. • Eenvoudige herroep. • Identifikasie en gebruik van die korrekte formules. • Gebruik van wiskundige feite. • Gepaste gebruik van wiskundige woordeskat. 1. Skat die antwoord en bereken dan met 'n sakrekenaar: [Graad 7] 2. Gebruik die formule A = πr 2 om die oppervlak van’n sirkel waarvan die middellyn 10 cm is te bereken. [Graad 8] 3. Skryf neer die y afsnit van die funksie y = 2x + 1 [Graad 9] Roetine prosedures (≈45%) • Uitvoering van bekende prosedures. • Eenvoudige toepassings en berekeninge wat uit veelvuldige stappe mag bestaan. • Afleidings wat gemaak word vanuit gegewe inligting. • Identifiseer en gebruik (nadat die onderwerp verander is) van korrekte formules wat gewoonlik dieselfde is as dié wat in die klas teëgekom is. 1. Bereken die gemiddelde van 5 graad 7 leerders se punte as hulle onderskeidelik 25; 40; 21; 85; 14 uit 50 behaal het. [Graad 7] 2. Los x op as x – 6 = 9 [Graad 8] 3. R600 belê teen r% per jaar enkelvoudige rente vir drie jaar lewer 'n opbrengs van R150 rente. Bereken die waarde van r as E = Hrt . [Graad 9] Komplekse prosedures (≈20%) • Probleme behels komplekse berekenings en / of hoër-orde redenasie. • Ondersoek basiese aksiomas om hulle in bewyse vir reguit lyn-meetkunde, kongruensie en gelykvormigheid te veralgemeen. • Daar is geen duidelike pad na die oplossing nie • Probleme nie noodwendig gebaseer op lewensegte kontekste nie. • Beduidende verbande tussen verskillende voorstellings kan maak. • Vereis konseptuele begrip. 1. Mnr. Mnisi betaal R75 vir 'n boek wat hy afmerk om 20% wins op te maak. Hy verkoop dit dan teen 4% afslag op kontant. Bereken die verkoopprys. [Graad 7] 2. 'n Motor beweeg teen 'n konstante spoed van 60 km in 18 minute. Hoe ver sal die motor in 1 uur 12 minute reis as dieselfde konstante spoed handhaaf word? [Graad 8] 3. Gebruik ondersoekvaardighede om te bewys dat die hoeke op 'n reguit lyn supplementêr is. [Graad 9] Probleemoplos￾sing (≈10%) • Ongesiene, nie-roetine probleme (wat nie noodwendig moeilik is nie). • Hoër-orde begrip en prosesse is dikwels betrokke. • Mag van die leerder vereis om die probleem in dele waaruit dit bestaan op te breek. 1. Die som van drie opeenvolgende getalle is 87. 2. Bepaal die getalle. [Graad 7] Mary lê 'n afstand van x km in 6 uur af as sy teen 'n gemiddelde spoed van 20 km / h met haar fiets ry. Wat moet haar gemiddelde spoed wees as sy dieselfde afstand in 5 uur wil aflê? [Graad 8] 3. Die gesamentlike ouderdom van 'n pa en seun is 84 jaar. Oor 6 jaar sal die vader twee keer so oud wees as die seun 3 jaar gelede was. Hoe oud is hulle nou? [Graad 9] 4.5 ReKordERing EN Verslagdoening Rekordering is die proses waarby die onderwyser die vlak van die leerder se prestasie in ’n spesifieke assesseringstaak bepaal. Dit dui die leerder se vordering ten opsigte van die bemeestering van kennis aan soos wat dit in die Kurrikulum en Assesseringsbeleidsverklaring uiteengesit is. ’n Verslag van die leerder se prestasie is ’n bewys van die leerder se konseptuele vordering binne die graad en of sy/hy gereed is om na die volgende graad bevorder te word. Verslae van die leerder se prestasie behoort ook die vordering wat deur die onderwysers en leerders gemaak is in die onderrig en leerproses, te bevestig. KABV 165 WISKUNDE GRAAD 7-9 Deur verslagdoening word leerderprestasie aan leerders, ouers, skole en ander betrokkenes bekend gemaak. Die laerskool is ’n kritieke tyd waarin die basis van wiskundige vaardighede en konseptuele kennis gelê word. Verslagdoening van leerderprestasie is noodsaaklik en behoort nie beperk te word tot die kwartaalikse verslag / rapport nie. Ander maniere waarop verslagdoening kan plaasvind sluit in ouervergaderings, skoolbesoekdae, oueronderwyserkonferensies, telefoongesprekke, briewe, klas/skoolnuusbriewe. Hierdie maniere sal verseker dat enige onderprestasie vroegtydig gekommunikeer word en dat gepaste ingrypingsmetodes deur beide onderwysers en ouers geïmplementeer word. Formele verslagdoening word volgens die 7-punt skaal gedoen. (Verwys na Tabel 4.3) Tabel 4.3: Prestasie-skaal vir die Nasionale Kurrikulumverklaring Graad 7 - 9 PRESTASIEKODE BESKRYWING VAN DIE VAARDIGHEID PERSENTASIE 7 Uitmuntende prestasie 80 – 100 6 Verdienstelike prestasie 70 – 79 5 Beduidende prestasie 60 – 69 4 Voldoende prestasie 50 – 59 3 Matige prestasie 40 – 49 2 Basiese prestasie 30 – 39 1 Ontoereikende prestasie 0 – 29 4.6 ModerERING VAN ASSESSERING Moderering verwys na die proses wat verseker dat die assesseringstake regverdig, geldig en betroubaar is. Moderering behoort intern op skoolvlak en/of ekstern op distriks-, provinsiale - en nasionale vlak gedoen te word. Aangesien die bevordering van leerders in die Senior Fase grootliks afhanklik is van die SBA (wat 40% bydra) behoort die modereringsproses verskerp te word om seker te maak dat: • Leerders nie benadeel word deur ongeldige of onbetroubare assesseringstake nie. • Die assessering se standaard hoog en van kwaliteit is, maar dat bereikbare standaarde steeds gehandhaaf word. 4.7 ALGEMEEN Hierdie dokument moet in samehang met die volgende saamgelees word: • 4.7.1 Die Nasionale beleid met betrekking tot die program- en bevorderingsvereistes vir die Nasionale Kurrikulumbeleid Graad R-12; en • 4.7.2 Die beleidsdokument, Nasionale Protokol vir Assessering Graad R-12. 166 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9 KABV 167 WISKUNDE GRAAD 7-9 168 KURRIKULUM EN ASSESSERINGSBELEIDSVERKLARINGSBELEID (KABV) WISKUNDE GRAAD 7-9     CREATIVE ARTS Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 7-9 creative arts CREATIVE ARTS GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0529-6 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works CREATIVE ARTS GRADES 7-9 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION CREATIVE ARTS GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CREATIVE ARTS GRADES 7-9 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement ..................... 3 1.1 Background ....................................................................................................................................................3 1.2 Overview .....................................................................................................................................................3 1.3 General aims of the South African curriculum............................................................................................4 1.4 Time allocations .............................................................................................................................................6 1.4.1 Foundation Phase ............................................................................................................................................6 1.4.2 Intermediate Phase ..........................................................................................................................................6 1.4.3 Senior Phase....................................................................................................................................................7 1.4.4 Grades 10-12 ...................................................................................................................................................7 Section 2................................................................................................................................................. 8 2.1 What is Creative Arts?.................................................................................................................................... 8 2.2 Specific aims ................................................................................................................................................... 8 2.3 Time allocation for Creative Arts in the curriculum..................................................................................... 9 2.4 Overview of topics ........................................................................................................................................ 13 2.4.1 Dance.................................................................................................................................................... 13 2.4.2 Drama ................................................................................................................................................... 15 2.4.3 Music..................................................................................................................................................... 17 2.4.4 Visual Arts ............................................................................................................................................ 21 Section 3............................................................................................................................................... 23 3.1 What is to be taught in Dance?.................................................................................................................... 23 3.1.1 Dance in Grade 7.................................................................................................................................. 23 3.1.2 Dance in Grade 8.................................................................................................................................. 27 3.1.3 Dance in Grade 9.................................................................................................................................. 31 3.2 What is to be taught in Drama? ................................................................................................................... 35 3.2.1 Drama in Grade 7.................................................................................................................................. 35 3.2.2 Drama in Grade 8.................................................................................................................................. 39 3.2.3 Drama in Grade 9.................................................................................................................................. 43 CREATIVE ARTS GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.3 What is to be taught in Music? .................................................................................................................... 47 3.3.1 Music in Grade 7................................................................................................................................... 47 3.3.2 Music in Grade 8................................................................................................................................... 53 3.3.3 Music in Grade 9................................................................................................................................... 59 3.4 What is to be taught in Visual Arts?............................................................................................................ 63 3.4.1 Visual Arts in Grade 7 ........................................................................................................................... 63 3.4.2 Visual Arts in Grade 8 ........................................................................................................................... 69 3.4.3 Visual Arts in Grade 9 ........................................................................................................................... 75 SECTION 4............................................................................................................................................... 79 4.1 Introduction ................................................................................................................................................... 79 4.2 Informal daily assessment ........................................................................................................................... 79 4.3 Formal assessment....................................................................................................................................... 79 4.4 Programme of assessment .......................................................................................................................... 81 4.4.1 Dance (one of two art forms)................................................................................................................. 82 4.4.2 Drama (one of two art forms)................................................................................................................ 83 4.4.3 Music (one of two art forms).................................................................................................................. 85 4.4.4 Visual Arts (one of two art forms).......................................................................................................... 86 4.5 Recording and reporting .............................................................................................................................. 87 4.6 Moderation of assessment........................................................................................................................... 88 4.7 Annexures...................................................................................................................................................... 89 4.8 General........................................................................................................................................................... 91 CREATIVE ARTS GRADES 7-9 CAPS 3 Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; CREATIVE ARTS GRADES 7-9 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; CREATIVE ARTS GRADES 7-9 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). CREATIVE ARTS GRADES 7-9 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3, 5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1, 5) (1) (1, 5) TOTAL 27, 5 CREATIVE ARTS GRADES 7-9 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4, 5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27, 5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27, 5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. CREATIVE ARTS GRADES 7-9 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: CURRICULUM AND ASSESSMENT POLICY FOR CREATIVE ARTS 2.1 WHAT IS CREATIVE ARTS? The subject Creative Arts provides exposure to and study of a range of art forms including dance, drama, music and visual arts (including design and crafts) from Grade R to Grade 9. The main purpose of the subject Creative Arts is to develop learners as creative, imaginative individuals who appreciate the arts and who have the basic knowledge and skills to participate in arts activities and to prepare them for possible further study in the art forms of their choice in Further Education and Training (FET). 2.2 SPECIFIC AIMS The intention of the subject Creative Arts is to: • develop creative, expressive and innovative individuals and teams; • provide learners with exposure to and experiences in dance, drama, music and visual arts; • provide access to basic arts education for all learners; • identify and nurture artistic talent, aptitude and enthusiasm; • equip learners with adequate basic skills to pursue further studies in the art forms of their choice; • develop an awareness of arts across diverse cultures; • expose learners to the range of careers in the arts; • develop arts literacy and appreciation; • develop future audiences and arts consumers; and • develop life skills through the arts. Dance The study of dance in the Senior Phase as part of Creative Arts focuses on providing opportunities for learners to experience the joy of dancing, to learn how to use their bodies safely, to develop their fitness for dancing and to develop sufficient basic skills to equip them for selecting Dance Studies as a subject in FET. Through improvisation and composition, learners of dance begin to explore and create their own movement sequences and begin to appreciate dance as a creative art. Since dance learning is both circular and linear, the same topics are repeated throughout the year, and in each subsequent year, with increasing complexity. Developing skills such as coordination, strength, flexibility, stamina, endurance and control takes a long time and requires regular practice. Drama The study of drama in Creative Arts gives learners tools to represent human experiences in dramatic form, through processes of participation, collaboration, exploration and presentation. Drama encourages the creative exploration of themes and issues, creates a safe context for this exploration, and provides opportunities to reflect on the insights CREATIVE ARTS GRADES 7-9 CAPS 9 gained in the process. Learners appreciate and interpret a wide range of dramatic works both published and created in the class. The focus on physical and vocal warm-up activities is vital because these activities not only help to prevent injury, but also develop physical awareness, coordination and strength over time. Since the body and voice are the primary means of communication and expression in drama, they must be used safely and effectively. An important aspect of drama is the development of classroom performances (through improvisation/playmaking processes) based on a specific stimulus. In drama, the learner explores the motivation and the relationships between people in a real, imagined or historical context, to help him or her understand the world. The learner is encouraged to make decisions and to take responsibility for those decisions within the safe context of the drama. Music The study of music in Creative Arts aims to develop the ability to perform a variety of vocal and instrumental music in group and solo contexts. In addition, learners are exposed to the written and aural language of music through reading and writing music. Furthermore, the subject aims to develop the ability to create new music through improvising and composing, using both conventional and non-conventional compositional techniques. The content also enables learners to become informed listeners of music by actively listening to a variety of music ranging from Western, indigenous and popular music. If learners wish to study Music in the FET band, special effort should be made for them to develop the ability to perform instrumentally or vocally at an elementary level and have a good sense of rhythm and pitch. They should also be able to read staff notation at the end of Grade 9. Visual Arts Constant exposure to the content, concepts and skills of visual arts, through a range of different activities that vary in depth and breadth, will help learners develop a rich visual language and related skills. Critical and reflective thinking skills are developed, and learners reap enormous satisfaction from being able to express themselves in symbolic, visual ways. Progression in the visual arts is both cyclical and linear. Teaching should be age appropriate and sensitive to the development of genuine creativity. For those learners who wish to select FET Design or Visual Arts as subjects to study in the FET band, the study of Visual Arts in Senior Phase is crucial to equip them with the necessary foundational skills. 2.3 TIME ALLOCATION FOR CREATIVE ARTS IN THE CURRICULUM Senior Phase In Grades 7, 8 and 9, Creative Arts is allocated two hours per week. To allow for depth of study and to prepare them for arts subject choices from Grade 10 to Grade 12, learners study only TWO art forms. Selection of art forms in Senior Phase The selection of art forms in Senior Phase will be determined by each school, based on the following criteria: • Availability of the minimum facilities and resources required for the subject • Availability of specialist arts teachers on the staff or accessible to the school (e.g. itinerant teachers, parents, community artists) • Learner abilities/talents and preferences In selecting which art forms to offer, schools should be cognisant of the demands of the art form in allocating or selecting learners. CREATIVE ARTS GRADES 7-9 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Pathways Schools can offer a number of different Creative Arts pathways, depending on the criteria above, e.g.: 1. Dance and Drama 2. Dance and Music 3. Dance and Visual Arts 4. Drama and Music 5. Drama and Visual Arts 6. Music and Visual Arts Staffing • Learners could be taught both art forms by the same teacher capable of teaching both art forms (2 hours per week) or each of the two art forms could be taught by a specialist in each art form (1 hour per week each). The art forms should be taught throughout the year and not in half-year modules. • Schools that offer some or all of the arts subjects in FET will have access to specialist teachers, facilities and resources in those subjects. • Schools that have no arts specialists and do not offer any arts subjects in FET can decide, in consultation with the school management team, staff and governing body, which art forms they will offer. Teachers responsible for teaching Creative Arts in these schools will need to undergo intensive and ongoing training in one or two art forms. Learner pathway selection Learners should select or be selected according to their abilities in the art forms and their preferences. It would be preferable for learners to begin to specialise as early as possible but learners with potential who have not had access to an art form in Grade 7 and who wish to select it in Grade 8 or 9, should not be excluded. Availability of the minimum facilities and resources required for the subjects In selecting which art forms schools will offer in the Senior Phase, the following minimum resources are required: Art form Minimum facilities Resources Dance Dance studio or hall or double classroom (open space preferably with a sprung wood floor) Music system with CD player/iPod Drama Large classroom or hall Music system Music Normal classroom and space for practice Music system, musical instruments Visual Arts Art room or appropriate space Arts equipment, consumables CREATIVE ARTS GRADES 7-9 CAPS 11 Timetabling for the Senior Phase Creative Arts pathways To ensure continuity and skills development, the two selected art forms should be taught throughout the year rather than in half-year blocks in Grades 7, 8 and 9. For example, in Dance it is essential to dance consistently every week to build strength, flexibility, stamina and control. Learners should have a minimum of ten contact teaching hours per art form per term during school time and at least once per week per art form after school. The continuity of regular practice at least twice per week is necessary to build skills. This applies especially to learners who are keen to study arts subjects in FET. Due to the practical nature of the arts, these subjects need one-hour periods for learning to be effective. For dance and drama, sufficient time is needed to change into relevant clothing, to warm up, to have time to develop the practical work, to cool down and to change back into school uniform. For Visual Arts and Music, time is needed to set up, work practically and clean up. The time could be allocated in a block of double or triple periods. It is often a good idea to place Creative Arts lessons before a break or at the end of the day so that learners can continue for longer than would be possible at other times. Timetabling will depend on various factors, such as the number of classes in a grade, the number of Creative Arts teachers and the number of learners per pathway. It is highly recommended that high schools offering the arts subjects in FET select learners for pathways in Grades 8 and 9 according to ability and interest, to ensure that they have sufficient basic skills to qualify for entry into the arts subjects in Grade 10. Below are a few suggestions for timetabling in a high school: A) Arts pathways classes towards FET In this scenario, learners are assigned to Grade 8 and Grade 9 classes according to their art subject choices, e.g.: • Grade 8A & Grade 9A are Dance and Drama learners • Grade 8B & Grade 9B are Dance and Music learners • Grade 8C & Grade 9C are Music and Visual Arts learners • Grade 8D & Grade 9D are Dance and Visual Arts learners • Grade 8E & Grade 9E are Music and Drama learners • Grade 8F & Grade 9F are Drama and Visual Arts learners In this case, the classes can be timetabled across the school day. CREATIVE ARTS GRADES 7-9 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) B) Creative Arts timetable block In this scenario Grade 8 and Grade 9 classes are not assigned according to their arts choices. Two or three consecutive periods per week each are blocked off for Grades 8 and 9, and all the learners in the grades divide up into whichever pathway they are following at this time. Rationale for the organisation of the content Since arts learning is both circular and linear, the same topics are repeated throughout the year, and in each subsequent year, with increasing complexity. It takes a long time to build up skills and it requires regular practice. The nature of progression in skills is found in the following: • introducing new concepts and skills • increasing vocabulary in the arts form • increasing the ability to listen well, respond to instructions and work with others • increasing skills in the art forms • increasing confidence, self-discipline, focus and creativity CREATIVE ARTS GRADES 7-9 CAPS 13 2.4 OVERVIEW OF TOPICS 2.4.1 Dance A dance curriculum cannot address the needs of every dance form. In line with international parity, this curriculum has been written with the three most popular dance forms in South Africa in mind: African dance, classical ballet and contemporary dance. If other dance forms are considered, the Department of Basic Education (DBE) should be provided with details of precisely how the dance form would be adapted to fit the needs of the curriculum. Topics Grade 7 Dance Grade 8 Dance Grade 9 Dance Topic 1 Dance performance • Dance conventions: greeting, use of space, controls • Warm-up: gradually building up a warm-up ritual and introduction to principles of posture and alignment • Floor work: limbering; joint mobility • Body-part isolation • Arm movements for coordination and mobility • Leg muscles and joint mobility, strengthening and control: knee bends and rises, simple leg brushes/shuffles and footwork • Turns: introduction to turning with “spotting” (eye focus) • Transfer of weight from side to side, forward and backward • Preparation for aerial movement with safe landings, foot isolations, locomotor movements and steps with rhythmic variations • Steps from a South African dance • Cooling down and stretching • Dance conventions: safe environment, code of conduct • Warm- up: gradually building up a warm-up ritual focusing on posture and alignment • Floor work: core stability, breathing, strengthening limbs, hands and arms coordination • Body-part isolation combining different body parts • Arm movements and hand gestures for coordination and control • Leg muscles and joint mobility, strengthening and control: knee bends and rises in parallel and turned-out positions; low brushes, lunges, circular leg movements and kicks/ extensions • Turns on the spot and on one leg with spotting • Transfer of weight changing directions • Articulation of the feet and jumps/footwork sequences with safe landings, travelling and aerial movement combinations across the floor changing directions, using a range of music genres and rhythms • Steps and sequences from a social or popular dance • Presentation skills: eye focus, commitment to movements, memory of dance steps • Cooling down: flowing lyrical movements to slow, calm music with stretching • Dance conventions: use of space, respect for others, class discipline • Warm-up: gradually building up a warm-up ritual with focus on safe dance practice, placement and kinaesthetic awareness • Floor work: core stability and side bends; hip mobility and strengthening exercises of the legs and feet • Body part isolation with increasing complexity and patterning • Arm exercises to develop fluidity • Leg muscles and joint mobility strengthening, and control: knee bends and rises, with coordinating arms; low and high brushes, balancing on one leg, circular leg movements and kicks/ extensions in all directions • Turns: travelling with spotting • Transfer of weight at a slow pace with control and balance • Building stamina through jumping, step-hops, galloping and leaping with coordinating arm movements and changes of directions, to varied music genres and rhythms with variations in dynamics (speed, energy) • Dance steps and style from an indigenous South African culture • Short fast dance sequences with attention to detail, commitment to movement, focus, musicality and spatial awareness between dancers • Cooling down with flowing lyrical movement and relaxation imagery followed by gentle slow stretching CREATIVE ARTS GRADES 7-9 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Topics Grade 7 Dance Grade 8 Dance Grade 9 Dance Topic 2 Dance improvisation and composition • Dance elements - Space – levels, directions, pathways, shape, size - Time – tempo, rhythm, accent - Force – flow of energy • Relationships – working in pairs/groups • Movement vocabulary in response to different stimuli • Eye contact and eye focus • Composition of a short dance sequence based on a South African picture, photograph or theme • Dance elements - Space – symmetry and asymmetry, patterning - Time – slow motion, double time, syncopation and polyrhythms - Force – weight, energy, gravity, counterbalance • Locomotor and non-locomotor movements, varying directions, levels and tempo • Relationships: leading and following, unison movement, active and passive • Gestures: literal to abstract • Composition exploring an idea, mood or thought • Dance elements - contrasting dynamics • Natural gestures with exaggeration, slow motion and repetition • Composition structures: beginnings and endings, repetition, stillness, transitions, unison and canon • Relationships: meeting and parting, call and response, blind and guide, positive and negative shapes, giving and receiving weight • Composition based on different stimuli Topic 3 Dance theory • Dance terminology introduced in practical classes • Importance of posture and alignment • Importance of warming up and cooling down • Importance of spotting • Dance literacy – own and others’; how movements convey meaning • Dance elements: space, time, energy/force, relationships • Different dance forms (at least 3) • Dance terminology introduced in practical classes • Code of conduct • Purpose of warming up and cooling down • Social/popular dance • Dance and related careers • Dance literacy – description of a dance seen in the community, on television or on stage • Dance terminology introduced in practical classes • Principles of posture and alignment • Use of core, use of spine, safe landings • Self-reflection on own dance experiences • Dance literacy – simple analysis of own dances and dances seen on stage, in communities, on television, or on DVD • Comparison between the dance forms in South Africa CREATIVE ARTS GRADES 7-9 CAPS 15 2.4.2 Drama Topics Grade 7 Drama Grade 8 Drama Grade 9 Drama Topic 1 Dramatic skills development Vocal development Explore • relaxation exercises • breathing exercises: awareness of breath • resonance exercises • articulation exercises and tongue twisters • exercises for audibility in classroom drama • vocal expressiveness in spontaneous conversation and presentation Physical development • Release of tension, loosening and energising the body • Controlled focused movements through mirror work • Warm-up using imagery to explore movement dynamics • Lead and follow movements in pairs, small groups and as a class Vocal development Explore • relaxation exercises • breathing exercises: breath control and capacity • correct posture and alignment (neutral position) • tone and resonance exercises • articulation exercises • interpretation skills, using pause, pitch, pace, stress, intonation and tone • exercises for audibility in classroom drama Physical development • Release of tension, loosening and energising the body • Concentration and focus in movement • Trust exercises • Creating character and mood through movement Vocal development Explore • relaxation exercises • breathing exercises: breath control and capacity • correct posture and alignment (neutral position) • tone and resonance exercises • articulation exercises • projection exercises • modulation exercises • interpretation skills, using pause, pitch, pace, projection, intonation and tone Physical development • Release of tension, loosening and energising the body • Development of focus through exercises • Spinal warm-up • Isolating body parts to tell story, express mood or character • Understanding purpose of warming up and cooling down • Creating an environment through the body • Physical characterisation Topic 2 Drama elements in playmaking Short improvised dramas to explore structure of drama: beginning, middle and end • Shape and development of the scene • Exploration of relevant themes • Groupings and physical relationships in space • Consideration of the audience in exploring different spatial arrangements • Characterisation: observe, imitate and invent detail • Drama elements in cultural and social events compared to their use in theatre • Reflection on drama: give and receive feedback constructively Written sketch or polished improvisations: • Theme(s) related to a social or environmental issue for the drama • Isolating and developing a topic from the research • Structure of the performance • Shape and focus of the performance • Specialised style, e.g. melodrama, comedy, tragedy, farce, musical and puppet show. • Technical resources to enhance the performance Classroom drama reflecting cultural practices: • Integration of cultural practices into the classroom drama, e.g. rituals, ceremonies and symbols • Purpose of performance • Basic staging conventions • Exploration of performance space: appropriate groupings and movement patterns • Technical elements: design, develop and make CREATIVE ARTS GRADES 7-9 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Topics Grade 7 Drama Grade 8 Drama Grade 9 Drama Topic 3 Interpretation and performance of selected dramatic forms Interpretation and performance techniques in: • folktales • choral verse • reflection on own and others’ performances, constructive feedback Interpretation and performance techniques in: • indigenous poems/praise poetry written by South African poets, performed individually and/or in groups • dialogues or dramatised prose or indigenous storytelling Interpretation and performance techniques in: • poetry or dramatised prose or monologue • scene work (theatre/television) or radio dramas Topic 4 Appreciation and reflection Appreciation and reflection of at least ONE professional performance, preferably live, through the course of the year • Appreciation and reflection based on peer interpretation and performance of polished improvisation, using drama terminology • Appreciation and reflection of the poetry performance, dialogues or dramatised prose or indigenous storytelling, using drama terminology • Appreciation and reflection of at least ONE professional performance preferably live, through the course of the year • Appreciation and reflection based on peer interpretation of the polished improvised performance, using drama terminology • Appreciation and reflection of the poetry or dramatised prose or monologue, radio drama or scene, using drama terminology • Appreciation and reflection of at least ONE professional performance, preferably live, through the course of the year Topic 5 Media and careers Exploration: • Performers • The creative team • The support team • Related fields of study • Accessible and relevant media • Media forms such as film, television, radio, documentaries and the internet • Drama elements in the selected media form • Positive and negative effects of media • Stereotyping (including typecasting, labelling, stock characters) in stories, theatre, film, television and radio • Stereotyping according to age, gender, class/status and culture, etc. CREATIVE ARTS GRADES 7-9 CAPS 17 2.4.3 Music Topics Grade 7 Music Grade 8 Music Grade 9 Music Topic 1 Music literacy • Letter names of notes on the treble clef • Revision of the concept of note values (already covered in Grades 4 – 6) and cover all note values • Clapping or drumming short rhythmic phrases that use crotchets, minims and quavers Pitch • Sight singing melodic phrases from known and unknown songs using tonic sol-fa • Following musical scores while listening to music • Duration: Introduction of the dotted note, also in relation to: - crotchets - quavers - minims - semibreves - dotted minim • Treble and bass clef • Duration: consolidation of content learned • Treble and bass clef • Letter names of notes on the treble and bass clef • Clapping or drumming polyrhythmic phrases Duration • Meter – 2/4; 3/4; 4/4; compound duple 6/8 • Reading (clapping or playing) music in 2/4; 3/4; 4/4; compound duple 6/8 Pitch • Consolidation of the construction of the major scale: C, G, D and F major • Reading (singing or playing) music in the keys of C, G, D and F major • Music terminology • Tempo: moderato, presto, ritardando, a tempo • Articulation: legato, staccato Duration and pitch • Writing the scales of C, G, D and F major in the treble and bass clefs • Key signatures of C, G, D and F major • Ledger lines • Intervals • Triads • Writing of C, G, D and F major scales in the treble clef rhythmically using note values learnt • Reading (singing or playing) music in the keys of C, G, D and F major using either tonic sol-fa or humming CREATIVE ARTS GRADES 7-9 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Topics Grade 7 Music Grade 8 Music Grade 9 Music Topic 2 Music listening • Listening to performed music and identifying or describing the: - beats including – duple (two beats), triple (three beats) and quadruple (four beats) meter - instruments used in the performance - the story the music is telling (sad/happy, recognizing a dance, march, etc.) • Following simple musical scores while listening to music • Active listening to a variety of recorded or live music by clapping or humming or moving • Listening to a variety of recorded or live music and describing the: - Meter of the music as duple or triple or quadruple time - Tempo (fast/slow) - Dynamics (soft/loud) - Meaning or story of the music - Lyrics of the music - Texture of the music • Creating a graphic score (sound picture) of a musical piece that has been listened to, e.g. storm, rain • Active listening to identify the elements and principles of music in a variety of musical styles (Western Classical, African, Indian, popular music): - Meter (duple, triple and quadruple) - Dynamics (piano, forte) - Repetition (rhythmic and melodic) - Contrasts in tempo and texture - Meaning of the lyrics • Listening to the sound of the families of instruments and describing how the sound is produced: - membranophones - idiophones - chordophones - aerophones • Listen to recorded or live music and identifying the sound of instruments in a variety of works using the following instruments: - chordophones - idiophones - membranophones - aerophones • Listening to recorded or live music and writing own impression focusing on: - message of the music (lyrics) - instruments/voices used - tempo - dynamics • Listening to the sound of the families of orchestral instruments and describing how sound is produced: - strings - woodwind - brass - percussion • Listening to one of the following styles: Reggae, kwaito, R&B, African jazz • Writing own impression of the music focusing on the - artist/s - special features of the music with regard to rhythm, tempo, instruments, voices • Story of the music/lyrics - Listening to excerpts from a musical (e.g. West Side Story) or an opera (e.g. Magic Flute, Nabucco) - Writing a storyline of a musical/opera • Sing along with one of the choruses/solos • Discussion of the National Anthem reflecting on the: CREATIVE ARTS GRADES 7-9 CAPS 19 Topics Grade 7 Music Grade 8 Music Grade 9 Music Topic 3 Performing and creating music • Breathing exercises • Developing the ability to sing in tune through a repertoire of songs that include: - the National Anthem of South Africa - folksongs (indigenous songs, cultural songs) - popular music - light music - rounds - part singing (songs with descants) • Accompanying songs with body percussion, found or self-made instruments, traditional instruments, Orff instruments • Playing music from graphic scores • Creating instrumental music in group and solo context: - Rhythmic repetition through clapping or drumming • Continuous development of in-tune singing through a repertoire of songs that include instruments learners may be studying (optional) • Performing and composing music that uses non￾conventional notation, e.g. graphic scores • African drumming • Creating own vocal and instrumental music in group and solo context: - melodic repetition (vocal or instrumental) - melodic question and answer (vocal or instrumental) - rhythmic improvisation on an ostinato or riff by clapping or drumming - vocal or melodic improvisation on an ostinato or riff - rhythmic improvisation on African drums • Breathing and technical exercises suitable for the instrument or voice • Group or solo performances from the standard repertoire of Western/African/Indian/ popular musical styles: - choral works - group instrumental works - solo vocal works - solo instrumental works • Creating own music in group and solo context by composing a musical work and adding another art form to it • Breathing and technical exercises suitable for the instrument or voice • Group or solo performances from the standard repertoire of Western/African/Indian/ popular musical styles: - choral works - group instrumental works - solo vocal works - solo instrumental works • Writing own music in group and solo context by rhythmic and melodic completion of a four-bar phrase in C, G, D and F major after the first two bars have been given • Group or solo performances from the standard repertoire of Western/African/Indian/ popular musical styles focusing on a performance of the music learners were asked to appraise in topic 2 • Creating own music in group and solo context • Adding music to words (two lines) • Group or solo performances from the appropriate repertoire of Western/African/Indian/ popular musical styles • Adding music to words of a poem (four lines) • Creating an advertisement for a product or event using own lyrics and music CREATIVE ARTS GRADES 7-9 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Topics Grade 7 Music Grade 8 Music Grade 9 Music • Performing music that uses non-conventional notation, e.g. graphic scores • Creating a sound picture based on a story or poem using the voice or instruments - light music - rounds • Creating own vocal and instrumental music in group and solo context: - rhythmic and melodic improvisation on an ostinato or riff • Writing own four-line song lyrics and melody based on a social issue CREATIVE ARTS GRADES 7-9 CAPS 21 2.4.4 Visual Arts Topics Grade 7 Visual Arts Grade 8 Visual Arts Grade 9 Visual Arts Topic 1 Create in 2D Own and wider world: observation and interpretation of own visual world through various approaches to • drawing (line, tone, texture, mark-making) • painting (colour-mixing, brush manipulation, personal interpretation) • exploration of a variety of media • simple etching techniques (e.g. scraperboard) Using • art elements (shape, line, tone, texture, colour to include complementary colour, monochromatic colour) • design principles • design projects using art elements and design principles • lettering and design projects: images and text • pattern-making (drawings, collages, designs, surface decorations) • variation of paper size and format (different scale and degrees of detail) Own and wider world: observation and interpretation of own and broader visual world through increasing complexity of • drawing • painting • exploration of media • etching techniques Using • art elements (same as before, but include analogous/related colour) • design principles • drawing and painting with extended use of media and techniques • design projects • lettering and design projects • pattern-making • variation of paper size and format Own and wider world: observation and interpretation of global visual world. through increasing complexity of • drawing • painting • exploration of media • etching techniques Using • art elements (same as before, but include analogous/related colour) • design principles • drawing and painting with extended use of media and techniques • design projects • lettering and design projects • pattern-making • variation of paper size and format Topic 2 Create in 3D • Three-dimensional art works and design projects based on own world focusing on art elements and design principles with emphasis on accurate or imaginative representation; conscious use of space; spatial awareness: developing understanding of plane, depth and visual perspective • Themes to explore learner’s interests • Construction and modelling techniques to explore spatial awareness • Manipulation of a variety of materials and tools using good craftsmanship and safety precautions • Concern for the environment: use of recyclable materials • Three-dimensional art works and design projects of increasing complexity based on wider world focusing on art elements and design principles • Themes to explore the social world, and popular culture • More complex construction and modelling techniques to deepen spatial awareness • Extended manipulation of a variety of materials and tools using good craftsmanship and safety precautions • Concern for the environment: use of recyclable materials • Three-dimensional art works and design projects of increasing complexity based on global world focusing on art elements and design principles • Themes to explore current events in the global world • Personalised construction and modelling techniques to further deepen spatial awareness • More complex manipulation of a variety of materials and tools using good craftsmanship and safety precautions • Concern for the environment: use of recyclable materials CREATIVE ARTS GRADES 7-9 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Topics Grade 7 Visual Arts Grade 8 Visual Arts Grade 9 Visual Arts Topic 3 Visual literacy • Communication skills: express, identify/name, question and reflect through looking, talking, listening and writing about the visual world through the language of art elements and design principles • Interpret, analyse and recognise symbolic language with reference to - buildings - still life - local craft and crafters - masks - groups of figures • The role of the artist in own society as contributor and observer • Introducing research skills • Communication skills: express, identify/name, question and reflect through looking, talking, listening and writing about the visual world through the language of art elements and design principles • Interpret, analyse and recognise symbolic language with reference to - creative lettering - functional containers - fashion design careers in the arts • The role of the artist in wider society and careers in the arts and design fields • Developing research skills • Planning and preparation: with guidance, collect resources, visual information and preliminary drawings and sketches in preparation for the final projects • Communication skills: express, identify/name, question and reflect through looking, talking, listening and writing about the visual world through the language of art elements and design principles • Interpret, analyse and recognise symbolic language with reference to - portraits - the role of the artist - social commentary - popular culture - design in public commentary • The role of the artist in global society as contributor, observer and social commentator • Further development of research skills • Planning and preparation: same as before but works independently CREATIVE ARTS GRADES 7-9 CAPS 23 SECTION 3: TERM PLANS Learners study only TWO art forms in Grades 7, 8 and 9. Each art form is allocated a minimum of ten hours contact teaching time per term. For easy access, each art form from Grades 7 to 9 is laid out below separately. 3.1 What is to be taught in dance? 3.1.1 Dance in Grade 7 SENIOR PHASE Term 1 Grade 7 Topic 1 Dance performance Suggested contact time 45 minutes per week Recommended resources Music system, CDs or percussion instruments Content/concepts/skills • Dance conventions: setting up a safe classroom environment (control cues, cleanliness, personal hygiene); establish conventions for entering, leaving and greeting; establish a classroom code of conduct; establish codes for required dance￾wear, appropriate use of space (own and others), respect for and sensitivity to other dancers, trust exercises • Introduction to principles of posture and alignment • Warm-up: walking and running, interspersed with freezes that show variation in shape, direction and level • Introduction to floor-work for core stability, strength and flexibility: flexing and stretching feet, rounding/lengthening of the spine • Joint mobility: knee bends and rises on two legs with legs in parallel position and outwardly rotated at the hips • Transference of weight from side to side • Preparation for safe landing from movements of elevation/aerial movements – small jumps from two feet landing “toe-ball￾heel-bend” • Simple locomotor movement combinations across space: running, skipping and galloping • Cooling down with safe slow stretching Topic 2 Dance improvisation and composition Suggested contact time 15 minutes per week Recommended resources Textbook, music system, CDs or percussion instruments Content/concepts/skills • Introduction to elements of dance: space, time, energy/force, relationships • Exploration of elements of dance: space – shape, dimension, level, direction, pathways • Exploration of elements of dance: time – duration, tempo, accent, phrases – using rhythm-steps, e.g. stamps, claps, body percussion Topic 3 Dance theory and literacy Suggested contact time Integrated with topics 1 and 2 Recommended resources Textbook, worksheet on warming up, own workbook for dance vocabulary and illustrations Content/concepts/skills • Dance terminology • Importance of warming-up • Importance of good posture and alignment • Discussion of elements of dance: space and time CREATIVE ARTS GRADES 7-9 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE Term 2 Grade 7 Topic 1 Dance performance Suggested contact time 45 minutes per week Recommended resources Textbook, music system, CDs or percussion instruments Content/concepts/skills • Consolidation of work done in term 1 • Warm-up exercises, focusing on posture and alignment • Floor work for core stability, strength and flexibility: flexing and stretching feet, inward and outward rotation of the legs from the hip joints, strengthening and mobility exercises for feet, legs and hips, strengthening exercises for abdominal and spinal muscles • Arm movements to develop mobility, coordination and control • Body-part isolations: head, shoulders, torso and hips • Transference of weight forward and backward • Small jumps off two feet, changing direction with emphasis on safe landings (toe–ball–heel–bend) • Introduction to principles of spotting during turning movements • Learning a short movement sequence using travelling/locomotor steps • Cooling down with relaxation and slow stretching while sitting Topic 2 Dance improvisation and composition Suggested contact time 15 minutes per week Recommended resources Textbook, music system, CDs or percussion instruments Content/concepts/skills • Exploration of dance elements: force – flow of energy, opposites (strong/light, jerky/smooth) • Exploration of dance elements: relationships to the floor, other dancers, props Topic 3 Dance theory and literacy Suggested contact time Integrated with topics 1 and 2 Recommended resources Textbook, workbook, worksheet on dance elements Content/concepts/skills • Dance terminology • Importance of spotting during turning movements • Importance of cooling-down • Talking about own and others’ dance work in class with sensitivity • Discussion of elements of dance: energy/force and relationships CREATIVE ARTS GRADES 7-9 CAPS 25 SENIOR PHASE Term 3 Grade 7 Topic 1 Dance performance Suggested contact time 45 minutes per week Recommended resources Music system, CDs or percussion instruments, textbook Content/concepts/skills • Consolidation of work done in terms 1 and 2 • Warm-up as before, with increasing complexity • Floor work for core stability, strength and flexibility: articulation of the feet, increasing mobility of the ankle, knee and hip joints, strengthening exercises for feet and legs, strengthening exercises for abdominal and spinal muscles • Body-part isolations: hands, arms and feet • Leg extensions, brushes, circular leg movements and kicks • Simple half and full turns with spotting • Small jumps off two feet landing on one foot and off one foot landing on one foot focusing on safe landing • Combinations of locomotor movements with coordinating arm movements • Learning dance steps from a South African dance • Cooling down and leg stretches – lying down Topic 2 Dance improvisation and composition Suggested contact time 15 minutes per week Recommended resources Music system, CDs or percussion instruments, textbook, pictures, props Content/concepts/skills • Response to different stimuli: themes, ideas, stories, pictures, music or props to develop movement vocabulary, utilising knowledge of elements of dance • Exploration of the importance of eye contact and eye focus Topic 3 Dance theory and literacy Suggested contact time Integrated with topics 1 and 2 Recommended resources Textbook, pictures of different dance forms Content/concepts/skills • Discussion of how movements may convey meaning • Selection of three different dance forms, viewing excerpts on DVD/live and discussion of their similarities and differences CREATIVE ARTS GRADES 7-9 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE Term 4 Grade 7 Topic 1 Dance performance Suggested contact time 45 minutes per week Recommended resources Music system, CDs or percussion instruments, textbook, assessment instrument Content/concepts/skills • Consolidation of class-work covered in terms 1 to 3 in preparation for formal assessment • Mastering and performing a short group dance for formal assessment Topic 2 Improvisation and composition Suggested contact time 15 minutes per week Recommended resources Music system, CDs or percussion instruments, textbook, stimuli such as pictures or photographs Content/concepts/skills • Composition in small groups (3 to 4 dancers) of a short dance sequence based on a South African picture, photograph or theme for formal assessment Topic 3 Dance theory and literacy Suggested contact time Integrated with topics 1 and 2 Recommended resources Textbook, worksheets, workbook of dance words, short written test Content/concepts/skills • Revision of dance theory and literacy topics from terms 1, 2 and 3 for formal assessment CREATIVE ARTS GRADES 7-9 CAPS 27 3.1.2 Dance in Grade 8 SENIOR PHASE: DANCE Term 1 Grade 8 Topic 1 Dance performance Suggested contact time At least 45 minutes per week during school time plus after school practice once per week Recommended resources Music system and CDs or percussion instruments, textbook Content/concepts/skills • Dance conventions: setting up of a safe environment (class management system): greeting, focus, controls, use of space, code of conduct • Warm-up: locomotors with change of directions and focus • Floor work: core stability exercises for strengthening back and abdominal muscles, focusing on breathing, curving and lengthening the spine • Leg muscles and joint strengthening and mobility: knee bends and rises in parallel and turned-out positions and low leg extensions/brushes • Exercises to develop eye focus in preparation for turns • Transfer of weight movement combinations • Articulation of the feet and mobility of the ankle and knee joints: foot isolations and small jumps with safe landings • Travelling movement combinations across the floor with changing directions, e.g. walks and runs • Cooling down with imagery and safe, slow stretching Topic 2 Improvisation and composition Suggested contact time 2 hours per term Improvisation can be integrated with or interspersed between technical dance work Recommended resources Music system, CDs, instruments, , textbook Content/concepts/skills • Exploration of the eight basic locomotor movements, varying space, directions and tempo: walk, run, skip, hop, jump, slide, gallop, leap • Exploration of non-locomotor movements: curl, uncurl, bend, twist, swing, turn, kick and others • Composition of a short dance sequence combining locomotor and non-locomotor movements, with use of varying directions, levels and tempi Topic 3 Dance theory and literacy Suggested contact time Contact time 1 hour per term plus homework time Recommended resources Videos, live performances (optional), dance books, dance magazines, textbook, materials for making a poster, worksheets Content/concepts/skills • Code of conduct in the dance class: discussion, negotiation and generating a class poster • Dance terminology: locomotor and non-locomotor movement terms CREATIVE ARTS GRADES 7-9 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: DANCE Term 2 Grade 8 Topic 1 Dance performance Suggested contact time At least 45 minutes per week during school time plus after school practice once per week Recommended resources Music system and CDs or drum, textbook Content/concepts/skills • Consolidation of work done in term 1 • Warm-up ritual built up gradually focusing on posture and alignment • Floor work: developing strength and mobility in hips and feet • Body-part isolations, combining different body parts. e.g. shoulders and ribs, hips and knees • Hand gestures, articulation and coordination • Leg muscles and joint strengthening and mobility: as before plus lunges, leg lifts and kicks • Transfer of weight – lunges and steps in all directions • Simple turns with eye focus • Articulation of the feet and mobility of the ankle and knee joints: foot isolations, small jumps off two feet landing on two feet with rhythmic patterns, focusing on safe landing • Aerial/travelling movements moving across space using a range of music genres and rhythms • Steps and sequences from a social or popular dance form • Cooling down: gradual reduction of speed and size of movements and stretching Topic 2 Improvisation and composition Suggested contact time 2 hours per term Improvisation can be integrated with or interspersed between technical dance work Recommended resources Music system, CDs, instruments, textbook Content/concepts/skills • Dance elements: time – slow motion, double time, varying accents and polyrhythms • Relationships: leading and following, unison movement • Composition of movement sentences in pairs, varying tempo and accent Topic 3 Dance theory and literacy Suggested contact time Contact time of 1 hour per term plus own research time Recommended resources Worksheets, dance books, dance magazines, pictures, DVD (optional) textbook Content/concepts/skills • Purpose of warming up: to increase oxygen intake, heart rate, flexibility of joints and elasticity of muscles and to reduce risk of injury and focusing the mind • Purpose of cooling down: gradually reducing speed and size of movements, returning heart rate and breathing to normal • Discussion of a social or popular dance: origin, characteristics, effect on the dancers and audience CREATIVE ARTS GRADES 7-9 CAPS 29 SENIOR PHASE: DANCE Term 3 Grade 8 Topic 1 Dance performance Suggested contact time At least 45 minutes per week during school time plus after school practice once per week Recommended resources Music system and CDs or percussion instruments Content/concepts/skills • Consolidation of work done in terms 1 and 2 • Add on to the warm-up ritual with spinal rolls, side bends, swinging arms and circling different body parts • Floor work: add on arm mobilisation, positions and sequences • Arm movements, positions, control and coordination • Leg muscles and joint strengthening and mobility: knee bends and rises with balances, circular leg movements and kicks in all directions • Transfer of weight combinations with rhythmic variations • Turns on one leg, with eye focus • Articulation of the feet and mobility of the ankle and knee joints: foot isolations, small jumps off two feet landing on one foot and off one foot landing on one foot, with safe landings • Travelling/aerial steps across space, e.g. gallops, step hops and leaps • Learning a short group dance focusing on team work and presentation skills • Cooling down: stretching and relaxation exercises with soft gentle music Topic 2 Improvisation and composition Suggested contact time 2 hours per term; improvisation can be integrated with or interspersed between technical dance work Recommended resources Music system, CDs, textbook Content/concepts/skills • Exploration of dance elements: space – symmetry, asymmetry and patterning • Exploration of dance elements: force – how the use of energy/force affects the quality of dance movement; weight; gravity; counterbalancing force • Relationships within and between bodies: active and passive Topic 3 Dance theory and literacy Suggested contact time Contact time 1 hour 30 minutes per term plus own research time Recommended resources Worksheets, videos, live performances/ DVDs (optional), dance books, dance magazines, textbook Content/concepts/skills • Discussion of a dance seen in the community, or on television or on stage: type of dance, movements used, type of music used, ideas/themes conveyed • Dance and related careers research and presentation: skills, qualifications and qualities needed; description of career CREATIVE ARTS GRADES 7-9 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: DANCE Term 4 Grade 8 Topic 1 Dance performance Suggested contact time At least 45 minutes per week during school time plus after school practice once per week Recommended resources Music system and CDs or percussion instrument/s, textbook, assessment instrument Content/concepts/skills • Mastery of the dance technique from the previous terms in preparation for formal assessment • Mastery and performance of a short group dance showing commitment to the movement, attention to detail, timing and spatial awareness for formal assessment • Cooling down using flowing lyrical movements to slow, calm music followed by stretching of all body parts Topic 2 Improvisation and composition Suggested contact time 2 hours per term; can be integrated with or interspersed between technical dance work Recommended resources Music system, CDs, percussion instruments, assessment instrument Content/concepts/skills • Exploring gestures and changing them from literal to abstract • Combining gestures into a movement sentence • Composing a movement sequence that uses gestures to explore an idea, mood or thought for formal assessment Topic 3 Dance theory and literacy Suggested contact time Contact time of 2 hours per term plus homework and own revision time Recommended resources Worksheet/notes on dance elements and dance terminology, examination/ test paper Content/concepts/skills • Revision of dance theory and literacy from terms 1, 2 and 3 • Reflection on own dance experiences CREATIVE ARTS GRADES 7-9 CAPS 31 3.1.3 Dance in Grade 9 SENIOR PHASE: DANCE Term 1 Grade 9 Topic 1 Dance performance Suggested contact time At least 45 minutes per week during school time plus after school practice once per week Recommended resources Music system and CDs or drum, textbook Content/concepts/skills • Dance conventions: greeting/acknowledgement at start and end of class, use of space (moving across the space in twos, no bumping, respect for others, class discipline) • Warm-up ritual built up gradually including: - spinal warm-up, arm swings/reaches/lunges as per dance form - floor work core stability exercises for back and stomach muscles: rounding and lengthening of the spine and side bends - leg muscles, ankle and knee joint mobility and strengthening: knees bends and rises, in parallel and turned-out positions, emphasising alignment • Body part isolations, combining body parts, with rhythmic patterning • Feet warm-ups and small jump sequences • Combinations of locomotor steps moving across space, changing directions • Cooling down with relaxation imagery and slow, safe stretching Topic 2 Improvisation and composition Suggested contact time 2 hours per term or integrated with technical classes Recommended resources Music system, CDs, instruments, textbook Content/concepts/skills • Exploration of natural gestures and varying them through exaggeration, slow motion and repetition • Composition structures: beginnings and endings, repetition, stillness • Composition of a sequence in partners, based on gestures, with clear beginning and ending, repetition and stillness Topic 3 Dance theory and literacy Suggested contact time 2 hours per term plus own research time Recommended resources Textbook, posters of skeleton/spine, notes on warming up and cooling down, workbook Content/concepts/skills • Introduction to principles of posture and alignment • Use of core, use of spine, safe landings CREATIVE ARTS GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: DANCE Term 2 Grade 9 Topic 1 Dance performance Suggested contact time At least 45 minutes per week during school time plus after school practice once per week Recommended resources Music system and CDs or drum, textbook Content/concepts/skills • Consolidation of work done in term 1 • Add on to the warm-up ritual focusing on safe dance practice, e.g. stance with knees aligned over middle toes when bending, placement of feet and arms, strong lifted centre • Floor work: core stability and strengthening exercises with focus on breath, flowing and lengthening from a strong centre • Ankle, knee and shoulder joint mobility and strengthening: knee bends and rises with coordinating arms • Leg exercises for balance and control focusing on outward rotation in the hips (turn out) to increase stability, strength and range of movement in the hip joint: brushes, kicks and balancing on one leg • Turning on the spot and travelling with eye focus (spotting) • Transfer of weight at a slow pace with control and balance • Articulation of the feet in preparation for small jump sequences with changes of direction • Learning dance steps and style from an indigenous South African dance • Cooling down and safe, slow stretching Topic 2 Improvisation and composition Suggested contact time 2 hours per term; can be integrated with or interspersed between technical dance work Recommended resources Music system and CDs or musical instruments, textbook Content/concepts/skills • Relationships: working in pairs – meeting and parting, call and response, blind and guide, positive and negative shapes, giving and receiving weight • Composition structures: focusing on transitions between movements, unison and canon Topic 3 Dance theory and literacy Suggested contact time 2 hours per term plus own research time Recommended resources Textbook, DVDs/videos/live performances, dance books, dance magazines, writing materials, workbook Content/concepts/skills • Dance terminology – names of steps (as covered in the practical components), dance elements (time, space, force) • Analysis of own and others’ dances using dance terminology: clarity of idea, composition, structure, use of design elements CREATIVE ARTS GRADES 7-9 CAPS 33 SENIOR PHASE: DANCE Term 3 Grade 9 Topic 1 Dance performance Suggested contact time At least 45 minutes per week during school time plus after school practice once per week Recommended resources Music system and CDs or drum, textbook Content/concepts/skills • Consolidation of work done in terms 1 and 2 • Add on to the warm-up ritual with focus on safe dance practice and kinaesthetic awareness (correct placing of body in space), knee bends, rises and balances with coordinating arms • Arm exercises to develop fluidity • Leg exercises: strengthening and lengthening of the muscles and extending the range of movement in the joints: low and high brushes and kicks and circular movements of the legs from the hips • Building stamina through jumping, galloping, leaping and combinations of large motor movements to varied music genres and rhythms, with variations in dynamics (speed, energy) • Learning a short fast dance sequence with attention to quick footwork • Cooling down – flowing lyrical movement in pairs followed by gentle, slow stretching Topic 2 Improvisation and composition Suggested contact time 2 hours per term; can be integrated with or interspersed between technical dance work Recommended resources Music system, CDs, instruments, props, pictures, obstacles, textbook Content/concepts/skills • Exploration of dance elements: contrasting dynamics • Exploring ideas, moods and/or thoughts through movement using different stimuli, e.g. props, obstacles, sport movement, geometric shapes, teenage mood swings • Composition of a movement sequence based on a stimulus, in pairs or small groups Topic 3 Dance theory and literacy Suggested contact time 2 hours per term plus own research time Recommended resources Textbook, worksheets, dance books, dance magazines, writing materials, workbook Content/concepts/skills • Dance literacy: discussion of a dance seen live on stage, in communities, on television, or on DVD (with reference to genre, context, description of movement, accompaniment and inventiveness) • Comparison between three dance forms in South Africa: origin, culture, type of movements CREATIVE ARTS GRADES 7-9 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: DANCE Term 4 Grade 9 Topic 1 Dance performance Suggested contact time At least 45 minutes per week during school time plus after school practice once per week Recommended resources Music system and CDs or drum, textbook Content/concepts/skills • Mastery of the dance class as in previous terms with attention to detail, correct posture, correct alignment and safe landings from aerial movements, in preparation for formal assessment • Mastery and performance of a group dance sequence showing commitment to movement, focus, musicality and spatial awareness between dancers, for formal assessment Topic 2 Improvisation and composition Suggested contact time 2 hours per term; can be integrated with or interspersed between technical dance work Recommended resources Music system, CDs, instruments, props, textbook, raps, poems, songs Content/concepts/skills • Composition of a movement sequence with a partner or group, using a theme with a prop and a poem, rap, song or music, incorporating composition structures, for formal assessment Topic 3 Dance theory and literacy Suggested contact time 2 hours per term plus own revision time Recommended resources Examination paper and marking memorandum, textbook, workbooks Content/concepts/skills • Reflection on own dance experiences • Revision of the year’s work for formal assessment CREATIVE ARTS GRADES 7-9 CAPS 35 3.2 What is to be taught in Drama? 3.2.1 Drama in Grade 7 SENIOR PHASE: DRAMA Term 1 Grade 7 Topic 1 Dramatic skills development Suggested contact time 15 minutes every week at the beginning of a lesson (2 hours 30 minutes per term) Recommended texts/resources Drum/tambourine, DBE approved textbook Content/concepts/skills Teacher – devised warm-up routine Vocal development • relaxation exercises • breathing exercises • resonance exercises • articulation exercises Physical development • release tension, loosen up and energise the body • mirror work in pairs and small groups (slow and smooth movements while one learner leads the movement and the other follows, extend to four learners in a diamond shape, facing the same direction. Person at the head of the diamond leads.) • use imagery to warm-up the body and explore movement dynamics • lead and follow movements in pairs, small groups and as a class Topic 2 Drama elements in playmaking Suggested contact time 6 hours 30 minutes per term Recommended resources Drum/tambourine, textbook, pictures, newspaper articles, etc. used as stimulus in playmaking Content/concepts/skills Playmaking/group improvisation – structure, grouping, shape, climax • Develop several short improvised dramas in groups of two to four learners, with a beginning, middle and end • Ask the questions: who, what, where and when • Explore themes of relevance to the learners • Explore listening and concentrating, action and reaction (using clues from one another’s reactions to build the drama together) • Group according to the characters, space, theme, message of the improvised drama • Explore physical relationships in space: proximity of people to one another, using levels, point of focus in the picture • Consider spatial arrangements: where/how the audience views the picture (use a variety of arrangements, e.g. end-on, in the round, into the corner) • Shape and develop the scenes – using tableaux (frozen/picture/still image) to focus the action • Reflection and feedback: discussion of learners’ experience and exploring ways for improvement Critical reflection on professional performance, preferably live. NOTE: This can be moved elsewhere in the year, if more convenient for the school. Topic 5 Careers Suggested contact time 1 hour per term Recommended resources DBE approved textbook Content/concepts/skills Explore performing careers including actors (theatre, film), dancers, singers, clowns, stand-up comedians, etc. CREATIVE ARTS GRADES 7-9 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: DRAMA Term 2 Grade 7 Topic 1 Dramatic skills development Suggested contact time 15 minutes every week at the beginning of a lesson (2 hours 30 minutes per term) Recommended texts/resources Drum/tambourine, approved textbook Content/concepts/skills • Teacher – devised warm-up routine. Develop a warm-up routine with new exercises in each of the following areas: Vocal development • relaxation exercises, breathing exercises, resonance exercises, articulation exercises Physical development • release tension, loosen and energise the body • control focused movements through mirror work (class mirrors, where the class is in two rows facing one another, and each pair mirrors their opposite, creating a large group mirror) • use imagery to warm-up the body and explore movement dynamics • lead and follow movements in pairs, small groups and as a class Topic 3 Interpretation and performance of choice of dramatic forms: folktales or choral verse Suggested contact time 6 hours 30 minutes per term (plus outside class rehearsal once a week) Recommended resources Examples of a variety of folk tales, appropriate poems to use for choral verse Content/concepts/skills Interpretation and performance of choice of dramatic forms: folktales or choral verse Folktales (individual or group performance) Explore: • storytelling techniques • narrative and dialogue • vocal modulation and expression: pitch, inflection, pace, pause, volume, emphasis, tone-colour • movement, using the body as a tool to tell the story: body language, facial expression and eye contact • vocal characterisation and physical characterisation: expressing the characters through body and voice • using vocal sound effects as background sounds or as a sound track: integrating song where appropriate • reflection and feedback: discussion on learners’ experience and exploring ways for improvement OR Choral verse: Explore: • listening and responding to cues • vocal modulation and expression (pitch, inflection, pace, pause, volume, emphasis, tone-colour) in harmony with others • choral verse techniques (e.g. speaking in unison, antiphon, using cumulative methods, solo lines, sharing lines) • group movement (consider working as one, using body percussion, point of focus) • reflection and feedback: discussion on learners’ experience and exploring ways for improvement Topic 5 Careers Suggested contact time 1 hour per term Recommended resources DBE approved textbook Content/concepts/skills Explore the creative team, including: the writer, director, producer, designer, composer, and lighting designer CREATIVE ARTS GRADES 7-9 CAPS 37 SENIOR PHASE: DRAMA Term 3 Grade 7 Topic 1 Dramatic skills development Suggested contact time 15 minutes every week, at the beginning of a lesson (2 hours 30 minutes per term) Recommended texts/resources Drum/tambourine, DBE approved textbook Content/concepts/skills Teacher – devised warm-up routine. Build on the warm-up routine of term 2 adding new exercises in each area Vocal development • relaxation exercises, breathing exercises, resonance exercises, articulation exercises Physical development • physical loosening up and energising of the body • trust exercises in partners and small groups • mirror work (using slow, controlled mirroring of narrative mime sequences) • use imagery to warm-up the body and explore movement dynamics • lead and follow movements in pairs, small groups and as a class Topic 2 Drama elements in playmaking Suggested contact time 6 hours 30 minutes per term (plus outside class rehearsal once a week) Recommended resources Drum/tambourine, textbook, examples of cultural and social events, i.e. wedding ceremony and opening ceremony. Content/concepts/skills Focus on character observation, imitation and imagination in several short improvised dramas in groups of two to four learners: • Listening and concentration; action and reaction • Characterisation: - making clear character choices (voice and body) - relationships between different characters - characters in different environments Focus on drama elements in cultural and social events, compared to their use in theatre, and create a drama using a cultural or social event as stimulus: • Actors (the people involved in the activity, who have specific roles to fulfil) • Audience (the people watching or participating from the sidelines) • Space (arrangement of the space to accommodate all the participants/audience) • Time (certain times only; of a particular duration) • Costumes (to make a particular impact and to differentiate participants in the event) • Props (objects used by participants in the event, given significance) • Special effects (use of technology to create impressive visual or aural displays) • Music or accompaniment (including instruments, song) • Movement or choreography (including processions, or the use of simultaneous gesture) • Chants or use of call and response, dialogue Topic 5 Careers Suggested contact time 1 hour per term Recommended resources DBE approved textbook Content/concepts/skills Explore the support team, including the stage manager, stage hands, make-up artists, costume mistress, props mistress, lighting and sound technicians and front of house staff CREATIVE ARTS GRADES 7-9 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: DRAMA Term 4 Grade 7 Topic 1 Dramatic skills development Suggested contact time 15 minutes every week, at the beginning of a lesson (2 hours 30 minutes per term) Recommended texts/resources Drum/tambourine, DBE approved textbook Content/concepts/skills Consolidation of warm-up exercises to establish the flow of a warm-up and to prepare for dress rehearsals Topic 3 Interpretation and performance of choice of dramatic forms: folktales or choral verse (depending on selection in term 2) Suggested contact time 6 hours 30 minutes per term Recommended resources Examples of a variety of folk tales, appropriate poems to use for choral verse Content/concepts/skills Learners prepare for final assessment through one interpretative piece (the choral verse or the performance of the folktale). One of these pieces has been developed earlier in the year. The focus is to prepare learners for the final assessment on: • focus and concentration in performance • confidence and preparation • relationship with the audience • vocal and physical interpretation • group work • use of space The following skills should be the focus when exploring these dramatic forms: Folktales (individual or group performance): • Storytelling techniques • Narrative and dialogue, different kinds of narrating voice (pitch, pace, volume, tone-colour, pause, emphasis) and vocal sound effects • Movement, using the body as a tool to tell the story, body language, facial expression and eye contact • Vocal characterisation and physical characterisation – showing the characters vocally and physically • Reflection and feedback • Rehearsal and performance as a final practical assessment OR Choral verse: • Listening and responding to cues • Using voice (pitch, pace, volume, tone-colour, pause, emphasis) in harmony with others • Speaking in unison, antiphon, using cumulative methods, solo lines, sharing lines, etc. • Group movement, working as one, using body percussion • Reflection and feedback • Rehearsal and performance as a final practical assessment Topic 5 Careers Suggested contact time 1 hour per term Recommended resources DBE approved textbook Content/concepts/skills Explore the related fields of study, including the drama teacher, drama therapist, drama life coach, voice and speech therapist, movement therapist, radio and television presenters, master-of-ceremonies and agents CREATIVE ARTS GRADES 7-9 CAPS 39 3.2.2 Drama in Grade 8 SENIOR PHASE: DRAMA Term 1 Grade 8 Topic 1 Dramatic skills development Suggested contact time 15 minutes every week (2 hours 30 minutes in total) Recommended resources Drum/tambourine, Creative Arts textbook Content/concepts/skills Teacher – devised warm-up routine Vocal development • relaxation exercises ensuring restful alertness • breathing exercises to develop breath control and capacity • correct posture and alignment (neutral position) Physical development • release tension, establish trust, develop concentration and focus attention on the body as an instrument of expression Topic 2 Drama elements in playmaking Suggested contact time 6 hours 30 minutes (plus outside class rehearsal once a week) Recommended resources Creative Arts textbooks Sources: newspaper and magazine articles, poems, songs, slogans, etc. Content/concepts/skills • Written sketch or polished improvisation • Research and discussion on a theme related to a social or environmental issue for the drama • Isolating a topic and devising a topic from the research Structure of the performance: • What: events, story line, development of story, structure of story (beginning, middle and end), climax, dramatic tension • Who: characters – vocal and physical characterisation, attitude, function, specific mannerisms, speech patterns, relationships, variety of roles • Where: place and space (location), depicted through voice and body • When: time depicted through voice and body • Who to: audience, context, economics, political, social Shaping and focusing the performance: • Most important moments/highlights, effective words or dialogue, crucial movements • Exploration of space and time, e.g. playback, jumps in time, different time and place, flashbacks • Use of symbols • Audibility of spoken dialogue • Finding a clear focus: unnecessary/confusing dialogue, movements removed • Developing and sustaining dramatic tension • Performance and reflection Topic 4 Appreciation and reflection Suggested contact time 1 hour (plus outside class time for viewing) Recommended resources Creative Arts textbooks Content/concepts/skills • Critical reflection based on peer interpretation and performance of polished improvisation, using drama terminology • Critical reflection on professional performance, preferably live. NOTE: This can be moved elsewhere in the year, if more convenient for the school CREATIVE ARTS GRADES 7-9 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: DRAMA Term 2 Grade 8 Topic 1 Dramatic skills development Suggested contact time 15 minutes every week (2 hours 30 minutes per term) Recommended resources Drum/tambourine, Creative Arts textbook Content/concepts/skills • Teacher – devised warm-up routine: vocal and physical development Vocal development • consolidation of previous term with addition of exercises to develop tone and resonance Physical development • consolidation of previous term with addition of exercises to develop focus and control Topic 3 Interpretation and performance of selected dramatic forms: South African poetry/praise poetry Suggested contact time 7 hours (plus outside class rehearsal once a week) Recommended resources Creative Arts textbook, poetry compilations, short story compilations, novels, magazines, etc. Content/concepts/skills Indigenous poems written by South African poets, performed individually and/or in groups Interpretation and presentation skills of a South African poem: • Text analysis – expressing piece in own words • Vocal clarity: speak distinctly and audibly • Variation in pitch, pace and tone • Justified use of pauses, emphasis • Physical expressiveness: appropriate use of movement and/or stillness • Emotional connection with poem, convince the audience of the truth of the appropriate emotion • Creation of appropriate mood, using voice and movement • Audience contact: memorable, engaging and effective presentation OR Praise Poetry • Repetition, use of descriptive naming phrases, use of rhythm • Interaction with the audience , interaction with call and response • Role of the praise poet in a community • The kinds of praises, the style of performance, costume used etc. • Rhythm, pace and build, use of emphasis and volume, suitable intonation and expressiveness • Body language and gesture • Contact with the audience Topic 4 Appreciation and reflection Suggested contact time 30 minutes Recommended resources Creative Arts textbooks Content/concepts/skills • Appreciation and reflection based on peer interpretation and performance of the poetry performance, using drama terminology CREATIVE ARTS GRADES 7-9 CAPS 41 SENIOR PHASE: DRAMA Term 3 Grade 8 Topic 1 Dramatic skills development Suggested contact time 15 minutes every week (2 hours 30 minutes per week) Recommended resources Drum/tambourine, Creative Arts textbook Content/concepts/skills Teacher – devised warm-up routine, building on terms 1 and 2, with additional focus on: Vocal development Articulation – developing clear and distinct speech by focusing on correct formation of vowels and consonants Physical development Creating character and mood through movement Topic 2 Drama elements in playmaking Suggested contact time 7 hours (plus outside class rehearsal once a week) Recommended resources Creative Arts textbooks, found material to create technical resources, objects and material as stimulus for the playmaking Content/concepts/skills • Create a polished improvisation based on a particular style • Choose any specialised style, such as: - comedy - tragedy - musical - puppet show • Incorporate all prior knowledge of drama elements into building the polished improvisation (see term 1). • Develop technical resources to enhance the performance (these can be improvised/self-made) • Make use of, e.g.: - properties - set pieces - costume pieces - basic lighting - sound • Justify the use of these technical resources Topic 4 Appreciation and reflection Suggested contact time 30 minutes Recommended resources Creative Arts textbooks Content/concepts/skills • Critical reflection based on peer interpretation and performance of the polished improvisation, using drama terminology CREATIVE ARTS GRADES 7-9 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: DRAMA Term 4 Grade 8 Topic 1 Dramatic skills development Suggested contact time 15 minutes per week (2 hours 30 minutes per term) Recommended resources Creative Arts textbooks Content/concepts/skills Teacher-devised warm-up routine, consolidating exercises from first three terms, with addition of the following: Vocal development Interpretation skills: analysis and understanding of the text, using pause, pitch, pace, projection, intonation and tone Physical development Physical relationships in pairs and large groups, status play Topic 3 Interpretation and performance of a choice of dramatic forms: dialogues/dramatised prose/ indigenous storytelling Suggested contact time 6 hours (plus outside class rehearsal once a week) Recommended resources Creative Arts textbooks Compilations of plays, short stories, extracts from plays, novels, newspaper and magazine articles Content/concepts/skills Dialogues: develop interpretation and presentation skills by focusing on the following: • text analysis – expressing the piece in own words • interpretation of the character – based on knowledge of the play • vocal and physical characterisation – communicate aspects of the character (background, age, status, intention, etc.) through voice (tone, rhythm, pitch, etc.) and body (posture, body language and gestures, etc.) • vocal clarity – distinct and audible use of voice • use of space – appropriate use of space • emotional connection – connect with the emotions of the character • interaction – stay in character when not speaking • development of relationship – understand status of characters, relationship grows, develops and changes appropriately • impact of the dialogue/scene – memorable, engaging and effective OR Dramatised prose: written by South African authors reflecting South African cultures and contexts (individual or group performance), see interpretation and presentation skills below. OR Indigenous storytelling: (individual or group performance) Develop interpretation and presentation skills for the above by focusing on the following: • text analysis (expressing piece in own words) • narrative technique (appropriate to the style of the story, (e.g. legends, fairy tales and ntsomi etc.) • vocal clarity (speak distinctly and audibly, variation in pitch, pace and tone, justified use of pauses, emphasis) • verbal characterisation (creating characters through voice) • incorporation of appropriate elements such as idiophones, sound effects, songs in indigenous storytelling • transformation from character to narrator • physical expressiveness: appropriate use of movement and/or stillness • creation of appropriate mood, using voice and movement • audience contact (impact of prose piece, audience contact if appropriate, engaging) Topic 5 Media Suggested contact time 1 hour 30 minutes Recommended resources Creative Arts textbooks Content/concepts/skills • Different forms of media: accessible and relevant. Explore media forms such as film, television, radio, documentaries and the internet. • Drama elements identified in the selected media form CREATIVE ARTS GRADES 7-9 CAPS 43 3.2.3 Drama in Grade 9 SENIOR PHASE: DRAMA Term 1 Grade 9 Topic 1 Dramatic skills development Suggested contact time 15 minutes every week Recommended resources Creative Arts textbooks Content/concepts/skills Teacher – devised warm-up routine focusing on the following: Vocal development: relaxation, posture and breathing exercises • restful alertness • posture (in neutral position) • breath control and capacity Physical development: energising and loosening the bodyfocus exercises, warming up each body part through swings • curling and uncurling the spine • understanding the purpose of warming up and cooling down Topic 2 Drama elements in playmaking Suggested contact time 5 hours 30 minutes (plus outside class rehearsal) Recommended resources Creative Arts textbooks, sources on cultural practices, wedding ceremonies, christening, initiation rites and coming of age ceremonies Content/concepts/skills Classroom drama reflecting cultural practices • Recap elements of ritual/drama from Grade 7, term 3 • Create a polished improvisation exploring themes related to cultural practices and processes • Integrate cultural practices into the classroom drama, e.g. rituals, ceremonies and symbols • Create a context and storyline for the drama • Consider key drama elements, including: - time, space, structure - character: physical and vocal characterisation - language: shaped by the situation, the roles and relationships of the character, appropriate register - dramatic tension: within a person, between people/groups of people, between people and the environment • Explore the cultural context with sensitivity and respect towards different cultures and cultural practices Topic 4 Appreciation and reflection Suggested contact time 1 hour (plus outside class time) Recommended resources Content/concepts/skills • Appreciation and reflection based on peer interpretation of the polished improvised performance, using drama terminology • Appreciation and reflection on professional performance preferably live. NOTE: This can be moved elsewhere in the year, if more convenient for the school. Topic 5 Media Suggested contact time 1 hour and own research time Recommended resources Forms of media, i.e. television, film, DVDs and the internet. Content/concepts/skills Effects of different types of media: television, soap opera, radio, film, DVD, internet • Positive and negative effects: accessibility, communication between continents, countries, cities, towns; bringing cultures together; use and function of mass media; source of advertising; breakdown of communication; lack of parental guidance; exposure to violence and crime; domination of certain cultures over others, etc. CREATIVE ARTS GRADES 7-9 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: DRAMA Term 2 Grade 9 Topic 1 Dramatic skills development Suggested contact time 15 minutes per week (2 hours 30 minutes in total) Recommended resources Approved Creative Arts textbooks Content/concepts/skills Teacher – devised warm-up routine focusing on the following: Vocal development As in term 1, with addition of exercises to develop phonation and resonance. Physical development As in term 1, with addition of exercises to create an environment through the body. Topic 3 Interpretation and performance of a choice of dramatic forms, individual performance: poetry or dramatised prose or monologue Suggested contact time 5 hours 30 minutes (plus outside class rehearsal) Recommended resources Creative Arts textbooks, poetry compilations, short story compilations, novels, magazines, etc. Content/concepts/skills Develop interpretation and presentation skills by focusing on the following: Poetry (performed by an individual). • Text analysis – expressing piece in own words; phrasing, pause, rhythm, sound, use of tone, inflection, pitch • Vocal clarity – speak distinctly and audibly • Physical expressiveness – appropriate use of movement and/or stillness • Emotional connection – convince the audience of the truth of the appropriate emotion • Creation of appropriate mood, using voice and movement • Use of poetic devices – appropriate use of pause, verse lengths, rhythm, rhyme, imagery, alliteration • Audience contact – memorable, engaging and effective presentation Dramatised prose (performed by an individual) • Text analysis – expressing piece in own words; phrasing, pause, rhythm, tone, inflection, pitch • Narrative technique – appropriate to the style of the story (legends, fairy tales) • Verbal characterisation and physical expressiveness – mood/atmosphere through voice and body • Vocal clarity – speak distinctly and audibly • Audience contact (impact of prose piece, audience contact if appropriate, engaging) Monologue • Text analysis – expressing the piece in own words • Interpretation of the character – based on knowledge of the play • Vocal characterisation – communicate aspects of the character (background, age, status, intention, etc.) • Vocal clarity – distinct and audible use of voice • Physical characterisation – communicate aspects of the character through the body – age, status, body, language, gestures, etc. • Use of space – appropriate use of space • Emotional connection – connect with the emotions of the character • Impact of the monologue – memorable, engaging and effective Topic 5 Media Suggested contact time 2 hours and own research time Recommended resources Creative Arts textbook, media forms Content/concepts/skills • Stereotyping (including typecast, labelling, stock characters) in stories, theatre, film, television and radio • Stereotyping according to age, gender, class/status and culture, etc. • Exploration of how discrimination and prejudice are linked with stereotyping CREATIVE ARTS GRADES 7-9 CAPS 45 SENIOR PHASE: DRAMA Term 3 Grade 9 Topic 1 Dramatic skills development Suggested contact time 15 minutes every week (2 hours 30 minutes per term) Recommended resources Creative Arts textbooks Content/concepts/skills Teacher – devised warm-up routine: Vocal development • interpretation skills: pause, pace, projection, intonation • modulation: change in stress, pitch, loudness and tone of the voice Physical Development • physical characterisation – character’s unique way of moving and motivation Topic 2 Drama elements in playmaking Suggested contact time 7 hours (plus outside class rehearsal) Recommended resources Creative Arts textbooks, found materials to create technical elements, etc. Content/concepts/skills Developing polished improvised performance focusing on the following: Purpose of performance: • Educate, enlighten, entertain, mobilise, inform, etc. Target audience: • Age group, economical background, social background, political background Basic staging conventions: • Stage space: centre stage, upstage, downstage, etc. • Use of performance space: placing of actors, indicating fictional place of the drama, movement patterns • Placement of the audience in relation to the type of stage. Symbols: • Objects may be symbolic and reflect on the deeper meaning of the play Technical elements: adding to the meaning, mood, impact and spectacle (if relevant). Design, develop and make own technical elements such as: • Costumes: pieces of costume that contribute to characterisation, add meaning, symbolism • Props: used to enhance meaning, characterisation and dramatic tension in the play • Sets: economical use of set pieces, different meanings assigned to objects • Lighting: different kinds of lights or colours create different spaces, time frames, moods, meanings, contrasts between well￾lit performance space and darkness, use of spotlights Topic 4 Appreciation and reflection Suggested contact time 30 min Recommended resources Content/concepts/skills • Appreciation and reflection on polished improvised performance, using drama terminology CREATIVE ARTS GRADES 7-9 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: DRAMA Term 4 Grade 9 Topic 1 Dramatic skills development Suggested contact time 15 minutes every week (2 hours 30 minutes per term) Recommended resources Creative Arts textbooks Content/concepts/skills Teacher – devised warm-up routine focusing on the following: Vocal development and physical development Consolidation of activities of the first three terms Topic 3 Interpretation and performance of a choice of dramatic forms: scene work (theatre/television) or radio dramas Suggested contact time 7 hours (plus outside class rehearsal) Recommended resources Creative Arts textbooks Extracts from plays, film, television scripts, radio dramas, etc. Content/concepts/skills Develop interpretation and presentation skills by focusing on the following: Scene work • Text analysis – expressing piece in own words • Interpretation of the character – based on knowledge of the play • Vocal characterisation – communicate background, age, status, intention • Vocal clarity – distinct and audible use of voice • Physical characterisation – communicate through the body (age, status, body language, gestures) • Emotional connection – connect with the emotions of the character • Use of space, emotional connection, invisible listener, onstage silent partner • Interaction – stay in character when not speaking, listening and responsiveness • Status of characters, development of relationship • Impact of the scene – memorable, engaging and effective OR Radio drama • Text analysis – expressing piece in own words • Interpretation of the character – based on knowledge of the play • Vocal characterisation – communicate aspects of the character (background, age, status, intention, etc.) • Vocal clarity – distinct and audible use of voice • Emotional connection – connect with the emotions of the character • Interaction – listening and responsiveness, stay in character when not speaking • Development of relationships – understand status of characters, relationship grows, develops and changes appropriately • Impact of sound on the listener • Use of the voice to create atmosphere, space and time • Use of pause, building of tension by using sound only • The use of sound effects and music Topic 4 Appreciation and reflection Suggested contact time 30 minutes Recommended resources Creative Arts textbooks, pamphlets, books on careers, internet Content/concepts/skills Appreciation and reflection based on a peer interpretation of the radio drama or scene, using drama terminology CREATIVE ARTS GRADES 7-9 CAPS 47 3.3 What is to be taught in Music? 3.3.1 Music in Grade 7 Senior Phase: MUSIC Term 1 Grade 7 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs, DVDs Content/concepts/skills • Treble clef • Letter names of notes on the treble clef • Duration: Concepts of all notes values: - semibreve - minim - crotchet - quaver - semi-quaver • Clapping or drumming short rhythmic phrases that use crotchets, minims and quavers • Pitch: - Sight singing melodic phrases from known and unknown songs using tonic sol-fa • Follow musical scores while listening to music This should be done through the songs and instrumental pieces learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Music equipment – sound system. CDs/DVDs Content/concepts/skills • Active listening to a variety of recorded or live music by clapping or humming or moving along • Listening to performed music and identifying or describing: - Meter including duple (two beats), triple (three beats) and quadruple (four beats) - Instruments used in the performance - The story that the music is telling (sad/happy, recognising a dance, march etc.) Topic 3 Performing and creating music Suggested contact time 30 minutes per week Recommended resources Songbooks, musical scores, tuned and un-tuned musical instruments, CD/DVDs Content/concepts/skills • Breathing exercises • Developing ability to sing in tune through a repertoire of songs that include: - the National Anthem of South Africa; - folksongs (indigenous songs, cultural songs); and - popular music • Accompanying songs with body percussion, found or self-made instruments, traditional instruments, Orff instruments • Playing music from graphic scores • Creating instrumental music in group and solo context using: - rhythmic repetition through clapping or drumming; - rhythmic question and answer through clapping or drumming; CREATIVE ARTS GRADES 7-9 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Senior Phase: MUSIC Term 2 Grade 7 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs, DVDs Content/concepts/skills • Letter names of notes on the treble clef • Duration: Introduction of the dotted note, also in relation to: - crotchets - quavers - minims - semibreves - dotted minim • Clapping or drumming short rhythmic phrases that use crotchets, minims, quavers dotted minims and semibreves • Pitch: - Sight singing melodic phrases from known and unknown songs using tonic sol-fa This should be done through the songs and instrumental pieces learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Music equipment – sound system. CDs/DVDs Content/concepts/skills • Active listening to a variety of recorded or live music by clapping or humming or moving along • Following simple musical scores while listening to music • Listening to a variety of recorded or live music and describing the: - Meter of the music as duple (2 beats) or triple (3 beats) or quadruple (4 beats) time - Tempo (fast/slow; faster/slower) - Dynamics (soft/loud; softer/louder) - Meaning or story of the music - Lyrics of the music CREATIVE ARTS GRADES 7-9 CAPS 49 Topic 3 Performing and creating music Suggested contact time 30 minutes per week Recommended resources Songbooks, Musical scores, Tuned and un-tuned musical instruments CDs/DVDs Content/concepts/skills • Breathing exercises • Continuous development of in-tune singing through a repertoire of songs that include - folksongs (indigenous songs, cultural songs); - light music; - rounds; and - part singing (songs with descants). • Accompanying songs with body percussion, found or self-made instruments, traditional instruments, Orff instruments including instruments that learners are studying • Performing and composing music that uses non-conventional notation, e.g. graphic scores • African drumming • Creating own vocal and instrumental music in group and solo context: - Melodic repetition (vocal or instrumental) - Melodic question and answer (vocal or instrumental) - Rhythmic improvisation on African drums CREATIVE ARTS GRADES 7-9 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Senior Phase: MUSIC Term 3 Grade 7 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks, CDs/DVDs Content/concepts/skills • Treble and bass clef • Letter names of notes on the treble and bass clef • Duration: consolidation of content learned • Pitch: Sight singing melodic phrases from known and unknown songs using tonic sol-fa • Clapping or drumming rhythms that use crotchets, minims, quavers dotted minims and semibreves, introducing the concept of polyrhythm This should be done through the songs and instrumental pieces that learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Music equipment – sound system. CDs/DVDs Content/concepts/skills • Active listening to a variety of recorded or live music by clapping or humming or moving along • Listening to a variety of recorded or live music and describing the: - Meter of the music as duple or triple or quadruple time - Tempo (fast/slow) - Dynamics (soft/loud) - Meaning or story of the music - Lyrics of the music - Texture of the music • Creating a graphic score (sound picture) of a musical piece listened to, e.g. storm, rain Topic 3 Performing and Creating Music Suggested contact time 30 minutes per week Recommended resources Songbooks, musical scores, tuned and un-tuned musical instruments Content/concepts/skills • Breathing exercises • Continuous development of in-tune singing through a repertoire of songs that include - folksongs (indigenous songs, cultural songs); - light music; - rounds; and - part singing (songs with descants; soprano/soprano; soprano/alto; soprano/baritone) • Accompanying songs with body percussion, found or self-made instruments, traditional instruments, Orff instruments • Performing music that uses non-conventional notation, e.g. graphic scores • African drumming • Create own vocal and instrumental music in group and solo context: - Melodic repetition - Melodic question and answer - Rhythmic improvisation on an ostinato or riff by clapping or drumming - Vocal or Melodic improvisation on an ostinato or riff - Creating a sound picture based on a story or poem using the voice or instruments CREATIVE ARTS GRADES 7-9 CAPS 51 Senior Phase: MUSIC Term 4 Grade 7 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs DVDs Content/concepts/skills • Treble and bass clef • Letter names of notes on the treble and bass clef • Duration • Clapping or drumming short rhythmic phrases that use crotchets, minims, semibreves, quavers and semiquavers • Pitch: Sight singing melodic phrases from known and unknown songs using tonic sol-fa • Clapping or drumming polyrhythmic phrases This should be done through the songs and instrumental pieces that learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Music equipment – sound system, CDs/ DVDs Content/concepts/skills • Active listening to a variety of recorded or live music by clapping or humming or moving along • Listening to a variety of recorded or live music and describing the: - meter of the music as duple or triple or quadruple time - tempo (fast/slow) - dynamics (soft/loud) - timbre - meaning or story of the music - lyrics of the music - texture of the music • Creating a graphic score of a musical piece that has been listened to CREATIVE ARTS GRADES 7-9 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Topic 3 Performing and creating music Suggested contact time 30 minutes per week Recommended resources Songbooks, musical scores, tuned and un-tuned musical instruments, CDs/ DVDs Content/concepts/skills • Breathing exercises • Continuous development of in-tune singing through a repertoire of songs that include - folksongs (indigenous songs, cultural songs); - light music; and - rounds. • Accompanying songs with body percussion, found or self-made instruments, traditional instruments, Orff instruments • Performing music that uses non-conventional notation, e.g. graphic scores • African drumming • Playing music from graphic scores • Creating own vocal and instrumental music in group and solo context: - Rhythmic and melodic improvisation on an ostinato or riff - Sound pictures based on a story or poem using the voice or instruments - Writing own four-line song lyrics and melody based on a social issue CREATIVE ARTS GRADES 7-9 CAPS 53 3.3.2 Music in Grade 8 SENIOR PHASE: MUSIC Term 1 Grade 8 Topic 1 Music literacy Suggested contact time 15 minutes per week. Resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs, DVDs Content/concepts/skills Consolidation of music notation: Duration • Note values – crotchet, minim, dotted minim, semibreve, quaver • Rests – as for note values • Time signatures –2/4; 3/4; 4/4 Pitch • Consolidation of the treble and the bass clefs • Consolidation of letter names on the treble and bass clefs • The construction of the major scale: C and G major Reading musical notation • Reading music in 2/4; 3/4; 4/4 time signatures • Reading music in the keys of C and G major Musical literacy should be developed through the songs and instrumental pieces learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Sound system, CDs/DVDs Content/concepts/skills • Listening to the sound of the families of instruments and describing how the sound is produced: - Membranophones - Idiophones - Chordophones - Aerophones CREATIVE ARTS GRADES 7-9 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Topic 3 Performing and creating music Suggested contact time 30 minutes per week Optional: Additional contact time after school Recommended resources Songbooks, musical scores, traditional instruments, self-made instruments, CDs/DVDs. Optional: keyboard, guitar, other instruments Content/concepts/skills • Breathing and technical exercises suitable for the instrument or voice • Singing of socially significant songs • Group or solo performances from the standard repertoire of Western/African/Indian/popular musical styles: - Choral works - Group instrumental works - Solo vocal works - Solo instrumental works • Performing musical works that express a personal or social issue • Accompanying choral works with body percussion or found or self-made instruments or traditional instruments, keyboard or guitar • Creating own music in group context by - Improvising on a rhythmic ostinato on African drums or other traditional instruments - Writing four-line lyrics based on a personal or social issue CREATIVE ARTS GRADES 7-9 CAPS 55 SENIOR PHASE: MUSIC Term 2 Grade 8 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs Content/concepts/skills Duration • Note values –triplet • Time signatures –2/4; 3/4; 4/4 Pitch • The construction of the major scale: F major Reading musical notation • Reading music in the keys of C, G and F major in 2/4; 3/4; 4/4 • Reading music in 2/4; 3/4; 4/4 time Musical terminology • Dynamics: piano; forte; crescendo; diminuendo • Tempo: allegro; andante Musical literacy should be developed through the songs and instrumental pieces learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources • Sound system • CDs/DVDs Content/concepts/skills • Active listening to identify the elements and principles of music in a variety of musical styles (Western Classical, African, Indian, popular music): - Meter: duple, triple - Dynamics (piano, forte) - Repetition (rhythmic and melodic) - Contrasts in tempo and texture - Meaning of the lyrics Topic 3 Performing and creating music Suggested contact time 30 minutes per week Optional: Additional contact time after school Recommended resources Songbooks, musical scores, traditional instruments, self-made instruments, CDs/DVDs. Optional: keyboard, guitar, other instruments Content/concepts/skills • Breathing and technical exercises suitable for the instrument or voice • Group or solo performances from the standard repertoire of Western/African/Indian/popular music styles: - choral works - group instrumental works - solo vocal works - solo instrumental works • Creating own music in group context by - improvising on a rhythmic ostinato on African drums or other traditional instruments by writing four-line lyrics based on a personal or social issue CREATIVE ARTS GRADES 7-9 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: MUSIC Term 3 Grade 8 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs Content/concepts/skills Duration • Note values –triplet • Time signatures –2/4; 3/4; 4/4 Pitch • The construction of the major scale: F major Reading musical notation • Reading music in the keys of C, G and F major • Reading music in 2/4; 3/4; 4/4 time Musical terminology • Dynamics: piano, forte; crescendo; diminuendo • Tempo: allegro; andante Musical literacy should be developed through the songs and instrumental pieces learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Sound system, CDs/DVDs Content/concepts/skills • Listen to recorded or live music and identify the sound of instruments in a variety of works using the following instruments: - Chordophones - Idiophones - Membranophones - Aerophones CREATIVE ARTS GRADES 7-9 CAPS 57 Topic 3 Performing and creating music Suggested contact time 30 minutes per week Optional: Additional contact time after school Recommended resources Songbooks, musical scores, traditional instruments, self-made instruments, CDs/DVDs Optional: keyboard, guitar, other instruments, Music technology and software Content/concepts/skills • Breathing and technical exercises suitable for the instrument or voice • Group or solo performances from the standard repertoire of Western/African/Indian/popular musical styles: - choral works - group instrumental works - solo vocal works - solo instrumental works • Performing musical works that express a personal or social issue • Accompanying choral works with body percussion or found or self-made instruments or traditional instruments, keyboard or guitar • Creating own music in group context by - Improvising on a melodic ostinato or riff - writing four-line lyrics based on a personal or social issue and adding own melody to it - Composing a one minute jingle based on a social issue using the voice or available software CREATIVE ARTS GRADES 7-9 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: MUSIC Term 4 Grade 8 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs Content/concepts/skills Duration • Meter – 2/4; 3/4; 4/4; compound duple 6/8 • Reading (clapping or playing) music in 2/4; 3/4; 4/4; compound duple 6/8 Pitch • Consolidation of the construction of the major scale: C, G, D and F Major • Reading (singing or playing) music in the keys of C, G, D and F Major Music terminology • Tempo: moderato, presto, ritardando, a tempo • Articulation: legato, staccato Musical literacy should be developed through the songs and instrumental pieces that learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Sound system. CDs/DVDs Content/concepts/skills • Listen to recorded or live music and write own impression focusing on: - Message of the music (lyrics) - Instruments/voices used - Tempo - Dynamics - Placing it in a cultural or social context - The performing artist or composer Topic 3 Performing and creating music Suggested contact time 30 minutes per week Optional: Additional contact time after school Recommended resources Songbooks, musical scores, traditional instruments, self-made instruments, CDs/DVDs. Optional: keyboard, guitar, other instruments Content/concepts/skills • Breathing and technical exercises suitable for the instrument or voice • Group or solo performances from the standard repertoire of Western/African/Indian/popular musical styles: - choral works - group instrumental works - solo vocal works - solo instrumental works • Creating own music in group and solo context by - composing a musical work and adding another art form to it CREATIVE ARTS GRADES 7-9 CAPS 59 3.3.3 Music in Grade 9 SENIOR PHASE: MUSIC Term 1 Grade 9 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs Content/concepts/skills Duration • Consolidation of the crotchet, quaver, minim, semibreve, dotted minim, semiquaver, dotted crotchet • Consolidation of 2/4, 3/4, 4/4, 6/8 Pitch • Consolidation of the construction of the major scale: C, G, D and F major • Consolidation of the concept of key signatures (up to 2 sharps and 1 flat) • Ledger lines • Intervals on i, iv and v (closed position) • Reading (singing or playing) music in the keys of C, G, D and F major using either tonic sol-fa or humming Music terminology: • Consolidate musical terms: - Dynamics: piano, forte, crescendo, diminuendo, mezzo piano, mezzo forte, fortissimo, pianissimo - Tempo: allegro; andante, allegretto, largo - Articulation: legato, staccato Musical literacy should be developed through the songs and instrumental pieces that learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Sound system, CDs/DVDs Content/concepts/skills • Listen to the sound of the families of instruments of the orchestra and describe how sound is produced: - Strings - Woodwind - Brass - Percussion Topic 3 Performing and creating music Suggested contact time 30 minutes per week Optional: Additional contact hours after school Recommended resources Songbooks, musical scores, traditional instruments, self-made instruments, CDs/DVDs. Optional: keyboard, guitar, other instruments Content/concepts/skills • Breathing and technical exercises suitable for the instrument or voice • Group or solo performances from the standard repertoire of Western/African/Indian/popular musical styles: - choral works - group instrumental works - solo vocal works - solo instrumental works • Writing own music in group and solo context by - Rhythmic and melodic completion of a four-bar phrase in C, G, D and F major after the first two bars have been given CREATIVE ARTS GRADES 7-9 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: MUSIC Term 2 Grade 9 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs Content/concepts/skills Duration and pitch • Write the scales of C, G, D and F Major in treble and bass clefs in an interesting rhythm making use of the note values learnt • Key signatures of C, G, D and F Major • Ledger lines • Intervals • Triads on I, IV and V (close position) • Reading (singing or playing) music in the keys of C, G, D and F major using either tonic sol-fa or humming Music Terminology • Revised music terminology Musical literacy should be developed through the songs and instrumental pieces learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Sound system, CDs/DVDs • Listening to one of the following styles: - Reggae, Kwaito, R&B, African Jazz • Write own impression of the music focusing on the - The artist/s - Special features of the music with regard to rhythm, tempo, instruments, voices - Story of the music/lyrics Topic 3 Performing and creating music Suggested contact time 30 minutes per week Optional: Additional contact hours after school Recommended resources Songbooks, musical scores, traditional instruments, self-made instruments, CDs/DVDs. Optional: keyboard, guitar, other instruments Content/concepts/skills • Breathing and technical exercises suitable for the instrument or voice • Group or solo performances from the standard repertoire of Western/African/Indian/popular musical styles • Creating own music in group and solo context: - Adding music to words (two lines) CREATIVE ARTS GRADES 7-9 CAPS 61 SENIOR PHASE: MUSIC Term 3 Grade 9 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs Duration and pitch • Write the scales of C, G, D and F Major in the treble and bass clefs • Key signatures of C, G, D and F Major • Ledger lines • Intervals • Triads • Reading (singing or playing) music in the keys of C, G, D and F major using either tonic sol-fa or humming Music Terminology • Revised music terminology Musical literacy should be developed through the songs and instrumental pieces learners perform and their active listening to music played by others. Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Sound system, CDs/DVDs Content/concepts/skills • Listen to excepts from a musical (e.g. West Side Story) or an opera (e.g. Magic Flute, Nabucco): - Write a storyline of a musical/opera - Sing along with one of the choruses/solos Topic 3 Performing and creating music Suggested contact time 30 minutes per week Optional: Additional contact hours after school Recommended resources Songbooks, musical scores, traditional instruments, self-made instruments, CDs/DVDs. Optional: keyboard, guitar, other instruments Content/concepts/skills • Breathing and technical exercises suitable for the instrument or voice • Group or solo performances from the appropriate repertoire of Western/African/Indian/popular musical styles: - Choral works - Group instrumental works - Solo vocal works - Solo instrumental works • Adding music to words of a poem (four lines) CREATIVE ARTS GRADES 7-9 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: MUSIC Term 4 Grade 9 Topic 1 Music literacy Suggested contact time 15 minutes per week Recommended resources Musical instruments, textbooks/ songbooks/file resource with or without CD with music and/or accompaniments for songs Content/concepts/skills • Write the scales of C, G, D and F Major in the treble rhythmically using note values learnt • Key signatures of C, G, D and F Major treble and bass clefs in an interesting rhythm making use of the note values learnt • Ledger lines • Intervals • Triads • Reading (singing or playing) music in the keys of C, G, D and F major using either tonic solfa or humming Topic 2 Music listening Suggested contact time 15 minutes per week Recommended resources Sound system, CDs/DVDs Content/concepts/skills • Discussion of the National Anthem reflecting on the following: - The contributors to the anthem - The meaning of the text of the anthem Topic 3 Performing and creating music Suggested contact time 30 minutes per week Optional: Additional contact hours after school Recommended resources Songbooks, musical scores, traditional instruments, self-made instruments, CDs/DVDs. Optional: keyboard, guitar, other instruments Content/concepts/skills • Breathing and technical exercises suitable for the instrument or voice • Group or solo performances from the standard repertoire of Western/African/Indian/popular musical styles: - choral works - group instrumental works - solo vocal works - solo instrumental works • Creating an advertisement for a product or event using own lyrics and music CREATIVE ARTS GRADES 7-9 CAPS 63 3.4 What is to be taught in visual arts? 3.4.1 Visual Arts in Grade 7 The examples below should be adapted to suit individual school contexts. While the core content is compulsory, the themes relevant to the learners may be selected. SENIOR PHASE: VISUAL ARTS Term 1 Grade 7 Topic 1 Create in 2D Suggested contact time: 2 hours spread over term Recommended resources Visual stimuli for drawing Materials Pencil, charcoal, wax crayons, colour inks Content/concepts/skills • Drawing and painting: exploring a variety of media and techniques – line, tone, texture, mark-making • Art elements – line, tone, texture, shape • Design principles – balance, contrast, emphasis • Themes to explore – observational projects (small objects and still life arrangements) • Variation of paper size and format Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Photographs in resource books and/or real examples of local craft (e.g. African masks) Content/concepts/skills • Art Elements: use in description of artworks - shape, line, tone, texture, colour • Design principles: use in description of artworks - balance, proportion, emphasis and contrast • Emphasis on learners’ personal expression and interpretation of local craft • Discussion of similarities and differences, respect and understanding of self and community; the arts as heritage • Communication skills: talking, listening and looking; discuss art, craft, design to engage in moral, ethical and philosophical discussions, to formulate values and to learn respect for the opinions and visual expression of others Topic 2 Create in 3D Suggested contact time: 3 hours Recommended resources Visual stimuli (e.g. African masks) Materials Recyclable monochromatic materials Content/concepts/skills • Art elements: shape, line, tone, texture, monochromatic colour • Design principles: proportion, emphasis, contrast • Good craftsmanship: pasting, wrapping, tying, constructing, joining • Concern for the environment: use of recyclable materials • Sharing resources CREATIVE ARTS GRADES 7-9 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Visual stimuli in resource books (e.g. groups of figures: musicians) Content/concepts/skills • Art Elements: use in description of artworks (shape, line, tone, texture, colour) • Design principles: use in description of artworks: proportion, harmony, rhythm, emphasis, contrast • Emphasis on learners’ personal expression and interpretation • Communication: Express, identify/name, question and reflect through looking, talking, listening and writing about the visual world: interpret, analyse and recognise symbolic language with reference to groups of figures (e.g. musicians) Topic 2 Create in 3D Suggested contact time: 2 hours Recommended resources Visual stimuli in resource books (e.g. groups of figures: musicians) Materials Earthenware clay, scratching tools Content/concepts/skills • Art elements: shape/form, texture • Design principles: balance, proportion, emphasis, contrast • Modelling techniques: pinching, rolling, joining techniques, surface texture CREATIVE ARTS GRADES 7-9 CAPS 65 SENIOR PHASE: VISUAL ARTS Term 2 Grade 7 Topic 1 Create in 2D Suggested contact time: 3 hours Recommended resources Photographs in resource books (e.g. musical instruments as scraperboard) Materials White wax crayon, black waterproof ink, black tempera paint, small amount of dishwashing liquid, simple etching tools (sharp found objects: nails, pins, compass points, etc.), stiff paper/ board (approximately 15 x 20cm) Content/concepts/skills • Art elements: shape, line, tone, texture • Design principles: contrast, proportion, emphasis • Own and wider world: still life arrangements • Simple etching techniques: etching, drawing, scratching Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources (e.g. still life paintings) Materials Writing instruments and paper Content/concepts/skills • Art elements: use in description of artworks – line, tone, texture, shape, colour • Design principles: use in description of artworks – balance, proportion, harmony, emphasis, contrast • Interpret, analyse and recognise symbolic language with reference to still life • Express, identify/name, question and reflect through looking, talking, listening and writing about still life Topic 1 Create in 2D Suggested contact time: 4 hours Recommended resources (e.g. still life painting: local interpretation) Materials Tempera paint in limited colour range and white and black. A2 paper Content/concepts/kills • Art elements: shape, line, tone, texture, complementary colour, tints and shades • Design principles: contrast, proportion, emphasis, unity • Own and wider world: Emphasis on the observation and interpretation local still life arrangements • Painting: colour-mixing: tonal range, shades and tints Topic 3 Visual literacy Suggested contact time: 2 hours Recommended resources Visual stimuli and artefacts, libraries, media sources, internet e.g. local crafters Materials Notebooks Content/concepts/skills • Identifying art elements and design principles in examples of local craft • Express, identify/name, question and reflect through looking, talking, listening and writing about the visual world • Descriptions of examples of craft: Personal meaning and recognition of images expressed in words • Initial research skills: Investigation of local crafter/artist/artwork/style using various sources: books, libraries, internet, etc.; formal written response or class presentation (could be group work) CREATIVE ARTS GRADES 7-9 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: VISUAL ARTS Term 3 Grade 7 Topic 2 Create in 3D Suggested contact time: 4 hours Recommended resources Visual stimuli and artefacts, e.g. craft: useful containers such as holder for cell phone, CDs or candle Materials Recyclable materials, fabric off-cuts, beads, coloured cottons, ribbons, braids, etc. Content/concepts/skills • Art elements: shape, line, tone, texture, shape, colour • Design principles – proportion, emphasis, contrast (construction and modelling techniques) • Craftsmanship – pasting, cutting, wrapping, tying, stitching using a variety of materials • Pattern-making – creates own experiments with art elements and design principles in pattern-making as surface decoration; repeat pattern • Use of tools – safety, consideration of others, sharing resources Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Photographs in resource books (e.g. buildings) Content/concepts/skills • Art elements and design principles: use in the description of artworks (e.g. buildings) • The role of the artist in society: role of artist as contributor to society • Emphasis on learners’ personal expression and interpretation of architecture • Social development: similarities and differences, respect and understanding of self and community; the arts as heritage • Values development: respect for the opinions of others; investigate and understand the contribution of the arts to heritage • Communication skills: express, identify/name, question and reflect through looking, talking, listening and writing about buildings Topic 1 Create in 2D Suggested contact time: 3 hour Recommended resources Photographs in resource books (e.g. buildings) Materials Recyclable papers in a limited range of colours from found sources; white paper in unusual format: circle, thin rectangle, etc.; glue, cardboard strips for applying glue, scissors Content/concepts/skills • Paper cut collage: buildings as heritage • Art elements: shape, geometric and organic, line, tone, texture (colour to include monochromatic colour) • Design principles: balance, contrast, harmony, proportion • Pattern-making – in collages, designs (exploration of various repeat methods) • Emphasis on the interpretation buildings in papercut collage – cutting, layering, pasting, monochromatic colour • Variation of paper size and format: different scale and degrees of detail CREATIVE ARTS GRADES 7-9 CAPS 67 Topic 1 Create in 2D Suggested contact time: 2 hours Recommended resources Visual stimuli/real objects Materials Small brushes, dipping implements (sharp sticks, pieces of cane, etc.) of various thicknesses, waterproof ink or food colouring; A5 paper. Content/concepts/skills • Art elements – shape, line, tone, texture • Design principles – contrast, proportion, emphasis • Emphasis on the observation and interpretation of the small objects • Variation of paper size and format – different scale and degrees of detail • Drawing – observational drawing (small objects, wet drawing media) CREATIVE ARTS GRADES 7-9 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: VISUAL ARTS Term 4 Grade 7 Topic 1 Create in 2D Formal assessment Project (3 stages) Suggested contact time: 2 hours Recommended resources Visual stimuli, e.g. model draped in shawl/sheet/ blanket Materials: Charcoal Large sheets of paper (A1) Content/concepts/skills • Art elements: line, shape • Design principles: contrast, proportion, balance, emphasis, direction • Drawing: life drawing on large scale in line only • Exploration of media Topic 1 Create in 2D Formal assessment project Suggested contact time: 2hours Recommended resources Visual stimuli (e.g. drawing from previous lesson), ruler Materials 2B/3B pencil, charcoal Content/concepts/skills • Art elements: tone, texture • Design principles: contrast, balance, emphasis • Emphasis on the observation and interpretation of tone in a measured block within the format of the life drawing Topic 1 Create in 2D Formal assessment project Suggested contact time: 2 hours Recommended resources Visual stimuli (e.g. drawing from previous lesson), ruler Materials Pencil crayons Content/concepts/skills • Art elements: tonal range of colour • Design principles: contrast, balance, emphasis • Emphasis on the interpretation of a tonal range of colour in a measured block within the format of the life drawing Topic 2 Create in 3D Suggested contact time: 3 hours Recommended resources Appropriate visual stimuli (e.g. metamorphosis of a common recyclable object) Materials Common recyclable object, appropriate recyclable materials Content/concepts/skills • Design: experiments with art elements and design principles in metamorphosis of a common recyclable object • Craft skills: good craftsmanship, unfamiliar and familiar techniques (pasting, cutting, modelling, wrapping, tying, stitching, joining, scoring and other) • Spatial awareness: conscious experience of working with shapes in the construction process • Concern for the environment: use of recyclable materials • Manipulation of a variety of materials • Use of tools: safety, consideration of others, sharing resources CREATIVE ARTS GRADES 7-9 CAPS 69 3.4.2 Visual Arts in Grade 8 SENIOR PHASE: VISUAL ARTS Term 1 Grade 8 Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Photographs in resource books and/or examples from life, such as creative lettering in popular culture and graffiti Content/concepts/skills • Art elements and design principles: use in description of artworks • Emphasis on personal verbal expression; express, identify/name, question and reflect through looking, talking, listening and writing about the role of the artist in popular culture: lettering/graffiti • Values development: lettering/graffiti in popular to engage in moral, ethical and philosophical discussions, to formulate values and to learn respect for the opinions and visual expression of others Topic 1 Create in 2D Suggested contact time: 2 hours Recommended resources Photographs and/or examples from life, such as creative lettering in popular culture and graffiti Materials Coloured inks, dyes, in full colour range; small brushes, small rectangles paper Content/concepts/skills • Art elements: shape, line, tone, texture, complementary colour • Design principles: contrast, proportion, emphasis, unity, balance • Design: experiments with art elements and design principles in design projects exploring creative lettering • Variation of paper size and format: different scale and degrees of detail Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Photographs and/or examples from life, such as a variety of containers with different functions and forms Content/concepts/skills • Art elements and design principles: use in description of artworks • Emphasis on the learner’s personal expression and interpretation of functional containers • Careers in the arts and design fields: role of the artist in society: craft as functional or decorative design • Express, identify/name, question and reflect through looking, talking, listening and writing about the visual world in relation to functional containers through history. Topic 2 Create in 3D Suggested contact time: 2 hours Recommended resources Photographs and/or examples from life, such as a variety of containers with different functions and forms Materials Earthenware clay; scratching and modelling tools Content/concepts/skills • Art elements and design principles: conscious application in own work • Spatial awareness: conscious experience of working with shapes in the modelling process • Develop craft skills in modelling techniques, joining, rolling, pinching, scratching, surface decoration (e.g. pinch pot with lid detail) CREATIVE ARTS GRADES 7-9 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Topic 2 Create in 3D Suggested contact time: 4 hours Recommended resources Photographs and/or examples from life, such as a variety of containers with different functions and forms from mythology Materials Recyclable materials: fabric off-cuts, beads, cardboard, braids, ribbons, sequins, etc., own selection Content/concepts/skills • Art elements and design principles: conscious application in crafting a mythological container • Emphasis is on imaginative representation; spatial awareness: developing understanding of depth and visual perspective in a mythological container • Good craftsmanship, exploratory and known techniques • Planning and preparation: with guidance, collects resources, visual information and makes preliminary drawings and sketches in preparation for the final projects CREATIVE ARTS GRADES 7-9 CAPS 71 SENIOR PHASE: VISUAL ARTS Term 2 Grade 8 Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Photographs in resource books and/or examples from life, such as fashions through the ages Content/concepts/skills • Art elements and design principles: use in description of fashion then and now • Express, identify/name, question and reflect through looking, talking, listening and writing about fashion • The role of the artist in society: careers in fashion • Values development: discuss fashion as an example of popular culture to engage in moral, ethical and philosophical discussions, to formulate values and to learn respect for the opinions of others; explore the world of work in visual arts/ design Topic 2 Create in 3D Suggested contact time: 4 hours Recommended resources Photographs in resource books and/or examples from life, such as a garment for a particular function Materials Learners’ choice of recyclable materials Appropriate tools: scissors, craft knives, etc., glue, cardboard strips for glue applicators Content/concepts/skills • Design: art elements and design principles in three-dimensional design projects exploring fashion design • Good craftsmanship, exploratory and known techniques, stitching, tying, pasting, wrapping, and others • Planning and preparation: with guidance, collects resources, visual information and makes preliminary drawings and sketches and selection of tools and materials in preparation for final project • Use of tools: safety, consideration of others: shared resources, concern for the environment Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Photographs and/or examples from life, such as societal issues in South Africa Content/concepts/skills • Art elements and design principles: use in description of artworks, e.g. societal issues • The role of the artist as contributor and social commentator in society; current events and how these are expressed in art, craft, design and popular culture: personal meaning and recognition of images expressed in words; interpret, analyse and recognise symbolic language to talk about societal issues in South Africa • Similarities and differences, respect and understanding of self and community Topic 1 Create in 2D Suggested contact time: 3 hours Recommended resources Photographs and/or examples from life, such as personal comment on societal issues in South Africa Materials 2/3/4B pencils Squares of paper Content/concepts/skills • Art elements: shape, line, tone, texture • Design principles: contrast, proportion, emphasis, unity • Emphasis on the observation and interpretation of the wider visual world – societal issues in South Africa • Understanding of images as symbols • Planning and preparation: with guidance, collects resources, visual information and makes preliminary drawings and sketches in preparation for the final projects • Variation of paper size and format: different scale and degrees of detail CREATIVE ARTS GRADES 7-9 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: VISUAL ARTS Term 3 Grade 8 Topic 1 Create in 2D Suggested contact time: 2 hours Recommended resources Visual stimuli (e.g. seated model) Materials Wet drawing media: inks, dyes, food colouring, small brushes, etc., A2 paper Content/concepts/skills • Art elements: shape, line, tone, texture • Design principles: contrast, proportion, emphasis, unity • Exploration of wet media for drawing • Emphasis on the observation and interpretation of the seated model • Variation of paper size and format: different scale and degrees of detail Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources (e.g. drawings from previous project) Content/concepts/skills • Art elements and design principles: use in description of own and others’ artworks • Description of own and others’ artwork: Personal meaning and interpretation expressed in words • Develop critical thinking and response Topic 3 Visual literacy Suggested contact time: 3 hours Recommended resources Books, the library, interviewees, the internet (researching careers in the arts) Content/concepts/skills • The role of the artist in society: careers in the arts and design fields • Express, identify/name, question and reflect through researching careers in visual arts and design using various sources, e.g. books, libraries, internet; formal written response or class presentation (could be group work) • Planning and preparation: with guidance, collects resources, visual information and makes preliminary drawings and sketches in preparation for the final projects Topic 1 Create in 2D Suggested contact time: 2 hours Recommended resources Photographs and/or examples from life, such as 2D products from world of work in learners’ contexts Materials Appropriate materials for process and product Content/concepts/skills • Art elements and design principles: use in own work • Drawing and painting: exploring a variety of appropriate media • Design: experiments with art elements and design principles in design projects exploring surface decoration; fashion design, interior design, corporate design • Variation of paper size and format: encourage working in different scale and degrees of detail CREATIVE ARTS GRADES 7-9 CAPS 73 Topic 2 Create in 3D Suggested contact time: 3 hours Recommended resources Photographs and/or examples from life, such as 3D products from world of work in learners’ contexts Materials Recyclable materials: fabric off-cuts, beads, cardboard, braids, ribbons, sequins, etc., own selection Content/concepts/skills • Art elements and design principles: use in own work • Design: experiments with art elements and design principles in three-dimensional design projects exploring surface decoration; fashion design etc. • Spatial awareness: conscious experience of working with shapes in the construction process • Construction and modelling techniques, good craftsmanship, unfamiliar and familiar techniques (pasting, cutting, modelling, wrapping, tying, stitching, joining, scoring and other) • Use of tools: safety, consideration of others, sharing resources CREATIVE ARTS GRADES 7-9 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: VISUAL ARTS Term 4 Grade 8 Topic 1 Create in 2D Suggested contact time: 2 hours Recommended resources Suitable visual stimuli (e.g. tonal drawing of crumpled fabric) Materials 2/3B pencil, A3 paper Content/concepts/skills • Art elements: shape, line, tone, texture • Design principles: balance, proportion, harmony, rhythm, emphasis, contrast • Emphasis on the observation and interpretation of the crumpled fabric • Extend various approaches to drawing: line, tone, texture; mark-making Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Suitable visual stimuli (e.g. photographs of artworks on a chosen theme) Content/concepts/skills • Art elements and design principles: use in description of artworks • Emphasis on the learner’s personal expression and interpretation: – personal meaning and recognition of images expressed in words • Wider world: learner’s interests, the social world, current events and how these are expressed in art, craft, design and popular culture in the global world, e.g. use international, local, past and present examples • Express, identify/name, question and reflect through looking, talking, listening and writing about the visual world Topic 1 Create in 2D Suggested contact time: 4 hours Recommended resources Suitable visual stimuli (e.g. visuals from a chosen theme) Materials Oil pastels, tempera paint, appropriate own choice Content/concepts/skills • Art elements and design principles: use in own artwork • Own and wider world: Emphasis on the observation and interpretation of the broader visual world • Planning and preparation: with guidance, collects resources, visual information and makes preliminary drawings and sketches in preparation for the final projects Topic 1 Create in 2D Formal assessment project Suggested contact time: 3 hours Recommended resources Suitable visual stimuli (e.g. scraperboard on a chosen theme) Materials White wax crayon, black waterproof ink, black tempera paint, small amount of dishwashing liquid, simple etching tools (sharp found objects: nails, pins, compass points, etc.), stiff paper/ board (approximately 20 x 20 cm) Content/concepts/skills • Art elements: shape, line, tone, texture • Design principles: contrast, proportion, emphasis • Own and wider world: emphasis on the observation and interpretation of the wider visual world. Themes to explore: observational projects (small objects and still life arrangements, life drawing), learner’s interests, the social world, current events, art, craft, design and popular culture • Simple etching techniques: scraperboard, etching, drawing, scratching CREATIVE ARTS GRADES 7-9 CAPS 75 3.4.3 Visual Arts in Grade 9 SENIOR PHASE: VISUAL ARTS Term 1 Grade 9 Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Photographs of artworks (e.g. portraits) Content/concepts/skills • Art elements and design principles: use in description of artworks • Personal meaning and recognition of images expressed in words: express, identify/name, question and reflect through looking, listening and talking about portraits Topic 1 Create in 2D Suggested contact time: 4 hours Recommended resources photographs of artworks (e.g. portraits) Materials Tempera or acrylic paint, or oil pastels, A3 paper Content/concepts/skills • Art elements and design principles: use in own work • Exploration of a variety of painting techniques: deepen and extend colour-mixing, brush manipulation, personal interpretation • Emphasis on the observation and interpretation of the portrait Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Craft and artworks, books, magazines popular culture, libraries, galleries, museums, etc. for class discussion on the role of the artist in society Content/concepts/skills • Emphasis on the learner’s personal expression and interpretation • Similarities and differences, respect and understanding of self and community; the arts as heritage • Looking, listening and talking about role of artist as contributor, observer and social commentator in global society • Personal meaning and recognition of images regarding the role of the artist in society expressed in words: interpret, analyse and recognise symbolic language, e.g. signs, national symbols, cultural symbols Topic 3 Visual literacy Suggested contact time: 2 hours Recommended resources Craft and artworks, books, magazines popular culture, libraries, galleries, museums, etc. for research project on the role of the artist in society Content/concepts/skills • Develop research skills: Finding out about an artist/artwork/style using various sources: books, libraries, internet, etc.; formal written response or class presentation (could be group work)Emphasis on the learner’s personal expression and interpretation • The role of the artist in society: role of artist as contributor, observer and social commentator in wider society Topic 3 Visual literacy Suggested contact time: 2 hour Recommended resources Learners’ research findings: sharing and debating research Content/concepts/skills • Class presentations about the role of the artist in global society (could be group work) • Emphasis on the learner’s personal expression and interpretation CREATIVE ARTS GRADES 7-9 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: VISUAL ARTS Term 2 Grade 9 Topic 2 Create in 3D Suggested contact time: 4 hours Recommended resources Visual stimuli appropriate for chosen theme (e.g. Marquette for South African sculpture for public space) Materials Paper mâché, off-cut cardboard for armature; own additional choice of materials Content/concepts/skills • Art elements and design principles: use in own work • Construction and modelling techniques; good craftsmanship, unfamiliar and familiar techniques (pasting, cutting, modelling, wrapping, tying, stitching, joining, scoring and other) • Spatial awareness: conscious experience of working with shapes in the construction or modelling process • Emphasis is on imaginative representation; conscious use of space; spatial awareness: developing understanding of plane, depth and visual perspective. • Concern for the environment: use of recyclable materials Topic 1 Create in 2D Suggested contact time: 4 hours Recommended resources Visual stimuli of appropriate artefacts (e.g. still life to make public comment) Materials: Tempera or acrylic paint in selected colour range; variety of brush sizes; A2 paper Content/concepts/skills • Art elements and design principles: use in own work • Painting: deepen and extend colour-mixing, brush manipulation, personal interpretation • Emphasis on the observation and interpretation of the still life to make public comment Topic 1 Create in 2D Suggested contact time: 2 hours Recommended resources Appropriate visual stimuli (e.g. a logo using a South African motif) Materials Recyclable and coloured paper; scissors and craft knives; glue and cardboard strips as glue applicators Content/concepts/skills • Art elements and design principles: use in own design project to create a logo • Lettering and design projects: experimentation with images and text • Pattern-making – create own in collage (experiment with various repeat methods) CREATIVE ARTS GRADES 7-9 CAPS 77 SENIOR PHASE: VISUAL ARTS Term 3 Grade 9 Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Appropriate visual stimuli (e.g. social comment in works by printmaking artist, woodcuts, linocuts and etchings) Content/concepts/skills • Art elements and design principles: use in description of artworks • Emphasis on the learner’s personal expression and interpretation of the role of the artist as contributor, observer and social commentator in wider society; personal meaning and recognition of images expressed in words • Discuss artworks to engage in moral, ethical and philosophical discussions, to formulate values and to learn respect for the opinions and visual expression of others • Extend and deepen critical thinking and reflective ability Topic 1 Create in 2D Suggested contact time: 4 hours Recommended resources Appropriate visual stimuli (e.g. social comment in works by printmaking artist, woodcuts, linocuts and etchings to be explored in scraperboard) Materials White wax crayon, black waterproof ink, black tempera paint, small amount of dishwashing liquid, simple etching tools (sharp found objects: nails, pins, compass points, etc.), stiff paper/ board (approximately 30 x 40 cm) Contents/concepts/skills • Art elements and design principles: exploration in own scraperboard • Simple etching techniques, e.g. scraperboard; etching, drawing, scratching • Variation of paper size and format: encourage working in different scale and degrees of detail Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Appropriate visual stimuli (e.g. art and design examples from popular culture, CD covers, cell phone wallpapers and computer screensavers) Content/concepts/skills • Art elements and design principles: use in description of examples of global popular culture • Emphasis on the learner’s personal expression and interpretation • The role of the artist in society as contributor to global popular culture • Discussions on similarities and differences, respect and understanding of self and community; the arts as popular culture • Looking, listening and talking about art and design as popular culture; personal meaning and recognition of images expressed in words; interpret, analyse and recognise symbolic language Topic 1 Create in 2D Suggested contact time: 4 hours Materials Own choice of appropriate media Content/concepts/skills • Design: experiments with art elements and design principles in two-dimensional design projects to create own example of popular culture • Formulation of personal values and respect for the opinions and visual expression of others • Planning and preparation: works independently, collects resources, visual information and makes preliminary drawings and sketches in preparation for the final project of own example of popular culture • Extend manipulation of a variety of materials CREATIVE ARTS GRADES 7-9 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SENIOR PHASE: VISUAL ARTS Term 4 Grade 9 Topic 3 Visual literacy Suggested contact time: 1 hour Recommended resources Appropriate visual stimuli (e.g. showing the arts in 3D or the media making public commentary, e.g. puppets) Content/concepts/skills • Emphasis on the learner’s personal expression and interpretation • Global world: current events and how these are expressed in art, craft, design and popular culture, e.g. the ventriloquist puppet • The role of the artist in society: role of artist as contributor, observer and social commentator in wider society • Express, identify/name, question and reflect through looking, talking, listening and writing about the artist as social commentator through puppets; personal meaning and recognition of images expressed in words Topic 2 Create in 3D Suggested contact time: 4 hours Recommended resources Appropriate visual stimuli (e.g. making a ventriloquist puppet to show the arts in 3D making public commentary) Materials boxes, toilet rolls, polystyrene containers and packing materials, corks, wrapping paper, tin foil, wool, string, beads, wire Content/concepts/skills • Art elements and design principles: use to create ventriloquist puppet in 3D • Planning and preparation: works independently, collects resources, visual information and makes preliminary drawings and sketches in preparation for the final puppet projects • Construction and modelling techniques: good craftsmanship, unfamiliar and familiar techniques (pasting, cutting, modelling, wrapping, tying, stitching, joining, scoring and other) • Spatial awareness: conscious experience of working with shapes in the construction of a puppet • Concern for the environment: use of recyclable materials • Use of tools: safety, consideration of others, sharing resources Topic 1A Create in 2D Suggested contact time: 2 hour Recommended resources Appropriate visual stimuli (e.g. a model lying down) Content/concepts/skills • Art elements and design principles: use in life drawing of model • Emphasis on the observation and interpretation of the model • Deepen and extend various approaches to drawing: line, tone, texture; mark-making • Variation of paper size and format: encourage working in different scale and degrees of detail Topic 1B Create in 2D Choice of A or B as formal assessment project Suggested contact time: 3 hours Recommended resources Appropriate visual resources, for example quality book illustrations, photographs for symbolic personal expression of belonging in the global world Materials Learners’ own choice of mixed media Content/concepts/skills • Art elements and design principles: appropriate choice and use • Drawing and painting: exploring a variety and combination of mixed media • Possible inclusion of lettering and design projects, pattern-making • Emphasis on the interpretation of own belonging in the global world CREATIVE ARTS GRADES 7-9 CAPS 79 SECTION 4: ASSESSMENT 4.1 Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience. In Creative Arts the approach to assessment and feedback should be constructive and encouraging to build learners’ confidence. Great care should be taken to avoid negative, hurtful or personal remarks. The emphasis in the Creative Arts in the Senior Phase should be mostly on practical assessments rather than written examinations. Due to the short time allocated for each art form (1 hour per week), assessments must be part of learning and not seen as separate event. 4.2 Informal daily assessment The purpose of assessment for learning is to continuously collect information on learners’ achievements. This information is then used to improve their learning. Informal assessment is the daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks. Self-assessment and peer assessment actively involve learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 4.3 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations and performances. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and subject. CREATIVE ARTS GRADES 7-9 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The forms of assessment used should be appropriate for the age and developmental level of the learners. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. Formal assessments must cater for a range of cognitive levels and abilities of learners as shown below: Cognitive Levels Activity Percentage of task Low Repetitive skills in each art form 30% Medium Application of skills Analysis of artworks Written assignments requiring comprehension 40% High Creative work; synthesis of skills and knowledge into arts works; evaluation of arts works 30% In Senior Phase, Creative Arts learners do formal assessments in each of their two selected art forms. Practical work: Assessment should track progress through class observation of practical work and build up to a final practical assessment task in each art form in the fourth term. Written work: Due to the shortage of time, written assessments are limited to one written assignment/test per art form per year and an end-of-year written examination paper. CREATIVE ARTS GRADES 7-9 CAPS 81 4.4 Programme of assessment The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. In the Senior Phase, school-based assessment counts for 40% and the end-of-year examination count for 60%. The requirements (number and nature of tasks) and weighting for Creative Arts are indicated below: Programme of Assessment: Creative Arts Formal assessments (SBA during the year) End-of-year examination 40% 60% • Assessment of practical work in two art forms 30% • Assignment/written test in two art forms 10% • Performance/presentation in each art form 40% • Written examination paper/s with questions from each selected arts form 20% Assessment per term Term 1 Practical assessment Art form 1: 10 marks (5%) Art form 2: 10 marks (5%) Total 10% Term 2 Written assignment or test Art form 1 10 marks (5%) Art form 2 10 marks (5%) Practical assignment/test Art form 1: 10 marks (5%) Art form 2: 10 marks (5%) Total 20% Term 3 Practical assessment Art form 1: 10 marks (5%) Art form 2: 10 marks (5%) Total 10% Term 4 Practical examination Art form 1: 40 marks (20%) Art form 2: 40 marks (20%) Written examination Art form 1: 20 marks (10%) Art form 2: 20 marks (10%) Total 60% Practical class work throughout the year should lead up to the final practical examinations in the two art forms. It is recommended that assessment tasks be done in term 4 in each art form. Below are some examples of programmes of assessment and assessment instruments for practical work in each art form. CREATIVE ARTS GRADES 7-9 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.4.1 Dance (one of two arts forms) Each arts form will carry a 50% weighting. Suggested programme of assessment: Grade 7 Dance Term 1 Term 2 Term 3 Term 4 Total marks Practical: Technique and improvisation (space, time) 10 marks Practical: Technique and improvisation (force, relationships) 10 marks Written test: Warming up, cooling down, elements of dance, terminology 10 marks Practical: Technique and improvisation (short movement sentence around a theme) 10 marks Practical examination: Performance of class work, group dance sequence and composition (South African theme) 40 marks Written examination: including elements, terminology, different dance forms and literacy 20 marks 10 marks 20 marks 10 marks 60 marks 100 marks Suggested programme of assessment: Grade 8 Dance Term 1 Term 2 Term 3 Term 4 Total marks Practical: Technique and composition (locomotors and axial 10 marks Practical: Technique, performance of popular dance and composition (time, relationships) 10 marks Written test: Terminology, purposes of warming up and cooling down, dance literacy – popular dance 10 marks Practical: Technique and improvisation (space, force, relationships) 10 marks Practical examination: Performance of class work and group dance and composition (gestures) 40 marks Written examination: including elements, terminology, social, community, popular dance; careers 20 marks 10 marks 20 marks 10 marks 60 marks 100 marks CREATIVE ARTS GRADES 7-9 CAPS 83 Suggested programme of assessment: Grade 9 Dance Term 1 Term 2 Term 3 Term 4 Total marks Practical: Technique and composition (natural gestures, structure) 10 marks Practical: Technique, Indigenous dance and composition (structure, relationships) 10 marks Written test: Principles of posture and alignment, terminology, dance literacy 10 marks Practical: Technique, short fast dance sequence and composition (contrast, moods, themes) 10 marks Practical examination: Performance of class work, group dance and composition (stimulus, structure) 40 marks Written examination: including comparison of different dance forms, dance literacy, dance elements, terminology, self￾reflection 20 marks 10 marks 20 marks 10 marks 60 marks 100 marks 4.4.2 Drama (one of two art forms) Each arts form will carry a 50% weighting. Suggested programme of assessment: Grade 7 Drama Term 1 Term 2 Term 3 Term 4 Total marks Classroom improvisation: Process and Performance (group work) 20 marks ÷ 2 = 10 Test: Careers and basic drama elements (covered through practical work in terms 1 and 2) 20 marks ÷ 2 = 10 and Performance: choral verse OR folktale (group work) 20 marks ÷ 2 = 10 Polished performance: short improvised drama (group work) 20 marks ÷ 2 = 10 Practical examination: choral verse OR folktale (group work) 40 marks and Written examination: careers and elements of drama 20 marks 10 marks 20 marks 10 marks 60 marks 100 marks CREATIVE ARTS GRADES 7-9 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Suggested programme of assessment: Grade 8 Drama Term 1 Term 2 Term 3 Term 4 Total marks Classroom improvisation: Process and Performance (group work) 20 marks ÷ 2 =10 Test: reflection on own and others’ performance and drama elements (as practically explored) OR Review of a play/live performance seen 20 marks ÷ 2 =10 Performance: Poem OR Praise Poetry (individually and/or in groups) 20 marks ÷ 2 =10 Polished performance: short improvised drama (group work) with self-made technical resources 20 marks ÷ 2 =10 Practical examination: Dialogues OR Dramatised prose OR Indigenous storytelling (individually and/or in groups) 40 marks Written examination: Aspects of media and elements of drama 20 marks 10 marks 20 marks 10 marks 60 marks 100 marks Suggested programme of assessment: Grade 9 Drama Term 1 Term 2 Term 3 Term 4 Total marks Classroom improvisation: Process and Performance (group work) 20 marks ÷ 2 =10 Test: Aspects of media OR Review of a play/live performance seen 20 marks ÷ 2 =10 and Performance Poetry (individual) OR Dramatised prose (individual) OR Monologue (individual) 20 marks ÷ 2 =10 Polished performance: short improvised drama (group work) with self-made technical resources 20 marks ÷ 2 =10 Practical examination: Scene Work OR Radio Drama 40 marks and Written examination: Elements of drama (as practically explored), reflection on own and others’ performance 20 marks 10 marks 20 marks 10 marks 60 marks 100 marks CREATIVE ARTS GRADES 7-9 CAPS 85 4.4.3 Music (one of two art forms) Each arts form will carry a 50% weighting Suggested programme of assessment: Grade 7 Music Term 1 Term 2 Term 3 Term 4 Total marks Practical: Solo/group work performance 20 marks ÷ 2 =10 Test/assignment: Music literacy activities 20 marks ÷ 2 =10 Practical: Solo and group work 20 marks ÷ 2 =10 Practical: Solo and ensemble work 20 marks ÷ 2 =10 Practical examination: Solo and group work; playing and improvising 40 marks and Written examination: General music knowledge and music theory, 20 marks 10 20 10 60 100 marks Suggested programme of assessment: Grade 8 Music Term 1 Term 2 Term 3 Term 4 Total marks Practical: Solo/group work performance 20 marks ÷ 2 =10 Test/assignment: Music literacy activities 20 marks ÷ 2 =10 Practical: Solo and group work 20 marks ÷ 2 =10 Practical: Solo and group work 20 marks ÷ 2 =10 Practical examination: Solo and ensemble work; playing and improvising 40 marks and Written examination: General music knowledge and music theory, 20 marks 10 20 10 60 100 marks CREATIVE ARTS GRADES 7-9 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Suggested programme of assessment: Grade 9 Music Term 1 Term 2 Term 3 Term 4 Total marks Practical: Solo/group work performance 20 marks ÷ 2 =10 Test/assignment: Music literacy activities 20 marks ÷ 2 =10 Practical: Solo and group work 20 marks ÷ 2 =10 Practical: Solo and group work 20 marks ÷ 2 =10 Practical examination: Solo and group work; playing and improvising 40 marks Written examination: General music knowledge and music theory 20 marks 10 20 10 60 100 marks 4.4.4 Visual Arts (one of two art forms) Each art form will carry a 50% weighting Suggested programme of assessment: Grade 7 Visual Arts Term 1 Term 2 Term 3 Term 4 Total marks Practical: Create in 3D: earthenware figures Essay/presentation: Visual Literacy: investigation of local crafter Practical: Create in 2D: collage of buildings as heritage Examination: Create in 2D: life drawing and painting with written reflection on use of art elements and design principles 10 20 10 60 100 Suggested Assessment Programme: Grade 8 Visual Art Term 1 Term 2 Term 3 Term 4 Total marks Practical: Create in 3D: Mythological container Assignment: Create in 2D: drawing: personal comment on societal issue Essay/presentation: Visual Literacy: Careers in the arts Examination: Create in 2D: scraperboard with written reflection on use of art elements and design principles 10 10 20 60 100 CREATIVE ARTS GRADES 7-9 CAPS 87 Suggested Assessment Programme: Grade 9 Visual Art Term 1 Term 2 Term 3 Term 4 Total marks Presentation Visual Literacy: The role of the artist in global society: Practical: Create in 3D: Marquette for SA public space Practical: Create in 2D: personal example of popular culture Examination: Life drawing with written reflection on use of art elements and design principles OR global theme 20 10 10 60 100 4.5 Recording and reporting Recording is a process whereby the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress in obtaining the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools and other stakeholders. Learner performance can be reported in a number of ways, such as report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters and class or school newsletters. Teachers in all grades report in percentages against the subject. Seven levels of competence have been described for each subject listed for Grades R – 12. The various achievement levels and their corresponding percentage bands are as shown in the table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 NOTE: The seven-point scale should have clear descriptors that give detailed information for each level. Teachers will record actual marks against the task by using a record sheet and report percentages or codes against the subject on the learners’ report cards. CREATIVE ARTS GRADES 7-9 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Here are examples of recording schedules for Grades 7, 8 and 9 with two art forms An example of an annual Grade 7, 8 and Grade 9 Recording Schedule ART FORM 1 ART FORM 2 Criteria Term 1 Term 2 Term 3 Term 4 Practical Term 4 Written Total arts form 1 Term 1 Term 2 Term 3 Term 4 Practical Term 4 Written Total arts form 2 Creative Arts Total Maximum marks 10 20 10 40 20 100 10 20 10 40 20 100 200 divided by 2 Names of learners 4.6 Moderation of assessment Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. Since Senior Phase assessment is school based, it is very important for provincial and national departments to set standards across provinces and across schools. Creative Arts moderation should include: • cluster standard setting; • internal moderation by the school management team; • sample face moderation of practical work on site for Grade 7 – 9; and • external cluster moderation in Grade 9. Standard setting, face moderation and cluster moderation can be conducted by lead teachers or by district/provincial officials. CREATIVE ARTS GRADES 7-9 CAPS 89 4.7 Annexures Below are examples of practical assessment instruments for each art form. These can be adapted to particular practical tasks. Annexure A: Example of a Grade 9 Practical Dance formal assessment instrument Assessment criteria Possible marks Learner 1 Learner 2 Learner 3 Learner 4 Classwork • Memory of exercises and movements • Safe use of the body (posture, alignment, safe landings) • Fitness (strength, stamina, flexibility) • Level of complexity reached 5 5 5 5 Group sequence or dance • Quality of movement (coordination, control, musicality, level of complexity, commitment to movement, attention to detail, focus) • Team work (timing, spatial awareness) 5 5 Improvisation and choreography • Use of dance elements • Use of composition structures • Inventiveness • Confidence in improvising and composing • Working with others 2 2 2 2 2 Total marks 40 CREATIVE ARTS GRADES 7-9 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Annexure B: Example of a Grade 9 Practical Visual Arts formal assessment instrument Example of a Visual Arts assessment instrument Assessment criteria Possible marks Learner 1 Learner 2 Learner 3 Learner 4 Class work (life drawing) • Learner’s use of art elements: line, shape, tone • Learner’s exploration of design principles: proportion, emphasis, contrast • Learner’s personal interpretation of the subject • Learner’s exploration of composition: placement within format 10 10 10 10 Total marks 40 CREATIVE ARTS GRADES 7-9 CAPS 91 Annexure C: Example of a Grade 9 assessment rubric for a drama performance Criteria 10 – 8 6 – 7 4 – 5 1 – 3 Script embraces dramatic elements such as tension, symbols and timing Outstanding use of dramatic elements. Good use of dramatic elements. Fair use of dramatic elements. Poor use of dramatic elements. Script is creative, original and exciting Exceptionally creative and exciting. Creative and exciting. Fairly creative and exciting. Not very creative and exciting. Group worked well together and all contributed to the success of the script as a performance Exceeds expectations. Meets expectations well. Satisfies expectations but in a limited fashion. Does not meet expectations. Performance is delivered confidently to class, with good delivery techniques; keeps class entertained and educates Exceeds expectations. Meets expectations well. Satisfies expectations but in a limited fashion. Does not meet expectations. Characterisation is convincing Exceeds expectations. Meets expectations well. Satisfies expectations but in a limited fashion. Does not meet expectations. Costumes, props, sets, lights contribute to a successful performance Exceeds expectations. Meets expectations well. Satisfies expectations but in a limited fashion. Does not meet expectations. An awareness of the target audience and its needs is demonstrated Exceeds expectations. Meets expectations well. Satisfies expectations but in a limited fashion. Does not meet expectations. The performance captures the theme of the play Exceeds expectations. Meets expectations well. Satisfies expectations but in a limited fashion. Does not meet expectations. 4.8 General This document should be read in conjunction with: 4.8.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and 4.8.2 The policy document, National Protocol for Assessment Grades R – 12. CREATIVE ARTS GRADES 7-9 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     ECONOMIC AND MANAGEMENT SCIENCES Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 7-9 ECONOMIC AND MANAGEMENT SCIENCES ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0530-2 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement .... 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African Curriculum ............................................................................................ 4 1.4 Time Allocation................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 6 1.4.3 Senior Phase........................................................................................................................................... 7 1.4.4 Grades 10-12 .......................................................................................................................................... 7 SECTION 2: ECONOMIC AND MANAGEMENT SCIENCES ................................................................... 8 2.1 What is Economic and Management Sciences? .......................................................................................... 8 2.2 Overview of content........................................................................................................................................ 9 2.3 Time allocation of Economic and Management Sciences in the curriculum .......................................... 10 2.4 Teaching and learning materials required for Economic and Management Sciences ........................... 10 SECTION 3 TERM PLANS .......................................................................................................................11 3.1 Overview of topics ........................................................................................................................................ 11 3.2 Annual teaching plan.................................................................................................................................... 12 GRADE7, TERM 1 .......................................................................................................................................... 12 GRADE7, TERM 2 .......................................................................................................................................... 13 GRADE7, TERM 3 .......................................................................................................................................... 14 GRADE7, TERM 4 .......................................................................................................................................... 15 GRADE8, TERM 1 .......................................................................................................................................... 16 GRADE8, TERM 2 .......................................................................................................................................... 17 GRADE8, TERM 3 .......................................................................................................................................... 18 GRADE8, TERM 4 .......................................................................................................................................... 19 GRADE9, TERM 1 .......................................................................................................................................... 20 GRADE9, TERM 2 .......................................................................................................................................... 21 GRADE9, TERM 3 .......................................................................................................................................... 22 GRADE9, TERM 4 .......................................................................................................................................... 23 ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4 ASSESSMENT IN ECONOMIC AND MANAGEMENT SCIENCES .................................... 24 4.1 Introduction .................................................................................................................................................. 24 4.2 Informal assessment or daily assessment ............................................................................................... 24 4.3 Formal assessment ..................................................................................................................................... 25 4.3.1 Summary of formal assessments expected in Grades 7 to 9 .............................................................. 25 4.3.2 Formal assessment requirements for Economic and Management Sciences ..................................... 25 4.4 Programme of Assessment ........................................................................................................................ 28 4.5 Recording and reporting ............................................................................................................................. 30 4.6 Moderation of assessment.......................................................................................................................... 31 4.7 General .......................................................................................................................................................... 31 ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 3 Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3, 5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1, 5) (1) (1, 5) TOTAL 27, 5 ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4, 5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27, 5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27, 5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: ECONOMIC AND MANAGEMENT SCIENCES 2.1 What is Economic and Management Sciences? The subject Economic and Management Sciences deals with the efficient and effective use of different types of private, public or collective resources to satisfy people’s needs and wants. It reflects critically on the impact of resource exploitation on the environment and on people. It also deals with effective management of scarce resources in order to maximise profit. Economic and Management Sciences is a practical subject that equips learners with real-life skills for personal development and the development of the community. The tasks set should contribute to personal development and should promote the idea of sustainable economic growth and the development of the community. The table below indicates the main topics in the Economic and Management Sciences curriculum. Weighting of curriculum and Economic and Management Sciences topics Weighting of the curriculum Topic The economy (weighting of 30%) 1. History of money 2. Need and wants 3. Goods and services 4. Inequality and poverty 5. The production process 6. Government 7. The National Budget 8. Standard of living 9. Markets 10. Economic systems 11. The circular flow 12. Price theory 13.Trade unions Financial literacy (weighting of 40%) 1. Savings 2. Budgets 3. Income and expenditure 4. Accounting concepts 5. Accounting cycle 6. Source documents 7. Financial management and keeping of records ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 9 Weighting of the curriculum Topic Entrepreneurship (weighting of 30%) 1. Entrepreneurial skills and knowledge 2. Businesses 3. Factors of production 4. Forms of ownership 5. Sectors of the economy 6. Levels and functions of management 7. Functions of a business 8. Business plan 2.2 Overview of content An overview of the content of this subject entails the following: • the needs and wants of different communities in societies; • the nature, processes and production of goods and services, and business activities within the different sectors; • financial management, accounting as a tool for management of a business, and record keeping; • the influence of demand and supply, and pricing; • the flow of money, goods and services between households, business and government, and the rights and responsibilities of the different role players in the economy; • the way in which to achieve sustainable growth, reduce poverty and distribute wealth fairly, while still pursuing profitability; • entrepreneurial skills and knowledge needed to manage self and the environment effectively; • basic aspects of leadership and management; • the role of savings in sustainable economic growth and development; • trade unions and their influence in the economy; • the importance of using resources sustainably, effectively and efficiently; and • functioning of both formal and informal businesses. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.3 Time allocation of Economic and Management Sciences in the curriculum The teaching time for Economic and Management Sciences is two hours per week. As this subject involves the development of accounting skills of learners in Grades 8 and 9, one hour per week must be used for financial literacy in terms of the Annual Teaching Plan. 2.4 Teaching and learning materials required for Economic and Management Sciences 1. Each learner should have a. a textbook; and b. a calculator. 2. Learners in Grades 8 and 9 should each have one Cash Journal exercise book, one General Ledger exercise book and a normal exercise book. 3. Grade 7 learners should have a normal exercise book. 4. Teachers should have a textbook with a teacher guide. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 11 SECTION 3: TERM PLANS 3.1 Overview of topics Topic Grade Content The economy 7 History of money; needs and wants; goods and services; the production process; and inequality and poverty 8 Government; the National Budget; standard of living; and markets 9 Economic systems; the circular flow; price theory; and trade unions Financial literacy 7 Savings; budgets, income and expenses; and accounting concepts 8 Accounting concepts; accounting cycle; source documents; Cash Receipts Journal and Cash Payments Journal of a service business; effects of cash transactions on the accounting equation; General Ledger and Trial Balance 9 Cash Receipts Journal and Cash Payment Journal of a sole trader; posting to the General Ledger; preparing a Trial Balance; recording transactions in the Debtors Journal, Creditors Journal; posting to the Debtors Ledger and Creditors Ledger Entrepreneurship 7 The entrepreneur; starting a business; businesses; and an Entrepreneur’s Day 8 Factors of production; forms of ownership; levels of management; and functions of management 9 Sectors of the economy; functions of a business; and a business plan ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2 Annual teaching plan GRADE 7, TERM 1 Week (2 hours per week) Topic Content Weeks 1 – 3 The economy: History of money Traditional societies; bartering; promissory notes; coins; paper money; electronic banking; the role of money Weeks 4 – 5 The economy: Needs and wants Basic needs of individuals, families, communities and countries; primary and secondary needs; unlimited wants; limited resources to satisfy needs and wants Weeks 6 – 7 The economy: Goods and services Goods and services; examples of goods and services; producers and consumers; the role of households as producers and consumers; using goods and services efficiently and effectively; how to recycle and reuse goods to satisfy needs and wants Weeks 8 – 10 Entrepreneurship: Businesses Formal and informal businesses; types of businesses (trading, manufacturing and service) that are both formal and informal; advantages and disadvantages of formal and informal businesses; the role of formal and informal businesses as producers and consumers; the effect of natural disasters and health epidemics on formal and informal businesses Notes: 1. Formal assessment for term 1 consists of two tasks: an assignment (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 1. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 13 GRADE 7, TERM 2 Week (2 hours per week) Topic Content Week 1 Revision Revise the work covered in the first term; give learners an overview of what will be taught during the second term Weeks 2 – 3 Financial literacy: Accounting concepts Capital; assets; liability; income; expenses; profit; losses; budgets; savings; banking; financial records; transactions Weeks 4 – 6 Financial literacy: Income and expenses Personal income; personal expenses; types of personal income; personal statement of net worth; types of income that businesses receive; types of expenses that businesses have; savings and investments in businesses Weeks 7 – 8 Financial literacy: Budgets Definition of a budget; income; expenditure; a personal budget; business budget Weeks 9 – 10 Mid-year examination Mid-year examination must be based on the work covered in terms 1 and 2 Notes: 1. Formal assessment for term 2 consists of two tasks: a case study (40%) and a mid-year examination (60%). 2. The mid-year examination must include all topics covered in term 1 and term 2. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7, TERM 3 Week (2 hours per week) Topic Content Week 1 Revision Revise the work covered in the second term; give learners an overview of what will be taught during the third term Weeks 2 – 3 Entrepreneurship: The entrepreneur Definition of an entrepreneur; characteristics of an entrepreneur; skills of an entrepreneur; entrepreneurial actions of buying, selling, producing and making a profit Weeks 4 – 5 Entrepreneurship: Starting a business Needs and wants of consumers; analysis of strengths, weaknesses, opportunities, threats (SWOT); setting goals; achieving goals; the concept of advertising; media used in advertising; principles of advertising; budget for Entrepreneur’s Day; use of recycled material; simple cost calculation – variable cost, fixed cost, selling price Weeks 6 – 7 Entrepreneurship: Entrepreneur’s Day Hosting of Entrepreneur’s Day; income and expenditure statement Weeks 8 – 10 The economy: Inequality and poverty Causes of socio-economic imbalances; inequality in South Africa; education and skills to fight inequality and injustice; urban and rural challenges; creating sustainable job opportunities Notes: 1. Formal assessment for term 3 consists of two tasks: a project (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 3. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 15 GRADE 7, TERM 4 Week (2 hours per week) Topic Content Week 1 Revision Revise the work covered in the third term; give learners an overview of what will be taught during the fourth term Weeks 2 – 4 The economy: The production process Definition of production; inputs and outputs; sustainable use of resources; meaning of economic growth; meaning of productivity; the effect of productivity on the economic growth; technology in the production process; contribution of technology to improving productivity and economic growth Weeks 5 – 7 Financial literacy: Savings Personal savings; purpose of savings; history of banks; the role of banks; services offered by banks; opening a savings account at a bank; community savings schemes; financial organisations; financial institutions and organisations promoting entrepreneurship Weeks 8 – 9 Examination preparations Revise the work covered throughout the year; study techniques; examination writing skills Week 10 End-of-year examination Notes: 1. Formal assessment for term 4 consists of an end-of-year examination. 2. The end-of-year examination must include all topics covered in term 1, term 2, term 3 and term 4. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. SBA Examination Term 1: 100 Term 2: 100 Written examination: 150 Term 3: 100 Convert to 40% Convert to 60% Year mark: sba + end-of-year examination = 100% ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8, TERM 1 Week (2 hours per week) Topic Content Week 1 Revision Revise Grade 7 work; give learners an overview of what will be taught during the first term Weeks 2 – 3 The economy: Government Meaning of government; different levels of government; roles of the different levels of government in respect of households in the use of resources and services (both as consumer and producer); roles of the different levels of government in respect of businesses in the use of resources and services (both as consumer and producer) Weeks 4 – 5 The economy: National Budget Government revenue: direct tax, indirect tax; government expenditure on services such as education, health, housing, social grants, transport, security, etc.; the influence of the National Budget on growth and redressing of economic inequalities Week 6 The economy: Standard of living Lifestyles; self-sufficient societies; modern societies; rural societies; impact of development on the environment; unemployment; productive use of resources to promote a healthy environment Weeks 7 – 8 Financial literacy: Accounting concepts Sole trader; debit; credit; capital; owner’s equity; income; expenses; profit; losses; transactions; liability; assets; banking; cash receipts; cash payments; subsidiary journals; accounting equation: assets = owner’s equity + liability (A = OE + L) Weeks 9 – 10 Financial literacy: Source documents Receipts; deposit slips; cash register slips (till slips); cheques; cheque counter foils; bank statements; cash invoices Notes: 1. Formal assessment for term 1 consists of two tasks: a data response (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 1. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 17 GRADE 8, TERM 2 Week (2 hours per week) Topic Content Week 1 Revision Revise the work covered in the first term; give learners an overview of what will be taught during the second term Weeks 2 – 3 Financial literacy: Overview of the accounting cycle Transactions; source documents; subsidiary journals; General Ledger; Trial Balance; Income Statement; Balance Sheet; introduction of the Cash Journals of a service business – their purpose and importance Weeks 4, 5, 6, 7, 8 (1 hour per week on Accounting) Financial literacy: Cash Receipts Journal (services) Concept of a Cash Receipts Journal (CRJ) of a service business; formats and uses of the columns in the CRJ; source documents used to complete the CRJ; entering of cash transactions in the CRJ; closing off the CRJ; effect of cash transactions on the accounting equation Weeks 4, 5, 6 (1 hour per week on Entrepreneurship) Entrepreneurship: Factors of production Capital – borrowed and own capital; labour – unskilled, semi-skilled and skilled labour; role of workers in the business; fair employment practices; natural resources; entrepreneurship; remuneration of the factors of production Weeks 7, 8 (1 hour per week on The economy) The economy: Markets Types of markets – goods and services market; factor market (labour and financial markets) Weeks 9 – 10 Mid-year examination Mid-year examination must be based on work covered in terms 1 and 2 Notes: 1. Formal assessment for term 2 consists of two tasks: a project (40%) and a mid-year examination (60%). 2. The mid-year examination must include all topics covered in term 1 and term 2. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8, TERM 3 Week (2 hours per week) Topic Content Week 1 Revision Revise the work covered in the second term; give learners an overview of what will be taught during the third term Weeks 2 – 3 Financial literacy: Cash Receipts Journal (service) Entering of cash transactions in the Cash Receipts Journal (CRJ); closing off of the CRJ; effect of cash transactions on the accounting equation Weeks 4, 5, 6, 7, 8, 9, 10 (1 hour per week on Accounting) Financial literacy: Cash Payments Journal (service) Concept of a Cash Payments Journal (CPJ) of a service business; formats and uses of the columns in the CPJ; source documents used to complete a CPJ; entering of cash transactions in the CPJ; closing off of the CPJ; effect of cash transactions on the accounting equation; entering combined transactions in the CRJ and CPJ; closing off of CRJ and CPJ; effect of cash transactions on the accounting equation Weeks 4, 5, 6, 7, 8, 9, 10 (1 hour per week on Entrepreneurship) Entrepreneurship: Forms of ownership Sole traders; partnerships; close corporations; private and public companies; characteristics; advantages and disadvantages; their role in sustainable job creation; role in sustainable use of natural resources Notes: 1. Formal assessment for term 3 consists of two tasks: a case study (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 3. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 19 GRADE 8, TERM 4 Week (2 hours per week) Topic Content Week 1 Revision Revise the work covered in the third term; give learners an overview of what will be taught during the fourth term Weeks 2, 3, 4, 5, 6 (1 hour per week on Entrepreneurship) Entrepreneurship: Levels and functions of management Different levels of management; management tasks such as planning, organising, leading, and controlling; characteristics of good management; different styles of management – autocratic style, permissive or free-reign style (laissez-fair), democratic or participatory style Weeks 2, 3, 4, 5, 6, 7, 8, 9 (1 hour per week on Accounting) Financial literacy: General Ledger and trial balance (service) The double entry-principle; the “T” accounts; format of the General Ledger; sections within the General Ledger; opening accounts in the General Ledger; posting/recording of transactions from the CRJ and CPJ of the service business to the General Ledger, balancing of the General Ledger; preparing of a Trial Balance of a service business Weeks 7, 8, 9 (1 hour per week on examination preparations) Examination preparations Revise work covered throughout the year; study techniques; examination writing skills Week 10 End-of-year examinations Notes: 1. Formal assessment for term 4 consists of an end-of-year examination. 2. The end-of-year examination must include all topics covered in term 1, term 2, term 3 and term 4. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. Sba Examination Term 1: 100 Term 2: 100 Term 3: 100 Written examination: 150 Convert to 40% Convert to 60% Year mark: sba + end-of-year examination = 100% ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9, TERM 1 Week (2 hours per week) Topic Content Week 1 Revision Revise Grade 8 work; give learners an overview of what will be taught during the first term Weeks 2, 3, 4 (1 hour per week for Accounting) Financial literacy: Cash Receipts Journal and Cash Payments Journal (sole trader) Cash transactions of a trading business; effect of cash transactions on the accounting equation Weeks 2, 3, 4 (1 hour per week for The economy) The economy: Economic systems The three major economic systems: a planned economy, market economy and mixed economy; origin of each system; advantages and disadvantages of each economic system; characteristics of each economic system; the global economy Weeks 5, 6, 7, 8, 9, 10 (1 hour per week for Accounting) Financial literacy: General Ledger and trial balance (sole trader) Posting of cash transactions of a trading business from Cash Receipts Journal (CRJ) and Cash Payments Journal (CPJ) to General Ledger; preparing of a trial balance of a trading business Weeks 5, 6, 7, 8, 9, 10 (1 hour per week for The economy) The economy: The circular flow The participants in the circular flow of a closed economy; flow of goods and services, money and factors of production in the circular flow of a closed economy; illustrate by using a flow diagram Notes: 1. Formal assessment for term 1 consists of two tasks: an assignment (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 1. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 21 GRADE 9, TERM 2 Week (2 hours per week) Topic Content Week 1 Revision Revise the work covered in the first term; give learners an overview of what will be taught during the second term Weeks 2, 3, 4, 5, 6, 7 (1 hour per week for Accounting) Financial literacy: Credit transactions – debtors Credit sales; debtors; National Credit Act; debtors allowance; accounting cycle; recording of transactions to Debtors Journal (DJ); Debtors Allowance Journal (DAJ); recording of receipts from debtors in the Cash Receipts Journal (CRJ) Weeks 2, 3, 4, 5, 6, 7 (1 hour per week for The economy) The economy: Price theory Law of demand, demand schedule and graphical illustration of the demand curve; law of supply, supply schedule and graphical illustration of the supply curve; equilibrium price and quantity; change in quantity demanded; change in quantity supplied; increase and decrease in demand; increase and decrease in supply; graphical illustration of the change in demand and the change in supply Weeks 8 – 9 Entrepreneurship: Sectors of the economy The primary sector, the secondary sector, the tertiary sector; types of businesses found in the three sectors; the interrelationship of the three sectors; sustainable use of resources in the three sectors; the role of the three sectors in the economy; types of skills required in each sector Week 10 Mid-year examination Mid-year examination must be based on work covered in terms 1 and 2 Notes: 1. Formal assessment for term 2 consists of two tasks: a class test or data response (40%) and a mid-year examination (60%). 2. The mid-year examination must include all topics covered in term 1 and term 2. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9, TERM 3 Week (2 hours per week) Topic Content Week 1 Revision Revise the work covered in the second term; give learners an overview of what will be taught during the third term Weeks 2, 3, 4, 5 (1 hour per week for The economy) The economy: Trade unions Concept of trade unions; brief historical development of trade unions; the roles and responsibilities of trade unions in South Africa; effect of trade unions in businesses; contribution of trade unions to sustainable growth and development Weeks 2, 3, 4, 5 (1 hour per week for Accounting) Financial literacy: Credit transactions – debtors Posting to the Debtors Ledger and General Ledger; effect of credit transactions on the accounting equation Weeks 6, 7, 8 (1 hour per week for Accounting) Financial literacy: Credit transactions – creditors Creditors; creditors allowance; accounting cycle; recording of transactions in the Creditors Journal (CJ) and Creditors Allowance Journal (CAJ) Weeks 6, 7, 8 (1 hour per week for Entrepreneurship) Entrepreneurship: Functions of a business Functions of a business: administration, purchasing, marketing, finances, public relations, human resources, production, general management, and risk management; characteristics of the business functions; role and importance of the business functions Weeks 9 – 10 Financial literacy: Credit transactions – creditors Recording of payments to creditors in the Cash Payments Journal (CPJ); posting to the Creditors Ledger and General Ledger; effect of credit transactions on the accounting equation Notes: 1. Formal assessment for term 3 consists of two tasks: a project (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 3. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 23 GRADE 9, TERM 4 Week (2 hours per week) Topic Content Week 1 Revision Revise the work covered in the third term; give learners an overview of what will be taught during the fourth term Weeks 2, 3, 4, 5, 6, 7 (1 hour per week for Financial literacy) Financial literacy: Transactions – cash and credit Recording of cash and credit transactions of a sole trader in the subsidiary journals; posting to the Debtors Journal (DJ), Debtors Allowance Journal (DAJ), Creditors Journal (CJ), Creditors Allowance Journal (CAJ) and General Ledger; preparing of a trial balance Weeks 2, 3, 4, 5, 6, 7 (1 hour per week for Entrepreneurship) Entrepreneurship: Business plan Concept of a business plan; components of a business plan; format of a business plan [the front cover, table of contents, description of the product or services offered by the business, goals of the business, the business owner, production plan, marketing plan, management plan, SWOT (strengths, weaknesses, opportunities, threats) analysis and conclusion]; financial plan (fixed and variable costs, break-even points, mark-up on sales, profit percentage) Weeks 8 – 9 Examination preparation Revise work covered throughout the year; study techniques; examination writing skills Week 10 End-of-year examination Notes: 1. Formal assessment for term 4 consists of an end-of-year examination. 2. The end-of-year examination must include all topics covered in term 1, term 2, term 3 and term 4. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. SBA Examination Term 1: 100 Term 2: 100 Term 3: 100 Written examination: 150 Convert to 40% Convert to 60% Year mark: SBA + end-of-year examination = 100% ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: ASSESSMENT IN ECONOMIC AND MANAGEMENT SCIENCES 4.1 Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings; and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment is integral to teaching and learning. Assessment informs teachers about learners’ specific needs. It provides teachers with feedback that enables them to adjust their teaching strategies. Assessment also provides learners with feedback, allowing them to monitor their own achievement. Assessment that takes note of learners’ needs is called “assessment for learning” (informal assessment). Assessment for learning is developmental. It helps learners improve and progress by informing them of their strengths and weaknesses. When the focus of assessment is on the results of learning, assessment is referred to as “assessment of learning” (formal assessment). Assessment of learning usually takes place at the end of a period of work, such as a topic, term or year. Assessment of learning is typically used for promotion and certification purposes. Both assessment for learning and assessment of learning strategies should be used during the school year. Assessment in Economic and Management Sciences focuses on the knowledge, skills and values inherent in the activities of production, consumption, exchange and making meaningful and informed financial decisions in economic and social environments. Economic and Management Sciences covers valuable skills such as economic, entrepreneurship, financial and managerial skills that prepare learners for success in different economic and business environments. Teachers must consider all these skills when planning teaching, learning and assessment activities. 4.2 Informal assessment or daily assessment Assessment for learning has the purpose of continuously collecting information on learners’ achievement, which can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how their learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, it does not need to be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks and give feedback to learners, thereby improving teaching and learning. Self-assessment and peer assessment actively involve learners in assessment. This is important, as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded, unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 25 4.3 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. The teacher marks and records all formal assessment tasks formally for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance, thus ensuring that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations, performances, etc. Formal assessment tasks form part of a year long formal Programme of Assessment in each grade and subject. 4.3.1 Summary of formal assessments expected in Grades 7 to 9 Formal assessment task requirement for Economic and Management Sciences are as follows: Grade Formal assessments SBA (40%) Final examination (60%) Total 7 • 2 formal assessments • 1 formal assessment – project • 2 tests • Mid-year examination • End-of-year examination Refer to Programme of Assessment Refer to Programme of Assessment 100 8 • 2 formal assessments • 1 formal assessment – project • 2 tests • Mid-year examination • End-of-year examination Refer to Programme of Assessment Refer to Programme of Assessment 100 9 • 2 formal assessments • 1 formal assessment – project • 2 tests • Mid-year examination • End-of-year examination Refer to Programme of Assessment Refer to Programme of Assessment 100 4.3.2 Formal assessment requirements for Economic and Management Sciences Formal assessment for the Senior Phase comprises three formal assessment tasks, two tests, and two examinations. The total number of formal assessment tasks per year for the Senior Phase is seven. Learners are required to do two formal assessment tasks per term in the first, second and third term and one formal task in the fourth term. Of the two formal assessment tasks per term, one assessment task must be a test or an examination. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (a) Tasks Tasks should cover the content and concepts according to the Annual Teaching Plan. They should include a variety of activities and strategies that assess knowledge and skills. Some examples of formal assessment strategies are listed below. These assessment strategies may form the focus of specific tasks or they may be used together as part of a task. In Economic and Management Sciences, the following forms of assessment are preferred, although they are not the only ones that you may use: • projects; • tests (both class tests and controlled tests); • data responses; • examinations; • oral presentations; • case studies; • assignments; and • posters. When scheduling a task, the resource needs of a task must be considered. For example, you may want to schedule a task on the National Budget at the time when the Minister of Finance makes his presentation. Alternatively, you may want to link tasks to other significant or special days and events. You should allow time for research, if necessary – perhaps during holidays or long weekends – so that all learners can go to a library or interview people, or do whatever the task requires. (b) Tests and examinations • Test should be written in terms 1 and 3, a mid-year examination in term 2, and an end-of-year examination in term 4. • Tests should cover the work completed in that particular term. The mid-year examination should cover work completed in terms 1 and 2, and the end-of-year examination should be based on the whole year’s work. • In term 2, the mid-year examination must cover work done in terms 1 and 2. In term 4, the final examination should cover work done throughout the whole year. • A test should be 60 minutes long. • Tests and examinations may include a variety of assessment styles such as multiple-choice questions, one￾line answers, true-and-false questions, filling in the missing word, written paragraphs, labelling diagrams and doing calculations. • Tests and examinations must be completed under strictly controlled conditions. • The end-of-year examination for Grades 7 and 8 is set, marked and moderated internally. • The end-of-year examination for Grade 9 is set externally, and marked and moderated internally. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 27 Tests and examinations must cater for a range of cognitive levels. The following is the suggested weighting for the Senior Phase: Cognitive levels Activity Percentage of task Lower order Assessing knowledge and remembering 30% Middle order Assessing understanding and application 40% Higher order Analysing, evaluating and creating 30% The end-of-year examinations must be structured according to the suggested format below. It is recommended that the control tests during the year be structured as far as possible according to the end-of-year examinations. This will not only help learners to gain confidence, but will also help them to develop and consolidate test or examination writ￾ing skills and techniques needed to successfully complete future tests or examination papers. Grade 7 Section A: 40 marks (20X2=40) Section B: 30 marks Section C: 50 marks Section D: 30 marks Covers all the topics Types of questions to include in this section: 1.Multiple Choice 2.Fill in the missing word 3.True or False 4.Matching column A to column B 5.Underline the correct word Use a combination of any four types for example: 1. Multiple Choice (5) 2. True or False (5) 3. Underline the correct word (5) 4. Match column A to column B (5) Award 2 marks for each correct answer: Total Marks 20 x 2 = 40 Topic: The Economy Include two to three questions on the content as per the Annual Teaching Plan. Each question can have sub questions relating to the content being assessed. The allocation of marks do not have to be distributed evenly amongst the questions as long as the total adds up to 30 marks. Types of questions that can be included in this section: 1. Short answer questions 2. Paragraph type questions 3. Diagrams 4. Cartoons 5. Graphs 6. Case studies Topic: Financial Literacy Include two to three questions on the content as per the Annual Teaching Plan. Each question can have sub questions relating to the content being assessed. The allocation of marks do not have to be evenly distributed amongst the questions as long as the total adds up to 50 marks. Types of questions that can be included in this section: 1. Short answer questions 2. Paragraph type questions 3. Case studies 4. Scenarios Topic: Entrepreneurship Include two to three questions on the content as per the Annual Teaching Plan. Each question can have sub questions relating to the content being assessed. The allocation of marks do not have to be evenly distributed amongst the questions as long as the total adds up to 30 marks. Types of questions that can be included in this section: 1. Short answer questions 2. Paragraph type questions 3. Case studies 4. Scenarios 5. Diagrams 6.Cartoons Note Total marks for the end-of-year examination for Grade 7 is 150 marks. Information provided in the texts for case studies and scenarios must be relevant, current, age-appropriate and learner-friendly. Use a variation of the types of questions selected from each section. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 8 and 9 Section A: 60 marks (30X2=60) Section B: 40marks Section C: 60 marks Section D: 40 marks Covers all the topics Types of questions to include in this section: 1. Multiple Choice 2. Fill in the missing word 3. True or False 4. Matching column A to column B 5. Underline the correct word Use a combination of any four types for example: 1. Multiple Choice (10) 2. True or False (5) 4. Match column A to column B (10) 5. Fill in the missing word (5) Award 2 marks for each correct answer: Total Marks 30 x 2 = 60 Topic: The Economy Include two to three questions on the content as per the Annual Teaching Plan. Each question can have sub questions relating to the content being assessed. The allocation of marks do not have to be distributed evenly amongst the questions as long as the total adds up to 40 marks. Types of questions that can be included in this section: 1. Short answer questions 2. Paragraph type questions 3. Diagrams 4. Cartoons 5. Graphs 6. Case studies Topic: Financial Literacy Include two to three questions on the content as per the Annual Teaching Plan. Each question can have sub questions relating to the content being assessed. The allocation of marks do not have to be evenly distributed amongst the questions as long as the total adds up to 60 marks. Types of questions that can be included in this section: 1. Short answer questions 2. Paragraph type questions 3. Case studies pertaining to the practical recording of cash/credit transactions in subsidiary journals, posting to the General Ledger and preparing a Trial Balance Topic: Entrepreneurship Include two to three questions on the content as per the Annual Teaching Plan. Each question can have sub questions relating to the content being assessed. The allocation of marks do not have to be evenly distributed amongst the questions as long as the total adds up to 40 marks. Types of questions that can be included in this section: 1. Short answer questions 2. Paragraph type questions 3. Case studies 4. Scenarios 5. Diagrams 6. Cartoons Note Total marks for the end-of-year examination for Grade 8 and 9 is 200 marks. Information provided in the texts for case studies and scenarios must be relevant, current, age-appropriate and learner-friendly. Use a variation of the types of questions selected from each section. 4.4 Programme of Assessment The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. For promotion purposes, the year mark (School-Based Assessment – SBA) is added to the end-of-year examination mark. The total mark for each grade in the Senior Phase is weighted as follows: • year mark (SBA mark) 40% – terms 1 to 3; and • fourth term examination mark 60%. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 29 Economic and Management Sciences, Grade 7 Programme of Assessment Term 1 Term 2 Term 3 Term 4 Form of assessment Assignment Controlled test Case study Mid-year examination Project Controlled test Final examination Tool(s) of assessment Rubric/ memo Memo Rubric/ memo Memo Rubric/ checklist Memo Memo TOTAL MARKS 30 marks 50 marks 30 marks 75 marks 50 marks 100 marks 150 marks Date of completion Week 5 Week 10 Week 6 Week 9 Week 6 Week 10 Week 10 Time allocation 60 minutes 60 minutes 90 minutes 120 minutes Economic and Management Sciences, Grade 8 Programme of Assessment Term 1 Term 2 Term 3 Term 4 Form of assessment Data response Controlled test Project Mid-year examination Case study Controlled test Final examination Tool(s) of assessment Rubric/ memo Memo Rubric/ checklist Memo Rubric/ memo Memo Memo TOTAL MARKS 30 marks 50 marks 50 marks 75 marks 30 marks 100 marks 150 marks Date of completion Week 5 Week 10 Week 6 Week 9 Week 7 Week 10 Week 10 Time allocation 60 minutes 60 minutes 60 minutes 120 minutes ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Economic and Management Sciences, Grade 9 – Programme of Assessment Term 1 Term 2 Term 3 Term 4 Form of assessment Assignment Controlled test Class test / Data response Mid-year examination Project Controlled test Final examination Tool(s) of assessment Rubric/ memo Memo Memo Memo Rubric/ memo Memo Memo TOTAL MARKS 50 marks 100 marks 50 marks 100 marks 50 marks 100 marks 200 marks Date of completion Week 5 Week 10 Week 7 Week 9 Week 5 Week 10 Week 10 Time allocation 60 minutes 60 minutes 60 minutes 120 minutes The forms of assessment indicated in the Programme of Assessment above may be substituted for any other form of assessment, with the exception of controlled tests and the final examination. 4.5 Recording and reporting Recording is a process by which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the National Curriculum and Assessment Policy Statement. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her or his readiness to progress or be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Marks in all subjects must be recorded in percentages. Seven levels of competence have been described for each subject listed for Grades R – 12. The various achievement levels and their corresponding percentage bands are shown in the table on the next page . ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CAPS 31 CODES AND PERCENTAGES FOR RECORDING AND REPORTING Rating code Description of competence Percentage 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 Note: The seven-point scale should have clear descriptors that give detailed information for each level. Teachers will record actual marks against the task by using a record sheet and report percentages against the subject on the learners’ report cards. 4.6 Moderation of assessment Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. 4.6.1 Formal assessment • Grades 7 and 8 tasks are moderated internally. The subject advisor must moderate a sample of these tasks during school visits to verify the standard of internal moderation. • Provincial subject advisors must moderate Grade 9 tasks and the provincial department of education will monitor the process. 4.7 General This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R – 12. ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     LIFE ORIENTATION Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 7-9 LIFE ORIENTATION LIFE ORIENTATION GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0531-9 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works LIFE ORIENTATION GRADES 7-9 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION LIFE ORIENTATION GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LIFE ORIENTATION GRADES 7-9 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement .... 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African Curriculum ............................................................................................ 4 1.4 Time Allocation................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 6 1.4.3 Senior Phase........................................................................................................................................... 7 1.4.4 Grades 10-12 .......................................................................................................................................... 7 SECTION 2: INTRODUCTION TO LIFE ORIENTATION........................................................................... 8 2.1 What is Life Orientation?................................................................................................................................ 8 2.2 Specific Aims................................................................................................................................................... 8 2.3 Time allocation for Life Orientation in the curriculum................................................................................. 9 2.4 Weighting of topics......................................................................................................................................... 9 SECTION 3: TEACHING PLAN............................................................................................................... 10 3.1 Overview of topics ........................................................................................................................................ 10 3.2 Annual Teaching Plan................................................................................................................................... 12 SECTION 4: ASSESSMENT IN LIFE ORIENTATION............................................................................. 25 4.1 Introduction ................................................................................................................................................... 25 4.2 Informal or daily assessment....................................................................................................................... 25 4.3 Formal assessment....................................................................................................................................... 25 4.4 Programme of assessment .......................................................................................................................... 26 4.4.1 Project .................................................................................................................................................. 26 4.4.2 Written tasks: design and making, case study, assignment and test.................................................... 27 4.4.3 Examinations......................................................................................................................................... 28 4.4.4 Physical Education................................................................................................................................ 28 4.5 Recording and Reporting ............................................................................................................................. 31 4.6 Moderation of assessment........................................................................................................................... 32 LIFE ORIENTATION GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LIFE ORIENTATION GRADES 7-9 CAPS 3 4.7 General........................................................................................................................................................... 32 Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National LIFE ORIENTATION GRADES 7-9 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; LIFE ORIENTATION GRADES 7-9 CAPS 5 • Progression: content and context of each grade shows progression from simple to complex; • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, LIFE ORIENTATION GRADES 7-9 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3, 5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1, 5) (1) (1, 5) TOTAL 27, 5 LIFE ORIENTATION GRADES 7-9 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4, 5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27, 5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27, 5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. LIFE ORIENTATION GRADES 7-9 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: INTRODUCTION TO LIFE ORIENTATION 2.1 What is Life Orientation? Life Orientation is central to the holistic development of learners. It addresses skills, knowledge and values for the personal, social, intellectual, emotional and physical growth of learners, and is concerned with the way in which these facets are interrelated. Life Orientation guides and prepares learners for life and its possibilities and equips them for meaningful and successful living in a rapidly changing and transforming society. The focus of Life Orientation is the development of self-in-society. It promotes self-motivation and teaches learners how to apply goal-setting, problem-solving and decision-making strategies. These serve to facilitate individual growth as part of an effort to create a democratic society, a productive economy and an improved quality of life. Learners are guided to develop their full potential and are provided with opportunities to make informed choices regarding personal and environmental health, study opportunities and future careers. Life Orientation helps learners to develop beneficial social interactions, such as respecting others’ rights and values and promotes lifelong participation in recreation and physical activity. The subject contains the following five topics in Grades 7 to 9: 1) Development of the self in society 2) Health, social and environmental responsibility 3) Constitutional rights and responsibilities 4) Physical Education 5) World of work The issues dealt with in each topic are related to the issues covered in the other four topics of the subject. Owing to the interrelated and holistic nature of the subject, the five topics of Life Orientation function interdependently and are considered to be of equal importance. The time spent on each topic may vary and should not be used as a measure of the importance of the topic. The topics of Life Orientation in Grades 7, 8 and 9 relate to those in the Foundation and Intermediate Phases and Grades 10, 11 and 12. The Grades 7, 8 and 9 Life Orientation curriculum focuses on similar areas of skills, knowledge and values and prepares learners to continue with this subject in Grades 10, 11 and 12. The content taught in lower grades serves as the foundation for the content to be taught in higher grades. 2.2 Specific aims Life Orientation aims to: 1) Guide learners to achieve their full physical, intellectual, personal, emotional and social potential; 2) Develop learners’ skills to respond to challenges and play an active and responsible role in the economy and society; 3) Teach learners to exercise their constitutional rights and responsibilities and to respect the rights of others; LIFE ORIENTATION GRADES 7-9 CAPS 9 4) Guide learners to make informed and responsible decisions about their health, environment, subject choices, further studies and careers; and 5) Provide opportunities for learners to demonstrate an understanding of, and participate in activities that promote movement and physical development. 2.3 Time allocation for Life Orientation in the curriculum Two hours per week is allocated to Life Orientation in the National Curriculum Statement (NCS). One hour per week will be spent on Physical Education and the remaining hour will be split among the other four topics. This means that there are 70 hours available for the teaching of Life Orientation. This excludes internal examination periods. The content is grouped in Section 3 of this document and is paced across the 40 weeks (80 hours) of the school year to ensure coverage of the curriculum. A fixed period must be dedicated to Physical Education per week and this period will be labelled Physical Education on the school timetable. 2.4 Weighting of topics Topic Grade 7 Grade 8 Grade 9 Hours Hours Hours Development of the self in society 10 09 10 Health, social and environmental responsibility 10 08 07 Constitutional rights and responsibilities 07 09 07 World of work 08 09 11 Physical Education 35 35 35 Contact Time 70 70 70 Examinations 10 10 10 Total hours 80 80 80 Total weeks 40 40 40 LIFE ORIENTATION GRADES 7-9 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 3: TEACHING PLAN 3.1 Overview of topics Topic Grade 7 Grade 8 Grade 9 1 Development of the self in society • Concept: self-image • Changes in boys and girls: puberty • Peer pressure • Concepts: personal diet and nutrition • Concepts: self-concept formation and self￾motivation • Concept: sexuality • Relationships and friendships • Goal-setting skills: personal lifestyle choices • Sexual behaviour and sexual health • Challenging situations: depression, grief, loss, trauma and crisis 2 Health, social and environmental responsibility • Substance abuse • Concept : environmental health • Common diseases: TB, diabetes, epilepsy, obesity, anorexia, HIV and AIDS • Social factors that contribute to substance abuse • Environmental health issues • Decision-making about health and safety: HIV and AIDS • Concept: volunteerism • Health and safety issues related to violence 3 Constitutional rights and responsibilities • Human rights as stipulated in the South African Constitution • Fair play in a variety of sport activities • Dealing with abuse • Role of oral traditions and scriptures of major religions • Nation building • Concept: human rights violations • Concept: gender equity • Concept: cultural diversity in South Africa • Contributions of organisations from various religions to social development • Issues relating to citizens’ rights and responsibilities • Constitutional values • Contributions of various religions in promoting peace • Sport ethics 4 World of work • Importance of reading and studying • Career fields • Simulation of career￾related activities • Value and importance of work in fulfilling personal needs and potential • Different learning styles • Six career categories • Relationship between performance in school subjects and interests and abilities • Decision-making process • Time-management skills • Reading and writing for different purposes • Options available after completing Grade 9 • Knowledge of the world of work • Career and subject choices • Study and career funding providers • Plan for own lifelong learning LIFE ORIENTATION GRADES 7-9 CAPS 11 Topic Grade 7 Grade 8 Grade 9 5 Physical Education • Participates in fitness programme • Plays community or indigenous games that include the concept of invasion • Performs a sequence of physical activities • Participates in an outdoor recreational programme • Safety issues • Participates in physical activities that promote components of fitness • Plays target games • Programme to improve movement techniques • Participates in an outdoor recreational activity • Safety issues • Improves own physical wellness level • Executes a game plan for individual or team sport • Refines own and peer performance in movement activities • Refines own performance in an outdoor recreational activity • Safety issues LIFE ORIENTATION GRADES 7-9 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2 Annual Teaching Plan TOPIC TERM 1 GRADE 7 WEEKS 1 – 2 Recommended resources Development of the self in society 2 hours Textbook, life skills books and posters • Concept: self-image - Identify and reflect on positive personal qualities: relationship with self, family, friends - Personal interests, abilities and potential - Strategies to enhance self-image through positive actions: respect for self - Strategies to enhance others’ self-image through positive actions: respect for others and respect for diversity Physical Education 2 hours Textbook, resources on fitness • Participation in a fitness programme • Safety issues relating to fitness activities WEEKS 3 – 5 Development of the self in society 3 hours Textbook, life skills books • Changes in boys and girls: puberty and gender constructs - Physical and emotional changes - Understanding the changes and how these impact on relationships - Respect for own and others’ body changes and emotions - Appreciation and acceptance of the self and others Physical Education 3 hours Textbook, resources on fitness • Participation in a fitness programme • Participation and movement performance in a fitness programme WEEKS 6 – 8 Development of the self in society 3 hours Textbook, life skills books, youth magazines • Peer pressure: effects of peer pressure - How peer pressure may influence an individual: use of substances, crime, unhealthy sexual behaviour, bullying and rebellious behaviour - Appropriate responses to pressure: assertiveness and coping skills - Negotiation skills: ability to disagree in constructive ways - Where to find help Physical Education 3 hours Textbook, resources on fitness • Participation in fitness a programme WEEKS 9 – 10 World of work 2 hours Textbook, resources on careers and study skills • Importance of reading and studying: reading for enjoyment and reading with understanding • Skills to develop memory: ability to recall Physical Education 2 hours Textbook, resources on fitness • Participation in a fitness programme • Participation and movement performance in a fitness programme Formal assessment: 1.Written task 2.Physical Education Task (PET) It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 CAPS 13 TOPIC TERM 2 GRADE 7 WEEKS 1 – 2 Recommended resources Constitutional rights and responsibilities 2 hours Textbook, newspaper articles, Bill of Rights, South African Constitution • Human rights as stipulated in the South African Constitution: - Application of human rights - Application of responsibilities in relation to human rights • Fair play in a variety of athletic and sport activities: role of values, trust and respect for difference Physical Education 2 hours Textbook, resources on indigenous and invasion games • Plays community or indigenous games that include the concept of invasion • Safety issues relating to participation in invasion games WEEKS 3 – 5 Constitutional rights and responsibilities 3 hours Textbook, resources on child safety and protection • Dealing with abuse in different contexts: between adults and children and between peers - Identify threatening and risky situations - Effects of abuse on personal and social health and relationships - Importance of communication to promote healthy and non-violent relationships - How to protect oneself from threatening and risky situations - Places of protection and safety for victims of abuse: where to find help Physical Education 3 hours Textbook, resources on indigenous and invasion games • Plays community or indigenous games that include the concept of invasion • Participation and movement performance in community or indigenous games that include the concept of invasion WEEKS 6 – 8 World of work 3 hours Textbook, resources on careers and career guidance and counselling • Career fields: - Qualities relating to each field: interests and abilities - School subjects related to each career field - Work environment and activities in each career field - Opportunities within each career field - Challenges within each career field - Level of schooling – requirements for each career field - Duration of study for each career field - Services and sources for career fields and study information Physical Education 3 hours Textbook, resources on indigenous and invasion games • Plays community or indigenous games that include the concept of invasion • Participation and movement performance in community or indigenous games that include the concept of invasion WEEKS 9 – 10 EXAMINATIONS Formal assessment: 1. Mid-year examination 2.PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPIC TERM 3 GRADE 7 WEEKS 1 – 4 Recommended resources Health, social and environmental responsibility 4 hours Textbook, life skills books and health magazines • Substance abuse: - Types/ forms of substance abuse - Symptoms of substance abuse - Personal factors that contribute to substance abuse: intrapersonal and interpersonal - Protective factors that reduce the likelihood of substance abuse - Prevention measures: early detection Physical Education 4 hours Textbook, resources on physical and movement activities • Performs a sequence of physical activities including rotation, balance, elevation and rhythmic movements • Safety issues relating to movement activities WEEKS 5 – 7 Health, social and environmental responsibility 3 hours Textbook, newspaper articles; environmental health books • Concept: environmental health - Local environmental health problems - Community and individual projects and strategies to prevent and deal with environmental health problems - Problem-solving skills: an action plan to address an environmental health problem and formulate environmentally sound choices and actions Physical Education 3 hours Textbook, resources on physical and movement activities • Performs a sequence of physical activities including rotation, balance, elevation and rhythmic movements • Participation and movement performance of sequence of physical activities including rotation, balance, elevation and rhythmic movements WEEKS 8 – 10 World of work 3 hours Textbook, newspaper articles; resources on careers • Simulation of career-related activities: name of career, who is the employer - Dress code for the career - Tools or working equipment for the career - Activities related to work environment - Place or institution of employment - Personality characteristics - School subjects and level of schooling: requirements for this career - Where to study and duration of study - Related careers • Value and importance of work in fulfilling personal needs and potential Physical Education 3 hours Textbook, resources on physical and movement activities • Performs a sequence of physical activities including rotation, balance, elevation and rhythmic movements • Participation and movement performance of sequence of physical activities including rotation, balance, elevation and rhythmic movements Formal assessment: 1. Project 2. PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 CAPS 15 TOPIC TERM 4 GRADE 7 WEEKS 1 – 2 Recommended resources Development of the self in society 2 hours Textbook, nutrition and health magazines and brochures • Concepts: personal diet and nutrition - Factors that influence choice of personal diet: ecological, social, economic, cultural and political - Ways to improve nutritional value of own personal diet: a plan for healthy eating habits Physical Education 2 hours Textbook, resources on recreational activities • Participation in an outdoor recreational programme • Safety issues relating to outdoor recreational activities WEEKS 3 – 5 Health, social and environmental responsibility 3 hours Textbook, health books, magazines and brochures • Common diseases: tuberculosis, diabetes, epilepsy, obesity, anorexia, HIV and AIDS - Causes of diseases: social, economic and environmental factors including use of alcohol and tobacco, poor eating habits and physical inactivity - Treatment options, care and support - Resources on health information and health services - Strategies for living with tuberculosis, diabetes, epilepsy, HIV and AIDS Physical Education 3 hours Textbook, resources on recreational activities • Participation in an outdoor recreational programme • Participation and movement performance in an outdoor recreational programme WEEK 6 – 7 Constitutional rights and responsibilities 2 hours Textbook, resources on religions • Role of oral traditions and scriptures in major religions in South Africa: Judaism, Christianity, Islam, Hinduism, Buddhism and African Physical Education 2 hours Textbook, resources on recreational activities • Participation in an outdoor recreational programme • Participation and movement performance in an outdoor recreational programme WEEK 8 – 10 EXAMINATIONS Formal assessment: 1. End-of-year examination 2. PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPIC TERM 1 GRADE 8 WEEKS 1 – 3 Recommended resources Development of the self in society 3 hours Textbook, life skills books • Concepts: self-concept formation and self-motivation - Factors that influence self-concept formation and self-motivation: media, environment, friends and peers, family, culture, religion and community - Positive self-talk: individuality and uniqueness; and personal achievements - Strategies and skills to extend personal potential Physical Education 3 hours Textbook, resources on fitness • Participation in physical activities that promote components of fitness • Safety issues relating to fitness activities WEEKS 4 – 6 Development of the self in society 3 hours Textbook, life skills books • Concept: sexuality - Understanding one’s sexuality: personal feelings that impact on sexuality - Influence of friends and peers on one’s sexuality - Family and community norms that impact on sexuality - Cultural values that impact on sexuality - Social pressures including media that impact on sexuality - Problem-solving skills: identity formation and development Physical Education 3 hours Textbook, resources on fitness • Participation in physical activities that promote components of fitness • Participation and movement performance in physical activities that promote components of fitness WEEK 7 – 9 Development of the self in society 3 hours Textbook, life skills books • Relationships and friendships: relationships at home, school and in the community - Appropriate ways to initiate a relationship - Appropriate ways to sustain a relationship - Problem-solving skills: appropriate behaviour in a relationship - Communication skills: ability to disagree in constructive ways and appropriate ways to end a relationship Physical Education 3 hours Textbook, resources on fitness • Participation in physical activities that promote components of fitness WEEK 10 World of work 1 hour Textbook, resources on careers and study skills • Different learning styles: visual, aural, kinesthetic, reading and writing Physical Education 1 hour Textbook, resources on fitness • Participation in physical activities that promote components of fitness • Participation and movement performance in physical activities that promote components of fitness Formal assessment: 1. Written task 2. PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 CAPS 17 TOPIC TERM 2 GRADE 8 WEEK 1 Recommended resources World of work 1 hour Textbook, resources on careers and study skills • Identify and apply own learning style Physical Education 1 hour Textbook, resources on target games • Participation in target games • Safety issues relating to target games WEEKS 2 – 5 World of work 4 hours Textbook, resources on careers and career guidance and counselling • Six career categories: investigative, enterprising, realistic, artistic, conventional and social - Interests and abilities related to each career category - Thinking and learning skills required by each career category - School subjects related to each career category • The role of work in relation to South Africa’s social and economic needs - Identify needs in the community and country - How work can meet social and economic needs in South Africa Physical Education 4 hours Textbook, resources on target games • Participation in target games • Participation and movement performance in target games WEEKS 6 – 8 Health, social and environmental responsibility 3 hours Textbook, newspaper articles; health magazines • Social factors that contribute to substance abuse including community and media - Appropriate behaviour to stop and avoid substance abuse: refusal and decision-making skills - Long and short term consequences of substance abuse: link to crime, violence and educational outcomes - Rehabilitation options: where to find help, care and support Physical Education 3 hours Textbook, resources on target games • Participation in target games • Participation and movement performance in target games WEEK 9 – 10 EXAMINATIONS Formal assessment: 1. Mid-year examination 2. PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPIC TERM 3 GRADE 8 WEEKS 1 – 3 Recommended resources World of work 3 hours Textbook, resources on careers and career guidance and counselling • Relationship between performance in school subjects and interests and abilities: - Types of learning activities related to different subjects: practical, theoretical, individual or group activities - Demands of each subject: thinking and learning skills required • Decision-making process: - Steps in choosing career category relating to individual strength, ability, interest and passion Physical Education 3 hours Textbook, resources on movement techniques • Participation in a programme that improves movement techniques • Safety issues relating to movement activities WEEKS 4 – 6 Health, social and environmental responsibility 3 hours Textbook, resources on environmental health • Environmental health issues: - Application of laws and policies to protect the environmental health: address an environmental issue - Earth Day: preservation of the environment: - Honouring Earth Day: ways of being kinder to Earth - Develop and implement an environmental health programme Physical Education 3 hours Textbook, resources on movement techniques • Participation in a programme that improves movement techniques • Participation and movement performance in a programme that improves movement techniques WEEKS 7 – 8 Health, social and environmental responsibility 2 hours Textbook, resources on health and safety • Informed, responsible decision-making about health and safety: HIV and AIDS - Management with medication, diet, healthy living and positive attitude - Prevention and safety issues relating to HIV and AIDS - Caring for people living with HIV and AIDS Physical Education 2 hours Textbook, resources on movement techniques • Participation in a programme that improves movement techniques WEEKS 9 – 10 Constitutional rights and responsibilities 2 hours Textbook, newspaper articles • Nation building: definition - Different ways to promote nation building in different contexts: community, school and home - Contributions of women and men towards nation building: individuals and groups Physical Education 2 hours Textbook, resources on movement techniques • Participation in a programme that improves movement techniques • Participation and movement performance in a programme that improves movement techniques Formal assessment: 1. Project 2. PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 CAPS 19 TOPIC TERM 4 GRADE 8 WEEKS 1 – 4 Recommended resources Constitutional rights and responsibilities 4 hours Textbook, newspaper articles, Bill of Rights, South African Constitution • Concept: human rights violations - Types of violations - Counter-strategies to violations of human rights • Concept: gender equity - Gender equity issues in a variety of athletic and sport activities - Defining gender-based violence - Emotional, health and social impact of rape and gender-based violence - Prevention of violence against women: law on sexual offences - Sources of help for victims: safety for girls and women Physical Education 4 hours Textbook, resources on recreational activities • Participation in an outdoor recreational activity • Participation and movement performance in an outdoor recreational activity • Safety issues relating to participation in recreational activities WEEKS 5 – 7 Constitutional rights and responsibilities 3 hours Textbook, resources on different cultures; newspaper articles • Concept: cultural diversity in South Africa - Diverse cultural norms and values in relation to personal and community issues - Influence of cultural norms and values on individual behaviour, attitude and choices: cultural expectations, practices and traditions - Understanding diverse cultures: recognition of diverse cultures to enrich South African society - Respect difference: culture, religion and gender - Celebrate unity in diversity: respect difference and celebrate similarity • Contributions to social development by organisations from various religions Physical Education 3 hours Textbook, resources on recreational activities • Participation in an outdoor recreational activity • Participation and movement performance in an outdoor recreational activity WEEKS 8 – 10 EXAMINATIONS Formal assessment: 1. End-of-year examination 2. PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPIC TERM 1 GRADE 9 WEEKS 1 – 3 Recommended resources Development of the self in society 3 hours Textbook, life skills books • Goal-setting skills: personal lifestyle choices - Influence of media, environment, friends and peers, family, culture, religion and community on personal lifestyle choices - Appropriate responses to influences on personal lifestyle choices: o Informed decision-making skills: positive and negative influences o Assertiveness skills: confident and firm decision-making Physical Education 3 hours Textbook, resources on physical fitness activities • Participation in activities that improve physical wellness level • Safety issues relating to fitness activities WEEKS 4 – 7 Development of the self in society 4 hours Textbook, life skills books • Sexual behaviour and sexual health: - Risk factors leading to unhealthy sexual behaviour - Unwanted results of unhealthy sexual behaviour: teenage pregnancy, sexually transmitted infections (STIs), HIV and AIDS, low self-image and emotional scars - Factors that influence personal behaviour including family, friends, peers and community norms - Strategies to deal with unhealthy sexual behaviour: abstinence and change of behaviour - Protective factors, where to find help and support: community structures that offer protection or resilience against high risk behaviour - Adverse consequences and implications of teenage pregnancy for teenage parent(s) and the children born to teenagers Physical Education 4 hours Textbook, resources on physical fitness activities • Participation in activities that improve physical wellness level • Participation and movement performance in activities that improve physical wellness level WEEKS 8 – 10 World of work 3 hours Textbook, resources on study skills • Time-management skills: accountability in carrying out responsibilities - How to organise one’s work - How to use time effectively and efficiently • Reading and writing for different purposes: - Keeping a journal; summarising and improving reading and writing skills Physical Education 3 hours Textbook, resources on physical fitness activities • Participation in activities that improve physical wellness level • Participation and movement performance in activities that improve physical wellness level Formal assessment: 1. Written task 2. PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 CAPS 21 TOPIC TERM 2 GRADE 9 WEEKS 1 – 2 Recommended resources Constitutional rights and responsibilities 2 hours Textbooks, newspaper articles, Bill of Rights, South African Constitution • Issues relating to citizens’ rights and responsibilities: - Respect for others’ rights: people living with different disabilities and HIV and AIDS (infected and affected) - Celebrations of national and international days: Human Rights Day, Freedom Day, Heritage Day, Reconciliation Day, Youth Day, Worker’s Day, Women’s Day, Africa Day, Nelson Mandela Day, World Refugee’s Day and national health days - Plan and participate in a local celebration of a national day Physical Education 2 hours Textbook, resources on sport • Participation in and executes a game plan for individual or team sport • Safety issues relating to participation in sport WEEKS 3 – 5 Constitutional rights and responsibilities 3 hours Textbook, newspaper articles; South African Constitution • Constitutional values as stated in the South African Constitution - Positive and negative role models - Role models for upholding constitutional values: parents and leaders in the community/society - Applying these values in daily life Physical Education 3 hours Textbook, resources on sport • Participation in and executes a game plan for individual or team sport • Participation and movement performance in a game plan for individual or team sport WEEKS 6 – 8 World of work 3 hours Textbook, resources on careers • Options available after completing Grade 9: National Senior Certificate (NSC – Grades 10 – 12) and National Certificate Vocational (NCV – FET Colleges) qualifications - Implications of choices: choice between NSC and NCV • Knowledge of the world of work: rights, responsibilities and opportunities in the workplace Physical Education 3 hours Textbook, resources on sport • Participation in and executes a game plan for individual or team sport • Participation and movement performance in a game plan for individual or team sport WEEKS 9 – 10 EXAMINATIONS Formal assessment: 1. Mid-year examination 2. PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPIC TERM 3 GRADE 9 WEEKS 1 – 3 Recommended resources World of work 3 hours Textbook, resources on careers and career guidance and counselling • Career and subject choices: - Subjects in Grades 10, 11 and 12 - Careers related to different subjects - Qualities relating to different careers and subjects: strengths and weaknesses; interests and abilities o Decision-making skills: steps in choosing subjects relating to interests and abilities and career of interest Physical Education 3 hours Textbook, resources on movement activities • Participation and refinement of own and peer performance in movement activities • Safety issues relating to movement activities WEEKS 4 – 6 Health, social and environmental responsibility 3 hours Textbook, newspaper articles; resources on volunteerism • Concept: volunteerism - Individual and community responsibility - Different types of volunteer organisations: contributions of community-based and non-profitable organisations to social and environmental health and sustainable development - Different types of volunteer activities: helping those less privileged; assisting those affected and infected by HIV and AIDS and other terminal illnesses Physical Education 3 hours Textbook, resources on movement activities • Participation and refinement of own and peer performance in movement activities • Participation and movement performance in movement activities WEEKS 7 – 10 Health, social and environmental responsibility 4 hours Textbook, newspaper articles; health and safety books • Health and safety issues related to violence: - Common acts of violence at home, school and in the community - Reasons that violence occurs in families and communities and among friends and peers - Impact of violence on individual and community health and safety - Alternatives to violence: problem-solving skills and managing conflict - Protecting oneself and others from acts of violence: where to find help National health and/or safety promotion programmes Physical Education 4 hours Textbook, resources on movement activities • Participation and refinement of own and peer performance in movement activities • Participation and movement performance in movement activities Formal assessment: 1. Project 2. PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 CAPS 23 TOPIC TERM 4 GRADE 9 WEEKS 1 – 2 Recommended resources World of work 2 hours Textbook, resources on careers • Study and career funding providers • Plan for own lifelong learning: goal-setting for lifelong learning Physical Education 2 hours Textbook, resources on recreational activities • Participation and refinement of own performance in an outdoor recreational activity • Safety issues relating to participation in recreational activities WEEK 3 Constitutional rights and responsibilities 1 hour Textbook, newspaper articles and resources on religions • Contributions of various religions in promoting peace Physical Education 1 hour Textbook, resources on recreational activities • Participation and refinement of own performance in an outdoor recreational activity WEEK 4 Constitutional rights and responsibilities 1 hour Textbook, newspaper articles and resources on sport • Sport ethics in all physical activities Physical Education 1 hour Textbook, resources on recreational activities • Participation and movement performance in an outdoor recreational activity WEEKS 5 – 7 Development of the self in society 3 hours Textbook, newspaper articles • Challenging situations: depression, grief, loss, trauma and crisis - Causes of depression, grief, loss, trauma and crisis - Counterproductive coping techniques: using alcohol and drugs - Problem-solving and decision-making skills: strategies to respond to emotions in challenging situations Physical Education 3 hours Textbook, resources on recreational activities • Participation and refinement of own performance in an outdoor recreational activity • Participation and movement performance in an outdoor recreational activity WEEKS 8 – 10 EXAMINATIONS Formal assessment: 1. End-of-year examination 2. PET It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is however, not fixed. LIFE ORIENTATION GRADES 7-9 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The following table provides examples of possible physical education activities that can be presented per movement section for Grades 7 – 9. Fitness Games and Sport Recreation • Aerobics: aqua (water) aerobics, dance aerobics, stepping • Circuit training • Obstacle courses • Walking/ running programmes • Push ups • Athletics • Batting and fielding games and sport: cricket, baseball • Target games: golf, hockey • Invasion games: netball, rugby, basketball, soccer • Swimming games and water sports • Dancing: social (ballroom, folk), traditional, creative, rhythmical with apparatus • Gymnastics: individual and group activities • Hiking • Orienteering • Self-defence Safety issues • Clothing and footwear • Surface of the play area • Use and condition of apparatus • Warm up and cool down • Basic first -aid • Water safety • Spacing of learners during activities • Following instructions LIFE ORIENTATION GRADES 7-9 CAPS 25 SECTION 4: ASSESSMENT IN LIFE ORIENTATION 4.1 Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Each of the Life Orientation topics requires that a certain body of skills, knowledge and values be addressed and assessed. Skills such as decision-making, communication, assertiveness, negotiation, goal-setting, ability to access information, problem-solving and creative thinking are addressed across all five topics and assessed through formal or informal assessment for Life Orientation. In the same way attitudes such as respect for the self and others, respect for and acceptance of differences, taking responsibility, perseverance, persistence, anti-discrimination and equality are also addressed and assessed across all five topics. Learner progress in Life Orientation is monitored throughout the school year and involves the following two different but related activities: 1) Informal or daily assessment tasks 2) Formal assessment tasks 4.2 Informal or daily assessment Informal or daily assessment is a daily monitoring of learners’ progress. It provides learners with a variety of opportunities to develop and master the knowledge, skills and values related to the subject. Informal assessment should be used to provide feedback to the learners and to inform planning. It should not be seen as separate from learning activities taking place during a lesson. It is done during and after the teaching and learning process. The teacher may choose any of the following as a daily assessment task: a short class test, a discussion, a practical demonstration, a mind map, debate, role-play, an interview, design and make, short homework task, worksheets, group work, individual record keeping, oral and written presentation. The teacher does not have to mark each of these performances, but can guide learners to assess their own performance or that of peers with relevant assessment tools such as a memorandum for tests, or a checklist for an observation exercise. The use of an observation checklist in daily assessment tasks helps learners to determine their progress towards the knowledge, skills and values that will be assessed in the Formal Assessment tasks. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results are not taken into account for promotion and certification purposes. 4.3 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. LIFE ORIENTATION GRADES 7-9 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) In the Formal Programme of Assessment for Life Orientation learners are expected to complete four tasks per grade. Each formal assessment task must be 100 marks per term, which will consist of 70 marks for written work and 30 marks for Physical Education. The forms of assessment used should be age and developmental level appropriate. Formal assessment in Life Orientation catering for a range of cognitive levels and abilities of learners, is as follows: Weighting Cognitive level Bloom’s taxonomy Examples 40% lower order Levels 1 & 2 What? Why? Who? When? Where? List 40% middle order Levels 3 & 4 Discuss, explain, describe 20% higher order Levels 5 & 6 Evaluate, synthesize, critically evaluate, examine 4.4 Programme of Assessment The programme of assessment is designed to spread formal assessment tasks in a subject throughout the school year. The weighting of marks for the four internal formal assessment tasks for Life Orientation, Grades 7 to 9 is as follows: Term 1 Term 2 Term 3 Term 4 Task 1 Written task: 70 marks PET: 30 marks Task 2 Mid-year examination: 70 marks PET: 30 marks Task 3 Project: 70 marks PET: 30 marks Task 4 End-of-year examination: 70 marks PET: 30 marks Nature of the formal tasks 4.4.1 Project The project will be any piece of work in which knowledge, skills and values which lead towards competence in the specific or integrated content, are demonstrated. The task will involve collecting, analysing and/or evaluating data and information that will result in the synthesising of the findings into a written product that may be reported, modelled or performed by the learners. Learners will collect data/ resources/information outside of contact time to perform the task. The completion of the project will be facilitated by the teacher in class time to ensure the authenticity of the product. The topic and nature of the project will be determined by the content covered according to the annual teaching plan. Learners should be given enough time to complete the project. They need adequate guidance at the outset of the project and progress should be monitored throughout. All assessment criteria applicable to the project must be discussed with the learners prior to the commencement of the project. Learners should be given a project before the end of the second term for submission during the third term. LIFE ORIENTATION GRADES 7-9 CAPS 27 4.4.2 Written tasks: design and making, case study, assignment and test The list provides forms of assessment that will serve as written task in Grades 7, 8 and 9. Teachers must ensure that learners are exposed to do a variety of these forms of assessment across the three grades so that learners do not repeat the same form of assessment across the grades. 1) Design and making Design and making involves the production of the actual product using creative processes to achieve a certain competency. Making is the end product of a design. Learners will be required to design, make and write a descriptive paragraph(s) on the task. Learners are required to show an understanding of knowledge gained and application of knowledge and skills. The focus will be determined by the content covered according to the annual teaching plan. The teacher will provide learners with resources and information required to deliver the task. All assessment criteria applicable to the task must be discussed with the learners prior to the commencement of the task. Examples: • Make a collage or poster that describes your own personal diet with reference to your dietary habits and nutritional value. Write one to two paragraphs describing and reflecting your dietary habits and how to improve bad habits or sustain good habits. • Design a poster using pictures, photos and drawings which reflects your goals in relation to your personal lifestyle and future career. Write brief notes and provide a plan on how to achieve your goals. 2) Assignment The assignment will allow for a more holistic assessment of knowledge, skills and values and their application in different contexts. The assignment is less open-ended than the project in that it does not require of learners to collect, analyse and/or evaluate data and information that will result in the synthesising of the findings. It however, will be a problem-solving and/or decision-making and application of knowledge exercise with clear guidelines regarding a specified length. The focus will be determined by the content covered according to the annual teaching plan. The teacher will provide learners with resources and information required to deliver the task. All assessment criteria applicable to the task must be discussed with the learners prior to the commencement of the task. 3) Case study A case study will involve a detailed description of a specific situation or phenomenon. The description can either be real or hypothetical and can be taken from a book, newspaper, magazine, video or the radio. Case studies will assess whether a learner can apply knowledge, skills and values to an unfamiliar context. The focus will be determined by the content covered according to the annual teaching plan. The teacher will provide learners with resources and information required to deliver the task. All assessment criteria applicable to the task must be discussed with the learners prior to the commencement of the task. 4) Test Tests usually consist of a range of questions. Learners are required to respond within a specified time. Questions are useful to assess knowledge recall and test understanding and comprehension. If questions are correctly phrased, they can also test application of knowledge. Since they are generally easy to mark reliably this is a good way to conduct summative assessment, can also be a very useful formative tool. LIFE ORIENTATION GRADES 7-9 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.4.3 Examinations Examinations of at least 60 minutes each will be administered twice a year as part of the internal examination timetable of the school/district/province. The examinations will comprehensively address the knowledge and skills covered up to the time of the examination. More than one type of question will be incorporated and the focus will be on the application of knowledge in an integrated manner. The mid-year examination will cover the content for terms 1 and 2 and end-of-year examination will cover the work done throughout the year. Outline for examinations The outline below will be followed when setting the Grades 7 – 9 Life Orientation examination papers. The paper will consist of three sections. Total for examination: 70 Marks Section A: 25 marks Section B : 25 marks Section C: 20 marks All questions are compulsory. • A source or case study may be used to contextualise the questions. • The questions should be a combination of three or more types of questions, ranging from list, what, why, multiple choice, matching columns, missing words and true or false. • Questions will test understanding and factual knowledge. • Responses should be short and direct and range from one word to a phrase or a full sentence. All questions are compulsory. • Short open-ended, scenario-based, source-based and case study questions. • Questions should be knowledge￾based, i.e. include information that learners have acquired from the Life Orientation class. • Learners should display, present and apply knowledge and skills gained. Learners will display an understanding of real-life issues affecting the youth and society at large and give advice or possible solutions, demonstrate goal-setting and decision-making skills. • Learners should provide direct responses, full sentences in point form and extended writing in short paragraphs. Three 10-mark questions will be set of which learners will be expected to answer TWO. • Questions will predominantly focus on the application of knowledge and skills. • Learners will solve problems, make decisions and give advice. They will provide few direct responses and extended writing ranging from descriptive paragraphs to short essays that state or examine an issue. • Each question will focus on the specific information or the integration of content. • A short text/diagram/data/graphs/ cartoons can be provided as a stimulus. Note. Information provided in the texts must be current, up-to-date, age-appropriate and learner-friendly. NB. A marking memorandum or guideline suitable to each of the tasks above must be used to assess learner performance in a given examination/project/case study/assignment/design and make. The nature of the task and the knowledge, skills and values that are to be assessed will provide guidance on the type of marking memorandum. Provision must be made in the marking memorandum or guideline for the learner’s own interpretation of the questions. Examples of assessment tools that are appropriate to assess learner performance in Life Orientation are the marking memorandum or guideline, criteria checklist, rubric or matrix. 4.4.4 Physical Education The Physical Education (PE) component aims to develop learners’ physical well-being and knowledge of movement and safety. It encourages learners to use these to perform in a wide range of activities associated with the development of an active and healthy lifestyle. It also aims to develop learners’ confidence and generic skills, especially those of collaboration, communication, creativity, critical thinking and aesthetic appreciation. These, together with the nurturing of positive values and attitudes in PE, provide a good foundation for learners’ lifelong and life-wide learning. LIFE ORIENTATION GRADES 7-9 CAPS 29 All Physical Education periods will focus on practical physical and mass participation in movement activities for enjoyment and enrichment purposes, with a view to encouraging learners to engage in regular physical activity as part of their lifestyle. The Physical Education Task (PET) is administered across all four school terms in Grades 7 – 9. Learners are expected to participate in a Physical Education period once a week, which is timetabled to take place in a fixed period, labelled Physical Education on the school timetable. Learner participation and movement performance in the PET will, therefore, be assessed and reported at the end of each term. The subject adviser will moderate the PET during announced school visits by observing learners performing the actual assessment task. The focus of assessment within the PET falls into two broad categories: 1) Participation: exposes learners to an understanding of the value of regular participation in physical activity. Participation should encourage further development, enjoyment and the building of confidence. 2) Movement performance: learners will be assessed at the level at which they are capable of performing. Movement performance must not encourage a sense of competition. The teacher will observe whether the performance of a movement has a desired outcome, focusing on the overall performance of the movement rather than the detailed mechanics. Once a teacher has gained confidence and can break down a motor skill and movement sequence into different parts, additional criteria can be added to assess the performance in greater depth. Assessment Tool for Physical Education Task The assessment tool for learner performance in the two criteria of the task: Level Limited Adequate Proficient Excellent Criterion 1: Frequency of Participation during Physical Education periods (20 marks) 0% = 0 marks (did not participate at all) 1-5% = 1 mark 6-10% = 2 marks 11-15% = 3 marks 16-20% = 4 marks 210-25% = 5 marks 26-30% = 6 marks 31-35% = 7 marks 36-40% = 8 marks 41-45% = 9 marks 46-50% = 10 marks 51-55% = 11 marks 56-60% = 12 marks 61-65% = 13 marks 66-70% = 14 marks 71-75% = 15 marks 76-80% = 16 marks 81-85% = 17 marks 86-90% = 18 marks 91-95% = 19 marks 96-100% = 20 marks Criterion 2: Outcome of Movement Performance (10 marks) Requires significant attention: movements do not produce the desired outcome at all (0-1 mark) Requires attention and refinement: lapses in movements which do not always produce the desired outcome (2-3 marks) Efficient, effective and appropriate: movements mostly produce the correct desired outcome (4 marks) Exceptional level of skill: movements always produce the desired outcome (5 marks) A class list will be used to generate a mark out of 20 for participation and a mark out of 10 for movement performance at the end of each term, that is, four lists for each of Grades 7, 8 and 9. The number of PE periods per term will depend on the Department of Basic Education school calendar for the year. LIFE ORIENTATION GRADES 7-9 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The class list for participation and movement performance: Term 1 1. Frequency of participation (20 marks) PE periods per term (P1= period 1) 2. Movement performance (10 marks) Total for term Learners’ Names P1 P2 P3 P4 P5 P6 % Marks 20 1st Observation 2nd Observation Total marks 10 30 1. 2. 3. 4. 5. Note. Criterion 1: frequency of participation Each learner will be allocated a mark out of 20 at the end of each term based on his/her frequency of participation across the Physical Education periods. An ‘a’ will indicate that the learner was absent for that particular period and an ‘x’ that the learner was present in class, but did not participate. A learner who always participates when he/she is present in class should not be penalised when absent, but a learner who participates on and off when present should be penalised when absent. Divide number of times a learner participated by number of PE periods per term and multiply by 100 to obtain a percentage and then convert to a mark out 20 according to the assessment tool above. Criterion 2: movement performance While a record will be kept of learner participation per week, each learner will not be assessed on movement performance in every Physical Education period, but will be formally observed at least twice across a school term for formal assessment purposes to determine the level of movement performance. Allocate a mark out of five (5) for each of the two observations to obtain a final mark out of ten (10) according to the assessment tool above. Total for the term The marks awarded for frequency of participation and movement performance respectively for the term are added up to arrive at a mark out of 30 per learner. The mark obtained out of 30 is the PET mark to be formally recorded on the record sheet for the term. LIFE ORIENTATION GRADES 7-9 CAPS 31 4.5 Recording and Reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge and skills as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and his/her readiness to progress or be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways; these include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. When recording and reporting on learner performance in Life Orientation, Grades 7 – 9 the following marks are applicable: Term Grade 7 Grade 8 Grade 9 Marks per term Recording Reporting 1 Written task Written task Written task 70 PET PET PET 30 100 2 Mid-year examination Mid-year examination Mid-year examination 70 100 PET PET PET 30 3 Project Project Project 70 PET PET PET 30 100 4 End-of-year examination End-of-year examination End-of-year examination 70 100 PET PET PET 30 Total 400 400 The various achievement levels and their corresponding percentage bands are as shown in the table below: Codes and percentages for recording and reporting Rating Code Description of competence Percentage 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 - 29 LIFE ORIENTATION GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.6 Moderation of assessment Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices have to be in place for the quality assurance of all subject assessments. All Life Orientation formal assessment tasks should be internally moderated by the head of the department or subject head at a school. The subject advisor will moderate a sample of these tasks during her/his school visits, to verify the standard of the internal moderation. Grade 9 tasks should be moderated at provincial level. This process will be managed by the provincial education department. 4.7 General This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R – 12. CAPS Curriculum and Assessment Policy Statement GRADES 7-9 MATHEMATICS MATHEMATICS GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0525-8 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works MATHEMATICS GRADES 7-9 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION MATHEMATICS GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MATHEMATICS GRADES 7-9 CAPS 1 TABLE OF CONTENTS Section 1: INTRODUCTION AND BACKROUND ............................................................................... 3 1.1 Background ....................................................................................................................................................3 1.2 Overview .....................................................................................................................................................3 1.3 General aims of the South African curriculum............................................................................................4 1.4 Time allocations .............................................................................................................................................6 1.4.1 Foundation Phase..................................................................................................................................6 1.4.2 Intermediate Phase................................................................................................................................6 1.4.3 Senior Phase..........................................................................................................................................7 1.4.4 Grades 10-12 .........................................................................................................................................7 SECTION 2: DEFINITION, AIMS, SKILLS AND CONTENT .................................................................... 8 2.1 Introduction ....................................................................................................................................................8 2.2 What is Mathematics?....................................................................................................................................8 2.3 Specific aims ..................................................................................................................................................8 2.4 Specific skills..................................................................................................................................................8 2.5 Focus of content areas..................................................................................................................................9 Mathematics content knowledge....................................................................................................................10 2.6 Weighting of content areas .........................................................................................................................11 2.7 Specification of content ..............................................................................................................................11 • Numbers, Operations and Relationships ..................................................................................................12 • Patterns, Functions and Algebra...............................................................................................................21 • Space and Shape (Geometry) ..................................................................................................................27 • Measurement ............................................................................................................................................31 • Data Handling ...........................................................................................................................................33 SECTION 3: CLARIFICATION OF CONTENT ....................................................................................... 37 3.1 Introduction ..................................................................................................................................................37 3.2 Allocation of teaching time .........................................................................................................................37 MATHEMATICS GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.3 Clarification notes with teaching guidelines .............................................................................................38 3.3.1 Clarification of content for Grade 7 ......................................................................................................39 • Grade 7 term 1................................................................................................................................39 • Grade 7 term 2................................................................................................................................49 • Grade 7 term 3................................................................................................................................58 • Grade 7 term 4................................................................................................................................67 3.3.2 Clarification of content for Grade 8 ......................................................................................................75 • Grade 8 term 1................................................................................................................................75 • Grade 8 term 2................................................................................................................................92 • Grade 8 term 3..............................................................................................................................100 • Grade 8 term 4..............................................................................................................................113 3.3.3 Clarification of content for Grade 9...............................................................................................................119 • Grade 9 term 1..............................................................................................................................119 • Grade 9 term 2..............................................................................................................................134 • Grade 9 term 3..............................................................................................................................141 • Grade 9 term 4..............................................................................................................................147 SECTION 4: ASSESSMENT ................................................................................................................154 4.1 Introduction ...............................................................................................................................................154 4.2 Types of assessment .................................................................................................................................154 4.3 Informal or daily assessment....................................................................................................................155 4.4 Formal assessment....................................................................................................................................155 4.5 Recording and reporting ...........................................................................................................................157 4.6 Moderation of assessment........................................................................................................................158 4.7 General .................................................................................................................................................158 MATHEMATICS GRADES 7-9 CAPS 3 Section 1: INTRODUCTION AND BACKGROUND 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; MATHEMATICS GRADES 7-9 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; MATHEMATICS GRADES 7-9 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). MATHEMATICS GRADES 7-9 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) TOTAL 27,5 MATHEMATICS GRADES 7-9 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. MATHEMATICS GRADES 7-9 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: DEFINITION, AIMS, SKILLS AND CONTENT 2.1 Introduction In Section 2, the Senior Phase Mathematics Curriculum and Assessment Policy Statement (CAPS) provides teachers with a definition of mathematics, specific aims, specific skills, focus of content areas, weighting of content areas and content specification. 2.2 What is Mathematics? Mathematics is a language that makes use of symbols and notations to describe numerical, geometric and graphical relationships. It is a human activity that involves observing, representing and investigating patterns and quantitative relationships in physical and social phenomena and between mathematical objects themselves. It helps to develop mental processes that enhance logical and critical thinking, accuracy and problem-solving that will contribute in decision-making. 2.3 Specific Aims The teaching and learning of Mathematics aims to develop • a critical awareness of how mathematical relationships are used in social, environmental, cultural and economic relations • confidence and competence to deal with any mathematical situation without being hindered by a fear of Mathematics • an appreciation for the beauty and elegance of Mathematics • a spirit of curiosity and a love for Mathematics • recognition that Mathematics is a creative part of human activity • deep conceptual understandings in order to make sense of Mathematics • acquisition of specific knowledge and skills necessary for: - the application of Mathematics to physical, social and mathematical problems - the study of related subject matter (e.g. other subjects) - further study in Mathematics. 2.4 Specific Skills To develop essential mathematical skills the learner should • develop the correct use of the language of Mathematics • develop number vocabulary, number concept and calculation and application skills MATHEMATICS GRADES 7-9 CAPS 9 • learn to listen, communicate, think, reason logically and apply the mathematical knowledge gained • learn to investigate, analyse, represent and interpret information • learn to pose and solve problems • build an awareness of the important role that Mathematics plays in real life situations including the personal development of the learner. 2.5 Focus of Content Areas Mathematics in the Senior Phase covers five main Content Areas. • Numbers, Operations and Relationships; • Patterns, Functions and Algebra; • Space and Shape (Geometry); • Measurement; and • Data Handling. Each content area contributes towards the acquisition of specific skills. The table below shows the general focus of the content areas as well as the specific focus of the content areas for the Senior Phase. MATHEMATICS GRADES 7-9 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) MAT HEMATI C S CONTENT KNO WLED G E Content area General content focus Senior Phase specific content focus Numbers, Operations and Relationships Development of number sense that includes: • the meaning of different kinds of numbers • relationship between different kinds of numbers • the relative size of different numbers • representation of numbers in various ways • the effect of operating with numbers • the ability to estimate and check solutions. • Representation of numbers in a variety of ways and moving flexibly between representations • Recognising and using properties of operations with different number systems • Solving a variety of problems, using an increased range of numbers and the ability to perform multiple operations correctly and fluently Patterns, Functions and Algebra Algebra is the language for investigating and communicating most of Mathematics and can be extended to the study of functions and other relationships between variables. A central part of this content area is for the learner to achieve efficient manipulative skills in the use of algebra. It also focuses on the: • description of patterns and relationships through the use of symbolic expressions, graphs and tables; and • identification and analysis of regularities and change in patterns, and relationships that enable learners to make predictions and solve problems. • Investigation of numerical and geometric patterns to establish the relationships between variables • Expressing rules governing patterns in algebraic language or symbols • Developing algebraic manipulative skills that recognize the equivalence between different representations of the same relationship • Analysis of situations in a variety of contexts in order to make sense of them • Representation and description of situations in algebraic language, formulae, expressions, equations and graphs Space and Shape (Geometry) The study of Space and Shape improves understanding and appreciation of the pattern, precision, achievement and beauty in natural and cultural forms. It focuses on the properties, relationships, orientations, positions and transformations of two-dimensional shapes and three-dimensional objects. • Drawing and constructing a wide range of geometric figures and solids using appropriate geometric instruments • Developing an appreciation for the use of constructions to investigate the properties of geometric figures and solids • Developing clear and more precise descriptions and classification categories of geometric figures and solids • Solving a variety of geometric problems drawing on known properties of geometric figures and solids Measurement Measurement focuses on the selection and use of appropriate units, instruments and formulae to quantify characteristics of events, shapes, objects and the environment. It relates directly to the learner’s scientific, technological and economic worlds, enabling the learner to • make sensible estimates; and • be alert to the reasonableness of measurements and results. • Using formulae for measuring area, perimeter, surface area and volume of geometric figures and solids • Selecting and converting between appropriate units of measurement • Using the Theorem of Pythagoras to solve problems involving right-angled triangles Data Handling Data Handling involves asking questions and finding answers in order to describe events and the social, technological and economic environment. Through the study of data handling, the learner develops the skills to collect, organize, represent, Interpret, analyse and report data. The study of probability enables the learner to develop skills and techniques for making informed predictions, and describing randomness and uncertainty. • Posing of questions for investigation • Collecting, summarizing, representing and critically analysing data in order to interpret, report and make predictions about situations • Probability of outcomes include both single and compound events and their relative frequency in simple experiments MATHEMATICS GRADES 7-9 CAPS 11 2.6 Weighting of content areas The weighting of Mathematics content areas serves two primary purposes: • guidance on the time needed to adequately address the content within each content area • guidance on the spread of content in the examination (especially end-of-year summative assessment). WEIGHTING OF CONTENT AREAS Content Area Grade 7 Grade 8 Grade 9 Number, Operations and Relations 30% 25% 15% Patterns, Functions and Algebra 25% 30% 35% Space and Shape (Geometry) 25% 25% 30% Measurement 10% 10% 10% Data Handling 10% 10% 10% 100% 100% 100% 2.7 Specification of content The Specification of Content in Section 2 shows progression in terms of concepts and skills from Grades 7 - 9 for each Content Area. However, in certain topics the concepts and skills are similar in two or three successive grades. The Clarification of Content in Section 3 provides guidelines on how progression should be addressed in these cases. The Specification of Content in Section 2 should therefore be read in conjunction with the Clarification of Content in Section 3. MATHEMATICS GRADES 7-9 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SPECIFICATION OF CONTENT (PHASE OVERVIEW) Numbers, Operations and relationships • Progression in Numbers, Operations and Relationships in the Senior Phase is achieved primarily by: - development of calculations using whole numbers to calculations using rational numbers, integers and numbers in exponential form - development of understanding of different number systems from natural and whole numbers to integers and rational numbers, as well as the recognition of irrational numbers - increasing use of properties of numbers to perform calculations - increasing complexity of contexts for solving problems • Numbers, Operations and Relationships in the Senior Phase consolidates work done in the Intermediate Phase and is geared towards making learners competent and efficient in performing calculations particularly with integers and rational numbers. • Recognising and using the properties of operations for different numbers provides a critical foundation for work in algebra when learners work with variables in place of numbers and manipulate algebraic expressions and solve algebraic equations. TOPICS GRADE 7 GRADE 8 GRADE 9 1.1 Whole numbers Mental calculations Revise the following done in Grade 6: • Multiplication of whole numbers to at least 12 x 12 • Multiplication facts for: - units and tens by multiples of ten - units and tens by multiples of 100 - units and tens by multiples of 1 000 - units and tens by multiples of 10 000 • Inverse operation between multiplication and division Ordering and comparing whole numbers • Revise the following done in Grade 6: - order, compare and represent numbers to at least 9-digit numbers - recognize and represent prime numbers to at least 100 - round off numbers to the nearest 5, 10, 100 or 1 000 Mental calculations • Revise multiplication of whole numbers to at least 12 x 12 Ordering and comparing whole numbers • Revise prime numbers to at least 100 MATHEMATICS GRADES 7-9 CAPS 13 TOPICS GRADE 7 GRADE 8 GRADE 9 1.1 Whole numbers Properties of whole numbers • Revise the following done in Grade 6: - recognize and use the commutative; associative; distributive properties of whole numbers - recognize and use 0 in terms of its additive property (identity element for addition) - recognize and use 1 in terms of its multiplicative property (identity element for multiplication) Calculations using whole numbers • Revise the following done in Grade 6, without use of calculators: - Addition and subtraction of whole numbers to at least 6-digit numbers - Multiplication of at least whole 4-digit by 2-digit numbers - Division of at least whole 4-digit by 2-digit numbers - Perform calculations using all four operations on whole numbers, estimating and using calculators where appropriate Calculation techniques • Use a range of strategies to perform and check written and mental calculations of whole numbers including: - long division - adding, subtracting and multiplying in columns - estimation - rounding off and compensating - using a calculator Properties of whole numbers • Revise: - The commutative; associative; distributive properties of whole numbers - 0 in terms of its additive property (identity element for addition) - 1 in terms of its multiplicative property (identity element for multiplication) • Recognize the division property of 0, whereby any number divided by 0 is undefined Calculations using whole numbers • Revise calculations using all four operations on whole numbers, estimating and using calculators where appropriate Calculation techniques • Use a range of techniques to perform and check written and mental calculations of whole numbers including: - long division - adding, subtracting and multiplying in columns - estimation - rounding off and compensating - using a calculator Properties of numbers • Describe the real number system by recognising, defining and distinguishing properties of: - natural numbers - whole numbers - integers - rational numbers - irrational numbers Calculations using whole numbers • Revise calculations using all four operations on whole numbers, estimating and using calculators where appropriate Calculation techniques • Use a range of techniques to perform and check written and mental calculations of whole numbers including: - long division - adding, subtracting and multiplying in columns - estimation - rounding off and compensating - using a calculator MATHEMATICS GRADES 7-9 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 1.1 Whole numbers Multiples and factors • Revise the following done in Grade 6: - multiples of 2-digit and 3-digit whole numbers - factors of 2-digit and 3-digit whole numbers - prime factors of numbers to at least 100 • List prime factors of numbers to at least 3-digit whole numbers • Find the LCM and HCF of numbers to at least 3-digit whole numbers, by inspection or factorisation Solving problems • Solve problems involving whole numbers, including - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) - sharing in a given ratio where the whole is given • Solve problems that involve whole numbers, percentages and decimal fractions in financial contexts such as: - profit, loss and discount - budgets - accounts - loans - simple interest Multiples and factors • Revise: - Prime factors of numbers to at least 3-digit whole numbers - LCM and HCF of numbers to at least 3-digit whole numbers, by inspection or factorisation Solving problems • Solve problems involving whole numbers, including - comparing two or more quantities of the same kind (ratio) - comparing two quantities of different kinds (rate) - sharing in a given ratio where the whole is given - increasing or decreasing of a number in a given ratio • Solve problems that involve whole numbers, percentages and decimal fractions in financial contexts such as: - profit, loss, discount and VAT - budgets - accounts - loans - simple interest - hire purchase - exchange rates Multiples and factors • Use prime factorisation of numbers to find LCM and HCF Solving problems • Solve problems in contexts involving - ratio and rate - direct and indirect proportion • Solve problems that involve whole numbers, percentages and decimal fractions in financial contexts such as: - profit, loss, discount and VAT - budgets - accounts - loans - Simple interest - hire purchase - exchange rates - commission - rentals - compound interest MATHEMATICS GRADES 7-9 CAPS 15 TOPICS GRADE 7 GRADE 8 GRADE 9 1.2 Exponents Mental calculations • Determine squares to at least 122 and their square roots • Determine cubes to at least 63 and cube roots Comparing and representing numbers in exponential form • Compare and represent whole numbers in exponential form: ab = a x a x a x... for b number of factors Calculations using numbers in exponential form • Recognize and use the appropriate laws of operations with numbers involving exponents and square and cube roots • Perform calculations involving all four operations using numbers in exponential form, limited to exponents up to 5, and square and cube roots Solving problems • Solve problems in contexts involving numbers in exponential form. Mental calculations • Revise: - Squares to at least 122 and their square roots - Cubes to at least 63 and their cube roots Comparing and representing numbers in exponential form • Revise compare and represent whole numbers in exponential form • Compare and represent integers in exponential form • Compare and represent numbers in scientific notation, limited to positive exponents Calculations using numbers in exponential form • Establish general laws of exponents, limited to: - natural number exponents - am x an = am + n - am ÷ an = am – n, if m>n - (am)n = am x n - (a x t)n = an x tn - a0 = 1 • Recognize and use the appropriate laws of operations using numbers involving exponents and square and cube roots • Perform calculations involving all four operations with numbers that involve the squares, cubes, square roots and cube roots of integers • Calculate the squares, cubes, square roots and cube roots of rational numbers Solving problems • Solve problems in contexts involving numbers in exponential form Comparing and representing numbers in exponential form • Revise compare and represent integers in exponential form - compare and represent numbers in scientific notation • Extend scientific notation to include negative exponents Calculations using numbers in exponential form • Revise the following general laws of exponents: - am x an = am + n - am ÷ an = am – n, if m>n - (am)n = am x n - (a x t)n = an x tn - a0 = 1 • Extend the general laws of exponents to include: - integer exponents - a–m= 1am • Perform calculations involving all four operations using numbers in exponential form, using the laws of exponents Solving problems • Solve problems in contexts involving numbers in exponential form, including scientific notation MATHEMATICS GRADES 7-9 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 1.3 Integers Counting, ordering and comparing integers • Count forwards and backwards in integers for any interval • Recognize, order and compare integers Calculations with integers • Add and subtract with integers Properties of integers • Recognise and use commutative and associative properties of addition and multiplication for integers Solving problems Solve problems in contexts involving addition and subtraction with integers Counting, ordering and comparing integers • Revise: - counting forwards and backwards in integers for any interval - recognizing, ordering and comparing integers Calculations with integers • Revise addition and subtraction with integers • Multiply and divide with integers • Perform calculations involving all four operations with integers • Perform calculations involving all four operations with numbers that involve the squares, cubes, square roots and cube roots of integers Properties of integers • Recognise and use commutative, associative and distributive properties of addition and multiplication for integers • Recognize and use additive and multiplicative inverses for integers Solving problems Solve problems in contexts involving multiple operations with integers Calculations with integers • Revise: - perform calculations involving all four operations with integers - perform calculations involving all four operations with numbers that involve the squares, cubes, square roots and cube roots of integers Properties of integers • Revise: - Commutative, associative and distributive properties of addition and multiplication for integers - additive and multiplicative inverses for integers Solving problems Solve problems in contexts involving multiple operations with integers MATHEMATICS GRADES 7-9 CAPS 17 TOPICS GRADE 7 GRADE 8 GRADE 9 1.4 Common fractions Ordering, comparing and simplifying fractions • Revise the following done in Grade 6 - compare and order common fractions, including specifically tenths and hundredths • Extend to thousandths Calculations with fractions • Revise the following done in Grade 6: - addition and subtraction of common fractions, including mixed numbers, limited to fractions with the same denominator or where one denominator is a multiple of another - finding fractions of whole numbers • Extend addition and subtraction to fractions where one denominator is not a multiple of the other • Multiplication of common fractions, including mixed numbers, not limited to fractions where one denominator is a multiple of another Calculation techniques • Convert mixed numbers to common fractions in order to perform calculations with them • Use knowledge of multiples and factors to write fractions in the simplest form before or after calculations • Use knowledge of equivalent fractions to add and subtract common fractions Solving problems • Solve problems in contexts involving common fractions and mixed numbers, including grouping, sharing and finding fractions of whole numbers Calculations with fractions • Revise: - addition and subtraction of common fractions, including mixed numbers - finding fractions of whole numbers - multiplication of common fractions, including mixed numbers • Divide whole numbers and common fractions by common fractions • Calculate the squares, cubes, square roots and cube roots of common fractions Calculation techniques • Revise: - convert mixed numbers to common fractions in order to perform calculations with them - use knowledge of multiples and factors to write fractions in the simplest form before or after calculations - use knowledge of equivalent fractions to add and subtract common fractions • Use knowledge of reciprocal relationships to divide common fractions Solving problems • Solve problems in contexts involving common fractions and mixed numbers, including grouping, sharing and finding fractions of whole numbers Calculations with fractions • All four operations with common fractions and mixed numbers • All four operations, with numbers that involve the squares, cubes, square roots and cube roots of common fractions Calculation techniques • Revise: - convert mixed numbers to common fractions in order to perform calculations with them - use knowledge of multiples and factors to write fractions in the simplest form before or after calculations - use knowledge of equivalent fractions to add and subtract common fractions - use knowledge of reciprocal relationships to divide common fractions Solving problems • Solve problems in contexts involving common fractions, mixed numbers and percentages MATHEMATICS GRADES 7-9 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 1.4 Common Fractions Percentages • Revise the following done in Grade 6: - Finding percentages of whole numbers • Calculate the percentage of part of a whole • Calculate percentage increase or decrease of whole numbers • Solve problems in contexts involving percentages Equivalent forms Revise the following done in Grade 6: • recognize and use equivalent forms of common fractions with 1-digit or 2-digit denominators (fractions where one denominator is a multiple of the other) • recognize equivalence between common fraction and decimal fraction forms of the same number • recognize equivalence between common fraction, decimal fraction and percentage forms of the same number Percentages • Revise: - finding percentages of whole numbers - calculating the percentage of part of a whole - calculating percentage increase or decrease • Calculate amounts if given percentage increase or decrease • Solve problems in contexts involving percentages Equivalent forms • Revise equivalent forms between: - common fractions (fractions where one denominator is a multiple of the other) - common fraction and decimal fraction forms of the same number - common fraction, decimal fraction and percentage forms of the same number Equivalent forms • Revise equivalent forms between: - common fractions where one denominator is a multiple of another - common fraction and decimal fraction forms of the same number - common fraction, decimal fraction and percentage forms of the same number MATHEMATICS GRADES 7-9 CAPS 19 TOPICS GRADE 7 GRADE 8 GRADE 9 1.5 Decimal fractions Ordering and comparing decimal fractions • Revise the following done in Grade 6: - count forwards and backwards in decimal fractions to at least two decimal places - compare and order decimal fractions to at least two decimal places - place value of digits to at least two decimal places - rounding off decimal fractions to at least 1 decimal place • Extend all of the above to decimal fractions to at least three decimal places and rounding off to at least 2 decimal places Calculations with decimal fractions • Revise the following done in Grade 6: - addition and subtraction of decimal fractions of at least two decimal places - multiplication of decimal fractions by 10 and 100 • Extend addition and subtraction to decimal fractions of at least three decimal places • Multiply decimal fractions to include: - decimal fractions to at least 3 decimal places by whole numbers - decimal fractions to at least 2 decimal places by decimal fractions to at least 1 decimal place • Divide decimal fractions to include decimal fractions to at least 3 decimal places by whole numbers Calculation techniques • Use knowledge of place value to estimate the number of decimal places in the result before performing calculations • Use rounding off and a calculator to check results where appropriate Ordering and comparing decimal fractions • Revise: - ordering, comparing and place value of decimal fractions to at least 3 decimal places - rounding off decimal fractions to at least 2 decimal place Calculations with decimal fractions • Revise: - addition, subtraction, multiplication and of decimal fractions to at least 3 decimal places - division of decimal fractions by whole numbers • Extend multiplication to 'multiplication by decimal fractions' not limited to one decimal place • Extend division to 'division of decimal fractions by decimal fractions' • Calculate the squares, cubes, square roots and cube roots of decimal fractions Calculation techniques • Use knowledge of place value to estimate the number of decimal places in the result before performing calculations • Use rounding off and a calculator to check results where appropriate Calculations with decimal fractions • Multiple operations with decimal fractions, using a calculator where appropriate • Multiple operations with or without brackets, with numbers that involve the squares, cubes, square roots and cube roots of decimal fractions Calculation techniques • Use knowledge of place value to estimate the number of decimal places in the result before performing calculations • Use rounding off and a calculator to check results where appropriate MATHEMATICS GRADES 7-9 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 1.5 Decimal fractions Solving problems • Solve problems in context involving decimal fractions Equivalent forms • Revise the following done in Grade 6: - recognize equivalence between common fraction and decimal fraction forms of the same number - recognize equivalence between common fraction, decimal fraction and percentage forms of the same number Solving problems • Solve problems in context involving decimal fractions Equivalent forms • Revise equivalent forms between: - common fraction and decimal fraction forms of the same number - common fraction, decimal fraction and percentage forms of the same number Solving problems • Solve problems in context involving decimal fractions Equivalent forms Revise equivalent forms between: - common fraction and decimal fraction forms of the same number - common fraction, decimal fraction and percentage forms of the same number MATHEMATICS GRADES 7-9 CAPS 21 sPECIFICATION OF CONTENT (PHASE OVERVIEW) PATTERNS, FUNCTIONS AND ALGEBRA • Progression in Patterns, Functions and Algebra is achieved primarily by - increasing the range and complexity of: ♦ relationships between numbers in given patterns ♦ rules, formulae and equations for which input and output values can be found ♦ equations that can be solved - developing more sophisticated skills and techniques for: ♦ solving equations ♦ expanding and simplifying algebraic expressions ♦ drawing and interpreting graphs - developing the use of algebraic language and conventions. • In Patterns, Functions and Algebra, learners’ conceptual development progresses from: - an understanding of number to an understanding of variables, where the variables are numbers of a given type (e.g. natural numbers, integers, rational numbers) in generalized form - the recognition of patterns and relationships to the recognition of functions, where functions have unique outputs values for specified input values - a view of Mathematics as memorized facts and separate topics to seeing Mathematics as interrelated concepts and ideas represented in a variety of equivalent forms (e.g. a number pattern, an equation and a graph representing the same relationship) • While techniques for solving equations are developed in Patterns, Functions and Algebra, learners also practise solving equations in Measurement and Space and Shape, when they apply known formulae to solve problems. TOPICS GRADE 7 GRADE 8 GRADE 9 2.1 Numeric and geometric patterns Investigate and extend patterns • Investigate and extend numeric and geometric patterns looking for relationships between numbers, including patterns: - represented in physical or diagram form - not limited to sequences involving a constant difference or ratio - of learner’s own creation - represented in tables • Describe and justify the general rules for observed relationships between numbers in own words Investigate and extend patterns • Investigate and extend numeric and geometric patterns looking for relationships between numbers, including patterns: - represented in physical or diagram form - not limited to sequences involving a constant difference or ratio - of learner’s own creation - represented in tables - represented algebraically • Describe and justify the general rules for observed relationships between numbers in own words or in algebraic language Investigate and extend patterns • Investigate and extend numeric and geometric patterns looking for relationships between numbers, including patterns: - represented in physical or diagram form - not limited to sequences involving a constant difference or ratio - of learner’s own creation - represented in tables - represented algebraically • Describe and justify the general rules for observed relationships between numbers in own words or in algebraic language MATHEMATICS GRADES 7-9 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 2.2 Functions and relationships Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by number sentences Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae - equations Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by equations Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae - equations Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by equations - by graphs on a Cartesian plane MATHEMATICS GRADES 7-9 CAPS 23 TOPICS GRADE 7 GRADE 8 GRADE 9 2.3 Algebraic expressions Algebraic language • Recognize and interpret rules or relationships represented in symbolic form • Identify variables and constants in given formulae and/or equations Algebraic language • Revise the following done in Grade 7: - recognize and interpret rules or relationships represented in symbolic form - identify variables and constants in given formulae and/or equations • Recognize and identify conventions for writing algebraic expressions • Identify and classify like and unlike terms in algebraic expressions • Recognize and identify coefficients and exponents in algebraic expressions Expand and simplify algebraic expressions Use commutative, associative and distributive laws for rational numbers and laws of exponents to: • add and subtract like terms in algebraic expressions • multiply integers and monomials by: - monomials - binomials - trinomials • divide the following by integers or monomials: - Monomials - Binomials - trinomials • simplify algebraic expressions involving the above operations Algebraic language • Revise the following done in Grade 8: - recognize and identify conventions for writing algebraic expressions - identify and classify like and unlike terms in algebraic expressions - recognize and identify coefficients and exponents in algebraic expressions • Recognize and differentiate between monomials, binomials and trinomials Expand and simplify algebraic expressions • Revise the following done in Grade 8, using the commutative, associative and distributive laws for rational numbers and laws of exponents to: - add and subtract like terms in algebraic expressions - multiply integers and monomials by: ♦ monomials ♦ binomials ♦ trinomials - divide the following by integers or monomials: ♦ monomials ♦ binomials ♦ trinomials - simplify algebraic expressions involving the above operations MATHEMATICS GRADES 7-9 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 2.3 Algebraic expressions • Determine the squares, cubes, square roots and cube roots of single algebraic terms or like algebraic terms • Determine the numerical value of algebraic expressions by substitution - Determine the squares, cubes, square roots and cube roots of single algebraic terms or like algebraic terms - Determine the numerical value of algebraic expressions by substitution • Extend the above algebraic manipulations to include: - Multiply integers and monomials by polynomials - Divide polynomials by integers or monomials - The product of two binomials - The square of a binomial Factorize algebraic expressions • Factorize algebraic expressions that involve: - common factors - difference of two squares - trinomials of the form: ♦ x2 + bx + c ♦ ax2 + bx + c, where a is a common factor. • Simplify algebraic expressions that involve the above factorisation processes. • Simplify algebraic fractions using factorisation. MATHEMATICS GRADES 7-9 CAPS 25 TOPICS GRADE 7 GRADE 8 GRADE 9 2.4 Algebraic equations Number sentences • Write number sentences to describe problem situations • Analyse and interpret number sentences that describe a given situation • Solve and complete number sentences by: - inspection - trial and improvement • Determine the numerical value of an expression by substitution. • Identify variables and constants in given formulae or equations Equations • Revise the following done in Grade 7: - set up equations to describe problem situations - analyse and interpret equations that describe a given situation - solve equations by inspection - determine the numerical value of an expression by substitution. - identify variables and constants in given formulae or equations • Use substitution in equations to generate tables of ordered pairs • Extend solving equations to include: - using additive and multiplicative inverses - using laws of exponents Equations • Revise the following done in Grade 8: - set up equations to describe problem situations - analyse and interpret equations that describe a given situation - solve equations by inspection - using additive and multiplicative inverses - using laws of exponents - determine the numerical value of an expression by substitution. - use substitution in equations to generate tables of ordered pairs • Extend solving equations to include: - using factorisation - equations of the form: a product of factors = 0 MATHEMATICS GRADES 7-9 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 2.5 Graphs Interpreting graphs • Analyse and interpret global graphs of problem situations, with special focus on the following trends and features: - linear or non-linear - constant, increasing or decreasing Drawing graphs • Draw global graphs from given descriptions of a problem situation, identifying features listed above Interpreting graphs • Revise the following done in Grade 7: - analyse and interpret global graphs of problem situations, with a special focus on the following trends and features: ♦ linear or non-linear ♦ constant, increasing or decreasing • Extend the focus on features of graphs to include: - maximum or minimum - discrete or continuous Drawing graphs • Draw global graphs from given descriptions of a problem situation, identifying features listed above • Use tables or ordered pairs to plot points and draw graphs on the Cartesian plane Interpreting graphs • Revise the following done in Grade 8: - analyse and interpret global graphs of problem situations, with a special focus on the following trends and features: ♦ linear or non-linear ♦ constant, increasing or decreasing ♦ maximum or minimum ♦ discrete or continuous • Extend the above with special focus on the following features of linear graphs: - x-intercept and y-intercept - gradient Drawing graphs • Revise the following done in Grade 8: - draw global graphs from given descriptions of a problem situation, identifying features listed above. - use tables of ordered pairs to plot points and draw graphs on the Cartesian plane • Extend the above with special focus on: - drawing linear graphs from given equations - determining equations from given linear graphs MATHEMATICS GRADES 7-9 CAPS 27 sPECIFICATION OF CONTENT (PHASE OVERVIEW) Space and Shape (Geometry) • Progression in geometry in the Senior Phase is achieved primarily by: - investigating new properties of shapes and objects - developing from informal descriptions of geometric figures to more formal definitions and classification of shapes and objects - solving more complex geometric problems using known properties of geometric figures - developing from inductive reasoning to deductive reasoning. • The geometry topics are much more inter-related than in the Intermediate Phase, especially those relating to constructions and geometry of 2D shapes and straight lines, hence care has to be taken regarding sequencing of topics through the terms. • In the Senior Phase, transformation geometry develops from general descriptions of movement in space to more specific descriptions of movement in co-ordinate planes. This lays the foundation for analytic geometry in the FET phase. • Solving problems in geometry to find unknown angles or lengths provides a useful context to practise solving equations. TOPICS GRADE 7 GRADE 8 GRADE 9 3.1 Geometry of 2D shapes Classifying 2D shapes • Describe, sort, name and compare triangles according to their sides and angles, focusing on: - equilateral triangles - isosceles triangles - right-angled triangles • Describe, sort, name and compare quadrilaterals in terms of: - length of sides - parallel and perpendicular sides - size of angles (right-angles or not) • Describe and name parts of a circle Classifying 2D shapes • Identify and write clear definitions of triangles in terms of their sides and angles, distinguishing between: - equilateral triangles - isosceles triangles - right-angled triangles • Identify and write clear definitions of quadrilaterals in terms of their sides and angles, distinguishing between: - parallelogram - rectangle - square - rhombus - trapezium - kite Classifying 2D shapes • Revise properties and definitions of triangles in terms of their sides and angles, distinguishing between: - equilateral triangles - isosceles triangles - right-angled triangles • Revise and write clear definitions of quadrilaterals in terms of their sides, angles and diagonals, distinguishing between: - parallelogram - rectangle - square - rhombus - trapezium - kite MATHEMATICS GRADES 7-9 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 3.1 Geometry of 2D shapes Similar and congruent 2D shapes • Recognize and describe similar and congruent figures by comparing: - shape - size Solving problems • Solve simple geometric problems involving unknown sides and angles in triangles and quadrilaterals, using known properties. Similar and congruent 2D shapes • Identify and describe the properties of congruent shapes • Identify and describe the properties of similar shapes Solving problems • Solve geometric problems involving unknown sides and angles in triangles and quadrilaterals, using known properties and definitions. Similar and congruent triangles • Through investigation, establish the minimum conditions for congruent triangles • Through investigation, establish the minimum conditions for similar triangles Solving problems • Solve geometric problems involving unknown sides and angles in triangles and quadrilaterals, using known properties of triangles and quadrilaterals, as well as properties of congruent and similar triangles. 3.2 Geometry of 3D objects Classifying 3D objects • Describe, sort and compare polyhedra in terms of: - shape and number of faces - number of vertices - number of edges Building 3D models • Revise using nets to create models of geometric solids, including: - cubes - prisms Classifying 3D objects • Describe, name and compare the 5 Platonic solids in terms of the shape and number of faces, the number of vertices and the number of edges Building 3D models • Revise using nets to create models of geometric solids, including: - cubes - prisms - pyramids Classifying 3D objects • Revise properties and definitions of the 5 Platonic solids in terms of the shape and number of faces, the number of vertices and the number of edges • Recognize and describe the properties of: - spheres - cylinders Building 3D models • Use nets to create models of geometric solids, including: - cubes - prisms - pyramids - cylinders 3.3 Geometry of straight lines Define: • Line segment • Ray • Straight line • Parallel lines • Perpendicular lines Angle relationships • Recognize and describe pairs of angles formed by: - perpendicular lines - intersecting lines - parallel lines cut by a transversal Solving problems • Solve geometric problems using the relationships between pairs of angles described above Angle relationships • Revise and write clear descriptions of the relationship between angles formed by: - perpendicular lines - intersecting lines - parallel lines cut by a transversal Solving problems • Solve geometric problems using the relationships between pairs of angles described above MATHEMATICS GRADES 7-9 CAPS 29 TOPICS GRADE 7 GRADE 8 GRADE 9 3.4 Transformation Geometry Transformations • Recognize, describe and perform translations, reflections and rotations with geometric figures and shapes on squared paper • Identify and draw lines of symmetry in geometric figures Enlargements and reductions • Draw enlargements and reductions of geometric figures on squared paper and compare them in terms of shape and size Transformations • Recognize, describe and perform transformations with points on a co-ordinate plane, focusing on: - reflecting a point in the X-axis or Y-axis - translating a point within and across quadrants • Recognize, describe and perform transformations with triangles on a co-ordinate plane, focusing on the co-ordinates of the vertices when: - reflecting a triangle in the X-axis or Y-axis - translating a triangle within and across quadrants - rotating a triangle around the origin Enlargements and reductions • Use proportion to describe the effect of enlargement or reduction on area and perimeter of geometric figures Transformations • Recognize, describe and perform transformations with points, line segments and simple geometric figures on a co-ordinate plane, focusing on: - reflection in the X-axis or Y-axis - translation within and across quadrants - reflection in the line y = x • Identify what the transformation of a point is, if given the co-ordinates of its image Enlargements and reductions • Use proportion to describe the effect of enlargement or reduction on area and perimeter of geometric figures • Investigate the co-ordinates of the vertices of figures that have been enlarged or reduced by a given scale factor MATHEMATICS GRADES 7-9 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 3.5 Construction of geometric figures Measuring angles • Accurately use a protractor to measure and classify angles: - < 90o (acute angles) - Right-angles - > 90o (obtuse angles) - Straight angles - > 180o (reflex angles) Constructions • Accurately construct geometric figures appropriately using a compass, ruler and protractor, including: - angles, to one degree of accuracy - circles - parallel lines - perpendicular lines Constructions • Accurately construct geometric figures appropriately using a compass, ruler and protractor, including: - bisecting lines and angles - perpendicular lines at a given point or from a given point - triangles - quadrilaterals • Construct angles of 30°, 45°, 60° and their multiples without using a protractor Investigating properties of geometric figures • By construction, investigate the angles in a triangle, focusing on: - the sum of the interior angles of triangles - the size of angles in an equilateral triangle - the sides and base angles of an isosceles triangle • By construction, investigate sides and angles in quadrilaterals, focusing on: - the sum of the interior angles of quadrilaterals - the sides and opposite angles of parallelograms Constructions • Accurately construct geometric figures appropriately using a compass, ruler and protractor, including bisecting angles of a triangle • Construct angles of 30°, 45°, 60° and their multiples without using a protractor Investigating properties of geometric figures • By construction, investigate the angles in a triangle, focusing on the relationship between the exterior angle of a triangle and its interior angles • By construction, investigate sides, angles and diagonals in quadrilaterals, focusing on: - the diagonals of rectangles, squares, parallelograms, rhombi and kites - exploring the sum of the interior angles of polygons • By construction, explore the minimum conditions for two triangles to be congruent MATHEMATICS GRADES 7-9 CAPS 31 SPECIFICATION OF CONTENT (PHASE OVERVIEW) MEASUREMENT • Progression in Measurement is achieved by the selection of shapes and objects in each grade for which the formulae for finding area, perimeter, surface area and volume become more complex. • The use of formulae in this phase provides a useful context to practise solving equations. • The introduction of the Theorem of Pythagoras is a way of introducing a formula to calculate the lengths of sides in right-angled triangles. Hence, the Theorem of Pythagoras becomes a useful tool when learners solve geometric problems involving right-angled triangles. • Measurement disappears as a separate topic in the FET phase, and becomes part of the study of Geometry and Trigonometry. TOPICS GRADE 7 GRADE 8 GRADE 9 4.1 Area and perimeter of 2D shapes Area and perimeter • Calculate the perimeter of regular and irregular polygons • Use appropriate formulae to calculate perimeter and area of: - squares - rectangles - triangles Calculations and solving problems • Solve problems involving perimeter and area of polygons • Calculate to at least 1 decimal place • Use and convert between appropriate SI units, including: - mm2 ↔ cm2 - cm2 ↔ m2 Area and perimeter • Use appropriate formulae to calculate perimeter and area of: - squares - rectangles - triangles - circles • Calculate the areas of polygons, to at least 2 decimal places, by decomposing them into rectangles and/or triangles • Use and describe the relationship between the radius, diameter and circumference of a circle in calculations • Use and describe the relationship between the radius and area of a circle in calculations Calculations and solving problems • Solve problems, with or without a calculator, involving perimeter and area of polygons and circles • Calculate to at least 2 decimal places • Use and describe the meaning of the irrational number Pi (π) in calculations involving circles • Use and convert between appropriate SI units, including: mm2 ↔ cm2 ↔ m2 ↔ km2 Area and perimeter • Use appropriate formulae and conversions between SI units, to solve problems and calculate perimeter and area of: - polygons - circles • Investigate how doubling any or all of the dimensions of a 2D figure affects its perimeter and its area MATHEMATICS GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 4.2 Surface area and volume of 3D objects Surface area and volume • Use appropriate formulae to calculate the surface area, volume and capacity of: - cubes - rectangular prisms • Describe the interrelationship between surface area and volume of the objects mentioned above Calculations and solving problems • Solve problems involving surface area, volume and capacity • Use and convert between appropriate SI units, including: - mm2 ↔ cm2 - cm2 ↔ m2 - mm3 ↔ cm3 - cm3 ↔ m3 • Use equivalence between units when solving problems: - 1 cm3 ↔ 1 ml - 1 m3 ↔ 1 kl Surface area and volume • Use appropriate formulae to calculate the surface area, volume and capacity of: - cubes - rectangular prisms - triangular prisms • Describe the interrelationship between surface area and volume of the objects mentioned above Calculations and solving problems • Solve problems, with or without a calculator, involving surface area, volume and capacity • Use and convert between appropriate SI units, including: - mm2 ↔ cm2 ↔ m2 ↔km2 - mm3 ↔ cm3 ↔ m3 - ml(cm3)↔ l↔ kl Surface area and volume • Use appropriate formulae and conversions between SI units to solve problems and calculate the surface area, volume and capacity of: - cubes - rectangular prisms - triangular prisms - cylinders • Investigate how doubling any or all the dimensions of right prisms and cylinders affects their volume 4.3 The Theorem of Pythagoras Develop and use the Theorem of Pythagoras • Investigate the relationship between the lengths of the sides of a right-angled triangle to develop the Theorem of Pythagoras • Determine whether a triangle is a right-angled triangle or not if the length of the three sides of the triangle are known • Use the Theorem of Pythagoras to calculate a missing length in a right-angled triangle, leaving irrational answers in surd form Solve problems using the Theorem of Pythagoras • Use the Theorem of Pythagoras to solve problems involving unknown lengths in geometric figures that contain right-angled triangles MATHEMATICS GRADES 7-9 CAPS 33 SPECIFICATION OF CONTENT (PHASE OVERVIEW) Data Handling • Progression in Data Handling is achieved primarily by: - increasing complexity of data sets and contexts - reading, interpreting and drawing new types of data graphs - becoming more efficient at organizing and summarizing data - becoming more critical and aware of bias and manipulation in representing, analysing and reporting data • Learners should work through at least 1 data cycle for the year – this involves collecting and organizing, representing, analysing, summarizing, interpreting and reporting data. The data cycle provides the opportunity for doing projects. • All of the above aspects of data handling should also be dealt with as discrete activities in order to consolidate concepts and practise skills. For example, learners need to practise summarizing data presented in different forms, and summaries should be used when reporting data. • Data handling contexts should be selected to build awareness of social, economic and environmental issues. • Learners should become sensitized to bias in the collection of data, as well as misrepresentation of data through the use of different scales and different measures of central tendency. • The following resources provide interesting contexts for data comparison and analysis that can be used in this phase: - Census at School – for school based surveys - national surveys from Statistics South Africa (StatsSA) – for household and population surveys. - international surveys from United Nations (UN Data) – for international social, demographic and environmental surveys. Many other websites may be consulted, especially for health and environmental data. TOPICS GRADE 7 GRADE 8 GRADE 9 5.1 Collect, organize and summarize data Collect data • Pose questions relating to social, economic, and environmental issues in own environment • Select appropriate sources for the collection of data (including peers, family, newspapers, books, magazines) • Distinguish between samples and populations and suggest appropriate samples for investigation • Design and use simple questionnaires to answer questions: - with yes/no type responses - with multiple choice responses Collect data • Pose questions relating to social, economic, and environmental issues • Select appropriate sources for the collection of data (including peers, family, newspapers, books, magazines) • Distinguish between samples and populations, and suggest appropriate samples for investigation • Design and use simple questionnaires to answer questions with multiple choice responses Collect data • Pose questions relating to social, economic, and environmental issues • Select and justify appropriate sources for the collection of data • Distinguish between samples and populations, and suggest appropriate samples for investigation • Select and justify appropriate methods for collecting data MATHEMATICS GRADES 7-9 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 5.1 Collect, organize and summarize data Organize and summarize data • Organize (including grouping where appropriate) and record data using - tally marks - tables - stem-and-leaf displays • Group data into intervals • Summarize and distinguishing between ungrouped numerical data by determining: - mean - median - mode • Identify the largest and smallest scores in a data set and determine the difference between them in order to determine the spread of the data (range) Organize and summarize data • Organize (including grouping where appropriate) and record data using - tally marks - tables - stem-and-leaf displays • Group data into intervals • Summarize data using measures of central tendency, including: - mean - median - mode • Summarize data using measures of dispersion, including: - range - extremes Organize and summarize data • Organize numerical data in different ways in order to summarize by determining: - measures of central tendency - measures of dispersion, including extremes and outliers • Organize data according to more than one criteria 5.2 Represent data Represent data • Draw a variety of graphs by hand/technology to display and interpret data (grouped and ungrouped) including: - bar graphs and double bar graphs - histograms with given intervals - pie charts Represent data • Draw a variety of graphs by hand/technology to display and interpret data including: - bar graphs and double bar graphs - histograms with given and own intervals - pie charts - broken-line graphs Represent data • Draw a variety of graphs by hand/technology to display and interpret data including: - bar graphs and double bar graphs - histograms with given and own intervals - pie charts - broken-line graphs - scatter plots MATHEMATICS GRADES 7-9 CAPS 35 TOPICS GRADE 7 GRADE 8 GRADE 9 5.3 Interpret, analyse, and report data Interpret data • Critically read and interpret data represented in: - words - bar graphs - double bar graphs - pie charts - histograms Analyse data • Critically analyse data by answering questions related to: - data categories, including data intervals - data sources and contexts - central tendencies (mean, mode, median) - scales used on graphs Report data • Summarize data in short paragraphs that include - drawing conclusions about the data - making predictions based on the data - identifying sources of error and bias in the data - choosing appropriate summary statistics for the data (mean, median, mode) Interpret data • Critically read and interpret data represented in: - words - bar graphs - double bar graphs - pie charts - histograms - broken-line graphs Analyse data • Critically analyse data by answering questions related to: - data categories, including data intervals - data sources and contexts - central tendencies (mean, mode, median) - scales used on graphs - samples and populations - dispersion of data - error and bias in the data Report data • Summarize data in short paragraphs that include - drawing conclusions about the data - making predictions based on the data - identifying sources of error and bias in the data - choosing appropriate summary statistics for the data (mean, median, mode, range) - the role of extremes in the data Interpret data • Critically read and interpret data represented in a variety of ways • Critically compare two sets of data related to the same issue Analyse data • Critically analyse data by answering questions related to: - data collection methods - summary of data - sources of error and bias in the data Report data • Summarize data in short paragraphs that include - drawing conclusions about the data - making predictions based on the data - making comparisons between two sets of data - identifying sources of error and bias in the data - choosing appropriate summary statistics for the data (mean, median, mode, range) - the role of extremes and outliers in the data MATHEMATICS GRADES 7-9 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TOPICS GRADE 7 GRADE 8 GRADE 9 5.4 Probability Probability • Perform simple experiments where the possible outcomes are equally likely and: - list the possible outcomes based on the conditions of the activity - determine the probability of each possible outcome using the definiton of probability Probability • Consider a simple situation (with equally likely outcomes) that can be described using probability and: - list all the possible outcomes - determine the probability of each possible outcome using the definition of probability - predict with reasons the relative frequency of the possible outcomes for a series of trials based on probability - compare relative frequency with probability and explains possible differences Probability • Consider situations with equally probable outcomes, and: - determine probabilities for compound events using two-way tables and tree diagrams - determine the probabilities for outcomes of events and predict their relative frequency in simple experiments - compare relative frequency with probability and explains possible differences MATHEMATICS GRADES 7-9 CAPS 37 Section 3: Content Clarification 3.1 Introduction • In this chapter, content clarification includes: - teaching guidelines - suggested sequencing of topics per term - suggested pacing of topics over the year. • Each Content Area has been broken down into topics. The sequencing of topics within terms gives an idea of how content areas can be spread and re-visited throughout the year. • Teachers may choose to sequence and pace the contents differently from the recommendations in this section. However, cognisance should be taken of the relative weighting and notional hours of the Content Areas for this phase. 3.2 Allocation of teaching time Time has been allocated in the following way: • 10 weeks per term, with 4,5 hours for Mathematics per week (10 x 4 x 4,5 hours = 180 hours per year) • Between 6 and 12 hours have been allocated for revision and assessment per term • Therefore, 150 hours of teaching have been distributed across the Content Areas • The distribution of time per topic, has taken account of the weighting for the Content Area as specified for the Senior Phase in Section 2. • The weighting of Content Areas represents notional hours; therefore, the recommended distribution of hours may vary slightly across grades. MATHEMATICS GRADES 7-9 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.3 Clarification notes with teaching guidelines The tables below provide the teacher with: • content areas and topics per grade per term; • concepts and skills per term; • clarification notes with teaching guidelines; and • the duration of time allocated per topic in hours. Time allocation per Topic: Grade 7 TERM 1 TERM 2 TERM 3 TERM 4 Topic Time Topic Time Topic Time Topic Time Whole numbers 9 hours Common fractions 9 hours Numeric and geometric patterns 6 hours Integers 9 hours Exponents 9 hours Decimal fractions 9 hours Functions and relationships 3 hours Numeric and geometric patterns 3 hours Construction of Geometric figures 10 hours Functions and relationships 3 hours Algebraic expressions 3 hours Functions and relationships 3 hours Geometry of 2D shapes 10 hours Area and perimeter of 2D shapes 7 hours Algebraic equations 3 hours Algebraic expressions 3 hours Geometry of straight lines 2 hours Surface area and Volume of 3D objects 8 hours Graphs 6 hours Algebraic equations 4 hours Transformation geometry 9 hours Collect, organize and summarize data 4 hours Geometry of 3D objects 9 hours Represent data 3 hours Interpret, analyse and report data 3,5 hours Probability 4,5 hours Revision/ assessment 5 hours Revision/ assessment 9 hours Revision/ assessment 6 hours Revision/ assessment 8hours TOTAL: 45 hours TOTAL: 45 hours TOTAL: 45 hours TOTAL: 45 hours MATHEMATICS GRADES 7-9 CAPS 39 3.3.1 Clarification of content for Grade 7 TERM 1 – Grade 7 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.1 Whole numbers Mental calculations Revise the following done in Grade 6: • Multiplication of whole numbers to at least 12 x 12 • Multiplication facts for: - Units and tens by multiples of ten - Units and tens by multiples of 100 - Units and tens by multiples of 1 000 - Units and tens by multiples of 10 000 • Inverse operation between multiplication and division What is different to Grade 6? • Prime factors of 3-digit numbers • LCM and HCF • More complex financial contexts for solving problems In Grade 7 learners consolidate number knowledge and calculation techniques for whole numbers, developed in the Intermediate Phase. Mental calculations Mental calculations should be used to practice concepts and skills developed through the main lesson, sometimes with smaller number ranges. Learners should not be asked to do random calculations each day. Rather, mental calculations should be used as an opportunity to consolidate four aspects of learners’ number knowledge: • number facts (number bonds and times tables) • calculation techniques ( doubling and halving, using multiplication to do division, multiplying and dividing by 10, 100, 1 000 • multiplying by multiples of 10, 100, 1 000, • building up and breaking down numbers, rounding off and compensating etc) • number concept (counting, ordering and comparing, place value, odd and even numbers, multiples and factors) • properties of numbers (identity elements for addition and multiplication; • commutative and associative property for addition and multiplication; • inverse operation for multiplication and division; inverse operation for addition and subtraction) 9 hours MATHEMATICS GRADES 7-9 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.1 Whole numbers Ordering and comparing whole numbers Revise the following done in Grade 6: • Order, compare and represent numbers to at least 9-digit numbers • Recognise and represent prime numbers to at least 100 • Rounding off numbers to the nearest 5, 10, 100 or 1 000 Properties of whole numbers Revise the following done in Grade 6: • Recognise and use the commutative; associative; distributive properties with whole numbers • Recognise and use 0 in terms of its additive property (identity element for addition) • Recognise and use 1 in terms of its multiplicative property (identity element for multiplication) Ordering and comparing numbers Learners should be given a range of exercises such as: • Arrange given numbers from the smallest to the biggest: or biggest to smallest • Fill in missing numbers in - a sequence - on a number grid - on a number line e.g. which whole number is halfway between 471 340 and 471 350. • Fill in <, = or > Examples: a) 247 889 * 247 898 b) 784 109 * 785 190 Properties of whole numbers • Revising the properties of whole numbers should be the starting point for work with whole numbers. The properties of numbers should provide the motivation for why and how operations with numbers work. • When learners are introduced to new numbers, such as integers for example, they can again explore how the properties of numbers work for the new set of numbers. • Learners also have to apply the properties of numbers in algebra, when they work with variables in place of numbers. • Learners should know and be able to use the following properties: - The commutative property of addition and multiplication: ♦ a + b = b + a ♦ a x b = b x a - The associative (grouping) property of addition and multiplication: ♦ (a + b) + c = a + (b + a) ♦ (a x b) x c = a x (b x c) - The distributive property of multiplication over addition and subtraction: ♦ a(b + c) = (a x b) + (a x c) ♦ a(b – c) = (a x b) – (a x c) MATHEMATICS GRADES 7-9 CAPS 41 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.1 Whole numbers Calculations with whole numbers • Revise the following done in Grade 6, without use of calculators: - Addition and subtraction of whole numbers to at least 6 –digit numbers - Multiplication of at least whole 4-digit by 2-digit numbers - Division of at least whole 4-digit by 2-digit numbers • Perform calculations using all four operations on whole numbers, estimating and using calculators where appropriate Calculation techniques • Use a range of techniques to perform and check written and mental calculations of whole numbers including: - estimation - adding, subtracting and multiplying in columns - Addition and subtraction as inverse operations - Multiplication and division as inverse operations - 0 is the identity element for addition: t + 0 = t - 1 is the identity element for multiplication: t x 1 = t Illustrating the properties with whole numbers a) 33 + 99 = 99 + 33 = 132 b) 51 + (19 + 46) = (51 + 19) + 46 = 116 c) 4(12 + 9) = (4 x 12) + (4 x 9) = 48 + 36 = 84 d) (9 x 64) + (9 x 36) = 9 x (64 + 36) = 9 x 100 = 900 e) If 33 + 99 = 132, then 132 – 99 = 33 and 132 – 33 = 99 f) If 20 x 5 = 110, then 110 ÷ 20 = 5 and 110 ÷ 5 = 20 Calculations with whole numbers • Learners should do context free calculations and solve problems in contexts • Learners should become more confident in and more independent at mathematics, if they have techniques - to check their solutions themselves, e.g. using inverse operations; using calculators - to judge the reasonableness of their solutions e.g. estimate by rounding off; estimate by doubling or halving; • Adding, subtracting and multiplying in columns, and long division, should only be used to practice number facts and calculation techniques, and hence should be done with familiar and smaller number ranges. For big and unwieldy calculations, learners should be encouraged to use a calculator. Multiples and factors • Practice with finding multiples and factors of whole numbers are especially important when learners do calculations with fractions. They use this knowledge to find the LCM when one denominator is a multiple of another, and also when they simplify fractions or have to find equivalent fractions. • Factorising whole numbers lays the foundation for factorisation of algebraic expressions. • Using the definition of prime numbers, emphasise that 1 is not classified as a prime number MATHEMATICS GRADES 7-9 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.1 Whole numbers - long division - rounding off and compensating - using a calculator Multiples and factors • Revise the following done in Grade 6: - Multiples of 2-digit and 3-digit whole numbers - Factors of 2-digit and 3-digit whole numbers - Prime factors of numbers to at least 100 • List prime factors of numbers to at least 3-digit whole numbers • Find the LCM and HCF of numbers to at least 3-digit whole numbers, by inspection or factorisation Solving problems • Solve problems involving whole numbers, including: - Comparing two or more quantities of the same kind (ratio) - Comparing two quantities of different kinds (rate) - Sharing in a given ratio where the whole is given • Solve problems that involve whole numbers, percentages and decimal fractions in financial contexts such as: - Profit, loss and discount - Budgets - Accounts - Loans - Simple interest Examples a) The multiples of 6 are 6, 12, 18, 24,... or M6 = {6; 12; 18; 24;...} b) LCM of 6 and 18 is 18 LCM of 6 and 7 is 42 c) The factors of 24 are 1, 2, 3, 4, 6, 12 and 24 by inspection and, the prime factors of 24 are 2 and 3 d) The factors of 140 are 1, 2, 5, 7, 10, 14, 28, 35, 70 and 140 e) Determine the HCF of 120; 300 and 900 Learners do this by finding the prime factors of the numbers first. 120 = 5 x 3 x 23. Initially learners may write this as: 5 x 3 x 2 x 2 x 2 300 = 52 x 3 x 22 900 = 52 x 32 x 23 HCF = 5 x 3 x 22 = 60 (Multiply the common prime factors of the three numbers) Solving problems • Solving problems in contexts should take account of the number ranges learners are familiar with. • Contexts involving ratio and rate, should include speed, distance and time problems. • In financial contexts, learners are not expected to use formulae for calculating simple interest. MATHEMATICS GRADES 7-9 CAPS 43 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.2 Exponents Mental calculations • Determine squares to at least 122 and their square roots • Determine cubes to at least 63 and their cube roots Comparing and representing numbers in exponential form • Compare and represent whole numbers in exponential form: ab = a x a x a x... for b number of factors What is different to Grade 6? • Although learners may have encountered square numbers in Grade 6, they were not expected to write these numbers in exponential form. Comparing and representing numbers in exponential form • Learners need to understand that in the exponential form ab , the number is read as ‘a to the power b’, where a is called the base and b is called the exponent or index. indicates the number of factors that are multiplied. Example: a) a3 = a x a x a; b) a5 = a x a x a x a x a • Learners can represent any number in exponential form, without needing to compute the value. Example: 50 x 50 x 50 x 50 x 50 x 50 x 50 = 507 • Make sure learners understand that square roots and cube roots are the inverse operations of squaring and cubing numbers. Examples: 32 = 9 therefore 9 √ = 3 • Make sure learners understand that any number raised to the power 1 is equal to the number. Example m1 = m • At this point, learners do not need to know the rule for raising a number to the power 0. This will only be introduced in Grade 8 when they use other laws of exponents in calculations. • To avoid common misconceptions, emphasize the following with examples: - 122 = 12 x 12 and not 12 x 2 - 13 means 1 x 1 x 1 and not 1 x 3 - 1001 = 100 - 81 √ = 9 because 92 = 81 - 3 27 √ = 3 because 33 = 27 - The square of 9 = 81, whereas the square root of 9 = 3 • Learners should use their knowledge of representing numbers in exponential form when simplifying and expanding algebraic expressions and solving algebraic equations. 9 hours MATHEMATICS GRADES 7-9 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.2 Exponents Calculations using numbers in exponential form • Recognize and use the appropriate laws of operations with numbers involving exponents and square and cube roots • Perform calculations involving all four operations using numbers in exponential form, limited to exponents up to 5, and square and cube roots Solving problems • Solve problems in contexts involving numbers in exponential form Calculations using numbers in exponential form • Knowing the rules of operations for calculations involving exponents, is important. Example: a) (7 – 4)3 = 33 and NOT 73 – 43 b) 16 + 9 √ = 25 √ , and NOT 16 √ + 9 √ MATHEMATICS GRADES 7-9 CAPS 45 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Shape and Space (Geometry) 3.5 Construction of geometric figures Measuring angles • Accurately use a protractor to measure and classify angles: - < 90o (acute angles) - Right-angles - > 90o (obtuse angles) - Straight angles - > 180o (reflex angles) Constructions • Accurately construct geometric figures appropriately using compass, ruler and protractor, including: - angles, to one degree of accuracy - circles - parallel lines - perpendicular lines What is different to Grade 6? • Measure angles with a protractor • Geometric constructions using a compass, ruler and protractor Measuring angles • Learners have to be shown how to place the protractor on the arm of the angle to be measured. • Learners also have to learn how to read the size of angles on a protractor. Constructions • Constructions provide a useful context to explore or consolidate knowledge of angles and shapes. • Learners have to be shown how to use a compass to draw circles, although they might have done this in Grade 6. • Learners should be aware that the centre of the circle is at the fixed point of the compass and the radius of the circle is dependent on how wide the compass is opened up. • Make sure learners understand that arcs are parts of the circles of a particular radius. • Initially, learners have to be given careful instructions about how to do the constructions of the various shapes • Once they are comfortable with the apparatus and can do the constructions, they can practise by drawing patterns, for example of circles or parallel lines. 10 hours MATHEMATICS GRADES 7-9 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Shape and Space (Geometry) 3.1 Geometry of 2D shapes Classifying 2D shapes • Describe, sort, name and compare triangles according to their sides and angles, focusing on: - equilateral triangles - isosceles triangles - right-angled triangles • Describe, sort, name and compare quadrilaterals in terms of: - length of sides - parallel and perpendicular sides - size of angles (right-angles or not) • Describe and name parts of a circle What is different to Grade 6? • Distinguishing and naming triangles in terms of their sides and angles • Distinguishing quadrilaterals in terms of parallel and perpendicular sides • Distinguishing similar and congruent figures • Using known properties of shapes to solve geometric problems Triangles • Learners should be able to distinguish between an equilateral triangle (all the sides are equal), an isosceles triangle (at least two equal sides) and a right￾angled triangle (one right-angle). Quadrilaterals • Learners should be able to sort and group quadrilaterals in the following ways: - all sides equal (square and rhombus) - opposite sides equal (rectangle, parallelogram, square, rhombus) - at least one pair of adjacent sides equal (square, rhombus, kite) - all four angles right angles (square, rectangle) - perpendicular sides (square, rectangle) - two pairs of opposite sides parallel (rectangle, square, parallelogram) - only one pair of opposite sides parallel (trapezium) Circles • Parts of a circle learners should know: - radius - circumference - diameter - chord - segments - sectors 10 hours MATHEMATICS GRADES 7-9 CAPS 47 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Shape and Space (Geometry) 3.1 Geometry of 2D shapes Similar and congruent 2D shapes • Recognize and describe similar and congruent figures by comparing: - shape - size Solving problems • Solve simple geometric problems involving unknown sides and angles in triangles and quadrilaterals, using known properties. Similarity and congruency • Similarity and congruency can be explored with any 2D figures. • Learners should recognize that two or more figures are congruent if they are equal in all respects i.e. angles and sides are equal. • Learners should recognize that two or more figures are similar if they have the same shape, but differ in size i.e. angles are the same, but sides are proportionally longer or shorter. Similar figures are further explored when doing enlargements and reductions. Refer to “Clarification Notes” under 3.4 Transformation Geometry. Solving problems • At this stage learners can solve simple geometric problems to find unknown sides in equilateral and isosceles triangles, and unknown sides and angles in quadrilaterals. • Learners should give reasons for their solutions. Examples a) If ∆ABC is an equilateral triangle, and side AB is 3 cm, what is the length of BC? Here learners should answer: BC = 3 cm, because the sides of an equilateral triangle are equal. b) If ABCD is a kite, and AB = 2,5 cm and BC = 4,5 cm, what is the length of AD and DC? Learners should use the property for kites, that adjacent pairs of sides are equal, to find the unknown sides. 3.3 Geometry of straight lines Define: • Line segment • Ray • Straight line • Parallel lines • Perpendicular lines • Line segment is a set of points with a definite starting-point and an end-point. • Ray is a set of points with a definite starting-point and no definite end-point. • Line is a set of points with no definite starting-point and end-point. • If two lines on the same plane are a constant distance apart, then the lines are parallel. Example: > E F > G H This is written as EF║GH • If vertical line AO meets or intersects with horizontal line BC at right angle, then AO is perpendicular to BC. Example: A O C B This is written as AO┴BC 2 hours MATHEMATICS GRADES 7-9 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) REVISION/ASSESSMENT: At this stage learners should have been assessed on: • calculating and solving problems using whole numbers • working with numbers in exponential form • constructing geometric objects • geometry of 2D shapes 5 hours MATHEMATICS GRADES 7-9 CAPS 49 GRADE 7 – TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.4 Common fractions Ordering, comparing and simplifying fractions • Revise the following done in Grade 6: - Compare and order common fractions, including specifically tenths and hundredths • Extend to thousandths Calculations using fractions • Revise the following done in Grade 6: - addition and subtraction of common fractions, including mixed numbers, limited to fractions with the same denominator or where one denominator is a multiple of another - finding fractions of whole numbers • Extend addition and subtraction to fractions where one denominator is not a multiple of the other • Multiplication of common fractions, including mixed numbers, not limited to fractions where one denominator is a multiple of another Calculation techniques • Convert mixed numbers to common fractions in order to perform calculations with them • Use knowledge of multiples and factors to write fractions in the simplest form before or after calculations • Use knowledge of equivalent fractions to add and subtract common fractions What is different to Grade 6? • Compare and order thousandths • Multiplication of common fractions • Percentage of part of a whole • Percentage increase or decrease In Grade 7 learners also consolidate number knowledge and calculation tech￾niques for common fractions, developed in the Intermediate Phase. Calculations with fractions • Learners should do context free calculations and solve problems in contexts. • It is not expected that learners know rules for simplifying fractions or for converting between mixed numbers and fraction forms. Learners should know from working with equivalence, when a fraction is equal to or greater than 1. • LCMs have to be found when adding and subtracting fractions of different denominators. Here learners use knowledge of common multiples to find the LCM i.e. what number can both denominators be divided into. • To simplify fractions, learners use knowledge of common factors i.e. what can divide equally into the numerator and denominator of a fraction. Emphasize that when simplifying, the fractions must remain equivalent. Example 3 4 x 2 5 = 4 20 = 3 10 or 3 4 x 2 5 = 3 10 • Learners should recognize that finding a ‘fraction of a whole number’ or ‘finding a fraction of a fraction’ means multiplying the fraction and the whole number or the fraction with the fraction. • When learners find fractions of whole numbers, the examples can be chosen to result either in whole numbers or fractions or both. • Learners should also use the convention of writing the whole number as a fraction over when multiplying. 9 hours MATHEMATICS GRADES 7-9 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.4 Common fractions Solving problems • Solve problems in contexts involving common fractions and mixed numbers, including grouping, sharing and finding fractions of whole numbers Percentages • Revise the following done in Grade 6: - percentages of whole numbers • Calculate the percentage of part of a whole • Calculate percentage increase or decrease of whole numbers • Solve problems in contexts involving percentages Equivalent forms Revise the following done in Grade 6: • Recognize and use equivalent forms of common fractions with 1-digit or 2-digit denominators (fractions where one denominator is a multiple of the other) • Recognize equivalence between common fraction and decimal fraction forms of the same number • Recognize equivalence between common fraction, decimal fraction and percentage forms of the same number Examples a)Calculate 4 5 of 20 Answer: 4 5 of 20 = 45 x 201 = 4 1 x 4 1 = 16 OR 45 of 20 = 45 x 201 = 805 = 16 b)Calculate 2 3 of 5 6 Answer 2 3 of 5 6 = 2 3 x 5 6 = 1 3 x 5 3 = 5 9 OR 2 3 of 5 6 = 2 3 x 5 6 = 1 3 x 1018 = 5 9 Calculation using percentages • Learners should do context free calculations and solve problems in contexts. • When doing calculations using percentages, learners have to use the equivalent common fraction form, which is a fraction with denominator 100. Learners should become familiar with the equivalent fraction and decimal forms of common percentages like a) 25% or 1 4 or 0,25; b) 50% or 1 2 or 0,5; c) 60% or 3 5 or 0,6. • To calculate percentage of part of a whole, or percentage increase or decrease, learners have to learn the strategy of multiplying by 1001 . It is useful for learners to learn to use calculators for some of these calculations where the fractions are not easily simplified. • When using calculators, learners can also use the equivalent decimal fraction form for percentages to do the calculations. Examples: a) Calculate 60% of R105 Amount = 3 5 X R105 = R63 b) What percentage is 40c of R3,20? Percentage = 40 320 x 100 1 = 100 8 = 12,5% 9 hours MATHEMATICS GRADES 7-9 CAPS 51 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) c) Calculate the percentage increase if the price of a bus ticket of R60 is increased to R84. Amount increased = R24. Therefore percentage increase = 24 60 x 100 1 = 40% d) Calculate the percentage decrease if the price of petrol goes down from 20 cents a litre to 18 cents a litre. Amount decreased = 2 cents. Therefore percentage decrease = 2 20 x 100 1 = 10% Numbers, Operations and Relationships 1.5 Decimal fractions Ordering and comparing decimal fractions • Revise the following done in Grade 6: - count forwards and backwards in decimal fractions to at least two decimal places - compare and order decimal fractions to at least two decimal places - place value of digits to at least two decimal places - rounding off decimal fractions to at least 1 decimal place • Extend all of the above to decimal fractions of at least three decimal places and rounding off to at least 2 decimal places What is different to Grade 6? • Decimal fractions to at least decimal places • Rounding off to at least decimal places • Multiply and divide decimal fractions by whole numbers • Multiply decimal fractions by decimal fractions In Grade 7 learners consolidate number knowledge and calculation techniques for decimal fractions, developed in the Intermediate Phase. Ordering, counting and comparing decimal fractions • Counting should not only be thought of as verbal counting. Learners can count in decimal intervals using: - structured, semi-structured or empty number lines - chain diagrams for counting • Learners should be given a range of exercises such as: - arrange given numbers from the smallest to the biggest: or biggest to smallest - fill in missing numbers in ♦ a sequence ♦ on a number grid ♦ on a number line ♦ fill in <, = or > Example: 0,4 * 0.04 • Counting exercises in chain diagrams can be checked using calculators and learners can explain any differences between their answers and those shown by the calculator. 9 hours MATHEMATICS GRADES 7-9 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.5 Decimal fractions Calculations using decimal fractions • Revise the following done in Grade 6: - addition and subtraction of decimal fractions of at least two decimal places - multiplication of decimal fractions by 10 and 100 • Extend addition and subtraction to decimal fractions of at least three decimal places • Multiply decimal fractions to include: - decimal fractions to at least 3 decimal places by whole numbers - decimal fractions to at least 2 decimal places by decimal fractions to at least 1 decimal place • Divide decimal fractions to include decimal fractions to at least 3 decimal places by whole numbers Calculation techniques • Use knowledge of place value to estimate the number of decimal places in the result before performing calculations • Use rounding off and a calculator to check results where appropriate Solving problems • Solve problems in context involving decimal fractions Calculating with decimal fractions • Learners should do context free calculations and solve problems in contexts. • Learners should estimate their answers before calculating, especially with multiplication by decimal fractions. They should be able to judge the reasonableness of answers relating to how many decimal places and also check their own answers. • Multiplication by decimal fractions should start with familiar numbers that learners can calculate by inspection, so that learners get a sense of how decimal places are affected by multiplication. Examples: a) 3 x 2 = 6 0,3 x 2 = 0,6 0,3 x 0,2 = 0,06 0,3 x 0,02 = 0,006 0,03 x 0,002 = 0,0006 etc b) 15 x 3 = 45 1,5 x 3 = 4,5 0,15 x 3 = 0,45 0,15 x 0,3 = 0,045 0,015 x 0,3 = 0,0045 etc Equivalence between common fractions and decimal fractions • Learners are not expected to be able to convert any common fraction into its decimal form, merely to see the relationship between tenths, hundredths and thousandths in their decimal forms. • Learners should start by rewriting and converting tenths, hundredths and thousandths in common fraction form to decimal fractions. Where denominators of other fractions are factors of 10 e.g. 2,5 or factors of 100 e.g 2, 4, 20, 25 learners can convert these to hundredths using what they know about equivalence. • It is useful to use calculators to help learners convert between common fractions and decimal fractions (here learners will use what they know about the relationship between fractions and division). MATHEMATICS GRADES 7-9 CAPS 53 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.5 Decimal fractions Equivalent forms • Revise the following done in Grade 6: - recognize equivalence between common fraction and decimal fraction forms of the same number - Recognize equivalence between common fraction, decimal fraction and percentage forms of the same number - Dividing whole numbers by 10, 100, 1 000, etc. can help to build learners’ understanding of place value with decimals. This is also useful to do on the calculator – learners can discuss the patterns they see when dividing. - Similarly calculators can be useful tools for learners to learn about patterns when multiplying decimals by 10, 100 or,1 000 etc. Patterns, functions and algebra 2.2 Functions and relationships Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by number sentences What is different to the Intermediate Phase? • Finding input or output values using given formulae • The rules and number patterns for which learners have to find input or output values are extended to include patterns with integers, square numbers and cubic numbers Finding input and output values in flow diagrams, tables and formulae should be done more than just once a year. It can be done after number work, to practise properties and operations with numbers and after measurement or geometry to practise solving problems using formulae. In Term 2 the focus of Functions and Relationships is on practising operations with whole numbers as well as common fractions or decimal fractions as input values, or including common fractions and decimal fractions in the rules for finding output values. In Term 3 the focus of Functions and Relationships is on using formulae and in Term 4, the focus is on practising addition and subtraction of integers. • In this phase, it is useful to begin to specify whether the input values are natural numbers, or integers or rational numbers. Hence, to find output values, learners should be given the rule/formula as well as the input values. Flow diagrams are representations of functional relationships. Hence, when using flow diagrams, the correspondence between input and output values should be clear in its representational form i.e. the first input produces the first output, the second input produces the second output, etc. 3 hours MATHEMATICS GRADES 7-9 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.2 Functions and relationships Examples a) Use the given rule to calculate the values of t for each value of p, where p is a natural number. t = p x 3 + 1 In this kind of flow diagram, learners can also be asked to find the value of p for a given value t. b) Find the rule for calculating the output value for every given input value in the flow diagram below. 8 24 40 56 72 1 In flow diagrams such as these, more than one rule might be possible to describe the relationship between input and output values. The rules are acceptable if they match the given input values to the corresponding output values. c) If the rule for finding y in the table below is: y = 3x – 1, find y for the given x values: x 0 1 2 5 10 50 100 y MATHEMATICS GRADES 7-9 CAPS 55 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.2 Functions and relationships d) Describe the relationship between the numbers in the top row and bottom row in the table. Then write down the value of m and n. x 1 2 3 4 12 n y 5 6 7 8 m 34 In tables such as these, more than one rule might be possible to describe the relationship between x and y values. The rules are acceptable if they match the given input values to the corresponding output values. For example, the rule y = x + 4 describes the relationship between the given x and y values in the table. To find m and n, you have to substitute the corresponding values for x or y into this rule and solve the equation by inspection. Measurement 4.1 Area and perimeter of 2D shapes Area and perimeter • Calculate the perimeter of regular and irregular polygons • Use appropriate formulae to calculate perimeter and area of: - squares - rectangles - triangles Calculations and solving problems • Solve problems involving perimeter and area of polygons • Calculate to at least 1 decimal place • Use and convert between appropriate SI units, including: - mm2 ↔ cm2 - cm2 ↔ m2 What is different to Grade 6? • In Grade 6 learners did not have to use formulae to calculate area and perimeter. • Formulae learners should know and use are: - perimeter of a square = 4s - perimeter of a rectangle = 2(l + b) or 2l + 2b - area of a square = l2 - area of a rectangle = l x b - area of a triangle = 1 2 (b x h) Solving equations using formulae • The use of formulae provides a context to practise solving equations by inspection. Example 1. If the perimeter of a square is 32 cm what is the length of each side? Learners should write this as: 4s = 32 and solve by inspection by asking: 4 times what will be 32? 2. If the area of a rectangle is 200 cm2, and its length is 50 cm what is its width? Learners should write this as: 50 x b = 20 and solve by inspection by asking: 50 times what will be 200? 7 hours MATHEMATICS GRADES 7-9 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Measurement 4.1 Area and perimeter of 2D shapes Examples of calculations for area and perimeter Calculate: a) Perimeter of a rectangle which is 24 cm long and 18 cm wide. b) Perimeter of a regular octagon if the length of each side is 17 cm. c) Area of ∆abc if bc = 12 cm and its height AT = 9 cm d) Perimeter of a square if its area is 225 cm2 For areas of triangles: • Make sure learners know that the height of a triangle is a line segment drawn from any vertex perpendicular to the opposite side. Example: aD is the height onto base bc of ∆abc. A D B C A D B C • Point out that every triangle has 3 bases, each with a related height or altitude. • For conversions, note: - if 1 cm = 10 mm then 1 cm2 = 100 mm2 - if 1 m = 100 cm then 1 m2 = 10 000 cm2 Examples of solving problems involving perimeter and area. a) Calculate the area of the shaded part in the diagram if ABCD is a rectangle, ab = 18,6 cm, DC = 2TC and BC = 8 cm b) The area of the floor of the dining room is 18,4 cm2. How many square tiles with sides of 20 cm are needed to tile the floor? c) The length of the side of a square is doubled. Will the area of the enlarged square be double or four times that of the original square? MATHEMATICS GRADES 7-9 CAPS 57 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Measurement 4.1 Area and perimeter of 2D shapes Examples of calculations for area and perimeter Calculate: a) Perimeter of a rectangle which is 24 cm long and 18 cm wide. b) Perimeter of a regular octagon if the length of each side is 17 cm. c) Area of ∆abc if bc = 12 cm and its height AT = 9 cm d) Perimeter of a square if its area is 225 cm2 For areas of triangles: • Make sure learners know that the height of a triangle is a line segment drawn from any vertex perpendicular to the opposite side. Example: aD is the height onto base bc of ∆abc. A D B C A D B C • Point out that every triangle has 3 bases, each with a related height or altitude. • For conversions, note: - if 1 cm = 10 mm then 1 cm2 = 100 mm2 - if 1 m = 100 cm then 1 m2 = 10 000 cm2 Examples of solving problems involving perimeter and area. a) Calculate the area of the shaded part in the diagram if ABCD is a rectangle, ab = 18,6 cm, DC = 2TC and BC = 8 cm b) The area of the floor of the dining room is 18,4 cm2. How many square tiles with sides of 20 cm are needed to tile the floor? c) The length of the side of a square is doubled. Will the area of the enlarged square be double or four times that of the original square? CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Measurement 4.2 Surface area and volume of 3D objects Surface area and volume • Use appropriate formulae to calculate the surface area, volume and capacity of: - cubes - rectangular prisms • Describe the interrelationship between surface area and volume of the objects mentioned above Calculations and solving problems • Solve problems involving surface area, volume and capacity • Use and convert between appropriate SI units, including: - mm2 ↔ cm2 - cm2 ↔ m2 - mm3 ↔ cm3 - cm3 ↔ m3 • Use equivalence between units when solving problems: - 1cm3 ↔ 1 ml - 1 m3 ↔ 1 kl What is different to Grade 6? • In Grade 6 learners did not have to use formulae to calculate surface area and volume. • Formulae learners should know and use: - the volume of a prism = the area of the base x the height - the surface area of a prism = the sum of the area of all its faces - the volume of a cube = l3 - the volume of a rectangular prism = l x b x h • For conversions, note: - if 1 cm = 10 cm then 1 cm3 = 1 000 mm3 and - if 1 m = 10 cm then 1 m3 = 1 000 000 mm3 or 1 000 000 or 106 cm3. - an object with a volume of 1 cm3 will displace exactly 1 ml of water; and - an object with a volume of 1 m3 will displace exactly 1 kl of water. • Emphasize that the amount of space inside a prism is called its capacity; and the amount of space occupied by a prism is called its volume. • Investigate the nets of cubes and rectangular prisms in order to deduce formulae for calculating their surface areas. 8 hours REVISION/ASSESSMENT: At this stage learners should be assessed on: • calculating and solving problems with common fractions and decimal fractions • using formulae to find area and perimeter of 2D shapes • using formulae to find volume and surface area of 3D objects 9 hours MATHEMATICS GRADES 7-9 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 – TERM 3 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns Investigate and extend patterns • Investigate and extend numeric and geometric patterns looking for relationships between numbers, including patterns: - represented in physical or diagram form - not limited to sequences involving a constant difference or ratio - of learner’s own creation - represented in tables • Describe and justify the general rules for observed relationships between numbers in own words What is different to the Intermediate Phase? • In the Senior Phase the emphasis is less on merely extending a pattern, and more on describing a general rule for the pattern or sequence and being able to predict unknown terms in a sequence using a general rule. • Investigating number patterns is an opportunity to generalize – to give general algebraic descriptions of the relationship between terms and its position in a sequence and to justify solutions. • The range of number patterns are extended to include patterns integers, square numbers and cubic numbers • As learners become used to describing patterns in their own words, their descriptions should become more precise and efficient with the use of algebraic language to describe general rules of patterns. • It is useful also to introduce the language of ‘term in a sequence’ in order to distinguish the term from the position of a term in a sequence Numeric and geometric patterns are done again in Term 4, where patterns can include integers. In this term patterns should be restricted to using whole numbers, numbers in exponential form, common fractions and decimal fractions. Kinds of numeric patterns • Provide a sequence of numbers, learners have to identify a pattern or relationship between consecutive terms in order to extend the pattern. Examples Give a rule to describe the relationship between the numbers in the sequences below. Use this rule to give the next three numbers in the sequence: a) 3; 7; 11; 15;... ... b) 120; 115; 110; 105;... ... Here learners could identify the constant difference between consecutive terms in order to extend the pattern. These patterns can be described in learners’ own words as (a) ‘adding 4’ or ‘counting in 4s’ or ‘add 4s to the previous number in the pattern’ (b) ‘subtracting 5’ or ‘counting down in 5s’, or ‘subtract 5 from the previous number in the pattern’. c) 2; 4; 8; 16;... ... Here learners could identify the constant ratio between consecutive terms. This pattern can be described in learners’ own words as ‘multiply the previous number by 2’. 6 hours MATHEMATICS GRADES 7-9 CAPS 59 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns d) 1; 2; 4; 7; 11; 16;... ... This pattern has neither a constant difference nor constant ratio. This pattern can be described in learners’ own words as ‘increase the difference between consecutive terms by 1 each time’ or ‘add 1 more than was added to get the previous term’. Using this rule, the next 3 terms will be 22, 29, 37. • Provide a sequence of numbers, learners have to identify a pattern or relationship between the term and its position in the sequence. This enables learners to predict a term in a sequence based on the position of that term in the sequence. It is useful for learners to represent these sequences in tables so that they can consider the position of the term. Examples: a) Provide a rule to describe the relationship between the numbers in this sequence:1; 4; 9; 16;... ... Use the rule to find the 10th term in this sequence. Firstly, learners have to understand that the ‘10th term’ refers to position 10 in the number sequence. They have to find a rule in order to determine the 10th term, rather than continuing the sequence to the tenth term. This sequence can be represented in the following table: Position in sequence 1 2 3 4 10 Term 1 4 9 16 ? Learners should recognize that each term in the bottom row is obtained by squaring the position number in the top row. Thus the 10th term will be '10 squared' or 102, which is 100. Using the same rule, learners can also be asked what term number or position will 625 be? If the term is obtained by squaring the position number of the term, then the position number can be obtained by finding the square root of the term. Hence, 625 will be the 25th term in the sequence since 625 √ = 25 MATHEMATICS GRADES 7-9 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) b) Provide a rule to describe the relationship between the numbers in this sequence: 4; 7; 10; 13; …... Use the rule to find the 20th term in the sequence. If learners consider only the relationship between consecutive terms, then they can continue the pattern (‘add 3 to previous number’) to the 20th term to find the answer. However, if they look for a relationship or rule between the term and the position of the term, they can predict the answer without continuing the pattern. Using number sentences can be useful to find the rule: 1st term: 4 = 3 (1) + 1 2nd term: 7 = 3 (2) + 1 3rd term: 10 = 3 (3) + 1 4th term: 13 = 3 (4) + 1 The number in the brackets corresponds to the position of the term. Hence, the 20th term will be: 3 (20) + 1 = 61 The rule in learners’ own words can be written as ‘3 x the position of the term + 1 • These types of numeric patterns develop an understanding of functional relationships, in which you have a dependent variable (position of the term) and independent variable (the term itself), and where you have a unique output for any given input value. Kinds of geometric patterns • Geometric patterns are number patterns represented diagrammatically. The diagrammatic representation reveals the structure of the number pattern. • Hence, representing the number patterns in tables, makes it easier for learners to describe the general rule for the pattern. Example Consider this pattern for building hexagons with matchsticks. How many matchsticks will be used to build the 10th hexagon? The rule for the pattern is contained in the structure (construction) of the successive hexagonal shapes: (1) add 1 on matchstick per side (2) there are 6 sides, so (3) add on 6 matchsticks per hexagon as you proceed from a given hexagon to the next one. MATHEMATICS GRADES 7-9 CAPS 61 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns For the 2nd hexagon, you have 2 x 6 matches; for the 3rd hexagon you have 3 x 6 matches; Using this pattern for building hexagons, the 10th hexagon will have 10 x 6 matches. Learners can also use a table to record the number of matches used for each hexagon. This way they can look at the number pattern related to the number of matches used for each new hexagon. Position of hexagon in pattern 1 2 3 4 5 6 10 Number of matches 6 12 18 Describing patterns • It does not matter if learners are already familiar with a particular pattern. Their descriptions of the same pattern can be different when they encounter it at different stages of their mathematical development. Example The rule for the sequence: 4; 7; 10; 13 can be described in the following ways: a) add three to the previous term b) 3 times the position of the term + 1 or 3 x the position of the term + 1 c) 3(n) + 1, where n is the position of the term d) 3(n) + 1, where n is a Natural number. MATHEMATICS GRADES 7-9 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 2.2 Functions and relationships Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by number sentences Functions and relationships were also done in Term 2, and will be done again in Term 4, focusing on integers. In this term, the focus is on finding output values for given formulae and input values. See additional notes and examples in Term 2. Note, when learners find input or output values for given rules or formulae, they are actually finding the numerical value of algebraic expressions using substitu￾tion. Examples Use the formula for the area of a rectangle: A = l x b to calculate the following: a) The area, if the length is 4 cm and the width is 2 cm b) The length, if the area is 20 cm2 and the width is 4 cm c) The width, if the area is 24 cm2 and the length is 8 cm Learners can write these as number sentences, and solve by inspection. 3 hours MATHEMATICS GRADES 7-9 CAPS 63 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 2.3 Algebraic expressions Algebraic language • Recognize and interpret rules or relationships represented in symbolic form • Identify variables and constants in given formulae and equations What is different to the Intermediate Phase? This is an introduction to formal algebraic language and is new in the Senior Phase. The use of symbolic language helps to develop an understanding of variables. Algebraic expressions are done again in Term 4, where rules and relationships can include integers. Learners have opportunities to write and interpret algebraic expressions when they write general rules to describe relationships between numbers in number patterns, and when they find input and output values for given rules in flow diagrams, tables and formulae. Examples a) What does the rule 2 x n –1 mean for the following number sequence: 1; 3; 5; 7; 9;.... Here learners should recognize that 2 x n –1 represents the general term in this sequence, where n represents the position of the term in the sequence. Thus it is the rule that can be used to find any term in the given sequence. b) The relationship between a boy’s age (x yrs old) and his mother’s age is given as 25 + x. How can this relationship be used to find the mother’s age when the boy is 11 years old? Here learners should recognize that to find the mother’s age, they should substitute the boy’s given age into the rule 25 + x. They should also recognize that the given rule means the mother is 25 years older than the boy. See further examples given for functions and relationships. 3 hours MATHEMATICS GRADES 7-9 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 2.4 Algebraic equations Number sentences • Write number sentences to describe problem situations • Analyse and interpret number sentences that describe a given situation • Solve and complete number sentences by: - inspection - trial and improvement • Identify variables and constants in given formulae or equations • Determine the numerical value of an expression by substitution. What is different to the Intermediate Phase? The number sentences that learners can solve are extended to include number sentences with integers, square numbers and cubic numbers. Number sentences are used here as a more familiar term for Grade 7 learners than equations. However, the term equation will be used instead of number sentences in later grades. Algebraic equations are done again in Term 4, where number sentences can include integers. Learners have opportunities to write, solve and complete number sentences when they write general rules to describe relationships between numbers in number patterns, and when they find input and output values for given rules in flow diagrams, tables and formulae. Rather than use formal algebraic processes, learners solve number sentences by inspection or determine the numerical value of expressions by substitution. In this phase, it is useful when solving equations to begin to specify whether x is a natural number, integer or rational number. This builds learners’ awareness of the domain of x. Examples a) Solve x if x + 4 = 7, where x is a natural number. (What must be added to 4 to give 7?) b) Solve x if x + 4 = –7, where x is an integer. (What must be added to 4 to give –7?) c) Solve x if 2x = 30, where x is a natural number. (What must be multiplied by 2 to give 30?) d) Write a number sentence to find the area of a rectangle with length 4,5 cm and breadth 2 cm. e) If y = x2 + 1, calculate y when x = 3 3 hours MATHEMATICS GRADES 7-9 CAPS 65 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 2.4 Algebraic equations Number sentences • Write number sentences to describe problem situations • Analyse and interpret number sentences that describe a given situation • Solve and complete number sentences by: - inspection - trial and improvement • Identify variables and constants in given formulae or equations • Determine the numerical value of an expression by substitution. What is different to the Intermediate Phase? The number sentences that learners can solve are extended to include number sentences with integers, square numbers and cubic numbers. Number sentences are used here as a more familiar term for Grade 7 learners than equations. However, the term equation will be used instead of number sentences in later grades. Algebraic equations are done again in Term 4, where number sentences can include integers. Learners have opportunities to write, solve and complete number sentences when they write general rules to describe relationships between numbers in number patterns, and when they find input and output values for given rules in flow diagrams, tables and formulae. Rather than use formal algebraic processes, learners solve number sentences by inspection or determine the numerical value of expressions by substitution. In this phase, it is useful when solving equations to begin to specify whether x is a natural number, integer or rational number. This builds learners’ awareness of the domain of x. Examples a) Solve x if x + 4 = 7, where x is a natural number. (What must be added to 4 to give 7?) b) Solve x if x + 4 = –7, where x is an integer. (What must be added to 4 to give –7?) c) Solve x if 2x = 30, where x is a natural number. (What must be multiplied by 2 to give 30?) d) Write a number sentence to find the area of a rectangle with length 4,5 cm and breadth 2 cm. e) If y = x2 + 1, calculate y when x = 3 3 hours CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 2.5 Graphs Interpreting graphs • Analyse and interpret global graphs of problem situations, with special focus on the following trends and features: - linear or non-linear - constant, increasing or decreasing Drawing graphs • Draw global graphs from given descriptions of a problem situation, identifying features listed above What is different to the Intermediate Phase? In the Intermediate Phase learners encountered graphs in the form of data bar graphs and pie charts. This means they do have some experience reading and interpreting graphs. However, in the Senior Phase, they are introduced to line graphs that show functional relationships described in terms of dependent and independent variables. In Grade 7, the focus is on drawing, analysing and interpreting global graphs only. That is, learners do not have to plot points to draw graphs and they focus on the features of the global relationship shown in the graph. Examples of contexts for global graphs include: • the relationship between time and distance travelled • the relationship between temperature and time over which it is measured • the relationship between rainfall and time over which it is measured, etc. 6 hours Space and Shape (geometry) 3.4 Transforma￾tion Geometry Transformations • Recognize, describe and perform translations, reflections and rotations with geometric figures and shapes on squared paper • Identify and draw lines of symmetry in geometric figures Enlargements and reductions • Draw enlargements and reductions of geometric figures on squared paper and compare them in terms of shape and size What is different to Grade 6 Learners in Grade 7 have to do transformations on squared paper. Focus of transformations • Using squared paper for transformations allows learners to more accurately perform transformations and to compare the shape and size of figures. • Learners should recognize that translations, reflections and rotations only change the position of the figure, and not its shape or size. • They should recognize that the above transformations produce congruent figures. • Learners should recognize that enlargements and reductions change the size of figures by increasing or decreasing the length of sides, but keeping the angles the same, producing similar rather than congruent figures. • Learners should also be able to work out the factor of enlargement or reduction. 9 hours MATHEMATICS GRADES 7-9 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 3.2 Geometry of 3D objects Classifying 3D objects • Describe, sort and compare polyhedra in terms of - shape and number of faces - number of vertices - number of edges Building 3D model • Revise using nets to create models of geometric solids, including: - cubes - prisms What is different to Grade 6? • Most of this work consolidates what has been done in Grade 6. Polyhedra Examples of sorting or grouping categories: • cubes (only square faces) • rectangular prisms (only rectangular faces) • triangular prisms (only triangular and rectangular faces) • pyramids (square and triangular faces) • cylinders (circular and rectangular faces). Using and constructing nets • Using and constructing nets are useful contexts for exploring or consolidating properties of polyhedra. • Learners should recognize the nets of different solids. • Learners should draw sketches of the nets using their knowledge of shape and number of faces of the solids, before drawing and cutting out the nets to build models. • The construction of nets is based on the number and shape of faces of the solids, and do not require measuring of internal angles of polygons. • Learners have to work out the relative position of the faces of the nets, and use trial and error to match up the edges and vertices, in order to build the 3D object. 9 hours REVISION/ASSESSMENT: At this stage learners should have been assessed on: • numeric and geometric patterns • functions and relationships • algebraic expressions • algebraic equations • graphs • transformation geometry • geometry of 3D objects 6 hours MATHEMATICS GRADES 7-9 CAPS 67 GRADE 7 – TERM 4 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.3 Integers Counting, ordering and comparing integers • Count forwards and backwards in integers for any interval • Recognize, order and compare integers Calculations with integers • Add and subtract with integers Properties of integers • Recognize and use commutative and associative properties of addition and multiplication for integers Solving problems • Solve problems in contexts involving addition and subtraction of integers What is different to Grade 6? Integers are new numbers introduced in Grade 7. Counting, ordering and comparing integers • Counting should not only be thought of as verbal counting. Learners can count using: - structured, semi-structured or empty number lines - chain diagrams for counting • Learners should be given a range of exercises such as: - arrange given numbers from the smallest to the biggest: or biggest to smallest - fill in missing numbers in ♦ a sequence ♦ on a number grid ♦ on a number line ♦ fill in <, = or > Example: – 425 * – 450 Calculations using integers • Start calculations using integers in small number ranges. • Develop an understanding that subtracting an integer is the same as adding its additive inverse. • Example: 7 – 4 = 7 + (– 4) = 3 OR –7 – 4 = –7 + (– 4) = –11 So too, 7 – (– 4) = 7 + (+4) = 11 OR –7 – (– 4) = –7 + (+4) = –3 Here the use of brackets around the integers are useful. Properties of integers • Learners should investigate the properties for operations using whole numbers on the set of integers. • These properties should serve as motivation for the operations they can perform using integers. • Learners should see that the commutative property for addition holds for integers e.g 8 + (–3) = (–3) + 8 = 5 • Learners should see that they can still use subtraction to check addition or vice versa. Example: If 8 + (–3) = 5, then 5 – 8 = – 3 and 5 –(–3) = 8 9 hours MATHEMATICS GRADES 7-9 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.3 Integers • Learners should see that the associative property for addition holds for integers. Example: [(–6) + 4] + (–1) = (–6) + [4 + (–1)] = –3 • Learners should only explore the distributive property once they can multiply with integers Patterns, functions and algebra 2.1 Numeric and geometric patterns Investigate and extend patterns • Investigate and extend numeric and geometric patterns looking for relationships between numbers, including patterns: - represented in physical or diagram form - not limited to sequences involving a constant difference or ratio - of learner’s own creation - represented in tables • Describe and justify the general rules for observed relationships between numbers in own words The focus of numeric patterns in this term should be on practising operations with integers. See additional notes in Term 3. 3 hours 2.2 Functions and relationships Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by number sentences Functions and relationships in this term should include integers as input or output values, as well as using integers in the rules for patterns and relationships. See additional notes in Terms 2 & 3. 3 hours MATHEMATICS GRADES 7-9 CAPS 69 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 2.3 Algebraic expressions Algebraic language • Recognize and interpret rules or relationships represented in symbolic form • Identify variables and constants in formulae and equations Algebraic expressions should include integers in the rules or relationships repre- sented in symbolic form. See additional notes in Term 3. 3 hours 2.4 Algebraic equations Number sentences • Write number sentences to describe problem situations • Analyse and interpret number sentences that describe a given situation • Solve and complete number sentences by: - inspection - trial and improvement • Identify variables and constants in given formulae or equations • Determine the numerical value of an expression by substitution. Number sentences should include integers. See additional notes in Term 3. 4 hours MATHEMATICS GRADES 7-9 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLING 5.1 Collect, organize and summarize data Collect data • Pose questions relating to social, economic, and environmental issues in own environment • Select appropriate sources for the collection of data (including peers, family, newspapers, books, magazines) • Distinguish between samples and populations • Design and use simple questionnaires to answer questions: - with yes/no type responses - with multiple choice responses. Organize and summarize data • Organize (including grouping where appropriate) and record data using - tally marks - tables - stem-and-leaf displays What is different to Grade 6? The following are new in Grade 7 • samples and populations • multiple choice questionnaires • stem-and-leaf displays • grouping data in intervals • mean • range • histograms • scales on graphs Data sets and contexts Learners should be exposed to a variety of contexts that deal with social and environmental issues, and should work with given data sets, represented in a variety of ways, that include big number ranges, percentages and decimal fractions. Learners should then practise organizing and summarizing this data, analysing and interpreting the data, and writing a report about the data. Complete a data cycle Learners should complete at least one data cycle for the year, starting with posing their own questions, selecting the sources and method for collecting data, recording the data, organizing the data, representing the data, then analysing, summarizing, interpreting and reporting the data. Challenge learners to think about what kinds of questions and data need to be collected to be represented in a histogram, pie chart, or bar graph. Time for collecting and organizing data: 4 hours MATHEMATICS GRADES 7-9 CAPS 71 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) DATA HANDLING 5.1 Collect, organize and summarize data • Group data into intervals • Summarize and distinguish between ungrouped numerical data by determining: - mean - median - mode • Identify the largest and smallest scores in a data set and determine the difference between them in order to determine the spread of the data (range). Representing data • Drawing pie charts to represent data do not have to be accurately drawn with a compass and protractor, etc. Learners can use any round object to draw a circle, then divide the circle into halves and quarters and eighths if needed, as a guide to estimate the proportions of the circle that need to be shown to represent the data. What is important is that the values or percentages associated with the data, are shown proportionally on the pie chart. • Drawing, reading and interpreting pie charts is a useful context to re-visit equivalence between fractions and percentages, e.g. 25% of the data is represented by a 1 4 sector of the circle. • It is also a context in which learners can find percentages of whole numbers e.g. if 25% of 300 learners like rugby, how many (actual number) learners like rugby? • Histograms are used to represent grouped data shown in intervals on the horizontal axis of the graph. Point out the differences between histograms and bar graphs, in particular bar graphs that represent discrete data (e.g. favourite sports) compared to histograms that show categories in consecutive, non- overlapping intervals, (e.g. test scores out of 100 shown in intervals of 10). The bars on bar graphs do not have to touch each other, while in a histogram they have to touch since they show consecutive intervals. Developing critical analysis skills • Learners should compare the same data represented in different ways e.g. in a pie chart or a bar graph or a table, and discuss what information is shown and what is hidden; they should evaluate what form of representation works best for the given data. • Learners should compare graphs on the same topic but where data has been collected from different groups of people, at different times, in different places or in different ways. Here learners should discuss differences between the data with an awareness of bias related to the impact of data sources and methods of data collection on the interpretation of the data. • Learners should compare different ways of summarising the same data sets, developing an awareness of how data reporting can be manipulated; evaluating which summary statistics best represent the data. • Learners should compare graphs of the same data, where the scales of the graphs are different. Here learners should discuss differences with an awareness of how representation of data can be manipulated; they should evaluate which form of representation works best for the given data. • Learners should write reports on the data in short paragraphs. Time for representing data: 3 hours Time for analysing, interpreting and reporting data: 3,5 hours MATHEMATICS GRADES 7-9 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 5.2 Representing data Represent data • Draw a variety of graphs by hand/ technology to display and interpret data (grouped and ungrouped) including: - bar graphs and double bar graphs - histograms with given intervals - pie charts 5.3 Interpret, analyse and report data Interpret data • Critically read and interpret data represented in: - words - bar graphs - double bar graphs - pie charts - histograms Analyse data • Critically analyse data by answering questions related to: - data categories, including data intervals - data sources and contexts - central tendencies (mean, mode, median) - scales used on graphs Report data • Summarize data in short paragraphs that include - drawing conclusions about the data - making predictions based on the data - identifying sources of error and bias in the data - choosing appropriate summary statistics for the data (mean, median, mode) MATHEMATICS GRADES 7-9 CAPS 73 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 5.2 Representing data Represent data • Draw a variety of graphs by hand/ technology to display and interpret data (grouped and ungrouped) including: - bar graphs and double bar graphs - histograms with given intervals - pie charts 5.3 Interpret, analyse and report data Interpret data • Critically read and interpret data represented in: - words - bar graphs - double bar graphs - pie charts - histograms Analyse data • Critically analyse data by answering questions related to: - data categories, including data intervals - data sources and contexts - central tendencies (mean, mode, median) - scales used on graphs Report data • Summarize data in short paragraphs that include - drawing conclusions about the data - making predictions based on the data - identifying sources of error and bias in the data - choosing appropriate summary statistics for the data (mean, median, mode) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 5.4 Probability Probability Perform simple experiments where the possible outcomes are equally likely and • list the possible outcomes based on the conditions of the activity • determine the probability of each possible outcome, using the definition of probability Probability experiments In the Intermediate Phase learners did experiments with coins, dice and spinners. In this grade experiments can be done with other objects, like, different coloured buttons in a bag; choosing specific cards from a deck of cards, etc. Example If you toss a coin there are two possible outcomes (head or tail). The probability of a head is 1 2 which is equivalent to 50% (since it is one out of two possible outcomes) 4,5 hours REVISION/ASSESSMENT: At this stage learners should have been assessed on: • adding and subtracting with integers • collecting, organizing, representing, analysing, summarizing, interpreting and reporting data • probability Total time for revision/ assessment for the term 8 hours MATHEMATICS GRADES 7-9 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Time allocation per Term: Grade 8 TERM 1 TERM 2 TERM 3 TERM 4 Topic Time Topic Time Topic Time Topic Time Whole numbers 6 hours Algebraic expressions 9 hours Common fractions 7 hours Functions and relationships 6 hours Integers 9 hours Algebraic equations 3 hours Decimal fractions 6 hours Algebraic equations 3 hours Exponents 9 hours Construction of Geometric figures 8 hours Theorem of Pythagoras 5 hours Graphs 9 hours Numeric and geometric patterns 4,5 hours Geometry of 2D shapes 8 hours Area and perimeter of 2D shapes 5 hours Transformation geometry 6 hours Functions and relationships 3 hours Geometry of straight lines 9 hours Surface area and volume of 3D objects 5 hours Geometry of 3D objects 7 hours Algebraic expressions 4,5 hours Collect, organize and summarize data 4 hours Probability 4,5 hours Algebraic equations 3 hours Represent data 3 hours Interpret, analyse and report data 3,5 hours Revision/ Assessment 6 hours Revision/ Assessment 8 hours Revision/ Assessment 6,5 hours Revision/ Assessment 9,5 hours TOTAL: 45 hours TOTAL: 45 hours TOTAL: 45 hours TOTAL: 45 hours MATHEMATICS GRADES 7-9 CAPS 75 3.3.2 Clarification of content for Grade 8 GRADE 8 – TERM 1 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.1 Whole numbers Mental calculations Revise: • Multiplication of whole numbers to at least 12 x 12 Ordering and comparing whole numbers Revise Prime numbers to at least 100 Properties of whole numbers • Revise: - The commutative; associative; distributive properties of whole numbers - 0 in terms of its additive property (identity element for addition) - 1 in terms of its multiplicative property (identify element for multiplication) - Recognise the division property of 0, whereby any number divided by 0 is undefined What is different to Grade 7? In Grade 8 learners consolidate number knowledge and calculation techniques for whole numbers, developed in the Intermediate Phase and Grade 7 Properties of whole numbers • Revising the properties of whole numbers should be the starting point for work with whole numbers. The properties of numbers should provide the motivation for why and how operations with numbers work. • When learners are introduced to new numbers, such as integers for example, they can again explore how the properties of numbers work for the new set of numbers. • Learners also have to apply the properties of numbers in algebra, when they work with variables in place of numbers. • Learners should know and be able to use the following properties: - The commutative property of addition and multiplication: ♦ a + b = b + a ♦ a x b = b x a - The associative (grouping) property of addition and multiplication: ♦ (a + b) + c = a + (b + c) ♦ (a x b) x c = a x (b x c) - The distributive property of multiplication over addition and subtraction: ♦ a(b + c) = (a x b) + (a x c) ♦ a(b – c) = (a x b) – (a x c) - Addition and subtraction as inverse operations - Multiplication and division as inverse operations - 0 is the identity element for addition: t + 0 = t - 1 is the identity element for multiplication: t x 1 = t 6 hours MATHEMATICS GRADES 7-9 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.1 Whole numbers Calculations using whole numbers Revise: • Calculations using all four operations on whole numbers, estimating and using calculators where appropriate Calculation techniques • Use a range of strategies to perform and check written and mental calculations with whole numbers including: - estimation - adding, subtracting and multiplying in columns - long division - rounding off and compensating - using a calculator Multiples and factors Revise: - Prime factors of numbers to at least 3-digit whole numbers - LCM and HCF of numbers to at least 3-digit whole numbers, by inspection or factorisation Illustrating the properties with whole numbers a) 33 + 99 = 99 + 33 = 132 b) 51 + (19 + 46) = (51 + 19) + 46 = 116 c) 4(12 + 9) = (4 x 12) + (4 x 9) = 48 + 36 = 84 d) (9 x 64) + (9 x 36) = 9(64 + 36) = 9 x 100 = 900 e) if 33 + 99 = 132, then 132 – 99 = 33 ad 132 – 33 = 99 f) if 20 x 5 = 110, then 110 ÷ 20 = 5 and 110 ÷ 5 =20 Calculations with whole numbers • Learners should continue to do context free calculations and solve problems in contexts using whole numbers, integers and fractions • Learners should become more confident in and more independent at mathematics, if they have techniques - to check their solutions themselves, e.g. using inverse operations; using calculators - to judge the reasonableness of their solutions e.g. estimate by rounding off; estimate by doubling or halving; • Adding, subtracting and multiplying in columns, and long division, should only be used to practice number facts and calculation techniques, and hence should be done with familiar and smaller number ranges. For big and unwieldy calculations, learners should be encouraged to use a calculator. Multiples and factors • Learners should continue practising finding multiples and factors of whole numbers. This is especially important when learners do calculations with fractions. They use this knowledge to find the LCM for denominators that are different from each other, and also when they simplify fractions or have to find equivalent fractions. • Factorising whole numbers lays the foundation for factorisation of algebraic expressions. • Using the definition of prime numbers, emphasise that 1 is not classified as a prime number MATHEMATICS GRADES 7-9 CAPS 77 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Numbers, Operations and Relationships 1.1 Whole numbers Solving problems • Solve problems involving whole numbers, including: - Comparing two or more quantities of the same kind (ratio) - Comparing two quantities of different kinds (rate) - Sharing in a given ratio where the whole is given - Increasing or decreasing of a number in a given ratio • Solve problems that involve whole numbers, percentages and decimal fractions in financial contexts such as: - Profit, loss, discount and VAT - Budgets - Accounts - Loans - Simple interest - Hire Purchase - Exchange rates Examples a) LCM of 6 and 18 is 18 LCM of 6 and 7 is 42 b) The factors of 24 are 1, 2, 3, 4, 6,12 and 24 by inspection. And, the prime factors of 24 are 2 and 3 c) The factors of 140 are 1, 2, 5, 7, 10, 14, 28, 35, 70 and 140 d) Determine the HCF of 120; 300 and 900. Learners do this by finding the prime factors of the numbers first. 120 = 5 x 3 x 23 Initially learners may write this as: 5 x 3 x 2 x 2 x 2 300 = 52 x 3 x 22 900 = 52 x 32 x 23 HCF = 5 x 3 x 22 = 60 (Multiply the common prime factors of the three numbers) Solving problems • Solving problems in contexts should take account of the number ranges learners are familiar with. • Contexts involving ratio and rate should include speed, distance and time problems. • In financial contexts, learners are not expected to use formulae for calculating simple interest. MATHEMATICS GRADES 7-9 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.3 Integers Counting, ordering and comparing integers • Revise: - counting forwards and backwards in integers for any interval - recognising, ordering and comparing integers Calculations with integers • Revise addition and subtraction with integers • Multiply and divide with integers • Perform calculations involving all four operations with integers • Perform calculations involving all four operations with numbers that involve the squares, cubes, square roots and cube roots of integers What is different to Grade 7? • Multiply and divide with integers • All four operations with integers • All four operations with squares, cubes, square and cube roots of integers In Grade 8 learners consolidate number knowledge and calculation techniques for integers, developed in Grade 7. Counting, ordering and comparing integers • Learners should continue practising counting, ordering and comparing integers. Counting should not only be thought of as verbal counting. Learners can count using: - structured, semi-structured or empty number lines - chain diagrams for counting • Learners should be given a range of exercises • Arrange given numbers from the smallest to the biggest: or biggest to smallest • Fill in missing numbers in - a sequence - on a number grid - on a number line - fill in <, = or > e.g. – 425 * – 450; Calculations using integers • Start calculations with integers using small number ranges. • Develop an understanding that subtracting an integer is the same as adding its additive inverse. Example: 7 – 4 = 7 + (– 4) = 3 OR –7 – 4 = –7 + (–4) = –11 So too, 7 – (– 4) = 7 + (+4) = 11 OR –7 – (– 4) = –7 + (+ 4) = – 3. Here the use of brackets around the integers are useful. • A useful strategy is to use repeated addition and number patterns to show learners the reasonableness of rules for the resultant sign for multiplication with integers. Total time for Integers: 9 hours MATHEMATICS GRADES 7-9 CAPS 79 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.3 Integers Example: a) Repeated addition of (–3): (–3) + (–3) + (–3) = –9 = 3 x (–3) b) Repeated addition of (–2): (–2) + (–2) + (–2) + (–2) = –8 = 4 x (–2) c) Counting down in intervals of 3 from 9: 3 x 3 = 9 3 x 2 = 6 3 x 1 = 3 3 x 0 = 0 3 x –1 = –3 3 x –2 = ? 3 x –3 = ? Hence the rule: a positive integer x a negative integer = a negative integer d) Using the rule that a positive integer x a negative integer = a negative integer, established from examples above, the following pattern can be used: –1 x 3 = –3 –1 x 2 = –2 –1 x 1 = –1 –1 x 0 = 0 –1 x –1 = 1 –1 x –2 = ? –1 x –3 = ? Hence the rule: a negative integer x a negative integer = a positive integer • Use the inverse operation for multiplication and division to develop a rule for the resultant sign for division with integers. Example: a) If 4 x (–2) = –8, then –8 ÷ 4 = –2 and –8 ÷ (–2) = 4 b) If (–1) x (–3) = 3, then 3 ÷ (–1) = –3 and 3 ÷ (–3) = –1 Hence the rules: division of a positive and negative integer equals a negative integer and division of two negative integers equal a positive integer. MATHEMATICS GRADES 7-9 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.3 Integers Properties of integers • Recognize and use commutative, associative and distributive properties of addition and multiplication for integers • Recognize and use additive and multiplicative inverses for integers Solving problems • Solve problems in contexts involving multiple operations with integers • Finding the squares, cubes, square roots and cube roots of integers are also opportunities to check that learners know the rules for resultant signs when multiplying integers. • Therefore, make sure that learners understand why you cannot find the square root of a negative integer, and that the square of a negative integer is always positive. Example: a) (–5)2 = (–5) x (–5) = 25 b) (–4)3 = (–4) x (–4) x (–4) = –64 c) 3 –27 √ = –3 because –3 x –3 x–3 = –27 Properties of integers • Learners should investigate the properties for operations with whole numbers on the set of integers. • These properties should serve as motivation for the operations they can perform with integers. • Learners should see that the commutative property for addition and multiplication holds for integers, e.g. 8 + (–3) = (–3) + 8 = 5; 8 x (–3) = (–3) x 8 = –24 • Learners should see that they can still use subtraction to check addition or vice versa, e.g. if 8 + (–3) = 5, then 5 – 8 = –3 and 5 –(–3) = 8 • Learners should see that the associative property for addition holds for integers, e.g. [(–6) + 4] + (–1) = (–6) + [4 + (–1)] = –3 • Learners should see that the inverse operation for multiplication and division holds for integers, e.g. if 5 x (–6) = –30, then –30 ÷ 5 = –6 and –30 ÷ (–6) = 5 • Learners should develop the rules, through patterning, for resultant signs when multiplying and dividing integers: (+5) x (+5) = (+25); (–5) x (–5) = (+25); (–5) x (+5) = (–25); (+25) ÷ (+5) = (+5); (–25) ÷ (–5) = (+5); (–25) ÷ (+5) = (–5); MATHEMATICS GRADES 7-9 CAPS 81 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.2 Exponents Mental calculations • Revise: - Squares to at least 122 and their square roots - Cubes to at least 63 and their cube roots Comparing and representing numbers in exponential form • Revise compare and represent whole numbers in exponential form • Compare and represent integers in exponential form • Compare and represent numbers in scientific notation, limited to positive exponents What is different to Grade 7? • Integers and rational numbers in exponential form • Scientific notation of numbers Comparing and representing numbers in exponential form • Learners need to understand that in the exponential form ab, the number is read as ‘a to the power of b, where a is called the base and b is called the exponent or index and b indicates the number of factors that are multiplied. Example: a3 = a x a x a; a5 = a x a x a x a x a Learners can represent any number in exponential form, without needing to compute the value. Example: 50 x 50 x 50 x 50 x 50 x 50 x 50 = 507 • Make sure learners understand that square roots and cube roots are the inverse operations of squaring and cubing numbers. Example: 32 = 9 therefore √9 = 3 • Make sure learners understand that any number raised to the power 1 is equal to that particular number Example: m1 = m • Using patterns and their knowledge of multiplication with integers, learners should anticipate the resultant sign of an integer raised to an odd or even power e.g. (–15)4 will be positive, while (–15)3 will be negative • To avoid common misconceptions, emphasize the following - 122 = 12 x 12 and not 12 x 2 - 13 means 1 x 1 x 1 and not 1 x 3 - 1001 = 100 - 81 √ = 9 because 92 = 81 - 3 27 √ = 3 because 33 = 27 - the square of 9 = 81, whereas the square root of 9 = 3 • Learners should use their knowledge of representing numbers in exponential form when simplifying and expanding algebraic expressions and solving algebraic equations. Total time for exponents: 9 hours MATHEMATICS GRADES 7-9 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.2 Exponents Calculations using numbers in exponential form • Establish general laws of exponents, limited to: - natural number exponents ♦ am x an = am+n ♦ am ÷ an = am–n, if m > n ♦ (am)n = am x n ♦ (a x t)n = an x tn ♦ a0 = 1 • Recognize and use the appropriate laws of operations using numbers involving exponents and square and cube roots • Perform calculations involving all four operations with numbers that involve squares, cubes, square roots and cube roots of integers • Calculate the squares, cubes, square roots and cube roots of rational numbers Solving problems • Solve problems in contexts involving numbers in exponential form Laws of exponents • The laws of exponents should be introduced through a range of numeric examples first, then variables can be used. In other words, the numbers are replaced with letters, but the rules work the same. • The following laws of exponents should be introduced, where m and n are natural numbers and a and t are not equal to 0: am x an = am+n Example a) 23 x 24 = 23+4 = 27 b) x3 x x4 = x3+4 = x7 am ÷ an = am–n if m >n Example: a) 35 ÷ 32 = 33 = 27 b) x5 ÷ x3 = x2 (am)n = amn Example: a) (23)2 = 26 = 64 b) (x3)2 = x6 (a x t)n = an x tn Example: (3x2)3 = 33. x6 = 27x6 a0 = 1 Examples: (37)0 = 1; (4x2)0 = 1; • Make sure learners understand these laws reading from both sides of the equal sign i.e. if the LHS = RHS, then the RHS = LHS. • The law a0 = 1 can be derived by using the law of exponents for division in a few examples. a4 ÷ a4 =a x a x a x a a x a x a x a= 1 therefore a4–4 = a0 = 1 • Learners should be able to use the laws of exponents in calculations and for solving simple exponential equations as well as expanding or simplifying algebraic expressions. MATHEMATICS GRADES 7-9 CAPS 83 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.2 Exponents • Look out for the following common misconceptions where: - learners multiply unlike bases and add the exponent. Example: xm x yn = (xy)m+n - learners multiply like bases and add the exponents Example: 25 x 27 = 412 instead of the correct answer 212. - learners forget, for example, that when squaring a binomial there is a middle term Example: (x + y)m = xm + ym - learners confuse adding the exponents and adding the terms Example: xm + xn = xm+n or xmn Calculations using numbers in exponential form • Knowing the rules of operations for calculations involving exponents are important, e.g. a) (7 – 4)3 = 33 and NOT 73 – 43 b) 16 + 9 √ = 25 √ and NOT the 16 √ + 9 √ • Learners can also do simple calculations where the numerator and denominator of a fraction are written in exponential form, e.g. 23 22 = 2 x 2 x 2 2 x 2 = 84 = 2 • Learners can also find squares, cubes, square roots and cube roots of decimal and common fractions by inspection. Examples a) (0,7)2 = 0,49 b) (0,1)3 = 0,001 c) 0,09 √ = 0,3 d) ( 34 )2 = 32 42 = 9 16 e) √9 25 = 9 √25 √ = 35 MATHEMATICS GRADES 7-9 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.2 Exponents Scientific notation • When writing numbers in scientific notation, learners have to understand the relationship between the number of decimal places and the index of 10 Examples: a) 25 = 2,5 x 101 b) 250 = 2,5 x 102 c) 2 500 = 2,5 x 103 • Scientific notation limited to positive exponents, includes writing very large numbers in scientific notation. Example: 25 million = 2,5 x 107 • Learners practise writing large numbers in scientific notation, they will realize they have encountered these in Natural Science. It is useful to refer to these contexts when talking about scientific notation. MATHEMATICS GRADES 7-9 CAPS 85 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns Investigate and extend patterns • Investigate and extend numeric and geometric patterns looking for relationships between numbers, including patterns: - represented in physical or diagram form - not limited to sequences involving a constant difference or ratio - of learner’s own creation - represented in tables - represented algebraically • Describe and justify the general rules for observed relationships between numbers in own words or in algebraic language What is different to Grade 7? • The range of number patterns are extended to include patterns with multiplication and division with integers, numbers in exponential form • As learners become used to describing patterns in their own words, their descriptions should become more precise and efficient with the use of algebraic language to describe general rules of patterns • It is useful also to introduce the language of ‘term in a sequence’ in order to distinguish the term from the position of a term in a sequence • Investigating number patterns is an opportunity to generalize – to give general algebraic descriptions of the relationship between terms and their position in a sequence and to justify solutions. Kinds of numeric patterns • Given a sequence of numbers, learners have to identify a pattern or relationship between consecutive terms in order to extend the pattern. Examples Provide a rule to describe the relationship between the numbers in the sequences below. Use this rule to provide the next three numbers in the sequence: a) –3; –7; –11; –15; ... ... Here learners should identify the constant difference between consecutive terms in order to extend the pattern. This pattern can be described in learners’ own words as ‘adding –4’ or ‘counting in –4s’ or ‘add –4 to the previous number in the pattern’. b) 2; –4; 8; –16; 32 ... ... Here learners should identify the constant ratio between consecutive terms. This pattern can be described in learners’ own words as ‘multiply the previous number by –2’. c) 1; 2; 4; 7; 11; 16 ... ... This pattern has neither a constant difference nor constant ratio. This pattern can be described in learners’ own words as ‘increase the difference between consecutive terms by 1 each time’ or ‘add 1 more than was added to get the previous term’. Using this rule, the next 3 terms will be 22; 29; 37. • Given a sequence of numbers, learners have to identify a pattern or relationship between the term and its position in the sequence. This enables learners to predict a term in a sequence based on the position of that term in the sequence. It is useful for learners to represent these sequences in tables so that they can consider the position of the term. Total time for Numeric and geometric patterns: 4,5 hours MATHEMATICS GRADES 7-9 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns Examples a) Provide a rule to describe the relationship between the numbers in this sequence: 1; 8; 27; 64; ... .. Use this rule to find the 10th term in this sequence. Firstly, learners have to understand that the ‘10th term’ refers to position in the number sequence. They have to find a rule in order to determine the 10th term, rather than continuing the sequence to the tenth term. Example b) This sequence can be re-presented in the following table: Position in sequence 1 2 3 4 10 Term 1 8 27 64 ? Learners have to recognize that each term in the bottom row is obtained by cubing the position number in the top row. Thus the 10th term will be 10 cubed or 103, which is. Using the same rule, learners can also be asked what term number or position will 512 be? If the term is obtained by cubing the position number of the term, then the position number can be obtained by finding the cube root of the term. Hence, 512 will be the 8th term in the sequence since 3 512 √ = 8 c) Provide a rule to describe the relationship between the numbers in this sequence: 4; 7; 10; 13; ... Use this rule to find the 20th term in this sequence. If learners consider only the relationship between consecutive terms, then they have to continue the pattern (‘add 3 to previous number’) to the 20th term to find the answer. However, if they look for a relationship or rule between the term and the position of the term, they can predict the answer without continuing the pattern. Using number sentences can be useful to find the rule: 1st term: 4 = 3(1) + 1 2nd term: 7 = 3(2) + 1 3rd term: 10 = 3(3) + 1 4th term: 13 = 3(4) + 1 The number in the brackets corresponds to the position of the term. Hence, the 20th term will be: 3(20) + 1 = 61 The rule in learners’ own words can be written as ‘3 times the position of the term +1’ or 3n + 1 where n is the position of the term. • These types of numeric patterns develop an understanding of functional relationships, in which you have a dependent variable (position of the term) and independent variable (the term itself), and where you have a unique output for any given input value. MATHEMATICS GRADES 7-9 CAPS 87 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns Kinds of geometric patterns • Geometric patterns are number patterns represented diagrammatically. The diagrammatic representation reveals the structure of the number pattern. • Hence, representing the number patterns in tables makes it easier for learners to describe the general rule for the pattern. Example Consider this pattern for building hexagons with matchsticks. How many matchsticks will be used to build the 10th hexagon? The rule for the pattern is contained in the structure (construction) of the successive hexagonal shapes: (1) add 1 matchstick per side (2) there are 6 sides (3) add 6 matchsticks per hexagon as you proceed from a given hexagon to the next one. So, for the 2nd hexagon, you have 2 x 6 matches; for the 3rd hexagon you have 3 x 6 matches: Using this pattern for building hexagons, the 10th hexagon will have 10 x 6 matches. Learners can also use a table to record the number of matches used for each hexagon. This way they can look at the number pattern related to the number of matches used for each new hexagon. Position of hexagon in pattern 1 2 3 4 5 6 10 Number of matches 6 12 18 Describing patterns • It does not matter if learners are already familiar with a particular pattern. Their descriptions of the same pattern can be different when they encounter it at different stages of their mathematical development. MATHEMATICS GRADES 7-9 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns Example The rule for the sequence: can be described in the following ways: a) add 3 to the previous term b) 3 x the position of the term +1 c) 3(n) + 1, where n is the position of the term d) 3(n) + 1, where n where is a natural number 2.2 Functions and relationships Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae - equations Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by equations What is different to Grade 7? • Finding input or output values using given equations • The rules and number patterns for which learners have to find input and output values are extended to include patterns with multiplication and division of integers and numbers in exponential form • In this phase, it is useful to begin to specify whether the input values are natural numbers, or integers or rational numbers. This builds learners’ awareness of the domain of input values. Hence, to find output values, learners should be given the rule/formula as well as the domain of the input values. Functions and relationships will be done again in Term 4. In Term 1 the focus of Functions and relationships is on practising operations with integers, or including integers in the rules for finding output values. Note that when learners find input or output values for given rules, they are actually finding the numerical value of algebraic expressions using substitution. Flow diagrams are representations of functional relationships. Hence, when using flow diagrams, the correspondence between input and output values should be clear in its representational form i.e. the first input produces the first output, the second input produces the second output, etc. Examples a) Use the given rule to calculate the values of t for each value of p, where p is a natural number. t p Rule 0 -3 -5 -7 -9 t = p x 3 + 1 In this kind of flow diagram, learners can also be asked to find the value of p for a given t value. Time for Functions and Rela￾tionships in this term: 3 hours MATHEMATICS GRADES 7-9 CAPS 89 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns Example The rule for the sequence: can be described in the following ways: a) add 3 to the previous term b) 3 x the position of the term +1 c) 3(n) + 1, where n is the position of the term d) 3(n) + 1, where n where is a natural number 2.2 Functions and relationships Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae - equations Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by equations What is different to Grade 7? • Finding input or output values using given equations • The rules and number patterns for which learners have to find input and output values are extended to include patterns with multiplication and division of integers and numbers in exponential form • In this phase, it is useful to begin to specify whether the input values are natural numbers, or integers or rational numbers. This builds learners’ awareness of the domain of input values. Hence, to find output values, learners should be given the rule/formula as well as the domain of the input values. Functions and relationships will be done again in Term 4. In Term 1 the focus of Functions and relationships is on practising operations with integers, or including integers in the rules for finding output values. Note that when learners find input or output values for given rules, they are actually finding the numerical value of algebraic expressions using substitution. Flow diagrams are representations of functional relationships. Hence, when using flow diagrams, the correspondence between input and output values should be clear in its representational form i.e. the first input produces the first output, the second input produces the second output, etc. Examples a) Use the given rule to calculate the values of t for each value of p, where p is a natural number. t p Rule 0 -3 -5 -7 -9 t = p x 3 + 1 In this kind of flow diagram, learners can also be asked to find the value of p for a given t value. Time for Functions and Rela￾tionships in this term: 3 hours CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 2.2 Functions and relationships b) Find the rule for calculating the output value for every given input value in the flow diagram below. t p Rule 0 3 5 7 9 -3 -9 -21 -27 -15 In flow diagrams such as these, more than one rule might be possible to describe the relationship between input and output values. The rules are acceptable if they match the given input values to the corresponding output values. c) If the rule for finding y in the table below is: y = –3x – 1, find y for the given x values: x 0 1 2 5 10 50 100 y b) Describe the relationship between the numbers in the top row and bottom row in the table. Then write down the value of and x –2 –1 0 1 2 12 n y –5 –4 –3 –2 –1 m 34 In tables such as these, more than one rule might be possible to describe the relationship between x and y values. The rules are acceptable if they match the given input values to the corresponding output values. For example, the rule y = x –3 describes the relationship between the x values and given y values. To find m and n, learners have to substitute the corresponding values for x or y in the rule and solve the equation by inspection. MATHEMATICS GRADES 7-9 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 2.3 Algebraic expressions Algebraic language • Revise the following done in Grade 7: - recognize and interpret rules or relationships represented in symbolic form - identify variables and constants in given formulae and equations • Recognize and identify conventions for writing algebraic expressions • Identify and classify like and unlike terms in algebraic expressions • Recognize and identify coefficients and exponents in algebraic expressions Expand and simplify algebraic expressions Use commutative, associative and distributive laws for rational numbers and laws of exponents to: • Add and subtract like terms in algebraic expressions • Determine the squares, cubes, square roots and cube roots of single algebraic terms or like algebraic terms • Determine the numerical value of algebraic expressions by substitution What is different to Grade 7? • Introduction to conventions of algebraic language • Manipulating algebraic expressions Algebraic expressions are done again in Term 2, where the focus is more fully on manipulating algebraic expressions. In this term the focus is on interpreting algebraic expressions and introducing conventions of algebraic language through adding and subtracting like terms. Learners have opportunities to write and interpret algebraic expressions when they write general rules to describe relationships between numbers in number patterns, and when they find input or output values for given rules in flow diagrams, tables, formulae and equations. Examples of interpreting algebraic expressions a) What does the rule 2n mean for the following number sequence: 2; 4; 8; 16; 32... Here learners should recognize that 2n represents the general term in this sequence, where n represents the position of the term in the sequence. Thus, it is the rule that can be used to find any term in the given sequence. b) The relationship between a boy’s age (x yrs old) and his mother’s age is given as 25 + x. How can this relationship be used to find the mother’s age when the boy is 11 years old? Here learners should recognize that to find the mother’s age, they must substitute the boy’s given age into the rule 25 + x. They should also recognize that the given rule means the mother is 25 years older than the boy. See further examples given for functions and relationships, as well as notes in Term 2. Time for algebraic expressions in this term: 4,5 hours MATHEMATICS GRADES 7-9 CAPS 91 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 2.3 Algebraic expressions Algebraic language • Revise the following done in Grade 7: - recognize and interpret rules or relationships represented in symbolic form - identify variables and constants in given formulae and equations • Recognize and identify conventions for writing algebraic expressions • Identify and classify like and unlike terms in algebraic expressions • Recognize and identify coefficients and exponents in algebraic expressions Expand and simplify algebraic expressions Use commutative, associative and distributive laws for rational numbers and laws of exponents to: • Add and subtract like terms in algebraic expressions • Determine the squares, cubes, square roots and cube roots of single algebraic terms or like algebraic terms • Determine the numerical value of algebraic expressions by substitution What is different to Grade 7? • Introduction to conventions of algebraic language • Manipulating algebraic expressions Algebraic expressions are done again in Term 2, where the focus is more fully on manipulating algebraic expressions. In this term the focus is on interpreting algebraic expressions and introducing conventions of algebraic language through adding and subtracting like terms. Learners have opportunities to write and interpret algebraic expressions when they write general rules to describe relationships between numbers in number patterns, and when they find input or output values for given rules in flow diagrams, tables, formulae and equations. Examples of interpreting algebraic expressions a) What does the rule 2n mean for the following number sequence: 2; 4; 8; 16; 32... Here learners should recognize that 2n represents the general term in this sequence, where n represents the position of the term in the sequence. Thus, it is the rule that can be used to find any term in the given sequence. b) The relationship between a boy’s age (x yrs old) and his mother’s age is given as 25 + x. How can this relationship be used to find the mother’s age when the boy is 11 years old? Here learners should recognize that to find the mother’s age, they must substitute the boy’s given age into the rule 25 + x. They should also recognize that the given rule means the mother is 25 years older than the boy. See further examples given for functions and relationships, as well as notes in Term 2. Time for algebraic expressions in this term: 4,5 hours CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 2.4 Algebraic equations Equations • Revise the following done in Grade 7: - set up equations to describe problem situations - analyse and interpret equations that describe a given situation - solve equations by inspection - determine the numerical value of an expression by substitution. - identify variables and constants in given formulae or equations • Extend solving equations to include: - Using additive and multiplicative inverses - Using laws of exponents • Use substitution in equations to generate tables of ordered pairs What is different to Grade 7? Up to and including Grade 7 learners use the term 'numbers sentences'. From Grade 8 the term 'equations' is used. Solving equations using additive and multiplicative inverses as well as laws of exponents Algebraic equations are done again in Term 2 and Term 4. In this term the focus is on solving equations that involve multiplication and division of integers and numbers in exponential form, by inspection only. Learners have opportunities to write and solve equations when they write general rules to describe relationships between numbers in number patterns, and when they find input or output values for given rules in flow diagrams, tables and formulae. See further notes in Term 2. Time for Algebraic equations in this term: 3 hours REVISION/ASSESSMENT: At this stage learners should have been assessed on: • calculating and solving problems with whole numbers and integers • representing, and calculating with, numbers in exponential form • numeric and geometric patterns • functions and relationships • algebraic expressions • algebraic equations Total time for revision/ assessment for the term 6 hours MATHEMATICS GRADES 7-9 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 – TERM 2 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.3 Algebraic expressions Algebraic language • Revise the following done in Grade 7: - recognize and interpret rules or relationships represented in symbolic form - identify variables and constants in given formulae and equations • Recognize and identify conventions for writing algebraic expressions • Identify and classify like and unlike terms in algebraic expressions • Recognize and identify coefficients and exponents in algebraic expressions Expand and simplify algebraic expressions Use commutative, associative and distributive laws for rational numbers and laws of exponents to: • Add and subtract like terms in algebraic expressions • Multiply integers and monomials by: - monomials - binomials - trinomials • Revise the following done in Term 1 Algebraic expressions were also done in Term 1. In this term the focus is on expanding and simplifying algebraic expressions. Learners have opportunities to write and interpret algebraic expressions when they write general rules to describe relationships between numbers in number patterns, and when they find input or output values for given rules in flow diagrams, tables, formulae and equations. Examples of interpreting algebraic expressions a) What does the rule 2n mean for the following number sequence: 2; 4; 8; 16; 32.... Here learners should recognize that 2n represents the general term in this sequence, where n represents the position of the term in the sequence. Thus, it is the rule that can be used to find any term in the given sequence. b) The relationship between a boy’s age (x yrs old) and his mother’s age is given as 25 + x. How can this relationship be used to find the mother’s age when the boy is 11 years old? Here learners should recognize that to find the mother’s age, they have to substitute the boy’s given age into the rule 25 + x. They should also recognize that the given rule means the mother is 25 years older than the boy. See further examples given for functions and relationships. • Manipulating algebraic expressions - Make sure learners understand that the rule for operating with integers and rational numbers, including laws of exponents, applies equally when numbers are replaced with variables. The variables are numbers of a given type (e.g. whole numbers, integers or rational numbers) in generalized form. - When multiplying or dividing expressions, make sure learners understand how the distributive rule works. - The associative rule allows for grouping of like terms when adding. Time for algebraic expressions in this term: 9 hours MATHEMATICS GRADES 7-9 CAPS 93 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.3 Algebraic expressions • Divide the following by integers or monomials: - monomials - binomials - trinomials • Simplify algebraic expressions involving the above operations • Determine the squares, cubes, square roots and cube roots of single algebraic terms or like algebraic terms • Determine the numerical value of algebraic expressions by substitution Look out for the following common misconceptions: • x + x = 2x and NOT x2. Note the convention is to write 2x rather than x2 • x2 + x2 = 2x2 and NOT 2x4 • a + b = a + b and NOT ab • (–2x2)3 = –8x6 and NOT – 6x5 • –x(3x + 1) = –3x2 – x and NOT – 3x2 + 1 • 6x2 + 1 x2 = 6 + 1x2 and NOT 6 + 1 • If x = 2 then –3x2 = –3(2)2 = –3 x 4 = –12 and NOT (–6)2 • If x = –2 then –x2 – x = –(–2)2 – 2 = –4 + 2 = –2 and NOT 4 + 2 = 6 • 25x2 – 9x2 √ = 16x2 √ = 4x and NOT 5x – 3x = 2x Examples a) Simplify: 2(5 + x – x2) – x(3x + 1) [multiply integer or monomial by polynomial] b) If x = –2 determine the numerical value of 3x2 – 4x + 5 [using substitution] c) Simplify: 6x3 + 2x2 + 4 2x2 , x ≠ 0 [divide trinomial by monomial; reminder that denominator cannot be 0] d) Simplify: 8x3 – (–x2)(2x) –x2 , x ≠ 0 [calculations involving multiple operations; remind learners that denominator cannot be 0] e) Determine: 36x4 √ [square root of monomial] It might help to remind learners that these variables (or x in this case) represent numbers of a particular type – these may be rational, or integers, or perhaps whole numbers; such a reminder also then implies that all the associated rules or properties of these numbers apply here. In the above example, if x is an integer, then x = a or x = –a because a4 = (– a)4 MATHEMATICS GRADES 7-9 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 2.4 Algebraic equations Equations • Revise the following done in Grade 7: - Set up equations to describe problem situations - Analyse and interpret equations that describe a given situation - Solve equations by inspection - Determine the numerical value of an expression by substitution. - Identify variables and constants in given formulae and equations • Extend solving equations to include: - Using additive and multiplicative inverses - Using laws of exponents - Use substitution in equations to generate tables of ordered pairs What is different to Grade 7? • Solving equations using additive and multiplicative inverses as well as laws of exponents Algebraic equations were also done in Term 1. In this term the focus is on solving equations using additive and multiplicative inverses as well as the laws of exponents. Algebraic equations are done again in Term 4. Learners have opportunities to write and solve equations when they write general rules to describe relationships between numbers in number patterns, and when they find input or output values for given rules in flow diagrams, tables and formulae. Examples of equations a) Solve x if x + 6 = –9 To solve the equation: add –6 to both sides of the equation x + 6 – 6 = – 9 – 6, therefore x = –15 b) Solve x if –2x = 8 To solve the equation; divide both sides of the equation by –2: –2x –2 = 8 –2 x = –4 c) Solve x if –x = –5 To solve the equation; divide both sides of the equation by –1 x –1 = –5 –1 , therefore x = 5 d) Solve x if 3x + 1 = 7 To solve the equation requires two steps: Add –1 to both sides of the equation: 3x + 1 – 1 = 7 – 1, therefore 3x = 6 Then divide both sides of the equation by 3 3x 3 = 63 , therefore x = 2 e) Provide an equation to find the area of a rectangle with length 2x cm and width 2x + 1 cm. f) If the area of a rectangle is (4x2 – 6x) cm2, and its width is 2x cm, what will be its length in terms of x? g) If y = x3 + 1, calculate y when x = 4 h) Thandi is 6 years older than Sophie. In 3 years time Thandi will be twice as old as Sophie. How old is Thandi now? Time for algebraic equations in this term: 3 hours MATHEMATICS GRADES 7-9 CAPS 95 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.5 Construction of geometric figures Constructions • Accurately construct geometric figures appropriately using a compass, ruler and protractor, including: - Bisecting lines and angles - Perpendicular lines at a given point or from a given point - Triangles - Quadrilaterals • Construct angles of 30°, 45° and 60° and their multiples without using a protractor Investigating properties of geometric figures • By construction, investigate the angles in a triangle, focusing on: - the sum of the interior angles of triangles - the size of angles in an equilateral triangle - the sides and base angles of an isoceles triangle • By construction, investigate sides and angles in quadrilaterals, focusing on: - the sum of the interior angles of quadrilaterals - the sides and opposite angles of parallelograms What is different to Grade 7? • All the constructions are new. In Grade 7 learners only constructed angles, perpendicular and parallel lines • Using constructions to explore properties of triangles and quadrilaterals Constructions • Constructions provide a useful context to explore or consolidate knowledge of angles and shapes • Make sure learners are competent and comfortable with the use of a compass and know how to measure and read angle sizes on a protractor • Revise the constructions of angles if necessary before proceeding with the new constructions • Start with the constructions of lines, so that learners can first explore angle relationships on straight lines. • When constructing triangles learners should draw on known properties and construction of circles. • Construction of special angles without protractors are done by: - bisecting a right angle to get 45° - drawing an equilateral triangle to get 60° - bisecting the angles of an equilateral triangle to get 30° Total Time for constructions of geometric figures: 8 hours MATHEMATICS GRADES 7-9 96 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.1 Geometry of 2D shapes Classifying 2D shapes • Identify and write clear definitions of triangles in terms of their sides and angles, distingushing between: - equilateral triangles - isosceles triangles - right-angled triangles • Identify and write clear definitons of quadrilaterals in terms of their sides and angles, distinguishing between: - parallelogram - rectangle - square - rhombus - trapezium - kite What is different to Grade 7? • New properties in terms of angles of triangles • Write clear definitions of the properties of triangles and quadrilaterals • Use definitions to solve geometric problems • Investigate conditions for 2D shapes to be congruent or similar Triangles • Constructions serve as a useful context for exploring properties of triangles. See notes on Constructions above. • Properties of triangles learners should know: - the sum of the interior angles of triangles = 180° - an equilateral triangle has all sides equal and all interior angles = 60° - an isosceles triangle has at least two equal sides and its base angles are equal - a right-angled triangle has one angle that is a right-angle - the side opposite the right-angle in a right-angled triangle, is called the hypotenuse - in a right-angled triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides (Theorem of Pythagoras). Quadrilaterals • Constructions serve as a useful context for exploring properties of triangles. See notes on Constructions above. • The classification of quadrilaterals should include the recognition that: - rectangles and rhombi are special kinds of parallelograms - a square is a special kind of rectangle and rhombus. • Properties of quadrilaterals learners should know: - the sum of the interior angles of quadrilaterals = 360° - the opposite sides of parallelograms are parallel and equal - the opposite angles of parallelograms are equal - the opposite angles of a rhombus are equal - the opposite sides of a rhombus are parallel and equal - the size of each angle of rectangles and squares is 90° - a trapezium has one pair of opposite sides parallel Total time for geometry of 2D shapes 8 hours. MATHEMATICS GRADES 7-9 CAPS 97 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.1 Geometry of 2D shapes Classifying 2D shapes • Identify and write clear definitions of triangles in terms of their sides and angles, distingushing between: - equilateral triangles - isosceles triangles - right-angled triangles • Identify and write clear definitons of quadrilaterals in terms of their sides and angles, distinguishing between: - parallelogram - rectangle - square - rhombus - trapezium - kite What is different to Grade 7? • New properties in terms of angles of triangles • Write clear definitions of the properties of triangles and quadrilaterals • Use definitions to solve geometric problems • Investigate conditions for 2D shapes to be congruent or similar Triangles • Constructions serve as a useful context for exploring properties of triangles. See notes on Constructions above. • Properties of triangles learners should know: - the sum of the interior angles of triangles = 180° - an equilateral triangle has all sides equal and all interior angles = 60° - an isosceles triangle has at least two equal sides and its base angles are equal - a right-angled triangle has one angle that is a right-angle - the side opposite the right-angle in a right-angled triangle, is called the hypotenuse - in a right-angled triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides (Theorem of Pythagoras). Quadrilaterals • Constructions serve as a useful context for exploring properties of triangles. See notes on Constructions above. • The classification of quadrilaterals should include the recognition that: - rectangles and rhombi are special kinds of parallelograms - a square is a special kind of rectangle and rhombus. • Properties of quadrilaterals learners should know: - the sum of the interior angles of quadrilaterals = 360° - the opposite sides of parallelograms are parallel and equal - the opposite angles of parallelograms are equal - the opposite angles of a rhombus are equal - the opposite sides of a rhombus are parallel and equal - the size of each angle of rectangles and squares is 90° - a trapezium has one pair of opposite sides parallel Total time for geometry of 2D shapes 8 hours. CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.1 Geometry of 2D shapes Similar and congruent 2-D shapes • Identify and describe the properties of congruent shapes • Identify and describe the properties of similar shapes Solving problems • Solve geometric problems involving unknown sides and angles in triangles and quadrilaterals, using known properties and definitions. • a kite has two pairs of adjacent sides equal Similarity and congruency • This can be explored with any 2-D shape • Learners should recognise that two or more figures are congruent if they are equal in all respects i.e corresponding angles and sides are equal • Learners should recognise that two or more figures are similar if they have. corresponding angles equal and their sides are proportionally longer or shorter. See examples below. • Note that in Grade 9 learners will focus on the special cases of similarity and congruence in triangles. • Simiilar figures are further explored when doing enlargements and reductions. Refer to “Clarification Notes” under 3.3 Transformation Geometry. Examples: • Comparing squares to other rectangles, learners can ascertain that having corresponding angles equal does not necessarily imply that the sides will be of proportional length. Hence having equal angles alone, is not a sufficient condition for figures to be similar. • Comparing rhombii with sides proportional, learners can ascertain that having sides proportional does not necessarily imply that the corresponding angles will be equal. So only having sides of proportional length is not a sufficient condition for similarity Solving problems • Learners can solve geometric problems to find unknown sides and angles in triangles and quadrilaterals, using known definitions as well as angle relationships on straight lines (see notes on Geometry of Straight lines.) • For right-angled triangles, learners can also use the Theorem of Pythagoras to find unknown lengths. • Learners should give reasons and justify their solutions for every written statement. • Note that solving geometric problems is an opportunity to practise solving equations. MATHEMATICS GRADES 7-9 98 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.1 Geometry of 2D shapes Example: Â1, Â2, Â3 and are three angles on a straight line. Â2 = 75°,Â3 = 55°. What is the size of Â1? Learners can find Â1 by solving the following equation: Â1 + 75° + 55° = 180° (because the sum of angles on a straight line = 180°) Â1 = 180° – 130°(add –55° and –75° to both sides of the equation) Â1 = 50° 3.3 Geometry of straight lines Angle relationships • Recognise and describe pairs of angles formed by: - perpendicular lines - intersecting lines - parallel lines cut by a transversal Solving problems • Solve geometric problems using the relationships between pairs of angles described above What is different to Grade 7? • In Grade 7 learners only defined line segment, ray, straight line, parallel lines and perpendicular lines Angle relationships learners should know: • the sum of the angles on a straight line is 180° • If lines are perpendicular, then adjacent supplementary angles are each equal to 90°. • If lines intersect, then vertically opposite angles are equal. • if parallel lines are cut by a transversal, then corresponding angles are equal • if parallel lines cut by a transversal, then alternate angles are equal • if parallel lines cut by a transversal, then co-interior angles are supplementary The above angles have to be identified and named by learner Solving problems • Learners can solve geometric problems to find unknown angles using the angle relationships above, as well as other known properties of triangles and quadrilaterals. • Learners should give reasons and justify their solutions for every written statement. • Note that solving geometric problems is an opportunity to practise solving equations. Example: Â, B and Ĉ are three angles on a straight line.  = 55°, B = 75°. What is the size of Ĉ ? Learners can find Ĉ by solving the following equation: 55° + 75° + Ĉ = 180° (because the sum of angles on a straight line = 180°) Ĉ = 180° – 130° (add –55° and –75° to both sides of the equation) Ĉ = 50° Total time for geometry of straight lines: 9 hours MATHEMATICS GRADES 7-9 CAPS 99 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.1 Geometry of 2D shapes Example: Â1, Â2, Â3 and are three angles on a straight line. Â2 = 75°,Â3 = 55°. What is the size of Â1? Learners can find Â1 by solving the following equation: Â1 + 75° + 55° = 180° (because the sum of angles on a straight line = 180°) Â1 = 180° – 130°(add –55° and –75° to both sides of the equation) Â1 = 50° 3.3 Geometry of straight lines Angle relationships • Recognise and describe pairs of angles formed by: - perpendicular lines - intersecting lines - parallel lines cut by a transversal Solving problems • Solve geometric problems using the relationships between pairs of angles described above What is different to Grade 7? • In Grade 7 learners only defined line segment, ray, straight line, parallel lines and perpendicular lines Angle relationships learners should know: • the sum of the angles on a straight line is 180° • If lines are perpendicular, then adjacent supplementary angles are each equal to 90°. • If lines intersect, then vertically opposite angles are equal. • if parallel lines are cut by a transversal, then corresponding angles are equal • if parallel lines cut by a transversal, then alternate angles are equal • if parallel lines cut by a transversal, then co-interior angles are supplementary The above angles have to be identified and named by learner Solving problems • Learners can solve geometric problems to find unknown angles using the angle relationships above, as well as other known properties of triangles and quadrilaterals. • Learners should give reasons and justify their solutions for every written statement. • Note that solving geometric problems is an opportunity to practise solving equations. Example: Â, B and Ĉ are three angles on a straight line.  = 55°, B = 75°. What is the size of Ĉ ? Learners can find Ĉ by solving the following equation: 55° + 75° + Ĉ = 180° (because the sum of angles on a straight line = 180°) Ĉ = 180° – 130° (add –55° and –75° to both sides of the equation) Ĉ = 50° Total time for geometry of straight lines: 9 hours CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) REVISION/ASSESSMENT: At this stage learners should have been assessed on: • algebraic expressions • algebraic equations • constructing geometric objects • geometry of 2D shapes • geometry of straight lines Total time for revision/ assessment for the term 8 hours MATHEMATICS GRADES 7-9 100 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 – TERM 3 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Numbers, operations and relationships 1.4 Common fractions Calculations using fractions • Revise: - addition and subtraction of common fractions, including mixed numbers - finding fractions of whole numbers - multiplication of common fractions, including mixed numbers • Divide whole numbers and common fractions by common fractions • Calculate the squares, cubes, square roots and cube roots of common fractions Calculation techniques • Revise: - Convert mixed numbers to common fractions in order to perform calculations with them - Use knowledge of multiples and factors to write fractions in the simplest form before or after calculations - Use knowledge of equivalent fractions to add and subtract common fractions • Use knowledge of reciprocal relationships to divide common fractions What is different to Grade 7? • Divide by common fractions • Squares, cubes, square roots and cube roots of common fractions In Grade 8 learners consolidate number knowledge and calculation techniques for common fractions, developed in Grade 7. Calculations using fractions • Learners should continue to do context free calculations and solve problems in contexts. - By Grade 8 learners should be comfortable converting mixed numbers to common fractions for calculations. Example 5 12 = 112 ; 6 13 = 193 - To simplify fractions, learners use knowledge of common factors i.e. what can divide equally into the numerator and denominator of a fraction. Emphasize that when simplifying, the fractions must remain equivalent. Addition and subtraction • LCMs have to be found when adding and subtracting fractions with different denominators. Here learners use knowledge of common multiples to find the LCM i.e. what number can both denominators be divided into. Multiplication • For multiplication of fractions, learners should be encouraged to simplify fractions by dividing numerators and denominators by common factors. • Learners should note the difference between adding or subtracting fractions, and multiplying fractions Examples 3 4 + 2 5 = 15 20 + 8 20 = 23 20 = 1 320 (using LCM and equivalent fractions) 3 4 x 2 5 = 310 (divide 2 and 4 by common factor 2) • Learners should recognize that finding a ‘fraction of a whole number’ or ‘finding a fraction of a fraction’ means multiplying the fraction and the whole number or the fraction with the fraction. Total time for common fractions: 7 hours MATHEMATICS GRADES 7-9 CAPS 101 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Numbers, operations and relationships 1.4 Common fractions Solving problems • Solve problems in contexts involving common fractions and mixed numbers, including grouping, sharing and finding fractions of whole numbers • When learners find fractions of whole numbers, the examples can be chosen to result either in whole numbers or fractions or both. • Learners should also use the convention of writing the whole number as a fraction over when multiplying. Examples Find 45 of 20 = 45 x 201 = 805 = 16 Find 23 of 56 = 23 x 56 = 1018 = 59 Division • The technique of ‘invert and multiply’ applies to division in general and not just to division by fractions. Hence, a useful way of making learners comfortable with division by fractions is to start with examples of division by whole numbers. • Learners have to understand that dividing by a number is the same as multiplying by the reciprocal of the number i.e. the reciprocal of n is 1n Examples: a) 10 ÷ 5 is the same as 10 x 15 = 2 (multiply by the reciprocal of 5) b) 10 ÷ 15 = 10 x 5 = 50 (multiply by the reciprocal of 15 ) This can also be explained by using diagram models for fractions and asking, how many times does 15 fit into 10? We know that 5 fifths fit into 1 whole, so (5 x 10) fifths will fit into 10 wholes. Hence, 10 ÷ 15 = 50 c) 20 ÷ 4 is the same as 20 x 14 = 5 (multiply by the reciprocal of 4) d) 20 ÷ 14 = 20 x 4 = 80 (multiply by the reciprocal of 14 ) This can also be explained by using diagram models for fractions and asking, how many times does 14 fit into 20? We know that 4 quarters fit into 1 whole, so (4 x 20) quarters will fit into 20 wholes. Hence, 20 ÷ 14 = 80 e) Once learners have done a few of the above examples, they can use the technique of multiplying by the reciprocal to divide fractions by fractions: 34 ÷ 12 = 34 x 21 = 64 = 32 = 1 12 (multiply by the reciprocal of 12 ) Squares, cubes, square roots and cube roots • Knowing the rules of operations for calculating squares, cubes, square roots and cube roots of common fractions is important MATHEMATICS GRADES 7-9 102 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Numbers, operations and relationships 1.4 Common fractions Percentages • Revise: - finding percentages of whole numbers - calculating the percentage of part of a whole - calculating percentage increase or decrease • Calculate amounts if given percentage increase or decrease • Solve problems in contexts involving percentages Equivalent forms • Revise equivalent forms between: - common fractions (fractions where one denominator is a multiple of the other) - common fraction and decimal fraction forms of the same number - common fraction, decimal fraction and percentage forms of the same number Examples: a) ( 3 4 ) 2 = 32 42 = 916 b) √16 25 = 25 √ 16 √ = 4 5 • Once learners are comfortable doing all the operations with fractions, calculations do not have to be restricted to positive fractions. Calculation using percentages • Learners should continue to do context free calculations and solve problems in contexts. • When doing calculations using percentages, learners have to use the equivalent common fraction form, which is a fraction with denominator 100. • Learners should become familiar with the equivalent fraction and decimal forms of common percentages eg. 25% is equivalent to 1 4 or 0,25; 50% is equivalent to 1 2 or 0,5; 60% is equivalent to 3 5 or 0,6. • To calculate percentage of part of a whole, or percentage increase or decrease, learners have to learn the strategy of multiplying by 1 100. It is useful for learners to learn to use calculators for some of these calculations where the fractions are not easily simplified. • When using calculators, learners can use the equivalent decimal fraction form for percentages to do the calculations. Examples: a) Calculate of 60% of R105 Amount = 60 100 x R105 = R63 b) What percentage is 40c of R3,20? Percentage = 40 320 x 100 1 = 100 8 = 12,5% c) Calculate the percentage increase if the price of a bus ticket of R60 is increased to R84. Amount increased = R24. Therefore percentage increase = 24 60 x 100 1 = 40% d) Calculate the percentage decrease if the price of petrol goes down from 20 cents a litre to 18 cents a litre. Amount decreased = 2 cents. Therefore percentage decrease = 2 20 x 100 1 = 10% e) Calculate how much a car will cost if its original price of R150 000 is reduced by 15% Calculation involves finding 15% of R150 000 and then subtracting that amount from the original price. i.e. 15 100 x R150 000 1 = R22 500 Hence new price of car = R150 000 – R22 500 = R127 500 Or 85 100 x R150 000 1 = R127 500 MATHEMATICS GRADES 7-9 CAPS 103 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.5 Decimal fractions Ordering and comparing decimal fractions • Revise: - Ordering, comparing and place value of decimal fractions to at least 3 decimal places - Rounding off decimal fractions to at least 2 decimal place Calculations with decimal fractions • Revise: - addition, subtraction and multiplication of decimal fractions to at least 3 decimal places - division of decimal fractions by whole numbers • Extend multiplication to 'multiplication by decimal fractions' not limited to one decimal place What is different to Grade 7? • Multiplication by decimal fractions not limited to one decimal place • Division of decimal fractions by decimal fractions • Squares, cubes, square roots and cube roots of decimal fractions In Grade 8 learners consolidate number knowledge and calculation techniques for decimal fractions, developed in Grade 7. Ordering, counting and comparing decimal fractions • Learners should continue to practise counting, ordering and comparing decimal fractions. Counting should not only be thought of as verbal counting. Learners can count in decimal intervals using: - structured, semi-structured or empty number lines - chain diagrams for counting • Learners should be given a range of exercises • Arrange given numbers from the smallest to the biggest: or biggest to smallest. • Fill in missing numbers in - a sequence - on a number grid - on a number line - fill in <, = or > e.g. 0,4 * 0,04 * 0,004 • Counting exercises in chain diagrams can be checked using calculators and learners can explain any differences between their answers and those shown by the calculator. Calculating using decimal fractions • Learners should continue to do context free calculations and solve problems in contexts. • Learners should estimate their answers before calculating, especially with multiplication and division by decimal fractions. They should be able to judge the reasonableness of answers in respect of how many decimal places and also check their own answers. • Multiplication by decimal fractions should start with familiar numbers that learners can calculate by inspection, so that learners get a sense of how decimal places are affected by multiplication. Total time for decimal fractions: 6 hours MATHEMATICS GRADES 7-9 104 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.5 Decimal fractions • Extend division to 'division of decimal fractions by decimal fractions' • Calculate the squares, cubes, square roots and cube roots of decimal fractions Calculation techniques • Use knowledge of place value to estimate the number of decimal places in the result before performing calculations • Use rounding off and a calculator to check results where appropriate Solving problems • Solve problems in context involving decimal fractions Equivalent forms • Revise equivalent forms between: - common fraction and decimal fraction forms of the same number - common fraction, decimal fraction and percentage forms of the same number Examples: a) 3 x 2 = 6 0,3 x 2 = 0,6 0,3 x 0,2 = 0,06 0,3 x 0,02 = 0,006 0,03 x 0,02 = 0,0006 etc b) 15 x 3 = 45 1,5 x 3 = 4,5 0,15 x 3 = 0,45 0,15 x 0,3 = 0,045 0,015 x 0,3 = 0,0045 etc • For division by decimal fractions without calculators, learners have to use their knowledge of multiplication by 10 or multiples of 10 to make the divisor a whole number. Hence start with familiar numbers that learners can calculate by inspection, so that learners get a sense of how decimal places are affected by division. Examples: a) 54 ÷ 6 = 9 54 ÷ 0,6 = 540 ÷ 6 = 90 (multiply both numbers by 10 to make the decimal fraction a whole number) 54 ÷ 0,06 = 5 400 ÷ 6 = 900 (multiply both numbers by 100 to make the decimal fraction a whole number) 0,54 ÷ 0,06 = 54 ÷ 6 = 9 (multiply both numbers by 100 to make the decimal fraction a whole number) b) 125 ÷ 5 = 25 125 ÷ 0,5 = 1 250 ÷ 5 = 250 (multiply both numbers by 10 to make the decimal fraction a whole number) 125 ÷ 0,05 = 12 500 ÷ 5 = 2 500 (multiply both numbers by 100 to make the decimal fraction a whole number) 1,25 ÷ 0,05 = 125 ÷ 5 = 25 (multiply both numbers by 100 to make the decimal fraction a whole number MATHEMATICS GRADES 7-9 CAPS 105 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.5 Decimal fractions • For bigger and unfamiliar decimal fractions, learners should use calculators for multiplication and division, but still judge the reasonableness of their solutions. • Similarly, finding squares, cubes, square roots and cube roots for decimal fractions should start with familiar numbers that learners can calculate by inspection. Examples: a) 42 = 16 (0,4)2 = 0,4 x 0,4 = 0,16 (0,04)2 = 0,04 x 0,04 = 0,0016 b) (0,1)3 = 0,1 x 0,1 x 0,1 = 0,001 c) 0,04 √ = 0,2 • Once learners are comfortable with all the operations using decimal fractions, calculations should not be restricted to positive decimal fractions. Measurement 4.3 The Theorem of Pythagoras Develop and use the Theorem of Pythagoras • Investigate the relationship between the lengths of the sides of a right- angled triangle to develop the Theorem of Pythagoras • Determine whether a triangle is a right-angled triangle or not if the length of the three sides of the triangle are known • Use the Theorem of Pythagoras to calculate a missing length in a right- angled triangle, leaving irrational answers in surd form • The theorem of Pythagoras is new in Grade 8. • It is important that learners understand that the Theorem of Pythagoras applies only to right-angled triangles. • The Theorem of Pythagoras is basically a formula to calculate unknown length of sides in right-angled triangles. • In the FET phase, the Theorem of Pythagoras is crucial to the further study of Geometry and Trigonometry Examples of solving problems using the Theorem of Pythagoras: • In ∆ABC, ∠B = 90o, AC = 4 cm, BC = 2 cm. Calculate the length of AB without using a calculator. Leave the answer in the simplest surd form. Total time for the Theorem of Pythagoras: 5 hours MATHEMATICS GRADES 7-9 106 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 4.1 Area and perimeter of 2D shapes Area and perimeter • Use appropriate formulae to calculate perimeter and area of: - squares - rectangles - triangles - circles • Calculate the areas of polygons, to at least 2 decimal places, by decomposing them into rectangles and/or triangles • Use and describe the relationship between the radius, diameter and circumference of a circle in calculations • Use and describe the relationship between the radius and area of a circle in calculations Calculations and solving problems • Solve problems, with or without a calculator, involving perimeter and area of polygons and circles • Calculate to at least 2 decimal places • Use and describe the meaning of the irrational number Pi ( π) in calculations involving circles • Use and convert between appropriate SI units, including: - mm2 ↔ cm2 ↔ m2 ↔ km2 What is different to Grade 7? • Areas of polygons by decomposition • Circumference and area of a circle • Formulae learners should know and use: - perimeter of a square = 4s - perimeter of a rectangle = 2(l + b) or 2l + 2b - area of a square = l 2 - area of a rectangle = l x b - area of a triangle = 1 2(b x h) - diameter of a circle: d = 2r - circumference of circle: c = π d or 2 πr - area of a circle: A = πr2 Solving equations using formulae • The use of formulae provides a context to practise solving equations by inspection or using additive or multiplicative inverses. Examples: 1. If the perimeter of a square is 32 cm, what is the length of each side? Learners should write this as: 4s = 32 and solve by asking: 4 times what will be 32 OR saying s = 32 4 ? 2.If the area of a rectangle is 200 cm2, and its length is 50 cm, what is its width? Learners should write this as: 50 x b = 200 and solve by inspection by asking: 50 times what will be 200 OR saying b = 200 50 ? For areas of triangles: • Make sure learners know that the height of a triangle is a line segment drawn from any vertex perpendicular to the opposite side. Total time for area and perimeter: 5 hours. MATHEMATICS GRADES 7-9 CAPS 107 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 4.1 Area and perimeter of 2D shapes Area and perimeter • Use appropriate formulae to calculate perimeter and area of: - squares - rectangles - triangles - circles • Calculate the areas of polygons, to at least 2 decimal places, by decomposing them into rectangles and/or triangles • Use and describe the relationship between the radius, diameter and circumference of a circle in calculations • Use and describe the relationship between the radius and area of a circle in calculations Calculations and solving problems • Solve problems, with or without a calculator, involving perimeter and area of polygons and circles • Calculate to at least 2 decimal places • Use and describe the meaning of the irrational number Pi (π) in calculations involving circles • Use and convert between appropriate SI units, including: - mm2 ↔ cm2 ↔ m2 ↔ km2 What is different to Grade 7? • Areas of polygons by decomposition • Circumference and area of a circle • Formulae learners should know and use: - perimeter of a square = 4s - perimeter of a rectangle = 2(l + b) or 2l + 2b - area of a square = l2 - area of a rectangle = l x b - area of a triangle = 1 2(b x h) - diameter of a circle: d = 2r - circumference of circle: c = πd or 2πr - area of a circle: A = πr2 Solving equations using formulae • The use of formulae provides a context to practise solving equations by inspection or using additive or multiplicative inverses. Examples: 1. If the perimeter of a square is 32 cm, what is the length of each side? Learners should write this as: 4s = 32 and solve by asking: 4 times what will be 32 OR saying s = 32 4 ? 2.If the area of a rectangle is 200 cm2, and its length is 50 cm, what is its width? Learners should write this as: 50 x b = 200 and solve by inspection by asking: 50 times what will be 200 OR saying b = 200 50 ? For areas of triangles: • Make sure learners know that the height of a triangle is a line segment drawn from any vertex perpendicular to the opposite side. Total time for area and perimeter: 5 hours. CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 4.1 Area and Perimeter of 2D shapes Example: AD is the height onto base BC of ∆ABC. A D B C A D B C • Point out that every triangle has bases, each with a related height or altitude. • For conversions, note: - If 1cm = 10 mm then 1 cm2 = 100 mm2 - If 1m = 100 cm then 1 m2 = 10 000 cm2 Circles • Make sure learners can identify the centre, radius, diameter and circumference of the circle. • Spend time investigating the relationship between radius, circumference and diameter, so that learners develop a sense of where the irrational number Pi (π) is derived from. • Develop an understanding of π, making sure learners understand that: - π represents the value of the circumference divided by the diameter, for any circle - π is an irrational number and is given as 3,141 592 654 correct to 9 decimal places on the calculator - 22 7 or 3,14 are approximate rational values of π in everyday use. MATHEMATICS GRADES 7-9 108 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 4.2 Surface area and volume of 3D objects Surface area and volume • Use appropriate formulae to calculate the surface area, volume and capacity of: - cubes - rectangular prisms - triangular prisms • Describe the interrelationship between surface area and volume of the objects mentioned above Calculations and solving problems • Solve problems, with or without a calculator, involving surface area, volume and capacity • Use and convert between appropriate SI units, including: - mm2 ↔ cm2 ↔ m2 ↔ km2 - mm3 ↔ cm3 ↔ m3 - ml(cm3) ↔ l↔ kl What is different to Grade 7? • Surface area and volume of triangular prisms • Formulae learners should know and use: - the volume of a prism = the area of the base x the height - the surface area of a prism = the sum of the area of all its faces - the volume of a cube = l3 - the volume of a rectangular prism = l x b x h - the volume of a triangular prism = (1 2b x h) x height of prism • For conversions, note: - if 1 cm = 10 mm then 1 cm3 = 1 000 mm3 and - if 1 m = 100 cm then 1 m3 = 1 000 000 cm3 or 106 cm3 - an object with a volume of 1 cm3 will displace exactly 1 ml of water - an object with a volume of 1 m3 will displace exactly 1 kl of water. • Emphasize that the amount of space inside a prism is called its capacity; and the amount of space occupied by a prism is called its volume. • Investigate the nets of cubes and rectangular prisms in order to deduce formulae for calculating their surface areas. Example of solving problems involving surface area and volume: • Calculate the volume and surface area of the prism if AB = 8 cm, BC = 6 cm and CF = 16 cm. A D C F E B Total time for surface area and volume: 5 hours MATHEMATICS GRADES 7-9 CAPS 109 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Data handling 5.1 Collect, organize and summarize data Collect data • Pose questions relating to social, economic, and environmental issues • Select appropriate sources for the collection of data (including peers, family, newspapers, books, magazines) • Distinguish between samples and populations, and suggest appropriate samples for investigation • Design and use simple questionnaires to answer questions with multiple choice responses Organize and summarize data • Organize (including grouping where appropriate) and record data using - tally marks - tables - stem-and-leaf displays • Group data into intervals • Summarize data using measures of central tendency, including: - mean - median - mode • Summarize data using measures of dispersion, including: - range - extremes What is different to Grade 7? The following are new in Grade 8 • extremes • broken line graphs • dispersion of data • error and bias in data Data sets and contexts Learners should be exposed to a variety of contexts that deal with social and environmental issues, and should work with given data sets, represented in a variety of ways, that include big number ranges, percentages and decimal fractions. Learners should then practise organizing and summarizing this data, analysing and interpreting the data, and writing a report about the data. Complete a data cycle Learners should complete at least one data cycle for the year, starting with posing their own questions, selecting the sources and method for collecting, recording, organizing, representing, analysing, summarizing, interpreting and reporting the data. Challenge learners to think about what kinds of questions and data need to be collected to be represented on a histogram, a pie chart, a bar graph, or a line graph. Total time for collecting and organizing data: 4 hours. MATHEMATICS GRADES 7-9 110 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 5.5 Represent data Represent data • Draw a variety of graphs by hand/ technology to display and interpret data including: - bar graphs and double bar graphs - histograms with given and own intervals - pie charts - broken-line graphs Representing data • Drawing pie charts to represent data do not have to be accurately drawn with a compass and protractor, etc. Learners can use any round object to draw a circle, then divide the circle into halves and quarters and eighths if needed, as a guide to estimate the proportions of the circle that need to be shown to represent the data. What is important is that the values or percentages associated with the data are shown proportionally on the pie chart. • Drawing, reading and interpreting pie charts is a useful context to re-visit equivalence between fractions and percentages, e.g. 25% of the data is represented by a 1 4 sector of the circle. • It is a context in which learners can find percentages of whole numbers e.g. if 25% of 300 learners like rugby, how many (actual number) learners like rugby? • Histograms are used to represent grouped data shown in intervals on the horizontal axis of the graph. Point out the differences between histograms and bar graphs, in particular bar graphs that represent discrete data e.g. favourite sports, compared to histograms that show categories in consecutive, non￾overlapping intervals, e.g. test scores out of 100 shown in intervals of 10. The bars on bar graphs do not have to touch each other, while in a histogram they have to touch since they show consecutive intervals. • Broken-line graphs refer to data graphs that represent data points joined by a line and are not the same as straight line graphs that are drawn using the equation of the line. • Broken-line graphs are used to represent data that changes continuously over time, e.g. average daily temperature for a month. Each day’s temperature is represented with a point on the graph, and once the whole month has been plotted, the points are joined to show a broken-line graph. • Broken-line graphs are useful to read ‘trends’ and patterns in the data, for predictive purposes e.g. will the temperatures go up or down in the next month. Total time for representing data: 3 hours MATHEMATICS GRADES 7-9 CAPS 111 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 5.6 Interpret, analyse and report data Interpret data • Critically read and interpret data represented in: - words - bar graphs - double bar graphs - pie charts - histograms - broken-line graphs Analyse data • Critically analyse data by answering questions related to: - data categories, including data intervals - data sources and contexts - central tendencies – (mean, mode, median) - scales used on graphs - samples and populations - dispersion of data - error and bias in the data Report data • Summarize data in short paragraphs that include - drawing conclusions about the data - making predictions based on the data - identifying sources of error and bias in the data - choosing appropriate summary statistics for the data (mean, median, mode, range) - the role of extremes in the data Developing critical analysis skills • Learners should compare the same data represented in different ways e.g. in a pie chart or a bar graph or a table, and discuss what information is shown and what is hidden; they should evaluate what form of representation works best for the given data. • Learners should compare graphs on the same topic but where data has been collected from different groups of people, at different times, in different places or in different ways. Here learners should discuss differences between the data with an awareness of bias related to the impact of data sources and methods of data collection on the interpretation of the data. • Learners should compare different ways of summarizing the same data sets, developing an awareness of how data reporting can be manipulated; they should evaluate which summary statistics best represent the data. • Learners should compare graphs of the same data, where the scales of the graphs are different. Here learners should discuss differences with an awareness of how representation of data can be manipulated; they should evaluate which form of representation works best for the given data. • Learners should compare data on the same topic, where one set of data has extremes, and discuss differences with an awareness of the effect of the extremes on the interpretation of the data, in particular, extremes affect the range. • Learners should write reports on the data in short paragraphs. Total time for analysing, interpreting and summarising data: 3,5 hours MATHEMATICS GRADES 7-9 112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) REVISION/ASSESSMENT: At this stage learners should have been assessed on: • calculating and solving problems with common fractions and decimal fractions • the Theorem of Pythagoras • area and perimeter of 2D shapes • surface area and volume of 3D objects Total time for revision/ assessment for the term 6,5 hours. MATHEMATICS GRADES 7-9 CAPS 113 GRADE 8 – TERM 4 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.2 Functions and relationships Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae - equations Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by equations Functions and relationships were also done in Term 1. In this term the focus is on using formulae to find output values from given input values, as well as equivalent forms of descriptions of the same relationship. See further notes and examples in Term 1. Example Use the formula for the area of a rectangle: A = l x b to calculate the following: a) The area, if the length is 4,5 cm and the width is 2,5 cm b) The length, if the area is 240 cm2 and the width is 4 cm c) The width, if the area is 14 cm2 and the length is 3,5 cm Learners can write these as number sentences, and solve by inspection. Time for Functions and Relationships in this term: 6 hours 2.4 Algebraic equations Equations • Revise the following done in Grade 7: - set up equations to describe problem situations - analyse and interpret equations that describe a given situation - solve equations by inspection - determine the numerical value of an expression by substitution - Identify variables and constants in given formulae or equations • Extend solving equations to include: - using additive and multiplicative inverses - using laws of exponents • Use substitution in equations to generate tables of ordered pairs Algebraic equations were also done in Terms 1 and 2. In this term the focus is on using substitution in equations to generate tables of ordered pairs. See further notes and examples in Terms 1 and 2. Examples of generating ordered pairs a) Complete the table below for x and y values for the equation: y = –3x + 2 x –3 –1 0 y –4 –10 b) Complete the table below for x and y values for the equation: y = x2 – 2 x –3 –2 0 y –2 2 Time for Algebraic equations in this term: 3 hours MATHEMATICS GRADES 7-9 114 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 2.5 Graphs Interpreting graphs • Revise the following done in Grade 7: - Analyse and interpret global graphs of problem situations, with a special focus on the following trends and features: ♦ linear or non-linear ♦ constant, increasing or decreasing • Extend the focus on features of graphs to include: - maximum or minimum - discrete or continuous Drawing graphs • Draw global graphs from given descriptions of a problem situation, identifying features listed above • Use tables of ordered pairs to plot points and draw graphs on the Cartesian plane What is different to Grade 7? • New features of global graphs: maximum and minimum; discrete and continuous • Plotting points to draw graphs Examples of contexts for global graphs include: • the relationship between time and distance travelled • the relationship between temperature and time over which it is measured • the relationship between rainfall and time over which it is measured, etc. Examples of drawing graphs by plotting points a) Complete the table of ordered pairs below for the equation: y = x + 3 x –4 –3 –2 –1 0 1 2 3 4 y Now, plot the above co-ordinate points on the Cartesian plane. Join points to form a graph. b) Complete the table of ordered pairs below for the equation: y = x2 + 3 x –4 –3 –2 –1 0 1 2 3 4 y Now, plot the above co-ordinate points on the Cartesian plane. Join points to form a graph. Total time for graphs: 9 hours MATHEMATICS GRADES 7-9 CAPS 115 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Space and Shape (Geometry) 3.4 Transformation Geometry Transformations • Recognize, describe and perform transformations with points on a coordinate plane, focusing on: - reflecting a point in the y-axis or x-axis - translating a point within and across quadrants • Recognize, describe and perform transformations with triangles on a co-ordinate plane, focusing on the co-ordinates of the vertices when: - reflecting a triangle in the x-axis or y-axis - translating a triangle within and across quadrants - rotating a triangle around the origin Enlargements and reductions • Use proportion to describe the effect of enlargement or reduction on area and perimeter of geometric figures What is different to Grade 7? • Transformations are done on a co-ordinate plane • Co-ordinates of points and vertices Co-ordinate plane • Doing transformations on the co-ordinate plane is an opportunity to practise plotting points with ordered pairs, and links up with drawing algebraic graphs. • Learners have to learn how to plot points on the co-ordinate plane and read the co-ordinates of points off the x-axis and y-axis. This is also done with algebraic graphs. • Learners have to know the convention for writing ordered pairs (x;y) • Point out the differences between the axes in the four quadrants. Focus of transformations • Doing transformations on a co-ordinate plane focuses attention on the co- ordinates of points and vertices of shapes. • Learners should recognize that translations, reflections and rotations only change the position of the figure, and not its shape or size. • Learners should recognize that the above transformations produce congruent figures. • Learners do not have to learn general rules for the transformations at this stage, but should explore the way the co-ordinates of points change when performing different transformations with lines or shapes. • Learners should recognize that enlargements and reductions change the size of figures by increasing or decreasing the length of sides, but keeping the angles the same, produces similar rather than congruent figures. • Learners should also be able to work out the factor of enlargement or reduction of a figure. Examples of transformation problems • Plot point A(4;3) and A', its image, after reflection in: a) the x-axis b) the y-axis. • Write down the co-ordinates of T' if T(–2;3) is translated 4 units downwards. • The perimeter of square abcd = 48cm a) Write down the perimeter of the square if the length of each side is doubled. b) Will the area of the enlarged square be twice or four times that of the original square? Total time for Transforma￾tions: 6 hours MATHEMATICS GRADES 7-9 116 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) 3.2 Geometry of 3D objects Classifying 3D objects • Describe, name and compare the 5 Platonic solids in terms of the shape and number of faces, the number of vertices and the number of edges Building 3D models • Revise using nets to make models of geometric solids, including: - cubes - prisms - pyramids What is different to Grade 7? • Naming and comparing Platonic solids • Nets of pyramids Platonic solids • Platonic solids are a special group of polyhedra that have faces that are congruent regular polygons. • There are only 5 Platonic solids: - Tetrahedron - Hexahedron (cube) - Octahedron - Dodecahedron - Icosahedrons • The name of each Platonic solid is derived from its number of faces. • Platonic solids provide an interesting context in which to investigate the relationship between the number of faces, vertices and edges. By listing these properties for all the Platonic solids, learners can investigate the pattern that emerges, to come up with the general rule: V – e + f = 2, where V = number of vertices; e = number of edges; f = number of faces Using and constructing nets • Using and constructing nets are useful contexts for exploring or consolidating properties of polyhedra. • Learners should recognize the nets of different solids. • Learners should make sketches of the nets using their knowledge of the shape and number of faces of the solids, before drawing and cutting out the nets to build models. • Since learners have more knowledge about the size of angles in equilateral triangles, and can measure angles, their constructions of nets should be more accurate. • Learners have to work out the relative position of faces of the nets in order to build the 3D model. Total time for geometry of 3D objects: 7 hours MATHEMATICS GRADES 7-9 CAPS 117 CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION (in hours) Data handling 5.4 Probability Probability • Consider a simple situation (with equally likely outcomes) that can be described using probability and: - list all the possible outcomes - determine the probability of each possible outcome using the definition of probability - predict, with reasons, the relative frequency of the possible outcomes for a series of trials based on probability - compare relative frequency with probability and explain possible differences Probability experiments In the Intermediate Phase and Grade 7 learners did probability experiments with coins, dice and spinners. In Grade 8 doing actual trials of experiments become less important, and learners should consider probability for hypothetical events e.g. the probability of white as a successful outcome on a roulette table, or the probability of getting a Coca Cola at the shop if you know what the total number of drinks is that they stock and how many cans of Coca Cola they have. Comparing relative frequency and probability • The relative frequency is the observed number of successful outcomes for a finite sample of trials. • For example, if you toss a coin 50 times, the results are 27 heads and 23 tails. Define a head as a successful outcome. The relative frequency of heads is: 27 50 = 54% • The probability of a head is 50% (one of two likely outcomes). The difference between the relative frequency of 54% and the probability of 50% is due to small sample size. • The more trials you do, the closer the relative frequency gets to the probability. This can be compared in class by combining results from trials done in groups or pairs. Total time for probability: 4,5 hours REVISION/ASSESSMENT: At this stage learners should have been assessed on: • functions and relationships • algebraic equations • graphs • transformation geometry • geometry of 3D objects • probability Total time for revision/ assessment for the term 9, 5 hours MATHEMATICS GRADES 7-9 118 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Time allocation per Term: Grade 9 TERM 1 TERM 2 TERM 3 TERM 4 Topic Time Topic Time Topic Time Topic Time Whole numbers 4,5 hours Construction of geometric figures 9 hours Functions and relationships 5 hours Transformation geometry 9 hours Integers 4,5 hours Geometry of 2D shapes 9 hours Algebraic expressions 9 hours Geometry of 3D objects 9 hours Common fractions 4,5 hours Geometry of straight-lines 9 hours Algebraic equations 9 hours Collect, organize and summarize data 4 hours Decimal fractions 4,5 hours Theorem of Pythagoras 5 hours Graphs 12 hours Represent data 3 hours Exponents 5 hours Area and Perimeter of 2D shapes 5 hours Surface Area and volume of 3D objects 5 hours Interpret, analyse and report data 3,5 hours Numeric and geometric patterns 4,5 hours Probability 4,5 hours Functions and relationships 4 hours Algebraic expressions 4,5 hours Algebraic equations 4 hours Revision/ Assessment 5 hours Revision/ Assessment 8 hours Revision/ Assessment 5 hours Revision/ Assessment 12 hours TOTAL: 45 hours TOTAL: 45 hours TOTAL: 45 hours TOTAL: 45 hours MATHEMATICS GRADES 7-9 CAPS 119 3.3.3 Clarification of content for Grade 9 GRADE 9 – TERM 1 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Numbers, operations and relationships 1.1 Whole numbers Properties of numbers • Describe the real number system by recognising, defining and distinguishing properties of: - natural numbers - whole numbers - integers - rational numbers - irrational numbers Calculations using whole numbers Revise: • Calculations using all four operations on whole numbers, estimating and using calculators where appropriate Calculation techniques Use a range of strategies to perform and check written and mental calculations of whole numbers including: • estimation • adding, subtracting and multiplying in columns • long division • rounding off and compensating • using a calculator Multiples and factors Use prime factorisation of numbers to find LCM and HCF What is different to Grade 8? In Grade 9 learners consolidate number knowledge and calculation techniques for whole numbers, developed in Grade 8. • The focus in Grade 9 should be on developing an understanding of different number systems and the properties of operations that apply for different number systems. • The contexts for solving problems should be more complex and varied, involving whole numbers, integers and rational numbers. Financial contexts are especially rich in this regard. • Learners should be given a clear indication of when the use of calculators is permissible or not. Calculators should be used routinely for calculations with big numbers and where knowledge of number facts or concepts are not explicitly assessed. However, guard against learners becoming dependent on calculators for all calculations. Calculators remain a useful tool for checking solutions. • Competency in finding multiples and factors, and prime factorisation of whole numbers, remains important for developing competency in factorising algebraic expressions and solving algebraic equations. Properties of numbers • By distinguishing the properties of different number systems, learners should recognize that natural numbers is a subset of whole numbers, which in turn is a subset of integers, which in turn is a subset of rational numbers. All of these numbers form part of the real number system. • Note that 0 may sometimes be included in the set of natural numbers. • Learners should recognize the following distinguishing features of the number systems: - integers extend the natural and whole number systems by including the operation a – b, where a < b. - rational numbers extend the set of integers by including the operation ab where a < b - rational numbers are defined as numbers that can be written in the form ab where a and b are integers and b ≠ 0 - since integers are a subset of rational numbers, every integer, can be expressed as a rational number ab Total time for whole numbers 4, 5 hours. MATHEMATICS GRADES 7-9 120 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Numbers, operations and relationships 1.1 Whole numbers Solving problems • Solve problems in contexts involving - ratio and rate - direct and indirect proportion - irrational numbers are numbers that cannot be expressed as rational numbers in the form ab - Pi (π) is an irrational number, even though we use 22 7 or 3,14 as rational number approximations for π in calculations Ratio and rate problems • Include problems involving speed, distance and time. Learners should be familiar with the following formulae for these calculations: a) speed = distance time b) distance = speed x time c) time = distance speed • Speed is usually given as constant speed or average speed. • Make sure learners recognize and are able to convert correctly between units for time and distance. Examples a) A car travelling at a constant speed travels 60 km in 18 minutes. How far, travelling at the same constant speed, will the car travel in 1 hour 12 minutes? b) A car travelling at an average speed of 100 km/h covers a certain distance in 3 hours 20 minutes. At what constant speed must the car travel to cover the same distance in 2 hours 40 minutes? Direct and Indirect proportion Learners should be familiar with the following relationships: • x is directly proportional to y if xy = constant • x and y are directly propotional if, as the value of x increases the value of y increases in the same proportion, and as the value of x decreases the value of y decreases in the same proportion • The direct proportional relationship is represented by a straight line graph • x is indirectly or inversely proportional to y if x x y = a constant. In other words y = cx • x and y are indirectly propotional if, as the value of x increases the value of y decreases and as the value of x decreases the value of y increases • an indirect proportional relationship is represented by a non-linear curve MATHEMATICS GRADES 7-9 CAPS 121 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Numbers, operations and relationships 1.1 Whole numbers • Solve problems that involve whole numbers, percentages and decimal fractions in financial contexts such as: - profit, loss, discount and VAT - budgets - accounts and loans - simple interest and hire purchase - exchange rates and commission - rentals - compound interest Financial contexts • Once learners have done sufficient calculations for simple and compound interest through repeated calculations, they could use given formulae for these calculations. Examples a) Calculate the simple interest on R600 at 7% p.a for 3 years using the formula SI = P.n.r 100 or si = p.n.i for i = r 100 . b) R800 invested at r% per annum simple interest for a period of 3 years yields R168. Calculate the value of r c) How long will it take for R3 000 invested at 6% per annum simple interest to grow to R4 260? d) Temoso borrowed R500 from the bank for 3 years at 8% p.a. compound interest. Without using a formula, calculate how much Temoso owes the bank at the end of three years. e) Use the formula A = P(1 + r 100 )n to calculate the compound interest on a loan of R3 450 at 6,5% per annum for 5 years. 1.3 Integers Calculations with integers • Revise: - perform calculations involving all four operations with integers - perform calculations involving all four operations with numbers that involve the squares, cubes, square roots and cube roots of integers Properties of integers • Revise: - commutative, associative and distributive properties of addition and multiplication for integers - additive and multiplicative inverses for integers Solving problems • Solve problems in contexts involving multiple operations with integers What is different to Grade 8? In Grade 9 learners consolidate number knowledge and calculation techniques for integers, developed in Grade 8. In Grade 9, learners work with integers mostly as coefficients in algebraic expressions and equations. They are expected to be competent in performing all four operations with integers and using the properties of integers appropriately where necessary. Total time for Integers: 4,5 hours MATHEMATICS GRADES 7-9 122 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.4 Common fractions Calculations using fractions • All four operations with common fractions and mixed numbers • All four operations, with numbers that involve the squares, cubes, square roots and cube roots of common fractions Calculation techniques • Revise: - Convert mixed numbers to common fractions in order to perform calculations with them - Use knowledge of multiples and factors to write fractions in the simplest form before or after calculations - Use knowledge of equivalent fractions to add and subtract common fractions - Use knowledge of reciprocal relationships to divide common fractions Solving problems Solve problems in contexts involving common fractions, mixed numbers and percentages Equivalent forms • Revise equivalent forms between: - common fractions where one denominator is a multiple of another - common fraction and decimal fraction forms of the same number - common fraction, decimal fraction and percentage forms of the same number What is different to Grade 8? In Grade 9 learners consolidate number knowledge and calculation techniques for common fractions, developed in Grade 8. In Grade 9, learners work with common fractions mostly as coefficients in algebra￾ic expressions and equations. They are expected to be competent in performing multiple operations using common fractions and mixed numbers, applying proper￾ties of rational numbers appropriately. They are also expected to recognize and use equivalent forms for common fractions appropriately in calculations and when simplifying algebraic fractions. Total time for common fractions: 4,5 hours MATHEMATICS GRADES 7-9 CAPS 123 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.5 Decimal fractions Calculations with decimal fractions • Multiple operations with decimal fractions, using a calculator where appropriate • Multiple operations, with or without brackets, with numbers that involve the squares, cubes, square roots and cube roots of decimal fractions Calculation techniques • Use knowledge of place values to estimate the number of decimal places in the result before performing calculations • Use rounding off and a calculator to check results where appropriate Solving problems Solve problems in context involving decimal fractions Equivalent forms • Revise equivalent forms between: - common fraction and decimal fraction forms of the same number - common fraction, decimal fraction and percentage forms of the same number What is different to Grade 8? In Grade 9 learners consolidate number knowledge and calculation techniques for decimal fractions, developed in Grade 8. In Grade 9, learners work with decimal fractions mostly as coefficients in algebraic expressions and equations. They are expected to be competent in performing multiple operations using decimal fractions and mixed numbers, applying proper- ties of rational numbers appropriately. They are also expected to recognize and use equivalent forms for decimal fractions appropriately in calculations. Total time for decimal fractions: 4,5 hours MATHEMATICS GRADES 7-9 124 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.2 Exponents Comparing and representing numbers in exponential form • Revise: - compare and represent integers in exponential form - compare and represent numbers in scientific notation • Extend scientific notation to include negative exponents Calculations using numbers in exponential form • Revise the following general laws of exponents: - am x an = am + n - am ÷ an = am - n, if m>n - (am)n = am x n - (a x t)n = an x t n - a0 = 1 • Extend the general laws of exponents to include: - integer exponents - a –m = 1 am • Perform calculations involving all four operations using numbers in exponential form Solving problems • Solve problems in contexts involving numbers in exponential form, including scientific notation What is different to Grade 8? • Additional laws of exponents involving integer exponents • Scientific notation for numbers, including negative exponents In Grade 9 learners consolidate number knowledge and calculation techniques for exponents, developed in Grade 8. Laws of exponents • The laws of exponents should be introduced through a range of numeric examples first, then variables can be used. • The following laws of exponents should be known, where m and n are integers and a and t are not equal to 0: am x an = am+n am ÷ an = am - n Examples Examples a) 23 x 24 = 23+4 = 27 = 128 a) 35 ÷ 32 = 33 = 27 b) x3 x x4 = x3+4 = x7 b) x5 ÷ x3 = x2 (am)n = am x n (a x t)n = an x t n Examples Examples a) (23)2 = 26 = 64 a) (3x2)3 = 33x6 = 27x6 a0 = 1 a–m = 1 am Examples Examples a) (37)0 = 1 a) 5–3 = 1 53 = 1 75 b) (4x2)0 = 1 b) 73 ÷ 75 = 7–2 = 1 72 = 1 49 • Make sure learners understand these laws reading from both sides of the equal sign i.e. if the LHS = RHS, then the RHS = LHS Total time for exponents: 5 hours MATHEMATICS GRADES 7-9 CAPS 125 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) • The law a0 = 1 can be derived by using the law of exponents for division in a few examples e.g. a4 ÷ a4 =a x a x a x a a x a x a x a= 1, therefore a4–4 = a0 = 1 • Learners should be able to use the laws of exponents in calculations and for solving simple exponential equations as well as expanding and simplifying algebraic expressions. • Look out for the following common misconceptions where: - Learners multiply unlike bases and add the exponents Example: xm x yn = (xy)m + n 25 x 27 = 49 instead of the correct answer 29 - Learners forget the middle term of the binomial e.g. (x + y)m = xm + ym - Learners confuse adding the exponents and adding the terms, e.g. xm + xn = xm + n - Learners confuse the exponent of the variable and the coefficient e.g. 2x–3 = 1 2x3 instead of the correct answer 2 1 x2 Calculations and simple equations using numbers in exponential form • The calculations and equations should provide opportunities to apply the laws of exponents and should not be unduly complex. Examples a) Calculate: 2–1 x 63 x 3–2 b) Simplify: (–2x2)(–2x)–2 c) Solve x: 3x = 9 d) Solve x: 2x = 1 4 e) 5x+1 = 1 Scientific notation • When writing numbers in scientific notation, learners have to understand the relationship between the number of decimal places and the index of 10. Example: 25 = 2,5 x 101; and 250 = 2,5 x 102 • Scientific notation that extends to negative exponents includes writing very small numbers in scientific notation. MATHEMATICS GRADES 7-9 126 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 1.2 Exponents Example: 25 millionth = 2,5 x 10–5 • Learners practise writing small and large numbers in scientific notation, which they might already have encountered in Natural Science. It is useful to refer to these contexts when discussing scientific notation. • Calculations can be done with or without a calculator. Examples a) Calculate: 2,6 x 105 x 9 x 107 without using a calculator and give answer in scientific notation. b) Write in scientific notation: 0,00053 c) Calculate: 5,8 x 10–4 + 2,3 x 10–5 without using a calculator. Patterns, functions and algebra 2.1 Numeric and geometric patterns Investigate and extend patterns • Investigate and extend numeric and geometric patterns looking for relationships between numbers including patterns: - represented in physical or diagram form - not limited to sequences involving a constant difference or ratio - of learner’s own creation - represented in tables - represented algebraically • Describe and justify the general rules for observed relationships between numbers in own words or in algebraic language What is different to Grade 8? Learners consolidate work involving numeric and geometric patterns done in Grade 8. • Investigating number patterns is an opportunity to generalize – to give general algebraic descriptions of the relationship between terms and thier position in a sequence and to justify solutions. Kinds of numeric patterns • Given a sequence of numbers, learners have to identify a pattern or relationship between consecutive terms in order to extend the pattern. Examples Provide a rule to describe the relationship between the numbers in the sequences below. Use this rule to give the next three numbers in the sequence: a) –1; –1,5; –2; –2,5 ... ... Here learners should identify the constant difference between consecutive terms in order to extend the pattern. This pattern can be described in learners’ own words as ‘adding –0,5’ or ‘counting in –0,5s ’ or ‘add –0,5 to the previous number in the pattern’. b) 2; –1; 0,5; –0,25 ; 0,125 ... ... Here learners should identify the constant ratio between consecutive terms. This pattern can be described in learners’ own words as ‘multiply the previous number by –0,5 ’. Total time for numeric and geometric patterns 4, 5 hours MATHEMATICS GRADES 7-9 CAPS 127 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns c) 1; 0; –2; –5; –9; –14 ... . This pattern has neither a constant difference nor constant ratio. This pattern can be described in learners’ own words as ‘subtract 1 more than was subtracted to get the previous term’. Using this rule, the next 3 terms will be –20, –27, –35 • Given a sequence of numbers, learners have to identify a pattern or relationship between the term and its position in the sequence. This enables learners to predict a term in a sequence based on the position of that term in the sequence. It is useful for learners to represent these sequences in tables so that they can consider the position of the term. Examples a) Provide a rule to describe the relationship between the numbers in this sequence: 2; 5; 10; 17 ... . Use your rule to find the 10th term in this sequence. Firstly, learners have to understand that the ‘10th term’ refers to position 10 in the number sequence. They have to find a rule in order to determine the 10th term, rather than continuing the sequence up to the tenth term. This sequence can be represented in the following table: Position in sequence 1 2 3 4 10 Term 2 5 10 17 ? Learners have to recognize that each term in the bottom row is obtained by squaring the position number in the top row and adding. Thus the 10th term will be '10 squared +1’ or 102 + 1 which is 101. Using the same rule, learners can also be asked what term number or position will be 626? If the term is obtained by squaring the position number of the term and adding 1, then the position number can be obtained by subtracting, then finding the square root of the term. Hence, 626 will be the 25th term in the sequence since 626 – 1 = 625 and 625 √ = 25. b) Provide a rule to describe the relationship between the numbers in this sequence: –2; –5;–8; –11 ... .Use this rule to find the 20th term in this sequence. If learners consider only the relationship between consecutive terms, then they can continue the pattern (‘add -3 to previous number’) up to the 20th term to find the answer. However, if they look for a relationship or rule between the term and the position of the term, they can predict the answer without continuing the pattern. Using number sentences can be useful to find the rule: MATHEMATICS GRADES 7-9 128 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns 1st term: –2 = –3(1) + 1 2nd term: –5 = –3(2) + 1 3rd term: –8 = –3(3) + 1 4th term: –11 = –3(4) + 1 The number in the brackets corresponds to the position of the term. Hence, the 20th term will be: –3(20) + 1 = –59 The rule in learners’ own words can be written as –3 x the position of the term + 1’ or –3n + 1, where n is the position of the term. • These types of numeric patterns develop an understanding of functional relationships, in which there is a dependent variable (position of the term) and an independent variable (the term itself), and where you have a unique output for any given input value. Kinds of geometric patterns • Geometric patterns are number patterns represented diagrammatically. The diagrammatic representation reveals the structure of the number pattern. • Hence, representing the number patterns in tables, makes it easier for learners to describe the general rule for the pattern. Example Consider this pattern for building hexagons using matchsticks. How many matchsticks will be used to build the 10th hexagon? Provide an expression to describe the general term for this number sequence. The rule for the pattern is contained in the structure (construction) of the successive hexagonal shapes: (1) add on 1 matchstick per side (2) there are 6 sides, so (3) add on 6 matchsticks per hexagon as you proceed from a given hexagon to the next one. So, for the 2nd hexagon, you have 2 x 6 matches; for the 3rd hexagon you have 3 x 6 matches. Using this pattern for building hexagons, the 10th hexagon will have 10 x 6matches. MATHEMATICS GRADES 7-9 CAPS 129 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions and algebra 2.1 Numeric and geometric patterns Learners can also use a table to record the number of matches used for each hexagon. This way the number pattern is related to the number of matches used for each new hexagon. Position of hexagon in pattern 1 2 3 4 5 6 10 Number of matches 6 12 18 The nth term for this sequence can be written as 6n or 6 + (n – 1)6 2.2 Functions and relationships Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae - equations Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by equations - by graphs on a Cartesian plane What is different to Grade 8? Learners consolidate work with input and output values done in Grade 8. They should continue to find input or output values in flow diagrams, tables, formulae and equations. Functions and relationships are done again in Term 3. In this phase, it is useful to start specifying whether the input values are natural numbers, or integers or rational numbers. This builds learners’ awareness of the domain of input values. Hence, to find output values, learners should be given the rule/formula as well as the domain of the input values. Learners should begin to recognize equivalent representations of the same rela- tionships shown as an equation, a set of ordered pairs in a table or on a graph. Examples a) If the rule for finding in the table below is: y = 1 2 x + 1, determine the values of y for the given x values: x 0 1 2 4 10 50 100 y b) Describe the relationship between the numbers in the top row and those in the bottom row in the table. Then write down the value of m and n x –2 –1 0 1 2 12 n y –7 –5 –3 –1 1 m 27 In tables such as these, more than one rule might be possible to describe the relationship between x and y values. The rules are acceptable if they match the given input values to the corresponding output values. For example, the rule y = 2x – 3 describes the relationship between the given values for x and y. To find m and n, learners have to substitute the corresponding values for x or y into the rule and solve the equation by inspection. MATHEMATICS GRADES 7-9 130 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 2.3 Algebraic expressions Algebraic language • Revise the following done in Grade 8: - Recognize and identify conventions for writing algebraic expressions - Identify and classify like and unlike terms in algebraic expressions - Recognize and identify coefficients and exponents in algebraic expressions • Recognize and differentiate between monomials, binomials and trinomials Expand and simplify algebraic expressions • Revise the following done in Grade 8, using the commutative, associative and distributive laws for rational numbers and laws of exponents to: - add and subtract like terms in algebraic expressions - multiply integers and monomials by: ♦ monomials ♦ binomials ♦ trinomials - divide the following by integers or monomials: ♦ monomials ♦ binomials ♦ trinomials - Simplify algebraic expressions involving the above operations What is different to Grade 8? • Algebraic manipulations which include: - multiply integers and monomials by polynomials - divide polynomials by integers or monomials - the product of two binomials - the square of a binomial Algebraic expressions are done again in Term 3. In this term the focus is on expanding and simplifying algebraic expressions. In Term 3 the focus is on factorizing expressions. Manipulating algebraic expressions • Make sure learners understand that the rules for operating with integers and rational numbers, including laws of exponents, apply equally when numbers are replaced with variables. The variables are numbers of a given type (e.g. integers or rational numbers) in generalized form. • When multiplying or dividing expressions, make sure learners understand how the distributive rule works. • The associative rule allows for grouping of like terms when adding. Look out for the following common misconceptions: • x + x = 2x and NOT x2. Note the convention is to write 2x rather than x2 • x2 + x2 = 2x2 and NOT 2x4 • a +b = a + b and NOT ab • (–2x2 )3 = –8x6 and NOT –6x5 • -x(3x + 1)= –3x2 – 1 and NOT –3x2 + 1 • 6x2 + 1 1 x2 x2 = 6 + and NOT 6 + 1 • If x = 2 then –3x2= –3(2)2 = 3 x 4 = 12 and NOT (–6)2 • If x = –2 then –x2 – x = –(–2)2 – (–2)= –4 + 2 = –2 and NOT 4 + 2 = 6 • 25x2 –9x2= 16x2= 4x and NOT 5x – 3x = 2x √ √ • (x + 2)2 = x2+ 4x+ 4 and NOT x2 + 4 Time for algebraic expressions in this term: 4,5 hours MATHEMATICS GRADES 7-9 CAPS 131 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 2.3 Algebraic expressions - Determine the squares, cubes, square roots and cube roots of single algebraic terms or like algebraic terms - Determine the numerical value of algebraic expressions by substitution • Extend the above algebraic manipulations to include: - multiply integers and monomials by polynomials - divide polynomials by integers or monomials - the product of two binomials - the square of a binomial Factorize algebraic expressions • Factorize algebraic expressions that involve: - common factors - difference of two squares - trinomials of the form: ♦ x2 + bx + c ♦ ax2 + bx + c, where a is a common factor • Simplify algebraic expressions that involve the above factorisation processes • Simplify algebraic fractions using factorisation Examples of expanding and simplifying expressions a) Simplify: –3(x3 + 2x2 – x) – x2(3x + 1) [multiply integer and monomial by polynomial] b) Determine/expand: (x + 2)(x – 3) [multiply binomial by binomial] c) Determine/expand: (x + 2)(x – 2) [multiply binomial by binomial] d) Determine/expand: (x + 3)2 [multiply out a perfect square] e) Simplify: 2(x – 3)2 –3(x + 1)(2x – 5) [multiple calculations involving product of binomials] f) If x = –2 determine the numerical value of 3x2 – 4x + 5 [using substitution] g) Simplify: 6x4 – 8x3 – 2x2+ 4 2x2 for x ≠ 0 for [divide polynomial by monomial; remind learners that denominator cannot be 0] h) Simplify: 8x3 – (–x3)(2x) -x2 for x ≠ 0 for [calculations involving multiple operations; remind learners that denominator cannot be ] i) Determine: 36x4 √ [square root of monomial] It might help to remind learners that these variables (or x in this case) represent numbers of a particular type – these may be rational, or integers, or perhaps whole numbers; such a reminder also then implies that all the associated rules or properties of these numbers apply here. So, in the above example, if x is an integer, then x = a or x = –a because a4 = (–a)4 MATHEMATICS GRADES 7-9 132 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 2.4 Algebraic equations Equations • Revise the following done in Grade 8: - Set up equations to describe problem situations - Analyse and interpret equations that describe a given situation - Solve equations by: ♦ inspection ♦ using additive and multiplicative inverses ♦ using laws of exponents - Determine the numerical value of an expression by substitution. - Use substitution in equations to generate tables of ordered pairs • Extend solving equations to include: - using factorisation - equations of the form: a product of factors = 0 What is different to Grade 8? • Solving equations using factorization • Solving equations of the form: a product of factors = 0 Algebraic equations are done again in Term 3. In this term the focus is on consolidating solving equations using additive and multiplicative inverses and the laws of exponents. In Term 3, the focus is on solving equations after factorizing as well as generating tables of ordered pairs for linear equations. Learners have opportunities to write and solve equations when they write general rules to describe relationships between numbers in number patterns, and when they find input or output values for given rules in flow diagrams, tables and formulae. In Grade 9, learners can be given equations where they have to expand, simplify or factorize expressions first, before solving the equation. For equations of the form: a product of two factors = 0, learners have to understand that if the product of two factors equals 0, then at least one of the factors must be equal to 0. Hence to solve the equation, each factor must be written as an equation equal to 0, and therefore more than one solution for x is possible. When working with algebraic fractions, learners must be reminded that the denominator cannot equal 0, so any value of x that makes the denominator 0 cannot be a solution to the equation. Examples of equations a) Solve: x if 3(x – 2) = x + 2 3x – 6 = x + 2 (expand LHS first) 3x – x – 6 = x – x + 2 (add –x to both sides of the equation) therefore 2x – 6 = 2 2x – 6 + 6 = 2 + 6 (add 6 to both sides of the equation) therefore 2x = 8 2x 2 = 8 2 (divide both sides of the equation by 2) x = 4 b) Solve x if (x – 1)(x + 3) = 0 x – 1= 0 or x + 3 = 0 (at least one factor must be equal to 0) Thus x = 1 (add –1 to both sides of the equation) or x = –3 (add –3 to both sides of the equation) Time for algebraic equations in this term: 4 hours MATHEMATICS GRADES 7-9 CAPS 133 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 2.4 Algebraic equations c) Solve x if x3 + 2x – 1 4 = 1 4x + 3(2x – 1) = 12 (multiply each term on both sides of the equation by the LCM, 12) 4x + 6x –3 = 12 (expand expression on LHS) 10x = 15 (add 3 to both sides of the equation, and add like terms to the LHS) x = 2 3 (divide both sides of the equation by 10) d) If y = 2x2 + 4x + 3, calculate y when x = –2 e) Thandi is 6 years older than Sophie. In 3 years time Thandi will be twice as old as Sophie. How old is Thandi now? REVISION/ASSESSMENT: At this stage learners should have been assessed on: • the properties of different number systems • calculating and solving problems with whole numbers, integers, common fractions and decimal fractions, numbers in exponential form • numeric and geometric patterns • functions and relationships • algebraic expressions • algebraic equations Total time for revision/ assessment for the term 7 hours MATHEMATICS GRADES 7-9 134 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 – TERM 2 CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.5 Construction of geometric figures Constructions • Accurately construct geometric figures appropriately using a compass, ruler and protractor, including bisecting angles of a triangle • Construct angles of 45°, 30°, 60°and and their multiples without using a protractor Investigating properties of geometric figures • By construction, investigate the angles in a triangle, focusing on the relationship between the exterior angle of a triangle and its interior angles • By construction, explore the minimum conditions for two triangles to be congruent • By construction, investigate sides, angles and diagonals in quadrilaterals, focusing on the diagonals of rectangles, squares, parallelograms, rhombi and kites • By construction explore the sum of the interior angles of polygons What is different to Grade 8? • Bisecting angles in a triangle • Constructing 30° without a protractor • Investigation of new properties of triangles, quadrilaterals and polygons Constructions • Constructions provide a useful context to explore or consolidate knowledge of angles and shapes. • Make sure learners are competent and comfortable in the use of a compass and know how to measure and read angle sizes on a protractor • Revise the constructions of angles if necessary, before proceeding with the new constructions. • Start with the constructions of lines, so that learners can first explore angle relationships on straight lines. • When constructing triangles learners should draw on known properties and construction of circles. • Construction of special angles without protractors are done by: - bisecting a right-angle to get 45° - drawing an equilateral triangle to get 60° - bisecting the angles of an equilateral triangle to get 30° Total time for constructions of geometric figures: 9 hours MATHEMATICS GRADES 7-9 CAPS 135 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.1 Geometry of 2D shapes Classifying 2D shapes • Revise properties and definitions of triangles in terms of their sides and angles, distinguishing between: - equilateral triangles - isosceles triangles - right-angled triangles • Revise and write clear definitions of quadrilaterals in terms of their sides, angles and diagonals, distinguishing between: - parallelogram - rectangle - square - rhombus - trapezium - kite What is different to Grade 8? • Properties of diagonals of quadrilaterals • Minimum conditions for congruent and similar triangles • Triangles • Constructions serve as a useful context for exploring properties of triangles. See 3.5 Construction of Geometric figures. • Properties of triangles learners should know: - the sum of the interior angles of triangles = 180° - an equilateral triangle has all sides equal and all interior angles = 60° - an isosceles triangle has at least two equal sides and its base angles are equal - a right-angled triangle has one angle that is a right-angle - the side opposite the right-angle in a right-angled triangle, is called the hypotenuse - in a right-angled triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides (Theorem of Pythagoras). - the exterior angle of a triangle = the sum of the opposite two interior angles Quadrilaterals • Constructions serve as a useful context for exploring properties of triangles. See notes on constructions above. • The classification of quadrilaterals should include the recognition that: - rectangles and rhombi are special kinds of parallelograms - a square is a special kind of rectangle and rhombus. Properties of quadrilaterals learners should know: • the sum of the interior angles of quadrilaterals = 360° • the opposite sides of parallelograms are parallel and equal • the opposite angles of parallelograms are equal • the opposite angles of a rhombus are equal • the opposite sides of a rhombus are parallel and equal • the size of each angle of rectangles and squares is 90° • a trapezium has one pair of opposite sides parallel Total time for geometry of 2D shapes 9 hours MATHEMATICS GRADES 7-9 136 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.1 Geometry of 2D shapes Similar and congruent triangles • Through investigation, establish the minimum conditions for congruent triangles • Through investigation, establish the minimum conditions for similar triangles Solving problems Solve geometric problems involving unknown sides and angles in triangles and quadrilaterals, using known properties of triangles and quadrilaterals, as well as properties of congruent and similar triangles. • a kite has two pairs of adjacent sides equal • the diagonals of a square, rectangle, parallelogram and rhombus bisect each other • the diagonals of a square, rhombus and kite are perpendicular Congruent triangles • Constructions are a useful context for establishing the minimum conditions for two triangles to be congruent. See notes on Constructions above. • Conditions for two triangles to be congruent: - three corresponding sides are equal (S,S,S) - two corresponding sides and the included angle are equal (S,A,S) - two corresponding angles and a corresponding side are equal (A,A,S) - right-angle, hypotenuse and one other corresponding side are equal (R,H,S) Similar triangles • Constructions are a useful context for establishing the minimum conditions for two triangles to be similar. See notes on Constructions above. • Condition for two triangles to be similar: corresponding angles are equal and corresponding sides are proportional Solving problems • Learners can solve geometric problems to find unknown sides and angles in triangles and quadrilaterals, using known definitions as well as angle relationships on straight lines. • For right-angled triangles, learners can also use the Theorem of Pythagoras to find unknown lengths. • Learners should give reasons and justify their solutions for every written statement. • Note that solving geometric problems is an opportunity to practise solving equations. Example: In ∆ABC,  = x, angle B = 50° and angle Ĉ = 80°. What is the size of Â? Learners can solve x in the following equation: x + 50° + 80° = 180° (because the sum of the angles in a triangle = 180°) x = 180° – 130° (add –50° and –80° to both sides of the equation) x = 50°, hence  = 50° MATHEMATICS GRADES 7-9 CAPS 137 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.1 Geometry of 2D shapes Similar and congruent triangles • Through investigation, establish the minimum conditions for congruent triangles • Through investigation, establish the minimum conditions for similar triangles Solving problems Solve geometric problems involving unknown sides and angles in triangles and quadrilaterals, using known properties of triangles and quadrilaterals, as well as properties of congruent and similar triangles. • a kite has two pairs of adjacent sides equal • the diagonals of a square, rectangle, parallelogram and rhombus bisect each other • the diagonals of a square, rhombus and kite are perpendicular Congruent triangles • Constructions are a useful context for establishing the minimum conditions for two triangles to be congruent. See notes on Constructions above. • Conditions for two triangles to be congruent: - three corresponding sides are equal (S,S,S) - two corresponding sides and the included angle are equal (S,A,S) - two corresponding angles and a corresponding side are equal (A,A,S) - right-angle, hypotenuse and one other corresponding side are equal (R,H,S) Similar triangles • Constructions are a useful context for establishing the minimum conditions for two triangles to be similar. See notes on Constructions above. • Condition for two triangles to be similar: corresponding angles are equal and corresponding sides are proportional Solving problems • Learners can solve geometric problems to find unknown sides and angles in triangles and quadrilaterals, using known definitions as well as angle relationships on straight lines. • For right-angled triangles, learners can also use the Theorem of Pythagoras to find unknown lengths. • Learners should give reasons and justify their solutions for every written statement. • Note that solving geometric problems is an opportunity to practise solving equations. Example: In ∆ABC,  = x, angle B = 50° and angle Ĉ = 80°. What is the size of Â? Learners can solve x in the following equation: x + 50° + 80° = 180° (because the sum of the angles in a triangle = 180°) x = 180° – 130° (add –50° and –80° to both sides of the equation) x = 50°, hence  = 50° CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 3.3 Geometry of straight lines Angle relationships • Revise and write clear descriptions of the relationship between angles formed by: - perpendicular lines - intersecting lines - parallel lines cut by a transversal Solving problems Solve geometric problems using the relationships between pairs of angles described above. What is different to Grade 8? Learners revise and write clear descriptions of angle relationships on straight lines Angle relationships learners should know: • the sum of the angles on a straight line is 180° • If lines are perpendicular lines, then adjacent supplementary angles are each equal to 90° . • If lines intersect, then vertically opposite angles are equal. • if parallel lines are cut by a transversal, then corresponding angles are equal • if parallel lines cut by a transversal, then alternate angles are equal • if parallel lines cut by a transversal, then co-interior angles are supplementary The above angles have to be identified and named by learners. Solving problems • Learners can solve geometric problems to find unknown angles using the angle relationships above, as well as other known properties of triangles and quadrilaterals. • Learners should give reasons and justify their solutions for every written statement. • Note that solving geometric problems is an opportunity to practise solving equations. Example: B1 and B2 are two angles on a straight line. B1 = 35°. What is the size of B2 ? Learners can find B2 by solving the following equation: 35° + B2 = 180° (because the sum of angles on a straight line 180°) B2 = 180° – 35° (add –35° to both sides of the equation) B2 = 145° Total time for geometry of straight lines 9 hours MATHEMATICS GRADES 7-9 138 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Measurement 4.3 The Theorem of Pythagoras Solve problems using the Theorem of Pythagoras Use the Theorem of Pythagoras to solve problems involving unknown lengths in geometric figures that con￾tain right-angled triangles • The Theorem of Pythagoras was introduced in Grade 8 • It is important that learners understand that the Theorem of Pythagoras applies only to right-angled triangles. • The Theorem of Pythagoras is basically a formula to calculate unknown length of sides in right-angled triangles. • In particular, the Theorem of Pythagoras can be the first step in calculations of perimeters or areas of composite figures, when one of the figures is a right￾angled triangle with an unknown length. See example below. • In the FET phase, the Theorem of Pythagoras is crucial to the further study of Geometry and Trigonometry. Examples of solving problems using the Theorem of Pythagoras: ABCD is a rectangle where BD = 15 cm and BC = 9 cm. Determine the: a) perimeter of ABCD b) area of ABCD 15 cm 9 cm A B C D Total time for the Theorem of Pythagoras: 5 hours MATHEMATICS GRADES 7-9 CAPS 139 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Measurement 4.1 Area and perimeter of 2D shapes Area and perimeter • Use appropriate formulae and conversions between SI units, to solve problems and calculate perimeter and area of: - polygons - circles • Investigate how doubling any or all of the dimensions of a 2D figure affects its perimeter and its area What is different to Grade 8? • The calculations are the same as in Grade 8, but learners can find perimeters and areas of more composite and complex figures • Polygons can include trapeziums, parallelograms, rhombi and kites • Formulae learners should know and use: Perimeter of a square: P = 4s Perimeter of a rectangle: P = 2(l + b) or P = 2l + 2b Area of a square: A = l2 Area of a rectangle: A = length x breadth Area of a rhombus: A = length x height Area of a kite: A = 1 2 (diagonal1 x diagonal2 Area of a parallelogram: A = base x height Area of a trapezium A = 1 2 (sum of parallel sides) x height Area of a triangle: A = 1 2 (b x h) Diameter of a circle: d = 2r Circumference of circle: c = πd or c = 2πr Area of a circle: A = πr2 Solving equations using formulae The use of formulae provides a context to practise solving equations by inspection or using additive or multiplicative inverses. Example: a) If the perimeter of a square is 32 cm, what is the length of each side? Learners should write this as: 4s = 32 and solve by asking: 4 times what will be 32? or saying s= 32 4 . b) If the area of a rectangle is 200 cm2, and its length is 50 cm, what is its width? Learners should write this as: 50 x b = 200 and solve by inspection by asking: 50 times what will be 200? or saying b = 200 50 Total time for Area and Perimeter 5 hours MATHEMATICS GRADES 7-9 140 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Measurement 4.1 Area and perimeter of 2D shapes For areas of triangles: • Make sure learners know that the height of a triangle is a line segment drawn from any vertex perpendicular to the opposite side. Example: AD is the height onto base BC of ∆ABC. A D B C A D B C • Point out that every triangle has 3 bases, each with a related height or altitude. • For conversions: - If 1 cm = 10 cm then 1 cm2 = 100 mm2 - If 1 cm = 100 cm then 1 m2 = 10 000 cm2 REVISION/ASSESSMENT: At this stage learners should have been assessed on: • constructing geometric objects • geometry of 2D shapes • geometry of straight lines • the Theorem of Pythagoras • area and perimeter of 2D shapes Total time for revision/ assessment for the term 8 hours MATHEMATICS GRADES 7-9 CAPS 141 GRADE 9 – TERM 3 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions & algebra 2.2 Functions and relationships Input and output values • Determine input values, output values or rules for patterns and relationships using: - flow diagrams - tables - formulae - equations Equivalent forms • Determine, interpret and justify equivalence of different descriptions of the same relationship or rule presented: - verbally - in flow diagrams - in tables - by formulae - by equations - by graphs on a Cartesian plane Functions and relationships were also done in Term 1. The focus in this term is on finding output values for given equations, and recognising equivalent forms be- tween different descriptions of the same relationship. See additional notes and examples in Term 1. Time for Functions and relationships in this term: 5 hours MATHEMATICS GRADES 7-9 142 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions & algebra 2.3 Algebraic expressions Algebraic language • Revise the following done in Grade 8: - recognize and identify conventions for writing algebraic expressions - identify and classify like and unlike terms in algebraic expressions - recognize and identify coefficients and exponents in algebraic expressions • Recognize and differentiate between monomials, binomials and trinomials Expand and simplify algebraic expressions • Revise the following done in Grade 8, using the commutative, associative and dstributive laws for rational numbers and laws of exponents to: - add and subtract like terms in algebraic expressions - multiply integers and monomials by: ♦ monomials ♦ binomials ♦ trinomials - divide the following by integers or monomials: ♦ monomials ♦ binomials ♦ trinomials - simplify algebraic expressions involving the above operations - determine the squares, cubes, square roots and cube roots of single algebraic terms or like algebraic terms Algebraic expressions were also done in Term 1. The focus in this term is on factorizing expressions. See additional notes and examples in Term 1. Factorizing expressions • Make sure learners understand that factorizing is the reverse of expanding an expression through multiplication e.g. Expand: 2x(x + 3) = 2x2 + 6 Factorize: 2x2 + 6 = 2x(x + 3) • Note that 1 and –1 are common factors of every expression e.g. Expand: a – 4b = 1(a – 4b) Factorize: 4b – a = 1(a – 4b) Examples of expressions with common factors that can be factorized a) 6a4 – 4a2 b) ax – bx + 2a – 2b c) 2x(a – b) – 3(a – b) d) 2x(a – b) – 3(b – a) e) (a + b)2 – 5(a + b) Examples of expressions with a difference of two squares that can be factorized a) 25a2 = 1 b) a4 – b4 c) 9(a + b)2 – 1 d) 3x 3 – 27 Examples of algebraic fractions that can be factorized a) 2x + 6y x + 3y b) 3x – 3y 6x – 6y c) 9a2 – 1 3a + 1 Total time for algebraic expressions: 9 hours MATHEMATICS GRADES 7-9 CAPS 143 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Patterns, functions & algebra 2.3 Algebraic expressions - determine the numerical value of algebraic expressions by substitution • Extend the above algebraic manipulations to include: - multiply integers and monomials by polynomials - divide polynomials by integers or monomials - the product of two binomials - the square of a binomial Factorize algebraic expressions • Factorize algebraic expressions that involve: - common factors - difference of two squares - trinomials of the form: ♦ x2 + bx + c ♦ ax2 + bx + c, where a is a common factor • Simplify algebraic expressions that involve the above factorisation processes • Simplify algebraic fractions using factorisation Examples of trinomials that can be factorized a) x2 + 5x + 6 b) x2 – 5x + 6 c) x2 – x – 6 d) x2 – 6x + 9 e) 2x2 + 10x + 12 MATHEMATICS GRADES 7-9 144 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 2.4 Algebraic equations Equations • Revise the following done in Grade 8: - set up equations to describe problem situations - analyse and interpret equations that describe a given situation - solve equations by: ♦ inspection ♦ using additive and multiplicative inverses ♦ using laws of exponents - determine the numerical value of an expression by substitution. - use substitution in equations to generate tables of ordered pairs • Extend solving equations to include: - using factorisation - equations of the form: a product of factors = 0 Algebraic equations were done in Term 1. The focus in this term is on solving equations using factorization, and equations with a product of factors. This term also focuses on using equations to generate tables of ordered pairs. See additional notes and examples in Term 1. Examples of equations a) Solve x if x2 – 3x = 0 x(x – 3) = 0 (factorize LHS) x = 0 or x – 3 = 0 (at least one factor = 0) Therefore, x = 0 or x = 3 (add 3 to both sides of the second equation) b) Solve x if x2 – 25 = 0 (x + 5)(x – 5) = 0 (factorize the difference of two squares on LHS) x + 5 = 0 or x – 5 = 0 (at least one factor = 0) Therefore, x = – 5 (add – 5 to both sides of the equation) or x = 5 (add 5 to both sides of the equation) c) Write an equation to find the volume of a rectangular prism with length 2x cm; width (2x + 1) cm and height (2x + 3) cm d) If y = 2x2+ 4x + 3, calculate y when x = –2 e) Thandi is 6 years older than Sophie. In 3 years' time Thandi will be twice as old as Sophie. How old is Thandi now? Examples of generating ordered pairs a) Complete the table below for x and y values for the equation: y = 2x2 – 3 x –2 –1 0 1 2 y b) Complete the table below for x and y values for the equation: y = x2 – 2 x –3 –2 0 y –2 2 Time for algebraic equations in this term: 9 hours MATHEMATICS GRADES 7-9 CAPS 145 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 2.5 Graphs Interpreting graphs • Revise the following done in Grade 8: - analyse and interpret global graphs of problem situations, with a special focus on the following trends and features: ♦ linear or non-linear ♦ constant, increasing or decreasing ♦ maximum or minimum ♦ discrete or continuous • Extend the above with special focus on the following features of linear graphs: - x-intercept and y-intercept - gradient Drawing graphs • Revise the following done in Grade 8: - draw global graphs from given descriptions of a problem situation, identifying features listed above. - use tables of ordered pairs to plot points and draw graphs on the Cartesian plane • Extend the above with a special focus on: - drawing linear graphs from given equations - determine equations from given linear graphs What is different to Grade 8? • x-intercept, y-intercept and gradient of linear graphs • Draw linear graphs from given equations • Determine equations of linear graphs Learners should continue to analyse and interpret graphs of problem situations. Investigating linear graphs • To sketch linear graphs from given equations, learners should first draw up a table of ordered pairs, that includes the intercept points (x; 0) and (0; y), and then plotting the points. • Learners should investigate gradients by comparing vertical change horizontal change between any two points on a straight line graph. • Learners should also investigate the relationship between the value of the gradient and the coefficient of x in the equation of a straight line graph. • Learners should compare y-intercepts of linear graphs to the value of the constant in the equation of the straight line graph. Examples of linear graphs a) Sketch and compare the graphs of: y = 4 and x = 4 b) Sketch and compare the graphs of: y = x and y = –x c) Sketch and compare the graphs of: y = 2x; y = 2x + 1; y = 2x – 1 d) Sketch and compare the graphs of: y = 3x; y = 4x; y = 5x e) Sketch the graphs of: y = –3x + 2; using the table method f) Determine the equation of the straight line passing through the following points: x –4 –3 –2 –1 0 1 2 3 4 y –1 0 1 2 3 4 5 6 7 Total time for graphs: 12 hours MATHEMATICS GRADES 7-9 146 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Measurement 4.2 Surface area and volume of 3D objects Surface area and volume • Use appropriate formulae and conversions between SI units to solve problems and calculate the surface area, volume and capacity of: - cubes - rectangular prisms - triangular prisms - cylinders • Investigate how doubling any or all the dimensions of right prisms and cylinders affects the volume What is different to Grade 8? • Surface area and volume of cylinders • Formulae learners should know and use: - the volume of a prism = the area of the base x the height - the surface area of a prism = the sum of the area of all its faces - the volume of a cube = l3 - the volume of a rectangular prism = l x b x h - the volume of a triangular prism = ( 12 b x h) x height of the prism - the volume of a cylinder = (πr2) x the height of the cylinder • For conversions, note: - if 1 cm = 10 mm then 1 cm3 = 1 000 mm3; and - if 1 m = 100 cm then 1 m3 = 1 000 000 or 106 cm3 - an object with a volume of 1 cm3 will displace exactly 1 ml of water; and - an object with a volume of 1 m3 will displace exactly 1 kl of water. Examples of solving problems involving surface area and volume of cylinders • Calculate the volume of a cylinder, without using a calculator if its diameter is 28 cm, its height is 30 cm and π = 227 • Calculate the surface area of a cylinder, correct to 2 decimal places, if its height is 65 cm and the circumference of its base is 47,6 cm. Total time for surface area and volume: 5 hours REVISION/ASSESSMENT: At this stage learners should have been assessed on: • functions and relationships • algebraic expressions • Algebraic equations • graphs • volume and surface area Total time for revision/ assessment for the term 5 hours MATHEMATICS GRADES 7-9 CAPS 147 GRADE 9 – TERM 4 CONTENT AREA TO PIC S CON C E PTS and S KILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Space and shape (geometry) 3.4 Transforma￾tion Geometry Transformations • Recognize, describe and perform transformations with points, line segments and simple geometric figures on a co-ordinate plane, focusing on: - reflection in the y-axis or x-axis - translation within and across quadrants - reflection in the line y = x • Identify what the transformation of a point is, if given the co-ordinates of its image Enlargements and reductions • Use proportion to describe the effect of enlargement or reduction on area and perimeter of geometric figures • Investigate the co-ordinates of the vertices of figures that have been enlarged or reduced by a given scale factor What is different to Grade 8? • Reflection in the line y = x • Identify transformations from co-ordinate points of the image • Co-ordinates of vertices Co-ordinate plane • Doing transformations on the co-ordinate plane is an opportunity to practise reading and plotting points with ordered pairs, and links to drawing algebraic graphs. • Make sure learners know how to plot points on the co-ordinate plane and can read the co-ordinates of points off the x-axis and y-axis. • Make sure learners know the convention for writing ordered pairs (x; y) • Point out the differences between the axes in the four quadrants. Focus of transformations • Doing transformations on a co-ordinate plane focuses attention on the co￾ordinates of points and vertices of shapes. • Learners should recognize that translations, reflections and rotations only change the position of the figure, and not its shape or size. • Learners should recognize that the above transformations produce congruent figures. • Learners should begin to see patterns in terms of the co-ordinate points, for the different transformations, such as: - for translations to the right or left, the x–value changes and y–value stays the same - for translations up or down, the y–value changes and the x–value stays the same - for reflections in the y–axis, the x–value changes sign and the y–value stays the same - for reflections in the x–axis, the y–value changes sign and the x–value stays the same - for reflections in the line y = x, the x–value and y–value are interchanged. • Learners should recognize that enlargements and reductions change the size of figures by increasing or decreasing the length of sides, but keeping the angles the same, produces similar rather than congruent figures. • Learners should also be able to work out the factor of enlargement or reduction of a figure. Total time for transforma￾tions: 9 hours MATHEMATICS GRADES 7-9 148 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 3.2 Geometry of 3D objects Classifying 3D objects • Revise properties and definitions of the 5 Platonic solids in terms of the shape and number of faces, the number of vertices and the number of edges • Recognize and describe the properties of: - spheres - cylinders Building 3D models • Use nets to create models of geometric solids, including: - cubes - prisms - pyramids - cylinders What is different to Grade 8? • Properties of spheres and cylinders • Nets of cylinders Platonic solids • Properties of Platonic solids should be revised • Platonic solids are a special group of polyhedra that have faces that are congruent regular polygons. • There are only 5 Platonic solids: - tetrahedron - hexahedron (cube) - octahedron - dodecahedron - icosahedrons • The name of each Platonic solid is derived from its number of faces. • Platonic solids provide an interesting context in which to investigate the relationship between the number of faces, vertices and edges. By listing these properties for all the Platonic solids learners can investigate the pattern that emerges, to come up with the general rule: V – E + F = 2, where V = number of vertices; E = number of edges; F = number of faces Using and constructing nets • Using and constructing nets are useful contexts for exploring or consolidating properties of polyhedra. • Learners should recognize the nets of different solids. • Learners should make sketches of the nets using their knowledge of the the shape and number of faces of the solids, before drawing and cutting out the nets to build models. • Since learners have more knowledge about the size of the internal angles of polygons, and can measure angles, their constructions of nets should be more accurate. • Learners have to work out the relative position of faces of the nets in order to build the 3D model. Total time for geometry of 3D objects: 9 hours MATHEMATICS GRADES 7-9 CAPS 149 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) Data handling 5.1 Collect, organize and summarize data Collect data • Pose questions relating to social, economic, and environmental issues • Select and justify appropriate sources for the collection of data • Distinguish between samples and populations, and suggest appropriate samples for investigation • Select and justify appropriate methods for collecting data Organize and summarize data • Organize numerical data in different ways in order to summarize by determining: - measures of central tendency - measures of dispersion including extremes and outliers • Organize data according to more than one criteria What is different to Grade 8? • Organizing data according to more than one criteria • Outliers • Scatter plots Data sets and contexts Learners should be exposed to a variety of contexts that deal with social and environmental issues, and should work with given data sets, represented in a variety of ways, that include big number ranges, percentages and decimal fractions. Learners should then practise organizing and summarizing this data, analysing and interpreting the data, and writing a report about the data. Complete a data cycle Learners should complete at least one data cycle for the year, starting with posing their own questions, selecting the sources and method for collecting, recording, organizing, representing, then analysing, summarizing, interpreting and reporting on the data. Challenge learners to think about what kinds of questions and data need to be collected to be represented on a histogram, a pie chart, a bar graph, a line graph or a scatter plot. Total time for collecting and organizing data: 4 hours MATHEMATICS GRADES 7-9 150 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 5.2 Represent data Represent data • Draw a variety of graphs by hand/ technology to display and interpret data including: - bar graphs and double bar graphs - histograms with given and own intervals - pie charts - broken-line graphs - scatter plots Representing data • Pie charts to represent data do not have to be accurately drawn with a compass and protractor, etc. Learners can use any round object to draw a circle, then divide the circle into halves and quarters and eighths if needed, as a guide to estimate the proportions of the circle that need to be shown to represent the data. What is important is that the values or percentages associated with the data, are shown proportionally on the pie chart. • Drawing, reading and interpreting pie charts is a useful context to re-visit equivalence between fractions and percentages, e.g. 25% of the data is represented by a 1 4 sector of the circle. • It is also a context in which learners can find percentages of whole numbers e.g. if 25% of 300 learners like rugby, how many (actual number) learners like rugby? • Histograms are used to represent grouped data shown in intervals on the horizontal axis of the graph. Point out the differences between histograms and bar graphs, in particular bar graphs that represent discrete data (e.g. favourite sports) compared to histograms that show categories in consecutive, non￾overlapping interval, (e.g. test scores out of 100 shown in intervals of 10). The bars on bar graphs do not have to touch each other, while in a histogram they have to touch since they show consecutive intervals. • Broken-line graphs refer to data graphs that represent data points joined by a line and are not the same as straight line graphs that are drawn using the equation of the line. • Broken-line graphs are used to represent data that changes continuously over time, e.g. average daily temperature for a month. Each day’s temperature is represented by a point on the graph, and once the whole month has been plotted, the points are joined to show a broke- line graph. • Broken-line graphs are useful to read ‘trends’ and patterns in the data, for predictive purposes e.g. Will the temperatures go up or down in the next month? • A scatter plot is used to represent data that involves two different criteria and the graph is used to look at the relationship between the two criteria. e.g. How does the performance of learners in Mathematics compare to their performance in English? Each point on the graph represents the results of one learner in Mathematics and English. After all the results have been plotted, you can compare the relationship between performance in English and Mathematics for all the learners i.e. if they score high in Mathematics, do they also score high in English? or, if they score high in Mathematics do they score low in English, or is there no relationship between what they score on Mathematics to what they score in English? • The scatter plot allows one to see trends and make predictions, as well as identify outliers in the data. Total time for representing data: 3 hours MATHEMATICS GRADES 7-9 CAPS 151 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 5.2 Represent data Represent data • Draw a variety of graphs by hand/ technology to display and interpret data including: - bar graphs and double bar graphs - histograms with given and own intervals - pie charts - broken-line graphs - scatter plots Representing data • Pie charts to represent data do not have to be accurately drawn with a compass and protractor, etc. Learners can use any round object to draw a circle, then divide the circle into halves and quarters and eighths if needed, as a guide to estimate the proportions of the circle that need to be shown to represent the data. What is important is that the values or percentages associated with the data, are shown proportionally on the pie chart. • Drawing, reading and interpreting pie charts is a useful context to re-visit equivalence between fractions and percentages, e.g. 25% of the data is represented by a 1 4 sector of the circle. • It is also a context in which learners can find percentages of whole numbers e.g. if 25% of 300 learners like rugby, how many (actual number) learners like rugby? • Histograms are used to represent grouped data shown in intervals on the horizontal axis of the graph. Point out the differences between histograms and bar graphs, in particular bar graphs that represent discrete data (e.g. favourite sports) compared to histograms that show categories in consecutive, non￾overlapping interval, (e.g. test scores out of 100 shown in intervals of 10). The bars on bar graphs do not have to touch each other, while in a histogram they have to touch since they show consecutive intervals. • Broken-line graphs refer to data graphs that represent data points joined by a line and are not the same as straight line graphs that are drawn using the equation of the line. • Broken-line graphs are used to represent data that changes continuously over time, e.g. average daily temperature for a month. Each day’s temperature is represented by a point on the graph, and once the whole month has been plotted, the points are joined to show a broke- line graph. • Broken-line graphs are useful to read ‘trends’ and patterns in the data, for predictive purposes e.g. Will the temperatures go up or down in the next month? • A scatter plot is used to represent data that involves two different criteria and the graph is used to look at the relationship between the two criteria. e.g. How does the performance of learners in Mathematics compare to their performance in English? Each point on the graph represents the results of one learner in Mathematics and English. After all the results have been plotted, you can compare the relationship between performance in English and Mathematics for all the learners i.e. if they score high in Mathematics, do they also score high in English? or, if they score high in Mathematics do they score low in English, or is there no relationship between what they score on Mathematics to what they score in English? • The scatter plot allows one to see trends and make predictions, as well as identify outliers in the data. Total time for representing data: 3 hours CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 5.3 Interpret, analyse and report data Interpret data • Critically read and interpret data represented in a variety of ways. • Critically compare two sets of data related to the same issue Analyse data • Critically analyse data by answering questions related to: - Data collection methods - Summary statistics of data - Sources of error and bias in the data Report data • Summarize data in short paragraphs that include - drawing conclusions about the data - making predictions based on the data - making comparisons between two sets of data - identifying sources of error and bias in the data - choosing appropriate summary statistics for the data (mean, median, mode, range) - the role of extremes and outliers in the data Developing critical analysis skills • Learners should compare the same data represented in different ways e.g. in a pie chart or a bar graph or a table, and discuss what information is shown and what is hidden; they should evaluate which form of representation works best for the given data. • Learners should compare graphs on the same topic but where data has been collected from different groups of people, at different times, in different places or in different ways. Here learners should discuss differences between the data with an awareness of bias related to the impact of data sources and methods of data collection on the interpretation of the data. • Learners should compare different ways of summarizing the same data sets, developing an awareness of how data reporting can be manipulated; they should evaluate which summary statistics best represent the data. • Learners should compare graphs of the same data, where the scales of the graphs are different. Here learners should discuss differences with an awareness of how representation of data can be manipulated; they should evaluate which form of representation works best for the given data. • Learners should compare data on the same topic, where one set of data has extremes or outliers, and discuss differences with an awareness of the effect of the extremes or outliers on the interpretation of the data. In particular, extremes affect the range and outliers which are identified on scatter plots. • Learners should write reports on the data in short paragraphs. Total time for analysing, interpreting, summarizing and reporting data: 3,5 hours MATHEMATICS GRADES 7-9 152 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 5.4 Probability Probability • Consider situations with equally probable outcomes, and: - determine probabilities of compound events using two-way tables and tree diagrams - determine the probabilities of outcomes of events and predict their relative frequency in simple experiments - compare relative frequency with probability and explain possible differences Probability experiments In Grades 8 and 9 probability experiments are less important, and learners should consider probability for hypothetical events. In Grade 9, learners have to consider outcomes of compound events and use two-way tables and tree diagrams to work out the probability of an outcome. Probability of compound events For example, what is the probability of a woman giving birth to two boys after each other? A two-way table can be used: 1st birth 2nd birth Boy Girl Boy BB BG Girl GB GG Two boys after each other (BB) is 1 of 4 possible outcomes, so the probability of two boys is 1 out of 4, or 25%. How does this probability change if you ask what is the probability of giving birth to three boys after each other? A tree diagram can then be used: Girl [GGG] Girl Boy Boy Girl [BBG] [BBB] Girl [BGG] Boy [BGB] Girl [GBG] Boy [GBB] Boy [GGB] Boy Girl Boy Girl 2nd birth 3rd birth 1st birth Total time for probability: 4,5 hours MATHEMATICS GRADES 7-9 CAPS 153 CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION (in hours) 5.4 Probability Total outcomes 8 Three boys after each other, [BBB], is 1 out 8 of possible outcomes, hence the probability of three boys after each other is 1 8 or 12,5%. REVISION/ASSESSMENT: At this stage learners should have been assessed on: • transformation geometry • geometry of 3D objects • collecting, organizing, representing, analysing, summarizing, interpreting and reporting data • probability Total time for revision/ assessment for the term 12 hours MATHEMATICS GRADES 7-9 154 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) section 4: assessment 4.1 Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information regarding the per￾formance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal and formal. In both cases regular feedback should be provided to learners to enhance their learning experience. This will assist the learner to achieve the minimum performance level of 40% to 49% required in Math￾ematics for promotion purposes. 4.2 Types of assessment The following types of assessment are very useful in Mathematics; as a result teachers are encouraged to use them to serve the purpose associated with each. Baseline assessment: Mathematics teachers who might want to establish whether their learners meet the basic skills and knowledge levels required to learn a specific Mathematics topic will use baseline assessment. Knowing learners’ level of proficiency in a particular Mathematics topic enables the teacher to plan her/his Mathematics lesson appropriately and to pitch it at the appropriate level. Baseline assessment, as the name suggests, should therefore be administered prior to teaching a particular Mathematics topic. The results of the baseline assessment should not be used for promotion purposes. Diagnostic assessment: It is not intended for promotion purposes but to inform the teacher about the learner’s Mathematics problem areas that have the potential to hinder performance. Two broad areas form the basis of diag￾nostic assessment: content-related challenges where learners find certain difficulties to comprehend, and psycho￾social factors such as negative attitudes, Mathematics anxiety, poor study habits, poor problem-solving behaviour, etc. Appropriate interventions should be implemented to assist learners in overcoming these challenges early in their school careers. Formative assessment: Formative assessment is used to aid the teaching and learning processes, hence assess￾ment for learning. It is the most commonly used type of assessment because it can be used in different forms at any time during a Mathematics lesson, e.g. short class works during or at the end of each lesson, verbal questioning dur￾ing the lesson. It is mainly informal and should not be used for promotion purposes. The fundamental distinguishing characteristic of formative assessment is constant feedback to learners, particularly with regard to learners’ learning processes. The information provided by formative assessment can also be used by teachers to inform their methods of teaching. Summative assessment: Contrary to the character of formative assessment, summative assessment is carried out after the completion of a Mathematics topic or a cluster of related topics. It is therefore referred to as assessment of learning since it is mainly focusing on the product of learning. The results of summative assessment are recorded and used for promotion purposes. The forms of assessment presented in Table 4.1 are examples of summative as￾sessment. MATHEMATICS GRADES 7-9 CAPS 155 4.3 Informal or daily assessment Assessment for learning has the purpose of continuously collecting information on learner performance that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, prac￾tical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from the learning activities taking place in the classroom. Self-assessment and peer assessment actively allow learners to assess themselves. This is important as it allows learners to learn from, and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion purposes. 4.4 Formal assessment Formal assessment comprises School-Based Assessment (SBA) and End of the Year Examination. Formal assessment tasks are marked and formally recorded by the teacher for promotion purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. The SBA component may take various forms. However, tests, examinations, projects, assignments and investigations are recommended for Mathematics. The Senior Phase Mathematics minimum formal programme of assessment tasks are outlined in Table 4.1 Table 4.1: Minimum requirements for formal assessment: Senior Phase Mathematics Forms of Assessment Minimum Requirements per term Number of Tasks per Year Weighting Term 1 Term 2 Term 3 Term 4 SBA Test 1 1 1 3 40% Examination 1 1 Assignment 1 1 1 3 Investigation 1 1 2 Project 1 1 Total 2 3 3 2 10* End of the year Examination 1 60% *To be completed before the End of the year Examination Tests and examinations are individualised assessment tasks and should be carefully designed to ensure that learners demonstrate their full potential in Mathematics content. The questions should be carefully spread to cater for different cognitive levels of learners. Tests and examinations are predominantly assessed using a memorandum. The Assignment, as is the case with tests and examinations, is mainly an individualised task. It can be a collection of past questions, but should focus on more demanding work as any resource material can be used, which is not the case in a task that is done in class under supervision. MATHEMATICS GRADES 7-9 156 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Projects are used to assess a range of skills and competencies. Through projects, learners are able to demonstrate their understanding of different Mathematics concepts and apply them in real-life situations. Caution should, how￾ever, be exercised not to give projects that are above learners’ cognitive levels. The assessment criteria should be clearly indicated on the project specification and should focus on the Mathematics involved and not on duplicated pictures and facts copied from reference material. Good projects contain the collection and display of real data, fol￾lowed by deductions that can be substantiated. Investigation promotes critical and creative thinking. It can be used to discover rules or concepts and may involve inductive reasoning, identifying or testing patterns or relationships, drawing conclusions, and establishing general trends. To avoid having to assess work which is copied without understanding, it is recommended that whilst initial investigation could be done at home, the final write-up should be done in class, under supervision, without access to any notes. Investigations are assessed with rubrics, which can be specific to the task, or generic, listing the number of marks awarded for each skill. These skills include: • organizing and recording ideas and discoveries using, for example, diagrams and tables. • communicating ideas with appropriate explanations • calculations showing clear understanding of mathematical concepts and procedures. • generalizing and drawing conclusions, The forms of assessment used should be appropriate to the age and cognitive level of learners. The design of these tasks should cover the content of the subject and designed to achieve the broad aims of the subject. Appropriate instruments, such as rubrics and memoranda, should be used for marking. Formal assessments should cater for a range of cognitive levels and abilities of learners as shown in Table 4.2: MATHEMATICS GRADES 7-9 CAPS 157 Table 4.2: Cognitive levels DESCRIPTION AND EXAMPLES OF COGNITIVE LEVELS Cognitive levels Description of skills to be demonstrated Examples Knowledge (≈25%) • Estimation and appropriate rounding of numbers • Straight recall • Identification and direct use of correct formula • Use of mathematical facts • Appropriate use of mathematical vocabulary 1. Estimate the answer and then calculate with a calculator: 62 816 325 + 279 [Grade 7] 2. Use the formula A = πr2 to calculate the area of a circle if the diameter is equal to 10 cm. [Grade 8] 3. Write down the y-intercept of the function y = 2x + 1 [Grade 9] Routine procedures (≈45%) • Perform well-known procedures • Simple applications and calculations which might involve many steps • Derivation from given information may be involved • Identification and use (after changing the subject) of correct formula • Generally similar to those encountered in class 1. Determine the mean of 5 Grade 7 learners’ marks if they have respectively achieved 25; 40; 21; 85; 14 out of 50. [Grade 7] 2. Solve x in x – 6 = 9 [Grade 8] 3. R600 invested at r% per annum for a period of 3 years yields R150 interest. Calculate the value of r if SI = P.n.r 100 . [Grade 9] Complex procedures (≈20%) • Problems involving complex calculations and/or higher order reasoning • Investigate elementary axioms to generalize them into proofs for straight line geometry, congruence and similarity • No obvious route to the solution • Problems not necessarily based on real world contexts • Making significant connections between different representations • Require conceptual understanding 1. Mr Mnisi pays R75 for a book which he marks up to provide 20% profit. He then sells it for cash at 4% discount. Calculate the selling price. [Grade 7] 2. A car travelling at a constant speed travels 60 km in 18 minutes. How far, travelling at the same constant speed, will the car travel in 1 hour 12 minutes? [Grade 8] 3. Use investigation skills to prove that the angles on a straight line are supplementary. [Grade 9] Problem solving (≈10%) • Unseen, non-routine problems (which are not necessarily difficult) • Higher order understanding and processes are often involved • Might require the ability to break the problem down into its constituent parts 1. The sum of three consecutive numbers is 87. Find the numbers. [Grade 7] 2. Mary travels a distance of km in 6 hours if she travels at an average speed of 20 km/h on her bicycle. What should be her average speed if she wants to cover the same distance in 5 hours? [Grade 8] 3. The combined age of a father and son is 84 years old. In 6 years time the father will be twice as old as the son was 3 years ago. How old are they now? [Grade 9] 4.5 Recording and reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates the learner’s progress towards the achievement of the knowledge as prescribed in the National Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. MATHEMATICS GRADES 7-9 158 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Primary schooling is a critical period for the acquisition of foundational Mathematics skills and conceptual knowledge. Reporting of learner performance is therefore essential and should not be limited to the quarterly report card. Other methods of reporting should be explored, e.g. parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters. These extreme, but worthwhile modalities will ensure that any underperformance is communi￾cated promptly and appropriate measures of intervention are implemented collaboratively by teachers and parents. Formal reporting is done on a 7-point rating scale (see Table 4.3) Table 4.3: Scale of achievement for the National Curriculum Statement Grades 7 - 9 RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 4.6 Moderation of assessment Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be carried out internally at school and/or externally at district, provincial and national levels. Given that the promotion of learners in the Senior Phase is largely dependent upon the SBA (which contributes 40%); the moderation process should be intensified to ensure that: • learners are not disadvantaged by the invalid and unreliable assessment tasks, • quality assessment is given and high but achievable standards are maintained. 4.7 General This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and 4.7.2 National Protocol for Assessment Grades R-12. MATHEMATICS GRADES 7-9 CAPS 159 MATHEMATICS GRADES 7-9 160 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     NATURAL SCIENCES Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 7-9 NATURAL SCIENCES NATURAL SCIENCES GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0528-9 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works NATURAL SCIENCES GRADES 7-9 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION NATURAL SCIENCES GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) NATURAL SCIENCES GRADES 7-9 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement .... 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African Curriculum ............................................................................................ 4 1.4 Time Allocation................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 6 1.4.3 Senior Phase........................................................................................................................................... 7 1.4.4 Grades 10-12 .......................................................................................................................................... 7 SECTION 2: INTRODUCTION TO NATURAL SCIENCES ...................................................................... 8 2.1 Introduction ..................................................................................................................................................... 8 2.2 Indigenous knowledge systems and Natural Sciences............................................................................... 8 2.3 Teaching Natural Sciences............................................................................................................................. 8 2.4 Organisation of the Natural Sciences Curriculum ...................................................................................... 9 2.5 Allocation of teaching time ............................................................................................................................ 9 2.6 Specific aims ................................................................................................................................................. 10 2.7 Process Skills ............................................................................................................................................... 10 2.8 Resources...................................................................................................................................................... 12 2.9 Detailed summary of Natural Sciences concepts and content, and time allocations ............................ 13 SECTION 3: SENIOR PHASE NATURAL SCIENCES CONTENT AND CONCEPTS............................ 17 SECTION 4: ASSESSMENT.................................................................................................................... 85 4.1 INTRODUCTION............................................................................................................................................. 85 4.2 INFORMAL ASSESSMENT OR DAILY ASSESSMENT ................................................................................ 85 4.3 FORMAL ASSESSMENT ............................................................................................................................... 86 4.4 FORMAL ASSESSMENT REQUIREMENTS FOR NATURAL SCIENCES .................................................. 87 4.5 RECORDING AND REPORTING ................................................................................................................... 89 4.6 MODERATION OF ASSESSMENT ................................................................................................................ 93 4.7 GENERAL....................................................................................................................................................... 93 NATURAL SCIENCES GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) NATURAL SCIENCES GRADES 7-9 CAPS 3 Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; NATURAL SCIENCES GRADES 7-9 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,)form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; NATURAL SCIENCES GRADES 7-9 CAPS 5 • Progression: content and context of each grade shows progression from simple to complex; • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). NATURAL SCIENCES GRADES 7-9 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3, 5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1, 5) (1) (1, 5) TOTAL 27, 5 NATURAL SCIENCES GRADES 7-9 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4, 5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27, 5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27, 5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. NATURAL SCIENCES GRADES 7-9 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2: INTRODUCTION TO NATURAL SCIENCES 2.1 Introduction Science as we know it today has roots in African, Arabic, Asian, European and American cultures. It has been shaped by the search to understand the natural world through observation, testing and proving of ideas, and has evolved to become part of the cultural heritage of all nations. In all cultures and in all times people have wanted to understand how the physical world works and have needed explanations that satisfy them. What is Science? Science is a systematic way of looking for explanations and connecting the ideas we have. In Science certain methods of inquiry and investigation are generally used. These methods lend themselves to replication and a systematic approach to scientific inquiry that attempts at objectivity. The methods include formulating hypotheses, and designing and carrying out experiments to test the hypotheses. Repeated investigations are undertaken, and the methods and results are carefully examined and debated before they are accepted as valid. The science knowledge we teach at school is not in doubt – most of it has been tested and known since the 1800s – but a good teacher will tell the learners something of the arguments and confusion among the people who were the first to investigate this knowledge. Science also explores the frontiers of the unknown. There are many unanswered questions such as: Why is climate changing around the world? What is making the universe expand? What causes the earth’s magnetic field to change? As with all knowledge, scientific knowledge changes over time as scientists acquire new information and people change their ways of viewing the world. 2.2 Indigenous knowledge systems and Natural Sciences Our forebears would not have survived if they had not been able to learn about the natural world they depended on. They made careful observations, recognised regular patterns in seasons, the life cycles of plants, and the behaviour of animals. They had theories about cause and effect too, and understood many of the relationships in the environment where they lived. These sets of knowledge, each woven into the history and place of people, are known as indigenous knowledge systems. Indigenous knowledge includes knowledge about agriculture and food production, pastoral practices and animal production, forestry, plant classification, medicinal plants, management of biodiversity, food preservation, management of soil and water, iron smelting, brewing, making dwellings and understanding astronomy. As society changes, some of that knowledge is being lost. People such as biologists, pharmacists and archaeologists are seeking it out and writing it down before it is gone. 2.3 Teaching Natural Sciences Careful selection of content, and use of a variety of approaches to teaching and learning Science, should promote understanding of: • Science as a discipline that sustains enjoyment and curiosity about the world and natural phenomena NATURAL SCIENCES GRADES 7-9 CAPS 9 • the history of Science and the relationship between Natural Sciences and other subjects • the different cultural contexts in which indigenous knowledge systems have developed • the contribution of Science to social justice and societal development • the need for using scientific knowledge responsibly in the interest of ourselves, of society and the environment • the practical and ethical consequences of decisions based on Science. Natural Sciences at the Senior Phase level lays the basis of further studies in more specific Science disciplines, such as Life Sciences, Physical Sciences, Earth Sciences or Agricultural Sciences. It prepares learners for active participation in a democratic society that values human rights and promotes responsibility towards the environment. Natural Sciences can also prepare learners for economic activity and self-expression. 2.4 Organisation of the Natural Sciences Curriculum In this curriculum, the knowledge strands below are used as a tool for organising the content of the subject Natural Sciences. Natural Sciences Knowledge Strands Life and Living Matter and Materials Energy and Change Planet Earth and Beyond Each Knowledge Strand is developed progressively across the three years of the Senior Phase. The Knowledge Strands are a tool for organising the subject content. When teaching Natural Sciences, it is important to emphasise the links learners need to make with related topics to help them achieve a thorough understanding of the nature of and the connectedness in Natural Sciences. Links must also be made progressively, across grades to all Knowledge Strands. 2.5 Allocation of teaching time Time for Natural Sciences has been allocated in the following way: • 10 weeks per term, with 3 hours per week • Grades 7, 8 and 9 have been designed to be completed within 34 weeks • 6 hours have been included for assessment in terms 1 and 3 • Terms 2 and 4 work will cover 8 weeks each, plus 2 weeks for revision and examinations The time allocated per topic is a guideline and should be applied flexibly according to circumstances in the classroom and to accommodate the interests of the learners. NATURAL SCIENCES GRADES 7-9 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The time allocations given to the different topics provide an indication of the weighting of each topic. In all Grades, a significant amount of time should be spent on doing practical tasks and investigations which are an integral part of the teaching and learning process. See detailed time allocation in Section 2.9 2.6 Specific aims This curriculum aims to provide learners with opportunities to make sense of ideas they have about nature. It also encourages learners to ask questions that could lead to further research and investigation. There are three specific aims in Natural Sciences Specific Aim 1: ‘Doing Science’ Learners should be able to complete investigations, analyse problems and use practical processes and skills in evaluating solutions. Learners plan and do simple investigations and solve problems that need some practical ability. Attitudes and values underpin this ability. Respect for living things is an example – learners should not damage plants; if they examine small animals they should care for them and release them in the place where they found them. Specific Aim 2: ‘Knowing the subject content and making connections’ Learners should have a grasp of scientific, technological and environmental knowledge and be able to apply it in new contexts. The main task of teaching is to build a framework of knowledge for learners and to help them make connections between the ideas and concepts in their minds – this is different to learners just knowing facts. When learners do an activity, questions and discussion must follow and relate to previously acquired knowledge and experience, and connections must be made. Specific Aim 3: ‘Understanding the uses of Science ’ Learners should understand the uses of Natural Sciences and indigenous knowledge in society and the environment. Science learnt at school should produce learners who understand that school science can be relevant to everyday life. Issues such as improving water quality, growing food without damaging the land and building energy-efficient houses are examples of applications. An appreciation of the history of scientific discoveries, and their relationship to indigenous knowledge and different world views, enriches our understanding of the connections between Science and Society. 2.7 Process Skills The teaching and learning of Natural Sciences involves the development of a range of process skills that may be used in everyday life, in the community and in the workplace. Learners also develop the ability to think objectively and use a variety of forms of reasoning while they use these skills. Learners can gain these skills in an environment that taps into their curiosity about the world, and that supports creativity, responsibility and growing confidence. NATURAL SCIENCES GRADES 7-9 CAPS 11 The following are the cognitive and practical process skills that learners will be able to develop in Natural Sciences 1. Accessing and recalling information – being able to use a variety of sources to acquire information, and to remember relevant facts and key ideas, and to build a conceptual framework 2. Observing – noting in detail objects, organisms and events 3. Comparing – noting similarities and differences between things 4. Measuring – using measuring instruments such as rulers, thermometers, clocks and syringes (for volume) 5. Sorting and classifying – applying criteria in order to sort items into a table, mind-map, key, list or other format 6. Identifying problems and issues – being able to articulate the needs and wants of people in society 7. Raising questions – being able to think of, and articulate relevant questions about problems, issues, and natural phenomena 8. Predicting – stating, before an investigation, what you think the results will be for that particular investigation 9. Hypothesizing – putting forward a suggestion or possible explanation to account for certain facts. A hypothesis is used as a basis for further investigation which will prove or disprove the hypothesis 10. Planning investigations – thinking through the method for an activity or investigation in advance. Identifying the need to make an investigation a fair test by keeping some things (variables) the same whilst other things will vary 11. Doing investigations – this involves carrying out methods using appropriate apparatus and equipment, and collecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying. Sometimes an investigation has to be repeated to verify the results. 12. Recording information – recording data from an investigation in a systematic way, including drawings, descriptions, tables and graphs 13. Interpreting information – explaining what the results of an activity or investigation mean (this includes reading and understanding maps, tables, graphs). A Translation Task requires learners to make sense of information and convert the information into a different format e.g. from information captured on a table into a graph format and or written format. 14. Communicating – using written, oral, visual, graphic and other forms of communication to make information available to other people 15. The Scientific Process is a way of investigating things about the world. Scientists use this process to find out about the world and to solve problems. The steps that make up the scientific process are not necessarily in order (sequential), and may include: Step 1: Identify a problem and develop a question. What is it you want to find out? Step 2: Form a hypothesis. A hypothesis is your idea, answer, or prediction about what will happen and why. Step 3: Design an activity or experiment. Do something that will help you test your idea or prediction to see if you were right. NATURAL SCIENCES GRADES 7-9 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Step 4: Observe/note changes/reactions (e.g. through measuring), and record your observations (e.g. onto a table). What were the results of your activity or experiment? Write about what happened. Step 5: Make inferences about the observations recorded in the tables, graphs, drawings, photographs. Make some conclusions. What did you find out? Do your results support your hypothesis? What did you learn from this investigation? Developing Language Skills: Reading and Writing The ability to read well is central to successful learning across the curriculum. Writing is also a powerful instrument of communication. Writing allows learners to construct and communicate thoughts and ideas coherently. Frequent reading and writing practice across a variety of tasks and subjects enables learners to communicate functionally and creatively. Learners are required to read and write particular genres of texts (including instructions, reports and explanations) during Natural Sciences lessons. Learners need regular opportunities to read and write a range of genres in order to improve their reading and writing skills. The ability to read and write well is also critical when learners are assessed, both informally and formally. 2.8 Resources The resources needed for teaching Natural Sciences are listed against each topic in order to assist teachers with planning and preparation. The list is a guide and suitable alternative tools and materials may be used. Every learner must have his/her own textbook. Teachers should ensure that a system is in place for recovering textbooks at the end of every year. Schools must provide secure storage space where textbooks, and other equipment, can be stored safely. Every learner should have access to sufficient workspace and equipment to carry out investigations. For safety and educational reasons it is recommended that no more than three learners share space and equipment. Teachers should ensure that learners are familiar with rules regarding the safe use of equipment. Schools must make every effort to ensure that the essential equipment is provided. Tools, apparatus, materials and consumables must be acquired through a planned budgeting process. Secure storage for equipment must be provided by the school. While it is acknowledged that it is not ideal to have to improvise equipment, teachers should remember that it is more important for learners to have the experience of carrying out a variety of investigations than to depend on the availability of equipment. In instances where equipment is limited, teachers should be encouraged to improvise. The same knowledge and skills can be developed using improvised equipment. In instances where there is no alternative, it is more effective for teachers to demonstrate an investigation than not to do investigations due to a lack of equipment. NATURAL SCIENCES GRADES 7-9 CAPS 13 2.9 Detailed summary o f Natural Scien ces con c e pts and content, and time allo cations Each term focuses on one Natural Sciences knowledge strand • The strands are organised to show clear progression of concepts across the Grades and in the phase. RADE G TERM 1: LIFE & LIVING TERM 2: MATTER & MATERIALS TERM 3: ENERG Y & CHANGE TERM 4: PLANET EARTH & BE YOND TOTAL TO PIC W K S TO PIC W K S TO PIC W K S TO PIC W K S 7 • The biosphere - The concept of the biosphere - Requirements for sustaining life` • Biodiversity - Classification of living things - Diversity of animals - Diversity of plants • Sexual Reproduction - Sexual Reproduction in Angiosperms - Human Reproduction • Variation - Variations exists within a species 1 3 ½ 3 ½ 1 9 wks • Properties of materials - Physical properties of materials - Impact on the environment • Separating mixtures - Mixtures - Methods of physical separation - Sorting and recycling materials • Acids, bases and neutrals - Tastes of substances - Properties of acids, bases and neutrals - Acid-base indicators • Introduction to the Periodic Table of Elements - Arrangement of elements on the Periodic Table - Some properties of metals, semi-metals and non￾metals 2 2 2 2 8 wks • Sources of energy - Renewable and non￾renewable sources of energy • Potential and Kinetic Energy - Potential energy - Kinetic energy - Potential and kinetic energy in systems - Law of conservation of energy • Heat transfer - Heating as a transfer of energy - Conduction - Convection - Radiation • Insulation and energy saving - Using insulating materials • Energy transfer to surroundings - Useful and ‘wasted’ energy • The national electricity supply system - Energy transfers in the national grid - Conserving electricity in the home 1 2 2 2 1 1 9 wks • Relationship of the Sun to the Earth - Solar energy and the Earth’s seasons - Solar energy and life on Earth - Stored solar energy • Relationship of the Moon to the Earth - Relative positions - Gravity - Tides • Historical development of astronomy - Early indigenous knowledge - Modern developments 4 2 2 8 wks 34 weeks NATURAL SCIENCES GRADES 7-9 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) RADE G TERM 1: LIFE & LIVING TERM 2: MATTER & MATERIALS TERM 3: ENERG Y & CHANGE TERM 4: PLANET EARTH & BE YOND TOTAL TO PIC W K S TO PIC W K S TO PIC W K S TO PIC W K S 8 • Photosynthesis and respiration - Photosynthesis - Respiration • Interactions and interdependence within the environment - Introduction to ecology - Ecosystems - Feeding relationships - Energy flow: Food chains and food webs - Balance in an ecosystem - Adaptations - Conservation of the ecosystem • Micro-organisms - Types of micro-organisms - Harmful micro-organisms - Useful micro-organisms 2 5 2 9 wks • Atoms - Atoms – building blocks of matter - Sub atomic particles - Pure substances - Elements - Compounds - Mixtures of elements and compounds • Particle model of matter - The concept of the particle model of matter - Change of state - Density, mass and volume - Density and states of matter - Density of different materials - Expansion and contraction of materials - Pressure • Chemical reactions - Reactants and products 2 5 1 8 wks • Static electricity - Friction and static electricity • Energy transfer in electrical systems - Circuits and current electricity - Components of a circuit - Effects of an electric current • Series and parallel circuits - Series circuits - Parallel circuits - Other output devices • Visible light - Radiation of light - Spectrum of visible light - Opaque and transparent substances - Absorption of light - Reflection of light - Seeing light - Refraction of light 1 3 2 3 9 wks • The Solar System - The Sun - Objects around the Sun - Earth’s position in the Solar System • Beyond the Solar System - The Milky Way Galaxy - Our nearest star - Light years, light hours and light minutes - Beyond the Milky Way Galaxy • Looking into space - Early viewing of space - Telescopes 3 3 2 8 wks 34 weeks NATURAL SCIENCES GRADES 7-9 CAPS 15 RADE G TERM 1: LIFE & LIVING TERM 2: MATTER & MATERIALS TERM 3: ENERG Y & CHANGE TERM 4: PLANET EARTH & BE YOND TOTAL TO PIC W K S TO PIC W K S TO PIC W K S TO PIC W K S 9 • Cells as the basic units of life - Cell structure - Differences between plant and animal cells - Cells in tissues, organs and systems • Systems in the human body - Body systems • Human reproduction - Purpose and puberty - Reproductive organs - Stages of reproduction • Circulatory and respiratory systems - Breathing, gaseous exchange, circulation and respiration • Digestive system - Healthy diet - The alimentary canal and digestion 2 2 2 1 ½ • Compounds - The Periodic Table - Names of compounds • Chemical reactions - Chemical equations to represent reactions - Balanced equations • Reactions of metals with oxygen - The general reaction of metals with oxygen - Reaction of iron with oxygen - Reaction of magnesium with oxygen - Formation of rust - Ways to prevent rusting • Reactions of non-metals with oxygen - The general reaction of non-metals with oxygen - Reaction of carbon with oxygen - Reaction of sulfur with oxygen • Acids & bases, and pH value - The concept of pH value 1 1 1 ½ 1 • Forces - Types of forces - Contact forces - Field forces (non-contact forces) • Electric cells as energy systems - Electric cells • Resistance - Uses of resistors - Factors that affect resistance in a circuit • Series and parallel circuits - Series circuits - Parallel circuits • Safety with electricity - Safety practices • Energy and the national electricity grid - Electricity generation - Nuclear power in South Africa - National electricity grid • Cost of electrical power - The cost of power consumption 2 ½ 1 2 ½ 1 • The Earth as a system - Spheres of the Earth • Lithosphere - Lithosphere - The rock cycle • Mining of mineral resources - Extracting ores - Refining minerals - Mining in South Africa • Atmosphere - Atmosphere - Troposphere - Stratosphere - Mesosphere - Thermosphere - The greenhouse effect • Birth, life and death of stars - The birth of a star - Life of a star - Death of a star 1 2 2 2 34 weeks NATURAL SCIENCES GRADES 7-9 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) RADE G TERM 1: LIFE & LIVING TERM 2: MATTER & MATERIALS TERM 3: ENERGY & CHANGE TERM 4: PLANET EARTH & BEYOND TOTAL TOPIC WKS TOPIC WKS TOPIC WKS TOPIC WKS 1 ½ 9 wks • Reactions of acids with bases: Part I - Neutralisation and pH • Reactions of acids with bases: Part II - The general reaction of an acid with a metal oxide (base) - Applications - The general reaction of an acid with a metal hydroxide (base) • Reactions of acids with bases: Part III - The general reaction of an acid with a metal carbonate (base) Reactions of acids with metals 1 ½ 1 ½ ½ 8 wks 2 9 wks 1 8 wks 34 weeks Teachers have the freedom to expand concepts and to design and organise learning experiences according to their own local circumstances. Examples of indigenous knowledge that teachers select for study should, as far as possible, reflect different South African cultural groupings. They should also link directly to specific content in the Natural Sciences curriculum. Notes: * These totals include the 6 hours per term for school-based assessment but exclude the 2 weeks set aside for the mid-year and the end of year examinations General: Time spent on each topic should serve as a guideline for weighting of marks in Tests and Exams. The purpose of using times as guidelines is to ensure that all topics are assessed. NATURAL SCIENCES GRADES 7-9 CAPS 17 SECTION 3: SENIOR PHASE NATURAL SCIENCES CONTENT AND CONCEPTS GRADE 7 TERM 1 STRAND: LIFE AND LIVING TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 week The biosphere The concept of the biosphere • the biosphere is where life exists and includes the lithosphere (soil and rocks), hydrosphere (water), and atmosphere (gases) • it also includes all living organisms, and dead organic matter • there are many different kinds of living things including plants, animals, microorganisms • all living things can carry out all the seven life processes: nutrition (feeding), growth, reproduction, respiration (energy production), excretion, sensitivity (to the environment), movement • describing the components of Earth’s biospheres • identifying living organisms found in each sphere • describing conditions that sustain life • Textbooks and other reference materials • Pictures and/ or video clips of Earth and its biosphere Requirements for sustaining life • living things need energy, gases, water, soil and favourable temperatures • living things are suited (adapted) to the environment in which they live, such as fish have fins to move easily through water • investigating requirements (such as light, water) for the growth of seedlings [germinate seeds and grow the seedlings under different conditions] • Seeds, soil and containers to grow seeds, rulers or measuring tapes 3 ½ weeks Biodiversity Classification of living things • plants, animals and microorganisms, and their habitats make up the total biodiversity of the Earth • living organisms are sorted and classified according to their shared characteristics • scientists have grouped the organisms into a classification system • the five main groups (called Kingdoms) of living organisms include Bacteria, Protista, Fungi, Plants and Animals • basic differences in processes such as movement, nutrition and reproduction, distinguishes plants from animals • Kingdoms are further subdivided into Phyla/Divisions, then Classes, then Families, then Orders, then Genera, and the smallest group is Species • grouping a selection of everyday objects according to observable features, for example shape, colour, size, and use • drawing up a table of the basic differences between plants and animals • sorting vertebrates and invertebrates using observable characteristics • Selection of pictures, photographs or drawings of vertebrates and invertebrates • Magnifying lenses, live or preserved specimens NATURAL SCIENCES GRADES 7-9 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Biodiversity [continued...] Diversity of animals • animals are classified as either vertebrates (animals with backbones) or invertebrates (animals without backbones) • vertebrates are subdivided into five classes on the basis of distinguishing characteristics: - Fish - Amphibians - Reptiles - Birds - Mammals • invertebrates are subdivided into the Phyla Arthropoda and Mollusca, on the basis of distinguishing characteristics • arthropods have a hard outer covering (exoskeleton) and jointed legs, such as Insects (locust), Arachnids (spider), Crustaceans (crab) • Molluscs are soft bodied animals such as snails [Note: Classification of all of the invertebrates is not required] Diversity of plants • plants are classified as plants with seeds (such as maize) or plants without seeds (such as ferns) • plants with seeds are Angiosperms (flowering plants) and Gymnosperms (cone bearing plants such as the cycad) • plants can produce their seeds in flowers (Angiosperms) or in cones (Gymnosperms) • Angiosperms consist of two major groups, dicotyledons and monocotyledons. These groups differ with respect to their roots, stems, leaves, flowers, fruits and seeds [Note: Emphasise local and other South African examples] • listing the distinguishing characteristics of the 5 classes of vertebrates • listing the distinguishing characteristics of the 4 groups (Classes/Phyla ) of invertebrates observing and describing the land snail • identifying and describing the observable differences between - Angiosperms and Gymnosperms - monocotyledons and dicotyledons • Reference materials • Selection of plants collected in and around the school property • Magnifying lenses • Live or preserved specimens NATURAL SCIENCES GRADES 7-9 CAPS 19 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 3 ½ weeks Sexual reproduction Sexual reproduction in Angiosperms • seeds are produced in flowers, which are the sexual organs of Angiosperms • the components of a flower usually include: - male structures called stamens for producing pollen (containing male sex cells) - female structures called stigma (for receiving pollen), style and ovary (for producing female sex cells) - petals (for attracting pollinators) - sepals (for protecting the flower bud) • pollination and fertilisation are essential processes for flowers to produce seeds • pollination is the transfer of pollen between plants of the same species for the purpose of fertilisation • wind and water can facilitate pollination • pollination can also be aided by pollinators such as insects, birds, mammals • flowers have special adaptations to promote pollination, such as large colourful petals, scent and sweet nectar to attract insects and birds • pollinators play an important role in the production of food crops (such as maize) for humans • fertilisation is the fusion of the male and female sex cells to produce seeds • during fertilization the following happens: each mature pollen grain contains two male sex cells. When the pollen attaches to the stigma of a flower from the same species, the pollen produces a pollen tube, which grows down the neck of the style, transporting the male sex cells to the ovule. Within the embryo sac of the ovule, one male sex cell fertilizes the egg, which develops into a seed. The other male sex cell unites with two cells in the embryo sac and this results in the development of the endosperm, the starchy food that feeds the developing seed. The ovary enlarges and becomes a fruit. • the seeds are contained in fruit • fruits and seeds are dispersed in various ways • growing plants such as beans or maize seeds to observe the stages in the life cycle. Measure the height of the plant as it grows. Record observations in diagrams, tables and graphs • identifying, drawing and describing the components of a flower • comparing the structure of a variety of flowers, and the methods of pollination • describing how flowers are adapted to promote pollination • describing different fruit, seeds and the method of seed dispersal • A variety of plant specimens • Soil • Containers to grow plants • Seeds (such as beans and maize) • Rulers or measuring tapes NATURAL SCIENCES GRADES 7-9 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Sexual reproduction [continued...] Human Reproduction • the main purpose of reproduction is for the sperm (male sex cell) and egg (female sex cell) to combine, develop and produce a baby • puberty is the stage in the human life cycle when sexual organs mature for reproduction • humans also experience drastic physical and emotional changes during this stage • the male reproductive organs include the penis and the testis (produces sperm cells) • the female reproductive organs include the vagina, uterus, ovaries (contain egg cells/ ova) • fertilisation is a process when the sperm fuses with the egg • the uterus develops a thick layer of blood in preparation for a fertilised egg • if fertilisation does not take place, menstruation occurs. The thick layer of blood breaks down and is released through the vagina • if fertilisation takes place, the fertilised egg is embedded (implanted) in the blood lining of the uterus. This leads to pregnancy • pregnancy can be prevented by using contraceptives such as condoms to prevent the sperm reaching the egg • condoms also prevent the transmission of HIV/AIDS and other STDs (sexually transmitted diseases), if used effectively [Note: It is important that learners understand that early sexual activity can have serious consequences. Learners need to know enough about this topic to be able to make informed decisions and responsible choices] • drawing a personal time line and locating puberty • discussing and writing about the changes experienced during puberty • discussing and writing about responsible sexual behaviour • discussing myths about menstruation and sex NATURAL SCIENCES GRADES 7-9 CAPS 21 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 week Variation Variations exists within a species • a species is a category within the classification system. Living things of the same type belong to the same species. For example, humans are one species and dogs are another species • individuals of the same species can reproduce to make more individuals of the same species • all people are human (Homo sapiens) and belong to the same species • differences between living things of the same species is called variation • variation amongst humans can be inherited. Some inherited characteristics are height and tongue-rolling • measuring and collecting information (data) about the height of learners in the class. Show the results as a bar graph - collecting information (data) about the height of adults in the immediate family of the learners - correlating the height of their family members with the height of learners in the class • recording information about how many learners are able (or not) to roll their tongues - calculating the percentage of learners in the class who are able to roll their tongues - recording information about tongue rolling amongst members of the families of the learners - calculating the percentage of family members in a family who are able to roll their tongue or not • discussing about careers in the chemical industry, including agriculture, pharmacy or the food industry, chemical engineering, mining [not for assessment purposes] Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 6 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • describe conditions that support life • name the different components of the biosphere • sort plants and animals into groups based on observable similarities • give the distinguishing characteristics of the five vertebrate classes • give the distinguishing characteristics of the selected invertebrates • name, describe and provide the function of the components of the flower • distinguish between pollination and fertilization • relate the structure with the function of the reproductive organs of humans • define the terms puberty, menstruation, fertilization, pregnancy and contraception • link the presence of differences between living things of the same species to variation NATURAL SCIENCES GRADES 7-9 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 TERM 2 STRAND: MATTER AND MATERIALS TIME TO PIC CONTENT & CON C E PTS SUGGESTED A CTIVITIES: INVESTI GATIONS, PRA CTI CAL WORK, AND DEMONSTRATIONS E QUI PMENT AND RESOUR CES 2 weeks Properties of materials Physical properties of materials • properties of materials determine their suitability for a particular use such as: (refer to Grade 5 Energy & Change) - strength - flexibility - boiling and melting points - electrical conductivity - heat conductivity • the boiling point of a substance is the temperature at which the liquid starts boiling (boiling is a rapid change in state from a liquid state to a gas state) • other factors (such as cost, colour and texture) are also taken into account when using materials Impact on the environment • the production and/or use of materials such as metals, plastics and fuels has an impact on the environment • investigating and comparing the strength of selected materials [by dropping weights onto, or hanging weights on materials such as different shopping bags, aluminium foil, newspaper, photocopier/printer paper, plastic wrap, wax paper] • reading about the boiling and melting points of different materials such as salt, water, ethanol, paraffin, iron, copper, gold, silver, lead • investigating what happens when water heats up and boils [heat water and take the temperature reading every 3 minutes until the temperature reading becomes constant for three readings]. Record time intervals and temperature readings in a table, and draw a line graph [Note: you can do the same with other liquids such as orange juice, apple juice, cola] • reading and writing about how a material such as a metal or plastic or fuel is produced and its impact on the environment • Textbooks • Selection of materials for example: Paper, cardboard, copper wire, wood, rubber, plastic, stone/clay, brick, glass, aluminium foil, wax paper, rope/string • Heat sources • Tripod stands, gauze and glass containers • Thermometers 2 weeks Separating mixtures Mixtures • a mixture is made up of two or more substances or materials that have different physical properties. Where the properties differ, the substances can be separated Methods of physical separation • the physical properties of the materials in a mixture determine the separating method to be used • some methods used to separate materials include hand sorting (separating sheep wool from thorns), sieving (separating stones from sand), filtration (separating sand from water) (refer to Grade 6 Matter & Materials) • designing and explaining about the best ways to separate and collect all the materials from a mixture of sand, iron filings, salt, ethanol and water. Explain why you have chosen each method of separation • demonstrating distillation by using a Liebig condenser or any other suitable apparatus • separating ink by chromatography [use black ballpoint ink (or other koki colours), white paper strips and methylated spirits as a solvent] • Sieves • Filter paper • Funnel • Glass or plastic jars NATURAL SCIENCES GRADES 7-9 CAPS 23 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Separating mixtures [continued...] Methods of physical separation [continued...] • additional methods include - using a magnet (separating iron from sand) - evaporation (retrieving salt from sea water) - distillation (retrieving pure water from sea water). Distillation always involves boiling and condensation [change from gas to a liquid] - chromatography (separating different colour pigments from one colour pigment, such as black discussing about the many careers in chemistry, mining, waste management [not for assessment purposes] • Magnets • Iron or metal filings (or coins) • Sugar/salt • Heat source • Liebig condenser (if available) or test tubes, stoppers and glass and rubber tubes • Black ink • Koki colours • Methylated spirits Sorting and recycling materials • it is every person’s responsibility to dispose of waste in a proper way • only certain materials are suitable for recycling, such as metals, plastics and glass. Organic waste can be made into compost. Material which cannot be recycled has to be dumped • local authorities have systems for sorting and disposing of waste materials • there are negative consequences associated with poor waste management such as pollution of water, soil and the environment; health hazards and diseases; blockage of sewage and water drainage systems; waste of land used for landfills; wastage of valuable materials which could be recycled 2 weeks Acids, bases and neutrals Tastes of substances • the human tongue can sense four different tastes, salty, sweet, sour and bitter [There is a survival advantage to being able to distinguish these tastes, such as selecting a ripe apple which usually tastes sweet, but discarding an unripe one which tastes sour] [Note: not all substances are safe to taste] Properties of acids, bases and neutrals • acids and bases are an important group of chemicals • many foods and household chemicals can be classified as acids, bases, or neutrals depending on their properties • investigating common beverages to determine whether they are acids, bases or neutrals (such as water, tea and rooibos, coffee, milk, fruit juices, fizzy drinks) to test whether they are acids, bases or neutrals • using red and blue litmus paper. Record results on a table and draw conclusions • Red litmus paper • Blue litmus paper • Glass containers • Liquids such as: tea, rooibos, coffee, milk, fruit juices, fizzy drinks, • Household substances such as: vinegar, tartaric acid, lemon, antacids, shampoo, soap, bicarbonate of soda, liquid soap NATURAL SCIENCES GRADES 7-9 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Acids, bases and neutrals [continued...] Properties of acids, bases and neutrals [continued...] • acids (such as lemon and other fruit juices, vinegar, tartaric acid, swimming pool acid) have the following properties - taste sour - feel rough on the skin - many are dangerous to taste or feel (are corrosive) • bases (such as bicarbonate of soda, washing powder, most soaps, bleach and household cleaners) have the following properties - taste bitter - feel slippery on the skin - many are dangerous to taste or feel (are corrosive) [soluble bases are called alkaline/s] • neutrals (such as pure water, salt solution, sugar solution, cooking oil) are neither acids nor bases • investigating a range of household substances (such as vinegar, tartaric acid, aspirin, antacids, shampoo, soap, bicarbonate of soda, salt water, sugar water, liquid soap) to test whether they are acids, bases or neutrals using red and blue litmus paper. Record results on a table and draw conclusions [Detergents/soaps are expected to test basic, but some have additives such as lemon juice and therefore may test acidic instead. Check on packaging labels] Acid-base indicators • red and blue litmus paper can be used to test/indicate whether a substance is an acid, a base or a neutral - red litmus paper remains red in an acid and a neutral, but turns blue in a base - blue litmus paper remains blue in a base and a neutral, but turns red in an acid • we always use both red and blue litmus to test a substance NATURAL SCIENCES GRADES 7-9 CAPS 25 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 2 weeks Introduction to the Periodic Table of Elements Arrangement of elements on the Periodic Table • the Periodic Table of Elements is a classification system for the elements which make up matter and materials in the world [an element is a pure substance which cannot be broken down further] • the Periodic Table was devised by Dmitri Mendeleev in the 1860s. He arranged the elements according to their properties in a table format • the elements of the Periodic Table are arranged into three main categories; metals, semi-metals and non-metals: - metals are arranged on the left hand side of the table - non-metals are found on the far right hand side of the table - semi-metals are found in the region between metals and non- metals • each element has its own name, symbol, atomic number and position on the Periodic Table Some properties of metals, semi-metals and non-metals • metals are usually shiny, ductile and malleable, solid (except mercury) and have high melting and boiling points • non-metals have a variety of different properties (depending on whether they are solids or gases) • semi-metals are solids and have some properties of metals and some properties of non-metals • reading about and learning the names and symbols of the first 20 elements of the Periodic Table [learners need NOT memorise the atomic number of each element] • categorising the elements in a copy of the Periodic Table by colouring each category (metals, semi-metals and non-metals) in different colours • identifying a number of elements from the Periodic Table used in everyday life/ the household. Describe them in writing • Periodic Tables • Three colours of pencils / crayons Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. As this is an exam term, the final two weeks may be required for revision. For more detailed guidelines on assessment, refer to Section 4.For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • measure the temperature of water as it heats up to boiling point, draw accurate line graphs, understand and explain the results • explain the separation processes correctly and write about how to separate and collect sand, iron filings, salt, ethanol and water from a mixture • discuss one important consequence of poor waste management for the environment • classify several common beverages/ household substances into acids or bases or neutrals using an indicator • identify metals, semi-metals and non-metals on the Periodic Table of elements NATURAL SCIENCES GRADES 7-9 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 TERM 3 STRAND: ENERGY AND CHANGE TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 week Sources of energy Renewable and non-renewable sources of energy • energy is needed to make everything work, move or live • a source of energy has energy stored waiting to be used, or energy that is needed to make something happen - non-renewable sources of energy cannot be replenished once used, such as fossil fuels (coal, oil, natural gas) and nuclear fuels (such as uranium) [Links to Planet Earth and Beyond Grade 7 term 4] - renewable sources of energy are continually replenished, such as hydro power, wind, sunlight, biofuel (wood) • listing non-renewable energy sources. Explain why they are regarded as non-renewable • listing renewable energy sources. Explain why they are regarded as renewable • Textbooks and reference materials • Pictures and reading texts about non-renewable and renewable sources of energy 2 weeks Potential and Kinetic Energy Potential energy • potential energy is energy that is stored in a system, such as in a stretched rubber band, a weight balanced on the edge of a table, a cell (battery), fuel • there is also potential energy in food [all energy is measured in a unit called the joule (J)]. The energy content in foods is usually labelled on food packaging [Note: definition and calculation of joules is NOT required] Kinetic energy • kinetic energy is the energy that a body has when it is moving, such as when a rubber band snaps back, a weight falls off a table, wind blows, water falls, a vehicle moves, current flows through a circuit (electricity) Potential and kinetic energy in systems • potential and kinetic energy are involved in - mechanical systems - thermal (heating) systems - electrical systems - biological systems [a system is a set of parts working together] • finding the energy content in different foods, by reading the labels on food packaging • investigating energy transfers in - mechanical systems (such as - scissors cutting paper, a bent ruler can flick a pellet across the classroom, cricket ball hit by a bat) - thermal systems (such as - a candle heating cold water in a can, a cup of tea losing heat to the surroundings) - electrical systems (such as - a cell/ battery in a circuit can activate a motor, buzzer or a small torch bulb) - biological systems (such as - a horse eats a plant and can move or pull a cart, energy being passed along a food chain) • Rubber bands • Various food packaging with labels showing energy content • Cells (batteries) NATURAL SCIENCES GRADES 7-9 CAPS 27 TIME TO PIC CONTENT & CON C E PTS SUGGESTED A CTIVITIES: INVESTI GATIONS, PRA CTI CAL WORK, AND DEMONSTRATIONS E QUI PMENT AND RESOUR CES Potential and Kinetic Energy [continued…] Law of conservation of energy • energy can neither be created nor destroyed but can be converted from one form to another • energy can be transferred in a system when different parts of the system interact with one another and cause changes [Approach should be to provide learners with examples rather than a definition] • energy can also be transferred from one system to another such as from an electrical system to a mechanical system in a motor • comparing features of these systems, and observing the effects of energy transfers in the different parts and describing: - where the input energy comes from - where the energy goes (transfer) - the energy changes (in terms of potential and kinetic energy) observed in the system • recording observations in a flow diagram using arrows to show how energy is changed as it is transferred • Scissors, paper, rulers • Candles, cans • Cells (batteries), conducting wire, motors, torch bulbs, buzzers 2 weeks Heat transfer Heating as a transfer of energy • heating is a process in which energy is transferred from a hotter body to cooler body • the energy transfer continues until both bodies are at the same temperature • heat is transferred in three ways by: - conduction - convection - radiation Conduction • is the transfer of heat between solid objects that are in direct physical contact with each other • heat “travels” from the source of heat through the object, or from one object to another by conduction • metals are conductors of heat. Some metals conduct heat better than others • good conductors are used for making things such as cooking pots • other materials prevent/slow down conduction of heat, and are called insulators of heat (such as plastics and wood). These are generally poor conductors of heat • investigating heat conduction using various metals such as aluminium, steel, brass, iron rods and compare their rates of conduction. Identify variables that could affect the findings. [attach a pin to one end of each rod with Vaseline. Heat the other end of the rod in a bath of hot water and record the time of how long it takes for the pin to fall off] - draw a bar graph to show the results • Video clips from the internet to show conduction, convection and radiation • Spirit / Bunsen burner • Steel, brass, aluminium and Iron rods • Styrofoam • Wood • Plastic • Wax or Vaseline • Drawing pins • Heat conducting tins (if available) • Wrist watch with a second hand / Stopwatch NATURAL SCIENCES GRADES 7-9 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TO PIC CONTENT & CON C E PTS SUGGESTED A CTIVITIES: INVESTI GATIONS, PRA CTI CAL WORK, AND DEMONSTRATIONS E QUI PMENT AND RESOUR CES Heat transfer [continued…] Convection • is the transfer of heat from one place to another by the movement of liquid or gas particles - air and water expand when heated and the particles move upwards. When cooled they move down again. This is called a convection current Radiation • radiation is the transfer of heat and does not require physical contact or movement of particles • the heat from the Sun travels mainly by radiation across empty space to the Earth • shiny surfaces (such as silver) are good reflectors of radiant heat and dark surfaces (such as black) absorb heat energy (links to Light in Grade 8 and FET) • radiation heats up dark surfaces more quickly (absorb heat) than it heats up shiny surfaces (reflect heat) • demonstrating convection currents in water in a transparent container • drawing and labelling to explain why heaters are best placed near the floor and air conditioners are best placed near the ceiling • demonstrating heat energy transfer through radiation using a candle • investigating/demonstrating and measuring the amount of radiant heat absorbed using dark coloured (matt black), light coloured (white, yellow) and shiny (silver) surfaces [make envelopes of different coloured paper and aluminium foil, insert thermometers, place in the Sun and measure the temperature increase over time]. - draw a line graph to show the results • Food colouring or crystal of potassium permanganate • Glass/transparent plastic container • Candles • Shiny silver surfaces (wrapped by aluminium foil) • Matt black surfaces (painted matt black) • Thermometers • Cardboard or paper and glue 2 weeks Insulation and energy saving Using insulating materials • heat can be ‘lost’ through conduction, convection and radiation from our bodies and objects such as electric geysers, • heat can also be gained through radiation, conduction and convection, for example in solar water heaters • people use insulating materials to help minimise heat loss in winter or heat gain in summer • insulating materials slow down heat transfer (heat loss or gain) through conduction, convection and radiation. Insulators are used - for making things such as “cool boxes” - in the ceilings of buildings, - for clothing (such as coats, jerseys, woolly hats) and blankets • conservation of heat energy in homes and buildings can be improved by minimising heat loss in winter and heat gain in summer • many indigenous, traditional homes and technologies in South Africa are designed for our climate and to be energy efficient • explaining how a solar water heating system works, in terms of radiation, conduction and convection [use real examples, pictures or diagrams] • investigating different insulating materials (such as styrofoam, newspaper, plastic, glass) by how well they keep hot objects hot (such as a cup of tea) or prevent cold objects (such as ice) from heating up. Measure temperature loss or gain and record results. Sequence the insulators from very good to poor • designing, making and testing a system (“hot box/ wonder box”) which uses insulating materials to keep food hot for longer or to keep ice cold - measure temperature change after some time. Record results and draw a line graph OR - designing, making and testing a model of a well￾insulated house to minimise heat loss • Pictures /diagrams of solar water heaters • Video clips from internet • Thermometers • Insulating materials such as styrofoam, newspaper, plastic and glass containers, ice • Cooking pot (or container), cardboard box to make a ‘hotbox’, insulation materials such as paper, fabric, cushions, blankets • Materials to build a model of a house • Insulating materials NATURAL SCIENCES GRADES 7-9 CAPS 29 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 week Energy transfer to surroundings Useful and ‘wasted’ energy • systems such as appliances, tools, vehicles, machines provide useful energy outputs • some energy that is transferred in a system can escape to the surrounding environment as ‘wasted energy’ • the output energy in a system is always less than the input energy, because some of the energy escapes to the surroundings • ‘wasted’ energy can escape in the form of heat and/or sound - sound is an example of ‘wasted’ energy in an electric drill, food processor, hair dryer - heat is an example of ‘wasted’ energy in a candle, lamp, engine • researching the waste of energy from different machines and appliances such as - a car which wastes about 65% of the energy from fuel in the form of heat - a power station which wastes about 50% of the energy from burning coal, to the surroundings • identifying the input energy, useful output energy and ‘wasted energy’ when systems are operated. [Use real examples or pictures of systems such as electric drill, electric iron, kettle, food mixer, candle, engine, paraffin lamp] • Pictures or examples of tools/ appliances such as electric drill, electric iron, kettle, food mixer 1 week The national electricity supply system Energy transfers in the national grid • the national electricity grid is a system (circuit) • the electricity is supplied in the following sequence - energy from sources such as coal, oil, gas, nuclear fuels, falling water and wind, is transferred to turbines - turbines transfer energy to a generator - a generator changes energy from mechanical movement into electricity and transfers the electricity into the wires of the national electricity supply grid - the wires transfer energy to the electrical appliances and lights • dynamos are small generators, which also change energy from mechanical movement to electricity • dynamos are used in some bicycle lights and mine helmets, and in wind-up torches and radios • interpreting diagrams or pictures of the national electricity grid; from the power station to the consumer. Explain the energy transfers • Pictures of how electricity is generated in the power station, to the wires of the supply grid, to the electrical appliances in the home • Video clips from the internet • A dynamo (or pictures of how they are used) NATURAL SCIENCES GRADES 7-9 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES The national electricity supply system [continued…] Conserving electricity in the home • South Africa has a limited supply of electrical energy • there are many different ways to use energy wisely and to save energy at home: by turning off lights and appliances, using energy saving light bulbs, wearing warm clothing, stopping cold draughts, using energy efficient appliances, matching pot size to stove plate and using a “hotbox” for cooking • suggesting and writing about ways to conserve energy in the home/school/community • discussing about careers in the field of electricity power generation (coal, nuclear, wind, water) including engineers, scientists (research), artisans, technicians [not for assessment purposes] Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 6 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • distinguish between renewable and non-renewable sources of energy and give examples of each • compare potential and kinetic energy • describe the input energy and trace and record the transfer and changes of energy through various energy transfer systems • describe and demonstrate the difference between conduction, convection and radiation • show how to use insulating materials to minimise heat loss or heat gain • identify and describe ways to conserve energy in the home/school/community NATURAL SCIENCES GRADES 7-9 CAPS 31 GRADE 7 TERM 4 STRAND: PLANET EARTH AND BEYOND TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 4 weeks Relationship of the Sun to the Earth Solar energy and the Earth’s seasons • the Sun radiates heat and light in all directions • the Earth receives energy from the Sun in the form of heat and light (solar energy) • the Earth spins on its axis once per day • the Earth’s axis is an imaginary line that goes through the centre of the Earth from the north pole to the south pole • the Earth’s axis is not vertical, it is tilted from the vertical by an angle of 23,5º • the tilt of the Earth’s axis does not change as the Earth orbits around the Sun • due to the tilt of the Earth, the intensity of the solar energy (amount per unit area) that reaches different parts of the Earth changes through the year • differing intensities of solar energy reaching the southern and northern hemispheres through the year lead to the four seasons • when the solar energy falls more directly on the southern hemisphere, the solar energy is spread over a smaller area and it is summer in the southern hemisphere • when the solar energy falls obliquely (at an extreme angle) on the southern hemisphere, the solar energy is spread over a wider area and it is winter in the southern hemisphere • the length of the day also depends upon the season. In summer, days are longer than in winter. This is also caused by the tilt of the Earth’s axis. • making a model of the globe using a ball showing the south and north poles, the equator and the southern and northern hemispheres • demonstrating the passage of the Earth around the Sun. [A learner can hold a torch (for the Sun) and another learner can carry the globe at its tilt] • drawing and labelling diagrams to show the tilt of the Earth and the direct and oblique rays of sunlight energy that cause the four seasons • Textbooks and reference materials • Globe / ball • Torch • Pictures and video clips from the internet of the Sun and showing: - the Earth’s passage around the Sun - the changing amounts of solar energy reaching different parts of the Earth through the year Solar energy and life on Earth • plants absorb light from the Sun and produce energy- containing food (refer to Grade 8) • all plants and animals depend on this process for their energy (refer to Grade 8) • the Sun’s energy sustains all life on Earth • Pictures and video clips from the internet of - the Sun and - how coal, oil and gas are formed from the Sun’s energy NATURAL SCIENCES GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Relationship of the Sun to the Earth [continued...] Stored solar energy • dead plants and animals can eventually form coal, oil or gas (fossil fuels) after millions of years • this happens when: - the remains of dead plants and animals are covered by layers of mud and soil - the layers press down on these remains - more layers lead to increased pressure - increased pressure, over long periods of time, changes these remains into coal, oil or gas • drawing a diagram which shows the flow of energy from the Sun through to the formation of fossil fuels like coal, oil and gas. • the coal, oil and gas store energy from the Sun that was absorbed by plant s millions of years ago • humans are using this store of energy (coal, oil and gas) faster than it is being formed (non-renewable resource) • drawing, labelling and writing to explain the sequence of processes and events that lead to the storage of energy from the Sun in coal, oil and gas 2 weeks Relationship of the Moon to the Earth Relative positions • the Moon revolves around the Earth in its orbit • Ball and rope or string • Video clips from the internet showing: - the Moon in orbit around the Earth - the Moon’s gravity results in ocean tides on Earth - Full Moon and New Moon cause spring tides Gravity • gravity is the tendency of all objects to attract (pull) each other • the pull of gravity depends on how much mass each object has and how far apart they are - more massive objects exert a stronger pull than smaller objects over the same distance - for objects of the same mass, the closer they are to each other, the stronger is the pull of gravity between them • the Earth is held in its orbit around the Sun by the pull of the Sun’s gravity • the Moon is held in its orbit around the Earth by the pull of the Earth’s gravity • the Moon also has its own gravity • demonstrating the pull of gravity by swinging a ball attached to rope or string in a circular motion NATURAL SCIENCES GRADES 7-9 CAPS 33 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Relationship of the Moon to the Earth [continued…] Tides • tides are the predictable, repeated rise and fall of sea and ocean levels • tides on Earth are caused mainly by the gravity of the Moon • the gravity of the Moon pulls on the water in the seas and oceans on Earth • using diagrams to write and explain the effects of the Moon’s gravity on the Earth showing the tides • this pull causes the Earth to experience high and low tides in the oceans. There are usually two high tides and two low tides over a day and a night • when the Moon is aligned with (in line with) the Sun (at Full Moon and New Moon), the Sun’s gravity adds to the Moon’s gravity. This causes higher than usual high tides and extra-low low tides (spring tides) • Pictures and texts about shoreline ecosystems • tides sustain unique shoreline ecosystems between the high and low water levels [an ecosystem is a community of living organisms and their interaction with the environment] • writing to explain the effects of the Moon’s gravity on ecosystems on Earth NATURAL SCIENCES GRADES 7-9 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 2 weeks Historical development of astronomy Early indigenous knowledge • the Moon and Sun and stars seem to move in predictable patterns • people observed these patterns and used them to measure time and develop different calendars - a year (a time period that includes the four seasons) - a month (a time period from one full moon to the next full moon) - a day (a time period from one sunrise to the next sunrise) • people used these patterns in different ways such as to denote a time for planting, finding direction and special holy days • people passed this knowledge on using stories • writing about traditional cultural interpretations and stories about the Sun, Moon and patterns in the sky Modern developments • people have made and continue to make important discoveries in astronomy • Copernicus suggested that the Sun is at the centre of the Solar System (1514) • Galilei made the first telescope to observe planets and their moons (1610) • Kepler used mathematics to describe orbits accurately (1609) • Newton showed that gravity held the Solar System together (1687) • researching and writing about a significant discovery in astronomy • Reference materials on significant discoveries relating to astronomy Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. As this is the exam term, the final two weeks may be required for revision. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • demonstrate the Earth’s tilt as it orbits around the Sun • describe the relationship between solar energy, the Earth’s movement around the Sun and the seasons • demonstrate their understanding of how coal, oil and gas are formed in the Earth, starting from the Sun’s energy • explain the effects of the Moon’s gravity on the Earth, including tides and ecosystems • discuss significant events around the development of knowledge of astronomy NATURAL SCIENCES GRADES 7-9 CAPS 35 GRADE 8 TERM 1 STRAND: LIFE AND LIVING TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 2 weeks Photosynthesis and respiration Photosynthesis • interactions and interdependence in an ecosystem are driven by the need for energy to sustain life • the Sun is the important source providing this energy in the form of light and heat • plants use carbon dioxide (from the air), water (from the soil) and energy from the Sun in a series of chemical reactions to produce glucose (food). This process is called photosynthesis • oxygen gas is released into the air as a by-product chlorophyll sunlight carbon dioxide + water glucose + oxygen [No further details are required] • writing about the requirements for, and products of photosynthesis • Textbooks and other resource materials • plants change glucose into starch, cellulose and other chemical compounds to enable processes such as growth and reproduction Respiration • food contains energy (potential energy). This energy can be released from food by a series of chemical reactions. This process is called respiration • respiration (in all living organisms) is the process by which energy is released from food in a series of chemical reactions glucose + oxygen energy + carbon dioxide + water [No further details are required] • conducting an investigation to show that leaves produce starch [soak the leaf in boiling water, extract chlorophyll using ethanol/methylated spirits, add a few drops of iodine solution]. Write a report using the headings; aim, hypothesis, method, results, conclusion and discussion • writing about the requirements for, and products of respiration • testing for the presence of carbon dioxide in exhaled air using clear lime water • A variety of leaves • Heat source / spirit or Bunsen burners • Glass containers/ test tubes • Ethanol/ methylated spirits • lodine solution • White surfaces • Slaked lime (to make lime water) • Drinking straws NATURAL SCIENCES GRADES 7-9 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TO PIC CONTENT & CON C E PTS SUGGESTED A CTIVITIES: INVESTI GATIONS, PRA CTI CAL WORK, AND DEMONSTRATIONS E QUI PMENT AND RESOUR CES 5 weeks Interactions and interdependence within the environment Introduction to ecology • ecology is the study of interactions of organisms with one another and with the physical and chemical environment • scientists usually classify the study of ecological interactions into four levels; populations, communities, ecosystem and the biosphere Ecosystems • all ecosystems combined make up the biosphere • an ecosystem consists of an ecological community that includes all living organisms (biotic) such as plants and animals, together with the non-living (abiotic) environment such as temperature, wind, water, interacting as a system • the size of an ecosystem is not specifically defined and it usually encompasses a specific, limited area (although it can encompass the entire planet) • ecosystems are defined by the network of interactions among organisms, and between organisms and their environment • survival of individual organisms and populations depends on the its ability to cope with changes (adapt) in its habitat (the place where an organism lives) or in the ecosystem • listing abiotic and biotic factors in an ecosystem • selecting and marking off an ecosystem - identify and describe the abiotic aspects of the ecosystem such as amount of sunlight, water, wind, temperature, soil type and slope of the area • selecting and marking off an ecosystem [continued...] - describe how the abiotic factors of the ecosystem affect the plants and animals - identify, count and describe the plants and animals (biotic factors) in the ecosystem - describe the relationship between the biotic factors (such as feeding and shelter) in the ecosystem - identify any human interferences in the area (such as litter and pathways) - study a small sample of the soil in the ecosystem marked, using a hand lens, and identify any remains of dead plants and animals • Pictures of different ecosystems (large and small) showing the living and non-living components • Thermometers • Hand lenses • String (for making quadrats) • Rulers/meter sticks • Sieves • Hand lenses • Field guides for identifying plants and animals NATURAL SCIENCES GRADES 7-9 CAPS 37 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Interactions and interdependence within the environment [continued...] Feeding relationships • plants are producers. They make their own food • animals are consumers. They obtain food from plants either directly (such as herbivores) or indirectly (such as carnivores) • herbivores: feed on plant material (for example cows, horses) • carnivores: feed on other animals (living or dead). The group includes: - those that hunt other animals (prey) are predators (for example leopards) - those that eat dead animals are scavengers (for example hyenas, vultures) - insectivores feed mainly on insects and other smaller invertebrates such as worms (for example earthworms) • omnivores: feed on plants and animals (for example humans) • decomposers: breakdown (decompose) the remains of dead plants and animals. They recycle important nutrients in the environment (for example bacteria, fungi, earthworms) • classifying selected examples of organisms into their respective feeding groups (such as cows are herbivores) • Pictures of different local/ South African organisms • Video clips NATURAL SCIENCES GRADES 7-9 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TO PIC CONTENT & CON C E PTS SUGGESTED A CTIVITIES: INVESTI GATIONS, PRA CTI CAL WORK, AND DEMONSTRATIONS E QUI PMENT AND RESOUR CES Interactions and interdependence within the environment [continued...] Energy flow: Food chains and food webs • plants (and algae) play an important role in the ecosystem, as they capture energy from the Sun by the process of photosynthesis • this energy is passed along a food chain from producers to consumers; decomposers are the last link in this transfer of energy and release energy as heat to the environment • each stage of a food chain is called a trophic level • energy transfer and energy loss occur at each trophic level • interlinked food chains together form food webs • identifying a food chain or food web in an ecosystem in or near the school grounds. Record the observations • writing and drawing food chains and food webs (linking names with arrows) in different ecosystems • drawing and analysing energy pyramids [Note: on average about 10 % of net energy production at one trophic level is passed on to the next level] • evaluating the impact of various factors (such as loss of habitat, loss of species, change of weather or climate) on ecosystems • evaluating the impact on a food web when one of the organisms is removed • drawing and labelling diagrams of any selected plants, and describe in the labels how they are adapted to their environment • reading and writing about how animals are adapted to live in extreme environments (camel and polar bear); how animals are adapted to being good predators (shark and cheetah); and about other animal adaptations such as camouflage and mimicry • writing about the importance of maintaining biodiversity and sustainable use of natural resources • writing about irresponsible human practices (such as inappropriate waste disposal) and their impact on ecosystems. Suggest possible solutions • Pictures of plants and animals in different ecosystems, such as forests, oceans, deserts Balance in an ecosystem • an ecosystem can only accommodate as many organisms as its resources (food, water and shelter) can carry, and it will fail if it does not remain in balance • this balance can be disrupted by natural and human factors - natural factors include extreme changes in patterns of weather and climate, such as floods, drought, extreme and sudden changes in temperatures - human factors include removing organisms from the ecosystem (such as poaching), human induced pollution • these factors can contribute to an imbalance in an ecosystem, seriously impacting on its components and altering its nature Adaptations • adaptation is the change in the structural, functional and behavioural characteristics of an organism • adaptation allows the organism to survive as it adapts to changing conditions within the environment • organisms that are unable to adapt to changes within the environment die out (become extinct) Conservation of the ecosystem • environmentalists and others work towards managing ecosystems, such as control of alien vegetation and preservation of wetlands • individuals can contribute to conservation in various ways, such as appropriate waste disposal (including recycling, re￾using) NATURAL SCIENCES GRADES 7-9 CAPS 39 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 2 weeks Micro- organisms Types of micro-organisms • micro-organisms are living things • they are too small to see with the naked eye [they can only be seen under a microscope] • there is a variety of micro-organisms, including Viruses, Bacteria, Protista and Fungi Harmful micro-organisms • some micro-organisms cause diseases, such as TB (caused by bacteria), AIDS (caused by HI virus), malaria (caused by a protest) • disease causing organisms are found almost everywhere, such as at ATMs, handrails of staircases and toilets • waterborne diseases (such as cholera and diarrhoea) account for many child deaths • effective methods of preventing the spread of diseases caused by micro-organisms include washing hands and sterilising • modern scientists such as Louis Pasteur play an important role in identifying and developing cures for some diseases Useful micro-organisms • some micro-organisms play an essential role in ecosystems, such as decomposing dead plant and animal matter, thereby recycling nutrients in the soil • some micro-organisms are used by people for making certain foods (such as yoghurt) and medicines (such as penicillin) • using hand lenses or micro viewers to examine small objects (such as bread mould, mushrooms, newsprint) to understand the concept of magnification (make bigger in order to see a microscopic object) • examining and analysing photographs and/or micrographs of micro-organisms. Use scales to calculate the real size of the organisms • writing about the cause, effects, symptoms and treatments of one of the diseases caused by micro- organisms • discussing cultural and historical beliefs about diseases caused by micro-organisms • observing micro-organisms by investigating the growth of yeast under different conditions [use different amounts of sugar, different temperatures] and record observations. Write an experimental report using the headings; aim, hypothesis, method, results, conclusion, discussion and applications • discussing about the many careers that require knowledge of environmental studies, nature conservation, zoology, botany, entomology, the study of micro-organisms, including agriculture, food industry, medicine [not for assessment purposes] • Hand lenses or • Bio-viewers Assesment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 6 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • explain photosynthesis and respiration • explain how to test for starch in leaves • explain important concepts related to ecology, such as ecosystems, habitats, communities, populations, species, adaptations, extinctions • distinguish between biotic and abiotic factors of an ecosystem • evaluate disruptions to an ecosystem; giving causes, effects and solutions NATURAL SCIENCES GRADES 7-9 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 2 STRAND: MATTER AND MATERIALS TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 2 weeks Atoms Atoms – building blocks of matter • all matter is made up of tiny particles called atoms • an element is made up of atoms of the same kind. For example all the atoms of an element, such as copper, are identical • an element is a substance that cannot be broken down into two or more substances by chemical means (An element cannot be changed into another element by means of a chemical reaction) • atoms of one element differ from the atoms of all other elements • all known elements are listed on the Periodic Table of the Elements • Textbooks and reference materials • Video clips from the internet showing animations of atoms and molecules Sub atomic particles • atoms are made up of smaller sub-atomic particles (protons, neutrons and electrons) • the central region of the atom is called the nucleus • the nucleus is made up of positively charged particles called protons and neutral particles called neutrons • negatively charged particles called electrons move around the nucleus • atoms are neutral because the number of negatively charged particles (electrons) is equal to the number of positively charged particles (protons) • making a 2-dimensional model or drawing of an atom (choose an element from the first 20 elements from the Periodic Table) [Use beads or dried lentils or dried peas pasted with glue onto a paper plate, to make a basic model of an atom of a selected element. Show protons and neutrons making up the nucleus, and electrons in the space around the nucleus] • Beads/ dried lentils or dried peas • Paper plates • Glue NATURAL SCIENCES GRADES 7-9 CAPS 41 TIME TO PIC CONTENT & CON C E PTS SUGGESTED A CTIVITIES: INVESTI GATIONS, PRA CTI CAL WORK, AND DEMONSTRATIONS E QUI PMENT AND RESOUR CES Atoms [continued…] Pure substances • elements and compounds are pure substances Elements • an element is a material that consists of atoms of only one kind, such as hydrogen (H), oxygen (O), carbon (C), sodium (Na) and chlorine (Cl) • all known elements are listed on the Periodic Table of Elements. They are limited in number and are the building blocks of millions of compounds • some elements on the Periodic Table of Elements form diatomic molecules for example hydrogen (H2), nitrogen (N2), oxygen (O2), chlorine (Cl2). These are called molecules of elements • sometimes atoms react together chemically to form molecules of compounds (such as H O, CO 2 2 ) Compounds • a compound is a material that consists of atoms of two or more different elements chemically bonded together, such as water (H O), carbon dioxide (CO 2 2), salt (NaCl) • the atoms in a given compound are always combined/bonded in a fixed ratio such as, in water, where the ratio is always two hydrogen atoms (H) to one oxygen atom (O) • a chemical bond is the force that holds atoms together • compounds [such as water (H O), carbon dioxide (CO 2 2), salt (NaCl)] are formed by chemical reactions • compounds can be broken down in a decomposition reaction into other compounds or their original elements by heating or electrolysis. For example, electrolysis decomposes water (H O) to form hydrogen (H 2 2) and oxygen (O2 ) Mixtures of elements and compounds • elements and compounds are often found mixed together, such as in air, sea water, rocks, and in living things • mixtures are separated by physical means; compounds can be separated by chemical means • making models showing the atoms which make up molecules (such as O2, H2, N2 , H O, CO 2 2), using plastic “popit” beads or modelling clay or playdough • demonstrating and recording observations of how a compound can be broken down into elements by electrolysis - copper(II) chloride (CuCl2) solution decomposes to form copper (Cu) and chlorine (Cl2) [use carbon electrodes and a power source of about 3 to 9 volts] and/or • demonstrating and recording observations of how a compound decomposes into elements by heating - potassium permanganate (K MnO4) to obtain oxygen (O2) [Note: oxygen is not the only product]. Test for O2 [Note: a glowing splint is used to test for the presence of oxygen gas. It re-lights in oxygen gas] • Plastic “popit” beads or modelling clay or playdough • Copper(II) chloride • Cell/ battery • Conducting wires • Metal plates (electrodes) • Test tubes or small glass containers • Potassium permanganate • Heat source (such as Bunsen burner or spirit lamp) • Wooden splint • Matches • Small ceramic/ glass dish (heat resistant) NATURAL SCIENCES GRADES 7-9 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 5 weeks Particle model of matter The concept of the particle model of matter • atoms and molecules are referred to as particles in the particle model of matter • the particle model of matter is a scientific theory used to explain that all matter (solids, liquids and gases) is made up of particles • these particles are too small to see (in a drop of water there would be many billions of water particles) • the spaces between the particles are empty [Note: these spaces do not contain air, they contain nothing] • scientists have evidence that suggests that the particles are arranged differently in a solid, liquid and a gas - in a solid, the particles o are closely packed in a regular arrangement o do not move around but vibrate against each other o have strong forces holding them together o have small spaces between them • in a liquid, the particles - are loosely arranged but still quite close together - can move quite fast and slide past each other - have weaker forces between them - have small spaces between them • in a gas, the particles - have no particular arrangement - move very fast - have extremely weak forces between them - have very big spaces between them compared to solids and liquids • drawing diagrams to represent particles in a solid, a liquid and a gas, and explain them in terms of arrangement, movement, forces and spacing using the particle model of matter • drawing a table comparing the particles of gases, liquids and solids NATURAL SCIENCES GRADES 7-9 CAPS 43 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Particle model of matter [continued…] • diffusion is a process in which particles in liquids and gases move (separate and spread) from a highly-concentrated area to an area with a lower concentration of those particles • diffusion is faster in gases compared to liquids [the concept of diffusion also applies in Life & Living, see Respiratory System Grade 9] • investigating the rate of diffusion of a gas compared to a liquid relating the speed of diffusion to kinetic energy [Throw a small amount of ether onto a blackboard; the ether gas diffuses through the classroom quickly. Or diffuse a small amount of potassium permanganate in a large measuring cylinder/glass container of water. It takes a few days for the purple colour to be equally distributed] • Ether • Measuring cylinder/large glass jar • Potassium permanganate Change of state • heating and cooling can cause a material to change state • the solid material first changes to a liquid (melting) when heated, and then it changes to a gas (evaporating or boiling) on further heating • the gas first changes to a liquid (condensing) when cooled, and then it changes to a solid (freezing or solidifying) when cooled further • as a solid material is heated, the movement of the particles increases which enables them to move past each other and form a liquid • the particles move much further apart from each other when the material changes from the liquid to the gas state • investigating change of state by heating solid candle wax in an empty tin or small tin foil pie dish [the hot, liquid wax will then solidify if the heat source is removed and it is allowed to cool down] [Note: do not heat the wax to very high temperatures in order to vaporise it, as the vapour can ignite. If ice is available, it is safer to use. This can be heated to melt the ice and to make the water evaporate or boil] • Empty tins • Spirit burners • Foil pie dishes • Tripod stands • Gauze wire mats • Candle wax • Matches Density, mass and volume • the density of a material describes the amount of mass in a given volume of that material Density and states of matter • in general, gases are less dense than liquids and liquids are less dense than solids [water is an exception as ice is less dense than water and therefore it floats] • finding objects with same volume but with different mass and compare them (by hand) in terms of their density, such as sponge, polystyrene, wooden and metal blocks of the same size • Sponge, • Polystyrene • Wooden and metal blocks of the same size NATURAL SCIENCES GRADES 7-9 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Particle model of matter [continued…] Density of different materials • some materials have low density and some have high density. For example a loaf of bread has a lower density than a clay brick of the same size • the individual particles making up one material may have different masses compared to the individual particles making up another material. In addition, there are spaces between the particles • the density of a material will depend on the kind of particles it is made up of and the size of the spaces between them • comparing the densities of different materials (by hand) using identical paper/plastic cups full of air, water, sand, flour [Note: each cup of material will have a different mass to the others, although all are the same volume. This tells us that the materials in the cup are of different densities] • Paper / plastic cups (of identical size) • Water, sand, flour • a material which has lower density will float on a liquid which has higher density, for example oil (lower density) will float on water (higher density) • mixing oil and water to show that oil is less dense than water and therefore oil floats on the water • reading about pollution of water by oil [Note: oil spreads out on top of the water and therefore can pollute a large body of water on the surface] • Beakers • Oil and water Expansion and contraction of materials • solids, liquids and gases tend to expand when heated and contract when cooled • particles of liquids and gases are in a state of constant motion • as a material is heated, the movement of the particles increases and they move further apart, therefore the material expands • as a material is cooled, the movement of the particles decreases and they move closer together, therefore the material contracts • when a material expands or contracts, the size and number of particles does not change. Instead, it is only the spaces between the particles that get bigger or smaller - during expansion, the spaces between the particles get bigger - during contraction, the spaces between the particles get smaller • drawing and explaining how expansion and contraction takes place in terms of the particle model of matter [use a metal ball and ring apparatus for demonstration] • Ball and ring apparatus NATURAL SCIENCES GRADES 7-9 CAPS 45 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Particle model of matter [continued…] Pressure • a gas exerts a pressure because of the collisions of the particles with each other and against the sides of the container • pumping more gas into a container increases the number of gas particles in the container. This increases the number of collisions and therefore increases the pressure [Note: heating also increases the pressure by giving the particles more energy, making them move faster, and collide with greater force. We do not have to deal with this aspect of pressure in this grade] • demonstrating what happens as we blow up a balloon or pump up a soccer ball or bicycle tyre using a hand pump [As more air is blown or pumped in, blowing and pumping becomes more difficult]. Draw and write to explain why it becomes more difficult • Balloons • Soccer ball • Bicycle tyre • Hand pump 1 week Chemical reactions Reactants and products • substances can react with each other to form products with different chemical properties • in a chemical reaction, the substances that react with one another are called the reactants • in a chemical reaction, the substances that are produced are called the products of the reaction • in reactions, re-arrangement of the atoms takes place, to form different products • investigating the chemical reaction that takes place when a whole egg is placed in white vinegar [the reactants, vinegar and the egg shell (calcium carbonate) react together to produce the products, carbon dioxide gas and a solution (calcium acetate)]. Make drawings to show what was observed. Show reactants (before) and products (after) the reaction has taken place • investigating what happens when you blow with a drinking straw through clear limewater in a beaker/ flask [the reactants, carbon dioxide and calcium hydroxide react together to form the products, a white suspension of calcium carbonate and water]. Make drawings to show what was observed. Show reactants (before) and products (after) the reaction has taken place [This links to Life & Living Grade 9, Respiratory System – lime water test for carbon dioxide] • discussing / reading about careers in inorganic and organic chemistry, mining, engineering, materials development and in the bio-fuels industry [not for assessment purposes] • White vinegar • Egg • Beaker • during a chemical reaction, chemical bonds (a bond is a force that holds atoms together) of the reactants break and new bonds form to produce the products • indigenous knowledge includes some examples of useful chemical reactions such as fermentation in brewing [which produces carbon dioxide and ethanol (alcohol)] [The concept of chemical reactions is developed in Grade 9] • Drinking straw • Clear limewater • Beakers / flasks NATURAL SCIENCES GRADES 7-9 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TO PIC CONTENT & CON C E PTS SUGGESTED A CTIVITIES: INVESTI GATIONS, PRA CTI CAL WORK, AND DEMONSTRATIONS E QUI PMENT AND RESOUR CES Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. As this is an exam term, the final two weeks may be required for revision. For more detailed guidelines on assessment, refer to Section 4 Check the learner’s knowledge and that they can: • describe the basic structure of an atom • give examples of molecules of elements and molecules of compounds • explain the difference between elements and compounds, and mixtures and compounds • use the particle model of matter to describe different states of matter and explain change of state, density and pressure • identify reactants and products in a simple chemical equation NATURAL SCIENCES GRADES 7-9 CAPS 47 GRADE 8 TERM 3 STRAND: ENERGY AND CHANGE TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1week Static electricity Friction and static electricity • friction (rubbing) between certain materials (such as plastic, perspex, glass, nylon, wool, silk) transfers electrons between the atoms of the two materials being rubbed together • the electrons move from one material causing a positive charge on its surface, and causing a negative charge on the surface of the other material [It is only the electrons that are transferred, protons and neutrons do not move] • objects/materials with same/like charges repel each other • objects/materials with opposite/unlike charges attract each other • a discharge of the electrons causes the sparks or shock of static electricity, especially when the air is dry • rubbing a plastic or perspex ruler with a piece of wool or nylon or silk fabric. Bring the ruler close to small pieces of tissue paper or sawdust. Observe what happens and describe in terms of same or opposite charge on the materials [Note: Learners do not need to memorise what charge the materials acquire when rubbed together] • Textbooks and reference materials • Video clips from the internet • Plastic or perspex rods or rulers • Pieces of wool/ nylon/silk fabric • Small pieces of paper 3 weeks Energy transfer in electrical systems Circuits and current electricity • a circuit is a system for transferring electrical energy • a closed circuit is needed to make a device work, such as making a bulb light up (refer to Grade 6 Energy & Change) • a circuit is a complete conducting pathway for electricity and has a number of components connected together: - from one terminal at the source of energy (cell/battery) à along conducting material (wires) à through the device (filaments of incandescent bulbs) à back to the other terminal of the source of energy (cell/battery) • drawing and interpreting an electrical circuit diagram and the symbols used in it • Electrical circuit diagrams Components of a circuit • conducting wires are usually made of metal and carry electricity over a short or long distance • switches provide a convenient way of controlling electrical circuits • cells/batteries are chemical systems that are sources of energy - cells store chemical substances (potential energy) - when the circuit is completed, the chemicals react together to produce an electric current - an electric current is the flow of charges (kinetic energy) along a conductor NATURAL SCIENCES GRADES 7-9 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TO PIC CONTENT & CON C E PTS SUGGESTED A CTIVITIES: INVESTI GATIONS, PRA CTI CAL WORK, AND DEMONSTRATIONS E QUI PMENT AND RESOUR CES Energy transfer in electrical systems [continued…] Components of a circuit [continued...] • resistors are made of materials that resist/oppose the flow of electrical current in a circuit - resistors in a circuit have an influence on the amount of electric current flowing in that circuit - some resistors (including bulb filaments, heating wires, elements in kettles/heaters/geysers/stoves) can heat up to provide useful output energy o a light bulb such as a torch bulb, contains a resistance wire called a filament. The filament heats up to be white hot when connected in a circuit. The resistance wire is connected to two contact points - the one end to the screw part (casing) and the other end to the solder knob at the bottom. The two contacts are separated by an insulator Effects of an electric current • a current can heat a resistance wire (such as a bulb filament) - an electrical current transfers energy to the particles in a bulb filament, producing light that the filament emits - circuits can overheat if a short circuit occurs: o fuses are special wires which break the circuit when they overheat and melt. These are safety devices that reduce the danger when using electricity o a short circuit can occur when an electric current takes the path of lowest resistance, for example when a conductor is connected directly to both terminals of a cell/ battery • a current causes a magnetic field (such as in electromagnets) - an electric current can be used for making temporary magnets known as electromagnets. Moving charges (current) in a conductor (such as a wire), cause a magnetic field around it • an electric current can cause a chemical reaction in a solution, this process is called electrolysis - water can be broken down by electrolysis to produce oxygen and hydrogen gas - copper(II) chloride solution can be broken down to copper metal and chlorine gas. Copper is deposited on one electrode (cathode) and chlorine gas is formed as bubbles at the other electrode (anode) • reading about how fuses work • investigating the heating effect of a current by using a resistance wire (such as a strand of steel-wool/ nichrome wire) - observe, record and write about the effect - predict or interpret information about other applications • investigating the magnetic effect of a current in a wire bent into a coil - observe and record its effect on a magnetic compass - predict or interpret information about other applications • investigating electrolysis of copper(II) chloride solution - observe and record what happens - predict or interpret information about other applications • Cells/batteries • Circuit boards • Torch bulbs • Switches • Resistors (steel wool or nichrome wire) • Copper wires • Steel wires • Copper(II)chloride • Magnetic compasses • other (available) input and output devices NATURAL SCIENCES GRADES 7-9 CAPS 49 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 2 weeks Series and parallel circuits Series circuits • a series circuit provides only one pathway for the current passing through it. The current is the same everywhere in the circuit but every time a resistor is added in series, the overall current in the circuit decreases Parallel circuits • a parallel circuit provides two or more pathways for the current passing through it, but the overall current increases when more resistors are added in parallel Other output devices • other complex circuits are used for output devices such as beepers, buzzers, LEDs (Light Emitting Diodes) or motors [Note: Use simple circuit boards, and draw circuit diagrams showing all components used, for the following investigations (the effects of resistance are treated qualitatively by observing the brightness of a bulb in the circuit)] • investigating a series circuit by observing the effects of connecting more resistors (such as bulbs) into the circuit (observe the brightness of the light bulbs as more bulbs are added) - insert more bulbs in series into the circuit • investigating a parallel circuit by observing the effects of connecting more resistors (bulbs) in parallel into the circuit (observe the brightness of the light bulbs as more bulbs are added) - insert more bulbs in parallel into the circuit • comparing the effects of resistors in series and in parallel by recording observations in a table • investigating how different metals conduct electricity differently (all conductors have some resistance) in a series circuit. Observe the effects on the brightness of the light bulbs - insert different conductors (wires such as copper, nichrome) into a series circuit • researching and writing about notable events in the history of electricity in South Africa and elsewhere • finding out about careers in electrical engineering, (such as electricians) electronics, electricity supply maintenance [not for examination purposes] • Cells/batteries • Circuit boards • Torch bulbs • Switches • Resistors (various conducting wires, steel wool or nichrome wires) • Copper wires • Steel wires 3 weeks Visible light Radiation of light • light is emitted from luminous objects such as the Sun and light bulbs, and is transferred by radiation • light travels in straight lines • light travels through empty space at a speed of 300 000 kilometres per second (the distance from the Sun to Earth is 150 million kilometres) (refer to Grade 7 Energy and Change) • drawing a ray diagram to explain the image formed in the tissue paper at the back of the pinhole camera [Teacher can demonstrate using a pinhole camera] • Video clips from the internet about the electro- magnetic spectrum • Pinhole camera (if available) • Cardboard box (shoe box) • Tissue paper • Glue NATURAL SCIENCES GRADES 7-9 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Visible light [continued...] Spectrum of visible light • white light consists of a spectrum (range) of different frequencies and wavelengths - violet, indigo, blue, green, yellow, orange, red. All these colours make up the spectrum of visible light [Note: NO further detail on wavelengths and frequencies is required at this level] • a rainbow is seen when light falls on water droplets in the air and is refracted and dispersed into the different colours (violet, indigo, blue, green, yellow, orange, red) seen in the rainbow • the light at the violet, indigo, blue range of the spectrum has the highest frequency (shortest wavelength) and orange and red light has the lowest frequency (longest wavelength) • observing and recording the sequence of colours in the visible spectrum when light is shone through a triangular prism • Pin • Tinfoil (to make a pinhole camera) • Light source • Cardboard with narrow slit • Triangular prism Opaque and transparent substances • light cannot pass through opaque surfaces (such as metal, clay, bricks, wall paint, cardboard), therefore it is either absorbed or reflected • opaque substances cast shadows on the side facing away from the light source • light passes through transparent substances (such as glass, clear plastic, cellophane, clean water), therefore some of the light is absorbed, some is reflected, but most passes through • drawing diagrams to show how shadows are cast by opaque objects. • predicting effects of moving the object (such as a cardboard shape) closer or further away from the light source • Light source • Cut-out cardboard shapes Absorption of light • light can be absorbed by surfaces of some materials • light is absorbed differently by different materials • a material has colour because it absorbs some of the colours in the spectrum (some of the frequencies) and reflects other colours • the frequencies that are absorbed do not reach the eye - a red object (such as a wall painted red) reflects the frequencies we see as red and absorbs other frequencies/ colours such as violet, indigo, blue, green - a black object (such as a black pot) absorbs all of the frequencies/colours and therefore looks black [links to absorption of heat by matt black surfaces: Grade 7] - a white object (such as white paper) reflects all of the frequencies/colours and therefore looks white [links to reflection of heat by shiny silver or white surface Grade 7] • Textbooks and reference materials • Video clips from the internet NATURAL SCIENCES GRADES 7-9 CAPS 51 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Visible light [continued...] Reflection of light • light is reflected off most surfaces, including mirrors • light can change its direction when it is reflected • in reflection, the angle of incidence and the angle of reflection are equal • the angles of incidence and reflection are measured from the normal which is a line perpendicular to the surface [actual measurement of angles not included here] • on smooth surfaces, all light is reflected in the same direction • on rough surfaces, reflected light is scattered • drawing a ray diagram to show the change in direction of light rays at a smooth reflector (such as a mirror) • drawing a ray diagram to show the changes in direction of light rays reflected off a rough surface (such as crumpled aluminium foil). Reflected light is scattered in different directions • Mirror • Light source • Aluminium foil Seeing light • the frequencies/colours that are reflected enter the eye • specialised receptor cells in the eye’s retina are stimulated by specific frequencies (colours) • in the eye, light energy is converted to electrical nerve impulses • impulses travel to the brain and the brain interprets them as our perceptions of light • the frequencies/colours of light that are absorbed by the surface of an object do not reach the eye • explaining why - a blue car looks blue - a sunflower is yellow - leaves are green [Similar examples may be used] Refraction of light • light can be refracted by transparent substances • light can change its direction when it is refracted • light entering a transparent medium (such as glass, water, perspex) at an angle, changes direction towards the normal in that medium • light travelling out of the medium (back into the air) changes direction away from the normal • a triangular prism is able to refract and disperse white light into the colours observed in a rainbow • a lens is able to refract and focus light • demonstrating the change in the direction of a light ray (beam) through a parallel sided prism • inserting a pencil/ruler in a glass of clean water and observing the apparent change in position of the pencil/ruler below the surface of the water, as a result of refraction • drawing a ray diagram of a triangular prism and a magnifying glass (lens) to show dispersing and focusing of light • discussing about careers in optics, physics, optical transmission of information (fibre optics) [not for assessment purposes] • Reference materials • Video clips from the Internet • Parallel sided prism • Light source • Cardboard with a narrow slit or glass • Pencil or ruler • Clear container with water NATURAL SCIENCES GRADES 7-9 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 6 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the Learner’s knowledge and that they can: • name the components in an electrical circuit, explain how they are connected to form a complete conducting pathway and interpret the symbols used in a circuit diagram correctly • show and describe how to: - make a simple fuse - make a simple electromagnet - carry out electrolysis • describe the role of a resistor in a circuit • demonstrate and explain the effects on the brightness of the light bulbs when connected in a series circuit compared to when connected in a parallel circuit • describe the visible spectrum of light formed when light is shone through a triangular prism • explain the colour of an object in terms of absorption and reflection of light • demonstrate and explain the refraction of light NATURAL SCIENCES GRADES 7-9 CAPS 53 GRADE 8 TERM 4 STRAND: PLANET EARTH AND BEYOND TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 3 weeks The Solar System The Sun • the Sun is like all other stars – it produces large amounts of heat and light continuously • the energy in our Sun comes from powerful nuclear reactions during which hydrogen gas changes into helium gas • Textbooks and reference materials • Video clips from the internet showing: - Surface of the Sun - Movement of the planets around the Sun - Meteors, asteroids, comets • Table of facts about the Solar System Objects around the Sun • a variety of objects orbit the Sun - eight planets and their moons, rocky asteroids, outer dwarf planets and many distant icy and dusty objects in the Kuiper Belt and Oort Cloud, at the edge of the Solar System • all the planets and other objects in the Solar System have their own special features including size, distance from the Sun, number of moons known, composition, surface temperature, time it takes for one orbit around the Sun • comets from the Oort Cloud come close to the Sun from time to time • the Solar System looks like a flat disc or plate. The Sun spins (rotates) at the centre and the planets and all other objects orbit around it in the same direction • gravity is the force that keeps all these objects in their stable, predictable orbits around the Sun • constructing a model of the Solar System showing relative distances of the planets from the Earth and relative sizes of planets • interpreting a table of facts about the Solar System • comparing and writing about the conditions on other planets in our Solar System including their special features OR • presenting a fact sheet about any object found in our Solar System Earth’s position in the Solar System • the Earth is the third planet from the Sun • the Earth is the only planet that is known to support life • the conditions that support life on Earth include: - temperature: Earth’s distance from the Sun provides the ideal temperature range - water is a liquid, gas or solid in Earth’s temperature range - sunlight provides the energy in the food chain - oxygen: early life forms and algae produced enough oxygen for the evolution of more sophisticated life forms • writing about why the conditions on Earth are ideal for life NATURAL SCIENCES GRADES 7-9 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 3 weeks Beyond the Solar System The Milky Way Galaxy • our Solar System is in the Milky Way Galaxy • a galaxy is a collection of stars held together by their mutual gravity • our Sun is only one of billions of stars in the Milky Way Galaxy • the Milky Way Galaxy is in the shape of a spiral with many arms • our Sun is located towards the edge of the Milky Way Galaxy in one of the spiral arms • from the Earth, looking towards the centre of the Milky Way Galaxy, we see a hazy path of light across the sky • ancient Greeks described it as spilled milk Our nearest star • the Sun is the nearest star to Earth • the star called Alpha Centauri is the nearest easily visible star to the Sun (it is the brighter of the two Pointers of the Southern Cross constellation) • Alpha Centauri is 4,2 light years away from our Solar System Light years, light hours and light minutes • people use light years to measure distances to stars and other objects beyond the Solar System • a light year is the distance that light travels in one year • one light year is equal to about 10 trillion kilometres (km) • Alpha Centauri is 42 trillion km away • a light hour is the distance that light travels in one hour • our Solar System has a diameter of about 13 light hours • a light minute is the distance that light travels in one minute • the Earth is about 8 light minutes away from the Sun Beyond the Milky Way Galaxy • our Milky Way Galaxy is only one of billions of galaxies scattered across the Universe • the size of the observable Universe is estimated to be about 28 billion light years • galaxies have various shapes and sizes • demonstrating the shape of the Milky Way Galaxy with a spiral shape • drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of the spiral to show our its location in the galaxy • Video clips from the internet showing: - Images of the Milky Way Galaxy - Images of other galaxies NATURAL SCIENCES GRADES 7-9 CAPS 55 TIME TO PIC CONTENT & CON C E PTS SUGGESTED A CTIVITIES: INVESTI GATIONS, PRA CTI CAL WORK, AND DEMONSTRATIONS E QUI PMENT AND RESOUR CES 2 weeks Looking into space Early viewing of space • people can see planets and stars in the night sky • stars can be arranged into visible constellations • different cultures have identified and named certain constellations • some constellations have stories linked to them Telescopes • people can see more details in the sky when they use a telescope • a telescope forms an image of the object and magnifies it (makes it look bigger) • there are different types of telescopes including: - optical telescopes receive light and focus it by refraction (using lenses) or reflection (using mirrors) such as SALT (Southern Africa Large Telescope), and the Hubble Space telescope - radio telescopes receive radio waves and focus them by reflection (typically using a metal receiving dish) such as the SKA (Square Kilometre Array) • good conditions for looking into space include cloudless skies with limited light and air pollution • South Africa has many locations that meet these requirements • using star maps of the Southern Sky to identify a few easily recognisable constellations such as the Southern Cross, Orion and also the planets OR • observing, recording and comparing the appearance of the Southern Cross constellation by viewing it at least three times during the months of September and October • drawing with labels to explain how a telescope works [choose any type of telescope] • presenting an information poster on a telescope, explaining how it is used and noting the most important information it has captured • discussing the many opportunities in South Africa for careers in astronomy [not for assessment purposes] • Video clips and images from the internet such as: - Constellations - SALT telescope - Hubble telescope - SKA telescope • Star maps from the internet Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. As this is an exam term, the final two weeks may be required for revision. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • interpret information about the special features of the planets and objects in our Solar System and describe them • explain why life can exist on planet Earth • describe the main features of a star, the Milky Way Galaxy, and beyond the Milky Way Galaxy • explain the concept of light minutes, light hours and light years • identify and describe the most important telescopes in South Africa • identify some of the constellations of the Southern Sky NATURAL SCIENCES GRADES 7-9 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 1 STRAND: LIFE AND LIVING TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 2 weeks Cells as the basic units of life Cell structure • the cell is the basic structural and functional unit of all living organisms. Cells can be seen under a microscope (they are microscopic) • plant and animal cells have a cell membrane, cytoplasm, nucleus, and organelles such as mitochondria, vacuoles and chloroplasts - the cell membrane encloses the contents of the cell. It allows specific substances to pass into and out of the cell - the cytoplasm is the jelly-like medium in which many chemical reactions take place - the nucleus contains DNA o the nucleus is enclosed by a nuclear membrane (in plants and animals) o DNA contains inherited characteristics, such as whether eyes are blue or brown o DNA is unique to each person; this variation accounts for differences within species - Mitochondria are responsible for respiration to release energy from food • making a 3-dimensional (3D) model of a cell • drawing, labelling and describing the structure of plant and animal cells • Textbooks and other reference material • 3 dimensional (3D) model of a cell, and/or pictures Differences between plant and animal cells • plant cells differ from animal cells - plant and animal cells are enclosed by a cell membrane, and plant cells also have rigid cellulose cell walls to provide support for the plant - plant cells also contain organelles such as large vacuoles and chloroplasts. Chloroplasts contain chlorophyll to absorb light energy for photosynthesis (refer to Grade 8 Life & Living). Vacuoles in plant cells have several functions including support and storage (Vacuoles in animal cells are small and temporary or absent) • identifying and explaining the main differences between plant and animal cells NATURAL SCIENCES GRADES 7-9 CAPS 57 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Cells as the basic units of life [continued...] Cells in tissues, organs and systems • cells come in many different shapes and sizes • cells are adapted to perform specific functions, such as muscle cells which are specialised to contract and enable movement • microscopic organisms such as bacteria, consist of a single cell. Macroscopic organisms such as humans, consist of large numbers of cells • a group of cells performing a specific function form a tissue, a group of tissues make up an organ, and organs working together in groups form systems, systems make up an organism • stem cells are cells that have the ability to divide and develop into many different cell types [No detail required] • researching and writing about the history of the discovery of the light and electron microscopes • tabulating functions of the different parts of a basic light microscope • preparing and examining slides of plant and animal cells such as onion cells, cheek cells. Draw and label a few cells from each observation AND/OR • examining micrographs of plant and animal cells. Draw and label cells from at least two different tissue types • researching, discussing and writing about stem cell research and ethical issues involved • micrographs of plant and animal cells 2 weeks Systems in the human body [Note: The intention of this topic is to provide learners with an overview of the structure and functions of organs and systems in the human body] Body systems • the human body consists of several integrated systems working together including the following • digestive system: breaks down food into dissolved nutrients that can be absorbed into the blood stream and transported to cells throughout the body - the main processes include ingestion, digestion absorption and egestion - the main components include the mouth, oesophagus, stomach, intestines, liver - health issues include ulcers, anorexia nervosa, diarrhoea, liver cirrhosis • circulatory system: brings nutrients and oxygen to cells and removes waste products - the main processes include circulating blood between heart and lungs, and circulating blood between the heart and the rest of the body - the main components include the heart, blood vessels (arteries, veins, capillaries), blood - health issues include high blood pressure, heart attacks, strokes • drawing a large outline of the human body. Draw and label each system [as it is dealt with], onto the outline [photocopy one outline of the human body for each learner, as well as a set of systems and organs which they can cut out and stick onto the outline] • researching and writing about the health issues related to each system • Models or charts of torso, heart, kidney, digestive system, lungs NATURAL SCIENCES GRADES 7-9 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Systems in the human body [continued...] Body systems [continued...] • respiratory system: is responsible for supplying oxygen to the body and for removing carbon dioxide - the main processes include breathing (inhalation and exhalation), gaseous exchange (diffusion) and respiration - the main components include the nose and mouth, trachea and other air passageways, lungs, blood - health issues include asthma, lung cancer, bronchitis, asbestosis • musculoskeletal system: muscles produce body movement. The skeleton protects the body, provides support and enables movement - the main processes include contraction and relaxation of muscles, locomotion and movement - the main components include the muscles, bones, cartilage, tendons, ligaments - health issues include rickets, arthritis, osteoporosis • excretory system: removes waste from the blood and regulates the body’s fluids - the main processes include filtration, absorption, diffusion, excretion - the main components include the kidneys, bladder, ureters - health issues include kidney failure, bladder infection, kidney stones • nervous system: receives and helps the body respond to stimuli - the main processes include hearing, seeing, feeling, tasting, smelling, sending and receiving impulses, regulating temperature - the main components include the brain, spinal cord, nerves, ears, nose, eyes, skin, tongue - health issues include deafness, blindness, short sightedness, effects of drugs and alcohol on the brain NATURAL SCIENCES GRADES 7-9 CAPS 59 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Systems in the human body [continued…] Body systems [continued...] • reproductive system: produces sex cells for the purpose of continuation of the species - the main processes include growth, cell division, maturation, copulation, ejaculation, ovulation, menstruation, fertilisation, implantation - the main components include testes, ovaries, uterus - health issues include infertility, foetal alcohol syndrome, STDs producing a poster advocating healthy life style choices 2 weeks Human Reproduction Purpose and puberty • the main purpose of reproduction is for the gametes (male and female sex cells) to combine for the continuation of the species • puberty is the stage in the human life cycle when sexual organs mature for reproduction. This process is initiated when the pituitary gland releases hormones into the blood stream, triggering the testes and ovaries to release sex hormones (testosterone and oestrogen) • testosterone (from the testes) and oestrogen (from the ovaries) cause secondary sexual characteristics such as menstruation, breast development, pubic hair, facial hair, deepening of the male voice Reproductive organs • the male reproductive organs include the penis, sperm duct (vas deferens), testes (produces sperm cells), scrotum, urethra • the female reproductive organs include the vagina, uterus, ovaries (contain egg cells/ ova), oviducts (Fallopian tubes) • labelling diagrams and explaining processes involved in reproduction • drawing flow charts to show the sequence of the stages in reproduction • researching and writing about the effects of alcohol, smoking and drug abuse on the foetus [Relate this to the role of the placenta] • debating and discussing issues such as abortion, infertility, surrogacy, contraception, population control § Models or charts of the reproductive system NATURAL SCIENCES GRADES 7-9 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Human Reproduction [continued…] Stages of reproduction • once a month, one of the ovaries releases a ripe egg in a process called ovulation • in preparation for a fertilised egg, the uterus develops a thick layer of blood • if fertilisation does not take place, menstruation occurs • menstruation is the breakdown of the thick layer of blood in the uterus, which is released through the vagina • the menstrual cycle is usually a 28 day cycle • during copulation, the erect penis is inserted into the vagina and semen is released (ejaculation) • fertilisation is the fusion of the sperm and egg, producing a zygote • if fertilisation takes place, the fertilised egg is implanted in the blood layer in the uterus, and pregnancy results • the developing embryo/foetus is attached to the uterus wall by the placenta which plays a vital role in feeding and removing waste from the foetus • the stage of pregnancy in humans (gestation) is about 40 weeks • pregnancy can be prevented by using contraceptives such as condoms to prevent the sperm reaching the egg • condoms also prevent the transmission of HIV/AIDS and other STDs (sexually transmitted diseases), if used effectively NATURAL SCIENCES GRADES 7-9 CAPS 61 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 ½ weeks Circulatory and respiratory systems Breathing, gaseous exchange, circulation and respiration • oxygen is inhaled in a process called breathing • in the lungs gases are exchanged (gaseous exchange) between the alveoli and the surrounding capillaries by the process of diffusion • oxygenated blood is transported (circulation) from the lungs to the left side of the heart where it is pumped under high pressure to the body through the arteries [arteries transport oxygenated blood, except for the pulmonary arteries] • arteries subdivide to form capillaries which are in close contact with the body cells. Here, gaseous exchange occurs and oxygen moves into the cells by the process of diffusion • in the mitochondria of the cells, oxygen is combined with food in the process of respiration and energy is released for other body processes • carbon dioxide (by-product of respiration), diffuses from the cells into the capillaries for excretion, and is transported (circulation) in the blood to the right side of the heart by veins [veins transport deoxygenated blood, except for the pulmonary veins] • the heart pumps the deoxygenated blood (contains carbon dioxide), to the lungs where it is, where it diffuses into the air that is exhaled out of the body • measuring and comparing heart rates before and after exercise - collect information/data on at least 10 learners - identify the variables - draw a bar graph of the results - make deductions about the fitness of the learners based on heart rate - writing about the benefits of exercise for the cardio vascular system • drawing up a table of differences between arteries, veins and capillaries • labelling diagrams of the respiratory system • dissecting a pig or sheep heart and lungs [obtained from butchery] to examine the structure • drawing flow charts to show the sequence of the stages from inhaling oxygen, to respiration, to exhaling carbon dioxide • researching and writing about one of the causes of health issues (such as smoking, drinking alcohol, high cholesterol levels) associated with the circulatory and respiratory systems • Sheep/pig • heart and lungs • Stop watch/cell phone (for timing) 1 ½ weeks Digestive system Healthy diet • a healthy diet (eating plan) requires different components including proteins, carbohydrates, fats and oils, vitamins and minerals, fibre and water • disorders of the digestive system can be related to inappropriate eating plans • conducting an investigation to test for the presence of starch and grease (fats and oils) in food. Write an experimental report using the headings; aim, hypothesis, method, results, conclusion and discussion [Add a few drops of iodine solution to test for starch, crush food, mix with alcohol / ethanol, stain a white paper with mixture] • Pictures of eating disorders • Video clips • Samples of food • Iodine solution • White paper • Ethanol or pure alcohol NATURAL SCIENCES GRADES 7-9 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Digestive system [continued…] The alimentary canal and digestion • the alimentary canal is composed of the mouth, oesophagus, stomach, small intestine, large intestine, rectum and anus • digestion is the breakdown of food into a usable dissolved form There are two types of digestion: - mechanical digestion involves the physical breaking, crushing and mashing of food - chemical digestion involves the mixing food with digestive enzymes and hydrochloric acid [no detail of the enzymes required] • the structure of each part of the alimentary canal is adapted to its function [no detail required] • conducting a starch test and grease test on a variety of foods such as potatoes, raw pasta, cheese • discussing a variety of unhealthy dietary components such as additives, and the harmful effects of some diets such as eating too much fast food and diets developed for weight loss • comparing balanced diets from different cultures such as kosher / halaal and non-kosher / non-halaal food Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 6 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4 Check the learner’s knowledge and that they can: • identify, describe and give the function of the basic components of plant and animal cells • draw and label a generalised plant and animal cell • explain the relationship between cells, tissues, organs and systems • list the systems [dealt with], and give the purpose and main components of each • describe and give the function of the male and female reproductive organs • explain the main processes in reproduction, such as menstruation, fertilization • explain the impact of factors on the foetus during pregnancy, such as smoking, alcohol • describe breathing, gaseous exchange and respiration • label the reproductive, respiratory and digestive systems NATURAL SCIENCES GRADES 7-9 CAPS 63 GRADE 9 TERM 2 STRAND: MATTER AND MATERIALS TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 week Compounds Briefly review and revise concepts dealt with in Grade 8, focusing on compounds The Periodic Table [Note: use the Periodic Table of Elements as a reference tool in the topics that follow] • the elements can be classified into metals, non-metals and semi metals • the elements found in groups (vertical columns) have similar chemical properties • Textbooks and reference materials • each element on the Periodic Table (in its own block) has an atomic number (smaller number), mass number (larger number), name and symbol • a formula/e is ratio of the symbols of the elements and number of atoms for each symbol in a compound • memorising the name and the symbol of each of the first 20 elements, on the Periodic Table, as well as iron (Fe), copper (Cu), zinc (Zn) [learners need not memorise the atomic number of each element] • Periodic Table of Elements Names of compounds • many compounds are named according to their elements, such as sodium chloride (table salt) which is made of the elements sodium and chlorine. But others have common names such as water and ammonia • some compounds have names such as carbon monoxide CO, carbon dioxide CO2, sulfur trioxide SO3. In these compounds: - monoxide- tells us that one oxygen atom has combined with the carbon atom - dioxide- tells us that two oxygen atoms have combined with the carbon atom - trioxide- tells us that three oxygen atoms have combined with the sulfur atom • naming, writing symbols, and drawing pictures or making models (using beads, beans or plasticine or playdough) of several elements and compounds. Including: water (H O), oxygen (O 2 2), carbon monoxide (CO), carbon dioxide (CO2), copper oxide (CuO), sodium chloride (NaCl), sulfur trioxide (SO3) [Note: the latest internationally accepted spelling is now sulfur not sulphur] • beads/ beans/ plasticine or playdough NATURAL SCIENCES GRADES 7-9 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 weeks Chemical reactions Chemical equations to represent reactions • chemical reactions can be represented with models • chemical reactions are usually represented with symbols such as in chemical equations: For example: - C+O2 CO2 - 2H2+O2 2H O2 • the subscript number indicates the number of atoms of an element found in the formula • the numbers in front of the compounds indicate the ratio in which the molecules react. For example two molecules of hydrogen react with one molecule of oxygen to form water, therefore the ratio is 2:1 (H:O) • no atoms are lost or gained in the reaction, they are simply rearranged Balanced equations • chemical equations must be written as balanced chemical equations. The total number and type of atoms of the reactants is the same as in the products. The above equations are therefore balanced in the following way: - 4Fe + 3O2 2Fe O2 3 (brown rusty coating) - 2Mg+ O2 2MgO (white powder) • another example is copper reacting with oxygen to form copper oxide. This is a very slow reaction - word equation: copper + oxygen copper oxide chemical equation: 2Cu + O2 2CuO [Learners are not required to write the formulae/symbols for other word equations] • naming, writing symbols, and drawing pictures or making models (using beads, beans or plasticine or playdough) of the chemical reactions: - C+O2 CO2 - 2H2+O2 2H O2 [make models of the reactants and rearrange the atoms to show how the products are formed] • Plastic beads/ beans/ plasticine or playdough Note: Grade 9 learners must write the names and the formulae (chemical symbols) of ALL the substances for every reaction that follows. They must also identify the relevant elements, mentioned in the reactions, on the Periodic Table of Elements NATURAL SCIENCES GRADES 7-9 CAPS 65 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 ½ weeks Reactions of metals with oxygen The general reaction of metals with oxygen • some metals react with oxygen during burning (combustion) • when a metal reacts with oxygen, a metal oxide is formed as a product. The general equation for this type of reaction is always: metal + oxygen metal oxide Reaction of iron with oxygen • when the metal iron is burnt in air (which contains oxygen), the reaction forms iron oxide as a product - word equation: iron + oxygen iron oxide - chemical equation: Fe + O2 Fe O2 3 [unbalanced] Reaction of magnesium with oxygen • when the metal magnesium is burnt in air (which contains oxygen), the reaction forms magnesium oxide as a product - word equation: magnesium + oxygen magnesium oxide - chemical equation: Mg + O2 MgO [unbalanced] • burning a small amount of steel wool [use a pair of tongs to hold the steel wool in the flame of a Bunsen/ spirit burner until it ignites] [Safety note: Teacher demonstration only. Steel wool gets very hot when it burns, and can produce sparks. Be careful not to start a fire or burn yourself] • burning a small amount of magnesium ribbon [use a pair of tongs to hold the magnesium ribbon in the flame of a Bunsen/spirit burner until it ignites]. [Special note: Keep the white oxide produced from this reaction to use later in “reactions of acids with metal oxides”] [Safety note: Teacher demonstration only. Magnesium ribbon produces a very bright light which can permanently damage eyes if looked at directly. Ask learners to look to the side and just be aware of the bright light rather than looking at it directly. Be careful not to start a fire or burn yourself] • Heat source (such as Bunsen burner or spirit lamp) • matches • Safety goggles • Steel wool • Tongs/ pliers • Heat source (such as Bunsen burner or spirit lamp) • matches • Safety goggles • magnesium ribbon • Tongs/ pliers NATURAL SCIENCES GRADES 7-9 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Reactions of metals with oxygen [continued…] Formation of rust • rusting is a slow chemical reaction of iron metal, with oxygen and moisture (water) to form a complex compound part of which is iron oxide. • rust (a form of corrosion) only occurs at the surface of the iron exposed to the air • steel (which consists mostly of iron) is an essential material in modern construction. Equipment and structures can rust, and weaken Ways to prevent rusting • iron and steel can be painted to keep away moisture and oxygen • iron and steel can be coated with a thin layer of chromium or zinc (metals which do not rust) This is done by an electroplating technique which is a form of electrolysis • Pictures of rusty objects 1 week Reactions of non-metals with oxygen The general reaction of non-metals with oxygen • non-metals react with oxygen to form non-metal oxides • when any non-metal is burnt in excess oxygen, the general equation is always: non-metal + oxygen non-metal oxide Reaction of carbon with oxygen • when the non-metal carbon is burnt in oxygen, carbon dioxide is produced - word equation: carbon + oxygen carbon dioxide - chemical equation: C + O2 CO2 (this equation is already balanced) Reaction of sulfur with oxygen • another example is sulfur reacting with oxygen to form sulfur dioxide - word equation: sulfur + oxygen sulfur dioxide - chemical equation: S + O2 SO2 (this equation is already balanced) • naming, writing symbols, and drawing pictures or making models (using beads, beans or plasticine or playdough) of the chemical reaction: - S + O2 SO2 [Make models of the reactants and rearrange the atoms to show how the products are formed] [Note: It is not required to demonstrate the above reaction, as the product sulfur dioxide is dangerous for asthmatics. This reaction cannot be done safely in most classrooms] - Plastic beads/ beans/ plasticine or playdough NATURAL SCIENCES GRADES 7-9 CAPS 67 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 week Acids & bases, and pH value The concept of pH value • pH is a measure of how acidic or basic a substance is. The pH scale ranges from 1 to 14 • acids have a pH in the range of 1 to 7. Strong acids have very low pH values • bases have a pH in the range of 7 to 14. Strong bases have very high pH values • a neutral substance has a pH of 7 • we use chemical indicators (such as universal indicator, litmus paper, red cabbage water, red onion water, turmeric water, bromothymol blue, phenolphthalein) to tell us whether a substance is an acid, base or neutral • universal indicator has the ability to indicate the full range of pH values on the pH scale by colour changes - acids change the colour of universal indicator towards the yellow, orange and red colours - bases change the colour of universal indicator towards the blue and purple colours - neutral substances (pH 7), change the colour of universal indicator to green • investigating a selection of household substances (such as water, tea and rooibos, coffee, milk, fruit juices, vinegar, tartaric acid, washing powder, bicarbonate of soda, salt water) to test whether they are acids, bases or neutrals using universal indicator and at least one other indicator (such as red cabbage water, red onion water, turmeric water, bromothymol blue, phenolphthalein). Record results (colour change) on a table and draw conclusions (acid, base or neutral) • sequencing the above substances according to the colour change of the universal indicator, from the most acidic (darkest red) to the most basic (purple) [Note: see Appendix 1 (at the end of this term) for colour changes of these indicators] • Universal indicator • Red cabbage/ red onion/ turmeric/ bromothymol blue or phenolphthalein • Test tubes • Test tube racks • Glass containers • Liquids such as: tea, rooibos, coffee, milk, fruit juices, fizzy drinks • Household substances such as: vinegar, tartaric acid, lemon, soap, bicarbonate of soda, liquid soap ½ week Reactions of acids with bases: Part I Neutralisation and pH • acids and bases react together, we call this a neutralisation reaction • a base reacts with an acid, to make it less acidic / neutral • an acid reacts with a base, to make it less basic / neutral • acids commonly used in the laboratory include sulphuric acid (H SO 2 4) and hydrochloric acid (HCl) • after reacting an acid and a base together, the resultant pH will vary based on the strength of the acid and base reactants • non-metal oxides tend to be acidic (low pH) • bases (high pH) include metal oxides, metal hydroxides, metal carbonates • investigating neutralisation by reacting vinegar (acid) with bicarbonate of soda (base) [Use universal indicator to find the approximate point at which the acid completely neutralises the base (Hint: universal indicator must turn green)] • Beakers/ glass jars • Test tubes • Vinegar • Bicarbonate of soda • Water • Universal indicator NATURAL SCIENCES GRADES 7-9 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TO PIC CONTENT & CON C E PTS SUGGESTED A CTIVITIES: INVESTI GATIONS, PRA CTI CAL WORK, AND DEMONSTRATIONS E QUI PMENT AND RESOUR CES 1 week Reactions of acids with bases: Part II The general reaction of an acid with a metal oxide (base) • when metals react with oxygen, they tend to form oxides which are bases (see reactions of metals with oxygen) • when any acid reacts with a metal oxide, the products formed are a salt and water. The type of salt formed will depend on the specific acid and metal oxide used in that reaction • the general equation is always: acid + metal oxide salt + water • Example: - word equation: hydrochloric acid + magnesium oxide magnesium chloride + water - balanced chemical equation: 2HCl + MgO MgCl2 + H O2 Applications • burning wood and fossil fuels releases carbon dioxide and sulfur dioxide into the atmosphere. These combine with water in the atmosphere to produce acid rain • limestone (CaCO3) is used in agriculture to make soil less acidic The general reaction of an acid with a metal hydroxide (base) • when metals react with water, they tend to form hydroxides which are bases • when any acid reacts with a metal hydroxide, the products formed are a salt and water. The type of salt formed will depend on the specific acid and metal oxide used in that reaction • the general equation is always: acid + metal hydroxide salt + water • Example: - word equation: hydrochloric acid + sodium hydroxide sodium chloride + water - balanced chemical equation: HCl + NaOH NaCl + H O2 [Note: sodium chloride (NaCl) is table salt] • investigating whether the magnesium oxide ( MgO) [kept product from burning magnesium] is an acid or a base when dissolved in water. Test the pH using universal indicator. Record the pH, and draw conclusions • reading about the causes and consequences of acid rain and including possible ways to reduce acid rain [Safety note: For the following activities - LEARNERS SHOULD NOT TRY TO DILUTE HYDROCHLORIC ACID THEMSELVES as acids react strongly with water. An acid must be slowly added to water and not water to an acid to dilute it.] • investigating neutralisation of metal hydroxides by reacting dilute sodium hydroxide (NaOH) with dilute hydrochloric acid (HCl) [Use universal indicator to find the approximate point at which the acid completely neutralises the base. (Hint: universal indicator must turn green) Use a dropper to add the acid as the solution begins to turn the universal indicator yellow to red] • recovering the table salt (sodium chloride) from the above neutralisation by crystallising it (evaporating the solvent) [Note: only do this once you have confirmed that the sodium hydroxide has been completely neutralised (universal indicator turns green)] • Magnesium oxide powder • Water • Universal indicator • Test tubes • Test tube racks • Glass containers • Pictures illustrating the effects of acid rain • Dilute sodium hydroxide • Dilute hydrochloric acid • Water • Universal indicator • Beakers/ glass jars • Test tubes • Universal indicator • Heat source (such as Bunsen or spirit burner) • Evaporating tins • Dropper NATURAL SCIENCES GRADES 7-9 CAPS 69 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES ½ week Reactions of acids with bases: Part III The general reaction of an acid with a metal carbonate (base) • metal carbonates are bases • when any acid reacts with a metal carbonate, the products formed are a salt, carbon dioxide and water. The type of salt formed will depend on the specific acid and metal carbonate used in that reaction • the general equation is always: acid + metal carbonate salt + carbon dioxide + water • investigating neutralisation of metal carbonates by reacting chalk dust (calcium carbonate) with dilute hydrochloric acid (HCl) [Use universal indicator to find the approximate point at which the acid completely neutralises the base (Hint: universal indicator must turn green)]. Collect the carbon dioxide as the reaction proceeds. Test for the presence of carbon dioxide • Chalk dust • Dilute hydrochloric acid • Water • Universal indicator • Beakers/ glass jars • Test tubes • Example: - word equation: hydrochloric acid + calcium carbonate calcium chloride + carbon dioxide + water - balanced chemical equation: 2HCl + CaCO3 CaCl2 + CO2 + H O2 [Note: lime water - Ca(OH)2, is used to test for carbon dioxide (CO2) gas. When CO2 is bubbled through clear lime water, it turns white] • Lime water ½ week Reactions of acids with metals The general reaction of an acid with a metal • when any acid reacts with a metal, the products formed are a salt and hydrogen gas. The type of salt formed will depend on the specific acid and metal used in that reaction • the general equation is always: acid + metal salt + hydrogen gas • Example: - word equation: hydrochloric acid + magnesium magnesium chloride + hydrogen gas - balanced chemical equation: 2HCl + Mg MgCl2 + H2 investigating reactions of acids with metals by reacting dilute hydrochloric acid (HCl) with magnesium. Test for H2 gas [Note: a glowing splint is used to test for the presence of hydrogen gas. It produces a popping sound] • writing a summary of the following general chemical reactions, using words. Also give an example of each written as a balanced chemical equation: - metals and non-metals with oxygen - acids with bases (neutralisation) - acids with metal oxides - acids with metal hydroxides - acids with metal carbonates • reading about careers in the chemical industry, including agriculture, pharmacy, chemical engineering, mining [not for assessment purposes] • Magnesium • Dilute hydrochloric acid • Water • Beakers/ glass jars • Test tubes • Wooden splint NATURAL SCIENCES GRADES 7-9 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. As this is an exam term, the final two weeks may be required for revision. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • distinguish between pure substances and mixtures • distinguish between elements and compounds • name and make models of simple molecules • for any of the studied reactions: 1) describe it in general terms; 2) describe the changes that occur during the reaction; 3) write a balanced equation • describe the neutralisation of an acid with a base using pH Appendix: Table: Colour changes of selected indicators used in the Senior Phase INDICATOR COLOUR IN ACID (pH 1 – 6) COLOUR IN NEUTRAL (pH 7) COLOUR IN BASE (pH 8 -14) Universal indicator Red, orange, yellow Green Blue, violet, purple Red cabbage water Red, pink Violet, purple Blue, green, yellow Red onion water Red Violet Green Tumeric water Yellow Yellow Red Phenolphthalein colourless colourless Pink, red Bromothymol blue Yellow Green Blue Red litmus paper Red Red Blue Blue litmus paper Red Blue Blue NATURAL SCIENCES GRADES 7-9 CAPS 71 GRADE 9 TERM 3 STRAND: ENERGY AND CHANGE TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 2 weeks Forces Types of forces • a force is a push or pull (or twist) exerted upon an object • force is measured in units called newtons (N) • Textbooks and reference materials • forces that two objects exert on each other always act in pairs • a force can change the shape, direction and speed of an object • all forces acting on objects can be placed into two broad groups: - contact forces - field forces Contact forces • a contact force (including friction, tension, compression) results when two bodies are in contact (touch) with each other Field forces (non-contact forces) • field forces result from action-at-a-distance between two bodies • common examples of field forces include gravitational, magnetic and electrostatic forces • Investigating physical (mechanical) push and pull forces on objects and materials, such as wooden blocks, sponges, erasers, fabric, balls and balloons. Observe what happens when one person pulls another, when both people pull, when one person pushes, when two people push • Wooden blocks • Sponges • Rubber (eraser) • Fabric • Balls/balloons - Gravitational force: gravity is the force of attraction (pull) that objects/bodies have on one another due to their masses. For example the attraction of Sun and planets, Earth and Moon, Earth and objects on the surface (people and things) o objects with greater mass have more gravitational pull on each other o force decreases as distance between the objects increases (refer to Grade 7 Planet Earth & Beyond) • demonstrating gravitational force using falling objects: direction is always “downwards” towards the centre of the Earth. The object (small mass) and the Earth (large mass) attract one another o force of gravity is measured in newtons (N) o the weight of an object is the gravitational force exerted on it by the Earth (or the Moon, or another planet). It is also measured in newtons (N) ◊ the mass of the object stays the same no matter where it is determined ◊ however, the weight of an object will change when weighed in different places with different gravitational force such as on Earth compared to the Moon • measuring and recording the weights (in newtons) of different objects using a spring balance and force meter • Spring balances calibrated in newtons, NATURAL SCIENCES GRADES 7-9 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Forces [continued...] Field forces (non-contact forces) [continued...] • Magnetic force: magnets attract magnetic substances including iron, steel, cobalt, nickel - all magnets have two ends/poles (north & south) o opposite poles attract and like poles repel each other (magnetism is the push or pull force) o just like a bar magnet, the Earth has a magnetic field (north and south poles) • Investigating which substances (non-metals and metals) are attracted by a bar magnet, using materials such as paper, wood, plastic, iron, brass, aluminium. Record the observations in table form. • Investigating whether a magnetic force can act on a magnetic substance when it is separated from the magnet by different materials such as wood, paper, foil, a hand and steel • observing the pattern made by a magnet on iron filings [sprinkle iron filings on a piece of paper, and place a magnet under the paper] • investigating repulsion and attraction forces of two bar magnets when: - opposite poles are close to each other (pull force) - like poles are close to each other (push force) • Bar magnets • Iron fillings • Paper • Wood • Plastic • Iron • Brass • Aluminium foil • Electrostatic force: When certain materials are rubbed together, they can acquire an electrostatic charge as a result of the loss or gain of electrons [Note: only the electrons are transferred, protons cannot move] - during rubbing, the electrons move from one material causing a positive charge on its surface, and causing a negative charge on the surface of the other material - objects which have like charge (+ and + or - and -) repel (push) each other and those with unlike charge (+ and -) attract (pull) each other (refer to Gr 8 Energy & Change) - charged objects in an electrostatic system possess potential energy. The energy comes from the work done during rubbing • investigating how to charge objects by rubbing different materials/objects together using available materials and objects including different fabrics, inflated balloons, plastic combs, perspex, glass, plastic bags and pieces of paper. Observe the electrostatic forces of attraction and repulsion between the objects [Note: This activity does not work well in rainy weather or humid conditions as water droplets in the air allow electric charge to “leak” away from charged objects] • Perspex • Plastic ruler/comb • Plastic bags • Silk cloth and other fabrics • Inflated balloons • Glass • Pieces of paper - a thunder cloud becomes charged by the rubbing together of air and water particles moving past each other in the atmosphere o a lightning strike occurs when there is a massive discharge (release of charge) between the thunder cloud and the ground. Lightning is a giant spark of electricity o safety precautions should be considered during thunder and lightning storms • writing about safety precautions during thunder and lightning storms NATURAL SCIENCES GRADES 7-9 CAPS 73 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES ½ week Electric cells as energy systems Electric cells • a cell is a system in which certain chemical reactions can cause the flow of electricity through an external circuit • cells are a source of electricity • a battery is a group of cells that are connected together • making a cell by placing zinc and copper plates, as electrodes - in a solution of laboratory chemicals (such as zinc sulphate and copper sulphate) [use a cloth soaked in either of the solutions as a salt bridge] OR - in an acidic fruit (such as a lemon) [Note: Connect several cells in series until a LED (Light Emitting Diode) is able to light up or connect a sensitive multimeter/voltmeter to the electrodes to show the voltage] • Conducting wires • LED bulbs • Zinc and copper plates, zinc sulphate, copper sulphate, 1 week Resistance Uses of resistors • conductors (even good conductors) heat up when current passes through them: some energy is ‘lost’/’wasted’ as heat. All conductors have some resistance • a resistor is a conducting material selected to control the current or to provide useful energy transfer, such as in bulbs, rheostats, motors, light sensitive diodes, light emitting diodes Factors that affect resistance in a circuit • type of material: different conducting materials have different resistance to an electric current • thickness of the conductor: thinner wires have more resistance than thicker wires • length of the conductor: longer wires have more resistance than shorter wires • temperature of the conductor: generally hotter conductors (metals) have higher resistance than colder conductors • investigating at least one of the factors (type of material, thickness or length of the conductor) that affect resistance of a conductor in a circuit [make a circuit containing a cell, light bulb and an ammeter in series, then insert the different conductors, one at a time]. Record ammeter readings on a table and draw conclusions [Note: It is not required to do an activity on the effect of temperature at this level] • Circuit board • Cells/battery • Different conductors (wires) • Light bulbs or LEDs • Ammeter 2 weeks Series and parallel circuits Series circuits • when cells are connected together in series, the total voltage is the sum of the voltages (potential differences) of individual cells • resistors can be connected in series in a circuit • the total voltage across the battery is the same as the sum of the voltages across each of the resistors - a resistor with higher resistance will have higher voltage across it - a resistor with lower resistance will have a lower voltage across it • investigating the effects of connecting more cells in series into the circuit [observe the brightness of the light bulbs as more cells are added] • measuring voltages across each resistor in series, and across the battery [show that the sum of the voltages across the resistors adds up to the voltage across the battery]. Record measurements on the circuit diagram • Circuit board • Cells/battery • Conductor (wire) • Resistors • Light bulbs or • LEDs • Voltmeter • Ammeter NATURAL SCIENCES GRADES 7-9 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Series and parallel circuits [continued...] Series circuits [continued...] • the current is the same when measured at any point in a given series circuit • the total current decreases with each resistor added in series to the circuit [Note: In order to measure voltage, a voltmeter must always be connected across (in parallel) a resistor or battery. However, to measure current, an ammeter needs to be connected in line (in series) with the resistor or battery] • measuring the current at different points in a series circuit [show that the current is the same when measured at any point in a given series circuit]. Record measurements on a circuit diagram Parallel circuits • when cells (of same voltage) are connected in parallel, the voltage across them is the same as for one cell. • investigating the effects of connecting more cells in parallel into the circuit [observe the brightness of the light bulbs as more cells are added] • resistors can be connected in parallel in a circuit • the voltage is the same across each resistor connected in parallel • The total current through the battery is the same as the sum of the currents through the resistors • the total current in the circuit increases with each resistor added in parallel • measuring voltages across each resistor in parallel, and across the battery [show that the voltage is the same across each resistor connected in parallel]. Record measurements on the circuit diagram • measuring the total current through each of the resistors, and from the battery [show that the sum of the currents through the resistors adds up to the total current in the circuit]. Record measurements on the circuit diagram • the lighting system in our homes is usually connected in parallel. If one light bulb fuses (filament breaks), the rest of the lights remain on because they are each connected in their own parallel pathway, to the mains circuit • resistors are manufactured to have accurate resistances to control current • for two circuits with the same total voltage: - the current will be bigger in a circuit with low resistance - the current will be smaller in a circuit with high resistance • identifying series and parallel circuits in electrical wiring in homes, cars and toys • drawing series and parallel circuit diagrams NATURAL SCIENCES GRADES 7-9 CAPS 75 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES ½ week Safety with electricity Safety practices • parallel connections can cause overload on mains circuits • circuit breakers, fuses and earth leakage systems are used as safety devices • many appliances have a 3-pin plug as a safety device to connect to the main circuit • the 3-pin plug has a live wire, neutral wire and an earth wire - the earth wire is connected to the metal case of the appliance, such as in a kettle. The earth wire is connected via the wall plug to an earth cable in the ground - the earth cable has almost zero resistance, so if the metal casing of an appliance becomes charged due to a fault, the charge is safely discharged to the ground • illegal connections to the ESKOM mains supply can be dangerous, and are regarded as energy theft • identifying fuses, circuit breakers, earthing and earth leakage systems in real circuits, or on circuit diagrams • practising how to connect 3-pin plugs • drawing the plan for wiring a house: - each room should have its own light with a switch - the house should have a main switch and a fuse (to prevent overload) [Note: It is not necessary to construct a model house] • Pictures or diagrams of wiring showing fuses, circuit breakers and earthing • Three-pin plugs • Screwdrivers 1 week Energy and the national electricity grid Electricity generation • a power station is a system for generating electricity • most power stations in South Africa use coal as a fuel to boil water • the steam from the water turns a turbine which turns a generator, which produces electricity • Pictures of power stations in southern Africa • Pictures of components of a power station • Video clips from the internet • there are other alternative sources of energy besides coal, that can be used to drive turbines and generators including wind, falling water (hydroelectric), sun-heated steam, nuclear fission, waves in the sea • researching about alternative sources of energy that can be used to drive generators for the national grid. Compare them in terms of sustainability and environmental impact Nuclear power in South Africa • a nuclear power station such as Koeberg in the Cape, uses radioactive fuel, the radioactivity produces heat by nuclear fission. The heat is then used to boil water to produce steam • the steam from the water turns a turbine which turns a generator, that produces electricity. The electricity is then channelled into the national electricity grid • spent nuclear fuel (nuclear waste) is still radioactive and remains so for many hundreds of years, therefore it needs to be properly disposed of so it is not a danger to life for years to come NATURAL SCIENCES GRADES 7-9 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Energy and the national electricity grid [continued...] National electricity grid • the national grid is a network of interacting parts (a system): change in one part of the grid affects other parts of the grid - power stations feed electrical energy into the national grid at high voltages - power lines carry electricity at high voltages - transformers step down the voltage for local distributors and consumers: 15% of energy is wasted due to heating of transmission lines and transformers [No details are required of alternating current or step-down transformers] • power surges and grid overload can disrupt the power supply • Diagram showing the national electricity grid with main power stations 2 weeks Cost of electrical power The cost of power consumption • electrical power is the rate of electrical energy supply • electrical power is measured in units called watts (W) or kilowatts (kW) [one watt of power is equal to one joule of energy supplied in a second (I watt = 1 joule per second)] • consumers pay for the quantity of power they use - quantity of electrical power used is measured in kWh (kilowatt hours) - the cost to the consumer is calculated in the following way: cost = power rating of the appliance × the number of hours it was used × the unit price of electricity • the energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies • there are also alternative appliances/systems such as solar heating panels for heating water • examining labels (in adverts, or real electrical appliances such as iron, stove, TV, radio, refrigerator), and - record in a table the power rating printed on the devices - calculate and record the units of power consumed by these different appliances in a given time period (kWh) [different learners can calculate the consumption of different appliances] - sequence the appliances from those which require the most power to those which require the least power • calculating how much money it will cost the consumer to run one of the appliances above for a given period [show how to calculate the cost by multiplying the kWh by the unit cost of electricity (Note: The unit cost of electricity increases from time to time. Find out what the current unit cost of electricity is in your municipality for this calculation) OR • selecting one appliance from the above appliances. Calculate how long a particular prepaid card will last if only that appliance is used • discussing the many careers in the energy sector, including electricians, electrical engineers, artisans, IT specialists for maintaining and improving the power grid • Examples of electricity accounts that show electricity usage and cost NATURAL SCIENCES GRADES 7-9 CAPS 77 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. Allow for a maximum of 6 hours to be used for assessment throughout the term. For more detailed guidelines on assessment, refer to Section 4. Check the Learner’s knowledge and that they can: • explain and demonstrate the two broad groups of forces • demonstrate and explain the similarities and differences between gravitational, magnetic and electrostatic forces • make a table of the differences between mass and weight • give the scientific explanation of how lightning occurs • construct a simple cell to provide electrical energy from chemical energy • measure voltages across resistors and the current through them accurately • give advantages and disadvantages for series and parallel circuits • draw and interpret various circuit diagrams • distinguish between series and parallel circuits in the wiring of the home, cars and toys and explain the differences • describe the national energy supply grid and the impact of electricity generation on the environment • calculate the energy consumption of various appliances in the home NATURAL SCIENCES GRADES 7-9 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 4 STRAND: PLANET EARTH AND BEYOND TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 week The Earth as a system Spheres of the Earth • the Earth can be understood as a complex system where all the parts (called spheres) interact with each other • four spheres interact on or near the surface of the Earth: - the lithosphere consists of solid rock and soil - the hydrosphere consists of water in all its forms - the atmosphere is a layer of gases around the Earth - the biosphere consists of all living plants and animals and their interactions with rocks, soil, air and water • drawing and labelling the concentric layers of the inside of the Earth [revision from Social Sciences Grade 7) • writing to explain the interaction between the spheres (lithosphere, hydrosphere, atmosphere, biosphere) • Textbooks and reference materials • Models or pictures of the Earth (globe) 2 weeks Lithosphere Lithosphere • the Earth consists of four concentric layers called the inner core, outer core, mantle and crust (link to Grade 7 Social Sciences) • the lithosphere (‘lith’ means ‘rocks’) has three layers: the solid outermost part of the mantle, the crust and the soil • different combinations of elements and compounds form minerals such as copper, gold and hematite (iron oxide) in the crust • researching and reading about what elements and compounds we get from the crust • Samples of different rocks (if available) or pictures of different rocks • Pictures that show the rock cycle The rock cycle • the rock cycle is the natural continuous process in which rocks form, are broken down and re-form over long periods of time • there are three rock types: igneous, sedimentary and metamorphic rocks • the rock cycle can be explained in the following steps: - molten rock from the mantle (magma) pushes up through the crust - pools of magma cool down slowly in the crust to form igneous rocks, like granite - some magma escapes to the surface as a volcano - this magma cools down rapidly to form igneous rocks, like pumice stone • modeling the formation of rock layers [use brown and white slices of bread for alternate layers] • writing, and making labeled drawings to explain the rock cycle • collecting and identifying different types of rocks from samples or pictures NATURAL SCIENCES GRADES 7-9 CAPS 79 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Lithosphere [continued…] - rocks on the surface of the Earth are weathered by heat, cold, wind and water to form smaller particles - wind and water transport these particles to flood plains and the sea by erosion - the particles are laid down as sediments - the sediments are covered by more layers The rock cycle – explained in steps • the pressure of many layers turns the lower layers into sedimentary rock like sandstone • hot magma heats the surrounding rock and changes its chemical structure to form metamorphic rock like slate from shale or marble from limestone • some rock is pushed below the crust, melts and becomes magma again NATURAL SCIENCES GRADES 7-9 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 2 weeks Mining of mineral resources Extracting ores • people extract valuable minerals from the lithosphere • rock that contains high concentrations of a valuable mineral is called an ore • the ore is removed from the crust by mining • some minerals can be used in their natural form such as sand, potash, diamonds Refining minerals • some other minerals require a chemical or physical process to extract the required material such as iron from iron-ore (chemical) or gold from gold-ore (physical) • knowledge of iron and copper extraction is thousands of years old - iron ore was heated with charcoal to make lumps of iron - South African archaeological sites in KwaZulu Natal and Limpopo provide evidence for this • modern processes mix coke (a form of carbon made from coal) and other metals with iron to produce steel • reading about how metal is extracted from ore OR • investigating / demonstrating how lead is extracted from its ore by heating lead oxide on a carbon block OR • illustrating physical separation processes used in mining [hand sorting or sifting stones from sand] • Video clips from the internet showing metals being extracted from ore • Pictures to show various methods of mining • Blow pipes • Lead oxide • Carbon blocks • Bunsen / spirit burners Mining in South Africa • there is large scale mining activity in South Africa • this activity has significant environmental impacts such as - creation of mine dumps - pollution of water resources - damage to places with high tourist or cultural heritage value - loss of farming and wild life environments • researching and writing about a mining activity in South Africa. Describe the: - elements and compounds being mined - chemical and physical separation methods used - environmental impacts 2 weeks Atmosphere Atmosphere • the atmosphere is the mixture of gases held around the Earth by gravity • this mixture is known as air and consists of nitrogen (78%), oxygen (21%), carbon dioxide (less than 1%), and other gases, including water vapour (1%) • drawing with labels and writing about the layers of the atmosphere to scale [use a ruler to draw the scale accurately] • Video clips from the internet NATURAL SCIENCES GRADES 7-9 CAPS 81 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Atmosphere [continued…] Atmosphere [continued…] • the density of the gas particles decreases as the distance from the Earth increases (the further away from the Earth, the thinner the air) • the atmosphere has four layers: troposphere, stratosphere, mesosphere, thermosphere • each layer has a different temperature gradient • temperature gradient is how much the temperature changes with height above sea level (altitude) Troposphere • this layer extends from sea level to about 10 km above the surface of the Earth • it contains more than 70% of the mass of the atmosphere (particles closest together) and it has the greatest density • the temperature decreases as the distance from the surface increases (the further away from the Earth, the colder the air) • weather occurs in this layer • all animals and plants live in this layer Stratosphere • this layer extends from about 10 km to about 50 km above the Earth’s surface • the air in the stratosphere is very thin compared to the air in the troposphere • some aeroplanes fly as high as the stratosphere • the stratosphere includes a band of ozone gas (O3) which absorbs ultraviolet radiation from the Sun • this absorption of ultraviolet radiation increases the temperature of the stratosphere - as a result, the further away from the Earth, the warmer the air becomes • too much ultraviolet radiation interferes with life on Earth (human health, photosynthesis, life cycles and sizes of populations of species) • calculating the temperature at different heights above sea level in the troposphere (the temperature gradient is about 1oC per 100 metres in still air) NATURAL SCIENCES GRADES 7-9 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Atmosphere [continued…] Mesosphere • this layer extends from about 50 – 80 km above the Earth’s surface • the air is extremely thin and very cold • there is still enough air in this layer to burn up small rocks and dust entering from space • burning rocks are visible from the Earth and known as ‘shooting stars’ Thermosphere • this layer starts above 80 km from the Earth (the thermosphere slowly diminishes at about 350 km and space begins after that. Satellites orbit much further away) • the International Space Station (ISS), where astronauts work in space orbits the Earth at a height of about 370 km • the lowest part of the thermosphere absorbs ultraviolet radiation and dangerous X-rays from the Sun • it also reflects radio waves back to Earth for TV and radio broadcasts The greenhouse effect • the greenhouse effect is a natural phenomenon – it warms the atmosphere sufficiently to sustain life • greenhouse gases trap the ultraviolet radiation which then warms the air closest to the surface of the Earth (like inside a greenhouse) • the most common greenhouse gases are carbon dioxide, water vapour and methane • an increase in greenhouse gases leads to global warming • global warming is an increase in the average temperature of the atmosphere • global warming is a potentially life threatening problem on Earth. It can lead to: - climate change - rising sea levels - food shortages - mass extinctions • making a model to show the greenhouse effect [use clear plastic bags and thermometers] • investigating and reporting on the impact of global warming • Reference materials • Video clips from the internet showing the greenhouse effect • Pictures • Thermometers • Clear plastic bags NATURAL SCIENCES GRADES 7-9 CAPS 83 TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES 1 week Birth, life and death of stars The birth of a star • stars exist for a finite period of time • stars form inside huge clouds of gas and dust called nebulae, far out in space • these nebulae (huge amounts of dust and gas) are pulled together by gravity and slowly collapse • as they contract they heat up • once the temperature is high enough a nuclear fusion reaction begins, that changes hydrogen to helium • this reaction radiates large amounts of energy into space Life of a star • stars change in their appearance over billions of years • stars that look blue are hotter and usually younger than stars that appear red • our Sun is about half way through its life cycle – it is a medium-sized yellow star with a lifespan of about 9 billion years • for most of their life, stars change hydrogen to helium • later, towards the end of their life, stars like the Sun will swell up to form a ‘red giant’ Death of a star • at some point the nuclear reaction runs out of fuel • for stars like the Sun, the core of the star contracts to become a ‘white dwarf’ • for stars like the Sun, the outer gases of the star are ejected into space, where they form an expanding cloud around the white dwarf called a planetary nebula • planetary nebulae are lit up by their central white dwarf star and are beautiful objects to observe • observing different coloured stars in the night sky • sequencing, explaining and presenting an information poster on the birth, life and death of stars • Video clips and images from the internet NATURAL SCIENCES GRADES 7-9 84 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TIME TOPIC CONTENT & CONCEPTS SUGGESTED ACTIVITIES: INVESTIGATIONS, PRACTICAL WORK, AND DEMONSTRATIONS EQUIPMENT AND RESOURCES Assessment guidelines This content and the associated concepts must be integrated with the aims and skills for Natural Sciences (refer to Section 2). • Learners should read, write, draw and do practical tasks regularly • Evidence of learner’s work, including assessments, should be kept in the learner’s notebook School-based assessment (including practical tasks and class tests), checking for correctness, and providing constructive feedback should be done regularly. As this is an exam term, the final two weeks may be required for revision. For more detailed guidelines on assessment, refer to Section 4. Check the learner’s knowledge and that they can: • describe the Earth as a complex system of parts (spheres) that interact with each other • identify and describe igneous, sedimentary and metamorphic rocks • explain the main processes causing the cycle of the formation of rock • write about the processes of separating and extracting metals from ore • describe the atmosphere and its layers in detail • make a model to show the greenhouse effect • describe the impact of global warming • show their understanding of the birth, life and death of stars NATURAL SCIENCES GRADES 7-9 CAPS 85 SECTION 4: ASSESSMENT 4.1 INTRODUCTION Assessment is a continuous and planned process of identifying, gathering, interpreting and diagnosing, information about the performance of learners. All forms of assessment involve generating and collecting evidence of achievement; evaluating this evidence and using this information to understand and thereby assist the learner’s development and the teaching process. Assessment should be both informal and formal. In both cases regular feedback should be provided to learners to enhance the learning experience. Informal and formal assessment Informal assessment consists of regular checking of learners’ class work (including practical tasks) asking questions orally and giving constructive feedback. Marks for informal assessment need not be recorded. Formal assessment consists of selected assessment tasks, the marks of which should be recorded formally. These assessment tasks are done throughout the year and include tests, selected practical tasks or investigations and examinations. All marks that are recorded formally contribute to the final year mark. Assessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) in a subject by collecting, analysing and interpreting the data and information obtained from this process to: • Enable the teacher to judge a learners’ progress in a reliable way • Inform learners of their strengths, weaknesses and progress • Assist teachers, parents and other stakeholders in making decisions about the learning process and the progress of learners Assessment should be mapped out against the content (concepts and skills) and specific aims for Natural Sciences. In both informal and formal assessments it is important to ensure that in the course of a school year: • all of the subject content is covered • the full range of major skills is included. (See Section 2.7 and Section 4.5) • a variety of different forms of assessment is used. (See Section 4.4) 4.2 INFORMAL ASSESSMENT OR DAILY ASSESSMENT The purpose of Informal assessment is to continuously collect information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. It should not be seen as separate from the learning activities taking place in the classroom. NATURAL SCIENCES GRADES 7-9 86 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Informal assessment can be done through observation, discussion, practical demonstrations, informal classroom interactions, classwork, investigations and so on. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should also be used to provide feedback to the learners and to inform planning for teaching. Self-assessment and peer assessment, as part of informal assessment, actively involves learners in assessment and a teacher playing an overseeing role. This is important as it allows learners to learn from and reflect on their own performance. Selected informal assessment tasks may be marked by learners or teachers, but need not be recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes, but for improving teaching and learning. Informal, on-going assessments should be used to encourage the acquisition of knowledge and skills and should be the stepping stones leading up to the formal tasks in the Programme of Formal Assessment. (See Section 4.4) 4.3 FORMAL ASSESSMENT Formal assessment tasks and tests form part of a year-long formal Programme of Assessment in each Grade and subject. Formal assessments are marked and recorded by the teacher for progression purposes. All Formal Assessment tasks must be moderated for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a Grade and in a particular subject. Formal assessment tasks in Natural Sciences are tests, examinations, selected practical tasks or investigations and a project. The project may be done at any time during the year, but the marks must be recorded in the 4th term. (See details in Section 4.4) The School-based assessment component in the different phases is as follows: Grades Formal school-based End-of-year examinations R - 3 100% n/a 4 - 6 75% 25% 7 - 9 40% 60% 10 and 11 25% 75% 12 25% including school-based mid-year and ‘trial’ examinations External examination: 75% Formally assessed tests and practical tasks/investigations must together reflect the whole term’s work. Weighting of marks should reflect time allotted to each section in the curriculum content. The cognitive demands of assessment The cognitive demands of assessment used should be appropriate to the age and developmental level of the learners in the grade. Assessments in Natural Sciences must cater for a range of cognitive levels and abilities of learners within this context. The assessment tasks should be carefully designed to cover the content of the subject as well as the range of major skills that have been specified under the Process skills (See Section 2.7) NATURAL SCIENCES GRADES 7-9 CAPS 87 The Specific Aims, the topics and content and the range of major skills must be used to inform the planning and development of assessment tasks. Cognitive levels for the assessment of content in Grades 7, 8 and 9 Setting tests and tasks for different cognitive levels Knowing science Understanding science Applying scientific knowledge Evaluating, analyzing, synthesising scientific knowledge Percentages indicating the proportion of low, middle and high order questions in tasks, tests and exams Low order questions 40% Middle order questions 45% High order questions 15% Useful verbs to use when setting questions State Name Label List Define Describe and others ... Explain Compare Rearrange Illustrate Give an example Calculate Make a generalisation and others … Predict Apply Use knowledge to demonstrate Solve Implement Judge and others … Select Differentiate Analyse Infer Suggest a reason Interpret Discuss Categorise and others ... These cognitive skills apply to all three Specific Aims for Natural Sciences. (See Section 2.6) 4.4 FORMAL ASSESSMENT REQUIREMENTS FOR NATURAL SCIENCES In any formal assessment, learners should be made aware of what will be assessed and how that will be assessed. Grades 7, 8 and 9 FORMAL ASSESSMENTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL % FOR THE YEAR School-based assessments Test 1 Test 2 Test 3 *Practical task/ Investigation 4 40% *Practical task/ Investigation 1 *Practical task/ Investigation 2 *Practical task/ Investigation 3 ***Project Exams **Exam 1 on work from terms 1 & 2 **Exam 2 on work from terms 3 & 4 60% Number of formal assessments 2 3 2 3 Total: 100% Notes: * Grade appropriate assessment on aspects of investigation processes should form part of the selected practical tasks in the assessment programme for the year ** Content, concepts and skills across all the topics, including knowledge of investigations and some skills associated with practical work must be assessed in the written exams *** The project can be done at any time of the year but it is incorporated in the 4th term mark NATURAL SCIENCES GRADES 7-9 88 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) A note on tests and examinations Tests and examinations consist of a range of questions that cover the different cognitive levels – knowing science, understanding and applying scientific knowledge, evaluating, analysing and synthesising. (See percentages indicating the weighting of Cognitive levels for the assessment of content under Section 4.3). The weighting of marks should reflect time allotted to each section in the curriculum content. A single formal class test in a term will not necessarily provide the most accurate and reliable evidence of every learner’s performance. One formal class test in the first three terms is the minimum number that must be recorded. Learners are required to respond to questions within a specified time under controlled conditions. Since they are generally easy to mark reliably, they are a good way to conduct formal assessment, and can also be a useful informal assessment tool. Examinations are similar to tests; the only difference is that they cover more content. A note on practical tasks In carrying out practical tasks learners are required to demonstrate their skills or proficiencies. Learners use materials and equipment to create, produce or investigate something. The teacher observes the learner demonstrate specific practical skills (e.g. measuring the height of a plant, manipulating materials to make models, using a thermometer to measure temperature, etc.). Practical tasks can be very useful for assessing how learners draw on knowledge and values to carry out practical skills (manual and/or behavioural, e.g. safety and handling of equipment). Any practical task should provide opportunities for learners to demonstrate several different skills - see those listed under Section 2.7. These may or may not include investigation skills. However, there are some circumstances in which only some of these skills would apply and not every skill can be assessed in every practical task. Practical tasks include a range of activities where learners communicate what they know and can do. Include a range of tasks to ensure inclusivity and to accommodate different learning styles. These ways to communicate include: acting out, speaking/discussing, drawing, making models, doing science practical work, working in the environment, writing and doing calculations. Assessment of practical tasks The assessment may be based on the end-result of the activity (the product), or the carrying-out of the activity (the process), or a combination of both. Assessment tools of projects could be a combination of rubric, memorandum, checklist, etc. A note on projects Projects are tasks in which learners illustrate or apply knowledge that they have gained in class. Projects may involve aspects of investigation and/or research. Learners may collect data to understand a particular set of circumstances and/or phenomena. In doing this, they can build models, compile reports, essays or posters and even give presentations. Learners can do projects individually or in groups or working alone, but with some support and guidance from the teacher. The teacher directs the choice of the project, usually by providing the learners with a topic or brief for the investigation. NATURAL SCIENCES GRADES 7-9 CAPS 89 Assessment of projects Teachers can assess different stages of projects separately, or the entire project. Assessment of projects should be based on the understanding of content, application of skills and values applicable in a relevant context and may vary in extent. Projects may be done in class and should be sufficiently diverse to promote inclusivity. Assessment tools of projects could be a combination of rubric, memorandum, checklist, etc. One project per year must be done in the Senior Phase. It can be done in any term, but the marks must be recorded in term 4. 4.5 RECORDING AND REPORTING 4.5.1 Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to be promoted to the next Grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Records should be used to monitor learning and to plan ahead. Guidelines on how the major process skills can be recorded for marks in Natural Sciences Many of these major process skills (also refer to Section 2.7) are combined into one activity. Not every major skill needs to be marked and recorded in each task. Natural Sciences major investigation process skills Mark allocation Writing the topic Raising/ writing a question to investigate Making a prediction/ hypothesis Planning the investigation Collecting data Recording data Evaluating and communicating results Total 4.5.2 Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. Percentages are reported and may be related to the 7-point rating code. (See Section 4.5.4) Schools are required to provide quarterly feedback to parents on the Programme of Formal Assessment, using a formal reporting tool, such as a report card. The schedule and the report card should indicate the overall level of performance of a learner. NATURAL SCIENCES GRADES 7-9 90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.5.3 Mark allocation A minimum mark allocation is prescribed for the tests, tasks, project and examinations for each Grade in the Senior Phase. For purposes of reporting, the marks for the assessment tasks of each term must be combined to create a mark out of 100 (a percentage). For Term 2 and for the overall year mark (calculated at the end of Term 4), the school based assessments and examinations should be combined in the ratio 40:60. See the examples for each Grade below. GRADE 7 (Example based on minimum prescribed marks) FORMAL ASSESSMENTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL % FOR THE YEAR School-based assessments Test 1 (30 marks) Test 2 (30 marks) Test 3 (30 marks) Practical task / Investigation 4 (20 marks) 40% Practical task / Investigation 1 (20 marks) Practical task / Investigation 2 (20 marks) Practical task / Investigation 3 (20 marks) Project (20 marks)1 Exams Exam 1 on work from terms 1 & 2 (60 marks) Exam 2 on work from terms 3 & 4 (60 marks) 60% Number of formal assessments 2 3 2 3 Total: 100% 1. Calculating the marks for each term: Term 1 (%) = (Test 1 mark + Practical task 1 mark) ÷ (30 + 20) × 100 Term 2 (%) = (Test 2 mark + Practical 2 mark) ÷ (30 + 20) × 40 + (Exam 1 mark ÷ 60) × 60 Term 3 (%) = (Test 3 mark + Practical 3 mark) ÷ (30 + 20) × 100 Term 4 (%) = Final year mark (see number 4 below) 2. Calculating the School-based assessment mark: School-based assessment mark = (Test 1 mark + Test 2 mark + Test 3 mark + Practical 1 + Practical 2 mark + Practical 3 mark + Practical 4 mark + Project mark) ÷ (30 + 30 + 30 + 20 + 20 + 20 + 20 + 20) × 100 3. Calculating the Exam mark: Exam mark = (Exam 1 mark + Exam 2 mark) ÷ (60 + 60) × 100 4. Calculating the Final year mark: Final year mark = (School based assessment mark × 0,4) + (Exam mark × 0,6) Percentages are reported and may be related to the 7-point rating code as given below. NATURAL SCIENCES GRADES 7-9 CAPS 91 GRADE 8 (Example based on minimum prescribed marks) FORMAL ASSESSMENTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL % FOR THE YEAR School-based assessments Test 1 (35 marks) Test 2 (35 marks) Test 3 (35 marks) Practical task / Investigation 4 (20 marks) 40% Practical task / Investigation 1 (20 marks) Practical task / Investigation 2 (20 marks) Practical task / Investigation 3 (20 marks) Project (30 marks)2 Exams Exam 1 on work from terms 1 & 2 (70 marks) Exam 2 on work from terms 3 & 4 (70 marks) 60% Number of formal assessments 2 3 2 3 Total: 100% 1. Calculating the marks for each term: Term 1 (%) = (Test 1 mark + Practical task 1 mark) ÷ (35 + 20) × 100 Term 2 (%) = (Test 2 mark + Practical 2 mark) ÷ (35 + 20) × 40 + (Exam 1 mark ÷ 70) × 60 Term 3 (%) = (Test 3 mark + Practical 3 mark) ÷ (35 + 20) × 100 Term 4 (%) = Final year mark (see number 4 below) 2. Calculating the School-based assessment mark: School-based assessment mark = (Test 1 mark + Test 2 mark + Test 3 mark + Practical 1 + Practical 2 mark + Practical 3 mark + Practical 4 mark + Project mark) ÷ (35 + 35 + 35 + 20 + 20 + 20 + 20 + 30) × 100 3. Calculating the Exam mark: Exam mark = (Exam 1 mark + Exam 2 mark) ÷ (70 + 70) × 100 4. Calculating the Final year mark: Final year mark = (School based assessment mark × 0,4) + (Exam mark × 0,6) Percentages are reported and may be related to the 7-point rating code as given below. NATURAL SCIENCES GRADES 7-9 92 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 (Example based on minimum prescribed marks) FORMAL ASSESSMENTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL % FOR THE YEAR School-based assessments Test 1 (40 marks) Test 2 (40 marks) Test 3 (40 marks) Practical task / Investigation 4 (20 marks) 40% Practical task / Investigation 1 (20 marks) Practical task / Investigation 2 (20 marks) Practical task / Investigation 3 (20 marks) Project (50 marks)3 Exams Exam 1 on work from terms 1 & 2 (80 marks) Exam 2 on work from terms 3 & 4 (80 marks) 60% Number of formal assessments 2 3 2 3 Total: 100% 1. Calculating the marks for each term: Term 1 (%) = (Test 1 mark + Practical task 1 mark) ÷ (40 + 20) × 100 Term 2 (%) = (Test 2 mark + Practical 2 mark) ÷ (40 + 20) × 40 + (Exam 1 mark ÷ 80) × 60 Term 3 (%) = (Test 3 mark + Practical 3 mark) ÷ (40 + 20) × 100 Term 4 (%) = Final year mark (see number 4 below) 2. Calculating the School-based assessment mark: School-based assessment mark = (Test 1 mark + Test 2 mark + Test 3 mark + Practical 1 + Practical 2 mark + Practical 3 mark + Practical 4 mark + Project mark) ÷ (40 + 40 + 40 + 20 + 20 + 20 + 20 + 50) × 100 3. Calculating the Exam mark: Exam mark = (Exam 1 mark + Exam 2 mark) ÷ (80 + 80) × 100 4. Calculating the Final year mark: Final year mark = (School based assessment mark × 0,4) + (Exam mark × 0,6) Percentages are reported and may be related to the 7-point rating code as given below. NATURAL SCIENCES GRADES 7-9 CAPS 93 4.5.4 Codes and percentages for reporting in Grades R – 12 RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 4.6 MODERATION OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district and, if necessary provincial levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. In Grades 7, 8 & 9 the formal School-based assessment (including the practical assessment tasks) should be moderated by the relevant subject specialist(s) at district level and if necessary at provincial level in consultation with the moderators at school. Moderation serves the following purposes: 1. It should ascertain whether the subject content and skills have been taught and assessed. (sufficiently covered) 2. It should ensure that the correct balance of cognitive demands is reflected in the assessment. 3. It should ensure that the assessments and marking are of an acceptable standard and consistency. 4. It should identify areas in which the teacher may need further development and should lead to support for such development. 5. It should reflect the scope covered by the teacher in line with the term’s requirement. Moderation is therefore an ongoing process and not a once-off event at the end of the year. There is no national moderation in the Senior Phase. 4.7 GENERAL This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R – 12. (Footnotes) 1 (NB – the project can be done at any time of the year but it is incorporated in the 4th term mark) 2 (NB – the project can be done at any time of the year but it is incorporated in the 4th term mark) 3 (NB – the project can be done at any time of the year but it is incorporated in the 4th term mark) NATURAL SCIENCES GRADES 7-9 94 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)     SOCIAL SCIENCES Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 7-9 SOCIAL SCIENCES SOCIAL SCIENCES GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0526-5 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works SOCIAL SCIENCES GRADES 7-9 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION SOCIAL SCIENCES GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SOCIAL SCIENCES GRADES 7-9 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement .... 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African Curriculum ............................................................................................ 4 1.4 Time Allocation................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 7 1.4.3 Senior Phase........................................................................................................................................... 7 SECTION 2................................................................................................................................................. 8 2.1 What is Social Sciences? ............................................................................................................................... 8 2.2 Resources........................................................................................................................................................ 8 2.3 Additional Resources ..................................................................................................................................... 9 2.4 History.............................................................................................................................................................. 9 2.4.1 What is History?...................................................................................................................................... 9 2.4.2 Specific aims of History......................................................................................................................... 10 2.4.3 Skills and concepts of History ............................................................................................................... 10 2.4.4 Concepts in History............................................................................................................................... 11 2.5 Geography ..................................................................................................................................................... 11 2.5.1 What is Geography? ............................................................................................................................. 11 2.5.2 A note on developing mapping skills and using maps across the Geography curriculum .................... 12 2.5.3 Specific aims of Geography CAPS for Intermediate and Senior Phases.............................................. 13 2.6 Projects .......................................................................................................................................................... 14 2.6.1 Projects in Geography........................................................................................................................... 14 2.6.2 Projects in History: Suggested topics.................................................................................................... 14 2.7 Time allocations and weighting of topics................................................................................................... 15 2.8 Overview of topics ....................................................................................................................................... 16 SECTION 3............................................................................................................................................... 21 3.1 Intermediate phase Geography: Outline of what is to be taught.............................................................. 21 3.2 Intermediate phase History: Outline of what is to be taught .................................................................... 33 SOCIAL SCIENCES GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: ASSESSMENT IN SOCIAL SCIENCES............................................................................................ 45 4.1 Introduction ................................................................................................................................................... 45 4.2 Informal or Daily Assessment...................................................................................................................... 45 4.3 Formal Assessment ...................................................................................................................................... 46 4.3.1 Formal assessment requirements of Social Science ............................................................................ 46 4.3.2 Types of formal assessment for Social Science.................................................................................... 46 4.4 Programme of Assessment.......................................................................................................................... 50 4.5 Recording and Reporting ............................................................................................................................. 51 4.6 Moderation of Assessment .......................................................................................................................... 52 4.7 General........................................................................................................................................................... 52 SOCIAL SCIENCES GRADES 7-9 CAPS 3 Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; SOCIAL SCIENCES GRADES 7-9 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; SOCIAL SCIENCES GRADES 7-9 CAPS 5 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). SOCIAL SCIENCES GRADES 7-9 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3, 5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1, 5) (1) (1, 5) TOTAL 27, 5 SOCIAL SCIENCES GRADES 7-9 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4, 5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27, 5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27, 5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. SOCIAL SCIENCES GRADES 7-9 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) sECTION 2 2.1 What is Social Sciences? The subject Social Sciences consists of History and Geography. Both History and Geography should be taught and assessed during every term of the school year. Although the two disciplines are kept separate, this curriculum is designed to complement the knowledge (content, skills and concepts) outlined in each. Assessment marks for each subject should be shown separately on school reports – a score for History and another for Geography. They should then be added together and divided by two to give an average score for Social Sciences. This Social Sciences curriculum aims to provide opportunities for learners to look at their own worlds with fresh, critical eyes, and perhaps more importantly, it aims to introduce learners to a world beyond their everyday realities. Schools should be special places that provide learners with knowledge to which they would otherwise not have access. The importance of depth of knowledge is recognised. Real knowledge demands that learners develop expertise and confidence as a result of in-depth learning. The topics in this curriculum specify pace through hours allocated. Times indicate the depth required. Learners are trained to speculate, to debate, to make connections, to select, to prioritise and to persist, in tackling real issues and important questions. It is essential in the teaching of both History and Geography that learners are encouraged to ask questions: Who? Where? What? Why? When? How? Should? Could? Is/Are? And, by the time they reach the Senior Phase: If? The questions learners ask give teachers a good indication of prior knowledge, perceptions, interests, insights and concerns. Language is an important element of both History and Geography. Different forms of text (oral, written and visual) are central to both disciplines. Learning takes place through interaction with these texts. It is important to remember that every teacher is a language teacher. Similarly, writing is a skill that is developed through these two subjects. Learners should write regularly, with a clear progression in length and complexity through the grades. The CAPS language documents specify levels of requirement for writing and should be consulted throughout. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. 2.2 Resources • Each learner should have a quality textbook and a neatly kept notebook. Textbooks must be suitable for the grade, context and language level of the learner. They should provide accurate content that is aimed at the development of the appropriate skills, concepts and values. Textbooks must include appropriate and adequate assessment activities. • Every Social Sciences classroom should have wall maps, a globe, access to a set of atlases and a dictionary, as well as access to a variety of reading books and visual material suitable for the grade. • Every teacher of Social Sciences should be familiar with the content to be taught, read widely on the content of the topics for the term and prepare lessons carefully. SOCIAL SCIENCES GRADES 7-9 CAPS 9 2.3 Additional Resources It is important to bring the world into the Social Sciences classroom. Visual resources can make information more accessible to many learners. Teachers should therefore: • have magazines and newspapers available in the classroom for learners to use in their activities and acquire sets of pictures for classroom activities; • try to obtain access to a TV/DVD and/or CD player to present appropriate audio and audio-visual material to learners; and • try to use the Internet wherever possible. Many organisations and projects provide useful information through the Internet. Google Earth, for example, provides extensive aerial photographs. You-tube provides videos of many historical events. Maps for map skills: It is important that learners work with maps of their own local area. The MapPack Project is part of the Department of Rural Development and Land Reform. It provides five free maps to every school on request. These include local maps – 1: 10 000 orthophoto map (if available) and 1: 50 000 topographic map, and then ‘zoom out’ to a 1: 250 000 map (covering two-degree squares, which include the local area), a provincial map (scale varies) and a national map (1: 2 000 000). Additional information, maps and aerial photographs are also available on request. Contact: The MapPack Project, Private Bag X10, Mowbray, 7700. Fax: 021 689 1351. Phone: 021 658 4300. Email: ngi@ruraldevelopment.gov.za. Web: www.ngi.gov.za 2.4 History 2.4.1 What is History? History is the study of change and development in society over time. The study of History enables people to understand and evaluate how past human action has an impact on the present and how it influences the future. History is about learning how to think about the past, and by implication the present, in a disciplined way. History is a process of enquiry and involves asking questions about the past: What happened? When did it happen? Why did it happen then? It is about how to think analytically about the stories people tell us about the past and how we internalise that information. The study of History also supports citizenship within a democracy by: • explaining and encouraging the values of the South African Constitution; • encouraging civic responsibility and responsible leadership, including raising current social and environmental concerns; • promoting human rights and peace by challenging prejudices involving race, class, gender, ethnicity and xenophobia; and • preparing young people for local, regional, national, continental and global responsibility. SOCIAL SCIENCES GRADES 7-9 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.4.2 Specific aims of History The specific aims of History are to create: • an interest in and enjoyment of the study of the past; • knowledge, understanding and appreciation of the past and the forces that shape it; • the ability to undertake a process of historical enquiry based on skills; and • an understanding of historical concepts, including historical sources and evidence. 2.4.3 Skills and concepts of History History is a process of historical enquiry. A rigorous process of enquiry enables learners to achieve the aims and demonstrate the skills in Table 2.3.1 Specific aims and skills of History CAPS for the Intermediate and Senior Phases The specific aims of History Examples of the skills involved 1.Finding a variety of kinds of information about the past. Being able to bring together information, for example, from text, visual material (including pictures, cartoons, television and movies), songs, poems and interviews with people; using more than one kind of written information (books, magazines, newspapers, websites). 2. Selecting relevant information. Being able to decide about what is important information to use. This might be choosing information for a particular history topic, or, more specifically, to answer a question that is asked. Some information that is found will not be relevant to the question, and some information, although relevant, will not be as important or as useful as other information. 3. Deciding about whether information can be trusted. Being able to investigate where the information came from: who wrote or created the information and why did they do it? It also involves checking to see if the information is accurate – comparing where the information came from with other information. Much information represents one point of view only. 4. Seeing something that happened in the past from more than one point of view. Being able to contrast what information would be like if it was seen or used from another point of view. It also requires being able to compare two or more different points of view about the same person or event. 5. Explaining why events in the past are often interpreted differently. Being able to see how historians, textbook writers, journalists, or producers and others come to differing conclusions from each other and being able to give a reason(s) for why this is so in a particular topic of history. 6. Debating about what happened in the past on the basis of the available evidence. Being able to take part in discussions or debates and developing points of view about aspects of history, based on the evidence that comes from the information available. 7.Writing history in an organised way, with a logical line of argument. Being able to write a piece of history which has an introduction, sets out the relevant information in a logical way and in chronological order, and comes to a conclusion that answers the question asked in a coherent way. 8. Understanding the importance of heritage and conservation. Being able to explain how and why people and events are publicly remembered in a community, town or city, province and the country. It also involves investigating how people and events in the past are commemorated in ceremonies, celebrations, museums and monuments. SOCIAL SCIENCES GRADES 7-9 CAPS 11 Following these aims and skills is critical to every content topic. In order for learners to achieve these aims and demonstrate these skills, they will need to have a full grasp and understanding of the content. Memory skills remain important. 2.4.4 Concepts in History Historical sources and evidence: History is not ‘the past’ itself. It is the interpretation and explanation of information from various sources. Evidence is created when sources are used to answer questions about the past. Multi-perspective approach: There are many ways of looking at the same thing in the past. Looking into the past may involve: • the different points of view of people in the past according to their position in society; • the different ways in which historians have written about them; and • the different ways in which people today see the actions and behaviour of people in the past. Cause and effect: The reasons for events and the results of these events. The consequences of events drive future events and help explain human behaviour. Change and continuity: Over a period of time it is possible to contrast what has changed and what has remained the same. Closely related contrasts that are used to teach history are similarity and difference and then and now, which help to make sense of the past and the present. Time and chronology: History is studied and written in sequence. It is important to be able to place events in the order in which they happened in time, and to consider their context. Timelines are often used to develop this concept. 2.5 Geography 2.5.1 What is Geography? Geography is the study of the human and physical environment. Geography is an integrated discipline that examines both physical and human processes over space and time. Geography helps us to understand our complex world. It offers us a bridge between the human and physical sciences. There are many branches of Geography. Physical Geography examines natural processes and features, including the atmosphere, landforms and ecosystems. Human Geography is concerned with the activities and impact of people on the earth. The concept that unifies Geography is space. All geographical phenomena have a spatial dimension. They also operate in a continuously changing environment. Geography therefore includes the study of: • spatial patterns and trends: the location of people and places in the world; • similarity and difference: how environments and lifestyles compare and the reasons for similarities and differences; • movement: how and why people, goods, water, land and air move and change; SOCIAL SCIENCES GRADES 7-9 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Planet Earth: land, water and air; • human settlement: where people live and why; • human activities: what people do, how the environment affects them and how they affect the environment; • interdependence: the links between climate, vegetation, wildlife, resource distribution, and human settlement and activity; and • change: the changing nature of people and places. Geographical education contributes to literacy, oracy, numeracy and graphicacy or spatial literacy. It also supports the development of personal and social competence. 2.5.2 A note on developing mapping skills and using maps across the Geography curriculum Geographers use maps, aerial views, globes, graphs and drawings to help them interpret and present the world. These visual skills contribute to a kind of literacy called graphicacy. Graphicacy includes a range of skills associated with interpreting information presented in a visual way. Graphicacy may be considered to be an essential kind of literacy along with numeracy (mathematics), oracy (listening and speaking) and textual literacy (reading). This CAPS curriculum places special focus on selected aspects of using and making maps and other visual sources for one term of each grade. These topics are designed to accomplish focussed and systematic development of skills. However, the use of maps is not confined to one term in a grade only. Learners are exposed to a mix of map use and geographical skills along with physical and human geography topics in each grade. Map use should be integrated into topics throughout each grade. SOCIAL SCIENCES GRADES 7-9 CAPS 13 2.5.3 Specific aims of Geography CAPS for Intermediate and Senior Phases This Geography curriculum aims to develop the knowledge (content, skills and concepts) of its students. The content and the associated concepts outlined in Section 3 of this document must be integrated with the geographical aims and skills listed below. The Geography curriculum aims to develop learners who: Examples of the skills involved. Learners will be able to: 1. Are curious about the world they live in • ask questions and identify issues • discuss and listen with interest • collect and refer to information (including newspapers books and, where possible, websites) 2. Have a sound general knowledge of places and the natural forces at work on Earth • read and use sources in order to assimilate information • use information to describe, explain and answer questions about people, places and the relationship between the two 3. Understand the interaction between society and the natural environment • consider, synthesise and organise information • make links between cause and effect; change and continuity • acknowledge and appreciate diverse lifestyles and world views 4. Think independently and support their ideas with sound knowledge • use geographical knowledge to solve problems • discuss and debate issues • recognise bias and different points of view • develop own ideas based on new knowledges • suggest solutions to problems 5. Care about their planet and the well-being of all who live on it • engage with issues relating to the planet, its people and • resources with knowledge and sensitivity • act responsibly towards people and the environment 6. Understand and work with a range of sources – including maps, data and photographs • use and draw maps • identify and extract information from texts, atlases and other sources, including visual sources such as photographs • work with data and statistics in the form of graphs, tables and diagrams • cross-reference information using different sources 7. Observe and engage with phenomena in their own environment • develop observation, interviewing and recording skills • through fieldwork • interview people and apply social skills • process, interpret and evaluate data 8. Find out about places, people, events, and issues using different sources, e.g. books, people, photographs, the Internet • devise and frame questions • develop and apply research skills • analyse, process and present information 9. Communicate ideas and information • ask in a clear and informed way • write in a structured and coherent way • draw maps, sketches, simple illustrations, graphs, and flow charts • provide reasoned explanations 10. Make informed decisions and take appropriate action • work co-operatively and independently • plan and evaluate actions systematically and critically SOCIAL SCIENCES GRADES 7-9 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.6 Projects Learners complete one project in Social Sciences in each grade. They therefore do a project in either History or Geography in a given year. Projects should be started towards the beginning of the term and learners should be given a due date for handing in their projects. Teachers should make sure they have sufficient time for marking the projects before the formal assessments’ marks are due. Project progress must be regularly monitored by teachers. This CAPS curriculum divides the projects between the two subjects as follows: Intermediate Phase Grade 4 –Term 1 History project Grade 5 – Term 3 Geography project Grade 6 – Term 3 History project Senior Phase Grade 7 – Term 1 Geography project Grade 8 – Term 3 Geography project Grade 9 – Term 3 History project 2.6.1 Projects in Geography All the Geography projects have a strong focus on field observation and research in the local environment. The Geography projects are specified as they form part of the essential knowledge required to complete the curriculum. Each project is identified and outlined at the relevant points in Section 3 of this CAPS curriculum document. 2.6.2 Projects in History: Suggested topics The following are recommended project topics. (These can be expanded and adapted to suit the context of the learners. Teachers can use the textbook for further guidance): History Project for Grade 9 Term 3: An oral history and research project Teachers can choose their own project topic. The topic must be on South African history and must involve both oral history and research. The project details below are a guide and can be adapted according to the teacher’s preference and the learners’ context. • Teachers should introduce this research project at the beginning of the term. • A due date should be set so that learners can hand in their project in good time so that it can be marked and recorded as part of the term mark and feedback can be given. • Learners should do some of the work during lesson time and some of the work for homework. • Teachers must monitor the progress of the learners during the term. • Teachers should assist learners in gathering information. • Parents and local groups can be approached for information. SOCIAL SCIENCES GRADES 7-9 CAPS 15 Example of oral history and research: How apartheid affected people’s lives and how people responded Written research component: • Learners must research the details of any apartheid law (can include conscription of young white men into the South African Defence Force). • The research must contain at least 300 words and two illustrations (e.g. maps, drawings, pictures from newspapers or magazines, photographs) with captions. • Teachers should assist learners in gathering information. Oral history component: Learner should: • Identify a person to interview. Teachers should help them with their choice; • Interview a person who was affected by and responded to the apartheid law they have researched; • Write down a set of about 10 questions before they conduct the interview. They may write down the interviewee’s answers during the interview, as transcribing a recording is very time-consuming; • Write a coherent story of 600 words about the person they interviewed. • Hand in their questions and answers, the story, as well as their own reflections on the experience of doing the project, for assessment. 2.7 Time allocations and weighting of topics Both subjects, History and Geography, should be taught and assessed in every term of the school year. Schools are free to organise their timetables within this constraint. The total time allocated for Social Sciences is three hours per week. A term of 10 weeks is therefore allocated 30 hours of contact time. Within this framework, it follows that: The time allocation for History is approximately 15 hours per 10-week term. The time allocation for Geography is approximately 15 hours per 10-week term. Important note: A suggested time allocation is given in hours for each topic and sub-topic. This is simply a guide, and need not be implemented rigidly. The suggested time allocations indicate the weighting or the depth of investigation required for each topic relative to other topics. SOCIAL SCIENCES GRADES 7-9 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.8 Overview of topics History TERM GRADE 7 GRADE 8 GRADE 9 1 The kingdom of Mali and the city of Timbuktu in the 14th century The Industrial Revolution in Britain and Southern Africa from 1860 World War II (1919 – 1945) 2 The Transatlantic slave trade The Mineral Revolution in South Africa The Nuclear Age and the Cold War (1945 – 1990) 3 Colonisation of the Cape in the 17th and 18th centuries The scramble for Africa: late 19th century Turning points in South African history 1948 and 1950s 4 Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century World War I (1914 – 1918) Turning points in South African history 1960, 1976 and 1994 SUMMARY: CONTENT OVERVIEW: HISTORY SENIOR PHASE Geography Term Grade 4 Grade 5 Grade 6 1 Local history Hunter-gatherers and herders in southern Africa An African kingdom long ago in southern Africa: Mapungubwe 2 Learning from leaders The first farmers in southern Africa Explorers from Europe find southern Africa 3 Transport through time An ancient African society: Egypt Democracy and citizenship in South Africa 4 Communication through time A heritage trail through the provinces of South Africa Medicine through time SOCIAL SCIENCES GRADES 7-9 CAPS 17 HISTORY CONTENT TOPICS GRADES 4 to12 TERM GRADE 4 1 Local history 2 Learning from leaders 3 Transport through time 4 Communication through time GRADE 5 1 Hunter-gatherers and herders in southern Africa 2 The first farmers in Southern Africa 3 An ancient African society: Egypt 4 A heritage trail through the provinces of South Africa GRADE 6 1 An African kingdom long ago in southern Africa: Mapungubwe 2 Explorers from Europe find southern Africa 3 Democracy and citizenship in South Africa 4 Medicine through time GRADE 7 1 The kingdom of Mali and the city of Timbuktu in the 14th century 2 The Transatlantic slave trade 3 Colonisation of the Cape in the 17th and 18th centuries 4 Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century GRADE 8 1 The Industrial Revolution in Britain and southern Africa from 1860 2 The Mineral Revolution in South Africa 3 The scramble for Africa: late 19th century 4 World War I (1914 – 1918) GRADE 9 1 World War II (1919 – 1945) 2 The Nuclear Age and the Cold War (1945 – 1990) 3 Turning points in South African history 1948 and 1950s 4 Turning points in South African history 1960, 1976 and 1994 TOPIC GRADE 10 1 The world around 1600 2 Expansion and conquest in the 15th – 18th centuries 3 The French Revolution 4 Transformations in southern Africa after 1750 5 Colonial expansion after 1750 6 The South African War and Union SOCIAL SCIENCES GRADES 7-9 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 11 1 Communism in Russia 1900 –1940 2 Capitalism and the USA 1900 –1940 3 Ideas of race in the late 19th and 20th century 4 Nationalism: South Africa, the Middle East and Africa 5 Apartheid South Africa: 1940s –1960s GRADE 12 1 The Cold War 2 Independent Africa 3 Civil society protests 1950s – 1990s 4 Civil resistance 1970s – 1980s: South Africa 5 The coming of democracy in South Africa and coming to terms with the past 6 The end of the Cold War and a new world order SUMMARY: CONTENT OVERVIEW: GEOGRAPHY INTERMEDIATE PHASE Term Grade 4 Grade 5 Grade 6 1 Places where people live (settlements) Map skills (focus: Africa) Map skills (focus: world) 2 Map skills Physical features of South Africa Trade (focus: South Africa and world) 3 Food and farming in South Africa Weather, climate and vegetation of South Africa Climate and vegetation around the world 4 Water in South Africa Minerals and mining in South Africa Population - why people live where they do (focus: South Africa and world) SUMMARY: CONTENT OVERVIEW: GEOGRAPHY SENIOR PHASE Term Grade 7 Grade 8 Grade 9 1 Map skills (focus: Local maps) Maps and globes (focus: Global and local) Maps skills (focus: Topographic and orthophoto maps) 2 Earthquakes, volcanoes and floods Climate regions (focus: South Africa and world) Development issues (focus: South Africa and world) 3 Population growth and change (focus: World) Settlement (Africa with a focus on South Africa) Surface forces that shape the earth (Physical Geography) 4 Natural resources and conservation in South Africa Transport and trade (focus: South Africa and world) Resource use and sustainability (focus: World) SOCIAL SCIENCES GRADES 7-9 CAPS 19 For reference purposes, a full list of all the topics in History and Geography from Grade 4 to Grade 12 are listed on the next two pages. GEOGRAPHY CONTENT TOPICS GRADES 4 –12 TERM GRADE 4 1 Places where people live 2 Map skills 3 Food and farming in South Africa 4 Water in South Africa GRADE 5 1 Map skills (focus: Africa) 2 Physical features of South Africa 3 Weather, climate and vegetation of South Africa 4 Minerals and mining in South Africa GRADE 6 1 Map skills (focus: World) 2 Trade (focus: South Africa and world) 3 Climate and vegetation around the world 4 Population - why people live where they do (focus: South Africa and orld) GRADE 7 1 Map skills (focus: Local maps) 2 Earthquakes, volcanoes and floods 3 Population growth and change (focus: World) 4 Natural resources and conservation in South Africa GRADE 8 1 Maps and globes (focus: Global and local) 2 Climate regions (focus: South Africa and world) 3 Settlement (Africa with a focus on South Africa) 4 Transport and trade (focus: South Africa and world) GRADE 9 1 Maps skills (focus: Topographic and orthophoto maps) 2 Development issues (focus: South Africa and World) 3 Surface forces that shape the earth (Physical Geography) 4 Resource use and sustainability (focus: World) TOPIC GRADE 10 1 The composition and structure of the atmosphere 2 Plate tectonics, folding, faulting, volcanoes and earthquakes 3 Population: structure, growth and movement 4 Water in the world: Oceans, flooding, water management 5 Geographical techniques: Topographic maps, GIS SOCIAL SCIENCES GRADES 7-9 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 11 1 Global air circulation, Africa’s weather and climate 2 Rocks and landforms, slopes, mass movements 3 Development: Differences, issues and opportunities 4 Resources and sustainability: Soil, energy 5 Geographical techniques: Topographic maps, aerial photos, orthophoto maps, GIS GRADE 12 1 Climate and weather: Cyclones, local climate 2 Geomorphology: Drainage systems and fluvial processes 3 Rural and urban settlement 4 Economic geography of South Africa 5 Geographical techniques: Topographic maps, GIS, synoptic weather maps SOCIAL SCIENCES GRADES 7-9 CAPS 21 sECTION 3 3.1 Senior Phase Geography: Outline of what is to be taught Grade 7: Senior Phase Geography Term 1 Topic: Map skills (Focus: Local maps) Suggested contact time: One term/15 hours Recommended resources • Local maps of the area* • Street maps • Rulers and string • Atlases • News reports Content and concepts • Local maps and street maps * 2 hours - Finding home, school and places of interest on a map of the local area* - Using an index and grid to locate places in a street guide - Using a street map to find places and describe a route • Sketch maps and explaining routes 3 hours - Sketching maps to show the route from one place to another - Determining and showing compass directions on a local sketch map - Explaining a route verbally (include estimating distances) • Sketch map of local area (Project**) 1 hour - Drawing a sketch map(s) of own area ***. o Include symbols, key and scale. o Record own observations of land use and kinds of vegetation. o Show four cardinal compass directions. • Distance and scale 4 hours - Line scales and word scales (Review from Grade 6) - Different scales for different maps – small and large scale maps (Review from Grade 6) - Measuring indirect distances on a street map (string and a line scale) - Calculating distances on maps (direct and indirect routes) o Use the scale to estimate distances on a given map o Check estimates with accurate measurement. • Current events 2 hours - Places in the news on a world map (on-going throughout the year) **** - Latitude and longitude of places in the news (Review location in degrees) • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours Notes * Learners are not expected to work with 1: 50 000 topographical maps or orthophoto maps at this level. ** Project: This independent study is a project for formal assessment. Introduce this project early in the term for submission late in the term. It should not absorb much formal classroom time. However, some time for explaining and monitoring the project will be necessary. *** The size of the area selected should consider the local context: some areas have a greater variety of features than others. The more variety, the smaller the selected area may be. ****News items can include any news reported in the media or a topic of interest to learners. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook SOCIAL SCIENCES GRADES 7-9 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 7: Senior Phase Geography Term 2 Topic: Volcanoes , earthquakes, and floods Suggested contact time: One term/15 hours Recommended resources • Atlases • Photographs/ DVDs of earthquakes, volcanoes and relief work operations • News reports/ magazines • Picture books Content and concepts • Structure of the earth 3 hours - Core, mantle, crust - How the crust moves: Introduction to tectonic plates and plate movements • Volcanoes 1 hour - Volcanoes - location around the world (map*) - Why volcanoes occur • Earthquakes 4 hours - Location of earthquakes around the world (map*) - Causes of earthquakes – link back to plate movements ** - Effects of earthquakes – including injury and loss of life, disease, displacement of people, damage to infrastructure, fires and tsunamis - Why some communities are at higher risk than others. - Reducing the impact – preparing for and responding to earthquakes - Case study of a selected earthquake *** • Floods 4 hours - Causes of floods – unusually heavy rain, environmental factors (such as farming, settlement, fires and loss of vegetation) and earthquakes (tsunamis) **** - Effects of floods – including injury and loss of life; disease; displacement of people; soil erosion; damage to fields, buildings and infrastructure - Why some communities are at higher risk than others - Reducing the impact – preparing for and responding to floods - Case study of a selected flood *** • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Notes: * Volcanoes and earthquakes may be shown on the same map. This map should also show the relationship between the tectonic plates and volcanic/earthquake activity. ** Faulting is included in the FET Geography curriculum. There is no need to include detail here. *** Case studies should be from this century. The case study of the flood should be South African. ****It is not necessary to study tropical cyclones or other meteorological phenomena at this level. However, they may be mentioned as causing heavy rain and flooding where appropriate. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 23 Grade 7: Senior Phase Geography Term 3 Topic: Population growth and change (Focus: World) Suggested contact time: One term/15 hours Recommended resources • Statistics South Africa: Census in brief • Data relating to topic • Atlases Content and concepts • Population concepts 3 hours - Birth rates, death rates and population growth rates - Infant mortality rates - Life expectancy • Factors affecting birth rates and death rates 4 hours - Disease : o Widespread illnesses such as HIV and AIDS, tuberculosis, malaria, diarrhoea o Pandemics of the past such as the Black Death in Europe, smallpox at the Cape - Economic status - Family needs, attitudes and beliefs - Conflict and wars - Government policy (as in China) • World population growth 6 hours - Pattern of world population growth from 1 AD to present day (interpreting a line graph) - Developments that have affected population growth: o Increased food production o Scientific developments – such as the increased understanding and control of disease and infection; improved sanitation; canned food and refrigeration o Improved health care • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 2 hours Notes: * The focus of each of these concepts should be on how they affect population growth. ** Some of these factors have a stronger impact on birth rates and others on death rates. Others are inter-related, as a higher risk of death may lead to an increased birth rate. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 7: Senior Phase Geography Term 4 Topic: Natural resources and conservation in South Africa * Suggested contact time: One term/15 hours Recommended resources • Case studies of conservation, community and eco-tourism projects • Photographs of conservation areas • Department of Water Affairs ** • Department of Environmental Affairs ** • Department of Tourism ** Content and concepts • Natural resources 3 hours - Natural resources on earth – including water, air, forests, soil, animal and marine life - Use and abuse of selected examples • Management of resources 5 hours - Concept of conservation – including reasons for conservation - Conservation areas (including marine reserves) o Purpose and location o Case study of a selected area - Community conservation projects – examples - Eco-tourism – examples • Water in South Africa 4 hours - Who uses South Africa’s water (pie graph of water users) - Availability of water and requirement in South Africa - River health and the care of catchment areas - Disappearing wetlands and why conservation is necessary – case study - Responsible use of water resources - agricultural, industrial and domestic users • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours Notes: * The concept that is central to this topic is conservation, or the preservation and careful management of the environment and natural resources. Sustainability and the sustainable use of resources are a focus in Grade 9. ** The Departments of Water Affairs, Environmental Affairs and Tourism provide updated data and reports on their websites. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 25 Grade 8: Senior Phase Geography Term 1 Topic: Maps and globes (Focus: Global and local) Suggested contact time: One term/15 hours Recommended texts / resources • Atlases • Globe (a model of the world) • Torch • Satellite images Content and concepts • Maps and atlases 5 hours - Latitude and longitude – degrees and minutes - Using the atlas index to find places on a map - Kinds of scale in an atlas (world, regional, local) - Scale o Review line and word scales o Introduce ratio scales (number scales) o Calculate distances between settlements (global and South Africa) using different scales - Places in the news (ongoing throughout the year)** • The globe 6 hours - Hemispheres (review from Grade 6) - The earth’s rotation on its axis – day and night (review) - World time, time zones and the international date line - South African standard time - The earth’s revolution around the sun: o Angle of axis o Equinox, solstice and the change in angle of the midday sun o Seasonal changes in lengths of day and night o Seasonal temperature changes • Satellite images 2 hours - What satellite images look like - Information from satellite images – water, vegetation, land use and cloud patterns - How satellite images are used • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 2 hours Notes: * Before starting this topic, check learners’ knowledge of earth’s place in the solar system (Natural Sciences). ** News items can include any news that is in the media or of interest to learners. (Items need not be solely geographic in nature, as the emphasis is on locating news items in their geographical contexts.) This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 8: Senior Phase Geography Term 2 Topic: Climate regions (Focus: South Africa and world) Suggested contact time: One term/15 hours Recommended texts/resources • Atlases • Pictures/photographs to illustrate conditions in different climate regions • Climate statistics – ref. ‘Weather SA’; ‘World Climate statistics’ • Globe Content and concepts • Factors that influence temperature and rainfall 5 hours - Distance from the equator (latitude) - Distance from the sea - Height above sea level (altitude) - Ocean currents - Mountains (relief) • South Africa’s climate 4 hours - Physical map of South Africa (review from Grade 5) - How each of the above factors influence temperature and rainfall in selected places – such as Beaufort West, Cape Town, Durban, George, Johannesburg, Mbombela, Mmabatho, Mthatha, Port Nolloth, Upington ** • Climate around the world 4 hours - Difference between weather and climate (review from Grade 5) - Elements of weather – temperature, humidity, winds and precipitation - Kinds of climate: Tropical, subtropical, temperate, desert, semi-desert, continental, polar, Mediterranean, tundra and high mountain (alpine) *** - Temperature and rainfall characteristics of different kinds of climate (bar and line graphs) - Climate regions of the world: o Map with climate regions *** o Links between climate regions and factors that influence temperature and rainfall • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Notes: * Explanation of how these factors influence temperature and, where appropriate, rainfall. Winds are studied at FET level. ** Refer to average monthly figures. These centres are selected as a sample of different climates across South Africa. Others may be added or substituted. Learners should also account for the rainfall and temperature statistics of their own area (where these are not covered by the above). *** Different atlases and texts may give a variant on the climate regions listed above. This is acceptable as long as a range of six or more climate regions are included. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 27 Grade 8: Senior Phase Geography Term 3 Topic: Settlement (Africa with a focus on South Africa) Suggested contact time: One term/15 hours Recommended resources • Land use maps • Photographs (including aerial photographs) to illustrate different kinds of settlement • Community members/elders – especially for the project • Stories/case studies to illustrate conditions caused by urbanisation Content and concepts • Settlement and land use * 3 hours - Urban settlements o Land use within urban settlements – including the central business district, zones for light and heavy industry, residential areas (high-, middle- and low-income), shopping centres, services and recreation - Rural settlements o Types of rural settlement – including farming, mining, forestry, fishing • Land use on aerial photographs and large-scale maps ** 3 hours - What aerial photographs look like (oblique and vertical) - Information from aerial photos – natural and constructed features - Identifying land uses in urban settlements (aerial photographs and large-scale maps *) • Investigation of a settlement (project) *** 2 hours - An independent study of a settlement known to the individual learner o Describe the settlement and the different types of land use. o Identify specific features or landmarks (natural and/or human-made). o Suggest reasons for the location of this settlement ****. o Discuss decline and/or growth of population of the settlement and suggest reasons. o Identify and discuss one social or environmental issue. o Include interviews with community members, drawings, a sketch map and any other appropriate illustrative material. • Urbanisation 5 hours - Concept of urbanisation - Why cities are growing – push and pull forces of migration (Africa with focus on South Africa)**** - Overview of urbanisation in South Africa – including issues associated with apartheid population controls - Social issues related to the rapid growth of cities – such as housing and service provision (including health care and education) • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 2 hours Notes: * Models of land use are not required at this level. Focus only on the characteristics of land use zones. Examples should be drawn from Africa (including South Africa). ** Topographic and orthophoto maps are introduced in Grade 9. The intention here is to use photographs and simple, shaded land use maps. *** This independent study is a project for formal assessment. Introduce this project early in the term for submission late in the term. It should not absorb much formal classroom time. However, some time for explaining and monitoring the project is necessary. ****Review and extend from Grade 6, ‘Why people live where they do’. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 8: Senior Phase Geography Term 4 Topic: Transport and trade (Focus: South Africa and the world) Suggested contact time: One term/15 hours Recommended resources • Atlases • Maps of transport routes – South Africa and the World • Examples of urban public transport strategies around the world Content and concepts • Trade and transport around the world 3 hours - Reasons for trade (Review from Grade 6) - Links between trade and transport – with examples to illustrate - Different modes of transport and their uses: sea, air, road, rail and pipeline • Trade and transport in South Africa * 4 hours - Major roads, railways, airports and harbours in South Africa (map) - Case study of a selected South African harbour o Reasons for location o Main exports and imports o Specialised ships – such as container ships, tankers, passenger liners, bulk carriers for specialised cargo o Links with other transport systems – such as road, rail, pipeline - Advantages and disadvantages of road and rail transport - Requirements for future transport networks • People and transport in urban areas ** 5 hours - Public transport systems in urban areas – such as buses and trains - Private modes of transport – such as mini-bus taxis, cars and bicycles - Transport issues – such as cost for commuters, traffic congestion and pollution - Public transit strategies – such as rapid transport systems, subsidised public transport, bus and cycle lanes, park and ride, car-free zones *** • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Notes: * The focus here should be on national, as opposed to urban or regional, patterns of transport use. ** The focus in this section is on commuter transport. *** Provide both South African and international examples. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 29 Grade 9: Senior Phase Geography Term 1 Topic: Map skills (Focus: Topographic and orthophoto maps) Suggested contact time: One term/15 hours Recommended resources • Local and other topographic and orthophoto maps and aerial photos* • Satellite images (such as Google Earth) • Atlases • Landscape models (these may be made using recycled waste) Content and concepts • Contour lines 3 hours - Concept of contour lines (models and landscape maps with landscape features) - Steep and gentle slopes (description of gradient) - River valleys and spurs • 1: 10 000 Orthophoto maps* 3 hours - Vertical aerial photographs (Review Grade 8) - Orthophoto images made from aerial photographs - How height is shown on orthophoto maps - Contour lines on orthophoto maps – identifying features • 1: 50 000 Topographic maps* 4 hours - Read map symbols to identify: o natural features on topographic maps o constructed features on topographic maps - Height clues on topographic maps - Contour patterns showing river valleys, hills, mountains, ridges and spurs - Scale and measuring distance on topographic maps - using line and ratio scales - Co-ordinates to locate features • Information from maps and photographs 2 hours - Interpret information from topographic and orthophoto maps and aerial photographs: ** o describe landscape o identify land use o settlement patterns – identify shape, size, location • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Notes: * Topographic and orthophoto maps as well as aerial photographs are available from The MapPack Project, Private Bag X10, Mowbray 7700. Fax: 021 689 1351. Phone: 021 658 4300. E-mail: ngi@ruraldevelopment.gov.za . ** It is not essential to use maps and aerial photographs of the same area. Cross-referencing and comparing an area shown in a range of ways is, however, very worthwhile. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 9: Senior Phase Geography Term 2 Topic: Development issues (Focus: South Africa and the world) Suggested contact time: One term/15 hours Recommended resources • Statistics South Africa – Census in brief • Atlases Content and concepts • Development 4 hours - Meaning of development - including economic, social and environmental aspects* - Ways of measuring development - The Human Development Index (HDI) – life expectancy, education, per capita GDP o World map indicating the HDI (Countries ranked by level of high, middle or low development) - Differences in development around the word – comparisons of selected countries and regions • Factors affecting development 4 hours - Reasons for differences in development ** o Historical factors – such as colonialism o Trade – imbalances, unfair trade o Technology and industrialisation o Health and welfare o Education o Political stability • Opportunities for development *** 4 hours - More equitable trading relationships - Alternative development – particularly alternatives to industrialisation - Sustainable development – including economic, social, and environmental factors • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Notes: * Development includes living within the earth’s means and focusing on quality of life and needs of the poor. A critical approach to interpretations of development is required. ** These are important factors but should not be seen as a comprehensive list. *** Throughout this section examples of development programmes are included, such as education and training, rural development and community-based initiatives. When selecting examples note that food production and farming are a focus in term 4 (Resource use and sustainability). This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 31 Grade 9: Senior Phase Geography Term 3 Topic: Surface forces that shape the earth (Physical Geography) Suggested contact time: One term/15 hours Recommended resources • Photographs of a range of landforms • Topographic maps * Content and concepts • Weathering 3 hours - Concept of weathering - Physical weathering - Chemical weathering - Biological weathering - Impact of human activities on weathering • Erosion and deposition ** 7 hours - Difference between weathering, erosion and deposition - Rivers – features of erosion and deposition along a river course - Sea – features of erosion and deposition associated with wave action: the power of wave action and typical landforms - Moving ice – features of erosion and deposition associated with glaciated landscapes - Wind – features of erosion and deposition associated with wind • The impact of people on soil erosion 3 hours - Human contributions to erosion through agriculture, construction and mining - Case study: agriculture as a contributor to erosion • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 2 hours Notes: * Topographic and orthophoto maps as well as aerial photographs are available from The MapPack Project, Private Bag X10, Mowbray 7700. Fax: 021 689 1351. Phone: 021 658 4300. E-mail: ngi@ruraldevelopment.gov.za . ** Include examples of landforms in South Africa wherever possible throughout this sub-topic. Limit the number of landforms and detail for each. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 9: Senior Phase Geography Term 4 Topic: Resource use and sustainability (Focus: World) Suggested contact time: One term/15 hours Recommended resources • Atlases • Atlas of Earth’s resources and management • Case studies, photographs to illustrate the content of the topic • Metal artefacts, such as tin cans, both before and after recycling. Content and concepts • Resources use 4 hours - Uses of natural resources – renewable and non-renewable - Effects of unwise use of resources o Over-fishing the oceans o Over-grazing • Sustainable use of resources 4 hours - Concepts of sustainable and unsustainable resource use - Ways resources may be used sustainably o Sustainable fishing o Sustainable land use for grazing - Role of consumers – individuals, businesses and governments – in choosing more sustainable resource use – such as reducing pressure on resources, lowering carbon footprint • Food resources 4 hours - Concept of food security – local, regional and global examples - Role of science and technology in food production * o Factory farming – raising livestock at high density o Genetic modification of crops - Sustainable farming - appropriate technologies and farming techniques * • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Notes: * Include critical studies of advantages and disadvantages of different modes of food production. Social, environmental, economic, health and ethical (including animal rights) issues should be considered. This content and the associated concepts must be integrated with the geographical aims and skills listed in Section 2. Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 33 3.2 Senior Phase History: Outline of what is to be taught Grade 7: Senior Phase History Term 1 Topic: The kingdom of Mali and the city of Timbuktu 14th century Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background: Teachers should note that the word ‘sources’ was deliberately changed to ‘how we find information about the past’ for Grades 4 – 6. The word ‘sources’ should be introduced in Grade 7. Focus: The development of a rich economy and a learning centre of the kingdom of Mali long ago. Content and concepts • Trade across the Sahara Desert 2 hours - Camel caravans as the means of transport - Goods including salt brought from Europe and North Africa into Mali where they were exchanged for gold, slaves, ivory and ostrich feathers - Spread of Islam across North Africa and into West Africa via traders 9th century • The kingdom of Mali 3 hours - Mali at the height of its power under Mansa Musa early 14th century - Mansa Musa’s pilgrimage to Mecca - Construction of the Great Mosque • The city of Timbuktu - Leo Africanus’s eyewitness stories of his travels 2 hours o Travel along caravan routes, into the Saharan desert and two visits to Timbuktu o Descriptions of Timbuktu in his book Description of Africa (1550) - Timbuktu as a trade centre on the trans-Saharan caravan route 2 hours o Goods coming from the Mediterranean shores and salt being traded in Timbuktu for gold - Timbuktu as a centre of learning 3 hours o Mathematics, chemistry, physics, optics, astronomy, medicine, history, geography, the traditions of Islam, government laws and much more o Timbuktu Manuscripts Project and South African collaboration o Why Timbuktu is a World Heritage Site • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 7: Senior Phase History Term 2 Topic: The Transatlantic slave trade Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: The nature and impact of the slave trade between West Africa and the American South Content and concepts • West Africa before the European slave trade 1 hour • The nature of slavery in West Africa before Europeans • Slavery in the American South 3 hours - Plantations: tobacco, rice, sugar cane and cotton - Reasons for using slave labour - How slaves were captured, sold and transported from West Africa - Slave markets - Numbers of slaves that were taken to America - What happened to the raw materials that slaves produced • The impact of the transatlantic slave trade on slaves 6 hours - What it was like to be a plantation slave in the American South o Slave culture in songs and stories o Resistance to slavery: individual responses, e.g. sluggishness, passivity, indifference, shirking, alcoholism, flight, suicide, arson, murdering owners o Rebellion against slavery o Nat Turner’s revolt 1831 o Joseph Cinque and the Amistad Mutiny 1839 o The Underground Railroad (an informal network of secret routes and safe houses used by escaping slaves) o Harriet Tubman: slave who escaped to freedom, and helped other slaves to escape o The story of John Brown and his mission to abolish slavery • The impact of the transatlantic slave trade on the economies of 2 hours - West Africa - America and Britain - Gains for America and Britain and negative impact on West Africa • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 35 Grade 7: Senior Phase History Term 3 Topic: Colonisation of the Cape 17th – 18th centuries Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: Colonisation, the expanding frontiers of Dutch settlement and immediate consequences at the Cape Content and concepts Revise from Grade 5: 2 hours • Indigenous inhabitants of the Cape in 17th century • Where African farmers were settled (to the east of the Cape because of the climatic constraints of sorghum and millet: settled in the summer rainfall areas that received around 500mm of rain over the summer growing season) Dutch settlement 10 hours • Reasons for the VOC (DEIC) permanent settlement at the Cape 1652 • Results of the Dutch - Slaves at the Cape o Why slaves were brought to the Cape o Where the slaves came from o How slaves were brought to the Cape o What it was like to be a slave at the Cape o Causes and effects of slave resistance at the Cape o Slave legacy at the Cape, including religion of Islam and the development of the Afrikaans language - Free burghers; Dutch and French Huguenot immigration to the Cape - Expanding European frontiers o The movement of trekboers with their slaves and servants inland o Lifestyles and stories of trekboers - Land dispossession and consequences for the indigenous population o Genadendal: the first mission station in Southern Africa 1738 o The work of William Bleek and Lucy Lloyd • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 7: Senior Phase History Term 4 Topic: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: Colonisation, the expanding frontiers of British settlement and immediate consequences at the Cape in the early 19th century Content and concepts • Arrival of British and the expanding frontiers of European settlement 2 hours • The Eastern frontier of European settlement 5 hours - Frontier wars on the eastern frontier of European settlement o Case study: Chief Maqoma (1798 – 1873) and Xhosa resistance to British rule - Soldiers and officials o Case study: Andries Stockenström (1792 – 1864) and his involvement on the Eastern frontier of European settlement - British immigration - Abolition of slavery 1836 - Boers migrate and move into the interior: Great Trek o Case study: The lives of inboekselings • The northern frontier of European settlement 5 hours - Expanding trade relationships on the northern frontier of European settlement - Kora and Griqua (groupings of people of mixed descent and runaway slaves who had escaped from the Colony): traded manufactured goods, tobacco and pack oxen from the Cape - The southern borders of the Tswana world*: traded ivory, hides, skins and furs, iron and copper with Kora and Griqua - Missionaries and traders o Case study: Robert Moffat (1795 – 1883) at Kuruman Note: * Tswana towns of the early 19th centuries were among the largest settlements in Southern Africa at the time. According to travellers’ writings and estimates made by archaeologists, by AD 1820 the number of people living in stone-walled towns such as Marothodi, Molokwane or Kaditshwene ranged from about 4 000 to as many as 20 000. Only Cape Town was of a similar size, and the cities of Johannesburg and Pretoria did not exist at all. • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 37 Grade 8: Senior Phase History Term 1 Topic: The Industrial Revolution in Britain and Southern Africa from 1860 Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background: The Mineral Revolution in South Africa began took place after the discovery of diamonds in Kimberley in 1867 and continued with the discovery of deep-level gold on the Witwatersrand in 1886. The British were already colonising parts of Southern Africa at the time of the discovery of diamonds, and the Industrial Revolution in Britain made it a more powerful and determined colonising power. The new diamond wealth in South Africa gradually pulled the British into controlling the whole of South Africa. Focus: Changes during the Industrial Revolution in Britain, and the beginning of the Industrial Revolution in South Africa brought about by diamond mining and Britain’s increasing interests in South Africa. Content and concepts • Changes during the Industrial Revolution in Britain 6 hours - Wealth from slave trade - Economy before the Industrial Revolution: farming economy, cottage industries - What the Industrial Revolution was - Social changes during the Industrial Revolution o Urbanisation and changing living conditions – lives of the working class, including overcrowded housing, poverty and workhouses o The mines and factories - child labour in mills and mines - Labour, resistance, the trade union movement and working class organisations o Swing Riots (agriculture); Luddites (industry) o Grand National Consolidated Trades Union (1833) - Increased power and wealth of Britain and Western European economies • Southern Africa by 1860 3 hours - Map and brief description of political settlement - Indentured labour from India to work on sugar plantations in British colony of Natal o India as a British colony o Reasons why labour was imported: Zulu kingdom was still independent o Reasons for demand for sugar in Britain o Conditions under which indentured labourers lived and worked o Passenger Indians 1869 onwards • Diamond mining in Kimberley 1867 onwards 3 hours - Why diamonds are valuable - British take-over of diamond-rich land in Griqualand West - Diamond-mining and the development of a monopoly: one person one claim; what happened to black claimholders; problems related to digging deeper; the formation of companies; Cecil John Rhodes and Barney Barnato; the formation of De Beers Consolidated Mines Limited; regulating supply and the price of diamonds • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 8: Senior Phase History Term 2 Topic: The Mineral Revolution in South Africa Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background: The Mineral Revolution in South Africa started with the discovery of diamonds in Kimberley in 1867, and intensified with the discovery of deep-level gold on the Witwatersrand in 1886. By the time that gold was discovered, African kingdoms had lost their independence. During the gold-mining revolution, patterns of land and labour were established and continued into the 20th century. Focus: Changing balance of power in South Africa brought about by gold mining, and the foundations of racial segregation. • Britain, diamond mining and increasing labour control and land expansionism 2 hours - Increasing control over black workers: closed compounds and migrant labour - Further land dispossession and defeat of African kingdoms: Xhosa 1878 and Pedi and Zulu 1879 • Deep-level gold mining on the Witwatersrand 1886 onwards - Why gold is valuable 1 hour - The discovery and mining of deep level gold on the Witwatersrand 7 hours o How gold is mined o Conditions underground o The Randlords and the formation of the Chamber of Mines o Migrant workers (more systematic control and borrowing of compound system from Kimberley) o Increasing burden on women in the reserves, erosion of families o Skilled and unskilled white workers o Anti-Indian legislation o Forms of labour resistance o The city of Johannesburg - The Mineral Revolution as a turning point in South African history 2 hours o The shifting balance of power: defeat of the Boer Republics 1902; African Political Organisation (APO) 1902; Transvaal Indian Congress (TIC) 1903; Bambatha Rebellion 1906; Union 1910; formation of South African Native National Congress (SANNC) 1912 (later renamed ANC); Satyagraha Campaign of 1913 – 1914; Land Act 1913 o Map of Southern Africa in 1913 compared with 1860 • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 39 Grade 8: Senior Phase History Term 3 Topic: The scramble for Africa Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Background information: The colonisation of Africa was part of a global European process reaching all the continents of the world. European colonisation and domination changed the world dramatically. Focus: Causes and results of European colonisation of the African continent, with special focus on the Ashanti kingdom (colonised by the British as the Gold Coast, and today the independent African country of Ghana). Content and concepts • European colonisation of Africa in the late 19th century 8 hours - Africa before European colonisation o Map of Africa 1800 - Berlin Conference 1884 o Map of Africa (showing different colonising countries) - Causes of colonisation - Patterns of colonisation: which countries colonised which parts of Africa - Why European powers were able to colonise Africa so quickly - Results of colonisation • Case Study: The Ashanti kingdom 5 hours - The coast of West Africa before the arrival of Europeans - The Ashanti and their early contact with European traders and explorers - The British and the colonisation of the Gold Coast - Results of colonisation for Ashanti kingdom and Britain • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 2 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 8: Senior Phase History Term 4 Topic: World War I (1914 – 1918) Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: Causes of World War I and aspects of people’s experience at home and at war. Content and concepts • Reasons why World War I broke out 3 hours - Overview of long-term causes: Nationalism, industrial economies, control of seas, colonisation and empires - Immediate cause: Assassination of Archduke of Austria at Sarajevo - Countries in Europe which fought: Allied Powers vs Central Powers • Aspects of experiences in World War I 5 hours - Conscription and propaganda in Britain - Conscientious objectors - Trench warfare on the Western Front - Music and poetry - World War I and South Africa o Battle of Delville Wood 1916 o Sinking of the Mendi 1917 • Women in Britain during World War I 3 hours - Changing roles of women in the workplace in Britain in World War I - Emily Pankhurst and the campaign for the vote for women in Britain • The defeat of Germany and the Treaty of Versailles (to be picked up again in Grade 9) 1 hour • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 41 Grade 9: Senior Phase History Term 1 Topic: World War II (1919 - 1945) Suggested contact time: One term/ 15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: Why the Weimar Republic failed as a democracy, the rise of Nazi Germany, the outbreak of World War II in Europe and in the Pacific and people’s experiences. Content and concepts • The rise of Nazi Germany 5 hours - End of World War I; Weimar Republic; Treaty of Versailles 1919 and brief summary of German punishments - Hitler and the Nazis 1920s - The Great Depression of 1929 and effects on Germany - Failure of democracy in the Weimar Republic - Reasons for public support for Nazi Party and the 1932 and 1933 elections - Enabling Act 1933 and dictatorship (including concentration camps for opponents) - Nuremberg Laws and loss of basic rights of Jewish people 1935 - Persecution of political opponents; Jehovah’s Witnesses; Roma (gypsies); homosexuals; Slavs; black people; disabled people - Nazi Germany as an example of a fascist state (compared with democracy) • World War II: Europe 5 hours - Nazi’s aggressive, expansionist foreign policy for lebensraum (very briefly) - Outbreak of World War II: Axis vs. Allies - Extermination camps and genocide, the Holocaust, and the ‘Final Solution’ - Examples of resistance to Nazism in Germany o Sophie Scholl and the White Rose Movement o Dietrich Bonhoeffer and the Confessing Church o Warsaw Ghetto Uprising - End of World War II in Europe • World War II in the Pacific 2 hours - America in the War vs. Japan: Pearl Harbour o Japanese Americans forcibly moved into internment camps in USA o Japanese expansion and atrocities in China o Japanese prisoner-of-war camps for Allied soldiers • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 9: Senior Phase History Term 2 Topic: The Nuclear Age and the Cold War Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: The change in the balance of power after World War II and rivalry between the new superpowers during the Cold War. Content and concepts • Increasing tension between the Allies after the end of World War II in Europe 2 hours - USSR (communism) vs. USA and West (capitalism) • End of World War II in the Pacific : Atomic bombs and the beginning of the Nuclear Age 2 hours - When, where, why and how did World War II come to an end? - Why did the USA drop the bombs? - Was it justified? • Definition of the superpowers and the meaning of ‘Cold War’ 1 hour • Areas of conflict and competition between the Superpowers in the Cold War 6 hours - Arms race - Space race - Division of Germany 1946 and the building of the Berlin Wall 1961 • The end of the Cold War 1989 1 hour - The fall of the Berlin Wall 1989 - The fall of the Soviet Union (very briefly) 1991 • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 43 Grade 9: Senior Phase History Term 3 Topic: Turning points in modern South African history since 1948 Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: Some of the key turning points in South African history, including the coming of apartheid in 1948 and non-violent resistance to apartheid in the 1950s. Content/concepts/skills • The Universal Declaration of Human Rights after World War II 1 hour • Definition of racism 2 hours - Human evolution and our common ancestry* - Apartheid and the myth of ‘race’ • 1948 National Party and Apartheid 4 hours - Racial segregation before Apartheid - Main apartheid laws in broad outline o Case study: Group Areas Act: Sophiatown forced removal o Case study: Bantustans: Forced removal: People of Mogopa to Bophuthatswana • 1950s: Repression and non-violent resistance to apartheid 4 hours - SACP banned - ANC programme of action o Brief biography: Albert Luthuli, his role in the ANC and resistance to apartheid - The Defiance Campaign (including the influence of Mahatma Gandhi) - Freedom Charter and Treason Trial - Women’s March o Brief biographies: Helen Joseph and Lillian Ngoyi and their roles in resistance to apartheid Oral history and research project: Suggested topic: How apartheid affected people’s lives and how people responded: Research any apartheid law, and interview a person who was affected by that law and determine how he or she responded. • Allow class time for instructions and monitoring progress of project 2 hours Note: * People often ask how understanding human evolution helps us. The issue of ‘race’ still vexes South African society today. Scientists say that ‘race’ is a cultural or social construct and not a biological one. Apartheid ideology, for example, selected superficial criteria of physical appearance to create categories of people and used these to classify people into ‘population groups’. The study of human evolution shows us that we share a common ancestry - we are all Africans in the sense that we all descended from ancestors who lived in Africa as recently as 100 000 years ago. • Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 2 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 9: Senior Phase History Term 4 Topic: Turning points in South African history 1960, 1976 and 1990 Suggested contact time: One term/15 hours This content must be integrated with the historical aims and skills and the associated concepts listed in Section 2 Focus: In order to study this complex period, three key turning points have been selected. This is to allow for learners to appreciate the significance of these events in more depth. • 1960: Sharpeville massacre and Langa march 5 hours - Formation of PAC 1959 - Causes, leaders, events, short-term and longer-term consequences • 1976: Soweto uprising 5 hours - Causes, leaders, events of 16 June, spiraling events that followed throughout the country, longer-term consequences for resistance and repression • 1990: Release of Nelson Mandela and the unbanning of liberation movements 2 hours - Events leading to 1994 election (in broad outline) o Internal resistance and repression 1980s o External pressure on the apartheid regime 1980s o End of Cold War 1990 o Unbanning of political movements 1990 o Release of Mandela and other political prisoners 1990 o Negotiations and violence 1990 – 1994 o Democratic election 1994 Note: The coming of democracy after many years of struggle is repeated in detail in Grade 12. Textbooks should cover the events listed above so that learners who do not select History in Grades 10-12 can read in more detail about South Africa’s recent history. Learners should also be encouraged to read the abridged version of Nelson Mandela’s autobiography, The Long Walk to Freedom. • Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours Learners should read and write for part of every lesson. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. SOCIAL SCIENCES GRADES 7-9 CAPS 45 SECTION 4: assessment in social sciences 4.1 Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement, evaluating this evidence, recording the findings and using this information to understand and thus assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience. Guidelines for good assessment practices in History and Geography The aims and skills in the subject must be applied to the content knowledge as well as to the tasks, projects, tests or examinations. In assessing knowledge, teachers will be assessing the learner’s ability to achieve the aims and demonstrate the skills outlined in Section 2 of this document. To enable learners to achieve the aims and demonstrate the skills, they will need to have a full grasp and understanding of the content and concepts outlined in Section 3. Memory skills remain important. Assessment usually involves writing. This means that learners should be taught writing skills and should be helped to practise them. Oral work, speaking, debating and drama can also be assessed and are sometimes very valuable for revision or preparation for written work. Learners often experience difficulty in writing at length and in essay format. They need to be trained to select the information they want to include (only to choose what is relevant), to arrange the information (to put it in order together with other information) and to connect information (to make a logical sequence, or argument). The quality of learners’ work depends on the care with which their tasks and questions are set. They should be given precise and detailed instructions, both to tell them what they must do and to tell them where they can find the information they need. It is often a good idea to break down substantial questions into a number of smaller ones, or steps. Plagiarism (using someone else’s work and pretending it is one’s own) is a particular problem, whether it involves someone else doing the work, copying another learner’s work, or cutting and pasting from the Internet. It is essential that learners be trained to show whenever they quote something and to give their references. Likewise, teachers need to set learners an example by always giving the references for information and sources that they use. 4.2 Informal or Daily Assessment Assessment for learning has the purpose of continuously collecting information on learners’ achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for SOCIAL SCIENCES GRADES 7-9 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks. Self-assessment and peer assessment actively involve learners in assessment. This is important, as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. Learners should read and write regularly, starting with sentences and paragraphs and building up to extended pieces of work. Much of this may be structured by working through activities provided in the textbook. Other reliable sources of information that may enrich the curriculum can be used with careful selection and discretion. Evidence of learner’s work, including assessments, should be kept in the learner’s notebook. 4.3 Formal Assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations, performances etc. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and subject. 4.3.1 Formal assessment requirements of Social Sciences History and Geography must be assessed separately. The forms of assessment used should be appropriate for learners’ age and developmental level. Learners must complete formal assessments each term for History and for Geography. Formal assessments include formally assessed tasks, along with projects and examinations. (Refer to programme of assessment on the next page) 4.3.2 Types of formal assessment for Social Science Projects Learners complete one project in Social Sciences in each grade. They therefore do a project in either History or Geography in a given year. For more details on projects and when these are to be completed, refer to Section 2 of this document. Tests and Examinations Tests and examinations for formal assessment should cover a substantial amount of content. Tests and examinations must be completed under strictly controlled conditions. Each test and examination must cater for a range of cognitive levels. (Refer to the table in the section on planning for assessing later in this section.) SOCIAL SCIENCES GRADES 7-9 CAPS 47 Cognitive level Percentage Lower Order: Knowledge and recall 30 Middle Order: Comprehension and application 50 Higher Order: Analysis, evaluation and synthesis 20 Tasks Tasks should be designed to cover the content and concepts of the subject and include a variety of activities selected to assess the identified aims and skills. Formal assessment tasks may include one or a combination of the activities listed below. This list may be extended: • Writing short answers to questions (these may be single words, short phrases or sentences) • Writing paragraphs and, from Grade 7, sequencing these into passages of extended writing • Researching questions or topics • Writing up a small piece of research • Reading and summarising • Listening and note-taking • Recording observations • Answering questions (short and/or longer responses) • Asking questions (questions reveal insight) • Completing worksheets • Drawing and labelling • Matching, sorting, listing, describing and comparing texts, graphs, maps, photographs, pictures • Making connections between causes and effects • Identifying similarities and differences • Selecting and organising information • Analysing and synthesising information • Reading, completing and/ or drawing maps • Working with data (graphs and tables) • Finding and/or working with sources SOCIAL SCIENCES GRADES 7-9 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Cross-referencing and comparing information • Giving an explanation (orally, written or visually) • Identifying and discussing issues • Expressing and justifying a view • Evaluating ideas and actions • Detecting bias • Doing a presentation (orally, written or visually) • Making a model, poster or chart • Interpreting photographs and writing captions • Participating in a structured, prepared discussion, debate or role play. Before handing out an assessment task to learners, teachers should ensure that they are able to answer all the questions themselves. When teachers set an assessment task, they should draw up a memorandum of answers and/or a rubric for the assessment. Refer to the seven-point rating code or scale of achievement when constructing a rubric. Teachers should mark assessment tasks without delay. Learners should receive continuous, constructive feedback both informally and formally. Feedback should acknowledge strengths and identify areas of weakness for learner’s developmental needs. Action plans on how learners will be supported should accompany this feedback. It is important that the feedback provided to learners encourages them to do better, and builds their self-confidence. Planning for assessment Setting good assessment tasks can be very challenging and teachers are encouraged to use carefully selected textbooks as a guide, and to share good assessment tasks with teachers in other schools. Follow these steps when designing your own task or activity: 1. Clarify the purpose of the assessment (Why?) 2. Decide on the task activity or activities (Form of assessment) 3. Decide on the content, concepts and skills to be assessed (What?) 4. Select a format for learner presentation (Clarify the method: How?) Formal assessments must cater for a range of cognitive levels and abilities of learners as shown below. A formal assessment should include low, middle and high order activities or questions, with a weighting towards the cognitive level of the middle order. SOCIAL SCIENCES GRADES 7-9 CAPS 49 KNO WLED G E AND RE CALL COM PRE HENSION/ UNDERSTANDIN G APPLI CATION CON C E PTUAL REASONING: ANALYSIS CON C E PTUAL REASONING: SYNT HESIS CON C E PTUAL REASONING: EVALUATION LOW ORDER MIDDLE ORDER HIGH ORDER Absorb Count Define Identify Label List Match Memorise Name Outline Point out Quote Recite Recognise Repeat Remember Reproduce Respond Select State Trace Classify Compare Convert Discuss Distinguish Define Demonstrate Describe Estimate Explain Generalise Give examples Illustrate Infer Interpret Match Paraphrase Restate Rewrite Select Summarise Translate Change Compute Construct Demonstrate Draw Illustrate Predict Relate Solve Use Breakdown Differentiate Discriminate Investigate Organise Relate Separate Subdivide Abstract Arrange Combine Compile Construct Create Design Discuss Formulate Generalise Generate Group Integrate Organise Summarise Appraise Conclude Contrast Create Critique Criticise Decide Dispute Evaluate Grade Judge Justify Interpret Support Recommend SOCIAL SCIENCES GRADES 7-9 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.4 Programme of Assessment The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term Senior Phase School-Based Assessment (SBA): 40% (including mid-year examination) Year-end examination: 60% Grade 7 Term 1 History Task School-Based Assessment (S B A) 60% Geography Project Term 2 History Task/Test Geography Task/Test Term 3 History Task Geography Task Term 4 History Examination Year-end examination Geography Examination 40% Grade 8 Term 1 History Task School-Based Assessment (S B A) 60% Geography Task Term 2 History Task/Test Geography Task/Test Term 3 History Task Geography Project Term 4 History Examination Year-end examination 40% Geography Examination SOCIAL SCIENCES GRADES 7-9 CAPS 51 Grade 9 Term 1 History Task School-Based Assessment (S B A) 60% Geography Task Term 2 History Task/ Test Geography Task/ Test Term 3 History Project Geography Task Term 4 History Examination Year-end examination Geography Examination 40% 4.5 Recording and Reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the curriculum and assessment policy statements. Records of learners’ performance should provide evidence of their conceptual progression within a grade and readiness to progress or be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learners’ performance to learners, parents, schools, and other stakeholders. Learners’ performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING Rating Code Description of Competence Percentage 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 Teachers will record actual marks against the task by using a record sheet and report percentages against the subject on the learners’ report cards. SOCIAL SCIENCES GRADES 7-9 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Social Sciences for Intermediate and Senior Phase learner reports: Show History and Geography separately and together on school report, as in the example below: Social Sciences History % Geography % Average (Social Sciences) 4.6 Moderation of Assessment Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. 4.7 General This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and 4.7.2 The policy document, National Protocol for Assessment Grades R-12.     TECHNOLOGY Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS) CAPS Curriculum and Assessment Policy Statement GRADES 7-9 TECHNOLOGY TECHNOLOGY GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 Department of Basic Education Isbn: 978-1-4315-0528-9 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works TECHNOLOGY GRADES 7-9 CAPS FOREWORD by the minister Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION TECHNOLOGY GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TECHNOLOGY GRADES 7-9 CAPS 1 CONTENTS Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement .... 3 1.1 Background ..................................................................................................................................................... 3 1.2 Overview .......................................................................................................................................................... 3 1.3 General aims of the South African Curriculum ............................................................................................ 4 1.4 Time Allocation................................................................................................................................................ 6 1.4.1 Foundation Phase................................................................................................................................... 6 1.4.2 Intermediate Phase................................................................................................................................. 7 1.4.3 Senior Phase........................................................................................................................................... 7 1.4.4 Grades 10-12 .......................................................................................................................................... 7 Section 2: introduction to technology .................................................................................. 8 2.1 Purpose............................................................................................................................................................ 8 2.2 Specific aims ................................................................................................................................................... 8 2.3 Unique features and scope ............................................................................................................................ 9 2.4 Topics and core content areas in technology ............................................................................................ 10 2.5 The importance of design in technology education .................................................................................. 11 2.6 Teaching methodology (how tasks will be approached)........................................................................... 12 2.7 Time allocation for technology .................................................................................................................... 13 2.8 Requirements for technology ...................................................................................................................... 13 Section 3............................................................................................................................................... 14 3.1 Focus content, concept and skills for Grade 7 Term 1-4 .......................................................................... 14 3.2 Focus content, concept and skills for Grade 8 Term 1-4 .......................................................................... 22 3.3 Focus content, concept and skills for Grade 8 Term 1-4 .......................................................................... 30 Section 4: assessment in technology..................................................................................... 38 4.1 Introduction ................................................................................................................................................... 38 4.2 Barriers to learning and assessing ............................................................................................................. 39 4.3 Informal daily assessment ........................................................................................................................... 39 4.3.1 Formal assessment............................................................................................................................... 39 4.3.2 Mini-practical assessment task (mini-pat)............................................................................................. 41 TECHNOLOGY GRADES 7-9 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 4.4 Programme of assessment .......................................................................................................................... 45 4.4.1 Tests...................................................................................................................................................... 45 4.4.2 Mini PAT................................................................................................................................................ 45 4.4.3 Examinations......................................................................................................................................... 45 4.4.4 Content to be assessed for the end-of-the-year examinations ............................................................. 45 4.4.5 Type of questions for pen and paper test.............................................................................................. 45 4.4.6 The use of case studies ........................................................................................................................ 46 4.5 Recording and reporting .............................................................................................................................. 47 4.6 Moderation of assessment........................................................................................................................... 47 4.6.1 Formal assessment (sba)...................................................................................................................... 47 4.6.2 Practical assessment tasks (mini-pat)................................................................................................... 47 4.7 Annexures:..................................................................................................................................................... 47 4.8 General........................................................................................................................................................... 47 Annexure a: technology – progress map [skills]............................................................. 48 Annexure b: tools for technology ........................................................................................ 56 Annexure c: electrical and electronic component symbols..................................... 63 Annexure d: technology subject glossary ....................................................................... 66 Annexure e: the design process .............................................................................................. 74 Annexure f: calculating year marks..................................................................................... 75 Annexure G: Planning for assessing considering Cognitive Levels ....................... 77 Annexure H: Moderation Grid for an Assessment Task ................................................. 78 TECHNOLOGY GRADES 7-9 CAPS 3 Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 Overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; TECHNOLOGY GRADES 7-9 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,)form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; TECHNOLOGY GRADES 7-9 CAPS 5 • Progression: content and context of each grade shows progression from simple to complex; • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). TECHNOLOGY GRADES 7-9 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: SUBJECT GRADE R (HOURS) GRADES 1-2 (HOURS) GRADE 3 (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3, 5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1, 5) (1) (1, 5) TOTAL 27, 5 TECHNOLOGY GRADES 7-9 CAPS 7 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4, 5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27, 5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: Subject Time allocation per week (hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) TOTAL 27, 5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. TECHNOLOGY GRADES 7-9 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2 INTRODUCTION TO TECHNOLOGY 2.1 Purpose Technology education was introduced into the South African curriculum in recognition of the need to produce engineers, technicians and artisans needed in modern society and the need to develop a technologically literate population for the modern world. The subject stimulates learners to be innovative and develops their creative and critical thinking skills. It teaches them to manage time and material resources effectively, provides opportunities for collaborative learning and nurtures teamwork. These skills provide a solid foundation for several FET subjects as well as for the world of work. In the educational context, Technology can be defined as: The use of knowledge, skills, values and resources to meet people’s needs and wants by developing practical solutions to problems, taking social and environmental factors into consideration. 2.2 Specific Aims Technology as a subject contributes towards learners’ technological literacy by giving them opportunities to: • Develop and apply specific design skills to solve technological problems. • Understand the concepts and knowledge used in Technology education and use them responsibly and purposefully. • Appreciate the interaction between people’s values and attitudes, technology, society and the environment. The intention is to introduce learners to the basics needed in Civil Technology, Mechanical Technology, Electrical Technology and Engineering Graphics and Design. Additionally, learners gain an idea of the way engineers apply scientific principles to practical problems. In addition, evaluation skills will be fostered and the introduction of product design and production will be useful in other FET subjects that use these skills – such as Consumer Studies and Design. TECHNOLOGY GRADES 7-9 CAPS 9 It is expected that Technology education will provide learners with some experience to help them to make career￾oriented subject choices at the end of Grade 9. HET: TERTIARY QUALIFICATIONS Technician; Artisan; Engineer; Quantity Surveyor; Architect FET: STUDY FIELDS LINKED TO TECHNOLOGY: GRADES 10 – 12 GET: TECHNOLOGY: GRADES 7 – 9 GET: NATURAL SCIENCES AND TECHNOLOGY: GRADES 4 – 6 CIVIL TECHNOLO G Y MECHANI CAL TECHNOLO G Y ELE CTRI CAL TECHNOLO G Y EN GINEERING GRAPHIC S AND DESI G N PHYSI CAL S CIEN CES DESI G N 2.3 Unique Features and Scope Technology will teach learners the opportunity to learn: • To solve problems in creative ways; • To use authentic contexts rooted in real situations outside the classroom; • To combine thinking and doing in a way that links abstract concepts to concrete understanding; • To evaluate existing products and processes; and to evaluate their own products; • To use and engage with knowledge in a purposeful way; • To deal with inclusivity, human rights, social and environmental issues in their tasks; • To use a variety of life skills in authentic contexts (such as decision making, critical and creative thinking, cooperation, problem solving and needs identification); • While creating positive attitudes, perceptions and aspirations towards technology-based careers. • To work collaboratively with others: Key issues to teach: 1.Problem solving using the design process 2.Practical skills 3.Knowledge and application of knowledge. TECHNOLOGY GRADES 7-9 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Through practical projects using a variety of technological skills (investigating, designing, making, evaluating and communicating) that suit different learning styles. 2.4 Topics and Core Content Areas in Technology • The table below indicates the main focus areas in the Technology curriculum: 1. THE DESIGN PROCESS SKILLS (non-linear): • Investigation skills • Design skills • Making skills • Evaluation skills • Communication skills Investigate Problem Communicate Design Make EVALUATE 2. STRUCTURES 3. PROCESSING OF MATERIALS 4. MECHANICAL SYSTEMS AND CONTROL 5. ELECTRICAL SYSTEMS AND CONTROL 6. TECHNOLOGY, SOCIETY AND THE ENVIRONMENT • Indigenous technology • Impact of technology • Bias in technology There are four core content areas in Technology in grades 7 – 9. These are: STRUCTURES PROCESSING MECHANICAL SYSTEMS AND CONTROL ELECTRICAL SYSTEMS AND CONTROL NB: All electric circuits must be battery powered in the GET Band – Max 9V dc. These four content areas form the basis of the four strands which must be done each year in every grade. Where possible in the senior phase, the learner should engage in projects that integrate processing, structures and systems and control. The recommended approach will be to introduce the required knowledge followed by practical work in which the knowledge is applied. In all cases, the teaching will be structured using the Design Process as the backbone for the methodology. Some of these elements will be assessed formally each term. As learning progresses, learners must be made aware of the interrelationship between technology, society and the environment. Wherever applicable, learners should be made aware of different coexisting knowledge systems. They should learn how indigenous cultures have used specific materials and processes to satisfy needs, and become aware of indigenous intellectual property rights. Learners should be able to consider the impact of technology, both positive and negative, on people’s lives. Learners should be made aware of bias in technology and be able to express opinions that explain how certain groups within society might be favoured or disadvantaged by products of technology. TECHNOLOGY GRADES 7-9 CAPS 11 2.5 The Importance of Design in Technology Education No product has ever been manufactured that did not undergo development through design. Technology education is an introduction to a range of careers that work in similar ways. All tend to use the design process as they develop solutions to problems, needs or wants. The country needs informed, critical consumers and producers of knowledge. A key element to teach is the ability to design. With many similar products on the market, design excellence is a key element in attracting consumers. “Whether it is style on the outside or innovative technology on the inside, cutting-edge design is now more than ever vital in keeping a company or product competitive. Is it ergonomically sound? Will it stand up to repeated use or resist abuse? Is it designed to be ‘fit-for-purpose’? Will the consumer see value in it? Will it be safe to produce and use? Will it impact negatively on certain groups? Is it environmentally friendly?” Ref: The Design Encyclopaedia. Examples of careers that use design: Civil engineering – designing a bridge. Architecture – designing a house. Textile design – developing a textile for a specific purpose. Electrician – designing the electrical wiring for a lamp. Dietician – designing a diet to combat malnutrition and obesity. Mechanical engineering – designing a machine. Structural engineering – designing a support system for the roof of a stadium. Designers need to have... • an understanding of the problem, need or opportunity; • knowledge of the design process; • knowledge of types and properties of suitable materials, and how to use them optimally; • the ability to calculate the quantities and costs of the materials needed; • knowledge of the conventions / building codes; • an ability to sketch initial ideas on paper; • the ability to draw working drawings in sufficient detail for the task; • the practical skills required to create a solution; • the ability to work safely using appropriate tools; • the ability to adhere to health precautions; • the ability to present the solution effectively to the client / customer. Learners need to work collaboratively with others; doing practical projects using a variety of technological skills (investigating, designing, making, evaluating and communicating) to suit different learning styles. TECHNOLOGY GRADES 7-9 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.6 Teaching Methodology (how tasks will be approached) NB: As learners progress through a task, they must be taught the associated knowledge and the skills needed to design and create a solution. Knowledge is important BUT the learners must show that they can use the knowledge, and not just memorise it. The Design Process (Investigate, Design, Make, Evaluate, Communicate – IDMEC) forms the backbone of the subject and should be used to structure the delivery of all learning aims. Learners should be exposed to a problem, need or opportunity as a starting point. They should then engage in a systematic process that allows them to develop solutions that solve problems, rectify design issues and satisfy needs. Investigation in this subject involves finding out about contexts and needs, investigating or evaluating existing products in relation to key design aspects and performing practical tests to develop understanding of particular aspects of the content areas or determining a product’s fitness-for-purpose. While investigating, learners should be provided with opportunities to explore values and attitudes and develop informed opinions that can help them to make compromises and value judgements. Investigation can happen at any point in the Design Process. It should not be seen as something that must be completed before design begins. Designing, making and evaluating. These skills should not be seen as separate – they are inter-related. Evaluation skills, for example, are used to choose ideas. At this level, learners should be introduced to key aspects of design. These should be used to evaluate both existing and designed products against predetermined criteria. When making, learners should be encouraged to continue to reflect on their progress against these criteria and to modify their solutions based on problems encountered. As learners progress they should be able to demonstrate increasing accuracy and skill, better organisation and safer working practices. Communication should also be seen as integral to the overall process. Learners should be recording and presenting progress in written and graphical forms on an on-going basis. Their presentations should show increasing use of media, levels of formality and conventions as they progress through the phase. Technology develops valuable problem-solving skills that will benefit every learner in many life contexts. The Grade 9 learner must be able to identify and explain a problem, need or opportunity from a given real-life context. Note on drawing: In Grades 7 – 9 Technology, drawing is separated into three fields: • Free-hand sketches in the design stage. • Working drawings in the making stage, using formal draughting techniques in line with conventions. Criteria for teaching and assessing design features: • Originality and aesthetics • Value for money/cost effectiveness • Fit-for-purpose and suitability of materials • Ease of manufacture • Safety and ergonomics • Environmental impact • Bias towards or against a group TECHNOLOGY GRADES 7-9 CAPS 13 • Artistic impressions in the communication stage, using artistic techniques including perspective, texture rendering, shading, colours and shadows in order to advertise the product to potential users. NB: Perspective drawing here is purely artistic and has no link to the method of linking the perspective to the working drawing, using formal construction lines. In Technology, learners draw both technical AND artistic graphics. 2.7 Time Allocation for Technology The teaching time for Technology is two (2) hours per week. As this subject involves practical work, 60 minutes of the two hours should be one continuous period for practical work, e.g. one double period comprising two periods of 30 minutes. Schools using alternative period lengths, or a cycle system, must ensure that all subjects get their correct time allocation and that sufficient time is allocated for practical sessions. 2.8 Requirements for Technology 1. Each learner must have: • An approved textbook. • A 72-page A4 workbook/exercise book. (In secondary schools learners may require two books per year.) • Stationery including basic mathematical set (drawing instruments): pencil, eraser, ruler and set squares. 2. A designated teaching venue with a Technology teacher. 3. Technology rooms must be secure, with doors that lock, and with burglar-proofing if possible. Enough cupboards should be available to store and lock away all resources. 4. It is the responsibility of the school to provide each learner with the minimum tools and material to meet the needs of the subject (see Annexure B for possible tools and resources) and to develop the teacher’s appropriate knowledge and skills. 5. Enabling tasks: Activities used to teach and then practise specific skills in preparation for a more advanced task – sometimes also called resource tasks. These tasks are assessed informally. 6. Mini-PAT: A short Practical Assessment Task which makes up the main formal assessment of a learner’s skills and knowledge application during each term. It may be an assignment covering aspects of the design process, or it may be a full capability task covering all aspects of the design process (IDMEC). NOTE: The curriculum for Grade 7 has been described very specifically to ensure that all these learners cover the same work in all schools across the country before graduating to secondary schools. Some limited variations will be developed by the various textbook authors. The curriculum for Grade 8 has some sections described fairly specifically while other sections give a lot of freedom for the innovation expected from textbook authors. The Grade 9 learners have to be able to “identify a problem, need or opportunity” in a given context. Consequently the curriculum for Grade 9 is non-specific and textbook authors have free reign to develop ideas that suit the given content. TECHNOLOGY GRADES 7-9 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 3: CURRICULUM STATEMENT 3.1 Focus content, concept and skills for Grade 7 Term 1-4 GRADE 7 TERM 1 It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting – should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks Enabling tasks – build the capability to complete the formal assessment tasks later in the term 2 Design process skills • Introduction: What is Technology? • Definition Scope – who does Technology in the ‘world of work’? • How we will be working – the development of a technology task: - Investigate: find, use and acknowledge information. - Design: design brief, specifications, constraints; initial idea sketches; choosing the best design; selecting materials. - Make: draw plans; develop the manufacturing sequence; make the item/model. - Evaluate: learners evaluate both their design stages and their final product. - Communicate: learners present their solutions; learners compile all notes and drawings into a project report in their workbooks. Design considerations • Fitness-for-purpose: Who is it for? What is it for? Will it do the job? Is it cost effective? Is it safe? Is it easy to use (ergonomics)? Does it look good (aesthetics)? Will it affect society? Will it affect the environment? 2 Communication skills Introduction to graphical communication • Purpose of graphics: develop ideas and communicate ideas. • Conventions: outlines (thin/dark); construction lines (thin/feint); hidden detail (dashed) scale; dimensioning. • Sketch: free-hand sketching. • Working Drawings: two-dimensional drawing of ONE face of an object using conventions (dark lines; feint lines; dashed lines; dimensions; scale). 2 Graphic techniques • 3D oblique – front view with depth at 45o (use squared ‘quadrant’ paper); oblique projection used to assist with interpretation, and with drawing single VP perspective. • 3D artistic - single vanishing point perspective with colour, texture and shading. 2 Mechanical systems and control Simple mechanisms Levers – mechanical advantage: simple quantitative treatment – no calculations using moments. Examine the relationship between load, effort and their distances from the pivot. • First-class levers: characteristics (fulcrum/pivot placed between effort and load). • First-class levers may give a mechanical advantage or not – depending on pivot position. • Case study: first-class levers with mechanical advantage: MA > 1 ; MA = 1 ; MA < 1 . 2 • Second-class levers: characteristics (load is placed between effort and fulcrum); give real examples. • Learners demonstrate models of second-class levers, which always give a mechanical advantage. • Third-class levers: characteristics (effort is placed between load and fulcrum): give real examples • Learners demonstrate models of third-class levers, which never give a mechanical advantage. TECHNOLOGY GRADES 7-9 CAPS 15 2 Investigation skills Practical investigation: Levers and linkages • Examine simple linked first-class levers (e.g. pair of scissors; pair of pliers; hedge trimming shears). • Examine simple linked second-class levers (e.g. office punch, nut crackers). • Examine simple linked third-class levers (e.g. most office staplers, pair of tweezers). • Examine more complex linkages (e.g. linkages with more than one pivot) FORMAL ASSESSMENT TASK: Mini-PAT TOPIC: Mechanical Systems and Control CONTEXT: JAWS-OF-LIFE: Rescue System CONTENT: Levers, linkages, hydraulics, pneumatics [70%] 2 Impact of technology Mechanical systems and control • Scenario: Impact of technology – emergency workers use “Jaws-of-Life” system to rescue trapped accident victims. Pneumatics and Hydraulics • Using pneumatics and hydraulics to obtain a mechanical advantage.. • Practical Investigations: - Force transfer between two equal syringes filled with 1) air and 2) water. - Force transfer between two unequal syringes filled with 1) air and 2) water. 2 Design skills Learners develop a working model of a hydraulic-syringe powered, linked-lever rescue device using simple materials. • Write a design brief, specifications and constraints: • Draw a 3D drawing of the idea in oblique projection using dark and feint lines . • Draw working drawing in 2D showing one view with dimensions to scale. 3 Making skills Learners make a simple working model. (At a minimum, the “Jaws-of-Life” model may be a simple device representing how any one machine in the “Jaws-of-Life” system will work using plastic tubing, syringe(s) and cardboard.) 1 Formal Assessment Task: Test (Note: the test may be written before the Mini-PAT) [30%] Formal Assessment: Term 1: Weighting: 10% of promotion mark Mini-PAT: [70%] Test: [30%] Total: 100% TECHNOLOGY GRADES 7-9 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Grade 7 Term 2 It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks 2 Structures • Definition and purpose of structures to contain, protect, support, span. • Classification of structures: natural and man-made. Types of structures: shell, frame, solid – learners complete a worksheet. 1 • Investigate: a cell phone tower – a frame structure • Case study: examine existing towers strengthened by triangulation, including pylons, windmills and mine headgear. • Evaluate: worksheet on the advantages and disadvantages of telephone systems; Landline vs. mobile. Learners complete a table. 1 Action research: to stiffen materials / structures • Practical activity 1 – Stiffen a structural material by tubing. • Practical activity 2 – Stiffen a structural material by folding. Practical activity 3 – Stiffen a frame structure by triangulation. 2 Structures Impact of technology Design skills Investigation skills Investigating design issues: • Case study: study photographs of existing cell phone towers noting structural elements, reinforcing techniques and design issues such as visual pollution, stability, base size and centre of gravity. • Class discussion: how designers consider the needs of society in terms of technology while considering the impact on society and on the environment. • Case study – existing designs 1: examine the features of a school desk; write the design brief with specifications for a school desk. Case study – existing designs 2: examine an existing product (FM radio/cell phone), list its features and then write a design brief with specifications for that product. FORMAL ASSESSMENT TASK: Mini-PAT TOPIC: Structures CONTEXT: The cell phone tower CONTENT: Frame structures [70%] 3 Structures Design skills Impact of technology Design Evaluation skills Scenario: Cell phone towers are everywhere and are built using materials to ensure stability, strength and rigidity (stiffness). • Write the design brief: Individual learners write the design brief with specifications for a new cell phone tower. Note:1. At a minimum, the cell phone tower can consist of struts made of found materials like “Elephant grass” or rolled paper dowels. It should show reinforcing using triangular webs, gussets and internal cross-bracing. Note 2: One of the design ideas must involve disguising the tower so that it blends in with the environment, avoiding visual pollution. • Sketch initial ideas: Individual learners draw free-hand sketches to show two different design ideas in 3D for a cell phone tower to be erected near the school. - Draw one idea using oblique projection. - Draw the other idea using single vanishing point perspective. - Learners form groups to examine and discuss the various design ideas of the individuals in the group. They evaluate the sketches of each individual to determine advantages and disadvantages of each design. Individual learners now adapt their own design ideas in terms of the group evaluation, making any necessary improvements. TECHNOLOGY GRADES 7-9 CAPS 17 2 Making skills Evaluation skills (design and drawing) Making includes working drawings, choosing materials and tools, and building the model. Measuring and simple tool skills must be developed. Safe, cooperative working is a key skill and needed in the world of work. • Each learner lists the resources to be used. • Each learner draws a working drawing for the cell phone tower showing one face in 2D. • Learners form teams and select the best plan from those drawn by each team member. They develop the design they chose by consensus from the plans drawn by each group member. The team adapts a final plan (working drawing) from these inputs - assess informally. 3 Making skills Evaluation skills Build the model: Teams build the model according to the Design Brief, using safe working practices. Teams develop a rubric they will use to evaluate the presentations of the other teams. Communication skills Evaluation skills Presentation ≈ 5 minutes per team: • Teams plan a joint strategy to present their model and plans. • Teams present their design sketches, modifications, plans and models to the class. Each learner explains the role s/he played, sharing the role of spokesperson. Learners can enhance their presentation using posters giving an artist’s impression of their completed cell phone tower in position near the school drawn using single VP perspective. During the team presentations, each team uses their rubric to assess presentations of at least two teams. 1 Formal Assessment Task: Term Test [30%] Formal Assessment: Term 2: Weighting: 10% of promotion mark Mini-PAT: [70%] Formal Term Test: [30%] Total: 100% TECHNOLOGY GRADES 7-9 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 TERM 3 It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. In preparation for the school recycling and fund-raising activity in week 2, learners must begin to collect data on waste materials generated both at school and at home from the first day of term 3. Hrs Focus Content, concepts and skills Enabling Tasks 2 Electrical systems and control Investigation skills • Investigate: What is magnetism? • Practical investigation: Different types of permanent magnets – bar and horseshoe. Optional extension activity: Learners find the shapes of magnetic fields using iron filings on paper above magnets. • Experiment: Group work – learners find out which substances stick to a magnet. They tabulate their test results, trying wood, plastic, iron, paper, copper, old nickel coins, etc. They should conclude that some metals do stick to magnets but that non-metals don’t. 2 Investigation skills Impact of and bias in technology • Experiment: Which metals are attracted by a magnet, and which are not? Learners test metal samples made of iron, steel (an iron alloy), nickel – which will stick. Learners test metal samples made of copper, lead, aluminium brass – which do not stick. Each learner completes a table of the results. Note: avoid iron coated with copper (like some paper clips) which will stick to magnets. • Case study: Recycling scrap metals. Honest gleaners who collect scrap metal and deliver it to scrap metal dealers perform a valuable service to society. This good work is tainted by the criminal acts of thieves who steal copper telephone wire and steel manhole covers. • Recycling scheme for your school: Learners tabulate a record of the waste produced by the school, e.g. empty cans, paper, plastic, etc. Learners suggest a viable strategy to raise funds by recycling 2 Electrical systems and control Making skills Communication skills • Simple electric circuits. Demonstrate a simple electric circuit with an energy source (cell), switch, conductor and a light bulb or buzzer. Sketch the circuit showing how to use component symbols. • Practical: Learners work in groups to make a simple circuit as demonstrated. • Circuit diagram: Each learner draws the circuit using correct symbols for components. • Demonstration lesson: A simple electromagnet. Make a simple electromagnet made by winding insulated copper wire around an iron nail. When an electric current flows in the wire coil (solenoid) a magnetic field is created and this is amplified by the iron core. Switching the current off causes the magnetic field to fade away. (Note: electromagnetism is a key to a wide range of technologies making up our modern world.) 2 Mechanical systems and control • Introductory lesson: All complex machinery consists of combinations of simple mechanisms. Machines can be designed to give the user a “mechanical advantage”. Levers were looked at in term 1. Introduce learners to cranks and pulleys. The crank – an adaptation of a second-class lever. • The pulley – a type of wheel and axle. • Revision: a) What is mechanical advantage? b) Strengthening frame structures FORMAL ASSESSMENT TASK: Mini-PAT TOPIC: Electrical Systems and Control / Structures / Mechanisms CONTEXT: Recycling and Impact CONTENT: Structures and Electricity / Cranks and Pulleys [70%] Scenario: A scrap-metal dealer sorts magnetic and non-magnetic metals into separate piles for recycling. The simplest way to do this is to use a crane with a magnet BUT it is difficult to remove the metals that do stick to permanent magnets. It would be beneficial to have a magnet that can switch on and off. TECHNOLOGY GRADES 7-9 CAPS 19 NOTE 1: The model cranes should be made using simple materials (e.g. paper dowels, ‘elephant’ grass, etc.). It will be a simple frame structure with a pulley and crank mechanism. Sufficient strength and rigidity should be achieved by triangulation. Measuring and simple tool skills must be developed. Safe, cooperative working is a key skill and needed in the world of work. NOTE 2: The electromagnet will be strongest if a long insulated wire is used – wire over 100m long is very effective. The wire should be wound around a “relatively soft” iron core. Avoid using a steel bolt (it is far too hard). A fairly soft core can be made using a bundle of short lengths of iron wire. Nails are softer than bolts but are still fairly hard. Increasing the current by using more cells in a series battery has a small influence in the strength of the electromagnet. 2 Investigation skills Design skills Communication skills Making skills Learners must use their knowledge of structures and the drawing skills developed in earlier tasks, together with their new knowledge of magnetism, electric circuits and electromagnets as well as their new knowledge of cranks and pulleys to design and make a crane using an electromagnet to sort metals in a scrap-yard. • Case study: Examine pictures of cranes in order to get ideas to be used in the learner’s own designs. • Write a design brief with specifications and constraints for a crane with electromagnet. • Sketch two possible designs for a suitable crane using single VP perspective. • Draw a circuit diagram for the electromagnet (with a light to show when it is on). 2 • Revision: Revise the 3D oblique drawing technique; line types; scale; dimensions. • Drawing: Each learner uses the Oblique technique to draw an idea for the crane chosen from the two ideas sketched the previous week. The idea should be drawn on squared paper (quadrant) using pencil and ruler. • Flow chart: Each learner works out a flow chart detailing the sequence of manufacture of the crane with its electromagnet. 3 Making skills A working model: At a minimum the crane should be made of simple materials like elephant grass, rolled paper dowels or bought materials. It should show the learner’s understanding of reinforcing techniques. The mechanisms must function and the crane should be able either to pivot or to raise and lower its arm. The electromagnet should have a switch, a light to show when it is ‘on’, and should be strong enough to pick up several steel paper clips, coins or nails. • Electromagnet: Using an electrochemical cell, a switch, a light bulb, a ‘soft’ iron core and a long length of insulated copper wire, the teams of learners make an electromagnet. • Crane: Learners work safely in teams using simple materials to make a model crane with a crank and pulley system which will carry the electromagnet that will sort the ferrous metals (iron and steel) from the non-ferrous metals (copper, aluminium, lead, brass, etc.) 2 Evaluation skills Communication skills The learner’s ability to evaluate a product or a process is developed further. • Each learner develops a rubric to evaluate the models of other teams. • Each team uses the rubric to evaluate the models of other teams. Assess each learner’s objectivity, fairness and the validity of their comments. • Teams plan a joint strategy to present their model and plans to the class. All team members must explain their ideas and roles they played when they present. 2 Communication skills • Each team presents the design sketches, working drawings and functioning model to the class. They demonstrate how strong their electromagnet is and show that it releases the load when switched off. Each learner explains the role s/he played and shares the role of spokesperson. They explain the principles involved with the magnetic sorting and how their electromagnet could be made stronger. They comment on the value of recycling and explain how sorting the metals into types, improves their scrap value. They enhance their presentation using posters giving an artist’s impression of their completed crane and electromagnet in use. 1 Formal Assessment Task: Test (Note: the test may be written before the Mini-PAT) [30%] Formal Assessment: Term 3: Weighting: 10% of promotion mark Mini-PAT: [70%] Test: [30%] Total: 100% TECHNOLOGY GRADES 7-9 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 7 TERM 4 It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks 2 Investigation skills • Learners investigate emergency situations that can lead to refugees: - Find out what situations commonly result in people becoming refugees. - Find out what initial problems are typically faced by refugees. o What mix of people will usually be present? o What are their needs for shelter? (Shelter will be addressed in the mini-PAT) o What are their needs for food and water? 2 Investigation skills Design skills Processing food: emergency food Investigate the types of food that can be supplied to occupants of a refugee camp. Design brief: learners write a design brief giving specifications of the types and quantities of food needed for a population of 100 refugees. • Design: List the ingredients of a meal that will be nutritious as well as tasty, and which can be prepared under conditions likely to be found in a refugee camp. 2 Making skills Evaluating skills • Write down the sequence of manufacture for the process of preparing one item from the meal described above. • Learners prepare the item selected above. • Learners evaluate the item in terms of flavour, texture and nutritional value. 2 Investigation skills Learners investigate clothing worn by people in specialised occupations like the emergency services, e.g. fire department, NSRI or dangerous professions. Learners must investigate the following: • Find out what textiles are used to make the clothing worn by fire fighters, or • Find out what textiles are used to make the clothing worn by members of the NSRI. FORMAL ASSESSMENT TASK: Mini-PAT TOPIC: Processing / Bias in and Impact of technology CONTEXT: Shelters for Refugees CONTENT: Properties of materials [70%] 3 Impact of technology Indigenous technology Investigation skills Design skills Making skills Scenario: Tragic shack fires or natural disasters like floods or earthquakes or political strife may create the need for emergency shelters to be erected for the victims. Learners design and make a simple emergency shelter for disaster victims. The shelter must be sturdy, waterproof, easy to erect and able to house a family of six for a month. Learners must be aware of the importance of health and safety issues. • Investigate: Learners investigate materials and building techniques used by indigenous people for constructing housing in rural South Africa. Materials used in such construction is typically readily available, appropriate and environmentally friendly. • Investigate: Learners compare materials and building techniques used by people setting up informal settlements. They compare these materials to those used by indigenous builders in terms of suitability, availability and environmentally friendliness. • Investigate: Learners find out what chemicals can waterproof a textile like canvas. • Investigate: Learners find out about the burning characteristics of various textiles • Design brief: Learners write an appropriate design brief with specifications for producing a textile suitable for use in making an emergency shelter. • Design: Learners sketch design ideas for an emergency shelter that can be transported to and erected at a site where people have become homeless. • Make: Learners make a model of an emergency shelter made of a material that they have waterproofed and that is suitable for housing refugees for a period of at least a month. It should be easy to transport, easy to assemble, and easy to pack away after use. 3 TECHNOLOGY GRADES 7-9 CAPS 21 Formal Assessment: Term 4: Weighting: 10% of promotion mark Mini-PAT alone: [100%] End-of-year examination 60% YEAR MARK : Term1 [7 +3] + Term2 [7+3] + Term3 [7+3] + Term4 [10] = 40% Promotion mark: Year mark (40%) + Final exam mark (60%) = 100% TECHNOLOGY GRADES 7-9 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.2 Focus content, concept and skills for Grade 8 Term 1-4 GRADE 8 TERM 1 It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks 2 Structures Investigation skills Frame structures • Definition of frame structures. - Purpose of structural members (components) in wood and steel roof trusses (king and queen post, strut, tie, rafter, tie beam). - Learners identify structural members and type of force (shear, torsion, tension, compression) acting on them in given frame structures. • Case study: Electrical pylons – use pictures of a range of pylon designs noting: - The variety of designs that solve the same problem effectively. - The use of internal cross-bracing and triangulation to provide stiffness. • Structural members under tension/compression (worksheet). 2 Structures Structural members • Structures that span over space: - Beams: steel I-beams (girders), concrete lintels; beam and column bridge. - Alternative bridge supports: suspension bridges; cable-stayed bridges. - Arches: arches in buildings, bridges, dam walls. - Cantilevers: simple cantilever, cable-stayed cantilever. Structural failure – the three most likely ways structures fail are: - Fracture of a member – due to lack of strength. - Bending (flexing, buckling) – due to lack of stiffness (rigidity). - Toppling over – due to lack of stability (top heavy, narrow base). 4 Communication skills • Purpose of graphics: develop and communicate ideas. • Conventions: outlines (thick/dark); construction lines (thin/feint); hidden detail (dashed); centre lines (chain dash-dot); scaling up and scaling down; dimensioning (in mm). • Working drawing techniques for planning: - Single view flat 2D drawing with dimensions, line types and scale. - Isometric – using underlying isometric grid (term 1) and simple instruments (term 3). • Artistic drawing: Double vanishing point perspective with colour, texture and shading. - Sketching – using pencil, ruler and blank paper. - Enhancing drawing to promote realism using colour, texture, shading and shadows. TECHNOLOGY GRADES 7-9 CAPS 23 4 Mechanical systems and control Investigation skills Communication skills • Revision: mechanical advantage. Well-designed machines give “mechanical advantage”. • All complex machinery consists of combinations of simple mechanisms. - The wedge: e.g. inclined plane or ramp, door wedge, knife blade, etc. - The wheel and axle: e.g. from bicycle to shopping trolley. • Gears: (wheels with wedges for teeth) - Show how meshing of two spur gears causes counter-rotation. - Show how introducing an idler gear between two spur gears synchronises rotation of the driver and driven gears. Note: Since a small idler will rotate more times than the larger gears, it should be made of harder material. - Gear ratios: Show how different sized gears result in a change in the velocity ratio as well as an ‘opposite’ change in the force ratio – if force increases, speed decreases, and vice versa. • Mechanisms that change the direction of movement: - The Cam: show how a cam converts rotary motion into reciprocating motion. Compare an eccentric wheel and a snail cam. - The Crank: an adaptation of a second-class lever. Show how a crank converts rotary motion into reciprocating motion. • Graphic skills: learners draw an artist’s impression of one of each of the above mechanisms in their books using colour, shading and texture. FORMAL ASSESSMENT TASK 1: Mini-PAT TOPIC: Structures / Mechanical Systems and Control CONTEXT: To be provided by material developers CONTENT: Frame structures with mechanisms [70%] 7 Structures Evaluation skills Design skills Making skills Communication skills Learners work in teams to design and make a structure utilising required structural components and mechanisms to suit the context provided. • Evaluate: learners examine information on several complex structures and list advantages and disadvantages in the designs. • Design: initial idea sketches. • Design: design brief with specifications and constraints. • Make: a 3D isometric projection of the idea with dimensions and drawn to scale. • Make: a working drawing in 2D showing one view with dimensions and line types. • Make: teams build their structure housing mechanisms using safe working practices. • Communicate: teams present their plans and model. • Communicate: a sketch in double VP perspective enhanced using two of colour, texture or shading. 1 Formal Assessment Task: Test (the test may be before or after the mini-PAT) [30%] Formal Assessment: Term 1: Weighting: 10% of promotion mark Mini-PAT: [70%] Test: [30%] Total: 100% TECHNOLOGY GRADES 7-9 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 2 It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks 2 Impact of technology Processing Investigation skills Communication skills Investigation skills Designing skills Making skills • The positive impact of technology: many natural materials have been replaced in modern times by new or improved materials. Some new materials are environmentally friendly by being bio-degradable. • Case study 1: investigate the impact of plastic shopping bags on the environment. • Report: learners write a report evaluating the effectiveness of using thicker, bio-degradable plastic shopping bags which shoppers must buy. 2 • Case study 2: technology with a positive impact on society. - Investigate how waste paper and cardboard are recycled to produce new products for the packaging industry. • Development: draw a development of an opened container. • Practical activity: a product requires packaging. Design and make packaging for a purpose. The nature of the product determines the design and properties of the packaging material. • Learners work safely to make and assemble the above packaging product. 2 FORMAL ASSESSMENT TASK 2: Mini-PAT TOPIC: Impact of technology / Processing / Structures CONTEXT: Will be given by materials developers CONTENT: Counteracting effects of negative technology [70%] 2 Impact of technology Investigating skills • Case study 3: technological products can have a negative impact. • Investigate a technological product that can have a negative impact on society. • Class discussion: facilitate a class discussion on possible solutions that can counteract or compensate for the negative impact of the technology identified. 2 Structures Processing • Revise: forces that act on material – tension; compression; bending; torsion; shear. • Adapting materials to withstand forces – reinforcing concrete, plywood. • Selecting metal sections (I-beam, angle iron, T-bar, etc.) to withstand forces and to save material. 2 Design skills Making skills • Design: learners adapt a material or design a product that will solve the problem or reduce the impact or negative effects of the technology identified. • Design: learners sketch free-hand sketches showing two possible solutions. • Make: learners draw their chosen solution in 3D using isometric projection. • Make: learners make the model/prototype/product they have designed safely. 2 Making skills Evaluation skills • Make (cont.): Learners make the model/prototype/product they have designed safely. • Evaluate: learners evaluate their solution in terms of its effectiveness in solving or reducing the negative impact of the technology identified. Their evaluation will be assessed in terms of its objectivity, fairness, accuracy and scope (depth). 2 Communication skills • Communicate: Teams present their plans, model and evaluation. 1 Formal Assessment Task: Term Test [30%] Formal Assessment: Term 2: Weighting: 10% of promotion mark Mini-PAT: [70%] Formal Term Test: [30%] Total: 100% TECHNOLOGY GRADES 7-9 CAPS 25 GRADE 8 TERM 3 It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks 2 Mechanical systems and control Revise: Levers – single levers and levers linked in pairs. Single first-class lever – mechanical advantage depends on the position of the fulcrum. Linked first-class levers – consider various samples, e.g.: - Paper scissors (if equal length blade and handle) – no mechanical advantage. - Secateurs (long handle and short, strong blades) – mechanical advantage > 1. - Single second-class lever – always gives some mechanical advantage. - Linked second-lass levers – consider various samples, e.g.: - Office punch – mechanical advantage > 1. - Heavy duty stapler – mechanical advantage > 1. - Single third-class lever – never gives any mechanical advantage. - Linked third-class levers – consider various samples, e.g.: - Office light-duty stapler – mechanical advantage < 1. - Pair of tweezers – mechanical advantage < 1. - Gear systems – concepts (counter rotation, idler, velocity ratio, force multiplication). - Two spur gears of unequal size – note counter rotation and velocity ratio. - Two spur gears of unequal size – note velocity ratio and force ratio (mechanical advantage < or > 1). - Two spur gears connected via an idler – note synchronised rotational direction. - Suitable materials – the idler needs to be of a harder material than the other gears. - Two bevel gears linked to transfer the axis of rotation through 90o . 2 Mechanical advantage calculations Calculate mechanical advantage (MA) • Levers: mechanical advantage calculations for levers using ratios. • Calculations using LOAD/EFFORT; load ARM/effort ARM; etc. • Do NOT use the method of “taking moments about a point”. • Gears: mechanical advantage calculations for gears using ratios. Calculations using tooth ratios; gear wheel diameters; velocity ratios. 2 Communication skills Design skills Represent gear systems graphically: use circular templates and/or pair of compasses to draw gear systems with: • The driven gear rotating in the opposite direction to the driver (counter rotation). • The driven gear rotating in the same direction to the driver (include an idler gear). • The driven gear rotating faster than the driver (with and without an idler). • The driven gear rotating slower than the driver (with and without an idler). Design brief: learners write a design brief with specifications for a device that will use a combination of gears to achieve: • A mechanical advantage with force multiplication of three times. • An increase in output velocity of four times. Draw: use an isometric projection using simple instruments (as in Maths Set) to draw sketches showing gear systems that meet each of the two above specifications. TECHNOLOGY GRADES 7-9 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2 Design skills Investigation skills Investigation skills Design skills Sketches (2D) showing gear systems that: Provide an output force four times greater than the input force (MA = 4:1). Provide double the rotation rate on a driven axle at 90o to the driver axle. System analysis – bicycle gear system Analysis of the gears used on modern bicycles – terminology: master/slave or driver/driven; chain wheel; cogs. Systems diagrams Analyse a mechanical system by breaking it into input-process-output. Draw a Systems Diagram for a gear system with a mechanical advantage of 4:1. Plan a mechanical system to produce a specific output. Systems diagram for a gear train with the driven gear rotating faster than the driver. 2 Investigation skills Impact of technology Indigenous technology Bias in technology Learners working in teams investigate and report on ONE of the following: Distribute the investigations so all are covered and reported in each class. Investigate: The impact on the environment as a result of mining of: Acid mine drainage ........................................................................................ OR Investigate: The impact on the environment as a result of mining of: Dust pollution from mine dumps on residential areas. ................................... OR Investigate: Iron age technology: Indigenous mining of iron in South Africa before the modern era .................. OR Investigate: Bias in technology: Gender bias in career choice / opportunities related to mining. FORMAL ASSESSMENT TASK 3: Mini-PAT TOPIC: Structures / Mechanical Systems and Control CONTEXT: Tendering for Contracts CONTENT: A STRUCTURE with a MECHANISM for lifting a load SIMULATION – Tendering for constructing Head-gear for a mine/quarry. [70%] South Africa is a country rich in mineral resources. Mining occurs to some extent in every province of our country, ranging from copper and iron in the Northern Cape and Limpopo, chrome and platinum in Limpopo and North West, gold in Gauteng and Free State, coal in Mpumalanga and KwaZulu-Natal, titanium in the Eastern Cape and phosphate in the Western Cape. In addition, open cast quarrying for road gravel is widely spread throughout the country. Although mining is not evenly distributed in all provinces, the mines and their related industries attract a work force derived from every corner of our country, and impacts the lives – directly or indirectly – of every member of society. We have huge reserves of coal, copper and iron ore. We are the main suppliers of platinum, manganese and chromium in the world. Although it is the source of our nation’s wealth, mining is a dangerous, labour-intensive activity that has negative impacts on the environment. The deeper our mines penetrate into the earth’s crust (over 4 km), the more dangerous mining becomes since tunnelling through rock under massive pressures leads to “rock bursts” and cave-ins which frequently threaten the lives of miners. Scenario: A commercially viable ore body containing platinum group metals has been found on land belonging to a tribe in rural South Africa. Drill samples have proved that the reef lies at a relatively shallow depth only 500m below surface. A decision has been taken to sink a shaft to this depth to conduct bulk sampling on a small scale before deciding on a mining method best suited for the size and value of the resource. Your mechanical engineering company decides to submit a tender for the construction of shaft head-gear suitable to transport miners to and from the work level, and for raising ore and waste in loads not exceeding 10 tons at a time. 2 Investigating skills Design skills Investigate: Lifting mechanisms (wire rope-driven mine head-gear) in use at South African mines for raising people and ore. Sketch: initial idea sketches to meet the requirements given in the scenario. Design brief with specifications and constraints. TECHNOLOGY GRADES 7-9 CAPS 27 4 Evaluation skills Making skills Design skills Making skills Simulation: teams form mechanical engineering companies. They evaluate sketches of individuals and select the best idea for the team tender bid. Drawings for the shaft head-gear – each learner draws a: 3D isometric drawing of the selected design giving dimensions and drawn to scale. 2D working drawing showing one or more views with dimensions and lines. Budget: teams prepare a realistic budget detailing expected costs of constructing a real mine shaft headgear, detailing valid prices of materials and labour costs of the range of workers who would be involved in designing and building such a device. Make: teams build their working scale model using safe working practices. 2 Communication skills: Communicate: teams present their tender proposal for the mine shaft headgear (research, plans, flow chart, model and budget) to the “Tender Board”. 1 Formal Assessment Task: Test (Note: the test may be written before the Mini-PAT) [30%] Formal Assessment: Term 3: Weighting: 10% of promotion mark Mini-PAT: [70%] Test: [30%] Total: 100% TECHNOLOGY GRADES 7-9 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 8 TERM 4 It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks 2 Electrical systems and control Design skills • Revise: simple circuit components; input devices (electrochemical cell; generator; solar panel), output devices (resistor; lamp; heater; buzzer; motor); control device (switches). Note: Some devices can serve as input, output, process or control device. • Correct connections, short circuits. Electrical components and their accepted symbols. • Drawing electrical circuits using accepted symbols (as in Grade 12 see Addendum C). • Set up circuits using a range of components. Draw the circuits using symbols. 2 Impact of/bias in technology Evaluation skills Bias in technology • Energy for heating, lighting and cooking in rural and informal settlements. • Energy from illegal connections; ethical issues; safety considerations. • Class discussion: equitable sharing of resources – industry needs reliable power for job creation; schools need power for lighting and computing. • Written report: Learners write a balanced report on these issues. 2 Electrical systems and control Impact of technology • Electrochemical cells. • Practical: make your own batteries – fruit, vegetable and salt water batteries. • Advantages and disadvantages of series and parallel batteries. • Photovoltaic cells - advantages and disadvantages of solar cells. 2 Electrical systems and control Impact of technology • Generate electricity for the nation – advantages and disadvantages of: Thermal power stations (steam turbines – sources of heat: coal, gas, nuclear, sun). Hydroelectric power stations (including pumped storage schemes). Wind-driven turbines. Alternating current; step-up and step down transformers; distributing electric power across the country: the national grid. FORMAL ASSESSMENT TASK 4: Mini-PAT TOPIC: Electrical Systems and Control Context: Will be given by materials developers CONTENT: Logic Gates [70%] Scenario: EITHER Crime is a problem facing every community in South Africa. Criminals invade homes especially where women, children or the elderly are often vulnerable and defenceless. Armed response companies can be summoned to the scene by alarms triggered by panic buttons placed strategically in the house. Learners must find out about AND & OR logic gates and select the appropriate logic for wiring a panic button. OR Any other relevant context involving logic gates, e.g. vending machines, etc. 2 Design skills Investigation skills • Practical: learners draw circuit diagrams AND connect circuits showing the effect of circuits with resistors connected in series and parallel. • Investigation: introduce Ohm’s Law (qualitatively – no calculations). Learners use one cell, then two cells, and then three cells connected in series and note the effect on the brightness of a lamp. They must conclude that more cells in series (more voltage) will cause the current strength to increase, if the resistance does not change. 2 Investigation skills • Investigation: AND logic gate and simple cases where it is used. • Investigation: OR logic gate and simple cases where it is used. • Lesson: truth tables for AND & OR logic conditions. 2 Design skills Making skills Communication skills • Design brief: learners write a design brief giving specifications for a suitable panic button system OR scenario given by the textbook. • Circuit diagram: draw the circuit diagram using correct symbol conventions. • Make: connect the components specified to form a circuit suitable for at least two switches. • Communicate: learners draw the truth table for the device. • Communicate: learners prepare an advertising poster for their device. 1 ½ Year-end Examination TECHNOLOGY GRADES 7-9 CAPS 29 Formal Assessment: Term 4: Weighting: 10% of promotion mark Mini-PAT alone: [100%] End-of-year examination 60% YEAR MARK : Term1 [7+3] + Term2 [7+3] + Term3 [7+3] + Term4 [10] = 40% Promotion mark: Year mark (40%) + Final exam mark (60%) = 100% TECHNOLOGY GRADES 7-9 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 3.3 Focus content, concept and skills for Grade 9 Term 1-4 GRADE 9 TERM 1: STRUCTURES It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks 2 Design skills • First angle orthographic projection: three-dimensional objects on flat paper. - Concept of drawing three different views: front, top and side. Simple cubes. - Line types: dark, feint, dashed, wavy, chain. Scale and dimensions. 2 Design skills • More complex 3D objects drawn in orthographic projection with instruments. Design problem: flight of stairs and wheelchair ramp. - Design brief specifying number of steps, height of stair risers, width and gradient of ramp, handrail, etc. - Sketch the stair and ramp in 3D using isometric projection. - Draw a plan for the stair and ramp using first angle orthographic projection to an appropriate scale, using correct views, line types and dimensions according to convention. NB: These skills should be developed progressively with each task. Do not spend more than the time allocated for this introduction. By the end of the year the learners should have developed the required level of competence. Level required after week 2 – learners should be able do the following at an elementary level: • Learners draw a plan for an object of a given size. They use the first angle orthographic technique using correct line types, drawn to scale with dimensions. • Learners design a solution to solve a given problem and draw a suitable plan using first angle orthographic. NB: It is most important that the plan can work. If the solution will not solve the problem it must be penalised, no matter how neatly it is drawn. 2 Structures • Forces can be static or dynamic, and loads can be even or uneven. - Strength of materials under the action of forces – metal cross-sections: - Tension (pulling); compression (pushing); bending of beams (compression and tension). - Torsion – using internal cross-bracing to resist twisting. • Properties of various construction materials: mass/density; hardness; stiffness; flexibility, corrosion resistance and prevention of corrosion. FORMAL ASSESSMENT TASK 1: Mini-PAT TOPIC: Structures CONTEXT: Community Issues – The Contractors CONTENT: Identifying a problem within a given scenario [70%] Task1: SIMULATION: Structures (Grade 9 learners must be able to identify a problem from a given context) This task deals with the design of a structure that will solve a problem facing a community living on the far side of a river from the city. The local authority places an advertisement inviting contractors to submit tenders for a solution. Learners form teams to act as ‘Contracting Companies’ which will compete for the contract to solve the problem. The teams must be structured, with carefully designed roles for every learner. Rationale: You do not need to be a member of a community in order to be able to address their needs – engineering firms build bridges and stadia all over the world, and an architect can design an RDP house without having to live in it. This task allows learners to simulate the way the world works with companies bringing appropriate technological solutions to problems wherever they need to be solved. A number of problems may be identified and a range of solutions may work. Costing is also part of design and learners at this level should consider real costs, including labour – as this will help them to make informed career choices at this key point in their education, with subject choices for FET especially important. 2 Investigation skills The tender process (including ethical practices). • Investigate: provide the scenario so that learners can investigate the problem situation and various possible structures which could solve the problem(s) they identify. Analysis of existing products relevant to the identified problem in terms of fitness-for-purpose (including suitability of materials), safety for users, costs of materials and costs of construction. Realistic costs of real materials, labour, transport, etc. Textbook writers must supply useful resources for this. TECHNOLOGY GRADES 7-9 CAPS 31 2 Design skills • Sketch initial ideas: each learner generates two possible ideas. • Evaluate and adapt: teams evaluate individual ideas and develop a final idea. • Design brief: learners write a design brief with specifications for the final idea. • Flow chart: teams discuss how to proceed, then each learner draws a flow chart. 2 Making skills Costing • Working drawings: each learner draws the plan (or an aspect of the plan) using first angle orthographic projection with suitable scale, correct line types and dimensions. • Budget: costing of the “real-life” solution, including correct materials and labour costs. 2 Making skills • Model of a viable solution: It must be built neatly to scale, showing intelligent use of materials. Learners must use safe working practices. 4 Evaluation skills Communication skills • Evaluate: teams collaborate to produce an evaluation instrument. Each learner uses the instrument to evaluate their team’s solution and that of another team. This can be done during the other team’s presentation. • Team presentations: teams present their tender bid to the “Tender Board”. Each team member must be responsible for an aspect of the presentation. Tenders consist of sketches, plans, budget, model and artistic impressions. 1 Formal Assessment Task: Test (Note: the test may be written before the Mini-PAT) [30%] Formal Assessment: Term 1: Weighting: 10% of promotion mark Mini-PAT: [70%] Test: [30%] Total: 100% TECHNOLOGY GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 2: MECHANICAL SYSTEMS AND CONTROL It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks 2 Mechanical systems and control Investigation skills • Revise: syringe mechanics using two equal sized syringes linked by a tube. Force transfer between the syringes filled with: - Compressed air – pneumatic system. - Water – hydraulic system. • Action research: learners experiment with two different sizes of syringes linked by a tube and filled with hydraulic fluid (water). Learners experience force transfer with either force multiplication or force division (depending on which syringe is the driver/master). Gases (like air) are compressible. Liquids (like water, oils) are incompressible. • Action research: Pascal’s principle – pressure exerted on one part of a hydraulic system will be transferred equally, without any loss, in all directions to other parts of the system. Note that equal volumes of liquid are moved through the systems, and this results in different extensions (amount of movement) where syringes (cylinders) are of different sizes, so less distance/more force (MA > 1); and more distance/less force (MA < 1). 2 Investigation skills • The hydraulic press (including simple calculations). • The hydraulic jack. • Investigation: Design considerations ~ fit-for-purpose: - Evaluate the design of the hydraulic jack in terms of: Who is it for? What is it for? Will it do the job? What should it be made of? What should it cost? Is it cost-effective? Does it look good (aesthetics)? Is it safe/easy to use for the end user (ergonomics)? • Draw a systems diagram which describes the way a hydraulic jack works. 2 Investigation skills Mechanical systems and control • Action research: practical investigations: - Use a single wheel fixed pulley to change the direction of pull (MA = 0). - Use a single wheel moveable pulley to change the direction of pull (MA > 0). - Use a pulley block system (block and tackle) to determine the relationship between load￾bearing ropes on moveable pulley wheels and M.A (force multiplication). • Investigate: learners find out about the following mechanical control systems: - Ratchet and pawl. - Disc brake. - Bicycle brake. - Cleat. 2 Mechanical systems and control • Lead learners as they revise the interactions of the following: - Spur gears of equal size counter-rotating. - Spur gears of unequal size counter-rotating – note velocity/force relationships. - Spur gears using an idler to synchronise rotation. • Lead learners as they find out about the interactions of the following: - Bevel gears of equal size – axis of rotation 90o . - Bevel gears of unequal size – axis of rotation 90o – note velocity/force relationships. - Rack-and-pinion gear system as found on automatic gates and steering racks. - Worm gear system for large reduction in speed and increase in force. TECHNOLOGY GRADES 7-9 CAPS 33 2 Evaluation skills Design skills Communication skills • Evaluate: learners examine various items using mechanisms found in the modern kitchen and/or home, workshop/garage. Items like can openers, egg beaters, ‘strap’ spanners for opening bottles, knives for a range of purposes, and vice grip, wire strippers and ratchet spanners should be evaluated in terms of: Who is it for? What is it for? Will it do the job? What material is it made of? Is the material suitable? What should it cost? Does it look good? Is it safe and easy to use? They report on three items. • Artistic Drawing: single vanishing point perspective. - Learners draw a 3D wooden object using single VP perspective. They enhance the drawing showing the texture of the wood grain, colour and shadows. - Learners use single VP perspective to draw an inside view of the classroom. FORMAL ASSESSMENT TASK 2: Mini-PAT TOPIC: Integrated Systems – Mechanical / Electrical / Other CONTEXT: Will be given by materials developers CONTENT: Problem Solving / Mechanical Advantage [70%] INTRODUCING THE PRACTICAL TASK: Integrated Systems Duration of this lesson is one 30-minute period. Systems where mechanical, electrical, hydraulic or pneumatic systems are combined. Scenario: Describe a scenario where a machine combining at least two of the following sub-systems can be effective in giving a mechanical advantage to make work easier: mechanical, electrical or pneumatic/hydraulic systems. Note: The mechanical elements may consist of one or more of the following mechanisms: levers, linked levers, wheels, cams, cranks, pulleys and/or gears. The machine may include a mechanical or electrical control device like a cleat, ratchet and pawl, or switch. 2 Investigation skills Design skills • Investigate the situation so that an appropriate machine can be designed to solve the problem, need or want given in the scenario. Investigate the possible mechanisms and controls to be used together to make the machine. • The design brief: each learner writes his/her suggestion for the design giving specifications and constraints. • Sketches: each learner produces two sketches of viable possible designs. Teams meet and examine the individual suggestions and then decide on a final solution. 3 Making skills • Plan: working drawings The teams collaborate to produce drawings for their model/prototype using first angle orthographic projection. Each team member draws a plan of the design OR, if it is very complex, one or more aspects of the design. Each learner must demonstrate her/his competency in using this drawing technique. • Make: prototype/working model Learners use safe working practices. Building: the model must showcase a viable solution to the problem. It should be to scale and neat, and show intelligent use of available materials. 2 Communication skills • Team presentations: Each team is given five minutes to present their solution in the form of sketches, artistic impressions of the solution, working drawings/plans, costing and their model. 1 Formal Assessment Task: Term Test [30%] Formal Assessment: Term 2: Weighting: 10% of promotion mark Mini-PAT: [70%] Formal Term Test: [30%] Total: 100% TECHNOLOGY GRADES 7-9 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 3: ELECTRICAL / ELECTRONIC SYSTEMS It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks 2 Electrical systems and control Investigation skills Revise 1 – component symbols: • Cells in series and parallel. • Lamps in series and parallel. • Switches in series (AND logic) and parallel (OR logic). • Current in the circuit – conventional current flows from positive to negative. Revise 2 – simple circuits: • One cell, switch, two lamps in series. • Two cells in series, switch, two lamps in series. Ohm’s law quantitatively: as voltage increases, current increases if resistance is constant. Action research: testing Ohm’s Law practically – measure the voltage (potential difference) and the current strength in each of the following circuits: • One cell connected to a 20W resistor – note the voltmeter and ammeter readings. • Two cells connected to the 20W resistor – note the voltmeter and ammeter readings. • Three cells connected to the 20W resistor – note the voltmeter and ammeter readings • Plot the readings on a graph and determine the relationship between potential difference and current strength while keeping the resistance constant. 2 Electrical systems and control Resistor colour codes: • Low value resistors often have their resistance value printed on them in numbers. • Higher value resistors are coded using coloured bands. The first three bands give the value of the resistor in ohms. The fourth band is an accuracy rating as a percentage. Calculate values: R = V I use to calculate R if V and I are known. V = IR use to calculate V if I and R are known. I = V R use to calculate I if V and R are known. Note: R - represents the resistance of a resistor in ohms .... [Ω]. V - represents the potential difference in volts .......... [V]. I - represents the current strength in amperes ......... [A]. 4 Electronic systems and control • Switches: Manual switches controlled by the user, e.g. push, SPST, SPDT, DPDT. • Diodes and LED (Light Emitting Diode): - A diode is a component that allows current to flow in one direction only. - A LED allows current to flow in one direction only and also gives off light and is often used as an indicator that a circuit is ‘ON’. • Transistors: only npn-type will be used at this level. - A transistor is a device that can act as a switch and it can amplify a small current (e.g. from a sensor) into a larger current. - Connect a simple transistor circuit. Sensors – important input devices: • LDR (Light Dependent Resistor) – a component whose resistance decreases with light [dark – high resistance; bright light – low resistance]. • Thermistor: a component whose resistance varies with temperature. Two types exist: - + t: resistance increases with increasing temperature. - - t: resistance decreases with increasing temperature. • Touch or moisture detector: a component that can be bridged using a ‘wet’ finger, thus completing the circuit, indicating the touch. • Capacitors: a component which can store and then release electrical energy. TECHNOLOGY GRADES 7-9 CAPS 35 2 Electronic systems and control Simple electronic circuits: Learners draw, AND work in groups to assemble these simple electronic circuits: LED, 470Ω resistor, switch, and 4,5V series battery. LDR, buzzer, 3V series battery. NPN transistor, buzzer or bell, thermistor, variable resistor, 1kΩ resistor, 6V series battery (or DC power supply or photovoltaic panel). 6V series battery, LED, 470Ω resistor, 1 000μF capacitor, switch. Short Practical Assessment Task: “Mini-PAT” Innovation: Electronic Systems and Control [70%] PRACTICAL TASK: Electronic Systems Setting the scene Duration of this lesson is one 30-minute period. Systems where electrical and electronic systems are combined. This may be integrated with other aspects like structures, etc. Learners will not be expected to design an electronic circuit. They will assemble and connect the components of a given circuit and will design a suitable application for that circuit. The electronic circuit may contain sensor devices and/or use transistor(s). Scenario: describe a situation where a given electronic circuit can be used to meet a need. Learners are given the task of building a given electronic circuit and finding an appropriate use for this circuit. 2 Investigation skills Design skills • Investigate the situation and the nature of the need so that an appropriate circuit can be chosen to solve the problem, need or want given in the scenario. • A given circuit must be incorporated into the design of a device that will use the electronics to address the problem, need or want. • The design brief: Each learner writes his/her suggestion for the design with specifications & constraints. • Sketches Each learner draws the circuit diagram. Each learner produces a sketch in 3D showing the device that will use the electronic circuit. • Teams meet and examine the individual suggestions to decide on a final solution. 2 Making skills • Plans: working drawings • The learners produce plans for their device/model/prototype using first angle orthographic projection. The plans should include a 3D “assembly” drawing in exploded view showing how the model fits together. • Each team member draws a working drawing of the design OR an aspect of the design. • Make: device /prototype/working model • The model must showcase a viable solution to the problem. It should be to scale and neat, and show intelligent use of available materials. 2 Communication skills • Team presentations: Each team is given five minutes to present their solution in the form of sketches, artistic impressions of the solution, working drawings/plans, costing and their model. 2 • Each learner compiles a record of his/her own individual contribution to the task. This should be reflected in each learner’s workbook. 1 Summative assessment Test (The test may precede or follow the mini-PAT) [30%] Formal Assessment: Term 3: Weighting: 10% of promotion mark Mini-PAT: [70%] Test: [30%] Total: 100% TECHNOLOGY GRADES 7-9 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GRADE 9 TERM 4: PROCESSING It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to. Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term. Hrs Focus Content, concepts and skills Enabling Tasks 2 Processing Preserving metals (first two methods theoretically, 1.3 practically) 1.1. Painting 1.2. Galvanising 1.3. Electroplating 2 Processing Indigenous technology Preserving food (first two methods theoretically, 2.3 practically) 2.1. Storing grain 2.2. Pickling 2.3. Drying and/or salting Note: The drying/salting process will take time and be evaluated when completed. 2 Processing Investigation skills • Types of plastics and their uses • Investigation: identification of plastic identifying-codes and sorting for recycling. Properties of plastics Reduce – reuse – recycle 2 Processing Investigation skills • Case study: Remanufacturing waste plastic into pellets for re-use. • Systems diagram: Draw a systems diagram describing a plastics recycling project. • Case study: Moulding recycled plastic pellets into products. Formal Assessment Task: Mini-PAT Reduce - Reuse - Recycle [70%] PRACTICAL TASK: Working with Plastics Setting the scene Duration of this lesson is 30 minutes. Scenario: Describe a situation where cutting, joining, bending AND/OR moulding plastics can be used to make a plastic product that will satisfy a need, want or opportunity. 2 Investigation skills • Case study: plastics used on modern motor cars. • Case study: plastics used around the home. • Problem identification: learners identify a need or want that can be satisfied by the making of a plastic item of their own design. 2 Design skills Making skills • Sketch: learners sketch their plastic item using isometric projection on grid paper. • Plan: learners draw their plastic item using first angle orthographic projection. • Skills development: learners practise the skills needed to manufacture their plastic item – measure, mark out, cut, bend and join. Moulding is an optional extra. 2 Making skills Communication skills • Practical sessions: working safely, learners measure, mark out, cut and bend the materials for their plastic item, and then assemble the product. • Each learner compiles a record of his/her term’s work including extending the lifespan of metals and food, properties and uses of various plastics, the plastics recycling strategy, the case studies, and the sketches and plans for the plastic item. 2 Final examination • Summative year-end examination covering knowledge, drawing skills, design issues, and values covered during the Grade 9 year. Questions should be balanced across Bloom’s Taxonomy BUT with special emphasis on application of knowledge in a problem-solving context, as this is the essence of this learning area. NB: Recall of knowledge without understanding is of little value in Technology. Formal Assessment: Term 4: Weighting: 10% of promotion mark Mini-PAT alone: [100%] TECHNOLOGY GRADES 7-9 CAPS 37 End-of-year Examination = 60% YEAR MARK : Term1 [7+3] + Term2 [7+3] + Term3 [7+3] + Term4 [10] = 40% Promotion mark: Year mark (40 %) + Final exam mark (60%) = 100% Grades 7, 8 and 9 Formal Assessment: (4 Tasks) Term 1 Term 2 Term 3 Term 4 Promotion Mark Mini-PAT 70% TEST 30% Mini-PAT 70% TEST 30% Mini-PAT 70% TEST 30% Mini-PAT 100% Year mark: 40% Final exam: 60% 7 + 3 7 + 3 7 + 3 10 Exams 20% + 40% = SBA 60% Total: 100% (See Table 1 on page 30) TECHNOLOGY GRADES 7-9 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4: ASSESSMENT IN TECHNOLOGY 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generation and collection of evidence of achievement; evaluation of this evidence; recording of the findings and use of this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience. In a subject with a significant practical nature, like Technology, it is important to develop and assess the skills and values together with the associated subject knowledge. In Technology, knowledge without the skills that are needed to implement a practical solution has little worth. Similarly, skills cannot be taught without the knowledge needed to design solutions to problems or to satisfy needs, which is the essence of the Technology subject. 4.2 Barriers to learning and assessing • Although there are many barriers to learning, teachers need to identify and build on learners’ strengths in order to affirm their uniqueness. All learners need to experience success. • Alternative strategies must be applied: more time, enlarged text, use of information communication technology, amanuensis or scribes in cases of learners with special educational needs. • The use of alternative assessment relates to the change in the form of assessment used to accommodate all learners. It is important to vary the assessment strategy appropriately. • Personal involvement by learners with tasks often improves their attention span, patience, persistence and commitment. • Designing and making real products that can be used can give learners a sense of achievement and improve their self-esteem. • The following strategies, depending on the physical barriers of LSEN learners, could apply when supporting: - Use the support of others to help pupils take part safely in practical work, for example the assistance of adults or other learners to help with holding or manipulating tools or carrying out activities according to instructions. It is important that the learners retain control of the making process and be the decision makers. - Learners can describe their design ideas for others to record or to translate into a drawing, while still retaining control of the design idea and the modifications. - Work on shorter, more focused tasks, rather than longer, open tasks. Doing so can provide learners with incremental elements of success and regular motivation and reward. - Use ICT applications, such as specialist software, to help with sequencing and following instructions during practical work. TECHNOLOGY GRADES 7-9 CAPS 39 • Use modelling, role-play, tape recorders, video and photographs to communicate, develop and record their ideas. • Communicate using a range of methods avoiding over-reliance on the written word. 4.3 Informal daily assessment Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress in developing a knowledge base together with the related skills and safe attitudes needed in practical subjects. This is done through observation, discussion, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing or intervening to demonstrate the correct and safe handling of a tool. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. In Technology the “enabling” activities that precede the Mini-PAT are intended to develop the knowledge, skills and values to the point where the learners are ready to be assessed formally (this is analogous to the “learner” stage preceding the driver’s licence test). Assessment for learning must be developmental. Learners or teachers can mark these enabling tasks. Self-assessment and peer assessment actively involve learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 4.3.1 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that variety and appropriate standards required for the grade are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject and gives insight into the success of the teaching strategy and methodology. Examples of formal assessments are tests, examinations, practical tasks, projects, oral presentations, demonstrations, performances, etc. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and subject, and should be adapted to meet the needs of inclusivity where necessary. The formal assessment requirements for Technology are as follows: • Formal assessment for Technology will consist of the Mini-Practical Assessment Tasks and pen and paper tests or examinations. • At least 40 out of the 70 Mini-PAT marks per term must be attributed to Practical Work. • Tasks done by learners for formal assessment purposes should be monitored by teachers at all times. TECHNOLOGY GRADES 7-9 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Work done “off-campus” outside the direct control of the teacher should normally not form part of the formal assessment record. • The end of year promotion mark will comprise 40% CASS and 60% (Mini-PAT 20% examination 40%) end of year examination: Table 1: Formal Assessment in Technology – Grades 7, 8 and 9 INFORMAL DAILY ASSESSMENT FORMAL ASSESSMENT : TERM MARKS Practical Tasks and Theory Test / Examination TOTAL Enabling Tasks Mini-PAT Term Test / Examination Term Mark Term 1 0% 70% 30% 100% Term 2 70% 30% 100% Term 3 70% 30% 100% Term 4 70 marks = 100% No Test 100% Promotion Mark CASS Component: 40% Final Examination Component: 60% Promotion Continuous Assessment : Test and Mini-PATs 40 Combined Mini-PAT: 20 Examination: 40 Term 1 + Term 2 + Term 3 + Term 4 T1 + T2 + T3 + T4 40 100 10 + 10 + 10 + 10 5 + 5 + 5 + 5 This breakdown is in line with the FET practical subjects where the PAT mark is included as part of the final examination component. In FET, the PAT mark contributes 1/3 of the final exam mark, i.e. 25 out of 75. The above breakdown ensures that Technology in the GET band retains its focus on practical aspects. However, since GET Technology is not specialising as happens in FET, there are four mini-PATs that need to be added together in equal portions to provide the practical examination component. As with the FET practical subjects, the combined mini-PAT marks contribute 1/3 to the final exam mark, i.e. 20 out of 60. The forms of assessment used should vary and be age- and developmental level–appropriate. The design of these tasks should cover the content of the subject and should include a variety of tasks designed to achieve the theoretical and practical objectives of the subject. TECHNOLOGY GRADES 7-9 CAPS 41 Formal assessments must cater for a range of cognitive levels and abilities of learners. • Cognitive level weighting for tests and examinations: Grades 7–9 RECALL UNDERSTANDING APPLICATION ANALYSE SYNTHESISE EVALUATE ROUTINE DIAGNOSTIC STRATEGIC INTERPRET CREATE Low Order Middle Order Higher Order 30% 40% 30% Refer to Annexure G for key words related to Cognitive levels. Refer to Annexure H for a moderation tool for assessment. 4.3.2 Mini-Practical Assessment Task (Mini-PAT) Definition:a set of short practical assessment tasks which make up the main formal assessment of a learner’s skills and application of knowledge during each term. It may be an assignment covering aspects of the design process, or it may be a full capability task covering all aspects of the design process (IDMEC). It is composed of a variety of forms of assessment suited to the range of activities that make up a mini-PAT. Purpose: a mini-PAT is intended to formalise the practical component of Technology contextualised within a knowledge focus. Practical activities should make up at least 40% of a Mini-PAT’s mark allocation. • The mini-Practical Assessment Task is designed to give learners the opportunity to develop and demonstrate their levels of ability (i.e. capability) as they progress through the task’s activities. • Each mini-PAT focuses primarily on one of the knowledge foci of Technology (viz. structures, mechanical systems and control, electrical/electronic systems and control and processing), but may be integrated and may target more than one knowledge focus. Textbook writers are expected to develop the mini-PATs. • These tasks are structured according to the design process: Investigate – Design – Make – Evaluate – Communicate. NB: This is NOT a LINEAR process happening in a fixed sequence. • Assessment in a mini-PAT need not cover all aspects of the design process each term. • A mini-PAT is an extended formal assessment task and must be planned with other school activities. TECHNOLOGY GRADES 7-9 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The table below provides a guide for the mini–PAT per term per grade: Table 2: Focus of the Mini-PAT TERM 1 TERM 2 TERM 3 Capability Task TERM 4 GRADE 7 • Mini-PAT: Mechanical systems and control Design + Make • Mini-PAT: Structures Investigate + Design + Make • Mini-PAT Electrical / Structures / Mechanisms Investigate + Design + Make + Evaluate + Communicate • Mini-PAT: Processing Design + Make GRADE 8 • Mini-PAT: Structures / Mechanical systems and control Communicate + Design + Make • Mini-PAT: Impact of Technology Processing Investigate+ Design + Make • Mini-PAT Mechanical systems and control / Structures Investigate + Design + Make + Evaluate + Communicate • Mini-PAT: Electrical systems and control Design + Make GRADE 9 • Mini-PAT: Structures Communicate + Design + Make • Mini-PAT: Mechanical systems and control Investigate + Design + Make • Mini-PAT Electronic systems and control Investigate + Design + Make + Evaluate + Communicate • Mini-PAT Processing Design + Make • A learner must present the full design process once as a mini-Practical Assessment Task in term 3 of each grade. This meets the requirement of one project per subject per annum. • The preferred tool to be used to assess learner performance in a mini-Practical Assessment Task is an analytical rubric. (Refer to page 44.) • Teachers will assess skills and values using analytical rubrics which should have clear descriptors for each level. This means that a descriptor should say why an achievement is deemed to be, say, ‘meritorious’ or ‘elementary’. • Schools must take responsibility for providing resources (both tools and materials) needed during the mini-PAT. • Learners must complete the mini-PATs for formal assessment under teacher supervision. • Teachers will assess the mini-PATs formally. NOTE: Problem Solving Taxonomy by Plant, et al. is more applicable as a guide to assessing capability in Technology education. In Plant’s approach, the cognitive level is determined by previous experience of learners. This fits well with the skills development in Technology where learners are expected to get progressively better through the year. TECHNOLOGY GRADES 7-9 CAPS 43 Problem Solving Taxonomy (Plant et al., 1980) 5. Creativity level: Tasks require learners to develop a solution which was not previously known or to combine a few procedures in a new way. 4. Interpretation level: Learners are required to simulate a real life problem and solve it. Learners reflect the result back to a real-world problem and implement its solution. 3. Strategic level: Problems which require learners to select the most suitable solution out of a number of possible correct known options. 2. Diagnostic level: Tasks which require learners to choose the correct routine out of a few known possibilities. 1. Routine level: Problems which require learners to follow familiar routine process. Table 3: Content weighting for tests and examinations: Grades 7–9 Investigate, design, make, evaluate and communicate Design Process Skills: Structures, Processing, Mechanical and Electrical/Electronic Systems and Control Knowledge: (Technology, Society and the Environment) Indigenous / Impact / Bias Values and Attitudes: 50% 30% 20% NB: The above weighting for assessment should guide the approach to teaching in Technology. Most of the knowledge will be acquired purposefully during the development of design process skills. For example, learners will investigate required knowledge aspects, and will evaluate the possible impact on society or the environment. TECHNOLOGY GRADES 7-9 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) AN EXAMPLE OF A GENERIC ANALYTICAL RUBRIC TO ASSESS DESIGN CAPABILITY IN A MINI-PAT The learner is able to: LEVELS OF COMPETENCE EXEMPLARY COMPETENT DEVELOPING BUT NOT YET MASTERING PROGRESSING 5 4 3 2 1 Generate and develop design ideas Uses drawings reflectively to generate new ideas Progression of ideas across or within drawings Design ideas are generated but not developed Simple sketch showing object to be made Drawing a picture not designing a product Explore the possibilities of the problem/ need Combining novel solutions to produce innovative design Using drawings to develop novel design solution(s) Recording possible creative solution(s) to the task Stereotypical response, showing little creative thought Design possibilities are not addressed in the drawing Address the constraints of the problem/ need Task constraints treated as part of iterative process Task constraints considered as the design proceeds Records way to address task and/ or client needs and wants Drawings shows some understanding of task constraints Minimal understanding of task/user needs Plan the look of the product Ideas about finishing develop within overall designing Ideas about finishing are added to design whilst drawing Overall decoration scheme considered Little consideration of final appearance of product Appearance of the product is not considered Communicate design ideas Clear enough for somebody else to make the product Conveys sense of the object to be made, e.g. working diagram Conveys some sense of the object to be made, e.g. indicates materials Simple unlabelled sketch(es); relying on shared meanings Use of narrative or other drawing genre Plan construction Constructional issues considered on route to final design Drawing demonstrates consideration of construction Drawing indicates some consideration of construction Minimal consideration of construction whilst drawing Not planning to make the object drawn Evaluate while drawing Changes made a result of considering design drawings Decisions made about product whilst drawing Considered and rejected a range of ideas Minimal evaluation at drawing phase Yet to define the design task Provide a basis for making Using drawings as a resource during making Clear development path through drawing into making Object is one of the ideas drawn Product relates to ideas recorded in the drawing Making and object is seen as separate new activity Comments to improve the learners performance in design capability: TECHNOLOGY GRADES 7-9 CAPS 45 4.4 Programme of Assessment The programme of assessment is designed to organise the spread of formal assessment tasks in all subjects in a school per term throughout a year. Refer to page 40 for mark breakdown and to Annexure F (page 75). 4.4.1 Tests • A standardised Test makes up 30% of each term’s assessment. • A test for formal assessment should cover a substantial amount of skills and content and should be set as follows: Grade 7: 45 minutes Grades 8 and 9: 60 minutes • The mark for tests is not prescribed but should be determined by the teacher taking into account the volume of the content covered and the time available. Testing in Technology will be limited to ONE test each in terms 1, 2 and 3. This may take place either just before or just after the mini-PAT, and must be planned in the school assessment programme. 4.4.2 Mini-PAT • The Mini-PAT makes up 70% of each term’s assessment. Practical work must make up more than half of the marks. 4.4.3 Examinations • All examinations must include questions that integrate knowledge and values with design process skills. • In Technology the final end of year exam comprises 60% of the learners’ promotion mark and should be set out as follows: Grade Time allocation Mark weighting 7 60 minutes 60 marks 8 90 minutes 100 marks 9 120 minutes 120 marks 4.4.4 Content to be Assessed for the End-of-the-Year Examinations • The content assessed at the end of the year is based on the year’s work as specified in the CAPS document for the grade. However, prior knowledge from a previous grade may be necessary to interpret and answer some of the questions in the higher grade. 4.4.5 Type of Questions for Pen and Paper Test • The value of memorising by rote learning has little weight in a subject requiring innovation, creativity and problem-solving skills. The ability to think laterally and to develop original and appropriate solutions is a key element in learning Technology. • Learners should be able to investigate using a variety of sources, demonstrate their ability to draw in a specific style, write a design brief, give specifications and constraints, select appropriate materials for a model, plan the sequence of manufacture of a product, evaluate a design objectively, analyse a system using systems diagrams and communicate their solutions using a range of techniques. TECHNOLOGY GRADES 7-9 46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) • Questions that integrate knowledge, skills and value have more value in technology than a mere recall of knowledge facts. 4.4.6 The Use of Case Studies • Case studies are used to bring reality into the classroom. • The intention should be to show learners that Technology is a subject that is close to the way the world works. • Case studies can be used both to develop and to assess a technological skill (drawing for example), knowledge concepts, and values. 4.5 Recording and reporting Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to progress or be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. Seven levels of competence have been described for each subject listed for Grades R – 12. The various achievement levels and their corresponding percentage bands are as shown in the table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29 Note 1: Assessment of learners may make use of fewer than seven level descriptors. Any assessment scale should have clear descriptors that give detailed information for each level. This means that a descriptor should say why an achievement is deemed to be ‘outstanding’ or ‘elementary’, etc. The descriptors on page 32 can act as a generic guide. Note 2: Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. TECHNOLOGY GRADES 7-9 CAPS 47 4.6 Moderation OF ASSESSMENT Moderation refers to the process that ensures that assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. One purpose of moderation is to identify areas in which teachers may need development and support in their areas of work and provide the necessary support. 4.6.1 Formal Assessment (SBA) Moderation of Assessment (Refer to Annexure H) • All tasks in Grades 7 – 9 for formal assessment are internally set and moderated. The subject advisor must moderate a sample of these tasks during his/her school visits, to verify the standard of the internal moderation • The subject head for Technology or head of department at the school will manage this process. • A teacher must keep all formal assessment tasks, assessment instruments and record sheets on file. 4.6.2 Practical Assessment Tasks (Mini-PAT) • Teachers will assess the mini-PATs in Grades 7 – 9. • The subject head for Technology or head of department at the school must ensure that the practical nature of the subject is dealt with adequately, especially during the mini-PATs, and must plan for the acquisition of resources to enable this to happen. 4.7 ANNEXURES: Specific to Technology per phase. Annexures: a, b, c, d, e, f, g and H are attached from page 48 to 78 of the document. 4.8 GENERAL This document should be read in conjunction with: 4.8.1 National Protocol for Assessment for Grades R – 12 4.8.2 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R – 12 TECHNOLOGY GRADES 7-9 48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ANNEXURE A: TECHNOLOGY – PROGRESS MAP [SKILLS] INTERMEDIATE PHASE: PROCESS SKILLS In Grades 4 – 6 Technology is integrated with Natural Sciences Science and Technology together should be able to build a learner’s investigative skills, especially the science discovery skills when doing practical experiments, and also research skills using reference books and other media. When analysing the results of experiments, junior Science and Technology learners will practise observing skills and critical thinking. During Science and Technology lessons the intermediate phase learner will draw simple diagrams showing a single viewpoint in two dimensions to represent experimental apparatus and design ideas for models that utilise the concepts being taught in Technology, e.g. a simple structure or a wheeled vehicle. In Science learners will draw conclusions from their experimental results and in Technology they will begin to evaluate designs in terms of fitness-for-purpose, aesthetic appearance and possible impacts on society and the environment. SENIOR PHASE: Process Skills Design Process Grade 7 Problems set in a locally relevant context. Investigate: background context, nature of the need, environmental situation, people concerned. Identifies technologies and methods. Considers source/resources and copyright laws. Uses search techniques. Extracts relevant data for specific purposes. Design: people, purpose, appearance, environment, safety, cost of model. Writes a design brief giving specifications and constraints (with assistance in terms 1 and 2). Generates at least two viable solutions using sketches with explanatory notes. Selects one solution giving reasons. Make: develops plans for making detailing: resources, dimensions, making steps (such as simple flow diagrams). Draws simple plans using oblique technique. Chooses and uses appropriate tools and materials to make products by measuring/marking, cutting/separating, shaping/forming, joining/combining and finishing, with some accuracy. Uses safe working practices and uses correct tools for the job appropriately. Evaluate: evaluates the product or system in terms of the design brief. Evaluates the process followed and suggests improvements or modifications to the solution in terms of fitness for purpose. Communicate: 3D sketches, plans using oblique projection, circuit diagrams with standard electrical component symbols, systems diagrams and simple flow charts. Plans include scale, thick, thin and dashed lines, dimensions and quantities. Artistic drawings in single VP perspective should be enhanced using colour, texture and shading. Grade 8 Problems set in a nationally relevant context. Investigate: background context, nature of the need, environmental situation, people concerned. Identifies technologies and methods. Considers source/resources and copyright laws. Uses search techniques. Extracts relevant data. Makes meaningful summaries and uses the information to justify and support decisions and ideas. Design: people, purpose, appearance, environment, safety, cost of real solution. Writes a design brief giving specifications and constraints (without assistance). Generates several alternative solutions using sketches with explanatory notes. Selects the most suitable solution giving valid reasons. Make: develops plans for making detailing: resources, dimensions, making steps (such as flow diagrams). Draws simple assembly drawings (exploded diagrams) if needed. Draws plans using isometric projections. Chooses and uses appropriate tools and materials to make products by measuring/marking, cutting/separating, shaping/ forming, joining/combining and finishing with accuracy. Changes and adapts design ideas where appropriate. Uses safe working practices and uses correct tools for the job appropriately. Evaluate: evaluates the product or system objectively in terms of the design brief. Evaluates the process followed and suggests sensible improvements or modifications to the solution in terms of fitness for purpose. Communicate: 3D sketches, plans using isometric projection, circuit diagrams with standard electrical component symbols, systems diagrams and simple flow charts. Plans include scale, thick, thin, dashed and chain lines, dimensions and quantities. Artistic drawings in double VP perspective should be enhanced using colour, texture, shading and shadows. TECHNOLOGY GRADES 7-9 CAPS 49 Design Process Grade 9 Learners must identify a problem, need or opportunity from a given real-life context. Investigate: background context, nature of the need, environmental situation, people concerned. Locates and collects. Compares, sorts, verifies, evaluates (cross-checking different sources or resources) and stores information. Design: people, purpose, appearance, environment, safety, real costs, ergonomics, quality, production. Writes a design brief giving specifications and constraints (without assistance). Generates a range of possible solutions using sketches with explanatory notes. Selects the most viable solution using well-reasoned argument. Make: develops plans for making detailing: resources, dimensions, making steps (such as flow diagrams). Draws simple assembly drawings (exploded diagrams) if needed. Draws working drawings using first angle orthographic projections. Chooses and uses appropriate tools and materials to make products by measuring/marking, cutting/ separating, shaping/forming, joining/combining and finishing with accuracy. Changes and adapts design ideas where appropriate. Uses safe working practices and uses correct tools for the job appropriately. Evaluate: evaluates the product or system in terms of the design brief. Evaluates the process followed and suggests sensible improvements or modifications to the solution in terms of fitness for purpose. Communicate: 3D and 2D sketches, plans using first angle orthographic projection, circuit diagrams with standard electrical and electronic component symbols, systems diagrams and simple flow charts. Plans include scale, thick, thin, dashed and chain lines, dimensions and quantities. Artistic drawings in either single or double VP perspective should be enhanced using colour, texture, shading and shadows. FET Process Skills – Grade 10 The Grade 9 learner promoted to FET will benefit from a range of skills that are developed further in the FET band, particularly in the technical subjects. These skills will assist the FET learner to different extents depending on the direction chosen in FET. In GET Technology learners practise using the design process and this will aid them in related FET subjects. GET learners are introduced to drawing, both for planning purposes and for artistic purposes. TECHNOLOGY GRADES 7-9 50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TECHNOLOGY – PROGRESS MAP [GRAPHICS] SENIOR PHASE: DRAWING SKILLS Technology Drawing Sketches and Working Drawings Grade 7 Free-hand sketching. 2D view of one face drawn to scale with correct line types and dimensions. 3D oblique technique: 45o cabinet projection to scale with correct line types and dimensions. Line types: outlines, construction lines, hidden detail. Grade 8 Free-hand sketching. 2D view of one face drawn to scale with correct line types and dimensions according to conventions. 3D isometric projection 30o : drawn using underlying grid to scale with correct line types and dimensions. Line types: outlines, construction lines, hidden detail lines, centre lines, wavy lines. Grade 9 Free-hand sketching. 2D working drawings in first angle orthographic projection: elementary use of instruments. 3D isometric projection: 30o drawn using underlying grid to scale, correct line types and dimensions. Line types: outlines, construction lines, hidden detail lines, centre lines, wavy lines. Dimensioning: conventions, arrows. Drawing boards NOT required. Artistic Drawing Sketches and Presentation Graphics Grade 7 Single vanishing point perspective; texture rendering; colour. Grade 8 Double vanishing point perspective; texture rendering; colour; shading. Grade 9 Single and double vanishing point perspective; texture rendering; shading; colour; shadows. The Grade 9 learner should demonstrate progress in skill levels relative to previous grades. DESIGN Usually a designer will visualise an object in three dimensions but will then draw the initial working drawing in two dimensions. For example, when designing a house, the architectural designer will have an idea of the overall look – whether it is large or small, double- or single-storey and what colour the roof tiles are. However, when drawing the design of the house, the designer will invariably draw a two-dimensional birds-eye “plan-view” of the house seen from above without the roof on. This view allows the designer to decide on number of rooms, positions of bathroom relative to bedrooms and kitchen relative to dining area. Once the top or “plan” view has been completed, the designer then draws two-dimensional views of the key sides of the house – termed “elevations”. There will be a “front elevation” showing the house as seen from the front, and at least one other side, perhaps the “east elevation”. The number of views will depend on the complexity of the design. An RDP house needs no more than two elevations, while a complex mansion will need at least four elevations. When all working drawings are completed, the designer will draw an “artist’s impression” using 3D double vanishing point perspective. Colour and shading will be added to enhance the drawing and texture rendering will be used to provide realism – wooden doors will be rendered to look like wood and roof tiles will be rendered to look like slate or cement. These artistic drawings are important because few house-buying clients can visualise the final appearance of the new house they are having built when they look at two-dimensional working drawings. Further artistic drawings may be drawn to show specific rooms, like the kitchen fitted out with cupboards and work surfaces, or the bedroom showing the bed, carpet and cupboard space. Again colour and texture will be used to assist the buyers to get a feel for their new home. Usually individual rooms will be drawn using single vanishing point perspective. TECHNOLOGY GRADES 7-9 CAPS 51 When designing a simple 3D object, like a milk jug, the industrial designer is likely to visualise the jug AND draw it using 3D isometric view. Additional simple 2D drawings may be done to show the top and side views in order to give clear dimensions. Sketches are the most effective way of communicating design ideas. This is especially true in our multi-lingual society. The language of graphics transcends spoken language and is generally unambiguous once the learners become familiar with the drawing conventions. NB: It is important to understand that the suitability of the design (fitness-for-purpose) is more important that the draughting skills at this stage. A badly designed house (perhaps lacking a kitchen) is of little value no matter how neatly and accurately it is drawn. TECHNOLOGY GRADES 7-9 52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TECHNOLOGY – PROGRESS MAP [KNOWLEDGE] Due to the fact that knowledge in Technology is interlinked and interdependent, note that tasks are usually INTEGRATED. Although a knowledge focus may be the primary target of a particular task, it is natural for aspects of more than one knowledge focus to appear in the same term. Topic Senior Phase: Content Structures Grade 7 Terms 2 – 3 Purpose of structures: contain, protect, support, span. Natural and man-made structures. Types of structures: shell, frame, solid. Strengthening structures by folding, tubing and triangulation. Frame structures: roof trusses, towers. Task: cell phone tower (link: electronic communications). Frame structures: cranes. Grade 8 Term 1 Reinforcing: struts, ties. Stabilising: base size, base angles, centre of gravity, ground anchors. Strengthening structures using folding, tubing, triangular webs and internal cross-bracing. Pylons (link: electrical systems, the national grid). Components of frame structures: arch, beam, cantilever, column. Task: frame structure using mechanisms. Grade 9 Term 1 Strength of materials under the action of forces: compression, tension, torsion, and shear. Properties of construction materials: mass, density, hardness, stiffness, flexibility, corrosion. Suitability of materials (fitness-for-purpose) in terms of properties, safety and cost effectiveness. Task: identify and solve problems related to community on the far side of a river. Mechanical Systems and Control Grade 7 Terms 1 3 – 4 Simple mechanisms; first-, second- and third-class levers. • Mechanical advantage/disadvantage using levers (elementary qualitative treatment). • Levers and linkages. • Pneumatics and hydraulics used to increase human strength. Task: hydraulic powered rescue equipment. More simple mechanisms – wheel and axle, cranks and pulleys, gears. More simple mechanisms – wedge, gear ratios, cams. • Mechanical systems that change the magnitude of forces involved: gear ratios. • Mechanical systems that change the rotary to linear motion: crank, cam. Grade 8 Term 3 Simple mechanisms as components of more complex machines designed to provide users with a mechanical advantage: • Linked lever systems. • Gears (link to term 1: spur, bevel, rack and pinion, worm). • Gears – driver, idler, driven; velocity ratio/force multiplication. • Belt drive and chain drive systems – chain block, bicycle or motor cycle gear cogs. • Hydraulic/pneumatic systems. • Mechanical advantage – including simple calculations. • Systems diagrams. Task: mine shaft headgear. TECHNOLOGY GRADES 7-9 CAPS 53 Mechanical Systems and Control Grade 9 Term 2 Interacting mechanical systems and sub-systems. • Hydraulic principles: incompressibility of liquids, pressure in liquids, force transfer. • Hydraulic/pneumatic systems that use restrictors, one-way valves: hydraulic press/jack. • Gear systems – spur, bevel, rack and pinion, worm. • Mechanical control mechanisms – ratchet and pawl; cleats; bicycle brakes; disc brakes. • Belt-drive systems with more than one stage. • Pulley systems – fixed pulley, moveable pulley, and multiple pulleys (block and tackle). • Systems where mechanical, electrical or pneumatic systems are combined. Task: identify and solve problems that can be solved by mechanical systems integrated with either electrical/ electronic or hydraulic or pneumatic. TECHNOLOGY GRADES 7-9 54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TECHNOLOGY - PROGRESS MAP [KNOWLEDGE] TOPIC GET: CONTENT Electrical Systems and Control (Grade 9 Electronic) Grade 7 Term 3 Electrical circuit basics: • Basic circuit components: cell(s), conductor, switch, resistor, lamp. • Simple circuit diagrams showing various component arrangements. Magnetism and magnetic metals: iron and steel, nickel, cobalt. • Introduction to electromagnetism: the electromagnet. • Recycling metals. Task: design and make a crane to carry an electromagnet to sort scrap metals for recycling. Grade 8 Term 4 Electrical circuit basics: • Circuit diagrams, conventions and component symbols. • Input devices, control devices, output devices. • Circuit design (simple) and circuit interpretation. • Circuits with more than one input or control device. Electrical energy sources (including illegal connections): • Sources of direct current: electrochemical cells; photovoltaic cells. • Sources of alternating current: generating (thermal and alternate). • Distributing a.c electricity: the national grid, transformers (an application of electromagnetism). Ohm’s Law: qualitative treatment. Logic conditions: • AND logic (series); truth table. • OR logic (parallel); truth table. Task: dual switch system like an alarm circuit with at least two panic buttons in different rooms, or similar concept using either AND or OR logic conditions. Grade 9 Term 3 Electronic systems and control – how simple electronic circuits and devices are used to make an output respond to an input. Learners should be able to read a given electronic circuit diagram and assemble the components into a working circuit. • Input components: electrochemical cells, photovoltaic cells. • Storage components: electrochemical cells, capacitors. • Control components: switches, resistors, diodes, light emitting diodes (LED), transistors. • Sensor components: thermistors, light dependent resistors (LDR). • Output components: lamp, buzzer/bell, light emitting diodes (LED). • Resistor codes. • Ohm’s Law: quantitative treatment with graphs and calculations. Task: identify a problem that can be solved by an electronic circuit. Assemble a given electronic circuit and design a device which can utilise the circuit to solve the problem. TECHNOLOGY GRADES 7-9 CAPS 55 TECHNOLOGY – PROGRESS MAP [KNOWLEDGE](cont.) Processing Grade 7 Terms 3 – 4 Recycling scrap metals – sorting ferrous and non-ferrous metals. Improving properties of materials. • Improving the properties of wood: waterproofing. • Improving the properties of textiles: waterproofing, fire-resistance. Task: emergency shelter for refugees. Grade 8 Term 2 Positive and negative impacts of technological products on the environment and/or society. Improving properties of materials to adapt them to suit particular purposes: • Withstand forces – tension/compression/bending/torsion/shear • Recycling: paper. • Adapt material for packaging of a product. Task: design a product that will solve or reduce the negative impact of the technology studied earlier. Grade 9 Term 4 Extending lifespan: • Metal – paint, galvanise, and electroplate: Practical – preserving metal by electroplating. • Food – freeze, pickle, dry, salt: Practical – preserving food by drying/salting. Types of plastics and their uses. Recycling plastics to provide raw material for manufacture of new plastic products. Task: identify a problem in a given scenario where cutting, joining, bending or moulding plastics can be used to make a product that will satisfy a need, want or opportunity. NB: Technology, society and the environment must be addressed throughout the syllabus wherever applicable. The activities prescribed provide ample opportunities for dealing with indigenous technologies, the impact of technology, and bias in technology. TECHNOLOGY GRADES 7-9 56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ANNEXURE B: TOOLS FOR TECHNOLOGY Sophisticated high-tech equipment is not needed to reach the aims of the Technology subject. Simple tools and cheap materials are all that will be required for this syllabus. Learners should be encouraged to manage with minimal supply levels as this develops problem solving, lateral thinking and creativity. In GET, learners will require mainly scissors, craft knife, rulers, pliers, hammer, hand drill, junior hacksaw, coping saw and simple materials like sticky tape, cardboard, foam plastic and found materials. Here is an illustrated list of the tools you may want to acquire for your technology centre over a period of time. Start with those illustrated on this page first. Scissors Craft Knife (with retractable Blade) Junior Hacksaw Bradawl Hammer Safety Ruler Long Nose Pliers G-Clamp Tape Measure or Ruler TECHNOLOGY GRADES 7-9 CAPS 57 Combination Square Screw Drivers File or Sandpaper Electric Systems: insulated electrical wire, torch cells, torch bulbs, crocodile clips, switches (push, SPST, SPDT, and DPDT), resistors, rheostat (variable resistors), voltmeter, and ammeter. Electronic Systems: Diode, LEDs (various colours), Light Dependent Resistor, Thermistor, Touch or Moisture Sensor, npn Transistor, Capacitor (polarised & unpolarised), Buzzer/Bell, 470 ohm Resistor, Solder, Soldering Iron, Desoldering pump. Precise descriptions will be given by the textbooks according to the tasks planned by different authors. Electric Glue Gun Chisel Vice grip Tin Snips [Metal Shears] Hand Plane Drill Bits Adjustable Wrench Staple Gun Safety Goggles TECHNOLOGY GRADES 7-9 58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Coping Saw Drawing Aids Hand drill Wire Stripper Soldering Iron Hand Brace THE FOLLOWING POWER TOOLS ARE NOT REQUIRED, BUT ARE “NICE TO HAVE” Electric Drill Electric Jig Saw Disc / Belt Sander The following pages give details of tools and materials that could by found in very well-equipped technology centres. Many of them will not be used by untrained teachers and should NOT be bought unless the task warrants it. Schools are encouraged to develop the subject to levels that have high expectations of their learners. However, do not budget for items that cannot be justified by the curriculum being delivered. TECHNOLOGY GRADES 7-9 CAPS 59 TOOLS FOR DIFFERENT APPLICATIONS IN TECHNOLOGY Solving problems in real-life situations requires using a wide range of materials and many tools to process them. Here follows a list of possible applications and the tools needed to work on them. Specific requirements depend on the tasks set. ADHESIVES TYPE PURPOSES PROPERTIES SETTING TIMES BRAND NAMES SOLVENTS Clear cellulose adhesive Wood, cork, leather, PVC Waterproof, heat resistant, flammable 10 – 20 minutes Bostik, Pattex, etc. Thinners, acetone Contact adhesives Wood, hardboard plastic, metal Heat resistant, waterproof, flammable 5 minutes Pattex, Alcolin, etc. Thinners Cyanoacrylic “Superglue” Plastic, glass, ceramics Fairly strong but brittle, fails due to vibrations Instant Bostik, etc. Acetone Epoxy resins Wood, metal, glass, plastic Very strong, heat resist, waterproof 20 minutes to 24 hours Pratley Putty, etc. None once set PVA Wood, paper, card, hardboard Strong but not heatproof nor waterproof 20 – 60 minutes Alcolin, Pattex, Ponal, etc. Water – before fully dry. Homemade flour paste Gluing paper, papier-mâché Cheap, suitable for purpose 30 – 60 minutes - Water WORKING WITH PAPER AND CARD Pencils: H and HB grades are the most useful. Crayons: Wax and pencil crayons – choose according to need. Felt-tipped pens: Felt or nylon tips give clear permanent colours. Felt-tipped markers: Large bullet or chisel pointed markers, with a limited colour range. Erasers: Medium grade advised. Paints: Water based – range from watercolours, poster paints, and acrylics. Enamel – have a varnish base giving hard, glossy finish. Cellulose – aerosol cans are available in most hardware stores. Primers and undercoats – most bare surfaces need priming before applying the top coat. Varnishes – these give a clear protective coating to paintwork. Spirit-based varnishes dry quickly. Polyurethane varnishes give a tougher finishes, but dry slowly. Brushes: Brushes made from man-made fibres are cheaper and adequate for school purposes. Small, pointed brushes are needed for fine detail; broader brushes are used for larger surfaces. All brushes should be cleaned immediately after use using the same thinning medium as used for the paint. Stencils and transfers: Used for lettering or applying pre-designed patterns. Craft knives: A range of knives is available, from carpet knives to scalpels. For safety, choose a size to suit the level of the learners, and be sure that the blade is retractable for safety reasons. Safety rulers: These steel rules provide protection for fingers when cutting sheets of paper, cardboard or carpet using a craft knife. TECHNOLOGY GRADES 7-9 60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Rulers: For measurement only – flat steel rules and plastic rulers may not be used to guide a craft knife when cutting. Finding angles: Use setsquares or a protractor to mark out angles. Drawing circles: Use drawing compasses or use a circular shape as a stencil. Staplers: Common office staplers for paper. Staple guns for fixing paper or cloth to wood frames. WORKING WITH METAL Metalwork is likely to be limited to small items – so there will be no need of bending machines and guillotines. Learners are likely to work with wire, small metal rods for axles, flat bar, round bar, square bar, and lightweight metal sections, like angle iron. Metals used could include iron, tin, copper and aluminium. Cutting: Junior hacksaw – preferably the type with vertical handle. Hacksaw. Metal snips/shears. Side cutters – 160mm. Holding: Engineer’s Vice – 100mm jaws, fixed to bench. Vice grips – 280mm. G-clamps – 100mm and 250mm jaws suit most jobs. Combination pliers – 160mm. Needle nose pliers – 160mm (for wirework). Marking: Scriber. Compasses/dividers. Guiding: Try square – preferably with 45o mitre. Combination square – measures 90 o, 45 o and depth. Sliding “T” bevel – can be set at any angle. Drilling: Hand drill [wheel brace] – for drilling holes up to 4mm in diameter. Power drill – 350 – 500W will be adequate – holes from 1 – 12mm diameter. Twist drills – set 1 – 12mm – use only HSS grade for metals. Joining: Metals can be joined in a variety of ways: Shifting spanner – 250mm. Bolting – a range of machine screws are available in brass or iron. Suitable sizes depend on purpose: 15mm to 40mm are most common. Riveting – using pop riveter and pop rivets, or hammered rivets. Gluing – modern epoxy resins can bond metals very effectively. Soldering – either using electric soldering iron or a gas flame. Soldering iron stands; desoldering pump TECHNOLOGY GRADES 7-9 CAPS 61 WORKING WITH WOOD Holding: Carpenter’s vice. Bench hook. G-clamps – 100mm and 250mm jaws suit most jobs. Sash clamps – 500mm and 1 200mm. Marking tools: Carpenters pencil. Scriber. Compasses/dividers. Guiding tools: Try square – preferably with 45o mitre. Combination square – measures 90 o, 45 o and depth. Sliding “T” bevel – can be set at any angle. Mitre box – a guide for the tenon saw when cutting 45o and 30o mitres. Spirit level. Measuring tools: Steel tape – 3m retractable. Steel rule – 300mm or 500mm. Cutting tools: A tenon saw – the type with a ridged back is indispensable for many tasks. A fretsaw – cuts curves and irregular shapes in thin wood – need spare blades. A coping saw – similar to a fretsaw, but can be used to cut thicker wood. Chisel set: range – 6mm, 10mm, 15 – 20mm. Smoothing: Smoothing plane – steel with adjustable blade, about 44mm wide. Surform – easy-to-use tool with fixed-blade plane made by Stanley Tools. Wood rasp – 250mm half-round: For rough shaping – flat and concave curves. Flat file – 150mm fine cut – useful for model making. Glass-paper – coarse to fine grades. Drilling: Bradawl – for starting small screws and marking pilot holes before drilling. Hand drill [wheel brace] – for drilling holes up to 6mm diameter. Brace and bits – cut larger holes than the wheel brace 6 – 30mm. Twist drills – set 1 – 12 mm – note wood drills are not suitable for metals. Countersink – to allow screw heads to lie flush with the surface. Screwing: Screw drivers – flat 3mm, flat 5mm, star (or cross head). Wood screws – steel and brass – sizes according to needs – 15mm to 50mm. Chipboard screws – steel – 15mm to 40mm. Nailing: Claw hammer [350g] - claw is for pulling out nails. Ball-peen hammer [300g]. Cross-peen hammer [200g] – useful light-weight hammer. Pin punch – for sinking panel pinheads below the surface. Panel pins – sizes: 12mm, 19mm. Nails – sizes: 12mm, 19mm, 25mm, 40mm. TECHNOLOGY GRADES 7-9 62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) WORKING WITH ACRYLICS AND OTHER PLASTICS Acrylic plastics (e.g. Perspex) form a versatile group of materials for making plastic items. It can be clear or coloured and can be sawn, drilled and filed into shapes easily. It is supplied in transparent or opaque sheets, rods or tubes in wide variety of colours. Oven gloves: For handling Perspex heated for bending. Cutting & shaping: Craft knife, coping saw, fret saw, hacksaw. Files [flat, half round, needle]. Marking: Ruler, scriber, setsquares, protractor, stencils, compass. Drilling: Hand drill, set of twist drills. Bending: Requires temperatures from 150º – 180º Celsius. Holding: G-clamps, bench vice, masking tape, double-sided tape. Joining: Acrylic cement [glue], silver or copper wire [for riveting]. Finishing: Wet-or-dry abrasive paper in a range of grades: – 240 coarse, 320 medium, 600 fine; and metal polish [e.g. Brasso]. CAUTION: All acrylic glues and resins are highly inflammable and should be kept away from naked flames. The fumes can be irritating and well-ventilated space should be used. Avoid skin contact by using rubber gloves. Wash with soap and water after accidental contact. Electrically Powered Tools: Electric drill: 450 – 600W with percussion. Jig saw: Must have orbital action option and ability to plunge through undrilled surface. Belt sander: 80mm – avoid industrial strength equipment needing high skill and strength. Orbital sander: 1/3-sheet machines are adequate. Soldering Irons: Low power for electronics. Scroll saw: Table model – used for wood and acrylics (more useful and safer than band saw) Disc/belt sander Table model – 80mm wide belt, 150mm disc. Bench grinder: Table model – one grinding wheel, one buffing wheel for acrylic work. Hot plate: Two plate model. Line bender: For bending acrylic plastics (very simple candle-heated models exist) Vacuum former: For vacuum-forming using ABS plastic sheets. TECHNOLOGY GRADES 7-9 CAPS 63 ANNEXURE C: ELECTRICAL AND ELECTRONIC COMPONENT SYMBOLS Electrical Component Symbols: Grades 7, 8 and 9 Name Picture Symbol Use Electrochemical cell Input device: source of Energy Series battery Input device: source of more Energy Parallel battery - - + + Input device: source of Energy for longer Push switch Control Device: Used to temporarily close a circuit – like ringing a door bell SPST switch Single Pole Single Throw Control device: opens or closes a circuit Lamp/light bulb Output device: lights up when current heats it up. Resistor Process device that restricts the flow of an electric current TECHNOLOGY GRADES 7-9 64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Electrical Component Symbols: Grades 8 and 9 SPDT switch Single Pole Double Throw Control device: diverts current down either one of two possible paths [an OR logic gate] DPDT switch Double Pole Double Throw Control device: diverts current down either one of two possible paths [an OR logic gate] Variable resistor (rheostat) Stove plate switch: high/low Light dimmer switch Volume knob on FM radio Heat setting on a steam iron Adjustable process device: restricts the electric current, e.g. stove switch Bell and Buzzer Output device: vibrates to give off sound when current passes through it – useful as an alarm Motor M Output device: motor turns converting electric energy into kinetic energy Voltmeter (Connect in PARALLEL) VOLTS V Output device: meter responds to potential difference Ammeter (Connect in SERIES) AMPS A Output device: meter responds to current TECHNOLOGY GRADES 7-9 CAPS 65 Electronic Component Symbols: Grade 9 Name Picture Symbol Use Diode + - Control device: allows current to flow in one direction only LED (Light Emitting Diode) + - + - Control device: allows current to flow in one direction only, and emits light LDR (Light Dependent Resistor) Sensor: detects light; resistance decreases in bright light Thermistor +t OR -t Sensor: detects heat: +t: Hotter = more resistance -t: Hotter = less resistance Touch or Moisture detector Sensor: detects moisture Transistor npn emitter base collector BC 108 b c e Control device: can act as a switch or an amplifier Capacitor Polarised + - Control device: can store and release energy (must be connected + to +) Capacitor Unpolarised Control device: can store and release energy RESISTOR COLOUR CODES YELLOW VIOLET BROWN RED 4 7 0 470� 2% i.e. The first three bands give the value of the resistor in ohms [ Ω ]. The fourth band is an accuracy rating %. Most expensive and most accurate = RED. Medium expensive and accurate = GOLD. Least expensive and accurate = SILVER. RED – the resistor is within 2% of the coded accuracy value. GOLD – the resistor is within 5%. SILVER – the resistor is within 10%. COLOUR 1 2 ZEROS BLACK 0 0 BROWN 1 1 0 RED 2 2 0 0 ORANGE 3 3 0 0 0 YELLOW 4 4 0 0 0 0 GREEN 5 5 0 0 0 0 0 BLUE 6 6 0 0 0 0 0 0 VIOLET 7 7 0 0 0 0 0 0 0 GREY 8 8 0 0 0 0 0 0 0 0 WHITE 9 9 0 0 0 0 0 0 0 0 0 TECHNOLOGY GRADES 7-9 66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ANNEXURE D: TECHNOLOGY SUBJECT GLOSSARY This is an alphabetical list of some key terms used in the Technology subject Aesthetics Characteristics of a product or system that makes it look beautiful and attractive. Analyse Look carefully at a problem or need in order to explain its causes and effects, or carefully look at information to determine its validity and importance, or examine an item (e.g. a structure) and see how it functions and what it consists of. Artefact A manufactured object. Anthropometrics (linked to ergonomics) Measurements of people’s shapes and sizes. Such measurements are usually taken when products are designed for human use, e.g. furniture, eating utensils, hairdryers, sporting equipment cars, clothing, etc. Biases People’s preconceived ideas or prejudices about some things or people before they actually meet or deal with them. These are normally in areas of human rights and inclusitivity such as gender, race, ethics, religion, etc. For example most cameras are biased towards right-handed people, very few women enter the mechanical engineering industry in South Africa, etc. Biophysical environment The land, air and water around us; it is also the space in which we find ourselves. Classify Arrange in groups according to similar features or qualities. Compare Describe the similarities and/or differences between two products, or items, or solutions or situations. Compression A squeezing force. Constraints Aspects that limit conditions within which the work or solution must be developed, e.g. time, materials, tools, human resource, cost, etc. TECHNOLOGY GRADES 7-9 CAPS 67 Control The means by which systems are regulated, i.e. an adjustment of the process, which makes the actual result conform more closely to the desired result. Conventions Ways of showing information on designs or working drawings that are understood and recognised to have specific meaning. Craft The repetitive production of artefacts, usually for sale. It requires skill in planning the production and making of items and needs manual dexterity and artistic skill. Craft occupations include carpentry, sewing and pottery. It typically involves repetition where many items, often using existing patterns or plans, are manufactured during a production run. Although there is common ground, craft should not be confused with Technology, nor with Art. Criteria Statements of a particular standard or requirement that a solution must satisfy. Data Raw facts and figures (statistics, rainfall figures, temperature readings, etc.). Data may be processed into information. Demonstrate Show key features of an item or product. Describe Tell in words listing features and/or functions Discuss Write or speak about a topic or event or item or problem in order to get feedback / opinions from others. Design (noun) The plan, sketch, model, drawing, etc. that outlines or shows the intention of the proposed solution. Design brief A short and clear statement that gives the general outline of the problem to be solved as well as the purpose of the proposed solutions. Design process A creative and interactive approach used to develop solutions to identified problems or human needs. The associated skills are investigating, designing (development of initial ideas), making, evaluating and communicating. TECHNOLOGY GRADES 7-9 68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) The design process is utilised by engineers, architects, industrial designers, and many others when developing original ideas to meet needs or wants, and to solve problems. The design process skills explained: • Investigate Investigating a situation to gain information is an important starting point for Technology. Research or finding of information mainly takes place here. Learners gather data and information, grasp concepts and gain insight, find out about new techniques, etc. Some skills needed for investigating are information accessing and processing skills, recording, identifying, predicting, comparing, observing, classifying, interpreting, collating, etc. • Design (verb) Once a problem is fully understood, the design brief needs to be written. Possible solutions should then be generated. These ideas may be drawn on paper. The first idea may not necessarily be the best; so several different solutions are desirable. This part of the design process requires awareness and the knowledge and skills associated with graphics, such as the use of colour, rendering techniques, 2D and 3D drawings, etc. These in essence include abilities in planning, sketching, drawing, calculating, modelling, and managing resources. Once possible solutions are available, a decision must be made. The chosen solution will be the one that best satisfies the specifications. It is expected that learners justify choices made. At this point final drawings/sketches (working drawings) of the chosen solution should be prepared. They should contain all the details needed for making the product or system. These include instructions, dimensions, annotated notes, etc. Testing, simulating or modelling the solutions before final manufacture is done here. 2D – two-dimensional – a flat drawing, in which only two principle dimensions (measurements) are visible (e.g. length and height). 3D- three-dimensional – a pictorial drawing. A drawing in which the three principle dimensions are visible, also the three principle faces are visible in the one drawing. • Make (verb) This aspect provides opportunities for learners to use tools, equipment and materials to develop a solution to the identified problem, need or opportunity. It involves building, testing and modifying the product or system to satisfy the specifications of the solution (design specification). Learners will cut, join, shape, finish, form, combine, assemble, measure, mark, separate, mix, etc. Making should be according to the design, although modifications are also desirable. Making must always be undertaken in a safe and healthy atmosphere and manner. • Evaluate Learners need to evaluate their actions, decisions and results through the Design Process. Learners need to evaluate the solutions and the process followed to arrive at the solutions. They should be able to suggest changes or improvements where necessary. Some evaluation should be done against criteria (e.g. constraints) that may be given or self-generated. This stage requires the use of probing questions, fair test, analysis, etc. • Communicate In this aspect the assessment evidence of the processes follow any given project, i.e. the ability to analyse, investigate, plan, design, draw, evaluate and communicate. This could be done in various modes like oral, written, graphic or TECHNOLOGY GRADES 7-9 CAPS 69 electronic presentation. A record of the processes from conception to realisation of the solution (i.e. investigating to communicating solutions) should be kept in the form of a project portfolio. Enabling tasks Activities used to teach and then practice specific skills in preparation for a more advanced task – sometimes also called resource tasks. Ergonomics Features of a product or system that makes it user-friendly. Explain Make clear by giving more information. Findings Things that have been discovered after a process of investigation or research. Fitness-for-purpose A solution should be evaluated in terms of the design brief, specifications and constraints AND whether it will meet the purpose for which it was designed. Force Sometimes described as a push or a pull. However, in Physics, the force may be in contact or it may act across a space (e.g. gravity, magnetism). The scientist is specifically concerned with the effect of a force on the motion of a body, viz. unbalanced forces cause acceleration, ‘deceleration’ or direction change. In Technology, designers are concerned only with contact forces (e.g. a load), and is specifically concerned with the effect the force has on the integrity of a structure, viz. will it bend, stretch, twist or will joints break leading to structural failure? Forming Changing a material’s shape without cutting it. Identify Establish who/what something is e.g. identify a type of structure. Illustrate Explain or make something clear by using examples or words or diagrams. Input The command/information entered into a system. Information Data that has been processed (recorded, classified, calculated, stored, etc.). Knowledge is gained when different kinds of information are compared and conclusions are drawn. TECHNOLOGY GRADES 7-9 70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Isometric A 3D drawing where the lines of sight are set at 30 degrees. Machine A device made up of a combination of simple mechanisms linked so as to form a system for the purpose of doing work. It can be designed to increase the mechanical advantage and decrease the velocity ratio OR to increase the velocity ratio while decreasing the mechanical advantage. Materials Physical substances used in technology, e.g. wood, textiles, fabric, plastic, food, etc. Mechanical advantage A concept that describes how much easier mechanisms or machines can make a particular task. The amount of work done is the same, and the amount of energy expended is the same, but the effort used (force) is less because it is applied over a greater distance, and for a longer period of time. Mechanism Parts that can turn one kind of force into another and give mechanical advantage or a distance advantage. Mechanisms can be combined to form a machine. The basic mechanisms are the lever and the wedge/inclined plane. Cams/ cranks and pulleys/gears are adaptations of the wheel and axle – which is itself a special case of the first class lever. Mini-PAT A short Practical Assessment Task which makes up the main formal assessment of a learner’s skills and knowledge application during each term. It may be an assignment covering aspects of the design process, or it may be a full capability task covering all aspects of the design process (IDMEC). Mode A way or manner in which a thing is done. Modelling The testing of a solution, (product or system). This could include using small replicas (scale models), and intangible representations of the solution (mathematical models, computer models, etc.). Need A necessity for basic function, e.g. food is a need. Oblique A 3D drawing where the depth of an object is projected at a 45 degree angle to the 2D front view. TECHNOLOGY GRADES 7-9 CAPS 71 Opportunity The chance to do something about a need or a want. Orthographic A type of 2D drawing. It usually shows three separate views of the same object (e.g. front, top and left views). The technique is used to draw formal working drawings. Output The actual result obtained from a system. Perspective A 3D artistic drawing in which the lines of sight converge to vanishing points on the horizon. It can be drawn either to a single vanishing point or to double vanishing points (at this level). Product The physical/tangible artefact that results from the process (model, poster, chart, etc.). Preserving A process that prolongs the natural life of a product. Process The part of a system that combines resources to produce an output that is in response to input. Problem Something that leads to a need or want and that can give rise to an opportunity. Pulley A wheel with a groove on its circumference. It is used to transmit movement and is used with a belt or a rope. Recycle To reuse all or part of a substance, including breaking it down to raw material status. Recyclable A material that can be recycled. Safety The way that a person works with tools, materials and equipment that does not harm themselves or others physically. Science The study and description of natural phenomena. TECHNOLOGY GRADES 7-9 72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Shaping A process used to change the shape or contour of materials – shaping always involves the removal or addition of material. SKA – Square Kilometre Array The world’s largest radio telescope made up of over 2500 dish antennae (most in South Africa). It will be used to study distant parts of the universe and will provide many opportunities in technological and scientific related careers. Specification An organised, detailed description of the requirements/criteria that the solution or product must meet, e.g. safety, size, material, function, human rights, environment, etc. Note: Once a product has been manufactured, the original design specifications become the features of the product, i.e. specifications before = features after. Structure Something that has been built, made or been put together in a particular way. System Something that is made up of interlinked parts that function together as a whole to accomplish a goal. For example a mechanical system has a combination of mechanisms that make it function as a whole; an electrical system has interrelated electrical parts that work together to make the system do what it was designed to do. Tabulate Arrange data or information in the form of columns and rows. Technological capability The ability to use a combination of skills, knowledge, resources in a variety of contexts, to solve a technological problem. Capability leads to technological literacy. Technological solution A plan that arises by using a systematic problem solving process (ideas, flowcharts, models, etc.). Technological literacy The ability to use, understand, manage and evaluate technology. Technological processes Any process using technology to perform a task e.g. generating electricity, extracting iron from iron ore, galvanising TECHNOLOGY GRADES 7-9 CAPS 73 steel by electroplating, injection moulding a plastic bucket, etc. Tension A force that stretches an object or material, a pulling force. Want Something that people would like but do not actually need (a convenience or a luxury). TECHNOLOGY GRADES 7-9 74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ANNEXURE E: THE DESIGN PROCESS The Design Process is not linear, usually cyclical. Often it is driven by evaluation. Evaluation at each stage determines the next step. Investigate Problem/need/want Context/impact Research/questionnaire/interview Materials/suitable tools/required skills Investigate Problem Communicate Design Make EVALUATE Design Initial ideas Free-hand sketches Design Brief with Specifications and Constraints Plan using systems diagram Trial modelling Budget Make Choose tools/method/materials/resources Draw formal plans Draw flow charts/sequence of manufacture Make prototype/model/final product (considering safe working procedures) Evaluate Evaluate severity/urgency of problem/need/want. Analyse solution using a systems diagram Evaluate solution in terms of design brief, specifications and constraints Evaluate product/process/manufacturing method/safety Evaluate impact/bias/an indigenous solution Communicate Report Present Advertise/poster using artistic graphics TECHNOLOGY GRADES 7-9 CAPS 75 Annexure F: Calculating Marks Technology is a subject with a vital practical component. In the GET Band, while the subject is general, it has four foci, which may lead to specialisation in the FET Band. Unlike the FET Band where each specialisation has one PAT (Practical Assessment Task) making up 33,3% of the Final Examination mark (25 out of 75), in the GET Band each of the foci has a Mini-PAT which together will make up 33,3% of the Final Examination mark (20 out of a possible 60). Table 1: Formal Assessment in Grades 7, 8 and 9 Technology INFORMAL DAILY ASSESSMENT FORMAL ASSESSMENT : TERM MARKS Practical Tasks & Theory Test / Examination TOTAL Enabling Tasks Mini-PAT Term Test / Examination Term Mark Term 1 0% 70% 30% 100% Term 2 70% 30% 100% Term 3 70% 30% 100% Term 4 70 marks = 100% No Test 100% Promotion Mark CASS Component: 40% Final Examination Component: 60% Continuous Assessment : Promotion Test & Mini-PATs 40 Combined Mini-PAT: 20 Examination: 40 Term1 + Term2 + Term3 + Term4 T1 + T2 + T3 + T4 40 100 10 + 10 + 10 + 10 5 + 5 + 5 + 5 Example: Learner A in Grade XXX builds up the following CASS Mark record over the year: Learner A Term 1 Term 2 Term 3 Term 4 CASS MARK Mini-PAT 50 out of 70 40 out of 70 45 out of 70 40 out of 70 40 Test 15 out of 30 20 out of 30 25 out of 30 No Test Term Mark 65% 60% 70% 57% 252¸10 = 25,2 The CASS Marks count 40% of the Year Mark i.e. each Term contributes 10%. (10 per term) The Mini-PATs constitute 1 / 3 Practical Component of the Final Examination Mark i.e. 20 out of 60. Learner A Term 1 Term 2 Term 3 Term 4 Practical out of 20 Mini-PATs 50/70 = 71% 40/70 = 57% 45/70 = 64% 40/70 = 57% 249/20 = 12,45 CASS Component = 25,20 40 Practical Exam Component (Mini-PATs) = 12,45 20 60 Theoretical Exam Component = 20,00 40 Total Year Mark: 57,65 100 Promotion % 58% 100% TECHNOLOGY GRADES 7-9 76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TECHNOLOGY MARK SHEET Grade 9A Term 1 Term 2 Term 3 Term 4 CASS` Practical Theory Final Examination Mini￾PAT Test % Mini- PAT Test % Mini- PAT Test % Mini- PAT % 40 20 40 % Names 70 30 100 70 30 100 70 30 100 70 100 Learner A 50 15 65 40 20 60 45 25 70 40 57 25,2 12,45 20 58 Report Report Report Report FORMULAE: TERM Marks: Reports 1, 2, and 3 for the first three terms: Simply add the Mini-PAT (out of 70) to the Test (out of 30) and you have the Term Percentage. Year-end Report: 1. CASS Mark: Add the FOUR term marks and multiply the total by 0,4 to get a mark out of 40. 2. Practical Exam Component: Add the FOUR Mini-PAT marks out of 70 and divide the total by 14 to get a mark out of 20 3. Theory Exam Component: Convert the Theory Exam mark to a mark out of 40 as follows: EITHER Multiply the exam percentage by 0,4 to get a mark out of 40 4. Promotion Mark: CASS Mark (out of 40) + Practical Exam Component (out of 20) + Theory Exam Component (out of 40) = 100% Note: Converting the Exam Mark to a percentage For Grade 9: Divide the exam mark out of 120 by 1,2 to get a % For Grade 8: Divide the exam mark out of 100 by 1,0 to get a % For Grade 7: Divide the exam mark out of 60 by 0,6 to get a % TECHNOLOGY GRADES 7-9 CAPS 77 Annexure G: Planning for assessing considering Cognitive Levels RECALL UNDERSTANDING APPLICATION ANALYSE SYNTHESISE EVALUATE ROUTINE DIAGNOSTIC STRATEGIC INTERPRET CREATE Low Order Middle Order Higher Order 30% 40% 30% Count Define Identify Label List Match Name Outline Point out Quote Recite Repeat Reproduce Select State Trace Classify Compare Convert Discuss Distinguish Define Describe Estimate Generalise Give examples Illustrate Infer Interpret Match Paraphrase Restate Rewrite Select Summarise Change Compute Construct Demonstrate Draw Illustrate Predict Relate Solve Use Breakdown Differentiate Discriminate Investigate Relate Separate Subdivide Arrange Combine Compile Construct Create Design Formulate Generalise Generate Group Integrate Organise Summarise Appraise Conclude Construct Critique Criticize Decide Evaluate Grade Justify Interpret Support Recommend TECHNOLOGY GRADES 7-9 78 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Annexure H: Moderation Grid for an Assessment Task School : _______________________ Date :________________________ Subject : Technology S K V Focus Area Knowledge (* O H S) Comprehension/ understanding Application Analysis Synthesis Evaluation Form of assessment Mark allocation Low order Middle order High order Skills Investigate Design Make Evaluate Communicate (including – reports and presentation) Knowledge Structures Processing Mechanical S/C Electrical S/C Values Indigenous Impact (Environment: social, natural, economic ) Bias TECHNOLOGY GRADES 7-9 CAPS 79 TECHNOLOGY GRADES 7-9 80 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) TECHNOLOGY GRADES 7-9 CAPS 81 TECHNOLOGY GRADES 7-9 82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)